English 1 - Cobatab Plantel 28

Transcription

M
Y
CM
MY
CY
CMY
K
Este libro pertenece a la segunda edición de la Serie Integral por Competencias, que Grupo Editorial
Patria lanza con base en los nuevos programas de la Dirección General de Bachillerato (DGB), además
cubre 100% los planes de la reforma y el Marco Curricular Común propuesto por la Secretaría de
Educación Pública (SEP).
Te invitamos a trabajar con esta nueva serie, totalmente rediseñada y descubrir la gran cantidad de
recursos que proporciona.
En esta edición seguimos los cambios pedagógicos que realizó la DGB, en los que se integran
objetos de aprendizaje, desempeños al concluir el bloque, competencias a desarrollar;
además proponemos secciones de gran utilidad como:
Situaciones didácticas
Secuencias didácticas
Rúbricas
Portafolios de evidencias
Actividades de aprendizaje
Instrumentos de evaluación (Listas de cotejo y Guías de observación), entre otras.
Para el profesor, se incluye una guía impresa que ha sido especialmente realizada para facilitar la
labor docente; en nuestro portal para esta serie, alumno y profesor encontrarán diversos objetos
de aprendizaje en la dirección:
ENGLISH 1
DGB Serie integral por competencias
C
DGB Flores Kastanis
ENGLISH 1
www.recursosacademicosenlinea-gep.com.mx
ENGLISH
segunda edición
Paula Flores Kastanis
EMPRESA DEL GRUPO
www.editorialpatria.com.mx
Serie integral
por competencias
1
EnglISH 1
Segunda edición 2014
EnglISH 1
Segunda edición 2014
Para establecer
comunicación con
nosotros puede
utilizar estos
medios:
correo:
Renacimiento 180,
Col. San Juan Tlihuaca,
Azcapotzalco, 02400,
México, D.F.
e-Mail:
[email protected]
Grupo Editorial Patria®
División Bachillerato, Universitario y Profesional
Dirección editorial: Javier Enrique Callejas
Coordinación editorial: Ma. Del Carmen Paniagua Gómez
Supervisión de producción: Gerardo Briones González
Diseño de interiores y portada: Juan Bernardo Rosado Solís
Diagramación: Jorge Antonio Martínez Jiménez/Gustavo Vargas Martínez
Ilustraciones y fotografía: Jorge González Rodríguez, Jupiter Images Unlimited, Premium Stock
Photography by Suscription, José Eugenio Contreras Femat
English 1
Serie integral por competencias
Derechos reservados:
©2009, 2014, Paula Flores Kastanis
©2009, 2014, Grupo Editorial Patria, S.A. de C.V.
ISBN 978-607-438-530-4 (segunda edición)
ISBN 978-607-438-109-2 (primera edición)
Fax pedidos:
(0155) 5354 9109 • 5354 9102
Renacimiento 180, Col. San Juan Tlihuaca,
Delegación Azcapotzalco, Código Postal 02400, México, D.F.
Miembro de la Cámara Nacional de la Industria Editorial Mexicana
Registro núm. 43
sitio web:
www.editorialpatria.com.mx
Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en
cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor.
teléfono:
Impreso en México / Printed in Mexico
Primera edición: 2009
Segunda edición: 2014
(0155) 53 54 91 00
Contents
Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V
Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII
Competencias genéricas del Bachillerato General. . . . . . . . . . . . . IX
Competencias disciplinares básicas del campo Comunicación. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX
Sections of Your book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X
BLOCK
1
Who Are You?
1.1
Simple Present Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.2
Personal Data: Numbers and Names. . . . . . . . . . . . . . . . . . . 10
1.3
Physical Characteristics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.4
Ethnics and Cultural Characteristics. . . . . . . . . . . . . . . . . . . . 23
1.5
Family Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
1.6
Ordinal and Cardinal Numbers. . . . . . . . . . . . . . . . . . . . . . . . . 39
1.7
Verb To Be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
1.8
Personal and Impersonal Pronouns and Possessive Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
1.9
Definitive and indefinitive articles. . . . . . . . . . . . . . . . . . . . . . 53
Evidence Collection and Portfolio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Pair Work Evaluation - Coevaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Team Work Evaluation - Heteroevaluation . . . . . . . . . . . . . . . . . . . . 61
BLOCK
2
What I Do and how I Live
2.1
Daily Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
2.2
Working Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
2.3
Leisure Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
2.4
Sport Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
2.5
Means of Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
2.6
Public Places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
2.7
Adverbs of Time and Frequency. . . . . . . . . . . . . . . . . . . . . . . . 80
2.8
Information Questions (Wh Questions). . . . . . . . . . . . . . . 90
BLOCK
3
I Describe what Is Happening
3.1
Present Progressive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
3.2
Clothing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
3.3
Talking About the Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
BLOCK
4
Expressing Measurements
and Quantities
4.1
Food Products Related with Daily Use. . . . . . . . . . . . . . . . . 128
4.2
Plural of Nouns: Special Cases. . . . . . . . . . . . . . . . . . . . . . . . . . 130
4.3
Unis of measurement and Weight, Quantities and Containers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
4.4
Count and Non-Count Nouns. . . . . . . . . . . . . . . . . . . . . . . . . 136
4.5
Quantifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
4.6
Determiners (There Is, There Are). . . . . . . . . . . . . . . . . . . . . . 148
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Web sites. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
VI
Overview
English 1 This book is the first of four that compose a series designed to comply with the update of the syllabi for the program of the subject Lengua Adicional al Español (English). This subject corresponds to the curriculum of the General Baccalaureate 2009 program which incorporates a competence based approach, established by the Common
Curricular Framework or CCF (Marco Curricular Común, MCM in Spanish).
English 1 is one of the subjects that belong to the communication area of the curriculum, along with two other
subjects: Taller de Lectura y Redacción (Spanish Reading and Composition) and Informática (Computing). According to the CCF, the area’s main objective is to promote in students the development of the following skills:
critical reading, argumentation of ideas, effective communication in the student’s native language and an additional language (in this case, English). This subject is taught in the first semester and its antecedent is the subject
Foreign Language taught in the basic education level (“secundaria”). Its purpose is to increase and consolidate
the social practices of language, this is, what the expert users of the language do to interpret and produce oral and
written texts, preserving the social function of such acts. The four courses of the English program focused on the
competence based approach, don’t ignore previous approaches, specially the communicative approach, which
has been one of the most relevant ones.
The main goal of English 1 is to develop the communicative competence of the second language student by developing linguistic communicative skills: oral and written production and listening and reading comprehension.
During the first two courses (English 1 and 2) it is intended that students recall the most relevant concepts and
skills learned in basic education. With this foundation, during the other two courses (English 3 and 4), the goal
is for students to acquire a more advanced proficiency level. Using the language teaching Common European
Framework terms, during the first year of their baccalaureate studies, it is intended for students to consolidate level
A1 and reach the threshold of level B1. English 1, published by Editorial Patria and its complementary resources,
present one of the best proposals written in Mexico to help students go beyond the minimal level expected, helping them reach a higher level. This is achieved by reinforcing the previously learned structures (in “secundaria”),
with detailed explanations about their use, cultural notes, and by encouraging students to reflect on their learning
processes, as well as on comparative aspects of their native language and English.
VII
English 1
This book is divided into four blocks. Each one develops a particular theme, which is common in the life of our
students and is developed in specific contexts where communication and the use of language are performed naturally. In this way, the student develops his or her proficiency by acquiring new vocabulary, reinforcing the know
ledge of grammar structures learned previously and by developing linguistic skills with appropriate practice and
evaluation.
The blocks are the following
BLOCK 1:
Who Are You?
BLOCK 2:
BLOCK 3:
BLOCK 4:
Expressing Measurements and Quantities
Block 1: The main objective in this block is for students to demonstrate that they can provide personal information to others, understand when others provide their own personal information and fill out authentic formats and
documents that require this type of data.
Block 2: In this block, students confirm their capacity to express and share information about their daily life and
routines and are able to express this orally and in writing.
Block 3: The goal of this block is to demonstrate that students can understand and describe orally and in writing,
what people are doing at the moment of speaking.
Block 4: The main objective of this block is to provide students with the knowledge and opportunities to demons-
trate that they can ask for and give information related to shopping for supermarket goods appropriately.
VIII
Competencias genéricas del Bachillerato General
Las competencias genéricas son aquellas que todos los bachilleres deben tener la capacidad de desempeñar y les permitirán a los
estudiantes comprender su entorno (local, regional, nacional o
internacional) e influir en él, contar con herramientas básicas para
continuar aprendiendo a lo largo de la vida y practicar una convi 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
vencia adecuada en sus ámbitos social, profesional, familiar, etc.
Estas competencias junto con las disciplinares básicas constituyen
el Perfil del Egresado del Sistema Nacional de Bachillerato.
A continuación se enlistan las competencias genéricas.
Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.
Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.
Elige y practica estilos de vida saludables.
Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.
Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva.
Aprende por iniciativa e interés propios a lo largo de la vida.
Participa y colabora de manera efectiva en equipos diversos.
Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo.
Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.
Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
Competencias disciplinares básicas del campo Comunicación
Competencias disciplinares básicas
Bloque de la LAE I
1
2
3
4
1.Identifica, ordena e interpreta 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.
X
X
X
X
2.Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y
nuevos.
X
X
X
X
4.Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.
5.Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras.
X
X
X
X
3.Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes.
6.Argumenta un punto de vista en público de manera precisa, coherente y creativa.
7.Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una
cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros.
8.Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica.
9.Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación.
X
10.Identifica e interpreta la idea general y el posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto.
X
X
X
X
11.Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa.
X
X
X
X
12.Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir
información.
X
X
X
X
IX
Sections
1
BLOQUE of
Your book
Aplica los niveles básicos de la ecología en su contexto
Beginning of the block
Learning objects
Under the “Learning Objects” section you
will find a collection of structural and
notional items which are contextualized
according to the thematic unit in a logical
and pertinent sequence, giving the student
and teacher a clear direction to follow
throughout the block.
At the end of this block
the student...
Find a detailed explanation of what are
the learning outcomes you are expected to
achieve at the end of each block.
Warm Up
This section can be used as a
diagnostic evaluation that
will allow you to identify the
competences and knowledge
you already have in order to
begin the acquisition of new
knowledge and the
development of new skills.
Competencies to be developed
Demonstrate your
knowledge, skills and
attitudes applied to real-life
situations as you develop the
disciplinary competencies
described in each block.
Learning situation
How would you solve it?
Each block begins with a challenging learning situation that can be
to solve a problem, read a text, analyze a situation, answer questions,
give a presentation, write a text, discuss an issue, or do an assignment
that will help you to acquire knowledge and develop competences.
Activity sequence
What do you have to do?
The activity sequence is based on a methodology to acquire
knowledge and develop the necessary skills to become competent.
The activity sequence describes the process in detail, so you can
easily follow the steps, go through the activity and obtain the desired
results.
Rubrics
How do you know
you did it well?
Rubrics are practical and
concrete tools that help you to
evaluate your performance
and continuously improve it.
Rubrics evaluate not only
knowledge, but also skills and
attitudes.
Excercises
This proposed excercises will help you to consolidate your recently
acquired knowledge, through either real or hypotetical situations
and a the same time will help to create a feeling of easyness and
reasuring throughout your learning process.
Examples
It is important to mention that you will find in each block different
examples that are designed to facilitate your learning.
Wherever you see this icon (ICONO),
you will find audio material related to
that topic available at our academic
resources website.
You may listen to them directly online
or download them onto any electronic
mobile device in an mp3 format.
Learning activities
Throughout the book you will find these activities, they will allow
you to strengthen your knowledge and competences while doing
research
Food for Thought
The purpose of this section is to enrich your knowledge with
additional data, related texts, and relevant information about the
topic being covered in the block. This useful section will provide
different perspectives and contexts of the same data.
Applying your Knowledge
This section is designed so you can apply your knowledge to
real-life situations, analyze and solve problems you may face as an
individual or as a member of a community or society, as well as to
improve your life in many ways.
other sections
Demonstrate your competence
This section allows you to self-evaluate the knowledge acquired and the skills you have
developed throughout the block. In addition to your evidence portfolio, these assignments
will help you attain better results in the summative evaluation that your professor will do of
your performance.
In addition, you will find a list of supplementary resources
and in some cases, vocabulary lists and glossaries.
Evidence portfolio
Rubrics
www.recursosacademicosenlinea-gep.com.mx
In this book you will find different suggestions
and activities you can use as learning evidence.
These products may be written texts, aural texts
as a result of oral presentations, or different
types of projects. It is important you remember
that besides presenting the product, you must
consider the performance indicators that will
determine the quality and accuracy of your
performance. We invite you to always aim for the
highest level.
These will help you to verify your performance through the evaluation of the
projects, products or other evidences that
you’ll be asked to do in each block. In
general this instruments are a criteria list
that will allow you to evaluate the learning
level, abilities, knowledge and performance
reached, based on a particular project.
these rubrics can be done in a personal or
coevaluative way.
Choosing this book has granted you access
to our website where you can find additional
material such as audios, readings, vocabulary
games, and online tests that will help you increase your knowledge, clarify some concepts,
and understand more complex grammatical
structures that are included in the English
Program syllabi in a quick and easy way.
Who Are You?
1
B LO C K
Learning
Objects
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Simple Present Tense
Personal Data: Numbers and Names
Physical Characteristics
Ethnics and Cultural Characteristics
Family Members
Ordinal and Cardinal Numbers
Verb To Be
Personal and Impersonal Pronouns and
Possessive Adjectives
1.9 Definitive and indefinitive articles
n
S tudent is able to communicate in a foreign language using the simple present
tense in a logical discourse, orally and in writing, according to the communicative
situation.
n Values logical thinking in the communicative process in daily and academic life
situations.
n
orks in a collaborative and efficient manner, recognizing the importance of
W
diversity and plurality of ideas and ways of being of his/her classmates.
n Communicates with and learns from people with different point of view and cultural traditions by understanding his/her own circumstances in a wider context.
Diagnostic Evaluation
A profile is a concise biographical sketch (this is one
of the definitions found for this word in the MerriamWebster Online Dictionary. Available at http://www.
merriam-webster.com/dictionary/PROFILE).
This is a simple profile of the author of this book, Paula Flores Kastanis.
Name: Paula Flores Kastanis
Nationality: Mexican
Age: 48 years old
Birth date: September 5, 1960
Ocupation: English teacher
Place of birth: Mexico City
Place of residence: State of Mexico, Mexico
Marital status: Married
Family members: Husband Antonio, one daughter Katherine and one son,
Jose Antonio
Hobbies: Meet people, read, listen to music and travel.
A nother version of a personal profile can be a short paragraph. Look at the
one below:
H ello. My name is Paula. I am
48 years old. My birthday is
on September 5th. I am an English
teacher. I am from Mexico. I am Mexican.
I live in the State of Mexico. I am married.
My husband’s name is Antonio and I have
two beautiful children: a girl and a boy.
I like to meet people, read, listen to music,
and travel.
How much do you know?
Learning Situation: Creating your profile. Who are you?
Competence: Recognize different communicative situations where his or her
basic personal information (profile) is used.
Activity Sequence
1. Answer the following questions. Look at my profile as an example.
2. Check spelling with a dictionary.
3. Write all the answers in one paragraph. This will be your profile.
At the end of this block, the student…
n
Uses simple present when talking, writing, and reading.
n
Uses the verb to be in different ways according to the communicative intention.
n
U nderstands the use of simple present tense in listening and reading comprehension activities.
n
I ntroduces himself/herself to other people in different contexts, orally and in
writing.
1
BLOCK
Who Are You?
Who are you?
8. What is your favorite tv program?
1. What’s your name?
My favorite tv program is My name is .
9. What are your favorite subjects? (math, english, biology, etc.)
.
2. How old are you?
I like .
I am ______ years old.
10. What do you like to do?
3. When is your birthday?
I like to .
My birthday is on ___________. (month / date)
4. What do you do? (occupation)
Now, write a brief paragraph with the information you wrote in your answers.
I am a .
5. Where are you from?
I am from _________________________________. (city / state)
6. Where do you live?
I live in ___________________________________. (city / state)
7. Do you have any brothers and sisters?
I (have / do not have) .
1.1 Simple Present Tense
Grammar Presentation
The simple present tense
One of the uses of simple present is to express an action that is repeated or that is usual. The action can be a habit, a pastime, a
daily event, a scheduled or programmed event, or something that occurs frequently.
Simple present is also used to express something that a person forgot or does not normally do.
In a timeline we can represent the simple present tense like this:
l
l
l
Past
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l l
l
Present
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
FORM
1. Simple present tense verbs have two forms: the base form and the –s form
BASE FORM
-s FORM
2. Th
e base form is used with I, you (singular), we, you (plural), they and plural
nouns.We use the –s form with he, she, it, and singular nouns.
Like
play
likes
plays
I
You
We
They
My brothers
Plants
need water.
He
She
It
The tree
Mary Ellen
needs water.
l
l
l
l
l
l
l
l
l
l
l
Future
3. Some verbs have irregular -s forms:
Have - has
go - goes
do - does
FUNCTION
1. We use the simple present tense for statements of fact.
I study high school. Mexicans speak Spanish.
Elephants live in Africa and India.
2. Another use is for statements of regular activity or repeated action.
Karen has guitar lessons on Tuesdays and Thursdays.
I usually do my homework at home.
The teacher always explains the grammar.
Karen seldom goes out with her friends on Fridays.
OTHER EXAMPLES
Verb to take
Verb to go
Person
Subject
First
I
Second
You
Third
He
She
It
Singular
Plural
First
We
Second
Your
Third
They
Verb
Complement
take
Person
Subject
First
I
Second
You
Third
He
She
It
Singular
takes
a shower.
take
Plural
First
We
Second
Your
Third
They
Verb
Complement
go
goes
to school.
go
Third person singular formation
1. Add s to the base verb or the simple form of the verb
take
=>
takes
2. Add ies to verbs ending in consonant + y
study
=>
studies
3. Add es to verbs ending in s, z, ch, sh, x
brush
=>
brushes
4. Irregular forms (no rules apply)
have
=>
has
Pronunciation: Listen to your teacher
1. To most of the verbs we add an -s to the base form, and simple add the sound /s/.
sing - sings
play - plays
I like music, and my sister likes music too.
Jonathan plays soccer.
take - takes
2. W
hen the base form of the verbs ends in ch, sh, x, z, s, the sound of the third person singular form includes the e and the s
sounds = / s/.
brush - brushes
watch – watches
fix – fixes
My mother kisses my father goodbye every morning.
Karen brushes her hair every morning.
kiss – kisses
1
BLOCK
Who Are You?
My father watches the news at 10 p.m.
Jason’s father is a mechanic. He fixes cars and motorcycles.
3. For words that end in ge and ce, we must pronounce an extra syllable. Listen to your teacher’s pronunciation.
I use a pencil and my classmate uses a pen.
The doctor charges $200 for a consultation.
Kathy dances very well.
4. When the base form ends in a consonant + y, we change the y to i and then add –es.
I study English and Mark studies Spanish.
I carry a briefcase and he carries a schoolbag.
When the base form ends in a vowel + y, we do not change the y.
I play soccer. She plays tennis.
5. Th
e auxiliary verb do is pronounced differently for the form do / du / and for the form of the third person singular, which
is pronounced in two different ways:
a) with the schwa and the z sound / d_z /
V
V
b) and a strong sound, / d z /, the sound sounds as the u in the word up.
Simple Present Tense
Affirmative sentences
We use the base form and the -s form for affirmative sentences.
Subject
+
Verb base form
+
Complement
I
You
Karen (she)
Tom (he)
It (the alarm clock)
We
They
wake up
study
eats
drinks
rings
go
drive
at 6 o’clock in the morning.
English everyday.
breakfast every morning.
coffee.
before 6 o’clock.
to school by bus.
to school.
Learning Situation 1
Apply the knowledge of simple present tense by doing exercises and oral drills. Demonstrate knowledge
by doing several assignments.
Competence: The student can demonstrate the correct use of present tense in affirmative, negative and interrogative
sentences.
Exercise 1
Fill in the blanks with the correct form of the verb in parentheses ( )
Example:
We change (change) the clocks twice a year.
June has (have) thirty days.
1. We _________ (turn) the clocks ahead in April.
4. We _______ (make) these changes at 2:00 a.m.
2. Summer _________ (begin) in June.
5. Winter _____________ (begin) in December.
3. Daylight saving time _________ (end) in October.
Exercise 2
Fill in the blanks with information about yourself. If you don’t know the verb in English, find the meaning in a
dictionary.
Example:
I have a red bycicle.
1. I live . 4. I play .
2. I speak . 5. I need .
3. I know . 6. I want .
Exercise 3
Work in pairs. Decide what good students and what bad students do. Use the words given.
Example:
1.
2.
3.
4.
come on time to school.
come late to school.
ask questions
read a magazine in class
look out the window
study the lesson
Good students come on time to school.
Bad students come late to school.
5.
6.
7.
8.
bring the book to class.
sleep in class.
pay attention to the teacher.
participate in class.
Exercise 4
Work in pairs. What does your teacher do? Fill in the blanks with the appropriate verb.
1. The teacher
the blackboard
(use)
2. The teacher
pronunciation.
(teach)
3. The teacher
student’s questions.
(answer)
4. He/She
homework.
(assign)*
5. He/She
the homework.
(correct)
6. He/She
instructions.
(gives)
7. He/She
the students.
(help)
* Assign = give someone a job or task to do.
1
BLOCK
Who Are You?
8. He/She
attendance.
(take)
9. He/She
questions.
(ask)
10. He/She
the homework at the beginning of the class.(collect)
Months of the year Listen to the pronunciation of the months of the year. Then, listen again one by one and repeat.
Read the names of the months of the year and identify them in the calendar. What are the names of these
months in Spanish?
January
May
September
February
June
October
March
July
November
April
August
December
Now, write the date of the following holidays and circle
in the calendar the following dates. If you don’t know, ask
your teacher:
a)
b)
c)
d)
e)
f)
Christmas
Mother’s Day (in Mexico)
Independence Day in the United States
Independence Day in Mexico.
Halloween
Valentine’s Day
Days of the week Listen to the pronunciation of the days of the week. Then, listen again one by
one and repeat.
Put a check mark beside the days of the week that you have English class.
Monday
Tuesday
Friday
Saturday
Wednesday
Sunday
Thursday Important Note In English, the days of the week, the months of the year, and the seasons are always
capitalized. This means that the first letter of these words is a capital letter. Look at the
calendar. April, June, September and November have 30 days. All the rest have 31, except February that has 28, except for leap year when February has 29.
Seasons of the year Listen to the pronunciation of the names of the seasons of the year. Then, listen again one by one and repeat.
Write for each season three important holidays in your community, in your state or in Mexico.
Spring (From March 21st to June 20th)
Summer (From June 21st to September 22nd )
Autumm / Fall (From September 23rd to December 21st)
Winter (From December 22nd to March 20th)
Note: These days are approximate. Due to astronomical calculations, sometimes the seasons begin on these dates or a day before or after.
1
BLOCK
Who Are You?
1.2 Personal Data: Numbers and Names
When travelling, you need to give personal information. Antonio Martínez and his family (father, mother and two
sisters) went to Los Angeles to spend a week with his family there. They travelled by air.
Itinerary
Mexico City to Los Angeles
Flight 1
Saturday, 25 April 2009
Departure: 08:00 Mexico City, Mexico - Juarez International, terminal 1
Arrival:
10:00 Los Angeles, USA - Los Angeles International, terminal B
Airline:
Mexicana MX900 e
Aircraft: Airbus Industrie A320-100/200
Fare type: $AVER/Economy
Los Angeles to Mexico City
Flight 1
Saturday, 2 May 2009
Departure: 13:20 Los Angeles, USA - Los Angeles International, terminal B
Arrival:
18:55 Mexico City, Mexico - Juarez International, terminal 1
Airline:
Mexicana MX901 e
Aircraft:
Airbus Industrie A319
Fare type: $AVER/Economy
Legend:
e = e-ticket
MX = Mexican Peso
10
Travels formats
When Antonio Martínez and his family arrived
to the United States, they had to fill out a format
from the Department of Homeland Security of the
United States. Look at the format which is a copy
of the original one.
z
M
a
r
t
í
n
e
A
N
T
O
N
I
O
M
E
X
I
C
O
1
3
2
5
1
4
M
E
X
I
C
O
M
E
X
I
C
O
a
K
S
O
R
L
A
N
A
1
2
O
C
I
T
1
1
2
4
D
O
F
Y
L
O
R
I
1
2
0
1
8
a
1
3
2
5
1
3
D
A
0
7
1
0
2
11
1
BLOCK
Who Are You?
Vocabulary
Write the meaning in Spanish of the following elements of the
format on page 12.
Family name
First / given name
Birth date
Month
Year
Number
Airline
Country
Sex
Passport
Country where you live
City where you boarded
City where your visa was issued
Date issued
Address while is in the United States
City
State
1. Family name
2. First / Given name
3. Birth date
4. Country of citizenship
5. Sex (male or female)
6. Passport number
7. Airline or flight number
8. Country where you live
9. City where you boarded
10. City where your visa was issued
11. Date issued
12. Address while is in the United States
13. City and State
Activity Sequence 1 Fill out the format at your left
Exercise 5
Fill out a format with personal information.
Competence: The student can fill out a format with his/her
personal information.
12
Look at the following format given to people who visit Mexico. Antonio filled the one for his family
when he returned to Mexico.
Martínez
Antonio
Mexican
2 5
1 9 9 3
0 5
7
04
09
x
x
x
x
x
x
x
0 2
Antonio Mar tín
0 5
ez
2 0 0 9
13
1
BLOCK
Who Are You?
Exercise 6 Using numbers to give personal information.
Competence: The student can give personal information that includes numbers.
Instructions: Fill out the format with your personal information.
0 2
14
Learning Activity 1
Actividad de aprendizaje
Using your profile
5. Listen respectfully and attentively to your other classmates
when they present.
1. Work in pairs.
2. Decide what situation you want to role play:
6. Record your performance in order to include it in your portfolio as an evidence of your learning.
a) a n employee in a job placement agency or head hunter
and a candidate;
Observation instrument
b) a n embassy or consulate officer and a person who is applying for a visa;
1. Both students use simple present tense.
c) a university admission officer and a student who is filling
out an application form.
3. Students use a/an or the correctly.
3. Search for sites of universities, companies, governmental agencies (consulate, embassy) and look for application forms they
use for admission, employment or applying for a visa. Use this
information as a model for the role playing activities.
4. Present your role play to the group and teacher.
2. Students use pronouns correctly.
4. Students include information about personal characteristics.
5. Students use related vocabulary correctly.
Portfolio 1. Keep your recording in your portfolio as evidence.
Keep the application forms you used.
Vocabulary
Occupations
In English, most nouns that describe occupations or professions don’t have gender. A doctor is used for
a man or a woman.
English
Psychologist
Student
Employee
Doctor
Teacher
Physician or doctor
Manager
Engineer
Designer
Lawyer
Writer
Accountant
Journalist
However, there are some nouns that do have different forms to express if the person is a man or a woman:
English
Waiter - waitress
Actor - actress
15
1
BLOCK
Who Are You?
When the noun describing the occupation is singular and begins with a vowel sound, then we use the indefinite article an. If the word begins with a
consonant sound, we use the indefinite article a. Listen to your teacher.
Janet is a lawyer
Larry is an accountant
Mike is a doctor
Nicholas Cage is an actor
The plural form of the nouns is formed by adding an “s” and it is pronunced /s/. Listen to your teacher.
Lawyer
Lawyers
Teacher
Teachers
Doctor
Doctors
Talking about your occupation and the occupation or profession of other people.
Competences: The student can express in writing and orally his or her occupation.
The student can identify some of the most common occupations and professions of other people.
Activity Sequence 2
You will need a dictionary.
1. Work in pairs.
2. Think of five occupations that are not on the above list. Write them in the following chart.
3. Write the equivalent in Spanish. If necessary, use the English-Spanish dictionary. You may want to use an
electronic dictionary (http://www.merriam-webster.com).
4. Share your list with two or three other pairs of students. In the second group of lines add those occupations
you do not have on your list.
Occupations / Professions
Plumber
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
16
Exercise 7
1. Work with another student.
2. Look at the following photographs.
3. Write below each photograph the occupation of the person in the picture.
Nationalities
When giving your personal information in a format, you may need to mention your nationality.
