guía de examen extraordinario inglés iii 2010 - CCH Naucalpan ...

ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADES
PLANTEL NAUCALPAN
DEPARTAMENTO DE INGLÉS
GUÍA DE EXAMEN EXTRAORDINARIO
INGLÉS III
2010
Autores:
Virginia Díaz Tapia
Jacaranda Jímenez Rentería
Hugo Selestino Peréz Cureño
Yesenia Rivera Rivera
José Luis Valdez Rojas
Responsable:
Víctor Chávez Barrón
1

UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADES
PLANTEL NAUCALPAN
DEPARTAMENTO DE INGLÉS
GUÍA PARA EL EXAMEN EXTRAORDINARIO DE INGLÉS III
A) INTRODUCCIÓN
Objetivo de la guía
La guía para la preparación del examen extraordinario de Inglés III, tiene el propósito de
presentarte actividades relacionadas con las cuatro habilidades de inglés que se incluyen en
el Primer Acercamiento a los Programas de Inglés I y III (PAPI). Estas actividades son
similares a las que aparecen en los materiales didácticos utilizados en el curso ordinario. La
guía es un recurso didáctico que te proporcionará ayuda práctica en tu preparación para
presentar el examen extraordinario. Además encontrarás ejercicios de tipo gramatical que te
facilitarán la comprensión de las estructuras que se incluyen en este nivel. Las actividades
presentadas están directamente relacionadas con los aprendizajes y por lo tanto con los
temas que comprenden este tercer semestre de inglés.
Objetivo general del Programa de Inglés III
El alumno utilizará y entenderá frases y vocabulario habitual, en forma oral y escrita, para
hacer descripciones de su pasado y planes e intercambiar información, tanto académica
como cotidiana. Asimismo, comprenderá los puntos principales de textos auténticos breves.
Contenidos de la guía
La presente guía consta de actividades diversas que incluyen la práctica de las cuatro
habilidades de inglés así como de la gramática, además de cuadros explicativos que te
ayudarán a entender mejor la temática. Los reactivos son muy similares a los que se
presentan en los materiales que se utilizan en el salón de clases. Se incluye un examen
modelo similar al cuando presentes tu examen extraordinario y también podrás verificar las
respuestas del examen modelo con la hoja diseñada para las mismas. La guía incluye
direcciones electrónicas para que practiquen de forma independiente las habilidades
auditivas y orales.
2

B) INSTRUCCIONES
Forma de estudio y resolución de actividades
La resolución de las actividades que contiene la presente guía te ayudará a prepararte para
resolver con éxito el examen extraordinario de la asignatura de Inglés III. Será necesario
que dediques el tiempo suficiente para que, de manera autónoma, estudies los cuadros de
información, visites las páginas electrónicas propuestas, comprendas las instrucciones de
cada actividad y seas capaz de resolver las actividades. También se incluyen claves de
respuesta para que tú mismo revises las actividades resueltas y de esta manera observes tu
propio avance.
Las actividades que se presentan en esta guía son del tipo de actividades y ejercicios que se
trabajan en el curso ordinario, asimismo también serán similares a las que se presentarán en
el examen extraordinario que presentaras próximamente.
Formato del examen extraordinario
El examen extraordinario consta de cinco secciones (reading, writing, listening, speaking y
grammar). Incluye entre 3 y 5 ejercicios por habilidad con un máximo de 100 reactivos en
total.
Programa de Inglés III
Unidad 1
Propósito: Al finalizar la unidad, el alumno aplicará aprendizajes de cursos anteriores para
comprender/producir textos sencillos orales y escritos en lengua inglesa.
Unidad 2
Propósito: Al finalizar esta unidad el alumno podrá describir y entender planes y acuerdos
en textos orales y escritos.
Unidad 3
Propósito: Comprende y produce textos orales y escritos en pasado para satisfacer
propósitos académicos y personales.
Unidad 4
Propósito: Narrará experiencias personales y culturales y realizará tareas académicas a
partir de la lectura detallada.
3

C) SUGERENCIAS DE ACTIVIDADES
Las actividades presentadas en cada unidad retoman una actividad de práctica en situación
de comunicación y de acuerdo con los contenidos del Primer Acercamiento a los Programas
de Inglés I y III (PAPI). Estas actividades son similares a las que se presentan en los
materiales que se trabajan en los cursos ordinarios.
D) FORMAS DE AUTO-EVALUACION
Para que cuentes con un recurso adicional para presentar de forma exitosa tu examen
extraordinario, hemos incluido un examen modelo y la clave de respuestas. De esta manera
podrás realizar una autoevaluación.
4

INDICE
Presentación 1
Aprendizaje I 6
Aprendizaje II 11
Aprendizaje III 13
Aprendizaje IV 16
Aprendizaje V 19
Aprendizaje VI 24
Aprendizaje VII 27
Aprendizaje VIII 33
Aprendizaje IX 33
Aprendizaje X 38
Aprendizaje XI 40
Aprendizaje XII 41
Aprendizaje XIII 44
Aprendizaje XIV 48
Aprendizaje XV 51
Aprendizaje XVI 53
Aprendizaje XVII 57
Examen Modelo 60
Anexos 65
Sección de respuestas 68
Bibliografía 83
5

UNIDAD 1
3er semestre
Aprendizaje 1
Comprende frases y vocabulario habitual sobre temas de interés personal como objetos de
su entorno cotidiano.
6

I. Look at the pictures and complete the information.
__________ shout
These are my______________.
I have a red
______________.
Next Sunday is my birthday! I want a __________________.
7

II. Label the pictures.
1. __________________ 2. ___________________ 3. ___________________
4. __________________ 5. ___________________ 6. ___________________
III. Match the expressions. Write the letter on the blank.
_____ 1. Are you Danny?
_____ 2. Do you like soda?
_____ 3. How many brothers do you have?
A Sorry, I „m too busy.
B No, I am Pamela.
C I love it.
_____ 4. John, this is Jack. D 2
_____ 5. Where are you from?
_____ 6. Would you like to go to the movies?
E Nice to meet you.
F Italy.
8

IV. Order the conversation in the right order, by writing letters A-F.
A diet Coke, please.
And for your main course?
And to drink?
Are you ready to order?
I think I‟ll start with the soup.
I‟ll have the chicken.
________
________
________
________
________
________
V. Unscramble the sentences to make a logical conversation. Be careful with
capitalization.
1. me excuse.
1. ______________________________________________________________
B. help you I can ?
2. ______________________________________________________________
A. sweater size this larger do have you a in?
3. ______________________________________________________________
B. go here you.
4. ______________________________________________________________
A. you cards accept you credit?
5. ______________________________________________________________
B. cash take we only.
6. ______________________________________________________________
9

VI. Complete the sentences with the correct word from the box.
an is on play studying where
1. _______________________ do you live?
2. The pen is ______________ the desk.
3. They __________________ football on Sundays.
4. She ___________________ for her test.
5. There _________________ a car in the garage.
6. I have _____________ apple in the bag.
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APRENDIZAJE 2
Capta la esencia de avisos y mensajes en contextos que le son familiares.
Para desarrollar esta habilidad te sugerimos algunas estrategias con las que
puedes comprender avisos, mensajes, noticias, anuncios publicitarios,
instrucciones o el contenido un texto en inglés. Una de ellas puede ser la
identificación de cognados (palabras .similares en escritura al español), títulos,
subtítulos, números e imágenes. Analizando estos aspectos puedes comprender
información de manera general y así seguir alguna instrucción o cubrir otra
necesidad.
A continuación te presentamos algunos ejercicios que te pueden servir para
desarrollar más dicha habilidad.
I. Now read the sentences from 1 to 5 and match them with the correct
advertisement
( ) 1. It is possible to swim later in the
evening.
( ) 2. This is cheaper because it isn't new.
( ) 3. All our prices are lower for a short time.
( ) 4. You can pay for your journey in a
different way if necessary.
( ) 5. If you are 15 or younger, you may win
some money.
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If you want to get specific information, you can answer this exercise.
II. Look at the texts and answer exercise 1.
III. Find specific information in the texts. Be careful to copy everything correctly.
A Phone number _________________________________
A. Name of the book ______________________________
B. Last date to see play ____________________________
C. Name of guitar player ___________________________
D. Student ticket price _____________________________
E. Time of the concert _____________________________
F. Where to see play ______________________________
H. Price of dictionary _____________________________
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Aprendizaje 3
En este apartado leerás dos diferentes textos en los cuales identificarás la idea principal y
contestarás una serie de preguntas con información específica para ellas. Además
aprenderás como expresar actividades diarias, así como también hábitos y rutinas.
Recordarás los cambios que se realizan en los verbos cuando son utilizados por la tercera
persona del singular (she, he, it) al aumentarles el sufijo –s o –es, además el uso de
auxiliares como: does, doesn't, do y don't y finalmente el uso de las palabras que requieren
información tales como: Who, What, When, Where, Why, Who, Which, How, How often
etc., en donde se requiera
Para más información de expresión de actividades diarias, hábitos y rutinas, puedes revisar
el appendix no. 1
13

