•
•
•
•
•
Greetings introduce yourself nationalities Alphabet Ordinal and cardinal
•
numbers Imperative
•
(affirmative) Grammar description
FUERZA AÉREA ECUATORIANA
ESCUELA TÉCNICA TÉCNICA DE LA L A FUERZA FUERZA
Who are are you? A.
B.
Listen and repeat the letters of the alphabet. (Trac (Trackk 1)
Similar letters le tters listen and practice. practice. (Track 2)
C.
Write down the the letter you hear. (There Will be 15 letters) (Track (Track 3) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
D. Use
th the alph alp habet for spell spelling ing your name. name. Talk in pairs.
Cardinal Cardinal and Ordinal Numbers
Colors A.
Match the correct color with the numbers according to the listening. (Track 4)
Presentation
Greetings A.
Listen and repeat the greetings. Practice Practice the greetings gree tings using the example. (Track 5)
B.
Write the correct greeting under each picture. (Track 6)
C.
Listen and practice the Countries and Nationalities (Track 7)
Exercises 1.
Read the information.
2.
Listen to the announcement and circle the answer of each questions. (Track 8) Nice to Meet You 1. Where does this conversation most likely take place?
A. at a park B. at a school C. at a bir thday party D. at a music recital
2.
What is the girl's name?
A. Kathy B. Karen C. Nancy D. Nanny
3. Where does the girl probably live now? A. in Scotla nd B. in France C. in England
D. in the United States 4. What does the girl's father do for a living? A. He i s a travel agent. B. He is a professor. C. He is computer programmer. D. He is a French teacher.
5. What is one thing NOT mentioned about the girl's family? A. why her parents li ved in Engla nd for several years B. where her mother works at the present time C. where the girl grew up D. how old the gi rl was when she moved to her present l ocation
3. Read a conversation and practice in pairs. Peter : Hell o. My name's Peter. What's your name? Janet: Hi! My name is Janet. Peter: Where are you from Janet? Janet: I'm from Seattle. Where are you from? Peter: I'm from Madri d. Are you American? Janet: Yes, I am. Are you Spanish? Peter: Yes I am. Peter and Janet: Nice to meet you.
Grammar description Personal pronouns: represent specifi c people or things . We use them depending on: Number
singular (eg: I)
Person
1st pers on (eg: I)
Gend er
mal e (eg: he)
Case
su bject (eg: we)
plural (eg: we) 2nd 3rd person person (eg: you) (eg: he) fema le neuter (eg: she) (eg: it) or obje ct (eg: us)
Personal pronouns I YOU HE SHE IT WE YOU THEY
THE ARTICLE AN
THE ARTICLE A
Use “an” if the word starts with the sound of a, e, i, o, u: EXAMPLES an apple an egg an ice cream shop
Use “a ” if the word starts the s ound of any other letter. EXAMPLES a chair a table a banana
The Imperatives are verbs used to give orders, commands and ins tructions. The form us ed is us ual ly the sa me as the base form.
Examples
Vocabulary
The classroom Look at the picture and write the numbers that correspond to each graphic.
Describe family and Friends Introduce yourself Present tense verb be To ask and answer personal questions Give personal information Professions To talk about your favorite school subject
The family and me Task 1. Label the family according with the vocabulary.
Task2. Read and complete with verb “To Be” (a-is-are) 1 husband 2 wife
children
grandparents
5 da ughter 6 son 7 baby
10 grandmother 11 grandfather
parents
siblings
grandchildren
3 father 4 mother
8 sister 9 br other
12 gra nddaughter 13 grandson
Second family members 1 uncle 2 aunt 3 niece 4 nephew 5 cousin 11 si ster-in-law
6 mother-in-la w 7 father-i n-la w 8 son-i n-law 9 daughter-i n-la w 10 brother-i n-law
Peter Baker _____ from Manchester, but Paul and John _____ from London. Manchester and London _____ cities in England. Hamburg _____ a city in Germany. Sandra _____ at school today. Jack and Peter _____ her friends. They _____ in the same class. Mr and Mrs Baker _____ on a trip to the USA to visit their cousin Anne. She _____ a nice girl. Peter says: "My grandfather _____ in hospi tal. I _____ at home with my grandmother." What time _____ it? It _____ 8 o'clock. _____ you tired? No, I _____ not.
Grammar description ❖ The verb to be tense is the more important verb in English then it permits to give the basic information for
description people, animals, things, places etc.. It is the basic structure to create sentences and basic ideas. ❖ The verb BE has three forms: AM, IS, ARE, which we have to use according to the pronoun or subject.
GRAMMAR CHART Structure S
+
TO BE V.
+
C
S
+
TO BE V.
+ NOT
+ + C
. +
.
EXAMPLES Subject
EXERCISE
I You He She It We They
Verb Form
Example
AM ARE IS IS NOT IS ARE NOT ARE
I am a teacher. You are a student. He is my brother. She is not my sister. It is a city. We are not my fathers. They are doctors.
What do you do it? Task 1. Listen and label the correct profession according to the picture (Track 9).
Task 2. Observe the pictures and complete the sentences with the correct job:
Task 3. Complete the sentence with a correct form in present of verb “to be” (am-is-are): a) Monica______ a good student. b) Peter and Bob ______ soccer players. c) My father ______ a taxi driver. d) My grandmother ______ an excellent cook.
Task 4. Reading comprehension
Exercise. True or false Susan Myers is a teacher in the community Collage They are from Vietnam Peter is a student or Harvard Dorothy is 25 years old They live in the suburbs
________ ________ ________ ________ ________
My favorite subject Vocabulary Task 1. Listen about subject. (Track 10) Look at the picture and match the subject with a number of each graphic.
______
_______
_______
_______
_______
_______
_______
_______
Grammar description Questions Am I…….?
Are you….?
Is
He…? she…? It….?
We….? Are you….? They…?
Short Answers Affirmati ve Answers Negati ve Answers Yes. I am. / Yes. You No. I’m not / No. You are are not. No. I’m not./ No. You Yes. I am / Yes. You are aren’t He is. He isn’t. Yes, She is . No, She is n’t. It is. It isn’t. We are. We aren’t. Yes, you are. No, you aren’t. They are. They aren’t.
Long Answers + / - Answers Yes. I am… / Yes. You are not… No. You are not… No. I am not…… Yes. I am …… / Yes. You are ….. No. I am not …… No. You are not ….. He is ……... He is not…….. Yes, She is …….. No. She is not……. It is ……….. It i s not……. We are…….. We are not... Yes, you are…... No, You are not….. They are……. They are not….
Poss essi ve Adje ctiv e Subject / Personal pronouns I You He She It We You They
Possessive Adjective My Your His Her Its Our Your Their
Possessive Adjective go before nouns, without articles. This is my new classmate. Her name is Mary.
Wh-question The wh-questions look for inf ormation according to the question word. In this kind of questions you never answer Yes or No, because they are asking for some information. The answer is a statement with the information according to the question word.
Practice. A. Look at the picture and practice in pairs using the example .
Wha t’s your n ame? …………………………….. Whe re a re you f rom? …………………………….. How o l d are you? …………………………….. Wha t’s your fa vorite subject/sport? ………… Are you goo d a t? …………………………….. Who’s your favorite teacher? Mr. /Mrs. /Miss/Ms. Who ’s your favorite sports star? ……………… Wha t’s you r a ddress? ……………………………..
Exercises Read and underline the word that is capital letter.
Choose a,b,c according the question.
Complete the questions with a correct Wh-word. Then answer the question. ___________‘s your favorite subject? _____________________________________________________ ___________‘s your favorite teacher? _____________________________________________________ ___________ grade are you in? _____________________________________________________ _____________________________________________________ ___________’s best friend?
Read the text and write T for true or F for false.
• • • • • •
City places Possessive case(apostrophe) The ver b have / has Plural nouns Sports Adjectives (physical and intellectual appearance)
Unit 3 Task 1. Write the places of the city.
Task 2. Complete the conversation with the words in the box.
Sandy: Oh, hello! Where ______ you going? Lia: I’m going to the ______ to buy some cheese, some milk and some potatoes. And you? Sandy: I’m going to the ______ to study English. Lia: Oh I 'm going with ______ to the ______ to help you, then to the ______ to do some exercise and then to the ______ with ______ family this evening, to watch a new film. Sandy: That ______ a good film. I’m going to a ______ with my mum to have dinner. Lia: Ok, goodbye. Sandy: Goodbye.
Restaura nt supermarket
li brary swimming pool ci nema is are li brary my
you
Grammatical chart The Apostrophe S - ('S) The apostrophe or possessive case has three uses: • • •
To form poss essi ves of nouns To s how the omiss ion of letters To i ndica te certain plura ls of lowercas e letters
Exercises. A. Fill in with have or has in the following sentences 1. The boy ______ a bal l. 2. My sis ter ______ a boyfri end. 3. I______ two si sters . They ______ blond hai r. 4. My brother ______ a red car. It four doors . 5. This hous e ______ a very big garden. 6. The boys ______ an important test tomorrow. 7. My cat ______ a long tai l. 8. The book ______ a nice cover.
B. Write the correct form of the possessives into the gaps. 1. Sara h is ________ aunt. (Emil y) 2. These are our ________cats. (fri ends) 3. Let's meet a t ________for lunch. (Giova nni ) 4.Where is the ________shower? (ladi es) 5. This is our ________car. (boss ) 6. Did you read ________newspaper? (yesterday) 7. ________and ________bags are black. (Jack – Joe) 10. That s andwich would not be to ________tas te. (everyone)
My favorite sport March the picture with the sports. Then, listen and check your answers.
