Guía de aprendizaje ingles II by DGETI Michoacán

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

Inglés II SEMESTRE: 2do. Semestre. PERIODO: FEB-JUL 2014.

ELABORÓ Alba Martínez Nerya Carrillo Vega Maria Guadalupe Castillejos López Consuelo Cuevas S. Jorge Morales Vargas Armando Navarrete Marentes Silvia Cristina Rojas Novoa Arturo Salazar Enríquez Joaquín Valdez Delgado Marisol

CBTIS CBTIS CETIS CETIS CBTIS CETIS CBTIS CBTIS CBTIS

182 12 27 34 181 121 52 204 52

Zinapecuaro, Michoacán Jiquilpan, Michoacán Uruapan, Michoacán Lázaro Cárdenas, Michoacán Paracho, Michoacán Sahuayo, Michoacán Zamora, Michoacán Tlalpujahua Zamora, Michoacán

ASESORÍA TÉCNICO-METODOLÓGICA: Andrea Casillas Macías

Desarrollo Académico SEO DGETI Michoacán

María Gabriela Rivera Molina Área Técnica Operativa SEO DGETI Michoacán ENERO DE 2014. Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II PRESENTACIÓN:

El inglés se ha convertido en un idioma de vital importancia para las nuevas generaciones, esto lo contempla la Reforma Integral de Educación Media Superior(RIEMS), la Coordinación Sectorial de Desarrollo académico(COSDAC), LA Subsecretaria de Educación Media Superior(SEMS) y la Dirección General de Educación Tecnológica industrial (DGETI) y otros subsistemas como son:Dirección General de Educación agropecuaria(DGETA), Coordinación Nacional de Organismos Descentralizados de los Colegios de Estudios Científicos y Tecnológicos del Estado (CECyTEs). Tiene como propósito fundamental ayudar a los alumnos a tener mayor contacto y experiencia con este idioma, mediante experiencias y encuentros lúdico-prácticos que permitan el desarrollo comunicativo de este idioma y el fortalecimiento de los logros personales de la asignatura.Además contribuye al aprendizaje del idioma inglés en sus diversos aspectos, fonéticos, léxicos y sintácticos, a partir de estrategias lúdico pedagógicas que faciliten el aprendizaje significativo. Para mejorar el desarrollo de las habilidades y destrezas contempladas en el currículo oficial de Educación Media Superior, en la formación del idioma Inglés. A nivel nacional el aprendizaje del idioma Inglés se ha tornado de vital importancia por la valorización que este ha adquirido a través de los años y de las diferentes experiencias. Es por ello el interés del gobierno implantar proyectos encaminados a un buen manejo de habilidades, destrezas y aptitudes tanto en maestros como estudiantes quienes se ven en la obligación de día a día investigar y practicar . A nivel provincial es notoria la falta de uso de recursos didácticos para desarrollar las destrezas que son necesarias en el aprendizaje del idioma Inglés, entre ellas tenemos la destreza de escuchar, la cual es sumamente importante ya que a través de esta podemos desarrollar las habilidades subsiguientes. Alcanzar un nivel al menos básico de Inglés no será posible si se tiene escasos recursos didácticos para motivar a las estudiantes a interesarse en el idioma.

PROPÓSITO DE LA ASIGNATURA Que el estudiante sea capaz de comunicar hechos, actividades y experiencias del pasado en inglés, empleando adecuadamente las estructuras gramaticales. Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

ESTRATEGIA CENTRADA EN EL APRENDIZAJE No. 1 (PRIMERA EVALUACIÓN PARCIAL)

PROPÓSITO DE LA ESTRATEGIA DIDÁCTICA (ESTRATEGIA CENTRADA EN EL APRENDIZAJE): Comunica hechos, actividades y experiencias del pasado en el idioma inglés, empleando adecuadamente las estructuras gramaticales.

COMPETENCIAS A DESARROLLAR

 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la

GENÉRICAS

utilización de medios, códigos y herramientas apropiadas.  8. Participa y colabora de manera efectiva en equipos diversos.

DISCIPLINARES BÁSICAS Y/O EXTENDIDAS:

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral y escrito congruente con la situación comunicativa.

CONTENIDOS

Concepto fundamental:

FÁCTICOS

Experiencias del pasado.

Conceptos subsidiarios: Historia personal, familiar y social.

CONCEPTUALES

Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II PROCEDIMENTALES Pregunta y proporciona información sobre hechos pasados.

ACTITUDINALES 

Colabora de manera efectiva en equipo.



Entrada puntual al aula.



Se dirige con respeto a sus compañeros y a su facilitador.



Entrega puntual de trabajos

EVALUACIÓN Se te evaluaran tres aspectos: lo actitudinal: que considera la colaboración efectiva en equipo, la entrada puntual en el aula, dirigirte con respeto a tus compañeros y a tú facilitador. Procedimental: que sepas preguntar y dar información sobre hechos pasados. Conceptual: Debes conocer la gramática para aplicarla en las actividades que se están marcando en la ECA 1. Al concluir las actividades presentaras un examen parcial que contendrá básicamente: 1) Pasado del verbo to be en forma afirmativa, negativa e interrogativa 2) Tiempo pasado simple.- auxiliar did, estructuras gramaticales, reglas para conjugar en este tiempo. 3) Diferenciación de verbos regulares de verbos irregulares. PORTAFOLIO DE EVIDENCIAS (PARA CADA PERIODO DE EVALUACIÓN) Aspectos a Evaluar

Productos Participación en clase

Ponderación

Colaboración en equipo Actitudinal

Conducta respetuosa

10%

Entrega en tiempo y forma de trabajos y tareas. Investigación y Exposición Conceptual

Conversación oral y escrita

20%

Trabajos de clases Procedimental

Tareas

70%

Examen

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDADES DE APRENDIZAJE ECA No.1

ACTIVIDAD NO.: __1___ DURACIÓN:___2HRS______ INSTRUCCIONES: De manera individual contestarás las preguntas de la guía para diagnosticar el conocimiento previo adquirido Inglés I (Anexo 1) una vez terminada hacer una revisión en plenaria y retroalimentar.

ACTIVIDAD NO.: __2___ DURACIÓN:___1HRS______ INSTRUCCIONES: En equipos socializan y dan respuesta a la pregunta, How am I? de manera oral y escrita. Con la finalidad de recordar el verbo to be en sus formas afirmativa, negativa e interrogativa. Tarea.-Realizaran 5 enunciadas de manera individual en su libreta, utilizando el presente del verbo to be en forma afirmativa y las reescriban en negativo e interrogativo auxiliándose con las estructuras gramaticales y en el apoyo de la siguiente liga :

http://www.mansioningles.com/gram3/.htm ACTIVIDAD NO.: __3___ DURACIÓN:___1HRS______ INSTRUCCIONES: El facilitador expone la gramática del verbo to be en pasado, y forma binas, y se les pide que identifique y subraye en un texto este verbo en sus tres formas.( Anexo 2) y de manera individual y en su libreta, de los enunciados subrayados escogen 3 y cambiarlos de forma, es decir, si están en afirmativo, los reescribes en negativo e interrogativo, y viceversa. Si tienes alguna duda consultar: http://www.mansioningles.com/gram37.htm

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDAD NO.: __4___ DURACIÓN:___1HRS______ INSTRUCCIONES: De manera individual y retomando la actividad de la fase de apertura, en un cuadro de analogías comparará el How am I now? Con How was I before? De manera oral y escrita para socializarla con sus compañeros. ACTIVIDAD NO.: __5___ DURACIÓN:___2 HRS___ INSTRUCCIONES: En base a

biografías de héroes nacionales y en equipo seleccionaran una de las biografías, elaboraran un

pequeño ensayo individual sobre el personaje seleccionado que incluya las acciones más sobresalientes (anexo 3 ). Si tienes alguna duda consultar:

http://latinamericanhistory.about.com/od/themexicanrevolution

ACTIVIDAD NO.: __6___ DURACIÓN:___1HRS______ INSTRUCCIONES: El facilitador proporcionará a los alumnos una lista de verbos regulares e irregulares con el fin de que los conozcan e identifiquen en un texto los verbos en tiempo pasado y subrayarlos para elaborar un cuadro clasificarlos. ( Anexo 4) ACTIVIDAD NO.: __7___ DURACIÓN:___3HRS_ INSTRUCCIONES: Una vez que el facilitador expone las reglas y usos del pasado simple, utilizando verbos regulares e irregulares, así como el auxiliar did, tomando en cuenta las formas afirmativa, negativa e interrogativa, los alumnos serán capaces de dar respuesta a las siguientes preguntas: What did you do the last weekend? Where did you go yesterday? What did you eat yesterday‟? para formular nuevas preguntas de manera oral y escrita, compartir con sus compañeros sus preguntas y respuestas.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDAD NO.: __8___ DURACIÓN:___2HRS______ INSTRUCCIONES: El facilitador formara equipos de 5 y socializarán lo que saben acerca de la historia de México y seleccionar a un alumno para que escriba las aportaciones de cada equipo, tomando en cuenta los siguientes términos: invasors, colonialist, revolution, imperialism, Kings and Queens, and the first and second world wars. Socializar sus aportaciones con el resto grupo. ACTIVIDAD NO.: __9___ DURACIÓN:___2HRS______ INSTRUCCIONES: Lifelines.- El facilitador forma binas y le solicita al alumno desarrolle una línea del tiempo acerca de un miembro de tu familia, utilizando las siguientes preguntas: where was/were born your,________? Where did _____live? What did ______study? What did ________ work? Tomando en cuenta el año en que sucedieron estos hechos. Lo socializan con el resto del grupo. RECURSOS BIBLIOGRÁFICOS Y ENLACES DE INTERÉS 1.

Dixson Robert J. TESTS & DRILLS in ENGLISH GRAMMAR.regent Prentice hall.

Dixson Robert J. Graded exercises in English Regent Prenticehall.

L. Wright Audrey.Practice your English.

Redacción Ana María Maqueo, , Editorial Santillana

Ortografía Ana María Maqueo, , Editorial Santillana

NOW I SPEAK ENGLISH BOOK I , James D. Ahearn

NOW I SPEAK ENGLISH BOOK II , James D. Ahearn REFERENCIAS ELECTRONICAS

http://761d6c35.linkbucks.com/

www.shertonenglish.com/resources/es/

www.mailxmail.com/curso-mas-completo-ingles/

www.mansioningles.com/gram37.htm

http://latinamericanhistory.about.com/od/themexicanrevolution

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

ESTRATEGIA CENTRADA EN EL APRENDIZAJE No. 2 (SEGUNDA EVALUACIÓN PARCIAL) PROPÓSITO DE LA ESTRATEGIA DIDÁCTICA (ESTRATEGIA CENTRADA EN EL APRENDIZAJE) Los estudiantes adquieren habilidades para expresarse de manera verbal y escrita sobre eventos pasados de su vida personal, familiar y social, donde refieran sus experiencias o vivencias personales y/o grupales en donde apliquen el conocimiento adquirido al comunicar experiencias pasadas, haciendo uso correcto del lenguaje y habilidades pasadas a través de actividades significativas adecuadas a su medio ambiente.

COMPETENCIAS A DESARROLLAR

 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la

GENÉRICA S:

utilización de medios, códigos y herramientas apropiados  4.1.- Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas  4.2- Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.  4.4 Se comunica en una segunda lengua en situaciones cotidianas.  5.- Desarrolla innovaciones y propone soluciones a problemas, a partir de métodos establecidos.  5.1- Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada uno de sus pasos contribuye al alcance de un objetivo  10.- Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.  10.2- Dialoga y aprende de personas con diversos puntos de vista y tradiciones culturales mediante la ubicación de sus propias circunstancias en un contexto más amplio

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

DISCIPLINARES BÁSICAS Y/O EXTENDIDAS: 10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a cono-cimientos previos, elementos no verbales y contexto cultural Se comunica en una lengua extranjera mediante un discurso lógico, oral y escrito congruente con la situación comunicativa.

CONTENIDOS

FÁCTICOS Past Continouos

Auxiliary Could (polite request and usability)

Used to

CONCEPTUALES

PROCEDIMENTALES Aprende y utiliza de manera apropiada las estructuras para construir enunciados afirmativos, interrogativos y negativos en donde relaciona y combina en forma escrita y oral, los vocabularios y gramática aprendida en el aula, para preguntar y dar información sobre hechos y personajes pasados.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTITUDINALES  Capacidad de colaboración y habilidad de trabajo individual, en equipo y grupal.  Trabajo colaborativo dentro de la diversidad y heterogeneidad.

EVALUACIÓN Se evaluará al alumno el conocimiento, manejo, comprensión gramatical(understanding) , lectura(reading), pronunciación(speaking), comprensión oral(listening), escritura(writting) de el tiempo “Past continouos, la forma “Used to”(polite request and possibility), y el auxiliar “could” además de las Habilidades y destrezas Procedimentales: Leer, elaborar, subrayar, construir enunciados , contestar, pronunciar, escribir, dialogar en las diferentes actividades que involucren los conceptos gramaticales. Evaluación Actitudinal: El alumno debe demostrar trabajo en equipo, capacidad autogestiva, autoaprendizaje, puntualidad, disciplina, respeto y responsabilidad durante el curso de Inglés II

PORTAFOLIO DE EVIDENCIAS (PARA CADA PERIODO DE EVALUACIÓN)

Aspectos a Evaluar Actitudinal

Conceptual Procedimental

Productos Ponderación Participación en clase Colaboración en equipo Conducta respetuosa 10% Entrega en tiempo y forma de trabajos y tareas. Investigación y Exposición 20% Conversación oral y escrita Trabajos de clases Tareas 70% Examen

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDADES DE APRENDIZAJE ECA No.2

ACTIVIDAD NO.: __1___ DURACIÓN:___1HR_____ INSTRUCCIONES: El facilitador expone brevemente la gramática básica del tiempo “Past continuous”, y, a continuación los alumnos de forma individual leen un texto(Anexo 1) en inglés, subrayando los enunciados que encuentre en este tiempo.

ACTIVIDAD NO.: __2___ DURACIÓN:___50 min______ INSTRUCCIONES Los alumnos se organizan en “pair work” para contestar un cuestionario escrito(Anexo 1) de 6 preguntas sobre el texto anterior de la actividad de apertura(15 minutos). ACTIVIDAD NO.: __3___ DURACIÓN:___50 min____ INSTRUCCIONES El profesor selecciona 5 binas al azar y pasan a socializar en el pizarrón las respuestas del cuestionario en inglés. ACTIVIDAD NO.: __4___ DURACIÓN:___1 HR_____ INSTRUCCIONES Se proporciona al alumno 6 respuestas sobre la lectura para que los alumnos formulen las preguntas respectivas en la forma gramatical correcta.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

ACTIVIDAD NO.: __5___ DURACIÓN:___30 min______ INSTRUCCIONES Los alumnos contestan en “past continuous” de forma individual la pregunta: What was the police telling to Hannah? ACTIVIDAD NO.: __6___ DURACIÓN:___1HR______ INSTRUCCIONES Cada alumno escribe un corto final para la historia del texto que se le proporcionó aplicando el tiempo “past continuos” ACTIVIDAD NO.: __7___ DURACIÓN:___50 min______ INSTRUCCIONES En “small groups”(3 alumnos). Escribirán tres oraciones afirmativas sobre la pregunta(what were you doing yesterday at these time?), de tal forma que una de las tres sea mentira. Toman turnos y los otros 2 alumnos intentan identificar la oración que es mentira. ACTIVIDAD NO.: __8___ DURACIÓN:___1 HR______ INSTRUCCIONES El alumno(de forma individual) observa una imagen(Anexo 2) en la que realzará las siguientes actividades a) Escucha y repite las palabras una por una, en el punto señalado como 2. y checa su significado en un diccionario b) Los alumnos leen el párrafo señalado con el número 3. Donde se explica la utilización de la forma gramatical “used to” c) Los alumnos leen un ejemplo de un párrafo en inglés sobre el uso de “used to” d) Los alumnos leen tres ejemplos señalado como número 4. Y los leen en voz altas, además de traducirlos.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDAD NO.: __9___ DURACIÓN:_____1 HR___ INSTRUCCIONES (Gramática): Los alumnos organizados en “pair work” en el aula analizan, contestan y socializan las siguientes preguntas: *How can you make a question using the expression “used to” *Look at the example: Did you use to climb tres when you were a child? What does it refer to? *How does the expression change? What happens? ACTIVIDAD NO.: __10___ DURACIÓN:_____1 HR___ INSTRUCCIONES En forma individual contestan con la expresión “used to” en su cuaderno las siguientes preguntas Did you use to stay until 3:00 am as a child? What food did you use to eat in your childhood? Did you use to play videogames ? ACTIVIDAD NO.: __11___ DURACIÓN:___1 HR______ INSTRUCCIONES De forma individual los alumnos piensan en estas situaciones y contestan con used to: WHEN YOU WERE A CHILD WHAT WERE YOUR…… a)

Favorite tv shows ?:

Favorite foods ?:

Favorite Candy ?:

Favorite Games ?:

Favorite subject at school ?:

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDAD NO.: __12___ DURACIÓN:___1.30 HR______ INSTRUCCIONES Los alumnos en “small groups” (3-5) analizan el uso de “could” en su forma interrogativa para casos de posibilidad y solicitudes de cortesía (possibility and polite request) mediante oraciones proporcionadas por el facilitador. POLITE REQUEST * Could you tell me where the bank is, please? * Could you send me a catalogue, please? *Could I have something to drink? *Could I borrow your stapler? POSSIBILITY: A) John could be the one who stole the money. B) John could have been the one who stole the money. C) John could go to jail for stealing the money.

ACTIVIDAD NO.: __13___ DURACIÓN:___2HRS______ INSTRUCCIONES Con la práctica y lectura de los siguientes verbos , los alumnos de forma individual elaboran una oración por cada verbo utilizando “could” en “polite request” y “possibillity” Bring, buy, make, open, close, come, ride, play, swim, jump.

