Englis course book 3

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ENGLISH AS A SECOND LANGUAGE COURSE BOOK 3

AUTOR: JUAN DANIEL GUZMAN HDZ.

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Índice 2

PRÁCTICA I

Reglas tiempo Pasado Simple Verbos esenciales en forma del pasado Práctica: Ejercicios en tiempo pasado simple Vocabulary: Main Street USA Lectura: Confessions of a Kleptomania Práctica: Neighborhood parks Lectura: SUMMER IS THE Season for Outdoor Activities Portfolio of Evidence

4 6 7 8 9 10 11 15

PRÁCTICA II

Nationalities – People – Places Continents and countries Vocabulary – reading: The United States, a Multicultural Country

Portfolio of Evidence

16 17 19

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PRÁCTICA III

Verbos Defectivos Prácticas: Oraciones con Verbos defectives Vocabulario: The School Lectura: Preparing for the National Tournament Vocabulario: School verbs Portfolio of Evidence

21 22 23 24 25 26

PRÁCTICA IV

Adjetivos: Forma Positiva Reglas de las Formas del Adjetivo Adjetivos Relacionados con la Ropa Lectura: Did You Know That…. Portfolio of Evidence

27 28 30 31 32

PRÁCTICA V Fundamento Practica V Underwear and sleepwear Jewelry

At the Mall Lectura: Do Your Christmas Shopping at the New Mall

33 34 35

36 38


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Types of Entertainment Types of TV programs

Musical Instruments Portfolio of Evidence

39 40

41 42

PRÁCTICA VI Lectura: English, The Lingua Franca?

Lectura: Five Mistakes English learners Make Portfolio of Evidence

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44 46

PRÁCTICA VII Introducción a la Narración Lectura: Goldie Locks Portfolio of Evidence

47 48 50

PRÁCTICA VIII Fundamento Unidad VIII

Vocabulario: Snow White Lectura: Snow White Portfolio of Evidence

51

52 53 57


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OBJETIVOS ESPECÍFICOS Al terminar el Nivel III, el alumno será capaz de:

• Presentarse y presentar a otras personas. • Pedir y dar información. • Solicitar y dar información. • Comentar sobre rutinas y horarios. • Discutir sobre precios. • Comentar sobre diferentes tipos de música. • Comentar sobre la familia. • Informar sobre deportes, ejercicio y actividades relajantes... • Hablar sobre los diferentes lugares que existen en una ciudad.

COMPETENCIAS GENERICAS A DESARROLLAR • Capacidad para organizar y planificar el tiempo. • Comprensión lectora del idioma inglés en el campo especifico (en tanto a lengua actual de

divulgación científica). • Capacidad de comunicación oral y escrita en español e inglés. • Capacidad de comunicación en un segundo idioma. • Capacidad de aprender y actualizarse permanentemente. • Manejo de tecnologías de la información y comunicación en una segunda lengua. • Usar con propiedad tantos medios audiovisuales como sea posible. • Capacidad para actuar en nuevas situaciones. • Capacidad de aprender y actualizarse permanentemente. • Capacidad de autogestión y autoevaluación del aprendizaje. • Capacidad de trabajo en equipo. • Habilidades interpersonales. • Compromiso con su medio socio-cultural. • Valoración y respeto por la diversidad y multiculturalidad. • Habilidad para trabajar en contextos internacionales. • Habilidad para trabajar en forma autónoma.

Práctica No. I

What did you do last summer?


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Objetivo. Al término de la práctica, el alumno: 1. Sostiene diálogos sobre acontecimientos que se llevaron a cabo en el pasado. 2. Aplica las reglas del tiempo Pasado Simple en conversaciones y escrituras. 3. Habla sobre tiendas, compras y atracciones turísticas. 4. Relata sobre las vacaciones y lugares de verano. Fundamento. Los verbos normales en el idioma Inglés tienen seis formas; una más que en español. Estas son: Infinitivo, Simple (no existe en el español), Presente, Pasado, Participio Presente y Participio pasado. Hasta ahora, se han visto cuatro: Infinitivo (en los tiempos Futuro Idiomático Y pasado idiomático), Simple (en el Presente Simple negativo, interrogativo y negativo-interrogativo), Presente (en el presente simple afirmativo) y Participio Presente (en los tiempos Presente Continuo y pasado Continuo). En esta práctica se incluirá una más, la forma Pasado, considerada una de las tres más importantes. El tiempo Pasado Simple es el segundo tiempo más hablado mundialmente. Sus características son las siguientes:

1. Su auxiliar es “did”, lo cual automáticamente indica que la oración esta en tiempo Pasado Simple.

2. Una oración declarativa no requiere del auxiliar, pero el verbo debe ir en su forma Pasado. 3. 4. Las oraciones negativas, interrogativas y negativas-interrogativas requieren del auxiliar, por lo

tanto, el verbo deberá ir en su forma Simple. A continuación se da un ejemplo. Declarativa --------------- I went to school. Negativo ------------------ I didn’t go to school. Interrogativo ------------- Did I go to school? Negativo-Interrogativo—Didn’t I go to school?

4. Existen dos tipos de estos verbos: regulares e irregulares, los irregulares pueden o no cambiar de estructura, Ejemplo: go – went, write – wrote, read – read, put – put. No existe una regla que determine cuales son verbos regulares y cuales son irregulares. La mayoría de los verbos irregulares son monosílabos. 5. Los verbos regulares suelen ser más prácticos porque solo se le agrega la terminación “ed” a la forma Simple para formar su forma Pasado. 6. Algunos verbos regulares sufrirán cambios antes de agregarles la terminación “ed” en las oraciones declarativas: a). Si un verbo termina en b, d, g, l, m, n, p, r, s, t, y le antecede una vocal con sonido corto, se dobla antes de agregar “ed”, ejemplo: stop – stopped, rob – robbed. b). Si un verbo termina en “y”, precedida por una consonante, se cambia a “i” y se le agrega “ed”, ejemplo: try – tried, apply – applied, deny – denied.


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c). En oraciones negativas, interrogativas y negativas-interrogativas, estas dos reglas ya no aplican, por las razones mencionadas en el punto número 3. Práctica 1. La siguiente es la lista de verbos con los que se inició el Manual de Prácticas No. I, la cual servirá como práctica de los verbos en su forma pasado, y debe ser memorizada. Tabla 4 VERBOS ESENCIALES

LEARN STUDY WRITE SPEAK READ LISTEN ASK ANSWER UNDERSTAND KNOW SEE SAY TELL TALK DO HAVE THINK NEED WATCH WANT STAND UP SIT DOWN GO OUT COME IN EAT LOOK DRINK THANK AGREE REMEMBER IMPROVE HEAR ARRIVE

LEARNED STUDIED WROTE SPOKE READ LISTENED ASKED ANSWERED UNDERSTOOD KNEW SAW SAID TOLD TALKED DID HAD THOUGHT NEEDED WATCHED WANTED STOOD UP SAT DOWN WENT OUT CAME IN ATE LOOKED DRANK THANKED AGREED REMEMBERED IMPROVED HEARD ARRIVED

PICKED UP PLAYED WALKED RAN LAUGHED WENT CAME GOT WASHED CLEANED PUT PLACED SLEPT GOT UP WOKE UP PUT AWAY KEPT SAVED BEHAVED BOUGHT PRINTED LEFT THREW AWAY WASTED FILLED GUESSED PULLED SWEPT BRUSHED PUT ON TOOK OFF TURNED OFF TURNED ON

PICK UP PLAY WALK RUN LAUGH GO COME GET WASH CLEAN PUT PLACE SLEEP GET UP WAKE UP PUT AWAY KEEP SAVE BEHAVE BUY PRINT LEAVE THROW AWAY WASTE FILL GUESS PULL SWEEP BRUSH PUT ON TAKE OFF TURN OFF TURN ON


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Práctica 2. Practica la conjugación del verbo en sus cuatro modos, tanto para utilizarlo en el tiempo Pasado Simple en sus cuatro modos.

1. The high school students stand up for the national anthem. 2. The customer sits down for a haircut. 3. My sister goes out with a Panamanian doctor. 4. The teenagers come in from recess. 5. The hungry kid eats a hamburger and drinks a soda. 6. The mechanic’s son looks at a new car for him. 7. The farmer’s daughter drinks milk straight from the cow. 8. The waiter’s niece thanks the customer for the tip. 9. The doctor remembers his first surgery. 10. The driver agrees with the police officer about the traffic violation. 11. Martin improves his grades in math. 12. Susan’s grandmother hears very little. 13. Flight 508 from Los Angeles to Mexico City arrives to the airport. 14. Today is Saturday, so the garbage truck picks up organic waste only.

Práctica 3.

15. They play my favorite song on the radio. 16. The responsible mother walks her children to school. 17. My parents run in the 10 kilometre marathon. 18. The guests laugh at the host’s bad jokes. 19. My cousin goes crazy over a girl in our class. 20. My godparents come to my birthday party by bus. 21. The director of our school gets new buses. 22. The maid washes the china with powder soap. 23. The technician cleans the computers in the lab. 24. The baker puts lots of icing on the cake. 25. At school, we place sanitary materials in a separate container. 26. My friends sleep over because we have a pajama party. 27. The students get up from their chairs because the national anthem is playing. 28. The child wakes up several times because she is having nightmares. 29. The class puts away their math books because the English teacher is walking in. 30. I keep warm with my jacket on because I’m cold.

Práctica 4.