READING: "FAVORITE SPORT" My favorite sport is scuba diving, I like practicing it in summer. I go to my grandmother house near the sea on summer and my sister and I catch the grandma's small boat and we go far away from the beach. In the water we can see different colored fish, corals, turtles and sea horses. I also like basketball, I play in a team called "wildcats", we win almost all of the matches. Our coach is really god and he motivates us a lot. What about you? What is your favorite sport? Read again "favorite sport" and answer the following questions.
1. What are my favorite sport? Your ________________________. 2. Have I got a brother or a sister? You ________________________. 3. What can we see in the water? You ________________________. 4. Do I win all the matches? ________________________. 5. What is my team's name? It ________________________. 6. Does our coach behave in a bad way? ________________________
Plural nouns
Write down the correct form of the plural: 1. city _________. 2. house _________. 3. boy _________ . 4. family _________. 5. life _________ . 1. The (woman) _________ over there want to meet the manager. 2. My (child) _________ hate eating pasta. 3. I am ill. My (foot) _________ hurt. 4. Muslims kil l (sheep) _________ in a religious celebration. 5. I clean my (tooth) _________ three times a day. 6. The (fi sh) _________ I bought is in the fridge.
6. photo _________ . 7. phone _________. 8. sandwich - _________. 9. elf - _________ . 10. phenomenon - _________ .
What is the correct plural of the word?
7. The (student ) _________ exercise right now. 8. Most (houswi fe) _________ ten hours a day at home.
are doing the work more than
Which is my appearance? Adjectives (physical and intellectual appearance)
Task 1. Read and underline of color blue the body parts and red. the adjectives I am Karen. I am 38 years old. I live with my daughter, my son and my brother. We are similar and different at the same time. I am tall and thin. My hair is long, wavy and red. My eyes are big and green. My daughter is Mary. She is short. Her hair is short, straight and red. Her eyes are big and blue. Josh is my son. He is tall and athletic. His hair is curly and black. His eyes are small and brown. His nose is big. My brother is Ted. He is tall. His hair is curly and brown. His eyes are big and black. His nose is big.
Task 2. Go back to the text and locate the underlined words in the diagram. Follow the pattern red + blue.
3. Read the sentences. Then, connect them with And
I’m short. I’m thin.
_____________________________. My hair is long. My hair is red. _____________________________. Her eyes are big. Her eyes are blue. _____________________________. He is tall. He is chubby. _____________________________. His hair is curly. His hair is black. _____________________________
Grammar description DEMONSTRATIVES
Difference
Look at the picture.
Task 2.
Task 1. Circle the correct word.
Listen and circle Mary personal items. (track 11 )
Pronunciation A. Listen and repeat. What’ s the difference between A and B? (track 12) B. He’s
A. His
B. Listen and check (/) the sound you hear.
C. Describe where are the things around you. ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Where is it? task 1. Look at the picture and complete the blancks whit a vocabulary in the box.
Vocabulary Sink lamp closet chair table curtain table desk clock bookcase bed armchair mirror couch rug coffee shower
Task 2. Look the vocabulary of the picture A and B complete the sentences. PICTURE A 1. The bookcase is ______________the couch. 2. The lamp is _______________ the bookcase. 3. The coffee table is ____________ the couch.
PICTURE B 4. The books are _____________ the desk. 5. The briefcase is ___________ the desk. 6. The gray armchair is ___________ the green armchair.
Task 3. Now look at the picture and read the sentences. Choose True (T) or False (F) There's There's There's There's There's There's There's There's
a green frog in the cupboa rd. a purpl e frog under the bed. a green frog on the bath. a red frog on the floor. a black cat under the chair. a pink cat in the bath. a blue cat on the floor. a yell ow cat in the cupboa rd.
______ ______ ______ ______ ______ ______ ______ ______
Task 4. Look at the picture and complete with a correct preposition.
Grammar description
Exercises Task 1. Add there is or there are to the following sentences. 1. _________________ ____ (There is, There are) 2. ______________ _______ (There is, There are) 3. ____________________ _
a fly in my soup. many par ks in New York. any tigers in Afric a.
(There isn't, There aren't) 4. ________________ _____ (There is, There are) 5. ____________ _________ (Is there, Are there) 6. ____________ _________ (Is there, Are there)
lots of hotels in bi g ci ties. a bank near here? life on Mars ?
Task 2. Look at and describe the picture using there is and there are.
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________________________________________________ _
Task 3. Fill the gaps with a/an, the or x if it isn't necessary to use any article. 1. He is _________ very nice man. 2. They are _________brave girls. 3. _________ farmhouses in my village were rather poor. 4. He told me _________ story of his life. 5. This is a good example. 6. _________ roof of _________ house was on fire. Task 5. Find and circle the words in the 7. We are _________ pupils. wordsearch puzzle and number the pictures. 8. Those were _________ interesting books. 9. Look at _________ top of that tree. 10. I am _________ good sailor.
Task 4. Read the comics and coments with your parners.
What time is it?
•
What’s the date?
•
Prepositions of time
•
Present Simple (affirmative,
•
negative, questions and short answers) •
•
Wh questions
Adverbs of frequency
What time it is ? Vocabulary Task 1. What time it is? Look at the clocks and complete the sentences Then, listen and check your answers.
Task 2. Put the week days in correct order. Write 1 to 7. Then, listen and check your answers. What day is it today? (track 13)
Grammar description Preposition of time: at, in, on We use: ✓ at for a PRECISE TIME ✓ in for MONTHS, YEARS, CENTURIES and LONG PERIODS ✓ on for DAYS and DATES Notice the use of the preposition of time at in the following standard expressions: at night, at the weekend, at Christmas*/Easter, at the same time, at present.
Task 3. Look and complete with the word in the box. Then, listen and check your answers.
Evening
afternoon
Exercises Task 1. Fill in the correct time prepositions. 1. Peter is playing tennis ___on___ Sunday. 2. My brother's birthday is _________ the 5th of November. 3. My birthday is _________ May. 4. We are going to see my parents _________ the weekend. 5. _________ 1666, a great fire broke out in London. 6. I don't like walking alone in the streets _________ night. 7. What are you doing _________ the afternoon?
Task 2. Complete the phrases with a correct time preposition at, in or on? 1. _________ September 2. _________12 o'clock 3. _________winter 4. _________Easter Monday 5. _________4th July, 1776 6. _________Christmas 7. _________Tuesday 8. _________the weekend 9. _________my birthday 10. _________the end of the week
Vocabulary The regular and irregular verbs. Verbs are subdivided into two groups, regular verbs and irregular verbs, on the basis of how their past tense and past participles are formed. See below for tips on how to distinguish between them.
Task 1. Read the text and write the verbs in the correct form.
A day in the life of... Hi! My name is Lucy. This is my daily routine on weekdays. I ________ (get up) at half past seven and I ________ (have) breakfast with my parents and my younger sister Paula. I ________ (li ke) cereals but my sister ________ (like) bacon and eggs. My parents ________ (eat) coffee and toast. We ________ (go) to school by bus, but my father ________ (go) by train. My mother ________ (work) at home, she ________ (be) a journalist. We ________ (have) lunch at school, because in the afternoons we ________ (do) activities: I ________ (sing) in the choir and ________ (play) basketball, my sister ________ (go) to art class and ________ (play) badmington. After school we ________ (go) home and my mother ________ (hel p) us with the homework. We also ________ (hel p) at home, I ________ (clean) the rooms and my sister ________ (wash) the dishes. In the eve nings we ________ (watch) TV, ________ (play) games and ________ (talk) about our day. My sister and I ________ (go) to bed at nine o'clock. On weekends we ________ (get up) later, around nine o'clock. We ________ (play) outdoors games, in the park or our garden. Then we ________ (visit) our grandmother, I ________ (li ke) her very much! She ________ (make) us cakes and we ________ (play) all afternoon with our cousins. It's great fun!
Grammar description Simple Present tense ✓
To talk about habits and routines
Rules in the third person of Singular form. ✓
We add –s to most verbs: walks, gets, … ✓ We add –es to verbs that end in sh, ch, ss or o: finishes, goes, catches, … ✓ If a verb ends in a consonant +y, we change the y to i and add –es: tries, studies, … ✓ If a verb ends in a vowel +y, we add –s: pays, plays, …
Grammar chart Affirmative structure EXAMPLE Negative structure EXAMPLE Questions structure EXAMPLE
S
+
V
+
C
.
She
+
+
math
.
S
+
I
+
studies AUX. + DO/DOES does +
AUX. DO/DOES
+
S
Does
+
she
NOT
+
V
+
C
.
not
+
study
+
math
.
+
V
+
C
+
?
+
study
+
math
+
.
Task 1. Look at the picture and complete the blacks with the verbs in the gaps.
Grammar notes
Task 2. Unscramble the following sentences. a) Do / Saturdays? / go / you / to / cinema / usually / on / the ________________________________________ b) the / I / in / never / TV / afternoon. / watch ________________________________________ c) Sundays. / She / cleans / always / room / her / on ________________________________________ d) their / They / visit / sometimes / the / at / weekend. / friends ________________________________________ e) He / usually / by / to / goes /school / bus. ________________________________________
Task 3. Look at the sentences and order them. Change the verbs according to the pronouns.
