Idea Transcript
Vicerrectoría Académica Cuaderno de Apuntes – 2012
I. IDENTIFICACIÓN NOMBRE DEL MÓDULO:
INGLÉS II
UNIDAD DE COMPETENCIA:
Al finalizar el módulo los participantes serán capaces de: Interactuar en un nivel básico del idioma inglés, en forma oral y escrita, produciendo mensajes simples de carácter comunicativo contextualizados en el presente y al pasado, desarrollando la capacidad para comprender temas concretos de su entorno y utilizar expresiones y frases básicas enfocadas a un tema específico.
DURACIÓN:
72 horas pedagógicas
II. DESCRIPCIÓN POR ÁREA DE FORMACIÓN Y PRERREQUISITO ÁREA DE FORMACIÓN: UBICACIÓN EN LA MALLA: PRERREQUISITO:
básica común depende de la carrera Inglés I
III. UNIDADES DE APRENDIZAJE 1ª UNIDAD: Desarrollo de Habilidades Receptivas y Productivas DURACIÓN: 72 horas pedagógicas Aprendizajes Esperados 1.
Expresan gustos y preferencias de alimentos describiendo hábitos alimenticios propios y de terceros, aplicando tiempo verbal presente simple, generando situaciones comunicativas escritas y orales simples.
2.
Producen situaciones comunicativas escritas y orales simples acerca de actividades deportivas propias y de terceros, su práctica y preferencias aplicando el tiempo verbal presente simple.
3.
Producen situaciones comunicativas escritas y orales simples para describir talentos y habilidades propios y de terceros, mediante la aplicación de estructuras lingüísticas que indican modalidad.
4.
Solicitan y entregan información sobre planes a futuro personales y de terceros, aplicando estructuras con intención de futuro, generando situaciones comunicativas escritas y orales elaboradas.
5.
Describen problemas de salud comunes aplicando el tiempo verbal presente simple y entregan soluciones por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas.
6.
Describen locales comerciales de su entorno inmediato, así como los productos que en ellos se venden, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas.
7.
Solicitan y entregan direcciones e instrucciones para llegar a un lugar determinado, por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas.
8.
Producen situaciones comunicativas escritas y orales elaboradas para describir actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple.
9.
Solicitan y entregan información sobre su historia personal y de terceros, aplicando el tiempo verbal pasado simple, generando situaciones comunicativas escritas y orales elaboradas.
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10. Utilizan diversas expresiones referidas al contexto de una comunicación telefónica, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas. 11. Planifican actividades con terceros, generando diálogos para aceptar o rechazar una invitación, aplicando el tiempo verbal correspondiente, generando situaciones comunicativas escritas y orales.
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, por parte del profesor, centrada en el estudiante de los diferentes contenidos temáticos, funcionales y gramaticales. Los estudiantes desarrollan diferentes ejercicios de práctica orales y/o 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). Actividades de producción oral (actividades de pre-speaking, while-speaking, y post-speaking). Actividades de producción escrita (actividades de pre-writing, while-writing, y post-writing). Consolidación de conocimientos a través de diversos ejercicios guiados por el profesor, con el objetivo de esclarecer y reforzar contenidos
V. EVALUACIÓN 9 9
Las evaluaciones que se aplican en este módulo son del tipo ENAT (Evaluación Nacional Estandarizada). Se aplican tres pruebas escritas y además se evalúa un trabajo final que se desarrolla en parejas, en forma oral: 1. 2. 3. 4.
9 9 9 9 9 9
Primera ENAT: First Quiz (prueba escrita, coeficiente 1) Segunda ENAT: Mid-term Exam (prueba escrita, coeficiente 2) Tercera ENAT: Reading Comprehension Test (prueba escrita, coeficiente 1) Trabajo Final: Oral Presentation Activity (trabajo oral en parejas, 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, Longman, Cambridge. Material complementario obligatorio: Cuaderno de Apuntes Inglés II. AIEP Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.
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VII. CLASE A CLASE 1ª UNIDAD: DESARROLLO DE HABILIDADES RECEPTIVAS Y PRODUCTIVAS CLASES 1, 2 Y 3 1. Expresan gustos y preferencias de alimentos describiendo hábitos alimenticios propios y de terceros, aplicando tiempo verbal presente simple, generando situaciones comunicativas escritas y orales simples. CRITERIOS DE EVALUACIÓN CONTENIDOS Nombra los diferentes grupos y alimentos de la pirámide - La pirámide alimenticia: grupos y alimentos que la conforman - Uso de Some / Any y sustantivos contables y no contables alimenticia de acuerdo a instrucciones. Expresa de manera oral y/o escrita los alimentos que le - Uso de adverbios de frecuencia: always / usually / often / sometimes / hardly ever / never gustan y aquellos que no le gustan, aplicando el tiempo - Tiempo verbal presente simple verbal presente simple. Produce textos escritos y/o situaciones orales simples para consultar sobre los alimentos que tiene y que necesita comprar, aplicando el tiempo verbal presente simple y usando las estructuras apropiadas para nombrar cosas e indicar una cantidad no exacta. Describe de manera oral y/o escrita hábitos alimenticios propios y de terceros, aplicando el tiempo verbal presente simple y usando estructuras lingüísticas para modificar sentido de las ideas en términos de frecuencia.
APRENDIZAJE ESPERADO
1.1. 1.2. 1.3.
1.4.
¾
FOOD PYRAMID
There are six groups in the food pyramid:
Fat, oil and and sugar
Meat and other protein
Dairy
Fruit
Vegetables
Grains
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EXERCISES I. Write the names of the foods. Fruit
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Vegetables
______________________ Grains
______________________ Fat, oil, and sugar
______________________
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Dairy
______________________
______________________
______________________
______________________
______________________
Meat and other protein
______________________ 9
Give three examples of each group (different from the previous exercises).
Fat, oil and sugar
II.
Meat and other protein
Dairy
Fruit
Vegetables
Grains
Work in pairs. Write about foods you like and foods you don’t like __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
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COUNTABLE AND UNCOUNTABLE NOUNS A. COUNTABLE NOUNS Countable nouns are things we can count.
Example: one pear
two pears
three pears
Countable nouns can be singular or plural. Examples: Singular
Plural
An apple
Apples
I’m eating an apple.
Apples are delicious.
(Specific)
(General) B. UNCOUNTABLE NOUNS
Uncountable nouns are concepts, materials, substances, etc. that are not individual objects, so we can not count them. Uncountable nouns are always singular. Examples:
Jelly
I’m eating jelly. (Specific) Jelly is my favorite dessert. (General)
Chicken
I’m eating chicken. (Specific) Chicken is delicious. (General)
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EXERCISES I. Make two lists of food with countable and uncountable nouns.
¾
Countable ________________________
Uncountable ________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
SOME / ANY
The words some and any are used for countable and uncountable nouns. In general, we use some in affirmative sentences. On the other hand, we use any in negative sentences or questions. Examples: -
Do we need any bread for breakfast?
Yes, let’s get some.
-
No, we don’t need any.
Do we need any oranges for the fruit salad?
Yes, we need some.
No, I don’t want any oranges in the salad.
EXERCISES
I. Complete this conversation with some or any. Then practice with a partner. A: Let’s make hamburgers! B: But we have to go to the supermarket first. A: OK. What do we need then? B: Well, let’s see. We need __________ hamburger meat and __________ bread. A: Do we have __________ mayonnaise? B: Yes, we have __________. But we don’t have __________ ketchup.
And we need to buy __________ lettuce and __________ tomatoes. A: We should buy __________ onions, too. B: No, I don’t like onions! I don’t want __________ onions in my hamburger. Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.
