COLEGIO DE ESTUDIOS CIENTFICOS Y TECNOLGICOS DEL ESTADO DE SONORA

Mdulo de aprendizaje INGLS V

Hermosillo, Sonora; agosto de 2011.

COLEGIO DE ESTUDIOS CIENTFICOS Y TECNOLGICOS DEL ESTADO DE SONORA Direccin Acadmica Subdireccin de Desarrollo Acadmico Departamento de Desarrollo Curricular Calle La Escondida #34, Col. Santa Fe, Hermosillo, Sonora, Mxico. CP. 83249 Ingls V Mdulo de aprendizaje Quinto semestre Elaboradores Jos Armando Arreola Gonzlez Xchitl Marisela Bravo Pea Francisco Samuel Gamboa Domnguez Thelma Guadalupe Garca Peralta Osvaldo Lpez Muoz Mara Alejandra Quiroz Garibaldi Ana Cecilia Sanabia Ruiz Jess Alfonso Tapia Moreno Jess Albino Valenzuela Corral Judith Mara Velazquez Valdez Supervisin acadmica Mara Asuncin Santana Rojas Jess Enrique Crdova Bustamante Revisor externo Liliana Garca Peralta Edicin y diseo Elisa Sofa Valdez Alcorn Coordinacin tcnica Ana Lisette Valenzuela Molina Coordinacin general Jos Carlos Aguirre Rosas Copyright , 2011 por Colegio de Estudios Cientficos y Tecnolgicos del Estado de Sonora Todos los derechos reservados Registro ISBN:

Directorio
MTRO. Martn Alejandro Lpez Garca Director General

M.C. Jos Carlos Aguirre Rosas Director Acadmico

ING. Jos Francisco Arriaga Moreno Director Administrativo

L.A.E. Martn Francisco Quintanar Lujn Director de Finanzas

LIC. Alfredo Ortega Lpez Director de Planeacin

LIC. Gerardo Gaytn Fox Director de Vinculacin

L.A. Mario Alberto Corona Urquijo Director del rgano de Control

Ubicacin Curricular

Componente: Formacin propedutica

Campo de Conocimiento: Leguaje y Comunicacin

Asignatura Antecedente: Ingls IV

Asignatura Consecuente: Ninguna

Crditos: 10

Horas: 5 HSM

Datos del alumno

Name School Group E-mail Address Shift Telephone

ESTRUCTURA DE LA ASIGNATURA DE INGLS V

Antecedentes Ingls IV

Ingls V
Conceptos fundamenta les
campo social proyect o Avances de la humanid ad

Conceptos subsidiarios

Campo econmi co proyect o

Camp o cientfi co proyec to

Campo tecnolg ico proyecto

INDEX
Presentacin..................................................................... Recomendaciones para el alumno...................................... Competencias de la asignatura.......................................................... 8 9 11 13 16 16 28 40 40 79 95 98 98 119 129 129 141 157 160 160 176 191 191 204 227 228 229 230 231

UNIT I

Great time for reading!

Topic 1.1 Reading strategies Subtopic 1.1.1 Previewing. ....................... Subtopic 1.1.2 Predicting.. Topic 1.2 Reading strategies on instructive and informative texts . Subtopic 1.2.1 Scanning.. Subtopic 1.2.2 Skimming..... ...

UNIT II

Having fun with reading and writing!

Topic 2.1 Descriptive texts Subtopic 2.1.1 Descriptive texts and its forms.. Subtopic 2.1.2 Describing my world .. Topic 2.2 Narrative texts Subtopic 2.2.1 Organizing facts through time....... Subtopic 2.2.2 Telling an interesting story.....

UNIT III What do you know about science?

Topic 3.1 Scientific texts . Subtopic 3.1.1 Scientific texts I........ Subtopic 3.1.2 Scientific texts II........... Topic 3.2 Transcodification of scientific texts . Subtopic 3.2.1 Maps and concepts... ..... Subtopic 3.2.2 Diagrams and graphics.............. Checklist Unit I .. Checklist Unit II ....... Checklist Unit III ... Self evaluation answer key.. .... References ....:..

PRESENTACIN
El Colegio de Estudios Cientficos y Tecnolgicos del Estado de Sonora (CECyTES), comprometido con la calidad educativa, ha implementado acciones que apoyan tu desarrollo acadmico, siendo una de stas, la elaboracin del presente mdulo de aprendizaje, el cual pertenece a la asignatura de Ingls V, que cursars durante ese t quinto semestre. La asignatura de Ingls V, tiene como propsito que analices informacin acerca de los avances de la humanidad en diferentes campos a travs de distintas estrategias de lectura, produccin de textos y organizacin de la informacin, sin olvidar, que para ello, utilizars las cuatro habilidades del idioma (hablar, escuchar, escribir y leer), as como distinto vocabulario y estructuras gramaticales. UNIT I. Great time for reading. UNIT II. Having fun with reading and writing. UNIT III. What do you know about science? En el contenido de estas unidades, se relaciona la teora con la prctica, a travs de lecturas y ejercicios encaminados a apoyarte en el desarrollo de las competencias requeridas, obtener un perfil de egreso que sea til para ti y que de esta manera sea ms fcil aplicar tus conocimientos en mbito laboral. Seguros de que hars de este material, una herramienta de aprendizaje, te invitamos a realizar siempre tu mayor esfuerzo y dedicacin para que logres adquirir las bases necesarias, para tu xito acadmico.

RECOMENDACIONES PARA EL ALUMNO

El presente mdulo de aprendizaje, representa un importante esfuerzo que el Colegio de Estudios Cientficos y Tecnolgicos del Estado de Sonora, ha realizado, para brindarte los contenidos que se abordarn en la asignatura de Ingls V. Los contenidos de Ingls V, sern abordados a travs de diversos textos, ejercicios, evaluaciones, entre otras actividades. Cabe mencionar, que algunas de las actividades propuestas las debers realizar de manera individual mientras que en algunas otras, colaborars con otros compaeros formando equipos de trabajo bajo la gua de tu profesor. Para lograr un ptimo uso de este mdulo de aprendizaje, debers: Llevar siempre tu diccionario a la clase. Muestra siempre una actitud constructiva. Aprovecha las oportunidades de practicar el idioma oralmente con tus compaeros y maestro. Mantn limpia tu rea de trabajo. Explota todas las opciones dentro y fuera del aula para aprender el idioma. Disfruta la materia al mximo!

Indica una evaluacin diagnstica que cada estudiante debe responder al inicio de cada unidad para saber su grado de conocimiento.

Se utiliza para indicar la elaboracin de un ejercicio, va a ser resuelto y desarrollado en equipo. Ejercicio que se elabora de manera individual.

Indica que existe un ejemplo del tema tratado. Se refiere a una tarea en casa, relacionada con el tema visto en clase.

Tarea de investigacin. Material recortable que se utilizar para resolver algunas de las tareas a elaborar en casa. Ejercicios que se elaborarn para aplicar lo aprendido en casos de la vida cotidiana. Examen de autoevaluacin que se resolver al final de cada unidad.

Aprendizajes a lograr, los cuales son descritos al inicio de cada subtema.

Se espera, que este material de apoyo sea de gran utilidad en tu proceso de aprendizaje y as mismo, despierte el inters por conocer y aprender ms sobre esta ciencia, por lo que te deseamos el mayor de los xitos.

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COMPETENCIA DE LA ASIGNATURA
Para comunicarse en una lengua extranjera integrando los conocimientos adquiridos en cursos previos, el alumno analiza la informacin acerca de los avances de la humanidad en diferentes campos a travs de distintas estrategias de lectura, produccin de textos y organizacin de la informacin.

COMPETENCIAS GENRICAS
Describen, fundamentalmente conocimientos, habilidades, actitudes y valores indispensables en la formacin de los alumnos. Se auto determina y cuida de s 1. Se conoce y valora a s mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 2. Es sensible al arte y participa en la apreciacin e interpretacin de sus expresiones en distintos gneros. 3. Elige y practica estilos de vida saludables. Se expresa y comunica 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiados. Piensa crtica y reflexivamente 5. Desarrolla innovaciones y propone soluciones a problemas a partir de mtodos establecidos. 6. Sustenta una postura personal sobre temas de inters y relevancia general, considerando otros puntos de vista de manera crtica y reflexiva. Aprende de forma autnoma 7. Aprende por iniciativa e inters propio a lo largo de la vida. Trabaja en forma colaborativa 8. Participa y colabora de manera efectiva en equipos diversos. Participa con responsabilidad en la sociedad 9. Participa con una conciencia cvica y tica en la vida de su comunidad, regin, Mxico y el mundo. 10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prcticas sociales. 11. Contribuye al desarrollo sustentable de manera crtica, con acciones responsables

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COMPETENCIAS DISCIPLINARES Son conocimientos, habilidades y actitudes asociados con las disciplinas en las que tradicionalmente se ha organizado el saber y que todo bachiller debe adquirir. SPEAKING Se incorpora a conversaciones referentes al contexto general. Sostiene conversaciones con un vocabulario amplio. Expresa ideas con un lenguaje formal. Selecciona modismos propios de conversacin. Conecta ideas de carcter formal y casual. Utiliza un lenguaje sobre temas del mbito social, econmico y tecnolgico. Se comunica de manera cronolgica. Expresa informacin de carcter cientfico. Entabla conversaciones que contengan vocabulario cientfico. Utiliza un lenguaje formal y casual. WRITING Escribe ideas principales y secundarias de un determinado texto. Escribe documentos formales y semiformales, entre ellos cartas, e-mails, etc. Redacta su propio curriculum. Llenado de formularios o formatos de forma detallada. Describe textos de hechos o situaciones de orden lgico. Expresa ideas de carcter formal y casual. Escribe hechos de manera cronolgica tomando en cuenta ortografa (spelling and punctuation marks). Escribe prrafos cortos de eventos o incidentes de distinto tipo. Elabora tablas, mapas conceptuales, cuadros sinpticos, esquemas y grficas contenidas en la informacin de los textos cientficos. READING Aplica la estrategia de lectura scanning para localizar informacin relevante para s mismo. Aplica la estrategia de skimming para identificar las ideas principales y secundarias en textos informativos, en un contexto general. Aplica la estrategia de skimming para identificar las ideas principales y secundarias en textos descriptivos en un contexto general. Analizar textos descriptivos en sus distintas formas. Analizar textos narrativos, sobre hechos relevantes y de importancia para el lector. Analiza informacin en textos cientficos mediante la estrategia de transcodificacin. Obtiene informacin especfica de textos cientficos. Infiere informacin relevante.

LISTENING Deduce cierta informacin en conversaciones en un contexto general. Sigue instrucciones proporcionadas por el instructor y materiales didcticos auditivos. Concluye conversaciones con un rango amplio de vocabulario. Obtiene significados inferidos de anuncios de distinto material de audio. Sigue instrucciones proporcionadas por el instructor y materiales didcticos auditivos. Intuye informacin de diversas situaciones contextualizadas. Identifica informacin especfica en conversaciones e instrucciones que incluyan vocabulario cientfico. Construye informacin implcita referente a aspectos tecnolgicos y cientficos.

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Unit I
Great time for reading!

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COMPETENCIAS
Al trmino de esta unidad el estudiante: SPEAKING Se incorpora a conversaciones referentes al contexto general. Sostiene conversaciones con un vocabulario amplio. Expresa ideas con un lenguaje formal. Selecciona modismos propios de conversacin. WRITING Escribe ideas principales y secundarias de un determinado texto. Escribe documentos formales y semiformales, entre ellos cartas, e-mails, etc. Redacta su propio curriculum. Llenado de formularios o formatos de forma detallada.

LISTENING Deduce cierta informacin en conversaciones en un contexto general. Sigue instrucciones proporcionadas por el instructor y materiales didcticos auditivos. Concluye conversaciones con un rango amplio de vocabulario.

READING Aplica la estrategia de lectura scanning para localizar informacin relevante para s mismo. Aplica la estrategia de skimming para identificar las ideas principales y secundarias en textos informativos, en un contexto general. Aplica la estrategia de skimming para identificar las ideas principales y secundarias en textos descriptivos en un contexto general.

TEMARIO:
1.1 1.1.1 1.1.2 1.2 1.2.1 1.2.2 Reading strategies on informative texts. Previewing Predicting Reading strategies on instructive texts. Scanning Skimming

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Diagnostic Exam Unit I Answer the following questions and have an overview of your knowledge in this unit.

Name: 1. What is previewing in reading? a. A document which gives information about the weather.

Grade:

b. Information referred to things that are created for many people. c. To guess the end of a story. d. Its a reading strategy that activates your previous knowledge about a topic. 2. What is the strategy of skimming? a. Read letters. b. Its reading a text to get the gist, the basic overall idea, rather than concentrating on absorbing all the details. c. Summarize many documents to in order to write a letter. d. Some papers from work. 3. Choose the best definition of scanning. a. Its a reading technique where the reader looks for specific information. b. Transfer information. c. Solve computer problems with the scanner. d. Scanned documents. 4. Is it a reading strategy that tells you what will happen next? a. b. Skimming. Scanning.

c. Predicting. d. Previewing. 5. Scanning, previewing, predicting and skimming are: a. Concepts. b. Kinds of reading. c. Reading strategies. e. Texts.

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Session 1

1.1 1.1.1

Reading strategies on informative texts Previewing

You learn To develop the reading strategy of Previewing on informative texts in order to get a general idea of the text.

If you see these images on book covers, can you tell what the book is about?

a) b) c) d)

Mathematics Physics Chemistry English

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a) Wild nature

b) mechanics

c) robots

d) agriculture

Well, you just used a reading strategy: Previewing! SoWhat is previewing?

Previewing a text mentally prepares a person to receive information from written material. Its a reading strategy that activates your previous knowledge about a topic. In other words its to look before you read.

Lets plan a trip to a beach youve never been to What do you need to do before you start the trip?

Write down a list of things you would do before traveling

1. You need to look at a map, so you wont get lost. 2. 3. 4. 5. 6.

Well, to plan a trip is a similar activity you do when you preview a text. Its to think before, to organize some ideas in order to get a sense of what you will read and that will make you a better reader!

These hints will help you to preview a text 1. 2. 3. 4. 5. Review titles and section headings. Look for photos. Read the first lines of the paragraphs. Read the last sentences of the last paragraph. Look for dates, names, numbers, etc. Exercise 1 Individual work

Session 2

Preview the following text, taken from a website. Answer the questions and discuss them with your classmates.

1. What is the web site about?

a) politics

b) weather

c) movies

d) music

2. What is the name of the website? 3. Name one of the movie trailers the web page is showing. 4. Besides movies and videos what else can you watch on the web page? 5. What kind of movies do you like? What is the last movie you watched? 6. What is the fourth movie in the Box Office?

Exercise 2

Individual work Preview the following text, taken from a handout; see the title first. Answer the questions and discuss them with your classmates.

An informative text is a text that wants to advise or tell you about something. A newspaper article might give you information about a health issue like giving up smoking. A website might give you information about a movie, band or something that you are interested in. A handout from school might be advising you about the school rules or events that will be held during the semester.

Classroom Management and Behavior Policy

Rules for Classroom Behavior Students must know and follow all rules in the student handbook in addition to classroom rules mandated by the teacher. 1. Be in your assigned seat and prepared to work when the final bell rings. 2. Follow directions the first time given. 3. No arguing in class. Concerns and/ or appeals must be discussed with teacher privately before/ after class or submitted to teacher in writing after class. 4. Raise your hand and wait to be recognized before speaking. 5. Abstain from eating, drinking, chewing and grooming in our classroom. 6. Respect the rights and property of others. 7. Be courteous to your teacher and your classmates. 8. At the end of the period, remain in your seat until you are dismissed. 9. Enter and exit through the designated door located in the rear of the classroom. 10. Heads must remain off the desks at all times. 11. Do not write on the classroom desks. This behavior will result in an immediate detention.

Policy for Severe Behavior Severely disruptive behavior such as repeated disruptions, fighting, cursing, physical assault, or verbal abuse of the teacher will result in immediate referral to the assistant principal or school security officer. Read more at Suite101: Classroom Management and Behavior Policy: High School Document Clarifies Student Class Rules and Expectations http://www.suite101.com/content/sample- classroom-behavior-policy-and-consequence-

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Answer the questions and discuss them with your classmates

1. What is a school rule?

2. Do you know the meaning of the word behavior?

3. Do you know what policy means?

4. What kind of rules do you have in your school?

5. What do you think the expression live by the rules means?

6. In your school, do your classmates respect the school rules?

7. What is rule number six about?

8. Do you have the same rules in your school? Which ones are different?

9. When a behavior is considered severe?

Session 3

Exercise 3

Team work With your partner, look at the pictures and questions to use the previewing strategy.

Top Trends in Society & culture

Questions to use the previewing strategy Do you know what the word trend means? What are the trends in society and culture in your place? Do you consider yourself an authentic person? Do you think money can make you feel happy? What do you think about technology? What kind of products do you use at home, local or global? Discuss the following terms with your class:

Speeding up:

Global and local:

Authenticity:

Happiness:

Now, lets read the following article to find out what it says about these 4 top trends. Speeding up Everything is speeding up thanks to our obsession with technology and efficiency - although whether anything is actually moving in the right direction is a moot point. You can blame computers, email, the Internet, globalisation, mobile devices, low cost travel, whatever you like. The result is 24/7 access to goods and services, multi-tasking, meals in minutes, hectic households, microwave mums, meals on the run, insecurity, one minute wins and individuals (and organisations) that want everything tomorrow. The result is stress, anxiety, a lack of sleep, a blurring of boundaries between work and home, work-life imbalance and, conversely, an interest in slowing things down. Global and local Globalisation is obviously a huge trend but if you look forward far enough it looks like the future will be local. You can already see evidence for this shift in the fact that the opposite, localisation - is a major trend in everything from food to politics. And it is entirely possible that the EU could collapse back into local units or even small city-states and the consequences of this would be extraordinary. Theoretically, globalisation still has many years to run (and will run alongside an interest in all things local) but we are increasingly at the mercy of resources. Put simply, when natural resources such as oil run out, we will have no choice but to stop moving around and adopt a more local way of life. Back to where it all started in other words.

Happiness Materialism is still in full swing but for many people it's starting to lose its appeal. We are working harder and working longer - and earning more money as a result - but its becoming increasingly obvious that money can't buy you happiness. People are also starting to realize that identity is not shaped by what you own or consume but by who you are and how you live. To some extent the happiness phenomenon is really a search for meaning. Hence the increase in spiritualism. But it is also down to the fact that people have too much time on their hands. A century or two ago people were focused on survival and just didn't have time for selfintrospection.

Authenticity Life is complicated and getting more so. We are suffering from Too Much Information (TMI), Too Much Choice (TMC) and Too Much Technology (TMT). We are also being subjected to multiple truths (one minute coffee is going to kill you, the next it's a miracle cure) and fed a seemingly endless diet of half-truths and lies from companies and politicians who want to sell us something. The response to all of this is an interest in authenticity or 'realness'. People want to know where things (or people) are from and whether they can trust them. They also want to know what the story is. Of course there are contradictions. On one hand we expect people and products to be trustworthy, ethical, real and tell stories about their history. On the other hand we are ourselves leading increasingly fake lives - filling our lips with Botox, dying our hair blonde, enlarging our breasts and pretending we're happier than we really are. Decide if the following statements about the reading are TRUE or FALSE. If you check ( false, circle the word that you need to change to make the statement true. Statements People are obsessed with efficiency and technology. The result is stress, anxiety, a lack of sleep, work-life imbalance and, conversely, an interest in speeding things up. Localisation - is a minor trend in everything from food to politics. When natural resources such as oil run out, we will have no choice but to stop moving around and adopt a more local way of life. Its becoming increasingly obvious that money can buy you happiness. A century or two ago people didn't have time for self-introspection. We are ourselves leading increasingly real and true lives - filling our lips with True False )

Session 4

Exercise 4

Team work In teams of three, discuss the following questions. You need to activate your previous knowledge (PREVIEWING) about the topic FAST FOOD.

Fast food
1. What is a fast food?

2. What kind of fast food do you buy?

3. Draw the fast food you eat and write the prices too.

4. Are there fast food restaurants or stores that sell fast food near the place you live? Name them. 5. Do you think fast food is expensive or cheap?

6. Do you think fast food is good for your health? Explain yourself.

Instructions: Read a short article and answer some questions about it. When you finish you will share your answers with the rest of your classmates and the teacher. Today it is true that food has become easier to prepare. If we look at our past then we can realize how difficult and time consuming it was to prepare a meal. But life has now changed. Now everybody is too involved in their work to live, so everybody has to distribute their time equally for different work. Man has worked hard to make his life easier. Food is a basic need in our life, but we have to find the way of combining time and a healthy meal. What is fast food and why is it so popular? Fast food is any food that is quick, convenient, and usually inexpensive. You can buy fast food just about anywhere that sells food and snacks. Vending machines, drive-thru restaurants, and 24 hour convenience stores are probably the most common places to find fast food. It's so popular because for under $5.00 dollars you can usually get a filling meal. However, fast food is inexpensive because it is usually made with cheaper ingredients such as high fat meat, refined grains, and added sugar and fats, instead of nutritious foods such as lean meats, fresh fruits, and vegetables.

Is fast food bad? There is no such thing as a bad food. All foods can fit into a healthy meal plan. It's true that fast food is usually high in fat, calories, cholesterol, and sodium, but eating fast food every once in a while is not going to cause you problems. If you eat too much fast food over a long period of time, though, it can lead to health problems like high blood pressure, heart disease, and obesity.

Choose the right answers according to the article. 1. a) b) c) d) This is one of the reasons fast food has became popular. People has a lot of time to cook at home. Everybody is too involved in their work. Fast food is expensive Fast food is nutrituous.

2. This company is the most profitable fast food company. a) Wendys b) Starbucks c) Burguer king d) Pizza hut 3. This is one of the reasons fast food is usually cheap. a) It is made with high quality ingredients b) Its elaborated with local products. c) Its brought from other countries. d) Its made with fat meat and refined sugar. 4. Which is one of the most common health problemas caused by fast food? a) Headaches b) Blindness c) High pressure d) Diarreah 5. How much does a person usually spend on fast food meal? a) More than five dollars b) Less than five dollars c) Nothing, its free. d) A lot of money. Do you think to preview a passage or text is helpful? Why?

In the last 4 sessions you practiced the reading strategy of previewing. As you could see, previewing is very useful because it gives you the tools to understand a text in a better way and faster, and that makes you a better reader!

Session 5

1.1.2 Predicting
You learn To develop the reading strategy of Predicting on informative texts in order to get a general idea of the text.

Which of these events are in your future? a). buying a new car b). getting married c). graduating from school d). adopting a pet e). taking a trip

Well, you just made a prediction!!!

Have you ever read a book or a novel and guessed the ending?

Orhave you ever watched a movie or a soap opera and know what would happen next?

Well, if you did You were making a prediction. But, how did you do it? Story clues

your experiences

Prediction

You can make a prediction when you use clues from the story, together with what you know from your own experiences, to figure out what will happen next.

But, what is predicting in reading?

Effective readers use pictures, titles, headings, and text as well as personal experiences to make predictions before they begin to read. Predicting involves thinking ahead while reading and anticipating information and events in the text. After making predictions, students can read through the text and refine, revise, and verify their predictions. Making predictions activates students' prior knowledge about the text and helps them make connections between new information and what they already know. By making predictions about the text before, during, and after reading, students use what they already know as well as what they suppose might happen to make connections to the text.

So a prediction is a good guess about what the story will be about or what will happen next.

Lets see example:

an

Tami loved biking. She had biked in all kinds of weather. She had been planning this bike trip for weeks. Today was going to be great. She woke up early an looked out the window. It was raining!

Prediction
Tami will go on the trip anyway.

Clues
She had biked in all kinds of weather.

Experience
When you really love to do something, you won't let a little rain stop you!

You can make predictions when you read the title. you see a heading. you see pictures. the author asks a question. you have a good idea about the story. a chapter ends.

Good readers make predictions many times during a story.

Exercise 5

Individual work Use the pictures to predict what will happen next.

Predicting from images

a) They will plant a tree. b) They will paint a house. c) They will drive a car.

a) He will go to bed. b) He will watch a movie. c) He will read a book.

a) He will write a book. b) He will prepare dinner. c) He will sing a song.

a) He will do his homework. b) He will go to a party. c) He will write a report.

a) She will have health problems. b) She will be a very healthy woman. c) She will be a model.

a) It will be a sunny day. b) It will rain soon. c) It will be a beautiful day.

a) The octopus will be happy all day. b) The octopus will eat people. c) The octopus will guess soccer games.

a) He will go to play baseball in the park. b) He will go to the beach. c) He will stay at home.

Session 6

Exercise 6

Individual work Examine the cover illustration and read the title of the book or magazine and predict what it might be about based on the cover picture, the title, or both.

This book is about a) Junior book novel. b) Yoga training. c) Decorating homes. This book is about a) A love story. b) Italian lessons. c) Managing finances. This magazine is about a) Exercises. b) Movies. d) Politics. This book is about a) Mystery and detective fiction. b) Romantic comedy. c) History of USA.

This magazine is about a) Manga. b) Emotional issues. c) Exercises. This magazine is about a) Fashion. b) Pets. c) Cooking. This book is a) A fictional book. b) A mystery book. c) An inspirational and motivational book. This magazine is a) A politics magazine. b) A science magazine. c) A music magazine.

These books are about a) Human anatomy. b) Computer programs c) Love novels. This magazine is a) A cooking magazine. b) A travel magazine. c) A sports magazine. This magazine is a a) Business magazine. b) Technology magazine. c) Health and fitness magazine. This book is a a) Financial book. b) Politics book. c) Inspirational stories book. This book is a a) Motivational book. b) Fiction book. c) Cooking recipes book.

This magazine is about a) Science and nature. b) Technology. c) Sports.

This magazine is about a) Pets. b) Celebrity news. c) Fashion.

This book is about a) Cars. b) Travels. c) Medicine.

This magazine is a a) Decorating magazine. b) Health and fitness magazine. c) Cooking magazine. This book is about a) Horror stories. b) Manga stories. c) Human anatomy.

Exercise 7

Individual work Read the following situations and predict what will happen next.

