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COLEGIO DE ESTUDIOS CIENTÍFICOS Y

TECNOLÓGICOS DEL ESTADO DE


NUEVO LEÓN

DIRECCIÓN ACADÉMICA

COMITÉ TÉCNICO

INGLÉS V

SEMESTRE : AGOSTO 2011 – ENERO 2012

Nombre:___________________________

Grupo:________Matrícula:___________

Maestro:___________________________

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COLEGIO DE ESTUDIOS CIENTÍFICOS Y
TECNOLÓGICOS
DEL ESTADO DE NUEVO LEÓN
CECyTE, N. L.

DIRECCIÓN ACADÉMICA

INGLÉS V

Luis Eugenio Todd Pérez Elvia Cervantes Cantú


Director General Coordinadora Técnica
Colaboradores de la Edición 2007
Ismael Vidales Delgado Martha L. Alejandro Reyes
Director Académico Everardo R. de León de León
Nancy García Arredondo
Lorena González Mendoza Ma. Concepción García Martínez
Directora Administrativa Elda B. García Sánchez
Reynaldo Garza Marroquín
Ariel Farías Hernández Irma B. Martínez Prieto
Director de Planeación Rubelia Parilla Villa
Adriana L. Romero Castellón
Rafael Covarrubias Ortiz Ma. Elena Salazar Barraza
Director de Vinculación Juana Gabriela Torres Patlán
Griselda A. Treviño Cantú
Roberto Méndez Cáceres Colaboradores de la Edición 2008
Asesor de Dirección General Ma. Elena Salazar Barraza
Ma. del Roble Treviño Garza
Inglés V Elvia Cervantes Cantú
Semestre: agosto2011 – enero 2012 Colaboradores de la Edición 2009
Colegio de Estudios Científicos y Tecnológicos Elvia Cervantes Cantú
del Estado de Nuevo León, Andes Nº Colaboradores de la Edición 2010
2722, Colonia Jardín Obispado, Ma. Elena Salazar Barraza
CP 64050, Monterrey, N.L., México. Juana Gabriela Torres Patlán
Teléfono 0181-81517600 ext. 112 Roberto Mario Salazar Sandoval
Elvia Cervantes Cantú
Colaboradora de la Edición 2011
Rubelia Parrilla Villa
Juana Gabriela Torres Patlán
Juana Araceli Canizales Gaytán

Monterrey, N.L., mayo del 2011

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INDEX
Unit 1
Didactic sequences:
1. Free work clothes 7
2. Food facts 10
3. How to find an occupation you love 14
4. Blood types and blood types personalities 21
5. Don’t go to the gym in winter! 28
Test your self Unit 1 32
Lista de Cotejo 36

Unit 2
Didactic sequences:
6. Computers in the classroom 37
7. Computer virus 41
8. Cell phone safety and text messages 44
9. Parents warned about technology and drug use and google it. 50
10. Body scan 55
Test your self Unit 2 62
Lista de cotejo 67

Unit 3
Didactic sequences:
11. How to get something 68
12. Life changes 74
13. Making an effort 79
14. Decisions 84
15. General review 88
Test your self Unit 3 91
Lista de Cotejo 95

Bibliographical References 96

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INTRODUCCIÓN
La Reforma Curricular iniciada en el 2004 para el Sistema Nacional de Educación
Tecnológica promueve en el plan de estudios el campo de conocimiento comunicación,
dentro del cual se ubica un curso de Inglés V en el quinto semestre.

Inglés V será un apoyo para la generación de nuevos conocimientos en las asignaturas


de formación básica, propedéutica y profesional.

Este libro está preparado de acuerdo al programa oficial basado en el enfoque por
competencias recomendado nacionalmente que se sustenta en la utilización de
secuencias didácticas.

Este enfoque pretende dotar al maestro y alumnos de los recursos didácticos que
garanticen mejores prácticas en la enseñanza y la elevación sensible del logro
académico.

El equipo de revisión de este documento agradece a los compañeros de la asignatura que


envíen sus comentarios y sugerencias dirigidos a: elvia.cervantes@cecytenl.edu.mx

Las actividades y los ejercicios deben resolverse en una libreta, cuaderno y hoja en
blanco.

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UNIDAD 1 DIDACTIC SEQUENCE 1
FREE WORK CLOTHES

1. Datos Generales
1.1 Nombre de la materia: Inglés V
1.2 Tema Integrador: La sociedad
1.3 Conceptos Fundamentales: Avance de la humanidad
1.4 Conceptos subsidiarios: Campo tecnológico
1.5 Categoría Diversidad
1.6 Sesiones 2
2. Contenidos Fácticos: Artículos definido e indefinido
3. Contenidos procedimentales: Trabajo Individual, Participación Grupal
4. Contenidos Actitudinales: Solidaridad
5. Propósito: El estudiante comprende el uso de los artículos definidos e indefinidos en la
lectura de textos informativos y aplica la técnica de lectura diagrama de Vann para organizar
vocabulario.
6. Competencias por desarrollar :
6.1. Genéricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización
de medios, códigos y herramientas apropiados.
 Utiliza procedimientos y estrategias de la comunicación escrita y reconoce la
importancia de evaluar las producciones, tanto propias como ajenas, con criterios
objetivos de corrección, coherencia, propiedad e identifica las ideas clave en un texto o
discurso oral e infiere conclusiones a partir de ellas.
 Se comunica en una segunda lengua en situaciones cotidianas.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos o conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
 Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
7. Productos de aprendizaje: El alumno en este nivel se desenvuelve con
seguridad en el manejo del vocabulario y comprensión
de lectura, reconociendo palabras y contenidos
temáticos.
8. Relación con otras materias Ecología y Administración, Creatividad.
9. Momentos de la Secuencia. Apertura, desarrollo y cierre

ANTICIPATORY SET

I. Answer the following:


1. What kind of clothes are used for men and women?
2. Do you think women´s clothes are more expensive than men´s clothes?
3. Which kind of clothes do you wear most? When do you wear them?
A) business B) casual D) designer

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STEP BY STEP PROCEDURES

Articles are used to clarify if a noun is specific or if a noun is not specific. They are used before
the nouns or adjective. There are two kinds of articles:

Indefinite Definite
Articles A/ AN Article “The”
They´re used to refer to a noun that is not It´s used to refer to something which has
something or someone specific such as a pen, an already been mentioned
apple, a bus).
We use A/AN in singular nouns.A" is used if Article “The” do not change
the letter before the next word starts with a according to the gender or number
consonant (not a vowel a, e, i, o, u). An is used of the noun they refer to, e.g. the
if the letter for the next word starts with a vowel boy, the woman, the children.
(a, e, i,o,u)Examples: a dog , an elephant

I. Read the following newspaper article and underline definite or indefinite articles the/ a /an.
FREE WORK CLOTHES

Imagine this: You don´t have a job, or maybe you have a job, but you don´t make much
money. You can get a good job, but you have one problem. You don´t have nice clothes for
work. You don´t have nice clothes for an interview. What can you do? In Cincinnati, Ohio,
this isn´t a problem. You can go to Back on Track Workwear. At Back on Track Workwear,
the clothes are free for working people. They are also free for people with a job interviews.
Back on Track Workwear has suits, ties, dresses, skirts, pants shirts , and blouses . It also
has a white uniforms for medical workers, It has colthes in all sizes, from small to extra-
large. The shoppers at Back on Track Workwear can take several blouses or shirts, skirts or
pants . shoes, suits and ties. Then they are ready for work, or an important interview. Back
on Track Workwear helps people get a job and keep a job.

II. Read the reading again and underline the words for men´s clothes and women´s clothes.
Then draw a Venn diagram in your notebook and write the words.

Women Both Men

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III. Read these sentences and write true (T) or false (F).
True False
1. Shoppers don´t pay for clothes. _____ ______
2. People can get uniforms. _____ ______
3. There are only clothes for work _____ ______
4. Shoppers can get only one outfit. _____ ______
5. The clothes are free for working people. _____ ______

CLOUSRE

I. Fill in the blanks with either “a”, “an”, or “the”.

I went to 1)______ airport at 6:00 AM yesterday. I had to catch 2)______


flight to Paris. The lines at 3)______ airport were very long, so I had to wait
4)______ long time. Once 5)______ plane took off, I tried to get some sleep
but I couldn't. Then I ate 6)______ pretty good meal, 7)______ rare
occurrence on airplanes! Later, I spoke to one of 8)______ flight attendants
for 9)______ while. She was pretty. She told me that 10)______ pilot of
11)______ airplane was French. I managed to fall asleep for about 12)______
hour. After I woke up, I felt refreshed. I ordered 13)______ drink, then
another. Generally, it was 14)______ pretty smooth flight.

II. Make teams of three students and check your answers from the last exercise then read aloud
in class.

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DIDACTIC SEQUENCE 2
FOOD FACTS

1. Datos Generales
1.1 Nombre de la materia: Inglés V
1.2 Tema Integrador: La sociedad
1.3. Conceptos Fundamentales: Avance de la humanidad
1.4. Conceptos subsidiarios: Campo científico
15. Categoría Diversidad
1.6. Sesiones 3
2. Contenidos Fácticos: Comprensión de lectura , artículos y sustantivos
3. Contenidos Procedimentales: Trabajo Individual, Participación Grupal
4. Contenidos Actitudinales (valores): Solidaridad
5. Propósito: El estudiante comprende las funciones del lenguaje acorde a los
textos con énfasis en la comprensión de lectura.
6. Competencias por desarrollar
6.1. Genéricas:
Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
 Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales
del daño ambiental en un contexto global interdependiente.
 Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con
relación al ambiente.
6.2. Disciplinares:
 Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y
académica.
 Identifica, ordena e interpreta las ideas, datos o conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
 Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
7. Productos de aprendizaje: El alumno en este nivel se desenvuelve con seguridad
en el manejo del vocabulario y comprensión de lectura,
reconociendo artículos y sustantivos y aplicándolos
correctamente.
8. Relación con otras materias Biología y LEXO II
9. Momentos de la Secuencia. Apertura, desarrollo y cierre

ANTICIPATORY SET

I. Answer the following:

1. Mention some healthy food.

2. Mention teas that are healthy drinks.

STEP BY STEP PROCEDURES

NOUNS
A noun is a word that names a person, a place, an animal or a thing..

Example:
house dog chair Biology

A noun that names only one person, place, animal or thing is called: SINGULAR NOUN.
A noun that names more than one is called: PLURAL NOUN.
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 Add –s to form the plural of most nouns:
Singular Plural
house houses

 Add –es to form the plural of nouns that end in ch, sh, ss, or x:
Singular Plural
branch branches
wish wishes
class classes
box boxes

 To form the plural of nouns that end in a consonant and y , change the y to i and add
–ies:
Singular Plural
party parties
dictionary dictionaries
library libraries

 If the noun ends in y but has the C-V- AND Y pattern and only s
Singular Plural
day days
boy boys

 Some plural nouns do not follow a regular pattern. You will need to remember these
IRREGULAR NOUNS:

Singular Plural
man men
woman women
foot feet
tooth teeth
mouse mice
child children
ox oxen

 Some nouns don’t change their plural form.


Singular Plural
deer deer
fish fish

 Some singular nouns don’t have plural form.

news

 Some plural nouns don’t have singular form.

scissors
people

 Once you have understood “nouns”, you can answer the following activity.

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I. Write the singular nouns in the plural form.

calorie _______________________ protein _______________________


century _______________________ egg _______________________
chicken _______________________ nut _______________________
soup _______________________ study _______________________
doctor _______________________ potato _______________________

II. Read the text “Food Facts”.

Food Facts

Around the world, people have beliefs about certain food and drink. Some people think that
chicken soup is good for a cold. Others believe that it is unhealthy not to eat meat. The
question is, are any of these beliefs true? Read this fact sheet to find out.

Belief: Chicken soup helps to fight a cold.


Fact: For centuries, people have believed that chicken soup is a good cold remedy. Now,
doctors say this belief may be true. Researchers think that chicken soup contains a special
chemical that stops a cold from getting worse. Also, heat from the soup can make a person
feel better.

Belief: A vegetarian diet is unhealthy.


Fact: Meat, especially red meat, contains protein that the body needs. A person who doesn’t
eat meat can get enough protein and be healthy by eating tofu, nuts, and certain vegetables.

Belief: Chocolate causes pimples.


Fact: This is a common belief that is not true! Many researches say that eating chocolate
does not cause pimples. More often, the cause is stress or not getting enough sleep.

Belief: Tea is better than coffee.


Fact: A study in 2002 showed that black or green tea contains substances that can protect
your heart, fight cancer, and lower fat in your body. Coffee does not do this.

Belief: Foods like bread and potatoes are like bread are fattening.
Fact: Bread and potatoes do not contain much fat, or many calories. Eating too much and
not exercising can cause us to gain weight. Also, adding fattening things like butter to bread
and potatoes can raise the number of calories we eat.

III. From the text you just have read underline “nouns” found.

IV. Fill in the blanks with the correct noun.

chocolate researches bread chicken doctors

1. ____________ causes pimples.

2. ____________believe chicken soup is a good cold remedy.

3. ____________ and potatoes can raise the number of calories we eat.

4. ____________ say that eating chocolate does not cause pimples.

5. ____________ soup helps to fight a cold.

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CLOSURE

I. Do an outline of the story in your note book

II. Share your work with your classmate.

III. Answer the following statements. Write TRUE (T) or FALSE (F)

T F
1. Chicken soup is good for a cold.
2. Eating chocolate can cause skin problems.
3. A vegetarian diet is low in proteins.
4. Coffee is better than tea.
5. Bread and potatoes are not fattening foods.

DIDACTIC SEQUENCE 3
HOW TO FIND AN OCCUPATION YOU LOVE

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1. Datos Generales
1.1. Nombre de la materia: Inglés V
1.2 Tema Integrador: La sociedad
1.3 Conceptos Fundamentales: Avance de la humanidad
1.4 Conceptos Subsidiarios: Campo científico
1.5 Categoría: Diversidad
1.6 Sesiones 7
2. Contenidos Fácticos: Adjetivos, verbos y uso del diccionario
3. Contenidos Procedimentales: Trabajo en equipo e individual
4. Contenidos Acvtitudinales (valores): Libertad de expresión
5. Propósito: El estudiante identifica el uso de adjetivos y verbos en
textos narrativos y utiliza adecuadamente el diccionario.
6. Competencias por desarrollar
6.1. Genéricas:
Sustenta una postura personal sobre temas de interés y relevancia general considerando otros
puntos de vista.
 Estructura ideas y argumentos de manera clara, coherente y sintética.
 Articula saberes de diversos campos y establece relaciones entre ellos y su vida
cotidiana.
 Identifica las actividades que le resultan de menor y mayor interés y dificultad,
reconociendo y controlando sus reacciones frente a retos y obstáculos.
6.2. Disciplinares:
 Produce textos con base en el uso normativo de la lengua, considerando la
intención y situación comunicativa
 Evalúa un texto mediante la comparación de su contenido con el de otros, en
función de sus conocimientos previos y nuevos.
 Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y
académica.
7. Productos de aprendizaje: Los alumnos se describen a sí mismos utilizando
adjetivos y reflexionan sobre sus expectativas
laborales. Además practican el uso del diccionario
adecuadamente.
8. Relación con otras materias Administración, Valores, LEXO II, TIC
9. Momentos de la Secuencia. Apertura, desarrollo y cierre

ANTICIPATORY SET
I. Look at the pictures and fill in th blanks with the correct profession.

________________ _________________ _______________ ______________

II. Answer the following questions in your notebook.

 What profession would you like to have in the future?

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 What characteristics do you think this profession should have? Do you have them?
 Describe yourself using adjectives.

