READING AND WRITING COMPREHENSION

JUAN DAVID MORENO NAVAS

Módulo: 3

Ing. FARID VIVAS

Docente

INSTITUCIÓN EDUCATIVA LUIS HERNÁNDEZ VARGAS

IDIOMA EXTRANJERO INGLES

HATO COROZAL

2021
QUE VOY A APRENDER?

 DO YOU KNOW ANY ILLNESS PREVENTION PRACTICES IN THE REGION?

Yes, I know some disease prevention practices in my region such as hand washing,
always going out with a mask and alcohol in your hands among other things

 HOW MANY SYMPTOMS OF COVID 19 DO YOU KNOW? WRITE THEM

PLEASE.? of the symptoms of covid 19 I know the fever, dry cough, fatigue, headache,
diarrhea and loss of the sense of smell and taste those are the symptoms that I know

LO QUE ESTOY APRENDIENDO

1. Para familiarizarnos con los temas, debemos saber lo que significan las siguiente
palabras, asi que su primer paso es que usted busque el significado de ellas. Y anexar
las lista de las palabras en ingles con su significado en español.
 Parts of the body:

Abdomen Abdomen

Heart Corazón

Back atrás

Kidney Riñón

Liver Hígado

Lung Pulmón

Backbone Columna vertebral

Skull Cráneo
 Diseases and symptoms:

Dengue Dengue

Chikunguya Chikungunya

Influenza (Flu) Influenza (gripe)

Malaria Malaria

Mosquito bite Picadura de mosquito

Viral infection Infección viral

Muscle pain Dolor muscular

Fatigue Fatiga

Virus Virus

Parasite Parásito

Anaemia Anemia

Rash Sarpullido

Nausea Náusea

 Transition words:

Therefore Por lo tanto

Consequently Como consecuencia

Accordingly Respectivamente

Thus Por lo tanto

Hence Por eso

As a result Como resultado

 Expressions to describe symptoms:

Can spread diseases such as Puede propagar enfermedades como
The flu is a contagious disease. La gripe es una enfermedad contagiosa.
I am suffering from… Estoy sufriendo de...
My doctor told me I have… Mi médico me dijo que tengo...
I am feeling sick. Me estoy sintiendo mal.

 Expressions to quote:

According to …(2000) Según… (2000)

The author states. . . Afirma el autor. . .

The author suggests. . . Sugiere el autor. . .

As … como…

states . . . dice…

Expressions to introduce a subject:

Today's topic is... El tema de hoy es ...

What I want to do today is... Lo que quiero hacer hoy es ...

What we are going to cover today is... Lo que vamos a cubrir hoy es ...

Today, I am going to talk about.. Hoy les voy a hablar de ...

Expresiones para concluir:

I tried to demonstrate… Traté de demostrar ...

In conclusión En conclusión

Now, to sum up... Ahora, para resumir ...

I think this can be prevented by… Creo que esto se puede prevenir ...
2. El siguiente temas es presente perfecto y pasado perfecto en inglés

El presente perfecto y pasado perfecto en inglés son algunos de los tiempos verbales en
inglés más confusos. Se vuelven especialmente confusos cuando se tiene que identificar
qué tiempo usar y cuál está siendo utilizado. Así que hoy, vamos a ponerlos en práctica.

Presente perfecto en inglés

El presente perfecto en inglés se forma usando ‘has’ o ‘have’ y el participio pasado del
verbo.

Por ejemplo, “I have watched the movie” o “She has watched the movies.”

Diferencia entre Present Perfect y Past Perfect

El past perfect es muy similar al present perfect debido a que el evento también se inició en
el pasado. Sin embargo, la diferencia entre los eventos es que el evento del past perfect
también terminó en el pasado. Esto se puede utilizar con un tiempo especificado.

EXAMPLES OF THE PRESENT PERFECT:

 My mother has just gone to the store.

 Janet has lived abroad for five years.
 I haven’t seen the new movie yet.
 Have you finished your homework?

EXAMPLEX OF THE PAST PERFECT

 My mother HAD gone to the store.

 Janet HAD lived abroad for five years.
 I HADn’t seen the new movie yet.
 HAD you finished your homework?
3. El siguiente tema es de los adverbios de frecuencia.

We use some adverbs to describe how frequently we do an activity.

These are called adverbs of frequency and include:

Frequency Adverb of Frequency Example Sentence

100% always I always go to bed before 11 p.m.

90% usually I usually have cereal for breakfast.

80% normally / generally I normally go to the gym.

70% often* / frequently I often surf the internet.

50% sometimes I sometimes forget my wife's birthday.

30% occasionally I occasionally eat junk food.

10% seldom I seldom read the newspaper.

5% hardly ever / rarely I hardly ever drink alcohol.

0% never I never swim in the sea.

4. Este ultimo tema es de los imperativos

El imperative es un tiempo verbal que equivale al imperativo en español: abre la puerta, no
corras, etc. Se utiliza para dar órdenes, instrucciones, consejos, etc. ... Let's es una forma
muy común que sirve para incluirse a uno mismo en el caso de invitaciones o sugerencias.

Usos del imperativo en inglés

Hay varias situaciones del día a día en que encontramos frases en el imperativo. Por
ejemplo, en las placas de señalización: Stop (pare), Push (empuje), Insert the coin (insertar
la moneda). Los manuales de instrucción y recetas culinarias, por ejemplo, también están
llenos de ellos. Y si estás hablando de procesos que deben seguir una orden, utiliza palabras
como: “first” (primer), “then” (entonces) y “next” (luego).
First, break the eggs.
(Primero, rompe los huevos.)
Then, add the flour.
(Luego, añada la harina)
After that, heat the pan for two minutes.
(Después de eso, calienta la olla durante dos minutos.)
Forma negativa del imperativo
Para una frase negativa en el imperativo, usamos “do not” o “don´t” antes del verbo:
Do not smoke in the house.
(No fumes dentro de casa.)
Don´t let the ball fall.
(No dejes caer la pelota.)

PRACTICO LO QUE APRENDI

1. EN ESTA ACTIVIDAD EL ESTUDIANTE VA A COMPLETAR EL CUANDRO DE
ACUERDO A LA LISTA DE VERBOS QUE SE ENVIO EL PERIODO PASADO Y
ESTE AL WHAT`S APP. Y EN EL SEGUNDO PUNTO DEBE COMPLETAR LAS
ORACIONES TENIENDO EN CUENTA EL AUXILIAR Y EL DEBE COLOCAR EL
VERBO QUE ESTA ENTRE PARENTESIS EN PARTICIPIO PASADO SEGÚN LO
EXPLICADO CON ANTERIORIDAD.

PRESENT PERFECT TENSE

1. WRITE THE CORRECT FORM OF THE VERB (present perfect tense)

NBR SIMPLE FORM SIMPLE PAST PAST PARTICIPLE

1 DRINK DRANK DRUNK
2 STOP STOPPED STOPPED
3 GO WENT GONE
4 BUY BOUGHT BOUGHT
5 READ READ READ
6 DO DID DONE
7 EAT ATE EATEN
8 PLAY PLAYED PLAYED
9 THINK THOUGHT THOUGHT
10 DRIVE DROVE DRIVEN
11 BRING BROUGHT BROUGHT
12 CUT CUT CUT

2. Complete the sentences.

Use the adverb and the correct form of the verbs in brackets.
Use contractions where possible.

1. Lucy has played (play) tennis

2. has already eated (eat) sushi

3. My parents have not driven (not drive) to Acapulco

4. Have you done (do) your homework?

5. Ali has brought (bring) the cake

6. Has the gardener cut (cut) the grass?

7. The teacher has not thought (not think) about the situation

8. Danny has already read (read) “The Little Prince”.

9. Sandy and mike have bought (buy) a new house

10. Have you ever drunk (drink) hot chocolate

11. I have not stopped (not stop) playing the piano

12. William has not gone (not go) to the beach yet

COMO SÉ QUE APRENDÍ

1. ACCORDING TO THE READING. MAKE A SHORT ABSTRACT AND SAYING
IT IN ORAL WAY TO YOUR TEACHER.
Malnutrition
OVERVIEW
Malnutrition refers to deficiencies or excesses in nutrient intake, imbalance of essential
nutrients or impaired nutrient utilization. The double burden of malnutrition consists of both
undernutrition and overweight and obesity, as well as diet-related noncommunicable
diseases. Undernutrition manifests in four broad forms: wasting, stunting, underweight, and
micronutrient deficiencies.
Wasting is usually defined as low weight-for-height. It often indicates recent and severe
weight loss, although it can also persist for a long time. It usually occurs when a person has
not had food of adequate quality and quantity and/or they have had frequent or prolonged
illnesses. Wasting in children is associated with a higher risk of death if not treated properly.
Stunting is defined as low height-for-age. It is the result of chronic or recurrent
undernutrition, usually associated with poverty, poor maternal health and nutrition, frequent
illness and/or inappropriate feeding and care in early life. Stunting prevents children from
reaching their physical and cognitive potential. Underweight is defined as low weight-for-
age. A child who is underweight may be stunted, wasted or both.

Micronutrient deficiencies are often a lack of vitamins and minerals that are essential for
body functions such as producing enzymes, hormones and other substances needed for
growth and development.

IMPACT
In 2018, stunting affected an estimated 21.9% or 149 million children under the age of 5
years, while wasting affected 7.3% or 49 million children under the age of 5 years. Around
45% of deaths among children under the age of 5 years are linked to undernutrition. These
mostly occur in low- and middle-income countries. At the same time, in these same countries,
rates of childhood overweight and obesity are rising. Every country in the world is affected
by one or more forms of malnutrition. Combating malnutrition in all its forms is always one
of the greatest global health challenges.

