INGLES REFUERZO 3ESO_LOMCE_2017.doc - ACFrOgDXNIRdecgUVPEXve8foZ0FYJWheS850pJjqceuFJaVCWHYhTPy5RxOQedZ7-qdIBoN5fn3nQ-Y-8OrQnsUvrqJm7dAL05H2Ak22JyxNCTMA6nQ29K65ZAErZk=
Short Description
ingles...
Description
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
CUADERNILLO DE REFUERZO CONTENIDOS DE 3 ESO
INGLÉS
BASADO EN EL MÉTODO “WAY TO ENGLISH” Y “NEW ENGLISH IN USE”, EDITORIAL BURLINGTON NOMBRE DEL ALUMNO/A:_________________ ALUMNO/A:____________________________ _______________________ _______________________ _________________ ______ CURSO ACTUAL:___________________ ACTUAL:_______________________________ ________________ ____ PROFESOR EN 3 ESO:_______________________ ESO:_______________________________ ________ PROFESOR ACTUAL:__________________ ACTUAL:_____________________________ ______________ ___
1
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
INSTRUCCIONES GENERALES PARA EL ALUMNO: IMPORTANTE !
•
•
•
•
•
•
Este cuadernillo pretende ser una ayuda para alcanzar aquellos objetivos de 3 de ESO que no se consiguieron c onsiguieron superar durante el curso. Como cualquier trabajo extra requiere un es!uerzo y una constancia en su realizaci"n. #a de trabajarse con regularidad buscando siempre las palabras nuevas en el diccionario anot$ndolas y memoriz$ndolas para ir adquiriendo vocabulario. %a gram$tica necesaria para las explicaciones se encuentra en el libro y cuadernillo de 3 ESO & '() *O E+,%-S# / &+E' E+,%-S# -+ 0SE de urlington as como en cualquier gram$tica adecuada a su nivel y en mltiples p$ginas de internet internet de acceso gratuito en las las bibliotecas pblicas o bien del centro. En caso de que el alumno ya no tuviese acceso al libro se le podr$n !acilitar !otocopias de este apartado que podr$ adquirir en el propio centro. %os apartados re!eridos a la lectura y redacci"n 45eading y 'riting6 deben ser trabajados paralelamente paralelamente con cada unidad al terminar los apartados de gram$tica y vocabulario. En el caso de la 'riting se entregar$ al pro!esor para su correcci"n en una !olio separado a medida que se vayan realizando. +o se dejar$n todos para el !inal.
ÍNDICE:
4Refuerzo de contenido r"#"tic"$e % $&'ico $&'ico de () ESO******************************************************P+*,( ESO******************************************************P+*,( 4 Refuerzo de contenido de co#-reni.n % e'-rei.n ecrit"**********************************************P+*/0 4So$ucione " $o e1ercicio******************************************************************************************************************P+*23 4LOMCE* Contenido de er cic$o de $" ESO * Curr5cu$o de E'tre#"dur"* ***************************P+*67
2
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
GRAMM GRAM M AR AND VOCABULARY VOCABULA RY SECTI SECTI ON EXTRA PRACTICE PRACTICE UNIT UNI T 1
Vocabulary 1
Match Match the wo rds and phr ases ases to the pictures.
1. 2. 3.
2
run out o! explore !eel lonely
7. 8. :.
1 a
1 b
1 c
1 d
1 e
1
set o!! reac9 your destination overcome an obstacle
Complete the sentences with the words below. Then tick (✓ ) the sentences that are true for you .
on the way made my way on my own sur sur vive journey dream came true !
...... ...... ...... ...... ...... ......
1. 2. 3. 7. 8. :.
!
!
!
!
- don;t lianted to travel travel to t9e 0S(. *9is summer summer my ======== ======== . - t9in< - could could ======== ======== alone in t9e jungle !or a number number o! >eeeesagent ======== ======== to sc9ool t9is morning. )esterday - ======== t9roug9 t9roug9 a large cro>d o! people at t9e mar - enjoy preparing all e / play / in t9e sno> / yesterday / at noon / . ...................................................................................................... 2. your !riends / >ait / !or you / at t9e cinema / ? ...................................................................................................... 3. - / not tal< / about you / @ ...................................................................................................... 7. sno> / !all / all nig9t / . ...................................................................................................... 8. S9aron / not coo< / !is9 / at 3 o;cloc< in t9e morning / . ...................................................................................................... :. >9y / C9arlie / >ear / strange sunglasses / ? ......................................................................................................
5
Choose the correct answer.
1.)esterday - 9ere ridin / 9" ridin / rode my bi9en - sa> my best !riend. 2.as sailing to +e> Bealand >9ile 9er !riends 9ere c%c$in / 9" c%c$in / c%c$ed across (ustralia. 7.'9at 9appened >9en you "rried / 9ere "rriin / 9" "rriin at t9e airport? 8.'9ile Aos9ua tr"e$$ed / 9" tr"e$$in / 9ere tr"e$$in to (lasrite6? D"d: #e 7.======== 4>rite6 a lot o! booas eig9t years old. - 9aven;t >atc9ed t9at M for / ince / "$re"d% a long time. *9e band 9as eer / 1ut / %et played t9eir ne> song.
Complete the sentences with the verbs in b rackets. Use the Present Perfect Simple.
1. ob is upset because 9e ======== 4not see6 9is best !riend !or more t9an a >ee many songs ======== Elton Ao9n ======== 4compose6? F. *9ey ======== 4not reac96 t9eir destination yet.
:
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
5
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Complete the text wi th the v erbs below . Use the Present Perfect Simpl e.
per!orm ! >rite ! create ! c9ange ! listen ! begin 1. .======== you ever .======== to a song you t9in< you;ve 9eard be!ore? -! t9e ans>er is yes it >as probably a &mas9up. ( mas9up is a ne> song made !rom t>o or more old ones. -t;s not ne> but tec9nology 2. .======== t9ings. 5ecently As 3. .======== to maorld and magazines and ne>spapers :. .======== about 9im. #e does not compose songs by 9imsel! but 9is creations are interesting. *9ey;re bot9 old and ne>. *9at;s mas9up.
Vocabulary 1
Choose two correct answers to show you und erstand the words in b old.
1. 2. 3. 7. 8.
2
)ou can go c"noein on a lake / river / cave. )ou can direct " fi$# !or the$radio / television / the$cinema. )ou can go 9indurfin in t9e sea / desert / ocean. )ou can do roc= c$i#;in on$a$cliff / on$a$beach / in$a$canyon. )ou can $e"rn uri"$ =i$$ in a playground / forest / jungle.
Read what the people said. Then com plete the sentences with the wor ds below .
*e !a"ed &'% -&+# &'!a% I.- /&%0( & a 32D *e +!e# ( a +-a!!
$
Justin
Taylor Bob
I +&!d 1 a(%+ &f
$Rita U+( a -a, /e %eac$ed &'% I !a"ed #$e a%# &f
Joshua
Ella$
designed fashion accessories orienteering acted in a play studied computer animation perfor med in a band camping !
!
!
1. 2. 3. 7. 8. :.
!
Austin 9as ======== . *aylor 9as ======== . ob 9as been ======== . 5ita 9as ======== . Aos9ua 9as been ======== . Ella 9as ======== .
Grammar 3
Choose the corr ect answer.
1.
- "9 > 8"e een 5ac9el t>o days ago. F
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
#o> many a>ards did 8e 9in / 8" 8e 9on so !ar? Did %ou 8"e / ?"e %ou 8"d a lot o! !riends >9en you >ere my age? *9e train 1ut c"#e / 8" 1ut co#e into t9e station. Dar< "$9"% 9"nted / 8" "$9"% 9"nted to be an actor. 'e didn@t 8e"r / 8"en@t 8e"rd t9at song be!ore.
2. 3. 7. 8. :.
4
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Read the sentences. Write two questi ons fo r each sentence with t he words b elow. Use the Present Perfect Simp le or Past Simp le.
1. Aac< lives in %ondon. a.#o> long / live / t9ere ......................................................................................... 2. iana and - are !riends. a.#o> long / / 9er ......................................................................................... 3. *racy is in (!rica. a.#o> long / s9e / be / t9ere ......................................................................................... 7. Aane 9as got a ne> job. a.#o> long / s9e / 9ave / it ......................................................................................... 8. ill and Kam are married. a.#o> long / t9ey / be married .........................................................................................
5
b. '9en / 9e / move / to %ondon ..................................................................................... b. '9en / you / meet ..................................................................................... b. '9en / s9e / go / to (!rica ..................................................................................... b. '9en / s9e / start / 9er job ..................................................................................... b. '9en / t9ey / get married .....................................................................................
Complete the dialog ue with th e verbs in br ackets. Use the Present Perfect Simple or Past Simp le.
Sue:#i et9. )ou 1. ======== 4not call6 me !or a >eee will / won’t need to get to t9e train station early.
2
Complete the dialogue with the phrases below.
hire a car make hotel reservations take a tour go for a long weekend book your fl ight !
!
!
!
Eric:
'e;d lie 7. do / 9i$$ ;e doin many adventure activities in t9e area suc9 as ra!ting and sno>mobiling. - 9ope it 8. 9on@t ;e / in@t oin to ;e too cold but -;m sure >e :. 9i$$ ;e 8"in / 9i$$ 8"e an amazing time@ EXTRA PRACTICE UNIT 4
Vocabulary 1
Where can you fin d these people? Look at the pictu res and complete the words. 1
p====e s=====n
s======g p==l
11
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
3
7
n = = = tc = = b
b=====g a===y
6
5
r=====g t===<
!======l p===9
4
8
a=t g=====y
2
t====s c===t
Complete the sentences with the words below.
market office block railway station hotel car park university playground airport newsagent !
1. 2. 3. 7. 8. :. F. H. I.