I n English, nationalities are always written with a capital letter because they are proper nouns or adjectives that derive from proper
nouns.
17
1
BLOCK
Who Are You?
Give information about your nationality.
Competence: The student can identify and give information about his/her nationality.
Activity Sequence 3
You will need a dictionary.
1. Work in pairs.
2. Look at the following table that includes the name of some countries in Spanish.
3. Write the name of the countries in English and the correspondent nationality of the people from those countries. If necessary, use the English-Spanish dictionary. You may want to use an electronic dictionary (http://
www.merriam-webster.com).
4. Check the list with your teacher.
5. Then complete the table with eight more countries and nationalities that are interesting for you and your
partner.
Apply Your Knowledge
Greace
Look up in a dictionary the names in English of the following countries and nationalities. Then, complete the
chart with eight more countries and nationalities that you are interested in.
País
Estados Unidos
de América
Country
United States
of America
Nationality
France
American
Francia
Alemania
España
Mexico
Italia
Grecia
Suiza
Suecia
Escocia
Irlanda
Gran Bretaña
Gales
China
Japón
India
18
India
China
País
Country
Nationality
Russia
France
1.3 Physical Characteristics
Expanding your vocabulary describe
parts of your body
When you talk about parts of the body, sometimes you need to describe them.
Let’s learn some words that will help you describe them.
To physically describe a person, we need to learn and memorize more vocabulary words. The following words will
help you describe the physical features of people.
In your notebook write a short sentence using each vocabulary word from pages 20-22, 24 and 25. Think of people
you know that have that characteristic.
Vocabulary
Height
Example Sentence
Tall / tallish
Alex is a tall basketball placer.
Medium height
My mother is medium height.
Short / shortish
Tom’s sister is a short girl for her age.
Average
My classmates are average height. Nobody is
very tall nor very short.
19
1
BLOCK
Who Are You?
Look at the following words that are used to describe the physical constitution of people. Look up their meaning in a dictionary and write the
word in Spanish on the lines provided. Look for pictures of people that describe these physical constitutions and paste the on a piece of paper.
On the back of these papers, write the word in English. We will use these vocabulary cards in the following exercise.
Words to describe physical constitution
1. Slim Synonyms: thin, slender, skinny*
2. Stocky Synonym: Well-built
3. Heavy-set Synonym: Plump, fat*, overweight
4. Average build Slim
Words to describe the period in life or age of people
1. Young 2. Baby 3. Infant 4. Toddler 5. Child 6. Teenager 7. Adult 8. Middle-aged 9. Elderly, old* Teenager
* These words normally have a negative connotation or are used pejoratively. Be careful when you use these words when talking to a native English
speaker.
20
Words to describe eye characteristics
Colors: You can describe the intensity of the color by using the words light or dark. You can describe the tone of the color by adding the termination “-ish” to the name of the color. For example: blue – blueish, or green- greenish.
Brown Blue
Green Hazel
Size:
Big
Small
Words to describe hair characteristics
Green eyes
Colors:
Blonde Brown (brunette) Red (red-haired) Grey
White Length:
Long
Short
Amount:
Abundant Bald
Partly-bald Hairstyle:
Pony tail
Braid
Bangs
Bald
Type:
Straight hair
Wavy hair
Curly hair
21
1
BLOCK
Who Are You?
1. W
orks in groups of three or four. Bring three or four photographs of people with different physical constitutions and ages.
2. Write their following physical characteristics on a piece of paper and describe them orally to your classmates.
Physical constitution: Age group: .
Eyes color: Size: Hair color: Length: Hairstyle: Amount: Type: 3. Listen to the descriptions of your classmates and make corrections if necessary.
Light brown
long and straight
Game: who is he? Who is she?
Instructions to the teacher
a) Divide the group in two big teams: A and B.
b) Tell students to write the physical characteristics of three of their classmates of the other team.
c) Ask one student of Team A to pass and describe one of his/her classmates of Team B.
d) If someone in Team B guesses, they receive a point.
e) Have a student of Team B pass and describe one of his/her classmates of Team A.
f) Repeat steps C to E.
g) Do this as many times as possible for all the students to pass.
Blonde
22
1.4 Ethnic groups and continental origins
Ethnic is an adjective used to describe the different races and cultural groups in the world. These ethnic groups
share physical and cultural characteristics. The main ethnic groups are:
Asian
Black
Dark-skinned
Fair Light Skinned
Hispanic
White/Caucasian
Vocabulary
Due to the continent that people come from, they are also identified as:
AMERICA:
Latin Americans, Native Americans, African-American.
Mexico
ASIAN:People that come from China, Japan, Thailand, Vietnam, India, and many
other countries.
Japan
EUROPEAN
People that come from any country in Europe.
Spain
AFRICAN
People that come from any country in Africa.
Kenia
23
1
BLOCK
Who Are You?
Other adjectives related to people’s religion are:
Catholic
Jewish
Muslim
Christian
Buddhist
Protestant
Jewish
Look at the following list of adjectives that can be used to describe people.
Find the word in Spanish that names these characteristics.
Beautiful
Handsome
Good-looking
Elegant
Nice
Well-dressed
Casual
Fashionable
Beautiful
24
More adjectives that can be used to describe people’s physical appearance. Find the word in Spanish that names these characteristics and write them
below the photograph.
Eyeglasses
Beard
Freckles
Moustache
.
Write two paragraphs describing someone you know (a relative, a friend). Use the vocabulary words you have learned in this block. You can
write in the following space or in your notebook. Read this to a classmate and listen to his or hers.
For example:
My uncle John is a thin tall man. He is middle-aged. He has big brown eyes. His hair is short and straight. He is Hispanic. He is catholic He is
handsome. He wears eyeglasses and has a moustache.
Our body
Do you know what are the names of the parts of your body?
Let’s find out how much you know.
Identifying parts of your body.
Competence: The student learns new vocabulary related to parts of the body.
25
1
BLOCK
Who Are You?
Activity Sequence 4A
1. Read the following list. Write the words in English of the different parts of the body that you already know.
2. Compare your list with that of another student.
3. Share your answers with another student or pair of students.
4. Check the spelling of the words you have written. Ask your teacher to look them over and make corrections
if is necessary.
5. When finished, look up in a dictionary for those words in English you didn’t know and complete the following chart.
26
Note: These words have an irregular plural form. There are a few words in English that have an irregular or different plural form when
comparing them to a regular plural form. Read the explanation given after the next exercise.
Activity Sequence 4B
1. On a blank sheet of paper, draw a chart of a human body.
2. Using arrows, signal each part of the body that is listed in the previous chart.
Identifying the parts of your body by listening to them.
Competence: The student understands new vocabulary related to parts of the body when listening to simple ins
tructions.
27
1
BLOCK
Who Are You?
Activity Sequence 5
Let’s find out how much you know about body parts.
1. Stand up. Listen to your teacher. Follow the instructions.
2. Your teacher will ask you to point to specific parts of your body. For example, “point to your head”, “point to
your nose”, “point to your shoulder”, etcetera.
3. Point to that part of your body.
Activity Sequence 5a
1. Listen to your teacher as he or she point to different parts of her or his body and answer. Your teacher will ask
What’s this? (For example, pointing to her hand.)
2. You should answer: That is a hand.
3. Answer to the questions your teacher asks you about 10 other parts of your body.
How do we form plurals?
There are some nouns that have an irregular plural form, called mutated or mutating plural. Look at the following:
Mutated (or mutating) plurals
n
more than one child
more than one woman
n more than one man
n more than one person
n more than one goose
n
=
=
=
=
=
children
women
men
people
geese
n
more than one mouse =
more than one barracks =
n more than one deer
=
n more than one tooth
=
n more than one foot
=
n
mice
barrack
deer
teeth
feet
Regularly, the plural form of a noun is formed as follows
1. Add an s at the end of a singular form of the noun. For example: girl – gilr + s = girls
2. Add an e -es to form the plural of words ending in the letters or sound of the letters: -ch, sh, x, s, or s-like.
Examples:
kiss – kisses
bus – buses
gas - gases
box – boxes brush - brushes
witch - witches
watch – watches
Food for Thought
Special cases of the plural forms of some nouns
A. When the words end in a consonant and y, the y is changed for an i and an -es is added.
n more than one baby = babies This rule does not apply for proper nouns:
n more than one Kennedy = Kennedys
28
n
more than one gallery = galleries
nmore
than one reality = realities
B. Words ending in o also present special cases.
n more than one potato = potatoes
nmore
than one hero = heroes
nmore
than one cello = cellos
… however …
n more than one memo = memos
… and for words that appear with a vowel before the letter o…
n more than one stereo = stereos
C. Th
e plural form of words ending in -f or -fe ( f sound, when the -e is not pronounced) is to change the f sound to a v sound and
an s or an -es is added.
n more than one knife = knives n more than one hoof = hooves n more than one self = selves
n more than one leaf = leaves n more than one life = lives n more than one elf = elves
However, there are some exceptions:
n more than one dwarf = dwarfs
more than one roof = roofs
n
Activity Sequence 6
Describe actions that are occurring at the moment of speaking related to parts of the body.
1. Look at the following pictures. Describe what they are doing.
Competence: The student can use the new vocabulary appropriately,
contextualizing it in a specific communicative situation.
3. If you don’t know the verb in English, look it up in a dictionary.
2. Remember to include the part of the body involved in the action.
4. Check your answers at the end of the exercise.
29
1
BLOCK
Who Are You?
Learning Activity 2
Understanding people’s profiles
4. The members of the other team may ask you questions to
know more about you.
1. Work in teams of three.
2. Each student prepares a written individual presentation to describe his / her own characteristics (physical, ethnic, cultural).
3. Read your presentation to the members of your team and then
read them to the members of another team, who will listen to
you attentively.
30
5. Now, listen to the members of the other team read their presentations to your team.
6. You may ask questions to the students of the other team.
Rubric to Evaluate Presentations
Needs improvement
Satisfactory
Well done
Fluency
Students read their presenta
tions with interruptions and
pauses most of the time.
Students read their presentation
fluently most of the time, with
few interruptions and pauses.
Students read their presenta
tions fluently.
Pronunciation
Student while reading mispro
nounces many times and mes
sage is not clearly understood
due to this.
Student makes some pronun
ciation errors while reading
that affect understanding of the
message.
While reading, words are pro
nounced correctly most of the
time and message is delivered
effectively.
Language accuracy (grammar)
Student makes many gramma
tical errors.
Student uses grammar structu
res well, with some errors.
Student uses grammar structu
res well all the time or most of
the time.
Vocabulary
Student doesn’t use or uses
very few new vocabulary terms
learned in this block.
Student uses some vocabulary
words revised in this block.
Should have used more.
Student uses a good number of
vocabulary words revised in this
block appropriately.
Cultural Note
In the United States measurements are different. They follow the English measuring system. Therefore, it is very common for people to make reference to their height or weight by using this system.
The height of a person is given in feet and inches.
For example:
My height is 5 feet, 3 inches
I am 5 feet, 3 inches or I am 5 feet, 3 inches tall
We use an irregular plural in this case for the singular noun foot, which is feet.
In writing:
My height is 5’ 3’’.
Remember the folloiwing information related to the metric system and the English system:
Length: 1 inch = 2.54 centimeters
1 foot = 12 inches = 12 × 2.54 cm = 30.48 cm
In the case of a person who is 5’ 3’’, this is equivalent to 1.60 m approximately.
1 pound = 1 libra = 454 gramos (approximately) o 0.454 kg.
Example: My weight is 125 pounds (o sea, 56.750 kg)
31
1
BLOCK
Who Are You?
When we describe a person, we use adjectives to indicate the quality of what we are describing.
Remember that in English, adjectives:
1. Modify nouns.
2. Are placed before the noun they are describing or qualifying.
3. They are never pluralized as they are in Spanish.
Adjective
+
noun
Tall
Tall
man
girls
Adjectives can be modified using adverbs. Adverbs modify a verb, an adjective, or another adverb.
Usually, in English adverbs end with the suffix –ly.
Adverbs are placed before the adjective they modify. For examples, the adverb fairly means much or many.
Adverb
+
Fairly
adjective
+
noun
big
eyes
Some adverbs do not end in –ly. Observe and compare:
Adverb
+
Very
Very
Fairly
Pretty
Pretty
adjective
+
pretty
long
short
short
small
noun
woman
hair
girl
girl
nose
Describing the physical appearance of someone.
Competence: The student can use the new vocabulary appropriately, contextualizing it in a specific communicative
situation.
Activity Sequence 7
Describe the physical appearance of these people.
Describing the physical appearance of someone.
situation.
32
Activity Sequence 8
Describe the physical appearance of these people.
1. Work in groups of three or four students and assign roles to work cooperatively.
2. Choose a name for each of the following persons. The first one is an example.
3. Describe the physical appearance of each of these people in detail (also calculate their approximate age).
Example:
Name: Mrs. Barbara Wilson Occupation: Sales Manager
.
Age: 58 years old . Height: 5´ 8’’ (5 feet, 8 inches = 1.72 m) . Build: Average.
Hair: Short, wavy, grey, a little witheish
. Eyes: Blue eyes, eyeglasses
.
Race: White, caucasian . Other: Good-looking, smartly dressed, elegant .
Person 1:
Name: Age: Hair: Race: Occupation: . Height: . Eyes: . Other: . Build: .
.
.
.
Name: Age: Hair: Race: Occupation: . Height: . Eyes: . Other: . Build: .
.
.
Occupation: . Height: . Eyes: . Other: . Build: .
.
.
.
Person 2:
Person 3:
Name: Age: Hair: Race: 33
1
BLOCK
Who Are You?
Person 4:
Name: Occupation: .
Age: . Height: . Build: .
Hair: . Eyes: .
Race: . Other: .
Name: Occupation: .
Person 5:
Age: . Height: . Build: .
Hair: . Eyes: .
Race: . Other: .
Cultural Note
The word pretty may be used as an adjective, which means that something has conventionally accepted elements of
beauty. For example, she is a pretty woman (she has conventionally accepted elements of beauty as a woman).
However, it can also be used as an adverb, meaning that something is moderately large. For example, she is pretty
tall (she is moderately tall). Observe that when the word “pretty” is placed before a noun, its function is that one of an
adjective. If it is placed before an adjective, then its function is as an adverb.
Cultural Note
How do you do? doesn’t exactly mean that; you must not expect an answer from the person telling you how he or
she really is. It is more a polite way of answering to a greeting when you are introduced to someone else. Look at the
following example:
YOU: Allow me to present professor Shea.
MR. THOMPSON: I’m delighted to meet you, professor. My name is John Thompson.
PROFESSOR SHEA: It’s a pleasure to meet you too, Mr. Thompson.
If the person that is introducing you to someone else only mentions your last name, you must tell your first name
when answering. Remember that in English speaking countries only the family last name is used (apellido paterno
únicamente).
34
Learning Activity 3
Reading and listening about people
3. Prepare your presentation (written or oral) to be given to your
teacher following his / her instructions.
1. Read the following text about indigenous people in Mexico.
2. After you read it once, read again and get together with two
other classmates to think how you could represent this information in a graphic, a map, a drawing, etcetera.
Reading exercise
Chiapaneca
Indigenous people of Mexico*
According to the National Commission for the Development of the Indigenous
Peoples (CDI) there were 9,854,301 indigenous people reported in Mexico in 2000,
which constitute 9.54% of the population in the country.
The absolute indigenous population is growing, but the percentage of indigenous
peoples is falling compared to the non-indigenous population. The majority of the
indigenous population is concentrated in the central and southern states in rural areas.
Some are poor areas.
Huasteca
Some indigenous communities have a degree of autonomy under the legislation of
usos y costumbres, which allows them to have customary law.
According to the cdi, the states with the greatest percentage of indigenous population
are:
Yucatan, with 59%, Quintana Roo with 39% and Campeche with 27% of the population
being indigenous, most of them Maya; Oaxaca with 48% of the population, the most
numerous groups being the Mixtec and Zapotec people; Chiapas has 28%, the majority
being Tzeltal and Tzotzil Maya; Hidalgo with 24%, the majority being Otomi; Puebla
with 19%, and Guerrero with 17%, mostly Nahua people and the states of San Luis Potosi and Veracruz both home to a population of 15% indigenous people, mostly from
the Totonac, Nahua and Teenek (Huastec) groups.
Yohualichan
, Puebla
The majority of the indigenous population is concentrated in the central and sou
thern states. According to the cdi, the states with the greatest percentage of indi
genous population are:
• Yucatan, 59%
• Oaxaca, 48%
• Quintana Roo, 39%
• Chiapas, 28%
• Campeche, 27%
• Hidalgo, 24%
• Puebla, 19%
• Guerrero, 17%
• San Luis Potosi, 15%
• Veracruz, 15%
*Edited and adapted from “Indigenous Peoples of Mexico”. Found in Wikipedia, the Free Encylopedia at http://
en.wikipedia.org/wiki/Indigenous_peoples_of_Mexico#Development_and_Socio-economic_indicators
Huichol
35
1
BLOCK
Who Are You?
Evaluation Instrument
Script
Checklist
Hi. My name’s Greg, and I’m originally from Denver,
Colorado, but my family moved to Arizona when I
was about three, so I grew up there. I graduated from
high school about three years ago, and I am currently
attending a university in my city. I’m a junior, and I am
majoring in economics with a minor in Spanish. I also
work part time as a cashier at a grocery store. Life is rea
lly busy, but I enjoy hiking, reading and hanging out
with friends in my free time. When I graduate, I want
to work for a company in this area.
1. Student read the article.
20%
2. Student developed a drawing, graphic, mental map, 40%
geographical map, to show the information in the text.
3. Student delivered an oral or written presentation
of this activity.
40%
Listening exercise
1. Go to the following website: http://www.esl-lab.com/selfintro/selfintrord1.htm
2. Read the pre-listening exercise. Listen to the recording audio
exercise. Answer the questions given (five questions).
Evaluation Instrument
3. Check your answers with your teacher.
Checklist
4. Listen again and read the script at the same time.
1. Student did pre-listening activity.
Note to teacher: This exercise is for general understanding. Do
not grade student according to incorrect or correct answers. Consider teaching new vocabulary words you consider important or
relevant.
2. Student listened to the recording.
3. Student answered the questions.
4. Student listened to the recording again while reading the
script.
1.5 Family Members
When giving your personal information, you may be asked information about your family.
Look at the following picture:
Grandfather
Grandmother
Grandfather
Grandparents
On the
father’s
side
Grandparents
Father
Son
Mother
Daughter
Brother
36
Grandmother
On the
mother’s
side
Son
Sister
Food for Thought
Usually, in the Anglo-Saxon cultures, the nuclear family usually is smaller than Mexican or Latin American families.
Normally, couples only have one or two children. Another difference is that usually family members are not as close,
and extended family members, such as cousins and aunts and uncles, usually don’t keep in touch as much as they
do in Mexico.
Mexican people usually demonstrate their feelings much more than people in Anglo-Saxon cultures. This does not
mean, however, that they don’t demonstrate their love or that they don’t have expressions of endearment. It only
means that these are less noticeable than in Latin American countries and cultures.
Exercise 8
Give information about your family.
1. Look at the above chart.
2. Identify the relationship between family members.
3. Fill out the following vocabulary table with the corresponding word in Spanish.
Family Member
Miembro de la Familia
Father
Mother
Parents
Son
Daughter
Grandmother
Grandfather
Grandparents
Brother
Sister
Food for Thought
Additional vocabulary about family members
Read the following vocabulary list. Look how some of the words change when used for male or female individuals.
Other words are formed from joining two words or by using prefixes. For example, the word father, when talking about
the father of our father we use the word grandfather, and when we talk about the son of our son we use the word
grandson. Observe that in both words the prefix grand indicates the relationship in one direction or the other.
Complete the following table with the words that are missing, deducing them from the relationships that exist between
the different members of a family.
Identify the words. Relate the variables. Analyze the existing relationships. Deduce the relationships not mentioned.
37
1
BLOCK
Who Are You?
Vocabulary
children
grandfather
grandmother
grandparent
grandparents
grandson
granddaughter
grandchild
English
grandchildren
father
great-grandfather
daddy, dad
great-grandmother
mother
great-grandson
mommy, mom
great-granddaughter
parent
parents
brother
sister
brothers
sisters
sibling
siblings
baby
husband
wife
spouse
son
daughter
child
Food for Thought
Attention!
The word parent means father or mother. It looks like the word in Spanish “pariente”. When a word in one language is
very similar to a word in another language, but has a different meaning like in this case, it is called FALSE COGNATE.
38
English and Spanish have many false cognates. Be very careful with these words. If you are in doubt, ask your teacher
or look up the word in a dictionary.
The word pariente in Spanish is translated as “relative” in English.
Example:
I have relatives in Puebla: my aunt Eva and my uncle Larry.
Cultural Note
Live the language!
When two people talk, there is a distance between them. Latin American people (including Mexican people) are known
to be very warm and tend to get close physically to the people they are talking to. Normally we keep a distance of
approximately 30 or 50 centimeters when the conversation is informal. When we engage in a formal conversation,
that distance is about 50 or 60 centimeters. However, in most Anglo-Saxon countries, people tend to maintain a longer
distance between them and the person they are talking to. Sometimes this distance is as long as a meter, even in
informal situations. Take this into consideration when you speak to an English native speaker so you don’t “invade” his
space. If you do so, he may feel uncomfortable speaking to you.
1.6 Ordinal and Cardinal Numbers Listen to the pronunciation of these cardinal numbers. Repeat after listening.
Cardinal numbers
0
1
2
3
4
5
6
7
8
9
zero
one
two
three
four
five
six
seven
eight
nine
10
11
12
13
14
15
16
17
18
19
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
20
21
22
30
40
50
60
70
80
90
200
twenty
twenty-one
twenty-two
thirty
forty
fifty
sixty
seventy
eighty
ninety
two hundred
Other examples
234 two hundred and thirty-four 978 nine hundred and seventy-eight
Food for Thought
When mentioning a year before 2000, you separate the number in two parts: first, you mention the first two digits as
one number, and then the other two as another independent number.
For example: the year 1960 is read or said nineteen sixty. Another example: 1989, nineteen eighty-nine.
The year 2000: two thousand, the year 2004: two thousand and four.
39
1
BLOCK
Who Are You?
Ordinal numbers
Listen to the pronunciation of these ordinal numbers. Repeat after listening.
1st
2nd
3rd
4th
5th
6th
7th
First
Second
Third
Fourth
Fifth
Sixth
Seventh
8th
9th
10th
11th
12th
15th
21st
Eighth
Ninth
Tenth
Eleventh
Twelfth
Fifteenth
Twenty-first
32nd Thirty-second
54th Fifty-fourth
100th One-hundredth
More personal information
Phone numbers
Telephone numbers are formed by the area code number and the phone number.
Area code numbers are given in parentheses ( ).
Example: My phone number is (55) 5782-4601
Note: When giving phone numbers, the number zero (0) is pronounced “oh”, like the letter o.
Exercise 9
What should you do?
1. Form groups of four students.
2. Write your telephone numbers. Include the area code.
3. Read aloud your telephone numbers.
Example: My telephone number is: area code fifty five, phone
number five, seven, eight, two, four, six, oh, one.
4.Each one of you will dictate your phone number to the other three
students.
5. Write the numbers.
6. Repeat the numbers. Example: Ricardo’s number is…
7. The student that dictated the number will check if it is correct.
Write your phone number and the phone numbers of your classmates:
Name: ____________________________ Phone number: ( ) ____________________________
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Age
Knowledge:
Example:
You say: My age is 17
Cultural Note: In English you express your age using the verb to be.
Age = the number of years (or years and months) that a person has lived.
Age
or I am 17 years old.
Activity Sequence 9
Tell someone your age or write it.
1. Form groups of four students.
Competence: The student can give information about his/her age in
written and oral form.
2. Tell your classmates your age.
3. Each one will write in their notebooks the age of the other
three students.
4. Repeat the age of your classmates reading your notes.
Activity Sequence 9a
1. Look at the photographs of the following people.
2. Guess their age.
3. Write it down in the space provided.
4. Share with your classmates your guesses.
_______________
_______________
_______________
_______________
_______________
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1
BLOCK
Who Are You?
Addresses
Knowledge
Examples: An address in the United States
4175 Second Street
Napa, California.
94559
United States of America
In English, when you give information about your address, first give the number of the house or building
and then the name of the street, the city, the state, the zip code and the country.
Food for Thought
In English, we first mention the number assigned to the dwelling on the street or avenue. If the number is formed
by more than two digits, we separate them in pairs to read them, from right to left. For example, 2543 Washington
Avenue is read twenty-five, forty-three Washington Avenue. Another example, 589 Washington Avenue, we read: five,
eighty-nine Washington Avenue. However, zip codes are mentioned or read number by number. For example, 94559
is read: nine, for, five, five, nine.
After you mention the number assigned to the dwelling (house, building, etc.), you mention the name of the street or
avenue, and then the word street or avenue (whichever one corresponds to the address you are giving). There are
other names in addresses to express the location of a dwelling besides street or avenue. For example, Boulevard or
Drive.
Example:
1751 Dyer Street
Seventeen fifty-one Dyer Street
29 Madison Avenue
Twenty-nine Madison Avenue
125 Summer Road
One twenty-five Summer Road
Addresses in Mexico are longer. We include the number and name of the street, the
name of the neighborhood, the zip code, the city, the state, and the country.
Example: An address in Mexico
42
Number and street: 180 Renacimiento Street
Neighborhood:
Colonia San Juan Tlihuaca
Zip code:
02400
City:
Delegación Atzcapotzalco
State:
Mexico City
Country:
Mexico
If you live in an apartment, you may include the number of the apartment after the name of the street.
For example:
You live in apartment 5 of the building on 236 Reforma Avenue.
You may write:
236 Reforma Avenue, apartment 5
In some cities in the United States, offices in a building are called suites.
Example: 868 Reforma Avenue, suite 505
Tell your address to someone or write your address.
Competences: The student can write his/her address in a format or letter.
Activity Sequence 10
1. Write your address:
Number and street: ___________________________________________
Neighborhood:
___________________________________________
City:
___________________________________________
Zip code:
___________________________________________
State:
___________________________________________
Country:
___________________________________________
2. Form groups of three or four students.
3. Dictate your address to the other students.
4. Listen to the addresses of the other students.
43
1
BLOCK
Who Are You?
5. Write them in the space provided.
6. Check your notes with your classmates. Correct if necessary.
Student 1:
___________________________________________
Neighborhood:
___________________________________________
City:
___________________________________________
Zip code:
___________________________________________
State:
___________________________________________
Country:
___________________________________________
Student 2:
___________________________________________
Neighborhood:
___________________________________________
City:
___________________________________________
Zip code:
___________________________________________
State:
___________________________________________
Country:
___________________________________________
Student 3:
___________________________________________
Neighborhood:
___________________________________________
City:
___________________________________________
Zip code:
___________________________________________
State:
___________________________________________
Country:
___________________________________________
The letters of the alphabet Knowledge
Sometimes it is difficult to understand the words we listen to in English. It may be necessary to spell out these
words. To spell out a word, you need to know the letters of the alphabet and how they are pronounced in English.
For example, if you don’t understand how to spell the name or last name of a person, ask him or her to spell it out
for you. Ask: How do you spell your name? or Can you spell that word, please?
These are the letters of the English alphabet:
44
A B C D
H I J K
O P Q R
V W X
E
L
S
Y
F G
M N
T U
Z
Learning Activity 4
Spelling and pronunciation
For the student
For the teacher
1. Review the alphabet with your classmates and teacher.
1. Review the pronunciation of all the letters in the alphabet.
2. Practice with your students the oral spelling of the vocabulary
words taught and learned in this block.
3. Organize a spelling contest for your students. Announce the
date to your students.
4. Make sure all participants know the rules of the spelling
contest.*
2. Practice the vocabulary words learned in this unit by spelling
them aloud.
3. Participate in the Spelling Bee Contest that your teacher will
organize.
*You may want to consult the spelling bee rules at: http://www.cesa11.k12.wi.us/
services/spellingbee/rules.pdf
5. Use a checklist instrument to evaluate the correct spelling of
each word during the contest.
Learn how to recognize and pronounce the sound of the letters of the English alphabet by spelling out
his / her first, middle, and last names.
Competence: The student can understand the sounds of each letter of the English alphabet.
45
1
BLOCK
Who Are You?
The student can pronounce each letter of the English alphabet.
The student can spell out his/her first, middle*, and last names.
