Paula Flores Kastanis - English 1 (2a. ed.)

ENGLISH segunda edición Paula Flores Kastanis

Serie int i ntegral egral por competencias

1

ENGLISH 1

Paula Flores Kastanis

primera edición ebook 2014

ENGLISH 1



ENGLISH 1



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correo:

Renacimiento 180, Col. San Juan Tlihuaca, Azcapotzalco, 02400, México, D.F.

Grupo Editorial Patria® División Bachillerato, Universitario y Profesional

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

English 1

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Serie integral por competencias

Derechos reservados: ©2014, Paula Flores Kastanis ©2014, Grupo Editorial Patria, S.A. de C.V.

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ISBN ebook: 978-607-438-947-0

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

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Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor.

teléfono:

Impreso en México / Printed in Mexico Primera edición ebook: 2014

(0155) 53 54 91 00

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII Competencias genéricas del Bachillerato General . . . . . . . . . . . . IX Competencias disciplinares básicas del campo Comunicación . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX Know Your Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Contents

1 K C O L B

2 K C O L B

3 K C O L B

Who Are You?

What I Do and how I Live

I Describe what Is Happening

1.1

Simple Present Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4

1.2

Personal Data: Numbers and Names . . . . . . . . . . . . . . . . . .

8

1.3

Physical Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19

1.4

Ethnics and Cultural Characteristics. . . . . . . . . . . . . . . . . . .

23

1.5

Family Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

36

1.6

Ordinal and Cardinal Numbers. . . . . . . . . . . . . . . . . . . . . . . .

39

1.7

Verb To Be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47

1.8

Personal and Impersonal Pronouns and Possessive Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

2.1

Daily Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

62

2.2

Working Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

66

2.3

Leisure Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

71

2.4

Sport Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

2.5

Means of Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

2.6

Public Places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

75

2.7

Adverbs of Time and Frequency . . . . . . . . . . . . . . . . . . . . . . .

78

2.8

Information Questions (Wh Questions). . . . . . . . . . . . . .

88

3.1

Present Progressive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

96

3.2

Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

3.3

Talking About the Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

V

4

K C O L B

Expressing Measurements and Quantities

4.1

Food Producs Relaed wih Aaily Use . . . . . . . . . . . . . . . . 122

4.2

Plural of Nouns: Special Cases. . . . . . . . . . . . . . . . . . . . . . . . . 124

4.3

Unis of measuremen and Weigh, Quaniies and Conainers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

4.4

Coun and Non-Coun Nouns . . . . . . . . . . . . . . . . . . . . . . . . 130

4.5

Quani�ers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

4.6

Deerminers (Tere Is, Tere Are) Are). . . . . . . . . . . . . . . . . . . . . 142

Web W eb sies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

VI

Overview

ENGLISH 1 Tis book is he �rs 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 (English).). Tis subjec corresponds o he curriculum curr iculum of he GenG eneral Baccalaureae 2009 program which incorporaes incor poraes a compeence based approach, esablished by he Common Curricular Framework or CCF ( Marco Curricular Común, MCM 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 �rs semeser and is aneceden is he subjec Foreign Language augh in he basic educaion level ( “ secundaria”). 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 preserv ing 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 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 �rs 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 pro�ciency level. Using he language eaching Common European Framework erms, during he �rs 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 (in “secundaria”), “secundaria”), wih deailed explanaions abou heir use, culural noes, noes, and by encouraging sudens sudens o re�ec on heir learning processes, as well as on comparaive aspecs of heir naive language lang uage and English. VII

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 speci�c conexs c onexs where communicaion and he use of language are performed pe rformed naurally. In his way, he suden develops his or her pro�ciency 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? 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 ow n personal informaion and �ll ou auhenic formas and documens ha require his ype of daa. Block 2: In his block, sudens con�rm 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. w ri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 wriing, wha people are doing a he momen of speaking. 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. appropriaely.

VIII

Competencias genéricas del Bachillerato General Las competencias genéricas son aquellas que todos los bachilleres deben tener la capacidad de desempeñar y les permitirán a los estudiantes comprender su entorno (local, regional, nacional o internacional) e in�uir en él, contar con herramientas básicas para continuar aprendiendo a lo largo de la vida y practicar una convi1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

vencia adecuada en sus ámbitos social, profesional, familiar, etc. Estas competencias junto con las disciplinares básicas constituyen el Per�l del Egresado del Sistema Nacional de Bachillerato. A continuación se enlistan las competencias genéricas.

Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros. Elige y practica estilos de vida saludables. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y re�exiva. Aprende por iniciativa e interés propios a lo largo de la vida. Participa y colabora de manera efectiva en equipos diversos. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Competencias disciplinares básicas del campo Comunicación Competencias disciplinares básicas

Bloque de la LAE I 1 2 3 4

1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el que se generó y en el que se recibe.

X

X

X

X

2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y nuevos.

X

X

X

X

X

X

X

X

3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes. 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa. 5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras. 6. Argumenta un punto de vista en público de manera precisa, coherente y creativa. 7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros. 8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica. 9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación.

X

10. Identifica e interpreta la idea general y el posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos p revios, elementos no verbales y contexto.

X

X

X

X

11. Se comunica en una lengua extranjera mediante un dis curso lógic o, oral o escrito, congruente con la sit uación comunic ativa.

X

X

X

X

12. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.

X

X

X

X

IX

of Your book 1 Sections

BLOQUE

Aplica los niveles básicos de la ecología en su contexto

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

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

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

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

Learning situation How would you solve it? Each block begins with a challenging learning situation that can be to solve a problem, read a text, analyze a situation, answer questions, give a presentation, write a text, discuss an issue, or do an assignment that will help you to acquire knowledge and develop competences.

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

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

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

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

X

Wherever you see this icon (ICONO), you will find audio material related to that topic available at our academic resources website. You may listen to them directly online or download them onto any electronic mobile device in an mp3 format.

Learning activities Grupo Editorial Patria® Throughout the book you will find these activities, they will allow you to strengthen your knowledge and competences while doing research

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

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

other sections

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

In addition, you will �nd a list of supplementary resources and in some cases, vocabulary lists and glossaries.

Evidence portfolio

Rubrics www.recursosacademicosenlinea-gep.com.mx

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

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

Choosing this book has granted you access to our website where you can find additional material such as audios, readings, vocabulary games, and online tests that will help you increase your knowledge, clarify some concepts, and understand more complex grammatical structures that are included in the English Program syllabi in a quick and easy way. 1

Who Are You?