STEP BY STEP PROCEDURES

I. Look at the pictures and title of the story.

II. Answer the following questions.


Underline the best answer

1. Who is the woman talking to in the Picture 1?


A. a teacher B. a counselor

2. Who is the young woman talking to the picture 2?


A. a teenager B: a parent

How to find an occupation you love


Ming Chen wanted to find an occupation, so she went to see Mr. DaCosta is a counselor at
Ming’s school. “What do you like to do?” he asked. ”I don’t know,” Ming said. “Well, I like to
talk to my friends. Is there a job where I can talk to people?”

Jobs for today


1

Mr. DaCosta asked Ming to make a list. Write down occupations where people talk to other
people” he said. Ming wrote down salesperson, nurse, receptionist, teacher, police officer,
counselor, and lawyer.

Mr, DaCosta asked Ming to choose the occupation she liked best. She chose counselor. Then he
asked her to find the names of places where counselors work. He told her to look at the job
board at the employment office. He also told her to look in the classifieds and the telephone
book.

Ming found many places where counselors work. The place she liked best was the Teen
Counseling Center. She called the Center to ask for information and tanked to Ms. Wolf, one of
the teen counselors. Ms. Wolff’s job was interesting. Part of her job was to talk to teens with
problems. She also looked for teen volunteers. Ms. Wolff asked Ming to be a volunteer. Ming
wanted to try it. She took a training class and learned how to listen. After the training Ming was
a volunteer at the Center three days a week. She listened to teens talk about their problems on
the telephone. Ming didn’t get paid, but she loved the job. She got a lot of work experience too.

Teen
Counseling
15 Center
555-12 34
2

After six months the Teen Counseling Center hired Ming for the summer. They gave her a good
salary. Now she wants to go to college to get a degree in counseling. She already filled
applications to a few colleges. Ming is lucky. She found an occupation she loves.

III. Read the text and pick the best answer.

1. a. Ming wanted to find an occupation. b. Ming wanted to find a friend.

2. a. She made a list of jobs where people b. She made a list of jobs where
help other people. people talk to other people.

3. a. She called the Teen Counseling b. She called the Teen Counseling
Center for information. Center for help.

4. a. First Ming got paid at the Teen b. First Ming was a volunteer at
Counseling Center. the Teen Counseling Center.

5. a. During the summer she was a volunteer. b. During the summer she got paid.

6. a. Now Ming wants to be a teacher. b. Now Ming wants to be a


Counselor

Adjectives
An adjective is a word that can tell more about a noun. Adjectives can tell you
how a person, place, or thing looks, tastes, sounds, or smells.

Verbs
An action verb is a verb that shows action
A verb is the main word in the predicate, the part of a sentence that tells what
the subject is or does.
Some verbs have similar forms they are called “REGULAR VERBS”
To form a regular verb we add –ed
Verbs that do not add -ed to show a past action are called “IRREGULAR
VERBS”.
Because irregular verbs do not follow a regular pattern, you must remember
their spelling.

II. Write verb (V) or adjective (A).

1. lucky ( ) 4. best ( )
2. loved ( ) 5. learned ( )

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3. wrote ( ) 6. interesting ( )

III. Classify the following verbs.


Regular - Irregular
gave looked said took hired
went asked learned was talked

Regular Irregualr
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
1. friendly
IV. Match the adjective with the Picture.
2. busy
3. intelligent
4. beautiful
( ) ( ) 5. clean
( ( ) 6. fast
) 7. big

(
)
( )
( )

V. Team work.

Teams of three students.


Do sentences using the adjectives of the last reading.
“How to find an occupation you love”

What is a narrative text?


Narrative texts are those related a chronological recounting
of events. A narrative paragraph has a narrator, a person
who tells the story. The narrator may be a person in the
story or an observer to what is happening in the story.

VI. Order the following statements according with the reading.

____1___ She thought about what she liked.


________ She chose one place she liked.
________ She chose one occupation.
________ She made a list of occupations that matched what she liked to do.
________ She looked for the names of places where people work in that occupation.
________ She volunteered to work there.

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________ She called and talked to someone who work at that place.

VII. Answer the questions and share them with your classmates.

1. Why did Ming Volunteer at The Teen Counseling Center?


2. What did she learn as a volunteer?
3. Have you ever volunteer?
4. What did you do?
5. Do you work outside or inside?
6. What do you like about your work?
7. What don’t you like about it.

HOW TO USE THE DICTIONARY.


 Dictionaries supply the spelling, syllabication, pronunciation, and meaning
of the most useful words of the English language as it spoken in the United
Status.
 Abbreviations, foreign words and phrases, and the names and descriptions
of places may be found in the pages following the main vocabulary.
How to look up in the dictionary:
 The words that make up the vocabulary are printed flush with the left
margin of the column and are in boldfaced type. They are listed in
alphabetical order.
 If a foreign word is pronounced the same as an entry but is spelled
differently, the variant spelling is preceded by a usage label and follows
the entry word:
Draft, chiefly Brit. Also draught, draft, n
 If a word has a single spelling but two or more distinct origins or
meanings, each variation is listed a separate entry. The preferred or most
common meaning is entered first. If there is no preferred meaning the
order of definitions are arbitrary.
Counter….n A table or board
Counter….adv. In the opposite direction

VIII. Look up the following words in the dictionary.


Write down the meaning and its ending.

1. training _________entrenar________ ___-ing_________________


2. wanted _______________________ ________________________
3. classifieds _______________________ ________________________
4. teens _______________________ ________________________
5. asked _______________________ ________________________

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6. counselors _______________________ ________________________
7. lawyer _______________________ ________________________
8. interesting _______________________ ________________________
9. liked _______________________ ________________________
10. employment _______________________ ________________________

CLOSURE

I. Look up the following words in the dictionary.


Write down if it’s a noun, verb or adjective.

MEANING TYPE OF WORD


a. Employment ______empleo ___ __________noun__________
b. Volunteer __________________ ________________________
c. Write down __________________ ________________________
d. Gave __________________ ________________________
e. Counseling __________________ ________________________
f. counselors __________________ ________________________
g. choose __________________ ________________________
h. board __________________ ________________________

II. Match the adjective with its definition.

1. kind _____ a person who likes to help others


2. patient _____ a person who likes to talk a lot
3. sociable _____ a person who likes to makes
4. confident friends
5. talkative _____ a person who keeps calm
_____ a person who shows trust

III. Look up the following words in a dictionary.

Collage __________________
Degree __________________
Training __________________
Teens __________________
Counselor __________________
Hired __________________

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IV. Imagine you work as a counsellor and you have to advise teenagers with different problems.
What would you tell them? Do a short conversation with a classmate of one of the
following.

1. overweight
2. fail an exam
3. pregnancy
4. drugs
5. marriage
6. arguing with parents

V. Write a paragraph in your notebook about a job you would like to have in the future...
Tell us what would you like to do?
Where would you like to work?
What would you do everyday?

Example:

I want to be an accountant. (accounter)


I will work in an office near my house.
I will use a calculator and a computer.
I will keep the books for my costumers.

DIDACTIC SEQUENCE 4
BLOOD TYPES AND BLOOD TYPES PERSONALITIES

1. Datos Generales
1.1 Nombre de la materia: Inglés V
1.2 Tema Integrador: Ciencia
1.3 Conceptos Fundamentales: Avances de la humanidad
1.4 Conceptos Subsidiarios: Campo científico
1.5 Categoría Tiempo, Diversidad
1.6 Sesiones: 6
2. Contenidos Facticos: Tecnicismos , Cuadro sinóptico, Reglas Ortográficas
3. Contenidos Procedimentales: Trabajo individual, grupal

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4. Contenidos Actitudinales (Valores): Responsabilidad
5. Propósito: Comprender y comentar lecturas con tecnicismos
6. Competencias por desarrollar
6.1. Genéricas:
Aprende por iniciativa e interés propio a lo largo de la vida.
 Articula saberes de diversos campos y establece relaciones entre ellos y su vida
cotidiana.
 Identifica las actividades que le resultan de menor o mayor interés y dificultad,
reconociendo y controlando sus reacciones frente a retos y obstáculos.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
 Evalúa un texto mediante la comparación de su contenido con el de otros, en función de
sus conocimientos previos y nuevos.
 Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
7. Productos de aprendizaje: Los alumnos pueden comprender lecturas elaborando
cuadros sinópticos y practicando las reglas ortográficas
en su redacción.
8. Relación con otras materias Ecología, Biología, LEXO II, TIC
9. Momentos de la Secuencia. Apertura, desarrollo y cierre

ANTICIPATORY SET

I. Answer the following questions:

1. Do you know how many types of bloods exist?


_____________________________________

2. Do you know your blood type?


_____________________________________

3. Do you think that blood types have something to do with your personality?
_____________________________________

II. Share your answers with your group.


III. Write your conclusion

STEP BY STEP PROCEDURES

I. Read the following definitions.

TECHNICAL WORDS in a practice way

Are words belonging or pertaining to an art, science profession, or trade.

Example:
 He can’t understand the address because of the technical vocabulary.
 "angioplastia" is a phisichian technical word.

OUTLINE

21
An outline is usually in the form of a list divided into headings and subheadings that distinguish
main points from supporting points. Most word processors contain an outlining feature that
allows writers to format outlines automatically.

PUNCTUATION RULES
PERIOD

The point or character ( . ) used to mark the end of a complete declarative sentence or to
indicate an abbreviation; a full pause such as is made at the end of a complete sentence.

USING COMMAS IN SENTENCES

Commas are used to indicate pauses between words and word groups in sentences.

USING SEMICOLONS

The semicolon ( ; ) can be used to separate the independent clauses in a compound sentence.
When you separate the independent clauses with a semicolon, you do not need a comma and a
conjunction.

COLON

The colon (:) is used after the greeting in a business letter, and it has these additional uses.
a) A colon is used after expressions that introduce a list.
b) A colon is used between the hour and minutes when you write time in
numbers.

APOSTROPHE

An apostrophe is used in possessive words and contractions.


An apostrophe is used to form the plurals of letters and numbers if the plural would be
confusing without it.

PARENTHESES

The parentheses have these two uses.


a) Parentheses are used to enclose words that interrupt the thought of the sentence.
The words in the parentheses usually explain or add to the sentence.
b) Parentheses are used to enclose references to page numbers, chapters, or dates.

SCIENTIFIC TEXTS

Scientific texts are used in a particular branch of knowledge, especially of facts or principles,
gained by systematic study.

II. Match words with meaning. If you need you could use a dictionary.

1. _____ attempt a. interested in knowing about things

2. _____ curious b. tells the truth and can be trusted

3. _____ outgoing c. friendly and likes talking to and meeting people

22
4. _____ generous d. different and imaginative

5. _____ honest e. try

6. _____ original f. happy to give

III. Read the following text


BLOOD TYPES

Until the early twentieth century, attempts to transfuse blood from one person to another
person were usually unsuccessful. Then, in 1901, Karl Landsteiner, an Austrian scientist,
discovered that blood was divided into four types. These four blood types were named A,
B, AB, and O. Blood type O is the most common around the world. Blood type A is the
second most common, and type AB is the least common. If people with type A blood are
given type B blood, or people with type B blood are given type A blood, they will probably
die.

In 1927, a Japanese doctor, Furukawa Takeji, carried out


research and carne up with the idea that people with
different blood types had different personalities. Type A
people are said to be calm and serious; people with type B
blood are curious, cheerful, and outgoing; people with
type O blood are generous and honest; while those with
type AB blood are caring, original, and careful.

In recent years, interest in blood types has grown in the


United States, and one book, Eat Right for Your Type, has
been a hit with people who want to lose weight.

The four main blood types:


A, B, AB and O.

Reading comprehension.

IV. Underline the correct answer.

1. What did Karl Landsteiner discover?


a. There are four types of personality. c. Blood type O is the most common.
b. There are four types of blood. d. Blood can be transfused from one person to another

2. What is NOT true about blood type AB?


a. It is the least common. c. People with this type are said to be original.
b. It was discovered by Karl Landsteiner. d. People with this type lose weight easily.

3. What is NOT true about blood type B?


a. It was discovered in 1901. c. People with this type are said to be curious.
b. It is not the most common type. d. It can be transfused to people with type A blood.

23
4. People with which blood type are said to be most trustworthy?
a. type A c. type AB
b. type B d. type O

5. What kind of people are interested in Eat Right for Your Type?
a. people who are too heavy c. Austrian people
b. people with type O blood d. people who are worried about their blood

V. Fill in the blanks using the words from the box. There is an extra word.
generous - attempts - original - carried out - curious - been a hit

Long ago, (1) ___________________to transfuse blood usually killed people, but in 1901
Karl Landsteiner (2) ________________ a study that showed there are four blood types.
Many people now believe you can teil personality from blood type. For example, people
with type B blood are said to be (3) ________________, and those with type AB are said to
be (4) __________________. Books on blood types have recently (5) _______________ in
America.

VI. Circle the correct answer.

1. Mike is so _____ He loves going to parties.


a. outgoing b. curious c. generous d. honest

2. Sarah looks great. She’s really.


a. carried out b. come up with c. on the go d. lost weight

3. That artist’s portraits are so ______.


a. outgoing b. honest c. original d. generous

4. Helen is so _____ She loves giving people gifts.


a. generous b. curious c. outgoing d. honest

5. You can’t trust Clayton. He’s just not _____.


a. cruel b. honest c. original d. weak

6. Young children ask so many questions. They’re really.


a. generous b. original c. curious d. dangerous

VII. Fill in the information in the below outline.

Karl Landsteiner

1. Blood

2.

24
3.

4.

CLOSURE

I. Individual reading.

Blood
types’
Personalities

One of the most common ways to analyze personalities in Japan is by blood types.
Although people don’t seem to take it too seriously, you can often hear people say "He’s
a text-book A-type", or "I can’t get along with blood type B".

I have heard so many times about personalities of each blood type that I can remember
by memory what characteristics they have. Let’s see if your blood type and your
personality coincide with following descriptions.

Blood type A

Punctual. Tidy. Rational. Nervous: People of this blood type values punctuality, order,
and rules. The rooms of blood type A would be always tidy and clean, with everything in
right order. They can be perfectionists. In a way, they are the most trustable people.

Blood type B

Strong sense of self. Creative. Passionate. Capricious: People of this blood type tend to
have strong wills what they want to do. While they are good company and entertaining
when they are in a good mood, they can get angry easily, and later forget it quickly. They
are creative, but sometimes they can appear selfish.

Blood type O

25
Generous. Easy going. Compatible: People of this blood type are most compatible with
other blood types. They don’t care about small things, and always keep their own pace.
Sometimes they can appear lazy.

Blood type AB

Mysterious. Clever. Two-faced: Basically they have characteristics of both blood type A
and B. They can have 2 different faces and it is difficult for other blood types to
understand what they are really thinking. Thus, they appear mysterious.

II. Look up the meaning of five technical words from the reading.

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

5. _____________________________________________________________

V. Read carefully the last paragraphs and correct mistakes.

Normally people don’t go judging others’ personalities just by blood types When they say
he’s blood type A" it is when they see one of his many characters that fits the descriptions of
blood type A. obviously anyone has a little bit of all of those characteristics And at the same
I have many friends who fit so well on those descriptions there are people who don’t even so
this personality analysis is popular in Japan There is a morning news program that shows
which blood type is the luckiest for the day I think the reason why it is so popular in Japan
to judge by blood types is that the 4 types of blood are roughly speaking, equally spread in
Japan. In Europe for example blood type A is dominant and in North and South America
more than 90% is blood type O As I know that it is senseless to judge people by blood types
when I hear the blood type of my boyfriend I cannot help thinking if his blood type fits his
character

 Discussion Class. What do you think?