PREDICTING THE NEXT IDEAS

1. It was a very hot summer day. The sun was shining brightly on the playground. Daniel, Leah, and Paul had been playing soccer all afternoon. They were tired and thirsty. What will Daniel, Leah and Paul do next? a) They will play more soccer. b) They will stop to rest and get a drink. 2. Miguel and Lisa were playing outside after supper with their friends. It was getting dark. They knew it was almost time to go home. Then Carl and Lisa s mother came outside and called their names. What will Miguel and Lisa do next? a) They will help their mother work in the yard. b) They will get ready for school. 3. I t was Saras birthday, and he was hoping for a new bike. When he saw all his presents, he noticed that one of them was very big. It was shaped like a bike, Sara was excited. When it was time for Sara to open the presents, what will she do first? a) She will open the present that looked like a new bike. b) She will blow out the candles on 4. Rachel woke up very early this morning. She was excited that today was the first day of school. Rachel could not wait to see her friends and meet her new teacher. She was happy when her alarm finally went off. What will she do when she heard her alarm? a) She will jump out the bed in excitement. b) She will stay in bed a little while longer. c) She will look for the picture she had drawn the day before.

Exercise 8

Individual work Look at each picture and then underline the sentence that tells what will probably happen next.

a) She starts to work. b) She adopts a baby. c) She gets relaxed.

a) They begin to feel sick. b) They give all the food to the dog. c) They prepare more food because theyre still hungry.

a) The boy hits the ball and runs to first a) The boys sell the sand castle to tourists. base. b) The boys finish the sand castle. b) The boy begins to dance hip hop. c) The boys destroy the sand castle. c) The boy eats hot dogs during the game.

What will happen next?

What will happen next?

Excercise 9

Team work Use information you already know and what the author is telling you to make a prediction. A prediction is what you think will happen.

MAKING PREDICTIONS 1. Jessica is studying the second semester in high school and failed 4 subjects; she thinks school is difficult; she doesnt have too much time to study because she works to pay the school. What do you think she will do? MAKE A PREDICTION

2. Jessie and Freddie put on their snow suits. They got their hats, boots, and scarves. They went outside and began to roll the snow in three large balls. They put the largest ball on the bottom and stacked the snow balls on top of each other. They went to look for two sticks. MAKE A PREDICTION:

3. Sara and her Mother drove to the computer store. Sara had her money she had received for Christmas and the money she had saved. She waited a long time for this day. Finally, she would be able to look up all the things she needed for school on a computer and email her friends. MAKE A PREDICTION:

4. The storm began suddenly. The lightening lit up the sky and the thunder roared loudly. The electricity was blinking on and off quickly. MAKE A PREDICTION:

5. Kate was pretty forgetful. Her mother usually had to remind her to do everything 2 or 3 times. When Kate's mom left for work this morning she reminded Kate to close the windows if she went out, because the forecast called for rain. When Kate's friend called and asked her to come over to watch a video, Kate was really excited.

Did Kate remember to close the windows? a) She forgot to close the windows. b) She closed the windows. 6. Dan has always been pretty independent. He has always been willing to do things for himself. His mom has gone to visit his aunt for the weekend, and Dan and his dad are home alone. Dan has a baseball game tomorrow, but his only uniform is dirty. What will he do? a) She will go to the pool with Sharon. b) She will tell Sharon she's too busy. 7. Jodi was a very good student and always studied hard for tests. She had a big Math test coming up and she was worried about it. She'd reviewed all of her notes and had spent hours going over sample problems. How will Jodi do on the test? a) She will do well. b) She will do poorly.

Session 7

Exercise 10

Individual work Read the next story and then answer the following exercise.

THE WORLD'S GREATEST CONTRALTO

by Babette Albin
As you read the story, write your questions and ideas about it on another sheet of paper. Then complete the next page. "Come and hear the baby contralto," the advertisement read. The baby was Marian Anderson and she was only eight. Marian Anderson was born in 1902 in Philadelphia, Pennsylvania. By the time she was six she was singing in the junior choir of her church. When she was eight she taught herself to read music and play the piano. In junior high school Marian took voice lessons and sang for local churches and other groups. In 1925 Marian entered a singing contest. To her surprise she won. The large audience at her recital responded with thunderous applause.

But in spite of this success, the racism and segregation in the United States at that time meant that bookings were few and far between. So when Marian won an award to study in Germany, she jumped at the chance. For the next five years, she sang in countries all over Europe. In 1936, Marian was invited to sing at the White House for President and Mrs. Franklin Roosevelt. After that, she sang in concert halls all across the country. If the hall was segregated, she made a point of bowing first to the African American audience. In 1954 Marian Anderson became the first African American to sing at the Metropolitan Opera in New York City. At the end of her historic performance there was a standing ovation. Contralto is the deepest female classical singing voice, with the lowest tessitura, falling between tenor and mezzo-soprano Sourc e: Scholastic Literacy Place

CONFIRM, REVISE, MAKE PREDICTIONS

Predictions are based on prior knowledge as well as new information. For each event, pick a prediction that seems likely. HINT: Ask "What is happening now?" Look back for clues in the story, and think about what you already know to figure out what will happen next.

EVENTS
1. Marian Anderson was performing when she was only eight. 2. Marian wins a singing contest. 3. Marian is not offered many singing jobs in the United States.

PREDICTIONS
A.Marian Anderson will leave the country to look for work elsewhere B.Marian will continue to sing and study music. C. Marian receives international acclaim.

4. Marian sings in countries all over Europe. D. Marian will be offered performing jobs. 5. In 1954 Marian became the first African American to sing at the Metropolitan Opera in New York City. E. Other African Americans will now have the opportunity to sing at prestigious concert halls

Marian stopped performing in 1964. Do you think she would have had the some problems if she was performing today? Why do you think that?

Exercise 11

Individual work Read the sentences form the left and then the sentences on the right to figure out what will happen next. Write the answers on the first column.

MAKING PREDICTIONS
Match the sentences. We've installed a new software system. We've sold a lot of equipment this month. We haven't received many bookings for the summer. Mr. Smith has four meetings tomorrow morning. The traffic from the airport is very bad. This production method uses much less electricity. A Our energy bills won't be so high in the future. B The After-sales Department will be very busy next month. C He won't have time to see you. D The staff will need more computer training. E We won't need to recruit extra summer staff. F Karen will be late for the meeting.

Session 8

1.2.

Reading strategies on instructive and informative texts

1.2.1. Scanning
You learn how to apply Scanning Strategy to search specific information on informative texts.

You dont need to read everything to find the information that is necessary to have an idea about something. This is SCANNING, look for specific information in a text. You usually scan: A telephone book, an index in a textbook, the sections of a newspaper, in a website, in dictionaries.

Questions:
1. Whats the name of the web page? The name is FACEBOOK 2. If you want to sign up, how many spaces do you need to fill out? 5 spaces 3. Is registration free? Yes it is.

Exercise 12

Individual work Look at the picture and answer the questions below.

Questions: 1. What is the website about? 2. What is name of the newspaper? 3. The main new was in 4. What does the picture show? ?

5. How many articles are there in the newspaper?

Exercise 13

Individual work Look at the index and write true (T) or false (F)

Statements Johnson brothers story is on page 20 22 It has 208 pages This book has an index About the authors is on page 203 The knowledgment is on page 2 This index doesnt have resources On page 170 190 is about coupe and shapes It has 16 topics On pages 197 202 is the index The pattern layouts are on 12

True or false

Exercise 14

Individual work Look at the website and match the columns

1. What is the name of the website? 2. How many pictures can you see? 3. What can you do in this website? 4. Can it reproduce videos? 5. What is the function of the search bar? 6. Are Shakira and Jenny Rivera on the page?

( ( ( ( ( (

) yes, it is ) search videos and music ) YouTube ) Yes, they are ) Five ) find video and music of any many kinds

Exercise 15

Individual work Complete the sentences according to the article

1. The name of the newspaper is 2. The day of publishing is 3. The numbers of pictures are 4. The main news are 5. This newspaper is from

Session 9

Exercise 16

Individual work Read the following text quickly and answer the questions

The Discovery of x-rays

X-rays were discovered in 1895 by Roentgen while studying the phenomena of gaseous discharge. Using a cathode ray tube with a high voltage of several tens of kilovolts, he noticed that salts of barium would fluoresce when brought near the tube, although nothing visible was emitted by the tube. This effect persisted when the tube was wrapped with a layer of black cardboard. Roentgen soon established that the agency responsible for the fluorescence originated at the point at which the stream of energetic electrons struck the glass wall of the tube. Because of its unknown nature, he gave this agency the name X-rays. He found that Xrays could manifest themselves by darkening wrapped photographic plates, discharging charged electroscopes, as well as by causing fluorescence in a number of different substances. He also found that X-rays can penetrate considerable thicknesses of materials of low atomic number, whereas substances of high atomic number are relatively opaque. Roentgen took the first steps in identifying the nature of X-rays by using a system of slits to show that (1) they travel in straight lines, and that (2) they are uncharged, because they are not deflected by electric or magnetic fields. The discovery of X-rays aroused the interest of all physicists, and many joined in the investigation of their properties. In 1899 Haga and Wind performed a single slit diffraction experiment with X-rays which showed that (3) X-rays are a wave motion phenomenon, and, -8 from the size of the diffraction pattern, their wavelength could be estimated to be 10 cm. In 1906 Barkla proved that (4) the waves are transverse by showing that they can be polarized by scattering from many materials. They are electromagnetic radiation of exactly the same nature as visible light, except that their wavelength is several orders of magnitude shorter. This conclusion follows from comparing properties 1 through 4 with the similar properties of visible light, but it was actually postulated by Thomson several years before all these properties were known. Thomson argued that X-rays are electromagnetic radiation because such radiation would be expected to be emitted from the point at which the electrons strike the wall of a cathode ray tube. At this point, the electrons suffer very violent accelerations in coming to a stop and, according to classical electromagnetic theory, all accelerated charged particles emit electromagnetic radiations. We shall see later that this explanation of the production of X-rays is at least partially correct. In common with other electromagnetic radiations, X-rays exhibit particle-like aspects as well as wave-like aspects. The reader will recall that the Compton Effect, which is one of the most convincing demonstrations of the existence of quanta, was originally observed with electromagnetic radiation in the X-ray region of wavelengths. 1. When were X-rays discovered? 2. Who discovered them? 3. What are the four characteristics of X-rays?

Exercise 17

Individual work Read the following text quickly and fill in the table.

1% 2% 6% 13% 16% 30% 3/4 86%

Spoon-fed feel lost at the cutting edge

By Alison Utley, Times Higher Education Supplement. February 6th, 1998. Before arriving at university, students will have been powerfully influenced by their school's approach to learning particular subjects. Yet this is only rarely taken into account by teachers in higher education, according to new research carried out at Nottingham University, which could explain why so many students experience problems making the transition. Historian Alan Booth says there is a growing feeling on both sides of the Atlantic that the shift from school to university-style learning could be vastly improved. But little consensus exists about who or what is at fault when the students cannot cope. "School teachers commonly blame the poor quality of university teaching, citing factors such as large first-year lectures, the widespread use of inexperienced postgraduate tutors and the general lack of concern for students in an environment where research is dominant in career progression," Dr Booth said. Many university tutors on the other hand claim that the school system is failing to prepare students for what will be expected of them at university. A-level history in particular is seen to be teacher-dominated, creating a passive dependency culture. But while both sides are bent on attacking each other, little is heard during such exchanges from the students themselves, according to Dr Booth, who has devised a questionnaire to test the views of more than 200 first-year history students at Nottingham over a three-year period. The

students were asked about their experience of how history is taught at the outset of their degree programmer. It quickly became clear that teaching methods in school were pretty staid. About 30 per cent of respondents claimed to have made significant use of primary sources (few felt very confident in handling them) and this had mostly been in connection with project work. Only 16 per cent had used video/audio; 2 per cent had experienced field trips and less than 1 per cent had engaged in role-play. Dr Booth found students and teachers were frequently restricted by the assessment style which remains dominated by exams. These put obstacles in the way of more adventurous teaching and active learning, he said. Of the students in the survey just 13 per cent felt their A-level course had prepared them very well for work at university. Three-quarters felt it had prepared them fairly well. One typical comment sums up the contrasting approach: "At A-level we tended to be spoon-fed with dictated notes and if we were told to do any background reading (which was rare) we were told exactly which pages to read out of the book". To test this further the students were asked how well they were prepared in specific skills central to degree level history study. The answers reveal that the students felt most confident at taking notes from lectures and organizing their notes. They were least able to give an oral presentation and there was no great confidence in contributing to seminars, knowing how much to read, using primary sources and searching for texts. Even reading and taking notes from a book were often problematic. Just 6 per cent of the sample said they felt competent at writing essays, the staple A level assessment activity. The personal influence of the teacher was paramount. In fact individual teachers were the centre of students' learning at a level with some 86 per cent of respondents reporting that their teachers had been more influential in their development as historians than the students' own reading and thinking. The ideal teacher turned out to be someone who was enthusiastic about the subject; a good clear communicator who encouraged discussion. The ideal teacher was able to develop students involvement and independence. He or she was approachable and willing to help. The bad teacher, according to the survey, dictates notes and allows no room for discussion. He or she makes students learn strings of facts; appears uninterested in the subject and fails to listen to other points of view. No matter how poor the students judged their preparedness for degree-level study, however, there was a fairly widespread optimism that the experience would change them significantly, particularly in terms of their open mindedness and ability to cope with people. But it was clear, Dr Booth said, that the importance attached by many departments to third-year teaching could be misplaced. "Very often tutors regard the third year as the crucial time, allowing postgraduates to do a lot of the earlier teaching. But I am coming to the conclusion that the first year at university is the critical point of intervention".

Article downloaded from Using English For Academic Purposes (UEFAP) http://www.uefap.com/reading/exercise/texts/utley.htm

Exercise 18

Individual work Choose the correct answer from the text. The answers might be in any order and chosen more than once.

Which cheese....? 1. Toasts well 2. It red, white and blue 3. Its historically the oldest 4. Can be made cheaply commercially 5. It made in summer 6. Ripens very quickly 7. Takes longest to mature fully 8. Uses salty milk 9. Does not last long 10. Cannot successfully be copied 11. May need to be dampened CHEDDAR Cheddar is one of the oldest English cheeses on record. There are two main kinds of Cheddar cheese, the factory Cheddar and the farmhouse Cheddar. Factory Cheddar is made of cow's milk wherever and whenever cow's milk happens to be cheap: it is made in as large quantities as possible and as economically as possible Its cost is usually half that of the genuine farmhouse Cheddar. Farmhouse Cheddar is made from May to October, of milk from one and the same herd of cows when they are out at grass It is made in ones or two, from day to day, by a cheese-maker who is a specialist at his job. its texture is close and buttery; its favor is full and nutty but not strong, varying from fine to finest according to the skill of the cheese maker and the age of the cheese; its color is the same all through; above all, it will mature with time. CHESHIRE Cheshire cheese is a hard cheese, made from cow's milk, like Cheddar. It is the oldest English cheese. Cheshire cheese is made in two colours: red and white, but the best Cheshire cheese is the Blue, because it is both the richest and ripest. Blue Cheshire is not made ~ it just happens; it begins by being red, the milk from which it is made being colored at the time of the making. Red Cheshire cheeses mature early and remain mild, whilst others, a small proportion of the whole, first of all lose their carroty colour and then develop a blue system of veins which spreads over the cheese, as in the case of Stilton and other 'blue' cheese. Cheshire cheese may be imitated like Cheddar and Stilton, but not with anything like the same success. This is due to the rich deposits of salt in Cheshire soil and the peculiarly saline composition of the milk of most Cheshire-grazed cattle.

CREAM-CHEESE Cream cheese is made in many parts of the country but chiefly in Devon and Cornwail. In the making of cream-cheese all that is required, besides fresh milk, is a piece of muslin and a perforated box. The cream automatically drains away its own excess moisture and becomes about as firm as fresh butter in three or four days, when it is ready to eat. The ripening goes from the outside to the centre. Consequently, the temptation is to place them on the market too soon, and when this has happened, the purchaser finds a cheese oozy at its surface but hard in the centre. Being short-lived, they are often salted and refrigerated for transport, so a genuinely creamy cream-cheese is found less by cunning than by grace. In the country, it is easier to come by freshly-made cream cheeses. SINGLE GLOUCESTER Single Gloucester, made during spring and summer, needs but a couple of months to mature. It is usually white, and is of the same as the Double, but smaller and flatter, and from this it presumably derives its name. Being a quick-ripening cheese, Single Gloucester is rather soft and has a mild flavor. Single Gloucester is good for toasting. DOUBLE GLOUCESTER In shape it is flat, round and large. Its texture is firm and crumbly. It has a pronounced, but mellow, delicacy of flavor, being pungent without being sharp. A slow-ripening ease, it keeps reasonably well, but in its early days it suffers from draughts, and when cut, however ripe, has that tendency of crumbly cheese to become dry, to mature properly it needs, say, six months. STILTON Stilton is a seasonal, double-cream, blue molded, semi-hard cheese; seasonal because can only be made from May to September; double-cream because Stilton is from the richest milk, to which the cream of other milk is added; blue-molded because it is inoculated with a mould which is responsible for the blue veining of Stilton; semi-hard, because it is not put through the curdmill nor pressed like Cheddar. The right color of Stilton is white with veins of blue mould evenly distributed over the whole of its surface. The rind should be well crinkled and regular, free from cracks, and of a brown-drab color. Stilton is at its best when fully ripe, not less than six months and preferably nine months after it has been made. It is quite wrong to add port or anything else to a good Stilton. It is only done to moisten it when it has been allowed to get too dry through exposure to the air. Good Stilton has been made from rich milk and cream, in New Zealand, inoculated with mould from England.

Session 10

Exercise 19

Individual work First, read the following questions and then use the TV Schedule to find the answers.

1. Jack has a video; can he watch both documentaries without having to make a video? 2. Is there a show about making good investments? 3. You are thinking about traveling to the USA for a vacation. Which show should you watch? 4. Your friend doesn't have a TV, but would like to watch a film starring Tom Cruise. Which film should you record on your video? 5. Peter is interested in wild animals which show should he watch? 6. Which sport can you watch that takes place outside? 7. Which sport can you watch that takes place inside? 8. You like modern art. Which documentary should you watch? 9. How often can you watch the news? 10. Is there a horror film on this evening?

CBC

FNB

ABN 6.00 p.m.: Travel Abroad This week we travel to sunny California! 6.30: The Flintstones- Fred and Barney are at it again. 7.00: Pretty Boy- Tom Cruise, the prettiest boy of them all, in an action packed thriller about Internet espionage. 9.00: Tracking the BeastThe little understood wildebeest filmed in its natural surroundings with commentary by Dick Signit.

6.00 p.m.: National News - join 6.00 p.m.: In-Depth News - InJack Parsons for your daily depth coverage of the most news roundup. important national and international news stories. 6.30: The Tiddles- Peter joins Mary for a wild adventure in the 7.00: Nature Revealedpark. Interesting documentary taking a look at the microscopic universe in your average speck 7.00: Golf Review- Watch highlights from today's final round of the Grand Master's. of dust.

7.30: Ping - Pong MastersLive coverage from Peking. 8.30: Shock from the PastThis entertaining film by Arthur Schmidt takes a poke at the wild 9.30: It's Your Money- That's side of gambling. right and this favorite game show could make or break you 10.30: Nightly News- A review depending on how you place your bets. 1 of the day's most important events. 11.00: MOMA: Art for Everyone- A fascinating documentary that helps you enjoy the difference between pointillism and video installations. 12:00: Hard Day's NightReflections after a long, hard day.

10.00: Pump that Weights- A 0.30: Green Park- Stephen guide to successfully using King's latest monster madness. weights to develop your physique while getting fit. 0.30: Late Night News- Get the news you need to get a hard start on the upcoming day. 11.30: The Three Idiots- A fun farce based on those three tenors who don't know when to call it quits. 1.00: National AnthemClose the day with this salute to our country.

Exercise 20

Individual work Read the text and answer the questions below

Sara Smith, a Pasadena resident, went shopping. She is 30, and has lived at 3037 N. Foothill Street since 1992. Sara has been married to John for seven years. They have two children; Bob is five years old and Nancy is three. Sara owns a 1995 four-door blue Toyota. At 9 a.m., Sara got into her car and drove to Barget, a department store a mile away. Barget was having a holiday sale. Sara bought a four-slice toaster for $29.95 plus tax. The regular price was $39.95. She paid by check. On her way home, Sara stopped at MilkPlus to buy a gallon of nonfat milk. The milk was $3.50. Sara got 50 cents back in change. Sara arrived home at 10 a.m. John and the kids were still sleeping. She woke them up and then made a hot and nutritious breakfast for everyone.

Questions:
1. How old is Sara? 2. Who is Sara married to? 3. How many children do Sara and John have? 4. What kind of car does Sara have? 5. When did she go to Barget? 6. What is Barget? 7. How did she pay for the toaster? 8. What did she buy on her way home? 9. What was the price of the milk? 10. What did she do when she found that kids were still sleeping?

Exercise 21

Individual work Read the text and answer the questions below.

It was 80 degrees in the shade. A man wearing a heavy army jacket, a pullover wool cap, and dark sunglasses walked into the First American Bank at the corner of Maple and Main streets in downtown Short Beach. The man walked up to the teller and held up a hand grenade for all to see. He said, Give me all your money, all the money in this bank, right now! Everyone in the lobby screamed and started running, even the security guard. Nervously, the young female teller handed the man three big bags loaded with cash. He walked out the door. A second later, one of the money bags exploded, covering him with red dye. He yelled in pain and surprise, and started pacing around in circles because he couldn't see where he was going. He couldnt see, but he could hear. He heard the police siren get closer. Then he heard the police tell him to get down on his stomach on the sidewalk and put his hands behind his back. They handcuffed him and placed him in the back of the police car. Seeing the hand grenade on the sidewalk, the police told everyone to get back. They sealed off the whole block and called the bomb squad. The bomb squad came and examined the hand grenade. Then they laughed. They told the police it was a fake. The hand grenade was actually a harmless dummy, something a 12-year-old might play with. The police chuckled. The bank employees returned to work. The bank customers returned to their lines. The bank robber, hopefully, would never return.

Questions:
1. What was the temperature? 2. What kind of eyewear was the man wearing? 3. Which bank did the man walk into? 4. Which corner is the First American Bank at? 5. What did the man hold up for all to see? 6. What did everyone in the lobby do, even the security guard? 7. How many big bags of cash did the man receive? 8. What happened a second after the man walked out the bank door? 9. What was the man covered with? 10. Where did the police put the man?
http://www.rong-chang.com/qa2/stories/story041.htm

Session 11

Exercise 22

Individual work Scan the next recipe and answer the questions.

Recipe 1: Potato Omelette Ingredients: 4 eggs 15 new potatoes 2 onions 3 tablespoons olive oil Procedure: Wash, peel and thinly slice potatoes. Slice onions. Beat the eggs in a bowl, season. Heat oil in a frying pan, saut onions. Add potatoes and leave to cook over a low heat for 20 or 30 minutes. Leave to cool and add beaten egg. Cook for 15 minutes in frying pan.

1. - What is the recipe about? 2. - How many ingredients do you need? 3. - What do you have to do first? 4. - What for do you need a bowl? 5. - Where do you have to heat the oil?

Exercise 23

Individual work Scan the next steps and answer the questions.

To tie the Four in Hand Knot, select a necktie of your choice and stand in front of a mirror. Then simply follow the steps below: 1) Start with the wide end ("W") of your necktie on the right, extending about 12 inches below the narrow end ("N") on the left.

2) Then cross the wide end over the narrow end.

3) Turn the wide end back underneath the narrow end.

4) Continue by bringing the wide end back over in front of the narrow end again.

5) Then, pull the wide end up and through the loop around your neck.

6) Hold the front of the knot loosely with your index finger and bring the wide end down through the front loop.

7) At last, remove your finger and tighten the knot carefully to the collar by holding the narrow end and sliding the knot up.

1. - What are the instructions about?

2- .What do you need to perform the action?

3. - Where do you have to stand?

4. - What end of the tie do you usually start with?

Exercise 24

Individual work Write some instructions you know to perform an action.

How to: 1. 2. 3. 4. 5. 6. 7.

Session 12

Exercise 25

Individual work Scan the next page of a dictionary. Answer the questions: True or False

1. The page shows many English words.

2. The word dictionary is tagged as a noun. 3. There are more than 4 definitions for dictionary 4. The word database is in definition 3. 5. The page show the way the word is pronounced. 6. In the definition you can read what type of word is. 7. The page shows other types of dictionaries. 8. A dictionary contains an alphabetical list of words.

Exercise 26

Individual work Cut and paste a part from a page of a dictionary. Write has much information as you can find there.

1.

2.

Exercise 27

Individual work Look at the chart of jobs and answer the questions.

JOB TITLE
1. 2. 3. 4. 5. Service Technician Assoc. Comm. Director. Membership Director Front Desk Attendant, Valet, Server Service Technician
NOT LISTED NOT LISTED University Club University Club

EMPLOYEER LOCATION
Fort Washington, MD Woodbridge, Washington, DC Washington, DC 3/13 3/13 3/13 3/13 3/13

North Star Heating & Air Newington, VA Conditioning, Inc. Stratford University Koons of Tysons The Niksar Group, LLC Lerner Fashion La Fama, Inc. Falls Church, VA Vienna, VA Vienna, VA Fairfax, VA Takoma Park, MD

6. 7. 8. 9. 10.

Librarian Service Advisor Financial Manager Leasing Agents BookkeeperR

3/13 3/13 3/13 3/13 3/13

1. 2. 3.

Where is a financial manager needed? What company needs a service technician? I am a bookkeeper. Where do I have to go?

4. The University club wants: 5. 6. 7. If I am a Leasing Agent. What company needs my services? What university needs a librarian? In what jobs are not listed the companies that offer them?

Session 13

You will be able to To develop the reading strategy of Skimming on informative and instructive texts, in order to get a general idea of the text.

Think about some of the things you have read recently.

Think about the way you read them.

It's likely you've glanced over a piece of writing just to get an idea what it's about. Maybe you've had a quick look to see if you wanted to read the whole thing.

If you do these things, you're already using another reading strategy: SKIMMING!!!

But, what is Skimming?

Skimming is useful when you want to survey a text to get a general idea of what it is about. In skimming you ignore the details and look for the main ideas (The main idea is the most important thing the paragraph says about the topic. The topic is what a paragraph is all about). Main ideas are usually found in the first sentences of each paragraph and in the first and last paragraphs. Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word; instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research. There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph.

Skimming means looking over a text quickly, looking for key words, get the general idea of the content. Never start to read without first quickly skimming through the text to get an idea of what it's about.

Now that you know. What skimming is

How is 'skimming' different to 'scanning'?
The term skimming is often confused with scanning. Remember: Skimming is used to obtain the gist (the overall sense) of a piece of text. E.g. Use skimming to get the gist of a page of a textbook to decide whether it is useful and should therefore be read more slowly and in more detail. Scanning is used to obtain specific information from E.g. Use scanning to find a particular number in a telephone directory. a piece of text.

