ingles

ENGLISH AREA

FIGURE 1

Retrieved from English Basic Standards, page 7

Eleventh Grade

COMPILATION DONE BY:

ENGLISH AREA

SALESIANO MALDONADO SCHOOL

TUNJA

2010

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CONTENTS

PRESENTATION………………………………………………………………………… 3

SYLLABUS ………………………………………………………………………….....… 4

EVALUATION CRITERIA …………………………………………………………….… 7

PROBLEMATIC SITUATION ………………………………………...………………… 9

Topics Development and Activities…………………………………………………… 10

EVALUATION OF PROCESS………………………………………………………….11

CATHOLIC PRAYS…………………………………………………………………….. 12

TOPICS

Icfes training……………………………………………………………………………...14

Polite expressions………………………………………………………………………22

Reading Comprehension with Dr. Jakyll and Mr. Hyde…………………………...27

Review Time…………………………………………………………………………….. 38

Book Report Tips……………………………………………………………………….43

Non-fiction Books report……………………………………………………………….46

Icfes training test………………………………………………………………………...55

Project about foreign countries……………………………………….……………….60

Essay…………………………………………………………………………...…………61

Review Time………………………………………………………………………...……68

Connectives…………………………………………………………………………..…..78

Essay Kinds………………………………………………………………………………86

Icfes Training Test………………………………………………………………………88

Listening Activity………………………………………………………………….……..96

Evaluation, co-evaluation Instructional Matrix……………………………………. 101

English Commands……………………………………………………………….……102

References………………………………………………………………………………104

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PRESENTATION

You are welcome to this New Year, through this first module you can explore,

learn and practice English all the time as possible. This module has been designed

thinking in each one of you, in order to strength your individual skills. It tries to

supply different topics which are necessary to improve the reading, writing,

speaking and listening skills; which are essential in the foreign language learning

process.

I attempt to promote your reading comprehension skill facing some small

books or stories, this activity can be a risky for some one but a rich activity for

everyone, it depends on your own proposals and abilities to do the exercise.

Moreover, you will support your reading experience practicing your oral production,

expressing your thoughts and experiences about the selected book. Also, you will

face real facts where you will have the chance to write critically expressing your

own comments and feelings that hurt our life using some essays as a way to

improve and promote your writing and critical thinking ability. You will find some

Icfes training test through the module, it is in order that you practice and clarify

doubts about English use. These tests will be developed in class with teacher help

and guidance.

It is important to bear in mind that we make part of the SALESIAN

COMMUNITY, so, we must behave and live as Salesians. For this reason, this

area has the responsibility to cooperate in the evangelization process though our

classes, using different means as dialogue, readings, prays and life samples. Also,

taking in mind the values that you as Salesian student have to put in practice and

increase them, every single day, showing that responsibility, respect, honesty, and

others make part of your growing process as an integral person.

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SYLLABUS

ACADEMIC PROCESS

1. ORGANIZATIVE SKILL

1.1.Grammatical Structure: is the body of rules describing the properties of the

English language. A language is such that its elements must be combined

according to certain patterns and these patterns can be broken down into

phrases and clauses.

1.2. Written skill

1.2.1 Redaction: editing, putting something into acceptable form.

1.2.2 Orthography: The orthography of a language specifies the correct way of

using a specific writing system to write the language.

1.2.3 Punctuation: are symbols that indicate the structure and organization of

written language, as well as intonation and pauses to be observed when reading

aloud.

1.2.4. Calligraphy: it is the art to use of fine handwriting.

2. PRAGMATIC SKILL

Coherence and cohesion: is the capacity to communicate in oral and written

form showing coherence of gender, number and space-time location.

Non-Verbal Communications: It involves a set of non-verbal activities that

we employ while communicating and which mostly complements verbal

communication. This communication forms the 95% of our communication and

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is typically covert. For example rolling eyes denotes sarcasm, frowning may

communicate disappointment, smiles depict happiness.

2.1.Oral Communication: is to relay information by the usage of words which a

collective set of inert symbols and syllables. Words that are spoken constitute

the most prominent and visible form of oral communication. That's how we

communicate our ideas, thoughts and abstracts.

2.1.2. Vocalization: to articulate clearly what is said when you are speaking about

something.

2.1.3. Intonation: is the use of pitch or tone in a sentence to convey meaning or

emotion.

2.1.4. Pronunciation: a way of speaking a word, especially a way that is accepted

or generally understood.

2.2.SOCIAL-LINGUISTIC SKILL: It makes reference about the social and cultural conditions knowledge which are implicit in the English language use.

3. VALUES

3.1. Respect: denotes both a positive feeling of esteem for a person or other

entity and also specific actions and conduct representative of that esteem.

Respect can be a specific feeling of regard for the actual qualities of the one

respected. It can also be conduct in accord with a specific ethic of respect.

Rude conduct is usually considered to indicate a lack of respect, whereas

actions that honor somebody or something indicate respect.

3.2. Responsibility: is to accomplish with all duties at academic and convivencial

level, recognizing the personal failures and accepting the consequences.

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3.3. Honesty: is the quality or state of being honest; probity; fairness and

straightforwardness of conduct, speech, etc.; integrity; sincerity; truthfulness;

freedom from fraud or guile.

3.4. Solidarity: is the union or fellowship arising from common

responsibilities and interests, as between members of a group or

between classes, peoples,

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EVALUATION CRITERIA

ACADEMIC PROCESS

1. ORGANIZATIVE SKILL

1.1. Grammatical Structure: to use the language rules in the written and oral

descriptions combining all language elements in proper way

1.2. Written skill

1.2.1 Redaction: to edit and put all the written versions into acceptable form.

1.2.2 Orthography: To write with orthography using all language parameter.

1.2.3 Punctuation: to write using the symbols that indicates the structure and

organization of written language, as well as intonation and pauses to be observed

when reading aloud.

1.2.4. Calligraphy: to use a fine handwriting.

2. PRAGMATIC SKILL

2.1.Coherence and cohesion: to express in oral and written form showing

coherence of gender, number and space-time location.

2.2. Non-Verbal Communications: to use a set of non-verbal activities to

complement the verbal communication as rolling eyes denotes sarcasm, frowning

may communicate disappointment, smiles depict happiness.

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2.3. Oral Communication: to relay information by the usage of words that are

spoken and constitute the most prominent and visible form of oral

communication.

2.3.1. Vocalization: to articulate clearly what is said when you are speaking

about something.

2.3.2. Intonation: to use pitch or tone in a sentence to convey meaning or

emotion.

2.3.3. Pronunciation: to use a proper pattern of speaking, especially a way that is

accepted or generally understood.

3. SOCIAL-LINGUISTIC SKILL: to explore and describe some social and cultural

factors which are implicit in the English language use.

3. VALUES

3.1. Respect: to behave in accord with the specific ethic of respect , denoting both

a positive feeling of esteem for a person or other entity and also specific actions

and conduct representative of that esteem.

3.2. Responsibility: to accomplish with all duties at academic and convivencial

level, recognizing the personal failures and accepting the consequences.

3.3. Honesty: to act with honesty, sincerity, integrity and truthfulness.

3.4. Solidarity: to share responsibilities as member of a group and individually,

cooperating with a proper class environment.

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PROBLEMATIC SITUATION

Have you ever thought why English is a worldwide language?. As you know, it is

the language of business, technology, economy, health and education. But have

you thought why is so relevant to use this language?. I invite you to be open mind

and to be totally in contact with this language because it will open you many doors

in the university life and professional life too.

Questions

What do you do to improve your English level?

What should be the best way to use English as most as possible?

Why English is so relevant around the world?

Are you inside or outside the English language communication?

Which are the best tips to write a book report?

How can you connect your ideas in a proper way?

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TOPICS DEVELOPMENT AND ACTIVITIES

1. Develop the skill to answer Icfes test by means of some exercises

2. Learn some polite expressions to use it in the classroom in order to practice

English as most as possible.

3. Improve the reading and interpretation skill by mean of fiction books.

4. Look for the setting, characters and plot in each story explored and present

oral and written reports about that.

5. Develop the time review in order to check grammar and remember that.

6. Write books reports following the tips explored before and present an oral

report about it.

7. Read a non-fiction book and present a written report following the guidelines

to do that.

8. Icfes Training test to improve this skill

9. Design a project about a cultural exploration

10.Practice and review tenses and grammar through proposed activities

11.Write essays following its guidelines and trying to apply the different essay

kinds

12.Explore and use the connectives and intensive in the written and oral

productions.

13.Develop the listening skill through listening activities

14.Learn and practice the different English commands in every single class.

15.Fill the blacks to improve the listening skill in English.

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PROCESS EVALUATION

There are three essential aspects that will be the evaluation base, which is focused

in a continuous process that is focused on skills and values development and

accomplishment.

1. Class- work

a. Assistance

b. Materials: notebooks, dictionary and module

c. Oral and written reports about all suggested reading activities in the module.

d. Active Participation

e. Well presentation of notebooks and works

f. Good calligraphy, orthography and redaction.

2. Extra- class works

a. Homework, works and others presentation

b. Oral and written report of homework, works and others

d. Reinforce activities

3. Values and attitudes

a. Respect to teacher and classmates

b. Neatness

c. well presentation of works, notebooks, homework and modules

d. Personal Presentation

e. Punctuality and responsibility

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Common Catholic Prayers

Our Father

Our Father,

Who art in heaven,

hallowed be Thy name;

Thy kingdom come;

Thy will be done on earth as it is in heaven.

Give us this day our daily bread;

and forgive us our trespasses

as we forgive those who trespass against us;

and lead us not into temptation,

but deliver us from evil. Amen.

Hail Mary

Hail Mary, full of grace. The Lord is with thee.

Blessed art thou amongst women,

and blessed is the fruit of thy womb, Jesus.

Holy Mary, Mother of God,

pray for us sinners,

now and at the hour of our death. Amen.

Glory Be

Glory be to the Father,

and to the Son,

and to the Holy Spirit,

as it was in the beginning,

is now, and ever shall be,

world without end. Amen.

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The Apostle's Creed

I believe in God,

the Father Almighty,

Creator of Heaven and earth;

and in Jesus Christ, His only Son, Our Lord,

Who was conceived by the Holy Spirit,

born of the Virgin Mary,

suffered under Pontius Pilate,

was crucified, died, and was buried.

He descended into Hell.

The third day He arose again from the dead;

He ascended into Heaven,

sitteth at the right hand of God, the Father Almighty;

from thence He shall come to judge the living and the dead.

I believe in the Holy Spirit,

the holy Catholic Church,

the communion of saints,

the forgiveness of sins,

the resurrection of the body,

and the life everlasting. Amen.

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FIRST ICFES TRAINING TEST

Basic English Qizz

I. SELECT THE PROPER ANSWER:

1. This is the ... book I have ever read!

a. good

b. best

c. goodest

2. You are driving too ...

a. fast

b. fastly

c. quick

3. He is ... photographer.

a. An

b. A

4. If you ..., you will succeed.

a. will try

b. tried

c. try

5. He said that he ... the city.

a. visit

b. visited

c. visits

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6. She ... help you.

a. Had not been able to

b. Had not able to

c. Had not could

7. The house … in 1983

a. was build

b. was built

c. builds

8. I…anything like this before.

a. had never ate

b. had never eat

c. had never eaten

9. We... in your office last year

a. Have worked

b. Worked

c. work

10. My…car is red

a. friend

b. friends

c. friend’s

11. We saw her…Christmas, 2006

a. in

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b. on

c. at

12. I … my sister for two years

a. have not seen

b. see

c. saw

13. He …this test in this moment.

a. Do

b. Does

c. Is doing

14. You … to the music while I was taking a shower.

a. Listen

b. Were lisening

c. listened

15. This is Tom’s bike. It belongs to …

a. His

b. Him

c. He

16. He … me for dinner

a. Did not invite

b. Invited me not

c. Did not invited

17. The girl… I will meet tonight is my best friend.

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a. Which

b. What

c. who

18. I have never seen these …

a. Woman

b. Women

c. womans

II. Complete the following sentences with the proper option:

19. Can you hear what he is .......?

(a) saying (b) speaking (c) telling (d) talking

20. She hasn't come home ........

(a) still (b) already (c) yet (d) till

21. I ....... TV yesterday evening.

(a) saw (b) looked (c) viewed (d) watched

22. We live ....... the city centre.

(a) near (b) next (c) by (d) nearby

23. She looks ....... a famous film star.

(a) as (b) like (c) similar (d) same

24. This television gives you the ....... news.

(a) last (b) latest (c) least (d) later

25. I only ....... one mistake in last night's test.

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(a) made (b) done (c) did (d) make

26. I want you to tell me the ....... truth.

(a) all (b) exact (c) real (d) whole

27. He is looking ....... a present to buy his girlfriend.

(a) for (b) at (c) in (d) on

28. That's what I would like ....... Christmas.

(a) for (b) at (c) in (d) on

29 .Don't talk to him about politics because it's like a ....... rag to a bull.

