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O’PEN

UNIT 1.

“Welcome to the English world”

Unit objective:

At the end of the unit, the students will be able to

develop specifically the listening and speaking

skills, as well the writing part will be develop.

Contents:

1. The alphabet

2. The numbers

3. Colors

4. Days and months

1.1 Teaching the alphabet

Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words. Children cannot understand and apply the alphabetic principle (understanding that there are systematic and predictable relationships between written letters and spoken sounds) until they can recognize and name a number of letters. Children whose alphabetic knowledge is not well developed when they start school need sensibly organized instruction that will help them identify, name, and write letters. Once children are able to identify and name letters with ease, they can begin to learn letter sounds and spellings. Children appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds. Children learn letter names by singing songs such as the "Alphabet Song," and by reciting rhymes. They learn letter shapes as they play with blocks, plastic letters, and alphabetic books. Informal but planned instruc-tion in which children have many opportunities to see, play with, and compare letters leads to efficient letter learning. This instruction should include activities in which chil-dren learn to identify, name, and write both upper case and lower case versions of each letter.

Listen the pronunciation of each word. Listen carefully the different sound

SPEAKING

Students will repeat first each word then they will repeat the each single word and

the corresponding word for each letter. This is just some vocabulary that students can

learn while learning the alphabet.

ACTIVITIES FOR EVALUATION THE CLASS developing the Listening skills, Speaking, Writing, and learning Vocabulary as well.

First activity

Students will Sing the alphabet song ( practice Lis-tening)

Teacher will play a song

Students will play a game they will play the ABC ga-me. Our children will find the letter on worksheets or pictures. The teacher will give the letter and stu-dents will find the letter and circle it. Teacher will provide to the students a page like this one.

Another alphabet game Its fun for kids and can be fun for adults too.. Start with the letter

A. “A is for apple”, “B is for banana”, “C is for cat”, and continue on with all the letters. For

example, the play could consist with the alphabet game with fruit or animals. This way

they are learning to sorals or fruits and also practicing their alphabet.

2. THE NUMBERS

Name: ____________________________________

Date: _____________________________________

Crossword Puzzle – Numbers

Directions: use the clues below to fill in the crossword puzzle with the correct words.

2) 2 + 1 =

4) 2 + 2 =

5) 4 + 2 =

7) 0 + 0 =

9) 5 + 4 =

10) 2 x 5 =

13) 15 x 2 =

14) 10 x 4 =

15) 30 + 30 =

16) 10 + 70 =

1) 1 + 0 =

2) 1 + 1 =

3) 4 x 2 =

4) 4 + 1 =

5) 6 + 1 =

6) 19 + 1 =

8) 70 + 20 =

11) 20 + 80 =

12) 50 + 0 =

15) 35 + 35 =

Writing.

Un- scramble the words and match them to the correct number.

enytw ……………………...

ntheeirt ……………………….

eno ………………………

ent ………………………

eenxits ……………………..

ifve ………………………

eenhgtei ……………………..

evnse ……………………..

wevtel ……………………..

nein ……………………..

wot ……………………..

eentevnse ……………………..

ofru ……………………..

feentfi ………………………

xsi ………………………

eehtr ……………………..

eentofru ………………………

eentnein ……………………….

hgtei ……………………….

neleve ………………………..

Count the objects and complete the sentences:

How many?

There are _______________________________________hemelts

There are_______________________________________boots

There_______________________________________clothes

There_______________________________________extintors

Now write your own :

5 There are _____________________.

______________________________________

______________________________________

______________________________________

______________________________________

THE COLORS

The colors are adjectives because they provide more information about a person or

thing.

An adjective is a word that

describes a noun

Check all these colors and look the name of every one in the next chart. Write the colors name:

1…………………………………….

2…………………………………...

3……………………………………..

4……………………………………..

1…………………………………….

2……………………………………..

3……………………………………..

4……………………………………..

1……………………………………..

2…………………………………….

3………………………………………

4……………………………………..

1…………………………………….

2……………………………………..

3……………………………………..

4……………………………………..

In life everything has a color, that´s why the necessity to learn new colors and the name o

these. In the next chart there a comparison between English and Spanish language.

In this part you are going to learn the name of the color which one are used most of the

time in real life, memorize everyone of this list and you will be able to recognize as many

colors you memorize in the future.

Interactive comparisson color chart

ENGLISH COLORS

RED

BLUE

YELLOW

PINK

BLACK

GREEN

BROWN

ORANGE

LIGHT GREEN

SKY BLUE

VIOLET

GREY

WHITE

GOLDEN

IVORY

SILVER

DARK BLUE OR NAVY BLUE

PURPLE

TURQUOISE

ELECTRIC BLUE

CRIMSON

LIME GREEN

COLORES EN ESPAÑOL

ROJO

AZUL

AMARILLO

ROSADO

NEGRO

VERDE

CAFÉ

ANARANJADO

VERDE CLARO

CELESTE

VIOLETA

GRIS

BLANCO

DORADO

MARFIL

PLATEADO

AZUL MARINO U OSCURO

MORADO

TURQUESA

AZUL BRILLANTE O ELECTRICO

ROJO CARMESÍ

VERDE LIMON

Now, your is time to put in practice your knowledge:

You already known these vocabulary, follow the instruction.

Read and complete the next sentences belogs and at the same time to color the pictu-

res next to the sentences:

Choose a Word of the next two Word lists. Then draw and to color your picture:

ambulance

arson

fire

fire alarm box

fire chief

fire department

fire escape

fire extinguisher

fire hydrant

fireman

flame

hook and ladder truck

hose

oxygen mask

parachute

search light

smoke

smoke jumper

victim

wrecking bar

1. 1.

DAYS AND MONTHS

The days of the week

What day is it today?

This question is used if you´ve simply forgotten what day of the week it is.

Example:

Excuse me! What day is it today? Today is Tuesday/It´s Tuesday.

Myley, what day is it today? It´s Saturday

What’s your favorite day of the week?

This question is often used when friends or other people want to know if you do so-

mething special during the week.

Example:

My favorite day of the week is/It´s Tuesday, Wednesday… Then you can add the reasons

why you like any specific day.

The months of the year

In English, months are correctly written with an initial capital: January, Frebruary…

Vocabulary: January, February, March, April, May, June, July, August, September,

October, November and December; Monday Tuesday, Wednesday, Thursday, Fri-

day, Saturday, and Sunday; day,month, year, date, today,week

The working days The weekend

Mon-day

Tues-day Wednesday

Thursday

Fri-day Saturday Sunday

Mon Tue Wed Thu Fri Sat Sun

January February March April May June

Jan Feb Mar Apr May Jun

July August September October November December

Jul Aug Sep Oct Nov Dec

Writing the Date

Note - which format to use is a question of formality, politeness and personal

choice; generally, the longer formats, such as B or C, are more polite (since they show more respect for the reader). Shorter formats, such as D or E, are used in less formal situations, for example a memo, a letter between friends or an impersonal business letter. Format F is rather official and is typically seen on an invoice or an official or technical document. Format A is ex-tremely formal and mainly used on printed items, for example a wedding invitation. The nu-merical formats may use a full stop (.) or hyphen (-) instead of a slash (/), for example: 14.3.2011 or 03-14-11.

Dates (Days of the month)

In figures In words In figures In words

1st the first 17th The seventeenth

2nd the second 18th the eighteenth

3rd the third 19th the nineteenth

4th the fourth 20th the twentieth

5th the fifth 21st the twenty-first

6th the sixth 22nd the twenty-second

7th the seventh 23rd the twenty-third

8th the eighth 24th the twenty-fourth

9th the ninth 25th the twenty-fifth

10th the tenth 26th the twenty-sixth

11th the eleventh 27th the twenty-seventh

12th the twelfth 28th the twenty-eighth

13th the thirteenth 29th the twenty-ninth

14th the fourteenth 30th the thirtieth

15th the fifteenth 31st the thirty-first

16th the sixteenth

FORMAT BRITISH: DAY-MONTH-YEAR AMERICAN: MONTH-DAY-YEAR

A the Fourteenth of March, 2011 March the Fourteenth, 2011

B 14th March 2011 March 14th, 2011

C 14 March 2011 March 14, 2011

D 14/03/2011 3/14/2011

E 14/03/2011 3/14/11

F 14/03/2011 03/14/11

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UNIT 2.

Let´s start learning

Unit objective:

At the end of the unit, the students will be able to de-

velop the speaking skill and writing skill.

Contents:

1. My family

2. Professions

3. Learning to introduce myself

4. Routines

SIBLING

GRANDFATHER

GRANDSON

STEP- FATHER

GRAMD- MOTHER

HUSBAND WIFE SISTER

COUSIN NIE- CE

BROTHER AUNT SPOUSE

NEPHEW UNCLE GRAND DAUT-

HER AUNT DAUGHTER

MY FAMILY

Reading: Family vocabulary

Your family members are also called your relatives. You have an immediate or nu-

clear family and an extended family. Your immediate family includes your father, mot-

her and siblings. Your extended family includes all of the people in your father and mot-

her's families.

You may also have a stepfamily. Your stepfamily includes people who became part

of your family due to changes in family life. These changes may include death, divorce or

separation. New partnerships create new children. The new children and their relatives

become part of your blended family. Some people are born into a step family.

Who are my family?

EXERCISE 1.1

Write the name of your relatives in the pictures below

They are my They are my

My and my my cousin and my

EXCERCISE:

Complete the sentences.

My name is ______________ my mother’s name is___________ and my father’s

name is_____________ they are very lovely people to me, I love them so much, my

grandfather’s name is ________________ and his wife is ___________ my aunt

has a beautiful girl her name is _______________ she is my____________ her

FAMILY TREE

Students will practice about family by writing the names of their family using this family tree.

SPEAKING: Who are my relatives?

Exercise 1: Explain who their parents are mentio-

ning the name of each one and pointing out to the

family tree.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

My mother´s

name is Cristina

LISTENING 1.1: FAMILY VOCABULARY.

Task 1 Listen to the vocabulary in the CD and read the list of vocabulary below.

The Family

Task 2 In your english notebook, copy each member of the family and

separate them in male and female gender.

Example: Father—Male Mother---

Female

mother great grandmot-her

dauhter in law

father niece second cousin

sister nephew wife

brother grandson children

son grand daughter kids

daughter great grand dau-ghter

child

aunt husband siblings

uncle mother in law parents

grand father father in law uncle

grand mother brother in law aunt

cousin sister in law brother in law

great grand fat-her

son in law sister in law

What are the jobs?

Can you find the words in the Longman Photo Dictionary?

He’s a teacher.

She’s a

I work in a school.

I cut your hair.

I check your teeth.

I stop the traffic.

You see me when

you are sick.

I work in a hospital.

doctor

nurse

teacher

dentist

police officer

hairdresser

5

Now write 2 sentences about the people in your life.

....................................................................................................................................................................................................

....................................................................................................................................................................................................

What’s my job?

Write the job.

1 I drive a car all day. I like talking to my customers. ............................................................ 2 I work in an office. I

answer the telephone and speak to visitors. ............................................................

I work in the street. My job is hard. When people do bad things

I take them to the police station. ............................................................

I work in a hospital. I help people who are sick. I give them medicine and bring them food.

............................................................

I work in a hospital or in a surgery. You come to see me when you are sick. ............................................................

I work in a shop. I take your money and give you change. ............................................................

I work in a garage. I repair your car. ............................................................

I work in a school or college. I teach children or students. ............................................................

I work in a restaurant. I bring your food and take your money. ............................................................

I work in a salon. I cut your hair. ............................................................

I work in a surgery. I look after your teeth. ............................................................

I work in the kitchen of a restaurant or hotel. I cook the food. ............................................................

Write short answers.

Do you have a job? What’s your job? ............................................................

Which person gets a lot of money? ............................................................

Which person gets a little money? ............................................................

Which job is very difficult? ............................................................

Which job is easy? ............................................................

What job would you like to do? ............................................................ 7 What job would you not like to do?

Understanding job advertisements

Circle TRUE or FALSE.

Write the answer.

How much is the pay for the receptionist? ................................................................................................

What’s the doctor’s e-mail address? ................................................................................................

You would like the trainee hairdresser’s job.

What telephone number do you ring? ................................................................................................

Which job would you like to do? Why? ................................................................................................

1 The receptionist’s job is full time. TRUE FALSE

2 The trainee hairdresser’s job is full time. TRUE FALSE

3 The receptionist works on Wednesdays. TRUE FALSE

4 The trainee hairdresser works at the weekend. TRUE FALSE

5 The trainee hairdresser can go to college. TRUE FALSE

6 You can phone about the hairdresser’s job on Saturday. TRUE FALSE

2.3 Learning to introduce myself

Introducing yourself doesn’t mean that you are going to tell you name, it requires

the appropiate information of the context you are in.

Introducing yourself in class.

Hi! My name is Mark Smith, I´m from Canada and I have been living there all my life, I like to practice tennis but I really love go to the gym. I’m studing a major in History and I would like to be very famous one day. Bye! Go now, introduce yourself using your information:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

This an introduction very easy to do it and remember, don’t forget to be polite with

older people. However, in real life you have to make an ongoing conversation,

that´s why you can use questions and answer at the same time. For example:

George: Hello Bush! Have you heard

about the new Fire department in the city?

It´s a big station nextto central park.

Bush: Yes, I have. That station is going

to be very helpful in our city, yesterday

they firefihters body stinguish a burning in

the forest, fortunatelly they were very pro-

fessional and the burning was put out

easily.

George: Fantastic, the equipment they

have is modern and very useful at all.

Bush: Now, my son wish to be a fireman but I’m worry about that´s look no safe!

George: Don´t you worry man, they are professional and they know what to do, he will

be a hero one day...

In an ongoing conversation a second person will ask you questions, you will answer

these questions and make questions involving topics to create interest in listen

what other person is talking about.

Practice context: Create you own conversation and use the given space:

Chuck: ____________________________________________________________.

Lila:

______________________________________________________________________________________________________.

Chuck: ___________________________________________________________________________________________.

Donald: _____________________________________________________________________________________________

______________________________________________________________________.

Lila: _________________________________.

Formal and informal conversation

Formal coversation

It is very important to take in account very important phrasology that is used in

formal conversations, you have to learn the differences between formal and infor-

mal dialogues:

In formal conversation you have to call

every person by their first name and last

name.

Don´t forget to say Miss, Mr. Sir. Senior, or

call people by their professions: engenier,

teacher, doctor, lawyer and so on.

Don’t forget to use appropiate vocabulary

for each context you are in.

Make eyes contact and pay attention in what this person is speaking.

Avoid use your cellphone while you´re keeping a conversation.

Catch the moment when you will use funny phrases.

Be self-confident and respect different opinions.

Practice in pair this conversation throught the phone:

A. Hello, my I speak to Mr. Booth, please?

B. Hello, hold on please, I got you throught.

A. Thank you!

B. Sorry, his line is engaged. Can you call again la-

ter?

A. No, sorry I can´t. can you leave him a message?

B. Yes, of course!

A. Tell him I was glad to meet him and I’ll come

back as soon as possible.

B. All right, he´ll be glad to hear about that. Bye!

A. Bye!

Complete the dialogue:

Mathew: Hello, could you __________________ the way to the railway station, _____________? Policeman: Go straight on _____ next crossroads, and turn_____________ at the traffic lights. Mathew: Could you show ______ the way on the _________? Policeman: Yes, have a look here is not very far! Mathew: _____________ that´s very kind of you! Policeman: You´re _________________. Mathew: Bye!