Women, infants, children and adolescents are at the highest risk of malnutrition. Optimizing
nutrition early in life – including the 1000 days from conception to a child’s second birthday
– ensures the best possible start in life, with long-term benefits.

Poverty amplifies the risk of, and risks from, malnutrition. People who are poor are more
likely to be affected by different forms of malnutrition. Malnutrition increases health care
costs, reduces productivity and slows economic growth, which can perpetuate a cycle of
poverty and ill-health.

WHO RESPONSE
WHO works with Member States and partners towards the goal of ending all forms of
malnutrition by 2030 as part of the Sustainable Development Goals. Meeting this goal is
contingent on securing universal access to effective nutrition interventions and to healthy
diets from sustainable and resilient food systems.
To this end, WHO advocates for policies that promote nutrition on a global scale and develop
evidence-informed guidance for their implementation. This work is framed by the 2012
World Health Assembly resolution 65.6: Comprehensive implementation plan on maternal,
infant and young child nutrition. It also contributes to the United Nations Decade of Action
on Nutrition 2016–2025. Actions to end malnutrition are also vital for achieving the diet-
related targets of the Global action plan for the prevention and control of noncommunicable
diseases 2013–2020, the Global strategy for women’s, children’s, and adolescent’s health
2016–2030, and the 2030 Agenda for sustainable developm

¿QUÉ APRENDÍ?
1. Make a short abstract with the reading “malnutrition”
Malnutrition refers to deficiencies or excesses in nutrient intake, imbalance of essential
nutrients or impaired nutrient utilization. as well as diet-related noncommunicable diseases.
Undernutrition manifests in four broad forms

Wasting is usually defined as low weight-for-height. It often indicates recent and severe
weight loss, although it can also persist for a long time. It is the result of chronic or
recurrent undernutrition, usually associated with poverty, poor maternal health and nutrition
A child who is underweight may be stunted, wasted or both.

Micronutrient deficiencies are often a lack of vitamins and minerals that are essential for
body functions such as producing enzymes

IMPACT
In 2018, stunting affected an estimated 21.9% or 149 million children under the age of 5
years, while wasting affected 7.3% or 49 million children under the age of 5 years. Around
45% of deaths among children under the age of 5 years are linked to undernutrition. These
mostly occur in low- and middle-income countries.

Women, infants, children and adolescents are at the highest risk of malnutrition.
Optimizing nutrition early in life – including the 1000 days from conception to a child’s
second birthday – ensures the best possible start in life, with long-term benefits.

Poverty amplifies the risk of, and risks from, malnutrition. People who are poor are more
likely to be affected by different forms of malnutrition. Malnutrition increases health care
costs, reduces productivity and slows economic growth, which can perpetuate a cycle of
poverty and ill-health.

WHO RESPONSE
WHO works with Member States and partners towards the goal of ending all forms of
malnutrition by 2030 as part of the Sustainable Development Goals. This work is framed by
the 2012 World Health Assembly resolution 65.6: Comprehensive implementation plan on
maternal, infant and young child nutrition.

2. Look the unknow word with the meaning in spanish.

3. Underline the verbs in the reading. o

4. Undeline the adverb of frequency in the Reading o
IMPERALIVES

A) Rewrite the sentences “positive” or “negative”

1. Sing o song! = I don't sing a song

2. Write your name! = yes write my name
3. Talk quietly! = no hablo en voz baja
4. Wash your hands! = yes, wash your hands
5. Drink linden tea! = don't drink linden tea
6. Don´t eat junk food! = yes i eat junk food
7. Don´t play fooball in breaks! = yes play fooball in breaks
8. Don´t read magazines! = yes read magazines
9. Don´t do your homework = yes do your homework
10. Don´t listen to music! = yes listen to music

B) REWRITE THE SETENCES IN ORDER

1. Noise - don´t – make / don´t make noise

2. Hands – clap – your / clap your hands
3. The pólice – call - don´t / don´t call the police
4. Say - again - the chant / say again the chant
5. To - the teacher – listen / to listen the teacher
6. The classroom - keep – tidy / keep tidy the classroom
7. Play – games - don´t / don´t play games
8. Your – do – homewoork / do your homewoork
9. a – circle – form

C) The rules of the classroom. True(T) or false(F)?

1. Run in the classrooom! (f)

2. Listen to the teacher! (t)
3. Be late for the teacher! (f)
4. Be quiet! (t)
5. Fight! (f)
6. Keep the classroom clean! (t)
7. Raise your hand before talking! (t)
8. Cheat in the exams! (f)
9. Don´t talk loudly! (t)
10. Damage the desks! (f)

NEW BOCABULARY BOX

Damage
Be quiet
fight

GOOD LUCK – ENJOY LEARNING AND BE HAPPY