ENGLISH 1. Paula Flores Kastanis

Transcription

1 ENGLISH 1 Paula Flores Kastanis primera edición ebook 2014

2 Para establecer comunicación con nosotros puede utilizar estos medios: correo: Renacimiento 180, Col. San Juan Tlihuaca, Azcapotzalco, 02400, México, D.F. Grupo Editorial Patria División Bachillerato, Universitario y Profesional Dirección editorial: Javier Enrique Callejas Coordinación editorial: Ma. Del Carmen Paniagua Gómez Supervisión de producción: Gerardo Briones González Diseño de interiores y portada: Juan Bernardo Rosado Solís Diagramación: Jorge Antonio Martínez Jiménez/Gustavo Vargas Martínez Ilustraciones y fotografía: Jorge González Rodríguez, Jupiter Images Unlimited, Premium Stock Photography by Suscription, José Eugenio Contreras Femat English 1 Serie integral por competencias [email protected] Derechos reservados: 2014, Paula Flores Kastanis 2014, Grupo Editorial Patria, S.A. de C.V. ISBN ebook: Fax pedidos: (0155) Renacimiento 180, Col. San Juan Tlihuaca, Delegación Azcapotzalco, Código Postal 02400, México, D.F. Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro núm. 43 sitio web: Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor. teléfono: Impreso en México / Printed in Mexico Primera edición ebook: 2014 (0155)

3 Contents Contents Overview Competencias genéricas del Bachillerato General Competencias disciplinares básicas del campo Comunicación Know Your Book V VII IX IX X 1 BLOCK Who Are You? 1.1 Simple Present Tense Personal Data: Numbers and Names Physical Characteristics Ethnics and Cultural Characteristics Family Members Ordinal and Cardinal Numbers Verb To Be Personal and Impersonal Pronouns and Possessive Adjectives BLOCK What I Do and how I Live 2.1 Daily Activities Working Activities Leisure Activities Sport Activities Means of Transport Public Places Adverbs of Time and Frequency Information Questions (Wh Questions) BLOCK I Describe what Is Happening 3.1 Present Progressive Clothing Talking About the Weather V

4 4 BLOCK Expressing Measurements and Quantities 4.1 Food Products Related with Aaily Use Plural of Nouns: Special Cases Unis of measurement and Weight, Quantities and Containers Count and Non-Count Nouns Quantifiers Determiners (There Is, There Are) Web sites VI

5 Overview ENGLISH 1 This book is the first of four that compose a series designed to comply with the update of the syllabi for the program of the subject Lengua Adicional al Español (English). This subject corresponds to the curriculum of the General Baccalaureate 2009 program which incorporates a competence based approach, established by the Common Curricular Framework or CCF (Marco Curricular Común, MCM in Spanish). English 1 is one of the subjects that belong to the communication area of the curriculum, along with two other subjects: Taller de Lectura y Redacción (Spanish Reading and Composition) and Informática (Computing). According to the CCF, the area s main objective is to promote in students the development of the following skills: critical reading, argumentation of ideas, effective communication in the student s native language and an additional language (in this case, English). This subject is taught in the first semester and its antecedent is the subject Foreign Language taught in the basic education level ( secundaria ). Its purpose is to increase and consolidate the social practices of language, this is, what the expert users of the language do to interpret and produce oral and written texts, preserving the social function of such acts. The four courses of the English program focused on the competence based approach, don t ignore previous approaches, specially the communicative approach, which has been one of the most relevant ones. The main goal of English 1 is to develop the communicative competence of the second language student by developing linguistic communicative skills: oral and written production and listening and reading comprehension. During the first two courses (English 1 and 2) it is intended that students recall the most relevant concepts and skills learned in basic education. With this foundation, during the other two courses (English 3 and 4), the goal is for students to acquire a more advanced proficiency level. Using the language teaching Common European Framework terms, during the first year of their baccalaureate studies, it is intended for students to consolidate level A1 and reach the threshold of level B1. English 1, published by Editorial Patria and its complementary resources, present one of the best proposals written in Mexico to help students go beyond the minimal level expected, helping them reach a higher level. This is achieved by reinforcing the previously learned structures (in secundaria ), with detailed explanations about their use, cultural notes, and by encouraging students to reflect on their learning processes, as well as on comparative aspects of their native language and English. VII