* If you don’t have a middle name, then just pronounce your first and last names.
1. Listen to the pronunciation of each letter.
2. Your teacher will read them aloud for you.
3. Repeat after your teacher.
4. Practice this exercise as many times as your teacher indicates to you.
Exercise 10
1. Write your first, middle and last names in the space below.
2. Work in groups of four students.
3. Spell out your first, middle and last names to your classmate.
4. Listen to your classmate spell out his / her first, middle, and last name.
5. Write their names in the spaces provided below.
Your name: Write here the names of three of your classmates after listening to them spell out their names.
1. 2. 3. Exercise 11
1. Write the name of three famous people in your notebook. Example: Barack Hussein Obama.
2.Spell out the names to a classmate. Example: first name: B-A-R-A-C-K, middle name: H-U-S-S-E-I-N, last
name: O-B-A-M-A.
3. Check to see if he or she wrote the name correctly.
4. Now listen to your classmate.
5. Write the names in your notebook.
46
Occupations/professions
Other personal information includes your occupation/profession and your nationality.
You express this information as follows:
Occupation:
student I am a student.
Yo soy estudiante.
Profession:
lawyer I am a lawyer.
Yo soy abogado.
1.7 The Verb To Be The next table presents the forms of the verb To Be for all persons.
Personal pronoun
+ verb to be
Contraction
I am
I’m
You are
You’re
He is
He’s
She is
She’s
It is
It’s
You are
You’re
We are
We’re
They are
They’re
The verb to be is used for different things.
My name is Denise.
I am from Boston.
I am American.
I am 17 years old.
I am a student.
My phone number is . . .
The names of countries are proper nouns. They are always written with capital letters. We also write adjectives that derive from
nouns that name countries to name nationalities with a capital letter at the beginning. For example: Germany (noun) and German (nationality).
47
1
BLOCK
Who Are You?
Food for Thought
If you are writing the name of a country in a text written in English, you should not write an accent on the word. For
example, the word Mexico (which is written with an accent in its original language). The adjective is Mexican.
Adjectives are not pluralized in English, neither do they have a gender. Example: One Mexican man. Three Mexican women.
Observe the following examples
My mother is American
Peter is American
Your brothers are American
Perhaps the verb that is used the most in English is the verb to be, which in Spanish means ser o estar. This
is the only verb that presents three different forms when conjugated in simple present tense.
Filling out formats.
Competence: The student can understand the information that is requested in a format and fill it out correctly.
1. Read the profile written in the form of a paragraph.
2. Read the following identification (id) format of a person called Denise Marie Owens.
3. Fill out the id format with your personal information.
Personal information
Who are you?
When we are introduced to other people, we usually tend to ask for and give personal information. We give basic
data about ourselves and ask others to do the same. For example, we include our name, address, occupation, nationality, and age.
Read the following profile
My name is Denise Marie Owens. I am from Boston, Massachusetts, United States. I am American. I was born on September 26, 1986. I am 17 years old. I am a student. I live at 1751 Dyer Street, in Union City, California. My phone number is
769-3457.
48
Read the following personal identification format of Denise Marie Owens.
PERSONAL INFORMATION
Date: June 29, 2004 First Name: DENISE Boston, Massachusetts,
Middle Name: MARIE September 26, 1986
U.S.A.
Place of birth
American Nationality
Last Name: OWENS 17 years
9 months
Age
Date of birth
Student Occupation
Address
Number and street: 1751 Dyer Street
City: Union City.
State: California
Zip Code: 03567
Country: United States phone / telephone: (510) 769-3457
Fill out the following format. Then, give your personal information to your classmates and listen to their personal information.
PERSONAL INFORMATION
Date: June 29, 2004 First name: Middle name: year.
month.
Age
Place of birth
Nationality
Date of birth
Last name: Occupation
Address
During a job interview you will be asked several questions related to your personal information. Look at the following grammar presentations.
49
1
BLOCK
Who Are You?
In these cases, the interrogative statement in simple present with the verb to be is as follows:
Verb To Be
+ Subject
+
Complement?
Am
I
your classmate?
Is
your mother
mexican?
her last name
Powell?
his friends
students?
Are
For these questions, we may answer in two different ways: an affirmative answer or a negative answer:
YOU:
Am I your classmate?
JACK:
Yes, you are.
YOU:
Are you Jack’s classmate?
LORENA:
No. I am not / No, you aren’t
Affirmative answer
Yes,
+ Subject
Yes,
Yes, you / we / it
is.
Yes, he / she / it
is.
+
Form of the verb To Be according to the subjet.
I
am.
Negative answer
No,
+ Subject
+
Verb To Be according to the subject
No,
I
am
not.
No, he /she / it
is
not.
No,you / we / they
aren’t.
We can use a contraction of the verb to be (conjugated) + not:
are + not = aren’t is + not = isn’t
In the case of No, I am not, the only possible contraction is No, I’m not.
Negative answer using contractions
No,
+ Subject
No,
+ he / she / it
No,you / we / they
50
+
Verb to be contracted with not
isn’t.
aren’t.
+
not.
1.8 Personal and Impersonal Pronouns
and Possessive Adjectives
Many interrogative words like “where” start with the letters “wh”. The sound of these two letters together is like
a soft “j” sound of Spanish. Listen to how your teacher pronounces these words and repeat the pronunciation as
many times as needed until you pronounce them correctly.
Observe the following chart that shows the possessive adjectives that correspond to the singular and plural forms of a grammatical person.
Personal Pronouns
I
Possessive Adjectives
The person who is speaking.
My
My car.
You
The person to whom one is speaking.
Your
Your car.
He
The male person that one is talking about.
His
His car (the car belongs to a male person).
She
The female person that one is talking about.
Her
Her car (the car belongs to a female person).
The thing that one is talking about.
Its
Its car (the car belongs to “something”, for example to an
institution. For example, The company’s car.
We
The persons who are speaking.
Our
Our car (the car belongs to the person that is speaking and
another person or other persons).
You
The persons to whom one is speaking.
Your
Your car (the car belongs to the person you are talking to and
someone else or more people).
They
The people (male or female) that one is talking
about.
Their
Their car (the car belongs to more than one other person).
It
Impersonal Pronouns: you, they, one, ones
Impersonal pronouns are those that are used when you do not refer to a particular person or thing. Impersonal
pronoun represent an unidentified noun. You and they make reference to people in general. They represent an
unidentified noun.
Function: serves as a noun without a specific identity.
There are four impersonal pronouns.
1. it Example: It is sunny today. It is 10 o’clock.
2. you
Example: How do you get to the school?
3. one
Example: One can learn English with practice.
4. they
Example: They say learning English is difficult.
51
1
BLOCK
Who Are You?
We use you/one to talk about people in general including the speaker and the listener.
You can buy this book anywhere. One can buy this book anywhere.
(This book is on sale everywhere)
You can’t park in front of a bank. One can’t park in front of a bank.
(Parking is not allowed in front of a bank).
We use they or them to talk about people in general.
They serve good coffee here. They are building a new avenue.
Ask them for help.
We use one (singular) and ones (plural) to avoid unnecessary repetition.
See those two girls? Helen is the tall one and Jane is the short one.
Which is your car, the red one or the blue one?
My shoes are old. I need some new ones.
I like the photographs. The ones you took in Cancun.
We often use them after Which ... in questions.
You can borrow a book. Which one do you want?
There are lots of books here. Which ones are yours?
Lyrics of born this way Lady Gaga
the right track, baby I was born this way
It doesn’t matter if you love him or capital H-I-M Just put your paws up
‘Cause you were born this way, baby
Ooh, there ain’t no other way, baby, I was born this way Baby, I was
born this way Ooh, there ain’t no other way, baby, I was born this way
I’m on the right track, baby, I was born this way
My mama told me when I was young We are all born superstars She
rolled my hair and put my lipstick on In the glass of her boudoir
There’s nothin’ wrong with lovin’ who you are She said, ‘cause He
made you perfect, babe So hold your head up, girl and you you’ll go far
Listen to me when I say
I’m beautiful in my way ‘Cause God makes no mistakes I’m on the right
track, baby I was born this way
Don’t hide yourself in regret Just love yourself and you’re set
I’m on the right track, baby I was born this way, born this way
I’m on the right track, baby, I was born this way
Don’t be a drag, just be a queen Don’t be a drag, just be a queen Don’t
be a drag, just be a queen Don’t be
Give yourself prudence and love your friends Subway kid, rejoice of truth
In the religion of the insecure I must be myself, respect my youth
A different lover is not a sin Believe capital H-I-M I love my life, I love
this record and Mi amore vole fe yah
I’m beautiful in my way, ‘Cause God makes no mistakes I’m on the right
Don’t hide yourself in regret, Just love yourself and you’re set I’m on
52
Don’t be drag, just be a queen Whether you’re broke or evergreen You’re
black, white, beige, chola descent You’re Lebanese, you’re orient
Whether life’s disabilities Left you outcast, bullied or teased Rejoice and
love yourself today ‘Cause baby, you were born this way
No matter gay, straight or bi Lesbian, transgendered life I’m on the right
track, baby I was born to survive
No matter black, white or beige Chola or orient made I’m on the right
track, baby I was born to be brave
I’m beautiful in my way ‘Cause God makes no mistakes I’m on the right
Don’t hide yourself in regret, Just love yourself and you’re set I’m on
the right track, baby I was born this way, yeah
I’m on the right track, baby, I was born this way I was born this way,
hey I was born this way, hey I’m on the right track, baby, I was born
this way, hey
I was born this way, hey I was born this way, hey I’m on the right track,
baby, I was born this way, hey
1.9 Definite and Indefinite Articles: The, A / An.
Articles in English are very important, as we use them all the time. The three articles in English are a, an, and the.
Here are some basic rules for understanding how to use these articles:
The is the definite article. It is used before singular or plural nouns that are specific or particular. Here are some
examples:
“The girl who lives next door has a red bicycle.” This refers to a particular girl: the girl who lives next door.
“ The president of the company is a busy man.” There is only one president in the company, so we are referring
to a specific noun here.
“I love the shoes you are wearing.” Again, we’re talking about particular shoes, the ones you are wearing.
A/an are the indefinite articles. We use a/an before general, non-specific nouns or to indicate membership in a
group. A/an can only be used with countable, singular nouns. Here are some examples of how to use a/an:
“Let’s go see a movie tonight.” Here we aren’t talking about a specific movie. It can be any movie.
“ Cassie is an actor.” Here, Cassie belongs to a group: actors. We use “an” instead of “a” because “actor” begins with
a vowel.
“I want a dog for my birthday.” This refers to any dog. I don’t know which breed of dog yet. I’m undecisive.
53
1
BLOCK
Who Are You?
Evidence Collection and Portfolio
Task 1. Write a brief paragraph providing personal information to be included in a school directory.
Instructions: Write a brief paragraph (50 words) with your personal information. This information is for the school directory.
Performance Indicators - Checklist
1. Student provides relevant personal information. Elements to include: name, place of birth, date of birth, nationality, age, marital status,
occupation, address, phone number, family members, hobbies.
five points
three points
one point
No points
( ( ( ( )
)
)
)
At least eight relevant items are included.
five - six relevant items are included.
three - four relevant items are included only.
Less than three relevant items are included.
2. Student uses language appropriately. Grammar and spelling are correct, with very few errors that do not affect message (meaning).
three points ( )
one point ( )
No points ( )
zero - three errors.
four - six errors.
More than six errors.
3. Student demonstrates understanding of the audience this text is addressing.
two points
No points
( )
( )
Student addresses audience appropriately.
Student doesn’t address audience appropriately.
Task 2. Format completion with your personal information.
Instructions: Fill out the following application form to a high school with your personal information.
New Century High School application form
Last name of student:
Name of student:
Name of father:
Name of mother:
Sex:
Date of birth (in numbers):
Date of birth (in words):
54
Male
Female
Place of birth:
Nationality:
Religion:
Father’s occupation:
Mother’s occupation:
Full address:
Telephone at residence (with area code):
Mobile telephone:
E-mail:
Last school attended:
Address of the school:
Name of guardian (if any):
Performance Indicators
Evaluation Instrument - Checklist
1. Student provides correct information.
five points
three points
one point
No points
( ( ( ( )
)
)
)
16 - 18 entries.
13 - 15 entries.
10 - 12 entries.
Less than 10 entries completed correctly
2. Student writes with correct spelling.
five points
three points
one point
No points
( ( ( ( )
)
)
)
zero - three errors.
four - six errors.
seven - nine errors.
More than nine errors.
* Student must score three or five points in any of the two indicators to be considered competent.
Task 3. Understanding when someone gives his/her personal information.
Instructions: Fill out the identification format after listening to personal information. You may take notes as you listen.
55
1
BLOCK
Who Are You?
Text to be read by the teacher (twice)
Martha Ramírez is from Argentina. She is Argentinean. She was born on April 24, 1970. She is a computer engineer. She works for Dell Compu
ters. She lives in Alameda, California. Her address is 486 Orange Boulevard. Her zip code is 98765. Her phone number is: are code 415, phone
number 944-5702. She is married. She has two children: Lorenzo and Gabriel. She is catholic. Martha’s hobbies are listening to music, playing
the piano, and reading.
Identification Format
Last name:
______________________________________
First name:
______________________________________
Place of birth:
______________________________________
Date of birth (numbers): _____ / _____ / ______
Mo
Day
Year
Date of birth (words):
______________________________________
Age (today):
______________________________________
Nationality:
______________________________________
Occupation:
______________________________________
Place of work:
______________________________________
Address:
______________________________________
______________________________________
______________________________________
Phone number:
______________________________________
Marital status:
Married
Single
Divorced
Children (number):
_______
Name of children:
______________________________________
Religion:
______________________________________
Hobbies:
______________________________________
______________________________________
Rubric and Performance Indicators
A. The student can understand the information he/she listens to.
five points
three points
two points
zero points
( ( ( ( )
)
)
)
Well understood
Understood
Needs improvement
Lacks competence
14 - 16 items are included.
10 -12 items are included.
seven - 10 items are included.
Less than six items are included.
B. The student can use the language learned correctly (spelling and grammar).
56
five points
three points
two points
zero points
( ( ( ( )
)
)
)
Well written
Good use of language
Needs improvement
Lacks competence
zero - four errors.
five - eight errors.
nine - 12 errors.
More than 12 errors.
Task 4. Create a family chart from the following written information.
Instructions: Draw a family chart according to the information given.
This is my family
Hi. My name is Paula. There are six members in my family. My father’s name is Eduardo. He’s a doctor. He’s from Guanajuato. My
mother’s name is Katherine. She’s a bookkeepper. She’s american. She was born in New York. I have three siblings: two brothers
and one sister. My brothers’ are older than I. I am the third child of my family.
My brother’s names are Eduardo and Ricardo. Eduardo is a university professor. He lives in Chihuahua. My other brother,
Ricardo, is a business consultant. He lives in Leon, Guanajuato. My sister’s name is Katherine. We call her Kathy. She is younger
than I am. She is a Montessori teacher. She lives in Halifax, Canada.
My grandparents on my father’s side are Mexican. My grandfather’s name is José María and my grandmother is Guadalupe.
They are from Guanajuato. My grandfather is a carpenter and my grandmother a housewife.
My grandparents on my mother’s side are from Greece. They are Greek. My grandfather’s name is Theodore George. He is a
storekeepper. He lives in Florida. My grandmother’s name is Potetsa (Paula in Greek). She is a housewife.
Draw your chart here. Create blocks to include the names of the people mentioned in the paragraph.
1.
2.
3.
4.
All the persons in the text are included in the chart.
The relationships in the chart are well indicated.
Places of birth are included in the chart.
Occupations (when applicable) are included in the chart.
Yes
Yes
Yes
Yes
No
No
No
No
Task 5. Create a family chart from the information you listen to.
Instructions TO STUDENT: Draw a family chart according to the information you listen.
Instructions TO TEACHER: Prepare a text similar to the one used in Task 3. Read it to the student. Students will write as they listen to the
aural text. Teacher will show the chart filled out according to what he/she read and students will check for accuracy.
1. All the persons in the text are included in the chart.
2. The relationships in the chart are well indicated.
Yes
Yes
No
No
57
1
BLOCK
Who Are You?
3. Places of birth are included in the chart.
4. Occupations (when applicable) are included in the chart.
Yes
Yes
No
No
Task 6. Create your personal profile and present it orally to the class and in writing to your teacher.
Instructions: Write your personal profile. Include your personal basic information. Prepare creative visual aids and/or illustrations for your
oral presentation.
Evaluation Rubric for Oral Presentation
Competent
4 points
Satisfactory
3 points
Needs improvement
2 points
Student is not fluent most of the
time.
Presentation lacks organization
and other presentation skills (body
language) and / or didn’t use any
visual aids.
Fluency
Student is fluent throughout the
oral presentation.
Student is fluent most of the time
during the oral presentation.
Pronunciation
Student pronounces correctly
most of the time and errors don’t
affect message.
Student has few pronunciation
errors that don’t affect meaning.
Use of
language
Student uses language and voca
bulary appropriately and correctly
most of the time.
with few errors.
Student pauses unnecessarily
during the oral presentation or has
verbal interruptions (eh, uh, words
in Spanish).
Student mispronounces several
words or mispronounces
some words that affect the
message.
Student makes several language
mistakes or uses vocabulary
inappropriately.
Overall
presentation
skills
Student presents in an organized
manner and uses creative visual
aids, and uses appropriate body
language that enhances the
presentation.
manner most of the time, and
uses creative visual aids and a
fairly appropriate body language.
Student does not present in
an organized manner and / or
doesn’t use visual aids nor body
language appropriately.
Lacks competence
1 point
Student mispronounces words
many times, affecting the meaning
of what is being said.
Student makes many language
mistakes and / or doesn’t use
appropriate vocabulary.
Total points
Evaluation Rubric for Written Presentation (Profile)
Competent
4 points
Needs improvement
2 points
Lacks competence
1 point
Paragraph
structure
Paragraph flows smoothly.
Paragraph is unified, coherent,
and logical.
Paragraph lacks two of the
following three: unity, order and
coherence.
Paragraph is not organized,
although ideas flow.
time.
Grammar and
spelling
Student writes correctly most of
the time and errors don’t affect
message.
Student has few grammar and /
or spelling errors that don’t affect
meaning.
Grammar and spelling errors
are so many that make the text
unclear or creates confusion.
Use of
language
(vocabulary)
most of the time.
with few errors.
Student writes several words inco
rrectly or makes several grammar
mistakes which affect meaning in
the text.
inappropriately.
Overall
composition
skills
Written text is organized and crea Written text is organized and
tive. Introduction, development
creative. Introduction, develop
and conclusion are evident.
ment and conclusion are not well
developed.
Written text is organized, but not
creative. Introduction, develop
ment or conclusion are underde
veloped or not present.
Written text lacks organization.
Message is unclear.
Total points
58
Satisfactory
3 points
mistakes and / or doesn’t use
Task 7. Search on internet sites in English were you can obtain personal information about a famous person and present it orally to the class
and in writing to your teacher.
Instructions: Write the celebrity’s personal profile. Include relevant personal basic information. Prepare creative visual aids and / or illustrations for your oral presentation.
Competent
4 points
Satisfactory
3 points
Needs improvement
2 points
during the oral presentation or has
verbal interruptions (eh, uh, words
in Spanish).
message.
inappropriately.
an organized manner and / or
Fluency
oral presentation.
Pronunciation
affect message.
Use of
language
most of the time.
aids, and uses appropriate body
presentation.
with few errors.
manner most of the time and
Overall
presentation
skills
Lacks competence
1 point
time.
many times, affecting the meaning
of what is being said.
mistakes and / or doesn’t, use
and other presentation skills (body
language) and / or didn’t use any
visual aids.
Total points
Learning Activity 5
Sharing people’s profiles
• Speak with good purpose.
Instructions for the teacher
• Think before you post.
1. Contact a teacher from another school. Preferably, from another
state or region that teacher to students who are the same course as
yours. The closest the number of students you share, the better.
• No sarcasm.
2. Initiate an e-pal project with your colleague. The purpose
of this e-mail project is to have your students and the other
teacher’s students communicate via e-mail and interview each
other about their physical, ethnic and cultural characteristics.
• Don’t give your e-pal’s information to anyone else.
3. Negotiate the conditions of the interview with your colleague
(how will they contact their e-pal, what questions should be asked,
how many, when should the interview be done, when should they
report results). We suggest the following “netiquette” rules:
Rules for online communication (Netiquette)
• Be respectful (talk nicely).
• No swearing (no offensive or vulgar words or expressions).
• Don’t use all caps.
• Don’t give out all your personal information (phone number
or address).
• Don’t invite strangers over or agree to meet them.
Note for teacher
You may also consult the following web pages: The Core Rules of
Netiquette: http://www.albion.com/netiquette/corerules.html
ePals Global Network a site for finding keypals in other countries. The free version of ePals can be used with up to 35 student
accounts. http://www.epals.com/
59
1
BLOCK
Who Are You?
Instructions for the student
1. Write four or five questions that briefly identify your e-pal:
name, age, birth place, place of residence (city, town, community) and others if appropriate. Don’t ask for address or phone
numbers to your e-pal.
2. Write at least 10 questions to ask your e-pal to get information
about his or her physical, ethnic, and cultural characteristics.
3. Write a paragraph describing your e-pal. It should include all
the physical, ethnic, and cultural characteristics he or she gave
you in the interview. Remember to include sentences in the
simple present tense using the verb to be, pronouns, and articles correctly.
4. Present your paragraph to your teacher on the date he/she
gives you.
Rubric to Evaluate e-pal Profile Project
Needs improvement (1 point)
Satisfactory (3 points)
Well done (5 points)
Previous questions
Student wrote less than seven questions
asking e-pal for information related to
his/her identification data, physical, ethnic,
and cultural characteristics.
Student wrote between seven and 10
questions asking e-pal for information rela
ted to his / her identification data, physical,
ethnic, and cultural characteristics.
Student wrote at least 14 questions asking
e-pal for information related to his / her
identification data, physical, ethnic, and
cultural characteristics.
Netiquette
Student did not follow netiquette rules
appropriately in all his/her online communi
cations with e-pal.
Language accuracy
(grammar) questions
Student makes many grammatical errors.
Student uses grammar structures well, with Student uses grammar structures well all
some errors.
the time or most of the time.
Language accuracy
(grammar) in report/
paragraph.
Student makes many grammatical errors.
Student uses grammar structures well, with Student uses grammar structures well all
some errors.
the time or most of the time.
Vocabulary used in report/ Student doesn’t use or uses very few new
paragraph
vocabulary terms learned in this block.
Student follows netiquette rules appropria
tely in all his / her online communications
with e-pal.
Student uses some vocabulary words revi
sed in this block. Should have used more.
Student uses a good number of vocabula
ry words revised in this block appropriately.
Evidence Collection For Your Portfolio
Task
60
Evidence
Competencies
1
Written paragraph
Provide personal information in writing
2
Written application form
Provide personal information in writing
3
Application form
Listening comprehension
4
Family chart (from reading)
Reading comprehension
5
Family chart (from listening)
Listening comprehension
6
Oral presentation of personal profile
Oral production
7
Personal profile of a celebrity
Search for specific information on internet (ITC)
Learning Activity 1, p.15
Recording of role-play
Pairwork. Using information technologies to search for application
forms
Written description of oneself.
Teamwork. Write a description of oneself and then present it orally
to others.
Learning Activity 3, p.
Oral presentation using graphic visuals.
Teamwork. Reading, summarizing, and identify characteristics.
Practice listening comprehension.
Learning Activity 5
Personal profiles of other people
Share information with others. Use of information technologies
(e-mail)
Pair Work Evaluation – Coevaluation
Honestly evaluate your classmate’s work and attitude.
Use the following format
Name of evaluator: Person who is being evaluated: Always
Most of the time
Sometimes
Rarely
My classmate showed interest in
our assignment
My classmate worked in our
assignment
My classmate showed a positive
attitude towards learning
My classmate helped me learn
My classmate shared his/her ideas
Overall, I consider our work together was: VERY GOOD – GOOD – SATISFACTORY – NEEDS IMPROVEMENT
Team Work Evaluation – Heteroevaluation
Honestly evaluate your classmates’ work and attitudes. Write the name of each of your classmates at the top of each column.
Name of evaluator: Use the following: ALWAYS MOST OF THE TIME SOMETIMES RARELY
Name
Name
Name
Name
Showed interest in our assignment
Worked in our assignment
Showed positive attitude during our
interaction
Helped everyone to learn
Shared his / her ideas with the
other members
Asked for help when necessary
I enjoyed working with him / her
61
2
B LO C K
Learning
Objects
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
Daily Activities
Working Activities
Leisure Activities
Sport Activities
Means of Transport
Public Places
Adverbs of Time and Frequency
Information Questions (Wh Questions)
n
S tudent is able to use information technologies to search for information, to
solve problems, to produce materials, to deliver materials and to aid his/her
presentations.
n Student is able to express his/her points of view with openness and consider
those of others in a reflexive way.
n
S tudent uses his/her knowledge in other areas and establishes relationships
between them and his/her daily life.
n Student shows a respectful attitude towards the diversity of beliefs, values, ideas
and social practices and cultures.
What can you do?
Reading
Identify and understand general ideas in a short text related to daily activities
of others, using basic strategies of reading comprehension.
Learning Situation 1: Reading a text about a person’s daily activities and about it.
Competence: The student can identify and recognize the concept of daily
activities and daily events.
Daily activities. Routines
A morning with Karen.
Karen is a very active university student. This
is what she usually does every morning, from
Monday to Friday.
“Every weekday morning I wake up as soon as my
alarm clock rings at 6:00 a.m. After 10 minutes I
get up and go to the bathroom. I take a shower,
brush my teeth, and comb my hair. After my shower I dry myself with a big
towel and go back to the bedroom.”
”In the bedroom, I put on my make up and I dress. I sometimes put on jeans
and a blouse or top with sandals or shoes. Next, I usually go to the kitchen and
make myself a cup of coffee, although I frequently drink orange juice instead
of coffee. For breakfast, I often eat cornflakes or any other cereal, toast and
marmalade, and a piece of fruit. After breakfast, I pick up my car keys and go
to the university. I study from 8 a.m. to 3 p.m.”
Discuss with your teacher these questions
1.
2.
3.
4.
5.
n
U ses simple present in different ways to describe his / her daily activities, his / her life style and of others when is talking and writing simple texts.
n
U nderstands how simple present tense is used when he / she listens and reads
simple texts.
How frequently does Karen do these activities?
Are these activities part of a routine?
What do the words in bold type in the paragraph represent?
What do the words underlined indicate?
What type of words follow the underlined words?
2
BLOCK
2.1 Daily Activities
Observe the following sentences. Listen to your teacher pronounce them. Pay close attention to the pronunciation
of each one. Repeat them.
Karen says
Subject
Verb
Complement
wake up
go
take
brush
comb
put on
make
drink
eat
pick up
study
to the bathroom.
a shower.
my teeth.
my hair.
jeans and a blouse or top with sandals or shoes.
a cup of coffee.
orange juice or coffee.
cornflakes or any other cereal and a piece of fruit.
my car keys.
from 8 a.m. to 3 p.m.
I
I
I
I
I
I
I
I
I
I
I
Now, look at these sentences. We will talk about Karen’s activities. Repeat.
Subject
Verb
Complement
wakes up
goes
takes
brushes
combs
puts on
makes
drinks
eats
picks up
studies
to the bathroom.
a shower.
her teeth.
her hair.
a cup of coffee.
cornflakes or any other cereal, and a piece of fruit.
her car keys.
She
She
She
She
She
She
She
She
She
She
She
What is different? Can you deduce a grammar rule for the simple present tense? When does the form of the verb
change?
Discuss your answers with your teacher.
Activity Sequence A
1. Read the text about Karen’s activities.
2. Identify the activities that Karen does on a normal weekday morning. These are in bold type in the text.
3. Identify the frequency expressions that are underlined.
4. Discuss the questions with your teacher.
64
Vocabulary
Verbs
Find the meaning of the words on pages 63-65 (verbs and other words) in Spanish. In your notebook or on a separate sheet of paper write a
sentence in simple present using these words.