Informal conversation

This is your life and you friends, even you parents and relatives. There are no rules

to do it, just be free, but respect and don’t make feel someone bad.

Example: Practice this conversation en couples (girl and boy)

Karen: Hi!

Smith: Hi! Karen.

Karen: How are you?

Smith: I´m doing well, and you?

Karen: Not bad! What’s new with you?

Smith: Not much, I´m learning new thing in the Fire depart-

ment where my father works.

Karen: That´s nice. And what´s you father do for live?

Smith: He is firefighter, his the new boss at the station in our

city, I´m wanna be like him one day, but I prefer to being in the department´s administra-

tion. Do you how dangerous this work is?

Karen: Sure, that seems xtreme!

Smith: Yeah, just look this cloth. This is my uniform: a coat, helmet, glove, plants and

boots.

Karen: You look, mmmmm not bad.

Smith: Don’t make fun about me girl. Did you know that one day I should save you li-

fe?

Karen: Well, just do it! I have to go, bye fireman!

Smith: Bye, preatty!

CHECK THE CHART AND PRACTICE THESE GREETINGS:

General greetings (Formal)

Hello! How are you? How are you doing? How is everything? How’s everything going? How have you been keeping? I trust that everything is well. It’s been too long. What have you been up to all these years? It’s always a pleasure to see you. How long has it been? I’m so happy to see you again.

General greetings (Informal) Hi. What’s up? Good to see you. How are things (with you)? How’s life been treating you? How come I never see you? It’s been such a long time. Long time no see. Where have you been hiding?

It’s been ages since we last met

I get up early in the morning

My wife brushes her long hair before work.

My son goes to school the whole week.

2.4 Daily Routines

General routines

Take a shower Have breakfast Get Up

Daily Routines at the Fire Department

Get Dressed Daily Trainning Apparatus Maintenance

Fire Suppression Upkeep of Station

Grammar Focus:

Simple Present

Structure (Positive) Subject + Base Verb (+ s/es in third person) + Object

Examples: I get up early in the morning My wife brushes her long hair before work. My son goes to school the whole week.

The school bus leaves at 7 every morning

My daughter loves puppies.

Windshield are made of glass

Time expressions with simple present tense

The simple present tense is used to talk about things that happen regularly, repeatedly or all the time. As a result of this, we often use some adverbs of frequency with the simple present tense to state how often somebody does something.

Adverbs commonly used with the simple present tense are: always, usually, often, someti-mes, occasionally, rarely and never. Note that the adverbs of frequency usually go before the verb.

He often visits his grandparents.

I often buy comics.

We usually go to Singapore in April.

I usually get up early.

She always carries an umbrella.

He never gets angry.

I sometimes read foreign periodicals.

They rarely watch TV at night.

She frequently buys detective stories.

Structure (Negative)

Negatives in simple present use do not or does not. They also use be + not.

Do Not/Does Not Subject + Do/Does +not + base verb

Examples:

He does not get up early. He does not shine his shoes in the morning. She studies English. She does not study English.

After do not or does not the verb is always in the base form.

Be + Not

Negative sentences can also use the verb to be and not. They look like these examples:

I am not a firefighter. She is a very skillfull firefighter. They are not from the fire department.

Questions

Yes / No questions (closed questions)

In English, there are two basic types of questions: Yes / No questions and Wh- questions.

Yes / No questions are also called closed questions because there are only two possible res-ponses: Yes or No. When forming a Yes / No question, it must include one of these verbs: BE, DO, HAVE, or a MODAL VERB. It is impossible to ask a Yes / No question without one of these verbs.)

The following is the word order to construct a basic question in English using Do or Does

Do I play?

Do you play?

Does he play?

Does she play?

Does it play?

Do we play?

Do they play?

Do/Does Subject Verb The Rest of the sentence

Do I / you /

we / they have / buy

eat / like etc. cereal for breakfast?

Does he / she / it

Daily Routines Vocabulary

Directions: Match the columns. Write the letters on the lines.

UNIT 3.

Giving descriptions

Unit objective:

At the end of the unit, the students will be able to

develop the writing and listening and speaking

skills

Contents:

1. Places and people

2. Weather

3. Neighborhood

4. Sports

Places and people

All around my neighborhood there are many places to go, beautiful place to visit and in-

teresting people to meet. Let`s discover some information related with this topic.

Direction

Students will listen a short conversation about some people sharing their time in a place,

please listen and guess where these people are. Then listen again and repeat the dialogue.

Listening (play the audio)

Neighbors

Tom: Hi Henry, it's been a long time since we saw each other last. What have you been up

to?

Henry: Hi Tom! It's great to see you again. I've been away on business.

Tom: Really, where did you go?

Henry: Well, first I flew to New York for two meetings. After that, I flew to Atlanta, where

I had to make a presentation at a company conference.

Tom: It sounds like you've been busy.

Henry: Yes, I've been very busy. It's good to be home again. What have you been doing

lately?

Tom: Oh, nothing much. I've been working in the garden these past few days. Alice has

been away for the past two weeks visiting her relatives in Chicago.

Henry: I didn't know she has family in Chicago.

Tom: Yes, that's right. We met at university in California. She was born in Chicago and li-

ved there until she went to college.

Henry: How long have you lived here in Colorado?

Tom: We've lived here for over 10 years. We moved here in 1998 because I had a new job

as a sales representative.

Henry: Have you lived in the same house since you arrived?

Tom: No, first we lived in a condo in downtown Denver. We moved here four years ago.

We've lived on the street for four years and they've been the happiest years of our lives.

Henry: Yes, my wife Jane and I love this neighborhood.

Speaking :

Listen and repeat the next dialogue.

What have you been up to?

I've been away on business

Company conference

What have you been doing lately? relatives

to move

Condo

neighborhood

That's strange

How time flies

To graduate from college or university

It seems like yesterday

To retire

I have to get going

Glad to have you back

Reading

Students will work in pairs and will start discussing about the common places in town, they will share ideas about each place that is presented below

Individual work. Read each sentence, then guess the place and write the name of the place in the correct space.

Directions:

In this activity students will write

a short description about their

city.

In my city

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

People

Students will learn new vo-cabulary to describe people. Starting by practicing this

words and learn by heart, they will learn by practicing

each one by repeating them one by one.

Direction:

Write the missing informa-tion about your neigbor-

hood

THE WEATHER

THE WEATHER AND THE SEASONS

WHAT’S THE WORD?

Take an umbrella. It’s raining .

Be careful when you drive home. It’s hard to see because it’s so ______.

It’s cold! I think it will be ____________ soon.

There isn’t a cloud in the sky. It’s a ___________ blue sky!

The leaves are blowing off the trees. It’s really _____________!

MATCHING ASSOCIATIONS

C 1. snowstorm a. flashes of light in the sky

______ 2. lightening b. very strong winds and rain

______ 3. thunderstorm c. cold winds and snow

______ 4. hurricane d. warm rain and noises in the sky

______ 5. winter e. flowers bloom

______ 6. spring f. leaves fall

______ 7. summer g. cold temperatures

______ 8. autumn h. hot temperatures

snowing foggy raining clear windy

SPEAKING D. WEATHER TALK. Complete the next exercises.

It’s a clear sunny day. Let’s go to do exercise

It isn’t raining very hard. It’s just ________________.

I don’t like it when the sky is grey and ______________.

My uniform frizzy when it’s _____________.

I hear it’s going to be freezing tomorrow and we’re going to

have a big ________________.

My fellows always hold their ears when there’s loud

______________.

What a terrible _____________! All the trees in our

neighbourhood were destroyed.

Look up at the sky! Did you see that flash of _____________?

I’ll open the blinds to see if it’s clear or foggy today. Oh! It’s ___________ I can’t see a

thing!

E. A GOOD IDEA / NOT A GOOD IDEA

1. A. It’s windy. I think I’ll fly my kite.

B. a. That’s a good idea.

b. I’m not so sure you should.

2. A. It’s sleeting. Why don’t we have a rest?

B. a. That’s a wonderful idea!

b. Let’s wait until another time.

3. A. It’s freezing. I’ll turn on the heat.

B. .a. Please do.

b. I wouldn’t recommend that.

4. A. It’s hailing! Let’s go sailing!

B. a. Are you out of your mind?!

b. I’d love to.

cloudy foggy lightening snowstorm thunderstorm

drizzling hurricane muggy sunny

Writing. Answer the questions below acording with the chart at the

right. Look at the pictures

What and who can you see in the pic-

tures? What are they doing? Describe

the pictures and answer the following

questions:

What kind of weather does fire-fighter

like the most?

Which is their favourite season Why?

Which seasons do you like the least?

Why?

What is the weather like in spring/

summer/autumn/winter?

Compare the climate of England with in

El Salvador

What is the weather right now in El Sal-

vador

What was the weather like in the morn-

ing?

Have you ever been working against fire

during a storm?

3.3 MY NEIGHBOURHOOD

This is a social community with considerable face-to– face interaction among

members, you are a member of yor community, now lest´s go to learn about

the neighbourhood.

In my neighbourhood there are many places that I can visit, for example:

The park

The cinema

The pharmacy

The stadium

The theather

The church

The school

Some shops

The supermarket

The fire department

The police station

The hospital

The school

What about in your neighbourhood, how different is yours?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Complete the next sentences:

1. I like to visit_______________________ because_____________________________:

2.I enjoy o visit_________________because is ______________________________________.

3. I went to visit the ________________________yesterday morning.

4. She doesn like to visit ___________________,she has other preferences.

5. I live near to the _______________________ at the corner of__________________________.

Drawn a place in every colored space, try to create your own neighbourhood adding

the name of each place at.

Offer adresses to your Friends, How they can get to the

Church ? ________________________________________________________________________________________

Post office?______________________________________________________________________________________

Train station?___________________________________________________________________________________

Sport centre?___________________________________________________________________________________

Bakery? _________________________________________________________________________________________

Park?____________________________________________________________________________________________

School? __________________________________________________________________________________________

Bank ?___________________________________________________________________________________________

Police station? __________________________________________________________________________________

Restaurant? ____________________________________________________________________________________

University ? _____________________________________________________________________________________

Observe the picture above:

Write as much vocabulary you know about this-

neighbourhood in your notebook.

Explain in your own words, why the Fire Department is lo-

cated at the center of this neighbourhood?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Practicing knowledge:

Read paying attention in every detail

looking at the picture at the same

time:

"The school is far the main road. There is

no bus stop near the school. Next to the

school, there is some horse. There is a taxi

between the school and a house. The bus

is at the back of the bus stop. There is a wood behind the school. There are

some pinetrees in front of the houses. There is a cow between two houses".

Do you think this information is correct?

Yes,

No

Rewrite all the paragraph correc-ting the wrong information:

-

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

NOTE

Did you know that The fires station is located alway in the center of the city in order to have more range of successful to stinguish a burning in a city. They choose the area with more spaces and streets to solve faster an emergency.

SPORTS Types of sports Skiing Biking Football

Gymnastics Volleyball Swimming

Baseball Basketball Tennis Table tennis

Track and field

Some questions when asking someone about sports

Do you play any sports?

What’s your favorite sport?

Do you like to exercise? Why?

What sport are you good at?

Do you like to watch sports on TV?

What's your favorite baseball team?

Speaking practice Practice the dialogue – Susan and Christine talking about what sport to practice. Susan: So, do you want to play tennis this weekend? Christine: I'm afraid I can't play tennis. Susan: NO, are you joking? I'm sure you can play tennis. EVERYBODY can play tennis. Christine: Well, I can't. BUT I can play golf. Susan: Really, I can play golf, too. - but not very well. Christine: I have an idea. Why don't we play tennis this weekend and then next weekend golf? Susan: OK, that's a good idea. Let’s go. Grammar focus: Adjectives

Adjectives are used to describe or give information about things, ideas and peo-ple: nouns or pronouns. For Example:

Cristiano ronaldo is a good player (The adjective good describes the noun "player".) Mustáfina is an excellent gymnast. (The adjective excellent describes the noun gymnast)

The most common question an adjective might answer is "What kind of ...?" The good news is that in English the form of an adjective does not change, once you have learnt it that's it and it does not matter if the noun being described is male or female, sin-gular or plural, subject or object. Some adjectives give us factual information about the noun - age, size colour etc (fact ad-jectives - can't be argued with). Some adjectives show what somebody thinks about something or somebody - nice, ho-rrid, beautiful etc (opinion adjectives - not everyone may agree). If you are asked questions with which, whose, what kind, or how many, you need an adje-ctive to be able to answer. There are different types of adjectives in the English language:

Numeric: six, one hundred and one etc. Quantitative: more, all, some, half, more than enough etc. Qualitative: colour, size, smell etc. Possessive: my, his, their, your etc. Interrogative: which, whose, what etc. Demonstrative: this, that, those, these etc.

Note - The articles a, an, and the are a special kind of adjective called articles,

and the possessives my, our, your, and their are sometimes known as possessive adjectives. Colour

Adjectives can be used to describe colour.

red, yellow, blue, green, purple, orange, etc. For Example:

"The blue bag." or "The blue bags".

Opinion

Adjectives can be used to give your opinion about something. good, pretty, right, wrong, funny, light, happy, sad, full, soft, hard etc. For Example:

He was a silly boy. / She was a silly girl. Size

Adjectives can be used to describe size. big, small, little, long, tall, short, same as, etc. Example

"The big man." or "The big woman".

Age

Adjectives can be used to describe age. old, young, ancient, modern, current, old fashioned For Example: Stonehenge is a prehistoric monument located in Wiltshire, England

. Shape Adjectives can be used to describe shape.

round, circular, triangular, rectangular, square, oval, etc. Example: "It was a square box." or "They were square boxes."

Origin

Adjectives can be used to describe origin.

For Example:- "It was a German flag." or "They were German flags."

Material

Adjectives can be used to identify the material something is made of.

"A wooden cupboard." or "Wooden cupboards."

! Note - In English we often change nouns into adjectives.

glass - a glass vase / metal - a metal tray etc. Distance

Adjectives can be used to describe distance.

long, short, far, around, start, high, low, etc. Example:

"She went for a long walk." or "They went for lots of long walks."

Temperature

Adjectives can be used to describe temperature.

cold, warm, hot, cool, etc. Example: "It was a hot day" or "We eat ice cream on hot days."

Time

Adjectives can be used to describe time.

late, early, bed, nap, dinner, lunch, day, morning, night, etc. Example:

"She had an early start."

Purpose

Adjectives can be used to describe purpose. (These adjectives often end with "-ing".) For Example:

"She gave them a sleeping bag." or "She gave them sleeping bags."

Note - Have you noticed how the adjective stays the same, whether it is describing a mas-culine, feminine, singular or plural noun? When using more than one adjective to modify a noun, the adjectives may be separated by a con-junction (and) or by commas (,). Example: "Her hair was long and blonde." or "She had long, blonde hair." More examples:

Note - Adjectives that go immediately before the noun are called attributive adjectives. Adjectives can also be used after some verbs. They do not describe the verb, adverbs do that. Adjectives after a verb describe the subject of the verb (usually a noun or pronoun). Example:

"Lynne looks tired." The subject (in this case Lynne) is being described as tired not the verb to look. An adjective is a word that describes a noun or pronoun. Directions: Circle the adjective or adjectives in the sentences given below. Then, enclose in parentheses the noun it describes. Example: The (car ride) was bumpy. That food tasted bitter. I was ashamed that I didn’t pass my test. The story was very brief. I felt very comfortable in my new home.

