Documente Academic
Documente Profesional
Documente Cultură
ASIGNATURA
INGLS V
Mdulo II
Tecnologa para la conservacin y transformacin de la leche
Submdulo II
Efectuar anlisis fisicoqumicos a la leche y productos lcteos
adeTa Pgina
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CRDITOS
Araujo Becerra Mara Azalea Plantel III
Castillo Rodrguez Yadira Plantel I
Corts Magaa Vivaldo Plantel V
Hernndez Gamboa Javier Plantel IV
Ibarra Ruiz Sonia de Jess Plantel I
Martnez Hernndez Reyno Plantel VII
Martnez Amaya Ma. Del Rosario Plantel V
Reyes Macas Jos Guadalupe Plantel III
Rodrguez ngeles Isabel Carmen Plantel I
Saldaa Medrano Claudia Plantel II
Torres Aguilera Josefina Plantel III
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UNIDAD I Textos descriptivos
Textos informativos
STUDENT IDENTIFICATION
Name _________________________________________________________
First name last name
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PRESENTACIN
Por ello, las nuevas versiones de los programas destacan los aprendizajes que permitan a
los jvenes articular conceptos, procedimientos y actitudes que favorezcan el desarrollo de
sus capacidades, tanto para continuar en la educacin superior y transitarla con xito, como
para incorporarse al trabajo con una formacin que les permita ejercer plenamente su
ciudadana, tomar decisiones de manera responsable y mejorar su calificacin profesional
Actualmente el idioma ingls es el que se prefiere en la ciencia en general, y ms del 80%
de la informacin en Internet la encontramos en ingls. El aprendizaje de este idioma debe
contribuir al desarrollo intelectual del alumno, esto es, al conocer una lengua extranjera se le
proporciona al individuo ventajas y herramientas para un eficiente desenvolvimiento personal,
profesional y acadmico. Se espera que gradualmente se vaya despertando en el alumno el
inters por aprender el idioma, al desarrollar diversas habilidades en cada asignatura, y
mediante este proceso se pueda llegar al objetivo de que el estudiante comprenda y se
comunique en un ingls bsico (Programa de Estudios de Ingls, Bachillerato Tecnolgico RIEMS, Pgs.
1,4 Mxico, COSDAC, 2009)
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Para lograr lo anterior, esta gua se conforma de tres unidades, descritas a continuacin:
UNIDAD II.
UNIDAD III.
Esperando que este material de apoyo sea de gran utilidad en tu proceso de aprendizaje, as
mismo despierte el inters por conocer y aprender ms, te deseamos el mayor de los xitos.
MAPA CURRICULAR
COMPONENTE DE CAMPO DE
FORMACIN: CONOCIMIENTO:
Propedutica Comunicacin
ASIGNATURA ASIGNATURA
ANTECEDENTE: CONSECUENTE:
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ESTRUCTURA GENERAL DE LA ASIGNATURA DE INGLS
ANTECEDENTE:
Ingls IV
Ingls V
Conceptos
subsidiarios
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COMPETENCIA DE LA ASIGNATURA
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COMPETENCIAS GENRICAS
Se autodetermina 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.
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COMPETENCIAS PROPUESTAS PARA DESARROLLAR EN EL ESTUDIANTE EN LA
ASIGNATURA DE INGLS V, BASADAS EN EL CANADIAN LANGUAGE BENCHMARK
(Pawlikowska- Smith, Grazyna. Canadian Language Benchmarks 2000, English as a Second
Language for Adults. Centre for Canadian Language Benchmarks. Pages194. www.language.ca)
SPEAKING V READING V
El estudiante es competente al: El estudiante es competente al:
-Incorporarse a una conversacin con tpicos -Leer textos que contengan de tres a cinco
familiares prrafos de extensin
-Comenzar a utilizar oraciones largas, -Entender las ideas principales, algunos
aunque dude o haga pausas algunas veces detalles e inferir el significado de un texto
-Usar un vocabulario amplio comn, adems -Leer textos en cualquier campo del saber
de algunos modismos humano
-Sostener conversaciones simples en el -Seguir instrucciones de siete a diez
telfono, pero aun encontrando dificultades pasos, aun cuando no posea apoyo de
-Utilizar lenguaje formal y casual imgenes
-Solicitar que le clarifiquen la idea o -Entender hechos y hacer algunas
instruccin cuando no la entienda inferencias en textos comunes y
especializados
-Localizar detalles especficos en extensos
directorios, tablas de contenidos, ndices y
glosarios
-Entenderla conexin entre prrafos y
poder predecir lo que sigue
LISTENING V WRITTING V
El estudiante es competente al: El estudiantes es competente al:
-Escribir un prrafo siguiendo una idea
-Entender conversaciones, si la gente habla o una opinin, dando detalles
lentamente -Escribir una carta breve. Una nota o e-
-Puede seguir discursos simples, repetitivos y mail, usando el lenguaje apropiado
predecibles -Llenar un formulario simple que
-Entender muchas palabras en una
contenga de 20 a 30 conceptos
conversacin informal, a una velocidad
normal, en audio grabadora o radio, y seguir -Tomar un mensaje telefnico que
la idea principal, si le es relevante contenga de cinco a seis detalles
-Entender un rango amplio de vocabulario -Escribir un prrafo con base en una
comn, incluso modismos idea principal soportada con detalles
-Solicitar que le repitan algunas ideas, -Elaborar enunciados con buen control
especialmente cuando le hablan con rapidez de estructuras simples, escritura,
-Identificar la situacin, el estado emocional y puntuacin y vocabulario
la relacin entre personas que hablan -Escribir un prrafo, describiendo un
- Entender un mensaje telefnico predecible evento o un incidente
y simple -Seleccionar e leguaje y contenidos
-Obtener un significado inferido desde
anuncios, ofertas y sugerencias
apropiados, de acuerdo con la ocasin
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Esta Gua de Ingls V es la ltima de una serie de 5, que han sido elaboradas por el
colegiado de la Academia Estatal de Ingls de los CECYTESLP (Colegio de Estudios
Cientficos y Tecnolgicos del Estado de San Luis Potos) con la autorizacin de la Direccin
General del Colegio
Esta Gua de Aprendizaje de ingls V, contiene actividades y ejercicios que son de utilidad
para potenciar las habilidades Reading, Listening, Writing y Speaking; ya que existe
vinculacin entre las actividades que se presentan.
La estructura de esta gua tiene la finalidad de que exista un auto-aprendizaje, pues con
buena actitud y dinamismo se puede avanzar de manera rpida.
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RECOMENDACIONES PARA EL ALUMNO
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Nombre: Al trmino de la unidad el alumno conocer y
aplicar las Estrategias de Comprensin Lectora, las
cuales le dan pauta para comprender el contenido de
1
textos en ingls con diversa finalidad.
1. Estrategias de Lectura
3. What is Mechatronics?
4. Digestive system
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HABILIDADES Y DESTREZAS
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Nombre Taxonoma de Estrategias de Lectura No. 1
Las Estrategias para la Comprensin de lectura son una herramienta para todo el que desea
obtener informacin de manera rpida y confiable al consultar textos en otro idioma, no
solamente ingls; el siguiente documento indica de manera sencilla qu hacer cuando se
tiene inters por conocer el contenido de textos diversos.
El lector:
a) Se hace consciente del tipo de texto que intenta comprender, un fragmento o todo.
b) Hacemos referencia a las ilustraciones, diagramas, ttulos o tipografa especial del texto.
c) El selecciona el propsito y el tipo de letra.
El lector:
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III. Establecimientos de lazos lxicos.
El lector:
El lector:
a) Relee el texto para una mayor comprensin del texto y aclara dudas.
b) Hace parfrasis del texto para mayor comprensin.
c) Realiza la traduccin de una palabra o una frase a L1.
d) Usa el contexto para interpretar una palabra o frase.
e) Percibe la estructura superficial del texto.
f) Encuentra y reconoce los conectores.
El lector:
En estas estrategias se exponen algunos modelos bsicos del proceso de lectura en L1 y L2.