Task 4. Match column A and B
1. Take a shower / she/ always/ at 7 am ________________________________________ 2. He/ get up/ never/ at 6 am. ________________________________________ 3. They/often/ worried/ are. ________________________________________ 4. We/ dinner/ have/ never/ with our mom. ________________________________________ 5. She/ listen to/ sometimes/ romantic music ________________________________________ 6. I /twice a week/ go to the disco ________________________________________ 7. They/ play/ never/ video games ________________________________________ 8. You/ in the library/ sometimes/ study ________________________________________
Task 5. Complete the sentence with the simple present with the verbs I the gaps.
Task 6. Read the description and complete the blacks applying the professions.
Grammar description Listen to the lesson audio: (Track 14) •
•
These wh question words are at the beginning of the sentence. After them, we use aux ia ry verb and subject. We don't use yes or no in the a nswer.
Structure WH + DO/DOES + SUBJECT
+ VERB + C + ?
Wh questi on word (what, when..) + do / does + Subject (I, you, we...)+verb + compl ement+?
Practice you knowledges
Task 1. Write the question using the Wh according the information in the first idea. a) Julia l ikes pop-music. _____________________________________ b) What does Julia like? _____________________________________ c) Maria comes from Spain. _____________________________________ d) They play in the garden. _____________________________________ e) Rick rides his bike. _____________________________________ f) I go to the cinema on Saturdays. _____________________________________ g) We go to Mallorca because it is warm there. _____________________________________ h) Joe repairs his bike. _____________________________________ i) Robin drives his car carefully. _____________________________________ j) Peter runs with his dog every day. _____________________________________
Hobbies and free time activities
•
like, hate, love, enjoy, can’t stand, don’t mind
•
The v erb can Present progressive
• •
Time expressions
• •
Stative verbs
Grammar description Likes and disk like After some verbs (love, like, don't/doesn't mind, don't/doesn't like, hate) you can use a noun, a pronoun or a verb +ing. Example: Simple: I don’t like the flowers. ➢ I like the flowers. She doesn’t prefer E nglish class. ➢ She prefers English class. With a verb She loves to listen romantic music. She doesn’t loves to lis ten romantic music.
Expressing likes ➢ I like… ➢ I love... ➢ I adore… ➢ I prefer….. ➢ I ‘m crazy about… ➢ I’m mad about… ➢ I enjoy… ➢ I’m keen on…
Expressing dislikes ➢ I don’t like… ➢ I dislike... ➢ I hate… ➢ I abhor… ➢ I can’t bear... ➢ I can’t stand… ➢ I detest... ➢ I loathe...
Task 2. LOOK AT THE FACES AND
Notes: To talk about your likes and dislikes, you can use these expressions.
1- COMPLETE WITH LIKE OR DON'T LIKE: a. I______ hamburgers. b. I ______ pizza c. I ______ dumplings d. I ______ sushi e. I ______ fried rice f. I ______ noodles g. I______ cake
Free Time. Task 1. Complete the survey with the verbs in the Word Bank. Then, answer it by selecting one option.
Task 2. Talk to a partner about your free time activities using the information in task 1. Add extra information.
Task 3. Interchange the information with your classmates and write what activities he or she like and dislike. Then, prepare a little showing about your free time activities and explain in the class.
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Task 4. Look at the picture and guess the answer to questions. CELEBRITY FAMILIES
Task 5. Read and confirm the answer in task 4. MEET THE JONAS FAMILY
Task 6. Work with a partner. Read the questions and complete the table as fast as possible.
Questions a. Why are the Jonas brothers special artists? b. What is Kevin like? c. Who is loving but strict? d. What does Nick like to do in his free time? e. Who likes to work out? f. What does Mr. Kevin Jonas do?
Answers
Paragraphs
Grammar notes Conjunctions: AND and BUT The conjunctions “and” and “but” can be used to join two statements. And: shows addition and is used when the statements are similar. Eg.: I called Jan and we talked for an hour. ➢
But: is used to connect statements that express opposite ideas. Eg.: I also called Steve, but he wasn't home.
Practice the next exercises.
Modal verbs can. Can is an auxiliary verb, a modal auxiliary verb. We use can to: • • •
talk about possibility and ability make requests ask for or give permission
Grammar structure Affirmative form S + CAN + V + C.
Negative form
Questions
S + CAN + NOT + V + C.
CAN + S + V + C?
Task 1. Complete the sentences according to de sing.
Answer Affirmatives Negatives YES. S + CAN.
NO. S + CAN + NOT.
Task 2. Write in order the following sentences.
a) I________ swim. (+/can) b) You ________ draw. (-/can) c) He ________ cook. (+/can) d) She ________ walk. (-/can) e) It ________ jump. (+/can)
a) she the trumpet play can? _________________________ b) write can they e-mails? _________________________ c) I TV can watch? _________________________ d) The cat climb can the tree? _________________________ e) Brother pictures draw can your? ______________________________
Task 3. Work in pairs and write about your abilities after speak about the activities.
Grammar description. ➢
In English, present progressive can be used to describe what is happening now, or what will happen in the future.
EXPRESSIONS • • • • •
Now At the moment Right now Today This week
Affirmative form Structure
S + BE (am, is, are) + V. ing + C. I am playing in the park. I’m playing in the park He is playing in the park. She is playing in the park. EXAMPLES It is playing in the park. We are playing in the park. You are playing in the park. They are playing in the park. Task 1. Circle the Present Continuous tense in the text. Use color pencils. Sarah Miller is in New York. She is writing a letter to her best friend. Dear Sophia, How are you? How is London? I am having a very good time in New York. It’s Sunday and it’s sunny and warm. Now it’s ten in the morning and we are in Central Park. I am sitting under a tree, I am listening t o my radio… and I am writing to you, of course. My Canadian cousin Rosemary is here with us, s he is reading a comic. She’s v ery pretty. She’s tall and slim and she has got long wavy brown hair. Her parents are in Toronto. My father is reading The New York Times, an American newspaper. My mother is playing with my little brother Jimmy on the grass and they are eating popcorn. There are many people in the park. Some men are jogging, two girls are walking their dogs, and an old man is skating! And he can do that quiet well. We often come to this fantastic park, in this wonderful city because we are relaxing here. But sometimes we visit other interesting places: museums, shops, galleries, etc… New York is great! There are many fantastic skyscrapers, great shops and there are people everywhere! Love, Sarah
Task 2. Now answer these questions. 1. What is Sarah’s surname? __________________________________ 2. Where is Sarah? __________________________________ 3. What is s he doing? __________________________________ 4. Who is Sarah writing to? __________________________________ 5. What is Sarah’s father doing?
__________________________________ 6. Is Sarah’s brother eating a hamburger? __________________________________ 7. How many girls are walking their dogs in the park? __________________________________ 8. What is her cousin doing? __________________________________ 9. Does Sarah like New York? Why? __________________________________
NEGATIVE AND QUESTION FORM Structure S + BE (am, is, are) + NOT + V. ing + Structure BE (am, is, are) + S + V. ing + C? C. I am not playing in the park. Am I playing in the park? I’m not playing in the park. He is not playing in the park. He She is not playing in the park. Is She playing in the park? EXAMPLES EXAMPLES It is not playing in the park. It We are not playing in the park. We You are not playing in the park. Are You playing in the park? They are not playing in the park. They Answers Affirmative answer Negative answer No. I’m not / I am not. Yes. I am He isn’t. / He is not. He is. Yes. She is. Yes. She isn’t. / She is not. It isn’t . / It is not. It is. We are. We aren’t . / We are not Yes. You are. Yes. You are n’t. / You are not. They are. They aren`t./ They are not. Task 1. Look at the picture and write sentences using the present continue. Then, match the sentences with the pictures. There are an example that help you. 1. The/listen/to music. They are listening to music. © 2. John/eat/an apple ________________________ 3. She/sleep _______________________ 4. They/have/breakfast ________________________ 5. Ann/wait/for the bus ________________________ 6. George / ride / a bike ________________________ 7. It/rain ________________________ 8. The policemen/arrest/a thief ________________________ 9. The man/fish ________________________
Task 2. Listening and Complete each sentence or question with the main verb in the present continuous tense. (Track 15) 1. How _________ you ____________? 2. ________ he __________ to the store? 3. My feet _________ __________ me. 4. Everyone _________ ____________ now. 5. Where _________ you __________? 6. This computer ________ ___________ anymore. 7. Mark __________ __________ his car. 8. The customer __________ __________ her car with gas. 9. What _________ she ___________ for breakfast? 10. Where _________ we __________?
Grammar notes
Types of verbs.