Adjective Pretty Serious Fast Quiet

For Example: She is a pretty girl. He was a serious boy. It could be a fast car. They were quiet chil-dren.

UNIT 4.

Expressing preferences

Unit objective:

At the end of the unit, the students will be able to

develop skills in oral language as well as voice

and body expression.

Contents:

1. Likes and dislikes

2. Asking and giving opinions

3. Sharing personal information

4. Keep conversation going

LIKES AND DISLIKES

Objective: The use of Like and dislike plus noun and verb. The verbs "like and dislike" can be followed by a noun

like + Noun

I

you

we

they

like dislike

soccer

the beach

Mexican food

orange juice

he

she

it

likes

dislikes

music

chinese food

milk

They also can be followed by another verb. For example:

EXPRESSING LIKES AND DISLIKES To talk about your likes and dislikes, you can use these expressions.

Expressing likes: I like… I love... I adore… I ‘m crazy about… I’m mad about… I enjoy… I’m keen on…

Expressing dislikes: I don’t like…

I dislike... I hate… I abhor… I can’t bear... I can’t stand… I detest... I loathe...

Examples of likes and dislikes : I'm mad about basketball, but I can’t bear ice hockey. I adore reading poetry, but I loathe doing the housework. Directions Write 10 sentences about things that you like to do and things that you don`t like to do 1- 2- 3- 4- 5- 6- 7- 8- 9- 10-

Steve is at home. His girlfriend comes in...Notice how they express their likes and dislikes

Steve: Hello, darling. Do you fancy watching a film tonight?

Girlfriend: Oh, no thanks, I don't really feel like watching a film

tonight. How about going out instead.

Steve: OK. Do you feel like going to the theater?

Girlfriend: Oh, no. I hate it. Do you like eating at the new Chine-

se restaurant?

Steve: I don't mind. The Chinese cuisine is alright.

Girlfriend: Well I really love it. Let's go.

DIRECTION:

Let’s Talk: Asking Questions

Instructions: Interview someone using the questions on this worksheet. Write their

answers in Answer column and ask an extra question.

How often do you …?

Work at fire department

Save people

train at your job

visit your family

put out the fire

………………...............

...............................

...............................

...............................

......

Where do you go wor-

king? .......................................................

………………...................................................

...................................................................

..................................

How often do you eat it?

………………...................................................

...............................................................

………………...................................................

...................................................................

................

Where did you learn it?

………………...................................................

...............................................................

………………...................................................

...................................................................

................

What’s your favourite pizza?

………………...................................................

...............................................................

………………...................................................

...................................................................

................

What’s your favourite… ?

food

kind of movie

animal

sport

place

………………...............

...............................

...............................

...............................

......

Can you … ?

use the extintor

manage a fire hose

walk on high buildings

give first aids

run fast

………………...............

...............................

...............................

...............................

......

Do you … ?

like pizza

go to bed before 10 PM

watch TV every day

go to work by bus

have a pet

………………...............

...............................

...............................

...............................

......

Asking Questions

Instructions: Interview someone using the questions on this page. Write their answers in

Answer column and ask an extra question.

Question Answer Extra question

How often do you … ?

go to the beach

take a shower

play soccer

go to the park

help other people

………………...............

...............................

...............................

...............................

......

Who do you usually go with? …….

…………........................................................

.......................................

………………...................................................

...................................................................

..................................

What’s your favourite… ?

drink

hobby

job

day of the week

ice cream flavour

………………...............

...............................

...............................

...............................

......

How often do you drink it?

………………...................................................

...................................................................

...................................................................

...................................................................

............

Can you … ?

speak English

play the guitar

climb a tree

whistle

write your name with your eyes

closed

………………...............

...............................

...............................

...............................

......

Where did you learn it?

………………...................................................

...................................................................

...................................................................

...................................................................

............

Do you … ?

like sushi

get up before 7 AM

use computer at work

go to work by car

have brothers

………………...............

...............................

...............................

...............................

......

How often do you eat it?

………………...................................................

...................................................................

...................................................................

...................................................................

............

Writing. Making sugestions

Why don’t we paint the fire station?

We could work in a better place

Let’s go to the fire department.

What about asking information about fire risks?

How about going to downtown tomorrow?

I suggest we go for looking adventure right away

CHOOSE THE CORRECT ANSWER

1.- Hi David. We are going to the fire department Why ………. come with us?

a)doesn’t you b)don’t you c) do you

2.-It’s a beautiful day. …….. go to the beach a)Let’s b)Why do c)Who let’s

3.-It’s getting late. I suggest we ,,,,, a taxi. a) taking b)take c)to take

4.-Our mother wants a new bag. What about …….. father for help?

a)to ask b)asking c)ask

5.-I think it’s a good idea. We ,,,,,,,,, some money for the present.

a) can’t get b) could get c) have get

6.-I’m bored. How about ………to the football match this afternoon?

a) to go b)going c) go

7.- ………… watch a good film on TV? a)Let’s b)let c)to let

8.-If you haven’t got a job. Why………. study some any foreign languages?

a) doesn’t you b)are you c)don’t you

People play too much with fire

Some people need to know more about fire

It is necessary to be aware about dangerous from fire

Children should not play with fire

New York is more exciting than Barcelona.

Firefighters take many risk for saving other ones

We have to be ready to dial firefighters during emergencies

Fireworks should be prohibited

In my opinion……

I agree that with /I don’t agree that/with…

I think we should …

I believe that …….

Personally, I think ….

4.3 Sharing personal information

Most o the time we are living in constant communication, this interaction among other it´s

in the font of the understanding in language. In a society we have to get interaction among

people looking a common understanding, that´s why the purpose of this topic. You are

going to learn how to get comunication with others.

Try to begin to think in English, use these topic in order to produce more voca-

bulary:

Names

Work and Ocupation

Marital status

Family

Age

Contact information

Free time activities

Habits

Other personal information

Personal information questions are the basis for any conversation in English and so are

important for when you meet somebody for the first time. They are the building blocks

from which the rest of the conversation can develop.

Now we are going to learn how to create quetions . Check the next chart which

contain a normal sentece using the verb to be. The create you conclusio n why changed

in the interrogative sentences:

Normal sentence:

Interrogative sentces:

Am

Is

Are

I

She/he

You/we/they

doing everything in the right way?

I

She/he

You/we/they

Am

Is

Are

doing everything in the right way.

Learning to share information:

Share information between friends, parents, teachers, co-workers and so on; is something

which is very common in the life of a human, the comunication opens doors for to meet

new people, that´s why the importance for learn how to get interaction with others using

a second language.

Read this conversation and make your own conclusions:

Walter: Hello, Liz! How have you been?

Elizabeth: Walter! Good to see you. Meet my husband, Tony. Tony, this is Walter — the friend from the fire department I was telling you about.

Tony: Oh, hello, Walter. I’ve heard a lot about you from Liz, she says that you saved those children in that terrible burning last month.

Walter: Good to meet you at last, Price. It’s kind of Liz to say good things about me! And well that´s my work, dangerous but I love what I do, my reward is to see the happy faces of every person I can help.

Tony: that’s good man, so call me Tony man.

Elizabeth: Are you here alone, Walter? Would you like to take a cup of coffee with us.

Walter: I’m not alone, sorry — so rude of me! Jane, dear, come and say hello to the Prices... Liz, Tony — this is my wife, Jane.

Jane: How do you do?

Elizabeth, Tony: How do you do?

Jane: I’d like to introduce my sister, Gillian. Gillian —Elizabeth and Tony Price.

Gillian: Glad to meet you…

Did you realice how to introduce some body else in a conversation:

Remember if you are going to introduce someone in a con-

versation you have to be polite and friendly.

Try to sound as less rude as you can.

Ask for permission and say: I would like to introduce my

wife, husband, friend, girlfriend, boyfreind, collegue, and so

on.

Read this phrases, these will help you to build vocabulary.

Key phrases to introduce someone or

yourself:

Hey — how’re you?

Hi, Munrra! Meet my friend Talia — she’s visiting us for a week.

May I introduce Mrs Tamala Bush? She’s our new English teacher.

Let’s meet for lunch on Monday!

Hello, nice to meet you!

Hello. I’m Catherine Smith. May I join you?

Hi! Have we met before? I’m Celeste.

My name is Brook Smith. What is your name?

How do you do?

Natasha, I’d like you to meet Catherine Smith. Catherine, this is my good friend Na-tasha Perce.

Friends, I’m honoured to introduce to you Professor Mario Moran from the uni-versity. Professor Mario will speak to us today about global warming.

Hello, friends! I am Macintosh from the University of South Carolina, and I’m ho-noured to be here today.

Hello! How’s life?

Hey — are you Rod McHendrek? I’m Catherine Burn.

Questions you don’t have to ask:

How many children do you have? Do you

have a babysitter available if we need you

on a weekend?

Do you have a baby or small child at ho-

me?

Are you a U.S. citizen? What country are

you from?

What's your native language?

Have you ever been arrested?

What kind of a discharge did you receive?

When did you graduate?

Never ask this:

Private organizations he or she belongs to

Religious affiliations

Date of birth (except when that informa-tion is required for satisfying minimum age requirements)

Lineage, ancestry, national origin, des-cent, parentage, or nationality

Names and addresses of relatives other than a spouse and dependent children

Sex or marital status

Height or weight, unless you can show that information is justified by business necessity

Physical or mental disabilities

All the student will practice this dialogue sharing their own personal information. Stu-

dent will make create two circles a big one and one inside of this, then they will tur-

ning at the right one student will make the question, the one infront of him/her will

anwers the question.

What is your favourite food?

My favourite food is _______.

What is your favourite colour?

My favourite colour is _______.

Why do you want to learn English?

I want to learn English because _______.

What languages do you speak?

I speak _______.

Do you have any pets?

Yes, I do. or No, I don't.

Which sports do you like?

The sport I like is _______.

Do you have a favourite team?

My favourite team is _______.

What is something you do well?

I am good at _______.

What is something you do not do well?

I am bad at _______.

Are you romantic?

_______ romantic.

Do you have any tattoos?

Yes, I do. or No, I don't.

Describe yourself using only two words.

I am _______ and _______.

What makes you happy?

I am happy when _______.

Are you a good cook/singer/driver?

Yes, I do. or No, I don't.

Keep Conversation Going

Is there any meat?

In this section you will be:

Taking about food

Indicating quantities

Buying and selling articles

Expressing your preferences

Read the conversation

Tom has breakfast at Bill´s house-dialogue

BILL: What´s for breakfast, Mom?

MRS.JOHNS: There´s some cereal on the table.

BILL: I´d like eggs with bacon today. Do we have any eggs?

MRS.JOHNS: Yes, we have some eggs, but we

don’t have any bacon.Tom, do you want

eggs or cereal?

TOM: Eggs, please.

MRS.JOHNS: All right. Hey, it´s late. I´m going

to work. Bill can you prepare the eggs?

BILL: Me? Uh, I think we want cereal today,

Right, Tom?

TOM: Uh, OK.

After reading the dialogue, answer the following questions.

What did Tom want for breakfast?

Did Mrs. Johns prepare the eggs?

What did Bill and Tom eat for breakfast

Write in your notebook what you have for breakfast, lunch, and dinner

For breakfast, I have juice, eggs,…

Project: Food survey

Work in teams of three.

Choose a meal: breakfast, lunch or dinner.

Ask your classmates what food they like.

Make a graph of the results and present it to your classmates

Healthy Breakfast Breakfast is the first meal of the day. Nutritionists recommend that we eat a healthy breakfast to give us energy throughout the day. Oatmeal, cereal, wheat toast, ham, and fresh fruit are healthy breakfast foods. Eggs are popular, but they are high in cholesterol, so we should only eat 3-4 eggs a week. Skipping breakfast is a bad habit, and it makes people feel tired

When do people eat breakfast? People eat breakfast in the morning. It is the first meal of the day.

Most people eat breakfast between 5:00 a.m. and 9:30 a.m.

Is oatmeal a healthy breakfast food? Yes, it is.

Eating oatmeal reduces cholesterol.

High LDL cholesterol levels can cause heart disease.

NAME _______________________________________ DATE_______________ INSTRUCTION: After reading the passage, select true or false from the statements given be-llow Unhealthy Breakfast A. Reading

Jack is a bachelor. He works in downtown Chicago as a shoe salesman. Every morning on his way to work, Jack stops at a donut shop and buys a chocolate donut and a cup of coffee. Jack likes this morning routine because it is quick and easy. He doesn’t have to cook breakfast or wash the dishes.

Last time Jack went to the doctor for a check-up his doctor told him that he had high cholesterol. The doctor told Jack to stop eating foods that are high in fat. Donuts are fried in a lot of fat. B. True or False 1. ________ Jack is a shoe salesman in Seattle, Washington. 2. ________ Jack is married, but he and his wife are getting a divorce. ________ The nurse told Jack to stop eating fatty foods like donuts. ________ In the picture, Jack is sitting on a stool and drinking coffee. 5. ________ Donuts are healthy because they are fried in fat.

UNIT 5.

What are you doing?

Unit objective:

At the end of the unit, the students will be able to

organize ideas in English correctly.

Contents:

1. Clock time

2. Time of the day

3. Every day activities

4. Working at home

CLOCK TIME

Identifying words that tell how we measure time. Students will use words such words

as day, month, year, hour, second, minute, deca-

de, and century. Focus on the words day, hour, minu-

te, and second. Explain to students that the concept of the 24-hour

day dates back to the time of the ancient Egyptians. Make sure stu-

dents understand that

a day = 24 hours,

an hour = 60 minutes, and

a minute = 60 seconds.

Listening

What time is it? - I

Excuse me. Can you tell me the time, please?

Yes, of course. It's seven o'clock.

Thank you.

No problem.

What time is it? - II

What time is it?

It's half past three.

Thanks.

You're welcome. Key Vocabulary Excuse me.

Can you tell me the time, please?

What time is it?

It's half past...

It's quarter past...

It's ten to...

It's quarter to...

LISTENING!

The next thing you can do is listening to this time telling the time. Notice how many diffe-rent forms they use to ask for the time.

Speaking with a classmate create a conversation asking about the time and giving the correct information, you can take as example the conversation below.

Writing

Direction: write the correct information in each space

English exercise "Tell the time"

8.25 =» it's

- 8.15 =» it's

- 10.45 =» it's

- 00.30 (minuit et demie) =» it's

- 00.00 (minuit) =» it's

- 15.00 =» it's

- 23.58 =» it's

- 16.26 =» it's

- 14.30 =» it's

- 2.30 =» it's

Look at the rules for telling time in English.

In English we use "past" to say times

after the hour until half past, or 30

minutes past the hour.

We use "to" to say times before the

hour from 31 minutes until the full

hour.

In English we use o'clock only at the

full hour. Example: It's eight o'clock

We can also just say the numbers in

groups of two. Example: It's seven

twenty-five

When speaking about the different ti-

mes of the day we often use: in the

morning, in the afternoon, in the eve-

ning

Be careful! In English we use at night

NOT in the night

Vocabulary : Time and hour

WHAT TIME IS IT?

Instruments for measuring and indicating time are among

the oldest human inventions

SUNDIAL the shadow shows the time. It was widely used in ancient times but it requires the

sun to shine and doesn't work during the

night.

HOURGLASS the sand moves slowly from the top half to the bottom in exactly one hour.

