Colegio de Estudios Científicos y Tecnológicos del

Estado de Tlaxcala

CREDITOS

Asignatura
Asignatura
English V

Semestre: Fifth

Versión 1.0

Directorio
 Lic. Héctor Israel Ortíz Ortíz
Gobernador del Estado Tlaxcala

Ing. Gilberto Morales González

Director General del CECyTE Tlaxcala

Ing. Raúl Alfredo Pérez Zamora

Director Académico del CECyTE Tlaxcala

Lic. Sidonio Acoltzi Nava

Director Administrativo del CECyTE Tlaxcala

Lic. Hilario Hernández Cervantes

Director de Planeación del CECyTE Tlaxcala

Mtro. Luis Miguel Munive Patiño

Director de Planeación del CECyTE Tlaxcala

Créditos
 DOCENTES

Lic. Danitza Meneses Lima

Lic. Eloísa Sánchez Chamorro
Lic. Eric Vigueras Padilla
Ing. Silvia Verónica Paul Ramírez

COORDINADOR DE ACADEMIA

Lic. Norma Hernández Vásquez

REVISORES
 Objetivo general

This guide introduces you to a variety of texts and

gives you many chances to practice reading for
different purposes.

This guide will help you start reading English

materials by yourself because it introduces and
practices useful reading skills.
 Índice

Contiene los siguientes apartados

I. Mapa Curricular

II. Simbología

III. Introducción a la asignatura

IV. Desarrollo de actividades

a. Apertura
b. Desarrollo
c. Cierre

V. Fuentes de información

VI. Glosario

VII. Anexos

VIII.
 Mapa Curricular
ENGLISH
Componente de Asignatura Clave Semestre Carga horaria
formación
Básica Inglés I INBACO13 Primero 3 horas por
semana
Inglés II INBACO23 Segundo 3 horas por
semana
Inglés III INBACO33 Tercero 3 horas por
semana
Inglés IV INBACO43 Cuarto 3 horas por
semana
Propedéutica Inglés V INPDCO55 Quinto 5 horas por
semana

INGLÈS V

Concepto fundamental
• Avances de la humanidad

Concepto subsidiario
• Campo:
 Social
 Económico
 Científico
 Tecnológico

Funciones del lenguaje sugeridas

• Las funciones del lenguaje estarán de acuerdo con los textos seleccionados, con énfasis en la comprensión de
lectura.

Nociones gramaticales
• Todas las estructuras vistas en los semestres anteriores.

Vocabulario
• Acorde con las lecturas propuestas.

Análisis de textos
• Informativos
• Instructivos
• Descriptivos
• Narrativos
• Científicos

Estrategias para la comprensión de lectura:

• Predicción (gráficos, iconográficos y tipográficos)
• Skimming
• Scanning
• Conectores
• Referentes para la comprensión
• Inferencias de lectura
• Prefijos / sufijos
• Ideas principales y secundarias
• Transcodificación (que el alumno elabore mapas conceptuales, cuadros sinópticos, gráficas, etc.)

Principales categorías:
• Diversidad
• Espacio
• Tiempo
• Energía
• Materia

Principales valores por fomentar:

• Libertad
• Justicia
• Solidaridad

Contexto de aprendizaje
• Acorde al tema integrador propuesto
Conceptos fundamentales Society´s Breakthroughs.
Contenidos
Conceptos subsidiarios Utilization and Conservation of
Natural Resources, Science and
Technology .

Competencias Genéricas Atributos de competencia

4. Escucha, interpreta y emite
mensajes pertinentes en distintos  Expresa ideas y conceptos
contextos mediante la utilización mediante representaciones
de medios, códigos y herramientas lingüísticas, matemáticas o
apropiados. gráficas.
 Aplica distintas estrategias
comunicativas según quienes
sean sus interlocutores, el
contexto en el que se encuentra
y los objetivos que persigue.
 Identifica las ideas clave en un
texto o discurso oral e infiere
conclusiones a partir de ellas.
 Se comunica en una segunda
lengua en situaciones
cotidianas.
 Maneja las tecnologías de la
información y la comunicación
para obtener información y
expresar ideas.
5. desarrolla innovaciones y propone
soluciones a problemas a partir de
métodos establecidos.  Sigue instrucciones y
procedimientos de manera
reflexiva, comprendiendo como
cada uno de esos pasos
contribuyen al alcance de un
objetivo.
8. Participa y colabora de manera  Ordena información de acuerdo
efectiva en equipos diversos. a categorías, jerarquías y
relaciones.