Take a drink Wake up Go
Eat
Take a shower Pick up Brush
Write
Comb Put on
Other words
Alarm clock Skate-boarding Sewing
Bathroom
Bedroom 65
2
BLOCK
Sandals
Kitchen
Shower Shoes Tooth
Coffee
Bacon Hair Vacume-cleaning
Orange juice
Makeup Gloves Jeans
Breakfast
Pear
Cornflakes 66
Cereal
Fruit
Toast Keys Marmalade
Car keys
Piece Activity Sequence B
1. Look the following sentences.
2. Listen to your teacher read them aloud. Pay attention to the pronunciation of the verbs.
Karen say:
Subject
Verb
Complement
wake up
go
take
brush
comb
put on
make
drink
eat
pick up
study
to the bathroom.
a shower.
my teeth.
my hair.
a cup of coffee.
cornflakes or any other cereal and a piece of fruit.
my car keys.
I
I
I
I
I
I
I
I
I
I
I
67
2
BLOCK
3. Listen to your teacher read aloud the following sentences and pay attention to the pronunciation of the verbs.
Your teacher talks about Karen’s activities.
Subject
Verb
Complement
wakes up
goes
takes
brushes
combs
puts on
makes
drinks
eats
picks up
studies
to the bathroom.
a shower.
her teeth.
her hair.
a cup of coffee.
cornflakes or any other cereal, and a piece of fruit.
her car keys.
She
She
She
She
She
She
She
She
She
She
She
4. Identify the difference between the first sentences and the second sentences What is different? Can you deduce a grammar rule for the simple present tense? When does the form of the verb change?
5. Discuss your answers with your teacher.
2.2 Working Activities
Let’s review the vocabulary related to occupations and professions. Fill in the blanks with the -s form.
Example:
A plumber fixes (fix) pipes in a bathroom.
68
1. An electrician (install) electrical equipment.
2. A pilot (fly) airplanes.
3. A nurse (help) sick people.
4. A waitress (serve) people in a restaurant.
5. A photographer (take) pictures.
6. A lawyer (defend) people.
7. A secretary (type) documents and letters.
8. A carpenter (makes) tables and chairs from wood.
9. An architect (design) houses and buildings.
10. A journalists (wites) articles for a newspaper.
Exercise 1
Write negative sentences in the simple present tense. First, write about yourself. Then, write about a friend (he or
she).
Example:
have children
I don’t have children.
1. eat Chinese food for breakfast. 2. get up at 4:00 a.m.
3. travel to Europe every year.
4. play hockey.
5. speak Japanese.
69
2
BLOCK
Now, make affirmative or negative statements with the words given. Talk about yourself. After, discuss your answers
with a classmate. Listen to him or her. Notice similarities and differences between each other.
1. smoke
.
2. live in a house
.
3. live in an apartament .
4. work in an office
.
5. study English
.
6. read novels
.
7. play soccer
.
8. play basquetball
.
9. watch cartoons
.
10. drive a bus
.
11. have a job
.
12. walk to school
.
Exercise 2
A. Work in pairs taking turns. Tell if this classroom has or doesn’t have the following.
Example: A sofa
This classroomm doesn’t have a sofa.
1. a blackboard
5. a wastebasket
2. a telephone
6. a refrigerator
3. a bookshelf
7. a pencil sharpener
4. windows
8. curtains
9. a television
10. a garden
B. Now, tell if this school has or doesn’t have the following.
Example: A swimming pool.
(no swimming pool)
This classroomm doesn’t have a swimming pool.
1. English courses
5. a cafeteria
2. a theatre
6. a soccer field
3. many classrooms
7. classess for children
4. a student newspaper
8. student association
9. a parking lot
10. a copy machine
C. Now, comment if your teacher does or doesn’t do the following.
Example:
70
Correct homework. Our teacher corrects homework.
Speak Chinese
Our teacher doesn’t speak Chinese.
1. give homework
5. carry a schoolbag
9. take attendance
2. talk on the phone in class
6. give tests
10. come late
3. wear glasses
7. wear a hat in class
11. speak English well
4. know my name
8. chats on the Internet
12. have a blue car
Exercise 3
Work with another student. Ask a question with “Do you…?” and the information given. Your partner will answer
using a short answer according to his/her own personal information. Alternate the questions.
Example:
have a motorcycle.
1. understand the lesson
2. use a dictionary
3. read the newspaper
A: Do you have a motorcycle?
B: Yes, I do. / No, I don’t.
4. wear glasses
5. live in a house
6. get up early
7. play the piano
8. practice a sport
9. play videogames
10. have a pet
Exercise 4
Work with another student. Ask the following questions.Your partner will answer using a short answer according
to his own knowledge. Alternate the questions.
Example: A: Does the teacher correct your homework?
B: Yes, he / she does. / No, he / she doesn’t.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Does the classroom have curtains? Does this textbook have photographs? Does the teacher speak Spanish? Does the homework help you learn English? Does the teacher give you a lot of homework? Does your house / apartment building have an elevator? Does your house / apartment building have a garden? Does the school have a basquetball court? Does the school have a bookstore? Does your neighbor study in this school? Apply Your Knowledge
Read each statement. Write a yes / no question about the words in parentheses ( ). Use a short answer.
Example: Americans like baseball (Mexicans).
Question: Do Mexicans like baseball?
Answer: Yes, they do.
1. Mexicans like soccer (Americans).
Question: Answer: ?
.
2. Rabbits eat carrots (dogs).
Question: Answer: ?
.
71
2
BLOCK
3. Italians spaguetti (Chinese).
Question: Answer: ?
.
4. American president serves for four years (Mexican president)
Question: Answer: ?
.
5. Mexico has daylight saving time (Americans.)
Question: Answer: ?
.
6. We use a textbook (a tape recorder or CD player).
Question: Answer: ?
.
7. The teacher uses the blackboard (a computer in class).
Question: Answer: ?
.
8. Quintana Roo doesn’t have many people (Mexico City).
Question: Answer: ?
.
9. British speak English (some Canadians).
Question: Answer: ?
.
10. Big cities have a lot of traffic (small towns).
Question: Answer: ?
.
Exercise 5
Compare questions using the verb To Be in the Simple Present Tense with other verbs.
72
Are you a soccer player?
Do you play soccer?
Are Kim and Ken from Japan?
Do they speak Japanese?
Is Paul right?
Does he have the correct answer?
Is this our English textbook?
Do we have an English textbook?
Is it Monday?
Do we have class on Monday?
Is the hamburger good?
Does it taste well?
Work in groups of three or four students. Read each statement. Take turns asking yes / no questions with the
information given. Another student will answer your questions.
Example:
the students in this class / be / lazy.
A: Are the students in this class lazy?
B: No, they arent.
1. your house / be / big.
10. you / study / Math.
2. your house / have / a garden.
11. your parents / be / from Morelia.
3. the school / be / open on Sundays.
12. your parents / study / here.
4. the school / offer / English courses. 13. the principal / teach / English
5. the teacher / explain / the lesson well.
14. the principal / be / an architect.
6. the teacher / be / Mexican.
15. the lesson / be / easy.
7. your father / be / tall.
16. we / practice / English in class.
8. your mother / have / brothers and sisters.
17. we / be / from the same country.
9. you / be / a soccer fan.
18. I / understand / you.
2.3 Leisure Activities
The following vocabulary words on pages 73 and 74 express some common activities that people do. The purpose
of learning this vocabulary is to use it in further activities in this block. You can listen to the pronunciation in the
audio for this block.
Competence: The student can demonstrate the knowledge and correct use of vocabulary words when describing
routines and daily activities.
Vocabulary
Do you do these activities? Draw a check mark ¸ if you do or an ˚ if you don’t do these activities.
Go shopping Go dancing Go fishing
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Go to the movie theater go to the theater go to the gym
Go for a walk, go for a ride
Jogging
bicycle riding
roller skating
chess videogames
Play cards table games
Play guitar play piano play trumpet
74
Read Surf the web Listen to music
2.4 Sport Activities
Vocabulary
Find the meaning of the following activities and indicate in the table how many times you do this activity in the periods of time. For example the first activity.
Activity
Week
Month
Year
Never
Play / Practice basket-ball.
Play / Practice soccer.
Play / Practice tennis.
Play / Practice volley-ball.
Swim.
Ride a bicycle.
Practice Tae known do.
Practice Karate.
Practice gymnastics.
Work in pairs. Tell your classmate what sports activities you practice or play a week, a month, a year, or you don’t do.
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Excercise
Take a photograph of the tipical activities in your community and describe them using your knowledge.
2.5 Means of Transport
Vocabulary
Look up in the dictionary the name of the vehicles ilustrated below and write down the name in the corresponding line.
76
2.6 Public places
Vocabulary
Look up in the dictionary the name of the vehicles illustrated below and write down then in the lines.
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Learning Activity 1
Vocabulary review
Peer evaluation
1. Work in teams of three or four students.
Exchange flash cards with another classmate. Evaluate according to
the following guidelines.
2. Elaborate flash cards of vocabulary words divided in different
categories. Illustrate your vocabulary word with photographs
or drawings. Add at least two more words that do not appear
in the vocabulary lists.
3. Bring your flashcards to class and play a spelling game or
contest.
1. Words are properly classified according to different categories.
2. Flashcards have no spelling errors.
3. Drawings or illustrations correspond to vocabulary words.
4. Additional words are included in the flash cards.
Activity Sequence 1
1. Read the following text and analyze the timetable.
2. Analyze the grammar presentations about information questions and how to express time and frequency.
3. Do Exercises 6 and 7.
Schedule: Daily activities
Warm up. What does Karen do during the week?
People have different activities during a normal week. These activities usually are part of a routine. People usually
get up at the same time every day and do the same things (except on weekends or holidays). Some people have a
routine in the morning, and a routine in the afternoon.
Karen is a high school student. She showed us her timetable of the activities she usually does in the afternoon
and on weekends. The weekend usually begins on Friday evening and ends on Sunday evening. Observe what
Karen does during a normal week in her life.
Time p.m.
4:00
4:30
Monday
Guitar
lesson
Tuesday
French class
Wednesday
Guitar lesson
Thursday
French class
Friday
Saturday
Sunday
Guitar lesson
5:00
5:30
6:00
Astronomy club meeting at Theatre class
the school
Theatre class
Visit grand-parents
6:30
7:00
7:30
Aerobics class at the gym
Go out
with
friends
8:00
8:30
9:00
Do homework assignments and study
Watch TV, spend
evening with family
Go to bed
Go to bed
9:30
10:00
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Learning Activity 2
Weekly routines.
2. Write a paragraph describing what he or she does every week.
Use simple present tense. Use frequency adverbs.
1. Ask an adult (friend, relative, or neighbor) to fill out a weekly
timetable like the one you used in the Learning Situation 4.
3. Look up in the dictionary the words you don’t know.
Evaluation
Element
Needs improvement
Satisfactory
Well done
Activities
Less than 60% of the activities in the timetable
are included.
Most of the activities in the timetable are
included 60-70%.
All activities in the timetable are included.
Frequency adverbs
Few or no frequency adverbs are used.
Some frequency adverbs are missing.
Frequency adverbs are included according to
timetable.
Vocabulary
Vocabulary taught in this lesson is poor.
Vocabulary taught in this lesson is used.
Vocabulary taught in this lesson extensive.
Spelling
More than 10 spelling errors.
Between six and 10 spelling errors.
Less than five spelling errors.
Grammar
Many errors in the use of simple present tense.
Some errors in the use of simple present tense.
Simple present tense is used correctly.
Punctuation
Lacks punctuation to separate ideas.
Some punctuation errors.
No punctuation errors.
Look
Question
+
WH - word
Auxiliary
Verb
+
Subject
+
VSF
+
Complement
Answer
on Tuesdays
and Thursdays?
French and theatre.
What
does
Karen
study
What
does
Karen
eat
for breakfast?
Cereal and fruit.
How often
does
Karen
visit
her grandparents?
Once a week.
Where
does
Karen
practice
aerobics?
At the gym.
Why
does
Karen
go
to the school
on Monday in
the afternoon.
To attend the
Astronomy Club
meeting.
There are other information questions you may ask another person. For example:
What kind of books
do
you
like
to read?
v
(question word-phrase) + aux. verb + subject + verb base form
+
complement
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2
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I like to readmystery books. poetry books. novels. science fiction.
What type of food
(question word-phrase) + aux. verb + subject + verb base form.
I preferfast food. Italian food. Mexican food. low-fat food.
do
you
prefer?
Rubric to Evaluate Learning Activity 4
Describing an indigenous community
Discuss with your students which elements or characteristics each level of performance should have and write
them in the rubric.
Element or criteria
Needs improvement
Physical characteristics
Ethnic and geographical
characteristics
Cultural and / or traditional
activities
Other aspects (transport,
events, customs, etcetera)
Overall quality of presentation
aids and material
Language correctness
(grammar, spelling,
pronunciation)
Language appropriateness
(vocabulary, expressions)
2.7 Adverbs of Time and Frequency
How to express time and frequency:
A. Time, expressions used in the simple present tense using prepositions.
80
Satisfactory
Well done
On days and dates, weekday Monday, Tuesday
weekend
(day of the week) (from Friday afternoon to Sunday evening)
ln parts of the day the morning, the afternoon, the evening Exception…. At night
ln months, years, seasons January – 1998 - the summer
At specific time of the day noon / midday (12:00 p.m.) – midnight (12:00 a.m.) - 5:30 - night ________ o’clock (7 o’clock)
During a period of time or event the week - the summer (considered as a period) - the class
From _____ to ______ (indicates a period of time)
From (beginning) to (end) From Monday to Friday - From 10 to 1 o’clock.
B. Frequency.
1. Express the number of occassions one event occurs.
One time a week = once a week
Two times a week = twice a week
Karen does her homework assignments and studies every day from Monday to Friday.
Karen goes to her aerobics class at the gym every day from Monday to Friday.
Karen goes to the Astronomy Club meeting every week.
Every other day (week, month, year)
Karen takes guitar lessons three times a week: on Mondays, Wednesdays, and Fridays.
Every day (every month, every week, every year)
Karen goes to theatre class twice a week.
Three/four/five times a week
Karen attends the astronomy club meeting once a week on Mondays.
Karen visits her grandparents once a week on Sundays.
She usually goes out with her friend once a week on Saturday evenings.
In my neighborhood, the garbage truck picks up the garbage every other day.
Observe
Subject + Adverb of frequency + (verb simple form + s/es/ies) +
Karen
normally
complement
attendsthe Astronomy Club meeting on Mondays at 5:30 p.m.
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2.We use the simple present tense for statemets of regular activities or repeated action. A frequency word or expression tells how often we repeat this
action.
3.The frequency words for affirmative statements are: always; usually or generally; often or frequently; sometimes or occasionally.
4.The frequency words for negative statements are:
seldom, rarely or hardly ever; never or not ever.
Percentage
100%
Adverb of frequency
Always
almost always
very frequently – generally
normally – usually
Frequently
occasionally – sometimes
rarely – seldom
0%
The school is never open on Sundays.
The school is always closed on Sundays.
Relate the adverb. of frequency with the chart of Karen’s activities:
Karen almost always goes to bed at 10 p.m.
Karen usually visits her grandparentes on Sundays.
Karen never takes guitar lessons in the morning.
Karen generally goes out with her friend and family on weekends.
6. We use ever in a question when we want a frequency answer.
Are you ever late for school?
Yes, I sometimes arrive late.
Do you ever drive to school?
No, I never drive to school / Yes, I often do.
never – not ever
5. Frequency words come after the verb be and before the main verb.
very rarely – hardly ever
7. A how often question asks for a frequency answers.
How often does Karen go to the gym?
She goes every day.
How often do you go to the movies?
I usually go every other week.
Exercise 6
Answer the following questions. Check your sentences with a partner. Pay special attention to the ending of the
verb (-s, -es, -ies).
1. What does Karen usually do on Mondays?
82
.
2. What does Karen normally do on Saturday?
.
3. How often does Karen take her guitar lessons?
.
4. When does she attend the Astronomy Club weekly meeting?
.
5. When does she practice aerobics?
.
6. What time does she do her homework and study?
.
7. At what time does she usually go to bed on weekdays?
.
Exercise 7
Fill de blank with the correct prepositions or time expression from . . . to, in, on, at, during.
1. Jack goes to school ________ the morning.
6. __________ the summer, we go to the beach.
2.Martha picks up her children at school _______
2:30 p.m.
7. We usually go shopping _____ Sundays.
3. Antonio watches TV _____ the evening.
9. Mark’s birthday is ______ July.
4.I love to go out with my friends ______ weekends.
10. We like to watch tv _______ night.
8. My English class is _______ noon.
5.My father works _____ Monday ____ Saturday.
Time-telling
Example of telling time. Read.
10:00
(number) o’clock -10:00 ten o’clock.
10:01-10:14
(number) minutes after ten or (number) minutes past ten.
10:15
A quarter after ten / a quarter past ten.
10:16-10:29
(number) minutes after ten or (number) minutes past ten.
10:30
Half past ten / ten thirty.
10:31-10:44
(number) minutes to eleven.
10:45
A quarter to eleven.
10:46-10:59
(number) minutes to eleven.
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Exercise 8
Write the time below each clock.
10:30 9:00
11:45
5 :11 1:20
7:15 12:00 am 9:10 is also called 12:00 pm is also called Learning Situation 3
Complete his or her personal weekly timetable and talk about it. What do you do everyday? Complete a personal timetable and describe orally and in writing his or her weekly activities and those of a third person.
Activity Sequence 3
1. Fill out a timetable of the activities you usually do every week. Fill in the spaces as you consider appropriate.
Include activities related to school, social life, music classes, sport activities, etc. If necessary, look up in a dictionary for those verbs that identify the activities you do.
Time
p.m.
84
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Time
p.m.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
§
2. Now, write sentences describing what you do and how often you do these activities. When appropriate, indicate the time of the day or the specific time you do these activities.
3. Work in pairs. Interview your classmate. Ask him or her information questions about his or her activities, and
he or she will answer you according to the information he wrote in the first two parts of this activity. Then,
change roles and answer the questions he or she will ask you.
4. After completing the timetable, write sentences describing what you do and how often you do these activities.
When appropriate, indicate the time of the day or the specific time you do these activities.
5. Work in pairs. Interview your classmate. Ask him or her information questions about his or her activities and
he or she will answer you according to the information he wrote in the first two parts of this activity.
6. Change roles and answer the questions your classmate will ask you.
Learning Activity 3
How do others live? Routine of people from
other communities.
Instructions for the student
Instructions for the teacher
1. Contact your e-pal from the previous project or another one
according to your teacher’s instructions.
1. Contact the colleague from the e-pal project of Block 1 or another one for this new project.
2. Ask your e-pal to send you his or her timetable of his/her
weekly activities and to describe to you his or her life style.
2. Give clear instructions to your students and motivate them to
make contact with their e-pal as soon as possible for this project and if they have any communication problems, to notify
you and change the e-pal or the assignment.
3. Write a text describing what he or she does during the week as
a routine and his/her life style.
3. Decide if you want your students to present their text orally or
in writing or both. You may want to make a virtual magazine
or print out the texts and post them on a bulletin board for all
to read, for example.
5. Present your information to your classmates and teacher orally or in writing or both (follow your teacher’s instructions).
4. Remember to use the correct form of sentences in simple
present tense for the third person singular.
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2
BLOCK
OBSERVATION GUIDE TO EVALUATE PRESENTATIONS
During his/her presentation
1. Student mentions at the beginning the person he/she is talking about.
yes
no
2. Student speaks about this person using the correct form and person in the simple present tense (third person singular).
all the time
most of the time
sometimes
never
poorly or not enough
none
none
3. Student includes academic and/or work activities.
well done
enough
4. Student includes leisure and/or sport activities.
well done
enough
5. Student uses vocabulary learned in this block (means of transport, public places).
well done
enough
none
*If you decide to use this evaluation instrument for written texts, don’t forget to include spelling and punctuation to your rubric.
Practice and improve your pronunciation of simple present
tense verbs in the third person form. Complete a chart with
the third person singular form of some frequently used verbs
and practice their pronunciation.
Activity Sequence 4
1. Complete the following chart as the example given. If necessary, consult an English-Spanish Dictionary.
2. Practice the pronunciation of the verbs you write in the se
cond column.
3. Write an example sentence using the verb in the simple pre
sent tense. Vary the person of the subject (first, second, third
persons singular or plural).
4. In your notebook, change the sentences to the negative form
using the auxiliary verb do in the negative form don’t or
doesn’t according to the subject.
5. In your notebook, change the sentences to the interrogative
form using the appropriate form of the auxiliary verb do.
6. Practice the intonation of the questions you wrote.
Exercise 9
Daily activities: wake up, dress, brush, comb, eat, drink, live, buy.
Motion: walk, run, drive, ride, work, play, make, do.
86
Verb
See
3rd person
singular
Spanish
Example sentence using
the verb in present tense
See + s = sees
Ver
I see my classmates every day.
Look
Match
Speak
Talk
Taste
Listen
Hear
Touch
Smell
Write
Read
Think
Understand
Analyze
Study
Wake up
Dress
Brush
Comb
Eat
Drink
Live
Buy
Walk
Run
Drive
Work
Play
Make
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2
BLOCK
Your verbs? (write at least five)
Verb
3rd person
singular
spanish
Example sentence using
the verb in present tense
1. 2. Practice the pronunciation of the verbs you write in the second column.
3.Write an example sentence using the verb in the simple present tense. Vary the person of the subject (first,
second, third persons singular or plural).
4.In your notebook, change the sentences to the negative form using the auxiliary verb do in the negative form
don’t or doesn’t according to the subject.
5.In your notebook, change the sentences to the interrogative form using the appropriate form of the auxiliary
verb do.
6. Practice the intonation of the questions you wrote.
Practice the simple present tense in affirmative and negative
sentences, and information questions. Using the simple present tense to make questions and answer them.
Activity Sequence 5
1. Answer the exercise below by filling in the blanks with the
correct form of the verb that completes the sentences correctly and logically.
2. After answering the exercise (10 sentences), do the next exercise following the example given.
Exercise 10
Complete the following sentences using the correct simple present tense form of the verbs.
88
buy
wash
close
open
brush
speak
eat
teach
smoke
read
1.Sandra speaks four languages: Spanish, English, French, and
Italian.
6.Teresa is a teacher. She __________ mathematics to high
school students.
2.Bob’s family usually ____________ dinner at 7 o’clock.
7.My mother _________ our clothes twice a week.
3.The Anthropology museum ___________ at 7 p.m. every evening.
8.In Mexico, banks generally _________ at 9 o’clock in the
morning.
4.Araceli ___________ ten cigarrettes a day.
9.Ingrid’s hair is long. She usually __________ it at night.
5.There’s no milk at home. We need to ___________ some at
the supermarket.
10.Andrea ___________ books. She likes to read science fiction
books.
Exercise 11
Rewrite the sentences above including the verb. Then, write a question about the part of the sentence which is in
bold type. Then write a negative sentence.
Example:
Sentence 1:
1. Sandra speaks four languages: Spanish, English, French, and Italian.
a) Question: What languages does she speak?
b) Answer: Sandra speaks Spanish, English, French, and Italian.
c) Negative: She doesn’t speak German.
2. a) Question:
b) Answer: c) Negative: 3. a) Question:
b) Answer: c) Negative: 89
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2.8 Information Questions (Wh Questions)
Some questions ask for information. Look at the following questions: Where are you from? What is your nationa
lity? How old are you? What is your address? What do you do? (asking to know the person’s occupation) or What
is your occupation? Who is the lawyer?
Observe these questions:
What is your nationality?
How old are you?
What is your occupation?
What is your address?
Who is the lawyer?
All of these questions are made using the verb to be. Look at the structure of these questions.
Question Word
What
How old
What
What
Who
+
Verb To Be
+
is
are
is
is
is
Complement?
your nationality?
you?
your occupation?
your address?
the lawyer?
To make questions, is important that you review the use of personal pronouns and possessive adjectives.
Learning Activity 4
Describing an indigenous groups
or communities
5. Add to your presentation any additional information that you
consider important for the better understanding (maps, photographs, charts, printed information, etcetera)
1. Work in teams of four or five students.
2. Your teacher will ask your team to research a specific ethnic
or cultural group preferably of your community or state, or
of other regions in your country. Each team will search on a
different group.
3. Make a list of the physical, cultural, ethnic, geographical, and
traditional characteristics of this community. Include other
aspects such as their principal means of transport, specific
community activities or customs, etcetera.
4. As if you were reporters, you will be asked to present a recording or video recording of the results of your research to the rest
of the group and teachers. Your Social Science teacher may be
invited to your presentation.
90
Meo tribe
Evidence Collection and Portfolio
Task 1. Write about someone’s routine.
Instructions: Interview someone in your family (father, mother, brother, sister, etc.). Ask him or her to fill out a form like the one you filled
out for the Learning Situation 4. Include at least eight-10 activities.
Write a paragraph describing the routine. Remember you are talking about a third person.
Performance Indicators - Checklist
1. Student provides relevant information about a third person’s routine.
Elements to include: What activities are done, what day, at what time, and where if applicable. Extra details should be rewarded.
five points
three points
one point
No points
( ( ( ( )
)
)
)
At least eight activities are included.
six to seven relevant items are included.
four to five relevant items are included only.
Less than four relevant items are included.
2. Student uses language appropriately. Grammar and spelling are correct, with very few errors that do not affect message (meaning). Special emphasis on third person simple present tense.
three points ( )
one point ( )
No points ( )
zero to three errors.
four to six errors.
More than 6 errors.
3. Student demonstrates understanding of the purpose of this task and the audience this text is addressing. Student uses the appropriate tone.
two points
No points
( )
( )
Student addresses audience appropriately.
Student doesn’t address audience appropriately.
Task 2. Talk about someone’s routine.
Instructions: Prepare an oral presentation with the information of Task 1. Use visual aids (photographs, graphs, drawings, etc.).
Time: one to two minutes.
Student pronounces correctly the third person –s or –es ending of the verbs.
Student pronounces fairly well other words in his/her sentences.
Student uses correct intonation.
Student uses visual aids appropriately.
Student maintains eye contact during most of the presentation.
Student demonstrates good body language (hand movement, gestures, facial expressions).
91
2
BLOCK
Five to six check marks = five points
Three to four check marks = three points
Less than three check marks = zero points
Task 3. Format completion with personal information (listening).
Instructions: Your teacher will tell you what presentation you will listen to for this task.
Fill out the following timetable with the personal information you hear from a presentation given by a classmate.
Time
p.m.
92
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Evaluation Instrument - Checklist*
1. Student provides correct information
Five points
Three points
One point
No points
( ( ( ( )
)
)
)
more than 80% of the activities heard are entered in format.
60-79% of the activities heard are entered in format.
40-59% of the activities heard are entered in format.
Less than 40% of the activities heard are entered in format.
2. Student writes with correct spelling.
Five points
Three points
One point
No points
( ( ( ( )
)
)
)
four to six errors.
seven to nine errors.
more than nine errors.
Task 4. Understanding when someone describes his/her activities.
Instructions: Read the following text. Answer the questions to demonstrate you understood the reading.
An ordinary day in the life of a doctor
Dr. Urquijo wakes up every weekday at 6 o’clock. He takes a shower, gets dressed and takes a light breakfast. He usually eats some
fruit, a glass of juice, and some toast or cereal. He leaves his house at about 7 o’clock. He drives to the hospital. He usually arrives to
his office at about 7:45 a.m. He receives patients from 8 o’clock till noon. He goes to the hospital cafeteria for lunch at about 12:30.
At about 1:30 p.m., he goes back to the hospital to visit his patients and talks about them with his colleagues.
He usually leaves the hospital at about 4 p.m. On Mondays, Wednesdays, and Fridays he goes to the gym nearby his house.
He does exercise for about an hour and then goes home. Sometimes on Tuesdays and Thursdays he visits relatives or friends, or
goes back to the hospital to check on his patients.
He seldom watches TV. He prefers to read and talk with his family. At about 10 p.m. he goes to bed. He never stays up after
11 p.m. He knows he needs to have a good night sleep.
Questions: Answer these questions with long answers.
1. At what time does Dr. Urquijo wake up on weekdays? 2. What does he usually do after he wakes up? 3. How long does it take to get to his office? 93
2
BLOCK
4. What does he usually do from 8 a.m. to 12 p.m.? 5. Where does he usually eat lunch? 6. At what time does he go back to the hospital? 7. How frequently does he go to the gym? 8. When does he go? 9. At what time does he usually go to bed? 10. Is he usually awake at 11:30 p.m.? Rubric and Performance Indicators
A. The student can understand the information he/she read.
Five points
Three points
Two points
Zero points
( ( ( ( )
)
)
)
Well understood
Understood
Needs improvement
Lacks competence
nine to ten questions correctly answered.
six to eight questions correctly answered.
three to five questions correctly answered.