1

BLOCK Learning Objects 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

Simple Present Tense Personal Data: Numbers and Names Physical Characteristics Ethnics and Cultural Characteristics Family Members Ordinal and Cardinal Numbers Verb To Be Personal and Impersonal Pronouns and Possessive Adjectives

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 pro�le is a concise biographical sketch (this is one of the de�nitions found for this word in the MerriamWebster Online Dictionary. Available at http://www. merriam-webster.com/dictionary/PROFILE). This is a simple pro�le of the author of this book, Paula Flores Kastanis. Name: Paula Flores Kastanis Nationality: Mexican Age: 48 years old Birth date: September 5, 1960 Ocupation: English teacher Place of birth: Mexico City Place of residence: State of Mexico, Mexico Marital status: Married Family members: Husband Antonio, one daughter Katherine and one son, Jose Antonio Hobbies: Meet people, read, listen to music and travel. Another version of a personal pro�le can be a short paragraph. Look at the one below: Hello. My name is Paula. I am 48 years old. My birthday is on September 5th. I am an English teacher. I am from Mexico. I am Mexican. I live in the State of Mexico. I am married. My husband’s name is Antonio and I have two beautiful children: a girl and a boy. I like to meet people, read, listen to music, and travel.

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

Activity Sequence 1.

Answer the following questions. Look at my pro�le as an example.

2.

Check spelling with a dictionary.

3.

Write all the answers in one paragraph. This will be your pro�le.

At the end of this block, the student… n

Uses simple present when talking, writing, and reading.

n

Uses the verb to be in different ways according to the communicative intention.

n

Understands the use of simple present tense in listening and reading comprehension activities.

n

Introduces himself/herself to other people in different contexts, orally and in writing.

1

BLOCK

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

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Past

l

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Present

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

BASE 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

4

need water.

He She It The tree Mary Ellen

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Future

FORM

I You We They My brothers Plants

l

needs water.

-s FORM

likes plays

Grupo Editorial Patria®

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 – watches

�x – �xes

kiss – kisses

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

5

1

BLOCK

Who Are You?

My father watches the news at 10 p.m. Jason’s father is a mechanic. He �xes 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 uses 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 carries 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 / V V b) and a srong sound, / d z /, he sound sounds as he u in he word up.

Grammar Presentation

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

Good students come on time to school.

come late 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

1

BLOCK

Who Are You?

8. He/She

attendance.

(take)

9. He/She

questions.

(ask)

10. He/She

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

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 w i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: $AVER/Economy

Los Angeles to Mexico City Flight 1

Saturday, 2 May 2009

Departure: 13:20

Los Angeles, USA - Los Angeles International, terminal B

Arrival:

18:55

Mexico City, Mexico - Juarez International, terminal 1

Airline:

Mexicana MX901 e

Aircraft:

Airbus Industrie A319

Fare type: $AVER/Economy

Legend:

e = e-ticket MX = Mexican Peso

8


Months of the year January February

March April

May June

July Augus

Sepember Ocober

November December

Days of the week Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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 he �rs leter in he word is a capial leter (mayúscula).

9

1

BLOCK

Who Are You?

Seasons of the year

Spring

(From March 21s o June 20h)

Auumm / 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.

10


Travels formats When Anonio Marínez and his amily arrived o he Unied Saes, hey had o �ll ou his orma:

M E 1

3

5

1

4

1

X I

C O

M E

X I

C O C I

O A

K S

1

1

A N D O

A

2

M E

O R L

0

1

8

A 1

3

2

5

0

C O

X I 2

2

1

O

O N I

N T

A

Z

N E

Í

M A R T

2

1

T Y

3

0

7

1

2

4 F

L

O R I

D A

11

1

BLOCK

Who Are You?

Vocabulary Name Family name First / given name Middle name Birth date Day Month Country Country where you live Citizenship Country of citizenship Sex Female Male Passport Flight number City City where you boarded Visa City where your visa was issued Date issued Address while in the United States Street Number and street 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 �lled he one or his amily when he reurned o Mexico.

MAR TÍ NEZ AN TONI O MEXI CAN 2 5

1

0 5

9

9

3

7 04 09 x x x x

x

x

x

0 2

A �t �� i� M � r �í n� � 0 5

2

0

0

9

13

1

BLOCK

Who Are You?

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

0 2

14


Learning Activity 1

Actividad de aprendizaje

Using your profile 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 �lling 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. Record 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

1

BLOCK

Who Are You?

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

Larry is an accountant

Mike is a doctor

Nicholas Cage is an actor

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

Lawyers

Teacher

Teachers

Doctor

Doctor s


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 �ve occupaions ha are no on he above lis. 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

1

BLOCK

Who Are You?


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


C hina

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. Vocabulary

Height

Example Sentence

Tall / tallish

Alex is a tall basketball placer.

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.

19

1

BLOCK

Who Are You?

Build / Body Shape

Stocky, well-built Slim, thin, Slender

Frail

Plump

Average build

Fat*, heavy-set Skinny*

Overweight

Age

Child Young Baby

Infant

Teenager

Adult Toddler

Elderly Middle-aged

Old*

* 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


Eyes characteristics Size

Narrow, close-set Small, beady

Big

Wide-set

Color

Dark brown

Green, greenish

Blue, blueish

Hazel

Bright

Hair characteristics Length

Amount

Medium

Partly bald*

Bald

Hairstyle

Big

Braid and dark brown

* Other expressiong: To have a receding hairline = Tener entradas grandes (de pelo)

21

1

BLOCK

Who Are You?

Color

Light-haired

Light brown long and straight

Brunette / brown

Chestnut brown

Dark-haired

Grey

Red-headed, red-haired, and wavy redhead

White

Ethnic and geografic characterístics

Asian Black

White, caucasian Dark / dark-skinned

22

Hispanic

Tanned

Native American

Fair / light-skinned


1.4 Ethnics and Cultural Characteristics Ehnics is an adjecive peraining o people or characerisic o a people, especially a group (ehnic group) sharing a common and disincive culure, religion, language, or he like.

Vocabulary

From America

Native American, African American, North American, South American, Central American, Caribbean, Latin American, Latino.

Brasil

Perú

Jamaica

From Asia

East Asian, West Asian, Pacific Islander.

Thailand

From Africa

Japan

Vietnam

African.

Ghana Kenia

From Europe

European, West European, East European. Spain Germany Russia

23

1

BLOCK

Who Are You?

Religion

Catholic, Jewish, Muslim, Christian, Buddhist, Protestant.

Muslim

Jewish

Mexican Ethnic and Cultural Groups:

Mayan, Aztec, Otomi, Mixtec, Zapotec, Huastec, Nahua.

Buddhist

Other adjectives according to their physical appearance

Handsome Beautiful

Fashionable

Elegant

Nice

Smart

Shabby

* Negative connotation

24

Ugly*

Good-looking

Well-dressed

Casual Messy

Tidy


Big/large Huge Small/little Tiny

Long/short

Other physical characteristics

Eyeglasses

Freckles

Beard

Scar

Moustache

Our body Do you know wha are he names o he pars o your body? Le’s �nd 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

1

BLOCK

Who Are You?

