2 Manual Ingles

INGLÉS II
LICENCIATURA EN
MÉDICO CIRUJANO
DIRECTORIO
Delfina Gómez Álvarez

Secretaria de Educación Pública.
Luciano Concheiro Bórquez

Subsecretario de Educación Superior.
Dr. Herminio Baltazar Cisneros.

Coordinador General de Universidades Tecnológicas y Politécnicas.
II
PÁGINA LEGAL
Participantes
Departamento de Idiomas y lenguas – Universidad Politécnica de Pachuca
M en P Felix Alberto Hernández Rodríguez
LELI Karla Espinosa Camacho
L.E.I Miguel Ángel Reyes Argueta
M en TI Patricia Alejandra Islas Peralta
Primera Edición: 2020
DR © 2019 Coordinación General de Universidades Tecnológicas y Politécnicas.
Av. Universidad #1200, Piso 3 y 5, Col. Xoco, Alcaldia Benito Juárez, C.P. 03330, CDMX
Número de registro:
ISBN:
ÍNDICE
Introducción .................................................................................................................................... 2
Programa de Asignatura ........................................................................................................................................ 2
Contenido temático: ................................................................................................................................................ 5
Bibliografía .................................................................................................................................................................. 8
Método de evaluación ............................................................................................................................................ 9
Instrumentos de evaluación ............................................................................................................................... 16
Glosario....................................................................................................................................................................... 31
Referencias ............................................................................................................................................................... 34
INTRODUCCIÓN
En la actualidad, el idioma inglés ha tomado un rol primordial en la vida de las personas, ya

que se ha convertido en una lengua global; es decir, el idioma inglés se habla y se entiende
regularmente por un gran número de países en los que la lengua inglesa no forma parte del
lenguaje nativo. Por lo consiguiente, se ha convertido en una herramienta imprescindible para
tener acceso a la información y facilitar los medios actuales de comunicación de forma
general y científica; además, para obtener mejores oportunidades laborales.
En primer lugar, el inglés se usa en alrededor de 90 países con el 98% de las investigaciones
internacionales sobre Química y Física. Asimismo, es muy importante señalar que el idioma
inglés en el campo de la Medicina tiene un rol fundamental para entender gran parte de la
información médica; de esto, se encuentran los libros, artículos, documentos, periódicos y
documentales.
En segundo lugar, cabe mencionar que los estudiantes de Medicina requieren el idioma inglés
durante el proceso de sus estudios académicos para estar preparados a enfrentar el ambiente
laboral real; es cierto lo esencial que resulta el idioma para los estudiantes, ya que realizan
lecturas, investigaciones, presentaciones y para futuros estudios en el extranjero.
El enfoque basado en competencias sobre el proceso de enseñanza-aprendizaje propone

competencias genéricas; estas son las que brindan autonomía, conocimiento declarativo,
competencias existenciales y enriquecimiento del desarrollo de relaciones sociales que
rodean al estudiante. Desde el nivel inicial a lo largo del programa, se aplica la autoevaluación,
la coevaluación, la evaluación continua de contenidos y la evaluación objetiva.
El propósito general, es la aplicación de la lengua inglesa con Fines Académicos Generales

(EAP por sus siglas en inglés) y con Fines Específicos (ESP por sus siglas en inglés) para lograr
que los estudiantes sean competentes no solo en el área general del lenguaje basándose en
sus necesidades inmediatas y reales, pero también para su desempeño en el campo de la
Medicina y futuro trabajo.
Finalmente, en Inglés II, el estudiante de Medicina aprenderá a reconocer el idioma inglés

como medio fundamental de comunicación entre la vida propia y el lugar de estudio
adaptándola en su vida diaria. Además, el alumno aprenderá a desarrollar las cuatro
habilidades que forman parte del lenguaje; estas son, la expresión oral, expresión escrita,
comprensión oral y comprensión lectora donde podrá analizar y aplicar la lengua inglesa de
forma practica y oportuna en el campo de la Medicina general.
2
Programa de Asignatura
PROPÓSITO DE Analizar y aplicar la lengua inglesa de forma practica y oportuna en el

APRENDIZAJE DE campo de la Medicina general para enfrentar condiciones reales en la
LA ASIGNATURA: practica.
La asignatura de la Lengua Inglesa apoya a dos de los Ejes del

