Unidades a desarrollar Páginas

x Unit I: Food
A. Healthy eatig habits 1
B. Culinary preferences 2
C. Gastronomic fair 3
x Unit II: Heroes / Heroines
A. Characteristics of heroes / heroines 5
B. National heroes / heroines 6
C. Biography of heroes / heroines 7
x Unit III: Nature
A. My perfect niche 8
B. How I protect nature 9
C. Programs to protect nature 10
x Unit IV: Places
A. May place is famous 11
B. Places I would like to visit 12
C. What makes of Nicaragua a beautiful place 13
x Unit V: Technology
A. My favorite technology 14
B. Cybercrime 15
C. Pros and cons of technology 15
Cada unidad contiene tres lecciones y cada lección propone actividades para las sesiones presenciales
(en aula) de una hora académica (50 minutos). En cada unidad también se realizarán sesiones virtuales
asíncronas (en MOODLE) de una hora académica por lección. Así, cada lección tiene una duración de
dos horas académicas (100 minutos) en total.

Propuesta elaborada por la Comisión SEG-Inglés, 2023,

basada en un análisis académico y técnico de la propuesta 2022.

Miembros:
Martha Chavarría Guido, PhD.
(Coordinadora)
Karina Blanco Méndez, M.Sc.
Indiana Caldera Corea, PhD.
Lester Parrales Arteaga, M.Sc.

© UNAN-León
Semestre de Estudios General
Vicerrectoría Académica
Todos los derechos reservados.

2

En nombre de la comunidad universita-
ria de la Universidad Nacional Autóno
-
ma de Nicaragua-León y la Dirección del
Semestre de Estudios Generales (SEG),
reciban nuestro más cordial saludo, es
grato para nosotros poderles compartir
la dinámica del nuevo año lectivo 2023.
La UNAN-León con 210 años de histo -
ria y trayectoria, ha procurado aportar
a la continuidad educativa de las y los
bachilleres, acercando la educación -su
perior al pueblo de Nicaragua, con el fin
de favorecer la integración ciudadana y
contribuir al Plan Nacional de Desarro-
llo Humano y al Plan de Lucha contra la
Pobreza que impulsa nuestro Gobierno
de Reconciliación y Unidad Nacional,
por esta razón, es que en el proceso de
admisión de esta casa de estudios se
promueve la atención e inclusión de- to
das y todos los bachilleres para facilitar
el acceso a una formación profesional
y técnica, garantizando la participación
con igualdad de todas y todos los nica-
ragüenses.
Estos esfuerzos aportan al modelo de con certeza les acompañará en su proceso de
atención de persona, familia y comuni -
dad, a través de la responsabilidad -so miento de su talento y potencialidades para
cial compartida, garantizando una for -
mación transformadora basada en la tra Nicaragua.
restitución del derecho a una educación
superior gratuita y de calidad, gracias a
MENSAJE DE LA RECTORA
Almarina Solís Santos
que nuestro gobierno asigna el 6% constitucio
-
nal de manera precisa a las universidades, lo
que nos permite ampliar la cobertura, asegu
-
rar la calidad, ampliar el programa de becas,
desarrollar actividades de aprendizaje innova
-
doras y desarrollar las demás funciones sus
-
tantivas de la universidad .
La formación universitaria que ofrece la UNAN-
León, toma en cuenta todas las áreas del desa-
rrollo humano de manera integral, de tal forma
que siempre se tiene a la vista el humanismo,
la solidaridad, el compañerismo, el espíritu -em
prendedor, la cultura general y el compromiso
de soberanía con esta Nicaragua linda, bendita
y siempre libre.
La UNAN-León tiene una población estudiantil
que proviene de todos los departamentos y -mu
nicipios del país, estas y estos bachilleres son
atendidos en nuestra sede central ubicada en
León, en los Centros Universitarios Regionales
ubicados en Jinotega, Somoto y Somotillo, en la
sede interuniversitaria ubicada en San Carlos/
Río San Juan y en el programa Universidad en
el Campo establecido actualmente en 16 mu -
nicipios, lo que consolida nuestro compromiso
con el pueblo de Nicaragua y nos une como- na
ción para seguir afianzando victorias.
Queremos finalmente, agradecerles por su
confianza al seleccionar a la UNAN-León como
la Casa de Estudios de Educación Superior que
formación y aportará al desarrollo y fortaleci
-
contribuir al progreso y prosperidad de nues
-
3
 INTRODUCCIÓN
En esta época de avances tecnológicos y extensiva globalización se hace necesario el aprendizaje del
idioma Inglés como lengua extranjera. Esta ha sido una de las prioridades de la Rectoría de la UNAN –
León con el fin de egresar profesionales calificados. La introducción del componente de Inglés desde el Semestre
de Estudios Generales facilitará al estudiante adquirir los conocimientos del idioma que continuará en otros
semestres adicionales en sus respectivos planes de estudio. Este componente curricular promueve el
aprendizaje integral del idioma inglés para que el estudiante aprenda a comunicarse desde la lectura, escritura,
recepción y emisión de mensajes, utilizando vocabulario y estructuras gramaticales a nivel básico.