!
!
!
!
!
!
!
Ao9n is studying art at ======== . - buy all my vegetables at t9e ======== . Dany people >or< in t9at big ======== . o you buy your magazines at t9e ======== near your 9ouse? (bout 2 aeroplanes arrive at t9is ======== every 9our. *9ere;s a 9uge ======== !or c9ildren in t9e par ======== !or t9ree nig9ts.
Grammar 3 1. 2. 3. 7. 8.
4
Complete the sentences with th e verbs in b rackets. Use the First Conditi onal.
-! it ======== 4be6 cold t9is >eee ======== 4not go6 to t9e s>imming pool. #e ======== 4climb6 up t9e Ei!!el *o>er i! 9e ======== 4visit6 Karis. - ======== 4tae ======== 4leave6 no> >e ======== 4not reac96 t9e airport on time. *9e bus ======== 4arrive6 soon unless t9ere ======== 4be6 a lot o! tra!!ic. Co#-$ete t8e econd entence o it #e"n t8e "#e " t8e firt* Ue t8e Second Condition"$*
1. 2. 3. 7. 8.
- >ant to taere you - ======== on t9e zebra crossing. - can;t taould taant. - 9i$$ 9"it / 9ou$d 9"it !or t9e tra!!ic lig9t to c9ange i! - >ere you.
1. 2. 3. 7. 8. :. F.
Vocabulary 1
Complete the words according to the pictures.
1
p==e==n=
b=c=c== l==e
3
7
=eb== c==s=in=
2
s===e=
Complete the puzzle. Use the cl ues. 1
s 2
3
7
b
b
8 :
F
Acro !
1.
3.
:.
F.
Do9n "
1.
2.
7.
8. 13
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Grammar 3
Complete the sentences with the correct form of the verbs in brackets. Use the Third Conditional.
1. 2. 3. 7. 8.
4
Aac< >ould 9ave gone to t9e nig9tclub i! it ======== 4not cost6 so muc9. -! >e 9ad le!t t9e 9otel earlier >e ======== 4see6 more. 'e ======== 4not stay6 at 9ome i! t9e >eat9er 9ad been sunny. %ily ======== 4enjoy6 9er 9oliday more i! s9e 9adn;t travelled >it9 a group. -! t9e guide ======== 4speae >ould 9ave understood 9im.
Match A to B. Then comp lete the sentences with t he verb in brackets. Use the Third Condit ional.
A 1. 2. 3. 7. 8.
-! t9e ne>sagent ======== 4not close6 *9ey ======== 4not go6 to t9e openLair mare ======== 49ave6 more time - ======== 4give6 you directions
...... ...... ...... ...... ......
5
a. b c d e
i! it 9ad rained. >e >ould 9ave visited t9e art gallery. i! 9e 9adn;t got a good price. i! you 9ad ase >ould 9ave boug9t a ne>spaper
Write sentences with the words below. Use the Third Conditional.
1. you / not 9ave / an accident / i! / you / stop / at t9e tra!!ic lig9t ...................................................................................................... 2. i! / >e / see / t9e sign / >e / not get lost ...................................................................................................... 3. - / go / to t9e nig9tclub / i! / - / not be / so busy ...................................................................................................... 7. i! / t9ey / 9ave / time / t9ey / stop / at t9e !ountain ...................................................................................................... 8. S9e / not ride / on t9e pavement / i! t9ere / be / a bicycle lane ...................................................................................................... EXTRA PRACTICE UNIT 5
Vocabulary 1
Cross ou t the WRONG examples for each adjective. Then write these examples in the corr ect place.
*9ese !oods are usually = . 1. coo=ed:noodles cola !is9 ======== 2. our:lemons yog9urt salami ======== 3. "$t%:cucumbers crisps anc9ovy ======== 7. r"9:stra>berries rice c9erries ======== 8. 9eet:vinegar caon;t be ======== !or a >9ile. Ker9aps it tastes good but it doesn;t loo< very ======== . )ou can order eit9er s>eet or ======== crPpes. -t;s a little ======== !or a birt9day ca. Dost o! us can only buy products 3. 98ic8 / 98o / 98ere !armers gro> on !arms 9undreds o! ay. Detro Supermarit9 t9at? M"n:
)es -;d liill. - al>ays 9ave somet9ing s>eet a!ter my meal.
1:
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Grammar 4
Match A to B. Then Then choo se the correct relative pron oun s to create sentences sentences wit h defining relative clauses.
A
1. 2. 3. 7. 8. ...... ...... ...... ...... ......
5
a. b. c. d. e.
Dexico is a country #e;s t9e !ood blogger Saturday is a day - t9e >oman *9e sc9ool ca!eteria 9as got a menu
98en / 98ic8 many people eat out. 98ic8 / 98ere spicy !ood is popular. 98ic8 / 98en isn;t very 9ealt9y. 98ic8 / 98o o>ns t9at restaurant. 98oe / 98o post you;ve just read.
Join the sentences sentences using defining relative clauses. clauses. Use the relative pronoun in brackets.
1. #e o!ten ma9ic96 ................................ ................................................... ..................................... .................................. ................................... ................................... ................ 2. - met t9e baard. 4>9ose6 ................................ ................................................... ..................................... .................................. ................................... ................................... ................ 3. o you remember t9e day? 'e ate at t9at expensive restaurant t9en. 4>9en6 ................................ ................................................... ..................................... .................................. ................................... ................................... ................ 7. -;d lioman. S9e coo9o6 ................................ ................................................... ..................................... .................................. ................................... ................................... ................ 8. *9ere is a 9uge variety o! !ruit and vegetables in t9e mar9ere6 ................................ ................................................... ..................................... .................................. ................................... ................................... ................ :. - ate a 9amburger and c9ips. *9ey >ere very salty. 4t9at6 ................................ ................................................... ..................................... .................................. ................................... ................................... ................
EXTRA PRA PRA CTICE UNIT 6
Vocabulary 1
Match the sentences to the pictures. Pay Pay attention to th e words in b old.
1.ob s 9o> to t"nd u- for 8i#e$f . 2.illy is "nno%in 9is sister. 3.#o>ard 9as forien 9is brot9er. 7.Ellie is 8"in "n "ru#ent >it9 >it9 9er parents. 1 a
1 b
1 c
1 d
1F
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
2 1. 2. 3. 7. 8. :. F.
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Choose the correct answer answer to show you un derstand the meanings meanings o f the words in bold.
)ou 9ave 9ave to learn learn to co#-ro#ie. )ou can;t help$ hel p$peopl e / get$ get $your your $own$ own$way all t9e time. homewor k / meet $at $a$caf café. On Jriday nig9ts - enjoy 8"nin out >it9 >it9 !riends. 'e usually do$our $homewor Aust inore 9im. -! you st op$t alki al king$ ng$t o / shout shout $at 9im 9e;ll go a>ay. '9y is s9e #"=in fun o! t9at boy? S9e needs to study / apologise. speakii ng / wai wai t i ng$for$ or $t he$doctor doct or . at9y fe$$ out 9it8 Aane. *9ey;re not $speak Aane 9as ;etr"%ed 9er !riend by saying nice / nasty t9ings about 9er. nvi t e 9er to your party. )ou 8urt 8er fee$in >9en you invited / didn’t $i nvit
3
Complete the sentences with the words below. Then tick (✓ ) the sentences that are true for y ou.
disagree disappoint tr ust ust make friends respect accept !
...... ...... ...... ...... ...... ......
1. 2. 3. 7. 8. :.
!
!
!
!
- try not to to ======== ======== my !riends. !riends. - al>ays ======== older people. -t;s 9ard !or me to ======== ======== my parents; rules. rules. - can ======== ======== >it9 someone someone even i! t9ey;re di!!erent !rom !rom me. - can;t ======== ======== someone until until - t9em >ell. -! - ======== ======== >it9 someone someone - usually usually just ill 9o> to solve t9e problem. #e;s very s = = s = = le. Eva never t9in9en an animal is 9urt ...... t9anaiter a!ter 9e serves your meal ...... using your sister;s mobile p9one >it9out asimming tomorro> because because 9e;s bron or >ill you need 9elp? 9elp? S9e ============ ============ run a marat9on in under t9ree 9ours. S9e;s 9ad lots o! experience. 'e ============ ============ >atc9 t9e !ilm because >e 9ad 9ad to !inis9 our project.
4
Choose the correct answer
.
Susan . (nt9ony and Elizabet9 Cady Stanton >ere !riends. ! riends. *9ey also c9anged t9e lives o! >omen in t9e 0nited States. -n t9e 1It9 century >omen 1. c"n@t / / cou$dn@t vote vote in elections. *9ey >ere considered too &emotional to maomen 2. cou$d / cou$dn@t do do anyt9ing as >ell as men. *9ey decided to start an organisation to improve >omen;s lives. *oget9er t9ey >ere an excellent team. Stanton 3. c"n / cou$d spea< and >rite >ell so s9e >rote articles and spoomen all over t9e country. (nt9ony 7. cou$d / cou$dn@t organise organise activities because s9e >as very practical. *oday >omen in t9e 0S( 8. c"n / cou$d vote. ut in some traditional countries t9ey still :. c"n@t / / cou$dn@t . *9ey also F. c"n / c"n@t do do many everyday activities liorere escaping. 22
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
ut in 1I:2 everyt9ing c9anged. *9ree prisoners escaped and t9ey :. ======== never 4!ind6. *9eir story F. ======== 4tell6 in t9e 1IFI !ilm Escape$from$Alcatraz. (lcatraz H. ======== 4close6 in 1I:3 and today it I. ======== 4visit6 by t9ousands o! tourists eac9 year. EXTRA PRACTICE UNIT 8
Vocabulary 1
Complete the pu zzle. Use the clu es below.
Acro !