1. Do you agree with the description of your own blood type given in the passages?

2. What other adjectives would you use to describe yourself?

3. Do you believe in other ways of telling someone’s personality, for example, star signs or
palm-reading?

26
DIDACTIC SEQUENCE 5
DON’T GO TO THE GYM IN WINTER!

1. Datos Generales
1.1 Nombre de la materia: Inglés V
1.2 Tema Integrador: Sociedad
1.3 Conceptos Fundamentales: Avances de la humanidad
1.4 Conceptos Subsidiarios: Campo social
1.5 Categoría: Tiempo, Espacio
1.6 Sesiones: 6
2. Contenidos Fácticos: Ocupaciones con terminación –er, preposiciones: in, on, at, familia de
palabras.
3. Contenidos Procedimentales: Trabajo individual, parejas y equipo
4. Contenidos Actitudinales (valores): Libertad de expresión.
5. Propósito: Relacionar trabajos y ocupaciones de su preferencia.
6. Competencias por desarrollar

27
6.1. Genéricas:
Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada
uno de sus pasos contribuye al alcance de un objetivo.
 Ordena información de acuerdo a categorías, jerarquías y relaciones.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
 Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
7. Productos de aprendizaje: Los alumnos identifican las ocupaciones con
terminación “er”; familias de palabras y usan
correctamente las preposiciones “at”. “on”, “in”.
8. Relación con otras materias: Ecología, Biología, LEXO II, TIC
9. Momentos de la Secuencia. Apertura, desarrollo y cierre

ANTICIPATORY SET
I. Answer the following

Crossword puzzle
1. Look for words ending with “-er”
Which words did you find?
Write them down:
P R I E R E E N I G N E
A H O L P I A N I T T O
I R O P L U M B E R S T
N O R T E A C H E R H R
T R E C O E L C F D E L
E E T R E G N I S T A S
R N C T I A R N I V O O
P E O R D I B A K E R L
B D D C E F W G P H I D
D R I V E R J K L H M I
N A N O P C H E Y R E E
A G B C D M A N A G E R
F R E H P O S O L I H P
II. Answer the following questions:
a) From the jobs above, which one do you prefer? Why?

STEP BY STEP PROCEDURES

A persuasive paragraph states your opinion about a subject and tries to convince others to think
the same way you do. It attempts to convince an audience, the people to whom the writing is
aimed, that an opinion is reasonable and acceptable.

28
Don’t go to the gym in winter!
We all know that exercise is good for health. So on January 1 st we often start
the New Year with a resolution: to go to the gym three times a week. But
what happens? The first week we go three times, the second week we go
twice, and the third week we stop going. The same thing happens with diets.
After Christmas we start a new healthy eating plan. We are very enthusiastic
at first, but after two or three weeks, we stop.

Carl Harris, a personal trainer, says this is because winter is the wrong time of
the year to start new exercise routines and diets. In the winter the days are
short and dark, and it’s cold outside. Our bodies want food and sleep, not
diets and exercise. His advice for people who want to start a healthy lifestyle
in January is to make small changes “Try to cut out chocolate and cakes for
three days a week, but don’t eliminate them completely. Go for short walks
I. Read and underline nouns. (person, place, thing) Write in the line.
NOUNS

A noun is a word that names a person, a place, or a thing. A concrete noun names
someone or something that can be seen, touched, smelled, or tasted. An abstract
noun names an idea, quality, or state of mind.
Example:
gym
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________
II. Reread the text and circle the prepositions.
Write them down.
Make sure you do not repeat any.

PREPOSITION

Preposition is an indeclinable part of speech, as by, in, to, for, from, usually placed before
a noun or its equivalent forming a prepositional phrase, and showing the relation to a
substantive, verb, or adjective.
Example: go to the gym
__________ __________ __________ __________
__________ __________ __________ __________

III. Depending on the text fill out the following Word Webs.

Word Web: Words in a gathering way with similarity relationship.


Example:

Spring Winter

Seasons of the Months of the year


29
year
Holidays
Cardinal numbers

Adjectives
Ordinal numbers

food

CLOSURE

I. Underline the word that does not belong in the group.

Example:
A) read write eat the

* All words are verbs, except “the” it´s an article.

B) to for at gym
C) pen pencil notebook candy
D) run play house clean
E) window to table chair
F) boys children men teeth
II. Fill in the blanks use words from exercise 1.

My brother likes to __________ soccer.


I don’t live in an apartment, I live in a __________.
My father gets up __________ 6 a.m.
She does exercise in the __________.

30
I always go __________ the cinema.
My sister doesn’t like to __________ the house.
The teacher checks the __________ weekly.

Sesión: 1
TEST YOURSELF
UNIT I

DIDACTIC SEQUENCES 1 y 2

I. Choose whether each sentence needs an indefinite article (a, an), a definite article
(the), or no article.

31
1. He asked me _________ very hard question.
2. _________ question that he asked me was easy.
3. Have you seen _________ my scarf?
4. Could you please pass me _________ salt?
5. Is there _________ good restaurant around here?
6. _________ restaurant that my friend owns is very good.
7. I have several _________ good friends.
8. _________ USA is a beautiful country.
9. I'll see you in _________ week!
10. I'm on _________ vacation until Monday.

II. Underline the appropriate plural form of the nouns.

1. Foot ________
a) footer b) Feet c) foot d) feeth

2. Child
a) children b) child c) boy d) childs

3. Woman
a) women b) wohman c) girls d) girl

4. Man
a) man b) men c) boy d) meen

DIDACTIC SEQUENCE 3

I. Look at the following personalities. Match each one with the sentences below.
1 ( ) 2. ( ) 3. ( ) 4. ( )

a) He is a funny cartoon character and eats a lot.


b) He is a strong and handsome movie hero.
c) He is handsome and sings pop music.
d) He is young and play in a soccer team.

II. Fill in the blanks, use an adjective from the box

beautiful interesting weak


incredible friendly
1. Karla is a ___________________woman she won the beauty contest.
2. I read an ___________________ book about life in Mars.

32
3. Your family are very _____________ people.
4. It was ___________ to make new friends in the summer camping.
5. I heard Michael was sick last week he still looks ______________ .

III. Match the noun with the adjective.

1.Tiger ( )Soft
2. Sky ( )Chocolate
3.Train ( )Dangerous
4.Mountain ( )Slow
5.Turtle ( )Fast
6.Sweet ( )Blue
7.Pillow ( )High

IV. Circle the word that doesn’t belong in the group.


1. go take help music drive
2. short tall paint hot big
3. pizza car study pen soda
4. love call live win cook
5. adjective noun verb adverb plural

V. Write the simple past tense of the verbs. Fill in the box.
Base form Simple past Base form Simple past

begin ______________ go ______________

give ______________ make ______________

write ______________ do ______________

forget ______________ see ______________

get ______________ spend ______________

VII. Write down noun, verb, adjective, adverb, preposition, past tense verb depending on
each word.
bread _________________ beautiful ____________________
never _________________ eat ____________________
on _________________ go ____________________
letter _________________ in ____________________
come _________________ quickly ____________________

33
DIDACTIC SEQUENCE 4
I. Read the definition of blood. Underline the technical words. Make an outline with this
information in your notebook.

Blood
Blood is a highly specialized circulating tissue consisting of several types of cells
suspended in a fluid medium known as plasma. The cellular constituents are: red blood
cells (erythrocytes), which carry respiratory gases and give it its red color because they
contain hemoglobin (an iron-containing protein that binds oxygen in the lungs and
transports it to tissues in the body), white blood cells (leukocytes), which fight disease, and
platelets (thrombocytes), cell fragments which play an important part in the clotting of the
blood Medical terms related to blood often begin with hemo- or hemato- (BE: haemo- and
haemato-) from the Greek word "haima" for "blood." Anatomically, blood is considered a
connective tissue from both its origin in the bones and its function.

Medicine

DIDACTIC SEQUENCE 5

I. Read the next letter and write the correct punctuation.

Dear Alice

I need some help I have a great a job I´m a computer programmer The people in my office are
great and my work is interesting But I have a two-year-old daughter She goes to a day-care
center now It´s a good day-care center.

Sometimes I think about leaving my job and staying at home with my daughter I want to spend
at home with my daughter I want to spend more time with her But there is a problem We really
need money My husband is working but he doesn´t make a lot of money Do you have any
advice.

II. Identify the prepositions in the following text. Use the prepositions from the box.

IN - AT - FROM - TO - AS - WITH - FOR - BY

Fast food is the term given _______food than can be prepared and served very quickly. While

any meal ________low preparation time can be considered _______ be fast food, typically the

34
term refers to food sold _________ a restaurant or store ___________low quality preparation

and served to the customer ________ a packaged form __________ take away. The term “fast

food” was recognized __________a dictionary__________ Merriam –Webster in 1951.

Outlets may be stands or kiosks, which may provide no shelter or seating, or fast food

restaurants (also known ___________ quick service restaurants). Franchise operations which

are part ___________restaurant chains have standardized foodstuffs shipped to each restaurant

____________ central locations.

LISTA DE COTEJO
UNIDAD I

NOMBRE:
_____________________________________________________________
FECHA:___/___/___
ACTIVIDADES SI NO
1. Identifica y aplica el uso de artículos definidos e indefinidos en textos

35
informativos.
2. Elabora un diagrama de Venn para organizar y clasificar vocabulario.
3.Aplica las reglas de los sustantivos plurales.
4. Utiliza las funciones del lenguaje para la comprensión de textos
5. Se describe a sí mismo mediante el uso de adjetivos.
6. Identifica verbos regulares e irregulares en textos narrativos.
7. Aplica las técnicas de uso del diccionario para la búsqueda de
significado de palabras.
8. Interactúa con sus compañeros sobre las características de los empleos.
9. Elabora cuadros sinópticos para la comprensión de textos.
10. Aplica las reglas ortográficas en un texto.
11. Identifica palabras técnicas en textos científicos.
12.Habla sobre su personalidad y tipo de sangre
13. Identifica ocupaciones con terminación –er en textos escritos.
14. Elabora redes de palabras para organizar y clasificar información
en un texto.
15. Conoce e identifica sustantivos y preposiciones en un texto
16. Participa en la lectura de diferentes tipos de textos de forma
individual y grupal
17. Cuenta con el 80% de asistencia
18. Cuenta con el material necesario para tomar la clase.
19. Trabaja en equipo.
20. Participa en el salón de clases.
21.Realiza las tareas en tiempo y forma.
22. Utiliza el idioma de inglés dentro del aula.
23. Se dirige con respeto y disciplina en cada una de las actividades de
equipo.

PARA APROBAR LA UNIDAD DEBE CUMPLIR CON EL 60% DE LAS ACTIVIDADES


ANTES MENCIONADAS.

UNIDAD 2
DIDACTIC SEQUENCE 6
COMPUTERS IN THE CLASSROOM

1. Datos Generales:
1.1. Nombre de la materia: Inglés V.
1.2. Tema integrador: Ciencia.

36
1.3. Conceptos fundamentales: Avances de la humanidad.
1.4. Conceptos subsidiarios: Tecnología.
1.5 Categoría: Espacio y Libertad.
1.6. Sesiones: 4
2. Contenidos Fácticos: Cognados y Word Webs.
3. Contenidos procedimentales: Individual, en equipo y grupal.
4. Contenidos actitudinales (valores): Libertad y orden.
5. Propósito: El alumno identifica las ventajas y desventajas de trabajar con una computadora en
clase, así como trabajar con cognados falsos y verdaderos dentro de la lectura y
en algunos ejercicios. Además; de diseñar Word Web tanto de la tecnología de
una computadora, como de otros temas específicos.
6. Competencias por desarrollar:
6.1. Genéricas:
 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o
gráficas.
 Se comunica en una segunda lengua en situaciones cotidianas.
 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como
cada uno de sus pasos contribuye al alcance de un objetivo.
 Ordena información de acuerdo a categorías, jerarquías y relaciones.
 Estructura ideas y argumentos de manera clara, coherente y sintética.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en
un texto, considerando el contexto en el que se generó y en el que se recibe.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con
introducciones, desarrollo y conclusiones claras.
7. Producto de aprendizaje: Libreta con vocabulario, Word web de tema elegido, lista de
cognados, libro con ejercicios contestados (traducciones, Word
web, lectura con cognados subrayados, ejercicio de elección de
respuestas de la lectura).
8. Relación con otras asignaturas: TIC
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET

I. Talk about the following questions with your classmates.


1. Have you ever work with a computer?

2. In your school, can you work with a computer?

3. What is your opinion about of the advantages of the computer or do you think that there
are disadvantages?

II. Vocabulary. The following words are in the reading. Do you know the meaning? Write the
meaning in your notebook

Internet kindergarten wire instead

afford effort able home page

III. Translate in Spanish the next words.

37
1. Hospital ___________________ 3. Computer ___________________

2. Communication _________________ 4. Hotel _____________________

IV. In group, Can you say anything about the words of the exercise III?

STEP BY STEP PROCEDURES

I. Read the following text.

Computers in the Classroom

Kids are going all over the world without ever leaving their school. They are
using their computers. A school in California could be the most wired school in
America. They are wired to the Internet through their computers.

Thirty students are able to use the Internet every day. The kids are between the
grades of kindergarten and fifth grade. The teacher says that it is hard to get them
away from the computers. They do not even want to go to recess.

Internet has opened the world to many people. Now students can go to any library on
earth. They can get information. They can visit a child
in another country.

Laura Bacon likes to visit with other students. She's


going to Peggy's page. Peggy is a school student in
London, England. She put her own home page on the
Internet. It includes pictures of Peggy, her school, her
mom, dad and friends. You can send her mail, too.

A scientist helped to wire the school. He says, "There is a plan to connect 12 thousand
California schools to the Internet."

Wiring schools in California can cost a lot of money. It needs to be done on volunteer
effort or schools will not be able to afford it. They think that it will cost as much as fifty
billion dollars.

Some people say that the money should be spent on teachers instead of computers.
Some people say that it would be worth it to wire all of the classrooms.

II. Underline the correct answer about the reading.

1. A word that now means 'connected to the Internet' is?


a. Wired b. plugged c. hooked d. turned on

2. In California wiring schools needs to be a volunteer _____ because it costs so much.


a. Time b. effort c. afford d. recess

3. What do you get at the library?


a. Silence b. liberals c. information d. berries

38
4. Internet has opened the world to many people. Now students can go to any _____.
a. Store b. home c. library d. studio

5. The California school is wired to the Internet through their _____.


a. Computers b. microwaves c. bedrooms d. kitchens

6. What should the money be spent for, according to some people?


a. more lunches b. more hospitals c. more teachers d. more books

7. How much money do some think it will cost California to hook up all of the schools to the
Internet?
a. forty million b. fifty million dollars c. fifty million d. fifty billion
dollars

8. It is hard to get the kids away from the computers. They don't even want to go to _____.
a. recess b. bed c. school d. zoo

COGNATES
A cognate is a word in English with a similar meaning in Spanish. These words are named
TRUE COGNATES.
Example:
idea meaning idea computer is computadora

However, there are some English words that are written similarly in English and Spanish, but
with a different meaning. These words are named FALSE COGNATES.

Example:
change meaning cambio red is rojo

True cognates False Cognates

Information Información Late Lata


Stability Estabilidad Exit Éxito
System Sistema Called Calle
Energy Energía Pipe Pipa
Instrument Instrumento Date Dato

IV. Underline the true and false cognates in the reading “Computers in the classroom”, write in
your notebook and then check your answers with your classmates.

V. Complete the diagram. Use the words of the box. If you know other words, add them in the
diagram? Share them with your classmates.

download links e-mail web sites mouse


software Internet hardware keyboard address book

39
Internet
Hardware

Computer

This diagram is calling WORD WEB. It’s an easy way to remember


vocabulary. It can help you to match new words with other known.

