Guia Inglesi i i

8/9/2019 Guia Inglesi i i

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ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADES

PLANTEL NAUCALPAN

DEPARTAMENTO DE INGLÉS

GUÍA DE EXAMEN EXTRAORDINARIO

INGLÉS III

2010

Autores:

Virginia Díaz Tapia

Jacaranda Jímenez Rentería

Hugo Selestino Peréz CureñoYesenia Rivera Rivera

José Luis Valdez Rojas

Responsable:

Víctor Chávez Barrón


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UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO

ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADES

PLANTEL NAUCALPAN

DEPARTAMENTO DE INGLÉS

GUÍA PARA EL EXAMEN EXTRAORDINARIO DE INGLÉS III

A) INTRODUCCIÓN

Objetivo de la guía

La guía para la preparación del examen extraordinario de Inglés III, tiene el propósito de presentarte actividades relacionadas con las cuatro habilidades de inglés que se incluyen enel Primer Acercamiento a los Programas de Inglés I y III (PAPI). Estas actividades son

similares a las que aparecen en los materiales didácticos utilizados en el curso ordinario. Laguía es un recurso didáctico que te proporcionará ayuda práctica en tu preparación para presentar el examen extraordinario. Además encontrarás ejercicios de tipo gramatical que tefacilitarán la comprensión de las estructuras que se incluyen en este nivel. Las actividades presentadas están directamente relacionadas con los aprendizajes y por lo tanto con lostemas que comprenden este tercer semestre de inglés.

Objetivo general del Programa de Inglés III

El alumno utilizará y entenderá frases y vocabulario habitual, en forma oral y escrita, para

hacer descripciones de su pasado y planes e intercambiar información, tanto académicacomo cotidiana. Asimismo, comprenderá los puntos principales de textos auténticos breves.

Contenidos de la guía

La presente guía consta de actividades diversas que incluyen la práctica de las cuatrohabilidades de inglés así como de la gramática, además de cuadros explicativos que teayudarán a entender mejor la temática. Los reactivos son muy similares a los que se presentan en los materiales que se utilizan en el salón de clases. Se incluye un examenmodelo similar al cuando presentes tu examen extraordinario y también podrás verificar lasrespuestas del examen modelo con la hoja diseñada para las mismas. La guía incluyedirecciones electrónicas para que practiquen de forma independiente las habilidadesauditivas y orales.


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B) INSTRUCCIONES

Forma de estudio y resolución de actividades

La resolución de las actividades que contiene la presente guía te ayudará a prepararte pararesolver con éxito el examen extraordinario de la asignatura de Inglés III. Será necesarioque dediques el tiempo suficiente para que, de manera autónoma, estudies los cuadros deinformación, visites las páginas electrónicas propuestas, comprendas las instrucciones decada actividad y seas capaz de resolver las actividades. También se incluyen claves derespuesta para que tú mismo revises las actividades resueltas y de esta manera observes tu propio avance.

Las actividades que se presentan en esta guía son del tipo de actividades y ejercicios que setrabajan en el curso ordinario, asimismo también serán similares a las que se presentarán enel examen extraordinario que presentaras próximamente.

Formato del examen extraordinario

El examen extraordinario consta de cinco secciones (reading, writing, listening, speaking ygrammar). Incluye entre 3 y 5 ejercicios por habilidad con un máximo de 100 reactivos entotal.

Programa de Inglés III

Unidad 1

Propósito: Al finalizar la unidad, el alumno aplicará aprendizajes de cursos anteriores para

comprender/producir textos sencillos orales y escritos en lengua inglesa.

Unidad 2

Propósito: Al finalizar esta unidad el alumno podrá describir y entender planes y acuerdosen textos orales y escritos.

Unidad 3

Propósito: Comprende y produce textos orales y escritos en pasado para satisfacer propósitos académicos y personales.

Unidad 4

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


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C) SUGERENCIAS DE ACTIVIDADES

Las actividades presentadas en cada unidad retoman una actividad de práctica en situaciónde comunicación y de acuerdo con los contenidos del Primer Acercamiento a los Programasde Inglés I y III (PAPI). Estas actividades son similares a las que se presentan en los

materiales que se trabajan en los cursos ordinarios.

D) FORMAS DE AUTO-EVALUACION

Para que cuentes con un recurso adicional para presentar de forma exitosa tu examenextraordinario, hemos incluido un examen modelo y la clave de respuestas. De esta manera podrás realizar una autoevaluación.


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INDICE

Presentación 1

Aprendizaje I 6

Aprendizaje II 11

Aprendizaje III 13

Aprendizaje IV 16

Aprendizaje V 19

Aprendizaje VI 24

Aprendizaje VII 27

Aprendizaje VIII 33

Aprendizaje IX 33

Aprendizaje X 38

Aprendizaje XI 40

Aprendizaje XII 41

Aprendizaje XIII 44

Aprendizaje XIV 48

Aprendizaje XV 51

Aprendizaje XVI 53

Aprendizaje XVII 57

Examen Modelo 60

Anexos 65

Sección de respuestas 68

Bibliografía 83


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UNIDAD 1

3er semestre

Aprendizaje 1

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


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I. Look at the pictures and complete the information.

__________ shout

These are my______________.

I have a red ______________.

Next Sunday is my birthday! I want a __________________.


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II. Label the pictures.

1. __________________ 2. ___________________ 3. ___________________

4. __________________ 5. ___________________ 6. ___________________

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

_____ 1. Are you Danny? A Sorry, I „m too busy.

_____ 2. Do you like soda? B No, I am Pamela.

_____ 3. How many brothers do you have? C I love it.

_____ 4. John, this is Jack. D 2

_____ 5. Where are you from? E Nice to meet you.

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


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

A diet Coke, please. ________

And for your main course? ________

And to drink? ________

Are you ready to order? ________

I think I‟ll start with the soup. ________

I‟ll have the chicken. ________

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

1. me excuse.

1. ______________________________________________________________

B. help you I can ?

2. ______________________________________________________________

A. sweater size this larger do have you a in?

3. ______________________________________________________________

B. go here you.

4. ______________________________________________________________

A. you cards accept you credit?

5. ______________________________________________________________

B. cash take we only.

6. ______________________________________________________________


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

an is on play studying where

1. _______________________ do you live?

2. The pen is ______________ the desk.

3. They __________________ football on Sundays.

4. She ___________________ for her test.

5. There _________________ a car in the garage.

6. I have _____________ apple in the bag.


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APRENDIZAJE 2

Capta la esencia de avisos y mensajes en contextos que le son familiares.

Para desarrollar esta habilidad te sugerimos algunas estrategias con las que puedes comprender avisos, mensajes, noticias, anuncios publicitarios,instrucciones o el contenido un texto en inglés. Una de ellas puede ser laidentificación de cognados (palabras .similares en escritura al español), títulos,subtítulos, números e imágenes. Analizando estos aspectos puedes comprenderinformación de manera general y así seguir alguna instrucción o cubrir otranecesidad.

A continuación te presentamos algunos ejercicios que te pueden servir paradesarrollar más dicha habilidad.

I. Now read the sentences from 1 to 5 and match them with the correctadvertisement

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

evening.

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

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

( ) 4. You can pay for your journey in a

different way if necessary.

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

some money.


