IDIOMA EXTRANJERO V GUÍA DEL ALUMNO

Transcription

1 IDIOMA EXTRANJERO V GUÍA DEL ALUMNO SECRETARÍA DE EDUCACIÓN PÚBLICA SUBSECRETARÍA DE EDUCACIÓN SUPERIOR E INVESTIGACIÓN CIENTÍFICA SUBSISTEMA DE UNIVERSIDADES TECNOLÓGICAS COORDINACIÓN GENERAL DE UNIVERSIDADES TECNOLÓGICAS ELABORÓ: (Comisión de Idioma Extranjero) REVISÓ: (TODAS LAS COMISIONES ACADÉMICAS) APROBÓ: COORDINACIÓN GENERAL DE UNIVERSIDADES TECNOLÓGICAS FECHA DE ENTRADA EN VIGOR: Septiembre del 2004 Revisión no. 0. Fecha de revisión: Septiembre, Página 1 de 38 F-CADI-SA-MA-15-GP-A

2 I. DIRECTORIO DR. REYES TAMEZ GUERRA SECRETARÍO DE EDUCACIÓN PÚBLICA DR. JULIO RUBIO OCA SUBSECRETARIO DE EDUCACIÓN SUPERIOR E INVESTIGACIÓN CIENTÍFICA DR. ARTURO NAVA JAIMES COORDINADOR GENERAL DE UNIVERSIDADES TECNOLÓGICAS RECONOCIMIENTOS BRUNO EHUAN - UT TABASCO ERIKA I. POMETTA UT NEZA ROCIO VILCHIS UT TULA TEPEJI RAUL PADILLA UT VALLE DEL MEZQUITAL MARCIA GOFF UT NORTE DE GUANAJUATO TERESA GONZALEZ UT TECAMACHALCO SOFÍA MURUAGA UT TORREON RAMÓN AGUILAR UT HERMOSILLO CAROLINA EZETA UT QUERÉTARO IDIOMA EXTRANJERO V D.R ESTA OBRA, SUS CARACTERÍSTICAS Y DERECHOS SON PROPIEDAD DE LA: COORDINACIÓN GENERAL DE UNIVERSIDADES TECNOLÓGICAS (CGUT) FRANCISCO PETRARCA No. 321, COL. CHAPULTEPEC MORALES, MÉXICO D.F. LOS DERECHOS DE PUBLICACIÓN PERTENECEN A LA CGUT. QUEDA PROHIBIDA SU REPRODUCCIÓN PARCIAL O TOTAL POR CUALQUIER MEDIO, SIN AUTORIZACIÓN PREVIA Y POR ESCRITO DEL TITULAR DE LOS DERECHOS. ISBN (EN TRÁMITE) IMPRESO EN MÉXICO.

3 II.- ÍNDICE # CONTENIDO PAGINA I. DIRECTORIO Y RECONOCIMIENTOS 2 II. ÍNDICE 3 III. INTRODUCCIÓN DE LA ASIGNATURA 4 IV. DIAGNOSTICO DE CONOCIMIENTOS 5 V. UNIDADES TEMÁTICAS 6 UNIDAD I. THIS WAS INVENTED BY UNIDAD II. SENTENCE ARRANGEMENT 11 UNIDAD III. LAST BUT NOT LEAST 14 VI. REFERENCIAS 19 VII. GLOSARIO 20 VIII. ANEXOS (FIGURAS, TABLAS, ETC.) Evaluación del curso, taller, materiales Resultados finales de evaluación del aprendizaje 30

