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The document contains a series of questions and passages related to sports matches, weather conditions, mountain climbing, cooking, and other everyday topics. It also includes short conversations between individuals. The questions assess reading comprehension and require matching answers based on the provided information.
This document appears to be an English exam from an elementary school in Indonesia. It contains:
1) An exam with multiple choice questions testing English vocabulary, grammar, and comprehension of short dialogs and passages.
2) The exam covers topics like greetings, foods, colors, places in a community, time, family relationships, and parts of daily routines.
3) It provides the school address and identifies it as a final semester exam for 4th grade students from the 2012-2013 school year.
The document provides exercises to practice using will, won't, and questions with will for future tense in English. For part A, the learner is asked to write positive sentences using will that describe future actions. For part B, the learner writes negative sentences using won't. And for part C, the learner writes questions using will to inquire about future events. There are multiple examples provided for each part to help the learner practice these future tense structures.
El resumen evalúa la lectura del cuento "El lugar más bonito del mundo" de Ann Cameron. Contiene preguntas sobre detalles del cuento, como el país donde vive Juan y su trabajo. Evalua la comprensión lectora a través de afirmaciones verdaderas o falsas y preguntas abiertas sobre la historia de Juan y su abuela. El estudiante debe demostrar su comprensión del cuento a través de respuestas completas y un dibujo relacionado a la historia.
Este documento contiene tres textos diferentes con preguntas de comprensión lectora. El primer texto es una evaluación de lenguaje y comunicación, el segundo es una noticia periodística, y el tercero es un mito que explica dos fenómenos naturales. Las preguntas buscan identificar el tipo de texto, su propósito, los personajes y detalles clave de la trama.
El resumen describe un texto narrativo sobre un niño llamado Óscar que quiere vender a su mamá porque ella lo regaña mucho y no lo deja comer postre. Nora, una amiga experta en publicidad, le aconseja a Óscar que debe aprender a valorar a su mamá. Al final, Óscar se da cuenta de lo importante que es su mamá.
This document appears to be an English proficiency test containing multiple choice and fill-in-the-blank questions about daily life topics like clothing, food, household items, locations, and common requests/statements. The test covers vocabulary related to things people wear, places in the home and items found in each room, activities, quantities of money, and basic conversational exchanges. It aims to assess understanding of English terms for common nouns, prepositions, verbs and phrases used in everyday situations.
El documento presenta una prueba de inglés para el primer ciclo de educación media de adultos, con el objetivo de apoyar el proceso de certificación de estudios. La prueba contiene preguntas sobre textos de diferentes temas como biografías, avisos de trabajo y datos personales, para evaluar habilidades de comprensión lectora. Adicionalmente, entrega las respuestas correctas y una explicación breve de cada pregunta.
The document contains a series of questions and passages related to sports matches, weather conditions, mountain climbing, cooking, and other everyday topics. It also includes short conversations between individuals. The questions assess reading comprehension and require matching answers based on the provided information.
This document appears to be an English exam from an elementary school in Indonesia. It contains:
1) An exam with multiple choice questions testing English vocabulary, grammar, and comprehension of short dialogs and passages.
2) The exam covers topics like greetings, foods, colors, places in a community, time, family relationships, and parts of daily routines.
3) It provides the school address and identifies it as a final semester exam for 4th grade students from the 2012-2013 school year.
The document provides exercises to practice using will, won't, and questions with will for future tense in English. For part A, the learner is asked to write positive sentences using will that describe future actions. For part B, the learner writes negative sentences using won't. And for part C, the learner writes questions using will to inquire about future events. There are multiple examples provided for each part to help the learner practice these future tense structures.
El resumen evalúa la lectura del cuento "El lugar más bonito del mundo" de Ann Cameron. Contiene preguntas sobre detalles del cuento, como el país donde vive Juan y su trabajo. Evalua la comprensión lectora a través de afirmaciones verdaderas o falsas y preguntas abiertas sobre la historia de Juan y su abuela. El estudiante debe demostrar su comprensión del cuento a través de respuestas completas y un dibujo relacionado a la historia.
Este documento contiene tres textos diferentes con preguntas de comprensión lectora. El primer texto es una evaluación de lenguaje y comunicación, el segundo es una noticia periodística, y el tercero es un mito que explica dos fenómenos naturales. Las preguntas buscan identificar el tipo de texto, su propósito, los personajes y detalles clave de la trama.
El resumen describe un texto narrativo sobre un niño llamado Óscar que quiere vender a su mamá porque ella lo regaña mucho y no lo deja comer postre. Nora, una amiga experta en publicidad, le aconseja a Óscar que debe aprender a valorar a su mamá. Al final, Óscar se da cuenta de lo importante que es su mamá.
This document appears to be an English proficiency test containing multiple choice and fill-in-the-blank questions about daily life topics like clothing, food, household items, locations, and common requests/statements. The test covers vocabulary related to things people wear, places in the home and items found in each room, activities, quantities of money, and basic conversational exchanges. It aims to assess understanding of English terms for common nouns, prepositions, verbs and phrases used in everyday situations.
El documento presenta una prueba de inglés para el primer ciclo de educación media de adultos, con el objetivo de apoyar el proceso de certificación de estudios. La prueba contiene preguntas sobre textos de diferentes temas como biografías, avisos de trabajo y datos personales, para evaluar habilidades de comprensión lectora. Adicionalmente, entrega las respuestas correctas y una explicación breve de cada pregunta.
Examen de recuperación de ingles grado 7 plan 20 (1)justomendez
This document appears to be an exam for a 7th grade English class at Colegio Fundacion Manuela Beltran. It contains multiple choice questions testing students on various English grammar concepts such as parts of speech, verb tenses, prepositions and telling time. The exam is divided into several sections addressing topics like identifying relationships between characters in an image, counting and quantities, completing sentences in simple past tense and identifying positions of objects in pictures using prepositions of place. The student is asked to fill in personal information at the top and choose the best answer for each question before submitting the exam for grading.