ACTIVIDAD NO.: __14___ DURACIÓN:___2HRS______ INSTRUCCIONES A) De forma individual el alumno elabora un reporte de una celebridad que el elija, donde utilice el tiempo past continuos y el vocabulario visto en la unidad(A celebrity´s report)-Anexo 3 B) Cada alumno escoge la forma correcta y completa cada oración utilizando “used to”(Anexo 4) C) Cada alumno utilizando el Anexo 5 , observa las preguntas, checa su estructura, y contesta las preguntas que indica este anexo. Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

RECURSOS BIBLIOGRÁFICOS Y ENLACES DE INTERÉS 1.

Dixson Robert J. TESTS & DRILLS in ENGLISH GRAMMAR.regent Prentice

hall. 2.

Dixson Robert J. Graded exercises in English Regent Prenticehall.

L. Wright Audrey.Practice your English.

Redacción Ana María Maqueo, , Editorial Santillana

Ortografía Ana María Maqueo, , Editorial Santillana

NOW I SPEAK ENGLISH BOOK I , James D. Ahearn

NOW I SPEAK ENGLISH BOOK II , James D. Ahearn

LETICIA GASCA YAÑEZ&GILBERTO TEPO PÉREZ, ACROSS YOUR PAST 2(STUDENT´S BOOK), BOOKMART EDITORIAL, MEXICO, 2013. REFERENCIAS ELECTRONICAS

Past Continuous: http://www.englishexercises.org/makeagame/viewgame.asp?id=3872 http://www.youtube.com/watch?v=FQZ0-sRdotA “Used to” http://curso-gratis-ingles.euroresidentes.com/2006/03/el-uso-de-used-to-en-ingls.html http://www.englishgrammarsecrets.com/usedto/menu.php http://www.curso-ingles.com/ejercicios-test-ingles/used-to.php Could: http://www.english-grammar-lessons.com/could/menu.php http://www.englishpage.com/modals/could.html http://tx.english-ch.com/teacher/jocelyn/others/modal-verbs-polite-request/

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

ESTRATEGIA CENTRADA EN EL APRENDIZAJE No. 3 (TERCER EVALUACIÓN PARCIAL)

PROPÓSITO Realizar y comunica comparaciones en inglés sobre cuestiones de interés para el dentro de su entorno empleando adecuadamente las estructuras gramaticales.

COMPETENCIAS A DESARROLLAR

 4 Escucha interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

GENÉRICAS 

8 Participa y colabora de manera efectiva en equipos diversos.

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral y escrito congruente con la situación comunicativa.

DISCIPLINARES BÁSICAS Y/O EXTENDIDAS:

CONTENIDOS FÁCTICOS Concepto fundamental Grado

Comparativo

Conceptos y

Superlativo de los adjetivos calificativos

Subsidiarios:

Adjetivos calificativos

CONCEPTUALES

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II PROCEDIMENTALES Utiliza de manera apropiada las estructuras y reglas para construir el grado comparativo y superlativo de los adjetivos calificativos en forma escrita y oral, para preguntar y dar información sobre diferentes comparaciones en situaciones diversas. ACTITUDINALES 

Participa e interactúa de manera respetuosa.



Participa y colabora de manera efectiva en equipos diversos.



Asiste a clases puntualmente con sus materiales completos.



Entrega en tiempo y forma sus trabajos.

EVALUACIÓN La evaluación comprende tres aspectos a evaluar: Actitudinal: el alumno participe e interactúe de manera respetuosa y colabore de manera efectiva en equipos diversos además que asista a clases puntualmente con sus materiales completos para trabajar y que entregue sus trabajos en tiempo y forma. Conceptual: Que el alumno aprenda a utilizar correctamente los adjetivos comparativos y superlativos. Procedimental: Que el alumno realice todos sus trabajos de clase, tareas, investigaciones y proyectos correctamente. PORTAFOLIO DE EVIDENCIAS (PARA CADA PERIODO DE EVALUACIÓN) Aspectos a Evaluar

Productos

Ponderación

Participación en clase Colaboración en equipo Actitudinal

Conducta respetuosa

10%

Entrega en tiempo y forma de trabajos y tareas. Conceptual

Investigación y Exposición Conversación oral y escrita

30%

Trabajos de clases Procedimental

Tareas

60%

Examen

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II

ACTIVIDADES DE APRENDIZAJE ECA No.3

ACTIVIDADES DE APRENDIZAJE ACTIVIDAD NO.: __1___ DURACIÓN:__20 min._______ INSTRUCCIONES: Mediante una lluvia de ideas se hace en el pizarrón una lista de adjetivos calificativos y posteriormente los alumnos en equipos de cinco se describen a sí mismo y comparte su descripción con sus compañeros de equipo. El facilitador registra los trabajos con su calificación asignada. ACTIVIDAD NO.: __2___ DURACIÓN:__40 min._______ INSTRUCCIONES: Los alumnos leen el texto de la página 2 del manual de inglés II unidad 3 e identifican los adjetivos calificativos subrayándolos y clasificándolos en tres columnas de acuerdo al número de sílabas y posteriormente los comparan con sus compañeros. Se entregan al facilitador para registrar calificación. ACTIVIDAD NO.: __3___ DURACIÓN:__10 min._ INSTRUCCIONES: Los alumnos determinan mediante lluvia de ideas como se hacen comparaciones en su lengua madre para posteriormente comenzar a hacer comparaciones en una segunda lengua. El facilitador registra la participación de los estudiantes. ACTIVIDAD NO.: __4___ DURACIÓN:__20 min INSTRUCCIONES: El facilitador presenta ejemplos de comparaciones de igualdad, los alumnos leen el texto de la página 3 del manual y subrayan los ejemplos de comparación y deducen la regla de los adjetivos de igualdad. Los alumnos intercambian con sus compañeros la actividad para su revisión y la proporcionan al facilitador para registrar la calificación asignada.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDAD NO.: __5___ DURACIÓN:__40 min INSTRUCCIONES: Los alumnos de forma individual realizan los ejercicios propuestos en su manual página 4 sobre adjetivos comparativos de igualdad y posteriormente comparten sus respuestas en el pleno y con apoyo del facilitador corrigen sus respuestas logrando una retroalimentación. El facilitador registra la actividad asignando la calificación ACTIVIDAD NO.: __6___ DURACIÓN:__50 min INSTRUCCIONES: El facilitador presenta a los alumnos el cuadro sinóptico sobre los adjetivos comparativos de la página 5 del manual. Los alumnos llenan la tabla de reglas para la formación de los comparativos, la intercambian con sus compañeros para revisarla y corregirla. El facilitador registra la calificación asignada a la actividad. ACTIVIDAD NO.: __7__ DURACIÓN:__1 hora_ INSTRUCCIONES: Mediante el texto de la página 6 del manual o video (http://www.youtube.com/watch?v=zaOzfu6_u8s) (http://www.youtube.com/watch?v=qXPP66Ox3g4) los alumnos identifican la formación y uso de los adjetivos comparativos y contestarán las actividades relacionadas con dicho texto o video. Con ayuda del facilitador, los alumnos checan y corrigen sus respuestas y entregan su trabajo al facilitador para registrar la calificación asignada. ACTIVIDAD NO.: __8___ DURACIÓN:__2 horas INSTRUCCIONES: Los alumnos de forma individual realizan los ejercicios propuestos en el manual de la página 7 a la 9 y posteriormente intercambian sus manuales con otro compañero para compartir y comparar las respuestas y con la guía del facilitador corregirlas y hacer la retroalimentación. Entregar los manuales al facilitador para que se registre la calificación obtenida. ACTIVIDAD NO.: __9___ DURACIÓN:__1 hora_ INSTRUCCIONES: Los alumnos comentan en el pleno como se forman los adjetivos superlativos en su lengua madre y posteriormente analizan un cuadro sinóptico del la página 10 del manual y completan la tabla correspondiente a las reglas de formación del grado superlativo de la página 11. Con la guía del facilitador el alumno corrige y completa su tabla para entregarla al facilitador quien registra su calificación obtenida. Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

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ACTIVIDAD NO.: __10__ DURACIÓN:__1 hora_ INSTRUCCIONES: Mediante el texto de la página 11 del manual o un video (http://www.youtube.com/watch?v=zaOzfu6_u8s) los alumnos observan la formación y uso de los adjetivos superlativos y contestan las actividades relacionadas con dicho texto o video, las corrigen con la guía del facilitador y la entregan al mismo para el registro de su calificación.

ACTIVIDAD NO.: __11___ DURACIÓN:__2 horas INSTRUCCIONES: Los alumnos de forma individual realizan los ejercicios propuestos en el manual de la página 12 a la 16 y posteriormente intercambiaran sus manuales con otro compañero para compartir y corregir sus respuestas con la guía del facilitador y retroalimentarse. Entregar al facilitador para el registro de la calificación asignada. ACTIVIDAD NO.: __12___ DURACIÓN:__3 horas_ INSTRUCCIONES: Actividad Extra clase: Los alumnos Investigan en internet en equipos de cinco integrantes tres medios de comunicación. En un rotafolio hacer una comparación de los mismos basándose en sus necesidades personales de comunicación concluyendo cual es el mejor medio para ello y porque. a) En el aula mediante una plenaria los alumnos exponen su rotafolio en inglés y comparten sus conclusiones a sus compañeros y argumentando su postura. El facilitador registra en la lista de cotejo correspondiente los aspectos a evaluar y las observaciones necesarias. ACTIVIDAD NO.: __13___ DURACIÓN:__2 horas_ INSTRUCCIONES: Los alumnos realizan los ejercicios de repaso propuestos en el manual de la página 18 a la 20 incluyendo adjetivos comparativos y superlativos, intercambian su manual con otro compañero compartiendo sus respuestas y con la guía del facilitador revisan y corrigen los ejercicios a manera de retroalimentación. El facilitador registra dichos trabajos con la calificación asignada.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II ACTIVIDAD NO.: __14___ DURACIÓN:__1 horas_______ INSTRUCCIONES: Actividad Extra Clase: En equipos de tres los alumnos formulan una conversación en inglés utilizando comparativos y superlativos sobre algún tema de interés personal. a) En el aula, cada equipo presenta su conversación de forma oral y la entrega por escrito al facilitador que llena la guía de observación y lista de cotejo para asignar la calificación. ACTIVIDAD NO.: __15___ DURACIÓN:__2 horas_ INSTRUCCIONES: El alumno contesta el examen escrito acerca de comparativos y superlativos. El Facilitador califica el examen y lo entrega al alumno para corregirlo con la guía del facilitador y lograr la retroalimentación.

RECURSOS BIBLIOGRÁFICOS Y ENLACES DE INTERÉS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Dixson Robert J. Tests & Drills in English grammar. Regent Prentice hall. Dixson Robert J. Graded exercises in English Regent Prentice hall. L. Wright Audrey. Practice your English. Redacción Ana María Maqueo, , Editorial Santillana Ortografía Ana María Maqueo, , Editorial Santillana NOW I SPEAK ENGLISH BOOK I , James D. Ahearn NOW I SPEAK ENGLISH BOOK II , James D. Ahearn English in Action I, English in Action II, Trends II, American Inspiration II REFERENCIAS ELECTRONICAS

1. 2. 3. 4.

5. 6. 7.

http://761d6c35.linkbucks.com/ www.shertonenglish.com/resources/es/ www.mailxmail.com/curso-mas-completo-ingles/ www.mansioningles.com/gram37.htm http://latinamericanhistory.about.com/od/themexicanrevolution www.aulafacil.com, www.mansioningles.com

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2014

ANEXOS DE INGLÉS II

PRESIDENTES

ESTATALES

ACADEMIA DE INGLÉS DGETI Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

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ANEXOS DEL PRIMER PARCIAL

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ANEXO 1 GUIA DIAGNOSTICA PARA INGLÉS II Actividad 1 En la siguiente guía investiga cada una de las respuestas a las preguntas que se te plantean, emplea la gramática correcta, escribe las respuestas en tú cuaderno. VALOR 5 PTS PUNTO. 1. Define en español que es: nombre propio, sustantivo, verbo, predicado, que es singular, que es plural, anota un ejemplo de cada uno de ellos en español y a que corresponde en inglés. 2. Conjuga el verbo To be en tiempo presente acorde con el sujeto que estés empleando. 3.

Escribe la forma interrogativa, negativa y con contracción, pronombre-verbo y verbonegación.

4. ¿Cuáles son las reglas para formar los verbos en terceras personas. 5. Explicar there is, there are ( regla gramatical). 6. ¿Qué es un adjetivo y cuantas clases de ellos hay?, enlista 10 de cada uno. 7. ¿Cuáles son los números cardinales y ¿cuál es su gramática? 8. ¿Cuál es el significado de palabras y frases interrogativas (whom, where, what, how often, how much, how many, who? 9. ¿Cuáles son los artículos definidos e indefinidos y ¿cuál es su gramática? 10. Enlista las preposiciones de tiempo y de lugar. 11. Escribe los adjetivos demostrativos. 12. Conjuga los siguientes verbos en tiempo presenrte:to speak, to dress, to study, to eat, to watch, to take, to listen

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13. ¿Cuál es el presente continuo y que terminación le da a los verbos? En afirmativo, interrogativo y negativo. 14. Likes y dislikes, escribe para que se utilizan y en donde los aplicas. 15. Escribe la gramática del auxiliar can(en interrogativo, negativo y afirmativo, así como sus contracciones. 16. Como se utilizan los adverbios de frecuencia: por ejem. Sometimes, usually, never, always.

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THE EMPEROR'S NEW SUIT

ANEXO

Many, many years ago lived an emperor, who thought so much of new clothes that he spent all his money in order to obtain them; his only ambition was to be always well dressed. He did not care for his soldiers, and the theatre did not amuse him; the only thing, in fact, he thought anything of was to drive out and show a new suit of clothes. He had a coat for every hour of the day; and as one would say of a king "He is in his cabinet," so one could say of him, "The emperor is in his dressing-room." The great city where he resided was very gay; every day many strangers from all parts of the globe arrived. One day two swindlers came to this city; they made people believe that they were weavers, and declared they could manufacture the finest cloth to be imagined. Their colors and patterns, they said, were not only exceptionally beautiful, but the clothes made of their material possessed the wonderful quality of being invisible to any man who was unfit for his office or unpardonably stupid. "That must be wonderful cloth," thought the emperor. "If I were to be dressed in a suit made of this cloth I should be able to find out which men in my empire were unfit for their places, and I could distinguish the clever from the stupid. I must have this cloth woven for me without delay." And he gave a large sum of money to the swindlers, in advance, that they should set to work without any loss of time. They set up two looms, and pretended to be very hard at work, but they did nothing whatever on the looms. They asked for the finest silk and the most precious gold-cloth; all they got they did away with, and worked at the empty looms till late at night. "I should very much like to know how they are getting on with the cloth," thought the emperor. But he felt rather uneasy when he remembered that he who was not fit for his office could not see it. Personally, he was of opinion that he had nothing to fear, yet he thought it advisable to send somebody else first to see how matters stood. Everybody in the town knew what a remarkable quality the stuff possessed, and all were anxious to see how bad or stupid their neighbors were. "I shall send my honest old minister to the weavers," thought the emperor. "He can judge best how the stuff looks, for he is intelligent, and nobody understands his office better than he." The good old minister went into the room where the swindlers sat before the empty looms. "Heaven preserve us!" he thought, and opened his eyes wide, "I cannot see anything at all," but he did not s ay so. Both swindlers requested him to come near, and asked him if he did not admire the exquisite pattern and the beautiful colors, pointing to the empty looms. The poor old minister tried his very best, but he could see nothing, for there was nothing to be seen. "Oh dear," he thought, "can I be so stupid? I should never have thought so, and nobody must know it! Is it possible that I am not fit for my office? No, no, I cannot say that I was unable to see the cloth." "Now, have you got nothing to say?" said one of the swindlers, while he pretended to be busily weaving. "Oh, it is very pretty, exceedingly beautiful," replied the old minister looking through his glasses. "What a beautiful pattern, what brilliant colors! I shall tell the emperor that I like the cloth very much."

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"We are pleased to hear that," said the two weavers, and described to him the colors and explained the curious pattern. The old minister listened attentively, that he might relate to the emperor what they said; and so he did. Now the swindlers asked for more money, silk and gold-cloth, which they required for weaving. They kept everything for themselves, and not a thread came near the loom, but they continued, as hitherto, to work at the empty looms. Soon afterwards the emperor sent another honest courtier to the weavers to see how they were getting on, and if the cloth was nearly finished. Like the old minister, he looked and looked but could see nothing, as there was nothing to be seen. "Is it not a beautiful piece of cloth?" asked the two swindlers, showing and explaining the magnificent pattern, which, however, did not exist. "I am not stupid," said the man. "It is therefore my good appointment for which I am not fit. It is very strange, but I must not let any one know it;" and he praised the cloth, which he did not see, and expressed his joy at the beautiful colors and the fine pattern. "It is very excellent," he said to the emperor. Everybody in the whole town talked about the precious cloth. At last the emperor wished to see it himself, while it was still on the loom. With a number of courtiers, including the two who had already been there, he went to the two clever swindlers, who now worked as hard as they could, but without using any thread. "Is it not magnificent?" said the two old statesmen who had been there before. "Your Majesty must admire the colors and the pattern." And then they pointed to the empty looms, for they imagined the others could see the cloth. "What is this?" thought the emperor, "I do not see anything at all. That is terrible! Am I stupid? Am I unfit to be emperor? That would indeed be the most dreadful thing that could happen to me." "Really," he said, turning to the weavers, "your cloth has our most gracious approval;" and nodding contentedly he looked at the empty loom, for he did not like to say that he saw nothing. All his attendants, who were with him, looked and looked, and although they could not see anything more than the others, they said, like the emperor, "It is very beautiful." And all advised him to wear the new magnificent clothes at a great procession which was soon to take place. "It is magnificent, beautiful, excellent," one heard them say; everybody seemed to be delighted, and the emperor appointed the two swindlers "Imperial Court weavers." The whole night previous to the day on which the procession was to take place, the swindlers pretended to work, and burned more than sixteen candles. People should see that they were busy to finish the emperor's new suit. They pretended to take the cloth from the loom, and worked about in the air with big scissors, and sewed with needles without thread, and said at last: "The emperor's new suit is ready now."

