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Guía Examen Extraordinario Inglés II Gpo. Trabajo institucional 16-17

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Universidad Nacional Autónoma de México

Colegio de Ciencias y Humanidades

Plantel Sur

Plan actualizado 2016

Guía de estudios para preparar el examen extraordinario de

Inglés II - 4 habilidades

Elaboración:

Luis Rodolfo Díaz Munive

Ma. Isabel López Rosas

Tania Michel Torres Zetina

Haydee Venosa Figueroa

Coordinación

Gloria Medina Cervantes.

Julio 2017


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INGLÉS II

Objetivo de la guía

Esta guía tiene el propósito de ofrecerte diversas explicaciones, ejercicios

relacionados con las diferentes unidades del Programa de Inglés II del Plan

actualizado (2016). Esta guía es un recurso didáctico que te proporcionará

explicaciones, ejercicios y recursos en línea que te apoyen en la preparación del

examen extraordinario.

La guía está organizada según los aprendizajes y contenidos temáticos de las

cuatro unidades del programa de la asignatura. También incluye un examen

muestra, un ejemplo parecido al que presentarás. Te sugerimos que lo contestes

en dos horas máximo, tiempo que dura la aplicación real.

PROPÓSITO GENERAL: El alumno será capaz de intercambiar información básica

sobre su entorno, sus actividades cotidianas y en progreso, así como sobre sus

habilidades, gustos y necesidades y las de otros.

UNIDAD 1. DESCRIBIR LA COMIDA Y LOS ARTÍCULOS PERSONALES Propósito : Al finalizar la unidad, el alumno será capaz de: Intercambiará la información oral y escrita sobre la existencia, cantidad y valor de insumos de consumo cotidiano para hablar de sus necesidades básicas; asimismo, expresará en forma oral y escrita las habilidades propias y de otros. UNIDAD 2. DESCRIBIR Y LOCALIZAR LUGARES EN LA COMUNIDAD Propósito: Al finalizar la unidad, el alumno será capaz de: Intercambiar información sobre lugares de su comunidad e instrucciones para llegar a ellos. UNIDAD 3. COMPARTIR ACTIVIDADES COTIDIANAS Propósito: Al finalizar la unidad, el alumno será capaz de: Intercambiar, de manera oral y escrita, información básica de sí mismo y de otros sobre actividades habituales en el presente.

UNIDAD 4. COMPARTIR LAS ACCIONES QUE ESTÁN SUCEDIENDO Propósito: Al finalizar la unidad, el alumno será capaz de: Intercambiar, de manera oral y escrita, información básica sobre actividades en progreso propias y de otros, así como identificar la diferencia entre actividades habituales y actividades en progreso.


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Índice

Unidad 1 . . . . . . . . . . . . . . . . . . . . . 4

Unidad 2 . . . . . . . . . . . . . . . . . . . . . 25

Unidad 3 . . . . . . . . . . . . . . . . . . . . . 41

Unidad 4 . . . . . . . . . . . . . . . . . . . . . 56

Clave de respuestas . . . . . . . . . . .70

Bibliografía. . . . . . . . . . . . . . . . . . . 79


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Unidad 1. Describir la comida y los artículos personales.

Los alimentos son un elemento esencial en cada una de las sociedades, por lo que

cada una tiene características especiales según la ubicación en la que se encuentra.

A continuación se presenta un texto sobre diversas culturas y sus estilos de

alimentos.


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I. Lee el texto cuidadosamente y subraya los países que se menciona

II.

Completa la tabla con alimentos mencionados en el texto y en la imagen.

Fruit Meat Other foods Grain products Dairy

products

Food around the world

The kind of food we eat depends on which part of the world we live in,

or which part of our country we live in. For example, in the south of

China they eat rice, but in the north they eat noodles. In Japan, people

eat a lot of fish and other seafood. But in the middle of the United States,

away from the sea, people don’t eat so much fish, they eat more red meat

and chicken. In Central Europe, people eat hundreds of different kinds

of sausages.

In North America, Australia, and Europe there are two or more courses

to every meal, and people eat with knives and forks. In China, all the

food is together on the table, and they eat with chopsticks. In parts of

India and the Middle East, people use their fingers and bread to pick up

the food.

Nowadays, it is possible to transport food easily from one part of the

world to the other. We can eat what we like, when we like it, at any time

of the year. Bananas come from Central America or Africa, rice comes

from California or Thailand; strawberries come from Chile or Mexico.

Food is very big business. But people in poor countries are still hungry,

and people in rich countries eat too much.

Vocabulary Courses = dishes


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III. Responde las preguntas con información del texto

1. Where do people eat much fish?

____________________________________________________________

2. Why do people in the middle of the US eat more chicken and red meat?

____________________________________________________________

3. How many courses are there in China?

____________________________________________________________

4. How do people eat in the Middle East?

____________________________________________________________

5. Why can we now eat most things at any time of the year?

____________________________________________________________

Sustantivos contables

Uno de los alimentos importantes en el día es el desayuno, observa la imagen de

típico desayuno inglés.


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En este desayuno encontrarás eggs, cookies, sausages etc. pero también: honey,

milk, coffee. El primer grupo de alimentos son sustantivos contables (countables) y

para indicar singular se requiere usar “a” / “an”. Para plural basta agregar una -s

al final de la palabra y un número que indicar las cantidades o bien puedes usar

“some” para la existencia de más de un elemento. Para expresar mayor cantidad

sin precisarla se puede utilizar palabras llamadas cuantificadores como:

“few”, “some”, “many” “a lot of”.

I want

an apple I want some pears

Los sustantivos no contables (uncountables) son aquellos que encontramos en

masa, volumen o en grandes cantidades como el agua, el azúcar, la sal, la harina o

Singular + ++ +++ +++

an apple A few

pears

Some apples Many

apples

A lot of

tomatoes

a pear

I eat a lot of vegetables. I like apples


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la leche, de ahí que también reciban el nombre de sustantivos masa (mass nouns).

Los sustantivos no contables solo son singulares, no tienen plural. Por lo que es

incorrecto pluralizarlos, para indicar la cantidad se usan palabras que indican la

cantidad (cuantificadores) como: a little, some, a lot. Por ejemplo:

Además de la palabra a lot para indicar bastante o mucho se pueden utilizar many

y much que significan lo mismo, sólo depende de si son contables o no contables.

Hay excepciones como el caso del dinero, aunque podamos indicar la cantidad, en

realidad no sabemos con exactitud cuánto traemos en nuestro monedero: some

money, a lot of money. Al final de la guía encontraras otros ejemplos de sustantivos

contables y no contables.

+ ++ +++

milk A little

milk

Some milk A lot of milk

sugar A little

sugar

Some sugar Much/a lot of

sugar

Tipos de enunciados Uso

A lot of

• There are a lot of empty plates on the

table.

• She doesn’t drink a lot of soda.

• Are there a lot of peaches in the bowl?

Contables y

No contables

Many

• There are many empty bowls, too.

• I don’t want many apples.

• Are there many contestants?

Contables

Much

• They don’t have much roast beef.

• Is there much time?

• I have much milk in the fridge.

No contables


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IV. Revisa la ilustración anterior y escribe los alimentos que puedes contar y

los que no en la siguiente tabla, escríbelos en inglés

Things you can count Things you can´t count

V. Coloca la palabra a, an o some en cada uno de los alimentos. Luego escribe

C para los sustantivos contables y NC para los no contables.


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Otra forma de indicar la cantidad de los alimentos que no son contables por ejemplo:

la leche de vaca, el jugo de naranja o la miel. Si estas bebidas no estuvieran en un

contenedor, ¿los podrías contar? Al colocarlas en un recipiente o envase, se

convierten en un objeto contable, por ejemplo: el agua en botella, el azúcar en bolsa

de un kilo, o el yogurt en vaso o en bote etc.

Entre las palabras que expresan cantidades o contenedores están:

a kilo of …. a glass of…. a bottle of… a cup of…. a tube of…

a package of ..... a bag of……. a box of… a quart of ….

Por ejemplo:

American people drink a lot of coffee. They drink 3 or 4 glasses of coffee in the

morning. For lunch, they eat a sandwich or a hamburger with a glass of juice or and

a bag of fried potatoes.

VI. Observa las siguientes imágenes y escribe dos oraciones por cada imagen

en donde utilices los cuantificadores anteriores.

chicken

I have some chicken for breakfast.

orange juice

fruit


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soda

honey

VII. Lee la oración cuidadosamente, observa el sustantivo y selecciona la

palabra que consideres correcta.

1. How many / much water do you need?

2. There’s too much / many milk in this tea.

3. There are a few / a little cherries left.

4. There isn’t some / many tea.

5. Are there much / many onions?

6. There is a lot of / many popcorn.

7. Can I have a few /some lemonade? please.

8. Is there some/many yogurt in the pot?

9. Would you like many / some pizza?

10. Can I have a / many cake?

VIII. Completa las siguientes preguntas con: much, many.

1. How _____________cheese do you want?

2. Are there _________oranges?


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3. There’s very ____________milk left.

4. Can I have ___________cherries?

5. How ______pears do you want?

Completa las siguientes oraciones con a few / a little

6.I need __________ more information.

7.Mary adds milk to her tea. She also adds _________honey.

8. In my exam, there are ___________mistakes.

9.I am hungry. I have ________ cookies.

10. I need ___________ more minutes for the exam.

Lee cuidadosamente los ejemplos de la siguiente tabla:

Las palabras much y many se utilizan también para preguntar sobre las cantidades

de un alimento, objeto o cualquier otra cosa contable o no contable.

HOW MUCH milk is

there in the fridge?

There is some milk for

the cookies


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Things to buy

White bread __________

Wheat bread __________

Cookies __________

Bananas __________

Apples __________

A B A B IX. Algunos amigos platican sobre alimentos. Completa los espacios con a,

an o some y practica el diálogo con un compañero.