31. Maria copies her report from the computer and save it in her memory stick. 32. The children behave well in school this morning. 33. Frank’s sister buys fast food at Kentucky Fried Chicken. 34. Omar prints the practice manual for this course. 35. My girlfriend leaves me because I am unfaithful. 36. The DJ throws away all the old cassettes because he is using a computer to record now. 37. Memo wastes his time talking with Martin about girls. 38. Gabriela fills her cup with decaffeinated coffee. 39. Isabel guesses the answers to the exam. 40. The girls pull harder than the boys in the tug-a-war contest.


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Práctica 5. Lectura

CONFESSIONS OF A KLEPTOMANIAC Do you know what a kleptomaniac is? It is a person with an obsessive desire to steal. The following confession was recorded by the detective who interviewed the robber. Detective: Why do you like to steal? Kleptomaniac: I don’t know, I think it’s an illness. Detective: What do you feel when you enter a store? Kleptomaniac: I see the items in a store and they seem to call me, and I start feeling nervous. But something inside my head tells me to grab the stuff and walk out of the place. Detective: How many stores did you rob this week? Kleptomaniac: All the stores in one block, and you caught me on the last one. Detective: Do you want to talk about it? Kleptomaniac: Yes, I do. On Monday I went to the pharmacy and asked the pharmacist for some pills, a tube of ointment and eye drops, and when he went to get them, I took an iPod that was on the counter and left the store. Then, I ran across the street to the bakery and asked the baker for a loaf of bread, and when he turned his back, I took a cake and disappeared. Detective: What did you do with those things? Kleptomaniac: I sold the iPod to a neighbor and my friends and I ate the cake. Detective: What places did you rob on Tuesday? Kleptomaniac: First, I went to the auto repair shop that is between the Pharmacy and the barber shop and asked the mechanic if I could use the restroom. There were some wrenches and a drill there; I took them, including the soap, and a roll of toilet paper. After that, I stopped at the optical; the optician was busy with a customer, so I put on a pair of Ray Bans and split. Detective: I see you are wearing the Ray Bans, you are a cynic! Kleptomaniac: Well, I like the way they look on me. Detective: Why don’t you tell me about Wednesday, what did you steal? Kleptomaniac: I went to the barber shop to cut my hair, and when the barber went to change the channel on the TV, I took an after shave lotion and a pair of scissors, then I went to the beauty salon to wait for my mom, the hairdresser was busy gossiping, so I stole a blow drier. Detective: I don’t want to waste my time with you crook, continue with your narration, please. Kleptomaniac: On Thursday, I accompanied a friend to Global Tours, and while the travel agent was trying to convince him, I snatched a calculator and a gold pen and sat down to wait for my amigo. When we passed by the flower shop, the florist was inside the store, so I took a bouquet of flowers for my girlfriend. Detective: You need psychiatric help, you are really twisted! Kleptomaniac: Does that mean I’m not going to prison? Detective: That means you’re going to a mental institution. And Friday, the day that I caught you, what did you “borrow” from the jewelry shop? Kleptomaniac: Well, I asked the jeweler to show me some expensive watches, and when I saw that Rolex, I just knew it had to be mine, but the security guard was watching me and he held me until you arrived. I guess it wasn’t my day. Detective: To rob a bouquet of flowers is one thing, but a Rolex? Come on! Kleptomaniac: Oh! Here is your wallet, detective, I’m sorry. Práctica 6. Dialogo en grupo sobre la lectura anterior, utilizando los diferentes tiempos hasta ahora aprendidos, con preguntas, respuestas y comentarios.


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1. I went to the zoo with my family on Sunday. 2. There wasn’t any rock band performing on the band shell. 3. There was a vendor on the walkway pushing a hand truck selling ice cream. 4. The children rode on the merry-go-round. 5. The woman sat on a bench reading a book. 6. The ducks swam in the pond. 7. My little sister and my brother got on the, swings, seesaw and the slide. 8. There were two children playing in the sand box. 9. There were sprinklers throughout the park to keep the lawn green. 10. The day was hot; so many kids were in line at the water fountain.

Práctica 7. Después de repasar el vocabulario relacionado con parques del vecindario, procede a leer las oraciones adjuntas y formula preguntas relacionadas con cada situación.

NEIGHBORHOOD P ARKS


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1. The hikers were climbing the canyon to reach the plateau. 2. The children climbed the hill, but the park ranger was watching. 3. My father and I went fishing in the stream. We took a fishing net, a fishing rod and waders. 4. In the picnic area, my uncle put the chops on the grill. 5. My aunt took the sandwiches out of the picnic basket. 6. My cousin brought the thermos and put it on the picnic table. 7. My older brothers went rafting. They rented a raft. 8. I took my bug repellent because I knew there was going to be a lot of mosquitoes 9. Although my uncle drinks beer, he didn´t take any because he was the designated driver. 10. At the end of the day, we picked up all the trash and put it in separate containers.

Práctica 8. Reading.

SUMMER IS THE SEASON FOR OUTDOOR ACTIVITIES. If you live in the western hemisphere chances are that the weather in your region is great during summer. You can find many places to visit where you can enjoy your favorite outdoor activity or pastime without traveling very far. One very popular place is Yellowstone National park, located in the United States. It is noted for its geysers, hot springs and falls. It covers an area of 8,983 square Kilometers in the states of Wyoming, Montana and Idaho.


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On long weekends, families get together. They pack up tents, steaks, camp stoves, sleeping bags lanterns and campfire wood, they drive to the park, and find a nice quiet place in the woods where they set up the tents and have fun. Some campers take their gear and frame backpack and go hiking. Amateurs climb the hills and canyons to get to the plateau, but the big-time hikers try to reach the peak of the high mountains. Rafting is one of the popular activities with more demand during the summer. The park has rafts for rent, and its waterfalls and rapids are perfect to practice this x-sport.

Práctica 9. If you like fishing, bring your fishing rod, net and waders. There are many fresh water springs where you can perform this activity. There are picnic areas with grills and picnic tables throughout the park. You can enjoy a day of fun with the family; just fill a picnic basket with sandwiches, hotdogs and a thermos with your favorite drink.


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You probably are the type of person that likes going to the beach; well, come to beautiful Southern California and visit its beaches. They all have lifeguards who sit on a lifeguard chair equipped with a whistle, binoculars, life preserver and a boat, just in case. What is there to do at the beach besides swimming and sun tanning? You can play with a beach ball, Frisbee, fly kites, build sand castles, collect shells, sunbathe lying on a beach towel, or just sit under a beach umbrella and read or listen to music.

Práctica 10. Después de repasar el vocabulario relacionados con la playa, procede con la lectura y después formula preguntas relacionadas con esta y con las imágenes en el dibujo.

AT THE BEACH


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There are bikers and runners at the beach, but water sports are also popular: Divers take their snorkel, mask, flippers, scuba tank and wet suit. Surfers take their surfboard or kickboard and wait for the perfect wave. Other beach lovers just enjoy floating on a tube or air mattress. Remember to take your cooler full of ice cold drinks, your suntan lotion, sunglasses and money; you will need all these extras. If you are short on dough, take your children to the nearest zoo to see the animals, or to the nearest park, where they can ride the merry-go-round, get on the swings, slides, seesaws or jungle gym. Don’t stay indoors; enjoy the sun and the joy that it brings.

Práctica 11. Después de repasar el vocabulario relacionado con la playa, procede con la lectura y después formula preguntas relacionadas con esta y con las imágenes en el dibujo.

AT THE BEACH


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PORTFOLIO OF EVIDENCE NO. DATE DESCRIPTION SIGNATURE R

1 Essential Verbs

2 Practice: Sentences in Different Tenses

3 Confessions of a Kleptomaniac

4 Participation: Reading - Questions and Answers

5 Neighborhood parks

6 Summer is The Season…

7 If You Like Fishing…

8 At the Beach

9 There are Bikers

EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%

QUALITATIVE CRITERION 20%

TOTAL

COMMENTS:


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Objetivo.

Al término de la práctica, el alumno: • Hace presentaciones de personas. • Describe lugares, personas y su entorno • Identifica importantes paises en el mundo y sus costumbres.

Fundamento. El programa de estudios de los institutos tecnologicos, en su introduccion, declara lo siguiente: “Como consecuencia de los cambios económicos, políticos y tecnológicos a nivel mundial, es necesario el manejo de una lengua en común que permita la interacción y la comunicación efectiva en un mundo cada vez más globalizado. En la actualidad, la información se comparte de forma inmediata y pluridireccional. En este contexto, el idioma inglés resulta ser una “lingua franca” (lengua universal) que nos permite tener acceso a los avances científicos, tecnológicos y culturales”. Por tal motivo, es importante conocer los países, sus Habitantes y costumbres y poder desempeñar una profesión más eficazmente. Esta práctica se enfoca en la introducción del alumno a un mundo exterior al suyo que ya le es familiar, solo que esta vez, con la aplicación del idioma universal. Práctica 1.

estudia el vocabulario relacionado con las nacionalidades de las personas en algunos de los paises mas conocidos y las relaciona con el país perteneciente.

