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Paula Flores Kastanis

English

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ENGLISH 1 Serie integral por competencias

ENGLISH 1 Serie integral por competencias Paula Flores Kastanis

segunda edición ebook 2016

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Grupo Editorial Patria® División Bachillerato, Universitario y Profesional

Dirección editorial: Javier Enrique Callejas Coordinación editorial: Ma. del Carmen Paniagua Gómez Diseño de interiores y portada: Juan Bernardo Rosado Solís Supervisión de producción: Jorge A. Martínez Jiménez Diagramación: Jorge Antonio Martínez Jiménez, Gustavo Vargas Martínez Ilustraciones y Fotografías: Jorge González Rodríguez, Jupiter Images Unlimited, Premium Stock Photography by Suscription, José Eugenio Contreras Femat

English 1

Serie integral por competencias Derechos reservados: ©2014, 2016, Paula Flores Kastanis ©2014, 2016, Grupo Editorial Patria, S.A. de C.V. ISBN ebook: 978-607-744-511-1 Segunda edición ISBN ebook: 978-607-438-947-0 (Primera edición)

Renacimiento 180, Col. San Juan Tlihuaca, Delegación Azcapotzalco, Código Postal 02400, Cd. de México. Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro núm. 43

Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor. Impreso en México / Printed in Mexico Primera edición ebook: 2014 Segunda edición ebook: 2016

Grupo Editorial Patria®

Conens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII General Baccalaureae Generic Compeencies . . . . . . . . . . . . . . . IX Basic discipline compeencies in English learning . . . . . . . . . . . . IX Secions of Your book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Contents

1 K C O L B

2 K C O L B

Who Are You?

What I Do and how I Live

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Simple Presen ense.. .. .. .. . .. .. .. . .. .. .. . .. .. .. . .. .. . 4 Personal Daa: Numbers and Names . . . . . . . . . . . . . . . . . . 10 Physical Characerisics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Geographical characerisics . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Ehnics groups and culural characerisics . . . . . . . . . . . . 23 Family Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Ordinal and Cardinal Numbers. . . . . . . . . . . . . . . . . . . . . . . . 3 9 Te Verb o Be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Personal and Impersonal Pronouns and Possessive Adjecives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 1.10 Definie and Indefinie Aricles: Te, A / An . . . . . . . . . . 53 Evidence Collecion and Porfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Pair Work Evaluaion - Coevaluaion. . . . . . . . . . . . . . . . . . . . . . . . . . 6 1 eam Work Evaluaion - Heeroevaluaion . . . . . . . . . . . . . . . . . . . 61

2.1 Daily Aciviies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 Working Aciviies.. .. . .. .. .. . .. .. .. . .. .. .. .. .. .. . .. .. .. 2.3 Leisure Aciviies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.4 Spor Aciviies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 Means of ranspor . .. .. .. . .. .. .. . .. .. .. . .. .. .. . .. .. .. . 2.6 Public Places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7 Adverbs of ime and Frequency . . . . . . . . . . . . . . . . . . . . . . . 2.8 Informaion Quesions (Wh Quesions). . . . . . . . . . . . . . Evidence Collecion and Porfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pair Work Evaluaion - Coevaluaion. . . . . . . . . . . . . . . . . . . . . . . . . . eam Work Evaluaion - Heeroevaluaion . . . . . . . . . . . . . . . . . . .

64 68 73 75 76 77 80 90 91 96 97

V

Contents

3 K C O L B

I Describe What Is Happening

3.1 Presen Progressive .. .. .. .. .. .. .. . .. .. .. . .. .. .. . .. .. .. . . 3.2 Clohing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3 alking Abou he Weaher . . . . . . . . . . . . . . . . . . . . . . . . . . . . Evidence Collecion and Porfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pair Work Evaluaion - Coevaluaion. . . . . . . . . . . . . . . . . . . . . . . . . . eam Work Evaluaion - Heeroevaluaion . . . . . . . . . . . . . . . . . . .

100 108 113 118 124 125

4.1 4.2 4.3

4 K C O L B

Expressing Measurements and Quantities

Food Producs Relaed wih Daily Use . . . . . . . . . . . . . . . . 128 Plural of Nouns: Special Cases . . . . . . . . . . . . . . . . . . . . . . . . . 130 Unis of measuremen and Weigh, Quaniies and Conainers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 4.4 Coun and Non-Coun Nouns . . . . . . . . . . . . . . . . . . . . . . . . 136 4.5 Quanifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 4.6 Deerminers (Tere Is, Tere Are). . . . . . . . . . . . . . . . . . . . . 148 Evidence Collecion and Porfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Pair Work Evaluaion - Coevaluaion. . . . . . . . . . . . . . . . . . . . . . . . . . 1 6 1 eam Work Evaluaion - Heeroevaluaion . . . . . . . . . . . . . . . . . . . 162

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Web sies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

VI


Overview

ENGLISH 1

Paula Flores Kastanis

Tis book is he firs of four ha compose a series designed o comply wih he updae of he syllabi for he program of he subjec Lengua Adicional al Español (English). Tis subjec corresponds o he curriculum of he General Baccalaureae 2009 program which incorporaes a compeence based approach, esablished by he Common Curricular Framework or CCF ( Marco Curricular Común, MCM in Spanish). English 1 is one of he subjecs ha belong o he communicaion area of he curriculum, along wih wo oher subjecs: Taller de Lectura y Redacción (Spanish Reading and Composiion) and Informática (Compuing). According o he CCF, he area’s main objecive is o promoe in sudens he developmen of he following skills: criical reading, argumenaion of ideas, effecive communicaion in he suden’s naive language and an addiional language (in his case, English). Tis subjec is augh in he firs semeser and is aneceden is he subjec Foreign Language augh in he basic educaion level (“ secundaria”). Is purpose is o increase and consolidae he social pracices of language, his is, wha he exper users of he language do o inerpre and produce oral and writen exs, preserving he social funcion of such acs. Te four courses of he English program focused on he compeence based approach, don’ ignore previous approaches, specially he communicaive approach, which has been one of he mos relevan ones. Te main goal of English 1 is o develop he communicaive compeence of he second language suden by developing linguisic communicaive skills: oral and writen producion and lisening and reading comprehension . During he firs wo courses (English 1 and 2) i is inended ha sudens recall he mos relevan conceps and skills learned in basic educaion. Wih his foundaion, during he oher wo courses (English 3 and 4), he goal is for sudens o acquire a more advanced proficiency level. Using he language eaching Common European Framework erms, during he firs year of heir baccalaureae sudies, i is inended for sudens o consolidae level A1 and reach he hreshold of level B1. English 1 , published by Ediorial Paria and is complemenary resources, presen one of he bes proposals writen in Mexico o help sudens go beyond he minimal level expeced, helping hem reach a higher level. Tis is achieved by reinforcing he previously learned srucures (in “secundaria”), wih deailed explanaions abou heir use, culural noes, and by encouraging sudens o reflec on heir learning processes, as well as on comparaive aspecs of heir naive language and English. VII

Overview

English 1 Tis book is divided ino four blocks. Each one develops a paricular heme, which is common in he life of our sudens and is developed in specific conexs where communicaion and he use of language are performed naurally. In his way, he suden develops his or her proficiency by acquiring new vocabulary, reinforcing he knowledge of grammar srucures learned previously and by developing linguisic skills wih appropriae pracice and evaluaion. Te blocks are he following BLOCK 1:

Who Are You?

BLOCK 2:

Wha I Do and how I Live

BLOCK 3:

I Describe Wha Is Happening

BLOCK 4:

Expressing Measuremens and Quaniies

Block 1: Te main objecive in his block is for sudens o demonsrae ha hey can provide personal informaion o ohers, undersand when ohers provide heir own personal informaion and fill ou auhenic formas and documens ha require his ype of daa. Block 2: In his block, sudens confirm heir capaciy o express and share informaion abou heir daily life and rouines and are able o express his orally and in wriing. Block 3: Te goal of his block is o demonsrae ha sudens can undersand and describe orally and in w riing, wha people are doing a he momen of speaking. Block 4: Te main objecive of his block is o provide sudens wih he knowledge and oppor uniies o demonsrae ha hey can ask for and give informaion relaed o shopping for supermarke goods appropriaely.

VIII


General Baccalaureate Generic Competencies Generic compeencies are hose ha all baccalaureae graduaes are expeced o perform and ha allow hem o undersand heir surroundings (local, regional, naional or inernaional), influence hem, have he basic ools for lifelong learning, and ge along well wih ohers in family, social, and professional conexs, among 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

ohers. Tese compeencies, along wih he basic disciplines consiue he profile of he suden who graduaes from he Naional Baccalaureae Sysem. Te generic compeencies are lised below. Te suden…

… knows and values himself and faces problems and challenges considering his goals. … is sensiive o ar and is aware of he appreciaion and inerpreaion of is differen genre expressions. … chooses and pracices healhy life syles. … lisens o, inerpres, and emis perinen messages in differen conexs by using appropriae media, codes, and ools. … develops innovaion and proposes soluions o problems using esablished mehods. … susains a personal posure abou opics of general ineres and relevance, criically and reflecively considering ohers’ poins of view. … learns due o his personal iniiaive and ineres during his life. … paricipaes and collaboraes effecively in differen ypes of groups. … paricipaes wih a criical and ehical awareness in he life of his communiy, region, counry (Mexico), and world. … keeps a respecful atiude owards inerculural relaionships and diversiy of beliefs, values, ideas, and social pracices. … criically conribues o susainable developmen wih responsible acions.

Basic discipline competencies in English learning Basic discipline competencies

1

Blocks 2 3

4

1. The student identifies, orders, and interprets the ideas, data, and explicit or explicit concepts within a text considering the contexts in which it was generated and received. 2. The student evaluates a text by comparing its content with the content of others based on his previous and new knowledge. 3. The student makes suppositions about the natural and cultural phenomena in his surroundings bases on research done in several sources. 4. The student produces texts based on the normative use of language.

X

X

5. The student expresses in writing his concepts and ideas clearly and coherently in creative texts following the introduction, development, and conclusion format.

X

6. The student arguments his own point of view in public in a precise, coherent, and creative manner. 7. The student values and describes the role of art, literature, and media in the recreation or transformation of a culture, considering the communicative purposes of the different genre. 8. The student values logical reasoning when communicating in his daily and academic life.

X

9. The student analyzes and compares the origin, development, and diversity of communication systems and media. 10. The student can identify and interpret the general idea and possible development of an oral or written message in a second language by recurring to previous knowledge, and verbal and non-verbal elements. 11. The student can communicate congruently in a foreign language using a logical oral or written discourse according to the communicative situation.

X

X

X

X

12. The student can use information technologies to research and solve problems, produce materials and transmit information.

IX

1 Sections of Your book

BLOQUE

Aplica los niveles básicos de la ecología en su contexto

Beginning of the block

Warm up

3

BLOCK

1.

2.

10 hours

Learning Objects

3.

4.

5.

Learning Objects

6.

7.

Under the “Learning Objects” section you will find a collection of structural and notional items which are contextualized according to the thematic unit in a logical and pertinent sequence, giving the student and teacher a clear direction to follow throughout the block.

Competencies to be developed

8.

9.

At the e nd of thi s block the st udent ...

Competencies to be developed

Demonstrate your knowledge, skills and attitudes applied to real-life situations as you develop the disciplinary competencies described in each block.

BLOCK

At the end of this block the student...

3 Learning Situation

How would you solve it?

Activity Sequence

What do you have to do?

Warm-up

Find a detailed explanation of what are the learning outcomes you are expected to achieve at the end of each block.

Learning Situation

This section can be used as a diagnostic evaluation that will allow you to i dentify the competences and knowledge you already have in order to begin the acquisition of new knowledge and the development of new skills.

How would you solve it?

Each block begins with a challenging learning sit uation that can be to solve a problem, read a text, analyze a situation, answer questions, give a presentation, write a t ext, discuss an issue, or do an assignment that will help you to acquire k nowledge and develop competences. Rubrics

How do you know you did it well?

Activity Sequence

What do you have to do?

The activity sequence is based on a methodology to acquire knowledge and develop the necessary skills to become competent. The activity sequence describes the process in detail, so you can easily follow the steps, go through the activity and obtain the desired results.

Rubrics How do you know you did it well? Rubrics are practical and concrete tools that help you to evaluate your performance and continuously improve it. Rubrics evaluate not only knowledge, but also skills and att itudes.

7

Characteristics that constantly appears in the block of the series You will notice that an icon follows the title of some important topics. These icons indicate the existence of additional resources to help you learn. You can consult or download these materials from the sites that Grupo Editorial Patria have developed to you.

Portfolio of evidence Throughout the book you will find several suggestions and activities that if you follow and/or do, you will be able to gather them as evidence in the form of written tasks, presentations or other type of products. X

Online resources

Videos to Additional reinforce material you difficult topics can print out

Teaching resources

Audios to reinforce themes and pronunciation

Teacher guides

Teacher strategies

BLOCK


3 Applying your Knowledge

Learning Activities

Applying your Knowledge

Throughout the book you will find these activities, they will allow you to strengthen your knowledge and competences while doing research.

This section is designed so you c an apply your knowledge to real-life situations, analyze and solve problems you may face as an individual or as a member of a community or society, as well as to improve your life in many ways.

Learning Activities

Food for Thought

Exercises This proposed exercises will help you to c onsolidate your recently acquired knowledge, through either real or hypotetical situations and a the same time will help to create a feeling of easyness and reasuring throughout your learning process.

Food for Thought

Use of TIC

The purpose of this section is to enrich your knowledge with additional data, related texts, and relevant information about the topic being covered in the block. This useful section will provide different perspectives and contexts of the same data.

46

Examples It is important to mention that you will find in each block different examples that are designed to facilitate your learning.

At the end of the block 3

GrupoEditorialPatria®

BLOCK

Evidence Collection & Portfolio

Evidence Collection & Portfolio

This section allows you to self-evaluate the knowledge acquired and the skills you have developed throughout the block. In addition to your evidence portfolio, these assignments will help you attain better results in the summative evaluation that your professor will do of your performance.

EvidencesPortfolio

Evidence Portfolio

In this book you will find different suggestions and activities you can use as learning evidence. These products may be written texts, aural texts as a result of oral presentations, or different types of projects. It is important you remember that besides presenting the product, you must consider the performance indicators that will determine the quality and accuracy of your performance. We invite you to always aim for the highest level.

Rubrics

220

221

Rubrics

These will help you to verify your performance through the evaluation of the projects, products or other evidences that you’ll be asked to do in each block. In general this instruments are a criteria list that will allow you to evaluate the learning level, abilities, knowledge and performance reached, based on a particular project. These rubrics can be done in a personal or coevaluative way.

In the final pages of the book In addition, you will find a list of supplementary resources and in some cases, vocabulary lists and glossaries.

1

1

BLOCK

Who Are You?

12 hours

Learning Objects

1.1 Simple Present Tense 1.2 Personal Data: Numbers and Names 1.3 Physical Characteristics 1.4 Geographical characteristics 1.5 Ethnics groups and Cultural Characteristics 1.6 Family Members 1.7 Ordinal and Cardinal Numbers 1.8 The Verb To Be 1.9 Personal and Impersonal Pronouns and Possessive Adjectives 1.10 Definite and Indefinite articles: The, A / An

Competencies to be developed n

n

Student is able to communicate in a foreign language using the simple present tense in a logical discourse, orally and in writing, according to the communicative situation. Values logical thinking in the communicative process in daily and academic life situations.

n

n

Works in a collaborative and efficient manner, recognizing the importance of diversity and plurality of ideas and ways of being of his / her classmates. Communicates with and learns from people with different point of view and cultural traditions by understanding his / her own circumstances in a wider context.

Warm Up A profile is a concise biographical sketch (this is one of the definitions found for this word in the Merriam-Webster Online Dictionary. Available at http://www.merriam-webster. com/dictionary/PROFILE). This is a simple profile of the author of this book, Paula Flores Kastanis. Name: Paula Flores Kastanis Nationality: Mexican Age: 53 years old Birth date: September 5, 1960 Ocupation: English teacher Place of birth: Mexico City Place of residence: State of Mexico, Mexico Marital status: Married Family members: Husband Antonio, one daughter Katherine and one son, Jose Antonio Hobbies: Meet people, read, listen to music and travel. Another version of a personal profile can be a short paragraph. Look at the one below: Hello. My name is Paula. I am 53 years old. My birthday is on September 5th. I am an English teacher. I am from Mexico. I am Mexican. I live in the State of Mexico. I am married. My husband’s name is Antonio and I have two beautiful children: a girl and a boy. I like to meet people, read, listen to music, and travel.

How much do you know? Learning Situation: Creating your profile. Who are you? Competence: Recognize different communicative situations where his or her basic personal information (profile) is used.

Activity Sequence

At the end of this block, the student… n

n

Uses simple present when talking, writing, and reading. Understands the use of simple present tense in listening and reading comprehension activities.

1.

Answer the following questions. Look at my profile as an example.

2.

Check spelling with a dictionary.

3.

Write all the answers in one paragraph. This will be your profile.

n

n

Uses the verb to be in different ways according to the communicative intention. Introduces himself / herself to other people in different contexts, orally and in writing.

BLOCK

1

Who Are You?

Who are you? 1.

My favorite tv program is

What’s your name? My name is

2.

.

What are your favorite subjects? (math, english, biology, etc.)

9.

.

I like

How old are you?

.

What do you like to do?

10.

I am ______ years old. 3.

What is your favorite tv program?

8.

I like to

When is your birthday?

.

My birthday is on ___________. (month / date) 4.

What do you do? (occupation)

Now, write a brief paragraph with the information you wrote in your answers.

I am a 5.

.

Where are you from? I am from _________________________________. (city / state)

6.

Where do you live? I live in ___________________________________. (city / state)

7.

Do you have any brothers and sisters? I (have / do not have)

.

1.1 Simple Present Tense Grammar Presentation

The simple present tense One o he uses o simple presen is o express an acion ha is repeaed or ha is usual. Te acion can be a habi, a pasime, a daily even, a scheduled or programmed even, or somehing ha occurs requenly. Simple presen is also used o express somehing ha a person orgo or does no normally do. In a imeline we can represen he simple presen ense like his:

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

Past

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

Present

1. Simple presen ense verbs have wo orms: he base form and he -s form

BASE FORM

-s FORM

2. Te base orm is used wih I, you (singular), we, you (plural), hey and plural nouns. We use he –s orm wih he, she, i, and singular nouns.

Like play

likes plays

4

need water.

He She It The tree Mary Ellen

l

l

l

l

l

l

l

l

l

Future

FORM

I You We They My brothers Plants

l

needs water.


3. Some verbs have irregular -s orms: Have - has

go - goes

do - does

FUNCION 1. We use he simple presen ense or saemens o ac. I study high school.

Mexicans speak Spanish.

Elephants live in Africa and India.

2. Anoher use is or saemens o regular aciviy or repeaed acion.

Karen has guitar lessons on Tuesdays and Thursdays .

I usually do my homework at home.

The teacher always explains the grammar.

Karen seldom goes out with her friends on Fridays.

OHER EXAMPLES Verb o ake

Verb o go Person

Subject

First

I

Second

You

Third

He She It

First

We

Second

Your

Third

They

Singular

Plural

Verb

Complement

take

Person

Subject

First

I

Second

You

Third

He She It

First

We

Second

Your

Third

They

Singular takes

a shower.

take

Plural

Verb

Complement

go

goes

to school.

go

Tird person singular formaion 1. Add s to the base verb or the simple form of the verb 2. Add ies to verbs ending in consonant + y 3. Add es to verbs ending in s, z, ch, sh, x

take

=>

takes

study

=>

studies

brush

=>

brushes

have

=>

has

4. Irregular forms (no rules apply)

Pronunciaion: Lisen o your eacher 1. o mos o he verbs we add an -s o he base orm, and simple add he sound /s/. sing - sing s

play - play s

take - take s

I like music, and my sister like s music too. Jonathan play s soccer.

2. When he base orm o he verbs ends in ch, sh, x, z, s, he sound o he hird person singular orm includes he e and he s sounds = / s/. brush - brushes

watch – watch es

fix – fixes

kiss – kisses

My mother kiss es my father goodbye every morning. Karen brushes her hair every morning.

5

BLOCK

1

Who Are You?

My father watch es the news at 10 p.m. Jason’s father is a mechanic. He fixes cars and motorcycles.

3. For words ha end in ge and ce, we mus pronounce an exra syllable. Lisen o your eacher’s pronunciaion. I use a pencil and my classmate us es a pen. The doctor charges $200 for a consultation. Kathy dances very well.

4. When he base orm ends in a consonan + y , we change he y o i and hen add -es. I study English and Mark studies Spanish. I carry a briefcase and he carr ies a schoolbag.

When he base orm ends in a vowel + y , we do no change he y. I play soccer. She pla ys tennis.

5. Te auxiliary verb do is pronounced differenly or he orm do / du / and or he orm o he hird person singular, which is pronounced in wo differen ways:

a) wih he schwa and he z sound / d_z / b) and a srong sound, / d z /, he sound sounds as he u in he word up. V

V

Grammar Presentation

SIMPLE PRESEN ENSE Affirmaive senences We use he base orm and he -s orm or affirmaive senences. +

Subject

I You Karen (she) Tom (he) It (the alarm clock) We They

Verb base form

+

wake up study eats drinks rings go drive

Complement

at 6 o’clock in the morning. English everyday. breakfast every morning. coffee. before 6 o’clock. to school by bus. to school.

Learning Situation 1 Apply he knowledge of simple presen ense by doing exercises and oral drills. Demonsrae knowledge by doing several assignmens.

Compeence: Te suden can demonsrae he correc use o presen ense in affirmaive, negaive and inerrogaive senences. 6


Exercise 1 Fill in the blanks with the correct form of the verb in parentheses ( ) We change (change) the clocks twice a year.

Example:

June has (have) thirty days.

1. We _________ (turn) the clocks ahead in April.

4. We _______ (make) these changes at 2:00 a.m.

2. Summer _________ (begin) in June.

5. Winter _____________ (begin) in December.

3. Daylight saving time _________ (end) in October.

Exercise 2 Fill in the blanks with information about yourself. If you don’t know the verb in English, find the meaning in a dictionary. Example:

I have a red bycicle .

1. I live

.

4. I play

.

2. I speak

.

5. I need

.

3. I know

.

6. I want

.

Exercise 3 Work in pairs. Decide what good students and what bad students do. Use the words given. Example:

come on time to school. come late to school.

Good students come on time to school. Bad students come late to school.

1. ask questions

5. bring the book to class.

2. read a magazine in class

6. sleep in class.

3. look out the window

7. pay attention to the teacher.

4. study the lesson

8. participate in class.

Exercise 4 Work in pairs. What does your teacher do? Fill in the blanks with the appropriate verb. 1. The teacher

the blackboard

(use)

2. The teacher

pronunciation.

(teach)

3. The teacher

student’s questions.

(answer)

4. He / She

homework.

(assign)*

5. He / She

the homework.

(correct)

6. He / She

instructions.

(gives)

7. He / She

the students.

(help)

* Assign = give someone a job or task to do.

7

BLOCK

1

Who Are You?

8. He / She

attendance.

(take)

9. He / She

questions.

(ask)

10. He / She

the homework at the beginning of the class. (collect)

Months of the year Lisen o he pronunciaion o he monhs o he year. Ten, lisen again one by one and repea. ead he names o he monhs o he year and ideniy hem in he calendar. Wha are he names o hese monhs in Spanish? January February March April

May June July Augus

Sepember Ocober November December

Now, wrie he dae o he ollowing holidays and circle in he calendar he ollowing daes. I you don’ know, ask your eacher: a) b) c) d) e) )

Chrismas Moher’s Day (in Mexico) Independence Day in he Unied Saes Independence Day in Mexico Halloween Valenine’s Day

Days of the week Lisen o he pronunciaion o he days o he week. Ten, lisen again one by one and repea. Pu a check mark beside he days o he week ha you have English class. Monday

Friday

Tuesday

Saturday

Wednesday

Sunday

Thursday

Imporan Noe In English, he days o he week, he monhs o  he year, and he seasons are always capialized. Tis means ha he firs leter o hese words is a capial leter. Look a he calendar. April, June, Sepember and November have 30 days. All he res have 31, excep February ha has 28, excep or leap year when February has 29.

8


Seasons of the year Lisen o he pronunciaion o he names o he seasons o he year. Ten, lisen again one by one and repea.

Wrie or each season hree imporan holidays in your communiy, in your Sae or in Mexico.

Spring

(From March 21s o June 20h)

Auumn / Fall

Summer

(From June 21s o Sepember 22nd )

(From Sepember 23rd o December 21s)

Winer

(From December 22nd o March 20h)

Noe: Tese days are approximae. Due o asronomical calculaions, someimes he seasons begin on hese daes or a day beore or afer.

9

BLOCK

1

Who Are You?

1.2 Personal Data: Numbers and Names When ravelling, you need o give personal inormaion. Anonio Marínez and his amily (aher, moher and wo sisers) wen o Los Angeles o spend a week wih his amily here. Tey ravelled by air.

Itinerary Mexico City to Los Angeles Flight 1

Saturday, 25 April 2009

Departure: 08:00

Mexico City, Mexico - Juarez International, terminal 1

Arrival:

10:00

Los Angeles, USA - Los Angeles International, terminal B

Airline:

Mexicana MX900 e

Aircraft:

Airbus Industrie A320-100/200

Fare type: SAVER/Economy

Los Angeles to Mexico City Flight 1

Saturday, 2 May 2009

Departure: 13:20

Los Angeles, USA - Los Angeles International, terminal B

Arrival:

18:55

Mexico City, Mexico - Juarez International, terminal 1

Airline:

Mexicana MX901 e

Aircraft:

Airbus Industrie A319

Fare type: SAVER/Economy

Legend:

e = e-ticket MX = Mexican Peso

10


Travels formats When Anonio Marínez and his amily arrived o he Unied Saes, hey had o fill ou a orma rom he Deparmen o Homeland Securiy o he Unied Saes. Look a he orma which is a copy o he original one.

E

O N

I

O

I

C

O

2

5

1

4

E

X

I

C

O

E

X

I

C

O

C

I

T

K S

1

1

2

4

L A N

D

O

R

T

A N

T

M

E

X

1

3

M M

O A O

Z

Í N

M A

R

1

2

F

1

2

0

1

8

A A

1

3

2

5

1

Y

L

O

R

I

3

0

7

1

0

2

D A

11

BLOCK

1

Who Are You?

Vocabulary Write the meaning in Spanish of the following elements of the format on page 12. Family name First / given name Birth date

Month

Year

Number

Airline

Country Sex Passport Country where you live City where you boarded City where your visa was issued Date issued Address while is in the United States City State

1. Family name 2. First / Given name 3. Birth date 4. Country of citizenship 5. Sex (male or female) 6. Passport number 7. Airline or flight number 8. Country where you live 9. City where you boarded 10. City where your visa was issued 11. Date issued 12. Address while is in the United States 13. City and State

Activity Sequence 1 Fill ou he orma a your lef Exercise 5 Fill out a format with personal information. Competence: The student can fill out a format with his / her personal information.

12


Look a he ollowing orma given o people who visi Mexico. Anonio filled he one or his amily when he reurned o Mexico.

NEZ ARTÍ M NIO NTO A N CA MEXI 2 5

1

0 5

9

9

3

7 04

09 x

x x x

x

x

x

0

A �t � � i � M � r �� n �� 2 0

5

2

0

1

6

13

BLOCK

1

Who Are You?

Exercise 6 Using numbers to give personal information. Competence : The student can give personal information that includes numbers. Instructions : Fill out the format with your personal information.

0

14

2


Learning Activity 1

Using your profile 1. Work in pairs. 2. Decide wha siuaion you wan o role play: a) an employee in a job placemen agency or head huner and a candidae; b) an embassy or consulae officer and a person who is applying or a visa; c) a universiy admission officer and a suden who is filling ou an applicaion orm. 3. Search or sies o universiies, companies, governmenal agencies (consulae, embassy) and look or applicaion orms hey use or admission, employmen or applying or a visa. Use his inormaion as a model or he role playing aciviies. 4. Presen your role play o he group and eacher.

5. Lisen respecully and atenively o your oher classmaes when hey presen. 6. ecord your perormance in order o include i in your porolio as an evidence o your learning.

Observation instrument 1. Boh sudens use simple presen ense. 2. Sudens use pronouns correcly. 3. Sudens use a / an or he correcly. 4. Sudens include inormaion abou personal characerisics. 5. Sudens use relaed vocabulary correcly. Portfolio 1. Keep your recording in your porolio as evidence. Keep he applicaion orms you used.

Vocabulary

Occupations In English, most nouns that describe occupations or professions don’t have gender. A doctor is used for a man or a woman. English

Psychologist

Student

Employee

Doctor

Teacher

Physician or doctor

Manager

Engineer

Designer

Lawyer

Writer

Accountant

Journalist

However, there are some nouns that do have different forms to express if the person is a man or a woman: English

Waiter - waitress

Actor - actress

15

BLOCK

1

Who Are You?

When the noun describing the occupation is singular and begins with a vowel sound, then we use the indefinite article an . If the word begins with a consonant sound, we use the indefinite article a . Listen to your teacher. Janet is a lawyer

Larry is an accountant

Mike is a doctor

Nicholas Cage is an actor

The plural form of the nouns is formed by adding an “s” and it is pronunced / s /. Listen to your teacher. Lawyer

Lawyer s

Teacher

Teachers

Doctor

Doctors

Learning Situation 2 alking abou your occupaion and he occupaion or profession of oher people.

Compeences: Te suden can express in wriing and orally his or her occupaion. Te suden can ideniy some o he mos common occupaions and proessions o oher people.

Activity Sequence 2 You will need a dicionary. 1. Work in pairs. 2. Tink o five occupaions ha are no on he nex page phoographs. Wrie hem in he ollowing char. 3. Wrie he equivalen in Spanish. I necessary, use he English-Spanish dicionary. You may wan o use an elecronic dicionary (htp://www.merriam-webser.com). 4. Share your lis wih wo or hree oher pairs o sudens. In he second group o lines add hose occupaions you do no have on your lis. Occupations / Professions Plumber 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

16


Exercise 7 1. Work with another student. 2. Look at the following photographs. 3. Write below each photograph the occupation of the person in the picture.