Este documento evalúa el conocimiento del verbo "to be" en inglés a través de 5 preguntas con opciones de respuesta. Las preguntas 1, 3 y 4 solicitan identificar las formas correctas de "nosotros somos", "yo soy" y "ella es" respectivamente. La pregunta 2 pide seleccionar cuál de las palabras dadas pertenece al verbo "to be". La pregunta 5 indaga por cuál de las opciones no pertenece a este verbo.
Pronouns are words that substitute nouns. We use a pronoun often to avoid repeating the noun that has already been mentioned or that is already known. A different pronoun is used depending the function that noun has in the sentence. At its most basic level, there are subject pronoun and object pronoun. On the other hand, we have adjective pronoun and possessive pronoun which show possessiveness.
---
http://riverofpuzzles.blogspot.my/2017/01/pronouns-are-words-that-substitute-nouns.html
The document provides examples of using the first conditional in English grammar. It contains 3 exercises with sentences to complete using the first conditional form. The first exercise has 6 sentences with blanks to fill in with the correct verb form. The second exercise has 6 similar sentences to complete. The third exercise asks to write 6 new sentences using the first conditional structure.
This document contains multiple exercises on using possessive adjectives (my, your, his, her, its, our, their) correctly. It provides sentences with blanks to fill in with the appropriate possessive adjective, as well as sentences where the incorrect possessive adjective is underlined to be corrected. The exercises cover distinguishing between possessive adjectives and other pronouns, joining pronouns with the correct possessive form, and completing sentences with the right possessive adjective.
The document contains exercises on using conditionals in English. It presents examples of first conditional sentences with if clauses and main clauses. Learners are asked to fill in verbs in the correct tense, match if clauses with main clauses, write their own conditional sentences, and answer questions about conditional situations. The exercises focus on using the present simple or future simple verb tenses in the if clause and main clause of first conditional sentences.
Pruebas de comprensión de lectura 2º básicoMary Inostroza
Este documento presenta una historia sobre dos hermanos que combatían juntos en Francia durante la guerra. Uno de los hermanos resultó herido por una bala alemana. El otro hermano pidió permiso para recuperar el cuerpo de su hermano herido, a pesar de las advertencias de su oficial de que podría estar muerto. Cuando regresó cargando a su hermano, este le dijo que sabía que vendría, antes de fallecer. La historia enfatiza la lealtad entre hermanos y la importancia de ser fieles a los dem
Este documento presenta tres grados de preguntas de vocabulario en inglés con respuestas en español. El primer grado cubre los números y saludos. El segundo grado cubre los colores de la bandera de Colombia y miembros de la familia. El tercer grado cubre partes del cuerpo, profesiones y meses. Las respuestas se proporcionan al final para cada conjunto de preguntas.
La guía presenta ejercicios de gramática española para practicar el uso de artículos definidos e indefinidos, identificar adjetivos y verbos, y escribir una historia corta usando palabras dadas. El estudiante debe completar espacios en blanco con los artículos correctos para dibujos y oraciones, subrayar partes de la palabra según la categoría gramatical, y crear una historia corta con las palabras provistas.
Contoh soal Bahasa Inggris kelas 8 - SMP MTsBadril Huda
The document contains a practice English exam with 25 multiple choice questions testing grammar concepts like articles, plurals, quantifiers, and verb tenses. The questions cover topics like describing events, making requests, completing sentences with the correct grammar structure, and engaging in short dialogues. The purpose of the document is to assess English grammar skills.
Reconocer múltiplos, divisores, y factores primos de un número. Verificar propiedades de los números naturales. Calcular multiplicaciones y divisiones. Resolver problemas con las cuatro operaciones.
Este documento contiene una evaluación de comprensión lectora sobre cuatro textos diferentes. Incluye 17 preguntas de opción múltiple sobre los textos y sus personajes, así como una solicitud de crear un relato corto y describir características de los personajes.
Prueba 3º básico libro "Otto el rinoceronte"Daniels Lician
prueba libro "Otto el rinoceronte" 3º basico, verdadero y falso, alternativas y desarrollo, con el objetivo de lograr que el alumno relacione enunciados con relatos del libros.
Este documento presenta las preguntas de una prueba de lectura sobre el libro "Ámbar en cuarto y sin su amigo". La prueba evalúa la comprensión de detalles sobre la historia y los personajes a través de ítems de selección múltiple, aplicación, verdadero o falso y desarrollo. El examen aborda temas como las vacaciones de Ámbar, su primer día de clases, su árbol favorito y su relación con su madre.
1. This document is a mid-semester assessment from SD Negeri Karadenan Kaum elementary school in Bogor, Indonesia.
2. The assessment contains questions testing a 3rd grade student's competency in English, specifically their knowledge of greetings, introductions, and asking/stating name, age, and hobbies.
3. The assessment contains multiple choice, fill-in-the-blank, and sentence arrangement questions related to these topics. It will be graded based on competency standards 3.1 and 3.2 and signed by both the teacher and student's parent.
prueba-comprension-lectora-el-lugar-mas-bonito-del-mundoLina Olmos
El documento presenta preguntas y actividades sobre un libro llamado "El lugar más bonito del mundo". Se pide resumir el libro en 5 puntos. También se piden detalles sobre los personajes principales y secundarios, y responder preguntas múltiple opción y verdadero/falso sobre los hechos y personajes del libro. Finalmente, se pide describir escenas e imágenes basadas en el texto.
