Documentos de Académico
Documentos de Profesional
Documentos de Cultura
COLEGIO DE BACHILLERES
COORDINACIÓN DE ADMINISTRACIÓN
ESCOLAR Y DEL SISTEMA ABIERTO
CUADERNO DE ACTIVIDADES DE
CONSOLIDACIÓN Y RETROALIMENTACIÓN
DE LA ASIGNATURA
LE N GU A A DI C I ON A L
AL ESPAÑOL III
(Versión preliminar)
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LENGUA ADICIONAL AL ESPAÑOL III
Dirección Técnica
Coordinación:
Elaboración:
Revisión de Contenido:
Asesoría Pedagógica:
Diseño Editorial
Asistencia Técnica
Ninguna parte de esta publicación, incluido el diseño de la cubierta, puede reproducirse, almacenarse o
transmitirse en forma alguna, ni tampoco por medio alguno, sea este eléctrico, electrónico, químico, mecánico,
óptico, de grabación o de fotocopia, sin la previa autorización escrita por parte del Colegio de Bachilleres,
México.
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LENGUA ADICIONAL AL ESPAÑOL III
ÍNDICE
.
PRESENTACIÓN. 4
INTRODUCCIÓN. 5
V. EVALUACIÓN MUESTRA. 37
BIBLIOGRAFÍA 52
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LENGUA ADICIONAL AL ESPAÑOL III
PRESENTACIÓN
El cuaderno ha sido estructurado de tal forma que facilite la verificación de los aprendizajes
obtenidos a través del estudio de los compendios.
• Objetivos de evaluación sumativa que te informan acerca de lo que se pretende lograr con el
estudio de cada compendio.
• Temas fundamentales donde se mencionan los contenidos que a nivel general se abordan en
el Cuaderno.
• Evaluación muestra donde se te presentan reactivos semejantes a los que te vas a encontrar
en tu evaluación final de la asignatura, y que puedes verificar tus respuestas correctas al final
del mismo.
¡ TE DESEAMOS SUERTE !
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LENGUA ADICIONAL AL ESPAÑOL III
INTRODUCCIÓN
Asimismo tiene como finalidad apoyar en el aprendizaje del estudiante, además de prepararlo para
la evaluación sumativa, ya que resolviendo los ejercicios que se presentan, se reafirmarán e
identificarán aquellos avances y/o problemáticas que se tienen de uno o más contenidos de la
asignatura.
La asignatura Lengua Adicional al Español (Inglés III) tiene como intención que logres comprender
textos en inglés de mayor complejidad a los estudiados en Lengua Adicional al Español II,
mediante el uso de las funciones retóricas y el uso de las estrategias de lectura, que te ayudarán a
comprender un texto totalmente.
Al Asesor.
• Para emplear las propuestas como un apoyo más para el proceso formativo de los estudiantes,
conjuntamente con los compendios y materiales que haya desarrollado como parte de su
práctica educativa.
Al estudiante.
¡ ÉXITO !
1
COLEGIO DE BACHILLERES, La Evaluación del Aprendizaje en el SEA. Documento Normativo.
CAESA, 1998, pág.12.
CUADERNO DE ACTIVIDADES DE APRENDIZAJE, CONSOLIDACIÓN Y RETROALIMENTACIÓN
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LENGUA ADICIONAL AL ESPAÑOL III
COMPENDIO FASCÍCULO 1
1.2 Identificar el contenido descriptivo de una lectura en inglés, aplicando las estrategias de
lectura.
1.3 Identificar los elementos que nos dan a conocer la función de instrucciones en un texto en
inglés.
1.4 Identificar ideas que expresen hipótesis en un texto en inglés, manejando elementos
sintácticos y las estrategias de lectura.
1.5 Aplicar el conocimiento de elementos sintácticos y las estrategias de lectura con el fin de
identificar los elementos que caracterizan un texto narrativo.
COMPENDIO FASCÍCULO 2
2.3 Aplicar las estrategias de lectura y vocabulario para identificar los conectores que unen las
microestructuras de un texto en inglés.
2.4 Identificar las microestructuras que expresan hechos y opiniones, para una mejor
comprensión en un texto en inglés.
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LENGUA ADICIONAL AL ESPAÑOL III
COMPENDIO FASCÍCULO 1
• Funciones retóricas.
• Textos narrativos.
COMPENDIO FASCÍCULO 2
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LENGUA ADICIONAL AL ESPAÑOL III
En este fascículo estudiaste las diferentes funciones retóricas de una expresión y como vincularlas
con las estrategias de lectura que ya conoces, para explotar al 100% y de manera detallada, la
información que te proporciona un texto.
• DEFINICIÓN:
La función retórica de la definición consiste en una proposición que expone con claridad,
exactitud y precisión las características o significado de un concepto:
Definición
Implícita: Explícita:
Indica que no es necesario explicar el Indica que es necesario explicar con claridad
significado de los conceptos que aparecen el significado del concepto, como en una
por ser sinónimos. enciclopedia o glosario.
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LENGUA ADICIONAL AL ESPAÑOL III
• DESCRIPCIÓN:
Una descripción responde a la pregunta : ¿cómo es?, y hace referencia a las características
o atributos de un objeto. Pueden ser adjetivos y frases nominales (se forman por sustantivos
y pueden ir acompañados por uno o más adjetivos o modificadores).
Descripción
Física: Estructural: Funcionamiento: Proceso:
Se refiere al color, Da a conocer las Indica actividad, Indica las etapas o
forma, dimensión, partes de un todo. instrucciones, pasos involucrados
gusto, dureza, edad, sugerencias, para llegar a una
semejanza. esquemas, modelos meta.
o partes de algo o
alguien.