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

II. Look at the texts and answer exercise 1.

III. Find specific information in the texts. Be careful to copy everything correctly.

A Phone number _________________________________

A. Name of the book ______________________________

B. Last date to see play ____________________________

C. Name of guitar player ___________________________

D. Student ticket price _____________________________

E. Time of the concert _____________________________

F. Where to see play ______________________________H. Price of dictionary _____________________________


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Aprendizaje 3

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

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


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

Mary’s typical weekMary is Mexican, but she lives

in Washington DC because herfather is an ambassador since2008. She does not have anysiblings, but she is happy. Maryis 15 years old and always getsup at 6 am, takes a shower, has breakfast and goes to school.

Mary is an intelligent girl whowants to become a lawyer; she is

in first grade of high school. Hermother‟s name is Linda; she is a

teacher and always helps herwith homework.

Mary goes to school fromMonday to Friday. On Saturday,she practices tennis andspinning, after that returns homeand does her homework. Every

day at 3 o‟clock, Mary‟s familygets together and has lunch. Atthat time, everybody shares orcomments the most outstandingthings of the day.

Mary usually hangs out with herfriends all Sundays afternoonand comes back at 7 pm. She isnever late because she prepares

everything for her school week.


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1. Who is Mary?

________________________________________________________________.

2. Do you do the same things as Mary?

______________________________________________________________.

3.

Does Mary live with her family?

____________________________________________________________.

4. Why does Mary live in The USA?

______________________________________________________________

5. What is the main idea of this text?

______________________________________________________________

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

6.

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

7. Mary‟s mother is a lawyer. T F

8.

Mary has a brother. T F

9.

Mary is 15 years old. T F

10. Mary goes everyday to school. T F

11. Mary‟s father works there since 2008. T F

12. Mary does not like tennis. T F

13. Mary never eats at home during the week. T F

14. Mary enjoys being with her friends. T F

15. Mary wants to become a lawyer. T F


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Aprendizaje 4

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

OK, ¿estás listo?

Bueno iniciemos nuestro despegue hacia el maravilloso mundo del idioma inglés. Como te puedes imaginar, en todo inicio de una conversación sobre todo si acabamos de conocer auna persona, generalmente lo hacemos presentándonos. Posteriormente presentamos a unatercera persona y de esa manera se realiza una interacción social.

Parar llevar a cabo lo anterior se recurre a dar datos personales y para ello es muy comúnencontrar estructuras gramaticales las cuales contengan el verbo “to be” (ser/estar). Es muy

importante comprender su uso y estructuración ya que aparece muy frecuentemente en elidioma inglés. En el siguiente cuadro encontrarás sus conjugaciones las cuales te pueden

ayudar a comprender como estructurar oraciones con el verbo “to be” al combinarse con losdiversos pronombres, o bien, los nombres a los que sustituyen. Se agrega también en la parte inferior del cuadro una pequeña formulita en afirmativo, negativo y pregunta que tefacilitará su comprensión.

Nota: Se incluyen también sus formas abreviadas.

Nota: Aparece un doble pr onombre “You” porque recuerda que este puede manejarse tantoen singular con su correspondencia “tú” en español como para plural con sucorrespondencia “ustedes” .


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

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

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

2. Read it and answer the following set of questions.

Hi, I‟m Robinson and this is what I do from Monday to Friday. I wake up at 5:30. I stay in

bed for 10 more minutes and then I get up. I take a shower from 5:45 to 6:00. I get dressedand then I have breakfast. I leave for school at 6:30. I take my classes from 7:00 to 2:00. Igo back home at about 2:15. It takes me around 40 minutes to get to my house. I stay home

from 3:00 to 6:00 then I go out to meet my friends. I usually do my homework in theevening. I finally go to bed at 9:00 or 9:30. So this is my day.

1) What time does Robinson wake up? ______________________________

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

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

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


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

Como te puedes dar cuenta el describir las actividades cotidianas no es tan difícil como se pudiera pensar. Observa el siguiente cuadro en el cual se te indica como estructurar unaoración para realizar dicha descripción. En la parte inferior del cuadro se agrega una pequeña formulita en afirmativo, negativo y pregunta la cual te puede ser de bastante ayudatambién.

Nota: Se toma como ejemplo el verbo “eat” (comer)

Nota: Recuerda que el pronombre “You” se maneja tanto para singular como plural, como

se te mostró en la parte superior.

3.

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

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________ _______________________________________________________________________

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

http://www.longman.com/topnotchhttp://www.longman.com/topnotchhttp://www.longman.com/topnotch


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Aprendizaje 5

Describe de manera sencilla su entorno, rutina y apariencia.

Forming the simple present tense

With most verbs, the third person singular form is created simply by adding -S.

Clean – she cleans Speak- speak s Play - plays

However, with some verbs, you need to add -es or change the ending a little.Here are the rules:

Verbs ending in s, ch, z, x, sh & o add -es

Fix - He Fixes watch – She watches pass – It passes go – He goes

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

Study – she studies Try – He tr ies

Top Notch Fundamentals.Joan Saslow, Allen Ascher.2006,pp 68

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

I´m Kevin Druken, I´m 17 years old, I´m tall and chubby. I have short curly and blond hair,with blue eyes. I´m down to earth. I live in Canada. Canada is a big county. There areforest, rivers, waterfalls and mountains, everywhere.

I have two older brothers, Dave and Andrew and a younger sister Samanta. We live withour parents in Alberta City. Our house is quite big, with a great garden and I have my ownroom. It´s not very big, but it´s my space. I don´t have pets.

In summer time, my brothers and I visit our grandmother who lives in Vancouver.

I go to Alberta National School and I´m in the 11 th grade. My favorite subject are Scienceand music, but I don´t like history at all. It‟s boring.

I sometimes help out at home; I take out the trash twice a week, make my bed every day,and set the table. In my spare time I like watching American football, hanging out with myfriends, listening to music and playing my guitar. I want to become a famous musician oneday!.


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Pronouns Possessive adjectives

I MyYOU YourHE HisSHE HerIT Its

WE OurYOU Your

THEY Their

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


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II. Answer the questions below. Read the text again.

1. What does Kevin look like? ____________________________2.

Who does he live with? ____________________________3. Does he have his own room? ___________________________

4.

How often does he take out the garbage? ___________________5.

What does he do in his free time? ________________________

Vocabulary: AppearanceHeight: Tall Medium height ShortHair: (color) Brown Black blondHair: (length) long Medium length Short bold

Hair: (type) straight wavy curlyWeight: heavy chubby/ fat Thin/slim

III. Read the descriptions and draw each person.

1. Argelia is medium height.She has long black hair and she wears glasses.

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

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

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


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Aprendizaje 6

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

Continuemos en nuestro viaje hacia el conocimiento y dominio del idiomainglés. Como te has dado cuenta el aprendizaje de esta lengua se puede facilitar bastanteúnicamente con seguir de manera adecuada las indicaciones y explicaciones que se te dan; pero lo más importante es poner a trabajar ese aprendizaje y realizar tareas con él para quese convierta en algo significativo para ti.

Ahora dirijamos nuestra atención hacia como poder describir actividades a realizar en unfuturo. Antes que todo presta atención a la composición gramatical de ésta y responde a lasiguiente actividad.

FUTURE

Affirmative Negative Interrogative Short Answers

I am going to eat

You are going to eat

He is going to eat

She is going to eat

It is going to eat

We are going to eat

They are going to eat

I am not going to eat

You are not going toeat

He is not going to eat

She is not going to eat

It is going not to eat

We are not going toeat

They are not going toeat

Am I ...?

Are you ...?