Do9n "
2.a small use!ul tool 7.not success!ul 8.a ne> t9ing or idea :.can be used again
1.very clever 3. >orell
3
g
i
f
5
n
i
n
r
2
Tick (✓ ) the pairs of op posi tes.
...... ...... ...... ...... ......
3
1. 2. 3. 7. 8.
>eird G ordinary easyLtoLuse G revolutionary simple G complicated entertaining G interesting use!ul G useless
Complete the text with the words below.
caught on weird entertaining came up with trendy requires !
!
!
!
!
*9e Ket 5oc< >as invented in 1IF8 by ,ary a9l. #e 1. ======== t9e idea >9ile talill go bad. 27
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
7. 8. :. F. H.
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
- can;t hear / type very >ell on t9is mobile p9one;s =e%;o"rd. 'e 9ad no electricity during t9e storm so >e used / couldn’t$use t9e #icro9"e oen. Can you please ta 9ome. &-;m ta. - told my mum t9at - 9" t"=in / 9ou$d t"=e t9e dog out t8e fo$$o9in d"% / t8en. &-;ll >as9 t9e dog tomorro>. Aill said t9at s9e 9i$$ 9"8 / 9ou$d 9"8 t9e dog t8e d"% "fter / t8e -reiou d"%. &'e must !eed t9ese animals. Aae 8"e to / 8"d to !eed t8ee / t8oe animals.
Complete the questions in reported speech.
1.&Can you come >it9 us? *9ey asit9 t9em. 2.&'9o does t9is dog belong to? S9e as9o t9at dog ......................................................................... . 3.&'9at are you eating? #er !riend as9at s9e .................................................................... . 7.&'9y didn;t you !ix your computer yesterday? Dy mot9er as9y - ..................................................................... my computer t9e previous day. 8.&'ill you >ait !or me 9ere? - as9et9er t9ey ....................................................... . 2:
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
5
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Correct the mistakes on bold.
1. #e ase >ould >or< at t9e animal s9elter to#orro9. ............................................................................................................................. 2. - told my brot9er t9at - $ot my p9one. ............................................................................................................................. 3. *9e tec9nician said t9at 9e c"n !ix my computer. ............................................................................................................................. 7. Aessica as9en 9" I leaving !or sc9ool. ............................................................................................................................. 8. Dy grand!at9er said t9at 9e doen@t t8in= 9e could learn to use t9e -nternet. .............................................................................................................................
Vocabulary 1
Complete the puzzle according to the pi ctures and find the hidden animal. Then answer the question. 1
3
7
6
5
4
1.
F.
9 = = 2. > = = = = 3. t = 7. ! . = = 8. ! = = :. c = ! . = = = = =
= = = = = = =
= = =
*9e animal is t9e ======== . '9at t9ree body parts above 9as it got?======= ======= ==== ==
2
Complete the sentences with the words below.
beak trunk tusks scales wing jaw paws tails !
1. 2. 3. 7. 8. :. F. H.
!
!
!
!
!
!
( bird can;t !ly >it9 a bro t9is !is9 disguises itsel!. *9e guide o!!ered .......................................... me 9o> t9at !is9 disguised itsel!. 2 &on;t buy t9is bird !ood 9ere. Dy uncle told us ....................................................................... t9at bird !ood t9ere. 3 &Can you please 9elp t9is cat? - asater9ole =======
Read the text and com plete the sentences with th e verbs below . Use the Past Simple or Past Continu ous.
Cr ossing the Sahara The Sahara Desert in Africa is more than 9,400,000 square kilometres. In summer, temperatures reach 45ºC and in winter, they can fall to 0ºC. On windy days, the air f ills with sand, so it’ s hard to see. Does that sound like a good place to go running? In 2007, marathon runners Charlie Engle, Ray Zahab and Kevin Lin ran 6,920 kilometres across the Sahara in 111 days. Every day they woke up at 4.00 am, ran until lunch, stopped to eat and then ran again until 9.30 pm. The men overcame many obstacles along the way. The high desert temperatures often made them ti red, In some places, there were no roads so they ran i n deep, dry sand. So why did they decide to set out on such a difficult journey? All three men loved extreme sports. Kevin Lin, a famous athlete in his home country, Taiwan, ran 241 kilometres across the Atacama Desert in Chile in 2004. For him, running across the Sahara was a dream come true. Americans Charlie Engle and Ray Zahab used to have problems as young men. Running gave them a goal and helped them improve their lives. But there was another reason why the men came to the Sahara. They wanted to help Africa. Hollywood director James Moll made a film about their journey and the money from it went to an organisation called H2O Africa. H2O Africa brings clean drinking water to people all over the continent. For many Africans, clean water i s hard to find. Ray Zahab learned this in the Af rican country of Mali when he ran past a group of women and some camels. They were all drinking from the same waterhole. Experiences like that gave the men a reason to run. Their journey was making a difference to people’s lives. help not have get make use be !
1. 2. 3. 7. 8. :.
3
!
!
!
!
*9e men ======== tired easily because o! t9e 9ot >eat9er. evin %in ======== excited about running across t9e Sa9ara. '9ile t9e men ======== t9eir >ay across t9e Sa9ara t9ey met many (!rican people. *9e !ilm about t9e journey ======== (!rican people. '9en 5ay sa> t9e >omen and t9e camels t9ey ======== t9e same >ater9ole. *9e >omen in Dali ======== clean drinater. Answer the q uestions.
1. %ist t9ree di!!iculties in running across t9e Sa9ara. ...................................................................................................... ...................................................................................................... ......................................................................................................
2. #o> did running 9elp C9arlie Engle and 5ay Ba9ab? ...................................................................................................... 3. #o> did t9e run 9elp (!rican people? ...................................................................................................... 2I
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
4
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Imagine you went on a di fficult jour ney. Write a page from your diary about you r experiences. Include information about:
>9ere you >ent >9at you did >9at obstacles you overcame 9o> you !elt
.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ....................................................................................................................................................................................
.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .
3
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
K5(C*-CE 2
1
The words below appear in the text in Exercise 2. Find the words and guess th eir meanings. Use a dictionary to check yo ur guesses.
1. cancelling ========
3.
study 4n6
======== 2. bene!its ======== 7. progress ========
2
Read the text and answer the questio ns.
Ar e Summer Holidays Good f or Teens? Have you always wanted to go wi ndsurfing or learn archery? Or maybe you’ ve dreamed about vi siting Paris or Rome? Summer is the perfect time to try new thi ngs. It’ s also a chance to forget about school. But according to some people, that’ s just the problem – the summer holidays are all about forgetting. They hurt school achievements, they say, because students can’ t remember what they’ ve learned. What do you think? Are the summer holidays good for teens? Read the opinions below to help you decide. YES!
NO!
Teens need summer holidays. Several schools in the USA have tried cancelling them and the idea has failed. The teens are miserable and even parents are unhappy. Besides, teens can learn things outside the classroom too. Psychologists have studied the benefits of summer activities. They say teens learn important social skills by taking part in team sports and other group activities. Summer is also a time when teens learn about themselves. themselves by choosing activities they enjoy. So do summer holidays hurt students’ achievements? If an achievement is a mark in a maths test, then yes, they do. But if an achievement i s making pottery or performing in a band, then summer holidays are just what teens need.
1.
Some teens can learn a lot during the summer holidays, but most don’ t. I nstead, they spend hours each day watching televi sion or pl aying on the computer. Not all neighbourhoods have got activities for teens. In some, a shopping centre is the only attraction. In addition, teens forget a lot of what they’ ve learned at school during the summer. According to one study, by the end of August many children have lost almost three months of progress in maths and reading. To help teens, the summer holidays should be shorter. The Japanese understand this. They’ ve made the summer holidays five weeks long and have started giving students a lot of homework during their break. Students also come to school during the holidays for special activities.
'9at are >indsur!ing and arc9ery examples o!?
......................................................................................................................................... 2.
'9at can students learn !rom team sports?
......................................................................................................................................... 3.
'9at do some teens spend too muc9 time doing in t9e summer?
......................................................................................................................................... 7.
#o> muc9 material do students !orget during t9e summer according to one study?
......................................................................................................................................... 8.
'9at is unusual about t9e summer 9olidays in Aapan?
.........................................................................................................................................
31
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
3
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Write question s about the text with the words below. Use the Present Perfect Simple. Then answer the qu estions according to the text.
1. '9at / several sc9ools in t9e 0S( / try / to do ......................................................................................................................................... ......................................................................................................................................... 2. t9is idea / be / success!ul ......................................................................................................................................... ......................................................................................................................................... 3. '9y / t9e Aapanese / man 9omes / on Dars
......................................................................................................................................... ......................................................................................................................................... 8.
people / travel / to Dars / one day
......................................................................................................................................... ......................................................................................................................................... 33
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
3
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Complete the sentences.
1.Scientists believe people can live on Dars because ........................................................................... ....................................................................................................................................................................................... 2.*9e temperature on Dars is as cold as .................................................................................................. . 3.e!ore t9e astronauts go to Dars t9e company >ill send ..................................................... and ............................................................................... to Dars. 7.*9e !irst astronauts >ill arrive on Dars in .......................................................................................... .
4
.
Imagine you are a partici pant on the new reality TV programme and you have just arri ved on Mars. Write a blog entry describing your experience.
.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ....................................................................................................................................................................................
.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .
37
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
K5(C*-CE 7
1
The words below appear in the text in Exercise 2. Find the words and guess th eir meanings. Use a dictionary to check you r guesses.
1.mad about ========
2
2. symbol ========
3. point ========
Read the text and tick (✓ ) the sentences T (true) or F (false). Then correct t he false sentences.