I. Read the following text about Mary, pay attention in the activities that she does
and answer the true (T), false (F) questions at the bottom.
Mary’s typical week
Mary is Mexican, but she lives
in Washington DC because her
father is an ambassador since
2008. She does not have any
siblings, but she is happy. Mary
is 15 years old and always gets
up at 6 am, takes a shower, has
breakfast and goes to school.
Mary is an intelligent girl who
wants to become a lawyer; she is
in first grade of high school. Her
mother‟s name is Linda; she is a
teacher and always helps her
with homework.
Mary goes to school from
Monday to Friday. On Saturday,
she practices tennis and
spinning, after that returns home
and does her homework. Every
day at 3 o‟clock, Mary‟s family
gets together and has lunch. At
that time, everybody shares or
comments the most outstanding
things of the day.
Mary usually hangs out with her
friends all Sundays afternoon
and comes back at 7 pm. She is
never late because she prepares
everything for her school week.
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1. Who is Mary?
________________________________________________________________.
2. Do you do the same things as Mary?
______________________________________________________________.
3. Does Mary live with her family?
____________________________________________________________.
4. Why does Mary live in The USA?
______________________________________________________________
5. What is the main idea of this text?
______________________________________________________________
II. Answer true (T), false (F) the following statements about Mary.
6. Mary is Mexican, but she lives in The United Sates. T F
7. Mary‟s mother is a lawyer. T F
8. Mary has a brother. T F
9. Mary is 15 years old. T F
10. Mary goes everyday to school. T F
11. Mary‟s father works there since 2008. T F
12. Mary does not like tennis. T F
13. Mary never eats at home during the week. T F
14. Mary enjoys being with her friends. T F
15. Mary wants to become a lawyer. T F
15

Aprendizaje 4
El alumno realiza intercambios sociales breves, lleva a cabo tareas sencillas y
habituales como presentarse a sí mismo y habla de sus actividades cotidianas
OK, ¿estás listo?
Bueno iniciemos nuestro despegue hacia el maravilloso mundo del idioma inglés. Como te
puedes imaginar, en todo inicio de una conversación sobre todo si acabamos de conocer a
una persona, generalmente lo hacemos presentándonos. Posteriormente presentamos a una
tercera persona y de esa manera se realiza una interacción social.
Parar llevar a cabo lo anterior se recurre a dar datos personales y para ello es muy común
encontrar estructuras gramaticales las cuales contengan el verbo “to be” (ser/estar). Es muy
importante comprender su uso y estructuración ya que aparece muy frecuentemente en el
idioma inglés. En el siguiente cuadro encontrarás sus conjugaciones las cuales te pueden
ayudar a comprender como estructurar oraciones con el verbo “to be” al combinarse con los
diversos pronombres, o bien, los nombres a los que sustituyen. Se agrega también en la
parte inferior del cuadro una pequeña formulita en afirmativo, negativo y pregunta que te
facilitará su comprensión.
Nota: Se incluyen también sus formas abreviadas.
Nota: Aparece un doble pronombre “You” porque recuerda que este puede manejarse tanto
en singular con su correspondencia “tú” en español como para plural con su
correspondencia “ustedes”.
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1. Now, fill in with the appropriate form of the verb “be”
Hi, I _____ Fergus. I ______ from Edinburg, Scotland. My last name _______ Harrinson.
This ______my daughter Theresa. She ________ ten years old. Her brother, my youngest
son, ______ five years old. We ______ a happy family. We have a little puppy. It _____ a
golden retriever. It _____ only 3 months old. My daughter and my son ______ lovely. I
love them.
A continuación se te presenta el siguiente párrafo en el que aparece la rutina
diaria de Robinson.
2. Read it and answer the following set of questions.
Hi, I‟m Robinson and this is what I do from Monday to Friday. I wake up at 5:30. I stay in
bed for 10 more minutes and then I get up. I take a shower from 5:45 to 6:00. I get dressed
and then I have breakfast. I leave for school at 6:30. I take my classes from 7:00 to 2:00. I
go back home at about 2:15. It takes me around 40 minutes to get to my house. I stay home
from 3:00 to 6:00 then I go out to meet my friends. I usually do my homework in the
evening. I finally go to bed at 9:00 or 9:30. So this is my day.
1) What time does Robinson wake up? ______________________________
2) What does he do after he gets up? _______________________________
3) What does he do from 7:00 to 2:00? ______________________________
4) How long does it take him from school to his house? ___________________________
17

5) Where is he from 3:00 to 6:00? ___________________________
Como te puedes dar cuenta el describir las actividades cotidianas no es tan difícil como se
pudiera pensar. Observa el siguiente cuadro en el cual se te indica como estructurar una
oración para realizar dicha descripción. En la parte inferior del cuadro se agrega una
pequeña formulita en afirmativo, negativo y pregunta la cual te puede ser de bastante ayuda
también.
Nota: Se toma como ejemplo el verbo “eat” (comer)
Nota: Recuerda que el pronombre “You” se maneja tanto para singular como plural, como
se te mostró en la parte superior.
3. Write a short text of 50 - 60 words about the different activities you do from
Monday to Friday.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________
Para complementar tu aprendizaje sobre esta tema, visita la página de internet:
www.longman.com/topnotch y dirígete a la sección “Unit 8 online activities”. Resuelve los
ejercicios que se indican y que están relacionados con las actividades diarias.
18

Aprendizaje 5
Describe de manera sencilla su entorno, rutina y apariencia.
Forming the simple present tense
With most verbs, the third person singular form is created simply by adding -S.
Clean – she cleans Speak- speaks Play - plays
However, with some verbs, you need to add -es or change the ending a little.
Here are the rules:
Verbs ending in s, ch, z, x, sh & o add -es
Fix - He Fixes watch – She watches pass – It passes go – He goes
Verbs ending in consonant + y Change Y to I, then add –es.
Study – she studies
Try – He tries
Top Notch Fundamentals.Joan Saslow, Allen Ascher.2006,pp 68
I. Read the text below, underline verbs with one color and possessives with
different color.
I´m Kevin Druken, I´m 17 years old, I´m tall and chubby. I have short curly and blond hair,
with blue eyes. I´m down to earth. I live in Canada. Canada is a big county. There are
forest, rivers, waterfalls and mountains, everywhere.
I have two older brothers, Dave and Andrew and a younger sister Samanta. We live with
our parents in Alberta City. Our house is quite big, with a great garden and I have my own
room. It´s not very big, but it´s my space. I don´t have pets.
In summer time, my brothers and I visit our grandmother who lives in Vancouver.
I go to Alberta National School and I´m in the 11 th grade. My favorite subject are Science
and music, but I don´t like history at all. It‟s boring.
I sometimes help out at home; I take out the trash twice a week, make my bed every day,
and set the table. In my spare time I like watching American football, hanging out with my
friends, listening to music and playing my guitar. I want to become a famous musician one
day!.
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Pronouns
I
YOU
HE
SHE
IT
WE
YOU
THEY
Possessive adjectives
My
Your
His
Her
Its
Our
Your
Their
I. Re-write the text in third person. Change the appropriate pronouns, adjectives
and verbs. Check the pronouns and possessive adjectives.
20

II. Answer the questions below. Read the text again.
1. What does Kevin look like? ____________________________
2. Who does he live with? ____________________________
3. Does he have his own room? ___________________________
4. How often does he take out the garbage? ___________________
5. What does he do in his free time? ________________________
Vocabulary: Appearance
Height: Tall Medium height Short
Hair: (color) Brown Black blond
Hair: (length) long Medium length Short bold
Hair: (type) straight wavy curly
Weight: heavy chubby/ fat Thin/slim
III. Read the descriptions and draw each person.
1. Argelia is medium height.
She has long black hair and she wears glasses.
2. Ralph is tall and fat. He has short, straight black hair.
3. Ximena is short and thin. Her hair is long, black and wavy.
4. Frank is medium height and slim. He has short curly brown hair.
21

