Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tlaxcala

CREDITOS

Asignatura Asignatura English V

Semestre: Fifth ersin !"#

Directorio

Lic. Hctor Israel Ortz Ortz Gobernador del Estado Tlaxcala Ing. Gilberto Morales Gonz lez !irector General del "E"#TE Tlaxcala Ing. $a%l Al&redo 'rez (a)ora !irector Acad)ico del "E"#TE Tlaxcala Lic. *idonio Acoltzi +a,a !irector Ad)inistrati,o del "E"#TE Tlaxcala Lic. Hilario Hern ndez "er,antes !irector de 'laneaci-n del "E"#TE Tlaxcala Mtro. Luis Miguel Muni,e 'ati.o !irector de 'laneaci-n del "E"#TE Tlaxcala

Cr$ditos

DOCE+TES

%ic" Danit&a 'eneses %ima %ic" Elosa S(nche& Chamorro %ic" Eric igueras )adilla Ing" Sil*ia ernica )aul Ramre&

COORDI+.DOR DE .C.DE'I.

%ic" +orma ,ern(nde& (s-ue&

RE ISORES

O/0eti*o general

This guide introduces #ou to a ,ariet# o& texts and gi,es #ou )an# chances to /ractice reading &or di&&erent /ur/oses. This guide 0ill hel/ #ou start reading English )aterials b# #oursel& because it introduces and /ractices use&ul reading s1ills.

1ndice
"ontiene los siguientes a/artados I" II" 'a2a Curricular Sim/ologa

III" Introduccin a la asignatura I " Desarrollo de acti*idades a" .2ertura /" Desarrollo c" Cierre " Fuentes de informacin

I" 3losario II" .nexos VIII.

'a2a Curricular
E+3%IS,
Com2onente de formacin 2 sica Asignatura Ingls I Ingls II Ingls III Ingls IV )ro2ed$utica Ingl$s Cla*e I+2A"O34 I+2A"O54 I+2A"O44 I+2A"O64 I+)DCO44 Semestre 'ri)ero *egundo Tercero "uarto 5uinto Carga horaria 4 horas /or se)ana 4 horas /or se)ana 4 horas /or se)ana 4 horas /or se)ana 4 horas 2or semana

I+GL7* V "once/to &unda)ental 8 A,ances de la hu)anidad "once/to subsidiario 8 "a)/o9 *ocial Econ-)ico "ient&ico Tecnol-gico :unciones del lengua;e sugeridas 8 Las &unciones del lengua;e estar n de acuerdo con los textos seleccionados< con n&asis en la co)/rensi-n de lectura. +ociones gra)aticales 8 Todas las estructuras ,istas en los se)estres anteriores. Vocabulario 8 Acorde con las lecturas /ro/uestas. An lisis de textos 8 In&or)ati,os 8 Instructi,os 8 !escri/ti,os 8 +arrati,os 8 "ient&icos Estrategias /ara la co)/rensi-n de lectura9 8 'redicci-n =gr &icos< iconogr &icos # ti/ogr &icos> 8 *1i))ing 8 *canning 8 "onectores 8 $e&erentes /ara la co)/rensi-n 8 In&erencias de lectura 8 're&i;os ? su&i;os 8 Ideas /rinci/ales # secundarias 8 Transcodi&icaci-n =@ue el alu)no elabore )a/as conce/tuales< cuadros sin-/ticos< gr &icas< etc.> 'rinci/ales categoras9 8 !i,ersidad 8 Es/acio 8 Tie)/o 8 Energa 8 Materia 'rinci/ales ,alores /or &o)entar9 8 Libertad 8 Austicia 8 *olidaridad "ontexto de a/rendiza;e Acorde al te)a integrador /ro/uesto

Conce2tos fundamentales Conce2tos su/sidiarios

Society6s 7rea8throughs"