Now, that you know the difference

Exercise 28 Individual work Decide which of the following you would read fast to get specific information (scan) and which you would skim to obtain the general idea and the information needed (skim).

Note: There is often not a single correct answer; several choices may be possible according to your reading purpose. If you find that there are different possibilities, state the situation in which you would use the various skills. a) a book novel (scanning/skimming) b) the page of an article (scanning/skimming) c) a newspaper article (scanning/skimming) d) a number in the telephone book (scanning/skimming) e) house for sale in a news paper (scanning/skimming) f) web pages (scanning/skimming) g) Science books (scanning/skimming) h) sports articles (scanning/skimming) i) index book (scanning/skimming) j) a dictionary (scanning/skimming) k) informative magazines (scanning/skimming) l) climate of the different regions of Mexico (scanning/skimming) m) An advertising email - so called "spam" (scanning/skimming)

n) An email or letter from your best friend(scanning/skimming) o) An article in National Geographic magazine about the Roman Empire (scanning/skimming) p) The "What's on TV" section of your newspaper. (scanning/skimming) q) computer manuals (scanning/skimming) r) A novel (scanning/skimming) s) The horoscopes in the newspaper (scanning/skimming) t) A fax at the office (scanning/skimming) u) The TV guide for Friday evening (scanning/skimming) v) A good friend's homepage on the Internet (scanning/skimming) w) An English grammar book (scanning/skimming) x) The weather report in your local newspaper (scanning/skimming) y) An email or letter from your best friend (scanning/skimming) z) A bus timetable (scanning/skimming)

Session 14

Exercise 29

Team work Write a good title or topic for each group of words.

What's the Big Idea?

basketball Volley ball tennis football hot dog hamburger Pizza soccer ball tennis racket bat glove Ford Toyota Chrysler Chevrolet California Florida Arizona Texas house hospital school church rose daisy tulip carnation Lap top Ipod DVD cell phone oak maple cherry pine dog cat parakeet hamster

Miami New York City Chicago Los Angeles French Spanish English Portuguese

ocean lagoon river April September November

igloo cabin apartment TV movies concerts

boots sandals Tennis shoes blouse jacket pants

France Italy Spain

cars bikes motorcicles

Harvard Oxford Cambridge

Exercise 30

Individual work Directions: Read each paragraph. Then determine its topic by asking yourself, "Who or what is this paragraph about?" The name, word, or phrase that answers that question is the paragraph's topic.

1. Tsunamis, large ocean waves caused by underwater earthquakes, can be deadly and destructive. For example, in December 2004, an underwater earthquake triggered a massive tsunami throughout the Indian Ocean. The tsunami killed more than 200,000 people and caused billions of dollars of damage to the coasts of numerous Southeast Asian countries. The topic is: A) Tsunamis B) Ocean waves C) Earthquakes 2. In Africa, music is usually performed outdoors. There is spontaneous music making as well as performances by social and music groups at ceremonies and feasts. There is no musical notation (written music). African music tradition, like folklore and history, is transmitted orally. Music is a social activity in which almost everyone participates. Clearly, African music has several interesting characteristics. The topic is: A) Music B) Africa C) African music 3. Adolescents tend to choose friends who are like them, and friends influence each other to become even more alike. Friends are usually the same race and have similar status within the peer group. Male adolescents tend to have many friends, but the friendships are rarely close ones. Among teenage girls, friendships are fewer but much closer, and they provide a great deal of emotional support. The topic is: A) Adolescents B) Adolescents and their friends C) Teenage girls' friendships 4. An individual with the eating disorder bulimia first eats secretly, consuming an enormous amount of food in one sitting. The large quantity of food is clearly beyond simple hunger. Then, after the eating binge comes the purge. In this phase, the person vomits or uses laxatives to make sure the food does not stay in the body and produce weight gain. With bulimia, there is always a distinct "binge and purge" pattern. The topic is: A) An eating disorder B) Eating large quantities of food C) The binge and purge pattern of bulimia

Exercise 31

Individual work Read the following short texts and find the main ideas.

1. Mercury is one of the planets in our solar system. Mercury moves around the sun like the other planets. Mercury is the closest planet to the sun. It is very hot there. What is the main idea of this passage? A) What Mercury is like B) Mercury is very hot C) The planets of the solar system D) Mercury is the closest planet to the sun. 2. Immigrants are people who come to another country to live. In the late 1800s, many immigrants came to the U.S. They came to build a better life for their family. What is the main idea of this passage? A) Immigrants coming to the U.S. B) The U.S. is a new country C) The late 1800s D) Building new homes 3. Dr. Seuss was an American writer and illustrator. He was best known for his children books. We have all enjoy the clever rhymes, and wonderful creatures. Dr. Suess's invented silly words have often delighted young readers. What is the main idea? A) Dr. Seuss' birthday. B) Dr. Seuss' rhymes. C) Dr. Seuss was an American Writer and Illustrator. D) Dr. Seuss's silly words. 4. In Africa, music is usually performed outdoors. There is spontaneous music making as well as performances by social and music groups at ceremonies and feasts. There is no musical notation (written music). African music tradition, like folklore and history, is transmitted orally. Music is a social activity in which almost everyone participates. Clearly, African music has several interesting characteristics. The stated main idea sentence is: A) In Africa, music is usually performed outdoors. B) There is no musical notation (written music). C) Clearly, African music has several interesting characteristics. 5. Democracy comes from the Greek word demos, which means "the people," and kratia, meaning "to rule." The term democracy refers to a form of government in which the people govern, either directly or through elected representatives. In other words, it is a set of rules for determining who will exercise the authority of government.

The stated main idea sentence is A) The term democracy refers to a form of government in which the people govern, either directly or through elected representatives. B) The meaning of the term democracy C) In other words, it is a set of rules for determining who will exercise the authority of government. 6. Plants are necessary for life on earth. All living things need plants because they provide food for animals. During photosynthesis, plants change the sun's energy into food and energy for animals. They use carbon dioxide and produce oxygen. All human beings and animals need oxygen to live. 1. What is the topic of this paragraph? A. Living things B. Photosynthesis C. Green Plants D. The Sun's Energy 2. What is the main idea of this paragraph? A. B. C. D. Plants supply food for animals. Plants are necessary for life on earth. All human beings and animals need oxygen to live. During photosynthesis, plants change the sun's energy into food and energy for animals.

7. A credit card can be useful, as we will see. But credit cards can be poison because it is very easy to continue to use them even when we do not have the money to pay for what we buy. There is one other reason the cards are dangerous. The companies that issue them also charge the user to use the card. For any money that the user does not pay each month (the user's debt) the company charges a percentage of that amount in interest. If you owe the company $500 and do not pay it that month, the company adds from $6 to $8.50 to the $500. Then you owe from $506 to $508.50. The interest is added every month, so a bill that is not paid gets bigger and bigger. What is the best way to describe the topic of this paragraph? A. The Interest Rate for Credit Card Users B. How to Use Credit Card C. Caution for Credit Card Users D. Credit Card What is the best way to describe the main idea of this paragraph? A. The companies that issue the cards charge the users in the form of interest. B. A credit card is not only useful but also dangerous for the user. C. A credit card can be dangerous because it is very easy to use. D. The interest is added every month so a bill that is not paid gets bigger and bigger. 8. Water can take many forms. We see water every day. We see it at the beach. The Gulf of Mexico is liquid water! Water can be hard as a rock. When it is frozen, water is ice. You may have seen ice in a cup of soda. Frozen water, or ice cubes, keeps other liquids cool. When ice cubes melt, they become liquid water again. If the pool of melted water is not wiped up, it will disappear after some time. Do you know where it goes? It becomes something else. It becomes

water vapor, or a gas, and disappears into the air. There is water vapor in clouds. Water can be liquid, solid, or a gas. The main idea of this paragraph is... A) Ice cubes are a solid form of water B) Water can take many forms C) Water is a liquid 9. Soccer players learn many skills when playing soccer. Soccer players learn how to dribble and pass the ball. They also learn how to control the ball so they can eventually score. Most importantly, soccer players learn how to work together with their teammates. Choose the main idea. A) They also learn how to control the ball so they can eventually score. B) Soccer players learn how to dribble. C) Soccer players learn many skills when playing soccer. 10. The most important idea of a story is called the main idea. A) True B) False 11. Where is the main idea, usually found in a paragraph? A) In the last sentence B) In the second sentence C) In the first sentence

Session 15

What are the Oscars?

They are the Academy Awards in Hollywood, California. Every year, the Academy of Motion Picture Arts and Sciences gives little statues called Oscars for the best film, best director, best actor, best producer, best screenwriter, best soundtrack, and so on, for different types of films. Nobody really knows how the statue got the name Oscar. The most popular story is that Margaret Herrick, who later became a director of the Academy, said that it looked like her Uncle Oscar. After that, the people who worked at the Academy started to call the award Oscar. Then a reporter heard it and uses it. Five years later, the nickname became official. Since 1927, the Academy Awards have happened every year without exception in Hollywood or around Los Angeles. The ceremony has grown from fifteen minutes to what is now several hours. Thousands of people have received Oscars since then. The person who has won the most Oscars is Walt Disney with twenty six. Some talented people, such a British director Alfred Hitchcock, never received one. Some people received an Oscar after they died. A few actors, such as Marlon Brando, refused an Oscar. There are other important motion picture festivals around the world, such as the Cannes Film Festival, the Berlin Film Festival, and the biggest Asian Festival, the Pusan Film Festival in South Korea. The Oscars have become the most famous of all film festivals because millions of people watch it on television all over the world. Some people say the real story behind the Oscars is, What are the stars wearing and how do they look?

Exercise 32

Individual work Look at the Reading about the Oscars. Read these statements and write correct, incorrect, or doesnt say.

1. Only film directors receive Oscars. 2. There are several stories about how the statue got the name Oscar. 3. The Academy Awards did not take place during World War II. 4. Only people from the U.S. receive Oscars. 5. Actors cant receive an Oscar after they die. 6. The stars must wear formal clothes for the Oscars.

Answer these questions. Use complete sentences.

1. What are the Oscars? 2. What is the most popular story about how the statue got its name? 3. When did the Academy Awards start? 4. Who has won the most Oscars up to now? 5. What are some important film festivals around the word?

Check it out!
Student Book 2 (Milada Broukal)

Exercise 33

Individual work Directions: Read the story below. Then place the number (starting with 1) on the lines below to correctly order the events as they happened in the story.

SUPER STAR!
One very beautiful, clear night, a girl named Kayla and her mother were talking and looking up in the sky at the stars. Kayla said, "Mom I hate how I look. My hair is so ugly; there's never anything to do with it. And my clothes - they're awful!" "Well Kayla you need to accept who you are and like it," said Kayla's mother. Just then, a shooting star flew past. Kayla saw it and wished that she was a superstar like Christina Aguilera. After Kayla said her wish, her mother said, "Time for bed."

The next morning Kayla woke up to a man she had never met in her whole life. The man kept telling her, "Wake up! Wake up! You need to start early today if you want to sing well in your concert tonight!!!" Then Kayla said, "What? What concert?" Then it hit her; she had wished on the star and it came true! Kayla looked in the mirror and it was Christina Aguilera's face staring back at her. She jumped up and said, "Where is everyone? Aren't they supposed to be getting all my make-up and hair ready for me?" "Of course," said the man. "They have been waiting for you to get up all morning." "Well where are they?" "Christina, are you feeling ok? You are acting like someone else." "Oh yeah, I am fine." said Kayla. Kayla got up and started getting all dressed up and ready for the big night. When she was done, she had to go to practice for the concert that night. Kayla was having blast until she got to rehearsal. First, she had a hard time getting to rehearsal because so many annoying people with cameras were shouting at her and telling her how great it must be to be a superstar. Then at rehearsals she had a hard time getting the dancing moves right. It was a total disaster. She was just beginning to realize that being a superstar wasn't so awesome after all when it was time to go on stage in front of everyone. She didn't know what to do. She thought fast and looked in the sky but didn't see any shooting star. At that moment the man who woke her up this morning said, "You go on in 5, 4,3,2,1. You're on!" Kayla walked out on stage did know what to do so she started talking to the crowd. She started to talk to them about being yourself keeping goals and NEVER wishing you were someone else because everyone is perfect in their own way. At that moment, she saw a shooting star and wished she was in her own home, wearing her own clothes, and back to her own life! Suddenly, she was on her porch with her mom talking and looking up in the beautiful sky with the stars shinning bright! PLACE THE EVENTS IN THE CORRECT SEQUENCE BY USING THE NUMBERS 1-6: Kayla was woken by a strange man. Kayla told her Mom that she didn't like her hair. Kayla arrived at the rehearsal. Kayla was back on her front porch. Kayla wished upon a star in her back yard. Kayla looked in the mirror and saw Christina Aguilera's face.

Session 16

Exercise 34

Individual work Read the following text, see the title first. Answer the questions and discuss them with your classmates.

Before you read

A. Discussion. Look at the photos and read the paragraph, then answer the questions below. Once upon a time, there lived a man and a woman who had seven sons. The couple wanted a daughter very much, and finally, they had a girl. She was very pretty, and her parents loved her very much. One day, the father needed water for the child. So he sent the seven brothers to a well in the forest to get it. Once there, thought, the boys began to fight and the water jug fell into the well 1. How many children did the couple have? 2. Why were the brothers in the forest? 3. What happened there? B. Predict. What do you think happens next in the story? Read the first two paragraphs below to check your ideas. Jug

The tale of the Seven Ravens

The brothers looked into the well and thought of their father, they were afraid to go home. Hours passed. Where are those boys? shouted the father angrily. They are probably playing a game and have forgotten about the water. I wish they were all turned into ravens! And when he looked up, he saw seven black birds flying away. The father was shocked. What have I done? he thought. But it was too late. He could not take back his words. In time, the girl grew up and discovered she had brothers. The story of their misfortune affected her deeply, and she decided to find them. For years she searched and did not stop. She was determined to find her brothers. Finally, she found their home. To enter, she needed a special key made from a chicken bone, which she did not have. The girl thought for a moment, and then took a knife and cut off one of her fingers. With it, she opened the front door and went inside. On a table, there were seven plates and seven cups. She ate and drank a little from each. In the last cup, she accidentally dropped a ring that her parents had given her. Eventually, the ravens returned for their meal. The girl hid behind the door and watched. When the seventh raven drank from his cup, something hit his mouth. The raven recognized it immediately, it was his parents ring. I wish our sister were here, he said, and then we could be free. At that moment, their sister ran to them, and suddenly the ravens were human again. The brothers kissed their sister, and all eight of them went home together happily.

Word bank: Misfortune is bad luck. Cut off is to remove something with a knife or a similar tool. Well

Reading comprehension (multiple choice)

Reading Explorer 1: HEINLE (CENAGE Learning) A. Choose the best answer for each question. 1. What is this story mainly about? a. A father who leaves his children b. A bad witch who lives in the forest c. A sister who saves her brothers d. Magical birds who help children 2. In line 5, what does the word turned into mean? a. Changed to b. Interested in c. Circled around d. Returned to 3. Why does the girl cut off her finger? a. So she can remove a ring from her finger b. Because her finger is stuck in a door hole c. Because a bad which makes her do it d. So she can use it to enter the ravens house 4. How do the ravens become human again? a. Their sister kisses them b. They eat a magic ring c. One raven makes a wish d. They drink from a special cup 5. What is the moral of this story? a. Your parents always know best b. A wish can change your life c. Dont talk to strange people d. Work hard and you will be happy. B. Sequencing. Put the events below in order from 1-6. Then retell this story to a partner. a. b. c. d. e. f. One raven finds the ring and wishes he could see his sister. The ravens change back into humans and return home with their sister. The girl finds the house of the seven ravens. The father makes an angry wish. His sons change into birds. The girl drops her ring into one of the ravens cups. The girl learns she has brothers and she searches for them.

Exercise 35

Individual work Read the following text, see the title first. Answer the questions and discuss them with your classmates.

Social Networking Sites - Reading Comprehension Quiz Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called 'social networking' sites because they help people meet and discuss things online. Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to 'content'.

Web 2.0
Social networks are considered to be web 2.0. What does this mean? To understand this, it's important to understand what the original web did (often called web 1.0). Back in the nineties, the internet - or web - was a place to go to read articles, listen to music, get information, etc. Most people didn't contribute to the sites. They just 'browsed' the sites and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding (the original language the internet uses to 'code' pages). It certainly wasn't something most people wanted to do as it could take hours to get a basic page just right. Things began to get easier when blogs (from web log) were introduced. With blogs, many more people began writing 'posts', as well as commenting on other people's blogs.

MySpace Surprises Everybody

In 2003 a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users and the rest was history. Soon everyone was trying to develop a social networking site. The sites didn't provide 'content' to people, they helped people create, communicate and share what they loved including music, images and videos. They key to the success of these sites is that they provide a platform on which users create the content. This is very different from the beginning of the internet which focused on providing 'content' for people to enjoy.

Key to Success
Relying on users to create content is the key to the success of web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include: Wikipedia, Digg.com and the latest success - Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the 'content' that others want to consume.

Choose the correct answer to these questions based on the reading selection on the Social Networking Sites. Each question has only one correct answer. 1. Q: Which social networking site was not mentioned in the reading? MySpace LinkedIn Face book 2. Q: What is Face book? A blog A content site A social networking site 3. Q: Where is Orkut especially popular? In Japan In South Korea In Brazil 4. Q: Which phrase best describes what people do at social networking sites? They interact with other people. They browse articles and other content. They code pages in HTML 5. Q: Social networks are considered: Web 1.0 sites Web 2.0 sites Web blogs 6. Q: What was the original web mainly used for? Interacting with other people Browsing content Creating pages in HTML 7. Q: Why didn't many people create web pages in the beginning? They didn't like communicating with others. They didn't feel comfortable coding HTML pages. They didn't know they could create web pages 8. Q: Which is the best description of web 2.0 sites? They are content driven sites. They are platforms for interaction. They are like blogs, but better 9. Q: What do web 2.0 sites rely on? Articles written by professional journalists Users creating content Fast internet connections 10. Q: What is most important for these new sites? Users' desire to communicate with each other Users' desire to read interesting content written by professionals Users' desire to learn coding
http://esl.about.com/od/readingintermediate/a/r_social.htm

Session 17

Exercise 36

Team work Read the following story with a partner and answer the questions.

A Murder - Suicide
A man and a woman died in an apparent murder-suicide last night in Altadena. The man was 74-year-old Dominic Vittorio. The woman was his 70-year-old wife, Victoria. The couple had been married for 50 years. In fact, their 50th anniversary occurred just a month ago, according to their next-door neighbor, Mrs. Allen. The couple had no children and had no close friends. Mr. Vittorio was a retired carpenter who had emphysema and was blind in one eye because of a cataract. His wife was a diabetic who had already had one foot amputated because of complications from the disease. Her eyesight was almost completely gone.

Predict. What do you think happens next in the story?

They were such a nice couple, said Mrs. Allen. Ive lived next to them for the last 20 years or so. Im widowed, and Dom always used to help me with things like changing light bulbs and fixing appliances. They had no kids, but they were always friendly to the neighborhood kids. Every Halloween they handed out tons of candy and fresh fruit. But about eight years ago Vicky came down with diabetes, and things just havent been the same for her or Dom. They used to be so friendly and full of life, and then they just seemed to get quieter and quieter. She used to come over to my place once or twice a week and we would talk about all kinds of things and have the nicest time. But that happened less and less as she got sicker. So I would go over to her house about once a week and we would talk. But the conversations steadily got shorter, and she seemed to lose interest in listening and in talking. She didnt say it, but you could tell she was in a lot of pain. Mrs. Allen said she hadnt even talked to either of the Vittorios in almost a year. They never came out. Even food was delivered to them by a local agency. She said she heard two gunshots last nightIt scared me half to death! She immediately called the police. Such a sad ending for such nice people, she said. Together in sickness, but alone in the world.

Answer the next questions:

1. Did a man and a woman die last night? 2. Were the man and the woman married? 3. Was the woman 74 years old? 4. Was Vittorio the mans surname? 5. Had the couple have two grown children? 6. Was their 50 anniversary a week ago? 7. Did the couple have two grown children? 8. Did Victoria have any close friends that she saw regularly? 9. Was Victoria suffering from a disease called diabetes? 10. Was Victoria almost blind? 11. Who was Mrs. Allen? 12. Why did Mrs. Allen call Mr. Vittorio? 13. What is Mrs. Allens marital status? 14. How many Kids did the Vittorios have? 15. What did the Vittorios hand out every Halloween? 16. What disease did Vicky come down with? 17. What did Mrs. Allen hear last night? 18. What did Mrs. Allen do when she heard the gunshots? 19. Where did the Vittorios live? 20. How long had the Vittorios been married?
chang.com/qa2/stories/story020.htm http://www.rongth

Session 18

1.2.2. Skimming
You learn To develop the reading strategy of skimming on instructive texts in order to get a general idea of the text. When skimming you look over the text quickly to get a general idea of its content. 1. Read the title, subtitles and subheading to find out what the text is about. 2. Look at the illustrations to give you further information about the topic. 3. Read the first and last sentence of each paragraph. 4. Don't read every word or every sentence. Let you eyes skim over the text, taking in key words 5. Continue to think about the meaning of the text. Read the first sentence of each paragraph in the following text. And answer the question. THE PERSONAL QUALITIES OF A TEACHER
Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher? xxxxxxxx xx xxx xxxxx xxxxx xxxx xx xxxxx xxxxxxxx xxxx, xxxI xxxxx xxx xxxxxxxxx xxxxx xx xxxxxxxxx xxxxxxxx. First, the teacher's personality should be pleasantly live and attractive. xxxx xxxx xxx xxxx xxx xxxxxxxxx xxx xxxxxxxx xxxx, xx xxxx xxxx, xxxxxxx xxxx xxxx xxxxx xxxxx xxxxxxx xxxxx. xxx xx xxxx xxxx xxx xxxx xxxxx xx xxx xxxx-xxxxxxxx, xxxxxxxxxxx, xxxxx, xxxxxxxxx, xxxxxxx, xxxxxxxxx, xxx xxxx-xxxxxx : x xxxx xxx xxx xxxx xx xxxxxxx xxx xx xxxx xx xxxxxx xxxxxxxx xxxxxxxxxxx.xIxxxxx xxxxx xx xxxx x xxx xx xx xxxxxxx xxxx: xxxx xxxxxx xxxxxxxx xxxxxxxx 'xxxxxx xxxx xxxx xxxxx xxxx xxxx xxxxxx'. Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy in the literal meaning of that word; a capacity to tune in to the minds and feelings of other people, especially, since most teachers are school teachers, to the minds and feelings of children. xxxxxxx xxxxxxx xxxx xxxx xx xxx xxxxxxxx xx xx xxxxxxxx - xxx, xxxxxx, xx xxxx xx xxxxx,xxx xx xxx xxxxxxx xxx xxxxxxxxxx xx xxxxx xxxxxx xxxx xxxxxx xxxxxx, xxx xxxxx xxxxxxxxx xxxxxxxx, xx xxxx xxxxxxxx. Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. xxxx xxxx xxx xxxx xxxxx x xxxxxxx xxxxx. xx xxxxx xxxx xx xxxx xx xxxxx xx xxx xxxxxxxxxxxx xxxxxxxxx,xxx xxxxxxxxxxx, xxx xxxx xxxx xxxxxxx xxxxx xxx xxxxxxx xxxx xxx xxxxx xxxxxxxxxx xx xxxxx xxx xxx xxxxx xx xxxxxx. xxxxxxxx, xxxxxxxxxx xxxxx xxxxxxxx, xxxx xx xxxxxxxx xxxx xx xxxxxx xxxxxx xxxx xxxx. A teacher must remain mentally alert. xx xxxx xxx xxx xxxx xxx xxxxxxxxxx xx xx xxx xxxxxxxxxxx, xxx xx xx xxx xxx xxxx, xxxx xxx xxxxxx xx xxxx-xxxxxxx xxxxxxxxxxxx, xx xxxxxxxx xxxxxxxxxxxxxx -xxx xxxx xxxxx xx xxxxxxxxxxx xxxxxxxxxxxxxx. On the other hand, a teacher must be capable of infinite patience. xxxx, x xxx xxx, xx xxxxxxx x xxxxxx xx xxxx-xxxxxxxxxxx xxx xxx-xxxxxxxx; xx xx xxxx xx xx xxxx xxxx xxxx. xx xxxx xx xxxxxx xxxxxxxxx; xxxxxxxxx xxxxx xxxxx xxxxxxx xx xxxxxx xxxxx.xxxx xx xxxxxx xx xxxx xx xxxx xx xxx stride the innumerable petty irritations any adult dealing with children has to endure. Finally, I think a teacher should have the kind of mind which always wants to go on learning. xxxxxxxx xx x xxx xx xxxxx xxx xxxx xxxxx xx xxxxxxx. Xxxxx xxxxxx xx xxxx xxxxxxx xxx xxxxxx xxxxxx xxx xxxx xxxxxxx xxx xx xxxxxxx xxxxxxx xxxxxxxx xxxxxxx xxxx xxxxx xxxxxxxx xxxxxx. (From Teaching as a Career, by H. C. Dent)

What personal qualities are desirable in a teacher?

Exercise 37

Individual work As you read a flan recipe find the answer to the following questions and discuss them with your classmates.

An instructive text is a text that instructs or tells you how to do something A recipe wants to instruct you how to cook something. Recipe for flan: Flan is a traditional mexican dessert and there are many versions. This Flan recipe is prized for its simplicity. If you've never made flan before, now is the time to try it. Ingredients: 1 cup and 1/2 cup sugar 6 large eggs 1 14oz can sweetened condensed milk 2 13 oz cans evaporated milk 1 teaspoon vanilla

Preparation: Preheat oven to 325 degrees. You will need 6 ramekins or other specialty flan cook ware and a large baking pan to put them in. Pour 1 cup sugar in warm pan over medium heat. Constantly stir sugar until is browns and becomes caramel. Quickly pour approximately 2-3 tablespoons of caramel in each ramekin, tilting it to swirl the caramel around the sides. Reheat caramel if it starts to harden. In a mixer or with a whisk, blend the eggs together. Mix in the milks then slowly mix in the 1/2 cup of sugar, then the vanilla. Blend smooth after each ingredient is added. Pour custard into caramel lined ramekins. Place ramekins in a large glass or ceramic baking dish and fill with about 1-2 inches of hot water. Bake for 45 minutes in the water bath and check with a knife just to the side of the center. If knife comes out clean, it's ready. Remove and let cool. Let each ramekin cool in refrigerator for 1 hour. Invert each ramekin onto a small plate, the caramel sauce will flow over the custard.