Magellan used 18 hourglasses on each ship for his circumnavigation in

1522.

And it was the job of a ship's page to turn the hourglasses.

1.Read and draw the hands.

The firefigther goes to work in the afternoon at quarter to two.

At seventeen minutes past five the fire department alarm rang.

On Sunday firefigther get up at seven o’ clock to do exercise.

In the evenings the firefigther go to bed at ten past eight.

After having bath they watch TV at nine o’ clock.

The fire station recive an emergency call at twenty-nine minutes past eleven.

Ex. 1. Match the time.

Ex. 2. Writing. What time is it? Write in numbers.

1. It’s seven thirty - ………………….. 6. It’s ten past eleven-…………………….

2. It’s five to ten - …………………….. 7. It’s a quarter to three- ………………

3. It’s one to one - ……………………. 8. It’s four thirty-five - ………………….

4. It’s a quarter past three - ………. 9. It’s twelve o’clock - …………………….

5. It’s eight forty-five - ……………… 10. It’s two fifty-five. - …………………

1. It’s three o’clock. a. 12.25

2. It’s a quarter past eight. b. 8.05

3. It’s ten thirty. c. 11.25

4. It’s five to five. d. 1.58

5. It’s nine twenty five. e. 8.15

6. It’s twenty-five to eleven. f. 4.55

7. It’s two to two. g. 10.35

8. It’s eleven twenty-five. h. 9. 25

9. It’s five past eight. i. 10.30

10. It’s twelve thirty-five. j. 3.00

It’s eleven o’clock. It’s a quarter past six. It’s ten to seven.

It’s twelve fifty-five. It’s twenty to nine. It’s three thirty.

Ex. 4. What’s the time at fire department? Write sentences.

1. 00 - …………………………………… h. 8. 35 - ……………………………………

2.05 - ……………………………………. i. 9. 40 - ……………………………………

3.10 - ……………………………………. j. 10.50 - ……………………………………

4.15 - ……………………………………. k. 11.55 - ……………………………………

5. 20 - …………………………………… l. 12. 56 - ……………………………………

6.25 - ……………………………………. m. 1.58 - ……………………………………

7. 30 - ……………………………………. o. 3.00 - ……………………………………

Ex. 5. Look at the clocks and write the time.

Ex. 6. Ask about the time.

know, time (3x), tell, what, please, got,

A) What's the ……………….? B) ………….. time is it?

C) Have you ………….. the ………………. by any chance?

D) Do you have the ……………., please? E) Sorry, could you ……… me the time, please?

5.3 Daily activities

The routines that we follow every day in life are called daily activities, those can be at: ho-

me, work, school and so on.

What do you do at work?

I go to work at 6:00 am every morning.

I usually drive to work.

I always check my emails when I get to work, but I don't

always reply to them immediately.

I take a taxi or a train if I have a lunch meeting. I ne-

ver take the bus because it is too slow.

When I am at my desk I usually work on the computer,

even during morning tea.

At 12:00 pm most days I have lunch.

At 3:00 pm we have afternoon tea, and that is when we usually talk and eat cake.

When you are in the office you probably have a lot of papers. It is important for you to file

your papers, and so that you can find them again you need to organise your files.

When I work I have to make telephone calls. If an important issue happens I ask my se-

cretary toorganise a meeting.

Once a month I report to my boss, but maybe you have to report to your boss more of-

ten. I usuallywrite a document that my boss can read.

Answer the questions:

What do you do in the morning?

_______________________________________________________________________________________________________

What do you at work daily?

_______________________________________________________________________________________________________

What do you do at night?

_______________________________________________________________________________________________________

Routines at work:

These are my routines:

I get up

I take a shower

I get dressed

I have breakfast

I go to work

I start work at 9

I have lunch

I finish work

I arrive home

I have dinner

I watch tv

I go to bed

What are your routines at work in the fire station:

A fire fighter always:

1…………………………………………………………………………..

2.…………………………………………………………………………..

3.…………………………………………………………………………..

4.…………………………………………………………………………..

5.…………………………………………………………………………..

6.…………………………………………………………………………..

7.…………………………………………………………………………..

8.…………………………………………………………………………..

And at the end of the day____________________________________________________________________.

Give a look at this pictures, do you do it?

Share you answer with your classmates:

Work with a partener and match the correct numer for each activity:

Working at Home

Household chores are tasks we do around the house to keep it clean. Some chores need to be done every day. Others need to be done several times a week or just once a week. Examples: I wash the dishes every day, but I wash my clothes just once a week. I cook three times a day, but I mop the kitchen floor just once a week. There are chores we like to do and chores we don't like to do. Most people don't like to take out the trash.

Where is she?

She is in the kitchen. What is she doing? She is washing the dishes. Where is she?

She is in the kitchen. What is she doing? She is cooking a meal. Where is he?

He is in the dining room. What is he doing? He is setting the table. What is he holding? He is holding red plates.

What is she doing?

She is sweeping the kitchen floor. What is she using? She is using a broom.

Where is he?

He is in the laundry room. What is he doing? He is washing the clothes.

What is she doing?

She is ironing the clothes.

What is she using?

She is using an iron, an ironing board,

a bottle of water, and hangers.

Where is she?

She is in the bedroom.

What is she doing?

She is changing the bed sheets.

Some other household chores: mope the floor, take out the trash/garbage, vacuum the car-pet, dust the furniture, wash the windows, make the juice, set the table, cook the meals, wa-ter the plants/flowers, clean the bathroom, clean the toilet, make the bed, do the laundry/wash the clothes.

Grammar focus: The Present Continuous Tense

We use the Present Continuous Tense to talk about activities happening now. Example:

The kids are watching burning flame movie. More examples:

I am sitting down, because I am tired. I am not learning German, because this is an English class. Who are you writing to? We can also use the Present Continuous Tense to talk about activities happening around

now, and not necessarily this very moment. Examples: Sally is studying really hard for her exams this week. I am reading a really interesting firefighter magazine now. We aren't working hard these days. The Present Continuous Tense is also used to talk about activities happening in the near

future, especially for planned future events.

Examples I am seeing my dentist on Wednesday. Polly is coming for dinner tomorrow. Are you doing anything tonight? We aren't going on holiday next week.

On the telephone

Read the dialogue silently. Then look for a partner and take turns practicing it.

Tracy: Hello, can I speak to Alex.

Alex: This is Alex, who is speaking?

Tracy: Hi, this is Tracy.

Alex: Hi Tracy. What are you doing?

Tracy: Oh, I'm just watching TV.

What are you doing?

Alex: Well, I'm cooking dinner.

Tracy: What are you cooking?

Alex: I'm baking some potatoes, boiling some

carrots and grilling a steak.

Tracy: It sounds delicious.

Alex: What are you doing for dinner tonight?

Tracy: Well, I don't have any plans...

Alex: Would you like to come over for dinner?

Tracy: Oh, I'd love to. Thanks.

Alex: Great. Mary and Jack are also coming.

They are arriving at seven.

Tracy: OK, I'll be there at seven, too.

Alex: OK, see you then. Bye.

Tracy: Bye.

- Answer the questions. What is Tracy doing? Are Tracy and Alex taking about go to the movies? What time are they planning to meet for dinner?

UNIT 6.

Where are you from?

Unit objective:

At the end of the unit students will be able to de-

monstrate listening skills acquired during the

course.

Contents:

1. Talking about nationalities

2. Customs and traditions

3. Countries

4. Carnivals

Where are you from?

1 CONVERSATION

Listen and Practice.

Cristina: hello, I´m Cristina Garcia, I´m new club member.

Ruben: Hi my name is Carlos Silva, but please call me call me Ru-

ben.

Cristina: Ok, where are you from, Ruben?

Ruben: Brazil. How about you?

Cristina: I´m from mexico

Ruben: Oh, I love Mexico! It´s really beautiful.

Cristina: thanks. So is Brazil.

Ruben: Oh, good. Jahck lee is he-

re.

Cristina: who´s Jahck lee?

Ruben: He is my classmate. We´re

in the same fire deparment.

Cristina: Where´s she from?

Ruben: Korea. Let´s go and say

hello.

2 speaking checking information

A Match the question with the responses. Listen and check. Then, practice with a

partner. Give your own information.

I´m sorry. What´s your name again?............. a. G-A-R-C-I-A.

What do people call you?.............................. b. It´s Cristina Garcí a.

How do you spell your last name?.................. c. Everyone calls me Mary.

B Group work Iintroduce yourself with your full name. Use the expressions above. Make

a list of names for your group.

Hi! I´m Daniele Pen a.

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

3 PRONUNCIATION Linked sounds

Listen and practice. Final consonants sounds are often lnked to the vowels that fo-

llow them.

I´m a new club member. Jahck lee is over there. My name is Ernestina Garcí a.

4 GRAMMAR FOCUS

B Write questions ordering the words. Then, answer the questions according to the

text in exercise 1.

a) Dunya from Russia is

- Is Dunya from Russia? Yes, she is.

b) Paul is German

- __________________________? _______________.

c) The twins are France from

- __________________________? _______________.

d) Eight Bernd old is years

- __________________________? _______________.

e) Martina Italy from is

- __________________________? _______________.

f) Kate is French

- __________________________? _______________.

4. Rewrite the sentences. Use the words in brackets.

a) You are Michael. (name)

- Your name is Michael.

b) She is from France (French).

- _______________________.

c) Where are you from? (Nationality)

- _______________________.

d) What nationality is she? (from)

- _______________________.

e) Is Susan Spanish? (from)

- _______________________.

f) They are from Poland. (Polish)

- _______________________.

5 vocabulary

■ Elicit or explain any adjectives from the reading.

Vocabulary

average: like everybody else

creative: making or using new or unusual ideas

athletic: good at sports

nerdy: smart, but without good social skills

old-fashioned: having old ideas; not modern

independent: able to do things without help

adventurous: liking excitement and new things

plain: not very good-looking

ordinary: not special

intelligent: Smart

SUPERSTITIONS Practice. Read the different superstitions presented in the chart below. Do you know any su-perstition for fire-fighters that you would like to share?

PLACE A HORSESHOE ABOVE DOORWAYS

HAVE GOOD HEALTH AND FORTUNE FOR

THE FAMILY

FIND A FOUR LEAF CLOVER

HAVE GOOD LUCK

WALK UNDER A LADDER

HAVE BAD LUCK

SEE A BLACK CAT

HAVE BAD LUCK

BLOW OUT THE CANDLES OF YOUR BIRTHDAY CAKE WITH ONE BREATH

YOUR WISH COMES TRUE

MATCH THE SUPERSTIONS WITH THEIR CONSEQUENCES

A KNIFE UNDER THE BED DURING CHILDBIRTH THE BABY WILL STOP CRAWLING

BREAK A MIRROR

GET MONEY

DROP A COMB WHILE COMBING YOUR HAIR YOUR BAD LUCK DISSAPEARS

DROP A FORK THE MARRIAGE ENDS SOON

DROP SCISSORS BRINGS GOOD LUCK

FIND A LADYBIRD IN YOUR GARDEN A MAN COMES TO VISIT

GIVING KNIVES AS A WEDDING PRESENT HAVE AN UNLUCKY DAY

HAVE EMPTY POCKETS ON NEW YEAR’S EVE BRINGS DISSAPPOINTMENT

KEEP YOUR FINGERS CROSSED

PREVENTS FROM GETTING A COLD

OPEN AN UMBRELLA INDOORS

HAVE A YEAR OF POVERTY

STEP OVER A BABY CRAWLING ON THE FLOOR YOU SUCCEED

THE PALM OF YOUR RIGHT HAND ITCHES YOUR LOVER IS UNFAITHFUL

TOSS A PINCH OF SALT OVER YOUR SHOULDER CUTS THE PAIN

TOUCH A HUNCHBACK’S HUMP

HAVE SEVEN YEARS OF BAD LUCK

WEAR AN AMBER BEAD NECKLACE

TAKE A TRIP

Match the superstitions to the pictures. Then read

the information about some of them and write the

Do that and you will receive new

garments during the year. Red one is

the best because red is a happy and

Don’t do that, don’t wail on the first

day of the year if you don’t want to

continue the pattern for the entire

You should behave nicely on New

Year’s Day and must refrain from

using foul language:

That one who is born on 1st Janu-

ary is said to be the luckiest of all

throughout his / her life:

In several countries people do not

let things leave home on New Year’s

Day. It ensures that nothing valuable

At midnight all the doors of a

house must be opened to let the

old year escape unimpeded:

It is believed that Evil and his mates

hates din. People scare them away by

being as loud in New Year celebra-

Cupboards and fridges should be

full of food, so you won’t go hun-

gry in the new year:

1 Don’t Do the

Laundry

2 Kiss at Midnight

3 Make Noise

4 Letting the Old

Year Out

5 Eat Black – Eyed

Peas

6 Don’t Let Money

Leave the House

7 First Footing

8 Lucky New Year

Baby

9 Don’t Keep

Debts

10 Avoid Crying

11 The Direction

of Wind

12 Drain the Bot-

tle

13 Wear New

Clothes

14 Stock Up

6.3 COUNTRIES

Here is rhyme about all countries in the world. It will give an idea of how many countries

are in our planet.

Nations of the world

Lyric adapted from:

[ These are Yakko's World (Countries Of The World) Lyrics on http://www.lyricsmania.com/ ]

Announcer: And now the nations of the world, brought to you by Yakko Warner! Yakko: United States, Canada, Mexico, Panama Haiti, Jamaica, Peru, Republic Dominican, Cuba, Carribean Greenland, El Salvador too. Puerto Rico, Columbia, Venezuela Honduras, Guyana, and still, Guatemala, Bolivia, then Argentina And Ecuador, Chile, Brazil. Costa Rica, Belize, Nicaragua, Bermuda Bahamas, Tobago, San Juan, Paraguay, Uruguay, Surinam And French Guiana, Barbados, and Guam. Norway, and Sweden, and Iceland, and Finland And Germany now one piece, Switzerland, Austria, Czechoslovakia Italy, Turkey, and Greece. Poland, Romania, Scotland, Albania Ireland, Russia, Oman, Bulgaria, Saudi Arabia Hungary, Cyprus, Iraq, and Iran. There's Syria, Lebanon, Israel, Jordan Both Yemens, Kuwait, and Bahrain, The Netherlands, Luxembourg, Belgium, and Portugal France, England, Denmark, and Spain. India, Pakistan, Burma, Afghanistan Thailand, Nepal, and Bhutan, Kampuchea, Malaysia, then Bangladesh (Asia) And China, Korea, Japan. Mongolia, Laos, and Tibet, Indonesia The Philippine Islands, Taiwan, Sri Lanka, New Guinea, Sumatra, New Zealand

Then Borneo, and Vietnam. Tunisia, Morocco, Uganda, Angola Zimbabwe, Djibouti, Botswana, Mozambique, Zambia, Swaziland, Gambia Guinea, Algeria, Ghana.

Burundi, Lesotho, and Malawi, Togo The Spanish Sahara is gone, Niger, Nigeria, Chad, and Liberia Egypt, Benin, and Gabon. Tanzania, Somalia, Kenya, and Mali Sierra Leone, and Algiers, Dahomey, Namibia, Senegal, Libya Cameroon, Congo, Zaire. Ethiopia, Guinea-Bissau, Madagascar Rwanda, Mahore, and Cayman, Hong Kong, Abu Dhabi, Qatar, Yugoslavia... Crete, Mauritania Then Transylvania, Monaco, Liechtenstein Malta, and Palestine, Fiji, Australia, Sudan

Conversation. Choose a partner and ask this question, then shift sides: your class-mate ask and you answer.