 Propone maneras de solucionar

un problema o desarrollar un
proyecto en equipo, definiendo
un curso de acción con pasos
específicos.
 Aporta puntos de vista con
apertura y considera los de otras
personas de manera reflexiva.
 Asume una actitud constructiva,
congruente con los
conocimientos y habilidades con
 los que cuenta dentro de
distintos equipos de trabajo.

Competencias disciplinares

COMPETENCIAS COMUNICATIVAS:

 Identificar, ordenar e interpretar las ideas, datos y conceptos explícitos

e implícitos en un texto, considerando el contexto en el que se generó y
en el que se recibe.
 Evalúa un texto mediante la comparación de su contenido o con el de
otros, en función de sus conocimientos previos y nuevos.
 Expresa ideas y conceptos en composiciones coherentes y creativas, con
instrucciones, desarrollo y conclusiones claras.
 Argumenta un punto de vista en público de manera precisa, coherente y
creativa.
 Valora el pensamiento lógico en el proceso comunicativo en su vida
cotidiana y académica.
 Analiza y compara el origen, desarrollo y diversidad de los sistemas y
medios de comunicación.
 Identifica e interpreta la idea general y posible desarrollo de un mensaje
oral o escrito en una segunda lengua, recurriendo a conocimientos
previos, elementos no verbales y contexto cultural.
 Se comunica en una lengua extranjera mediante un discurso lógico, oral
o escrito, congruente con la situación comunicativa.
 Utiliza las tecnologías de la información y comunicación para investigar,
resolver problemas, producir materiales y transmitir información.

COMPETENCIAS DISCIPLINARES:

 Comprende la intención y el propósito de los diversos tipos de

discurso.
 Comprende la noción y las propiedades del texto.
 Reconoce que la lectura es el resultado de una interacción entre
el texto y el lector aplicando las estrategias necesarias de
acuerdo al propósito del texto y del lector.
 Desarrolla estrategias útiles para la comprensión análisis e
interpretación de textos periodísticos, científicos y publicitarios.
 Utilizar procedimientos y estrategias de la comunicación escrita y
reconoce la importancia de evaluar las producciones, tanto
propias como ajenas, con criterios objetivos de corrección,
coherencia, propiedad y creatividad.
 Se expresa en forma coherente, creativa y adecuada a las
diversas situaciones y finalidades de la comunicación.
 Desarrolla estrategias para hacerse comprender en lengua
extranjera, en situaciones comunicativas cotidianas.
 Conoce aspectos elementales sobre el origen, desarrollo y riqueza
de una lengua extranjera.
 Contenidos Conceptuales

 Connectors (what´s more, nevertheless)

 Gerund
 Affixes (-or, -ist, -ician for jobs, -ular, -ive, -ing, mono-, bi-,
multi-)
 Verbs with to or gerund In order to/that, for+gerund,
to+verb;
 Uses of the
 Connectives for causes and effects; adjectives+to+infinitive
 Adjectives or adverb; have/get something done
 Prefixes (un-, in-, im-, mis- re-, over- under-)
 Relative clauses and verbs with base form.
 Comment adverbs, reflexive pronouns.
 Except for/ apart from/besides, enough, not enough, too.

 Multi-words phrases; each, every, all.

Contenidos Procedimentales

 Developing the four skills

 Individual, pair and group work/ collaborative work

 Reading comprehension strategies

Contenidos Actitudinales
 Solidarity, freedom.

