Cuaderno de Apuntes Inglés I

Vicerrectoría Académica Cuaderno de Apuntes – 2011

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

I. IDENTIFICACIÓN NOMBRE DEL MÓDULO: INGLÉS I UNIDAD DE COMPETENCIA: Al finalizar el módulo los participantes serán capaces de:

Interactuar verbalmente en un nivel elemental del idioma inglés, tanto en forma oral como escrita, produciendo mensajes simples referidos al presente simple y continuo, demostrando capacidad para comprender y utilizar expresiones familiares y frases básicas.

DURACIÓN: 72 horas pedagógicas II. DESCRIPCIÓN POR ÁREA DE FORMACIÓN Y PRERREQUISITO ÁREA DE FORMACIÓN: básica común UBICACIÓN EN LA MALLA: depende de la carrera PRERREQUISITO: no tiene III. UNIDADES DE APRENDIZAJE 1ª UNIDAD: Introducción a la Lengua Inglesa DURACIÓN: 72 horas pedagógicas Aprendizajes Esperados: 1. Identifican y entregan información personal básica, aplicando el tiempo verbal presente simple, reproduciendo los distintos sonidos

del idioma inglés necesarios para ello. 2. Señalan y solicitan información con respecto a la ubicación física de diversos objetos y expresan pertenencia de ellos, aplicando el

tiempo verbal presente simple. 3. Solicitan y entregan información personal básica como el país de origen, nacionalidad, lengua materna y edad, así como

descripciones físicas y sicológicas propias y de terceros, aplicando el tiempo verbal presente simple. 4. Nombran y describen prendas de vestir y formulan preguntas sobre ellas, aplicando el tiempo verbal presente simple y presente

continuo. 5. Describen el clima y las estaciones del año en Chile y el mundo, aplicando los tiempos verbales presente simple y presente

continuo. 6. Preguntan e indican la hora utilizando diversas expresiones de tiempo, aplicando el tiempo verbal presente simple 7. Describen actividades que se están desarrollando en el momento y formulan preguntas acerca de ellas, aplicando el tiempo verbal

presente continuo 8. Identifican y describen medios de transporte y lugares existentes en una ciudad, aplicando el tiempo verbal presente simple. 9. Describen rutinas diarias desarrolladas a nivel familiar, social o laboral, aplicando el tiempo verbal presente simple. 10. Describen casas y departamentos, con sus diferentes habitaciones, lugares y mobiliario, aplicando el tiempo verbal presente simple. 11. Describen diversas profesiones y oficios existentes en el país y en el extranjero y dan opiniones acerca de ellos, aplicando el tiempo

verbal presente simple. IV. ORIENTACIONES METODOLÓGICAS − Iniciar el proceso de enseñanza-aprendizaje a partir de los conocimientos previos de los estudiantes. Esto implica un diagnóstico. − Centrar la docencia en el aprendizaje de los estudiantes, más que en la enseñanza. El estudiante debe ser activo. − Situar y vincular permanentemente los aprendizajes, contenidos y actividades con el contexto social y laboral de los estudiantes y la

carrera que estudian.



− Presentación centrada en el estudiante por parte del profesor de los diferentes contenidos temáticos, funcionales y gramaticales. − Los estudiantes desarrollan diferentes ejercicios de práctica tanto orales como escritos. − Actividades de comprensión de lectura (actividades de pre-reading, while reading, y post-reading, aplicación de vocabulario extraído

del texto en contextos significativos, reforzamiento de ideas centrales del texto a través de actividades guiadas por el profesor, centradas en el alumno).

− Actividades de comprensión auditiva (actividades de pre-listening, while listening, y post-listening). − Consolidación de conocimientos a través de diversos ejercicios guiados por el profesor, con el objetivo de esclarecer y reforzar

contenidos. V. EVALUACIÓN

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

1. Primera ENAT: First Quiz (prueba escrita, coeficiente 1) 2. Segunda ENAT: Mid-term Exam (prueba escrita, coeficiente 2) 3. Tercera ENAT: Reading Comprehension Test (prueba escrita, coeficiente 1) 4. Trabajo Final: Sing Along Activity (trabajo oral grupal, coeficiente 1)

Además cada docente puede aplicar controles, solicitar trabajos en grupos u otras actividades con nota. De estos trabajos se

obtiene una nota promedio, que corresponde a la nota 6 del módulo. Con las seis (6) notas del semestre se obtiene la nota de presentación a examen. Si esta nota es igual o mayor a 5,5 el estudiante se exime del examen final. El examen final consta de dos partes: una escrita y una oral. La parte escrita del examen final tiene una ponderación de 60% de la nota de examen. La parte oral del examen final tiene una ponderación de 40% de la nota de examen.

VI. BIBLIOGRAFÍA − Richards, Jack : Interchange, Third Edition. Intro Student’s Book with Self-study Audio CD. Cambridge University Press. − Murphy, Raymond : Essential Grammar in Use, Third Edition. Cambridge University Press. − Diccionarios Inglés – Español : Oxford, Collins Cobuild, Cambridge Material complementario obligatorio: Cuaderno de Apuntes, Inglés I. AIEP.



VII. CLASE A CLASE

1ª UNIDAD: INTRODUCCIÓN A LA LENGUA INGLESA CLASES 1, 2 y 3

APRENDIZAJE ESPERADO 1. Identifican y entregan información personal básica, aplicando el tiempo verbal presente simple,

reproduciendo los distintos sonidos del idioma inglés necesarios para ello. CRITERIOS DE EVALUACIÓN CONTENIDOS

1.1. Deletrea nombres y apellidos propios y de terceros. 1.2. Reconoce auditivamente nombres y apellidos deletreados. 1.3. Saluda y se despide, tanto de manera formal como

informal. 1.4. Indica números cardinales del 1 al 10. 1.5. Indica nombre, apellido, número telefónico y títulos.

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

THE ALPHABET

How do you spell your first name? How do you spell your last name?



SAYING HELLO

Hi! → Informal way to say hello.