Is he ...?

Is she ...?

Is it ...?

Are we ...?

Are they ...?

Yes, I am./ No, I´m not

Yes, you are/No, you aren´t

Yes, he is/No, he isn´t

Yes she is/No, she isn´t

Yes, it is/No, it isn´t

Yes, we are/No, we aren´t

Yes, they are/No, they aren´t


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

[organize, take, move, attend, study]

1.- Peter _____________________ to Miami next year.

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

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

4.- _____ you _______________ the class tomorrow?

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

Como te diste cuenta esta estructura gramatical te va a servir para describir acciones oactividades a realizar en un fututo siempre y cuando hayan sido planeadas previamente. Tensiempre en mente que la forma del verbo “be” dentro de la expresión se va a modificar

según el sujeto que se esté empleando en la oración. A continuación realiza el siguienteejercicio en los consecutivos extractos de canciones.

Nota: En ocasiones en la práctica la regla gramatical no se aplica tal cual, un ejemplo deesto lo encontraras en los fragmentos de algunas canciones que a continuación se incluyenen la guía para que resuelvas un ejercicio. En el caso del futuro con “be going to” algunos

nativo hablantes del idioma inglés lo descomponen y lo contraen a modo de hacerlo más práctico y rápido de pronunciar, es decir en lugar de decir “going to” dicen “gonna” yomiten la preposición “to”.


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

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ____________________________________


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Aprendizaje 7

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

Elementos de un párrafo

Tema: De lo que trata el textoIdea principal: Lo más importante que se dice sobre el tema y por lo general está en la primera oración del párrafo pero no siempre. En ocasiones puede presentarse como unadefinición o pregunta.La identificación de las ideas principales en un texto es de gran utilidad ya que permiten:

Saber de qué trata un texto

Organizar el materia de la lectura Tomar notas

Ideas de apoyo: Información que amplía, refuerza, explica a la idea principal.


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I. Look at this advertisement and read the information.

“Be nice to people on your

way up because you meet

them on your way down.” Jimmy Durante

The secret of success

Top ten Secrets

of Success-for just $ 19.99

How to be more

successful

-let Max Power change

Be the best! Seven

Steps to Success


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Lots of people want success. Lots of people say theyhave the answer. But what

exactly the secret of success is?

Think about it

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

Success is …

a. _____ having a lot of Money. e. _____ having a lot of friends.

b. _____ enjoying your work. f. _____ being powerful.c. _____ living in a big house. g. _____ being free to do what you want.d. _____ being famous. h. _____ having a good family life.

Vocabulary skills: Guessing meaning from context

III. Read this text. Check ( ) the correct meaning of each word in italics.Use your dictionary.

Do you have what it takes to be a success?

Think about your 1. dream - the job you want, where you want to live, how youSee your life. Close your eyes. Try to see these things.Ask yourselfAm I 2. prepared to work hard? Do I have enough commitment?When I have a problem, will I 3. give up? Or am I determined?Do I really want a 4. challenge? This won´t be easy.Can I learn from my 5. mistakes? Or will I make the same mistakes again?Am I 6. determined enough to succeed? Or, will I give up easily?Do I believe I can 7. achieve what I want? Will I work hard enough?

1. a. _____ home b. _____ health c. _____ goal2. a. _____ able b. _____ willing c. _____ free3. a. _____ quit b. _____ become sad c. _____ take a rest4. a. _____ family b. _____ vacation c. _____ difficult task5. a._____ errors b. _____ friends c. _____ studies6. a. _____ happy b. ______ strong c. _____ lucky7. a. _____ ask for b. ______ get c. _____ buy

“Succes usually comes to those who

are too busy to be looking for it.”Henry David Thoreau


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IV. Read the text. Were your ideas correct?

hree steps to success

She had no job. She was a single mother, living in a small apartment with her babydaughter. Life was hard. Now, she is a great success.Children and adults buy her books all over the world – in thirty languages. It seems her books win awards and break records almost every day. Who is she? J.K. Rowling – thewoman who wrote the Harry Potter stories.

What is the secret of her success?

Rowling says she wrote “Harry Potter and the Philosopher´s Stone” because she wanted achallenge. She wanted to achieve something special. She likes writing. In fact, she wroteher first book (called “Rabbit”) when she was six years old. Perhaps this is the first reasonfor her success – she chose to do something that she enjoyed.

STEP 1: Do something that you enjoy.

But how did she become such great success? Well, in 1992, Rowling left her job inEngland and went to Portugal.She moved to Portugal to have more time to do what she loved most – write.

She worked as an English teacher. She used her free time in the mornings to write “HarryPotter and the Philosopher´s Stone.”

STEP 2: Follow your dream.

She married, but later divorced. She returned home to the U.K. with her baby daughterJessica. She lived in Edinburgh in Scotland. She lived in a very small, cold apartment.Life as a single mother was hard, but she was determined to finish writing “Harry Potter

and the Philosopher´s Stone.” She wrote mostly in cafés and while her daughter wasasleep. She had no Money for a computer or typewriter – she used a pen and paper. Whenthing became difficult, she didn´t forget her goal, and she didn´t stop working.


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STEP 3: Never give up.

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

Understanding the text

V. Read these questions and write your answers.

a. Why did Rowling write “Harry Potter and the Philosopher´s Stone? _______________________________________________________________________

b. What was the title of the first book she wrote?

________________________________________________________________________

c. How many languages are the Harry Potter books available in? _______________________________________________________________________

d. What is the name of her daughter? _______________________________________________________________________

e. What are the three steps to her success? _______________________________________________________________________


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VI. Put these events in J.K. Rowling´s life in order.a. _______ She lived in Edinburgh.b. _______ She got married.c. _______ She got divorced.d. _______ She worked in Portugal.

e. _______ She left her job in England.

VII. This text contains five mistakes. Circle them. Then re-write the textcorrectly.

The American writer J.K. Rowling wrote her first book, “Rabbit,” at the age of five. She began writing “Harry Potter and the Philosopher‟s Stone” when she worked in Portugal as a

French teacher. When she left Portugal, she lived in London. She continued to write “Harry Potter and the Philosopher´s Stone” while looking after her daughter Jennifer. Now, she is a

worldwide success. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


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Aprendizaje 8,9

El alumno(a) escribe oraciones para pedir y dar consejos, expresar obligación y

prohibición.

Modals should, must, have to, and imperatives

Explicación Ejemplos

Should

En oraciones afirmativas , negativas y

preguntas, should se usa para dar

consejo. La contracción de should not es:

shouldn’t .

You should see a doctor.

You shouldn‟t eat so much.

What should I do?

Have to

En oraciones afirmativas , negativas y

preguntas, have to se usa para expresar

obligación personal

En afirmación se usa have to con I , you,

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

it .

En negación se usa don’t have to con I, you, we, and they. Usa doesn’t have to

con he, she and it .

I have to go to school every day.

She has to make the bed.

They don‟t have to work

tomorrow.

He doesn‟t have to wash the

dishes.

Must

En afirmaciones, negaciones y preguntas,

must se usa para expresar obligaciones

legales.

Mustforma la contracción con not:

mustn’t .

You must bring your passport to

the airport.

You mustn‟t drink and drive.

Must I take a test to get a driver‟s

license?

Imperatives

Se usa en oraciones negativas para

expresar prohibiciones.

Usa don’t .

Don´t fight!

Don‟t talk during the exam!


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

information in the box.