Less than three items are included.
Five points
Three points
Two points
Zero points
( ( ( ( )
)
)
)
Well written
Good use of language
Needs improvement
Lacks competence
zero to four errors.
five to eight errors.
nine to 12 errors.
more than 12 errors.
TASK 5. Telling time.
Instructions: Write how you would tell the time in the following instances.
1. 5:00 a.m.
3. 8:30 p.m.
2. 3:15 p.m.
4. 11:45 a.m.
94
5. 12:00 p.m. 7. 2:10 p.m.
6. 12:00 a.m. 8. 7:40 p.m.
Pair work: Write 10 different times for you to dictate to your classmate. He or she will write them on a sheet of paper which will be checked
later by you.
Now you listen to the 10 times dictated to you by your classmate and tell them back to him or her.
You as a listener.
1. You had _____ number of “time” items written down correctly.
eight to 10 = five points
five to seven = three points
Less than five = zero
2. You as a speaker who dictates (number of well pronounced items).
eight to 10 = five points
five to seven = three points
Less than five = zero
Task
Evidence
Competencies
1
Written paragraph
Provide written information about the routine of someone using
simple present tense.
2
Oral presentation about someone’s routine
Provide information about someone’s routine orally.
3
Filling out a time table (from listening to a classmate)
Listening comprehension and writing
4
Answering questions after reading a text.
Reading comprehension and answering questions.
5
Time telling in writing
Written production.
Learning Activity 1 p.76
Flash cards made to learn and practice vocabulary words.
Teamwork. Elaborate and demonstrate knowledge and understanding of vocabulary
Written paragraph describing someone’s weekly routine.
Interacting orally with others, writing information about routines
(simple present tense), looking up words in a dictionary.
Written and oral report to describe someone’s weekly routine
Use information technologies to obtain information and to present
information.
Learning Activity 5
Recording (audio) or video about an ethnical or cultural groups
Teamwork. Using information technologies for research and
presentation.
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2
BLOCK
Most of the time
Sometimes
Rarely
our assignment
assignment
96
Name
Name
Name
Name
interaction
other members
97
I Describe What Is Happening
3
B LO C K
Learning
Objects
3.1 Present Progressive
3.2 Clothing
3.3 Talking About the Weather
n
S tudent is able to express ideas and concepts in coherent, creative written texts
with a clear introduction, development and conclusion.
n Student can listen, interpret and produce pertinent messages in diverse contexts
using appropriate media, codes, and tools.
n
S tudent is able to assume a constructive attitude, congruent with the knowledge
and skills he / she has acquired as a result of teamwork.
1. Read and listen to the following dialogue.
2. Pay attention to those words in bold type.
3. Discuss the questions below with your classmates and teacher.
A moment in the life of John Livingston
In this moment, Melissa Jacob, from radio XHATL in Atlanta, Georgia, is
interviewing John Livingston, a famous artist who is in Madrid working on a
new project.
Melissa: G ood morning from Atlanta, Mr. Livingston. Good afternoon in
Madrid.
John:
Good afternoon Melissa. I am glad to hear you.
Melissa: M
r. Livingston, we want to know how you are doing with your new
project. Are we interrupting you?
John:
No, you aren’t. Actually, I am about to have dinner. I am in the
kitchen now preparing some pasta and drinking some wine. I am expecting some friends to come over for dinner with me,
but I think we can talk for a few minutes.
Melissa: Great! What is the weather like in Madrid at this moment?
John:
Well, now it is cloudy and rainy, but it is fine. It is inspiring for art.
Melissa: Can you tell us a little about your new project? What are you doing?
John:
I am trying to combine two of my great passions: sculpture and
painting in a different combination. I am painting a typical scene
of urban Madrid, and besides the painting, on the right side, there
is a sculpture of a woman who is dancing flamenco.
Melissa: Is she dancing alone?
John:
Yes, she is.
Melissa: What can we see in the painting?
John:
In the painting you can see a street vendor that is selling hats,
a child that is riding a bicycle in the street and his dog that is
following him, some people are waiting for the bus, and there
is a sidewalk café where some people are chatting and having
something to eat. I am trying to project a normal day in the city.
Melissa: What other urban elements can we identify in your painting?
John:
n
U ses the present progressive tense in its different forms to describe activities that
are taking place at the moment of speaking and those that will happen in the
future in dialogues and simple written texts.
Y ou can see some common places in the neighborhood. For
example, there is a church, a park, a drugstore, a cafe... like I mentioned before. There is also a bus stop. However, people’s
attitudes in the painting are what I consider to be the most
relevant aspect of my work. It is not finished yet. I am adding
some details every day.
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Melissa: Why is the sculpture of the woman dancing?
John:
Description of activities that occur at the moment of speaking.
Well... I am including this sculpture to make the painting livelier. She
is dancing for the people in Madrid and she is also watching them as
a spectator of their daily life. You know that flamenco dancers are part
of Spain’s culture, don’t you?
Melissa: O f course. How interesting! Are you coming back to the United States
in a short period of time?
John:
ell... I am very happy living here in Madrid. People here are
W
inviting me to give lectures on art, and I am traveling to many
other interesting places in Spain and other European countries on
weekends I don’t know when I am going back....Uh... Sorry Melissa..
but my guests are arriving at this moment. I need to go now.
Melissa: T hank you Mr. Livingston for this interview. We understand and we
are also running out of time, so we wish you good luck and want to
congratulate you for this artistic project that you are working on.
John:
T hank you Melissa. See you soon. As they say here in Spain... hasta
luego.
Melissa. Hasta luego, Mr. Livingston. Have a nice evening. Good bye.
1. What is happening in the previous dialogue?
2. When is this interview taking place?
3. What is Mr. Livingston doing when Melissa calls him?
4. Is Mr. Livingston working on the project in the moment Melissa calls him?
5. When is he working on the project?
6. What can you see in Mr. Livingston unfinished painting?
7. What is the sculpture of the woman doing?
8. What does this represent for Mr. Livingston?
9. How does Mr. Livingston say the weather is like during their conversation?
10. How is the weather like in your city at this moment?
Discuss the answers to these questions in small groups of three or four
members. Then, discuss your answers with the rest of your classmates.
Your teacher will guide the discussion.
Can you identify something in common with the structure of the sentences in
bold type?
When do we use this verb tense?
Can you deduce a rule for how we use this verb tense?
3.1 Present Progressive
Identify actions that are being done at the moment of speaking.
Competence: Identifies essential descriptive information in an aural or written text about actions that are being
done at the moment of speaking.
Activity Sequence 1
1. Look at the people in the photographs. They are doing different activities in this moment. What are they
doing? Listen to your teacher read the sentences and repeat them. Pay attention to the pronunciation.
Jane is reading a book.
Ann and Tom are doing their homework.
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Mr. and Mrs. Johnson
are preparing lunch.
The dog is playing with the ball.
The goalkeeper is catching the ball.
Mike and Sam are watching tv.
The students are studying English.
They are riding.
Janice is jogging.
What are you doing now?
I am reading at this moment.
The teacher is explaining the lesson now.
We are paying attention to the teacher.
Some students are writing in their notebooks.
You and your classmates are studying English
2. Read the following text. Pay attention to the words in bold type.
3. After reading the text, complete the sentences in the exercise about the reading, using the verb in parenthesis.
Follow the example.
4. Check the spelling and grammar with a classmate and your teacher.
Note: In this text, the actions described are occurring in a long-term action around now. They are actions that haven’t been completed, but
we use this structure to express what is happening.
Computers
Computers are becoming very popular nowadays. Many people are using computers. Companies
are installing computers to become more efficient. As a result, schools are increasing the number
of computers and they are offering programs to teach students to use computers. Schools are looking for qualified teachers to teach these courses.
The price of personal computers is going down. Many families are buying computers and using them for diffe
rent reasons. Children and teenagers are learning to use computers to do their homework assignments, to communicate with others and for entertainment. Definitely, the world is changing with the use of computers.
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3
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Complete the following sentences about the reading. Follow the example.
Example: Computers are becoming very popular these days.
Exercise 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
Many businessmen _______________________ (use) computers.
The number of computer jobs ________________________ (increase).
Many people _______________________ (buy) computers.
Children _________________________ (learn) to use computers.
Schools _________________________ (search) for teachers.
The cost of computers _______________________ (go) down.
The number of people using computers _____________________ (increase).
Schools _________________________ (include) computer courses in their programs.
Students _____________________ (use) computers to do their homework assignments.
Competence: Student reaffirms the forms and uses of the present progressive tense, including yes-no questions
and Wh-questions.
Form
The structure of the present continuous tense is:
Subject
+
I
he, she, it,
we, you, they
auxiliary verb
+
am
is
are
main verb
base + ing
Look at these examples:
Form
Subject
Auxiliary verb to be in
simple present tense
Base form of the main
verb + ing
Complement
Affirmative
+
I
am
speaking
to you.
You
are
reading
this.
is not or isn’t
studying
math.
We / You / They
My clasmates and I
Kevin and you
The students of the other group
are not or aren’t
speaking
Chinese.
Auxiliary verb be
Subject
Is
he
chatting
on Internet?
Are
they
waiting
for the teacher?
Wh- Question word + “be” in the simple
present as an auxiliary verb
Subject
She / Laura
Negative
–
He / John
Interrogative
?
Wh- question
What
are
you
doing
now?
?
Why
aren’t
you
playing
soccer?
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NOTE: Remember you can contract the subject + verb to be in affirmative statements. I’m, you’re, he’s, she’s, it’s, we’re, they’re.
You can contract the verb to be + negative word not in negative statements or negative questions (except am + not).
Examples:
Why aren’t you playing soccer now?
Because the teacher isn’t standing up.
Function
Present continuous tense for action happening now or around now.
l
l
l
Past
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l l
l
Present
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
Future
NOW
at the moment of
speaking
1. For actions happening now. At the exact moment that the person is speaking, the action is being done.
Right now you are reading your textbook.
You are learning English now.
You aren’t swimming now.
I am sitting.
I’m not standing.
They are reading their books.
He is not playing soccer.
What are you doing?
Why aren’t you doing your homework?
2.For actions happening around now. The action may not be happening exactly now, but it is happening just before and
just after now and it is not permanent or habitual.
Kathy is going out with Fernando
Past
Present
Future
The action is happening around now (at
present, this week, this month, this season,
this school year).
For action happening around now. The action may not be happening exactly now, but it is happening just before and
just after now and it is not permanent or habitual.
Look at these examples:
n Mildred is learning to drive.
n I am living with my sister until I find an apartment.
n We are using this English book this semester. Mrs. Flores is giving us class this semester.
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3. We do not use the present continuous tense with some verbs.
a)Non-action verbs: They are for a mental condition or state. In these cases we only use simple present tense.
Some of these verbs are:
cost
like
own
remember
want
love
prefer
understand
know
need
see*
hear*
For example:
I know what this word means. (not I am knowing what this word means)
She owns a house.
(not “She is owning a house”)
* see and hear are non-action verbs because we do not control what we hear and see. On the contrary, listen, watch,
and look are action verbs because we can control them.
b) When have means possess, it is a non-action verb. We use the simple present tense only.
For example:
Correct:
I have some money in the bank.
Incorrect:
I’m having some money in the bank.
c) When we use have with illnesses, it is a non-action verb. So, we use the present simple tense.
Correct:
He has a headache.
Incorrect:
He is having a headache.
My sister has a cold.
My sister is having a cold.
The baby has a fever.
The baby is having fever.
d) In some idiomatic expressions, we can use have in the present continuous tense in any of its forms.
For example:
have difficulty
She is having difficulty understanding math.
have problems
Is John having problems with his parents?
have a party
Kathy isn’t having a party on Saturday.
have breakfast / dinner / lunch = eat
We are having lunch at a restaurant.
have coffee / a coke / a cup of tea = drink The teacher is having a cup of tea.
e) When think means believe, it is a non-action verb. We can’t use it in present continuous.
Compare:
I think English is an easy subject.
(This is my opinion. I believe English is an easy subject.)
I am thinking of buying a new car.
f) When we use be to establish a state or condition.
For example:
I am a student.
I am being a student.
She is Mexican.
She is being Mexican.
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Learning Activity 1
Grammar structure of the present
progressive tense
Checklist
1. The chart includes a subject (noun or pronoun). Yes
No
1. Write a chart or mind map that clearly represents the grammatical structure or elements that should appear in a sentence
in present progressive tense.
2. The chart includes the auxiliary verb (to be)
in the correct form agreeing with
the subject (am / is / are).
Yes
No
2. Check and deliver this assignment to your teacher
3. The chart includes the verb+ing.
Yes
No
Food for Thought
Spelling rules
We make the present continuous tense by adding -ing to the base verb. Normally it’s simple—we just add -ing, but
sometimes we have to change the word a little. Perhaps we double the last letter or we drop a letter. Here are the rules
to help you know how to spell the present continuous tense.
Just add -ing to the base verb:
Basic rule
Work
>
Working
Play
>
Playing
Assist
>
Assisting
See
>
Seeing
Be
>
Being
If the base verb ends in consonant + stressed vowel + consonant, double the last letter:
s
t
o
p
consonant
stressed vowel
Consonant
(vowels = a, e, i, o, u)
Difference 1
Stop
>
Stopping
Plan
>
Planning
Run
>
Running
Begin
>
Beginning
Sit
>
Sitting
Note that this exception does not apply when the last syllable of the base verb is not stressed or when
the word ends in w, x or y:
Open
>
Opening
Mix
>
Mixing
Stay
>
Staying
Mow
>
Mowing
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If the base verb ends in ie, change the ie to y:
Exception 2
Lie
>
Lying
Die
>
Dying
If the base verb ends in vowel + consonant + e, omit the e:
Exception 3
Come
>
Coming
Mistake
>
Mistaking
Exercise 2
SPELLING EXERCISE. Write the -ing form of the following verbs.
Example: Play playing .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
serve row happen clean open stay drive sit
do
walk .
.
.
.
.
.
.
.
.
.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
marry
wait
wipe
fix
drink
smoke
sweep
begin
wear
kiss
.
.
.
.
.
.
.
.
.
.
Exercise 3
Talk about a woman in this class. Tell if she is wearing or not wearing the items listed. Write the sentences in your
notebook.
Example:
a blouse Ana is wearing a blouse.
a hat
1.
2.
3.
4.
a watch
boots
a uniform
a jacket
Ana isn’t wearing a hat.
5.
6.
7.
8.
a dress
jeans
a ring
a raincoat
9.
10.
11.
12.
a suit
a T-shirt
socks
a sweater
13.
14.
15.
16.
a necklace
earrings
pants
hat
Now, do the same exercise about a man in this class.
Example:
Antonio is / isn’t wearing a watch.
Next, work in pairs. Do the same exercise about yourself and your classmate. Alternate the items using I and you.
106
Example:
I am / I’m not wearing a watch.
You are / aren’t wearing a watch.
Exercise 4
Talk about yourself and a classmate. Follow the example. Write the sentences in your notebook.
Example:
speak English.
I am speaking English now.
You are speaking English now.
You are speaking English now.
1. pay attention
2. write a composition
3. sing a song
4. ask questions
5. look at the blackboard
6. look out the window
7. read a book
8. think answers
Exercise 5
Work in pairs. Ask a yes / no question with the words given. Another student will answer with a short answer. Follow the example.
1.
2.
3.
4.
A. Are you paying attention?
B. Yes, I am / No, I am not.
wear a watch
think about the lesson
answer the questions
take notes
5.
6.
7.
8.
9.
10.
11.
12.
look at your watch
use a dictionary
speak on the phone
use a pen
write your answers
listen to the radio
listen to the teacher
eat a sandwich
Exercise 6
Work in groups of three or four students. Take turns asking each other questions about the class. Follow the example.
Example:
1.
2.
3.
4.
we – use a calculator
A. Are we using a calculator?
B. No, we aren’t.
the teacher – wear a sweater
the teacher – erase the blackboard
the teacher – take attendance
what – the teacher wear
5.
6.
7.
8.
what exercise – we – do
we – practice the present continuous
we – practice the simple present
we – do homework
9. where – the teacher – stand / sit
10. what – you – think about
Learning Activity 2
Listening exercise present progressive
3. Identify the actions that are taking place at the moment of
speaking.
4. Write them down in your notebook.
5. Show your answers to your teacher or check them in class
with your classmates.
1. View the video your teacher will project.
2. Listen carefully and identify statements using the present progressive tense.
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3
BLOCK
Some suggestions about videos online you can show your students to practice present progressive are listed below. Although they are designed for children, they are very clear and repetitive, giving students plenty of practice.
1. Vocabulary action verbs. These will be used with the following activities of this series: flying, jumping, hitting, swinging, catching, kicking, fighting, sleeping, http://www.youtube.com/watch?v=wFhAUg2ZPoY&feature=relmfu
2. Vocabulary action verbs: crying, swimming, walking, drinking, smiling, climbing, throwing, eating, running, http://www.youtube.
com/watch?v=8rWxozjSN30&feature=relmfu
3. Present Continuous: she/he is verb+ing. http://www.youtube.com/watch?v=ydEBL96_awQ&feature=relmfu
4. Outdoor action verbs: http://www.youtube.com/watch?v=lYPP3fo_z5M&feature=relmfu
5. What are you doing? http://www.youtube.com/watch?v=moUvVuLQu90&feature=relmfu
6. What is he doing? http://www.youtube.com/watch?v=a6Eozn55Lqs&feature=relmfu
7. Questions and answers using outdoor action verbs: http://www.youtube.com/watch?v=t9L3JDU_Jig&feature=relmfu
8. What is he/she doing? http://www.youtube.com/watch?v=t-xmGYNgrJk&feature=relmfu
9. Present progressive (affirmative sentences and questions): http://www.youtube.com/watch?v=ZkaGoOVcVSw&feature=relmfu
10. Third person present continuous. http://www.youtube.com/watch?v=o_twEmK4Bqw&feature=relmfu
11. What are you doing? Dialogue with negative statemetns (Different video) The first 55 sec. http://www.youtube.com/watch?v=cmYgP
Hr60VU&feature=related
Evaluation instrument – Checklist
Teacher will verify that the student wrote the statements he/she listened correctly. Check how the present progressive tense was written and
check if student understood it and wrote it.
3.2 Clothing
When describing a person we usually include what the person is wearing.
Let’s review some clothing items and learn some new ones.
Vocabulary
Find the word in Spanish that corresponds to the following clothing items on pages 104 to 106. If you think of another item that is not on these
pages, write it down in your notebook and look up the word in your dictionary.
Woman’s clothing items
108
Blouse
Skirt, boots
Dress
Blazer
Shoes (flat shoes, high-heel shoes)
Stockings (also called nylons)
Scarf
Man’s clothing items
Trousers
Shirt tie suit
n n Jacket
Vest
two-piece suit = jacket and trousers (or pants) made of same fabric
three-piece suit = jacket, vest, and trousers (or pants) made of same fabric
Man or woman’s clothing items
Tuxedo
Belt
Sweater
Coat
Raincoat
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Belt
Pants
T-shirt
Jeans
Overall pants
Jumper
Socks (these can
be ankle, calf, or
knee high)
Shoes
Tennis shoes
Slippers
Hat
Gloves
Underwear
Pajamas or
Nightgowns
Some items are considered accessories of a man or a woman’s clothing. Here are some examples:
Jewelry items: necklace,
earrings, ring, piercing ring
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Eyeglasses
Watch (wrist
watch)
Handbag,
wallet, purse
You may also include more information
n Size: small, medium, large, extra large.
n Metals: gold, silver, copper.
n Other materials: plastic, glass, leather, cloth.
n Type: formal, casual, fashionable, dressy, sport.
Food for Thought
When talking of items such as blouses, shirts, sweaters or jackets, we usually mention if we want these with sleeves:
long sleeves, short sleeves, three-quarter sleeves or no sleeves at all (also called sleeveless).
We can also mention the design of the fabric.
Checked
Stripes
Solid color
Vest
Polca dotter
Colors
Tones: light/dark. When the color has the tone, add the suffix -ish,
Example: blueish, reddish, greenish, etc.
Describe what a person is wearing.
situation.
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Activity Sequence 2A
1. Choose two or three of the persons in Learning Situation 6 and write two or three paragraphs describing
what this person is wearing.
2. Include the clothing items and the color.
3. Be prepared to read aloud your paragraphs to another classmate or to the whole group. Your teacher will tell
you what to do.
Activity Sequence 2B
1. Work with two or three other classmates.
2. Write two or three paragraphs describing what your classmates are wearing.
3. Include the clothing items and the color.
4. Be prepared to read aloud your paragraphs to another classmate or to the whole group. Your teacher will tell
you what to do.
Learning Activity 3
Writing about what people are doing using
present progressive tense
4. You may use photographs or pictures or video to aid your presentation.
1. Work in pairs.
5. When you finish, deliver your text to the teacher for evaluation.
2. You are media reporters. You are asked to write a text telling
people what is happening. For example: The President is arriving to the Congress Hall. People are celebrating his arrival.
3. You will role-play the situation and read your news to the
group as if you were in the television station.
Suggested situations for students to report
a) A soccer game.
b) Preparation for a concert.
c) People preparing a celebration (birthday, Christmas, New Year).
Rubric To Evaluate Writing
Element to
evaluate
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Needs improvement
Satisfactory
Well done
Grammar
60% or fewer sentences in present
progressive are formed correctly.
Most of the sentences in present
progressive are formed correctly.
All sentences in present progressive
are formed correctly.
Spelling
59% or less of the words are spelled
correctly.
From 60 to 79% of the words are
spelled correctly.
80% or more of the words are
spelled correctly.
Vocabulary
Vocabulary words (verb, nouns,
adjectives) used are not appropriate
nor varied.
adjectives) used are generally appropriate and varied.
adjectives) used are appropriate and
varied (very few or no errors).
Punctuation
Some sentences do not begin with a
capital letter and / or punctuation is
incorrect.
All sentences begin with a capital letter and punctuation is mostly correct.
All sentences begin with a capital
letter and punctuation is correct.
Rubric To Evaluate Role-play Presentation
Element to
evaluate
Needs improvement
Satisfactory
Well done
Pronunciation and
intonation
Many words are mispronounced
and intonation doesn’t convey
meaning.
Most of the words are pronounced correctly and intonation is
appropriate.
Very few errors in pronunciation and
intonation.
Role
personification
Both students do not personify their
role appropriately.
Both students personify their role
satisfactorily.
Both students personify their role
very well.
Fluency
Dialogues do not flow smoothly,
interruptions.
Dialogues have some flaws or
pauses.
Dialogues flow well.
Presentation skills
Did not use verbal and /or nonverbal language appropriately and
expressively.
Used verbal and non-verbal language appropriately most of the time.
Used verbal and non-verbal language appropriately and expressively.
Presentation aids
Didn’t use aids or used them
inappropriately
Used aids appropriately.
Used aids in a very creative and
appropriate way.
3.3 Talking About the Weather Listen to the following weather report and read along as you listen. After listening talk to your teacher about the
weather in your city or town.
The weather report
Good afternoon. This is Margaret Weill speaking from our studio on Bismarck Avenue, downtown Berlin Germany. Today is Friday and it’s 1 o’clock in the afternoon and this is the weather report. Program presented to you
by Climate & Weather Magazine. Here in Berlin.
In Moscow the temperature is very cold, –12 °C (minus twelve degrees centigrade or Celsius) and it is snowing.
There may be a snowstorm Saturday night. In Copenhagen, it’s raining and the temperature is decreasing.
Moscow –12 °C
Snowstorm on Saturday
Copenhagen
Now, let’s look at the weather report that we receive directly from the capital cities: London, Madrid, Rome and
Athens. In England, London is cool and windy. In Scotland there are thunderstorms at this moment. The temperature in London is 9 °C. However, Madrid has a slightly warm weather. The temperature is 16 ºC and it’s cloudy.
London 9 ºC
Scotland
Madrid 16 ºC
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Rome has the best temperature in this moment in Europe: 21°C and sunny. On the weekend, the weather in the
south coast of Italy will be warm and sunny. Athens also has a good weather, but there may be some lightning and
rain on the weekend.
Rome / South Coast
Athens today
Athens (weekend) of Italy
The next weather report is at 3 o’clock. This is Margaret Weill. Stay tuned for lovely music until then.
Vocabulary Related To The Weather
Look up in the dictionary the meaning of these words related to the weather and the temperature. Write the meaning in your Vocabulary notebook.
Vocabulary
The weather - describing the weather
Nouns
Adjectives
snowstorm
breeze
breezy
storm
stormy
fog
foggy
sun
sunny
drizzle
drizzly
sunshine
cloud
cloudy
thunder
rain
rainy
thunderstorm
raindrop
wind
windy
rainfall
shower
Other adjectives* used when describing the weather
showery
hail
dry
hailstone
damp
snow
snowy
dull
snowfall
miserable
snowflake
wet
* Some of these adjectives may be used to describe other things besides the weather. If you are looking for the meaning in the dictionary, be
careful to look for the appropriate contextual meaning.
The weather - the temperature
Freezing point = 0 °C (Celsius) or 32 °F (Fahrenheit)
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–
Freezing
Cold
Chilly
Mild
Warm
+
Hot
The weather – verbs
Read the following sentences. Notice how the sentences describe situations that are occurring at the moment of speaking (present progressive).
Freeze
I am freezing! Where is my coat?
Hail
It is hailing in some parts of the city.
The hailstones are as big as cherries.
Some cars may be damaged.
Rain
It is raining here, but there are no clouds downtown.
Pour (with rain)I can see the dark clouds. I think it is pouring! It is really raining hard.
Shine
The sun is shinning brightly. The day is beautiful!
Food for Thought
When you describe the weather, you usually use the personal pronoun it to make a sentence because we need a
subject. This is called the impersonal subject.
For example
It is raining (What is raining? Nothing is raining. We use it to make the sentence).
It is raining. Take your umbrella and put on your raincoat.
Other examples
It is snowing in Canada.
It is cloudy.
It is drizzling here, but it is raining downtown.
here
downtown
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Cultural Note
English speaking people use idioms to express several things. An idiom is a group of words that together mean something very different than what each word means independently.
For example, when it rains heavily, the expression is:
“It is raining cats and dogs!”
Obviously… this is not literal.
In the United States people express the temperature in Fahrenheit degrees. In many other countries, like in Mexico,
people express the temperature in Celsius.
How to calculate Fahrenheit degrees to Celsius degrees and Celsius to Fahrenheit:
Fahrenheit = (Celsius × 1.8) + 32
Celsius = (Fahrenheit – 32 ) / 1.8
Describe the weather and what are the appropriate clothes
someone should wear.
Competence: The student can use the new vocabulary appropriately,
contextualizing it in a specific communicative situation.
Activity Sequence 2
1. Write a description of what three persons are wearing. Try to
describe different situations according to different weather
conditions. You may provide additional information like what
the person is doing or where he or she is.
2. According to how the people are dressed, your classmate must
say how he or she thinks the weather is like.
3. Do the following exercises to reaffirm your understanding
and knowledge of the vocabulary.
Example: A girl is wearing a dress and sandals. She is also wearing
sunglasses. It is spring and it is 12 o’clock in the morning.
Answer: I think the sun is shining. I think it is sunny.
Exercise 7
Talk about yourself and a classmate. Follow the example. Write the sentences in your notebook.
Put the weather words into the diagram below.
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1. windy
6. cool
11. to snow
2. cold
7. sunny
12. hot
3. warm
8. to shine
4. rainy
9. to rain
5. cloudy
10. to blow
Adjectives
Verbs
Weather
Temperature
Exercise 8
Weather sentences. Complete the sentences with one word. Use the words from exercise 1. There may be more
than one possible answer. Verbs may be used in present simple tense or present progressive tense.
1. It’s very _____________ today. You need to wear a hat to protect your head and face from the sun.
2. It ________ a lot in Canada in the winter.
3. If you are _________ put a sweater on.
4. What a beautiful day! The sun is ______________________.
5. Be careful.The wind is ___________ very hard outside.
6. In Xalapa, the weather is often humid and _____________. You should always take an umbrella just in
case.
Exercise 9
Weather research. Work in small groups of three or four students.
1. C
hoose a state in Mexico. Investigate its weather conditions throughout the year. Bring the results of your
research to class. Be prepared to present your results to the rest of the group.