• INSTRUCCIÓN:
Su importancia radica en ser quién nos proporciona las reglas o pasos a seguir, los cuales
deben estar claramente explicados, y al mismo tiempo hacer las advertencias, prohibiciones
y recomendaciones necesarias, cuando el caso lo amerite.
Instrucción
Comúnmente se encuentra en: Sus características más comunes son:
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LENGUA ADICIONAL AL ESPAÑOL III
EVALUACIÓN
Lee el siguiente texto y realiza los ejercicios que se piden a continuación para reafirmar tus
conocimientos sobre las funciones retóricas de una expresión.
1 Cell (biology), basic unit of life. Cells are the smallest structures capable of basic life processes,
2 such as taking in nutrients, expelling waste, and reproducing. All living things are composed of
3 cells. Some microscopic organisms, such as bacteria and protozoa, are unicellular, meaning they
4 consist of a single cell. Plants, animals, and fungi are multicellular; that is, they are composed of a
5 great many cells working in concert. But whether it makes up an entire bacterium or is just one of
6 millions in a human being, the cell is a marvel of design and efficiency. Cells carry out thousands of
7 biochemical reactions each minute and reproduce new cells that perpetuate life.
8 Cells vary considerably in size. The smallest cell, a type of bacterium known as mycoplasma,
9 measures 0.0001 mm (0.000004 in) in diameter; 10,000 mycoplasmas in a row are only as wide as
10 the diameter of a human hair. Among the largest cells are the nerve cells that run down a giraffe’s
11 neck; these cells can exceed 3 m (9.7 ft) in length. Human cells also display a variety of sizes, from
12 small red blood cells that measure 0.000076 mm (0.00003 in) to liver cells that may be ten times
13 larger. About 10,000 average-sized human cells can fit on the head of a pin.
14 Along with their differences in size, cells present an array of shapes. Some, such as the bacterium
15 Escherichia coli, resemble rods. The paramecium, a type of protozoan, is slipper shaped; and the
16 amoeba, another protozoan, has an irregular form that changes shape as it moves around. Plant cells
17 typically resemble boxes or cubes. In humans, the outermost layers of skin cells are flat, while
18 muscle cells are long and thin. Some nerve cells, with their elongated, tentacle-like extensions,
19 suggest an octopus.
20 In multicellular organisms, shape is typically tailored to the cell’s job. For example, flat skin cells
21 pack tightly into a layer that protects the underlying tissues from invasion by bacteria. Long, thin
22 muscle cells contract readily to move bones. The numerous extensions from a nerve cell enable it to
23 connect to several other nerve cells in order to send and receive messages rapidly and efficiently.
24 By itself, each cell is a model of independence and self-containment. Like some miniature,
25 walled city in perpetual rush hour, the cell constantly bustles with traffic, shuttling essential molecules
26 from place to place to carry out the business of living. Despite their individuality, however, cells
27 also display a remarkable ability to join, communicate, and coordinate with other cells. The human
28 body, for example, consists of an estimated 20 to 30 trillion cells. Dozens of different kinds of cells
29 are organized into systems such as the circulatory, digestive, or nervous systems. All together, these
30 assembled organ systems form the human body.
31 The components of cells are molecules, nonliving structures formed by the union of atoms. Small
32 molecules serve as building blocks for larger molecules. Proteins, nucleic acids, carbohydrates, and
33 lipids, which include fats and oils, are the four major molecules that underlie cell structure and also
34 participate in cell functions. For example, a tightly organized arrangement of lipids, proteins, and
35 protein-sugar compounds forms the plasma membrane, or outer boundary, of certain cells. The
36 organelles, membrane bound compartments in cells, are built largely from proteins. Biochemical
37 reactions in cells are guided by enzymes, specialized proteins that speed up chemical reactions. The
38 nucleic acid deoxyribonucleic acid (DNA) contains the hereditary information for cells, and another
39 acid, ribonucleic acid (RNA) works with DNA to build thousands of proteins.
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LENGUA ADICIONAL AL ESPAÑOL III
1. Lee de nuevo el texto, esta vez, subrayando las palabras conocidas y elige de entre las
opciones, el tema principal de la lectura.
2. Para profundizar en el contenido temático del texto, elige del cuadro de la derecha la o las
palabras que completen las frases de la izquierda.
Instrucciones: Escoge de entre los incisos, la opción que mejor exprese en español el concepto
subrayado en las siguientes oraciones.
a) Capaz.
b) Capaces.
c) Capacidad.
d) Capacitado.
4. Human being ( )
a) Humanidad.
b) Ser humano.
c) Ser viviente.
d) Humanitario.
a) Lisas.
b) Planas.
c) Ovaladas.
d) Cuadradas.
6. Non living ( )
a) Muertas.
b) Tácitas.
c) No vivientes.
d) Inexistentes.
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II.-Protozoarios
III.-Moléculas
IV.-DNA
a) _____________
b) ____________
c) ____________
a) Narrando.
b) Ilustrando.
c) Definiendo.
d) Dando pistas.
II. ( ) Es la célula más pequeña que mide 0.001 mm y cuyo diámetro B) Moléculas
es similar al de un cabello humano.
III. ( ) Son los componentes de las células, estructuras formadas por la C) Microplasma
unión de átomos.
11. Another protozoan, has an irregular form that changes shape as it moves around.
__________________________________________________________________________
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LENGUA ADICIONAL AL ESPAÑOL III
12. Different tissue types are assembled into organs which are structures specialized to perform
particular functions.
___________________________________________________________________________
Recuerda que, como lo estudiaste en tus fascículos de LAE II, la voz pasiva se forma con:
Verbo to be + pasado participio del verbo.