COMPETENCIA
Utiliza el idioma inglés de manera creativa para comunicar sus ideas sobre temas de naturaleza cotidiana
mediante la aplicación eficiente de técnicas de lectura y escritura a un nivel básico.

ESTRUCTURA
Unidades a desarrollar Páginas

x Unit I: Food
A. Healthy eatig habits ..................................................................
1 6
B. Culinary preferences..................................................................2 7
food ..................................................................
International fair
C. Gastronomic 3 8
x Unit II: Heroes / Heroines .........................................................
.....................................
A. Characteristics of heroes / heroines 5 10
B. National heroes / heroines ...................................................... 6 11
C. Biography of heroes / heroines .............................................. 7 12
x Unit III: Nature
A. My perfect niche .................................................................
8 13
B. How I protect nature .................................................................9 14
C. Programs to protect nature .................................................... 10 15
x Unit IV: Places
A. May place is famous ............................................................... 11 16
B. Places I would like to visit ...................................................... 12 17
C. What makes of Nicaragua a beautiful place ........................ 13 18
x Unit V: Technology
A. My favorite technology ............................................................ 14 19
B. Cybercrime 15
.................................................................. 20
C. Pros and cons of technology ................................................. 15 20
Cada unidad contiene tres lecciones y cada lección propone actividades para las sesiones presenciales
(en aula) de una hora académica (50 minutos). En cada unidad también se realizarán sesiones virtuales
asíncronas (en MOODLE) de una hora académica por lección. Así, cada lección tiene una duración de
dos horas académicas (100 minutos) en total.

Propuesta elaborada por la Comisión SEG-Inglés, 2023,

basada en un análisis académico y técnico de la propuesta 2022.

Miembros:
Martha Chavarría Guido, PhD.
(Coordinadora)
Karina Blanco Méndez, M.Sc.
Indiana Caldera Corea, PhD.
Lester Parrales Arteaga, M.Sc.
INTRODUCCIÓN

En esta época de avances tecnológicos y extensiva globalización se hace necesario el

aprendizaje del idioma Inglés como lengua extranjera. Esta ha sido una de las prioridades de
OD5HFWRUtDGHOD81$1/HyQFRQHO¿QGHHJUHVDUSURIHVLRQDOHVFDOL¿FDGRV/DLQWURGXFFL
del componente de Inglés desde el Semestre de Estudios Generales facilitará al estudiante
adquirir los conocimientos del idioma que continuará en otros semestres adicionales en sus
respectivos planes de estudio. Este componente curricular promueve el aprendizaje integral
del idioma inglés para que el estudiante aprenda a comunicarse desde la lectura, escritura,
recepción y emisión de mensajes, utilizando vocabulario y estructuras gramaticales a nivel
básico.

COMPETENCIA

Utiliza el idioma inglés de manera creativa para comunicar sus ideas sobre temas de
QDWXUDOH]DFRWLGLDQDPHGLDQWHODDSOLFDFLyQH¿FLHQWHGHWpFQLFDVGHOHFWXUD\HV
nivel básico.

5
 Unit I. FOOD

A Healthy eating habits

1 Label de different products in the FOOD PYRAMID using the vocabulary from the box below.

1. orange 11. pasta

2. carrot 12. fish
3. doughnuts 13. bread
4. grapes 14. candy
5. steak 15. rice
6. milk 16. broccoli
7. cookies 17. chicken
8. tomato 18. butter
9. cheese 19. cereal
10. strawberries

Color the food you eat regularly.