Exercises Task 1. Read the sentences and write if is dynamic or static verbs. 1 Helen likes reading historic novels. __________ 2 My mothe r played with the baby. ___________ 3 I'm thinking about buying a car. ____________ 4 We feel he's angry with us. ____________ 5 He walk two hours every day. ____________ 6 His taking Chinese lessons. ____________ 7 I love doing kick boxing. ____________ 8 He has a sportive car. ____________ 9 I can't think right now. ____________ 10 I grew in South Africa. ____________
Task 2. Complete the given sentences using an appropriate verb form. 1. I ………………… this flavor. a) like b) am l iking c) Either could be used here
2. I ………………. fine. a) feel b) am feeling c) Either could be used here 3. I ………………. your dad tomorrow. a) see b) am seeing c) Either could be used here
4. I called her because I ……………….. to talk. a) needed b) was needing c) Either could be used here 5. I …………….. that he is innocent. a) believe b) am believing c) Either could be used here
Look at the picture and give an opinion. •
•
• • •
Comparative forms er- more Superlative forms est- most Object pronouns Linking words Modal verbs(c an, could, may, might, should, must, would)
Compound nouns -ly
Comparatives form ➢
When we want to compare two or more thi ngs, we can change the form of adjectives by adding –er or –est. We can also use extra words like more or most and expressions like not as … as. ➢ One syll able adjectives generally form the comparative by adding -er and the superlative by adding -est, e.g.: • Note that if a one syllable adjective ends in a single Adjective Comparative Superlative vowel letter followed by a single consonant letter, the Soft Softer The softest consonant letter is doubled, e.g.: thin → thinner, big → Cheap Cheaper The cheapest biggest. Sweet Sweeter The sweetest • If an adjective ends in -e, this is removed when Thin Thinner The thinnest adding -er/-est, e.g.: wide → wider/widest. Structure If an adjective ends in a consonant followed by -y, • A: S + be + adj.er + than + c. y is replaced by -i when adding -er/-est, e.g.: dry → N: S + be + not + adj.er + than + c. drier/driest. Q: Be + s + adj.er + than + c?
Practice. Task 1. Fill in the correct form of the words in brackets (comparative or superlative). 1. My house is (big) bigger than yours. 2. This flower is (beautiful) _______________ than that one. 3. This is the (interesting) _______________ book I have ever read. 4. Non-smokers usually live (long) _______________ than smokers. 5. Which is the (dangerous) _______________ animal in the world? 6. A holiday by the sea is (good) _______________ than a holiday in the mountains. 7. It is strange but often a coke is (expensive) _______________ than a beer. 8. Who is the (rich) _______________ woman on earth? 9. The weather this summer is even (bad) _______________ than last summer. 10. He was the (clever) _______________ thief of all.
Task 2. Look at the picture and complete the sentences below.
Task 3. Read and complete the dialogue, using the missing adjectives in the box beside .
Missing adjectives Coldest Hotter
older lightest longer
wettest
Task 3. Write and describe the objects and people that there are in your classroom. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________ ________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________
Task 4. Read the story about Maria, Sachie, Toshie and Ana and write sentences about them using comparatives and superlatives.
Task 5. Write a little summary that you understand using comparatives and superlatives. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
Task 6. Read and talk about it.
Vocabulary about physical description.
Object pronouns The seven basic pronouns have one form when they are used as subjects and another form when they are used as objects. Subjects are what the sentence is about. (See more about Subject Pronouns) Objects are what i s affected by the action of the subject.
PRONOUNS
•
Subjec t Pron oun
Object Pron oun
•
I
Me
You
You
He
Him
She
Her
It
It
We
Us
You (plural)
You
They
Them
Examples • •
• • • • •
I like whisky. (I is the subject). I read books. (Books is the object as it is receiving the action). Like you but you don't li ke me. Do you really hate her? She loves sitting next to him. She always writes e -mails to us. He's talking to her about it.
Task 1. Complete each sentence with the appropriate pronoun. 1. (Joe, Scott, and Bob) The waiter brought out three plates of food for __________________ 2. (My Aunt Jane) My brother and I wrote thank you letters to __________________ 3. (Nick and I) The science teacher gave a bottle rocket to __________________ 4. (The neighbor’s car) The mechanic from the garage went to work on __________________ 5. (Jenny and Fatima) My parents bought $25 gift certificates for __________________ 6. (The little old lady) I carried in the bags of groceries to hel p __________________ 7. (Adam’s grandfather) Adam carefully painted a special portrait of __________________ 8. (The blue notebook) Samantha quickly wrote down all her notes in __________________ 9. (The pens and pencils) I bought a new zippered pouch at the store for __________________ 10. (Your Uncle Peter) Sall y expertly danced her tap dance routine for __________________
Grammar notes. Linking words help you to connect ideas and sentences, so that people can follow your ideas
Grammar description
CATEGORIES
Exercises
1.Thereareplenty oftomatoesinthefridge.You____________ buy any. 2.It'sahospital.You____________smoke. 3.Hehadbeenworkingformorethan11hours. He____________ betiredaftersuchhaed work.He ____________ prefertogetsomerest. 4.I____________ speak ArabicfluentlywhenIwasachildandwelivedinMorocco.Butafterwemoved backtoCanada,IhadverylittleexposuretothelanguageandforgotalmosteverythingIknewasachild. Now,I____________ justsay afewthings inthelanguage. 5.Theteachersaidwe____________ readthisbook forourownpleasure asitisoptional. Butwe ____________ readitifwedon'twantto. 6.____________ youstand on yourheadformore tha naminute?No,I____________ . 7.Ifyou wanttolearn tospeak English fluently,you____________to workhard. . 8.Takean umbrella.It____________ rainlater. 9.You____________ leavesmallobjectslyingaround.Suchobjects____________ beswallowed by children. 10. People____________ walkongrass. 11. Drivers____________ stop whenthetrafficlightsarered. 12. ____________ Iask aquestion?Yes,ofcourse. 13. You ____________ takeyourumbrella.Itisnotraining. 14. ____________ you speakItalian? No,I____________ .
Grammar note: Compound Nouns A compound noun is a noun that is made with two or more words. A compound noun is usually [noun + noun] or [adjective + noun], but there are other combinations (see below). It is important to understand and recognize compound nouns. Each compound noun acts as a singl e unit and can be modified by adjectives and other nouns.
Task 1. Look for in the dictionary others examples about compound nouns. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________
Countable and uncountable nouns How much/ How many Much/many/some/any/a lot of
•
• •
Vocabulary
English grammar •
Countabl e nouns are i ndivi dual people, ani mals , places, things, or ideas which ca n be counted.
•
Uncountabl e nouns are not indi vidua l objects, so they ca nnot be counted.
Task 1. Decide whether these nouns are countable (C) or uncountable (U) 1.
The children are playing in the garden. ______
2.
I don't l ike milk. ______
3.
I prefer tea . ______
4.
Scientists say that the environment is threatened by pollution. ______
5.
My mother uses butter to prepare ca kes. ______
6.
There a re a l ot of windows in our classroom. ______
7.
We need some glue to fix this vas e. ______
8.
The waiters i n this restaura nt are very profess iona l. ______
9.
My father dri nks two big glasses of water every morning. ______
10. The bread my mother prepar es is delic ious. ______ 11. Drivers must be ca reful; the road is sl ippery. ______ 12. Some policemen are organi zing road traffi c to avoid any acci dents. ______ 13. I bought three bottles of mineral water for our picni c. ______ 14. I'd li ke some juice please! ______ 15. Successful candidates wil l j oin the camp l ater this year. ______
There is / there are •
Use for countable and uncoutable nouns.
Vocabulary Task 1. Listen and repeat. (track 16)
Task 2. Look at the picture and describe the house and apartmen using there is / there are. _________________ ___________ ___________ _________ ___________ ___________ _________ ___________ ______ _________________ ___________ ___________ _________ ___________ ___________ _________ ___________ ______ _________________ ___________ ___________ _________ ___________ _____ _________ ___________ _________ ___ _________________ ___________ ___________ _________ ___________ ___________ _________ ___________ ______ _________________ ___________ ___________ _________ ___________ ___________ _________ ___________ ______ _________________ ___________ ______ ___________ ___________ ___________ _________ ___________ _________ _________________ ___________ ___________ _________ ___________ ___________ _________ ___________ ______
Task 3. Look at the picture. What do you t hink the people are talking about? Listen, read and check your answers. (Track 17)
Task 4. Put the correct form of the given words into the spaces. 1.John i s eating some __________(potato). 2.Is there any ___________ (water) in the ja r? 3.Mother says, ‘Gogo, please give me some __________ (ja m).’ 4.There a re some _________ (fis h) in the ri ver. 5.There a ren’t any _____________ _(to mato) on the table.
Task 5. Put the correct answer into t he spaces with “some” or “any”. 1. There is not ________sugar in the coffee. 2. There a re ___________ stars in the sky. 3. There aren’t ________ ros es on the tabl e. 4. Father says , ‘Pleas e give me ________ oil.’ 5. Is there ________ ora nge juic e? 6. There is ________ paper on the desk.
GRAMMAR DESCRIPTION. How much / how many
TASK 1. Complete the questions with how much or how many. Then, wr ite the answers according to the picture.
Anecdotes
c
•
• • •
Gramma description.
Past tense of the to be verb(aff, neg, int. and short answers) Past time expressions Past simple (aff, neg, int. and short answers) Regular and irregular verbs(rules)
Past tense of to be verb The past tense of To Be is using to going a subject with a word or words that tell something a bout the subj ect that ha ppening in the pas t.
Affirmative structure: S + WAS / WERE + C. EXAMPLE: She was a baby. •
Task 1. Choose the correct form.
Grammar chart.
Task 1. Complete t he sentences with “wer e / was” 1. Tom _______ in Spai n la st weekend.
2. Frank and Jim _______ at the party la st night. 3. Who _______ at the ci nema las t Monday? 4. The chil dren _______ qui et when their par ents came home. 5. She_______
a ni ce person.