Hay numerosos modelos de este proceso; los cuales son primordialmente interactivos y de
esquema.
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La construccin de modelos tericos y de clasificaciones de estrategias est evolucionando y
mientras se investigue, cada vez ser de mayor utilidad para dominar el proceso de lectura
de comprensin en Ingls Tcnico
Las estrategias de lectura y los propsitos del lector estn estrechamente relacionados. Su
identificacin es capital, pues su eficaz aplicacin permite al lector ser ms eficiente.
Las estrategias de lectura y los propsitos del lector, estn estrechamente relacionados, su
identificacin es muy importante porque su aplicacin permite al lector ser ms eficiente.
TIPOS DE LECTURA
Mirada superficial. Cuando se hojea una publicacin con el fin de determinar si nos interesa
o no. Esta incluye toda la informacin grfica y tipogrfica- tipo y tamao de letra, dibujos,
fotos o diagramas, etc. (surveing).
Lectura global. Para obtener una idea general; consiste en un recorrido rpido del texto a fin
de formar una idea de cmo est organizado (la primera plana del peridico, por ejemplo)
(skimming).
Lectura rpida o de exploracin. Para encontrar informacin especfica; solo una idea, un
hecho, un detalle especfico, una pista para despus continuar en velocidad normal. Es
encontrar cierta informacin entre varios elementos (fechas, datos bibliogrficos, etc.)
(scanning).
Lectura detallada. Que se realiza normalmente con propsito de estudio (search reading).
Inferencia. Cuando se trata de deducir, de sacar una conclusin, de pasar de una hiptesis a
otra, (inference).
Referencia. Consiste en la capacidad de relacionar una palabra con otra, un prrafo con otro
descubriendo as la red de significacin de un texto. (reference).
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APLICACIN DE LAS ESTRATEGIAS DE LECTURA
I.- Prediccin
Apoyo Visual: Distribucin del texto, forma en que est presentada la informacin: ttulos,
subttulos, divisin en prrafos, en un solo bloque, etc., reconocimiento tipogrfico, todos los
elementos grficos que conforman un texto, tipo y tamao de letra, dibujos, fotos, etc.
De contenido a partir de: ttulo o subttulo, la primera lnea del texto, una lectura global del
texto, para obtener una idea general. (skimming)
Propsito del lector: el tipo de lectura est en funcin de las necesidades del lector.
Funcin del texto: determinar el valor comunicativo de un texto sin lo cual no es posible su
comprensin cabal. El lector debe determinar si este texto proporciona: informacin,
instruccin, sugerencia, etc.
Diferenciar entre hecho (objetivo) y opinin (subjetivo): discriminar entre los hechos y las
opiniones.
Uso de referentes, tales como pronombres que se refieren a algo ya mencionado o que se
va a mencionar.
Uso de conectores, son palabras que establecen relaciones entre las oraciones
(enunciados) y prrafos que forman el texto.
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Extraccin de informacin especfica (scanning), localizar en qu prrafo se encuentra la
informacin y leerlo con ms atencin.
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Text 1
British mechanic Neil Walkingshaw was looking for a way to care for his newborn child when
he approached his boss with a proposal in early 2000. Reluctant to hire a babysitter once his
wifes maternity leave ended and she returned to work, Walkingshaw asked if he could switch
to part-time hours in order to spend half of each day at home looking after his son. His
employer refused, saying the paperwork would be too messy and that it would be difficult to
get anyone to share Walkingshaws job. Knowing that the company he worked for had
granted similar requests to female employees, Walkingshaw sued on the grounds of sex
discrimination. On November 20, 2001, an industrial tribunal ruled that Walkingshaw had
been discriminated against and awarded him 3600 pounds. The ruling is believed to be the
first of its kind, and demonstrates just how much views on parental roles have changed over
the years.
Studies have also found that the presence of the father in the home can contribute to lower
juvenile crime rates, a decrease in child poverty, and lower rates of teenage pregnancy.
Differences in parenting styles between men and women are also believed to contribute to
childrens ability to understand and communicate emotions in different ways. The research
supports claims by some groups that the absence of a father in the family is the single biggest
social problem in modern society.
In recent years, organizations like the U.S. based National Fatherhood Initiative have begun
to argue that the presence of the father is vital to a childs development. These organizations
aim to encourage fathers to take a more active role in their childrens lives. The movement
also calls for the creation of a new image of fatherhood, one that goes beyond the traditional
view of the father solely as provider, and also includes the equally crucial roles of nurtures,
moral example, disciplinarian and teacher.
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Exercise 1:
Read the text using Skimming. After that, work with a classmate to solve exercise 2
Exercise 2:
Use Scanning to answer the following questions:
___mec_________________________________________________________
____________________________________________________________
c) What do some studies found about the presence of the father at homes?
____________________________________________________________
d) Are important the styles between fathers and mothers for children?
____________________________________________________________
e) If you were now father or mother what do act with your children?
_____________________________________________________________
____________________________________________________________
Exercise 3:
Underline with red color the cognates you find in the text above, and write them in the
space below:
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Text 2
Use only rigid or flexible metal 10 cm (4) diameter ductwork for exhausting to the
outdoors. Never use plastic or other combustible ductwork.
This appliance must be properly grounded and installed as described in these
instructions
Do not install or store appliance in an area where it will be exposed to water/ weather
For installation in garages, refer to local codes
INSTALLATION
Step 1
Remove and save literature from dryer drum.
Step 2
Tilt the dryer and remove the foam shipping pads by pulling at slides breaking away from
dryer legs. Be sure to remove all foam pieces around legs
Step 3
Move dryer to desired operating location
Step 4
Adjust all four leveling legs to match washer height. Dryer must be level and rest firmly on all
four leveling legs
Step 5
Adjust the two stabilizing legs to contact the floor
Step 6
Connect gas supply (see GAS CONNECTION INFORMATION section of this instruction)
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Step 7
Connect to power supply. (See ELECTRICAL CONNECTION INFORMATION section of this
instruction)
Step 8
Connect external exhaust (See EXHAUST INFORMATION section in this instruction)
Check for proper operation (power supply and venting)
Step 9
Place Owners Manual and Installation Instructions where they will be accessible to the user
Exercise 1:
Choose one of the three options for the title of the text, then underline it.
Exercise 2:
Search the meaning of the words in the square according the context of the reading in
your dictionary
English Spanish
Governing
Customer
Qualifier installer
Store appliance
Shipping pads
Away from
Shock hazard
Power supply and venting
Exposed to water
Exercise 3:
Write the communication situation in the text, answer the questions:
What? __________________________________________________
Who? ___________________________________________________
Where? _________________________________________________
When? __________________________________________________
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Text 3
WHAT IS MECHATRONICS?
It is a Japanese word which combines the words: mechanics and electronics. The
mechatronics consists of the following four areas:
Area of actuators:
When an object moves, actuator must be determined to consider the speed, accuracy and
stability required at the time. Therefore, requires knowledge of the correct actuator. As a
typical actuator various types of electric motors, are cited for example, DC servo motor, servo
AC motor and so on. In the actual plant or machinery, air cylinders and / or water are widely
used
Machine area:
In a production plant, the machine itself is a machine tool or general purpose machine tools.
Since the machine itself is regarded in other words as the mechanism of the interface or
mechanical interface.
Exercise 1:
Read the text to a partner and underline with red color at least 10 unknown words, find
the meaning in Spanish and write them on your notebook.
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Exercise 2:
Search the verbs in the text and write present, past and past participle tenses of each
one, as in the example:
Exercise 3:
Underline the correct answer: What does this text indicate?
Exercise 4:
Make a diagram with the information of the text above:
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Nombre Textos informativos y descriptivos No. 1
Informative texts
They are those texts which reveal the most important events that occur in the different fields
of science and technology, arts, sports, etc.
You can find this type of texts in newspapers and magazines; informative texts allow us to
know important events what happened? who? how? when? where? and why?
Descriptive texts
They are those in which descriptions are used to make the message be understood better.
There are three types of description:
1. Physics: It occurs by means of an illustration with the names of each of the parts that
comprise the described object.