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The emperor and all his barons then came to the hall; the swindlers held their arms up as if they held something in their hands and said: "These are the trousers!" "This is the coat!" and "Here is the cloak!" and so on. "They are all as light as a cobweb, and one must feel as if one had nothing at all upon the body; but that is just the beauty of them." "Indeed!" said all the courtiers; but they could not see anything, for there was nothing to be seen. "Does it please your Majesty now to graciously undress," said the swindlers, "that we may assist your Majesty in putting on the new suit before the large looking-glass?" The emperor undressed, and the swindlers pretended to put the new suit upon him, one piece after another; and the emperor looked at himself in the glass from every side. "How well they look! How well they fit!" said all. "What a beautiful pattern! What fine colors! That is a magnificent suit of clothes!" The master of the ceremonies announced that the bearers of the canopy, which was to be carried in the procession, were ready. "I am ready," said the emperor. "Does not my suit fit me marvelously?" Then he turned once more to the looking-glass, that people should think he admired his garments. The chamberlains, who were to carry the train, stretched their hands to the ground as if they lifted up a train, and pretended to hold something in their hands; they did not like people to know that they could not see anything. The emperor marched in the procession under the beautiful canopy, and all who saw him in the street and out of the windows exclaimed: "Indeed, the emperor's new suit is incomparable! What a long train he has! How well it fits him!" Nobody wished to let others know he saw nothing, for then he would have been unfit for his office or too stupid. Never emperor's clothes were more admired. "But he has nothing on at all," said a little child at last. "Good heavens! listen to the voice of an innocent child," said the father, and one whispered to the other what the child had said. "But he has nothing on at all," cried at last the whole people. That made a deep impression upon the emperor, for it seemed to him that they were right; but he thought to himself, "Now I must bear up to the end." And the chamberlains walked with still greater dignity, as if they carried the train which did not exist.

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ANEXO 3

Emiliano Zapata (1879-1919) was a village leader, farmer and horseman who became an important leader in the Mexican Revolution (1910-1920). He was instrumental in bringing down the corrupt dictatorship of Porfirio Díaz in 1911 and joined forces with other revolutionary generals to defeat Victoriano Huerta in 1914. Zapata commanded an imposing army, but he rarely sallied forth, preferring to stay on his home turf of Morelos. Zapata was idealistic and his insistence on land reform became one of the pillars of the Revolution. He was assassinated in 1919. Life Before the Mexican Revolution: Before the Revolution, Zapata was a young peasant like many others in his home state of Morelos. His family was fairly well off in the sense that they had their own land and were not debt peons (essentially slaves) on one of the large sugarcane plantations. Zapata was a dandy and a well-known horseman and bullfighter. He was elected mayor of the tiny town of Anenecuilco in 1909 and began defending his neighbors‟ land from greedy landowners. When the legal system failed him, he rounded up some armed peasants and began taking stolen land back by force. Zapata and Díaz: In 1910, President Porfirio Díaz had his hands full with Francisco Madero, who ran against him in a national election. Díaz won by rigging the results, and Madero was forced into exile. From safety in the United States, Madero called for Revolution. In the north, his call was answered by Pascual Orozco and Pancho Villa, who soon put large armies into the field. In the south, Zapata saw this as an opportunity for change. He, too, raised an army and began fighting federal forces in southern states. When Zapata captured Cuautla in May of 1911, Díaz knew his time was up and went into exile. Zapata and Madero: The alliance between Zapata and Madero did not last very long. Madero did not really believe in land reform, which was all that Zapata cared about. When Madero‟s promises failed to come true, Zapata took to the field against his onetime ally. In November of 1911, he wrote his famous Plan of Ayala, which declared Madero a traitor, named Pascual Orozco head of the Revolution, and outlined a plan for true land reform. Zapata fought federal forces in the south and near Mexico City. Before he could overthrow Madero, General Victoriano Huerta beat him to it in February of 1913, ordering Madero arrested and executed. Zapata and Huerta: If there was anyone that Zapata hated more than Díaz and Madero, it was Victoriano Huerta, the bitter, violent alcoholic who had been responsible for many atrocities in southern Mexico while trying to end the rebellion. Zapata was not alone: in the north, Pancho Villa, who had supported Madero, immediately took to the field against Huerta. He was joined by two newcomers to the Revolution, Venustiano Carranza and Alvaro Obregón, who raised large armies in Coahuila and Sonora respectively. Together they Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

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made short work of Huerta, who resigned and fled in June of 1914 after repeated military losses to the “Big Four.” Zapata in the Carranza/Villa Conflict: With Huerta gone, the Big Four almost immediately began fighting among themselves. Villa and Carranza, who despised one another, almost began shooting before Huerta was even removed. Obregón, who considered Villa a loose cannon, reluctantly backed Carranza, who named himself provisional president of Mexico. Zapata didn‟t like Carranza, so he sided with Villa (to an extent). He mainly stayed on the sidelines of the Villa/Carranza conflict, attacking anyone who came onto his turf in the south but rarely sallying forth. Obregón defeated Villa over the course of 1915, allowing Carranza to turn his attention to Zapata. The Soldaderas: Zapata‟s army was unique in that he allowed women to join the ranks and serve as combatants. Although other revolutionary armies had many women followers, in general they did not fight (although there were exceptions). Only in Zapata‟s army were there large numbers of women combatants: some were even officers. Some modern Mexican feminists point to the historical importance of these “soldaderas” as a milestone in women‟s rights. Death of Zapata: In early 1916 Carranza sent Pablo González, his most ruthless general, to track down and stamp out Zapata once and for all. González employed a no-tolerance, scorched earth policy: he destroyed villages, executing all those he suspected of supporting Zapata. Although Zapata was able to drive the federales out for a while in 1917-8, they returned to continue the fight. Carranza soon told González to finish Zapata by any means necessary, and on April 10, 1919, Zapata was double-crossed, ambushed and killed by Colonel Jesús Guajardo, one of González‟ officers who had pretended to want to switch sides. Zapata’s Legacy: Zapata‟s supporters were stunned by his sudden death and many refused to believe it, preferring to think he had gotten away, perhaps by sending a double in his place. Without him, however, the rebellion in the south soon fizzled. In the short run, Zapata‟s death put an end to his ideals of land reform and fair treatment for Mexico‟s poor farmers. In the long run, however, he has done more for his ideals in death than he did in life. Like many charismatic idealists, Zapata became a martyr after his treacherous murder. Even though Mexico still has not implemented the sort of land reform he wanted, he is remembered as a visionary who fought for his countrymen. In early 1994, a group of armed guerrillas attacked several towns in southern Mexico. The rebels call themselves the EZLN, or Ejército Zapatista de Liberación Nacional (National Zapatist Liberation Army). They chose the name, they say, because even though the Revolution “triumphed,” Zapata‟s vision had not yet come to pass. This was a major slap in the face to the ruling PRI party, which traces its roots to the Revolution and supposedly is the guardian of the Revolution‟s ideals. The EZLN, after making its initial statement with weapons and violence, almost immediately switched to modern battlefields of the internet and world media. These cyber-guerrillas picked up where Zapata left off seventy-five years before: the Tiger of Morelos would have approved. Source: McLynn, Frank. Villa and Zapata: A History of the Mexican Revolution. New York: Carroll and Graf, 2000.

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Miguel Hidalgo's Early Life: Born in 1753, Miguel Hidalgo y Costilla was the second of eleven children fathered by Cristóbal Hidalgo, an estate administrator. He and his elder brother attended a school run by the Jesuits, and both decided to join the priesthood. They studied at San Nicolás Obisbo, a prestigious school in Valladolid (now Morelia). Miguel distinguished himself as a student and received top marks in his class. He would go on to become rector of his old school, becoming known as a top theologian. When his elder brother died in 1803, Miguel took over for him as priest of the town of Dolores. Conspiracy: Hidalgo often hosted gatherings at his home where he would talk about whether it was the duty of the people to obey or overthrow an unjust tyrant. Hidalgo believed the Spanish crown was such a tyrant: a royal collection of debt had ruined the finances of the Hidalgo family, and he saw injustice daily in his work with the poor. There was a conspiracy for independence in Querétaro at this time: the conspiracy felt that they needed someone with moral authority, a relationship with the lower classes and good connections. Hidalgo was recruited and joined without reservation. El Grito de Dolores/The Cry of Dolores: Hidalgo was in Dolores on September 15, 1810, with other leaders of the conspiracy including military commander Ignacio Allende, when word came to them that the conspiracy had been found out. Needing to move immediately, Hidalgo rang the church bells on the morning of the sixteenth, calling in all of the locals who happened to be in the market on that day. From the pulpit, he announced his intention to strike for independence and exhorted the people of Dolores to join him. Most did: Hidalgo had an army of some 600 men within minutes. This became known as the “Cry of Dolores.” The Siege of Guanajuato: Hidalgo and Allende marched their growing army through the towns of San Miguel and Celaya, where the angry rabble killed all Spaniards they could find and looted their homes. Along the way, they adopted the Virgin of Guadalupe as their symbol. On September 28, they reached the mining city of Guanajuato, where

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the Spaniards and royalist forced had barricaded themselves inside the public granary. The battle was horrific: the rebel horde, which by then numbered some 30,000, overran the fortifications and slaughtered the 500 Spaniards inside. Then the town of Guanajuato was looted: creoles as well as Spaniards suffered. Monte de las Cruces: Hidalgo and Allende, their army now some 80,000 strong, continued their march on Mexico City. The Viceroy hastily organized a defense, sending out Spanish general Torcuato Trujillo with 1,000 men, 400 horsemen and two cannons: all that could be found on such short notice. The two armies clashed on Monte de las Cruces (Mount of the Crosses) on October 30, 1810. The result was predictable: the Royalists fought bravely (a young officer named Agustín de Iturbide distinguished himself) but could not win against such overwhelming odds. When the cannons were captured in combat, the surviving royalists retreated to the city. Retreat: Although they had the advantage and could easily have taken Mexico City, Hidalgo retreated, against the counsel of Allende. This retreat when victory was at hand has puzzled historians and biographers ever since. Some feel that Hidalgo feared that the largest Royalist army in Mexico, some 4,000 veterans under the command of General Félix Calleja, was close at hand (it was, but not close enough to save Mexico City had Hidalgo attacked). Others say that Hidalgo wanted to spare the citizens of Mexico City the inevitable sacking and plunder. In any event, Hidalgo‟s retreat was his greatest tactical error. The Battle of Calderon Bridge: The rebels split for a while as Allende went to Guanajuato and Hidalgo to Guadalajara. They reunited, however, although things were tense between the two men. Spanish General Félix Calleja and his army caught up with the rebels at Calderón Bridge near the entrance to Guadalajara on January 17, 1811. Although Calleja was vastly outnumbered, he caught a break when a lucky cannonball exploded a rebel munitions wagon. In the ensuing smoke, fire and chaos, Hidalgo's undisciplined soldiers broke. Betrayal and Capture of Miguel Hidalgo: Hidalgo and Allende were forced to head north to the United States in the hope of finding weapons and mercenaries there. Allende was by then sick of Hidalgo and placed him under arrest: he went north as a prisoner. In the north, they were betrayed by local insurrection leader Ignacio Elizondo and captured. In short order, they were given to Spanish authorities and sent to the city of Chihuahua to stand trial. Also captured were insurgent leaders Juan Aldama, Mariano Abasolo and Mariano Jiménez, men who had been involved in the conspiracy since the start.

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Execution of Father Miguel Hidalgo: All of the rebel leaders were found guilty and sentenced to death, except for Mariano Abasolo, who was sent to Spain to serve a life sentence. Allende, Jiménez and Aldama were executed on June 26, 1811, shot in the back as a sign of dishonor. Hidalgo, as a priest, had to undergo a civil trial as well as a visit from the Inquisition. He was eventually stripped of his priesthood, found guilty, and executed on July 30. The heads of Hidalgo, Allende, Aldama and Jiménez were preserved and hung from the four corners of the granary of Guanajuato as a warning to those who would follow in their footsteps. Father Miguel Hidalgo's Legacy: Father Miguel Hidalgo y Costilla is today remembered as the Father of his Country, the great hero of Mexico's War for Independence. His position has become cemented in lore, and there are any number of hagiographic biographies out there with him as their subject. The truth about Hidalgo is a little more complex. The facts and dates leave no doubt: his was the first serious insurrection on Mexican soil against Spanish authority, and he managed to get quite far with his poorly armed mob. He was a charismatic leader and made a good team with the military man Allende despite their mutual hatred. But Hidalgo's shortcomings make one ask "What if?" After decades of abuse of Creoles and poor Mexicans, there was a vast well of resentment and hatred that Hidalgo was able to tap into: even he seemed surprised by the level of anger released on the Spaniards by his mob. He provided the catalyst for Mexico's poor to vent their anger on the hated "gachupines" or Spaniards, but his "army" was more like a swarm of locusts, and about as impossible to control. His questionable leadership also contributed to his downfall. Historians can only wonder what might have happened had Hidalgo pushed into Mexico City in November of 1810: history certainly would be different. In this, Hidalgo was too proud or stubborn to listen to the sound military advice offered by Allende and others and press his advantage. Finally, Hidalgo's approval of the violent sacking and looting by his forces alienated the group most vital to any independence movement: middle-class and wealthy creoles like himself. Poor peasants and Indians only had the power to burn, pillage and destroy: they could not create a new identity for Mexico, one that would allow Mexicans to psychologically break from Spain and craft a national conscience for themselves. Still, Hidalgo became a great leader...after his death. His timely martyrdom allowed others to pick up the fallen banner of freedom and independence. His influence on later fighters such as José María Morelos, Guadalupe Victoria and others is considerable. Today, Hidalgo's remains lie in a Mexico City monument known as "the Angel of Independence" along with other Revolutionary heroes.

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José de la Cruz Porfirio Díaz Mori (1830-1915) was a Mexican general, President, politician and dictator. He ruled Mexico with an iron fist for 35 years, from 1876 to 1911. His period of rule, referred to as the Porfiriato, was marked by great progress and modernization and the Mexican economy boomed. The benefits were felt by very few, however, as millions of peons labored in virtual slavery. He lost power in 1910-1911 after rigging an election against Francisco I. Madero, which brought about the Mexican Revolution (1910-1920). Early Military Career: Porfirio Díaz was born a mestizo, or of mixed Indian-European heritage, in the state of Oaxaca in 1830. He was born into extreme poverty and never even reached complete literacy. He dabbled in law, but in 1855 he joined a band of liberal guerrillas who were fighting a resurgent Antonio López de Santa Anna. He soon found that the military was his true vocation and he stayed in the army, fighting against the French and in the civil wars that wracked Mexico in the mid-to-late nineteenth century. He found himself aligned with liberal politician and rising star Benito Juárez, although they were never personally friendly. The Battle of Puebla: On May 5, 1862, Mexican forces under General Ignacio Zaragoza defeated a much larger and betterequipped force of invading French outside the city of Puebla. This battle is commemorated every year by Mexicans on “Cinco de Mayo.” One of the key players in the battle was young general Porfirio Díaz, who led a cavalry unit. Although theBattle of Puebla only delayed the inevitable French march into Mexico City, it did make Díaz famous and cemented his reputation as one of the best military minds serving under Juarez. Díaz and Juárez: Díaz continued to fight for the liberal side during the brief rule of Maximilian of Austria (1864-1867) and was instrumental in reinstating Juarez as President. Their relationship was still cool, however, and Díaz ran against Juarez in 1871. When he lost, Díaz rebelled, and it took Juarez four months to put the insurrection down. Amnestied in 1872 after Juarez died suddenly, Díaz began plotting his return to power. With the support of the United States and the Catholic Church, he brought an army into Mexico City in 1876, removing President Sebastián Lerdo de Tejada and seizing power in a dubious “election.” Don Porfirio in Power: Don Porfirio would remain in power until 1911. He served as President the entire time except for 1880-1884, when he ruled through his puppet Manuel González. After 1884, he dispensed with the farce of ruling through someone else and re-elected himself several times, occasionally needing his hand-picked Congress to amend the Constitution to allow him to do so. Hestayed in power through deft manipulation of Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II the powerful elements of Mexican society, giving each just enough of the pie to keep them happy. Only the poor were excluded entirely. The Economy Under Díaz: Díaz created an economic boom by allowing foreign investment to develop Mexico's vast resources. Money flowed in from the United States and Europe, and soon mines, plantations and factories were built and humming with production. The Americans and British invested heavily in mines and oil, the French had large textile factories and the Germans controlled the drug and hardware industries. Many Spanish came to Mexico to work as merchants and on the plantations, where they were despised by the poor laborers. The economy boomed and many miles of railway track were laid to connect all of the important cities and ports. The Beginning of the End: Cracks began appearing in the Porfiriato in the first years of the 20th century. The economy went into a recession and miners went on strike. Although no voices of dissent were tolerated in Mexico, exiles living abroad, primarily in the southern United States, began organizing newspapers, writing editorials against the powerful and crooked regime. Even many of Díaz' supporters were growing uneasy, because he had picked no heir to his throne, and they worried what would happen if he left or died suddenly. Madero and the 1910 Election: In 1910, Díaz announced that he would allow fair and free elections. Isolated from reality, he believed that he would win any fair contest. Francisco I. Madero, a writer and spiritualist from a wealthy family, decided to run against Díaz. Madero didn't really have any great, visionary ideas for Mexico, he just naively felt that the time had come for Díaz to step aside, and he was as good as anyone to take his place. Díaz had Madero arrested and stole the election when it became apparent that Madero would win. Madero, freed, fled to the United States and declared himself the winner and called for armed revolution. The Revolution Breaks Out: Many heeded Madero's call. In Morelos, Emiliano Zapata had been fighting the powerful landowners for a year or so already and quickly backed Madero. In the north, bandit leaders-turned-warlords Pancho Villa and Pascual Orozco took to the field with their powerful armies. The Mexican army had decent officers, as Díaz had paid them well, but the foot soldiers were underpaid, sickly and poorly trained. Villa and Orozco routed the federals on several occasions, growing ever closer to Mexico City with Madero in tow. In May of 1911, Díaz knew that he had been defeated and was allowed to go into exile. Legacy of Porfirio Diaz: Porfirio Díaz left a mixed legacy in his homeland. His influence is undeniable: with the possible exception of the dashing, brilliant madman Santa Anna no one man has been more important to the history of Mexico since independence. In the positive side of the Díaz ledger must be his accomplishments in the areas of the economy, safety and stability. When he took over in 1876, Mexico was in ruins after years of disastrous civil and international Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

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wars. The treasury was empty, there were a mere 500 miles of train track in the whole nation and the country was essentially in the hands of a few powerful men who ruled sections of the nation like royalty. Díaz unified the country by paying off or crushing these regional warlords, encouraged foreign investment to restart the economy, built thousands of miles of train tracks and encouraged mining and other industries. His policies were wildly successful and the nation he left in 1911 was completely different from the one he inherited. This success came at a high cost for Mexico's poor, however. Díaz did very little for the lower classes: he did not improve education, and health was only improved as a side effect of improved infrastructure primarily meant for business. Dissent was not tolerated and many of Mexico's leading thinkers were forced into exile. Wealthy friends of Díaz were given powerful positions in government and allowed to steal land from Indian villages without any fear of punishment. The poor despised Díaz with a passion, which exploded into the Mexican Revolution. The Revolution, too, must be added to Díaz' balance sheet. It was his policies and mistakes which ignited it, even if his early exit from the fracas can excuse him from some of the later atrocities that took place. Most modern Mexicans view Díaz more positively and tend to forget his shortcomings and see the Porfiriato as a time of prosperity and stability, albeit somewhat unenlightened. As the Mexican middle class has grown, it has forgotten the plight of the poor under Díaz. Most Mexicans today know the era only through the numerous telenovelas – Mexican soap operas – that use the dramatic time of the Porfiriato and Revolution as a backdrop for their characters.