IV. Instructions. Write a paragraph about your family, friends and neighbors
using the phrases in the boxes. Choose one of these verbs for each
paragraph: like, dislike, love and hate.
Going to the movies listening to hip-hop washing clothes writing letters doing
homework watching TV surfing in the net playing sports cleaning the house
dancing singing
Example: (Your father)
My father loves playing sports
My cousin__________
My brother‟s girlfriend______________
I_____________________
MY neighbor ____________
_____________________
_____________________
_____________________
22

UNIDAD 2
Propósito: al finalizar esta unidad el alumno podrá describir y entender planes y
acuerdos en textos orales y escritos.
23

Aprendizaje 6
El alumno describe de manera sencilla una variedad de temas que sean de su interés;
planea y realiza acciones futuras.
Continuemos en nuestro viaje hacia el conocimiento y dominio del idioma
inglés. Como te has dado cuenta el aprendizaje de esta lengua se puede facilitar bastante
únicamente con seguir de manera adecuada las indicaciones y explicaciones que se te dan;
pero lo más importante es poner a trabajar ese aprendizaje y realizar tareas con él para que
se convierta en algo significativo para ti.
Ahora dirijamos nuestra atención hacia como poder describir actividades a realizar en un
futuro. Antes que todo presta atención a la composición gramatical de ésta y responde a la
siguiente actividad.
FUTURE
Affirmative Negative Interrogative Short Answers
I am going to eat
I am not going to eat
Am I ...?
Yes, I am./ No, I´m not
You are going to eat
He is going to eat
She is going to eat
It is going to eat
We are going to eat
They are going to eat
You are not going to
eat
He is not going to eat
She is not going to eat
It is going not to eat
We are not going to
eat
Are you ...?
Is he ...?
Is she ...?
Is it ...?
Are we ...?
Are they ...?
Yes, you are/No, you aren´t
Yes, he is/No, he isn´t
Yes she is/No, she isn´t
Yes, it is/No, it isn´t
Yes, we are/No, we aren´t
Yes, they are/No, they aren´t
They are not going to
eat
24

I. Use the information contained in the above chart, and fill in the gaps with the
correct form of “be going to” and put the next verbs in their correct space.
[organize, take, move, attend, study]
1.- Peter _____________________ to Miami next year.
2.- I ____________________ for my exam. I have to pass it.
3.- My brothers ____________________ a party in two weeks.
4.- _____ you _______________ the class tomorrow?
5.- We ___________________ vacation this Summer because my father had the house
repaired.
Como te diste cuenta esta estructura gramatical te va a servir para describir acciones o
actividades a realizar en un fututo siempre y cuando hayan sido planeadas previamente. Ten
siempre en mente que la forma del verbo “be” dentro de la expresión se va a modificar
según el sujeto que se esté empleando en la oración. A continuación realiza el siguiente
ejercicio en los consecutivos extractos de canciones.
Nota: En ocasiones en la práctica la regla gramatical no se aplica tal cual, un ejemplo de
esto lo encontraras en los fragmentos de algunas canciones que a continuación se incluyen
en la guía para que resuelvas un ejercicio. En el caso del futuro con “be going to” algunos
nativo hablantes del idioma inglés lo descomponen y lo contraen a modo de hacerlo más
práctico y rápido de pronunciar, es decir en lugar de decir “going to” dicen “gonna” y
omiten la preposición “to”.
25

II. Write a short text, in which you describe the different activities you plan to do
for the next week.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________
26

Aprendizaje 7
Identifica las ideas principales de textos de interés académico y general.
Elementos de un párrafo
Tema: De lo que trata el texto
Idea principal: Lo más importante que se dice sobre el tema y por lo general está en la
primera oración del párrafo pero no siempre. En ocasiones puede presentarse como una
definición o pregunta.
La identificación de las ideas principales en un texto es de gran utilidad ya que permiten:
Saber de qué trata un texto
Organizar el materia de la lectura
Tomar notas
Ideas de apoyo: Información que amplía, refuerza, explica a la idea principal.
27

I. Look at this advertisement and read the information.
The secret of success
Top ten Secrets
of Success
-for just $ 19.99
How to be more
successful
-let Max Power change
“Be nice to people on your
way up because you meet
them on your way down.”
Jimmy Durante
Be the best! Seven
Steps to Success
28

Lots of people want success. Lots of people say they
have the answer. But what
exactly the secret of success is?
“Succes usually comes to those who
are too busy to be looking for it.”
Henry David Thoreau
Think about it
II.
What does “success” mean to you? From the list, choose the three most
important aspects.
Success is …
a. _____ having a lot of Money. e. _____ having a lot of friends.
b. _____ enjoying your work. f. _____ being powerful.
c. _____ living in a big house. g. _____ being free to do what you want.
d. _____ being famous. h._____ having a good family life.
Vocabulary skills: Guessing meaning from context
III. Read this text. Check ( ) the correct meaning of each word in italics.
Use your dictionary.
Do you have what it takes to be a success?
Think about your 1. dream - the job you want, where you want to live, how you
See your life. Close your eyes. Try to see these things.
Ask yourself
Am I 2. prepared to work hard? Do I have enough commitment?
When I have a problem, will I 3. give up? Or am I determined?
Do I really want a 4. challenge? This won´t be easy.
Can I learn from my 5. mistakes? Or will I make the same mistakes again?
Am I 6. determined enough to succeed? Or, will I give up easily?
Do I believe I can 7. achieve what I want? Will I work hard enough?
1. a. _____ home b. _____ health c. _____ goal
2. a. _____ able b. _____ willing c. _____ free
3. a. _____ quit b. _____ become sad c. _____ take a rest
4. a. _____ family b. _____ vacation c. _____ difficult task
5. a._____ errors b. _____ friends c. _____ studies
6. a. _____ happy b. ______ strong c. _____ lucky
7. a. _____ ask for b. ______ get c. _____ buy
29

IV.
Read the text. Were your ideas correct?
Three steps to success
She had no job. She was a single mother, living in a small apartment with her baby
daughter. Life was hard. Now, she is a great success.
Children and adults buy her books all over the world – in thirty languages. It seems her
books win awards and break records almost every day. Who is she? J.K. Rowling – the
woman who wrote the Harry Potter stories.
What is the secret of her success?
Rowling says she wrote “Harry Potter and the Philosopher´s Stone” because she wanted a
challenge. She wanted to achieve something special. She likes writing. In fact, she wrote
her first book (called “Rabbit”) when she was six years old. Perhaps this is the first reason
for her success – she chose to do something that she enjoyed.
STEP 1: Do something that you enjoy.
But how did she become such great success? Well, in 1992, Rowling left her job in
England and went to Portugal.
She moved to Portugal to have more time to do what she loved most – write.
She worked as an English teacher. She used her free time in the mornings to write “Harry
Potter and the Philosopher´s Stone.”
STEP 2: Follow your dream.
She married, but later divorced. She returned home to the U.K. with her baby daughter
Jessica. She lived in Edinburgh in Scotland. She lived in a very small, cold apartment.
Life as a single mother was hard, but she was determined to finish writing “Harry Potter
and the Philosopher´s Stone.” She wrote mostly in cafés and while her daughter was
asleep. She had no Money for a computer or typewriter – she used a pen and paper. When
thing became difficult, she didn´t forget her goal, and she didn´t stop working.
30

STEP 3: Never give up.
The road to success was hard for Rowling, but eventually she succeeded.
Her advice to people who want success is simple: Try your best. If you really want to
succeed, then you will. Be prepared to make mistakes – learn from them. You have to be
strong, and never give up. Sounds simple, doesn´t it?
Understanding the text
V. Read these questions and write your answers.
a. Why did Rowling write “Harry Potter and the Philosopher´s Stone?
_______________________________________________________________________
b. What was the title of the first book she wrote?
________________________________________________________________________
c. How many languages are the Harry Potter books available in?
_______________________________________________________________________
d. What is the name of her daughter?
_______________________________________________________________________
e. What are the three steps to her success?
_______________________________________________________________________
31

VI. Put these events in J.K. Rowling´s life in order.
a. _______ She lived in Edinburgh.
b. _______ She got married.
c. _______ She got divorced.
d. _______ She worked in Portugal.
e. _______ She left her job in England.
VII.
This text contains five mistakes. Circle them. Then re-write the text
correctly.
The American writer J.K. Rowling wrote her first book, “Rabbit,” at the age of five. She
began writing “Harry Potter and the Philosopher‟s Stone” when she worked in Portugal as a
French teacher. When she left Portugal, she lived in London. She continued to write “Harry
Potter and the Philosopher´s Stone” while looking after her daughter Jennifer. Now, she is a
worldwide success.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
32

