Inglés 525 7. Practica la comprensión del pasado simple en el siguiente diálogo con preguntas habituales, el emisor le habla al receptor sobre sus vacaciones. Debes unir las preguntas con las respuestas correctas: 1. Where did you go last summer? 2. When did you go? 3. Who did you go with? 4. How did you get there? 5. Where did you stay? 6. Was it expensive? 7. What did you do there? 8. Did you like it? A. By plane B. No. It wasn`t. Cyprus is cheaper than Spain. C. With my family D. In a rented house E. We loved it F. In the mornings, we went to the beach and in the evenings we visited the villages on the coast. G. To Cyprus H. In August
526 Evalúo C on base en la explicación anterior, presentarás la siguiente evaluación tipo Saber, estas preguntas o similares pueden ser encontradas en la prueba original: Parte 1: Responda las preguntas 1 a 5 Relacione la descripción de la izquierda (1-5) con las palabras de la columna de la izquierda (A-H), marque la letra correcta (A – H) 1. To make words one after the other, with musical changes of the voice 2. To receive in return for one's labor or service 3. A task or something to do or be done 4. To select from a number of possibilities 5. To offer devout petition, paise, thanks, etc A. To fix B. To choose C. To earn D. To sing E. To write F. To work G. To pray H. To watch Parte 2: Responda las preguntas 6 a 8, marque A, B o C: ¿Dónde puedo ver estos avisos? 6. The heated swimming pool will be closed every Tuesday afternoon for Cleaning A. In an observatory B. On a printer C. In a sport center 7. ATTENTION! no eating or drinking is allowed in the showroom A. In a hospital B. At a nursery room C. In a museum 8. CELL PHONE USE PERMITEED IN THIS AREA A. In an art gallery B. At the school C. In a bookstore
Inglés 527 Parte 2: Responda las preguntas 6 a 8, marque A, B o C: Complete las tres conversaciones, marque A, B o C: 9. Did you work on Saturday? A. Yes, I did. Education was very important to my parents. B. Yes, I did. I worked all day. C. Yes, Congratulations! Come and look at the motorbike. 10. Did you go anywhere last weekend? A. It say there isn`t any money in the machine. B. I went to great concert. C. No. I didn`t go anywhere. 11. How did Meg spend her weekend? A. Yes. I did. I went to the movies. B. She went to a karaoke bar and sang with some friends. C. He stayed home and studied for a test. Parte 2: Responda las preguntas 6 a 8, marque A, B o C: Lea el texto de la parte inferior y seleccione la palabra correcta para cada espacio marque A, B o C: An egyptian nightmare I remember when we both (12) ___ to Egypt. Everything went wrong (13) ___ the beginning to the end. First out (14) ___ was delayed for one hour. We also (15) ___ problems at the customs desk. I couldn’t find my passport! then (16)___ lost ali, our guide in Cairo, and there was that awful heat all the time. 12. A. goed B. go C. went 13. A. from B. since C. to 14. A. car B. flight C. bus 15. A. have B. has C. had 16. A. they B. we C. it
528 Parte 5: Responda las preguntas 17 a 21 Lea el texto de la parte inferior y responda a las afirmaciones, marque A, B o C: A day at the zoo Jimmy, Elsa, Bob and Dave had a nice time at the new zoo in Stockton. Jimmy got some free passes from a subscription to a local magazine and decided to invite them to go. It was a long time since they had gone to a zoo and they had forgotten how funny it could be to spend a day there. They enjoyed watching a show of trained dolphins in the aquarium. They are one of the most intelligent mammals and they could perform a lot of funny tricks. They also saw some of the most dangerous animals in the world, such as the cougar, the tiger or the lion. Elsa liked the temporary exhibition of exotic rain forest birds: there were a great variety of parrots. Bob and Dave spent a long time watching snakes, but Elsa could not see them because she thinks the snake is one of the most repulsive animals. Jimmy had a great time watching a show with trained seals and took some pictures throughout the whole visit. 16. Dave invited Jimmy, Elsa and Bob to the new zoo. He got some free passes f rom a local magazine. A. Right B. Wrong C. Doesn’t say 17. They had visited a zoo in the last weekend. A. Right B. Wrong C. Doesn’t say 18. Dolphins are one of the funniest mammals in the word. A. Right B. Wrong C. Doesn’t say 19. Snakes were the favorite ones for Bob and Dave. A. Right B. Wrong C. Doesn’t say 20. They could not take pictures, it was prohibited. A. Right B. Wrong C. Doesn’t say
Inglés 529 Unidad 5 What were you doing? Empieza C on la ayuda de la ruleta, crea una serie de preguntas utilizando las palabras WH en inglés. Observa la imagen e imagina tu propio cumpleaños. Completa las preguntas: Ejemplo: What do you want for you birthday? 1. Who ? 2. When ? 3. Why ? 4. Where ? 5. How ?
530 Explora Para esta unidad trabajaremos el pasado continuo, incluyendo palabras con WH. Esto será útil para preguntas de diálogos y comprensión de textos en todos los tiempos. 1. Lee la tabla, luego escribe frases con estructuras afirmativas o negativas del pasado continuo. Utiliza tus conocimientos previos sobre este tiempo verbal: What were you doing at 8 o’clock yesterday? I play the flute You not watch TV He not read She laugh with her friends It not snow We have dinner They chat Emma study Ejemplo: A. I was playing the flute__________________________ B. C. D. E. F. G. 2. A continuación observarás algunas respuestas, crea sus respectivas preguntas: A. She was doing karate when she was 8. When B. I was watching TV because Big Brother is my favorite show. Why C. We were having breakfast at home and the phone rang. What D. Peter was driving too fast. How
Inglés 531 3. Recuerda todo lo que conoces sobre el pasado continuo en inglés. Con las siguientes palabras, crearás oraciones en pasado continuo, observa si la estructura es negativa o afirmativa. A. (he / cook) B. (she / play cards?) C. (I / not / cry) D. (you / not / feel well) E. (where / I / go when I met you?) F. (she / not / sleeping at midnight) 4. Escoge la opción correcta en pasado progresivo. ¿Ahora recuerdas la estructura? 4.1. The children___________________ outside. A. were playing B. was playing 4.3. The dog____________at us. A. were barking B. was barking 4.3. My teacher______________the exercise to me. A. were expanding B. was expanding 4.3. I_____________ to my mp3 player. A. were listening B. was listening 4.3. Those people _________ towards the library. A. were walking B. was walking Complementa tu aprendizaje: Investiga acerca de todos los usos que pueden darse a las palabras WH, crea ejemplos y socialízalos con tus compañeros. ¿Qué conoces del pasado continuo? Investiga sobre su estructura y usos.
532 Recuerda que estas preguntas pueden formularse en tiempo pasado, pero si se hacen en este tiempo, debes emplear el verbo principal en tiempo presente, lo que convierte estas preguntas en pasado es el auxiliar DID ubicado al inicio de la pregunta. Ejemplo: What did you have for breakfast this morinig? WH Auxiliar (al iniciar la pregunta) Personal pronoun (Correspondiente a la persona o cosa que realiza la acción) Verb in present (El auxiliar DID le da el matiz de pasado a la pregunta) Complement (Complemento de la oración, donde recae la acción) Utilizamos What para preguntar ¿qué…?, ¿cuál…? o ¿cuáles…? Ejemplo: What did you do? ¿Qué hiciste? We played video games. Jugamos a los videojuegos Utilizamos Who para preguntar algo en relación a alguien: Ejemplo: Who did you go to the party with? ¿Con quién fuiste a la fiesta? I went to the party with Laura and Michael. Fui a la fiesta con Laura y Michael Utilizamos When para preguntar el momento en que algo sucedió, sucede o sucederá: Ejemplo: When was the race? ¿Cuándo fue la carrera? It was yesterday. Fue ayer. Utilizamos Where para preguntar por un lugar o ubicación: Ejemplo: Where were you? ¿Dónde estuviste? I was in New York for the weekend . Estuve en Nueva York durante el fin de semana. Explico Para terminar con el nivel A2 potencializaremos las estructuras en tiempos pasados, una de las más utilizadas en diálogos y textos son las preguntas WH.
