Cuaderno de Apuntes Inglés I

Vicerrectoría Académica Cuaderno de Apuntes – 2011

I. IDENTIFICACIÓN NOMBRE DEL MÓDULO: UNIDAD DE COMPETENCIA:

INGLÉS I Al finalizar el módulo los partici pantes serán capaces capaces de: Interactuar verbalmente en un nivel elemental del idioma inglés, tanto en forma oral como escrita, produciendo mensajes simples referidos al presente simple y continuo, demostrando capacidad para comprender y utilizar expresiones familiares y frases básicas.

DURACIÓN:

72 horas pedagógicas

II. DESCRIPCIÓN POR ÁREA DE FORMACIÓN Y PRERREQUISITO ÁREA DE FORMACIÓN: UBICACIÓN EN EN LA MALLA: MAL LA: PRERREQUISITO:

básica común depende de la carrera no tiene

III. UNIDADES DE APRENDIZAJE 1ª UNIDAD UNIDAD:: Introducción Intro ducción a la Lengua Inglesa DURACIÓN: 72 horas pedagógicas Aprendizajes Esperados: 1. Identifican y entregan información personal básica, aplicando aplicando el tiempo verbal presente simple, reproduciendo los distintos sonidos del idioma inglés necesarios para ello. 2. Señalan y solicitan información con respecto a la ubicación física de diversos objetos y expresan pertenencia de ellos, aplicando el tiempo verbal presente simple. 3. Solicitan y entregan información personal básica como el país de origen, nacionalidad, lengua materna y edad, así como descripciones descripciones físicas y sicológicas propias y de terceros, aplicando el tiempo verbal presente simple. 4. Nombran y describen prendas de vestir y formulan preguntas sobre ellas, aplicando el tiempo verbal presente simple y presente continuo. 5. Describen el clima y las estaciones del año en Chile y el mundo, aplicando los tiempos verbales presente simple y presente continuo. 6. Preguntan e indican la hora utilizando diversas expresiones de tiempo, aplicando el tiempo verbal presente simple 7. Describen actividades que se están desarrollando en el momento y formulan preguntas acerca de ellas, aplicando el tiempo verbal presente continuo 8. Identifican y describen medios de transporte y lugares existentes en una ciudad, aplicando el tiempo verbal presente simple. 9. Describen rutinas diarias desarrolladas a nivel familiar, social o laboral, aplicando el tiempo verbal presente simple. 10. Describen casas y departamentos, con sus diferentes habitaciones, habitaciones, lugares y mobiliario, aplicando el tiempo verbal presente simple. 11. Describen diversas profesiones profesiones y oficios existentes en el país y en el extranjero y dan opiniones acerca de ellos, aplicando aplicando el tiempo verbal presente simple.

IV. ORIENTACIONES METODOLÓGICAS − − −

Iniciar el proceso de enseñanza-aprendizaje enseñanza-aprendizaje a partir de los conocimientos previos de los estudiantes. Esto implica un diagnóstico. Centrar la docencia en el aprendizaje de los estudiantes, más que en la enseñanza. El estudiante debe ser activo. Situar y vincular permanentemente los aprendizajes, aprendizajes, contenidos y actividades con el contexto social y laboral de los estudiantes y la carrera que estudian. Cuaderno de Apuntes de uso exclusivo ex clusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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I. IDENTIFICACIÓN NOMBRE DEL MÓDULO: UNIDAD DE COMPETENCIA:

INGLÉS I Al finalizar el módulo los partici pantes serán capaces capaces de: Interactuar verbalmente en un nivel elemental del idioma inglés, tanto en forma oral como escrita, produciendo mensajes simples referidos al presente simple y continuo, demostrando capacidad para comprender y utilizar expresiones familiares y frases básicas.

DURACIÓN:

72 horas pedagógicas

II. DESCRIPCIÓN POR ÁREA DE FORMACIÓN Y PRERREQUISITO ÁREA DE FORMACIÓN: UBICACIÓN EN EN LA MALLA: MAL LA: PRERREQUISITO:

básica común depende de la carrera no tiene

III. UNIDADES DE APRENDIZAJE 1ª UNIDAD UNIDAD:: Introducción Intro ducción a la Lengua Inglesa DURACIÓN: 72 horas pedagógicas Aprendizajes Esperados: 1. Identifican y entregan información personal básica, aplicando aplicando el tiempo verbal presente simple, reproduciendo los distintos sonidos del idioma inglés necesarios para ello. 2. Señalan y solicitan información con respecto a la ubicación física de diversos objetos y expresan pertenencia de ellos, aplicando el tiempo verbal presente simple. 3. Solicitan y entregan información personal básica como el país de origen, nacionalidad, lengua materna y edad, así como descripciones descripciones físicas y sicológicas propias y de terceros, aplicando el tiempo verbal presente simple. 4. Nombran y describen prendas de vestir y formulan preguntas sobre ellas, aplicando el tiempo verbal presente simple y presente continuo. 5. Describen el clima y las estaciones del año en Chile y el mundo, aplicando los tiempos verbales presente simple y presente continuo. 6. Preguntan e indican la hora utilizando diversas expresiones de tiempo, aplicando el tiempo verbal presente simple 7. Describen actividades que se están desarrollando en el momento y formulan preguntas acerca de ellas, aplicando el tiempo verbal presente continuo 8. Identifican y describen medios de transporte y lugares existentes en una ciudad, aplicando el tiempo verbal presente simple. 9. Describen rutinas diarias desarrolladas a nivel familiar, social o laboral, aplicando el tiempo verbal presente simple. 10. Describen casas y departamentos, con sus diferentes habitaciones, habitaciones, lugares y mobiliario, aplicando el tiempo verbal presente simple. 11. Describen diversas profesiones profesiones y oficios existentes en el país y en el extranjero y dan opiniones acerca de ellos, aplicando aplicando el tiempo verbal presente simple.

IV. ORIENTACIONES METODOLÓGICAS − − −

Iniciar el proceso de enseñanza-aprendizaje enseñanza-aprendizaje a partir de los conocimientos previos de los estudiantes. Esto implica un diagnóstico. Centrar la docencia en el aprendizaje de los estudiantes, más que en la enseñanza. El estudiante debe ser activo. Situar y vincular permanentemente los aprendizajes, aprendizajes, contenidos y actividades con el contexto social y laboral de los estudiantes y la carrera que estudian. Cuaderno de Apuntes de uso exclusivo ex clusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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− − −

− −

Presentación centrada en el estudiante por parte del profesor de los diferentes contenidos temáticos, funcionales y gramaticales. Los estudiantes desarrollan diferentes ejercicios de práctica tanto orales como escritos. Actividades de comprensión de lectura (actividades de pre-reading, while reading, y post-reading, aplicación de vocabulario extraído del texto en contextos significativos, reforzamiento reforzamiento de ideas centrales del texto a través de actividades guiadas por el profesor, centradas en el alumno). Actividades de comprensión auditiva (actividades de pre-listening, while listening , y post-listening). Consolidación Consolidación de conocimientos a través de diversos ejercicios guiados por el profesor, con el objetivo de esclarecer y reforzar contenidos.

V. EVALUACIÓN  

Las evaluaciones que se aplican en este módulo son del tipo ENAT (Evaluación (Evaluación Nacional de Ap rendizajes Transversales). Transversales) . Se aplican tres pruebas escritas y además se evalúa un trabajo final de carácter grupal, que se desarrolla en forma oral: 1. 2. 3. 4.