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A: OK. Let’s buy __________ cheese instead. A: What do we need for the party? B: Hmm… I think we need __________ potato chips and __________ soda. A: Do we have __________ crackers? B: Yes, we have __________. But we don’t have __________ cheese. A: And we need __________ cookies, too. B: OK. Do we need __________ juice? A: Yes, we don’t have __________.
II. List the ingredients you need to make these different dishes. Then practice with your partner. 1. Pizza _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ 2.
A potato salad
_____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ 3.
Lasagna
_____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ 4.
Mashed potatoes
_____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ ¾
COMMON MEALS
□
Breakfast: It is the first meal of the day.
□
Lunch: It is the midday meal.
□
Dinner: It is the meal we usually eat in the evening.
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What time do you usually have breakfast? _______________________________________________________________________
9
What do you usually have for breakfast? ________________________________________________________________________
9
What time do you usually have lunch? __________________________________________________________________________
9
What do you usually have for lunch? ___________________________________________________________________________
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¾
ADVERBS OF FREQUENCY
0%
100%
Never
Hardly ever
Sometimes (*)
Often
Usually
Always
These words describe the frequency that something happens.
Adverbs of frequency go before the verb.
Examples: Daniel never eats fish. Susan usually has ice cream for dessert. I hardly ever eat vegetables.
-
(*) Sometimes: this frequency adverb can go at the beginning of a sentence, too:
Examples: Sometimes I have lunch at work. Sometimes I have coffee for breakfast.
-
EXERCISES
I. Rewrite the sentences putting the adverbs in the correct places. 1.
I eat potato chips. (often)
__________________________________________________ 2.
My dad cooks dinner. (hardly ever)
__________________________________________________ 3.
I have toast for breakfast. (always)
__________________________________________________ 4.
We eat at a restaurant. (usually)
__________________________________________________
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5.
I take sugar in my coffee. (never)
__________________________________________________ 6.
My mom makes delicious desserts. (sometimes)
__________________________________________________
II. Answer these questions. Give complete information. Then practice with a partner. 1.
Do you ever eat eggs for breakfast?
________________________________________________________________ 2.
What is something you never have for dinner?
________________________________________________________________ 3.
What do you usually drink at lunch?
________________________________________________________________ 4.
Do you usually drink coffee in the morning?
________________________________________________________________ 5.
What time do you usually have lunch?
________________________________________________________________ 6.
Do you ever have lunch at a restaurant on weekdays?
________________________________________________________________
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CLASE 4 APRENDIZAJE ESPERADO
2. Producen situaciones comunicativas escritas y orales simples acerca de actividades deportivas propias y de terceros, su práctica y preferencias aplicando el tiempo verbal presente simple.
CRITERIOS DE EVALUACIÓN Nombra diferentes deportes y actividades que se realizan al aire libre, de acuerdo a instrucciones. Expresa de manera escrita oral y/o escrita preferencias deportivas simples, propias y de terceros, aplicando el tiempo verbal presente simple. Produce textos escritos y/o situaciones orales simples para consultar y entregar información sobre los deportes que realizan, preferencias y su práctica tanto de ellos mismo y de terceros, aplicando el tiempo verbal presente simple.
1.6. 1.7. 1.8.
¾
CONTENIDOS - Deportes y actividades al aire libre - Uso de los verbos play / go + deportes - Preguntas que comienzan con Wh: What / Who / Where / How
often / When / What time
- Tiempo verbal presente simple
SPORTS
What sports are popular in your country? soccer – tennis – golf – basketball – volleyball – baseball – hockey – bike-riding – ice-skating – swimming – skiing – hiking
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Depending on the sport, we use the verbs play or go.
We use play with ball sports or competitive games when one team plays against other. We use go with sports that end –ing. People go somewhere to do something
Examples: -
They play soccer and go bike riding. My friends and I usually play baseball on weekends. My children always go swimming.
¾
SIMPLE PRESENT WH- QUESTIONS What…? When…? Where…? What time…? Who…? How often…?
→ Questions about things, objects, etc. → Questions about days, months, years, seasons → Questions about places → Questions about time → Questions about people → Questions about frequency
Examples: What sports do Chilean people play?
They play soccer and go bike riding.
When does Carol play volleyball?
She usually plays on weekends.
Where do you and your friends play soccer?
We play in the park near school.
What time does Pablo go running?
He usually goes running early in the morning.
Who do Luisa and Kate usually play soccer with?
They usually play with their friends.
How often do you play soccer?
I play once a week.*
Once a week
=
Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday
Twice a week
=
Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday
Three times a week
=
Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday
Every day
=
Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday
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EXERCISES I. Complete these sentences with play or go. 1.
I usually ________________ rugby.
2.
My sister sometimes _______________ horse riding at the beach.
3.
Carla ________________ hockey at school.
4.
Sometimes I_________________ table tennis with my friends.
5.
My friends and I often __________________ running.
6.
I always __________________ soccer at the university.
II. Complete these conversations. Use your own information. Then practice with a partner. 1.
A: Do you like sports? B: ___________________________________
2.
A: What sports do you watch on TV? B: ___________________________________
3.
A: Who do you play sports with? B: ___________________________________
III. Circle the correct alternative. 1.
A: ___________________________________ B: I play tennis and I go swimming.
a) b) c) d)
Who do you play sports with? What time do you play sports? What sports do you play? Where do you play sports?
2. A: ___________________________________ B: I play twice a week. a) b) c) d)
What time do you play golf? How often do you play golf? Where do you play golf? When do you play golf?
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3.
A: ___________________________________ B: I play with some friends.
a) b) c) d)
When do you play basketball? Who do you play basketball with? Where do you play basketball? What time do you play basketball?
4. A: ___________________________________ B: On Saturdays. a) b) c) d)
When do you go swimming? Where do you go swimming? Who do you go swimming with? What do you think of swimming?
5. A: ___________________________________ B: We play in the park. a) b) c) d)
Who do you play soccer with? What time do you play soccer? When do you play soccer? Where do you play soccer?
CLASE 5 APRENDIZAJE ESPERADO
1.10. 1.11.
1.12.
¾
3. Producen situaciones comunicativas escritas y orales simples para describir talentos y habilidades propios y de terceros, mediante la aplicación de estructuras lingüísticas que indican modalidad.
CRITERIOS DE EVALUACIÓN Nombra actividades que son consideradas talentos y habilidades de acuerdo a instrucciones. Describe de manera oral y/o escrita simple talentos y habilidades propias y de terceros, utilizando un verbo modal específico en afirmativo y negativo según corresponda. Produce textos escritos y/o situaciones orales simples para consultar y entregar información sobre habilidades y talentos propios y de terceros, aplicando el tiempo verbal presente simple y utilizando un verbo modal específico en afirmativo y negativo según corresponda.
CONTENIDOS - Talentos y habilidades (musicales o artísticas, atléticas, técnicas o mecánicas, entre otras) - Uso del verbo modal can para expresar habilidad.
CAN FOR ABILITY
We use can to express an ability to do something. A. AFFIRMATIVE SENTENCES The person has the ability to do a particular activity. Examples: -
She can play the guitar. They can speak French.
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B. NEGATIVE SENTENCES The person doesn’t have the ability to do a particular activity. Examples:
can + not = can’t
He can’t draw very well. I can’t drive a car.
-
C. INTERROGATIVE SENTENCES We want to know if the person has or doesn’t have the ability to do a particular activity. Examples: -
Can you use a computer? Can she dance tango?
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What about you? What can you do?