Cocimiento que conforman al plan de estudios, las cuales son el Eje de
APORTE AL PD Conocimiento Disciplinar e Instrumental. Estos les permiten a los
DEL PE: estudiantes a hacer análisis reflexivos y adquirir instrumentos y
herramientas esenciales que serán parte de la base fundamental en el
área médica. Además, para fortalecer los procesos de enseñanza-
aprendizaje.
Profesionista titulado con formación en la Enseñanza del Inglés como
PERFIL lengua extranjera y experiencia frente a grupo. Capaz de fomentar el
DOCENTE: potencial de argumentación, comunicación y entendimiento que
fomenta la Lengua Inglesa en conjunto con el área de la Medicina.
SEMESTRE: Segundo
EJE DE
CONCIMIENTOS: Instrumental
PLAN DE
ESTUDIOS: 2020
NÚMERO DE 3
CRÉDITOS:
PRESENCIA- NO PRESENCIA- NO
PRESENCIAL HORAS PRESENCIA-
TOTAL DE LES ES POR
LES LES
HORAS: SEMANA
120 0 5 0
HORAS
HORAS DEL DEL HORAS
SABER SABER TOTALES
UNIDADES DE APRENDIZAJE
HACER
P NP P NP P NP
Unidad l: Past Medical Information 20 0 20 0 40 0
Unidad II: Shared Medical Information 20 0 20 0 40 0
Unidad III: Research Medical Information 20 0 20 0 40 0
3
Competencias de acuerdo con la AMFEM a Competencias del Primer Ciclo de Formación
las que contribuye la asignatura1: de acuerdo con el Mapa Curricular:
a) Analizar la estructura y desarrollo del

1. Dominio de la atención médica general cuerpo humano para explicar su
1.1 Diagnostico funcionamiento.
1.2 Habilidades clínicas
1.3 Comunicación con el paciente
2. Dominio de la calidad de la atención
médica y trabajo en equipo
2.1 Calidad en la atención y seguridad
para el paciente
2.2 Trabajo en equipo y liderazgo
3. Capacidad de participación en el
sistema de salud
3.1 Planes y políticas nacionales de
salud
Objetivo de la asignatura:
Analizar y aplicar la lengua inglesa de forma practica y oportuna en el campo de la Medicina
general para enfrentar condiciones reales en la practica.
Justificación de la asignatura:
El médico general debe analizar, aplicar y expresar ideas del conocimiento adquirido en la
lengua inglesa. Esto le permite desarrollar un aspecto lingüístico competente para enfrentar
situaciones reales en el área laboral.
4
Contenido temático:
Unidad I: Past Medical Information