2. Process: Provides the sequence or the phase in which a process or phenomenon occurs,
in some occasions is represented by a diagram and using arrow keys.
3. Function: In this type of description is detailed the function or activity carried out by
different parts of the subject matter; usually includes a process or physical description.
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Nombre Informando y describiendo acciones
Text 1
1
2
DIGESTIVE SYSTEM 3
4
The digestive tract is a long tube, with important glands
5
embedded, that transform the complex food molecules into
simple and easily usable substances by the body.
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liter bag and a half capacity, whose secret powerful gastric mucosa, in the stomach; the food
is stirred into a porridge called chyme.
At the exit of the stomach, the digestive tract extends with the small intestine, about seven
meters long, but retreated on him. In its first portion or duodenum it receives intestinal glands
secretions, bile and pancreatic juices. All these secretions contain a large amount of enzymes
that degrade foods and it transforms them into simple soluble substances.
The digestive tract continues along the large intestine, something more than meter and half in
length. Its final portion is the rectum, which ends in the year where evacuate to the outside of
the indigestible remains of food.
Anatomical description
The digestive tube is formed by: mouth, esophagus, and stomach, small intestine that
consists of duodenum, jejunum and ileum. The large intestine is composed of: cecum and
Appendix, colon and rectum.
(With your biliary vesicle) liver and pancreas are part of the digestive system, though not in
the digestive tract.
1. Right nostril 2. Oral cavity 3. Pharynx 4. Esophagus 5. Trachea
6. Diaphragm 7. Spleen 8. Stomach 9. Transverse colon 10.Thin bowel (jejunum)
11. Descending colon 12.Liver 13. Gallbladder 14.Pancreas 15.Duodenum
16. Ascending colon 17.Blind 18. Thin bowel (ileum) 19. Appendix 20.Pelvic colon 21. Rectum
Exercise 1:
Underline the definite articles and circle the undefinite articles of the text.
Exercise 2:
Complete the following information according text 2, writing on the line the correct
number.
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Exercise 3:
Read the text using scanning and then describe the path of the food in the digestive
system and write their names on the line
Example: 1. mouth
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
8. ___________________________
Exercise 4:
Write the correct form of the verb to be in simple present
Text 2
2. The mass is returned to the mixer, where the rest of flour and water are added, along with
the fat, margarine, sugar, milk, salt, and/or eggs. The ingredients should be mixed and
scattered evenly in the dough to form gluten (elastic protein product, which is when the starch
has been separated from the mass per wash).
3. Then the mass is divided and rounded, and it is immediately tested. Mass parts pass
through the styler, containing a series of rollers which will remove any excess gas and air to
ground. The dough pieces are formed in a cylindrical mold or bar (bread) and placed in
containers.
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4 Containers are placed in a test temperature and humidity controlled cabin, and are dropped
off by an hour. The containers are brought to an oven so that the dough is baked. This is the
most important part of the production process.
The oven temperature will transform the mass in a light, pleasant and appetizing product.
5. When the bread is removed from the oven, it should be cooled before that they are cut and
packaged.
6. Then, the loaves of bread will be packaged in automatically and taken to a warehouse
where he is kept in shelves to immediately respond to the demands of the market.
Exercise 1:
Read the text to a partner using skimming and answer the next questions
2. With what another name is called the period of fermentation in this case?
_________________________________________________________
5. Write processes that are carried out for the elaboration of bread:
____________________________________________________________
____________________________________________________________
Exercise 2:
Underline prepositions that you find in the text.
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Exercise 3:
Write on the lines the adverbs and their meaning you find in the text
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
Exercise 4:
Read again the text 3 and then make a diagram with the information. Listen to your
teacher indications.
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Text 3
Look at the title of the reading. Which of the following words do you think
will be in the reading? Why?
Write in Spanish the meaning of each word
competition money organization
According to legend, the ancient Olympic Games were founded by Heracles (the Roman
Hercules), a son of Zeus. Yet the first Olympic Games for which we still have written records
were held in 776 BCE (though it is generally believed that the Games had been going on for
many years already). At this Olympic Games, a naked runner, Coroebus (a cook from Elis),
won the sole event at the Olympics, the stage - a run of approximately 192 meters (210
yards). This made Coroebus the very first Olympic champion in history.
The ancient Olympic Games grew and continued to be played every four years for nearly
1200 years. In 393 CE, the Roman emperor Theodosius I, a Christian, abolished the Games
because of their pagan influences.
Approximately 1500 years later, a young Frenchmen named Pierre de Coubertin began their
revival. Coubertin is now known as le Rnovateur. Coubertin was a French aristocrat born on
January 1, 1863. He was only seven years old when France was overrun by the Germans
during the Franco-Prussian War of 1870. Some believe that Coubertin attributed the defeat of
France not to its military skills but rather to the French soldiers' lack of vigor.* After examining
the education of the German, British, and American children, Coubertin decided that it was
exercise, more specifically sports, that made a well-rounded and vigorous person.
Coubertin's attempt to get France interested in sports was not met with enthusiasm. Still,
Coubertin persisted. In 1890, he organized and founded a sports organization, Union des
Socits Francaises de Sports Athltiques (USFSA). Two years later, Coubertin first pitched
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his idea to revive the Olympic Games. At a meeting of the Union des Sports Athltiques in
Paris on November 25, 1892, Coubertin stated.
Let us export our oarsmen, our runners, our fencers into other lands. That is the true Free
Trade of the future; and the day it is introduced into Europe the cause of Peace will have
received a new and strong ally. It inspires me to touch upon another step I now propose and
in it I shall ask that the help you have given me hitherto you will extend again, so that together
we may attempt to realize [sic], upon a basis suitable to the conditions of our modern life, the
splendid and beneficent task of reviving the Olympic Games.**
His speech did not inspire action. Though Coubertin was not the first to propose the revival of
the Olympic Games, he was certainly the most well-connected and persistent of those to do
so. Two years later, Coubertin organized a meeting with 79 delegates who represented nine
countries. He gathered these delegates in an auditorium that was decorated by neoclassical
murals and similar additional points of ambiance. At this meeting, Coubertin eloquently spoke
of the revival of the Olympic Games. This time, Coubertin aroused interest.
The delegates at the conference voted unanimously for the Olympic Games. The delegates
also decided to have Coubertin construct an international committee to organize the Games.
This committee became the International Olympic Committee (IOC; Comit Internationale
Olympique) and Demetrious Vikelas from Greece was selected to be its first president.
Athens was chosen as the location for the revival of the Olympic Games and the planning
was begun.
* Allen Guttmann, The Olympics: A History of the Modern Games (Chicago: University of Illinois Press, 1992) 8.
** Pierre de Coubertin as quoted in "Olympic Games," Britannica.com (Retrieved August 10, 2000 from the World Wide Web.
http://www.britannica.com/bcom/eb/article/2/0,5716,115022+1+108519,00.html).
Exercise 1:
Read the following statements and check False ( F ) or True ( T ) according with the
lecture, if you think the sentence is false, correct the sentence to make it true.
T F
1. Olympics Games were founded by Zeus
2. In 393 CE, the Roman emperor Theodosius I, a Christian,
abolished the Games because of their pagan influences
3. Athens was chosen as the location for the revival of the Olympic
Games and the planning was begun
4. Coubertin was the first to propose the revival of the Olympic
Games
5 The ancient Olympic Games grew and continued to be played
every four years for nearly 1200 years
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Exercise 2:
Look at the list of words and match with a definition on the right.
Exercise 3:
Look the followings pictures, investigate on the net about Olympics Games in each
year and work in teams writing a small paragraph
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UNIDAD II
Textos Narrativos
Textos Instructivos
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Nombre: El estudiante es capaz de expresar y aplicar
los conocimientos que le permitan comprender, interpretar
y utilizar textos narrativos e instructivos en tiempo pasado.
2
2. Simple past
3. Use to/used to
4. Quantifiers
6. Some/any
8. Past progressive
9. Cognates
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1. A part of my life
2. Change of life
3. The food
4. My childhood
5. The nutrition
HABILIDADES Y DESTREZAS
RESULTADO DE
A lo largo de la unidad se podr expresar en ingls, leer,
APRENDIZAJE comprender y seguir instrucciones con respecto a textos.