Este documento contiene una prueba de lenguaje y comunicación sobre fábulas y poemas para estudiantes de tercero básico. La prueba incluye preguntas sobre la estructura y elementos de un poema, así como sobre el análisis y comprensión de la moraleja de una fábula corta titulada "El león y el ratón".
Prueba de lectura domiciliaria.
Tiene como objetivo, recoger información en relación a la comprensión de los estudiantes que previamente leyeron el texto.
corresponde a un relato de una muchacha japonesa afectada por la radiación producida por la bomba atómica que fue lanzada sobre su ciudad cuando apenas era un bebé.
El resumen presenta un simulacro de pruebas Saber para tercer periodo que incluye pruebas de matemáticas, español y sociales. La prueba de matemáticas contiene 10 preguntas sobre conceptos como población, ciclo de vida, división, múltiplos, divisores y operaciones. La prueba de español consiste en 20 preguntas sobre un texto acerca de un fraile llamado Bartolomé y su interacción con indígenas. Finalmente, la prueba de sociales presenta 8 preguntas rel
Este documento contiene 10 preguntas de opción múltiple sobre diferentes textos cortos y gráficos. Las preguntas evalúan habilidades de lectura y comprensión como identificar palabras, completar oraciones, entender instrucciones, seguir historias cortas y determinar el tema principal de diferentes pasajes.
O documento descreve o período do regime militar no Brasil de 1964 a 1985, com foco nos governos de Castelo Branco, Costa e Silva, Médici e Geisel. O governo Castelo Branco iniciou a repressão política e cassou políticos da oposição. Sob Costa e Silva, as manifestações populares aumentaram, levando à decretação do AI-5 e "ditadura total". O governo Médici viu maior repressão e "milagre econômico", mas dívidas. Sob pressão, Geisel iniciou abertura "lenta,
La comisión investigadora de la Organización de Estados Americanos (O.E.A.) llegó para investigar las acusaciones de fraude en las elecciones presidenciales de Bolivia. La O.E.A. realizará auditorías a los resultados electorales y emitirá un informe sobre si hubo irregularidades o no en el proceso electoral.
Examen de recuperación de ingles grado 7 plan 20 (1)justomendez
This document appears to be an exam for a 7th grade English class at Colegio Fundacion Manuela Beltran. It contains multiple choice questions testing students on various English grammar concepts such as parts of speech, verb tenses, prepositions and telling time. The exam is divided into several sections addressing topics like identifying relationships between characters in an image, counting and quantities, completing sentences in simple past tense and identifying positions of objects in pictures using prepositions of place. The student is asked to fill in personal information at the top and choose the best answer for each question before submitting the exam for grading.
Este documento evalúa el conocimiento del verbo "to be" en inglés a través de 5 preguntas con opciones de respuesta. Las preguntas 1, 3 y 4 solicitan identificar las formas correctas de "nosotros somos", "yo soy" y "ella es" respectivamente. La pregunta 2 pide seleccionar cuál de las palabras dadas pertenece al verbo "to be". La pregunta 5 indaga por cuál de las opciones no pertenece a este verbo.
Pronouns are words that substitute nouns. We use a pronoun often to avoid repeating the noun that has already been mentioned or that is already known. A different pronoun is used depending the function that noun has in the sentence. At its most basic level, there are subject pronoun and object pronoun. On the other hand, we have adjective pronoun and possessive pronoun which show possessiveness.
---
http://riverofpuzzles.blogspot.my/2017/01/pronouns-are-words-that-substitute-nouns.html
The document provides examples of using the first conditional in English grammar. It contains 3 exercises with sentences to complete using the first conditional form. The first exercise has 6 sentences with blanks to fill in with the correct verb form. The second exercise has 6 similar sentences to complete. The third exercise asks to write 6 new sentences using the first conditional structure.
This document contains multiple exercises on using possessive adjectives (my, your, his, her, its, our, their) correctly. It provides sentences with blanks to fill in with the appropriate possessive adjective, as well as sentences where the incorrect possessive adjective is underlined to be corrected. The exercises cover distinguishing between possessive adjectives and other pronouns, joining pronouns with the correct possessive form, and completing sentences with the right possessive adjective.
The document contains exercises on using conditionals in English. It presents examples of first conditional sentences with if clauses and main clauses. Learners are asked to fill in verbs in the correct tense, match if clauses with main clauses, write their own conditional sentences, and answer questions about conditional situations. The exercises focus on using the present simple or future simple verb tenses in the if clause and main clause of first conditional sentences.
Pruebas de comprensión de lectura 2º básicoMary Inostroza
Este documento presenta una historia sobre dos hermanos que combatían juntos en Francia durante la guerra. Uno de los hermanos resultó herido por una bala alemana. El otro hermano pidió permiso para recuperar el cuerpo de su hermano herido, a pesar de las advertencias de su oficial de que podría estar muerto. Cuando regresó cargando a su hermano, este le dijo que sabía que vendría, antes de fallecer. La historia enfatiza la lealtad entre hermanos y la importancia de ser fieles a los dem
Este documento presenta tres grados de preguntas de vocabulario en inglés con respuestas en español. El primer grado cubre los números y saludos. El segundo grado cubre los colores de la bandera de Colombia y miembros de la familia. El tercer grado cubre partes del cuerpo, profesiones y meses. Las respuestas se proporcionan al final para cada conjunto de preguntas.
La guía presenta ejercicios de gramática española para practicar el uso de artículos definidos e indefinidos, identificar adjetivos y verbos, y escribir una historia corta usando palabras dadas. El estudiante debe completar espacios en blanco con los artículos correctos para dibujos y oraciones, subrayar partes de la palabra según la categoría gramatical, y crear una historia corta con las palabras provistas.