1. Sonia: Let’s make a fruit salad. There are __________ apples and

_________pineapple in the refrigerator.

Ben: Here’s _________banana and __________ orange.

Sonia: Great. Let’s put _________yogurt, too.

2. Betty: I have _______ vegetable soup and __________ chicken nuggets for

lunch. What do you have?

John: I have ________ salad and __________ cheese.

Betty: Here´s ________bread, too.

John: Thanks.

3. Sara: Let’s go to the supermarket. We need __________ onions and

__________ potatoes.

Peter: Ok, we also need __________milk and __________ carrots.

COMPRENSIÓN AUDITIVA

X. Tom y su mamá están en el mercado.

Escucha la conversación (audio 1)

y marca los artículos que sí compraron.

HOW MANY clocks

are there in the city? There are a lot of

clocks in the city


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COMPRENSIÓN DE LECTURA

XI. Lee el siguiente texto sobre nutrición y resuelve los ejercicios.

Food

Food suplies you with energy, and with the materials your body need for growing, repairing

wounds, and staying healty. Energy is needed for everything that goes on in the body. Your

muscles use energy when you move and your brain uses energy when you think. You use

energy even when you are completely relaxed or asleep. This energy keeps your body

warm.

Carbohydrates are our main

source of energy. They are in

sugary food such as sweets,

honey, jam and in starchy food

such as bread, potatoes and

rice. The other energy-rich

nutrients are fats. Fatty foods

include butter and cream,

which come from animals, and

oils from plants such as olive

oil, sunflower oil or maize seed

oil. Fats can supply twice as


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much energy as carbohydrates. But instead of using them directly, the body keeps fats as

energy store. Fat is mostly stored under the skin.

Oxford Children´s Encyclopedia Vol 3.

Lee los enunciados y decide si son V (verdadero) o F (falso) de acuerdo con el texto.

1. Food is the source of energy. _________ 2. Energy is necessary for all body functions. _________ 3. Carbohydrates are in meat, milk. _________ 4. Oils like olive, provide a lot of energy. _________ 5. Fats supply the same quantity as carbohydrates. _________

PRODUCCIÓN ORAL

XII.Utiliza las siguientes preguntas para pedir/dar el precio o algún producto.

Usa la imagen de la página siguiente.

Dialog1 A: Customer B: Clerk

Dialog 2 A: Customer B: Clerk

How much is the

bread?

How much are the

eggs?

Bread is $1.96

It is …..

Eggs are $1.88

They are …….

I want ……….

Anything else?

No thanks.

I´ll take it!

That´ll be $.......

Thank you.


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Dialog 3 A:Customer at the Deli B: Clerk

Observa el siguiente anuncio y con un compañero practica los diálogos

anteriores.

I need ………. Anything

else?

How much -------? It /They ……….


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XIII. Lee el texto y contesta las preguntas.


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What Is Reality TV?

So what is Reality TV? Reality TV is the projection of peoples lives in real or fabricated

situations and can range from documentary style informative shows, entertainment

shows based on the lives of reality TV actors, game shows, contests, talent auditions,

adventure programs, housing shows, philanthropy, love and dating shows, shows

which outline the inner workings of a particular industry and so much more. Thus, it

can be difficult to outline what exactly reality TV is and what reality television isn’t.

Therefore, in answering what is reality TV, the answer can be any form of television

that touches on the reality of people’s lives. While many fictional shows do in fact

touch on real issues or portray real stories; reality TV is generally reserved for non-

professional actors and stays focused on the lives of the actors as their lives are

currently happening. http://www.jobmonkey.com/realitytv/reality-tv/

1. What does Reality TV present?

__________________________________________________________

2. What kind of shows are Reality?

__________________________________________________________

3. What´s the characteristic of a reality program?

__________________________________________________________

4. Who are the actors?

__________________________________________________________

Existen diversos concursos de talentos en el mundo y uno de ellos por fin viene a

México y tú quieres ser famoso y tener tu propio show en Las Vegas, además de

ganar un millón de dólares. Tienes que convencer al jurado y al público de que

tienes LAS HABILIDADES necesarias para participar y ganar el premio principal.

¿Qué habilidades tienes para participar?

juggle ride a horse dance tango


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say “hello” in languages do acrobats ventriloquize

do magic tricks swim underwater drive a car

write poetry sing play a musical instrument

paint cook ice skate play soccer

play golf play american football play baseball

play tennis play volleyball

XIV. Organiza estas habilidades en este diagrama y agrega destrezas que

tengas.

ABILITIES

El verbo modal CAN te ayuda a expresar “lo que puedes o no hacer”; no es el

verbo principal de la oración, al utilizarlo debes de acompañarlo de otro verbo.

Por ejemplo: He can get up early. “Él puede levantarse temprano”. ¿no puedes

decir: “Él puede…….. temprano fácilmente?” Necesitas el verbo levantarse.


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Cuando quieres expresar habilidad PUEDES hacer algo usan Can + Verbo

Sujeto + can + verbo principal + complemento

I can swim very well (Puedo nadar muy bien)

She can come to my house (Ella puede venir a mi casa)

We can make a cake (Podemos preparar un pastel)

Incluso, puedes hablar de lo que la gente en general hace utilizando el pronombre

“you” de manera impersonal. Por ejemplo: You can see the beach from your hotel

room. (Puedes ver la playa desde tu habitación del hotel)

También puedes expresar lo que NO PUEDES HACER utilizando la forma

contracta de CANNOT es CAN´T. Esta forma contracta es informal y no la

puedes utilizar en un trabajo académico.(You can´t use can´t in a formal paper)

Sujeto+ cannot + verbo principal + complemento

I cannot dance tango. (No puedo bailar tango)

She can´t paint . (Ella no puede pintar)

My dog can´t juggle. (Mi perro no puede hacer malabares)

Para hacer una pregunta con el verbo CAN, lo ordenas de la siguiente manera:

Can + sujeto+ verbo principal + complemento+? Respuesta

Can she sing well? (¿Puede ella cantar bien?) Yes, she can/ No, she can´t

Can you jump the rope? (¿Puedes saltar la cuerda?) Yes, I can/ No, I can´t

El verbo modal va al inicio de la pregunta.

No olvides que en inglés sólo se utiliza el signo de interrogación que cierra la

pregunta.


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Entonces, tengo una pregunta para ti: CAN you explain what is can and can´t?

Sure, you can!

XV. Escucha y practica la pronunciación afirmativa y negativa del verbo

CAN (audio 2) CAN /kәn/ CAN´T /ka:/

1.He can write on a computer, but he can´t walk.

2. She can ride a bike, but he can´t swim..

3. They can learn to count, but they can´t learn to talk.

4. I can use a computer, but i can´t draw pictures with it

XVI. Completa el formato para entrar al concurso de talentos, retoma las

habilidades que marcaste al inicio.

READY TO BE FAMOUS? THIS IS THE FIRST STEP!!!!!!!!

MGT MEXICO HAS GOT TALENT!!!!!!!!!!!

Complete Name:______________________ Age:______

List your abilities:

I____________________________________

I____________________________________

I____________________________________

I____________________________________

Answer the next questions:

Can you juggle?_______________________

Can you swim?________________________

Can you ice skate?_____________________

XVII. Ahora, observa las imágenes de algunas personas que han participado

alrededor del mundo. ¿Cuáles son sus habilidades? Anótalas en inglés.


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They_________________________.

He ________________________.

He ______________________.

He ________________________.

He________________________.

She___________ and ____________.

COMPRENSION AUDITIVA


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XVIII. Tal vez tengas un animalito que tenga varias habilidades. Ve estos

vídeos de animales que participaron en el concurso de talento “Britain´s got

Talent” (videos 1,2,3) y responde:

1. https://www.youtube.com/watch?v=1inR2b7PS5M

Where does Marc come from? ______________________

How old is he? _________________________________

What does he ask the dog? ________________________

What can Wendy the dog do?_______________________

2) https://www.youtube.com/watch?v=dv_gOBi8Wpk

How old is Ashleigh? _______________________________

How old is Pudsey? _______________________________

Can they win a Oscar? ____________________________

What can Putsy the dog do?_________________________

What do judges think about them?_____________________

También han participado niños y gente que tal vez parecía no tener ningún talento

pero las apariencias engañan

3) https://www.youtube.com/watch?v=S1HW2Alo7HY

What´s her name? _____________________________

How old is she?________________________________

How does she feel? _____________________________

What can this beautiful girl do?______________________

4) https://www.youtube.com/watch?v=_L47Mh_r_PE

What do some of them do? ______________________________________

What can this group of five men do?________________________________.

Next group:

https://www.youtube.com/watch?v=1inR2b7PS5M

https://www.youtube.com/watch?v=dv_gOBi8Wpk

https://www.youtube.com/watch?v=S1HW2Alo7HY

https://www.youtube.com/watch?v=_L47Mh_r_PE


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What is their name? ____________________________________________

Can the choir be in the show? ____________________________________

What can the choir do? __________________________________________.

A veces, gente que no tiene habilidades va a audicionar. Seguramente algunas

personas que conoces tienen algunas habilidades y otras no. Da algunos

ejemplos. My dog can´t jump a chair.

PRODUCCION ORAL

XIX. Has pasado a la siguiente ronda, la cual consiste en una entrevista.

Completa el diálogo y practícalo con un compañero.

Interviewer: Congratulations! You are in this round. This interview is to check on

your abilities. Tell me, ______you sing?

You: No, I ________

Interviewer: _______you dance?

You: No , I ______ but I ______do some acrobats.

Interviewer: Excellent! What kind of acrobats?

You: Well, I _______walk on my hands, and I _______jump very high. I

also______walk on the rope 50 meters high.

Interviewer: Something else?

You: I _____juggle with 10 balls at the same time.

Wow! Very nice!

XX. Algunos concursantes han pasado a la siguiente ronda y otros no.

Escribe si pueden hacer las cosas que describieron en su entrevista.