Aprendizaje 8,9
El alumno(a) escribe oraciones para pedir y dar consejos, expresar obligación y
prohibición.
Modals should, must, have to, and imperatives
Should
Have to
Must
Imperatives
Explicación
En oraciones afirmativas , negativas y
preguntas, should se usa para dar
consejo. La contracción de should not es:
shouldn’t.
En oraciones afirmativas , negativas y
preguntas, have to se usa para expresar
obligación personal
En afirmación se usa have to con I, you,
we, and they. Usa has to con he, she and
it.
En negación se usa don’t have to con I,
you, we, and they. Usa doesn’t have to
con he, she and it.
En afirmaciones, negaciones y preguntas,
must se usa para expresar obligaciones
legales.
Mustforma la contracción con not:
mustn’t.
Se usa en oraciones negativas para
expresar prohibiciones.
Usa don’t.
Ejemplos
You should see a doctor.
You shouldn‟t eat so much.
What should I do?
I have to go to school every day.
She has to make the bed.
They don‟t have to work
tomorrow.
He doesn‟t have to wash the
dishes.
You must bring your passport to
the airport.
You mustn‟t drink and drive.
Must I take a test to get a driver‟s
license?
Don´t fight!
Don‟t talk during the exam!
33

I. Look at the pictures and write an advice. Use should / shouldn’t and the
information in the box.
(He) wants to lose weight.
eat sabritas swim eat fruit and vegetables
do exercise drink soda
1. He _______________________________________.
2. He _______________________________________.
3. He _______________________________________.
4. He________________________________________
5. He _______________________________________
II. Look at the pictures and write the rules. Use must / mustn’t and the
information in parentheses.
1. You _______________________________________. (wear your seatbelt)
2. You _______________________________________. (park here)
3. Citizens____________________________________.(pay taxes)
4. It´s an easy topic, you _______________________. (study)
34

5.people ______________________.(show respect to others)
III. Look at the pictures and write the prohibitions. Use imperatives and the
information in parentheses.
1. _______________________________________ (litter)
2. _______________________________________ (smoke)
IV. Look at the pictures and write the obligations. Use have to / has to / don’t
have to / doesn’t have to and the information in parentheses.
1. He _______________________________________. (clean the house)
2. He _______________________________________.(not / cook)
3. I _______________________________________. (do homework)
35

V. Read the following sentences and circle the correct option according to the
situation
1. I have a terrible headache, what _______________ I do?
a)should b)have to c)mustn‟t d)don´t
2. _______________ do that! It‟s dangerous.
a)Should b)Must c)Don‟t d)Have to
3. You _______________ talk on the phone when you drive, that‟s the law.
a)shouldn‟t b)mustn‟t c)don´t d)haven‟t
4. I think you _______________ eat fruits and vegetables If you want to lose weight.
a)have to b)mustn‟t c)shouldn‟t d)should
5. People _______________ shout in a library.
a)mustn‟t b)should c)have to d)must
6. _______________ jump on the bed! You can get hurt.
a)doesn‟t b)mustn‟t c)don‟t d)shouldn‟t
7. She _______________ to clean up her room.
a)has b)don‟t have c)have to d)has to
8. If she has problems with the subject she _______________ talk to the teacher.
a)mustn‟t b)has c)should d)doesn‟t
9. Do you _______________ wear a uniform in CCH?
a)don‟t b)should c)must d)have to
10. Does Manuel _______________ do a lot of homework today?
a)have to b)must c)should d)has to
36

UNIDAD 3
Propósito: comprende y produce textos orales y escritos en pasado para satisfacer
propósitos académicos y personales.
37

Aprendizaje 10
El alumno describe experiencias académicas y personales pasadas. Ver anexo 2
I. Read the text and answer the following questions.
1. Who wrote the e-mail?
_________________________________________________________
2. How was Beth‟s week?
_________________________________________________________
3. What does she do every morning?
_________________________________________________________
4. How long did she swim?
_________________________________________________________
5. When did she go bike riding?
_________________________________________________________
38

II. Put the conversation in order. Write letters A-F on the blank.
Are you looking for anything special?
Do you like gardening?
Yes, I‟m crazy about it.
I‟d like some gardening magazines.
I‟m just browsing.
What are you up to?
________
________
________
________
________
________
III. Write an e-mail to your best friend and describe your last vacation. You can
star saying. Hello….., I want to tell you about my last vacation in……, Last
summer I went to………..
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________.
IV. Make questions for the following answers.
1 .__________________________________________________?
Yes, I did my homework.
2. __________________________________________________?
I was born on July 7 th 1992.
3. __________________________________________________?
No, I wasn´t at home.
4. __________________________________________________?
I paid with a credit card.
5. __________________________________________________?
Yes, she bought some bananas.
39

Aprendizaje 11
Comprende, en términos generales, discursos orales, sencillos y breves sobre temas
cotidianos, con pronunciación clara.
I. In the follow web page you will find some easy conversations, and then you
will answer some questions.
a) Just click on Listening practice.
http://esl.about.com/od/beginningenglish/u/start.htm#s10
II. Go to the following web page
http://www.saberingles.com.ar/listening/index.html
a) Choose “listening” from the list.
b) Choose the level: easy, medium, difficult.
c) Choose a video, topic or song
d) Check your answers and listen again to practice your pronunciation.
PRÁCTICA
- EJERCICIOS
- SPEAKING
- LISTENING
- WRITING
- LECTURAS
- CUENTOS
- JUEGOS
- VIDEOS
III. If you want to practice more. Go to the net web page:
http://www.learnenglishfeelgood.com/eslvideo/index.html
You will find some:
clips from movies
comedy
trailers
40

APRENDIZAJE 12
La escritura es una de las habilidades que generalmente se desarrolla primero,
reconociendo y produciendo palabras, luego frases, oraciones, párrafos y hasta un
texto.
A través de esta habilidad puedes narrar historias, relatos, películas, un programa de
televisión o actividades cotidianas.
A continuación te presentamos ejercicios en los que unirás palabras para formar
frases, oraciones y después un párrafo.
I. Match the verbs with the nouns and phrases, and write the expressions in the
picture. Note: more than one combination is possible.
II. Now make sentences according to the pictures.
41

EXAMPLE
42

III. Write a short paragraph using some of these pictures to describe the activities
that your mother does in a week.
You can start with these words.
43

APRENDIZAJE 13
Lee textos auténticos de temas de interés; localiza información específica, para
satisfacer necesidades académicas y personales.
Como tú bien sabes, una habilidad muy importante hacia el dominio de una
lengua además de la producción oral, la producción escrita y la comprensión auditiva es la
comprensión lectora. Esta última nos permite comprender al emisor o escritor mediante
palabras escritas. Para ello es básico contar con ciertas estrategias para poder comprender
un texto y poder realizar diversas tareas tanto de índole personal como académico. Más
importante aun es el hecho de poder leer textos auténticos y que sean de interés para el
lector ya que ello aumenta bastante la motivación y la curiosidad por intentar comprender
lo que expresa determinado texto.
Una vía muy útil hacia la comprensión del texto es mediante la identificación de la idea
principal, la cual generalmente se encuentra al inicio de cada párrafo. Para poder llegar a la
localización de tal idea te puedes apoyar en las palabras que se parecen al español y que
son mejor conocidas como cognados. Estos te serán de mucha utilidad para extraer la idea
general del texto. A continuación se te presenta como ejemplo el primer párrafo extraído
de un texto con el cual posteriormente trabajaras. En dicho párrafo aparecerán
subrayados algunos cognados así como la idea principal en cursivas.
Adolescence (lat. Adolescere = (to grow) is a transitional stage of physical and mental
development that occurs between childhood and adulthood. This transition involves
biological, social, and psychological changes, though the biological and physiological ones
are the easiest to measure objectively. Historically, puberty has been heavily associated
with teenagers and the onset of adolescent development. In recent years, however, the start
of puberty has seen an increase in preadolescence and extension beyond the teenage years,
making adolescence less simple to discern.
44

A través de este conjunto de palabras puedes llegar a la comprensión de algunas otras de
origen anglosajón que sean desconocidas por ti; las mismas que pueden ser de suma
importancia para el entendimiento del texto. Mediante el empleo de esta herramienta
(cognados) te será más sencillo identificar las ideas principales en un texto y como
consecuencia su comprensión.
I. As a closing activity, identify one main idea for each one of the paragraphs that
compose the text. Read carefully the third paragraph because it is the
largest. Remember, the most important information answers questions
(what?, who?, where?)
Paragraph 2 (main idea)
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________
Paragraph 3 (main idea)
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________
Paragraph 4 (main idea)
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________
45