2. Y our teacher will ask you to investigate the weather conditions in one of the countries listed below. Investigate
its weather conditions throughout the year. Bring the results of your research to class. Be prepared to present
your results to the rest of the group.
Countries: United States, Canada, England, Scotland, Ireland, Wales, Australia, Jamaica, Puerto Rico, New Zealand,
South Africa.
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Evidence Collection And Portfolio
Task 1
1.Bring a photograph or take a picture at a public place where many people can be found doing different things.
2.Write a paragraph giving a brief description of the place, followed by the descriptions of what the people “are doing” in the picture. You
must include at least six different activities.
3.Then, prepare to present it orally to the class.
Instructions: Write a brief paragraph (50 words) with the information of what is happening in the photograph. This information must be
written as if it was occurring at the moment you are seeing it.
Performance Indicators. Checklist for Written Work.
1.
Student provides information of the place and the activities that are happening.
Elements to include: Name of the place, two or three characteristics of the place, at least six activities that are being done at the moment.
Five points ( ) at least six activities and the description of the place are included.
Three points ( ) three to five activities and the description of the place are included.
One point ( ) less than three activities are included and/or the place is not described.
2. Student uses language appropriately. Grammar and spelling are correct, with very few errors that do not affect message (meaning).
Three points ( )
One points ( )
No points ( )
four to six errors.
more than six errors.
3. Student demonstrates understanding of the audience this text is addressing.
Two points ( )
No points ( )
student addresses audience appropriately.
student doesn’t address audience appropriately.
Competent
four points
Fluency
Pronunciation
Use of language
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oral presentation.
Satisfactory
three points
Needs
improvement
two points
Student is fluent most of the time Student pauses unnecessarily
during the oral presentation or
has verbal interruptions (eh, uh,
words in Spanish).
most of the time and errors don’t errors that don’t affect meaning. words or mispronounces
affect message.
message.
Student uses language and
vocabulary appropriately and
correctly most of the time.
correctly with few errors.
inappropriately.
Lacks
competence
one point
Student is not fluent most of
the time.
many times affecting the
meaning of what is being said.
mistakes and/or doesn’t use
Overall
presentation
skills
aids and uses appropriate body
presentation.
an organized manner and/or
and other presentation skills
(body language) and/or didn’t
use any visual aids.
Total points
Task 2. Describing activities done at the moment of speaking.
1. Work in groups of three to four students.
2. Bring at least five pictures that show actions that are being done at the moment of speaking.
3. Write a simple sentence describing the action and then be prepared to orally describe those that others show you.
Evaluation Instrument – Checklist*
1. Student provides correct oral information according to the photographs seen.
Five points
Three points
One point
No points
( ( ( ( )
)
)
)
16 - 18 activities.
13 - 15 activities.
10 - 12 activities.
Less than 10 entries completed correctly.
2. Student writes with correct spelling sentences in present progressive.
Five points ( )
Three points ( )
One point ( )
four to six errors.
seven to nine errors.
No points
( ) more than nine errors.
Task 3. Perform short dialogues and/or role plays that narrate situations that are happening at the moment of speaking.
Instructions for students who are presenting
1. Work with two or three other classmates.
2. This is the situation you need to work on: You are reporters of a tv news program. You are transmitting a live broadcast of an event that
is occurring in the moment you are speaking. It can be a political event, a parade, a social event, etc. You will describe what is happening.
You can use aids such as photographs, video, acting, etc. You must include at least 10 actions. You must also describe what the people are
wearing and what the weather is like.
3. Look at the rubric that will be used to evaluate your presentation in order to perform the best possible.
Instructions for students who are listening
1. Listen to your classmates.
2. Write down at least five of the actions that your classmates describe.
3. Write down at least five descriptions of what the people are wearing according to what your classmates are saying.
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Competent
four points
Satisfactory
three points
Fluency, intonation and enthusiasm (acting situation
of news program)
Student is fluent throughout
the oral presentation, enthusiasm (acting) is appropriate to
the role played.
Student is fluent most of the
time during the oral presentation, as well as enthusiasm.
Intonation is appropriate.
Pronunciation
(-ing ending of verbs,
vocabulary terms learned)
most of the time and errors
don’t affect message. Good
pronunciation of –ing ending.
Student has few pronunciation errors that don’t affect
meaning.
Use of language
(present progressive,
vocabulary related to
weather and clothing)
Overall presentation skills
correctly most of the time.
correctly with few errors.
Student presents in an
organized manner and uses
creative visual aids and uses
appropriate body language that
enhances the presentation.
Student presents in an
organized manner most of the
time and uses creative visual
aids and a fairly appropriate
body language.
Needs
improvement
two points
Lacks
competence
one point
has verbal interruptions (eh,
uh, words in Spanish). Plain
speech.
message, including the –ing
ending of verbs.
Student makes several
language mistakes or uses
vocabulary inappropriately.
Student is not fluent most of
the time. Acting or enthusiasm
is dull and intonation is not
appropriate.
mistakes, doesn’t use appropriate vocabulary.
an organized manner and /
or doesn’t use visual aids nor
body language appropriately.
(body language) and / or didn’t
many times, affecting the
meaning of what is being said.
Total points
The student can understand the information he/she listens to.
Five points
Three points
Two points
Zero points
( ( ( ( )
)
)
)
well understood
understood
needs improvement
lacks competence
eight to ten activities / descriptions understood.
five to seven activities / descriptions understood.
two to four activities / descriptions understood.
less than two items are included.
Task 4. Identifies and recognizes the difference between routine activities and activities that are being done at the moment of speaking or in
the immediate present.
Instructions: Complete the sentences correctly.
Exercise 1
Put the verbs into the correct tense (simple present or present progressive).
1. Look! He (leave) ________________ the house.
2. Quiet please! I (read) ______________________ a book.
3. Terry usually (ride) __________________ the bus to school.
4. But look! Today she (go) ________________ by bike. Every Sunday we (go) ___________________ to see my godparents.
5. Steve often (go) __________________ to the theater.
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6. We (play) __________________ Scrabble at the moment.
7. The baby seldom (cry) _____________________.
8. I (not/do) _____________________ anything at the moment.
9. (watch/he) ______________________ Dr. House regularly?
10. Yes. Actually, he (watch) _________________ right now.
Exercise 2
Look at the picture on the right and complete the sentences (simple present or present progressive).
1. This (be)
2. He (wear)
3. He (eat)
4. Jonas (like)
5. He (eat)
6. Jonas (know)
Jonas.
a t-shirt and shorts today.
an apple at the moment.
fruits and vegetables.
some every day.
that apples (be)
good for his health.
Exercise 3
1. Look at the picture on the right and complete the sentences (simple present or present
progressive).
2. This (be) ______________________ Lori.
3. Lori (have) ____________________ long blond hair.
4. She usually (wear) ____________________ glasses, but now she (wear). ___________
_______________ contact lenses.
5. Lori (like) _____________________ sports.
6. She (play) _________________________ volley-ball every Tuesday and Thursday.
7. Now she (play) __________________ in the school court.
Exercise 4
1. What (do/they) ______________________________ at the moment?
2. They (play) _____________________________ soccer.
3. Frank and Freddy (be) __________________________ best friends.
4. They often (meet) ________________________ in the afternoon.
5. They (love) ____________________________ to listen to music too.
6. Frank (practice) _________________________________ with his father every. Weekend, but Freddy (not / play) ______
__________________ soccer very often.
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Exercise 5
1.
2.
3.
4.
5.
6.
7.
8.
These (be) ______________________ Judith and Charlie.
Judy (be) _____________________ Charlie’s little sister.
At the moment, the two kids (sit) ____________________ on the floor.
Charlie (hold) _____________________ a book right now, he (read) ____________
______________ a story to Judy.
Look! Judy (listen) __________________ carefully and she (look) ______________________ at the beautiful pictures.
Judy (love) ________________________ Charlie’s stories.
He (read) ___________________ a story to her every day.
Charlie sometimes even (write) _____________________ his own stories.
Exercise 6
Complete the story. Use simple present and present progressive.
1. It (be) ________________________ early in the morning.
2. Carmen (get) ____________________ out of bed, (open) _______________________ the window and (go) ______
______________ into the bathroom.
3. Then she (have) __________________ breakfast.
4. After breakfast, Carmen usually (walk) _________________________ to school.
5. After school, she (go) __________________________ back home.
6. Carmen usually (eat) _______________________ her lunch at school.
7. In the afternoons, she first (do) ____________________ her homework and then she (meet) ______________________
___ her friends at the coffee shop near her house.
8. What (do/she) ______________________ now?
9. She (chat) ________________________ with her computer..
10. Her friends (listen) ______________________ to their ipods and some of them (sing) ________________________
along.
11. When Carmen (come) _______________ home in the evening, she (have) ______________________ dinner and then
she (watch) ____________________ tv.
12. She (go) _________________________ to bed at about 10 o’clock every day.
Exercise 7
Complete the sentences. Use simple present and present progressive (as a near future).
1.
2.
3.
4.
5.
6.
7.
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I (be) _____________________ very busy today.
At noon I (visit) ___________________ my friend Omar.
We (want) _________________ to have lunch together.
In the afternoon I (play) ____________________ tennis with Emilio.
In the evening, I (meet) _______________ Willy.
We (go) _________________ to the movie theater.
The film (start) ______________ at 8 p.m.
Exercise 8
Complete the sentences. Use simple present and present progressive.
1. Look! Monica (go) _____________________ to school.
2. She (wear) __________________ a raincoat and boots and she (carry) _______________________ an umbrella.
3. Monica usually (ride her bicycle) ______________________________________ to school, but today she (take) ______
___________________ the bus because it (rain) _____________________________.
4. The bus (leave) ____________________ at 7:25 and (arrive) _______________ at Monica’s school at 7:50.
5. The first lesson (begin) _______________________ at 8 o’clock.
A. The student can understand the information he/she reads.
Well understood
Understood
60 or more answers are correct.
45 - 59 answers are correct.
Needs improvement
Lacks competence
35 - 44 answers are correct.
less than 35 answers are correct.
Correct usage:
Used with limitations:
Incorrect usage:
zero to six errors.
seven to 18 errors.
More than 18 errors.
Task
Evidence
Competencies
1
Written paragraph and oral presentation
Provide written information about what people are doing using
present continuous tense.
2
Written description and Oral presentation about someone’s
activities at the moment of speaking.
Teamwork. Provide information about what someone is doing at
the moment of speaking in writing and in orally.
3
A news broadcast done as a team narrating an event that is
occurring at the moment of speaking.
Pair work / Teamwork. Oral production, listening comprehension
and writing. Provide fictional information in the form of a live radio
broadcast.
4
Exercise to differentiate simple present tense from present
continuous tense.
Completing a written exercise to demonstrate knowledge of
simple present tense and present continuous tense.
5
Time telling in writing
Written production.
Mind map or chart about the structure and function of the
present progressive tense.
Synthetize graphically the concepts and knowledge learned about
the present progressive tense.
Learning Activity 2
p.103-104
After viewing a video, student creates a list of activities that he
identifies in the video.
Recalling vocabulary to express situations viewed in a video
obtained by using Information Technologies.
Learning activity 3 p.108
Written report in present progressive tense and video of role play
situation
Pair work. Provide written report using present progressive tense
and role playing a situation using present progressive tense
related to the written report.
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Most of the time
Sometimes
Rarely
our assignment
assignment
124
Name
Name
Name
Name
interaction
other members
125
Expressing Measurements and Quantities
4
B LO C K
Learning
Objects
4.1 Food Products Related with Daily Use
4.2 Plural of Nouns: Special Cases
4.3 Units of Measurements and Weight,
Quantities and Containers
4.4 Count and Non-Count Nouns
4.5 Quantifiers
4.6 Determiners (There Is, There Are)
n
S tudent is able to produce texts based on the English norms of use according to
the intention and communicative situation.
n Student is able to order information according to categories, hierarchies, and
relationships.
n
S tudent assumes a constructive attitude that is congruent with the knowledge
acquired and the skills developed while working with others.
How much do you know?
Vegetables & F
ruit
1 head of lettuce
1 pound onions
2 pounds tomat
oes
Activity Sequence 1
3 pounds potato
es
1 pound carrots
1. Read and listen to the following text.
1 head of cabbag
e
2. Pay attention to the vocabulary words
1 bundle of radi
shes
in each list.
1 bundle of celer
y
3. Pay attention to how quantities are
2 pounds of appl
es
expressed for each type of product.
2 pounds of oran
ges
1 bundle of grap
es
Let’s go shopping!!
1 pound of apric
ots
How much? How many?
1 bunch of bana
nas
1 package of
strawberries.
Reading about shopping and learning related
vocabulary.
This story is about Jane
and her mother.
My mother and I usually go shopping for
groceries to Wal-Mart once or twice a week.
Wal-Mart is a big supermarket that is close to
our home. My mother is very organized, so she
always makes a list of the things we need to
buy and she divides the list in sections.
Look at the following examples:
Cleaning
1 bag o & Bathroom
f deterge
nt
2 bars
of soap
1 tube to
o
1 bottle thpaste
of chlorin
e
1 bottle
of
liquid dishwashing
1 bottle
of
1 jar of shampoo
body loti
on
1packa
ge of toil
e
t
(8 ro
paper
lls)
1 packa
ge
tissue of facial
s
Groceries
1 jar of peanut butter
ry,
lt
u
o
P
t,
Mea
1 jar of strawberry jam
cuts
ld
co
d
n
a
1 box of cookies
Fish,
beef
d
n
u
ro
g
s
1 box of oatmeal cereal.
2 pound
1 box of corn flakes
1 chicken
s
p
o
1 box of raisins
8 pork ch
s
k
ea
1 can of olive oil
6 beef st
sh
fi
a
n
u
T
f
1 bottle of vinegar
2 cans o
m
a
h
f
o
d
Dairy Products
1 bottle of salad dressing
At the end of this block, the student… 1 poun of sausage
fee
d
cof
of
4
nd
gal
pou
lons of milk
1
1 poun
rger
e of hambu
1 dozen eggs
container of chocolate
n Uses count and non-count
1
1packag
Groceries
Beverages
2 sticks of butter
nouns, as well as quantifiers,
powder
patties
when speaking and writing
1 pound of cheddar
1 bottle of wine
2 pounds of sugar
Miscellaneous
juice
simple texts.
cheese
1 gallon orange
1 jar of mustard
1
not
epa
d
er
be
of
es
1 container of cottage
tle of ketchup
bot
4 bottl
1
n Understands how to use count
1pair of scissors
cheese
nouns and quantifiers when
1 loaf of bread
Salt n’ pepper
listening and reading.
kage of hamburger 1 quart of cream
pac
1
1 bag dog food
1 quart of yoghurt
buns
2 packages diapers
4
BLOCK Expressing Measurements and Quantities
Questions for discussion
1. D o you count milk or liters of milk? When you go to the supermarket, how do you ask for the milk you want to buy?
2. Can you count eggs? When you go to the supermarket, how do you ask for
the amount of eggs you want? Do you buy the eggs by number of eggs or by
kilograms?
3. What is a container?
4. D o you ask for some food items using the number of containers the product
comes in? For example: bottle, tube, jar or bag.
5. Can you count sugar? How do you count sugar?
6. Can you notice a difference between the items you can count and those you
can’t count?
7. Give at least three examples of food items or products you can count and
three examples of food items or products you can’t count.
4.1 Food Products Related with Daily Use Vocabulary Exercise
Look up in the dictionary the name of these items and write them in the lines.
128
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4
Learning Activity 1
What is there to eat in your house?
Evaluation instrument: checklist
1. Work individually.
1. Student included different types of food on the list.
2. Write a list of the food you find in your refrigerator, kitchen
and storing cabinet.
2. Student identified correctly the type of noun (count and noncount) and used quantifiers correctly.
3. Write the quantities of the food you find.
3. Student shared his/her list with a classmate and commented
about them.
4. Bring your list to class and share them with your partners.
5. Your teacher will ask you to hand in your lists for evaluation.
4.2 Plural of Nouns: Special Cases Food for Thought
Plural form of nouns: special cases
A. To words ending in a consonant followed by the letter y, change the y for an i an add es.
n more than one baby = babies
n more than one gallery = galleries
n more than one reality = realities
130
This rule doesn’t apply to firsth names:
n more than one Kennedy= Kennedys
B. Add -es to some singular nouns ending in o to form the plural.
n more than one hero = heroes
n more than one potato = potatoes . . . but . . .
n more than one memo = memos
n more than one cello = cellos
. . . and for words in which a vowel preceedes the letter o . . .
n more than one stereo = stereos
C.
Words ending in -f or -fe, f sound, change the f or fe for v and add s o -es.
n more than one knife = knives
n more than one leaf = leaves
n more than one hoof = hooves
n more than one life = lives
n more than one self = selves
n more than one elf = elves
Exceptions: more than one dwarf = dwarfs; more than one roof = roofs
Cultural Note
As you can see food, groceries and other shopping items come in different containers.
bags
bottles
jar
packages
boxes
4.3 Units of Measurements and Weight, Quantities and Containers
1. Learning About Measurements
Also, quantities are measured in different ways using the English System of Measurement: pounds, gallons, quarts, etc.
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4
Quantities that are related to weight are measured in:
1 ounce (1 oz)
1 pound (1 lb)
1 pound (1 lb)
=
=
=
28.3495 grams or 28 gr approximately
16 ounces
454 grams approximately or .454 kilograms
Things that are normally measured and bought by their weight are: vegetables, fruit, meat and cold cuts.
Quantities that are related to volume are measured in:
1 fluid ounce (1 oz) =
1 pint
=
1 quart (qt)
=
1 gallon (gal)
=
30 milliliters approximately (29.6 ml)
16 fluid ounces = 0.4732 liters (almost ½ of a liter)
2 pints = 0.9463 (almost 1 liter)
4 quarts = 3.785 liters
Things that are regularly measured and bought by their volume are: milk, juice, or water.
Nowadays, many other items that are solid or liquid are bought by the container they are in and not by a specific volume or weight measurement:
Box
= box of cereal, box of cookies.
Bag
= bag of potato chips, bag of detergent, bag of cookies.
Bottle
= bottle of shampoo, bottle of ketchup, bottle of wine.
Jar
= jar of peanut butter, jar of jam, jar of mayonaise.
Package = package of toilet paper, package of cookies.
Tube
= tube of toothpaste.
Loaf
= loaf of bread.
Piece
= a piece of candy.
Stick
= a stick of butter.
Bar
= a bar of soap.
Food for Thought
Some food items that go together frequently are pronounced as one single item or word:
For example. Salt and pepper, are pronounced salt n’ pepper, ham and eggs (usually eaten for breakfast) are ham n’
eggs. Others: fish n’ chips, peanut butter n’ jelly sandwich, coffee n’ cream.
Containers of groceries and other products come in different sizes. There is no standard. The size depends on the product and the company that produces or sells it. Some of these sizes are: small, medium, regular, large, extra-large, jumbo, and family size. Can you think of some products that use
these sizes? Discuss this issue with your classmates and teacher. Give examples.
132
Activity Sequence 1
Making a shopping list and role-playing a situation of shopping at the supermarket.
For this assignment you will work cooperatively in groups of three
or four students. You will “go shopping”.
1. First, make a list of items you and your families usually buy
in a supermarket (except clothes). Write down the quantities
you need (two boxes, one kilogram, ten liters, etc.). Include
all different kinds of items (groceries, vegetables, fruit, meat,
poultry, etcetera).
2. Write the list in English. Use the dictionary if is necessary. Change
the amounts from the metric system to the English system.
3. Now, go to a supermarket and write the prices of the items.
Write them in Mexican currency (pesos).
4. On a piece of cardboard, illustrate the items using pictures,
drawings, photographs, etcetera.
5. Bring your work to class to work with another team.
Asking about prices
Besides asking about the quantity of things we need or want, we also ask about prices.
In that case we ask:
For example:
How much is this? / How much does this cost?
How much is the meat?/ How much does this bottle of juice cost?
Apples
$1.00 / lb
Grapes
69 cents / lb
Ham
$4.55 / lb
Orange Juice
$1.78 gal
How much do you think these items cost?
Carrots
(lb)
Butter
(1/2 lb)
Box of cereal
(large)
Bottle of detergent
(5 lbs)
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4
1 piece of egg
1 lb of tomatoes
(medium size)
1 lb of oranges
wiles
1 lb of fish
bread (large)
Food for Thought
Money - Currency:*
In the United States the currency is the dollar. A dollar is divided in 100 cents. American money comes in the form of coins and bills or notes. There are different bill denominations: one dollar, five dollars, ten
dollars, twenty dollars, fifty dollars, one-hundred dollars.
* Currency: particular type of money in use in a country.
Coins receive different names according to the denomination.
A one-cent coin is called penny. A twenty-five-cent coin is called a quarter.
A five-cent coin is called a nickle.
A fifty-cent coin is called a half.
A ten-cent coin is called a dime.
dime
Money is the most general term. Cash usually means money in coins or bills/notes. Change
is a term used to describe the money returned to the buyer or customer when he or she has
given more than the cost of something. It also means money in low value coins or notes.
dollars
Activity Sequence 1
Role-play.
1. Work in groups of three people. Use the shopping list of Jane’s mother or use your own shopping list.
2. One of you plays the role of the customer, that is shopping. Ask about products. Ask for quantities and prices.
3. The other one plays the role of the supermarket employee. Give information. Include prices.
134
Example:
Customer:
Do you have pork chops?
Employee:
Yes, we do.
Customer:
How much is a pound of pork chops?
Employee:
$3.50 (Three dollars and fifty cents).
Customer:
I want two pounds please or I want eight porkchops.
Employee:
Of course.
Talking about prices.
Activity Sequence 2
Work in pairs. Do a research about money in the world. Answer these questions. Bring your answers to class.
1. Which is the currency used in Britain?
2. How is the money divided in this country?
3. Which is the money exchange rate of the Mexican peso against the American dollar, the British pound, and
the European Euro?
4. Which is the name of the currency in use in Canada? What is the exchange rate agains the Mexican peso.
5. Which is the currency used in: Japan, China, Germany, France, Greece, Brasil, Cuba, and Russia?
6. Who appears on the following bills?
a) One dollar.
b) Five dollars.
c) Ten dollars.
d) Twenty dollars.
e) Fifty dollars.
f) One-hundred dollars.
Learning Activity 2
Expressing quantifiers and measurements
3. Prepare a role-play using the vocabulary words learned in this
block, quantifiers and measurements according to the situation. Be creative!
1. Work in pairs or teams of three members.
2. Choose one of the following situations (or it will be assigned
to you by your teacher).
a) Going to the supermarket.
b) Buying groceries by phone.
c) Following a recipe to prepare something to eat.
4. Check the rubrics to ensure you perform well.
5. Present your role-play to the rest of the group.
6. Listen to the comments from your teacher and his/her eva
luation.
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Rubric To Evaluate the Role-Play
Elements
Needs improvement
Satisfactory
Well done
Grammar
Students use quantifiers and
expressions with grammar errors
and sometimes inappropriately.
Students use quantifiers and expressions appropriately and accurately
in the dialogues of the role-play at
a good level.
Students use quantifiers and
expressions appropriately and
accurately in most of the lines of
the dialogues.
Creativity
Students do not show creativity in
the elaboration and presentation of
role-plays.
Students demonstrate some
creativity in the elaboration and
presentation of role-plays.
Students demonstrate creativity in
the elaboration and presentation of
role-plays.
Vocabulary
Students use few vocabulary words Students use vocabulary words
learned in the block or uses them
learned in the block with a good
inappropriately.
degree of appropriateness and
accuracy with some errors.
Students use vocabulary words
learned in the block appropriately
and accurately with a good level
of diversity.
Presentation
skills
Students present their role-plays
with some fluency flaws and not
demonstrating good non-verbal
communication skills.
Students present their role plays
fluently and with good non-verbal
communication skills and other
aids.
Students present their role-plays
fluently most of the time, with good
non-verbal communication skills.
4.4 Count and Non-Count Nouns Grammar Presentation
However, it is important to understand that in English, nouns that name things are divided into two major categories: count
nouns and non-count (or mass) nouns:
1. Count nouns are used to describe things that we can count.
One book - two books - three books…
One child - two children - three children…
One apple - two apples - three apples…
One bottle of wine - two bottles of wine…
ten books.
twenty children.
twelve apples.
ten bottles of wine.
2.A non-count noun is something we don’t count. It has no plural form. We don’t divide a non-count
noun into parts because:
a)It has no distinct, separate parts: milk, oxygen, electricity, light, food, fruit.
b)The parts are too small or insignificant to count: salt, sugar, hair, sand, rice.
c)The parts are not all the same: money (coins, dimes, dollars); furniture (chairs, tables, sofas); mail
(letters, packages, postcards).
d)Liquid things with no definite form: beer, coffee, cream, honey, juice, milk, oil, shampoo, gasoline,
blood, shampoo, tea, soup, water, wine.
e)Solid things with no definite form: butter, cheese, cotton, flour, ice, ice cream, meat, powder, salt,
soap, sugar, toothpaste, wood, wool, cotton, film.
3.Noun-count nouns are not counted. What we do is we count the container or measurement unit that contains them or
measures them. We use an expression of quantity for a definite part.
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n
A gallon of milk, a tank of oxygen, a kilowatt of electricity.
n
A pound of sugar, a package of salt, a bundle of hair, a box of sand, a pound of rice.
n
Ten dollars, twenty cents, four pieces of furniture (one table and three chairs, for example).
Food and Drink Non-Count Nouns
bacon
beef
brocoli
butter
cereal
chocolate
coffee
spinach
fish
fruit
candy
cream
lettuce
water
sugar
Food for Thought
Fruit vs Fruits
Dialectal variations occur for the noun “fruit”. The same variations occur with: grapefruit, breadfruit and eggplant.
Singular Preference
Dialectal Variation
Most speakers prefer the singular form (below)
Preferences vary with the phrase “fruit(s) and vegetables”
Fruit is delicious in the summertime.
I have to buy some fruit and vegetables.
*Fruits are delicious in the summertime.
(incorrect unless talking about different groups / species of fruit)
I have to buy some fruits and vegetables.
The items within the category fruit are countable. (no variation)
Singular
This cantaloupe is delicious.
This watermelon is sweet .
Plural
These cantaloupes are delicious.
These watermelon are sweet.
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Exercise 1
Classify the following nouns into count ( C ) or non-count (mass) nouns ( M ).
Example:
flower ( C ); sugar ( M )
1. carrot
( )
8. pencil
( )
15. coin
( )
2. lettuce
( )
9. light
( )
16. coffee
( )
3. dollars
( )
10. bananas
( )
17. glass of wine( )
4. air
( )
11. water
( )
18. information ( )
5. gold
( )
12. sand
( )
19. boat
( )
6. table
( )
13. money
( )
20. fruit
( )
7. tea
( )
14. cake
( )
Articles Used With Nouns
Articles come before nouns. The indefinite articles are a/an. The definite article is the.
1. We define objects and people using the article a/an for singular count nouns.
Six Flags is an amusement park.
Christmas is a holiday.
2. For non-count nouns we don’t use an article (zero article) when we make a generalization about the entire unit.
Coffee contains caffeine. Coffee is grown in Veracruz.
People in Mexico and China eat rice.
But…when we refer to a specific thing or when the statement is true of only one kind of things we use the article the.
The coffee on the table is Nescafe (true only for a specific one: the one on the table).
3. We use some in affirmative sentences with count nouns (plural).
Count nouns:
I have a dollar.
I have some dollars.
and with non-count nouns we use some for an indefinite part.
Non-count nouns.
I need milk.
I need some milk.
4.The word any is used in interrogative sentences, questions or negative sentences. In these sentences, the count noun is
included in plural form.
Count nouns
Do you have any bottles of wine?
COMPARE: Yes, we have one. / No, we don’t have any bottles of wine.
Do you have any pork chops?
COMPARE: Yes, we have four pork chops. / No, we don’t have any.
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Does your father have any credit cards?
COMPARE: Yes, he has two. / No, he doesn’t have any.
Non count nouns:
Do you want any milk with your coffee?
COMPARE: Yes, I want some. / No, I don’t take any milk with my coffee.
5. Sometimes, the plural may be expressed without an article.
Disney World and Six Flags are amusement parks.
Christmas and Mother’s Day are holidays.
6. We use a/an to mean an indefinite one. That is when knowing exactly which one is not important.
I have a dictionary.
We need an eraser.