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Nombre Textos narrativos e instructivos No. 1
Instrucciones Comprender y usar correctamente las diferentes formas del
para el Alumno Pasado en textos narrativos e instructivos en ingls
Uso y
Manera
aplicacin Trabajo Individual
Conocimientos Didctica de
correcta del Trabajo en binas
a adquirir Lograrlos
tiempo pasado Trabajo en equipo
en textos
Narrative texts
They are related facts that can be developed in one place along a given space and time. This
story includes the participation of various characters, which may be real or imaginary, in that
narration need not be factual and maybe written from the perspective of a character in the
text. The style of a narrative is a choice made by the author based in part on text's genre,
purpose and structure
The purpose of narrative text is generally to entertain, inform or express ideas. Its sub-types
include fables, memoirs and adventure stories. Narrative text most often has a five-part
structure.
Stylistically, narratives can be described in many ways, including comic, tragic, sentimental,
reflective and ironic. Examples include news stories, novels, stories, history books,
biographies, memoirs, etc.
Instructional texts
The instructional text is one that provides a clear sequence of instructions that are intended to
develop an activity to reach a goal or accomplish a goal. The language should be precise and
concrete. Indicate instructions, operations or procedures recommended steps composed to
be met to achieve a result.
They require a special format. Development of procedures consisting of detailed steps that
must be met to achieve a result. Graphic marks are used as numbers, asterisks or dashes to
differentiate the series or sequence of steps.
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The characteristics of an instructional text can be showed with drawings, by type of
instructional text to be developed; applied to children of primary school grades find it
interesting to observe allowing more guidance in the process. Examples include use
instructions, first aid, recipes, safety rules, etc.
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Text 1
A PART OF MY LIFE
Hello. Today is Monday and the weather is nice but yesterday it was very cold.
My name is Jesus, I was born in San Luis Potosi, I am Mexican, but now I live in California
State, I am 17 years old. When I was much younger I was really naughty and I wasnt very
friendly, I am the youngest of the family and I was very spoiled. I lived in Mexico and when I
was 7 years old, my father decided move to USA. I have two brothers, their names are Mike
and Tomas and one sister, her name is Isabel.
When we were much younger we had a little cat, his name was Denver, and it was black and
very lovely.
My sister Isabel was a very good student, she is beautiful and intelligent woman, and she is
26 years old. Her favorite actor is Brad Pitt. She was working in a factory but now she doesnt
work, she is traveling with her friends.
My brothers werent good students when they were much younger, but now they are
excellent students and they are studying in the same university, when they were 10 and 12
years old they were very good tennis players. My brother Mike was very shy and Tomas was
very serious. Now they are very funny and very nice.
My father and my mother are very hard workers. They are friends for us. My mother was a
housewife but now she is an excellent nurse and my father was a very grumpy man and he
never was in the house, because he was at the police station all day; however, now he
spends a lot of time with us, he is a good police and he always helps me when I have some
problems.
My house was small and it was red and yellow colors. Now, my house is big and I like it.
Now, I am in high school. I am happy and I like school, Enrique Morales and I are very good
friends, he is my best friend; Yesterday we were at the party for my birthday. Today he is
absent, he is sick because of the cold drinks that he drank.
When I was in the junior high I wasnt happy. The classes were boring and the teachers
werent very friendly. I was a little lazy, but Im not now. I think Im really hard working student
and I like the school.
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Exercise 1:
In pairs read the story, using skimming, and then answer the questions below.
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Exercise 2:
Complete the table below using scanning
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Exercise 3:
Now write your own story using the past of Be in your notebook.
Exercise 4:
In team find present verbs in English in the square below, and then, complete the table
as in the example:
f e a t q w r t y u i u i e v i l j c o o k h g f d s a a z x c b v
n u q g m k j h g s i t d s s a q w e r t y u i o y u b p m n r b
b d r i n k t y q r e r t y r q a z d f g y t u h e k r s k j l e d
b y a a e y h g q w e q c k i m r g o q w o r e r s o e t m u u a
v t t w w t n u o c d a l y d j j n u q c o o c j t o c b j m n k a
c r r w a q h e k r s z o y e u t b d r s i w i t u i i t u p u j q
c e a e l a a s d f g h s o f m h y d j j i a t h d i t s m d f h j
e w v f b e c o m e s f e s s f t h i n k u e c t y u c u f c u t w
t a e h n u q o d f g h e h e k r s m n b v c x z s d a f g h t i h
i l l o b d r o z x c k c v b n e m y d j j z x c k p r s m d f o g
r s s o z d w i q w a h c u m r r p m p e e l s p o d p y t r p i e
w a d i n x e i q h e r t s j j a d j h j z x c k v c u m u w d i s
x s f i n u q u s x z a i s u t s c u b u i l d c b h p j p a c u t
d a r e b d r b m r g n h j m h e h m h e k r s g j y d u d l h p u
q f g h z w s f g j g i k l f c u b f r e b m e m e r c m c k m d d
e h h g x s a y j t y d j j h g f d z x c k s a z z x c f v b n c y
m y j w f e e n e h t u f o l l o w y h e k r s s d e k a t w t h a
o t k e h c u b t z x c k c u b f r e b m u f h c u h j d f o p r w
c r l w y s m d f f r e b m e o w i n y i g l f u s e f x o d d j w
w e k r s l e e p y d j j i u r s m d f t s y h c u h d h d x c t e
e s m d w s m d f a f d o h c u o u j n u q z x c k b s v s z h h g
a r b f f p u s h e k r s l m n b w x b d r y d j j z x w i s h v h
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Present Past Past participle Spanish Regular Irregular
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Nombre Change of life
Text 2
CHANGE OF LIFE
Maria Gomez was born in Tabasco. She grew up in a small village. She began school when
she was six years old. She went to elementary school, but she didnt go to high school. Her
family was very poor, and she had to work when she was thirteen years old. She worked on
an assembly line in a shoe factory.
When Maria was seventeen years old, her family moved to the United States. At first, they
lived in Los Angeles, after two years, they moved to San Francisco. When Maria arrived in the
United Sates, she wasnt very happy. She missed her friends back in Tabasco, and she didnt
speak any word of English. She began to study English at night, and she worked in a factory
during the day.
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Maria studied very hard. She learned English, and got a good job as a secretary. Maria still
studies at night, but now she studies advertising at a business school. She wants to work for
advertising company some day and write commercials.
Maria still misses her old friends, but she communicates with them very often by the net.
Shes very happy now, and shes looking forward to an exciting future.
Exercise1:
Read the text using scanning and then answer the questions.
Exercise 2:
Write a title for the reading and after that, underline the verbs in past to make a list with
them in your notebook.
Exercise 3:
Did you have any change in your life? Im sure about it; Write how it was, using the
past tense.
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Exercise 4:
Which of the next activities did you do yesterday? Make sentences.
Look at the example: I didnt watch TV yesterday
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
Exercise 5:
Francisco is the manager of an important company. Look his diary of yesterday and
write about the things that he did and he didnt do. Check the example:
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Exercise 6:
Answer the next questions about you
Exercise 7:
Complete the sentences in negative and affirmative forms. Look at the example:
Carla usually Studies English, but She didnt study English yesterday. She studied
mathematics
1.-Paul usually writes to his friends, but he _________ __________ to his friends yesterday.
He _____________ to his cousins.
2.-I usually drive to the park on Saturday, but I _________ ___________ to the park last
Saturday. I _________ to the mall.
3.-We usually arrive late, but We __________ __________ late today. We ________ on
time.
4.-My husband and my son usually take a shower every morning, but they _____ ______ a
shower in the morning today. They ______ a shower in the afternoon.
5.-Margaret usually reads the newspaper in the morning but, she __________ _________
the newspaper yesterday. She _________ a magazine.
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Exercise 8:
Write the verbs in English in present form.