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Luisa__________but Paco__________. (sing)

Lucas _________swim but the girls _________

(swim)

Larry the chimpanzee ______________(juggle)

Sophie and Caleb________________ (dance)

Rafael_______________ (do gymnastics)

XXI. Ahora escribe sobre las habilidades de tus amigos y familia. Usa can o

can´t.

1.-Some friends / do gymnastics______________________________________.


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2.-My father / tell jokes_______________________________________________.

3.- My mother/ cook_________________________________________________.

4.-My grandfather__________________________________________________.

5.-My aunt________________________________________________________.

6.-My favorite cousin________________________________________________.

7.-My dog/ My cat__________________________________________________.

Has pasado a los shows en vivo. Estamos seguros de que conquistaras al público

Recuerda que para expresar tus habilidades y las de otros debes saber utilizar

CAN y CAN´T.

PRODUCCION ESCRITA


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XXII. Diviértete leyendo estos memes. Escribe lo que puede hacer cada uno

de ellos.

1. 2. 3.

4. 5. 6.

7. 8. 9.

1.-__________________________________________________________ 2.-__________________________________________________________ 3.-__________________________________________________________ 4.-__________________________________________________________ 5.-__________________________________________________________ 6.-__________________________________________________________ 7.-__________________________________________________________ 8.-__________________________________________________________ 9.-__________________________________________________________

UNIDAD 2. Describir y localizar lugares en la comunidad.


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En las comunidades pequeñas o grandes ciudades encontrarás diversos

espacios en donde se ofrecen servicios. Por ejemplo, Hilltown es una población al

sur de Inglaterra observa con que servicios cuentan.

I. Observa la siguiente imagen y escribe en cada cuadro el nombre del lugar

1. _______________ 2. ___________________ 3. _______________

4._______________ 5.___________________ 6. ________________

7.________________ 8. ___________________ 9. ________________

10.________________ 11.___________________ 12. ________________

13.________________ 14.___________________ 15. ________________

II. En cada uno de estos sitios se realizan las siguientes actividades.

Relaciona las descripciones con el lugar.


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Una vez que

hayas

relacionado

los lugares,

practica el

diálogo con un amigo utilizando los lugares y definiciones anteriores.

A B

Descripción Lugar

1. You can eat there ( ) library

2. Police officers work there ( ) market

3. Doctors and nurses look

after sick people there

( ) cinema

4. People go to buy and sell

things there.

( ) hospital

5. You go to borrow or read

books there.

( ) supermarket

6. Children go to learn there ( ) restaurant

7. You go to send letters and

to buy stamps there.

( ) school

8. You go to see a film there ( ) post office

9. People go to pray there ( ) church

10. You can buy food and

other things in that big

shop.

11. You can buy snacks, soda.

( ) police station

(11) fast food restaurant

What can buy in a fast food

restaurant? You can buy snacks, sodas etc.


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III. Lee el siguiente texto y subraya los diferentes lugares que hay en

Hilltown.


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IV. Contesta las preguntas, de acuerdo con la información del texto.

1. How many people are there in this town? ____________________________

2. What kind of buildings are there? _________________________________

3. What can you buy ? ___________________________________________

4. Which products can you find in the supermarket? _____________________

5. What´s Sandra´s favourite place? _________________________________

6. How many restaurants and cafes are there? _________________________

7. Where can you buy a delicious ice cream?___________________________

8. Where´s Sandra´s school? _______________________________________

9. Where can people play badminton? ________________________________

10. Why does Sandra like her town? __________________________________

Ahora es tu turno, piensa en qué zona de la Ciudad de México te gusta más y que espacios y servicios existen. Contesta las preguntas con tu propia información.

I like living in Mexico City, I live in ________________________________

1. What buildings and places are there? ______________________________

2. Are there restaurants or cafes? How many?_________________________

3. What´s your favorite place? ______________________________________

4. Which activities can you do there on weekends? _____________________

5. Where do people go on weekends? _______________________________

6. How many cinemas are there near? _______________________________

7. Is there an important place near there? ____________________________


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En ocasiones te preguntan por la ubicación de sitios, oficinas, escuelas etc. para lo

cual requerirás utilizar diferentes preposiciones para indicar donde se encuentran

como: on the left (a la izquierda), on the right (derecha), across

(cruzando),between (entre), on the corner of (en la esquina de), next to

(junto a), behind (atrás), in front of (en frente de) etc.

V. Utiliza las imágenes para señalar la ubicación de los lugares utiliza las

preposiciones anteriores.

Picture 1 1.The bookshop is______________________ the café.

Picture 2 1.The post office is _____________________ the park.

2. The park is __________________________ the post office.

Picture 3 1.The library is _________________________ the supermarket.

2. The Chemist is _______________________the library.


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Picture 4

1. The restaurant is _______________________ the bank and the

newsagent.

2. The newsagent is ______________________ the restaurant.

Para dar la ubicación de un sitio:

Menciona el nombre de la calle después ubica alguno de los edificios anexos, por

ejemplo:

The Odeon Theater is on 2nd Avenue next to the bank.

Da la ubicación de estos sitios como el ejemplo anterior.

a) The Gym _____________________________________________

b) Max Records __________________________________________

c) National Bank__________________________________________

d) Mike´s Pizza __________________________________________

e) Burger X _____________________________________________

f) Bell Department _______________________________________


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VI. Lee la siguiente tabla. Ubica el sitio y escribe de qué edificio se trata.

Escribe la ubicación de lo demás comercios, utiliza la imagen anterior.

Street

information

Nearby

buildings

Floor information Posible building

1) It´s on 2nd

Street

Next to the pet

shop

On the first

floor

2) It´s on Elm

Street

Between the

pharmacy and

the shoe store

On the second

floor

3) It´s on the

corner of 2nd

and Elm

Across from the

café

___________

4)

5)

6)

VII. Dos amigos van a encontrar a un compañero de la escuela en un sitio; sin

embargo, requieren preguntar cómo llegar ya que no conocen la ciudad.


34

Ejemplo:

Completa las siguientes conversaciones con la información del mapa

anterior y practícalas con un compañero.

1

2

3

Excuse me, where is the office building? It´s behind Mark´s café.

It´s on the corner of Main

Road and Lincoln Street.

I´m lost!! Can you help me?

Where´s the mall


35

4

5

En la tabla siguiente puedes ver las diferentes formas de preguntar cómo llegar a

un lugar determinado ya sea de manera formal (personas mayores o que merecen

respeto) o la informal (amigos o alguien de tu edad), dependiendo de a quién te

dirijas.

Asking for directions Giving directions

Informal Where’s the…?

Go up / go down…

Informal

How do I get to……? It’s on your left/ it’s on your

right…

Informal Excuse me. Is there a/an….

near here?

Turn left / Turn right (on)…

Formal Could you tell me how to

get to…?

It’s on the corner of…

Formal Can you tell me how to get

to….?

Walk up / walk down… Street

Road

It’s next to / it’s near / it’s

opposite / It’s between…

…………….. supermarket?

It´s on oak Street, next to

the theater.

Can you help me?

Jewelry store.


36

It’s across from the street

from…

Cuando alguien te pide instrucciones de cómo llegar a un lugar, debes ser muy

claro y preciso para evitar confundir a las personas. Observa el siguiente mapa y

fíjate en el diálogo para pedir y dar instrucciones de cómo llegar. Puedes utilizar

también las palabras: First, then, later para ordenar cada una de las indicaciones.


Dos personas piden indicaciones para llegar a un lugar.

VIII. Escucha la conversación y completa las

ideas.

Audio 1

Tourist 1: ________________, where’s the

________, please?

Man: It’s ______ Hogarth Street,

_____________Wilson’s, the big bookshop.

Tourist 1: And…where’s Hogarth Street? Is it far?

Man: No, it isn’t far.____________down here to

the bank on the corner, and

then____________________. That’s Hogarth Street, and the

_______________is there on the ____________.

Tourist 1: Thanks very much!

Man: You are welcome.

Tourist 2: Excuse me, is the___________________near here?

Man: Yes, it is. Carry on __________this Street. _______Hogarth Street. The

______________ is on the ___________ opposite the ______.


37

Tourist 2: Thank you

Audio 2 Conversation 1: A: _________________me. Is

there a _________near here?

B. Yes. ________

_______Church Street. Take

the first______ _______

_______right. It’s _______

_______the music store.

A. OK. Thanks.

Conversation 2.

A: Is there a post office near here?

B: Go straight ahead, and it’s _______ _______left, ______ ________

_________

A: Thanks a lot.

Conversation 3:

A. Excuse me. Is there a _________near here?

B. There’s an Internet café on Park Lane _______ ________the bank, and

there’s an Italian restaurant on Church Street next to the_______ _______.

A. Is that one______?

B. No, just two minutes, that’s all.


38

PRODUCCIÓN ORAL

IX. Observa el mapa y practica el diálogo modelo.

Conversation 1 From Catherine´s house to the school

A

A

B:

A:

EXCUSE ME MISS. HOW CAN I GET TO the school?

First, GO STRAIGHT Main Street and ON THE CORNER OF Fifth Street, TURN

LEFT. Then, WALK ONE BLOCK and IN FRONT OF THE

SUPERMARKET THERE IS THE SCHOOL.

THANKS!!


39

Completa las conversaciones con el mapa anterior.

Conversation 2 from Catherine´s house to the park

B.

Conversation 3 From the supermarket to Ruth´s house.

A

B:

Conversation 4 From Ariadna´s house to David´s house.

A:

B:

A:

A: Excuse me Miss, ______________________________ the park?

Go ____________ Main Street and ________________ Fifth Avenue,

____________. Then, Walk one block and ____________ on Berry Drive.

______________ one block and there is the park.

How……


40


X.Lee el texto y completa los ejercicios.