Imagine leaving your own country. You're living and traveling in another country. Use the questions below to talk about various countries in English.

1. Have you ever been to another country?

2. What country would you like to visit?

3. Are there any countries you would NOT like to visit? Why not?

4. If you could live in any country, what city would you live in? Why?

5. Would you like to study in another country? Why or why not?

6. Would you like to live in a tropical country?

7. Would you like to live in a country where there is a lot of snow?

Read the next news, then answer the questions:

The call came in at 10:42 a.m. First responders saw heavy smoke inside the one-story home and fla-mes on the back side of the building, according to Capt. Marty Sawyer, a spo-kesman for Aiken Public Safety. “We have confirmed that the occupants of the house were out of town,” he said.

“They’re on their way back now and they have been notified.” It’s not clear where in the home the fire started, and the cause remains under investigation. Bath Fire Department also responded, and Sawyer said there were no injuries to fire fighters.

1. What time fire department received the call?

________________________________________________________________________________________________________________

2. What was the first impression firemen got at the momento to see the house?

________________________________________________________________________________________________________________

3. Do you know the cause of this burning?

________________________________________________________________________________________________________________

NATIONALITIES

NOTE. Remember

I am from El Salvador. To Be + from + country

I am salvadoran. To Be + Nationality

Singular Plural

Country——- Countries

Nationality— Nationalities

Read the next paragraph and complete the information in the next chart:

Martina, Pepe, Kate, Popovich , Mary, Paul and Bernd are members of the Fire department of Miami: Martina is from Italy. She’s twenty-four. Pepe is Spanish. He’s thirty. Kate and Mary are twins from Great Britain. They are twenty-nine years old. Popovich is from Russia. She’s fourty. Paul is French and he’s thirty-one. Bernd is from Germany and he is fifty years old. How old are you?___________.

NOW. Write you own information; name, age, country and nationality:

My name is______________I’m____________. I’m from___________________and my nationality is__________________.

NAME AGE COUNTRY NATIONALITY

MARTNA

PEPE

KATE

POPOVICH

MARY

PAUL

BERND

The context. Nationalities:

Here is a chart where you will know the nationality for a person in a specific country:

Let’s put in practice the new vocabulary. The next excersise will help you to re-

cognize some nationalities

Find the 11 nationalities and write

these belog:

1._________________________________________

2._________________________________________

3._________________________________________

4._________________________________________

5._________________________________________

6._________________________________________

7._________________________________________

8._________________________________________

9._________________________________________

10.________________________________________

11.________________________________________

Carnivals

Rio de Janeiro Venice

Cologne, Germany

Rio de Janeiro Carnival

The Carnaval in Rio de Janeiro is a world famous festival held before Lent every year and con-

sidered the biggest carnival in the world with two million people per day on the streets. The

first festivals of Rio date back to 1723.

The typical Rio carnival parade is filled with revelers, floats and adornments from numerous samba

schools which are located in Rio (more than 200 approximately, divided into 5 leagues/ divisions). A samba

school is composed of a collaboration of local

neighbours that want to attend carnival together, with some kind of regional, geographical

common background.

One of the many main purposes of the Rio carnival parade is for samba schools to compete

with their sisters samba-schools; this competition is the climax of the whole carnival festival in

this city, related to the samba-schools environment. Each school chooses a theme to try to

portray with their entry. The samba schools work to build the best floats, costumes, lyrics,

aesthetics, to represent their themes (in Carnival terminology called "enredo"), and to include

the best music they can from their drumming band called the bateria. There are many parts to

each school's entry including the six to eight floats and up to 4,000 ( four thousand ) revelers

per Samba-school of the so-called Special group.

There is a special order that every school has to follow with their parade entries. Each school

begins with the "comissão de frente" (literally "Commission of the Front" in English), that is

the "wing" or group of people from the school that appear first. Made up of ten to fifteen

people, the "comissão de frente" introduces the school and sets the mood and style of their

presentation. These people have choreographed dances in fancy costumes that usually tell a

short story. Following the "comissão de frente" is the first float of the samba school, called

"abre-alas" (“Opening Wing" in English).

From the concepts below try to find the synomyms or the word that better suit.

Samba:a rhythmic style of dance/sport/competition from Brazil festival

Parade synonym: march-past/ concealment

Climax to reach the greatest/lowest point or level of activity

Fancy synonym: decorative/unornamented

Festival synonym: celebration/wake

Check the statements that are true.

_____ The Carnaval in Rio de Janeiro is a world famous festival.

_____ The typical Rio carnival parade is filled with revelers, floats

and adornments from numerous samba schools.

_____ "comissão de frente" (literally "Commission of the Front" in English),

that is the "wing" or group of people from the school that appear last.

_____ A samba school is composed of a collaboration of local neighbours

that want to attend carnival apart.

Answer the Questions

Would you like to go to Rio de Janeiro Carnival? Why?

Who would you like to go with?

Rio de Janeiro Carnival

It is considered the biggest carnival in the world with two million people per day on the

streets.

The first festivals of Rio date back to 1723.

(1)

( 2)

Comprehension Find captions for the two photos from the Rio de Janeiro Carnival

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Vocabulary about carnivals

Instruction: From the puzzle below try to find the words hidden.

C O N G Y R A C T U L A T I O

N S Q D L E O V W M A K E U P

G Q N B K N I R O O I O J W C

D A D N F W D Q Q P U F W H V

C S R E L G G U J W V G O Q O

U N T R C M S T I N S P L N B

X T F I R E W O R K S Q L Q J

I S J I P Q I O B C W K A D G

G Z N T Q S T U M M Z Z M V D

H O X W V T O Q N E E O H M G

K W A O O W Q P J E Z P S Z Y

M S V V W L P K L T K M R R K

E A N U R B C P F N E R A G S

U Q K T O S P V P Y W R M H H

A Z L V N A L M U S V P V T N

APPLE

CANDY

CLOWNS

CONFETTI

FIREWORKS

JUGGLERS

MAKE-UP

MARSHMALLOW

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

UNIT 7.

Let´s go to eat

Unit objective:

At the end of the unit, students will be able to ap-

ply learned knowledge in real situations by using

new vocabulary for each context.

Contents:

1. Where are we going to eat?

2. What kind of food do you like?

3. Beverages

4. Cooking

WHERE A RE WE GOING TO EAT!

1 Places to go.

Which places do you want to visit at the time of lunch? Why?

____________________________________________________________________

What´s your opinión about choosing the place to eat?

____________________________________________________________________

Is it difficult for you to choose the place toe at?

____________________________________________________________________

How would you act if a fire occurs in the place you are eating?

____________________________________________________________________

List three other places to eat that you like to go the most.

____________________________________________________________________

Conversation:

A Listen to the conversation. Dave and Sarah decide to visit an American restau-

rant.

Waiter: Good afternoon. Table for two?

Dave: Yes, please.

Waiter: Smoking or non-smoking?

Sarah: Non-smoking.

Waiter: Right this way.

They walk to a table. Dave and Sarah sit down and the

waiter gives them menus.

Waiter: I’ll be back in a few minutes to take your order.

After 7 minutes, the waiter returns.

Waiter: Are you ready to order?

Dave: I think so, but can I ask? What is Beef Stroganoff?

Waiter: It’s beef cut into small pieces and served in a sour cream and white wine sauce.

Dave: Ok, that sounds good. I’ll have that.

Waiter: Excellent. And that comes with your choice of French fries, fried mushrooms, or

rice.

Dave: I’ll have rice.

Waiter: Anything to start?

Dave: I’ll have the French Onion soup.

Waiter. OK. And what can I get you?

Sarah: Is the Spaghetti and Meatballs very large?

Waiter: Yes, it’s a big portion.

Sarah: Oh, I’m not very hungry.

Waiter: Then can I recommend the Chicken with Mushrooms? That comes with noodles,

but it’s not

too big.

Sarah: Ok. I’ll take Chicken and Mushrooms. And a salad to start.

Waiter: Very good. And what can I get you to drink?

Dave: A Coke, please.

Sarah: I’ll have orange juice.

Waiter: Oh, I’m afraid we’re out of orange juice. But we have pear, apple, grape, and kiwi-

banana.

Sarah: Kiwi-Banana? That sounds interesting. I’ll try that.

Waiter: Excellent. I’ll be back with your drinks in a minute.

B Answer the Questions below. Practice with a partner.

1. What does the waiter ask before seating Dave and Sarah?

2. How do Dave and Sarah say what they want to eat?

3. What do Dave and Sarah order for starters? For their main meal? To drink?

4. How does the waiter suggest a meal for Sarah?

5. What problems do the diners have?

3 GRAMMAR FOCUS

Questions with how; short answers

How often do you eat out side? How well do you cook?

Everyday. Pretty well.

Twice a week. About average.

Not very often. Not very well.

How long do you spend at the gym?

Thirty minutes a day.

Two hours a week.

About an hour on weekends.

A Complete these questions. Then practice with a partner.

A: How good are you at cooking?

B: …………………………………………

A: How long do you spend in the kitchen?

B:……………………………………………..

A: How often do you help your family to cook?

B:……………………………………………….

A: How good are you collaborating with others?

B:………………………………………………..

B Group work Take turns asking the questons in part A. Give your own informa-

tion when answering.

4 DISCUSSION. Discuss the following questions:

How often do you go to a restaurant?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Do you like eating out or at home?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

What is your favorite restaurant?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

What is your favorite food to order there?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

When was the last time you went to a restaurant?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Is there any difference between a restaurant, cafe , bar, pub, cafeteria?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

TALKING ABOUT FIREFIGHTERS FOOD

Conversation cards

HAVE YOU TRIED THIS FOOD

What’s your favorite food?

How often do you eat it?

How often do you eat in a

restaurant?

What’s your favorite res-

taurant? Why?

Describe an everyday meal

from El Salvador and tell

What food do you refuse

to eat at the fire station

Which country do you think

has the best food?

Can you give some exam-

ples of fast food (also:

What are the most popular

dishes for firefighters?

How often do you eat fast

food at your job?

What do firefighters eat

on a special holiday (like

When did you last go to a

nice restaurant? What did

Have you ever eaten Japa-

nese food? Did you like it?

If you visited a country

where people ate snake or

Can you cook? What is the

last dish you cooked out of

Have you ever eaten in-

sects or snails? Would you

What’s the strangest food

you have ever

Is there a pet in your fa-

mily? What does it eat?

Who usually does the coo-

king in your family?

baked potato frog's legs pancake

cake fruit salad pizza

ceviche hamburger rabbit

dog pupusas sausage

Carne asada lasagna seafood

escargots mashed potatoes tamales

fish & chips monkey spaghetti

fondue noodle soup steak

fried insects ostrich sushi

fried rice paella tortilla

Listening. Translate the number for each verb in the correct boxes accor-

ding with the audio.

MATCH

1. PEEL

2, CUT

3, BOIL

4. CHOP

5.. SLICE

6. MASH

7. GRATE

Reading. Read the next paragraph about healthy diet for Firefigthers. After reading

try to answers the questions below.

Healthy Diet for Firefighters of El

Salvador

Have you ever heard of the Food

Pyramid? No, it’s not a giant pile of

food in Egypt! The Food Pyramid is a

clever chart to show the five groups

of foods that have all the nutrients

that keep your body healthy and ma-

ke you grow. It includes the different foods from all five groups and how much of each ty-

pe of food you should eat.

The foods that make up the widest part of the pyramid’s base–breads, cereals, rice and

pasta–should be the biggest part of your diet, followed

by several servings of fresh fruits and vegetables

every day. And as you ‘climb’ up the pyramid you get

to dairy products (milk, cheese, yogurt) and meat, fish,

beans, nuts and eggs. And finally, fats, oils, and sweets

are at the very top of the pyramid–which means that

you should eat very little of these foods!

Remember that it’s very important to eat these good foods, and also exercise regularly.

And one of the most important meals of the day is breakfast! If you eat a healthy breakfast

before leaving for school you’re sure to have better grades, pay more attention at school,

and stay healthier than those kids who don’t eat breakfast. Learn more about the Food

Guide Pyramid for Kids or the Food Pyramid for Adults.

READING COMPREHENSION.

- Answer the questions about healthy diet for firefigh-ters.

1/ Is the food pyramid a diagrammatical representation of recommended portions of ba-sic food groups ?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2/ - Should firefighters eat more cereals than fruit?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3/ - Are fats , oils , and sweets the most important foods in your diet ?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4/Which meal is essential to you ?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5/How much vegetables should you have ?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6/at is at the top of the food pyramid ?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7/Why is important that firefighters have healthy diet?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7.3 BEVERAGES

While all beverages hydrate, some also provide important nutrients your body needs. So-

me relax you. Some energize you. Some simply satisfy your natural taste for sweetness –

with calories or without. Some help you perform your best. And some can even help you

manage health concerns. Any beverage can be part of a weight-maintenance diet.

Sing the song with your classmates:

Lyrics: I’m thirsty!

I'm thirsty! Do you like water? Yes, I do! Do you like coffee? No, I don't! Do you like wine? Yes, I do! Do you like beer? No, I don't! I'm thirsty (repeat) Do you like lager? Yes, I do! Do you like cockteil? No, I don't! Do you like cola? Yes, I do!

Do you like apple juice? No, I don't! I'm thirsty (repeat) Do you like milk? Yes, I do! Do you like orange carton? No, I don't! Do you like soda? Yes, I do! Do you like limonade? No, I don't! I'm thirsty (repeat) Do you like milshake? Yes, I do!

Do you like chocomilk? Yes, I do!

Let's go get something to drink!

Practice your speaking skill:

Working in pairs, talk with your classmates you likes and dislikes about drinks.

Use this:

I’m thirsty I would like to take a juice but I don´t like lemonade!

Read the next information:

Drink water and low fat milk

Fluids are needed for the body to digest food, cool down, and move nutrients and waste. Drinks are the largest source of fluids.

Most adults need 9 to 12 cups of fluid per day. Your fluid needs depend on your age, gender, body size and activity level. Tips for choosing healthy drinks and Healthy Drinks, Healthy Kids provide guidance for choosing drinks and suggest you and your family:

Drink water throughout the day

Drink milk at meals

Limit fruit juice to ½ cup per day

Drinks containing sugar and fat are often higher in calories. Using these drinks can contri-bute to weight gain. Limit your intake of these drinks to help you manage weight and re-duce the risk of type 2 diabetes and heart disease. Avoid drinks with added sugar such as fruit flavoured drinks, soft drinks, sports drinks,

energy drinks, sweetened hot or cold drinks and alcohol.

Choose true or false:

a) Fluids are no needed for you to have good health?.................................................YES……….NO

b) Most of the adults don not need more tan a cup of water at day?.....................YES……….NO

c) What is necessary to get good health?...........................................................................YES……….NO

d) For children drink water, milk and fruit juice is hazardous?..............................YES……….NO

e) Drinks which cointain sugar and fat are often higher in nutrients?................YES…….….NO

f) Limiting yourself to take drinks with a lot sugar and fat will prevent to get a disea-se?......................................................……...................................................………......................YES……….NO

g) Drinks with added sugar such as fruit flavoured drinks, soft drinks, sports drinks, energy drinks, sweetened hot or cold drinks and alcohol are very healthy............................…….......................................................................…….................................................. ................YES……….NO

If you notice in the song there are some specifics likes and dislikes about drinks,

now rewrite a paragraph of this song, but this time choose your preferences:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Remember:

Rather and Prefer are words

used to show a choice from

different options.