6 English 1 This book is divided into four blocks. Each one develops a particular theme, which is common in the life of our students and is developed in specific contexts where communication and the use of language are performed naturally. In this way, the student develops his or her proficiency by acquiring new vocabulary, reinforcing the knowledge of grammar structures learned previously and by developing linguistic skills with appropriate practice and evaluation. The blocks are the following BLOCK 1: BLOCK 2: BLOCK 3: BLOCK 4: Who Are You? What I Do and how I Live I Describe what Is Happening Expressing Measurements and Quantities Block 1: The main objective in this block is for students to demonstrate that they can provide personal information to others, understand when others provide their own personal information and fill out authentic formats and documents that require this type of data. Block 2: In this block, students confirm their capacity to express and share information about their daily life and routines and are able to express this orally and in writing. Block 3: The goal of this block is to demonstrate that students can understand and describe orally and in writing, what people are doing at the moment of speaking. Block 4: The main objective of this block is to provide students with the knowledge and opportunities to demonstrate that they can ask for and give information related to shopping for supermarket goods appropriately. VIII

7 Competencias genéricas del Bachillerato General Las competencias genéricas son aquellas que todos los bachilleres deben tener la capacidad de desempeñar y les permitirán a los estudiantes comprender su entorno (local, regional, nacional o internacional) e influir en él, contar con herramientas básicas para continuar aprendiendo a lo largo de la vida y practicar una convivencia adecuada en sus ámbitos social, profesional, familiar, etc. Estas competencias junto con las disciplinares básicas constituyen el Perfil del Egresado del Sistema Nacional de Bachillerato. A continuación se enlistan las competencias genéricas. 1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros. 3. Elige y practica estilos de vida saludables. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. 5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos. 6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva. 7. Aprende por iniciativa e interés propios a lo largo de la vida. 8. Participa y colabora de manera efectiva en equipos diversos. 9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo. 10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales. 11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables. Competencias disciplinares básicas del campo Comunicación Competencias disciplinares básicas 1. Identifi ca, 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. 2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y nuevos. Bloque de la LAE I X X X X X X X X 3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes. 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa. 5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras. 6. Argumenta un punto de vista en público de manera precisa, coherente y creativa. 7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros. 8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica. X X X X 9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación. X 10. Identifi ca e interpreta la idea general y el posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto. X X X X 11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa. X X X X 12. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información. X X X X IX

8 Sections of Your book BLOQUE1 Aplica los niveles básicos de la ecología en su contexto Beginning of the block Learning objects Under the Learning Objects section you will find a collection of structural and notional items which are contextualized according to the thematic unit in a logical and pertinent sequence, giving the student and teacher a clear direction to follow throughout the block. At the end of this block the student... Find a detailed explanation of what are the learning outcomes you are expected to achieve at the end of each block. Warm Up This section can be used as a diagnostic evaluation that will allow you to identify the competences and knowledge you already have in order to begin the acquisition of new knowledge and the development of new skills. Competencies to be developed Demonstrate your knowledge, skills and attitudes applied to real-life situations as you develop the disciplinary competencies described in each block. Learning situation How would you solve it? Each block begins with a challenging learning situation that can be to solve a problem, read a text, analyze a situation, answer questions, give a presentation, write a text, discuss an issue, or do an assignment that will help you to acquire knowledge and develop competences. Activity sequence What do you have to do? The activity sequence is based on a methodology to acquire knowledge and develop the necessary skills to become competent. The activity sequence describes the process in detail, so you can easily follow the steps, go through the activity and obtain the desired results. Rubrics How do you know you did it well? Rubrics are practical and concrete tools that help you to evaluate your performance and continuously improve it. Rubrics evaluate not only knowledge, but also skills and attitudes. Excercises This proposed excercises will help you to consolidate your recently acquired knowledge, through either real or hypotetical situations and a the same time will help to create a feeling of easyness and reasuring throughout your learning process. Examples It is important to mention that you will find in each block different examples that are designed to facilitate your learning. X Wherever you see this icon (ICONO), you will find audio material related to that topic available at our academic resources website. You may listen to them directly online or download them onto any electronic mobile device in an mp3 format.

9 Learning activities Grupo Editorial Patria Throughout the book you will find these activities, they will allow you to strengthen your knowledge and competences while doing research Food for Thought The purpose of this section is to enrich your knowledge with additional data, related texts, and relevant information about the topic being covered in the block. This useful section will provide different perspectives and contexts of the same data. Applying your Knowledge This section is designed so you can apply your knowledge to real-life situations, analyze and solve problems you may face as an individual or as a member of a community or society, as well as to improve your life in many ways. Demonstrate your competence This section allows you to self-evaluate the knowledge acquired and the skills you have developed throughout the block. In addition to your evidence portfolio, these assignments will help you attain better results in the summative evaluation that your professor will do of your performance. other sections In addition, you will find a list of supplementary resources and in some cases, vocabulary lists and glossaries. Evidence portfolio In this book you will find different suggestions and activities you can use as learning evidence. These products may be written texts, aural texts as a result of oral presentations, or different types of projects. It is important you remember that besides presenting the product, you must consider the performance indicators that will determine the quality and accuracy of your performance. We invite you to always aim for the highest level. Rubrics These will help you to verify your performance through the evaluation of the projects, products or other evidences that you ll be asked to do in each block. In general this instruments are a criteria list that will allow you to evaluate the learning level, abilities, knowledge and performance reached, based on a particular project. these rubrics can be done in a personal or coevaluative way. Choosing this book has granted you access to our website where you can find additional material such as audios, readings, vocabulary games, and online tests that will help you increase your knowledge, clarify some concepts, and understand more complex grammatical structures that are included in the English Program syllabi in a quick and easy way. 1

10 Who Are You? Learning Objects 1 BLOCK 1.1 Simple Present Tense 1.2 Personal Data: Numbers and Names 1.3 Physical Characteristics 1.4 Ethnics and Cultural Characteristics 1.5 Family Members 1.6 Ordinal and Cardinal Numbers 1.7 Verb To Be 1.8 Personal and Impersonal Pronouns and Possessive Adjectives Competencies to be developed Student is able to communicate in a foreign language using the simple present tense in a logical discourse, orally and in writing, according to the communicative situation. Values logical thinking in the communicative process in daily and academic life situations. Works in a collaborative and efficient manner, recognizing the importance of diversity and plurality of ideas and ways of being of his/her classmates. Communicates with and learns from people with different point of view and cultural traditions by understanding his/her own circumstances in a wider context.

11 Warm Up A profile is a concise biographical sketch (this is one of the definitions found for this word in the Merriam- Webster Online Dictionary. Available at merriam-webster.com/dictionary/profile). This is a simple profile of the author of this book, Paula Flores Kastanis. Name: Paula Flores Kastanis Nationality: Mexican Age: 48 years old Birth date: September 5, 1960 Ocupation: English teacher Place of birth: Mexico City Place of residence: State of Mexico, Mexico Marital status: Married Family members: Husband Antonio, one daughter Katherine and one son, Jose Antonio Hobbies: Meet people, read, listen to music and travel. Another version of a personal profile can be a short paragraph. Look at the one below: How much do you know? Learning Situation: Creating your profile. Who are you? Hello. My name is Paula. I am 48 years old. My birthday is on September 5th. I am an English teacher. I am from Mexico. I am Mexican. I live in the State of Mexico. I am married. My husband s name is Antonio and I have two beautiful children: a girl and a boy. I like to meet people, read, listen to music, and travel. Competence: Recognize different communicative situations where his or her basic personal information (profile) is used. Activity Sequence 1. Answer the following questions. Look at my profile as an example. 2. Check spelling with a dictionary. 3. Write all the answers in one paragraph. This will be your profile. At the end of this block, the student Uses simple present when talking, writing, and reading. Understands the use of simple present tense in listening and reading comprehension activities. Uses the verb to be in different ways according to the communicative intention. Introduces himself/herself to other people in different contexts, orally and in writing.

12 BLOCK1 Who Are You? Who are you? 1. What s your name? My name is. 2. How old are you? I am years old. 3. When is your birthday? My birthday is on. (month / date) 4. What do you do? (occupation) I am a. 5. Where are you from? I am from. (city / state) 6. Where do you live? I live in. (city / state) 7. Do you have any brothers and sisters? I (have / do not have). 8. What is your favorite tv program? My favorite tv program is. 9. What are your favorite subjects? (math, english, biology, etc.) I like. 10. What do you like to do? I like to. Now, write a brief paragraph with the information you wrote in your answers. 1.1 Simple Present Tense Grammar Presentation The simple present tense One of the uses of simple present is to express an action that is repeated or that is usual. The action can be a habit, a pastime, a daily event, a scheduled or programmed event, or something that occurs frequently. Simple present is also used to express something that a person forgot or does not normally do. In a timeline we can represent the simple present tense like this: l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l Past Present Future FORM 1. Simple present tense verbs have two forms: the base form and the s form BASE FORM -s FORM 2. The base form is used with I, you (singular), we, you (plural), they and plural nouns.we use the s form with he, she, it, and singular nouns. Like play likes plays I You We They My brothers Plants need water. He She It The tree Mary Ellen needs water. 4

13 Grupo Editorial Patria 3. Some verbs have irregular -s forms: Have - has go - goes do - does FUNCTION 1. We use the simple present tense for statements of fact. I study high school. Elephants live in Africa and India. Mexicans speak Spanish. 2. Another use is for statements of regular activity or repeated action. Karen has guitar lessons on Tuesdays and Thursdays. The teacher always explains the grammar. OTHER EXAMPLES Verb to take I usually do my homework at home. Karen seldom goes out with her friends on Fridays. Verb to go Person Subject Verb Complement Person Subject Verb Complement Singular First Second Third I You He She It take takes a shower. Singular First Second Third I You He She It go goes to school. Plural First Second Third We Your They take Plural First Second Third We Your They go Third person singular formation 1. Add s to the base verb or the simple form of the verb take => takes 2. Add ies to verbs ending in consonant + y study => studies 3. Add es to verbs ending in s, z, ch, sh, x brush => brushes 4. Irregular forms (no rules apply) have => has Pronunciation: Listen to your teacher 1. To most of the verbs we add an -s to the base form, and simple add the sound /s/. sing - sings play - plays take - takes I like music, and my sister likes music too. Jonathan plays soccer. 2. When the base form of the verbs ends in ch, sh, x, z, s, the sound of the third person singular form includes the e and the s sounds = / s/. brush - brushes watch watches fix fixes kiss kisses My mother kisses my father goodbye every morning. Karen brushes her hair every morning. 5

