ENGLISH 1 - Editorial Patria · English 1 Serie integral por competencias Derechos reservados: ©2014, Paula Flores Kastanis ©2014, Grupo Editorial Patria, S.A. de C.V. ... Utiliza

ENGLISH 1

Paula Flores Kastanis

primera edición ebook 2014

Grupo Editorial Patria®

División Bachillerato, Universitario y Profesional

Dirección editorial: Javier Enrique CallejasCoordinación editorial: Ma. Del Carmen Paniagua GómezSupervisión de producción: Gerardo Briones GonzálezDiseño de interiores y portada: Juan Bernardo Rosado SolísDiagramación: Jorge Antonio Martínez Jiménez/Gustavo Vargas MartínezIlustraciones y fotografía: Jorge González Rodríguez, Jupiter Images Unlimited, Premium Stock Photography by Suscription, José Eugenio Contreras Femat

English 1

Serie integral por competencias

Derechos reservados: ©2014, Paula Flores Kastanis

©2014, Grupo Editorial Patria, S.A. de C.V.

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

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

Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en

cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor.

Impreso en México / Printed in Mexico

Primera edición ebook: 2014

Para establecercomunicación connosotros puedeutilizar estosmedios:

correo:

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

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[email protected]

Fax pedidos:

(0155) 5354 9109 • 5354 9102

sitio web:

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teléfono:

(0155) 53 54 91 00

V

Contents

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII

Competencias genéricas del Bachillerato General . . . . . . . . . . . . IX

Competencias disciplinares básicas del campo Comunicación . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX

Know Your Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

BLO

CK

1

1.1 Simple Present Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.2 Personal Data: Numbers and Names . . . . . . . . . . . . . . . . . . 8

1.3 Physical Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1.4 Ethnics and Cultural Characteristics . . . . . . . . . . . . . . . . . . . 23

1.5 Family Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

1.6 Ordinal and Cardinal Numbers . . . . . . . . . . . . . . . . . . . . . . . . 39

1.7 Verb To Be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

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

Who Are You?

BLO

CK

2

2.1 Daily Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

2.2 Working Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

2.3 Leisure Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

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

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

2.6 Public Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

2.7 Adverbs of Time and Frequency . . . . . . . . . . . . . . . . . . . . . . . 78

2.8 Information Questions (Wh Questions) . . . . . . . . . . . . . . 88

What I Do and how I Live

BLO

CK

33.1 Present Progressive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

3.2 Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

3.3 Talking About the Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109I Describe what Is Happening

VI

BLO

CK

44.1 Food Products Related with Aaily Use . . . . . . . . . . . . . . . . 122

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

4.3 Unis of measurement and Weight, Quantities and Containers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

4.4 Count and Non-Count Nouns . . . . . . . . . . . . . . . . . . . . . . . . 130

4.5 Quantifi ers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

4.6 Determiners (Th ere Is, Th ere Are) . . . . . . . . . . . . . . . . . . . . . 142

Expressing Measurements and Quantities

Web sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

VII

Overview

ENGLISH 1

Th is book is the fi rst of four that compose a series designed to comply with the update of the syllabi for the pro-gram of the subject Lengua Adicional al Español (English). Th is subject corresponds to the curriculum of the Gen-eral Baccalaureate 2009 program which incorporates a competence based approach, established by the Common Curricular Framework or CCF (Marco Curricular Común, MCM in Spanish).

English 1 is one of the subjects that belong to the communication area of the curriculum, along with two other subjects: Taller de Lectura y Redacción (Spanish Reading and Composition) and Informática (Computing). Ac-cording to the CCF, the area’s main objective is to promote in students the development of the following skills: critical reading, argumentation of ideas, eff ective communication in the student’s native language and an addi-tional language (in this case, English). Th is subject is taught in the fi rst semester and its antecedent is the subject Foreign Language taught in the basic education level (“secundaria”). Its purpose is to increase and consolidate the social practices of language, this is, what the expert users of the language do to interpret and produce oral and writt en texts, preserving the social function of such acts. Th e four courses of the English program focused on the competence based approach, don’t ignore previous approaches, specially the communicative approach, which has been one of the most relevant ones.