4 III. INTRODUCCIÓN DE LA ASIGNATURA L os integrantes del Comité de Idioma Extranjero elaboramos el presente Manual para la asignatura Idioma Extranjero V con el propósito de tener una guía que nos permita maximizar los resultados del proceso enseñanza-aprendizaje hacia adentro de las aulas. Será de gran ayuda dejar en claro al estudiante la gran importancia de una segunda lengua en el ámbito laboral. Idioma Extranjero V es una continuación de la asignatura Idioma extranjero IV, donde el alumno pondrá en práctica primordialmente sus habilidades de lectura y escritura. La primera unidad se dedicará exclusivamente al manejo y aplicación de la voz pasiva en el tiempo presente y partes del discurso (sustantivos, verbos y pronombres). La segunda unidad estará dedicada a la voz pasiva en tiempo pasado y al manejo y aplicación de las partes del discurso (adjetivos, adverbios, preposiciones y conjunciones); esto con la finalidad de hacer una lectura más eficaz. Y por último la tercera unidad será dedicada a la voz pasiva en futuro y a la revisión y análisis de textos. El presente Manual de Asignatura no pretende ser una imposición para el profesor muy al contrario, conscientes de la importancia de respetar la creatividad del maestro hacia adentro del salón de clases y de la gran variación que puede haber de un grupo a otro, en donde el maestro tiene que hacer ajustes a su planeación, se propone solamente como referencia que facilite dicha planeación de clases que, como se sabe, siempre es perfectible. Durante este curso teórico-práctico se llevarán a cabo diversas actividades (ejercicios escritos, orales, y dinámicas, es decir variación en cuanto al trabajo con grupo, esto puede ser trabajo individual o por equipos). Debemos estar conscientes de que tanto el alumno como el profesor tendrán que estar completamente involucrados en el proceso de aprendizaje, esto para lograr los objetivos propuestos en la asignatura

5 IV.- DIAGNOSTICO DE CONOCIMIENTOS I.- Change the following sentences from active to passive. 1. Lucy cleans the language department every day 2. People don t use this road very often. 3. They cancelled all the flights because of fog. 4. We will send your examination. 5. They didn t offer Ann the job. 6. Students didn t use this computer. 7. I won t buy a new house. II.The numbered groups are subject parts. The lettered groups are predicate parts. Write each subject part. Write the predicate that fits best. 1. Birds a. has stolen the bait. 2. The sun b. have been raked up. 3. These letters c. are ticking loudly. 4. Ice on highways d. need more postage. 5. The old clocks e. has a rusty knob. 6. This heavy door f. were announced. 7. Names of winners g. causes accidents. 8. That sly catfish h. was quite easy. 9. All of the leaves i. is above us. 10. The test for today j. fly. III. Label each clause independent or subordinate. 1. If you can write well now, you may become a successful journalist in the future 2. Eliza Poitevent of Pearlington, Mississippi, began her carrer in journalism when she sold some poems to a newspaper in the 1860s. 3. She became a literary editor after she was hired by the New Orleans Daily Picayune. 4. While she was vemployed there, she married the publisher of that Louisiana newspaper. 5. It became her paper when he died in Eliza Poitevent had a serious problem because the paper owed money to many people. 7. If she could attract more readers, the Daily Picayune might become profitable. 8. Before she went home each day, Poitevent wrote the society column for the newspaper

6 Unidad 1 Last but not least Introducción: Que el alumno describa procesos utilizando la voz pasiva OBJETIVO DE APRENDIZAJE PAG 1.Formular descripciones de procesos utilizando voz pasiva en presente 7 OBJETIVO Y CRITERIOS DE APRENDIZAJE 2. Justificar el uso de las partes del discurso, utilizando diccionario p buscar información específica en una lectura (skimming and scanning). PAG 7-6 -

7 Resultado de aprendizaje: Demostrar mediante la formación de oraciones el uso de la voz pasiva. Ejercicio 1 Instrucciones: Se trabaja en parejas. Cada alumno deberá hacer preguntas al compañero en voz pasiva acerca de lugares famosos por algo que se hace allí, por ejemplo. Where are strawberries produced? Strawberries are produced in Irapuato. Where is cajeta produced? Cajeta is produced in Celaya. Etc. Write sentences and questions using passive voice in present about something that is produced in your country Resultado de aprendizaje: Demostrar mediante la práctica la localización y definición de las partes del discurso así como su uso. Ejercicio 2 Instrucciones:Formar el plural de algunos sustantivos, después resolver ejercicios de lectura y escritura donde identificará las partes del discurso. I. Write the plural to the nouns: 1. Fox 2. Mosquito 3. Knife 4. Body 5. Child 6. Mouse 7. City 8. Umbrella 9. Book 10. Deer II. READING Esta es una pequeña historia que contiene sustantivos comunes y sustantivos propios, pero los sustantivos propios han sido escritos con letras minúsculas. Pon en una columna los sustantivos propios y escríbelos con letra mayúscula al principio