UNIDAD 4
Propósito: narrará experiencias personales y culturales y realizará tareas académicas
a partir de la lectura detallada.
47

Aprendizaje 14
Para realizar la descripción de algo o alguien es indispensable el uso de
adjetivos calificativos los cuales van a designar tamaño, origen, color, material, etc.
Recuerda que en inglés los descriptores siempre se ponen antes de la palabra u objeto al
cual describen a menos que apenas se vayan a introducir.
A big Siberian tiger A tender kitten Intelligent dolphins
A medium t-shirt A Mexican blouse A large blue
jacket
48

Tall girls A beautiful woman A happy baby
Como te diste cuenta para indicar una característica es esencial contra con palabras que
cumplan esta función. En el idioma inglés cuando se quiere o intenta comparar algo o
alguien con otra cosa o persona los adjetivos cumplen un papel relevante. Para llevar a
cabo una comparación se emplean adjetivos manejados como comparativos. Para formar
un comparativo al adjetivo se le agrega la terminación “er” si se trata de adjetivos de una
o dos silabas o bien se le antepone la palabra “more”, ojo, sin la terminación “er” si se
trata de un adjetivo de más de dos silabas.
Observa el siguiente cuadro de ejemplos:
Adjective
cheap
nice
big
small
pretty
happy
furious
beautiful
good
bad
Comparative
Cheaper
Nicer
Bigger
Smaller
Prettier
Happier
more furious
more beautiful
Better
Worse
Nota: A estos dos últimos (good y bad) se les conoce como adjetivos irregulares.
49

I. Complete the following exercise of comparatives.
Adjective
Comparative
1) fast _____________
2) intelligent _____________
3) lazy _____________
4) tall _____________
5) handsome _____________
Presta atención a las siguientes construcciones gramaticales:
Subject + be + adjective(er) + than + noun or pronoun.
Subject + be + more + adjective + than + pronoun.
II. Now complete these conversations.
1.- A: Which dress is ________________ (pretty), the yellow one or the green one?
B: Well, the green one is silk. And silk is _______________ (expensive) polyester.
2.- A: I think a leopard is _______________ (furious) a lion.
B: Yes, I agree with you but remember that a lion is ________________ (big) a leopard.
3.- A: Is your brother _______________ (old) your sister?
B: No, he is _________________ (young) her.
4.- A: Look at these tennis shoes! They are ________________ (good) those ones.
B: I prefer the leather ones. They are _______________ (stylish) the black ones.
50

Aprendizaje 15
Escribe párrafos breves utilizando conectores
You can find some examples of linking words in the next chart:
Linking word Explanation Examples
And Links two ideas that are I like reading. + I like dancing.
related.
I like reading and dancing.
So Gives a result. I was very tired.+ I went to
bed.
I was very tired so I went to
bed.
But
Links a positive and a negative
idea.
I like swimming. + I don‟t like
running.
I like swimming but I don´t
like running.
Because Gives a reason. I went to the party.+ I wanted
to see Mary.
I went to the party because I
wanted to see Mary.
I. Complete the following sentences use and, so, but or because.
1. She wants to go to the movies, ___________ I don‟t like that movie.
2. My wife plays poker ___________ likes badmington.
3. I can‟t sleep, ___________ I‟m going to drink a glass of milk.
4. She went to the disco, ___________ she didn‟t dance.
5. I‟m studying English ___________ I love languages.
6. She danced a little ___________ talked to her friends.
7. He doesn‟t play the guitar, ___________he plays the drums.
8. He is sad ___________ his dog died.
9. She didn‟t invite me, ___________ I didn‟t go to her birthday party.
10. She can draw well, ___________ she can‟t cook.
51

II. Imagine that you went to the movies and your friends want to know, what the
story was about. Write the story by using linking words (and, so, but,
because)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
52

Aprendizaje 16
Organizadores gráficos.
Los organizadores gráficos son técnicas activas de aprendizaje por las que se representan
los conceptos en esquemas visuales. Son herramientas muy importantes que pueden ser
usados dentro del proceso de aprendizaje.
Los organizadores gráficos forman esquemas visuales de información y permiten que la
mente “vea” patrones y relaciones.
Los siguientes son dos ejemplos de organizadores gráficos.
Mapas Conceptuales.
Son una representación gráfica organizada y jerarquizada de la información. Están
formados por conceptos, proposiciones y palabras de enlace.
Características de los mapas conceptuales.
Los conceptos se jerarquizan, los más generales van en la parte superior y los ejemplos en
la parte inferior del gráfico. El mapa debe contener sólo la información más importante.
Los conceptos se encierran en elipses o recuadros, se usan líneas o flechas para unirlos y
se utilizan palabras de enlace. Las proposiciones son dos o más conceptos unidos por
palabras de enlace.
Cómo construir un mapa conceptual.
1. Identificar y subrayar las palabras clave que representen las ideas principales del
texto.
2. Hacer una lista de los conceptos a manera de inventario.
3. Seleccionar por niveles de inclusividad los conceptos y clasificarlos.
4. Escribir el tema en la parte superior y encerrarlo en un óvalo o recuadro.
5. Escribir las palabras de enlace entre el tema y los siguientes conceptos.
6. Unir con líneas o flechas los conceptos.
53

Consists of
Cómo puedes observar en el mapa conceptual, la fotosíntesis es el tema y se escribe en el
nivel superior; consiste en; son las palabras de enlace. Los conceptos: Reacciones que
dependen de la luz, y reacciones que no dependen de la luz, están unidos por flechas y
éstos se encuentran en el mismo nivel, es decir existe una jerarquía.
I. Read the following text. Then work on a graphic organizer.Follow instructions
listed above, "how to build a conceptual map"
Different types of music.
Music is a form of art. Edgard Varese defined it as "organized sound". Music expresses our
feelings as well emotions in a melodious and pleasant way. Is there anybody who doesn‟t
like this form of art? Read on to know the various types of music.
Different types of music help in soothing one‟s disturbed soul, in the growth of
concentration and also enliven us to live life to the fullest. There are varied genres of music
as people have different tastes. For e.g., classical music, rock, jazz, metal, rap, folk etc. But
the objective remains the same. The aim of all music is to touch the core of the heart and
thus music can be called an expression of our heart‟s saying. To understand and know
about different genres of music, let us have a look at the following genres.
54

Different Music Genres
Classical Music: Classical music is a complex form of music as it requires high musical
skills, like learning the ragas and ability to coordinate with other musicians. One has to
maintain the complex relationship between its emotional flows. If you wish to learn this
music, then you have to go through proper training.
Rock Music: This music genre was originated in the rock and roll era of 1950s. The vocals
are accompanied by guitar, drum and bass. Certain rock groups also use piano, synthesizer,
saxophone, flute, mandolin and sitar for a deeper effect. This type of music has several sub
genres, such as hard rock, progressive rock and metal rock. All these types of rock music
are popular till date.
Metal Music: Metal music emerged after the Second World War. Here the melody of the
song is heavily influenced by the structure of the songs. While in rock music, songwriting
is based within a form; in metal music, the central melody decides the structure of the song.
It is also known as „information music‟.
Hip-hop Music: Hip-hop music always includes the use of instruments such as guitar,
violin, fiddle, piano, bass and drums. In these types of music, the bass is the main
instrument. This can be used in different intensities to emote feelings of anger, pride and
others. This type of music is the result of hip-hop culture and is known as hip-hop music.
This music shows a heavy influence of Jamaican music. The roots of the music are found in
African American and West African music. It was first played by a group of traveling
singers and poets of West Africa.
Wedding Ceremony Music: Wedding music is used in the ceremonies. These can be
classical and modern, according the tastes of people. Some people prefer country
melodies, while others opt for classical music as wedding music. Such music varies
from every culture.
Trance Music: This type of music is usually played in club houses and discotheques. It
originated in the 20th century. This music is characterized by fast tempo and repetitious
beats of the percussion. It has a hypnotic effect on the souls of listeners.
Jazz: This type of music is featured by strong and complex rhythms. The main musical
instruments used for jazz music are cornet, trumpet or violin, that help carry the melody.
This is a rhythmic music and has a forward momentum called "swing". However, in this
music genre, the skilled performer interprets a tune in his own way.
Folk Music: Folk music is a kind of traditional music that is handed down from
generations in every culture. This type of music reflects the emotions of common laity.
Popular music and tribal music are the two sub genres of folk music. This folk music shows
55

the social upheaval that lies among various classes of people. This also portrays their
struggle for survival and their culture.
Techno Music: Techno music is also known as fusion music. This became popular towards
the middle part of the 1980s. This is a form of electronic dance music and based on African
American music styles like funk, electro and electric jazz. It features fast beats and this
form was initiated by Juan Atkins, Kevin Saunderson and
Derrick May.
Opera Music: Opera music first emerged in Italy in the 1600s. This genre has a remarkable
combination of theatrical art and musical invention and is specifically played in the
theaters. This has greater appeal for its delightful orchestral accompaniment. The preludes
and interludes of this music set the tone for the action on-stage.
56