EXERCISES I. Classify these talents or abilities into the four categories in the chart. do aerobics – dance salsa – fix a computer – make desserts – play cards – play guitar – write software – climb a mountain – write poetry – assemble a bicycle – speak a foreign language – play basketball
Musical or artistic
Technical or mechanical
Athletic
Other
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
II. Look at the pictures. Write sentences about these people’s abilities using can or can’t. Then, practice with a partner.
1.
____________________________________________
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2.
____________________________________________
3.
____________________________________________
4.
____________________________________________
III. Answer these questions. Give short answers. Then practice with a partner. 1.
Can you speak English?
_______________________
2.
Can you speak Spanish?
_______________________
3.
Can you ride a bike?
_______________________
4.
Can you play any musical instruments?
_______________________
5.
Can you sing?
_______________________
6.
Can you write poetry?
_______________________
7.
Can you type very fast?
_______________________
8.
Can you play Sudoku?
_______________________
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CLASES 6, 7 Y 8 4. Solicitan y entregan información sobre planes a futuro personales y de terceros, aplicando estructuras con intención de futuro, generando situaciones comunicativas escritas y orales elaboradas. CRITERIOS DE EVALUACIÓN CONTENIDOS Expresa de manera escrita y/o oral las fechas exactas - Fechas: meses del año y números ordinales de diferentes celebraciones y feriados, mediante el uso - Cumpleaños, celebraciones y feriados - Uso de la estructura Be going to con intención de futuro correcto de los números ordinales y meses del año, - Expresiones de tiempo para expresar futuro: tomorrow / tonight / aplicando el tiempo verbal presente simple. next week / next month, entre otras Describe sus planes futuros, utilizando expresiones de tiempo apropiadas y aplicando la estructura be + going to con intención de futuro. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre planes futuros, utilizando expresiones de tiempo apropiadas y aplicando la estructura be + going to con intención de futuro.
APRENDIZAJE ESPERADO
1.14.
1.15. 1.16.
¾
DATES MONTHS
January February March April May June July August September October November December
ORDINAL NUMBERS 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
first second third fourth fifth sixth seventh eighth ninth tenth
11th 12th 13th 14th 15th 16th 17th 18th 19th 20th
eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth
21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th 31st
twenty-first twenty-second twenty-third twenty-fourth twenty-fifth twenty-sixth twenty-seventh twenty-eighth twenty-ninth thirtieth thirty-first
*When we write dates the month goes first and then the ordinal number. Examples: 07/31→ July thirty-first 12/05→ December fifth A: When’s your birthday? B: It’s (on) June twenty-fourth.
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EXERCISES I. Write these dates. Then practice with a partner. 1.
02 / 14 ______________________________________________
2.
10 / 06 ______________________________________________
3.
08 / 15 ______________________________________________
4.
04 / 22 ______________________________________________
5.
03 / 29 ______________________________________________
6.
11 / 30 ______________________________________________
7.
09 / 03 ______________________________________________
8.
01 / 11 ______________________________________________ II. When are these people’s birthdays? Write sentences as in the example.
1.
Carolina Urrejola’s birthday is on May eighth_____________________.
05/08
2.
_________________________________________________________
08/04
3.
_________________________________________________________
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4.
________________________________________________________
02/19
5.
_________________________________________________________
05/05 ¾
THE FUTURE WITH BE GOING TO
We use the structure BE GOING TO + VERB to talk about future plans. Examples: -
He is going to work this weekend. (He plans to work this weekend) They are going to see a movie tonight. (They plan to see a movie tonight)
AFFIRMATIVE SENTENCE: Alice is going to cook dinner.
NEGATIVE SENTENCE:
She’s not going to have dinner in a restaurant.
INTERROGATIVE SENTENCE: Is she going to have dinner with her family?
Yes, she is.
No, she’s not.
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EXERCISES I. Look at the pictures. What are these people going to do next year?
1.
__________________________________________________
2.
__________________________________________________
3.
__________________________________________________
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II. Look at Ann’s calendar. Write sentences about her plans as in the example.
1.
On June first, she’s going to go to the dentist.___________________________________
2.
_______________________________________________________________________
3.
_______________________________________________________________________
4.
_______________________________________________________________________
5.
_______________________________________________________________________
6.
_______________________________________________________________________
¾
POPULAR HOLIDAYS AND CELEBRATIONS
HOLIDAYS & CELEBRATIONS New Year’s Day
DATES January 01st
Valentine’s Day
February 14th
Labor Day
May 01st
Chilean National Holiday
September 18th
Columbus Day
October 12th
Halloween
October 31st
Christmas
December 25th
9
What’s your favorite holiday? How do you celebrate it?
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WH- QUESTIONS WITH BE GOING TO
Remember that questions starting with a Wh- word need specific information. Examples: A: What are you going to do next vacation? B: I’m going to travel. A: Where are you going to go? B: I’m going to go to Brazil. A: Who’s going to go with you? B: My girlfriend is going to go with me. A: How are you going to get there? B: We’re going to go by plane.
9
These time expressions are always related to moments in the FUTURE: -
Tomorrow Tonight Next week Next month Next year Next class Next semester EXERCISES
I. Create questions, using be going to and the following elements: 1.
what / you / cook / tomorrow?
_____________________________________________________________ 2.
who / you / celebrate / your birthday / with?
_____________________________________________________________ 3.
when / your grandparents / visit you again?
_____________________________________________________________ 4.
how / you / go to the institute / tomorrow?
_____________________________________________________________ 5.
what time / your classes / start / tomorrow morning?
_____________________________________________________________ 6.
where / you and your friends / celebrate your birthday?
_____________________________________________________________ 7.
who / your mom / invite to her birthday dinner?
_____________________________________________________________
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II. Answer these questions. Give complete information. Then practice with a partner. 1.
What do you usually do to celebrate Christmas?
_____________________________________________________________ 2.
When’s Mother’s day?
_____________________________________________________________ 3.
What holiday is in May?
_____________________________________________________________ 4.
Who do you usually celebrate your birthday with?
_____________________________________________________________ III. Look at the activities in parentheses. Are you going to do these activities tomorrow? Answer as in the example. 1.
(go to the movies) _I’m not going to go to the movies tomorrow.________________________________
2.
(study for a test) _____________________________________________________________________
3.
(visit your friends) ____________________________________________________________________
4.
(play sports) ________________________________________________________________________
5.
(have lunch at AIEP) __________________________________________________________________
6.
(make your bed) _____________________________________________________________________
7.
(go to the gym) ______________________________________________________________________ IV. Read these situations. Imagine what you are going to do in each case. Write sentences as in the example.
1.
Your favorite band comes to Chile. __I’m going to save money for the tickets.______________________
2.
It’s your best friend’s birthday. ___________________________________________________________
3.
You have a difficult test tomorrow. ________________________________________________________
4.
It’s Sunday morning. ___________________________________________________________________
5.
You’re hungry and you can’t cook. ________________________________________________________ V. Answer these questions. Give complete information. Then practice with a partner. 1.
What are you going to do next weekend?
______________________________________________________________ 2.
Where are you going to go next vacation?
______________________________________________________________ 3.
Are you going to visit your friends this weekend?
______________________________________________________________
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4.
Is your mother going to cook dinner for you this evening?
______________________________________________________________
CLASE 9 APRENDIZAJE ESPERADO
Del 1 al 4
CRITERIOS DE EVALUACIÓN Del 1.1 al 1.16
CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 4 (Repaso para la Primera ENAT) EXERCISES
I. Circle the correct alternatives. 1. What is your favorite fruit? a) b) c) d)
I like beans. I love strawberries. I really like butter. I like noodles.
2. What do you need to make your favorite salad?
a) b) c) d)
I need any tomatoes and garlic. I don’t need some celery. I need some celery and some tomatoes. I need some ice cream and some candy.