(a) blue (b) white (c) red (d) black

30. He takes the optimistic view and talks about a ....... skies scenario.

(a) red (b) blue (c) white (d) yellow.

III. Read this text and answer these questions:

“Traveling has been one of my one of favorite hobbies. I have visited many places

and I have learned cultural things from each country. Now, I understand that

people are different, and we have to respect their customs and traditions”.

31. It can be inferred that…

a. Traveling makes you more tolerant.

b. The narrator has never traveled abroad.

c. The narrator does not accept other people’s customs.

d. The narrator is a disrespectful person.

32. The narrator’s favorite leisure time activity is…

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a. eating

b. traveling

c. reading

d. jogging

33. In the sentence “we have to respect their customs…” the word “we” refers to…

a. people in general

b. the narrator

c. foreign people

d. children

III. Fill in the blank with the appropriate article, a, an, or the, or leave the

space blank if no article is needed.

34 . I want ____ apple from that basket.

35. ____ church on the corner is progressive.

36. Miss Lin speaks ____ Chinese.

37. I borrowed ____ pencil from your pile of pencils and pens.

38.. One of the students said, "____ professor is late today."

39. Eli likes to play ____ volleyball.

40. I bought ____ umbrella to go out in the rain.

41. My daughter is learning to play ____ violin at her school.

42. Please give me ____ cake that is on the counter.

43. I lived on ____ Main Street when I first came to town.

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44. Albany is the capital of ____ New York State.

45. My husband's family speaks ____ Polish.

46. ____ apple a day keeps the doctor away.

47. ____ ink in my pen is red.

48. Our neighbors have ____ cat and ____ dog.

IV. Read the following information and answer the questions about it:

Meteorologists are scientist who study the weather and make weather

predictions. In order to make a successful reading, meteorologist must take a

lot of things into consideration. In fact, the data required are collected several

times a day from different sources all over the world. To gather this information,

special types of instruments are used.

These data are of course valuable to everybody since the reports and

warnings that meteorologist are usually reliable. Failing to take their advice could,

in some cases, be a matter of life or death.

49. The underlined word valuable can be replaced with:

a. Expensive

b. Useless

c. Necessary

d. Useful

50. The underlined expression usually reliable supports one of the following ideas:

a. Weather information is generally accurate.

b. Meteorologist read very successfully.

c. Meteorologist work really hard.

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d. Weather information is rarely precise.1

51.The underlined sentence, failing to take their advice could, in some cases, be a

matter of life or death. Communicate the idea that:

a. Meteorologists’ observations are sometimes right.

b. It is necessary to ignore scientists’ recommendations.

c. It is prudent to pay attention to meteorologists’ suggestions.

d. Scientists’ directions are usually inefficient.

52.Mathew had a meeting at his office with his boss and some clients at 9:30. At

9:30, his boss asked his secretary to call him to find out why he was late.

After talking to Mathew, the secretary said:

a. He say that there is a problem with his car.

b. He say that a problem with his car there was.

c. He said that there was a problem with his car.

d. He said that a problem with his car there is.

1 Bonner, Margaret et al.2000. focus on Grammar

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Polite Expression

In order to be polite when you are speaking English, you need to use these

phrases correctly. 2

Excuse Me….

You say Excuse me when you want to go past somebody. You also say excuse me

to somebody you do not know when you want to attract their attention.

e.g. Excuse me, could you tell me the way to the station?

Excuse me, is anyone sitting here?

Sorry…

You say sorry when you need to apologize for something small:

e.g. Sorry I'm late.

I beg your pardon

it is a formal expression

I beg your pardon! I must have picked up the wrong bag by mistake.

Sorry or I'm sorry is used frequently in Britain English:

I'm sorry, but do you think you could move your car? (I apologize in advance for

any inconvenience.)

2 Oxford Advanced Learner's Dictionary 1977

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In American English Pardon me and Excuse me are used for apologies:

Excuse me/ pardon me, I didn't see you there.

In British English you say Pardon? Or Sorry? And in American English Pardon

me? Or Excuse me? When you did not hear or understand what somebody said

and want them to repeat it:

Pardon, could you say that again?

It is not polite to say What? If you have not heard or understood something.

I'm afraid…

You use the phrase I'm afraid… when you want to apologize because you have to

tell somebody something that they may not like:

I'm afraid there's been an accident.

Nina's not here at the moment, I'm afraid. Can I take a message?

'Do you have any decaffeinated coffee?' 'I'm afraid not.'

'Has the last bus gone?' 'I'm afraid so.'

I wonder if…

You use expressions which show hesitancy when you are asking somebody to do

something or asking for a favor:

Could you just help me move this box, please?

I wonder if I could have a copy of that letter.

Would you mind if I felt a few minutes early today?

Do you think I could borrow your car this evening?

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Please…

You say Please when you ask for something. In British English it introduces or

ends a request:

Please could I have the menu?

Could I have the menu, please?

You also use please when you ask somebody to do something:

Could you post this letter for me, please?

Please could you post this letter for me?

Thank You …

When somebody gives you something, or when you buy something or receive

information. You are expected to say Thank you or Thanks. Some people may be

offended if you say nothing.

It is not usual to say anything in response to Thank you in British English, Although

some people may say That's all right, That's okay or Don't mention it. In American

English you're welcome is common.

You say Thank you or Yes. Please when you want to accept something:

'How about another cup of coffee?' 'Thank you.' / 'Thanks.' / 'yes, please.'

You say No, thank you or no, thanks when you want you want to refuse something:

' Would you like some more cake?' 'No, thank you.' / 'No, thanks,'

Cheers…

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Cheers is often used in informal British English to mean Thank you:

'Here's that $5 I owe you.' 'Oh, cheers.'

You also say Cheers before you have a drink when you are with other people.

Titles

There are different titles that you use to address different people, depending on

their gender (male or female), age, and whether you know their names.

When talking to a man, you will either use sir (if you don't know his name) or

Mister plus his last name.

When talking to a woman who is married or over 30 years old, use ma'am (if you

don't know her name) or Mrs. plus her last name.

When talking to a woman who is unmarried or under 30, use miss (if you don't

know her name) or Miss plus her last name.

In the United States, there is another title which is used by women who feel that

their age and marital status does not need to be part of their title: Ms.

There are three different expressions that you can use to respond to thank you:

you're welcome - basic

my pleasure - expresses the idea that you were happy to do it

don't mention it - informal

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Degrees of Politeness

(from least polite to most polite)

Answer the phone.

Answer the phone, please.

Please answer the phone.

I want you to answer the phone.

I want you to answer the phone, please.

Will you answer the phone?

Will you answer the phone, please?

Can you answer the phone?

Can you answer the phone, please?

Would you answer the phone?

Would you answer the phone, please?

Could you answer the phone?

Could you answer the phone, please?

27

THE STRANGE CASE OF DR. JEKYLL AND MR.

HYDE

Written by: Robert Louis Stevenson

Chapter 1

Story of the Door

Mr. Utterson the lawyer was a man

of a rugged countenance that was

never lighted by a smile; cold, scanty

and embarrassed in discourse;

backward in sentiment; lean, long,

dusty, dreary and yet somehow

lovable. At friendly meetings, and

when the wine was to his taste,

something eminently human

beaconed from his eye; something

indeed which never found its way into

his talk, but which spoke not only in

these silent symbols of the after-

dinner face, but more often and loudly

in the acts of his life. He was austere

with himself; drank gin when he was

alone, to mortify a taste for vintages;

and though he enjoyed the theater,

had not crossed the doors of one for

twenty years. But he had an approved

tolerance for others; sometimes

wondering, almost with envy, at the

high pressure of spirits involved in

their misdeeds; and in any extremity

inclined to help rather than to reprove.

"I incline to Cain's heresy," he used to

say quaintly: "I let my brother go to

the devil in his own way." In this

character, it was frequently his fortune

to be the last reputable acquaintance

and the last good influence in the

lives of downgoing men. And to such

as these, so long as they came about

his chambers, he never marked a

shade of change in his demeanour.

No doubt the feat was easy to Mr.

Utterson; for he was undemonstrative

at the best, and even his friendship

seemed to be founded in a similar

catholicity of good-nature. It is the

mark of a modest man to accept his

friendly circle ready-made from the

hands of opportunity; and that was

the lawyer's way. His friends were

those of his own blood or those whom

he had known the longest; his

affections, like ivy, were the growth of

28

time, they implied no aptness in the

object. Hence, no doubt the bond that

united him to Mr. Richard Enfield, his

distant kinsman, the well-known man

about town. It was a nut to crack for

many, what these two could see in

each other, or what subject they could

find in common. It was reported by

those who encountered them in their

Sunday walks, that they said nothing,

looked singularly dull and would hail

with obvious relief the appearance of

a friend. For all that, the two men put

the greatest store by these

excursions, counted them the chief

jewel of each week, and not only set

aside occasions of pleasure, but even

resisted the calls of business, that

they might enjoy them uninterrupted.

It chanced on one of these rambles

that their way led them down a by-

street in a busy quarter of London.

The street was small and what is

called quiet, but it drove a thriving

trade on the weekdays. The

inhabitants were all doing well, it

seemed and all emulously hoping to

do better still, and laying out the

surplus of their grains in coquetry; so

that the shop fronts stood along that

thoroughfare with an air of invitation,

like rows of smiling saleswomen.

Even on Sunday, when it veiled its

more florid charms and lay

comparatively empty of passage, the

street shone out in contrast to its

dingy neighbourhood, like a fire in a

forest; and with its freshly painted

shutters, well-polished brasses, and

general cleanliness and gaiety of

note, instantly caught and pleased the

eye of the passenger.

Two doors from one corner, on the

left hand going east the line was

broken by the entry of a court; and

just at that point a certain sinister

block of building thrust forward its

gable on the street. It was two storeys

high; showed no window, nothing but

a door on the lower storey and a blind

forehead of discoloured wall on the

upper; and bore in every feature, the

marks of prolonged and sordid

negligence. The door, which was

equipped with neither bell nor

knocker, was blistered and distained.

Tramps slouched into the recess and

struck matches on the panels;

children kept shop upon the steps; the

schoolboy had tried his knife on the

mouldings; and for close on a

generation, no one had appeared to

29

drive away these random visitors or to

repair their ravages.

Mr. Enfield and the lawyer were on

the other side of the by-street; but

when they came abreast of the entry,

the former lifted up his cane and

pointed.

"Did you ever remark that door?" he

asked; and when his companion had

replied in the affirmative. "It is

connected in my mind," added he,

"with a very odd story."

"Indeed?" said Mr. Utterson, with a

slight change of voice, "and what was

that?"

"Well, it was this way," returned Mr.

Enfield: "I was coming home from

some place at the end of the world,

about three o'clock of a black winter

morning, and my way lay through a

part of town where there was literally

nothing to be seen but lamps. Street

after street and all the folks asleep --

street after street, all lighted up as if

for a procession and all as empty as a

church -- till at last I got into that state

of mind when a man listens and

listens and begins to long for the sight

of a policeman. All at once, I saw two

figures: one a little man who was

stumping along eastward at a good

walk, and the other a girl of maybe

eight or ten who was running as hard

as she was able down a cross street.

Well, sir, the two ran into one another

naturally enough at the corner; and

then came the horrible part of the

thing; for the man trampled calmly

over the child's body and left her

screaming on the ground. It sounds

nothing to hear, but it was hellish to

see. It wasn't like a man; it was like

some damned Juggernaut. I gave a

few halloa, took to my heels, collared

my gentleman, and brought him back

to where there was already quite a

group about the screaming child. He

was perfectly cool and made no

resistance, but gave me one look, so

ugly that it brought out the sweat on

me like running. The people who had

turned out were the girl's own family;

and pretty soon, the doctor, for whom

she had been sent put in his

appearance. Well, the child was not

much the worse, more frightened,

according to the Sawbones; and there

you might have supposed would be

an end to it. But there was one

curious circumstance. I had taken a

30

loathing to my gentleman at first sight.