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Francisco I. Madero (1873-1913) was a reformist politician and writer who served as President of Mexico from 1911 to 1913. This unlikely revolutionary helped engineer the overthrow of entrenched dictator Porfirio Díaz by kick-starting the Mexican Revolution. Unfortunately for Madero, he found himself caught between the remnants of Díaz' power structure (who hated him for overthrowing the old regime) and the revolutionary forces he unleashed (who despised him for not being radical enough). He was deposed and executed in 1913 by Victoriano Huerta, a general who had served under Díaz. Life before 1910 Madero was born in the state of Coahuila to extremely wealthy parents: by some accounts they were the fifth-richest family in Mexico. His grandfather Evaristo made many lucrative investments and was involved in, among other interests, ranching, wine-making, silver, textiles and cotton. As a young man Francisco was very well educated, studying in the United States, Austria and France. When he returned from his travels in the United States and Europe, he was placed in charge of some of the family interests including the hacienda San Pedro de las Colonias, which he operated at a tidy profit while managing to treat his workers very well. When Bernardo Reyes, Governor of Nuevo León, brutally broke up a political demonstration in 1903, Madero decided to become more politically involved. Although his early attempts to be elected to public office failed, he funded his own newspaper which he used to promote his ideas. Madero had to overcome his personal image in order to succeed as a politician in macho Mexico. He was a small man with a high-pitched voice, both of which made his it difficult for him to command the respect of soldiers and revolutionaries who saw him as effeminate. He was a vegetarian and teetotaler at a time when these were considered very peculiar in Mexico and he was also an avowed spiritualist. He claimed to have regular contact with his brother Raúl, who had died at a very young age. Later, he said he had gotten political advice from none other than the spirit of Benito Juarez, who told him to keep up the pressure on Díaz. Díaz in 1910 Porfirio Díaz was an iron-fisted dictator who had been in power since 1876. Díaz had modernized the country, laying miles of train tracks and encouraging industry and foreign investment, but at a steep price: the poor of Mexico lived a life of abject misery. In the north, miners worked without any safety or insurance, in Central Mexico the peasants were kicked off their land, and in the south debt peonage meant that thousands worked essentially as slaves. He was the darling of international investors, who commended him for “civilizing” the unruly nation he ruled.

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Somewhat paranoid, Díaz was always careful to keep tabs on those who could oppose him. The press was completely controlled by the regime and rogue journalists could be jailed without trial if suspected of libel or sedition. Díaz brilliantly played ambitious politicians and military men off against one another, leaving very few realistic threats to his rule. He appointed all state governors, who shared in the spoils of his crooked but lucrative system. All other elections were blatantly rigged and only the extremely foolish ever tried to buck the system. In his 30+ years as dictator, the cunning Díaz had fought off many challenges, but by 1910 cracks were beginning to show. The dictator was in his late 70's and the wealthy class that he represented was beginning to worry about who would replace him. Years of toil and repression meant that the rural poor (as well as the urban working class, to a lesser extent) loathed Díaz and were primed and ready for revolution. A revolt by workers in 1906 at the Cananea copper mine in Sonora that had to be brutally put down (in part by Arizona rangers brought across the border) showed Mexico and the world that Don Porfirio was vulnerable.

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Pancho Villa (1878-1923) was a Mexican bandit, warlord and revolutionary. One of the most important figures of the Mexican Revolution (1910-1920), he was a fearless fighter, clever military commander and important power broker during the years of conflict. His vaunted Division of the North was, at one time, the strongest army in Mexico and he was instrumental in the downfall of both Porfirio Díaz and Victoriano Huerta. When the alliance ofVenustiano Carranza and Alvaro Obregón finally defeated him, he responded by waging a guerrilla war which included an attack on Columbus, New Mexico. He was assassinated in 1923. Early Years Pancho Villa was born Doroteo Arango to a family of impoverished sharecroppers who worked land belonging to the wealthy and powerful López Negrete family in the state of Durango. According to legend, when young Doroteo caught one of the López Negrete clan trying to rape his sister Martina, he shot him in the foot and fled to the mountains. There he joined a band of outlaws and soon rose to a position of leadership through his bravery and ruthlessness. He earned good money as a bandit, and gave some if it back to the poor, which earned him a reputation as a sort of Robin Hood. Revolution Breaks Out The Mexican Revolution broke out in 1910 whenFrancisco I. Madero, who had lost a crooked election to dictator Porfirio Díaz, declared himself president and called for the people of Mexico to take up arms. Arango, who had changed his name to Pancho Villa (after his grandfather) by then, was one who answered the call. He brought his bandit force with him and soon became one of the most powerful men in the north as his army swelled. When Madero returned to Mexico from exile in the United States in 1911, Villa was one who welcomed him. Villa knew he was no politician but he saw promise in Madero and vowed to take him to Mexico City. The Campaign Against Díaz The corrupt regime of Porfirio Díaz was still entrenched in power, however. Villa soon gathered an army around him, including an elite cavalry unit. Around this time he earned the nickname “the Centaur of the North” because of his riding skill. Along with fellow warlordPascual Orozco, Villa controlled the north of Mexico, defeating federal garrisons and capturing towns. Díaz might have been able to handle Villa and Orozco, but he also had to worry about the guerrilla forces of Emiliano Zapata in the south, and before too long it was evident that Díaz could not defeat the enemies arrayed against him. He left the country in April of 1911, and Madero entered the capital in June, triumphant. Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

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In Defense of Madero Once in office, Madero quickly got into trouble. Remnants of the Díaz regime despised him, and he alienated his allies by not honoring his promises to them. Two key allies he turned against him were Zapata, who was disappointed to see that Madero had little interest in land reform, and Orozco, who had hoped in vain that Madero would give him a lucrative post, such as state governor. When these two men once again took up arms, Madero called on Villa, his only remaining ally. Along with General Victoriano Huerta, Villa fought and defeated Orozco, who was forced into exile in the United States. Madero could not see those enemies closest to him, however, and Huerta, once back in Mexico City, betrayed Madero, arrested him and ordered him executed before setting himself up as president. Campaign against Huerta Villa had believed in Madero and was devastated by his death. He quickly joined an alliance of Zapata and revolution newcomers Venustiano Carranza and Alvaro Obregón dedicated to removing Huerta. By then, Villa's Division of the North was the most powerful and feared military unit in the nation and his soldiers numbered in the tens of thousands. Huerta was surrounded and outnumbered, even though Orozco had returned and joined him, bringing his army with him. Villa led the fight against Huerta, defeating federal forces in cities all over northern Mexico. Carranza, a former governor, named himself Chief of the Revolution, which irritated Villa although he accepted it. Villa did not want to be president, but he did not like Carranza. Villa saw him as another Porfirio Díaz and wanted someone else to lead Mexico once Huerta was out of the picture. In May of 1914 the way was clear for an attack on the strategic town of Zacatecas, where there was a major railway junction that could carry the revolutionaries right into Mexico City. Villa attacked Zacatecas on June 23. The Battle of Zacatecas was a huge military victory for Villa: barely a few hundred out of 12,000 federal soldiers survived. After the loss at Zacatecas, Huerta knew his cause was lost and tried to surrender to gain some concessions, but the allies would not let him off the hook so easily. Huerta was forced to flee, naming an interim president to rule until Villa, Obregón and Carranza reached Mexico City.

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Victoriano Huerta (1850-1916) was a Mexican general who served as president from February, 1913 to July of 1914. An important figure in the Mexican Revolution, he fought against Emiliano Zapata, Pancho Villa, Félix Díaz and other rebels before and during his time in office. A brutal, ruthless fighter, the alcoholic Huerta was widely feared and despised by his foes and supporters alike. Eventually driven from Mexico by a loose coalition of revolutionaries, he spent a year and a half in exile before dying of cirrhosis in a Texas prison. Before the Revolution Born into a poor family in the State of Jalisco, Huerta joined the military while still in his teens. He distinguished himself and was sent to the military academy at Chapultepec. Proving to be an efficient leader of men and a ruthless fighter, he was a favorite of dictator Porfirio Díaz and rose quickly to the rank of general. Díaz tasked him with the suppression of Indian uprisings, including a bloody campaign against the Maya in the Yucatan in which Huerta razed villages and destroyed crops. He also fought the Yaquis in the north. Huerta was a heavy drinker who preferred brandy: according to Villa, Huerta would start drinking when he woke up and go all day. The Revolution Begins Huerta was one of Díaz' most trusted generals when hostilities broke out after a farcical 1910 election. The opposition candidate, Francisco I. Madero, had been arrested and later fled into exile, proclaiming revolution from safety in the United States. Rebel leaders such as Pascual Orozco, Emiliano Zapataand Pancho Villa heeded the call, capturing towns, destroying trains and attacking federal forces whenever and wherever they found them. Huerta was sent to reinforce the city of Cuernavaca, under attack by Zapata, but the old regime was under assault from all sides, and Díaz accepted Madero's offer to go into exile in May of 1911. Huerta escorted the old dictator to Veracruz, where a steamer was waiting to take Díaz into exile. Huerta and Madero Although Huerta was bitterly disappointed by the fall of Díaz, he signed up to serve under Madero. For a while in 1911-1912 things were relatively quiet as those around him took the measure of the new president. Things soon deteriorated, however, as Zapata and Orozco figured out that Madero was unlikely to keep certain promises he had made. Huerta was first sent south to deal with Zapata and then north to fight Orozco. Forced to work together against Orozco, Huerta and Pancho Villa found that they despised one another. To Villa, Huerta was a drunk and martinet with delusions of grandeur, and to Huerta, Villa was an illiterate, violent peasant who had no business leading an army. Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

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The Decena Trágica In late 1912 another player entered on the scene: Félix Díaz, nephew of the deposed dictator, declared himself in Veracruz. He was quickly defeated and captured, but in secret he entered into a conspiracy with Huerta and American ambassador Henry Lane Wilson to get rid of Madero. In February 1913 fighting broke out in Mexico City and Díaz was released from prison. This kicked off the Decena Trágica, or “tragic fortnight,” which saw horrible fighting in the streets of Mexico City as forces loyal to Díaz fought the federals. Madero holed up inside the national palace and foolishly accepted Huerta's “protection” even when presented with evidence that Huerta would betray him. Huerta Rises to Power Huerta, who had been in league with Díaz all along, arrested Madero on February 17. He made Madero sign a resignation which designated Huerta as his successor, and then Madero and Vice-President Pino Suarez were killed on February 21, supposedly while “attempting to escape.” No one believed it: Huerta had obviously given the order and hadn't even gone to much trouble with his excuse. Once in power, Huerta disowned his fellow conspirators and attempted to make himself dictator in the mold of his old mentor, Porfirio Díaz.

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Pascual Orozco (1882-1915) was a Mexican muleteer, warlord and revolutionary who participated in the early parts of the Mexican Revolution (1910-1920). More of an opportunist than an idealist, Orozco and his army fought in many key battles between 1910 and 1914 before he “backed the wrong horse:” General Victoriano Huerta, whose brief presidency lasted from 1913 to 1914. Exiled, Orozco was captured and executed by Texas Rangers. Before the Revolution: Before the Mexican Revolution broke out, Pascual Orozco was a small-time entrepreneur, storekeeper and muleteer. He came from a lower-middle class family in the northern state of Chihuahua and by working hard and saving he had been able to acquire a respectable amount of wealth. As a self-starter who had made his own fortune, he became disenchanted with the corrupt regime of Porfirio Díaz, who tended to favor old money and those with connections, neither of which Orozco had. Orozco became involved with the Flores Magón brothers, Mexican dissidents trying to stir up rebellion from safety in the United States. Orozco and Madero: In 1910, opposition Presidential candidate Francisco I. Madero, who had lost due to flagrant fraud, called for revolution against the crooked Díaz. Orozco organized a small force in the Guerrero area of Chihuahua and quickly won a series of skirmishes against federal forces. With every victory his force grew, swelled by local peasants who were drawn by patriotism, greed, or both. By the time Madero returned to Mexico from exile in the United States, Orozco commanded a force of several thousand men. Madero promoted him first to colonel and then general, even though Orozco had no military background whatsoever. Early Victories: While Emiliano Zapata's army kept Díaz' federal forces busy in the south, Orozco and his armies took over the north. The uneasy alliance of Orozco, Madero and Pancho Villa captured several key towns in Northern Mexico, including Ciudad Juarez, which Madero made his provisional capital. Orozco maintained his businesses during his time as general: one time, his first action upon capturing a town was to sack the home of a business rival. Orozco was a cruel and ruthless commander. On one occasion, he sent the uniforms of dead federal soldiers back to Díaz with a note: “Here are the wrappers: send more tamales.” Revolt Against Madero: The armies of the north drove Díaz from Mexico in May of 1911 and Madero took over. Madero saw Orozco as a violent bumpkin, useful to the war effort but out of his depth in government. Orozco, who was unlike Villa in that he was fighting not for idealism but under the assumption that he would be made at least a state governor, was outraged. Orozco had accepted the post of General, but resigned it when he refused to fight

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Zapata, who had rebelled against Madero for not implementing land reform. In March of 1912 Orozco and his men, called Orozquistas or Colorados, once again took to the field. Orozco in 1912-1913: Fighting Zapata to the south and Orozco to the north, Madero turned to two generals: Victoriano Huerta, a relic left over from the days of Díaz, and Pancho Villa, who still supported him. Huerta and Villa were able to rout Orozco in several key battles. Orozco's poor control of his men contributed to his losses: he allowed them to sack and loot captured towns, which turned the locals against him. Orozco fled to the United States, but returned when Huerta overthrew and assassinated Madero in February of 1913. President Huerta, in need of allies, offered him a generalship and Orozco accepted. Downfall of Huerta: Orozco was once again fighting Pancho Villa, who was outraged by Huerta's murder of Madero. Two more generals appeared on the scene: Alvaro Obregón and Venustiano Carranza, both at the head of huge armies in Sonora. Villa, Zapata, Obregón and Carranza were united by their hatred of Huerta, and their combined might was far too much for the new president, even with Orozco and his colorados on his side. When Villa crushed the federals atthe battle of Zacatecas in June of 1914, Huerta fled the country. Orozco fought on for a while but he was seriously outgunned and he, too, went into exile in 1914. Death in Texas: After the fall of Huerta, Villa, Carranza, Obregón and Zapata began slugging it out amongst themselves. Seeing an opportunity, Orozco and Huerta met up in New Mexico and began planning a new revolt. They were captured by US forces and charged with conspiracy. Huerta died in prison, but Orozco escaped. He was shot and killed by Texas Rangers on August 30, 1915. According to the Texas version, he and his men tried to steal some horses and were tracked down and killed in the ensuing gunfight. According to the Mexicans, Orozco and his men were defending themselves from greedy Texas ranchers who wanted their horses.

Legacy: Today, Orozco is considered a minor figure in the Revolution. He never reached the presidency and modern historians and readers prefer the flair of Villa or the idealism of Zapata. It should not be forgotten, however, that at the time of Madero's return to Mexico, Orozco commanded the largest and most powerful of the revolutionary armies and that he won several key battles in the early days of the revolution. Although it has been asserted by some that Orozco was an opportunist who coldly used the revolution to his own gain, that does not change the fact that if not for Orozco, Díaz may well have crushed Madero in 1911. Orozco made a huge mistake when he supported the unpopular Huerta in 1913. Had he sided with his former ally Villa, he may have been able to stay in the game for a little longer.