Inglés 533 Utilizamos Why para preguntar la razón o causa por la que algo sucedió, sucede o sucederá: Ejemplo: Why did Alex leave? ¿Por qué salió Alex? He had a meeting. Tenía una reunión. Utilizamos How many para preguntar una cantidad que se puede contar: Ejemplo: How many apples did you choose? ¿Cuántas manzanas elegiste? I chose three. Elegí tres. Continuando con las estructuras del tiempo pasado, veremos ahora el pasado progresivo, o conocido también como pasado continuo. Este es un tiempo verbal, que a diferencia del pasado simple, es utilizado para hablar sobre el desarrollo de una determinada acción que sucedía en un tiempo determinado. También es utilizado para expresar una acción que tenía lugar cuando otra la interrumpió o para referirnos a acciones que ocurrían simultáneamente. El uso del pasado progresivo en inglés puede resumirse al simple hecho de seguir estrictamente su estructura, el cual se asemeja a la del presente progresivo con la excepción de que se cambia el verbo To Be a su tiempo pasado "was" o "were": SUBJECT Sujeto + To Be (Was-Were) Ser o Estar (Era-Estaba) + Verb + ing Verbo + ing Existen tres formas o tres circunstancias en las cuales podemos utilizar el pasado progresivo: 1. Cuando queremos indicar una acción que estaba ocurriendo en el pasado pero fue interrumpida por otra acción. Ejemplo: When Laura arrived, I was reading the newspaper. Cuando Laura llegó, yo estaba leyendo el periódico. 2. Cuando dos o más acciones ocurren al mismo tiempo en el pasado. Ejemplo: Alex was reading while Mark was writing. Alex estaba leyendo mientras Mark estaba escribiendo.
534 3. Cuando una acción ocurre en un momento específico en el pasado. Ejemplo: Alex was reading while Mark was writing. Alex estaba leyendo mientras Mark estaba escribiendo. Linda was singing at eight o'clock last night. Linda estaba cantando a las ocho en punto anoche. Para finalizar, haremos un repaso del tiempo pasado simple y el pasado continuo para evitar confusiones en interpretación de oraciones (parte 3), textos y contextos (parte 4A - 4B, 5, 6 y 7) • Pasado simple: Al leer una oración en pasado simple debes saber que en inglés este tiempo se usa para hablar de acciones, eventos o situaciones que ocurrieron en el pasado y que ahora están terminadas. Tales acciones pueden haber sucedido recientemente. Recuerda que la forma del pasado es la misma para todas los sujetos gramaticales. Ejemplos: Sally phoned a moment ago. ( Sally llamó hace un rato.) I smoked 40 cigarrettes a day until I gave up. (Fumaba 40 cigarrillos al día hasta que lo dejé.) I had a word with July this morning. ( Conversé con July esta mañana.) I never met my grandmother. (Nunca conocí a mi abuela.) I saw Tim downtown. (Vi a Tim en el centro.) • Pasado continuo: Debes saber que en inglés este tiempo se usa para describir acciones o situaciones que estaban sucediendo en algún momento en el pasado. Generalmente, el pasado progresivo se usa junto con el pasado simple en una oración. El presente progresivo se forma con el pasado del verbo "to be"(was/ were) más otro verbo en infinitivo al que se le añade la terminación "-ing". Ejemplos: Phil was working in his essay last night. (Phil estaba trabajando en su ensayo anoche). I was waiting for you last night. (Te estuve esperando anoche). Jane met Robert Redford when she was living in Hollywood. (Jane conoció a Robert Redford cuando estuvo viviendo en Hollywood).
Inglés 535 1. Observa las siguientes palabras y crea oraciones en pasado continuo. (Necesitas identificar si la pregunta debe ser afirmativa o negativa). A. (why / she / run?) B. (you / not / read) C. (what / we / do at that time?) D. (he / not / watch a film at 3pm) E. (I / do my homework at eight o’clock) F. (where / it / rain?) G. (you / shop when I called you) H. (she / eat dinner when we arrived) I. (he / live in Tokyo at the time?) J. (it / rain?) 2. Lee cada una de las siguientes situaciones y responde a las respectivas preguntas. Usa tu imaginación para responder en pasado simple y pasado progresivo. Ejemplo: 0. Dan was walking to work when it started to rain What did Dan do when it started to rain? He opened his umbrella and ran to the bus stop What was Dan doing when is stared to rain? He was walking to work. 1. Maryann was writing a letter to her boyfriend when the electricity went out What was Maryann doing when the lights went out? What did Maryann do when the lights went out? Elabora Practicaremos ahora el empleo del pasado continuo en inglés, esta práctica será útil para todas las partes de la prueba, especialmente para análisis y comprensión de textos. Recuerda que es importante que todas las palabras que no conozcas, las relaciones con su contexto hasta llegar a su significado, o si lo crees necesario, busca en el diccionario para que amplíes tu léxico y ámbito de comprensión lectora. Comienza entonces con la práctica de esta unidad:
536 2. Brenda was cooking dinner when she saw a mouse on the kitchen floor. What was Brenda doing when she saw the mouse? What did Brenda do when she saw the mouse? 3. Last week, Andrew was having coffee with his beautiful new secretary when his wife came into the cafe What was Andrew doing when his wife came into the cafe? What did Andrew do when his wife came into the cafe? 3. Practica la comprensión del pasado progresivo en el siguiente diálogo con preguntas habituales. Debes unir las preguntas con las respuestas correctas: Questions Answers 1. What were you doing when that salesperson came to the door? A. I don’t know. Then she started crying and left the restaurant. 2. What were you doing when I called you last night? B. Sure! No problem. 3. What did you make? C. I know detective. I am shocked. 4. Your boss was killed yesterday. D. I made some soup and chicken. 5. I have to ask you some questions. E. I was cooking dinner. 6. Who called her? F. I don’t know detective. I swear. 7. Where did she go? G. I was reading a book when the doorbell rang.
Inglés 537 4. Analiza el texto y encuentra la manera correcta en la que debería ir el verbo ya sea en presente simple, presente progresivo, o pasado simple. The draft law (1)___________ establish a system for tracing organs and reporting cases where patients suffer a serious reaction after transplant. It would also call for the appointment of national authorities to ensure compliance with EU standards. Organ donation rates vary widely from country to country - from about 35 donations per million inhabitants in Spain to less (2)__________ 1 per million in Romania. In most EU countries demand far exceeds supply, despite a steady increase in donations in recent years. Between 15% and 30% of patients die before a suitable donor can be found. In 2006 alone, 5 500 people died awaiting transplants, usually for one of five organs: the heart, lungs, kidneys, liver or pancreas. Why do people in some countries donate much more than in others? There is no simple answer. To some (3)______________, it's a matter of organization. Countries have different methods for registering and allocating organs. Resources too play a role. Some countries devote significant resources to the search for donors. Others - especially new EU countries - are poorly equipped for highly (4)___________ operations like transplants. Other factors include variations in (5)____________ procedures for donor consent and differences in attitudes towards the ethical issues surrounding organ donation. For example, many people are (6)______________ with the idea of donating organs from deceased loved ones, but the percentage of refusals is much (7)___________ in the UK (42%) than in Portugal (6%). 1. A. would B. was C. have 2. A. invited B. then C. than 3. A. opposite B. degree C. arriving 4. A. complicated B. travelling C. easy 5. A. illegal B. legal C. legally 6. A. did B. trying C. uncomfortable 7. A. have B. studying C. higher 5. Observa el verbo entre paréntesis y conjúgalo en pasado progresivo (was/were + verb + ing). A. Last week I _________________ (visit) my brother in France. B. At 5 o'clock she _________________ (cook) dinner. C. Sally _________________ (study) while Jan _________________ (play). D. She _________________ (sing) while they _________________ (eat) dinner. E. It _________________ (work) yesterday. F. They _________________ (swim) until it started to rain. G. The dog _________________ (bark) all night long. H. My sisters _________________ (laugh) at my story.
538 6. Practica para la parte 3: Completa las tres conversaciones, marca A, B o C: 6.1.Where was Helen staying when she traveled to Paris? A. She was hosting at Riviere Hotel. B. She was sitting outside on the grass of the garden. C. She was living in Spain. 6.2. Were you sleeping all night long? A. I wasn't resting, I was working! B. I went to great concert. C. He was sleeping all night long. 6.3.Was Peter listening to music? A. Yes. I was B. Yes, he was C. Yes, they were 6.4.Oh God, I wish I’d never said that. We weren’t flirting, ok? A. Oh really? Well you were smiling like some little schoolboy. B. No I wasn’t. And no she wasn’t. C. The piggy wasn’t flying it was crying.