Th e main goal of English 1 is to develop the communicative competence of the second language student by develop-ing linguistic communicative skills: oral and writt en production and listening and reading comprehension.

During the fi rst two courses (English 1 and 2) it is intended that students recall the most relevant concepts and skills learned in basic education. With this foundation, during the other two courses (English 3 and 4), the goal is for students to acquire a more advanced profi ciency level. Using the language teaching Common European Framework terms, during the fi rst year of their baccalaureate studies, it is intended for students to consolidate level A1 and reach the threshold of level B1. English 1, published by Editorial Patria and its complementary resources, present one of the best proposals writt en in Mexico to help students go beyond the minimal level expected, help-ing them reach a higher level. Th is is achieved by reinforcing the previously learned structures (in “secundaria”), with detailed explanations about their use, cultural notes, and by encouraging students to refl ect on their learning processes, as well as on comparative aspects of their native language and English.

VIII

English 1Th is book is divided into four blocks. Each one develops a particular theme, which is common in the life of our students and is developed in specifi c contexts where communication and the use of language are performed natu-rally. In this way, the student develops his or her profi ciency by acquiring new vocabulary, reinforcing the know-ledge of grammar structures learned previously and by developing linguistic skills with appropriate practice and evaluation.

Th e blocks are the following

BLOCK 1: Who Are You?

BLOCK 2: What I Do and how I Live

BLOCK 3: I Describe what Is Happening

BLOCK 4: Expressing Measurements and Quantities

Block 1: Th e main objective in this block is for students to demonstrate that they can provide personal informa-tion to others, understand when others provide their own personal information and fi ll out authentic formats and documents that require this type of data.

Block 2: In this block, students confi rm their capacity to express and share information about their daily life and routines and are able to express this orally and in writing.

Block 3: Th e goal of this block is to demonstrate that students can understand and describe orally and in writing, what people are doing at the moment of speaking.

Block 4: Th e main objective of this block is to provide students with the knowledge and opportunities to demons-trate that they can ask for and give information related to shopping for supermarket goods appropriately.

IX

Competencias genéricas del Bachillerato General

Las competencias genéricas son aquellas que todos los bachille-res deben tener la capacidad de desempeñar y les permitirán a los estudiantes comprender su entorno (local, regional, nacional o internacional) e infl uir en él, contar con herramientas básicas para continuar aprendiendo a lo largo de la vida y practicar una convi-

vencia adecuada en sus ámbitos social, profesional, familiar, etc. Estas competencias junto con las disciplinares básicas constituyen el Perfi l del Egresado del Sistema Nacional de Bachillerato.

A continuación se enlistan las competencias genéricas.

1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros. 3. Elige y practica estilos de vida saludables. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. 5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos. 6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y refl exiva. 7. Aprende por iniciativa e interés propios a lo largo de la vida. 8. Participa y colabora de manera efectiva en equipos diversos. 9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo. 10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales. 11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Competencias disciplinares básicas del campo Comunicación

Competencias disciplinares básicasBloque de la LAE I1 2 3 4

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

X X X X

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

X X X X

3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes.

4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.

5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras.

6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.

7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros.

8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica. X X X X

9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación. X

10. Identifi ca e interpreta la idea general y el posible desarrollo de un mensaje oral o escrito en una segunda lengua, recu-rriendo a conocimientos previos, elementos no verbales y contexto.

X X X X

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa. X X X X

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

X X X X

X

BLOQUE 1 Aplica los niveles básicos de la ecología en su contexto

Warm Up

Competencies to be developed

Demonstrate your

knowledge, skills and

attitudes applied to real-life

situations as you develop the

disciplinary competencies

described in each block.

Find a detailed explanation of what are

the learning outcomes you are expected to

achieve at the end of each block.

Learning objects

Under the “Learning Objects” section you

will find a collection of structural and

notional items which are contextualized

according to the thematic unit in a logical

and pertinent sequence, giving the student

and teacher a clear direction to follow

throughout the block.

This section can be used as a

diagnostic evaluation that

will allow you to identify the

competences and knowledge

you already have in order to

begin the acquisition of new

knowledge and the

development of new skills.

How would you solve it?