Nationalities When giving your personal inormaion in a orma, you may need o menion your naionaliy. In English, naionaliies are always writen wih a capial leter because hey are proper nouns or adjecives ha derive rom proper nouns.

17

BLOCK

1

Who Are You?

Learning Situation 3 Give informaion abou your naionaliy.

Compeence: Te suden can ideniy and give inormaion abou his / her naionaliy.

Activity Sequence 3 You will need a dicionary. 1. Work in pairs. 2. Look a he ollowing able ha includes he name o some counries in Spanish. 3. Wrie he name o he counries in English and he corresponden naionaliy o he people rom hose counries. I necessary, use he English-Spanish dicionary. You may wan o use an elecronic dicionary (htp:// www.merriam-webser.com). 4. Check he lis wih your eacher. 5. Ten complee he able wih eigh more counries and naionaliies ha are ineresing or you and your parner. Apply Your Knowledge

Gr eace

Look up in a dictionary the names in English of the following countries and nationalities. Then, complete the chart with eight more countries and nationalities that you are interested in.

País

Country

Nationality France

Estados Unidos de América

United States of America

American

Francia Alemania España M e x ic o

Italia Grecia Suiza Suecia Escocia Irlanda Gran Bretaña Gales China Japón India

18

I nd i a


China

País

Country

Nationality

R ussia

F ra nc e

1.3 Physical Characteristics Expanding your vocabulary describe parts of your body When you alk abou pars o he body, someimes you need o describe hem. Le’s learn some words ha will help you describe hem. o physically describe a person, we need o learn and memorize more vocabulary words. Te ollowing words will help you describe he physical eaures o people. In your noebook wrie a shor senence using each vocabulary word rom pages 20-22, 24 and 25. Tink o people you know ha have ha characerisic. Vocabulary

Height

Example Sentence

Tall / tallish

Alex is a tall basketball player.

Medium height

My mother is medium height.

Short / shortis h

Tom’s sister is a short girl for her age.

Average

My classmates are average height. Nobody is very tall nor very short.

Look a he ollowing words ha are used o describe he physical consiuion o people. Look up heir meaning in a dicionary and wrie he word in Spanish on he lines provided. Look or picures o people ha describe hese physical consiuions and pase he on a piece o paper. On he back o hese papers, wrie he word in English. We will use hese vocabulary cards in he ollowing exercise.

19

BLOCK

1

Who Are You?

Words to describe physical constitution 1. Slim Synonyms: hin, slender, skinny* 2. Socky Synonym: Well-buil 3. Heavy-se Synonym: Plump, a*, overweigh 4. Average build Slim

Words to describe the period in life or age of people 1.

Young

2.

Baby

3.

Infant

4.

Toddler

5.

Child

6.

Teenager

7.

Adult

8.

Middle-aged

9.

Elderly, old*

Teenager

Words to describe eye characteristics Colors: You can describe he inensiy o he color by using he words ligh or dark . You can describe he one o he color by adding he erminaion “-ish” o he name o he color. For example: blue- blueish, or green- greenish.

Brown Blue Green Hazel

Size:

Big Small

Green eyes

* These words normally have a negative connotation or are used pejoratively. Be careful when you use these words when talking to a native English speaker.

20


Words to describe hair characteristics Colors:

ype:

Blonde ed (red-haired) Whie Brown (brunete) Grey

Sraigh hair Wavy hair Curly hair

Lengh:

Long Shor

Amoun:

Abundan Bald Parly-bald

Hairsyle: Bald

Pony ail Braid Bangs

Apply Your Knowledge 1.

Works in groups of three or four. Bring three or four photographs of people with different physical constitutions and ages.

2.

Write their following physical characteristics on a piece of paper and describe them orally to your classmates. Physical constitution: Age group:

.

Eyes color: ___________________________

Size:

Hair color: ____________________________

Length:

Hairstyle: ________________________ Amount: _________________________ 3.

Type:

Listen to the descriptions of your classmates and make corrections if necessary.

Game: who is he? Who is she? Instructions to the teacher a) Divide the group in two big teams: A and B. b) Tell students to write the physical characteristics of three of their classmates of the other team.

Light brown long and straight

c) Ask one student of Team A to pass and describe one of his / her classmates of Team B.

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1

Who Are You?

d) If someone in Team B guesses, they receive a point. e) Have a student of Team B pass and describe one of his / her classmates of Team A. f) Repeat steps C to E. g) Do this as many times as possible for all the students to pass.

Blonde

1.4 Geographical characteristics Vocabulary

Lake

Cascade

Canyon Beach

Valley

Glacier Desert

Ocean

Volcano Wood

River 22


1.5 Ethnic groups and cultural characteristics Ehnic is an adjecive used o describe he differen races and culural groups in he world. Tese ehnic groups share physical and culural characerisics. Te main ehnic groups are: Asian

Black

Hispanic

Whie / Caucasian

Dark-skinned

Fair

Ligh

Skinned

Vocabulary

Due o he coninen ha people come rom, hey are also idenified as:

AMERICA:

Latin Americans, Native Americans, African-American.

Mexico

ASIAN:

People that come from China, Japan, Thailand, Vietnam, India, and many other countries.

Japan

EUROPEAN

People that come from any country in Europe.

Spain

AFRICAN

People that come from any country in Africa.

Kenia

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1

Who Are You?

Other adjectives related to people’s religion are:

Catholic

Jewish

Muslim

Christian

Buddhist

Protestant Jewish

Look at the following list of adjectives that can be used to describe people. Find the word in Spanish that names these characteristics.

Beautiful Handsome Good-looking Elegant Nice Well-dressed Casual Fashionable

Beautiful

24


More adjectives that can be used to describe people’s physical appearance. Find the word in Spanish that names these characteristics and write them below the photograph.

Eyeglasses

Freckles

Beard

Moustache

.

Wrie wo paragraphs describing someone you know (a relaive, a riend). Use he vocabulary words you have learned in his block. You can wrie in he ollowing space or in your noebook. ead his o a classmae and lisen o his or hers. For example: My uncle John is a hin all man. He is middle-aged. He has big brown eyes. His hair is shor and sraigh. He is Hispanic. He is caholic. He is handsome. He wears eyeglasses and has a mousache.

Our body Do you know wha are he names o he pars o your body? Le’s find ou how much you know.

Learning Situation 4 Idenifying pars of your body.

Compeence: Te suden learns new vocabulary relaed o pars o he body. 25

BLOCK

1

Who Are You?

Activity Sequence 4A 1. 2. 3. 4.

ead he ollowing lis. Wrie he words in English o he differen pars o he body ha you already know. Compare your lis wih ha o anoher suden. Share your answers wih anoher suden or pair o sudens. Check he spelling o he words you have writen. Ask your eacher o look hem over and make correcions i is necessary. 5. When finished, look up in a dicionary or hose words in English you didn’ know and complee he ollowing char.

26


Noe: Tese words have an irregular plural orm. Tere are a ew words in English ha have an irregular or differen plural orm when comparing hem o a regular plural orm. ead he explanaion given afer he nex exercise.

Activity Sequence 4B 1. On a blank shee o paper, draw a char o a human body. 2. Using arrows, signal each par o he body ha is lised in he previous char.

Learning Situation 5 Idenifying he pars of your body by lisening o hem.

Compeence: Te suden undersands new vocabulary relaed o pars o he body when lisening o simple insrucions. 27

BLOCK

1

Who Are You?

Activity Sequence 5 Le’s find ou how much you know abou body pars. 1. Sand up. Lisen o your eacher. Follow he insrucions. 2. Your eacher will ask you o poin o specific pars o your body. For example, “poin o your head”, “poin o your nose”, “poin o your shoulder”, eceera. 3. Poin o ha par o your body.

Activity Sequence 5a 1. Lisen o your eacher as he or she poin o differen pars o her or his body and answer. Your eacher will ask Wha’s his? (For example, poining o her hand.) 2. You should answer: Ta is a hand. 3. Answer o he quesions your eacher asks you abou 10 oher pars o your body.


How do we form plurals? Tere are some nouns ha have an irregular plural orm, called muaed or muaing plural. Look a he ollowing: Muaed (or muaing) plurals more than one child n more than one woman n more than one man n more than one person n more than one goose n

= = = = =

children women men people geese

more than one mouse n more than one barracks n more than one deer n more than one tooth n more than one foot n

= = = = =

mice barrack deer teeth feet

Regularly, he plural form of a noun is formed as follows 1. Add an s a he end o a singular orm o he noun. For example: girl – girl + s = girls 2. Add an e -es o orm he plural o words ending in he leters or sound o he leters: -ch , sh , x , s , or s-like. Examples:

kiss – kisses bus – buses gas - gases

Who Who are are you you Carrie Carrie Underwood Underwood

Who Who are are you you Te one or Te one or whom whom II will will gladly gladly suffer suffer Who are you Who are you Te one I’ll always love abou anoher Te one I’ll always love abou anoher 28

box – boxes brush - brushes witch - witches

watch – watches

You’re my world Who are you You’re my hope Ta loves as deep as I do You’re all my dreams And all my hear Who are you Who are you Ta akes me hrough he flood and he fire Te one I’d give my lie o Who are you Who are you Who are you Te one I’d give my lie o Who leads me hrough he deser and he dry Ta loves as deep as I do You’re my world You’re my hope You’re all my dreams And all my hear


Who youhoughs You’re in my houghs Who are you You’reare in my You’re my angel Taknow akes my me hrough (In my houghs) You mind he flood and he fire Who are you Who ell on me like fire Who are you You know my mind You are my ae Who are you Who leads You are myme lighhrough he deser and he dry You’re in my houghs (You know my mind) Who chained me o desire You are my ae (In my houghs) You’re in my houghs You know my mind You are my ligh You my mind Who are you Whoknow are you (You know my mind) Who are you You are my ae You’re he one I’d give my lie o. Te one I’d give my lie o You are my ae You are my ligh Te one I’d give my lie o Who are you You are my ligh Who are you Who are you Ta loves as deep as I do Ta loves as deep as I do Te one I’d give my lie o Who are you Who are you Who are you Te one I’d give my lie o ell on me like fire You’ r e my savior, you’ r e my cener Ta loves as deep as I do Who Who are you My beginning and my end Who are you You’re my savior, you’re my cener Ta loves as deep as I do Te one I live or Who chained me o desire My beginning and my end Te one I live or Who are you You’re my angel You’re he one I’d give my lie o. Who are you

Learning Situation 6 Describe acions ha are occurring a he momen of speaking relaed o pars of he body.

Compeence: Te suden can use he new vocabulary appropriaely, conexualizing i in a specific communicaive siuaion.

Activity Sequence 6 1. 2. 3. 4.

Look a he ollowing picures. Describe wha hey are doing. emember o include he par o he body involved in he acion. I you don’ know he verb in English, look i up in a dicionary. Check your answers a he end o he exercise.

29

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1

Who Are You?

Learning Activity 2

Understanding people’s profiles 1. Work in eams o hree. 2. Each suden prepares a writen individual presenaion o describe his / her own characerisics (physical, ehnic, culural). 3. ead your presenaion o he members o your eam and hen read hem o he members o anoher eam, who will lisen o you atenively. 30

4. Te members o he oher eam may ask you quesions o know more abou you. 5. Now, lisen o he members o he oher eam read heir presenaions o your eam. 6. You may ask quesions o he sudens o he oher eam.


Rúbrica to Evaluate Presentations Needs improvement

Satisfactory

Well done

Fluency

Students read their presentations with interruptions and pauses most of the time.

Students read their presentation fluently most of the time, with few interruptions and pauses.

Students read their presentations fluently.

Pronunciation

Student while reading mispronounces many times and message is not clearly understood due to this.

Student makes some pronunciation errors while reading that affect understanding of the message.

While reading, words are pronounced correctly most of the time and message is delivered effectively.

Language accuracy (grammar)

Student makes many grammatical errors.

Student uses grammar structures well, with some errors.

Student uses grammar structures well all the time or most of the time.

Vocabulary

Student doesn’t use or uses very few new vocabulary terms learned in this block.

Student uses some vocabulary words revised in this block. Should have used mor e.

Student uses a good number of vocabulary words revised in this block appropriately.

Cultural Note In the United States measurements are different. They follow the English measuring system. Therefore, it is very common for people to make reference to their height or weight by using this system. The height of a person is given in feet and inches.

For example:

My height is 5 feet, 3 inches I am 5 feet, 3 inches or I am 5 feet, 3 inches tall

We use an irregular plural in this case or the singular noun oot , which is eet. In writing: My heigh is 5’ 3’’. Remember the olloiwing inormation related to the metric system and the English system: Length:

1 inch = 2.54 centimeters 1 oo = 12 inches = 12 × 2.54 cm = 30.48 cm

In the case o a person who is 5’ 3’’, this is equivalent to 1.60 m approximately. 1 pound = 1 libra = 454 gramos (approximately) o 0.454 kg. Example: My weigh is 125 pounds (o sea, 56.750 kg) 31

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1

Who Are You?


When we describe a person, we use adjecives o indicae he qualiy o wha we are describing. emember ha in English, adjecives: 1. Modiy nouns. 2. Are placed beore he noun hey are describing or qualiying. 3. Tey are never pluralized as hey are in Spanish. Adjective

+

Tall Tall

noun man girls

Adjecives can be modified using adverbs. Adverbs modiy a verb, an adjecive, or anoher adverb. Usually, in English adverbs end wih he suffix -ly . Adverbs are placed beore he adjecive hey modiy. For examples, he adverb airly means much or many. Adverb

+

Fairly

adjective

+

big

noun eyes

Some adverbs do no end in -ly . Observe and compare: Adverb

+

adjective

+

noun

Very Very Fairly

pretty long short

woman hair girl

Pretty Pretty

short small

girl nose

Learning Situation 7 Describing he physical appearance of someone.

Compeence: Te suden can use he new vocabulary appropriaely, conexualizing i in a specific communicaive siuaion.

Activity Sequence 7 Describe he physical appearance o hese people .

Learning Situation 8 Describing he physical appearance of someone.

Compeence: Te suden can use he new vocabulary appropriaely, conexualizing i in a specific communicaive siuaion. 32


Activity Sequence 8 Describe he physical appearance o hese people. 1. Work in groups o hree or our sudens and assign roles o work cooperaively. 2. Choose a name or each o he ollowing persons. Te firs one is an example. 3. Describe he physical appearance o each o hese people in deail (also calculae heir approximae age). Example:

Name: Mrs. Barbara Wilson Occupaion: Sales Manager . Age: 58 years old . Heigh: 5´ 8’’ (5 ee, 8 inches = 1.72 m) . Build: Average. Hair: Shor, wavy, grey, a litle wiheish . Eyes: Blue eyes, eyeglasses . ace: Whie, caucasian . Oher: Good-looking, smarly dressed, elegan .

Person 1: Name: Age: Hair: ace:

Occupaion: . Heigh:

. Build: . Eyes:

. Oher:

. . . .



. Build: . Eyes:

. . .

. Oher:

Person 3:

Name: Age: Hair: ace:


. Build: . Eyes:

. Oher:

. . . .

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1

Who Are You?



. Build: . Eyes:

. Oher:

. . . .


. Occupaion: . Heigh:

. Build: . Eyes:

. Oher:

Cultural Note The word pretty may be used as an adjective, which means that something has conventionally accepted elements of beauty. For example, she is a pretty woman (she has conventionally accepted elements of beauty as a woman). However, it can also be used as an adverb, meaning that something is moderately large. For example, she is pretty tall (she is moderately tall). Observe that when the word “pretty” is placed before a noun, its function is that one of an adjective. If it is placed before an adjective, then its function is as an adverb.

Cultural Note How do you do? doesn’t exactly mean that; you must not expect an answer from the person telling you how he or she really is. It is more a polite way of answering to a greeting when you are introduced to someone else. Look at the following example: YOU: Allow me to present professor Shea. MR. THOMPSON: I’m delighted to meet you, professor. My name is John Thompson. PROFESSOR SHEA: It’s a pleasure to meet you too, Mr. Thompson. If the person that is introducing you to someone else only mentions your last name, you must tell your first name when answering. Remember that in English speaking countries only the f amily last name is used.

34

. . . .


Learning Activity 3

3. Prepare your presenaion (writen or oral) o be given o your eacher ollowing his / her insrucions.

Reading and listening about people 1. ead he ollowing ex abou indigenous people in Mexico. 2. Afer you read i once, read again and ge ogeher wih wo oher classmaes o hink how you could represen his inormaion in a graphic, a map, a drawing, eceera.

Reading exercise C hiapanec a

Indigenous people of Mexico* According o he Naional Commission or he Developmen o he Indigenous Peoples (CDI) here were 9,854,301 indigenous people repored in Mexico in 2000, which consiue 9.54% o he populaion in he counry. Te absolue indigenous populaion is growing, bu he percenage o indigenous peoples is alling compared o he non-indigenous populaion. Te majoriy o he indigenous populaion is concenraed in he cenral and souhern saes in rural areas. Some are poor areas. Some indigenous communiies have a degree o auonomy under he legislaion o usos y cosumbres , which allows hem o have cusomary law. According o he ��, he saes wih he greaes percenage o indigenous populaion are: Yucaan, wih 59%, Quinana oo wih 39% and Campeche wih 27% o he populaion being indigenous, mos o hem Maya; Oaxaca wih 48% o he populaion, he mos numerous groups being he Mixec and Zapoec people; Chiapas has 28%, he majoriy being zelal and zozil Maya; Hidalgo wih 24%, he majoriy being Oomi; Puebla wih 19%, and Guerrero wih 17%, mosly Nahua people and he saes o San Luis Poosi and Veracruz boh home o a populaion o 15% indigenous people, mosly rom he oonac, Nahua and eenek (Huasec) groups. Te majoriy o he indigenous populaion is concenraed in he cenral and souhern saes. According o he CDI, he saes wih he greaes percenage o indigenous populaion are:

• • • •

Yucatan, 59% Chiapas, 28% Puebla, 19% Veracruz, 15%

• Oaxaca, 48% • Campeche, 27% • Guerrero, 17%

Huas teca

Y ohuali c h an, P uebla

• Quintana Roo, 39% • Hidalgo, 24% • San Luis Potosi, 15%

*Edied and adaped rom “Indigenous Peoples o Mexico”. Found in Wikipedia, he Free Encylopedia a htp:// en.wikipedia.org/wiki/Indigenous_peoples_o_Mexico#Developmen_and_Socio-economic_indicaors Huichol

35

BLOCK

1

Who Are You?

Scrip Hi. My name’s Greg, and I’m originally rom Denver, Colorado, bu my amily moved o Arizona when I was abou hree, so I grew up here. I graduaed rom high school abou hree years ago, and I am currenly atending a universiy in my ciy. I’m a junior, and I am majoring in economics wih a minor in Spanish. I also work par ime as a cashier a a grocery sore. Lie is really busy, bu I enjoy hiking, reading and hanging ou wih riends in my ree ime. When I graduae, I wan o work or a company in his area.

Evaluation Instrument Checklis 1. Suden read he aricle. 20% 2. Suden developed a drawing, graphic, menal map, geographical map, o show he inormaion in he ex. 40% 3. Suden delivered an oral or writen presenaion 40% o his aciviy. Lisening exercise 1. Go ohe ollowing websie: htp://www.esl-lab.com/selfinro /selfinrord1.hm 2. ead he pre-lisening exercise. Lisen o he recording audio exercise. Answer he quesions given (five quesions). 3. Check your answers wih your eacher. 4. Lisen again and read he scrip a he same ime. Noe o eacher: Tis exercise is or general undersanding. Do no grade suden according o incorrec or correc answers. Consider eaching new vocabulary words you consider imporan or relevan.

Evaluation Instrument Checklis 1. 2. 3. 4.

Suden did pre-lisening aciviy. Suden lisened o he recording. Suden answered he quesions. Suden lisened o he recording again while reading he scrip.

1.6 Family Members When giving your personal inormaion, you may be asked inormaion abou your amily. Look a he ollowing picure:

Grandfather

Grandmother

Grandfather

Grandparents On the father’s side

Grandparents Father

Son

Mother

Daughter

Brother

36

Grandmother

On the mother’s side

Son

Sister


Food for Thought Usually, in the Anglo-Saxon cultures, the nuclear family usually is smaller than Mexican or Latin American families. Normally, couples only have one or two children. Another difference is that usually family members are not as close, and extended family members, such as cousins and aunts and uncles, usually don’t keep in touch as much as they do in Mexico. Mexican people usually demonstrate their feelings much more than people in Anglo-Saxon cultures. This does not mean, however, that they don’t demonstrate their love or that they don’t have expressions of endearment. It only means that these are less noticeable than in Latin American countries and cultures.

Exercise 8 Give information about your family. 1. Look at the above chart. 2. Identify the relationship between family members. 3. Fill out the following vocabulary table with the corresponding word in Spanish.

Family Member

Miembro de la Familia

Father Mother Parents Son Daughter Grandmother Grandfather Grandparents Brother Sister

Food for Thought

Additional vocabulary about family members Read the following vocabulary list. Look how some of the words change when used for male or female individuals. Other words are formed from joining two words or by using prefixes. For example, the word father , when talking about the father of our father we use the word grandfather , and when we talk about the son of our son we use the word grandson . Observe that in both words the prefix grand indicates the relationship in one direction or the other. Complete the following table with the words that are missing, deducing them from the relationships that exist between the different members of a family. Identify the words. Relate the variables. Analyze the existing relationships. Deduce the relationships not mentioned.

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Vocabulary children grandfather grandmother grandparent grandparents grandson granddaughter grandchild

English

grandchildren

father

great-grandfather

daddy, dad

great-grandmother

mother

great-grandson

mommy, mom

great-granddaughter

parent parents brother sister brothers sisters sibling siblings baby husband wife spouse son daughter child

Food for Thought

Attention! The word parent means father or mother. It looks like the word in Spanish “ pariente ”. When a word in one language is very similar to a word in another language, but has a different meaning like in this case, it is called FALSE COGNATE.

38


English and Spanish have many false cognates. Be very careful with these words. If you are in doubt, ask your teacher or look up the word in a dictionary.

Te word pariene in Spanish is translated as “relative” in English. Example:

I have relatives in Puebla: my aunt Eva and my uncle Larry. Cultural Note

Live the language! When two people talk, t here is a distance between them. Latin American people (including Mexican people) are known to be very warm and tend to get close physically to the people they are talking to. Normally we keep a distance of approximately 30 or 50 centimeters when the conversation is informal. When we engage in a formal conversation, that distance is about 50 or 60 centimeters. However, in most Anglo-Saxon countries, people tend to maintain a longer distance between them and the person they are talking to. Sometimes this distance is as long as a meter, even in informal situations. Take this into consideration when you speak to an English native speaker so you don’t “invade” his space. If you do so, he may feel uncomfortable speaking to you.

1.7 Ordinal and Cardinal Numbers Lisen o he pronunciaion o hese cardinal numbers. epea afer lisening.

Cardinal numbers 0

zero

10

ten

20

twenty

1

one

11

eleven

21

twenty-one

2

two

12

twelve

22

twenty-two

3

three

13

thirteen

30

thirty

4

four

14

fourteen

40

forty

5

five

15

fifteen

50

fifty

6

six

16

sixteen

60

sixty

7

seven

17

seventeen

70

seventy

8

eight

18

eighteen

80

eighty

9

nine

19

nineteen

90

ninety

200

two hundred

Other examples 234 wo hundred and hiry-our

978 nine hundred and seveny-eigh Food for Thought

When mentioning a year before 2000, you separate the number in two parts: first, you mention the first two digits as one number, and then the other two as another independent number.

For example: the year 1960 is read or said nineeen sixy. Another example: 1989, nineteen eighty-nine. Te year 2000: wo housand , the year 2004: wo housand and our . 39

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Ordinal numbers Lisen o he pronunciaion o hese ordinal numbers. epea afer lisening. 1s 2nd 3rd 4h 5h 6h 7h

Firs Second Tird Fourh Fifh Sixh Sevenh

8h 9h 10h 11h 12h 15h 21s

Eighh Ninh enh Elevenh welfh Fifeenh weny-firs

32nd Tiry-second 54h Fify-ourh 100h One-hundredh

More personal information Phone numbers elephone numbers are ormed by he area code number and he phone number. Area code numbers are given in parenheses ( ). Example: My phone number is (55) 5782-4601 Noe: When giving phone numbers, he number zero (0) is pronounced “oh”, like he leter o.

Exercise 9 What should you do? 1. Form groups of four students. 2. Write your telephone numbers. Include the area code. 3. Read aloud your telephone numbers. Example: My telephone number is: area code fifty five, phone number five, seven, eight, two, four, six, oh, one. 4. Each one of you will dictate your phone number to the other three students. 5. Write the numbers. 6. Repeat the numbers. Example: Ricardo’s number is… 7. The student that dictated the number will check if it is correct.

Write your phone number and the phone numbers of your classmates:

40

Name: ____________________________ Phone number: (

) ____________________________


) ____________________________


) ____________________________


) ____________________________


) ____________________________


Age Knowledge: Age = he number o years (or years and monhs) ha a person has lived. Example: Age You say: My age is 17 or I am 17 years old. Culural Noe: In English you express your age using he verb o be.

Learning Situation 9 ell someone your age or wrie i.

Compeence: Te suden can give inormaion abou his / her age in writen and oral orm.

Activity Sequence 9 1. Form groups o our sudens. 2. ell your classmaes your age. 3. Each one will wrie in heir noebooks he age o he oher hree sudens. 4. epea he age o your classmaes reading your noes.

Activity Sequence 9a 1. 2. 3. 4.

Look a he phoographs o he ollowing people. Guess heir age. Wrie i down in he space provided. Share wih your classmaes your guesses.

_______________

_______________

_______________

_______________

_______________

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Addresses Knowledge In English, when you give inormaion abou your address, firs give he number o he house or building and hen he name o he sree, he ciy, he sae, he zip code and he counry.

Examples: An address in he Unied Saes 4175 Second Sree Napa, Caliornia.

94559 Unied Saes o America

Food for Thought In English, we first mention the number assigned to the dwelling on the street or avenue. If the number is formed by more than two digits, we separate them in pairs to read them, from right to left. For example, 2543 Washington Avenue is read twenty-five, forty-three Washington Avenue. Another example, 589 Washington Avenue, we read: five, eighty-nine Washington Avenue. However, zip codes are mentioned or read number by number. For example, 94559 is read: nine, for, five, five, nine. After you mention the number assigned to the dwelling (house, building, etc.), you mention the name of the street or avenue, and then the word street or avenue (whichever one corresponds to the address you are giving). There are other names in addresses to express the location of a dwelling besides street or avenue. For example, Boulevard or Drive.

Example:

1751 Dyer Street

Seventeen fify-one Dyer Street

29 Madison Avenue

wenty-nine Madison Avenue

125 Summer Road

One twenty-five Summer Road

Addresses in Mexico are longer. We include the number and name o the street, the name o the neighborhood, the zip code, the city, the state, and the country. Example: An address in Mexico Number and sree: 180 Renacimiento Street

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Neighborhood:

Colonia San Juan lihuaca

Zip code:

02400

Ciy:

Delegación Atzcapotzalco


Sae:

Mexico City

Counry:

Mexico

I you live in an apartment, you may include the number o the apartment afer the name o the street. For example: You live in apartment 5 o the building on 236 Reorma Avenue. You may wrie: 236 Reorma Avenue, apartment 5 In some cities in the United States, offices in a building are called suites. Example: 868 Reorma Avenue, suite 505

Learning Situation 10 ell your address o someone or wrie your address.

Compeences: Te suden can wrie his/her address in a orma or leter.

Activity Sequence 10 1. Wrie your address: Number and sree: ___________________________________________

Neighborhood:

___________________________________________

Ciy:

___________________________________________

Zip code:

___________________________________________

Sae:

___________________________________________

Counry:

___________________________________________

2. Form groups o hree or our sudens. 3. Dicae your address o he oher sudens. 4. Lisen o he addresses o he oher sudens. 43

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5. Wrie hem in he space provided. 6. Check your noes wih your classmaes. Correc i necessary. Suden 1:

___________________________________________

Number and sree: ___________________________________________

Neighborhood:

___________________________________________

Ciy:

___________________________________________

Zip code:

___________________________________________

Sae:

___________________________________________

Counry:

___________________________________________

Suden 2:

___________________________________________

Number and sree: ___________________________________________

Neighborhood:

___________________________________________

Ciy:

___________________________________________

Zip code:

___________________________________________

Sae:

___________________________________________

Counry:

___________________________________________

Suden 3:

___________________________________________

Number and sree: ___________________________________________

Neighborhood:

___________________________________________

Ciy:

___________________________________________

Zip code:

___________________________________________

Sae:

___________________________________________

Counry:

___________________________________________

The letters of the alphabet Knowledge Someimes i is difficul o undersand he words we lisen o in English. I may be necessary o spell ou hese words. o spell ou a word, you need o know he leters o he alphabe and how hey are pronounced in English. For example, i you don’ undersand how o spell he name or las name o a person, ask him or her o spell i ou or you. Ask: How do you spell your name? or Can you spell ha word, please? Tese are he leters o he English alphabe: 44


A

B

C

D

E

F

G

H I

J

K

L M N

O P

Q

R

S

T U

V W X Y Z Learning Activity 4

Spelling and pronunciation For he eacher 1. eview he pronunciaion o all he leters in he alphabe. 2. Pracice wih your sudens he oral spelling o he vocabulary words augh and learned in his block. 3. Organize a spelling cones or your sudens. Announce he dae o your sudens. 4. Make sure all paricipans know he rules o he spelling cones.* 5. Use a checklis insrumen o evaluae he correc spelling o each word during he cones.

For he suden 1. eview he alphabe wih your classmaes and eacher. 2. Pracice he vocabulary words learned in his uni by spelling hem aloud. 3. Paricipae in he Spelling Bee Cones ha your eacher will organize. *You may wan o consul he spelling bee rules a: htp://www.cesa11.k12.wi.us/ services/spellingbee/rules.pd

Learning Situation 11 Learn how o recognize and pronounce he sound of he leters of he English alphabe by spelling ou his / her firs, middle, and las names.