Inglés 539 Resumen Capítulo 2 Nivel A2 Unidad 3: Suggesting things to do * Asegúrate para la parte 4A - 4B y parte 7 de la prueba no solo conocer acerca de comparativos, sino pronombres, determinantes, verbos modales, preposiciones, conjunciones, la conjugación y tiempo de verbos. * Recuerda que para la parte 3 debes tener en cuenta el propósito particular, para el caso puede ser pedir permiso, comprar cosas o hablar sobre habilidades, de eso depende el auxiliar que debes elegir en la respuesta correcta. * Tanto el tiempo presente como el pasado están involucrados en la prueba, ten cuidado elegir el tiempo verbal correcto es, en la mayoría de los casos, la clave de la respuesta correcta. Tips para preguntas de Nivel A2 * Uso de comparativos y superlativos * Uso de auxiliares empleados para pedir permiso o pedir cosas en conversaciones cotidianas. * Uso de auxiliares empleados para hablar de habilidades Marco Teórico Unidad 4: Talking about my past Tips para preguntas de Nivel A2 Marco Teórico Unidad 5: What were you doing? Tips para preguntas de Nivel A2 Marco Teórico * Para la parte 2, debes conocer los verbos irregulares más comunes, los avisos pueden contenerlos en gran medida. * Para la parte 3, especial cuidado con el uso de auxiliares del pasado y del tiempo en el cual se desarrolla la situación, es la clave. * Para la parte 4A - 4B y parte 7 de la prueba, es indispensable la diferencia y distinción entre verbos regulares e irregulares, la diferencia entre las opciones puede ser la conjugación de los diferentes verbos. * En cuanto a la parte 5 y 6, debes tener completo manejo de las estructuras del pasado, esto servirá para la comprensión de ideas globales y específicas y a su vez el camino a la respuesta correcta. * Comprensión y correcto uso del verbo To Be en pasado para ampliar percepción de contextos. * Adecuado empleo del pasado simple (verbos regulares e irregulares) en textos y conversaciones. * Manejo de todos los tiempos verbales del pasado. * Para la parte 3, debes dominar completamente las preguntas WH, muchos diálogos las incluyen en presente y pasado. * Para la parte 4A - 4B y parte 7 de la prueba, debes diferenciar las estructuras de los diferentes tiempos del pasado son la clave para ocupar el espacio en blanco con la opción correcta. * En cuanto a la parte 1, las oraciones y definiciones pueden estar escritas en cualquier tiempo verbal, entre más claridad tengas entre los diferentes tiempos, más opciones de comprender los enunciados vas a tener. * Manejo de conversaciones más complejas que incluyen preguntas WH en pasado. * Uso del pasado progresivo para abarcar todos los tiempos del pasado * Conoce todos los tiempos del pasado y diferencia sus estructuras
540 Parte 1: Responda las preguntas 1 a 5 Relacione la descripción de la izquierda (1-5) con las palabras de la columna de la izquierda (A-H), marque la letra correcta (A – H). 1. to utter words or sounds in succession with musical modulations of the voice. 2. to acquire knowledge of or skill in by study, instruction, or experience. 3. to look at carefully so as to understand the meaning of. 4. to cry out in a loud voice; shout. 5. to exchange thoughts or opinions in spoken or sign language. A. Talking B. Learning C. Doing D. Singing E. Reading F. Breaking G. Calling H. Feeling Parte 3: Responda las preguntas 6 a 8 Complete las tres conversaciones, marque A, B o C: 6. Why were they working on Sunday? A. Because they need the money. B. My brother was always snoring. C. They were always making fun of him. 7. What happened with your leg? A. My mother wasn't living in Chicago in 1975. B. He wasn't having lunch at the restaurant. C. Yesterday when I was walking in the street, a man tried to steal my money so I run away, and then I fell. 8. Hi, what were you doing yesterday? A. They weren't doing exercise yesterday evening. B. I was going to watch a movie and I saw a person running. C. Yesterday when I was doing my homework, I heard a strong noise. Evalúo C on base en la explicación anterior, presentarás la siguiente evaluación tipo Saber, estas preguntas o similares pueden ser encontradas en la prueba original:
Inglés 541 Parte 5: Responda las preguntas 9 a 12 Lee el texto de la parte inferior y responde las preguntas, marque A, B o C: Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors. The more we learn about dolphins, the more we realize that their society is more complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language but it is much more probable that they communicate with each other without needing words. Could any of these mammals be more intelligent than man? Certainly the most common argument in favor of man's superiority over them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we discover about these remarkable creatures, the less we appear superior when we destroy them. 9. Based on the text, which sentence best describes dolphins? A. Dolphins don't want to be with humans as much as humans want to be with them. B. Dolphins are proven to be less intelligent than once thought. C. Dolphins have a reputation for being friendly to humans. 10. If you were to encounter a dolphin the most probable thing that would happen would be: A. The dolphin would approach you in a kind way B. The dolphin would attack you in an aggressive manner. C. The dolphin would swim away in fear. 11. The word "remarkable". (last line) can best be replaced by: A. Incredible B. Ordinary C. Inferior 12. Dolphins most likely communicate by: A. language B. non-verbaly C. dialogue Parte 6: Responda las preguntas 13 a 16 Lee el texto de la parte inferior y responde las preguntas, marque A, B, C o D:
542 Susan had a party last week. She had invited all her friends to her house. She had invited her friends from work, her friends from university, and her friends from her neighborhood. The guests started arriving at around 7 o’clock for dinner. Susan’s best friend, Cindy, was there, wearing a red dress. And Susan’s boyfriend, Tom, was wearing a blue suit and looked very handsome. Cindy’s boyfriend Mark wasn’t there, because he was travelling for business. Mark was negotiating a big contract in Sao Paolo that day. He had left the day before, and wouldn’t be back for two more days. Susan had made lasagna instead of chicken, which was very good. She had made enough lasagna for 30 people! She had also made salad and stuffed eggplant. Everything was delicious. Her friends brought wine to the party. Everybody talked and drank wine and had a good time. While they were eating, they talked about their lives and about the political situation in their country (which was terrible, like everywhere else). Susan hadn’t made anything for dessert, so they ate chocolate ice cream, which was delicious. Around 11 o’clock everyone left, except Cindy, who stayed to help Susan clean up. Some people caught taxis to go home, and some people took the subway. Other people walked. After Susan and Cindy had finished cleaning up, they sat on the sofa and had another glass of wine and relaxed. It had been a good night, and they were both very tired. 13. What is the main purpose of the text? A. To instruct people to cook for parties B. To explain Mark's business trip C. To give important details about events and people attending Susan's party D. To advise people on the risks of having parties 14. The text provides each of the following sentences, except? A. What a good food! B. This is a great party! C. I love our relationship D. I feel bad for you 15. What words best describe Susan? A. Social and popular B. Unfriendly and incompatible C. Organized and talented D. Rude and unsocial 16. The sentence: “which was terrible, like everywhere else” (Paragraph 3) suggests: A. All countries enjoy financial freedom B. All countries suffer from political problems C. Some countries suffered political problems D. If all countries were equal , everything would be different
Inglés 543 Parte 7: Responda las preguntas 17 a 22 Lea el texto de la parte inferior y seleccione la palabra correcta para cada espacio marque, marque A, B, C o D: Who was she? Where was she? What was happening? Yesterday, it was (17) _____ and thundering all day. Ann was (18) _____ inside the house. She wanted to be outside. She wasn't playing outside because it was raining. She was feeling tired of being trapped inside the house. Ann was trying to keep busy inside the house. She was (19) _____ her book until the electricity went out. Then, she decided to practice her sewing. She was practicing sewing until lunchtime. After lunch, she sat by the window and watched the rain. While Ann was watching the rain, the phone rang. Her mother (20) _____ calling to say she was coming home. She was (21) _____ a new game. Ann and her mother ate ice cream and played the game. While they were playing, the rain stopped! But Ann didn't even notice. She was (22) _____ such a good time with her mom! 17. A. raining B. shining C. watching D. sewing 18. A. buying B. smiling C. playing D. trying 19. A. seeing B. touching C. skipping D. reading 20. A. was B. went C. were D. did 21. A. sickly B. bringing C. perverse D. keep 22. A. has B. have C. having D. had
544 Unidad 7 Talking about my future plans Unidad 8 Talking about experiences Nivel B1 Capítulo 3 Unidad 6 Tell your story
Inglés 545 Unidad 7 Talking about my future plans Unidad 8 Talking about experiences Nivel B1 Capítulo 3 Unidad 6 Tell your story
546 1. There is no achievement without goals. 2. Success seems to be connected with action. Successful people keep moving. They make mistakes, but they don’t quit. 3. All that we are is the result of what we have thought. 4. I’m not telling you it is going to be easy — I’m telling you it’s going to be worth it. 5. Every success is built on the ability to do better than good enough. 6. The greatest mistake you can make in life is to continually fear you will make one. 7. Live as if you were to die tomorrow. Learn as if you were to live forever. 8. Give me a fish and I eat for a day. Teach me to fish and I eat for a lifetime. 9. Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. 10. The beginning is the most important part of the work. Persistence Taking the Initiative Learning from Failure Facing Challenges Living A Positive Life Other Unidad 6 Tell your story Empieza L ee las siguientes oraciones, reflexiona sobre su significado, de acuerdo con la intención que identifiques del autor, clasifícalas en el recuadro de abajo:
Inglés 547 1. ¿Has trabajado alguna vez parafraseo de oraciones? Lee las siguientes oraciones y reformúlalas, diciendo lo mismo con otras palabras, analiza el ejemplo: Ejemplo: Sentence: Juan doesn´t really want to go to sleep early. Paraphrase: Juan isn´t very keen on sleeping too soon A. Sentence: I am hungry although I’ve just eaten. Paraphrase: B. Sentence: She’s angry because she’s still not fit. Paraphrase: C. Sentence: The teacher gave too much work. Paraphrase: D. Sentence: Chinese is too difficult for me to learn. Paraphrase: E. Sentence: I would like an elegant dress for a convention. Paraphrase: 2. Lee los siguientes textos cortos y asigna a cada uno un título de acuerdo a lo que comprendas del mismo. Esto será útil para evaluar tu nivel de comprensión tanto de lo que es evidente en el texto como lo que está entre líneas. Title: Title: Today you can’t do anything without filling in questionnaires and answering questions. There’s an application form for everything you want to do or get: when you buy an expensive item, when you apply for a job, when you join a club or even when you want to get a simple video-club card… Red tape is all around us! I love going shopping. I like buying garments and spending hours looking through clothes racks and shop windows. Bags and jackets; shoes and panty hose; underwear and jewelry… It’s a pity I can’t go to the mall every day because my husband dislikes it. Title: “Coldwell Banker offers: Beautiful house with spectacular lake and golf course views. This house features marble floors, a gourmet kitchen with wooden cabinets and a wonderful yard. Location: Boca Raton water front. Price: $623.000. Detached house, five bedrooms, patio, fireplace, pool and air .conditioning. Year built: 1971”. Explora A hora trabajaremos uno de los contenidos más complejos para la prueba: la comprensión de textos y respuestas a preguntas de nivel literal e inferencial. Esto será útil para muchas partes de la prueba, especialmente para la parte 5 y 6. Realiza las siguientes actividades como apertura de esta unidad.