Each block begins with a challenging learning situation that can be

to solve a problem, read a text, analyze a situation, answer questions,

give a presentation, write a text, discuss an issue, or do an assignment

that will help you to acquire knowledge and develop competences.

What do you have to do?

The activity sequence is based on a methodology to acquire

knowledge and develop the necessary skills to become competent.

The activity sequence describes the process in detail, so you can

easily follow the steps, go through the activity and obtain the desired

results.

How do you knowyou did it well?

Rubrics are practical and

concrete tools that help you to

evaluate your performance

and continuously improve it.

Rubrics evaluate not only

knowledge, but also skills and

attitudes.

Sections of Your book

Rubrics

Learning situation

Activity sequence

Examples

It is important to mention that you will find in each block different

examples that are designed to facilitate your learning.

Excercises

This proposed excercises will help you to consolidate your recently

acquired knowledge, through either real or hypotetical situations

and a the same time will help to create a feeling of easyness and

reasuring throughout your learning process.

Wherever you see this icon (ICONO),

you will find audio material related to

that topic available at our academic

resources website.

You may listen to them directly online

or download them onto any electronic

mobile device in an mp3 format.

Beginning of the block

At the end of this blockthe student...

1


Applying your Knowledge

This section is designed so you can apply your knowledge to

real-life situations, analyze and solve problems you may face as an

individual or as a member of a community or society, as well as to

improve your life in many ways.

Food for Thought

The purpose of this section is to enrich your knowledge with

additional data, related texts, and relevant information about the

topic being covered in the block. This useful section will provide

different perspectives and contexts of the same data.

Learning activities

Throughout the book you will find these activities, they will allow

you to strengthen your knowledge and competences while doing

research

In this book you will find different suggestions

and activities you can use as learning evidence.

These products may be written texts, aural texts

as a result of oral presentations, or different

types of projects. It is important you remember

that besides presenting the product, you must

consider the performance indicators that will

determine the quality and accuracy of your

performance. We invite you to always aim for the

highest level.

These will help you to verify your perfor-

mance through the evaluation of the

projects, products or other evidences that

you’ll be asked to do in each block. In

general this instruments are a criteria list

that will allow you to evaluate the learning

level, abilities, knowledge and performance

reached, based on a particular project.

these rubrics can be done in a personal or

coevaluative way.

This section allows you to self-evaluate the knowledge acquired and the skills you have

developed throughout the block. In addition to your evidence portfolio, these assignments

will help you attain better results in the summative evaluation that your professor will do of

your performance.

Choosing this book has granted you access

to our website where you can find additional

material such as audios, readings, vocabulary

games, and online tests that will help you in-

crease your knowledge, clarify some concepts,

and understand more complex grammatical

structures that are included in the English

Program syllabi in a quick and easy way.

Demonstrate your competence

Evidence portfolio Rubricswww.recursosacademicosenlinea-gep.com.mx

In addition, you will find a list of supplementary resources

and in some cases, vocabulary lists and glossaries.

other sections

Who Are You?

1.1 Simple Present Tense1.2 Personal Data: Numbers and Names1.3 Physical Characteristics1.4 Ethnics and Cultural Characteristics1.5 Family Members1.6 Ordinal and Cardinal Numbers1.7 Verb To Be1.8 Personal and Impersonal Pronouns and

Possessive Adjectives

1B LO C K

n Student is able to communicate in a foreign language using the simple present

tense in a logical discourse, orally and in writing, according to the communicative

situation.

n Values logical thinking in the communicative process in daily and academic life

situations.

n Works in a collaborative and effi cient manner, recognizing the importance of

diversity and plurality of ideas and ways of being of his/her classmates.

n Communicates with and learns from people with diff erent point of view and cul-

tural traditions by understanding his/her own circumstances in a wider context.

Competencies to be developed

Learning Objects

A profi le is a concise biographical sketch (this is one of the defi nitions found for this word in the Merriam-Webster Online Dictionary. Available at http://www.merriam-webster.com/dictionary/PROFILE).

This is a simple profi le of the author of this book, Paula Flores Kastanis.