14 BLOCK1 Who Are You? My father watches the news at 10 p.m. Jason s father is a mechanic. He fixes cars and motorcycles. 3. For words that end in ge and ce, we must pronounce an extra syllable. Listen to your teacher s pronunciation. I use a pencil and my classmate uses a pen. The doctor charges $200 for a consultation. Kathy dances very well. 4. When the base form ends in a consonant + y, we change the y to i and then add es. I study English and Mark studies Spanish. I carry a briefcase and he carries a schoolbag. When the base form ends in a vowel + y, we do not change the y. I play soccer. She plays tennis. 5. The auxiliary verb do is pronounced differently for the form do / du / and for the form of the third person singular, which is pronounced in two different ways: a) with the schwa and the z sound / d_z / b) and a strong sound, / d V z /, the sound V sounds as the u in the word up. Grammar Presentation SIMPLE PRESENT TENSE Affirmative sentences We use the base form and the -s form for affirmative sentences. Subject + Verb base form + Complement I wake up at 6 o clock in the morning. You study English everyday. Karen (she) eats breakfast every morning. Tom (he) drinks coffee. It (the alarm clock) rings before 6 o clock. We go to school by bus. They drive to school. Learning Situation 1 Apply the knowledge of simple present tense by doing exercises and oral drills. Demonstrate knowledge by doing several assignments. Competence: The student can demonstrate the correct use of present tense in affirmative, negative and interrogative sentences. 6

15 Grupo Editorial Patria Exercise 1 Fill in the blanks with the correct form of the verb in parentheses ( ) Example: We change (change) the clocks twice a year. June has (have) thirty days. 1. We (turn) the clocks ahead in April. 4. We (make) these changes at 2:00 a.m. 2. Summer (begin) in June. 5. Winter (begin) in December. 3. Daylight saving time (end) in October. Exercise 2 Fill in the blanks with information about yourself. If you don t know the verb in English, fi nd the meaning in a dictionary. Example: I have a red bycicle. 1. I live. 4. I play. 2. I speak. 5. I need. 3. I know. 6. I want. Exercise 3 Work in pairs. Decide what good students and what bad students do. Use the words given. Example: come on time to school. Good students come on time to school. come late to school. Bad students come late to school. 1. ask questions 5. bring the book to class. 2. read a magazine in class 6. sleep in class. 3. look out the window 7. pay attention to the teacher. 4. study the lesson 8. participate in class. Exercise 4 Work in pairs. What does your teacher do? Fill in the blanks with the appropriate verb. 1. The teacher the blackboard (use) 2. The teacher pronunciation. (teach) 3. The teacher student s questions. (answer) 4. He/She homework. (assign)* 5. He/She the homework. (correct) 6. He/She instructions. (gives) 7. He/She the students. (help) * Assign = give someone a job or task to do. 7

16 BLOCK1 Who Are You? 8. He/She attendance. (take) 9. He/She questions. (ask) 10. He/She the homework at the beginning of the class. (collect) 1.2 Personal Data: Numbers and Names When travelling, you need to give personal information. Antonio Martínez and his family (father, mother and two sisters) went to Los Angeles to spend a week with his family there. They travelled by air. Itinerary Mexico City to Los Angeles Flight 1 Saturday, 25 April 2009 Departure: 08:00 Mexico City, Mexico - Juarez International, terminal 1 Arrival: 10:00 Los Angeles, USA - Los Angeles International, terminal B Airline: Mexicana MX900 e Aircraft: Airbus Industrie A /200 Fare type: $AVER/Economy Los Angeles to Mexico City Flight 1 Saturday, 2 May 2009 Departure: 13:20 Los Angeles, USA - Los Angeles International, terminal B Arrival: 18:55 Mexico City, Mexico - Juarez International, terminal 1 Airline: Aircraft: Mexicana MX901 e Airbus Industrie A319 Fare type: $AVER/Economy Legend: e = e-ticket MX = Mexican Peso 8

17 Grupo Editorial Patria Months of the year January March May July September November February April June August October December Days of the week Monday Tuesday Wednesday Thursday Friday Saturday Sunday Important Note In English, the days of the week, the months of the year and the seasons are always capitalized. This means the first letter in the word is a capital letter (mayúscula). 9

18 BLOCK1 Who Are You? Seasons of the year Spring (From March 21st to June 20th) Summer (From June 21st to September 22nd ) Autumm / Fall (From September 23rd to December 21st) Winter (From December 22nd to March 20th) Note: These days are approximate. Due to astronomical calculations, sometimes the seasons begin on these dates or a day before or after. 10

