Documenti di Didattica
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ENGLISH PORTFOLIO
Students:
Eliana Paulette Piedra Capelo
Iván Jair Aguilar Huarquila
Teacher:
Lcdo. Kleber Oswaldo Sarmiento Sugcho, Ms.
Course:
Fourth Semester “A”
MACHALA, FEBRUARY
2018
MISSION
VIEW
VIEW
Job address:
Mother’s Data:
E-mail: Facebook:
Address:
home address:
Mother data:
Sur name and name: Huarquila Bonilla Alicia Alba Cell phone:
0969716530
Today we socialize each of the units and their respective topics of what we will
learn in the course of this semester.
He has also explained to us about the qualification parameters for the first and
second semester.
CLASS N.- 2
PRONOUNS
For instance:
POSSESIVE ADJECTIVES
They refer to the possessor and not to the possessed thing and are used more
frequently in English than in Spanish. They usually precede nouns that indicate body
parts, kinship, clothing and personal belongings.
• My
• Your
• His
• Her
• Its
• Our
• Their
Such as:
MY
That's my watch
YOUR
- You are used to indicate that something belongs to the person you are talking to.
HER
ITS
- Its used to refer or indicate the belonging of something to a thing, place or animal.
It can also be used when we refer to a baby.
OUR
THEIR
PRESENT SIMPLE
It is used to talk about things, daily habits or activities that are usually done every
day and they are always true.
For instance:
PRESENT PERFECT
When we talk about an action that took place in the past, but we did not specify when
it happened, we use the present perfect. We can say that, by not specifying the
moment, we are placing that action in the course of our lives, that is, at some point
from birth to now.
For instance:
There are actions of the past whose relationship with the present is clear, an example are
those that started in the past and continue to happen in the present.
Another example is when what happened in the past has a direct effect on our current
situation.
PAST SIMPLE
To talk about actions that were completed at some point in the past we used the
simple past.
There are two ways of expressing the past, with regular or irregular verbs.
How it is formed?
In the simple past no distinction will be made with the third person singular ('he',
'she' and 'it') as we do with the simple present.
All the personal forms will correspond to the same form of the past:
I ATE an apple.
She ATE an apple.
They ATE an apple.
This part will be very easy for you, since the rules for forming negation and
interrogation in the past are very similar to those you learned for the Simple
Present.
PRESENT CONTINUOS
The
Present Continuous generally refers to actions that are in progress, that is, that are
happening at the right moment in which we are speaking.
1) Temporary situations:
I am talking to Javier.
3) Repeated actions:
How it is formed?
2. Second: the present form of the verb 'to be': ARE (we are)
WE + ARE + READING
We can also use the contracted form of the verb 'to be':
To create the negative form of the continuous present, only the particle 'not' must be
inserted between the verb 'to be' and the verb in gerund:
He is NOT jumping.
To create the interrogative form, as in the verb 'to be', the order of the sentence will
be inverted and the verb 'to be' will be put first and then the subject:
The present continuous can also be used to talk about the future. The only
requirement is that we talk about activities that are already planned.
For example, if you bought some tickets to travel to London in February you can say:
PARTS OF PARAGRAPH
Supporting sentences
This is where the detailed sentences go to support the main idea in the topic
sentence.
Include the information the reader needs to know in order to understand the topic.
Support your topic sentence.
Closing Sentence
Reminds the reader of the topic or sums up the information in the paragraph. Is
sometimes used in longer paragraphs to sum up the ideas presented. It expresses the
same idea as the topic sentence but in different words. It can start with a transition
such as clearly or in conclusion.
CLASS N.- 8
PRACTICE IN CLASS
ESSAY STRUCTURE
Writing an academic essay means fashioning a coherent set of ideas into an
argument. Because essays are essentially linear—they offer one idea at a time—they
must present their ideas in the order that makes most sense to a reader. Successfully
structuring an essay means attending to a reader's logic.
The focus of such an essay predicts its structure. It dictates the information readers
need to know and the order in which they need to receive it. Thus your essay's
structure is necessarily unique to the main claim you're making. Although there are
guidelines for constructing certain classic essay types (e.g., comparative analysis),
there are no set formula.
It's helpful to think of the different essay sections as answering a series of questions
your reader might ask when encountering your thesis. (Readers should have
questions. If they don't, your thesis is most likely simply an observation of fact, not
an arguable claim.)
"What?" The first question to anticipate from a reader is "what": What evidence
shows that the phenomenon described by your thesis is true? To answer the question
you must examine your evidence, thus demonstrating the truth of your claim. This
"what" or "demonstration" section comes early in the essay, often directly after the
introduction. Since you're essentially reporting what you've observed, this is the part
you might have most to say about when you first start writing. But be forewarned: it
shouldn't take up much more than a third (often much less) of your finished essay.
If it does, the essay will lack balance and may read as mere summary or description.
"How?" A reader will also want to know whether the claims of the thesis are true
in all cases. The corresponding question is "how": How does the thesis stand up to
the challenge of a counterargument? How does the introduction of new material—a
new way of looking at the evidence, another set of sources—affect the claims you're
making? Typically, an essay will include at least one "how" section. (Call it
"complication" since you're responding to a reader's complicating questions.) This
section usually comes after the "what," but keep in mind that an essay may
complicate its argument several times depending on its length, and that
counterargument alone may appear just about anywhere in an essay.
"Why?" Your reader will also want to know what's at stake in your claim: Why does
your interpretation of a phenomenon matter to anyone beside you? This question
addresses the larger implications of your thesis. It allows your readers to understand
your essay within a larger context. In answering "why", your essay explains its own
significance. Although you might gesture at this question in your introduction, the
fullest answer to it properly belongs at your essay's end. If you leave it out, your
readers will experience your essay as unfinished—or, worse, as pointless or insular.
Mapping an Essay
Structuring your essay according to a reader's logic means examining your thesis and
anticipating what a reader needs to know, and in what sequence, in order to grasp
and be convinced by your argument as it unfolds. The easiest way to do this is to map
the essay's ideas via a written narrative. Such an account will give you a preliminary
record of your ideas, and will allow you to remind yourself at every turn of the
reader's needs in understanding your idea.
Essay maps ask you to predict where your reader will expect background
information, counterargument, close analysis of a primary source, or a turn to
secondary source material. Essay maps are not concerned with paragraphs so much
as with sections of an essay. They anticipate the major argumentative moves you
expect your essay to make. Try making your map like this:
• State your thesis in a sentence or two, then write another sentence saying why it's
important to make that claim. Indicate, in other words, what a reader might learn by
exploring the claim with you. Here you're anticipating your answer to the "why"
question that you'll eventually flesh out in your conclusion.
• Begin your next sentence like this: "To be convinced by my claim, the first thing a
reader needs to know is . . ." Then say why that's the first thing a reader needs to
know, and name one or two items of evidence you think will make the case. This will
start you off on answering the "what" question. (Alternately, you may find that the
first thing your reader needs to know is some background information.)
• Begin each of the following sentences like this: "The next thing my reader needs to
know is . . ." Once again, say why, and name some evidence. Continue until you've
mapped out your essay.
Your map should naturally take you through some preliminary answers to the basic
questions of what, how, and why. It is not a contract, though—the order in which the
ideas appear is not a rigid one. Essay maps are flexible; they evolve with your ideas.
Signs of Trouble
Tips:
2. Before planning your text, decide what point of view you are going to defend.
Think about the ideas you are going to express. Prepare the specific vocabulary
you will use and synonyms.
Introduction:
Conclusion:
A paragraph (two or three sentences) will serve to summarize your opinion, main
ideas previously developed, interpretation of the facts or express what will happen
in the future if the situation addressed persists or changes. Never add new
information in this section because it happened to you at the end. Although in the
conclusion you summarize ideas, DO NOT repeat vocabulary already used before,
use synonyms. The repetition is penalized by the examiners, since it demonstrates a
limited vocabulary. Read these other tips and some examples of conclusion.
> Make a draft outline with the ideas that you will include in each of the three parts.
Finally, start writing without forgetting to use connectors to introduce ideas or
arguments.
CLASS N.- 11
likewise igualmente
nearby cercas
nevertheless sin embargo
next próximo; siguiente
now ahora
on the contrary al contrario
on the other hand de otra manera
once una vez
otherwise por otro lado
second segundo
so that para que; entonces
soon pronto; luego
specifically específicamente
then entonces
third tercero
though aunque
to begin with para empezar
today hoy
while mientras
yet todavía; aun
CLASS N.- 12
Below, you will find definitions of both types of cause and effect writings as
well as examples of each. The section regarding arguments will also include
sample topics for your cause and effect writings.
Sentences built using cause and effect usually involve an action that is
making something happen and the result of that action. You can usually
find sentences built this way by key words and phrases they use: so, since,
as a result of, because, therefore. It’s also important to note that the cause
is usually written before the effect is, but there are rare cases when the
effect will be written first. You should realize, however, that no matter what
order you present cause and effect in with your sentences, you cannot have
an effect happen before a cause. When writing a cause and effect argument,
you will be writing many cause and effect sentences. To help you better
understand how these sentences are created, here are a few examples that
have been dissected to show the separate cause and effect parts. If you
want to practice cause and effect, try these exercises from
StudyZone.
Example 1:
Key word: so
Example 2:
Since it was so chilly outside, Benjamin built up a big fire in his fireplace.
Example 3:
Elphaba was getting very angry and frustrated because none of her good
deeds were being recognized as good.
Example 4:
A great twister picked up Aunty Em’s house, and as a result, Dorothy and
Toto ended up in the wonderful world of Oz.
Cause: A great twister picked up Aunty Em’s house.
Example 5:
We went to the grocery store because we needed sour cream, eggs, and
milk.
This last example shows the effect being written before the cause. However,
you will notice that they only went to the store because they needed
something. They had a cause to go to the store. Here’s an example of a
sentence written with an effect happening before a cause. You should see
why it’s important that the cause always occur first.
Bad Example:
Jeremy was sick because Sally went to school the next day with a cold.
How can Jeremy be sick when the cause of his sickness is Sally’s cold that
he does not actually catch until the next day? Unless Jeremy is a time
traveler, there is little chance that he is sick from something that will
happen to him in the future. It is in your best interest to avoid sentences
like the one above as they will make your argument invalid. If you need
more help on writing, try learning plain writing.
CLASS N.- 13
Although Abu Dhabi is one of the most modern cities in the world, it is facing a
problem of traffic congestion. Many residents spend hours stuck in traffic in the city
every day. This is a complex problem with many serious effects.
There are many reasons why we suffer traffic jams every day. One of these is the
rapid growth of the population. As a result of this, the number of cars is increasing
annually. A further point is that there are more women drivers and younger drivers
today than in the past. The increase in the number of trucks and commercial
vehicles also causes traffic congestion. These vehicles move very slowly, sometimes
stopping to unload goods, and blocking traffic. Road works are another major
problem that can lead to streets being very crowded.
Traffic congestion has many effects. One of the most important is parking problems.
People find it difficult to park their cars especially in the city center. Long delays in
getting to and from work are another result, leading to less productivity from
employees. There are also more accidents, because people become frustrated or
angry due to the traffic jams. Pollution in the city center worsens as a result of car
emissions, and the city becomes a less attractive place to live. Shops are forced to
close in the city center and have to relocate to malls or to the outskirts of the city,
where parking is available.
In conclusion, although Abu Dhabi has good roads and modern infrastructure, it is
suffering from traffic problems. There is no simple solution to this problem because
it has many causes, but the effects are damaging both the city and the people who
live there.
CLASS N.- 14
For example, in a Engineering Civil course, a class is working on a unit about the
places where people live: rural, urban, and suburban. The instructor assigns
everyone a compare and contrast essay on life in a city compared to life on a farm.
The instructions are such that the essay must both compare, provide similarities,
and contrast, provide differences, for living in both types of areas. How would a
student get started? How would this essay be structured? A strong, well-written, and
organized compare and contrast essay will show the instructor that the writer
understands the differences between life in the city and life on the farm.
Definition
Compare and contrast essays are multi-paragraph compositions that explain
ways in which two (or occasionally more) subjects are similar and different. In these
essays, compare means describing similarities between the subjects. The essay on
farmlife versus city would provide at least one paragraph on how people's lives in the
city are like the lives of the people that live on a farm. Basically, the comparison tells
what they have in common.
When a writer contrasts two things, he or she explains ways in which they are
different. After completing a unit of study on where people live, students should be
able to provide several details about how life on a farm can be vastly different from
life in a city.
Again, compare and contrast essays can cover almost any topic and may pop up in a
variety of subject areas. In order to make decisions about what to include, writers
need to keep one thing in mind: relevance. Relevance helps determine which
characteristics are worth comparing and contrasting. Your thesis will help you
determine the relevance, or irrelevance, of facts. That means writers need a
strong thesis statement.
This is a sentence that lets the reader know the topic and the argument the writer is
making. Something like: While city life and farm life have few similarities, city life
provides the hustle and bustle of many people, distinct noises, and social
opportunities that are different from that of farm life. If this is the writer's thesis
statement, then the essay should focus on details that are relevant to the hustle and
bustle of city life, noises, and social activities available in the city versus on a farm.
The thesis statement will help keep the writing focused on just a few ideas that are
based on the overall topic.
CLASS N.- 15
Example: Apples and oranges are both fruits, which means that they have seeds
inside of them. Each has a skin, but orange skins are thick and easy to peel. Apple
skins are thinner and do not peel easily. Oranges also contain more acid than apples,
but both fruits are delicious.
Identifying when the writer is comparing and contrasting is usually not difficult
because the speaker will bounce back and forth between two subjects and this
pattern is generally pretty easy to recognize. However, here are some signal
words that may indicate that the text is written using the compare and contrast
organizational pattern: like, unlike, both, neither, similar, and different.
CLASS N.- 16
The object of your writing is for you to say something for yourself using the ideas of
the subject, for you to present ideas you have learned in your own way. The emphasis
should be on working with other people’s ideas, rather than reproducing their words.
The ideas and people that you refer to need to be made explicit by a system of
referencing. This consists of a list of materials that you have used at the end of the
piece of writing and references to this list at various points throughout the essay. The
purpose of this is to supply the information needed to allow a user to find a source.
Therefore, at the end of your assignment you need a list of the materials you have
used - a bibliography or a reference list.
There are many ways of writing a list of references - check with your department for
specific information.
• The most common system is called the Harvard system. There is no definitive
version of the Harvard system and most universities have their own. But the
one used here - the American Psychological Association style - is well known
and often used (American Psychological Association, 1983, 1994, 1999, 2001,
2010).
• Click here or see Gibaldi (2003) and Modern Languages Association (1998,
2009, 2016) for another way.
• Many scientists use a numerical system, often called the Vancouver style or
BS 1629. Click here or see International Committee of Medical Journal
Editors (1991),, US National Library of Medicine or Citing Medicine: The
NLM Style Guide for Authors, Editors, and Publishers (2nd edition) for more
information.
A good, but idiocyncratic, overview can be found in Pears & Shields (2008).
1. Example
References
Barr, P., Clegg, J. & Wallace, C. (1981). Advanced reading skills. London: Longman.
Guiora, A. Z., Paluszny, M., Beit-Hallahmi, B., Catford, J. C., Cooley, R. E. & Dull, C.
Y. (1975). Language and person: Studies in language behaviour. Language
Learning, 25, 43-61.
NOTES
Page numbers should be included for all articles in journals and in collections.
Use alphabetical order. Alphabetise works with no author by the first significant
word in the title.
2. Books
a. One author:
b. Two authors:
Barr, P., Clegg, J. & Wallace, C. (1981). Advanced reading skills. London: Longman.
3. Periodical articles
a. One author:
b. Two authors:
Lipinsky, E. & Bender, R. (1980). Critical voices on the economy. Survey, 25, 38-42.
Guiora, A. Z., Paluszny, M., Beit-Hallahmi, B., Catford, J. C., Cooley, R. E. & Dull, C.
Y. (1975). Language and person: Studies in language behaviour. Language
Learning, 25, 43-61.
a. One author:
b. Two authors:
Stern, H. H. & Weinrib, A. (1978). Foreign languages for younger children: Trends
and assessment. In V. Kinsella (Ed.), Language teaching and linguistics:
Surveys (pp. 152-172). Cambridge: Cambridge University Press.
5. CD ROMs etc
b. Abstract on CD-ROM:
All references begin with the same information that would be provided for a printed
source (or as much of that information as possible). The WWW information is then
placed at the end of the reference in the same way as publishing information is given
for books. It is not necessary to give the date of retrieval unless the document on the
Web may change in content - e.g. a wiki - move, or be removed from a site altogether.
The object of this is the same as all referencing - to supply the information needed to
allow a user to find a source. If you do not know the author or the date and it does
not have a clear title, think carefully before using it. See Evaluating Sources.
a. A journal article:
c. A newspaper article:
Sleek, S. (1996, January). Psychologists build a culture of peace. The New York
Times, pp. 1, 33 Retrieved from http://www.nytimes.com
d. WWW Document:
Li, X. & Crane, N. (1996, May 20). Bibliographic formats for citing electronic
information. Retrieved from http://www.uvm.edu/~xli/reference/estyles.html
7. Others
a. Government report:
National Institute of Mental Health. (1982). Television and behaviour: Ten years of
scientific progress and implications for the eighties (DHHS Publication No.
ADM82-1195). Washington DC: US Government Printing Office.
Words Definitions
1. Coastal Tourist someone who is travelling or visiting a
place for pleasure.
12 countries signed the Antarctic Treaty to preserve the continent for scientific
research.
Emilio Palma was the first person born in Antarctica; his parents were living in the
coastal area of Hope Bay.
Antarctic is colder than the Antarctic as a consequence of its elevation; The tallest
mountain in Antarctica is Mount Vinson rising 4,892 meters (16,050 feet) above sea
level.
In 1999, Tim Jarvis and Peter Treseder walked across the harsh Antarctic
environment to the South Pole.
In the body of hats essay (paragraphs 2,3,4), the scientist gives three main reasons why
Antarctica should be closed to tourists. Number the reasons in the order they paper in
Reading One.
B. Disappearance of species.
C. Damage to the balance of animal and plant life in Antarctica.
The writer of the essay is tiling to find out the age of Antarctic Ice.
3. Psychologists study how people behave when they get lost in Antarctica.
Psychologists study how people behave when they live and work together in such a
Oil spills not only kill penguins but can also destroy scientific projects.
7. We know from past experience that when things get balanced, harmful
HOMEWORK
Tourists in a fragile
land 1. Match the words and definitions
Words Definitions
1. Coastal ___Tourist___ someone who is travelling or
visiting a place for pleasure.
2. Consequence ___Fragile___ easily broken, damaged or
ruined.
3. Fragile ___Vast____ extremely large.
4. harsh ___Research___ to study a subject in
detail, especially to discover new facts or test
new ideas.
5. inhabit ___Coastal__ in the ocean or on the land
near the coast.
6. landscape _____Inhabit___ to live in an area or a
place.
7. preserve ____Preserve____ to save something or
someone from being harmed or destroyed.
While Antarctica’s coastal appears cold and snowy, the land of Antarctica is actually
a desert.
12 countries signed the Antarctic Treaty to preserve the continent for scientific
research.
Emilio Palma was the first person born in Antarctica; his parents were living in the
coastal area of Hope Bay.
Antarctic is colder than the Antarctic as a consequence of its elevation; The tallest
mountain in Antarctica is Mount Vinson rising 4,892 metres (16,050 feet) above sea
level.
In 1999, Tim Jarvis and Peter Treseder walked across the harsh Antartic
environment to the South Pole.
Read the first paragraph of on opinion essay about tourism in Antaarctica, written by a
scientist who works there. Predict reasons why the scientist says, “I feel Antarctica should
be closed to tourists.” Share your ideas with the class. Read the rest of the essay and
compare your ideas with the scientist’s.
1. AS A SCIENTIST WORKING IN ANTARCTICA, I spend most of my time in
the lab studying ice. I am trying to find out the age of Antarctic ice. All we
know for certain is that it is the oldest ice in the world. The more we
understand it, the more we will understand the changing weather of the Earth.
Today, as with an increasing number of days, I had so leave my work to greet
a group of tourists who were taking a vacation in this continent of ice. And
even though I can appreciate their desire to experience this vast and beautiful
landscape. I feel Antarctica should be closed to tourists.
3. When tourist groups come here, they take us away from our research. Our
work is difficult and some of our projects can be damaged by such simple
mistakes as opening the wrong door or bumping into a small piece of
equipment. In addition, tourists in Antarctica can also hurt the environment.
Members of Greenpace, one of the world’s leading environmental
organizations, complain that tourists leave trash on beaches and disturb the
plants and animals. In a place as frozen as Antarctica, it can take 100 years
for a plant to grow back, and tourists can easily damage penguin eggs. Oil
spills are another problem caused by tourism. Oil spills not only kill penguins
but can also destroy scientific projects.
4. The need to protect Antarctica from tourists becomes even greater when we
consider the fact that there is no government here. Antarctica belongs to no
country. Who is making sure that the penguins, plants, and sea are safe? No
one is responsible. In fact, we scientist are only temporary visitors ourselves.
It is true that the number of tourists who visit Antarctica each year is small
compared to the number of those who visit other places.
However, these other places are inhabited by local residents and controlled
by local governments. They have an interest in protecting their natural
environments. Who is concerned about the environment of Antarctica? The
scientists, to be sure, but not necessarily the tour companies that make
money from sending people south.
In the body of his essay (paragraphs 2, 3, 4), the scientist gives three main reasons
why Antarctica should be closed to tourists. Number the reasons in the order they
appear in Reading One.
4. Read for details (pg. 84- Activities 1 and 2). (scanned copy)
B. Disappearance of species.
C. Damage to the balance of animal and plant life in Antarctica.
The writer of the essay is tiling to find out the age of Antarctic Ice.
Psychologists study how people behave when they live and work
together in such a remote location such as Antarctica.
Oil spills not only kill penguins but can also destroy scientific
projects.