Transport

Transport keeps the world on the move. It takes children to school, workers to offices and

factories, and business people and tourists around the world. It carries goods factories to

shops from country to country and raw materials for industry around the world.

The main forms of transport are road, rail, air and water. Cars, buses, trucks, motorcycles,

bicycles and horse-drawn carts all travel on the roads. On railways, locomotives pull

carriages carrying passengers, or wagons carrying goods. In the air, there are passenger and

cargo aircraft. On the water, there are ocean-going cargo ships, car and passenger ferries,

and huge variety of smaller craft.

All transport vehicles need to be part of a system of transport, using what is called the

transport infrastructure. Cars, buses and other road vehicles would be useless without road.

Road bridges and tunnels make the roads shorter and easier to travel on. In the same way,

trains need tracks, stations, signals, crossing and tunnels. Aircraft need runways, airport

buildings, and air-traffic control centres. Ships need ports, navigation buoys and cranes to

load and unload them.

Oxford Children Encyclopedia Vol. 7

Completa en español el siguiente diagrama sobre la transportación:

For example

need

Transport


41

XI. Escribe, en inglés, los nombres de los siguientes medios de transporte.

En ocasiones las instrucciones para ir a un sitio son de distancias mayores que

requieren tomar un transporte. Puedes usar el verbo take

I take a train from one city to another. He takes a taxi to return home.

Cuando hables de medios de transporte utiliza la preposición by.

I go to the Super Bowl by plane. I go to the stadium by bus.

On vacations, we travel by car. by train


42

PRODUCCION ESCRITA

XII. Ahora completa el diálogo para proporcionar instrucciones para llegar a

Bellas Artes desde el CCH Sur en transporte público ( metro)

Tourist: Excuse me, ___________________ to Bellas Artes.

You: Are you going _______ car?

Tourist: No, I’m going on the public transportation.

You: Ok, __________ the bus to the CU subway station. ________ the subway

towards Indios Verdes and on Hidalgo station, change to line 2 to Taxqueña,

and ___________ on Bellas Artes station. It’s really easy!

Tourist: Thanks a lot!

Escribe un diálogo con un turista que te

encuentras en Perisur y quiere ir al

Castillo de Chapultepec en metro.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_______________________________________________________


43


XIII. Lee el siguiente texto acerca de un parque temático de China.

WINDOW OF THE WORLD

In the city of Shenzhen in China, there is a park called Window of the World. In the park there are

many models of famous places from around the world. There are towers, like the Eiffel Tower in

Paris; mountains, like Mount Fiji in Japan; monuments, like the Statue of Liberty in New York, and

other places, too. There are 130 different models in total. But there aren´t any people living in the

park! Here are some things you can see:

*Niagara Falls in North America *The Temple of the Emerald Buddha in Thailand *The Pyramids in Egypt *St. Mark´s Square in Venice Are there any fun activities? Yes, there are: for example, you can take a ride on the Colorado River!

And there is a place for skiing, too! And every year on China´s National Day (October 1), there is a

pop festival in the park.

There are also some great restaurants and cafés in the park- you can eat the different foods from

around the world, too! Take a taxi or a bus from Shenzhen train station to get there. It costs

180RMB (renminbi) to go in- that´s about $28. American Think I.

Contesta las preguntas sobre el texto.

1. Where is The Window of the World? _______________________________________

2. Why is it famous for? ___________________________________________________

3. How many different models are there? _____________________________________

4. What happens there every October 1st? ____________________________________

5. Are there places to eat? ________________________________________________

7. How can you get there? __________ ______________________________________


44

Unidad 3 Compartir actividades cotidianas.

Todos los días realizamos diferentes actividades desde muy temprano en la mañana hasta la noche.

I. Relaciona las actividades que realiza este estudiante con las imágenes correspondientes.


45

Daily Routines

Tus actividades empiezan muy temprano. In the morning,

I get up at 5:15 I wake up at 5º’clock.

I have a shower I get dressed

I brush my teeth II.Continua con algunas más, usando los verbos del ejercicio anterior y las horas. Por ejemplo I go to school at 7:30. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________


46

Recuerda que el verbo para referirse a la acción de comer es con el verbo: HAVE Ten cuidado con estos verbos!!

Have breakfast have lunch have dinner

I have breakfast at 6:00

I and my friends have lunch with our family every day.

My grandparents have dinner at 8:00

Cuando necesitas expresar ideas que se refieren a acciones cotidianas utilizarás el tiempo presente simple. Observa la conjugación en la forma afirmativa y negativa.

+ -

I study estudio I don´t study no estudio

You study estudias You don´t study no estudias

He/ She/ It studies estudias He/she/ it doesn´t study no estudias

We study estudiamos We don´t study no estudiamos

You study estudian You don´t study no estudian

They study estudian They don´t study no estudian

Por ejemplo algunos miembros de tu familia tienen actividades rutinarias estas se expresan de esta manera:

In the afternoon, …….

My mother comes back from work. Your father works late. Your brothers does their homeworks. I study my piano lessons.


47

At night, your little sister

III. Utiliza los verbos anteriores para escribir oraciones sobre las actividades de un amigo (a) o de un hermano (a).

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

4._________________________________________________________

5._________________________________________________________

Cuando requerimos hacer una pregunta el auxiliar DO or DOES se coloca al inicio de la oración.

? Significado + -

Do you study medicine?

¿estudias medicina?

Yes, I do. No, I don´t.

Does He study biology?

¿estudia biología? Yes, he does, No, he doesn´t.

Do we study at CCH?

¿estudiamos en el CCH?

Yes, we do. No, we don´t.


48

También se pueden utilizar las horas del día para especificar cuando se realizan ciertas actividades. Asi que recuerda lo que estudiaste el semestre anterior sobre cómo dar la hora.

Divide el reloj a la mitad. De la 1-6 utiliza PAST y la hora que es. Del 7 al -11 utiliza TO y la hora que viene.

Por ejemplo: it´s ten past two.

La preposición que utilizas para dar la hora es at, por ejemplo: I have dinner every day at 5:00pm

IV.Observa las imágenes, lee las oraciones y selecciona el verbo que complete mejor la oración. Numera las imágenes que corresponda a la acción descrita. Dibuja en el reloj cada imagen la hora indicada. Cuando haya dos relojes una es de inicio y otra de fin.

1. Phil ______________________up at quarter to eight.

2. Rebecca _____________________her homework from half past six to

eight o´clock.

3. We _________________________football from four o´clock to quarter

past five.

BRUSH DO GET HAVE LEAVE LISTEN PLAY START WAKE


49

4. They ______________________lunch at twelve oćlock.

5. The lessons

___________________at ten past

eight.

6. Alex ___________________his

teeth at ten to eight.

7. Mark

__________________computer

games from quarter past six to

seven oćlock.

8. Lucy ____________________school at five past two.

9. She _____________________tv

from seven to nine oćlock.

10. Nancy __________________ to

music every evening.

11. My friends _______________basketball from ten past four to five oćlock

12. I _________________dinner at five oćlock.

13. We ____________________ up at half past seven.

14. Peggy __________________tennis from five oćlock to half past six


50

Recuerda aplicar las reglas de ortografía de verbos: final - s. -es

a) Visit visits -s final en la mayoría de los verbos.

b) Hope hopes Los verbos que terminan en -e agregar -s.

c) Catch catches

Wash washes

Pass passes

Fix fixes

--es final se agrega a los verbos terminados

en -ch, -sh,-s, -x,-z

d) Study studies Si el verbo termina en una consonante + y

cambiar la y a i y agregar -es.

e) Pay pays

Buy buys

Si el verbo termina en una vocal + y agregar

solo -s

V. Conjuga los siguientes verbos a la tercera persona del singular.

1. read ________ 2. Fly ________ 3. Play _______ 4. Eat ______

5. sleep ________ 6. Go ________ 7. Live _______ 8. Speak _____

9. meet ________ 10. Teach ______ 11. Cost ______ 12. Open _____

VI.Completa el texto con la tercera persona del singular del verbo en

paréntesis

Lisa’s busy days

Lisa Parsons _________ (be) thirty-two years old and __________ (live) in

Manhattan. From Monday to Friday she ________ (work) at a bookstore in New

York. Sometimes she __________ (stay) at work until 10:30 at night, but Lisa (not

relax) on weekends. On weekends she _______ (have) another job –she ________

(be) a singer. On Saturday afternoons she _________ (practice) with her band, and

on Saturday and Sunday nights she ________ (go) to nightclubs and

______________ (sing). She _______ (have) no free time, but she _________

(love) her life!.


51

En este tiempo se utilizan frases que indican el momento en que se realizan las acciones.

Day / Monday, Tuesday, Thrusdaty ….

Week / Weekend.

Every Month/ January /February….

Year

Once significa “una vez” y ya tiene incluida la palabra “vez” Twice significa “dos veces” y ya tiene incluida la pabla “veces” A partir de tres veces deberá incluir la palabra “vez” (time) en tu oración. Observa: I see my grandparents once a week I hang out with my Friends twice a day. I eat three times a day My mom says she repeats things one hundred times a day.

También se usan frases que indican la frecuencia con que se realizan esas acciones cotidianas sin precisar una fecha, éstas son las expresiones de frecuencia.


52

¿En qué parte de la oración va el adverbio de frecuencia? Generalmente van antes del verbo. subject +frequency adverb + verb + complement I always go shopping after work I always eat cereal for breakfast Solamente hay una excepción. Con el verbo "To be", los adverbios de frecuencia van después de este verbo.

subject+ verb to be+ frequency adverb+ complemen She is always happy

I am usually late for this class En el triángulo el adverbio de frecuencia “often” que significa “seguido”. Entonces, para saber la frecuencia con la que se realiza una acción puedes preguntar: How often do you …? o si es de otra persona, una tercera persona How often does he/she/it …? Por ejemplo: How often do you go to salsa classes? –Well, I usually go.