2 Select the items as it corresponds. Why is healthy food important?

For mental health _____ For physical health _____
For emotional health _____ For internal health only _____
For external health only _____

3 Read the text. Circle the food you eat and underline the new foods.

It is important for people to eat as much as they

need toget energy. If they eat too little food or the wrong
4 Are these sentences true or false?
a. _____ People won’t need to do exercise
food, they will not have enough energy. If they eat too much, if they eat too much.
they will need to do more exercise or they will gain weight. b. _____ When people eat too much, they put on
When we eat the correct quantity of food for the exercise we weight.
take, we call this theenergy balance. c. _____ Eating less fat would cause heart
Fat is very high in calories, and it doesnot help to attacks.
d. _____ Sugar provides energy, but causes
keep energy balance. Fat may also provoke heart disease and
obesity.
many experts believe thattfa reduction can decrease the
e. _____ Food that contains fiber is good for the
problem. Sugar is not good for energy balance either. It
energy balance.
provides energy, but it can make people fat and destroy their
teeth. Answer the questions .
Fiber, on the other hand, is something people do not 5
eat much. Fiber is in bread, particularly whole wheat, a. What would be
granary, or high fiber bread. Potatoes are good, too, a good title for this
especially if people do not cover them with butter or fry passage?
them with fat. b. According to the passage,
So eat less fatty food (sweet, chocolate, cake why is exercise necessary
pudding, jam) and eat more f foods (bread, potatoes,
iber for good health?
pasta, fresh fruit, and vegetables). c. What does “the energy balance”
refer to?

6
 In the chart below, make a menu for tomorrow’s meal s. Include less fat and more fiber.
6 Breakfast Lunch Dinner

Picture

Description

B Culinary preferences

1 Complete the graphic organizer

classmates.
with your own ideas a nd then compare your answers with your

Ask and answer .

Brainstorming
cooking a. What things do
you think are
easy to cook?
b. What types of
international
Things that Types food are
are easy to of food available in
cook
Nicaragua?
Cooking What’s your
favorite?
Favorite c. Why do you
why people things to cook think people
don’t cook don’t cook?
d. When do you
when
to cook like cooking?
e. What are your
favorite things to
cook?

What can you write about food in

Nicaragua?

7
 Observe the proces s to create a banana smoothie. Then, match the pictures to the correct
2 instructions.

a b c d e
_____ Add ice and yogurt. _____ Blend until it’s smooth.
_____ Peel and slice the banana. _____ Put the banana slices in the blender.
_____ Pour the banana shake into a glass.

Create your own instructions for any type of food or drink you know. Include at least 5
3 instructions and illustrations. Try to use the verbs in the box.
Verbs
stir add squeeze
pour mix roll
taste chop
sprinkle slice
wash decorate
add peel blend
put

C International fo od

1 Discuss these que stions with your partners . 2 Find people who:
a. What’s your favorite international food? a. love pizza
___ Italian b. hate spaghettis
___ Chinese c. eat Chinese food regularly
___ Cuban d. prefer Mexican food to Nicaraguan food
___ Others ________ e. enjoy desserts
b. Why do you like it? f. like seafood
___ for its flavor g. love spicy food
___ for its appearance h. prefer vegetables to meat
___ for its ingredients i. prefer bread to tortillas
___ for its texture j. like coffee any time
___ Others _______ k. are addicted to coke
c. What ingredients does it have? L. don’t like eating

8
 3 Read the text. Then, answer the questions.
:KDWGRSHRSOHHDWLQRWKHU
1. Food in Argentina
The national dish in Argentina is
beef. It can be prepared in different
ways. The Argentines’ favorite main
course is a mixed grill of steak and
other cuts of beef. It is usually cooked
over an open fire. The beef may be
dipped in eggs, crumbs, and then
fries. Breakfast in Argentina is usually
light: rolls of bread with jam or coffee.
In the afternoon they eat meat,
potatoes and green vegetables. They
have dinner at 9p.m.
3. Food in Germany
Germans eat meals that include
ample portions of meat and bread.
Potatoes ate very important and they
can be prepared in different ways in
each region. Germans eat potatoes
with pear, bacon, and beans. They
also like a special stew made of three
kinds of meat and potatoes. Fruit is
often combined with meat dishes.
Desserts made of apple are very
popular in Germany. Germans enjoy
bread with every meal, especially rye
bread.
5. Food in India
Indians in the north eat flat breads
and Indians in the south prefer rice. In
coastal part of India people eat fish
dishes. Chicken and mutton are eaten
more often in mountains and plain
regions. But many Indians are
vegetarians and do not eat meat.
Indians use a lot of spices in their
food: chili peppers, garlic, ginger,
black pepper, cardamom. Spicy
dishes cool you in hot weather and
warm the body in cold weather.
2. Food in France a. What do French people
People in France eat different types
eat?
of food. The main dish in northwestern
France is thin pancakes. Eastern
France likes cabbage with pieces of
sausage. On the coasts of France
people eat seafood: mussels, shrimp,
b. What dishes do
and squid. French people also like to
eat long thin loaves of crusty bread with
Germans eat?
melted cheese and ham or beef slices.
The grilled food is accompanied by
potatoes. Sometimes they dip the bread
into a pot full of melted cheese.
4. Food in Italy c. What foodare Italians
famous for?
Italians are well-known all over the
world for pizza, pasta, and tomato
sauce. Pasta is usually served with
different types of sauces. Italians are
also known for their use of herbs in
cooking, especially oregano, basil,
thyme, rosemary, and sage. Cheese d. How many types of
plays an important role in Italian
cheese do they
cuisine. There are over 400 types of
cheese made in Italy which are famous produce?
all over the world: mozzarella,
parmesan and asiago.
e. Do Germans like eating
6. Food in Nicaragua
(Describe what Nicaraguans eat) bread?
f. What kind of food is
eaten in India?
g. In what country are
there a lot of
vegetarians?
9
 Unit II. HEROES / HEROINES

A Character istics of he roes and heroines

1 Decide if the adj ective is a positive or a negative attribute. Write the words into the appropriate
column.
Adjectives

A hero / heroine is… A hero / heroine is not… dependable

lazy
smart
________________ ________________
hardworking
________________ ________________
easygoing
________________ ________________
impatient
________________ ________________
moody
________________ ________________
sensitive
________________ ________________
thoughtful
________________ ________________
cowardly
________________
grumpy
________________
selfish
Write a brief phy sical description of your hero / heroine. cheerful
2 She / He has… / They have…
silly
dishonest
She / He doesn’t have … / They don’t have loyal

3 Go around the cla ssroom and interview your classmates about their heroes / heroines.

Answers
Questions
a b c d e
What is the
main attribute of
your hero /
heroine?
What is his / her
major power?

How are you

similar to him /
her?
What is his / her
physical
appearance?
When did you
discover your
hero / heroine?

10
 B National heroes and hero ines

Below you will find th e heroes and heroine declared by our National Assembly. Match each one
1 to their outstanding actions in the country and outside.

Heroes / Heroine Outstanding actions

Civic Second was a military officer during the historic victory of the Battle of San Jacinto
1 Lieutenant Enmanuel _____ against the filibusters of William Walker; participated in military decision-
Mongalo y Rubio making to win the war. He was from Nandaime, Granada.

was a Nicaraguan patriot and revolutionary; he was a leader of the

2 Soldier
Juan Santamaría _____ Nicaraguan resistance against the US occupation army in Nicaragua.
General Anastasio Somoza García assassinated him by orders of the US.

was a lawyer, soldier and politician who served as President of Nicaragua

3 Major General
José Dolores Estrada _____ from 1893 to 1909. He reformed education and infrastructure and built the
current Nicaraguan State.

4 First Sergeant
Andrés Castro _____ was from León, an important symbol of the Nicaraguan revolution who
killed the tyrant Anastasio Somoza García.

Poet
5
Rubén Darío _____ was a revolutionary from, El Viejo, Chinandega; he founded the Sandinista
National Liberation Front (FSLN). He was called El Danto (tapir).

Major General
6 José Santos Zelaya
General
7 Benjamín Zeledón
was a journalist, writer, businessman and politician from Granada;
_____
opposed to the dictatorship of Anastasio Somoza Debayle; was director of
the newspaper La Prensa, he was murdered.
_____ was a heroic teacher who fought in the first battle of Rivas during the Civil
War. In his honor, June 29 was declared "Nicaraguan Teacher's Day".

8 General of free men was born in La Concordia, Matagalpa; he was a lawyer, politician, diplomat
Augusto C. Sandino _____
and military. He was a magistrate in the Central American Court of Justice
and Minister of War.

Telegraphist was born in Metapa, Matagalpa; he was a poet, writer, journalist and
9
Blanca Estela Aráuz _____
diplomat, the greatest representative of literary modernism in the Spanish
language.

Poet was a professor, politician, revolutionary from Matagalpa; founder of the

10 Rigoberto López Pérez _____
Sandinista National Liberation Front (FSLN); he suggested the name for
that movement.

Colonel was from Alajuela, Costa Rica, fought against the filibusters of William
11 Santos López _____ Walker in Rivas where he burnt the Mesón de Guerra during the National
War of Nicaragua.
Commander
was from Yalagüina, Madriz; fought in the Army for the Defense of
12 Carlos Fonseca _____
Amador National Sovereignty organized by Augusto César Sandino to fight against
U.S. troops; founded the Sandinista National Liberation Front (FSLN).

Commander was a peasant and soldier who fought during the battle of San Jacinto; in
13
German Pomares _____
the absence of ammunition in his rifle, he knocked down a filibuster with a
stone.
Doctor
14 Pedro Joaquín _____ was from San Rafael del Norte, Jinotega, telegrapher, wife of General
Chamorro Augusto C. Sandino, helped General Sandino develop his strategies.

11
 2 Select another hero / heroine from Nicaragua and complete the template below.
Name
Picture
Personal background
What makes your hero / heroinewesome
a
C Biography of heroes / heroines
1 Match the inform ation about Bolt with the
elements in a biography.
BIOGRAPHY
1. ___ Usain Bolt is the fastest
sprinter in the world and a nine-
time Olympic gold- medal
winner .
2. ___ He is 37 years old .
3. ___ When he was a boy , he
played cricked and competed in
the high jump too. Once he tried
sprinting, he never stopped
running.
4. ___ He was born in Trelawney,
Jamaica on 21st August 1986.
5. ___ He loves sports.
6. ___ In 2008, he became the
fastest man in the world
breaking three world records
at the Olympic games .
7. ___ He is a professional
athlete .
12
Five words that best describeimh / her
2 Read the text about Mother Teresa of
Calcuta.
ELEMENTS 0RWKHU7HUHVD
Aug. 26, 1910 – Sep. 5, 1997
a. name / surname
famous for
Mother Teresa achieved worldwide
recognition when she won the Novel
Peace Prize in 1979. Mother Teresa
b. occupation moved to India at a young age to
work as a missionary. There, she
founded the Missionaries of Charity,
an organization dedicated to helping
c. age (alive or the poor. A few years later, the Pope
dead) accepted her organization into the
International Religious Family. In
2016, 17 years after her death, Pope
Francis declared her a saint. Mother
d. date of birth / Teresa was born on Aug. 26, 1910 in
place of birth Skopje, Macedonia and died in Sep.
5, 1997 in Kolkata, India.
e. childhood / family
a. Circle in red the past of regular verbs.
b. Underline in green the past of regular verbs.
f. education /
career c. Write the new vocabulary you find in the text.
d. Identify the elements of the biography .
g. hobbies / Write a biography ab out a person in
interests 3 history. Use the elements of a biography.
Unit III. NATURE

A My perfect niche

1 Select an answer to complete the sentences properly. Do some research if necessary.

1. What is a good definition of “niche”? 2. The “Kirtland’s 3. Are trees good 4. Countries you can find
Warbler” is a ___. niches for birds? North America are ___.
a. some environmental factors in a. type of tiger a. Yes. a. Venezuela, Brazil,
nature b. type of bird b. No. and Argentina
b. the relationship among species c. water animal c. I don’t b. Honduras, Belize,
c. environmental factors and know. and Nicaragua
influential relations among c. Canada, the USA,
species and Alaska

2 What is a perfect niche for you? Write a brief description. Think about:
a. your water source b. where you get material for your shelter c. time of day you sleep
d. how you get food e. your food source f. how you avoid predators
g. your offspring h. your shelter i. you’re pretty good at j. you’re not very good at

3 Read the text “Niche ”.

Niche A specie’s niche is all of the environmental factors and interspecies relationships that
influence the species.