Contenidos

9tili&ation and Conser*ation of +atural Resources: Science and Technology " .tri/utos de com2etencia
Expresa ideas y conceptos mediante representaciones ling$%sticas, matem&ticas o gr&"icas. Aplica distintas estrategias comunicativas seg'n #uienes sean sus interlocutores, el contexto en el #ue se encuentra y los objetivos #ue persigue. (denti"ica las ideas clave en un texto o discurso oral e in"iere conclusiones a partir de ellas. )e comunica en una segunda lengua en situaciones cotidianas. *aneja las tecnolog%as de la in"ormacin y la comunicacin para obtener in"ormacin y expresar ideas. )igue instrucciones y procedimientos de manera re"lexiva, comprendiendo como cada uno de esos pasos contribuyen al alcance de un objetivo. +rdena in"ormacin de acuerdo a categor%as, jerar#u%as y relaciones.

Com2etencias 3en$ricas
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiados.

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

. !articipa y colabora de manera e"ectiva en e#uipos diversos.

!ropone maneras de solucionar

un problema o desarrollar un proyecto en e#uipo, de"iniendo un curso de accin con pasos espec%"icos. Aporta puntos de vista con apertura y considera los de otras personas de manera re"lexiva. Asume una actitud constructiva, congruente con los conocimientos y habilidades con

los #ue cuenta dentro distintos e#uipos de trabajo.

de

Com2etencias disci2linares
,+*!E-E.,(A) ,+*/.(,A-(0A)1 (denti"icar, ordenar e interpretar las ideas, datos y conceptos expl%citos e impl%citos en un texto, considerando el contexto en el #ue se gener y en el #ue se recibe. Eval'a un texto mediante la comparacin de su contenido o con el de otros, en "uncin de sus conocimientos previos y nuevos. Expresa ideas y conceptos en composiciones coherentes y creativas, con instrucciones, desarrollo y conclusiones claras. Argumenta un punto de vista en p'blico de manera precisa, coherente y creativa. 0alora el pensamiento lgico en el proceso comunicativo en su vida cotidiana y acadmica. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicacin. (denti"ica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural. )e comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la situacin comunicativa. /tiliza las tecnolog%as de la in"ormacin y comunicacin para investigar, resolver problemas, producir materiales y transmitir in"ormacin. ,+*!E-E.,(A) 2(),(!3(.A4E)1 ,omprende la intencin y el propsito de los diversos tipos de discurso. ,omprende la nocin y las propiedades del texto. 4econoce #ue la lectura es el resultado de una interaccin entre el texto y el lector aplicando las estrategias necesarias de acuerdo al propsito del texto y del lector. 2esarrolla estrategias 'tiles para la comprensin an&lisis e interpretacin de textos period%sticos, cient%"icos y publicitarios. /tilizar procedimientos y estrategias de la comunicacin escrita y reconoce la importancia de evaluar las producciones, tanto propias como ajenas, con criterios objetivos de correccin, coherencia, propiedad y creatividad. )e expresa en "orma coherente, creativa y adecuada a las diversas situaciones y "inalidades de la comunicacin. 2esarrolla estrategias para hacerse comprender en lengua extranjera, en situaciones comunicativas cotidianas. ,onoce aspectos elementales sobre el origen, desarrollo y ri#ueza de una lengua extranjera.

Contenidos Conce2tuales
,onnectors 56hat7s more, nevertheless8 9erund A""ixes 5:or, :ist, :ician "or jobs, :ular, :ive, :ing, mono:, bi:, multi:8 0erbs 6ith to or gerund (n order to;that, "or<gerund, to<verb= /ses o" the ,onnectives "or causes and e""ects= adjectives<to<in"initive Adjectives or adverb= have;get something done !re"ixes 5un:, in:, im:, mis: re:, over: under:8 4elative clauses and verbs 6ith base "orm. ,omment adverbs, re"lexive pronouns. Except "or; apart "rom;besides, enough, not enough, too. *ulti:6ords phrases= each, every, all"

Contenidos )rocedimentales 2eveloping the "our s>ills (ndividual, pair and group 6or>; collaborative 6or> 4eading comprehension strategies

Contenidos .ctitudinales

 )olidarity, "reedom.

Instrumento de E*aluacin

Sim/ologa

Sim/ologa Conocimientos

Introduccin

English 3anguage 0 is a subject located in the "i"th semester o" the ,E,?-E schools. (n this semester you 6ill use all the previous >no6ledge you got "rom English (, ((, ((( and (0 in order to develop some reading strategies "or English texts. !re:reading, @hile:reading and !ost:reading is the most suitable methodology "or this course because you 6ill be guided through the di""erent stages o" 4eading and this 6ill allo6 you to develop and improve your ability to read e""iciently and to integrate reading 6ith some other s>ills. At the same time, you 6ill communicate each other. -he main role o" the teacher is to guide you and to promote the sel":learning, so that, you 6ill have a meaning"ul learning. @hile you 6ill have a more active role, doing the activities designed activities. )ome readings "or this course 6ere ta>en "rom di""erent text boo>s, and some other "rom the (nternet. -he teacher designed the activities "or these ones. @or>ing 6ith these readings and the di""erent reading strategies, 6ill let you to "or each reading and designing some other

learn ho6 to read e""ectively. -he development o" this s>ill 6ill be very use"ul "or you in "urther studies or in your career.

Desarrollo de acti*idades

.2ertura

Be read &or )an# di&&erent reasons. Be can read to9 Learn about a ne0 to/ic< and tal1 or 0rite about it later Learn ne0 gra))ar and ne0 ,ocabular# En;o# it This guide 0ill hel/ #ou to read and understand di&&erent things such as9 2oo1s< articles< )agazines< letters Online blogs< 0eb /ages< eC)ails< text )essages $ecei/ts< )anuals< road signs< /ostcards< )a/s "harts< diagra)s Ti/s &or #ou to i)/ro,e #our reading s1ill9 !onDt 0orr# about understanding e,er#thingE 2uild #our o0n reading s/eed Thin1 ahead As1 @uestion as #ou read MAKE ENGLISH PART OF YOUR LIFE

Good Luck and Enjoy th ! "u d#$

Conocimientos

+om/re de la acti*idad

O/ening tas1

+o"

Instrucciones Loo1 at the /icture and ans0er the @uestions 2ara el estudiante Conocimientos a .d-uirir )roducto de a2rendi&a0e
To get bac1ground did(ctica 1no0ledge

'anera

de Ans0ering a @uizz

lograrlo

*tating o/inions< 're&erences listing.

1.-What place is it? 2.-Where is it? 3.- Name the place, the country and the continent 4.-Why the people go to this place? 5.-What different types of tourism can you think of?

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar Com2etencia disci2linar a desarrollar 'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

Vocabular# exercise and &ill ga/ acti,it#

+o"

"o)/lete the sentences 0ith 0ords &ro) the box. 'anera did(ctica lograrlas
Moti,ating the student exercise.

$es/onsabilit#

de to ans0er the &ill ga/

"o)/rende la noci-n # las /ro/iedades del texto.

Encouraging student to loo1 &or the )eaning o& the.ne0 ,ocabular# b# using di&&erent tools. 6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados.

Ans0ering the exercise

"o)/rehension o& the text to ans0er it in a correct &or) ="oherence>

Britten exercise< dictionar#.

"o)/lete the sentences 0ith 0ords &ro) the box. Ad,enture tra,el Ecotouris) Hotel )anager *ightseeing !es1 cler1 Guided tour $esort Vacation /ac1age

1. A t#/e o& ,acation 0hich tries not to har) the en,iron)ent isFFFFFFFFFFFFFF. 2. The /erson in charge o& a /lace 0here tourists sta# is theFFFFFFFFFFFFFFFF. 3. Bhen #ou ,isit interesting /laces that tourists o&ten ,isit< #ou goFFFFFFFFFFFFFFFFF. 4. Bhen #ou bu# tra,el an acco))odation together< it is a FFFFFFFFFFFFFFFFFFFFF. 5. A /lace 0here a lot o& /eo/le go on ,acation is a FFFFFFFFFFFFFF. 6. A t#/e o& ,acation 0ith exciting acti,ities isFFFFFFFFFFFFFFF. 7. On a FFFFFFFFFFFFFFF< so)ebod# sho0s #ou a /lace and tells #ou about it. 8. The hotel e)/lo#ee 0ho boo1s roo)s and ans0ers @uestions is theFFFFFFFFFFFFFFF.