8 A VISIT TO LONDON Last tuesday henry brown took his sons george, richard and fred to see london. They live about fifty miles from london in a small town called greenfields. They went by train. It was a steam -train drawn by an engine called king arthur. Mr. Brown opened the door of an empty carriage and the boys jumped in. The guard blew his whistle and waved his flag and the train started. The train was a fast one. It passed through knightstown, sansfield, pursley and didcombe before stopping. But it stopped at crawly junction whwrw somw people got off and where a porter put some bags of letters and parcels into the van. An old lady got into the carriage. She had a bag with her name and address on it, mrs. M. smith, northwood road, woking, surrey. She had a little dog with her called micky. Ten minutes later they came into waterloo station and very soon they were out in the busy streets III.Finish the sentences in the same way. a) Do you know that man? Yes, I know him, but I can t remember his name. b) Do you know that woman? Yes, I know but I can t remember. c) Do you know these people? Yes, I, but I names. d) Do you know me? Yes, I you, but. IV.Finish the sentences a) It s hers. Give it to her. b) They re mine. Give. a) It s his. Give it. b) They re hers. Give them. c) It s ours. Give. d) It s theirs. Give. e) They re his. Give. f) It s mine. Give. V. Complete the letter. Use I/you/he etc. Or her/him/them etc. Or our/ oyur/ their etc. Or mine/ his etc. Dear Laura, Thank you for your letter. It was good to hear from and to know news. Let tell you my news. In June, sister, Sue, is getting married to John. DO you remember? I met John ten years ago, so he s an old friend of. are getting married in the afternoon and my parents are having a - 8 -

9 big party for in the evening. am really happy for her, and for John. After the wedding they are coming to stay with because they haven t got a house yet. So we will all be one big, happy family. My brother, Kevin, is taking final examinations next month. After that wants to get a job in a hospital. I think it will be difficult for but he really wants to be a doctor. Good luck to! Last week I met Jane and Christina Sarton. Do you remember? brother was at school with us. I gave Jane your telephone number and she gave me. Perhaps we can all meet sometime soon. I must stop now. By the way, I found a silver pen in my room. It s not.is it? I know you ve got a silver one? My parents send love to you and parents. Love, Wendy. VI. Write the reading out again and make it sound better by putting pronouns instead of nouns where you think necessary. SIR ISAAC NEWTON S EGG. One of the greatest Englishmen who ever lived was Sir. Isaac Newton. No man of that time, or almost any other time had a greater or wiser mind than Newton had, but Newton was very absent minded about small matters when Newton was thinking about his work. One morning Newton got up very early because Newton was working in a very difficult problem. Newton was thinking about the problem so deeply that Newton would not leave the problem to go to breakfast. But his housekeeper thought Newton needed food so the housekeeper sent Mary, a servant, to his study with a pan of water and an egg. The housekeeper told the servant to boil the egg and stay with Newton until Newton ate the egg. But Newton wanted to be alone and Newton said, Mary can leave the egg with Newton, and Newton will boil the egg. The servant put the egg on the table by the side of Newton s watch, and the servant said Sir Isaac Newton most boil the egg for 4 minutes and then the egg will be ready, then the servant left the room. The servant was afraid, however, that Newton might forget to boil the egg, so Mary returned about an hour later and found Newton standing by the fire place. Newton had put the watch in the sauce pan and was boiling the watch. Newton was holding the egg in his had, quite unaware of the mistake that Newton was making

10 VII. Complete the sentences according to the map using prepositions of place. Airport Elm St. Post Office Main St Home Maple St. Hospital School Park Super market Franklin Street GreenSt Oak St Lincoln Street Church Washinton Street Drugstore First St Bus Station Train Station 1.- The church is Washington St. And Lincoln St. 2.- My home is the airport. 3.- The train station is the church. 4.- The supermarket is Franklin St. And Green St. 5.- The hospital is the school. 6.- The post office is Elm St. and Franklin St. 7.- The park is Franklin St. and Green St. 8.- The drugstore is. 9.- The bus station is The train station is. Ampliación del mapa, ver anexo

11 UNIDAD 2 This was invented by... Introducción: Que el alumno identifique y use las diferentes partes del discurso. OBJETIVO DE APRENDIZAJE 3. Crear conversaciones acerca de inventos y descubrimientos utilizando pasiva en pasado. PAG 12 OBJETIVO Y CRITERIOS DE APRENDIZAJE 4. Integrar el uso de las partes del discurso e inferir significados e ideas principales. PAG