See Amster dam on Two W heels The Dutch are mad about bicycles. Today, if you visited Amsterdam, you would see bicycles everywhere. Amsterdam has got a population of about 780,000, but there are more than 880,000 bikes! People of all ages have got bi kes and they don’ t wait for sunny weather to use them. On even the rainiest day, you can see teens, young children, grandparents and even mothers wi th babies ri ding their bikes. If I hadn’ t seen it with my own eyes, I wouldn’ t have beli eved it! As a tourist, why not be Dutch for a day and ride a bike in the city? Amsterdam is small, so you can reach most places in 15 minutes. But first, there are a few things you need to know. • You can hire bikes at shops all over the city for about €9 to €20 a day. There are several large shops near the railway station. • Amsterdam has got many bicycle lanes. Since the 1970s, the city has invested a lot of money in maki ng cycling safe. These lanes are usually part of the pavement and they’ ve got the bike symbols. • Cars and bikes have got different traffic lights and they don’t always work together. The light for cars might be red when the light for bikes is green. So always look at the correct light at j unctions. • Use your hands to indicate to drivers where you’ re going. When turning left, point left; when turning right, point ri ght. • Use a map. As a tourist, it’ s a good idea to plan your iti nerary for the day before you begin ri ding. You can get a bike map at the Amsterdam Tourist Centre for about €4 or you can find one online. • Amsterdam has got a lot of bicycle thieves, so don’t take an expensive bike into the city. There’s an old Amsterdam joke – if you hear someone scream, “ Hey … that’s my bike!” , you will see at l east f ive people get off “ their” bikes and start running away.
1.*9ere are more people t9an bicycles in (msterdam.
T
F
......
......
......
......
......
......
......
......
......
......
......
......
......................................................................................................
2.*9e utc9 ride bicycles only in good >eat9er. ......................................................................................................
3.-t doesn;t taere crumbs a problem in space? ......................................................................................................................................... 7. #o> did astronauts prepare t9eir meals in t9e 1IFs? ......................................................................................................................................... 8. '9y is a lot o! astronaut !ood spicy today? ......................................................................................................................................... :. '9y do astronauts today eat !ood !rom all over t9e >orld? .........................................................................................................................................
3F
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
3
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
Complete the sentences with th e relative clauses below . ! ! ! !
>9o broug9t a bee! sand>ic9 to >or< t9at could brea< into pieces >9en astronaut !ood improved >9ic9 looas dangerous in space. 7.*9e decade .................................................................................................... >as t9e 1IFs.
4
You are on holi day and you h ave just eaten an unu sual meal in a restaurant. Write an e-mail to a friend d escrib ing the experience.
.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ....................................................................................................................................................................................
3H
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
K5(C*-CE :
1
The words below app ear in the text in Exercise 2. Find the wor ds and guess th eir meanings. Use a dictionary to check you r guesses.
1.begging ======== 2.survey ========
2
3. rules ======== 7. turn ========
Read the text and compl ete the chart.
Can I Have a Dog? Most kids have asked their parents for a dog at least once. When parents say no, the kids often start begging – “ I’ ll take care of it – you won’ t have to do a thing”. The begging can continue for weeks. Tired of fighting, some parents agree in the end. “ We’ll get a dog” , they say, “ and we won’ t have any more arguments, right?” Wrong. According to a new survey, an average dog causes about 2,000 family arguments in its life. Most f requently, f amilies argue about where to put the dog during a holiday or where it should sleep. Sometimes they fight about who should walk it or clean up its mess. And when the dog eats a shoe, a pair of sunglasses or a chil d’ s favourite ball, they fight about who let it happen. For some owners, dogs are more important than friends. Friends are often unreliable, they say, and can disappoint. These people often treat their dogs like members of the family, feeding them at the dinner table and letting them sleep in their bed. For others, very often on farms, a dog is no more than a guard. These people put their dogs outside to protect the house from thieves. But even in the same family, people have got different relationships with their pets and this is the main reason they argue about them. The best way to prevent arguments is to make decisions about what the dog can and can’ t do before getti ng one. The rules need to be clear from the beginning. But whatever your family decides, there’ s one thi ng you’ ll have to accept – teens are old enough to take care of their dogs. So when it’ s your turn, don’ t argue. Just do i t. Reason 1.
Some parents let their children have do gs.
he dog eats something it shouldn!t.
2.
Some people thin" dogs are part of the family
3.
4.
3
================
Result
================
===== ===== ==== = ==============
Some people "eep their dogs outside.
Choose the correct modal according to the information in the text.
1. Karents 8ou$dn@t / 8ou$d / "re ";$e to buy a dog to end !amily arguments. 2. Dany !amilies don;t >9at t9ey #ut / 8ou$d / cou$d do >it9 t9eir dog >9en t9ey;re on 9oliday. 3. Jamilies don;t al>ays agree on >9o c"n@t / #"% / 8" to >al< t9e dog. 7. Some people believe !riends 8ou$d / cou$d / c"n be unreliable. 8. (ccording to many !armers dogs #ut / #utn@t / c"n@t protect 9omes. *9ey 8ou$d / 8ou$dn@t / cou$dn@t eat >it9 t9e !amily. :. Jamilies c"n / need to / c"n@t ma dog be!ore it arrives. F. *eens "re ";$e to / c"n@t / cou$d tao t9ings. ........................................................................................................................... ...........................................................................................................................
3. '9at do t9e participants learn !rom t9e reading group? +ame t>o t9ings. ........................................................................................................................... ...........................................................................................................................
7. #o> are t9e criminals and t9e c9aracters in Of$Mice$and$Men similar? ........................................................................................................................... 8. #o> do >e C9anging %ives *9roug9 %iterature >or9eat ======== 7. doug9 ========
Read the text and compl ete the sentences with th e verbs belo w. Use the Past Simple or Past Perfect Simpl e.
Delicious Accidental Inventions Some inventions are the result of creating a solution to a specific problem. And some are accidental – including these very popular foods. Crisps These were meant to be a flop! Crisps were invented in a New York restaurant in 1853 when a customer wanted thinner, crispier fried potatoes than he was served. Although he was annoyed by the request, George Crum, the chef, prepared what the customer wanted. He cut the potatoes extremely thin, fried them, and put too much salt on them. He wanted the customer to hate them, but the man loved them. Crum’ s new potatoes soon caught on! The Ice-Lolly This sweet treat of flavoured frozen water was invented in 1905 in California by 11-year-old Frank Epperson. After he had made a drink of fruit flavouring and water, he took it outside and forgot to bring it in. When Epperson went out the next morning, he saw that the drink had frozen during the night. He tasted it – and it was delicious! Epperson started to produce his frozen drinks for the public in the 1920s. The Chocolate-Chi p Cookies These were invented in 1930 by Ruth Wakefield in her Massachusetts restaurant. Wakefield had planned to make chocolate cookies, but she didn’ t have any of her usual chocolate. She came up with an ingenious solution: she added little pieces of a Nestlé chocolate bar to the cookie dough. Her customers loved the new dessert. Wakefield became famous after Nestlé had begun selling chocolate chips – with her recipe printed on the packet. Cornflakes Wi lliam Kellogg and his brother John worked at a Michigan hospital. One day i n the 1890s, the brothers were making a special kind of wheat dough for the patients. Something went wrong, and the dough started to break i nto pi eces. The brothers baked these pieces, or “ flakes”. The fl akes tasted delicious, and became very popular wi th the patients. William Kellogg went on to create cornfl akes and other breakfast cereals. prepare break not plan complain bake fi nd freeze start !
!
!
!
!
!
!
1.(!ter a customer ======== about 9is potatoes C9e! Crum .............................very t9in crispy potatoes. 2.y t9e time Epperson ======== 9is drine increase t9e population o! !oxes in (ustralia? ...... Experts suggested ...................................................................................................... . 3 &)ello>stone +ational Kar< is an example o! reintroducing native animals ...... to save t9e environment. Experts said t9at ......................................................................................................... . 7.&*9e elol! population in )ello>stone +ational Karas. 8.(nimals suc9 as beavers almost disappeared !rom )ello>stone +ational Kar< because .......... ................................................................................................................................................................................................ .............................................................................................................................................................................................. .
4
Imagine you are a reporter about to interview an Australian conservation expert about r eintroducing Tasmanian Devils and di ngoes. Write five questions to ask th e expert.
.................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... .................................................................................................................................................................................... ....................................................................................................................................................................................
SOLUCIONES A LOS EJERCICIOS DE REFUERZO DE 3º ESO. ,5(DD(5 (+ MOC(0%(5) SEC*-O+ =ae ! !
1 1. b 2. c 3. d 2 1. on my own 2. journey 3. dream came true
1>!
4. f 5. a 6. e 4. survi ve 5. on the way 6. made my way
=ae > 3 1. spent 5. met 8. didn’t stop 2. took 6. didn’ t have 9. visited 3. went 7. ordered 10. Saw 4. loved 4 1. Did … drink 3. did … give 2. Di d … go 4. did … get Accept all logical and grammatically correct answers. 5 1. used to walk 4. Di d … use to play 2. didn’t use to like 5. didn’t use to cook 3. used to climb
=ae ! !
1
1>!
d
e
l
i
g
9
t
e d
a
i
c
t
a
n
t
i
s
o
c
i
l
r
e
9
r
e
!
9
9 n
r
s m <
r
!
r
a
r
e
y
o
i
e
b
t
i
e
i
s
g
t m c
u n
c
d
l
t
u
l
m e
g
s
<
t
a
<
y
p a
a
l
r
t
u
x
e
u p
s
e
t
b
u
e
e
i
l
y
d e
b 9
d p
l
a
d
t
c
o
n
!
s
d
e
u
g
2 1. 2. 3. 3 1. 2.
upset energetic confused miserable annoyed
t
u
e
a
t
4. antisocial 5. thrilled / delighted 3. enthusiastic 4. delighted
7:
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
4 1. 2. 3. 4. 5. 6.