Desarrollo

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar

S2ea8ing 2ractice

+o"

!iscuss 0hat is i)/ortant to #ou 0hen #ou go on ,acation 'anera did(ctica lograrlas
In,ol,ing the students

*el&Ci)/ro,e)ent

de in the to/ic.

Ex/resa ideas # conce/tos en co)/osiciones coherentes # Com2etencia disci2linar a desarrollar

creati,as< con instrucciones< desarrollo # conclusiones claras Argu)enta un /unto de ,ista en /%blico de )anera /recisa< coherente # creati,a.

'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

Moti,ating the students to tal1 about the to/ic. 6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados.

Encouraging the) to gi,e a /ersonal o/inion

I)/ro,ing oral /roduction

The board and )ar1ers

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar

)re<reading

+o"

Loo1 at the title o& the article. 'redict 0hat the article 0ill be about. Huic1l# read the article. Then ans0er the @uestions.
*olidarit#

'anera did(ctica lograrlas

de to

In,ol,ing the students 0or1 in tea)s or /air 0or1.

Ex/resa ideas # conce/tos en co)/osiciones coherentes # Com2etencia disci2linar a desarrollar

creati,as< con instrucciones< desarrollo # conclusiones claras Argu)enta un /unto de ,ista en /%blico de )anera /recisa< coherente # creati,a. Moti,ating the students to read and get the general idea and s/eci&ic in&or)ation o& the text. 6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados. I. 'artici/a # colabora de )anera e&ecti,a en e@ui/os di,ersos.

'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

Encouraging the) to get the )ain in&or)ation

I)/ro,ing $eading co)/rehension

A 0ritten text

RE.DI+3 STR.TE3;9 *"A++I+G and *GIMMI+G

Read the text and circle the correct o2tions" *an 'ablito 'ahuatl n is a s)all to0n in 'uebla *tate. It is @uiet and not /olluted. There are t0o hotels< and there are )an# restaurants. There is a )ar1et on *aturda#s. Tourists ,isit the )ar1et to bu# traditional clothes and papel amate, /a/er )ade &ro) the amate tree. The /eo/le o& *an 'ablito are ,er# &riendl#. The# s/ea1 */anish and Oto). There are )an# old traditions in *an 'ablito.*o)e /eo/le 0ant to /reser,e the traditions. :or exa)/le< !on Al&onso Garca Tllez is a sha)an< a 0riter and an artist. He is &ro) *an 'ablito. He 0rites about the traditions o& the Oto)i in *an 'ablito. His boo1s are beauti&ul. 1. *an'ablito 'ahuatl n is... a. in 'uebla state. b. in the state o& Mexico. c. in Guate)ala. 5. The /eo/le o& *an 'ablito areFFFFFF... a. Ver# aggressi,e .b. Ver# &riendl#. c. Ver# &unn#. 4. Is there a restaurant in *an 'ablitoJ a. Kes< thereLs one b. +o< there isnLt. c. Kes< there are )an#. 6. 'eo/le o& *an 'ablito s/ea1 FFFFFFF.. a. English C :rench. b. */anish C English. c. */anish C Oto)M. N. There is FFFFFon *aturda#s. a. a )ar1et b. a circus c. a &esti,al O. !on Al&onso GarcMa Tellez is a FFFFFF. a . 2usiness)an . b . Artist . c . *inger P. Bhat is the )ain /ur/ose o& the textJ FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar

Read a text a/out a s2ecific to2ic

+o"

$ead the text and co)/lete the tas1

*olidarit# libert# and

'anera did(ctica lograrlas

de to 0or1 indi,iduall#

In,ol,ing the students

Ex/resa ideas # conce/tos en co)/osiciones coherentes # Com2etencia disci2linar a desarrollar

creati,as< con instrucciones< desarrollo # conclusiones claras Argu)enta un /unto de ,ista en /%blico de )anera /recisa< coherente # creati,a. Moti,ating the students to read and get the s/eci&ic in&or)ation o& the text. 6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados.

