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______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
1
Inglés II
SEMESTRE: 2do. Semestre. PERIODO: FEB-JUL 2014.
ELABORÓ
Alba Martínez Nerya CBTIS 182 Zinapecuaro, Michoacán Carrillo Vega Maria Guadalupe CBTIS 12 Jiquilpan, Michoacán Castillejos López Consuelo CETIS 27 Uruapan, Michoacán Cuevas S. Jorge CETIS 34 Lázaro Cárdenas, Michoacán Morales Vargas Armando CBTIS 181 Paracho, Michoacán Navarrete Marentes Silvia Cristina CETIS 121 Sahuayo, Michoacán Rojas Novoa Arturo CBTIS 52 Zamora, Michoacán Salazar Enríquez Joaquín CBTIS 204 Tlalpujahua Valdez Delgado Marisol CBTIS 52 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.
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
2
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.
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
3
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.
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiadas.
8. Participa y colabora de manera efectiva en equipos diversos.
CONTENIDOS
COMPETENCIAS A DESARROLLAR
GENÉRICAS
DISCIPLINARES BÁSICAS Y/O EXTENDIDAS:
11. Se comunica en una lengua extranjera mediante un discurso lógico, oral y escrito congruente con la situación comunicativa.
ESTRATEGIA CENTRADA EN EL APRENDIZAJE No. 1 (PRIMERA EVALUACIÓN PARCIAL)
FÁCTICOS
Y
CONCEPTUALES
Concepto fundamental:
Experiencias del pasado.
Conceptos subsidiarios: Historia personal, familiar y
social.
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
4
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 Ponderación
Actitudinal
Participación en clase
Colaboración en equipo
Conducta respetuosa
Entrega en tiempo y forma de trabajos y
tareas.
10%
Conceptual Investigación y Exposición
Conversación oral y escrita 20%
Procedimental
Trabajos de clases
Tareas
Examen
70%
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
5
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
ACTIVIDADES DE
APRENDIZAJE ECA No.1
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
6
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
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
7
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.
2. Dixson Robert J. Graded exercises in English Regent Prenticehall.
3. L. Wright Audrey.Practice your English.
4. Redacción Ana María Maqueo, , Editorial Santillana
5. Ortografía Ana María Maqueo, , Editorial Santillana
6. NOW I SPEAK ENGLISH BOOK I , James D. Ahearn
7. NOW I SPEAK ENGLISH BOOK II , James D. Ahearn
REFERENCIAS ELECTRONICAS
1. http://761d6c35.linkbucks.com/
2. www.shertonenglish.com/resources/es/
3. www.mailxmail.com/curso-mas-completo-ingles/
4. www.mansioningles.com/gram37.htm
5. http://latinamericanhistory.about.com/od/themexicanrevolution
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
8
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.
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
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
ESTRATEGIA CENTRADA EN EL APRENDIZAJE No. 2 (SEGUNDA EVALUACIÓN PARCIAL)
COMPETENCIAS A DESARROLLAR
GENÉRICAS:
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
9
CONTENIDOS
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.
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.
FÁCTICOS
Y
CONCEPTUALES
Past Continouos
Used to
Auxiliary Could (polite
request and usability)
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
10
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 Productos Ponderación
Actitudinal
Participación en clase Colaboración en equipo Conducta respetuosa Entrega en tiempo y forma de trabajos y tareas.
10%
Conceptual Investigación y Exposición Conversación oral y escrita
20%
Procedimental Trabajos de clases Tareas Examen
70%
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
11
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.
ACTIVIDADES DE
APRENDIZAJE ECA No.2
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
12
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
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
13
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 ?:
b) Favorite foods ?:
c) Favorite Candy ?:
d) Favorite Games ?:
e) Favorite subject at school ?:
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
14
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”
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.
Bring, buy, make, open, close, come, ride, play, swim, jump.
______________________________ GUÍA PARA EL ESTUDIANTE DE INGLES II
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
15
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.
