Luciano de La Cruz 4°a Ap Jan Apr 2020 PDF

UNIVERSIDAD TECNOLÓGICA DE CAMPECHE
PORTAFOLIO
DEGREE:
INDUSTRIAL MAINTENANCE TECHNICIAN OIL AREA
SUBJECT:
ENGLISH IV
GRADE AND GROUP:

4° “A”
STUDENT´S NAME:
LUCIANO DE LA CRUZ NEHEMIAS
TEACHER´S NAME:
CÉSAR ARMANDO CUELLAR TUN
TERM:
JANUARY – APRIL 2020
nehemiasluciano99@gmail.com
CEL:938 1697484
1
CONTENT
GENERAL DATA ................................................................................................................................... 3
UNIT I. INDIRECT OBJECT, COMPOSITE NOUNS, REFLEXIVE PRONOUNS AND PARAGRAPH
STRUCTURE. ........................................................................................................................................ 4
THEORETICAL ............................................................................................................................ 5
PRACTICAL ................................................................................................................................ 15
EXAMEN ...................................................................................................................................... 24
REFLECTION OF THE TOPIC ........................................................................................................... 26
UNITY REFLECTION ....................................................................................................................... 26
UNIT II. ADVERBIES AND INDEFINITE PRONOUNS. ......................................................................... 27
THEORETICAL .......................................................................................................................... 28
PRACTICAL ............................................................................................................................ 29
EXAM ....................................................................................................................................... 30
UNIT. III DISCURSIVE GENRES........................................................................................................... 32
THEORETICAL ...................................................................................................................... 33
PRACTICAL ............................................................................................................................ 34
EXAM ........................................................................................................................................... 52
FINAL REFLECTION OF THE SUBJECT ............................................................................................ 54
COURSE OBSERVATIONS .................................................................................................................. 55
AGENDA OF THE QUARTER .............................................................................................................. 56
BIBLIOGRAPHY .................................................................................................................................. 70
LIST OF VERBS ................................................................................................................................... 71
ANNEXES ........................................................................................................................................... 75
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GENERAL DATA
SUBJECT ENGLISH IV
Communicate feelings, thoughts,

knowledge, experiences, ideas,
reflections, opinions, in a clear and
detailed way, on specific and abstract
topics in the public, personal,
educational and occupational,
COMPETITION productive and responsive fields in the
English language according to level B2,
independent user, of the European
Framework of Reference to contribute
to the performance of their functions in
their work, social and personal
environment.
Communicate feelings, thoughts,

knowledge, experiences, ideas,
reflections, opinions, in a clear and
detailed way, on specific and abstract
topics in the public, personal,
educational and occupational fields,
GENERAL OBJECTIVE productively and receptively in the
English language according to level B2,
independent user, of the European
Framework of Reference to contribute
to the performance of their functions in
their work, social and personal
environment
3
UNIT DATA
UNIT I. INDIRECT OBJECT, COMPOSITE NOUNS, REFLEXIVE

PRONOUNS AND PARAGRAPH STRUCTURE.
The student will express opinions on

actions that fall indirectly on people or
UNIT OBJECTIVE
objects, related to globalization to
integrate a structured report.
AGENDA 1:
• INDIRECT OBJECT
• COMPOSITE SUSTATIVES
• REFLECTIVE PORNS
• PARAGRAPH STRUCTURE: MAIN IDEA AND SECONDARY IDEAS
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THEORETICAL
5
6
7
8
9
10
11
12
13
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PRACTICAL
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16
17
18
19
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COMPOUND NOUNS
Name:___Nehemias Luciano De La Cruz_____Group:_4Ä¨ Date:___03/04/20____
Exercises 1.
➢ Choose the word that makes each of these nouns into a compound noun.
1. Fund _____B____ (A – driver, B – seat, C – raiser)
2. News _____A____ (A– paper, B – story, C – travels)
3. Sun ______AB____ (A– day, B – glasses, C – heat)
4. Child ______C____ (A – hood, B – ren, C – play)
5. Door ______A____ (A– frame, B – handle, C – way)
Exercises 2.
➢ Fill in the blanks to complete each compound noun, or with the one-word compound noun
that fits best.
6. Prevent a heart _____B___ by eating properly and getting enough exercise.
(A – stroke, B –attack, C – murmur)
7. Do you prefer peppermint or cinnamon flavored ______B______?

(A– cookies, B – toothpaste, C – applesauce)
8. The full ____A______ looked enormous as it rose over the horizon.

(A – moon, B – sun, C –sunset)
9. I’m going to the barber for a _____C_______.

(A – trim, B – new style, C – haircut)
10.They’re digging a new swimming ____B_______ in the park.

(A – suit, B – pool, C – game)
11.I’d love to learn to pilot an ____B_______

(A–boat, B – airplane, C – submarine)
12.One reason donuts are fattening is that they’re fried in cooking _A___.
(A – oil, B – sugar, C –pans)
13.Sherrie is upset because she lost an ______C_______.

(A – input, B – earring, C – friendship)
14.We put a ____C_______ in the garden to chase birds away.

(A – runway, B – sunshade, C –scarecrow)
15.I’ve got to pick up a package at the post ____B______.

(A – man, B – office, C – book)
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EXAMEN
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REFLECTION OF THE TOPIC

IN UNIT 1 WE LEARNED TO IDENTIFY THE STRUCTURE AND USE OF THE
INDIRECT OBJECTIVE WHERE THE RELATIONSHIP BETWEEN THE PERSON
OR OBJECT IN WHICH THE ACTION OF THE VERB FALLS IS ESTABLISHED.
COMPOSITE NOUNS LEARNED TO IDENTIFY THE STRUCTURE AND USE OF
COMPOSITE NOUNS. THE REFLECTIVE PRONOUNS WE LEARNED TO
IDENTIFY THE STRUCTURE AND USE OF. THE REFLEXIVE PRONOUNS.
REFLECTIVE PRONOUNS BELONG TO A PERSONAL PRONOUN CLASS AND
DIFFER ACCORDING TO SYNTACTIC CRITERIA.
UNITY REFLECTION
IN THE UNIT WE LEARNED NEW THINGS AND FOLLOWED TIME IN ENGLISH
THAT WE USE DAY BYDAY, THE COMPUND NOUNS WORDS CAN BE
COMBINED TO FORM COMPOSITE NOUNS. THESE ARE VERY COMMON AND
NEW COMBINATIONS ARE INVENTED ALMOST DAILY. IT USUALLY HAS TWO
PARTS. THE FIRST PART TELLS US WHAT TYPE OF OBJECT OR PERSON IT
IS, OR WHAT ITS PURPOSE IS. THE SECOND PART IDENTIFIES THE OBJECT
OR PERSON IN QUESTION. COMPOUND NOUNS OFTEN HAVE A MEANING
THAT IS DIFFERENT OR MORE SPECIFIC THAN THE TWO SEPARATE
WORDS.
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UNIT II. ADVERBIES AND INDEFINITE PRONOUNS.
The student will express the way,

sufficiency and sufficiency in which
UNIT OBJECTIVE
situations, actions and products are given
to write reports.
AGENDA 2.
• TOO & ENOUGH
• ADVERBS WAY
• INDEFINITE PRONOUNS
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THEORETICAL
IN THIS SECTION YOU WILL PLACE ALL