3. Do you ever eat soda?
a) b) c) d)
Yes, I drink soda for lunch usually. No, never I drink soda. Yes, I drink often soda. No, I usually drink juice.
4. What time do you usually have breakfast?
a) b) c) d)
I usually have lunch at two in the afternoon. I usually have lunch at eight in the evening. I usually have lunch at ten at night. I usually have lunch at seven in the morning.
II. Create appropriate questions for these answers. Then practice with a partner. 1. A: ______________________________________________________________? B: We play on weekends.
2. A: _____________________________________________________________? B: I go running three times a week.
3. A: ______________________________________________________________? B: I study English with two classmates.
4. A: ______________________________________________________________? B: I play basketball and I go swimming.
5. A: _______________________________________________________________? B: I do aerobics at the gym.
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III. Complete the sentences with can or can’t. 1.
Jennifer is a great dancer. She __________ dance salsa very well.
2.
I really love music, but I __________ play any instruments.
3.
My mother is a great chef. She __________ prepare delicious dishes.
4.
Paul is the new champion. He __________ play soccer really well.
5.
I love poems, but I __________ write poetry at all.
6.
My little brother has a new bike, but he __________ ride it. IV. Write these dates.
1.
09/11
_____________________________________
2.
12/30
_____________________________________
3.
01/16
_____________________________________
4.
10/15
_____________________________________
5.
05/10
_____________________________________
6.
07/20
_____________________________________
7.
08/23
_____________________________________
8.
04/18
_____________________________________
V. Read this paragraph about Barbara’s plans for next vacation and answer the questions.
Hi, everyone. Next February I’m going to travel to Buzios, Brazil, with my husband Sam and my son Justin. We are going to stay at a beautiful hotel near the beach. My son and my husband love sports, so they’re going to go windsurfing and play beach volley. I like sports, too, but I prefer dancing so I’m going to take samba lessons. I think this vacation is going to be great!
1.
Where is Barbara going to spend her vacation?
_______________________________________________________________________________ 2.
Who is she going to go on vacation with?
_______________________________________________________________________________ 3.
Are they going to travel to Brazil in January?
_______________________________________________________________________________ 4.
What are Sam and Justin going to do in Brazil?
_______________________________________________________________________________ 5.
Is Barbara going to go shopping in Brazil?
_______________________________________________________________________________
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CLASE 10 APRENDIZAJE ESPERADO
Del 1 al 4
CRITERIOS DE EVALUACIÓN Del 1.1 al 1.16
CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 4 (FIRST QUIZ: PRIMERA ENAT. COEFICIENTE UNO.)
CLASES 11 Y 12 5. Describen problemas de salud comunes aplicando el tiempo verbal presente simple y entregan soluciones por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas. CRITERIOS DE EVALUACIÓN CONTENIDOS Nombra las partes del cuerpo, problemas de salud y - Partes del cuerpo - Problemas de salud: headache / stomachache / sore eyes / medicamentos comunes de acuerdo a instrucciones. backache / sore throat, entre otros Produce textos escritos y/o situaciones orales elaboradas para consultar y entregar información sobre - Uso de los verbos Have y Feel en el contexto de problemas de el estado de salud propio y de terceros, aplicando el salud - Uso de adjetivos que expresan estados de ánimo y de salud: tiempo verbal presente simple. sick / awful / terrible / miserable / fine / great / terrific / fantastic Produce textos escritos y/o situaciones orales - Medicamentos comunes: antacid / cold pills / eye drops / cough elaboradas para dar consejos, ideas o sugerencias syrup / muscle cream / aspirin para resolver o aliviar diferentes problemas de salud, - Expresiones para demostrar empatía: That’s good / I’m glad to aplicando el modo verbal imperativo. hear that / That’s too bad / I’m sorry to hear that - Uso del modo Imperativo para dar consejos y sugerencias.
APRENDIZAJE ESPERADO
1.18. 1.19.
1.20.
¾ 9
PARTS OF THE BODY Label the parts of the body.
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¾
COMMON HEALTH PROBLEMS
Some common health problems are the following: -
A backache
-
An earache
-
A headache
-
A stomachache
-
A toothache
-
A cold
-
A cough
-
A fever
-
A sore throat
-
Sore eyes
-
The flu
When we talk about specific health problems, we usually use the verb have. Remember to use has with he or she Examples: -
I have a stomachache.
-
Franco has a cough.
-
I have the flu.
-
Carmen has a sore throat.
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When we want to describe the way we feel, we usually use adjectives (characteristics) that can be positive or negative: POSITIVE
NEGATIVE
Fine
Sick
Well
Awful
Great
Terrible
Terrific
Miserable
Fantastic
Sad
Happy
Bad
Examples: -
I feel great!
-
I feel sick.
-
I don’t feel well. We use the questions “What’s the matter?” and “What’s wrong?” when we notice that another person has a problem. When we want to know how the other person feels, we can use the questions “How do you feel?” or “How are you?”
Examples: A: How are you today? B: I’m not so good. A: Why? What’s the matter? B: I have a sore throat.
There are some expressions that we can use to show that we understand and care about the other person’s problems: -
That’s too bad. I’m sorry to hear that. That’s good. I’m glad to hear that. I hope you feel better soon.
Examples: A: How do you feel? B: I don’t feel well. A: Why? What’s wrong? B: I have the flu. A: Oh, I’m sorry to hear that.
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EXERCISES I. Look at the pictures. What’s wrong with these people? Give complete information.
1.
____________________________________________________
2.
____________________________________________________
3.
____________________________________________________
4.
____________________________________________________
5.
____________________________________________________
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II. Choose sentences from the box to express these ideas in a different way. -
I miss my family. I don’t feel happy. What’s wrong? I’m sorry to hear that. My head feels terrible.
6.
What’s the matter? ____________________________________________________________
7.
I’m homesick. ________________________________________________________________
8.
I have a headache. ____________________________________________________________
9.
I feel sad. ___________________________________________________________________
10. That’s too bad. _______________________________________________________________
¾
COMMON MEDICATIONS
Antacid
Aspirin
Eye drops
Cold pills
¾
Cough drops
Cough Syrup
Muscle Cream
IMPERATIVES
When we want to give instructions or pieces of advice, or tell another person what to do, we use imperatives. Imperatives can be affirmative or negative. Rest in bed.
Don’t go to work today.
Take one pill every night.
Don’t drink coffee.
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Examples: A: I have the flu. B: Rest in bed. And drink lots of orange juice. A: I can’t sleep at night. B: Don’t drink coffee. Drink warm milk and listen to relaxing music.
EXERCISES I. Write two or more pieces of advice for each problem. 1. I have a cold.
_______________________________________________________________________________
2. I have sore eyes.
_______________________________________________________________________________
3. I have a terrible headache. _______________________________________________________________________________ 4. I’m homesick.
________________________________________________________________________________
5. My job is very stressful.
________________________________________________________________________________
6. I can’t lose weight.
________________________________________________________________________________
II. Complete these sentences with the appropriate medication. Then practice with a partner. 1.
I have a terrible backache. I’m going to buy some _______________________________.
2.
I have a headache. I’m going to take some ____________________________________.
3.
My eyes are very tired. I need some __________________________________________.
4.
I have an awful stomachache. I’m going to take some ____________________________.
5.
I have a terrible cold. I’m going to take some ___________________________________.
6.
Your cough sounds terrible. You need some ___________________________________.