Are invented
Was studied
Instrucciones: Antes de seguir con los siguientes ejercicios, lee con atención el texto
“Nutrition and behavior”.
1 Concern for our health and physical condition through nutrition has led specialists to conduct
2 certain experiments revealing that food, in addition to promoting good health, can also exert a
3 direct influence on the brain by creating specific behavior patterns.
4 Processes such as memory, concentration, impulses, hyperactivity and moods can be affected
5 by certain types of foods. The key to all this resides in the brain’s neurotransmitters, substances
6 that trigger the electrical impulses in the neurons.
7 Proteins: Food is the raw material used to synthesize neurotransmitters. For example,
8 serotonin, with its relaxing and tranquilizing properties is produced from tryptophane, an amino
9 acid found in meat, milk, eggs and vegetable proteins. Another amino acid, known as tyrosine,
10 synthesizes the substances known as epinephrine and neoepinephrine in charge of activating
11 the brain, so that people may be more alert and react quickly to certain external stimuli.
12 Minerals: Fruits and vegetables contain boron, a mineral that also activates the electrical
13 impulses in the brain. There is clear evidence that a boron deficiency causes the brain to decrease
14 its normal production of alpha waves, and consequently produces drowsiness.
15 A series of studies conducted in Montreal demonstrated that the mineral selenium and the
16 vitamin known as folic acid tend to increase serotonin levels, which helps to counteract depression.
17 Food containing these nutrients are fish, seafood, garlic, spinach, nuts and fruit.
18 Carbohydrates: In the past it was believed that sugar stimulated hyperactivity in children.
19 However, recent studies carried out in the University of Wisconsin suggest the contrary. During
20 these experiments, sugarcoated cereal was served to one group of adolescents in reform school,
21 while a sugarless cereal was given to another group with the same characteristics. Both groups
CUADERNO DE ACTIVIDADES DE APRENDIZAJE, CONSOLIDACIÓN Y RETROALIMENTACIÓN
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LENGUA ADICIONAL AL ESPAÑOL III
16. Observa con detenimiento la tipografía y describe los nombres de los diferentes
componentes que forman parte de una buena alimentación.
__________________________________________________________________________
20. Completa el cuadro con las características y funciones de los siguientes componentes que
hacen de una alimentación una condición altamente nutritiva.
CARÁCTERÍSTICAS FUNCIONES
I. Proteínas
II. Minerales
III. Carbohidratos
IV. Colesterol
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LENGUA ADICIONAL AL ESPAÑOL III
a) Buena salud.
b) Buena condición.
c) Buena apariencia.
d) Buena alimentación.
a) Estímulos internos.
b) Estímulos externos.
c) Impulsos externos.
d) Impulsos internos.
a) Cereal azucarados.
b) Cereales sin azúcar.
c) Cereales fibrosos.
d) Cereales dulces.
24. Infiere el significado de las siguientes palabras, tomadas del texto “Nutrition and behavior.”
Relaciona ambas columnas.
I. ( ) Concern. A) Tranquilizan.
25. Con base en la lectura, completa los siguientes enunciados con la forma correcta del verbo.
II. A boron deficiency causes the brain to __________its normal production of alpha waves.
disminuya
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26. (L.1) concern _____________ por tener buena salud y condición física, a través de la
nutrición ha llevado a los especialistas a realizar experimentos donde revelan que la
comida, además de promover buena salud, también puede ejercer una influencia directa
en el cerebro.
a) La preocupación.
b) La ansiedad.
c) La angustia.
d) El asunto.
a) el estado de ánimo.
b) la disposición.
c) el humor.
d) el ánimo.
28. (L.6) trigger Substancias que _____________los impulsos eléctricos entre las neuronas.
a) hacen posible
b) provocan
c) reducen
d) crean
29. (L.14) drownsiness La deficiencia de boro hace que el cerebro disminuya su producción
normal de ondas alfa y hace al mismo tiempo que los individuos muestren __________.
a) sonambulismo
b) somnolencia
c) insomnio
d) pereza
a) examinados
b) sometidos
c) revisados
d) probados
Recuerda que para enfatizar las acciones que se describen en los procesos es
importante que identifiques el uso de la VOZ PASIVA
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LENGUA ADICIONAL AL ESPAÑOL III
Instrucciones: Del siguiente texto, “New bird discovered in Brazilian city”, obtén la
información necesaria para responder los cuestionamientos siguientes.
And when they set up nets last year to capture the bird, they found out why, the song
came from a species unknown to science.
Marcos Bornschein, Bianca Reinhert and Mauro Pichorim, researchers at the Federal
University of Parana, are calling the bird macuquinho-da-varzea or lowland tapaculo, until
the full scientific description and name are published later this year in the Brazilian
ornithological journal Ararajuba.
An official announcement of the bird’s discovery may not come until after a dam
being built in the Iraji river floods the lowland tapaculo’s habitat, an area no more than 12
acres. “This marks the first time in Brazil that a bird is threatened with extinction by a
dam,” Bornschein said by telephone from the city of Curitiba, 420 miles southwest of Rio
de Janeiro. The tiny gray and black bird, which belongs to the genus scytalopus, isn’t much
to look at. It weighs about half an ounce and measures some 4 inches. Still, it didn’t look
like anything the three ornithologists had seen before.
33. Con base en la lectura anterior, relaciona el sustantivo de la columna de la izquierda, con sus
características correspondientes, listadas en la columna derecha.
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LENGUA ADICIONAL AL ESPAÑOL III
34. Del texto “New bird discovered in Brazilian city”, obtén la información necesaria para
completar la siguiente tabla:
Instrucciones: Observa detenidamente las estructuras verbales escritas bajo las líneas, y
escoge de entre las opciones, la que mejor completa las ideas.