1. North American 12. Mexican 23. Japonese 2. South American 13. Puerto Rican 24. Fillipino 3. European 14. Cuban 25. Spaniard 4. Asian 15. Dominican 26. Swiss 5. African 16. Salvadoran 27. German 6. Australian 17. Panamanian 28. British 7. Antartican 18. Perubian 29. Russian 8. Alaskan 19. Brazilian 30. Swedish 9. Canadian 20. Argentinian 31. Norwegian 10. American 21. Egyptian 32. Irish 11. Native American 22. Chinese 33. Portugese 1. Michael Jackson 10. Napoleon Bonaparte 2. Sitting Bull 11. Toyota 3. Julio Cesar Chavez 12. Adolf Hitler 4. Chayanne 13. The Andes 5. Fidel Castro 14. The Red Square 6. Pelé 15. Cristiano Ronaldo 7. Diego Armando Maradona 16. The Beatles 8. Cleopatra 17. King Tut 9. Jackie Chan 18. Esquimo

PRÁCTICAS UNIDAD II What country do famous people come from? What are their customs?

Práctica 2. Observa la lista de personas, productos o lugares famosos, busca vía internet su nacionalidad, la estudia en casa y prepara para darla a conocer cuando el instructor lo indique. Se llevará a cabo en dos sesiones.


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Práctica 3. En grupo, participa en la selección de los 25 países más importantes de los continentes, incluyendo Antártica, selecciona uno, lo estudia y por medio de una imagen explica al grupo su posición geográfica, incluyendo continente, países vecinos, puntos cardinales, superficie, un rio o lago principal y océanos colindantes.


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Práctica 4. Anota el país que el asesor le asigna y busca en internet o enciclopedia Encarta características culturales, sociales, religiosas y económicas del país de la lista seleccionada en la práctica 3, y con un mínimo de 125 palabras formula un reporte, entrega copia al resto de la clase. Está preparado para leer, aclarar dudas y responder preguntas sobre el tema.


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Práctica 5.1, 5.2, 5.3 y 5.4 Estudia el vocabulario relacionado con “The United States - a Multi-Cultural Country” para después dar lectura al primer párrafo, lo estudia en casa y en sus propias palabras para en la siguiente sesión dar una explicación sobre su contenido. Responde o formula la pregunta de la oración que el asesor otorga. 1. Poderoso……………...Powerful 2. Toda………………… ..The whole 3. Otorgar……………… ..Grant 4. Huir.…………………...Flee 5. Permanecer Juntos….Stick together 6. Hasta………………… .Even 7. Preferentemente……..Preferably 8. Frontera……………… .Border 9. Habitado………………Populated 10. Tribu…………………Tribe

11. Aunque……………...Although 12. Disuelto……………..Broken-up 13. Lujo………………… .Luxury 14. Libertad……………..Freedom 15. Esparcir…………….Spread 16. Mezclarse…………..Blend in 17. Fuera de alcance….Out of reach 18. Acoplarse…………..Cope 19. Fracasar……………Fail 20. Intento………………Attempt 21. Peor…………………Worse

THE UNITED STATES - A “MULTI-CULTURAL” COUNTRY

The United States is located in the American Continent, between Canada and Mexico. It is one of the most powerful countries in the world, if not the most powerful. Every year, thousands of people come to this country hoping to find a better life for the whole family. Many of them come from very poor countries where there are no job opportunities or to escape political persecution. The U.S. grants political asylum to those people who want to flee from communist countries. Due to cultural and language reasons, immigrant people like to stick together, living in the same neighborhood, city and even state. For example, Mexicans and South Americans usually choose California, Los Angeles area preferably, or Texas: San Antonio, Houston and the border cities. Arizona is also a state which Mexicans select, mainly because of the convenience of being close to their place of origin. Arizona is also populated with Native Americans from different tribes. In the state of Florida you will find a very large Cuban community, the nearest state to their homeland. Puerto Ricans, although considered Americans, like the state of New York. In San Francisco, Chinese feel at home. In the mid-western states, people from Russia and the broken-up Soviet Union enjoy the luxuries of freedom. Europeans seldom form large communities; they like to spread all over the US hoping to blend in with the Caucasian-Americans, and out of reach from the long arm of the INS (Immigration and Naturalization Service). Some people, through hard work, mission and vision, reach the so desired “American Dream”; others just can’t cope with the cultural, political, judicial, racial and educational customs and fail in their attempt, returning to their motherland in a worse situation than when they left.


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1 Countries

2 Nationalities

3 People – Places - Products

4 Vocabulary: The US, a Multicultural Country

5 Reading – Explanation: The US a Multi……I

6 Reading – Explanation: The US a Multi……II

7 Reading – Explanation: The US a Multi……III

8 Reading – Explanation: The US a Multi……IV

EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%


TOTAL

COMMENTS:


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Objetivo.

Al término de la práctica, el alumno: • Entiende y utiliza los verbos defectivos dentro del contexto de las oraciones. • Domina el significado y aplicación de los verbos defectivos. • Comprende y aplica las expresiones del tiempo correctamente. • Aprende vocabulario relacionado con la escuela y el trabajo.

Fundamento. Los verbos Defectivos son aquellos que carecen de formas verbales. Cuatro de ellos solo tienen la forma Simple y Pasado, los otros dos, solo Simple. Forma en Presente Will----------won’t - Auxiliar del tiempo Futuro Simple

Shall--------shan’t - Auxiliar del tiempo Futuro Condicional

Can---------can’t - Poder (absoluto)

May---------mayn’t – Pueda que

Must--------mustn’t – Deber (obligatorio)

Ought to- Ought not to – Deber (Sugerible)

Forma en Pasado Would-------wouldn’t – Auxiliar del tiempo Pasado Simple (modo subjuntivo)

Should----- shouldn’t – Debería, Debiera

Could-------couldn’t – Pudo, Podia

Might--------mightn’t – Podría, pudiera

Los verbos Defectivos son fáciles de aplicar: a). La forma del verbo siempre es Simple. b). Funcionan como auxiliar. c). La mayoría de estos tienen los cuatro modos (afirmativo, negativo, interrogativo y negativo-interrogativo). d). “May” es también poder permisible con las primeras personas (I, we) en el modo interrogativo.

PRÁCTICAS UNIDAD III What should I do? I can’t work and go to school.

I would like to only study, if I could.


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Simple future

MIT students will speak English

Los alumnos del ITSM hablarán Inglés Past subjunctive MIT students would speak English. Los alumnos del ITSM hablarían Inglés Conditional future MIT students shall speak English. Los alumnos del ITSM hablarán Inglés Should MIT students should speak English. Los alumnos del ITSM deberían hablar Inglés Can MIT students can speak English. Los alumnos del ITSM pueden hablar Inglés Could MIT students could speak Eng lish. Los alumnos del ITSM podían hablar Inglés May MIT students may speak English. Los alumnos del ITSM pueda que hablen Inglés Might MIT students might speak English. Los alumnos del ITSM podrían hablar Inglés Must MIT students must speak English. Los alumnos del ITSM deben hablar Ing lés Ought to MIT students ought to speak English. Los alumnos del ITSM deben hablar Inglés Práctica 1.

Repasa hasta comprender las formas, funciones y características de los verbos defectivos, después practica leyendo las oraciones y estudia en casa para proporcionar la información en la próxima sesión.

1. Classrooms in schools at any level should be equipped with the latest in technology. 2. An excellent teacher must attend updating courses during his/her career. 3. School auditoriums are essential because they can be used for many purposes. 4. The school cafeteria will offer a great variety of inexpensive meals without sacrificing taste. 5. An avant-garde library could include online encyclopedias for a quicker reference. 6. All the students at MIT may have lockers to keep their personal belongings this school year. 7. All the restrooms in the campus keep anti-bacterial hand disinfectant to prevent diseases. 8. The gym in our school has a parquet floor that must be varnished and polished frequently. 9. The track and field area ought to have seats instead of wooden bleachers. 10. The electricity company might install energy saving light bulbs in the principal’s office. 11. The vice-principal is going to direct the teacher´s meeting today. 12. Our school appoints each student a counselor to assist him throughout his academic career. 13. The clerk at the main office must be courteous with the students at all times. 14. The basketball coach has a bachelor’s degree in Physical Education. 15. In this constructivist era, teachers should be called “instructors”, since teaching is obsolete.


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Práctica 2. Apoyándote en las imágenes, pasa al frente e identifica los lugares más comunes dentro de una institución académica, incluyendo al personal que dentro de esta laboran y equipamiento.


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Prácticas 2.1 – 2.6 Durante la lectura por parte del asesor, de “Preparing for the National Tournament” en las prácticas 2.1 – 2.6, participa y anota en la libreta vocabulario nuevo y al final de cada párrafo pregunta al asesor el significado. Sigue las instrucciones que el asesor proporciona para la lectura, comprensión y relato frente a grupo de cada uno de los seis párrafos de la lectura “Preparing for the National Tournament”, Pasa al frente y explica el primer párrafo en tercera persona singular o plural, según aplique, cuidando de también hacer cambios de los posesivos, además da su explicación basándose al contenido pero tratando de usar su propia manera de ejecutarla.