VI. In teams, choose one of the following topics and make a Word Web in your notebooks.
Share your work with your classmates.

school body food jobs house entretainmen


t

CLOSURE

1. Make in your notebook a list with 5 true cognates and 5 false cognates.

2. Talk about in your group the advantages and disadvantages of the computers in class.

DIDACTIC SEQUENCE 7
COMPUTER VIRUS

1. Datos Generales:
1.1. Nombre de la materia: Inglés V.
1.2. Tema integrador: Ciencia
1.3. Conceptos fundamentales: Avances de la humanidad
1.4. Conceptos subsidiarios: Tecnología
1.5 Categoría: Diversidad
1.6. Sesiones: 3
2. Contenidos Fácticos: Adjetivos originados de verbos, al añadirles “ed”.

40
3. Contenidos procedimentales: Individual, en pares y grupal.
4. Contenidos actitudinales (valores): Libertad y responsabilidad.
5. Propósito: El alumno manipula los verbos que se convierten en adjetivos con terminación –ed
en una lectura referida a virus en las computadoras.
6. Competencias por desarrollar:
6.1. Genéricas:
 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o
gráficas.
 Se comunica en una segunda lengua en situaciones cotidianas.
 Estructura ideas y argumentos de manera clara, coherente y sintética.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en
un texto, considerando el contexto en el que se generó y en el que se recibe.
 Produce textos con base en el uso normativo de la lengua, considerando la
intención y situación comunicativa.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con
introducciones, desarrollo y conclusiones claras.
7. Producto de aprendizaje: Libreta con respuestas a las preguntas de la apertura y descripción
de sus sentimientos en ciertos temas, libro con ejercicios
contestados (adjetivos, lectura completada, ejercicio de elección
de respuestas de la lectura).
8. Relación con otras asignaturas: TIC
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET

I. In your notebook, answer the following questions.


1. Have you ever had a virus in your body?
2. You know, what is a virus of computer?
3. Is the same a virus in the body and a virus of computer?
4. If you find a virus in your computer, what do you do?

II. In group, talk about the similar features in the next words.

- surprised - excited - interested

STEP BY STEP PROCEDURES

Some verbs with “ed” in the ending are adjectives that describe people´s feelings
emotions.
Example: Interested

I. Look carefully the following verbs. Make adjectives describing people’s feelings or emotions
add them –ed and write them down. Other words you can think and write them in the box.

VERB ADJECTIVE VERB ADJECTIVE


1. surprise 5.
2. interest 6.
3. excite 7.
4. tire 8.

II. Complete the following text using the adjectives in parenthesis.

41
Computer Virus

A computer is a machine. It handles a lot of information.


Many places use computers to help them work better. Are you
_____________ (tire) of having problems with your
computer? Do you feel ______________ (worry) about it because you may lose your
information? Someone sent a computer virus to a lot of computers. A computer virus is a
set of bad instructions written just to hurt computers.

Someone made the virus and sent it to other computers. It was set
to turn on by itself. When it did, many computer viruses around
the world began to have problems.

When the virus is turned on, it makes the computer do things it is


not supposed to do. Many computers started filling up with a lot of useless information.
Several computer projects were in trouble. One project that will have to be stopped has
already spent millions of dollars.

People started turning off their computers. Others stopped their computers from being
hooked up to other computers. The virus was spread by having computers share
information with each other. Once in the computer, it takes over and tells the computer to
do harmful things.

The FBI is ______ (interest) to find who or what has caused this virus to be spread. You
will be _______________ (excite) of using your computer without any problem

III. Underline the correct answer about of the reading.

1. A _______ can ruin a good computer.


a. virus b. disease c. germ d. animals

2. Many computers started filling up with ________ information.


a. useless b. good c. short d. easy

3. When a virus gets into a computer, it can destroy the _______ inside.
a. wires b. information c. screws d. mouse

4. People started _______ their computers.


a. breaking b. returning c. turning on d. turning off

5. One ______ that will have to be stopped has already spent millions of dollars.
a. computer b. cord c. telephone d. project

6. The FBI will try to find out what caused the ________.
a. computer b. information c. virus d. people

7. A _____ is a machine that handles a lot of information.


a. Bike b. printer c. computer d. toaster

8. Many places use computers to help them _______.


a. Sleep b. work c. sing d. swim

9. Many computers around the world began to have ________.


a. Problems b. blacks outs c. information d. less speed

42
10. When the virus ______, some companies had to stop their computers.
a. Left b. turned off c. began to spread d. right

IV. Show, what did you learn in this reading? Underline the correct answer.

1. What is a computer virus?


a. A sickness a person gets when using a computer.
b. A bad computer disk that is mailed to people.
c. A program that gets into a computer and wrecks it.

2. Why do people use computers?


a. Computers are slower than using paper and pencil.
b. Computers help people work better.
c. Everyone has to buy one.

3. Why did some people unhook their computers?


a. They did not want to share their information.
b. They did not want to get a computer virus.
c. They wanted to use less electricity.

4. Once inside, what can a virus do?


a. It can fix a project.
b. It can fill the computer with useless information.
c. It turns the computer on and off.

5. What happened to one project?


a. A new name had to be picked.
b. The project was done faster.
c. It had to be stopped.

CLOSURE

1. In pairs choose a topic and write in your notebooks the description about of your
feelings in:
a) Christmas
b) When you fail an exam
c) When you boyfriend or girlfriend is sick.

DIDACTIC SEQUENCE 8
CELL PHONE SAFETY AND TEXT MESSAGES

1. Datos Generales:
1.1. Nombre de la materia: Inglés V.
1.2. Tema integrador: Ciencia.
1.3. Conceptos fundamentales: Avances de la humanidad.
1.4. Conceptos subsidiarios: Tecnología.
1.5 Categoría: Espacio y Diversidad.
1.6. Sesiones: 7
2. Contenidos Fácticos: Sinónimos, antónimos y resúmenes.
43
3. Contenidos procedimentales: Individual, en pares y grupal.
4. Contenidos actitudinales (valores): Libertad y orden.
5. Propósito: El alumno utiliza correctamente el uso de sinónimos y antónimos, además de que
comprende lecturas sobre telefonía e identifica las ideas principales mediante el
uso de resúmenes.
6. Competencias por desarrollar:
6.1. Genéricas:
 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o
gráficas.
 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el
contexto en el que se encuentra y los objetivos que persigue.
 Se comunica en una segunda lengua en situaciones cotidianas.
 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como
cada uno de sus pasos contribuye al alcance de un objetivo.
 Ordena información de acuerdo a categorías, jerarquías y relaciones.
 Estructura ideas y argumentos de manera clara, coherente y sintética.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en
un texto, considerando el contexto en el que se generó y en el que se recibe.
 Produce textos con base en el uso normativo de la lengua, considerando la
intención y situación comunicativa.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con
introducciones, desarrollo y conclusiones claras.
7. Producto de aprendizaje: Libreta con ejercicios contestados sobre sinónimos y antónimos,
resumen de la lectura “Cell phone safety”, el texto “Text
messages” reescrito con abreviaturas, libro con ejercicios
contestados (sobre sinónimos y antónimos, definiciones, sopa
de letras y ejercicio de elección de respuestas de la lectura).
8. Relación con otras asignaturas: TIC y Lexo.
9. Momentos de la secuencia: Apertura, desarrollo y cierre.
TE
ANTICIPATORY SET A
M
O

DISTANCE COMMUNICATION IN THE WORLD

I. Talk with your classmates about the following.

1. What tells you the title of the images?


2. Do you think the cell phone is important in our daily life?
3. Do you have boyfriend or girlfriend?
4. How do you communicate with her or him, when you don´t see her or him?
5. Do you send messages to your boyfriend or girlfriend through of cell phone?

II. Volunteers to write some words with their synonyms on the blackboard.
Example:
nice – beautiful

44
huge – enormous

III. Write the antonym of the following words:

pretty ugly

slim

tall

bad

happy

STEP BY STEP PROCEDURES

SUMMARY
SUMMARY
Is a brief and accurate representation of the
contents of a document, without critical
interpretation and irrespective of the author
of the analysis, is a short essay that reflects
the main ideas of the text.

The stages in the process of "resume" are:

1. Analysis:
 Quick reading of the primary document to locate the subject categories, and relevant
paragraphs.
 Taking notes and underlined parts of the document that best represent the content.
 Omit information that is obvious or known.

2. Synthesis:
 Reorganize and reconstruct the resulting information (main ideas, methods, ...).
 Reread the summary to filter and refine the information.
I. Read in group, in alternative way the following reading.

Cell Phone Safety

Many people are wondering if it is safe to talk on the phone while


driving. There have been quite a few accidents while drivers were
talking on the phone. Some research is being done to find out if
driving while talking on the phone is dangerous.

45
When there is a car accident police officers will find out if any of the drivers were using a cell
phone. They will write this information in a report. The information will be saved and later
studied.

There have been some very bad car accidents caused by drivers
being distracted by cell phones. Drivers sometimes forget to
watch the road carefully when they are using their phones. Not
paying attention to the road can dangerous, even deadly.

It is important for drivers to focus on the road. They need to pay attention to what is going on
around them. They might need to stop or swerve quickly.

People want to make sure that the roads are safe for everyone. Studies will be done using the
information police officers collect at accidents. Maybe someday this information will lead to
laws about driving and using cell phones.

II. Underline the correct answer about of the reading.

1. Many people are wondering if it is ____ to talk on the phone while driving.
a. Illegal b. safe c. hard d. fun

2. Police officers will write this information in a _____.


a. Message b. ticket c. binder d. report

3. There have been some very bad car _____ caused by drivers being distracted by cell
phones.
a. thefts b. prices c. accidents d.
attacks

4. People want to make sure that the roads are _____ for everyone.
a. safe b. smooth c. bumpy d. dangerous

5. It is important for drivers to focus on the _____.


a. radio b. road c. conversation d.
phone

III. In pairs, in your notebook; do a summary about of the reading “Cell phone safety”.

IV. Check the list of the words from the reading.


Match each word with its definition from the right. a. Are the rules of conduct adopted
and implemented by the government
1. driver ______ and a particular territory.
2. accident ______
b. Is a person who drives a vehicle.
3. law ______

V. Complete the sentences with words of the last exercise.

1. My teacher had an _____________ with the train in 1994.

2. The _____ in my city says that people can’t go talking on cell phone while driving their
cars.

46
3. Bus ________ school is sick and he can’t work today.

VI. Complete the following box.


Synonyms
Are words that have the same or nearly the same
meaning.
Word Synonym
Examples:
nice – beautiful needy - dependent
important

attention

dangerous VII. Full the table.

Antonym
Word Antonym A word that is opposite in meaning to another: the
opposite of a synonym.
Example:
safe
true - false quiet - talkative
later

insignificant

stop VIII. In pairs complete the conversations, using a


synonym from the box.

generous great modern sick of wealthy enormous

1. A. “Betty’s family is very rich”.


B. “Well, I knew her aunt was very ____wealthy______”.

2. A. “Look at all these new buildings!”.


B. “Yes. This city’s much more ________________ than I expected”.

3. A. “Wasn’t that movie wonderful?”


B. “Yes, it was ________________”.

4. A. “Sue doesn’t have much money, but she’s so thoughtful”.


B. “Yes, she is. She’s one of the most ________________ people I know”.

5. A. “Joe and Mary’s house is huge”.


B. “Yes, it’s absolutely ________________”.

6. A. “I’m bored with this lesson!”.


B. “I know, I’m really ________________ it, too!”.

47
IX. Practice orally the conversations with your partner in front of the group.

X. Individually read the following text.

Text Messages

Everyday millions of text messages are sent and received. When


writing a txt msg in England, a lot of people like to use
abbreviations or shorten sentences so that txt msgs are easier to
write. You are now going to view some examples.

XI. Check the boxes with the Abbreviations & Vocabulary and write in your notebook the next
text messages with abbreviations.

48
CLOSURE

I. In group, answer the following questions:


1. Which is the difference between an antonym and a synonym?
2. Which is the synonym of the word big?
3. Which is the antonym of the word dark?

II. Circle the antonyms of the following words. S J T O U R A L O C


F E R N Q C F G N A
dishonest careless funny thin A X E L K A W H U R
M Q O J B R E S N P
A Y H O N E S T F E
M Z R E K F Q H G T
A E G W P U A Y E X
D W Q Y L L O P S T
III. Complete the sentences with the antonyms that E S T E R E S A X A
you found. F E R N A N D A M F

1. A person who doesn’t laugh very much or make jokes. __________________


2. Someone who tells the truth and who you can trust. __________________
3. Someone who takes care when doing things. __________________

IV. Rewrite the following sentences, use the antonym of the adjectives are emphasized.
1. George’s house is tiny.
__________________________________________________________
2. Sophie and Paul are generous.
__________________________________________________________
3. This TV show is funny.
__________________________________________________________
4. John is rich.
___________________________________________________________
5. My room is clean.
__________________________________________________________

DIDACTIC SEQUENCE 9
PARENTS WARNED ABOUT TECHNOLOGY AND DRUG USE, AND GOOGLE IT

49
1. Datos Generales:
1.1. Nombre de la materia: Inglés V.
1.2. Tema integrador: Ciencia.
1.3. Conceptos fundamentales: Avances de la humanidad.
1.4. Conceptos subsidiarios: Tecnología.
1.5 Categoría: Espacio y Diversidad.
1.6. Sesiones: 5
2. Contenidos Fácticos: Textos argumentativos y adverbios.
3. Contenidos procedimentales: Individual, en equipo y grupal.
4. Contenidos actitudinales (valores): Libertad.
5. Propósito: El alumno identifica los textos argumentativos, basándose en la lectura del porqué
los padres se preocupan de los riesgos que corren sus hijos en el uso de la
tecnología, así también el manejo del uso de los adverbios en distintas situaciones.
6. Competencias por desarrollar:
6.1. Genéricas:
 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o
gráficas.
 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el
contexto en el que se encuentra y los objetivos que persigue.
 Se comunica en una segunda lengua en situaciones cotidianas.
 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como
cada uno de sus pasos contribuye al alcance de un objetivo.
 Ordena información de acuerdo a categorías, jerarquías y relaciones.
 Estructura ideas y argumentos de manera clara, coherente y sintética.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en
un texto, considerando el contexto en el que se generó y en el que se recibe.
 Produce textos con base en el uso normativo de la lengua, considerando la
intención y situación comunicativa.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con
introducciones, desarrollo y conclusiones claras.
7. Producto de aprendizaje: Libreta con ejercicios de la apertura, enunciados utilizando
adverbios, poster con los argumentos sobre los puntos
solicitados de la lectura, el texto argumentativo en el cierre,
libro con ejercicios contestados (sobre adverbios y lecturas).
8. Relación con otras asignaturas: TIC y Lexo.
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET

I. Analyze the following situations and answer what you asked in your notebook.

1. When you want to go to a friend’s party and your parents don’t give you permission to
go. What do you do?

2. You have a test and you failed, you check your answers and they are correct, but you
don´t define them with the words that your teacher did, you explain them in your own
words. What would you do?

II. Talk about your answers with your group.

STEP BY STEP PROCEDURES


Argumentative Text
Is intended to express views or to refute persuade a receiver. The
author's purpose may be to50test or demonstrate an idea (or thesis),
refute the contrary or persuade or dissuade the receiver on certain
behaviors, events or ideas.
I. Read the text individually “Parent warned about Technology and Drug use”.

Parents warned about Technology and Drug use

Cell phones and the Internet are great ways to stay in touch with people. There are other things
that teenagers have been doing with this kind of technology too. Some things teenagers have
been doing while on the Internet and cell phones are bad.

Everyone used to be worried about sexual predators when their


teens used the Internet. Today they
have even more to worry about. One
big concern about kids using
technology today is drug use.

The Internet and cell phones have


become ways that some kids get
drugs or learn how to use them. They are able to contact drug
dealers without their parents knowing about it. This is a very
serious concern to many people.

The government is saying that parents need to watch what their kids are doing on the Internet
and who they talk to on the phone. Many parents have no idea what their kids are doing while
online. One man was shocked when he saw how much information was online showing how to
use drugs, make drugs, and buy drugs.