(He) wants to lose weight.

eat sabritas swim eat fruit and vegetables do exercise drink soda

1. He _______________________________________.

2. He _______________________________________.

3. He _______________________________________.

4.

He________________________________________

5. He _______________________________________

II. Look at the pictures and write the rules. Use must / mustn’t and the

information in parentheses.

1. You _______________________________________. (wear your seatbelt)

2.

You _______________________________________. (park here)

3. Citizens____________________________________.(pay taxes)

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


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5.people ______________________.(show respect to others)

III. Look at the pictures and write the prohibitions. Use imperatives and the


1.

_______________________________________ (litter)

2. _______________________________________ (smoke)

IV.

Look at the pictures and write the obligations. Use have to / has to / don’t

have to / doesn’t have to and the information in parentheses.

1. He _______________________________________. (clean the house)

2. He _______________________________________.(not / cook)

3. I _______________________________________. (do homework)


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V. Read the following sentences and circle the correct option according to the

situation

1.

I have a terrible headache, what _______________ I do?

a)should b)have to c)mustn‟t d)don´t

2. _______________ do that! It‟s dangerous.

a)Should b)Must c)Don‟t d)Have to

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

a)shouldn‟t b)mustn‟t c)don´t d)haven‟t

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

a)have to b)mustn‟t c)shouldn‟t d)should

5.

People _______________ shout in a library.a)mustn‟t b)should c)have to d)must

6. _______________ jump on the bed! You can get hurt.

a)doesn‟t b)mustn‟t c)don‟t d)shouldn‟t

7. She _______________ to clean up her room.

a)has b)don‟t have c)have to d)has to

8. If she has problems with the subject she _______________ talk to the teacher.

a)mustn‟t b)has c)should d)doesn‟t

9.

Do you _______________ wear a uniform in CCH?

a)don‟t b)should c)must d)have to

10.

Does Manuel _______________ do a lot of homework today?

a)have to b)must c)should d)has to


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UNIDAD 3

Propósito: comprende y produce textos orales y escritos en pasado para satisfacerpropósitos académicos y personales.


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Aprendizaje 10

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

I. Read the text and answer the following questions.

1.

Who wrote the e-mail? _________________________________________________________

2.

How was Beth‟s week? _________________________________________________________

3. What does she do every morning?

_________________________________________________________

4. How long did she swim? _________________________________________________________

5. When did she go bike riding? _________________________________________________________


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

Are you looking for anything special? ________

Do you like gardening? ________

Yes, I‟m crazy about it. ________

I‟d like some gardening magazines. ________

I‟m just browsing. ________

What are you up to? ________

III. Write an e-mail to your best friend and describe your last vacation. You canstar saying. Hello….., I want to tell you about my last vacation in……, Last

summer I went to………..

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________________________________________________________.

IV. Make questions for the following answers.1 .__________________________________________________?

Yes, I did my homework.

2. __________________________________________________?

I was born on July 7th 1992.

3. __________________________________________________?

No, I wasn´t at home.4. __________________________________________________?

I paid with a credit card.

5. __________________________________________________?

Yes, she bought some bananas.


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Aprendizaje 11

Comprende, en términos generales, discursos orales, sencillos y breves sobre temascotidianos, con pronunciación clara.

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

a) Just click on Listening practice.

http://esl.about.com/od/beginningenglish/u/start.htm#s10

II. Go to the following web page

http://www.saberingles.com.ar/listening/index.html

a) Choose “listening” from the list.

b) Choose the level: easy, medium, difficult.

c) Choose a video, topic or song

d) Check your answers and listen again to practice your pronunciation.

PRÁCTICA - EJERCICIOS

- SPEAKING - LISTENING - WRITING - LECTURAS - CUENTOS - JUEGOS - VIDEOS

III. If you want to practice more. Go to the net web page:

http://www.learnenglishfeelgood.com/eslvideo/index.html

You will find some:

clips from movies comedy trailers

http://esl.about.com/od/beginningenglish/u/start.htm#s10http://esl.about.com/od/beginningenglish/u/start.htm#s10http://www.saberingles.com.ar/listening/index.htmlhttp://www.saberingles.com.ar/listening/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/speaking/index.htmlhttp://www.saberingles.com.ar/speaking/index.htmlhttp://www.saberingles.com.ar/speaking/index.htmlhttp://www.saberingles.com.ar/speaking/index.htmlhttp://www.saberingles.com.ar/listening/index.htmlhttp://www.saberingles.com.ar/listening/index.htmlhttp://www.saberingles.com.ar/listening/index.htmlhttp://www.saberingles.com.ar/listening/index.htmlhttp://www.saberingles.com.ar/writing/index.htmlhttp://www.saberingles.com.ar/writing/index.htmlhttp://www.saberingles.com.ar/writing/index.htmlhttp://www.saberingles.com.ar/writing/index.htmlhttp://www.saberingles.com.ar/reading/index.htmlhttp://www.saberingles.com.ar/reading/index.htmlhttp://www.saberingles.com.ar/reading/index.htmlhttp://www.saberingles.com.ar/reading/index.htmlhttp://www.saberingles.com.ar/stories/index.htmlhttp://www.saberingles.com.ar/stories/index.htmlhttp://www.saberingles.com.ar/stories/index.htmlhttp://www.saberingles.com.ar/stories/index.htmlhttp://www.saberingles.com.ar/games/index.htmlhttp://www.saberingles.com.ar/games/index.htmlhttp://www.saberingles.com.ar/games/index.htmlhttp://www.saberingles.com.ar/games/index.htmlhttp://saberinglesblog.blogspot.com/http://saberinglesblog.blogspot.com/http://saberinglesblog.blogspot.com/http://www.learnenglishfeelgood.com/eslvideo/index.htmlhttp://www.learnenglishfeelgood.com/eslvideo/index.htmlhttp://www.learnenglishfeelgood.com/eslvideo/index.htmlhttp://www.learnenglishfeelgood.com/eslvideo/index.htmlhttp://www.learnenglishfeelgood.com/eslvideo/videos2.htmlhttp://www.learnenglishfeelgood.com/eslvideo/videos2.htmlhttp://www.learnenglishfeelgood.com/eslvideo/videos3.htmlhttp://www.learnenglishfeelgood.com/eslvideo/videos3.htmlhttp://www.learnenglishfeelgood.com/eslvideo/videos3.htmlhttp://www.learnenglishfeelgood.com/eslvideo/videos3.htmlhttp://www.learnenglishfeelgood.com/eslvideo/videos2.htmlhttp://www.learnenglishfeelgood.com/eslvideo/index.htmlhttp://www.learnenglishfeelgood.com/eslvideo/index.htmlhttp://saberinglesblog.blogspot.com/http://www.saberingles.com.ar/games/index.htmlhttp://www.saberingles.com.ar/stories/index.htmlhttp://www.saberingles.com.ar/reading/index.htmlhttp://www.saberingles.com.ar/writing/index.htmlhttp://www.saberingles.com.ar/listening/index.htmlhttp://www.saberingles.com.ar/speaking/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/exercises/index.htmlhttp://www.saberingles.com.ar/listening/index.htmlhttp://esl.about.com/od/beginningenglish/u/start.htm#s10


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APRENDIZAJE 12

La escritura es una de las habilidades que generalmente se desarrolla primero,

reconociendo y produciendo palabras, luego frases, oraciones, párrafos y hasta un

texto.

A través de esta habilidad puedes narrar historias, relatos, películas, un programa de

televisión o actividades cotidianas.