Pasa al frente y explica el segundo párrafo de la lectura de la unidad basándose al contenido pero tratando de usar su propia manera de ejecutarla. Participa en la lectura del tercer párrafo y lo estudia en casa para su relato. Se pone de pié y escucha con cuidado las preguntas que el asesor le formula con relación al tercer párrafo y las responde remplazando al sujeto por el pronombre directo, cuidando de estructurar correctamente sus respuestas. Procede a leer el párrafo cuatro y acata las instrucciones para el siguiente, lo cual consiste en formular preguntas escritas a las respuestas que el asesor formula. Anota en su libreta la respuesta que el asesor otorga y procede a formular la pregunta con relación al cuarto párrafo, tomando en cuenta que se evaluará el sintaxis, morfología y ortografía. Participa en la lectura, aclara dudas en cuanto a vocabulario, estudia en casa y se prepara para formular la frase con la palabra y auxiliar clave que el Asesor le otorgue para completar la oración correspondiente al párrafo cinco. Anota en su libreta la palabra y auxiliar clave que el asesor proporciona y procede a formular las oraciones de acuerdo al contenido del quinto párrafo, cuidando la estructuración de sus oraciones. Participa en la lectura y se prepara en clase durante 15 minutos para relatar el contenido del sexto párrafo en clase para su evaluación. Relata el contenido del sexto párrafo palabra por palabra, cuidando su pronunc iación y pausas innecesarias. Se prepara para ejecutar la lectura completa de “Preparing for the National Tournament” en un tiempo no mayor a 2 minutos . Ejecuta la lectura Preparing for the National Tournament” en un tiempo no mayor a 2 minutos. Cuida su pronunciación


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PREPARING FOR THE NATIONAL TOURNAMENT

1. We will have a very important event in our school tomorrow, and everyone is going to be very busy, including administrators, janitors, students and faculty, the premises must be ready by tonight, because tomorrow, schools from all over the country will be here to compete in various academic and sports tournaments. 2. At this moment, the school principal, Mr. Anderson, should be in his office making arrangements, and his secretary, Miss Williams, Should be on the telephone. She must make reservations in the hotels around the neighborhood for all the guests. She must also call the restaurants in the area and reserve tables for breakfast, lunch and dinner. 3. The vice-principal may not be present tomorrow because he is not feeling well, in fact, he may not be here the rest of the week, he says he may have to go to the hospital for surgery, his liver and kidneys are bothering him. We may visit him later on. 4. Cleaning the place will be the students’ assignment. The freshmen said that they would clean the green areas; the girls would mow the lawn and the boys would trim the trees. The sophomores said that they will make sure the gym is in perfect condition. The boys might polish the floors and bleachers and the girls could even wax them.

The juniors can help with the cafeteria and the lunch tables, and if they have time, they can help with the track and field area.

5. Some students are complaining, they think that the seniors ought to clean the auditorium, restrooms and lockers. They feel that they must participate. Others argue that they ought to rest because they must be ready for the tournament. They should be calm; they have home court advantage.

Our counselor says that the janitors should concentrate on the area outside the school because that’s what usually causes the first impression, we would like our school to be in perfect condition; we shall see what happens, we will do our part and hope the rest does the same.

6. The principal’s office, the counselor’s office and the main office are clean; we just ought to mop the floors when they leave.

Our school may not win both tournaments, although there are some very good students in that senior class, in both, academics and sports, but it should take second or third place, we realize that there is a lot of competition.

Good luck guys!


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PORTFOLIO OF EVIDENCE

NO. DATE DESCRIPTION SIGNATURE R

1 Defective Verbs - Functions

2 Defective Verbs – Neg., Int., Neg-Int

3 Presentation: preparing for…….. I

4 Presentation: preparing for…….. II

5 Presentation: preparing for…….. III

6 Presentation: preparing for…….. IV

7 Presentation: preparing for…….. V

8 Presentation: preparing for……..VI

9 Speed Reading – two minutes

EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%


TOTAL

COMMENTS:


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Objetivo.

Al término de la práctica, el alumno: • Identifica los adjetivos demostrativos. • Aplica debidamente los adjetivos calificativos. • Comprende las tres formas de los adjetivos y adverbios. • Aprende vocabulario relacionado con artículos, compras, colores y materiales.

Fundamento. Se conocen como adjetivos demostrativos las palabras que señalan al sustantivo: Esta, este, esto------------------------- This Esa, ese, eso -------------------------- That Estas, estos----------------------------- These Esas, esos, aquellas, aquellos ---- Those Normalmente, estos adjetivos siempre van acompañados del sustantivo al cual señalan. En el idioma inglés, contrario al español, un adjetivo siempre debe ir acompañado por el sustantivo. Cuando en una conversación no se desea repetir al sustantivo para no entrar en la cacofonía, este se reemplaza por “one” o “ones”, dependiendo si es singular o plural. Ejemplo: “Which car is yours?” “That one, the one with tinted windows”. “Which socks do you like? “The cotton ones” En ambos casos, el objeto fue sustituido por “one” o “ones”. A continuación se presenta una lista, de adjetivos ya conocidos, extraída del manual de prácticas I, la cual servirá para ejercitar los puntos arriba mencionados.

Alto Bajo Estatura promedio Gordo Corpulento Delgado Peso promedio Viejo Joven Edad media Feo Guapo Guapo/a Bonita Bella Atractiva Rubia Castaña Moreno Blanco

Tall Short Average height Fat Heavyset Thin Average weight Old Young Middle aged Ugly Handsome Cute Pretty Beautiful Attractive Blonde Brunette Dark-skinned Light-skinned

Dulce Agradable Simpática Buena onda Amable Grosero Amigable Genioso Feliz Tonto Inteligente Brillante Astuto Ingenioso Aburrido Talentoso Torpe Ignorante Holgazán Testarudo

Sweet Nice Pleasant Cool Kind Rude Friendly Moody Cheerful Silly Intelligent Bright Smart Ingenious Boring Talented Clumsy Ignorant Lazy Stubborn

PRÁCTICAS UNIDAD IV This dress is pretty, that one is prettier, but those over there are the prettiest.


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Fundamento. Los adjetivos calificativos y algunos adverbios tienen tres formas: Positivo, Comparativo y Superlativo. La forma Positiva de un adjetivo o adverbio significa que está en su forma original. A los adjetivos o adverbios monosílabos, se les agrega la terminación “er”, (equivalente a “más”) para formar el comparativo. A los adjetivos o adverbios monosílabos, se le antecede “the” y se le agrega la terminación “est” (equivalente a “el más”) para formar el Superlativo. Aplican algunas reglas gramaticales ya conocidas porque también se relacionan a otras anteriormente vistas. ¿Recuerdas el tiempo Presente continuo y los verbos en su forma Pasado, las consonantes que se doblan? ¿Recuerdas la regla que aplica cuando un verbo termina en “y” y le antecede una consonante? Esas Dos reglas aplican con los adjetivos también. 1. Si un adjetivo o adverbio termina en b, d, g, l, m, n, p, r, s, t y le antecede una vocal con sonido corto, se dobla la consonante antes de agregar “er” o “est”. Ejemplo: Fat – Fatter - Fattest Sad – Sadder - Saddest Thin – Thinner - Thinnest 2. Si un adjetivo o adverbio termina en “y”, antecedida por una consonante, se cambia a “i” y se le agrega “er” o “est”. Ejemplo: Happy – Happier – Happiest Heavy – Heavier – Heaviest Pretty – Prettier – Prettiest 3. “THAN” (que comparativo) comúnmente acompañan a los adjetivos. 4. A los adjetivos o adverbios de dos silabas o más, se le antecede “more”, (“más”) para formar el

Práctica 1. Forma binas e idea preguntas y respuestas donde “one” o “ones” reemplace al sustantivo, las escribe en la libreta y lée en voz alta. Es creativo y utiliza vocabulario variado en cada oración.

Práctica 2.Comparativo monosílabo Encuentra los adjetivos monosílabos en el diccionario y cámbialos, de manera escrita y oral, a su forma comparativa. Incluye los colores. Anótalos en tu libreta

Práctica 3. Superlativo monosílabo. Encuentra los adjetivos monosílabos en el diccionario y cámbialos, de manera oral, a su forma superlativa. Incluye los colores. Anótalos en tu libreta

Práctica 4. “than” Con los adjetivos monosílabos en tu lista forma oraciones comparativas de manera oral. Incluye colores. Anótalos en tu libreta.


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comparativo. 5. A los adjetivos o adverbios de dos silabas o más, se les antecede “the most” (“el más”) para formar el Superlativo. Recuerda que para que sea silaba, debe tener por lo menos una vocal. Ejemplo: Handsome – More handsome – The most handsome Important – More important – The most important Interesting – More interesting – The most interesting 6. Como se mencionó anteriormente, las reglas arriba mencionadas también aplican a algunos adverbios. Recuerda que un adverbio se identifica porque es una palabra que normalmente responde a la pregunta “como, donde y cuando”. Esta regla no aplica para los que responden “donde”. Ejemplo: How ………….Easily, Quickly, Honestly. Where ……….Here, There, Far. When ………..Soon, Often, Frequently. 7. No todos los adjetivos o adverbios tienen las tres formas; los irregulares no. Por ejemplo, no puede una persona estar más muerta o ser la más muerta. Ni tampoco puede ser más nunca. Se sabe que la mayoría de los adverbios se forman agregando la terminación “mente” (“ly” en inglés) al adjetivo, (aunque también hay adverbios natos). Ejemplo: Easy – Easily Quick – Quickly Honest – Honestly 8. “AS” se utiliza para igualar dos sustantivos con un solo adjetivo. Ejemplo: John is as tall as Mike. My shirt is as white as yours.

Práctica 5. Comparativo dos silabas o mas. Encuentra los adjetivos de dos silabas o más en tu lista y cámbialos, de forma oral, a su forma comparativa. Incluye adverbios y los colores. Anótalos en tu libreta.

Práctica 8. “ly” Con los adjetivos que aplique en tu lista forma adverbios de manera oral, agregando la terminación “ly”. Anótalos en tu libreta.

Práctica 6. Superlativo dos silabas o mas. Encuentra los adjetivos de dos silabas o más en tu lista de la página anterior y cámbialos, de forma oral, a su forma superlativa. Incluye otros adverbios y los colores. Anótalos en tu libreta.