So had the child's family, which was

only natural. But the doctor's case

was what struck me. He was the

usual cut and dry apothecary, of no

particular age and colour, with a

strong Edinburgh accent and about as

emotional as a bagpipe. Well, sir, he

was like the rest of us; every time he

looked at my prisoner, I saw that

Sawbones turn sick and white with

desire to kill him. I knew what was in

his mind, just as he knew what was in

mine; and killing being out of the

question, we did the next best. We

told the man we could and would

make such a scandal out of this as

should make his name stink from one

end of London to the other. If he had

any friends or any credit, we

undertook that he should lose them.

And all the time, as we were pitching

it in red hot, we were keeping the

women off him as best we could for

they were as wild as harpies. I never

saw a circle of such hateful faces; and

there was the man in the middle, with

a kind of black sneering coolness --

frightened to, I could see that -- but

carrying it off, sir, really like Satan. `If

you choose to make capital out of this

accident,' said he, `I am naturally

helpless. No gentleman but wishes to

avoid a scene,' says he. `Name your

figure.' Well, we screwed him up to a

hundred pounds for the child's family;

he would have clearly liked to stick

out; but there was something about

the lot of us that meant mischief, and

at last he struck. The next thing was

to get the money; and where do you

think he carried us but to that place

with the door? -- whipped out a key,

went in, and presently came back with

the matter of ten pounds in gold and a

cheque for the balance on Coutts's,

drawn payable to bearer and signed

with a name that I can't mention,

though it's one of the points of my

story, but it was a name at least very

well known and often printed. The

figure was stiff; but the signature was

good for more than that if it was only

genuine. I took the liberty of pointing

out to my gentleman that the whole

business looked apocryphal, and that

a man does not, in real life, walk into

a cellar door at four in the morning

and come out with another man's

cheque for close upon a hundred

pounds. But he was quite easy and

sneering. `Set your mind at rest,' says

31

he, `I will stay with you till the banks

open and cash the cheque myself.' So

we all set of, the doctor, and the

child's father, and our friend and

myself, and passed the rest of the

night in my chambers; and next day,

when we had breakfasted, went in a

body to the bank. I gave in the

cheque myself, and said I had every

reason to believe it was a forgery. Not

a bit of it. The cheque was genuine."

"Tut-tut," said Mr. Utterson. "I see

you feel as I do," said Mr. Enfield.

"Yes, it's a bad story.

For my man was a fellow that nobody

could have to do with, a really

damnable man; and the person that

drew the cheque is the very pink of

the proprieties, celebrated too, and

(what makes it worse) one of your

fellows who do what they call good.

Black mail I suppose; an honest man

paying through the nose for some of

the capers of his youth. Black Mail

House is what I call the place with the

door, in consequence. Though even

that, you know, is far from explaining

all," he added, and with the words fell

into a vein of musing.

From this he was recalled by Mr.

Utterson asking rather suddenly: "And

you don't know if the drawer of the

cheque lives there?"

"A likely place, isn't it?" returned Mr.

Enfield. "But I happen to have noticed

his address; he lives in some square

or other."

"And you never asked about the --

place with the door?" said Mr.

Utterson.

"No, sir: I had a delicacy," was the

reply. "I feel very strongly about

putting questions; it partakes too

much of the style of the day of

judgment. You start a question, and

it's like starting a stone. You sit quietly

on the top of a hill; and away the

stone goes, starting others; and

presently some bland old bird (the last

you would have thought of) is

knocked on the head in his own back

garden and the family have to change

their name. No sir, I make it a rule of

mine: the more it looks like Queer

Street, the less I ask."

"A very good rule, too," said the

lawyer.

32

"But I have studied the place for

myself," continued Mr. Enfield. "It

seems scarcely a house. There is no

other door, and nobody goes in or out

of that one but, once in a great while,

the gentleman of my adventure.

There are three windows looking on

the court on the first floor; none

below; the windows are always shut

but they're clean. And then there is a

chimney which is generally smoking;

so somebody must live there. And yet

it's not so sure; for the buildings are

so packed together about the court,

that it's hard to say where one ends

and another begins."

The pair walked on again for a while

in silence; and then "Enfield," said Mr.

Utterson, "that's a good rule of yours."

"Yes, I think it is," returned Enfield.

"But for all that," continued the lawyer,

"there's one point I want to ask: I want

to ask the name of that man who

walked over the child."

"Well," said Mr. Enfield, "I can't see

what harm it would do. It was a man

of the name of Hyde."

"Hm," said Mr. Utterson. "What sort of

a man is he to see?"

"He is not easy to describe. There is

something wrong with his

appearance; something displeasing,

something down-right detestable. I

never saw a man I so disliked, and

yet I scarce know why. He must be

deformed somewhere; he gives a

strong feeling of deformity, although I

couldn't specify the point. He's an

extraordinary looking man, and yet I

really can name nothing out of the

way. No, sir; I can make no hand of it;

I can't describe him. And it's not want

of memory; for I declare I can see him

this moment."

Mr. Utterson again walked some way

in silence and obviously under a

weight of consideration. "You are sure

he used a key?" he inquired at last.

"My dear sir ..." began Enfield,

surprised out of himself.

"Yes, I know," said Utterson; "I know

it must seem strange. The fact is, if I

do not ask you the name of the other

party, it is because I know it already.

You see, Richard, your tale has gone

33

home. If you have been inexact in any

point you had better correct it."

"I think you might have warned me,"

returned the other with a touch of

sullenness. "But I have been

pedantically exact, as you call it. The

fellow had a key; and what's more, he

has it still. I saw him use it not a week

ago."

Mr. Utterson sighed deeply but said

never a word; and the young man

presently resumed. "Here is another

lesson to say nothing," said he. "I am

ashamed of my long tongue. Let us

make a bargain never to refer to this

again."

"With all my heart," said the lawyer. I

shake hands on that, Richard."3

Activity: you have to download

from chapter two until page four.

Look the suggested bibliography:

www.learnlibrary.com/jekyll-

hyde/

3 Stevenson, Robert Louis.1886

ACTIVITY:

Answer the following questions in order to clarify your ideas about the

reading?

Setting:

Where does the story take place?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________

Is it a real place or an imaginary one?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________

If the author does not tell you exactly where the story is set, what can you tell

about it from the way it is described?

__________________________________________________________________

__________________________________________________________________

35

__________________________________________________________________

_____________________

Time period

Is the story set in the present day or in an earlier time period? Explain your

answer

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________________

Characters:

Who is the story mostly about? Give a brief description.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________

How many characters are there in the story? Describe them.

__________________________________________________________________

__________________________________________________________________

36

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________________

Plot:

What happens to the main character in the first chapter?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

___________________________________________

Write a brief description about each chapter:

Chapter

1_________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________

Chapter

2_________________________________________________________________

37

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Explain how is the problem solved:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_______________________________________

Make a description of Mr. Utterson, Mr. Hyde and Dr. Jekyll.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________

Write the book report taking into account the book report tips and submit it in

print way:

38

Review timeFrom: Click on 2006

1.Underline the correct tense.

1.He works/has been working really hard this week.

2.Murphy gets/ the ball and passes/ is passing it to Gerrard

3.She has Known/is knowing Steve for years.

4. I´m afraid I can´t come to the party because I go/ am going to a concert on

Friday night.

5.Vicky has lived/is living in Bradford for the last two years.

6.james thinks/is thinking about redecorating his flat.

7. the meeting starts7has started at 9:30

8.He has been working/ works at the bakery for more than fifteen years.

9.I need /am needing to talk to Kelly.

10.The Clarkes have bought/ have been buying a new house in the country.

2.Cross out the incorrect word in each sentences.

1. The earth is orbits the sun.

2.hazel she is coming to stay with us next weekend.

3.How much does it be cost?

4.He is always being late. It´s very annoying.

5.We have been redecorating the kitchen for all morning.

6.Mr ferry has been to working in this bank for more than twenty year.

7.It´s OK. I am know where we have to go.

8.I have been written a letter to Dave giving him our new address.

9.harry is sitting in front of Ben, behind from Steve and next to Jerry.

10.The school is near to the library.

11.he is only now tried scuba diving once before.

12. I have been waiting since all week for you to call me.

39

13. Noise pollution is today getting worse and worse.

14.she goes swimming in every day.

3. Fill in the correct past tense of the verb in brackets.

1.A: Did you get the parcel?

B: Yes, the postman __________(deliver) it about an hour ago.

2.A: the phone was engaged earlier. Were you on the internet?

B:No, I ______________(speak) to Joe.

3.A: where did you go on holiday last summer?

B: We ______(go) to Alaska

4.A: Were you still at the restaurant at ten o´clock?

B:no, we _________________(already/leave) by then.

5.A: You look tired.

B: Yes, I __________________(not sleep) very well last night.

6.A: Did you apply to that job in Nottingham?

B: Yes, I______________(send off) the form yesterday.

7.A:What´s Tony up to these days?

B: I don´t know. I last______(see) him two months ago.

8. A: Did you believe what she said?

B: No, I´m sure she________________(lie)

4. Put the verbs in brackets into the correct future tense.

1.Look out! You are _____________________________(run over) that dog.

2.We ________________________(go) for a coffee after work.Would you like to

join us?

3. When I get my Christmas bonus, I _________(buy) a car.

4. we can´t go out this Saturday night because my parents

_______________(come) to stay for the weekend.

5. I am really nervous because my job interview ________(be) at 9:30 tomorrow

morning.

40

6. They _________________________________(deliver) my new furniture

tomorrow morning.

7. As soon as they install my satellite dish, i ______________________(be able) to

get over 150 T.V channels.

8.It´s already 10:30. I don´t think he ____________________________(make) it

for the appointment.

5. Underline the correct tense.

1.The plumber said he will come as soon as he has finished/ will finished the job he

is working on at the moment.

2.Do you know if Carla is being/will be at the party tomorrow?

3. I won´t be able to give you the deposit until I am paid/will be paid.

4. Once we arrive/will arrive in Paris, we will need to find somewhere to stay.

6.Match the items from the two columns, as in the example. Then say which

type of conditional is used in each sentences.

A B

1.If it is sunny tomorrow

2.If you spend more money than you

earn,

3.If you press that switch,

4.You will be cold later.

5.when you freeze water.

6.You won´t win the competition

7.If you exercise regularly,

8.If you don´t go to bed now,

a.The motor starts

b.you´ll get ftler.

c.you get into debt

d.unless you get an extra fifty points.

e.it turns into ice.

f.if you don´t take a coat.

g.we´ll have a barbecue.

h.you will be really tired tomorrow.

7.Fill in the missing word.

1. Dave _______ been working really hard recently.

41

2. she always finds it difficult to get up ___the morning.

3.Fiona ___working in a café at the moment.

4.I can´t come with you on Sunday afternoon because I_____ be babysitting for my

friend.

5. I can´t go out ____I finish writing this letter.

6.Will you _____seeing Ann Later?

7.I have ___ waiting for Helen __ages.

8.How ____is it since we decorated the flat?

9.____the time I get there, it will be too late.

10. she ___ been watering the garden and the grass is damp-

11. I see ___you mean, but I don´t agree with you.

12. How ___ does this bike cost?

13. _____first the price seemed reasonable.

14.It was the first _____that we had been to that restaurant.

15.We can´t go skiing _____it snows some more.

16. You should wait for hour _____you eat before you go swimming.

8. Underline the correct item.

1.The program that was on T.V before/earlier this one was very interesting.

2.My previous/before job was with a firm of accountants

3.I had never been to Paris until/yet last summer.

4. Zoe moved into a new flat recently/lately

5. It ´s hard to believe that this time last year we were still/always at the university.

6. By the time she arrived, the film had already/since started.

7. Tom ran into his cousin while/just he was walking to work.

9.Join the two parts of the sentences below using when, while, for, since,

because/as, just, so or already as in the example.

42

1.I got to bus stop

2.mary was cooking dinner

3.We were driving home

4.they got home late

5.I had been living in my flat

6.By the time we heard about the

accident, he had…

7.we hadn´t seen each other

8. I did not go to the party

a. beeb taken to hospital

b.they went straight to bed

c.the car broke down

d.1992

e.I had not get up early the next

morning.

f.Jim was helping the kids with their

homeworks.

g.three months when I met my next-

door neighbor.

h.as the bus was leaving.

Example: I got to the bus stop just as the bus was leaving.

10.Complete the dialogues.

1.A: _____________________________________________like?

B:she´s got long blonde hair and blue eyes.

2. A:_________________________work by car this morning?

B:No, I didn´t. I caught the bus.

3.A:_________________________get married?

B: in 1957

4.A: I´ve got _______bad_____, I am afraid.

B: Oh dear! What happened? 4

4 Click on, 2006

43

Book Report Tips

The Standard Format for a Written Book Report: Fleming, G. claims that there

are some essential components to write a good book report and these are:5

Introductory Paragraph: this paragraph should include the title of the book

and name of the author. It will also describe the setting and quickly summarize

what the book is about. Don't get too detailed here. It's just the introduction.

Body Paragraphs: this is where the real content enters the picture. By reading

this part of your book report (three to four paragraphs), your teacher will be able

to determine whether you read the book and understood the story.

The Outline of Your Report: you have read your book. Your next step will be

to organize what you are going to say about it in your report. Writing the basic

elements down in an outline format will help you to organize your thoughts.

What will you include in the outline? Follow whatever instructions your teacher

has given you. If you are on your own, however, the following guidelines should

help.

Let's assume for the moment that you've chosen a work of fiction. We'll start with a

description of the book. The description should include such elements as:

The setting—the purpose of setting is to set realism for the story. It can reveal

character, organize the story, and set the atmosphere. Setting includes any

number of the following environments:

5 Fleming, G. 1992.

44

Natural - includes the outdoors, geography, seasons, creature, time,

and conditions

Manufactured - includes buildings, possessions, objects, and other

concrete man-made things.

Political - includes historical and political beliefs held by an

individual or group of individuals in a given place in time.

Cultural/temporal - includes historical and cultural assumptions.

In the setting description you must answer the following questions: where does the

story take place? What kind of setting is this? Or how many kinds of settings do

you find? Is it a real place or an imaginary one? If the author does not tell you

exactly where the story is set, what can you tell about it from the way it is

described?

The time period—is the story set in the present day or in an earlier time period?

Perhaps it is even set in the future! Let your reader know.

The main character(s)— The types of characters included in a text might include

some of the following: type - damsel in distress, lonely cowboy, action hero, etc.;

foil - one- dimensional, used for highlighting primary characters; protagonist - main

character; antagonist - opponent(s) of main character. In order to find all about

the characters you must look for some special aspects like these described in the

below chart:

Name

Age

Job

Ethnicity

Favorite color

Friends

Favorite foods

Drinking

patterns

Religion

Hobbies

Single or

married?

Children?

Something hated?

Secrets?

Strong memories?

Any illnesses?

Nervous gestures?

45

Appearance Phobias Temperament Sleep patterns

For example, It is full description taking into account some aspects of the chart:

Her name is Jen, short for Jennifer Mary Johnson. She is 21 years old. She

is a fair-skinned Norwegian with blue eyes, long, curly red hair, and is 5 feet 6

inches tall. Contrary to typical redheads, she is actually easygoing and rather

shy. She loves cats and has two of them named Bailey and Allie. She is a

technical writing major with a minor in biology. Jen plays the piano and is an

amateur photographer. She lives in the dorms at the University of Wisconsin-

Eau Claire. She eats pizza every day for lunch and loves Red Rose tea. She

cracks her knuckles when she is nervous. Her mother just committed suicide.

But also, you have to look for who is the story mostly about? Give a brief

description. Often, one character can be singled out as the main character, but

some books will have more than one, so you need to read it carefully.

The plot— A plot is a series of events deliberately arranged so as to reveal their

dramatic, thematic, and emotional significance. It is what happens to the main

character? WARNING! Be careful here. Do not fall into the boring trap of reporting

every single thing that happens in the story. Pick only the most important events.

Here are some hints on how to do that. First, explain the situation of the main

character as the story opens. Next, identify the basic plot element of the story--is

the main character trying to achieve something or overcome a particular problem?

Thirdly, describe a few of the more important things that happen to the main

character as he/she works toward that goal or solution. Finally, you might hint at

the story's conclusion without completely giving away the ending.

The four points above deal with the report aspect of your work. For the final section

of your outline, give your reader a sense of the impression the book made upon

46

you. Ask yourself what the author was trying to achieve and whether or not he

achieved it with you.

You must include these tips in order to complement your reading:

What larger idea does the story illustrate?

How does it do that?

How did you feel about the author's style of writing, the setting, or the mood of

the novel?

Pick something which caught your attention, and let your reader know your

personal response to whatever it was.

It is your turn, you are going to read a brief story about …… you will

follow the steps to comprehend the story and submit your second book

report. Good Luck!

NON-FICTION BOOKS

What about non-fiction?

If given the option, you might have chosen a non-fiction biography, history, or a

factual text on another subject of interest to you. In that case, the descriptive

section of your report should include:

1. Subject—an initial statement on the general subject of the book.

2. Summary—your summary of what the author had to say about the subject.

Again, pick only the most important points to discuss. For a biography, describe

some of the key events in the person's life. For a history or other subject,

47

describe some of the main points made about the subject. If the book is divided

into different chapters, you can often use those divisions as a guide to what the

main points are.

After you've described your book, express some of your thoughts about what

you've read. What seemed to be the author's main reason for writing the book?

What was the most interesting thing you learned about the book's subject? Why did

you find it interesting? You might also give your opinion on how the subject was

presented. Did the author hold your interest?

Note: Remember! Whether you are writing about fiction or non-fiction you must be

sure to recognize the main idea or ideas in the book. So be sure that you have a

good understanding of it before you begin writing. Keep the book beside you while

you are writing your report so that you can refer to it when necessary. The Draft

and the Final Report

The Draft

The draft will be a fleshing out of the ideas from your outline. Don't worry

about being too neat as noone else will be reading this part of your work. You can

write additional notes in the margins but try to make sure that, when you come

back to write your final report, you can understand the exact order of your material.

The Final Report

If you have followed the advice on these pages you should be ready to write your

final report. Thoroughly familiarize yourself with your draft before you put pen to

paper or fingers to keyboard. All of your revisions should have been made on your

draft so your job now is to make sure that your presentation is correct. Check your

grammar and your spelling. Try to use a word processor if possible. Typed reports

48

look better than handwritten ones. They are easier for your teacher to read and

they are easier for you to correct.

ACTIVITY: read the whole book about Saint Dominic Savio and present your

written and oral report about it.

This is a sample of a book report; read it carefully and check if it has the

before components.

UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

SCHOOL OF EDUCATION

MASTER IN FOREIGN LANGUAGE TEACHING

M.A Liceth Malaver

GENERAL COMMENTS ABOUT: THE FAITHS OF THE FOUNDING FATHERS

I select a book named “The faiths of the Founding Fathers”, which was

written by David L Holmes. His real name is Walter G. Mason. He is a Professor of

Religious Studies at the College of William and Mary, which was also the college

attended by many of the founding fathers. Holmes knows well the history of his

college, including its reputation for being a center of Deism at the formative period

in the 18th century when the Revolution was brewing. This book was published by

OXFORD University Press on 2006. Holmes approaches the topic of the religion of

the founders by analyzing their public statements and correspondence, the

comments left by their contemporaries, and the views, where available, of clergy

who knew them.

Through the reading of this book, the author narrates how a diversity of

Religions comes from different places during the Colonial Period in United States.

49

In that time (1770) the Americans were Protestants or Unchurched. Following the

revolution and the subsequent separation of the church and the state, the United

States became a fermenting vat of many Christian sects, such as: the Sandemias:

they were opposed to the accumulation of wealth. The Shakers: they were located

in New York, the Universalist Church: they belief in the Universal salvation. The

Quakers: they belief in the presence of Christ with each person asserting the

equality of all women and men and others which generate a big influence in the

founding generations and many other religions.

Also, through the book I realize that there was a diversity of beliefs of the

founding fathers of U.S although most of them were members of Christian

Churches. Their religious beliefs were categorized in three groups: Non-Christian-

Deism, who rejected all sacraments and rarely attended church. Also, they made

reference to God with such terms as: “providence” “the creator” and “the nature of

God” and they refused to use specific Christian terminology. Deistic Christian

attended church or regularly but seldom participated in the Lord’s Supper and

confirmation. They often used Deistic terms for God such as: “merciful Providence”

or “Divine Goodness” and they employed terms such as: “the Supreme Ruler of the

World or Supreme Being” to refer the name of Jesus. In this group are classified

some founding fathers such as: George Washington, Abigail Smith Adams, John

Adams, Dolley Madison, James Monroe, James Madison and others. And

Orthodox Christianity attended church regularly and participated in the Lord’s

Supper and the confirmation. They affirmed the Trinity and used terms for God

such as: “Savior, Redeemer, or Resurrected Christ” In this category are classified:

Samuel Adams, John Jay, Martha Wayles Jefferson, Eleanor Parke Cutis, Martha

Cutis Washington and others.

But despite this diversity, they share some common convictions because

they believed in a governing and overriding providence that guided the affairs of a

country and its inhabitants and the society. Also, most of them valued the spiritual

freedom and they respected the ethical teaching of Jesus and the role of religion in

50

the society. Moreover, the most common though was that they valued freedom of

conscience. The founding fathers of the United States had remarkable studies of

the Bible and they appeared less devout that they were. They were sincere

believers.

All the first five presidents of United States were influenced to a great extent

by Deism. It was spread in colonial American with Freemasonry in Philadelphia in

1731. By the times of revolution there were a network of churches where was

taught a natural religion where the Grand Architect or the Architect of the Universe

was a God identified with natural laws. They prohibited women from membership.

For this reason, it was spread largely among men because women lacked the

constant reinforcement of Deistic ideas. Also, women were barred from any

institution or Collegue that propagated Deism. But some women received good

private education and they often read widely. In relation with religion women had

the responsibility of overseeing the secular and religious education of children.

They taught manners, behaviors, morals and religion and they educated the

children using the Bible. Church was a place where women could socialize with

each other and with the larger world. Also, to appear in church had to do with

social status and they used it because they wanted that their daughters and sons

were socially accepted. For this reason, women had more orthodox tendencies

because their lack of exposure to critical Deism in college and their exclusion from

monastic groups where Deism had a strong role.

I enjoy this reading because I learnt new and unknown things for me about a

foreign culture, and about the main characters of the story on United States in the

eighteen and nineteen century. Also, I learnt many things about religion. For

example about Deism: is a religious philosophy and movement that became

prominent in England, France, and the United States in the 17th and 18th

centuries. Deists typically reject supernatural events (prophecy, miracles) and

divine revelation prominent in organized religion, along with holy books and

revealed religions that assert the existence of such things. Instead, deists hold that

51

correct religious beliefs must be founded on human reason and observed features

of the natural world, and that these sources reveal the existence of one God or

Supreme Being.

Another interesting aspect that calls my attention was the female role in that

century because they were excluded of some specific things which were

considered only activities for male. But although this prohibition some women were

able to study and to impose their ideas and though about religion, also to promote

the woman rights. I like it because, this author shows a different perspective that

we have heard about U.S presidents, practically it is an unknown face, which had

have a big influence in the American Culture because since my point of view

religion execute a big political and economical influence in any culture.

I recommend this book for every body, especially for us as teachers because

it helps us to construct a different idea about a Foreign Culture and its inhabitants.

Moreover, this book is good to explore how different beliefs arrived to United Sates

and how all of these had contributed to form this religious diversity which because

there is a law which guarantees that no religion will have governmental

endorsement and that all Americans are free to practice the religions of their

choice. In general it is a good book because it shows how different religious

organizations execute a big power over this country and its society. Also, it is good

to reflect about the role of any religion and the power that it executes in politic

aspects in any society.

Writing Research or an Observation Papers

Step-by-Step Procedure

The Preliminaries: when you begin any information gathering process, you

usually have a general idea of the topic you want to research. For instance,

obtaining background information on your subject can provide you with a

52

context for your research and help you narrow your focus. Books can provide

you with background information on a topic in a better way than journal articles.

A book that is current can also serve as a source for additional references.