A continuación te presentamos ejercicios en los que unirás palabras para formar

frases, oraciones y después un párrafo.

I.

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

II. Now make sentences according to the pictures.


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EXAMPLE


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III. Write a short paragraph using some of these pictures to describe the activities

that your mother does in a week.

You can start with these words.


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APRENDIZAJE 13

Lee textos auténticos de temas de interés; localiza información específica, parasatisfacer necesidades académicas y personales.

Como tú bien sabes, una habilidad muy importante hacia el dominio de unalengua además de la producción oral, la producción escrita y la comprensión auditiva es lacomprensión lectora. Esta última nos permite comprender al emisor o escritor mediante palabras escritas. Para ello es básico contar con ciertas estrategias para poder comprenderun texto y poder realizar diversas tareas tanto de índole personal como académico. Másimportante aun es el hecho de poder leer textos auténticos y que sean de interés para ellector ya que ello aumenta bastante la motivación y la curiosidad por intentar comprenderlo que expresa determinado texto.Una vía muy útil hacia la comprensión del texto es mediante la identificación de la idea principal, la cual generalmente se encuentra al inicio de cada párrafo. Para poder llegar a lalocalización de tal idea te puedes apoyar en las palabras que se parecen al español y queson mejor conocidas como cognados. Estos te serán de mucha utilidad para extraer la ideageneral del texto. A continuación se te presenta como ejemplo el primer párrafo extraídode un texto con el cual posteriormente trabajaras. En dicho párrafo apareceránsubrayados algunos cognados así como la idea principal en cursivas. Adolescence (lat. Adolescere = (to grow) is a transitional stage of physical and mental

development that occurs between childhood and adulthood. This transition involves biological, social, and psychological changes, though the biological and physiological onesare the easiest to measure objectively. Historically, puberty has been heavily associatedwith teenagers and the onset of adolescent development. In recent years, however, the startof puberty has seen an increase in preadolescence and extension beyond the teenage years,making adolescence less simple to discern.


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UNIDAD 4

Propósito: narrará experiencias personales y culturales y realizará tareas académicasa partir de la lectura detallada.


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Aprendizaje 14

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

A big Siberian tiger A tender kitten Intelligent dolphins

A medium t-shirt A Mexican blouse A large blue jacket


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Tall girls A beautiful woman A happy baby

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

Observa el siguiente cuadro de ejemplos:

Adjective Comparative cheap Cheapernice Nicer big Biggersmall Smaller

pretty Prettierhappy Happierfurious more furious

beautiful more beautifulgood Better bad Worse

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


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I. Complete the following exercise of comparatives.

Adjective Comparative

1) fast _____________

2) intelligent _____________

3) lazy _____________

4) tall _____________

5) handsome _____________

Presta atención a las siguientes construcciones gramaticales:

Subject + be + adjective(er) + than + noun or pronoun.Subject + be + more + adjective + than + pronoun.

II. Now complete these conversations.

1.- A: Which dress is ________________ (pretty), the yellow one or the green one?

B: Well, the green one is silk. And silk is _______________ (expensive) polyester.

2.- A: I think a leopard is _______________ (furious) a lion.

B: Yes, I agree with you but remember that a lion is ________________ (big) a leopard.

3.- A: Is your brother _______________ (old) your sister?

B: No, he is _________________ (young) her.

4.- A: Look at these tennis shoes! They are ________________ (good) those ones.

B: I prefer the leather ones. They are _______________ (stylish) the black ones.


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Aprendizaje 15

Escribe párrafos breves utilizando conectores

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

Linking word Explanation ExamplesAnd Links two ideas that are

related.I like reading. + I like dancing.I like reading and dancing.

So Gives a result. I was very tired.+ I went to bed.I was very tired so I went to bed.

But Links a positive and a negative

idea.

I like swimming. + I don‟t like

running.I like swimming but I don´tlike running.

Because Gives a reason. I went to the party.+ I wantedto see Mary.I went to the party because Iwanted to see Mary.

I. Complete the following sentences use and, so, but or because.

1.

She wants to go to the movies, ___________ I don‟t like that movie.

2. My wife plays poker ___________ likes badmington.

3. I can‟t sleep, ___________ I‟m going to drink a glass of milk.

4.

She went to the disco, ___________ she didn‟t dance.

5. I‟m studying English ___________ I love languages.

6. She danced a little ___________ talked to her friends.

7.

He doesn‟t play the guitar, ___________he plays the drums.

8. He is sad ___________ his dog died.

9. She didn‟t invite me, ___________ I didn‟t go to her birthday party.

10. She can draw well, ___________ she can‟t cook.


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

_________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


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Aprendizaje 16

Organizadores gráficos.

Los organizadores gráficos son técnicas activas de aprendizaje por las que se representan

los conceptos en esquemas visuales. Son herramientas muy importantes que pueden ser

usados dentro del proceso de aprendizaje.

Los organizadores gráficos forman esquemas visuales de información y permiten que la

mente “vea” patrones y relaciones.

Los siguientes son dos ejemplos de organizadores gráficos.

Mapas Conceptuales.

Son una representación gráfica organizada y jerarquizada de la información. Están

formados por conceptos, proposiciones y palabras de enlace.Características de los mapas conceptuales.

Los conceptos se jerarquizan, los más generales van en la parte superior y los ejemplos en

la parte inferior del gráfico. El mapa debe contener sólo la información más importante.

Los conceptos se encierran en elipses o recuadros, se usan líneas o flechas para unirlos y

se utilizan palabras de enlace. Las proposiciones son dos o más conceptos unidos por

palabras de enlace.

Cómo construir un mapa conceptual.1. Identificar y subrayar las palabras clave que representen las ideas principales del

texto.

2. Hacer una lista de los conceptos a manera de inventario.

3.

Seleccionar por niveles de inclusividad los conceptos y clasificarlos.

4. Escribir el tema en la parte superior y encerrarlo en un óvalo o recuadro.

5. Escribir las palabras de enlace entre el tema y los siguientes conceptos.

6. Unir con líneas o flechas los conceptos.


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Cómo puedes observar en el mapa conceptual, la fotosíntesis es el tema y se escribe en el

nivel superior; consiste en; son las palabras de enlace. Los conceptos: Reacciones que

dependen de la luz, y reacciones que no dependen de la luz, están unidos por flechas y

éstos se encuentran en el mismo nivel, es decir existe una jerarquía.

I.

Read the following text. Then work on a graphic organizer.Follow instructionslisted above, "how to build a conceptual map"

Different types of music.

Music is a form of art. Edgard Varese defined it as "organized sound". Music expresses ourfeelings as well emotions in a melodious and pleasant way. Is there anybody who doesn‟tlike this form of art? Read on to know the various types of music.Different types of music help in soothing one‟s disturbed soul, in the growth of

concentration and also enliven us to live life to the fullest. There are varied genres of music

as people have different tastes. For e.g., classical music, rock, jazz, metal, rap, folk etc. Butthe objective remains the same. The aim of all music is to touch the core of the heart andthus music can be called an expression of our heart‟s saying. To understand and knowabout different genres of music, let us have a look at the following genres.

Consists of


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Different Music Genres

Classical Music: Classical music is a complex form of music as it requires high musicalskills, like learning the ragas and ability to coordinate with other musicians. One has tomaintain the complex relationship between its emotional flows. If you wish to learn thismusic, then you have to go through proper training.