CLASE 13 6. Describen locales comerciales de su entorno inmediato, así como los productos que en ellos se venden, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas. CRITERIOS DE EVALUACIÓN CONTENIDOS Indica de manera oral y/o escrita tipos de tiendas y - Tiendas y lugares de una ciudad: department store / bank / lugares de una ciudad, como los productos que se drugstore / gas station / post office / bookstore, entre otros pueden adquirir en ellos y los servicios que prestan, - Productos y servicios según tienda o lugar: clothes / money / aplicando el tiempo verbal presente simple. medicines / gas / stamps / books, entre otros Produce textos escritos y/o situaciones orales para consultar y entregar información sobre los lugares en donde pueden adquirir diferentes productos, aplicando el tiempo verbal presente simple.
APRENDIZAJE ESPERADO
1.22.
1.23.
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¾
PLACES AND STORES IN A CITY
BOOKSTORE
DEPARTMENT STORE
GAS STATION
DRUGSTORE
RESTAURANT
BANK
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POST OFFICE
SUPERMARKET EXERCISES
I. Answer these questions. Give complete answers. 1. Where can I buy some aspirin? You can buy aspirin at a drugstore________________________. 2. Where can I buy a cup of coffee? ___________________________________________________ 3. Where can I deposit a check? __________________________________________________ 4. Where can I buy some milk? ___________________________________________________ II. Complete these sentences with appropriate places. 1. You can buy a good English/Spanish dictionary in a____________________________________ 2. I can buy some gasoline for my car in a _____________________________________________ 3. You can buy a pair of jeans in a ___________________________________________________ 4. I can mail a letter in a ___________________________________________________________
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CLASES 14 Y 15 APRENDIZAJE ESPERADO
1.25.
1.26.
1.27.
¾
7. Solicitan y entregan direcciones e instrucciones para llegar a un lugar determinado, por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas.
CRITERIOS DE EVALUACIÓN Indica de manera oral y/o escrita elaborada la ubicación específica de diversos lugares, aplicando tiempo verbal presente simple y utilizando estructuras apropiadas para indicar posición espacial. Produce textos escritos y/o situaciones orales elaboradas para consultar y entregar información sobre la ubicación de diversos lugares existentes en una ciudad y como llegar a los mismos aplicando el tiempo verbal presente simple. Entrega direcciones e instrucciones de manera oral y/o escrita elaborada para llegar a un lugar específico, teniendo mapas como referencia, aplicando modo verbal imperativo.
CONTENIDOS - Principales atracciones turísticas a nivel mundial - Uso de preposiciones de lugar para entregar ubicación específica de lugares de una ciudad: on / on the corner of / across from / next to / between - Estructuras para pedir direcciones: How do I get to…? / How can I get to…? - Expresiones para entregar direcciones: walk up / walk down / go up / go down / turn right on / turn left on - Uso del modo Imperativo para dar
PREPOSITIONS OF PLACE
The bank is on West Street.
The bank is on the corner of West Street and First Avenue.
The bank is across from the hotel.
The bank is next to the café.
The café is between the Post Office and the Bank.
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EXERCISES
I. Look at the map and complete these sentences with the correct prepositions. 1. The Mexican Restaurant is _______________ River Street. 2. The Italian restaurant is ________________ the gym, ____________________ St. Lukes Hospital. 3. The Department store is ________________Appleton Street, ____________________Third and Fourth Avenues. 4. The gas station is ___________________ Third Avenue and River St., ____________________ the movie theater.
II. What places are these? Read these sentences and try to guess the places. 1. It’s on Appleton Street, across from the library. It’s next to the book store. ___________________________________________ 2. It’s on Second Avenue, between River and Appleton Streets.
___________________________________________
3. It’s on River Street, next to the gas station.
___________________________________________
4. It’s next to the drugstore, on the corner of River Street and Fourth Avenue. ___________________________________________
¾ 9
POPULAR TOURIST ATTRACTIONS
What are some popular tourist attractions in Chile?
__________________________________________________________________ 9
What is your favorite tourist attraction in your city?
__________________________________________________________________ 9
Where is it?
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¾
GIVING DIRECTIONS
How do I get to the Bank? 1. Walk up / Go up Second Avenue. 2. Turn right on Post Street. 3. The Bank is on the right. 1.
2.
3.
2.
3.
How do I get to the café? 1. Walk down / Go down Second Avenue. 2. Turn left on Madison Street. 3. The café is on the right. 1.
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EXERCISES I. Look at the map. Tina and Liam need directions to get to the Italian Restaurant and the City Bank. Can you help them? Tina: “How can I get to the Italian Restaurant? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Liam: “How can I get to the City Bank? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
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CLASE 16 APRENDIZAJE ESPERADO
Del 1 al 7
CRITERIOS DE EVALUACIÓN
CONTENIDOS
Del 1.1 al 1.27
- Todos los relacionados con los aprendizajes esperados del 1 al 7 (Repaso para la Segunda ENAT) EXERCISES
I. Complete the conversations with the correct Wh- Word. Use what, who, when, where, what time, how. 1. A: _________________do you usually have lunch?
4. A: _________________ are you going to do next holiday?
B: I usually have lunch at two.
B: I think I’m going to sleep a lot.
2. A: _________________ do you usually go swimming? B: I go swimming every summer.
5. A: _________________ are you going to go home today? B: I’m going to drive my car.
3. A: _________________ do you play golf with?
6. A: _________________ are you going to go next vacation?
B: I play with my dad.
B: I’m going to go to my parents’ house in Chillan.
II. Match the questions in column A with the answers in column B
A
B
1.
Can you play guitar?
_______ No, he can’t. He always takes the bus.
2.
Can Elisa cook?
_______ Yes, he can. His portraits are wonderful.
3.
Can Richard drive a car?
_______ No, she can’t. Her coordination is terrible.
4.
Can you use a computer?
_______ No, I can’t, but I can sing.
5.
Can you speak a foreign language?
_______ Yes, I can. I’m a computer engineer.
6.
Can Erik and Sonia write?
_______ Yes, she can. Her pasta is delicious.
7.
Can Kate dance?
_______ No, they can’t. They are only two years old.
8.
Can David draw?
_______ Yes, I can. I speak English and French.
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III. Complete the conversations with an appropriate imperative form. Then practice with a partner. 1. A: I have an earache. B: ________________ to the doctor. 2. A: I have a fever. B: _______________ in bed. 3. A: I have a sore throat. B: _______________ some lemonade with honey. 4. A: I can’t sleep at night. B: _______________coffee at night. 5. A: I can’t lose weight. B: _______________ bread and _____________ exercise. 6. A: I have the flu. B: ______________ go outside and _____________a lot of water.
IV. Look at Patricio’s calendar and answer true (T) or false (F). If the sentence is false, give the correct information.
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1. _________On July fifth Patricio is going to celebrate his birthday. ______________________________________________________________________________________________ 2. _________ On July eighteenth, Patricio is going to have dinner with Lisa’s parents. ______________________________________________________________________________________________ 3. _________ On July twenty-seventh Patricio and Lisa are going to travel to San Pedro. ______________________________________________________________________________________________ 4. _________ Patricio’s birthday is on July second. ______________________________________________________________________________________________
V. Complete the chart with the correct information.
PROBLEMS
SOLUTIONS / ADVICE
I have a terrible headache. I can’t sleep at night. Drink some herbal tea and don’t eat any heavy foods today. Take two aspirins and go to the dentist. I’m homesick. Use some muscle cream and don’t do exercise today. Buy some medicine. Go to bed and don’t go to work tomorrow. I have sore eyes.
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VI. Look at the map and answer the questions. 1. Where is Macy’s Department Store? _________________________________________________________________________________________________________ 2. How can Alice get to the Hospital? _________________________________________________________________________________________________________ 3. Where is the gas station? _________________________________________________________________________________________________________ 4. How can Jim get to the Barber Shop? _________________________________________________________________________________________________________
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CLASE 17 APRENDIZAJE ESPERADO
Del 1 al 7
CRITERIOS DE EVALUACIÓN
CONTENIDOS
Del 1.1 al 1.27
- Todos los relacionados con los aprendizajes esperados del 1 al 7 (MID-TERM EXAM: SEGUNDA ENAT. COEFICIENTE DOS.)