Then, you must follow with these steps:

1. Choose a topic

2. Begin preliminary reading

3. Restrict the subject or topic

4. Develop a preliminary thesis statement

Gathering Data: Once you have collected information on your topic, you will

need to evaluate the content, focus and source of the resources you have

selected. You also need to look at the material you have collected and

determine if you have enough resources - or too many. In order to do this step,

you need to take into account these tips:

1. Compile the working bibliography

2. Design a database about (books and collections, literature in periodicals,

newspaper indexes, pamphlet indexes) and include the electronic books or

retrieved articles.

3. You need to ask some questions to organize and check the proper

information related with the topic you are exploring:

Do you need more resources?

Reframe your question so that it is not as narrow in focus.

Re-examine the concepts you used in your search -- enter broader

terms if necessary.

Follow up on the references used in articles and book chapters.

Do an author search to find more articles written by that person.

Expand your use of databases to cover related disciplines.

53

Do you have too much information?

You may need to narrow the focus of your research.

Use the resources that best fit the criteria for good scholarship.

Taking Notes: it is a very important step because you need to write and outline

when you are developing an observational or research project, because you

must write all related with the organization, content, form and ideas that come

to your mind about the project you are working on. Then you must:

1. Develop a preliminary outline

2. Evaluate your source material; which is primary material and which is secondary

material?

3. Begin note-taking on cards

4. Avoid plagiarism

Writing the Paper:

The key to successfully writing your paper is organization (writing skills help, too!).

Here are some tips that may be helpful:

You should have a clear idea of your research hypothesis by now. Make

sure that this is stated clearly at the beginning of your paper (or

presentation).

Summarize the articles you have collected, identifying the main points. If

you have made a photocopy of an article or book chapter, highlight the

sentences or paragraphs that are most applicable to your topic.

54

Start writing the sections that are clearest to you (these don't always have to

be written in order). Provide background information and then add your

supporting ideas.

Once you start writing you will be able to identify areas where you still need

more information. You can then develop a new targeted search strategy to

retrieve more information. Your concepts may be much narrower than at the

beginning stages of your research.

Make sure that you have the correct citations for all of your resources (don't

wait until the last minute on this one).

Check the format of the text, citations, notes, and bibliography (most

instructors recommend or APA format)

Proofread before print it in order to avoid mistakes.

Finally, print and submit it.

Be Attentive with this information:

These are the tips that you have to follow in order to submit your written work:

You must start with an initial question and some sub-question that will help you

to solve your inquiries about the selected topic.

Write the introduction but bear in mind that you must follow some special tips in

order to design a good introduction; you can follow the steps suggested by

competent reader of eight grade.

Write the rational or justification about your topic, why do you decide to work on

that.

Design the framework, it is the conceptual support on your topic, you must

organize moving from the general or macro themes to the specific ones, but

you must include in each theory your own voice and thought, you must include

the quotations including the author’s name, page and date.

55

Write your findings and conclusions, here, you give answers to your main

question and sub-questions.

Include images, tables, statistics, interviews, and surveys in the annexes.

ICFES TRAINING TEST6

Answer the following questions from one to five according with the situation:

1. Andrew is late for work, his car has a flat tire so he asks his wife:

a. could, please you take me to work?

b. Please, to work could you take me?

c. You could take me please to work?

d. Could you take me to work, please?

2. Paul is at a restaurant and the waiter comes to help him and Paul says:

a. A lemonade I will have and some French fries.

b. I will have a lemonade and some French fries.

c. Some French fries and a lemonade I will have.

d. Will I have some French fries and some lemonade.

6 Compilated from differnt Icfes training test such as: Espectador newspaper and first ans second departmental enlish contest.

56

3. Sara is in class at school and she finds something, so she says:

a. Whose keys are this?

b. Who´s keys are these?

c. Whose keys are these?

d. Who´s keys are this?

1. Mary usually reads newspaper and she is suggesting a friend a very good

article:

a. Should you always read articles interesting.

b. You should read always this interesting articles.

c. Should you always read interestings articles.

d. You should always read this interesting article.

e.

2. Helen is telling that her daughter Sara is a very good student, so she

says:

a. Sara does not do homework everyday.

b. Sara do not do homework everyday.

c. Sara does her homework everyday.

d. Sara do homework everyday.

Complete the following text: you must look for the proper word according

to the context and the exposed situation.

It is Friday and Sarah and Jane are planning their weekend,

Sara: What are you ___6_____ tomorrow night?

57

Jane: I _____7_____ planned anything yet.

Sarah: What about_____8_______ to the movies?

Jane: That sounds good. _____9______ you pick up me?.

6.

a. do

b. make

c. doing

d. making

7.

a. don´t have

b. have

c. will have

d. have not

8.

a. going

b. gone

c. go

d. goes

9.

a. Should

b. Could

c. Did

d. Must

Jhon and Audrey are at a book store because Jhon wants to buy a book.

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Jhon: Look at this book¡ it seems to be interesting. It´s a best seller.

Audrey: But you ____10_____ take that into account. Sometimes those books are

______11______. Who is the author?

Jhon: it is someone who ______12______ many prizes.

Audrey: Oh! see. And if you like it, I will give to you as your birthday present.

10.

a. wouldn´t.

b. mustn´t.

c. shouldn´t

d. couldn´t.

11.

a. bored

b. interesting

c. boring

d. interested

12.

a. has won.

b. hasn´t won.

c. haven´t won

d. have won.

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Paragraphs Organization

13. You and Mary are looking at some pictures and she tells you about a

friend of hers.

1. He is studying Russian now.

2. that is from Australia but lives in Croatia.

3. because he is going to Moscu next summer.

4. Rick is an english teacher.

a. 4, 2, 1, 3.

b. 1, 3, 2, 4.

c. 4, 3, 2, 1.

d. 1, 2, 4, 3.

14. While watching T.V. news you listen that the newscaster says:

1. Colombia have been affected by the rain.

2. So there are many flooded areas and some villagers

3. have had to leave their towns because of the weather.

4. In South America some countries like

a. 1, 4, 2, 3.

b. 1, 2, 3, 4.

c. 4, 1, 2, 3.

d. 4, 3, 1, 2.

15. Judy is telling Hamilton about a book she read in her literature class at

school

1. the book I read was amazing

2. who described with simple methapor

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3. what could happen in any country

4. it was an animal Farm by George Orwell.

a. 1, 2, 3, 4.

b. 1, 2, 4, 3.

c. 1, 4, 2, 3.

d. 1, 3, 2, 4.

PROJECTAs you know there are many countries and each one have its own

characteristics which are represented in its food, cloth and music, language

and others. Now, we are going to explore a little bit about Australia.

AUSTRALIA:

Although 80% of Australians live near cities, the cities are not as large as those in

some other countries. Most people live in houses in suburbs- not in apartments.

The suburbs usually have their own churches, schools and shopping centers. They

also have recreational facilities. In large cities, like Sidney, the suburbs are often

far from the town center of town. Because many people commute to work, traffic is

slow and there are many traffic jams. 7

Now, it is your turn to search for more information about Sidney in order to

design a city guide including the following aspects: Location, Population, Climate,

Language, Sport and outdoors activities, Transport, Economy, Health system,

music, culture, tourism aspects and food. You have to design the guide in

Publisher using colorful images and information well organized.

7 Richard, Jack. 1997. Interchange workbook

61

ESSAY An essay can have many purposes, but the basic structure is the same no

matter what. You may be writing an essay to argue for a particular point of view or

to explain the steps necessary to complete a task.

Livingstone, K. (2009) claims that in order to write a well structured and

coherent essay, it is necessary to take into account some parameters which are:

Introduction, supporting and summary or conclusion paragraph. Like all good

paragraphs, each supporting paragraph should have a topic sentence, supporting

sentences, and a summary sentence. Then, explore each one of the essay

components and kinds: 8

Introduction Paragraph:

It is the first paragraph of your essay. It introduces the main idea of your

essay. A good opening paragraph captures the interest of your reader and tells

why your topic is important.

How to write one?

1. Write the thesis statement. The main idea of the essay is stated in a single

sentence called the thesis statement. You must limit your entire essay to the

topic you have introduced in your thesis statement.

2. Provide some background information about your topic. You can use interesting

facts, quotations, or definitions of important terms you will use later in the essay.

Example:

8 Livingstone, K. (2009) . Essay definition..

62

Hockey has been a part of life in Canada for over 120 years. It has evolved

into an extremely popular sport watched and played by millions of Canadians. The

game has gone through several changes since hockey was first played in Canada.

Supporting Paragraphs

It makes up the main body of your essay and develop the main idea of your

essay.

How to write them?

1. List the points that develop the main idea of your essay.

2. Place each supporting point in its own paragraph.

3. Develop each supporting point with facts, details, and examples.

To connect your supporting paragraphs, you should use special transition

words. Transition words link your paragraphs together and make your essay easier

to read. Use them at the beginning and end of your paragraphs.

Like all good paragraphs, each supporting paragraph should have a topic

sentence, supporting sentences, and a summary sentence.

Summary Paragraph:

It comes at the end of your essay after you have finished developing your

ideas. The summary paragraph is often called a "conclusion." It summarizes or

restates the main idea of the essay. You want to leave the reader with a sense that

your essay is complete.

How to write one?

1. Restate the strongest points of your essay that support your main idea.

2. Conclude your essay by restating the main idea in different words.

3. Give your personal opinion or suggest a plan for action.

63

Example:

Overall, the changes that occurred in hockey have helped to improve the

game. Hockey is faster and more exciting as a result of changes in the past 120

years. For these reasons, modern hockey is a better game than hockey in the

1890s.

PREWRITING STEP: The prewriting stage is when you prepare your ideas for your essay before

you begin writing. You will find it easier to write your essay if you build an outline

first, especially when you are writing longer assignments.

There are Six Prewriting Steps:

1. Think carefully about what you are going to write. Ask yourself: What

question am I going to answer in this paragraph or essay? How can I best answer

this question? What is the most important part of my answer? How can I make an

introductory sentence (or thesis statement) from the most important part of my

answer? What facts or ideas can I use to support my introductory sentence? How

can I make this paragraph or essay interesting? Do I need more facts on this topic?

Where can I find more facts on this topic?

2. Open your notebook. Write out your answers to the above questions. You do

not need to spend a lot of time doing this; just write enough to help you remember

why and how you are going to write your paragraph or essay.

3. Collect facts related to your paragraph or essay topic. Look for and write

down facts that will help you to answer your question. Timesaving hint: make sure

the facts you are writing are related to the exact question you are going to answer

in your paragraph or essay.

64

4. Write down your own ideas. Ask yourself: What else do I want to say about

this topic? Why should people be interested in this topic? Why is this topic

important?

5. Find the main idea of your paragraph or essay. Choose the most important

point you are going to present. If you cannot decide which point is the most

important, just choose one point and stick to it throughout your paragraph or essay.

6. Organize your facts and ideas in a way that develops your main idea. Once

you have chosen the most important point of your paragraph or essay, you must

find the best way to tell your reader about it. Look at the facts you have written.

Look at your own ideas on the topic. Decide which facts and ideas will best support

the main idea of your essay. Once you have chosen the facts and ideas you plan

to use, ask yourself which order to put them in the essay. Write down your own

note set that you can use to guide yourself as you write your essay.

Writing Essays: it is when you turn your ideas into sentences and there are five

steps that you can use:

1. For the introduction, write the thesis statement and give some background

information.

2. Develop each supporting paragraph and make sure to follow the correct

paragraph format.

3. Write clear and simple sentences to express your meaning.

4. Focus on the main idea of your essay.

5. Use a dictionary to help you find additional words to express your meaning.

Editing Essays:

It is when you check your essay for mistakes and correct them. Take into

account these tips:

65

Grammar and Spelling

1. Check your spelling.

2. Check your grammar.

3. Read your essay again.

4. Make sure each sentence has a subject.

5. Make sure your subjects and verbs agree with each other.

6. Check the verb tenses of each sentence.

7. Make sure that each sentence makes sense.

Style and Organization

1. Make sure your essay has an introduction, supporting paragraphs, and a

summary paragraph.

2. Check that you have a thesis statement that identifies the main idea of the

essay.

3. Check that all your paragraphs follow the proper paragraph format.

4. See if your essay is interesting.

TIPS TO WRITE ESSAY:

The essay below demonstrates the principles of writing a basic essay. The

different parts of the essay have been labeled. The thesis statement is in bold, the

topic sentences are in italics, and each main point is underlined. When you write

your own essay, of course, you will not need to mark these parts of the essay

unless your teacher has asked you to do so. They are marked here just so that you

can more easily identify them.