Compeence: Te suden can undersand he sounds o each leter o he English alphabe. 45

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Te suden can pronounce each leter o he English alphabe. Te suden can spell ou his / her firs, middle*, and las names. * I you don’ have a middle name, hen jus pronounce your firs and las names.

Activity Sequence 11 1. Lisen o he pronunciaion o each leter. 2. Your eacher will read hem aloud or you. 3. epea afer your eacher. 4. Pracice his exercise as many imes as your eacher indicaes o you.

Exercise 10 1. Write your first, middle and last names in the space below. 2. Work in groups of four students. 3. Spell out your first, middle and last names to your classmate. 4. Listen to your classmate spell out his / her first, middle, and last name. 5. Write their names in the spaces provided below.

Your name: Write here the names of three of your classmates after listening to them spell out their names. 1. 2. 3.

Exercise 11 1. Write the name of three famous people in your notebook. Example: Barack Hussein Obama. 2. Spell out the names to a classmate. Example: first name: B-A-R-A-C-K, middle name: H-U-S-S-E-I-N, last name: O-B-A-M-A. 3. Check to see if he or she wrote the name correctly. 4. Now listen to your classmate. 5. Write the names in your notebook.

46


Occupations/professions Oher personal inormaion includes your occupaion/proession and your naionaliy. You express his inormaion as ollows: Occupaion:

suden

I am a suden.

Yo soy esudiane.

Profession:

lawyer

I am a lawyer.

Yo soy abogado.

1.8 The Verb To Be Te nex able presens he orms o he verb o Be or all persons.


Personal pronoun + verb o be

Conracion

I am

I’m

You are

You’re

He is

He’s

She is

She’s

It is

It’s

You are

You’re

We are

We’re

They are

They’re

Te verb o be is used or differen hings. My name is Denise. I am from Boston. I am American. I am 17 years old. I am a student. My phone number is . . .

Te names o counries are proper nouns. Tey are always writen wih capial leters. We also wrie adjecives ha derive rom nouns ha name counries o name naionaliies wih a capial leter a he beginning. For example: Germany (noun) and German (naionaliy).

47

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Food for Thought If you are writing the name of a country in a text written in English, you should not write an accent on the word. For example, the word Mexico (which is written with an accent in its original language). The adjective is Mexican. Adjectives are not pluralized in English, neither do they have a gender. Example: One Mexican man. Three Mexican women.

Observe the ollowing examples My mother is American Peter is American Your brothers are American Perhaps the verb that is used the most in English is the verb to be, which in Spanish means ser oesar . Tis is the only verb that presents three different orms when conjugated in simple present tense.

Learning Situation 12 Filling ou formas.

Compeence: Te suden can undersand he inormaion ha is requesed in a orma and fill i ou correcly.

Activity Sequence 12 1. ead he profile writen in he orm o a paragraph. 2. ead he ollowing idenificaion (ID) orma o a person called Denise Marie Owens. 3. Fill ou he �� orma wih your personal inormaion.

Personal information Who are you? When we are inroduced o oher people, we usually end o ask or and give personal inormaion. We give basic daa abou ourselves and ask ohers o do he same. For example, we include our name, address, occupaion, naionaliy, and age. ead he ollowing profile

My name is Denise Marie Owens. I am fom Boson, Massachusets, Unied Saes. I am American. I was born on Sepember 26, 1986. I am 17 years old. I am a suden. I live a 1751 Dyer Sree, in Union Ciy, Caliornia. My phone number is 769-3457. 48


ead he ollowing personal idenificaion orma o Denise Marie Owens.

PERSONAL INFORMATION Date: June 29, 2004

First Name: DENISE Boston, Massachusetts,

Middle Name: MARIE

Last Name: OWENS

September 26, 1986

17

U.S.A.

years

9

Place of birth

American

months Age

Date of birth

Student

Nationality

Occupation

Address

Number and street: 1751 Dyer Street City: Union City. State: California

Zip Code: 03567

Country: United States phone / telephone: (510) 769-3457

Apply Your Knowledge Fill out the following format. Then, give your personal information to your classmates and listen to their personal information.

PERSONAL INFORMATION Date: June 29, 2004

First name:

Middle name:

Last name: years

Place of birth

Date of birth

Nationality

Occupation

months Age

Address

During a job interview you will be asked several questions related to your personal information. Look at the following grammar presentations.

49

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In hese cases, he inerrogaive saemen in simple presen wih he verb o be is as ollows: Verb To Be

+

Am Is Are

Subject

+

Complement?

I

your classmate?

your mother

mexican?

her last name

Powell?

his friends

students?

For hese quesions, we may answer in wo differen ways: an affirmaive answer or a negaive answer: YOU:

Am I your classmate?

JACK:

Yes, you are.

YOU:

Are you Jack’s classmate?

LORENA:

No. I am not / No, you aren’t

Affirmaive answer Yes,

Subject

+

+

Form of the verb To Be according to the subjet.

Yes,

I

am.

Yes,

you / we / it

is.

Yes,

he / she / it

is.

Negaive answer No,

+

Subject

No,

I

No,

he / she / it

No,

you / we / they

+

Verb To Be according to the subject

not.

is

not.

We can use a conracion o he verb o be (conjugaed) + no: is + not = isn’t

In he case o No, I am no , he only possible conracion is No, I’m no. Negaive answer using conracions No,

+

Subject

No,

+

he / she / it

No,

50

you / we / they

+

not.

am aren’t.

are + not = aren’t

+

Verb to be contracted with not

isn’t. aren’t.


1.9 Personal and Impersonal Pronouns and Possessive Adjectives Many inerrogaive words like “where” sar wih he leters “wh”. Te sound o hese wo leters ogeher is like a sof “j” sound o Spanish. Lisen o how your eacher pronounces hese words and repea he pronunciaion as many imes as needed unil you pronounce hem correcly. Grammar Presentation

Observe he ollowing char ha shows he possessive adjecives ha correspond o he singular and plural orms o a grammaical person. Personal Pronouns I

Possessive Adjectives

The person who is speaking.

My

My car.

You

The person to whom one is speaking.

Your

Your car.

He

The male person that one is talking about.

His

His car (the car belongs to a male person).

She

The female person that one is talking about.

Her

Her car (the car belongs to a female person).

The thing that one is talking about.

Its

Its car (the car belongs to “something”, for example to an institution. For example, The company’s car).

We

The persons who are speaking.

Our

Our car (the car belongs to the person that is speaking and another person or other persons).

You

The persons to whom one is speaking.

Your

Your car (the car belongs to the person you are talking to and someone else or more people).

They

The people (male or female) that one is talking about.

Their

Their car (the car belongs to more than one other person).

It

Impersonal Pronouns: you, they, one, ones Impersonal pronouns are hose ha are used when you do no reer o a paricular person or hing. Impersonal pronoun represen an unidenified noun. You and hey make reerence o people in general. Tey represen an unidenified noun. Funcion: serves as a noun wihou a specific ideniy. Tere are our impersonal pronouns. Example: I is sunny oday. I is 10 o’clock. 1. i 2. you Example: How do you ge o he school? Example: One can learn English wih pracice. 3. one Example: Tey say learning English is difficul. 4. hey 51

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1

Who Are You?

We use you/one o alk abou people in general including he speaker and he lisener. You can buy his book anywhere. One can buy his book anywhere. (Tis book is on sale everywhere) You can’ park in ron o a bank. One can’ park in ron o a bank. (Parking is no allowed in ron o a bank). We use they or them o alk abou people in general. Tey serve good coffee here. Tey are building a new avenue. Ask hem or help. We use one (singular) and ones (plural) o avoid unnecessary repeiion. See hose wo girls? Helen is he all one and Jane is he shor one. Which is your car, he red one or he blue one? My shoes are old. I need some new ones. I like he phoographs. Te ones you ook in Cancun. We ofen use hem afer Which ... in quesions. You can borrow a book. Which one do you wan? Tere are los o books here. Which ones are yours?

Lyrics of Born this way Lady Gaga It doesn’t matter if you love him or capital H-I-M Just put your paws up ‘Cause you were born this way, baby My mama told me when I was young We are all born superstars She rolled my hair and put my lipstick on In the glass of her boudoir There’s nothin’ wrong with lovin’ who you are She said, ‘cause He made you perfect, babe So hold your head up, girl and you you’ll go far Listen to me when I say I’m beautiful in my way ‘Cause God makes no mistakes I’m on the right track, baby I was born this way Don’t hide yourself in regret Just love yourself and you’re set I’m on the right track, baby I was born this way, born this way Ooh, there ain’t no other way, baby, I was born this way Baby, I was born this way Ooh, there ain’t no other way, baby, I was born this way I’m on the right track, baby, I was born this way

52

Don’t be a drag, just be a queen Don’t be a drag, just be a queen Don’t be a drag, just be a queen Don’t be Give yourself prudence and love your friends Subway kid, rejoice of truth In the religion of the insecure I must be myself, respect my youth A different lover is not a sin Believe capital H-I-M I love my life, I love this record and Mi amore vole fe yah I’m beautiful in my way, ‘Cause God makes no mistakes I’m on the right track, baby I was born this way Don’t hide yourself in regret, Just love yourself and you’re set I’m on the right track, baby I was born this way Ooh, there ain’t no other way, baby, I was born this way Baby, I was born this way Ooh, there ain’t no other way, baby, I was born this way I’m on the right track, baby, I was born this way


Don’t be drag, just be a queen Whether you’re broke or evergreen You’re black, white, beige, chola descent You’re Lebanese, you’re orient Whether life’s disabilities Left you outcast, bullied or teased Rejoice and love yourself today ‘Cause baby, you were born this way No matter gay, straight or bi Lesbian, transgendered life I’m on the right track, baby I was born to survive No matter black, white or beige Chola or orient made I’m on the right track, baby I was born to be brave I’m beautiful in my way ‘Cause God makes no mistakes I’m on the right track, baby I was born this way

Don’t hide yourself in regret, Just love yourself and you’re set I’m on the right track, baby I was born this way, yeah Ooh, there ain’t no other way, baby, I was born this way Baby, I was born this way Ooh, there ain’t no other way, baby, I was born this way I’m on the right track, baby, I was born this way I was born this way, hey I was born this way, hey I’m on the right track, baby, I was born this way, hey I was born this way, hey I was born this way, hey I’m on the right track, baby, I was born this way, hey.

1.10 Definite and Indefinite Articles: The, A / An Aricles in English are very imporan, as we use hem all he ime. Te hree aricles in English are a , an , and he. Here are some basic rules or undersanding how o use hese aricles: Te is he definie aricle. I is used beore singular or plural nouns ha are specific or paricular . Here are some examples: “Te girl who lives nex door has a red bicycle.” Tis reers o a paricular girl: he girl who lives nex door. “Te presiden o he company is a busy man.” Tere is only one presiden in he company, so we are reerring o a specific noun here. “I love he shoes you are wearing.” Again, we’re alking abou paricular shoes, he ones you are wearing. A / an are he indefinie aricles. We use a / an beore general , non-specific nouns or o indicae membership in a group. A / an can only be used wih counable , singular nouns. Here are some examples o how o use a / an: “Le’s go see a movie onigh.” Here we aren’ alking abou a specific movie. I can be any movie. “Cassie is an acor.” Here, Cassie belongs o a group: acors. We use “an” insead o “a” because “acor” begins wih a vowel . “I wan a dog or my birhday.” Tis reers o any dog . I don’ know which breed o dog ye. I’m undecisive.

53

BLOCK

1

Who Are You?

Evidence Collection and Portfolio ASK 1. Wri Wriee a brie paragraph providing personal inormaion inormaion o be included in a school direcory. direcory. Insrucions: Wrie Insrucions: Wrie a brie paragraph (50 words) wih your personal inormaion. Tis inormaion is or he school direcory.

Performance Indicators - Checklist 1. Suden provides relevan personal inormaion. Elemens Elemens o include: name, place o birh, dae o birh, naionaliy, age, marial saus, saus, occupaion, address, phone number, amily members, hobbies. five poins ( ) a leas eigh relevan iems are included. hree poins ( ) five - six relevan iems are included. one poin ( ) hree - our relevan iems are included only only.. no poins ( ) less han hree relevan iems are included. 2. Suden uses language appropriaely appropriaely.. Grammar and spelling are correc, wih very ew errors ha do no affec message (meaning). (meaning). hree poins ( ) zero - hree errors. one poin ( ) our - six errors. no poins ( ) More han six errors. 3. Suden demonsraes demonsraes undersanding undersanding o he audience audience his ex is addressing. addressing. wo poins ( ) Suden addresses audience appropriaely appropriaely.. no poins ( ) Suden doesn’ address audience appropriaely appropriaely..

ASK 2. Forma compleion wih your your personal inormaion. Insrucions: Fill Insrucions: Fill ou he ollowing ollow ing applicaion orm o a high school wih your personal inormaion. New Century High School application form

Last name of student: Name of student: Name of father: Name of mother: Sex:

Date of birth (in numbers): Date of birth (in words):

54

Male

Female


Place of birth: Nationality: Religion: Father’s occupation: Mother’s occupation:

Full address:

Telephone Te lephone at residence residence (with (with area code): code): Mobile telephone: E-mail: Last school attended: Address of the school: Name of guardian (if any):

Performance Indicators Evaluation Instrument - Checklist 1. Suden provides correc inormaion. five poins hree poins one poin no poins

( ( ( (

) ) ) )

16 - 18 enries. 13 - 15 enries. 10 - 12 enries. less han 10 enries compleed correcly

2. Suden wries wih correc spelling. five poins hree poins one poin no poins

( ( ( (

) ) ) )

zero - hree errors. our - six errors. seven - nine errors. more han nine errors.

* Suden mus score hree or five poins in any o he wo indicaors o be considered compeen.

ASK 3. Undersanding when someone gives his/her personal inormaion. Insrucions: Fill ou he idenificaion orma afer lisening o personal inormaion. You Insrucions: Fill You may ake noes as you lisen.

55

BLOCK

1

Who Are You?

ex o be read by he eacher (wice) Marha amírez is rom Argenina. She is Argeninean. She was born on April 24, 1970. She is a compuer engineer. She works or Dell Compuers. She lives in Alameda, Caliornia. Her address is 486 Orange Boulevard. Her zip code is 98765. Her phone number is: are code 415, phone number 944-5702. She is married. She has wo children: Lorenzo and Gabriel. She is caholic. Marha’s hobbies are lisening o music, playing he piano, and reading.

Identification Format Last name:

______________________________________ _____________________ _________________

First name:

______________________________________ _____________________ _________________

Place of birth:

______________________________________ _____________________ _________________

Date of birth (numbers): _____ / _____ / ______ Mo

Day

Year

Date of birth (words):

______________________________________ _____________________ _________________

Age (today):

______________________________________ _____________________ _________________

Nationality:

______________________________________

Occupation:

______________________________________

Place of work:

______________________________________ _____________________ _________________

Address:

______________________________________

______________________________________

______________________________________

Phone number:

______________________________________ _____________________ _________________

Marital status:

Married

Single

Divorced

Children (number):

_______

Name of children:

______________________________________ _____________________ _________________

Religion:

______________________________________

Hobbies:

______________________________________

______________________________________

Rubric and Performance Indicators

A. Te suden can undersand he inormaion he / she lisens o. o. five poins ( ) Well undersood 14 - 16 iems are included. hree poins ( ) Undersood 10 -12 iems are included. wo poins ( ) Needs improvemen seven - 10 iems are included. zero poins ( ) Lacks compeence Less han six iems are included. B. Te suden can use he language learned correcly (s (spelling pelling and grammar). grammar). five poins ( ) Well writen zero - our errors. hree poins ( ) Good use o language five - eigh errors. wo poins ( ) Needs improvemen nine - 12 errors. zero poins ( ) Lacks compeence More han 12 errors.

56


ASK 4. Creae a amily char rom he ollowing writen inormaion. inormaion. Insrucions: Draw a amily char according o he inormaion given.

Tis is my family Hi. My name is Paula. Tere are six members in my amily. My aher’s name is Eduardo. He’s a docor. He’s rom Guanajuao. My moher’s name is Kaherine. She’s a bookkeeper. She’s American. She was born in New York. I have hree siblings: wo brohers and one siser. My brohers’ are older han I. I am he hird child o my amily. My broher’s names are Eduardo and icardo. Eduardo is a universiy proessor. He lives in Chihuahua. My oher broher, icardo, is a business consulan. He lives in Leon, Guanajuao. My siser’s name is Kaherine. We call her Kahy Kahy.. She is younger han I am. She is a Monessori eacher. She lives in Haliax, Canada. My grandparens on my aher’s side are Mexican. My grandaher’s grandaher’s name is José María and my grandmoher is Guadalupe. Tey are rom Guanajuao. My grandaher is a carpener car pener and my grandmoher a housewie. My grandparens on my moher’s side are rom Greece. Tey are Greek. My grandaher’s name is Teodore George. He is a sorekeepper.. He lives in Florida. My grandmoher’s name is Poe sorekeepper Poesa sa (Paula in Greek). She is a housewie. Draw your char here. Creae blocks o include he names o he people menioned in he paragraph.

Evaluation Instrument - Checklist 1. 2. 3. 4.

All he persons in he ex are included in he char. Te relaionships relaionships in he char are are well indicaed. indicaed. Places o birh are included in he char. Occupaions (when applicable) are included in he char.

Yes Yes Y es Yes Yes

No No No No

ASK 5. Creae a amily char rom he inormaion inormaion you lisen lisen o. Insrucions O SUDEN: Draw a amily char according o he inormaion you lisen. Insrucions O O EACHER: EACHER : Prepare a ex similar o he one used in ask ask 3. ead i o he suden. Sudens will wrie w rie as hey lisen o he aural ex. eacher eacher will show he char char  filled ou according o wha he / she read and sudens will wil l check or accuracy accurac y.

Evaluation Instrument - Checklist 1. All he persons in he ex are included in he char. 2. Te relaionships in he char are well indicaed.

Yes Yes

No No

57

BLOCK

1

Who Are You?

3. Places o birh are included in he char. 4. Occupaions (when applicable) are included in he char.

Yes Yes

No No

ASK 6. Creae your personal profile and presen i orally o he class and in wriing o your eacher. Insrucions: Wrie your personal profile. Include your personal basic inormaion. Prepare creaive visual aids and / or illusraions or your oral presenaion.

Evaluation Rubric for Oral Presentation Competent 4 points

Satisfactory 3 points

Needs improvement 2 points

Lacks competence 1 point

Fluency

Student is fluent throughout the oral presentation.

Student is fluent most of the time during the oral presentation.

Student pauses unnecessarily Student is not fluent most of the during the oral presentation or has time. verbal interruptions (eh, uh, words in Spanish).

Pronunciation

Student pronounces correctly most of the time and errors don’t affect message.

Student has few pronunciation errors that don’t affect meaning.

Student mispronounces several words or mispronounces some words that affect the message.

Student mispronounces words many times, affecting the meaning of what is being said.

Use of language

Student uses language and vocabulary appropriately and correctly most of the time.

Student uses language and vocabulary appropriately and correctly with few errors.

Student makes several language mistakes or uses vocabulary inappropriately.

Student makes many language mistakes and / or doesn’t use appropriate vocabulary.

Overall presentation skills

Student presents in an organized manner and uses creative visual aids, and uses appropriate body language that enhances the presentation.

Student presents in an organized manner most of the time, and uses creative visual aids and a fairly appropriate body language.

Student does not present in an organized manner and / or doesn’t use visual aids nor body language appropriately.

Presentation lacks organization and other presentation skills (body language) and / or didn’t use any visual aids.

Total points

Evaluation Rubric for Written Presentation (Profile) Competent 4 points



Paragraph structure

Paragraph flows smoothly. Paragraph is unified, coherent, and logical.

Paragraph lacks two of the following three: unity, order and coherence.

Paragraph is not organized, although ideas flow.

Grammar and spelling

Student writes correctly most of the time and errors don’t affect message.

Student has few grammar and / or spelling errors that don’t affect meaning.

Student writes several words inco- Grammar and spelling errors rrectly or makes several grammar are so many that make the text mistakes which affect meaning in unclear or creates confusion. the text.

Use of language (vocabulary)





Overall composition skills

Written text is organized and crea- Written text is organized and tive. Introduction, development creative. Introduction, developand conclusion are evident. ment and conclusion are not well developed.

Written text is organized, but not creative. Introduction, development or conclusion are underdeveloped or not present.

Written text lacks organization. Message is unclear.

Total points

58


Student is not fluent most of the time.


ASK 7. Search on Inerne sies in English were you can obain personal inormaion abou a amous person and presen i orally o he class and in wriing o your eacher. Insrucions: Wrie he celebriy’s personal profile. Include relevan personal basic inormaion. Prepare creaive visual aids and /or illusraions or your oral presenaion.

Evaluation Rubric for Oral Presentation Competent 4 points




Fluency



Student pauses unnecessarily Student is not fluent most of the during the oral presentation or has time. verbal interruptions (eh, uh, words in Spanish).

Pronunciation





Use of language




Student makes many language mistakes and / or doesn’t, use appropriate vocabulary.


Student presents in an organized manner and uses creative visual aids, and uses appropriate body language that enhances the presentation.

Student presents in an organized manner most of the time and uses creative visual aids and a fairly appropriate body language.



Total points

Learning Activity 5

Sharing people’s profiles Insrucions for he eacher 1. Conac a eacher rom anoher school. Preerably, rom anoher sae or region ha eacher o sudens who are he same course as yours. Te closes he number o sudens you share, he beter. 2. Iniiae an e-pal projec wih your colleague. Te purpose o his e-mail projec is o have your sudens and he oher eacher’s sudens communicae via e-mail and inerview each oher abou heir physical, ehnic and culural characerisics. 3. Negoiae he condiions o he inerview wih your colleague (how will hey conac heir e-pal, wha quesions should be asked, how many, when should he inerview be done, when should hey repor resuls). We sugges he ollowing “neiquete” rules: Rules for online communicaion (Neiquete) • Be respectful (talk nicely). • No swearing (no oensive or vulgar words or expressions).

• Speak with good purpose. • Tink before you post. • No sarcasm. • Don’t use all caps. • Don’t give your e-pal’s information to anyone else. • Don’t give out all your personal information (phone number or address). • Don’t invite strangers over or agree to meet them. Noe for eacher You may also consul he ollowing web pages: Te Core Rules of Neiquete: htp://www.albion.com/neiquete/corerules.hml ePals Global Nework a sie or finding keypals in oher counries. Te ree version o ePals can be used wih up o 35 suden accouns. htp://www.epals.com/

59

BLOCK

1

Who Are You?

Insrucions for he suden 1. Wrie our or five quesions ha briefly ideniy your e-pal: name, age, birh place, place o residence (ciy, own, communiy) and ohers i appropriae. Don’ ask or address or phone numbers o your e-pal. 2. Wrie a leas 10 quesions o ask your e-pal o ge inormaion abou his or her physical, ehnic, and culural characerisics.

3. Wrie a paragraph describing your e-pal. I should include all he physical, ehnic, and culural characerisics he or she gave you in he inerview. emember o include senences in he simple presen ense using he verb o be, pronouns, and aricles correcly. 4. Presen your paragraph o your eacher on he dae he / she gives you.

Rubric to Evaluate e-pal Profile Project Needs improvement (1 point)

Satisfactory (3 points)

Well done (5 points)

Student wrote between seven and 10 questions asking e-pal for information related to his / her i dentification data, physical, ethnic, and cultural characteristics.

Student wrote at least 14 questions asking e-pal for information related to his / her identification data, physical, ethnic, and cultural characteristics.

Previous questions

Student wrote less than seven questions asking e-pal for information related to his / her identification data, physical, ethnic, and cultural characteristics.

Netiquette

Student did not follow netiquette rules appropriately in all his / her online communications with e-pal.

Language accuracy (grammar) questions


Student uses grammar structures well, with Student uses grammar structures well all some errors. the time or most of the time.

Language accuracy (grammar) in report/ paragraph.


Student uses grammar structures well, with Student uses grammar structures well all some errors. the time or most of the time.

Vocabulary used in report/ Student doesn’t use or uses very few new paragraph vocabulary terms learned in this block.

Student follows netiquette rules appropriately in all his / her online communications with e-pal.

Student uses some vocabulary words revised in this block. Should have used more.

Student uses a good number of vocabulary words revised in this block appropriately.

Evidence Collection For Your Portfolio Task

60

Evidence

Competencies

1

Written paragraph.

Provide personal information in writing.

2

Written application form.

Provide personal information in writing.

3

Application form.

Listening comprehension.

4

Family chart (from reading).

Reading comprehension.

5

Family chart (from listening).

Listening comprehension.

6

Oral presentation of personal profile.

Oral production.

7

Personal profile of a celebrity.

Search for specific information on Internet (ITC).

Learning Activity 1, p. 15

Recording of role-play.

Pairwork. Using information technologies to search for application forms.


Written description of oneself.

Teamwork. Write a description of oneself and then present it orally to others.


Oral presentation using graphic visuals.

Teamwork. Reading, summarizing, and identify characteristics. Practice listening comprehension.


Pair Work Evaluation – Coevaluation Honesly evaluae your classmae’s work and atiude. Use he ollowing orma Name of evaluaor: Person who is being evaluaed: Always

Most of the time

Sometimes

Rarely

My classmate showed interest in our assignment My classmate worked in our assignment My classmate showed a positive attitude towards learning My classmate helped me learn My classmate shared his / her ideas

Overall, I consider our work ogeher was: VEY GOOD – GOOD – SAISFACOY – NEEDS IMPOVEMEN

Team Work Evaluation – Heteroevaluation Honesly evaluae your classmaes’ work and atiudes. Wrie he name o each o your classmaes a he op o each column. Name of evaluaor: Use he ollowing: ALWAYS MOS OF HE IME Name

SOMEIMES RELY Name

Name

Name

Showed interest in our assignment Worked in our assignment Showed positive attitude during our interaction Helped everyone to learn Shared his / her ideas with the other members Asked for help when necessary I enjoyed working with him / her

61

2

BLOCK


12 hours

Learning Objects

2.1 Daily Activities 2.2 Working Activities 2.3 Leisure Activities 2.4 Sport Activities 2.5 Means of Transport 2.6 Public Places 2.7 Adverbs of Time and Frequency 2.8 Information Questions (Wh Questions)


n

Student is able to use information technologies to search for information, to solve problems, to produce materials, to deliver materials and to aid his / her presentations. Student is able to express his / her points of view with openness and consider those of others in a reflexive way.

n

n

Student uses his / her knowledge in other areas and establishes relationships between them and his / her daily life. Student shows a respectful attitude towards the diversity of beliefs, values, ideas and social practices and c ultures.

Warm up What can you do?

Reading Identify and understand general ideas in a short text related to daily activities of others, using basic strategies of reading comprehension. Learning Situation 1: Reading a text about a person’s daily activities and about it. Competence: The student can identify and recognize the concept of daily activities and daily events.

Daily activities. Routines A morning with Karen. Karen is a very active university student. This is what she usually does every morning, from Monday to Friday. “Every weekday morning I wake up as soon as my alarm clock rings at 6:00 a.m. After 10 minutes I get up and go to the bathroom. I take a shower, brush my teeth, and comb my hair. After my shower I dry myself with a big towel and go back to the bedroom.”

”In the bedroom, I put on my make up and I dress. I sometimes put on jeans and a blouse or top with sandals or shoes. Next, I usually go to the kitchen and make myself a cup of coffee, although I frequently drink orange juice instead of coffee. For breakfast, I often eat cornflakes or any other cereal, toast and marmalade, and a piece of fruit. After breakfast, I pick up my car keys and go to the university. I study from 8 a.m. to 3 p.m.” Discuss with your teacher these questions 1. How frequently does Karen do these activities? 2. Are these activities part of a routine? 3. What do the words in bold type in the paragraph represent? 4. What do the words underlined indicate? 5. What type of words follow the underlined words?


n

Uses simple present in different ways to describe his / her daily activities, his / her life style and of others when is talking and writing simple texts. Understands how simple present tense is used when he / she listens and reads simple texts.

BLOCK

2


2.1 Daily Activities Observe he ollowing senences. Lisen o your eacher pronounce hem. Pay close atenion o he pronunciaion o each one. epea hem. Karen says Subject I I I I I I I I I I I

Verb

Complement

wake up go ake brush comb pu on make drink ea pick up sudy

a 6 o’clock in he morning. o he bahroom. a shower. my eeh. my hair. jeans and a blouse or op wih sandals or shoes. a cup o coffee. orange juice or coffee. cornflakes or any oher cereal and a piece o rui. my car keys. rom 8 a.m. o 3 p.m.

Now, look a hese senences. We will alk abou Karen’s aciviies. epea. Subject Verb Complement She She She She She She She She She She She

wake s up goes ake s brushes comb s pu s on make s drink s ea s pick s up sudies

a 6 o’clock in he morning. o he bahroom. a shower. her eeh. her hair. jeans and a blouse or op wih sandals or shoes. a cup o coffee. orange juice or coffee. cornflakes or any oher cereal, and a piece o rui. her car keys. rom 8 a.m. o 3 p.m.

Wha is differen? Can you deduce a grammar rule or he simple presen ense? When does he orm o he verb change? Discuss your answers wih your eacher.

Activity Sequence A 1. 2. 3. 4. 64

ead he ex abou Karen’s aciviies. Ideniy he aciviies ha Karen does on a normal weekday morning. Tese are in bold ype in he ex. Ideniy he requency expressions ha are underlined. Discuss he quesions wih your eacher.


Vocabulary

Verbs Find he meaning o he words on pages 65-67 (verbs and oher words) in Spanish. In your noebook or on a separae shee o paper wrie a senence in simple presen using hese words.