12 Resultado de aprendizaje Demostrar el uso de la voz pasiva en pasado, mediante ejercicios escritos y lecturas. Ejercicio 3 Instrucciones: Que el alumno preactique el uso de la voz pasiva en pasado completando oraciones escritas. Using the main verb you have to write sentences in past (passive voice) a) Mexico s independence war / start / in b) The album Thriller / record / Michael Jackson. c) Mexican anthem music / compose / Jaime Nuno. d) The film ET / direct / Steven Spielberg. e) Monalisa / paint / Leonardo da Vinci f) Romeo and Juliet / write / Shakespeare. g) The law of Gravity / discover / Newton. h) Microsoft company / create / Bill Gates. i) The last world cup / win / France. Finish the sentences in the same way. Complete the sentences, follow the example. a) I gave him my address, and he gave me his. b) I gave her address, and she gave me. c) He gave me address, and I gave. d) I gave them address, and they. e) She gave us address, and. f) You gave him address, and. g) We gave them address, and. a) They invited me to stay with house. b) I invited her to stay. c) We invited them to. d) You invited him. Resultado de aprendizaje Distinguir las diferentes partes del discurso mediante la lectura. Ejercicio 4 Instrucciones: Leer el parrafo y tartar de encontrar el significado de algunas palabras sin utilizar diccionario. Read the following paragraph and try to find out what the meaning is of Handy Blurry Do not use a dictionary

13 How to Improve Your Reading Skills Eighty-five percent of college work requires reading. How good are your reading skills? Here are seven steps to help you improve your reading skills: 1. Evaluate your reading habits to find out where you need improvement. Do you "say" the words you re reading? Do strange words slow your speed and comprehension? Do you read every word? Do you reread sentences? Do you vary your speed to suit the material? 2. Provide the best conditions for reading. Choose a place where you ll have few interruptions, have good lighting, can sit in a good chair, and won t be distracted by radio, TV or other noises. Hold the book about fifteen inches away (about the distance from your elbow to your wrist). 3. Use your eyes efficiently. If words are blurry, get your eyes checked by a professional. Don t "say" what you read, and don t re-read unnecessarily. Read phrases, not every single word. 4. Increase your vocabulary by keeping a dictionary handy, maintaining a list of new words, and knowing the origin of words. 5. Match your speed to the material you are reading. Know what and why you re reading. Preview the material, especially when studying. Study reading requires closer, slower reading. For leisure reading you can go faster. Be sure you get the information in graphic aids and illustrations. 6. To improve your reading speed, practice for about 15 to 30 minutes each day, checking your rate in words-per-minute. Check your comprehension by summarizing what you read. Ideally, you want to read faster while maintaining your understanding. Therefore, use the same type of materials each time you practice to provide the consistency needed for meaningful practice

14 UNIDAD 3 Sentence arrangement Introducción: Que el alumno interprete breves textos y produzca reportes acerca de los mismos. OBJETIVO DE APRENDIZAJE PAG 5. Formular predicciones utilizando voz pasiva en futuro. 15 OBJETIVO DE APRENDIZAJE 6. Comparar los resultados obtenidos de la revisión superficial de una lectura y el análisis profundo de esta. PAG

15 Resultado de aprendizaje Demostrar el uso de la voz pasiva en futuro para la elaboración de predicciones. Ejercicio 5 Instrucciones: Hacer la lectura y responder los ejercicios escritos utilizando voz pasiva (Passive voice future) Reading The camel and the pig. Once there was a camel that was always laughing at a pig because he was so short. It s much better to be short than tall, the pig used to say when the camel laughed at him. No, the camel replied, you re wrong. Those who are tall have all the advantages. If you come with me, I ll show you what I mean. There are many things that I can do because I m tall, and there are many things that you can t do because you re short. If it isn t better to be short, replied the pig, I ll give up my nose. And if it isn t better to be tall, answered the camel, I ll give up my hump. a) La mitad de los alumnos de forma individual inventaran una manera en la que el cerdo pueda ganar la apuesta y la otra mitad inventara una manera en que el camello pueda ganar la apuesta. b) Se establecerá un debate en el grupo usando los argumentos recién escritos. c) Los alumnos terminaran de leer el texto. As the pig and the camel walked along the road, they came to an orchard that had a high wall around it. the camel easily put his long neck over the wall and ate all he wanted of the apples, peaches, and oranges there was growing there. The pig couldn t even see the fruit from where he was standing on the ground because he was so short. After the camel had enough, he turned to the pig and asked, Now, do you think it s better to be tall or short? A little later, as the two walked down the road together, they came to another orchard that had a wall around it so high that not even the camel could reach over it with his long neck. The pig, however, saw a low gate that was only three feet high in the side of the wall. He easily ran through the low gate and began to eat the fruit that was growing inside. Why don t you come in? the pig asked the camel, the fruit is very good. I can t get in, answered the camel, because I m too tall. When the pig, full of fruit, came out of the garden, he asked the camel, Now, is it better to be tall or short? d) Los alumnos transformaran algunas de las ideas del texto a voz pasiva (passive voice future). Resultado de aprendizaje Examinar lecturas de una manera más eficaz. Ejercicio 6 Instrucciones: Leer diferentes artículos de temas diversos y reponder los ejercicios escritos