28
14
16
17 1
5 18
19 20 23
4 3 7
15
21
6 24
* 11
27 22 26 25
8 9 12
10
13
ACROSS DOWN
1.Contestar 8.-Ganar 14. Colocar, poner
2.-Construir 9.-Leer 15.-Empezar 22.-Bailar
3.-Perder 10.-Parar 16.-Escribir 23.-Hacer
4.-Mostrar 11.-Lavar 17.-Extraar 24.-Robar
5.-Conocer (gente) 12.-Barrer 18.-Entregar 25.-Sealar
6.-Recordar 13.-Gozar 19.Despertar 26.-Estudiar
7.-Prestar 20.-Vivir 27.-Esperar(lugar)
21.-Cabalgar 28.-Dar
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Exercise 9:
9
17
2 6 1 8 10 16 17
8
15
3 9
1
4 * 16
2 * 15 20
11
10 7 13 14
3 12 13 19
5 12 22
4 18
11 14
21
7
5 20
21
6 19
18
ACROSS DOWN
1.listen 12. read 1. wake up 11. dare
2. grow up 13. drive 2. build 12. do
3. stop 14. dance 3. dream 13. go
4. teach 15. drink 4. repeat 14. sell
5. give 16. resist 5. Think 15. dress
6. turn 17. live 6. lend 16. finish
7. break 18. belong 7. point 17. play
8. write 19. let 8. erase 18. expect
9. accept 20. meet 9. visit 19. name
10. see 21. send 10.sit 20. pay
11. hear 22. open 21. run
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Exercise 10:
Identifies the mistakes in the next sentences and write it correctly, using inference.
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Nombre The food
Text 3
THE FOOD
Exercise 1:
Read the following text and answer the questions with Search Reading Strategy.
Recipe:
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Very easy
4 people Soon (0-20') Cheap
This delicious salad is from Ecuador and is made with tuna or shredded chicken. Its ideal for
a summer day. Serve alone or accompanied with crackers.
Ingredients:
Preparation:
Turn to cook the potatoes in salted water without peel and cut in half for 15-20 minutes or
until tender.
Meanwhile, in a bowl put onion with lemon and salt and set aside.
When the potatoes are cooked and cooled, peel and cut into small cubes.
The container is ready to serve, drain the tuna oil (though not completely) and separated
with a fork.
Once done, add: potatoes, onions, peppers and tomatoes. Mix everything and test for
seasoning.
This is the time to add more salt, pepper or lemon. If it is too dry you can add a little olive oil.
A tip
To get an excellent sliced onion it is necessary to cut it finely and put enough lemon with salt
and let stand for about 15-20 minutes.
Useful information:
Country: Ecuador
Season: Spring-Summer
Age: All family
Hot: Nothing spicy
Vegetarian: No
Temperature: Cold
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Questions:
1. What is the name of the dish?
4. Is it a spicy recipe?
7. Why the parsley and crackers are not indicated in the preparation of the recipe?
Exercise 2:
Make a list in your notebook, with the unknown words and search the meaning in your
dictionary.
Exercise 3:
According to the text separates and lists the countable nouns and uncountable nouns.
Exercise 4:
Write your favorite recipe that contains the ingredients and preparation.
Ingredients:
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Preparation:
Exercise 5:
According to your recipe, draw the ingredients, write their names in English and
separate the countable nouns and uncountable nouns.
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Exercise 6:
Interchange your recipe with 2 classmates and write 20 sentences using (many, much,
lot of, few, little, some and any) as in the example.
1. _________________________________________________________.
2. _________________________________________________________.
3. _________________________________________________________.
4. _________________________________________________________.
5. _________________________________________________________.
6. _________________________________________________________.
7. _________________________________________________________.
8. _________________________________________________________.
9. _________________________________________________________.
10. _________________________________________________________.
11. _________________________________________________________.
12. _________________________________________________________.
13. _________________________________________________________.
14. _________________________________________________________.
15. _________________________________________________________.
16. _________________________________________________________.
17. _________________________________________________________.
18. _________________________________________________________.
19. _________________________________________________________.
20. _________________________________________________________.
Exercise 7:
With the following images that illustrate the recipe development, write the ingredients
and its preparation.
Ingredients:
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Preparation:
Exercise 7:
Based on the previous exercise elaborate10 questions using (How much / How many)
and answer them. Check the example.
Example:
Question.- How much salt does the cake need?
Answer.- The cake doesnt need any salt.
1. _________________________________________________________.
2. _________________________________________________________.
3. _________________________________________________________.
4. _________________________________________________________.
5. _________________________________________________________.
6. _________________________________________________________.
7. _________________________________________________________.
8. _________________________________________________________.
9. _________________________________________________________.
10. _________________________________________________________.
Exercise 8:
Complete the dialogue using the words in the box
Hi! My friends and I will do a barbecue in the park, Charles and Anne talked about it and said
the next:
Charles: We have _______ hamburger in the _______, but we don't have ____ sausages.
Anne: Yes, we do. Let's buy some soda and some____________, too.
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Charles: All right. And how about some _______________?
Anne: Yeah. How about some fruit? Maybe __________ and ____________.
Anne: OK. So let's put apple pie and ice cream on the _______________.
Nombre My childhood
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Text 4
MY CHILDHOOD
Hello, my name is Ruben and I am going to share you about my childhood.
When I was a baby I used to sleep all the time and I used to drink my milk each three hours.
My mother didnt use to work; she used to be at home with me, and my brothers. She used to
clean the house in the morning and after that, she prepared the food for us. My brothers and I
used to hate the vegetables and didnt use to eat them. My mother didnt use to drink much
coffee. But now she has become addicted to it.
My father used to work in a bank and he didnt use to do exercise because he didnt use to
have enough time. He used to wear a shirt and a tie, and he used to help me with my
homework. He used to be fat but now he is thin.
My brothers Luis and Carlos used to wake up at seven oclock because their classes started
at eight oclock, and when they arrived to the house, they did the homework and after used to
play videogames after that, we used to watch cartoons on TV.
We used to live in an apartment, and the sofa used to be in the living room, but now it's in my
bedroom, and I used to share my bedroom with my brother, but now I have my own room.
And we used to travel every summer to Mexico City and we visited museums, and
amusement parks.
I enjoyed a lot my childhood, what did you use to do in your childhood? Write me about it.
Exercise 1:
Write about your childhood using use to and used to.
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Exercise 2:
Make sentences using the images with use to and used to.
Manuel___________________________________________________
They ________________________________________________________
My brothers_______________________________________________
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My little sister ________________________________________
Mauricio____________________________________________
I___________________________________________________
Sara ______________________________________________
My grandfather __________________________________________
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Nombre The Nutrition
Text 5
THE NUTRITION
Nutrition is the study of the food eaten, and the use of this food in the body. It is relatively new
science, which developed from physiologist and biochemistry. Indeed, it is so new and so little
accepted than even today many doctors do not recognized its importance in preventing and
combating disease. The latter is especially true: while many doctors understand the
importance of an appropriate diet in preventing illness, relatively few of them believe that
large quantities of certain nutrients can be major factors in curing certain problems.
There are six main classes of nutrients: water, proteins, carbohydrates, fats, vitamins and
minerals. All are essential to the body in different ways, though some may be dangerous if
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they are taken in excess. Water is the most important, and 70% of the body consists of water.
All cells contain water, and water is involved in almost every bodily process. A person will die
sooner without water that without food.
Probably the second most important nutrients are proteins, especially how these can
compensate for shortages of carbohydrates or fats in the body when necessary. There are
many different types of protein and they perform several functions: they provide a source of
energy, although not as immediate one as carbohydrates, and they are particularly important
when the body is growing, recovering from damage, or suffering stress.
Carbohydrates are important as the primary source of energy, especially in poorer countries.
In rich countries, about 40% of the diet consists of carbohydrates, but in some poor countries
this proportion is as high as 90%. The main reason is that carbohydrates are relatively cheap
and readily available (in bread, potatoes, sugar, rice, etc.) While proteins (especially from
meat and dairy products) are much more expensive and difficult to produce. In fact, certain
plants, such as peas and beans, are rich sources of protein. Today, not only vegetarians, but
also many economists and politicians suggest that we should take our proteins from plants
and animals.