35. The tiny gray and black bird, which _________to the genus Scytalopus ___________ much
to look at. belongs isn’t
a) pertenece
no es
b) pertenecía
no fue
c) pertenecerá
no será
d) pertenecería
no sería
a) pesó
b) pesa
c) pesaba
d) pesaría
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LENGUA ADICIONAL AL ESPAÑOL III
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LENGUA ADICIONAL AL ESPAÑOL III
transfer is encrypted, and your browser will usually display a symbol, often a lock,
confirming that the transfer is secure.
9. Consider using an anonymizer. Since websites keep a record of your visits and may
be able to identify you by name, you might want to hide your identity with
anonymizers like www.anonymizer.com . Anonymizers also encrypt the URLs you visit
so your Internet-service provider cannot keep a record of them.
10. Clear your memory cache after you surf the Internet. Your computer keeps a
memory cache, effectively a log, of sites you visit. Anyone with access to your
computer can see your trail. Hide these digital footprints with cache-deleting functions
in your browser’s preferences or tools menu.
And bear in mind… Encryption can be cracked. It’s not always easy to know whether
spyware has been installed in your computer, at work or at home. Bottom line: If it has to
stay secret, don’t put it in a computer hooked up to the Internet.
45. Analiza el vocabulario , con base en la información del texto, relacionando ambas
columnas y colocando dentro del paréntesis la letra correcta.
a) Mirando.
b) Buscando.
c) Recordando.
d) Encontrando.
a) Recuperado.
b) Retractado.
c) Retraído.
d) Extraído.
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LENGUA ADICIONAL AL ESPAÑOL III
a) Documentos adjuntos.
b) Enclaustrados.
c) Vallados.
d) Anexos.
a) Menospreciar.
b) Rechazar.
c) Desechar.
d) Tirar.
En tus asignaturas anteriores LAE I y II, estudiaste los diferentes verbos modales ( can, could, may,
should, might, have to) y sus usos, así como algunas de las expresiones temporales más
frecuentes .
Para reconocer un texto narrativo, es muy importante tomar en cuenta estos aspectos:
Recuerda que las frases que indican una hipótesis, se identifican por:
• Palabras como think, seem, likely, probable, possible.
• Modales como could, may, seem, might.
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LENGUA ADICIONAL AL ESPAÑOL III
Instrucciones: Lee con atención el texto “Exploiters and explorers” y contesta las
cuestiones que se presentan a continuación:
Francisco Pizarro
1475-1541
With Charles I's blessing, Pizarro and his men conquered Peru's Inca
Empire for God and the Spanish crown – stripping its golden cities bare
and killing its ruler though he gave them vast riches. Between smallpox
and Spaniards, three-fourths of the Inca were wiped out within 70 years.
51. The intrepid Europeans ______________ to the ends of the Earth claiming dominion ( )
viajaron
a) Travel.
b) Traveled.
c) Would travel.
d) Have traveled.
53. With Charles I’s blessing, Pizarro and his men __________Peru’s Inca Empire ( )
conquistaron
a) Conquer.
b) Conquered.
c) Would conquer.
d) Have conquered.
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LENGUA ADICIONAL AL ESPAÑOL III
A lo largo de tu vida, te habrás dado cuenta de que hay algunos textos que te es más fácil leer que
otros. Esto se debe a la estructura que éstos tienen y a la manera en que están organizados. La
organización de estos textos puedes encontrarla a simple vista, al encontrarte con títulos,
subtítulos, listados y cuadros entre otras cosas.
There is a right way to package and store refrigerated or frozen food. To keep food
fresher, longer, take the time to study these recommended steps.
- Leafy vegetables .... Remove store wrapping and tear or trim off bruised and
discolored areas. Wash in cold water and drain. Place in plastic bag or plastic
container and store in crisper. Cold, moist air helps keep leafy vegetables fresh and
crisp.
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LENGUA ADICIONAL AL ESPAÑOL III
- Vegetables with skins (carrots, peppers) .... store in crisper, plastic bags or plastic
container.
- Fruits.... Wash, let dry and store in refrigerator in plastic bags or crisper. Do not
wash or hull berries until they are ready to use. Sort and keep berries in their store
container in a crisper, or store in a loosely closed paper bag on a refrigerator shelf.
- Meat.... Meat is perishable and expensive... you won’t want to waste an ounce of it
through careless handing. The following list and chart give you packaging hints and
time limits. Store meats in the meat drawer.
Fresh prepackaged meat. Store fresh meat in the store wrapping. Vacuum
packaged meat can be frozen for as long as one month if the seal is not broken. If
you want to keep it frozen longer, you should wrap it with special wrapping
material.
Fresh meat, non prepackaged. Remove the market wrapping paper and re-wrap in
aluminum foil for storing it unfrozen.
Cooked meat. Wrap or cover cooked meat with plastic wrap or aluminum foil.
Store immediately.
Cured or smoked meat and cold cuts. Ham, bacon, sausage, cold cuts, etc., keep
best in original wrappings. Once opened tightly rewrap in plastic wrap or aluminum
foil.
Canned ham. Store in refrigerator unless the label says it ok to store on the shelf.
Do not freeze.
Fresh poultry. Wrap in plastic wrap. The plastic on poultry, as purchased may be
used for storage.
If meat is to be stored longer than the times given, follow the directions for freezing.
Note: Fresh fish and shellfish should be used the same day as purchased.
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LENGUA ADICIONAL AL ESPAÑOL III
- Beverages... Wipe bottles and cans. Store on a door shelf or inside the refrigerator.