3. L. Wright Audrey.Practice your English.
4. Redacción Ana María Maqueo, , Editorial Santillana
5. Ortografía Ana María Maqueo, , Editorial Santillana
6. NOW I SPEAK ENGLISH BOOK I , James D. Ahearn
7. NOW I SPEAK ENGLISH BOOK II , James D. Ahearn
8. 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/
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PROPÓSITO
Realizar y comunica comparaciones en inglés sobre cuestiones de interés para el dentro de su entorno empleando adecuadamente las estructuras gramaticales.
4 Escucha interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiados.
8 Participa y colabora de manera efectiva en equipos diversos.
CONTENIDOS
ESTRATEGIA CENTRADA EN EL APRENDIZAJE No. 3 (TERCER EVALUACIÓN PARCIAL)
COMPETENCIAS A DESARROLLAR
GENÉRICAS
DISCIPLINARES BÁSICAS Y/O EXTENDIDAS:
11. Se comunica en una lengua extranjera mediante un discurso lógico, oral y escrito congruente con la situación comunicativa.
FÁCTICOS
Y
CONCEPTUALES
Concepto fundamental
Grado Comparativo y
Superlativo de los adjetivos
calificativos
Conceptos Subsidiarios:
Adjetivos calificativos
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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
Actitudinal
Participación en clase
Colaboración en equipo
Conducta respetuosa
Entrega en tiempo y forma de trabajos
y tareas.
10%
Conceptual Investigación y Exposición
Conversación oral y escrita 30%
Procedimental
Trabajos de clases
Tareas
Examen
60%
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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.
ACTIVIDADES DE
APRENDIZAJE ECA No.3
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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.
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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.
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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. Dixson Robert J. Tests & Drills in English grammar. Regent Prentice hall. 2. Dixson Robert J. Graded exercises in English Regent Prentice hall. 3. L. Wright Audrey. Practice your English. 4. Redacción Ana María Maqueo, , Editorial Santillana 5. Ortografía Ana María Maqueo, , Editorial Santillana 6. NOW I SPEAK ENGLISH BOOK I , James D. Ahearn 7. NOW I SPEAK ENGLISH BOOK II , James D. Ahearn 8. English in Action I, 9. English in Action II, 10. Trends II, 11. American Inspiration II
REFERENCIAS ELECTRONICAS
1. http://761d6c35.linkbucks.com/ 2. www.shertonenglish.com/resources/es/ 3. www.mailxmail.com/curso-mas-completo-ingles/ 4. www.mansioningles.com/gram37.htm
5. http://latinamericanhistory.about.com/od/themexicanrevolution 6. www.aulafacil.com, 7. www.mansioningles.com
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2014
ANEXOS DE INGLÉS II
PRESIDENTES ESTATALES DE LA
ACADEMIA DE INGLÉS
DGETI
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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 verbo-
negación.
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 II
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
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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 better- equipped 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
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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
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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.
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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.
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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.