Name: Paula Flores Kastanis

Nationality: Mexican

Age: 48 years old

Birth date: September 5, 1960

Ocupation: English teacher

Place of birth: Mexico City

Place of residence: State of Mexico, Mexico

Marital status: Married

Family members: Husband Antonio, one daughter Katherine and one son,

Jose Antonio

Hobbies: Meet people, read, listen to music and travel.

Another version of a personal profi le can be a short paragraph. Look at the

one below:

Hello. My name is Paula. I am

48 years old. My birthday is

on September 5th. I am an English

teacher. I am from Mexico. I am Mexican.

I live in the State of Mexico. I am married.

My husband’s name is Antonio and I have

two beautiful children: a girl and a boy.

I like to meet people, read, listen to music,

and travel.

How much do you know?

Learning Situation: Creating your profi le. Who are you?

Competence: Recognize diff erent communicative situations where his or her

basic personal information (profi le) is used.

Activity Sequence

1. Answer the following questions. Look at my profi le as an example.

2. Check spelling with a dictionary.

3. Write all the answers in one paragraph. This will be your profi le.

Warm Up

n Uses simple present when talking, writing, and reading.

n Understands the use of simple present tense in listening and reading compre-

hension activities.

n Uses the verb to be in diff erent ways according to the communicative intention.

n Introduces himself/herself to other people in diff erent contexts, orally and in

writing.

At the end of this block, the student…

4

BLOCK 1 Who Are You?

Who are you?

1. What’s your name?

My name is .

2. How old are you?

I am ______ years old.

3. When is your birthday?

My birthday is on ___________. (month / date)

4. What do you do? (occupation)

I am a .

5. Where are you from?

I am from _________________________________. (city / state)

6. Where do you live?

I live in ___________________________________. (city / state)

7. Do you have any brothers and sisters?

I (have / do not have) .

8. What is your favorite tv program?

My favorite tv program is .

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

I like .

10. What do you like to do?

I like to .

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

1.1 Simple Present Tense

l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l

Past Present Future

FORM

1. Simple present tense verbs have two forms: the base form and the –s form BASE FORM -s FORM

Likeplay

likesplays

2. Th e base form is used with I, you (singular), we, you (plural), they and plural nouns.We use the –s form with he, she, it, and singular nouns.

IYouWe need water.TheyMy brothersPlants

HeSheIt needs water.The treeMary Ellen

The simple present tense

One of the uses of simple present is to express an action that is repeated or that is usual. Th e action can be a habit, a pastime, a daily event, a scheduled or programmed event, or something that occurs frequently.

Simple present is also used to express something that a person forgot or does not normally do.

In a timeline we can represent the simple present tense like this:

Grammar Presentation

5


FUNCTION

1. We use the simple present tense for statements of fact.

I study high school. Mexicans speak Spanish.

Elephants live in Africa and India.

2. Another use is for statements of regular activity or repeated action.

Karen has guitar lessons on Tuesdays and Thursdays. I usually do my homework at home.

The teacher always explains the grammar. Karen seldom goes out with her friends on Fridays.

OTHER EXAMPLES

Verb to take Verb to go

Person Subject Verb Complement

Singular

First Itake

a shower.

Second You

ThirdHeSheIt

takes

Plural

First We

takeSecond Your

Third They

Person Subject Verb Complement

Singular

First Igo

to school.

Second You

ThirdHeSheIt

goes

Plural

First We

goSecond Your

Third They

3. Some verbs have irregular -s forms:

Have - has go - goes do - does

Th ird person singular formation

1. Add s to the base verb or the simple form of the verb take => takes

2. Add ies to verbs ending in consonant + y study => studies

3. Add es to verbs ending in s, z, ch, sh, x brush => brushes

4. Irregular forms (no rules apply) have => has

Pronunciation: Listen to your teacher

1. To most of the verbs we add an -s to the base form, and simple add the sound /s/.

sing - sings play - plays take - takes

I like music, and my sister likes music too.

Jonathan plays soccer.

2. When the base form of the verbs ends in ch, sh, x, z, s, the sound of the third person singular form includes the e and the s sounds = / s/.

brush - brushes watch – watches fi x – fi xes kiss – kisses

My mother kisses my father goodbye every morning.

Karen brushes her hair every morning.

6


My father watches the news at 10 p.m.