Aprendizaje 17
El programa de inglés III considera aspectos gramaticales que permiten alcanzar una buena
comunicación al usarlos de manera adecuada. A través de esto puedes realizar diálogos
sobre asuntos cotidianos o académicos. A continuación enlistamos algunos de estos puntos
gramaticales:
1. Am, is, are, was, were 2. Going to
3. “Ing” 4. Did
5. Should and must
Los ejercicios que ahora te presentamos te servirán para recordar los puntos arriba
enumerados y al final encontrarás un dialogo que incluye varios de éstos.
I. Two friends are talking about their last vacation. Choose the correct response.
Write the letter on the line
A.-------“What´s your occupation?”
B.-------“Where are your parents from?”
C.-------“Who is your friend?”
1. His name is Carlos
2. I´m a manager
3. Italy. But they live in México now
A.-------“ How was your vacation?”
B.-------“ Was the weather good?”
C.-------“Was the food ok.?”
1. Yes, It was good. But a little spicy
2. Terrific. It was so much fun
3. No, it wasn´t. It rained all week
II. Rewrite the sentences to express future actions. Use “BE GOING TO” and the
base form of the verb.
A. She studied for three hours
She´s going to study for three hours--------------------------------------tomorrow
57

B. They ran two miles last Saturday.
----------------------------------------------------------------------------------next Saturday
C. We had a party last week.
----------------------------------------------------------------------------------next week
D. I went to school yesterday.
----------------------------------------------------------------------------------tomorrow
E. You got tickets for the concert.
----------------------------------------------------------------------------------tomorrow
III.
Two tourists are in the train station. Choose the correct response. Write the
letter in the parentheses.
A ( ) “ oh, no! The train´s leaving in four minutes”
B ( )”I took Northern Airlines to Hong Kong”
C ( )”I´m looking for the departure gate”
D ( )”Are you taking the 8:00 train?
E ( )”How often do you fly?”
1.Really? How was the flight?
2.Once or twice a year.
3. Which one?
4. Yes, I am. You too.
5. We should hurry up.
IV. Rewrite the statements. Write questions in response using the words in
parentheses.
1. A: She bought a new printer.
B: Why did she buy a new printer --------------------------------------(WHY)
2 A: We went on vacation
B:--------------------------------------------------------------------------(where)
58

3. A: They visited some friends yesterday
B: -------------------------------------------------------------------------(WHEN)
4. A: They went to the gym
B: -------------------------------------------------------------------------(WHERE)
5. A: He spent a lot of money
B: ----------------------------------------------------------------------(HOW MUCH)
V. Complete the sentences with MUST AND SHOULD.
A. I think you--------------------get on time to work
B. You------------------drink coffee at night
C. You------------------go to the dentist! Don´t wait!
VI. Complete the conversation. Use words from the box.
LIMOUSINE GOING SHOULD LATE ARRIVING
RESERVATION RENTAL
A: What time are we----------------in Canada?
B: Pretty------------------.Around 10:30 p.m
A: What about a hotel?
B: I´m going to make a---------------online.
A: Great. And are we ----------------------to need a taxi to the hotel?
B: There´s a ------------------------from the airport, or we could get a --------------car.
A: They´re expensive. I think we ------------------save our money.
A: You´re right. And walking is good exercise.
59

EXAMEN MODELO
EXAMEN EXTRAORDINARIO INGLÉS III
The following exam is divided into five sections: reading, grammar, listening, writing
and speaking. You can check your answers in the key answer section.
Name: ___________________________________________________________________
Date: ___________________________
READING
I. Read the text below and complete the sentences.
Techno-Newbie
I´m not a person who is really interested in computers. So, when my brother says
something about a thing called a USB stick, I have no idea what he is talking about! I
think I should get with it, and learn the latest technology. So, next week I´m going to an
electronics store to buy a new computer. Let me tell you, I´ll be so out of place when the
sales people start talking about all these different things of computers and programs.
Everything sounds like a foreign language to me! Anyway, I´ll get a nice laptop that has a
modem inside of it, so I can get online wherever I want. That´s what my brother told me I
should do. USB sticks are really easy to use because all you have to do is stick them into a
USB port, and they start working right away. That´s perfect for me! After I get my laptop,
my brother and I will start chatting online all the time. I´ll even something called a
webcam, so we can see each other when we walk. But not yet, I´m still trying to get the
hang of e-mail!
Answer the questions
1. Is the writer an expert in computers? Explain.
___________________________________________________________________
___________________________________________________________________
2. What is the main idea of the text? _______________________________________
Complete in the blanks
3. The writer, will buy a computer because________________________________
60

4. Why does the writer say computers language is different language to
him?_____________________________________________________________
5. Why does the writer want a laptop with a modem inside of it? ________________
_________________________________________________________________
6. Why does the writer think USB sticks are easy to use? ______________________
________________________________________________________________
1point each .
Total points in this section
GRAMMAR
II. Use any appropriate tense for the verbs in parenthesis.
1. John is in my English class. He (study)________________ English this semester.
2. He (take, also)____________________ some other classes.
3. Yesterday John (eat) __________ breakfast at 8:00.
4. John (eat, not, usually) ___________________ breakfast before 8:00.
Choose the correct words.
5. I´m the good/best tennis player
6. Heavy metal music is louder/lighter than Trova music
7. I can run fastest/faster than your father
8. Mexico City is smaller/bigger than Tijuana
9. Soccer is the most popular/the least popular sport in Mexico
Answer the following questions based on your own information
10. Did you go to the cinema last week ?
__________________________________________________________________
11. Dis you see a Harry Potter film last month ?
__________________________________________________________________
12. Did you see a film on TV last weekend? _________________________________
13. Did you want to be an actor when you were a child ?
__________________________________________________________________
61

Write your answer on the line. Choose a, b or c.
14. Jack _________ wear a suit to work every day.
a. Have to b. has to c. don´t have to
15. If you want to do well on the test, you ___________ study hard.
a. Has to b. don´t have to c. must
16. _________ I have a glass of orange juice?
a. Should b. could c. has to
17. You _________ eat junk food
a. Must b. could c. shouldn´t
18. I ________ stop smoking isn´t good for your health
a. Should b. could c. has to
1 point each Total points in this section
*LISTENING
III. Katrina is making some phone calls. Fill in the gaps with the phrases you hear.
1. Katrina Hello,¹is that Simon Dale?
2. Simon Speaking.
3. Katrina Hi, Simon.²___________ Katrina Clark.
4. Simon Oh, hello, Katrina. Look, I can´t talk right now. ³________you back?
5. Katrina Yes, of course. 4_______________ my mobile.
6. Simon Right. I´ll 5 _______________ later. Bye
1 point each Total points in this section
*Tomado de Chris Redston, Cunninham. (2007). Face2face. Elementary student´s book. Cambridge UK. P75
Acude a la mediateca a consultar el audio
62