     

Primera ENAT: First Quiz (prueba escrita, coeficiente 1) Segunda ENAT: Mid-term Exam (prueba escrita, coeficiente 2) Tercera ENAT: Reading Comprehension Test (prueba escrita, coeficiente 1) Trabajo Final: Sing Along Activity (trabajo oral grupal, coeficiente 1)

Además cada docente puede aplicar controles, solicitar trabajos en grupos u otras actividades con nota. De estos trabajos se obtiene una nota promedio, que corresponde a la nota 6 del módulo. Con las seis (6) notas del semestre se obtiene la nota de presentación a examen. Si esta nota es igual o mayor a 5,5 el estudiante se exime del examen final. El examen final consta de dos partes: una escrita y una oral. La parte escrita del examen final tiene una ponderación de 60% de la nota de examen. La parte oral del examen final tiene una ponderación de 40% de la nota de examen.

VI. BIBLIOGRAFÍ BIBL IOGRAFÍAA − − −

Richards, Jack : Interchange, Third Edition. Intro Student’s Book with Self-study Audio CD. Cambridge University Press. Murphy, Raymond : Essential Grammar in Use, Third Edition. Cambridge University Press. Diccionarios Diccionarios Inglés – Español : Oxford, Collins Cobuild, Cambridge

Material complementario obligatorio: Cuaderno de Apuntes, Inglés I. AIEP.

Cuaderno de Apuntes de uso exclusivo ex clusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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VII. CLASE A CLASE 1ª UNIDAD: INTRODUCCIÓN A LA LENGUA INGLESA CLASES 1, 2 y 3 APRENDIZAJE ESPERADO

1.1. 1.2. 1.3. 1.4. 1.5.

1. Identifican y entregan información personal básica, aplicando el tiempo verbal presente simple, reproduciendo los distintos sonidos del idioma inglés necesarios para ello.

CRITERIOS DE EVALUACIÓN Deletrea nombres y apellidos propios y de terceros. Reconoce auditivamente nombres y apellidos deletreados. Saluda y se despide, tanto de manera formal como informal. Indica números cardinales del 1 al 10. Indica nombre, apellido, número telefónico y títulos.

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CONTENIDOS - Alfabeto inglés - Fórmulas de saludo y despedida - Nombres y títulos personales - Uso de adjetivos posesivos my / his / her / your - Números del uno al diez y números telefónicos - Presente simple del verbo Be

THE ALPHABET



How do you spell your first name?



How do you spell your last name?

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

SAYING HELLO



Hi! → Informal way to say hello.



TITLES

Miss Torres

A single woman

Mrs. Diaz

A married woman

Ms. Rivera

A single or married woman

Mr. Carter

A single or married man

(A title is always used with a last name.) Examples: -

Good morning, Miss Abarca.

-

Good evening, Mr. Donoso.

-

Hi, Pam!

•

When you meet a person for the first time, you usually say: It’s nice to meet you .

JAMES:

Hi. My name is James Thomson.

NICOLE:

I’m Nicole Parker.

JAMES:

It’s nice to meet you, Nicole.

NICOLE:

Nice to meet you, too.

JAMES:

I’m sorry. What’s your last name again?

NICOLE:

It’s Parker.


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

MY / YOUR / HIS / HER

This is my bike!

This is his bike.

This is her bike.

Is this your bike?

I

→

my

I am Patricia. = My name is Patricia.

You

→

your

You are Chris. = Your name is Chris.

He

→

his

He is David. = His name is David.

She

→

her

She is Susan. = Her name is Susan.

We use my / your / his / her + a noun: •

my name

•

his last name

•

your phone number

•

her first name


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EXERCISES I.

Listen to the teacher and check ( ) the correct answer.

1. My first name is: □

K-A-T-H-E-R-I-N-E

□

K-A-T-H-R-Y-N

□

C-A-T-H-E-R-I-N-E

2. His last name is: □

J-E-F-F-E-R-S-O-N

□

J-E-F-E-R-S-O-N

□

J-E-F-E-R-S-S-O-N

3. Her first name is: □

S-A-R-A

□

S-A-R-A-H

□

Z-A-R-A

4. My last name is: □

O-R-M-A-Z-A-B-A-L

□

O-R-M-A-S-A-B-A-L

□

H-O-R-M-A-Z-A-B-A-L

II.

Complete these sentences using my / your / his / her .

1. He’s Alex, my classmate. __________ last name is Gonzalez. 2. She’s Mrs. Martinez, my English teacher. __________ first name is Doris. 3. Mary and I are in the same class. She is __________ classmate. 4. Mr. Garcia is my new teacher. __________ first name is Robert. 5. She’s Lisa, a friend from school. __________ last name is Jones. 6. 7.

A:

Hi. I’m Bob. What’s __________ name?

B:

__________ name is Alice.

A:

Daniel, what’s __________ phone number?

B:

It’s 550 4078.


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

AM / IS / ARE A. AFFIRMATIVE SENTENCES

I’m = I am You’re = You are He’s = He is She’s = She is It’s = It is We’re= We are They’re= They are

They’re my friends

B. QUESTIONS 

Are you Andy Morgan?

Yes, I am. am. 

No, I’m not. not .

How are you? you ? I’m fine, thanks.


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EXERCISES I.

1.

Complete these conversations using am , is , or are . Then, practice with a partner. MARK:

Hi, Carol. How ________ you today?

CAROL: I ________ just fine, thank you.

2.

AMY: Hi. I ________ Amy Jones. I ________ in this class. JOSH: Hi, Amy. It ________ nice to meet you.

3.

BOB: What _________ her name? ALEX: It __________ Rose. She _______ in my

4.

math class.

SAM: _________ you Carol Brown? CAROL: Yes, I _______. SAM: Hi. I ________ Sam Miller. How

5.

_______ you today?

CHRIS: What _______ your name? LILY: I _______ Lily Diaz. CHRIS: It ________ nice to meet

6.

JOHN: Excuse me. ________ you Jennifer Robinson? ALICE: No, I ________ not.

II.

you, Lily.

Jennifer _________ over there.

Choose the correct alternative.

1. Hi. ___________ name is Brian. ____________ in your English class. (I’m / My) (I’m / My) 2. __________ Pedro. __________ last name is Reyes. (He’s / His) (He’s / His) 3. __________ name is Rosie. __________ my classmate. (She’s / Her) (She’s / Her) 4. __________ name is Paul Brown. __________ your new teacher. (I’m / My) (I’m / My)


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

INTRODUCTIONS A. INTRODUCING YOURSELF

Example: ANNE: Hi. My name is Anne Wilson. BRIAN: I’m Brian Harris. ANNE: It’s nice to meet you,

Brian.

BRIAN: Nice to meet you, too.

B. INTRODUCING SOMEONE

Examples: LISA:

Karen, this is Peter. He’s in our class.

KAREN: Hi, Peter. PETER: Hi, Karen. It’s nice to meet you. KAREN: Nice to meet you, too.

DANIEL: Joe, this is

Ruth. She’s our new classmate.

JOE: Hello, Ruth. RUTH: Hi, Joe.

It’s nice to meet you.

JOE : Nice to meet you, too.



NUMBERS

0

zero

1

/ oh /

4

four

8

eight

one

5

five

9

nine

2

two

6

six

10

ten

3

three thr ee

7

seven

Name: Pamela Gomez

Name: David Robinson

Phone number: 586 0791

Phone number: 370 4184

Cell phone number: 09 332 4586

Cell phone number: 08 946 821



What’s her phone number?



What’s his phone number?



What’s her cell phone number?



What’s his cell phone number?


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GROUP WORK: Ask your classmates for their phone numbers. Then make a list with the information. A: What’s your name? B: It’s Helen Jackson. A: And what’s your phone number? B: It’s 233-4184. Name

His/Her phone number is...

______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ 

SAYING GOOD-BYE

•

When you leave someone, you usually say Good-bye , See you soon , See you later , See you tomorrow , etc.

•

When someone goes to bed, you usually say Good night . You can also say Sleep well . Don’t say Good night when you arrive somewhere, only when you leave (at night).