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
We were playi ng in the snow yesterday at noon. Were your fri ends waiting for you at the cinema? I wasn’ t / was not talki ng about you! Snow was falling all night. Sharon wasn’ t cooking fi sh at 3 o’ clock in the morning. Why was Charlie wearing strange sunglasses?
=ae > 5 1. 2. 3. 6 1. 2. 3. 4. 5. 6. 7.
was riding Di d they wi n were cycl ing was lived did … wri te wrote read didn’t remember lived
4. 5. 6. 8. 9. 10. 11. 12. 13.
(page 1) 4. represent 5. compose
1 1. take part 2. earn 3. do 2 1. contribution 2. donated 3. appeared
1. 3 1. 2. 3.
b 2. d yet ever never
arri ved was travelling was she doing was travelling had met Described were talking was typing
4. environment 5. performed 3. e
4. a
5. c 4. since 5. for 6. just
=ae > 4 1. 2. 3. 4. 5 1. 2. 3.
hasn’ t seen have been Has … done have … heard have … listened has changed have begun
5. Have … come 6. has … composed 7. haven’t reached 4. has created 5. has performed 6. have written
=ae 1> 1 1. lake / river 2. television / the cinema 3. sea / ocean
4. on a cliff / in a canyon 5. forest / jungle
2 1. 2. 3. 4. 5. 6.
performed in a band studied computer animati on camping designed fashion accessori es orienteering acted in a play 3 1. saw 4. has just come 2. has he won 5. has always wanted 3. Di d you have 6. haven’t heard
=ae > 4 1. a. b. 2. a. b. 3. a.
How long has he lived there? When did he move to London? How long have you known her? When did you meet? How long has she been in there?
7F
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
4. 5. 5 1. 2. 3. 4. 5.
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
b. When did she go to Africa? a. How long has she had it? b. When did she start her job? a. How long have they been marri ed? b. When did they get married? haven’ t called 6. Have … vi sited haven’t phoned 7. haven’t come broke 8. sent did … happen 9. has … given fell
=ae 1> 1 1. 2. 2 1. 2. 3. 3 1. 2.
sunscreen 3. toiletri es 5. first-aid kit guidebook 4. map suitcase, luggage all owance money belt, passport camera case tent 3. insect repellent 5. backpack sleeping bag 4. sunglasses
=ae > 4 1. 2. 3. 4. 5 1. 2. 3. 4. 6 1. 2. 3. 4. 5.
I am going to hike on my own. She is going to take a painting course. He isn’ t going to eat any sweets. They are going to take a tour. will ask Kate to join me wi ll take a yoga course instead will … lose weight wi ll do something else instead wil l look Are you going to spend; will rain Are you going to go; won’t have Are you going to see; will probably be does the tour begin; starts (page 1)
1 1. 2. 3. 4. 5. 6. 2 1. 2. 3.
vi sit a monument reading about important sights an umbrella resting at the hotel meeting a client won’t go for a long weekend 4. take a tour book your flight 5. hire a car make hotel reservations
=ae > 3 1. 2. 3. 4 1. 2. 3. 4. 5. 6. 5 1
will be sleeping 4. will be li ving won’ t be travelling 5. wil l … be servi ng Will … be waiting What will you be doing this time next year? I will be studying yoga in India this time next summer. / This time next summer, I will be studying yoga in India. I won’ t be using my bicycle tomorrow morning. Will you be having lunch at exactly 1 pm? At this time tomorrow, we will be sitti ng on the plane. / We will be sitti ng on the plane at this time tomorrow. How long will you be staying in New York? 1. will be doing 4. will be 2. is going to hire 5. Are you going 3. are going to sail to travel 2 1. won’t believe 4. il l be doing 2. will be flying 5. isn’t going to be 3. are going to spend 6. will have
7H
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
=ae 1> 1 1. 2. 3. 4. 2 1. 2. 3. 4. 5.
police station swimming pool nightclub bowli ng all ey university market off ice block newsagent airport
5. 6. 7. 8. 6. 7. 8. 9.
running track football pitch art gallery tennis court playground car park railway station hotel
=ae > 3 1. 2. 3. 4 1. 2. 3. 5 1. 2. 3. 4.
is, won’ t go will climb, visits wi ll take, doesn’ t come would take would stay weren’ t go would take would love won’t enjoy
4. leave, won’ t reach 5. wil l arrive, is 4. didn’t speak 5. would ask 5. didn’ t have 6. will meet 7. would wait
=ae 1> 1 1. pavement 2. bicycle lane
3. zebra crossing 4. street
2
s
i
g
n 2
q 3
5
#
!
b
4
r o u n d a b o u t a
r
i
s
r
i
l
t
o > e
d
d
a
g
i
t
e
n
o u n
t
a
r
i
n
g
e
=ae > 3 1. 2. 3. 4 1. 2. 3. 5 1. 2. 3. 4. 5.
hadn’t cost 4. would have enjoyed woul d have seen 5. had spoken wouldn’t have stayed e hadn’t closed 4. b had had a wouldn’ t have gone 5. d would have given c wouldn’ t have sold You wouldn’t have had an accident if you had stopped at the traffic light. If we had seen the sign, we wouldn’t have got lost. I would have gone to the nightclub if I hadn’t been so busy. If they had had time, they would have stopped at the fountain. She wouldn’t have ridden on the pavement if there had been a bicycle lane. =ae ! !
1 wrong examples: 1. cola 3. 2. salami 4. correct place: 1. ri ce 3. 2. vi negar 4. 2 1. frozen 4.
1>!
cucumbers ri ce
5. vi negar
salami cucumbers appetizing
5. cola 7. fresh
7I
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
2. 3. 3 1. 2.
spicy ripe sour ri pe
5. 6. 3. 4.
savoury plain raw fresh
4. 5. 6. 4. 5. 6.
when that which that when who
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
8. tasty 5. savoury
=ae > 4 1. 2. 3. 5 1. 2. 3.
who where whose whose where which
7. that 8. where 7. where 8. which 9. where =ae ! !
1
f
g b h a m r k m u s b l e s e t
m o
2 1. 2. 3 1. 2. 3.
m k v p i k i c l v a p r s p i n a c h l a m b n r c u s w
v e l s h r o t c s m o d r o w p e a f v k b c s c a b b r t v l m potatoes 3. meat 4. starter 4. grilled 5. main course r
s h g l o m s i k l a f f m b l s p d o a k f w a g e e k j h r carrots turkey pork side dish
h
o
e
k p
l l f
1>! spinac9 mus9rooms cauli!lo>er peas cabbage
r
v i h s k h m 5. oily 6. mashed 7. dessert
=ae > 4 1. b where 2. e whose 5 1. 2. 3. 4. 5. 6.
3. a when 5. c which 4. d who He often makes pizza which has got four dif ferent vegetables on it. I met the baker whose cake won an award. Do you remember the day when we ate at that expensive restaurant? I’ d li ke you to meet the woman who cooks for the president’ s famil y. There is a huge variety of f ruit and vegetables in the market where I shop. I ate a hamburger and chips that were very salty.
=ae 1> 1 1. c 2. a 3. d 2 1. get your own way 2. meet at a café 3. stop talking to 4. apologise 3 1. disappoint 2. respect 3. accept
4. b 5. not speaki ng 6. nasty 7. didn’t invi te 4. make friends 5. trust 6. disagree
=ae > 4 1. 2. 3. 4. 5. 5 1.
have to / need to / must take don’ t have to / don’t need to bring have to / need to / must call mustn’ t tell have to / need to / must clean should 4. have to
8
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
2. 3. 6 1. 2. 3.
mustn’ t should Do … have to / need to Do … have to / need to Should
5. don’ t have to 6. have to
! ! =ae
1 1. 2. 3. 4.
arrogant stubborn jealous kind 2 1. d 2. b 3. e 3 1. won’ t be able to 2. Will … be able to
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
5. 6. 7. 8. 4. a 3. 4.
1>!
unreliable sensibl e selfish impolite 5. f 6. c is able to weren’ t able to
=ae > 4 1. 2. 3. 4. 5 1. 2. 3. 4. 5.
couldn’t could could could may / might may / might may not / might not may / might may not / might not
5. can 6. can’ t 7. can’ t
=ae 1> 1 1. 2. 3. 4. 5. 2 1. 2. 3. 3 1. 2. 3.
wi tnesses broke into broke found him guil ty identified riot damage was caused hooligans is coll ected Are … examined are asked
6. 7. 8. 9. 10. 4. 5.
judge warning scene of the crime trial innocent committed crimes prison sentences
4. aren’t passed 5. is given
=ae > 4 1. is investigated 2. are interviewed 3. are arrested 5 1. 2. 3. 4. 5. 6 1. 2. 3. 4. 5.
4. are brought 5. are punished
Was evidence found at the scene of the cri me? Were weapons used in the robbery? Was the evi dence seen by a detective? Was any damage caused to the house? What things were stolen from the house? Yes, evidence was found at the scene of the cri me. Yes, a knife was used in the robbery. Yes, the evidence was seen by a detective. Yes, damage was caused to the house. Jewell ery and money were stolen from the house.
81
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
! ! =ae
1 1. b 2. g 2 1. dead 2. escaped 3. in pain
3. a
4. c
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
1>!!
5. f 6. e 7. d 4. unconscious 5. losing blood 6. cuts
=ae > 3 1. 2. 3. 4. 4 1. 2. 3. 4. 5.
are … interviewed were asked aren’t … obeyed weren’ t hurt is located is … called were sent were caught were killed
5. was robbed; were stolen 6. Is … examined 7. was found 6. were … found 7. is / was told 8. was closed 9. is vi sited
=ae ! ! 1
1
2
i
3
g
a d g
n
5
e 4
!
e
e
n
c n
n o
v
a
o u
t
!
g
i
1>!
t
l
o p
i
o
n
i v
6
s
2 1, 3, 5 3 1. came up wi th 2. entertaini ng 3. requires
r
e u s
a b
l
e
4. weird 5. caught on 6. trendy
=ae > 4 Possible answers 1. had / hadn’t updated 2. had / hadn’t turned off 3. had / hadn’t charged 4. had / hadn’t put 5. had / hadn’ t silenced 5 1. Had … graduated; Yes, she had. 2. had … done; She had graduated from university. 3. had … sold; She had sold two inventions. 4. Had … got married; No, she hadn’t. 5. had … had; She had had one child.
=ae 1> 1 1. 2. 3. 4.
kettl e hairdryer iron electric shaver 2 1. can 2. on
5. 6. 7. 8. 5. 6.
vacuum cleaner gas stove freezer remote control couldn’ t use plates
82
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
3. don’t keep 4. type
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
7. paper 8. cut
=ae > 3 1. had reprogrammed, worked 2. got, had repaired 3. found, had searched 4. had sold, arrived 4 1. had … spent 3. Had … received 2. began 4. did … do Accept all logical and grammatically correct answers. 5 1. woke up 5. continued 2. had used 6. didn’t have 3. Had … turned off 7. didn’t worry 4. had done
=ae 1> 1 1. b 2. e 3. f 4. a 2 1. disguise themselves, enemy 2. build nests 3. give birth 4. defend themselves, attack 5. poisonous, bites 6. stay alive 7. harmless, feels threatened
5. c
6. d
=ae > 3 1. 2. 3. 4. 5. 4 1. 2. 3. 5 1. 2. 3. 4. 5.
ran had adapted was taking, then would wash, the day after had to, those could come 4. hadn’t fixed belonged to 5. would wait there was eati ng He asked if we would work at the animal shelter the next / following day. I told my brother that I had lost my phone. The technician said that he could fix my computer. Jessica asked when I was leavi ng for school. My grandfather said that he didn’ t think he could learn to use the Internet. =ae ! !
1
9 o r > 9 i s < 2. = = = = = t o 3. = = ! u r 7. =. = = ! i n 8. = = = c l :. = = ! e a t 9 e 1.
F.
n e r s = = = n u e
= = = =
= = = =
1>
1. ostrich 2. tongue cla> !eat9er
a > r
= =
=. = = = = = =
2 1. wi ng 2. Tusks
3. scales 4. tails
5. paws 6. trunk
7. beak 8. jaw
=ae > 3 1. 2. 3. 4.
not to touch to help to give watching
5. to eat 6. volunteer
83
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
4 1. 2. 3. 7. 5 1. 2. 3. 4. 5.
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
#e "=ed 9is parent to get 9im a dog #e told us not to >orry. S9e o!!ered to tae iit t9e aquarium.
to show not to buy to help that we discuss / discussing to take, the next / following day
5E(-+, (+ '5-*-+, SEC*-O+
=ae 1> 2
1. 2. 3.
got 7. 9elped >as 8. >ere using >ere ma 3
1. runni ng in deep, dry sand; high desert temperatures; no roads 2. Running gave them a goal and helped them improve their l ives. 3. The money from the film of the journey went to H2O Afri ca – an organisati on that bri ngs clean drinking water to people.
4
Accept all l ogical and grammatically correct answers.
=ae 1> 2 1. 2. 3. 4. 5.
summer acti vi ti es Teens can learn important social ski lls. Watching televi sion or playi ng on the computer. Almost three months of progress in maths and reading. The holidays are fi ve weeks long and students get a lot of homework and come to school duri ng holidays for special activities.
=ae > 3
1. What have several schools in the USA tri ed to do? Several schools have tried cancelling summer holidays. 2. Has thi s idea been successful? No, the idea has failed. 3. Why have the Japanese made the summer holidays shorter? So that teens don’t forget a lot of what they’ ve learned.
4
Accept all l ogical and grammati cally correct answers.
=ae 1> 2
1. Are all the parti cipants in the programme going to travel to Mars? / Wi ll all the parti cipants in the programme be travelling to Mars? No, some of the participants are going to travel to Mars. 2. Is the Dutch company going to create a colony on the moon? No, the Dutch company is going to create a colony on Mars. 3. Is the reality TV programme going to raise money for the mission? Yes, it i s. 4. Are astronauts going to build their own homes on Mars?
87
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
No, Mars One is going to send their homes to Mars. 5. Wi ll people travel to Mars one day? Yes, people may travel to Mars 100 years from now.
=ae > 3
1. 2. 3. 4.
4
Accept all l ogical and grammatically correct answers.
the planet is similar to Earth / there’ s water on Mars Antarctica (2,500 ki logrammes of) food, homes 2027
=ae 1> 2
1. 2. 3. 4. 5. 6.
F Amsterdam has got a population of about 780,000, but there are more than 880,000 bikes! F They don’t wait for sunny weather to ride them. T F The bicycle lanes are usually part of the pavement. T T
=ae > 3 1.
wi ll pay about €9 to €20 a day 2. had cycl ed, bicycle lanes 3. (A msterdam) Tourist Centre, needs
4
Accept all l ogical and grammati cally correct answers.
=ae 1> 2
1. 2. 3. 4. 5. 6.
At work, on a 1965 US mission into space. They drank their food from plasti c tubes. Crumbs could fly into an astronaut’ s nose or into important instruments. They added water to dried foods. To solve the problem of no smell and taste. Astronauts who work together in space stati ons come from different countries so their f ood is more international.
=ae > 3
1. 2. 3. 4.
4
Accept all l ogical and grammatically correct answers.
which looked like cereal for babies who brought a beef sandwich to work that could break into pieces when astronaut food improved
=ae 1> 2
1. 2. 3. 4.
3
1. shouldn’t
Parents are tired of fighting with their kids. The family fights about who let it happen. They feed them at the dinner table and let them sleep in their bed. For some people, a dog is no more than a guard. 5. must, shouldn’t
88
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
2. should 3. has to 4. can
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
6. need to 7. are able to
=ae > 4
Accept all l ogical and grammati cally correct answers.
=ae 1> 2
1. 2. 3. 4. 5.
for taking drugs. The participants read books and meet regularl y to talk about books. They learn important ski lls; they learn about themselves and others. They come from poor famil ies. Only 6% of the participants have returned to crime.
=ae > 3
1. was found; T 2. was given; F 3. are chosen; T
4
Accept all l ogical and grammatically correct answers.
4. was started; F 5. was helped; T
=ae 1>
2 1.
had complained, prepared 2. found, had frozen 3. hadn’t planned, started 4. baked, had broken
=ae > 3
1. 2. 3. 4. 5.
4
Accept all l ogical and grammatically correct answers.
They are all accidental inventions. He was annoyed by a customer’ s request and wanted the customer to hate them. He took his drink outside and forgot to bri ng it in and it froze during the night. The recipe appeared on the packets of Nestlé chocolate chips. He went on to create cornf lakes and other breakf ast cereals.
=ae 1> 2
1 2 3 4
F F T F
Europeans had started to bring non-nati ve animals to Australia in the 1600s that we increase the population of dingoes in Australia Yell owstone Park was an example of reintroducing nati ve animals to save the envi ronment. the wolves were controlling the elk population in Yellowstone Park
=ae > 3 1. 2. 3. 4. 5.
4
Australia’ s nati ve animal species compete wi th nati ve species reintroducing the Tasmanian Devil and dingoes small er than the elk population grew large enough to destroy their habitat
Accept all l ogical and grammatically correct answers.
8:
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
DECRETO 98/2016, de 5 de julio, por el que se establecen la ordenación y el currículo de la Educación Secundaria Obligatoria y del Bachillerato para la Comunidad Autónoma de Extremadura. (2016040111) Primer ciclo ESO: Primera Lengua Extranjera. CONTENIDOS BLOQUE 1: Comprensión de textos orales ) E+#%a#e(a+ de c&-%e+(?@ 2 M&;(!(ac(? de (f&%-ac(? %e;(a +&b%e #(& de #a%ea " #e-a) 2 Ide#(f(cac(? de! #(& #eB#'a!, ada#ad& !a c&-%e+(? a! -(+-&) 2 D(+#(c(? de #(&+ de c&-%e+(? =+e#(d& ee%a!, (f&%-ac(? e+ec(a!, '#&+ %(c(a!e+, de#a!!e+ %e!e;a#e+>) 2 F&%-'!ac(? de $(?#e+(+ +&b%e c&#e(d& " c&#eB#&) 2 Ife%ec(a " f&%-'!ac(? de $(?#e+(+ +&b% e significados a partir de la comprensión de elementos significativos, lingu ̈ +#(c&+ " a%a!(+#(c&+) 2 Ref&%-'!ac(? de $(?#e+(+ a a%#(% de !a c&-%e+(? de 'e;&+ e!e-e#&+) A+ec#&+ +&c(&c'!#'%a!e+ " +&c(&!(+#(c&+@ c&;ec(&e+ +&c(a!e+, &%-a+ de c&%#e+a " %e(+#%&+ c&+#'-b%e+, ;a!&%e+, c%eec(a+ " ac#(#'de+ !e'ae & ;e%ba!) F'c(&e+ c&-'(ca#(;a+@ 2 I(c(ac(? " -a#e(-(e#& de %e!ac(&e+ e%+&a!e+ " +&c(a!e+) 2 De+c%(c(? de c'a!(dade+ f+(ca+ " ab+#%ac#a+ de e%+&a+, &be#&+, !'a%e+ " ac#(;(dade+) 2 Na%%ac(? de ac&#ec(-(e#&+ a+ad&+ '#'a!e+ " $ab(#'a!e+, de+c%(c(? de e+#ad&+ " +(#'ac(&e+ %e+e#e+, " eB%e+(? de +'ce+&+ f'#'%&+) 2 Pe#(c(? " &f%ec(-(e#& de (f&%-ac(?, (d(cac(&e+, &((&e+ " '#&+ de ;(+#a, c&+e&+, ad;e%#ec(a+ " a;(+&+) 2 EB%e+(? de! c&&c(-(e#&, !a ce%#ea, !a d'da " !a c&e#'%a) 2 EB%e+(? de !a ;&!'#ad, !a (#ec(?, !a dec(+(?, !a %&-e+a, !a &%de, !a a'#&%(ac(? " !a %&$(b(c(?) 2 EB%e+(? de! (#e%+, !a a%&bac(?, e! a%ec(&, !a +(-a#a, !a +a#(+facc(?, !a e+e%aa, !a c&f(aa, !a +&%%e+a, " +'+ c&#%a%(&+) 2 F&%-'!ac(? de +'e%ec(a+, de+e&+, c&d(c(&e+ e $(?#e+(+, %efe%ec(a+ " &((&e+) 2 E+#ab!ec(-(e#& " -a#e(-(e#& de !a c&-'(cac(? " &%a(ac(? de! d(+c'%+&) E+#%'c#'%a+ +(#Hc#(c&d(+c'%+(;a+)1 2 EB%e+(? de %e!ac(&e+ !?(ca+@ c&'c(? =ad, #&&, a!+&>d(+"'c(? =&%>&&+(c(?=b'#> ca'+a=beca'+e =&f>f(a!(dad =#& (f((#(;e>c&-a%ac(?=a+&# +& Ad)a+ -&%e c&-f&%#ab!e'(c0!" =#$a> #$e fa+#e+#>%e+'!#ad&=+&:>c&d(c(? =(f> 2 Re!ac(&e+ #e-&%a!e+=/$(!e /$e>) 2 Af(%-ac(?=aff(%-a#(;e +e#ece+ #a+> 2 EBc!a-ac(?=*$a# K =Ad) K> &', e) )*$a# a /&de%f'! $&!(da" '+ed #&> 2 EB%e+(? de!a -&da!(dad@fac#'a!(dad=dec!a%a#(;e +e#ece+>caac(dad=ca>&+(b(!(dad%&bab(!(dad=-a" >ece+(dad=-'+# eed$a;e =&#> #&> &b!(ac(?=$a;e =&#> #&-'+#(-e%a#(;e>e%-(+& =ca,-a", c&'!d> 2 EB%e+(? de !a eB(+#ec(a =e)) #$e%e (+, a%e,/a+, /e%e, /(!! be> !a e#(dad=c&'#'c&'#c&!!ec#(;ec&-&'d&'+%&&'+=+'bec#,&bec#>&++e++(;e+de#e%-(e%+ =a,a, #$e, +&-e,a">) 2 EB%e+(? de!a ca#(dad =+('!a%!'%a!ca%d(a! ad &%d(a! '-e%a!+)'a#(#"@ -'c$,-a", a !&# =&f>)De%ee@ e) )%ea!!">) 2 EB%e+(? de! e+ac(& =%e&+(#(&+ad ad;e%b+ &f!&ca#(&, &+(#(&,d(+#ace, -&#(&,d(%ec#(&,&%((>) 2 EB%e+(? de! #(e-& =&(#+ =e) ) f(;e #& =#e>> d(;(+(&+ =e) ) ce#'%"+ea+&>, ad (d(ca#(&+=a& ea%!"!a#e> &f #(-ed'%a#(&=f%&-:#&>+e'ece =f(%+#,eB#,!a+#>+(-'!#ae&'+e++ =/$(!e,/$e>f%e'ec" =e) )&f#e, '+'a!!">) 2 EB%e+(? de! -&d& =Ad;) ad$%a+e+ &f-ae%, e) )ea+(!" b" &+#>) LB(c& &%a! de '+& c&- =%ecec(?> %e!a#(;& a (de#(f(cac(? e%+&a! ;(;(eda, $&a% " e#&%& ac#(;(dade+ de !a ;(da d(a%(a fa-(!(a " a-(&+ #%aba& " &c'ac(&e+ #(e-& !(b%e, &c(& " de&%#e ;(ae+ " ;acac(&e+ +a!'d " c'(dad&+ f+(c&+ ed'cac(? " e+#'d(& c&-%a+ " ac#(;(dade+ c&-e%c(a!e+ a!(-e#ac(? " %e+#a'%ac(? #%a+&%#e !e'a " c&-'(cac(? -ed(& a-b(e#e, c!(-a " e#&%& a#'%a! " Tec&!&a+ de !a If&%-ac(? " !a C&-'(cac(?) Pa#%&e+ +&&%&+, ace#'a!e+, %#-(c&+, de %&'c(ac(? " de e#&ac(?)
8F
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
BLOQUE 2: Producción de textos orales: expresión e interacción. E+#%a#e(a+ de %&d'cc(?@ P!a(f(cac(? 2 C&ceb(% e! -e+ae c& c!a%(dad, d(+#('(ed& +' (dea & (dea+ %(c(a!e+ " +' e+#%'c#'%a bH+(ca 2 Adec'a% e! #eB#& a! de+#(a#a%(&, c&#eB#& " caa!, a!(cad& e! %e(+#%& " !a e+#%'c#'%a de d(+c'%+& adec'ad&+ a cada ca+&) Eec'c(? 2 EB%e+a% e! -e+ae c& c!a%(dad, c&$e%ec(a, e+#%'c#'%Hd&!& adec'ada-e#e " a'+#Hd&+e, e +' ca+&, a !&+ -&de!&+ " f?%-'!a+ de cada #(& de #eB#&) 2 Rea'+#a% !a #a%ea=e-%ede% 'a ;e%+(? -H+ -&de+#a de !a #a%ea> & e! -e+ae=$ace% c&ce+(&e+ e !& 'e %ea!-e#e !e '+#a%a eB%e+a%>, #%a+ ;a!&%a% !a+ d(f(c'!#ade+ " !&+ %ec'%+&+ d(+&(b!e+) 2 A&"a%+e e " +aca% e! -HB(-& a%#(d& de !&+ c&&c(-(e#&+ %e;(&+='#(!(a% !e'ae %efab%(cad&., e#c)>) 2 C&-e+a% !a+ ca%ec(a+ !(+#(ca+ -ed(a#e %&ced(-(e#&+ !(+#(c&+, a%a!(+#(c&+ & a%a#eB#'a!e+@
Lingü +#(c&+ 2 M&d(f(ca% a!ab%a+ de +((f(cad& a%ec(d&) 2 Def((% & a%af%a+ea% ' #%-(& & eB%e+(?) Paralingü +#(c&+ " a%a#eB#'a!e+ 2 Ped(% a"'da) 2 SeQa!a% &be#&+, '+a% dec#(c&+ & %ea!(a% acc(&e+ 'e ac!a%a e! +((f(cad&) 2 U+a% !e'ae c&%&%a! c'!#'%a!-e#e e%#(e#e=e+#&+, eB%e+(&e+ fac(a!e+, &+#'%a+, c&#ac#& ;(+'a! & c&%&%a!, %&B-(ca>) 2 U+a% +&(d&+ eB#%a!(+#(c&+ " c'a!(dade+ %&+?d(ca+ c&;ec(&a!e+) A+ec#&+ +&c(&c'!#'%a!e+ " +&c(&!(+#(c&+@ c&;ec(&e+ +&c(a!e+, &%-a+ de c&%#e+a " %e(+#%&+ c&+#'-b%e+, ;a!&%e+, c%eec(a+ " ac#(#'de+ !e'ae & ;e%ba!) F'c(&e+ c&-'(ca#(;a+@ 2 I(c(ac(? " -a#e(-(e#& de %e!ac(&e+ e%+&a!e+ " +&c(a!e+ 2 De+c%(c(? de c'a!(dade+ f+(ca+ " ab+#%ac#a+ de e%+&a+, &be#&+, !'a%e+ " ac#(;(dade+) 2 Na%%ac(? de ac&#ec(-(e#&+ a+ad&+ '#'a!e+ " $ab(#'a!e+, de+c%(c(? de e+#ad&+ " +(#'ac(&e+ %e+e#e+, " eB%e+(? de +'ce+&+ f'#'%&+) 2 Pe#(c(? " &f%ec(-(e#& de (f&%-ac(?, (d(cac(&e+, &((&e+ " '#&+ de ;(+#a, c&+e&+, ad;e%#ec(a+ " a;(+&+) 2 EB%e+(? de! c&&c(-(e#&, !a ce%#ea, !a d'da " !a c&e#'%a) 2 EB%e+(? de !a ;&!'#ad, !a (#ec(?, !a dec(+(?, !a %&-e+a, !a &%de, !a a'#&%(ac(? " !a %&$(b(c(?) 2 EB%e+(? de! (#e%+, !a a%&bac(?, e! a%ec(&, !a +(-a#a, !a +a#(+facc(?, !a e+e%aa, !a c&f(aa, !a +&%%e+a, " +'+ c&#%a%(&+) 2 F&%-'!ac(? de +'e%ec(a+, de+e&+, c&d(c(&e+ e $(?#e+(+, %efe%ec(a+ " &((&e+ 2 E+#ab!ec(-(e#& " -a#e(-(e#& de !a c&-'(cac(? " &%a(ac(? de! d(+c'%+&) E+#%'c#'%a+ +(#Hc#(c&d(+c'%+(;a+)1 LB(c& &%a! de '+& c&- =%&d'cc(?>%e!a#(;& a (de#(f(cac(? e%+&a! ;(;(eda, $&a% " e#&%& ac#(;(dade+ de !a ;(da d(a%(a fa-(!(a " a-(&+ #%aba& " &c'ac(&e+ #(e-& !(b%e, &c(& " de&%#e ;(ae+ " ;acac(&e+ +a!'d " c'(dad&+ f+(c&+ ed'cac(? " e+#'d(& c&-%a+ " ac#(;(dade+ c&-e%c(a!e+ a!(-e#ac(? " %e+#a'%ac(? #%a+&%#e !e'a " c&-'(cac(? -ed(& a-b(e#e, c!(-a " e#&%& a#'%a! " Tec&!&a+ de !a If&%-ac(? " !a C&-'(cac(?) Pa#%&e+ +&&%&+, ace#'a!e+, %#-(c&+, de %&'c(ac(? " de e#&ac(?)
BLOQUE 3:comprensión de textos escritos. E+#%a#e(a+ de c&-%e+(?@ 2 M&;(!(ac(? de (f&%-ac(? %e;(a +&b%e #(& de #a%ea " #e-a) 2 Ide#(f(cac(? de! #(& #eB#'a!, ada#ad& !a c&-%e+(? a! -(+-&) 2 D(+#(c(? de #(&+ de c&-%e+(? =+e#(d& ee%a!, (f&%-ac(? e+ec(a!, '#&+ %(c(a!e+>) 2 F&%-'!ac(? de $(?#e+(+ +&b%e " c&#eB#&) 2 Ife%ec(a " f&%-'!ac(? de $(?#e+(+ +&b%e +((f(cad&+ a a%#(% de !a c&-%e+(? de e!e-e#&+ +((f(ca#(;&+, lingü +#(c&+ " a%a!(+#(c&+) 2 Ref&%-'!ac(? de $(?#e+(+ a a%#(% de !a c&-%e+(? de 'e;&+ e!e-e#&+) A+ec#&+ +&c(&c'!#'%a!e+ " +&c(&!(+#(c&+ @c&;ec(&e+ +&c(a!e+, &%-a+ de c&%#e+a " %e(+#%&+ c&+#'-b%e+, ;a!&%e+, c%eec(a+ " ac#(#'de+ !e'ae & ;e%ba!)
8H
CUADERNILLO DE REFUERZO DE INGLÉS PARA 3º ESD
DEPARTAMENTO DE INNGLÉS DEL IES SAN FERNANDO, BADAJOZ
F'c(&e+ c&-'(ca#(;a+@ 2 I(c(ac(? " -a#e(-(e#& de %e!ac(&e+ e%+&a!e+ " +&c(a!e+) 2 De+c%(c(? de c'a!(dade+ f+(ca+ " ab+#%ac#a+ de e%+&a+, &be#&+, !'a%e+ " ac#(;(dade+) 2 Na%%ac(? de ac&#ec(-(e#&+ a+ad&+ '#'a!e+ " $ab(#'a!e+, de+c%(c(? de e+#ad&+ " +(#'ac(&e+ %e+e#e+, " eB%e+(? de +'ce+&+ f'#'%&+) 2 Pe#(c(? " &f%ec(-(e#& de (f&%-ac(?, (d(cac(&e+, &((&e+ " '#&+ de ;(+#a, c&+e&+, ad;e%#ec(a+ " a;(+&+) 2 EB%e+(? de! c&&c(-(e#&, !a ce%#ea, !a d'da " !a c&e#'%a) 2 EB%e+(? de !a ;&!'#ad, !a (#ec(?, !a dec(+(?, !a %&-e+a, !a &%de, !a a'#&%(ac(? " !a %&$(b(c(?) 2 EB%e+(? de! (#e%+, !a a%&bac(?, e! a%ec(&, !a +(-a#a, !a +a#(+facc(?, !a e+e%aa, !a c&f(aa, !a +&%%e+a, " +'+ c&#%a%(&+) 2 F&%-'!ac(? de +'e%ec(a+, de+e&+, c&d(c(&e+ e $(?#e+(+, %efe%ec(a+ " &((&e+) 2 E+#ab!ec(-(e#& " -a#e(-(e#& de !a c&-'(cac(? " &%a(ac(? de! d(+c'%+&) E+#%'c#'%a+ +(#Hc#(c&d(+c'%+(;a+)1 LB(c& e+c%(#& de '+& c&- =%ecec(?>%e!a#(;& a (de#(f(cac(? e%+&a! ;(;(eda, $&a% " e#&%& ac#(;(dade+ de !a ;(da d(a%(a fa-(!(a " a-(&+ #%aba& " &c'ac(&e+ #(e-& !(b%e, &c(& " de&%#e ;(ae+ " ;acac(&e+ +a!'d " c'(dad&+ f+(c&+ ed'cac(? " e+#'d(& c&-%a+ " ac#(;(dade+ c&-e%c(a!e+ a!(-e#ac(? " %e+#a'%ac(? #%a+&%#e !e'a " c&-'(cac(? -ed(& a-b(e#e, c!(-a " e#&%& a#'%a! " Tec&!&a+ de !a If&%-ac(? " !a C&-'(cac(?) Pa#%&e+ %Hf(c&+ " c&;ec(&e+ &%#&%Hf(ca+
BLOQUE 4. Producción de textos escritos: expresión e interacción E+#%a#e(a+ de %&d'cc(?@ P!a(f(cac(? 2 M&;(!(a% " c&&%d(a%!a+ %&(a+ c&-e#ec(a+ ee%a!e+ " c&-'(ca#(;a+ c& e! f( de %ea!(a% ef(ca-e#e !a #a%ea=%ea+a% ' +e +abe +&b%e e! #e-a, ' +e 'ede & +e '(e%e dec(%, e#c)>) 2 L&ca!(a% " '+a% adec'ada-e#e %ec'%+&+ lingü +#(c&+ & #e-H#(c&+ ='+& de ' d(cc(&a%(& & %a-H#(ca, &b#ec(? de a"'da, e#c)>) Eec'c(? 2 EB%e+a% e! -e+ae c& c!a%(dad a'+#Hd&+e a !&+ -&de!&+ " f?%-'!a+ de cada #(& de #eB#&) 2 Rea'+#a% !a #a%ea=e-%ede% 'a ;e%+(? -H+ -&de+#a de !a #a%ea> & e! -e+ae $ace% c&ce+(&e+ e !& 'e %ea!-e#e !e '+#a%a eB%e+a%>, #%a+ ;a!&%a% !a+ d(f(c'!#ade+ " !&+ %ec'%+&+ d(+&(b!e+) 2 A&"a%+e e " +aca% e! -HB(-& a%#(d& de !&+ c&&c(-(e#&+ %e;(&+='#(!(a% !e'ae %efab%(cad&., e#c)>) A+ec#&+ +&c(&c'!#'%a!e+ " +&c(&!(+#(c&+@ c&;ec(&e+ +&c(a!e+, &%-a+ de c&%#e+a " %e(+#%&+ c&+#'-b%e+, ;a!&%e+, c%eec(a+ " ac#(#'de+ !e'ae & ;e%ba!) F'c(&e+ c&-'(ca#(;a+@ 2 I(c(ac(? " -a#e(-(e#& de %e!ac(&e+ e%+&a!e+ " +&c(a!e+) 2 De+c%(c(? de c'a!(dade+ f+(ca+ " ab+#%ac#a+ de e%+&a+, &be#&+, !'a%e+ " ac#(;(dade+) 2 Na%%ac(? de ac&#ec(-(e#&+ a+ad&+ '#'a!e+ " $ab(#'a!e+, de+c%(c(? de e+#ad&+ " +(#'ac(&e+ %e+e#e+, " eB%e+(? de +'ce+&+ f'#'%&+) 2 Pe#(c(? " &f%ec(-(e#& de (f&%-ac(?, (d(cac(&e+, &((&e+ " '#&+ de ;(+#a, c&+e&+, ad;e%#ec(a+ " a;(+&+) 2 EB%e+(? de! c&&c(-(e#&, !a ce%#ea, !a d'da " !a c&e#'%a) 2 EB%e+(? de !a ;&!'#ad, !a (#ec(?, !a dec(+(?, !a %&-e+a, !a &%de, !a a'#&%(ac(? " !a %&$(b(c(?) 2 EB%e+(? de! (#e%+, !a a%&bac(?, e! a%ec(&, !a +(-a#a, !a +a#(+facc(?, !a e+e%aa, !a c&f(aa, !a +&%%e+a, " +'+ c&#%a%(&+) 2 F&%-'!ac(? de +'e%ec(a+, de+e&+, c&d(c(&e+ e $(?#e+(+, %efe%ec(a+ " &((&e+) 2 E+#ab!ec(-(e#& " -a#e(-(e#& de !a c&-'(cac(? " &%a(ac(? de! d(+c'%+&) E+#%'c#'%a+ +(#Hc#(c&d(+c'%+(;a+)1 LB(c& e+c%(#& de '+& c&- =%&d'cc(?>%e!a#(;& a (de#(f(cac(? e%+&a! ;(;(eda, $&a% " e#&%& ac#(;(dade+ de !a ;(da d(a%(a fa-(!(a " a-(&+ #%aba& " &c'ac(&e+ #(e-& !(b%e, &c(& " de&%#e ;(ae+ " ;acac(&e+ +a!'d " c'(dad&+ f+(c&+ ed'cac(? " e+#'d(& c&-%a+ " ac#(;(dade+ c&-e%c(a!e+ a!(-e#ac(? " %e+#a'%ac(? #%a+&%#e !e'a " c&-'(cac(? -ed(& a-b(e#e, c!(-a " e#&%& a#'%a! " Tec&!&a+ de !a If&%-ac(? " !a C&-'(cac(?) Pa#%&e+ %Hf(c&+ " c&;ec(&e+ &%#&%Hf(ca+)
DECRETO 98/2016, de 5 de julio, por el que se establecen la ordenación y el currículo de la Educación Secundaria Obligatoria y del Bachillerato para la Comunidad Autónoma de Extremadura. (2016040111)
8I
View more...
Comments