Jason’s father is a mechanic. He fi xes cars and motorcycles.

3. For words that end in ge and ce, we must pronounce an extra syllable. Listen to your teacher’s pronunciation.

I use a pencil and my classmate uses a pen.

The doctor charges $200 for a consultation.

Kathy dances very well.

4. When the base form ends in a consonant + y, we change the y to i and then add –es.

I study English and Mark studies Spanish.

I carry a briefcase and he carries a schoolbag.

When the base form ends in a vowel + y, we do not change the y.

I play soccer. She plays tennis.

5. Th e auxiliary verb do is pronounced diff erently for the form do / du / and for the form of the third person singular, which is pronounced in two diff erent ways:

a) with the schwa and the z sound / d_z /

b) and a strong sound, / d Vz /, the sound V sounds as the u in the word up.

Subject + Verb base form + Complement

I wake up at 6 o’clock in the morning. You study English everyday. Karen (she) eats breakfast every morning. Tom (he) drinks coff ee. It (the alarm clock) rings before 6 o’clock. We go to school by bus. They drive to school.

SIMPLE PRESENT TENSE

Affi rmative sentences

We use the base form and the -s form for affi rmative sentences.

Grammar Presentation

Learning Situation 1

Apply the knowledge of simple present tense by doing exercises and oral drills. Demonstrate knowledge by doing several assignments.

Competence: Th e student can demonstrate the correct use of present tense in affi rmative, negative and interrogative sentences.

7


Fill in the blanks with the correct form of the verb in parentheses ( )

Example: We change (change) the clocks twice a year. June has (have) thirty days.

1. We _________ (turn) the clocks ahead in April. 4. We _______ (make) these changes at 2:00 a.m.

2. Summer _________ (begin) in June. 5. Winter _____________ (begin) in December.

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

Exercise 1

Fill in the blanks with information about yourself. If you don’t know the verb in English, fi nd the meaning in a

dictionary.

Example: I have a red bycicle.

1. I live . 4. I play .

2. I speak . 5. I need .

3. I know . 6. I want .

Exercise 2

Work in pairs. Decide what good students and what bad students do. Use the words given.

Example: come on time to school. Good students come on time to school.

come late to school. Bad students come late to school.

1. ask questions 5. bring the book to class.

2. read a magazine in class 6. sleep in class.

3. look out the window 7. pay attention to the teacher.

4. study the lesson 8. participate in class.

Exercise 3

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

1. The teacher the blackboard (use)

2. The teacher pronunciation. (teach)

3. The teacher student’s questions. (answer)

4. He/She homework. (assign)*

5. He/She the homework. (correct)

6. He/She instructions. (gives)

7. He/She the students. (help)

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

Exercise 4

8


1.2 Personal Data: Numbers and NamesWhen travelling, you need to give personal information. Antonio Martínez and his family (father, mother and two sisters) went to Los Angeles to spend a week with his family there. Th ey travelled by air.

Itinerary

Mexico City to Los Angeles

Flight 1 Saturday, 25 April 2009

Departure: 08:00 Mexico City, Mexico - Juarez International, terminal 1

Arrival: 10:00 Los Angeles, USA - Los Angeles International, terminal B

Airline: Mexicana MX900 e Aircraft: Airbus Industrie A320-100/200

Fare type: $AVER/Economy

Los Angeles to Mexico City

Flight 1 Saturday, 2 May 2009

Departure: 13:20 Los Angeles, USA - Los Angeles International, terminal B

Arrival: 18:55 Mexico City, Mexico - Juarez International, terminal 1

Airline: Mexicana MX901 e

Aircraft: Airbus Industrie A319

Fare type: $AVER/Economy

Legend:

e = e-ticketMX = Mexican Peso

8. He/She attendance. (take)

9. He/She questions. (ask)

10. He/She the homework at the beginning of the class. (collect)

9


Months of the year

January March May July September November

February April June August October December

Days of the week

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Important Note In English, the days of the week, the months of the year and the seasons are always capitalized. Th is means the fi rst lett er in the word is a capital lett er (mayúscula).