Rock Music: This music genre was originated in the rock and roll era of 1950s. The vocalsare accompanied by guitar, drum and bass. Certain rock groups also use piano, synthesizer,saxophone, flute, mandolin and sitar for a deeper effect. This type of music has several subgenres, such as hard rock, progressive rock and metal rock. All these types of rock musicare popular till date.

Metal Music: Metal music emerged after the Second World War. Here the melody of thesong is heavily influenced by the structure of the songs. While in rock music, songwritingis based within a form; in metal music, the central melody decides the structure of the song.

It is also known as „information music‟.

Hip-hop Music: Hip-hop music always includes the use of instruments such as guitar,violin, fiddle, piano, bass and drums. In these types of music, the bass is the maininstrument. This can be used in different intensities to emote feelings of anger, pride andothers. This type of music is the result of hip-hop culture and is known as hip-hop music.This music shows a heavy influence of Jamaican music. The roots of the music are found inAfrican American and West African music. It was first played by a group of travelingsingers and poets of West Africa.

Wedding Ceremony Music: Wedding music is used in the ceremonies. These can beclassical and modern, according the tastes of people. Some people prefer countrymelodies, while others opt for classical music as wedding music. Such music variesfrom every culture.Trance Music: This type of music is usually played in club houses and discotheques. Itoriginated in the 20th century. This music is characterized by fast tempo and repetitious beats of the percussion. It has a hypnotic effect on the souls of listeners.

Jazz: This type of music is featured by strong and complex rhythms. The main musical

instruments used for jazz music are cornet, trumpet or violin, that help carry the melody.This is a rhythmic music and has a forward momentum called "swing". However, in thismusic genre, the skilled performer interprets a tune in his own way.Folk Music: Folk music is a kind of traditional music that is handed down fromgenerations in every culture. This type of music reflects the emotions of common laity.Popular music and tribal music are the two sub genres of folk music. This folk music shows

http://www.buzzle.com/articles/classical-music/http://www.buzzle.com/articles/rock-music/http://www.buzzle.com/articles/wedding-music/http://www.buzzle.com/articles/what-do-you-know-about-folk-music.htmlhttp://www.buzzle.com/articles/what-do-you-know-about-folk-music.htmlhttp://www.buzzle.com/articles/wedding-music/http://www.buzzle.com/articles/rock-music/http://www.buzzle.com/articles/classical-music/


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the social upheaval that lies among various classes of people. This also portrays theirstruggle for survival and their culture.

Techno Music: Techno music is also known as fusion music. This became popular towardsthe middle part of the 1980s. This is a form of electronic dance music and based on African

American music styles like funk, electro and electric jazz. It features fast beats and thisform was initiated by Juan Atkins, Kevin Saunderson andDerrick May.Opera Music: Opera music first emerged in Italy in the 1600s. This genre has a remarkablecombination of theatrical art and musical invention and is specifically played in thetheaters. This has greater appeal for its delightful orchestral accompaniment. The preludesand interludes of this music set the tone for the action on-stage.


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Aprendizaje 17

El programa de inglés III considera aspectos gramaticales que permiten alcanzar una buenacomunicación al usarlos de manera adecuada. A través de esto puedes realizar diálogossobre asuntos cotidianos o académicos. A continuación enlistamos algunos de estos puntos

gramaticales:

1. Am, is, are, was, were 2. Going to3. “Ing” 4. Did5. Should and must

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

I.

Two friends are talking about their last vacation. Choose the correct response.Write the letter on the line

A.-------“What´s your occupation?” 1. His name is Carlos

B.-------“Where are your parents from?” 2. I´m a manager

C.-------“Who is your friend?” 3. Italy. But they live in México now

A.-------“ How was your vacation?” 1. Yes, It was good. But a little spicy

B.-------“ Was the weather good?” 2. Terrific. It was so much fun

C.-------“Was the food ok.?” 3. No, it wasn´t. It rained all week

II. Rewrite the sentences to express fu ture actions . Use “ BE GOING TO” and thebase form of the verb.

A. She studied for three hours

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


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B. They ran two miles last Saturday.

----------------------------------------------------------------------------------next Saturday

C. We had a party last week.

----------------------------------------------------------------------------------next week

D. I went to school yesterday.

----------------------------------------------------------------------------------tomorrow

E. You got tickets for the concert.

----------------------------------------------------------------------------------tomorrow

III.

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

A ( ) “ oh, no! The train´s leaving in four minutes” 1.Really? How was the flight?

B ( )”I took Northern Airlines to Hong Kong” 2.Once or twice a year.

C ( )”I´m looking for the departure gate” 3. Which one?

D ( )”Are you taking the 8:00 train? 4. Yes, I am. You too.

E ( )”How often do you fly?” 5. We should hurry up.

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

1.

A: She bought a new printer.

B: Why did she buy a new printer --------------------------------------(WHY)

2

A: We went on vacation

B:--------------------------------------------------------------------------(where)


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3. A: They visited some friends yesterday

B: -------------------------------------------------------------------------(WHEN)

4. A: They went to the gym

B: -------------------------------------------------------------------------(WHERE)

5. A: He spent a lot of money

B: ----------------------------------------------------------------------(HOW MUCH)

V. Complete the sentences with MUST AND SHOULD.

A. I think you--------------------get on time to work

B. You------------------drink coffee at night

C. You------------------go to the dentist! Don´t wait!

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

LIMOUSINE GOING SHOULD LATE ARRIVINGRESERVATION RENTAL

A: What time are we----------------in Canada?

B: Pretty------------------.Around 10:30 p.m

A: What about a hotel?

B: I´m going to make a---------------online.

A: Great. And are we ----------------------to need a taxi to the hotel?

B: There´s a ------------------------from the airport, or we could get a --------------car.

A: They´re expensive. I think we ------------------save our money.

A: You´re right. And walking is good exercise.


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EXAMEN MODELO

EXAMEN EXTRAORDINARIO INGLÉS III

The following exam is divided into five sections: reading, grammar, listening, writingand speaking. You can check your answers in the key answer section.

Name: ___________________________________________________________________

Date: ___________________________

READING

I.

Read the text below and complete the sentences.

Techno-Newbie I´m not a person who is really interested in computers. So, when my brother says

something about a thing called a USB stick, I have no idea what he is talking about! I

think I should get with it, and learn the latest technology. So, next week I´m going to anelectronics store to buy a new computer. Let me tell you, I´ll be so out of place when the sales people start talking about all these different things of computers and programs.

Everything sounds like a foreign language to me! Anyway, I´ll get a nice laptop that has a

modem inside of it, so I can get online wherever I want. That´s what my brother told me I should do. USB sticks are really easy to use because all you have to do is stick them into a

USB port, and they start working right away. That´s perfect for me! After I get my laptop,

my brother and I will start chatting online all the time. I´ll even something called awebcam, so we can see each other when we walk. But not yet, I´m still trying to get the

hang of e-mail!

Answer the questions

1. Is the writer an expert in computers? Explain. ___________________________________________________________________

___________________________________________________________________

2. What is the main idea of the text? _______________________________________

Complete in the blanks

3. The writer, will buy a computer because________________________________

READING


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Write your answer on the line. Choose a, b or c.

14. Jack _________ wear a suit to work every day.a. Have to b. has to c. don´t have to

15. If you want to do well on the test, you ___________ study hard.

a.