16 I. THE EMPIRE STATE BUILDING The students are going to read a text about the empire state building. This text is designed for intermediate students. The subject is not necessarily interesting in itself to some of the students, and so much of the teacher s job will be to arouse that interest. The teacher puts the following chart on the board: THINGS YOU KNOW THINGS YOU ARE NOT SURE OF THINGS YOU WOULD LIKE TO KNOW The students then say what things they know about the Empire State Building, and the teacher writes them on the chart in note form. In the same way the next two columns are filled with notes which reflect facts which the students are not sure of and things which they do not know. When the students have come up with sufficient facts to put in the chart they are told to read the following text as quickly as possible: their only task is to confirm the information on their chart. The Empire State Building New York city is situated at the mouth of the Hudson River on the East coast of the USA. It is made up of five boroughs with a combined population of over 17 million people. The heart of New York City is the island of Manhattan, where in the midtown and Countdown districts, the buildings scrape the sky. One of these sky-scrapers is the Empire State Building on Fifth Avenue, between 33 rd and 34 th street. Like the statue of Liberty and Brooklyn Bridge, it is instantly recognized as a symbol which captures the power, energy and excitement of one of the world s most loved an most hated cities. When the 102-story building structure was built in 0931, it was the tallest building in the world. Form the top, on a clear day, you can see over a 50-mile radius. Its towering height and distinctive art Deco style made the Empire State Building and instant success with the public. Its record as the world s tallest building has since been eaten the world Trade Center in New York and the Sears Tower in Chicago are both taller but the Empire State Building remain uniquely fascinating

17 At night it is floodlit with colored lights. Some people love the lights but others complain that their favorite New York building has been turned into the biggest Christmas tree in the world. EMPIRE STATE FACTS + The Empire State is steeped above a certain height, rather like a pyramid, to prevent it from blocking light and air from the neighboring area. +There are 6,500 windows nearly seven miles of elevator shafts and enough floor space to shelter a town of 80,000 people. +the building was first cleaned in It took thirty people six months to complete the job. They were all experienced at high altitudes, including one who was a former paratrooper. +in the famous film KING KONG, the giant gorilla, King Kong has his final battle from the top of the Empire State. when students have done this (and checked their work in pairs of groups) the teacher leads them through the points on the board again and asks whether the text confirmed what they knew, or answered any of their uncertainties. For a text-related task students could role play an interview between a reporter and someone who works at the Empire State Building; you could tell them that it is the year 1931 and that they so7ld write an article for a magazine describing this new wonder; the students could describe a famous building in their city or area. II. MOROCCO The French never said that Morocco was part of Greater France, but the French controlled Morocco from 1912 to In that year, Morocco became an independent Kingdom. About one third of the people of Morocco are Berbers. The ancestors of the Berbers lived in northwest Africa before the Arabs conquered it. The Berbers became Moslems, but kept their own language. It is written with the Arabic alphabet. Many of the people in Morocco make their living by farming. Wheat is a major crop, but citrus fruits, grapes, an olives are also raised. Phosphates make up Morocco s greatest mineral resource. Morocco ranks just behind the United Satates and the Soviet Union in the production of phosphates, but Morocco leads the world in the export of phosphates. Morocco has some factories and skilled craftworkers. One of the goods produced is a soft leather made from goatskin. This leather is known all over the world. Books are sometimes bound in Morocco, which means they have covers made from fine Morocco leather. The years after Worl War I brought great changes to all the countries of the Middle East and North Africa. The changes brought both gains and losses. Revolutions meant bloodshed, but they also created independent countries. Israel became a homeland for jews, but the Israelis had to fight wars to keep their country. The Aswan dam helped Egyptian industry but hurt the fishing business in Egypt. It is not always easy to say if the gains brought about by change are worth the losses people suffer for change