"A dog is man's best friend." That common saying may contain some truth,

but dogs are not the only animal friend whose companionship people enjoy. For

66

many people, a cat is their best friend. Despite what dog lovers may believe,

cats make excellent housepets as they are good companions, they are

civilized members of the household, and they are easy to care for.

In the first place, people enjoy the companionship of cats. Many cats are

affectionate. They will snuggle up and ask to be petted, or scratched under the

chin. Who can resist a purring cat? If they're not feeling affectionate, cats are

generally quite playful. They love to chase balls and feathers, or just about

anything dangling from a string. They especially enjoy playing when their owners

are participating in the game. Contrary to popular opinion, cats can be trained.

Using rewards and punishments, just like with a dog, a cat can be trained to avoid

unwanted behavior or perform tricks. Cats will even fetch!

In the second place, cats are civilized members of the household. Unlike

dogs, cats do not bark or make other loud noises. Most cats don't even meow very

often. They generally lead a quiet existence. Cats also don't often have

"accidents." Mother cats train their kittens to use the litter box, and most cats will

use it without fail from that time on. Even stray cats usually understand the concept

when shown the box and will use it regularly. Cats do have claws, and owners

must make provision for this. A tall scratching post in a favorite cat area of the

house will often keep the cat content to leave the furniture alone. As a last resort,

of course, cats can be declawed.

Lastly, one of the most attractive features of cats as housepets is their ease of

care. Cats do not have to be walked. They get plenty of exercise in the house as

they play, and they do their business in the litter box. Cleaning a litter box is a

quick, painless procedure. Cats also take care of their own grooming. Bathing a cat

is almost never necessary because under ordinary circumstances cats clean

themselves. Cats are more particular about personal cleanliness than people are.

In addition, cats can be left home alone for a few hours without fear. Unlike some

pets, most cats will not destroy the furnishings when left alone. They are content to

go about their usual activities until their owners return.

67

Cats are low maintenance, civilized companions. People who have small

living quarters or less time for pet care should appreciate these characteristics of

cats. However, many people who have plenty of space and time still opt to have a

cat because they love the cat personality. In many ways cats are the ideal

housepet.9

Establishing links with competent readers:

Identify the semantic structure in order to identify the superstructure used in

these readings:

Select any essay kind and underline or highlight the connectors used and also

the arguments that the authors state in order to validate his/her ideas, also, you

can underline the derivates or conclusions that the author make.

Write the arguments that are strongly valuables according to your point of view:

Make the list here and your arguments too:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

9 essayinfo.com/essays/definition_essay.php

68

__________________________________________________________________

__________________________________________________________________

___________

Well, it is your turn to practice what have you explored about essay and its

kinds: Select a specific topic that call your attention and write an essay,

please do not forget the tips and rules to submit it. Good luck.

REVIEW TIME

By: Logman, A 1998

1.Answer each question in full putting the adverb a) in the middle and b) at the beginning.

1. Do you ever bring work home from the office? (often) I often bring work from the office. Often I bring work home.2. Does John leave home before his wife does? (normally)_________________________________________________________________________3. Have you ever forgotten to lock the back door? (frequently)_________________________________________________________________________4. Do you know when to wake up? (usually)_________________________________________________________________________5. Are you the one who pays the bills? (generally) _________________________________________________________________________6.Is the traffic heavy in the mornings? (often) _________________________________________________________________________7. Do you ever have power cuts? (sometimes)_________________________________________________________________________

69

8 Are there complaints about the service? (often) _________________________________________________________________________

2.Put in singular or plural verb-forms.

LIES, DAMN LIES?

Statistics (be)__________ a branch of economics, but it is often said that there

(be) __________ lies, damn lies and statistics. Recent statistics of British life

(show) __________ that the family (be) __________ happier than it used to be.

The youth of today (be) )__________ likely to live longer than the previous

generation. People (own) )__________ more things than they used to, but more

police(be) )__________ employed to fight crime. Mathematics (be) __________ a

subject which is studied

more by boys than by girls, as (be) __________ physics. The earnings of working

women (be) __________ getting higher all the time and many women earn more

than their husbands. Good manners (be) __________ declining. The public

(spend) __________ more on clothes, and clothes(be) __________ becoming

more and more expensive. Glasses (be) __________ worn by more people, but

only a minority (favour) __________ contact lenses. Statistics (make) __________

us want to grind our teeth and can probably tell us if we have any teeth left to grind!

3. Supply the correct pronouns in these sentences.

1. When I saw the doctor,________ told me to go back and see her again next

week.

2 .Jennifer is a fine musician, ________ plays in the Philharmonic.

3 .My lawyer told me ________ would ring me when he had the information I

wanted.

4 .Your visitor left ________ glasses behind when he came here yesterday.

5 .Professor Myers is a brilliant scientist________ should be given the Nobel Prize

for her work.

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6 .Mrs Carter, our English teacher, really knows ________ grammar!

7 .The artist, Rembrandt, painted several pictures of ________ wife.

8 .Anton Schmidt works as a cook at a large hotel_______ is famous for his

cooking.

9 .How would you describe her?

- Well, ________ is a student of about 18.

10. How do you know this passport belongs to a woman?

- The owner has ________ photo in it.

1 1. My daughter works as a journalist and ________ has been very successful.

12 .You don't know ________ so you should begin your letter 'Dear Madam'. .

3.Supply an or the in the following text.

During our journey we came to _______ bari dge. As we were crossing _______

bridge, we met_______ old man and spoke to him_______ man refused to answer

us at first. He could tell at a glance that we had escaped from _______prisoner-of-

war camp and he was afraid of getting into

trouble. We weren't _______ first prisoners of war to have escaped from _______

camp. As soon as Jim produced _______revolver, _______man proved very

willing to answer our questions. He told us exactly where we were and directed us

to _______ farm where we might find food.

4. Put in the missing pronouns (including who).

TOO MUCH TO BEAR!

If you're on holiday in the Western Islands of Scotland and I see a

bear,_____avoid _______! It might turn out to be Hercules, the famous star,

_______ has appeared in TV ads, films and cabaret.

Hercules disappeared when his owner, Andy Robbins, took _______for a swim.

Police and troops have joined in the search, but _______ haven't had any success.

After all, Hercules is unlikely to appear suddenly, shouting, 'It's _______ ! Here

_______ am!' The search party are carrying yoghurt and bananas to offer the bear

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because that's what _______ likes best. _______isn't dangerous, but _______is

very hungry, a searcher said. So if you see a ten-foot bear in the Western

Islands,make sure_______ are carrying some bananas. _______ may be just what

a hungry bear is

waiting for and if _______ on't find _______, you can always eat _______yourself!

5.Supply one or ones.

1. Which gloves would you like to see? - The ______________ in the window.

2 .Which shoes fit you best? - The large ______________

3. Which pullover do you prefer? -The red ______________

4. Which jeans are you going to buy? - The most expensive ______________

5 .Please pass me that plate. - Which ______________ ?

6 .Two of those coats suit you very well. - Which ______________ ?

7 .I'd like to test-drive one of these two cars. -This ______________ or that

______________ .

8 .I'd like to see some rings, please. -These ______________ in silver or those

______________ in gold?

9 .I'd like to try one of these shirts. Please pass me that white ______________

10. I think, on the whole, I prefer these yellow ______________

6.Write questions or statements followed by responses using believe, etc.

1. Someone asks you if the next train goes to London. You believe it does.

Does the next train go to London. I believe so.

2 .Someone says the weather is going to improve. You hope it will.

__________________________________________________________________

_______

3 .Someone asks you if the letters have arrived yet. You don't think they have.

__________________________________________________________________

_______

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4 .Someone says the rail strike hasn't ended. It doesn't seem to have ended.

__________________________________________________________________

_______

5 .Someone says it's a holiday tomorrow. You want to know who says this.

__________________________________________________________________

_______

6 .Someone says there's been a terrible air disaster. You fear this is the case.

__________________________________________________________________

_______

7 .Someone asks if the democrats will win the election. You don't expect they will.

__________________________________________________________________

_______

7.Supply the missing possessive adjectives and possessive pronouns.

1 What a beautiful baby girl! What's ____________ name?

2 This is your towel: it's yellow. And that's your husband's. ____________ is blue.

3 This car isn't ____________ My car has a different registration number.

4 'Shall we have____________ supper on a tray and watch TV?' my wife asked.

5 That umbrella doesn't belong to you,____________ is the one with the leather

handle.

6 Their flat and our flat may seem to be the same, but____________ is different

from ours.

7 One should put____________ own interests last.

8 John's son wants to be an actor and . ____________ daughter wants to be an

actress.

9 Patricia's eldest daughter has just left school and ____________ youngest has

just begun.

10 Has the cat been given ____________ milk yet?

9.Supply at, on or in.

I'll meet you ........ at ....... 10.30 ....... on....... Monday, June 14.

73

We're taking our holiday ____________ July.

I always finish work early ____________ Fridays.

Who knows what the world will be like ____________ the year 2030?

You don't want anything to go wrong ____________ your wedding day.

____________ the 19th century many children died before they were a year old..

We got up ____________ dawn and reached the summit ____________ noon.

____________ the age of 14 1 realized I would never become a brain surgeon.

The birds don't find much to eat in our garden ____________ winter.

What will you be doing ____________ the holidays?

What will you be doing ____________ New Year's Day?

The year was 1986____________ that time I was working as a waiter.

We try to get away ____________ Christmas time.

I'll see you ____________ ten days' time.

They prepared a surprise for me at the office____________ my birthday..

10.Put in about, according to, across, after, at, away, because, before,

behind, in front of, on.

A GOOD EYE FOR

My friend Jonathan,

A LEFT EAR

who lives across the road, develops and prints films. ____________ Jonathan

most of us take awful pictures. usually, we fail to aim ____________ the subject

so that the subject is not even in the picture. Sometimes the subject is too far

____________ sometimes too near. Some photos are spoilt because the sun is

____________ US, when of course, it should always be ____________us. Some

of us take blank pictures ____________ we take the lens cover off .

____________ we have taken our shots. We take most of our pictures

when we are on holiday and like to catch our friends when they are fooling

____________ It's a pity we don't practice using our cameras____________ we

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go on holiday. A good book ____________photography would make us better l2

____________ taking pictures, but most of us are too lazy to bother. I asked

Jonathan what was the worst film he had ever seen. He didn't have to think very

hard______ the question. At once he answered, 'Twenty-four shots of the

photographer's left ear!'10

ACTIVITY: IT IS TIME TO EXPLORE YOUR ARGUMENTATIVE SKILL TO

PRACTICE YOUR ENGLISH WRITING.

School Name: _____________________________

Stdudent´s Name: _____________________________________

Teache´s Name: _______________________________________

Topic: _________________________________________________

Date: __________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

10 By: Logman, A 1998

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__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Text Connectives

These are often called connectors, discourse markers or signal words. They

provide the reader with signposts indicating how the text is developing. If the writer

wants to show that a summary is coming up, for example, a phrase such as In short

…or briefly … can be used. If the text is giving a sequence of points, these can be

highlighted by the use of such words as to begin …, Secondly …, In conclusion… 11

As you build paragraphs, you’ll need some “glue” to bind your sentences

together. Otherwise, your readers will have trouble making the logical jumps from one

sentence to the next. Even though the connections between your sentences may be

clear to you, you can’t count on your readers to supply those links. Remember that a

paragraph should form a single logical unit. If it doesn’t create a single idea in your

readers’ minds, it’s not doing its job.

11 from: http://mywebpages.comcast.net/tgeorges/write/les15.htm 0

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English supplies us with useful linking words called CONNECTIVES, which form

the logical bridges between ideas. If you keep these verbal guideposts in mind and use

them as you write, you will almost automatically provide the interrelations among ideas

that every reader looks for.

Here is a list of some connectives. Like the subordinating conjunctions, these are

the good guys; use them liberally (but correctly and appropriately), and I guarantee

that your writing will become more effective. They are hard to overuse.

Connective words that describe relationships:

ALSO - HOWEVER - ALTHOUGH – INCIDENTALLY - THEREFORE – BESIDES –

LIKEWISE – THUS – MEANWHILE – MOREOVER – USUALLY – FURTHERMORE –

NEXT – WHATEVER – GENERALLY – YET – ACCORDINGLY – NEVERTHELESS –

INSTEAD – IN CONTRAST – FOR EXAMPLE.