Start with some examples:

Would you rather eat pizza or pasta? I would rather eat pizza.

Would you prefer to eat pizza or pasta? I would prefer to eat pizza.

The structure of these sentences are the same except for one small difference: Would Rather is followed by a base verb and Would Prefer is followed by an infinitive.

Subject + Would + Rather + Base Verb I would rather live in a warm country. I would rather go to a different restaurant. Subject + Would + Prefer + To + Verb I would prefer to live in a warm country. She would prefer to meet on Monday. Not comes before the verb with both rather and prefer. I would rather not go to work today.

I would prefer not to play a game.

Now, you have have more knowledge at the moment to choose something that you

like, don’t forget to practice gramatical structure in order to achieve comprehen-

siona and understanding.

WHITE WINE

RED WINE

BEER

LAGER

COCKTAIL

WATER

COLA

APPLE JUICE

ORANGE CARTON

ORANGE JUICE

SODA

LEMONADE

COFFEE

MILK

MILKSHAKE

CHOCOLATE MILK

HERE YOU HAVE A

LIST OF AN INTERAC-

TIVE VOCABULARY

FOR DRINKS.

LEARN IT.

Now, you have learned the

all option you have to drink

at the moment you´re

thirsty.

10 Surprising, Healthy Eating Habits from Around the World

The United States doesn’t have the highest obesity rate in the Americas (that dubious honor goes to Mexico), but over one-third of US adults are currently obese, and that number isn’t dropping. It’s a pretty eye-opening statistic, especially when compared with data from coun-tries like Japan and India, where obesity rates fall below five percent. Why the difference? While national obesity rates depend on many factors, they probably have a lot to do with lifestyle and culture, including what people eat and how they eat it. The good news is that everyone can borrow healthy eating habits from countries around the world — and leave some less-wholesome practices on foreign soil. Keep in mind that these habits come from traditional diets found in these countries — with globalization, some foods and eating habits have migrated around the world (for better or for worse). For exam-ple, les steaks hachés sounds like a typical French food, but it’s actually the meaty part of Le Big Mac (and hardly part of traditional cuisine).

1. Japan

One unexpected habit to steal from Japanese eating cultu-re is the emphasis placed on food’s appearance. Small portions and colorful, seasonal vegeta-bles make for a visually appealing — and healthy — plate. The small portions may help to keep calories in check, while bright veggies provide a range of healthy vitamins and minerals .

Skip: Fish high in heavy metals. Mercury, an element that can cause nervous system damage, is particularly prevalent in predatory species like tuna, king mackerel, and swordfish . Avoid sushi such as maguro (tuna) and nama-saba(mackerel) and go for safer options li-ke sake (salmon), ebi (shrimp), and ika(squid) instead. Check out this list before stepping up to the sushi bar.

2. China Pick up sticks: Chowing down with chopsticks can help slow eating speed, which may ultimately decrease the amount of food eaten. Research has shown slower eating may lead to reduced caloric intake, and one Japanese study found that the odds for being obese and having cardiovascular disease were higher among peo-ple who ate faster . Skip: MSG (though maybe not for everyone). Monosodium Gluta-mate has been linked with a number of negative health effects,

including headaches and numbness, in certain people . Though the research is still somewhat inconclusive, avoid the unpleasant side effects by preparing Chinese food at home or ordering from restaurants that don’t use MSG.

3. United States Go local: The “Standard American Diet” (SAD) is indeed sad, but some regional dietary patterns offer healthier alternatives. Look to San Francisco for inspiration — Frisco residents are known for chowing down on locally grown food. Fruits and veggies grown nearby often contain more nutrients and fewer pesticides than produce that must travel long distances from farm to table .

Skip: Chemicals you're unsure of. Pizza, cheeseburgers, and French fries are obvious “skip” foods, but there are a number of potentially harmful chemicals in American food. Read nutri-tion labels carefully — in general, the shorter the ingredient list, the fewer chemicals and ad-ditives in a given food. READING Scan the text to check your answers. Then read the whole text After you read What is the tone of the texts? Check the correct answer. _____1. Festive ______2. Regretful _____3. Thoughtful ______4. Informative Match each word with its meaning. _____1. Chopstick (par.1– Chinese food) a. the amount of energy food provides _____2.Obese (par.1-Chinese food) b. a type of food, originally from Japan _____3.Veggies (par.1– American food) c. a dish of Italian origin _____4.Pizza (par.2– American food) d. narrow sticks used for eating food _____5.Calorie (par.1- Japanese food) e. grossly fat or overweight _____6.Sushi (par.2-Japanese food) f. vegetables

Food

Instruction: Find all the words relating to food.

R J S S E I R F H C N E R F

L E O E Y T C O F D P F W L L

C U G C G O D T O H A I I B L

P H U R R A K I V C X E Z S A

O T E N U L L W R P R B R Z H

M F D E D B A D F L O V O B A

N O U S S I E E G A K D C K S

G B Y Q F E D S R A M A A L G

C H I C K E N S E E S L T V S

B X V C S L G T T E C A V J J

B A C O N G S P O K H S S J I

I L C O E N P U F O R C A J T

H I T T E H G A P S B C Q Z E

F B N H V K D R I C E U R Z E

S A N D W I C H N Z S D F K F

VOCABULARY:

Bacon, bread, cereal, cheese, cheese burger, chicken, corndog, eggs, fish, french fries, hotdog, pizza, rice, salad, sandwich, soup, spaghetti, steak, taco

K E K O F C U R A E P E S E E H C B

Y V S N D W N W F W B U T T E R E Y

V O I X H O N G N I B O R O Z H C L

K L I M L O X Z N O X C A S A E H N

A M A E M P M P X N W B M M R C T G

A E M E W U E Q E G G S J E A I U P

O R L C L A R K E F A P K E U I S O

E O R P S Y C D O V O N P R Q Q K T

N G B U B I U N D S S C F I S H A A

Q N A G H A I U C E W R W W H W S T

W A N C R O R Q G O A M I V T B T O

B M A B N I Z A X T Q Q O C Z O U E

E X N S A K S G S W R E G K M N X S

E D A N G U R F R E R D H A G P A K

F A T J A C A Q C N A P T B E A N S

C A B S C I I U M Y Z O D A I Z B T F

Find these words in the puzzle

peas

ham

potatoes

butter mango sausages

tomato

durian peach

pear

UNIT 8.

“Welcome to the fire department”

Unit objective:

At the end of the unit, student will be able to re-

cognize basic and intermediate vocabulary used

in a Fire department by getting involvement in

this English context.

Contents:

1. In the station

2. Types of fires

3. Possible events

4. The ambulance and medical services.

A powerful new tool-An easy way to involve parents-As a teacher, you know how impor-

tant parent involvement is! Now you have a powerful new way to engage parents in fire

safety. What's nicer is how easy it is.

All you have to do is send a notice home with each student asking their caregiver to parti-

cipate in a homework assignment by visiting www.firefacts.org. Once there, they'll simply

click the "Parents" tab, and select Parent Homework.

Parents will be asked to read "10 Simple Steps to a Safer Home" and "Practice Safety as a

Family." Once finished, they'll be asked to take a ten question test covering the basics of

fire safety in the home.

After a parent completes the test, an email is automatically sent to you, letting you know that student's parent has completed their homework. Parents can print out a completion

page as verification as well.

Fire safety for the whole family!

1conversation what is your favorite job?

Listen and practice

Carlos: hello my name is Carlos. What´s your name?

Cristina: Hi my name is Cristian

Carlos: Nice too meet you Cristian.

Cristian: Nice to meet you too.

Carlos: are you in this class?

Cristian: yes. I´m in this class too.

Carlos: And what do you do?

Cristian: I study in the mornings and I worked in the afternoon. What about you.

Carlos: I just study. And where do you work?

Cristian: I work in the fire department.

Carlos: Wow! That´s interesting. How is that? Is it hard to work there?

Cristian: well, it is very nice to help and for saving lives also it could be difficult because

you can lose your life saving others. This job requires courage.

Carlos: that´s sounds true. Let´s sit teacher is here the class will start.

2 speaking Checking information

A match the questions with the responses. Listen and check.

Then practice with a partner. Give your own information.

1. What would you like to do when you get older?..... a. yes, I´d like to be a fireman

2. What kind of jobs would you like to have?........ b. I want to be a teacher

3. would you like to work as fireman?...................... c. I´d like to work with business

and with schools.

B Group work Introduce yourself with your full name with your classmate and

create a short paragraph expressing your ideas about what being a fireman involves.

A: Hi! I´m yakira. I think that be a fireman is a hard job because. It could be dange-

rous.

B: why is it difficult?

3 conversation is it difficult to be a fireman?

A Listen and practice.

Lisbeth: hello. What is your name?

Robert: my name is Robert Pattinson.

Lisbeth: I´m glad to meet you. Would you mind answer some question for me?

Robert: Sure tell me.

Lisbeth: Do you like your job? Why?

Robert: yes, I love what I do. It is really exciting the time when you are fighting with

real fire facing moments thinking that you can lose your life but sure that you will safe

a life.

Lisbeth: do you consider that to work as fireman do you need more than courage?

Robert: yes you need first to love this job, then a lot of couragement, and willingness

to help others.

Lisbeth: thank you very much for the information.

B Listen to the rest of the conversation.

What does a person needs to have to be part of the fire department?

4 Grammar Focus Wh QUESTIONS WITH BE.

Statements

A Answer this sentences with the appropriate response. Think

about it and give your personal opinion.

What would you like to do when you´re adult?

Whre would you like to work?

Why would you like to work there?

Would you like to work in the fire department? Why?

Would it be consider a difficult job the work that a fireman do?

B Complete this questions

If you had the opportunity to work in the fire department would you like to have this

kind of job?

What do you consider a person needs to have and what a person cannot have to

work as fireman?

What would you do if a fire is presented in any place? Would you act desperate an-

guish or would you make something to help in the situation?

Speaking . Discuss the different classification of fires that firefigthers

have to face every day.

-Writing. Write 5 differences about types of fire from El Salvador , showed above.

1 --------------------------------------------------------------------------------------------------------------

2 --------------------------------------------------------------------------------------------------------------

3 -------------------------------------------------------------------------------------------------------------

4 -------------------------------------------------------------------------------------------------------------

5 ------------------------------------------------------------------------------------------------------------

READING. THE FIRE

It was a Monday morning in San Salvador when a fire

happened on the corner of Telecom building. The fire

is on the first floor of a two-storey house, and it is

spreading quickly. Fire engines, police and paramedics

all arrived fifteen minutes ago, and one fireman is

using an axe to break the front door down. A

neighbour said that an elderly man and his wife live in

the house. They are both partially deaf and cannot

hear very well. Their bedroom is on the second floor.

The fire fighters are worried because they cannot see them. The neighbour tried calling

their names when the fire started, but there was no answer. The firemen are not sure

whether the couple are on the first floor of the house or the second floor. The house may

collapse very soon. The police do not want the firemen to get hurt by going into the house.

What should he do? Should he send firemen into the house to look for the couple?

Answer the following questions:

1. Where has the fire started?

_______________________________________________________________________________________________________

2. What kind of house was it?

_______________________________________________________________________________________________________

3. What is the meaning of deaf?

_______________________________________________________________________________________________________

4. What is a two-storey house?

_______________________________________________________________________________________________________

Observe the given picture and answer the questions that follow.

How many men do you see in the picture? _____________________________________________________________________

Are they from the present time? _____________________________________________________________________

What are they doing in the picture? _____________________________________________________________________

This picture tells us about one of the earliest discoveries of all times. What is it? _____________________________________________________________________

List two uses of this discovery for the early man? _____________________________________________________________________

Vocabulary. Find the words related with fire in El Salvador circule them.

POSSIBLE EVENTS TO SOLVE

In an active Fire Station the most important is to be faster and effective to solve an issue,

in this content you are goint to learn the posible events that have to solved by firefighter

agaist the time most of the time.

For you to begin to meet those issues, here it´s a lyric that you can practice to get fluency.

Play it now:

4 BUSY FIREFIGHTERS

Four busy firefighters could not retire

Because they might have to put out a fire.

The first one rang a big brass bell.

The second one said, 'It's the Grand Hotel!'

The third one said, 'Down the pole we'll slide.'

The fourth one said, 'Get ready to ride.'

The siren said, 'Get out of the way!'

'We have to put out a fire today!'

The red fire truck sped on to the fire,

As the big yellow flames grew higher and higher.

Swish went the water from the fire-hose spout

And in no time at all the fire was out.

SPEAKING: Answer the next questions and share your ideas with your class-

mates:

What do you supposed a Fire Station is for in a city?

What do you think about the events firefighters have to solve as fast as they can?

What can you feel being at the middle of a burning and you’ll the to solve it? NOTE.

Fire stations are located strategically throughout neighborhoods, allowing firefighters to reach the emergency situation within a predetermined amount of time. The fire station acts as storage for fire engines, fire trucks, protective equipment, hoses, and other equip-ment. Many stations also house medic vehicles if the firefighters transport patients. There are a few different uses for the fire station besides storing equipment.

READ. Some of the powers of the Fire Department in our country are:

To coordinate the operations and activities of the Corps in the Salvadoran territory.

Direct and coordinate the operations of the body in case of disaster and disasters of all

kinds and help in other emergency and public calamity.

To promote and implement prevention programs and fire safety.

Promote and implement curricula for technical and scientific training of Fire;

Authorize the organization and functioning Volunteer Fire.

Units and Events that a Fire Department has to solve:

Fire structural unit

Vehicle Rescue Unit

Prehospital care unit

Vertical rescue unit

Canine unit

Unit of hazardous materials

Unit search and rescue in collapsed structures

Unit wildfires

Diving Unit

Control unit Africanized bees

The firefighters has a lot of thing to do, that´s the reason for the burning of several divi-

sions in this fields, in a station these divison are called units, in this case each unit is en-

charge of an inconvenient that has to be solved faster.

Inside of these divisions are very prepared people to make face every emergency that has

to be solved against the time and others disasters. Most of the time every uit work separa-

tely, but the coordination betwen them has to perfect to solve an issue.

Almost in the fire station's garage, you can usually find the firefighter's turnouts hanging

from hooks, with the boots and helmets located above or below them. This allows for easy

access when the alarm sounds. Within the garage the firefighters also inspect and repair

the engines and trucks as necessary, making sure they are always in operable condition.

During down time, the firefighters are responsible for the cleaning and polishing of the

engines and trucks, which also takes place in the garage or driveway. END!

WRITING. As you already read the lecture, is time to pay in practice your Reading skills:

Make a summary about what you learned with the lecture:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Write the name of each emergency in these pictures:

VOCABULARY AND PHRASES FOR AN EMERGENCY

Call an ambulance!

There´s been an accident

Are you ok?

Is overyone ok?

The building on fire!

Please! help me out!

Call the fire brigate!

Can you smell burning?

There´s a fire!

Fireman equipment. Check it!

Supposing that you are a TV reporter, imagine an em-

mergy and write here a short event:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

THE AMBULANCE

Prehospital 9-1-1 emergency response

is one of the essential public safety fun-

ctions provided by the fire service in support of community health, security and prosperi-

ty. Fire service-based emergency medical service systems are strategically positioned to

deliver time critical response and effective patient care.