Activity Sequence 4A

1. 2. 3. 4.

Read 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 �nished, 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. Read 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

1

BLOCK

Who Are You?

Activity Sequence 5

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

1. Lisen o your eacher eacher as he or she poin o differen pars o her or his body and answer. answer. Your Your eacher will ask Wha’ss his? (For Wha’ his? (For example, poining o her hand.) 2. You should answer answer:: Ta is a hand. 3. Answer o he quesions your eacher eacher asks you abou 10 oher pars o your body. 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edd (or Muae (or muaing) plurals plurals more than one child more than one woman n more than one man n more than one person n more mo re than one goose n n

= = = = =

children women men people geese

more than one mouse more than one barracks n more than one deer n more than one tooth n more than one foot n 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 – gilr + s = girls orm he plural plural o words words ending in he leters leters or sound o he leters: -ch , sh , x , s , , or s-like. 2. Add an e -es o orm Examples:

kiss – kisses bus – buses gas - gases

box – boxes brush - brushes witch - witches

watch – watches

Food for Thought

Special cases of the plural forms of some nouns A. When the words end end in a consonant consonant and y , the y is is changed for an i and and an -es is is added. n

more than than one baby = babies

This rule does not apply for proper nouns: n

28

more than one Kennedy Kennedy = Kennedys Kennedys

n

more than than one gallery = galleries

n

more than than one reality = realities


B. Words ending in o also also present special cases. n

more than one potato = potatoes

n

more than than one hero = heroes

n

more than than one cello = cellos

… however … … n

more than one memo = memos

… and for words that appear with a vowel before the letter o… o… n

more than one stereo = stereos

plural orm orm o words ending ending in -f or or -fe ( f sound, sound, when the -e is not pronounced) is to change the f sound sound to a v sound and C. Te plural an s or an -es is added. more than than one knie = knives more than than one hoo = hooves more than one sel = selves more than than one lea = leaves more than than one lie = lives more than than one el = elves n

n

n

n

n

n

However, there are some exceptions: more than one dwar = dwars

n

n

more than than one roo = roos


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 vocabular y appropriaely, appropriaely, conexualizing i in a speci�c communicaive c ommunicaive siuaion.

Activity Sequence 6

1. 2. 3. 4.

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

29

1

BLOCK

Who Are You?

Learning Activity 2

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


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


Rubric 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 more.

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

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

For example:

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

We use an irregular plural in this case 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

1

BLOCK

Who Are You?


When we describe a person, we use adjecives o indicae he qualiy o wha we are describing. Remember 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 modi�ed using adverbs. Adverbs modiy a verb, an adjecive, or anoher adverb. Usually, in English adverbs end wih he suffi x –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

pretty long short short

woman hair girl girl

Pretty

small

nose


Describing he physical appearance of someone.

Compeence: Te suden can use he new vocabulary appropriaely, conexualizing i in a speci�c 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 speci�c 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 �rs 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 . Race: Whie, caucasian . Oher: Good-looking, smarly dressed, elegan .

Person 1: Name: Age: Hair: Race:

Occupaion: . Heigh:

. Build: . Eyes:

. Oher:

. . . .



. Build: . Eyes:

. . .

. Oher:

Person 3:

Name: Age: Hair: Race:


. Build: . Eyes:

. Oher:

. . . .

33

1

BLOCK

Who Are You?



. Build: . Eyes:

. Oher:

. . . .



. 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 family last name is used (apellido paterno únicamente).

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. Read 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 Roo 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 ��, he saes wih he greaes percenage o indigenous populaion are:

• • • •

Yucaan, 59% Chiapas, 28% Puebla, 19% Veracruz, 15%

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

Huas teca

Y ohuali ch an, P ue bla

• Quinana Roo, 39% • Hidalgo, 24% • San Luis Poosi, 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

1

BLOCK

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. W hen 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, 40% geographical map, o show he inormaion in he ex. 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/sel�nro/sel�nrord1.hm 2. Read he pre-lisening exercise. Lisen o he recording audio exercise. Answer he quesions given (�ve 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.

1.5 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 t he 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 r elationships that exist between the different members of a family. Identify the words. Relate the variables. Analyze the existing relationships. Deduce the relationships not mentioned.

37

1

BLOCK

Who Are You?

Vocabulary children grandfather grandmother grandparent grandparents grandson granddaughter grandchild English

grandchildren

father

great-grandfather

daddy, dad

great-grandmother

mother

great-grandson

mommy, mom

great-granddaughter

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

Food for Thought

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

38


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

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

1.6 Ordinal and Cardinal Numbers 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

�ve

15

�fteen

50

�fty

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

1

BLOCK

Who Are You?

Ordinal numbers 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-�rs

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. Repea 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.

_______________

_______________

_______________

_______________

_______________

41

1

BLOCK

Who Are You?

Addresses Knowledge In English, when you give inormaion abou your address, �rs 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 read twenty-five, forty-three forty-three Washington Washington Avenue. Another example, example, 589 Washington Avenue, we read: five, 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 assigned to the dwelling (house, building, building, etc.), you mention 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 �fy-one Dyer Street

29 Madison Avenue

wenty-nine Madison Avenue

125 Summer Road

One twenty-�ve Summer Road

Addresses in Mexico Mexico are longer. longer. We We include the number 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

42

Neighborhood:

Colonia San Juan lihuaca

Zip code: 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 Y ou may may wrie: 236 Reorma Avenue, apartment 5 In some cities in the United States, offices in a building bui lding are called suites. 868 Reorma Avenue, suite 505 Example: 868 Example:


ell your address o someone or wrie your address.

Compeences: Te suden can wrie w ri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 o hree or our sudens. 3. Dicae your your address o he oher sudens. 4. Lisen o o he addresses addresses o he oher sudens. sudens. 43

1

BLOCK

Who Are You?

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

___________________________________________

Number and sree: ___________________________________________

Neighborhood:

___________________________________________

Ciy:

___________________________________________

Zip code:

___________________________________________

Sae:

___________________________________________

Counry:

___________________________________________

Suden 2: 2:

___________________________________________

Number and sree: ___________________________________________

Neighborhood:

___________________________________________

Ciy:

___________________________________________

Zip code:

___________________________________________

Sae:

___________________________________________

Counry:

___________________________________________

Suden 3: 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 diffi cul o undersand he words we lisen o in English. I may be necessary o spell ou hese words. o o spell ou a word, you need o know he leters o he 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 spel l i ou name? or 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

H I

J

K

L M N

O P

Q

R

S

V W X

F

G

T U

Y Z

Learning Activity 4


Spelling and pronunciation

For he suden 1. Review 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.

For he eacher 1. Review 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.

*You may wan o consul he spelling bee rules a: htp://www.cesa11.k12.wi.us/ services/spellingbee/rules.pd


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

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

1

BLOCK

Who Are You?