Instrumento de Evaluación
Simbología

Simbología
Conocimientos
 Introducción

English Language V is a subject located in the fifth semester

of the CECYTE schools. In this semester you will use all the
previous knowledge you got from English I, II, III and IV in
order to develop some reading strategies for English texts.
Pre-reading, While-reading and Post-reading is the most
suitable methodology for this course because you will be
guided through the different stages of Reading and this will
allow you to develop and improve your ability to read
efficiently and to integrate reading with some other skills. At
the same time, you will communicate each other.
The main role of the teacher is to guide you and to promote
the self-learning, so that, you will have a meaningful learning.
While you will have a more active role, doing the activities
designed for each reading and designing some other
activities.
Some readings for this course were taken from different text
books, and some other from the Internet. The teacher
designed the activities for these ones. Working with these
readings and the different reading strategies, will let you to
learn how to read effectively. The development of this skill
will be very useful for you in further studies or in your career.
Desarrollo de
actividades
 Apertura

We read for many different reasons. We can read to:

• Learn about a new topic, and talk or write about it later
• Learn new grammar and new vocabulary
• Enjoy it

This guide will help you to read and understand different things such
as:
• Books, articles, magazines, letters
• Online blogs, web pages, e-mails, text messages
• Receipts, manuals, road signs, postcards, maps
• Charts, diagrams

Tips for you to improve your reading skill:

• Don’t worry about understanding everything!
• Build your own reading speed
• Think ahead
• Ask question as you read

“MAKE ENGLISH PART OF YOUR LIFE”

Good Luck
and
Enjoy this guide!
 Conocimientos

Nombre de la
Opening task No. 1
actividad

Instrucciones
Look at the picture and answer the questions
para el estudiante

Manera
Conocimientos a To get background
knowledge
didáctica de Answering a quizz
Adquirir
lograrlo

Producto de Stating opinions,

aprendizaje Preferences listing.

1.-What place is it?

2.-Where is it?
3.- Name the place, the country and
the continent
4.-Why the people go to this place?
5.-What different types of tourism can
you think of?
 Nombre de la Vocabulary exercise and fill gap activity
No. 2
actividad

Instrucciones
Complete the sentences with words from the box.
para el estudiante

Manera Motivating the student

Actitudes a
Responsability didáctica de to answer the fill gap
formar exercise.
lograrlas
Competencia
Comprende la noción y las propiedades del texto.
disciplinar a
desarrollar

Manera didáctica Encouraging student to look for the meaning of the.new vocabulary
de lograrlo by using different tools.

4. Escucha, interpreta y emite mensajes pertinentes en distintos

Competencia
contextos mediante la utilización de medios, códigos y
Genérica a herramientas apropiados.
desarrollar

Manera didáctica
Answering the exercise
de lograrlo

Producto de Comprehension of the text to answer it in a correct form

aprendizaje (Coherence)

Recursos
materiales de Written exercise, dictionary.
apoyo
Complete the sentences with words from the box.

Adventure travel Hotel manager Desk clerk Resort

Ecotourism Sightseeing Guided tour Vacation package

1. A type of vacation which tries not to harm the environment

is______________.
2. The person in charge of a place where tourists stay is
the________________.
3. When you visit interesting places that tourists often visit, you
go_________________.
4. When you buy travel an accommodation together, it is a
_____________________.
5. A place where a lot of people go on vacation is a ______________.
6. A type of vacation with exciting activities is_______________.
7. On a _______________, somebody shows you a place and tells you about
it.
8. The hotel employee who books rooms and answers questions is
the_______________.

Desarrollo
 Nombre de la Speaking practice
No. 3
actividad

Instrucciones
Discuss what is important to you when you go on vacation
para el estudiante

Manera
Actitudes a Involving the students
Self-improvement didáctica de in the topic.
formar
lograrlas
 Expresa ideas y conceptos en composiciones coherentes y
Competencia creativas, con instrucciones, desarrollo y conclusiones
claras
disciplinar a
 Argumenta un punto de vista en público de manera precisa,
desarrollar
coherente y creativa.

Manera didáctica
Motivating the students to talk about the topic.
de lograrlo

4. Escucha, interpreta y emite mensajes pertinentes en distintos

Competencia
contextos mediante la utilización de medios, códigos y
Genérica a herramientas apropiados.
desarrollar

Manera didáctica
Encouraging them to give a personal opinion
de lograrlo

Producto de
Improving oral production
aprendizaje

Recursos
materiales de The board and markers
apoyo
 Nombre de la Pre-reading
No. 4
actividad
Look at the title of the article. Predict what the article will be
Instrucciones
about.
para el estudiante
Quickly read the article. Then answer the questions.
Manera Involving the students
Actitudes a
Solidarity didáctica de to work in teams or
formar pair work.
lograrlas
 Expresa ideas y conceptos en composiciones coherentes y
Competencia creativas, con instrucciones, desarrollo y conclusiones
claras
disciplinar a
 Argumenta un punto de vista en público de manera precisa,
desarrollar
coherente y creativa.