548 3. Lee el siguiente texto, analízalo y responde en inglés las preguntas para evaluar tu comprensión: The Great Hanshin Earthquake The Great Hanshin earthquake, or the Kobe earthquake as it is more commonly known overseas, was an earthquake in Japan that measured 7.2 on the Japanese Scale. It occurred on January 17, 1995 at 5:46 am 52 seconds in the southern part of Hyogo Prefecture and lasted for approximately 20 seconds. The epicenter of the earthquake was on the northern end of Awaji Island, near the cosmopolitan city of Kobe with a population of 1.5 million. A total of 6,433 people, mainly in the city of Kobe, lost their lives. Additionally, it caused approximately ten trillion yen in damage. It is listed in the Guinness Book of Records as the costliest natural disaster. It was the worst earthquake in Japan since the Great Kanto earthquake in 1923, which claimed 140,000 lives. A. What is the purpose of the text? B. What do you know about earthquakes? C. What is the writer’s opinion about the topic? D. According to the passage, the Kobe earthquake is listed in the Guinness Book of Records because: Complementa tu aprendizaje: Busca textos cortos en Internet o revistas que contengan citaciones y discute con tus compañeros qué es lo que realmente esas citaciones quieren decir. Investiga sobre técnicas para lectura inferencial de textos.
Inglés 549 El primer tema a desarrollar será Tipologías Textuales, esencial para la parte 6 de la prueba. La primera pregunta de la parte 6, será en la mayoría de las ocasiones (redactada de otras maneras posibles): What is the writer trying to do in the text? Para responder a esta pregunta debes tener clara la tipología desarrollada en el texto presentado. Frente a esto, ¿conoces las principales tipologías textuales tanto para español como para inglés? Cada vez que comunicamos algo tenemos una intención comunicativa; dicha intención es la que determina el formato de texto en el cual enviaremos el mensaje, ya que no puede ser lo mismo comunicarse por medio de una canción, una carta, un manual de instrucciones, una columna de opinión, entre otros. Cada uno de estos formatos de texto corresponde a una tipología textual que depende de la intención comunicativa del emisor. Para responder a esta primera pregunta debes identificar y reconocer la intención comunicativa del autor del texto, esto es lo que representarás en la opción de respuesta que elijas. Las tipologías textuales principales y más presentes en la prueba de inglés son: Textos Narrativos Narrar es contar. La narración es un tipo de texto en el que se cuentan hechos reales o imaginarios. Al abordar el análisis de los textos narrativos es necesario estudiar la historia y las acciones que la componen (argumento), los personajes que las llevan a cabo, el tiempo y el espacio donde se desarrollan, cómo se ordenan todos estos elementos (estructura) y desde qué punto de vista se cuentan. • Tipos de textos narrativos Existen varios tipos de textos narrativos, los mencionaremos, tú debes completar el cuadro con la definición o las principales características de los mismos. ¿Qué tal si lo haces en inglés? ¡Atrévete! Cuento Novela Historieta Fábula Leyenda Mito Explico Para comenzar con el nivel B1 del inglés, es importante potencializar nuestra comprensión de textos, en este nivel debes comprender puntos principales de textos de diferentes temas, identificar intenciones de autores e identificar lo que se encuentra entre líneas. Esta unidad será útil para responder las preguntas de la parte 5 y parte 6, consideradas como las partes más complejas.
550 Cuando logres identificar que el texto planteado es de tipología narrativa, entonces la respuesta correcta de la primera pregunta de la parte 6 puede comenzar por uno de los siguientes verbos (puede incluir o no el TO, o puede finalizar en ING) en inglés, ten en cuenta que también pueden ser sinónimos: • Describe… (Describir) • Tell… (Contar) • Relate… (Relatar) • Reproduce… (Reproducir) • Invite… (Para el caso de los relatos personales o fábulas, este también aplica para textos argumentativos) Aclaramos que no es una regla exclusiva para elegir la respuesta correcta, pero es una acertada guía, siempre y cuando identifiques correctamente la tipología, sírvete de todo el contexto de la oración para llegar a la opción correcta. Por ejemplo, si la parte 6 te presenta un texto narrativo, entonces la primera pregunta sería de esta manera: 0. Question: What is the writer trying to do in the text? A. Tell readers about an experience in Colombia (esta es la respuesta correcta de acuerdo con la tipología en caso de que fuese un texto narrativo) B. Inform tourists about important places in Colombia. C. Persuade people about expensive things in Colombia. D. Recommend tourists new places to visit in Colombia. Los textos narrativos pueden encontrarse también en la parte 5 de la prueba, donde encontrarás preguntas literales, es decir preguntas que tienen la respuesta evidente en el texto, un ejemplo de pregunta de la parte 5 con un texto narrativo sería: 0. Question: She was mostly excited by the A. painter’s ability (esta es la respuesta correcta, visible en el texto) B. painter’s voice C. painter’s show Textos Expositivos Se trata de los textos cuyo propósito es transmitir información y difundir conocimientos acerca de un determinado tema. Se caracterizan, por lo tanto, por la exhibición de datos objetivos junto a sus correspondientes explicaciones. Puede ir dirigido al público en general o a un grupo de lectores con intereses específicos. Por eso puede distinguirse entre los textos expositivos divulgativos (que apuntan a un amplio rango de personas y no requieren de conocimientos previos sobre el tema que tratan) y los textos expositivos especializados (los cuales, dado su elevado grado de dificultad, exigen conocimientos previos relacionados con su contenido).
Inglés 551 Cuando logres identificar que el texto planteado es de tipología expositiva, entonces la respuesta correcta de la primera pregunta de la parte 6 debe comenzar por uno de los siguientes verbos (puede incluir o no el TO, o puede finalizar en ING) en inglés, ten en cuenta que también pueden ser sinónimos: • Show… (Mostrar) • Give information… (Dar información) • Compare… (Comparar de manera objetiva) • Inform… (Informar) • Explain… (Explicar) • Instruct… (Instruir – Dar instrucciones) Aclaramos que no es una regla exclusiva para elegir la respuesta correcta, pero es una acertada guía, siempre y cuando identifiques correctamente la tipología, sírvete de todo el contexto de la oración para llegar a la opción correcta. Por ejemplo, si la parte 6 te presenta un texto expositivo, entonces la primera pregunta sería de esta manera: 0. Question: What is the writer trying to do in the text? A. Narrating how a visitor dropped a phone while trying to photograph a crocodile. B. Warning visitors to keep a sufficient distance from crocodile. C. Giving information about a sick crocodile (esta es la respuesta correcta de acuerdo con la tipología en caso de que el texto fuese expositivo). D. Describing the concern for one sick crocodile Los textos expositivos pueden encontrarse también en la parte 5 de la prueba, donde encontrarás preguntas literales, un ejemplo de pregunta de la parte 5 con un texto expositivo sería: 0. Question: Which group has the largest amount of population? A. Vulnerable species (esta es la respuesta correcta, visible en el texto) B. Endangered species C. Threatened species Textos Argumentativos El texto argumentativo tiene como objetivo expresar opiniones o rebatirlas con el fin de persuadir a un receptor. La finalidad del autor puede ser probar o demostrar una idea (o tesis), refutar la contraria o bien persuadir o disuadir al receptor sobre determinados comportamientos, hechos o ideas. La argumentación, por importante que sea, no suele darse en estado puro, suele combinarse con la exposición. Mientras la exposición se limita a mostrar, la argumentación intenta demostrar, convencer o cambiar ideas. La argumentación se utiliza en una amplia variedad de textos, especialmente en los científicos, filosóficos, en el ensayo, en la oratoria política y judicial, en los textos periodísticos de opinión y en algunos mensajes publicitarios.