Reading
1.1 Medical Advances
1.1.1 Body Systems, Functions, and Organs
1.1.2 Body Movements/Injuries
1.1.3 Diseases
1.1.4 Diagnoses
1.2 Patient Notes
1.3 Case Histories
Listening
1.1 Listening to people talk about Medical Past History
1.1.1 Listening to people talk about Body Systems, Functions, and Organs
1.2 Listening to people talk about Past Medical Activities
1.3 Listening to people talk about Past Medical Body Movements/Injuries
1.4 Listening to people talk about Interrupted Medical Actions
Speaking
1.1 At the Doctor’s
1.1.1 Talking about a Medical Past History
1.1.2 Talking about Body Systems, Functions, and Organs
1.1.2 Talking about Past Medical activities
1.2 Talking about Past Medical Body Movements/Injuries
1.3 Talking about interrupted Medical activities
Writing
1.1 Writing a report of a patient’s diagnosis
Vocabulary
1.1 General and Medicine Verbs
1.1.1 Body Movements
1.1.2 Body Systems, Functions, and Organs
1.1.3 Illness and Medicine
1.1.4 Describing Pain
1.2 Body Movements/Injuries
1.3 Interrupted Medical Actions
Grammar
1.1 Past Simple
1.1.1 Used to
1.1.2 Would
1.2 Passive Voice in Simple Past tense
1.3 Past Simple Vs Past Continuous
5
Unidad II: Shared Medical Information
Reading
1.1 Medical Instructions, Indications and Commands
1.2 Human Body, Organization of the Human Body, Cells and Organs
1.3 Patient Diagnosis
Listening
1.1 Listening to people talk, ask and order Past Medical Activities
1.2 Listening to people describe Human Body, Organization of the Human Body, Cells and
Organs and Medical Supplies and Equipment
1.3 Listening to physicians talk about treatments
Speaking
1.1 Talking about Past Medical Commands
1.2 Describing Human Body, Organization of the Human Body, Cells and Organs and Medical
Supplies and Equipment
1.3 Talking about Past Diseases happened before another one
Writing
1.1 Writing an essay about body functions
Vocabulary
1.1 Medical Instructions, Indications and Commands
1.2 Cell Membranes, Digestion and Absorption, Blood System, Gas Exchange, Neurons and
Synapses, Hormones, Reproduction, and Organisms
1.2.1 Medical Supplies and Equipment
1.3 Actions happened before another (Diseases, Treatments, Prescriptions)
Grammar
1.1 Reported Speech (statements, questions, and orders)
1.2 Relative Clauses, Relative Pronouns and Adverbs
1.2.1 Defining and Non-defining
1.3 Past Perfect
6
Unidad III: Research Medical Information
Reading
1.1 Healthy Eating Plan
1.2 Articles regarding Nutrition and Diseases
Listening
1.1 Listening to people talk about Metabolic Diseases
Speaking
1.1 Talking about Personal Healthy/Unhealthy Eating Plans
1.1.1 Making suggestions for a Regular Eating Plan
1.2 Talking about previous Research on Medicine
Writing
1.1 Writing a Medical Proposal
Vocabulary
1.1 Food and Drinks
1.1.1 Vegetables and Fruits
1.1.2 Appearance
1.1.3 Personality Traits
1.1.4 Metabolic Diseases
1.1.5 Diet
1.1.6 Nutrients
1.1.7 Verb Patterns
1.2 Research Approaches
1.2.1 Research Designs
1.2.2 Research Methods
1.2.3 Statics
1.2.4 Types of Population
Grammar
1.1 Countable and Uncountable Nouns
1.1.1 Modal Verbs (should, must, have to)
1.2 -ing and the Infinitive
1.2.1 Verb + object + infinitive/gerund
1.2.2 Gerunds and Infinitives
1.3 Medical Phrasal Verbs Extended
7
Bibliografía
BIBLIOGRAFÍA BÁSICA.
Autor/autores Año Título del libro Editorial Edición ISBN
Research
Design
Qualitative,
978-1-5063-
Cresswell, J. W 2018 Quantitative SAGE 5ta edición
8670-6
and Mixed
Methods
Approaches
978-1-
Evans, V & Dooley Express
2008 Upstream 1ra edición 84862-100-
J. Publishing
8
Anatomy &
978-0-
Physiology: The
07331-608-
Kenneth, S. 2003 The Unity of McGraw- 4ta edición
6
Form and Hill
Function
Maxine A. Current McGraw-
Papadakis, Stephen Medical Hill
Quincuagésimo 978-1-26-
J. McPhee, and 2019 Diagnosis & Education
sexta edición 011744-8
Michael W. Rabow Treatment / Medical
2019
BIBLIOGRAFÍA COMPLEMENTARIA.
Autor/autores Año Título del libro Editorial Edición ISBN
REFERENCIAS ELECTRÓNICAS.
Lugar de
Autor/autore Título de la página
Año(s) Publicación / URL
s Web
Copyright
Common European
Cambridge,
framework of
U.K: Press
reference for https://www.cambrid
Council of Syndicate of
2001 languages: geenglish.org/exams-
Europe the University
Learning, teaching, and-tests/cefr/
of Cambridge.
assessment
8
Método de evaluación
9
MÉTODO DE EVALUACIÓN
Resultados
Unidades de Instrumento
de Evidencia de Desempeño Técnicas de enseñanza-aprendizaje
aprendizaje de Evaluación
aprendizaje
Expresar e Reading
EP1: Realizar una U1-EP1: Lista
identificar 1. Scientific articles
entrevista por escrito en de cotejo para
acciones en 2. Medical Papers
relación con el diagnóstico la expresión
tiempo 3. Books
de un paciente en pretérito escrita de la
pasado 4. Newspapers
perfecto y grabar un video entrevista y
aplicado en la 5. Story telling
de dicha actividad. oral del video.
Medicina. 6. Read aloud questions
Listening
1. Podcasts
2. Medical and everyday interviews
Unidad 1. Analizar y 3. Documentaries
Past EP2: Redactar un reporte
clasificar las 4. Lectures U1-EP2: Lista
Medical de un paciente que
distintas 5. TED Talks: Medicine de cotejo para
Information presenta heridas en
partes del 6. Conversations la expresión
diferentes partes del
cuerpo y escrita acerca
cuerpo y complicaciones en Speaking
sistema de de un reporte.
el sistema digestivo. 1. Discussions
órganos.
2. Role Plays
3. Medical and everyday Presentations
4. Brainstorming
5. Debates
Distinguir y EP3: Redactar un email a 6. Simulations U1-EP3 Lista
aplicar el uso un amigo inglés sobre 7. Interviews de cotejo para
adecuado de actividades que se 8. Reporting la expresión
10
acciones interrumpieron en un 9. Self-recording video escrita de un
interruptoras consultorio. email.
Writing
1. Emails
2. Formal and Informal Letters
3. Postcards
4. Essays
5. Reports
6. Research Proposals
7. Reviews
8. Discussion Forums
9. Infographics
10. Glossary of terms
11
Unidades de Resultados de Evidencia de Instrumento de