TITLES

Miss Torres A single woman Mrs. Diaz A married woman

Ms. Rivera A single or married woman

Mr. Carter A single or married man

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

- Good morning, Miss Abarca. - Good evening, Mr. Donoso. - Hi, Pam!

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

JAMES: Hi. My name is James Thomson. NICOLE: I’m Nicole Parker. JAMES: It’s nice to meet you, Nicole. NICOLE: Nice to meet you, too. JAMES: I’m sorry. What’s your last name again? NICOLE: It’s Parker.



MY / YOUR / HIS / HER

This is his bike. This is her bike.

Is this your bike?

I → my

You → your

He → his

She → her

I am Patricia. = My name is Patricia. You are Chris. = Your name is Chris. He is David. = His name is David. She is Susan. = Her name is Susan.

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

• my name

• his last name

• your phone number

• her first name

This is my bike!



EXERCISES

I. Listen to the teacher and check ( ) the correct answer. 1. My first name is: □ K-A-T-H-E-R-I-N-E □ K-A-T-H-R-Y-N □ C-A-T-H-E-R-I-N-E 2. His last name is: □ J-E-F-F-E-R-S-O-N □ J-E-F-E-R-S-O-N □ J-E-F-E-R-S-S-O-N 3. Her first name is: □ S-A-R-A □ S-A-R-A-H □ Z-A-R-A 4. My last name is: □ O-R-M-A-Z-A-B-A-L □ O-R-M-A-S-A-B-A-L □ H-O-R-M-A-Z-A-B-A-L

II. Complete these sentences using my / your / his / her. 1. He’s Alex, my classmate. __________ last name is Gonzalez. 2. She’s Mrs. Martinez, my English teacher. __________ first name is Doris. 3. Mary and I are in the same class. She is __________ classmate. 4. Mr. Garcia is my new teacher. __________ first name is Robert. 5. She’s Lisa, a friend from school. __________ last name is Jones. 6. A: Hi. I’m Bob. What’s __________ name?

B: __________ name is Alice. 7. A: Daniel, what’s __________ phone number?

B: It’s 550 4078.



AM / IS / ARE

A. AFFIRMATIVE SENTENCES

B. QUESTIONS

Are you Andy Morgan?

Yes, I am. No, I’m not.

How are you?

I’m fine, thanks.

I’m = I am You’re = You are

He’s = He is She’s = She is

It’s = It is We’re= We are

They’re= They are

They’re my friends



EXERCISES I. Complete these conversations using am, is, or are. Then, practice with a partner. 1. MARK: Hi, Carol. How ________ you today?

CAROL: I ________ just fine, thank you. 2. AMY: Hi. I ________ Amy Jones. I ________ in this class.

JOSH: Hi, Amy. It ________ nice to meet you. 3. BOB: What _________ her name?

ALEX: It __________ Rose. She _______ in my math class.

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

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

6. JOHN: Excuse me. ________ you Jennifer Robinson?

ALICE: No, I ________ not. Jennifer _________ over there. II. Choose the correct alternative. 1. Hi. ___________ name is Brian. ____________ in your English class. (I’m / My) (I’m / My) 2. __________ Pedro. __________ last name is Reyes. (He’s / His) (He’s / His) 3. __________ name is Rosie. __________ my classmate. (She’s / Her) (She’s / Her) 4. __________ name is Paul Brown. __________ your new teacher. (I’m / My) (I’m / My)



INTRODUCTIONS

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

B. INTRODUCING SOMEONE Examples: LISA: Karen, this is Peter. He’s in our class. KAREN: Hi, Peter. PETER: Hi, Karen. It’s nice to meet you. KAREN: Nice to meet you, too. DANIEL: Joe, this is Ruth. She’s our new classmate. JOE: Hello, Ruth. RUTH: Hi, Joe. It’s nice to meet you. JOE: Nice to meet you, too.

NUMBERS

0 zero / oh / 4 four 8 eight 1 one 5 five 9 nine 2 two 6 six 10 ten 3 three 7 seven

What’s her phone number? What’s her cell phone number?

What’s his phone number? What’s his cell phone number?

Name: Pamela Gomez Phone number: 586 0791 Cell phone number: 09 332 4586

Name: David Robinson Phone number: 370 4184 Cell phone number: 08 946 821



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

SAYING GOOD-BYE

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

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

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

EXERCISES

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

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________



CLASES 4, 5 Y 6

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

CRITERIOS DE EVALUACIÓN CONTENIDOS 2.1. Reconoce y nombra objetos de una sala de clases. 2.2. Formula preguntas acerca de objetos en una sala de

clases, aplicando el tiempo verbal presente simple. 2.3. Formula preguntas sobre la ubicación de diversos objetos,

aplicando el tiempo verbal presente simple. 2.4. Indica la ubicación espacial de diversos objetos utilizando

las preposiciones de lugar apropiadas, aplicando el tiempo verbal presente simple.

2.5. Indica pertenencia o posesión de diversos objetos utilizando los adjetivos posesivos apropiados, aplicando el tiempo verbal presente simple.

- Objetos de una sala de clases - Uso de artículo indefinido a / an y artículo definido The - Uso de this / these y pronombres personales - Presente simple del verbo Be - Uso de preposiciones de lugar para entregar ubicación física de

objetos: in / in front of / behind / on / next to / under

A / AN = ONE

The article A goes before consonant sound

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

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

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

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

( these words sound like /yuniversity/, /yuropean/)

EXERCISES

I. A or an?

1. _____ book. 10. _____ Indian restaurant. 2. _____ old book. 11. _____ accident. 3. _____ window. 12. _____ bad accident. 4. _____ horse. 13. _____ question. 5. _____ airport. 14. _____ important question. 6. _____ university. 15. _____ hamburger. 7. _____ organization. 16. _____ hour. 8. _____ restaurant. 17. _____ economic problem. 9. _____ Chinese restaurant. 18. _____ nice evening.



animal bird flower fruit musical instrument planet tool sport vegetable river

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

1. a duck? It __is a bird.___________ 2. the Nile? It ____________________ 3. a rabbit? It ____________________ 4. soccer? It ____________________ 5. a rose? It ____________________ 6. a hammer? It ____________________ 7. a carrot? It ____________________ 8. Mars? It ____________________ 9. a violin? It ____________________ 10. an apple? It ____________________

THIS / THESE

THIS (SINGULAR) THESE (PLURAL)

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

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



EXERCISES

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

1 2 3 4

1. It’s a _________________________ 2. It’s __________________________ 3. It ___________________________ 4. _____________________________

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

1 2 3 4 1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

4. ______________________________________________

YES/NO QUESTIONS WITH BE

Is this your cell phone?