7. With concrete count nouns we use a/an. With abstract nouns we don’t use an article.
Concrete: I have a friend.
Abstract: He needs advice.
She feels love for her children.
Toys give happiness to children.
8.We use the for specific things. The speaker and the listener know which one we are talking about for one of the following
reasons:
a) We share common experience or there is only one in their experience.
The President lives in Los Pinos.
The homework is for tomorrow.
The world has ecology problems.
The moon looks beautiful tonight.
b) The noun was identified before.
A.Is there a television in the room?
B. Yes, the tv. is on the night table (we talked about it before).
A.Does the school have a principal?
B. Yes, the principal is Mrs. Richardson.
c) The + specific things can ge singular or plural.
The teacher is early today.
The teachers are at a meeting.
Where is the principal?
Where are the students?
Reading about customs related to shopping and money.
Activity Sequence 3
1. Read the following text.
2. Answer the questions about the text.
3. Do the exercise below. Complete the sentences with the appropriate article (a / an / the) or x for no article needed.
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4
What is an
atm
machine?
Nowadays, many banks have Automatic Teller Machines (atm). An automatic teller machine is
a machine that gives your money or takes your deposit automatically. You can also make transfers of money from one account to the other, pay service bills (like the phone bill, the cable tv
bill, etc.) or even buy time for your cell phone. In an atm machine you use a plastic card similar
to a credit card.
The automatic teller has several advantages. You can get cash when the bank is closed. The
automatic teller is open twenty-four hours a day. You can get money after the regular bank
office closes. It can also save you time if the bank is crowded. You don’t have to wait in a long
line. Instead, you use the atm. If you need more information, ask a bank counselor or a bank
teller. It is very easy to learn how to use an atm.
Reading comprehension questions.
1.
2.
3.
4.
5.
What is an automatic teller machine?
Do you know how to use an atm?
Do you normally use an atm?
Is there an atm machine close to your house/school?
Can you think of any disadvantage of using an atm?
Exercise 2
Complete the following sentences with the appropriate article (a / an / the) or x if none is necessary.
1.
2.
3.
4.
5.
6.
7.
Many banks in Mexico have ________ atm.
________ machine saves you time.
Nowadays, people know how to use ____ atm.
_______ bank teller is a person who works in a bank.
_________ bank tellers are people who work in banks.
People that have ________ accounts in banks, usually use automatic teller machines.
To get ______ card to use _____ atm machine, you need to talk to ________ bank counselor. _______
___ counselor can give you ________ information and help you.
8. Do you have _______ savings account in a bank?
9. Does your bank have ________ automatic teller machine?
10. Does _______ machine work every day?
Learning Activity 3
Pictionary
4. Put them in alphabetical order.
1. Work in teams.
5. Elaborate a pictionary or visual dictionary by placing the
picture or photograph that represents the noun and write it
below.
2. Search for pictures that represent count nouns and non-count
nouns. Find at least 30 of each. You may want to look for these
images on the internet.
3. Separate them in these two categories.
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6. Deliver your project to the teacher on the assigned date for
evaluation.
Evaluation: Checklist
3. Students listed words in alphabetical order.
1. Students chose appropriate pictures and/or photographs according to the nouns they represent.
4. Students wrote the word (noun) below the image.
5. Students handed in the assignment on time on the assigned
date.
2. Students separated nouns correctly in two categories: count
and non-count.
4.5 Quantifiers
How much vs how many
How much = Q
uestion words that are used when you ask for the quantity of non-count nouns. This expression is
accompanied by the singular form of the verb.
For example: How much milk is there in the bottle?
How much (money) is this dress?
How much meat is there in the refrigerator?
How many = Q
uestion words that are used when you ask for quantity of count nouns, even when you know the
answer is only one. This expression is accompanied by the plural form of the verb.
For example: How many glasses of milk are there on the table?
How many pesos are in your wallet?
How many pieces of meat are you eating today?
Some, any, few, little.
Quantity adverbs
Expressing Quantity
There are different ways of expressing quantity of count nouns and non-count nouns.
Count
Some
Any
A lot of
Many
A few
A number
(Example: five apples)
Non-count
Some
Any
A lot of
Much
A little
A unit of quantity
(Example: five cups of coffee)
1. Remember we use some in affirmative sentences and any in negative sentences.
Non-count:
Jack has some money. Do you have any money?
No, I don’t have any money.
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4
Count:
Jack has some dimes. Do you have any dimes?
No, I don’t have any dimes.
2. For count nouns we use many or a lot of.
There are many apples in the basket.
There are a lot of apples on the table.
3. For non-count we use much for questions and negative sentences only. We use a lot of for affirmative sentences.
There’s a lot of traffic in Mexico City.
Is there much traffic in a small town?
No, there isn’t much traffic in a small town.
4. Lots of is correct for all nouns.
There’s lots of pollution in Mexico City.
There are lots of cars in Mexico City.
5.For count nouns we use a few. For non-count nouns we use a little. These expressions of quantity have a positive emphasis.
Jane has a few dollars in her savings account.
Jane has a little money in her savings account.
6. Few and little have a negative emphasis. Often we say very little or very few.
There are few cars at 5:00 a.m.
There is little traffic at 5:00 a.m.
7. Remember that we use certain expressions of quantity to talk about a definite quantity with non-count nouns.
A tube of toothpaste.
A cup of coffee.
A pound of meat.
A loaf of bread.
A piece of cake.
A glass of water.
8. These expressions can be plural.
We need two tubes of toothpaste.
I drink three cups of coffee a day.
How many pounds of meat do you want?
9. Homework is a non-count noun. It is always singular. We can talk about homework assignments in the plural.
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Do you have any homework?
Yes, we have much homework today. We have to do three homework assignments today.
10. The expression too much or too many indicates an excess of something. That is, more than needed or expected.
For example:
This coffee is very sweet. It has too much sugar.
I am not hungry. I ate too many bananas.
Exercise 3
Write a sentence with the words given using an expression of quantity (a lot of, many, a few, some, very few, not
any, a number).
Example:
men - in this class
There are many (some, a few, few, seventeen) men in this class.
1. Russian students - in this class.
.
2. People from Mexico City - in this class.
.
3. women – in this class.
.
4. public phones - in this school.
5.
atm machines
.
- in this neighborhood.
.
6. copy machines - in this school.
.
7. windows - in this room.
.
8. desks - in this room.
.
9. vending machines - in this school.
.
10. foreign teachers - in this school.
.
Exercise 4
Work in pairs. Now, ask your classmate about their home town or neighborhood. You may want to write your
answers in your notebook or as a homework assignment.
11. Japanese cars - in your city
12. Chinese toys - in your city
13. divorces - in your city
14. churches - in your city
15. very high buildings - in your city
16. libraries - in your city
17. synagogues - in your city
18. hospitals - in your city
19. open markets - in your city
20. bars - in your city
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Exercise 5
Read the following text about cholesterol. Then, according to the information, write five sentences with the words
given using an expression of quantity ( a lot of, a little, some, not much, very little, not any).
CHOLESTEROL
Cholesterol is a substance found in animal foods. Some food like red meat, eggs, cheese and milk
contain a lot of cholesterol. Vegetal food doesn’t contain any cholesterol. Some cholesterol is good
for the body; however, doctors consider that high levels of cholesterol can be bad for the heart. Additionally, some types of fats, like butter or lard, can raise the cholesterol level in your blood. Doctors
suggest that the intake of cholesterol should be less than 300 milligrams a day. To achieve this, we
must eat less fat. The following chart gives you an idea of the level of cholesterol in certain foods.
Food product
Cholesterol (mgs)
Serving size
372
260
77
75
35
34
26
3 oz.
1 piece
3 oz.
3 oz.
1 tablespoon
1 cup
1 oz.
liver
eggs
beef
chicken
butter
whole milk
cheese
Example:
cholesterol - in eggs
There is a lot of cholesterol in eggs.
Write statements with the words given and an expression of quantity.
1. salt - potato chips
6.
gas - coke
2. salt - Coke
7.
alcohol - beer
3. sugar - candy bar
8.
sugar - a cookie
4. salt - a cookie
9.
cholesterol - a carrot
5. water - human body
10. vitamin C - lemon
Exercise 6
Work in pairs. Ask questions with any of the words given. Your classmate will answer using expressions of quantity.
Example:
Student 1:
Student 2:
1. meat
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cake (non-count)
pencil (count)
Do you have any cake in your house?
Yes, I have some cake in my house.
Or
No, I don’t have any cake in my house.
Do you have any pencils?
Yes, I have a few.
Or
No, I don’t have any pencils.
4. television
7. friends
2. fruit
5. butter
8. ice cream
3. plant
6. blouses
9. notebooks
10. color pencil
11. money
12. peanut butter
13. potato chips
14. French wine
15. Colombian coffee
Exercise 7
Work in pairs. Ask questions with the words given. Your classmate will answer using expressions of quantity. Follow
the example.
Example:
get mail / pieces a week.
Student 1:
Student 2:
Do you get much mail?
Yes, I do.
Student 1:
Student 2:
How many pieces of mail do you get in a week?
I get about twenty pieces of mail a week.
1. drink coffee / cups a day.
2. eat chocolate / bars a week.
3. drink tea / cups a day.
4. drink beer / bottles a week.
5. eat fruit / pieces a day.
6. eat cereal / bowls a day.
7. use gas in your car / gallons a week.
8. use toothpaste / tubes a month.
9. use paper / pieces a day.
10. use sugar in your coffee or tea/spoonfuls – per cup.
Exercise 8
Work individually. Complete the sentences with an appropriate quantity word. Choose from the options given.
Follow the example.
Example:
There are many
students in this classroom
(many / much / a little)
1. A small town doesn’t have traffic.
(many / much / no)
2. New York City has tall buildings.
(many / much / a few)
3. At 9:00 a.m. there is traffic in the city.
(many / much / little)
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4
4. At 10:00 a.m. there are students in school.
(any / a lot of / a few)
5. We have of homework to do on the weekend.
(many / any / a little)
6. The teacher doesn’t give us homework assignments.
( some / many / much)
7. In class, we do exercises.
(many / much / very few)
8. You need experience to be a good mechanic.
(a lot of / many / a little)
9. Nowadays, people have computers at home.
(many / much / any)
10. We have fun in this class.
(a lot of / no / little)
Cultural Note
Shopping in the United States is a very important activity. For some people, it is a necessity. For others, it is more like a sport.
In the United States it is very easy to find big shopping centers called malls. In a mall, you can find big department stores like Sears, J.C. Penny’s
or Macy’s. You can also find restaurants, movie theatres, specific brand stores (like Nike, Gap, Levi’s) or specialty stores. It is also very common to
find atm machines all over the mall because some people prefer to pay with cash.
However, many people don’t like to carry cash; so, they
pay with their credit cards debit cards, or checks. In
the United States many times you need to order your
merchandise in advance, specially electronic or electric
products (such as televisions, computers, refrigerators).
This is because stores usually don’t have a lot of products in their stores. They have them in storage rooms.
So, you usually order the item you want and they deliver
it to your home.
Nowadays, people shop by Internet or by phone using
catalogues. However, most good shoppers prefer to go
to the malls, window-shop first, look at the items, compare prices, have lunch in a cafeteria or restaurant in
the mall, decide what they want and where they will
buy it, go there and place their order. Finally, if you are
thinking of going shopping at one of these malls in the
United States, be prepared to walk long distances, wear
comfortable shoes, don’t carry heavy bags and don’t
forget your credit or debit cards!
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Learning Activity 4
Mexican Cuisine: Heritage of Humanity
Read the following fragments of the article
Mexican Cuisine Declared Intangible
Heritage of Humanity by UNESCO*
Do you know anybody who does not know what enchiladas are? Or someone who has never had
tacos or any other type of Mexican food? Mexican cuisine is well known for its
variety of flavors and colors and for its combination of different spices and unique ingredients. Traditional Mexican food
is based on corn, beans and different types of chili peppers.
Mexican food in the country is very diverse. You can find big differences in each
state and province, from North to South, from the hot climate regions to the coasts, and from
the mountains to the arid areas. There is a great variety of cultures and communities within the
country; this is why the food from each region has different textures, flavors and scents.
Known for its varied flavors and spices, Mexican Cuisine is a result of the Spanish conquistadores interaction with the Aztec culture. Most of the Mexican food we eat today is a delicious
combination of ancient traditions, Aztec, Mayan and Spanish. The French also had their part in
the story, adding baked goods such as sweet breads and the bolillo.
*Retrieved on July 2, 2012 from: http://globalvoicesonline.org/2010/10/07/
mexican-cuisine-declared-intangible-heritage-of-humanity-by-unesco/
Mexican Cuisine Recipe Book Project
For the teacher
This project consists of developing a Mexican cuisine recipe book.
First, decide if you want to include only regional recipes or from other
states in Mexico. You may also want to include recipes from English
speaking countries such as United States, United Kingdom (Scotland,
England, Ireland, Wales), Canada or Australia, for example.
Assign your students to search for a recipe in cooking books, on
the internet, or to interview their mothers, grandmothers or any
other person they know cooks Mexican food. To avoid repetitions,
you may want your students to tell you which is the recipe they are
going to write and in case of repetitions, make a decision about
who will write it.
Each recipe must begin with a list of the ingredients and then the procedure and include a photograph of the dish.
All recipes will be delivered in the same kind of paper, leaving a left
margin space of 2.5 cm so it can be binned together.
All should include the name of the student who presents it and the
name of the source where he obtained the recipe (book, webpage,
person, etcetera).
All students will organize to put all the recipes together in one
book. The book must include the following (this may be modified
by your teacher).
1. Cover (outside and inside).
2. Presentation or introduction.
3. Index (list of recipes by section).
4. Local or community dishes.
5. Regional dishes (or dishes by state).
6. Most famous Mexican dishes.
7. International dishes.
For the presentation or introduction, tell students to write in pre
sent tense, describing the group and the project.
In the conclusion section, students must say what they learned in
this project and what they are going to do with this cooking book,
for example, donate it to the school library.
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4
Evaluation
Students will write an anecdotic registration of their performance
in the project and the teacher will evaluate the group or team work
done.
Teacher will evaluate each student’s participation in the book (recipe) using a checklist according to the instructions given.
4.6 Determiners (There Is, there Are)
1. TALKING ABOUT EXISTENCE
Remember that in English, we indicate the existence or not of something by using the expression.
There + [verb to be, is (singular) /are (plural)]
When we want to express that something exists in singular we use there is.
The negative form is there is not or there isn’t
The interrogative form: Is there . . .? Isn’t there?
When we want to express that something exists in plural we use there are.
The negative form is there are not or there aren’t
The interrogative form: Are there . . .?
We usually include the word any when asking for existence of something in the interrogative sentence:
Is there any + noun + complement? Or Are there any potatoes on the dish?
Example:
There is milk in the refrigerator.
Is there any water in the bottle?
No, there isn’t.
There are six bottles of milk in the refrigerator.
Are there any apples in the basket?
No, there aren’t.
Exercise 9
Fill in the right form of there is/are using simple present.
Example:
There _____ not many people in the room. (Answer = are)
1. _________ there anyone from Jalisco in here?
2. _________ there any water in the pitcher?
3. _________ there any good hotels near here?
4. _________ there a lazy student in the class?
5. _________ there a good-looking woman in your aerobics class?
148
6. _________ there a cheap hotel near your home?
7. There ________n’t enough money to go shopping.
8. There ________n’t enough water in the pool.
9. There ________n’t any difficult questions on the exam.
10. There _______n’t any interesting films playing at the movie theaters nearby.
11. There _______ some big trees in the park.
12. There _______ a modern sports centre in town.
13. There ________ a lot of rain in summer.
14. There ________ a famous university in Mexico City.
15. There ________ a small tree in the garden.
16. There ________ a big black cloud in the sky.
17. How many tall players _________ there in your team?
18. How many small apples _________ there in this bag?
19. How many planets ________ there in our solar system?
20. How many days ________ there in a week?
Asking About Quantities
When we go shopping we usually ask about the quantity of things we need or want. In that case we ask: How many (item) do
you need / want?
For example:
How many boxes of cereal do you need?
How many bottles of wine do you want?
Exercise 10
According to the list, answer the following questions. Observe the structure of the questions. Read the first one
and fill in the blanks of questions two and three.
Jane:
How many pork chops do we need?
Jane’s mother:
We need eight pork chops.
Jane:
How many pounds of tomatoes do we need?
Jane’s mother:
We need ___________________ of tomatoes.
Jane:
How many _________ of soap do we need?
Jane’s mother:
We ____________________________________________.
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Exercise 11
Work in pairs
Take turns asking questions using How many… do Jane and her mother (they) need? Answer according to their
shopping list. Ask and answer at least five questions.
Food for Thought
Where is the Grand Canyon?
Grand Canyon is in the northwest corner of Arizona, close to the borders of Utah and Nevada. The Colorado River, which flows through the canyon,
drains water from seven states, but the feature we know as Grand Canyon is entirely in Arizona. It is managed by the National Park Service.
Nearly five million people see the 1 miles deep (1.6 km) Grand Canyon each year.
A 277 mile long (446 km) canyon separates the park into South and
North Rims. The Grand Canyon of Colorado River is a mile-deep,
(1.6 km) and creates a barrier that divides the park. Even though
the average distance across the canyon is only 10 miles/16 km, be
aware that it is a five-hour drive of 215 miles/346 km between the
park’s South Rim Village and the North Rim Village.
Scenery, climate and vegetation are noticeably different between
north and south rims for differences in the elevation. It is almost
like having two parks in one and it takes time, planning and effort to
be able to visit both sides of the Canyon in one trip. The mile-deep
Colorado River creates a barrier that splits the park into north and
souoth Rims.
The Grand Canyon is one of the most impressive landscape in the
world. If is possible, plan a visit to this amazing natural site in the
United States.
Lyrics to Price Tag
[Verse 1:]
Seems like everybody’s got a price.
I wonder how they sleep at night.
When the sale comes first.
And the truth comes second.
Just stop for a minute and Smile
Why is everybody so serious?
Acting so damn mysterious
You got your shades on your eyes
and your heels so high
That you can’t even have a good time
[Pre-Chorus:]
Everybody look to their left (yeah)
Everybody look to their right (ha)
Can you feel that? (yeah)
We’ll pay them with love tonight...
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[Chorus]
It’s not about the money, money, money
We don’t need your money, money, money
We just wanna make the world chance
Forget about the price tag
Ain’t about the (ha) Ka-ching, Ka-ching
Ain’t about the (yeah) Ba-Bling, Ba-Bling
Wanna make the world chance
Forget about the Price Tag.
[Verse 2:]
(Listen, Okay.)
We need to take it back in time
When music made us all unite!
And it wasn’t low blows and video Hoes,
Am I the only one gettin... tired?
Why is everybody so obsessed?
Money can’t buy us happiness
Can we all slow down and enjoy right now
Guarantee we’ll be feelin
All right.
[Pre-Chorus:]
Everybody look to their left (yeah)
Everybody look to their right (ha)
Can you feel that (yeah)
We’re paying with love tonight...
[Chorus]
It’s not about the money, money, money
We don’t need your money, money, money
We just wanna make the world chance
Forget about the price tag
Ain’t about the (ha) Ka-ching, Ka-ching
Ain’t about the (yeah) Ba-Bling, Ba-Bling
Wanna make the world chance
Forget about the Price Tag.
Evidence Collection And Portfolio
Task 1. Count and non-count nouns.
Competence: The student can distinguish the difference of using count and non-count nouns in simple oral and written discrimination
exercises.
Activity Sequence for Task 1:
1. Listen to / Read the following nouns.
2. Write a letter C if it is a Count noun or an NC if you are talking about a Non Count or Mass noun.
3. Check your answers with another classmate or with your teacher.
1. water
C
NC
7. flour
C
NC
2. soup
C
NC
8. peanuts
C
NC
3. bar of soap
C
NC
9. peanut butter
C
NC
4. ice
C
NC
10. shirt
C
NC
5. candy
C
NC
11. gold
C
NC
6. bread
C
NC
12. sugar
C
NC
Complete the following exercise using much (non-count) or many (count).
1. How _______________money do you have?
2. How _______________people live in your city?
3. How _______________does that dress cost?
4. How _______________rice is there?
5. How _______________apples are there in the fruit vase?
6. How _______________petrol do we need?
7. How _______________children are in the class?
8. How _______________teachers do you have?
9. How _______________sugar do you put in your coffee?
10. How _______________boxes of toothpaste do you buy a month?
11. How _______________water do you drink a day?
12. How _______________ bananas are there in the bag?
Performance Indicator
Correct answers require accuracy in spelling and grammatical structure.
First part: one point for every three correct answers. Maximum points = four
Second part: one point for every three correct answers. Maximum points = four
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4
Task 2. Using quantity adverbs.
Competence: The student can use quantity adverbs appropriately in affirmative, negative and interrogative forms in written and oral exercises.
Activity Sequence for Task 2
1. Fill the blank with the correct quantity adverb: much/many or a few/a little.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
How ________________ money do you have?
I don’t have _______________ pairs of pants.
Do you have _______________ jeans in your closet?
I have ______________ scarves. I like to wear them when it’s cold outside.
How _______________ do you swim in a training session?
May I borrow ___________ books about history from you?
Are all your undershirts dirty? No, there are ____________ left in my closet.
How _______________ jewelry do you have?
Not a lot, only _________________.
I wash all my clothes, but I only iron __________ of them.
I don’t like to wear a lot of jewelry, but I put on ___________make-up every day.
I bring _______________ water when I go shopping.
Do you carry ______________ things in your purse?
I only carry ________________ money and my glasses in my handbag.
How ______________ does that cost?
I tried on ______________ pairs of high heels, but I bought a pair of sneakers.
Do you wear _____________ blouses?
No, I prefer to wear tank tops. I only have _____________dress shirts.
I have got _______________ pairs of shoes, not many.
I love eating hot dogs very _________________.
Correct answers require accuracy in spelling and grammatical structure.
One point for every two correct answers. Maximum points = 10
Task 3. Identification of quantities, measurements, and presentation of supermarket items.
Competence: The student can identify in a simple text, names of food products, containers, products, etcetera.
1. Choose the answer that best completes each sentence.
152
1. Please go to the store and pick up a a) bag
of milk.
b) half gallon
2. This recipe calls for a a) dozen
c) dozen
d) pound
c) stick
d) can
c) bottle
d) bag
c) teaspoon
d) bottle
of butter.
b) tub
3. My cat eats a of tuna every day.
a) can
b) loaf
4. I like to drink a a) pound
of mineral water after I exercise.
b) stick
5. I want to make a peanut butter and jelly sandwich. But the of peanut butter is empty.
a) six-pack
b) jar
6. I need three c) head
d) box
c) containers
d) dozens
of yogurt from the dairy section.
a) tubes
b) pounds
7. If you want coffee with breakfast, you should buy a a) gallon
b) pound
of coffee tonight.
c) cup
d) quart
8. I would like a large, green of lettuce for tonight’s salad.
a) head
b) jar
9. Would you like a of chocolate or vanilla ice cream?
a) half dozen
b) pint
10. Pick up c) can
d) half a cup
c) bag
d) can
c) a twelve-pack
d) a loaf
c) half a dozen
d) a teaspoon of
of whole wheat bread at the bakery.
a) half a pound
b) a box
11. I need ___ eggs for the cake recipe.
a) a gallon
b) a quart of
12. I need a of ground beef to make hamburgers for lunch.
a) pint
b) box
13. We need a a) box
c) head
d) pound and a half
of rice to make our special chicken and rice dish.
b) gallon
c) loaf
d) teaspoon
14. The of toothpaste are located in the health and beauty section of the supermarket.
a) quarts
15. Pick up a a) head
16. Order a) a pint
b) tubes
c) pints
d) sticks
c) bag
d) six-pack
c) a quart
d) a jar
c) six-pack
d) stick
of soda for the party tonight.
b) jar
Swiss cheese at the deli counter.
b) half a pound
17. This recipe needs a of salt.
a) teaspoon
18. Go get a a) head
b) loaf
of bananas in the produce section at the front of the store.
b) dozen
c) bunch
d) stick
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4
19. We need a of orange juice for tomorrow morning.
a) pound
b) quart
20. Buy a c) bag
d) stick
c) teaspoon
d) loaf
of chocolate chip cookies for dessert.
a) bag
b) half a gallon
For each four correct answers, grant one point. Total amount of points possible = five points.
Task 4. Identifying shopping items and elaborating a menu.
Competence: The student can complete different types of organizers, information charts, etc., based on written texts that mention prices,
availability, measurements, etc. of food products and of products that are commonly used at home.
Activity Sequence for Task 4a
1. Look at the list of products and classify them according to the group they belong to. Write the group in the second column.
Categories
Bakery
Meat & poultry
Cold-cuts
Snacks
Cleaning & bathroom
Beverages
Frozen food
Condiments & sauces
Pasta, grains
Fruit & vegetables
Dairy products
Breakfast food
Paper & plastic
2. In the third column write the presentation or container these products are generally found in the supermarket.
3. Then, search for prices of these products in the nearest supermarket or ask an expert shopper (your mom, for example) and mention an
approximate price (in US currency) in the fourth column.
Product
Example: Beans
1. Pretzels
2. Detergent
3. Whole-wheat bread
4. Trash bags
5. Pork chops
6. Maple syrup
7. Rice
8. Doughnuts
9. Sausage
10. Chicken
11. Lettuce
12. Cucumbers
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Category
Pasta, Grains
Presentation
Price
Bag
$1.30
13. Cold cereal
14. Toothpaste
15. Eggs
16. French dressing
17. Napkins
18. Waffle mix
19. Jelly
20. Sour cream
21. Brownies
22. Peanut butter
23. Celery
24. Ham
25. Granola
26. Spaghetti
27. Milk
28. Beer
29. Ketchup
30. Tomatoes
31. Hot dog buns
32. Bananas
33. Chlorine
34. Potato chips
35. Trash bags
36. Bath soap
37. Mayonnaise
38. Hot cereal
39. Wax paper
40. Apples
Evaluate each column separately. For each four correct answers, grant one point.
Total points per column = 10
Answers are considered correct if they are placed in the correct column, and are spelled correctly.
Activity Sequence for Task 4b
1. Work in pairs. Read the text and plan your menus.
2. According to your likes, discuss a master menu for two weeks.
3. After elaborating the menu, write a shopping list to buy the food you will need for that master menu.
4. Calculate the money you will need to buy the food for this weekly menu.
5. You will orally present this master menu to the rest of the group whenever your teacher tells you to do so.
155
4
Plan your menus
Going to the grocery store without a plan will result in your buying the wrong things and forgetting the right ones. We try to plan out two weeks so
we minimize the number of trips to the store during our pay period. We use a master menu list to plan for all the meals we will be eating at home.
Master menu*
Meal/week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Breakfast 1
Lunch 1
Dinner 1
Breakfast 2
Lunch 2
Dinner 2
*From the fatherhood site at about.com http://fatherhood.about.com
Evaluate Work in Pairs (Previous Work to the Oral Presentation)
NOTE: Consider 10 as the best grade and one as the worst.
A .
B.
C.
D.
E.
Students presented appropriate food for each type of meal (breakfast, lunch, dinner).
10
9
8
7
6
5
4
3
2
Students considered a varied menu for each day of the week for the two weeks.
10
9
8
7
6
5
4
3
2
Students made a complete shopping list according to the master menu they planned.
10
9
8
7
6
5
4
3
2
Students presented a calculation of the cost of the master menu they planned.
10
9
8
7
6
5
4
3
2
Students looked up the vocabulary needed for this task.
10
9
8
7
6
5
4
3
2
1
1
1
1
1
Evaluation for Oral Presentation (Evaluated Individually)
Competent
four points
Satisfactory
three points
Needs
improvement
two points
Lacks
competence
one point
Fluency
oral presentation.
has verbal interruptions (eh, uh,
words in Spanish).
time.
Pronunciation
affect message.
message.
Student mispronounces word
many times, affecting the meaning of what is being said.
156
Competent
four points
Needs
improvement
two points
Satisfactory
three points
Lacks
competence
one point
Use of language
Student uses language and voca- Student uses language and voca- Student makes several language
bulary appropriately and correctly bulary appropriately and correctly mistakes or uses vocabulary
most of the time.
with few errors.
inappropriately.
mistakes and/or doesn’t use
appropriate vocabulary
Overall presentation
skills
aids and uses appropriate body
presentation.