Contoh soal Bahasa Inggris kelas 8 - SMP MTsBadril Huda
The document contains a practice English exam with 25 multiple choice questions testing grammar concepts like articles, plurals, quantifiers, and verb tenses. The questions cover topics like describing events, making requests, completing sentences with the correct grammar structure, and engaging in short dialogues. The purpose of the document is to assess English grammar skills.
Reconocer múltiplos, divisores, y factores primos de un número. Verificar propiedades de los números naturales. Calcular multiplicaciones y divisiones. Resolver problemas con las cuatro operaciones.
Este documento contiene una evaluación de comprensión lectora sobre cuatro textos diferentes. Incluye 17 preguntas de opción múltiple sobre los textos y sus personajes, así como una solicitud de crear un relato corto y describir características de los personajes.
Prueba 3º básico libro "Otto el rinoceronte"Daniels Lician
prueba libro "Otto el rinoceronte" 3º basico, verdadero y falso, alternativas y desarrollo, con el objetivo de lograr que el alumno relacione enunciados con relatos del libros.
Este documento presenta las preguntas de una prueba de lectura sobre el libro "Ámbar en cuarto y sin su amigo". La prueba evalúa la comprensión de detalles sobre la historia y los personajes a través de ítems de selección múltiple, aplicación, verdadero o falso y desarrollo. El examen aborda temas como las vacaciones de Ámbar, su primer día de clases, su árbol favorito y su relación con su madre.
1. This document is a mid-semester assessment from SD Negeri Karadenan Kaum elementary school in Bogor, Indonesia.
2. The assessment contains questions testing a 3rd grade student's competency in English, specifically their knowledge of greetings, introductions, and asking/stating name, age, and hobbies.
3. The assessment contains multiple choice, fill-in-the-blank, and sentence arrangement questions related to these topics. It will be graded based on competency standards 3.1 and 3.2 and signed by both the teacher and student's parent.
prueba-comprension-lectora-el-lugar-mas-bonito-del-mundoLina Olmos
El documento presenta preguntas y actividades sobre un libro llamado "El lugar más bonito del mundo". Se pide resumir el libro en 5 puntos. También se piden detalles sobre los personajes principales y secundarios, y responder preguntas múltiple opción y verdadero/falso sobre los hechos y personajes del libro. Finalmente, se pide describir escenas e imágenes basadas en el texto.
Este documento contiene una prueba de lenguaje y comunicación sobre fábulas y poemas para estudiantes de tercero básico. La prueba incluye preguntas sobre la estructura y elementos de un poema, así como sobre el análisis y comprensión de la moraleja de una fábula corta titulada "El león y el ratón".
Prueba de lectura domiciliaria.
Tiene como objetivo, recoger información en relación a la comprensión de los estudiantes que previamente leyeron el texto.
corresponde a un relato de una muchacha japonesa afectada por la radiación producida por la bomba atómica que fue lanzada sobre su ciudad cuando apenas era un bebé.
El resumen presenta un simulacro de pruebas Saber para tercer periodo que incluye pruebas de matemáticas, español y sociales. La prueba de matemáticas contiene 10 preguntas sobre conceptos como población, ciclo de vida, división, múltiplos, divisores y operaciones. La prueba de español consiste en 20 preguntas sobre un texto acerca de un fraile llamado Bartolomé y su interacción con indígenas. Finalmente, la prueba de sociales presenta 8 preguntas rel
Este documento contiene 10 preguntas de opción múltiple sobre diferentes textos cortos y gráficos. Las preguntas evalúan habilidades de lectura y comprensión como identificar palabras, completar oraciones, entender instrucciones, seguir historias cortas y determinar el tema principal de diferentes pasajes.
O documento descreve o período do regime militar no Brasil de 1964 a 1985, com foco nos governos de Castelo Branco, Costa e Silva, Médici e Geisel. O governo Castelo Branco iniciou a repressão política e cassou políticos da oposição. Sob Costa e Silva, as manifestações populares aumentaram, levando à decretação do AI-5 e "ditadura total". O governo Médici viu maior repressão e "milagre econômico", mas dívidas. Sob pressão, Geisel iniciou abertura "lenta,
La comisión investigadora de la Organización de Estados Americanos (O.E.A.) llegó para investigar las acusaciones de fraude en las elecciones presidenciales de Bolivia. La O.E.A. realizará auditorías a los resultados electorales y emitirá un informe sobre si hubo irregularidades o no en el proceso electoral.
La Fundación Ideas para la Paz (FIP) es un centro de pensamiento independiente creado en 1999 por un grupo de empresarios colombianos para proponer iniciativas que contribuyan a la superación del conflicto armado colombiano y a la construcción de una paz sostenible. La FIP difunde información sobre el conflicto a través de boletines, artículos y reportes, y trabaja en temas como dinámicas de conflicto, negociaciones de paz, construcción de paz, sector empresarial y seguridad. Se financia con
The document discusses various metabolic effects and mechanisms of action of Roux-en-Y gastric bypass (RYGB) surgery based on several studies. It finds that RYGB is effective at inducing weight loss and remission or improvement of type 2 diabetes in both short and long term follow-ups. The surgery increases insulin secretion and sensitivity through multiple mechanisms such as stimulating incretin hormones like GLP-1 and PYY, as well as changes in adipokines, vagal tone, intestinal gluconeogenesis, and other factors. RYGB is also found to have durable effects, good safety profile, and reproducibility across studies.
SilverCrest Mines | Corporate Presentation | April - Scottsdale 2013Silvercrestmines
SilverCrest Mines Inc. (TSX VENTURE:SVL) (NYSE MKT:SVLC) is a Canadian precious metals producer headquartered in Vancouver, BC. SilverCrest's flagship property is the 100%-owned Santa Elena Mine, which is located 150km northeast of Hermosillo, near Banamichi in the State of Sonora, Mexico. The mine is a high-grade, epithermal gold and silver deposit, with an estimated life of mine cash cost of US$8 per ounce of silver equivalent (55:1 Ag:Au). SilverCrest anticipates that the 2,500 tonnes per day facility should recover approximately 4,805,000 ounces of silver and 179,000 ounces of gold over the 6.5 year life of the open pit phase of the Santa Elena Mine.