Fats should provide about 20% of the bodys energy. However, excessive amounts of fats are
consumed by many people, average diets in some countries consisting of as much as 40%
fats. As a result, it is sometimes believed that fats are bad for you. This is untrue: an excess
of fats is bad for you. It should be noted that people who lived sedentary lives, working in
such places as offices or universities, need less fat than people who do heavy physical work.
Minerals are presents in the body in very small amounts, but they perform vital functions.
They have to basic roles: building and regulation. They are essential for building teeth and
bones especially, but they are also needed for muscle and nerves. In addition, they regulate
the balance of water in the body and the PH level of the stomach. Though the body contains
six major minerals and 10 minor ones, altogether they account for only about 4% of the body.
The final groups of nutrients, vitamins, do not provide energy, but they are used by the body
to help other processes. For example, the body needs phosphorous and calcium to make
bones but it cannot make bone unless vitamin D is present. Vitamins are divided into groups:
fat-soluble and water-soluble vitamins
Vocabulary
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Exercise 1:
Underline all the cognates and in your notebook write them with their meaning
Exercise 2:
Answer the next questions
Exercise 3:
Complete with the missing words, using the information in the text
3.- ___________ is the most important, and ________ of the body consists of __________.
All ________ contain water
4.- There are ________ main classes of nutrients: water, ___________, carbohydrates,
__________, vitamins and _____________. All are ________________l to the __________
in different ways.
5.- ________________ are presents in the body in very small ____________, but they
______________ vital ____________. They have to basic roles: _____________ and
____________.
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6.- __________________are important as the primary source of ___________, especially in
poorer countries. In rich countries, about _______% of the diet consists of ______________,
but in some ________ countries this proportion is as high as ______%.
7.- The final groups of nutrients, _____________, do not provide _________, but they are
used by ___________ to help other _________.
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UNIDAD III
Textos Cientficos
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Nombre: El estudiante habr aplicado las estrategias
convenientes, utilizado la gramtica e identificado el de
significado de palabras para demostrar sus saberes acerca
3
de la comprensin de lectura de textos cientficos.
1. Future Will
2. Future be going to
3. Tag questions
4. First Conditional
5. Present Perfect
6. Second Conditional
7. Past Perfect
8. Third Conditional
9. Adjectival Clauses
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1. Presenting the Future!!!
4. Caves
5. A news article
7. Ritas replay
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HABILIDADES Y DESTREZAS
RESULTADO DE
Mejor comprensin de textos, habilidad necesaria para su
APRENDIZAJE desempeo en el nivel superior.
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Nombre Textos Cientficos No. 1
Identificar textos
Lectura individual en voz
cientficos, aplicar
alta, Trabajo individual de
adecuadamente las Manera
Conocimientos estrategias de investigacin, inferir,
Didctica de
a adquirir trabajo en clase individual,
skimming, scanning, Lograrlos
en pareja y colaborativo en
inferencias,
equipo
homnimos.
Scientific texts
Scientific texts (papers): they are those occurring in the context of the scientific community,
with intent to display or demonstrate the progress made by research. Genres are typical of
this type of thesis, Bachelor Memory, Article scientist or scientific monograph. They are also
scientific texts, although oral transmission; the Conference, Paper or Communication.
It is a text with clear and precise language. It highlights the facts about the views.
Aims at universality through its specific terminology, which allows precise and accurate
translations into other languages with no room for misinterpretation.
The scientific papers present statements that may be subject to verifiability, (it means that
they can be checked). Typically they are produced within the framework of a scientific
community to communicate and demonstrate the progress made in research
(http://definicion.de/texto-cientifico/ (August 3, 2012).
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Nombre Presenting the future!!!
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Exercise1:
A - Read this article about the future. Follow the instructions of your teacher.
Text 1
PRESENTING THE FUTURE
by Will Hapin
A new millennium has begun as well as a new century, and its bringing new
developments in all areas of our lives. Where will we work in this new era? What we
will wear? How will we travel, study and relate to our families? Lets follow Dr. Nouvella
Eon a typical day in 2115.
Dr. Eons day begins at 7:00 am when her bedroom lights turn themselves on. Her son
will weak up, too. She usually works from her home office. But today she is going to
teach. She doesnt bother to check the weather report her high-tech material of her
clothing will keep her comfortable warm or cool.
! Hi mom her son greets her over the home communications system. She goes to his
room to say good morning. While she is helping Ricky get ready for his day, the
household robot will prepare breakfast.
When will Dad be home? Ricky wants to know. Mr. Eon is a captain of the Mars
shuttle. The shuttle leaves Mars at 6:00 pm today and it arrives tomorrow afternoon.
Hell be here by the time you get home from school tomorrow
Dont forget your backpack Nouvella tells Ricky as they leave. Youll need it to send
me pictures of the zoo. Rickys class is going on a field trip today, and hell carry a
backpack with a built-in computer, camera, and cell phone. She wont worry about his
getting lost. All the childrens jackets have GPDs (Global Positioning Devices), so
shell be able to see where he is at any time on her wristwatch computer.
Nouvella is going to drive Ricky to school and then drive to the freeway. There, shell
connect with a freeway guidance system, so she wont actually drive her car most of
the way to the university. Instead, she is going to listen to music and prepare to teach
her class.
Many of these changes have already begun, and well see others very soon. The future
is arriving any minute now. Are you ready for it?
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Exercise 2:
Read the text using Scanning in order to find the answers. Write T (true) or F (false)
Exercise 3:
Underline in the text all the sentences that contain will or be going to, then write down
them and translate to Spanish. Follow the example.
English Spanish
Where will we work? Dnde trabajaremos ?
Exercise 4:
Answer the following personal questions, on your notebook and then, ask them to
your partner.
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Text 2
Our reporters around the world interviewed people working or studying in foreign
countries. Our questions, like this: How do you like living here? Here is what we
learn from Anton Freeman, and Tessa Wiley.
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Second interview
Reporter Youre from England, arent you?
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Exercise 1:
Translate to the Spanish the first interview.
Exercise 2:
Work in teams of 5 members.
We are reporters, arent we? Write an interview to your team members using tag
questions in order to check, confirm or comment on a situation. Practice it and then,
each team has to talk in front of the group.
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Exercise 1:
Before you read:
Work in pairs: Look at the pictures which are in the next page, and say the names of
these plants, talk with your classmate about that.
Then answer the questions below.
Exercise 2:
Look at the title of the reading, mark the words which you think will be in the reading?
What do you think is going to be the topic?
a) medicine b) people a) birthday e) years d)plants
Exercise 3:
Look the words you underlined in exercise 2, read carefully the text, to see if your
prediction was correct.
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Text 3
WHATS IN IT FOR ME?
By Murray Young.
Plants have been used for thousands of years to treat, and sometimes to cure, minor and
major illnesses. The rise of rational medicine led to a brie decline in herbal remedies. In the
early part of this century; but recently, they have been rediscovered. Research laboratories
have been set up to investigate the remedial properties of tree bark, flower petals and fungus.
The results have been spectacular.
Substances which have been extracted from plants are now from the basis of some of the
most important pain-killing and even life-saving drugs.
Among the most popular pain-killers, aspirin and codeine both come from flowers- the
meadowsweet and the poppy. People have used Cocaine as a local anesthetic for much
longer that it has been taken by drug addicts, comes from the coca plant. Penicillin, the
universal antibiotic, is a fungus which was discovered by accident when it grew naturally in a
Petri dish in Alexander Flemings laboratory and killed the bacteria that were in the dish.
Quinine, which has prevented and treated malaria for many years, is distilled from the bark of
the yellow chinchona tree.
Whether you suffer from migraine or high blood pressure, you should be grateful to nature or
providing a cure (ergonovine from ergot and reserpine from Indian snakeroot, respectively).
The drug companies are certainly grateful. For instance, vinblastine, which occurs naturally in
the rosy periwinkle of Madagascar, cures most people of two different types of cancer and in
the income from the manufacture and sale of the substance exceeds $180 million per year.