Has to b. don´t have to c. must16. _________ I have a glass of orange juice?

a. Should b. could c. has to17. You _________ eat junk food

a. Must b. could c. shouldn´t18. I ________ stop smoking isn´t good for your health

a. Should b. could c. has to

1 point each Total points in this section

III. Katrina is making some phone calls. Fill in the gaps with the phrases you hear.1. Katrina Hello,¹is that Simon Dale?2.

Simon Speaking.3.

Katrina Hi, Simon.²___________ Katrina Clark.4. Simon Oh, hello, Katrina. Look, I can´t talk right now. ³________you back?5. Katrina Yes, of course. 4_______________my mobile.6. Simon Right. I´ll 5 _______________ later. Bye

1 point each Total points in this section

*Tomado de Chris Redston, Cunninham. (2007). Face2face. Elementary student´s book. Cambridge UK. P75

Acude a la mediateca a consultar el audio

*LISTENING


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7. Write down two paragraphs. The first paragraph about what you did on yourlast vacations. The second paragraph about what you will do on your nextvacation. (at least 250 words).

Last summer I went to……….

In my next vacation I am going to……….

WRITING

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


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11points Total points in this section

8. Choose two (2) topics and talk about them. You will have five (5) minutes toprepare your speech and two (2) minutes to talk about them.

Your daily activities.

Describe your family

Give advice under an emergency situations

Describe your autobiography

Tell about your favorite book or movie

Describe your last vacation

Tell your plans for the next year

Describe your best friend

Describe two holiday places in Mexico

Describe a famous person

11points Total points in this section

Total points

SPEAKING


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ANEXOS

ANEXO No. 1

SIMPLE PRESENT

We use this tense to express habits and routines.

When the subjects...He, She and It are used, you need to add an -S or an -ES to the verbs inorder to be grammatically correct.

Example:Mary goES to the movies every Sunday.

Mary can be replaced for SHE

Peter kissES his girlfriend every day.

Peter can be replaced for HE

My dog playS with its ball.

My dog for IT

The verbs ending in:

-ss kisses

-sh washes

-ch watches

-x fixes

-o goes

You NEED to add the -ES ending.

For the negative form you have to use the auxiliary Does not or doesn't and the verb insimple form.

Ex. Mary does not watch TV.


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Mary does not kiss her dog.

For questions, the auxiliary goes at the beginning of the sentence and the verb in simpleform.

Ex. Does Mary go to school?

Does she wash the clothes?

If you want to use any information question, it is placed in front of the auxiliary.

Ex. When does Mary go to school?

Why does she practice a sport?

When we use the subjects I, We, You, They, the verb does not need any change.

Ex. I do my homework.You do your homework.

We do our homework.

They do their homework.

For negatives you have to use the auxiliary DO NOT or DON'T.

Ex. I do not play tennis.

I do not play tennis

They do not study.

They do not study.

For the questions, you have to use the auxiliary DO.

Ex. Do you play tennis?

Do we get along well?

Do they eat healthy?

If you want to use an information question, you have to put it in front of the auxiliary DO.

Ex. When do you play tennis?

Where do you live?


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ANEXO NO.2

Pasado Simple

Para este tiempo el auxiliar para la realización de preguntas es DID Y sunegación DIDN‟T.

EX. Maria went to the movies.

NEG. Maria didn’t go to the movies.Question: Did Maria go to the movies?

Cuando se hace uso del auxiliar el verbo será en la forma base del mismo.

Cuando se hace uso del Verbo To Be este funcionará como verbo y auxiliar almismo tiempo, es decir, que este verbo no necesita de otros auxiliares paraformular preguntas y expresar negaciones.

Ex. I was at home yesterday.

Neg. I wasn’t at home yesterday.

Question: Was I at home yesterday?


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HOJA DE RESPUESTAS

APRENDIZAJE 1

Look at the pictures and complete the information.

Don´t shout. These are my pencils

I have a black skirt.

Next Sunday is my birthday! I want a dress.

Label the pictures.

1. socks

2.

flag

3. helicopter

4. Zoo

5. mitten/ball

6. shrimp/seafood

Match the expressions. Write the letter on the blank.

B 1. Are you Danny? A Sorry, I „m too busy.

C 2. Do you like soda? B No, I am Pamela.

D 3. How many brothers do you

have?

C I love it.

E 4. John, this is Jack. D 2

F 5. Where are you from? E Nice to meet you.

A 6. Would you like to go to the

movies?

F Italy.


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Order the conversation by writing letters A-F.A diet Coke, please. D

And for your main course? E

And to drink? C

Are you ready to order? A

I think I‟ll start with the soup. B

I‟ll have the chicken. FUnscramble the sentences to make a logical conversation. Be careful withcapitalization.

A.

me excuse.1. Excuse me

B. help you I can?

2. Can I help you?

A. sweater size this larger do have you a in?

3. Do you have this sweater in a larger size?

B. go here you.

4. Here you go.

A. you cards accept you credit?

5. Do you accept credit cards?

B. cash take we only.

6. We only take cash.

Complete the sentences with the correct word from the box.

an / i s / on / play / studying / where


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1. Where do you live?

2. The pen is on the desk.

3.

They play football on Sundays.

4.

She is studying for her test.

5.

There is a car in the garage.

6.

I have an apple in the bag.

APRENDIZAJE 2

EJERCICIO A. Now read the sentences from 1 to 5 and match them with the correctadvertisement.

( H ) 1

( B ) 2

( E ) 3

( A ) 4

( F ) 5

EJERCICIO B. If you want to get information, you can answer this exercise.

1. Find specific information in the text. Be carful to copy everything correctly.

A_ 0776592448

B_ ANIMAL FARM

C_ AUGUST 29

D_ JUAN ROMERO

E_ 12.30

F_ 8:00 P.M

G_ OUTSIDE IN THE BEAUTIFUL GARDENS OF BRINTON COLLEGE.H_ 4.25

G_ OUTSIDE IN THE BEAUTIFUL GARDENS OF BRINTON COLLEGE.

H_ 4.25


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APRENDIZAJE 3

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

1.

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

2. Mary‟s mother is a Lawyer. T F

3. Mary has a brother. T F

4. Mary is 15 years old. T F

5. Mary goes everyday to school. T F

6. Mary‟s father works there since 2008. T F

7.

Mary does not like tennis. T F

8. Mary never eats at home during the week. T F

9. Mary enjoys being with her friends. T F

10. Mary wants to become a Lawyer. T F

APRENDIZAJE 4

Hi, I am Fergus. I am from Edinburg, Scotland. My last name isHarrinson. This _ is__

my daughter Theresa. She _ is ten years old. Her brother, my youngest son, is five yearsold. We are a happy family. We have a little puppy. It is a golden retriever. It isonly 3 months old. My daughter and my son are lovely. I love them.

1) What time does Robinson wake up? He wakes up at 5:30.__

2) What does he do after he gets up? ____He takes a shower.___

3) What does he do from 7:00 to 2:00? ____He takes classes._____

4) How long does it take him form school to his house? ___It takes him 40 minutes.__

5) Where is he from 3:00 to 6:00? ___He is at home.___

APRENDIZAJE 5


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I Re-write the text

He is Kevin Druken, he is 17 years old, he´s tall and chubby. He has short curly and blondhair, with blue eyes. He‟s down to earth. He lives in Canada. Canada is a big county. Thereare forest, rivers, waterfalls and mountains, everywhere.