CLASES 18 Y 19 8. Producen situaciones comunicativas escritas y orales elaboradas para describir actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple. CRITERIOS DE EVALUACIÓN CONTENIDOS Nombra diferentes actividades que se realizan en el - Actividades que se realizan en el tiempo libre: watch TV / tiempo libre, de acuerdo a instrucciones. exercise / do the laundry / stay home / see a movie / have fun, Identifica el uso de los verbos regulares e irregulares entre otras para describir situaciones ocurridas en el pasado - Tiempo verbal pasado simple reciente. - Verbos regulares e irregulares Describe de manera oral y/o escrita actividades que ha realizado y no ha realizado en el pasado reciente, aplicando el tiempo verbal pasado simple. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple.
APRENDIZAJE ESPERADO
1.29. 1.30. 1.31. 1.32.
¾
COMMON HOUSEHOLD ACTIVITIES
CLEAN THE HOUSE
DUST
DO THE LAUNDRY
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¾
SIMPLE PAST STATEMENTS AND REGULAR VERBS
When we talk about past activities, we use the simple past tense and the auxiliary DID. Regular verbs usually end with –ed. Look at the spelling cases. AFFIRMATIVE PAST TENSE
NEGATIVE PAST TENSE
I studied English in Friday
I didn’t study Mathematics.
You watched TV on Saturday night.
You didn’t watch TV on Sunday.
He stayed home on Saturday afternoon.
He didn’t stay home on Sunday.
We visited our mother
We didn’t visit any friends.
She shopped for groceries.
She didn’t shop for clothes.
They exercised on Sunday morning.
They didn’t exercise on Sunday afternoon.
9
SPELLING
WATCH – WATCHED EXERCISE – EXERCISED STUDY – STUDIED STAY – STAYED SHOP – SHOPPED
These time expressions are always related to moments in the PAST: -
Yesterday Last night Last weekend Last month Last year Last summer EXERCISES
I. What did Adam do last weekend? Complete the sentences in the paragraph with the correct verb forms. On Friday evening my friend Sarah ______________ (visit) me and I ______________ (cook) beef and pasta. Sarah ______________ (love) the Spaghetti, but she ______________ (not like) the beef. On Saturday morning I ______________ (clean) my house and ______________ (shop) for groceries. In the afternoon I ______________ (call) my friend Josh and ______________ (invite) him to the gym, but he ______________ (not want) to exercise. At night, I ____________________ (watch) a movie on TV, but I _______________ (not like) it. On Sunday, I __________________ (listen) to music and __________________ (study) English. II. Look at the pictures. What did these people do last weekend?
1.
____________________________________________________________
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2.
____________________________________________________________
3.
____________________________________________________________
4.
____________________________________________________________
5.
_____________________________________________________________
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¾
IRREGULAR SIMPLE PAST VERBS
Notice the irregular simple past forms.
EXERCISES I. Complete the chart with the past tense forms. PRESENT
PAST
PRESENT
PAST
BUY
_____BOUGHT_______________
GO
____________________________
COME
____________________________
HAVE
____________________________
DRINK
____________________________
MEET
____________________________
EAT
____________________________
READ
____________________________
FEEL
____________________________
SEE
____________________________
GET UP
____________________________
SLEEP
____________________________
SIT
____________________________
TAKE
____________________________
DO
____________________________
WEAR
____________________________
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II. Complete these sentences with the correct irregular verbs. Don’t repeat verbs. 1. Last Saturday I _________________ my friend Carol and we _________________ lunch together. 2. Last week I __________________ to a party and I ____________________ a great time. 3. Last Sunday some friends _________________ to my house and we ___________________ some beers. 4. Last Friday I __________________ at nine in the morning and I ____________________ my favorite book. 5. Yesterday I ___________________ a beautiful dress at a store and I ___________________ it last night at a party! 6. Last night I __________________ my homework and then I ____________________ my favorite movie. ¾
SIMPLE PAST YES/NO QUESTIONS SIMPLE PAST YES/NO QUESTIONS
Did you go out this weekend? Yes, I did. I went to an Italian restaurant.
Did you have pizza? No, I didn’t. I had lasagna. EXERCISES
I. Complete these conversations with the correct verb forms. 1. A: _Did_ you have_ (have) a good weekend? B: Yes, I _did_. I _had_ (have) a great time with my friends.
2. A: __________ you __________ (go) shopping this weekend? B: No, I ___________. I ___________ (stay) home and I _____________ (see) a movie.
3. A: __________ you ___________ (get up) late last Saturday? B: Yes, I ____________. I _______________ (get up) at noon. 4. A: __________ you ___________ (meet) any friends last weekend? B: No, I _____________, but I _____________ (meet) my sister Laurie and we ______________(have) a cup of coffee. II. Answer these questions using the information in parentheses. 1. Did you read the newspaper this morning? Yes, I did. I read the Washington Post._______________________________________________ (the Washington Post) 2. Did you cook at home yesterday? ______________________________________________________________________________ (Chinese restaurant)
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3. Did you talk on the phone last weekend? ______________________________________________________________________________ (my friend Jessica) 4. Did you see any good movies last vacation? _______________________________________________________________________________ (my favorite movie) 5. Did you buy any groceries last Saturday? _______________________________________________________________________________ (a new bag) 6. Did you see any friends last weekend? ________________________________________________________________________________ (my best friend Samuel)
CLASES 20, 21 Y 22 APRENDIZAJE ESPERADO
1.34. 1.35. 1.36.
¾
9. Solicitan y entregan información sobre su historia personal y de terceros, aplicando el tiempo verbal pasado simple, generando situaciones comunicativas escritas y orales elaboradas.
CRITERIOS DE EVALUACIÓN Pronuncia la conformación numérica de un año determinado. Describe en forma oral y/o escrita información de su historial personal y de terceros, aplicando tiempo verbal pasado simple. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre la historia personal de terceros, aplicando el tiempo verbal pasado simple.
CONTENIDOS - Información bibliográfica básica: fecha y lugar de nacimiento, primer día de clases, entre otros - Pronunciación de años - Tiempo verbal pasado simple, verbo Be
BIOGRAPHICAL INFORMATION
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YEARS
1985 = nineteen eighty-five
19= nineteen, 85 = eighty-five
1970 = nineteen seventy. 1908 = nineteen oh eight. 2009 = two thousand and nine. ¾
PAST OF BE: WAS – WERE
PRESENT
PAST
I’m a student. You’re twenty years old now He’s at high school now. We’re in Chile now They’re doctors.
I was a student. You were eighteen years old. He was at primary school in 2006 We were in Argentina in 2005. They were students.
STATEMENTS WITH THE PAST OF BE + BORN I was born in Japan.
I wasn’t born in Canada.
You were pretty young.
You weren’t very old.
He was eighteen.
He wasn’t in college.
We were born the same year.
We weren’t born in the same month.
They were in Japan in 1998.
They weren’t in Canada in 1998.
wasn’t = was not weren’t = were not
EXERCISES I. Change these sentences into past tense. Then practice with a partner. 1. I’m at home. I was at home ______________________________________________ 2. Erika isn’t at the supermarket. ___________________________________________________________ 3. Carl and James are in New York. ___________________________________________________________ 4. You are twenty years old. ___________________________________________________________ 5. My family and I are not working. ___________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.