- Butter.... Keep opened butter in covered dish or in the Utility Compartment. When
storing on extra supply, wrap in freezer packaging and freeze.
- Cheese... Store in the original wrapping until you are ready to use it. Once opened,
re-wrap tightly in plastic wrap or aluminum foil.
- Condiments.... Store small jars and bottles (catsup, mustard, jelly, olives) on the
door shelves where they are in easy reach.
- Leftovers... Cover leftovers with plastic wrap or aluminum foil to keep food from
drying out and transferring food odors. Plastic containers with tight lids are fine,
too.
The freezer section is designed for storage of commercialized frozen food and for freezing
food at home.
- Packaging... the secret of successful freezing is in the packaging. The wrap you use
must be air moisture and vapor proof. The way you close and seal the package must
not allow air, moisture or vapor in or out. Packaging done in any other way could
cause food odor and taste transfer throughout the refrigerator and drying of frozen
food.
Rigid polietilene (plastic) containers with tight fitting lids, straight –sided
canning/freezing jars, heavy-duty aluminum foil, plastic-coated paper and non
permeable plastic wraps (made from a saran film), are recommended. NOTE: Heat-
sealed boiling bags are easy to use and can be used by themselves or as carton
liners.
- Sealing... When sealing food in bags, squeeze out the air (liquids need headspace to
allow for expansion). Twist the top and turn it back. Fasten tie securely around the
doubled over-tail. Put the label inside transparent bags; use self-adhesive label on
outside of opaque ones.
Air tight wrapping calls for “drugstore” wrap. Cut the sheet about one-third longer
than the distance around the food. Bring the ends together and fold in (towards the
food) at least twice to seal out air. Crease ends close to food, press air from
package. Fold tips over twice. Finish package and tape closed. NOTE: With
unboned meats, pad sharp edges with extra wrap or use stockinette to protect the
wrap from punctures.
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LENGUA ADICIONAL AL ESPAÑOL III
DO NOT USE:
* Bread wrappers
* Non polyethylene plastic containers
* Waxed paper
* Wax – coated freezer wrap
* Thin semi-permeable wrap
None of these are totally moisture, air or vapor proof. The use of these
wrappings could cause food odor and taste transfer and drying of frozen food.
- Freezing fruits… Select ripe, blemish-free fruits. Be sure they taste as good as they
look. Wash 2 to 3 quarts (liters) at a time and drain. Fruit that stands in water may
lose food value and become soggy. Sort, peel, trim, pit and slice as needed.
54. Analiza el texto anterior, después completa el cuadro siguiente con sus macro y
mesoestructuras.
Mesoestructuras:
___________________
Vegetables ___________________
Fresh, _______________
________, non prepackaged.
Meat _____________________
_____________________
_____________________
1. _________ food _____________________
Eggs
_______________________________
_______________________________
Macroestructura: _______________________________
_____________ _______________________________
_____________ _______________________________
________________________________
2. _________ food ________________________________
Freezing fruits
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LENGUA ADICIONAL AL ESPAÑOL III
55. Los siguientes enunciados son microestructuras que pertenecen a la mesoestructura Storing
Frozen food, del texto “Food storage guide”, escribe en el paréntesis la letra del equivalente
en español correspondiente a cada mesoestructura.
Instrucciones: Lee el texto Mythical dragons and serpents, y contesta los ejercicios que se
presentan a continuación.
Are Dragon and Serpents merely fabrications of the boundless human imagination, or
do they represent something of great spiritual significance for all cultures? Do they exist?
Have they ever? What if our fascination of them about? That fascination continues today,
according to our recent poll, Dragons and Serpents are a favorite subject for readers of
mythological stories.
Many are the fabulous beasts created in the stories by humankind. For thousands of
years, we have told of fantastic creatures of supernatural powers, some of the forces of
good and others of the forces of evil. But of all these sensational monsters, none has
slithered into as many of man’s legends than dragons and serpents.
Dragons and serpents vary in description according to culture, although many striking
features are retained throughout the written, oral and artistic traditions of the world. They
are usually depicted as gigantic snake-like reptiles, with a long, sinuous body armored in
either green, blue or red scales. The head is typically massive, with a broad mouth full of
enormous, sharp teeth and a long, forked tongue. The snout is long and sometimes horned;
the eyes are usually very large and cold. Often, these creatures possess long ears and a
frilled neck, resembling either a crest of feathers or webbed skin. The body itself is usually
decorated with an array of small, triangular spines extending from the head down the back
to the long, barbed tail.
Dragons normally possess four, short limbs with long claws, although some serpents
have no legs at all. In some cultures, dragons are also equipped with enormous, bat like-
wings; in others, they have the ability to breathe fire. They can live in mountains, caves,
seas, lakes and even the heavens.
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Japanese legends also tell of another Serpent King, who, unlike Ryu-wo, possessed
scales and a flicking tongue. He was a bringer of destruction and chaos, who would invade
villages and devour innocent children. He was only hindered by the goddess of love,
Benten, who was charmed by his words of love. After making him promise to end his wrath
against mankind, she agreed to marry him. On the Pacific coast of Japan, a great temple
was built at Kamakura to commemorate the occasion.
For Buddhists and Taoists of China and Japan, dragon sculptures were often used to
decorate the exterior of temples. They represented the many obstacles that humans face
throughout life that must first be overcome before true happiness and inner peace, or
enlightment, can be attained.
Dragons and serpents are often viewed as guardians of sacred places and objects. The
ancient Greeks and Romans, who revered dragons for their wisdom but feared them for
their tremendous powers, both shared this belief.