Exercise 4:
Reading comprehension:
Complete the information; try not to look back at the reading for it.
________________________________________________________________
________________________________________________________________
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3.-Recently scientists have extracted important substances from mention three of them.
__________________________________________________________
5.-The drug companies have been getting a large amount from the manufacture and sale of
vinblastine.
__________________________________________________________________
Exercise 5:
Read the text again, underline the unknown words and make a list, then find out in
your dictionary for the right definition, ask your teacher for the herbal names.
1.-_______________________ ______________________________________
2.-_______________________ ______________________________________
3.-_______________________ _______________________________________
4.-_______________________ _______________________________________
5.-_______________________ _______________________________________
6.-_______________________ _______________________________________
7.-_______________________ _______________________________________
Exercise 6:
Follow the next instructions:
Was interesting the reading Have you heard about the topic?
Write a short paragraph on your notebook, giving your opinion. Use present perfect tense and
present perfect progressive at least one in your writing.
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Text 4
CAVES
The majority of the worlds most spectacular caves, including the Cacahuamilpa Caves, are
located in areas of limestone rock. This is because limestone is a soft kind of rock that is
easily eroded by water. Some caves are formed when rainwater is made more acidic as it
passes through dead plants in the soil. The rock is dissolved by the acidic water and solution
caves are formed. Other caves, like Cacahuamilpa Caves, are made by underground rivers.
Caves like these are called erosional Caves.
When an empty space is created in the limestone, stalactites and stalagmites start to form.
Stalactites hang from the roof of the Cave and stalagmites grow up from the floor. They are
made by the constant dripping of water that contains calcium carbonate. The calcium
carbonate is deposited in tiny quantities over hundreds of years. Stalactite and stalagmites
only grow about 0.1 mm a year. The longest stalactite in the world is found in Minas Gerais,
in Brazil, and is more than 20 meters long. How long did it take to form?
Exercise 1:
After you read the text to a partner using skimming, use scanning to answer the
questions.
1. - Where are the majority of the worlds most spectacular caves located?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Exercise 2:
Read the text again using scanning and answer true or false.
Exercise 3:
Rewrite the sentences using passive voice.
Example: Water pollution kills marine life. (Active voice)
Marine life is killed by water pollution. (Passive voice).
_____________________________________________________________
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Text 5
Read Paulas letter to Rita. Then complete Ritas reply with if or would plus the phrases in
the box.
Dear Rita,
Im sorry I havent written, but Ive been worried about a problem we have. Because we live in
the country, my husbands sister and his family come here every two weeks and act like they
are in a hotel. They never bring any food and they eat and drink everything in the refrigerator.
The children run around the house, making messes and breaking things. Laura my sister in
law makes long distance phone calls and never pays for them. Ill go crazy unless I can solve
this problem soon! What would you do, if you were in my place?
Love
Paula.
Ritas Reply.
Dear Mary.
Love
Mary.
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Text 6
What would have happened if you had never been born? Peter Stalleto learns the answer in
Frank Capras great movie classic, Its a wonderful life.
When the movie opens, Peter is standing on bridge thinking about suicide. Throughout his
life, he has sacrificed his dreams in order to help other people. He could have gone to college
if the family business hadnt needed him. He would have traveled around the world instead of
remaining in his hometown of Bedford Falls. Now faced a failed business and a possible jail
sentence, Peter decides to end his life by jumping into the river. Enter Gabriel, an angel sent
to help him. Gabriel jumps into the water first; certain that, as always, Peter put aside his own
problems in order to rescue someone else.
Safely back on land. Peter wishes he had never been born. I suppose it would have been
better if I had never been born at all. He tells Gabriel. You got your wish: you never been
born responds his guardian angel.
Gabriel then teaches Peter a hard lesson. In a series of painful episodes, he shows him what
life would have been like in Bedford Falls without Peter Stalleto. Peter goes back to the site of
his mothers home. He finds, instead, an old, depressing boardinghouse. If Peter had not
supported his mother, she would have become a miserable, overworked boardinghouse
owner. Peters own home is a ruin, and his wife Meredith, is living a sad and lonely life. Each
scene is more disturbing than the last, until finally we end in a graveyard. We see the grave
of Peters little brother, Joe. If Peter hadnt been alive, he couldnt have saved Joes life. Joe
would have never grown up to be a war hero, saving the lives of hundreds of soldiers. Joe
wasnt there to save them because you werent there to save Joe, explains Gabriel. You see
Peter, you really had a wonderful life.
The ending of the movie delivers a heartwarming holiday message. Its a Wonderful Life
shows us the importance of each persons life and how each of our lives touch those of
others. We see through Peters eyes how the lives of those around him would have been
different if he hadnt known them.
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Exercise 2:
Underline the sentences that contain the third conditional and then, translate them o
Spanish. Follow the example.
What would you have happened if you had never been born?
Qu hubiera pasado si no hubieras nacido?
1. - Angie would have watched the movie last night if she hadnt seen it before.
2. - I would have recorder the movie if my DVD recorder had not stopped working.
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3. - If I had had time, I would have watched Back to the Future movie.
Text 7
THE FUTURE OF MEDICINE
Exercise 1:
Ask the following questions to your partner
3. Tell your partner three ways in what the field of medicine and medical
technology has changed in the last 10 years?
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Exercise 2:
Read the following sentences.
Which sentence best helped you to understand the meaning of the word incision? Explain
your answer to a partner.
Exercise 3:
Scanning in the text below the sentence in which the word italicized appears. Then
choose the best definition.
Exercise 4:
Read this scientist article, follow the teachers instructions.
TITLE:
Images of robotic equipment being used in operating rooms were once seen only in
science-fiction movies. Today, the use of robotic equipment for certain types of surgery
is no longer make-believe its real!
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this kind of invasive procedure are often prone (3) to infection (4), as bacteria can
infect the cut in the skin. In addition, there is often a lengthy recovery period.
A surgical technique known as Keyhole surgery has become more common in recent
years. This technique eliminates the need for surgeons to make large incisions.
Instead, a couple of small incisions, each measuring about one centimeter, are made
around the area to be operated on. Long instruments, which look a bit like chopsticks,
are inserted through the tiny incision and into the patients body. At the end of this
instruments are small tools that resemble standard surgical tools. A tiny camera, called
endoscope, is also inserted into the body through one of the incisions. The camera
relays an image of what is happening inside the patients body to a large computer
monitor, so doctors are able to see what is going on, and where to place the tools. The
awkward part of keyhole surgery is that it is counterintuitive; if a surgeon wants to
move the tool to the left, he or she must push it to the right, and vice versa.
Other advancements in technology are also being used today in the OR (5). A new
machine called the da Vinci Surgical System has been tested in hospitals in the U.S.
This robotic apparatus (6) requires that surgeons make three small incisions in the
body. Two of the slits are for instruments; the third is for the endoscope. Unlike keyhole
surgery, the da Vinci robots moving parts are designed to mimic the natural hand
and wrist movements of a surgeon, thus providing better control and sensitivity. Sitting
at a console a few feet from a patient, the surgeon can perform an operation by holding
and moving highly sensitive pads that enable him or her to control the instruments. The
area of the body on which the surgeon is working is magnified (7) on a screen, which is
attached to the console. This gives surgeons a realistic three-dimensional view of the
areasimilar to what they would see during a traditional surgical procedure.
Although the da Vinci Surgical System is undergoing trials from some procedures, it
has been hailed as revolutionary by many surgeons. Patients with serious illnesses
must still undergo major surgery, but the smaller incisions and less invasive (8)
procedures typically mean that there in less physical trauma to the body, so a shorter
recovery time is needed. In some cases, the patients stay in the hospital has been cut
in half when the da Vinci Surgical System was used. On the downside (9), some
operations have taken up to fifty minutes longer because surgeons are inexperienced
at using the new technology. As surgeons become more familiar with the machines,
the time needed for surgical procedures is likely to decrease.
As technologies continue to develop in the medical field, we may find that robots
become a permanent feature of the OR.
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Exercise 5:
Follow the instructions.