Manera didáctica Motivating the students to read and get the general idea and
de lograrlo specific information of the text.

4. Escucha, interpreta y emite mensajes pertinentes en distintos

Competencia
contextos mediante la utilización de medios, códigos y
Genérica a herramientas apropiados.
desarrollar 8. Participa y colabora de manera efectiva en equipos diversos.

Manera didáctica
Encouraging them to get the main information
de lograrlo

Producto de
Improving Reading comprehension
aprendizaje

Recursos
materiales de A written text
apoyo

READING STRATEGY: SCANNING and SKIMMING

Read the text and circle the correct options.
San Pablito Pahuatlán is a small town in Puebla State. It is quiet and not
polluted. There are two hotels, and there are many restaurants. There is a
market on Saturdays. Tourists visit the market to buy traditional clothes and
papel amate, paper made from the amate tree. The people of San Pablito are
very friendly. They speak Spanish and Otomí. There are many old traditions in
San Pablito.Some people want to preserve the traditions. For example, Don
Alfonso García Téllez is a shaman, a writer and an artist. He is from San
Pablito. He writes about the traditions of the Otomi in San Pablito. His books are
beautiful.

1. SanPablito Pahuatlán is...

a. in Puebla state. b. in the state of Mexico. c. in Guatemala.
2. The people of San Pablito are______...
a. Very aggressive .b. Very friendly. c. Very funny.
3. Is there a restaurant in San Pablito?
a. Yes, there's one b. No, there isn't. c. Yes, there are many.
4. People of San Pablito speak _______..
a. English - French. b. Spanish - English. c. Spanish - Otomì.
5. There is _____on Saturdays.
a. a market b. a circus c. a festival
6. Don Alfonso Garcìa Tellez is a ______.
a . Businessman . b . Artist . c . Singer
7. What is the main purpose of the text?
_______________________________________________________________
_______________________________________________________________
 Nombre de la Read a text about a specific topic
No. 5
actividad

Instrucciones
Read the text and complete the task
para el estudiante

Manera
Actitudes a Solidarity and Involving the students
liberty
didáctica de to work individually
formar
lograrlas
 Expresa ideas y conceptos en composiciones coherentes y
Competencia creativas, con instrucciones, desarrollo y conclusiones
claras
disciplinar a
 Argumenta un punto de vista en público de manera precisa,
desarrollar
coherente y creativa.

Manera didáctica Motivating the students to read and get the specific information of
de lograrlo the text.

Competencia 4. Escucha, interpreta y emite mensajes pertinentes en distintos

Genérica a contextos mediante la utilización de medios, códigos y
desarrollar herramientas apropiados.

Manera didáctica
Encouraging them to get the specific information
de lograrlo

Producto de
Reading comprehension
aprendizaje

Recursos
materiales de A written text and a food pyramid brought by the teacher.
apoyo
 What do you think is the text about?

 Is there a relation between the two pictures above?

  What do you think is the profession of the woman above?

 Do you think is important her profession? Why?

 Have your seen a food pyramid? How it is formed?

Nutrition
Nutrition means the food we eat and how much we eat of each food group. The
first group contains breads and grains, the second one vegetables and fruit, the
third one dairy products (milk, yoghurt, cheese) and meat, the fourth group
contains fats, oils and sweets. Good nutrition is important. When we eat good food,
our bodies are stronger and we stay healthy. The nutrition pyramid is a guide that
helps us choose the best food for a balanced diet. It is healthy to eat food from
each of the main food groups.

1. A balanced diet is the same as a healthy diet. yes no

2. The nutrition pyramid tells us what to eat every day. yes no
3. It is healthy to eat food from each food group. yes no
4. It is healthy to eat a lot of food from each food group. yes no

How much of each food group do you eat every week? Complete these
sentences by yourself.