Yes, it is. No, it’s not.

Are these your sunglasses?

Yes, they are. No, they’re not.

It’s not = it isn’t

They’re not = they aren’t



EXERCISES

I. Complete these conversations. Then, practice with a partner. 2. A: ________ this your CD player?

B: Yes, ___________. 3. A: ________ these your pens?

B: No, ____________. 4. A: ________ this your umbrella?

B: No, ____________. 5. A: ________ these your keys?

B: Yes, ___________.

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

A B 1. Is this a pen drive? 2. Are these your earrings? 3. Is this your laptop computer? 4. Are these your books? 5. Is this your purse?

______ Yes, they are. Thanks! ______ No, it’s not. My purse is here. ______ No, they’re not. I think they’re your books. ______ No, it’s not a pen drive. It’s an MP3 player. ______ Yes, it’s my new laptop computer.

PREPOSITIONS

EXERCISES I. Where is the ball?

1. ____________________________________________ 2. __________________________________________

on – in – next to – behind – in front of – under



3. _________________________________________

4. _________________________________________ 5. _________________________________________ 6. _________________________________________

II. Write a sentence for each picture. Use prepositions from the box. 1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ 6. ___________________________

behind – in – in front of – next to – on – under



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

example.

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

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



CLASES 7 Y 8

APRENDIZAJE ESPERADO 3. Solicitan y entregan información personal básica como el país de origen, nacionalidad, lengua materna y edad, así como descripciones físicas y sicológicas propias y de terceros, aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 3.1. Indica nacionalidad, país de origen, lengua materna y edad

propios y de terceros, aplicando el tiempo verbal presente simple.

3.2. Indica números cardinales del 11 al 100. 3.3. Describe características físicas y sicológicas de diferentes

personas, utilizando adjetivos calificativos apropiados y aplicando el tiempo verbal presente simple.

3.4. Formula preguntas sobre la apariencia física y sicológica, así como sobre la nacionalidad, país de origen y lengua materna de terceros y propios, aplicando el tiempo verbal presente simple.

3.5. Produce diálogos cortos para presentarse, aplicando el tiempo verbal presente simple.

- Ciudades, países, nacionalidades e idiomas - Presente simple del verbo Be - Números hasta el 100 / Edades - Uso de adjetivos para describir física y sicológicamente a

diferentes personas: tall / short, thin / a little heavy, quiet / talkative, shy / friendly, entre otros

NATIONALITIES AND COUNTRIES

COUNTRY NATIONALITY COUNTRY NATIONALITY

Argentina Argentine Mexico Mexican Australia Australian Morocco Moroccan Austria Austrian The Netherlands Dutch Bolivia Bolivian Nicaragua Nicaraguan Brazil Brazilian Nigeria Nigerian Canada Canadian Panama Panamanian Chile Chilean Paraguay Paraguayan China Chinese Peru Peruvian Colombia Colombian The Philippines Filipino Costa Rica Costa Rican Poland Polish Cuba Cuban Portugal Portuguese The Dominican Republic Dominican Puerto Rico Puerto Rican Ecuador Ecuadorian Russia Russian Egypt Egyptian Saudi Arabia Saudi El Salvador El Salvadoran Singapore Singaporean England English Somalia Somali France French South Africa South African Germany German South Korea South Korean Greece Greek Spain Spanish Guatemala Guatemalan Sudan Sudanese Haiti Haitian Sweden Swedish Honduras Honduran Switzerland Swiss India Indian Thailand Thai Indonesia Indonesian Turkey Turkish Ireland Irish The United Kingdom (the U.K) British Israel Israeli The United States (the U.S.) American Italy Italian Uruguay Uruguayan Japan Japanese Venezuela Venezuelan Malaysia Malaysian Vietnam Vietnamese



YES/NO QUESTIONS WITH BE Are you from (country)? Is he (nationality)? Yes, I am. No, I’m not. Yes, he is. No, he’s not. Examples: A: Are you from Spain? A: Is the teacher Canadian? B: No, I’m not. I’m from Ecuador. B: No, he’s not. He’s American. A: Is Camille from France? A: Are you Brazilian? B: Yes, she is. B: Yes, I am.

AFFIRMATIVE AND NEGATIVE STATEMENTS WITH BE

AFFIRMATIVE NEGATIVE I’m Chilean. You’re from Peru. Nathan is from Canada. My first language is Spanish. My family and I are Chilean. Vicente and Maria are from Mexico.

I’m not Bolivian. You’re not from Cuba. He’s not from the USA. It’s not English. We’re not Peruvian. They’re not from Venezuela.

EXERCISES

I. Where are these people from?

ROBERT PATTINSON PENELOPE CRUZ TOMÁS GONZÁLEZ KAKÁ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________



II. Match the questions with the answers:

1. Are you and your family from Chile? ____ No, I’m not. I’m Chilean. 2. Is your first language English? ____ Yes, we are. We are from Puerto Montt. 3. Are you Indian? ____ No, he’s not. He’s Portuguese. 4. Is your mother from the United States? ____ No, it’s not. It’s Spanish. 5. Is your father Italian? ____ Yes, she is. She’s from Texas

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

1. Is he from England? 2. Is she from Argentina? __________________________________ __________________________________ 3. Is she from Japan? 4. Are they from the United States? __________________________________ __________________________________



NUMBERS AND AGES

11 eleven 21 twenty-one 40 forty 12 twelve 22 twenty-two 50 fifty 13 thirteen 23 twenty-three 60 sixty 14 fourteen 24 twenty-four 70 seventy 15 fifteen 25 twenty-five 80 eighty 16 sixteen 26 twenty-six 90 ninety 17 seventeen 27 twenty-seven 100 one hundred 18 eighteen 28 twenty-eight 101 one hundred and one 19 nineteen 29 twenty-nine 102 one hundred and two 20 twenty 30 thirty

EXERCISES

I. GROUP WORK: How old are these famous people? Write down your guesses and then compare. 1. Robert Pattinson 2. Penélope Cruz 3. Tomás González 4. Kaká Example: A: How old is Robert Pattinson? B: I think he is twenty-six (years old). C: I think he is thirty.

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

1. A: ________________________________________________? B: My name is James.

2. A: ________________________________________________?

B: She is from the United States. 3. A: ________________________________________________?

B: We are fine, thanks.

4. A: ________________________________________________? B: They are my friends, Charles and Mary.

5. A: ________________________________________________? B: My brother Luke is very nice.

6. A: ________________________________________________?

B: He is twenty-five years old.



DESCRIPTIONS

EXERCISES

I. Describe these two people. What are they like? __________________________________________________ __________________________________________________ __________________________________________________

__________________________________________________ __________________________________________________ __________________________________________________



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

1. George. _____________________________________________________________________________________ 2. Evelyn. _____________________________________________________________________________________ 3. Matthew. _____________________________________________________________________________________ 4. Rose. _____________________________________________________________________________________

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



III. Choose the correct responses.

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

They are nice. They are from Chile.

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

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

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

Thank you. I’m fine.

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

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

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

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

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

He’s from Peru. He’s very smart.

7. A: Who are they? B: _____________________________

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

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

He’s just fine. He’s twenty-eight.



CLASE 9 APRENDIZAJE ESPERADO Del 1 al 3

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 3.5 - Todos los relacionados con los aprendizajes esperados del 1 al 3

(Repaso para la Primera ENAT)

EXERCISES

I. Circle the correct alternative.

1. A: What’s your first name?

B: ___________________

a) It’s Daniel. b) I’m fine, thanks. c) It’s Rodriguez. d) It’s R-O-D-R-I-G-U-E-Z.

2. A: How do you spell your last name?

B: ___________________

a) It’s Ricardo. b) I’m Ricardo. c) It’s D-I-A-Z. d) It’s Diaz.

3. A: What’s this?

B: ___________________

a) It’s a eraser. b) They’re earrings. c) It’s a earring. d) It’s an eraser.

4. A: Where are the keys? B: ___________________

a) It’s on the table. b) It’s next to the bag. c) They’re in the bag. d) They’re my keys.

5. A: Where is Kenji from?

B: ___________________

a) He’s from Japan. b) He’s in Japan. c) His first language is Japanese. d) He’s fine.

6. A: What is Jessica like?

B: ___________________

a) She’s twenty years old. b) She’s very shy. c) She’s from Canada. d) She’s in Toronto.

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

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



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

1. A: ___________________________________________________________?

B: It’s F-R-A-N-C-I-S-C-O. 2. A: ___________________________________________________________?

B: It’s 555-5998. 3. A: ___________________________________________________________?

B: It’s my English book. 4. A: ___________________________________________________________?

B: The wallet is under the briefcase. CLASE 10 APRENDIZAJE ESPERADO Del 1 al 4


(FIRST QUIZ: PRIMERA ENAT. COEFICIENTE UNO.)



CLASES 11 Y 12

APRENDIZAJE ESPERADO 4. Nombran y describen prendas de vestir y formulan preguntas sobre ellas, aplicando el tiempo verbal presente simple y presente continuo.

CRITERIOS DE EVALUACIÓN CONTENIDOS 4.1. Reconoce y nombra prendas de vestir femeninas y

masculinas, que se utilizan en situaciones formales e informales.

4.2. Formula preguntas sobre prendas de vestir, aplicando el tiempo verbal presente simple.

4.3. Describe el color de las prendas de diversas prendas de vestir, aplicando el tiempo verbal presente simple.

4.4. Expresa pertenencia de objetos y prendas de vestir, utilizando adjetivos y pronombres posesivos apropiados, aplicando el tiempo verbal presente simple.

4.5. Menciona y describe las prendas de vestir que está utilizando en el momento, aplicando el tiempo verbal presente continuo.

- Prendas de vestir masculinas y femeninas, para situaciones formales e informales

- Colores - Uso de adjetivos y pronombres posesivos y del posesivo con ‘s - Presente simple del verbo Be - Tiempo verbal Presente Continuo

EXERCISES

I. Do the crossword puzzle.

ACROSS → 1. 2. 3.

1 10

13

12

9 2 15

3 11

4

5

6

7 14

8



4. 5. 6. 7. 8. DOWN ↓ 1. 2. 4. 5. 9. 10. 11. 12. 13. 14. 15.



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

CLOTHES FOR WORK CLOTHES FOR LEISURE

COLORS

EXERCISES

I. Match colors and items that are typical of that color.

A B 1. Red 2. Yellow 3. Blue 4. Green 5. Orange 6. White 7. Pink 8. Black 9. Gray 10. Brown

_____ Pig _____ chocolate _____ Coal _____ Tomato _____ Tree _____ Cloud _____ Mouse _____ Sky _____ Carrot _____ Banana



II. What’s your favorite color?

_______________________________________________________________________________

POSSESSIVES

A. POSSESSIVE ADJECTIVES

I → my You → your

He → his She → her We → our

They → their



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

B. POSSESSIVE ’S

Yanina’s raincoat is purple. Peter’s pants are black. (Her raincoat is purple) (His pants are black)

EXERCISES

I. GROUP WORK: Find things in your classroom with these colors. Write sentences as in the example. light blue black green pink red yellow dark blue gray orange purple white brown

1. My desk is brown____________________________________________. 2. Claudia’s bag is purple________________________________________. 3. __________________________________________________________ 4. __________________________________________________________ 5. __________________________________________________________ 6. __________________________________________________________ 7. __________________________________________________________ 8. __________________________________________________________



II. Answer these questions. Then, practice with a partner. 1. What color are your pants? ______________________________________________________________________ 2. What color are your teacher’s shoes? ______________________________________________________________________ 3. What color is your classroom? ______________________________________________________________________ 4. What color is your bag? ______________________________________________________________________

ADJECTIVE + NOUN

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

Examples: My pants are blue. I’m wearing blue pants. Her skirt is purple. She’s wearing a purple skirt. His shirt is white. He’s wearing a white shirt. Your hat is brown. You’re wearing a brown hat.

FINDING THE OWNER OF OBJECTS.

Ex: A: Whose sweater is this? A: Whose sneakers are these? B: It’s hers. It’s Paola’s. B: They are mine. They’re my sneakers



POSSESSIVE ADJECTIVES POSSESSIVE PRONOUNS

Possessive adjectives are used with an object. What color is Karina’s skirt? Her skirt is purple My jeans are light blue Your gloves are on the chair His tie is green Her skirt is pretty Our clothes are in the bag Their shoes are under the bed

I.

Possessive pronouns are not used with an object Whose socks are these? They are Pablo’s and Daniel’s. They’re theirs. or these socks are theirs. They’re mine. They’re yours. It’s his. It’s hers. They’re ours. They’re theirs.

EXERCISES

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

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

2. A: Where are ________________ (my / mine) boots?

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

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



CLASES 12 Y 13

APRENDIZAJE ESPERADO 5. Describen el clima y las estaciones del año en Chile y el mundo, aplicando los tiempos verbales presente simple y presente continuo.

CRITERIOS DE EVALUACIÓN CONTENIDOS 5.1. Nombra y describe las estaciones del año, aplicando el

tiempo verbal presente simple. 5.2. Describe el clima en diferentes países y/o regiones de Chile

y el mundo, utilizando los adjetivos calificados apropiados, aplicando el tiempo verbal presente simple y presente continuo.

5.3. Elabora preguntas sobre el clima, aplicando el tiempo verbal presente simple.

5.4. Describe las prendas de vestir que se utilizan en las distintas estaciones del año, aplicando los tiempos verbales presente simple y presente continuo.

- Estaciones del año - Uso de adjetivos que describen el clima: warm / sunny / hot /

humid / cool / cloudy / windy / cold - Presente simple del verbo Be - Tiempo verbal Presente Continuo - Uso de conjunciones and y but

SEASONS OF THE YEAR

What’s your favorite season? What season is it now?

WINTER SPRING

SUMMER FALL



EXERCISES

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

1. ___________________________________________________

___________________________________________________ ___________________________________________________

2. ___________________________________________________

___________________________________________________ ___________________________________________________

3. ___________________________________________________

___________________________________________________ ___________________________________________________

4. ___________________________________________________

___________________________________________________ ___________________________________________________

CLOUDY WINDY COLD WARM SUNNY HOT HUMID COOL



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

1. _____ It is really cold today. ____________________________________________________________________

2. _____ It is 31°C in the summer and 2°C in the winter. ____________________________________________________________________

3. _____ It is windy in the spring. ____________________________________________________________________

4. _____ It is very hot in the fall. ____________________________________________________________________

PRESENT CONTINUOUS STATEMENTS

SUSAN PAUL Susan is wearing boots. Paul is wearing a T-shirt. She’s not wearing sneakers. He’s not wearing a jacket.

What are you wearing? ________________________________________________________________________________________________ ________________________________________________________________________________________________

I’m not You’re not = you aren’t

He’s not = he isn’t She’s not = she isn’t

It’s not = it isn’t We’re not = we aren’t

They’re not = they aren’t



CONJUNCTIONS: AND / BUT

EXERCISES

I. Complete these sentences, using and or but. Then, practice with a partner. 1. It’s very cold today; it’s cloudy _______ it’s snowing. 2. Marco is wearing a black suit. He’s wearing a white shirt _______ he’s not wearing a tie. 3. It’s a sunny day. Norman is wearing a T-shirt _______ a cap, _______ he’s not wearing sunglasses. 4. The weather is cool today. It’s raining. Lisa is wearing a sweater _______ boots, _______she’s not wearing an umbrella.

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

EMMA ROY MARK URSULA KATE MIA JOSH

1.______ Roy is wearing a jacket __________________________________________________ 2. ______ Mark is wearing sunglasses. __________________________________________________ 3. ______ Josh is wearing a sweater. __________________________________________________ 4. ______ Ursula is wearing sandals. __________________________________________________

5. ______ Josh and Mark are wearing shorts. __________________________________________________ 6. ______ Mia is wearing jeans. __________________________________________________ 7. ______ Kate is wearing a yellow sweater. __________________________________________________ 8. ______ Emma is wearing a dress. __________________________________________________

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



01:00 01:10

01:15 01:30

01:45 01:55

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

CLASE 14

APRENDIZAJE ESPERADO 6. Preguntan e indican la hora utilizando diversas expresiones de tiempo, aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 6.1. Identifica las partes del día. 6.2. Utiliza diversas expresiones de tiempo. 6.3. Identifica e indica las horas del día, aplicando el tiempo

verbal presente simple. 6.4. Formula preguntas sobre la hora, aplicando el tiempo

verbal presente simple.

- Horas y partes del día - Uso de expresiones de tiempo: in the morning / in the afternoon /

in the evening / at night, entre otras - Presente simple del verbo Be

ASKING FOR AND TELLING TIME

What time is it?

It's one o’clock. It's ten after one. It's a quarter after one. It's one-thirty. It's a quarter to two. It’s five to two.



* These time expressions are approximate.

EXERCISES

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

1. _____________________________ _______________ 2. ___________________________________________ 3. _____________________________ _______________ 4. ___________________________________________ 5. _____________________________ ________________ 6. ___________________________________________ 7. _____________________________ ________________ 8. ___________________________________________ 9. _____________________________ ________________ 10. __________________________________________

Prepositions for telling time To After

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

11:00 A.M. 05:10 P.M.

10:15 A.M. 06:30 P.M.

09:50 P.M. 12:00 A.M.

07:45 A.M. 01:05 P.M.

10:20 A.M. 08:25 P.M.



CLASES 15 Y 16

APRENDIZAJE ESPERADO 7. Describen actividades que se están desarrollando en el momento y formulan preguntas acerca de ellas, aplicando el tiempo verbal presente continuo.

CRITERIOS DE EVALUACIÓN CONTENIDOS 7.1. Identifica diferentes actividades que se están realizando en

el momento. 7.2. Formula preguntas sobre actividades que se están

realizando en el momento, aplicando el tiempo verbal presente continuo.

7.3. Describe actividades que se están realizando en el momento, utilizando el tiempo verbal presente continuo.

7.4. Desarrolla diálogos para solicitar y entregar detalles sobre actividades que se están desarrollando en el momento, aplicando el tiempo verbal presente continuo.

- Actividades que se realizan a diario - Tiempo verbal Presente Continuo - Uso de la conjunción so

WHAT ARE YOU DOING?

The answer for this question describes the action that is happening now. Examples: A: What is Joe doing?

B: He is swimming in the river. A: What are Anne and Max doing?

B: They are studying for a test. A: What is Alice doing?

B: She is reading an interesting book.

What are you doing?

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



EXERCISES

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

1. ___________________________________________________

SAM 2. ___________________________________________________

JACK SUSAN

3. ___________________________________________________

KATHY

4. ____________________________________________________ JOE



5. ___________________________________________________

SANDRA PETE

6. ____________________________________________________

HELEN

7. ____________________________________________________

LINDA & MARK

II. Imagine these situations and answer the questions. Give complete answers. 1. Rose is at the supermarket. It’s eleven in the morning. What is she doing?

____________________________________________________________

2. Peter and his friends are in a disco. It’s midnight. What are they doing?

____________________________________________________________

3. Simon is at the school library. He has a difficult test tomorrow. What is he doing?

____________________________________________________________

4. Mr. Miller is in his office. It’s 8:30 in the morning. What’s he doing?

____________________________________________________________



III. Create answers for these questions, using the information in parentheses. Then, practice with a partner. 1. A: What are you and your sister doing?

B: We’re watching TV_______________________________________. (watch TV) 2. A: What’s Simon doing?

B: ______________________________________________________ (have lunch) 3. A: What are Gina and Gabriel doing?

B: ______________________________________________________ (study English) 4. A: What’s Kevin doing?

B: ______________________________________________________ (swim) 5. A: What’s Abby doing?

B: ______________________________________________________ (ride a bike) 6. A: What are Ingrid and Mike doing?

B: ______________________________________________________ (play tennis) 7. A: What’s Justin doing?

B: ______________________________________________________ (shop at the supermarket)



(Repaso para la Segunda ENAT)

EXERCISES

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

1. What’s your first name? 2. Where are you and your classmates from? 3. What color are Andrea’s socks? 4. What color is Pedro’s coat? 5. What’s Olivia’s telephone number? 6. What’s Bruno and Regina’s first language? 7. What are your parents like? 8. How old are you? 9. Where is my pen drive?

_____ They’re very nice and friendly _____ It’s cold, but it’s sunny. _____ I’m twenty two years old. _____ It’s Christian. _____ They are not mine. I think they are Peter’s. _____ We are cooking dinner. _____ They’re yellow and purple _____ It’s on the desk, next to the cell phone. _____ It’s midnight.



10. How do you spell “sneakers”? 11. What’s the weather like today? 12. What are Kate and Adam wearing? 13. Whose sunglasses are these? 14. What time is it? 15. What are you and Gloria doing?

_____ We’re from Mendoza, Argentina. _____ It’s black. _____ It’s 335-9007 _____ It’s Portuguese. _____ It’s S-N-E-A-K-E-R-S _____ They’re wearing, sandals, jeans and a sweater.

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

1. _______ Mike is sleeping. _________________________________________________________________________ 2. _______ Mia is really tall. _________________________________________________________________________ 3. _______ Amanda and Andrew are watching TV. _________________________________________________________________________ 4. _______ Isabella is wearing sneakers. _________________________________________________________________________ 5. _______ Chris is a little heavy. _________________________________________________________________________ 6. _______ Albert is wearing a jacket. _________________________________________________________________________





(MID-TERM EXAM: SEGUNDA ENAT. COEFICIENTE DOS.)

CLASE 19

APRENDIZAJE ESPERADO 8. Identifican y describen medios de transporte y lugares existentes en una ciudad, aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 8.1. Identifica y nombra diferentes medios de transporte. 8.2. Identifica y nombra los principales lugares de una ciudad. 8.3. Describe las formas de trasladarse y los medios de

transportes utilizados para llegar a los lugares de destino, aplicando el tiempo verbal presente simple.

8.4. Formula preguntas sobre medios de transportes utilizados y lugares de destino, aplicando el tiempo verbal presente simple.

- Medios de transporte y formas de trasladarse de un lugar a otro: drive / walk / take the bus / take the subway / ride a bike, entre otros

- Principales lugares de una ciudad: downtown / suburbs / school, entre otras

- Tiempo verbal Presente Simple

TRANSPORTATION

DRIVE TAKE A BUS



RIDE A BIKE WALK TAKE THE SUBWAY RIDE A MOTORCYCLE TAKE THE TRAIN TAKE A TAXI / CAB



SIMPLE PRESENT

AFFIRMATIVE SENTENCES NEGATIVE SENTENCES

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

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

SIMPLE PRESENT STATEMENTS WITH IRREGULAR VERBS

I – YOU – WE – THEY HE – SHE – IT

I have a car. We do a lot of work at home. They go to school by bus.

My car has a flat tire. My sister does her homework at school. My friend Mike goes to school by subway.

EXERCISES

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

1. My parents and I _______________ (live / lives) in the suburbs.

2. Jessica ______________ (walk / walks) to her office every day.

3. My parents _____________ (don’t / doesn’t) need a car. They _________ (use / uses) public transportation.

4. Charles _____________ (drive / drives) to work.

5. Emma and Jim ______________ (don’t / doesn’t) drive to work. They __________ (take / takes) a taxi.

II. Complete the sentences. Then, practice with a partner.

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

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



CLASES 20 Y 21

APRENDIZAJE ESPERADO 9. Describen rutinas diarias desarrolladas a nivel familiar, social o laboral, aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 9.1. Identifica la relación entre los miembros de una familia. 9.2. Describe quienes componen su familia, aplicando el tiempo

verbal presente simple. 9.3. Nombra los días de la semana. 9.4. Describe rutinas diarias utilizando las expresiones de

tiempo adecuadas, aplicando el tiempo verbal presente simple.

9.5. Formula preguntas relativas a rutinas diarias, aplicando el tiempo verbal presente simple.

- La Familia - Actividades que conforman una rutina diaria: get up / have lunch

/ go to work / take the bus, entre otras - Tiempo verbal Presente Simple - Días de la semana - Expresiones de tiempo relacionadas a las rutinas diarias: early /

late / every day / on weekends / on weekdays / on Sundays, entre otras

FAMILY RELATIONSHIPS

EXERCISES

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

Kate is Rob’s sister._________________________________________ Kate Rob 1. ___________________________________________________________ Noah Nolan 2. ____________________________________________________________ Susan & Steve



3. ___________________________________________________________ Sarah Sally 4. _________________________________________________________________________ Annie Tommy

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

1. Marge is Homer’s ______________________________________ 2. Homer is Marge’s ______________________________________ 3. Marge is Bart’s ________________________________________

THE SIMPSONS

ABRAHAM MONA

HOMER MARGE PATTY SELMA

BART LISA MAGGIE

parents – husband – daughter – son – wife – father – children – mother – sister – grandparents – sisters



Weekdays = working days Weekend = non-working days

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

DAYS OF THE WEEK

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

W E E K D A Y S W E E K E N D (The names of the days always begin with a capital letter.)

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

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

- evening

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

Other time expressions: Examples: - I get up early on weekdays. - I get up late on weekends. - I ride my bike every day.

Early – Late – Every day



SIMPLE PRESENT QUESTIONS

YES/NO QUESTIONS WH- QUESTIONS

Do you get up late on weekends? No, I get up early. Does Alex take a bus to go home every day? No, he drives his car. Do you and your friends have lunch at the institute? Yes, we eat lunch at the institute every day. Do Ben and Patty go downtown to work? Yes, they do.

What time do you get up on weekdays? At seven-thirty. What time does Jane start work in the morning? At nine o’clock. When do you and your wife go shopping? On Saturdays. When do Vincent and Tracy have lunch together? On weekends.

EXERCISES

I. Complete the sentences with the correct prepositions.

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

II. What do you do every day? Write one thing you do and one thing you don’t do on each day. 1. Monday I play tennis on Mondays. I don’t have classes on Mondays. 2. Tuesday _______________________________________________ 3. Wednesday _______________________________________________ 4. Thursday _______________________________________________ 5. Friday _______________________________________________ 6. Saturday _______________________________________________ 7. Sunday _______________________________________________

III. Answer questions about your daily routine. 1. What time do you get up on weekends? ____________________________________________________________________________ 2. When do you have English class? ____________________________________________________________________________ 3. Do you take a bus to come to the institute? ____________________________________________________________________________



4. How do you usually go home? ____________________________________________________________________________ 5. What time do you go to bed on weekdays? ____________________________________________________________________________

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



CLASES 22 Y 23

APRENDIZAJE ESPERADO 10. Describen casas y departamentos, con sus diferentes habitaciones, lugares y mobiliario, aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 10.1. Identifica y nombra las habitaciones y partes de una casa

o departamento. 10.2. Identifica y nombra el mobiliario y electrodomésticos de

una casa o departamento. 10.3. Describe casas y departamentos, aplicando el tiempo

verbal presente simple. 10.4. Describe el mobiliario y electrodomésticos de su casa y la

de terceros, aplicando el tiempo verbal presente simple. 10.5. Formula preguntas sobre los muebles que hay dentro de

las diferentes habitaciones de un hogar, aplicando el tiempo verbal presente simple.

- Casas y departamentos: habitaciones y partes dentro de ellos - Tiempo verbal Presente Simple - Mobiliario y electrodomésticos - Uso de las estructuras There is / There are

HOUSES AND APARTMENTS

SIMPLE PRESENT SHORT ANSWERS Do you live in a house? Do the bedrooms have closets? Yes, I do. Yes, they do. No, I don’t. No, they don’t. Does the house have a laundry room? How many bedrooms does the house have? Yes, it does. It has five. No, it doesn’t.



EXERCISES

I. Write questions for these answers. Then, practice with a partner. 1. A: Do you live in an apartment___________________________?

B: No, I don’t. I live in a house.

2. A: _________________________________________________?

B: Yes, it does. It has a view of the park.

3. A: _________________________________________________?

B: It has two bathrooms.

4. A: _________________________________________________?

B: Yes, it does. It has a garage for one car.

5. A: _________________________________________________?

B: It has just one floor.

II. Answer these questions with your information. Then, practice with a partner. 1. Do you live in a house or an apartment? _______________________________________________________________ 2. How many rooms does it have? _______________________________________________________________ 3. Does it have a laundry room? _______________________________________________________________ 4. Do you have your own room? _______________________________________________________________ 5. Do you live alone? _______________________________________________________________



FURNITURE EXERCISES

I. Label these things.

CHAIRS DESK MIRROR BED STOVE MICROWAVE OVEN CLOCK SOFA TABLE LAMPS BOOKCASE DRESSER RUG COFFEE TABLE CURTAINS PICTURES ARMCHAIRS REFRIGERATOR



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

Examples:

There’s a mirror in the living room. There are some pictures in the living room. There’s no television in the living room. There are no curtains in the living room. There isn’t a refrigerator in the kitchen. There aren’t any curtains in the living room.

EXERCISES

I. Complete the chart, saying the sentences other way. Then, practice with a partner. I don’t have a desk in the bedroom. Ex: There’s no desk in the living room. There are some chairs in the kitchen I have a rug in the living room. I don’t have any pictures in the kitchen. There isn’t a coffee table in the living room. I have some lamps in the bedroom. I don’t have a microwave oven.

There aren’t any curtains in the bedroom.

II. Describe your room. Write sentences using there is, there isn’t, there is no, there are, there aren’t any, there are no. 1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

THERE IS = singular THERE ARE = plural



4. ________________________________________________________________________________

5. ________________________________________________________________________________

6. ________________________________________________________________________________

CLASE 24

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 10.5 - Texto de lectura (que variará de acuerdo a la Escuela a la que

pertenece la carrera) (Repaso para la Tercera ENAT)

CLASE 25

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 10.5 - Texto de lectura (que variará de acuerdo a la Escuela a la que

pertenece la carrera) (READING COMPREHENSION TEST: TERCERA ENAT. COEFICIENTE UNO.)



CLASES 26 Y 27

APRENDIZAJE ESPERADO 11. Describen diversas profesiones y oficios existentes en el país y en el extranjero y dan opiniones acerca de ellos, aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 11.1. Identifica y nombra profesiones y oficios, a través de la

asociación de imagen-concepto. 11.2. Describe diferentes tipos de profesiones y oficios, así

como los lugares de trabajo, aplicando el tiempo verbal presente simple.

11.3. Formula preguntas acerca de profesiones y oficios, aplicando el tiempo verbal presente simple.

11.4. Indica que tipos de trabajos u oficios le agradan o desagradan.

11.5. Entrega su opinión respecto de profesiones y oficios específicos, aplicando el tiempo verbal presente simple.

- Profesiones y oficios - Lugares de trabajo - Tiempo verbal Presente Simple - Uso de adjetivos que describen trabajos: boring / easy /

dangerous / exciting / stressful, entre otros

EXERCISES

I. Match the occupations with the pictures.

a. cashier e. judge i. pilot m. security guard b. cook/chef f. lawyer j. police officer n. singer c. doctor g. musician k. receptionist o. waiter d. flight attendant h. nurse I. salesperson p. waitress 1. ________ 2. _________ 3. _________ 4. _________ 5. _________ 6. _________ 7.__________ 8. ___________



9. _______ 10. _______ 11. _______ 12. ________ 13. ______ 14. ______ 15. _______ 16. ________

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

Who works in a hospital? A doctor works in a hospital.

A lawyer works in an office.

Who works in a restaurant?

A salesperson works in a store.

Who wears a uniform?

Who stands all day?

A cashier handles money.

Who carries a gun?

A security guard works at night.

Who talks to people?

A receptionist sits all day.

Who works hard?



SIMPLE PRESENT WH- QUESTIONS WITH DO Look at these examples:

EXERCISES

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

A B 1. Where does your mother work? 2. What does she do there? 3. Where do you work? 4. What do you do there, exactly? 5. Where does your brother work? 6. What does she do there, exactly? 7. What do Erika and Juliette do? 8. What do they do there, exactly?

_____ I work in a furniture store. _____ They work for an airline. _____ He works in a gym. _____ They are flight attendants. _____ She works in a hospital. _____ He’s a personal trainer. _____ I sell armchairs, sofas and beds. _____ She’s a nurse.

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

1. What does Jeff do?

_____________________________________ 2. What does he do, exactly?

______________________________________

Where do you work?

I work in a restaurant.

Where does he work?

He works in a store.

Where do they work?

They work in a hotel.

What do you do there?

I’m a chef.

What does he do there?

He’s a salesperson.

What do they do there?

They are receptionists.



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

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

DESCRIBING JOBS EXERCISES

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

A B 1. EXCITING 2. EASY 3. SAFE 4. RELAXING

______ DANGEROUS ______ STRESSFUL ______ BORING ______ DIFFICULT

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

A firefighter has a dangerous job. A teacher has a stressful job.



II. Express these ideas in another way. 1. A surgeon’s job is difficult. A surgeon has a difficult job_________________

2. A photographer has an exciting job. _______________________________________

3. A gardener has a safe job. _______________________________________

4. An actor’s job is exciting. _______________________________________

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

6. A security guard has a boring job. _______________________________________

7. A carpenter’s job is relaxing. _______________________________________

8. A police officer has a dangerous job. _______________________________________

III. What do you think of these jobs? Give your opinion. 1. A fashion designer 2. An athlete ________________________________________ ___________________________________________ 3. A librarian 4. A DJ ________________________________________ ____________________________________________



CLASE 28

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 11.5 - Todos los contenidos en el programa de módulo

(SING ALONG ACTIVITY: Presentación del profesor. Preparación de los grupos)

CLASE 29


(SING ALONG ACTIVITY: PRESENTACIÓN EN GRUPOS, EVALUACIÓN DE LA CUARTA ENAT. COEFICIENTE UNO.)

CLASE 30


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

CLASE 31


(Revisión general del cuaderno de apuntes y repaso para el examen final del módulo.)

CLASE 32


Examen final, parte oral (40% de la nota de examen)



CLASE 33


Examen final, parte escrita (60% de la nota de examen)

CLASE 34


Examen de Recalificación (Interrogación oral)

VII. MATERIALES COMPLEMENTARIOS

• Links: http://dictionary.cambridge.org/ http://www.yourdictionary.com/ http://www.wordreference.com/ http://www2.cambridge.org/interchangearcade/ http://www.eslgold.com/ http://esl.about.com/

http://dictionary.cambridge.org/

http://www.yourdictionary.com/

http://www.wordreference.com/

http://www2.cambridge.org/interchangearcade/

http://www.eslgold.com/

http://esl.about.com/

Documents

Cuaderno de Apuntes Inglés I