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


1. Lisen o he pronunciaion o each leter. 2. Your eacher will read hem aloud or you. 3. Repea 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.

1.7 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

1

BLOCK

Who Are You?

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

Observe the 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 o esar . Tis is the only verb that presents three different orms when conjugated in simple present tense.


Filling ou formas.

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


1. Read he pro�le writen in he orm o a paragraph. 2. Read he ollowing ideni�caion (��) 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. Read he ollowing pro�le

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


Read he ollowing personal ideni�ca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

months Age

Date of birth

American

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: year.

Place of birth

Date of birth

Nationality

Occupation

month. Age

Address

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

49

1

BLOCK

Who Are You?


In 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 affi rma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.


1.8 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i�ed noun. You and hey make reerence o people in general. Tey represen an unideni�ed noun. Funcion: serves as a noun wihou a speci�c ideniy. Tere are our impersonal pronouns. Example: I is sunny oday. I is 10 o’clock. 1. i Example: How do you ge o he school? 2. you Example: One can learn English wih pracice. 3. one Example: Tey say learning English is difficul. 4. hey 51

1

BLOCK

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

the right track, baby I was born this way

It doesn’t matter if you love him or capital H-I-M Just put your paws up ‘Cause you were born this way, baby

Ooh, there ain’t no other way, baby, I was born this way Baby, I was born this way Ooh, there ain’t no other way, baby, I was born this way I’m on the right track, baby, I was born this way

My mama told me when I was young We are all born superstars She rolled my hair and put my lipstick on In the glass of her boudoir There’s nothin’ wrong with lovin’ who you are She said, ‘cause He made you perfect, babe So hold your head up, girl and you you’ll go far Listen to me when I say I’m beautiful in my way ‘Cause God makes no mistakes I’m on the right track, baby I was born this way Don’t hide yourself in regret Just love yourself and you’re set I’m on the right track, baby I was born this way, born this way 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 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

52

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


Demonstrate Your Competence ASK 1. Wrie a brie paragraph providing personal inormaion o be included in a school direcory. 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 o include: name, place o birh, dae o birh, naionaliy, age, marial saus, occupaion, address, phone number, amily members, hobbies. �ve poins ( ) A leas eigh relevan iems are included. hree poins ( ) �ve - six relevan iems are included. one poin ( ) hree - our relevan iems are included only. No poins ( ) Less han hree 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). hree poins ( ) zero - hree errors. one poin ( ) our - six errors. No poins ( ) More han six errors. 3. Suden demonsraes undersanding o he audience his ex is addressing. wo poins ( ) Suden addresses audience appropriaely. No poins ( ) Suden doesn’ address audience appropriaely.

ASK 2. Forma compleion wih your personal inormaion. Insrucions: Fill ou he ollowing 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:

Male

Female

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

53

1

BLOCK

Who Are You?

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

Full address:

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

Performance Indicators Evaluation Instrument - Checklist 1. Suden provides correc inormaion. �ve 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. �ve 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 �ve 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i�caion orma afer lisening o personal inormaion. You may ake noes as you lisen.

54


ex o be read by he eacher (wice) Marha Ramírez 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. �ve 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 (spelling and grammar). �ve poins ( ) Well writen zero - our errors. hree poins ( ) Good use o language �ve - eigh errors. wo poins ( ) Needs improvemen nine - 12 errors. zero poins ( ) Lacks compeence More han 12 errors.

55

1

BLOCK

Who Are You?

ASK 4. Creae a amily char rom he ollowing writen 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 bookkeepper. 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 Ricardo. Eduardo is a universiy proessor. He lives in Chihuahua. My oher broher, Ricardo, is a business consulan. He lives in Leon, Guanajuao. My siser’s name is Kaherine. We call her 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 name is José María and my grandmoher is Guadalupe. Tey are rom Guanajuao. My grandaher is a carpen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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 in he char are well indicaed. Places o birh are included in he char. Occupaions (when applicable) are included in he char.

Yes Yes Yes Yes

No No No No

ASK 5. Creae a amily char rom he inormaion you 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 EACHER: Prepare a ex similar o he one used in ask 3. Read i o he suden. Sudens will wrie as hey lisen o he aural ex. eacher will show he char �lled ou according o wha he/she read and sudens will check or accuracy.

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.

56

Yes Yes

No No


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 pro�le and presen i orally o he class and in wriing o your eacher. Insrucions: Wrie your personal pro�le. 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.

Student is not fluent most of the time.

Grammar and spelling

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

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

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)




Student makes many language mistakes and / or doesn’t use appropriate 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 o rganization. Message is unclear.

Total points

57

1

BLOCK

Who Are You?

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 pro�le. 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




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

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.

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


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 respecul (alk nicely). • No swearing (no offensive or vulgar words or expressions).

58


• Speak wih good purpose. • Tink beore you pos. • No sarcasm. • Don’ use all caps. • Don’ give your e-pal’s inormaion o anyone else. • Don’ give ou all your personal inormaion (phone number or address). • Don’ invie srangers over or agree o mee hem. 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 �nding 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/


Insrucions for he suden 1. Wrie our or �ve quesions ha brie�y 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. Remember 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)

Previous questions

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

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

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

Netiquette

Student did not follow netiquette rules appropriately in all his/her online 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 vocabulary terms learned in this block. paragraph

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.

59


2

BLOCK Learning Objects 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8

Daily Activities Working Activities Leisure Activities Sport Activities Means of Transport Public Places Adverbs of Time and Frequency Information Questions (Wh Questions)


n

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 re�exive 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 cultures.

Warm Up What can you do? Reading Identify and understand general ideas in a shor t 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 corn�akes 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?


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.

n

Understands how simple present tense is used when he / she listens and reads simple texts.

2

BLOCK


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. Repea 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. corn�akes 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. Repea. 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. corn�akes 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. 62

Read 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

V ERBS

Take a drink Wake up

Go Eat

Take a shower Pick up

Brush Write

Comb

Other words Put on Alarm clock

Bathroom Skate-boarding

Sewing

Bedroom

63

2

BLOCK


Sandals

Kitchen

Shower Shoes

Tooth Coffee

Hair Bacon

Vacume-cleaning Orange juice

Makeup

Gloves

Jeans Breakfast

Pear Corn�akes

64


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. corn�akes or any oher cereal and a piece o rui. my car keys. rom 8 a.m. o 3 p.m. 65

2

BLOCK


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. corn�akes 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 �rs 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:

66

A plumber �xes (�x) pipes in a bahroom.

1. An elecrician

(insall) elecrical equipmen.

2. A pilo

(�y) 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.

67

2

BLOCK


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

.

2. live in a house

.

3. live in an apartament

.

4. work in an office

.

5. study English

.

6. read novels

.

7. play soccer

.

8. play basquetball

.

9. watch cartoons

.