1. Which are the ingredients?

2. What are we doing with sugar to make the caramel?

3. What is the sugar color?

4. What do we use to cover the ramekin?

5. What do we add after we blend the eggs?

Exercise 38

Individual work Read and follow the instructions, make a real sandwich with some of the provided ingredients and then explain the recipe to your teacher and classmates. Share the sandwiches with your classmates.

HOW TO MAKE A CLUB SANDWICH

The traditional club sandwich makes great picnic food or can be served at a small lunch gathering. The ingredients are simple, inexpensive and easily prepared. The distinction of the club is that third slice of bread in the middle; other than that, it's just like any other sandwich.

Things you'll need: Three pieces of white or wheat bread 1. 4 thin slices of turkey 4 pieces of bacon, crisply cooked 2 slices of cheddar or swiss cheese 2 lettuce wedges 2 to 4 slices of tomato Mayonnaise Mustard Salt and pepper

Instructions: 1. Lightly toast all three slices of bread. Not only is this part of the traditional preparation, it will keep the condiments and meat juices from soaking through the bread, making the sandwich more palatable. 2. Lay the three slices of bread on the counter. Spread mayonnaise on two slices, mustard on the third. 3. On one slice layer a piece of lettuce, turkey meat and cheese slices. Lay the middle slice of bread on top, mayonnaise side up. 4. Place another wedge of lettuce on the middle slice of bread, top with tomato slices and bacon. Sprinkle salt and pepper on the bacon. 5. Put the final piece of bread on top and poke frilled toothpicks in each corner of the bread. 6. Slice the sandwich into four diagonal pieces and serve with potato chips and a dill pickle.

1. What are the instructions about? 2. Which are the ingredients? 3. What are we doing with bacon? 4. What kind of bread can we use? 5. What do we use to spread on the bread? 6. What do we put on the middle slice of bread?

Exercise 39

Individual work Look at the pictures and the instructions in the following instructive text. Then write them in order to make something delicious!

Put on your apron

Roll out the dough into a round shape

Spread tomato sauce on top

How to make a pizza

Wash your hnds

When ready cut into slices and ea

Place in the oven to cook

Grate the cheese and sprinkle on top

Put your toppings on

Make the dough

1._ 2._ 3._ 4._ 5. 6. 7._ 8. 9. 10.

Session 19

Exercise 40

Team work In teams of three, discuss the following questions. You need to activate your previous knowledge about the topic Natural Disasters. Then you will read a short articles and answer some questions about it. When you finish you will share your answers with the rest of your classmates and teacher.

What do you know about natural disaster? Have you ever been in a natural disaster? What is a hurricane?

HURRICANES
Have you ever been in a hurricane? Hurricanes are serious weather storms. They can do a lot of damage. But what is a hurricane? Another name for a hurricane is a tropical cyclone. A hurricane consists of thunderstorms, torrential rains, and waves with winds up to 75 mph or higher. A hurricane: Is a tropical storm that starts out in the ocean and gathers speed and strength as it travels. When the winds inside these storms reach 39 mph, they are given names. An international committee developed the list of names. Hurricanes alternate back and forth between male and female names. Giving the hurricanes names makes it easier for meteorologists to identify and track certain storms. This makes it easier to announce hurricane warnings, as well. The best place to be during a hurricane is indoors and away from windows and doors. If the hurricane is very bad, you will probably be asked to evacuate and move to safer ground. Its important to keep a kit ready that contains fresh water, non-perishable food, first aid kit, flashlight, rain gear, and other items that would be useful if you had to leave your home for a few days. Questions 1. How fast does a tropical storm need to be moving in order to receive a name? a. 25 mph b. Over 39 mph c. 100 mph d. Over 76 mph 2. Where would you find the answer to the previous question? a. Second paragraph b. Third paragraph c. In the title d. None of the above 3. What is the definition of the word non-perishable as used in the passage? a. Long-lasting b. Freeze-dried c. Emergency d. Fresh

Exercise 41

Individual work You will read the questions and answer them with the articles information. When you finish you will share your answers with the rest of your classmates and teacher.

1. What happens when the ocean's temperature rises? It causes sea levels to rise. It causes sea levels to remain constant. It causes sea levels to decrease.

2. The rise in water levels is especially dangerous for small island nations and: a) Low-lying urban areas. b) All coastal cities. c) People who live on the beach.

3. The new study: a) Shows that thermal warming contributed to a 0.32 millimeter-per-year rise in sea levels. b) Did not reveal anything that scientists didn't already know. c) Used new techniques to assess ocean temperatures.

4. Ultimately, the new study should help scientists to: a) Lower water levels b) Better predict climate change. c) Bury sea-level cities like Dhaka and Shanghai.

5. What was the main finding of the study? a) That not enough is being done about global warming. b) That ocean waters have warmed faster than scientists had previously thought. c) That the warming of the world's oceans is not a threat.

GLOBAL WARMING The world's oceans have warmed 50 percent faster over the last 40 years than previously thought due to climate change, Australian and US climate researchers reported Wednesday. Higher ocean temperatures expand the volume of water, contributing to a rise in sea levels that is submerging small island nations and threatening to wreak havoc in low-lying, denselypopulated delta regions around the globe. The study, published in the British journal Nature, adds to a growing scientific chorus of warnings about the pace and consequences rising oceans. It also serves as a corrective to a massive report issued last year by the Nobel-winning UN Intergovernmental Panel on Climate Change (IPCC), according to the authors. Rising sea levels are driven by two things: the thermal expansion of sea water, and additional water from melting sources of ice. Both processes are caused by global warming. The ice sheet that sits atop Greenland, for example, contains enough water to raise world ocean levels by seven meters (23 feet), which would bury sea-level cities from Dhaka to Shanghai. Trying to figure out how much each of these factors contributes to rising sea levels is critically important to understanding climate change, and forecasting future temperature rises, scientists say. But up to now, there has been a perplexing gap between the projections of computerbased climate models, and the observations of scientists gathering data from the oceans. The new study, led by Catia Domingues of the Centre for Australian Weather and Climate Research, is the first to reconcile the models with observed data. Using new techniques to assess ocean temperatures to a depth of 700 meters (2,300 feet) from 1961 to 2003, it shows that thermal warming contributed to a 0.53 millimetre-per-year rise in sea levels rather than the 0.32 mm rise reported by the IPCC.

Exercise 42

Individual work Read the text and answer the questions, then share with your classmates.

HOME TECHNOLOGY IN THE NEAR FUTURE What will your house look like in the year 2010? There will be many changes. Some are obvious since the trends exist today, but others might be surprising. Digital HDTV (high definition television) already exists, but by 2010 it will have become more affordable and will incorporate other technologies. Youll be able to do home video conferencing and computing right on your television set. Communication and even energy transmission will become wireless. Cordless telephones are now very common and wireless Internet connections are starting to be seen more frequently, but can you image wireless electric lamps, blenders, and microwave ovens? Many people shop on Internet today, but in a few years this will become even more common. You wont ever have to leave your house to go shopping or to the bank. Cellular phones have gotten smaller and smaller and many people use PDAs (Personal Digital Assistant), but in just a few years miniaturized wireless computers will make life even easier. Do you hate to take out the garbage? Soon an in-house system will be available that sorts and recycles trash and then throws it away so you wont have to do that job by hand. Since most people living in large cities are very worried about their personal safety, new security systems are being developed that will include identification systems that can be used in the home and on computer networks. Virtual reality will become a reality in the coming years as it is incorporated into computer games, exercise equipment and home music systems.

Circle True or False based on the article. In the future you will be able to (1) Work on a computer from your TV (2) Fly to school (3) Carry a computer in your pocket (4) Do your grocery shopping on the Internet (5) Cook dinner without entering the kitchen (6) Do video-conferencing from your telephone True True True True True True False False False False False False

Session 20

Exercise 43

Individual work Preview the following text, taken from a website. Answer the questions and discuss them with your classmates.

Energy and cars: What does the future hold?

Which types of cars are the most fuel efficient and why? What factors might contribute to a desire for increased fuel efficiency in cars? How fuel-efficient are cars today compared to 50 years ago? Pretend that you live in the year 3000. Your group is a team of archaeologists who have been studying the very interesting time period of A.D. 2000-2050. You've just excavated a site that reveals a great deal about transportation during this time period. At this site, you've found dozens of old cars and car pieces. You've also found an old sign that says "Joe's Junkyard, Established 2015." Therefore, you assume the oldest cars in this junkyard are from about the year 2000. You know that in 2050, a catastrophic earthquake leveled this part of town and all businesses ceased to operate. You can assume that cars in this junkyard are models from about 2000 to 2050. Your assignment is to present a report to the country's leading archaeologists explaining the following things: The ways in which attitudes toward fossil fuel use and the use of alternative energy sources changed between 2000 and 2050, and the reasons for these changes. Changes to automobile technology and power sources between 2000 (the year when the oldest cars junked in 2015 would probably have been built) and 2050, and the ways in which these changes reflected changing attitudes toward fossil fuel use and alternative energy sources. When you take yourself out of this futuristic scenario and into the present time, they will therefore need to make predictions about the following things: How and why (or whether) attitudes toward fossil fuel use will change over the next 50 years. The reasons why we might see changes in the way cars are powered. The changes that will occur in car technology in order to accommodate changing attitudes toward fuel efficiency and energy sources.

Exercise 44

Individual work Preview the following text, taken from a handout; make five questions about the text and write their answer too. Then discuss them with your classmates.

What Caused the March 11, 2011 Japan Earthquake?

Japan is known for being tectonically active. The March 11, 2011, earthquake was a result of movement along two major plate boundaries. Japan is located along the "Ring of Fire" and is home to some of the world's most active and deadly volcanoes. The March 11, 2011 earthquake is a stark reminder that it sits atop where plates collide, making this island extremely vulnerable to geologic hazards. Initial reports estimate that the Japan coastline moved east about 12 feet as a result of the March 11 earthquake. Subduction Zones and the Japan Trench The eastern shore of Japan is located immediately west of the Japan Trench. This trench is a result of a subduction zone created by the Pacific plate sinking underneath the North American plate. The northern half of Japan is part of the North American plate and the southern half is part of the Eurasian plate. The Island of Japan is actually cut in half by a major plate boundary where the North American and Eurasian plates meet. Immediately to the south of Japan is the minor Philippine plate. So, very near to Japan, the Pacific plate is sinking underneath both the North American plate and the Philippine plate.

Questions: 1. 2. 3. 4.
5.

Exercise 45

Team work Use the information you already know about the topic below, and then skim the article. Answer the questions and share your responses with the class.

What is aspartame? What do you think will happen with aspartame? Do you know any products that have it?

The Dangers of Aspartame

The Killer Sweetener?

Check the ingredients before eating - Banana Donuts - Half Baked Photography

Recent studies have shown that a common sweetener used in a lot of everyday foods can cause toxic effects within the human body. With the media focusing on the perceived evils such as binge drinking, radiation caused by heavy mobile phone use and salt laden processed foods, a deadly form of sweetener could be next to feature on the health freak's danger list. The Artificial Sweetener Aspartame Within a humble looking can of soft drink lies the artificial sweetener aspartame, which is over 200 times sweeter than sugar. Sometimes referred to as Nutrasweet, it has been used in soft drinks, other low calorie foods and even flu remedies such as Lemsip for over 25 years and there are major concerns over the effects it has in its consumer. Brain Damage According to the Food Standards Agency, there are a small group of people who cannot consume aspartame and they can suffer from the disease phenylketonuria, which means that they are unable to metabolise important amino acids effectively, leading to serious brain damage if untreated. The same website states that 1 in 10,000 are affected, with stringent food labelling legislation used to inform the watchful consumer.

Questions:
1. What are some facts about aspartame?

2. What is aspartame?

3. Can aspartame help people lose weight?

4. What are the benefits of using aspartame?

5. When was aspartame approved? How was it tested?

6. Can people with diabetes consume aspartame?

7. Can pregnant women consume aspartame?

8. Can people with epilepsy consume aspartame?

9. Does aspartame cause allergic reactions?

10. What is phenylketonuria and does aspartame affect people with this condition?

SELF EVALUATION UNIT 1

Name: Group: Date:__

1. - Read the next sentence and predict what will happen next. Few minutes ago Japan was hit by a devastated earthquake. Which idea comes next? a) The people will go to rest and sleep. b) A big tsunami will appear in any moment. c) The people can continue working as a normal day. 2. -Choose the correct meaning about predicting. a) Predicting is usually applied for mathematics books. b) Predicting is used to look for correct information. c) Predicting means to tell what will happen. You will be a better reader if you preview. 3. -Choose the correct answer. You usually scan a . a) Telephone book, an index in a text book, the ads in the newspaper. b) A mystery book. c) A map for getting to a party. 4. - You usually skim . a) Newspapers, magazines or articles. b) Movies c) hardware 5. -Skimming strategy has four patterns of organization; choose the correct answer that includes them. a) Listing, time order, cause-effect and comparison and contrast. b) Underlining, comprehension, predicting and signals words. c) Imagination, asking, observation and analysis. 6. - Choose the correct answer; what scanning means? a) Read everything and memorize the text. b) Look for specific information. c) Read all the text and get a general idea. 7. - Choose the correct reason to use previewing as an important reading skill. a) If you preview before you start reading you will understand more. b) If you preview you will get confused. c) If you preview you wont understand anything.

8. - Choose the steps that you have to follow when you are previewing. a) Look at the pictures, read the title, look for names, dates and numbers. b) Look the number of the page c) Look for the authors idea. 9. - Predict what will happen next; yesterday I saw a drunk man driving in a zig-zag way and suddenly.. a) He crashed with a traffic light. b) He started to drive correctly. c) He asked for help to the police. 10. -Preview the idea of the next image. a) There is a little boy playing baseball. b) There is a woman playing baseball. c) There is a little boy playing soccer.

Unidad II
Having fun with reading and writing!

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COMPETENCIAS

SPEAKING Conecta ideas de carcter formal y casual. Utiliza un lenguaje sobre temas del mbito social, econmico y tecnolgico. Se comunica de manera cronolgica.

WRITING Describe textos de hechos o situaciones de orden lgico. Expresa ideas de carcter formal y casual. Escribe hechos de manera cronolgica tomando en cuenta ortografa (spelling and punctuation marks). Escribe prrafos cortos de eventos o incidentes de distinto tipo. READING Analizar textos descriptivos en sus distintas formas. Analizar textos narrativos, sobre hechos relevantes y de importancia para el lector.

LISTENING Obtiene significados inferidos de anuncios de distinto material de audio. Sigue instrucciones proporcionadas por el instructor y materiales didcticos auditivos. Intuye informacin de diversas situaciones contextualizadas.

TEMARIO

2.1

Descriptive texts

2.1.1 Descriptive texts and its forms. 2.1.2 Describing my World. 2.2 Narrative Texts

2.2.1 Organizing facts through time 2.2.2 Telling an interesting story

96

Diagnosis Exam Unit II Answer the following questions and have an overview of your knowledge in this unit.

Name: 1. A descriptive text is: a. b. c. d. 2.

Grade:

A document which gives us information referred to the newspaper. A text which lists and describes a particular place, thing, or a person. A text about health problems. The fresh daily news.

What is an instructive text? a. A formal document about cooking. b. Written material that shows the world situation. c. Written material that tells you how to do something. d. Paper we can find in a box. What things can people find in a cooking instructive? a. b. c. d. Kitchen prices Healthy habits supermarkets Food Ingredients

3.

4.

In the book The history of USA revolution we can find: a. b. c. d. Technological devices. The first American on the moon. The Americans who gave freedom to a nation. The first American car for sale.

5.

What is a narrative text? a. b. c. d. A text that tells a sequence of events, like a fable, legend, fairy tale, etc. Important Information related to a particular place, thing or person. A letter from work to give information about a new system. Texts from a book.

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Session 21

2.1

Descriptive Texts

2.1.1 Descriptive texts and its forms

You learn To analyze descriptive texts in their different forms.

A Descriptive text is a text which describes a person, thing, place and certain condition in particular. According to www.sil.org, the example of descriptive text can be the appearance of a person, detail of location or requirement for employment. Commonly a descriptive text uses the first and third person pronoun as point of view.

The Definition and Purpose of Descriptive Texts Descriptive text is a text which says what a person or a thing is like. Their purpose is to describe and reveal a particular person, place, or thing. The Generic Structure of Descriptive Texts Identification; identifying the phenomenon to be described. Description; describing the phenomenon in parts, qualities, or/and characteristics. The Language Feature of Descriptive Texts Using attributive and identifying process. Using adjective and classifiers in nominal group. Using simple present tense

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Example

The following example of descriptive text is best in describing the appearance of a marsupial mammal. What a marsupial mammal looks like is the clearest example of descriptive text. This marsupial description is taken from Jenny Eather's example of descriptive text.

What am I?
I inhabit a small area in South-western Australia. My species was quite widespread in Australia before European settlement but now we are endangered. I prefer areas of open woodland. I forage for my food in the mornings and afternoons. At night I sleep in hollow logs or under fallen timber. My body is about 25 centimeters long. My ears are short but my snout is long I have very long, sticky tongue for eating termites I can eat over 10000 termites in one day. I am a mammal. marsupial

What animal am I?

Exercise 1

Individual work Read the next descriptive text. Write the new words for you in your notebook.

THE AMAZING TAJ MAHAL IN INDIA Taj Mahal is regarded as one of the eight wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra. Taj Mahal is a Mausoleum that houses the grave of Queen Mumtaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it. The Taj Mahal stands on a raised, square platform (186 x 186 feet) with its four corners truncated, forming an unequal octagon. The architectural design uses the interlocking arabesque concept, in which each element stands on its own and perfectly integrates with the main structure. It uses the principles of self-replicating geometry and symmetry of architectural elements. Its central dome is fifty-eight feet in diameter and rises to a height of 213 feet. It is flanked by four subsidiary domed chambers. The four graceful, slender minarets are 162.5 feet each. The central domed chamber and four adjoining chambers include many walls and panels of Islamic decoration. Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna River.
Source: www.islamicity.com/culture/Taj/default.htm

Key words: In your notebook, write the meaning of: Tregardered, Emperor, Gateway, Interlocking, Flanked, Chambers, Adjoining, Slender, raised,

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Exercise 2

Team work Follow the instructions of your teacher. Analyze the organization of the next descriptive text with the help of your teacher. Make a list of new words in your notebook.

IDENTIFICATION D E S C R I P T I O N Well, if you havent, let me tell you about Singapore. Singapore is an island city. Its population is about three million people. Most Singaporeans live in high-rise apartments. Singapore is a beautiful city with lots of parks and open spaces. It is also a very clean city. You know, the business district is very modern, with lots of tall and new buildings. Now, let me tell you about the old section of the city. In Chinatown, there are rows of old shop houses. The government buildings in Singapore are also very unique and antique. They date from the British colonial days. Shopping! Wow, this is the part that I like very much! Singapore is famous for its many good shopping centers. Most of the goods are duty free. Its a heaven for shoppers! What about food? Its delicious. Sing apores restaur ant s pr ovide Chinese, I ndian, Malay, and European food, and the prices are quite reasonable. I bet youll like it . Well, since Singapore lies near the equatorial line, of course, it has a tropical climate, with a nice weather in both dry and rainy season. Language features: The single line shows the use of adjectives. The double line shows the use of present tense. The black line shows the use of degree of comparisons.

Exercise 3

Individual work Answer the questions under the pictures with your own information.

Singapores restaurants

Business district

Chinatown

Questions: 1. Going to your imagination before seeing these pictures, which option would you choose?

2. When you were reading the Singapores text what did you imagine? I imagined something a) Identical b) similar as the images show. c) different d) completely different

Exercise 4

Individual work Analyze the Niagara Falls text and answer the questions on the next page. Write a list of new vocabulary on your notebook.

Niagara Falls Niagara Falls is a famous area of waterfalls. It is one of the most beautiful natural wonders of North America. It is on the Niagara River, about halfway between Lake Erie and Lake Ontario. The Niagara River forms part of the border between Canada and the United States. At Niagara Falls, Ontario, Canada is on one side of the river, and the U.S. state of New York is on the other side. Niagara Falls really has two waterfalls. The Horseshoe Falls are in Canada, and the American Falls are in the United States. The Niagara River drops into a steep gorge or canyon, at the falls. Most of the water flows over the Horseshoe Falls. They are not as high as the American Falls, but they are 2,600 feet (792 meters) wideabout 0.5 mile (0.8kilometers). The American Falls are about 1,000 feet (305 meters) wide. Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out of the rock. At night, colored lights shine on the thundering falls. About 10 million people visit the Niagara Falls each year!

1. - What is the name of the text? 2. - Which part of the text shows the description? 3. - Write all the sentences related with the use of adjectives. 4. - Identify all the expressions in present tense and write them: 5. - Write the sentences including the use of degree of comparisons.

Exercise 5

Individual work Complete the text filling the blanks using the adjectives from the box.

The Grand Canyon is located in Arizona. It is one of the most canyons around the world. It has a variety of such as snakes, eagles, bucks, coyotes, etc. Just for mention some of them. In rainy season the Grand Canyon so beautiful because the plants grow and the colorful flowers makes from the Canyon a good and place to visit. The Grand Canyon is a complete desert and the weather during the day is really but when the night arrives the arrives with it. The Grand Canyon is also one of the most are a lot of animals. places to visit because there

If you visit the Grand Canyon it is important to take care of yourselves; be sure to bring just the necessary things and it is very important to carry a box with the first aids with you. Dont forget the . Adjectives box beautiful dangerous wild cats animal interesting poisonous hot cold water

Homework research 1 In teams, Search for more information and prepare an exposition for your group about the place you liked. Describe it. Use pictures and images to illustrate your job.

The main purpose of these texts is: To describe a particular place, thing or person.

Session 22

CHRISTOPHER COLUMBUS
Nobody has found an authentic contemporary portrait of Christopher Columbus. Over the years there have been many portraits that reconstruct his appearance from written descriptions. They depict him variously with long or short hair, heavy or thin, bearded or clean shaven, and stern or at ease. The Admiral was "of good stature and appearance, taller than the average and strongly limbed: the eyes lively and other parts of the face of good proportion, the hair very red, and the face somewhat ruddy and freckled ...." long visaged with cheeks somewhat high, but neither fat nor thin. He had an aquiline nose and his eyes were light in color; his complexion too was light, but kindling to a vivid red. In youth his hair was blond, but when he came to his thirtieth year it all turned white. Description by his son, Ferdinand. Columbus's second son Ferdinand should certainly be regarded as a reliable source as he traveled constantly with his father between the ages of 12 and 18. Exercise 6 Individual work Write at the end of each sentence true or false according to the information on the text about Christopher Columbus.

Sentence 1. - He was taller than the average 2. - Christopher Columbus had black eyes 3. - The description of Christopher Columbus was made by his brother. 4. - When he was young his hair was blond. 5. - Christopher Columbus used steams boats. 6. - When Christopher Columbus came to his forty-eight year his hair all turned white 7. - Many old people have an authentic portrait of Christopher Columbus. 8. - The people describe him with wavy and black hair. 9. - Ferdinand traveled constantly with his father between the ages of 12 and 18. 10. - The admiral was of good stature and appearance. 11. - Christopher Columbus came from Canada when he conquered Mxico. 12. - October 12 . is in Mxico a day dedicated to remember Christopher Columbus 13. - When Columbus and his people arrived to Mxico they were coming in five boats.
th

True / False

Exercise 7

Team work In teams, read the following text. Underline new words for you to make a list of vocabulary. Complete the exercises below related to the text.

Gregory is my beautiful gray Persian cat. He walks with pride and grace, performing a dance of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. His pride, however, does not extend to his appearance, for he spends most of his time indoors watching television and growing fat. He enjoys TV commercials, especially those for Meow Mix and 9 Lives. His familiarity with cat food commercials has led him to reject generic brands of cat food in favor of only the most expensive brands. Gregory is as finicky about visitors as he is about what he eats, befriending some and repelling others. He may snuggle up against your ankle, begging to be petted, or he may imitate a skunk and stain your favorite trousers. Gregory does not do this to establish his territory, as many cat experts think, but to humiliate me because he is jealous of my friends. After my guests have fled, I look at the old fleabag snoozing and smiling to himself in front of the television set, and I have to forgive him for his obnoxious, but endearing, habits.

Decide if the following statements about the reading are true or false. If you check false, correct the statement to make it true. 1.- Gregory, the beautiful cat, is from France 2. - It likes all kind of food. 3.- Gregory love visitors and sharing 4.- He likes to watch TV and prefers commercials and TV programs 5.- Gregory usually stain its favorite trousers to establish territory 6-. Gregory walks with grace and pride 7.- Gregory rather playing with balls than watching TV

Exercise 8

Individual work According to the text, make a drawing of Gregory: the beautiful, gray Persian cat.

Pictures Gregory

Exercise 9

Individual work Practice descriptions, make your own. Describe a place, person or thing that your decide.

Your description:

Example

Descriptive texts

Most people know that Charles Darwin was the father of evolutionary biology. However, what is not widely known is what sort of a person Charles Darwin was. In an attempt to remedy this situation, this section of AboutDarwin.com will allow the reader to get to know Darwin on a very personal level. What did Darwin look like? Charles Darwin stood about 5 feet, 11 1/2 inches tall and weighed, after his famous Beagle Voyage, 148 pounds (10.5 stone). Judging from older photographs, it is likely that he gained a bit of weight in his later years. He had dark brown hair, with a receding hairline on his forehead, and thick curly sideburns. His piercing blue-gray eyes were set off by large overhanging bushy eyebrows. In his elderly years his hairline receded a great deal, his face turned a healthy ruddy color (his complexion often gave people the mistaken impression that Darwin was in fine health!), and his forehead developed deep horizontal wrinkles. In January 1866 he grew a large flowing unkempt gray-white beard, perhaps to hide the ravages of health problems, or to prevent people from recognizing him. His plan worked, for while attending a meeting of the Royal Society on 27 April hardly anyone recognized him, even his closest friend, Joseph Hooker! Exercise 10 Answer the next questions according with the information on the text.

1. - Who was the closest friend of Charles Darwin? 2. - Charles Darwin is well known by his theory about: 3. - Did Darwin gain a bit of weight in his later years? 4. - What was the color of his hair? 5. - What was the color of his eyes? 6. - What is the name of the island where Darwin made his experiments? 7. - In January 1866 Darwin grew a large flowing unkempt gray-white beard; what was the purpose of the beard? Homework 2

This homework is important. You will describe a famous person that improved or invented new technology in the last century. Prepare the homework and hand it in.

Session 23

Remember: Descriptive texts usually use: adjectives and adverbs/comparisons to help you picture it something is like something else / employ your five senses how something feels, smells, looks, tastes and sound.