Take a drink

Wake up

Go Eat

Take a shower Pick up

Brush Write

Comb

Put on

Other words Alarm clock

Skate-boarding

Sewing

Bathroom

Bedroom

65

BLOCK

2


Sandals Kitchen

Shower

Shoes

Tooth

Coffee

Bacon

Hair

Vacume-cleaning Orange juice

Makeup Gloves

Jeans Breakfast

Pear Cornflakes

66


Cereal Fruit

Toast Keys

Marmalade

Car keys

Piece

Activity Sequence B 1. Look he ollowing senences. 2. Lisen o your eacher read hem aloud. Pay atenion o he pronunciaion o he verbs. Karen say: Subject I I I I I I I I I I I

Verb

Complement

wake up go ake brush comb pu on make drink ea pick up sudy

a 6 o’clock in he morning. o he bahroom. a shower. my eeh. my hair. jeans and a blouse or op wih sandals or shoes. a cup o coffee. orange juice or coffee. cornflakes or any oher cereal and a piece o rui. my car keys. rom 8 a.m. o 3 p.m. 67

BLOCK

2


3. Lisen o your eacher read aloud he ollowing senences and pay atenion o he pronunciaion o he verbs. Your eacher alks abou Karen’s aciviies. Subject She She She She She She She She She She She

Verb

Complement

wake s up goes ake s brushes comb s pu s on make s drink s ea s pick s up sudies

a 6 o’clock in he morning. o he bahroom. a shower. her eeh. her hair. jeans and a blouse or op wih sandals or shoes. a cup o coffee. orange juice or coffee. cornflakes or any oher cereal, and a piece o rui. her car keys. rom 8 a.m. o 3 p.m.

4. Ideniy he difference beween he firs senences and he second senences Wha is differen? Can you deduce a grammar rule or he simple presen ense? When does he orm o he verb change? 5. Discuss your answers wih your eacher.

2.2 Working Activities Apply Your Knowledge

Le’s review he vocabulary relaed o occupaions and proessions. Fill in he blanks wih he -s orm. Example:

68

A plumber fixes (fix) pipes in a bahroom.

1. An elecrician

(insall) elecrical equipmen.

2. A pilo

(fly) airplanes.

3. A nurse

(help) sick people.


4. A wairess

(serve) people in a resauran.

5. A phoographer

(ake) picures.

6. A lawyer

(deend) people.

7. A secreary

(ype) documens and leters.

8. A carpener

(makes) ables and chairs rom wood.

9. An archiec

(design) houses and buildings.

10. A journaliss

(wies) aricles or a newspaper.

Exercise 1 Write negative sentences in the simple present tense. First, write about yourself. Then, write about a friend (he or she). Example:

have children

I don’t have children.

1. eat Chinese food for breakfast. 2. get up at 4:00 a.m. 3. travel to Europe every year. 4. play hockey. 5. speak Japanese.

69

BLOCK

2


Now, make affirmative or negative statements with the words given. Talk about yourself. After, discuss your answers with a classmate. Listen to him or her. Notice similarities and differences between each other. 1. smoke

.

2. live in a house

.

3. live in an apartament

.

4. work in an office

.

5. study English

.

6. read novels

.

7. play soccer

.

8. play basquetball

.

9. watch cartoons

.

10. drive a bus

.

11. have a job

.

12. walk to school

.

Exercise 2 A. Work in pairs taking turns. Tell if this classroom has or doesn’t have the following. Example: A sofa

This classroomm doesn’t have a sofa.

1. a blackboard

5. a wastebasket

2. a telephone

6. a refrigerator

3. a bookshelf

7. a pencil sharpener

4. windows

8. curtains

9. a television 10. a garden

B. Now, tell if this school has or doesn’t have the following. Example: A swimming pool.

(no swimming pool)

This classroomm doesn’t have a swimming pool. 1. English courses

5. a coffe shop

2. a theatre

6. a soccer field

3. many classrooms

7. classess for children

4. a student newspaper

8. student association

9. a parking lot 10. a copy machine

C. Now, comment if your teacher does or doesn’t do the following. Example:

Correct homework. Our teacher corrects homework. Speak Chinese

70

Our teacher doesn’t speak Chinese.

1. give homework

5. carry a schoolbag

9. take attendance

2. talk on the phone in class

6. give tests

10. come late

3. wear glasses

7. wear a hat in class

11. speak English well

4. know my name

8. chats on the Internet

12. have a blue car


Exercise 3 Work with another student. Ask a question with “Do you…?” and the information given. Your partner will answer using a short answer according to his/her own personal information. Alternate the questions. have a motorcycle.

Example:

A: Do you have a motorcycle? B: Yes, I do. / No, I don’t.

1. understand the lesson

4. wear glasses

7. play the piano

2. use a dictionary

5. live in a house

8. practice a sport

3. read the newspaper

6. get up early

9. play videogames

10. have a pet

Exercise 4 Work with another student. Ask the following questions.Your partner will answer using a short answer according to his own knowledge. Alternate the questions. Example:

A: Does the teacher correct your homework? B: Yes, he / she does. / No, he / she doesn’t.

1. Does the classroom have curtains? 2. Does this textbook have photographs? 3. Does the teacher speak Spanish? 4. Does the homework help you learn English? 5. Does the teacher give you a lot of homework? 6. Does your house / apartment building have an elevator? 7. Does your house / apartment building have a garden? 8. Does the school have a basquetball court? 9. Does the school have a bookstore? 10. Does your neighbor study in this school?

Apply Your Knowledge

ead each saemen. Wrie a yes / no quesion abou he words in parenheses ( ). Use a shor answer. Example: Americans like baseball (Mexicans). Question: Do Mexicans like baseball? Answer: Yes, they do. 1. Mexicans like soccer (Americans). Question: Answer:

? .

2. abbis ea carros (dogs). Question: Answer:

? . 71

BLOCK

2


3. Ialians spagueti (Chinese). Question: Answer:

? .

4. American presiden serves or our years (Mexican presiden) Question: Answer:

? .

5. Mexico has dayligh saving ime (Americans.) Question: Answer:

? .

6. We use a exbook (a ape recorder or CD player). Question: Answer:

? .

7. Te eacher uses he blackboard (a compuer in class). Question: Answer:

? .

8. Quinana oo doesn’ have many people (Mexico Ciy). Question: Answer:

? .

9. Briish speak English (some Canadians). Question: Answer:

? .

10. Big ciies have a lo o raffic (small owns). Question: Answer:

? .

Exercise 5 Compare questions using the verb To Be in the Simple Present Tense with other verbs. Are you

a soccer player?

Do you play soccer? Is Paul

right?

Does he have the correct answer? Is it

Monday?

Do we have class on Monday?

72

Are Kim

and Ken from Japan?

Do they speak Japanese? Is this

our English textbook?

Do we have an English textbook? Is the

hamburger good?

Does it taste well?


Work in groups of three or four students. Read each statement. Take turns asking yes / no questions with the information given. Another student will answer your questions. Example:

the students in this class / be / lazy. A: Are the students in this class lazy? B: No, they arent.

1. your house / be / big.

10. you / study / Math.

2. your house / have / a garden.

11. your parents / be / from Morelia.

3. the school / be / open on Sundays.

12. your parents / study / here.

4. the school / offer / English courses.

13. the principal / teach / English

5. the teacher / explain / the lesson well.

14. the principal / be / an architect.

6. the teacher / be / Mexican.

15. the lesson / be / easy.

7. your father / be / tall.

16. we / practice / English in class.

8. your mother / have / brothers and sisters.

17. we / be / from the same country.

9. you / be / a soccer fan.

18. I / understand / you.

2.3 Leisure Activities Learning Situation 1 Te ollowing vocabulary words on pages 73 and 74 express some common aciviies ha people do. Te purpose o learning his vocabulary is o use i in urher aciviies in his block. You can lisen o he pronunciaion in he audio or his block. Competence: Te suden can demonsrae he knowledge and correc use o vocabulary words when describing rouines and daily aciviies. Vocabulary

Do you do hese aciviies? Draw a check mark ¸ i you do or an ˚ i you don’ do hese aciviies.

Go shopping

Go dancing

Go fishing

73

BLOCK

2


Go to the movie theater

go to the theater

go to the gym

Go for a walk, go for a ride

Jogging

bicycle riding

chess

videogames

Play cards

Play guitar

74

roller skating

table games

play piano

play trumpet


Read

Surf the web

Listen to music

2.4 Sport Activities

Vocabulary

Find the meaning of the following activities and indicate in the table how many times you do this activity in the periods of time. For example the first activity. Activity

Week

Month

Year

Never

Play / Practice basket-ball. Play / Practic e soccer.

Play / Practic e tennis. Play / Practice volley-ball.

Swim. Ride a bicycle. Practice Tae kwon Do. Practice Karate. Practice gymnastics.

Work in pairs. Tell your classmate what sports activities you practice or play a week, a month, a year, or you don’t do.

75

BLOCK

2


Excercise ake a phoograph o he ipical aciviies in your communiy and describe hem using your knowledge.

2.5 Means of Transport

Vocabulary

Look up in the dictionary the name of the vehicles illustrated below and write down the name in the corresponding line.

76


2.6 Public Places

Vocabulary

Look up in the dictionary the name of the places illustrated below and write down the answer in the lines.

77

BLOCK

2


Learning Activity 1

Vocabulary review 1. Work in eams o hree or our sudens. 2. Elaborae flash cards o vocabulary words divided in differen caegories. Illusrae your vocabulary word wih phoographs or drawings. Add a leas wo more words ha do no appear in he vocabulary liss. 3. Bring your flashcards o class and play a spelling game or cones.

Peer evaluation Exchange flash cards wih anoher classmae. Evaluae according o he ollowing guidelines. 1. Words are properly classified according o differen caegories. 2. Flashcards have no spelling errors. 3. Drawings or illusraions correspond o vocabulary words. 4. Addiional words are included in he flash cards.

Activity Sequence 1 1. ead he ollowing ex and analyze he imeable. 2. Analyze he grammar presenaions abou inormaion quesions and how o express ime and requency. 3. Do Exercises 6 and 7, pages 82 and 83.

Schedule: Daily activities Warm up. What does Karen do during the week? People have differen aciviies during a normal week. Tese aciviies usually are par o a rouine. People usually ge up a he same ime every day and do he same hings (excep on weekends or holidays). Some people have a rouine in he morning, and a rouine in he afernoon. Karen is a high school suden. She showed us her imeable o he aciviies she usually does in he afernoon and on weekends. Te weekend usually begins on Friday evening and ends on Sunday evening. Observe wha Karen does during a normal week in her lie. Time p.m. 4:00 4:30

Monday Guitar lesson

Tuesday French class

Wednesday Guitar lesson

Thursday French class

Friday

Saturday

Sunday

Guitar lesson

5:00 5:30 6:00

Astronomy club meeting at the school

Theatre class

Theatre class Visit grand-parents

6:30 7:00 7:30

Aerobics class at the gym Go out with friends

8:00 8:30 9:00

Do homework assignments and study

Watch TV, spend evening with family

Go to bed

Go to bed

9:30 10:00

78


Learning Activity 2

Weekly rouines. 1. Ask an adul (riend, relaive, or neighbor) o fill ou a weekly imeable like he one you used in he Learning Siuaion 4, pages 88.

2. Wrie a paragraph describing wha he or she does every week. Use simple presen ense. Use requency adverbs. 3. Look up in he dicionary he words you don’ know.

Evaluation Element

Needs improvement

Satisfactory

Well done

Activities

Less than 60% of the activities in the timetable are included.

Most of the activities in the timetable are included 60-70%.

All activities in the timetable are included.

Frequency adverbs

Few or no frequency adverbs are used.

Some frequency adverbs are mis sing.

Frequency adverbs are inclu ded according to timetable.

Vocabulary

Vocabulary taught in this lesson is poor.

Vocabula ry taught in this lesson is used.

Vocabula ry taught in this lesson extensiv e.

Spelling

More than 10 spelling errors.

Between six and 10 spelling errors.

Less than five spelling errors.

Grammar

Many errors in the use of simple present tense.

Some errors in the use of simple present tense.

Simple present tense is used correctly.

Punctuation

Lacks punctuation to separate ideas.

Some punctuation errors.

No punctuation errors.


Look Question WH - word

+

Auxiliary Verb

+

Subject

+

VSF

+

Complement

Answer

on Tuesdays and Thursdays?

French and theatre.

What

does

Karen

study

What

does

Karen

eat

for breakfast?

Cereal and fruit.

How often

does

Karen

visit

her grandparents?

Once a week.

Where

does

Karen

practice

aerobics?

At the gym.

Why

does

Karen

go

to the school on Monday in the afternoon.

To attend the Astronomy Club meeting.

Tere are oher inormaion quesions you may ask anoher person. For example: What kind of books (question word-phrase)

do + aux. verb

you + subject

like + verb base form

to read? +

complement

79

BLOCK

2


I like to read

mystery books. poetry books. novels. science fiction.

What type of food

do

(question word-phrase) I prefer

+ aux. verb

you

prefer?

+ subject + verb base form.

fast food. Italian food. Mexican food. low-fat food.

Rubric to Evaluate Learning Activity 4 Describing an indigenous community Discuss wih your sudens which elemens or characerisics each level o perormance should have and wrie hem in he rubric. Element or criteria

Needs improvement

Physical characteristics

Ethnic and geographical characteristics Cultural and / or traditional activities Other aspects (transport, events, customs, etcetera) Overall quality of presentation aids and material Language correctness (grammar, spelling, pronunciation) Language appropriateness (vocabulary, expressions)

2.7 Adverbs of Time and Frequency Grammar Presentation

How to express time and requency: A. ime, expressions used in he simple presen ense using preposiions.

80

Satisfactory

Well done


On days and dates, weekday Monday, Tuesday weekend

(day of the week) (from Friday afternoon to Sunday evening)

ln

parts of the day the morning, the afternoon, the evening Exception… At night

ln

months, years, seasons January – 1998 - the summer

At

specific time of the day noon / midday (12:00 p.m.) – midnight (12:00 a.m.) - 5:30 - night ________ o’clock (7 o’clock)

During a period of time or event the week - the summer (considered as a period) - the class From _____ to ______ (indicates a period of time) From (beginning) to (end) From Monday to Friday - From 10 to 1 o’clock.

B. Frequency. 1. Express he number o occassions one even occurs. One time a week = once a week Karen atends he asronomy club meeingonce a week on Mondays. Karen visis her grandparens once a week on Sundays. She usually goes ou wih her riend once a week on Saturday evenings. wo times a week = twice a week Karen goes o heare class twice a week. Tree / our / five times a week Karen akes guiar lessons three times a week: on Mondays, Wednesdays, and Fridays. Every day (every month, every week, every year) Karen does her homework assignmens and sudiesevery day rom Monday to Friday . Karen goes o her aerobics class a he gym every day rom Monday to Friday . Karen goes o he Asronomy Club meeingevery week. Every other day (week, month, year) In my neighborhood, he garbage ruck picks up he garbage every other day.

Observe Subject + Adverb of frequency + (verb simple form + s / es / ies) + Karen

normally

attends

complement the Astronomy Club meeting on Mondays at 5:30 p.m.

81

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2


2. We use he simple presen ense or saemes o regular aciviies or repeaed acion. A requency word or expression ells how ofen we repea his acion. 3. Te requency words or affirmative statements are: always; usually or generally; oen or fequently; sometimes or occasionally. 4. Te requency words or negative statements are: seldom, rarely or hardly ever; never or not ever.

Percentage 100%

Adverb of frequency Always almost always very frequently – generally normally – usually Frequently occasionally – sometimes rarely – seldom very rarely – hardly ever

0%

never – not ever

5. Frequency words come afer he verb be and beore he main verb. Te school is never open on Sundays. Te school is always closed on Sundays. elae he adverb. o requency wih he char o Karen’s aciviies:

Karen almost always goes o bed at 10 p.m. Karen usually visits her grandparenes on Sundays.

Karen never takes guiar lessons in he morning. Karen generally goes ou wih her riend and amily on weekends. 6. We use ever in a quesion when we wan a requency answer. Are you ever lae or school? Yes, I sometimes arrive lae. Do you ever drive o school? No, I never drive o school / Yes, I ofen do. 7. A how ofen quesion asks or a requency answers. How ofen does Karen go o he gym? She goes every day. How ofen do you go o he movies? I usually go every oher week.

Exercise 6 Answer the following questions. Check your sentences with a partner. Pay special attention to the ending of the verb (-s , -es , -ies ). 1. What does Karen usually do on Mondays?

.

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2. What does Karen normally do on Saturday?

. 3. How often does Karen take her guitar lessons?

. 4. When does she attend the Astronomy Club weekly meeting?

. 5. When does she practice aerobics?

. 6. What time does she do her homework and study?

. 7. At what time does she usually go to bed on weekdays?

.

Exercise 7 Fill de blank with the correct prepositions or time expression from. . . to, in, on, at, during. 1. Jack goes to school ________ the morning.

6. __________ the summer, we go to the beach.

2. Martha picks up her children at school _______ 2:30 p.m.

7. We usually go shopping _____ Sundays.

3. Antonio watches TV _____ the evening.

9. Mark’s birthday is ______ July.

4. I love to go out with my friends _______ weekends.

8. My English class is _______ noon. 10. We like to watch TV _______ night.

5. My father works _____ Monday ____ Saturday.

Time-telling Example o telling time. Read. 10:00

(number) o’clock -10:00 en o’clock.

10:01-10:14

(number) minues afer en or (number) minues pas en.

10:15

A quarer afer en / a quarer pas en.

10:16-10:29

(number) minues afer en or (number) minues pas en.

10:30

Hal pas en / en hiry.

10:31-10:44

(number) minues o eleven.

10:45

A quarer o eleven.

10:46-10:59

(number) minues o eleven. 83

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Exercise 8 Write the time below each clock. 10:30 9:00

11:45 5:11

7:15

1:20

12:00 a.m.

9:10

is also called

12:00 p.m. is also called

Learning Situation 2 Complete his or her personal weekly timetable and talk about it. What do you do everyday? Complete a personal timetable and describe orally and in writing his or her weekly activities and those o a third person.

Activity Sequence 2 1. Fill ou a imeable o he aciviies you usually do every week. Fill in he spaces as you consider appropriae. Include aciviies relaed o school, social lie, music classes, spor aciviies, ec. I necessary, look up in a dicionary or hose verbs ha ideniy he aciviies you do. Time p.m.

84

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday


Time p.m.

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

§

2. Now, wrie senences describing wha you do and how ofen you do hese aciviies. When appropriae, indicae he ime o he day or he specific ime you do hese aciviies. 3. Work in pairs. Inerview your classmae. Ask him or her inormaion quesions abou his or her aciviies, and he or she will answer you according o he inormaion he wroe in he firs wo pars o his aciviy. Ten, change roles and answer he quesions he or she will ask you. 4. Afer compleing he imeable, wrie senences describing wha you do and how ofen you do hese aciviies. When appropriae, indicae he ime o he day or he specific ime you do hese aciviies. 5. Work in pairs. Inerview your classmae. Ask him or her inormaion quesions abou his or her aciviies and he or she will answer you according o he inormaion he wroe in he firs wo pars o his acivi y. 6. Change roles and answer he quesions your classmae will ask you.

Learning Activity 3

How do others live? Routine of people from other communities Instructions or the teacher 1. Conac he colleague rom he e-pal projec o Block 1 or anoher one or his new projec. 2. Give clear insrucions o your sudens and moivae hem o make conac wih heir e-pal as soon as possible or his pro jec and i hey have any communicaion problems, o noiy you and change he e-pal or he assignmen. 3. Decide i you wan your sudens o presen heir ex orally or in wriing or boh. You may wan o make a virual magazine or prin ou he exs and pos hem on a bullein board or all o read, or example.

Instructions or the student 1. Conac your e-pal rom he previous projec or anoher one according o your eacher’s insrucions. 2. Ask your e-pal o send you his or her imeable o his / her weekly aciviies and o describe o you his or her lie syle. 3. Wrie a ex describing wha he or she does during he week as a rouine and his / her lie syle. 4. emember o use he correc orm o senences in simple presen ense or he hird person singular. 5. Presen your inormaion o your classmaes and eacher orally or in wriing or boh (ollow your eacher’s insrucions).

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OBSERVATION GUIDE TO EVALUATE PRESENTATIONS During his / her presentation 1. Suden menions a he beginning he person he / she is alking abou. yes

no

2. Suden speaks abou his person using he correc orm and person in he simple presen ense (hird person singular). all he ime

mos o he ime

someimes

never

poorly or no enough

none


none

3. Suden includes academic and / or work aciviies. well done

enough

4. Suden includes leisure and / or spor aciviies. well done

enough

5. Suden uses vocabulary learned in his block (means o ranspor, public places). well done

enough


none

*I you decide o use his evaluaion insrumen or writen exs, don’ orge o include spelling and puncuaion o your rubric.

Learning Situation 3 Practice and improve your pronunciation o simple present tense verbs in the third person orm. Complete a chart with the third person singular orm o some requently used verbs and practice their pronunciation.

86

Activity Sequence 3 1. Complee he ollowing char as he example given. I necessary, consul an English-Spanish Dicionary. 2. Pracice he pronunciaion o he verbs you wrie in he second column. 3. Wrie an example senence using he verb in he simple presen ense. Vary he person o he subjec (firs, second, hird persons singular or plural). 4. In your noebook, change he senences o he negaive orm using he auxiliary verb do in he negaive orm don’ or doesn’ according o he subjec. 5. In your noebook, change he senences o he inerrogaive orm using he appropriae orm o he auxiliary verb do. 6. Pracice he inonaion o he quesions you wroe.


Exercise 9 Daily activities: wake up, dress, brush, comb, eat, drink, live, buy. Motion: walk, run, drive, ride, work, play, make, do. Verb See

3rd person singular

Spanish

Example sentence using the verb in present tense

See + s = sees

Ver

I see my classmates every day.

Look Match Speak Talk Taste Listen Hear Touch Smell Write Read Think Understand Analyze Study Wake up Dress Brush Comb Eat Drink Live Buy Walk Run Drive Work Play Make

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Your verbs? (write at least five) Verb

3rd person singular

Spanish

Example sentence using the verb in present tense

1. 2. Practice the pronunciation of the verbs you write in the second column. 3. Write an example sentence using the verb in the simple present tense. Vary the person of the subject (first, second, third persons singular or plural). 4. In your notebook, change the sentences to the negative form using the auxiliary verb do in the negative form don’t or doesn’t according to the subject. 5. In your notebook, change the sentences to the interrogative form using the appropriate form of the auxiliary verb do. 6. Practice the intonation of the questions you wrote.

Learning Situation 4 Practice the simple present tense in affirmative and negative sentences, and inormation questions. Using the simple present tense to make questions and answer them.

Activity Sequence 4 1. Answer he exercise below by filling in he blanks wih he correc orm o he verb ha complees he senences correcly and logically. 2. Afer answering he exercise (10 senences), do he nex exercise ollowing he example given.

Exercise 10 Complete the following sentences using the correct simple present tense form of the verbs. buy

wash

close

open

brush

speak

eat

teach

smoke

read

1. Sandra speaks four languages: Spanish, English, French, and Italian.

6. Teresa is a teacher. She __________ mathematics to high school students.

2. Bob’s family usually ____________ dinner at 7 o’clock.

7. My mother _________ our clothes twice a week.

3. The Anthropology museum ___________ at 7 p.m. every evening.

8. In Mexico, banks generally _________ at 9 o’clock in the morning.

4. Araceli ___________ ten cigarrettes a day.

9. Ingrid’s hair is long. She usually __________ it at night.

5. There’s no milk at home. We need to ___________ some at the supermarket.

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10. Andrea ___________ books. She likes to read science fiction books.


Exercise 11 Rewrite the sentences above including the verb. Then, write a question about the part of the sentence which is in bold type. Then write a negative sentence. Example: Sentence 1:

1. Sandra speaks four languages: Spanish, English, French, and Italian.

a) Question: What languages does she speak? b) Answer: Sandra speaks Spanish, English, French, and Italian. c) Negative: She doesn’t speak German. 2. a) Question:

b) Answer: c) Negative: 3. a) Question:








b) Answer: c) Negative:

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2.8 Information Questions (Wh Questions) Some quesions ask or inormaion. Look a he ollowing quesions: Where are you rom? Wha is your naionaliy? How old are you? W ha is your address? Wha do you do? (asking o know he person’s occupaion) or Wha is your occupaion? Who is he lawyer? Observe hese quesions: Wha is your naionaliy? How old are you? Wha is your occupaion? Wha is your address? Who is he lawyer? All o hese quesions are made using he verb o be. Look a he srucure o hese quesions.

Question Word Wha How old Wha Wha Who

+

Verb o Be is are is is is

+

Complement? your naionaliy? you? your occupaion? your address? he lawyer?

o make quesions, is imporan ha you review he use o personal pronouns and possessive adjecives.

Learning Activity 4

Describing an indigenous groups or communities 1. Work in eams o our or five sudens. 2. Your eacher will ask your eam o research a specific ehnic or culural group preerably o your communiy or sae, or o oher regions in your counry. Each eam will search on a differen group. 3. Make a lis o he physical, culural, ehnic, geographical, and radiional characerisics o his communiy. Include oher aspecs such as heir principal means o ranspor, specific communiy aciviies or cusoms, eceera. 4. As i you were reporers, you will be asked o presen a recording or video recording o he resuls o your research o he res o he group and eachers. Your Social Science eacher may be invied o your presenaion.

90

5. Add o your presenaion any addiional inormaion ha you consider imporan or he beter undersanding (maps, phoographs, chars, prined inormaion, eceera).

Meo tribe


Evidence Collection and Portfolio ASK 1. Wrie abou someone’s rouine. Instructions: Inerview someone in your amily (aher, moher, broher, siser, ec.). Ask him or her o fill ou a orm like he one you filled ou or he Learning Siuaion 4. Include a leas eigh-10 aciviies. Wrie a paragraph describing he rouine. emember you are alking abou a hird person.

Performance Indicators - Checklist 1. Suden provides relevan inormaion abou a hird person’s rouine. Elemens o include: Wha aciviies are done, wha day, a wha ime, and where i applicable. Exra deails should be rewarded. five poins ( ) a leas eigh aciviies are included. hree poins ( ) six o seven relevan iems are included. one poin ( ) our o five relevan iems are included only. no poins ( ) less han our relevan iems are included. 2. Suden uses language appropriaely. Grammar and spelling are correc, wih very ew errors ha do no affec message (meaning). Special emphasis on hird person simple presen ense. hree poins ( ) zero o hree errors. one poin ( ) our o six errors. no poins ( ) more han 6 errors. 3. Suden demonsraes undersanding o he purpose o his ask and he audience his ex is addressing. Suden uses he appropriae one. wo poins ( ) suden addresses audience appropriaely. no poins ( ) suden doesn’ address audience appropriaely.

ASK 2. alk abou someone’s rouine. Instructions: Prepare an oral presenaion wih he inormaion o ask 1. Use visual aids (phoographs, graphs, drawings, ec.). ime: one o wo minues.

Evaluation Instrument - Checklist Suden pronounces correcly he hird person -s or -es ending o he verbs. Suden pronounces airly well oher words in his / her senences. Suden uses correc inonaion. Suden uses visual aids appropriaely. Suden mainains eye conac during mos o he presenaion. Suden demonsraes good body language (hand movemen, gesures, acial expressions).

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Five o six check marks = five poins Tree o our check marks = hree poins Less han hree check marks = zero poins

ASK 3. Forma compleion wih personal inormaion (lisening). Instructions: Your eacher will ell you wha presenaion you will lisen o or his ask. Fill ou he ollowing imeable wih he personal inormaion you hear rom a presenaion given by a classmae. Time p.m.

92

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday


Performance Indicators Evaluation Instrument - Checklist* 1. Suden provides correc inormaion Five poins Tree poins One poin No poins

( ( ( (

) ) ) )

more han 80% o he aciviies heard are enered in orma. 60-79% o he aciviies heard are enered in orma. 40-59% o he aciviies heard are enered in orma. Less han 40% o he aciviies heard are enered in orma.

2. Suden wries wih correc spelling. Five poins ( ) zero o hree errors. Tree poins ( ) our o six errors. One poin ( ) seven o nine errors. No poins ( ) more han nine errors. * Suden mus score hree or five poins in any o he wo indicaors o be considered compeen.

ASK 4. Undersanding when someone describes his / her aciviies. Instructions: ead he ollowing ex. Answer he quesions o demonsrae you undersood he reading. An ordinary day in the life of a doctor

Dr. Urquijo wakes up every weekday a 6 o’clock. He akes a shower, ges dressed and akes a ligh breakas. He usually eas some rui, a glass o juice, and some oas or cereal. He leaves his house a abou 7 o’clock. He drives o he hospial. He usually arrives o his office a abou 7:45 a.m. He receives paiens rom 8 o’clock ill noon. He goes o he hospial caeeria or lunch a abou 12:30. A abou 1:30 p.m., he goes back o he hospial o visi his paiens and alks abou hem wih his colleagues. He usually leaves he hospial a abou 4 p.m. On Mondays, Wednesdays, and Fridays he goes o he gym nearby his house. He does exercise or abou an hour and hen goes home. Someimes on uesdays and Tursdays he visis relaives or riends, or goes back o he hospial o check on his paiens. He seldom waches V. He preers o read and alk wih his amily. A abou 10 p.m. he goes o bed. He never says up afer 11 p.m. He knows he needs o have a good nigh sleep. Quesions: Answer hese quesions wih long answers. 1. A wha ime does Dr. Urquijo wake up on weekdays?

2. Wha does he usually do afer he wakes up?

3. How long does i ake o ge o his office?

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4. Wha does he usually do rom 8 a.m. o 12 p.m.?

5. Where does he usually ea lunch?

6. A wha ime does he go back o he hospial?

7. How requenly does he go o he gym?

8. When does he go?

9. A wha ime does he usually go o bed?

10. Is he usually awake a 11:30 p.m.?


A. Te suden can undersand he inormaion he / she read. Five poins ( ) Well undersood nine o en quesions correcly answered. Tree poins ( ) Undersood six o eigh quesions correcly answered. wo poins ( ) Needs improvemen hree o five quesions correcly answered. Zero poins ( ) Lacks compeence less han hree iems are included. B. Te suden can use he language learned correcly (spelling and grammar). Five poins ( ) Well writen zero o our errors. Tree poins ( ) Good use o language five o eigh errors. wo poins ( ) Needs improvemen nine o 12 errors. Zero poins ( ) Lacks compeence more han 12 errors.