10. drive a bus

.

11. have a job

.

12. walk to school

.

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

This classroomm doesn’t have a sofa.

1. a blackboard

5. a wastebasket

2. a telephone

6. a refrigerator

3. a bookshelf

7. a pencil sharpener

4. windows

8. curtains

9. a television 10. a garden

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

(no swimming pool)

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

5. a cafeteria

2. a theatre

6. a soccer field

3. many classrooms

7. classess for children

4. a student newspaper

8. student association

9. a parking lot 10. a copy machine

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

Correct homework. Our teacher corrects homework. Speak Chinese

68

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


Read 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. Rabbis ea carros (dogs). Question: Answer:

? . 69

2

BLOCK


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 Roo 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.

70

Are you a soccer player?

Are Kim and Ken from Japan?

Do you play soccer?

Do they speak Japanese?

Is Paul right?

Is this our English textbook?

Does he have the correct answer?

Do we have an English textbook?

Is it Monday?

Is the hamburger good?

Do we have class on Monday?

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

Identiy the weekly activities o a third person and their requency. Demonstrate knowledge by doing several assignments. Competence: Te suden can demonsrae he correc use o requency adverbs when describing rouines and daily aciviies.

Vocabulary

Go shopping, go dancing, go bowling, go �shing

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Go to the movie theater, go to the theater, go to the gym Go for a walk, go for a ride

Jogging, bicycle riding, roller skating

Play cards, chess, videogames, table games Play an instrument (guitar, piano, trumpet, etcetera)

Read, surf the web, listen to music

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2.4 Sport Activities

Vocabulary Chose between those words and write down in the line which correspond to the sport. Play or practice soccer, tennis, basketball, baseball, volleyball, swimming, riding a bicycle, karate, taekwondo.

73

2

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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 ilustrated below and write down the name in the corresponding line.

74


2.6 Public places

Vocabulary Look up in the dictionary the name of the vehicles illustrated below and write down then in the lines.

75

2

BLOCK


Learning Activity 1


Vocabulary review 1. Work in eams o hree or our sudens. 2. Elaborae �ash 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 �ashcards o class and play a spelling game or cones.

Peer evaluation Exchange �ash cards wih anoher classmae. Evaluae according o he ollowing guidelines. 1. Words are properly classi�ed 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 �ash cards.

Activity Sequence 1

1. Read 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.

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 Theatre class the school

Theatre class Visit grand-parents

6:30 7:00 7:30

Aerobics class at the gym Go out with friends

8:00 8:30 9:00

Do homework assignments and study

Watch TV, spend evening with family

Go to bed

Go to bed

9:30 10:00

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Learning Activity 2


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

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 missing.

Frequency adverbs are inclu ded accordin g to timetable.

Vocabulary

Vocabula ry taught in this lesson is poor.

Vocabula ry taught in this lesson is used.

Vocabula ry taught in this lesson extensive.

Spelling

More than 10 spelling errors.

Between six and 10 spelling errors.

Less than five spelling errors.

Grammar

Many errors in the use of simple present tense.

Some errors in the use of simple present tense.

Simple present tense is used correctly.

Punctuation

Lacks punctuation to separate ideas.

Some punctuation errors.

No punctuation errors.


Look Question WH - word

+

Auxiliary Verb

+

Subject

+

VSF

+

Complement

Answer

on Tuesdays and Thursdays?

French and theatre.

What

does

Karen

study

What

does

Karen

eat

for breakfast?

Cereal and fruit.

How often

does

Karen

visit

her grandparents?

Once a week.

Where

does

Karen

practice

aerobics?

At the gym.

Why

does

Karen

go

to the school on Monday in the afternoon.

To attend the Astronomy Club meeting.

Tere are oher inormaion quesions you may ask anoher person. For example: What kind of books

do

you

like

to read?

v

(question word-phrase)

+ aux. verb + subject + verb base form

+

complement

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2

BLOCK


I like to read

mystery books. poetry books. novels. science �ction.

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.

78

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

speci�c 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ing once 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/�ve 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ing every 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.

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2

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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; ofen or equently; 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. Rela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?

.

80


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. 81

2

BLOCK


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

11:45 5:11

7:15

1:20

12:00 am

9:10

is also called

12:00 pm is also called


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 3

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.

82

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 speci�c 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 �rs 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 speci�c 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 �rs 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. Remember 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).

83

2

BLOCK


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

poorly or no enough

none

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

poorly or no enough

none

5. Suden uses vocabulary learned in his block (means o ranspor, public places). well done enough poorly or no 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.


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.

Activity Sequence 4

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 (�rs, 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.

84


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

85

2

BLOCK


Your verbs? (write at least five) Verb

3rd person singular

spanish

Example sentence using the verb in present tense

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


Practice the simple present tense in affi rmative and negative sentences, and inormation questions. Using the simple present tense to make questions and answer them.

Activity Sequence 5

1. Answer he exercise below by �lling 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.

86

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:

87

2

BLOCK


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? Wha 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 �ve sudens. 2. Your eacher will ask your eam o research a speci�c 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, speci�c 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.

88


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


Demonstrate Your Competence 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 �ll ou a orm like he one you �lled ou or he Learning Siuaion 4. Include a leas eigh-10 aciviies. Wrie a paragraph describing he rouine. Remember 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. �ve 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 �ve 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).

89

2

BLOCK


Five o six check marks = �ve 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.

90

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 �ve 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: Read 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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2

BLOCK


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 �ve 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 �ve 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.

92


5. 12:00 p.m.

7. 2:10 7. 2:10 p.m.

6. 12:00 a.m.

8. 7:40 8. 7:40 p.m.

Pair work: Wri work: Wriee 10 differen imes or you o dicae o your classmae. He or she will w rie hem on a shee o paper which will wil l 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 Y ou as a lisener. lisener. 1. You had _____ number o “ime” “ime” iems writen down correcly. correcly. eigh o 10 = �ve poins �ve o seven = hree poins

Less han �ve = zero

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

Less han �ve = zero

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I Describe What Is Happening

3

BLOCK Learning Objects

3.1 Present Progressive 3.2 Clothing 3.3 Talking About the Weather


n

Student is able to express ideas ideas and concepts concepts in coherent, coherent, creative written written texts with a clear introduction, development development and conclusion. Student can listen, listen, interpret interpret and produce produce pertinent messages messages in diverse contexts contexts using appropriate media, codes, and tools.

n

Student is able able to assume a constructive constructive attitude, attitude, congruent with with the knowledge 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 below with your classmates classmates and teacher 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 present progressive progressive tense in its different different forms to describe describe activities that 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 want to to know how you are doing with your new new project. Are Are we 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 drinking some some wine. I am expecting some 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 �ne. It is inspiring for inspiring for art.

Melissa:

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

John:

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

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

Melissa:

What other urban elements can we we identify identify in your your painting? painting?

John:

You can see some common places in the neighborhood. For example,, there is a church, a park, a drugstore example 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 relevantt aspect of my work. It is not �nished yet. I am adding relevan some details every day.

3

BLOCK


Melissa:

Why is the sculpture of the woman dancing?

Description of activities that occur at the moment of speaking.

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 �amenco 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?

John:

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.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Melissa:

John: Melissa.

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. Thank you Melissa. See you soon. As they say here in Spain... hasta luego. Hasta luego, Mr. Livingston. Have a nice evening. Good bye.

What is happening in the previous dialogue? When is this interview taking place? What is Mr. Livingston doing when Melissa calls him? Is Mr. Livingston working on the project in the moment Melissa calls him? When is he working on the project? What can you see in Mr. Livingston un�nished painting? What is the sculpture of the woman doing? What does this represent for Mr. Livingston? How does Mr. Livingston say the weather is like during their conversation? How is the weather like in your city at this moment?

Discuss the answers to these questions in small groups of three or four members. Then, discuss your answers with the rest of your classmates. Your teacher will guide the discussion. Can you identify something in common with the structure of the sentences in bold type? When do we use this verb tense? Can you deduce a rule for how we use this verb tense?

3.1 Present Progressive Learning Situation 1

Identify actions that are being done at the moment of speaking. Competence: Ideni�es 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.

A nn and om are doing heir homework. 96

Mr. and Mrs. Johnson are preparing lunch.


Te dog is playing wih he ball.

Te goalkeeper is caching he ball. Mike and Sam are waching v.

Te sudens are sudying English. 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. Read 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 occurring 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 effi cien. 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 quali�ed 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. De�niely, he world is changing wih he use o compuers. 97

3

BLOCK


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 ?

98

Wh- question

What

are

you

doing

now?

?

Why

aren’t

you

playing

soccer?


NOE: Remember 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). Examples:

Why aren’t you playing soccer now? 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 �nd an apartment.

n

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

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3

BLOCK


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:

100

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 little. Perhaps we double the last letter or we drop a letter. Here are the rules to help you know how to spell the present continuous tense.

Just add -ing to the base verb:

Basic rule

Work

>

Working

Play

>

Playing

Assist

>

Assisting

See

>

Seeing

Be

>

Being

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

t

o

p

consonant

stressed vowel

Consonant

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

Difference 1

Stop

>

Stopping

Plan

>

Planning

Run

>

Running

Begin

>

Beginning

Sit

>

Sitting

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

>

Opening

Mix

>

Mixing

Stay

>

Staying

Mow

>

Mowing

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If the base verb ends in ie , change the ie to y : Exception 2

Lie

>

Lying

Die

>

Dying

If the base verb ends in vo wel + 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

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.

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


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. 103

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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: �ying, jumping, hiting, swinging , caching, kicking, �gh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 �rs 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 w riten 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

Woman’s clothing items

Blouse

104

Skirt, boots

Dress

Blazer


Shoes (�at 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

105

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Belt

Pants Jeans

T-shirt

Gloves

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

Jumper

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

106

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 suffi x -ish , Example: blueish, reddish, greenish, ec.


Describe what a person is wearing. Competence: Te suden can use he new vocabulary appropriaely, conexualizing i in a speci�c communicaive siuaion. 107

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Activity Sequence 2A

1. Choose wo or hree o he persons in Learning Siuaion 6 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 2B

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 whole 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 �nish, 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

108

Needs improvement

Satisfactory

Well done

Grammar

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

Most of the sentences in present progressive are formed correctly.

All sentences in present progressive are formed correctly.

Spelling

59% or less of the words are spelled correctly.

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

80% or more of the words are spelled correctly.

Vocabulary

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

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 appropriately.

Both students personify their role satisfactorily.

Both students personify their role very well.

Fluency

Dialogues do not flow smoothly, interruptions.

Dialogues have some flaws or pauses.

Dialogues flow well.

Presentation skills

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

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

Used verbal and non-verbal language appropriately and expressively.

Presentation aids

Didn’t use aids or used them inappropriately

Used aids appropriately.

Used aids in a very creative and appropriate way.

3.3 Talking About the Weather 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, Rome 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 ºC and i’s cloudy.

London 9 ºC

Scoland

Madrid 16 ºC 109

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Rome 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.

Rome / 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

wind

windy

rainfall shower

showery

Other adjectives* used when describing the weather

hail

dry

hailstone

damp

snow

snowy

dull

snowfall

miserable

snow�ake

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 110

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. Rain

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 111

3

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


Activity Sequence 2

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 speci�c 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

112

10. to blow


ADJECTIVES VERBS

Weather

TEMPERATURE

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

Exercise 9 Weather research. Work in small groups of three or four students. 1. 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.

113

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Demonstrate Your Competence 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 �ve 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

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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 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 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

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 �ve 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 �ve 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 �ve o he acions ha your classmaes describe. 3. Wrie down a leas �ve 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 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.

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.

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

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


Student mispronounces several Student mispronounces words words or mispronounces many times, affecting the some words that affect the meaning of what is being said. 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 vocabulary.




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


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

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 �ve 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i�es 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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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 �oor. 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 �rs (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. I (be) _____________________ very busy oday. 2. A noon I (visi) ___________________ my riend Omar. 3. We (wan) _________________ o have lunch ogeher.

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4. 5. 6. 7.

In he afernoon I (play) ____________________ ennis wih Emilio. In he evening, I (mee) _______________ Willy. We (go) _________________ o he movie heaer. Te �lm (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 �rs lesson (begin) _______________________ a 8 o’clock. Exercise 9 Complee he senences. Use simple presen and presen progressive. 1. 2. 3. 4. 5.

Kai Ji (be) ____________________ a suden rom China. He (live) _____________________ in ianjin and (sudy) _____________________ medicine. A he momen, however, Kai Ji (live) _________________ in Los Angeles. He (do) ______________________ a six-monhs pracical course in an American hospial. In �ve days, Kai Ji (go) ______________________ back o China because he nex erm a universiy (sar) _____________ ____________ in en days.


A. Te suden can undersand he inormaion he/she reads. Well undersood Undersood Needs improvemen Lacks compeence

60 or more answers are correc. 45 - 59 answers are correc. 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: Used wih limiaions: Incorrec usage:

zero o six errors. seven o 18 errors. More han 18 errors.