How often does Maria eat ice-cream? –Oh, she never eats ice-cream.

How often does Firulais go to the park? –Mmm…I think it hardly ever goes.


53

VII. Reescribe las oraciones agregando los adverbios de frecuencia y las expresiones de frecuencia en las siguientes oraciones.

He aquí una pista: I hardly ever smile.

1. I play video games ( frequently) _____________________________________

2.He listens to the radio. (often) ________________________________________

3.They read a book. (sometimes) _______________________________________

4.Pete gets angry. (never) ____________________________________________

5.Tom is very friendly. (usually) ________________________________________

6.I take sugar in my coffee. (ocassionally) ________________________________

7.Ramon and Frank are hungry. (rarely) __________________________________

8.My grandmother goes for a walk in the evening. (always) ___________________

9.Walter helps his father in the kitchen. (usually) ___________________________

10.They watch TV in the afternoon. (seldom) ______________________________

VIII. Reorganiza las siguientes palabras para formar oraciones. Usa la forma correcta del verbo.

1. Always/ early/ Sue/ arrive _________________________________________

2. To the cinema/ never /I /go ________________________________________

3. Usually/ dinner/ we/ have/ at 7:30____________________________________

4. Jenny/ always/ nice clothes/ wear ___________________________________

5. Like/chocolate/ children/ usually_____________________________________

6. Work/ Martina/ hard/ always ______________________________________

7. Julia/ parties/ enjoy/ always______________________________________

8. Televison/ Tim/ watch/ never ___________________________________


54

IX. Contesta las siguientes preguntas.


55


IX. Ahora lee el texto y contesta las siguientes preguntas:

1. Where does the energy come from? ____________________________

2. When hydrogen atoms join, what do they produce? ________________

3. What produces helium?__________________ ____________________

4. What does the sun produce during the process? ___________________

5. What do plants do with energy from the sun? _____________________


56


X. Escucha la grabación y completa la historia de Caleb. Caleb 1)_____ on Ilse au Haut, an island in Maine in the U.S The island 2)_____

very small. It is ten kilometers long and 3 km wide, and 3)________are fewer than

100 people on the island. Caleb´s father is a fisherman. He 4)_______leaves the

house before 6:00 a.m. His mom 5)_______ at a small hotel. Caleb´s sister

6)___________ on Isle au Haut. The students are 5 to 13 years old, and they all 7)

___________one teacher. There are only seven students. Caleb is 15, and he

8)_________to school on a bigger island. It 9)__________takes 45 minutes by

boat to get to school!

Every day things are not easy on Isle au Haut. For example, Caleb and his family

10)___________use a computer at home to search the Internet and send emails,

but there is a hardly ever good connection.

PRODUCCION ESCRITA

XI. Practica y escribe la rutina del niño de las imágenes. Utiliza adverbios de frecuencia, expresiones de frecuencia, horas y tiempo presente.


57

Tom_____________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

PRODUCCIÓN ORAL

XII. Apoyaté en las imágenes y en un compañero para organizar un diálogo donde preguntes y/ o respondas sobre las actividades de esta persona. Intenta hacer un diálogo con al menos unas 8 preguntas ( con do y palabras interrogativas) por ejemplo:

1. acerca de la persona con quien hablas.

A: B: A: B:

2. Sobre otra persona A: B:

Do you get up early? No, i don´t. I get up at 8.

What time do you go

to work? I usually arrive work at 10.

Does your sister get

up early? No, she doesn´t. She

gets up very late.

Where does your father

work?

He works near World

Trade Center


58


59

Unidad 4 Compartir las acciones que están sucediendo

En este momento ¿Qué estás haciendo? obviamente ESTÁS LEYENDO la guía,

ESTÁS ESTUDIANDO para tu examen extraordinario.

I. Lee el siguiente texto y subraya que están haciendo otras

personas.

At the moment, I´m sitting in a bench eating some ice-cream.

My dog is playing with other dogs, they are running after the tennis ball.

Mom is watching after my little brothers. My brothers are jumping the

rope. Dad is playing domino with his friends in the park little tables.

The sun is shining, the skirrels are eating, other kids

are playing. Grandpa and grandma are watching T.V. at home. We are

on vacations, and I love vacations because I am with my family all the

afternoons and weekends. We don´t need much to have a very nice time together.

En este texto se describe lo que ESTÁN HACIENDO todos los miembros de la

familia. ¿Cuál es la estructura gramatical que indica esta acción?

Entonces así dirías lo que haces en este momento:

I AM READING THE ENGLISH GUIDE.

I AM STUDYING ENGLISH.


60

What ´s happening with Garfield and Oddie?

What is Garfield doing? ________________________________

What is Oddie doing? ________________ _______________

¿Qué ESTÁ SUCEDIENDO en el MOMENTO? Garfield se ESTÁ QUEJANDO de

Odie pues piensa que ESTÁ TRATANDO de molestarlo porque ESTÁ HACIENDO

ese sonido que odia.

El tiempo verbalse llama PRESENTE CONTINUO o PRESENTE PROGRESIVO.

Y se utiliza para describir esta parte del tiempo:

El AHORA en varias formas: en el momento en que se habla y alrededor de ese

momento.


61

Veamos este texto:

Ahora vamos a analizarlo y

cómo es parte del ahora que describe el presente continuo.

*Acciones que están sucediendo justo en este momento.

He is staying at a youth hostel

*Acciones que suceden en el presente en el ahora.

He is meeting his friend Brad tonight.

*Sucesos que se están produciendo actualmente, aunque no en este mismo

momento

The town is becoming more and more popular because of its beautiful beaches.

*Situaciones que están evolucionando, cambiando.

FORMA:

Para formar el presente continuo debes utilizar tu SUJETO+ ¿Qué verbo?+ ¿Qué

característica tiene el verbo siguiente? y luego el complemento. Tómate tu tiempo.

Esta tabla te facilitara revisar la conjugación

James is travelling around Australia. He is

staying at a youth hostel in a little Australian town.

The town is becoming more and more popular

because of its beautiful beaches.

James is meeting his friend Brad in town tonight.

Brad is working there as a tour guide over the

summer.

James is in the town centre now. Look! James is

taking a picture of another tourist.


62

Ya antes has utilizado el verbo to be, así que sabes usarlo perfectamente. Solo

que esta vez va con otro verbo que termina en ING y que describe lo que ESTÁ

SUCEDIENDO en el MOMENTO.

EXCEPCIONES:

*Cuando el infinitivo acaba en e, esta se elimina (aunque en el caso de ee,

oe o ye no hay cambios)

*En palabras con una vocal de pronunciación corta antes de la consonante final,

se dobla la consonante final (excepto si termina en w, y o x, que no se duplicarán).

sit sitting

mix mixing

Nota: En inglés británico la l final tras una vocal se dobla siempre (no así en inglés

estadounidense).

(inglés británico), (inglés estadounidense)

travel -travelling travel -traveling

*Al final de la palabra se remplaza ie por y.

lie lying

CONTRACCIONES:

Como tú ya conoces el uso del verbo “to be” seguramente sabes abreviarlo bien,

solo recuerda que las contracciones son informales.

Forma completa Forma abreviada

am (not) …’m (not)

are …’re

are not …’re not/… aren’t

is …’s

is not …’s not/… isn’t

come coming

agree agreeing


63

Nota: La forma abreviada de are sólo se puede utilizar junto a pronombres y

nombres, no junto a otro tipo de palabras.

EXPRESIONES:

Utiliza las siguientes expresiones para expresar las actividades que haces en el

momento.

at the moment

now

just now

right now

II.Ordena las palabras en oraciones coherentes.

1.studying I English am________________________________________

2.I reading book a am not_______________________________________

3.She watching is TV___________________________________________

4. is ? taking bath a he_________________________________________

5.you not are homework doing___________________________________

6.is the dog? Why barking_______________________________________

Utilizas este tiempo verbal todo el tiempo, cuando te pones de acuerdo con tus

amigos o familiares y les escribes qué estás haciendo.


64

III. Escribe el número de la persona que está realizando esta acción.

1.Who isn´t doing anything? _______________

2.Who is having a snack? ______________

3.Who is waiting for someone? ______________

4.Who is wearing a red hat? ______________

5.What are all people in the park doing? _____________________


IV. Escucha el audio. Dos esposos se llaman para saber que ESTÁN

HACIENDO, y cómo les ha ido. Escucha y completa la conversación.

it´s starting They´re swimming are you doing

I´m eating I´m getting he´s having

Pauline: Hi John. How are you?

John: Fine, yeah. I´m fine. How are you? What 1)_________________________?

Pauline: Oh, 2)______________________breakfast in the kitchen. Andy´s upstairs

in the bathroom 3)_____________________ a shower. So, are you OK?

John: Yes, I´m making good progress. And 4)__________________very close to

South Africa.

Pauline: Great!

John:Yes, and guess what? I can see dolphins outside! 5)________________next

to the boat.

Pauline: Oh, how lovely!

John: It is! Bit I´m worried. The weather´s changing. There´s a strong wind now

and_6)________________________to rain. A bad storm´s coming, I think. Sorry

Pauline, I can´t talk any more. I have to go outside.

Pauline: John? Can you hear me, John?


65

V. Relaciona las columnas con los sujetos con lo que ESTÁN HACIENDO

A B

1.John a) are swimming

2.Pauline b) is changing

3.Andy c) is looking out the window

4.The dolphins d) is having a shower

5.The weather e) is having breakfast

VI. Escucha en el audio seis sonidos. ¿Qué están haciendo?

1.-___________________________________________

2.-___________________________________________

3.-___________________________________________

4.-___________________________________________

5.-___________________________________________

6.-___________________________________________

Si estás con alguien pídele que actúe un par de oraciones y adivina qué hace o

pídele que haga un par de sonidos y adivina qué está haciendo.