Serpents and dragons in Mediterranean mythology
Serpents and dragons abound in Mediterranean mythology. Throughout Europe, tales
of dragons and serpents grew far and wide. Most of these stories were written in Medieval
times, when dragons and serpents were said to live in caves or lakes where they hoarded
huge riches. Occasionally, the monsters would wonder into villages, and cause great
destruction and death. This lead to many brave knights attempting to hunt down and slay
dragons, as recounted in many medieval writings. In some cases, the knights were
successful, but in others they were defeated by the dragon’s immense power.
The most terrifying monster of all in European mythology was not, however, the great
fire-breathing dragon but a tiny black serpent called the basilisk. Only one foot long and
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crowned with a white crest, the basilisk, also known as the cockatrice, since it hatched from
a cockerel’s egg, was so deadly that the poison from its spit could split rocks in two, and it
could kill a man merely by looking at him. The only things which could kill a basilisk were
weasels, which overpowered the monster with their powerful jaws and smell, and crystals.
A man could look at a basilisk through the crystal, and the creature’s own deadly power
would be reflected back, killing it instantly.
The Celtic people often showed great reverence for dragons and serpents, depicting
them by the side of their gods. They came to represent wisdom and nobility, in a similar
way to the dragons of Oriental myths. Even today, the red dragon can still be seen in the
national flag of Wales, one claw raised as a warning of its power and its neck arched in
readiness. This respect clashed with the beliefs of the new religion, Christianity. According
to both Christian and Jewish texts, dragons and serpents were incarnations of evil.
The dragon was said to bring destruction during the end of the world, as read in the
Revelations, while the serpent was blamed for bringing sin to mankind by tempting eve into
eating the forbidden fruit of the Garden of Eden. The legend of St. George, in which he
defeats a dragon, perhaps represents Christianity overpowering the Celtic religion. The
image of St. George crushing a struggling serpent or dragon under his feet was widely used
in Christian art, and again may symbolize Christianity’s dominance over paganism.
Stories are told of serpents so unimaginably vast that they encircled the world itself.
Jormungand, the Midgard serpent was one such a monster, said by the Norse cultures such
as the Vikings to live deep under the sea. The west African Fon tribe speak of Aido-Hwedo,
the Rainbow serpent, who lies coiled in the ocean under the land to prevent it from sinking.
In both cultures, the serpent plays an important part at the end of the world.
Many historical maps show sea serpents in areas of the ocean where they were thought
to dwell. Even in modern times there have been a high number of reported sea serpents.
This is also true of the serpentine monsters thought to dwell in many lakes all over the
world. The most famous of these is the Loch Ness Monster, or Nessie, whose immense
body is usually seen as three humps above the surface of the water. Similar lake serpents
have been reported in every continent of the world, excluding Antarctica.
So why have so many different cultures on Earth told stories of these giant, wonderful
reptiles? A common explanation is that the ancient people were so inspired by the
deadliness and beauty of reptiles such as snakes, lizards and crocodiles, they began to
imagine them as giant, magical beings with supernatural powers.
Indeed we have named several species of reptile with their mythological persona in
mind: the Komodo Dragon, the Bearded Dragon, the Water Dragon and the Flying Dragon
are all living lizards who bare dragon-like characteristics. But all of these creatures are
much smaller than the dragons of legend – even the largest lizard, the Komodo Dragon,
only measures a few meters in length. Additionally, these “dragons” have a very restricted
habitat, many only inhabiting remote is lands or forests. They cannot be fully responsible
for spawning the vast widespread beliefs in dragons and serpents.
It is widely suggested that Sea Serpents and Lake Serpents are just ordinary aquatic
animals, such as eels, whales, seals or sharks. However, this theory also has a severe short-
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coming, in that a large majority of precise descriptions of aquatic serpents do not resemble
any of these creatures in shape, behavior or movement. It must also be noted that there are
far more reported observations of sea serpents than there are of known existing sea animals,
like beaked whales and giant squid.
Dragons and serpents have come to represent a huge variety of different ideas, but
perhaps the one prevailing symbolism that unites them all is man’s fascination and fear of
the unknown.. As long as mankind is plagued by mystery, our lakes, skies, seas and even
our souls will never be freed from the clutches of dragons and serpents.
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64. El jefe de todas las ________ __________, el dragón, ___________ sabiduría, __________,
scaly creatures symbolized strength
bondad y el elemento Agua.
66. El pueblo ________ mostró frecuentemente gran __________ por los dragones y serpientes
Celtic reverence
_____________al lado de sus dioses.
depicting
I. _______________
II. _______________
III. _______________
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COMPENDIO FASCÍCULO 1|
1. c
Retroalimentación: en este ejercicio, identificaste el tema principal del texto, aplicando tus
estrategias de lectura.
2. I. e
II. a
III. g
IV. c
V. b
VI. d
VII. f
VIII. i
IX. h
3. b
4. b
5. b
6. c
7.
¿De quién se habla? Clase general ¿Qué son? Características
I.- Célula La unidad básica de la vida Componentes de los seres vivos,
capaces de realizar todos los
procesos básicos de la vida.
II.-Protozoarios Organismos microscópicos Unicelulares
III.-Moléculas Componentes celulares No vivos, formados por uniones
entre átomos
IV.-DNA Ácidos proteínicos Contienen la información genética
de las células.
9.
10. I. d
II. c
III. b
IV. a
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11. Otro protozoario, tiene una forma irregular que cambia al moverse.
12. Diferentes tipos de tejidos forman los órganos, que son estructuras especializadas para
realizar funciones específicas.
20.
21 a
22. b
23. b
24. I. d
II. c
III. b
IV. a
25. I. resides
II. decrease
III. contain
26. a
27. b
28. b
29. b
30. b
31. b
32. b
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33. I. d
II. a
III. c
IV. b
34.