Este documento describe los casos como instrumentos educativos complejos que presentan información en forma de narrativas interdisciplinarias centradas en problemas reales. Explica que el método de caso fomenta habilidades como discutir con argumentos, tomar decisiones y mostrar tolerancia a otras ideas, a través de cinco pasos que incluyen seleccionar el caso, generar preguntas, trabajar en equipo, discutir el caso y hacer un seguimiento. Además, promueve aplicar conocimientos de manera crítica y colaborativa, mientras que su pos
El documento presenta la visión, misión y objetivos de la Carrera de Comunicación Social de la Universidad Técnica de Ambato. Su visión es constituirse como una carrera de referencia humanística, académica, científica y tecnológica a nivel nacional e internacional. Su misión es formar profesionales con fundamentos integral, ético, y sentido humanístico para intervenir con solvencia en procesos de generación de conocimiento en la sociedad. Sus objetivos generales son mejorar el proceso de formación educativa mediante
El documento presenta la misión, visión y objetivos de la Carrera de Comunicación Social de la Universidad Técnica de Ambato. Su misión es formar profesionales en comunicación social con conocimientos científicos, éticos y sentido humanista para contribuir al desarrollo de la sociedad. Su visión es convertirse en una referencia académica a nivel nacional e internacional comprometida con la generación de conocimiento que guíe la conciencia social. Los objetivos incluyen mejorar el proceso de formación mediante un currículo bas
El documento describe diferentes paradigmas tecno-económicos a lo largo de la historia, incluyendo la Revolución Industrial, el Boom Victoriano, la Belle Epoque, el Boom keynesiano y la Revolución Informática. Define un paradigma tecno-económico como un modelo óptimo de prácticas tecnológicas y organizativas que representa la forma más efectiva de aplicar innovaciones tecnológicas para modernizar la economía. Explica cómo cada paradigma se propaga a través de oleadas de desarrol
O documento descreve o processo de redemocratização no Brasil após o fim do regime militar, com o retorno do pluripartidarismo e das eleições diretas. Detalha os desafios econômicos e políticos enfrentados pelos governos Sarney, Collor e Itamar Franco, marcados por altas taxas de inflação. Também resume os governos de Fernando Henrique Cardoso e Lula, com ênfase na estabilização econômica e nos programas sociais.
El documento presenta la visión, misión y objetivos de la Carrera de Comunicación Social de la Universidad Técnica de Ambato. La visión es constituirse en una carrera de referencia a nivel nacional e internacional comprometida con la generación de conocimiento que guíe la conciencia social a través de un tratamiento correcto de la información. La misión es formar profesionales con fundamentos científico-técnicos, éticos y humanísticos capaces de intervenir en procesos de reorientación social. El objetivo general es mejorar
La carrera de comunicación social de la Universidad Técnica de Ambato tiene como objetivo formar profesionales en comunicación social con fundamentos éticos, científicos y humanísticos para intervenir en procesos de generación de conocimiento y preservación de la identidad cultural. La misión es constituirse como referencia académica a nivel nacional e internacional mediante un tratamiento correcto de la información que guíe la conciencia social. La visión es diseñar un currículo basado en competencias para la carrera.
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2. 22
RESPONDA LAS PREGUNTAS 1 Y 2 DE ACUERDO CON EL SIGUIENTE TEXTO
US HISTORY
As far as we know, until the early sixteenth century no European person had ever set foot on
the huge area of land that is now the United States of America. However, the territory had
been home to a large population of Native Americans for thousands of years.
The first European settlement in North America was St Augustine, established by Spanish
settlers in 1565 in what is now the state of Florida. Further north, the first
settlement built by colonists from England was Jamestown (named after the English king at
the time) in the state of Virginia, established in 1607. There were lots of conflicts between
English settlers and the indigenous population in seventeenth-century; Most of them caused
by the fact that the settlers wanted to take the land in order to raise animals and grow crops.
As the settlers moved inland, the Native Americans were pushed to the west – a process
that would continue for another 250 years.Britain established a total of thirteen colonies in
North America in the seventeenth and eighteenth centuries. In the late eighteenth century,
however, these colonies began to want to break away from Britain, a desire that led to the
American War of Independence (1775-1783). On 4th July 1776 the colonies declared that they
were a separate country called the United States, and on 17th September 1787, four years after
victory in the war, the political leaders of the new country finished writing its constitution.
From the very beginning, the government of the United States wanted to be different from
the monarchies that existed in Europe, aiming to rule in a more democratic way.
The white settlers moved west and south throughout the nineteenth century. The United States
incorporated Texas in 1845 and, following a war with Mexico, California and New Mexico in
1848.
(usinfo.americancorner.org.tw )
1. The first northern people establishment of non native Americans was
A. in the Seventeenth century.
B. in the Sixteenth century.
C. in the Eighteenth century.
D. in the Fifteenth century.
2. In this text we can see a comparison between:
A. The arrival time and the independence time of the new inhabitants of US.
B. The differences between Indians and newcomers.
C. The characteristics that Americans and British people have in common.
D. The circumstances that involved the independence of the US.
3. 3
3
3. Report what Alfred said
I am living in my new house,
my mother is very well. I have
studied in Bogotá
A. He said that he is living in his new house, his mother is very well and he has studied in
Bogotá.
B. He said that he was living in his new house, his mother was very well and he had studied
in Bogotá.
C. He said that he will be living in his new house, his mother is very well, he will study in
Bogotá.