Look at this example. That really wants to PICTURE what theyre describing.

http: // www.bbc.co.uk./slillwise

Exercise 11 Think about WHO the text is written for and answer the next questions

1. - What place do I want to describe? E.g. hometown 2. - Who do I want to describe it to? E.g. My friends 3. - What might the reader know already that this is similar to? 4. - What describing words should I use? Adjectives or adverbs: 5. - What would they see? Smell? Feel? Taste? Hear? Think about what you have planned already, will your reader be able to create a picture in their minds of the place you are describing? You might like to ask someone to read what you have written and ask how they imagine the place you are describing

Exercise 12 Read the text about a sport and luxury car and underline all the adjectives that you can find.

The 360 Spider is Ferrari's twentieth road-going convertible. The model was regarded a classic even when launched in 2000. Designer Pininfarinas lines are by many regarded as timelessly beautiful and yet sportingly aggressive. The engineers worked hard from the start of the 360 project to lay the foundation for a Spider with exceptional tensional and flexional rigidity. They had to strengthen the sills, stiffen the front of the floor pan and redesign the windscreen frame. The rear bulkhead had to be stiffened to cut out engine noise from the cabin. The convertible's necessary dynamic rigidity is provided by additional side reinforcements and a cross brace in front of the engine. Passenger safety is ensured by a strengthened windscreen frame and roll bars. The 360 Spider displays a curvilinear waistline. The fairings imply the start of a roof, and stable roll bars are embedded in these elevations. Due to use of light aluminum constructions throughout, the Spider weighs in with only 60 kg (130 lb) more than the coup. With its hood up, the Ferrari 360 Spider looks extremely aggressive. Lowering the hood totally transforms the look. Seen from the side, the 360 Spider resembles a sports racer, a sensation underlined by the length of the rear engine bay, the twin roll bars, the rear fairings and the steep windscreen. As with the Modena version, its 3.6 liter V8 with 400 bhp (300 kW) is on display under a glass hood. The engine - confined in space by the convertible's top's storage area - acquires additional air supply through especially large side grills. The intake manifolds, with the classical Ferrari covers, cuddle up to each other between the air supply conduits in the Spider engine compartment, as opposed to lying apart as with the Mondena. Despite the car's mid-mounted V8 engine Ferrari's engineers found a way of creating a hood that automatically folds away inside the engine bay, thus ensuring purity of line. The top canopy of crease free material comes in black, blue, grey and beige. The transformation from a closed top to an open-air convertible is a two-stage folding-action that has been dubbed "a stunning 20 second mechanical symphony". After a short to and fro, the entire top disappears into a closed storage area between the seating and the engine. The interior of the Spider is identical to the coup. The spider also had the option of a performance exhaust system from Tubi Style. The exhaust made the car sound louder and provided a modest increase in peak horsepower.

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Exercise 13

Individual work Think about your favorite thing and bring a photo to the class, once you have pasted the photo start to describe it; think about its shape, color, material, precedence, quality, uses, size etc. Read the description to the group and see if they can guess

Paste the photo here

Write the description of the photo in the next lines:

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Session 24

Exercise 14

Individual work Read the text and look at the picture.

BLUE - POISON ARROW FROG

(Dendrobates azureus)
Poison skin - The most amazing adaptation these frogs have is their ability to produce toxins. The toxins in the skin of these frogs are found in high concentrations in the prey they eat, especially ants. After eating the ants, these toxic compounds are secreted by glands in the frogs skin providing them with a powerful means of defense. The toxin is capable of paralyzing or even killing potential predators. Deadly colors - Although many frogs are green or have muted colors and patterns that help them hide from potential predators, some frogs like the blue poison arrow frog use bright colors as a means of defense. The brilliant blue color of these frogs serves as a warning to potential predators not to eat it. Often the more vibrant and colorful a frog is, the more poisonous it may be.

Exercise 15

Individual work Write in the center of the diagram the name of the animal previously analyzed, then look for adjectives in the text and write one in each oval around the name.

An adjective is a word that describes, identifies, modifies, or quantifies something, (a noun or a pronoun). In the phrase, "the black cat" the word black is an adjective because it describes the cat.

You can use the following list of adjectives to describe objects or things:

OPINION
good bad beautiful ugly smart dumb fantastic comfortable amazing useful

APPEARANCE
usually follows this order: size/measure big small high low shape round circular square condition broken cracked ripped fresh rotten

AGE
new antique old young two yearold*

COLOR
red purple pink dark green navy blue

ORIGIN
Korean Chinese French Italian American

MATERIAL
iron brass cotton gold wooden vegetable

List of descriptive adjectives describing appearance

Adorable Attractive Alluring Beautiful Bewildered Confident Cheerful Cultured Clumsy Drab Dull Dynamic Disillusioned Elegant Fair Filthy Gentle Glamorous Handsome Homely Hurt Ill-mannered Jolly Kind-hearted Lovely Magnificent Nervous Pleasant

List of descriptive adjectives describing personality

Aggressive Ambitious Amused Brave Bright Cruel Combative Co-operative Cowardly Dangerous Diligent Determined Disagreeable Evil Frank Fearless Generous Gifted Helpful Harmonious Hesitant Instinctive Jealous Knowledgeable Loner Mysterious Naughty Pleasing

List of descriptive adjectives describing feelings

Afraid Angry Anxious Bad Bored Calm Confused Comfortable Creepy Depressed Disturbed Dominating Deceitful Envious Faithful Fine Good Grieving Horrible Happy Hungry Ill Jovial Kind Lively Mature Nice Proud

Perfect Plucky Smiling Splendid Self-assured Snobbish Thoughtful Tense Timid Upset Vivacious Wonderful Worried Wild Zaftig Melancholic Noisy Soft Shrill Squeaking Silent Thundering Whispering eg- Blaring loudspeaker

Placid Punctual Successful Sedate Sincere Selfish Talented Thrifty Truculent Unbiased Voracious Witty Wise Warm Zany Icy Juicy Spicy Sweet Sour Salty Tasty Tasteless Slippery Sticky Sharp Scattered Soft Tender Uneven Wet

Peaceful Protective Sorrowful Silly Sombre Sore Tired Troubled Testy Unwell Vengeful Wicked Weary Wrong Zestful eg- She was in jovial mood. Crimson Cyan Gold Green Magenta Orange Pink Turquoise

eg- What an adorable baby! eg- He was a brave knight.

eg- Delicious pastry eg- Rough surface eg- Green diamond

Exercise 16

Team work Form teams to create descriptive texts about: a person, a place, a thing or an animal.

Photo

Description of

_.

Session 25

Exercise 17

Individual work Analyze the previous lists of adjectives that you can use to make your descriptions.

Exercise 18

Work group In a team, think about a person, a place, a thing or an animal. Once you have formed the teams choose three nouns from different categories to describe them.

Write your description here:

Exercise 19

Work group Read your description to the class

Session 26

2.1.2. Describing my world

You learn To use descriptive texts in order to talk about different issues.

Through the reading habit you can open a window to the world. We can know places weve never been to, we can see other cultures, people, know about technology and many other things. We are living in the age of knowledge!

What places in the world would you like to see in person? Write five of them and tell us why.

1. 2. 3. 4. 5.

Exercise 20

Individual work Look at the following pictures; they belong to different places in the world. Try to describe those places. Write the text on your notebook.

Using the previous images, write the names of the countries they belong to. 1. 2. 3.

E.g.: The savanna belongs to AFRICA

Exercise 21

Team work Describe to a partner a place you have personally visited. Write your description on your notebook and share your ideas to the class.

12 0

Session 27

Exercise 22

Individual work Read the following text.

Mexico has different cultures and geographical locations that are visited by vacationers and people around the world.

Did you know the following facts about Mexico?

Size: 1,972,550 square kilometers--third largest nation in Latin America (after Brazil and Argentina). Topography: Various massive mountain ranges including Sierra Madre Occidental in west, Sierra Madre Oriental in east, Cordillera Neovolcanica in center, and Sierra Madre del Sur in south; lowlands largely along coasts and in Yucatan Peninsula. Interior of country high plateau frequent sismic activity. Drainage: Few navigable rivers. Most rivers short and run from mountain ranges to coast. Climate: Great variations owing to considerable north-south extension and variations in altitude. Most of country has two seasons: wet (June-September) and dry (October-April). Generally low rainfall in interior and north, abundant rainfall along east coast, in south, and in Yucatan Peninsula. Population: Estimated population of 94.8 million persons in mid-1996. Annual rate of growth 1.96 percent. Language: Spanish official language, spoken by nearly all. About 8 percent of population speaks an indigenous language; most of these people speak Spanish as second language. Knowledge of English increasing rapidly, especially among business people, the middle class, returned emigrants, and the young. Ethnic groups: Predominantly mestizo society (60 percent); 30 percent indigenous; 9 percent European; 1 percent other. Education and literacy: Secretariat of Public Education has overall responsibility for all levels of education system. Compulsory education to age sixteen; public education free. Government distributes free textbooks and workbooks to all primary schools. Official literacy rate in 1990 was 88 percent. Health and welfare: Health care personnel and facilities generally concentrated in urban areas; care in rural areas confined to understaffed clinics operated mostly by medical graduate students. Life expectancy in 1996 estimated at seventy-three years. Infant mortality twenty-six per 1,000 live births. Leading causes of death infections, parasitic diseases, and respiratory and circulatory system failures.

Religion: About 90 percent of population Roman Catholic, according to 1990 census. Protestants (about 6 percent) ranked second. Number of Protestants has increased dramatically since 1960s, especially in southern states. Analyze the text above and answer the next questions. Discuss them with your classmates. 1. What is the text talking about?

2. Which is the size of Mexico on kilometers?

3. Mention all the cultural and society aspects.

4. What is the topography aspect about?

5. Write the percentage of each ethnic group that Mexico has.

6. Describe three sections or areas of Mexico. a)

b)

c)

Exercise 23

Individual work Look at the pictures and analyze the following text.

SONORA

Sonora is a northern state of extreme contrasts. In this border state, which has 916 km (568 mi) of coastline along the Sea of Cortez, visitors will find all kinds of things to do. At Guaymas, one of the main commercial ports, youll find marinas, golf courses, hotel resorts and excellent fishing. We recommend that you visit the San Carlos Bay and its big marina, which has the Cerro Tetakawi as a backdrop. You can also go scuba diving at an enormous artificial coral reef. A good option for ecotourism, hunting and water sport enthusiasts is Playa Miramar and the Ciudad Obregon embarcadero, which offer water skiing, sailing, canoeing and fishing. The lagoon and dam of Nainari are also great fishing spots. In Hermosillo, the state capital, the city is known as a bustling commercial, farming and agricultural center with beautiful 19thcentury architecture. Nearby you can visit Kino Bay, which has a 10-km (6-mi) beach strip and excellent tourist facilities. If youd like to see some gorgeous reefs and marine wildlife, go to Isla Tiburons ecological reserve. For water sports, nothing beats the calm waters of Puerto Peasco; the desert landscape is ideal for motocross races, and there are also various ecological development projects carried out there. In the ports bay lies Isla San Jorge, a natural habitat for sea lions, dolphins and the harbor porpoise. Nearby are El Pinacate Biosphere Reserve and Gran Desierto de Altar, two important nature areas that cover a territory of 714,566 hectares (1.7 million acres). There you can go hunting for desert bighorn sheep and mule deer. At these places you can also enjoy sandboarding and mountain climbing. In the south, you can visit the missions of Caborca, Atil and Pitiquito, allowing you to learn more about the regions fascinating history and culture.

Describe the community where you live in like the text above. Discuss it with your teacher and classmates.

Exercise 24

Individual work Complete the mind map with the principal concepts and discuss them with your classmates.

Mexico, cultures and geographica l locations

What kind of technology do you use in your school? Does technology make your life easier? Tell us how.

Session 28

Extensive use of technology is changing the way we work, learn, and communicate-even the way we carry out our regular, daily activities. In higher education, technology has had a dramatic impact on teaching and learning, including service-learning experiences. Servicelearning classes and activities can be augmented through the use of technology to provide more effective experiences for faculty, students and community participants. With their ready access to new technologies, higher educational institutions are well-positioned to take advantage of rapid changes in the field.

Technology is marked by different purposes, different processes, a different relationship to establish knowledge and a particular relationship to specific contexts of activity.

Exercise 25

Team work Write down all the technological equipment you know and describe it to a partner.

Which are the technological equipments that you use in your school and home? Draw each one, color them and give a little explanation on different uses. In your school

In your home

Session 29

Exercise 26

Team work Read the text that is referred to technology, and discuss it with your teacher and classmates.

3D Batteries Boost Output, Speed Recharge

Whether it's a Smartphone, electric car or the backup batteries for a server farm, a new kind of 3D battery electrode is aiming to boost both their output and recharging speed by up to 100 times.

3D structures are adding the third dimension to a whole array of applications today, and now battery electrodes are following suit, increasing their ability to deliver lots of current quickly and speeding up their recharge time. Batteries have long been the weak link in the forward march of technological progress, mainly because the chemistry of their reactions is fixed by the laws of physics. However, by adding 3D patterning to the battery electrodes where these chemical reactions take place, recharging can be accelerated by as much as 100 times, according University of Illinois Professor Paul Braun, who performed the work with doctoral candidate Xindi Yu and postdoctoral researcher Huigang Zhang. Many applications today are limited by the amount of instantaneous current that can be delivered, such as medical devices like defibrillators that deliver pulses. Today, such applications have to include a large capacitor that charges up from the battery. They then use this stored charge to deliver a big jolt. However, Braun's team claims its 3D battery electrodes not only allow faster recharging, but also can provide big jolts on demand. As a result, the researchers claim the new batteries will not only allow cell phones to recharge in seconds and vehicles to recharge in minutes, but will also allow instant-on defibrillators that work without a delay to power-up between pulses.
Current manufacturers of lithium-ion (Li-ion) or nickel metal hydride (NiMH) batteries offer quickrecharge modes, but the performance of the battery is degraded as a result. Thin-film batteries have been proposed that can recharge very quickly, but their lack of bulk material means their absolute capacity must be downsized too. Braun's approach combines the best of both worlds, by wrapping a quick-charge thin-film battery onto a three-dimensional electrode structure that combines high ondemand current-jolt capabilities as well as the high capacities of a bulk material.

Which words you dont understand? Look for their meaning in your dictionary and also ask your teacher. Use your notebook. TRUE AND FALSE: Circle the correct answer. 1. These kinds of batteries are better than conventional. 2. The speed recharge batteries are part of a new era in technology. 3. The charge of the 3D Batteries Boost Output is fast. 4. The materials of the 3D batteries are made of cardboard 5. The 3D batteries arent electrodes. 6. The charge of this type of batteries lasts one hour. 7. This type of batteries isnt good for cellphones. 8. The electric cars can use the 3D batteries. 9. These batteries dont need electricity. 10. The 3D batteries have three-dimensional electrode structures.

T T T T T T T T T T

F F F F F F F F F F

Session 30

Exercise 27

Individual work Visit the link http://www.youtube.com/watch?v=Hcc85yBqOZ0 and do the activity.

Describe what the children and adults do nowadays with technology.

Write three advantages and three disadvantages of using technology.

Advantages
1. 2. 3.

Disadvantages
1. 2. 3.

Session 31

2.2.

Narrative Texts

2.2.1 Organizing facts through time

You learn to: Write narrative texts

Example

Once upon a time there was a girl called Cinderella. She lived with her stepsisters. They were very bossy. They made Cinderella do all the housework. One day an invitation to the ball came to the family. Her stepsisters would not let her go. Cinderella was sad because she wanted to go to the ball too. Her stepsisters went to the ball without her. Fortunately, the fairy Godmother came and helped her to get to the ball. At the ball, Cinderella dance with the prince. The prince fell in love with her then married her. They lived happily ever after.

It is about the opening paragraph where the characters of the story are introduced.

CHARACTERISTICS OF NARRATIVE TEXTS

Exercise 28

Individual work Instructions: Write a title to each part of the text.

ORIENTATION TITLE

RESOLUTION COMPLICATION

Fortunately, the fairy Godmother came and helped her to get to the ball. At the ball, Cinderella dance with the prince. The prince fell in love with her then married her. They lived happily ever after. Cinderella. Once upon a time there was a girl called Cinderella. She lived with her stepsisters. They were very bossy. They made Cinderella do all the housework. One day an invitation to the ball came to the family. Her stepsisters would not let her go. Cinderella was sad because she wanted to go to the ball too. Her stepsisters went to the ball without her.

Exercise 29

Homework Instructions: Using the structure of a narrative text, write a true or an imaginary experience. Dont forget to use the connectors you learned before and circle them write on your notebook.

13 0

CONNECTORS: Connectors are words or phrases we use to join two ideas in one sentence. There are different types of connectors, the most common are: Conclusion, copulative, comparative and adversative.

Session 32

You will learn to: Use different types of connectors.

EXAMPLES

JUST AS AN D CONSEQUENTLY NOT AS BUT

CONNECTORS

AS WELL THEREFORE ON THE OTHER HAND

GRAMMAR POINT

Conclusion

To show a result or effect.

Copulative

There will be somthing that adds and agrees.

TYPES OF CONNECTORS Comparative

To show similarities or differences.

Adversative

There will be a contradiction.

EXAMPLES

CONCLUSION Therefore Consequently

COPULATIVE And As well

COMPARATIVE Just as Not as

ADVERSATIVE But On the other hand

Exercise 30

Individual work Instructions: Circle the connectors in the sentences below.

1. - Cristina loves playing sports, but shes not very good at it. 2.- Mr. Zavala has experienced poverty before; therefore he has a sympathetic heart towards the poor and needy. 3. - Teacher Alberto is just as tall as teacher Santiago. 4. - High level positions are stressful, and can be harmful to your health too. 5.- High level positions are stressful at times; on the other hand, the financial rewards make these positions very desirable.

Exercise 31 Homework: Join each pair of sentences; be careful where you put the words in brackets.

1. She was tired. She went to work. (but) 2. Youre late again. You havent brought your books. (and) 3. He was always using other people to do his homework. He failed the final exam. (consequently) 4. Isabel apologized several times. Pau wouldn't speak to her. (but) 5. He played the guitar. He sang beautiful songs (and)

Exercise 32

Individual work Fill the blanks with the correct connector.

1.

Andrew was warned of the risks, he decided to travel alone to South America. her qualifications. Kenya has a coastline. you are always at the

2. Maria did not get a promotion 3. Zambia is a land - locked country

4. On the one hand, you could rent a flat instead of buying one. mercy of landlords. 5. This restaurant has a good reputation, 6. The city has a 50 kph limit. 7. You wont be forgiven 8. We couldnt find a house to buy 9. He always looks so lonely and sad 10. He is quiet and shy,

that one does not. , people are often caught speeding. your apology. we looked at quite a few. his popularity. his sister is lively and talkative

Exercise 33

Team work In teams of four people, create a narrative text, using the several connectors.

Session 33

Exercise 34

Individual work Identify the narrative text and rewrite the text on your notebook.

One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.

Pacific Tsunami Warning CenterAfter the Japan earthquake, seismic stations, deep-ocean buoys and tidal gauges delivered data for accurate forecasts, but public preparedness can be even more important

Sales for the Toyota FT-86 and for its sister car from Subaru are expected to start in 2012.

Exercise 35

Individual work Order and rewrite the next narrative texts on your notebook.

a) There was, many years ago, a gentleman who had a charming lady for his wife. They had one daughter only, who was very dutiful to her parents. b) Now this lady was proud and haughty, and had two grown-up daughters as disagreeable as her; so the poor girl found everything at home changed for the worse. c) But while she was still very young, her mamma died, to the grief of her husband and daughter. After a time, the little girl's papa married another lady. d) But she bore all her troubles with patience, not even complaining to her father, and, in spite of her hard toil, she grew lovelier in face and figure every year.

Exercise 36

Individual work Identifies the different elements of narrative text, and write them on the table.

Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano. The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word. At the first, the man was very nice to the bird but then he got very angry. You stupid bird! pointed the man to the parrot. Why cant you say the word? Say Catano! Or I will kill you the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; Say Catano or Ill kill you. The bird kept not to say the word of Catano.

CHARACTERS

SPACE

TIME

ARGUMENT

TOPIC

Session 34

Exercise 37

Individual work Rewrite the following sentences on your notebook using the connector in brackets.

1. Isabel apologised several times. Nevertheless, Pau wouldnt speak to her. (but) 2. We decided to walk even though it was raining. (in spite of) 3. Roger works very hard to help his parents. Hes also a good student. (In addition) (Two different sentences) 4. Im keen on Ice cream. In addition, Im keen on chocolate. (as well as) 5. Youre late again. Furthermore, you havent brought your books. (and) 6. On the one hand, Id love to come. On the other hand, I really havent got the time. (However) 7. Rome is a great place to visit, but it has got terrible traffic problems. (despite)

Exercise 38

Individual work Fill in the blanks with a logical or sequence connector each. Use the connectors in the box.

Then After

Afterwards Similarly

However Nevertheless

Therefore Otherwise

Eventually Therefore

1. There is no more food left. there is plenty of drinks. 2. The Interact Club has done well to help the poor. the Welfare Club has done well too. 3. The documents will be scrutinized by the police. they will be sent back to the authority. 4. The retailer has been making losses. he intends to wind up his business. 5. Wash the potatoes first. you can boil them. 6. We have been trying to contact Michael for the past few days. we managed to trace him to a hotel in town. 7. Life in the country may not be as exciting as life in the city. you are close to nature which provides peace and quietness. 8. The dog will bark without fail every time the ice-cream man passes by. it will start howling. 9. Let us not be complacent with ourselves. we may lose out in the final round. 10. Lopez has experienced poverty and hardship before. he has a sympathetic heart towards the poor and needy.

Exercise 39

Individual work Answer the questions according with the following reading.

FLOWER ON THE CLIFF EDGE Amelias house was a quiet place. It was a hilly village. The garden of her house was very beautiful. Flowers with various colors grew there. Amelia grew some roses. Shes a nature lover. One day Amelia closed her book. She felt tired after studying hard. She stood by the window. She could see the mountain from there. It was a beautiful bluish green. How beautiful. How wonderful it would be if I could reach the top of that mountain without climbing. If you want to fly up there, follow me, said a soft voices. Amelia was surprised. Who are you? Why did you come in without permission? My names Yuli. My home is a bit far from here. I want to be your friend, Amelia, said the girl. You know my name, said Amelia. I often hear your mother calling you, Yuli answered. She reached out her hand to Amelia. Amelia shock Yulis hand. Why is your hand so could? Are you ill?Asked Amelia, worried. I havent been to school for few days, said Yuli. If you were sick, why arent you in bed now? asked Amelia. The fresh air will make me better, Amelia, said Yuli. Yuli pulled Amelias hand. She wanted Amelia to follow her. Oh, no. I cannot go now. I must do my homework. Okay. How about tomorrow? asked Yuli. Yes, you are welcome to come back tomorrow. My mom will make some delicious cakes for me. You must taste some Yuli. Said Amelia. Thanks Amelia. You are so kind. Yuli waved to Amelia and then she was gone. Amelias mother was puzzled to see her daughter talking alone. Who were you talking to Amelia? her mother asked her. Oh, I was talking to Yuli, my new friend, answered Amelia. But I didnt see anybody, said Amelias puzzled mother. This wasnt my fantasy, mom. Yuli is my real friend. Her house is a bit far from here. Shell come again tomorrow. I had promised to give her the cake you make, told Amelia. You are a little bit strangle, thought Amelias mother, shaking her head again.

The next day, the sun shone brightly. It was just seven in the morning when Amelia looked outside the window and saw Yuli behind the fence. Oh, you are here. But why do you look sad? asked Amelia. Yuli didnt speak. There were tears in her eyes, falling down her cheeks

QUESTIONS
1) Where did the story take place? a) In a quiet place b) In a hilly village c) In a garden d) In a house 3) My mom will make some delicious cakes The underlined word has the same meaning as a) Bad smell b) Bitter taste c) Pleasant flavor d) Unpleasant smell 5) How many characters are there in the story above? a) One b) Two c) Three d) Four 2) What did Amelia want to do someday? a) To play with her new friend b) To reach the top of the mountain c) To fly up the top of the mountain d) To introduce her friend to her mother 4) What is the purpose of the text above? a) To tell us how to write a story b) To describe the place in the story c) To inform what happened in the past d) To entertain the readers

14 0

Session 35

2.2.2. Telling a Story

You learn To identify and use referents

EJEMPLO

Referents are words used by writers to avoid repetitions. Are usually small words which have almost the same meaning of the words they refer to. If you learn the use of referents and their importance, you become a better reader. Referents are usually pronouns, possessive adjectives, etc. See the example:

Every year in Pamplona, Spain, the Fiesta of San Fermn is celebrated from th th July 7 to 14 . Every day, bulls are released and they run through the streets of the town. To know what the word they refers to, we make the question. What runs through the streets? The bulls

Then, the bulls is the reference, so they refers to the bulls.

EJEMPLO

THE HISTORY OF MONEY There havent always been coins and bills money as we know it. In ancient times, people used objects to trade for things they needed It refers to: What do we know? We know money Then, money is the reference; therefore, it refers to money

Exercise 40

Individual work Read the following text and find the referents.

THE INDY 500

Each May the quiet city of Indianapolis is jammed with people. They come to watch the Indy 500. It is the most famous of all auto races. The motor race track is on the spot where an old farm once stood. A man named Carl Fisher bought the land in 1909. The car was a new invention at that time. Hardly anyone took the idea of car racing seriously. Yet Fisher pushed ahead with his plan to build a track. In two years the track was finished. It took 450 workers, 300 mules and seven giant steamrollers to do the job. The first races at the track were a disaster. The road broke under the speeding autos. Dust and rocks flew into drivers faces. There were several accidents. Some drivers and even some fans were killed. Auto racing might have ended after that. But Carl Fisher promised to make the track safer. This was done by paving it with 3,000 bricks. Safer grandstands were also built. Now they hold 300,000 fans who attend the race every year.

On line 1 they refers to: On line 2 it refers to: On line 7 it refers to: On line 11 this refers to: On line 12 they refers to:

Exercise 41

Individual work Read the following text. Find and write the referents and their reference.

Dr. Jonathan C. has a very busy lifestyle. He is a teacher, a tour guide and an author. Jonathan is from England, but he lives in the US and works at the Dolphin Center in Florida. He spends all his time with dolphins, his favorite animals. At the center, Jonathan works from 9 oclock until 7 oclock in the evening. He teaches visitors all about dolphins where they live, what they eat and what they can do. On weekends he takes people on boat trips where they can swim and play with the dolphins in the ocean. He loves to be in the water with dolphins. Jonathan also writes book about dolphins. There are lots of different types of dolphins. There are gray, black, and brown ones that live in seas and oceans. There are also pink dolphins that live in rivers in South America and Asia. Jonathan likes the way he lives. Dolphins are my life. I like to be with them and to help other people learn about these beautiful animals, he says.