Técnicas de enseñanza-aprendizaje
aprendizaje aprendizaje Desempeño Evaluación
Identificar Reading
afirmaciones, 1. Scientific articles
EP1: Realizar un
preguntas y
juego de roles para 2. Medical Papers U2-EP1: Lista de
ordenes en el
reportar información 3. Books cotejo para la
pasado y
pasada sobre el 4. Newspapers expresión oral del
reportarlas a
diagnóstico de un 5. Story telling juego de roles.
otras personas
paciente. 6. Read aloud questions
aplicado en la
Medicina. Listening
Unidad 2:
Shared 1. Podcasts
Medical 2. Medical and everyday interviews
Information 3. Documentaries
Clasificar y 4. Lectures
EP2: Realizar una
describir el uso y 5. TED Talks: Medicine U2-EP2: Lista de
infografía sobre el
la importancia de 6. Conversations cotejo para
instrumento médico
instrumento infografía.
antiguo y moderno. Speaking
médico.
1. Discussions
2. Role Plays
3. Medical and everyday Presentations
4. Brainstorming
EP3: Grabar un 5. Debates
Video de video de una U2-EP3: Lista de
6. Simulations
entrevista entrevista haciendo cotejo para video.
preguntas sobre 7. Interviews
12
enfermedades o 8. Reporting
tratamiento médico 9. Self-recording video
que el paciente
había tenido y Writing
reportar la 1. Emails
información. 2. Formal and Informal Letters
3. Postcards
4. Essays
5. Reports
7. Reviews
9. Infographics
13
Unidades de Resultados de Evidencia de Instrumento de

Técnicas de enseñanza-aprendizaje
aprendizaje aprendizaje Desempeño Evaluación
Reading
Analizar y 1. Scientific articles
clasificar los ED1: Grabar un video 2. Medical Papers
tipos de personal exponiendo 3. Books U3-ED1: Lista de
alimentos los alimentos 4. Newspapers cotejo para la
haciendo uso de consumidos y el tipo de 5. Story telling expresión oral de
sustantivos dieta que se sigue en el 6. Read aloud questions video.
contables y no plan alimenticio.
Unidad 3: contables. Listening
Research 1. Podcasts
Medical 2. Medical and everyday interviews
Construir
Information estrategias 3. Documentaries
discursivas 4. Lectures
EP1: Llevar a cabo un 5. TED Talks: Medicine
argumentativas
debate sobre los 6. Conversations U3-EP1: Guía de
y analizar el
enfoques de observación para
dialogo
investigación en el Speaking debate.
científico que
ambito de la Medicina. 1. Discussions
refuerzan las
opiniones 2. Role Plays
criticas. 3. Medical and everyday Presentations
4. Brainstorming
EP1: Redactar una 5. Debates
Distinguir los carta formal para un 6. Simulations U3-EP2 Lista de
verbos frasales amigo inglés donse 7. Interviews cotejo
aplicados en el reporte resultados 8. Reporting
14
área médica aplicados de un 9. Self-recording video
para su uso tramatiento médico.
adecuado Writing
1. Emails
2. Formal and Informal Letters
3. Postcards
4. Essays
5. Reports
7. Reviews
9. Infographics
15
Instrumentos de evaluación
Checklist for General Writing Tasks
UNIVERSIDAD POLITÉCNICA DE PACHUCA
GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Student’s name: School enrollment: Student’s signature:
Assignment: Date:
Subject: Term:
Teacher’s name: Teacher’s signature:
INSTRUCTIONS
Mark ‘YES’ if the requested information is completed; otherwise, mark ‘NO’ and make comments on the
observation section if necessary, so the student knows what s/he is missing.
TOTAL ITEM OBSERVATIONS
YES NO
(Content)
25%
The content is relevant according to the task,
and the target reader is fully informed.
(Communicative Achievement)
25%
The text uses the convention of the
communicative task and communicates
straightforward ideas.
(Organization)
25%
The text is well organized and coherent, using a
variety of cohesive devices and organizational
patterns to generally good effect.
(Language)
25% Uses a range of vocabulary, including less
common lexis appropriately and a range of
simple and complex grammatical forms with
control and flexibility.
100% CALIFICACIÓN:
16
Checklist for General Speaking Tasks