6. He _______
usually not at home at the weekend.
7. They_______ 8. We _______
good at Engli sh. in Lower Aus tria la st summer.
9. My brother _______
in China some weeks ago.
10. I _______ in Copenhagen when my fri ends went there.
Task 2. Rewrite the sentences into the Simple Past Tense. Then write a negative sentence. Use the short forms. Look at the example below. e.g. I am at home.
I was at home.
I wasn’t at home.
1) He is my fri end. ________________ _______ ______________ ___________ ___ 2) I am a man. ____________ ___________ ______________ ___________ ___ 3) It is an umbrell a. __________________ _____ ______________ ___________ ___ 4) That is a bi rd. ______________ _________ ______________ ___________ ___ 5) These are your pens and pencils. ___________________ ____ ______________ ______ 6) They are happy people. ______________ _________ _________________ ________ 7) This is a kitchen. ________________ _______ ______________ ___________ ___ 8) Those are two bags , a rul er and a rubber. ______________ _______ ________________ 9) We are in. _____________________ __ ______________ ___________ ___ 10) You are my brother . ________________ _______ _________________ ___________
Task 3. Change the following sentences into interrogative then give short answers according to the sign. Look at the examples. E.g. •
Mr Smith was at home. Question: Was Mr Smith at home? Answer: Yes, he was.
1) I was in the garden.
______________ ___________
_________________ _________
2) Mum was il l last week. ______________ ___________
_________________ _________
3) They were on hol iday in May. _____________________ _
_________________ _________
4) You were tired yesterday. _________________ ________ _________________ _________ 5) We were in the pa rk at 5 o’cl ock yesterday. _________________
____________________
TIME EXPRESSION FOR PAST TIME.
Task 4. Read the Shara`s went shopping and underline the some facts in past. Shara`s went shopping
Grammar description Simple past tense. •
The si mple pas t tense descri bes actions and states that began and ended at a speci fic time in the pa st.
There are regular verbs and irregular verbs. All regular past tense verbs end in “ed” Regular : study studied live lived stay stayed Some verbs have irregular past tense forms: Irregular : go went. be was – were do did Affirmative form
S + V. in past + COMPLEMENT
Example
She l ived in France in 1980.
Notes: in past simple tense use the auxiliary DID for negative and interrogative form.
Negative form
S + DID + NOT + V + COMPLEMENT.
Example
She di d not li ve in France in 1980.
Example: I li ved in France i n 1980. He went to the swimming pool. They were late yesterday. He di d the homework.
Question form
DID + S + V + COMPLEMENT?
Example
She di d not li ve in France in 1980.
• • • •
Task 1. Write the verbs in the gaps in past tense. 1. Las t year I (go)________ to England on hol iday. 2. It (be) ________ fantasti c. 3. I (vis it) ________ lots of interesting pla ces. 4. I (be) ________ with two fri ends of mine . 5. In the morni ngs we (wal k) ________ in the streets of London.
Practice your knowledges.
• • •
Too/ enough Too much/ too many Past continuous (aff, neg, int. and short answers)
Task 1. Listen and sing a song. FOOL'S GARDEN LYRICS "Lemon Tree" I'm si tting here i n the bori ng room It's jus t another rai ny Sunday afternoon I'm wasting my time I got nothing to do I'm hanging around I'm waiting for you But nothing ever happens and I wonder I'm drivi ng around in my car I'm drivi ng too fast I'm drivi ng too far I'd li ke to c hange my point of vi ew I feel so lonely I'm waiting for you But nothing ever happens and I wonder I wonder how I wonder why Yesterday you tol d me 'bout the blue blue sky And a ll that I can see is jus t a yellow lemon-tree I'm turning my head up and down I'm turning turning turning turning turning around And a ll that I can see is jus t another lemon-tree Sing, dah... I'm s itting here I miss the power I'd li ke to go out taki ng a shower But there's a heavy c loud ins ide my head I feel so tired Put myself into bed Whil e nothing ever happens and I wonder Is ola tion is not good for me Is ola tion I don't want to si t on the lemon-tree I'm steppin' around in the desert of joy Baby anyhow I 'll get another toy And everything will happen and you wonder I wonder how I wonder why Yesterday you tol d me 'bout the blue bl ue sky And a ll that I can see is jus t another lemon-tree I'm turning my head up and down I'm turning turning turning turning turning around And a ll that I can see is jus t a yellow lemon-tree Yellow, wonder, wonder I wonder how I wonder why Yesterday you tol d me 'bout the blue blue sky And al l that I can see, and all that I ca n see, and a ll that I can see Is jus t a yellow l emon-tree
Grammar description • Past continuous To s how what s omebody was doing at a parti cula r time in the pas t, we us e the Pas t Continuous Tense. Example ➢ I was pla ying badminton at this time yesterday. Sometimes we use the past continuous tense ➢ She was c ycli ng at 9:00am yesterday to talk about two or more actions which were ➢ They were pla ying table tennis a t 6:30 la st night.
Grammar chart
taking place at the same time in the past.
Affirmative form
S + be (was/were)+ V. ing + COMPLEMENT
Example
I was pl ayi ng badminton at this time yesterday .
Negative form
S + be (was/were)+ not + V. ing + COMPLEMENT
Example
I was not pla ying badminton at this time yesterday.
Question form
Be (was /were) + S + V.ing + COMPLEMENT?
Example
Was I pla ying badminton at this time?
Answers
Yes. I was / Yes. You were. No. I was not. / Yes. You were not.
Exercises Task 1. READING AND WRITING - PAST CONTINUOUS REVISION A STRANGE EXPERIENCE
Last month I was on holiday in Ireland with my mum and dad. One day, we were driving through a small village. It was time for lunch, so we stopped at a restaurant. It was a large, old building. We looked through the window. There were lots of people in the restaurant. They were eating, drinking and chatting. A musician was playing the violin. But there was something strange about the people. They weren't wearing normal, modern clothes. They were wearing hats, jackets and dresses from another century. We couldn't understand it. But we were hungry, so we opened the door. When we went into the restaurant, everything was different. The people were wearing normal clothes. The musician wasn't there- the music was on CD. It was a very strange experience! Daniel
Task 2. Now answer these questions. 1- Who was Daniel on holiday with? ______________________________________________________________ 2- Why did they stop at a restaurant? ______________________________________________________________ 3- What were the people in the restaurant doing? ______________________________________________________________ 4- What instrument was the musician playing? ______________________________________________________________ 5- What was strange about their clothes? ______________________________________________________________ 6- When they went into the restaurant, did they see the musician? ______________________________________________________________
Task 3. Look at the picture and write what these people were doing when the teacher arrived at the school?
Example
1- When the teacher arrived, the girl in number 1 was sitting on a bench and she was studying. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Task4.Put the verbs in to the correct form (past progressive).
1. When I phoned my friends, they (play) ___________ monopoly. 2. Yesterday at six I (prepare) ___________ dinner. 3. The kids (play) ___________ in the garden when it suddenly began to rain. 4. I (practice) ___________ the guitar when he came home. 5. We (not / cycle) ___________ all day. 6. While Alan (work) ___________ in his room, his friends (swim) __________ in the pool. 7. I tried to tell them the truth but they (not / listen ) ___________ . 8. What (you / do) ___________ yesterday? 9. Most of the time we (sit) ___________ in the park. 10. I (listen) ___________ to the radio while my sister (watch) ___________ TV. 11. When I arrived, They (play) ___________ cards. 12. We (study) ___________ English yesterday at 4:00 pm.
Task 5. Put in the verbs in brackets in Simple Past or Past Progressive into the gaps. 1. While I ___________ , the school bus ___________ . (to text) (to arrive) 2. Cindy ___________ her leg while she______________________ . (to break) (to snowboard) 3. He ___________ to the radio while he ___________ breakfast. (to listen) (to prepare) 4. My father___________ at 70 km/h when a policeman___________ him. (to drive) (to stop) 5. The girl___________ that the boy___________ her. (to notice) (to watch) 6. My dad ___________ the ladder while he ___________ the carport. (to fall off) (to paint) 7. While we ___________ , we ___________ crossword puzzles. (to wait) (to do) 8. Nick ___________ sick while he ___________ in Texas. (to become) (to travel) 9. What ___________ when you___________ about 9/11? (to do) (to hear) 10. She said that she ___________ happy, so I ___________ to her. (not/to feel) (to talk)
Grammar note Too and enough indicate degree. They are used with adjectives. •
•
Too means more than what is needed. Enough means sufficient.
Examples He is too old to play football with the kids. Dave is intell igent enough to do the right thing. You're not working fast enough I don't have enough time. He has too many friends. She has got too much patience
STRUCTURE S + V+ TOO + ADJECTIVE + COMPLEMENT. S + v + ADJECTIVE + ENOUGH + COMPLEMENT.