There are some things that parents can do to help. Software products are available that can help
with this problem. They can monitor activity on the Internet. This will let parents see what kind
of sites their kids have been visiting. Also, parents should keep computers in a common room of
the house. It is much harder to be secretive when the family is always near.

II. Underline the correct answer about of the reading.

1. Cell phones and the __________ are great ways to stay in touch with people.
a. bus system b. Internet c. white house d. typewriter

2. Many parents have no idea what their kids are doing __________.
a. in class b. when they are with friends c. at school d. while online

3. Everyone used to be worried about __________ when their teens used the Internet.
a. government invasion b. identity theft c. sharing germs d. sexual predators
4. The Internet and cell phones have become ways that some kids __________.
a. get drugs b. steal from their parents c. cheat in school d. buy cold medicine

5. One big concern about kids using technology today is __________.

51
a. drug use b. money c. brain tumors d. theft

6. One man was shocked when he saw how much information was online showing how to
__________.
a. train your pets c. cheat in school
b. b. use drugs, make drugs and buy drugs d. steal cars

7. The government is saying that parents need to watch what their kids __________.
a. are doing on Internet and who they talk to on the phone c. eat at school
b. like to spend money on d. view on
television

8. Parents should keep computers in __________.


a. a common room of the house c. a back bedroom
b. b. they child’s room d. a safe

III. What did you learn of the reading? Underline the correct answer.

1. Why does the government think parents should monitor what kids do on the Internet?
a. Parents should know how much to charge their kids.
b. Parents should know what kids are doing on the Internet.
c. Parents should know how much time their kids are studying.

2. What kinds of technology are causing problems with teens today?


a. Cell phones and the Internet are causing some problems.
b. Typewriters and telephones are causing some problems.
c. I-pods are causing problems with teens today.

3. Why should computers be placed in a common room?


a. It is harder to be sneaky if other people are around.
b. Computers need lots of people to be around.
c. Everyone will want to do bad things.

4. What can parents do to help this problem?


a. They can give them drugs so they don't have to get them.
b. They can tell drug dealers to stop contacting their child.
c. They can use software that helps monitor Internet usage.

5. What are some teenagers using cell phones and the Internet to do?
a. cheat on tests
b. sell term papers
c. buy drugs

IV. In team, discuss what arguments are inside reading, which show the risks that exist with the
children in the consumption of drugs by the use of cell phones and the Internet.

V. Make a poster with the arguments concluded and shows them to the group.

52
ADVERB
Adverbs usually tell how, where or when something has been done. In other words, they
describe the form, place or time of an action.
An Adverb is a word that describes, explains, or limits a verb, an adjective, or another
adverb.
An adverb follows the same rules for comparison as an adjective (clearly, more clearly,
most clearly); while most words ending in ly are adverbs, not all adverbs end in ly (here,
there, never, not, down, quite, etc.)
An adverb usually answers questions like When? Where? How? Why? How much?

Examples:
Type Adverb Example

Form slowly Jane drives slowly.

Place here The party is going to take place here.

yesterda
Time I called him yesterday.
y

Adjective Adverb *Some adjectives become into adverbs and don’t


change
slow slowly
Adjective Adverb
hopeless hopelessly
fast fast
aggressive aggressively
late late
VI. Read in group, in
alternative way the following early early
text.

Google It!

The word “google” has many uses. It is an adjective, used to


describe very large numbers. It is also a proper noun. “Google” is
the name of a popular Internet search engine. It also has a new
meaning.

The writers of a new edition of a dictionary have used it as a verb.


They list "google" as a verb. It means to search the Internet. This
makes terms like "google me" part of the English language. A person
could say "I wanted to know more about volcanoes so I googled it."
"Google" is now an official part of the English language. The
dictionary's editors say that this just means that the public has adopted the term.

53
"Google" is one of 100 new words that were included in the new dictionary. Many
other words are based on technology. "Mouse potato" is someone who spends a lot of
time in front of a computer. "Ringtone" is the sound of a cell phone ringing.

Many new technology words have become common. We use them every day and don’t
even think about them.

VII. Underline the correct answer about of the reading.

1. As a verb, "google" means to search the _____.


a. dictionary b. cupboards c. Internet d. world

2. Many of the new words are based on _____.


a. technology b. history c. dictionaries d. Spanish
3. The dictionary's ____ say it means the public has adopted the term.
a. critics b. editors c. writers d. owners

4. "Google" is now officially part of the _____ language.


a. computer b. British c. Spanish d. English

5. "Google" is the name of a popular _____.


a. Internet search engine b. board game c. computer game d. dictionary

VIII. In your notebook, write sentences about Internet, Google, cell phones, technology, use
adverbs of the box, which say the reasons why they are important topics today.

Example: Internet always connects you to the world.

quickly somewhere slowly often definitely

carefully well evidently usually never

CLOSURE

I. Write a short argumentative text where you include adverbs and talk about of the advantages
and disadvantages of the new technology.

II. When you conclude your argumentative text interchange your work with your classmates.

DIDACTIC SEQUENCE 10
BODY SCAN

54
1. Datos Generales:
1.1. Nombre de la materia: Inglés V.
1.2. Tema integrador: Ciencia.
1.3. Conceptos fundamentales: Avances de la humanidad.
1.4. Conceptos subsidiarios: Tecnología.
1.5 Categoría: Espacio.
1.6. Sesiones: 5
2. Contenidos Fácticos: Prefijos, sufijos y números ordinales y cardinales.
3. Contenidos procedimentales: Individual, en pares y grupal.
4. Contenidos actitudinales (valores): Libertad.
5. Propósito: El alumno identifica y forma palabras con prefijos y sufijos, diferencia entre los
números cardinales y ordinales, además de desarrollar habilidades de
comprensión de lecturas.
6. Competencias por desarrollar:
6.1. Genéricas:
 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o
gráficas.
 Se comunica en una segunda lengua en situaciones cotidianas.
 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como
cada uno de sus pasos contribuye al alcance de un objetivo.
 Ordena información de acuerdo a categorías, jerarquías y relaciones.
 Estructura ideas y argumentos de manera clara, coherente y sintética.
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en
un texto, considerando el contexto en el que se generó y en el que se recibe.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con
introducciones, desarrollo y conclusiones claras.
7. Producto de aprendizaje: Libro con todos los ejercicios contestados de los tres momentos de
la secuencia.
8. Relación con otras asignaturas: TIC y LEXO.
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET

I. Look these pairs of words and explain to the group what relation you see between them.

connect – disconnect taste - tastless

II. In group, say which is the difference between a discovery and an invention?

II. Write in the appropriate column the following discoveries and inventions.

 the existence of life on Mars  the telephone


 the automobile  the role of diet in preventing cancer
 the North Pole  the Jarvik artificial heart
 the HIV virus that causes AIDS  the x-ray machine

55
Discovery Invention

STEP BY STEP PROCEDURES

I. In pairs, read the text: “Body Scan”.

Body Scan

Sometimes it takes many years for diseases to be


found. Now there is a way to look for them before
someone is feeling sick. Some illnesses can be found
and treated very early by having a body scan.

Body scans allow doctors to look into a person’s body. They can see bones, tissue, and blood
vessels. By looking into a person’s body like this doctors can sometimes see how healthy a
person is.

People that have a family history of illness might want to have a body scan. Others that are
young and healthy would probably not need one. Some people have body scans because it
makes them feel more secure.

Many doctors do not think everyone should have body scans. Body scans are expensive. They
are often not necessary. Sometimes body scans can be wrong. When this happens it can cause a
lot of unnecessary worry.

Body scans can be very useful to doctors and patients. They can help find diseases at early
stages. If diseases are found early they can be treated more easily. It would be a good idea to
talk to a doctor before spending money on one.

II. Underline the correct answer.

1. Body scans allow doctors to look into a person’s _______.


a. house b. body c. wallet d. bank account

2. Body scans are _______ and are often not necessary.


a. cheap b. expensive c. painful d. inexpensive
3. Body scans can sometimes give people _______information and causes a lot of unnecessary
worry.
a. no b. wrongs c. correct d. too much

4. Sometimes it takes many years for _______ to be found.


a. doctors b. diseases c. patients d. scans

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5. Some illnesses can be found and treated very early by having a _______.
a. body scan b. manicure c. party d. physical
III. Identify the main ideas according with the paragraphs about “Body Scan” reading. Write the
appropriate letter.

_______ Security in the body scan


_______ Advantages of the body scan.
_______ Discover of the body scan.
_______ Utility of the body scan.
_______ Beliefs of some doctors about the body scan.

Prefixes

A prefix is a setter or a group of letters added to the beginning of a word to change its
meaning. You use words with prefixes every day in your speech and writing.

Prefixes “non”, “dis”, “un” meaning “no” or “lo opuesto a.”

Prefix “re” meaning “nuevo” or “regreso.”

Prefix “mis” meaning “algo incorrecto, equivocado”.

Prefix “over” meaning “sobre, demasiado”

Read the following words:

 rebuild  nonviolent  distrust  disconnect  disobe


 dishonest  nonsense  rebound  predated  reassu

IV. In each definition write a word beginning with non, dis or re.

1. not violent
2. not trust
3. to separate; detach
4. make no sense
5. not obey
6. to bounce back
7. to restore confidence
8. to reconstruct

V. Add prefixes to the following words and write them in the correct column.

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-municate -nect -pare -fort -tain -mon

com con

VI. Match each word of the last exercise with its correct definition.

1. to join or link together ______________


2. normal; ordinary ______________
3. to have, include in ______________
4. to talk to and understand others _____________
5. to look at how two or more things are the same or different _____________
6. to help someone feel better when something bad happens _____________

VII. Write the correct prefix “mis”, “over”, “un” or “dis” to the words and look for their
meaning without and with their prefixes.

Word without prefix Spanish Word with prefix Spanish


Sleep
Lead
Honor
Heat
Take
All
Charge
Chance
Ability
Behave
Count
Time
Appear
Judge
Order

Suffixes

A suffix is a setter or a group of letters to the end of nouns, adjectives, and verbs.
Changing nouns in adjectives, adjectives in adverbs, verbs in nouns or adjectives, in
order to get a different meaning.

Suffix “able” form adjectives from verbs, meaning “able” or “ible”.

Suffix “ful” is added to nouns and form adjectives, meaning “ado”, “ido” or “oso”.

Suffix “ness” form nouns from adjective, meaning “eza”, or “dad”.


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Suffix “less” form adjectives from nouns, meaning “negación”, “sin”.
VIII. Write the correct suffix “less”, “able”, “ful” or “ness” to the words and look for their
meaning without and with their suffixes.

Word without suffix Spanish Word with suffix Spanish


Happy
Beauty
Power
Believe
Sad
Color
Enjoy
Spoon
Wire
Blind
Ill
God
Sick
Mercy
Wonder

 tasteless  reasonable  remarkable  sadness  restless


 sweetness  senseless  comfortable  ruthless  careless

IX. From the words of the box, choose the correct words and fill the blanks in the following
sentences.

1. Hitler was a ______________ dictator.


2. My new bed is very ____________.
3. She has achieved ____________ amount of success.
4. I don´t like it when my parents have an ____________.
5. The ____________ of the winter woods was disturbing.
6. ____________ words can stop a fight and bring peace between people.
7. It is common for people to express both joy and ____________.
Numbers:
CARDINALS
1 one 14 fourteen 27 twenty-seven
2 two 15 fifteen 28 twenty-eight
3 three 16 sixteen 29 twenty-nine
4 four 17 seventeen 30 thirty

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5 five 18 eighteen 31 thirty-one
6 six 19 nineteen 32 thirty-two
7 seven 20 twenty 40 forty
8 eight 21 twenty-one 50 fifty
9 nine 22 twenty-two 60 sixty
10 ten 23 twenty-three 70 seventy
11 eleven 24 twenty-four 80 eighty
12 twelve 25 twenty-five 90 ninety
13 thirteen 26 twenty-six 100 one hundred

ORDINALS
1st. First 17th. Seventeenth
2nd. Second 18th. Eighteenth
3rd. third 19th. Nineteenth
4th. Fourth 20th. Twentieth
5th. Fifth 21st. twenty-first
6th. Sixth 22nd. twenty-second
7th. Seventh 23rd. twenty-third
8th. Eighth 24th. twenty-fourth
9th. Ninth 25th. twenty-fifth
10th. tenth. 26th. twenty-sixth
11th. Eleventh 27th. twenty-seventh
12th. Twelfth 28th. twenty-eighth
13th. Thirteenth 29th. twenty-ninth
14th. Fourteenth 30th. Thirtieth
15th. Fifteenth 31st. thirty-first
16th. Sixteenth

X. Use the correct ordinals numbers to fill the blanks in the following sentences.

 I have never driven a motorcycle before. This will be my _______ time.


 Elizabeth almost won the game, but she was just beaten by a point, so she came in
_______ place.
 This is the _______ time I’ve seen Mario this week! I met him for lunch on Monday,
Wednesday, Friday and Sunday.
 Mother’s day is celebrated on May _______.
 Armando came in _______ and won the bronze medal.

* Frequently, we use twentieth or thirtieth denoting “in a period of ten years” when we can’t
determine or it isn’t necessary mark the exact time. Examples:

Age: She’s in her thirties.


Years (time): The Beatles were popular in the sixties and seventies.

If it is necessary, we can use early, mid-, and late.

 Elizabeth is about thirty-five. or Elizabeth is in her mid-thirties.

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 My father is about eighty-two. or My father is in his early eighties.
 Nancy graduated around 1978. or Nancy graduated in the late nineteen seventies.

XI. Write the correct numeral word in front of each number.

20s The twenties 60s ______________


30s ______________ 70s ______________
40s ______________ 80s ______________
50s ______________ 90s ______________

CLOSURE

I. Complete the sentences with the numeral expression into parentheses.

1. Michael Jackson was very popular in the ______________ (from 1980-1989).


2. My brother, Armando, is in his ______________ (about fifty five).
3. There was a Depression in the United States in the ______________ (after 1929).
4. My Friend, Mary, is in her ______________ (about forty-eight).
5. I think that Betty is in her ______________ (about fifty-one or fifty-two)

II. Circle the suffixes and prefixes that you find in the reading and write down.

Suffixes Prefixes

Sesión: 1

TEST YOURSELF
UNIT II

DIDACTIC SEQUENCE 6

I. Write on the lines if the following words are false or true cognates.

Date _______________________ September_____________________________


Independence________________ Library________________________________
Sale________________________ Energy________________________________
Parents______________________ Information____________________________
National_____________________ Exit__________________________________

II. Make a diagram of the word HOSPITAL.

HOSPITAL

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DIDACTIC SEQUENCE 7

I. From the following list of verbs, write adjectives describing feelings. Add –ed.

VERBS ADJECTIVE
Depress - _______________________
Embarrass - _______________________
Excite - _______________________
Tire - _______________________
Worry - _______________________
Interest - _______________________

DIDACTIC SEQUENCE 8

I. Complete the sentences with the antonym of the adjective.

1. Robert is old.
No, he isn’t. He’s __young_______________.

2. Julie is more polite than her sister.


No, she isn’t. She’s __________________________.

3. I’m the tallest in this class!


No, you aren’t. You’re ________________.

4. The weather today is cold.


No, it isn’t. It’s ____________________.
5. She bought a cheap watch in the store.
No, she didn’t. She bought ________________________.

6. This is an easy exercise.


No, it isn’t. It’s ____________________.

II. Read the following paragraph and find the synonyms from the vocabulary from the box.
Write the answers on the synonym column.

From Heinle Press

Police are investigating the discovery of a picture of a strange sea animal. This picture
was first thought to have been painted by Picasso, it has his name on it. But people in the
art world now think that the painting is a forgery. Police think that this is a trick played
by one of Picasso’s friends. Picasso’s family is said to be shocked by this discovery.