Examples: ALEX: Good-bye, Nancy. See you next week. NANCY: Bye. Have a nice weekend. MR. MILLER: Good night, Ms. Perez. MS. PEREZ: Bye-bye. See you tomorrow. ETHAN: Bye, Emily. Have a nice evening. EMILY: Thanks, Ethan. You, too.

EXERCISES I.

Create a conversation with a partner. Use expressions for saying hello, introducing yourself and others, and saying good-bye.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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CLASES 4, 5 Y 6 APRENDIZAJE ESPERADO

2.1. 2.2. 2.3. 2.4. 2.5.

2. Señalan y solicitan información con respecto a la ubicación física de diversos objetos y expresan pertenencia de ellos, aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN Reconoce y nombra objetos de una sala de clases. Formula preguntas acerca de objetos en una sala de clases, aplicando el tiempo verbal presente simple. Formula preguntas sobre la ubicación de diversos objetos, aplicando el tiempo verbal presente simple. Indica la ubicación espacial de diversos objetos utilizando las preposiciones de lugar apropiadas, aplicando el tiempo verbal presente simple. Indica pertenencia o posesión de diversos objetos utilizando los adjetivos posesivos apropiados, aplicando el tiempo verbal presente simple.



CONTENIDOS - Objetos de una sala de clases - Uso de artículo indefinido a / an y artículo definido The - Uso de this / these y pronombres personales - Presente simple del verbo Be - Uso de preposiciones de lugar para entregar ubicación física de objetos: in / in front of / behind / on / next to / under

A / AN = ONE

The article A goes before consonant sound • • • •

The article AN goes before vowel sound (a/e/i/o/u)

This is a wastebasket. It’s a watch. Is this a dictionary? This is a book.

• • • •

It’s an umbrella. A cat is an animal. Is this an encyclopedia? This is an English dictionary.

Note that we say: an hour (h is not pronounced) But we say: a university, a Europ ean country

( these words sound like /yuniversity/, /yuropean/) EXERCISES I.

A or an ?

1.

_____ book.

10. _____ Indian restaurant.

2.

_____ old book.

11. _____ accident.

3.

_____ window.

12. _____ bad accident.

4.

_____ horse.

5.

_____ airport.

13. _____ question. 14. _____ important question.

6.

_____ university.

15. _____ hamburger.

7.

_____ organization.

16. _____ hour.

8. 9.

_____ restaurant. _____ Chinese restaurant.

17. _____ economic problem. 18. _____ nice evening.


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II.

What are these things? Use the words in the box to answer the questions, as in the example.

animal

bird

flower tool

1.

a duck?

It __is a bird.___________

2.

the Nile?

It ____________________

3.

a rabbit?

It ____________________

4.

soccer?

It ____________________

5.

a rose?

It ____________________

6.

a hammer?

It ____________________

7.

a carrot?

It ____________________

8. Mars?

It ____________________

9. a violin?

It ____________________

10. an apple?

It ____________________



fruit

musical instrument

sport

vegetable

planet river

THIS / THESE THIS (SINGULAR)        

This book This hairbrush This key This purse This camera This wallet This flower Etc.

THESE (PLURAL)        

These books These hairbrushes These keys These purses These cameras These wallets These flowers Etc.


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EXERCISES I.

What’s this? Complete the sentences. Then, practice with a partner.

1

2

1.

It’s a _________________________

2.

It’s __________________________

3.

It ___________________________

3

4

3

4

4. _____________________________ II.

What are these? Complete the sentences. Then, practice with a partner.

1

2

1. ______________________________________________ 2. ______________________________________________ 3. ______________________________________________ 4. ______________________________________________



YES/NO QUESTIONS WITH BE

Is this your cell phone?

Yes, it is.

No, it’s not.

It’s not = it isn’t

Are these your sunglasses? They’re not = they aren’t Yes, they are.

No, they’re not.


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EXERCISES I.

2.

Complete these conversations. Then, practice with a partner.

A: ________ this your CD player? B: Yes, ___________.

3.

A: ________ these your pens? B: No, ____________.

4. A: ________ this your umbrella? B: No, ____________. 5. A: ________ these your keys? B: Yes, ___________.

II.

Match the questions in A with the appropriate answer in B.

A 1. Is this a pen drive?

B ______ Yes, they are. Thanks!

2. Are these your earrings?

______ No, it’s not. My purse is here.

3. Is this your laptop computer?

______ No, they’re not. I think they’re your books.

4. Are these your books?

______ No, it’s not a pen drive. It’s an MP3 player.

5. Is this your purse?

______ Yes, it’s my new laptop computer.



PREPOSITIONS

on – in – next to – behind – in fro nt of – under EXERCISES I.

Where is the ball?

1.

____________________________________________

2.

__________________________________________


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3.

_________________________________________

4.

_________________________________________

5.

_________________________________________

6.

_________________________________________

II.

Write a sentence for each picture. Use prepositions from the box.

behind – in – in front o f – next to – on – under

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________

5. ___________________________

6. ___________________________


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III.

WHERE ARE THESE THINGS? Look at the picture. Write a question and an answer for the objects in the box, as in the example.

books – briefcase – cell phone – keys – purse – umbrella

1. Where is the briefcase? The briefcase is on the floor, under the desk. ____________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________ 6. ___________________________________________________________________


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CLASES 7 Y 8 APRENDIZAJE ESPERADO

3.1. 3.2. 3.3. 3.4.

3.5.

3. Solicitan y entregan información personal básica como el país de origen, nacionalidad, lengua materna y edad, así como descripciones físicas y sicológicas propias y de terceros, aplicando el tiempo verbal presente simple. CRITERIOS DE EVALUACIÓN CONTENIDOS Indica nacionalidad, país de origen, lengua materna y edad - Ciudades, países, nacionalidades e idiomas propios y de terceros, aplicando el tiempo verbal presente - Presente simple del verbo Be simple. - Números hasta el 100 / Edades Indica números cardinales del 11 al 100. - Uso de adjetivos para describir física y sicológicamente a Describe características físicas y sicológicas de diferentes diferentes personas: tall / short, thin / a little heavy , quiet / personas, utilizando adjetivos calificativos apropiados y talkative, shy / friendly, entre otros aplicando el tiempo verbal presente simple. Formula preguntas sobre la apariencia física y sicológica, así como sobre la nacionalidad, país de origen y lengua materna de terceros y propios, aplicando el tiempo verbal presente simple. Produce diálogos cortos para presentarse, aplicando el tiempo verbal presente simple.



NATIONALITIES AND COUNTRIES

COUNTRY Argentina Australia Austria Bolivia Brazil Canada Chile China Colombia Costa Rica Cuba The Dominican Republic Ecuador Egypt El Salvador England France Germany Greece Guatemala Haiti Honduras India Indonesia Ireland Israel Italy Japan Malaysia

NATIONALITY Argentine Australian Austrian Bolivian Brazilian Canadian Chilean Chinese Colombian Costa Rican Cuban Dominican Ecuadorian Egyptian El Salvadoran English French German Greek Guatemalan Haitian Honduran Indian Indonesian Irish Israeli Italian Japanese Malaysian

COUNTRY Mexico Morocco The Netherlands Nicaragua Nigeria Panama Paraguay Peru The Philippines Poland Portugal Puerto Rico Russia Saudi Arabia Singapore Somalia South Africa South Korea Spain Sudan Sweden Switzerland Thailand Turkey The United Kingdom (the U.K) The United States (the U.S.) Uruguay Venezuela Vietnam

NATIONALITY Mexican Moroccan Dutch Nicaraguan Nigerian Panamanian Paraguayan Peruvian Filipino Polish Portuguese Puerto Rican Russian Saudi Singaporean Somali South African South Korean Spanish Sudanese Swedish Swiss Thai Turkish British American Uruguayan Venezuelan Vietnamese


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

YES/NO QUESTIONS WITH BE

Are you from (country)?