Práctica 7. Adverbios Busca en el diccionario 15 adverbios natos (que no terminen en “ly”, excepto “early”) que se puedan modificar y cámbialos a su forma comparativa y superlativa, según aplique.


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Práctica 9. “as” Utiliza los adjetivos en la lista de y forma, de manera oral, oraciones de igualdad. Incluye otros que no están en la lista. Anótalos en tu libreta.


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DID YOU KNOW THAT……..

Did you know that the cheetah is the fastest mammal on earth, even faster than the impala? Did you know that Mount St. Helen’s, at 2,550 meters is higher than Mount Rushmore, which is 1,745 meters, but that Mount Everest is the highest mountain at 8,850 meters high? Did you know that the United States, with a population of 301,139,950 is more populated than México with a population of 108,700,890, but that China is the most populated country in the world with 1’321,851,900 people? (2007 estimate). Did you know that Pepsi is more popular than RC, but that Coke is the most popular cola drink in the U.S.? Did you know that Alaska is colder than Canada, but that Antarctica is the coldest spot in the world, reaching temperatures of 70 degrees below zero, Fahrenheit? Did you know that the Kalahari desert is hotter than the Sonora desert, but that the Sahara desert is the hottest spot in the world? Did you know that the longest underwater tunnel is 50.4 kilometers and runs from Kent, Great Britain to Calais, France? Did you know that the Atlantic Ocean, with 82.4 million square kilometers, is more extensive than the Indian Ocean, with 73.4 million square kilometers, but that the Pacific Ocean is the most extensive, with a superficies of 165.7 million square kilometers? Did you know that Autumn is windier than Spring? Did you know that Earth is closer to the sun than Jupiter, but that Mercury is the closest? Did you know that Neptune is further from the sun than Saturn? Did you know that your legs are stronger than your arms, but that your back is the strongest part of your body, and that these parts are all weaker than faith? Did you know that a nuclear bomb is a more powerful weapon of destruction than the atomic bomb, but that the human being is the most powerful one on earth? ..\POWERPOINT PRESENTATIONS\DID YOU KNOW....pptx

Práctica 10. Clothes Estudia la lista de adjetivos en esta página, y basándote en los dibujos, forma 15 oraciones donde utilices “as” (tan – como) para comparativos de igualdad. Anótalas en tu libreta.

Práctica 11. Lectura. Lee la siguiente lectura. Mientras otro compañero lee, anota en tu libreta las palabras que no comprendas. Haz una pausa después de cada párrafo para averiguar el significado; memorízalo. Al término de la lectura, trata de pensar en algunos temas donde puedas utilizar los adjetivos comparativos y superlativos.


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1 One, Ones Replaces the Noun

2 Monosyllable adj. – Comparative & superlative

3 Polysyllable adj. _ Comparative & Superlative

4 Adjective + “ly” = Adverb

5 Adjective and Adverb Equalizing

6 Vocabulary – “Did You Know That….

7 Explanation: Did You Know That……




EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%


TOTAL

COMMENTS:


33

Objetivo.

Al término de la práctica, el alumno: • Habla sobre diferentes programas de televisión. • Relata breves pasages sobre el contenido de una pelicula. • Redacta, acepta y rechaza invitaciones. • Habla sobre los diferentes géneros musicales.

Fundamento. En esta unidad se refuerza el uso y las caracteristicas del verbo defectivo would, el cual puede denotar una situación de condición (pasado subjuntivo) o intención. Ejemplos: I would go if I could. (condicion) Would you like tu dance? (intención) Cualquier acción que el individuo observa detenidamente por un largo periodo de tiempo, sea en la televisión, cine o en vivo, debe utilizarse el verbo “watch”, y cuando se obsereva algo pasajero o no detenidamente se utiliza “see”, el cual no es correcto utilizar en tiempos presente ni pasado continuos. Para estos tiempos se utiliza el verbo “look” el cual debe ir acompañado con “at” si se mira algo especifico. Ejemplos: 1. My parents are watching a soap opera on television. 2. My sister watches movies on the computer. 3. I see the light. 4. She saw him yesterday. 5. I am looking at your brother. 6. she was looking at the merchendise. Fuera de lo antes mencionado, estos verbos pueden utilizarse en todos los tiempos. Se debe tener presente que los programas en la televisión, la computarora, el cine y el radio estan sobre, y no dentro, por lo tanto se debe utilizar la preposición on, y no in. Ejemplo: 1. I heard it on the radio. It was in the news. 2. I saw it on television, in a special report. 3. I like to watch movies on my computer because it has a large screen. Una función similar la desempeñan los verbos “hear” y “listen”. el cual debe ir acompañado con “to” si se escucha algo especifico. Hear se utiliza para acciones pasajeras, mientras listen se utiliza para acciones que requieren de un indeterminado tiempo de observación. Ejemplo: 1. Yes, I hear you. 2. Can you hear me? 3. What are you listening to?

PRÁCTICAS UNIDAD V How would you like to go to the movies or the theater?


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4. Listen to me, please.

Práctica 1. Procedimiento. Estudia el vocabulario de “Underwear and Sleepwear” en clase y participa en el momento que el asesor le pida formular una oración de acuerdo al las indicaciones en las actividades de enseñanza. Además, formula 15 oraciones comparativas, superlativos o igualiticas (cinco de cada una) en casa para entregar por escrito y oral.


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Práctica 2. Procedimiento. Estudia el vocabulario de “Jewelry” en clase y participa en el momento que el asesor le pida formular una oración de acuerdo al las indicaciones en las actividades de enseñanza. Además, formula 9 oraciones negativas comparativas, superlativas o igualiticas (tres de cada una) y 9 oraciones interrogativas comparativas, superlativos o igualiticas (tres de cada una) en casa para entregar por escrito y oral. .

Práctica 3. Procedimiento. Memoriza el vocabulario de la siguiente página en casa. Ya en grupo, formula y responde a preguntas formuladas por el asesor, tales como: “Where do I find a dog?” “Does the Fashion Shoe Store sell red high heel shoes?” Anótalas. Inventa nombres de tiendas o restaurants para comparar o igualar.


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Práctica 4. Procedimiento. Memoriza el vocabulario de “The Mall II” en clase. Anota y estudia las preposiciones que el asesor otorga Ya en grupo, formula y responde a preguntas hechas por el asesor, tales como: “Where do I find a hair salon?” “Is the shoe store on the second floor?” Las anota en su libreta. Utiliza nombres de tiendas o establecimientos en las imágenes de las dos páginas de “The Mall”. Se asegura de utilizar una preposición en la respuesta.


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DO YOUR CHRISTMAS SHOPPING AT THE NEW MALL

Everyone is talking about the city’s new shopping mall. It is located in the suburb, next to the Kennedy Airport. It has about 100 stores, and they all have an opening sale, so people are taking adventage of this great opportunity and are doing their Christmas shopping early. The World of Music store offers compact discs, movies, video games and a great variety of new and pre-owned musical instruments at very reasonable prices, and if you don’t wish to buy one now, you can rent it. CDs from your favorite artist are selling at 10 dollars each, five dollars cheaper than the regular price. The prices on video games are lower than any other place in the area. Jay Jewelers has a 25% discount on all gold wedding and engagement rings. If you are planning to marry in the near future, now is the time to buy. All bracelets, necklaces, earrings, chains and cuff links have a 30% discount. All silver items are at half price. With your purchase of over 400 dollars, you will receive a tie pin or a tie clip free of charge. Pay them a visit before they run out of stock. At Emily’s Card store you find a card for every occasion: Christmas, St. Valentine’s, birthdays, weddings, get well and more. And if they don’t have what you are looking for, they will design and print one while you wait. Now, that’s service, Don’t you think? Why should you stay home during the holidays when you can receive the new year on top of the Eiffel Tower, or listen to Big Ben strike midnight? How would you like to be in a warm cozy cabin in the Swiss Alps? These are only a few places where Worlwide Travel Agency can send you. You ought to visit them, They accept credit or debit cards. Fashion Shoe Store has a buy-one-get-one-free offer all this week. Leather or synthetic boots and shoes, high or low heels, cowboy boots or sandals, brand name tennis shoes and sneakers. They must be insane! What would Christmas be for kids without toys? Find the one that you are looking for at Joys-R-Us toy store. I wouldn’t enter the place unless I have a lot of time; there is a lot of great stuff here that even grown-ups can enjoy. You will wish you can turn back the hands of time. Smith & Co. department store is the largest store in the mall. Its clothing department has a large selection of outerwear, innerwear or sleepwear for men, women and children. The men’s section is filled with the latest fashion in raincoats, cardigans, jackets, corduroy pants, suits, shirts, slacks, overalls, boxer shorts, undershirts, briefs, long johns, socks and more. In the women’s section you will find designer’s blouses, skirts, pajamas, nightgowns, garters, girdles, bras and more, from petite to extra large large sizes. There are also many restaurants in the mall to satisfy your palate; Mexican, Chinese, Japonese, to mention a few. How about a tasty hamburger, burrito or hot dog in one of the mall’s fast food restaurants? The store and restaurant owners in the area are not very happy that the new shopping mall is now open, they say business will not be as good as before and that they have to lower their prices and spend more money on advertisement, but the chamber of commerce reports that they had the opportunity to lease or buy one of the premises before they were offered to the public and that only a few of them accepted the offer.