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II. Complete these sentences with the correct verb form. My parents and I live in Chile, but we _____________ (was / were) born in Brazil – we _______________ (wasn’t / weren’t) born in Chile. My baby sister ______________ (wasn’t / weren’t) born in Brazil. She _____________ (was / were) born in Santiago. My parents ______________ (was / were) born in Rio de Janeiro, but I _____________ (was / were) in Sao Paulo.
WH- AND YES/NO QUESTIONS WITH THE PAST OF BE I was born in 1980.
When were you born?
Yes, I was.
Were you born in Brazil?
I was born in Sao Paulo?
Where were you born in Brazil?
No, she wasn’t.
Was your sister born in Brazil?
She was born in Chile.
What country was she born in?
No, they weren’t.
Were your parents born in Sao Paulo?
They were born in Rio de Janeiro
Where were they born?
EXERCISES I. Write these years with words. Then practice with a partner.
1948 _____________________________________ 1825 _____________________________________ 1789 _____________________________________ 1987 _____________________________________ 2001 _____________________________________ II. Complete these questions with was or were. Then answer the questions. 1. _______________ you born in Chile? __________________________________________________________________ 2. What city ______________you born in? __________________________________________________________________ 3. _______________ your parents born in the same city? __________________________________________________________________ 4. When ______________ your mother born? __________________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.
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5. _______________ you and your family on vacation last weekend? __________________________________________________________________ 6. What _______________ your first English teacher’s name? __________________________________________________________________ 7. _______________ he/she Chilean?
______________________________________________________
Wh- questions with did, was and were Where did you grow up?
I grew up in Valparaiso.
When did you come to this city?
I came here in 2005.
Why did you come to live here?
Because all my family moved here.
How old were you in 2005?
I was fifteen.
What was your favorite class at school?
It was Art.
How was high school?
It was great. I had lots of friends.
EXERCISES I. Write sentences about these people using the information in the boxes.
1.
Brad Pitt American actor Born in December 18th, 1963 Won a Golden Globe Award in 1996 _____________________________________________________ _____________________________________________________ _____________________________________________________
Shakira Colombian singer and songwriter Born in February 02nd, 1977 Won her first Grammy Award in 2001 2. _____________________________________________________ _____________________________________________________ _____________________________________________________
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Carlos Santana Mexican guitarist Born in July 20th, 1947 Released his first album in 1969
3.
_____________________________________________________ _____________________________________________________ _____________________________________________________
Isabel Allende Chilean novelist Born in August 02nd, 1942 Wrote her first book in 1982
4.
_____________________________________________________ _____________________________________________________ ____________________________________________________
II. Match the pictures with words from the box. playground – gym – art – lunchroom – science – physical education
1. _____________________________
2. _______________________________
3. _____________________________
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4. _____________________________
5. _______________________________
6. _____________________________
III. Bob is talking about his experience at high school. Read the paragraph and answer the questions. Hi, my name is Bob Taylor (the one on the right). I entered Saint Paul School in 1998. My best friends were Nina and Scott. They were really nice guys. I was a good student, but my marks weren’t always excellent. My favorite classes were Mathematics and Physical Education. I didn’t like History and Biology. My favorite teacher was Mrs. Moore. She was my mathematics teacher. She was very strict, but she was very nice and friendly. I finished high school in 1999 when I was eighteen. I’m almost thirty now, but I can say I had a great time there and I have wonderful memories from school. 1. When did Bob start high school? __________________________________________________________________________ 2. Who were his best friends? __________________________________________________________________________ 3. What were they like? __________________________________________________________________________ 4. Was Bob a bad student? __________________________________________________________________________ 5. What subjects did he like? __________________________________________________________________________ 6. Who was Mrs. Moore? __________________________________________________________________________ 7. Was she serious? __________________________________________________________________________ 8. When did Bob finish High school? __________________________________________________________________________ 9. Did Bob have a bad time at high school? __________________________________________________________________________
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IV. Answer these questions with personal information. Then practice with a partner. 1. What was your favorite class in elementary school?
_________________________________________________________
2. Who was your best friend in high school?
_________________________________________________________
3. Was English your favorite class last semester?
_________________________________________________________
CLASE 23 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.40
CONTENIDOS - Texto de lectura (que variará de acuerdo a la Escuela a la que pertenece la carrera) (Repaso para la Tercera ENAT)
CLASE 24 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.40
CONTENIDOS - Texto de lectura (que variará de acuerdo a la Escuela a la que pertenece la carrera) (READING COMPREHENSION TEST: TERCERA ENAT. COEFICIENTE UNO.)
CLASE 25 y 26 APRENDIZAJE ESPERADO
1.38. 1.39.
1.40.
¾
10. Utilizan diversas expresiones referidas al contexto de una comunicación telefónica, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas.
CRITERIOS DE EVALUACIÓN Discrimina el uso de Subject & Object pronouns en contextos específicos de acuerdo a instrucciones. Informa de manera oral y/o escrita donde se encuentran diferentes personas en un momento determinado, utilizando tipos de frases adecuadas al contexto comunicativo, aplicando el tiempo verbal presente simple. Realiza simulaciones orales y/o escritas elaboradas de llamadas telefónicas, recepción y toma de mensajes utilizando las expresiones apropiadas, aplicando el tiempo verbal apropiado.
CONTENIDOS - Frases preposicionales para indicar donde se encuentra una persona en el momento: at home / in the shower / at the library / on a trip / in bed, entre otras. - Uso de Subject & Object pronouns - Expresiones frecuentes en una conversación telefónica: Can I speak with…? / Do you want to leave a message? / He can’t come to the phone, entre otras.
TELEPHONE CONVERSATIONS
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Answering machine:
Hi. This is the Lewis family. We are not at home right now. Please leave us a message and…
Mr. Lewis:
Hello?
Christopher:
Mr. Lewis? Hi. It’s Chris…Uh…Is Sharon there?
Mr. Lewis:
Oh, hi, Chris. She’s not here – she’s at school. Can she call you later?
Chris:
Yes, thanks. Please tell her to call me at my parents’ house.
Mr. Lewis:
Sure. Just give me the number.
Chris:
It’s 289-8763.
Mr. Lewis:
289-8763. Ok.
Chris:
Thanks a lot, Mr. Lewis.
¾
PLACES and PREPOSITIONS IN
AT
ON
She’s in the shower.
She’s at the beach.
She’s on vacation.
She’s in the kitchen.
She’s at her parents’ house.
She’s on a trip.
She’s in bed.
She’s at school.
She’s on her break.
She’s in Spain.
She’s at work.
She’s in Madrid.
She’s at the bank.
She’s in the hospital*
She’s at the hospital*
¾
* She’s in the hospital (she is hospitalized) She’s at the hospital. (she works there or is visiting someone)
OBJECT PRONOUNS OBJECT PRONOUNS Subject pronouns
Object pronouns
I
ME
Give him a call tomorrow.
YOU
YOU
Ask her to call me tonight
HE
HIM
SHE
HER
IT
IT
Leave us a message, please.
WE
US
Please call them at home.
YOU
YOU
THEY
THEM
Can you call me in twenty minutes? Can I call you later?
Give me the number, please. I don’t have it
Subject pronouns execute actions, so they always go before verbs. Example: I call my son every day.