D. He told us he is living in his new house, his mother is very well and he has studied in
Bogotá.
4. Report what she said
Don´t forget to write sam...
A. She ordered me to write Sam.
B. She warned me not to write Sam.
C. She reminded me to write Sam.
D. She advise me to write Sam
5.
Do you like fish?
- I don’t know. ________________________
A. I rarely eat it.
B. I have never eaten it.
C. I usually eat at home.
4. 44
6.
Hello, Marcos!
We_______________________ each other in
this
supermarket.
A. always are meeting.
B. always meet.
C. are always meeting.
RESPONDA LAS PREGUNTAS 7 Y 8 DE ACUERDO CON LA SIGUIENTE INFORMACIÓN
A CIRCUS WITH A DIFFERENCE!
I’ve got a brilliant job. I work in a circus –but it isn’t a traditional circus because it hasn’t got animals.
It’s “the Cirque du Soleil”. This means “Circus of the Sun” in English. Cirque employs about 650
artists from 40 different countries but you don’t have to be an artist to work for this company. It
also employs about 3,500 people in its different jobs –from carpenters to hairdressers.
Myjobistohelpmyboss,Joefindnewartistsfortheshows.He’scalledatalentscout–andI’massistant.
We have to find talented new acrobats and clowns, so we travel a lot and meet a lot of people. The
people we want don’t have to be famous but they have to be excellent performers and book hotels.
I plan their training and put their information on the computer. I have to speak good French, too,
because the Cirque du Soleil is a French –speaking company from Montreal, Canada.
My job is never boring and I love it. I make a good living and it’s very exciting to travel and work with
people from many different countries.
Images: Taken from : campociudad.com / deportespain.com
TEXT: Taken from Success Jane Comyns Carr. Pearson
7. From this text, a reader can find out:
A. Cirque du Soleil isn’t a traditional circus because it hasn’t got animals.
B. Cirque du Soleil means Circus of the Sun.
C. There are a lot of people working in this circus.
D. It’s a boring job and people who works there are from different countries.
8. In order to work in Cirque du Soleil
A. You have to speak French, and book hotels.
B. You have to love adventure because this is not a simple job.
C. It isn’t necessary to be famous but you have to be an excellent performer.
D. You have to plan your training and speak French.
5. 5
5
RESPONDA LAS PREGUNTAS 9 Y 10 DE ACUERDO CON EL TEXTO
9. According to the text what will it probably come true in the future
A. There might be flying cars and hoverboards.
B. People might be playing sky soccer while flying shoes.
C. Pets may be able to fly.
D. People will live in space.
10. What’s the writer trying to do in the text?
A. To give an idea about what was life in the past.
B. To give some suggestions about life in the future.
C. To describe how life might be in the future.
D. To describe some ideas about the future.
SELECCIONE LA FRASE QUE COMPLETA EL TEXTO
11. If I knew his phone number, I _______________ .
A. will call him
B. call him.
C. would call him.
12. That house is too expensive,
so I’m not going to buy it.
So, if ______________
I would buy it.
A. The house wasn’t so expensive.
B. The house were so expensive.
C. The house was so expensive.
?
?
EN LAS PREGUNTAS 13 Y 14 LEA EL TEXTO Y SELECCIONE LA(S) PALABRA(S) CORRECTA(S)
PARA CADA ESPACIO
SINÚ CULTURE
Part of the production of the Finzenú gold workers ________ for commerce. In this tribe, gold played
an important role in the ceremonial activities that helped maintain the social cohesion of the people
of different groups that _______ tribe. Chiefs and priests dominated the ties between the sacred and
the social, since in this society, the political, economic and religious powers were closely linked. For this
reason they had the primary right to gold.
13.
14.
6. 66
13.
A. was destined
B. is destined
C. will be destined
14.
A. did
B. made
C. done
COMPLETE LAS PREGUNTAS 15 y 16 CON LA SIGUIENTE INFORMACIÓN
well,___________
What would you do if you found a
lot of Money?
A. if I found a lot of Money, I would travel around the world.
B. if I found a lot of money, I will travel around the world.
C. if I found a lot of money, I travel around the world
I wish Carlos_______
me what is wrong
with him, because
he seems very upset.
A. will tell.
B. tells.
C. would tell.
15.
16.
7. 7
7
CONTESTE LAS PREGUNTAS 17 Y 18 COMPLETANDO LAS FRASES CON LA OPCIÓN QUE
MEJOR SE AJUSTE
It rarely ______ very hot in
Britain.
17.
17.
A. is getting.
B. gets
C. get
The plane _____ at four o’clock.
We must be on time
18.
18.
A. is leaving
B. left
C. leaves
CON BASE EN EL SIGUIENTE TEXTO RESPONDA LAS PREGUNTAS 19 Y 20
WHAT IS SALSA?
There is not just one kind of salsa. There are several –at least three. There are even those
who believe that salsa itself does not exist. They think it is only a commercial label created
by the record industry for their own interest. The word “Salsa” can be understood to
mean several things. In its strictest sense, salsa is the Afro-caribbean music, which based
on some Cuban and Puerto Rican genres –like son, guaguanco, plena, bomba and
others –was created in New York in the late 60’s and 70’s with orchestral innovations. In
its international sense, salsa comprises all Afro-Caribbean dance music. In other words,
everything that has been called “Tropical”.
8. 88
According to the text
A. Salsa was created by the record industry.
B. Salsa is the mix of several rhythms.
C. Salsa does not exist.
What can readers find out from this text?
A. Salsa is understood to mean all antillan rhythms.
B. Salsa includes merengue, son, pachanga and timba.
C. Afro-caribbean music spans many countries and many other rhythms.
19.
20.