'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

Encouraging the) to get the s/eci&ic in&or)ation

$eading co)/rehension

A 0ritten text and a &ood /#ra)id brought b# the teacher.

 Bhat do #ou thin1 is the text aboutJ Is there a relation bet0een the t0o /ictures abo,eJ

 Bhat do #ou thin1 is the /ro&ession o& the 0o)an abo,eJ !o #ou thin1 is i)/ortant her /ro&essionJ Bh#J Ha,e #our seen a &ood /#ra)idJ Ho0 it is &or)edJ

Nut% t on +utrition )eans the &ood 0e eat and ho0 )uch 0e eat o& each &ood grou/. The &irst grou/ contains breads and grains< the second one ,egetables and &ruit< the third one dair# /roducts =)il1< #oghurt< cheese> and )eat< the &ourth grou/ contains &ats< oils and s0eets. Good nutrition is i)/ortant. Bhen 0e eat good &ood< our bodies are stronger and 0e sta# health#. The nutrition /#ra)id is a guide that hel/s us choose the best &ood &or a balanced diet. It is health# to eat &ood &ro) each o& the )ain &ood grou/s. 3. 5. 4. 6. A balanced diet is the sa)e as a health# diet. #es The nutrition /#ra)id tells us 0hat to eat e,er# da#. #es It is health# to eat &ood &ro) each &ood grou/. #es It is health# to eat a lot o& &ood &ro) each &ood grou/. #es no no no no

Ho0 )uch o& each &ood grou/ do #ou eat e,er# 0ee1J "o)/lete these sentences b# #oursel&. I eat a little o&FFFFFFFFFFFFFFF I eat aboutFFFFFFFFFFFFFser,ings e,er# 0ee1 I eat a lot o& FFFFFFFFFFFFFFFFFFFF I eat about FFFFFFFFFFFFFFFFser,ings e,er# 0ee1

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar Com2etencia disci2linar a desarrollar 'anera did(ctica de lograrlo

The use of ne= *oca/ulary

+o"

"o)/lete a s/eech exercise. *tudents underline nouns< ad;ecti,es and ,erbs &ro) the text gi,en =+utrition> and co)/lete the chart belo0.
$es/onsibilit#

'anera did(ctica lograrlas

de to 0or1 indi,iduall#

In,ol,ing the students

"o)/rende la noci-n # las /ro/iedades del texto.

Moti,ating the students to identi&# the correct use o& the 0ords.

Com2etencia 3en$rica a desarrollar

N.!esarrolla inno,aciones # /ro/one soluciones a /roble)as a /artir de )todos establecidos.

'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

Encouraging the) to classi&# the 0ords

Identi&# the &unction o& the 0ords

A 0ritten exercise

Com2lete the ta/le /elo= /y using the =ords you underlined on the text >+utrition?" .d0ecti*e +oun er/

Cierre

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar Com2etencia disci2linar a desarrollar 'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

Real<life Reading tas8s

+o"

*tudents ans0er a )ulti/le choice tas1 'anera did(ctica lograrlas

In,ol,ing the students

$es/onsibilit#

de to 0or1 indi,iduall#

E,al%a un texto )ediante la co)/araci-n de su contenido o con el de otros< en &unci-n de sus conoci)ientos /re,ios # nue,os.

Moti,ating the students to read and identi&# s/eci&ic in&or)ation

6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados.