1.-___________________________________________

2.-___________________________________________

¿Qué está haciendo tu familia en este momento? Escríbelo en oraciones

1.-_____________________________________________

2.-_____________________________________________

3.-_____________________________________________

4.-_____________________________________________

Ahora, imagina que estás en Australia de vacaciones. Escríbele un mensaje de

texto a tu mejor amigo o a un familiar sobre lo que estas haciendo.

Hi there!_____________________________________________________

___________________________________________________________

____________________________________________________________

____________________________________________________________


66

VII. Contesta las preguntas y menciona lo que ESTÁN HACIENDO los

personajes de cada imagen.

1. Are the girls reading the newspaper? ____________________________

2. Are the birds singing? ________________________________________

3. Is the cat trying toe at the birds? ________________________________

4. Is he man in the chair watching T.V? _____________________________

5. What are the ducks doing? _____________________________________

6. What´s grandma doing? _______________________________________

7. What is grandpa dreaming about? _______________________________

8. What´s is the mom doing? _____________________________________

9. What are the two men doing? ___________________________________


67

PRODUCCIÓN ESCRITA

VIII. Describe lo que están realizando ahora los Simpsons. Utiliza oraciones

positivas y negativas.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


68

PRODUCCIÓN ORAL

IX.Si estas resolviendo esta guía acompañado es momento de jugar. Solamente

necesitaras unos dados. Avanza las casillas si logras hacer la oración, describir la

imagen o hablar sobre tus planes. Si estas sólo, lo puedes también hacer. Usa

estas imágenes para describir.

69 Guía Examen Extraordinario Inglés II Gpo. Trabajo institucional 16-17

Existen dos tiempos presentes, observa ambos presente simple y presente

continuo. Ve la diferencia.

El presente simple te ayuda a describir tus rutinas, lo que haces

GENERALMENTE y el presente continúo lo que ESTÁS HACIENDO:


X. Escribe el verbo en el tiempo Presente Simple.

1. Martin __________________(wash) his car every Friday.

2. Daniela always____________(run) in the marathon.

3. Martha __________________(not laugh) with my jokes.

4. Lorena often _____________(wear) sunglasses.

5. The baby often____________ (sleep) in the afternoon.

6. Leonor___________________(help) her father in the shop.

7. We never_________________ (eat) fish and chips.

8. That woman_______________(go) shopping on Mondays.

9. Ralph_____________________ (have) a nap after lunch.

10. You ______________________(watch) television at night.

XI. Escribe el verbo en el tiempo Presente continuo.

1. Look! The bus ______________________(come)

2. Julia ______________________________(teach) English this semester.

3. Carol ______________________________(study) French right now.

4. The kids ____________________________(sing) a song.

5. Tina_______________________________(wear) a black dress.

6. My brothers_________________________(sit) on a bench.

7. Those cats __________________________(play) with a ball.

8. The bird ____________________________(fly) very high.

9. My sister____________________________(do) homework.

10. My mother _________________________(bake) some cupcakes.


XII. Selecciona la opción que consideres correcta.

1. The doctor__________________at the local hospital now.

a) works b) is working

2. Roberto ____________________the bus in the morning.

a) catches b) is catching

3. The girl often_________________milk for breakfast

a) drinks b) is drinking

4. It´s 9:00 a.m. and my family______________dinner.

a) have b) is having

5. Claire __________________her lessons at 2: 15pm.

a) finishes b)is finishing

XIII. Lee la oración y decide en que tiempo escribir el verbo Present simple o

Continuo.

1. Kathy___________________________ (work) in the darm in summer.

2. John often ______________________ (go) to bed late on Saturdays.

3. Alan usually ______________________ (brush) his teeth before bed.

4. My cousin ______________________ (live) in San Francisco at the moment.

5. Lucas __________________________ (direct) a new film now.

6. Listen! They ______________________ (play) your favourite song.

7. The photographer always___________________ (take) nice photos.


XIV Lee la historia y complétala con los verbos en paréntesis. Decide en que

tiempo usarla.


UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADES

PLANTEL SUR EXAMEN EXTRAORDINARIO DE INGLÉS II

Plan actualizado 2016 PERIODO: EA 2018-1

Examen Modelo

Alumno: _________________________________________________________________ / 40 p.

No. de Cuenta: ___________________ Turno: ____________ CALIFICACIÓN: ________

Grammar section

I. Juan platica con sus amigos sobre los gustos de su hermano Daniel y su amiga Lucy.

Completa el texto con los verbos en paréntesis. (10 p.)

Daniel ______________ (not like) vegetables, he never _____________ (eat) them. His parents

often _________ (say) that vegetables are good, but Daniel ____________ (not eat) them. He

thinks they are terrible! Lucy _________ (like) French fries, she _______ (eat) them every day but

her husband ___________ (not like) them. She __________ (think) they are delicious. I

__________(prefer) fish and all in my family _____________(love)eating paella.

II.Lee las oraciones y selecciona la mejor opción. (10 p.)

1. Would you like_________orange juice? a) Some b) A lot c) Any 2. Is there_______water ? a) Some b) Any c) Many 3. ______ oranges do you need to make some orange water? a) How much b) How many c) How tall

4. Cristiano Ronaldo ______ dark short hair.

a) don’t have b) have c) has d) doesn’t

5. Our classrooms _____ electronic boards

a) don’t have b) has c) doesn’t have d) aren’t

6. We always __________________a uniform to school.

a) wear b) am wear c) am wearing d)wears

7.Dad often _____________mom to wash the dishes after we eat.

a) help b) helping c) helps d) is helping

8. Albert is a musician. He´s ______the piano now.

a) playing b) can play c) plays d) to play

9. Tim ________to his mom right now.

http://av.rds.yahoo.com/_ylt=A0oGktp1BwxLf3sAcm.3e6MX;_ylu=X3oDMTBvMmFkM29rBHBndANhdl9pbWdfcmVzdWx0BHNlYwNzcg--/SIG=11vs6r3md/EXP=1259165941/**http:/www.cab.unam.mx/interiores/Ligas.htm

http://av.rds.yahoo.com/_ylt=A0oGkt.xBgxLVoQBGxC3e6MX;_ylu=X3oDMTBvMmFkM29rBHBndANhdl9pbWdfcmVzdWx0BHNlYwNzcg--/SIG=12oglpiqh/EXP=1259165745/**http:/liceu.uab.es/~joaquim/language_resources/UNAM_05/UNAM_05.html


a) is talking b) talking c) talks d) talk

10. We always __________________a uniform to school.

a) wear b) am wear c) am wearing d)wears

Reading section

Lee el texto y califica las aseveraciones como Falso o verdadero. ( 5 p.)

My name’s Megan Walker and I go to Broadfield High School. Do you do lots of sports at your

school? I do. My school is a sports college. It’s great!

At our school, we have a new dance and drama studio. Sometimes our parents and friends

come and watch us there. It’s really good fun! Dance is one of my favorite subjects because our

teacher often teaches us new dance routines. My friend Renata loves drama. She has drama

lessons after school two or three times a week.

My friend Simon is a fantastic swimmer. He’s the under-16 champion for our town. We don’t

have a swimming pool at the school, but Simon goes to a pool near the school.

Of course, we don’t do sports all the time. We study other subjects too, like science, math and

English.

1 Megan goes to a sports college. True / False

2 The school has a new Sports Studio. True / False

3 The dance teacher never teaches new routines. True / False

4 Simon practices his sport at the school swimming pool. True / False

5 Students at a sports college study sports all the time. True / False

Listening

Escucha la conversación y califícalas como verdaderas o falsas. ( 5 p.)

1. There’s an apple T F

2. There are a lot of grapes T F

3. There are five sausages T F

4. There’s a lot of toast T F

5. There’s some tea T F

Writing

You are on a holiday. Write a letter to a friend. Give this information:

• Where are you? (country)

• What are you doing?

• Is there a museum?

• Are there any other tourist attractions?

• Are there lots of tourists?

(5 p.)


_____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

PRODUCCIÓN ORAL

Con un compañero darás direcciones para llegar a un sitio. Estudia el mapa. En una

occasion tu darás las dirección y la siguiente tu compañero. Prepara tu diálogo. (5p.)

• The clothes store to the pastry store

• The gym to the drugstore


Claves de respuestas de las Unidades.

Anexos: Te anexamos un listado de algunos sustantivos no contables para que tengas una

mejor idea de dónde y cómo los podemos encontrar:

I. Clave de respuestas UNIDAD 1

Exercise I. Países que se mencionan: France, China, Japan, United States, Australia, India,

Chile, Thailand, Mexico.

Exercise II. Food around the world

Exercise III. Reading

Fruit: strawberries.

Meat: seafood / fish/ bacon/ shrimps/ salmon

other foods: sausages, eggs, paella, snails, hamburgers, baguettes, tacos sushi croissaints, pizza,

sándwich, bagel

grain products: rice / noodles / bread / beans/

Dairy products: cheese

1. Japan 2. Because they are away from the sea 3. Only one. All the food is together on the table. 4. People use their fingers and bread to pick up the food 5. Because it is possible to transport food easily from one part of the world to the other Exercise IV Foods you can count: Sausages, biscuits, eggs, bread rolls, bananas, apples, grapes, raspberries. Foods you can’t count: toast, milk, butter, ham, jam, cereal, yogurt, coffee, tea.

Líquidos

y gases

Sólidos y

sustancias

granulares

Tipos de

energía

Materias

escolares

Conceptos Abstractos

water wood electricity French fruit information

coffee metal sunshine Chemistry money advice

milk cheese radiation Economics food education

air sand heat Science vocabulary democracy

sugar


Exercise V

1. Some bread NC 7. a pineapple C

2. A carrot C 8. some cherries C

3. An egg C 9. some meat UC

4. Some lemons C 10. some flour UC

5. Some cheese NC 11. a onion C

6. A banana C 12. a tomato C

Exercise VI ( possible answers)

I have some chicken for breakfast.

I drink a lot of orange juice in the morning.