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Object pronouns receive actions, so they always go after verbs. Example: I call him every day. EXERCISES I. Complete these telephone conversations. 1. A: Can I talk to Richard, please? B: I’m sorry. He’s not here right now. Can I give ____________ a message? A: Yes, this is Amanda Wilson. Please ask ____________ to call ____________ at my office. B: No problem. Does he have your phone number? A: Yes, he has ____________. 2. A: Good morning. This is John. Is Carol there, please? B: She’s here, but she is in bed – she’s sleeping. Do you want to leave ____________ a message? A: Yes, can you tell ____________ to call me at home? B: Sure. Just give ____________ your phone number. 3. A: Hi, Suzie. This is your uncle Charles. Are your parents at home? B: I’m sorry. They are at the supermarket. Can you call ____________ in one hour? A: No, I can’t. My family and I are leaving for the airport right now. We are traveling to Mexico and we want to say good-bye. Please tell ____________ to call ____________ at my cell phone. B: Sure, give ____________ your number. A: It’s 7899-4578. B: Ok, have a nice trip. II. a. b. c.
Role play. Topic: Planning vacations Make up a conversation by phone in which the participants are talking about the different places they can go on vacations. The places to go are Greece and New York. Give the reasons to choose one of these countries. EXERCISES
I. Choose the correct past tense form. 1. Margaret _____________________ (go – went – were) to the supermarket this morning. 2. Chris and Dennis ____________________ (was – were – go) at work yesterday morning. 3. Carlos _____________________ (were – buy – bought) a new TV last week. 4. I _____________________ (listen – listened – were) to music this morning. 5. My parents _____________________ (wasn’t – don’t stay – weren’t) in Santiago last weekend. 6. My brother and his wife _____________________ (visited – visit – was) me last Sunday. Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.
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7. You ________________________ (didn’t study – don’t study – wasn’t) English last night. 8. My family and I _______________________ (see – saw – was) a great movie last Saturday. II. Match the questions in column A with the answers in column B. A
B
1. When were you born?
______ I was eighteen years old.
2. Where were you born?
______ She was pretty and very funny.
3. Where did you go to school?
______ I was born in 1989.
4. When did you finish school?
______ Her name was Melissa.
5. How old were you then?
______ I was born in Antofagasta.
6. Where did your parents grow up?
______ I wanted to study programming here.
7. Who was your best friend when you were a child?
______ I studied at Colegio Santa Cruz.
8. What was he/she like?
______ I graduated in 2007.
9. Why did you come to this city?
______ They grew up in Tocopilla.
III. Write appropriate questions to these answers. Then practice with a partner. 1. A: ____________________________________________________________? B: She was born in 1986. 2. A: ____________________________________________________________? B: I went to the beach with my parents. 3. A: ____________________________________________________________? B: He grew up in a small town by the sea. 4. A: ____________________________________________________________? B: I was at home with my family. 5. A: ____________________________________________________________? B: No, I didn’t cook. I had lunch at a restaurant. 6. A: ____________________________________________________________? B: Yes, I was. I was born in Toronto, Canada. 7. A: ____________________________________________________________? B: No, it wasn’t. My favorite class was Computer Science.
IV. Answer these questions. Then take turns asking and answering to a partner. 1. Did you stay home last weekend? __________________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.
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2. Who was with you? __________________________________________________________________ 3. What did you have for lunch last Sunday? __________________________________________________________________ 4. Was it good? _________________________________________________________________ 5. What did you do in the afternoon? _________________________________________________________________ 6. Were you alone? _________________________________________________________________ 7. What time did you go to bed? _________________________________________________________________
CLASE 27 APRENDIZAJE ESPERADO
1.42 1.43 1.44
¾
11. Planifican actividades con terceros, generando diálogos para aceptar o rechazar una invitación, aplicando el tiempo verbal correspondiente, generando situaciones comunicativas escritas y orales.
CRITERIOS DE EVALUACIÓN Nombra diferentes actividades que se realizan en el tiempo libre, de acuerdo a instrucciones. Produce textos escritos y/o situaciones orales elaboradas para realizar invitaciones a diferentes actividades utilizando estructuras apropiadas. Produce textos escritos y/o situaciones orales para aceptar y/o rechazar invitaciones, utilizando estructuras apropiadas.
CONTENIDOS - Actividades que se realizan en el tiempo libre: go to the movies / go to a concert / see a sports event, entre otras - Uso de estructuras para realizar invitaciones: Do you want to…? / Would you like to…? - Uso de estructuras para aceptar y rechazar invitaciones: I’d love to / I’d like to / I want to / I have to / I need to
ACTIVITIES PEOPLE LIKE TO DO
SEE A MOVIE
GO TO A CONCERT
GO DANCING
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HAVE A PICNIC
VISIT AN AMUSEMENT PARK
MAKING AND ACCEPTING AN INVITATION
GO TO AN ART FESTIVAL
REFUSING AN INVITATION AND MAKING AND EXCUSE
A: Do you want to see a movie with me tonight?
A: Do you want to go to a concert with me tomorrow?
B: Yes, I’d love to (see a movie with you)
B: I’m sorry, but I can’t. I have to work. I’d like to, but I need to study.
A: Would you like to go dancing with me?
Sorry, I want to go to bed early.
B: Yes, I’d love to go.
I’d = I would
EXERCISES
I. Complete these conversations with would, want to, have to, or need to. More than one answer is sometimes possible. 1. A: Do you ________________ have dinner with me tonight? B: I’d like to go, but I ________________ stay with my baby sister. 2. A: ________________ you like to go running on Saturday morning? B: I’m sorry, but I ________________ sleep late on Saturday. 3. A: Do you ________________ play poker with some friends on Friday evening? B: I’d really like to, but I ________________ go to bed early.
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4. A: ________________ you like to come to a barbecue at my house this Sunday evening? B: I love barbecues, but I can’t. I ________________ go to my brother’s birthday party.
II. Read the following invitations and give a response according to the instructions in parentheses.
1. Do you want to go to an Italian restaurant this Saturday night? _______________________________________________________________________ (accept) 2. Would you like to see a classical movie tonight? _______________________________________________________________________ (refuse and make an excuse) 3. Would you like to visit an amusement park this Sunday? _______________________________________________________________________ (refuse and make an excuse) 4. Do you want to play chess with me after classes? ________________________________________________________________________ (accept)
III. Group work. Create unusual excuses for these invitations. Remember to use have to, need to or want to. Here you have some examples. “Do you want to go hiking on Saturday morning?” I’d like to, but I have to go to my cooking class.
I’m so sorry, but I have to wash my dog this weekend.
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1. There is a Fashion Show at the park this afternoon. Do you want to go with me? _____________________________________________________________________________________________ 2. Would you like to play soccer this afternoon? _____________________________________________________________________________________________ 3. I have tickets to the opera this Friday evening. Do you want to go with me? _____________________________________________________________________________________________ 4. My friends and I are going camping this weekend. Do you want to come with us? _____________________________________________________________________________________________
CLASE 28 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44
CONTENIDOS - Todos los contenidos en el programa de módulo (FINAL ACTIVITY: Presentación del profesor. Preparación de las parejas)
CLASE 29 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44
CONTENIDOS - Todos los contenidos en el programa de módulo (FINAL ACTIVITY: PRESENTACIÓN EN PAREJAS, EVALUACIÓN DE LA CUARTA ENAT. COEFICIENTE UNO.)
CLASE 30 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44
CONTENIDOS - Todos los contenidos en el programa de módulo 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).
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CLASE 31 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44
CONTENIDOS - Todos los contenidos en el programa de módulo (Revisión general del cuaderno de apuntes y repaso para el examen final del módulo.)
CLASE 32 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44
CONTENIDOS - Todos los contenidos en el programa de módulo Examen final, parte oral (40% de la nota de examen)
CLASE 33 y 34 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44
CONTENIDOS - Todos los contenidos en el programa de módulo Examen final, parte escrita (60% de la nota de examen)
CLASE 35 y 36 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44
CONTENIDOS - Todos los contenidos en el programa de módulo 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/
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