Task 1. Complete the next sentences whit too or enough. 1. Peter is _________ short to become a police officer. He’s only 1,65cm tall. 2. I’d like to buy a new car and a new house, but I’m not rich _________. 3. My school is _________ far from my house to go on foot. 4. Kelly is _________ young to drive a car. She’s only 14. 5. That ski rt is _________ tight for you. You need a bigge r size. 6. David isn’t fast _________ to beat the Italian runner. 7. We didn’t buy the sofa because i t wasn’t comfortable _________. 8. I’m a good swimmer but I’m not good _________ to enter a competition. 9. The students are _________ lazy to learn the irregular verbs by heart. 10. The music is _________ loud and I can’t hear anything you say
GRAMMAR DESCRIPTION Too much/ too many Important tip: much is always used together with an uncountable noun (like 'oil' or 'water') while many is always used with nouns that are countable (like 'table' or 'computer')
Task 1. Choose the correct words according with the idea. 1. Jack always gives too ___ bad advice, you shouldn't trust him! a) many b) much 2. Tokyo is very crowded, there’s just too ___ people! a) much b) many 3. Some people have too ___ money and too much time. What do they do with it all? a) many b) much 4. Venice in summer has too ___ tourists that visit each year. a) much b) many 5. My city has too ___ traffic during rush hour. a) much b) many 6. There are just too ___ cars on the road! a) much b) many 7. In my opinion Windows Vista had too ___ problems. I prefer Windows 7. a) many b) much
Reading COMPLETE THE FOLLOWING ARTICLE. USE: 'TOO / TOO MANY / TOO MUCH / ENOUGH' My best friend has a very complicated life. She's always _____________ stressed and doesn't sleep_____________ hours. Her boss is not polite _____________ and he gives her _____________ work to do. Last week he ordered her to make _____________ phone calls so my friend ended_____________ exhausted. The good thing is that my friend earns _____________ money. She tells that when she is rich _____________, she will give up working for him. My friend has_____________ things to do but at least, she has_____________ money to buy her own house and car.
1.Adición (Addition) When we want to add ideas or to giv givee more inform informaa t ion about abo ut the same idea we use use the follow following ing connectors: • • • • •
Y Además También También Además de Incluso even
and also, moreover, ore over, further furthermore more,, in additi add ition on too, as well as well well as
2. Oposición (Oppos (Opposition) ition) The The next connectors connectors are used when we are contrasting contrasting ideas. deas . • • • • •
Pero but Sin embargo however Aunque although No obstante obstante neverth everthee less A pesar pesa r de (que) despite/in spite of
3. Causa (Cause)
• •
• • • • • •
Porque because Como as A causa de (que) because beca use of Debido a (que) due to, because beca use of Dado que since since,, given given that Ya que since, since, because beca use 5. Consecuencia (Consequence)
•
Puesto que Gracias a (que) Por culpa culpa (de)
since, since, as thanks thanks to because beca use of
4. Dar ejempl ejemplos os (Giving (Giving exam ex ampl plee s) • •
Por Po r ejem eje mplo A saber sab er
for example, example, for insta instance nce namely namely
These connectors connecto rs are to express expre ss the consequences conse quences of the inf infor orm matio at ion n previ pre viously ously given given and they are all used in in a simil similar ar way. • • • •
Entonces Así que Por lo tanto/por eso En consecuencia conse cuencia
then so therefore therefore in consequence conse quence
6. Resumiendo (Summarising) We normally use these these words at the beginni beginning ng of the sentence to give give a summary summary of what we have said or written. • • • • •
Para resumi resumir Para finalizar naliza r En pocas poca s palabras En resumen resumen En defi de finit nitive ive
to summ summarise ar ise to conclude conclude in short in summar summary y in brief brief
Autores: Lic. Gina Alexandra Alex andra Albán Rocha Lic. Olga Ol ga Samanda Abedrabbo Ramos.
Bibliographic H.Q. Mitchell Let`s speed spee d up, Copyright ©2011 mmplublications. mmplublications. H.Q. Mitchell, Mitchel l, MALKOGISNNI, MALKOGISNNI, Marileni, Copyright Copy right ©2012 ©2012 mmplubl ications ications
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ESCUELA ESCUELA TÉCNICA TÉCNICA DE LA FUERZA FUERZA AÉREA DEPARTAMENTO DE DOCENCIA PROGRAMA PROGRAMA DE ASIGNATURA A SIGNATURA
SÍLABO 1. DATOS INFORMATIVOS MODALIDAD:
DEPARTAMENTO:
CAMPO DE FORMACIÓN:
DUAL
IDIOMA EXTRANJERO
INGLES COMUN INICIAL
CURSO DE FORMACIÓN:
NOMBRE ASIGNATURA:
PERÍODO ACADÉMICO:
SOLDADOS TECNICOS
IDIOMA EXTRANJERO INGLES
MARZO 2018 –JULIO 2018
PRE-REQUISITOS:
CÓDIGO: FBC-IN34
-------------------------CO-REQUISITOS: --------------------------
NIVEL: NRC: 5520
No. CRÉDITOS: 150
SEGUNDO
FECHA ELABORACIÓN:
SESIONES/SEMANA:
FEBRERO-MARZO DEL 2018
DOCENCIA: DOCENCIA:65
4
PRÁCTICA: PRÁCTICA:65
EJE DE FORMACIÓN: TRABAJO AUTÓNOMO: 20
PROFESIONAL
DOCENTE: ____________________________________________
DESCRIPCIÓN DE LA ASIGNATURA:
LA ASIGNATURA DE INGLES I A1, A1, es considerado el nivel inicial del estudiante que empieza a hacer uso generativo de la lengua, en este punto el alumno puede interactuar de forma simple planteando y contestando preguntas sobre sí mismo, es decir información personal y personas que lo rodean incluyendo vocabulario y estructura estruct ura básica de acuerdo al grado de complejidad de los contenidos. CONTRIBUCIÓN CONTRIBUCIÓN DE LA ASIGNATU A SIGNATURA RA A LA FORMACIÓN PROFESIONAL: PROFESIONAL:
Los conocimientos de la asignatura del idioma inglés, permitirá a los alumnos conocer y poner en práctica los contenidos adquiridos durante el proceso educativo fomentando la iniciativa de poner en práctica sus conocimientos gramaticales y verbales que permitirán un mayor desenvolvimiento en su vida profesional. RESULTA RESULTADO DO DE APRENDIZAJE APRENDIZAJE DE DE LA CARRERA:
Muestra un control comprensible de comunicación oral, escrita a fin de captar en forma textual y auditiva diálogos básicos reproduciendo información en los acontecimientos acontecimie ntos de la vida cotidiana, generando análisis crítico y opinión personal ante diferentes contextos. OBJETIVO DE LA ASIGNATURA:
Desarrollar en los estudiantes a través del aprendizaje de estructuras básicas del idioma, la capacidad de expresarse de manera oral y escrita con seguridad, exactitud y fluidez en situaciones de la vida cotidiana aplicando los conocimientos adquiridos durante la clase empleando las cuatro habilidades fundamentales del idioma Inglés (Listening, Speaking, Reading and Writing) W riting) RESULTA RESULTADO DO DE APRENDIZAJE APRENDIZAJE DE LA ASIGNATURA
El estudiante desempeña su trabajo de manera activa a través del cumplimiento de tareas y desarrollo de habilidades durante el proceso de enseñanza aprendizaje interactuando de manera individual y colectiva en las tareas asignadas y manejando las habilidades adquiridas durante la clase.
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2. SISTEMA DE CONTENIDOS Y RESULTADOS DEL APRENDIZAJE COMPONENTES
No.
UNIDADES DE CONTENIDOS
UNIDAD 1. WELCOME TO ENGLISH LEARNING
D
6
P
3
TA
1
RESULTADOS DEL APRENDIZAJE Y SISTEMA DE TAREAS
Resultados de Aprendizaje de la Unidad 1: El estudiante aplica conocimientos adquiridos acerca de información y presentación personal básica y vocabulario referente a números y artículos. DOCENCIA
•
• • •
1
• •
• • •
• • •
Hello: introduce yourself Greetings What’s your name? How do you spell…? Where….from?
Countries-nationalities and places Alphabet Classroom language Introduce your partner or another Ordinal and cardinal numbers a vs. an Imperative (affirmative)
1
1
1
PRÁCTICO
Tarea D1. En el libro de trabajo completa los ejercicios relacionados Tarea P1. En un trabajo en equipo, con información personal empleando realizar una presentación personal vocabulario y deletreo de nombres .(1 h). utilizando el vocabulario aprendido. (2 h). Tarea D2. Utiliza los gráficos del folleto para identificar los objetos del aula, Tarea P2. En una evaluación, además de vocabulario acerca de responde e identifica vocabulario y nacionalidades y países (1 h). estructuras gramaticales empleadas anteriormente. (1 h). Tarea D3. Practica la correcta escritura de los números ordinales y cardinales e identifica el uso de los artículos a- an. (1 h).
TRABAJ O AUTÓNOMO
Tarea A1. Elabora ejercicios que refuercen el conocimiento adquirido sobre los temas tratados en la unidad. (1h).
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UNIDAD 2: DESCRIBING PEOPLE 6
3
1
Resultados de Aprendizaje de la Unidad 2: El estudiante aplica conocimientos básicos para realizar construcciones gramaticales con el verbo to be, adjetivos posesivos y maneja vocabulario relacionado con la familia y profesiones. DOCENCIA
•
2
Family and professions
•
Present tense of the verb to be ( affirmative, negative, questions, short answers) Wh words
•
Possessive adjectives
•
PRÁCTICO
TRABAJ O AUTÓNOMO
Tarea D1. En un árbol genealógico Tarea P1. De forma individual Tarea A1. Analiza y realiza ejercicios reconoce a los integrantes de la familia presentar un árbol genealógico y acerca de la estructura to be (1 h) y relaciona parentescos familiares.(1 h) describir el parentesco y la profesión de cada familiar. (2 h). Tarea D2. Ejecuta ejercicios que contengan estructuras afirmativas, Tarea P2. En una evaluación, aplica el negativas e interrogativas del verbo to vocabulario y la estructura gramatical be. (1 h) de la unidad. (1 h).