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Alvaro Obregón Salido(1880-1928) was a Mexican farmer, warlord and general. He was one of the key players in the Mexican Revolution (1910-1920) and it is his election as President in 1920 that is considered by many as the ending point of the Revolution, although the violence continued afterwards. A brilliant and charismatic general, his rise to power is contributed to his effectiveness, ruthlessness, and the fact that he was the only one of the Revolution's “Big Four” still standing after 1923, as Pancho Villa, Emiliano Zapata and Venustiano Carranza all were assassinated. Early Life Obregón was born the last of eight children in the town of Huatabampo, Sonora. His father, Francisco Obregón, had lost much of the family wealth when he backed Emperor Maximilian over Benito Juárez in the 1860's. Francisco died when Alvaro was an infant, so he was raised by his mother, Cenobia Salido, and his older sisters. They had very little money but a strong home life, and most of Alvaro's siblings became schoolteachers. Alvaro was a hard worker and very intelligent. Although he had to drop out of school, he taught himself many things, including photography and carpentry. As a young man, he saved enough to buy a failing chick pea farm and turned it into a very profitable endeavor. He also invented a chick pea harvester, which he began to manufacture and sell to other farmers. He had the reputation of being a local genius, and he had a near-photographic memory. Obregón in the Early Years of the Revolution Unlike most of the other important figures of the Mexican Revolution, Obregón did not have anything against Porfirio Díaz. In fact, he had prospered enough under the old dictator to have been invited to Díaz' centennial parties in 1910. Obregón watched the early stages of the revolution from the sidelines in Sonora, a fact which was often held against him later when the Revolution triumphed, as he was often accused of being a Johnny-come-lately. He became involved in 1912 on behalf of Francisco I. Madero, who was fighting the army ofPascual Orozco in the north. Obregón recruited a force of some 300 soldiers and joined the command of General Agustín Sangines. The General, impressed by the clever young Sonoran, quickly promoted him to Colonel. He defeated a force of Orozquistas at the battle of San Joaquín under General José Inés Salazar. Shortly

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thereafter Orozco himself was wounded in combat in Chihuahua and fled to the United States, leaving his forces in disarray and scattered. Obregón returned to his chick pea farm. Obregón and Huerta When Madero was deposed and executed byVictoriano Huerta in February of 1913, Obregón once again took up arms. He offered his services to the government of the State of Sonora, which quickly reinstated him. Obregón and his army captured towns from the federal soldiers all over Sonora, and his ranks swelled with recruits and deserting federal soldiers. He proved himself to be a very skilled general, and was usually able to make the enemy meet him on ground of his own choosing. By the summer of 1913, Obregón was the most important military figure in Sonora. His force had swollen to some 6,000 men and he routed Huertista generals including Luis Medina Barrón and Pedro Ojeda in different engagements. When Venustiano Carranza's battered army straggled into Sonora, Obregón welcomed them. For this, First Chief Carranza made Obregón supreme military commander of all revolutionary forces in the northwest in September, 1913. Obregón didn't know what to make of Carranza, that long-bearded patriarch who had basically appointed himself First Chief of the Revolution, but he knew that Carranza had skills and connections that he did not, and he decided to ally himself with “the bearded one.” This was a good move for both of them, as the Carranza-Obregón alliance defeated first Huerta, then Villa and Emiliano Zapata before disintegrating in 1920. Obregón was a skilled negotiator and diplomat: he was even able to recruit rebellious Yaqui Indians, assuring them that he would work to give them back their land, and they became valuable troops for his army. He proved his military skill countless times, devastating Huerta's forces wherever he found them. During the lull in the fighting in the winter of 1913-1914, Obregón modernized his army, importing techniques from recent conflicts such as the Boer Wars (1880-1881,1899-1902). He was a pioneer in the use of trenches, barbed wire and foxholes. Although these new techniques proved effective time and again, he often had trouble with closed-minded older officers and discipline was a problem in the Army of the Northwest. In mid-1914 Obregón purchased airplanes from the United States and used them to attack federal forces and gunboats. This was one of the first uses of airplanes for warfare and it was very effective, although somewhat impractical at the time. On June 23, Villa's army annihilated Huerta's federal army at the Battle of Zacatecas: out of some 12,000 federal troops in Zacatecas that morning, only about 300 staggered into neighboring Aguascalientes over the next couple of days. Desperately wanting to beat Villa to Mexico City, Obregón routed the federals at the battle of Orendain on July 6-7 and captured Guadalajara on July 8. Surrounded, Huerta resigned on July 15, and Obregón beat Villa to the gates of Mexico City, which he took for Carranza on August 11.

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Benito Juarez was a Mexican politician and statesman of the late nineteenth century. He was president for five terms in the turbulent years of 1858 to 1872. Perhaps the most remarkable aspect of Juarez‟s life in politics is his background: he was a full-blooded native of Zapotec descent – the only full-blooded native to ever serve as president of Mexico – who did not even speak Spanish until he was in his teens. He was an important and charismatic leader whose influence is still felt today. Early Years: Born on March 21, 1806 into grinding poverty in the rural hamlet of San Pablo Guelatao, Juarez was orphaned as a toddler and worked in the fields for most of his young life. He went to Oaxaca at the age of 12 to live with his sister and worked as a servant for a time before being noticed by Antonio Salanueva, a Franciscan friar. Salanueva saw him as a potential priest and arranged for Juarez to enter the Santa Cruz seminary, where young Benito learned Spanish and law before graduating in 1827. He continued his education, entering the Institute of Science and Art, graduating in 1834 with a law degree. 1834 – 1852: His Political Career Begins: Even before his graduation in 1834, Juarez was involved in local politics, serving as a city councilman in Oaxaca, where he earned a reputation as a staunch defender of native rights. He was made a judge in 1841, and became known as a fiercely anti-clerical liberal. By 1847 he had been elected governor of the State of Oaxaca. The United States and Mexico were at war from 1846 to 1848, although the state of Oaxaca was nowhere near the fighting. During his tenure as governor, Juarez angered conservatives by passing laws allowing for the confiscation of church funds and lands. 1853 – 1854 Exile: Former President Antonio López de Santa Anna had been driven from Mexico after the war with the United States. In 1853, however, he returned, and quickly set up a conservative government that exiled many liberals, including Juarez. Juarez spent time in Cuba and New Orleans, where he worked in a cigarette factory. While in New Orleans, he teamed with other exiles to plot Santa Anna‟s downfall. When liberal general Juan Alvarez launched a coup, Juarez hurried back, and was there in November of 1854 when Alvarez‟s forces captured the capital. Alvarez quickly made himself president and named Juárez Minister of Justice.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II 1854-1858 Conflict Brewing: The liberals had the upper hand for the moment, but their ideological conflict with conservatives continued to smolder. As minister of Justice, Juarez passed laws limiting church power, and in 1857 a new constitution was passed, which limited them even further. By then, Juarez was in Mexico City, serving in his new role as Chief Justice of the Supreme Court. The new constitution turned out to be the spark that reignited the smoking fires of conflict between the liberals and conservatives, and in December, 1857, the conservative general Félix Zuloaga overthrew the government. The Reform War 1858-1861: Many prominent liberals, including Juarez, were arrested. Released from prison, Juarez went to Guanajuato, where he declared himself president and declared war. The two governments, led by Juárez and Zuloaga, were sharply divided, mostly over the role of religion in government. Juárez worked to further limit the powers of the church during the conflict. The United States government, forced to pick a side, formally recognized the liberal Juárez government in 1859. This turned the tide in favor of the liberals, and on January 1, 1861, Juárez returned to Mexico City to assume the presidency of a united Mexico. European Intervention: After the disastrous reform war, Mexico and its economy were in tatters. The nation still owed great sums of money to foreign nations, and in late 1861, Britain, Spain and France united to send troops to Mexico to collect. Some intense last-minute negotiations convinced the British and Spanish to withdraw, but the French remained, and began fighting their way to the capital, which they reached in 1863. They were welcomed by conservatives, who had been out of power since Juarez‟ return. Juárez and his government were forced to flee. Maximilian and Juarez: The French invited Ferdinand Maximilian Joseph, a 31 year-old Austrian nobleman, to come to Mexico and assume rule. In this, they had the support of many Mexican conservatives, who thought that a monarchy would best stabilize the country. Maximilian and his wife Carlota arrived in 1864, where they became crowned emperor and empress of Mexico. Juárez continued to war with the French and conservative forces, eventually forcing the emperor to flee the capital. Maximilian was captured and executed in 1867, effectively ending the French occupation. Juarez’ Final Years: Juarez was re-elected to the presidency in 1867 and 1871, but did not live to finish his last term. He was felled by a heart attack while working at his desk on July 18, 1872. Juárez today: Today‟s Mexicans view Juárez much like some Americans see Abraham Lincoln: he was a firm leader when his nation needed one, who took a side in a social issue that drove his nation to war. There is a city (Ciudad Juárez) named after him, as well as countless streets, schools, businesses, etc. He is held in particularly high regard by Mexico‟s considerable indigenous population, who rightly view him as a trailblazer in native rights and justice.

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ANEXO 4 VERBOS REGULARES E IRREGULARES TIEMPO PASADO DE VERBOS REGULARES: Parte I La gran mayoría de verbos regulares forman su tiempo pasado al agregar el sufijo “ED” a la forma simple del verbo. Después de los sonidos finales de S, SH, CH,CE,KE,PE,X,AUGHT Y OUGHT el sufijo ED es pronunciado como “T” que es la letra mas fácil de todo el alfabeto de pronunciar porque después de pronunciarla las cuerdas vocales no vibran. Todos los siguientes verbos son pronunciados con un sonido de T al final note que la T no suena como una silaba extra. Práctica diciéndolos Necesitaras de ellos mas adelante. Presente DRESS KISS WASH BRUSH WATCH DANCE PLACE BOX RELAX TAX LOOK WORK LIKE SMOKE STOP HELP HOPE WIPE LAUGH COUGH

Pasado DRESSED KISSED WASHED BRUSHED WATCHED DANCED PLACED BOXED RELAXED TAXED LOOKED WORKED LIKED SMOKED STOPPED HELPED HOPED WIPED LAUGHED COUGHED

Español VESTIR BESAR LAVAR CEPILLAR OBSERVAR BAILAR COLOCAR BOXEAR RELAJAR COBRAR IMPUESTOS MIRAR TRABAJAR GUSTAR FUMAR DETENER/ PARAR AYUDAR ESPERAR LIMPIAR REIR TOSER

PARTE No. 2 Como nosotros sabemos que formamos los verbos en tiempo pasado al agregar el sufijo “ED”, a la forma simple del verbo. Si el verbo termina en “T”, Te o D, De el sufijo suena como una silaba extra y se pronuncia “ID” (DID), PRACTICA DICIENDOLOS! PRESENTE VISIT WAIT RENT WANT REST PRESENT INVITE PERMIT CONSIST EXCITE HAND NEED ATTEND END LAND INCLUDE

PASADO VISITED WAITED RENTED WANTED RESTED PRESENTED INVITED PERMITTED CONSISTED EXCITED HANDED NEEDED ATTENDED ENDED LANDED INCLUDED

ESPAÑOL VISITAR ESPERAR RENTAR QUERER DESCANSAR PRESENTAR INVITAR PERMITIR CONSISTIR ENTUSIASMADO MANIPULAR NECESITAR ATENDER TERMINAR ATERRIZAR INCLUIR

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EXCLUDE EXTEND SOUND MIND

EXCLUDED EXTENDED SOUNDED MINDED

EXCLUIR EXTENDER SONAR IMPORTAR

EL TIEMPO PASADO DE VERBOS REGULARES PARTE III Ya conocemos que al agregar “ED” a todos los verbos regulares forman su pasado. La “ED” es pronunciada como una “T” (dress- dressed) y es pronunciada como una “ID” después de “Te”, “De”. Todos los otros verbos tienen terminaciones con el sufijo “ED” y es pronunciado como una “D”. PRESENTE CLEAN CALL ENJOY HONOR HAPPEN LIVE OPEN ORDER RETURN SNOW SEEM STAY COMPARE ARRIVE STUDY

PASADO CLEANED CALLED ENJOYED HONORED HAPPENED LIVED OPENED ORDERED RETURNED SNOWED SEEMED STAYED COMPARED ARRIVED STUDIED

ESPAÑOL LIMPIAR LLAMAR DISFRUTAR HONRAR SUCEDER VIVIR ABRIR ORDENAR REGRESAR NEVAR PARECER QUEDARSE COMPARAR LLEGAR ESTUDIAR

PRESENTE PLAY ANSWER REMEMBER RAIN SHARE

PASADO PLAYED ANSWERED REMEMBERED RAINED SHARED

ESPAÑOL JUGAR RESPONDER RECORDAR LLOVER COMPARTIR

EL PASADO DE VERBOS IRREGULARS PARTE NO. 1 Si el verbo no termina en ED en el tiempo pasado, este es irregular, los verbos irregulares en inglés son los más comúnmente usados en una conversación diaria, es imposible hablar el idioma sin ellos, con un poco de estudio y práctica los encontraras fáciles de aprender porque ellos nunca cambian de forma, esto es permanecen constantes en todas las personas, Por ejemplo: el pasado irregular de speak es spoke nótese que no hay cambio en la tercera persona del singular. EJEMPLO: I YOU

SPOKE SPOKE

SPEAK SPEAK

SPOKE

SPEAKS

SHE

SPOKE

SPEAKS

SPOKE

SPEAKS

SPOKE

SPEAK

YOU

SPOKE

SPEAK

THEY

SPOKE

SPEAK

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II En el inglés moderno necesitaras aproximadamente 100 verbos irregulares, debes memorizarlos! Para esto se formaron diferentes familias de verbos para que puedas aprenderlos con más facilidad PARTE II Aquí hay 12 verbos irregulares comunes. ¡Memorízalos!

PRESENTE AM, IS, ARE COME DO GO SEE DRIVE EAT WRITE GET FORGET GIVE FORGIVE

PASADO WAS, WERE CAME DID WENT SAW DROVE ATE WROTE GOT FORGOT GAVE FORGAVE

ESPAÑOL SER – ESTAR VENIR HACER IR VER MANEJAR COMER ESCRIBIR OBTENER OLVIDAR DAR PERDONAR

PARTE III Aquí hay 13 verbos irregulares comunes. ¡Memorízalos!

PRESENTE PASADO ESPAÑOL FEEL FELT SENTIR LEAVE LEFT SALIR MAKE MADE HACER LOSE LOST PERDER MEET MET ENCONTRAR FIND FOUND HALLAR HAVE HAD TENER SIT SAT SENTARSE WIN WON GANAR LOS SIGUIENTES VERBOS CAMBIA LA “I” A “A” BEGIN BEGAN COMENZAR SWIM SWAM NADAR DRINK DRANK BEBER SING SANG CANTAR RING RANG SONAR

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II PARTE IV A) EEP cambia a EPT PRESENTE PASADO ESPAÑOL KEEP KEPT GUARDAR SLEEP SLEPT DORMIR SWEEP SWEPT BARRER B) EAD CAMBIA A EAD o ED y se pronuncian igual. READ RED LEER LEAD LED DIRIGIR C) El cambio es de OUGHT a AUGHT. Ellos se pronuncian igual. BRING BROUGHT TRAER BUY BOUGHT COMPRAR CATCH CAUGHT ATRAPAR TEACH TAUGHT ENSEÑAR D) EAK cambia a OKE y AKE CAMBIA a OOK BREAK BROKE ROMPER SPEAK SHAKE TAKE

SPOKE SHOOK TOOK

HABLAR SACUDIR – AGITAR TOMAR

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A) PRESENTE LAY PAY SAY B) BLOW GROW KNOW THROW *FLY C) WEAR SWEAR TEAR D) SELL TELL

_AY cambia a _AID PASADO ESPAÑOL LAID PONER - COLOCAR PAID PAGAR SAID DECIR _OW cambia a _EW BLEW SOPLAR GREW CRECER KNEW CONOCER - SABER THREW TIRAR FLEW VOLAR _EAR cambia a ORE WORE USAR SWORE JURAR TORE RASGAR _ELL cambia a OLD SOLD VENDER TOLD DECIR

PARTE VI Los siguientes verbos son iguales en ambos tiempos presente y pasado. Solamente la 3ra persona del singular cambia en el tiempo presente al agregar una “S”. PRESENTE BET COST CUT FIT HIT HURT LET PUT QUIT SET SHUT SPREAD

PASADO BET COST CUT FIT HIT HURT LET PUT QUIT SET SHUT SPREAD

ESPAÑOL APOSTAR COSTAR CORTAR CABER PEGAR LASTIMAR DEJAR PONER RENUNCIAR PONER CERRAR EXTENDER

PARTE VII A) END cambia a ENT PRESENTE PASADO ESPAÑOL BEND BENT DOBLAR LEND LENT PRESTAR SEND SENT ENVIAR SPEND SPENT GASTAR B)Recuerda que EEP cambia a EPT CREEP CREPT GATEAR WEEP WEPT SOLLOZAR C) Estos verbos tienen la misma terminación FIGHT FOUGHT PELEAR SEEK SOUGHT BUSCAR THINK THOUGHT PENSAR

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BLEED FEED SPEED

D) EED cambia a ED BLED SANGRAR FED ALIMENTAR SPED DAR PRISA

PARTE VIII.- Estos verbos no tienen nada en común. PRESENTE BUILD HUNG UP HEAR HOLD MEAN SHINE SHOOT STAND UNDERSTAND WIND

PASADO BUILT HANG UP HEARD HELD MEANT SHONE SHOT STOOD UNDERSTOOD WOUND

ESPAÑOL CONSTRUIR COLGAR OIR SOSTENER SIGNIFICAR BRILLAR DISPARAR PARARSE ENTENDER DAR CUERDA

PARTE IX PRESENTE BECOME LIE MAKE RUN SHOW SING SINK STICK STING STRIKE

PASADO BECAME LAY MADE RAN SHOWED SANG SANK STUCK STUNG STRUCK

ESPAÑOL COMENZAR ACOSTARSE HACER CORRER MOSTRAR CANTAR HUNDIR PEGAR ARDER GOLPEAR

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II Anexo 4 parte 2 THE RED SHOES CHRISTIAN ANDERSEN

Once upon a time there was little girl, pretty and dainty. But in summer time she was obliged to go barefooted because she was poor, and in winter she had to wear large wooden shoes, so that her little instep grew quite red. In the middle of the village lived an old shoemaker's wife; she sat down and made, as well as she could, a pair of little shoes out of some old pieces of red cloth. They were clumsy, but she meant well, for they were intended for the little girl, whose name was Karen. Karen received the shoes and wore them for the first time on the day of her mother's funeral. They were certainly not suitable for mourning; but she had no others, and so she put her bare feet into them and walked behind the humble coffin. Just then a large old carriage came by, and in it sat an old lady; she looked at the little girl, and taking pity on her, said to the clergyman, "Look here, if you will give me the little girl, I will take care of her." Karen believed that this was all on account of the red shoes, but the old lady thought them hideous, and so they were burnt. Karen herself was dressed very neatly and cleanly; she was taught to read and to sew, and people said that she was pretty. But the mirror told her, "You are more than pretty - you are beautiful." One day the Queen was travelling through that part of the country, and had her little daughter, who was a princess, with her. All the people, amongst them Karen too, streamed towards the castle, where the little princess, in fine white clothes, stood before the window and allowed herself to be stared at. She wore neither a train nor a golden crown, but beautiful red morocco shoes; they were indeed much finer than those which the shoemaker's wife had sewn for little Karen. There is really nothing in the world that can be compared to red shoes! Karen was now old enough to be confirmed; she received some new clothes, and she was also to have some new shoes. The rich shoemaker in the town took the measure of her little foot in his own room, in which there stood great glass cases full of pretty shoes and white slippers. It all looked very lovely, but the old lady could not see very well, and therefore did not get much pleasure out of it. Amongst the shoes stood a pair of red ones, like those which the princess had worn. How beautiful they were! and the shoemaker said that they had been made for a count's daughter, but that they had not fitted her. "I suppose they are of shiny leather?" asked the old lady. "They shine so." "Yes, they do shine," said Karen. They fitted her, and were bought. But the old lady knew nothing of their being red, for she would never have allowed Karen to be confirmed in red shoes, as she was now to be. Everybody looked at her feet, and the whole of the way from the church door to the choir it seemed to her as if even the ancient figures on the monuments, in their stiff collars and long black robes, had their eyes fixed on her red shoes. It was only of these that she thought when the clergyman laid his hand upon her head and spoke of the holy baptism, of the covenant with God, and told her that she was now to be a grown-up Christian. The organ pealed forth solemnly, and the sweet children's voices mingled with that of their old leader; but Karen thought only of her red shoes. In the afternoon the old lady heard from everybody that Karen had worn red shoes. She said that it was a