He has two older brothers, Dave and Andrew and a younger sister Samanta. They live withtheir parents in Alberta City. Their house is quite big, with a great garden and he has his own room. It‟s not very big, but it‟s his space. He doesn´t have pets.

In summer time, his brothers and he visit their grandmother who lives in Vancouver.

He goes to Alberta National School and he´s in the 11th grade. His favorite subject areScience and music, but he doesn´t like history at all. It‟s boring.

He sometimes helps out at home; He takes out the trash twice a week, makes his bed, and

sets the table. In his spare time he likes watching American football, hanging out with his friends, listening to music and playing his guitar. He wants to become a famous musicianone day!

II Answers

1. He‟s tall and chubby. He has short curly and blond hair, with blue eyes.

2. He lives with his parents, brothers and sister.

3. Yes, he does.

4.

He takes out the trash twice a week.

5. In his spare time he likes watching American football, hanging out with his friends,listening to music and playing his guitar.

IV Example of possible answers

1. My best friend hates doing homework

2. My brother likes surfing in the net

3.

My neighbor dislike cleaning the house

4. My cousins love watching movies

5. I don´t like singing in front of people

V Example of possible answer

1. My bathroom is large


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VI. a.5 b.3 c.4 d.2 e.1

VII. Re-write the text correctly.The English writer J.K . Rowling wrote her first book, “Rabbit,” at the age of six. She began writing “Harry Potter and the Philosopher‟s Stone” when she worked in Portugal as a

English teacher. When she left Portugal, she lived in Edinburgh. She continued to write“Harry Potter and the Philosopher´s Stone” while looking after her daughter Jessica. Now,she is a worldwide success.

APRENDIZAJE 8 Y 9

I. Look at the pictures and write advice. Use should / shouldn’t and the

information in the box.

We wants to lose weight.

eat sabritas swim eat fruit and vegetables do exercise drink soda

1. He shouldn‟t eat sabritas.

2.

He should eat fruits and vegetables.3. He shouldn‟t drink soda.

4. He should swim

5. He shouldn´t drink soda

II. Look at the pictures and write rules. Use must / mustn’t and the information in

parentheses.

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


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2. You mustn´t park here. (park here)

III. Look at the pictures and write prohibitions. Use imperatives and the


1. Don‟t litter . (litter)

2.

Don´t smoke. (smoke)

IV. Look at the pictures and write the obligations. Use have to / has to / don’t have

to / doesn’t have to and the information in parentheses.

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

2.

He doesn‟t have to cook .(not / cook)

3.

I have to do homework. (do homework)

I.

Read the following sentences and circle the correct option according to the

situation

1. I have a terrible headache, what _______________ I do?


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a)should b)have to c)mustn‟t d)don´t

2. _______________ do that! It‟s dangerous.

a)Should b)Must c)Don‟t d)Have to

3.

You _______________ talk on the phone when you drive, that‟s the law.

a)shouldn‟t b)mustn‟t c)don´t d)haven‟t

4.

I think you _______________ eat fruits and vegetables If you want to lose weight.

a)have b)mustn‟t c)shouldn‟t d)should

5.

People _______________ shout in a library.

a)mustn‟t b)should c)have to d)must

6. _______________ jump on the bed! You can get hurt.

a)doesn‟t b)mustn‟t c)don‟t d)shouldn‟t

7.

She _______________ to clean up her room.a)has b)don‟t have c)have to d)has to

8. If she has problems with the subject she _______________ talk to the teacher.

a)mustn‟t b)has c)should d)doesn‟t

9. Do you _______________ wear a uniform in CCH?

a)don‟t b)should c)must d)have to

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

a)have to b)must c)should d)has to

APRENDIZAJE 10

6. Who wrote the e-mail?Beth Carlson

7. How was Beth‟s week? It was very busy.

8.

What does she do every morning?She does aerobics for 30 minutes.

9. How long did she swim?She swims one hour.

10. When did she go bike riding?On Saturday


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Yes, she bought some bananas.

APRENDIZAJE 12

I. Match the verbs with the nouns and phrases, and write the expressions in the picture.

1. CUT OUT COUPONS

2. MAKE A GROCERY LIST

3. GO TO A DENTIST APPOINTMENT

4. GET A HAIR CUT

5. PICK UP THE DRY CLEANING

6. UNLOAD THE GROCERIES

7. TAKE TE BUS HOME

8. LEAVE THE AT THE GARAGE

9. PICK UP THE KIDS FROM THE SCHOOL.

10. GO GROCERY SHOPPING

B. Now make sentences according to the pictures.

1. SHE GETS COUPONS TO GET A PRIZE.

2. SHE MAKES A GROCERY LIST TO GO TO THE SUPERARKET.

3. SHE GOES TO THE DENTIST BECAUSE HE HAS TOOTHACHE.

4. SHE GETS A HAIR CUT TO CHANGE HER LOOK.

5. SHE PICKS UP THE DRY CLEANING.

6. SHE UNLOADS THE GROCERIES FROM THE CAR.

7. SHE TAKES THE BUS HOME.

8. SHE LEAVES THE CAR AT THE GARAGE WHEN SHE ARRIVES HOME.

9. SHE PICKS UPTHE CHILDREN AT 10´CLOCK.

10. SHE GOES TO THE GROCERY SHOP.


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APRENDIZAJE 13

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

Paragraph 2 (main idea)

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


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


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

APRENDIZAJE 14

Complete the following exercise of comparatives.

Adjective Comparative

1) fast faster

2) intelligent more intelligent

3) lazy lazier


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4) tall taller

5) handsome more handsome

Now complete these conversations.

1.- A: Which dress is prettier than (pretty), the yellow one or the green one?

B: Well, the green one is silk. And silk is more expensive (expensive) polyester.

2.- A: I think a leopard is more furious (furious) a lion.

B: Yes, I agree with you but remember that a lion is bigger than (big) a leopard.

3.- A: Is your brother older than (old) your sister?

B: No, he is younger than (young) her.

4.- A: Look at these tennis shoes! They are better than (good) those ones.

B: I prefer the leather ones. They are more stylish (stylish) the black ones.

APRENDIZAJE 15

I. Complete the following sentences use and, so, but or because.

1.

She wants to go to the movies, BUT I don‟t like that movie.

2.

My wife plays soccer AND she likes badmington.

3. I can‟t sleep, SO I‟m going to drink a glass of milk.

4. She went to the disco, BUT she didn‟t dance.

5. I‟m studying English BECAUSE I love languages.

6. She danced a little AND talked to her friends.

7. He doesn‟t play the guitar, BUT he plays the drums.

8. He is sad BECAUSE his dog died.

9. She didn‟t invite me, SO I didn‟t go to her birthday party.

10. She can draw well, BUT she can‟t cook.


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APRENDIZAJE 17

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

A.

2B. 3C. 1A.

2B. 3C. 1

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

A.

She´s going to study for three hourstomorrow.B.

They´re going to run two miles nextSaturdays.

C. We´re going to have a party nextweek.

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

concert.

III. choose the correct response. Write the number in the parentheses.A. 5B. 1C. 3D. 4E. 2

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

1. Why did she buy a new printer?

2.

Where did you go on vacation?3.

When did they visit some friends?4. Where id they go to the gym?5. How much money did he spend?

V. Complete the sentences with MUST AND SHULD.

A. MUST


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B. SHOULDC. SHOULD

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

A. ARRIVINGB. LATEC.

RESERVATIOND. GOINGE. LIMOUSINE _ RENTALF. SHOULD


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