I eat a little of_______________

I eat about_____________servings every week

I eat a lot of ____________________

I eat about ________________servings every week

 Nombre de la
The use of new vocabulary No. 6
actividad
Complete a speech exercise.
Instrucciones
Students underline nouns, adjectives and verbs from the text
para el estudiante
given (Nutrition) and complete the chart below.
Manera
Actitudes a Involving the students
Responsibility didáctica de to work individually
formar
lograrlas
Competencia
Comprende la noción y las propiedades del texto.
disciplinar a
desarrollar

Manera didáctica
Motivating the students to identify the correct use of the words.
de lograrlo

5.Desarrolla innovaciones y propone soluciones a problemas

Competencia a partir de métodos establecidos.
Genérica a
desarrollar

Manera didáctica
Encouraging them to classify the words
de lograrlo

Producto de
Identify the function of the words
aprendizaje

Recursos
materiales de A written exercise
apoyo
Complete the table below by using the words you underlined
on the text “Nutrition”.

Adjective Noun Verb

Cierre
 Nombre de la Real-life Reading tasks
No. 7
actividad

Instrucciones
Students answer a multiple choice task
para el estudiante

Manera
Actitudes a Involving the students
Responsibility didáctica de to work individually
formar
lograrlas
Competencia Evalúa un texto mediante la comparación de su contenido o con el
disciplinar a de otros, en función de sus conocimientos previos y nuevos.
desarrollar

Manera didáctica
Motivating the students to read and identify specific information
de lograrlo

Competencia 4. Escucha, interpreta y emite mensajes pertinentes en distintos

Genérica a contextos mediante la utilización de medios, códigos y
desarrollar herramientas apropiados.

Manera didáctica
Encouraging them to develop reading comprehension
de lograrlo

Producto de
Identify the useful information to be applied in real life
aprendizaje

Recursos
materiales de Text and dictionary
apoyo

Healthy Eating

Tips for a Healthy Diet and Better Nutrition

Healthy eating is not about strict nutrition philosophies, staying unrealistically thin, or depriving
yourself of the foods you love. Rather, it’s about feeling great, having more energy, and keeping
yourself as healthy as possible – all which can be achieved by learning some nutrition basics
and incorporating them in a way that works for you.

Choose the types of foods that improve your health and avoid the types of foods that raise your
risk for such illnesses as heart disease, cancer, and diabetes. Expand your range of healthy
choices to include a wide variety of delicious foods. Learn to use guidelines and tips for creating
and maintaining a satisfying, healthy diet.

Healthy Fast Food

Tips for Making Healthier Fast Food Choices

America has been called a "fast food nation" and for good reason. Every day, one out of four
Americans eats fast food. If you are eating out, fast food restaurants are often the cheapest
option, but unfortunately, not usually the healthiest one. Eating just one fast food meal can pack
enough calories, sodium and fat for an entire day, but the quick-and-cheap temptation can be
hard to resist.

As an informed customer, you can make healthier choices and still enjoy the convenience of fast
food restaurants.

Learning to make healthier choices at fast food

restaurants
Making healthier choices at fast food restaurants is easier if you prepare ahead by checking
guides that show you the nutritional content of meal choices at your favorite restaurants. Free
downloadable guides help you evaluate your options. If you have a special dietary concern,
such as diabetes, heart health or weight loss, the websites of national non-profits provide useful
advice. You can also choose to patronize restaurants that focus on natural, high quality food.

If you don’t prepare ahead of time, common sense guidelines help to make your meal healthier.
For example, a seemingly healthy salad can be a diet minefield when smothered in high-fat
dressing and fried toppings, so choose a salad with fresh veggies, grilled toppings and a lighter
dressing. Portion control is also important, as many fast food restaurants serve enough food for
several meals in the guise of a single serving.

Underline the correct option

1. Healthy eating is_____________

a. Feeling bad b. having less energy c. having more energy

2. To be healthy you need______________

a. Food that improve your health
b. Fast food /junk food
c. Food that contains a lot of calories

3. The fast food restaurants are_______________

a. very expensive option to eat
b. cheaper than other type of restaurants
c. the best option to eat in a healthy way

4. America is called “fast food nation” because_________________

a. People eat healthy food
b. People eat a lot of junk food
c. People eat quickly

5. Making healthier choices at fast food restaurants is________________

a. interesting
b. difficult
c. easy
 Nombre de la Learning log
No. 8
actividad
Students read and write a narrative about the text
Instrucciones
“Healthy Eating"
para el estudiante

Manera
Actitudes a Solidarity Involving the students
Responsibility
didáctica de to work in teams
formar
lograrlas
Competencia Evalúa un texto mediante la comparación de su contenido o con el
disciplinar a de otros, en función de sus conocimientos previos y nuevos.
desarrollar

Manera didáctica
Motivating the students to read and write specific information
de lograrlo

Competencia 4. Escucha, interpreta y emite mensajes pertinentes en distintos

Genérica a contextos mediante la utilización de medios, códigos y
desarrollar herramientas apropiados.