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II shocking thing to do, that it was very improper, and that Karen was always to go to church in future in black shoes, even if they were old. On the following Sunday there was Communion. Karen looked first at the black shoes, then at the red ones looked at the red ones again, and put them on. The sun was shining gloriously, so Karen and the old lady went along the footpath through the corn, where it was rather dusty. At the church door stood an old crippled soldier leaning on a crutch; he had a wonderfully long beard, more red than white, and he bowed down to the ground and asked the old lady whether he might wipe her shoes. Then Karen put out her little foot too. "Dear me, what pretty dancing-shoes!" said the soldier. "Sit fast, when you dance," said he, addressing the shoes, and slapping the soles with his hand. The old lady gave the soldier some money and then went with Karen into the church. And all the people inside looked at Karen's red shoes, and all the figures gazed at them; when Karen knelt before the altar and put the golden goblet to her mouth, she thought only of the red shoes. It seemed to her as though they were swimming about in the goblet, and she forgot to sing the psalm, forgot to say the "Lord's Prayer." Now every one came out of church, and the old lady stepped into her carriage. But just as Karen was lifting up her foot to get in too, the old soldier said: "Dear me, what pretty dancing shoes!" and Karen could not help it, she was obliged to dance a few steps; and when she had once begun, her legs continued to dance. It seemed as if the shoes had got power over them. She danced round the church corner, for she could not stop; the coachman had to run after her and seize her. He lifted her into the carriage, but her feet continued to dance, so that she kicked the good old lady violently. At last they took off her shoes, and her legs were at rest. At home the shoes were put into the cupboard, but Karen could not help looking at them. Now the old lady fell ill, and it was said that she would not rise from her bed again. She had to be nursed and waited upon, and this was no one's duty more than Karen's. But there was a grand ball in the town, and Karen was invited. She looked at the red shoes, saying to herself that there was no sin in doing that; she put the red shoes on, thinking there was no harm in that either; and then she went to the ball; and commenced to dance. But when she wanted to go to the right, the shoes danced to the left, and when she wanted to dance up the room, the shoes danced down the room, down the stairs through the street, and out through the gates of the town. She danced, and was obliged to dance, far out into the dark wood. Suddenly something shone up among the trees, and she believed it was the moon, for it was a face. But it was the old soldier with the red beard; he sat there nodding his head and said: "Dear me, what pretty dancing shoes!" She was frightened, and wanted to throw the red shoes away; but they stuck fast. She tore off her stockings, but the shoes had grown fast to her feet. She danced and was obliged to go on dancing over field and meadow, in rain and sunshine, by night and by day - but by night it was most horrible. She danced out into the open churchyard; but the dead there did not dance. They had something better to do than that. She wanted to sit down on the pauper's grave where the bitter fern grows; but for her there was neither peace nor rest. And as she danced past the open church door she saw an angel there in long white robes, with wings

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reaching from his shoulders down to the earth; his face was stern and grave, and in his hand he held a broad shining sword. "Dance you shall," said he, "dance in your red shoes till you are pale and cold, till your skin shrivels up and you are a skeleton! Dance you shall, from door to door, and where proud and wicked children live you shall knock, so that they may hear you and fear you! Dance you shall, dance!" "Mercy!" cried Karen. But she did not hear what the angel answered, for the shoes carried her through the gate into the fields, along highways and byways, and unceasingly she had to dance. One morning she danced past a door that she knew well; they were singing a psalm inside, and a coffin was being carried out covered with flowers. Then she knew that she was forsaken by every one and damned by the angel of God. She danced, and was obliged to go on dancing through the dark night. The shoes bore her away over thorns and stumps till she was all torn and bleeding; she danced away over the heath to a lonely little house. Here, she knew, lived the executioner; and she tapped with her finger at the window and said: "Come out, come out! I cannot come in, for I must dance." And the executioner said: "I don't suppose you know who I am. I strike off the heads of the wicked, and I notice that my axe is tingling to do so." "Don't cut off my head!" said Karen, "for then I could not repent of my sin. But cut off my feet with the red shoes." And then she confessed all her sin, and the executioner struck off her feet with the red shoes; but the shoes danced away with the little feet across the field into the deep forest. And he carved her a pair of wooden feet and some crutches, and taught her a psalm which is always sung by sinners; she kissed the hand that guided the axe, and went away over the heath. "Now, I have suffered enough for the red shoes," she said; "I will go to church, so that people can see me." And she went quickly up to the church-door; but when she came there, the red shoes were dancing before her, and she was frightened, and turned back. During the whole week she was sad and wept many bitter tears, but when Sunday came again she said: "Now I have suffered and striven enough. I believe I am quite as good as many of those who sit in church and give themselves airs." And so she went boldly on; but she had not got farther than the churchyard gate when she saw the red shoes dancing along before her. Then she became terrified, and turned back and repented right heartily of her sin. She went to the parsonage, and begged that she might be taken into service there. She would be industrious, she said, and do everything that she could; she did not mind about the wages as long as she had a roof over her, and was with good people. The pastor's wife had pity on her, and took her into service. And she was industrious and thoughtful. She sat quiet and listened when the pastor read aloud from the Bible in the evening. All the children liked her very much, but when they spoke about dress and grandeur and beauty she would shake her head. On the following Sunday they all went to church, and she was asked whether she wished to go too; but, with tears in her eyes, she looked sadly at her crutches. And then the others went to hear God's Word, but she went alone into Alba Martínez Nerya, Carrillo Vega María Guadalupe, Castillejos López Consuelo, Cuevas S. Jorge, Morales Vargas Armando, Navarrete Marentes Silvia Cristina, Rojas Novoa Arturo, Salazar Enríquez Joaquín, Valdez Delgado Marisol

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her little room; this was only large enough to hold the bed and a chair. Here she sat down with her hymn-book, and as she was reading it with a pious mind, the wind carried the notes of the organ over to her from the church, and in tears she lifted up her face and said: "O God! help me!" Then the sun shone so brightly, and right before her stood an angel of God in white robes; it was the same one whom she had seen that night at the church-door. He no longer carried the sharp sword, but a beautiful green branch, full of roses; with this he touched the ceiling, which rose up very high, and where he had touched it there shone a golden star. He touched the walls, which opened wide apart, and she saw the organ which was pealing forth; she saw the pictures of the old pastors and their wives, and the congregation sitting in the polished chairs and singing from their hymn-books. The church itself had come to the poor girl in her narrow room, or the room had gone to the church. She sat in the pew with the rest of the pastor's household, and when they had finished the hymn and looked up, they nodded and said, "It was right of you to come, Karen." "It was mercy," said she. The organ played and the children's voices in the choir sounded soft and lovely. The bright warm sunshine streamed through the window into the pew where Karen sat, and her heart became so filled with it, so filled with peace and joy, that it broke. Her soul flew on the sunbeams to Heaven, and no one was there who asked after the Red Shoes

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ANEXOS DEL SEGUNDO PARCIAL

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ANEXO 1 Read the following story. Then answer questions about it. Hannah met Jamie in the summer of 2004. It was Hannah‟s 21st birthday and she and her friends went to a club. They wanted to dance, but they didn‟t like the music so Hannah went to speak to the DJ. „This music is awful,‟ she said. „Could you play something else? The DJ looked at her and said „Don‟t worry; I have the perfect song for you.‟ Two minutes later he said: „The next song is by Coldplay. It‟s called Yellow and it‟s for a beautiful girl who is dancing over there.‟ Hannah knew that the song was for her because she was wearing a yellow dress. When Hannah and her friends left the club the DJ was waiting at the door. „Hi, I‟m Jamie,‟ he said to Hannah. „Can I see you again?‟ So Hannah gave him her phone number. Next day Jamie phoned Hannah and invited her to dinner. He took her to a very romantic French restaurant and they talked all evening. After that Jamie and Hannah saw each other every day. Every evening when Hannah finished work they met at 5.30 in a coffee bar in the High Street. They were madly in love. One evening in October, Hannah was at work. As usual she was going to meet Jamie at 5.30. It was dark and it was raining. She looked at her watch. It was 5.20! She was going to be late! She ran to her car and got in. At 5.25 she was driving along the High Street. She was going very fast because she was in a hurry. Suddenly, a man ran across the road. He was wearing a dark coat so Hannah didn‟t see him until it was too late. Although she tried to stop, she hit the man. Hannah panicked. She didn‟t stop and she drove to the coffee bar as fast as she could. But when she arrived Jamie wasn‟t there. She phoned him, but his mobile was turned off, so she waited for ten minutes and then went home. Two hours later a police car arrived at Hannah‟s house. A policewoman knocked at the door. „Good evening, Madam,‟ she said, „Are you Hannah Davis? I‟d like to speak to you. Can I come in?‟ 1. Where did Hannah meet Jamie? She met him at a dance club 2. What was Jamie doing when they met? She was celebrating her 21st birthday 3. Where did they go on their first date?

They went to a very romantic French restaurant

4. Why did Hannah run to her car one October evening? Because she was going to be late to her meeting with Jamie 5. What did she do after she hit the man? She didn't stop and she drove off to the coffee bar 6. How long did she wait for Jamie? She waited for him for ten minutes Now write the questions for the following answers. 1.

What

was

Hodja

doing?

Hodja

was

walking

absent-mindedly.

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2. A: What did people have to wear to work 20 years ago? B: People had to wear a suit and a tie to work 20 years ago

3. A: Do you have to call your boss by her title? B: No, I don‟t have to call my boss by her title.

4. A: What do you like doing in your free time? B: In my free time I like watching TV.

5. A: What were they doing? B: They were playing video games in their room.

6. A: Why did you go to the drugstore? B: I went to the drugstore for some aspirin.

What did the police tell Hannah? Write an ending to the story. Show it your teacher for correction.

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ANEXO 2:

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ANEXO 3: CIERRE DE “PAST CONTINUOUS”:

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ANEXO 4: CIERRE DE “USED TO”:

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ANEXO 5: CIERRE DE “COULD”

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ANEXOS DEL TERCEL PARCIAL

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MAKING COMPARITIONS

Read the text and underline all the adjectives.

Toby was just a regular horse. He had big hooves, and he was very fast, but he was not magical. One day, Toby went to the big red barn to get some new horseshoes. Toby was careful when enter to the creepy barn and looked around carefully. He was startled by an old horse-wizard with a long beard, a tall hat, and a sparkly cloak. Toby calmly explained that he was looking for some new shoes because his old shoes were worn out. The horse-wizard waved his hooves around mysteriously and offered Toby two gold horseshoes. Toby accepted the bright gold horseshoes and turned to shake the mysterious hoof of the horse-wizard. The dark horse-wizard had quite vanished into thin air and Toby was deeply impressed. Toby figured that he should put on the shiny new horseshoes to see

how

well

they

fit.

was

relieved

that

the

horseshoes

fit

snuggly

and

comfortably on his big hooves. His legs felt powerful and nimble, and he couldn‟t believe how fast he could move. As he was running through the lush meadow, Toby took flight and soared through the blue sky. He was deftly flying through the cool air across a lonely canyon, and he was good at it too. As he travelled the empty sky, beautiful rainbows and neon hearts streamed from the magic shoes. Toby suddenly bumped into an evil unicorn; the skies went black and Toby was very scared. The evil unicorn shot a grey beam of sad faces at Toby, and Toby barely dodged them by rolling left. Toby was confused and worried, but he knew that the unicorn was terribly evil and must be stopped. He thought of the good things in the world, like cuddly puppies, first dances, and happy butterflies. Toby lovingly shot a beam of pure goodness from his heart, hitting the unicorn in his wicked face.

1.1. Classify the adjectives in the table. Ajectives One syllable

Two Syllables

Three or more syllables

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2. Comparative Adjectives As… As We usually compare two things which have the same quality with as...as. Let's see the following examples. 

My daughter is as beautiful as my wife.



My son is as fat as my wife.



My brother is not as tall as my father.

Let's see the following examples in the negative form. 

My ex-girlfriend is not as beautiful as my wife.



My father is not as fat as my mother.



My brother is not as tall as my father.

2.1. Read the text underline the comparatives as… as that you can find. Yesterday my brother and I went to see a football game. We watched our two favorite teams, the Eagles and the Hawks. It was the second week of the season and the day was as cold as the day before. We were excited because I love the Hawks and he loves the Eagles. The seats were good, but I wanted something closer to the field. However, we sat and enjoyed the game. Well, we enjoyed it until we started arguing. My brother thinks his team is good as mine but it is not. He always says to me that the Eagles are as fast as the Hawks, he says Eagles are as strong as the Hawks too. I never agree. On this day, he was wrong. The Hawks played a lot better than the Eagles. They looked stronger and tougher than the Eagles. One thing I didn‟t like was that the food and drinks, they were not as cheap as other places and they weren‟t as good as the other. I was surprised that a hotdog and a drink cost $7. Also, the hotdog wasn‟t as big as normal hotdogs. So I was a little sad about my meal, and hoped to get something as good as the other times. But I was happy

because

the

Hawks

beat

the

Eagles

points.

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Driving home I talked about how much better my team was than the Eagles. My brother was getting angry and I noticed he wasn‟t driving as slow as usual. We were lucky he didn‟t crash. Finally he saw a police car so he started to drive as slow as usual. So we made it home safe and overall it was a great day. Although we fight, it is a lot more fun going to games with my brother than anyone else.

2.2. Complete the rule. Comparatives as … as: Los adjetivos de igualdad se forman de la siguiente manera:

2.3. Complete the exercises. A. In this exercise you have to complete the sentences using as...as. Example : My sister is talkative and my mother is too. You write : My sister is as talkative as my mother. 1. My brother is tall and I am too. My brother is 2. My mother is fat and my mother is too. My mother is 3. My son is intelligent and my daughter is too. My son is 4. John can play guitar well and George can too. John can 5. Abraham is funny and Prana is too. Abraham is B. Fill in the comparison with as ... as. 1. John is (tall) 2. Janet is (beautiful) 3. You are (crazy) 4. We can run (fast) 5. My mom is (not / strict) 6. Your mobile phone is (not / trendy) 7. Matrix II was (not / interesting) 8. This yoghurt (not / taste / good) 9. I can do (many / press-ups) 10. I (not / earn / much / money) 11. The red jacket is (cheap)

Glen. Jeniffer. my sister. they can. your mum. mine. Matrix I. the one I bought yesterday. you. you do. the blue jacket.

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12. The shoes aren‟t (nice) 13. The pink socks are (expensive) 14. The brown sweater isn‟t (good) 15. The chocolate looks (bad) 16. The radio is (new) 17. The Cds aren‟t (old) 18. These apples are (bright) 19. This dress is (beautiful) 20. Those green tomatoes are (sweet)

the boots. the white socks. the blue sweater. the candy. the DVD player. the DVDs. those apples. that dress. the red tomatoes.

3. Grammar Focus: Formation of Comparative Adjectives There are two ways to make or form a comparative adjective:  short adjectives: add "-er"  long adjectives: use "more"

1-syllable adjectives

Short adjectives old, fast

2-syllable adjectives ending in –y

happy, easy

Normal rule: add "-er"

old → older

Variation: if the adjective ends in -e, just add -r

late → later

Variation: if the adjective ends in consonant, vowel, consonant, double the last consonant

big → bigger

Variation: if the adjective ends in -y, change the y to i Long adjectives

happy → happier

2-syllable adjectives not ending in -y

modern, pleasant

all adjectives of 3 or more syllables

expensive, intellectual

Normal rule: use "more"

modern → more modern than expensive → more expensive than

Note: With some 2-syllable adjectives, we can use '-er' or 'more' + than:

quiet → quieter/more quiet than

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Irregular Adjectives:

good → better than

narrow → narrower/more narrow than

clever → cleverer/more clever than

simple → simpler/more simple than

bad → worsethan far → farther/further than

Structure: I am taller than Jessica A shark is more dangerous than a dolphin.

Noun 1 + am / is / are + comparative adjective + tan + nonun 2

3.1. Read and the text about The Tree Top Hotel.

Top 10

3.2. Complete the information about the place. 1. The wildlife in the Tree Tops Hotel is

than other places.

2. Swimming in the lake in front of your room is

than anything.

3. Going rock climbing is 4. The food is

than anything. in the open air than in a restaurant.

5. The Tree Tops Hotel is

than you think.

6. The Tree Tops Hotel is

than a youth hostel.

7. The Tree Tops Hotel is

than a youth hostel.

8. The Tree Tops Hotel is

than regular hotels.

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II 3.3. Match the adjectives with their opposites

` 3.4. Complete the table with words from the box. Some words can go in more than one category

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I A) Write the comparative forms of the adjectives. 1) Good 2) Bad 3) Big 4) Expensive 5) Elegant 6) Bright 7) Healthy 8) Happy 9) Generous 10) Funny 11) Exciting 12) Boring

C) Fill in the blanks with the comparative form of the adjectives. 1) This bag is -------------------the others. ( heavy ) 2)

The train is -------------------the helicopter. ( slow )

3) A giraffe is -------------------a horse. ( tall ) 4) A lion is ------------------ a cat.( wild ) 5)

An elephant is -------------------a tiger. ( heavy )

A laptop is -------------------- a computer. ( light )

My cat is -------------------- all the cats.( lovely )

Maria is ----------------------Alice in the party. 9) Summers are hoter / hotter than the springs. 10) Women are fragiler / more fragile than men

B) Choose the correct one. 1) My brother is taller / more taller than me. 2) This way is shorter / more short than the others 3) My grandfather is older / the older than everybody in our family. 4) This book is expensiver / more expensive than the others. 5) Our garden is biger / bigger than the other gardens. 6) Susie is the more hardworking / more hardworking than me. 7) This car is more cheap / cheaper than all the cars in the gallery 8) Reading book is better / gooder than watching TV.