It is pivotal to understand the importance

of having emergency medical services pro-

vided through the fire service. Due to the

training, expertise, and equipment of fire service-based EMS responders, they are capable

of simultaneously securing a scene, mitigating the hazard, and triaging, extricating,

treating, decontaminating (if necessary), and transporting the patients who have been

injured to an appropriate medical facility. Time efficiency is a key component of the secu-

rity system.

RESCUE EQUIPMENT

Boots Gloves Helmet

Extinguisher Illuminating Helmet band

Underwater flashlight Wildland clothing

FIRE READINESS AND SAFETY

READINESS

There are several things you can do to be ready in case there is ever a fire in your house.

Make sure your parents have at least one smoke detector in your house. It should be placed near the bedrooms. Check your smoke detector once a month to be sure it’s working. Replace the battery once a year.

Make a list of all the ways you can get out of your house. Include windows, but make sure you can open and shut all windows easily. If you live in a two-story house or an apartment, use the stairs. Never plan on using an elevator in a fire. An elevator can get stuck if the fire reaches the electrical wires or motor.

Have regular practice drills. Practice escape routes with your family at least once a month—get everyone in the family to do it. Have a central place to meet once outside.

Memorize the telephone number for the fire department. Be sure to keep the number on your telephone, too! You can probably get a telephone sticker from your fire department.

SAFETY

The most important thing you should know about fire safety is how to escape from a burn-ing building.

Get everyone to leave the house as quickly as possible.

Don’t take anything with you—things can be replaced; people can’t.

Get down on the floor and crawl if there is smoke in your way. The air is better near the floor. If you can, cover your nose and mouth with a wet towel or handker-chief.

Feel the doors before you open them. If a door isn’t warm, open it slowly. If it feels warm, don’t open it! Use a window instead.

Break out a window if you need to use a window for escape and the window is stuck.

Break it out with something like a chair or long hard object, like a baseball bat. Make sure all the jagged edges of the glass are broken out too, so you won’t get cut as you climb out.

Stop, drop, and roll if your clothes catch on fire. That means stop where you are, drop to the ground, and roll back and forth on the ground until you put the fire out. Don’t run!

Call the fire department from your neighbor’s house even if you think someone else has already done.

FIRE READINESS AND SAFETY

QUESTIONS

Read Fire Readiness and Safety then answer the following questions.

Should you have a smoke detector in your house? Why ________________________________________________________________________________________

Where should the smoke detector be placed? Why?

______________________________________________________________________________________________

How often should you check the smoke detector?

______________________________________________________________________________________________

Why is it important to practice fire drills?

______________________________________________________________________________________________

What is the first thing to do when caught in a burning building?

______________________________________________________________________________________________

If there is smoke in your way and it is difficult to breathe, what should you do

______________________________________________________________________________________________

If the door feels warm, what should you do?

______________________________________________________________________________________________

What should you do if your escape window is stuck?

______________________________________________________________________________________________

TRUE OR FALSE

Write true or false in the blanks.

10.__________ If your apartment building is on fire, you should always use the elevator.

11.__________ The first thing to do when your building is on fire is to take all your valua-bles with you.

12.__________ In a burning building, feel the doors before you open them.

13.__________ The best place for a smoke detector is the living room.

14.__________ When there is a fire, the air is better near the floor.

UNIT 9.

Be ready for…

Unit objective:

At the end of the unit, students will be able to

analyze and comprehend the methods to stop a

burning by using the more complex resources to

the simple ones.

Contents:

1. The fire engine

2. Specialized clothing

3. Resources

4. Surviving

The fire engine 1 SNAPSHOT

A fire engine (also known in some territories as a fire apparatus, fire truck, or fire appliance) is a spe-

cific vehicle designed primarily for firefighting operations. Many departments employ fire engines

for various other uses including but not limited to EMS, hazmat, auto extrication and technical res-

cue. Its primary role on the fire ground include transporting firefighters to the scene, along with a li-

mited supply of water and a full compliment of hose lines. The terms fire engine and fire truck are

often used interchangeably but actually represent different types of fire apparatus. Typical modern

fire apparatus carries equipment for a wide range of firefighting and rescue tasks. These include lad-

ders, pike poles, axes and cutting equipment, halligan bars, ventilating equipment, floodlights, hose

ramps, self-contained breathing apparatus and general tolos.

What do you do think the fire engine is?

Do you consider that the fire engine is necessary? why?

Have you ever been in a fire engine? If yes how was it?

2 CONVERSATION Have you ever been in a fire engine?

A Listen and practice

Rick: Hey! Can I have lunch with you?

Carl: sure! Come and sit down with me. How are you Rick?

Rick: I´m ok. What about you? How have you been?

Carl: you know as always busy.. learning from life. By the way where have you been?

Rick: I have been taken the cooking class that I wanted to take before. What did you do in

your vacations?

Carl: ohh! You wont beleive it I went to the fire department.

Rick: finally What you wanted to do since long time ago. Congratulations! But tell me how

was it?

Carl: It was interesting everythig there needs to be done carrefully specially when your

going to the a rea where people need help. I want to be a firefighter.

A Listen to the rest of the conversation.

What else Did Carl do on his vacations?

3 GRAMMAR FOCUS

Did you work on vacations? What did Carl do on vacations? Yes, I did. I worked all vacations. He stayed home and studied for a test. No,I didn´t. I didn´t work at all. Did you go anywhere last vacations? How did Carl spend his time on vacations? Yes, I did.I went to the fire department. He visited the fire department. No, I didn´t. I didn´t go anywhere.

A Complete this conversations. Then practice with a partner.

A: ……….you………..( stayed) home on vacations?

B:No. I……………. (call) my friend. We………..(drive ) to a cafe for lunch.

A: How …….you …….(spend)your last vacations?

B:I …….(have) a party, Everyone……..(enjoy) it, but neighbors……. (not, like) the noise.

What ……..you……..(do) last night?

B: I ………..(go) to the movies.

I …………….(love ) it!

B Pair work Take turns asking questions inpart A.

Give your own information when answering.

A: Did you stay home on Saturday?

B: No, I didn´t. I went out with some friends. We saw the new movie of Angelina Jolie

4 PRONUNCIATION Reduction of did you

A Listen and practice. Notice how did you is reduced in the following questions.

Did you have a good time? What did you do last night?

B pair work Practice the questions in part A of exercise 3 again.

Pay attention to the pronunciationn of did you.

5 Writing Match the correct Word from the letter A with the Word of the column B

Vocabulary

Find 6 words. Write.

J A C K E T S A

S O C X K S I H

H B O O T S J I

E U A F R B U R

L B T D T P M T

E S E C K S P Y

T U M L S N E H

J R O P T S R G

Pants

Boots

Jacket

Belt

Helmet

Rope

Writing. Clothing

Describe the people you see in the pictures.

Ex: Th fire-figther is wearing a mask. He is wearing boots and pants.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Clothing

Reading. Fill in the blanks using the word bank.

Jack is getting ready for working. He puts on his __________ first because the floor is cold.

After he chooses which __________ he is going to wear.

Then he tries to find a _____________ that matches his ___________.

Later Jack gets ready to go at fire statation. He puts on his ___________.

Finally, he puts on his __________ and he is ready to go outside to fight the fire .

His mother tells him to put on his _________ because it is very dangerous

At the fire station he has to take off his _________ when he enters because it is too hot.

Word Bank

socks

Pants

Jacket

Belt

Helmet

Boots

Gloves

T-Shirt

Fire Station Resources

Conventional fire apparatus, fire engine, or fire truck, is a vehicle designed to assist in

fighting fires by transporting firefighters to the scene, along with water or other equip-ment. In most areas, the terms fire engine and fire truck represent different types of fire-

fighting apparatus.

Let’s to know some fire engines:

1. TILLER LADDER

2. TYPE 3 FIRE ENGINE

3. TELESCOPIC HYDRAULIC PLATFORM

4. FIRE ENGINE , HYDRAULIC PLATFORM ESA

LISTEN. Plactice each pronunciation

Specialized units used to fight burnings:

1. Tiller ladder is used to make posible rescues in buildings with more than 3 floors.

2. Type 3 engine is used to make face incidents in roads that a normal fire engine can´t access.

3. Telescopic hydraulic platform is a rescue vehicle which makes easier fight bur-

nings in high buildings.

4. Fire engine with hydraulic platform ESA, salvadorean fire engine with capacity for 25m3 of water and platform used to rescues in buildings with more than a floor.

Every resource and equipment in a fire station is aimed to protect firefighters, potential

firefighters or those with a general interest in what the fire and rescue service has to of-

fer. Most of the time those resources are provided for government at each fire staion in a

country and some of those are denations from companies.

Body’s protection equipment:

Why these equipment is important?

Structural fire fighters' protective clothing is designed to pro-tect its wearer from the thermal environments experienced during fire fighting. Fire fighters may receive serious burn injuries from each of these modes of heat transfer or a combi-nation of them even though they are wearing protective clot-hing. In addition, fire fighters' protective clothing is often wet when it becomes heated by the fire fighting environ-ment. Hot vapors and steam are generated inside protective clothing systems that also produce serious burn injuries. Fire fighters' protective clothing has definite physical limits asso-ciated with its ability to protect the wearer. These safe use limits are poorly understood and are not addressed in current fire service protective clothing standards.

BREATHING APPARATUS

Is a device worn by rescue workers, firefighters, and others to provide breathable air in an IDLH (immediate danger to life and health) atmosphere.

Fire fighters are exposed to highly variable environments inclu-ding elevated temperatures and convective and radiant thermal

flux, which can put a significant burden on personal protective equipment.

Read. Here you have a description for wildland fires, take a moment to read it and answer the question at the next page, underline each you don´t know and it will br you assignment.

Forest Fires

Forest fires, often called wildland fires, are spread by the transfer of heat, in this case to grass, brush, shrubs, and trees. Because it is frequently difficult to extin-guish a forest fire by attacking it directly, the principal effort of forest fire fighters is often directed toward controlling its spread by creating a gap, or firebreak, across which fire cannot move. Firebreaks are made, and the fire crews attempt to stop the fire by several methods: trenching, direct attack with hose streams, aerial bombing, spraying of fire-retarding chemicals, and controlled back-burning. As much as possible, ad-vantage is taken of streams, open areas, and other natural obstacles when establishing a firebreak. Wide firebreaks may be dug with plows and bulldozers. The sides of the firebreaks are soaked with water or chemicals to slow the combustion process. Some parts of the fire may be allowed to burn themselves out.

Fire-fighting crews are trained and organized to handle fires covering large areas. They establish incident command posts, commissaries, and supply depots. Two-way radios are used to control operations, and airplanes are employed to drop supplies as well as chemicals. Helicopters serve as command posts and transport fire fighters and their equipment to areas that cannot be reached quickly on the ground. Some severe wildfires have required more than 10,000 fire fighters to be engaged at the same time. The U.S. Forest Service maintains research laboratories, which develop improved fire-fighting equipment and techniques, and a school that trains fire fighters in the la-test fire-fighting techniques. International conferences on wildland fire prevention and fire figh-ting have been held with greater frequency in recent years.

1. Is this article in simple present or simple past?_____________________________________YES_____NO

2. Is a Forest Fire also called Wildland Fire?_______________________________________YES_____NO

3. A firebreak is a sport practiced by firefighter.__________________________________YES_____NO

4. Extinguish a forest fire by attacking it directly is the best option.________YES_____NO

5. Firefighters are trained and organized to handle fires covering large áreas._______________________________________________________________________________________YES_____NO

6. Helicopters are no used to extinghish wildland fires.______________________________YES_____NO

7. The U.S. Forest Service maintains research laboratorios looking for better tech-nologies for attack burnings.________________________________________________________YES_____NO

VOCABULARY Here you have a complete list of vocabulary which is used to name many of the resources that a fireman uses to fight agaist burnings or incidents. Take your time being at ho-me to search the meaning for each name in this section. Try to use your own kno-wledge and your dictionary to get the ideas about a meaning for a word of these. Just do it: 1. Adapter 2. air pressirized water 3. aerial fire apparatus 4. aerial ladder plataform 5. airmonitoring meter 6. airbag 7. airpack 8. apparatus 9. aqueous film-forming foam 10. attack hose 11. attic ladder 12. automatic sprinkler 1. Big guns 2. bomb line 3. booster hose 4. branch pipe 5. bresnan cellar nozzle 6. bulk tank 7. bunkers 1. Cellar pipe 2. charged line 3. cistern 4. closet hook 5. closet ladder 6. combanation nozzle 7. compressed air foam system 1. Deck gun

2. delivery 3. deluge system 4. door opener 5. detection system 6. detergent foam 7. distrubutor pipe 8. divisional valve 9. double female 10. double male 11. dry chemical 12. dry hydrant 13. dry powders 14. dry spinkler 1. Engine 2. eductor 3. ejector 4. ejector pump 5. elevator key 6. encapsulated suit 7. extension ladder 8. extinguisher 9. extrication gloves 1. Fire alarm control 2. fire axe 3. fireboat 4. fire damper 5. fire department keys 6. fire hose 7. fire hydrant 8. fire station alert system 9. fire streams 10. fly 11. fog nozzle 12. foot valve 1. Glass-master tool 2. gravity tank 3. fire granade 4. ground ladder 1. Halon 2. halyard 3. hand squirt 4. handtube 5. helmet 6. higbee cut 7. high pressure 8. hook 9. hydrant 1. Ladder truck 2. ladder pipe

3. landing valve 4. large diameter hose 5. life net 6. life safety line 7. light water 1. Passport 2. the pig 3. pineapple 4. pipeman 5. plug 6. portable water tank 7. possitive pressure ventilation 8. pumper 1. Rescue engine 2. ringdown radio 3. roof ladder 1. Smoke detector 2. smoker ejector 3. soda-acid extinguisher 4. soft suction hose 1. Trash line 2. triple combination engine

company 3. triple lay 1. Utility rope 1. Valve 2. ventilation saw 1. Wagon 2. water curtain nozzle 3. water mist fire suppression 4. water tender or water tanker 5. wet water

FIRE SAFETY SIGNS

Assembly point: A designated place where people have been told to wait after evacu-

ating a building in the event of a fire or other emergency.

TACTICAL SAFETY: RISK A LOT, SAVE A LOT

What is the risk to firefighters at structural fires? Well, the risks start with the response and

truly never end. Firefighting should be the biggest risk and often, it is the least. Accidents on

the way to or from fires often lead in injuries while being theoretically less risky. So, what is

risk anyway? Is it where injuries occur or is it where the most danger lies?

If you risk a lot, you are considered to be taking a chance that what you're about to do may

not come out the way you planned. Risk is also time-sensitive in that smaller fires should pro-

duce less risk for firefighters, but often just the opposite happens. Large-scale exterior opera-

tions which look dangerous tend to have fewer injuries because firefighters are operating

from a distant location and in a different mode. Risk is also in the eye of the beholder; while

some risks are apparent even to the most hardcore observer, many "risky acts" are up for in-

terpretation.

Is the problem with attempting to save a life the risk portion or is it the fact that firefighters

are willing to have this in their heads? Is the real risk that firefighters believe personal risk is

worth it to save lives? The job of firefighter is like no other because we must make calculated

risk decisions that involve lots of time compression and often underdeveloped variables to

save lives. Doctors save lives, but their lives are not at risk; pilots save lives but deal with more

knowns then a firefighter. To lessen risk is not always possible on the fireground. To save lives

requires knowledge and personal risk.