(body language) and/or didn’t
an organized manner and/or
Total points
Task 5: Shopping and preparing a surprise dinner.
Competence: The student can complete predesigned charts and lists based on information in simple aural texts that make reference to supermarket shopping lists and cooking recipes.
1. Listen to the following text.
2. Identify the ingredients you will need to buy for the surprise dish that Henry is preparing for his mother’s birthday dinner. Write them
down in the space provided.
3. Check the grocery store price list below and calculate how much Henry will spend to prepare this dinner.
4. The recipes are included at the end of the activity in case you want to prepare these recipes for someone special. Enjoy!!
A surprise birthday dinner
Hi. I ‘m Henry and I’m preparing a surprise dinner party for my mom. Tomorrow is her birthday. I need to ask you a favor. Please buy
the following items at the supermarket. If I go, my mother will be suspicious. I want to prepare the same food she ate when we went
to the Grand Canyon last year: minestrone soup, herbed roasted chicken with vegetables and chocolate cake.
For the soup I need a small can of olive oil, a head of garlic, two onions, one bundle of celery, a can of tomato paste, two quarts
of beef broth, one head of cabbage, half a pound of carrots, half a pound of zucchini, one package of frozen green beans, one can of
red kidney beans, and one package of macaroni.
For the roasted chicken with vegetables I need a large chicken, about four or five pounds; half a pound of lemons, dried rosemary and thyme, a small bundle of parsley and a bar of butter. Please get two bags of frozen California vegetable mix.
For dessert, we will have a chocolate birthday cake.
Shopping List For Henry’s Mother’s Birthday Dinner
Calculated cost for this celebration: _____________________________
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4
Minestrone Soup Recipe
Serving Size: six
1/2 cup olive oil
1 clove garlic - minced
2 cups onions - chopped
1 cup celery - chopped
1 small can tomato paste
2 quarts beef broth
1 quart water
1 cup cabbage - shredded
2 whole carrots - sliced
1 teaspoon salt
1/4 teaspoon black pepper
1/8 teaspoon ground sage
1 whole zucchini - sliced
1 package frozen green beans
1 can red kidney beans
1 cup macaroni
Preparation
In a large soup pot, saute garlic, onion and celery until soft. Stir in tomato paste, broth, water, cabbage, carrots, salt, pepper and sage. Mix well, bring
to a boil. Lower heat, cover and simmer slowly one hour. Add remaining ingredients. Cook 10-12 minutes until macaroni is tender. Serve hot.
Herbed roasted chicken
Serving Size: six
Whole roast chicken with butter, parsley, thyme, rosemary, and other herbs.
Ingredients
1 roasting chicken, about 4 to 5 pounds
Juice of 1/2 lemon
Salt and pepper to taste
1 small onion, peeled and quartered
1/4 teaspoon dried rosemary
1/2 teaspoon dried leaf thyme
2 to 3 tablespoons coarsely chopped fresh parsley
4 tablespoons melted butter
*You may look up what these ingredients are called in Spanish at the online English-Spanish Dictionary at: http://www.wordreference.com/
Preparation:
Preheat oven to 350°. Rub inside of chicken with lemon juice; sprinkle with salt and pepper. Add the onion quarters, dried herbs, and parsley
to chicken cavity. Place chicken in a shallow roasting pan and roast at 350° for about 20 minutes per pound. Baste with melted butter several
times. Internal temperature should register about 165° on a meat thermometer inserted into the meaty part of the thigh.
Task 6: Ordering from a shopping list.
Competence: The student can take phone orders of clients in a supermarket. The student can ask for and give oral information in simple role
play situations, about the availability, presentations and prices of products commonly used at home that can be bought in a supermarket.
1. Work in small groups of three students for a role-play a situation.
2. Provide each group with one grocery store price list. The list is used by each group to determine the price of the items on their shopping list.
3. One student is the client, a second student is a supermarket employee and the third student is the supermarket delivery employee.
158
4. The client will make a shopping list according to the grocery store list and call the supermarket and ask for the items he listed. You may
want to ask for information such as availability, size and price.
5. The second student (supermarket employee) will take the order of the first student. You may need to give information about the products
such as availability, size and price.
6. The third student will check that the order is correctly taken and check it out with student two when he delivers it. He will repeat the order
to the client and take the bill.
10
9
8
7
6
5
4
3
2
1
2
1
Very poor
According to his / her role, students are evaluated considering the following:
10
9
8
Excellent
7
6
5
4
3
Satisfactory
Note: Consider 10 as the best grade and 1 as the worst.
Role: Client
Student makes list using the items on the grocery store list.
Student includes at least 10 items in the order.
Student tells employee what items he/she wants.
Student asks questions related to the items on the list.
Student answers questions related to his/her order.
Student uses vocabulary appropriately.
Student makes statements (affirmative, negative, interrogative, questions) accurately.
Student pronounces and intonates statements appropriately.
Student plays role accordingly.
Role: Employee who takes the order
Student understands the client’s order.
Student asks questions related to the items on the list to clarify information.
Student answers client’s questions appropriately.
Role: Employee who delivers the order
Student checks the list with the student role playing the other employee related to the items on the list to clarify information.
Student checks with the client the items when he/she delivers the order.
Student answers client’s questions appropriately.
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4
Pasta, grains
Arnold’s grocery store price list
n
n
n
n
n
Bakery
n
n
n
n
n
n
Smith’s raisin cinnamon bread - $3.95
Wonder italian breaad - $3.59
Arnold Brick oven bread - $2.50
Premium white enriched bread - $3.59
Arnold hot dog buns - $3.19
Two bite brownies-homestyle - $3.85
Condiments & sauces
n
n
n
n
n
Beverages
n
n
n
n
Apple & Eve apple juice - $3.99
Country time lemonade - $1.55
Johnson’s gallon of whole milk - $3.35
A&W root beer - $1.99
Skippy creamy peanut butter - $2.55
Welch’s concord grape jelly - $2.29
Heinz hamburger dill chips - $1.29
Heinz ketchup - $3.19
Ragu pizza quick traditional sauce - $2.05
Snacks
n Jolly time white popcorn - $1.79
n Ritz Bits - peanut butter crackers -$0.65
n Rold gold pretzel twists - $3.19
Canned Food
n
n
n
n
n
Annie’s spaghetti - $2.19
Hunt’s spaghetti sauce - traditional - $1.39
Betty crocker hash browns - $2.19
Hamburger helper beef pasta - $2.95
Minute white rice - $2.55
Del Monte fresh cut sliced carrots - $1.15
Green Giant green beans - $1.29
Shop Rite golden corn - $0.65
Idahoan mashed potatoes - $1.29
Kraft velveeta cheese block - $2.99
Paper & plastic
n Glad kitchen bags - $3.05
n Marcal family napkins - $3.85
n Bounty paper towels - $2.95
Task
Evidence
Competencies
1
Exercise to distinguish mass and count nouns, and
“much” and “many” as quantifiers.
Distinguish mass and count nouns and when to use “much” and “many”
to ask for information related to these nouns.
2
Exercise using quantity adverbs
Use quantity adverbs appropriately in a completion written exercise.
3
Identification of vocabulary related to supermarket items.
Identification of vocabulary related to food products, containers, quantities.
4
Identify shopping items and elaborate a menu.
Reading comprehension and written production. Complete chart by
product, category, presentation (quantities) and price. Use Information
Technologies to obtain information.
5
Plan to prepare a surprise dinner (writing).
Written production. Complete charts and lists based on aural information
that makes reference to shopping lists and cooking recipes.
List of food and its quantities.
Identify food items and quantities in English and make a written list of them.
Learning Activity 2 p129
Video of role play situation
Teamwork. Express in an interactive oral activity (role-play) a common
everyday shopping for food situation.
Pictionary of count and non-count nouns
Teamwork. Demonstrate the knowledge of the concepts of count and
non-count nouns and of the vocabulary related to this type of nouns.
Mexican Cuisine Recipe Book
Teamwork. Reading comprehension and Writing Production using present
simple, imperative, following instructions, vocabulary on food and quantities, mass and count nouns.
160
Most of the time
Sometimes
Rarely
our assignment
assignment
161
4
Name
interaction
other members
162
Name
Name
Name
Glossary
Actividades del hogar
Lavar los platos
To wash the dishes
Trapeador
Mop
Aspiradora
Vacuum cleaner
Guantes de goma
Rubber gloves
Barrer
To sweep
Hacer la cama
To make the bed
Bayeta, trapo de cocina Cloth
Hacer la lavandería
To do the washing
Betún ( zapatos)
Shoe polish
Hacer la compra
To do the shopping
Bricolaje
Do-it-yourself (DIY)
Hacer la limpieza
To do the cleaning
Centrifugar
To spin-dry
Lavadora automática
Automatic washing machine
Cepillo
Brush
Lavaplatos
Dishwasher
Cepillo para la vajilla
Washing-up brush
Lavar
To wash
Cocinar
To cook
Lavasecadora
Washer-dryer
Lavandería
Laundry
Cubo de ropa blanca
Linen bin
Cuerda de la ropa
Washing line , clothes line
Lavavajillas (detergente) Washing-up liquid (U.K.) ; Dishwashing detergent (USA)
Cuidar los hijos
To look after the children
Lejía
Bleach
Desorden
(de casa, habitación)
Mess, untidiness
Limpiar
To clean
Detergente, jabón en polvo
Washing powder (U.K.) ; Washing detergent (USA)
Limpiar la casa
To tidy; To tidy up ; To clean
Limpiar los zapatos
To polish the shoes
Día de Lavado
Washday
Limpieza general
Spring-cleaning
Encerar (el suelo)
To wax
Ordenar
To tidy
Escoba
Broom
Estropajo
Pot scrubber
Ordenar el armario / ropero
To tidy the wardrobe
Lavar con esponja
To wash
Pasar la aspiradora
To do the vacuuming
Pasar la aspiradora
por la alfombra Run the vacuum cleaner over the carpet
Plancha
Iron
Plancha de vapor
Steam iron
Lavar con estropajo, cepillo To scrub
Lavar con trapeador
To mop, to wash
Lavar el suelo
con trapeador
To wash the floor
163
Glossary
Planchar
To iron
Escarcha
Frost
Polvo
Dust
Está lloviendo
It’s raining
Preparar la comida
To make the lunch
Estación
Season
Productos de limpieza
Cleaning products
Estación meteorológica Weather station
Quitar el polvo
To dust
Fresco
Cool
Recogedor
Dustpan
Frío Cold
Regar el jardín
To water the garden
Granizo
Hail
Reparar, arreglar
To repair
Gris Dull
Ropa blanca sucia
Dirty linen
Hace mucho frío
It is very cold
Sacar la basura
To take the rubbish out
Hace sol
The sun is shining ; It’s sunny
Selector de programas
Program selector control
Hacer calor
To be hot ; To be warm
Tabla de planchar
Ironing board
Hacer frío
To be cold
Tender la ropa
To hang out the washing
Helada
Freeze
Trapo de polvo, gamuza Duster (U.K.); Dust cloth (USA)
Humedad
Humidity
Húmedo
Damp
Trapo para secar platos
Huracán
Hurricane
Impermeable
Raincoat
Invierno
Winter
Lluvia
Rain
Meteorología
Meteorology
Tea towel (U.K.) ; Dish cloth (USA)
Clima
Beige
Beige
Aguacero ; Chaparrón ; Downpour ; Shower
Chubasco
164
Alud
Avalanche
Arco iris
Rainbow
Atmósfera
Atmosphere
Brisa
Breeze
Bueno
Fine
Calor
Heat
Chubasco
Shower
Ciclón
Cyclone
Clima
Climate
Clima templado
Mild ; Temperate
Copo de nieve
Snowflake
Despejado
Bright
Neblina ; Bruma ; Niebla Mist ; Fog
Nevada
Snowfall
Nieve
Snow
Nube
Cloud
Nuboso ; Nublado
Cloudy
Ola de calor
Heat wave
Otoño
Autumn (U.K.) ; Fall (USA)
Paraguas
Umbrella
Primavera
Spring
Relámpago ; Rayo
Lightning
Rocío
Dew
Seco
Dry
Sequía
Drought
Soleado
Sunny
Plateado
Silver
Sombrilla
Sunshade ; Parasol
Rojo
Red
Temperatura
Temperature
Rosa
Pink
Temporal ; Tempestad ; Storm ; Tempest
Tormenta
Transparente
Transparent
Verde
Green
Termómetro
Violeta
Violet
Thermometer
Tiempo (meteorológico) Weather
Tifón
Typhoon
Trueno
Thunder
Verano
Summer
Abril
April
Viento
Wind
Agosto
August
Amanecer ; Salir el sol
Sunrise
Anteayer
The day before yesterday
Anual
Annual
Año Year
Año bisiesto
Leap year
Ayer Yesterday
Cada hora
Hourly
Calendario
Calendar
Cronológico
Chronological
Colores
Medidas de tiempo (días, años, meses, etc.)
Amarillo
Yellow
Azul Blue
Azul marino
Navy blue
Beige
Beige
Blanco
White
Brillante
Shiny
Castaño
Chestnut
Día Day
Celeste
Sky blue
Día de la semana
Weekday
Claro
Light
Diario
Daily
Dorado
Gold
Diciembre
December
Fusia
Fuchsia
Domingo
Sunday
Granate
Maroon
Durar
To last
Gris Gray
Edad
Age
Marrón
Brown
El año pasado
Last year
Morado
Purple
El año próximo
Next year
Naranja
Orange
El día anterior
The previous day
Negro
Black
El día siguiente
The following day
Oscuro
Dark
Enero
January
Pálido
Pale
Época
Epoch
Plata
Silver
Era Era
165
166
Glossary
Esta mañana
This morning
Minuto
Minute
Esta noche
This evening
Momento
Moment
Esta tarde
This afternoon / evening
Mucho tiempo
A long time
Febrero
February
Noviembre
November
Fecha
Date
Octubre
October
Fin de semana
Weekend
Pasado
Past
Futuro
Future
Pasado mañana
The day after tomorrow
Hace un mes
A month ago
Presente
Present
Hora
Hour
Puesta de sol ; Crepúsculo Sunset
Hoy Today
Quincena
Fortnight
Infinito
Infinite
Quincenal
Fortnightly
Jueves
Thursday
Sábado
Saturday
Julio July
Segundo
Second
Junio
June
Semana
Week
La mañana
Morning
Semanal
Weekly
La noche
Night
Septiembre
September
La tarde
Afternoon / Evening
Siglo
Century
La víspera
The evening of the day before
Tarde ; De última hora ; Late
Con retraso
Llegar pronto
To be early
Tiempo (duración-epoca) Time
Llegar puntual
To be on time
Tiempo cronológico
Chronological time
Llegar tarde
To be late
Trimestre
Quarter
Lunes
Monday
Un trimestre
A term
Lustro
Lustrum ; Five year period
Viernes
Friday
Mañana
Tomorrow
Martes
Tuesday
Marzo
March
Matinal
Early morning
Mayo
May
Medianoche
Midnight
Mediodía
Noon ; Midday
Mensual
Monthly
Meses
Miércoles
Números Cardinales
1
One
2
Two
3
Three
4
Four
Months
5
Five
Wednesday
6
Six
Números ordinales
7
Seven
8
Eight
1st
first
primero
9
Nine
2nd
second
segundo
10
Ten
3rd
third
tercero
11
Eleven
4th
fourth
cuarto
12
Twelve
5th
fifth
quinto
13
Thirteen
6th
sixth
sexto
14
Fourteen
7th
seventh
séptimo
15
Fifteen/ fiftiin
8th
eighth
octavo
16
Sixteen
9th
ninth
noveno
17
Seventeen
10th
tenth
décimo
18
Eighteen
11th
eleventh
décimoprimero
19
Nineteen
12th
twelfth
décimosegundo
20
Twenty
30
Thirty
13th
thirteenth
décimotercero
40
Forty
14th
fourteenth
décimocuarto
50
Fifty
15th
fifteenth
décimoquinto
60
Sixty
16th
sixteenth
décimosexto
70
Seventy
17th
seventeenth
décimoséptimo
80
Eighty
18th
eighteenth
décimoctavo
90
Ninety
19th
nineteenth
décimonoveno
100
One hundred
20th
twentieth
vigésimo
200
Two hundred
300
Three hundred
400
Four hundred
500
Five hundred
1.000
One thousand
2.000
Two thousand
3.000
Three thousand
4.000
Four thousand
1.000.000
Partes del cuerpo
Arteria
Artery
Articulación
Joint
Barbilla ; Mentón
Chin
Boca
Mouth
Brazo
Arm
One million
Cabeza
Head
2.000.000
Two million
Cadera
Hip
3.000.000
Three million
Cara
Face
4.000.000
Four million
Ceja Eyebrow
167
Glossary
Cerebro
Brain
Ombligo
Navel ; Umbilicus
Cintura
Waist
Oreja
Ear
Codo
Elbow
Pantorrilla
Calf
Corazón
Heart
Párpado
Eyelid
Costado
Side
Pecho
Chest
Costilla
Rib
Pelo Hair
Cráneo
Skull
Pestaña
Eyelash
Cuello
Neck
Pie Foot
Dedo de la mano
Finger
Piel Skin
Dedo del pie
Toe
Pierna
Leg
Diente/dientes
Tooth/Teeth
Pulmón
Lung
Encías
Gums
Puño
Fist
Espalda
Back
Riñones
Kidneys
Espina dorsal ;
Columna vertebral
Spine
Rodilla
Knee
Sangre
Blood
Estómago
Stomach
Talón
Heel
Frente
Forehead
Tobillo
Ankle
Genitales
Genitals
Trasero
Bottom
Hígado
Liver
Uña Nail
Hombro
Shoulder
Vena
Vein
Hueso
Bone
Labio
Lip
Mandíbula
Jaw
Mano
Hand
Mejilla
Cheek
Miembro ; Extremidad Limb
168
Tiempo cronológico
Abril
April
Agosto
August
Amanecer ; Salir el sol
Sunrise
Anteayer
The day before yesterday
Anual
Annual
Muñeca
Wrist
Músculo
Muscle
Muslo
Thigh
Año Year
Nariz
Nose
Año bisiesto
Leap year
Nervio
Nerve
Ayer Yesterday
Nudillo
Knuckle
Cada hora
Hourly
Ojo Eye
Calendario
Calendar
Cronológico
Chronological
before
Día Day
Llegar pronto
To be early
Día de la semana
Weekday
Llegar puntual
To be on time
Diario
Daily
Llegar tarde
To be late
Diciembre
December
Lunes
Monday
Domingo
Sunday
Lustro
Lustrum ; Five year period
Durar
To last
Mañana
Tomorrow
Edad
Age
Martes
Tuesday
El año pasado
Last year
Marzo
March
El año próximo
Next year
Matinal
Early morning
El día anterior
The previous day
Mayo
May
El día siguiente
The following day
Medianoche
Midnight
Enero
January
Mediodía
Noon ; Midday
Época
Epoch
Mensual
Monthly
Era Era
Meses
Months
Esta mañana
This morning
Miércoles
Wednesday
Esta noche
This evening
Minuto
Minute
Esta tarde
This afternoon / evening
Momento
Moment
Febrero
February
Mucho tiempo
A long time
Fecha
Date
Noviembre
November
Fin de semana
Weekend
Octubre
October
Futuro
Future
Pasado
Past
Hace un mes
A month ago
Pasado mañana
The day after tomorrow
Hora
Hour
Presente
Present
Hoy Today
Infinito
Infinite
Puesta de sol ;
Crepúsculo
Sunset
Jueves
Thursday
Quincena
Fortnight
Julio July
Quincenal
Fortnightly
Junio
June
Sábado
Saturday
La mañana
Morning
Segundo
Second
La noche
Night
Semana
Week
La tarde
Afternoon / Evening
Semanal
Weekly
La víspera
The evening of the day Septiembre
September
169
Glossary
Siglo
Century
Lechería
Creamery
Tarde ; De última hora ; Late
Con retraso
Librería
Bookshop
Mercado
Market
Tiempo
(duración-epoca)
Time
Optica
Optician’s
Tiempo cronológico
Chronological time
Pajarería
Bird shop
Trimestre
Quarter
Panadería
Baker’s
Un trimestre
A term
Papelería
Stationer’s
Pastelería
Cake shop / Pastry shop
Viernes
Friday
Peletería
Furrier’s shop
Peluquería
Hairdresser’s
Perfumería
Perfumery
Pescadería
Fishmonger’s
Tiendas
170
Barbería
Barber’s
Quiosco
Kiosk / Newsagent’s
Camisería
Outfitter’s
Ropa de caballero
Men’s wear
Carnicería
Butcher’s
Ropa de niño
Children’s wear
Centro comercial
Shopping centre (U.K.) / Mall (USA)
Ropa de señora
Ladies’ wear
Supermercado
Supermarket
Electrodomésticos
Domestic Appliances
Tienda de animales
Pet shop
Farmacia
Chemist’s (U.K.) / Drugstore (USA)
Tienda de discos
Record shop
Tienda de golosinas
Sweetshop
Ferretería
Ironmonger’s
Tienda de tabaco y sellos Tobacconist’s
Floristería
Florist’s
Tienda de videos
Video club
Frutería
Fruiterer’s
Tiendas
Shops
Herboristería
Herbalist’s shop
Tintorería
Dry cleaner’s
Joyería
Jeweller’s
Ultramarinos
Grocer’s
Juguetería
Toyshop
Verdulería
Greengrocer’s
Lavandería
Launderette
Zapatería
Shoe shop
Web sites
BLOCK 1 Practice your listening comprehension with these excellent, very
short (less than a minute) listening exercises:
1.Nice to meet you. http://www.esl-lab.com/childintro/childintrord1.htm#list
2.Tell me about yourself: http://www.esl-lab.com/selfintro/selfintrord1.htm
3.Message in an answering machine: http://www.esl-lab.com/
phone/phonerd1.htm
ginners7/beg7_1.htm. Click on the “next page” arrow in each
page to find exercises and many more words.
Learn and review vocabulary related to jobs and professions. Click
on the vocabulary links of the menu on the right at http://
www.english-online.org.uk/elem4/elem1_4.htm
short (less than a minute and a half) listening exercises:
4.W here are you from?: http://www.esl-lab.com/intro2/intro2.htm
1.Daily Schedule: http://www.esl-lab.com/schedule/schedrd1.htm
5.Phone message (includes numbers): http://www.esl-lab.com/
meet/meetrd1.htm
2.What a busy day!: http://www.esl-lab.com/day1/day1.htm
6.Family relationships: http://www.esl-lab.com/family1/fam1.htm
7.Hotel Reservation: http://www.esl-lab.com/hotel1/hotel1.htm
Review personal pronouns and personal pronouns with the verb
to be. Click on the right side menu for the grammar lessons at
http://www.english-online.org.uk/beginners2/beg2_1.htm
Practice the alphabet at http://www.english-online.org.uk/beginners/beg1_1.htm. Click on the three Grammar links on the
right menu. Practice numbers. Click on the five links of the vocabulary menu
on the right at http://www.english-online.org.uk/beginners2/beg2_1.htm.
Practice large numbers at http://www.english-online.org.uk/beginners3/beg3_1.htm, in the vocabulary section.
Learn about names of countries and nationalities in the United
Kingdom and other European countries. Click on the vocabulary menu at http://www.english-online.org.uk/elem1/
elem1_1.htm
Review vocabulary about the family by clicking on the vocabulary
menu on the right at http://www.english-online.org.uk/be-
3.College life http://www.esl-lab.com/school1/scholrd1.htm
4.A healthy lifestyle: http://www.esl-lab.com/health/healrd1.htm
5.Children’s books: Reading books http://www.esl-lab.com/
reading/readingrd1.htm
Practice days of the week and months of the year vocabulary at:
http://www.english-online.org.uk/beginners/beg1_1.htm.
Click on the five Vocabulary links on the right menu.
Simple present tense: Structure and exercises at http://web2.uvcs.
uvic.ca/elc/studyzone/330/grammar/pres.htm
Simple present tense – negative, interrogative, and wh-questions
at: http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/
presnq.htm
Simple present tense – exercises (interactive) at: http://www.
homepages.ihug.com.au/~adelegc/grammar/present_simple/
pres_simple3.html and http://www.homepages.ihug.com.
au/~adelegc/grammar/present_simple/pres_simple4.html
Simple present tense – gap-fill exercise at: http://www.learnenglish.de/Games/Tenses/SimplePres.htm
Present simple tense – Quiz at: http://grammar.englishclub.
com/q_presentsimple.htm
171
Web Sites
Simple present tense: Click on the functions menu on the right at:
http://www.english-online.org.uk/beginners/beg1_1.htm
Quantifiers – some/Any at: http://www.edufind.com/english/
grammar/Determiners7c.cfm
Dailogue in present tense: Click on Dialogue 1 on the menu on
the right at http://www.english-online.org.uk/beginners/
beg1_1.htm
Quantifiers with countable and non-countable nouns at http://
www.edufind.com/english/grammar/Determiners7a.cfm
Leisure activities: Vocabulary and exercise at http://www.eslhq.
com/worksheets/preview_worksheet.php?worksheet_
id=19518
short (less than two minutes) listening exercises:
1.Clothing styles related to weather or events: http://www.esl-lab.
com/clothing/clothingrd1.htm
2.Camping under the stars (weather conditions): http://www.
esl-lab.com/camp/camprd1.htm
Present continuous: http://www.english-online.org.uk/
beginners6/beg6_1.htm
Short quiz on simple present and present Progressive; (Units 3 and 4) at
http://www.pacificnet.net/~sperling/quiz/present1.html
Verb tenses tutorial – present simple and present continuous:
http://www.englishpage.com/verbpage/verbs1.htm
short (less than a minute and a half) listening exercises:
1.Heavinly pie restaurant: http://www.esl-lab.com/pie1/
pierd1.htm
Indefinite article a/an at: http://www.edufind.com/english/
grammar/DETERMINERS3.cfm
Definite article: the at http://www.edufind.com/english/grammar/DETERMINERS2a.cfm
Exceptions to using the definite article (zero article) at; http://
www.edufind.com/english/grammar/DETERMINERS4.cfm
Grammar quizzes.com – practice on points of English grammar.
Count/Noncount Nouns. Referring to Mass Nouns or Units.
http://www.grammar-quizzes.com/agree2a.html
A handy guide to noncount nouns. Types of noncount nouns.
Things made up of small pieces. Wholes composed of individual parts: http://www2.gsu.edu/~wwwesl/egw/nouns/
noncount.htm
Count and nNon-count nouns. What are Count Nouns? What
are Mass (Non-count) Nouns? How can something be both
a count noun and a mass noun? Some quizzes: http://grammar.ccc.commnet.edu/grammar/noncount.htm
Countable or Non-countable nouns. Activities for ESL Students
online: http://a4esl.org/q/j/ck/ch-countnouns.html
Families’ shopping list. Six families around the world share
their shopping lists. http://news.bbc.co.uk/2/hi/talking_
point/7434509.stm#UK
Price Chopper – Weekly Specials: http://www.pricechopper.
com/WeeklyAd/Store/133/
Teachers Lesson Plan - Grocery Store Lists: http://couponing.
about.com/od/groceryzone/a/lesson_groclist.htm
2.Joe’s Hamburger Restaurant: http://www.esl-lab.com/
fastfood/fastfoodrd1.htm
Cut your Grocery Bill: Ten money saving grocery shopping tips:
http://couponing.about.com/cs/grocerysavings/a/groceryshoptips.htm
3.Breakfast recipes: http://www.esl-lab.com/breakfastrecipes/
breakfastrecipesrd1.htm
Master grocery shopping list: http://fatherhood.about.com/library/grocerylist.pdf
4.Shopping for the day: http://www.esl-lab.com/shop1/
shoprd1.htm
5.Spending money: http://www.esl-lab.com/hotel1/hotel1.htm
6.Snack time: http://www.esl-lab.com/snack/snackrd1.htm
172
A Dictionary of Units, Measurements, and Conversions at:
http://www.ex.ac.uk/cimt/dictunit/dictunit.htm
The English System of Measurement at: http://regentsprep.
org/Regents/math/meteng/LesEng.htm
Measurement Worksheet – English system at: http://www.
edhelper.com/measurement.htm
Information about currencies: The World Currency Converter at
http://www.xe.com/ucc/
Food and Cuisine in the United Status: http://www.sallys-place.
com/food/ethnic_cusine/us.htm
Currency calculator http://www.x-rates.com/calculator.html
173

English 1 - Cobatab Plantel 28

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