WRITING
7. Write down two paragraphs. The first paragraph about what you did on your
last vacations. The second paragraph about what you will do on your next
vacation. (at least 250 words).
Last summer I went to……….
In my next vacation I am going to……….
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_________________________________________________________________
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_________________________________________________________________
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11points
Total points in this section
SPEAKING
8. Choose two (2) topics and talk about them. You will have five (5) minutes to
prepare your speech and two (2) minutes to talk about them.
Your daily activities.
Describe your family
Give advice under an emergency situations
Describe your autobiography
Tell about your favorite book or movie
Describe your last vacation
Tell your plans for the next year
Describe your best friend
Describe two holiday places in Mexico
Describe a famous person
11points
Total points in this section
Total points
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ANEXOS
ANEXO No. 1
SIMPLE PRESENT
We use this tense to express habits and routines.
When the subjects...He, She and It are used, you need to add an -S or an -ES to the verbs in
order to be grammatically correct.
Example:
Mary goES to the movies every Sunday.
Mary can be replaced for SHE
Peter kissES his girlfriend every day.
Peter can be replaced for HE
My dog playS with its ball.
My dog for IT
The verbs ending in:
-ss
-sh
-ch
kisses
washes
watches
-x fixes
-o goes
You NEED to add the -ES ending.
For the negative form you have to use the auxiliary Does not or doesn't and the verb in
simple form.
Ex. Mary does not watch TV.
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Mary does not kiss her dog.
For questions, the auxiliary goes at the beginning of the sentence and the verb in simple
form.
Ex. Does Mary go to school?
Does she wash the clothes?
If you want to use any information question, it is placed in front of the auxiliary.
Ex. When does Mary go to school?
Why does she practice a sport?
When we use the subjects I, We, You, They, the verb does not need any change.
Ex. I do my homework.
You do your homework.
We do our homework.
They do their homework.
For negatives you have to use the auxiliary DO NOT or DON'T.
Ex. I do not play tennis.
I do not play tennis
They do not study.
They do not study.
For the questions, you have to use the auxiliary DO.
Ex. Do you play tennis?
Do we get along well?
Do they eat healthy?
If you want to use an information question, you have to put it in front of the auxiliary DO.
Ex. When do you play tennis?
Where do you live?
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ANEXO NO.2
Pasado Simple
Para este tiempo el auxiliar para la realización de preguntas es DID Y su
negación DIDN‟T.
EX. Maria went to the movies.
NEG. Maria didn’t go to the movies.
Question: Did Maria go to the movies?
Cuando se hace uso del auxiliar el verbo será en la forma base del mismo.
Cuando se hace uso del Verbo To Be este funcionará como verbo y auxiliar al
mismo tiempo, es decir, que este verbo no necesita de otros auxiliares para
formular preguntas y expresar negaciones.
Ex. I was at home yesterday.
Neg. I wasn’t at home yesterday.
Question: Was I at home yesterday?
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HOJA DE RESPUESTAS
APRENDIZAJE 1
Look at the pictures and complete the information.
Don´t shout.
These are my pencils
I have a black skirt.
Next Sunday is my birthday! I want a dress.
Label the pictures.
1. socks
2. flag
3. helicopter
4. Zoo
5. mitten/ball
6. shrimp/seafood
Match the expressions. Write the letter on the blank.
B 1. Are you Danny? A Sorry, I „m too busy.
C 2. Do you like soda? B No, I am Pamela.
D
have?
3. How many brothers do you
C I love it.
E 4. John, this is Jack. D 2
F 5. Where are you from? E Nice to meet you.
A
movies?
6. Would you like to go to the
F
Italy.
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Order the conversation by writing letters A-F.
A diet Coke, please. D
And for your main course?
And to drink?
Are you ready to order?
E
C
A
I think I‟ll start with the soup. B
I‟ll have the chicken. F
Unscramble the sentences to make a logical conversation. Be careful with
capitalization.
A. me excuse.
1. Excuse me
B. help you I can?
2. Can I help you?
A. sweater size this larger do have you a in?
3. Do you have this sweater in a larger size?
B. go here you.
4. Here you go.
A. you cards accept you credit?
5. Do you accept credit cards?
B. cash take we only.
6. We only take cash.
Complete the sentences with the correct word from the box.
an / is / on / play / studying / where
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1. Where do you live?
2. The pen is on the desk.
3. They play football on Sundays.
4. She is studying for her test.
5. There is a car in the garage.
6. I have an apple in the bag.
APRENDIZAJE 2
EJERCICIO A. Now read the sentences from 1 to 5 and match them with the correct
advertisement.
( H ) 1
( B ) 2
( E ) 3
( A ) 4
( F ) 5
EJERCICIO B. If you want to get information, you can answer this exercise.
1. Find specific information in the text. Be carful to copy everything correctly.
A_ 0776592448
B_ ANIMAL FARM
C_ AUGUST 29
D_ JUAN ROMERO
E_ 12.30
F_ 8:00 P.M
G_ OUTSIDE IN THE BEAUTIFUL GARDENS OF BRINTON COLLEGE.
H_ 4.25
G_ OUTSIDE IN THE BEAUTIFUL GARDENS OF BRINTON COLLEGE.
H_ 4.25
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APRENDIZAJE 3
Answer true (T), false (F) the following statements about Mary.
1. Mary is Mexican, but she lives in The United Sates. T F
2. Mary‟s mother is a Lawyer. T F
3. Mary has a brother. T F
4. Mary is 15 years old. T F
5. Mary goes everyday to school. T F
6. Mary‟s father works there since 2008. T F
7. Mary does not like tennis. T F
8. Mary never eats at home during the week. T F
9. Mary enjoys being with her friends. T F
10. Mary wants to become a Lawyer. T F
APRENDIZAJE 4
Hi, I am Fergus. I am from Edinburg, Scotland. My last name is
Harrinson. This _ is__
my daughter Theresa. She _ is ten years old. Her brother, my youngest son, is five years
old. We are a happy family. We have a little puppy. It is a golden retriever. It is
only 3 months old. My daughter and my son are lovely. I love them.
1) What time does Robinson wake up? He wakes up at 5:30.__
2) What does he do after he gets up? ____He takes a shower.___
3) What does he do from 7:00 to 2:00? ____He takes classes._____
4) How long does it take him form school to his house? ___It takes him 40 minutes.__
5) Where is he from 3:00 to 6:00? ___He is at home.___
APRENDIZAJE 5
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I Re-write the text
He is Kevin Druken, he is 17 years old, he´s tall and chubby. He has short curly and blond
hair, with blue eyes. He‟s down to earth. He lives in Canada. Canada is a big county. There
are forest, rivers, waterfalls and mountains, everywhere.
He has two older brothers, Dave and Andrew and a younger sister Samanta. They live with
their parents in Alberta City. Their house is quite big, with a great garden and he has his
own room. It‟s not very big, but it‟s his space. He doesn´t have pets.
In summer time, his brothers and he visit their grandmother who lives in Vancouver.
He goes to Alberta National School and he´s in the 11 th grade. His favorite subject are
Science and music, but he doesn´t like history at all. It‟s boring.
He sometimes helps out at home; He takes out the trash twice a week, makes his bed, and
sets the table. In his spare time he likes watching American football, hanging out with his
friends, listening to music and playing his guitar. He wants to become a famous musician
one day!
II Answers
1. He‟s tall and chubby. He has short curly and blond hair, with blue eyes.
2. He lives with his parents, brothers and sister.
3. Yes, he does.
4. He takes out the trash twice a week.
5. In his spare time he likes watching American football, hanging out with his friends,
listening to music and playing his guitar.
IV Example of possible answers
1. My best friend hates doing homework
2. My brother likes surfing in the net
3. My neighbor dislike cleaning the house
4. My cousins love watching movies
5. I don´t like singing in front of people
V Example of possible answer
1. My bathroom is large
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2. The kitchen is small and bright
3. My school is spacious
4. The living room is colorful
5. I study in a big classroom
APRENDIZAJE 6
I.
1.- Peter is going to move to Miami next year.
2.- I am going to study for my exam. I have to pass it.
3.- My brothers are going to organize a party in two weeks.
4.- Are you going to attend the class tomorrow?
5.- We are going to take vacation this Summer because my father had the house repaired.
II.
1) She´s going to leave him over.
2) She´s going to take her love away.
3) I´m never going to fake it.
4) I´m never going to be good enough for you.
5) Nothing´s going to change things that you said.
6) Nothing´s going to make this right again.
APRENDIZAJE 7
V. Understanding the text
a. Because she wanted a challenge
b. Rabbit