INVESTIGATIONS OR INFORMATION RELATING
TO UNIT II. BOTH THE ONE YOU HAD TO
INVESTIGATE AND THE ONE PROVIDED TO YOU.
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PRACTICAL
IN THIS SECTION YOU WILL PLACE ALL THE

TASKS, PRAYERS, EXERCISES OR QUIZZ THAT YOU
HAVE DONE INDIVIDUALLY OR IN A TEAM
REGARDING THE UNIT II.
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EXAM
IN THIS SECTION YOU WILL PLACE THE TEST THAT

WAS TAKEN OR WHAT HAS BEEN USED AS AN
EVALUATION WITH ANY PARTICULAR SCORE.
REGARDING UNIT II.
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EXAMPLE: IN THE PRACTICES CARRIED OUT OF ZERO, 1ST AND 2ST
CONDITIONAL, ARE TOPICS THAT GO TOGETHER SINCE THE STRUCTURE
IS SIMILAR BUT AT DIFFERENT TIMES, IT WAS NECESSARY TO SEARCH FOR
WORDS THAT DO NOT KNOW ENGLISH-SPANISH WITH THE HELP OF OUR
DICTIONARY OR THE TEACHER. APPLYING IN THE DIFFERENT PRACTICES
NECESSARY EXERCISES TO KNOW THE ESSENTIALS OF THE SIMPLE
PRESENT AND TO CONTINUE WITH THE OTHER TIMES THAT APPLY IN THE
CONDITIONALS.
UNITY REFLECTION
EXAMPLE: IN THE UNIT WE LEARNED NEW THINGS AND CONTINUED TO
EMPLOY TIMES IN ENGLISH THAT WE USE DAY BY DAY AS THE SIMPLE
PRESENT, IN THE PREVIOUS QUARTERS WE STUDY THE GRAMMATICAL
TIMES AS PAST AND CONTINUOUS, IT IS WORTH MENTIONING THAT TO
CARRY OUT THE STRUCTURES OF THESE NEW TOPICS IT IS NECESSARY
TO HAVE THE KNOWLEDGE BEFORE MENTIONED TO PROPERLY
STRUCTURE THE TOPICS. THE MAIN OBJECTIVES OF THE UNIT ARE TO
LEARN HOW TO USE IT AND WE ARE COMMONLY CONFUSED ESPECIALLY
WITH THE SUBJECTS TO EMPLOY, THESE THEMES HAVE THE DIFFICULTY
OF KNOWING THE STRUCTURE PERFECTLY AND PERFECTLY COUPLE THE
TIME AND FORM OF THE VERB.
IN THE PERSONAL FIELD ARE WORDS THAT WE USE IN EVERYDAY LIFE AS WELL AS WORDS
THAT IN A COMPANY WE WILL USE TO ENGAGE IN A BASIC CONVERSATION, ADAPTING THE
GRAMMATICAL TIME DEPENDING ON WHAT IS GOING TO BE TALKED ABOUT.
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UNIT. III DISCURSIVE GENRES.
The student will develop texts based on

UNIT OBJECTIVE discursive genres to express ideas for
various purposes.
AGENDA 3.
• NARRATIVE
• DESCRIPTIVE
• ARGUMENTATIVE
• EXPLANATORY
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THEORETICAL
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PRACTICAL
BE YOUNG
Name:_Nehemias Luciano De La Cruz ________Group: 4Ä¨______Date:_30/03/20
READING COMPREHENSION
I.- Read the text and answer the questions
When we are young, we learn that tigers and sharks are dangerous animals. We might be scared
of them because they are big and powerful. As we get older, however, we learn that sometimes
the most dangerous animals are also the smallest animals. In fact, the animal that kills the most
people every year is one that you have probably killed yourself many times: the mosquito.
While it may seem that all mosquitoes are biters, this is not actually the case. Male mosquitoes
eat plant nectar. On the other hand, female mosquitoes feed on animal blood. They need this
blood to live and produce eggs. When a female mosquito bites a human being, it transmits a
small amount of saliva into the blood. This saliva may or may not contain a deadly disease. The
result of the bite can be as minor as an itchy bump or as serious as death.
Because a mosquito can bite many people in the course of its life, it can carry diseases from one
person to another very easily. Two of the most deadly diseases carried by mosquitoes are
malaria and yellow fever. More than 700 million people become sick from these diseases every
year. At least 2 million of these people will die from these diseases.
Many scientists are working on safer and better ways to kill mosquitoes, but so far, there is no
sure way to protect everyone in the world from their deadly bites. Mosquito nets can be placed
over beds to protect people against being bitten. These nets help people stay safe at night, but
they do not kill any mosquitoes. Mosquitoes have many natural enemies like bats, birds,
dragonflies, and certain kinds of fish. Bringing more of these animals into places where
mosquitoes live might help to cut down the amount of mosquitoes in that area. This is a natural
solution, but it does not always work very well. Mosquitoes can also be killed with poisons or
sprays. Even though these sprays kill mosquitoes, they may also harm other plants or animals.
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Although mosquitoes may not seem as scary as larger, more powerful animals, they are far
more dangerous to human beings. But things are changing. It is highly likely that one day
scientists will find a way to keep everyone safe from mosquitoes and the diseases they carry.
Questions
1) According to the author, some people are more afraid of tigers and sharks than mosquitoes because
tigers and sharks.
A. kill more people than mosquitoes
B. are big and powerful
C. are found all over the world
D. have no natural enemies
2) Based on the information in paragraph 2, we can understand that

I. male mosquitoes and female mosquitoes have different eating habits
II. male mosquitoes are harmless to humans
III. female mosquitoes are responsible for transmitting diseases to humans
A. I only
B. I and II only
C. II and III only
D. I, II, and III © Copyright Read Theory LLC, 2012. All rights reserved.
3) In paragraph 2 the author writes, "This saliva may or may not contain a deadly disease." The purpose
of this statement is to
A. oppose a previous argument
B. question an upcoming conclusion
C. confirm a hypothesis
D. support a later statement
4) As used in paragraph 2, minor most nearly means

A. insignificant
B. deadly
C. frustrating
D. dangerous
5) Based on information in paragraph 3, it can be understood that if you get sick with malaria or yellow
fever, your chances of survival are
A. terrible
B. mediocre
C. good
D. excellent
6) It can be understood that the introduction of dragonflies might reduce the number of flies in a given
area because dragonflies
A. work together with mosquitoes
B. kill mosquitoes
C. cannot be killed by poisons or sprays
D. attract bats
7) Which of the following best summarizes the information in paragraph 4?

A. Mosquito nets provide adequate protection from deadly mosquitoes.
B. Poisons and sprays provide adequate protection from deadly mosquitoes.
C. The introduction of the mosquito's natural enemies provides adequate protection from deadly mosquitoes.
D. There is no perfect solution to the mosquito problem.
8) Which of the following words best describes the author's overall attitude towards the prospect of
solving the mosquito problem?
A. despondent, meaning hopeless or dejected
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B. exasperated, meaning extremely irritated or annoyed

C. equivocal, meaning doubtful or uncertain
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Parts of Speech-Be Young
Name:_Nehemias Luciano De La
Cruz___________Group:__4Ä¨___Date:__30/03/20_____
II.- With the text "Be Younger" answer the following questions on the Parts of Speech topic. Choose
the best answer.
1. In paragraph 1, line 1, the word “we” is a:

a) Reflexive pronoun
b) Nominative pronoun
c) Possessive pronoun
d) Objective pronoun
2. In paragraph 1, line 2, the word “them” refers to:

a) Us
b) Tigers
c) Shark
d) Both Tigers and Sharks
3. In paragraph 1, line 4, the word “yourself” is a:

a) Reflexive pronouns
b) Nominative pronoun
c) Possessive pronoun
d) Objective pronoun
4. In paragraph 2, line 2, the word “they” refers to:

a) Tigers and shark
b) Female mosquitoes
c) Dangerous animals
d) Smallest animals
5. In paragraph 3, line 1 what type of pronoun is “its”:

a) Reflexive
b) Nominative
c) Possessive
d) Objective
6. In paragraph 3, line 1, the word “it” refers to:

a) Mosquitoes
b) Female mosquito
c) Male mosquitoes
d) A mosquito
7. In paragraph 4, line 8, the word “they” refers to:

a) Bats
b) Birds
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c) Nets
d) Sprays
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THE CORONAVIRUS
Name:__Nehemias Luciano De La Cruz _____________Group:4Ä¨_____Date:_03/04/20
I. Read the text and answer the questions below:
There is a new virus in China. The virus is very dangerous. One person can easily cath it
from another person. It is spreading fast.
There are reports of the virus in a part of China, Japan, Thailand and South Korea, Officials
expect more reports soon.
The virus causes a lung infection. Sick people have a fever. They have problems with
breating. They feel very tired. Some people have only little problems. However, some people
die.
The world is reacting to the virus. Many airports around the world check people for the virus.
Officials are afraid that the virus can go to other countries too.
Difficult words: virus (a type of sickness), spread (to move to a larger area), lung (an organ
in human body with that people breathe).
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Reacting: Reaccionado
Around: Alrededor
Afraid: Asustado
Sickness: Enfermedad
Breathe: Respirar
1. - What is the main idea of the text?

Inform people about the severity of the virus.
2. - Where is the virus from?

China
3. - How can you get the virus?
One person can easily cath it from another person
4. - Which are the symptoms of Coronavirus?
The symptoms of the virus are fever, breathing problems, tiredness.
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Reading Comprehension
In recent months, a new pandemic has affected us. It has nothing new compared to the
previous ones except that Social networks are being used as a very deadly weapon
Never before have people been so concerned about death, because they have never before
reminded us on a daily basis that people die at alarming rates of around 100 deaths per minute
and 150,000 deaths are estimated worldwide.
There had never been a pandemic in which minute by minute the dead, the victims, the cases
were counted.
All the media, in all countries, are counting deaths. All networks are flooded daily with
information.
hence, quarantine and security measures must be respected to the letter, so that the virus does
not spread and we do not enter into alarming phases as it is in Spain, Italy and the United
States.
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SUBJECT’S NAME:
English IV
TEACHER’S NAME:
Mtro. César Cuellar
STUDENT’S NAME:
Luciano De La Cruz Nehemias
GRADE: GROUP:
4° Quarter “A”
CAREER:
Higher Technical University in Industrial Maintenance Oil Area
PERIOD:
January – April 2020
E-MAIL:
Nehemiasluciano_@hotmail.com
PHONE NUMBER:
938-169-74-84
NAME OF THE ACTIVITY:
Advantages and disadvantages of the COVID19
DATE: April 18, 2020
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English Essay
Introduction:
The next trial will discuss how COVID19 has affected in the
personal field, professional and educational in the world, as we
already know is an infectious disease caused by the SARS-coV-2
virus which was first detected in the Chinese city of Wuhan Province
of Hubei in December 2019 in which it spread to more than 100
territories, on March 11 the global health organization declared the
pandemic.
Development:
a) Personal area (advantages and disadvantages)
As COVID-19 (coronavirus disease 2019), also known as

coronavirus disease, is known as an infectious disease caused by
the SARS-CoV-2 virus. It was first detected in the Chinese city of
Wuhan Province of Hubei, in December 2019. Having reached more
than 100 territories, on 11 March 2020 the World Health
Organization declared it a pandemic. This virus produces flu-like
symptoms, gripe including fever, dry cough, dyspnea, cough
myalgia and fatigue. In severe cases it is characterized by
pneumonia, acute respiratory distress syndrome, sepsis and septic
shock leading to about 3% of those infected to death. There is no
specific treatment; the main therapeutic measures are to alleviate
symptoms and maintain vital functions.
The transmission of the SARS-CoV-2 is produced by small droplets

microdroplets of Flügge that are emitted when speaking, sneezing,
coughing or breathing, that when fired by a carrier (who may have
no symptoms of the disease or be in cubing it) pass directly to
another person by inhalation, or they remain on the objects and
surfaces surrounding the emitter, and then, through the hands,
which collect it from the contaminated environment, come into
43
contact with the oral, nasal and eye mucous membranes, when
touching the mouth, nose or eye. The latter is the main route of
spread, since the virus can remain viable for days in the fomites (any
object devoid of life, or substance, which if contaminated with any
pathogen is able to transfer it from one individual to another).
Symptoms appear between two and fourteen days, an average of
five days, after exposure to the virus. There is limited evidence to
suggest that the virus could be transmitted one to two days before
symptoms are developed, as viremia peaks at the end of the
incubation period.
Its advantages are: Contagion can be prevented with frequent hand

washing, or failing that disinfecting them with gel alcohol, covering
the mouth by coughing or sneezing, either with bleeding (sunken
part of the arm opposite the elbow) or with a handkerchief and
avoiding close contact with other people, the use of surgical masks
based on studies on the H1N1 influenza. H1N1.
Its disadvantages are: many people believe that the virus does not
exist, do not take the necessary security measures, travel to other
countries and do not isolate themselves thus transmit the virus to
people who had contact with them and their loved ones, the virus so
far has no cure.
b) Scope professional (advantages and disadvantages)
Online work as a "temporary" formula that has helped to solve the

special situation we are going through, but less effective than face-
to-face work and less enriching for many as they do not collect their
entire salary. Many people feel that being together in the office
makes everyone "putting things in common and any doubts that
arise are more easily resolved." A lot of people think you're working
harder. is "less operational. Although the technology already allows
us to be quite autonomous, considering that "some people do not
like to see each other". In addition, the face-to-face allows to solve
"issues in a more agile way". In their case, mothers who have
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children, ages 3 and 4, are not easy for them to work online. And
some people don't have the internet and are from other states or
towns.
Its Advantages: that you avoid contact with other people so they are
not exposed to the contagion of the virus, they work from home with
an appropriate schedule.
Their Disadvantages: some people do not have internet at home,

some companies gave off staff, it is difficult for single mothers who
have children of 3 and 4 years since they have no one to take care
of them and have to take care of them.
c) Educational area (advantages and disadvantages)
distance learning, where students of the online modality can

continue with their classes, which shows that there are more
advantages than disadvantages offered by this system.
This is good for demonstrating the full potential of education in virtual

environments and how to better leverage online tools. There used to
be a lot of mistrust, conventional teachers thought that only having
faces in front of them had control over learning. But many teachers
are learning that you can have a much more personal contact by
verbal exchange through forums and platforms of conversation,
videoconferences and a lot of tools that allow us to get to know each
other."
There is much to learn to develop those skills, especially

collaborative work. Teamwork is one of the most difficult things in
the face-to-face system, and in the case of online spaces there are
a lot of tools and special environments for that.
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As for the complications of the online mode the discipline, since we

can be very dispersed, because there is so much information and so
much to see on the Internet that easily loses concentration.
Returning to schools will have to give great importance to the leisure

times, which must have all schools, and do so in a supervised
manner, to ensure that these are again moments of community
building. And on the other hand, we must "give a lot of emphasis to
collaborative learning within the classrooms, so that the student can
relearn in a social way, collectively, collaborating with each other,
teaching each other; to recover this aspect of socialization, which is
absolutely fundamental, and that we are also losing with this
contingency."
The Advantages: taking better advantage of online tools, having a

much more personal contact by verbal exchange through forums
and conversation platforms, video conferencing and a lot of tools that
allow us to get to know the other.
The disadvantages: some students do not have computers at home

or the internet, discipline, since we can be very dispersed, because
there is so much information and so much to see on the Internet that
you easily lose focus.
Conclusion:
In the trial it was presented as COVID19 has affected in the personal,

professional and educational sphere in the world, COVID19
Produces flu-like symptoms, gripe including fever, dry cough,
dyspnea, myalgia and cough fatigue. In severe cases it is
characterized by pneumonia, acute respiratory distress syndrome,
sepsis and septic shock leading to about 3% of those infected to
death. There is no specific treatment; the main therapeutic measures
are to alleviate symptoms and maintain vital functions. The
transmission of COVID19 occurs when talking, sneezing, coughing
or breathing, that when fired by a carrier who may not have
46
symptoms of the disease pass directly to another person by

inhalation, or are left on the objects and surfaces surrounding the
emitter, and then, through the hands, which pick you up from the
contaminated environment, they make contact with the oral, nasal
and eye mucous membranes, when touching the mouth, nose or
eyes.
Ensayo en español
Introducción:
En el siguiente ensayo se hablará sobre como el COVID19 ha

afectado en el ámbito personal, profesional y educativo en el mundo,
como ya sabemos es una enfermedad infecciosa causada por el
virus SARS-coV-2 el cual se detectó por primera vez en la ciudad
china de Wuhan provincia de Hubei en diciembre del 2019 en cual
se esparció a más de 100 territorios, el 11 de marzo la organización
mundial de la salud la declaro pandemia.
Desarrollo:
d) Ámbito personal (ventajas y desventajas)
Como se sabe el COVID-19 (acrónimo del inglés coronavirus

disease 2019), también conocida como enfermedad por coronavirus
, es una enfermedad infecciosa causada por el virus SARS-CoV-2.
Se detectó por primera vez en la ciudad china de Wuhan provincia
de Hubei, en diciembre de 2019. Habiendo llegado a más de 100
territorios, el 11 de marzo de 2020 la Organización Mundial de la
Salud la declaró pandemia. Este virus Produce síntomas similares
a los de la gripe, entre los que se incluyen fiebre, tos seca,
disnea, mialgia y fatiga. En casos graves se caracteriza por
producir neumonía, síndrome de dificultad respiratoria aguda,
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sepsis y choque séptico que conduce a alrededor del 3 % de los

infectados a la muerte. No existe tratamiento específico; las
medidas terapéuticas principales consisten en aliviar los síntomas y
mantener las funciones vitales.
La transmisión del SARS-CoV-2 se produce mediante pequeñas

gotas microgotas de Flügge que se emiten al hablar, estornudar,
toser o espirar, que al ser despedidas por un portador (que puede
no tener síntomas de la enfermedad o estar incubándola) pasan
directamente a otra persona mediante la inhalación, o quedan sobre
los objetos y superficies que rodean al emisor, y luego, a través de
las manos, que lo recogen del ambiente contaminado, toman
contacto con las membranas mucosas orales, nasales y oculares, al
tocarse la boca, la nariz o los ojos. Esta última es la principal vía de
propagación, ya que el virus puede permanecer viable hasta por
días en los fómites (cualquier objeto carente de vida, o sustancia,
que si se contamina con algún patógeno es capaz de transferirlo de
un individuo a otro). Los síntomas aparecen entre dos y catorce
días, con un promedio de cinco días, después de la exposición al
virus. Existe evidencia limitada que sugiere que el virus podría
transmitirse uno o dos días antes de que se tengan síntomas, ya
que la viremia alcanza un pico al final del período de incubación.
Sus Ventajas son: El contagio se puede prevenir con el lavado de

manos frecuente, o en su defecto la desinfección de las mismas
con alcohol en gel, cubriendo la boca al toser o estornudar, ya sea
con la sangradura (parte hundida del brazo opuesta al codo) o con
un pañuelo y evitando el contacto cercano con otras personas, el
uso de máscaras quirúrgicas basados en estudios sobre la
Influenza H1N1.
Sus Desventajas son: muchas personas creen que el virus no

existe, no toman las medidas de seguridad necesarias, viajan a
otros países y no se aíslan así transmiten el virus a personas que
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tuvieron contacto con ellos y a sus seres queridos, el virus hasta el

momento no tiene cura.
e) Ámbito profesional (ventajas y desventajas)
El trabajo en línea como una fórmula "temporal" que ha ayudado a

solventar la situación especial que atravesamos, pero menos
efectiva que el trabajo presencial y menos enriquecedor para
muchas ya que no cobran todo su sueldo. Muchas personas sienten
que al estar juntos en la oficina hace que todo el mundo esté
"poniendo cosas en común y cualquier duda que surge se resuelva
más fácilmente". Muchas personas piensan que se trabaja más. a
largo plazo es "menos operativo". Aunque la tecnología ya permite
que seamos bastante autónomos, considerando que "algunas
personas no les gusta verse". Además, lo presencial permite
solucionar "cuestiones de forma más ágil". En su caso, las madres
que tienen hijos de 3 y 4 años, no les es fácil trabajar en línea. Y
algunas personas no cuentan con internet y son de otros estados o
pueblos.
Sus Ventajas: que se evita el contacto con las demás personas así
no se exponen al contagio del virus, trabajan desde casa con un
horario adecuado.
Sus Desventajas: algunas personas no cuentan con internet en

casa, algunas empresas despidieron personal, se dificulta para las
madres solteras que tiene hijos de 3 y 4 años ya que no tienen quien
se las cuiden y tienen que cuidarlos ellas.
f) Ámbito educativo (ventajas y desventajas)
la educación a distancia, donde los estudiantes de la modalidad en

línea pueden continuar con sus clases, lo que demuestra que son
más las ventajas que desventajas las que ofrece este sistema.
49
Esto es bueno para demostrar todo el potencial que tiene la

educación en entornos virtuales y cómo aprovechar mejor las
herramientas en línea. Antes se tenía mucha desconfianza, los
profesores convencionales pensaban que sólo teniendo caras
enfrente tenían control sobre el aprendizaje. Pero muchos
profesores están aprendiendo que se puede tener un contacto
mucho más personal por el intercambio verbal a través de foros y
plataformas de conversación, videoconferencias y una gran
cantidad de herramientas que nos permiten conocer al otro”.
Hay mucho que aprender para desarrollar esas capacidades, sobre

todo de trabajo colaborativo. El trabajo en equipo es de las cosas
más difíciles en el sistema presencial, y en el caso de los espacios
en línea hay una gran cantidad de herramientas y de entornos
especiales para eso.
En cuanto a las complicaciones de la modalidad en línea la

disciplina, ya que podemos ser muy dispersos, porque hay tanta
información y tanto que ver en Internet que fácilmente se pierde la
concentración.
El retornar a los centros educativos habrá que darle mucha

importancia a los tiempos de esparcimiento, que deben tener todas
las escuelas, y hacerlo de una manera supervisada, para asegurar
que esos sean de nuevo momentos de construcción de comunidad.
Y por otro lado, hay que “darle mucho énfasis al aprendizaje
colaborativo al interior de las aulas, de manera que el estudiantado
pueda volver a aprender de manera social, de manera colectiva,
colaborando unos con otros, enseñándose unos a otros; para
recuperar este aspecto de socialización, que es absolutamente
fundamental, y que también con esta contingencia estamos
perdiendo”.
Las Ventajas: el aprovechar mejor las herramientas en línea, tener

un contacto mucho más personal por el intercambio verbal a través
50
de foros y plataformas de conversación, videoconferencias y una

gran cantidad de herramientas que nos permiten conocer al otro.
Las desventajas: algunos alumnos no cuentan con computadoras

en casa ni internet, la disciplina, ya que podemos ser muy dispersos,
porque hay tanta información y tanto que ver en Internet que
fácilmente se pierde la concentración.
Conclusión:
En el ensayo se presentó como el COVID19 ha afectado en el

ámbito personal, profesional y educativo en el mundo, el COVID19
Produce síntomas similares a los de la gripe, entre los que se
incluyen fiebre, tos seca, disnea, mialgia y fatiga. En casos graves
se caracteriza por producir neumonía, síndrome de dificultad
respiratoria aguda, sepsis y choque séptico que conduce a
alrededor del 3 % de los infectados a la muerte. No existe
tratamiento específico; las medidas terapéuticas principales
consisten en aliviar los síntomas y mantener las funciones vitales.
La transmisión del COVID19 se produce al hablar, estornudar, toser
o espirar, que al ser despedidas por un portador que puede no tener
síntomas de la enfermedad pasan directamente a otra persona
mediante la inhalación, o quedan sobre los objetos y superficies que
rodean al emisor, y luego, a través de las manos, que lo recogen del
ambiente contaminado, toman contacto con las membranas
mucosas orales, nasales y oculares, al tocarse la boca, la nariz o los
ojos.
51
EXAM
IN THIS SECTION YOU WILL PLACE THE TEST THAT

WAS TAKEN OR WHAT HAS BEEN USED AS AN
EVALUATION WITH ANY PARTICULAR SCORE.
REGARDING UNIT III.
52

IN THE WORK WE DID OF THE 3 UNIT OF BE YOUNG WE READ THE TEXT
FROM BEGINNING TO END, MARK WITH A COLOR THE WORDS THAT WE
CONSIDER UNKNOWN AND LOOK FOR THEIR MEANING, THEN IDENTIFY ALL
THE PRONOUNS AND IDENTIFY ALL THE VERB THAT WE FIND IN THE
UNDERLINE. THEN WE PERFORMED THE UNDERSTANDING-PARTS OF
SPEECH WHERE WE READ THE TEXT OF THE CORONAVIRUS, WE MARK
WITH A COLOR ALL THE TYPE OF PRONOUNS THAT WE FIND IN IT. WE
WROTE A 100-WORD OPINION ON THE EVENTS OF THE COVID19 VIRUS. WE
CONDUCT A 1000-WORD ESSAY WHERE WE RECOUNT THE IMPRESSIONS,
PERSPECTIVE AND ANALYSIS OF HOW COVID19 AFFECTS OR AFFECTS IN
THE PERSONAL, PROFESSIONAL AND EDUCATIONAL SPHERE.
UNITY REFLECTION
IN THE UNIT WE LEARNED NEW THINGS LIKE WORKING THROUGH THE
SCHOOLOGY PLATFORM BECAUSE DUE TO THE CONTINGENCY OF THE
COVID19 VIRUS WE HAD NO FACE-TO-FACE CLASSES, WE LEARNED TO
EXPLAIN THE CHARACTERISTICS OF THE NARRATIVE AS A DISCURSIVE
GENRE TO ELABORATE SHORT NARRATIVES, BRIEF DESCRIPTIONS, BRIEF
ARGUMENTS AND BRIEF EXPLANATIONS. WE CARRIED OUT ACTIVITIES
SUCH AS THE 1000-WORD ESSAY WHERE WE RECOUNTED THE
IMPRESSIONS, PERSPECTIVE AND ANALYSIS OF THE ADVANTAGES AND
DISADVANTAGES OF HOW COVID19 AFFECTS OR AFFECTS IN THE
PERSONAL, PROFESSIONAL AND EDUCATIONAL SPHERE.
53
FINAL REFLECTION OF THE SUBJECT
THE ESSENCE OF THE ENGLISH SUBJECT IS TO MAKE STUDENTS

PROPERLY TRAIN WITH THE IMPLEMENTATION OF A NEW LANGUAGE. I
PERSONALLY CONCLUDE THAT THIS COURSE HAS BEEN OF GREAT
IMPORTANCE PERSONALLY TO ME, SINCE I HAVE LEARNED A LOT SOME
THINGS THAT I DO NOT KNOW ENGLISH, IT IS REWARDING FOR ME TO HAVE
A GREAT ADVANCE IN TERMS OF THE SECOND LANGUAGE AND THAT GOOD
TO KNOW THAT THE UNIVERSITY DEMANDS THIS LANGUAGE AS A
REQUIREMENT OF DEGREE BECAUSE ENGLISH IS THE MOST SPOKEN
LANGUAGE IN THE WORLD AND IN THE FUTURE I KNOW THAT HAVING
KNOWLEDGE IN THE LANGUAGE WILL BE OF GREAT IMPORTANCE TO MY
JOB PERFORMANCE. THE METHODOLOGY OF THE COURSE WAS
EXCELLENT, THE TEACHER KNOWS HOW TO EXPLAIN ALL THE TOPICS
VERY WELL.
54
COURSE OBSERVATIONS
STUDENT (A): THIS COURSE WAS VERY USEFUL SINCE IT HELPED US IN THE
PROFESSIONAL FIELD TO UNDERSTAND THE ENGLISH LANGUAGE WE
LEARNED TO GENERATE SPEECHES THE TEACHER PROPERLY FULFILLED
THE TEACHING OF THE SUBJECTS AND OBTAINED A GOOD RESULT OF THIS
COURSE, ALTHOUGH WE DO NOT FINISH THE COURSE AS IS DUE BY THE
CONTINGENCY OF COVID19, BUT DESPITE THIS WE MANAGED TO FINISH
THE UNITS AS IT EXPLAINS IN DETAIL EACH OF THE TASKS. THE ENGLISH
LANGUAGE IS VERY DIFFICULT TO UNDERSTAND AND THE TEACHER
SOLVED ANY OF MY DOUBTS AND CORRECTED THE TASKS THAT WERE
WRONG. EACH OF THE UNITS WAS EVALUATED ORAL AND WRITTEN
CONFORMS TO THE SUBJECT AND UNITY.
PROFESSOR:
55
AGENDA OF THE QUARTER
TÉCNICO SUPERIOR UNIVERSITARIO EN DISEÑO

MANTENIMIENTO ÁREA INDUSTRIAL
EN COMPETENCIAS PROFESIONALES
ASIGNATURA DE INGLÉS IV
1. Competencias Comunicar sentimientos, pensamientos,
conocimientos, experiencias, ideas, reflexiones,
opiniones, de forma clara y detallada, sobre temas
concretos y abstractos en los ámbitos públicos,
personal, educacional y ocupacional, productiva y
receptivamente en el idioma inglés de acuerdo al nivel
B2, usuario independiente, del Marco de Referencia
Europeo para contribuir en el desempeño de sus
funciones en su entorno laboral, social y personal.
2. Cuatrimestre Cuarto
3. Horas Teóricas 22
4. Horas Prácticas 53
5. Horas Totales 75
6. Horas Totales por Semana 5
Cuatrimestre
7. Objetivo de aprendizaje Comunicar sentimientos, pensamientos,
conocimientos, experiencias, ideas, reflexiones,
opiniones, de forma clara y detallada, sobre temas
concretos y abstractos en los ámbitos públicos,
personal, educacional y ocupacional, productiva y
receptivamente en el idioma inglés de acuerdo al nivel
B2, usuario independiente, del Marco de Referencia
Europeo para contribuir en el desempeño de sus
funciones en su entorno laboral, social y personal
Horas
Unidades de Aprendizaje
Teóricas Prácticas Totales
Objeto indirecto, sustantivos compuestos, 10 20 30
pronombres reflexivos y estructura del párrafo
Adverbios y pronombres indefinidos 7 18 25
Géneros discursivos 5 15 20
Totales 22 53 75
56
INGLÉS IV
UNIDADES DE APRENDIZAJE
1. Unidad de I. Objeto indirecto, sustantivos compuestos, pronombres

Aprendizaje reflexivos y estructura del párrafo
3. Horas Prácticas 20
4. Horas Totales 30
5. Objetivo de la El alumno expresará opiniones sobre acciones que recaen de
Unidad de manera indirecta en personas u objetos, relacionadas con la
Aprendizaje globalización para integrar un informe estructurado.
Temas Saber Saber hacer Ser
Objeto Identificar la estructura Establecer la relación Analítico,

indirecto y el uso del objeto entre la persona u Asertivo,
indirecto objeto en la cual Atento,
recae la acción del Comunicación Efectiva,
verbo. Confianza en si mismo,
Remplazar Creativo,
sustantivos por el Dinámico,
pronombre de objeto Extrovertido,
correspondiente Metódico,
Designar receptores y Organizado
beneficiarios de una
acción indirectamente
Sustantivos Identificar la estructura Seleccionar el orden Analítico,
compuestos y el uso de los de elementos en Asertivo,
sustantivos sustantivos Atento,
compuestos "noun + compuestos. Comunicación Efectiva,
noun" Confianza en si mismo,
Creativo,
Describir la función del Dinámico,
sustantivo compuesto. Extrovertido,
Metódico,
Organizado
57
Pronombre Identificar la estructura Expresar acciones las Analítico,

reflexivos y el uso de los cuales recaen sobre Asertivo,
pronombres reflexivos. la misma persona Atento,
que las realiza. Comunicación Efectiva,
Confianza en si mismo,
Creativo,
Dinámico,
Extrovertido,
Metódico,
Organizado
Estructura Explicar el concepto de Determinar la idea Analítico,
del párrafo: párrafo. principal y las ideas Asertivo,
idea secundarias de Atento,
principal e Distinguir las párrafos. Comunicación Efectiva,
ideas características de las Confianza en si mismo,
secundarias ideas principales y de Estructurar párrafos Creativo,
las ideas secundarias con las ideas Dinámico,
de párrafos. principales y Extrovertido,
secundarias. Metódico,
Organizado
INGLÉS IV
PROCESO DE EVALUACIÓN
Instrumentos y tipos
Resultado de aprendizaje Secuencia de aprendizaje
de reactivos
A partir de un caso acerca de 1. Identificar la estructura y el Estudio de caso

un personaje cuyas acciones uso del objeto Indirecto. Lista de cotejo
hayan tenido impacto a nivel
global, elaborará un informe 2. Comprender la estructura y
que incluya: el uso de los sustantivos
compuestos.
-Ideas principales y secundarias
del texto proporcionado. 3. Identificar la estructura y el
uso de los pronombres
-Receptores y beneficiarios de reflexivos.
acciones expresadas de
manera indirecta. 4. Distinguir la idea principal de
las ideas secundarias en
-Logros del personaje por textos.
méritos propios
5. Redactar párrafos
-Sustantivos compuestos estructurando ideas principales
y secundarias
58
INGLÉS IV
PROCESO ENSEÑANZA APRENDIZAJE
Métodos y técnicas de enseñanza Medios y materiales didácticos
Análisis de casos Diccionario,