1. On line 1 2. On line 5 3. On line 7 4. On line 12 5. On line 12

refers to refers to refers to refers to refers to

Exercise 42

Individual work Circle the referent and draw a line to the reference word. Follow the example.

The Romans built a mint so that

they

could make coins

1. Sally saved a lot of money because she wanted to buy a new car 2. She went to the store but it was crowded. 3. Many people have brought their children to the picnic. 4. I dont like big glasses. They are less stylish than small glasses. 5. Do you have a pet? Yes, I do. I have a dog. His name is Duke. 6. Dolphins are very smart animals. They can do many things. 7. I cant find my keys. Have you seen them? 8. Frank always gets late to class. This is not good. 9. Spring is here. You can smell it in the air. 10. The children are in the yard. You can see them from the window.

Now do the opposite.

11. Do you like dancing? No, I dont like it very much. 12. I can see the wine anywhere? Where is it? 13. Do you know Miss. Salas? No, I dont know her. 14. These pancakes are delicious. You should try them! 15. Whats this purse made of? It is made of leather.

Session 36

Exercise 43

Individual work Write the referent in its right place

HIS

HE

HIM

HE

HE

SHE

THEM

HIM

HE

ABRAHAM LINCOLN Abraham Lincoln was born in Hodgenville, Kentucky on February 12 , 1809. family was poor, so Lincoln didnt go to school. studied mostly at home. used to borrow books or study the Bible. At the age of 22, Lincoln left Kentucky and moved to the village of New Salem in Illinois. There, borrowed books and studied subjects such as History, Mathematics and Law. also found a job as a store clerk. Lincoln worked hard and soon became a lawyer. Everyone respected because he was very honest. In 1842, he married Mary Todd. gave birth to four sons but only one of survived childhood. In 1862, Lincoln became the President of the United States of America. He wanted to stop slavery and he fought for human rights. In early 1863, he freed all the slaves in the US. Lincoln died in 1865, after John Wilkes Booth shot Washington DC. in a theater in
th

Exercise 44

Team work In teams of three read the story and write the referent in its corresponding place

THE BEST VACATION EVER

(1) Julie and Johnny were on vacation in Florida with their parents. It was the sunniest day so far, so they decided to go and play on the beach. They were very excited and they ran all the way there. At the beach, they unpacked their things. Lets play badminton said Johnny. (5) They took out their rackets and a shuttlecock and started to play. Johnny hit the shuttlecock so hart that it went behind some rocks. Julie ran off to find it. As she looked for the shuttlecock, she saw something strange behind the rocks. It was an old wooden box. She opened it and saw an old map inside. Julie took the map to Johnny. He (10) couldnt believe his eyes. This is the most amazing thing in the world! Lets take it to the local museum, he said. The man at the museum was very pleased. He said that it was the oldest map in the country. It showed where to find a chest full of treasure. The next day, the local newspaper interviewed Julie and Johnny about the (15) exiting discovery. They felt very proud. We are going to be the most famous kids in our school! they said. This was the best vacation ever.

In line 2 In line 6 On line 7 On line 9 On line 10 On line 11 On line 12 On line 12 On line 15

refer to Julie and Johnny refers to the shuttlecock. refers to Julie. refers to the wooden box. refers to the finding of the map. refers to Johnny. refers to the man of the museum. refers to the map. refers to Julie and Johnny.

Session 37

Exercise 45

Individual work Read the story

THE HISTORY OF THE ALPHABET (1) Long before anyone invented letters, the ancient Egyptians used little pictures and symbols to write. About 3,500 ago, the Semites invented the alphabet. At first they used the Egyptian way of writing, but soon they started to use 22 symbols. This was the beginning of the alphabet. (5) The Phoenicians began to use the same alphabet, but they changed the shapes of most of the symbols to make them easier to write. The Phoenicians were traders. They often traveled to Greece. The Greeks learned to use the Phoenician alphabet, but they changed it, too. They invented new letters because the Greek language had sounds that the Phoenician language didnt have. (10) Just like the Greeks, the Romans took the alphabet and changed it again to suit their language. Their alphabet looked like the English alphabet, but they didnt have the letters j and u.

Exercise 46

Individual work Read the story again. What do the words (1 to 8) refer to?

They (line 3) Them (line6) They (line 8) Their (line 11) 1. 2. 3. 4. 5. 6. 7. 8.

They (line 5) They (line 7) It (line 10) They (line11)

Exercise 47 Homework: Cut and paste a short text and write the referent and the reference words.

Session 38

Exercise 48

Individual work Write what the pronouns refer to. A MISSING CAT

The owner of a missing cat is asking for help. My baby has been missing for over a month now, and I want him back so badly, said Mrs. Brown, a 56-year-old woman. Mrs. Brown lives by herself in a trailer park near Clovis. She said that Clyde, her 7-yearold cat, didnt come home for dinner more than a month ago. The next morning he didnt appear for breakfast either. After Clyde missed an extra-special lunch, she called the police. When the policeman asked her to describe Clyde, she told him that Clyde had beautiful green eyes, had all his teeth but was missing half of his left ear, and was seven years old and completely white. She then told the officer that Clyde was about a foot high. A bell went off. Is Clyde your child or your pet? the officer suspiciously asked. Well, hes my cat, of course, Mrs. Brown replied. Lady, youre supposed to report missing PERSONS, not missing CATS, said the irritated policeman. Well, who can I report this to? she asked. You cant. You have to ask around your neighborhood or put up flyers, replied the officer. Mrs. Brown figured that a billboard would work a lot better than an 8x11 piece of paper on a telephone pole. There was an empty billboard at the end of her street just off the interstate highway. The billboard had a phone number on it. She called that number, and they told her they could blow up a picture of Clyde (from Mrs. Browns family album) and put it on the billboard for all to see. But how can people see it when they whiz by on the interstate? she asked. Oh, dont worry, maam, they only whiz by between 2 a.m. and 5:30 a.m. The rest of the day, the interstate is so full of commuters that no one moves. They told her it would cost only $3,000 a month. So she took most of the money out of her savings account and rented the billboard for a month. The month has passed, but Clyde has not appeared. Because she has almost no money in savings, Mrs. Brown called the local newspaper to see if anyone could help her rent the billboard for just one more month. She is waiting but, so far, no one has stepped forward. 1. Him on line 2 2. She on line 3 3. Her on line 6 4. Him on line 6 5. She on line 8 6. She on line 12 7. It on line 16 8. They on line 17 9. It on line 18 10. They on line 21

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25

11. Her

on line 25

Exercise 49

Individual work Use the pronouns in the box to complete the text.

BETTER TO BE UNLUCKY 1 Sam, an unemployed piano tuner, said was only the second thing he had ever won in his life. The first thing was an Afghan blanket at a church raffle when was 25 years old. But this was much bigger was $120,000! He had won the Big Cube, a state lottery game. To win, a contestant must first guess which number a spinning cube will stop on. The cube has six numbers on it: 1X, 10X, 50X, 100X, 500X, and 1000X. If he is correct, the contestant must then guess which of two selected variables is going to be greater. So, just guessing which number appears on the cube does not guarantee that will win any money. Sam correctly guessed 1000X, but he still had to choose between two variables. One variable was the number of cars that would run the stop sign at Hill Street and Lake Avenue in six hours. The other variable was the number of times that a teenage boy would change TV channels in a three-hour period. This was a tough decision. Finally, Sam flipped a coin came up heads, so Sam picked the teenager. picked right. The stop sign was run only 76 times, but the teen clicked 120 times. Sixty-year-old Sam jumped for joy, for he had just won 1000 times 120, or $120,000. Sam dreamily left the lottery studio. Talking excitedly on his cell phone while crossing the street got hit by a little sports car. Sam is slowly getting better. He was in the hospital for a month. His hospital bill was $110,000. And the insurance company for the little sports cars owner sued Sam for $9,000 worth of repairs. Also, Sam still has to pay federal taxes on his winnings. Sam doesnt play the state lottery any more. says its better to be unlucky.

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It (3 times)

he (4 times)

you

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Exercise 50

Individual work Answer T true or F false according to the text.

MAN INJURED AT FAST FOOD PLACE 1 A 79-year-old man was slightly injured on Saturday while waiting in his brand new convertible in a drive-through lane at Burger Prince Restaurant. Herman Sherman of Northville suffered a mild burn about 9:00 p.m. when a young female employee accidentally spilled a cup of coffee into his lap. Sherman said the coffee was hot but not 5 scalding. He refused medical aid, saying the only problem was the stain on his slacks, but it would wash out. He was given a fresh refill. Before Sherman drove off, the restaurant manager, John Johnson, gave him two free gift certificates--one for an extra-large coffee and one for the restaurant's newest sandwich, the McRap. 10 The employee, who was a new hire was let go later that evening. She was quite upset. She said she would probably sue Burger Prince for letting her go. She said it was the man's fault for ordering something that she might be able to spill. 1. He on line 6 refers to restaurant 2. It on line 6 refers to the coffee 3. He on line 7 refers to Sherman 4. Him on line 8 refers to the manager 5. She on line 10 refers to the employee 6. Her on line 11 refers to new employee 7. She on line 12 refers to the manager

Session 39

Exercise 51

Individual work Read the text and answer the questions below.

THE 4 WIVES 1 There was a rich merchant who had 4 wives. He loved the 4th wife the most and adorned her with rich robes and treated her to delicacies. He took great care of her and gave her nothing but the best. He also loved the 3rd wife very much. He's very proud of her and always wanted to show off her to his friends. However, the merchant is always in great fear that she might run away with some other men. He too, loved his 2nd wife. She is a very considerate person, always patient and in fact is the merchant's confident. Whenever the merchant faced some problems, he always turned to his 2nd wife and she would always help him out and tide him through difficult times. Now, the merchant's 1st wife is a very loyal partner and has made great contributions in maintaining his wealth and business as well as taking care of the household. However, the merchant did not love the first wife and although she loved him deeply, he hardly took notice of her. 15 One day, the merchant fell ill. Before long, he knew that he was going to die soon. He thought of his luxurious life and told himself, "Now I have 4 wives with me. But when I die, I'll be alone. How lonely I'll be!" Thus, he asked the 4th wife, "I loved you most, endowed you with the finest clothing and showered great care over you. Now that I'm dying, will you follow me and keep me company?" "No way!" replied the 4th wife and she walked away without another word. The answer cut like a sharp knife right into the merchant's heart. The sad merchant then asked the 3rd wife, "I have loved you so much for all my life. Now that I'm dying, will you follow me and keep me company?" "No!" replied the 3rd wife. "Life is so good over here! I'm going to remarry when you die!" The merchant's heart sank and turned cold. 25 He then asked the 2nd wife, "I always turned to you for help and you've always helped me out. Now I need your help again. When I die, will you follow me and keep me company?" "I'm sorry, I can't help you out this time!" replied the 2nd wife. "At the very most, I can only send you to your grave." The answer came like a bolt of thunder and the merchant was devastated. Then a voice called out: "I'll leave with you. I'll follow you no matter where you go." The merchant looked up and there was his first wife. She was so skinny, almost like she suffered from malnutrition. Greatly grieved, the merchant said, "I should have taken much better care of you while I could have!

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1. What is the reference for He on line 1? 2. What is the reference for Her on line 2? 3. What is the reference for Her on line 5? 4. What is the reference for He on line 8? 5. Is Him on line 9 referring to the 2nd wife? 6. What is the reference for She on line 13? 7. What is the reference for Her on line 14? 8. What is the reference for Me on line 16? 9. What is the reference for You on line 19? 10. What is the reference for I on line 23?

Exercise 52

Individual work Complete the sentences with referents PUPPIES FOR SALE

1 A farmer had some puppies he needed to sell. He painted a sign advertising the pups and set about nailing it to a post on the edge of his yard. As he was driving the last nail into the post, he felt a tug on his overalls. He looked down into the eyes of a little boy. Mister," he said, "I want to buy one of your puppies." 5 "Well," said the farmer, as he rubbed the sweat off the back of his neck, " these puppies come from fine parents and cost a good deal of money." The boy dropped his head for a moment. Then reaching deep into his pocket, he pulled out a handful of change and held it up to the farmer. "I've got thirty-nine cents. Is that enough to take a look?" "Sure," said the farmer. Out from the doghouse and down the ramp ran Dolly followed by four little balls of fur. The little boy pressed his face against the chain link fence. His eyes danced with delight. As the dogs made their way to the fence, the little boy noticed something else stirring inside the doghouse. Slowly another little ball appeared; this One noticeably smaller. Down the ramp it slid. Then in a somewhat awkward manner the little pup began 15 hobbling toward the others, doing its best to catch up.... "Want that one," the little boy said, pointing to the runt. The farmer knelt down at the boy's side and said, "Son, you don't want that puppy. He will never be able to run and play with you like these other dogs would." With that the little boy stepped back from the fence, reached down, and began rolling up 20 one leg of his trousers. In doing so he revealed a steel brace running down both sides of his leg attaching itself to a specially made shoe. Looking back up at the farmer, he said, "You see sir, I don't run too well myself, and he will need someone who understands." The world is full of people who need someone who understands.

10 And with that he let out a whistle, "Here, Dolly!" he called.

1. 2. 3. 4. 5. 6. 7. 8.

He on line 1 refers to It on line 2 refers to He on line 4 refers to These on line 5 refers to It on line 8 refers to His on line 12 refers to Their on line 13 refers to I on line 23 refers to

Exercise 53

Individual work Underline, at least, 10 the referents and write the references in the next texts A BOX FULL OF KISSES

The story goes that some time ago, a man punished his 3-year-old daughter for wasting a roll of gold wrapping paper. Money was tight and he became infuriated when the child tried to decorate a box to put under the Christmas tree. Nevertheless, the little girl brought the gift to her father the next morning and said, "This is for you, Daddy." The man was embarrassed by his earlier overreaction, but his anger flared again when he found out the box was empty. He yelled at her, stating, "Don't you know, when you give someone a present, there is supposed to be something inside? The little girl looked up at him with tears in her eyes and cried, "Oh, Daddy, it's not empty at all. I blew kisses into the box. They're all for you, Daddy." The father was crushed. He put his arms around his little girl, and he begged for her forgiveness. Only a short time later, an accident took the life of the child. It is also told that her father kept that gold box by his bed for many years and, whenever he was discouraged, he would take out an imaginary kiss and remember the love of the child who had put it there.

Referent 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

References

Session 40

Exercise 54

Individual work Underline, at least, 10 the referents and write the references in the next texts MOUNTAIN STORY

"A son and his father were walking on the mountains. Suddenly, his son falls, hurts himself and screams: "AAAhhhhhhhhhhh!!! "To his surprise, he hears the voice repeating, "AAAhhhhhhhhhhh!!! somewhere in the mountain:

"Curious, he yells: "Who are you?" He receives the answer: "Who are you?" And then he screams to the mountain: "I admire you!" The voice answers: "I admire you!" Angered at the response, he screams: "Coward!" He receives the answer: "Coward!" He looks to his father and asks: "What's going on?" The father smiles and says: "My son, pay attention." Again the man screams: "You are a champion!" The voice answers: "You are a champion!" The boy is surprised, but does not understand. Then the father explains: "People call this ECHO, but really this is LIFE. It gives you back everything you say or do. Our life is simply a reflection of our actions. If you want more love in the world, create more love in your heart. If you want more competence in your team, improve your competence. This relationship applies to everything, in all aspects of life. Life will give you back everything you have given to it."

Referent 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Reference

http://www.indianchild.com/mountain_ story.htm

SELF EVALUATION UNIT II

Name: Group: Date:

1. -What is a descriptive text? a) Its a text which list the characteristics of something b) Its a text that wants to advice or tell you about something. c) Its a text that tells or relates a sequence of invents. 2. - What is an adjective? a) Its a word that describes an action. b) Its a word used to give specific information about something or someone. c) its an action that happen in the past. 3. -Choose the answer that includes chronological order words. a) First, then, finally b) slept, run, write c) beautiful, cute, play 4. - Choose the words that express contrast. a) Usually, almost, always b) however, but, in spite of c) chair, hair, eyes

5. - Once upon a time there was a king who was in love with a normal girl who lived in a little village this is an example of a: a) Descriptive text b) informative text c) narrative text. 6. - The king was tall, sad, ugly and very grouchy; the girl was short, happy, beautiful and very friendly this is an example of a: a) Descriptive text b) informative text c) narrative text 7.- Choose the connector that best completes the sentence. (Questions from seven to ten) Technology is changing the world; it has brought many benefits to many fields made our lives easier. a) However b) in contrast c) then d) and 8. - Governments of the world are worried about fuel situation they are not doing anything to solve the problem. a) In addition b) second c) because d) although 9.a) First the Mexican revolution people from the fields got land to cultivate. b) later c) sooner d) after

10. - If you want to cook an egg, you have to put some oil in a pan and put it on the stove, then you have to crack the egg into a bowl a) So b) finally c) as a result d) first

Unit III
What do you know about science?

157

COMPETENCIAS
Al trmino de esta unidad el estudiante: SPEAKING Expresa informacin de carcter cientfico. Entabla conversaciones que contengan vocabulario cientfico. Utiliza un lenguaje formal y casual. WRITING Elabora tablas, mapas conceptuales, cuadros sinpticos, esquemas y grficas contenidas en la informacin de los textos cientficos.

LISTENING Identifica informacin especfica en conversaciones e instrucciones que incluyan vocabulario cientfico. Construye informacin implcita referente a aspectos tecnolgicos y cientficos.

READING Analiza informacin en textos cientficos mediante la estrategia de transcodificacin. Obtiene informacin especfica de textos cientficos. Infiere informacin relevante.

TEMARIO

3.1 Scientific texts. 3.1.1 Scientific texts I 3.1.2 Scientific texts II 3.2 Transcodification of scientific texts. 3.2.1 Maps and concepts 3.2.2 Diagrams and graphics

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Diagnostic Exam Unit III Answer the following questions and have an overview of your knowledge in this unit.

Name: 6. What is a scientific text?

Grade:

e. A document that gives information about actors and actresses. f. Information validated and proved through arguments and experiments. g. Sequence of events written in chronological order. h. All information of the NASA. 7. Tobacco contains a very poisonous substance. Which one of the following is correct? e. Hydrogen f. Chlorophyll g. Nicotine h. Mercury 8. What is produced when hydrogen burns in air? e. Water. f. Carbon dioxide g. Carbon mono oxide h. Oxygen 9. What is a mind map? a. Lines and draws. b. Information organized with charts, lines and connectors for give best explanation of different topics. c. Squares, rectangles and circles that form a drawing. d. Associated information in a paragraph. 10. Which are elements of a narrative text? a. Chapters, time, space and topic. b. Setting, plot, characters, conflict, climax and resolution. c. Paragraphs, dates, years, names.

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3.1 Scientific texts 3.1.1 Scientific texts I

You will learn to: Analyze scientific texts.

Session 41

SCIENTIFIC TEXTS: Scientific texts are those that occur in the context of the scientific community, with the intention to present or demonstrate the progress made by research. Their purpose is to inform an audience of other scientists about an important issue and to document the particular approach they used to investigate that issue.

This is just part of a scientific text

EXAMPLE

The optimal growth temperature for the diesel-degrading bacteria was 11 C, as shown in Figure 3. The ODs for the diesel-degrading bacteria were much greater than the ODs for the toluene-degrading bacteria. The lowest OD readings were at 4 C for both types of bacteria. Since these results showed that both bacteria had the highest OD at 11 C, further experiments were carried out at this temperature.

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GRAMMAR POINT IDENTIFYING STRUCTURE

Five Common types of structure used in scientific texts are: Generalization: the extension or clarification of main ideas through explanations or examples Enumeration: listing of facts Sequence: a connecting series of events or steps Classification: grouping items into classes Comparison / contrast: examining the relationships between two or more things

CHARACTERISTICS OF A SCIENTIFIC TEXT

Scientific texts are generally more straight-forward than other texts from a pragmatic-cultural viewpoint. The language is usually more formal and less versatile than everyday language. There is frequent use of subject-specific Greco - Latin terminology. There are long nominal groups and a greater lexical density. Scientific texts are specialized in their terms, which normally have a word-toword translation.

Exercise 1

Individual work Identify the structure of each text and write the correct name.

GENERALIZATION ENUMERATION SEQUENCE CLASSIFICATION COMPARISON

1. Irritability is defined as an organism's capacity to respond to conditions outside itself ... The organism's response is the way it reacts to stimulus. For example, a plant may have a growth response. This happens when ... 2. There are two different hypotheses for the origin of the earth: the nebular hypothesis and the comet-produced hypothesis. The nebular hypothesis maintains ... In contrast, the comet-produced hypothesis states ... The first hypothesis assumes ... The latter hypothesis asserts ... 3. Experimental variables can be grouped into one of two categories, either a manipulated variable or a controlled variable. A variable that can ... 4. There are four general properties of solids. Tenacity is a measure of ... Hardness is ... Malleability refers to ... Ductility is ... 5. Hearing can be described in five separate stages. First, ...

Session 42

You will learn to: Use Affixes (prefixes and suffixes).

A prefix is a group of letters added before a word or base to alter its meaning and form a new word. In contrast, a suffix is a group of letters added after a word or base.

EXAMPLE

PREFIXES: Interact Return Unfriendly Superstar Overlook Disagree Semicircle

SUFFIXES: Higher Running Boxes Careful Worker Biggest Hopped

GRAMMAR POINT
Here is a list of the most common prefixes, their definitions and a key word to help you understand.
PREFIX Anti De DIs En, Em Fore In, Im In, Im, Il, Ir Inter Mid Mis Non Over Pre Re Semi Sub Super Trans Un Under DEFINITION Against Opposite Not, Opposite of Cause to Before In Not Between Middle Wrongly Not Over Before Again Half Under Above Across Not Under KEY WORD Antifreeze Defrost Disagree Encode, Embrace Forecast Infield Injustice, Impossible Interact Midway Misfire Nonsense Overlook Prefix Return Semicircle Submarine Superstar Transport Unfriendly Undersea

GRAMMAR POINT
Here is a list of the most common suffixes, their definitions and a key word to help you understand.
SUFIX Able, Ible Al, Ial Ed En Er Er, Est Ful Ic Ing Ion, Tion, Ation, Ition Ity, Ty Ive, Ative, Itive Less Ly Ment Ness Ous, Eous, Ious S, Es Y DEFINITION Can be done Having characteristics of Past tense verb Made of Comparative One who Superlative Full of Having characteristics of Continuous verb form Act, Process State of Adjective form of a noun Without Characteristic of Action of process State of Possessing the qualities of More than one Characterized by KEY WORD Comfortable Personal Hopped Wooden Higher Worker, actor Biggest Careful Linguistic Running Occasion, attraction Infinity Plaintive Fearless Quickly Enjoyment Kindness Joyous Books, boxes Happy

Exercise 2

Individual work Write the correct prefix for the following words. You may use a dictionary.

usual mission possible legal age

estimate view conscious understand septic

Exercise 3

Individual work Write the correct suffix in each sentence.

1.- Michael Angelo vas a great paint 2.- My boyfriend gave me a beautiful gold 3.- Jimmy is the tall

. rin g.

student of the class. _, but then we knew it was playback. _.

4.- We thought Britney was sing

5.- I bought three pencils, 4 pens, 5 notebooks and two eraser

Session 43

Reading a Scientific Text Five Common types of structure used in scientific texts are: 1.- Generalization: the extension or clarification of main ideas through explanation or examples 2.- Enumeration: listing of Facts 3.- Sequence: a connecting series of events or stops 4.- Classification: grouping items into classes 5.- Comparison / contrast: examining the relationships between two or more things.

Example

BEING LEFT TO DIE WITH DIGNITY A British teenager has refused to undergo a life-saving operation saying that she wants to die with dignity. Hannah Jones, who is now thirteen, was diagnosed with a rare form of leukemia when she was five, and the treatment caused her a hole in the heart. Jones was offered a heart transplant, but she refused because of its risks. Beside the fact that the operation might not work, yet after the operation she would require constant medication. Informed about Jones' decision, the hospital took her family to court because they didn't get her back to the hospital. But after a child protection officer talks with her, they dropped the case considering her to be fully aware of her decision and fulfilling her wish to be cared for at home. Her father says is proud of her because having stood firmly for her rights and for convincing the court with her opinion. Do you think that Jones can be a role model for other teenagers? Should children be left to take life and death decisions? Could we witness an increase in the number of children refusing treatment?

Exercise 4

Group work With your teacher, read the text, and discuss the topic of it. On the board discuss and identify the structure used in this scientific text. Complete the chart below with the information discussed in Group. Do it in your notebook.

Generalization

Enumeration

Sequence

Classification

Comparisson/ Contrast

Share ideas, and answer the following questions: Do you think that Jones can be a role model for other teenagers? Should children be left to take life and death decisions? Could we witness an increase in the number of children refusing treatment?

Exercise 5

Individual work Read the text. List the new words for you and identify the words with pre-fixes and suffixes included in the text.

A World of Weather:
Fundamentals of Meteorology A Text/Laboratory Manual Second Edition Jon M. Nese Lee M. Grenci

CHAPTER 14 THE HUMAN IMPACT ON WEATHER AND CLIMATE Weighing no more than a few grams, a single leaf rests serenely upon a frozen, snowcovered pond (see Color Plate 4). The leaf, with a lower albedo than the icy surface around it, absorbs more solar radiation per unit area than the surrounding snow. The resulting increase in the leaf's temperature causes some snow in its immediate vicinity to melt. The leaf's influence on its surroundings demonstrates that even the most seemingly trivial and inconspicuous cog in nature can alter its environment. Is it any wonder, then, that the human population, 5.8 billion strong as of 1996 and growing at the rate of 1.5% per year, exerts an increasingly significant impact on its environment of the entire planet? Human population has experienced an unprecedented explosion in the last 200 years. Consider that the world's population did not reach 1 billion until around 1800, but the second billion was added by 1925, and the third by 1959. Human population is forecast to swell to 10 billion by the middle of the 21st century. With this rapidly growing population comes an increasing anthropogenic, or human- induced, impact on our planet's weather and climate. Figure 14.1a is a nighttime composite visible image of the earth from space, while Figure 14.1b is a close-up of the United States. On a global scale, the continents are outlined by the lights of cities as well as by fires ablaze at the surface. These lights, whether natural or artificial, are powered predominantly by the burning of carbon-rich natural resources such as coal, oil, and wood. In the process, gases and particles enter the atmosphere, changing the air's composition and radioactive properties. At the same time, earth's surface is being altered, modifying the natural exchanges of energy (and mass, such as water) between ground and air. Figure 14.1a Figure 14.1b

Figure 14.1a. A composite nighttime view of the globe from space (courtesy of NASA). Figure 14.1b. A close-up of the United States (courtesy of Hank Brandli).