ASK 5. elling ime. Instructions: Wrie how you would ell he ime in he ollowing insances. 1. 5:00 a.m.

3. 8:30 p.m.

2. 3:15 p.m.

4. 11:45 a.m.

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5. 12:00 p.m.

7. 2:10 p.m.

6. 12:00 a.m.

8. 7:40 p.m.

Pair work: Wrie 10 differen imes or you o dicae o your classmae. He or she will wr ie hem on a shee o paper which will be checked laer by you. Now you lisen o he 10 imes dicaed o you by your classmae and ell hem back o him or her.

Evaluation Instrument - Checklist You as a lisener. 1. You had _____ number o “ime” iems writen down correcly. eigh o 10 = five poins five o seven = hree poins

Less han five = zero

2. You as a speaker who dicaes (number o well pronounced iems). eigh o 10 = five poins five o seven = hree poins

Less han five = zero


Evidence

Competencies

1

Written paragraph.

Provide written information about the routine of someone using simple present tense.

2

Oral presentation about someone’s routine.

Provide information about someone’s routine orally.

3

Fil li ng out a time table (from lis tening to a classmate).

Lis tening comprehensio n and writing.

4

Answering questions after reading a text.

Reading comprehension and answering questions.

5

Time telling in writing.

Written production.

Learning Activity 1 p. 78

Flash cards made to learn and practice vocabulary words.

Teamwork. Elaborate and demonstrate knowledge and understanding of vocabular y.


Written paragraph describ ing someone’s weekly routine.

Interacting orally wit h others, writing information about routines (simple present tense), looking up words in a dictionary.


Written and oral report to describe someone’s weekly routine.

Use information technologies to obtain information and to present information.


Recording (audio) or video about an ethnical or cultural groups.

Teamwork. Using information technologies for research and presentation.

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Pair Work Evaluation – Coevaluation Honesly evaluae your classmae’s work and atiude. Use he ollowing orma Name o evaluator: Person who is being evaluated: Always

Most of the time

Sometimes

Rarely

My classmate showed interest in our assignment

My classmate worked in our assignment

My classmate showed a positive attitude towards learning

My classmate helped me learn

My classmate shared his / her ideas


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Team Work Evaluation – Heteroevaluation Honesly evaluae your classmaes’ work and atiudes. Wrie he name o each o your classmaes a he op o each column. Name o evaluator: Use he ollowing: ALWAYS MOS OF HE IME Name


Name

Name

Showed interest in our assignment

Worked in our assignment

Showed positive attitude during our interaction

Helped everyone to learn

Shared his / her ideas with the other members

Asked for help when necessary

I enjoyed working with him / her

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12 hours

Learning Objects

3.1 Present Progressive 3.2 Clothing 3.3 Talking About the Weather


Student is able to express ideas and concepts in coherent, creative written texts with a clear introduction, development and conclusion.

n

n

Student can listen, interpret and produce pertinent messages in diverse contexts using appropriate media, codes, and tools. Student is able to assume a constructive attitude, congruent with the knowledge and skills he / she has acquired as a result of teamwork.

Warm up 1. Read and listen to the following dialogue. 2. Pay attention to those words in bold type. 3. Discuss the questions below with your classmates and teacher.

A moment in the life of John Livingston In this moment, Melissa Jacob, from radio XHATL in Atlanta, Georgia, is interviewing John Livingston, a famous artist who is in Madrid working on a new project.


Uses the present progressive tense in its different forms to describe activities that are taking place at the moment of speaking and those that will happen in the future in dialogues and simple written texts.

Melissa:

Good morning from Atlanta, Mr. Livingston. Good afternoon in Madrid.

John:

Good afternoon Melissa. I am glad to hear you.

Melissa:

Mr. Livingston, we want to know how you are doing with your new project. Are we interrupting you?

John:

No, you aren’t. Actually, I am about to have dinner. I am in the kitchen now preparing some pasta and drinking some wine. I am expecting some friends to come over for dinner with me, but I think we can talk for a few minutes.

Melissa:

Great! What is the weather like in Madrid at this moment?

John:

Well, now it is cloudy and rainy, but it is fine. It is inspiring for art.

Melissa:

Can you tell us a little about your new project? What are you doing?

John:

I am trying to combine two of my great passions: sculpture and painting in a different combination. I am painting a typical scene of urban Madrid, and besides the painting, on the right side, there is a sculpture of a woman who is dancing flamenco.

Melissa:

Is she dancing alone?

John:

Yes, she is.

Melissa:

What can we see in the painting?

John:

In the painting you can see a street vendor that is selling hats, a child that is riding a bicycle in the street and his dog that is following him, some people are waiting for the bus, and there is a sidewalk café where some people are chatting and having something to eat. I am trying to project a normal day in the city.

Melissa:

What other urban elements can we identify in your painting?

John:

You can see some common places in the neighborhood. For example, there is a church, a park, a drugstore, a cafe... like I mentioned before. There is also a bus stop. However, people’s attitudes in the painting are what I consider to be the most relevant aspect of my work. It is not finished yet. I am adding some details every day.

Melissa:

Why is the sculpture of the woman dancing?

John:

Well... I am including this sculpture to make the painting livelier. She is dancing for the people in Madrid and she is also watching them as a spectator of their daily life. You know that flamenco dancers are part of Spain’s culture, don’t you?

Melissa:

Of course. How interesting! Are you coming back to the United States in a short period of time?

BLOCK

John:

Melissa:

3


Well... I am very happy living here in Madrid. People here are inviting me to give lectures on art, and I am traveling to many other interesting places in Spain and other European countries on weekends I don’t know when I am going back... Uh... Sorry Melissa.. but my guests are arriving at this moment. I need to go now.

4. Is Mr. Livingston working on the project in the moment Melissa calls him?

Thank you Mr. Livingston for this interview. We understand and we are also running out of time, so we wish you good luck and want to congratulate you for this artistic project that you are working on.

8. What does this represent for Mr. Livingston?

Thank you Melissa. See you soon. As they say here in Spain... hasta luego.

John: Melissa.

Hasta luego, Mr. Livingston. Have a nice evening. Good bye.

5. When is he working on the project? 6. What can you see in Mr. Livingston unfinished painting? 7. What is the sculpture of the woman doing?

9. How does Mr. Livingston say the weather is like during their conversation? 10. How is the weather like in your city at this moment? Discuss the answers to these questions in small groups of three or four members. Then, discuss your answers with the rest of your classmates. Your teacher will guide the discussion. Can you identify something in common with the structure of the sentences in bold type?

Description of activities that occur at the moment of speaking. 1. What is happening in the previous dialogue?

When do we use this verb tense?

2. When is this interview taking place?

Can you deduce a rule for how we use this verb tense?

3. What is Mr. Livingston doing when Melissa calls him?

3.1 Present Progressive Learning Situation 1 Identify actions that are being done at the moment of speaking. Competence: Idenifies essenial descripive inormaion in an aural or writen ex abou acions ha are being

done a he momen o speaking.

Activity Sequence 1 1. Look a he people in he phoographs. Tey are doing differen aciviies in his momen. Wha are hey doing? Lisen o your eacher read he senences and repea hem. Pay atenion o he pronunciaion.

Jane is reading a book.

Ann and om are doing heir homework. 100

Mr. and Mrs. Johnson are preparing lunch.


Te dog is playing wih he ball.

Te goalkeeper is caching he ball.

Te sudens are sudying English.

Mike and Sam are waching V.

Tey are riding.

Janice is jogging.

What are you doing now? I am reading a his momen. Te eacher is explaining he lesson now. We are paying atenion o he eacher. Some sudens are writing in heir noebooks. You and your classmaes are studying English. 2. ead he ollowing ex. Pay atenion o he words in bold ype. 3. Afer reading he ex, complee he senences in he exercise abou he reading using he verb in parenhesis. Follow he example. 4. Check he spelling and grammar wih a classmae and your eacher. Note: In his ex, he acions described are o ccurring in a long-erm acion around now. Tey are acions ha haven’ been compleed, bu we use his srucure o express wha is happening.

Computers Compuers are becoming very popular nowadays. Many people are using compuers. Companies are installing compuers o become more efficien. As a resul, schools are increasing he number o compuers and hey are offering programs o each sudens o use compuers. Schools are looking for qualified eachers o each hese courses. Te price o personal compuers is going down. Many amilies are buying compuers and using hem or differen reasons. Children and eenagers are learning o use compuers o do heir homework assignmens, o communicae wih ohers and or enerainmen. Definiely, he world is changing wih he use o compuers. 101

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Complee he ollowing senences abou he reading. Follow he example. Example: Compuers are becoming very popular hese days. Exercise 1 1. Many businessmen _______________________ (use) computers. 2. The number of computer jobs ________________________ (increase). 3. Many people _______________________ (buy) computers. 4. Children _________________________ (learn) to use computers. 5. Schools _________________________ (search) for teachers. 6. The cost of computers _______________________ (go) down. 7. The number of people using computers _____________________ (increase). 8. Schools _________________________ (include) computer courses in their programs. 9. Students _____________________ (use) computers to do their homework assignments. Competence: Student reaffirms the forms and uses of the present progressive tense, including yes-no questions and Wh-questions.


Form Te srucure o he presen coninuous ense is: Subject I he, she, it, we, you, they

auxiliary verb am is are

+

+

main verb base + ing

Look a hese examples: Auxiliary verb to be in simple present tense

Base form of the main verb + ing

Complement

I

am

speaking

to you.

You

are

reading

this.

is not or isn’t

studying

math.

We / You / They My clasmates and I Kevin and you The students of the other group

are not or aren’t

speaking

Chinese.

Auxiliary verb be

Subject

Is

he

chatting

on Internet?

Are

they

waiting

for the teacher?

Wh-Question word + “be” in the simple present as an auxiliary verb

Subject

Form

Subject

Affirmative +

She / Laura Negative –

He / John

Interrogative ?

Wh-question

What

are

you

doing

now?

?

Why

aren’t

you

playing

soccer?

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NOE: emember you can conrac he subjec + verb o be in affirmaive saemens. I’m, you’re, he’s, she’s, i’s, we’re, hey’re. You can conrac he verb o be + negaive word no in negaive saemens or negaive quesions (excep am + no). Why aren’t you playing soccer now?

Examples:

Because the teacher isn’t standing up.

Function Presen coninuous ense or acion happening now or around now.

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

Past

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

Present

l

l

l

l

l

l

l

l

l

Future

NOW a he momen o speaking 1. For actions happening now. A he exac momen ha he person is speaking, he acion is being done.

Right now you are reading your textbook.

You are learning English now.

You aren’t swimming now.

I am sitting.

I’m not standing.

They are reading their books.

He is not playing soccer.

What are you doing?

Why aren’t you doing your homework?

2. For actions happening around now.Te acion may no be happening exacly now, bu i is happening jus beore and jus afer now and i is no permanen or habiual. Kathy is going out with Fernando Past

Present

Future

The action is happening around now (at present, this week, this month, this season, this school year).

For action happening around now.Te acion may no be happening exacly now, bu i is happening jus beore and jus afer now and i is no permanen or habiual. Look a hese examples: Mildred is learning to drive.

n n

I am living with my sister until I find an apartment.

n

We are using this English book this semester. Mrs. Flores is giving us class this semester.

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3. We do not use the present continuous tense with some verbs. a) Non-action verbs: Tey are for a mental condition or state. In these cases we only use simple present tense. Some o hese verbs are: cost

like

own

remember

want

love

prefer

understand

know

need

see*

hear*

For example:

I know what this word means.

(not I am knowing what this word means)

She owns a house.

(not “She is owning a house”)

* see and hear are non-action verbs because we do not control what we hear and see. On the contrary, listen, watch , and look are action verbs because we can control them.

b) When have means possess , it is a non-action verb. We use the simple present tense only. For example:

Correct:

I have some money in the bank.

Incorrect:

I’m having some money in the bank.

c) When we use have with illnesses, it is a non-action verb. So, we use the present simple tense. Correct:

He has a headache.

Incorrect:

He is having a headache.

My sister has a cold.

My sister is having a cold.

The baby has a fever.

The baby is having fever.

d) In some idiomatic expressions, we can use have in the present continuous tense in any of its forms. For example:

have difficulty

She is having difficulty understanding math.

have problems

Is John having problems with his parents?

have a party

Kathy isn’t having a party on Saturday.

have breakfast / dinner / lunch = eat

We are having lunch at a restaurant.

have coffee / a coke / a cup of tea = drink

The teacher is having a cup of tea.

e) When think means believe, it is a non-action verb. We can’t use it in present continuous. Compare:

I think English is an easy subject. (This is my opinion. I believe English is an easy subject.) I am thinking of buying a new car.

f) When we use be to establish a state or condition. For example:

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I am a student.

I am being a student.

She is Mexican.

She is being Mexican.


Learning Activity 1

Grammar structure of the present progressive tense 1. Wrie a char or mind map ha clearly represens he grammaical srucure or elemens ha should appear in a senence in presen progressive ense. 2. Check and deliver his assignmen o your eacher.

Checklist 1. Te char includes a subjec (noun or pronoun). Yes 2. Te char includes he auxiliary verb (o be) Yes in he correc orm agreeing wih he subjec (am / is / are). 3. Te char includes he verb + ing. Yes

No No

No

Food for Thought

Spelling rules We make the present continuous tense by adding -ing to the base verb. Normally it’s simple—we just add -ing, but sometimes we have to change the word a litt le. Perhaps we double the last letter or we drop a letter. Here are the rules to help you know how to spell the present continuous tense.

Just add -ing to the base verb:

Basic rule

Work

>

Working

Play

>

Playing

Assist

>

Assisting

See

>

Seeing

Be

>

Being

If the base verb ends in consonant + stressed vowel + consonant, double the last letter:

s

t

o

p

consonant

stressed vowel

consonant

(vowels = a, e, i, o, u )

Difference 1 Stop

>

Stopping

Plan

>

Planning

Run

>

Running

Begin

>

Beginning

Sit

>

Sitting

Note that this exception does not apply when the last syllable of the base verb is not stressed or when the word ends in w , x or y :

Exception 1

Open

>

Opening

Mix

>

Mixing

Stay

>

Staying

Mow

>

Mowing

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If the base verb ends in ie , change the ie to y :

Exception 2

Lie

>

Lying

Die

>

Dying

If the base verb ends in vowel + consonant + e, omit the e:

Exception 3

Come

>

Coming

Mistake

>

Mistaking

Exercise 2 SPELLING EXERCISE. Write the -ing form of the following verbs.

Play

Example:

playing

.

1. serve

.

11. marry

.

2. row

.

12. wait

.

3. happen

.

13. wipe

.

4. clean

.

14. fix

.

5. open

.

15. drink

.

6. stay

.

16. smoke

.

7. drive

.

17. sweep

.

8. sit

.

18. begin

.

9. do

.

19. wear

.

10. walk

.

20. kiss

.

Exercise 3 Talk about a woman in this class. Tell if she is wearing or not wearing the items listed. Write the sentences in your notebook. Example:

a blouse Ana is wearing a blouse. a hat

Ana isn’t wearing a hat.

1. a watch

5. a dress

9. a suit

13. a necklace

2. boots

6. jeans

10. a T-shirt

14. earrings

3. a uniform

7. a ring

11. socks

15. pants

4. a jacket

8. a raincoat

12. a sweater

16. hat

Now, do the same exercise about a man in this class. Example:

Antonio is / isn’t wearing a watch.

Next, work in pairs. Do the same exercise about yourself and your classmate. Alternate the items using I and you . Example:

I am / I’m not wearing a watch. You are / aren’t wearing a watch.

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Exercise 4 Talk about yourself and a classmate. Follow the example. Write the sentences in your notebook. Example:

speak English. I am speaking English now. You are speaking English now.

You are speaking English now. 1. pay attention

4. ask questions

7. read a book

2. write a composition

5. look at the blackboard

8. think answers

3. sing a song

6. look out the window

Exercise 5 Work in pairs. Ask a yes / no question with the words given. Another student will answer with a short answer. Follow the example. A. Are you paying attention? B. Yes, I am / No, I am not. 1. wear a watch

5. look at your watch

9. write your answers

2. think about the lesson

6. use a dictionary

10. listen to the radio

3. answer the questions

7. speak on the phone

11. listen to the teacher

4. take notes

8. use a pen

12. eat a sandwich

Exercise 6 Work in groups of three or four students. Take turns asking each other questions about the class. Follow the example. Example:

we – use a calculator A. Are we using a calculator? B. No, we aren’t.

1. the teacher – wear a sweater

5. what exercise – we – do

2. the teacher – erase the blackboard

6. we – practice the present continuous

3. the teacher – take attendance

7. we – practice the simple present

4. what – the teacher wear

8. we – do homework

9. where – the teacher – stand / sit 10. what – you – think about

Learning Activity 2

Listening exercise present progressive 1. View he video your eacher will projec. 2. Lisen careully and ideniy saemens using he presen progressive ense.

3. Ideniy he acions ha are aking place a he momen o speaking. 4. Wrie hem down in your noebook. 5. Show your answers o your eacher or check hem in class wih your classmaes. 107

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Some suggesions abou videos online you can show your sudens o pracice presen progressive are lised below. Alhough hey are designed or children, hey are very clear and repeiive, giving sudens pleny o pracice. 1. Vocabulary acion verbs. Tese will be used wih he ollowing aciviies o his series: flying, jumping, hiting, swinging, caching, kicking, fighing, sleeping, htp://www.youube.com/wach?v=wFhAUg2ZPoY&eaure=relmu 2. Vocabulary acion verbs: crying, swimming, walking, drinking, smiling, climbing, hrowing, eaing, running, htp://www.youube. com/wach?v=8rWxozjSN30&eaure=relmu 3. Presen Coninuous: she/he is verb+ing. htp://www.youube.com/wach?v=ydEBL96_awQ&eaure=relmu 4. Oudoor acion verbs: htp://www.youube.com/wach?v=lYPP3o_z5M&eaure=relmu 5. Wha are you doing? htp://www.youube.com/wach?v=moUvVuLQu90&eaure=relmu 6. Wha is he doing? htp://www.youube.com/wach?v=a6Eozn55Lqs&eaure=relmu 7. Quesions and answers using oudoor acion verbs: htp://www.youube.com/wach?v=9L3JDU_Jig&eaure=relmu 8. Wha is he/she doing? htp://www.youube.com/wach?v=-xmGYNgrJk&eaure=relmu 9. Presen progressive (affirmaive senences and quesions): htp://www.youube.com/wach?v=ZkaGoOVcVSw&eaure=relmu 10. Tird person presen coninuous. htp://www.youube.com/wach?v=o_wEmK4Bqw&eaure=relmu 11. Wha are you doing? Dialogue wih negaive saemens (Differen video) Te firs 55 sec. htp://www.youube.com/wach?v=cmYgP Hr60VU&eaure=relaed

Evaluation instrument – Checklist eacher will veriy ha he suden wroe he saemens he / she lisened correcly. Check how he presen progressive ense was writen and check i suden undersood i and wroe i.

3.2 Clothing When describing a person we usually include wha he person is wearing . Le’s review some clohing iems and learn some new ones.

Vocabulary

Find he word in Spanish ha corresponds o he ollowing clohing iems on pages 108 o 110. I you hink o anoher iem ha is no on hese pages, wrie i down in your noebook and look up he word in your dicionary. Woman’s clothing items

Blouse

108

Skirt, boots

Dress

Blazer


Shoes (flat shoes, high-heel shoes) Scarf

Stockings (also called nylons)

Man’s clothing items

Shirt

n n

tie

Trousers

suit

Jacket

Vest

two-piece suit = jacket and trousers (or pants) made of same fabric three-piece suit = jacket, vest, and trousers (or pants) made of same fabric

Man or woman’s clothing items

Belt Tuxedo

Coat Sweater Raincoat

109

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Belt

Pants Jeans

T-shirt

Jumper

Gloves

Socks (these can be ankle, calf, or knee high)

Slippers

Overall pants

Shoes

Hat

Tennis shoes

Underwear

Pajamas or Nightgowns

Some items are considered accessories of a man or a woman’s clothing. Here are some examples:

Jewelry items: necklace, earrings, ring, piercing ring

110

Eyeglasses

Watch (wrist watch)

Handbag, wallet, purse


You may also include more information Size: small, medium, large, exra large. Metals: gold, silver, copper. Other materials: plasic, glass, leaher, cloh. ype: ormal, casual, ashionable, dressy, spor. n

n

n

n

Food for Thought When talking of items such as blouses, shirts, sweaters or jackets, we usually mention if we want these with sleeves: long sleeves, short sleeves, three-quarter sleeves or no sleeves at all (also called sleeveless).

We can also menion he design o he abric.

Checked

Stripes Solid color

Vest Polca dotter

Colors ones: light / dark . When he color has he one, add he suffix -ish. Example: blueish, reddish, greenish, eceera.

Learning Situation 2 Describe what a person is wearing. Competence: Te suden can use he new vocabulary appropriaely, conexualizing i in a specific communicaive siuaion. 111

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Activity Sequence 2 1. Choose wo or hree he persons and wrie wo or hree paragraphs describing wha his person is wearing. 2. Include he clohing iems and he color. 3. Be prepared o read aloud your paragraphs o anoher classmae or o he whole group. Your eacher will ell you wha o do.

Activity Sequence 2a 1. 2. 3. 4.

Work wih wo or hree oher classmaes. Wrie wo or hree paragraphs describing wha your classmaes are wearing. Include he clohing iems and he color. Be prepared o read aloud your paragraphs o anoher classmae or o he w hole group. Your eacher will ell you wha o do.

Learning Activity 3

Writing about what people are doing using present progressive tense 1. Work in pairs. 2. You are media reporers. You are asked o wrie a ex elling people wha is happening. For example: Te Presiden is arriving o he Congress Hall. People are celebraing his arrival. 3. You will role-play he siuaion and read your news o he group as i you were in he elevision saion.

4. You may use phoographs or picures or video o aid your presenaion. 5. When you finish, deliver your ex o he eacher or evaluaion. Suggesed siuaions or sudens o repor a) A soccer game. b) Preparaion or a concer. c) People preparing a celebraion (birhday, Chrismas, New Year).

Rubric to Evaluate Writing Element to evaluate

112

Needs improvement

Satisfactory

Well done

Grammar

60% or fewer sentences in present progressive are formed correctly.

Most of the sentences in present progressive are formed correctly.

All sentences in present progressive are formed correc tly.

Spelling

59% or less of the words are spelled correctly.

From 60 to 79% of the words are spelled correctly.

80% or more of the words are spelled correctly.

Vocabulary

Vocabulary words (verb, nouns, adjectives) used are not appropriate nor varied.

Vocabulary words (verb, nouns, adjectives) used are generally appropriate and varied.

Vocabulary words (verb, nouns, adjectives) used are appropriate and varied (very few or no errors).

Punctuation

Some sentences do not begin with a capital letter and / or punctuation is incorrect.

All sentences begin with a capital let- All sentences begin with a capital ter and punctuation is mostly correct. letter and punctuation is correct.


Rubric to Evaluate Role-play Presentation Element to evaluate

Needs improvement

Satisfactory

Well done

Pronunciation and intonation

Many words are mispronounced and intonation doesn’t convey meaning.

Most of the words are pronounced correctly and intonation is appropriate.

Very few errors in pronunciation and intonation.

Role personification

Both students do not personify their role appropria tely.

Both students personify their role satisfactorily.

Both students personify their role very well.

Fluency

Dialogues do not flow smoothly, interruptions.

Dialogues have some flaws or pauses.

Dialogues flow well.

Presentation skills

Did not use verbal and / or nonverbal language appropriately and expressively.

Used verbal and non-verbal language appropriately most of the time.

Used verbal and non-verbal language appropriately and expressively.

Presentation aids

Didn’t use aids or used them inappropriately.

Used aids appropriately.

Used aids in a ver y creative and appropriate way.

3.3 Talking About the Weather Lisen o he ollowing weaher repor and read along as you lisen. Afer lisening alk o your eacher abou he weaher in your ciy or own.

The weather report Good afernoon. Tis is Margare Weill speaking rom our sudio on Bismarck Avenue, downown Berlin Germany. oday is Friday and i’s 1 o’clock in he afernoon and his is he weaher repor. Program presened o you by Climate & Weather Magazine. Here in Berlin. In Moscow he emperaure is very cold, –12 °C (minus welve degrees cenigrade or Celsius) and i is snowing. Tere may be a snowsorm Saurday nigh. In Copenhagen, i’s raining and he emperaure is decreasing.

Moscow –12 °C

Snowsorm on Saurday

Copenhagen

Now, le’s look a he weaher repor ha we receive direcly rom he capial ciies: London, Madrid, ome and Ahens. In England, London is cool and windy. In Scoland here are hundersorms a his momen. Te emperaure in London is 9 °C. However, Madrid has a slighly warm weaher. Te emperaure is 16 °C and i’s cloudy.

London 9 °C

Scoland

Madrid 16 °C 113

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ome has he bes emperaure in his momen in Europe: 21 °C and sunny. On he weekend, he weaher in he souh coas o Ialy will be warm and sunny. Ahens also has a good weaher, bu here may be some lighning and rain on he weekend.

ome / Souh Coas

Ahens oday

Ahens (weekend) o Ialy

Te nex weaher repor is a 3 o’clock. Tis is Margare Weill. Say uned or lovely music unil hen.

Vocabulary Related To The Weather Look up in he dicionary he meaning o hese words relaed o he weaher and he emperaure. Wrie he meaning in your Vocabulary noebook.

Vocabulary

The weather - describing the weather Nouns

Adjectives

snowstorm

breeze

breezy

storm

stormy

fog

foggy

sun

sunny

drizzle

drizzly

sunshine

cloud

cloudy

thunder

rain

rainy

thunderstorm

raindrop

windy

wind

rainfall shower

showery

Other adjectives* used when describing the weather

hail

dry

hailstone

damp

snow

snowy

dull

snowfall

miserable

snowflake

wet

* Some of these adjectives may be used to describe other things besides the weather. If you are looking for the meaning in the dictionary, be careful to look for the appropriate contextual meaning.

The weather - the temperature Freezing poin = 0 °C (Celsius) or 32 °F (Fahrenhei)

–

Freezing 114

Cold

Chilly

Mild

Warm

+

Ho


The weather – verbs Read the following sentences. Notice how the sentences describe situations that are occurring at the moment of speaking (present progressive). Freeze

I am reezing! Where is my coa?

Hail

I is hailing in some pars o he ciy. Te hailsones are as big as cherries.

Some cars may be damaged. ain

I is raining here, bu here are no clouds downown.

Pour (wih rain)

I can see he dark clouds. I hink i is pouring! I is really raining hard.

Shine

Te sun is shinning brighly. Te day is beauiul!

Food for Thought When you describe the weather, you usually use the personal pronoun it to make a sentence because we need a subject. This is called the impersonal subject. For example

It is raining (What is raining? Nothing is raining. We use it to make the sentence). It is raining. Take your umbrella and put on your raincoat.

Other examples It is snowing in Canada. It is cloudy. It is drizzling here, but it is raining downtown. here

downtown 115

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Cultural Note English speaking people use idioms to express several things. An idiom is a group of words that together mean something very different t han what each word means independently. For example, when it rains heavily, the expression is: “It is raining cats and dogs!” Obviously… this is not literal. In the United States people express the temperature in Fahrenheit degrees. In many other countries, like in Mexico, people express the temperature in Celsius. How to calculate Fahrenheit degrees to Celsius degrees and Celsius to Fahrenheit: Fahrenheit = (Celsius × 1.8) + 32 Celsius = (Fahrenheit – 32 ) / 1.8

Learning Situation 3

Activity Sequence 3

Describe the weather and what are the appropriate clothes someone should wear.

1. Wrie a descripion o wha hree persons are wearing. ry o describe differen siuaions according o differen weaher condiions. You may provide addiional inormaion like wha he person is doing or where he or she is. 2. According o how he people are dressed, your classmae mus say how he or she hinks he weaher is like. 3. Do he ollowing exercises o reaffirm your undersanding and knowledge o he vocabulary.

Competence: Te suden can use he new vocabulary appropriaely,

conexualizing i in a specific communicaive siuaion.

Example: A girl is wearing a dress and sandals. She is also wearing sunglasses. I is spring and i is 12 o’clock in he morning.

Answer: I think the sun is shining. I think it is sunny.

Exercise 7 Talk about yourself and a classmate. Follow the example. Write the sentences in your notebook. Put the weather words into the diagram below. 1. windy

6. cool

11. to snow

2. cold

7. sunny

12. hot

3. warm

8. to shine

4. rainy

9. to rain

5. cloudy

116

10. to blow


ADJECTIVES VERBS

Weather

TEMPERATURE

Exercise 8 Weather sentences. Complete the sentences with one word. Use the words from exercise 7. There may be more than one possible answer. Verbs may be used in present simple tense or present progressive tense. 1. It’s very _____________ today. You need to wear a hat to protect your head and face from the sun. 2. It ________ a lot in Canada in the winter. 3. If you are _________ put a sweater on. 4. What a beautiful day! The sun is ______________________. 5. Be careful.The wind is ___________ very hard outside. 6. In Xalapa, the weather is often humid and _____________. You should always take an umbrella just in case.

Exercise 9 Weather research. Work in small groups of three or four students. 1. Choose a state in Mexico. Investigate its weather conditions throughout the year. Bring the results of your research to class. Be prepared to present your results to the rest of the group. 2. Your teacher will ask you to investigate the weather conditions in one of the countries listed below. Investigate its weather conditions throughout the year. Bring the results of your research to class. Be prepared to present your results to the rest of the group.

Countries: United States, Canada, England, Scotland, Ireland, Wales, Australia, Jamaica, Puerto Rico, New Zealand, South Africa.

117

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Evidence Collection and Portfolio ASK 1 1. Bring a phoograph or ake a picure a a public place where many people can be ound doing differen hings. 2. Wrie a paragraph giving a brie descripion o he place, ollowed by he descripions o wha he people “are doing” in he picure. You mus include a leas six differen aciviies. 3. Ten, prepare o presen i orally o he class. Insrucions: Wrie a brie paragraph (50 words) wih he inormaion o wha is happening in he phoograph. Tis inormaion mus be writen as i i was occurring a he momen you are seeing i.