Yes, I am.

Is he (nationality)?

No, I’m not.

Yes, he is.

No, he’s not.

Examples: A:

Are you from Spain?

A:

Is the teacher Canadian?

B:

No, I’m not. I’m from Ecuador.

B:

No, he’s not. He’s American.

A:

Is Camille from France?

A:

Are you Brazilian?

B:

Yes, she is.

B:

Yes, I am.



AFFIRMATIVE AND NEGATIVE STATEMENTS WITH BE

AFFIRMATIVE I’m Chilean.

NEGATIVE I’m not Bolivian.

You’re from Peru.

You’re not from Cuba.

Nathan is from Canada.

He’s not from the USA.

My first language is Spanish.

It’s not English.

My family and I are Chilean.

We’re not Peruvian.

Vicente and Maria are from Mexico.

They’re not from Venezuela.

EXERCISES I.

Where are these people from?

ROBERT PATTINSON

PENELOPE CRUZ

TOMÁS GONZÁLEZ

KAKÁ

1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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II.

III.

Match the questions with the answers:

1. Are you and your family from Chile?

____ No, I’m not. I’m Chilean.

2. Is your first language English?

____ Yes, we are. We are from Puerto Montt.

3. Are you Indian?

____ No, he’s not. He’s Portuguese.

4. Is your mother from the United States?

____ No, it’s not. It’s Spanish.

5. Is your father Italian?

____ Yes, she is. She’s from Texas

Look at the pictures and answer the questions. Then, practice with a partner.

1. Is he from England?

2. Is she from Argentina? __________________________________

3. Is she from Japan?

__________________________________

4. Are they from the United States? __________________________________

__________________________________


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

NUMBERS AND AGES

11 eleven

21 twenty-one

40 forty

12 twelve

22 twenty-two

50 fifty

13 thirteen

23 twenty-three

60 sixty

14 fourteen

24 twenty-four

70 seventy

15 fifteen

25 twenty-five

80 eighty

16 sixteen

26 twenty-six

90 ninety

17 seventeen

27 twenty-seven

100 one hundred

18 eighteen

28 twenty-eight

101 one hundred and one

19 nineteen

29 twenty-nine

102 one hundred and two

20 twenty

30 thirty

EXERCISES I.

1. 2. 3. 4.

GROUP WORK : How old are these famous people? Write down your guesses and then compare.

Robert Pattinson Penélope Cruz Tomás González Kaká

Example: A: How old is Robert Pattinson? B: I think he is twenty-six (years old). C: I think he is thirty.

II.

Write appropriate questions for these answers. Then, practice with a partner.

1. A: ________________________________________________? B: My name is James. 2. A: ________________________________________________? B: She is from the United States. 3. A: ________________________________________________? B: We are fine, thanks. 4. A: ________________________________________________? B: They are my friends, Charles and Mary. 5. A: ________________________________________________? B: My brother Luke is very nice. 6. A: ________________________________________________? B: He is twenty-five years old.


20




DESCRIPTIONS

EXERCISES I.

Describe these two people. What are they like?

__________________________________________________ __________________________________________________ __________________________________________________

__________________________________________________ __________________________________________________ __________________________________________________


21


II.

What are these people like? Look at the pictures and write sentences using the words from the box.

funny – a little heavy – pretty – short – smart – thin friendly – good-loo king – nice – serious – shy – tall

1. George.

_____________________________________________________________________________________

2. Evelyn.

_____________________________________________________________________________________

3. Matthew.

_____________________________________________________________________________________

4. Rose.

_____________________________________________________________________________________


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III.

Choose the correct responses.

1. A: Where are they from? B: ____________________________  

They are nice. They are from Chile.

2. A: What are they like? B: _____________________________  

They’re very nice. They are in New York.

3. A: How are you today? B: _____________________________  

Thank you. I’m fine.

4. A: Who’s that? B: _____________________________  

He’s the new math teacher. It’s my new cell phone.

5. A: Where are Thiago and his family? B: _____________________________  

They’re in the US now. They are from Sao Paulo.

6. A: What’s he like? B: _____________________________  

He’s from Peru. He’s very smart.

7. A: Who are they? B: _____________________________  

She’s from Korea, and he’s from Japan. She’s Chun Hei, and he’s Akira.

8. A: How old is he? B: _____________________________  

He’s just fine. He’s twenty-eight.


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CLASE 9 APRENDIZAJE ESPERADO Del 1 al 3 CRITERIOS DE EVALUACIÓN Del 1.1 al 3.5

CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 3 (Repaso para la Primera ENAT) EXERCISES

I.

Circle the correct alternative.

1. A: What’s your first name? B: ___________________ a) b) c) d)

It’s Daniel. I’m fine, thanks. It’s Rodriguez. It’s R-O-D-R-I-G-U-E-Z.

2. A: How do you spell your last name? B: ___________________ a) b) c) d)

It’s Ricardo. I’m Ricardo. It’s D-I-A-Z. It’s Diaz.

3. A: What’s this? B: ___________________ a) b) c) d)

II.

It’s a eraser. They’re earrings. It’s a earring. It’s an eraser.

4. A: Where are the keys? B: ___________________ a) b) c) d)

It’s on the table. It’s next to the bag. They’re in the bag. They’re my keys.

5. A: Where is Kenji from? B: ___________________ a) b) c) d)

He’s from Japan. He’s in Japan. His first language is Japanese. He’s fine.

6. A: What is Jessica like? B: ___________________ a) b) c) d)

She’s twenty years old. She’s very shy. She’s from Canada. She’s in Toronto.

Answer these questions. Give complete answers. Then, practice with a partner.

1. How are you today? ________________________________________________________________ 2. Where are your parents from? ________________________________________________________________ 3. How old are you? ________________________________________________________________ 4. What is your best friend like? ________________________________________________________________


24


III.

Create appropriate questions for these answers. Then, practice with a partner.

1. A: ___________________________________________________________? B: It’s F-R-A-N-C-I-S-C-O. 2. A: ___________________________________________________________? B: It’s 555-5998. 3. A: ___________________________________________________________? B: It’s my English book. 4. A: ___________________________________________________________? B: The wallet is under the briefcase.


CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 4 (FIRST QUIZ: PRIMERA ENAT. COEFICIENTE UNO.)


25



4.1. 4.2. 4.3. 4.4. 4.5.

4. Nombran y describen prendas de vestir y formulan preguntas sobre ellas, aplicando el tiempo verbal presente simple y presente continuo. CRITERIOS DE EVALUACIÓN CONTENIDOS - Prendas de vestir masculinas y femeninas, para situaciones Reconoce y nombra prendas de vestir femeninas y masculinas, que se utilizan en situaciones formales e formales e informales informales. - Colores Formula preguntas sobre prendas de vestir, aplicando el - Uso de adjetivos y pronombres posesivos y del posesivo con ‘s tiempo verbal presente simple. - Presente simple del verbo Be Describe el color de las prendas de diversas prendas de - Tiempo verbal Presente Continuo vestir, aplicando el tiempo verbal presente simple. Expresa pertenencia de objetos y prendas de vestir, utilizando adjetivos y pronombres posesivos apropiados, aplicando el tiempo verbal presente simple. Menciona y describe las prendas de vestir que está utilizando en el momento, aplicando el tiempo verbal presente continuo.

EXERCISES I.

Do the crossword puzzle.

ACROSS →

1

10

1. 13 12 9

3

2

15

11

4

2.

5 6 7

3.

14

8


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4.

5.

6.

7.

8.

DOWN ↓ 1.

2.

4.

5.

9.

10.

11.

12.

13.

14.

15.


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II.

Divide the elements in Item I into two categories: clothes for work and clothes for leisure. Add more elements to each category.

CLOTHES FOR WORK



CLOTHES FOR LEISURE

COLORS

EXERCISES I.