552 Cuando logres identificar que el texto planteado es de tipología argumentativa, entonces la respuesta correcta de la primera pregunta de la parte 6 debe comenzar por uno de los siguientes verbos (puede incluir o no el TO, o puede finalizar en ING) en inglés, ten en cuenta que también pueden ser sinónimos: • Warn… (Alertar, advertir) • Persuade… (Persuadir) • Demonstrate… (Demostrar) • Convince… (Convencer) • Reject… (Refutar) Aclaramos que no es una regla exclusiva para elegir la respuesta correcta, pero es una acertada guía, siempre y cuando identifiques correctamente la tipología, sírvete de todo el contexto de la oración para llegar a la opción correcta. Por ejemplo, si la parte 6 te presenta un texto argumentativo, entonces la primera pregunta sería de esta manera: 0. Question: What is the writer trying to do in the text? A. To persuade readers about the power of the story told about themselves (esta es la respuesta correcta de acuerdo con la tipología, en caso de que fuese argumentativo) B. To instruct readers how to achieve the financial success C. To answer the question: Does life seem unfair? D. To inform people about the Law of Attraction’s power Debido a la carga inferencial de los textos argumentativos, no es común que se encuentren en la parte 5 de la prueba. Recuerda que la parte 5 trabaja la literalidad, parafraseo y comprensión de lectura básica, así que un texto argumentativo, el cual desarrolla ideas de oposición, contraste, retóricas, analógicas, etc; difícilmente permita una lectura visual y una comprensión literal. La clave del texto argumentativo es lograr leer entre líneas, captar lo que el autor quiere decir sin utilizar palabras concretas, identificar argumentos que no son evidentes, etc; por esta razón los textos argumentativos están principalmente presentes en la parte 6 de la prueba. Técnicas de lectura A continuación, te mostraremos algunas técnicas de literalidad, las cuales serán útiles para la parte 1, 2, 3, 4A - 4B y 5 de la prueba, y algunas técnicas de inferencialidad que serán útiles para las partes 1, 3, 5, 6 y 7 de la prueba. Las siguientes técnicas no sólo servirán para comprender los textos de la parte 5 y 6, sino para hacer un análisis consciente de las preguntas de toda la prueba. • Técnicas de literalidad La literalidad es el reconocimiento de todo aquello que está explícito en el texto. Para lograr una lectura básica o literal, debes: • Identificar detalles • Precisar el espacio, tiempo, personajes (para el caso de textos narrativos) • Secuenciar los sucesos y hechos • Captar el significado de palabras y oraciones • Recordar pasajes y detalles del texto • Encontrar el sentido a palabras de múltiple significado
Inglés 553 Generalmente las preguntas literales que encuentras en la prueba de inglés, responden a: • ¿Qué…? • ¿Quién es…? • ¿Dónde…? • ¿Quiénes son…? • ¿Cómo es…? • ¿Con quién…? • ¿Para qué…? • ¿Cuándo…? • ¿Cuál es…? • ¿Cómo se llama…? • Técnicas de inferencialidad La inferencialidad es el proceso de establecer relaciones entre partes del texto para inferir información, conclusión o aspectos que no están escritos. Este nivel es de especial importancia, debes ir más allá del texto y completarlo con un ejercicio de pensamiento. Generalmente las preguntas literales que encuentras en la prueba de inglés, responden a: • ¿Qué pasaría antes de…? • ¿Qué significa...? • ¿Por qué...? • ¿Cómo podrías…? • ¿Qué otro título…? • ¿Cuál es…? • ¿Qué diferencias…? • ¿Qué semejanzas...? • ¿A qué se refiere cuando…? • ¿Cuál es el motivo...? • ¿Qué relación habrá...? • ¿Qué conclusiones...? • ¿Qué crees…? Elabora Ejercicio 1 Vamos a practicar para la comprensión de textos narrativos. Lee el siguiente relato y haz el apareamiento, practicarás vocabulario y las estructuras de la parte 1. A present from granny Bob had an unforgettable birthday yesterday. He got a lot of presents from his family and from his friends too. His father gave him a new baseball bat, his mother a baseball T-shirt and Jimmy and Elsa bought a computer game for him. However, the most special present of all was his grandmother’s: an F-1 competition race track. He had wanted this toy for many years and finally he got it. Once he finished assembling the track it covered the whole living room and soon he convinced Jimmy and Elsa to play with him. Jimmy was a good player because he had a similar toy when he was young. So Bob did not win the first game. They played a second one but Bob was not successful either. He was very cross in the end, but Jimmy encouraged him and he also gave him some gimmicks to improve this technique. So they spent the rest of the afternoon playing together and Bob even managed to win some games. Even Brenda and Peter joined the party!
554 1. A path, usually circular and with a hard surface, on which cars compete 2. To (cause something to) get better. 3. An ingenious or new device, plan, or action. 4. To make someone more likely to do something. 5. Achieving the results wanted or hoped for. 6. The place in a house that is used for relaxing in and entertaining guests. 7. To annoy someone by not doing or saying what they want. 8. An object for children to play with. 9. The putting together of parts, as of machinery, from parts of standard sizes. A. toy B. living room C. assembly D. encourage E. race track F. cross G. improve H. successful I. gimmick Ejercicio 2 Continuaremos con la práctica de textos narrativos. Lee el siguiente fragmento y responde las preguntas de comprensión literal (Similar a la parte 5 aunque tiene 4 opciones A-D). Bella Swan was a little bit different from the other girls. She didn’t care about fitting with the trendy students at her Phoenix, Arizona high school. When her mother remarried and Bella chose to live with her father in the rainy little town of Forks, Washington, she didn’t expect much of anything to change. But things really changed when she met the mysterious and good looking Edward Cullen. 1. Why did Bella’s life change? A. Because she was different from the other girls. B. Because she didn’t care about fitting with the students. C. Because she decided to live in Forks. D. Because she met a mysterious and good looking guy. 2. When did Bella’s life change? A. When she met Edward Cullen. B. When she started to care about fitting with the students. C. When she went to her mother’s wedding D. When she decided to live with her mother. 3. What happened when Bella arrived to Forks? A. Bella decided to live with her father. B. Bella was a little bit different from the other girls. C. Many things changed in Bella’s life. D. Her mother decided to get remarried.
Inglés 555 Ejercicio 3 Lee el siguiente texto expositivo, completa los espacios el blanco con las palabras que se ajusten al contexto. Practica para la parte 7 de la prueba. Martin Luther King The most (1) ____ person to have made a significant change in the (2) ____ of Blacks was Martin Luther King. He had great courage and passion to (3) ____ segregation and racism that existed in the United States and it was his influence to all the Blacks to defy white supremacy and his belief in nonviolence that lead to the success of the Civil Rights movement. Martin Luther King was (4) ____ on January 15, 1929 in Atlanta, Georgia where the city suffered most of the racial (5) ____ in the South, and, in addition, the Ku Klux Klan had one of its headquarters there. But it was his (6) ____, Martin Luther King Sr. who played an important (7) ____ in shaping the personality of his son. M.L. Sr. helped to advocate the idea that Blacks should (8) ____. He was involved with the National Association for the Advancement of Colored People, an important Civil Rights (9) ____. These efforts to improve the way of life for Blacks could be (10) ____ by his son. 1. A. beloved B. despicable C. important D. insignificant 2. A. rights B. lefts C. directs D. ideas 3. A. defeat B. protect C. defend D. represent 4. A. grew B. rose C. born D. birth 5. A. respect B. tolerance C. acceptance D. discrimination 6. A. daughter B. father C. mother D. son 7. A. role B. paper C. sheet D. piece 8. A. dance B. eat C. vote D. sing 9. A. person B. group C. individual D. man 10. A. listened B. written C. read D. seen
556 Ejercicio 4 Lee el siguiente texto argumentativo y responde en inglés las siguientes preguntas: Computers Computers are now everywhere in modern society, but they can present advantages and disadvantages. In the first place, computers can save us time, that is, they help us to do complicated operations very quickly and almost without any mistakes. Secondly, they have improved worldwide communications. Thanks to the Internet, the e-mail, and today with the new social networks, we can get in touch with our friends even if they are far, far away. Moreover, we can communicate each other cheaper faster and easier. However, computers can also have problems. On the one hand, they have improved communications but on the other hand, they might stop people to communicate with each other. Some people prefer “talking” to their computer than doing so with a “real person”. Moreover, this fact makes people dependent on their computers. In short, it is true that computers have made our life easier and they have more advantages than disadvantages, but I think that we must use computers sensibly: we rule our computer, not our computer rules our life. 1. What is the writer trying to do in the text? 2. The sentence: “Some people prefer “talking” to their computer than doing so with a “real person” suggests: 3. What does the writer think about computers? 4. Explain the sentence: “we rule our computer, not our computer rules our life”