Performance Indicators. Checklist for Written Work. 1. Suden provides inormaion o he place and he aciviies ha are happening. Elemens o include: Name o he place, wo or hree characerisics o he place, a leas six aciviies ha are being done a he momen. Five poins ( ) a leas six aciviies and he descripion o he place are included. Tree poins ( ) hree o five aciviies and he descripion o he place are included. One poin ( ) less han hree aciviies are included and / or he place is no described. 2. Suden uses language appropriaely. Grammar and spelling are correc, wih very ew errors ha do no affec message (meaning). Tree poins ( ) One poins ( ) No poins ( )

zero o hree errors. our o six errors. more han six errors.

3. Suden demonsraes undersanding o he audience his ex is addressing. wo poins No poins

( ) ( )

suden addresses audience appropriaely. suden doesn’ address audience appropriaely.

Evaluation Rubric for Oral Presentation Competent four points

118

Satisfactory three points

Needs improvement two points

Lacks competence one point

Fluency



Student pauses unnecessarily during the oral presentation or has verbal interruptions (eh, uh, words in Spanish).


Pronunciation




Student mispronounces words many times affecting the meaning of what is being said.

Use of language


Student uses language and vocabulary appropriately and correctly with few error s.





Student presents in an organized manner and uses creative visual aids and uses appropriate body language that enhances the presentation.


Student does not present in an organized manner and / or doesn’t use visual aids nor body language appropria tely.


Total points

ASK 2. Describing aciviies done a he momen o speaking. 1. Work in groups o hree o our sudens. 2. Bring a leas five picures ha show acions ha are being done a he momen o speaking. 3. Wrie a simple senence describing he acion and hen be prepared o orally describe hose ha ohers show you.

Evaluation Instrument – Checklist* 1. Suden provides correc oral inormaion according o he phoographs seen. Five poins ( ) 16 - 18 aciviies. Tree poins ( ) 13 - 15 aciviies. One poin ( ) 10 - 12 aciviies. No poins ( ) less han 10 enries compleed correcly. 2. Suden wries wih correc spelling senences in presen progressive. Five poins ( ) zero o hree errors. Tree poins ( ) our o six errors. One poin ( ) seven o nine errors. No poins

(

) more han nine errors.

* Suden mus score hree or five poins in any o he wo indicaors o be considered compeen.

ASK 3. Perorm shor dialogues and / or role plays ha narrae siuaions ha are happening a he momen o speaking. Instructions for students who are presenting 1. Work wih wo or hree oher classmaes. 2. Tis is he siuaion you need o work on: You are reporers o a v news program. You are ransmiting a live broadcas o an even ha is occurring in he momen you are speaking. I can be a poliical even, a parade, a social even, ec. You will describe wha is happening. You can use aids such as phoographs, video, acing, ec. You mus include a leas 10 acions. You mus also describe wha he people are wearing and wha he weaher is like. 3. Look a he rubric ha will be used o evaluae your presenaion in order o perorm he bes possible. Instructions for students who are listening 1. Lisen o your classmaes. 2. Wrie down a leas five o he acions ha your classmaes describe. 3. Wrie down a leas five descripions o wha he people are wearing according o wha your classmaes are saying.

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Evaluation Rubric for Oral Presentation Needs improvement two points


Student is fluent most of the time during the oral presentation, as well as enthusiasm. Intonation is appropriate.

Student pauses unnecessarily during the oral presentation or has verbal interruptions (eh, uh, words in Spanish). Plain speech.

Student is not fluent most of the time. Acting or enthusiasm is dull and intonation is not appropriate.

Student pronounces correctly most of the time and errors don’t affect message. Good pronunciation of -ing ending.


Student mispronounces several words or mispronounces some words that affect the message, including the -ing ending of verbs.


Use of language (present progressive, vocabulary related to weather and clothing)




Student makes many language mistakes, doesn’t use appropriate vocabular y.






Competent four points


Fluency, intonation and enthusiasm (acting situation of news program)

Student is fluent throughout the oral presentation, enthusiasm (acting) is appropriate to the role played.

Pronunciation (-ing ending of verbs, vocabulary terms learned)

Total points


Te suden can undersand he inormaion he / she lisens o. Five poins ( ) well undersood eigh o en aciviies / descripions undersood. Tree poins ( ) undersood five o seven aciviies / descripions undersood. wo poins ( ) needs improvemen wo o our aciviies / descripions undersood. Zero poins ( ) lacks compeence less han wo iems are included.

ASK 4. Idenifies and recognizes he difference beween rouine aciviies and aciviies ha are being done a he momen o speaking or in he immediae presen. Instructions: Complee he senences correcly. Exercise 1 Pu he verbs ino he correc ense (simple presen or presen progressive). 1. 2. 3. 4. 5.

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Look! He (leave) ________________ he house. Quie please! I (read) ______________________ a book. erry usually (ride) __________________ he bus o school. Bu look! oday she (go) ________________ by bike. Every Sunday we (go) ___________________ o see my godparens. Seve ofen (go) __________________ o he heaer.


6. We (play) __________________ Scrabble a he momen. 7. Te baby seldom (cry) _____________________. 8. I (no / do) _____________________ anyhing a he momen. 9. (wach / he) ______________________ Dr. House regularly? 10. Yes. Acually, he (wach) _________________ righ now. Exercise 2 Look a he picure on he righ and complee he senences (simple presen or presen progressive). 1. Tis (be) 2. He (wear) 3. He (ea) 4. Jonas (like) 5. He (ea) 6. Jonas (know)

Jonas. a -shir and shors oday. an apple a he momen. ruis and vegeables. some every day. ha apples (be)

good or his healh.

Exercise 3 1. Look a he picure on he righ and complee he senences (simple presen or presen progressive). 2. Tis (be) ______________________ Lori. 3. Lori (have) ____________________ long blond hair. 4. She usually (wear) ____________________ glasses, bu now she (wear). __________________________ conac lenses. 5. Lori (like) _____________________ spors. 6. She (play) _________________________ volley-ball every uesday and Tursday. 7. Now she (play) __________________ in he school cour. Exercise 4 Look a he picure on he righ and complee he senences (simple presen or presen progressive). 1. Wha (do / hey) ______________________________ a he momen? 2. Tey (play) _____________________________ soccer. 3. Frank and Freddy (be) __________________________ bes riends. 4. Tey ofen (mee) ________________________ in he afernoon. 5. Tey (love) ____________________________ o lisen o music oo. 6. Frank (pracice) _________________________________ wih his aher every. Weekend, bu Freddy (no / play) ________________________ soccer very ofen.

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3


Exercise 5 Look a he picure on he righ and complee he senences (simple presen or presen progressive). 1. 2. 3. 4. 5. 6. 7. 8.

Tese (be) ______________________ Judih and Charlie. Judy (be) _____________________ Charlie’s litle siser. A he momen, he wo kids (si) ____________________ on he floor. Charlie (hold) _____________________ a book righ now, he (read) __________________________ a sory o Judy. Look! Judy (lisen) __________________ careully and she (look) ______________________ a he beauiul picures. Judy (love) ________________________ Charlie’s sories. He (read) ___________________ a sory o her every day. Charlie someimes even (wrie) _____________________ his own sories.

Exercise 6 Complee he sory. Use simple presen and presen progressive. 1. I (be) ________________________ early in he morning. 2. Carmen (ge) ____________________ ou o bed, (open) _______________________ he window and (go) ____________________ ino he bahroom. 3. Ten she (have) __________________ breakas. 4. Afer breakas, Carmen usually (walk) _________________________ o school. 5. Afer school, she (go) __________________________ back home. 6. Carmen usually (ea) _______________________ her lunch a school. 7. In he afernoons, she firs (do) __________________ her homework and hen she (mee) _______________________ her riends a he coffee shop near her house. 8. Wha (do / she) ______________________ now? 9. She (cha) ________________________ wih her compuer. 10. Her riends (lisen) ______________________ o heir ipods and some o hem (sing) ________________________ along. 11. When Carmen (come) _______________ home in he evening, she (have) ______________________ dinner and hen she (wach) ____________________ V. 12. She (go) _________________________ o bed a abou 10 o’clock every day. Exercise 7 Complee he senences. Use simple presen and presen progressive (as a near uure). 1. 2. 3. 4. 5. 6. 7.

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I (be) _____________________ very busy oday. A noon I (visi) ___________________ my riend Omar. We (wan) _________________ o have lunch ogeher. In he afernoon I (play) ____________________ ennis wih Emilio. In he evening, I (mee) _______________ Willy. We (go) _________________ o he movie heaer. Te film (sar) ______________ a 8 p.m.


Exercise 8 Complee he senences. Use simple presen and presen progressive. 1. Look! Monica (go) _____________________ o school. 2. She (wear) __________________ a raincoa and boos and she (carry) _______________________ an umbrella. 3. Monica usually (ride her bicycle) ______________________________________ o school, bu oday she (ake) ______ ___________________ he bus because i (rain) _____________________________. 4. Te bus (leave) ____________________ a 7:25 and (arrive) _______________ a Monica’s school a 7:50. 5. Te firs lesson (begin) _______________________ a 8 o’clock.


A. Te suden can undersand he inormaion he / she reads. Well undersood 60 or more answers are correc. Undersood 45 - 59 answers are correc.

Needs improvemen Lacks compeence

35 - 44 answers are correc. less han 35 answers are correc.

B. Te suden can use he language learned correcly (spelling and grammar). Correc usage: zero o six errors. Used wih limiaions: seven o 18 errors. Incorrec usage: More han 18 errors.


Evidence

Competencies

1

Written paragraph and oral presentation.

Provide written infor mation about what people are doing using present continuous tense.

2

Written description and oral presentation about someone’s activities at the moment of spea king.

Teamwork. Provide information a bout what someone is doing at the moment of speaking in writing and in orally.

3

A news broadcast done as a team narrating a n event that is occurring at the moment of speaking.

Pair work / teamwork. Oral production, listening comprehension and writing. Provide fictional information in the form of a live radio broadcast.

4

Exercise to differentiate simple present tense from present continuous tense.

Completing a written exercise to demonstrate knowledge of simple present tense and present c ontinuous tense.

Learning Activ ity 1 p. 105

Mind map or chart about the structure and function of the present progressive tense.

Synthetize graphically the concepts and knowledge learned about the present progressive tense.

Learning Activity 2 p. 107-108

After viewing a video, student creates a list of activities that he identifies in the video.

Recalling vocabulary to express situations viewed in a video obtained by using Information Technologies.

Learning activity 3 p. 112

Writ ten report in present progressive tense and vid eo of role play situation.

Pair work. Provide written report using present progressive tense and role playing a situation using present progressive tense related to the written report.

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Pair Work Evaluation – Coevaluation Honesly evaluae your classmae’s work and atiude. Use he ollowing orma Name of evaluator: Person who is being evaluated: Always

Most of the time

Sometimes

Rarely







124


Team Work Evaluation – Heteroevaluation Honesly evaluae your classmaes’ work and atiudes. Wrie he name o each o your classmaes a he op o each column. Name of evaluator: Use he ollowing: ALWAYS MOS OF HE IME Name


Name

Name








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4

BLOCK


12 hours

Learning Objects

4.1 Food Products Related with Daily Use 4.2 Plural of Nouns: Special Cases 4.3 Units of Measurement and Weight, Quantities and Containers 4.4 Count and NonCount Nouns 4.5 Quantifiers 4.6 Determiners (There Is, There Are)


Student is able to produce texts based on the English norms of use according to the intention and communicative situation.

n

n

Student is able to order information according to categories, hierarchies, and relationships. Student assumes a constructive attitude that is congruent with the knowledge acquired and the skills developed while working with others.

Warm up How much do you know? V e et a b l g e s & F r u i t 1 h ea d f o l e tt u ce 1 p o u n d o n i o n s Activity Sequence 1 2 p o u n d s t o m a to e s 3 p o u n d s p o ta t o e s 1. Read and listen to the following text. 1 p o u n d ca r r ot s 2. Pay attention to the vocabulary words in each list. 1 h ea d f o ca bb g a e 1 b 3. Pay attention to how quantities are expressed for u n d l e f o r a d i s h e s 1 each type of product. b u n d l e f o c e l e r y 2 p o u n d s f o p a p l e s 2 p o u n d s f o o r a n e s g Let’s go shopping!! 1 b u n d l e f o g r p a e s 1 p o u How much? How many? n d o p f a r i co t s 1 b u n c h f o b a n a n a s 1 p ac k g a e f o s t r aw b e r r i e s Reading about shopping and learning related vocabulary.

This story is about Jane and her mother My mother and I usually go shopping for groceries to Walmart once or twice a week. Walmart is a big supermarket that is close to our home. My mother is very organized, so she always makes a list of the things we need to buy and she divides the list in sections. Look at the following examples:

G r o ce r i e s n u t b u t t e r f p e a 1 j a r o , y r t l u o P j a m y t , f s t r a w b e r r M e a 1 j a r o s t u c d l i e s f co o k i s h , a n d c o b f 1 b o x o F e e d n l . l c e r e a t m e a f o a n d s g r o u 1 b o x o 2 p o u l a k e s f e n f c o r n 1 b o x o 1 c h i c k s p f r a i s i n s 1 b o x o 8 p o r k c h o k s a v e o i l f o l i ee s t e f 1 c a n o 6 b f h s i a n u T f e a r g o v i n 1 b o t t l e f At the end of this block, 2 c a n s o f h a m g o s a l a d d r e s s i n n d o s a 1 b o t t l e f the student… 1 p o u e g u a s f f o e e f c f n d o n d o m b u 1 p o u g e r 1 p o u r a h f o e t e g o co l a f c h a t a i n e r o p a c k 1 c o n 1 Uses count and non-count nouns, s e i r e g e s a B ev e r d e r p o w p a t t i e s G r oc as well as quantifiers, when e n i w f g a r e o l f s u t n d s o 1 b o t 2 p o u speaking and writing simple texts. e c M i u i s j c e l e l a g n e o u s o r a n f m u s t a r d 1 g a l l o n 1 j a r o 1 Understands how to use count n o t e p a d r e e b f u p o o k e t c h 4 b o t t l e s 1 b o t t l e f 1 p a i r o nouns and quantifiers when f s c i s s o r s d o b r e a a f 1 l o f listening and reading. S a l t n p ’ p e p e r g e r r f g e o h a m b u a 1 p a c k 1 b g a d o f o o d g b u n s 2 n

n

p a c k g a e s d i p a e r s

C l e a n n i g & B at h r oo m 1 b g a f o de t e r g e n t 2 b a r s f o s o p a 1 t u be t oo t p a s t e 1 b ot t l h e f o c h l o r n i e 1 b ot tl e f o d s i h w a s h n i g l i u i d q 1 b ot t l e f o s h a m p oo 1 j a r f o bo y l d o t i o n 1 p ac k g a e f o to i l e t p p a e r ( 8 r ol s ) l 1 p ac k g a e f o f a c ia l t s i s u e s

D a i r y P r o d u ct s 4 g a l o n s o l f m i l k 1 d o z e n e g g s 2 s t i c k s o f b u tt e r 1 p o u n d o c h f e d d a r c h ee s e 1 c o n ta i n e r o f co tt g a e c h ee s e 1 q u a r t f o c r ea m 1 q u a r t f o y g o h u r t

BLOCK

4


4. Do you ask for some food items using the number of containers the product

Questions for discussion 1. Do you count milk or liters of milk? When you go to the supermarket,

how do you ask for the milk you want to buy? 2. Can you count eggs? When you go to the supermarket, how do you ask for the amount of eggs you want? Do you buy the eggs by number of eggs or by kilograms? 3. What is a container?

comes in? For example: bottle, tube, jar or bag. 5. Can you count sugar? How do you count sugar? 6. Can you notice a difference between the items you can count and those you can’t count? 7. Give at least three examples of food items or products you can count and three examples of food items or products you can’t count.

4.1 Food Products Related with Daily Use

Vocabulary

Exercise Look up in he dicionary he name o hese iems and wrie hem in he boxes.

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Learning Activity 1

What is there to eat in your house? 1. Work individually. 2. Wrie a lis o he ood you find in your rerigeraor, kichen and soring cabine. 3. Wrie he quaniies o he ood you find. 4. Bring your lis o class and share hem wih your parners. 5. Your eacher will ask you o hand in your liss or evaluaion.

Evaluation instrument: checklist 1. Suden included differen ypes o ood on he lis. 2. Suden idenified correcly he ype o noun (coun and noncoun) and used quanifiers correcly. 3. Suden shared his / her lis wih a classmae and commened abou hem.

4.2 Plural of Nouns: Special Cases Food for Thought

Plural form of nouns: special cases A. To words ending in a consonant followed by the letter y , change the y for an i an add es. more than one baby n more than one gallery n more than one reality n

130

= babies = galleries = realities


This rule doesn’t apply to firsth names: n more than one Kennedy = Kennedys B. Add -es to some singular nouns ending in o to form the plural. more than one hero = heroes n more than one potato = potatoes . . . but. . . n more than one memo = memos n more than one cello = cellos . . . and for words in which a vowel preceedes the letter o. . . n more than one stereo = stereos n

C. Words ending in -f or -fe , f sound, change the f or fe for v and add s o -es.

more than one knife more than one leaf more than one hoof more than one life more than one self more than one elf

n n n n n n

= = = = = =

knives leaves hooves lives selves elves

Exceptions: more than one dwarf = dwarfs; more than one roof = roofs

Cultural Note As you can see food, groceries and other shopping items come in different containers.

bags

bottles

jar

packages

boxes

4.3 Units of Measurement and Weight, Quantities and Containers Grammar Presentation 1. Learning Abou Measuremens

Also, quaniies are measured in differen ways using he English Sysem o Measuremen: pounds, gallons, quars, eceera.

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Quaniies ha are relaed o weigh are measured in: 1 ounce (1 oz) 1 pound (1 lb) 1 pound (1 lb)

= = =

28.3495 grams or 28 gr approximately 16 ounces 454 grams approximately or .454 kilograms

Tings ha are normally measured and bough by heir weigh are: vegeables, rui, mea and cold cus. Quaniies ha are relaed o volume are measured in: 1 fluid ounce (1 oz) 1 pint 1 quart (qt) 1 gallon (gal)

= = = =

30 milliliters approximately (29.6 ml) 16 fluid ounces = 0.4732 liters (almost ½ of a liter) 2 pints = 0.9463 (almost 1 liter) 4 quarts = 3.785 liters

Tings ha are regularly measured and bough by heir volume are: milk, juice, or waer. Nowadays, many oher iems ha are solid or liquid are bough by he conainer hey are in and no by a specific volume or weigh measuremen: Box

=

box of cereal, box of cookies.

Bag

=

bag of potato chips, bag of detergent, bag of cookies.

Bottle

=

bottle of shampoo, bottle of ketchup, bottle of wine.

Jar

=

jar of peanut butter, jar of jam, jar of mayonaise.

Package =

package of toilet paper, package of cookies.

Tube

=

tube of toothpaste.

Loaf

=

loaf of bread.

Piece

=

a piece of candy.

Stick

=

a stick of butter.

Bar

=

a bar of soap.

Food for Thought Some food items that go together frequently are pronounced as one single item or word. For example. Salt and pepper, are pronounced salt n’ pepper, ham and eggs (usually eaten for breakfast) are ham n’ eggs. Others: fish n’ chips, peanut butter n’ jelly sandwich, coffee n’ cream.

Containers of groceries and other products come in different sizes. Tere is no standard. Te size depends on the product and the company that produces or sells it. Some of these sizes are: small, medium, regular, large, exra-large, jumbo, and family size. Can you think of some products that use these sizes? Discuss this issue with your classmates and teacher. Give examples. 132


Learning Situation 1 Making a shopping lis and role-playing a siuaion of shopping a he supermarke.

Activity Sequence 1 For his assignmen you will work cooperaively in groups o hree or our sudens. You will “go shopping”. 1. Firs, make a lis o iems you and your amilies usually buy in a supermarke (excep clohes). Wrie down he quaniies you need (wo boxes, one kilogram, en liers, ec.). Include all differen kinds o iems (groceries, vegeables, rui, mea, poulry, eceera). 2. Wrie he lis in English. Use he dicionary i is necessary. Change he amouns rom he meric sysem o he English sysem. 3. Now, go o a supermarke and wrie he prices o he iems. Wrie hem in Mexican currency (pesos). 4. On a piece o cardboard, illusrae he iems using picures, drawings, phoographs, eceera. 5. Bring your work o class o work wih anoher eam.

Asking about prices Grammar Presentation

Besides asking abou he quaniy o hings we need or wan, we also ask abou prices. In ha case we ask: For example:

How much is his? / How much does his cos? How much is he mea?/ How much does his botle o juice cos?

Apples $1.00 / lb

Grapes 69 cents / lb

Ham $4.55 / lb

Orange Juice $1.78 gal

Butter (1/2 lb)

Box of cereal (large)

Bottle of detergent (5 lbs)

How much do you hink hese iems cos?

Carrots (lb)

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1 piece of egg

1 lb of tomatoes (medium size)

1 lb of oranges wiles

1 lb of fish bread (large)

Food for Thought

Money - Currency* In the United States the currency is the dollar. A dollar is divided in 100 cents. American money comes in the form of coins and bills or notes. There are different bill denominations: one dollar, five dollars, ten dollars, twenty dollars, fifty dollars, one-hundred dollars. * Currency: paricular ype o money in use in a counry. Coins receive different names according to the denomination. A one-cent coin is called penny.

A twenty-five-cent coin is called a quarter.

A five-cent coin is called a nickle.

A fifty-cent coin is called a half.

A ten-cent coin is called a dime.

nickels (S|| 0.05), dime (S|| 0.10)

Money is the most general term. Cash usually means money in coins or bills / notes. Change is a term used to describe the money returned to the buyer or customer when he or she

has given more than the cost of something. It also means money in low value coins or notes.

dollars

Activity Sequence 1a ole-play. 1. Work in groups o hree people. Use he shopping lis o Jane’s moher or use your own shopping lis. 2. One o you plays he role o he cusomer, ha is shopping. Ask abou producs. Ask or quaniies and prices. 3. Te oher one plays he role o he supermarke employee. Give inormaion. Include prices. 134


Example:

Cusomer:

Do you have pork chops?

Employee:

Yes, we do.

Cusomer:

How much is a pound o pork chops?

Employee:

$3.50 (Tree dollars and fify cens).

Cusomer:

I wan wo pounds please or I wan eigh porkchops.

Employee:

O course.

Learning Situation 2 alking abou prices.

Activity Sequence 2 Work in pairs. Do a research abou money in he world. Answer hese quesions. Bring your answers o class. 1. Which is he currency used in Briain? 2. How is he money divided in his counry? 3. Which is he money exchange rae o he Mexican peso agains he American dollar, he Briish pound, and

he European Euro? 4. Which is he name o he currency in use in Canada? Wha is he exchange rae agains he Mexican peso. 5. Which is he currency used in: Japan, China, Germany, France, Greece, Brasil, Cuba, and ussia? 6. Who appears on he ollowing bills?

a) One dollar. b) Five dollars.

c) en dollars. d) weny dollars.

e) Fify dollars. ) One-hundred dollars.

Learning Activity 2

Expressing quantifiers and measurements 1. Work in pairs or eams o hree members. 2. Choose one o he ollowing siuaions (or i will be assigned

o you by your eacher).

a) Going o he supermarke. b) Buying groceries by phone. c) Following a recipe o prepare somehing o ea.

3. Prepare a role-play using he vocabulary words learned in his

block, quanifiers and measuremens according o he siuaion. Be creaive! 4. Check he rubrics o ensure you perorm well. 5. Presen your role-play o he res o he group. 6. Lisen o he commens rom your eacher and his / her eva-

luaion.

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Rubric To Evaluate the Role-Play Elements

Needs improvement

Satisfactory

Well done

Grammar

Students use quantifiers and expressions with grammar errors and sometimes inappropriately.

Students use quantifiers and expressions appropriately and accurately in the dialogues of the role-play at a good level.

Students use quantifiers and expressions appropriately and accurately in most of the lines of the dialogues.

Creativity

Students do not show creativity in the elaboration and presentation of role-plays.

Students demonstrate some creativity in the elaboration and presentation of role-plays.

Students demonstrate creativity in the elaboration and presentation of role-plays.

Vocabulary

Students use few vocabulary words learned in the block or uses them inappropriately.

Students use vocabulary words learned in the block with a good degree of appropriateness and accuracy with some errors.

Students use vocabulary words learned in the block appropriately and accurately with a good level of diversity.

Presentation skills

Students present their role-plays with some fluency flaws and not demonstrating good non-verbal communication skills.

Students present their role-plays fluently most of the time, with good non-verbal communication skills.

Students present their role plays fluently and with good non-verbal communication skills and other aids.

4.4 Count and Non-Count Nouns Grammar Presentation

However, i is imporan o undersand ha in English, nouns ha name hings are divided ino wo major caegories: coun nouns and non-coun (or mass) nouns: 1. Coun nouns are used o describe hings ha we can coun. One book - two books - three books… One child - two children - three children… One apple - two apples - three apples… One bottle of wine - two bottles of wine…

ten books. twenty children. twelve apples. ten bottles of wine.

2. A non-coun noun is somehing we don’ coun. I has no plural form. We don’ divide a non-coun

noun ino pars because: a) I has no disinc, separae pars: milk, oxygen, elecriciy, ligh, ood, rui. b) Te pars are oo small or insignifican o coun: sal, sugar, hair, sand, rice. c) Te pars are no all he same: money (coins, dimes, dollars); urniure (chairs, ables, soas ); mail (leters, packages, poscards). d) Liquid hings wih no definie orm: beer, coffee, cream, honey, juice, milk, oil, shampoo, gasoline, blood, shampoo, ea, soup, waer, wine. e) Solid hings wih no definie orm: buter, cheese, coton, flour, ice, ice cream, mea, powder, sal, soap, sugar, oohpase, wood, wool, coton, film. 3. Noun-coun nouns are no couned. Wha we do is we coun he conainer or measuremen uni ha conains hem or

measures hem. We use an expression o quaniy or a definie par.

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n

A gallon of milk , a ank of oxygen, a kilowat of elecriciy .

n

A pound of sugar , a package of sal , a bundle of hair, a box of sand , a pound of rice.

en dollars , weny cens , four pieces of urniure (one able and hree chairs, or example).

n

Food and Drink Non-Count Nouns bacon

beef

brocoli

butter

cereal

chocolate

coffee

spinach

fish

fruit

candy

cream

lettuce

water

sugar

Food for Thought

Fruit vs Fruits Dialectal variations occur for the noun “fruit”. The same variations occur with: grapefruit, breadfruit and eggplant. Singular Preference

Dialectal Variation

Most speakers prefer the singular form (below)

Preferences vary with the phrase “fruit(s) and vegetables”

Fruit is delicious in the summertime.

I have to buy some fruit and vegetables.

*Fruits are delicious in the summertime.

I have to buy some fruits and vegetables.

(incorrect unless talking about different groups / species of fruit)

Te items within the category fruit are countable. (no variation) Singular

This cantaloupe is delicious.

This watermelon is sweet.

Plural

These cantaloupes are delicious.

These watermelon are sweet.

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Exercise 1 Classify the following nouns into count ( C ) or non-count (mass) nouns ( M ). flower ( C );

Example:

sugar ( M )

1. carrot

(

)

8. pencil

(

)

15. coin

(

)

2. lettuce

(

)

9. light

(

)

16. coffee

(

)

3. dollars

(

)

10. bananas

(

)

17. glass of wine (

)

4. air

(

)

11. water

(

)

18. information (

)

5. gold

(

)

12. sand

(

)

19. boat

(

)

6. table

(

)

13. money

(

)

20. fruit

(

)

7. tea

(

)

14. cake

(

)

Grammar Presentation Aricles Used Used Wih Nouns Nouns

Aricles come beore beore nouns. Te indefinie indefinie aricles aricles are a / an. Te definie aricle is he. 1. We define objecs and people using he aricle a / an or singular coun nouns. Six Flags is an amusement park. Christmas is a holiday holiday..

2. For non-coun nouns we don’ use an aricle (zero aricle) when we make a generalizaion abou he enire uni. Coffee contains caffeine. Coffee is grown in Veracruz. People in Mexico and China eat rice.

Bu…when we reer reer o a specific hing or when he saemen saemen is rue o only only one kind o hings we use he aricle aricle the. Te coffee on he able is Nescae Nescae (rue only or a specific one: he one on he able) able).. 3. We use some in affirmaive senences wih coun nouns (plural). Count nouns:

I have a dollar.

I have some dollars.

and wih non-coun nouns we use some or an indefinie par. Non-count nouns.

I need milk.

I need some milk .

is used in inerrogaive senences, quesions or negaive senences. In hese senences, he coun noun is 4. Te word any is included in plural orm. Count nouns

Do you have any bottles of wine? COMPARE: COMP ARE: Yes, we have one. / No, we don’t have any bottles of wine. Do you have any pork chops? COMPARE: COMP ARE: Yes, we have four pork chops. / No, we don’t have any.

138


Does your father have any credit cards? COMPARE: COMP ARE: Yes, he has two. / No, he doesn’t have any.

Non coun nouns: Do you want any milk with your coffee? COMPARE: COMP ARE: Yes, I want some. / No, I don’t take any milk with my coffee.

5. Someimes, he plural may be expressed wihou an aricle. Disney World and Six Flags are amusement parks. Christmas and Mother’s Day are holidays.

6. We use a / an o mean an indefinie one. Ta is when knowing exacly which one is no imporan. I have a dictiona dictionary. ry.

We need an eraser.

concreee coun coun nouns we use a / an. Wih absrac nouns we don’ use an aricle. 7. Wih concre Concrete: I have a friend.

Abstract : He needs advice. Abstract: She feels love for her children. Toys To ys give happiness to children. children.