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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 Pasado Español
DRESS DRESSED VESTIR
KISS KISSED BESAR
WASH WASHED LAVAR
BRUSH BRUSHED CEPILLAR
WATCH WATCHED OBSERVAR
DANCE DANCED BAILAR
PLACE PLACED COLOCAR
BOX BOXED BOXEAR
RELAX RELAXED RELAJAR
TAX TAXED COBRAR IMPUESTOS
LOOK LOOKED MIRAR
WORK WORKED TRABAJAR
LIKE LIKED GUSTAR
SMOKE SMOKED FUMAR
STOP STOPPED DETENER/ PARAR
HELP HELPED AYUDAR
HOPE HOPED ESPERAR
WIPE WIPED LIMPIAR
LAUGH LAUGHED REIR
COUGH COUGHED 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 PASADO ESPAÑOL
VISIT VISITED VISITAR
WAIT WAITED ESPERAR
RENT RENTED RENTAR
WANT WANTED QUERER
REST RESTED DESCANSAR
PRESENT PRESENTED PRESENTAR
INVITE INVITED INVITAR
PERMIT PERMITTED PERMITIR
CONSIST CONSISTED CONSISTIR
EXCITE EXCITED ENTUSIASMADO
HAND HANDED MANIPULAR
NEED NEEDED NECESITAR
ATTEND ATTENDED ATENDER
END ENDED TERMINAR
LAND LANDED ATERRIZAR
INCLUDE INCLUDED INCLUIR
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EXCLUDE EXCLUDED EXCLUIR
EXTEND EXTENDED EXTENDER
SOUND SOUNDED SONAR
MIND MINDED 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 PASADO ESPAÑOL PRESENTE PASADO ESPAÑOL
CLEAN CLEANED LIMPIAR PLAY PLAYED JUGAR
CALL CALLED LLAMAR ANSWER ANSWERED RESPONDER
ENJOY ENJOYED DISFRUTAR REMEMBER REMEMBERED RECORDAR
HONOR HONORED HONRAR RAIN RAINED LLOVER
HAPPEN HAPPENED SUCEDER SHARE SHARED COMPARTIR
LIVE LIVED VIVIR OPEN OPENED ABRIR
ORDER ORDERED ORDENAR
RETURN RETURNED REGRESAR
SNOW SNOWED NEVAR
SEEM SEEMED PARECER
STAY STAYED QUEDARSE
COMPARE COMPARED COMPARAR
ARRIVE ARRIVED LLEGAR
STUDY STUDIED ESTUDIAR
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 SPOKE SPEAK
YOU SPOKE SPEAK
HE SPOKE SPEAKS
SHE SPOKE SPEAKS
IT SPOKE SPEAKS
WE SPOKE SPEAK
YOU SPOKE SPEAK
THEY SPOKE SPEAK
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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 PASADO ESPAÑOL
AM, IS, ARE WAS, WERE SER – ESTAR
COME CAME VENIR
DO DID HACER
GO WENT IR
SEE SAW VER
DRIVE DROVE MANEJAR
EAT ATE COMER
WRITE WROTE ESCRIBIR
GET GOT OBTENER
FORGET FORGOT OLVIDAR
GIVE GAVE DAR
FORGIVE FORGAVE 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
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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 SPOKE HABLAR
SHAKE SHOOK SACUDIR – AGITAR
TAKE TOOK TOMAR
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A) _AY cambia a _AID
PRESENTE PASADO ESPAÑOL
LAY LAID PONER - COLOCAR
PAY PAID PAGAR
SAY SAID DECIR
B) _OW cambia a _EW BLOW BLEW SOPLAR
GROW GREW CRECER
KNOW KNEW CONOCER - SABER
THROW THREW TIRAR
*FLY FLEW VOLAR
C) _EAR cambia a ORE WEAR WORE USAR
SWEAR SWORE JURAR
TEAR TORE RASGAR
D) _ELL cambia a OLD SELL SOLD VENDER
TELL TOLD DECIR
PARTE V
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 PASADO ESPAÑOL
BET BET APOSTAR
COST COST COSTAR
CUT CUT CORTAR
FIT FIT CABER
HIT HIT PEGAR
HURT HURT LASTIMAR
LET LET DEJAR
PUT PUT PONER
QUIT QUIT RENUNCIAR
SET SET PONER
SHUT SHUT CERRAR
SPREAD SPREAD 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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D) EED cambia a ED
BLEED BLED SANGRAR
FEED FED ALIMENTAR
SPEED SPED DAR PRISA
PARTE VIII.- Estos verbos no tienen nada en común.
PRESENTE PASADO ESPAÑOL
BUILD BUILT CONSTRUIR
HUNG UP HANG UP COLGAR
HEAR HEARD OIR
HOLD HELD SOSTENER
MEAN MEANT SIGNIFICAR
SHINE SHONE BRILLAR
SHOOT SHOT DISPARAR
STAND STOOD PARARSE
UNDERSTAND UNDERSTOOD ENTENDER
WIND WOUND DAR CUERDA
PARTE IX
PRESENTE PASADO ESPAÑOL
BECOME BECAME COMENZAR
LIE LAY ACOSTARSE
MAKE MADE HACER
RUN RAN CORRER
SHOW SHOWED MOSTRAR
SING SANG CANTAR
SINK SANK HUNDIR
STICK STUCK PEGAR
STING STUNG ARDER
STRIKE STRUCK GOLPEAR
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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
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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
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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. A: What was Hodja doing? B: 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
1. 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. He was relieved that the horseshoes fit so 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 by 15 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) Glen.