18 ACTIVITIES RELATED TO THE READING (MOROCCO) Start a discusion about the main topic of the reading Tell your classmates what you understood about the reading. III.A LIFE FOR A LIFE The English author, Richard Savege, was once living in London in great poverty. In order to earn a little money he had written the story of his life, but not many copies of the book had been sold in the shops, and Savage was living from hand to mouth. As a result of his lack of food he became very ill, but after a time, owing to the skill of the doctor who had looked after him, he got well again. After a week or two the doctor sent a bill to Savage for his visits, but poor Savage hadn t any money and couldn t pay it. The doctor waited for another month and sent the bill again. Bu still no money came. After several weeks he sent it to him again asking for his money. In the end, he came to Savage s house and asked him for payment, saying to Savage, You know you owe your life to me and I expected some gratitude from you, I agree, said Savage that I owe my life to you, and to prove to you that I am not ungreatful for your job I will give my life to you. With these words he handed to him two volumes entitled the life of Richard Savage. After reading the article: Make a question for skimming Make a question for scanning Make a question for visualizing and sequence of events

19 VI REFERENCIAS - RICHARDS, Jack; NEW INTERCHANGE II; Students s book; Cambridge University Press. 1997; USA. - SCRAPFER, Betty, BASIC ENGLISH GRAMMAR; Longman; second edition, 1995; USA - HEWINGS, Martin; ADVANCED GRAMMAR IN USE. Cambridge University Press, 1999; UK - MURPHY, Raymond; BASIC GRAMMAR IN USE;Cambridge University Press, 1999, USA. - BEAUMONT; Digby; ELEMENTARY ENGLISH GRAMMAR; The Heinemann UK - C. E. Eckersley & Macaulay BRIGHTER GRAMMAR 1; Longmans, Green and Co. Ltd C. E. Eckersley & Macaulay BRIGHTER GRAMMAR 2; Longmans, Green and Co. Ltd C. E. Eckersley & Macaulay BRIGHTER GRAMMAR 3; Longmans, Green and Co. Ltd C. E. Eckersley & Macaulay BRIGHTER GRAMMAR 4; Longmans, Green and Co. Ltd

20 VII GLOSARIO UNIT I nouns verbs adjectives adverbs prepositions Invention Discovery Article Quarrel Magazine Album Camel Layer Stone Gunpowder Make up Escape Capture Accuse Include Instant Tall Short Long enormous instantly along UNIT II nouns verbs adjectives adverbs prepositions Deer Carriage Engine Housekeeper Servant Church Bus station Dramatist Stop Call Come Take Remember Find Boil Leave Get up Sing knock ride Fast Wise Absent Alone Expectantly Quite lovely perhaps UNIT III nouns verbs adjectives adverbs prepositions Task Population Style Home Slave Disease Space Owner Fill Combine Mean Agree Arrive Describe Clear Consequently Above Behind Below Against

21 VIII.- ANEXOS Anexo 1 Post Office Airport Elm St. Main St Home Maple St. Hospital School Park Super market Franklin Street GreenSt Oak St First St Lincoln Street Church Washinton Street Drugstore Bus Station Train Station

22 RESULTADO DE EVALUACIONES PARCIALES Y ORDINALES EVALUACIÓN PARCIAL EVALUACIÓN ESCRITA UNIDAD 1 TEMA 1 I.- Change the following sentences into passive voice (present) : 1. Joseph finds a cat. 2. The cinema shows French films. 3. Spain grows oranges. 4. Mexico produces coffee. 5. We answer the telephone. 6. They ask a difficult question. 7. That factory sells good shoes. 8. We drink a lot of water. II.- Read the paragraph, underline the parts of speech using colors: red (nouns), blue (adjectives) and black (pronouns). And aswer the questions below. To hug... or not to hug... Hugging is healthy: It helps the body s immune system, it keeps you healthy, it cures depression, it reduces stress, it is invigorating it is rejuvenating and it has no unpleasant side effects. Hugging is nothing less than a miracle drug. Hugging is all-natural: it is organic, naturally sweet, no pesticides, no preservatives, no artificial ingredients and 100% wholesome. Hugging is practically perfect: there are no movable parts, no batteries to wear out, no periodic checkups; there is low energy consumption, high-energy yield; it is inflation - proof and nonfattening. There are no monthly payments, no insurance requirements.non taxable, non polluting and, of course, fully returnable. 1. What are the angles used to sell hugging as a medicine? 2. What are the angles used to sell hugging as natural? 3. What are the angles used to sell hugging as a machine? 4. Of the above three angles, which is the most realistic Which is the most far- fetched? 5. Why is this reading funny? EVALUACIÓN ORAL UNIDAD 1 - TEMA