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Grammar and Vocabulary)
25%
Shows a good degree of control of a range of
simple and some complex grammatical forms
and a range of appropriate vocabulary to give
and exchange views on a wide range of topics.
(Discourse Management)
25%
Contributions are relevant and there is a clear
organization of ideas and uses a range of
cohesive devices and discourse markers.
(Pronunciation)
25%
Sentences are intelligible and word stress is
accurately placed and individual sounds are
articulated clearly.
(Use of English)
25% Uses a range of simple and complex language
forms with control and flexibility. There may be
errors, but sentences are intelligible.
100% CALIFICACIÓN:
17
Checklist for Written Interview U1-EP1

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Content)
25%
The content of the interview is relevant
according to the task, and the target reader is
fully informed.
25%
The interview uses the convention of the
(Organization)
25%
The interview is well organized and coherent,
using a variety of cohesive devices and
organizational patterns to generally good effect.
(Language)
25% Uses a range of vocabulary forms and the
grammar tense used in the unit.
100% CALIFICACIÓN:
18
Checklist for Spoken Interview U1-EP1

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
25%
Uses the proper grammar tense and a range of
appropriate vocabulary to give and exchange
information in the interview.
25%
Contributions in the interview are relevant and
there is a clear organization of ideas and uses a
range of cohesive devices and discourse
markers.
(Pronunciation)
25%
Sentences in the interview are intelligible and
word stress is accurately placed and individual
sounds are articulated clearly.
(Use of English)
forms in the interview with control and flexibility.
There may be errors, but sentences are
intelligible.
100% CALIFICACIÓN:
19
Checklist for Report U1-EP2

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Title Page)
10%
The report includes title of report, student’s
name, subject, date and school enrollment.
(Executive Summary)
15%
The report included an executive summary or
abstract that summarizes the whole information.
(Introduction and Background)
30%
The report includes an introduction that outline
the context and purpose of the report.
(Body)
30% The report includes a well-structured body
section divided into paragraphs where the
information is organized and coherent.
(Conclusion)
15% The report explains the results and sum up the
covered information.
The report includes a reference list using APA
format.
100% CALIFICACIÓN:
20
Checklist for Email U1-EP3

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Content)
25%
and the target reader is fully informed. The
email includes a sender, subject line, greeting,
body, closing, and sign off.
25%
(Organization)
25%
(Language)
100% CALIFICACIÓN:
21
Checklist for Role play U2-EP1

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Before Role Playing)
25%
Identifies the imaginative context of a dramatic
role and situation; also, makes constructive
contributions to the lesson.
25%
Shows a good degree of control of a range of
simple and some complex grammatical forms
and a range of appropriate vocabulary to give
and exchange views on on the current topic.
(Pronunciation)
25%
(Use of English)
100% CALIFICACIÓN:
22
Checklist for Infographics U2-EP2

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Content)
25%
The infographic includes a title which is engaging and
succinct.
The infographic includes an introduction.
The infographic includes main points in a hierarchy
way.
The infographic includes a conclusion and
references.
(Design)
25%
The infographic includes a layout appropriate for the
information presented.
The infographic includes appropriate colors for
blindness and black-and-white printing.
The infographic includes an appropriate font size and
no more than two different typefaces.
Overall appearance is compelling, engaging and
draws the reader.
23
(Organization)
25%
The infographic includes main points in a hierarchy
way.
(Language)
25% Uses a range of vocabulary, including less common
lexis appropriately and a range of simple and
complex grammatical forms with control and
flexibility.
100% CALIFICACIÓN:
24
Checklist for Spoken Interview U2-EP3

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
25%
Uses the proper grammar tense and a range of
appropriate vocabulary to give and exchange
information in the interview.
25%
Contributions in the interview are relevant and
there is a clear organization of ideas and uses a
range of cohesive devices and discourse
markers.
(Pronunciation)
25%
Sentences in the interview are intelligible and
word stress is accurately placed and individual
sounds are articulated clearly.
(Use of English)
forms in the interview with control and flexibility.
There may be errors, but sentences are
intelligible.
100% CALIFICACIÓN:
25
Checklist for Video

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
25%
Shows a good degree of control of the
appropriate grammatical form and a range of
appropriate vocabulary to give views on the
corresponding topics.
25%
Contributions are relevant and there is a clear
organization of ideas and uses a range of
cohesive devices and discourse markers to
connect ideas on the video.
(Pronunciation)
25%
(Use of English)
26
100% CALIFICACIÓN:
Checklist for Debate (AFFIRMATIVE) U3-EP1

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Organization and Clarity)
25%
Main arguments and responses are outlined in
a clear and orderly way.
(Use of Argument)
25%
Reasons are given to support the resolution.
(Use of Cross-examination and rebuttal)
25%
Identification of weakness in Negative team’s
arguments and ability to defend itself against
attack.
(Presentation Style)
25% Tone of voice, clarity of expression, precision of
arguments contributes to keep audience’s
attention and persuade them of the team’s case.
100% CALIFICACIÓN:
27
Checklist for Debate (NEGATIVE) U3-EP1

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Organization and Clarity)
25%
Main arguments and responses are outlined in
a clear and orderly way.
(Use of Argument)
25%
Reasons are given against the resolution.
(Use of Cross-examination and rebuttal)
25%
Identification of weakness in Affirmative team’s
arguments and ability to defend itself against
attack.
(Presentation Style)
25% Tone of voice, clarity of expression, precision of
arguments contributes to keep audience’s
attention and persuade them of the team’s case.
100% CALIFICACIÓN:
28
Checklist for Formal Letter U3-EP2

Assignment: Date:
Subject: Term:
INSTRUCTIONS
YES NO
(Content)
25%
and the target reader is fully informed. The
formal letter includes a sender, subject line,
greeting, body, closing, and sign off.
25%
(Organization)
25%
(Language)
100% CALIFICACIÓN:
29
Universidad Politécnica de Pachuca
Nombre de la Asignatura: inglés II
30
Glosario
1. Advance: to go or move something forward, or to develop or improve something

2. Against: disagreeing with a plan or activity
3. Argument: a disagreement, or the process of disagreeing
4. Before: at or during a time earlier than (the thing mentioned)
5. Blood: the red liquid that is sent around the body by the heart
and carries oxygen and important substances to organs and tissue,
and removes waste products
6. Body: the whole physical structure that forms a person or animal
7. Brainstorming: an activity or business method in which
a group of people meet to suggest a lot of new ideas for possible development
8. Case History: A case history basically refers to a file containing relevant information
pertaining to an individual client or group.
9. Cell: the smallest basic unit of a plant or animal
10. Coherence: the situation when the parts of something fit together in
a natural or reasonable way
11. Contribution: something that you contribute or do to help produce or achieve something
together with other people, or to help make something successful
12. Diagnosis: a judgment about what a particular illness or problem is, made
after examining it
13. Digestion: the process by which your body digests food, or your ability to digest food
14. Disease: (an) illness of people, animals, plants, etc., caused by infection or
a failure of health rather than by an accident
15. Draw: to make a picture of something or someone with a pencil or pen
16. Eating plan: it is what you eat throughout the day. It includes your breakfast, lunch, dinner,
snacks, and drinks.
17. Health: the condition of the body and the degree to which it is free from illness, or
the state of being well
18. Hierarchy: a system in which people or things are arranged according to their importance
19. Infographic: a picture or diagram or a group of pictures or diagrams showing or
explaining information
31
20. Intelligible: clear enough to be understood
21. Language Functions: A language function refers to what students do with language
as they engage with content and interact with others. Functions represent the active
use of language for a specific purpose.
22. Lecture: a formal talk on a serious subject given to a group of people, especially
students
23. Lexis: all the words of a language
24. Medical supplies: Medical supplies refers to the non-durable disposable health care
materials ordered or prescribed by a physician, which is primarily and customarily
used to serve a medical purpose and includes ostomy supplies, catheters, oxygen,
and diabetic supplies.
25. Membrane: a thin piece of skin that covers or connects parts of a person's or
animal's body
26. Metabolic: relating to metabolism (the chemical processes within the body required
for life)
27. Neuron: a nerve cell that carries information between the brain and other parts of
the body
28. Nutrient: any substance that plants or animals need in order to live and grow
29. Organ: a part of the body of an animal or plant that performs a particular job
30. Patient: a person who is receiving medical care, or who is cared for by a particular
doctor or dentist when necessary
31. Pattern: a particular way in which something is done, is organized, or happens
32. Persuade: to make someone do or believe something by giving them a good reason
to do it or by talking to that person and making them believe it
33. Podcast: to make someone do or believe something by giving them a good reason
to do it or by talking to that person and making them believe it
34. Postcard: a card, often with a photograph or picture on one side, that can be sent
without an envelope
35. Range: the amount, number, or type of something between an upper and a lower
limit
36. Reading: the skill or activity of getting information from books
32
37. Role play: When you roleplay, you act out the part of a character or person. You might
want to roleplay an interview as part of your job search preparation.
38. Sentence: a group of words, usually containing a verb, that expresses a thought in
the form of a statement, question, instruction, or exclamation and starts with a
capital letter when written
39. Straightforward: easy to understand or simple
40. Subject: easy to understand or simple
41. Target readers: the particular group of people to which an advertisement, a product,
a website or a television or radio programme is directed
42. Typeface: letters and numbers in a particular design, used in printing or on a
computer screen
43. Weakness: the fact or state of not being strong or powerful
33
Referencias
Referencias.
1. Asociación Mexicana de Facultades y Escuelas de Medicina, A.C (AMFEM). (2008)

Perfil de Competencias del Médico General Mexicano.
2. Coordinación de Universidades Politécnicas. (2005). Modelo Educativo del

Subsistema de Universidades Politécnicas.
3. Coordinación de Universidades Politécnicas. (2009), Guía Técnica para la

elaboración del Programa de Estudios.
4. Mapa Curricular del programa de estudios de la Licenciatura en Médico Cirujano.

(2014).
34

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INGLÉS II

Delfina Gómez Álvarez

Luciano Concheiro Bórquez

Dr. Herminio Baltazar Cisneros.

Departamento de Idiomas y lenguas – Universidad Politécnica de Pachuca

M en P Felix Alberto Hernández Rodríguez

LELI Karla Espinosa Camacho

L.E.I Miguel Ángel Reyes Argueta

M en TI Patricia Alejandra Islas Peralta

Primera Edición: 2020

DR © 2019 Coordinación General de Universidades Tecnológicas y Politécnicas.

En la actualidad, el idioma inglés ha tomado un rol primordial en la vida de las personas, ya

El enfoque basado en competencias sobre el proceso de enseñanza-aprendizaje propone

El propósito general, es la aplicación de la lengua inglesa con Fines Académicos Generales

Finalmente, en Inglés II, el estudiante de Medicina aprenderá a reconocer el idioma inglés

PROPÓSITO DE Analizar y aplicar la lengua inglesa de forma practica y oportuna en el

La asignatura de la Lengua Inglesa apoya a dos de los Ejes del

Unidad l: Past Medical Information 20 0 20 0 40 0

Unidad II: Shared Medical Information 20 0 20 0 40 0

Unidad III: Research Medical Information 20 0 20 0 40 0

a) Analizar la estructura y desarrollo del

Unidad I: Past Medical Information

Unidades de Resultados de Evidencia de Instrumento de

Unidades de Resultados de Evidencia de Instrumento de

Checklist for General Writing Tasks

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

Checklist for Debate (AFFIRMATIVE) U3-EP1

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Teacher’s name: Teacher’s signature:

UNIVERSIDAD POLITÉCNICA DE PACHUCA

GENERAL INFORMATION REGARDING THE EVALUATION PROCESS

Nombre de la Asignatura: inglés II