c. Thirty languages
d. Jessica
e. 1. Do something that you enjoy
2. Follow your dream
3. Never give up
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VI. a.5 b.3 c.4 d.2 e.1
VII. Re-write the text correctly.
The English writer J.K. Rowling wrote her first book, “Rabbit,” at the age of six. She
began writing “Harry Potter and the Philosopher‟s Stone” when she worked in Portugal as a
English teacher. When she left Portugal, she lived in Edinburgh. She continued to write
“Harry Potter and the Philosopher´s Stone” while looking after her daughter Jessica. Now,
she is a worldwide success.
APRENDIZAJE 8 Y 9
I. Look at the pictures and write advice. Use should / shouldn’t and the
information in the box.
We wants to lose weight.
eat sabritas swim eat fruit and vegetables do exercise drink soda
1. He shouldn‟t eat sabritas.
2. He should eat fruits and vegetables.
3. He shouldn‟t drink soda.
4. He should swim
5. He shouldn´t drink soda
II. Look at the pictures and write rules. Use must / mustn’t and the information in
parentheses.
1. You must wear your seatbelt. (wear your seatbelt)
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2. You mustn´t park here. (park here)
III. Look at the pictures and write prohibitions. Use imperatives and the
information in parentheses.
1. Don‟t litter. (litter)
2. Don´t smoke. (smoke)
IV. Look at the pictures and write the obligations. Use have to / has to / don’t have
to / doesn’t have to and the information in parentheses.
1. He has to clean the house. (clean the house)
2. He doesn‟t have to cook.(not / cook)
3. I have to do homework. (do homework)
I. Read the following sentences and circle the correct option according to the
situation
1. I have a terrible headache, what _______________ I do?
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a)should b)have to c)mustn‟t d)don´t
2. _______________ do that! It‟s dangerous.
a)Should b)Must c)Don‟t d)Have to
3. You _______________ talk on the phone when you drive, that‟s the law.
a)shouldn‟t b)mustn‟t c)don´t d)haven‟t
4. I think you _______________ eat fruits and vegetables If you want to lose weight.
a)have b)mustn‟t c)shouldn‟t d)should
5. People _______________ shout in a library.
a)mustn‟t b)should c)have to d)must
6. _______________ jump on the bed! You can get hurt.
a)doesn‟t b)mustn‟t c)don‟t d)shouldn‟t
7. She _______________ to clean up her room.
a)has b)don‟t have c)have to d)has to
8. If she has problems with the subject she _______________ talk to the teacher.
a)mustn‟t b)has c)should d)doesn‟t
9. Do you _______________ wear a uniform in CCH?
a)don‟t b)should c)must d)have to
10. Does Manuel _______________ do a lot of homework today?
a)have to b)must c)should d)has to
APRENDIZAJE 10
6. Who wrote the e-mail?
Beth Carlson
7. How was Beth‟s week?
It was very busy.
8. What does she do every morning?
She does aerobics for 30 minutes.
9. How long did she swim?
She swims one hour.
10. When did she go bike riding?
On Saturday
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Put the conversation in order. Write letters A-F on the blank.
a) Were you looking for anything special? 3
b) Do you like gardening? 5
c) Yes, I‟m crazy about it. 6
d) I wanted some gardening magazines. 4
e) I was just browsing. 2
f) What were you up to yesterday at noon? 1
Write a post card to your best friend and describe your last vacation.
Example:
Hello dear Peter, what is up with you? What are you doing over there?
Here I‟m having a good time with my family. I still have 3 days off. Yesterday we came
back from the beach. We went to Acapulco and it was good. The weather was fantastic as
well as the food. We went to the beach everyday and ate seafood. At night I went to the
discotheque and danced all night long……….
Make questions for the following answers.
1. Did you do your homework?
Yes, I did my homework.
2. When were you born ?
I was born on July 7 th 1992.
3. Were you at the cinema at 7 pm?
No, I wasn´t at home.
4. How did you pay the bill?
I paid with a credit card.
5. Did you bring fruits?
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Yes, she bought some bananas.
APRENDIZAJE 12
I. Match the verbs with the nouns and phrases, and write the expressions in the picture.
1. CUT OUT COUPONS
2. MAKE A GROCERY LIST
3. GO TO A DENTIST APPOINTMENT
4. GET A HAIR CUT
5. PICK UP THE DRY CLEANING
6. UNLOAD THE GROCERIES
7. TAKE TE BUS HOME
8. LEAVE THE AT THE GARAGE
9. PICK UP THE KIDS FROM THE SCHOOL.
10. GO GROCERY SHOPPING
B. Now make sentences according to the pictures.
1. SHE GETS COUPONS TO GET A PRIZE.
2. SHE MAKES A GROCERY LIST TO GO TO THE SUPERARKET.
3. SHE GOES TO THE DENTIST BECAUSE HE HAS TOOTHACHE.
4. SHE GETS A HAIR CUT TO CHANGE HER LOOK.
5. SHE PICKS UP THE DRY CLEANING.
6. SHE UNLOADS THE GROCERIES FROM THE CAR.
7. SHE TAKES THE BUS HOME.
8. SHE LEAVES THE CAR AT THE GARAGE WHEN SHE ARRIVES HOME.
9. SHE PICKS UPTHE CHILDREN AT 10´CLOCK.
10. SHE GOES TO THE GROCERY SHOP.
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APRENDIZAJE 13
As a closing activity, identify one main idea for each one of the paragraphs that compose
the text. Read carefully the third paragraph because it is the biggest.
Paragraph 2 (main idea)
The end of adolescence and the beginning of adulthood varies by country as well as by
function.
Paragraph 3 (main idea)
In commerce, this generation is seen as an important target.
Paragraph 4 (main idea)
In the past there were ceremonies that celebrated adulthood, typically occurring during
adolescence.
APRENDIZAJE 14
Complete the following exercise of comparatives.
Adjective
Comparative
1) fast faster
2) intelligent more intelligent
3) lazy lazier
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4) tall taller
5) handsome more handsome
Now complete these conversations.
1.- A: Which dress is prettier than (pretty), the yellow one or the green one?
B: Well, the green one is silk. And silk is more expensive (expensive) polyester.
2.- A: I think a leopard is more furious (furious) a lion.
B: Yes, I agree with you but remember that a lion is bigger than (big) a leopard.
3.- A: Is your brother older than (old) your sister?
B: No, he is younger than (young) her.
4.- A: Look at these tennis shoes! They are better than (good) those ones.
B: I prefer the leather ones. They are more stylish (stylish) the black ones.
APRENDIZAJE 15
I. Complete the following sentences use and, so, but or because.
1. She wants to go to the movies, BUT I don‟t like that movie.
2. My wife plays soccer AND she likes badmington.
3. I can‟t sleep, SO I‟m going to drink a glass of milk.
4. She went to the disco, BUT she didn‟t dance.
5. I‟m studying English BECAUSE I love languages.
6. She danced a little AND talked to her friends.
7. He doesn‟t play the guitar, BUT he plays the drums.
8. He is sad BECAUSE his dog died.
9. She didn‟t invite me, SO I didn‟t go to her birthday party.
10. She can draw well, BUT she can‟t cook.
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APRENDIZAJE 17
I. Choose the correct response. Write the number on the line.
A. 2
B. 3
C. 1
A. 2
B. 3
C. 1
II. Rewrite the sentences to express future actions. Use BE GOING TO and the base form
of the verb.
A. She´s going to study for three hours
tomorrow.
B. They´re going to run two miles next
Saturdays.
C. We´re going to have a party next
week.
D. I´m going to school tomorrow.
E. You ´re going to get tickets for the
concert.
III. choose the correct response. Write the number in the parentheses.
A. 5
B. 1
C. 3
D. 4
E. 2
IV. Rewrite the sentences. Write questions in response using the words in parentheses
1. Why did she buy a new printer?
2. Where did you go on vacation?
3. When did they visit some friends?
4. Where id they go to the gym?
5. How much money did he spend?
V. Complete the sentences with MUST AND SHULD.
A. MUST
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B. SHOULD
C. SHOULD
VI. Complete the conversation. Use words from the box.
A. ARRIVING
B. LATE
C. RESERVATION
D. GOING
E. LIMOUSINE _ RENTAL
F. SHOULD
83

BIBLIOGRAFÍA GUIA DE INGLÉS III
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3. Johannsen Kristin. 2008. Hemispheres. McGraw-Hill; Colombia.
4. Mitchell, H. Let´s Speed up 3. US.A. Editorial M&M Publications, 2009.
5. Mitchell, H. Let´s Speed up 3. US.A. Editorial M&M Publications, 2009.
6. Mitchell,H. Let’s speed up 3 USA: ditoril M&M Publications.
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9. Saslow Joan & Ascher Allen. 2006. Top Notch Fundamentals. Pearson Education:
The United States of America.
10. Soars Liz & John. 2005. American Headway. Oxford University; England.
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comparatives. Longman: Singapore.
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Inglés. (Inglés III). México: SCONLIC Ediciones.
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B3n/content/modo/view/id/310/Itemid/56/
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21. http://esl.about.com/od/beginningenglish/u/start.htm#s10
22. http://en.wikipedia.org/wiki/Mind_map
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24. http://en.wikipedia.org/wiki/Adolescence
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