Práctica 5. Aclara cualquier duda sobre el artículo “Do Your Christmas Shopping at the New Mall”, escucha y retiene el contenido y pronunciación para lograr un buen desempeño durante su participación que consta de:

• Leer todo su contenido en un t iempo no mayor a los dos minutos con treinta segundos. • Practica el párrafo que se le asigne para relatarlo el día designado por el asesor.


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Práctica 6. Retiene y practica la pronunciación del vocabulario relacionado con “Entertainment” y “TV programs”, estudia en casa y formular 10 oraciones escritas para la siguiente sesión sobre tipos de entretenimiento le guste o disguste, además de un breve relato especificando la razón. Da un ejemplo.


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Práctica 7. Anota el número de la imagen correspondiente a “Entertainment” y “TV programs” que el asesor le designe. Debe buscar en el internet o en cualquier otro medio la definición de cada uno de los números asignados. Incluye tres ejemplos de programas o libros relacionados.


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Práctica 8. Dedica un tiempo para estudiar “Musical Instruments” en esta página para lograr un mejor resultado en el examen.


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1 Underwear and Sleepwear

2 Jewelry

3 The Mall I

4 The Mall II

5 Explanation: Do Your……(paragraph indicated)

6 A Type of Entertainment

7 A Type of TV Program

9 Speed Reading: Do Your Christmas……(2:30 min)

EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%


TOTAL

COMMENTS:


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Objetivo de la unidad Al termino de la unidad el alumno: • Utiliza los Adletivos Cuantificadores correctamente durante el dialogo. • Sostiene conversaciones formales dialogando sobre los contenidos de las lecturas de la unidad. • Aplica estrategias y habilidades al leer, escuchar o visualizar un texto durante la lectura de loos

contenidoos de la unidad. Competencias genericas a desarrollar: • Capacidad de trabajar en equipos de trabajo de su misma disciplina o de diferentes disciplinas. • Capacidad de trabajar en un equipo multidisciplinario e interdisciplinado.

Fundamento Los adjetivos cuantificadores all, nearly all, most, many, a lot of, some, not many, a few, few, se utilizan para denominar cantidades no especificas. Algunos pueden emplearse en sustantivos constables o no contables. Esta unidad se enfoca en lecturas que abordan diferentes temas con los objetivos arriba mencionados. El dialogo y la reflexión son necesarios para que esta unidad se lleve a cabo exitosamente. Después de cada lectura, se sostendrá un dialogo o debate sobre estas. Práctica 1. Reading Lesson Number One

ENGLISH, THE LINGUA FRANCA?

Why are people so interested in learning English? Why are educational institutions so interested in their students learning English? Why are large and small enterprises hiring professionals who are fluent English speakers? Could it be because English is considered the lingua franca? What does lingua franca mean? The dictionary defines it as:

|1. Language used for convenience: a language or mixture of languages used for communication by people who speak different first languages.

In other words, English is considered the universal language, one in which people from all over the world can communicate in, regardless of their native tongue. For example: What language would you use if you want to sell a product in other count ries via the internet?

If a professional wants to succeed in his or her career, he or she must master the four linguistic skills that learning a foreign language demands, including terminology associated with the profession.

It may be a coincidence that English is the native language of some of the most important countries in the world, as is the case with the U.S., and the United Kingdom, which includes countries like Scotland, England, Wales and Northern Ireland, or it might be that these countries are great consumers because of their advanced economy, and people around the world try to reach their market, not to mention that they are manufacturers of high quality goods, and many countries are also interested in buying their products.

PRÁCTICAS UNIDAD VI Numerous reading practices


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"Top 5 Mistakes English Learners Make"

What are the most common mistakes that English learners make? Which mistakes do most English learners need to correct, in order to learn English much faster? Here are the top 5 English Learning Mistakes:

1. Focusing On Grammar This is the biggest, most common, and worst mistake. Research shows that grammar study, in fact, actually hurts English speaking ability. Why? Because English grammar is simply too complex to memorize and use logically.... and real conversation is much too fast. You don't have enough time to think, remember hundreds or thousands of grammar rules, choose the correct one, then use it. Your logical left-brain cannot do it. You must learn grammar intuitively and unconsciously, like a child. You do this by hearing a lot of correct English grammar- and your brain gradually and automatically learns to use English grammar correctly

2. Forcing Speech Both English students and teachers try to force speech before the learner is ready. The result is that most students speak English very slowly- with no confidence and no fluency. Forcing speech is a huge mistake. Don't force speech. Focus on listening and be patient. Speak only when you are ready to speak- when it happens easily and naturally. Until then, never force it.

3. Learning Only Formal Textbook English Unfortunately, most English students learn only the formal English found in textbooks and schools. The problem is- native speakers don't use that kind of English in most situations. When speaking to friends, family, or co-workers, native speakers use casual English that is full of idioms, phrasal verbs, and slang. To communicate with native speakers, you must not rely only on textbooks, you must learn casual English.

Práctica 2. Participa en un dialogo abierto a favor o en contra del contenido de la lectura anterior sobre la Lingua franca. Lee, cuestiona, opina, argumenta y escucha los puntos de vista de sus compañeros.

Práctica 3. Participa en un dialogo abierto a favor o en contra del contenido del párrafo anterior sobre concentrarse en la gramatica. Lee, cuestiona, opina, argumenta y escucha los puntos de vista de sus compañeros.

Práctica 4. Participa en un dialogo abierto a favor o en contra del contenido del párrafo anterior sobre forzar el habla. Lee, cuestiona, opina, argumenta y escucha los puntos de vista de sus compañeros.


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4. Trying To Be Perfect Students and teachers often focus on mistakes. They worry about mistakes. They correct mistakes. They feel nervous about mistakes. They try to speak perfectly. No one, however, is perfect. Native speakers make mistakes all the time. You will too. Instead of focusing on the negative- focus on communication. Your goal is not to speak "perfectly", your goal is to communicate ideas, information, and feelings in a clear and understandable way. Focus on communication, focus on the positive. You will automatically improve your mistakes in time.

5. Relying On English Schools Most English learners rely totally on schools. They think the teacher and the school are responsible for their success. This is never true. You, the English learner, are always responsible. A good teacher can help, but ultimately you must be responsible for your own learning.You must find lessons and material that are effective . You must listen and read every day. You must manage your emotions and remain motivated and energetic. You must be positive and optimistic. No teacher can make you learn. Only you can do it!

While these mistakes are very common, the good news is that you can correct them. When you stop making these mistakes, you change the way you learn English. You learn faster. Your speaking improves. You enjoy learning English.

Práctica 5. Participa en un dialogo abierto a favor o en contra del contenido del párrafo anterior sobre el aprendizaje de textos de inglés formales. Lee, cuestiona, opina, argumenta y escucha los puntos de vista de sus compañeros.

Práctica 6. Participa en un dialogo abierto a favor o en contra del contenido del párrafo anterior sobre tratar de ser perfecto. Lee, cuestiona, opina, argumenta y escucha los puntos de vista de sus compañeros.

Práctica 7. Participa en un dialogo abierto a favor o en contra del contenido del párrafo anterior sobre depender en las escuelas de inglés. Lee, cuestiona, opina, argumenta y escucha los puntos de vista de sus compañeros.


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1 Explanation: English, The Lingua Franca? I

2 Explanation: English, The Lingua Franca? II

3 Explanation: English, The Lingua Franca? III

4 Focusing on Grammar

5 Forcing Speech

6 Learning Only Formal Textbook English

7 Trying to be Perfect

8 Relying on English Schools

EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%


TOTAL

COMMENTS:


47

Al Término de esta unidad el alumno:

• Informa y opina sobre acontecimientos pasados usando preguntas yes / no y Wh, en el tiempo pasado usando verbos regulares e irregulares

• Capacidad de utilizar respuestas cortas durante una conversación. • Capacidad de aplicar las diversas funcionas de los verbos, incluyendo el verbo to be en su forma del

pasado. • Aplica Vocabulario técnico-científico relacionado a su carrera.

Competencias genéricas a desarrollar:

• Capacidad de buscar, procesar, y analizar información proveniente de fuentes diversas. • Habilidad de gestión de información. • Habilidad para recoger e integrar datos de varias fuentes de información.

Fundamento Exponer frente a una persona o grupo de personas requiere de la implementación de los diferentes tipos de comunicación, verbales o no verbales, que aseguren una comprensión absoluta del receptor, evitando malas interpretaciones, confusiones o interferencias durante el proceso. En algunos casos, como durante la narración de un cuento o chiste, es necesario que el transmisor haga uso de tantas vías de comunicación como le sea posible, incluyendo expresiones faciales, gestos, lenguaje corporal y paralenguaje para un mayor impacto comunicativo. Esta unidad ha sido diseñada para que el alumno desarrolle las habilidades comunicativas requeridas durante la narración de cuentos chistes o anécdotas. Para lograr dicho objetivo, es importante que el alumno ponga en práctica los factores de personalidad descritos en el manual de PROFESIONALES CON EXCELENCIA VANGUARDISTA según el tipo de texto:

A. La narración: un narrador cuenta hechos y acontecimientos reales o imaginarios que suceden a uno o varios personajes en un tiempo pasado, presente o futuro, y en uno o varios lugares. Su función es relatar. Pueden ser varios tipos de texto, chistes, anécdotas, cuentos, romances, biografías, autobiografías... En la narración se van a usar verbos en pretérito perfecto o imperfecto, adverbio y conectores temporales. Normalmente va a contar con una estructura de planteamiento, nudo, desenlace, y el narrador va a estar, por lo general, en primera o tercera persona.