¿De quién se habla? Características Hábitat
Del tapaculo de tierras Nueva especie recién Un área no mayor a 12 acres
bajas descubierta en Brasil. Es un en el Río Iraji, Brasil.
pajarito gris y negro, que pesa
media onza y mide alrededor
de 4 pulgadas. Pertenece al
género Scytalopus.
35. a
36. b
37. antes–before.
38. hasta–until.
45. I G
II. C
III. E
IV. H
V. B
VI. A
VII. D
VIII.F
46. b
47 a
48. d
49. b
50. b
51. b
52. a
53. b
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COMPENDIO FASCÍCULO 2|
54. Mesoestructuras:
leafy
Vegetables with skins
Fresh, prepackaged
Fresh, non prepackaged.
Meat Cooked
Cured, smoked and cold cuts
Canned ham
1. Storing fresh food Fresh poultry
Eggs
Milk
Macroestructura: Beverages
Food storage guide Butter
Cheese
Condiments
Leftovers
Packaging
2. Storing frozen food Sealing
Freezing fruits
55. I. B
II. d
III. a
IV. c
57. 3
58. Dragons &serpents in Oriental cultures, Serpents and dragons in Mediterranean mythology,
una sín título.
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67. I. H
II. O
III. H
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V. EVALUACIÓN
MUESTRA
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COLEGIO DE BACHILLERES
COORDINACIÓN DE ADMINISTRACIÓN ESCOLAR
Y DEL SISTEMA ABIERTO
EVALUACIÓN FINAL
GLOBAL
MODELO: A
SEMESTRE: TERCERO
DEPARTAMENTO DE EVALUACIÓN
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INSTRUCCIONES GENERALES
Este cuadernillo contiene reactivos que al resolverlos te preparan para tu evaluación final de
acreditación, de la asignatura.
Antes que inicies la resolución de esta evaluación, es conveniente que sigas estas recomendaciones:
I. Este cuadernillo debe servirte ÚNICAMENTE para leer los reactivos, por ello no hagas
NINGUNA anotación en él.
II. Realiza una lectura general de todas las instrucciones para que puedas organizar tu trabajo.
III. Además del cuadernillo, debes tener una HOJA DE RESPUESTAS en la que debes anotar,
primero tus datos personales (nombre, matrícula, centro) y de la asignatura (clave, número de
fascículo o global), así como las respuestas.
IV. La HOJA DE RESPUESTAS presenta en cada una de las preguntas siete opciones posibles:
1 A B C D E V F
2 A B C D E V F
a) Introducción.
b) Generalización.
c) Ejemplificación.
d) Desarrollo de la teoría.
e) Planteamiento del problema.
1 A B C D E V F
2 A B C D E V F
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Relaciona las dos columnas e indica en tu hoja de respuestas la letra que señala el nombre de cada
una de las expresiones algebráicas que aparecen del lado izquierdo.
3 A B C D E V F
4 A B C D E V F
5 A B C D E V F
* En el caso que se te presenten reactivos de VERDAD “V” y FALSO “F”, sólo rellenarás con
lápiz del No. 2 ó 2 ½ una de las opciones de “V” o “F”, por ejemplo:
6 A B C D E V F
7 A B C D E V F
V. Asegúrate de que el número del reactivo que contestas corresponda al mismo número en la hoja
de respuestas.
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INSTRUCCIONES: Lee con atención el texto “Regional diseases”, y contesta lo que se te pide.
1. El significado de la palabra “disease” que aparece en el título del texto “Regional diseases”,
es:
a) Dolor de cabeza.
b) Inflamación.
c) Enfermedad.
d) Dolor.
a) Fatal.
b) Común.
c) Benigna.
d) Pasajera.
3. En el texto “Regional diseases”, se menciona que los mosquitos desarrollan una enfermedad
viral llamada:
a) Enfermedad de Lima.
b) Plaga bubónica.
c) Encefalitis.
d) Babesiosis.
a) Sick.
b) Poison.
c) Illness.
d) Transmitted.
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a) Texas.
b) Arizona.
c) Valle de Ohio.
d) Valle de Nuevo México.
8. De acuerdo con el texto “Regional diseases”, los medicamentos que pueden combatir la
fiebre de las montañas rocosas son:
a) Antibióticos, penicilina.
b) Penicilina pura.
c) Tetraciclina.
d) Ninguno.
a) Los doctores.
b) Los enfermos.
c) Los estudiantes.
d) A todo tipo de público.
10. La oración: “The cocciodioidomycosis is called Orange Fever”, tomada del texto “Regional
diseases”, es:
a) Verdadera
b) Falsa
COMPENDIO FASCÍCULO 2
11. Elige cual de las siguientes microestructuras pertenece al subtítulo “Coccidioidomycosis” del
texto “Regional diseases”, :
a) Parálisis cerebral.
b) Fiebre del Valle.
c) Histoplasmosis.
d) Encefalitis.
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14. “Tu doctor puede no sospechar de estas enfermedades regionales” es un hecho expuesto en
el __________ del texto “Regional diseases”, :
a) Apartado 1
b) Apartado 2
c) Apartado 3
d) Apartado 4
15. De las siguientes palabras, escoge la que indica opinión. Esta palabra es:
a) Beat.
b) From.
c) Seemed.
d) Provide.
16. “Irwin murió antes de empezar un tratamiento adecuado”. Esta frase tomada del texto
“Regional diseases”, es:
a) Verdadera
b) Falso
17. “La fiebre de las montañas no existe en Tennesse”. Esta frase extraída del texto “Regional
diseases”, es:
a) Verdadera
b) Falso.