Match colors and items that are typical of that color.

A

B

1. Red

_____ Pig

2. Yellow

_____ chocolate

3. Blue

_____ Coal

4. Green

_____ Tomato

5. Orange

_____ Tree

6. White

_____ Cloud

7. Pink

_____ Mouse

8. Black

_____ Sky

9. Gray

_____ Carrot

10. Brown

_____ Banana


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II.

What’s your favorite color?

_______________________________________________________________________________



POSSESSIVES A. POSSESSIVE ADJECTIVES

I → my You → your He → his She → her We → our They → their


29


Examples: - I am wearing my shoes. - You are wearing your sneakers. - He’s wearing his tie. - She’s wearing her dress. - We’re wearing our boots. - They are wearing their hats.

B. POSSESSIVE ’S

Yanina’s raincoat is purple.

Peter ’s pants are black.

(Her raincoat is purple)

(His pants are black) EXERCISES

I.

GROUP WORK : Find things in your classroom with these colors. Write sentences as in the example.

light blue

black

green

pink

red

yellow

dark blue

gray

orange

purple

white

brown

1. My desk is brown____________________________________________ . 2. Claudia’s bag is purple________________________________________. 3. __________________________________________________________ 4. __________________________________________________________ 5. __________________________________________________________ 6. __________________________________________________________ 7. __________________________________________________________ 8. __________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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II. Answer these questions. Then, practice with a partner.

1. What color are your pants? ______________________________________________________________________ 2. What color are your teacher’s shoes? ______________________________________________________________________ 3. What color is your classroom? ______________________________________________________________________ 4. What color is your bag? ______________________________________________________________________ 

ADJECTIVE + NOUN

When we describe things such as clothes, we use adjectives (black, blue, red, etc.). These adjectives are used in two different ways: after the verb Be, or before a noun. Examples: My pants are blue.

I’m wearing blue pants.

Her skirt is purple.

She’s wearing a purple skirt.

His shirt is white.

He’s wearing a white shirt.

Your hat is brown.

You’re wearing a brown hat.



FINDING THE OWNER OF OBJECTS.

Ex: A: Whose sweater is this? B: It’s hers. It’s Paola’s.

A: Whose sneakers are these? B: They are mine. They’re my sneakers


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POSSESSIVE ADJECTIVES

POSSESSIVE PRONOUNS

Possessive adjectives are used with an object.

Possessive pronouns are not used with an object

What color is Karina’s skirt? Her skirt is purple

Whose socks are these? They are Pablo’s and Daniel’s. They’re theirs. or these socks are theirs.

My jeans are light blue Your gloves are on the chair His tie is green Her skirt is pretty Our clothes are in the bag Their shoes are under the bed

They’re mine. They’re yours. It’s his. It’s hers. They’re ours. They’re theirs.

I.

EXERCISES I.

Complete these conversations with the correct alternative. Then, practice with a partner.

1.

A: Whose pants are these? Are they ______________ (your / yours)? B: No, they’re not ______________ (my / mine). I think they’re Camila’s. A: You’re right. They’re _______________ (her / hers) pants.

2.

A: Where are ________________ (my / mine) boots? B: Are these ________________ (your / yours) boots? A: No, those boots are black and _________________ (my / mine) are brown.

3.

A: Whose T-shirts are these? Are they________________ (our / ours)? B: Let me see. No, they are not _________________ (our / ours) T-shirts. They’re Alvaro’s and Felipe’s. A: And I think these caps are __________________ (their / theirs) too!


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5.1. 5.2.

5.3. 5.4.

5. Describen el clima y las estaciones del año en Chile y el mundo, aplicando los tiempos verbales presente simple y presente continuo. CRITERIOS DE EVALUACIÓN CONTENIDOS - Estaciones del año Nombra y describe las estaciones del año, aplicando el tiempo verbal presente simple. - Uso de adjetivos que describen el clima: warm / sunny / hot / humid / cool / cloudy / windy / cold Describe el clima en diferentes países y/o regiones de Chile y el mundo, utilizando los adjetivos calificados apropiados, - Presente simple del verbo Be aplicando el tiempo verbal presente simple y presente - Tiempo verbal Presente Continuo continuo. - Uso de conjunciones and y but Elabora preguntas sobre el clima, aplicando el tiempo verbal presente simple. Describe las prendas de vestir que se utilizan en las distintas estaciones del año, aplicando los tiempos verbales presente simple y presente continuo.



SEASONS OF THE YEAR WINTER

SPRING

SUMMER

FALL



What’s your favorite season?



What season is it now?


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EXERCISES I.

What’s the weather like in these pictures? Write sentences using the words from the box. CLOUDY

WINDY HOT

1.

COLD HUMID

WARM

SUNNY

COOL

___________________________________________________ ___________________________________________________ ___________________________________________________

2.

___________________________________________________ ___________________________________________________ ___________________________________________________

3.

___________________________________________________ ___________________________________________________ ___________________________________________________

4.

___________________________________________________ ___________________________________________________ ___________________________________________________


34


II.

Are these sentences true or false about the weather in your city? If the sentences are not true, correct the information.

1. _____ It is really cold today. ____________________________________________________________________ 2. _____ It is 31°C in the summer and 2°C in the winter. ____________________________________________________________________ 3. _____ It is windy in the spring. ____________________________________________________________________ 4. _____ It is very hot in the fall. ____________________________________________________________________



PRESENT CONTINUOUS STATEMENTS

I’m not You’re not = you aren’t He’s not = he isn’t She’s not = she isn’t It’s not = it isn’t We’re not = we aren’t They’re not = they aren’t

SUSAN

Susan is wear ing boots. She’s not wear ing sneakers. 

PAUL

Paul is wear ing a T-shirt. He’s not wear ing a jacket.

What are you wearing?

________________________________________________________________________________________________ ________________________________________________________________________________________________


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

CONJUNCTIONS: AND / BUT

AND is used to connect two ideas of the same type or importance. Example: James is wearing a T–shirt, shorts and sneakers. BUT is used to connect two ideas showing contrast or difference. Example: It’s sunny but it’s very cold.

EXERCISES I.

Complete these sentences, using and or but . Then, practice with a partner.

1. It’s very cold today; it’s cloudy _______ it’s snowing. 2. Marco is wearing a black suit. He’s wearing a white shirt _______ he’s not wearing a tie. 3. It’s a sunny day. Norman is wearing a T-shirt _______ a cap, _______ he’s not wearing sunglasses. 4. The weather is cool today. It’s raining. Lisa is wearing a sweater _______ boots, _______she’s not wearing an umbrella. II.

Look at the picture and answer TRUE or FALSE. If the sentence is false, give the correct information.

EMMA

ROY

MARK

URSULA

KATE

MIA

JOSH

1.______ Roy is wearing a jacket

5. ______ Josh and Mark are wearing shorts.

__________________________________________________

__________________________________________________

2. ______ Mark is wearing sunglasses.

6. ______ Mia is wearing jeans.

__________________________________________________

__________________________________________________

3. ______ Josh is wearing a sweater.

7. ______ Kate is wearing a yellow sweater.

__________________________________________________

__________________________________________________

4. ______ Ursula is wearing sandals.

8. ______ Emma is wearing a dress.

__________________________________________________

__________________________________________________


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III.

Imagine these situations and answer the questions. Give complete descriptions.

1. It’s warm and sunny. You are at the beach. What are you wearing? ____________________________________________________________________________________ 2. It’s a very cool day. You are in classes. What are you wearing? ____________________________________________________________________________________ 3. Oscar is wearing a raincoat, boots and an umbrella. What’s the weather like? ____________________________________________________________________________________ 4. Mike and Alex are playing basketball with their friends. What are they wearing? ____________________________________________________________________________________ 5. Sylvia is wearing jeans, boots, a sweater, a coat, a hat and gloves. What’s the weather like? ____________________________________________________________________________________ 6. It’s hot and dry. You are in an important ceremony. What are you wearing? ____________________________________________________________________________________

CLASE 14 APRENDIZAJE ESPERADO

6.1. 6.2. 6.3. 6.4.

6. Preguntan e indican la hora utilizando diversas expresiones de tiempo, aplicando el tiempo verbal presente simple. CRITERIOS DE EVALUACIÓN CONTENIDOS - Horas y partes del día Identifica las partes del día. - Uso de expresiones de tiempo: in the morning / in the afternoon / Utiliza diversas expresiones de tiempo. in the evening / at night, entre otras Identifica e indica las horas del día, aplicando el tiempo - Presente simple del verbo Be verbal presente simple. Formula preguntas sobre la hora, aplicando el tiempo verbal presente simple.



ASKING FOR AND TELLING TIME



What time is it?

It's one o’clock.

01:00

It's ten after one.

01:10

It's a quarter after one.

01:15

It's one-thirty.

01:30

It's a quarter to two.

01:45

It’s five to two.

01:55


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Prepositions for telling time

To After

Time expressions*

in the morning = 1:00 A.M. until noon in the afternoon = noon until around 5:00 P.M. in the evening = 5:00 P.M. until around 9:00 P.M. at night = from 7:00 P.M. until just before 1:00 A.M. noon = 12:00 P.M. midnight = 12:00 A.M. * These time expressions are approximate.

EXERCISES I.

Look at the clocks. What time is it? Give complete answers, using time expressions. Then, practice with a partner.

11:00 A.M. 1. ____________________________________________

06:30 P.M. 3. ____________________________________________

12:00 A.M. 5. _____________________________________________

01:05 P.M. 7. _____________________________________________

10:20 A.M. 9. _____________________________________________

05:10 P.M. 2. ___________________________________________

10:15 A.M. 4. ___________________________________________

09:50 P.M. 6. ___________________________________________

07:45 A.M. 8. ___________________________________________

08:25 P.M. 10. __________________________________________


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7.1. 7.2. 7.3. 7.4.



7. Describen actividades que se están desarrollando en el momento y formulan preguntas acerca de ellas, aplicando el tiempo verbal presente continuo. CRITERIOS DE EVALUACIÓN CONTENIDOS Identifica diferentes actividades que se están realizando en - Actividades que se realizan a diario el momento. - Tiempo verbal Presente Continuo Formula preguntas sobre actividades que se están - Uso de la conjunción so realizando en el momento, aplicando el tiempo verbal presente continuo. Describe actividades que se están realizando en el momento, utilizando el tiempo verbal presente continuo. Desarrolla diálogos para solicitar y entregar detalles sobre actividades que se están desarrollando en el momento, aplicando el tiempo verbal presente continuo.

WHAT ARE YOU DOING?

The answer for this question describes the action that is happening now. Examples:

When we add ING to the verb, we need to be careful with the spelling: Work Shop Dance

→ → →

working shopping dancing

A: What is Joe doing? B: He is swimming in the river.

A: What are Anne and Max doing? B: They are studying for a test.

A: What is Alice doing? B: She is reading an interesting book.



What are you doing?


39


EXERCISES I.

Look at the pictures. What are these people doing? Give complete information. Then, practice with a partner.

1.

___________________________________________________

SAM

2.

___________________________________________________

JACK

SUSAN

3.

___________________________________________________

KATHY

4.

____________________________________________________

JOE Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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5.

___________________________________________________

SANDRA

PETE

6.

____________________________________________________

HELEN

7.

____________________________________________________

LINDA & MARK

II.

Imagine these situations and answer the questions. Give complete answers.

1. Rose is at the supermarket. It’s eleven in the morning. What is she doing? ____________________________________________________________ 2. Peter and his friends are in a disco. It’s midnight. What are they doing? ____________________________________________________________ 3. Simon is at the school library. He has a difficult test tomorrow. What is he doing? ____________________________________________________________ 4. Mr. Miller is in his office. It’s 8:30 in the morning. What’s he doing? ____________________________________________________________


41


III.

1.

2. 3. 4. 5. 6. 7.

Create answers for these questions, using the information in parentheses. Then, practice with a partner.

A:

What are you and your sister doing?

B:

We’re watching TV_______________________________________. (watch TV)

A:

What’s Simon doing?

B:

______________________________________________________ (have lunch)

A:

What are Gina and Gabriel doing?

B:

______________________________________________________ (study English)

A:

What’s Kevin doing?

B:

______________________________________________________ (swim)

A:

What’s Abby doing?

B:

______________________________________________________ (ride a bike)

A:

What are Ingrid and Mike doing?

B:

______________________________________________________ (play tennis)

A:

What’s Justin doing?

B:

______________________________________________________ (shop at the supermarket)


CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 7 (Repaso para la Segunda ENAT) EXERCISES

I.

Match the questions with the answers and practice with a partner.

1. What’s your first name?

_____ They’re very nice and friendly

2. Where are you and your classmates from?

_____ It’s cold, but it’s sunny.

3. What color are Andrea’s socks?

_____ I’m twenty two years old.

4. What color is Pedro’s coat?

_____ It’s Christian.

5. What’s Olivia’s telephone number?

_____ They are not mine. I think they are Peter’s.

6. What’s Bruno and Regina’s first language?

_____ We are cooking dinner.

7. What are your parents like?

_____ They’re yellow and purple

8. How old are you?

_____ It’s on the desk, next to the cell phone.

9. Where is my pen drive?

_____ It’s midnight.


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10. How do you spell “sneakers”?

_____ We’re from Mendoza, Argentina.

11. What’s the weather like today?

_____ It’s black.

12. What are Kate and Adam wearing?

_____ It’s 335-9007

13. Whose sunglasses are these?

_____ It’s Portuguese.

14. What time is it?

_____ It’s S-N-E-A-K-E-R-S

15. What are you and Gloria doing?

_____ They’re wearing, sandals, jeans and a sweater.

II.

Look at the picture and answer True or False. If the sentence is false, give the correct information.

1. _______ Mike is sleeping. _________________________________________________________________________ 2. _______ Mia is really tall. _________________________________________________________________________ 3. _______ Amanda and Andrew are watching TV. _________________________________________________________________________ 4. _______ Isabella is wearing sneakers. _________________________________________________________________________ 5. _______ Chris is a little heavy. _________________________________________________________________________ 6. _______ Albert is wearing a jacket. _________________________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 7 (MID-TERM EXAM: SEGUNDA ENAT. COEFICIENTE DOS.)

CLASE 19 APRENDIZAJE ESPERADO

8.1. 8.2. 8.3. 8.4.



8. Identifican y describen medios de transporte y lugares existentes en una ciudad, aplicando el tiempo verbal presente simple. CRITERIOS DE EVALUACIÓN CONTENIDOS - Medios de transporte y formas de trasladarse de un lugar a otro: Identifica y nombra diferentes medios de transporte. drive / walk / take the bus / take the subway / ride a bike, entre Identifica y nombra los principales lugares de una ciudad. otros Describe las formas de trasladarse y los medios de - Principales lugares de una ciudad: downtown / suburbs / school , transportes utilizados para llegar a los lugares de destino, entre otras aplicando el tiempo verbal presente simple. Formula preguntas sobre medios de transportes utilizados y - Tiempo verbal Presente Simple lugares de destino, aplicando el tiempo verbal presente simple.

TRANSPORTATION

DRIVE

TAKE A BUS


44


RIDE A BIKE

WALK

TAKE THE SUBWAY

RIDE A MOTORCYCLE

TAKE THE TRAIN

TAKE A TAXI / CAB


45




SIMPLE PRESENT AFFIRMATIVE SENTENCES

I live with my parents. You walk to school. He takes the subway to work She rides her bike to college. We use public transportation. They work near here.