2. Janet is (beautiful) Jeniffer.
3. You are (crazy) my sister.
4. We can run (fast) they can.
5. My mom is (not / strict) your mum.
6. Your mobile phone is (not / trendy) mine.
7. Matrix II was (not / interesting) Matrix I.
8. This yoghurt (not / taste / good) the one I bought yesterday.
9. I can do (many / press-ups) you.
10. I (not / earn / much / money) you do.
11. The red jacket is (cheap) the blue jacket.
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12. The shoes aren‟t (nice) the boots.
13. The pink socks are (expensive) the white socks.
14. The brown sweater isn‟t (good) the blue sweater.
15. The chocolate looks (bad) the candy.
16. The radio is (new) the DVD player.
17. The Cds aren‟t (old) the DVDs.
18. These apples are (bright) those apples.
19. This dress is (beautiful) that dress.
20. Those green tomatoes are (sweet) 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"
Short adjectives
1-syllable 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
big → bigger
the last consonant
Variation: if the adjective ends in -y, change the y
to i
happy → happier
Long adjectives
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
Structure:
far → farther/further than
Noun 1 + am / is / are + comparative adjective +
tan + nonun 2
I am taller than Jessica
A shark is more dangerous than a dolphin.
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 than anything.
4. The food is 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.
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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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51
I
A) Write the comparative forms of the
adjectives.
1) Good
2) Bad
3) Big
4) Expensive
5) Elegant
6) Bright
7) Healthy
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 )
8) Happy
9) Generous
3)
4)
A giraffe is -------------------a horse. ( tall )
A lion is ------------------ a cat.( wild )
10) Funny 5) An elephant is -------------------a tiger. ( heavy )
11) Exciting 6) A laptop is -------------------- a computer. ( light )
12) Boring 7) My cat is -------------------- all the cats.( lovely )
8) Maria is ----------------------Alice in the party.
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.
9) Summers are hoter / hotter than the springs.
10) Women are fragiler / more fragile than men
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( beautiful )
9) 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 students in the class. ( smart )
17) Suzy is Marta (fat)
18) My brother is me.(lazy)
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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
Normal rule: use "most"
expensive → the most expensive
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
Irregulas Adjectives
good → the best
bad → the worst
far → the farthest/furthest
Nota: Los adjetivos superlativos me indican cual es el individuo con mayor cualidad o
defecto de un grupo.
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54
4.1. Complete the table
4.2. Read the text and answer the questions.
1.
2.
3.
4
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55
5.
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
HARDER
HIGHEST
HOTTEST
SILLIEST
TALLEST
WETTEST
COLDER KINDEST WIDER
EASIER
FARTHER
LONGER
LONGEST
WORSE
WORST
FATTEST NICER FUNNIER PRETTIEST FUNNIEST QUICKEST
S Y J Y R F A R T H E R V
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l
4.6. Which animal is the biggest? Comparatives/superlative
Across -+1. The cat is--- than the camel4. Santa is the of the three people.
~ ""'f~ ~ (O.5kg) '») (3.5kg)
5. The bee is----- lttdll the bird.
6. The giraffe is the of the three animals. 8. The giraffe is than the horse.
oown 1. The mouse is the---
of the three animals.
~ ~ older
SllHULe~ bigger
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
taU..er tallest
lighter
lightest
oldest
heavie
r
4.7. Complete the sentences in comparative or superlative
1. Tom is the (intelligent) of my class.
2. Benny ls (intelligent) Anna.
3. Andy is (tall) me.
4. Today is the (rainy) day ofthe week ..
5. The (high) mountain is the Everest.
6. The (tall) student in my class is Tomas.
7. This song is (good) the other one.
8. This city is (far) the otner one.
9. The (far) city I have travelled ts Paris.
10. This car is the (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 world-
5. (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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5. Vocabulary. Sports equipment
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6. Review Unit 3.