B. La descripción busca dar cuenta de cómo es una realidad determinada de personajes (física y psicológica), cosas, ambientes o paisajes (reales o imaginarios) desde un punto de vista subjetivo u objetivo. Su finalidad es informar, presentar, explicar y opinar. Nos podemos encontrar descripciones en la literatura, en guías turísticas, en publicidad... La descripción va a usar verbos en presente o imperfecto, oraciones atributivas, adjetivos, comparaciones y metáforas.

C. La exposición: Es una presentación ordenada por parte de una persona de sus ideas o conocimientos sobre cierto tema, para informar, convencer o transmitir ideas de una forma clara. La finalidad de la exposición es exponer, explicar, aclarar e informar. En las exposiciones vamos a encontrar oraciones subordinadas, causales, consecutivas y finales, conectores de causa, consecuencia, repeticiones y conclusiones. Las características textuales de la exposición son una organización lógica y coherente, una estructura consistente en introducción, desarrollo y conclusión. Se pueden usar gráficos, ejemplificaciones, esquemas, resúmenes, apartados y subapartados, títulos y subtítulos y marcas tipográficas.

D. La argumentación: Es hacer creer algo a alguien, expresar la opinión, rebatir las opiniones ajenas o convencer a alguien. La finalidad es opinar, convencer, persuadir, rebatir, acusar y defender. Vamos a ver argumentaciones en discusiones, debates, mesas redondas... Lingüísticamente, las argumentaciones van a caracterizarse por hacer uso de frases largas, tanto coordinadas como subordinadas; estas argumentaciones van a tener una estructura lógica componente en una introducción, un desarrollo y una conclusión.

UNIDAD VII Sports, Hobbies, Academics, Daily routines and Entertainment

Telling tales


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"Goldilocks And The

Three Bears"

Once upon a time, there lived three little bears. There was a Papa bear, a mama bear, and a Baby Bear. They lived in a small cottage filled with plenty of furniture. Some days, they would go out for a walk over the mountains. They were very lonely all the time, but sometimes they would have company. Their cottage was always clean.

One day, Mama Bear made papa bear, baby bear, and herself some home-made porridge. "Ewe, this is much too squishy”, Papa bear, baby bear and mama bear cried as they took a sip of their porridge. "Why don't we go for a walk over the mountains for a while and let our porridge warm up a bit?" Baby Bear suggested. "Sure, why not?" Mama bear answered.

A few minutes later, when the three bears were starting their walk over the mountains, a little girl named Goldilocks went to the three little bear's house and knocked on the door. "Hello, hello, it's me Goldilocks. Is anybody in there?" She asked. There was no answer. "Okay, if you are in there I'm just coming in your house to see what your house looks like and maybe I'll stay for a while. She walked in."Oh what a beautiful house this is. I wonder who lives here", she thought.

Práctica 1. Lee la siguiente lectura párrafo por párrafo, más que memorizar, comprende y retiene el contenido y empieza con la descripción del cuento por medio de imágenes y se prepara para hacer una presentación en PowerPoint para explicar frente al grupo al término de la lectura.

Práctica 2. Participa en un dialogo abierto a favor o en contra del contenido del párrafo anterior sobre “THE THREE BEARS”. Lee, narra, pregunta, opina, argumenta y escucha los puntos de vista de sus compañeros.




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She walked over to the kitchen table and saw the home-made porridge that mama bear had made .She took a sip of papa bear's porridge and said, "This porridge is much too cold". Then she took a sip of mama bear's porridge and said, "This porridge is much too hot". After that, she took a sip of baby bear's porridge and said, "This porridge is just right". So she ate the rest of it.

A minute later, when Goldilocks was done eating her porridge, she walked over to the wooden, soft chairs. She sat down in papa bear's chair and said, "This chair is much too hard”. Then she sat down in mama bear's chair and said, "This chair is much too soft". After that she sat down in baby bear's chair and said, "This chair is just right. She sat down in baby bear's chair for a while until............CRASH!!!!!!!!! Baby bear's Chair broke down. "Oh, no, I've broken down this chair!!!!" Goldilocks cried.

She walked up the two step stairs and walked over to the beds. She lay down in Papa bear's Bed and said, "This bed is much too hard". So she sat down in mama bear's bed and said, "This bed is much too soft". Then she sat down in baby bear's bed and said, "This bed is just right". Soon, she had fallen asleep.

An hour later, the three bears had arrived. They saw their messy cottage. They walked over to the kitchen table. "Someone had eaten our porridges”. Papa and Mama Bear explained looking at each other. "Someone had eaten my porridge, too, and it's all gone!" Baby bear cried.

Then they walked to their chairs. “Someone had sat down in our chairs”. Papa and Mama Bear explained looking at each other's chair. "Someone had sat down in my chair and it has broken down”. Baby bear cried.

After that, they walked up the stairs, and over to their beds. “Someone had been sleeping in our beds”. Mama Bear said to papa Bear. "Someone had been sleeping in my bed, too and she's still here”. Baby bear said, pointing at Goldilocks. All of a Sudden, Goldilocks woke up and ran all the way home, promising herself not to go back there again.

The End




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1 Narration - Description

2 Exposition - Discussion

3 Goldie Locks I

4 Goldie Locks II

5 Goldie Locks III

6 Goldie Locks VI

7 Goldie Locks V

8 Goldie Locks VI

EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%


TOTAL

COMMENTS:


51

Al Término de esta unidad el alumno:

• Narra, informa y describe personajes y lugares en cuentos usando there is / there are, one, any, some. • Habla sobre cantidades usando how many, how much. • Reconoce los sustantivos contables y no contables. • Aprende y utiliza vocabulario técnico.

Competencias genéricas a desarrollar:

• Capacidad de buscar, procesar, y analizar información proveniente de fuentes diversas. • Habilidad de gestión de información. • Habilidad para recoger e integrar datos de varias fuentes de información.

Fundamento ¿En qué consiste la comunicación humana? Según la enciclopedia Wikepedia, esta nos permite:

• Conocer el mundo que nos rodea. • Organizar nuestro pensamiento. • Expresar nuestros sentimientos e ideas. • Comprender los sentimientos e ideas de los demás.

Las habilidades orales (escuchar, 45% y hablar, 30%), tradicionalmente han estado desatendidas, pues no han sido objeto de enseñanza. Por el contrario, las habilidades escritas, tanto la comprensión escrita (lectura), como la expresión escrita (escritura) si han tenido un mayor protagonismo en la formación académica. La instrucción escolar se orientará hacia la comunicación, es decir, hacia cubrir las necesidades comunicativas del niño. La comunicación humana implica un sistema complejo de códigos interdependientes:

• Verbales: compuesto por el código oral y el escrito. • No verbales: compuestos por mímica, mirada, movimientos, ropa, aspecto personal... • Señales paralingüísticas: Volumen y tono de la voz, pausa y silencio.

Tradicionalmente se pensaba que un niño ya sabía hablar y escuchar y que el aprendizaje de estas habilidades se llevaba a cabo de una forma natural y espontánea y no necesitaba de más instrucción, sólo había que enseñar la lectura y la escritura. La enseñanza de la lengua oral debe ser uno de los primeros objetivos de la enseñanza de la lengua. La interacción comunicativa y el diálogo deben ser la base del aprendizaje porque:

• Los usos comunicativos se realizan de forma oral. • El habla es el único recurso que tiene el niño al llegar. • Es básico para el aprendizaje de la lectoescritura.

La cinésica estudia los movimientos corporales y la gestualidad:

• Gestos y movimientos: enfatizar, complementar y matizar significados. • Gestos con brazos y manos: marcadores del ritmo, apoyos descriptivos del tamaño, la forma, la posición, y

mantener la atención. • Expresiones del rostro: reacciones que provoca en el receptor, como sonrisas, movimientos de los ojos... • Acciones táctiles: grado de familiaridad y relación entre interlocutores, como caricias, golpes, toques... • Indicadores de afectividad: como son los besos, abrazos, golpes en la espalda... • Posición corporal: nos indica el grado de implicación en la comunicación, interés, neutralidad o distanciamiento.

La proxémica estudia el territorio personal y el espacio y la distancia establecida entre los interlocutores. La proximidad indica el grado de formalidad y familiaridad entre interlocutores.

UNIDAD VIII LET’S READ, COMPREHEND AND EXPLAIN CONTENTS OF FAIRY TALES II


52

El paralenguaje estudia las cualidades no verbales de la voz, como son el timbre, la intensidad, el volumen, el ritmo... Está condicionado por factores biológicos, psicológicos y socioculturales. El paralenguaje busca mantener la atención y el interés del receptor.