IMAGE 1
In ecology, the term “niche” describes
Kirtland’s Warbler the role of an organism in a community. A
species’ niche includes both the physical
A species’ niche describes how it and environmental conditions it requires
fits within its environment. The (like temperature and terrain) and its
Kirtland’s Warbler (Setophaga interactions with other species (like
kirtlandii) has a quite specific niche, predation or competition).
only nesting in young jack pine
2
trees (Pinus banksiana). For example, the rare Kirtland’s
Warbler (Setophaga kirtlandii), a small
songbird on North America, has a very limited niche. It nests only among young jack pine trees (Pinus banksiana),
which need periodic wildfires for their seeds to germinate.
3
In general, species that have limited niches are considered to be specialist species. Koalas (Phascolarctos
cinereus), which feed only on leaves from eucalyptus trees in Australia, are an example of specialist species.
Species with broader niches, like coyotes (Canis latrans) or racoons (Procyon lotor), are considered generalists.
4
No two species can have the exact same niche, otherwise they would be in direct competition for resources
with one another. If this occurs, then one species will outcompete the other. If the losing species does not adapt, it
would lead to its extinction.
1. color in green the words you know. 5. square the examples of niches.
2. color in yellow the new words. 6. create a diagram with paragraph 3.
4 In the text titled Niche:
3. underline the information that you find interesting.
4. circle the names of animals

13
 5 Create or buy a flashcard. Think about a wild, unique, rare animal, from Nicaragua or another country.
Then, create a flashcard similar to the one in the text Niche . You can use the format below:

IMAGE
1
_______________
1 Name of the animal.
2
A species’ niche describes how Name of the animal.
3
it fits within its environment. The Its scientific name.
2
PHOTO 4
_______________ General or specific.
5
(3_______________) has a Place it nests.
4 6
_______________ niche, only Scientific name of the niche.
nesting in 5_______________
(6_______________).

B How I protect na ture

1 My personal actions to protect nature:

a b c

2 Match the t itle and image to their description of actions to protect nature.

PROTECTING OUR PLANET STARTS WITH YOU

2 reduce 3 CONSERVE
1 BIKE MORE choose 4 PLANT 5 EDUCATE 6
DRIVE LESS REUSE sustainable A TREE WATER
recycle seafood
7 9 Don’t send
Long -lasting
chemicals
light bulbs
Volunteer into our -ARE A -
waterways. BRIGHT
8
IDEA
10
___ Buy less plastic and bring ___ The less water you use,
a reusable shopping bag. the less runoff and wastewater
that eventually end up in the ___ Follow the three “R’s” to
ocean. conserve natural resources
___ Trees provide food and and landfill space.
oxygen. They help save
energy, clean the air, and
___ Choose nontoxic
combat climate change. ___ When you work on your
chemicals in the home and
office. own education, you can help
___ Volunteer for cleanups in others understand the
your community. You can get importance and value of our
involved in protecting your ___ Energy efficient light bulbs natural resources.
reduce greenhouse gas
watershed too!
emissions. Also turn off the
___ Make smart seafood
light when you leave the room!
choices at
www.FishWatch.gov

14
 C Programs to p rotect nature
Best Environmental Conservation Programs Abroad for Eco Volunteers
What is environmental conservation and why is it important?
Environmental Conservation is the practice of preserving the natural world to prevent it from collapsing as a result of
human activities, such as unsustainable agriculture, deforestation, and burning fossil fuels. Side effects of these practices
include toxic air, plastic pollution, destruction of natural habitats and most urgently, climate change.

Peru Costa Rica Philippines

Peru’s Amazon rainforest is
one of the most incredible
places on Earth, with wildlife
and rare landscapes. Tasks
on this reforestation volunteer
program include:
x trail conservation
x home-base
maintenance
x animal inventories
x research projects.
As a volunteer in Costa At the island of Palawan in Philippines, vital habitats for
Rica’s world famous coffee coastal marine ecosystems have declines in recent years
industry, you support all and play a huge role in both cleaning the sea water and
stages of their coffee protecting biodiversity. Conservation volunteers:
production, including: x plant mangroves
x harvesting x take part in beach clean-ups
x roasting x put all collected rubbish in recycled plastic bottles
x composting to create eco-bricks that are then used for local
x replanting building and construction projects
x packaging, and x teach students within the region about sustainable
more. environmental practices.

1 Complete the chart with information about the programs for Eco Volunteers.
Country Place Aim of the program Volunteering activities

Read the first paragraph of the text again and complete the graphic organizer with the information
2 it provides .

Causes Environmental Effects

damage

15
 UNIVERSIDAD NACIONAL AUTÓNOMA DE NICARAGUA, LEÓN
UNAN – LEÓN
SEMESTRE DE ESTUDIOS GENERALES

Componente Curricular

ENGLISH

AÑO LECTIVO: 2023

SEMESTRE, TRIMESTRE Y CUATRIMESTRE: I