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RÚBRICA PARA EVALUAR LA EXPOSICIÓN ORAL
Plantel: Parcial:
Alumno: Tema:
Fecha de aplicación: Docente:
Indicador Incorrecto Bien Excelente
Preparación Necesita hacer algunas rectificaciones, en momentos parece dudar.
Exposición fluida, domina el tema aunque en ocasiones duda y comete errores
Buen dominio del tema, no comete errores, no duda.
Interés Le cuesta conseguir o mantener el interés del público.
Interesa bastante en principio pero se hace un monótono.
Atrae la atención del público y mantiene el interés durante toda la exposición.
Pronunciación Problemas para entender algunos fragmentos.
Voz clara, buena pronunciación. Voz clara, buena pronunciación, buena entonación.
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
Tiempo ajustado al previsto con un final que retoma las ideas principales y redondea la exposición.
Fluidez Poca fluidez y titubeos. Hay fluidez y en momentos titubea.
Fluidez adecuada en toda la exposición.
RÚBRICA PARA EVALUAR LA RESOLUCIÓN DE EJERCICIOS
Plantel: Unidad:
Alumno: Tema:
Fecha de aplicación: Docente:
Indicadores Estimación Calificación Observaciones
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%; Deficiente=60%; 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.
LISTA DE COTEJO DE EVIDENCIAS
Profesor: Grado y grupo:
Parcial:
Materia: Bloque Evidencias de aprendizaje(ejemplos)
A Expresa de manera oral y escrita la importancia de … y su vida cotidiana.
B Muestra, utilizando una línea del tiempo, los grandes momentos de desarrollo de …
C Expresa, con ayuda de organizadores gráficos, la relación de … con otros campos de estudio como: LEOyE Y TICs
D Expresa de manera oral y escrita la utilidad de comunicarse en una segunda lengua.
E Redacta un informe escrito de las actividades requeridas, destacando las aplicaciones gramaticales
No.
Nombre del alumno
Evidencias Total Calificación
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.
GUIA PARA LA EVALUACION DE DESARROLLO DE COMPETENCIAS
Profesor: Grado y grupo:
Parcial:
Materia: Bloque Competencias disciplinares básicas(Ejemplos)
A 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.
B 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
Evidencias Total Calificación
A (%)
B (%)
C (%)
D (%)
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
Profesor: Grado y grupo:
Parcial:
Materia: Bloque
Competencias disciplinares básicas(Ejemplos)
A Muestra dominio total del tema integrando los conceptos, teorías, principio, reglas o metodologías.
B Aplica correctamente sus habilidades de expresión oral y escrita.
C Trabaja de manera colaborativa con una actitud respetuosa y expresa sus ideas de manera coherente.
D Rasgos específicos que el portafolio de evidencias demanden.
E
No.
Nombre del alumno
Evidencias Total Calificación
A (%)
B (%)
C (%)
D (%)
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
Profesor: Grado y grupo:
Parcial:
Materia: Bloque
Competencias disciplinares básicas(Ejemplos)
A Plantea modificaciones y sugerencias para mejorar el trabajo, buscando el mejor camino para realizar el producto.
B Escuchan y respetan las opiniones de sus compañeros, debaten de manera asertiva sugiriendo acerca de las ideas sin criticar a la persona.
C Se cumple con la parte individual asignada que conformará el producto final.
D Entrega a tiempo el trabajo.
E Aprendizaje mutuo mediante la coevaluación.
No.
Nombre del alumno
Evidencias Total Calificación
A (%)
B (%)
C (%)
D (%)
E (%)
1 2 3 4 5
Criterios para la coevaluación de productos del trabajo de equipo
A Asiste de manera puntual a todas las reuniones de trabajo.
B Cumple en tiempo y forma con el trabajo que se le asigno.
C Presenta su trabajo con calidad.
D Es propositivo durante el desarrollo del trabajo.
E Es cumplido con los acuerdos y normas del grupo.
No.
Nombre del alumno
Evidencias Total Calificación
A B C D E
1 2
Escala: 0 nunca cumple 1 cumple parcialmente 2 siempre cumple
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PAST TENSE EXPRESSIONS OF TIME English Spanish English Spanish
Yesterday Ayer An hour ago Hace una hora
Last week Semana pasada Recently Recientemente
In the past En el pasado In the morning Por la mañana
A little While ago Hace rato A long time ago Hace Mucho tiempo
Last weekend El ultimo fin de semana Last month El mes pasado
Last Monday El lunes pasado Last year El año pasado
Yesterday morning
Ayer por la mañana Yesterday afternoon Ayer por la tarde
The day before yesterday
Anteayer
A few days ago Hace unos días
A week ago Hace una semana
A month ago Hace un mes
3 years ago Hace 3 años
Over the summer Durante el verano
On your vacation En sus vacaciones
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
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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
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EXPERIENCIAS ESCOLARES KIDERGARTEN 1. Writing escritura 2. Letter Recognition reconocimiento de cartas 3. Beginning Sounds sonidos iniciales 4. Number Recognition and Counting reconocimiento y conteo de numeros 5. Shapes and Colors formas y colores 6. Fine Motor Skills habilidades motoras 7. Cutting cortando 8. Reading Readiness preparacion para la lectura 9. Attention and Following Directions atencion seguir indicaciones 10. Social Skills habilidades sociales EXPERIENCIAS ESCOLARES ELEMENTARY SCHOOL Expressive Arts expression de arte Directed Field Experience experiencia de campo dirigida Human Development and Learning desarrollo humano y aprendizaje Including Students with Disabilities incluyendo a estudiantes con discapacidades How Children Learn Mathematics como aprenden los niños matematicas Early Literacy Learning aprender el alfabeto pronto Classroom Management and Legal Issues Gestión del aula y Asuntos Legales Educational Assessment of Disabilities Evaluación de la Educación para Personas con discapacidades Teaching Science in the Elementary School Enseñanza de las Ciencias en la Escuela Primaria
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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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) - negro gray (gréi) - gris violet (váiolit) - violeta white (juáit) - blanco green (gríin) - verde orange (órendch) - naranja red (red) - rojo brown (bráun) - marrón sky blue (skái blu) - celeste blue (blu) - azul yellow (iélou) - amarillo pink (pink) - rosa purple (pérpl) - púrpura beige (béidch) - beige turquoise (térkuóis) – turquesa
Size/Measure - Tamaño/Medida
big (big) - grande large (lardch) - grande huge (jiúdch) - enorme small (smol) - pequeño tiny (táini) - diminuto heavy (jévi) - pesado light (láit) - liviano thick (zik) - grueso thin (zin) - delgado wide (uáid) - ancho high (jái) - elevado low (lóu) - bajo tall (tóol) - 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 (skuér) - cuadrado round (ráund) - redondo rectangular (rektánguiular) - rectangular triangular (traiánguiular) - triangular oval (óuval) - oval conical (kónical) - cónico spherical (sférical) - esférico cubical (kiúbical) - cúbico cylindrical (cilíndrical) - cilíndrico straight (stréit)- recto curved (kéervd) - curvo crooked (krúkid) - torcido broad (bróod) - ancho
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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short (short) - corto, bajo long (long) - largo medium (mídium) - medio narrow (nérrou) - angosto deep (díip) - profundo shallow (shálou) - playo broad (brod) – ancho
Age/Time - Edad/Tiempo
old (óuld) - viejo young (iáng) - joven new (niú) - nuevo modern (módern) - moderno ancient (éinshent) - antiguo old fashioned - anticuado updated (ápdéitid) - actualizado outdated (áutdéitid) desactualizado fast (fast) - rápido quick (kuík) - rápido slow (slóu) - lento senior (sínior) - mayor junior (dchúnior) - más joven current (kérrent) - actual past (past) - pasado future (fiúcher) – future