Cuando se habla de un verbo, es muy importante recordar que: • Agregar “ing” al verbo, significa cambiar el verbo a su forma participio presente (ando, endo), • Agregar “ing” al verbo, significa formar sustantivar un verbo. • Agregar “ed” a un verbo regular significa formar el pasado o participio pasado de un verbo. • Agregar “er” el verbo significa sustantivarlo para formar la persona que hace la acción. • Tener presente las reglas gramaticales y de ortografía que aplican según el caso. El asesor se encargará de anotar ejemplos sobre los puntos antes mencionados y el alumno de tenerlo presente en todo momento así como ponerlos en práctica durante el proceso de aprendizaje. El siguiente vocabulario relacionado con la lectura contigua ofrece una oportunidad para llevar a cabo lo antes mencionado

VOCABULARY – SNOW WHITE

In spite of A pesar de Tend to Atender Jealous Celosa Take care Cuidar Quite Muy Gratefully Agradecidamente Though Aunque Set off Agarrar camino Wicked Malvada Warn* Advertir Dreadful Espantoso, terrible Roe Corzo Plotting Conspiración Could (can) Podía Get rid of Deshacerse de Dash Alejarse velozmente Trusty De confianza Still Todavía Unseen Sin ser visto Rage Rabia, ira Greedy Avaro Must Deber Deed Encomienda Scream* Gritar However Sin embargo Disguise* Disfraz, disfrazarse Fail Fracasar Poison* Envenenar Mumble* Hablar entre dientes Swamp Pantano Bitterly Amargamente Edge Orilla Rustling Robo, cuatrerismo Wave* Saludar, ondear Thump Golpazo Advice Consejo At last Por fin Juicy Jugoso Overcome Vencer Velvety Aterciopelada Curl* Enrollar Reluctant Renuente Fitfully De manera irregular Disobey* Desobedecer Stare* Mirar fijamente Indeed De seguro, seguramente Darkness Oscuridad Gift Regalo Dawn Amanecer Further (far) Mas lejos Stir* Menear Crack Apertura Glad Contento Bit (bite) Mordió Silly Tonto Faint Desmayar Fears Temores Chuckle* Reírse Thick Grueso Evilly Diabólicamente Path Sendero Trip* Tropezar Along A lo largo e Quicksand Arena movediza Tiny Pequeño Trace Trazo, rastro Peep* Fisgonear Meanwhile Mientras tanto


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Upstairs Arriba de las escaleras Stormy Tormentosa Meal Alimento Loud Fuerte Dusk Anochecer Thunder Trueno Steaming Vaporeante Streak Raya lista Spick and span Muy limpiio Rip* Desgarrar Prod* Dar un codazo, pinchazo Wept (weep) Lloró Sprang (spring) Saltar Coffin Cofre, Blow the nose Sonarse Spell Hechizo Cheer* Aclamar, animar Astonishment Estupefacción Bribe* Sobornar Amazingly Sorprendentemente Drawn Arrastrado *¨Verbo regular Forest Bosque

Once upon a time . . . in a great castle, a Prince's daughter grew up happy and contented, in spite of a jealous stepmother. She was very pretty, with blue eyes and long black hair. Her skin was delicate and fair, and so she was called Snow White. Everyone was quite sure she would become very beautiful. Though her stepmother was a wicked woman, she too was very beautiful, and the magic mirror told her this every day, whenever she asked it.

"Mirror, mirror on the wall, who is the loveliest lady in the land?" The reply was always; "You are, your Majesty," until the dreadful day when she heard it say, "Snow White is the loveliest in the land." The stepmother was furious and, wild with jealousy, began plotting to get rid of her rival. Calling one of her trusty servants, she bribed him with a rich reward to take Snow White into the forest, far away from the Castle. Then, unseen, he was to put her to death. The greedy servant, attracted to the reward, agreed to do this deed, and he led the innocent little girl away. However, when they came to the fatal spot, the man's courage failed him and, leaving Snow White sitting beside a tree, he mumbled an excuse and ran off. Snow White was all alone in the forest.

Práctica 1. Participa en un dialogo abierto SOBRE el contenido de la siguiente lectura. Lee, narra, cuestiona, opina, argumenta y escucha los puntos de vista de sus compañeros. Debe ir preparando una presentación en el formato de su elección relacionado con la lectura “SNOW WHITE”. No debe leer contenidos durante, basarse en imágenes o graficas. La presentación deberá ser de no menos de 10 minutos por grupo, ya que es el examen de la unidad.

Práctica 2. articipa en un dialogo sobre el contenido del párrafo anterior relacionado con “SNOW WHITE”. Lee, narra, pregunta, opina, argumenta y escucha las narraciones de sus compañeros.


54

Night came, but the servant did not return. Snow White, alone in the dark forest, began to cry bitterly. She thought she could feel terrible eyes spying on her, and she heard strange sounds and rustlings that made her heart thump. At last, overcome by tiredness, she fell asleep curled under a tree.

Snow White slept fitfully, wakening from time to time with a start and staring into the darkness round her. Several times, she thought she felt something, or somebody touch he r as she slept.

At last, dawn woke the forest to the song of the birds, and Snow White too, awoke. A whole world was stirring to life and the little girl was glad to see how silly her fears had been. However, the thick trees were like a wall round her, and as she tried to find out where she was, she came upon a path. She walked along it, hopefully. On she walked till she came to a clearing. There stood a strange cottage, with a tiny door, tiny windows and a tiny chimney pot. Everything about the cottage was much tinier than it ought to be. Snow White pushed the door open.

"l wonder who lives here?" she said to herself, peeping round the kitchen. "What tiny plates! And spoons! There must be seven of them, the table's laid for seven people." Upstairs was a bedroom with seven neat little beds. Going back to the kitchen, Snow White had an idea.

"I'll make them something to eat. When they come home, they'll be glad to find a meal ready." Towards dusk, seven tiny men marched homewards singing. But when they opened the door, to their surprise they found a bowl of hot steaming soup on the table, and the whole house spick and span. Upstairs was Snow White, fast asleep on one of the beds. The chief dwarf prodded her gently.

"Who are you?" he asked. Snow White told them her sad story, and tears sprang to the dwarfs' eyes. Then one of them said, as he noisily blew his nose:

"Stay here with us!"

"Hooray! Hooray!" they cheered, dancing joyfully around the little girl. The dwarfs said to Snow White:

"You can live here and tend to the house while we're down the mine. Don't worry about your stepmother leaving you in the forest. We love you and we'll take care of you!" Snow White gratefully accepted their hospitality, and next morning the dwarfs set off for work. But they warned Snow White not to open the door to strangers.

Meanwhile, the servant had returned to the castle, with the heart of a roe deer. He gave it to the cruel stepmother, telling her it belonged to Snow White, so that he could claim the reward. Highly pleased, the stepmother turned again to the magic mirror. But her hopes were dashed, for the mirror replied: "The loveliest

Práctica 3. Participa en un dialogo sobre el contenido del párrafo anterior relacionado con “SNOW WHITE”. Lee, narra, pregunta, opina, argumenta y escucha las narraciones de sus compañeros.



55

in the land is still Snow White, who lives in the seven dwarfs' cottage, down in the forest." The stepmother was beside herself with rage.

"She must die! She must die!" she screamed. Disguising herself as an old peasant woman, she put a poisoned apple with the others in her basket. Then, taking the quickest way into the forest, she crossed the swamp at the edge of the trees. She reached the bank unseen, just as Snow White stood waving goodbye to the seven dwarfs on their way to the mine.

Snow White was in the kitchen when she heard the sound at the door: KNOCK! KNOCK!

"Who's there?" she called suspiciously, remembering the dwarfs’ advice.

"I'm an old peasant woman selling apples," came the reply.

"I don't need any apples, thank you," she replied.

"But they are beautiful apples and ever so juicy!" said the velvety voice from outside the door.

"I'm not supposed to open the door to anyone," said the little girl, who was reluctant to disobey her friends.

"And quite right too! Good girl! If you promised not to open up to strangers, then of course you can't buy. You are a good girl indeed!" Then the old woman went on.

"And as a reward for being good, I'm going to make you a gift of one of my apples!" Without a further thought, Snow White opened the door just a tiny crack, to take the apple.

"There! Now isn't that a nice apple?" Snow White bit into the fruit, and as she did, fell to the ground in a faint: the effect of the terrible poison left her lifeless instantaneously.

Now chuckling evilly, the wicked stepmother hurried off. But as she ran back across the swamp, she tripped and fell into the quicksand. No one heard her cries for help, and she disappeared without a trace.

Meanwhile, the dwarfs came out of the mine to find the sky had grown dark and stormy. Loud thunder echoed through the valleys and streaks of lightning ripped the sky. Worried about Snow White they ran as quickly as they could down the mountain to the cottage.

There they found Snow White, lying still and lifeless, the poisoned apple by her side. They did their best to bring her around, but it was no use.





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They wept and wept for a long time. Then they laid her on a bed of rose petals, carried her into the forest and put her in a crystal coffin.

Each day they laid a flower there.

Then one evening, they discovered a strange young man admiring Snow White's lovely face through the glass. After listening to the story, the Prince (for he was a prince!) made a suggestion.

"If you allow me to take her to the Castle, I'll call in famous doctors to waken her from this peculiar sleep. She's so lovely . . . I'd love to kiss her. . . !" He did, and as though by magic, the Prince's kiss broke the spell. To everyone's astonishment, Snow White opened her eyes. She had amazingly come back to life! Now in love, the Prince asked Snow White to marry him, and the dwarfs reluctantly had to say good bye to Snow White.

From that day on, Snow White lived happily in a great castle. But from time to time, she was drawn back to visit the little cottage down in the forest.

THE END




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PORTFOLIO OF EVIDENCE NO. DATE SIGNATURE R

1 Exposition: Comunicación Humana

2 Snow White: Once Upon…..

3 Snow White: Night Came….

4 Snow White: I Wonder….

5 Snow White: Hooray! Horray!.....

6 Snow White: She Must Die….

7 Snow White: And Quite Right….

8 Snow White: There They found….

9 Snow White: If You Allow….

EVALUATION

SIGNATURES 50%

RUBRICS 10%

EXAM 20%


TOTAL

COMMENTS:


58

COMENTARIOS SOBRE EL CURSO:
