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ENGLISH
EXAM GUIDE
3° PARTIAL
Instituto Alexander Dul
.
Secundaria Clave: ES4-617
Guía del Tercer Examen Parcial
Asignatura: Inglés III
Open Skies 3, Student’s book
1/ Redactar y comprender un experimento: uso del presente simple (p. 9), futuro “going to” (p. 23), futuro “will”
(pp. 27, 29), modo imperativo
EJEMPLO:
TRY SOME LAVA IN A CUP
You will need:
-
A clear drinking glass
1/4 cup vegetable oil
1 teaspoon salt
Water
Food colouring
How to do it?
1/
2/
3/
4/
5/
6/
Fill the glass about 3/4 full of water.
Add about 2 drops of food colouring (I like red for the lava look)
Slowly pour the vegetable oil into the glass. See how the oil floats on top (Cool, huh? It gets better)
Now the fun part: sprinkle the salt on top of the oil.
Watch blobs of lava move up and down in your glass.
If you liked that, add another teaspoon of salt to keep the effect going.
How does it work?
So what’s going on? Of course, it’s not real lava but it does look a bit like a lava lamp your parents may have had. First
of all, the oil floats on top of the water because it’s lighter than the water. Since the salt is heavier than oil, it sinks
down into the water and takes some oil with it, but then the salt dissolves and back up goes the oil, pretty cool, huh?
Make it an experiment!
The project above is a demonstration. To make it a true experiment, you can try to answer these questions:
1/
2/
3/
4/
How long will the effect go on if you keep adding salt?
Do different kinds of food oil give different effects?
Will other substances (sand, sugar, etc.) work the same as salt?
Does the height or shape of the glass affect the experiment?
http://www.sciencebob.com/experiments/lavacup.php
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ENGLISH
EXAM GUIDE
3° PARTIAL
2/ Dar una opinión personal, argumentada y concreta sobre algún tema de sociedad: identificar tipo de
documento, público a quien va dirigido, ideas principales y secundarias.
EJEMPLO:
DIRECT COMMUNICATION IS DYING OUT…
§1
In the past, friends used to call or meet up to catch up on each other’s news. Nowadays, with the rise of
technological communication, personal contact is becoming less frequent and more distant communication methods,
like e-mail, texts or instant messaging are taking its place.
§2
Many people fear that the younger generation is losing the social skills they need to communicate. When
communicating face-to-face, young people feel uncomfortable and keeping eye contact is difficult for them. They
avoid making phone calls and prefer to send someone a text, even when they are in the next room.
§3
Is this a problem? Or is this just the way that humans are evolving? A recent study has shown that two-thirds
of teenagers are now more likely to text their friends than call them. Young people often prefer to text because they
can hide aspects of their personality. For example, if they’re shy, they can seem cooler. Also, texting is a way to stay in
touch with more as it’s impossible to see lots of people face-to-face. So, many teenagers believe this distant way of
communicating is actually improving communication.
§4
There is no doubt that face-to-face communication is more than just words. When speaking to someone faceto-face, your tone of voice and body language play an important role, too. Today, many people are going against the
trend of distant communication. “No e-mail” days are becoming popular in the U.S.A. and companies are encouraging
people to pick up the phone and talk to another human being, or even meet face-to-face.
Pioneer Pre-Intermediate, Mitchell, H.Q. and Malkogianni Marileni, American edition, MM Publications, 2013, p. 22
I/ Read and match the sentences to the paragraph they refer to.
(
(
(
(
)
)
)
)
Young people don’t know how to communicate face-to-face.
New ways of communication: e-mail, texts, etc.
Young people use text messages to hide their personality.
Companies don’t want distant communication any more.
II/ Read the text again and answer the following questions.
1/
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6/
How did friends use to catch up on each other in the past?
What has a recent study shown about teenagers?
Why is texting useful?
What other factors are involved in face-to-face communication?
What are companies doing to avoid distant communication?
Do you agree with the text? Yes or no? Why?
III/ Write an opinion about this article.
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ENGLISH
EXAM GUIDE
3° PARTIAL
3/ Tratar sobre temas pasados, tanto históricos como personales.
Uso del pasado simple (pp. 51, 53, 55, 57, 59). Verbos regulares “-ed” e irregulares (p. 105). Pronunciación.
DOCUMENTO DISTRIBUIDO EN CLASE PARA APRENDER Y PRACTICAR LA PRONUNCIACIÓN:
PAST PARTICIPLE REGULAR VERBS -ED PRONUNCIATION
/t/
/d/
/ id /
stop > stopped
learn > learned
decide > decided
look > looked
listen > listened
want > wanted
wash > washed
play > played
start > started
watch > watched
enjoy > enjoyed
wait > waited
like > liked
live > lived
visit > visited
walk > walked
stay > stayed
invite > invited
help > helped
open > opened
work > worked
love > loved
change > changed
call > called
miss > missed
arrive > arrived
relax > relaxed
smile > smiled
clean > cleaned
We pronounce /t/ after VOICELESS
SOUNDS: /p/, /k/, /s/, /f/ and
voiceless /th/ sound
We pronounce /d/ after VOICED
SOUNDS: /b/, /g/, /v/, /z/, /m/, /n/,
/l/, /r/ and voiced /th/ sound and
ALL VOWELS
We pronounce /id/ after /d/ and /t/
sounds
Read the following dialogue. Write the phonetic symbol representing the sound of the -ed ending above each past
tense verb. Check your answers. Practice the dialogue aloud with a partner. Be sure to carefully pronounce all past
tense endings!
K
T
K
T
K
T
K
T
Tom, have you started your diet? I hope you haven’t gained weight.
I boiled eggs and sliced celery for lunch.
Have you exercised at all?
I walked five miles and jogged in the park.
Have you cleaned the house? Calories can be worked off that way.
Who baked this apple pie? Who cooked this ham?
Oh, no! I’ll take this food home so you won’t be tempted. I really enjoyed being with you. Your diet is great!
What happened? Somehow, I missed out on all the fun.
Dialogue taken from English Pronunciation Made Simple, Longman
Vita Education Services, www.vitaeducation.org
4/ Traducción de un breve documento: español a inglés o inglés a español.
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ENGLISH
EXAM GUIDE
3° PARTIAL
EJEMPLO DE LA TRADUCCIÓN PRACTICADA EN CLASE:
January 11, 11:00
Enero 11, 11:00
In the last 24 hours the monitoring system of
Popocatepetl volcano has recorded 34 low-intensity
exhalations accompanied by emissions of steam and gas.
En las últimas 24 horas el sistema de monitoreo del
volcán Popocatépetl registró 34 exhalaciones
acompañadas por emisiones de vapor de agua y gas.
Yesterday the cloudy conditions did not allow us to
observe the crater continuously, today the most important
exhalations were registered yesterday at 20:40, 20:54,
21:06, 21:24 and at 22:16 to east direction and with an
average altitude of 500 m. Also during the evening there
was constant emission of steam and gas with presence of
incandescence.
Durante la tarde de ayer las condiciones de nubosidad no
permitieron observar al cráter de manera continua, y las
exhalaciones más importantes que se registraron
ocurrieron el día de ayer a las 20:40, 20:54, 21:06, 21:24
y a las 22:16 en dirección este y con un promedio de 500
m de altitud. Así mismo, durante la noche hubo emisión
constante de vapor de agua y gas con presencia de
incandescencia.
From today morning until the time of this report the
cloudy conditions have allowed to observe the volcano
continuously with emission of steam and gas to east
direction.
This type of activity is included within the scenarios
Volcanic Traffic Light Yellow Phase 2.
The scenarios foreseen for this phase are:
1. Explosive activity of low to intermediate level.
2. Ash fall in nearby towns.
3. Possibility of short range pyroclastic flows and
mudflows.
Special emphasis is placed on the following
recommendations:
1. Continue the safety radius of 12 km, so staying in that
area is not allowed.
2. Keep the traffic controlled between Santiago Xalitzintla
and San Pedro Nexapa through Paso de Cortés.
3. To Civil Protection authorities, keep your preventive
procedures, in accordance with their operational plans.
4. To people, be alert to the official information
disseminated.
In case of ashfall, address the following
recommendations:
- Cover nose and mouth with a wet handkerchief or face
mask.
- Clean eyes and throat with pure water.
- Avoid contact lenses to reduce eye irritation.
- Close windows or cover them up, and stay indoors as
much as possible.
Popocatepetl Volcano monitoring is continuously
performed 24 hours a day. Any change in activity will be
reported in due course.
http://www.cenapred.gob.mx/reportesVolcan/
BuscarReportesVolcan?
optBusqueda=1&idiomaReporte=ing
Desde hoy por la mañana y hasta el momento de este
reporte las condiciones de nubosidad han permitido
observar al volcán de manera continua con emisión de
vapor de agua y gas en dirección este.
El Semáforo de Alerta Volcánica se encuentra en Amarillo
Fase 2.
Los escenarios previstos para esta fase son:
1. Que continúe la actividad explosiva de escala baja a
intermedia.
2. Lluvias de ceniza leves a moderadas en poblaciones
cercanas.
3. Posibilidad de flujos piroclásticos y flujos de lodo de
corto alcance.
Se hace especial énfasis en las siguientes
recomendaciones:
1. Continuar con el radio de seguridad de 12 km, por lo
que la permanencia en esa área no está permitida.
2. Mantener el tránsito controlado entre Santiago
Xalitzintla y San Pedro Nexapa, vía Paso de Cortés.
3. A las autoridades de Protección Civil, mantener sus
procedimientos preventivos, de acuerdo con sus planes
operativos.
4. A la población, estar atenta a la información oficial que
se difunda.
En caso de caída de ceniza, se hacen las siguientes
recomendaciones:
- Cubrir nariz y boca con un pañuelo húmedo o
cubreboca.
- Limpiar ojos y garganta con agua pura.
- Utilizar lentes de armazón y evita los lentes de contacto
para reducir la irritación ocular.
- Cerrar ventanas o cubrirlas y permanecer lo más posible
dentro de la casa.
El monitoreo del Volcán Popocatépetl se realiza de forma
continua las 24 horas. Cualquier cambio en la actividad
será reportado oportunamente.
http://www.cenapred.gob.mx/reportesVolcan/
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