10


Seasons of the year

Spring (From March 21st to June 20th)

Summer (From June 21st to September 22nd )

Autumm / Fall (From September 23rd to December 21st)

Winter (From December 22nd to March 20th)

Note: Th ese days are approximate. Due to astronomical calculations, sometimes the seasons begin on these dates or a day before or aft er.

11


Travels formatsWhen Antonio Martínez and his family arrived to the United States, they had to fi ll out this format:

M A R T Í N E Z

A N T O N I O

M E X I C O

1 3 2 5 1 4 1 2

M E X I C O

M E X I C O C I T Y

O A K S 1 1 2 4

O R L A N D O F L O R I

D A

1 2 0 1 8 0

A A 1 3 2 5

1 3 0 7 1 2

12


Vocabulary

Activity Sequence 1

Fill out the format at your left

Name

Family name

First / given name

Middle name

Birth date

Day

Month

Country

Country where you live

Citizenship

Country of citizenship

Sex

Female

Male

Passport

Flight number

City

City where you boarded

Visa

City where your visa was issued

Date issued

Address while in the United States

Street

Number and street

State

Fill out a format with personal information.

Competence: The student can fi ll out a format with his/her

personal information.

Exercise 5

13


Look at the following format given to people who visit Mexico. Antonio fi lled the one for his family when he returned to Mexico.

x

x

x

x

x

0 20 5

2 0 0 9

Antonio Martínez

MARTÍNEZ

ANTONIO

MEXICAN

2 5 0 5 1 9 9 3

x

7

04

09

x

14


Using numbers to give personal information.

Competence: The student can give personal information that includes numbers.

Instructions: Fill out the format with your personal information.

Exercise 6

0 2

15


Using your profi le 1. Work in pairs.

2. Decide what situation you want to role play:

a) an employee in a job placement agency or head hunter and a candidate;

b) an embassy or consulate offi cer and a person who is ap-plying for a visa;

c) a university admission offi cer and a student who is fi lling out an application form.

3. Search for sites of universities, companies, governmental agen-cies (consulate, embassy) and look for application forms they use for admission, employment or applying for a visa. Use this information as a model for the role playing activities.

4. Present your role play to the group and teacher.

Learning Activity 1

5. Listen respectfully and att entively to your other classmates when they present.

6. Record your performance in order to include it in your port-folio as an evidence of your learning.

Observation instrument 1. Both students use simple present tense.

2. Students use pronouns correctly.

3. Students use a/an or the correctly.

4. Students include information about personal characteristics.

5. Students use related vocabulary correctly.

Portfolio 1. Keep your recording in your portfolio as evidence.

Keep the application forms you used.

Actividad de aprendizaje

Occupations

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

a man or a woman.

Vocabulary

English

Student

Doctor

Physician or doctor

Engineer

Lawyer

Accountant

Psychologist

Employee

Teacher

Manager

Designer

Writer

Journalist

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

English

Actor - actress

Waiter - waitress

16


Learning Situation 2

Talking about your occupation and the occupation or profession of other people.

Competences: Th e student can express in writing and orally his or her occupation.

Th e student can identify some of the most common occupations and professions of other people.

Activity Sequence 2

You will need a dictionary.

1. Work in pairs.

2. Th ink of fi ve occupations that are not on the above list. Write them in the following chart.

3. Write the equivalent in Spanish. If necessary, use the English-Spanish dictionary. You may want to use an electronic dictionary (htt p://www.merriam-webster.com).

4. Share your list with two or three other pairs of students. In the second group of lines add those occupations you do not have on your list.

Occupations / Professions

Plumber

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

When the noun describing the occupation is singular and begins with a vowel sound, then we use the indefi nite article an. If the word begins with a

consonant sound, we use the indefi nite article a. Listen to your teacher.

Janet is a lawyer

Mike is a doctor

Larry is an accountant

Nicholas Cage is an actor

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

Lawyer Lawyers Teacher Teachers Doctor Doctors

17


1. Work with another student.

2. Look at the following photographs.

3. Write below each photograph the occupation of the person in the picture.

Exercise 7

Nationalities When giving your personal information in a format, you may need to mention your nationality.

In English, nationalities are always writt en with a capital lett er because they are proper nouns or adjectives that derive from proper nouns.

Documents

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