In many ways, the old saying that "everybody talks about the weather but nobody does anything about it" is no longer valid. Although we cannot yet disarm a tornado or energize a particular cumulus cloud to produce rain on a specific plot of parched ground, we are, sometimes unintentionally, altering the environment. The discharge of a smokestack contributing to the formation of fog: is an unmistakable example of this human imprint on the atmosphere, while the soot-stained snow around the Siberian industrial city of Troisk, clearly illustrates our footprint on the earth's surface. In this chapter, we explore the reaches of this human impact on weather and climate, considering global, regional, and local effects. In the process, we will travel from the tropical rain forests of the Amazon to the brutal cold of the stratosphere high above Antarctica.

Plate 4. Even a simple leaf can alter its surroundings (courtesy of Charles Hosler ).

PREFIXES

SUFIXES

Answer the following questions according to the reading: 1. - What is the text about? 2. - How does human impact on weather and climate in our planet? 3.- How does earths surface is being altered?

Exercise 6

Homework: Illustrate how atmosphere has been damaged by human actions and facts. Present it as an exposition to your group or to school. Also present some options to take care of our planet!!

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Session 44

Exercise 7

Individual work Read the following text and answer the questions in your notebook.

CHAPTER 11 THE HURRICANE There is a circus of weather under the big tent of the atmosphere. Of all the spectacles under the big top, the hurricane is the main attraction. Like Barnum and Bailey, it is the greatest show on Earth. In Figure 11.1, the space shuttle captures the impressive image of Hurricane Florence churning across the Atlantic Ocean in 1994. One of the most destructive of all weather phenomena, a hurricane is a low pressure system of tropical origin that produces sustained surface winds of at least 119 km/hr. (74 mph). A hurricane has a humble beginning, sprouting from a cluster of disjointed tropical thunderstorms. But, like a merger of small companies that creates a large corporation, these thunderstorms organize themselves into a partnership called a hurricane. If a partnership doesn't make the grade of hurricane because its portfolio of wind speeds is less than 119 km/hr. but greater than 62 km/hr. (39 mph), then the corporation is called a tropical storm. The organized systems of thunderstorms that constitute tropical storms and hurricanes are like giant conglomerates compared to the entrepreneurial air-mass thunderstorms that bubble up here and there over the tropical regions of the globe. Among tropical cultures, hurricanes go by many names, from typhoon in the western Pacific to tropical cyclone in the Indian Ocean and Australia. In the scientific culture of meteorology, hurricanes are also called heat engines, tropical dynamos whose horsepower ratings are like none you've ever seen. Answer the next questions in your notebook
Visible photograph of Hurricane Florence (1994) over the Atlantic Ocean (courtesy of NASA).

1. What is a hurricane? 2. What is the minimum speed a hurricane can reach? 3. When can a hurricane be considered as a tropical storm? 4. How are hurricanes named in different cultures?

Research task 1 Search information about different Nature Disasters happened in the World. Illustrate and learn about this fact. Make a composition about them and hand it in.

Session 45

Exercise 8

Individual work Read the following interview. Analyze and answer the questions.

Dr. Antonietta Gatti: I'm convinced that nanopollution is mainly responsible for cancer's increase

Interview: How common are diseases developed by micro and nanoparticles? So far I have studied about 1,400 patients with micro- and nanoparticles in their tissues. All patients were affected by cancer and Im convinced that there is a correlation between the particles trapped in the tissues and diseases. My in-vitro tests showed nanoparticles in contact with DNA strands during the replication phase. This means there is a real possibility to induce DNA damage. Nanoparticles are not toxic in the classic sense; they do not induce cell death as their concentration increases. An uptake of nanoparticles can change the cell function and, since they can be persistent, they can be transmitted through generations. If nanoparticles are biodegradable, they dont cause a lot of damage once trapped in human or animal tissues. If they are not biodegradable they remain in the tissues or in the cells for the patients life and are perceived as foreign bodies. Once nanoparticles are dispersed in the environment there is a high probability they can be inhaled or ingested with the vegetables grown under this pollution. About two years ago, you wrote on your blog that the Italian Ministry of Defense recognized a probability that soldiers diseases were caused by exposure to pollution from nanoparticles: nanopollution. What has the government done to control nanopollution since then? Nothing, because in Europe we dont have any directives and standards for nano-sized pollution. European Commission members are preparing standards for particles with a diameter equal to or smaller than 2.5 micrometer; but we will have to wait for nanoparticle standards for the environment. What are considered as nanoparticles are entities with a diameter ranging from 0 to 200nm, but particles with a higher diameter than 200nm can probably cause adverse effects as well. To avoid this environmental pollution it will be sufficient to reduce the CO2 emissions responsible for the greenhouse effect and the climate change. A reduction of CO2 means limiting combustions. If we are wise enough to understand that some nanoproducts are manufactured only for business, not for the real need, we could probably avoid this nanoparticle dispersal. Im not against nanotechnology, which means progress. New discoveries can help us solve some old problems. I just want us to apply this new discovery in a wise way. I think its possible to eliminate side effects. Every innovation must be managed with common sense.

What are the biggest challenges in the nanopollution area? Im convinced that nanopollution is mainly responsible for cancer's increase. Nanoparticles have the ability to cross any physiological barriers thanks to their tiny size. They can enter freely into cells. We performed some in-vitro and in-vivo tests and Ive already photographed the nanoparticles in their encounter with replicating DNA. We also induced rare rhabdomyosarcomas in 6-8 months time in rats, simply by implanting metallic nanoparticles in their muscles. Other tests of nanotoxicity are in progress. I think well have the mechanism, the proof, within one year. What is the next step in your research? Im coordinating a project within the nanoecotoxicology area called INESE of the Italian Institute of Technology. The project will run for three years and we will construct a large greenhouse to verify the nanopollution impact on plants and small animals within a month. Einstein had a theory that if bees disappear, humanity will have only four years to live because bees are needed for pollination and the generation of fruits. I will use bees as well to see how they are affected by nanosilver dispersed in the air. Ill also put cobalt and nickel nanoparticles on the soil. This nanopollution can cover leaves and the bees wings as well. My hypothesis is that they cannot fly when coated with this pollution.
Dr. Antonietta Gatti, University of Modena, held a speech on nanopathology at the 2nd High Level European Expert Meeting on Research and Prevention, where environmental health associations from different countries met. Nanopathology is the study of diseases caused by micro- and nanoparticles by ANNETTE STRAND (Nov 10)

1. - What is the research field of Dr. Antonietta Gatti? 2. - Explain with your own words, what the term nanotechnology means? 3. - How do nanotechnology and nanoparticles are related with cancer disease? 4. - How does nanotechnology is related to weather effects in the environment? 5. - According to the reading, what is the next step on Nanotechnology research?

Research task 2 Search information about Nanotechnology. Make a formal presentation for your group, including illustrations.

Session 46

3.1.2 Scientific texts II

You learn To explain and practice the reading strategy: inferring.

Inferring is a strategy used before, during and after reading. Inferring: Reading between the lines or filling in what is not written on the page. Predicting is a part of inferring. Inferences need to be based on references in the text and then mixed with background knowledge. The secret to inferring is: not all authors tell you everything, not because they ran out of paper, but because they want you, the reader, to figure it out for yourself. Good readers infer because they look for clues in pictures or words to help them figure out what the book is about. 1) Looking for clues in pictures: Pictures or illustrations can help us infer about the text: the topic, the general idea, emotions, etc. Question: What were the clues that helped you infer that? 2) Looking for clues in text: Titles, words or phrases can help the reader infer about the text.

I think Maybe

It say s

Example

Adolescent Brain Development and Drug Abuse

Prevention Opportunity Protection K. en C. Winters, Ph.D. Scientific Advisor, Mentor Foundation Professor, Department of Psychiatry, University of Minnesota, June 2008 Prevention Opportunity Protection www.mentorfoundation.org Research indicates that brain development is still in progress during adolescence. Immature brain regions may place teenagers at elevated risk to the effects of drugs. New scientific discoveries have put a much different perspective on our understanding of adolescent behavior. Research now suggests that the human brain is still maturing during the adolescent years, with significant changes continuing into the early 20s. The developing brain of the teenage years may help explain why adolescents sometimes make decisions that seem to be quite risky and may lead to safety or health concerns. And it may add insights into unique vulnerabilities and opportunities associated with youth.

Implications for understanding behavior

Scientists caution against suggestions of definitive linkages between brain development and adolescent behavior. But there is a growing sentiment among experts that when teenagers are feeling high emotion or intense peer pressure, conditions are ripe for the stillmaturing circuitry in the front part of brain to be overwhelmed, contributing to inexplicable behavior and poor decision-making. This does not mean adolescents cannot make a rational decision or appreciate the difference between right and wrong. The teenage brain is quite capable of demonstrating plenty of mental ability. But the teenager, with less than optimal brainbased control mechanisms, is more likely to act impulsively and with gut instinct when confronted with stressful or emotional decisions, without fully appreciating the immediate consequences of their actions. Experts say that even at ages 16 and 17, when compared to adults, adolescents are more: Impulsive Aggressive Emotionally volatile Likely to take risks Reactive to stress Vulnerable to peer pressure Prone to focus on and overestimate short - term payoffs and underplay longer - term consequences of what they do.

 Likely to overlook alternative courses of action

Exercise 9 Exercise 8

Team work In teams of three students, infer and fill in the chart. Talk about your opinion of what the text says and what you think.

it says

You think

Finally, what inferences can we make by watching the illustrations in this article?

Session 47

Discuss with the class, talk about the inferences of the following phrases and pictures: What can you infer about?

Exercise 10

Individual work Read the following article. Analyze and answer the questions.

THE DEVELOPING BRAIN AND DRUG USE Scientists are beginning to explore whether these new discoveries explain adolescent drug use and related impulsive behaviors. Adolescence is a time of experimentation and novelty seeking. One way this occurs with young people is their curiosity about drugs. We know from national surveys in the United States that use of alcohol, tobacco and other drugs is relatively common among youth (Johnston et al., 2006). Over half of young people will try an illicit drug at least once during their teenage years, and nearly all of them will have tried either alcohol, tobacco or both at least once before they reach legal age. And we also know from cross-cultural surveys that for alcohol - the drug used most by individuals young people show higher rates or percentages of alcohol problems compared to older age groups. See the graph below that shows this pattern in the United States. For American youth aged 15-20 years old, 12.2% met the definition of an alcohol dependence disorder within the past 12 months of the survey. This rate was much higher compared to the other age groups. For individuals in the 30-34 age group, the rate of alcohol dependence was 4.1%.

Are adolescents more vulnerable than adults to abuse drugs?

Several neurodevelopment findings provide provisional answers to this question. As already noted, developing prefrontal cortex may contribute to more emotional and impulsive decisions by teenagers and to a tendency to ignore the negative consequences of such decisions. And there is some evidence from animal studies that a developing teenage brain may be particularly sensitive to alcohols effects that reduce social discomfort (Spear, 2002). This effect would create a more pleasurable social experience (e.g., contribute to feeling less shy) while drinking compared to alcohols effects on adults.

Exercise 11

Individual work After the reading, answer the following questions. Express your opinion and inferences about the reading that you think are important.

Science has examined two issues regarding the effects of drugs on brain development: Does brain maturation contribute to the seeking and abuse of alcohol and other drugs by adolescents?

Will drug use during the teenage years contribute to damage to the developing brain?

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Homework: 1. - Make a brochure. 2. - Use the following topics to prepare the brochure. 3. - Look for information. 4. - Use illustrations and colors. 5.- Present it to the class.

Exercise 12

1. - Brain development. Ages 5-20 2. - Adolescent behavior 3. - Drugs abuse 4. - Mental ability on teenagers 5. - Consequences on decisions 6. - Alcohol effect on human body 7. - Drug effect on human body

Session 48

Share your comments about diabetes and its terms related as:

Write your comments and ideas about Diabetes, in this area:

Exercise 13

Individual work Read the text. Underline the words you dont understand.

A model of an insulin molecule: Though insulin is an effective treatment for diabetes, it is not a cure. Image courtesy of Wikimedia Commons.

Type 1 diabetes is an autoimmune disorder a persons own immune system attacks beta cells found in the pancreas. Beta cells normally respond to high levels of sugar in the blood by releasing insulin, a protein hormone that acts like a key binding to a lock (or receptor) that is present on every cell in the body. When insulin binds to its receptor, it unlocks a door in cells that allows this sugarknown as glucose to enter and be used for energy. Since type 1 diabetics lack insulin-producing beta cells, glucose remains in the blood and cells starve. Even with insulin therapy, the level of blood glucose in type 1 diabetics is not normal. Glucose is a highly reactive molecule that damages the cells and tissues that it contacts, particularly the cells that line blood vessels. As a result, diabetes is a leading cause of blindness, kidney disease, limb amputation and heart disease. Because type 1 diabetes commonly manifests in childhood, it has traditionally been called juvenile diabetes. Type 1 diabetes treatment is life-long; diabetics must carefully monitor their blood sugar and receive daily insulin injections or wear an insulin-delivering pump. At Sanford-Burnham, scientists are studying the molecular causes of type 1 diabetes in order to develop alternative methods of treating and preventing the disease. In particular, they are interested in how to generate new beta cells and how immune cells attack the pancreas. In 2004, Sanford-Burnham scientists discovered that PTPN22, an immune system gene, is also one of the most important genes that predispose individuals to developing type 1 diabetes. Pumping up the bodys own beta cells One approach to treating type 1 diabetes is to kick-start a persons own dwindling beta cell population to replicate and produce more insulin. To do this, several Sanford-Burnham research groups are trying to understand the complex network of proteins that control beta cell growth and function. Investigators are using this information to tweak genes in a way that tricks remaining beta cells into a constant state of proliferation before they are completely destroyed by the immune system.

Re-supplying with new beta cells Another method for restoring insulin production in type 1 diabetics is to transplant beta cells from an external source to the patient. To do this, researchers must generate a supply of beta cells and then develop ways to protect them from the autoimmune response that destroyed the original cells. At Sanford-Burnham, scientists are investigating ways to use stem cells to produce new beta cells for transplantation. Stem cells are undifferentiated cells, meaning that they have not yet settled on a specific function. These researchers have identified a population of stem cells in the human adult pancreas that can form new beta cells. They are now conducting studies to better understand how these stem cells develop so that the process can be manipulated to create large quantities of beta cells. Beta-cell transplantation in type 1 diabetics often requires constant treatment with immunosuppressive drugs that keep the immune system from eradicating the new cells. Since long-term use of these drugs can have serious side effects, Sanford-Burnham scientists are developing an alternative approach to hide transplanted beta cells from the immune system. They have created an encapsulation device that protects transplanted beta-cells from destruction. The device allows insulin to exit and nutrients and glucose to enter, but keeps immune cells out. Exercise 14

Individual work Make your own dictionary. Include words from this reading. Use your imagination to create it. Write the words in the lines below or in your notebook. Word

Meaning

Exercise 15

Team work Read the questions and discuss them with the class. Work in teams. Use your notebook.

1. - What is Diabetes Type 1? 2. - What is the roll or glucose in our body? 3. - What treatment do people with diabetes use normally? 4. - What do scientists at Stanford Burnham are investigating about Diabetes? 5. - What is PTPN2?

Research task 3 Look for information and describe another disease that badly damages human body nowadays. Explain it and talk about new research about it.

Session 49

Training flights for bees

How are bees able to find their way back to the hive after foraging for pollen? Write your inference to answer the question.

A Research by Karl von Frisch, which won him a Nobel prize in 1973, delineated the well-known waggle dance performed by the returning honeybee to help communicate the location and distance of a pollen trove to other members of the hive; it is also thought that acquired scents help direct other bees back to the same hunting grounds. But other researchers have described how worker bees make training flights to learn to navigate from hive to pollen and back in the first place. These flights are a prerequisite for successful homing, researchers wrote in a letter to the journal Nature published in 2000. In the correspondence, scientists from Illinois and England discussed the use of radar to track the training flights, which prepare the bees to become foragers around three weeks of age. The flights have the same duration, but each successive flight is faster and takes the bees farther. A flight typically focuses on a narrow swath of the surrounding area, so that the bees get a chance to see the hive and the landscape from different viewpoints, the researchers wrote. Any changes in the flight path are related to the number of previous flights taken, not to the bees chronological age, the scientists found, suggesting a learning process adapted to changes in weather conditions, flower availability and the needs of bee colonies.

Exercise 16

Individual work Chart inferences. Inferences are recorded on the left side of the chart and evidence from the previous text is recorded on the right side of the chart. See the example below and complete the chart inferences.

INFERENCE
1. - Bees have to train before collect pollen.

EVIDENCE
1. - Researches have described how worker Bees make training flights to learn to navigate.

2. - Karl Von Frisch was a great researcher.

2.- He won the Nobel Prize in 1973

3.-

4.-

5.-

6.-

7.-

8.-

Exercise 17

Individual work Complete the Chart writing the inferences and evidences taken from the picture below.

INFERENCE

EVIDENCE

1. -

1. -

2.

2.-

3.-

4.-

5.-

6.-

7.-

8.-

Session 50

Exercise 18

Team work In teams of three, discuss the following questions and then read the text.

What is a tattoo?

Do you like tattoos? What do you think about a person who wears a tattoo?

Draw a tattoo you would make if you were a tattoo designer. Once you finish it, show it to your classmates and teacher. Lets see if you have the tattoo spirit!

TATTOOING Tattooing is the art of decorating the body with permanent

pictures or symbols by pushing ink under the skin with sharp implements. Tattoos have been used by many different cultures, and in each culture the tattooed art has its own meaning. The English word tattoo comes from the Polynesian word tatao, meaning "to tap," which describes the technique by which sharp spines filled with color were tapped into the skin to make tribal designs. People in the 1980s wore tattoos of specific symbols to identify themselves as part of a particular social group. Their tattoos set them apart from mainstream society but were also visible signs by which they could recognize each other. Tattooing is an ancient and widespread practice. Tattoos have been found on the bodies of mummies thousands of years old, and certain tribes, such as Polynesians and the Maori of New Zealand, have used tattoos for centuries as a mark of membership in the tribe and a symbol of strength earned through pain. Modern tattooing began in 1900 when an American named Samuel O'Reilly invented the first electric tattoo machine. Most tattoo artists and their customers were outside the mainstream of society. However, many people who would never have dreamed of wearing a tattoo were fascinated with the art, and they lined up at carnivals and sideshows to gawk at elaborately tattooed men or women. Throughout most of the nineteenth and twentieth centurys, tattoos were considered low class and vulgar among Americans and Europeans, a common adornment for criminals and drunken sailors. By the 1970s and 1980s tattoos had become part of fashion trends developed by small groups seeking to create distinctive looks to identify with their peers. Beginning in the 1970s many youth adopted a punk style, wearing outlandish clothing and hairstyles to announce the separation they felt from mainstream society. Much of the intent of the punk style was to shock, and tattoos and body piercings became a part of the shocking punk style. While some had colorful pictures that were personally meaningful placed on their bodies, many chose stark black tribal designs, such as Celtic knots, tattooed around the arm or ankle. Though many people still consider tattoos to be selfdestructive and offensive, many more have come to see them as beautiful body art. Throughout the 1980s, 1990s, and into the twenty-first century the popularity of tattoos has continued to increase, and many mainstream youth have begun to adorn their skin with tattoos. Other stylish youth have imitated the fashion introduced by the punks, and many stores now sell temporary tattoos, which offer the tattooed look for those who wish to avoid the pain and permanence of the needle. Write down the words you dont understand, get help from your teacher and also use the dictionary to find out the meaning of the words.

A. Match a word from the reading with a definition. Write the letter of the definition next to the word. 1. Tattoo 2. Ink 3. Society 4. Tribe 5. Vulgar 6. Adornment 7. Offensive 8. Punk a. A group of people, often of related families, who live together, sharing the same language, culture and history, especially those who do not live in towns or cities. b. Unpleasant. c. Something decorative, or the act of decorating something or someone. d. Colored liquid used for writing, printing and drawing. e. A permanent image, pattern or word on the skin which is created by using needles to put colors under the skin. f. A culture popular among young people, especially in the late 1970s, involving opposition to authority expressed through shocking behavior, clothes and hair, and through fast loud music. g. A large group of people who live together in an organized way, making decisions about how to do things and sharing the work that needs to be done. h. Not suitable, simple, dignified or beautiful; common or not in the style preferred by the upper classes of society.

B. Find these words in the reading. Read the sentence in which the word appears and some of the surrounding sentences. Then choose the best definition. On line 2 the word permanent means a. Lasting On line 7 the word tribal means a. Modern a. Relationship a. Aberrant a. Fashion b. ethnic b. work members b. freakish b. eccentric c. unsocial c. club c. typical c. normal On line 16 the word membership means On line 19 the word mainstream means... On line 28 the word outlandish means b. temporary c. short -lived

C. How much do you remember from the reading? Read the questions and choose the best answer. 1. Which of the followings is NOT true about tattoos? a. Everybody likes tattoos. b. Tattoos are being more accepted nowadays. c. Tattoos have been worn since long time ago. 2. The English word Tattoo comes from a. The Spanish word tatuaje. b. The Polynesian word tatao. c. The german word Ttowierung 3. Popularity of tattoos has a. Decreased b. Kept the same c. Increased

4. Tattooing is a. A modern practice only in the United states. b. An ancient practice around the world. c. A good practice since de 70s. 5. Thought most of the centuries 19 and 20 tattoos were considered a. Fancy and fashionable. b. Expensive and elegant. c. Low class and vulgar. 6. Still some people think tattoos are a. A punk style. b. Ancient and beautiful. c. Self-destructive and offensive. 7. The main idea of the text is a. To explain why tattoos are so popular. b. To tell a little about the history of tattoos in the world. c. To show people why tattoos are disgusting and offensive.
th th

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3.2 3.2.1

Transcodification of scientific texts Maps and concepts

You learn To get information from maps and conceptual charts. To organize information using maps and charts.

Session 51

EXAMPLE

Differences and similarities between USA and Mexico

Politics: several political parties. Language: Spanish and other ethnic languages. Currency :

Similariti es
Belong to the North American continent. Capitalism

Politics: two political parties. Language: English and languages from different parts of the world. Currency :

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Information can be organized using maps, diagrams, charts etc., so its easier for the reader to comprehend, understand and remember that information. Also the reader can read at a faster pace. Examples of maps: Mind maps or concept maps

Concept diagram

Exercise 19

Individual work Write about the similarities and differences about you and one of your classmates in the following diagram.

Me

My classma te

Complete the map using information about your budget. Write in the bubbles the things you buy or the services on which you spend your money. Show it to your classmates. You can add more squares if you want.

My budg et $$ $

Session 52

This is an easy way to organize your thoughts and ideas. Using maps!

What is concept mapping? How to do a map?

Concept mapping is the use of graphical tools for representing, organizing, and enhancing knowledge. The process of concept mapping starts with writing a main idea on the top of a page (it can be a word, phrase or idea), then related concepts are placed on branches that radiate from the main idea. Concept maps are very useful for students, business professionals and writers.

Steps for Creating a Concept Map

1. Identify the specific topic that you want to expand upon.

2. Identify the major ideas for the topic. Then come up with other keywords or phrases related.

3. Brainstorm and come up with more ideas, as many connected ideas as possible.

6. Color code your ideas to keep them grouped them farther.

5. Be sure to work fast, keep up with the flow of ideas, and write everything down that comes to you.

4. Cross link concepts when applicable..

There are countless ways to create a concept map; everyone will have their own style and

materials they use. This is a discovery learning process that will help you find the answers to the questions you have about the original topic.

Exercise 20

Team work Work with a classmate and complete the map with the given words; then try to write a short paragraph in your notebook, using connectors and the presented information. (Sleep - cup of coffee hot water)

Exercise 21

Team work Work with a different classmate and complete the map with the words; then write a short paragraph, using connectors and the presented information: planets, moon, NASA, astronauts, stars.

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Exercise 22

Team work From the text, make your own concept map in your notebook. Dont forget the steps for creating a map. When you are done show it to the rest of the class and lets compare it.

EFFECTIVE HABITS FOR EFFECTIVE STUDY You can prepare yourself to succeed in your studies. Try to develop and appreciate the following habits: First of all, take responsibility for yourself; you must recognize that in order to succeed, you need to make decisions about your priorities, your time, and your resources. Second of all, center yourself on your values and principles, please don't let friends and acquaintances dictate what you consider important. Third, put first things first and that means to follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals. Fourth, discover your key productivity periods and places: morning, afternoon, or evening? Find spaces where you can be the most focused and productive. Prioritize these for your most difficult study challenges. Fifth, consider yourself in a win-win situation, when you contribute your best to a class, you, your fellow students, and even your teacher will benefit. Your grade can then be one additional check on your performance. Sixth, understand others, then attempt to be understood. When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place. Now ask yourself how you can best make your argument given his/her situation. Seventh, look for better solutions to problems, for example, if you don't understand the course material, don't just re-read it. Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center; and finally look to continually challenge yourself. Partially adapted from the audio cassette by Steven Covey, Seven Habits of Highly Effective People

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Session 53

You will learn to: Make charts and concept maps with information obtained from scientific texts. Concept maps and charts help you organize your thoughts and ideas about the topic you're studying. When you make them, you'll soon be able to find the information you need in an easier way.

EXAMPLES

DRUGS: Any substance that, when absorbed into the body of a living organism, alters normal bodily function

NATURAL

Cannabis Opioids Mushrooms

MAN MADE

Alcohol Tobacco Coffee

GRAMMAR POINT

Exercise 23 Homework: Read the following text, analyze it and make a chart or a concept map on the next page.

REPTILES Name for the dry-skinned, usually scaly, cold-blooded vertebrate of the order Reptilia. Reptiles are found in a variety of habitats throughout the warm and temperate regions, with the greatest variety in the tropics. Reptiles differ from other terrestrial vertebrates (birds and mammals) in that they are cold-blooded, that is, they lack an effective system for regulating their body temperature, which tends to approach that of the environment. For this reason reptiles are not found in the coldest regions of the world, and they hibernate in cool winter areas. They range in size from 2-in.-long (5-cm) lizards to 30-ft-long (9-m) snakes. They typically have low-slung bodies with long tails, supported by four short legs that project outward from the sides of the body; however, all snakes are limbless. Although reptiles are fundamentally a terrestrial group, some are adapted to living in water. All breathe air by means of lungs and have thick, waterproof skins designed for retaining body moisture. Unlike amphibians, they do not possess gills or breathe water at any stage of their development, and nearly all lay their eggs or bear their young on land. Types of Reptiles Living reptiles are classified in four orders. The turtles, have a protective bony shell, usually covered with horny plates. They are mostly aquatic in habits although some are adapted to land. They are the oldest living reptiles, having existed nearly unchanged since the Triassic period. Members of the order Crocodilia, which includes alligators, caimans, crocodiles, and gavials, are large, carnivorous reptiles of tropical and subtropical swamps and rivers. They constitute the only remaining order of the great reptilian subclass Archosauria, or ruling reptiles, which includes the extinct dinosaurs. The order Squamata includes the lizards (suborder Sauria) and snakes (suborder Serpentes). Nearly all members of this large and successful modern order are terrestrial. The order Rhynchocephalia has a single living member, the tuatara, a lizard like reptile of New Zealand.