Encouraging the) to de,elo/ reading co)/rehension

Identi&# the use&ul in&or)ation to be a//lied in real li&e

Text and dictionar#

Aealthy Eating

Tips for a Healthy Diet and Better Nutrition

Health# eating is not about strict nutrition /hiloso/hies< sta#ing unrealisticall# thin< or de/ri,ing #oursel& o& the &oods #ou lo,e. $ather< itDs about &eeling great< ha,ing )ore energ#< and 1ee/ing #oursel& as health# as /ossible Q all 0hich can be achie,ed b# learning so)e nutrition basics and incor/orating the) in a 0a# that 0or1s &or #ou. "hoose the t#/es o& &oods that i)/ro,e #our health and a,oid the t#/es o& &oods that raise #our ris1 &or such illnesses as heart disease< cancer< and diabetes. Ex/and #our range o& health# choices to include a 0ide ,ariet# o& delicious &oods. Learn to use guidelines and ti/s &or creating and )aintaining a satis&#ing< health# diet.

Aealthy Bast Bood

Tips for Making Healthier Fast Food Choices

A)erica has been called a R&ast &ood nationR and &or good reason. E,er# da#< one out o& &our A)ericans eats &ast &ood. I& #ou are eating out< &ast &ood restaurants are o&ten the chea/est o/tion< but un&ortunatel#< not usuall# the healthiest one. Eating ;ust one &ast &ood )eal can /ac1 enough calories< sodiu) and &at &or an entire da#< but the @uic1CandCchea/ te)/tation can be hard to resist. As an in&or)ed custo)er< #ou can )a1e healthier choices and still en;o# the con,enience o& &ast &ood restaurants.

Learning to make healthier choices at fast food restaurants

Ma1ing healthier choices at &ast &ood restaurants is easier i& #ou /re/are ahead b# chec1ing guides that sho0 #ou the nutritional content o& )eal choices at #our &a,orite restaurants. :ree

do0nloadable guides hel/ #ou e,aluate #our o/tions. I& #ou ha,e a s/ecial dietar# concern< such as diabetes< heart health or 0eight loss< the 0ebsites o& national nonC/ro&its /ro,ide use&ul ad,ice. Kou can also choose to /atronize restaurants that &ocus on natural< high @ualit# &ood. I& #ou donDt /re/are ahead o& ti)e< co))on sense guidelines hel/ to )a1e #our )eal healthier. :or exa)/le< a see)ingl# health# salad can be a diet )ine&ield 0hen s)othered in highC&at dressing and &ried to//ings< so choose a salad 0ith &resh ,eggies< grilled to//ings and a lighter dressing. 'ortion control is also i)/ortant< as )an# &ast &ood restaurants ser,e enough &ood &or se,eral )eals in the guise o& a single ser,ing.

Snderline the correct o/tion 1. Health# eating isFFFFFFFFFFFFF a. :eeling bad b. ha,ing less energ# 2. a. b. c. 3. a. b. c. 4. a. b. c. 5. a. b. c. To be health# #ou needFFFFFFFFFFFFFF :ood that i)/ro,e #our health :ast &ood ?;un1 &ood :ood that contains a lot o& calories The &ast &ood restaurants areFFFFFFFFFFFFFFF ,er# ex/ensi,e o/tion to eat chea/er than other t#/e o& restaurants the best o/tion to eat in a health# 0a# A)erica is called T&ast &ood nationU becauseFFFFFFFFFFFFFFFFF 'eo/le eat health# &ood 'eo/le eat a lot o& ;un1 &ood 'eo/le eat @uic1l# Ma1ing healthier choices at &ast &ood restaurants isFFFFFFFFFFFFFFFF interesting di&&icult eas# c. ha,ing )ore energ#

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar Com2etencia disci2linar a desarrollar 'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

%earning log

+o"

Students read and =rite a narrati*e a/out the text CAealthy EatingD
*olidarit# $es/onsibilit#

'anera did(ctica lograrlas

de to 0or1 in tea)s

In,ol,ing the students

E,al%a un texto )ediante la co)/araci-n de su contenido o con el de otros< en &unci-n de sus conoci)ientos /re,ios # nue,os.