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My sister is -------------------my brother.(educated)

10) George is-------------------- Frank.( handsome ) 11) Going to beach is --------------------staying at home. ( exciting ) 12) This skirt is --------------------that dress. ( expensive ) 13) Magee is --------------------her mother. ( tidy ) 14)

Our new neighbors are --------------the old

ones. ( helpful )\ 15) I‟m ---------at driving ------John. ( bad ) 16) Luis is 17) Suzy is 18) My brother is

students in the class. ( smart ) Marta (fat) me.(lazy)

______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II 3.7. Complete the comparative sentences. 1. A giraffe is

(tall) a zebra.

2. A diamond is

(expensive) a rubi.

3. An apple is

(sweet) a lime.

4. A dog is

(friendly) a cat.

5. A dolphin is

(intelligent) a shark.

6. A fish is

(fast) a turtle.

7. A rat is

(big) a mouse.

8. Pants are

(comfortable) skirts.

9. Cellphones are

(practical) phones.

10. Computers are

(cheap) laptops.

3.8. Complete with comparative adjectives.

3.9. Complete the text using the adjectives in the comparative form. My family There are six of us in our family: Mum, Dad, my two brothers, Peter and Tony, my sister Tina and me. My two brothers are ……………………………… (old) me. Peter is ………………………………. (tall) than Tony but Tony is ………………………….. (young) than Peter. Tina is …………………………... (intelligent) than I am. My dad says that I‟m …………………………………………… (noisy) than Tina but I like her hair, it is ……………...……………………… (beautiful) than my hair and …………………………. (long). My mum is ………………………………. (kind) than my dad, but my dad likes talking because he knows …………………………………………………. (interesting) things than my mum. He knows a lot of things!

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4. Grammar Focus: Formation of Superlative Adjectives As with comparative adjectives, there are two ways to form a superlative adjective: short adjectives: add "-est" long adjectives: use "most" We also usually add 'the' at the beginning Short adjectives 1-syllable adjectives

old, fast

2-syllable adjectives ending in -y

happy, easy

Normal rule: add "-est"

old → the oldest

Variation: if the adjective ends in -e, just add -st

late → the latest

Variation: if the adjective ends in consonant, vowel, consonant, double the last consonant

big → the biggest

Variation: if the adjective ends in -y, change the y to i

happy → the happiest

Long adjectives

modern, pleasant, expensive, intellectual

2-syllable adjectives not ending in -y all adjectives of 3 or more syllables

modern → the most modern expensive → the most expensive

Normal rule: use "most" With some 2-syllable adjectives, we can use '-est' or 'most':

quiet → the quietest/most quiet clever → the cleverest/most clever narrow → the arrowest/most narrow simple → the simplest/most simple good → the best bad → the worst far → the farthest/furthest

Irregulas Adjectives

Nota: Los adjetivos superlativos me indican cual es el individuo con mayor cualidad o defecto de un grupo.

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4.1. Complete the table

4.2. Read the text and answer the questions.

1. 2. 3. 4

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4.3. Answer the exercises. 1. The palm is

(tall) plant.

2. The elephant

(fat) animal.

3. The dolphin is

(intelligent) animal.

4. The diamond is

(expensive) stone.

5. The concord is

(fast) plane.

6. The jeans are

(popular) clothes.

7. The sneakers are

(comfortable) shoes.

8. The dog is

(good) pet.

9. The rat is

(horrible) animal.

10. Math is

(difficult) subject.

11. Madonna is one of

(famous) singers.

12. My school is

(big) in the area.

13. The lemon is

(sour) fruit.

14. The ice cream is

(cold) dessert.

15. The chocolate cake is

(delicious) cake.

16. The ipod is

(practical) gadget.

17. William Levy is

(handsome) actor.

18. My friend Annie is

(bad) student.

19. My father is

(serious) person.

20. My uncle Bob is

(happy) person.

21. The Amazon is

(long) river.

22. The summer is

(hot) season.

23. Cancun is

(attractive) beach.

24. China is

(advanced) country.

25. Cellphones are

(common) gadgets.

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4.4.

Complete

the

sentences

using

superlative

adjectives

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4.5. Find the words in the crossword puzzle. BEST BETTER CLEVEREST COLDER EASIER FARTHER FATTEST FUNNIER FUNNIEST

HARDER HIGHEST HOTTEST KINDEST LONGER LONGEST NICER PRETTIEST QUICKEST

SILLIEST TALLEST WETTEST WIDER WORSE WORST

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4.6. Which animal is the biggest? Comparatives/superlative

Across 1. The cat is --4. Santa is the

than of the three people.

the

~ ""'f~ ~ (O.5kg) 5. The bee is----- lttdll 6. The giraffe is the of the three animals. 8. The giraffe is than the horse.

oown

-+ camel

1. The mouse is the--- of the three animals. 2. The mouse is than the cat. 3. The elephant is than the cow. 4. Santa is than my mother. 5. The fish is the of al! three. ~.,~~ ..7. The whale is than the dOlphln

'») the

(3.5kg) bird.

~ ~ older SllHULe~ bigger

taU..er tallest lighter lightest oldest heavie r

4.7. Complete the sentences in comparative or superlative 1. Tom is the 2. Benny ls 3. Andy is 4. Today is the 5. The 6. The 7. This song is 8. This city is 9. The 10. This car is the

(intelligent) of my class. (intelligent) Anna. (tall) me. (rainy) day ofthe week .. (high) mountain is the Everest. (tall) student in my class is Tomas. (good) the other one. (far) the otner one. (far) city I have travelled ts Paris. (expensive) car I've hado

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4.8. Write sentences about comparative or superlative adjectives. 1. (high) Is Ben Nevis………………………………………..Mt. Everest? 2. (high) What‟s … ………………………………………….mountain in the world? 3. (young) Billy is five and Mary is four. Which one is……………………..…………? 4. (young) Tom is only 16 and he is a pilot. He is one of …….…………………….pilots in the world5. (dirty) My job is very dirty. It‟s one of ….. ………………………..………….job in the world. 6. (good) This summer is good but the last summer was…………………………. 7. (good) What is ……………………………..……..summer you can remember? 8. (bad) What was …….……………….……………..summer you can remember? 9. (bad) Was 1979.…………………………….……. 1978? 10. (good) I hope next summer is ………………………………………..this one. 11. (dangerous) I‟ve got one of ….. ………………………..……………..jobs in the world. 12. (expensive) Diamonds are………………………………….………..books.

4.9. Answer the exercises.

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Vocabulary.

Sports

equipment

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Review

Unit

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RÚBRICA PARA EVALUAR LA EXPOSICIÓN ORAL Plantel: Alumno: Fecha de aplicación: Indicador Preparación

Parcial: Tema: Docente: Incorrecto Necesita hacer algunas rectificaciones, en momentos parece dudar. Le cuesta conseguir o mantener el interés del público.

Bien Exposición fluida, domina el tema aunque en ocasiones duda y comete errores Interesa bastante en principio pero se hace un monótono.

Pronunciación

Problemas para entender algunos fragmentos.

Voz clara, buena pronunciación.

Tiempo

Excesivamente largo o insuficiente para desarrollar correctamente el tema.

Tiempo ajustado al previsto, pero con un final precipitado o alargado por falta de control de tiempo

Fluidez

Poca fluidez y titubeos.

Hay fluidez y en momentos titubea.

Interés

Excelente Buen dominio del tema, no comete errores, no duda. Atrae la atención del público y mantiene el interés durante toda la exposición. Voz clara, buena pronunciación, buena entonación. Tiempo ajustado al previsto con un final que retoma las ideas principales y redondea la exposición. Fluidez adecuada en toda la exposición.

RÚBRICA PARA EVALUAR LA RESOLUCIÓN DE EJERCICIOS Plantel: Alumno: Fecha de aplicación:

Unidad: Tema: Docente:

Indicadores Comprende el problema y lo transforma en un proceso que involucra los elementos a tratar. Identifica correctamente la relación entre el contexto y el concepto. Emplea adecuadamente la gramática. Resuelve correctamente el ejercicio planteado, dando una buena respuesta al ejercicio, contextualizándola a la situación presentada. *Escala de estimación: Nulo= 0%;

Estimación

Deficiente=60%;

Calificación

Observaciones

Aceptable=80%;

Satisfactorio=100%.

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LISTA DE COTEJO Es un método para registrar si una característica está ausente o presente, o si un acto se efectúa o no. Se sugiere utilizar está herramienta de evaluación para verificar que los estudiantes están cumpliendo con los indicadores mínimos por el programa de estudio.

Profesor: Materia: A B C D E No.

LISTA DE COTEJO DE EVIDENCIAS Grado y Parcial: grupo: Bloque Evidencias de aprendizaje(ejemplos) Expresa de manera oral y escrita la importancia de … y su vida cotidiana. Muestra, utilizando una línea del tiempo, los grandes momentos de desarrollo de … Expresa, con ayuda de organizadores gráficos, la relación de … con otros campos de estudio como: LEOyE Y TICs Expresa de manera oral y escrita la utilidad de comunicarse en una segunda lengua. Redacta un informe escrito de las actividades requeridas, destacando las aplicaciones gramaticales Evidencias Total Calificación Nombre del alumno A B C D E (%) (%) (%) (%) (%)

1 2 3 4 5

Evaluación de proceso Es un instrumento que ayuda a verificar el desarrollo de las competencias disciplinares básicas alcanzadas por el alumno en la ejecución de las actividades. Profesor: Materia: A B

GUIA PARA LA EVALUACION DE DESARROLLO DE COMPETENCIAS Grado y Parcial: grupo: Bloque Competencias disciplinares básicas(Ejemplos) 10.- Identifica e interpreta la idea general y posible desarrollo de un mensaje oral y escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural. 11.-Se comunica en una lengua extranjera mediante un discurso lógico, oral y escrito congruente con la situación comunicativa.

C D E No.

Nombre del alumno

A (%)

B (%)

Evidencias C D (%) (%)

Total

Calificación

E (%)

1 2 3 4

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Evaluación de la aplicación del conocimiento

Esta guía permite medir el nivel alcanzado por los estudiantes en la aplicación del conocimiento y en la resolución de problemas. Guía para la evaluación DE la aplicación de conocimientos Grado y grupo: Bloque

Profesor: Materia: A B C D E No.

Parcial:

Competencias disciplinares básicas(Ejemplos) Muestra dominio total del tema integrando los conceptos, teorías, principio, reglas o metodologías. Aplica correctamente sus habilidades de expresión oral y escrita. Trabaja de manera colaborativa con una actitud respetuosa y expresa sus ideas de manera coherente. Rasgos específicos que el portafolio de evidencias demanden. Nombre del alumno

A (%)

B (%)

Evidencias C D (%) (%)

Total

Calificación

E (%)

1 2 3 4 5

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Evaluación de trabajo en equipo Intenta que las tareas en equipo superen el reto de un conjunto de elementos humanos y que el producto no termine en la suma del trabajo individual. Guía para la evaluación del trabajo en equipo Grado y grupo: Bloque

Profesor: Materia: A B C D E No.

Parcial:

Competencias disciplinares básicas(Ejemplos) Plantea modificaciones y sugerencias para mejorar el trabajo, buscando el mejor camino para realizar el producto. Escuchan y respetan las opiniones de sus compañeros, debaten de manera asertiva sugiriendo acerca de las ideas sin criticar a la persona. Se cumple con la parte individual asignada que conformará el producto final. Entrega a tiempo el trabajo. Aprendizaje mutuo mediante la coevaluación. Total Calificación Evidencias Nombre del alumno A B C D E (%) (%) (%) (%) (%)

1 2 3 4 5 A B C D E No.

Criterios para la coevaluación de productos del trabajo de equipo Asiste de manera puntual a todas las reuniones de trabajo. Cumple en tiempo y forma con el trabajo que se le asigno. Presenta su trabajo con calidad. Es propositivo durante el desarrollo del trabajo. Es cumplido con los acuerdos y normas del grupo. Evidencias Nombre del alumno A B C D E

Total

Calificación

1 2 Escala: 0 nunca cumple

1 cumple parcialmente

2 siempre cumple

PAST TENSE EXPRESSIONS OF TIME English Yesterday Last week In the past A little While ago Last weekend Last Monday Yesterday morning The day before yesterday A week ago

Spanish Ayer Semana pasada En el pasado Hace rato El ultimo fin de semana El lunes pasado Ayer por la mañana Anteayer Hace una

English An hour ago Recently In the morning A long time ago Last month Last year Yesterday afternoon

Spanish Hace una hora Recientemente Por la mañana Hace Mucho tiempo El mes pasado El año pasado Ayer por la tarde

A few days ago

Hace unos días

A month ago

Hace un mes

Over the summer

Durante el verano

s e m a n a 3 years ago

Hace 3 a ñ o s

On your vacation

En sus v a c a c i o n e s

OCUPACIONES lawyer

abogado

bookseller

librero

actor/actress

actor/actriz

sailor

marinero

customs officer

aduanero

doctor

médico

farmer

agricultor

mechanic

mecánico

builder

albañil

miner

minero

architect

arquitecto

model

modelo

consultant

asesor

instructor

monitor

astronaut

astronauta

monk

monje

air hostess

azafata

nun

monja

dustman

basurero

nanny

niñera

fireman

bombero

labourer

obrero

waiter/waitress

camarero/a

office worker

oficinista

lorry driver

camionero

baker

panadero

singer

cantante

shepherd

pastor

foreman

capataz

hairdresser

peluquero

butcher

carnicero

journalist

periodista

postman

cartero

fisherman

pescador

scientist

científico

pilot

piloto

surgeon

cirujano

painter

pintor

cook

cocinero

politician

político

driver

conductor

policeman

policía

accountant

contable

caretaker

portero

servant

criado

teacher

profesor

priest

cura

psychologist

psicólogo

dentist

dentista

psychiatrist

psiquiatra

shop assistant

dependiente

receptionist

recepcionista

electrician

electricista

watchmaker

relojero

employee

empleado

reporter

reportero

bank clerk

empleado de banco

priest

sacerdote

nurse

enfermero

tailor

sastre

writer

escritor

secretary

secretario

student

estudiante

soldier

soldado

chemist

farmacéutico

shorthand typist

taquimeca

plumber

fontanero

taxi driver

taxista

farmer

granjero

technician

técnico

engineer

ingeniero

bullfighter

torero

gardener

jardinero

translator

traductor

jeweller

joyero

salesman

vendedor

judge

juez

vet

veterinario

EXPERIENCIAS ESCOLARES KIDERGARTEN 1. Writing 2. Letter Recognition 3. Beginning Sounds 4. Number Recognition and Counting 5. Shapes and Colors 6. Fine Motor Skills 7. Cutting 8. Reading Readiness 9. Attention and Following Directions 10. Social Skills

escritura reconocimiento de cartas sonidos iniciales reconocimiento y conteo de numeros formas y colores habilidades motoras cortando preparacion para la lectura atencion seguir indicaciones habilidades sociales

EXPERIENCIAS ESCOLARES ELEMENTARY SCHOOL Expressive Arts Directed Field Experience Human Development and Learning Including Students with Disabilities How Children Learn Mathematics Early Literacy Learning Classroom Management and Legal Issues Educational Assessment of Disabilities Teaching Science in the Elementary School

expression de arte experiencia de campo dirigida desarrollo humano y aprendizaje incluyendo a estudiantes con discapacidades como aprenden los niños matematicas aprender el alfabeto pronto Gestión del aula y Asuntos Legales Evaluación de la Educación para Personas con discapacidades Enseñanza de las Ciencias en la Escuela Primaria

ADJETIVOS CALIFICATIVOS CLASIFICADOS POR CATEGORIAS Appearance Apariencia beautiful (biúriful) lindo ugly (ágli) feo clean (klíin) limpio dirty (dérti) sucio full (ful) lleno empty (émpti) vacío simple (símpl) simple complex (kómplex) complejo difficult (dífikalt) difícil easy (íisi) fácil) safe (séif) seguro dangerous (déindcherós) peligroso strong (strong) fuerte weak (wíik) débil same (séim) mismo different (díferent) diferente neat (níit) limpio, ordenado messy (mési) desordenado rich (rich) rico poor (púor) – pobre Colors - Colores black (blak) gray (gréi) violet (váiolit) white (juáit) green (gríin) orange (órendch) red (red) brown (bráun) sky blue (skái blu) blue (blu) yellow (iélou) pink (pink) purple (pérpl) beige (béidch) turquoise (térkuóis) – turquesa

big large huge small tiny heavy light thick thin wide high low tall

(big) (lardch) (jiúdch) (smol) (táini) (jévi) (láit) (zik) (zin) (uáid) (jái) (lóu) (tóol)

negro gris violeta blanco verde naranja rojo marrón celeste azul amarillo rosa púrpura beige

Size/Measure Tamaño/M edida grande grande enorme pequeño diminuto pesado liviano grueso delgado ancho elevado bajo alto

Feelings & Moods (positive) - Sentimientos & Estados de ánimo(positivo) amused (amiúst) divertido calm (kám) tranquilo cheerful (chíirful) alegre confident (confident) confiado content (kontént) contento, satisfecho eager (íguer) deseoso satisfied (sátisfáid) satisfecho ecstatic (ekstátic) eufórico enthusiastic (enzusiástic) entusiasmado inspired (inspáierd) inspirado elated (iléitid) regocijado energetic (eneryétic) activo, dinámico pleased (plíist) encantado excited (eksáitid) excitado grateful (gréitful) agradecido happy (hápi) feliz thrilled (zríld) emocionado hopeful (hóupful) - optimista Feelings & Moods (negative) - Sentimientos & Estados de ánimo (negativo) afraid (afréid) con miedo angry (áangry) enfadado annoyed (anóid) disgustado ashamed (ashéimd) avegonzado bored (bóord) aburrido confused (confiúst) confundido depressed (diprést) deprimido lonely (lóunli) solo y triste upset (apsét) molesto sad (sáad) triste tired (táierd) cansado disappointed (disapóintid) decepcionado distressed (distrést) angustiado embarrassed (embárrast) avergonzado frightened (fráitend) asustado frustrated (frástréitid) frustrado jealous (dchélos) celoso, envidioso worried (uórrid) - preocupado Shape - Forma square round rectangular triangular oval conical spherical cubical cylindrical straight curved crooked broad