Connectives that give a sense of time:

FIRST - SECONDLY – FINALLY - NOW – ONCE - WHEN – ULTIMATELY -

EVENTUALLY – LASTLY - LATER - MEANWHILE – PREVIOUSLY – THEN - SOON –

FORMERLY – SOMETIMES.

Other Connective phrases:

TO BEGIN WITH – ON THE OTHER HAND – IN BRIEF – IN GENERAL – IN

SUMMARY - MORE SPECIFICALLY – INSTEAD OF - IN ADDITION TO – IN OTHER

WORDS – ANOTHER WAY TO – FOR THE SAME REASON - NO MATTER WHAT –

SUCH A – THAT’S WHAT/WHY – IN FACT – WHAT’S MORE – IN THE SAME WAY –

ON THE CONTRARY – CONVERSELY – AS A RESULT – SUMMING UP – IF SO /

NOT.

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All of these words and phrases link ideas and assure continuity in your

writing. Another useful principle to assure continuity in your writing and

tie your sentences together is:

- TRY TO HAVE A WORD OR PHRASE SOMEWHERE IN EACH SENTENCE

THAT REFERS TO SOMETHING IN A PREVIOUS SENTENCE.

One easy way to follow this principle is to use pronominal adjectives like these to

refer to nouns in previous sentences:

THIS – THAT – THESE – WHICH – THEIR – HIS – ITS – HER

For example: Dr. Quark testified that the only scientific value of creationism lies

in its position among primitive superstitions and mythologies. His testimony helped

strike down laws requiring its teachings to be included in biology textbooks.

Another way to assure continuity in your writing is simple repetition; that is, carry

the same nouns from one sentence to the next.

For example: Scientists map the winds and precipitation inside hurricanes by

flying specially instrumented aircraft through them. These aircraft must withstand

stresses of up to six times the force of gravity.

INTENSIVES

Another way to tie ideas together is with intensives. Intensives help you

emphasize what’s important and to set the important apart from the incidental – a

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major goal of all scientific and technical writing. Compare the following two sentences,

the first without intensives and the second with intensives added:

The whale is the largest living mammal. The largest whales weigh over 150 tons, are

100 feet long, and consume 5 tons of food each day.

The whale is by far the largest living mammal. In fact, the largest whales weigh as

much as 150 tons and grow as long as 100 feet. These enormous animals consume

5 tons of food each day.

Notice how the bold words that have been added emphasize certain points the

author deemed important.

Here is a list of some useful intensives:

ESPECIALLY - AS MUCH AS - EVEN IF/THOUGH – INCREASINGLY - BY FAR –

SO…THAT – MORE IMPORTANTLY – HIGHLY – ONLY – PARTICULARLY – IN

FACT - VERY SIGNIFICANTLY – QUITE - SUCH – MOST - UNIQUE - AT ALL –

ABOVE ALL – INDEED – IN ANY CASE.

The following is a list of commonly used text connectives:

ClarifyShowing

cause/result

Indicating

time

Sequencing

ideas

Adding

information

Condition/

concession

in other

wordsSo Then firstly, first too in that case

I mean Therefore nextin the first

placein addition otherwise

to put it Then afterwards first of all indeed if not

80

another

way

for

exampleconsequently

at the

same timeto start with

apart from

thathowever

for

instance

in/as a

consequencebefore that to begin also nevertheless

to be

more

precise

as a result in the end for a start furthermore despite this

or ratherfor that

reasonfinally

second, third,

fourth …

On top of

thatbesides

in

particular

due to …,

owing to …soon at this point and besides yet

in fact accordinglyafter a

while

to get back to

the pointabove all

on the other

hand

as a

matter of

fact

because of

this

at this

pointthen along with however

that is in that case meanwhile in shortWhat is

more

on the

contrary

namelyat this

momentall in all again

anyhow,

anyway

to

illustratelater briefly let alone Instead

previously

to

summarise/to

sum up

as well Still

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finally likewise even so

a final point moreover all the same

to conclude similarly in any case

in conclusion equally at least

given the

above points

in the same

wayThough

in light of the

abovedespite this

Useful connectives

ADDING SEQUENCING EMPHASIZING COMPARING

And Next above all Equally

Also Then in particular in the same way

as well asfirst, second,

third,?Especially Similarly

Moreover Finally Indeed Likewise

Too meanwhile Notably as with

After Significantly Like

CAUSE AND

EFFECTQUALIFYING ILLUSTRATING CONTRASTING

Because However for example Whereas

So Although such as instead of

Therefore Unless for instance Alternatively

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Thus Except as revealed by Otherwise

consequently If in the case of Unlike

as long as on the other hand

apart from

Yet

Broad MeaningConnective Adverbs

and PhrasesConjunctions

Addition

also, too, similarly, in

addition, even, indeed,

let alone

and, as, like

Opposition

however, nevertheless,

on the other hand, in

contrast, though,

alternatively, anyway,

yet, in fact, even so

but, or, (al)though,

whereas, while

Reinforcingbesides, anyway, after

allin that

Explaining

for example, for

instance, in other words,

that is to say, i.e., e.g.

And

Listing

first(ly) … second(ly),

first of all, finally, lastly,

for one thing … for

because, since, as, for,

if, unless, now (that), so

(that), in case, provided

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another, in the first

place, to begin with,

next, in sum, to

conclude, in a nutshell

(that), whether … or …

Indicating resulttherefore, consequently,

as a result, so, then

when, before, after,

since, until, till, while, as,

once, whenever

Indicating time

then, meanwhile, later,

afterwards, before (that),

since (then), meanwhile

FIRSTLY

SECONDLY,

FURTHERMORE,

MOREOVER, IN

ADDITION

FINALLY

IN

CONCLUSION,

IN SUMMARY,

THUS

This can be used

for the first

supporting

argument.

These can be

used for any

further supporting

arguments

(except, of

course, for

“Secondly” which

can only be used

for the second).

This can be used

for the last

supporting

argument. Note:

this is not a

concluding

connective and

also you can use

“Furthermore”,

“Moreover” or “In

addition” for the

These all carry

roughly the same

meaning. They

should be used to

indicate that you

are making final

statements that

cover all the

supporting

arguments in a

very general way.

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last argument if

you wish

Also: También

As long as: Con tal de que, a condición de que

Because of (this): Por (esto), a causa de (esto)

By the way: A propósito, por cierto

Even so: Así y todo, aún así

Even though: A pesar de que, aunque

Even if: Incluso si

Firstly: En primer lugar

From now on: De ahora en adelante

However: Sin embargo

In any case: De todos modos

In conclusión: En conclusión, para terminar

In my opinión: En mi opinión

In this way: De este modo

In this respect: A este respecto

In short: En resumen, en resumidas cuentas

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In some way: En cierto modo

It seems to me that: (A mí) me parece que

I think: Yo creo que, pienso que

Likewise: Asimismo

Moreover: Además, es más

On the other hand: Por otro lado, por otra parte

One way or another: de un modo u otro

Regarding: Con respecto a

So: Así es que, de modo que, así pues

Something like that: Algo así, algo parecido/ similar

Therefore: Así pues, por lo tanto, por eso

.

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ESSAY KINDS

There are different kinds of essays which are related with the writer purpose

and the reading focus too, then, you are going to explore each one of these essay

kinds and its specific characteristics in order to wide your vision and knowledge

about this topic, also you will acquire the skill to classify or write an essay

according the suggested goal:

1. Expositive Essay: it expose ideas about a specific topic,

presenting information around the theme selected and giving relevance to this

information with author interpretation and personal and interesting opinions of the

topic., you take a term or an idea and write about what a term means. Some terms

have definite, concrete meanings, such as glass, book, or tree but some terms are

abstract and depend more on a person’s point of view, for example: Honesty,

honor, or love. Sometimes, definitions are combined with classification or other

forms of organization in the essay. You need to give a careful definition of the key

term before going on to discuss different types or examples.

Take into account these three Steps to Effective Definition

1. Tell readers what them is being defined.

2. Present clear and basic information.

3. you must write clearly and fully enough for your readers to know how you have arrived at your analyses and conclusions. They should never have to guess what you mean; give your readers everything they need to know to follow your reasoning

The revisions will consist of the following:

1. finding the precise words to express your thoughts

2. correcting typographical, spelling, and grammatical errors

3. making sure that your paragraphs are "tight" and sequenced properly

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4. making sure that the transition ("segue") from one major topic to another makes sense

2. Argumentative Essay

It has as purpose to defend a thesis with arguments which can be based in

cites, references, concrete data and research experiences. The function of an

argumentative essay is to show that your assertion (opinion, theory, hypothesis)

about some phenomenon or phenomena is correct or more truthful than others'.

The art of argumentation is not an easy skill to acquire. Many people might think

that if one simply has an opinion, one can argue it successfully, and these folks are

always surprised when others don't agree with them because their logic seems so

correct. Argumentative writing is the act of forming reasons, making inductions,

drawing conclusions, and applying them to the case in discussion; the operation of

inferring propositions, not known or admitted as true, from facts or principles

known, admitted, or proved to be true. It clearly explains the process of your

reasoning from the known or assumed to the unknown. Without doing this you do

not have an argument, you have only an assertion, an essay that is just your

unsubstantiated opinion.

Argumentative essays are often organized in the following

manner:

1. They begin with a statement of your assertion, its timeliness,

significance, and relevance in relation to some phenomenon.

2. They review critically the literature about that phenomenon.

3. They illustrate how your assertion is "better" (simpler or more

explanatory) than others, including improved (i.e., more reliable or

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valid) methods that you used to accumulate the data (case) to be

explained.

Finally revise and edit, and be sure to apply the critical process to your argument to

be certain you have not committed any errors in reasoning or integrated any

fallacies for which you would criticize some other writer.

Additionally, you will want to find out how your readers will object to your argument.

Will they say that you have used imprecise concepts? Have you erred in collecting

data? Your argument is only as strong as the objections to it. If you cannot refute

or discount an objection, then you need to rethink and revise your position.12

Training Test

Reading Comprehension Activities

Meteorologists are scientist who study the weather and make weather

predictions. In order to make a successful reading, meteorologist must take a lot of

things into consideration. In fact, the data required are collected several times a

day from different sources all over the world. To gather this information, special

types of instruments are used.

These data are of course valuable to everybody since the reports and warnings

that meteorologist are usually reliable. Failing to take their advice could, in some

cases, be a matter of life or death.

12 www.Politecnicovirtual.edu.co

89

The underlined word valuable can be replaced with:

e. Expensive

f. Useless

g. Necessary

h. Useful

The underlined expression usually reliable supports one of the following ideas:

e. Weather information is generally accurate.

f. Meteorologist read very successfully.

g. Meteorologist work really hard.

h. Weather information is rarely precise.

The underlined sentence, failing to take their advice could, in some cases, be

a matter of life or death. Communicate the idea that:

e. Meteorologists’ observations are sometimes right.

f. It is necessary to ignore scientists’ recommendations.

g. It is prudent to pay attention to meteorologists’ suggestions.

h. Scientists’ directions are usually inefficient.

Mathew had a meeting at his office with his boss and some clients at 9:30. At 9:30,

his boss asked his secretary to call him to find out why he was late. After talking

to Mathew, the secretary said:

e. He say that there is a problem with his car.

f. He say that a problem with his car there was.

g. He said that there was a problem with his car.

h. He said that a problem with his car there is.

Match to complete the sentences:

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a. _____ To eat a balanced diet. 1. you must be disciplined, but you do

not have to run away when you are in

front of it.

b._____ To start exercising. 2. you must eat the right food, but you

do not have to be rich.

c. _____ To avoid eating too much

candy.

3. you must do different activities but

you do not have to work or exercise very

much.

d. _____To avoid a sedentary life. 4. you must do little by little, but you do

not necessarily have to join a gym.

Write the meaning of the following words:

Worship:___________

Stretch:____________

Turn: _____________

Slot: __________

Tongue: ________

Bitter: _______

Salty: ________

Fed: ________

Smooth: _______

Sharp: ________

Mend: ________

Farm: ________

Perform: ______

Load: _________

Clothe: _______

Headache ________

Wallet ___________

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Connect these sentences according with the words function:

a. you use scissors 1. to carry food

b. you turn tuners 2. to take pictures

c. you take an aspirin 3. to cut paper

d. you use the camera 4. to get fit

c. you get exercise 5. to tune a guitar

d. you use a tray 6. to save electricity

e. you use low-energy bulbs 7. to stop a headache.