My friends don’t buy much fruit.

We drink much soda.

My sister doesn´t have much honey.

Exercise VII.

1. much 2. Much 3. A few 4. Some 5. Many 6. A lot of 7. A few 8. Some 9. some 10. A

Exercise VIII

1. Much 2. Many 3. Much 4. Many 5. Many

6.A Little 7. A Little 8. A few 9. A few 10. A few

Exercise IX

1.Sonia: some / a Ben: a / an Sonia: some

2. Betty: a / some John: a, some Betty: some 3. Sara: some/ some. Peter: some / some

Exercise X White bread / apple/ bananas/ tomatoes/ apple juice / cheddar chesse

Exercise X Tapescript

CD 3 American Headway 1 2nd edition unit 9 listening7

At the market M= mom T=Tom V= vendor

M: Tom! Hurry up! T: Aw. Mom I don´t like shopping. M Come on, Tom. I need your help T: Ok.

V: Good morning Ma’am. How can I help you today? M. Well, I´d like some apple juice, please. V: How many bottles? M: Two , please. T: But Mom,,, I don´t like apple juice.


M: shh Tom. It´s good for you. Thank you. Here… You can carry them. T: oh no! M: and some tomatoes, please. V: no problem. These tomatoes are very fresh. There we are. M: and i´d like some of that cheddar cheese, please. V: this one? How much? Is this much ok? M: That´s fine, thanks. And …is there any whole wheat bread? I can´t see any. V: Sorry, no, there isn’t – but there´s some nice white bread. Look! It´s homemade. M: Ummm…. T: Mom, I really like white bread. Please can we have it? M: oh, Ok then. Yes, thanks. V: anything else? T: Oh yeah! Mom! Look at those cakes! M: Shh Tom…Um…oh yes, some apples. V: how many – one bag or two? M: two bags, please. T: oh yuck. Can´t we have bananas? M: No, we can´t. Here. Take these bags for me. T: Oh Mom! They´re heavy! M: Thanks ….How much is all that? V: Let´s see, that´s ten dollars and eighty-five cents. M: Here you are. V. Thanks And here´s your change. M. Thanks. Bye! _______________ T: Phew! Is that everything? M: no, ummm…I still need ummm…. T: Mom, not more. I hate shopping. M: …need to buy your new sneakers, but if you don´t want to…. T: new sneakers – cool! M:….But I thought you didn´t like shopping T: Yeah, but…… Exercise XI 1. T , 2. T 3. F, 4. T, 5.T

Exercise XIII 1. Projection of lives in real or fabricated situated situations.

2. gameshows, contests, talent auditions, adventure programs, housing shows, philanthropy, love

and dating shows.

3. any form of television that touches on the reality of people´s lives.

4. non-professional actors.

Sports ice skate, soccer, golf, American football,

baseball, tennis, volleyball, swim underwater, ride a horse.

Manual: juggle, do acrobats,

do magic tricks, cook, drive a car,

Language: ventriloquize, sing, say hello in languages Arts : play a musical instrument,

dance tango, write poetry, paint


Exercise XV audio Exercise XVI. ( información personal) Exercise XVII They can play drumbs / He can dance / He can ventriloquize,/ He can play pokar / He can juggle / She can sing and play an instrument. Exercise XVIII

1. He comes from Paris / 61 years old / He asks to answer some questions./She can speak and sing.

2. 16/ 6 / yes, they can / he can dance with her / They are fantastic,adorable. He is the best

dancing dog.

3. Heavenly/ 5/ happy/ sing and dance

4. They can dance different types of music in group.

5. Revelation Avenue choir / yes, they can / they can sing different types of songs. Exercise XIX. Can / Can´t / can / can´t / can / can / can / can / can. Exercise XX Luisa can sing but Paco can´t Lucas can´t swim but girls can Larry can juggle, Sophie and Caleb can dance Rafael can do gymnastics. Exercise XXI

1. Some Friends can do gymnastics 2. My father can tell jokes. 3. My mother can cook ( respuestas abiertas) 4. My grandfather can ride a bike 5. My aunt can speak chinese 6. My favourite cousin cant´ walk on hands. 7. My dog can sleep all day.

Exercise XXII 1. The dog can pee. 2.The bird can hear 3. The cat can laugh 4.I can´t sleep 5. The bear can bear it 6.I can´t stop doing memes 7. The dog can jump all day 8.The cat can´t sleep. 9. The baby can´t be sad.

Clave de respuestas Unidad 2

Exercise I. 1. Library 2. Museum 3. Restaurant 4. Supermarket 5. Hospital 6. Police station 7. Theatre 8. Church 9. Factory 10 train station

11.school 12. Market 13. Swimming pool 14. Cinema 15. Post office. Exercise II. 5,4,8,3,10,1,6,7,9,2,11.


Exercise IV 1. 9,000 2. Supermarkets, shops, bank, Parks, restaurants, etc. 3. Market, 4. Sports center, 5. It´s calm and neat.

Segundo ejercicio (respuestas abiertas) Exercise V.

Picture 1 1.Next to. Picture 2 1. In front of , 2.behind Picture 3 1. In front of, 2 next to Picture 4 1. Between 2. Next to. Picture 3. The supermaket is next to the chemists Picture 4. The newsagent is nexto to the restaurant.

1) Gym is Elms Street between the pharmacy and the shoes. 2) Max Records are Elm Street in front of ike shoes. 3) National Bank is on 2nd ave between odeon theater and Bell Departament store 4) Mike´s piezza is on 2nd ave. between the Bell Departament store and pet shop. 5) Burger X is on the corner of Elm Street and 2nd Avenue in the second floor. 6) Bell Departament is on 2nd avenue between the national bank and used books

Exercise VI pag. 31

1) Used books 2) gym 3) pharmacy 4,5,6) respuestas abiertas. Exercise VII pag. 31, 32

1) Excuse me, where´s the music store? 2) It´s on main road in front of the pizzería. 3) Where´s the supermarket? It´s on main road in front of clothes store. 4) Where´s the gym? 5) Where´s a newstand? Its on King Street nexto to the jewelry store. Exercise VIII Audio 1 pag. 33 y 34

Tourist 1. Excuse me, postoffice. Man: it´s in------ next to ----- Tourist 1 Go straight -----turn right------post office ------left. Tourist 2 railway station Man: down -----cross--- The railway station ------left --------park.

Audio 2 Conversation 1 A. Excuse me------postoffice B. It´s on -----street on the-----next to

Conversation 2 On the,

Conversation 3 Exercise IX Conversation 2 A:How can i get to the park? B: go straight----turn left on----turn right----walk Conversation 3 A. How can I get to the twisted lane? B. Walk straight and on the second block turn left.


Conversation 4 A: How can i get to Berry Drive? B: walk straight fifth Avenue, turn le fon Berry drive and walk one block. Exercise X Transport: road, railways, air and water. Air: passenger and cargo aircraft. They need: runways, airport buildings and air-traffic control centres. Water: ocean-going cargo ships, car and passenger ferries, smaller craft. They need port, navigations bouys and cranes. Railways: locomotives, wagons. They need tracks, stations, signals, crossing and tunnels. Road: cars, buses, trucks, motorcycles, bicycles and horse drawn carts. They need road, road bridges and tunnels, Exercise XI airplane, boat, bus, truck, motorbike, helicopter, car, school bus, train, bycicle, tractor.

Exercise XII Tourist: how can I get to You: by you: Take ……Take….get down. Exercise XIII 1. Shenzhen, china. 2. It has monuments around the world, 3. 130 4. There is a pop festival. 5. Yes, there are. 6. By taxi or bus.

Clave de respuestas unidad 3

11,12,13 6,7,4,10 8,9,14

Exercise I 1 .

1,3,5,2

Exercise II posible answers

I have lunch at 3:00. I go to school at 6.00, I play soccer on Sunday, I watch TV in the afternoon.


Exercise III

The girl takes bath at night. She brushes her teeth. She puts on her jammies. Her mother tells

her a story. She hugs her bear.

Exercise IV

1. Gets, 2 does, 3, play, 4.have, 5.start,6. brushes, 7.plays, 8.goes, 9.watches,

10.listens,11.play,12. have, 13.wake,14. Plays.

1,13,12,3

14,5,2 11,6,7

4,9,8 ,10

Exercise V pag. 45 1. Reads, 2 flies, 3, plays, 4. Eats, 5 sleeps, 6. Goes, 7, lives, 8 speaks, 9.

Meets,10, teaches, 11, costs, 12 opens.

Exercise VI. Pag. 47 Is, lives, Works, stays, doesn´t relax, has, is, practices, goes, sings, has,

loves.

Exercise VII pag. 50 1. I never play videogames. 2. He often listens to the radio. 3. They

sometimes read a book. 4. Pete never gets angry. 5. Tom is usually very friendly. I sometimes

take sugar in my coffee. 7. Ramon and Frank are often hungry. 8. My grandmother always goes for

a walk in the evening. 9. Walter usually helps his father in the kitchen. 10. They never watch tv in

the afternoon. 11.Christine never smokes.

Exercise VIII. Possible answers. 1. At 5 o clock 2. I make my bed in the morning. 3. I have

breakfast at 7. 4. I go to school at 7:30. 5. I go home at 2.00 6. I do my homework in the

afternoon, 7. I play videogames or chat with Friends, 8. I have lunch at 3:00. 9. I go to sleep in the

evenings, 10. I have dinner at 7.00 11. I watch tv in the afternoon. 12 I go to bed al 11:00.


Exercise IX pag. 51 1. He gets up at 7. 2 he has breakfast. 3 he eats bread and milk 4. He eats

lunch at 11:45. 5. He has a coke and rice. 6. He has dinner at 6:00 7. He does his homework. 8 he

goes to bed at 9:00.