Vocabulary Synonym
upset

creature

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prank

fake

III. Complete the paragraph. Use the last synonyms.

I placed a great ___________ on my brother yesterday. I took a photograph of


our dog wearing a mask and showed it to him. I told him that it was an
___________ that lives in the forest near our house. He was very
___________, and now he is afraid to go into the forest. I’m going to tell him
that the photo is a ___________, but not until tomorrow!

IV. Choose from the box the appropriate antonym for each word.
lower lose better slimming healthy
Word Antonym
unhealthy

gain

fattening

raise

worse

V. Fill the sentences with the antonyms from the above table.

1. If you want to __________________ weight you need to eat less and exercise more.
2. That dress makes you look thin. The style is very __________________.
3. Don’t eat butter on your bread if you want to __________________ the number of
calories you eat.
4. Take this medicine. It will help you feel __________________.
5. Stella is very __________________. She eats well and exercises every day.

DIDACTIC SEQUENCE 9

I. Rewrite the following sentences with the correct position of the Adverb.

1. We were in London. (last week) We were in London last week


2. He worked. (intensively) ________________________
3. She waited. (patiently) ________________________
4. He answers the phone. (never) ________________________

63
5. The girl speaks English. (fluently)________________________
6. I played tennis. (yesterday)

II. Read carefully the following sentences.

Mark with √ if the underline word is an adverb..


Mark with X if the underline word isn’t an adverb.

1. Ana sang very loudly.


2. Doña Paquita walks very shakily, because she’s getting old.
3. I get up early every morning.
4. A microware can cook food fast.
5. This bacon is lovely.

III. Make a sentence with the following.

1. inside / go / let's _________________________________

2. the bathroom / is / upstairs _________________________________

3. playing / the kids / are / outside _________________________________

4. were / everywhere / we / for / looking / you ____________________________

5. we / anywhere / you / find / couldn't __________________________________

DIDATIC SEQUENCE 10

I. Match the columns.

a) two times a week 1. provide ( )


b) partly conscious 2. prefix ( )
c) fix before 3. postdate ( )
d) look ahead 4. uniform ( )
e) three wheel 5. biweekly ( )
f) many colored 6. tricycle ( )
g) date after 7. hemisphere ( )
h) one form 8. semiconscious ( )
i) half a sphere 9. multicolored ( )

II. Write the following words into sentences. The prefixes you can repeat.

connect common disappeared contain misleading


comfort compare misconception communicate disconnect

1. Before you buy a car, you should _______ different models.


2. It’s a good idea to _______ prices when buying a house it can save you a lot of
money.

64
3. The problem today is that people do not _________ with each other.
4. Rich people mistreat poor people.
5. Can you _______ the camera to my PC to show you my picture vacations?
6. _______ the cord to the outlet please.
7. I had to _______ my daughter when she couldn’t go to Canada.
8. Sometimes a leader's personality can be ____________.
9. This omelette ________ eggs, ham and cheese.
10. This bottle ________ pure sprinkling water.
11. White is a very _______ color for a wedding dress.
12. White is a very _______ color for a car.
13. There is a _______________ on confrontation between the religions.
14. He ___________ in Monterrey.

III. Write the following words into a sentence. The suffixes you can repeat.

careless useless wireless helpless careful beautiful thoughtful


happiness illness greatness removable wonderful useless endless

1. Ely is always very _______ when she uses the computer.


2. Be _______ to use sun block protection the sun rays can be very harmful to your skin.
3. She was very _______ with the game boy that she lost it.
4. You can never be too _______ when driving a car.
5. This knife is _______ it doesn’t cut anything.
6. People who want real ____________ must first be sad.
7. My students are so __________ that we all got invited to their graduation prom.
8. That’s so __________ of you on inviting me to your vacation trip.
9. Children need to learn how to prevent illness.
10. The greatness of God.
11. He was very __________ that he got into a big car accident.
12. She got __________ on her gymnastic routine that she almost got a broken leg.
13. An American company makes these _________ gold teeth.
14. Mexico has many __________ buildings.
15. We will visit one of the most __________ cities.
16. He spent his money on many ___________ things.
17. __________ telephones are usually cheap.

IV. Match the columns.

a. first 20th. ( ) s. nineteenth 9th. ( )


b. second 10th. ( ) t. twentieth 30th. ( )
c. third 17th. ( ) u. twenty first 28th. ( )
d. fourth 22nd. ( ) v. twenty second 16th. ( )
e. fifth 13th. ( ) w. twenty third 25th. ( )
f. sixth 15th. ( ) x. twenty fourth 21st. ( )
g. seventh 2nd. ( ) y. twenty fifth 18th. ( )
h. eighth 26th. ( ) z. twenty sixth 6th. ( )
i. ninth 24th. ( ) ej. twenty seventh 14th. ( )
j. tenth 23rd. ( ) je. twenty eighth 8th ( )
k. eleventh 1st. ( ) ne. twenty ninth 31st. ( )
l. twelfth 27th. ( ) en. Thirtieth 11th. ( )
m. thirteenth 32nd. ( ) nn. thirty first 3rd. ( )
n. fourteenth 4th. ( ) jg. thirty second 19th. ( )
o. fiftheenth 29th. ( )
p. sixteenth 7th. ( )

65
q. seventeenth 12th. ( )
r. eighteenth 5th. ( )

V. Complete the sentences use the correct cardinal number from the parentheses.

1. John Travolta was very popular in the __________ ( 80’s ).


2. Madonna was very popular in the __________ ( 70’s ).

VI. Practice orally the following telephone numbers.


Example:
1. My telephone number is 821-2729 eight, two, one, two, seven and twenty nine
2. 826-8725 ________________________________________________________.
3. 995-8321 ________________________________________________________.
4. 377-3584 ________________________________________________________.
5. 467-3219 ________________________________________________________.
6. 591-9463 ________________________________________________________.
7. 692-4375 ________________________________________________________.
8. 124-3811 ________________________________________________________.

LISTA DE COTEJO
UNIDAD II

NOMBRE____________________________________________________________________
FECHA:___/___/___
ACTIVIDADES SI NO
Reconoce e intercambia información en diálogos con
compañeros.
Reconoce e intercambia información en
cuestionamientos del maestro(a).
Hace uso del inglés para comunicarse con sus
compañeros dentro del contexto escolar.
Se comunica de forma adecuada y hace uso del inglés
para comunicarse con sus compañeros sobre situaciones
cotidianas.
Relaciona y comprende la información referida en los
ejercicios escritos y lecturas de cada secuencia.
Redacta resúmenes.
Redacta textos argumentativos.
Realiza ejercicios gramaticales de cognados.
Realiza ejercicios manejando adjetivos que muestran
sentimientos.
Realiza ejercicios con el manejo de ubicación de los
prefijos y sufijos.
Realiza ejercicios de sinónimos y antónimos.

66
Elabora con precisión las Word Webs.
Redacta enunciados ubicando correctamente los
adverbios.
Trabaja en equipo
Atiende con atención y respeto los comentarios u
opiniones de sus compañeros y maestro (a).
Obedece instrucciones.
Cuenta con el 80% de asistencia.
Cuenta con el material necesario para tomar la clase.
Participa en el salón de clases
Realiza las tareas en tiempo y forma
Utiliza el idioma inglés dentro del aula

PARA APROBAR LA UNIDAD DEBE CUMPLIR CON EL 60% DE LAS ACTIVIDADES


ANTES MENCIONADAS.

UNIDAD 3
DIDACTIC SEQUENCE 11
HOW TO GET SOMETHING

1. Datos Generales:
1.1 Nombre de la materia: Inglés V
1.2 Tema integrador: Proyecto de vida
1.3 Conceptos fundamentales: Avances de la Humanidad
1.4 Conceptos subsidiarios: Campo social
1.5 Categoría: Diversidad
1.6 Sesiones: 4
2. Contenidos fácticos: Textos instructivos, señales internacionales y frases verbales
3. Contenidos procedimentales: Trabajo individual, en parejas y grupal.
4. Contenidos actitudinales (valores) Libertad de tránsito
5. Propósito: Recordar y reconocer información e ideas para un mejor desempeño a lo largo de
la vida
6. Competencias por desarrollar:
6.1. Genéricas:
 Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiadas.
 Elige y practica estilos de vida saludable
 Participa y colabora de manera efectiva en equipos diversos
6.2. Disciplinares:

67
 Se comunica en una segunda lengua en situaciones cotidianas
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe
 Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito
en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y
contexto cultural
7. Productos de aprendizaje: Ejercicios resueltos, texto instructivo y comprensión de lectura
8. Relación con otras materias: LEXO, CTSyV
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET

I. Discussion class. Write the best answers in your notebook.

1. What is a booklet for?


2. Do you like following directions?
3. Which is the importance of following directions?

STEP BY STEP PROCEDURES

Explanatory text (Instructive)


 An explanatory paragraph to give information about a subject.

 One of the most common kinds of explanatory texts tells how something is made or
done.

 You are often called upon to explain how to do or make something. Examples: How to
take a photograph, how to use an electric device, a special machine or instrument, etc.

 You need to read explanatory booklets before using any device or appliance even
prepare a recipe.

I. Read the instructions on how to use a CD player and draw in your notebook the
figures to represent them.
1. Press POWER turn on your CD player
2. Press the open/eject button on the player
3. Place a CD player
4. Close the player and press PLAY

II. Under each Picture write the following words that match the idea.
play pause open/eject rewind/reverse stop

Sign
 A conventional mark, figure, or symbol used instead of the word or words which it
represents, as in math or music; or a representation placed before an inn or shop as a

68
means or distinguishes it or attracting attention to it providing information, guidance, or
advertisement.
Signal
 Something used or serving to give warning, information, direction, as a gesture, action,
light, sound or object, a token or indication. Used for signaling or as a signal.

III. Look the following drawings and under each one write the correct
meaning.
 School area  Restaurant  airport
 Hotel  For disabled people  parking
 No smoking  Danger-electricity  information
 women  don´t cross  drinking water

IV. Reading Comprehension

Greg's Purple Potato Salad

Greg Martinez is a farmer and a great cook. He makes delicious dishes with the vegetables he
grows. Here is one of his recipes. It uses the purple potatoes from his farm. Try this recipe.Your
family and friends will be surprised.

69
3. Boil the water again.
Ingredients
Boil the peas for
1 pound* small purple potatoes (about10)
1 minute. Drain the peas in a colander.
1 1/2 quarts** cold water
Rinse with cold water. Drain again and
1 teaspoon salt
pat dry with a paper towel.
3/4 cup***frozen peas
4 tablespoons Italian salad dressing
4. Cut the potatoes into quarters.
2 tablespoons chopped fresh parsley
* 1 pound = 453.6 grams
5. In a bowl, lightly mix the potatoes,
** 1 quart = 0.95 liters
peas, salad dressing, and parsley. Add salt
*** 1 cup = 237 milliliters
and pepper to taste.

1. In a saucepan, cover the potatoes with cold water.


Add the salt. Boil the potatoes until soft, about 15 minutes.

2. With a wooden spoon. move the potatoes to a colander. * Cooking


time: 26 minutes.
Drain and cool for 10 minutes. Makes 4
servings.

V. Circle the correct answer. Find the answer in the reading above. Check your answers with a
partner.

1. Greg cooks with vegetables he a. grows. b.buys.


2. Purple Potato Salad has a. Potatoes & peas. b. Potatoes.
3. To make this dish you need a. 2 tablespoon of b. 4 tablespoon of
salad dressing. salad dressing.
4. You need these utensils: a. a wooden spoon b. a ladle and
and a colander. a strainer.
5. To make this dish you need a. 1 quart water. b. 1 ½ quarts water.
6. Cut the potatoes a. in half. b. into quarters.

Two- word verbs

 English has a large number of two-word verbs. The more accurate term might be
phrasal verbs.
 The verb itself is actually kind of a phrase, and some of these verbs consist of as many
as three words.
 To see the difference, consider the following sentences:
A) The car turned in a circle.
B) Fred turned on the light.
C) Mary turned down the gas.
D) Ralph turned up the stereo.
E) Susan turned over the pancake.

70
F) The committee turned down the request.
 To understand how a two-word verb works, you have to think about the basic meaning
of "turned" (verb used):
A) The car turned in a circle.
B) Fred put the light in the "on" position.
C) Mary lowered the gas.
D) Ralph raised the volume on the stereo.
E) Susan flipped the pancake.
F) The committee refused the request.

VI. Fill in the blanks using the next two-word verbs:

Take off – turn down – put down – switch on – sit down – get on

1. Oh, it´s too hot! I’m going to ____________ my sweater.


2. Can everybody please ____________ so we can start the meeting?
3. Can you ____________ the light please? It’s very dark in here.
4. Quickly, ___________ the train! The doors are about to close.
5. That music is distracting me. Can you ____________ the stereo please?
6. Time’s up! Please stop writing and ____________ your pens.

VII. Under each drawing write down the correct two-word verbs used in the last exercise.

CLOUSURE

I. Write down the opposites.

71
Get on sit down switch on put down turn off

1. pick up ______________ 4. turn on ______________


2. stand up ______________ 5. put up ______________
3. switch off ______________ 6. get off ______________

II The drawings indicate how to use the subway. Under each drawing write the correct
statement:

- Subway platform
- Subway entrance
- Passengers inside a subway car
- Stairway in subway
- Subway cashier and subway turnstiles.

III. Match the columns.

Agree with ( ) salir


Be back ( ) Tirar la basura

72
Call back ( ) Extraer, sacar
Go out ( ) Irse, marcharse
Take out ( ) Seguir, continuar
Turn down ( ) estar de acuerdo
Put in ( ) Llevar a cabo
Clear up ( ) levantarse
Hang up ( ) esperar
Hang on / Hold on ( ) Poner en orden
Go away ( ) regresar
Throw away ( ) Colgar (el teléfono)
Get up ( ) Bajar (el volumen)
Carry out ( ) Volver a llamar
Carry on ( ) Meter, introducir

IV. Do a paper with your own explanatory paragraph including figures and steps: you can try
your favorite recipe or how to use any electriconic devices.

73
DIDACTIC SEQUENCE 12
LIFE CHANGES

1. Datos Generales:
1.1 Nombre de la materia: Inglés V
1.2 Tema integrador: Proyecto de vida
1.3 Conceptos fundamentales: Avances de la Humanidad
1.4 Conceptos subsidiarios: Campo social
1.5 Categoría: Materia
1.6 Sesiones: 5
2. Contenidos fácticos: Estructura de oraciones e ideas principales
3. Contenidos procedimentales: Trabajo individual, en equipos y grupal
4. Contenidos actitudinales (valores): Responsabilidad
5. Propósito: Comprender como pequeñas acciones pueden contribuir a mejorar el contexto
inmediato de una persona y de quienes lo rodean
6. Competencias por desarrollar:
6.1. Genéricas:
 Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los
objetivos que persigue
 Elige y practica estilos de vida saludable
 Aprende por iniciativa e interés propio a lo largo de la vida
 Desarrolla innovaciones y propone soluciones a problemas a partir de mètodos
establecidos
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
 Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y
académica

7. Productos de aprendizaje: Ejercicios resueltos, traducción y comprensión de lectura


8. Relación con otras materias: LEXO, CTSyV
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET

I. Answer the following in a debat class. Take notes in your notebook.

1. How do you get at school?


2. How do most students get to school or work?
3. What are some unusual ways?
4. Do you have a car or another vehicle?
5. If you don’t have any kind of vehicle, would you like to have any?