What do you think is the best title for the text? Find it using skimming and scanning. Check
your answer with the teacher. Write it in the empty upper square.
a) Robotic Equipment
b) Robotic Technology
c) Robotic Surgeons
Exercise 6:
Find out in your dictionary the definition of the words that have numeral from 1 to 9.
1. internal organs_______________________________________________
2. procedure __________________________________________________
3. prone(to) ____________________________________________________
4. infection ____________________________________________________
5. OR ________________________________________________________
6. apparatus ___________________________________________________
7. magnified ___________________________________________________
8. invasive ____________________________________________________
9. downside __________________________________________________
Exercise 7:
Find out the definition of the following homonyms. They could be verbs, nouns or
adjectives.
close
close
command
command
flavor
flavor
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Most common prefixes
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Most common suffixes
SUFIXES WITH NOUNS SUFIXES WITH ADJECTIVES
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IRREGULAR VERBS LIST
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flee fled fled escapar, huir, evitar.
fly flew flown volar
forbid forbade forbidden prohibir.
foresee foresaw foreseen prever, prevenir
forget forgot forgotten olvidar (se)
forgive forgave forgiven perdonar
freeze froze frozen congelar
get got got (ten) lograr, obtener, conseguir.
give gave given dar, conceder.
go went gone ir (se), funcionar, resultar.
grind ground ground moler, triturar.
grow grew grown crecer, cultivar.
hang hung hung colgar, suspender.
have had had tener, haber.
hear heard heard or, escuchar.
hide hid hid (den) ocultar, encubrir.
hit hit hit pegar, golpear, acertar.
hold held held sostener, mantener, contener.
hurt hurt hurt herir, daar, lastimar.
keep kept kept mantener, guardar, conservar.
know knew known conocer, saber.
lay laid laid poner, colocar.
lead led led guiar, llevar, conducir.
learn learnt learnt aprender, saber.
leave left left partir, irse, abandonar.
lend lent lent prestar
let let let permitir, conceder.
lie lay lain tenderse, descansar,
light lit lit alumbrar, iluminar, encender
lose lost lost perder, malgastar.
make made made hacer, confeccionar, producir.
meet met met encontrarse, satisfacer.
melt melted molten (old) derretir (se), fundir (se)
mistake mistook mistaken equivocarse, errar
pay paid paid pagar, recompensar.
put put put poner, colocar, exponer.
read read read leer, descifrar, marcar.
rebuild rebuilt rebuilt reconstruir
rid rid rid librarse, zafarse.
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ride rode ridden rodar, tener juego, funcionar.
ring rang rung tocar, sonar.
rise rose risen ascender, elevarse, levantarse
run ran run correr, funcionar.
say said said decir, afirmar.
see saw seen ver, observar.
sell sold sold vender
send sent sent enviar
set set set instalar, establecer, colocar
shake shook shaken sacudir, lanzar, agitar.
shed shed shed derramar, esparcir, dejar caer.
shine shone shone brillar, relumbrar, sobresalir.
shoot shot shot disparar, emitir, lanzar.
show showed shown mostrar, exhibir, probar
shut shut shut cerrar, impedir, excluir.
sing sang sung cantar
sit sat sat sentarse, reunirse.
sleep slept slept dormir
slide slid slid(den) resbalar, deslizarse,
smell smelt smelt oler, percibir.
speak spoke spoken hablar, decir.
speed sped sped acelerar, apresurarse.
spend spent spent gastar, consumir, emplear (tiempo).
split split split partir, dividir, separar, reventar.
spoil spoilt spoilt deteriorar, daar, inutilizar.
spread spread spread extender, esparcir, propagar.
spring sprang sprung saltar, soltar, brotar, surgir.
stand stood stood pararse, tolerar, estar (de pie).
steal stole stolen robar, escabullirse.
stick stuck stuck pegar, adherirse, prender, fijar.
stink stank stunk oler mal, apestar.
strike struck struck golpear, pegar, estallar.
swell swelled swollen hinchar, inflamar, engrosar.
swim swam swum nadar, flotar.
swing swung swung balancear(se), hacer girar.
take took taken tomar, llevar.
teach taught taught ensear
tell told told decir, contar, narrar.
think thought thought pensar, creer.
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throw threw thrown lanzar, tirar, , arrojar.
understand understood understood comprender.
wake woke woke (n) despertar, excitar.
wear wore worn gastar(se), consumirse, usar.
win won won ganar, conquistar.
write wrote written escribir.
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believe believed believed creer
boil boiled boiled hervir
breathe breathed breathed respirar
complete completed completed completar
count counted counted contar
close closed closed cerrar
cook cooked cooked cocinar
crash crashed crashed chocar
cross crosssed crosssed cruzar
call called called llamar
care cared cared cuidar
carry carried carried llevar
change changed changed cambiar
check checked checked chequear
charge charged charged cargar, cobrar
clean cleaned cleaned limpiar
climb climbed climbed escalar, subir
comb combed combed peinar
cover covered covered cubrir
cry cried cried llorar
crawl crawled crawled gatear, arrastrarse
dance danced danced bailar
dress dressed dressed vestir
die died died morir
declare declared declared declarar
delay delayed delayed demorar
deliver delivered delivered entregar
deny denied denied negar
dine dined dined cenar
dry dried dried secar
enjoy enjoyed enjoyed disfrutar
engage engaged engaged comprometer
envy envied envied envidiar
express expressed expressed expresar
exclaim exclaimed exclaimed exclamar
explain explained explained explicar
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fail failed failed fracasar, fallar
file filed filed archivar
fill filled filled llenar
fire fired fired despedir del trabajo, disparar
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pray prayed prayed orar
prefer prefered prefered preferir
prepare prepared prepared preparar
pull pulled pulled tirar, jalar
park parked parked estacionar
pass passed passed pasar
pick picked picked recoger
please pleased pleased complacer, favorecer
polish polished polished pulir
practise practised practised practicar
promise promised promised prometer
pronounce pronounced pronounced pronunciar
punish punished punished castigar
push pushed pushed empujar
repeat repeated repeated repetir
report reported reported reportar, informar
request requested requested solicitar, pedir
rest rested rested descansar
reach reached reached alcanzar
refuse refused refused rehusar, rechazar
raise raised raised levantar
rain rained rained llover
receive received received recibir
remain remained remained quedar, sobrar
remember remembered remembered recordar
repair pepaired pepaired reparar
require required required requerir
reserve reserved reserved reservar, guardar
row rowed rowed remar
resolve resolved resolved resolver
return returned returned retornar, volver
search searched searched buscar, registrar
save saved saved salvar
serve served served servir
sign signed signed firmar
smile smiled smiled sonrer
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snow snowed snowed nevar
stay stayed stayed permanecer, quedarse
study studied studied estudiar
suffer suffered suffered sufrir
swallow swallowed swallowed tragar
slip slipped slipped resbalar
smoke smoked smoked fumar
stop stopped stopped detener, parar
switch switched switched conectar, accionar
stretch stretched stretched estirar
talk talked talked conversar
thank thanked thanked agradecer
touch touched touched tocar, palpar
trap trapped trapped atrapar
tire tired tired cansar, fatigar
train trained trained entrenar
travel traveled traveled viajar
trouble troubled troubled molestar
try tried tried tratar, intentar
turn turned turned girar, voltear
use used used usar
visit visited visited visitar
wait waited waited esperar
want wanted wanted querer, requerir
walk walked walked caminar
wash washed washed lavar
watch watched watched observar, mirar
wish wished wished desear, anhelar
work worked worked trabajar
wrap up wrapped up wrapped up envolver
wreck wrecked wrecked naufragar
warm warmed warmed calentar
warn warned warned advertir
water watered watered regar
weigh weighed weighed pesar
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BASIC BIBLIOGRAPHY
1. http://www.mansioningles.com/gram40.htm
2. http://www.vetement-sportif.com/
3. english.people.com.cn/.../94629/6450537.html
4. www.curso-ingles.com/gramatica-inglesa/few.php
5. www.aulafacil.com/Ingejerc/Lecciones/Lecc13.htm
6. esl.about.com/od/.../a/cm_lot.htm.
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