COMPREHENSION OF READINGS AND SITUATIONS

Made these reading and select the correct answer according to each

reading. Good luck.

In the religion of the ancient Greek, a hero was a mythical being to whom

regular worship was offered. A hero was distinct from a god in that, unlike the

latter, he was regarded as mortal: it was indeed his death alone, and an

exceptional death at that, which made him capable of fulfilling the requests of those

who worshipped him. The hero could ensure general good fortune, such as victory

in war, prosperity in peace and success in all enterprises.

The stage in the development of the heroic myth began with the birth of the

hero, due often to the intervention of one of the gods. Some scholars have wished

to find in all stages of hero’s development elements corresponding symbolically to

the stages through which youths about to undergo initiation had to pass, but it is a

chiefly in the educational phase of their development that this analogy would seem

to have some truth. However, the main subject of mythical narrations consisted of

a heroic exploits of the central character: of wars and duels, of the slaying of giants

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and monsters, and of the liberation of regions from such scourges. During his

lengthy wanderings, before achieving his final conquest, the hero founded cities,

gave laws to the people and established cults. The hero’s death, always under

unusual circumstances, determined his status forever.

Write the meaning of these words

Worship:

Indeed:

Fulfill:

Peace:

Worshipped:

Wished:

War:

Lengthy:

Death:

Wandering:

Achieving:

Hero:

1. Before his final confrontation the hero….

a. Performed a variety of good deeds.

b. Spent his time increasing his knowledge.

c. Practiced his skills in preparation.

d. Explored unusual parts of the world.

2. The benefit of the worshipping heroes was……

a. Immortality.

b. Protection from evil spirits.

c. Avoidance of war.

d. Guaranteed luck.

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3. According to the passage, what was it that established somebody as a

hero worthy of worship?

a. The status of his parents

b. The nature of his death.

c. His victory in the battle

d. His lifetime achievements.

4. According to the passage, how were the heroes different from gods?

a. They had fewer powers

b. Their sphere of influence was not as wide.

c. They did not live forever.

d. They lived on earth.

5. What is the connection between heroes grew up and the way boys

generally grow up?

a. All the stages are the same.

b. There is a similarity in their educational development.

c. There seems to be no similarities

d. There are similarities until education begins.

A few years ago, scientist videotaped mother’s reactions to young babies.

They need a baby for their research. Although it was a boy, they dressed it in

pink. They then gave it to several mothers to hold. Because the baby was dressed

in pink, everybody praised its appearance and said things like, “there is a pretty

girl”. When the baby made a noise, or moved, they tried to calm it down by saying

“stop crying, darling”.

The scientists then dressed the same baby in blue. In spite of the fact that it

was the same baby, the mother’s reactions were completely different. This time

they said things like, “what a big strong boy!” when the baby moved or made a loud

noise, they laughed and encouraged it, saying, “listen to that shout!” what strong

94

lungs!. Although the baby’s size hadn’t changed and the cries were identical,

mothers reacted differently to baby in blue.

Write the meaning of these words in Spanish:

Young:

Although:

Research:

Dresses:

Hold:

Videotaped:

Praised:

In spite of:

Loud:

Laughed:

Encouraged:

Cries:

6. The underlined sentence, everyone praised its appearance, means the same

as:

a. People criticized the boy’s looks.

b. People expressed positive feelings about the baby’s physical aspect.

c. People censured the boy’s clothes.

d. People demonstrated negative attitudes towards baby’s actions

7. According to the types of reactions that the mothers showed, we can state that:

a. If the mothers though the baby was a boy, they talked to him softly.

b. If the boy cried, the mothers were very rude.

c. If the mothers thought the baby was a girl, they talked to her energetically.

d. If the baby cried, the mothers were very gentle.

8. Based on the context, we can say that:

a. People’s behavior towards babies is influenced by colors.

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b. There is a strong natural relationship between color and child’s sex.

c. Babies’ behavior depends on the color they’re wearing.

d. There’s a poor association between a baby’s actions and mothers reactions.

Zoos are basically designed for human entertainment. People can learn little

or nothing from seeing poor undignified animals forced to go round in cages. Tests

have shown that penned-up animals suffer high levels of stress and boredom not

to mention physical harm. Those who claim that zoos prevent the extinction of

endangered species should ask themselves whether it is really preferable for them

to live in such a demeaning and artificial environment than not to live at all.

9. From the underlined sentence people can learn little or nothing from seeing

poor undignified animals forced to go round in cages, we can conclude that:

a. Animals can not teach us anything about themselves.

b. People are wasting their time, if they visit zoos in order to learn about animals.

c. Visiting zoos can be a really enriching experience.

d. People who do not know anything about animals can visit zoos to learn about

them.

10.Based on the text, the author uses the underlined word demeaning to

communicate that animals

a. Live in comfortable conditions

b. Deserve respect.

c. Have a life of pleasure.

d. Prefer to live in zoos.

11.The intention of the author in this article is to

a. Describe the life of animals in zoos.

b. Advise animals about their poor conditions

c. Invite people to visit as many zoos as possible.

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d. Make people reflect on the life of animals in a zoo.13

LISTEN UP

1. Complete the blanks with the correct word or words. (2)

- Grand dad, ______ is this man?

- What man!

- Here, in this photo. ___ you ____ him?

- That´s my ____ Jack, I met ____ during the war, see! He is wearing his

uniform.

- ____ he in the army with you?

- Yes, in fact, he saved my ___. They gave him a medal for ____.

- What happen to ____?

- After the war, he _____ to work in London, We both got married and

_______________, and I didn´t ____ him very much. we keep talking.

- Where is ____ now?

- Here, his wife died ______, he moved back here to be near his daughter.

her husband´s family _______ near here.

- _______ you see Jack often?

- I ______ him every ______.

Now, listen the questions and write the answers done.

1. Who is the photo?

__________________________________________________

2. Where did they meet?

_________________________________________________ 13 Icfes compilation from:

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3. Why was Jack given a medal?

_________________________________________________

4. Why did Jack move back?

_________________________________________________

5. How often did Jack and grand-dad see each other?

________________________________________________

2. Listen and complete the blanks. Write the correct date in parenthesis.(6)

a. Gandhi _____________in 1961 and died in 1948. He was the leader of

the _____ for revolution for __________ in Indian.

b. Karl Marx ___________ in 1990( ) and _________ in 1993 ( ),

he _______ the DAS Kapital, who was the ______ of communism.

c. Victoria _____________ in 1819 ( ) and died in 1901, she was the

_______ of a great island.

d. Picasso was born in 1991( ) and _______ in 1973, his most f_______

work was “

e. Galileo Galilei was born in 1564 and died in 1642, he _______ the

telescope.

f. Simon Bolivar was born in 1793 ( ) and died in 1930 ( ).

He was the _____ of South America independence.

g. Albert Einstein was born in 1979 ( ) and died in 1955. He invented

the _________ of relativity.

Now, complete the questions with the information missing, and give the

appropriate answer : (8)

1. ______invented the ______of relativity?_________________

2. _______was the ____ of the ______ who wanted the _________

independence?_________________________

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3. ____________________ radio?_______________________

4. What____ Galileo Galilei ______?____________________

5. Who_____ Das Kapital?____________________

6. What _____the ________ of the Italian ____, architect and engineer ____

was born in the _________ century ?____________

7. ________________ of the following politicians ____ still____, Abraham

Lincon, Simon Bolivar or Nelson Mandela?

_____________.

8. Who _____the ________of _____ British island in the ____________

century?__________________________

9. Who _______ ____________________?_____________________

10. ________________________________________?______________

11.What ______ the _____of the ________ naturalist who_______ the theory

of the _________ of species? _____________________

3. Listen Up! Complete the blanks with the information done.

-Hello! Mr. Slim, I see! you _____ worried.

- I´m ____ nervous.

- I´m _______ to a weeding Tomorrow.

- Really, You´re ____ getting married, _____ you?

- No, It´s my ______ who is getting married.

- So, Why _____ you nervous.

- You see, I´m going to ___ the ____man and I´m going to ____ a speech,

I´ve never _____ a speech in public ______.

- Oh, don´t worried about _____, It´s quite ____ to make a speech.

- Really!

- Yes, you just say “good ______ Ladies and gentlemen”, ____ you ___

something funny about the bride and groom, and thanks ________ for

coming. That ´s it!

- Really!

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- You know, as long as it is the beginning, the middle and the end. It´s going

to be fine!

- Oh, I ________.

- Let´s sit down ________, I´m going to _____ a speech for____.

4. Listen Up!

Complete the dialogues.

- Herbeina, Can I interview you!

- Interview me, ____ for?

- I´s for __________, we have to _____ some bodies which unpleasant

_____________has _______influence their lives.

- Obell, that´s ____ for me to ____ but promise me you trick what I´ll tell you

it´s strictly confidence, you must _____ the secret , OK!

- Ok, I promise, I will ____ a different ______ in my ______.

- Thank you , Obell. Since dreams back bad memories for me but here it

goes… Obell, when I ____ your age, my parents got divorced.

- Oh, I´m _____.

- It was horrible, my father left us to _______ in another town. I only ______

him for weekend and in the ______holidays, I missed him terribly, specially

when I was a teenager, I had no one to turn to. I ______ it difficult to talk to

my _______about boy things, you know.

My _____ always felt guilty about no _____ me enough, he bough_____

expensive ______ whatever I saw him. He _______ trying to make

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comments but we all ______ that presents can´t compensate for a person

upsent.

- Oh, that _____________. Did you still see him?

- Yes, I ______ him a lot know and we _____ getting very well, so it turns out

ok.

- I´m glad. Thank for ________ to me. Herbeina.14

14 English Global language CD audio.

101

AUTOEVALUACIÓN – COEVALUACIÓN

MATRIZ INSTRUCCIONAL – CURSO:______ TRIMESTRE: ______ AÑO: _________

Marca X en la columna de la derecha y recuadro que corresponda, según sea tu valoración.

NIVE DEL DESEMPEÑO

CRITERIO 4 3 2 1

4: Nivel Superior 3: Nivel Alto 2: Nivel Básico 1: Nivel Bajo

Profesor (a): ____________________________________ Asignatura: ____________________

PA-F035/Versión 0/2009-12-01

Colegio Salesiano Maldonado TunjaCr.9 No. 25-26 PBX. 7423692

Reg. Dane 315001001010

Código: PA-F035

Versión: 0

MATRIZ INSTRUCCIONAL AUTOEVALUACIÓN Y COEVALUACIÓN DE ESTUDIANTES

Fecha de versión: 2009-12-01Página:1 de 1

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The Most Common English Commands

ENGLISH COMMANDS Órdenes en inglés

Hello! Hi! � Hola

Good morning! � Buenos días

Good afternoon! � Buenas tardes (desde 12.00 )

Good evening! � Buenas tardes (desde 17.00)

Good night! � Buenas noches (despedida tarde/para ir a la

cama)

Bye-bye � Adiós

See you later � Hasta luego

See you tomorrow � Hasta mañana

Thank you! Thanks � Gracias

Thank you very much � Muchas gracias

You’re welcome � De nada

Please! � Por favor

Can I go to the toilet? � ¿Puedo ir al baño?

Can I open the window? � ¿Puedo abrir la ventana?

Can I open the door? � ¿Puedo abrir la puerta?

Can I close the window? � ¿Puedo cerrar la ventana?

Can I close the door? � ¿Puedo cerrar la puerta?

Yes, you can � Sí, puedes

No, you can’t � No, no puedes

Can you repeat, please? � ¿Puedes repetir, por favor?

Excuse me � Disculpa

Sorry � Lo siento

I don’t understand � No entiendo

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How are you? � ¿Cómo estás?

I’m fine thank you � Estoy bien, gracias.

Stand up! � ¡Ponte/Poneos en pie!

Sit down! � ¡Siéntate!

Have a sit! � ¡Sentaos!

Be quiet! � ¡Callaos/Cállate!

Silence, please! � ¡Silencio, por favor!

Stand in line! � ¡En fila!

Go out! � ¡Salid/Sal fuera!

Get in the classroom! � ¡Entra/entrad en la clase!

Come in! � ¡Entra/Entrad!

Come on! � Venga!15

15 http://www.colegiodejesus.org/english_commands.htm

104

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