CONTESTE LAS PREGUNTAS 21 A 24 COMPLETANDO LAS FRASES CON LA OPCIÓN QUE
MEJOR SE AJUSTE
James said his boss wanted him to
go to Bogotá __________________
A. the following day.
B. before.
C. the day before.
My boss wants me to go
to Bogotá tomorrow
21.
These biscuits
taste delicous!!!
Carlos said that the
biscuits___________.
A. taste delicious.
B. tasted delicious.
C. has tasted delicious.
22.
9. 9
9
Steve: Hey, we missed you at the game last night. You’re our best player. _________
Camilo: No. I was really tired after work. _________________?
Steve: We lost. It’s not your fault, though. We just didn’t play well.
Camilo: Well, I’ll be there next time.
24.
23.
A. are you sick?
B. Were you sick or something?
C. aren’t you?
A. How was the game
B. What was the game
C. When was the game
23.
24.
CON BASE EN EL SIGUIENTE TEXTO RESPONDE LAS PREGUNTAS 25 A 28
MOMOTARO, THE PEACH BOY
Once upon a time, there was an old couple in the countryside. They had always lived
alone. One day, the old lady went down to the river to wash her clothes. While she was
doing this, she saw something that apparently had been floating on the water for a long
time. It was a beautiful, huge peach. The old lady took the peach and went happily to
the house to show her husband what she had found. The old man was delighted and
wanted to eat the peach, but as soon as he tried to cut it, it broke in half and a baby
boy came out of the peach. They were very happy, and the boy became the joy of the
old couple. He was called Momotaro, the Peach boy. Momotaro was also the strongest
kid on Earth. He grew up and became a fine young man. He had always been happy until
one day he heard that some demons were attacking the town. He decided to go and
fight them. The old man gave him his sword. The old lady gave him: millet cakes. And
so he departed. On the way, he took three companions to help him: a dog, a monkey
and a pheasant. With their abilities combined, they fought and defeated the demons.
The demon King knelt down before Momotaro and offered him treasures as a token
of gratitude for letting him live. The demons stopped attacking the town and went to
the shore to say goodbye to Momotaro. The old couple was waiting for their Peach
Boy. He came back with three true friends and treasures for them to live happily ever
after with.
10. 1010
According to the text. What Japanese culture aspect could we identify?
A. Happiness for the life.
B. Respect for the elderly.
C. Friendship.
What did the demon offer the Peach Boy?
A. His honor.
B. His treasures.
C. His gratitude.
What did the Peach boy become in the old couple life?
A. Their son.
B. The joy of them.
C. Their friend.
The beach Boy decided to go and fight the demons because
A. no one had been able to defeat any demons.
B. his parents could die.
C. he is the strongest in the town.
25.
26.
27.
28.
CON BASE EN EL SIGUIENTE TEXTO RESPONDE LAS PREGUNTAS 29 y 30
Amber: I’m beat! I can’t ride my bike anymore! Let’s sit down and rest for a while. I almost fell
when we were coming down that hill! Have you ever had an accident while practicing a sport?
Todd: No, but I have a friend who was hospitalized last week! He had a concussion!
Amber: I once broke my ankle while skateboarding.
Todd: It must have been very painful!
Amber: Actually, it was painful when it happened, but then I was taken to the hospital, given a
pain reliever and treatment right away!
Todd: Aren’t you thankful that we live in a time when there are paramedics, ambulances and
stuff like that?
Amber: Sure, but I think everybody should know first aid. After my accident, I took a course.
Todd: Really? I thought first aid was a matter of common sense.
Amber: Not really! You have to be trained or you could actually worsen the patient’s condition!
Todd: I guess I now feel more protected with you!
Amber: I’m also learning karate, you know…….
11. 1 1
11
What does “I’m beat” on line 1 mean?
A. I had an accident.
B. I’m tired
C. I’m silly
According to the text the essential component of first aid is known to be
A. lifesavers
B. a victim.
C. a doctor
CONTESTA LAS PREGUNTAS 31 Y 32 COMPLETANDO LAS FRASES CON LA OPCIÓN QUE
MEJOR SE AJUSTE AL CONTEXTO
- What a lovely dress! Is it new?
- Yes, It _____________ for me by my mother.
A. is bought.
B. was bought
C. has been bought
According to the picture
María __________ her nails painted.
A. is
B. will have
C. is having
Maria
29.
30.
31.
32.
CON BASE EN EL SIGUIENTE TEXTO RESPONDE LAS PREGUNTAS 33 A 36
MUSIC, SOUL OF PEOPLE
Since ancient times, humankind has attached music to the search of spirituality and magic.
In Greek mythology, Orpheus musician and singer, was attributed to have supernatural and
magical powers. He descended to the very hell where he spellbound the gods with his music
and voice. In the same way, there are Greek myths that relate how mermaids, beautiful
half-human, half-fish women, enchanted sailors with their melancholic melodies. For other
cultures, music was a gift from the gods as well.
12. 1212
Egyptians and Semitic people used music to access visible and invisible worlds, which in
return, permitted them to heal the body and mind from illnesses. In the oral tradition of
the American native cultures music was and is still used as a central element of their rites.
They use drums and chants to summon the spirits of war, peace, fertility and healing. In a
similar manner, in the African continent, music is at the heart of African’s most profound
religious beliefs. Shamans used music to induce altered states of consciousness in order to
communicate with the spirits of nature. For the ancient Hindus, the sitar, a musical instrument
similar to the harp, had the power to attach emotions to the cosmos because Hindus believed
the sitar was tuned at the same frequency in which the earth spins around the sun.
absolutegipto.com/ laurablogdemusica.blogspot.com/ ollinyoliztlicalmecac.org / abcpedia.com
According to the text
A. music has supernatural and magical powers.
B. different civilizations attach music to magic and spirituality.
C. different culture used music to communicate its feelings.
What did music let Egyptians and Semitic people to experiment?
A. How to become healthy again.
B. How to communicate with God.
C. How to heal the body and mind from illness.
How were the spirits of war and peace summoned?
A. Through rites in which drums and chants were played and sung.
B. Attaching emotions to the cosmos.
C. Through states of consciousness in order to communicate with the spirits.
What do American native culture use music for?
A. To communicate with the spirit.
B. As a central element of their rites.
C. To access visible and invisible worlds.
33.
34.
35.
36.
13. 1 3
13
RESPONDA LAS PREGUNTAS 37 Y 38 COMPLETANDO LA FRASE CON LA OPCIÓN
QUE MEJOR SE AJUSTE
37. He couldn’t get a job ____ 37. _____ being qualified.
A. although
B. though
C. in spite of
38. She didn’t like her hair so she went to the hairdresser to ______ 38 ______
A. do B. have it done C. get it do
RESPONDA LAS PREGUNTAS 39 Y 40 DE ACUERDO CON EL SIGUIENTE TEXTO
Grandson: What was it like when you first came to America, Grandma?
Grandma: well, I came to live with uncle Fred who had come here 20 years earlier.
Grandson: Yeah, but why did you come here? Weren’t you afraid of leaving everything behind? I
mean, your family, your friends?
Grandma: Yeah, I was scared. I had always lived in the countryside before I came here. I was
shocked when I arrived in this city. All those cars, people, the culture, the language, everything was
so different.
Grandson: So, why did you stay?
Grandma: Well, my father thought that I needed to get a good education so he sent me to live with
his brother.
Grandson: But, how about you? What did you want?
Grandma: I hadn’t thought about what I wanted to do with my life at that time. I was too young
and inexperienced. When I arrived, I cried a lot. Then, I realized that a new life was before me and
that I was going to stay here for good. The rest is history.
stockphotos.mx / Key note Greenwich. No.4 ELT
14. 1414
39. With the expression “for good” his Grandma wanted to express
A. She would have fantastic experiences there.
B. She would learn a lot in this place.
C. She would be forever there.
40. According to the text
A. His grandma feels cheerful because she left his town.
B. She was nostalgic because she left her town, friends, her culture.
C. She feels fed up because she left her town, friends and her culture.
CONTESTA LAS PREGUNTAS 41 A 43 COMPLETANDO LAS FRASES CON
LA OPCIÓN QUE MEJOR SE AJUSTE
Do You know the woman ______ Tom is talking ____?
Tom
A. which / to
B. who / to
C. who/ for
41. 41.
41.
You can have some friends
over, ____________ you play
quietly.
A. as long as
B. in short
C. apart from
42.
42.
15. 1 5
15
I will cover this sofa with
a sheet _________ it from
getting dirty.
A. to avoid
B. to prevent
C. in order to
She is studying medicine _______ she can
become a doctor.
A. in case
B. so as not to
C. so that
43
44
43
44
RESPONDA LAS PREGUNTAS 45 A 48 DE ACUERDO CON EL SIGUIENTE TEXTO
Since I was a kid, I got contact with fairy tales. I was born in Dublin, but I used to visit my cousin
George, who lived in a town called Rosses in Country Sligo. Everyone in this country believed fairies
lived in their backyards. So in all my visits I used to listen to folklore and faire tales of all kinds: sagas
of legendary heroes, personal accounts of encounters with fairies, anecdotes about local characters
and a variety of tales full of magic. As I was eager to know more about fairies, I spent most of my
youth collecting and writing down these stories. One day in 1892, a day that I will never forget, I had
the luck to make contact with this magical realm. That day I had gone to a great fairy locality –a
cave by the Rosses sands- with an uncle and a cousin who was believed by the neighbors and herself
to have narrowly escaped capture in this perilous land one time. Once there, I decided to make a
magical circle and invoke the fairies. My uncle –a hard headed man of about 47 – heard voices like
those of boys shouting and distant music but saw nothing. My cousin, however, saw a bright light and
a multitude of little forms clad in crimson.
He also heard the music and the far voices. And I, at first, heard a great sound like little people
cheering and stamping with their feet inside the core of a stone. Then, as in a dream, I could see the
queen of the troops coming toward me. We held a long conversation about things I can not reveal,
because as she had already gotten out of sight. She wrote in the sand, “Be careful, do not seek to know
too much about us. Mind your own affairs and we will mind ours” And so, that was how I was warned
of the perils of my deeds both in the telling and in the believing in fairies.
16. 1616
45. According to the fairy tales The kid and his cousin
A. both children decided to make a magical circle and invoke the fairies.
B. both children collected and wrote down these stories.
C. both children had the luck to make contact with this magical realm.
46. William B Yeats was the person who
A. adapted the fairy tales.
B. was telling the story.
C. created the faire tales.
47. What did the author use to get in contact with the tales?
A. He used to visit my cousin George, who lived in a town called Rosses in Country Sligo.
B. He used to listen to the tales in Country Sligo and he collected and wrote them.
C. He used to listen to folklore and faire tales of all kinds.
48. What’s the author main purpose with this story ?
A. Give a rational explanation to this belief.
B. Explain how fairy tales affecting the lives of children.
C. Be careful with fairy tales.
CONTESTA LAS PREGUNTAS 29 Y 30 COMPLETANDO LAS FRASES CON LA OPCIÓN QUE
MEJOR SE AJUSTE
Did you wash
my White shirt?
Well, I washed two shirts,
but ____ of them were
white
A. both
B. either
C. neither
My glasses!. They must be ________ in the house, but I’ve got _____ idea where. I can not find
them _________
A. anywhere / any/ anywhere
B. somewhere / no / anywhere
C. anywhere / any / anywhere
49.
49.
50.