74
STEP BY STEP PROCEDURES

Sentence Structure
 Sentence: A sentence is a word or a group of words that expresses and combines a
complete thought from a speaker or writer to a listener or reader. When is written, it
begins with a capital letter and ending with a period. Example:
 The book is on the table.
 A famous mexican wins a prize.
 Every sentence you write can be divided into two parts. The naming part of a sentence
is called the complete subject. The telling part of a sentence is called the complete
predicate. Notice the two parts, separated by a line, in these sentences.
 Many colorful tulips / grow in Holland.
Subject Predicate
 This red flower / blooms in spring
Subject Predicate

 A sentece could be build with different parts, check out the following:

1. A noun (N) is the name of a person, place, thing idea, or quality:


 The black cat sleeps late.
Art Adj N V Adv

 The students play soccer.


Art N V Complement

2.- A pronoun (P) is a word used to take the place of a noun. Through its use, one way avoids
repeating name words:
 The black cat sleeps late. = It sleeps late.
 The students play soccer. = They play soccer.
 Mario studies very hard. = He studies very hard.

3 A verb (V) is a word used to Express action, being, or state of being.


 play walk talk live work

4. Article (Art) is a part of speech used before nouns to limit or define their application. There
are only three, the definite and indefinite:
 the a an

5. Adjective (Adj) is used to modify a noun or a pronoun. An adjective may be a single word, a
phrase, or a clause:
 ugly pretty beautiful handsome

6. Adverb (Adv) a word or group of words that serves to modify a whole sentence, a verb,
another adverb, or an adjective. Most of them ending in –ly:
 here there easily very happily now slowly today tomorrow

7. A Conjunction or Connector (Con) connects words or groups of words.The most common


connector are:
 or because and so althought but

8. Preposition(prep) is a word that shows the relationships between a noun or pronoun and
another words in a sentence:
 by like as...as to toward through at on of for from before

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Main idea:

 The central purpose or gist of a passage; the primary message expressed by a passage.
The main idea of a paragraph may be explicitly stated in a topic sentence.

I. Look at the pictures. Look at the title of the reading. Guess the answers to the
questions.
1. What are these people doing?
_________________________________________________________

2. What does the title mean?


_________________________________________________________

II. Reading Comprehension.

Get Out of Your Car!
Every day 100 million people in the United States get into their cars and drive to work
alone. They sit in t cars on crowded roads, moving slowly. They look at the other
people alone in their cars, too. There has to be a better way to get to work!
There is! Some people take the bus or subway to work. Other people drive with
friends in a car pool. Some companies buy vans so their workers can drive to work together.
Other companies are moving their offices to the suburbs so that more employees can walk to -
work. These are all good ideas but some people are trying more unusual ways to get to work.

Garrett Jackson owns an athletic shoe store. To get to work he had to


drive around the Santa Monica Mountains. He got home so late that he
didn't have time for his hobby, running. Garrett likes to run marathons,
races that are 26.2 miles (41.92 km) long. One day Garrett had an idea. He
had to drive 15 miles around the mountain to get to his store, but it was
only 7 miles over he mountain. So Garrett started
running to work. Now Garrett enjoys his hobby twice a
day.

Midori Harada was frustrated. Cars on Interstate 95 hadn't moved an inch


for 15 minutes. She was going to be late for work, and she didn't know what
to do. Then she remembered she had her daughter's inline skates in the trunk.
Midori pulled off the highway and parked her car. She put on the skates, put
her shoes in her briefcase, and skated to work. Now she skates to work
almost every day. She gets to work faster and gets her exercise, too.

High in the Rocky Mountains, some people ski to work. The ski lift
opens at 6 a.m. and takes these workers up the mountain. They ski
down the other side to get to their jobs in town. At the end of the day,
they put their skis on a bus and ride back home.
There are many ways to get out of our cars. There are many good
reasons, too. If we leave our cars at home just one day a week, the air
pollution in our cities will be 50% less. We will breathe more easily,
get some exercise, and have some fun.

76
III. Underline verbs and circle the connectors found in the text and write them
down.
Verbs Connectors

IV. What did you read? Circle the main idea.

a. There are many different ways to get to work.

b. More people should leave their cars at home.

V. Are these sentences true? Find the answers in the reading. Circle yes or no. Check your
answers with a partner

1. There are few cars on U.S. roads. yes no


2. Some companies help workers get out of their cars. yes no

3. Some people get exercise on their way to work. yes no

4. Garrett Jackson runs 26.2 miles to work every day. yes no

5. Midori Harada skates to work every day. yes no

6. Some people ski to work. yes no

7. There is more air pollution when people drive. yes no

VI. Think about this questions. Then discuss your ideas.

1. Why is it important for people to leave their cars at home? Give three reasons.

VII. Sentence structure. Identify each part of the following sentences. Write them in your
notebook. Example: They sit in their cars.
P V prep possessive N
P

Subject Predicate

 Some people take the bus or subway to work.


 We were late at work because the traffic.
 He enjoys his hobby twice a day.
 Modori Harada was frustrated.
 Garret Jackson drives around the Santa Monica Mountains.
 He got home so late.

77
CLOSURE
I. Read the next paragraphs and identify the main idea. Color adjectives, adverbs and
prepositions. Write your answer in your notebook. Then discuss them in class.

First in Life In this issue of The University Express, Lynn Zhou


interviews students on campus about important ‘firsts’ in their lives. Read their anwers to the
question:

What was an important first in life for you?

A) For me, an important first was getting my dirver’s license. In Spain a person can do
this at age eigtheen. That’s when I got mine. Being able to drive my father’s car
gave me the freedom to do lots of things. For example, I’m from Madrid and my
girlfriend is from a suburb about twenty miles away. Driving made it easy for me to
see her more often. Also, I was able to take weekend trips with friends to other
cities.

B) I went on my first date at sixteen with my best friend’s brother. We went to see a
movie together, but we didn’t talk much. We were both very shy. Two weeks later, I
went to a high school dance with him and we had a great time. After that, we spent
most of the summer together, but then he and his family moved. I guess you could
say he was my first boyfriend.

C) An important first for me was traveling alone from Korea to the United States.
When I was seventeen, I spent the summer in New York City studying English. I
took aplane to the States by myself. It was my first visit to another country and I
was scared, but I learned to be more independent. I also made friends from another
countries, Now I’m back in the United States and going to graduate school!
II.
Miguel Gina Soo-Jin
Sanz, Parker, Kim,
Spain United Korea
States

Sharing Ideas:
 What was an important first in life for you?
 How did it change your life?

III. Do a paper. Translate the reading “Get out of your car” and write new sentences
from the reading identifying the tenses used in it.

DIDACTIC SEQUENCE 13

78
MAKING AN EFFORT
1. Datos Generales:
1.1 Nombre de la materia: Inglés V
1.2 Tema integrador: Proyecto de vida
1.3 Conceptos fundamentales: Avances de la Humanidad
1.4 Conceptos subsidiarios: Campo social
1.5 Categoría: Diversidad
1.6 Sesiones: 5
2. Contenidos fácticos: Texto descriptivo, partes la oración, resumen, cognados y tecnicismos
3. Contenidos procedimentales: Trabajo individual, en equipo y grupal.
4. Contenidos actitudinales (valores): Colaboración
5. Propósito:
6. Competencias por desarrollar:
6.1. Genéricas:
 Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiados
 Sustenta una postura personal sobre temas de intrerés y relevancia general,
considerando otros puntos de vista de manera crítica y reflexiva
 Participa y colabora de manera efectiva en equipos diversos
6.2. Disciplinares:
 Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
 Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de
comunicación
 Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa
7. Productos de aprendizaje: Ejercicios resueltos, traducción, comprensión de lectura
8. Relación con otras materias: LEXO I, CTSyV
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET

I. Answer the following:

1. Do you know any communication appliances?___________________________________

2. Which appliance do you use the most?___________________________________________

II. Discussion class. Which is the relationship between the words from each box?

cellular - celular wireless - inalámbrico


technology - tecnología microprocessors - micro procesador
television - televisión network - red

STEP BY STEP PROCEDURES

79
Descriptive text

 Text or speech that is meant to give a verbal picture of an object, character, location, or
event. Description is considered one of the four traditional forms of composition (along
with exposition, narration, and persuasion).

Cognates
 A cognate is a word in English with a similar meaning in Spanish. These words are
named
True cognates but exists the False cognates too. Examples:
 True: commercial – comercial class – clase
 False: many – maní success - suceso
Summary

 Ability to condense expressions that present the substance or general idea in brief form;
summarizing; concise; condensed.
 It is important that one develop the ability to express one’s thoughts in well-organized
paragraphs.

I. Look at the picture and guess the answers to the questions. Circle them.

1. How old is this boy?


a. 5 years old b. 10 years old c. 18 years old

2. Where does he go to school?


a. elementary school b. middle school
c. high school d. College

A Different Child
In the United States many children go to preschool at age 3. Most children start elementary
school when they are 5 old. They go to high school at about age 15. When they go to college or
vocational school, they usually start at 18. They often graduate from college at the age or 21.
(1)

Michael Kearney is not like most children. He is very, very smart. He began to read when he
was 8 months old. At age 3 he read fifth-grade books and began to understand algebra. At age
5 he went to high school. In high school Michael learned very quickly. The classes were too
easy for him, and he felt bored. He left high school, and his mother taught him at home. (2)

When he was 6 years old, he studied at community college. Then he


went to a university. At age 10 he graduated from the university
with a Bachelor’s degree in anthropology, the study of humans. At
the university he also studied about the earth. He took many
geography and geology classes. At age 12 he finished graduate
school and received his Master’s degree in anthropology. (3)

Michael is still studying. In the future he wants to be the host of a television game show, a
college professor, or an actor. Who knows? Michael is very smart, so maybe he will be all three.
(4)

II. Underline the true or false cognates you find in the reading and classify them in your
notebook.

80
III. Read these sentences. Look at the reading to find which sentences are correct. Circle a or b.
Check your answers with a partner.

1. a. In the U. S. many children go to b. In the U. S. many children go to


preschool at age 3. preschool at age 5.
2. a. Michael Kearney is like most children. b. Michael Kearney is not like most
children.
3. a. At age 3 he read first-grade books. b. At age 3 he read fifth-grade books.
4. a. In high school he felt bored. b. In high school he felt confused.
5. a. Anthropology is the study of the earth. b. Anthropology is the study of humans.

IV. According to reading draw a line from the paragraph to the main idea.

Paragraph Main idea


1 Michael’s college days
2 Michael’s future
3 Schooling in the United States
4 Michael’s early schooling

Words Technicisms

 Technical words or technicisms belonging or pertaining to an art or arts, science,


profession or trade, as a technical term.
 The following words are technical communication words. Example:
 microprocessors / mobile / digital

A Simple sentence

 Every single sentence has tree main parts divided by:


 Subject: is that about something is said.
 Verb: is a word that shows action
 Complement: is direct or indirect object or phrases with preposition

V. Classify the next word in your notebook according to its profession.


Medicine – Electronics – Chemistry – Literature
Transistor, metaphor, Calcium deficiency, fable, verse, abiotrophy, connotation, watts
Abscess,cardiopathy, formula mass, proton wireless, acid solution, MHZ, alchemy

VI. Work team. Read the text.


Dr. Martin Cooper for Motorola.

81
US03906166
09/16/1975
Radio telephone system
Inventors: Martin Cooper, Richard W. Dronsuth, ; Albert J. Mikulski,
Charles N. Lynk Jr., James J. Mikulski, John F. Mitchell, Roy A.
Richardson, John H. Sangster.

Dr Martin Cooper, a former general manager for the systems


division at Motorola, is considered the inventor of the first
modern portable handset. Cooper made the first call on a portable cell phone in April
1973. He made the call to his rival, Joel Engel, Bell Labs head of research. Bell
Laboratories introduced the idea of cellular communications in 1947 with the police
car technology. However, Motorola was the first to incorporate the technology into
portable device that was designed for outside of a automobile use. Cooper and his co-
inventors are listed above.

By 1977, AT&T and Bell Labs had constructed a prototype cellular system. A year later,
public trials of the new system were started in Chicago with over 2000 trial customers.
In 1979, in a separate venture, the first commercial cellular telephone system began
operation in Tokyo. In 1981, Motorola and American Radio telephone started a second
U.S. cellular radio-telephone system test in the Washington/Baltimore area. By 1982,
the slow-moving FCC finally authorized commercial cellular service for the USA. A
year later, the first American commercial analog cellular service or AMPS (Advanced
Mobile Phone Service) was made available in Chicago by Ameritech.

Despite the incredible demand, it took cellular phone service 37 years to become
commercially available in the United States. Consumer demand quickly outstripped the
1982 system standards. By 1987, cellular telephone subscribers exceeded one million
and the airways were crowded.

VII. Answer (true) or false (false) according to the reading “Dr. Martin Cooper for Motorola”.

a) Dr. Martin Cooper introduced the idea of cellular communications in 1947. ______
b) Joel Engel was Martin Cooper’s rival. ______
c) Motorola was the first to incorporate technology into a portable device outside
automobile use. ______
d) Cooper didn’t have any co-inventors. ______
e) By 1977 AT&T and Bell Labs invented a prototype cellular system. ______

VIII. Circle the part of speech in parentheses.

1. Dr. Martin Cooper invented the modern portable mobile. (verb)

2. Bell laboratories introduced the idea of cellular communications in 1947. (subject)

3. Motorola was the first in mobile technology. (complement)


CLOSURE

I. Team work. Answer the following questions in your notebook.

82
1. What is a cognate? Write examples.
2. What is a technical word? Write some examples
3. What kind of text are the readings “Dr. Martin Cooper for Motorola” and “A Different
Child”?
4. Which are the three main parts of a sentence in English?

II. In pairs complete the conversation. Use – subject – verb – complement from the
following vocabulary.

he mobile buy money know digital standard


has innovative wish cell phone awesome technology

A. Richard has an amazing new ____________________________.


B. Did he ______________________ the most expensive one?
A. I’m quite sure! He’s always bragging about ________________.
B. Well, we all ___________ he also likes ________________ devices.
A. I heard this _____________ phone is based on the highest _____________. It
________ a _________________that will allow him to roam from country to country
easily
B. That’s _________________! I wish I could afford one too.

III. Write if it’s cognate or technicism in each word

1. microbe ___________________ 5. radio ___________________


2. energy ___________________ 6. wireless ___________________
3. telephone __________________ 7. megahertz ___________________
4. fatty acids___________________ 8. service ___________________

IV. Write two sentences. Each sentence should have a subject / verb / complement.

1. ___________________________________________________________________
2. ___________________________________________________________________

V. Write a summary in your notebook about “Dr. Martin Cooper for Motorola” reading.

83
DIDACTIC SEQUENCE 14
DECISIONS

1. Datos Generales:
1.1 Nombre de la materia: Inglés V
1.2 Tema integrador: Proyecto de vida
1.3 Conceptos fundamentales: Avances de la Humanidad
1.4 Conceptos subsidiarios: Campo social
1.5 Categoría: Diversidad
1.6 Sesiones: 5
2. Contenidos fácticos: Compresión de lectura y redacción
3. Contenidos procedimentales: Trabajo individual y grupal.
4. Contenidos actitudinales (valores): Equidad y libre elección
5. Propósito: Hacer uso de habilidades propias para tomar desiciones que mejoren la calidad de
vida en forma permanente
6. Competencias por desarrollar:
6.1. Genéricas:
 Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los
objetivos que persigue
 Elige y practica estilos de vida saludables
 Aprende por iniciativa e interés propio a lo largo de la vida
 Participa con una conciencia cívica y ética en la vida de su comunidad, región, México
y el mundo
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe
 Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras
 Argumenta un punto de vista en público de manera precisa, coherente y creativa
 Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa
7. Productos de aprendizaje: Ejercicios resueltos, mapa mental, redacción de ideas, plan de vida
y comprensión de lectura
8. Relación con otras materias: LEXO, CTSyV
9. Momentos de la secuencia:

ANTICIPATORY SET

I. Yourself reflection. Answer the following in your notebook. Share them in group:

1. What do I like to do?


2. What talents do I have?
3. What sort of work would I enjoy?
4. Can you identify any fields of interest?

STEP BY STEP PROCEDURES

I. Discussion class. Before you read. Look at title of the reading. Guess the answer to
the question:
 Why is the title of this reading “I Can”?