MAKE YOUR MAP HERE

200

Session 54

EXAMPLE

Exercise 24

Individual work Match the concept map according to the kind of text they present.

a) Narrative b) Scientific c) Descriptive Exercise 25

a) Narrative b) Descriptive c) Scientific Individual work

a) Scientific b) Narrative c) Descriptive

Work in pairs; write a scientific text based on the image. Do it in your notebook.

201

Exercise 26

Individual work In teams of four, create a concept map, based on the scientific text. Draw it in your notebook.

INFORMATION: The difference between an overview and a conceptual map An overview shows the topics from the general to the particular or specific information, with the aid of braces ({) to organize the concepts.

The epithelium provides a barrier between the body and its environment. Due to its dynamic epithelial change and rapid cell proliferative state, the lining of the small intestine provides a unique environment in which to understand epithelial changes, cell regulation and mechanisms of action. The lining of the intestine consists of a single layer of cells that secretes and absorbs substances during digestion. It undergoes continuous renewal; the finger-like villi in the small intestine in humans completely regenerates each week. Stem cells are the source of lifelong tissue renewal (for an introduction to stem cells visit http://www.eurostemcell.org/films#story). These cells have the unique capability to either make more of themselves or to differentiate and give rise to all types of cells in a tissue. Small changes in stem cell activity result in large changes in the output of functional cells. The regulators that control epithelial stem cells in the body remain unknown. Epistem is in the unique position to discover these regulators and develop new therapeutics that modulates the body's own stem cells to protect and repair epithelial tissues in patients. The Epistem team has developed powerful models to elucidate the mechanism of action of cells and to characterize the escalator-like process of cell production required to maintain the integrity of epithelial tissues. These models remain unmatched, in the field of stem cell biology, for studying the behavior of adult (non-embryonic) stem cells.

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Session 55

Exercise 27

Individual work Create a conceptual map using the following text. Do it in your notebook.

Evaporation: Is when the sun heats up water in rivers or lakes or the ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake or ocean and goes into the air. Condensation: Water vapor in the air gets cold and changes back into liquid, forming clouds. This is called condensation. You can see the same sort of thing at home... pour a glass of cold water on a hot day and watch what happens. Water forms on the outside of the glass. That water didn't somehow leak through the glass! It actually came from the air. Water vapor in the warm air turns back into liquid when it touches the cold glass. Precipitation: It occurs when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow. Collection: When water falls back to earth as precipitation, it may fall back in the oceans, lakes or rivers or it may end up on land. When it ends up on land, it will both soak into the earth and become part of the ground water that plants and animals use to drink or it may run over the soil and collect in the oceans, lakes or rivers where the cycle starts

Exercise 28

Individual work Draw a conceptual map in your notebook based on the next scientific text.

The tripartite motif-containing 21 (TRIM21) protein in particular takes note of viruses when they enter cells and, because the antibodies are attached to these viruses, TRIM21 knows to eliminate them. And while conventional thinking up until this point has assumed that this process is not possible, the medical community will now have to change its ideology concerning prevention and treatment options for infections. Interestingly, TRIM21 proteins do not even require outside help from other, outside immune cells in order to perform the vital task of eliminating invading viruses; they are capable of doing it entirely on their own. Previously, scientists had assumed that in order to attack and kill a virus, it was necessary to attack and destroy the infected cells as well. But the new research confirms that it is not necessary to destroy the infected cells along with the virus in order to get rid of it.

Session 56

3.2.2. Diagrams and graphics

You will learn to: Analyze scientific texts in order to make diagrams and graphics.

Exercise 29

Individual work Examine the text and graphic. Use the information to answer the questions.

The time line below shows the occurrence of earthquakes in Kaoiki, a small area located between two very active volcanoes in Hawaii. The black dots mark the dates on which earthquakes that originated in Kaoiki occurred. The white circle indicates an earthquake that occurred somewhere in the area, but not enough evidence was available to conclude that the quake originated in Kaoiki. According to the time line, earthquakes occur at very regular intervals. In which of the following years, covered by the time line above, would an earthquake also have been expected at Kaoiki, Hawaii? A) 1987 B) 1989 C) 1991 D) 1994 E) 1999

Which of the following statements represents a hypothesis rather than a fact? A) An earthquake occurred in Kaoiki in 1941. B) Five earthquakes occurred during a 43-year period. C) The location of the 1930 earthquake in Hawaii is not definitely known D) An earthquake should have occurred at Kaoiki about 1920. E) Six earthquakes have been recorded in or near Kaoiki.

Exercise 30

Individual work Examine the graphics and text. Use the presented information to answer the questions.

A graph is used to present complex information and numerical data in a simple, compact format. Bar graphs, line graphs, scatter graphs, and pictographs are some types of graphs. Case 1: The graph shows how two anticancer drugs compare in their ability to kill tumor cells. The killing effect of the drugs on both tumor cells and normal cells is measured at several doses of each drug.

Which one of the following statements CANNOT be verified from the graph? A) B) C) D) E) The percentage of tumor cells killed by drug A at a dose of 30 mg/ml Whether normal cells are killed by certain doses of either drug Whether any dose of drug B will kill both normal and tumor cells Which drug kills more tumor cells at a certain dosage How many kinds of tumor cells each drug will kill

Case 2: A physician discovers that he has cancer. His family urges him to begin drug therapy. The physician knows that cancer drugs act by killing cells that are dividing. He is reluctant to undergo treatment. His family does not understand why. Which one of the following statements indicates that his family may not fully understand how cancer drugs work? A) B) C) D) E) Drug therapy works against some types of cancers. Many drugs used in cancer therapy cause cells to die when they divide. The drugs kill cancer cells because they rarely stop dividing. Cancer drugs kill all dividing cells, including normal ones. A cell that divides often is more likely to be killed by the cancer drug.

Look at the picture and answer the questions, then share with your classmate.

1.- For which area of the country is snow predicted? A) Northwest coast B) Rocky mountains C) Central plains D) Northeast E) Mid-Atlantic 2.- When two fronts meet, thunderstorms often result. Which area of the country might have thunderstorms within the next few days? A) Northwest B) Southwest C) Central plains D) Northeast E) Southeast

Fast Food UK; Spendig

The graph shows weekly expenditure on fast food in Britain by food and income group. There are two main trends. First, the expenditure is directly related to income. Secondly, there are differences in the types of fast food eaten by each group. The amount of money spent on fast food is related to income. People in the highincome group spent the most - over 85 pence per person per week. People in the low-income group spent the least less than half of what the high-income earners spent. The type of fast food eaten also depends on the group. High-income earners spent 3 times more on hamburgers than people in the low-income group. Pizza was generally the least favorite food. Fish and chips were the most popular food with the low-income group but consumption was fairly similar among all groups.

Fast Food Consumption in the UK

1. What are the differences in the types of fast food eaten more? 2. What group spent the most - over 85 pence per person per week? 3. What is the least favorite food? 4. What is the most popular food with the low-income group? 5. What are the differences in the high income and low income?

Exercise 31

Individual work Study the circle graph that shows how students spend their weekends. Use it to answer the following questions.

Spend their weekends

Day's Graph

1) What does the denominator of 24 represent?

2) What activity took up most of the day?

3) On what activity did the students only spend one hour?

4) What two activities add up to five hours?

Exercise 32

Individual work Examine the graphic and the text. Answer the questions with the correct information.

Fast Food UK; Quantity

The graph shows changes in the amount of fast food consumed in the UK between 1970 and 1990. Several trends are apparent. First, Britons are eating more and more fast food. Secondly, the type of fast food has changed. In 1970, the most popular fast food was fish and chips. Over 300g were consumed each week. By 1990, however, this had fallen to just over 200g - a 50% drop. Consumption of other fast foods such as pizza and hamburgers increased, however. The amount of pizza eaten shot up from about 20g a week to more than 270g, overtaking fish and chips in the late 1980s. Hamburger consumption also increased, rising from about 80g in 1970 to almost 300g in 1990. Accompanying this change in the choice of foods was an increase in the amount of fast food consumed. In 1970, British consumers ate about 450g a week of fast food. In 1990, on the other hand, this had more than doubled, to 1000g.

Consumption of Fast Food in the UK in Grams per Week, 1970 to 1990

What was the most popular fast food in 1970?

What was the year that pizza and hamburgers increased?

Exercise 33

Individual work

Reading maps 1: Use the map to answer the questions below.

1. How many miles is it from Nekoheim to Ericville? 2. 3. 4. 5. 6. 7. 8. 9. How far is it from Nekoheim to Ericville and back again? How many miles is it from Ericville to Sebiton? How far is it from Nekoheim to Sebiton? What is the name of the town which is 41 miles away from Ericville? Which town is closer to Kayetown? How far is it from Sebiton to Maggie? Susan drove from Kayetown to Maggie, and then back home again. How many miles did Susan drive? Which town is the farthest away from Ericville?

10. Juan drove from Sebiton to Ericville and then to Kayetown. How many miles did he drive?

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Exercise 34

Individual work

Reading maps 2: Use the map to answer the questions below.

1. The weather in Nevada is_ 2. How many states have rain forecast?_ 3. Which states expect snow?_ 4. Whats the weather expected in Ohio? 5. Whats the weather expected in Minnesota? 6. Whats the weather expected in the south of Texas? 7. Whats the weather expected in the north of Texas? 8. Which states expect cloudy weather?_ 9. Whats the weather expected in Montana? 10. Whats the weather expected in Florida? 11. Whats the weather expected in Alaska?_ 12. Whats the weather expected in the north of California? 13. Whats the weather expected in North Dakota and South Dakota? 14. Whats the weather expected in Alabama?

Session 57

Graphs or diagrams are images that represent data symbolically. They are used to present complex information and numerical data in a simple, compact format. Bar graphs, line graphs, scatter graphs, and pictographs are some types of graphs.

EXAMPLES

ENERGY USAGE

GRAMMAR POINT

A pie chart or a circle graph is a circular chart divided into sectors, illustrating proportion. In a pie chart, the arc length of each sector is proportional to the quantity it represents.

A bar chart or bar graph is a chart with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. A map is a visual representation of an areaa symbolic depiction highlighting relationships between elements of that space such as objects, regions, and themes.

A line graph shows change over time. The data is connected by lines, like dot-to-dot or connect-the-dots.

Exercise 35

Individual work Read the following article and answer the questions.

LANGUAGES OF MEXICO
Mexico has a significant linguistic diversity. In addition to Spanish, the government recognizes 68 indigenous Amerindian languages as national languages. According to the Commission for the Development of Indigenous Peoples (CDI) and National Institute of Indigenous Languages [INALI], while 10% of the population is of Native American origin, only 5.4% speak an indigenous language. Legislation Spanish is the de facto language spoken by the vast majority of Mexicans, though the Mexican government does not legislate it as an official language. Nonetheless, the second article of the 1917 Constitution defines the country as multicultural, recognizes the right of the indigenous peoples to "preserve and enrich their languages" and promotes "bilingual and intercultural education". In 2003 Congress approved the General Law of Linguistic Rights of Indigenous Peoples, which recognizes that Mexico's history makes its indigenous languages, "national languages". Accordingly, they "have the same validity [as Spanish] in their territory, location and context". At the same time, legislators made no specific provisions for the official or legal status of the Spanish language. This law means that indigenous peoples can use their native language in communicating with government officials and request official documents in that language. The Mexican state supports the preservation and promotion of the use of the national languages through the activities of the National Institute of Indigenous Languages. Mexico has about six million citizens who speak indigenous languages. That is the second-largest group in the Americas after Peru. However, a relatively small percentage of Mexico's population speaks an indigenous language compared to other countries in the Americas, such as Guatemala (42.8%), Peru (35%), and even Ecuador (9.4%), Panama (8.3%), Paraguay and Bolivia. The only single indigenous language spoken by more than a million people in Mexico is the Nahuatl languages. Nhuatl is one of the native American languages with a large population of native speakers, along with Quechua, Aymara and Guaran and some Mayan languages. History The slow process of replacing Mexico's indigenous languages with Spanish began with the arrival of Spanish forces and colonists in Mexico in the 16th century. Philip II of Spain decreed in 1570 that Nhuatl should become the official language of the colonies of New Spain in order to facilitate communication between the Mexican and natives of the colonies. However, in 1696 Charles II reversed that policy and banned the use of any languages other than Spanish

throughout New Spain. Beginning in the 18th century, decrees ordering the "Hispanization" of indigenous populations became more numerous and Mexican colonizers no longer learned the indigenous languages. After the independence the government initiated an educational system with the primary aim of Hispanization of the native populations. This policy was based on the idea was that this would help the indigenous peoples become a more integrated part of the New Mexican nation. Except for the Second Mexican Empire, led by the Habsburg Maximilian I, no Mexican government tried to prevent the loss of indigenous languages during the 19th century. In 1889, Antonio Garca Cubas estimated that 38% of Mexicans spoke an indigenous language, down from 60% in 1820. By the end of the 20th century, this figure had fallen to 6%. In 1992 the fourth article of Mexico's constitution was amended to reinforce the nation's pluricultural nature by giving the State the obligation to protect and nurture the expressions of this diversity. On June 14, 1999, the Council of Writers in Indigenous Languages presented Congress with a document entitled "Suggested legal initiatives towards linguistic rights of indigenous peoples and communities", with the goal of beginning to protect the linguistic rights of indigenous communities. The Ley General de Derechos Lingsticos de los Pueblos Indgenas was passed in December 2002, establishing a framework for the conservation, nurturing and development of indigenous languages.

Indigenous Languages of Mexico

Language Nhuatl (Melatahtol) Yucatec Maya (Maaya t'aan) Mixtec (Tu'un svi) Zapotec (Binizaa) Tzeltal Maya (K'op o winik atel) Tzotzil Maya (Batsil k'op) Otom (H h) Totonac (Tachihuiin) Mazatec (Ha shuta enima) Ch'ol (Winik tan) Speakers 1,376,026 759,000 423,216 Tarascan (P'urhpechas) 410,901 Tlapanec (Me'phaa) 371,730 Tarahumara (Rarmuri) 329,937 239,850 230,930 206,559 185,299 Chontal Tabasco (Yokot) 43,850 Amuzgo (Tzacue) Chatino (Cha'ca) Tojolab'al (Tojolwinik otik) Popoluca (Zoquean) (Tuncpxe) 75,371 43,761 42,791 43,169 54,004 98,573 105,556 Huastec (Tenek) Chinantec (Tsa jujm) Mixe (Ayk) Mazahua (Jatho) 149,532 125,706 115,824 111,840

Huichol (Wixrika) Mayo (Yoreme) Tepehun (O'odham) Trique (Tinuji) Cora (Nayarite) Popoloca (Oto-manguean) Huave (Ikoods) Cuicatec (Nduudu yu) Yaqui (Yoreme) Q'anjob'al Tepehua (Hamasipini) Pame (Xige) Mam (Qyool) Chontal Oaxaca (Slijuala) Chuj Mixtec Zacatepec (Tun Va') Chichimeca jonaz (za) Guarijo (Makurawe) Chocho (Runixa ngiigua) Pima Bajo (O'odham) Q'eqch (Q'eqch) Lacandn (Hach t'an) Jakaltek (Popt) (Abxubal) Matlatzinca/Ocuilteco (Tlahuica) Seri (Cmiique iitom)

35,724 32,702 31,681 24,491 17,086 18,926 15,993 12,610 14,162 10,833 10,625 9,768 8,739 5,534 2,143 2,067 1,987 1,905 1,078 836 835 731 584 522 518

Ixcatec K'iche' Kaqchikel Paipai (Akwa'ala) Cucap (Es pi) Mototzintleco (Qatok) Kumiai (Ti'pai) Ppago (Tohono O'odham) Kikap (Kikapooa) Ixil Cochim (Laymn, mti'p) Kiliwa (Ko'lew) Aguacatec Other languages

406 286 230 221 206 186 185 153 144 108 96 55 27 337

1. After reading the article, complete the following chart with an event for each date. Date 1570 1696 Beginning in the 18 century After the independence 1992 June 14, 1999 December 2002 2003
th

Event

2. Make a pie chart to represent Mexicos and other countries population that speak indigenous languages.

3. Make a bar graph to represent the indigenous languages spoken in Mexico (use only the first 10 to make it fin into your page)

Graphs or diagrams are images that represent data symbolically. They are used to present complex information and numerical data in a simple, compact format. Bar graphs, line graphs, scatter graphs, and pictographs are some types of graphs.

Session 58 EXAMPLES

A map is a visual representation of an areaa symbolic depiction highlighting relationships between elements of that space such as objects, regions, and themes

Exercise 36

Individual work Draw a pie graph based in the information from the text. Do it in your notebook.

These guidelines address the diagnosis and management of patients with UA and the closely related condition of NSTEMI. These life-threatening disorders are a major cause of emergency medical care and hospitalization in the United States. In 2004, the National Center for Health Statistics reported 1,565,000 hospitalizations for primary or secondary diagnosis of an acute coronary syndrome (ACS), 669,000 for UA and 896,000 for myocardial infarction (MI). The average age of a person having a first heart attack is 65.8 years for men and 70.4 years for women, and 43% of ACS patients of all ages are women. In 2003, there were 4,497,000 visits to US emergency departments (EDs) for primary diagnosis of CVD.

Exercise 37

Individual work Make a bar graph based on the information from the text. Do it in your notebook.

Stroke remains a major healthcare problem. Its human and economic toll is staggering. Approximately 795 000 people in the United States have a stroke each year, of which about 610 1 000 are a first attack; and 6.4 million Americans are stroke survivors. Stroke is also estimated to result in 134 000 deaths annually and is the third leading cause of death in the nation behind heart disease and cancer.

Exercise 38

Individual work Answer the questions using the information from the map.

1.- How many states are closer to the Mississippi River? 2.- How many states are farthest away from the Mississippi River? 3.- How many cases of the virus of the Nile have been registered?

Exercise 39

Team work In team of four write a text using the information shown in the graphic.

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Session 59

Exercise 40

Individual work Look at the chart and answer the questions.

1. What kind of diagram is? 2. What period does it show? 3. What is the volume of sales from January to March? 4. What is the receipt in June? 5. Are 108 the volume of sales in August? 6. How much is the receipt in the last month of the year? 7. What is the total of volume of sales at the end of the year? 8. What is the total of the receipts at the half of the year? Exercise 41 Individual work Complete the sentences about the next diagram.

1. 2. 3. 4. 5.

This kind of diagram is It is about of The increasing percentage is The 45% is about The source is from

Exercise 42

Individual work Look at the graphic and choose the correct answers.

1. The graph is about a. Population 2. The graph shows a. Six b. Three b.Temperature c. Weather months. c. Eleven degrees. c. Kelvin d. Rankin d. Twelve d. Mortality

3. The graph shows temperature in a. Celsius b. Farenheit

4. The highest temperature is in a. May b. June c. July d. August

5. The lowest temperature is in a. November b. December c. October d. February

Exercise 43

Individual work With your own words, make a short interpretation of the following graphs.

Exercise 44

Individual work Look at the graphic; complete the statements and choose the correct answers.

Session 60

The diagram is about money. The annual expenditure is of $49,638 17.6% is spent in reading. In entertainment, 5.4 % is spent. 11.4% is spent in Food. The total amount in housing is $ 16,920 17.6% is for transportation 1.6% is spent in miscellaneous 1. 2. 3. 4. 5. What kind of information can you find in the diagram? How much is spent in insurance and pensions? How many sections are shown in the diagram? What is the percentage given to cash contributions? What is the real amount spent in transportation?

Exercise 45

Team work In teams try to guess what the next graph is about. Write your comments on the lines below.

Your comments:

Exercise 46

Individual work Try to make a similar graph about your income and expenses. Do it in your notebook.

SELF- EVALUATION UNIT III

Name:

Group:

Date:

1.- What is a suffix? a) A word that is added at the beginning of any word and it changes its meaning. b) A letter or group of letters added at the end of the word to make a different word. c) A letter or group of letters added at the beginning of the word but it doesnt change its meaning. 2.- Choose the option that includes suffixes. a) Car, ring, computer b) Comfortable, taller, happiness c) Flag, plane, cat 3. -Choose the answer that includes prefixes. a) Board, analyze, table b) Paper, food, child c) Illegal, overweight, underground 4.-The suffix less means a) The comparative form of the function word much. b) The comparative form of the function word little. c) The comparative form of the function word equal. 5. - What is a prefix? a) A group of letters that is added at the beginning of a word to change its meaning. b) The first set of number in a telephone numbers. c) A title such as Dr. or Mrs. That is used before someones name. 6. - Which root word can you use to form a new word adding the prefix under a) Ground b) Conscious c) Subway 7. Choose the best title for a scientific text. a) Avatar, a new age b) Levels of sugar in blood c) How to make a cake 8. Which one is a step for making map concepts? a) Identify the specific topic that you want to expand upon. b) Identify the name of the author. c) Write a long paragraph.

CHECKLIST UNIT I
Look at the list of language competencies in the unit. Draw a happy face if you achieve the goal and write need more work if you dont accomplish the communicative skill. Achieve need more work

I am able to identify main ideas in different kind of texts. I can express ideas with formal and informal language. I can use the reading strategy of scanning to find specific information. I can use the reading strategy of skimming to find relevant information in different kind I can follow simple instructions. I can identify informative and instructive texts. I can predict ideas on texts. I can get previous ideas in text using the strategy of previewing. What did you like about this Unit?

What didnt you like about this Unit?

CHECKLIST UNIT II
Look at the list of language competencies in the unit. Draw a happy face if you achieve the goal and write need more work if you dont accomplish the communicative skill. Achieve need more work

I can connect ideas using different kinds of connectors. I can order events in a chronological order. I can identify narrative and descriptive texts. I can infer ideas from different kind of visual materials. I am able to analyze different kind of information in descriptive and narrative I can follow instructions from the teacher and from the book.

What did you like about this Unit?

What didnt you like about this Unit?

CHECKLIST UNIT III

Look at the list of language competencies in the unit. Draw a happy face if you achieve the goal and write need more work if you dont accomplish the communicative skill. Achieve I can identify scientific texts. I can communicate scientific information. I am able to create maps, charts, tables, etc., from different kinds of texts, including I am able to get information from graphic material: (diagrams, charts, maps, etc.) I am able to participate in basic conversations. I am able to understand and follow simple instructions. need more work

What did you like about this Unit?

What didnt you like about this Unit?

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SELF EVALUATION ANSWER KEY

Unit I

Unit II

Unit III

1. B 2. C 3. A 4. A 5. A 6. B 7. A

1. A 2. B 3. A 4. B 5. C 6. A 7. D 8. D 9. D 10. D

1. B 2. B 3. C 4. B 5. A 6. A 7. B 8. A

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REFERENCES
Hewitt, Kim. Mutilating the Body: Identity in Blood and Ink. Bowling Green, OH: Bowling Green State University Press, 1997. Rubin, Arnold. Marks of Civilization: Artistic Transformations of the Human Body. Los Angeles, CA: University of California Press, 1995. Steward, Samuel M. Bad Boys and Tough Tattoos: A Social History of the Tattoo with Gangs, Sailors and Street-Corner Punks, 19501965. Binghamton, NY: Haworth Press, 1990.
http://www.fashionencyclopedia.com/fashion_costume_culture/Modern-World-19802003/Tattooing.html http://www.business-training-schools.com/bus/a-lesson-in-conceptmapping.html

Study guides and strategies. Study skills series Effective Habits for Effective Study
http://www.studygs.net/attmot4.htm http://www.google.com/search? um=1&hl=es&rlz=1R2ADSA_esMX419&biw=1003&bih=387&tbm=isch&sa=1&q=g raph&aq=f&aqi=g10&aql=&oq= http://www.rongchang.com/qa2/stories/story041.htm http://www.indianchild.com/mountain_story. htm http://www.crosscurriculum_geo_describingp lace.com http://enchantedlearning.com http://www.enchantedlearning.com/8adjectiv es http://esl.about.com/library/lessons/bltrends. htm http://www.infosquares.com/readingcomprehension/esl -readingcomprehension19.html www.uefap.com/reading/exercise/menu_eff.htm http://www.discoveryeducation.com/teachers/free-lesson-plans/energy-and-cars-what-doesthe-future-hold.cfm http://www.suite101.com/content/what-caused-the-march-11-2011-japan-earthquakea357820#ixzz1JH6EbGPY http://www.suite101.com/content/aspartamea166347#ixzz1JH9nGL5M http://www.primaryresources.co.uk/english/englishD2.htm

Super Teacher Worksheets - http://www.superteacherworksheets.com

http://www.gho-englisch.de/Resources/text_types.htm http://www.nowandnext.com/? action=top_trend/list_trends&sectorId=1 http://nutrition.blogspot.es/ Source: Scholastic Literacy Place

It out! Student Book 2 (Milada Broukal)

http://www.resourceroom.net/comprehension/mainidea/m ainidea1.asp http://www.teachnology.com/worksheets/language_arts/sequence/6/

Reading Explorer 1Heinle (Cenage Learning)

http://esl.about.com/od/readingintermediate/a/r_s ocial.htm http://www.rongchang.com/qa2/stories/story020.htm

http://www.thatquiz.org/tq/previewtest? NAVC1502 http://highered.mcgrawhill.com/sites/0073123587/student_view0/chapter8/locating_the_stat ed_main_idea_mul tiple-choice_exercise.html http://42explore.com/skim.htm http://www.testdesigner.com/questions/Making_Predic tions price4prez.wikispaces.com/file/view/PREDICTIONS.doc http://www.studyzone.org/testprep/ela4/o/makingpred ictionsl.cfm http://es.scribd.com/doc/13263451/Narrative-Text

http://nationalstrategies.standards.dcsf.gov.uk/node/102717 http://www.infra.kth.se/courses/1U1030/LectureNotes_A. pdf www.pdfarticles.com/topic/scientific+texts+examples.html http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlying conceptmaps.htm http://psycnet.apa.org/psycinfo/1996-97884-013.html