Texture/Touch - Textura/Tacto
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 (áiron) - de hierro steel (stíil) - de acero rubber (ráber) - de goma paper (péiper) - de papel
narrow (nérrou) -angosto flat (flat) - plano steep (stíip) - empinado hollow (jólou) - hueco solid (sólid) - sólido
Weather - Tiempo (clima)
rainy (réini) - lluvioso stormy (stórmi) - tormentoso sunny (sáni) - soleado windy (uíndi) - ventoso snowy (snóui) - con nieve damp (damp) - húmedo dry (drái) - seco icy (áici) - con hielo foggy (fógui) - con niebla overcast (óuvercást) - nublado cloudy (cláudi) - nuboso clear (clíar) - despejado mild (máild) - templado chilly (chili) – frío
Temperature - Temperatura
freezing (fríissing) - helado chilly (chíli) - frío cold (cóuld) - frío cool (kul) - fresco lukewarm (lúk-uórm) - tibio boiling (bóiling) - hirviendo muggy (mágui) - caluroso hot (jot) - caluroso warm (uórm) - cálido pleasant (plésant) – agradable
Condition - Condición
crazy (créissi) - loco sane (séin) - cuerdo sick (sík) - enfermo healthy (jélzi) - sano drunk (dránk) - borracho sober (sóuber) - sobrio tired (táierd) - cansado broken (bróuken) - roto full (ful) - lleno empty (émpti) - vacío dead (déd) - muerto alive (aláiv) - vivo hungry (jángri) - hambriento asleep (aslíip) - dormido awake (auéik) - despierto busy (bísi) - ocupado idle (áidl) - ocioso open (óupen) - abierto closed (clóust) - cerrado single (síngl) - soltero married (mérrid) - casado
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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woolen (wúulen) - de lana plastic (plástic) - de plástico stone (stóun) - de piedra wooden (wúudn) - de madera glass(glás) - de vidrio leather (léder) - de cuero silver (sílver) - de plata gold (góuld) - de oro tin (tin) - de lata cotton (kóton) - de algodón
Religion - Religión
Catholic (cázolic) - católico Protestant (prótestant) - protestante Anglican (ánglican) - anglicano Baptist (báptist) - bautista Christian (crístchan) - cristiano Hindu (jíndu) - hindú Buddhist (búdist) - budista Muslin (móslim) - musulmán Jewish (dchúish) - judío Lutheran (lúzeran) – luterano
Cooking - Cocina
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
loud (láud) - alto; fuerte soft (soft) - suave quiet (kuáiet) - suave faint (féint) - débil, bajo audible (ódibl) - audible mute (miút) - mudo hoarse (hórs) - ronco inaudible (inódibl) - inaudible silent (sáilent) - silencioso deafening (défning) - ensordecedor noisy (nóisi) - ruidoso deaf (def) - sordo shrill (shril) - agudo, chillón melodic (milódic) – melodic
Opinion - Opinión
good (gud) - bueno
engaged (enguéidch) - comprometido separated (séparéitid) - separado divorced (divórst) – divorciado
Taste - Sabor
sweet (suíit) - dulce salty (sólti) - salado sour (sáuer) - agrio bitter (bíter) - amargo greasy (gríisi) - grasiento fresh (fresh) - fresco stale (stéil) - rancio tasty (téisti) - rico delicious (delíshos) - delicioso tasteless (téistles) - insípido fatty (fáti) - graso rotten (róten) - podrido spicy (spáici) - picante hot (jot) – picante
Personality (positive) - Personalidad (positivo)
honest (ónest) - honesto courageous (karéidchos) - valiente optimistic (optimístic) - optimista intelligent (intélidchent) - inteligente sincere (sinsíer) - sincero ambitious (ambíshos) - ambicioso modest (módest) - modesto sensible (sénsibl) - sensato friendly (fréndli) - amistoso practical (práktical) - práctico considerate (consíderet) - considerado tolerant (tólerant) - tolerante responsible (rispónsibl) - responsable generous (dchéneros) - generoso patient ( péishent) - paciente disciplined (dísciplind) - disciplinado humorous (hiúmoros) - divertido sympathetic (simpazéric) - comprensivo
Personality (negative) - Personalidad (negativo)
dishonest (disónest) - deshonesto pessimistic (pesimístic) - pesimista miserly (máiserli) - avaro coward (káuard) - cobarde selfish (sélfish) - egoísta impatient (impéishent) - impaciente lazy (léissi) - haragán greedy (gríidi) - codicioso resentful (riséntful) - resentido envious (énvios) - envidioso jealous (dchélos) - celoso possesive (posésiv) - posesivo conceited (consítid) - engreído arrogant (árrogant) - arrogante