19 Grupo Editorial Patria Travels formats When Antonio Martínez and his family arrived to the United States, they had to fill out this format: M A R T Í N E Z A N T O N I O M E X I C O A A M E X I C O M E X I C O C I T Y O A K S O R L A N D O F L O R I D A 11

20 BLOCK1 Who Are You? Vocabulary Name Family name First / given name Middle name Birth date Day Month Country Country where you live Citizenship Country of citizenship Sex Female Male Passport Flight number City City where you boarded Visa City where your visa was issued Date issued Address while in the United States Street Number and street State Activity Sequence 1 Fill out the format at your left Exercise 5 Fill out a format with personal information. Competence: The student can fi ll out a format with his/her personal information. 12

21 Grupo Editorial Patria Look at the following format given to people who visit Mexico. Antonio filled the one for his family when he returned to Mexico. MARTÍNEZ ANTONIO MEXICAN x x x x x x x Antonio Martínez

22 BLOCK1 Who Are You? Exercise 6 Using numbers to give personal information. Competence: The student can give personal information that includes numbers. Instructions: Fill out the format with your personal information

23 Grupo Editorial Patria Learning Activity 1 Using your profile 1. Work in pairs. 2. Decide what situation you want to role play: a) an employee in a job placement agency or head hunter and a candidate; b) an embassy or consulate officer and a person who is applying for a visa; c) a university admission officer and a student who is filling out an application form. 3. Search for sites of universities, companies, governmental agencies (consulate, embassy) and look for application forms they use for admission, employment or applying for a visa. Use this information as a model for the role playing activities. 4. Present your role play to the group and teacher. Actividad de aprendizaje 5. Listen respectfully and attentively to your other classmates when they present. 6. Record your performance in order to include it in your portfolio as an evidence of your learning. Observation instrument 1. Both students use simple present tense. 2. Students use pronouns correctly. 3. Students use a/an or the correctly. 4. Students include information about personal characteristics. 5. Students use related vocabulary correctly. Portfolio 1. Keep your recording in your portfolio as evidence. Keep the application forms you used. Vocabulary Occupations In English, most nouns that describe occupations or professions don t have gender. A doctor is used for a man or a woman. English Student Doctor Physician or doctor Engineer Lawyer Accountant Psychologist Employee Teacher Manager Designer Writer Journalist However, there are some nouns that do have different forms to express if the person is a man or a woman: English Actor - actress Waiter - waitress 15

24 BLOCK1 Who Are You? When the noun describing the occupation is singular and begins with a vowel sound, then we use the indefi nite article an. If the word begins with a consonant sound, we use the indefi nite article a. Listen to your teacher. Janet is a lawyer Mike is a doctor Larry is an accountant Nicholas Cage is an actor The plural form of the nouns is formed by adding an s and it is pronunced /s/. Listen to your teacher. Lawyer Lawyers Teacher Teachers Doctor Doctors Learning Situation 2 Talking about your occupation and the occupation or profession of other people. Competences: The student can express in writing and orally his or her occupation. The student can identify some of the most common occupations and professions of other people. Activity Sequence 2 You will need a dictionary. 1. Work in pairs. 2. Think of five occupations that are not on the above list. Write them in the following chart. 3. Write the equivalent in Spanish. If necessary, use the English-Spanish dictionary. You may want to use an electronic dictionary ( 4. Share your list with two or three other pairs of students. In the second group of lines add those occupations you do not have on your list. Occupations / Professions Plumber

25 Grupo Editorial Patria Exercise 7 1. Work with another student. 2. Look at the following photographs. 3. Write below each photograph the occupation of the person in the picture. Nationalities When giving your personal information in a format, you may need to mention your nationality. In English, nationalities are always written with a capital letter because they are proper nouns or adjectives that derive from proper nouns. 17