Inglés 557 Parte 2: Responda las preguntas 1 a 3, marque A, B o C: ¿Dónde puedo ver estos avisos? 1. NO LIFEGUARD ON DUTY SWIM AT YOUR OWN RISK A. At the train station B. In a swimming pool C. At the cinema 2. THIS END UP HANDLE WITH CARE A. By a river B. In a museum C. On a box 3. Do not leave valuable in changing rooms A. In a cell phone company B. In a clothing store C. In a tourist office Parte 3: Responda las preguntas 4 a 6 Complete las tres conversaciones, marque A, B o C: 4. Ummm… I don’t know… It seems too long… A. No, I need a room with a bed and breakfast, please. B. Do you think it is not shorten enough? I can shorten it. C. I’m terribly sorry but I had no time to go to the supermarket. 5. What time is it, Rebecca? A. You can come back tomorrow at the same time. B. I don’t know. I don’t have my watch on me. C. Well, as soon as possible. Evalúo C on base en la explicación anterior, presentarás la siguiente evaluación tipo Saber, estas preguntas o similares pueden ser encontradas en la prueba original:
558 6. Good morning. 156, Canberra Street, please. A. Yes, I’ll catch up on my work in less than a week and I promise you won’t get any complaints about me. B. Yes, dear. I completely agree with you. But we already knew this before we came. C. Excuse me, you are the third passenger who got in my taxi and gave this address. Is there anything special at that place today? Parte 5: Responda las preguntas 7 a 10 Lee el texto de la parte inferior y responde las preguntas, marque A, B o C: Citizens in 2050 Can you imagine what our lives will be like in the year 2050? Perhaps you will be flying off for a holiday on the moon, or maybe you will be taking your dog for a walk in virtual reality. We recently carried out a survey of 1000 people from different countries to find out what they think life will be like in the future. The results clearly demonstrate both our hopes and fears. The survey suggests that friendship – one of the most important relationships – will have changed dramatically. People will make friends through the Internet. What is more, a large number of people will even come across their future husbands or wives in this way! Computers will have become essential by 2050. Even now, some people describe them as their best friend! Others, however, say that we will become much more isolated from each other because we will have little real human contact. 7. In the moment that we can make friends through the Internet, then friendship: A. will be in danger of extinction B. won’t be the most important relationships anymore C. Will undergo positive changes 8. The number of people who meet their soulmate through the Internet is: A. Representative B. Insignificant C. Reduced 9. In 2050, computers will be more important than: A. relationships with human contact B. meeting a husband or wife for the future C. finding new friends through the Internet 10. The word survey (line 3 – paragraph 1) means: A. A written report of such an investigation B. A set of problems or questions for evaluating a person's abilities, skills, or performance C. To conduct a study of the opinions or thoughts of a group of people
Inglés 559 Parte 6: Responda las preguntas 11 a 14 Lee el texto de la parte inferior y responde las preguntas, marque A, B, C o D: Seeing the Real Me When I was a high school senior, I went on a camping trip with my class. On the last night, a tall, rugged boy in a special program at the camp sat next to me by the fire. I was sure he was angling for an introduction to my beautiful blonde friend Barbara. He was so handsome. Nothing like me, a plain, gangly, insecure girl with frizzy hair. Nobody that good-looking would deign to talk to me. But Tom stayed, even after Barbara went to her tent, and we talked until the campfire died out. He told me he was in a wilderness program for troubled kids. And I told him about my straight-A, good-girl life. When we said goodbye, he asked for my address— to keep in touch, he said, since we lived so far apart. But still, I suspected an ulterior motive. A week later his letter came. He wrote of how much he’d enjoyed talking to me. I wrote him back, and in his next letter he asked for a photo to remember how pretty I was. Pretty? He must be thinking of somebody else, I thought. Surely it couldn’t be me? I took a chance and sent him a picture. In his next letter he told me that I was even prettier than he’d recalled. I looked at those words over and over. And the more I read them, the more I began to believe they could be true. When I left for college a month later, I no longer felt like the ugly girl with the pretty friend. I felt like the pretty one. Tom and I lost touch soon after that, but 25 years later, I still have his letters. Every once in a while I’ll reread them, and wherever I am, I remind of how much he changed my entire perception of myself. That summer, for the first time in my life, a handsome boy chose me. He thought I was beautiful. 11. What is the writer trying to do in the text? A. Convince readers that a plain girl can attract the handsome boy’s attention B. Instruct girls about steps for talking to a handsome boy C. Warn young girls about the risks of meeting a stranger man in a camp D. Relate how the words of a handsome boy raised her self-esteem. 12. How many letters did they interchange? A. Three letters B. Two letters C. Five letters D. Six letters
560 13. Why was the writer sure that the rugged boy was interested in Barbara? Because, A. The writer was completely insecure about her own looks and personality B. Barbara was more outgoing than her, it increased her possibilities with the rugged boy C. Barbara was very beautiful, the rugged boy would be very attracted to her D. The writer was not interested on the rugged boy 14. Which of the following sentences would the writer say before meeting the handsome boy? A. Take care how you speak to yourself, because you are listening B. You are perfect exactly as you are C. You try your hardest to look good, but you still feel hideous D. Talk to yourself like you would to someone you love Parte 7: Responda las preguntas 15 a 20 Lea el texto de la parte inferior y seleccione la palabra correcta para cada espacio marque, marque A, B, C o D: Focusing on positive thinking Because your self-talk is mainly (15) ______, it doesn't mean you're doomed to an unhappy or unhealthy life. You can learn to (16) _____ negative thinking into positive thinking. The process is simple, but it takes time and practice — you're creating a new habit, after all. Here are some ways to think and (17) _____ in a more positive way: Check yourself, be (18) _____ to humor, follow a (19) _____ lifestyle, surround yourself with positive (20) _____, practice positive self-talk. 15. A. negative B. positive C. important D. changeable 16. A. stay B. keep C. turn D. waste 17. A. write B. feed C. run D. behave 18. A. open B. resistant C. opposed D. unwilling 19. A. sickly B. healthy C. perverse D. stressful 20. A. books B. fights C. people D. problems
Inglés 561 1. John will catch a big fish 2. Andy will sing his favorite song 3. She will have a baby 4. The Thompsons will dance for hours 5. He will get wet 6. Jake will observe the moon 7. They will have a meeting 8. Anna and Rachael will go shopping 9. They will go to the cinema 10. They will go to the beach Unidad 7 Talking about my future plans Empieza Observa las siguientes imágenes, relaciónalas con las acciones mencionadas en futuro y márcalas con el número que corresponda:
562 1. Lee las siguientes preguntas de la izquierda y elige una respuesta acorde a la columna de la derecha (Practica tiempo presente, pasado y futuro). Questions Answers Did you do the homework? Yes, I would Does your girlfriend know how to swim? Yes, I did Are you going to the movies tonight? No, I won´t Will you buy a dog? Please, you can. Would you like to visit Canada? No, I’m not Can I help you? Yes, she does 2. Practica para la parte 1 de la prueba (apareamiento de palabras), aprovecha para trabajar la estructura y el uso del tiempo futuro (Une con una línea): 1. They will put on these clothing if it starts raining. 2. These may cause environmental damage. 3. You won´t need these if you see very well. 4. You will fail this if you don´t study 5. Lucia won´t go that place if she doesn´t get 3 million dollars to pay the plane tickets. 6. You may see this in the sea. A. The exam B. Chemicals C. France D. Sand E. Coats F. Glasses 3. Encuentra las parejas de frases (Aplica tus conocimientos sobre el uso del Going To como estructura del tiempo futuro). 1.I lost the train a.We are going to bed 2.She studies a lot b.We’re going to call you 3.He feels bad c. They’re going to eat 4.We’re tired d.I’m going to be late 5.It’s terribly hot e.He’s going to be sick 6.I love this band f. She’s going to be smart 7.They are hungry g.I’m going to the gig 8.We’ll miss you h.He’s going to watch TV 9.He sat on the sofa i. I’m going to the beach Explora C ontinuamos trabajando en los contenidos complejos de la prueba: la comprensión de textos y respuestas a preguntas de nivel literal e inferencial. Trabajaremos ejercicios donde se aplica el tiempo futuro. Realiza las siguientes actividades como apertura de esta unidad.
Inglés 563 4. Exploremos ahora en la aplicación de los diferentes usos del futuro, esta actividad te servirá para practicar la parte 3 de los diálogos. Observa la siguiente conversación y elige la opción correcta para llenar los espacios en blanco. Ten en cuenta el contexto y el tiempo en el que está escrito: • Contexto de la historia: Andy habla con su mejor amiga y le cuenta que se irá de viaje, la noticia no es buena pues se irá por un largo tiempo. A sad farewell Tomorrow, (2) ____ (I get) the 8:00 train. When (1) ____ (you leave)? In a year, two years. I don’t know, but I promise (4) ____ (I come) back. When (3) ____ (you be) back? Two years! Oh, Andy, I’m so unhappy (5) ____(I cry) 1. A. are you leaving B. will you leave C. are you going to leave? D.were you leaving 2. A. I get B. I will get C. I am going to get D. I was getting 3. A. are you be B. will you be C. were you be D. you are 4. A. I was coming B. I am coming C. I am going to come D. I will come 5. A. I will cry B. I am crying C. I am going to cry D. I was crying Complementa tu aprendizaje: Investiga acerca de las estructuras del tiempo futuro en inglés, además busca textos de diferentes tipologías que utilicen estas estructuras. Con cada texto debes formular dos o tres preguntas tipo Saber para complementar tu exploración en el tema.
564 Cuando hablamos de futuro en inglés y lo conocemos (es decir sabemos qué sucederá o qué puede suceder) entonces podemos utilizar los siguientes tiempos: Presente Simple: Usamos el presente simple para algo que tenga horario fijo o se haya programado. Ejemplos: They have a class next Friday The metro arrives at 5 am. My birthday is in two months. Ellos tienen (tendrán) clase el próximo viernes El metro llega (llegará) a las 5:00am Mi cumpleaños es (será) en dos meses. • Ejemplo: Parte 1: ¿Dónde se puede ver este aviso? Marca A, B o C. Mr. Joung is sick. There's no maths tomorrow. A. At school B. In a bedroom C. At the yard Uso del tiempo futuro: Para este ejemplo de pregunta de la parte 2, se utiliza la expresión “there’s” con estructura de tiempo presente, pero con significado de futuro. La traducción de la frase sería “El Sr. Jung está enfermo. No habrá clase de matemáticas mañana”. Presente progresivo: Usamos el presente continuo o progresivo para planes cercanos. Ejemplos: We are having dinner on Saturday. They are travelling tomorrow. She is visiting her parents next week. Tenemos (vamos a tener) una cena el sábado). Ellos viajan (van a viajar) mañana. Ella visita (va a visitar) a sus padres la próxima semana. • Ejemplo: Parte 3: Complete la siguiente conversación, marque A, B o C. Explico Hasta ahora hemos trabajado el tiempo presente y el tiempo pasado en inglés, lo que ha sido fundamental para la comprensión de textos de cualquier tipología, comprensión de los diálogos de la parte 3 y los textos de las partes 4A - 4B, 5, 6 y 7 de la prueba. Ahora es importante que estudiemos las estructuras del tiempo futuro, de esta manera complementaremos el aprendizaje de los temas de gramática involucrados en la prueba. Observa cada uno de los usos y estructuras del tiempo futuro, encontrarás un ejemplo de una pregunta tipo Saber, donde están involucradas las diferentes representaciones del futuro.
Inglés 565 Hi, John. Nice to see you. What are you doing these days? A. I am working in a hotel near the beach. B. As long as they are relevant. C. This is your school report. Uso del tiempo futuro: Para este ejemplo de pregunta de la parte 3, se utiliza la expresión “What are you doing” con estructura de tiempo presente progresivo, pero con significado de futuro cercano. La frase realmente quiere decir: “¿Qué harás estos días?” haciendo referencia a días muy cercanos. Futuro con Will: Usamos WILL cuando hacemos predicciones acerca del futuro. Ejemplos: It will probably rain tomorrow. I think Colombia will win the next game. She’s sure she will enjoy the new movie. Probablemente mañana lloverá (va a llover) Creo que Colombia ganará (va a ganar) el próximo juego. Ella está segura de que disfrutará la nueva película. Usamos WILL para expresar un deseo acerca del futuro. Ejemplos: I hope she will be home safe. Mark says we will rest all day. Creo que estará segura en casa Mark dice que descansaremos todo el día Usamos WILL para hacer y hablar de ofrecimientos y promesas. Ejemplos: I will come and visit you tomorrow. I will be there on time, I promise. Mark will be at the conference. Vendré a visitarte mañana. Llegaré a tiempo, lo prometo. Mark estará en la conferencia. • Ejemplo: Parte 7: Complete los espacios en blanco, marque A, B, C o D.
566 Considering the possibility of getting a job You may (1) ____ be old enough to leave school, and when the time comes, you will want to find a job. School and work are very (2) ____. You may not like school very much, but you can still be happy and (3) ____ at work. You could be happy doing a job that does not need years of studying and lots of qualifications. There are lots of jobs to choose from, and the important thing is to find the right one for you. You (4) ____ take just any job and expect it to be right. If you’re good at school you may think that it is too soon to look at jobs, but you’d better think again. You (5) ____ use your last year or two at school to find out about different jobs, and you ought to make sure you are getting the qualifications you need for the job you (6) ____. Even simple jobs may require preparation. You will discover that you need to go to college and study to (7) ____ the job you really want. Choosing the right job is important because you will want to enjoy your work and get satisfaction from it. However, you must also remember that an employer will be (8) ____ you, and people prefer to choose enthusiastic, informed job-hunters. They do not want people who just want (9) ____; they want to feel you will take pride in what you do. 1. A. ever B. never C. almost D. soon 2. A. comparable B. identical C. similar D. different 3. A. successful B. failed C. dejected D. indifferent 4. A. does not B. cannot C. may D. would 5. A. would B. should C. have D. has 6. A. make B. loathe C. want D. hate 7. A. create B. sign C. get D. reach 8. A. choosing B. picking C. checking out D. examining 9. A. success B. to triumph C. money D. to work Uso del tiempo futuro: Para este ejemplo de texto de la parte 7, se utiliza en varias ocasiones el auxiliar Will para expresar situaciones del futuro. Dichas expresiones juegan un papel importante a la hora de comprender el texto de manera global y en sus partes específicas. Futuro con Going To: Usamos (BE) GOING TO para hablar de planes e intenciones.
Inglés 567 Ejemplos: I’m going to travel to Europe next year. He is going to study in a different country. They are going to move to Paris in 4 months Voy a viajar a Europa el próximo año. Él va a estudiar en un país diferente. Ellos se van a mudar a Paris en 4 meses Usamos (BE) GOING TO para expresar que algo es muy probable que suceda. Ejemplos: The clouds are very dark. It is going to rain. He is not careful. He is going to have an accident. His arm is broken. He is not going to drive like that. Las nubes están muy oscuras. Va a llover. Él no es cuidadoso, va a tener un accidente. Se quebró el brazo, no va a conducir así. • Ejemplo: Parte 1: Lee las descripciones de la columna de la izquierda (1 – 5) y las palabras de la columna de la derecha (A – H) ¿Cuál palabra de la derecha concuerda con la descripción de cada frase de la izquierda? 1. The price you pay if you’re going to travel in a bus or airplane. 2. If you’re going to travel in a bus, train or plane, you buy this before. 3. A detailed plan about the places you’re going to visit. 4. If you are going to take plane you wait in this place. 5. The reservation of the hotel room where you’re going to stay. A. Terminal B. Itinerary C. Depart D. Fare E. Luggage F. Ticket G. Booking H. Check-in Uso del tiempo futuro: Para este ejemplo de ejercicio de la parte 1, se utilizan significados con estructuras en futuro, haciendo uso del Going To para expresar planes o situaciones que posiblemente sucedan. Esta estructura no sólo podrás verla en diálogos o textos, también puede utilizarse en el apareamiento de la parte 1. Futuro con Would: Podemos usar verbos como WOULD LIKE, PLAN, WANT, MEAN, HOPE, EXPECT para hablar del futuro. Ejemplos: I would like to visit my brother next year. We plan to see the Great Wall soon. Michael wants to buy a new motorcycle. Me gustaría visitar (visitaré) a mi hermano el próximo año. Planeamos visitar (visitaremos) pronto el Great Wall. Michael quiere comprar (comprará) una nueva moto. • Ejemplo: Parte 3: Complete la siguiente conversación, marque A, B o C. How would you like to pay? A. I paid by cash B. I will pay by card C. I have to pay by candies Uso del tiempo futuro: Para este ejemplo de pregunta de la parte 3, se utiliza la expresión “How would you like to pay?” realmente no pregunta cómo le gustaría hacer el pago (como si el pago fuera una opción) sino cómo pagará porque es lo que irremediablemente sucederá en el futuro.