Moti,ating the students to read and 0rite s/eci&ic in&or)ation

6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados. Encouraging the) to de,elo/ reading co)/rehension and 0riting a narrati,e

Brite s/eci&ic in&or)ation about the reading

Text and dictionar#

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+om/re de la acti*idad

@ord /uilding A )refixes and suffixesB

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Instrucciones 2ara el estudiante

*tudents )atch the correct su&&ix and /re&ix to &or) a ne0 0ord. *tudents loo1 &or the 0ords =0ith su&&ixes> in the text belo0 and underline the). *tudents co)/lete the text using the 0ritten /re&ixes. 'anera did(ctica lograrlas
In,ol,ing the students

.ctitudes a formar Com2etencia disci2linar a desarrollar 'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

$es/onsibilit#

de to 0or1 indi,iduall#.

"o)/rende la noci-n # las /ro/iedades del texto.

Moti,ating the students to identi&# and 0rite the /re&ixes and su&&ixes in a correct &or) 6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados. Encouraging the) to i)/ro,e their 1no0ledge about /re&ixes and su&&ixes.

Identi&# and 0rite 0ords that contain /re&ixes and su&&ixes

Texts

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Fuentes de informacin 3losario .nexos !""#$% Fundamentos tericos

4EA2(.9 )-4A-E9?1 &'%"#$%

+om/re de la acti*idad Instrucciones 2ara el estudiante .ctitudes a formar Com2etencia disci2linar a desarrollar 'anera did(ctica de lograrlo Com2etencia 3en$rica a desarrollar 'anera did(ctica de lograrlo )roducto de a2rendi&a0e Recursos materiales de a2oyo

Identifying connectors

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*tudents select the correct connector to co)/lete the text. 'anera did(ctica lograrlas de to 0or1 indi,iduall#.
In,ol,ing the students

$es/onsibilit#

"o)/rende la noci-n # las /ro/iedades del texto.

Moti,ating the students to 1no0 connectors and use the) correctl#.

6. Escucha< inter/reta # e)ite )ensa;es /ertinentes en distintos contextos )ediante la utilizaci-n de )edios< c-digos # herra)ientas a/ro/iados.

Encouraging the) to i)/ro,e their 1no0ledge about connectors.

Identi&# connectors and use the) in a correct &or).

Text and dictionar#

RE.DI+3 STR.TE3;: "O++E"TO$*

*tudents co))onl#9 Get con&used 0hen the# translate &alse cognates as true cognates. !o an incorrect translation o& a 0ordX the# select the &irst de&inition that the# &ind in a dictionar# 0ithout loo1ing &or the correct &unction o& the 0ord =,erb< ad;ecti,e< etc.> !o a literal */anish translation o& a text and )an# ti)es it does not ha,e coherence. Ha,e gra))ar and s/elling )ista1es. !o not ha,e enough ,ocabular# to ex/ress their o0n ideas.

Instrumento de E*aluacin

The students 0ill be e,aluated according to their /er&or)ance on each acti,it# using the assess)ent &or)at.

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"lasses /rogra))ing interru/ted = studentDs industrial ,isit< > *chools do not ha,e the re@uired e@ui/)ent or ser,ices

A&ter &inishing this guide #ou 0ill be able to9 $ead an in&or)ati,e text< charts and ad,ertise)ents $ead and 0rite a narrati,e text Snderstand and use ex/ressions using connectors Sse /re&ixes and su&&ixes Sse a ne0 ,ocabular# related to a s/eci&ic to/ic Sse re&erence 0ords &or building cohesion Snderstand se@uences in in&or)ation texts $ecognize and use ex/ressions &or stating /ur/oses Identi&# the s/eech =gra))ar and ,ocabular#> in texts In&er the )eanings o& un1no0n 0ords

7i/liografia

>SE59E+CES" English for 7achillerato Tecnolgico 4? 7y Culian Thomlinson: Ro/ @aring and )hil @oodall ,EI+%E CE+3.3E %earning D##E" Documento: REFOR'. I+TE3R.% DE 7.C,I%%ER.TO 7achillerato TecnolFgico" )rograma de Estudios" InglGs" SE'S< COSD.C 'Gxico: D##E" ==="geocities"com ==="=i8i2edia"com