(skuér) (ráund) (rektánguiular) (traiánguiular) (óuval) (kónical) (sférical) (kiúbical) (cilíndrical) (stréit)(kéervd) (krúkid) (bróod)

cuadrado redondo rectangular triangular oval cónico esférico cúbico cilíndrico recto curvo torcido ancho

short (short) long (long) medium (mídium) narrow (nérrou) deep (díip) shallow (shálou) broad (brod) – ancho

corto, -

bajo largo medio angosto profundo playo

narrow flat steep hollow solid (sólid) - sólido

(nérrou) (flat) (stíip) (jólou)

-angosto plano empinado hueco

Weather - Tiempo (clima) Age/Time Edad/Tiem po old (óuld) young (iáng) new (niú) modern (módern) ancient (éinshent) old fashioned updated (ápdéitid) outdated (áutdéitid) fast (fast) quick (kuík) slow (slóu) senior (sínior) junior (dchúnior) current (kérrent) past (past) future (fiúcher) – future

viejo joven nuevo moderno antiguo anticuado actualizado desactualizado rápido rápido lento mayor más joven actual pasado

Texture/Touch Textura/Ta cto hard (járd) duro soft (soft) blando rough (raf) áspero, rugoso smooth (smúud) suave, liso solid (sólid) sólido liquid (líkuid) líquido wet (wét) mojado dry (drái) seco slippery (slíperi) resbaladizo sticky (stíki) pegagoso even (íven) llano, liso uneven (aníven) desigual sharp (sharp) afilado blunt (blant) desafilado clean (klíin) limpio dirty (dérti) sucio tight (táit) apretado loose (lúus) – holgado Materials - Materiales iron steel rubber paper

(áiron) (stíil) (ráber) (péiper)

de de de de

hierro acero goma papel

rainy (réini) stormy (stórmi) sunny (sáni) windy (uíndi) snowy (snóui) damp (damp) dry (drái) icy (áici) foggy (fógui) overcast (óuvercást) cloudy (cláudi) clear (clíar) mild (máild) chilly (chili) – frío

con con con -

lluvioso tormentoso soleado ventoso nieve húmedo seco hielo niebla nublado nuboso despejado templado

Temperature - Temperatura freezing (fríissing) chilly (chíli) cold (cóuld) cool (kul) lukewarm (lúk-uórm) boiling (bóiling) muggy (mágui) hot (jot) warm (uórm) pleasant (plésant) – agradable

helado frío frío fresco tibio hirviendo caluroso caluroso cálido

Condition - Condición crazy sane sick healthy drunk sober tired broken full empty dead alive hungry asleep awake busy idle open closed single married

(créissi) (séin) (sík) (jélzi) (dránk) (sóuber) (táierd) (bróuken) (ful) (émpti) (déd) (aláiv) (jángri) (aslíip) (auéik) (bísi) (áidl) (óupen) (clóust) (síngl) (mérrid)

loco cuerdo enfermo sano borracho sobrio cansado roto lleno vacío muerto vivo hambriento dormido despierto ocupado ocioso abierto cerrado soltero casado

woolen (wúulen) plastic (plástic) stone (stóun) wooden (wúudn) glass(glás) leather (léder) silver (sílver) gold (góuld) tin (tin) cotton (kóton) - de algodón

de de de de de de de de de

lana plástico piedra madera vidrio cuero plata oro lata

Religion - Religión Catholic (cázolic) Protestant (prótestant) Anglican (ánglican) Baptist (báptist) Christian (crístchan) Hindu (jíndu) Buddhist (búdist) Muslin (móslim) Jewish (dchúish) Lutheran (lúzeran) – luterano

católico protestante anglicano bautista cristiano hindú budista musulmán judío

cooked (kúkt) cocinado baked (béikt) horneado fried (fráid) frito boiled (bóild) hervido peeled (píild) pelado sliced (sláist) rebanado stewed (stiúd) guisado steamed (stíimd) al vapor roast (róust) asado al horno broiled (bróild) asado a la parrilla cut (cát) cortado grated (gréitid) – rallado Sound - Sonido

comprometido separado

Taste - Sabor sweet salty sour bitter greasy fresh stale tasty delicious tasteless fatty rotten spicy hot (jot) – picante

(suíit) (sólti) (sáuer) (bíter) (gríisi) (fresh) (stéil) (téisti) (delíshos) (téistles) (fáti) (róten) (spáici)

dulce salado agrio amargo grasiento fresco rancio rico delicioso insípido graso podrido picante

fuerte suave suave débil, bajo audible mudo ronco inaudible silencioso ensordecedor ruidoso sordo agudo, chillón

honest (ónest) courageous (karéidchos) optimistic (optimístic) intelligent (intélidchent) sincere (sinsíer) ambitious (ambíshos) modest (módest) sensible (sénsibl) friendly (fréndli) practical (práktical) considerate (consíderet) tolerant (tólerant) responsible (rispónsibl) generous (dchéneros) patient ( péishent) disciplined (dísciplind) humorous (hiúmoros) sympathetic (simpazéric) - comprensivo

(gud)

bueno

honesto valiente optimista inteligente sincero ambicioso modesto sensato amistoso práctico considerado tolerante responsable generoso paciente disciplinado divertido

Personality (negative) - Personalidad (negativo)

alto;

Opinion - Opinión good

Personality (positive) - Personalidad (positivo) Cooking - Cocina

loud (láud) soft (soft) quiet (kuáiet) faint (féint) audible (ódibl) mute (miút) hoarse (hórs) inaudible (inódibl) silent (sáilent) deafening (défning) noisy (nóisi) deaf (def) shrill (shril) melodic (milódic) – melodic

engaged (enguéidch) separated (séparéitid) divorced (divórst) – divorciado

dishonest pessimistic miserly coward selfish impatient lazy greedy resentful envious jealous possesive conceited arrogant

(disónest) (pesimístic) (máiserli) (káuard) (sélfish) (impéishent) (léissi) (gríidi) (riséntful) (énvios) (dchélos) (posésiv) (consítid) (árrogant)

deshonesto pesimista avaro cobarde egoísta impaciente haragán codicioso resentido envidioso celoso posesivo engreído arrogante

bad (báad) malo fussy (fássi) easy (ísi) fácil gullible (gálibl) dífficult (dífikalt) difícil stubborn (stáborn) true (tru) verdadero careless (kérles) – negligente false (fóls) falso careful (kérful) cuidadoso careless (kérles) descuidado important (impórtant) importante right (ráit) correcto wrong (rong) equivocado useful (iúsful) útil useless (iúsles) inútil cheap (chíip) barato expensive (ekspénsiv) caro interesting (íntresting) interesante famous (féimos) famoso unknown (an nóun) - desconocido http://www.shertonenglish.com/resources/es/adjectives/adjectives-descriptive06.php Cardinal Numbers Cardinal Ordinal 1 One 1st First 2 Two 2nd Second 3 Three 3rd Third 4 Four 4th Fourth 5 Five 5th Fifth 6 Six 6th Sixth 7 Seven 7th Seventh 8 Eight 8th Eighth 9 Nine 9th Ninth 10 Ten 10th Tenth 11 Eleven 11th Eleventh 12 Twelve 12th Twelfth 13 Thirteen 13th Thirteenth 14 Fourteen 14th Fourteenth 15 Fifteen 15th Fifteenth 16 Sixteen 16th Sixteenth 17 Seventeen 17th Seventeenth 18 Eighteen 18th Eighteenth 19 Nineteen 19th Nineteenth 20 Twenty 20th Twentieth 21 Twenty one 21st Twenty-first 22 Twenty two 22nd Twenty-second 23 Twenty three 23rd Twenty-third 24 Twenty four 24th Twenty-fourth 25 Twenty five 25th Twenty-fifth … … … … 30 Thirty 30th Thirtieth 31 Thirty one 31th Thirty-first … … … … 40 Forty 40th Fortieth 50 Fifty 50th Fiftieth 60 Sixty 60th Sixtieth 70 Seventy 70th Seventieth 80 Eighty 80th Eightieth

quisquilloso ingenuo terco

90 Ninety 100 One hundred 1000 One thousand

90th Ninetieth 100th Hundredth 1000th Thousandth

HERRAMIENTAS DE TRABAJO TOOLS AND HARDWARE 1.hammer, 2 mallet, 3 ax 4 saw/handsaw, 5 hacksaw, 6 level 7 screwdriver, 8 Phillips screwdriver , 9 wrench 10 monkey wrench/ pipe wrench, 11 chisel 12 scraper, 13 wire stripper, 14 hand drill 15 vise, 16 pliers, 17 toolbox, 18 plane 19 electric drill, 20 (drill) bit, 21 circular saw/ power saw 22 power sander, 23 router, 24 wire 25 nail, 26 washer, 27 nut 28 wood screw, 29 machine screw, 30 bolt

ARTICULOS ESCOLARES Flash drive 3-ring binder Backpack Locker organizers Colored pencils Colored pens Eraser Glue stick Graph paper Hand sanitizer Highlighters Markers Organizer/planner Paper clips Pens/pencils Pencil sharpener

HERRAMIENTAS Y ELEMENTOS 1.martillo, martillo de 2, 3 hacha 4 sierra / sierra de mano, 5 segueta, 6 nivel 7 destornillador, destornillador Phillips 8, 9 llave Llave 10 llave inglesa / tubo, 11 de cincel 12 raspador, 13 pelacables, taladro 14 mano 15 tornillo de banco, 16 alicates, 17 caja de herramientas, 18 plano 19 taladro eléctrico, 20 (taladro) bits, sierra 21 sierra circular / potencia 22 lijadora eléctrica, 23 router, 24 de alambre 25 de uñas, 26 arandela, tuerca 27 28 tornillo de madera, tornillo de la máquina 29, 30 perno

unidad de

carpeta

Organizadores L pices L pices

del de de

Barra

de Papel

Desinfectante Organizador Los Boligrafos

para

las /

clips

de /

flash anillos Mochila armario colores colores Borrador pegamento cuadriculado manos Rotuladores Marcadores planificador papel lapices Sacapuntas

Diccionario de bolsillo ALIMENTOS DAIRY American Cheese Blue Cheese Brie Cheese Butter Buttermilk Camembert Cheese Casein Cheddar Cheese Colby Cheese Cottage Cheese Cream Cheese Edam Cheese Emmenthal Cheese Gouda Cheese Gruyere Cheese Ice Cream Jarlsberg Cheese Milk (Cow-Skim or 2%) Milk (Cow-Whole)

DAIRY American blue Queso mantequilla suero Camembert caseína Queso Queso requesón queso Edam emmenthal Queso Queso ice Jarlsberg Leche Leche

Cheese Cheese Brie de

leche Queso Cheddar Colby

(Cow-descremada

crema Cheese Queso Gouda Gruyere Cream Cheese 2%) (Cow-Whole)

Monterey Jack Cheese Munster Cheese Neufchatel Cheese Parmesan Cheese Provolone Cheese Sherbet Swiss Cheese Whey FRUIT Banana Cantaloupe Coconut Honeydew Mango Orange Papaya Plantain Tangerine HERB Pepper (Black Ground) Pepper (Cayenne) Pepper (Peppercorn) Pepper (Red Flakes) Pepper (White) Wintergreen VEGETABLE Cabbage (Chinese) Cabbage (Red) Cabbage (White) Caper Eggplant Mushroom (Domestic) Mushroom (Shiitake) Olive (Black) Olive (Greek) Olive (Spanish) Pepper (Green) Pepper (Jalapeno) Pepper (Red) Pepper (Yellow) Potato (Red) Potato (Sweet) Potato (White) Rhubarb Tomato

Monterey Munster Neufchatel queso Queso sorbete queso suero FRUTA plátano cantalupo coco miel mango naranja papaya plátano mandarina HIERBA Pepper Pepper Pimienta Pepper Pepper Wintergreen VEGETAL Repollo Repollo Col alcaparra berenjena Mushroom Mushroom Oliva (Negro) Oliva griego Oliva Pimienta Pepper Pepper (Rojo) Pepper Papa Potato Papa ruibarbo tomate

BREAD High Protein Bread Multi Grain Bread Pumpernickel Bread Wheat (Duram) Wheat (Whole) Bread CEREAL Cream of Wheat Familia Farina Granola Grape Nuts Seven Grain Shredded Wheat Wheat Bran Wheat Germ FLUOR Wheat (White/Bleached) Flour

PAN Alta Multi pan Pumpernickel Trigo Trigo CEREAL Crema Familia harina Granola Grape Siete trigo salvado Germen FLUOR Trigo (Blanco

Jack

Cheese Queso Cheese parmesano Provolone suizo

(Negro

Tierra) (Cayenne) (pimienta) rojas) (Blanco)

(Escamas

(chino) (rojo) (Blanco) (nacional) (Shiitake) (Español) (verde) (jalapeño) (amarillo) (Rojo) (Sweet) (Blanco)

Pan de (Whole) de

trigo

Nuts Granos triturado trigo Trigo

de de de /

Proteína grano Bread (Duram) Pan

blanqueado)

Harina

Wheat (Whole) Flour MUFFIN/CRACKER English Muffin Wheat Bran Muffin Wheat Matzos PASTA Semolina Pasta Spinach Pasta BEAN Copper Bean Garbanzo Bean Kidney Bean Lima Bean Navy Bean Red Bean Tamarind Bean SEED/NUT Brazil Nut Cashew Pistachio OIL Corn Oil Cottonseed Oil Peanut Oil Safflower Oil Sesame Oil FISH Anchovy Barracuda Bass (Bluegill) Bass (Striped) Beluga Bluefish Catfish Caviar Clam Conch Crab Crayfish Eel Flounder Frog Gray Sole Haddock Hake Halibut Herring (fresh) Herring (pickled) Lobster Lox Mussels Octopus Oyster Scallop Shad Shrimp Sole Squid Tilefish MEAT Bacon Beef Buffalo Duck

Trigo MOLLETE Inglés Wheat trigo Matzos PASTA Pasta Pasta HABA cobre Garbanzo frijol Garrofón habas Red Tamarind SEED nuez anacardo pistacho ACEITE aceite aceite El aceite aceite aceite de sésamo FISH anchoa barracuda Bass Bass Beluga Bluefish bagre caviar almeja concha cangrejo cangrejo anguila platija rana Gris eglefino merluza hipogloso Arenque Arenque langosta salmón Mejillones pulpo ostra venera sábalo camarón único calamar Blanquillo CARNE tocino carne búfalo pato

(Whole) /

Harina GALLETA Muffin Muffin

Bran de de

sémola espinacas frijol

marina Bean frijol TUERCA Brasil

/ de

de de de de

Maíz Algodón cacahuete cártamo

(Pez) (rayado)

río

Suela

(fresco) (escabeche) ahumado

res

100

Goose Ham Heart Lamb Liver Mutton Partridge Pheasant Pork Quail Rabbit Turtle Veal

ganso jamón corazón cordero hígado carne perdiz faisán cerdo codorniz conejo Turtle ternera

cordero

LUGARES PUBLICOS SPANISH agencia de viajes banco cabina de teléfono cafeteria carnicería farmacia ferretería floristería frutería hipermercado joyería lavandería librería óptico panadería papelería parada de autobus pastelería peluquería pescadería supermercado tienda de ropas tienda de discos tienda de deportes tintorería zapatería

ENGLISH travel agent's bank telephone box café butcher's chemist's hardware shop florist's greengrocer's hypermarket jeweller's laundry bookshop optician's baker's stationer's bus stop cake shop hairdresser's fish shop supermarket clothes shop record shop sports shop dry cleaner's shoe shop

EQUIPO DEPORTIVO TENNIS - TENIS tennis racket - raqueta tennis ball - pelota court - cancha net - red FOOTBALL - FÚTBOL AMERICANO football - balón de fútbol americano helmet - casco SOCCER - FÚTBOL, BALONPIÉ soccer ball - balón de fútbol goal - portería BASEBALL - BÉISBOL baseball - pelota de béisbol bat - bate, palo glove - manopla

ENGLISH

SPANISH

baker's bank bookshop bus stop butcher's café cake shop clothes shop chemist's dry cleaner's fish shop florist's greengrocer's hairdresser's hardware shop hypermarket jeweller's laundry optician's record shop sports shop stationer's supermarket telephone box travel agent's shoe shop

panadería banco librería parada de autobus carnicería cafeteria pastelería tienda de ropas farmacia tintorería pescadería floristería frutería peluquería ferretería hipermercado joyería lavandería óptico tienda de discos tienda de deportes papelería supermercado cabina de teléfono ajes

SWIMMING - NATACIÓN swimming suit - traje de baño goggles - lentes, gafas swimming pool - piscina VOLLEYBALL - VOLEIBOL volleyball - balón de voleibol net - red court - cancha HORSEBACK RIDING - CABALGAR saddle - montura WEIGHT LIFTING - LEVANTAR PESAS weights - pesas RUNNING - CORRER tennis shoes - tenis track - pista

101

base - base cap - gorra BOWLING - BOLICHE bowling ball - bola de boliche pin - pino lane - linea GOLF - GOLF golf ball - pelota de golf golf clubs - bastones de golf tee - T hole - hoyo SKIING - ESQUÍ skis - esquis ski poles - bastones de esquí boots - botas goggles - lentes, gafas de esquí

CYCLING - ANDAR EN BICICLETA bicycle (bike) - bicicleta helmet - casco SKATING - PATINAR skates - patines HOCKEY - HOCKEY skates - patines stick - bastón de hockey puck - disco ice rink - pista de hielo HIKING - CAMINAR EN EL BOSQUE hiking boots - botas trail - vereda

102