Discusión en grupo Internet,
Realización de trabajos de investigación TV,
grabadora,
DVD,
películas,
CD música,
CD ROM,
software especializado en el aprendizaje de
la lengua,
aulas interactivas,
proyector
laboratorios,
Revistas,
documentos auténticos,
retroproyector,
equipo de cómputo,
biografías,
instructivos,
procedimientos,
manuales.
ESPACIO FORMATIVO
Laboratorio / Taller Empresa

Aula
59
INGLÉS IV
1. Unidad de II. Adverbios y pronombres indefinidos
Aprendizaje
3. Horas 18
Prácticas
4. Horas Totales 25
5. Objetivo de la El alumno expresará la manera, la suficiencia e insuficiencia
Unidad de en que se dan situaciones, acciones y productos para
Aprendizaje redactar informes.
"too" y Identificar el uso de los Determinar la Analítico,

"enough" adverbios "too" y demasía, suficiencia o Asertivo,
"enough" insuficiencia de Atento,
características y Comunicación Efectiva,
Distinguir entre las cantidades de Confianza en si mismo,
estructuras: "adjective productos y servicios. Creativo,
+ enough", "enough + Dinámico,
noun", "too + adjective" Extrovertido,
Metódico,
Organizado
Adverbios Identificar los adjetivos Estructurar adverbios Analítico,
de manera regulares e irregulares de manera Asertivo,
que se transforman en Atento,
adverbios con la Expresar el modo en Comunicación Efectiva,
partícula "-ly". que una acción o Confianza en si mismo,
situación se lleva a Creativo,
Describir la función de cabo Dinámico,
los adverbios de Extrovertido,
manera Metódico,
Organizado
60
Pronombres Identificar el uso de los Expresar acciones y Analítico,

indefinidos pronombres situaciones hechas Asertivo,
indefinidos. por actores Atento,
"everybody", indeterminados Comunicación Efectiva,
"everyone", "someone", Confianza en si mismo,
"anything", "nobody". Creativo,
Dinámico,
Extrovertido,
Metódico,
Organizado
INGLÉS IV
de reactivos
A partir de una investigación, 1. Comprender el uso de los Proyecto
elaborará un texto breve de adverbios. Lista de cotejo
diagnóstico situacional de una
empresa de su área de 2. Identificar los adverbios de
especialidad y una manera.
presentación que incluyan:
3.- Comprender el uso de los
-Características de sus pronombres indefinidos
productos y servicios
empleando "too" y "enough" 4. Describir características de
productos y la manera en que
- La descripción de la manera se efectúan las cosas
de hacer las cosas en un
proceso
-Propuesta de políticas
generales del reglamento de
una empresa
61
INGLÉS IV
Análisis de proyectos Diccionario,
Discusión en grupo Internet,
Tareas de investigación (lecturas) TV,
grabadora,
DVD,
películas,
CD música,
CD ROM,
la lengua,
aulas interactivas,
proyector
laboratorios,
Revistas,
retroproyector,
equipo de cómputo,
biografías,
instructivos,
procedimientos,
manuales.
ESPACIO FORMATIVO
Aula Laboratorio / Taller Empresa

X
62
INGLÉS IV
1. Unidad de III. Géneros discursivos

Aprendizaje
3. Horas 15
Prácticas
4. Horas Totales 20
5. Objetivo de la E l alumno elaborará textos con base en los géneros
Unidad de
discursivos para expresar ideas con propósitos diversos.
Aprendizaje
Narrativa Explicar las Elaborar narraciones Analítico,

características de la breves Asertivo,
narración como Atento,
género discursivo Comunicación Efectiva,
Creativo,
Dinámico,
Extrovertido,
Metódico,
Organizado
Descriptiva Explicar las Elaborar Analítico,
características de la descripciones breves Asertivo,
descripción como Atento,
Creativo,
Dinámico,
Extrovertido,
Metódico,
Organizado
63
Argumentativa Explicar las Elaborar Analítico,

características de la argumentaciones Asertivo,
argumentación como breves Atento,
Creativo,
Dinámico,
Extrovertido,
Metódico,
Organizado
Explicativa Explicar las Elaborar Analítico,
características de la explicaciones breves Asertivo,
explicación como Atento,
Creativo,
Dinámico,
Extrovertido,
Metódico,
Organizado
64
INGLÉS IV
de reactivos
Elaborará y presentará una 1. Comprender las Ejercicios prácticos

antología que incluya un texto características de la narración Lista de cotejo
de tres párrafos de cada uno de como género discursivo
los géneros discursivos.
2. Comprender las
características de la
descripción como género
discursivo
3. Comprender las
argumentación como género
discursivo
4. Comprender las
explicación como género
discursivo
5. Elaborar textos con las

características de los géneros
discursivos
65
INGLÉS IV
Tareas de Investigación Diccionario,

Ejercicios prácticos Internet,
Lectura asistida TV,
grabadora,
DVD,
películas,
CD música,
CD ROM,
la lengua,
aulas interactivas,
proyector
laboratorios,
Revistas,
retroproyector,
equipo de cómputo,
biografías,
instructivos,
procedimientos,
manuales.
ESPACIO FORMATIVO
Aula Laboratorio / Taller Empresa
66
INGLÉS IV
CAPACIDADES DERIVADAS DE LAS COMPETENCIAS PROFESIONALES A LAS QUE
CONTRIBUYE LA ASIGNATURA
Capacidad Criterios de Desempeño
Interpretar información compleja escrita A partir de una información previamente

y verbal en textos o discursos extensos proporcionada ya sea en forma oral o escrita:
de temas concretos y abstractos, incluso
si son de carácter técnico, siempre que -. Reacciona de manera no verbal ante el
estén dentro de su campo de mensaje enviado.
especialización, siguiendo líneas -. Intercambia y expone de forma detallada
argumentales, para definir y sustentar planteamientos y posturas así como sus
una postura propia. ventajas y desventajas proporcionadas en la
información previa.
-. Expresa y defiende una opinión o propuesta
personal basada en la información que le fue
presentada con anterioridad.
Expresar sentimientos, pensamientos, Participa en conversaciones con fluidez y
conocimientos, experiencias, ideas, espontaneidad, sobre temas de su
reflexiones, opiniones, de forma clara y especialidad, abstractos y culturales utilizando
detallada, argumentando, destacando la vocabulario pertinente para poderse comunicar
importancia, ventajas e inconvenientes con seguridad y precisión gramatical,
de una amplia serie de temas manteniendo una conversación, reconociendo
relacionados con su área de
especialidad, para defender sus puntos
de vista y presentar propuestas.
Redactar documentos claros y - Redacta reportes e informes de manera
detallados sobre una amplia serie de estructurada, lógica e inteligible, sin errores
temas relacionados con su área de ortográficos evidentes sobre una amplia
especialidad, proponiendo motivos, variedad de temas de su especialidad,
destacando la importancia de explicando ventajas y desventajas, desde un
determinados hechos y experiencias, punto de vista concreto.
para apoyar o refutar un punto de vista
concreto.
67
INGLÉS IV
FUENTES BIBLIOGRÁFICAS
Título del
Autor Año Ciudad País Editorial
Documento
Betty (2003) Fundamentals of White Estados Longman