VOCABULARY RELATING TO FIRE DEPARTMENT

E R I J V Q A R D Q A F A F R

F S C I I C C M E U L U L I P

X W P C S C U J T Q Z A T U T

V Y T A I K H F H N R V B F B

E I Y D L Z P Q G M J K I I S

M O E Q O L M F I R E R N F A

R N O S R A O T F T E R Y Q X

T P P I D D K C E D U T Q R C

Z D Q X Q Y D B R B N S D U I

K D P E J D I I I V Y A R B U

I N J U R Y L Z F J U N A E L

L O J M T L T W Y T O B Z M Z

E X T I N G U I S H E R A A G

S C E N E R G W I M B F H L F

C L J Z E H A S I B B R L F U

VOCABULARY

ACCIDENT EXTINGUISHER HAZARD

ALARM FIRE INJURY

ARSON FIRE DRILL RISK

BURN FIREFIGHTER SCENE

COLLAPSE FLAME VICTIM

Fire Department Terminology

Alarm: System for detecting and reporting unusual conditions, such as smoke,

fire, flood, loss of air, HAZMAT release

Bus: Common term (firefighter slang) usually referring to an Ambulance

Class A fire: A fire involving combustibles such as wood, paper, and other natural materials.

Class B fire: A fire involving hydrocarbons.

Class C fire: An electrical fire.

Class D fire: A fire involving metals, such as sodium, titanium, magnesium, pota

sium, uranium, lithium, plutonium and calcium.

Collapse zone: The area around a structure that would contain debris if the building were to collapse.

Engine: A fire suppression vehicle that has a water pump and, typically, is designed to carry firehose and a limited supply of water.

Fire hazard: Materials, structures or processes that may result in creating a fire, permitting a fire to grow undetected, or preventing people from escaping a fire.

HAZMAT: Hazardous materials, including solids, liquids, or gases that may cause injury, death, or damage if released or triggered.

UNIT 10.

Let´s to the action

Unit objective:

At the end of the unit, student will be able to apply

learned knowledge regarding to the Fire department

by demonstrating possible emergency reactions.

Contents:

1. The calling

2. The emergency

3. The rescue

4. Extinguish the fire

THE EMERGENCY CALLING

1 SNAPSHOT

In an emergency, call 911 or

your local emergency number

immediately from any wired

or wireless phone. An emer-

gency is any situation that re-

quires immediate assistance

from the police, fire depart-

ment or ambulance. Examples

include: A fire, a crime, espe-

cially if in progress, a car

crash, especially if someone is

injured

A medical emergency, such as someone who is unconscious, gasping for air or not breat-

hing, experiencing an allergic reaction, having chest pain, having uncontrollable bleeding,

or any other symptoms that require immediate medical attention

Important: If you’re not sure whether the situation is a true emergency, officials recom-

mend calling 911 and letting the call-taker determine whether you need emergency help.

1. Have you ever called to the emergency number?

2. Have you ver need help from the emergency department? When?

3. Do you consider that the emergency department satisfy the needs of the citizens

of your country?

2 LISTEN. LISTEN AND PRACTICE

Harold: Thank you for calling 911 Emergency number what is the Emergency your

calling for?

Silvia: I need an ambulance, well actually I don´t know what to do … My house is

burning in flames.

Harold: I understand. What´s your name?

Sorry?

Silvia: Silvia

Harold: Mrs. Silvia, Let me help you with

that. What is your location?

Silvia: Is 41601 Albrae St Fremont, CA 94538

Harold: is there someone inside the hou-

se?

Silvia: I don´t know I just came, I am calling my daughter but she doesn´t answer.

Harold: Ok. Thanks. I am sending to your home the fire engine, please keep calm

and within 6 minutes the firefighters will arrive to help you.

Silvia: thank you. I am waitimg for you.

Harold: do not panic. We will arrive to help you.

Listen to the rest of the conversation.

Did the firefighters arrive on time?

What happen in the Silvia´s House when firefighters arrived?

What happen in the Silvia´s house at the end?

3 GRAMAR FOCUS

A Read and practice

B Write 5 sentences about what you are thinking about this topic the fire deparment.

4 Writing

A write six sentences describing what is happening in the picture

B Work and share the information you have wrote with a classmate.

1. The emergency

Readiness

There are several things you can do to be ready in case there is ever a fire in your house.

1. Make sure your parents have at least one smoke detector in your house. It should be pla-

ced near the bedrooms. Check your smoke detector once a month to be sure it’s working. Re-place the battery once a year.

2. Make a list of all the ways you can get out of your house. Include windows, but make sure

you can open and shut all windows easily. If you live in a two-story house or an apartment, use the stairs. Never plan on using an elevator in a fire. An elevator can get stuck if the fire reaches the electrical wires or motor.

3. Have regular practice drills. Practice escape routes with your family at least once a

month—get everyone in the family to do it. Have a central place to meet once outside.

4. Memorize the telephone number for the fire department. Be sure to keep the number on your telephone, too! You can probably get a telephone sticker from your fire department.

Safety

The most important thing you should know about fire safety is how to escape from a burning buil-ding.

1. Get everyone to leave the house as quickly as possible.

2. Don’t take anything with you—things can be replaced; people can’t.

3. Get down on the floor and crawl if there is smoke in your way. The air is better near the

floor. If you can, cover your nose and mouth with a wet towel or handkerchief.

4. Feel the doors before you open them. If a door isn’t warm, open it slowly. If it feels warm, don’t open it! Use a window instead.

5. Break out a window if you need to use a win-

dow for escape and the window is stuck. Break it out with something like a chair or long hard object, like a baseball bat. Make sure all

the jagged edges of the glass are broken out too, so you won’t get cut as you climb out.

6. Stop, drop, and roll if your clothes catch on fire.

That means stop where you are, drop to the ground, and roll back and forth on the ground until you put the fire out. Don’t run!

7. Call the fire department from your neighbor’s

house even if you think someone else has al-ready done so.

Questions

Read Fire Readiness and Safety on page 87 and then answer the following questions.

1. Should you have a smoke detector in your house? Why?

2. Where should the smoke detector be placed? Why?

3. How often should you check the smoke detector?

4. Why is it important to practice fire drills?

5. What is the first thing to do when caught in a burning building?

6. If there is smoke in your way and it is difficult to breathe, what should you do?

7. If the door feels warm, what should you do?

8. What should you do if your escape window is stuck?

9. What do stop, drop, and roll mean, and when do you do these actions?

True or False

Write true or false in the blanks.

10. If your apartment building is on fire, you should always use the elevator.

11. The first thing to do when your building is on fire is to take all your valuables with you.

12. In a burning building, feel the doors before you open them.

13. The best place for a smoke detector is the living room.

14. When there is a fire, the air is better near the floor.

House on Fire

A. Reading

Oh, no! There is a fire at Sonia’s house in San Salvador

The fire is on the first floor of a two-story house, and it

is spreading quickly.

Fire fighters arrived ten minutes ago, and

one is using an axe to break the front door. A

neighbor said that an elderly woman lives in the

house. The woman is partially deaf and can’t hear

very well. Her bedroom is on the second floor.

The fire fighters are worried because they

don’t see the woman. The neighbor tried calling

her when the fire started, but there was no answer.

The fire chief is not sure if the woman is on the first floor of the house or the second

floor. The house may collapse soon. The fire chief doesn’t want his workers to get hurt.

What should he do? Should he send fire fighters into the house to look for the woman?

B. True or False

1. ________ The fire fighter is wearing boots and a hat.

2. ________ The house has two stories.

3. ________ The fire fighter is using a hammer to break the front door.

4. ________ Partially deaf means can’t hear very well.

5. ________ The house may collapse soon.

C. Yes or No – What about you?

1. ________ I live in a two-story house.

2. ________ I would like to be a fire fighter.

3. ________ I called 911 at least one time.

4. ________ There is a gas stove in my home.

D. Writing – Should the chief send fire fighters into the house? Why or why not?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

The rescue

Rescue comprises responsive operations that usually involve the saving of life, or preven-tion of injury during an incident or dangerous situation.

Tools used might include search and rescue

dogs, mounted search and rescue horses, helicopters, the

"jaws of life", and other hydrauliccutting and

spreading tools used to extricate individuals from

wrecked vehicles. Rescue operations are sometimes sup-

ported by special vehicles such as fire department's heavy

rescue vehicle.

LISTENING:

Recommendation to survive a burning:

Safety Steps

If you're in a room with the door closed when the fire breaks out,you need to take a few extra steps:

Check to see if there's heat or smoke coming in the cracks aroundthe door. (You're checking to see if there's fire on the other side.)

If you see smoke coming under the door - don't open thedoor!

If you don't see smoke - touch the door. If the door is hot or verywarm - don't open the door!

If you don't see smoke - and the door is not hot - then use yourfingers to lightly touch the doorknob. If the doorknob is hot orvery warm - don't open the door!

Speaking.

Could you consider good options these steps, why?

Do you know some other types of rescue, like what?

Have you been rescued, what happened?

Rescues to know

Extraction(military)

Is the process of removing personnel when it is conside-red imperative that they be immediately relocated out of a hostile environment and taken to a secure area.

Lifeboat rescue

Is used to attend a vessel in distress, or its survivors, to rescue crew and passengers. It can be hand pulled, sail powered or powered by an engine. Lifeboats may be ri-gid, inflatable or rigid-inflatable combination hulled vessels.

Robot rescue

Is a robot that has been designed for the purpose of rescuing people. Common situations that employ rescue robots are mining accidents, urban disasters, hostage situations, and explosions.

Mine rescue

Is the specialized job of rescuing miners and others who have become trapped or injured in u derground mines because of mining accidents, roof falls or floods anddisasters such as explosions caused by firedamp.

A rescuer has to take in account:

A rescuer must be aware of their group and observe all the time that is within the area of the incident, considering that there are objects and debris that can be hazardous to per-sonnel within the workspace where you are conducting the rescue, which is working in that moment.

TYPES OF RESCUE. Write at the given space what do you know about those types of

rescues:

Animal rescue

Civil defense

Diver rescue

Emergency management rescue

Burning rescue

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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____________________________________________________

____________________________________________________

____________________________________________________

Read and analyze the next article

Technical rescue

Refers to those aspects of saving life or property that em-

ploy the use of tools and skills that exceed those normally

reserved for fire fighting, medical emergency, and rescue.

These disciplines include rope rescue, swiftwater res-

cue, confined space rescue, ski rescue, cave rescue, trench/

excavation rescue, and building collapse rescue, among

others. In the United States, technical rescues will often

have multiple jurisdictions operating together to effect the

rescue, and will often use the Incident Command Sys-

tem to manage the incident and resources at scene.

NFPA standards 1006 and 1670 state that all rescuers must have medical training to per-

form any technical rescue operation, including cutting the vehicle itself during

anextrication. Therefore, in most all rescue environments, whether it is an EMS depart-

ment or fire department that runs the rescue, the actual rescuers who cut the vehicle and

run the extrication scene or perform any rescue such as rope, low angle, etc., are medical

first responders, emergency medical technicians, or paramedics, as almost every rescue

has a patient involved.

Use your dictionary, add the meanig for the next words:

1) Exceed._________________________________________________________________________________________

2) Swiftwater._____________________________________________________________________________________

3) Collapse.________________________________________________________________________________________

4) Incident Command System.___________________________________________________________________

5) Anextrication.__________________________________________________________________________________

6) Extrication._____________________________________________________________________________________

7) Patient.__________________________________________________________________________________________

8) Rope rescue.____________________________________________________________________________________

9) Cut the vehicle._________________________________________________________________________________

Extinguishing the fire

This is The Fire Triangle. Actually, it's a tetrahedron, because

there are four elements that must be present for a fire to ex-

ist. There must be oxygen to sustain combustion, heat to

raise the material to its ignition temperature, fuel to support

the combustion and a chemical reaction between the other

three elements.

Remove any one of the four elements to extinguish the fire.

The concept of Fire Protection is based upon keeping these

four elements separate.

TYPES OF FIRES

Not all fires are the same. Different fuels create different fires and require different types

of fire extinguishing agents.

Class A

Class A fires are fires in ordinary combustibles such as wood, paper,

cloth, trash, and plastics.

Class B

Class B fires are fires in flammable liquids such as gasoline, petroleum oil and paint. Class B fires also include flammable gases such as propane and butane. Class B fires do not include fires involving cooking oils and grease.

Class C

Class C fires are fires involving energized electical equipment such

as motors, transformers, and appliances. Remove the power and

the Class C fire becomes one of the other classes of fire.

Class D

Class D fires are fires in combustible metals such as potassium, so-

dium, aluminum, and magnesium.

Class K

Class K fires are fires in cooking oils and greases such as animals

fats andvegetable fats.

Some types of fire extinguishing agents can be used on more than one class of fire. Others

have warnings where it would be dangerous for the operator to use a particular fire extin-

guishing agent.

The Rules for Fighting Fires

Just remember the three A's

ACTIVATE the building alarm system or notify the fire department by calling 911. Or, ha-

ve someone else do this for you.

ASSIST any persons in immediate danger, or those incapable on their own, to exit the bui-

lding, without risk to yourself.

Only after these two are completed should you ATTEMPT to extinguish the fire.

Only fight a fire if:

The fire is small and contained

You are safe from toxic smoke

You have a means of escape

Your instincts tell you it's OK

Fire Extinguisher Inspection

Like any mechanical device, fire extinguishers must be maintained

on a regular basis to ensure their proper operation. You, the owner

or occupant of the property where the fire extinguishers are loca-

ted, are responsible for arranging your fire extinguishers' mainte-

nance.

Fire extinguishers must be inspected or given a "quick check" every 30 days. For most extin-

guishers, this is a job that you can easily do by locating the extinguishers in your workplace

and answering the three questions below.

Is the extinguisher in the correct location?

Is it visible and accessible?

Does the gauge or pressure indicator show the correct pressure?

Fire Extinguisher Maintenance

In addition, fire extinguishers must be maintained annually in accor-

dance with local, state, and national codes and regulations. This is a

thorough examination of the fire extinguisher's mechanical parts, fire

extinguishing agent, and the expellent gas.

Your fire equipment professional is the ideal person to perform the annual maintenance be-

cause they have the appropriate servicing manuals, tools, recharge materials, parts, lubri-

cants, and the necessary training and experience.

Fire Extinguisher Quiz

Now it's time to see how much you've learned. Answer the following true or false questions to test your knowledge. Put a check.

The four elements that must be present for fire to exist include heat, oxygen, fuel, and a chemical reaction between the three.

T_____ F_____

The concept of fire prevention is to keep these elements separate. T_____ F_____ There are four classes of fire, Class A, B, C, and K. T_____ F_____ Class B fires are those fires that occur involving paper and wood. T_____ F_____ Multipurpose dry chemical extinguishers are effective on all classes except D and K fires. T_____ F_____ To remember the rules of fighting fires, just remember the three A's: Activate, Assist, and

Attempt. T_____ F_____ The four simple steps for operating a fire extinguisher can be remembered with the word

PASS. Pull, Activate, Squeeze, Sweep. T_____ F_____ After the fire has been extinguished, it is important to watch the site for re-ignition. T_____ F_____ Fire extinguishers must be inspected or checked every 60 days. T_____ F_____ According to local, state and national codes and regulations, fire extinguishers must be

maintained bi-annually. T_____ F_____

NAME: GRADE: