Inglés 11 2p

INSTITUTO TÉCNICO INDUSTRIAL FRAY LUIS AMIGÓ
CONGREGACIÓN DE RELIGIOSOS TERCIARIOS CAPUCHINOS
PROVINCIA SAN JOSÉ
PROCESO: GESTIÓN DE FORMACIÓN INTEGRAL
PROCEDIMIENTO: FORMACIÓN ACADÉMICA
Código:
PGFI-03-R21
Versión: 01
Fecha de
Aprobación:
19/01/2018
GUÍA DE ESTUDIO (HORIZONTAL)
Grado: 11°
Asignatura: ENGLISH
Nombre del Docente:
LIC. YULY VIBIANA GUTIERREZ
"Rockabye" Worksheet
(feat. Anne-Marie & Sean Paul)
Nombre del Estudiante:
LISTEN THE SONG AND SOLVE THE ACTIVITY
Contenidos:
Se convierte en un horizonte tener
habilidad de poder mantener un
tema de conversación con un
discurso sencillo y coherente con
una pronunciación clara y adecuada
a través de la escritura y lectura de
textos que plantean situaciones
cotidianas , pero ricas en contenido
cultural
INTENSIFIERS
PREPOSITIONS (ALL KINDS OF
PREPOSITIONS)
El arte y la música
Redes sociales
SEMANA DE RECUPERACIONES
PERIODO 1
2. EXPERIENCIA PERSONAL:
EXPRESSIONS OF ETIQUETTE
ARTS AND MUSIC
EXPRESSIONS TO COMPARE
OLIMPIADAS AMIGONIANAS
PHRASAL VERBS
CONJUNCTIONS
IDIOMS/ BRITISH VS AMERICAN
EXPRESSIONS TO QUOTE
BIBLIOGRAPHY
DETAILING AND
REINFORCEMENT ACTIVITY
PRUEBAS INSTITUCIONALES
1. Fill in the blanks with the following words.
Daughter-tells – works- life-save-willaway- wants- love-like-give-do-have
She _______ at nights by the water
She's gone astray so far ________
From her father's ____________
She just ________ a life for her baby
All on her own, no one ______ come
She's got to ______ him
She ________ him, "Ooh, love, no one's ever gonna hurt you, _________.
I'm gonna _________ you all of my love.
Nobody matters ________ you."
Niveles de Desempeño
Propositivo
Saber
Argumentativo
Identifica los elementos propios
de las estructuras gramaticales
en oraciones con temas
sencillos y cotidianos
Identifica variedad de
textos
informativos
proveniente
de
diferentes fuentes
Expresa valores de su
cultura a través de los
textos que reconoce o
identifica
Hacer
Interpretativo
Emplea
las
preposiciones de lugar
según la intención y
ubicación del sujeto en
un
contexto
determinado
Redacta textos descriptivos
con una estructura clara y
sencilla
sobre
temas
académicos,
personales
y
tecnológicos
Expresa
sus
pensamiento
de
acuerdo a intereses
personales y el de sus
compañeros
Utiliza
sus
conocimientos previos
y nuevos para soportar
sus ideas y escritos
Redacta
textos
estructurados
con
saberes y pre-saberes
para un texto mas
completo
Demuestra una actitud
responsable frente a las
actividades
Identifica los valores de
la convivencia y los
aplica en los diferentes
momentos de las
actividades
institucionales
Demuestra crecimiento
personal en su
comportamiento
Participa activamente
en el desarrollo de la
propuesta académica
Ser
MOTIVACIÓN:
Período: II
Unidad de Competencia: Ejes temáticos:
Estándares
1.
She tells him, "Your life ain't gon' be nothing like my ________." (Straight!)
"You're gonna grow and ________ a good life.
I'm gonna do what I've got to _______."
2. Order in the right way
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Rockabye baby, don't you cry
I'm gonna rock you
So, rockabye baby, rockabye
Somebody's got you
Rockabye baby, don't you cry
I'm gonna rock you
Rockabye baby, rockabye
Rockabye baby, don't you cry
Rockabye,
(Rockabye, yeah, oh, oh)
Rockabye-rocka-rocka-rocka-bye
Rockabye-rocka-rocka-rocka-bye
Nobody matters like/lack you."
Rockabye-rocka-rocka-rocka-bye
(Rockabye, yeah, oh, oh)
Rockabye-rocka-rocka-rocka-bye
Lift/life up your head, lift it up to the sky/stair (Rockabye)
Rockabye, don't bother cry/buy (yeah)
Angels surround you, just dry/try your eye, yeah
Rockabye, don't bother cry (no)
Lift up your head, lift it up to the sky (oh, rockabye)
Rockabye, don't bother/brother cry
Angels surround you, just dry your/four eye
3. Correct the mistakes.
Single moon, how're you doing out deer?
Facing the hard life without no fear (yeah)
Just so you no that you really car
'Cause any obstacle came you're well prepared (oh, no)
No, mama, you never shed tear
'Cause you had to shed things year after year
And you give the youth love beyond compare (yeah)
You fair his school fee and the bus fair (yeah)
Mmm, Marie, the pops' disappear
In the run bar, can't find him nowhere
Steadily you work flour, everything you now
So you nah stop, no time–no time for your jeer
3. FUNDAMENTACIÓN COGNITIVA:
14. INTENSIFIERS
QUALIFIERS / INTENSIFIERS Qualifiers / intensifiers
are words like very, too, so, quite, rather. Qualifiers are function parts
of speech. They do not have synonyms. Their sole purpose is to
"qualify" or "intensify" an adjective or an adverb. Qualifiers /
intensifiers modify adjectives or adverbs, telling to what degree.
4. choose the correct word.
ROLES IN THE FAMILY
Now she got/gots a six-year-old
Trying to keep/kept him warm
Trying to keep out the cold/chord
When he looks in her eyes
He don't know/now he is safe
When she says, "Ooh, love, no one's ever gonna hurt you, love.
I'm gonna give you all of my love.
Some people are absolutely convinced that a child should have a mother and
a father.
COMMUNICATION
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I firmly believe that…..
People are increasingly uncomfortable about speaking to each other face to
face
I think it’s absolutely ridiculous that…..
THE SCHOOL CURRICULUM
I completely agree,
If I hadn’t been able to study some fun subjects like art and music my school
days would have been utterly miserable.
I’m not completely sure about that.
I’m not entirely convinced.
Studies have shown that subjects like PE and music greatly improve brain
function.
INTERNATIONAL EVENTS
YOUTH BEHAVIOUR
We always used to respect our elders.
absolutely terrified.
Some international events have proven to be a complete waste of money.
If a teacher told me off I was
EQUAL OPPORTUNITIES
I don’t think discrimination has been completely eradicated yet.
When I see what young people get up to nowadays, I’m utterly shocked.
Opportunities for men and women are basically the same nowadays.
A boy I know got caught committing a crime and his mum was utterly
devastated.
SOCIAL ISSUES
Some people seem determined to make life utterly miserable for everyone
else.
USE OF THE INTERNET
It’s becoming extremely difficult to keep your private life private.
When I see the vandalism and the amount of rubbish in my area it’s absolutely
infuriating.
Nowadays, if a company doesn’t have a website it’s virtually invisible to the
public.
DESIGNER GOODS
Inequality is a big issue. It seems wrong that some people are absurdly rich
while others haven’t got two pennies to rub together.
Designer goods are an absolute rip off.
THE FUTURE OF THE PLANET
The prices some shops charge are absolutely extortionate.
A lot of the high street clothes are complete tat.
Our government seem alarmingly indifferent to environmental issues .
(unemployment, poverty,)
You’d have to be totally stupid to pay €5000 for a bag.
SCIENTIFIC DEVELOPMENTS
DEBATING
Technology progresses frighteningly fast.
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It’s easy to get left behind. I’m completely ignorant about how 3D printing
works.
The last time I saw him he was walking down the road.
I’ll meet you in the cafe opposite the cinema.
Modern weapons are absolutely terrifying.
STRESS MANAGEMENT
It was difficult to sleep during the flight.
By the time I finish my degree I’ll be absolutely exhausted.
It was the worst storm since the 1980s.
My career leaves me feeling completely burnt out.
Give that to me.
I feel completely relaxed after an hour in the gym.
There are over 100 prepositions in English. Although most prepositions are
After a walk in the country with the dogs I’m totally chilled out.
single words, some pairs and groups of words operate like single
prepositions:
DEBATING
I firmly believe that…..
They were unable to attend because of the bad weather in Ireland.
I think it’s absolutely ridiculous that…..
Jack’ll be playing in the team in place of me.
I completely agree,
In addition to getting a large fine, both brothers were put in prison for three
months.
I’m not completely sure about that.
I’m not entirely convinced.
I always get nervous when I have to speak in front of an audience.
7Prepositions (all kinds of prepositions)
We estimate that there’ll be up to 10,000 people at the concert.
The most common prepositions that consist of groups of words are
Prepositions or conjunctions?
15. PREPOSITIONS (ALL KINDS OF PREPOSITIONS)
Some words which are prepositions also function as conjunctions. When we
use a preposition that is followed by a clause, it is functioning as a
conjunction; when we use a preposition that is followed by a noun phrase, it
stays as a preposition. Among the most common are after, as, before, since,
until:
Prepositions: uses
We commonly use prepositions to show a relationship in space or time or a
logical relationship between two or more people, places or things.
Prepositions are most commonly followed by a noun phrase or pronoun
(underlined):
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After I’d met him last night, I texted his sister at once. (conjunction)
After the meeting last night, I texted his sister at once. (preposition)
We’ll just have to wait until they decide what to do. (conjunction)
Beyond the hotel were beautiful
mountains. (basic spatial sense or
Learning Chinese in a year
was beyond them all. (beyond = too
position)
difficult for)
Some common prepositions such as at, in and on can have abstract
Okay, we’ll wait here until six o’clock. (preposition)
meanings:
Prepositions or adverbs?
I think you will both need to discuss the problem in private.
All three singers were dressed in black.
You now have the next day at leisure and can do whatever you wish.
Several words which are prepositions also belong to the word class of
adverbs. These include: about, across, around, before, beyond, in, inside,
near, opposite, outside, past, round, through, under, up, within:
Prepositions – Place and Movement
There were lots of people waiting for a taxi outside the club. (preposition)
A:
Where’s your cat?
B:
She’s outside. (adverb)
The gallery is opposite the Natural History Museum. (preposition)
A:
Can you tell me where the bus station is?
B:
It’s over there, just opposite. (adverb)
Prepositions and abstract meanings
English
in
at
on
Common prepositions that show relationships of space often have abstract as
well as concrete meanings.
by, next to, beside
under
Compare
That map you need is behindthe
filing cabinet. (basic spatial sense
or position)
Everyone is behind the
government. (behind = gives support)
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Usage
Example
room, building, street, town, country, book,
paper, car, taxi, picture, world
in the kitchen, in London, in the book
in the car,in a taxi, in the picture, in the world
meaning next to, by an object, for table, for
events
place where you are to do something typical
(watch a film, study, work)
attached, for a place with a river,being on a
surface
for a certain side (left, right), for a floor in a
house
for public transport, for television, radio
left or right of somebody or something
at the door, at the station, at the table,
a concert, at the party, at the cinema, at
school, at work
on the ground, lower than (or covered by)
something else
the bag is under the table
at
the picture on the wall, London lies on the
Thames, on the table, on the left
on the first floor, on the bus, on a plane
on TV, on the radio
Jane is standing by / next to / beside the car.
Prepositions – Time
English
Usage
Example
on
days of the week
on Monday
in
months / seasons/ time of day/ year
in August / in winter/ in the
morning
after a certain period of time (when?)
in 2006 / in an hour
at
for night/ for weekend
at night / at the weekend/ at
half past nine
a certain point of time (when?)
since
for
from a certain point of time (past till now)
since 1980
over a certain period of time (past till
for 2 years
now)
ago
a certain time in the past
2 years ago
earlier than a certain point of time
before 2004
to
telling the time
ten to six (5:50)
past
telling the time
ten past six (6:10)
marking the beginning and end of a
from Monday to/till Friday
before
to / till /
until
till / until
period of time
in the sense of how long something is
He is on holiday until Friday.
going to last
by
in the sense of at the latest / up to a
I will be back by 6 o’clock
certain time
Prepositions – Place and Movement
102
17. EXPRESSIONS OF ETIQUETTE
103
104
Music
18. ARTS AND MUSIC
Art is a diverse range of human activities in creating visual, auditory or
performing artifacts (artworks), expressing the author's imaginative or technical
skill, intended to be appreciated for their beauty or emotional power. In their
most general form these activities include the production of works of art, the
criticism of art, the study of the history of art, and the aesthetic dissemination of
art.
is found in every known culture, past
and present, varying widely between times and places.
Since all people of the world, including the most isolated
tribal groups, have a form of music, it may be concluded
that music is likely to have been present in the ancestral
population prior to the dispersal of humans around the world.
Consequently music may have been in existence for at least 55,000 years
and the first music may have been invented in Africa and then evolved to
become a fundamental constituent of human life.
The oldest documented forms of art are visual arts, which include creation of
images or objects in fields including today painting, sculpture, printmaking,
photography, and other visual media.
Architecture is often included as one of the visual arts; however, like
the decorative arts, or advertising, it involves the creation of objects where the
practical considerations of use are essential—in a way that they usually are not
in a painting, for example.
A culture's music is influenced by all other aspects of that culture, including
social and economic organization and experience, climate, and access to
technology.
Music, theatre, film, dance, and other performing arts, as well as literature and
other media such as interactive media, are included in a broader definition of
art or the arts. Until the 17th century, art referred to any skill or mastery and
was not differentiated from crafts or sciences.
Prehistoric music, once more commonly called primitive music, is the name
given to all music produced in preliterate cultures (prehistory), beginning
somewhere in very late geological history. Prehistoric music is followed
by ancient music in most of Europe (1500 BC) and later music in
subsequent European-influenced areas, but still exists in isolated areas.
In modern usage after the 17th century, where aesthetic considerations are
paramount, the fine arts are separated and distinguished from acquired skills in
general, such as the decorative or applied arts.
Art may be characterized in terms of mimesis (its representation of reality),
narrative (storytelling), expression, communication of emotion, or other
qualities. During the Romantic period, art came to be seen as "a special faculty
of the human mind to be classified with religion and science".
The prehistoric is considered to have ended with the development of
writing, and with it, by definition, prehistoric music. "Ancient music" is the
name given to the music that followed. The "oldest known song" was written
in cuneiform, dating to 3400 years ago from Ugarit.
Though the definition of what constitutes art is disputed and has changed over
time, general descriptions mention an idea of imaginative or technical skill
stemming from human agency and creation.
The nature of art and related concepts, such as creativity and interpretation,
are explored in a branch of philosophy known as aesthetics.
According to Easton's Bible Dictionary, Jubal was named by the Bible as the
inventor of musical instruments (Gen. 4:21). The Hebrews were much given
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to the cultivation of music. Their whole history and literature afford
abundant evidence of this.
Music Genres
unlike
in contrast to
as opposed to
different from
whereas
This is a list of the commercially relevant genres in modern popular music.
Here is a short paragraph using some of these expressions to contrast:
Hip-Hop
Unlike time or money, desire is an unlimited resource. Think about it: In
contrast to money which can run out, your desire for new experiences and
ideas will never end. Whereas there is never enough time to do everything you
want, your desire will always come up with something new and exciting.
Jazz
Rock
Country style
Pop/ Pop Rock/ Pop
Punk
Classical
Techno
Caribbean (Reggae)
R&B (Soul music)
Electronic
Latin
Easy listening
FORMS USED WHEN COMPARING IDEAS
The most important form to use when comparing two ideas is the comparative
form. For three or more ideas, use the superlative form.
19. EXPRESSIONS TO COMPARE
Comparative form
The following words or short phrases compare two items or ideas:
These sentences use the comparative form to discuss ideas concerning the
difficult economy.
like
likewise
same as
as well as
also, too
likewise
Employment issues are more important than political problems at this point in
time.
Job training is more critical to sustained well being than food stamps and other
welfare programs.
Politicians are more worried about reelection than truly improving the economy.
Here is a short paragraph using some of these expressions:
As ... as
You'll find that time like money is a limited resource. You can't buy everything
you want, likewise, you don't have enough time to do everything you want to
do. Our time is the same as our money: it's limited. Also, time is a resource
when work needs to be done.
A related form to the comparative is the use of 'as ... as'. The positive form
shows something is equal. However, when using 'as ... as' do not modify the
adjective as in the comparative form.
The following words or short phrases contrast two items or ideas:
The loss of manufacturing jobs is as unfortunate as the drop in pay.
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Spending on education in my state is as high as in some foreign countries like
Korea.
The negative form shows that something is not equal.
It isn't as easy as you think.
The loss in production isn't as great as in the past.
Comparing and contrasting:





Both of these …
Neither of these …
One of these …, while the other …
This one …, but on the other hand that one …
This picture … whereas the other …
Speculating:







It’s hard to say, but I think …
As far as I can see …
It looks like a …
I’d say …
It must be …
It might / may / could / can’t be …
I don’t think it … because …
Expressing opinions:
 Personally, I …
 I’ve never thought about it, but I suppose …
 I don’t really like …, but I had to choose …
21. PHRASAL VERBS
107
COORDINATING
conjunctions
and
a
secondary
class
called
SUBORDINATING or SUBORDINATE conjunctions. There are also words
called CONJUNCTIVE ADVBERBS; these conjunctive adverbs sometimes act
a bit like conjunctions, but at other times act like plain old adverbs. We will
explore each type, one at a time.
The following chart lists the most common types of conjunctions and
conjunctive
adverbs.COORDINATING
CONJUNCTIONS
(Coordinating
conjunctions connect two equal parts of a sentence.)
PURE CONJUNCTIONS
and
but
for
nor
or
so
yet
CONJUNCTIVE ADVERBS
accordingly
in fact
again
instead
also
likewise
besides
moreover
consequently
namely
finally
nevertheless
for example
otherwise
further
still
furthermore
that is
hence
then
however
therefore
indeed
thus
The Subordinate Conjunction
22. CONJUNCTIONS
Recognize a subordinate conjunction when you see one.
A CONJUNCTION is a word that connects or joins together words, phrases,
clauses, or sentences. There are two kinds of conjunctions, a primary class of
Some sentences are complex. Such sentences have two clauses, one main [or
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independent] and one subordinate [or dependent]. These are the patterns for a
complex sentence:
Ronnie begins to sneeze violently whenever he opens the door to greet a fresh
spring day.
main clause + Ø + subordinate clause.
Sneezing violently > opening the door.
subordinate clause + , + main clause.
Even though Dana persevered at the calculus exam, she was only adding
another F beside her name in Dr. Armour's grade book.
The essential ingredient in a complex sentence is the subordinate conjunction:
after, although, as, because, before, even if, even though, if, in order, that,
once, provided that, rather than, since, so that, than, that, though, unless,
until, when, whenever, where, whereas, wherever, whether, while, why
SUBORDINATE CONJUNCTIONS
(Subordinate conjunctions connect two unequal parts, e.g., dependent and
independent clauses)
after
since
when
although
so that
whenever
as
supposing where
because
than
whereas
before
that
wherever
but that
though
whether
if
though
which
in order that till
while
lest
unless
who
no matter
until
why
how
what
even though
The subordinate conjunction has two jobs.
First, it provides a necessary transition between the two ideas in the sentence.
This transition will indicate a time, place, or cause and effect relationship. Here
are some examples:
Louisa will wash the sink full of her dirty dishes once her roommate Shane
cleans his stubble and globs of shaving cream from the bathroom sink.
We looked on top of the refrigerator, where Jenny will often hide a bag of
chocolate chip cookies.
Because her teeth were chattering in fear, Lynda clenched her jaw muscle
while waiting for her turn to audition.
23. IDIOMS/ BRITISH VS AMERICAN
The second job of the subordinate conjunction is to reduce the importance of
one clause so that a reader understands which of the two ideas is more
important. The more important idea belongs in the main clause, the less
important in the clause introduced by a subordinate conjunction.
Every language has its own collection of wise sayings. They offer advice about how to
live and also transfer some underlying ideas, principles and values of a given culture /
society. These sayings are called "idioms" - or proverbs if they are longer. These
combinations of words have (rarely complete sentences) a "figurative meaning"
meaning,
they
basically
work
with
"pictures".
This List of commonly used idioms and sayings (in everyday conversational English),
can help to speak English by learning English idiomatic expressions. This is a list,
which contains exactly 66 of the most commonly used idioms and their meaning.
Read these examples:
As Samson blew out the birthday candles atop the cake, he burned the tip of
his nose on a stubborn flame.

Burning his nose > blowing out candles.
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A chip off the old block: esto es lo que comúnmente
conocemos por “de tal palo tal astilla”.











A friend in need is a friend indeed: este es menos común en
castellano, pero en inglés sí lo es. “En las malas se conocen a
los amigos”.
All that glitters is not gold: una expresión muy útil para los
más ingenuos, con dos significados sinónimos: “No es oro todo
lo que reluce” ya que “Las apariencias engañan”.
A pig with lipstick, is still a pig: éste es, sin duda, uno de los
más divertidos. Aunque en castellano esta expresión se refiere
a una mona (“aunque la mona se vista de seda, mona se
queda”), la versión inglesa incluye a un cerdo con pintalabios.
Apple of my eye: quizá no sea tu expresión favorita, aunque su
significado sí sea “La niña de mis ojos”.
(To be) as mad as a hatter: si haces cosas sin sentido y te
gusta tontear, entonces estás “más loco que una cabra”, que en
inglés es un sombrerero.
(To be) as red as a beetroot: aunque en castellano serías un
tomate, en inglés te conviertes en remolacha. El mejor modo de
expresar el que te suban los colores y ponerse colorado.
Barking up the wrong tree: Cuidado con ladrarle al árbol
equivocado, es decir, no acuses sin motivo porque puedes
equivocarte.
Costs an arm and a leg: lo que en castellano te cuesta un ojo
de la cara, en inglés es un brazo y una pierna.
Once in a blue moon: cuando algo ocurre raramente, es algo
que no pasa a menudo.
Picture paints a thousand words: “una imagen vale más que
mil palabras”. Aquí y en todo el mundo.
To hear something straight from the horse's mouth: cuando
algo es fiable, lo conoces de primera mano.
BRITISH VS AMERICAN
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understood the materials that you have studied and that you can use their
ideas and findings in your own way. In fact, this is an essential skill for every
student. Spack (1988, p. 42) has pointed out that the most important skill a
student can engage in is "the complex activity to write from other texts", which
is "a major part of their academic experience." For this reason, any academic
text you read or write will contain the voices of other writers as well as your
own.
In your writing, however, the main voice should be your own and it should be
clear what your point of view is in relation to the topic or essay question. The
object of academic writing is for you to say something for yourself using the
ideas of the subject, for you to present ideas you have learned in your own
way. The emphasis should be on working with other people’s ideas, rather than
reproducing their words. If your view is not clear, you will be told you have not
answered the question or something similar. It is essential therefore that it must
always be clear whose voice is speaking.
There are two main ways in which you can show your view (Tadros, 1993):
negatively

lack of mention of any other writer
positively


first person pronouns ("I")
comments and evaluations ("two major drawbacks", "of no
great merit", " as X insightfully states", )
It will always be assumed that the words or ideas are your own if you do not
say otherwise. When the words or ideas you are using are taken from another
writer, you must make this clear. If you do not do this and use another person's
words or ideas as if they were your own, this is Plagiarism and plagiarism is
regarded as a very serious offence.
24. EXPRESSIONS TO QUOTE BIBLIOGRAPHY
The ideas and people that you refer to need to be made explicit by a system of
citation. The object of this is to supply the information needed to allow a user to
find a source.
One of the most important aspects of academic writing is making use of the
ideas of other people. This is important as you need to show that you have
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You need to acknowledge the source of an idea unless it is common
knowledge in your subject area. It is difficult sometimes to know whether
something is common knowledge in your subject or needs acknowledging. In
general, if your lecturer, in lectures or handouts, do not acknowledge the
source you can assume that it is common knowledge within your subject.
accused of being too descriptive, of not being critical or analytical enough, or of
not producing a clear argument.
Citing - APA style
There are two ways in which you can refer to, or cite, another person's work: a)
by reporting or b) by direct quotation.
The object of academic writing is therefore for you to present your ideas in your
own way. To help you do this, however, you will need to use the ideas of other
people and when you do this, you need to say where the words and ideas are
from.
a) Reporting
This simply means reporting the other writer's ideas into your own words. You
can either paraphrase if you want to keep the length the same or summarise if
you want to make the text shorter. See Reporting: Paraphrase & Summary for
more information. There are two main ways (Swales, 1990, p. 148) of showing
that you have used another writer's ideas:
There are several reasons for this (See Thompson, 1994, pp. 178-187 for more
information).
1. You need to show that you are aware of the major areas of thought in
your specific subject. This allows you to show how your contribution fits
in, by correcting previous research, filling gaps, adding support or
extending current research or thinking.
2. You need to support the points you are making by referring to other
people's work. This will strengthen your argument. The main way to do
this is to cite authors that agree with the points you are making. You
can, however, cite authors who do not agree with your points, as long as
you explain why they are wrong. Do not make a statement that will
cause your reader to ask, "Who says?"
3. If you are a student, you need to show that you have read and
understood specific texts. You need to show that you have read around
the subject, not just confined your reading to one textbook or lecture
notes.
4. You must not use another person's words or ideas as your own so you
need to say where they are from.
integral
According to Peters (1983) evidence from first language acquisition indicates that
lexical phrases are learnt first as unanalysed lexical chunks.
OR non-integral
Evidence from first language acquisition (Peters, 1983) indicates that lexical
phrases are learnt first as unanalysed lexical chunks.
Lexical phrases are learnt first as unanalysed lexical chunks (Peters, 1983).
depending on whether or not the name of the cited author occurs in the citing
sentence or in parenthesis.
If you want to refer to a particular part of the source:
You usually do this by reporting the works of others in your own words. You
can either paraphrase if you want to keep the length the same, summarise if
you want to make the text shorter or synthesise if you need to use information
from several sources. Do not forget, though, that the central line of argument,
the main voice, should be your own. This means that you will need to comment
on or evaluate any other works that you use. If you do not do this, you will be
According to Peters (1983, p. 56) evidence from first language acquisition
indicates that lexical phrases are learnt first as unanalysed lexical chunks.
(At end of piece of writing)
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References
Peters, A (1983). The units of language acquisition. Cambridge: Cambridge
University Press.
2. She told me she thinks you're ______ great! She truly liked you.
3. My dad said the movie is ______ fascinating.
b) Direct Quotation
4. What do you think of this car? Isn't it _____ nice?
Occasionally you may want to quote another author's words exactly. For
example:
5. I couldn't keep my eyes open! That documentary was ______
terrifying!
Hillocks (1982) similarly reviews dozens of research findings. He writes, "The
available research suggests that teaching by written comment on compositions
is generally ineffective" (p. 267).
2. Find the qualifiers (intensifiers) in the following sentences.
(At end of your text)
1. Even though the dog was vicious, it was extremely gentle with its
owner.
Reasons for using quotations:
1. quote if you use another person's words: you must not use another
person's words as your own;
2. you need to support your points, quoting is one way to do this;
3. quote if the language used in the quotation says what you want to say
particularly well.
2. The student’s answer to the question almost completely overwhelmed
the professor.
4. APLICACIÓN TALLER:
3. For each sentence, choose the best word to complete the sentences.
3. The really great novel . . . tends to be the exact negative of its
author’s life. ⎯André Maurois
1. I was (much/really) unhappy with the way the staff in the shop
treated me.
WEEK 14. INTENSIFIERS
2. It was (most/totally) easy to find the answers to all the questions and
we soon finished the test.
1. Complete each sentence with one of these words: very, totally,
completely, really, completely.
Remember that "extreme" adjectives are modified by intensifiers, while
"normal" adjectives are modified by qualifiers.
1. I feel______ bad that you have to go. I really wanted us to spend
more time together.
3. We all found the film (rather/absolutely) boring and decided to
switch off and go to bed.
4. Last night, I watched a TV programme about sheep farming. It was
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(absolutely/such) fascinating.
a) Which state is above Iowa?___________________________________________
b) Name one state near the bottom of the United States.______________________
5. Unfortunately the weather was (very/totally) miserable the whole
week. We didn't see the sun once.
c) Name one state near the top of the United States. _________________________
d) What state is between Mississippi (Miss) and Georgia? _____________________
6. I never drive to London. It's a (so/much) better idea to go there by
train, I think.
e) What states are below New York? _____________________________________
___________________________________________________________________
f) What state is between South Dakota and Kansas? _________________________
g) Name two states that are close to Ohio. _________________________________
WEEK15. PREPOSITIONS (ALL KINDS OF PREPOSITIONS)
h) Name two states that are far away from Florida. __________________________
i) What state is right beside California? ____________________________________
1. Use the map to choose the correct answer for each question
about prepositions of place.
j) What state is to the left of Virginia?______________________________________
k) Name all the states that are around Utah. _______________________________
___________________________________________________________________
l) Name two states that are below Michigan. ________________________________
m) Name two states that are between Kansas and Indiana. ____________________
n) Which state is above South Dakota? ___________________________________
2. Fill in the blanks with the prepositions of time.
a) She was born __________________ 1997.
b) I never go out __________________ Sundays.
c) Call me __________________ 5 o’clock.
d) I’ve been waiting _____________ half an hour.
e) He works _______________ night.
f) I have been waiting for you _____________ 7 o’clock.
g) I usually go to the beach _______________ my holidays.
h) We stayed in the restaurant _____________ 10 o’clock.
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WEEK 17. EXPRESSIONS OF ETIQUETTE
Choose a scene and recreates evidenced
by means of a dialogue the
recommendations and guidelines of
etiquette, maximum 5 members of work
WEEK 18. ARTS AND MUSIC
Discuss with a partner and answer in your notebook:
1. What’s your favorite music gendre?
2. Have you received any influence from your parents about your
musical taste?
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3. What is your favorite musician/band?
4. What is the importance of music in society?
5. Where can you listen to music nowadays (devices, places, events…)?
(
)
(
( )
(
6. Music brings memories. Which song has marked your life and what
does it remind you of?
)
)
(
7. Have you ever studied music theory? Talk about it.
)
8. Do you play any musical instrument? If not, which would you like to
play?
(
9. Do you have any relative in your family who is a famous musician?
(
(
)
)
)
( )
10.Can music influence a generation? Why?
With a partner, connect the artists with the music genders
(
(
)
Hip-Hop (1)
Jazz (2)
Rock (3)
Country
(4)
Pop/ Pop Rock/ Pop Punk R&B (Soul music) (9)
(5)
Classical (6)
Electronic (10)
Techno (7)
Latin (11)
style Caribbean (Reggae) (8)
Easy listening (12)
)
WEEK 21 PHRASAL VERBS
116
(
)
WEEK 22. CONJUNCTIONS
117
118
BRITISH VS AMERICAN
WEEK 23 IDIOMS/ BRITISH VS AMERICAN
119
WEEK 24. EXPRESSIONS TO QUOTE BIBLIOGRAPHY
5. TRABAJO EXTRA CLASE:
According to the verb list seach the infinitive, past simple and past participle an
create a flash cards.
Memorize them and present the three forms
6. EVALUACIÓN:
7. CRITERIOS DE EVALUACIÓN:
COGNITIVO
ACTIVIDAD
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PROCEDIMENTAL
%
ACTIVIDAD
ACTITUDINAL
%
SPELLING
20
LAPBOOK
20
ACTION VERBS
20
NOTEBOOK
REVISION
EVALUATION
ACTIVITY
VOCABULARY
P.I
20
SONG ACTIVITY
20
HANDBOOK
REVISION
20
GRAMMAR
STURCTURE
20
20
ACTIVIDAD
PARTICIPATION
%
20
20
INTEREST BY CLASS
20
20
PUNCTUALITY
GROUP OR INDIVIDUAL
WORK
20
CLASS BEHAVIOR
20
20
8. Observaciones respecto al desarrollo de la guía.
la evaluacion se realizara en la ultima semana academica del periodo, para
ello debe obtenerla en la fotocopiadora el dia de su presentacion
9. BIBLIOGRAFÍA Y WEBGRAFÍA
Read more at http://grammar.yourdictionary.com/parts-of-speech/verbs/ActionVerbs.html#iyQBjgyLXbT757u0.99
-
http://www.chambersharrap.co.uk/chambers/learning/primary_worksheets/a
dverbs.pdf
http://www.chambersharrap.co.uk/chambers/learning/school_dictionary_wo
rksheets/adverbs.pdf
http://www.autoenglish.org/gr.adverbs.pdf
http://www.myenglishimages.com/Grammar/Entries/2008/12/1_Adverbs_of
_Frequency_files/Adverbs_of_Frequency_Worksheet.pdf
http://www.agendaweb.org/grammar/adverbs-exercises.html
https://en.islcollective.com/resources/search_result?Tags=Search
%20free%20ESL%20resources&Vocabulary_Focus.
https://books.google.com.co/books?id=7V_VsXPkiL0C&pg=PA33&lpg=
PA33&dq=expression+of+etiquette&source
http://www.uefap.com/writing/citation/citing.htm
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