Shrampfer English Grammar Plains, ny Unidos de
azar América
David (2001) The Complete St. Estados Jag
Christiansen Listening-Speaking Anthony, Unidos de publication
Course ID América s
Val black (1992) Speaking Oxford, Inglaterra Oxford
Maggy Ox university
Mcnorton press
Sue Parker
Merriam- (2010) Essential learner´s Springfiel Estados Merriam-

Webster English dictionary d, Ma Unidos de webster
América inc.
Fabcor (2001) Prívate teacher for Bogotà Colombia IMPRECA
Corporation S everybody OBM L LTDA
en C
Carlos (2010) The university of USA pocket
Castillo y Otto Chicago books
F. Bond New York
Raymond (2009) Essential Grammar in Cambridg United Cambridg
Murphy Use e Kingdom e
University
Press
Raymond (2009) Grammar in Use Cambridg United Cambridg
Murphy intermediate e Kingdom e
University
Press
L.G. (1998) Longman English Essex England Longman
Alexander Grammar Practice
(2002) Webster's Springcel Massachusett Websters
New Dictionary of Syn d s
onyms
Keith Jarding (2007) International Express Oxford United Oxford
and Liz Taylo Kingdom University
Press
68
Título del
Autor Año Ciudad País Editorial
Documento
Kenneth (2011) English for Meetings Oxford UK Oxford

Thomson University
Press
Barrall, Irene (2006) Intelligent Business Essex Reino Unido Pearson-
:Pre intermediate Longman
Business English
Coursebook with
Style Guide booklet
Workbook, Skills book
with CD
Naunton,Jon (2005) ProFile 2. Student`s Oxford Reino Unido Oxford
Bk and University
Workbook Press
Sin autor (2006) Dictionary of English Essex Reino Unido Pearson-
determinado Language and Longman
Culture
Sin autor (2005) Collocations- Oxford Reino Unido Oxford
determinado Dicitonary for University
students of English Press
Swan,Michael (2008) Practical English Oxford Reino Unido Oxford
Usage University
Press
Redman, (2009) English Vocabulary in Cambridg Reino Unido Cambridg
Stuart Use.Pre-Intermediate e e
& Intermediate University
Press
Maggio,Rosali (2007) How to Say it New York Estados Prentice
e Unidos Hall Press
69
BIBLIOGRAPHY
• COLLEGE, A. C. (2018). AIMS COMMUNITY COLLEGE. Obtenido de AIMS

COMMUNITY COLLEGE: https://www.aims.edu/student/online-writing-
lab/grammar/parts-of-speech.php
• Grammar, C. E. (s.f.). Collins. Obtenido de Collins:

https://www.grammar.collinsdictionary.com/es amp/gramatica-de-
aprendizaje/compound-nouns
• Keuntjes, K. (18 de Jun de 2018). LIBRARY AND LEARNING SERVICES.

Obtenido de LIBRARY AND LEARNING SERVICES:
https://rasmussen.libanswers.com/faq/32289
• Ltd, E. E. (s.f.). EF Education First Ltd. Obtenido de EF Education First Ltd:

https://www.ef.com/ca/english-resources/english-grammar/compound-
nouns/
• Ltda, W. (s.f.). Grammar. Obtenido de Grammar:

https://www.grammar.cl/english/parts-of-speech.htm
70
LIST OF VERBS
71
72
73
74
ANNEXES
75
76
77
78
79
80
81
82
83
84
85
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UNIVERSIDAD TECNOLÓGICA DE CAMPECHE

GRADE AND GROUP:

Communicate feelings, thoughts,

Communicate feelings, thoughts,

UNIT I. INDIRECT OBJECT, COMPOSITE NOUNS, REFLEXIVE

The student will express opinions on

• PARAGRAPH STRUCTURE: MAIN IDEA AND SECONDARY IDEAS

7. Do you prefer peppermint or cinnamon flavored ______B______?

8. The full ____A______ looked enormous as it rose over the horizon.

9. I’m going to the barber for a _____C_______.

10.They’re digging a new swimming ____B_______ in the park.

11.I’d love to learn to pilot an ____B_______

13.Sherrie is upset because she lost an ______C_______.

14.We put a ____C_______ in the garden to chase birds away.

15.I’ve got to pick up a package at the post ____B______.

REFLECTION OF THE TOPIC

UNIT II. ADVERBIES AND INDEFINITE PRONOUNS.

The student will express the way,

• TOO & ENOUGH

IN THIS SECTION YOU WILL PLACE ALL

IN THIS SECTION YOU WILL PLACE ALL THE

IN THIS SECTION YOU WILL PLACE THE TEST THAT

REFLECTION OF THE TOPIC

UNIT. III DISCURSIVE GENRES.

The student will develop texts based on

I.- Read the text and answer the questions

2) Based on the information in paragraph 2, we can understand that

4) As used in paragraph 2, minor most nearly means

7) Which of the following best summarizes the information in paragraph 4?

B. exasperated, meaning extremely irritated or annoyed

Parts of Speech-Be Young

1. In paragraph 1, line 1, the word “we” is a:

2. In paragraph 1, line 2, the word “them” refers to:

3. In paragraph 1, line 4, the word “yourself” is a:

4. In paragraph 2, line 2, the word “they” refers to:

5. In paragraph 3, line 1 what type of pronoun is “its”:

6. In paragraph 3, line 1, the word “it” refers to:

7. In paragraph 4, line 8, the word “they” refers to:

I. Read the text and answer the questions below:

1. - What is the main idea of the text?

2. - Where is the virus from?

Mtro. César Cuellar

Luciano De La Cruz Nehemias

Higher Technical University in Industrial Maintenance Oil Area

January – April 2020

NAME OF THE ACTIVITY:

Advantages and disadvantages of the COVID19

DATE: April 18, 2020

a) Personal area (advantages and disadvantages)

As COVID-19 (coronavirus disease 2019), also known as

The transmission of the SARS-CoV-2 is produced by small droplets

Its advantages are: Contagion can be prevented with frequent hand

b) Scope professional (advantages and disadvantages)

Online work as a "temporary" formula that has helped to solve the

Their Disadvantages: some people do not have internet at home,

c) Educational area (advantages and disadvantages)

distance learning, where students of the online modality can

This is good for demonstrating the full potential of education in virtual

There is much to learn to develop those skills, especially

As for the complications of the online mode the discipline, since we

Returning to schools will have to give great importance to the leisure

The Advantages: taking better advantage of online tools, having a

The disadvantages: some students do not have computers at home

7. Do you prefer peppermint or cinnamon flavored B?

8. The full A__ looked enormous as it rose over the horizon.

9. I’m going to the barber for a _C___.

10.They’re digging a new swimming B___ in the park.

11.I’d love to learn to pilot an B___

13.Sherrie is upset because she lost an C_.

14.We put a C___ in the garden to chase birds away.

15.I’ve got to pick up a package at the post B__.