Manera didáctica Encouraging them to develop reading comprehension and writing a

de lograrlo narrative

Producto de
Write specific information about the reading
aprendizaje

Recursos
materiales de Text and dictionary
apoyo
Get and write the main ideas of the text “Healthy Eating”
with your own words.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
____________________________________________________
 Nombre de la Word building ( Prefixes and suffixes)
No. 9
actividad
• Students match the correct suffix and prefix to form a
new word.
Instrucciones • Students look for the words (with suffixes) in the text
para el estudiante below and underline them.
• Students complete the text using the written prefixes.

Manera
Actitudes a Involving the students
didáctica de to work individually.
formar Responsibility
lograrlas
Competencia
Comprende la noción y las propiedades del texto.
disciplinar a
desarrollar

Manera didáctica Motivating the students to identify and write the prefixes and
de lograrlo suffixes in a correct form

Competencia 4. Escucha, interpreta y emite mensajes pertinentes en distintos

Genérica a contextos mediante la utilización de medios, códigos y
desarrollar herramientas apropiados.

Manera didáctica Encouraging them to improve their knowledge about prefixes and
de lograrlo suffixes.

Producto de
Identify and write words that contain prefixes and suffixes
aprendizaje

Recursos
materiales de Texts
apoyo
 Glosario
Fuentes de información
READING STRATEGY: SUFFIXES Anexos
Fundamentos teóricos
READING STRATEGY: PREFIXES
 Nombre de la Identifying connectors No. 10
actividad

Instrucciones • Students select the correct connector to complete the

para el estudiante text.

Manera
Actitudes a Involving the students
Responsibility
didáctica de to work individually.
formar
lograrlas
Competencia
Comprende la noción y las propiedades del texto.
disciplinar a
desarrollar

Manera didáctica
Motivating the students to know connectors and use them correctly.
de lograrlo

Competencia 4. Escucha, interpreta y emite mensajes pertinentes en distintos

Genérica a contextos mediante la utilización de medios, códigos y
desarrollar herramientas apropiados.

Manera didáctica
Encouraging them to improve their knowledge about connectors.
de lograrlo

Producto de
Identify connectors and use them in a correct form.
aprendizaje

Recursos
materiales de Text and dictionary
apoyo

READING STRATEGY: CONNECTORS

Students commonly:

• Get confused when they translate false cognates as true cognates.

• Do an incorrect translation of a word; they select the first definition that
they find in a dictionary without looking for the correct function of the
word (verb, adjective, etc.)
• Do a literal Spanish translation of a text and many times it does not have
coherence.
• Have grammar and spelling mistakes.
• Do not have enough vocabulary to express their own ideas.

Instrumento de Evaluación

The students will be evaluated according to their performance on each activity

using the assessment format.

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Classes programming interrupted ( student’s industrial visit, )

Schools do not have the required equipment or services
After finishing this guide you will be able to:

• Read an informative text, charts and advertisements

• Read and write a narrative text
• Understand and use expressions using connectors
• Use prefixes and suffixes
• Use a new vocabulary related to a specific topic
• Use reference words for building cohesion
• Understand sequences in information texts
• Recognize and use expressions for stating purposes
• Identify the speech (grammar and vocabulary) in texts
• Infer the meanings of unknown words

Bibliografia
“SEQUENCES. English for Bachillerato Tecnológico 5”
By Julian Thomlinson, Rob Waring and Phil Woodall
HEINLE CENGAGE Learning
2009.

Documento:
REFORMA INTEGRAL DE BACHILLERATO
Bachillerato Tecnològico. Programa de Estudios. Inglès.
SEMS- COSDAC
Mèxico, 2009.

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