23 Los alumnos presentaran la elaboración de los productos tipicos de una ciudad o un país utilizando voz pasiva en presente. EVALUACIÓN FINAL UNIDAD 1 Read the paragraph quickly, without using a dictionary. To help you figure out the main idea, circle the letters of all the correct answers to the questions that follow. FASHION-THE ART OF THE BODY Two common types of body decoration in tribal societies are tattooing and scarification. A tattoo is a design or mark made by putting a kind of dye (usually dark blue) into a cut in the skin. In scarification, dirt or ashes are put into the cuts instead of dye. In both of these cases, the result is a design that is unique to the person s tribe. Three lines on each side of a man s face identify him as a member of the Yoruba tribe of Nigeria. A complex geometric design on a woman s back identifies her as Nuba and also makes her more beautiful in the eyes of her people. 1. What is the one main topic of the paragraph? a. the Yoruba people b. geometric designs c. dirt and ashes d. body decoration 2. What details about the topic does the paragraph provide? a. Tattoos are more beautiful than scarification. b. Tattoos and scarification indicate a person s tribe. c. The dye for tattooing comes from special plants. d. designs on a person s face of body are considered beautiful. 3. Which idea includes all the details circled above in other words, what is the main idea of the paragraph? a. Everyone who wants to be beautiful should get a tattoo. b. People decorate their bodies for the purposes of identification and beauty. c. A tattoo is a design made by putting dark blue dye into cuts in the skin. d. Men more often decorate their faces; women often decorate their backs. EVALUACIÓN PARCIAL EVALUACIÓN ESCRITA UNIDAD 2 TEMA 2 I. MATCH THE PHRASES IN COLUMN A WITH THE APPROPRIATE INFORMATION FROM COLUM B. A B 1. The Mona Lisa... a. was directed by Steven Spielberg. 2. The opera La Boheme... b. was written by Harper Lee. 3. The novel To Kill a Mockingbird... c. was recorded by Michael Jackson

24 4. The film E.T. The Extra-Terrestrial... d. was composed by Giacomo Puccini. 5. The album Thriller... e. was painted by Leonardo da Vinci. II.- (El profesor lee la historia antes de entregarla a los alumnos para ordenar las oraciones) LADY ELEPHANT Mr. William was a gardener and a very good one too. Last year he went to work for Mrs. Elphinstone, who was old, fat and rich. She knew nothing about gardening, but thought that she knew a lot, and was interfering. One day Mr. Williams got angry with her and called her an elephant. She did not like that at all, so she went to a lawyer, and a few weeks later Mr. Williams was in court accused of calling his employer an elephant. The magistrate found him guilty, so Mr. Williams said to him Does that mean I am not allowed to call this lady and elephant any more? That is quite correct, said the magistrate. Am I allowed to call an elephant a lady? asked Mr. Williams. Yes, Certainly, replied the magistrate. Mr. William looked at Mrs. Elphinstone and said, Goodbye, lady. Number the events: a) Mr. William said Goodbye, lady b) The gardener and the lady went with the magistrate. c) Mr. William called Elphinstone an elephant. d) Mrs. Elphinstone was always interfering. e) The magistrate didn t allowed Mr. William call Mrs. Elphinstone an elephant. f) Mrs. Elphinstone accused Mr. William in a court. g) Mr. William worked as a gardener in Mrs. Elphinstone house. EVALUACIÓN ORAL UNIDAD 2 TEMA 2 Los alumnos presentaran un invento o descubrimiento relevante de la historia utilizando voz pasiva en pasado. EVALUACIÓN FINAL UNIDAD 2 I.- CHANGE THESE SENTENCES INTO PASSIVE SENTENCES WITH BY. 1. Thomas Edison invented the phonograph in Marie Curie discovered radium in Gabriel García Márquez wrote One Hundred Years of Solitude in Tim Berners-Lee developed the World Wide Web in Woo Paik produced the first digital HDTV (high-definition television) in