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4

BLOCK Learning Objects

4.1 Food Products Related with Daily Use 4.2 Plural of Nouns: Special Cases 4.3 Units of Measurements and Weight, Quantities and Containers 4.4 Count and Non-Count Nouns 4.5 Quanti�ers 4.6 Determiners (There Is, There Are)


n

Student is able to produce texts based on the English norms of use according to the intention and communicative situation. Student is able to order information according to categories, hierarchies, and relationships.

n

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? Learning Situation 1 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 2 p o u n d s t o m at o e s Activity Sequence 1 3 p o u n d s p ot a to e s 1 p o u n 1. Read and listen to the following text. d ca r r ot s 1 h ea d o f c a b b a e g 2. Pay attention to the vocabulary words 1 b u n d l e f o r a d i s h e s in each list. 1 b u n d l e o f ce l e r y 3. Pay attention to how quantities are 2 p o u n d s o f p a p l e s expressed for each type of product. 2 p o u n d s f o o r a n g e s 1 b u n d l e f o g r p a e s Let’s go shopping!! 1 p o u n d o p f a r i co t s How much? How many? 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 Wal-Mart once or twice a week. Wal-Mart is a big supermarket that is close to our home. My mother is very organized, so she always makes a list of the things we need to buy and she divides the list in sections. Look at the following examples:

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

4

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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?

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

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

4.1 Food Products Related with Daily Use Vocabulary

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

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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 �nd in your rerigeraor, kichen and soring cabine. 3. Wrie he quaniies o he ood you �nd. 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i�ed correcly he ype o noun (coun and noncoun) and used quani�ers 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

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= 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 n more than one potato . . . but . . . n more than one memo n

= heroes = potatoes = memos

more than one cello = cellos . . . and for words in which a vowel preceedes the letter o . . .

n

n

more than one stereo

= stereos

C. Words ending in - or -e ,  sound, change the  or e 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 Measurements 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c.

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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 �uid ounce (1 oz) 1 pint 1 quart (qt) 1 gallon (gal)

= = = =

30 milliliters approximately (29.6 ml) 16 �uid 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 speci�c 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. 126



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 inEnglish. 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 �sh 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.

dime

Money is the most general term. Cash usually means money in coins or bills/notes. Change

is a term used to describe the money returned to the buyer or customer when he or she has given more than the cost of something. It also means money in low value coins or notes.

dollars

Activity Sequence 1

Role-play. 1. Work in groups 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. 128


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 �fy cens).

Cusomer:

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

Employee:

O course.


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 Russia? 6. Who appears on he ollowing bills?

a) One dollar. b) Five dollars.

c) en dollars. d) weny dollars.

Learning Activity 2

Expressing quantifi ers 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.

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


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

block, quani�ers 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…

ten books. twenty children.

One apple - two apples - three apples… One bottle of wine - two bottles of wine…

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 insigni�can 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 de�nie orm: beer, coffee, cream, honey, juice, milk, oil, shampoo, gasoline, blood, shampoo, ea, soup, waer, wine. e) Solid hings wih no de�nie orm: buter, cheese, coton, �our, ice, ice cream, mea, powder, sal, soap, sugar, oohpase, wood, wool, coton, �lm. 3. Noun-coun nouns are no couned. W ha 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 de�nie par.

130


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 t he noun “fruit”. The same variations occur with: grapefruit, breadfruit and eggplant. Singular Preference

Dialectal Variation

Most speakers prefer the singular form (below)

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

Fruit is delicious in the summertime.

I have to buy some fruit and vegetables.

*Fruits are delicious in the summertime. (incorrect unless talking about different groups / species of fruit)

I have to buy some fruits and vegetables.

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 Wih Nouns

Aricles come beore nouns. Te inde�nie aricles are a / an. Te de�nie aricle is he. 1. We de�ne objecs and people using he aricle a / an or singular coun nouns. Six Flags is an amusement park. Christmas is a 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 o a speci�c hing or when he saemen is rue o only one kind o hings we use he aricle the. Te coffee on he able is Nescae (rue only or a speci�c one: he one on he 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 inde�nie par. Non-count nouns.

I need milk.

I need some milk.

4. Te word any is used in inerrogaive senences, quesions or negaive senences. In hese senences, he coun noun is

included in plural orm. Count nouns

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

132


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

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

5. 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 inde�nie one. Ta is when knowing exacly which one is no imporan. I have a dictionary.

We need an eraser.

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

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

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

reasons: a) We share common experience or here is only one in heir experience. 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i�ed 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. Yes, the principal is Mrs. Richardson.

c) Te + speci�c 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?


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

Activity Sequence 3

1. Read he ollowing ex. 2. Answer he quesions abou he ex. 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. 133

4

BLOCK


What is an ATM machine? 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. You can also make ransers o money rom one accoun o he oher, pay service bills (like he phone bill, he cable �� bill, ec.) or even buy ime or your cell phone. In an �� machine 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 ��. Reading comprehension quesions. 1. Wha is an auomaic eller machine? 2. Do you know how o use an ��? 3. Do you normally use an ��? 4. Is here an �� machine close o your house/school? 5. Can you hink o any disadvanage o using an ��? Exercise 2 Complete the following sentences with the appropriate article (a / an / the) or x if none is necessary. 1. Many banks in Mexico have ________ ATM. 2. ________ machine saves you time. 3. Nowadays, people know how to use ____ ATM. 4. _______ bank teller is a person who works in a bank. 5. _________ bank tellers are people who work in banks. 6. People that have ________ accounts in banks, usually use 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. 8. Do you have _______ savings account in a bank? 9. Does your bank have ________ automatic teller machine? 10. Does _______ machine work every day?

Learning Activity 3

Pictionary 1. Work in eams. 2. Search or picures ha represen coun nouns and non-coun nouns. Find a leas 30 o each. You may wan o look or hese images on he inerne. 3. Separae hem in hese wo caegories. 134


4. Pu hem in alphabeical 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. 6. Deliver your projec o he eacher on he assigned dae or

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. Remember 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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4

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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 affi rma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. Remember ha we use cerain expressions o quaniy o alk abou a de�nie quaniy wih non-coun nouns. A tube of toothpaste. A cup of coffee. A pound of meat.

A loaf of bread. A piece of cake. A glass of water.

8. 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.

136


10. Te expression oo much or oo many indicaes an excess o somehing. Ta is, more han needed or expec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. ATM machines - in this neighborhood. . 6. copy machines - in this school. . 7. windows - in this room. . 8. desks - in this room. . 9. vending machines - in this school. . 10. foreign teachers - in this school. .

Exercise 4 Work in pairs. Now, ask your classmate about their home town or neighborhood. You may want to write your answers in your notebook or as a homework assignment. 11. Japanese cars - in your city

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 little, some, not much, very little, not any). CHOLESTEROL Cholesterol is a substance found in animal foods. Some food like red meat, eggs, cheese and milk contain a lot of cholesterol. Vegetal food doesn’t contain any cholesterol. Some cholesterol is good for the body; however, doctors consider that high levels of cholesterol can be bad for the heart. Additionally, some types of fats, like butter or lard, can raise the cholesterol level in your blood. Doctors suggest that the intake of cholesterol should be less than 300 milligrams a day. To achieve this, we must eat less fat. The following chart gives you an idea of the level of cholesterol in certain foods.