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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bad (báad) - malo easy (ísi) - fácil dífficult (dífikalt) - difícil true (tru) - verdadero 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
fussy (fássi) - quisquilloso gullible (gálibl) - ingenuo stubborn (stáborn) - terco careless (kérles) – negligente
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
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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90 Ninety 90th Ninetieth
100 One hundred 100th Hundredth
1000 One thousand 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
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
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
a unidad flash carpeta de 3 anillos Mochila Organizadores del armario L pices de colores L pices de colores Borrador Barra de pegamento Papel cuadriculado Desinfectante para las manos Rotuladores Marcadores Organizador / planificador Los clips de papel Boligrafos / 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 Cheese blue Cheese Queso Brie mantequilla suero de la leche Camembert Queso caseína Queso Cheddar Queso Colby requesón queso crema Edam Cheese emmenthal Queso Queso Gouda Queso Gruyere ice Cream Jarlsberg Cheese Leche (Cow-descremada o 2%) Leche (Cow-Whole)
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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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 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
Monterey Jack Cheese Munster Queso Neufchatel Cheese queso parmesano Queso Provolone sorbete queso suizo suero FRUTA plátano cantalupo coco miel mango naranja papaya plátano mandarina HIERBA Pepper (Negro Tierra) Pepper (Cayenne) Pimienta (pimienta) Pepper (Escamas rojas) Pepper (Blanco) Wintergreen VEGETAL Repollo (chino) Repollo (rojo) Col (Blanco) alcaparra berenjena Mushroom (nacional) Mushroom (Shiitake) Oliva (Negro) Oliva griego Oliva (Español) Pimienta (verde) Pepper (jalapeño) Pepper (Rojo) Pepper (amarillo) Papa (Rojo) Potato (Sweet) Papa (Blanco) ruibarbo tomate PAN Alta Pan Proteína Multi pan de grano Pumpernickel Bread Trigo (Duram) Trigo (Whole) Pan CEREAL Crema de trigo Familia harina Granola Grape Nuts Siete de Granos trigo triturado salvado de trigo Germen de Trigo FLUOR Trigo (Blanco / blanqueado) Harina
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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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 (Whole) Harina MOLLETE / GALLETA Inglés Muffin Wheat Bran Muffin trigo Matzos PASTA Pasta de sémola Pasta de espinacas HABA cobre frijol Garbanzo frijol Garrofón habas de marina Red Bean Tamarind frijol SEED / TUERCA nuez de Brasil anacardo pistacho ACEITE aceite de Maíz aceite de Algodón El aceite de cacahuete aceite de cártamo aceite de sésamo FISH anchoa barracuda Bass (Pez) Bass (rayado) Beluga Bluefish bagre caviar almeja concha cangrejo cangrejo de río anguila platija rana Gris Suela eglefino merluza hipogloso Arenque (fresco) Arenque (escabeche) langosta salmón ahumado Mejillones pulpo ostra venera sábalo camarón único calamar Blanquillo CARNE tocino carne de res búfalo pato
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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Goose Ham Heart Lamb Liver Mutton Partridge Pheasant Pork Quail Rabbit Turtle Veal
ganso jamón corazón cordero hígado carne de cordero perdiz faisán cerdo codorniz conejo Turtle ternera
LUGARES PUBLICOS
SPANISH ENGLISH ENGLISH 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
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
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
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
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
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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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