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REGIONAL DISEASES
You (and even your doctor)
May not know about
1 Irwin, a 79-year-old retired judge, returned home to Michigan from Arizona with a persistent
cough, swollen ankles, and a slight fever. His doctor attributed the symptoms to a long-term
congestive heart problem and prescribed diuretics. When Irwin’s condition worsened, he was
admitted to the hospital for tests and massive doses of antibiotics. A week later, doctors
diagnosed a fungus infection called coccidioidomycosis, or “valley fever”, that Irwin had picked
up in Arizona. But it was too late. Irwin died before proper treatment for his illness could begin.
Cocciodioidomycosis, is one of several regional illnesses native to different parts of the United
States. None of the diseases is readily transmitted from one person to another.
“Being aware of them could save your life or prevent complications because your physician at
home may not suspect an illness that doesn’t occur in your area,” notes Michael McNeil, M.D.,
of the US Centers for Disease Control and Prevention (CDC). Here is a rundown of some
dangerous regional illnesses:
2 Coccidioidomycosis
Fairly common in the California valleys, Arizona, and New Mexico, this disease is caused
by a fungus that lives in loose soil and becomes airborne when the wind blows. Inhaled, it can
cause a lung infection.
“Most of the time, no serious problem develop, but infections can lead to severe, potentially
fatal neumonia, “ warns Robert Fekety, M.D., chief of infectious diseases at the University of
Michigan Medical Center.
Symptoms usually develop a week or two after exposure. Mild cases resemble flu and require
no medication, but severe ones like Irwin’s must be treated intravenously with antifungal
drugs, such as amphotericin B (which has some severe side effects).
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4 Histoplasmosis
This fungal disease is found in the Ohio Valley and states bordering the Mississippi and
Ohio Rivers. The fungus grows in pidgeon, bat, and bird droppings and gets into the air when
these wastes are disturbed. Chances of inhaling the fungus are greatest when camping near a
bird roost or exploring caves frequented by bats.
Symptoms develop 5 to 14 days after exposure and usually consist of fever, cough, chest
pain, and rash. Mild cases resemble flu and don’t require treatment; severe ones can lead to
chronic lung infection and must be treated with antifungal drugs such as amphotericin B,
ketoconazole, or triconazole.
5 Bubonic plague
This potentially fatal but rare disease that was an epidemic in Europe and Asia in the 14th
century, is still around. Today it is found primarily in New Mexico, Arizona, Colorado, and
California. “Humans get it after being bitten by a flea that has fed on an infected rodent
(usually a ground squirrel or a prairie dog) or by handling an infected animal”, explains Duane
J. Gubler, M.D. of the CDC. In 1992, 13 reported cases of plague in the US led to two deaths.
Symptoms develop suddenly, two to six days after being bitten, and include fever, chills,
weakness, headache, and swollen, tender lymph nodes in the neck, groin or underarm.
Fortunately, with early diagnosis and prompt antibiotic treatment, most people who contract
the disease recover.
6 Encephalitis.
Mosquitoes spread this rare viral disease that is an inflammation of the brain. The most
common of the four types of encephalitis found in the United States is LaCrosse, which mostly
occurs in the north central states and West Virginia. LaCrosse usually strikes young children.
St. Louis Encephalitis is found in the south and Midwest and tends to affect the elderly. The
deadliest is Eastern Equine encephalitis, which luckily is very rare except in areas where there
are horses and pheasants. It occurs along the East Coast, from Florida to Massachusetts.
Western encephalitis, also rare, is seen west of the Mississippi.
Symptoms develop one to two weeks after the bite and include high fever, chills, severe
headache, nausea, dizziness, and vomiting. Coma sometimes follows.
Apart from good nursing, there is no treatment, but if you are in an area where there is an
outbreak, you can reduce your risks by staying indoors after dark when mosquitoes feed.
When you go out, spray exposed skin with insect repellant: wear long sleeves and pants.
7 Lyme disease
Named after the town of Lyme, Conn., where it was discovered, this disease is spread on the
East Coast by deer ticks and in the west by black-legged ticks that usually live on field mice.
“That ticks are very small and difficult to see until they become adults,” explains CDC
epidemiologist Robert Craven M.D. Symptoms appear three to 40 days after a bite and consist
of fever, muscle, aches, nausea, swollen glands, fatigue and headache. In about 70 percent of
all cases, a rash that looks like a bull’s eye develops at the bite point.
A number of different antibiotics can cure the infection. Without treatment, Lyme disease can
cause arthritis, severe muscle weakness, facial palsy, and other nervous-system symptoms.
8 Babesiosis
More than 250 cases of this tick-borne illness have been reported since it was identified in the
United States in the mid-1970´s. The ticks normally infest mice and deer on Cape Code,
Nantucket, and Martha’s Vineyard, in Connecticut, and Long Island, New York, but have also
been found as far west as Wisconsin. The same ticks can also transmit Lyme disease. “Some
patients develop both illnesses,” notes CDC medical officer Trenton Ruebush, M.D.
Symptoms include chills, fever, muscle aches, weakness and headache. In mild cases, only
the symptoms are treated, but when these symptoms become severe or prolonged, the
antimalaria drug quinine and the antibiotic clindamycin are recommended.
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COMPENDIO COMPENDIO
FASCÍCULO 1 FASCÍCULO 2
1 C 11 A
2 A 12 D
3 C 13 B
4 A 14 A
5 A 15 C
6 C 16 A
7 C 17 B
8 C
9 B
10 B
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BIBLIOGRAFÍA
WWW.mithology.com/dragons.
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DIRECTORIO
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COLEGIO DE
BACHILLERES
54