84
I Can!
Kacey McCallister always dreamed of playing basketball on the Boy’s Club team. At first the coach wouldn’t
let him play, so Kacey practiced hard. Now he is on the team, but he is not the best player. This 11-year-
old boy can dribble and pass as well as the other kids, but he moves up and down the court more slowly.
And shooting a basket is difficult for Kacey because he has no legs.

Kacey lost both legs in an accident. When he was six, he ran into the
street and a tractor trailer hit him. But Kacey doesn’t let his physical challenge
stop him from doing the things he loves. He has learned to play many sports.
In basketball he dribbles the ball with one hand and uses his other hand to
move his body around the court. Kacey also plays baseball. He can catch and
throw the ball very well. He can hit the ball well, too. He is the team’s catcher,
so he doesn’t have to move around so much.
Kacey is one of more than 50,000 physically callenged people in the United
States who play sports. These days physically challenged people are doing
everything from biking and scuba diving to mountain climbing and rafting.
They are dancing and doing martial arts.

Some physically challenged people are great


athletes. With hard work and strong wills, they go
beyond their physical challenges and make their
dreams come true. Sharon Hedrick was the first woman to race the Boston
Marathon in a wheelchair. She also competed in the 1988 Seoul Olympics. There
she won the women’s wheelchair 800-meter race in record time.

Diana Golden became the U.S. Alpine Skier of the Year skiing on one leg. She
came in 10th, racing against able-bodied skiers. In 1988 the U.S. Olympic
Committee named her Female Skier of the Year over all other racers, including
able-bodied skiers.

The Paralympic Games are for physically challlenged people.


In 1996 Atlanta, Georgia, held the Tenth Paralympic Games
right after the summer Olympics. Over 3,000 physically
challenged athletes from around the world competed. In
Nagano, Japan, 1,000 athletes competed in winter sports at
the Paralympic Games in 1998.

Everyone can learn a lot from psysically challenged athletes


like Kacey, Sharon, and Diana. Kacey says, “Don’t let
anything get you down. Just play and have
fun. Don’t let anybody tell you you can’t do
something. Just say, ‘I can’”,

II. Debate class.


1. Talk about your opinion of the last reading.
2. Do you know any disabled people?
3. What’s your opinion about challenged people?
4. Tell me about your plans for this coming summer.
5. Tell me about your future plans for work or study.

III. Be Honest and answer this Self-Assessment Rating Scale. Share the result in class.
Rating Scale: 1 ............... 2 ............... 3 ............... 4 ............... 5
(poor) (excellent)

PARTICIPATION:
 I listened to others share their ideas _____
 I contributed my ideas _____
 I helped others in my group understand _____

85
UNDERSTANDING:
 I learned a lot about ____________________ _____
 I can write or talk about ____________________ _____
SKILLS/ABILITIES:
 I followed directions _____
 I improved in ____________________ (skill) _____
PRODUCT:
 I did my best _____
 I did a good job _____
 My project is interesting/creative _____
 I plan to learn more about ____________________ _____

IV. Look at the mind map and the paragraph below. Notice how the paragraph follow the
organization of the mind map. Think about something difficult that want to do. Make a similar
map.

why you want to do it why is difficult

drive
drive to
to school
school I’m scared
to
to market
market I’m 55
Learn to drive
something difficult you
want to do

how you will make your


dream come true

Take driving
Take drivinglessons
lessons

V. Read this short composition. Then write a paragraph titled “I Can!” on your own paper.

I Can!
I want to learn how to drive. I want to drive myself to school when I go for my grandchildren.
And I want to drive to the market. It’s difficult to learn because I am scared. I’m a very nervous
person. Also, I am 55 years old. Some people say I am too old to learn. But I don’t care. I’m
alive and I want do it. It is a goal that I need to achieve. So next month I will take driving
lessons. I know I can learn!

86
VI. Life Planner. Do your own planner to achieve your goals. Check the following example.

Goal Area Objective Action/Activity Deadline


Study other Academic Better job Save money In a year
language oportunities
Do zumba Healthy Feel better Buy a zumba cd Every
Wednesday
Read a book Intellecutal General Go to public Every Friday
knowlege library
Visit my Personal and Better family Two twice a All 2011
grandparents familiar relationship month
Improve my Professional Continue Get a part-time September 2011
skills training job

How to plan my career and achieve my goals.

Name:___________________________________________ Date: ____/____/____

Goal Area Objective Action/Activity Deadline

87
DIDACTIC SEQUENCE 15
GENERAL REVIEW
1. Datos Generales:
1.1 Nombre de la materia: Inglés V
1.2 Tema integrador: Proyecto de vida
1.3 Conceptos fundamentales: Avances de la Humanidad
1.4 Conceptos subsidiarios: Campo social
1.5 Categoría: Diversidad
1.6 Sesiones: 3
2. Contenidos fácticos: Repaso de temas vistos durante el semestre
3. Contenidos procedimentales: Trabajo individual, en pareja y en equipos
4. Contenidos actitudinales (valores): Responsabilidad
5. Propósito: Aplicar conocimientos aprendidos a lo largo del semestre
6. Competencias por desarrollar:
6.1. Genéricas:
 Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiadas
 Participa y colabora de manera efectiva en equipos diversos
6.2. Disciplinares:
 Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
7. Productos de aprendizaje: Ejercicios resueltos
8. Relación con otras materias: LEXO, CTSyV
9. Momentos de la secuencia: Apertura, desarrollo y cierre.

ANTICIPATORY SET
I. Match each word with its meaning.
a) Synonym ______ Is a setter or a group of letters added to the
begining of a word to change meaning.

b) Antonym ______ A letter or syllable or a number of letter or


syllables affixed to the end of the word to qualify the
meaning or form a derivate word.

c) Prefix ______ Refers to

d) Suffix ______ Are words that have the same or nearly the same
meaning.

e) Reference ______ A word that is opposite in meaning to another: the


opposite of a synonym.

f) Summary ______ A drawing or a style of drawing showing only


lines of countour, without shading. Systematic account of
a plan or content of a book or speech.

g) Outline ______ Ability to condense expression. It is important that


one develop the ability to Express one’s thoughts in well-
organized paragraphs.

h) Main idea ______ The central purpose or gist of a passage; the


primary message expressed by a passage..

88
STEP BY STEP PROCEDURES

I. Read the text.

IT´S MY FAMILY

Everybody in our family has different hair. My Papa's hair is like a broom, all up in the
air. And me, my hair is lazy. It never obeys barrettes or bands. Carlos' hair is thick and
straight. He doesn't need to comb it. Nenny's hair is slippery -- slides out of your hand.
And Kiki, who is the youngest, has hair like fur.

But my mother's hair, my mother's hair, like little rosettes, like little candy circles all curly
and pretty, because she pinned it in pincurls all day, sweet to put your nose into when she
is holding you, holding you and you feel safe, is the warm smell of bread before you bake
it, is the smell when she makes room for you on her side of the bed still warm with her
skin, and you sleep near her, the rain outside falling and Papa snoring. The snoring,, the
rain, and Mama's hair that smells like bread.

(From The House on Mango Street by Sandra Cisneros)

II. Find the antonyms of the following words in the reading.

Same _______________ down _______________


Disobey _______________ outside _______________
Curly _______________ ugly _______________
Oldest _______________ dangerous _______________
Cool _______________ after _______________
Far _______________ always _______________

III. Find the synonyms of the following words in the reading.


divergent _______________ sweeper _______________
wind _______________ carrying _______________
secure _______________ heated _______________
beautiful _______________

IV. Make new words. Use the prefixes from the box.

a- un- dis-

__________ like __________ obey


__________ sleep __________ safe
__________ like

89
V. Make new words. Use the suffixes from the box.

-y -ly -ness -ty

different __________ like __________


lazy __________ safe __________
sleep __________ rain __________

VI. Reread. Find bold words in the reading. What do each word refer to?
Broom ______________________________________________________
She ______________________________________________________
It ______________________________________________________
Who ______________________________________________________

CLOSURE

I. Do the next exercises in your notebook

a.Draw an outline of the reading.


b. Write a summary of the reading.
c. Write the main idea of the reading.

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Sesiones: 3
TEST YOURSELF
UNIT III

DIDACTIC SEQUENCE 11

I. Match each of the following international sings with its correct meaning.

 First aid / hospital ahead _____  Pedestrian crossing _____


 Accommodations / lodging _____  No parking _____
 One way only _____  Buckle up / wear a seatbelt _____
 Food / restaurant _____  Traffic merging from the right _____
 Disabled access / parking _____  No U-turns allowed _____
 No left turn allowed _____  No entry _____

II. Match.

Power ( ) a) Reducir , quitar


Open ( ) b) Sentarse
Rewind ( ) c) Encender, conectar
Symbol ( ) d) Subir
Take off ( ) e) Regresar
Turn down ( ) f) Abrir
Put down ( ) g) Bajar, soltar
Switch on ( ) h) Poder, fuerza, energìa
Get on ( ) i) Estereo
Stereo ( ) j) Símbolo

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DIDACTIC SEQUENCE 12
I. Underline the Spanish meaning of the following words.

1. Travel
a) correr b) dormir c) viajar
2. Interested
a) importante b) interesado c)inquieto
3. Applied
a) aplicado b) apariencia c) alto
4. Decided
a) decir b) decidido c) decidir
5. Experiencied
a) experto b) éxito c) examen

II. Circle the articles and the verbs in each sentence.

1. Jessy lived in Australia for almost a year.


2. The woman discovered she had breast cancer.
3. She returned to the United States.
4. The old man fixed an empty cylinder.
5. The candle has traveled through pinhole.

III. Use articles “a”, “an”, “the” to complete the following sentences.

1. He calls four hours ___ day.


2. Joe waked in ___ emergency room.
3. I found ____ lot of money.
4. Can I have ____ cake?
5. Get in _____ line please.

IV. Use the connectors “but”, “between”, “and” to complete the sentence.

1. We have a cat _______ a dog.


2. The cat is old ________ the dog is just puppy.
3. It is a hot day ________ it is sunny.
4. I don’t have any Money ________ I don’t work.
5. When the phone rings pick it up _______ say hello.

DIDACTIC SEQUENCE 13

I. Underline cognates from the following sentences.

1. The exercise was difficult. 4. Do you like history books?


2. Science has helped in many cases. 5. Turn down the volume please.
3. The information was on the desk.

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II. Fill in the blanks using technicisms:

Digital MTS microprocessors network

1. I lost my _______________camera.

2. __________ means Mobile telephone service.

3. The ____________ has expanded all over the world.

4. Wireless gadgets use __________________.

III. Identify the tense of the following sentences.: Present, Past or Future.

Sentences Tense
Garret had an idea.
We will breathe fresh air.
They are good ideas.
Workers can drive to work together.
She put on the skates.

DIDACTIC SEQUENCE 14 y 15

I. Write the sentences correctly.

1. wears/friend/my/everyday/blue jeans.

_____________________________________________________________________

2. can/cell phone/take/new/The/pictures./beautiful

_____________________________________________________________________

3. important/an/Susan/business/woman./became

_____________________________________________________________________

4. scientist./to be/a/I/would/like

_____________________________________________________________________

II. Write S (synonym) or A (antonym) according with the pair of words.

1. front / back _____


2. happy / glad _____
3. appear / disappear _____
4. buy / sell _____
5. rest / relax _____
6. tall / short _____

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7. thin / slim _____
8. easy / difficult _____
9. rich / wealthy _____
10.new / old _____

III. Underline the antonym of the word.

1. Stay: go smooth quiet respectful happy


2. Rude: go smooth quiet respectful happy
3. Angry: go smooth quiet respectful happy
4. Noisy: go smooth quiet respectful happy
5. Bumpy: go smooth quiet respectful happy

IV. Match the synonyms.

1. under _____ yell


2. shout _____ odd
3. hard _____ quick
4. fast _____ below
5. strange _____ difficult

V. Using prefixes, complete the following words.

_____dependent _____possible _____ visible


_____punctual _____responsible _____legal
_____relevant _____polite _____security
_____agree _____like _____safe
_____healthy

VI. Using suffixes, complete the following words.

Communicat_____ Develop_____ Health_____


Organiza_____ Arrange_____ Use______
Happy_____ Secure_____ Discuss_____
Govern _____ Educat_____ Invitat_____

LISTA DE COTEJO
94
UNIDAD III

NOMBRE______________________________________________________________
FECHA:___/___/___
ACTIVIDADES SI NO
Reconoce e intercambia información en diálogos
con compañeros.
Reconoce e intercambia información en
cuestionamientos del maestro(a).
Hace uso del inglés para comunicarse con sus
compañeros dentro del contexto escolar.
Se comunica de forma adecuada y hace uso del
inglés para comunicarse con sus compañeros sobre
situaciones cotidianas.
Relaciona y comprende la información referida en
los ejercicios escritos y lecturas de cada secuencia.
Redacta resúmenes de manera eficiente.
Redacta de manera coherente.
Identifica estructuras gramaticales en oraciones
simples o textos
Realiza ejercicios con el manejo de ubicación de de
cada parte de la oración.
Identifica sinónimos y antónimos.
Diferencia prefijos y sufijos
Redacta enunciados plasmando ideas y
pensamientos personales
Trabaja en equipo
Identifica metas y objetivos personales
Organiza actividades especificando adecuadamente
tiempo y forma para realizarlas
Atiende con atención y respeto los comentarios u
opiniones de sus compañeros y maestro (a).
Obedece instrucciones
Cuenta con el 80% de asistencia.
Cuenta con el material necesario para tomar la
clase.
Participa en el salón de clases
Realiza las tareas en tiempo y forma
Utiliza el idioma inglés dentro del aula

PARA APROBAR LA UNIDAD DEBE CUMPLIR CON EL 60% DE LAS ACTIVIDADES


ANTES MENCIONADAS.

REFERENCIAS BIBLIOGRAFICAS

95
Anderson Neil J. Active English 5, Skills for reading. Edición especial:2003.

Howard Lori. Read All About It. Books 1 & 2. Oxford University Press: 2000

Reyes, Elisa: Lenguaje y Comunicación, Mortosintaxis y Léxico. Edición:1996.

Soars, Liz and John. American Headway 2. Oxford University Press:2001.

Shoenberg, Irene E. Focus on Grammar. Ed. Addison-Wesley Publishing


Company:1994.

Yedlin, Jane; Raupp, Magdala. Passport to English. ED. Addison-Wesley Publishing


Company.

Soars, Liz and John. American Headway 3.Oxford University Press:2001.

Manual de apoyo, Lectura de expresión oral y escrita. CECyTE, N.L.

Páginas consultadas en Internet:

http://www.englishcom.com.mx/tips/phrasal-verbs-verbos-compuestos.html

http://www.eduteka.org/Pisa2003.php

http://html.rincondelvago.com/textos-descriptivos.html

http://www.utp.edu.co/~chumanas/revistas/revistas/rev20/alzate.htm

http://grammar.about.com/od/rs/g/summaryterm.htm

lorien.die.upm.es/~macias/docvarios/301_Reglas_puntuacion.htm

images.search.yahoo.com/images/view?back=ppt

http://lengua.laguia2000.com/tipos-de-texto/el-texto-argumentativo

96
Inglés V. Texto experimental, es una
obra realizada por la Dirección
Académica del CECyTE, N.L., para el
quinto semestre dentro del Bachillerato
Tecnológico.

Se imprimió mediante fotocopiado bajo


la supervisión de Elvia Cervantes Cantú.
Monterrey, N.L. mayo 2011.

97