1 1
1
Tarea D3. Reemplazar frases o sujetos por pronombres posesivos (1 h)
UNIDAD 3: MY CITY
•
3
•
Resultados de Aprendizaje de la Unidad 3: 6
City places Possessive case(apostrophe) 1
• •
• •
The verb have Plural nouns
1 Sports Adjectives (physical and intellectual 2 appearance)
3
1
El estudiante describe personas, animales o cosas con adjetivos, utiliza el verbo have o el apostrofe para expresar posesión y aplica vocabulario que complemente su conocimiento. DOCENCIA PRÁCTICO TRABAJ O AUTÓNOMO Tarea D1. Identifica el uso de la Tarea P1. En una pareja, expresa las apostrofe y ubícala en el lugar correcto características físicas y personales que de acuerdo a sus reglas. (1 h.) posee su compañero y viceversa. (2 h.) Tarea A1. Analiza el vocabulario y gramática del libro y realiza los Tarea P2. En una evaluación, ejercicios de refuerzo. (1 h.) Tarea D2. Identifica adjetivos desarrolla adecuadamente el uso del personales y adjetivos físicos y verbo have, sustantivos en plural, la ubícalos siguiendo la tabla de orden. apostrofe y ubica los adjetivos en su (1 h.) lugar. (1h.)
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UNIDAD 4:
Resultados de Aprendizaje de la Unidad 4:
MY HOME 6
3
1
El estudiante comprende la distancia de los objetos a través de adjetivos demostrativos y es uso del singular y plural c on las estructuras there is y there are y a su vez emplea artículos y vocabulario como recursos complementarios para expresar descripciones e ideas. DOCENCIA
•
4
•
• • •
Demonstrative adjectives (singular and plural) There is / There are
2
Tarea P3. En una evaluación, usar la gramática y vocabulario adquirido concerniente a los temas tratados en la unidad 4. (1 h.) Resultados de Aprendizaje de la Unidad 5:
UNIDAD 5: 10
8
2
El estudiante efectúa soluciones gramaticales y aplica vocabulario de forma oral y escrita para expresar las actividades que realiza en su vida cotidiana. DOCENCIA
•
What’s the date?
•
Prepositions of time
•
Present Simple (affirmative, negative, questions and short answers) Wh questions
•
Adverbs of frequency
5
PRÁCTICO
TRABAJ O AUTÓNOMO
What time is it?
•
•
TRABAJ O AUTÓNOMO
Tarea P1. En una práctica de taller, ubica los adjetivos demostrativos Tarea D1. Elabora oraciones tomando en cuenta la distancia, así Tarea A1. Corrige las inconsistencias afirmativas, negativas y interrogativas como su forma singular y plural. (1 h.) en cuanto a gramática y vocabulario de con adjetivos demostrativos e la unidad 4 en la hoja de trabajo identificar el uso de los artículos the, a, Tarea P2. En una trabajo en clase, enviada por el docente. (1 h). utiliza las estructuras gramaticales an. (1 h.) there is/there are en forma afirmativa, Tarea D2. Establece direcciones negativa e interrogativa acerca de los empleando preposiciones. (1 h.) objetos existentes en el aula. (1 h.)
2
Prepositions of place The definite article the a vs. the
DAILY ROUTINES
PRÁCTICO
2
2
2
Tarea D1. En un cuadro, clasifica el uso Tarea P1. En una práctica de taller, Tarea A1. Completar los ejercicios de at, in, on y ejemplifica con c ada uno corrige las inconsistencias en cuanto a enfocados en la unidad 5 como de ellos. (1 h). auxiliares y verbos del presente simple. refuerzo de los temas. (2 h). (2 h). Tarea D2. Analiza los gráficos sobre las manijas del reloj y identifica la hora en variadas formas. (1 h).
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Tarea D3. Realiza una lista de rutinas Tarea P2. En un dialogo, expresa las diarias utilizando el presente simple y actividades que realiza diariamente y la compártelo con compañeros. (1 h). frecuencia con la que se repiten. (3 h). Tarea D4. Utiliza adverbios de frecuencia a fin de expresar con que regularidad realiza determinadas actividades cotidianas y en tiempos libres. (1 h).
Tarea P3. Realiza una composición gramatical que contenga la estructura del presente simple en forma afirmativa y negativa. (2 h). Tarea P4. En una evaluación, aplica los auxiliares y adverbios de frecuencia en cuanto a gramática y en cuanto a vocabulario identifica horas y preposiciones de tiempo. (1 h).
UNIDAD 6. LIKES AND DISLIKES
7
10
3
Resultados de Aprendizaje de la Unidad 6: El estudiante es capaz de reconocer estructuras gramaticales del presente, así como su tiempo de expresión para expresar habilidades, rutinas y gustos. DOCENCIA
• •
6 •
• • •
Hobbies and free time activities like, hate, love, enjoy, can’t stand, don’t mind
The verb can Present progressive Time expressions Stative verbs
1 1
1
PRÁCTICO
Tarea D1. Enlista actividades te Tarea P1. A través de una presentación agraden o desagraden hacer en cuanto oral, expresa tus gustos y preferencias a entretenimiento o tiempos libres . (1 h). y habla acerca de tus aciertos y desaciertos en cuanto a habilidades. Tarea D2. Establece las habilidades y (4 h). destrezas que posees y las que no utilizando el modal can. (1 h). Tarea P1. Realiza composiciones gramaticales utilizando el presente Tarea D3. Identifica los verbos progresivo y su tiempo de expresión. estáticos en las lecturas e información (2 h). del libro, enlístalos y identifica que tipo de estructura se utiliza con los Tarea P1. Realiza una comparación mencionados verbos. (2 h). entre el presente simple y el presente
TRABAJ O AUTÓNOMO
Tarea A1. Elabora ejercicios que refuercen el conocimient5o adquirido sobre los temas tratados en la unidad. ( 3h).
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progresivo y emite diferencias en cuanto a estructura y contexto. (2 h).
Tarea P2. En una evaluación, responde e identifica vocabulario y estructuras gramaticales empleadas anteriormente. (2 h). UNIDAD 7: DIFFERENT ASPECTS 7
• •
• •
•
•
7
Comparative forms er- more Superlative forms est- most 1
Object pronouns Linking words
1
Modal verbs (can, could, may, might, should, must, would) Compound nouns -ly
1
10
3
Resultados de Aprendizaje de la Unidad 7: El estudiante describe y compara las cualidades de sus compañeros a través de adjetivos, emplea verbos modales y emplea pronombres y palabras de enlace con el fin de mejorar e incrementar su conocimiento. DOCENCIA
PRÁCTICO
TRABAJ O AUTÓNOMO
Tarea D1. En el aula de clases, busca compañeros que tengan diferentes características físicas y compáralos utilizando los adjetivos aprendidos sujetos a reglas. (2 h)
Tarea P1. En parejas, realizar una descripción física e intelectual entre compañeros utilizando adjetivos comparativos y superlativos de forma oral y escrita. (4 h).
Tarea A1. Consulta acerca de mas adjetivos para añadirlos a la lista y transformarlos en comparativos y superlativos. (1h)
Tarea D2. Identifica donde deben ir lo pronombres objeto y analiza bajo que circunstancias deben remplazar al sujeto, y complementa las oraciones utilizando palabras de enlace. (1 h)
Tarea A1. Completa los ejercicios del Tarea P2. Realiza un escrito utilizando folleto como actividad de refuerzo. (2h) las palabras de enlace más conocidas y añade pronombres objeto para evitar repeticiones. (2 h).
Tarea P3. Mediante un dialogo, Tarea D3. Identifica el grado de expresa posibles problemas ante formalidad y el uso de cada verbo modal en determinadas circunstancias. situaciones cotidianas y pregunta por consejos para resolverlos utilizando el (1 h) auxiliar should. (2 h). Tarea P4. Resuelve los ejercicios de la evaluación utilizando tu conocimiento sobre los temas de la unidad 7. (2 h).
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UNIDAD 8: MY FAVORITE FOOD
• •
• • •
Resultados de Aprendizaje de la Unidad 8: 9
Countable and uncountable nouns How much/ How many
3
Much/many/some/any/a lot of A few /a Little Units of measurement
3
8
3
El estudiante identifica sustantivos contables y no contables, los clasifica y ejemplifica utilizando intensificadores. DOCENCIA PRÁCTICO TRABAJ O AUTÓNOMO Tarea P1. En grupos, realizar un roll play acerca de productos y comida Tarea D1. Identifica los sustantivos cuyo escenario será un restaurante, Tarea A1. Analiza el vocabulario y contables y no contables, clasifícalos supermercado, recreo, almuerzo gramática del libro y realiza los en un cuadro y ejemplifícalos. (1 h.) familiar, etc. El objetivo es expresar ejercicios de refuerzo. (3 h.) sustantivos contables y no contables y sus intensificadores. (4 h.) Tarea D2. Identifica las estructuras correctas a usarse con contables en Tarea P2. Enlista las unidades e singular y plural y los no contables y mediada para sustantivos no contables completa los ejercicios. (2 h.) y transforma oraciones no contables en
8
contables. (2h.) Tarea P2. En una evaluación, Maneja adecuadamente el uso del verbo sustantivos contables y no contables y sus intensificadores. (2h.) Resultados de Aprendizaje de la Unidad 9:
UNIDAD 9: ANECDOTES
5
13
2
El estudiante comprende verbos y auxiliares del tiempo pasado que le permiten expresar eventos y anécdotas y experiencias pasadas. DOCENCIA
9
Past tense of the to be verb(aff, neg, int. and short answers) Past time expressions
1
Past simple (aff, neg, int. and short answers) Regular and irregular verbs(rules)
2
PRÁCTICO
TRABAJ O AUTÓNOMO
Tarea D1. Elabora oraciones con verbos regulares e irregulares basándote en tus vacaciones pasadas. (1 h.)