NEGATIVE SENTENCES

I don’t live alone. You don’t live far from school. He doesn’t take the bus to work. She doesn’t use public transportation. We don’t need a car. They don’t work far from here

SIMPLE PRESENT STATEMENTS WITH IRREGULAR VERBS

I – YOU – WE – THEY I have a car.

HE – SHE – IT My car has a flat tire.

We do a lot of work at home.

My sister does her homework at school.

They go to school by bus.

My friend Mike goes to school by subway. EXERCISES

I.

Complete the sentences. Choose the correct verb form. Then, practice with a partner.

1. My parents and I _______________ (live / lives) in the suburbs. 2. Jessica ______________ (walk / walks) to her office every day. 3. My parents _____________ (don’t / doesn’t) need a car. They _________ (use / uses) public transportation. 4. Charles _____________ (drive / drives) to work. 5. Emma and Jim ______________ (don’t / doesn’t) drive to work. They __________ (take / takes) a taxi.

II.

Complete the sentences. Then, practice with a partner.

My name is William. My family and I ________ (have / has) an apartment downtown. My parents _________ (work / works) in the country, so they __________ (take / takes) a train every day. My dad _________ (have / has) a car, but he __________ (don’t / doesn’t) drive on weekdays. My mom __________ (go / goes) to the supermarket in the evenings, but she ___________ (take / takes) a taxi. My sister Pam is seven years old. She _________ (go / goes) to a small school near home. She ________ (have / has) a bike, but she doesn’t ride to school. I __________ (take / takes) my sister to school everyday. And then, I ________ (go / goes) to classes at college.  

How do you go home alter classes? Do you use public transportation? Which one?


46



9.1. 9.2. 9.3. 9.4. 9.5.



9. Describen rutinas diarias desarrolladas a nivel familiar, social o laboral, aplicando el tiempo verbal presente simple. CRITERIOS DE EVALUACIÓN CONTENIDOS - La Familia Identifica la relación entre los miembros de una familia. Describe quienes componen su familia, aplicando el tiempo - Actividades que conforman una rutina diaria: get up / have lunch verbal presente simple. / go to work / take the bus, entre otras - Tiempo verbal Presente Simple Nombra los días de la semana. - Días de la semana Describe rutinas diarias utilizando las expresiones de tiempo adecuadas, aplicando el tiempo verbal presente - Expresiones de tiempo relacionadas a las rutinas diarias: early / simple. late / every day / on weekends / on weekdays / on Sundays, Formula preguntas relativas a rutinas diarias, aplicando el entre otras tiempo verbal presente simple.

FAMILY RELATIONSHIPS

EXERCISES I.

Write one sentence for each picture, as in the example. Then, practice with a partner.

Kate is Rob’s sister._________________________________________

Kate

Rob

1. ___________________________________________________________

Noah

Nolan

2. ____________________________________________________________ Susan & Steve Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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3.

___________________________________________________________

Sarah

Sally

4.

_________________________________________________________________________

Annie

Tommy

THE SIMPSONS

ABRAHAM

MONA

HOMER

BART

II.

MARGE

LISA

PATTY

SELMA

MAGGIE

Complete the sentences about the Simpson family. Use the words from the box.

parents – husband – daughter – son – wife – father – children – mother – sister – grandparents – sisters 1. Marge is Homer’s ______________________________________ 2. Homer is Marge’s ______________________________________ 3. Marge is Bart’s ________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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4. Homer is Lisa’s ________________________________________ 5. Bart, Lisa and Maggie are their ____________________________ 6. Homer and Marge are Lisa, Bart and Maggie’s________________ 7. Bart is Homer’s ________________________________________ 8. Lisa is Marge’s ________________________________________ 9. Bart is Lisa’s __________________________________________ 10. Lisa is Bart’s __________________________________________ 11. Abraham and Mona are Bart’s_____________________________ 12. Patty and Selma are Marge’s _____________________________ 

DAYS OF THE WEEK

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

WEEKDAYS (The names of the days always begin with a capital letter.)  



What day is it today? What’s your favorite day of the week? Why?

Sunday

WEEKEN Weekdays = working days Weekend = non-working days

TIME EXPRESSIONS

We use the preposition ON with the days of the week, and the expressions: weekdays and weekends. - morning We use the preposition IN with the parts of the day: - afternoon - evening

We use the preposition AT with:

→ night

We use the preposition AT with clock time, and the expressions: noon and midnight. Examples: - I go to the gym on Mondays. - I get up at seven o’clock in the morning on weekdays. - I go to bed at 11:30 at night. - I have breakfast at noon on weekends. 

Other time expressions:

Early – Late – Every day

Examples: - I get up early on weekdays. - I get up late on weekends. - I ride my bike every day. Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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

SIMPLE PRESENT QUESTIONS

YES/NO QUESTIONS

WH- QUESTIONS

Do you get up late on weekends? No, I get up early.

What time do you get up on weekdays? At seven-thirty.

Does Alex take a bus to go home every day? No, he drives his car.

What time does Jane start work in the morning? At nine o’clock.

Do you and your friends have lunch at the institute? Yes, we eat lunch at the institute every day.

When do you and your wife go shopping? On Saturdays.

Do Ben and Patty go downtown to work? Yes, they do.

When do Vincent and Tracy have lunch together? On weekends. EXERCISES

I.

Complete the sentences with the correct prepositions.

6. I don’t work ______ weekends. 7. I start work ______ 8:30 ______ the morning. 8. I study ______ the evening ______ weekdays. 9. I get up late ______ Sundays. 10. I have English class _____ the afternoon ______ Mondays and Wednesdays.

II.

What do you do every day? Write one thing you do and one thing you don’t do on each day.

1. Monday

I play tennis on Mondays. I don’t have classes on Mondays.

2. Tuesday

_______________________________________________

3. Wednesday _______________________________________________ 4. Thursday

_______________________________________________

5. Friday

_______________________________________________

6. Saturday

_______________________________________________

7. Sunday

_______________________________________________

III.

Answer questions about your daily routine.

1. What time do you get up on weekends? ____________________________________________________________________________ 2. When do you have English class? ____________________________________________________________________________ 3. Do you take a bus to come to the institute? ____________________________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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4. How do you usually go home? ____________________________________________________________________________ 5. What time do you go to bed on weekdays? ____________________________________________________________________________ IV. Create appropriate questions for these answers.

1. A: ________________________________________________________________________? B: I live near school, so I ride my bike to go to classes. 2. A: ________________________________________________________________________? B: I get up at 7:30 on weekdays. 3. A: ________________________________________________________________________? B: No, I never take the subway. I prefer the bus. 4. A: ________________________________________________________________________? B: I have my favorite class on Tuesdays and Fridays.


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10. Describen casas y departamentos, con sus diferentes habitaciones, lugares y mobiliario, aplicando el tiempo verbal presente simple. CRITERIOS DE EVALUACIÓN CONTENIDOS - Casas y departamentos: habitaciones y partes dentro de ellos 10.1. Identifica y nombra las habitaciones y partes de una casa o departamento. - Tiempo verbal Presente Simple 10.2. Identifica y nombra el mobiliario y electrodomésticos de - Mobiliario y electrodomésticos una casa o departamento. - Uso de las estructuras There is / There are 10.3. Describe casas y departamentos, aplicando el tiempo verbal presente simple. 10.4. Describe el mobiliario y electrodomésticos de su casa y la de terceros, aplicando el tiempo verbal presente simple. 10.5. Formula preguntas sobre los muebles que hay dentro de las diferentes habitaciones de un hogar, aplicando el tiempo verbal presente simple.



HOUSES AND APARTMENTS



SIMPLE PRESENT SHORT ANSWERS

Do you live in a house? Yes, I do. No, I don’t.

Do the bedrooms have closets? Yes, they do. No, they don’t.