Food product

Cholesterol (mgs)

Serving size

372 260 77 75 35 34 26

3 oz. 1 piece 3 oz. 3 oz. 1 tablespoon 1 cup 1 oz.

liver eggs beef chicken butter whole milk cheese

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.

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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. At 10:00 a.m. there are

students in school. (any / a lot of / a few)

5. We have

of homework to do on the weekend. (many / any / a little)

6. The teacher doesn’t give us

homework assignments.

( some / many / much) 7. In class, we do

exercises.

(many / much / very few) 8. You need

experience to be a good mechanic.

(a lot of / many / a little) 9. Nowadays,

people have computers at home. (many / much / any)

10. We have

fun in this class. (a lot of / no / little)

Cultural Note Shopping in the United States is a very important activity. For some people, it is a necessity. For others, it is more like a sport. In the United States it is very easy to find big shopping centers called malls In a mall, you can find big department stores like Sears, J.C. Penny’s or Macy’s. You can also find restaurants, movie theatres, specific brand stores (like Nike, Gap, Levi’s) or specialty stores. It is also very common to find ATM machines all over the mall because some people prefer to pay with cash. .

However, many people don’t like to carry cash; so, they pay with their credit cards debit cards, or checks. In the United States many times you need to order your merchandise in advance, specially electronic or electric products (such as televisions, computers, refrigerators). This is because stores usually don’t have a lot of products in their stores. They have them in storage rooms. So, you usually order the item you want and they deliver it to your home. Nowadays, people shop by Internet or by phone using catalogues. However, most good shoppers prefer to go to the malls, window-shop first, look at the items, compare prices, have lunch in a cafeteria or restaurant in the mall, decide what they want and where they will buy it, go there and place their order. Finally, if you are thinking of going shopping at one of these malls in the United States, be prepared to walk long distances, wear comfortable shoes, don’t carry heavy bags and don’t forget your credit or debit cards!

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Learning Activity 4


Mexican Cuisine: Heritage of Humanity Read 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 �avors 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 �nd 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, �avors and scens. Known or is varied �avors 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 modi�ed 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. Regional 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

Remember 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...

144

[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 r ight 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.


Demonstrate Your Competence 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 / Read 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. �our

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i�ca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. 146


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

147

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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 = �ve 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 a re 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

148

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. Read 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.

149

4

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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.

150


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



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


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

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 �ve 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: _____________________________

151

4

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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 in Spanish a he online English-Spanish Dicionary a: htp://www.wordreerence.com/

Preparaion:

Prehea oven o 350°. Rub 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° 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° 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.

152


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 �rs 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. Role: 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. Role: 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. Role: 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.

153

4

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Arnold’s grocery sore price lis Bakery n n n n n n

Smih’s raisin cinnamon bread - $3.95 Wonder ialian breaad - $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

Beverages n n n 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

Canned Food n n n n n

Del Mone resh cu sliced carros - $1.15 Green Gian green beans - $1.29 Shop Rie golden corn - $0.65 Idahoan mashed poaoes - $1.29 Kraf velveea cheese block - $2.99

Pasa, grains n n n n 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

Condimens & sauces n 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 Ragu pizza quick radiional sauce - $2.05

Snacks n n n

Jolly ime whie popcorn - $1.79 Riz Bis - peanu buter crackers -$0.65 Rold gold prezel wiss - $3.19

Paper & plasic n n n

154

Glad kichen bags - $3.05 Marcal amily napkins - $3.85 Bouny paper owels - $2.95


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/sel�nro/sel�nrord1.hm 3. Message in an answering machine: htp://www.esl-lab.com/ phone/phonerd1.hm

ginners7/beg7_1.hm. Click on he “nex page” arrow in each page o �nd 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 �ve 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/be-

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 �ve 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-�ll 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 155

Web 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i�ers – some/Any a: htp://www.edu�nd.com/english/ grammar/Deerminers7c.cm

Dailogue in presen ense: Click on Dialogue 1 on he menu on he righ a htp://www.english-online.org.uk/beginners/ beg1_1.hm

Quani�ers wih counable and non-counable nouns a htp:// www.edu�nd.com/english/grammar/Deerminers7a.cm

Leisure aciviies: Vocabulary and exercise a htp://www.eslhq. 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 under he sars (weaher condiions): htp://www. esl-lab.com/camp/camprd1.hm Presen coninuous: htp://www.english-online.org.uk/ beginners6/beg6_1.hm Shor quiz on simple presen and presen Progressive; (Unis 3 and 4) a htp://www.paci�cne.ne/~sperling/quiz/presen1.hml Verb enses uorial – presen simple and presen coninuous: htp://www.englishpage.com/verbpage/verbs1.hm BLOCK 4

Pracice your lisening comprehension wih hese excellen, very shor (less han a minue and a hal) lisening exercises: 1. Heavinly pie resauran: htp://www.esl-lab.com/pie1/ pierd1.hm

Inde�nie aricle a/an a: htp://www.edu�nd.com/english/ grammar/DEERMINERS3.cm De�nie aricle: he a htp://www.edu�nd.com/english/grammar/DEERMINERS2a.cm Excepions o using he de�nie aricle (zero aricle) a; htp:// www.edu�nd.com/english/grammar/DEERMINERS4.cm Grammar quizzes.com – pracice on poins o English grammar. Coun/Noncoun Nouns. Reerring o Mass Nouns or Unis. htp://www.grammar-quizzes.com/agree2a.hml A handy guide o noncoun nouns. ypes o noncoun nouns. Tings made up o small pieces. Wholes composed o indi vidual 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 noun? Some quizzes: 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/ch-counnouns.hml Families’ shopping lis. Six amilies around he world share heir shopping liss. htp://news.bbc.co.uk/2/hi/alking_ poin/7434509.sm#UK Price Chopper – Weekly Specials: 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: htp://www.esl-lab.com/ asood/asoodrd1.hm

Cu your Grocery Bill: en money saving grocery shopping ips: htp://couponing.abou.com/cs/grocerysavings/a/groceryshopips.hm

3. Breakas recipes: htp://www.esl-lab.com/breakasrecipes/ breakasrecipesrd1.hm

Maser grocery shopping lis: htp://aherhood.abou.com/li brary/grocerylis.pd

4. Shopping or he day: htp://www.esl-lab.com/shop1/ shoprd1.hm 5. Spending money: htp://www.esl-lab.com/hoel1/hoel1.hm 6. Snack ime: htp://www.esl-lab.com/snack/snackrd1.hm 156

A Dicionary o Unis, Measuremens, and Conversions a: htp://www.ex.ac.uk/cim/dicuni/dicuni.hm Te English Sysem o Measuremen a: htp://regensprep. 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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Paula Flores Kastanis - English 1 (2a. ed.)

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