Tarea P1. Realiza una presentación oral para expresar tu vida y tus logros mas importantes utilizando tiempo Tarea A1. Corrige las inconsistencias pasado. (4 h.) en cuanto a gramática y vocabulario de la unidad 4 en la hoja de trabajo Tarea D2. Aplica reglas de Tarea P2. Practica el uso del tiempo enviada por el docente. (2 h). pronunciación a los verbos regulares y pasado a través de una tarjeta postal. clasifícalos según a regla (1 h.) (2 h.)
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Tarea P3. Realiza una composición gramatical en pasado para la cual el docente proveerá ciertas preguntas y un ejemplo. (2 h.)
Tarea P4. En las evaluaciones, usar la gramática y vocabulario adquirido concerniente a los temas tratados en la unidad 8. (3 h.) Tarea P5. Contrasta el pasado to be y el pasado simple en una sola oración utilizando conectores, verbos regulares e irregulares. (2 h.) Resultados de Aprendizaje de la Unidad 10:
UNIDAD 10: WHAT THINGS DO YOU NEED?
3
4
3
El estudiante aplica intensificadores a los adjetivos a fin de resaltar o enfatizar la descripción y hace una leve revisión del pasado continuo. DOCENCIA
Too/ enough Too much/ too many Past continuous (aff, neg, int. and short answers)
2
TRABAJ O AUTÓNOMO
Tarea D1. Identifica la posición de los Tarea P1. Realiza una presentación Tarea A1. Analiza y desarrolla un adjetivos al usar too y enough (1 h). oral describiendo cosas y personas con trabajo que sirve de refuerzo de la ayuda de too and enough. (2 h). adjetivos y estructuras gramaticales el pasado. (3 h). Tarea P2. Realiza oraciones conectadas entre si utilizando pasado simple y pasado continuo en una misma oración. (2 h).
10
TOTAL HORAS 65
PRÁCTICO
65
20
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3. PROYECCIÓN METODOLÓGICA Y ORGANIZATIVA PARA EL DESARROLL O DE LA ASIGNATURA
Estrategias Metodológi cas: Las siguientes estrategias van a ser consideradas en el desarrollo de la asignatura: • • • • •
Metodología basada en el aprendizaje colaborativo Metodología basada en la solución de problemas Metodología basada en proyectos Metodología para el desarrollo del pensamiento Metodología basada en la crítica.
Métodos para el proceso de enseñanza-aprendizaje del idioma Ingles: Los enfoques descritos a continuación servirán de apoyo para la enseñanza de la asignatura: •
•
•
•
Enfoque funcional: La necesidad de la comunicación es el propósito fundamental de aprender un idioma, para ello se expone al estudiante a situaciones reales de la vida diaria personal y profesional que crean verdaderas oportunidades de interacción. Enfoque natural: Procura propiciar un ambiente natural en el desarrollo de enseñanza – aprendizaje, el estudiante adquiere habilidades comunicativas paso a paso escuchando y entendiendo para luego pasar a la fase de producción. Enfoque comunicativo: El proceso de enseñanza enfatiza la interacción usando el idioma objetivo a través de juegos, entrevistas, intercambios de información, trabajo en parejas, etc. Presentación pr actica y pro ducció n (PPP) este método permite desarrollar el aprendizaje de una forma organizada empezando por plantear el conocimiento, luego analizar y finalmente desarrollar el mismo.
El empleo de las TIC en los procesos de aprendizaje:
Para optimizar el proceso de enseñanza-aprendizaje en las conferencias se utilizará un computador y un proyector. Se utilizará paquetes informáticos para verificar lo estudiado. Las TIC, tecnologías de la información y la comunicación, se las emplearán principalmente para la investigación y consulta de temas de tarea. (internet), Se utilizará las TIC para realizar los refuerzos de los temas tratados en el aula y presentaciones. La evaluación cumplirá con las tres fases: diagnóstica, formativa y sumativa, valorando el desarrollo del estudiante en cada tarea y en especial en las evidencias del aprendizaje de cada unidad. •
• •
•
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4. RESULTADOS DEL APRENDIZAJE, CONTRIBUCIÓN AL PERFIL DE EGRESO Y
TÉCNICA DE EVALUACIÓN. NIVELES DE LOGRO
LOGROS O RESULTADOS DE APRENDIZAJE
A. Estructura (Grammar and vocabulary)
A
B
C
Alta
Media
Baja Disponer de un repertorio básico de palabras, frases y estructuras sencillas para describir personas, lugares y situaciones de la vida cotidiana Desarrollar la habilidad escrita de forma clara y poco compleja al momento de enlazar coordinadamente ideas usando estructuras gramaticales y vocabulario básico. Comprender textos, pasajes, párrafos, frases etc., para luego reproducir un análisis, opinión o documentos detallados utilizando técnicas de lectura. Captar diálogos, conversaciones, frases y acontecimientos de acuerdo a lo que escucha, receptando información que luego será argumentada de forma oral o escrita. Mostrar un control comprensible de comunicación oral y fluidez aceptable para expresarse de acuerdo al nivel de complejidad. Enlazar todas las habilidades juntas aplicando así los conocimientos adquiridos en cada una de ellas.
X
B. Escribe (Writing) X
C. Lee (Reading)
X
D. Escucha (Listening) X
E. Habla (Speaking)
F.
X
Integra (Integrated skills)
El estudiante debe
X
5. DISTRIBUCIÓN DEL TIEMPO: TOTAL HORAS
CONFERENCIAS
CLASES PRÁCTICAS
LABORATORIOS
CLASES DEBATES
CLASES EVALUACIÓN
150
65
65
------
----------------
----------------
6.
TÉCNICAS Y PONDERACIÓN DE LA EVALUACIÓN.
TAREAS
INSTRUMENTO
DURACIÓN PREVISTA
PONDERACIÓN
TAREAS PRINCIPALES A SER EVALUADAS Dramatizaciones Collages Entrevistas Proyecto de Aula
• •
1 Talleres grupales
•
15 min
•
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TRABAJO AUTÓNOMO DEL ESTUDIANTE
20
Presentación Oral Reportes escritos Debates Proyectos
•
Trabajo 2 investigación argumentación.
de con
•
15 min
• •
Lecciones Escritas Pruebas de la unidad
•
3 Pruebas
•
Tareas de refuerzo de gramática y vocabulario. •
4 Trabajo autónomo
TOTAL EVALUACIÓN TAREAS
15 min
15 min
1h
30%
PRODUCTOS DE UNIDAD DE ESTUDIO
PRODUCTOS DE UNIDAD DE ESTUDIO
INSTRUMENTO
DURACIÓN PREVISTA
Realiza una exposición detallada 1 poniendo en práctica la integración de las habilidades.
Taller grupal, con defensa
30 min
Expone el tema con diferentes recursos 2 didácticos acorde a la creatividad del grupo.
Taller grupal, con defensa
30 min
Prueba escrita
1h
3
Evaluación parciales unidades 1
TOTAL PONDERACIÓN DE UNIDADES DE ESTUDIO
PONDERACIÓN
30%
RESULTADO FINAL DE APRENDIZAJE
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RESULTADO FINAL DE APRENDIZAJE
INSTRUMENTO
DURACIÓN PREVISTA
PONDERACIÓN
Utiliza el vocabulario y la estructura básica para una 1 comunicación oral y escrita enfatizada en las cuatro habilidades.
Prueba escrita
2 h.
40%
7. TEXTO GUÍA DE LA ASIGNATURA: TÍTULO
Inglés Básico General
AUTOR
EDICIÓN
AÑO
IDIOMA
EDITORIAL
Inglés
ETFA
ABEDRABBO, PRIMERA 2016 Olga – ALBÁN, Gina, Primera Edición
8. BIBLIOGRAFÍA DE LIB ROS DE TEXTOS BÁSICOS LRT´S APEED UP THE ENGLISH HUB
H.Q. Michell
2011
Inglés
Copyright © 2011 mmpubications
H.Q. Michell MALKOGIANNI, Marileni
2012
Inglés
Copyright © 2012 mmpubications
9. LECTURAS PRINCIPALES QUE SE ORIENTAN A REALIZAR: LIBROS – REVISTAS SITIOS WEB
http://www.esl-lab.com/childintro/childintrord1.htm
https://www.englishclub.com/grammar/pronouns-personal.htm http://www.englishexercises.org/makeagame/viewgame.asp?id=3422#a
TEMATICA DE LA LECTURA Temas cotidianos
PAGINAS Y OTROS DETALLES Todas Capítulos Worksheets.
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