Does the house have a laundry room? Yes, it does. No, it doesn’t.

How many bedrooms does the house have? It has five.


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EXERCISES I.

Write questions for these answers. Then, practice with a partner.

1. A: Do you live in an apartment___________________________? B: No, I don’t. I live in a house. 2. A: _________________________________________________? B: Yes, it does. It has a view of the park. 3. A: _________________________________________________? B: It has two bathrooms. 4. A: _________________________________________________? B: Yes, it does. It has a garage for one car. 5. A: _________________________________________________? B: It has just one floor.

II.

Answer these questions with your information. Then, practice with a partner.

1. Do you live in a house or an apartment? _______________________________________________________________ 2. How many rooms does it have? _______________________________________________________________ 3. Does it have a laundry room? _______________________________________________________________ 4. Do you have your own room? _______________________________________________________________ 5. Do you live alone? _______________________________________________________________


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

FURNITURE

EXERCISES

I.

CHAIRS BED CLOCK LAMPS RUG PICTURES

Label these things.

DESK STOVE SOFA BOOKCASE COFFEE TABLE ARMCHAIRS

MIRROR MICROWAVE OVEN TABLE DRESSER CURTAINS REFRIGERATOR


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The structures There is and There are are used to express existence.

THERE IS = singular THERE ARE = plural

Examples:

There’s a mirror in the living room. There’s no television in the living room. There isn’t a refrigerator in the kitchen.

There are some pictures in the living room. There are no curtains in the living room. There aren’t any curtains in the living room. EXERCISES

I.

Complete the chart, saying the sentences other way. Then, practice with a partner.

I don’t have a desk in the bedroom.

Ex: There’s no desk in the livi ng room.

There are some chairs in the kitchen I have a rug in the living room. I don’t have any pictures in the kitchen. There isn’t a coffee table in the living room. I have some lamps in the bedroom. I don’t have a microwave oven. There aren’t any curtains in the bedroom. II.

Describe your room. Write sentences using there is , there isn’t , there is no , there are , there aren’t any , there are no .

1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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4. ________________________________________________________________________________ 5. ________________________________________________________________________________ 6. ________________________________________________________________________________

CLASE 24 CRITERIOS DE EVALUACIÓN Del 1.1 al 10.5

CONTENIDOS - Texto de lectura (que variará de acuerdo a la Escuela a la que pertenece la carrera) (Repaso para la Tercera ENAT)


CONTENIDOS - Texto de lectura (que variará de acuerdo a la Escuela a la que pertenece la carrera) (READING COMPREHENSION TEST: TERCERA ENAT. COEFICIENTE UNO.)


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11. Describen diversas profesiones y oficios existentes en el país y en el extranjero y dan opiniones acerca de ellos, aplicando el tiempo verbal presente simple. CRITERIOS DE EVALUACIÓN CONTENIDOS - Profesiones y oficios 11.1. Identifica y nombra profesiones y oficios, a través de la asociación de imagen-concepto. - Lugares de trabajo 11.2. Describe diferentes tipos de profesiones y oficios, así - Tiempo verbal Presente Simple como los lugares de trabajo, aplicando el tiempo verbal - Uso de adjetivos que describen trabajos: boring / easy / presente simple. dangerous / exciting / stressful, entre otros 11.3. Formula preguntas acerca de profesiones y oficios, aplicando el tiempo verbal presente simple. 11.4. Indica que tipos de trabajos u oficios le agradan o desagradan. 11.5. Entrega su opinión respecto de profesiones y oficios específicos, aplicando el tiempo verbal presente simple.

EXERCISES I.

Match the occupations with the pictures.

a. cashier b. cook/chef c. doctor d. flight attendant

e. judge f. lawyer g. musician h. nurse

1. ________

2. _________

5. _________

6. _________

i. pilot j. police officer k. receptionist I. salesperson

3. _________

7.__________

m. security guard n. singer o. waiter p. waitress

4. _________

8. ___________


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9. _______

13. ______

II.

10. _______

11. _______

12. ________

14. ______

15. _______

16. ________

Ask and answer questions about occupations. Complete the chart. Then, practice with a partner.

Who works in a hospital?

A doctor works in a hospital.

A lawyer works in an office. Who works in a restaurant? A salesperson works in a store. Who wears a uniform? Who stands all day? A cashier handles money. Who carries a gun? A security guard works at night. Who talks to people? A receptionist sits all day. Who works hard? Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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

SIMPLE PRESENT WH- QUESTIONS WITH DO

Look at these examples: Where do you work?

Where does he work?

Where do they work?

I work in a restaurant.

He works in a store.

They work in a hotel.

What do you do there?

What does he do there?

What do they do there?

I’m a chef.

He’s a salesperson.

They are receptionists.

EXERCISES I.

Match the questions in column A with the answers in column B.

A 1. Where does your mother work?

B _____ I work in a furniture store.

2. What does she do there?

_____ They work for an airline.

3. Where do you work?

_____ He works in a gym.

4. What do you do there, exactly?

_____ They are flight attendants.

5. Where does your brother work?

_____ She works in a hospital.

6. What does she do there, exactly?

_____ He’s a personal trainer.

7. What do Erika and Juliette do?

_____ I sell armchairs, sofas and beds.

8. What do they do there, exactly?

_____ She’s a nurse.

II.

Look at the pictures and answer the questions. Then, practice with a partner.

1. What does Jeff do? _____________________________________ 2. What does he do, exactly? ______________________________________


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3. Where do Alan and Charlotte work? _____________________________________ 4. What do they do there, exactly? ______________________________________

5. Where does Tamara work? ______________________________________ 6. What does she do exactly? ______________________________________



DESCRIBING JOBS

EXERCISES I.

Match the adjectives in column A with the opposite meanings in column B.

A 1. EXCITING

B ______ DANGEROUS

2. EASY

______ STRESSFUL

3. SAFE

______ BORING

4. RELAXING

______ DIFFICULT

BE + ADJECTIVE A firefighter’s job is dangerous. A teacher’s job is stressful.

ADJECTIVE + NOUN A firefighter has a dangerous job. A teacher has a stressful job.


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II. Express these ideas in another way.

1. A surgeon’s job is difficult.

A surgeon has a difficult job________________ _

2. A photographer has an exciting job.

_______________________________________

3. A gardener has a safe job.

_______________________________________

4. An actor’s job is exciting.

_______________________________________

5. An air traffic controller’s job is stressful.

_______________________________________

6. A security guard has a boring job.

_______________________________________

7. A carpenter’s job is relaxing.

_______________________________________

8. A police officer has a dangerous job.

______________________________________ _

III. What do you think of these jobs? Give your opinion.

1. A fashion designer 2. An athlete ________________________________________ ___________________________________________

3. A librarian 4. A DJ ________________________________________

____________________________________________


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CONTENIDOS - Todos los contenidos en el programa de módulo (SING ALONG ACTIVITY: Presentación del profesor. Preparación de los grupos)


CONTENIDOS - Todos los contenidos en el programa de módulo (SING ALONG ACTIVITY: PRESENTACIÓN EN GRUPOS, EVALUACIÓN DE LA CUARTA ENAT. COEFICIENTE UNO.)


CONTENIDOS - Todos los contenidos en el programa de módulo Grammar Review → A modo de

preparación para los exámenes finales y de repaso general, el profesor realiza un repaso general sobre los aspectos gramaticales más importantes del módulo, para lo cual se utilizan libros de la bibliografía complementaria ( Essential Grammar in Use).


CONTENIDOS - Todos los contenidos en el programa de módulo (Revisión general del cuaderno de apuntes y repaso para el examen final del módulo.)


CONTENIDOS - Todos los contenidos en el programa de módulo Examen final, parte oral (40% de la nota de examen)


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Cuaderno de Apuntes Inglés I

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