8. We use he or specific hings. Te speaker and he lisener know which one we are alking abou or one o he ollowing

reasons: a) We share common experie experience nce or here is only one in heir experie experience. nce. The President lives in Los Pinos . The homework is for tomorrow. The world has ecology problems. The moon looks beautiful tonight.

b) Te noun was idenifie idenifiedd beore. A. Is there a television in the room? B. Yes, the TV is on the night table (we talked about it before). A. Does the school have a principal? B. Ye Yes, s, the principal is Mrs. Richardson.

c) Te + specific hings can ge singular or plural. The teacher is early today. The teachers are at a meeting. Where is the principal? Where are the students?

Learning Situation 3 Reading abou cusoms relaed o shopping and money.

Activity Sequence 3 1. ead he ollowing ex.

abou he ex. 2. Answer he quesions abou 3. Do he exercise below. Complee he senences wih he appro-

priae aricle (a / an / he) or x or no aricle needed. 139

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4


What is an

machine?

ATM

Nowadays, many banks have Auomaic eller Machines (��). An auomaic eller machine is a machine ha gives your money or akes your deposi auomaically auomaically.. You You can also make ransers o money rom one accoun o he oher, pay service bills (like he phone bill, he cable V bill, ec.) or even buy ime or your cell phone. In an �� machine you you use a plasic card similar o a credi card. Te auomaic eller has several advanages. You can ge cash when he bank is closed. Te auomaic eller is open weny-our hours a day. You can ge money afer he regular bank office closes. I can also save you ime i he bank is crowded. You don’ have o wai in a long line. Insead, you use he ��. I you need more inormaion, ask a bank counselor or a bank eller. I is very easy o learn how o use an ��. eading comprehension quesions. 1. Wha is an auomaic auomaic eller machine? machine? ��? 2. Do you know how o use an ��? ��? 3. Do you normally use an ��? machine close o your your house/school? 4. Is here an �� machine 5. Can you hink o o any disadvanage disadvanage o using an ��? Exercise 2 Complete the following sentences with the appropriate article (a / an / t he) or x if none is necessary. 1. Many banks banks in Mexico Mexico have ________ ATM. 2. ________ machine machine saves saves you time. 3. Nowadays, people know how to use ____ ATM. teller is a person person who works in a bank. 4. _______ bank teller 5. _________ bank tellers tellers are people people who work in banks. 6. People that have ________ accounts in banks, banks, usually use automatic automatic teller machines. 7. To get ______ card to use _____ ATM machine, you need to talk to ________ bank counselor. __________ counselor can give you ________ information and help you. account in a bank? bank? 8. Do you have _______ savings account 9. Does your bank bank have ________ automatic teller teller machine? 10. Does _______ machine work every day?

Learning Activity 3

Pictionary 1. Work in eams. 2. Search or picures ha represen coun nouns and non-coun non-coun nouns. Find a leas 30 o each. You You may wan o look or hese images on he inerne. 3. Separae hem in hese wo caegories. 140

4. Pu hem in alphabeical order order.. 5. Elaborae a picionary or visual dicionary by placing he

picure or phoograph ha represens he noun and wrie i below. eacher on he assigned dae dae or 6. Deliver your projec o he eacher evaluaion.


3. Sudens lised words in alphabeical order.

Evaluation: Checklist 1. Sudens chose appropriae picures and / or phoographs according o he nouns hey represen. 2. Sudens separaed nouns correcly in wo caegories: coun and non-coun.

4. Sudens wroe he word (noun) below he image. 5. Sudens handed in he assignmen on ime on he assigned

dae.

4.5 Quantifiers How much vs how many How much = Quesion words ha are used when you ask or he quaniy o non-coun nouns. Tis expression is accompanied by he singular orm o he verb. For example:

How much milk is here in he botle? How much (money) is his dress? How much mea is here in he rerigeraor?

How many = Quesion words ha are used when you ask or quaniy o coun nouns, even when you know he answer is only one. Tis expression is accompanied by he plural orm o he verb. For example:

How many glasses o milk are here on he able? How many pesos are in your walle? How many pieces o mea are you eaing oday?

Some, any, ew, litle.

Quantity adverbs Grammar Presentation Expressing Quaniy

Tere are differen ways o expressing quaniy o coun nouns and non-coun nouns. Count Some Any A lot of Many A few A number (Example: five apples)

Non-count Some Any A lot of Much A little A unit of quantity (Example: five cups of coffee)

1. emember we use some in affirmaive senences and any in negaive senences. Non-count:

Jack has some money. Do you have any money? No, I don’t have any money.

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Count:

Jack has some dimes. Do you have any dimes? No, I don’t have any dimes.

2. For coun nouns we use many or a lo of . There are many apples in the basket. There are a lot of apples on the table.

3. For non-coun we use much or quesions and negaive senences only. We use a lo of or affirmaive senences. There’s a lot of traffic in Mexico City. Is there much traffic in a small town? No, there isn’t much traffic in a small town.

4. Los of is correc or all nouns. There’s lots of pollution in Mexico City. There are lots of cars in Mexico City.

5. For coun nouns we use a few . For non-coun nouns we use a litle. Tese expressions o quaniy have a posiive emphasis. Jane has a few dollars in her savings account. Jane has a little money in her savings account.

6. Few and litle have a negaive emphasis. Ofen we say very litle or very few . There are few cars at 5:00 a.m. There is little traffic at 5:00 a.m.

7. emember ha we use cerain expressions o quaniy o alk abou a definie quaniy wih non-coun nouns. A tube of toothpaste.

A loaf of bread.

A cup of coffee. A pound of meat.

A piece of cake. A glass of water.

8. Tese expressions can be plural. We need two tubes of toothpaste. I drink three cups of coffee a day.

How many pounds of meat do you want?

9. Homework is a non-coun noun. I is always singular. We can alk abou homework assignmens in he plural. Do you have any homework ? Yes, we have much homework today. We have to do three homework assignments today.

142


10. Te expression oo much or oo many indicaes an excess o somehing. Ta is, more han needed or ex peced. For example:

This coffee is very sweet. It has too much sugar. I am not hungry. I ate too many bananas.

Exercise 3 Write a sentence with the words given using an expression of quantity (a lot of, many, a few, some, very few, not any, a number). Example:

men - in this class

There are many (some, a few, few, seventeen) men in this class. 1. Russian students - in this class. . 2. People from Mexico City - in this class. . 3. women – in this class. . 4. public phones - in this school. . 5.

machines - in this neighborhood.

ATM

. 6. copy machines - in this school. . 7. windows - in this room. . 8. desks - in this room. . 9. vending machines - in this school. . 10. foreign teachers - in this school. .

Exercise 4 Work in pairs. Now, ask your classmate about their home town or neighborhood. You may want to write your answers in your notebook or as a homework assignment. 11. Japanese cars - in your city

16. libraries - in your city

12. Chinese toys - in your city

17. synagogues - in your city

13. divorces - in your city

18. hospitals - in your city

14. churches - in your city

19. open markets - in your city

15. very high buildings - in your city

20. bars - in your city

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Exercise 5 Read the following text about cholesterol. Then, according to the information, write five sentences with the words given using an expression of quantity (a lot of, a litt le, some, not much, very little, not any). CHOLESTEROL Cholesterol is a substance found in animal foods. Some food like red meat, eggs, cheese and milk contain a lot of cholesterol. Vegetal food doesn’t contain any cholesterol. Some cholesterol is good for the body; however, doctors consider that high levels of cholesterol can be bad for the heart. Additionally, some types of fats, like butter or lard, can raise the cholesterol level in your blood. Doctors suggest that the intake of cholesterol should be less than 300 milligrams a day. To achieve this, we must eat less fat. The following chart gives you an idea of the level of cholesterol in certain foods.

Food product

Cholesterol (mgs)

Serving size

372 260 77 75 35 34 26

3 oz. 1 piece 3 oz. 3 oz. 1 tablespoon 1 cup 1 oz.

liver eggs beef chicken butter whole milk cheese

cholesterol - in eggs

Example:

There is a lot of cholesterol in eggs. Write statements with the words given and an expression of quantity. 1. salt - potato chips

6. gas - coke

2. salt - coke

7. alcohol - beer

3. sugar - candy bar

8. sugar - a cookie

4. salt - a cookie

9. cholesterol - a carrot

5. water - human body

10. vitamin C - lemon

Exercise 6 Work in pairs. Ask questions with any of the words given. Your classmate will answer using expressions of quantity. Example:

cake (non-count)

pencil (count)

Student 1: Do you have any cake in your house? Student 2: Yes, I have some cake in my house. Or No, I don’t have any cake in my house.

144

Do you have any pencils? Yes, I have a few. Or No, I don’t have any pencils.

1. meat

4. television

7. friends

2. fruit

5. butter

8. ice cream

3. plant

6. blouses

9. notebooks


10. color pencil

11. money

12. peanut butter

13. potato chips

14. French wine

15. Colombian coffee

Exercise 7 Work in pairs. Ask questions with the words given. Your classmate will answer using expressions of quantity. Follow the example. Example:

get mail / pieces a week.

Student 1: Student 2:

Do you get much mail? Yes, I do.

Student 1: Student 2:

How many pieces of mail do you get in a week? I get about twenty pieces of mail a week.

1. drink coffee / cups a day. 2. eat chocolate / bars a week. 3. drink tea / cups a day. 4. drink beer / bottles a week. 5. eat fruit / pieces a day. 6. eat cereal / bowls a day. 7. use gas in your car / gallons a week. 8. use toothpaste / tubes a month. 9. use paper / pieces a day. 10. use sugar in your coffee or tea / spoonfuls – per cup.

Exercise 8 Work individually. Complete the sentences with an appropriate quantity word. Choose from the options given. Follow the example. Example:

There are

students in this classroom

many

(many / much / a little) 1. A small town doesn’t have

traffic. (many / much / no)

2. New York City has

tall buildings. (many / much / a few)

3. At 9:00 a.m. there is

traffic in the city. (many / much / little)

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4


4. At 10:00 a.m. there are

students in school. (any / a lot of / a few)

5. We have

of homework to do on the weekend. (many / any / a little)

6. The teacher doesn’t give us

homework assignments.

( some / many / much) 7. In class, we do

exercises.

(many / much / very few) 8. You need

experience to be a good mechanic.

(a lot of / many / a little) 9. Nowadays,

people have computers at home. (many / much / any)

10. We have

fun in this class. (a lot of / no / little)

Cultural Note Shopping in the United States is a very important activity. For some people, it is a necessity. For others, it is more like a sport. In the United States it is very easy to find big shopping centers called malls In a mall, you can find big department stores like Sears, J.C. Penny’s or Macy’s. You can also find restaurants, movie theatres, specific brand stores (like Nike, Gap, Levi’s) or specialty stores. It is also very common to find ATM machines all over the mall because some people prefer to pay with cash. .

However, many people don’t like to carry cash; so, they pay with their credit cards debit cards, or checks. In the United States many times you need to order your merchandise in advance, specially electronic or electric products (such as televisions, computers, refrigerators). This is because stores usually don’t have a lot of products in their stores. They have them in storage rooms. So, you usually order the item you want and they deliver it to your home. Nowadays, people shop by Internet or by phone using catalogues. However, most good shoppers prefer to go to the malls, window-shop first, look at the items, compare prices, have lunch in a cafeteria or restaurant in the mall, decide what they want and where they will buy it, go there and place their order. Finally, if you are thinking of going shopping at one of these malls in the United States, be prepared to walk long distances, wear comfortable shoes, don’t carry heavy bags and don’t forget your credit or debit cards!

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Learning Activity 4

Mexican Cuisine: Heritage of Humanity ead he ollowing ragmens o he aricle Mexican Cuisine Declared Intangible Heritage of Humanity by UNESCO* Do you know anybody who does no know wha enchiladas are? Or someone who has never had tacos or any oher ype o Mexican food? Mexican cuisine is well known or is variey o flavors and colors and or is combinaion o differen spices and unique ingrediens. radiional Mexican ood is based on corn, beans and differen ypes o chili peppers. Mexican ood in he counry is very diverse. You can find big differences in each sae and province, rom Norh o Souh, rom he ho climae regions o he coass, and rom he mounains o he arid areas. Tere is a grea variey o culures and communiies wihin he counry; his is why he ood rom each region has differen exures, flavors and scens. Known or is varied flavors and spices, Mexican Cuisine is a resul o he Spanish conquisadores ineracion wih he Azec culure. Mos o he Mexican ood we ea oday is a delicious combinaion o ancien radiions, Azec, Mayan and Spanish. Te French also had heir par in he sory, adding baked goods such as swee breads and he bolillo. *Retrieved on July 2, 2012 from: http://globalvoicesonline.org/2010/10/07/ mexican-cuisine-declared-intangible-heritage-of-humanity-by-unesco/

Mexican Cuisine Recipe Book Project For he eacher

Tis projec consiss o developing a Mexican cuisine recipe book. Firs, decide i you wan o include only regional recipes or rom oher saes in Mexico. You may also wan o include recipes rom English speaking counries such as Unied Saes, Unied Kingdom (Scoland, England, Ireland, Wales), Canada or Ausralia, or example. Assign your sudens o search or a recipe in cooking books, on he Inerne, or o inerview heir mohers, grandmohers or any oher person hey know cooks Mexican ood. o avoid repeiions, you may wan your sudens o ell you which is he recipe hey are going o wrie and in case o repeiions, make a decision abou who will wrie i. Each recipe mus begin wih a lis o he ingrediens and hen he procedure and include a phoograph o he dish. All recipes will be delivered in he same kind o paper, leaving a lef margin space o 2.5 cm so i can be binned ogeher. All should include he name o he suden who presens i and he name o he source where he obained he recipe (book, webpage, person, eceera).

All sudens will organize o pu all he recipes ogeher in one book. Te book mus include he ollowing (his may be modified by your eacher). 1. Cover (ouside and inside). 2. Presenaion or inroducion. 3. Index (lis o recipes by secion). 4. Local or communiy dishes. 5. egional dishes (or dishes by sae). 6. Mos amous Mexican dishes. 7. Inernaional dishes.

For he presenaion or inroducion, ell sudens o wrie in presen ense, describing he group and he projec. In he conclusion secion, sudens mus say wha hey learned in his projec and wha hey are going o do wih his cooking book, or example, donae i o he school library.

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Evaluation Sudens will wrie an anecdoic regisraion o heir perormance in he projec and he eacher will evaluae he group or eam work done.

eacher will evaluae each suden’s paricipaion in he book (recipe) using a checklis according o he insrucions given.

4.6 Determiners (There Is, There Are) Grammar Presentation 1. ALKING ABOU EXISENCE

emember ha in English, we indicae he exisence or no o somehing by using he expression. There + [verb to be, is (singular) / are (plural)]

When we wan o express ha somehing exiss in singular we use here is. Te negaive orm is here is no or here isn’ Te inerrogaive orm: Is here . . .? Isn’ here? When we wan o express ha somehing exiss in plural we use here are. Te negaive orm is here are no or here aren’ Te inerrogaive orm: Are here . . .? We usually include he word any when asking or exisence o somehing in he inerrogaive senence: Is here any + noun + complemen? Or Are here any poaoes on he dish? Example:

There is milk in the refrigerator. Is there any water in the bottle? No, there isn’t. There are six bottles of milk in the refrigerator. Are there any apples in the basket? No, there aren’t.

Exercise 9 Fill in the right form of there is / are using simple present. Example:

There _____ not many people in the room. (Answer = are)

1. _________ there anyone from Jalisco in here? 2. _________ there any water in the pitcher? 3. _________ there any good hotels near here? 4. _________ there a lazy student in the class? 5. _________ there a good-looking woman in your aerobics class?

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6. _________ there a cheap hotel near your home? 7. There ________n’t enough money to go shopping. 8. There ________n’t enough water in the pool. 9. There ________n’t any difficult questions on the exam. 10. There _______n’t any interesting films playing at the movie theaters nearby. 11. There _______ some big trees in the park. 12. There _______ a modern sports centre in town. 13. There ________ a lot of rain in summer. 14. There ________ a famous university in Mexico City. 15. There ________ a small tree in the garden. 16. There ________ a big black cloud in the sky. 17. How many tall players _________ there in your team? 18. How many small apples _________ there in this bag? 19. How many planets ________ there in our solar system? 20. How many days ________ there in a week?

Grammar Presentation Asking Abou Quaniies

When we go shopping we usually ask abou he quaniy o hings we need or wan. In ha case we ask: How many (iem) do you need / wan? For example:

How many boxes of cereal do you need? How many bottles of wine do you want?

Exercise 10 According to the list, answer the following questions. Observe the structure of the questions. Read the first one and fill in the blanks of questions two and three. Jane:

How many pork chops do we need?

Jane’s mother:

We need eight pork chops.

Jane:

How many pounds of tomatoes do we need?

Jane’s mother:

We need ___________________ of tomatoes.

Jane:

How many _________ of soap do we need?

Jane’s mother:

We ____________________________________________.

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Exercise 11 Work in pairs Take turns asking questions using How many… do Jane and her mother (they) need? Answer according to their shopping list. Ask and answer at least five questions.

Food for Thought

Where is the Grand Canyon? Grand Canyon is in the northwest corner of Arizona, close to the borders of Utah and Nevada. The Colorado River, which flows through the canyon, drains water from seven states, but the feature we know as Grand Canyon is entirely in Arizona. It is managed by the National Park Service. Nearly five million people see the 1 miles deep (1.6 km) Grand Canyon each year. A 277 mile long (446 km) canyon separates the park into South and North Rims. The Grand Canyon of Colorado River is a mile-deep, (1.6 km) and creates a barrier that divides the park. Even though the average distance across the canyon is only 10 miles / 16 km, be aware that it is a five-hour drive of 215 miles / 346 km between the park’s South Rim Village and the North Rim Village. Scenery, climate and vegetation are noticeably different between north and south rims for differences in the elevation. It is almost like having two parks in one and it takes time, planning and effort to be able to visit both sides of the Canyon in one trip. The mile-deep Colorado River creates a barrier that splits the park into north and souoth Rims. The Grand Canyon is one of the most impressive landscape in the world. If is possible, plan a visit to this amazing natural site in the United States.

Lyrics to Price Tag [Verse 1:] Seems like everybody’s got a price. I wonder how they sleep at night. When the sale comes first. And the truth comes second. Just stop for a minute and Smile Why is everybody so serious? Acting so damn mysterious You got your shades on your eyes and your heels so high That you can’t even have a good time [Pre-Chorus:] Everybody look to their left (yeah) Everybody look to their right (ha) Can you feel that? (yeah) We’ll pay them with love tonight...

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[Chorus] It’s not about the money, money, money We don’t need your money, money, money We just wanna make the world chance Forget about the price tag Ain’t about the (ha) Ka-ching, Ka-ching Ain’t about the (yeah) Ba-Bling, Ba-Bling Wanna make the world chance Forget about the Price Tag. [Verse 2:] (Listen, Okay.) We need to take it back in time When music made us all UNITE! And it wasn’t low blows and video Hoes, Am I the only one gettin... tired? Why is everybody so obsessed? Money can’t buy us happiness

Can we all slow down and enjoy right now Guarantee we’ll be feelin All right. [Pre-Chorus:] Everybody look to their left (yeah) Everybody look to their right (ha) Can you feel that (yeah) We’re paying with love tonight... [Chorus] It’s not about the money, money, money We don’t need your money, money, money We just wanna make the world chance Forget about the price tag Ain’t about the (ha) Ka-ching, Ka-ching Ain’t about the (yeah) Ba-Bling, Ba-Bling Wanna make the world chance Forget about the Price Tag.


Evidence Collection and Portfolio ASK 1. Coun and non-coun nouns. Compeence: Te suden can disinguish he difference o using coun and non-coun nouns in simple oral and writen discriminaion

exercises.

Activity Sequence for Task 1: 1. Lisen o / ead he ollowing nouns. 2. Wrie a leter C i i is a Coun noun or an NC i you are alking abou a Non Coun or Mass noun. 3. Check your answers wih anoher classmae or wih your eacher. 1. waer

C

NC

7. flour

C

NC

2. soup

C

NC

8. peanus

C

NC

3. bar o soap

C

NC

9. peanu buter

C

NC

4. ice

C

NC

10. shir

C

NC

5. candy

C

NC

11. gold

C

NC

6. bread

C

NC

12. sugar

C

NC

Complee he ollowing exercise using much (non-coun) or many (coun). 1. How _______________money do you have? 2. How _______________people live in your ciy? 3. How _______________does ha dress cos? 4. How _______________rice is here? 5. How _______________apples are here in he rui vase? 6. How _______________perol do we need? 7. How _______________children are in he class? 8. How _______________eachers do you have? 9. How _______________sugar do you pu in your coffee? 10. How _______________boxes o oohpase do you buy a monh? 11. How _______________waer do you drink a day? 12. How _______________ bananas are here in he bag?

Performance Indicator Correc answers require accuracy in spelling and grammaical srucure. Firs par: one poin or every hree correc answers. Maximum poins = our Second par: one poin or every hree correc answers. Maximum poins = our

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ASK 2. Using quaniy adverbs. Compeence: Te suden can use quaniy adverbs appropriaely in affirmaive, negaive and inerrogaive orms in writen and oral exercises.

Activity Sequence for Task 2 1. Fill he blank wih he correc quaniy adverb: much / many or a ew / a litle. 2. Check your answers wih anoher classmae or wih your eacher. 1. How ________________ money do you have? 2. I don’ have _______________ pairs o pans. 3. Do you have _______________ jeans in your close? 4. I have ______________ scarves. I like o wear hem when i’s cold ouside. 5. How _______________ do you swim in a raining session? 6. May I borrow ___________ books abou hisory rom you? 7. Are all your undershirs diry? No, here are ____________ lef in my close. 8. How _______________ jewelry do you have? 9. No a lo, only _________________. 10. I wash all my clohes, bu I only iron __________ o hem. 11. I don’ like o wear a lo o jewelry, bu I pu on ___________make-up every day. 12. I bring _______________ waer when I go shopping. 13. Do you carry ______________ hings in your purse? 14. I only carry ________________ money and my glasses in my handbag. 15. How ______________ does ha cos? 16. I ried on ______________ pairs o high heels, bu I bough a pair o sneakers. 17. Do you wear _____________ blouses? 18. No, I preer o wear ank ops. I only have _____________dress shirs. 19. I have go _______________ pairs o shoes, no many. 20. I love eaing ho dogs very _________________.

Performance Indicator Correc answers require accuracy in spelling and grammaical srucure. One poin for every wo correc answers. Maximum poins = 10

ASK 3. Idenificaion o quaniies, measuremens, and presenaion o supermarke iems. Compeence: Te suden can ideniy in a simple ex, names o ood producs, conainers, producs, eceera.

Activity Sequence for Task 3 1. Choose he answer ha bes complees each senence. 2. Check your answers wih anoher classmae or wih your eacher. 152


1. Please go o he sore and pick up a

a) bag

o milk.

b) hal gallon

2. Tis recipe calls or a

c) dozen

d) pound

c) sick

d) can

c) botle

d) bag

c) easpoon

d) botle

o buter.

a) dozen

b) ub

3. My ca eas a

o una every day.

a) can

b) loa

4. I like o drink a

o mineral waer afer I exercise.

a) pound

b) sick

5. I wan o make a peanu buter and jelly sandwich. Bu he

a) six-pack

b) jar

6. I need hree

o peanu buter is empy. c) head

d) box

c) conainers

d) dozens

o yogur rom he dairy secion.

a) ubes

b) pounds

7. I you wan coffee wih breakas, you should buy a

a) gallon

b) pound

8. I would like a large, green

a) head

c) cup

d) quar

o letuce or onigh’s salad. b) jar

9. Would you like a

o coffee onigh.

c) can

d) hal a cup

o chocolae or vanilla ice cream?

a) hal dozen

b) pin

10. Pick up

c) bag

d) can

c) a welve-pack

d) a loa

c) hal a dozen

d) a easpoon o

o whole whea bread a he bakery.

a) hal a pound

b) a box

11. I need ___ eggs or he cake recipe.

a) a gallon

b) a quar o

12. I need a

o ground bee o make hamburgers or lunch.

a) pin

b) box

13. We need a

b) gallon b) ubes

15. Pick up a

b) jar

17. Tis recipe needs a

a) head

c) pins

d) sicks

c) bag

d) six-pack

c) a quar

d) a jar

c) six-pack

d) sick

Swiss cheese a he deli couner.

a) a pin

18. Go ge a

d) easpoon

o soda or he pary onigh.

a) head

a) easpoon

c) loa

o oohpase are locaed in he healh and beauy secion o he supermarke.

a) quars

16. Order

d) pound and a hal

o rice o make our special chicken and rice dish.

a) box 14. Te

c) head

b) hal a pound o sal. b) loa

o bananas in he produce secion a he ron o he sore. b) dozen

c) bunch

d) sick

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19. We need a

o orange juice or omorrow morning. b) quar c) bag

a) pound 20. Buy a

o chocolae chip cookies or desser. b) hal a gallon

a) bag

d) sick

c) easpoon

d) loa

Performance Indicator For each our correc answers, gran one poin. oal amoun o poins possible = five poins.

ASK 4. Ideniying shopping iems and elaboraing a menu. Compeence: Te suden can complee differen ypes o organizers, inormaion chars, ec., based on writen exs ha menion prices,

availabiliy, measuremens, ec., o ood producs and o producs ha are commonly used a home.

Activity Sequence for Task 4a 1. Look a he lis o producs and classiy hem according o he group hey belong o. Wrie he group in he second column. Caegories

Bakery Mea & poulry Cold-cus Snacks Cleaning & bahroom

Beverages Frozen ood Condimens & sauces Pasa, grains

Frui & vegeables Dairy producs Breakas ood Paper & plasic

2. In he hird column wrie he presenaion or conainer hese producs are generally ound in he supermarke. 3. Ten, search or prices o hese producs in he neares supermarke or ask an exper shopper (your mom, or example) and menion an

approximae price (in US currency) in he ourh column. Product Example: Beans 1. Pretzels 2. Detergent 3. Whole-wheat bread 4. Trash bags 5. Pork chops 6. Maple syrup 7. Rice 8. Doughnuts 9. Sausage 10. Chicken 11. Lettuce 12. Cucumbers

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Category Pasta, Grains

Presentation

Price

Bag

$1.30


13. Cold cereal 14. Toothpaste 15. Eggs 16. French dressing 17. Napkins 18. Waffle mix 19. Jelly 20. Sour cream 21. Brownies 22. Peanut butter 23. Celery 24. Ham 25. Granola 26. Spaghetti 27. Milk 28. Beer 29. Ketchup 30. Tomatoes 31. Hot dog buns 32. Bananas 33. Chlorine 34. Potato chips 35. Trash bags 36. Bath soap 37. Mayonnaise 38. Hot cereal 39. Wax paper 40. Apples

Performance Indicators Evaluae each column separaely. For each our correc answers, gran one poin. oal poins per column = 10 Answers are considered correc i hey are placed in he correc column, and are spelled correcly. Activity Sequence for Task 4b 1. Work in pairs. ead he ex and plan your menus. 2. According o your likes, discuss a maser menu or wo weeks. 3. Afer elaboraing he menu, wrie a shopping lis o buy he ood you will need or ha maser menu. 4. Calculae he money you will need o buy he ood or his weekly menu. 5. You will orally presen his maser menu o he res o he group whenever your eacher ells you o do so. 155

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Plan your menus Going o he grocery sore wihou a plan will resul in your buying he wrong hings and orgeting he righ ones. We ry o plan ou wo weeks so we minimize he number o rips o he sore during our pay period. We use a maser menu lis o plan or all he meals we will be eaing a home. Master menu* Meal / week

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Breakfast 1 Lunch 1 Dinner 1 Breakfast 2 Lunch 2 Dinner 2

*From he aherhood sie a abou.com htp://aherhood.abou.com


Evaluate Work in Pairs (Previous Work to the Oral Presentation) NOE: Consider 10 as he bes grade and one as he wors. A. Sudens presened appropriae ood or each ype o meal (breakas, lunch, dinner). B. C. D. E.

10 9 8 7 6 5 4 3 2 Sudens considered a varied menu or each day o he week or he wo weeks. 10 9 8 7 6 5 4 3 2 Sudens made a complee shopping lis according o he maser menu hey planned. 10 9 8 7 6 5 4 3 2 Sudens presened a calculaion o he cos o he maser menu hey planned. 10 9 8 7 6 5 4 3 2 Sudens looked up he vocabulary needed or his ask. 10 9 8 7 6 5 4 3 2

1 1 1 1 1

Evaluation for Oral Presentation (Evaluated Individually) Competent four points




Fluency



Student pauses unnecessarily during the oral presentation or has verbal interruptions (eh, uh, words in Spanish).


Pronunciation




Student mispronounces word many times, affecting the meaning of what is being said.

156


Competent four points




Use of language

Student uses language and voca- Student uses language and voca- Student makes several language bulary appropriately and correctly bulary appropriately and correctly mistakes or uses vocabulary most of the time. with few errors. inappropriately.

Student makes many language mistakes and / or doesn’t use appropriate vocabulary






Total points

ASK 5: Shopping and preparing a surprise dinner. Compeence: Te suden can complee predesigned chars and liss based on inormaion in simple aural exs ha make reerence o super-

marke shopping liss and cooking recipes.