568 Ejercicio 1 Lee el siguiente pronóstico del tiempo. Podrás analizar el uso que se hace del tiempo futuro en un texto de la parte 5, responde las siguientes preguntas: The Oregon Weather Forecast Good afternoon and welcome to the weather forecast. Let’s take a look at the weather outside now. What’s it like? Well, it’s currently raining and cloudy in southern Oregon while northern Oregon is cold and clear. The sun is shining, but it’s rather cold up here in the North! The temperature is currently 45 degrees in the southern Oregon and only 30 degrees in the North. Shall we see what the weather will be like tomorrow? Well, it will be rainy in the morning in southern Oregon and windy in northern Oregon. In the afternoon, The South will see cloudy weather with some rain later in the day. Northern Oregon will also see rain turning to snow and quite windy, with winds coming from the North-East. That's the weather forecast for this afternoon. Have a good day! 1. What's the weather like in northern Oregon at the moment? A. Cold and sunny B. Cloudy and sunny C. Sunny and windy 2. What will the weather be like in southern Oregon tomorrow? A. Rainy and windy B. Rainy and cloudy C. Sunny and rainy 3. What will it do later in the day in southern Oregon? A. Sunny B. Cloudy C. Rainy 4. Where will it be windy tomorrow? A. Southern Oregon B. Northern Oregon C. Seattle 5. What direction will the wind come from? A. North-East B. North-West C. South-East Ejercicio 2 Lee el siguiente horóscopo. Podrás analizar el uso que se hace del tiempo futuro en un texto de la parte 4A - 4B, elige la opción más adecuada que complete los espacios: Elabora
Inglés 569 Focusing on positive thinking I was standing at the bus stop reading my horoscope in the (1) ____. I said: “You (2) ____ good moments and bad moments today”. I looked up and (3) ____ the bus coming. Then I realized it (4) ____ because it was already full. “Oh, no”, I thought. “If I (5) ____ walking fast, I (6) ____ late for my first class!” I had just started walking when a car pulled up beside (7) ____ and one of my classmates leaned out. “Hey, Jean, get in, we (8) ____ you a lift.” It’s amazing how the (9) ____ moments make the good moments feel so much (10) ____. 1. A. TV B. radio C. newspaper 2. A. will have B. are going to have C. have 3. A. ate B. sang C. saw 4. A. stops B. wasn’t going to stop C. doesn’t stop 5. A. don’t start B. am not going to start C. won’t start 6. A. won’t be B. will be C. don’t be 7. A. me B. him D. them 8. A. won’t give B. will give C. don’t give 9. A. nice B. great C. bad 10. A. better B. worse C. best
570 Ejercicio 3 Observa los siguientes avisos, estos utilizan estructuras de futuro y podrían estar presentes en la parte 2 de la prueba. Para este ejercicio, indica 3 lugares en los que podrías encontrar el aviso, así reconocerás todas las posibles opciones para diferentes contextos. 1. Will Return Shortly A. B. C. 2. NOTICE Security alarm will sound if door is opened after hours. A. B. C. 3. A. B. C. 4. DANGER NOT ONLY WILL THIS KILL YOU, IT WILL HURT THE WHOLE TIME YOU’RE DYING A. B. C. 5. A. B. C. Ejercicio 4 Practicaremos ahora para la parte 3 de diálogos. Lee la siguiente historia, tú completarás los recuadros en blanco con un fragmento que concuerde con el contexto del diálogo, te daremos entre paréntesis unos verbos como pistas de los fragmentos de la conversación. Encontrarás también unos números que te ubicarán en la secuencia de los fragmentos. Usa tu imaginación y analiza todas las posibilidades. Recuerda conservar el contexto, concordar en tiempos y sujetos. • Contexto de la historia: La casa de Frank se ha quedado a oscuras. Un electricista ha venido a reparar la instalación.
Inglés 571 Sending for an electrician (2) (Be able – repair) (1) You said the lights went out and that switch over there was burning. (4) (Be able – fix) (3) Is the electricity cut off? (6) (Excuse – think - send) (5) I don’t know yet. Maybe it will be necessary to break down this wall… It’ll take a week or more. Evalúo Parte 2: Responda las preguntas 1 a 3, marque A, B o C: ¿Dónde puedo ver estos avisos? 1. PRIVATE PROPERTY NOHUNTING FISHING TRESPASSING ALL OFFENDERS WILL BE PROSECUTED TO THE FULL EXTENT OF THE LAW A. In a clothing store B. On a bus C. By a river 2. SHOPLIFTING IS A CRIME THIEVES WILL BE PROSECUTED A. At the zoo B. In a shopping mall C. On the highway 3. At Lunch... WILL RETURN AT 2:00 P.M. A. In a church B. In a hotel C. At a ticket window C on base en la explicación anterior, presentarás la siguiente evaluación tipo Saber, estas preguntas o similares pueden ser encontradas en la prueba original:
572 Parte 3: Responda las preguntas 4 a 6 Complete las tres conversaciones, marque A, B o C: 4. Really? What do you think the schools will be like? A. I think medicine will be totally different. B. I think we'll have robots to clean our house and cook. C. I think people will study in their houses via the Internet. 5. I would like you to listen to me. I was at Wellington Square crossing when… A. Please, shut up. I’m fed up with this. I don’t want to see you for some days. Leave me alone. B. Well, I think I’ll have a piece or apple pie. It’s a nice ending. And you, Anne? C. There’s a new play on at the Odeon. Would you like to go? 6. Would you like something else? A. Yes, but I don’t know what. What do you recommend us? B. All right. What will you have for drink? C. Of course, in a minute. Parte 4A - 4B: Responda las preguntas 7 a 14 Lea el texto de la parte inferior y seleccione la palabra correcta para cada espacio marque, marque A, B o C: Nelson Rolihlahla Mandela Message from Nelson Mandela "I believe that South Africa (7) ____ the most beautiful place on earth. Admittedly, I am biased but when you combine the natural beauty (8) ____ sunny South Africa with the friendliness and cultural diversity of (9) ____ people, and the fact that the region is a haven for Africa's most splendid wildlife, (10) ____ I think that we have been blessed with a truly wonderful land. I (11) ___ like to extend a personal invitation to you to come and see for (12) ____ the splendor of South Africa. I know that my (13) ____ will be delighted to welcome you and I think you will be enchanted by their warmth and hospitality. I am equally sure that you (14) ____ enjoy our culture, our cuisine and the warmth of our people." Nelson Mandela, President of South Africa, 1994-1999. 7. A. is B. are C. am 8. A. about B. in C. of 9. A. its B. our C. their 10. A. then B. however C. nevertheless 11. A. would B. could C. should 12. A. yourself B. myself C. ourselves 13. A. peoples B. persons C. people 14. A. will not B. will C. won’t
Inglés 573 Parte 5: Responda las preguntas 15 a 19 Lee el texto de la parte inferior y responde las preguntas, marque A, B o C: Robots When will we have robots? We already have many kinds of robots! Industries use a variety of robots and now robots are becoming more common in the home. The Husqvarna Company makes the Auto Mower, a lawn mowing robot. The robot has sensors which detect where objects are in the yard and it maneuvers around them. The robot can cut the grass while you relax on the patio with a glass of lemonade! Also, Eureka now makes a robotic vacuum cleaner. Like the robot lawn mower, the vacuum cleaner automatically detects where the furniture is and vacuums around it. Cars are becoming robots now that many cars have GPS on them. A car with a GPS system can give you directions on how to go somewhere, tell you where the closest gas station is, and, some day in the future, will drive itself. You will take a nap or read while the car drives itself to your destination. We even have robotic pets now. The Sony Company makes a robotic dog named Aibo that can sit, stand, and walk like a regular dog but can also communicate and take pictures! Aibo understands certain commands, like a dog does, such as "Sit down", "Stand up", "Turn right", etc. If you ask Aibo a question such as "How old are you?", its eyes will flash the number of years old it is. Aibo is also a great guard dog. He can patrol the yard and take pictures with a built in camera of anything suspicious. 15. The Auto Mower is a robot that vacuums. A. Right B. Wrong C. Doesn’t say 16. The Auto Mower has sensors that detect where objects are. A. Right B. Wrong C. Doesn’t say 17. Cars with GPS systems can drive themselves while you take a nap or read a book. A. Right B. Wrong C. Doesn’t say 18. Aibo knows its day of birth. A. Right B. Wrong C. Doesn’t say 19. If you don’t know where the new museum is, you can drive a car with GPS and you will get your destination. A. Right B. Wrong C. Doesn’t say
574 Parte 6: Responda las preguntas 20 a 23 Lee el texto de la parte inferior y responde las preguntas, marque A, B, C o D: In The Practicing positive thinking every day If you tend to have a negative outlook, don't expect to become an optimist overnight. But with practice, eventually your self-talk will contain less self-criticism and more self-acceptance. You may also become less critical of the world around you. When your state of mind is generally optimistic, you're better able to handle everyday stress in a more constructive way. That ability may contribute to the widely observed health benefits of positive thinking. 20. What is the writer trying to do in the text? A. Warning people about the dangers of negative thinking. B. Telling a story about optimist outlook. C. Persuading people for taking favorable or positive outlooks of life and themselves. D. Giving information about the process of turning negative thinking into optimist thinking. 21. According to the writer, how do you turn negative thinking into optimist thinking? A. Adopting some strategies, such as practice of positive internal conversations. B. It is not possible unless you change your negative behavior. C. The process is simple: Identify areas to change, check yourself, be open to humor. D. The first step is appreciate everything that your body can do. 22. According to the writer, what can you do if a negative thought enters in your mind? A. You should reinforce negative thoughts, they will increase your stress level. B. It is favorable. Give yourself permission to worry, criticize and judge. C. You have to magnify the negative aspects of a situation; it contributes favorably to your stress state. D. You can evaluate it and respond with affirmations of what is good about you 23. Which of the following sentences would the writer think? A. Let negative and toxic people rent space in your head. B. You can hang out with negative people and expect to live a positive life. C. Always believe that something wonderful is about to happen. D. Get upset with people or situations, both are powerless with your reaction.