Exercise IXb pag. 52 1. From the sun. 2. It produces a nuclear fussion. 3 the nuclear fussion

4. Large amounts of energy. 5. They absorb it and store it.

Exercise X listenint 1.lives 2. is 3. There are 4. often 5.works 6.goes to school 7. Have

8. Goes 9. Often 10 sometimes

Exercise XI. Posible anwers. Tom gets up at 6 in the morning, he takes a shower, gets dressed.

He has breakfast and brushes his teeth, he goes to school by bus. He takes clases and at 2.00 he

has lunch. In the afternoon, he studies and after he watches TV, he goes to bed at 10:00.

Exercise XII puede ser similar a la anterior agregando horas y tipo de alimentos

Clave de respuestas unidad 4

Exercise II

1. I am studying English now. 2. I am not reading a book at the moment.

3. She is watching T.V. 4. Is she taking a bath? 5. You are not doing homework. 6. Why is the dog barking? Exercise III. 1. 4, 2. 1, 3. 2, 4.3, 5. Writting texts. Exercise IV 1. are you doing? 2. I´m eating 3. he´s having 4. I´m getting 5. They´re swimming 6. it´s starting Exercise V. 1. c- is looking out the window 2. e-is having breakfast 3. d- is having a shower 4. a- are swimming 5. b- is changing Exercise VI. LISTENING 1. She is brushing her teeth. 2. He´s taking a shower. 3. They´re playing soccer. 4. She´s swimming. 5. He´s getting dressed. 6. They´re singing EXAMPLE ANSWER: 1. He´s running. EXAMPLE ANSWER: 1. My mom is working. EXAMPLE TEXT Hi there mom! I am saying hi from Paris! It is beautiful. I am watching Paris from the Eiffel Tower. I am visiting many museums and looking at many paintings! I am seeing lovely places and big churches. I am buying souvenirs and I am eating crepes at nice restaurants. It is perfect! See you soon, Mich. Exercise VII.pag. 63 1. no, they are playing dolls. 2. Yes, They are singing (chirping). 3. No, it isn´t. It is climbing a tree. 4. No he isn´t. He is reading a newspaper. 5. They are swimming. 6. She´s having (some) tea. 7. He is dreaming about (his childhood). 8. She´s listening to the radio. 9. One is watering the plants, The boy is eating a sandwich, and the other man is cleaning the windows.


Exercise VIII. Pag. 64 OPTIONAL ANSWERS 1. Homer(o) is smiling. 2.Marge is looking at Homer(o) 3. Lisa is not playing the trumpet. 4. Ayudante de Santa is not barking. 5. Bart is playing with the dog. Exercise IX. EXAMPLE PLAYING ANSWERS 1. On Monday, I am going to the cinema. (PLAN) 2. I am eating grapes now. (SENTENCE) 3. Dad is serving tea. (PICTURE ONE) Exercise X 1. Washes 2. Runs 3. doesn´t laugh 4. wears 5. sleeps 6. Helps 7. Eat 8. goes 9. has 10. watch Exercise XI. 1. Is coming 2. is teaching 3. is studying 4. are singing 5. is wearing 6. are sitting 7. are playing 8. is flying 9. is doing 10. is baking Exercise XII 1. b. 2. a. 3. a. 4. b. 5. a. Exercise XIII 1. Works 2. Goes 3. Brushes 4. is living 5. is directing 6. are playing 7. takes Exercise XIV 1. Is 2. Teaches 3. is teaching 4. lives 5. is 6. Have 7. Love 8. do not have 9. are living 10. Speaks 11. does not teach ----------------- 12. is staying 13. Lives 14. Studies 15. is enjoying 16. is planning ------------------- 17. does not like 18. Loves 19. Go 20. play 21. is not playing 22 is skateboarding -------------------------- 23. Works 24. is not working 25. is not feeling

Bibliografia para alumnos:

1. NIVEL BÁSICO 1.1.http://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency.htm4 1.2. http://www2.arnes.si/~oskplucija4/ces/howoften.htm 1.3. http://www.montsemorales.com/gramatica/AdvFreqPosSpot.htm 1.4. http://www.ecenglish.com/learnenglish/lessons/frequency-adverbs 1.5. http://www.myenglishpages.com/site_php_files/grammar-exercise-adverbs-frequency.php#.U7r8CfmSxF0 2. NIVEL INTERMEDIO 2.1.http://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency1.htm 2.2https://elt.oup.com/student/solutions/elementary/grammar/grammar_02_012e?cc=co&selLanguage=en

http://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency.htm4

http://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency.htm4

http://www2.arnes.si/~oskplucija4/ces/howoften.htm

http://www.montsemorales.com/gramatica/AdvFreqPosSpot.htm

http://www.ecenglish.com/learnenglish/lessons/frequency-adverbs

http://www.myenglishpages.com/site_php_files/grammar-exercise-adverbs-frequency.php#.U7r8CfmSxF0

http://www.myenglishpages.com/site_php_files/grammar-exercise-adverbs-frequency.php#.U7r8CfmSxF0

http://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency1.htm

http://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency1.htm

https://elt.oup.com/student/solutions/elementary/grammar/grammar_02_012e?cc=co&selLanguage=en

https://elt.oup.com/student/solutions/elementary/grammar/grammar_02_012e?cc=co&selLanguage=en


2.3. http://www.englischhilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency.htm 2.4. http://www.flo-joe.co.uk/preliminaryenglish/grammar/adverbs-of-frequency.htm 2.5. https://www.youtube.com/watch?v=sV80xYzFXc4 3. EJERCICIOS PARA ORDENAR – UNSCRAMBLING EXERCISES 3.1. http://www.grammar.cl/Games/Adverbs_of_Frequency.htm 3.2. http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/freq1.htm 3.3. http://www.carmenlu.com/first/grammar/frequency1.html 3.4. https://www.youtube.com/watch?v=mqs_xnkDjsI 4. APRENDER JUGANDO – PLAYING TO LEARN 4.1. http://chagall-col.spip.ac-rouen.fr/IMG/didapages/chores/index.html 4.2. http://jerome.boulinguez.free.fr/english/file/hotpotatoes/adverbesfrequence.htm 4.3. http://www.englishexercises.org/hangman/game.asp?id=10672 4.4. http://www.englishexercises.org/makeagame/viewgame.asp?id=6502 4.5. http://www.englishexercises.org/makeagame/viewgame.asp?id=3492 4.6. http://www.englishexercises.org/makeagame/viewgame.asp?id=5118 4.7. http://www.englishexercises.org/makeagame/viewgame.asp?id=893 Lista de páginas obtenida de http://hogispolo.blogspot.mx/2014/07/adverbs-of-frequency-los-adverbios-de.html

Bibliografía consultada

• Campos de actividad: Orientaciones para el desarrollo de los proyectos de apoyo a

la docencia 2016-2017 en Suplemento especial de la Gaceta del CCH. No.8 del 7

de junio de 2016.

• López Frías, Blanca /Elsa Ma. Hinojosa K. Evaluación del Aprendizaje. Alternativa y nuevos desarrollos. México, Editorial Trillas, 2008.

• Marco Común Europeo de Referencia para las Lenguas: aprendizaje, enseñanza,

evaluación. Versión electrónica del Centro Virtual Cervantes,

2002http//cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf.(consulta

da Marzo 2010).

• Prioridades y Lineamientos institucionales para orientar los planes de trabajo de las instancias de Dirección y los proyectos del personal académico de tiempo completo para el ciclo escolar 2016-2017 en Suplemento especial de la Gaceta del CCH... No.8 del 7 de junio de 2016.

• Protocolo de equivalencias para el ingreso y la promoción de los profesores ordinarios de carrera del Colegio de Ciencias y Humanidades en Suplemento Especial de la Gaceta CCH, Num. 4, 23 de mayo del 2008.

http://www.englischhilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency.htm

http://www.flo-joe.co.uk/preliminaryenglish/grammar/adverbs-of-frequency.htm

https://www.youtube.com/watch?v=sV80xYzFXc4

http://www.grammar.cl/Games/Adverbs_of_Frequency.htm

http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/freq1.htm

http://www.carmenlu.com/first/grammar/frequency1.html

https://www.youtube.com/watch?v=mqs_xnkDjsI

http://chagall-col.spip.ac-rouen.fr/IMG/didapages/chores/index.html

http://jerome.boulinguez.free.fr/english/file/hotpotatoes/adverbesfrequence.htm

http://www.englishexercises.org/hangman/game.asp?id=10672

http://www.englishexercises.org/makeagame/viewgame.asp?id=6502




http://hogispolo.blogspot.mx/2014/07/adverbs-of-frequency-los-adverbios-de.html


• Programas de Estudio de Lenguaje y Comunicación Inglés I-IV del Colegio de Ciencias y Humanidades aprobados el 20 de mayo de 2016 por el Consejo Técnico del CCH.

•

Materiales didácticos consultados

• .Evans V. & J. Dooley. (2009) Upload 1, 2 U.S.A, Express Publishing.

• Putcha, Herbert & Jeff Stranks (2010) English in Mind Starter & English in Mind

second edition. Cambridge University Press.

• Putcha, Herbert & Jeff Stranks (2010) American English in Mind Starter & English in

Mind second edition. Cambridge University Press.

• Putcha, Herbert & Jeff Stranks (2016) American Think Starter Cambridge University

Press

• Soars L 6 Maris A. (2009) New Headway Elmentary Workbook and Student´s.

Second Edition. USA., Oxford University Press.

• http://www.englishpage.com/verbpage/verbs1.htm

https://www.ego4u.com/en/cram-up/grammar/simpre-prepro/tests?test1

https://www.travelchinaguide.com/attraction/guangdong/shenzhen/window.htm

https://en.wikipedia.org/wiki/Amusement_park

http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/food-and-

restaurants

https://www.ego4u.com/en/cram-up/grammar/simpre-prepro/tests?test1

https://www.travelchinaguide.com/attraction/guangdong/shenzhen/window.htm



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