Activity Sequence for Task 5 1. Lisen o he ollowing ex. 2. Ideniy he ingrediens you will need o buy or he surprise dish ha Henry is preparing or his moher’s birhday dinner. Wrie hem down in he space provided. 3. Check he grocery sore price lis below and calculae how much Henry will spend o prepare his dinner. 4. Te recipes are included a he end o he aciviy in case you wan o prepare hese recipes or someone special. Enjoy!! A surprise birhday dinner

Hi. I ‘m Henry and I’m preparing a surprise dinner pary or my mom. omorrow is her birhday. I need o ask you a avor. Please buy he ollowing iems a he supermarke. I I go, my moher will be suspicious. I wan o prepare he same ood she ae when we wen o he Grand Canyon las year: minesrone soup, herbed roased chicken wih vegeables and chocolae cake. For he soup I need a small can o olive oil, a head o garlic, wo onions, one bundle o celery, a can o omao pase, wo quars o bee broh, one head o cabbage, hal a pound o carros, hal a pound o zucchini, one package o rozen green beans, one can o red kidney beans, and one package o macaroni. For he roased chicken wih vegeables I need a large chicken, abou our or five pounds; hal a pound o lemons, dried rosemary and hyme, a small bundle o parsley and a bar o buter. Please ge wo bags o rozen Caliornia vegeable mix. For desser, we will have a chocolae birhday cake. Shopping Lis For Henry’s Moher’s Birhday Dinner

Calculaed cos or his celebraion: _____________________________

157

BLOCK

4


Minesrone Soup Recipe Serving Size: six

1/2 cup olive oil 1 clove garlic - minced 2 cups onions - chopped 1 cup celery - chopped 1 small can omao pase 2 quars bee broh 1 quar waer 1 cup cabbage - shredded

2 whole carros - sliced 1 easpoon sal 1/4 easpoon black pepper 1/8 easpoon ground sage 1 whole zucchini - sliced 1 package rozen green beans 1 can red kidney beans 1 cup macaroni

Preparaion

In a large soup po, saue garlic, onion and celery unil sof. Sir in omao pase, broh, waer, cabbage, carros, sal, pepper and sage. Mix well, bring o a boil. Lower hea, cover and simmer slowly one hour. Add remaining ingrediens. Cook 10-12 minues unil macaroni is ender. Serve ho. Herbed roased chicken Serving Size: six

Whole roas chicken wih buter, parsley, hyme, rosemary, and oher herbs. Ingrediens

1 roasing chicken, abou 4 o 5 pounds Juice o 1/2 lemon Sal and pepper o ase 1 small onion, peeled and quarered 1/4 easpoon dried rosemary 1/2 easpoon dried lea hyme 2 o 3 ablespoons coarsely chopped resh parsley 4 ablespoons meled buter *You may look up wha hese ingrediens are called i n Spanish a he online English-Spanish Dicionary a: htp://www.wordreerence.com/

Preparaion:

Prehea oven o 350 °C. ub inside o chicken wih lemon juice; sprinkle wih sal and pepper. Add he onion quarers, dried herbs, and parsley o chicken caviy. Place chicken in a shallow roasing pan and roas a 350 °C or abou 20 minues per pound. Base wih meled buter several imes. Inernal emperaure should regiser abou 165 °C on a mea hermomeer insered ino he meay par o he high.

ASK 6: Ordering rom a shopping lis. Compeence: Te suden can ake phone orders o cliens in a supermarke. Te suden can ask or and give oral inormaion in simple

role play siuaions, abou he availabiliy, presenaions and prices o producs commonly used a home ha can be bough in a supermarke.

Activity Sequence for Task 6 1. Work in small groups o hree sudens or a role-play a siuaion. 2. Provide each group wih one grocery sore price lis . Te lis is used by each group o deermine he price o he iems on heir shopping lis. 3. One suden is he clien, a second suden is a supermarke employee and he hird suden is he supermarke delivery employee.

158


4. Te clien will make a shopping lis according o he grocery sore lis and call he supermarke and ask or he iems he lised. You may

wan o ask or inormaion such as availabiliy, size and price. 5. Te second suden (supermarke employee) will ake he order o he firs suden. You may need o give inormaion abou he producs such as availabiliy, size and price. 6. Te hird suden will check ha he order is correcly aken and check i ou wih suden wo when he delivers i. He will repea he order o he clien and ake he bill. 10 9 8 7 6 5 4 3 2 1 According o his / her role, sudens are evaluaed considering he ollowing: 10 9 8 7 6 5 4 3 Excellen Saisacory

2

1 Very poor

Noe: Consider 10 as he bes grade and 1 as he wors. ole: Clien Suden makes lis using he iems on he grocery sore lis. Suden includes a leas 10 iems in he order. Suden ells employee wha iems he / she wans. Suden asks quesions relaed o he iems on he lis. Suden answers quesions relaed o his / her order. Suden uses vocabulary appropriaely. Suden makes saemens (affirmaive, negaive, inerrogaive, quesions) accuraely. Suden pronounces and inonaes saemens appropriaely. Suden plays role accordingly. ole: Employee who akes he order Suden undersands he clien’s order. Suden asks quesions relaed o he iems on he lis o clariy inormaion. Suden answers clien’s quesions appropriaely. Suden uses vocabulary appropriaely. Suden makes saemens (affirmaive, negaive, inerrogaive, quesions) accuraely. Suden pronounces and inonaes saemens appropriaely. Suden plays role accordingly. ole: Employee who delivers he order Suden checks he lis wih he suden role playing he oher employee relaed o he iems on he lis o clariy inormaion. Suden checks wih he clien he iems when he / she delivers he order. Suden answers clien’s quesions appropriaely. Suden uses vocabulary appropriaely. Suden makes saemens (affirmaive, negaive, inerrogaive, quesions) accuraely. Suden pronounces and inonaes saemens appropriaely. Suden plays role accordingly.

159

BLOCK

4


Arnold’s grocery sore price lis

Pasa, grains n

Bakery

n

Smih’s raisin cinnamon bread - $3.95 Wonder ialian bread - $3.59 Arnold Brick oven bread - $2.50 Premium whie enriched bread - $3.59 Arnold ho dog buns - $3.19 wo bie brownies-homesyle - $3.85

n n n n n n

n n n

Condimens & sauces n n

Beverages

n

Apple & Eve apple juice - $3.99 Counry ime lemonade - $1.55 Johnson’s gallon o whole milk - $3.35 A&W roo beer - $1.99

n n n n

n n

n n n

Del Mone resh cu sliced carros - $1.15 Green Gian green beans - $1.29 Shop ie golden corn - $0.65 Idahoan mashed poaoes - $1.29 Kraf velveea cheese block - $2.99

n n n n

Skippy creamy peanu buter - $2.55 Welch’s concord grape jelly - $2.29 Heinz hamburger dill chips - $1.29 Heinz kechup - $3.19 agu pizza quick radiional sauce - $2.05

Snacks

Canned Food n

Annie’s spagheti - $2.19 Hun’s spagheti sauce - radiional - $1.39 Bety crocker hash browns - $2.19 Hamburger helper bee pasa - $2.95 Minue whie rice - $2.55

Jolly ime whie popcorn - $1.79 iz Bis - peanu buter crackers - $0.65 old gold prezel wiss - $3.19

Paper & plasic n n n

Glad kichen bags - $3.05 Marcal amily napkins - $3.85 Bouny paper owels - $2.95


Evidence

Competencies

1

Exercise to distinguish mass and count nouns, and “much” and “many” as quantifiers.

Distinguish mass and count nouns and when to use “much” and “many” to ask for information related to these nouns.

2

Exercise using quantity adverbs

Use quantity adverbs appropriately in a completion written exercise.

3

Identification of vocabulary related to supermarket items.

Identification of vocabulary related to food products, containers, quantities.

4

Identify shopping items and ela borate a menu.

Reading comprehension and written production. Complete chart by product, category, presentation (quantities) and price. Use Information Technologies to obtain information.

5

Pla n to prepare a surpris e din ner (writ in g).

Written production. Complete charts and li sts based on aural information that makes reference to shopping lists and cooking recipes.


List of food and its quantities.

Identify food items and quantities in English and make a written list of them.


Video of role play situation

Teamwork. Express in an interactive oral activity (role-play) a common everyday shopping for food situation.

Learning Activity 3 p. 140-141

Pictio nary of count and non-count nouns

Teamwork. Demonstrate the knowledge of the concepts of count and non-count nouns and of the vocabulary related to this type of nouns.

Learning Activity 4, p. 147-148

Mexican Cuisine Recipe Book

Teamwork. Reading comprehension and Writing Production using present simple, imperative, following instructions, vocabulary on food and quantities, mass and count nouns.

160


Pair Work Evaluation – Coevaluation Honesly evaluae your classmae’s work and atiude. Use he ollowing orma Name of evaluaor: Person who is being evaluaed: Always

Most of the time

Sometimes

Rarely







161

BLOCK

4


Team Work Evaluation – Heteroevaluation Honesly evaluae your classmaes’ work and atiudes. Wrie he name o each o your classmaes a he op o each column. Name of evaluaor:

Use he ollowing:

ALWAYS MOS OF HE IME SOMEIMES RELY Name








162

Name

Name

Name


Glossary Actividades del hogar

Lavar los plaos

o wash he dishes

rapeador

Mop

Aspiradora

Vacuum cleaner

Guanes de goma

Rubber gloves

Barrer

o sweep

Hacer la cama

o make he bed

Bayea, rapo de cocina

Cloh

Hacer la lavandería

o do he washing

Beún ( zapaos)

Shoe polish

Hacer la compra

o do he shopping

Bricolaje

Do-i-yoursel (DIY)

Hacer la limpieza

o do he cleaning

Cenriugar

o spin-dry

Lavadora auomáica

Auomaic washing machine

Cepillo

Brush

Lavaplaos

Dishwasher

Cepillo para la vajilla

Washing-up brush

Lavar

o wash

Cocinar

o cook

Lavasecadora

Washer-dryer

Lavandería

Laundry

Lavavajillas (deergene)

Cubo de ropa blanca

Linen bin

Cuerda de la ropa

Washing line , clohes line

Washing-up liquid (U.K.); dishwashing deergen (USA)

Cuidar los hijos

o look afer he children

Lejía

Bleach

Desorden (de casa, habiación)

Mess, unidiness

Limpiar

o clean

Limpiar la casa

Deergene, jabón en polvo

Washing powder (U.K.); washing deergen (USA)

o idy; o idy up; o clean

Limpiar los zapaos

o polish he shoes

Día de lavado

Washday

Limpieza general

Spring-cleaning

Encerar (el suelo)

o wax

Ordenar

o idy

Escoba

Broom

o idy he wardrobe

Esropajo

Po scrubber

Ordenar el armario / ropero

Lavar con esponja

o wash

Pasar la aspiradora

o do he vacuuming

Lavar con esropajo, cepillo

o scrub

Lavar con rapeador

o mop, o wash

Pasar la aspiradora por la alombra

Run he vacuum cleaner over he carpe

Lavar el suelo con rapeador

o wash he floor

Plancha

Iron

Plancha de vapor

Seam iron 163

Glossary

Planchar

o iron

Escarcha

Fros

Polvo

Dus

Esá lloviendo

I’s raining

Preparar la comida

o make he lunch

Esación

Season

Producos de limpieza

Cleaning producs

Esación meeorológica

Weaher saion

Quiar el polvo

o dus

Fresco

Cool

Recogedor

Duspan

Frío

Cold

Regar el jardín

o waer he garden

Granizo

Hail

Reparar, arreglar

o repair

Gris

Dull

Ropa blanca sucia

Diry linen

Hace mucho río

I is very cold

Sacar la basura

o ake he rubbish ou

Hace sol

Te sun is shining; i’s sunny

Selecor de programas

Program selecor conrol

Hacer calor

o be ho; o be warm

abla de planchar

Ironing board

Hacer río

o be cold

ender la ropa

o hang ou he washing

Helada

Freeze

rapo de polvo, gamuza

Duser (U.K.); dus cloh (USA)

Humedad

Humidiy

Húmedo

Damp

ea owel (U.K.); dish cloh (USA)

Huracán

Hurricane

Impermeable

Raincoa

Invierno

Winer

Lluvia

Rain

Meeorología

Meeorology

Neblina ; bruma ; niebla

Mis; og

Nevada

Snowall

Nieve

Snow

Nube

Cloud

Nuboso; nublado

Cloudy

Ola de calor

Hea wave

Ooño

Auumn (U.K.); all (USA)

Paraguas

Umbrella

Primavera

Spring

Relámpago ; rayo

Lighning

Rocío

Dew

Seco

Dry

Sequía

Drough

rapo para secar plaos

Clima

164

Beige

Beige

Aguacero; chaparrón; chubasco

Downpour; shower

Alud

Avalanche

Arco iris

Rainbow

Amósera

Amosphere

Brisa

Breeze

Bueno

Fine

Calor

Hea

Chubasco

Shower

Ciclón

Cyclone

Clima

Climae

Clima emplado

Mild; emperae

Copo de nieve

Snowflake

Despejado

Brigh


Soleado

Sunny

Plaeado

Silver

Sombrilla

Sunshade; parasol

Rojo

Red

emperaura

emperaure

Rosa

Pink

emporal; empesad; ormena

Sorm; empes

ransparene

ransparen

Verde

Green

ermómero

Termomeer

Violea

Viole

iempo (meeorológico)

Weaher

ión

yphoon

rueno

Tunder

Verano

Summer

Abril

April

Vieno

Wind

Agoso

Augus

Amanecer; salir el sol

Sunrise

Aneayer

Te day beore yeserday

Anual

Annual

Año

Year

Año bisieso

Leap year

Ayer

Yeserday

Cada hora

Hourly

Calendario

Calendar

Colores

Medidas de tiempo (días, años, meses, etc.)

Amarillo

Yellow

Azul

Blue

Azul marino

Navy blue

Beige

Beige

Blanco

Whie

Brillane

Shiny

Cronológico

Chronological

Casaño

Chesnu

Día

Day

Celese

Sky blue

Día de la semana

Weekday

Claro

Ligh

Diario

Daily

Dorado

Gold

Diciembre

December

Fusia

Fuchsia

Domingo

Sunday

Granae

Maroon

Durar

o las

Gris

Gray

Edad

Age

Marrón

Brown

El año pasado

Las year

Morado

Purple

El año próximo

Nex year

Naranja

Orange

El día anerior

Te previous day

Negro

Black

El día siguiene

Te ollowing day

Oscuro

Dark

Enero

January

Pálido

Pale

Época

Epoch

Plaa

Silver

Era

Era 165

Glossary

166

Esa mañana

Tis morning

Minuo

Minue

Esa noche

Tis evening

Momeno

Momen

Esa arde

Tis afernoon / evening

Mucho iempo

A long ime

Febrero

February

Noviembre

November

Fecha

Dae

Ocubre

Ocober

Fin de semana

Weekend

Pasado

Pas

Fuuro

Fuure

Pasado mañana

Te day afer omorrow

Hace un mes

A monh ago

Presene

Presen

Hora

Hour

Puesa de sol; crepúsculo

Sunse

Hoy

oday

Quincena

Fornigh

Infinio

Infinie

Quincenal

Fornighly

Jueves

Tursday

Sábado

Saurday

Julio

July

Segundo

Second

Junio

June

Semana

Week

La mañana

Morning

Semanal

Weekly

La noche

Nigh

Sepiembre

Sepember

La arde

Afernoon / evening

Siglo

Cenury

La víspera

Te evening o he day beore

arde; de úlima hora; con reraso

Lae

Llegar prono

o be early

iempo (duración-epoca)

ime

Llegar punual

o be on ime

iempo cronológico

Chronological ime

Llegar arde

o be lae

rimesre

Quarer

Lunes

Monday

Un rimesre

A erm

Lusro

Lusrum; five year period

Viernes

Friday

Mañana

omorrow

Mares

uesday

Marzo

March

Mainal

Early morning

Mayo

May

Medianoche

Midnigh

Mediodía

Noon; midday

Mensual

Monhly

Meses Miércoles

Números Cardinales

1

One

2

wo

3

Tree

4

Four

Monhs

5

Five

Wednesday

6

Six


Números ordinales

7

Seven

8

Eigh

1s

firs

primero

9

Nine

2nd

second

segundo

10

en

3rd

hird

ercero

11

Eleven

4h

ourh

cuaro

12

welve

5h

fifh

quino

13

Tireen

6h

sixh

sexo

14

Foureen

7h

sevenh

sépimo

15

Fifeen

8h

eighh

ocavo

16

Sixeen

9h

ninh

noveno

17

Seveneen

10h

enh

décimo

18

Eigheen

11h

elevenh

décimoprimero

19

Nineeen

12h

welfh

décimosegundo

20

weny

13h

hireenh

décimoercero

30

Tiry

14h

oureenh

décimocuaro

40

Fory

15h

fifeenh

décimoquino

50

Fify

16h

sixeenh

décimosexo

60

Sixy

17h

seveneenh

décimosépimo

70

Seveny

80

Eighy

18h

eigheenh

décimocavo

90

Niney

19h

nineeenh

décimonoveno

20h

wenieh

vigésimo

100

One hundred

200

wo hundred

300

Tree hundred

400

Four hundred

500

Five hundred

1.000

One housand

2.000

wo housand

3.000

Tree housand

4.000

Four housand

Partes del cuerpo

Areria

Arery

Ariculación

Join

Barbilla; menón

Chin

Boca

Mouh

Brazo

Arm

1.000.000

One million

Cabeza

Head

2.000.000

wo million

Cadera

Hip

3.000.000

Tree million

Cara

Face

4.000.000

Four million

Ceja

Eyebrow 167

Glossary

168

Cerebro

Brain

Ombligo

Navel; umbilicus

Cinura

Wais

Oreja

Ear

Codo

Elbow

Panorrilla

Cal

Corazón

Hear

Párpado

Eyelid

Cosado

Side

Pecho

Ches

Cosilla

Rib

Pelo

Hair

Cráneo

Skull

Pesaña

Eyelash

Cuello

Neck

Pie

Foo

Dedo de la mano

Finger

Piel

Skin

Dedo del pie

oe

Pierna

Leg

Diene / dienes

ooh / eeh

Pulmón

Lung

Encías

Gums

Puño

Fis

Espalda

Back

Riñones

Kidneys

Espina dorsal; columna verebral

Spine

Rodilla

Knee

Sangre

Blood

Esómago

Somach

alón

Heel

Frene

Forehead

obillo

Ankle

Geniales

Genials

rasero

Botom

Hígado

Liver

Uña

Nail

Hombro

Shoulder

Vena

Vein

Hueso

Bone

Labio

Lip

Mandíbula

Jaw

Mano

Hand

Mejilla

Cheek

Miembro; Exremidad

Limb

Muñeca

Wris

Músculo

Muscle

Muslo

Tiempo cronológico

Abril

April

Agoso

Augus

Amanecer ; Salir el sol

Sunrise

Aneayer

Te day beore yeserday

Anual

Annual

Tigh

Año

Year

Nariz

Nose

Año bisieso

Leap year

Nervio

Nerve

Ayer

Yeserday

Nudillo

Knuckle

Cada hora

Hourly

Ojo

Eye

Calendario

Calendar


Cronológico

Chronological

beore

Día

Day

Llegar prono

o be early

Día de la semana

Weekday

Llegar punual

o be on ime

Diario

Daily

Llegar arde

o be lae

Diciembre

December

Lunes

Monday

Domingo

Sunday

Lusro

Lusrum; five year period

Durar

o las

Mañana

omorrow

Edad

Age

Mares

uesday

El año pasado

Las year

Marzo

March

El año próximo

Nex year

Mainal

Early morning

El día anerior

Te previous day

Mayo

May

El día siguiene

Te ollowing day

Medianoche

Midnigh

Enero

January

Mediodía

Noon; midday

Época

Epoch

Mensual

Monhly

Era

Era

Meses

Monhs

Esa mañana

Tis morning

Miércoles

Wednesday

Esa noche

Tis evening

Minuo

Minue

Esa arde

Tis afernoon / evening

Momeno

Momen

Febrero

February

Mucho iempo

A long ime

Fecha

Dae

Noviembre

November

Fin de semana

Weekend

Ocubre

Ocober

Fuuro

Fuure

Pasado

Pas

Hace un mes

A monh ago

Pasado mañana

Te day afer omorrow

Hora

Hour

Presene

Presen

Hoy

oday

Sunse

Infinio

Infinie

Puesa de sol; crepúsculo

Jueves

Tursday

Quincena

Fornigh

Julio

July

Quincenal

Fornighly

Junio

June

Sábado

Saurday

La mañana

Morning

Segundo

Second

La noche

Nigh

Semana

Week

La arde

Afernoon / evening

Semanal

Weekly

La víspera

Te evening o he day

Sepiembre

Sepember 169

Glossary

Siglo

Cenury

Lechería

Creamery

arde; de úlima hora; con reraso

Lae

Librería

Bookshop

Mercado

Marke

iempo (duración-epoca)

ime

Ópica

Opician’s

Pajarería

Bird shop

iempo cronológico

Chronological ime

Panadería

Baker’s

rimesre

Quarer

Papelería

Saioner’s

Un rimesre

A erm

Paselería

Cake shop / pasry shop

Viernes

Friday

Peleería

Furrier’s shop

Peluquería

Hairdresser’s

Perumería

Perumery

Pescadería

Fishmonger’s

Tiendas

170

Barbería

Barber’s

Quiosco

Kiosk / newsagen’s

Camisería

Oufiter’s

Ropa de caballero

Men’s wear

Carnicería

Bucher’s

Ropa de niño

Children’s wear

Cenro comercial

Shopping cenre (U.K.) / mall (USA)

Ropa de señora

Ladies’ wear

Supermercado

Supermarke

Elecrodomésicos

Domesic appliances

ienda de animales

Pe shop

Farmacia

Chemis’s (U.K.) / drugsore (USA)

ienda de discos

Record shop

ienda de golosinas

Sweeshop

Ferreería

Ironmonger’s

ienda de abaco y sellos

obacconis’s

Florisería

Floris’s

ienda de videos

Video club

Fruería

Fruierer’s

iendas

Shops

Herborisería

Herbalis’s shop

inorería

Dry cleaner’s

Joyería

Jeweller’s

Ulramarinos

Grocer’s

Jugueería

oyshop

Verdulería

Greengrocer’s

Lavandería

Launderete

Zapaería

Shoe shop


Web sites BLOCK 1

Pracice your lisening comprehension wih hese excellen, very shor (less han a minue) lisening exercises: 1. Nice o mee you. htp://www.esl-lab.com/childinro/ childinrord1.hm#lis 2. Tell me abou yoursel: htp://www.esl-lab.com/selfinro/ selfinrord1.hm 3. Message in an answering machine: htp://www.esl-lab.com/ phone/phonerd1.hm

beginners7/beg7_1.hm. Click on he “nex page” arrow in each page o find exercises and many more words. Learn and review vocabulary relaed o jobs and proessions. Click on he vocabulary links o he menu on he righ a htp:// www.english-online.org.uk/elem4/elem1_4.hm BLOCK 2

Pracice your lisening comprehension wih hese excellen, very shor (less han a minue and a hal) lisening exercises:

4. Where are you fom?: htp://www.esl-lab.com/inro2/inro2.hm

1. Daily Schedule: htp://www.esl-lab.com/schedule/ schedrd1.hm

5. Phone message (includes numbers): htp://www.esl-lab.com/ mee/meerd1.hm

2. Wha a busy day!: htp://www.esl-lab.com/day1/day1.hm

6. Family relaionships: htp://www.esl-lab.com/amily1/am1.hm 7. Hoel Reservaion: htp://www.esl-lab.com/hoel1/hoel1.hm

Review personal pronouns and personal pronouns wih he verb o be. Click on he righ side menu or he grammar lessons a htp://www.english-online.org.uk/beginners2/beg2_1.hm Pracice he alphabe a htp://www.english-online.org.uk/ beginners/beg1_1.hm. Click on he hree Grammar links on he righ menu. Pracice numbers. Click on he five links o he vocabulary menu on he righ a htp://www.english-online.org.uk/ beginners2/beg2_1.hm. Pracice large numbers a htp://www.english-online.org.uk/ beginners3/beg3_1.hm, in he vocabulary secion. Learn abou names o counries and naionaliies in he Unied Kingdom and oher European counries. Click on he vocabulary menu a htp://www.english-online.org.uk/ elem1/elem1_1.hm Review vocabulary abou he amily by clicking on he vocabulary menu on he righ a htp://www.english-online.org.uk/

3. College lie htp://www.esl-lab.com/school1/scholrd1.hm 4. A healhy liesyle: htp://www.esl-lab.com/healh/healrd1.hm 5. Children’s books: Reading books htp://www.esl-lab.com/ reading/readingrd1.hm Pracice days o he week and monhs o he year vocabulary a: htp://www.english-online.org.uk/beginners/beg1_1.hm. Click on he five Vocabulary links on he righ menu. Simple presen ense: Srucure and exercises a htp://web2.uvcs. uvic.ca/elc/sudyzone/330/grammar/pres.hm Simple presen ense – negaive, inerrogaive, and wh-quesions a: htp://web2.uvcs.uvic.ca/elc/sudyzone/330/grammar/ presnq.hm Simple presen ense – exercises (ineracive) a: htp://www. homepages.ihug.com.au/~adelegc/grammar/presen_simple/ pres_simple3.hml and htp://www.homepages.ihug.com. au/~adelegc/grammar/presen_simple/pres_simple4.hml Simple presen ense – gap-fill exercise a: htp://www. learnenglish.de/Games/enses/SimplePres.hm Presen simple ense – Quiz a: htp://grammar.englishclub. com/q_presensimple.hm 171

Web sites sites

Simple presen ense: Click on he uncions menu on he righ a: htp://www.english-online.org.uk/beginners/beg1_1.hm

Quanifiers – some/Any a: htp://www htp://ww w.edufind.com/english/ grammar/Deerminers7c.cm

Dailogue in presen ense: Click on Dialogue 1 on he menu on he righ r igh a htp://www.en htp://www.english-online.org.uk/beginners/ glish-online.org.uk/beginners/ beg1_1.hm

Quanifiers wih counable and non-counable nouns a htp:// www.edufind.com/english/gramm www.edufind.c om/english/grammar/Deerminers7a. ar/Deerminers7a.cm cm

Leisure aciviies: Vocabulary Vocabulary and exercise a htp://www.es htp://www.eslhq. lhq. com/workshees/preview_workshee.php?workshee_ id=19518 BLOCK 3

Pracice your lisening comprehension wih hese excellen, very shor (less han wo minues) lisening exercises: 1. Clohing syles relaed o weaher or evens: htp://www.esl-lab. com/clohing/clohingrd1.hm 2. Camping Camping under he he sars (weaher (weaher condiions): condiions): htp://www. esl-lab.com/camp/camprd1.hm Presen coninuous: htp://www.en htp://www.english-online.org.uk/ glish-online.org.uk/ beginners6/beg6_1.hm Shor quiz on simple presen and presen Progressive; (Unis 3 and 4) a htp://www.pacificne.ne/~sperling/quiz/presen1.hml htp://www.pacificne.ne/~sperling/quiz/pre sen1.hml Verb V erb enses uorial – presen presen simple and presen coninuous: coninuous: htp://www.englishpage.co htp://www.en glishpage.com/verbpage/verbs1.h m/verbpage/verbs1.hm m BLOCK 4

Pracice your lisening comprehension wih hese excellen, very shor (less han a minue and a hal) hal ) lisening exercises: 1. Heavinly pie resauran resauran:: htp://www.esl-lab.com/pie1/ esl-lab.com/pie1/ pierd1.hm

Indefinie aricle a/an a: htp://www.ed htp://www.edufind.com/english/ ufind.com/english/ grammar/DEERMINERS3.cm Definie aricle: he a htp://www.edufind.com/english/ htp://www.edufind.com/english/ grammar/DEERMINERS2a.cm Excepions o using he definie aricle (zero aricle) a; htp:// www.edufind.com/english/g edufind.com/english/gramma rammar/DE r/DEERMINERS4.cm ERMINERS4.cm Grammar quizzes.com – pracice on poins o English grammar. grammar. Coun/Noncoun Coun/No ncoun Nouns. Reerring o Mass Nouns or Unis. htp://www.grammar-quizzes.com/agree2a.hml A handy guide o noncoun noncoun nouns. ypes ypes o noncoun nouns. Tings made up o small pieces. Wholes composed o individual pars: htp://www2.gsu.edu/~wwwesl/egw/ nouns/noncoun.hm Coun and nNon-coun nouns. Wha are Coun Nouns? Wha are Mass (Non-coun) Nouns? How can somehing be boh a coun noun and a mass mass noun? Some quizzes: htp:// htp:// grammar.ccc.commne.edu/grammar/noncoun.hm Counable or Non-counable nouns. Aciviies or ESL Sudens online: htp://a4esl.org/q/j/ck/c htp://a4esl.org/q/j/ck/ch-counnouns.hml h-counnouns.hml Families’ shopping lis. Six amilies around he world share Families’ heir shopping liss. htp://news.bbc.co.uk/2/hi/alking_ htp://news.bbc.co.uk/2/hi/alking_ poin/7434509.sm#UK Price Chopper – Weekly Specials: htp://www.pricechopper htp://www.pricechopper.. com/WeeklyAd/Sore/133/ eachers Lesson Plan - Grocery Sore Liss: htp://couponing. abou.com/od/groceryzone/a/lesson_groclis.hm

2. Joe’s Hamburger Resauran Resauran:: htp:// htp://www.esl-lab.com/ www.esl-lab.com/ asood/asoodrd1.hm

Cu your Grocery Bill: Bil l: en en money saving grocery g rocery shopping ips: htp://couponing.abou.c htp://couponing.abou.com/cs/grocerysavings/a/ om/cs/grocerysavings/a/ groceryshopips.hm

3. Breakas recipes: htp://www.esl-lab. htp://www.esl-lab.com/breakasrecipes/ com/breakasrecipes/ breakasrecipesrd1.hm breakasrecipesr d1.hm

Maser grocery shopping lis: htp://aherhood.abou.com/ library/grocerylis.pd

4. Shopping or he day: day: htp://www.esl-lab. htp://www.esl-lab.com/shop1/ com/shop1/ shoprd1.hm 5. Spending money: htp://www.esl-lab.com/hoel1/hoel1.hm htp://www.esl-lab.com/hoel1/hoel1.hm 6. Snack ime: htp:// htp://www.esl-lab.com/snack/ www.esl-lab.com/snack/snackrd1.hm snackrd1.hm 172

A Dicionary o Unis, Measuremens, Measuremens, and and Conversions Conversions a: htp://www.ex.ac.uk/cim/dicuni/dicuni.hm Te English Sysem o Measuremen a: htp://regensprep htp://regensprep.org/ .org/ Regens/mah/meeng/LesEng.hm


Measuremen Workshee – English sysem a: htp://www. edhelper.com/measuremen.hm

Inormaion abou currencies: Te World Currency Converer a htp://www.xe.com/ucc/

Food and Cuisine in he Unied Saus: htp://www.sallys-place. com/ood/ehnic_cusine/us.hm

Currency calculaor htp://www.x-raes.com/calculaor.hml

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