Portafolio De Evidencia Fusion .pdf

INSTITUCIÓN EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PORTAFOLIO DE EVIDENCIAS EVALUACION DE DESEMPEÑO DOCENTE 1278

KATY M. RICARDO FERNANDEZ

SOLEDAD, ATLANTICO 2016

LEARNING ENGLISH IS VERY FUN!

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KATY MARGARITA RICARDO FERNANDEZ

Introducción Es evidente entre los estudiantes tanto de Primaria como de Bachillerato, una actitud negativa hacia el aprendizaje de un segundo idioma y esto se manifiesta en la dificultad para traducir, memorizar palabras, organizar gramaticalmente oraciones, entender párrafos sencillos y pensar en otro idioma, es decir la metodología tradicional ha venido generando apatía, desinterés y bajos resultados en el aprendizaje del inglés.

LEARNING ENGLISH IS VERY FUN!

1

KATY MARGARITA RICARDO FERNANDEZ

Tabla de Contenido • • • • • • •

Preparador de Clases. Proyecto Pedagógico de Aula. Planes de mejoramiento. Observador del Estudiante. Participación en el Aniversario de la Institución. Trabajo en Equipo. Evidencia.

LEARNING ENGLISH IS VERY FUN!

6

KATY MARGARITA RICARDO FERNANDEZ

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Preparador de Clases.

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY RICARDO F. AÑO: 2016

GRADO: Sexto

PERIODO: 111

TEMA: The Simple Present

OBJETIVO: Reconocer la estructura del Simple Present Tense para expresar acciones de rutina

ESTANCAR: Describo con oraciones sencillas mi rutina diaria y la de otras personas

ESTRATEGIAS METODOLOGICAS: Elaboración de pequeños afiches lectura y creación de diálogos breves

RECURSOS: Cuadernos, diccionarios, material de apoyo.

CRITERIOS DE EVALUACION: Participación en clase. Presentación de material de apoyo con actividades desarrolladas. Socialización de diálogos. Presentación de afiches

ACTIVIDADES:

LOGROS: Reconoce la estructura del presente simple para hablar sobre las actividades diarias

OBSERVACIONES:

tense Days of the week COMPETENCIAS: lingüística: Escribir oraciones sobre acciones diarias Sociolingüística: Describir sus actividades diarias

CONTENIDOS: Use the simple present tense for habitual activities.

Completar oraciones lectura de diálogos Escribir oraciones

UNIDAD 3: ACTIVITIES 1

FECHA ESTIMADA: Julio 18 al

22 D.B.A. Entiende y usa palabras y frases cortas sobre su actividad diaria

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY RICARDO F. AÑO: 2016

GRADO: Sexto

PERIODO: 111

UNIDAD: ACTIVITIES 2

TEM A: The Simple Present tense - negative form-

OBJETIVO: Reconocer la estructura del Simple Present en forma negativa ESTRATEGIAS METODOLOGICAS: Elaboración de pequeñas encuestas a compañeros de clases

ESTANDAR: Narro de forma sencilla actividades que me son familiares RECURSOS: Cuadernos, diccionarios, material de apoyo.

ACTIVIDADES: Completar oraciones Lectura de diálogos Escribir oraciones negativas Completar diálogos

LOGROS: Reconoce la estructura del presente simple en forma negativa para hablar sobre las actividades diarias

COMPETENCIAS: Lingüística: Escribir oraciones negativas sobre acciones diarias Sociolingüística: Preguntar a otras personas sobre sus actividades diarias CONTENIDOS: Use the simple auxiliary verbs - do -does to form negative sentences

FECHA ESTIM ADA: Julio 25 al 29 D.B.A. Escribe información básica sobre sí mismo CRITERIOS DE EVALUACION: Participación en clase. Presentación de material de apoyo con actividades desarrolladas. Socialización de encuestas OBSERVACIONES:

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANNTADER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY RICARDO F. AÑO: 2016 GRADO: Sexto

PERIODO: 111

UNIDAD: ACTIVITIES 3

TEMA: The Simple Present tense - interrogative formYes-no question lnformation questions COMPETENCIAS: Lingüística: Escribir oraciones interrogativas sobre acciones diarias Sociolingüística: Preguntar a otras personas sobre sus actividades diarias CONTENIDOS: Use the simple auxiliary verbs - do -does to form interrogative sent ences.

OBJETIVO: Reconocer la estructura del Simple Present en forma interrogativa

ESTANDAR Comprendo preguntas orales que se refieren a mí, mi familia y mi entorno. RECURSOS: Cuadernos, diccionarios, material de apoyo.

ESTRATEGIAS METODOLOGICAS: Elaboración de pequeños diálogos

ACTIVIDADES: Completar oraciones Lectura de diálogos Escribir oraciones inter rogativas Completar diálogos

LOGROS: Reconoce la estructura del presente simple en forma interrogativa para hablar sobre las actividades diarias

FECHA ESTIMADA: agosto 1 al 5 D.B.A. Responde preguntas después de leer un texto sobre temas que le son familiares CRITERIOS DE EVALUACION: Participación en clase. Presentación de material de apoyo con actividades desarrolladas. Socialización de diálogos OBSERVACIONES:

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR D CLASES ASIGNATURA: INGLES DOCENTE: KATY RICARDO F. AÑO: 2016 GRADO: Sexto

PERIODO: 111

UNIDAD: Cloches

TEMA: Clothes and colors Possesive pronouns Possessive adjectives

OBJETIVO: Reconocer el vocabulario referido a prendas de vestir, colores adjetivos y pronombres posesivos ESTRATEGIAS METODOLOGICAS: Elaboración de pequeños afiches

ESTANDAR Hago exposiciones breves de contenido predecible y aprendido RECURSOS: Cuadernos, diccionarios, material de apoyo.

FECHA ESTIMADA: agosto 8 al

12

COMPETENCIAS: Lingüística: Escribir oraciones usando vocabulario sobre prendas de vestir Sociolingüís tica a: Conversar sobre prendas de vestir usando pronombres y adjetivos posesivos CONTENIDOS: Possessive adjectives: My, your,his, her,our,their. Possessive pronouns Mine, yours, his, hers,ours,theirs

D.B.A. Describe características básicas de personas de su comunidad usando frases cortas CRITERIOS DE EVALUACION: Participación en clase. Presentación de material de apoyo con actividades desarrolladas. Socialización de afiches

ACTIVIDADES: Completar oraciones

LOGROS: Reconoce el vocabulario

Lectura de diálogos Escribir oraciones con adjetivos posesivos y pronombres posesivos Completar diálogos

referido a prendas de vestir, colores, adjetivos y pronombres posesivos

OBSERVACIONES:

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY RICARDO F. AÑO: 2016

GRADO: Sexto

PERIODO: 111

UNIDAD: What do you do?

FECHA ESTIMADA: agosto 15-

19 TEMA:Jobs

OBJETIVO: Reconocer el

ESTANDAR Describo con

D.B.A. Entiende y utiliza

Preposiciones -at, in,on-

vocabulario referido a profesiones, ocupaciones y uso de preposiciones at, in, on.

oraciones simples temas como los trabajos y profesiones de otras personas

palabras y frases cortas sobre temas relacionados con personas, lugares de su comunidad.

COMPETENCIAS: Lingüística:

ESTRATEGIAS METODOLOGICAS:

RECURSOS: Cuadernos,

CRITERIOS DE EVALUACION:

Elaboración de flashcards

diccionarios, material de apoyo.

Participación en clase. Presentación de material de apoyo con actividades desarrolladas. Socialización de flashcards

CONTENIDOS:

ACTIVIDADES:

LOGROS:

OBSERVACIONES:

Prepositions: at, in, on

Completar oraciones. Lectura de diálogos. Escribir oraciones con preposiciones y el vocabulario sobre ocupaciones. Completar diálogos.

Reconoce el vocabulario referido a trabajos, ocupaciones y preposiciones

Escribir oraciones usando vocabulario sobre ocupaciones, trabajos y preposiciones. Sociolingüística: Conversar sobre las ocupaciones de sus familiares

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLE DOCENTE: KATY RICARDO F. AÑO: 2016

GRADO: Sexto

PERIODO: 111

UNIDAD: Home

TEM A: House and furniture

OBJETIVO: Reconocer el vocabulario referido a partes de la casa

COMPETENCIAS: Lingüística: Escribir oraciones usando vocabulario sobre muebles y partes de la casa. Sociolingüística: Describir una casa y sus muebles

ESTRATEGIAS METODOLOGICAS: Elaboración de maquetas

ESTANDAR Hago exposiciones breves de contenido predecible y aprendido RECURSOS: Cuadernos, diccionarios, material de apoyo.

CONTENIDOS: Partes de la casa Muebles de la casa

ACTIVI DADES: Lectura de descripciones Escribir oraciones con el vocabulario sobre muebles y partes de la casa. Completar cuadros

LOGROS: Reconoce el vocabulario referido a muebles y partes de la casa.

FECHA ESTIM ADA: agosto 22 al26 D.B.A. Entiende y utiliza palabras y frases cortas sobre temas relacionados con lugares. CRITERIOS DE EVALUACION: Participación en clase. Presentación de material de apoyo con actividades desarrolladas. Socialización de maquetas. OBSERVACIONES:

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY RICARDO F. AÑO: 2016

GRADO: SEXTO FECHA ESTIMADA: AGOSTO 29 AL 9 DE SEPTIEMBRE

PERIODO: 111 TEMA: REFUERZO DE TEMAS DESARROLLADOS EN EL PERIODO

COMPETENCIAS: LINGÜÍSTICA: LEER Y PRODUCIR BREVES TEXTOS SOBRE LOS TEMAS DESARROLLADOS EN EL PERIODO

ESTRATEGIAS METODOLOGICAS: ELABORACION DE TITERES

UNIDAD: RETROALIM ENTACION OBJETIVO: REFORZAR LOS TEMAS DESARROLLADOS EN EL PERIODO RECURSOS: CUADERNOS, DICCIONARIOS, MATERIAL DE APOYO Y OTROS.

SOCIOLINGUISTICA: HABLAR Y ESCUCHAR ELABORACION DE MURALES SOBRE LOS TEMAS DESARROLLADOS EN El PERIODO CRITERIOS DE EVALUACION: Participación en clase. Presentación de material de apoyo con actividades desarrolladas. Socialización de conversaciones con títeres Socialización de murales

CONTENIDOS: Todos los temas desarrollados en el periodo

ACTIVIDADES Completar oraciones. Lectura de diálogos. Escribir oraciones con las estructuras gramaticales aprendidas. Completar diálogos con el vocabulario aprendido.

LOGROS Reconoce el vocabulario visto y el uso de las estructuras gramaticales aprendidas en el periodo

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séxto

PERIODO: IV

UNIDAD: 5

TEMA: Uso de like- do not like

OBJETIVO: Reconocer el uso de like y do not like para expresar preferencias

ESTANDAR: Sostengo conversaciones cortas para hablar de sus gustos y preferencias

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones con like y do not like para expresar lo que le gusta y lo que no le gusta SOCIOLINGUISTICA: Preguntar por alimentos que le gustan a alguien.

ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos Elaboración de álbumes con los alimentos. –Puesta en marcha de PROYECTO PEDAGOGICO DE AULA- ACTIVIDADES: Lectura de diálogos Construcción de frases Recortar, pegar o dibujar los alimentos.

RECURSOS: Cuadernos, diccionarios, material de apoyo. Materiales variados

CONTENIDO: We use the verb to like in the present simple to talk about PREFERENCES or to express interest about something or someone.

LOGROS: Reconoce el uso de like para expresar preferencias

FECHA ESTIMADA: Septiembre 12-16 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo Presentación de álbumes

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Sexto

PERIODO: IV

UNIDAD: 5

TEMA: Uso de verbo to have

OBJETIVO: Reconocer el uso del verbo to have para expresar posesión.

ESTANDAR: Escribo textos cortos que narran historias y describen personas y lugares que conozco.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones con to have para expresar posesion SOCIOLINGUISTICA: Describir acciones con el verbo to have CONTENIDO: We can use the verb TO HAVE to talk about possessions. Remember to use correctly the structure of the present simple.

ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

RECURSOS: Cuadernos, diccionarios, material de apoyo.

ACTIVIDADES: Lectura de diálogos Construcción de frases

LOGROS: Reconoce el uso de verbo to have para expresar posesión

FECHA ESTIMADA: Septiembre 19-23 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo OBSERVACIONES



INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016

GRADO: Sexto TEMA: Refuerzo de temas desarrollados en el periodo.

ACTIVIDADES: Construcción de oraciones Lectura de diálogos e imágenes



PERIODO: IV

UNIDAD: Retroalimentación

OBJETIVO: Reforzar los temas COMPETENCIAS: desarrollados en el periodo. LINGÜÍSTICA: Leer y producir breves textos sobre los temas desarrollados en el periodo. SOCIOLINGUISTICA: Desarrollar actividades de listening y speaking sobre los temas vistos en el periodo. CONTENIDO: Todos los temas RECURSOS: Cuadernos, desarrollados en las diccionarios, material de Unidades. apoyo y otros.

FECHA ESTIMADA: Septiembre 26-30 ESTRATEGIAS METODOLOGICAS: Uso del material de apoyo

CRITEROS DE EVALUACION: Participación en clases Presentación de material de apoyo con actividades desarrolladas

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séxto

PERIODO: IV

TEMA: Presente Simple

OBJETIVO: Reforzar el tema visto en la Unidad

COMPETENCIAS: LINGÜÍSTICA: Leer y producir textos sobre los temas desarrollados en el periodo SOCIOLINGUISTICA: hablar y escuchar sobre los temas vistos en el periodo

ESTRATEGIAS METODOLOGICAS: Uso del material de apoyo

UNIDAD: Planes de mejoramiento CONTENIDO: Repaso del tema visto en la Unidad

RECURSOS: Cuadernos Diccionario Material de apoyo

FECHA ESTIMADA: Octubre 3-7 ACTIVIDADES: Completar oraciones Lectura de diálogos. Creación de diálogos. Ejercicios de listening. CRITEROS DE EVALUACION: Participación en clases Presentación de material de apoyo con actividades desarrolladas

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séxto

PERIODO: IV

UNIDAD: 5

TEMA: Uso de some y any

OBJETIVO: Reconocer el uso de some y any para expresar cantidades

ESTANDAR: Escribo textos cortos que narran historias y describen personas y lugares que conozco.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones con some y any para expresar cantidades SOCIOLINGUISTICA: Describir acciones con some y any CONTENIDO: S ome is used with countable and uncontable noun. Any is used in negative sentences

ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

RECURSOS: Cuadernos, diccionarios, material de apoyo.

ACTIVIDADES: Lectura de diálogos Construcción de frases

LOGROS: Reconoce el uso de some y any para expresar cantidades

FECHA ESTIMADA: Octubre 17-21 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Sexto

PERIODO: IV

TEMA: Refuerzo de temas desarrollados en el periodo.

OBJETIVO: Reforzar los temas COMPETENCIAS: desarrollados en el periodo. LINGÜÍSTICA: Leer y producir breves textos sobre los temas desarrollados en el periodo. SOCIOLINGUISTICA: Desarrollar actividades de listening y speaking sobre los temas vistos en el periodo. CONTENIDO: Todos los temas RECURSOS: Cuadernos, CRITEROS DE EVALUACION: desarrollados en las diccionarios, material de Participación en clases Unidades. apoyo y otros. Presentación de material de apoyo con actividades desarrolladas

ACTIVIDADES: Construcción de oraciones Lectura de diálogos e imágenes

UNIDAD: Retroalimentación

FECHA ESTIMADA: Septiembre 26-30 ESTRATEGIAS METODOLOGICAS: Uso del material de apoyo

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo

PERIODO: III

TEMA: Repaso: Simple present – OBJETIVO: Fortalecer el uso affirmative,negative,interrogative. del presente simple para hablar de acciones rutinarias. COMPETENCIAS: LINGÜÍSTICA: ESTRATEGIAS Escribir oraciones sobre acciones METODOLOGICAS: diarias. Construcción y SOCIOLINGUISTICA: Describir sus representación de diálogos actividades diarias. cortos CONTENIDO: Use the simple ACTIVIDADES: Lectura de present for habitual activities diálogos Construcción de frases

UNIDAD: 3 ESTANDAR: Describo mi rutina diaria y la de otras personas.

FECHA ESTIMADA: julio 1822 D.B.A. : Entiende y usa frases sobre sus actividades diarias.

RECURSOS: Cuadernos, diccionarios.

CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos

LOGROS: Reconoce la estructura del presente simple para hablar de acciones rutinarias.

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo

PERIODO: III

UNIDAD: 4

TEMA: Presente progresivo- afirmativo-

OBJETIVO: Reconocer el uso del presente progresivo en forma afirmativa para hablar de acciones en progreso

ESTANDAR: El lenguaje que domino me permite tratar temas cotidianos sobre los que tengo conocimientos.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones afirmativas sobre acciones en progreso. SOCIOLINGUISTICA: Describir acciones en progreso en forma afirmativa. CONTENIDO: Use the present progressive for actions in progress.

ESTRATEGIAS METODOLOGICAS: Elaboración de pequeños afiches. Construcción de cortos diálogos.

RECURSOS: Cuadernos, diccionarios.

ACTIVIDADES: Lectura de diálogos Construcción de frases

LOGROS: Reconoce la estructura del presente progresivo en forma afirmativa para hablar de acciones en progreso.



FECHA ESTIMADA: julio 2529 D.B.A. : Participa en conversaciones cortas suministrando información acerca de si mismo utilizando frases sencillas previamente memorizadas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo con actividades desarrolladas. OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo

PERIODO: III

UNIDAD: 4

TEMA: Presente progresivo- negativo-

OBJETIVO: Reconocer el uso del presente progresivo en forma negativa para hablar de acciones en progreso

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones en forma negativa sobre acciones en progreso. SOCIOLINGUISTICA: Describir acciones en progreso en forma negativa. CONTENIDO: Use the present progressive for actions in progress. Use verb to be and gerund-ing-.

ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

ESTANDAR: Expreso mis ideas, sensaciones y sentimientos con oraciones cortas y claras y una pronunciación comprensible. RECURSOS: Cuadernos, diccionarios, material de apoyo.

ACTIVIDADES: Lectura de diálogos Construcción de frases

FECHA ESTIMADA: Agosto 15 D.B.A. : Describe personas, actividades y experiencias personales de manera oral usando oraciones previamente memorizadas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo.

LOGROS: Reconoce la OBSERVACIONES estructura del presente progresivo en forma negativa para hablar de acciones en progreso.

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo TEMA: Presente progresivo- interrogativo- yes-no questions.

PERIODO: III

UNIDAD: 4

OBJETIVO: Reconocer el uso del presente progresivo en forma interrogativa para hablar de acciones en progreso ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos Elaboración de flashcards

ESTANDAR: Escribo textos cortos que narran historias y describen personas y lugares que conozco.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones en forma interrogativa sobre acciones en progreso. SOCIOLINGUISTICA: Describir acciones en progreso en forma interrogativa CONTENIDO: Use the present ACTIVIDADES: Lectura de progressive for actions in diálogos progress. Use verb to be and Construcción de frases gerund-ing-.

FECHA ESTIMADA: Agosto 8- 12 D.B.A. : Escribe textos cortos sobre acciones que le son familiares, usando una secuencia de imágenes.

RECURSOS: Cuadernos, diccionarios, material de apoyo.

CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de flashcards Presentación de material de apoyo

LOGROS: Reconoce la estructura del presente progresivo en forma interrogativa para hablar de acciones en progreso.

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo

PERIODO: III

UNIDAD: 4

TEMA: Presente progresivo con question words

OBJETIVO: Reconocer el uso del presente progresivo con question words para pedir información sobre acciones en progreso ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

ESTANDAR: Sostengo conversaciones cortas para saludar, despedirme, hablar del clima o como me siento

ACTIVIDADES: Lectura de diálogos Construcción de frases

LOGROS: Reconoce el uso de question words para hacer preguntas pidiendo información sobre acciones en progreso

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones interrogativas con question words sobre acciones en progreso. SOCIOLINGUISTICA: Preguntar por acciones en progreso con question words CONTENIDO: Use what,where, who, when,why with the present progressive to ask for information.

RECURSOS: Cuadernos, diccionarios, material de apoyo.

FECHA ESTIMADA: Agosto 15-19 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo TEMA: Smple Past – afirmativo- Regular verbs

PERIODO: III

UNIDAD: 5

OBJETIVO: Reconocer el uso del Simple Past y los verbos regulares en forma afirmativa para hablar de acciones pasadas finalizadas. ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

ESTANDAR: Escribo textos cortos que narran historias y describen personas y lugares que conozco.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones afirmativas en simple past usando verbos regulares para hablar de acciones pasadas finalizadas SOCIOLINGUISTICA: Describir acciones pasadas finalizadas en forma afirmativa CONTENIDO: Use Simple past ACTIVIDADES: Lectura de to talk about actions in the diálogos past. Use -d or –ed with Construcción de frases regular verbs in affirmative form.

RECURSOS: Cuadernos, diccionarios, material de apoyo.

FECHA ESTIMADA: Agosto 22-26 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo

LOGROS: Reconoce el uso del OBSERVACIONES Simple Past con verbos regulares en forma afirmativa

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo

PERIODO: III

UNIDAD: 5

TEMA: Smple Past –negative-

OBJETIVO: Reconocer el uso del Simple Past en forma negativa para hablar de acciones pasadas finalizadas.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones negativas en simple past para hablar de acciones pasadas finalizadas SOCIOLINGUISTICA: Describir acciones pasadas finalizadas en forma negativa CONTENIDO: Use Simple past to talk about actions in the past. Use auxiliary –did not- and base form of the verb.

ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

ESTANDAR: Expreso mis ideas, sensaciones y sentimientos con oraciones cortas y claras y una pronunciación comprensible. RECURSOS: Cuadernos, diccionarios, material de apoyo.

ACTIVIDADES: Lectura de diálogos Construcción de frases

LOGROS: Reconoce el uso del Simple Past en forma negativa.

FECHA ESTIMADA: Agosto 22-26 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo TEMA: Simple Past- interrogativo- yes-no questions

PERIODO: III

UNIDAD: 5

OBJETIVO: Reconocer el uso del Simple Past en forma interrogativa para hablar de acciones pasadas finalizadas. ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos Elaboración de flashcards

ESTANDAR: Escribo textos cortos que narran historias y describen personas y lugares que conozco. RECURSOS: Cuadernos, diccionarios, material de apoyo.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones en forma interrogativa sobre acciones pasadas finalizadas. SOCIOLINGUISTICA: Describir acciones pasadas finalizadas en forma interrogativa CONTENIDO: Use Simple past ACTIVIDADES: Lectura de to talk about actions in the diálogos past. Use auxiliary –did - and Construcción de frases base form of the verb

LOGROS: Reconoce la estructura del Simple Past en forma interrogativa para hablar de acciones finalizadas.

FECHA ESTIMADA: Agosto 29-4 de septiembre. D.B.A. : Escribe textos cortos sobre acciones que le son familiares, usando una secuencia de imágenes. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de flashcards Presentación de material de apoyo

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo TEMA: Simple Past con question words

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones interrogativas con question words sobre acciones pasadas finalizadas SOCIOLINGUISTICA: Preguntar por acciones pasadas finalizadas con question words CONTENIDO: Use what,where, who, when,why with the simple Past to ask for information.

PERIODO: IV

UNIDAD: 5

OBJETIVO: Reconocer el uso del Simple Past con question words para pedir información sobre acciones pasadas finalizadas ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

ESTANDAR: Sostengo conversaciones cortas para saludar, despedirme, hablar del clima o como me siento

ACTIVIDADES: Lectura de diálogos Construcción de frases

LOGROS: Reconoce el uso de question words para hacer preguntas pidiendo información sobre acciones pasadas finalizadas.

RECURSOS: Cuadernos, diccionarios, material de apoyo.

FECHA ESTIMADA: Septiembre 12-16 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo TEMA: Simple Past con Irregular Verbs-affirmative form

PERIODO: IV

UNIDAD: 5

OBJETIVO: Reconocer el uso del Simple Past con Irregular verbs en forma afirmativa para hablar sobre acciones pasadas finalizadas ESTRATEGIAS METODOLOGICAS: Construcción y representación de diálogos cortos

ESTANDAR: Escribo textos cortos que narran historias y describen personas y lugares que conozco.

COMPETENCIAS: LINGÜÍSTICA: Escribir oraciones afirmativas con Irregular verbs sobre acciones pasadas finalizadas SOCIOLINGUISTICA: Describir acciones pasadas finalizadas con Irregular Verbs. CONTENIDO: Irregular verbs ACTIVIDADES: Lectura de have different forms in diálogos simple past. They do not have Construcción de frases rules.

RECURSOS: Cuadernos, diccionarios, material de apoyo.

LOGROS: Reconoce el uso de verbos Irregulares para hablar sobre acciones pasadas finalizadas.

FECHA ESTIMADA: Septiembre 19-23 D.B.A. : Describe acciones relacionadas a un tema sobre su familia o ambiente escolar usando imágenes y oraciones sencillas. CRITEROS DE EVALUACION: Participación en clase. Socialización de diálogos Presentación de material de apoyo

OBSERVACIONES

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo

PERIODO: IV

TEMA: Refuerzo de temas desarrollados en el periodo.

OBJETIVO: Reforzar los temas COMPETENCIAS: desarrollados en el periodo. LINGÜÍSTICA: Leer y producir breves textos sobre los temas desarrollados en el periodo. SOCIOLINGUISTICA: Desarrollar actividades de listening y speaking sobre los temas vistos en el periodo. CONTENIDO: Todos los temas RECURSOS: Cuadernos, CRITEROS DE EVALUACION: desarrollados en las diccionarios, material de Participación en clases Unidades. apoyo y otros. Presentación de material de apoyo con actividades desarrolladas

ACTIVIDADES: Construcción de oraciones Lectura de diálogos e imágenes

UNIDAD: Retroalimentación

FECHA ESTIMADA: Septiembre 26-30 ESTRATEGIAS METODOLOGICAS: Uso del material de apoyo

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

GRADO: Séptimo

PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 PERIODO: IV

TEMA: Presente Progresivo

OBJETIVO: Reforzar el tema visto en la Unidad

COMPETENCIAS: LINGÜÍSTICA: Leer y producir textos sobre los temas desarrollados en el periodo SOCIOLINGUISTICA: hablar y escuchar sobre los temas vistos en el periodo

ESTRATEGIAS METODOLOGICAS: Uso del material de apoyo

UNIDAD: Planes de mejoramiento CONTENIDO: Repaso del tema visto en la Unidad

RECURSOS: Cuadernos Diccionario Material de apoyo

FECHA ESTIMADA: Octubre 3-7 ACTIVIDADES: Completar oraciones Lectura de diálogos. Creación de diálogos. Ejercicios de listening. CRITEROS DE EVALUACION: Participación en clases Presentación de material de apoyo con actividades desarrolladas

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER PREPARADOR DE CLASES ASIGNATURA: INGLES DOCENTE: KATY M. RICARDO FERNANDEZ AÑO: 2016 GRADO: Séptimo

PERIODO: IV

TEMA: Muestra cultural como estrategia metodológica para el fortalecimiento de las habilidades comunicativas del ingles

OBJETIVO: Fortalecer las habilidades comunicativas el ingles a través de la realización de muestras culturales

COMPETENCIAS: LINGÜÍSTICA: : Leer e interpretar textos sobre aspectos culturales de un país. SOCIOLINGUISTICA: hablar y escuchar sobre aspectos culturales de un país.

ESTRATEGIAS METODOLOGICAS: Muestra cultural: Platos típicos Vestido típico Fiestas típicas Bandera Lenguaje Personajes famosos

UNIDAD: Puesta en marcha de PROYECTO PEDAGOGICO DE AULA ESTANDAR: Identifico en textos sencillos elementos culturales como costumbres, celebraciones, vestidos y platos típicos de diversos países. RECURSOS: Materiales variados Diccionarios Consultas en Internet

FECHA ESTIMADA: Octubre 10-28 D.B.A. : Entiende la idea principal y detalles relacionados a actividades, lugares y personas en textos cortos descriptivos. CRITEROS DE EVALUACION: Expresión oral Trabajo en equipo Responsabilidad Creatividad

•

Proyecto Pedagógico de Aula.

INSTITUCIÓN EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PROYECTO PEDAGÓGICO DE AULA INGLÉS CON CARACTER LÚDICO PARA FORTALECER LAS HABILIDADES COMUNICATIVAS

GRADOS SEXTO Y SEPTIMO

Responsable: KATY M. RICARDO FERNANDEZ

SOLEDAD, 2016

PROBLEMA

LEARNING ENGLISH IS VERY FUN!

2

KATY MARGARITA RICARDO FERNANDEZ

Es evidente entre los estudiantes tanto de Primaria como de Bachillerato, una actitud negativa hacia el aprendizaje de un segundo idioma y esto se manifiesta en la dificultad para traducir, memorizar palabras, organizar gramaticalmente oraciones, entender párrafos sencillos y pensar en otro idioma, es decir la metodología tradicional ha venido generando apatía, desinterés y bajos resultados en el aprendizaje del inglés.

JUSTIFICACIÓN

En la Institución Educativa Francisco de Paula Santander, se hace necesario implementar la enseñanza del Inglés de una manera diferente a la convencional, mediante la puesta en marcha de actividades con carácter lúdico con el fin de despertar el interés por aprender otro idioma y así propiciar espacios adecuados de aprendizaje acordes a la edad y a las motivaciones de los estudiantes, donde se evidencien cambios significativos a la hora de interactuar con una lengua extranjera.

OBJETIVO GENERAL

Mejorar el aprendizaje de una segunda lengua mediante actividades con carácter lúdico que refuercen las habilidades comunicativas.

METODOLOGÍA

Se captará la atención del estudiante mediante actividades con carácter lúdico como creación de maquetas, historietas, representación de pequeños diálogos a través de títeres, elaboración de flashcards, álbumes, presentación de muestras culturales. EJES INTEGRADORES Mediante la implementación de estrategias lúdicas el estudiante asimilará y reforzara conceptos de otras áreas, tales como: •

Language:

• Talks about: different topies, encrease vocabulary identifies and 
 talks about country facts.

LEARNING ENGLISH IS VERY FUN!

3

KATY MARGARITA RICARDO FERNANDEZ

Descripciones y narraciones de eventos cotidianos Representación de títeres y despliegue de creatividad del lenguaje, gestos, mímica y expresión de sentimientos. •

Geography: My favorite country, famous countries Nationalities, languages, culture, special dates and holidays.

• Sociales: Conocer otra cultura y otras personas. Ciudades importantes y su ubicación geográfica Sitios turísticos de interés local, regional, nacional y mundial. Costumbres, platos típicos, folclore, religión de otros países. Personajes que han hecho historia en aspectos de la vida económica, política, social, cultural, deportiva, musical, farándula Ciencias Naturales: Alimentos necesarios para una buena salud •

Educación artística: Expresión lúdica. Expresión teatral. ALGUNAS TÉCNICAS DE EVALUACIÓN • • • • • •

Atención e interés. Juegos de socialización. Comportamiento y trabajo práctico. Dramatizaciones Creatividad y aplicación. Diálogos.

PROYECTO DE ASIGNATURA

¿Por qué es importante asumir la enseñanza del inglés como un aprendizaje lúdico? LEARNING ENGLISH IS VERY FUN!

4

KATY MARGARITA RICARDO FERNANDEZ

Hay muchas razones que responden a este interrogante y que se consideran de gran importancia si tenemos en cuenta que ciertas actividades pueden despertar el interés o la apatía hacia las diferentes áreas del conocimiento y que se verán reflejadas en la motivación que el estudiante mantenga hacia las mismas, o por el contrario la desmovilización que le puedan generar todas estas motivaciones se `plasmarán en el futuro laboral que el estudiante escoja para desempeñarse y en el cual se siente inclinado a profundizar cuando haya terminado estudios secundarios e ingrese a la Universidad; claro si dentro de sus capacidades existe esta posibilidad. Teniendo en cuenta este principio de la motivación, es imperioso que en el aula se propicien espacios lúdicos donde el aprendizaje surja de forma espontanea para los niños, pero que en el docente es una actividad previamente planeada para la consecución de unos fines propuestos. Las razones por las cuales entre los estudiantes deben aprender una lengua extranjera están las siguientes: 1. Es una oportunidad invaluable para el desarrollo social, cultural y cognitivo del estudiante, porque mediante su adquisición le permite apreciar y respetar el valor de su propio mundo, al mismo tiempo que desarrollar el respeto por otras culturas. 2. Le permite al individuo ampliar sus conocimientos lingüísticos y tener acceso a publicaciones escritas en inglés, para estar acorde con la actualidad nacional y mundial e interactuar mediante el análisis y la crítica de los eventos que inciden en su desarrollo personal, social y/o comunitario.

3. Permite el desarrollo de la creatividad e influye en el dominio de otras disciplinas, como las matemáticas, las ciencias sociales, la literatura, las artes, las ciencias naturales y los avances tecnológicos que éstas ciencias han logrado suscitar en los últimos tiempos, solo es posible de entenderlos o conocerlos mediante el inglés porque todos sabemos que las publicaciones científicas más importante en todas las épocas han sido hechas en inglés debido a los avances tecnológicos y científicos con que cuentan los países donde se habla el inglés. 4. El inglés es la lengua internacional más difundida y su uso abre puertas con mayor facilidad a quien haya de esta un instrumento de comunicación ya que ofrece mayores y mejores oportunidades laborales, permite la aceptación de becas fuera del país, o permite actividades de intercambio, esto se da cuando una persona decide vivir en un país de habla inglesa por un determinado tiempo, en este proceso se adquieren experiencias enriquecedoras intelectual, social y culturalmente.

LEARNING ENGLISH IS VERY FUN!

5

KATY MARGARITA RICARDO FERNANDEZ

• Planes de mejoramiento.

LEARNING ENGLISH IS VERY FUN!

8

KATY MARGARITA RICARDO FERNANDEZ

MY ENGLISH ACTIVITIES NOTEBOOK TEACHER: KATY RICARDO FERNANDEZ

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

NAME: GRADE:

Katy Ricardo Fernandez 2016

aJWhosejeans are these? WORD POWER Clothes A (o

Listen and practice.

CLOTHES FOR WORK

shoes

CLOTHES FOR LEISURE

,neakers

highheels

Complete the chart with words from part A. -

/, C

(lot es or worm weat er

· · •· · ·

Clothesfor colcfweather

~."Jfl: ... , ~-k

~~

'~

·

..ft; "

·

············································ .............. ..........................................................

•r,:: ••• •••••.• ••••.••.•••.••.•••.••• ••.••••..•..••••••.••..• -;:;f ···········--····..············..····--··" ''"''''"'"'

''

PAIR WOR ~ Look around the classroom. What clothes do you see? Tell a partner.

"I see jeans, a sweater, boots, and .. :'

22 Licenciada: Katy Margarita Ricardo Fernandez

orange

[ J ara,m beige lffi [Ji@~

[ / lightgray!It

~- [whij

~- [

~

~

[t i 11 ItMMDM II in't'i,M lt [ Gffli.jJ@,m B

yellow

. h 119 t green

~

reen

4(

GROUP WORK Ask about favorite colors.

~dark

A: What are your favorite colors? B: My favorite colors are dark green and purple.

green

GROUP WORK Describe the clothes in Exercise 1.

A: The suit is beige. B: The pajamas are light blue.

purple

CONVERSATION It's a disaster! ::::::

"'W,> ' >

(o Listen and practice. Pat: Great! Our clothes are dry. Where is my new blouse? Julie: What color is it? Pat: It 's white. Julie: Here's a light blue blouse. Is it yours? Pat: No, it's not mine .... Wait. It is mine. It's a disaster! Julie: Oh, no! All our clothes are light blue. Pat: Here's the problem. It's these new blue jeans. Whose jeans are these? Julie: Uh, they're mine. Sorry.

PRONUNCIATION The letters sand sh .,,

A (o 1. suit 2. shirt

4 ,,, , ,

'7),>4 »

WM

»n;: V#J,

Listen and practice. Notice the pronunciation of s and sh. socks shorts

scarf shoes

Read the sentences. Pay attention to the pronunciation of sand sh. 1. This is Sandra's new shirt. 2. These are Sam's purple shoes!

3. Where are my shoes and socks? 4. My shorts and T-shirts are blue!

Whosejeans are these? 23 Licenciada: Katy Margarita Ricardo Fernandez

P1

mine yours These socks are his. hers ours theirs

my your These are his socks. her our their

Isl

Pat's blouse Julie's jeans Rex's T-shirt

lz/ hz/

Whose blouse is this? It's Pat's. Whose jeans are these? They' re Julie's.

Complete the conversations with the correct words in parentheses . Then practice with a partner . 1. A: Hey! These aren't .....o.1:!r........(our/ ours) clothes! B: You're right. ...................... (Our / Ours) are over there. 2. A: These aren't .................. (my/ mine) gloves. Are they ........... ......... (your I yours)? B: No, they're not .....................(my/ mine). Ask Sally. Maybe they're .................... (her I hers). 3. A: .................... (Whose /Yours) T-shirts are these? Are they Julie's and Pat's? B: No, they're not ..................... (their/ theirs) T-shirts. But these socks are ...................... (their/ theirs). And these shorts are ..................... (your/ yours) .

CLASSAC \IITY Put one of your things in a box. Then choose a different thing from the box . Go around the class and find the owner. A: Diego, is this watch yours? B: No, it's not mine . Maybe it's Rex's.

LISTENIN~__!-lis shirt is green. A (o

,.

Listen to someone describe these clothes. Number the pictures from 1 to 6.

~ ' .,,pt:"

0

Patrick

B

PAIR WORK Now talk about the people. What colors are their clothes?

GJGreg

0

Alex

0

Ana

A: What color is Patrick's shirt? B: It's green and white.

24

Unit4

Licenciada: Katy Margarita Ricardo Fernandez

WORD POWER Family ~ IR WO Complete the sentences about the Carter family. Then listen and check your answers.

Paul

f husband

wife

1

Anne

'---'-----.)

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

Anne is Paul's .......w.!f.~ ...... . Jason and Emily are their .......... ............ . Paul is Anne's ...................... . Jason is Anne's ........... . ......... . Emily is Paul's . .................... . Jason is Emily's ................... . Emily is Jason's ..................... Paul and Anne are Jason's ................... ... .

r-.-------

1 father mother l (parents)

L -·- i== so~aughter (children)

kids = children mom = mother dad = father

]

P I :JC, Who are the people in your family? What are their names? "My mother's name is Angela . My brothers' names are David and Daniel:'

You He She We They

ride works takes live use

to school. your bike to school. near here. the bus to work . with our parents . public transportation.

Jason

I don't live don't live doesn't work doesn't drive don't live don't need

You He She We They

Emily

don't = do not doesn't = does not

far from here. near here . downtown . to work. alone. a car.

Paul Carter is talking about his family. Complete the sentences with the correct verb forms. Then compare with a partner. 1. My family and I .......!ly_e ......... (live/ lives) in the suburbs. My wife and I ................. ..... (work/ works) near here, so we ...................... (walk / walks) to work . Our daughter Emily .................... .. (work / works) downtown, so she .................. .... (drive/ drives) to work. Our son ..................... (don't I doesn't) drive. He ......... ............. (ride / rides) his bike to school. 2. My parents ............ .........(live / lives) in the city . My mother ...................... (take/ takes) a train to work. My father is retired, so he ...................... (don't/ doesn't) work now. He also ...................... (use/ uses) public transportation, so they ......................(don 't I doesn't) need a car.

-

verbendings: he,she,it

wal k ride study watch

--

wa lks rides studies w atches

My sisterworksdowntown.

37

Licenciada: Katy Margarita Ricardo Fernandez

I have a bike. We do our homework every day. My parents go to work by bus.

Ashley is talking about her family and her friend Jason. Complete the sentences. Then compare with a partner. 1. My parents .......h.~.v.e ....... (have/ has) a house in the suburbs. My mom and dad ............. ........ (go I goes) downtown to work. My parents are very busy, so I .... ................ (do / does) a lot of work at home . 2. My brother doesn't live with us. He ....................(have / has) an apartment in the city. He ............... . (go / goes) to school all day, and he ..................... (do / does) his homework at night. 3. I ................. ..... (have / has) a new friend. His name is Jason. We ........... .......... (go I goes) to the same school, and sometimes we ..........(do / does) our homework together.

C

PAIR WOR

Tell your partner about your family.

"I have one brother and two sisters. My brother is a teacher. He has a car, so he drives to work: '

PRONUNCIATION le

Third-person singular -s endings

Listen and practice. Notice the pronunciation of the -s endings .

s =Isl take takes sleep sleeps

(e)s =l iz/

s=lzl drive study

drives studies

dance dances watch watches

irregular do does have has

CONVERSATION I get up at noon. ~ Listen and practice. Jack: Let's go to the park on Sunday. Amy: OK, but let 's go in the afternoon. I sleep late on weekends. Jack: What time do you get up on Sundays? Amy: At ten o'clock . Jack: Oh, that's early. On Sundays, I get up at noon. Amy: Really? Do you eat breakfast then? Jack: Sure. I have breakfast every day. Amy : Then let 's meet at this restaurant at one o'clock. They serve breakfast all day!

38

Unit6

Licenciada: Katy Margarita Ricardo Fernandez

Do you get up early? No, I get up late. Does heeat lunch at noon? No , he eats lunch at one o 'clock. Do they take the bus to class? No, they take the subway.

What time do you get up? At ten o'clock.

What time does hehave dinner? At eight o' clock.

When do they take the subway? On Tuesdays and Thursdays.

Complete the questions with do or does. 1. .......P.9......... you get up early on weekdays? 2. What time .....................you go home on Fridays? 3 . ..................... your father work on weekends? 4 . ................ ...... your mother cook every day? 5 . ..................... your parents read in the evening? 6. When . ................ your parents shop? 7 . ......................you check your email at night? 8. What time ................. you have dinner? 9. When .............. .... you study? 10. ........... ....... your best friend drive to class? 11. What time ...................... your father get up?

f

timeexpressions early late every day

at 9:00 at noon / midnight at night

i

in the morning in the afternoon in the evening on Sundays on weekdays on weekends

lo' IR OR Ask and answer the questions from part A. Use time expressions from the box.

A: Do you get up early on weekdays? 8: Yes. I get up at seven o'clock. Unscramble the questions to complete the conversations . Then ask a partner the questions. Answer with your own information. 1. A: .P9..Y.9.\. u;;h..~. ;:*.Y9.l:l.r. .13m .~J.1..?.Y~.rY .d..~Y........................? you I every day/ check your email/ do B: Yes, I check my email every day.

2. A: ............................... ............................... ................................. ? you I what time/ lunch / do/ eat B: At 1:00 P.M. 3. A: .......................................................................................... .? at I start/ does/ eight o'clock I this class B: No, this class starts at nine o'clock. 4. A: ........................................................................ ......................... ? study I you I English/ do/ when B: I study English in the evening.

5. A: ............................... ............ ............................... .................? on weekends/ you and your friends/ do/ play sports B: Yes, we play soccer on Saturdays.

My sisterworksdowntown.

39

Licenciada: Katy Margarita Ricardo Fernandez

_LISTENING Marsha's weekly routine

'i:

Listen to Marsha talk about her weekly routine. Check (.I') the days she does each thing .

0 0 0 0 0 0

get up ear ly go to work exerc ise see friends see famil y study

0 0 0 0

0 0 0 0 0 0

D 0

What do you do every week? Write things in the chart. ".

f,}r')f)

Sunday

;

Monday

"

Cale n dar-

Tuesday

Wednesday

Thursday

Friday

Saturday :,

'

1:,

,:

::1 ll~ I

' I

i\.

:

I

'

·oo~" o r

..

1Month ~t 1~ Day ~week

-·

~

Discuss your weekly routines. Ask and

answer questions. A: I go to bed late on Fridays. B: What do you do on Friday nights ? A: I see my friends . We watch television or play video games. C: On Fridays, I study in the evening. I see my friends on the weekend.

t tlNTERCHANGE 6 Classsurvey ,, Find out more about your classmates . Go to Interchange 6 on page 120.

40

Unit6

Licenciada: Katy Margarita Ricardo Fernandez

News I Photos I Log In

at's your schedule

like?

Look at the pictures and the labels. Who gets up early? Who gets up late?

Student reporter Mike Starr talks to people on the street about their schedules. Brittany Davis

Justin Reid

Maya Choo

College Student

City Tour Guide

Rock Musician

Mike: What's your schedule like? Britt any: My classes start at 8:00 A.M., so I get up at 7:00 and take the bus to school. MS: When do your classes end? BD:They end at noon. Then I have a job at the library. MS: So when do you study? BD:My only time to study is in the evening, from eight until midnight.

Mike: What's your schedule like? Justin: I get up at 6: 15 A.M. and start work at 9:00. MS: And what do you do before work? JR:I go for a run at 6:30 A.M .• and then I have breakfast at 7:00. MS: And after work? JR:I finish at 6:00 P.M., and I have dinner downtown. MS: Do you work every day? JR:No, I work on Fridays, Saturdays, and Sundays.

Mike: What's your schedule like? Maya: Well, I work at night. I go to work at 10:00 P.M, and I play until 3:00 A.M. MS: What do you do after work? MC:I ha ve dinner at 3:30 or 4:00. Then I take a taxi home. MS: What time do you go to bed? MC:I go to bed at 5 :00 in the morning.

Read the article. Then number the activities in each person's schedule from 1 to 5. Justin Reid

Brittany Davis

............ a. She goes to class. ..... .. .. b. She takes the bus. .......... .. c. She works. ............ d. She studies. .....1...... e. She gets up.

............a. He has breakfast. ............b. He starts work . ............ c. He eats dinner. ............ d. He gets up . ............ e. He goes for a run.

Maya Choo

............ a. She has dinner . ............ b. She finishes work . ............ c. She goes to bed. ............ d . She goes to work . ............ e. She goes home .

Write five sentences about your schedule. Are you an "early bird" or a "night owl"? Compare with a partner.

My sisterworksdowntown.

41

Licenciada: Katy Margarita Ricardo Fernandez

MY DAILY ROUTINE Choose one day of the week and write it in the blank. What do you do on this day? Complete the chart.

--~

Day.................... ···································· ....................... ........................................ ....···········

In the morning In the afternoon In the evening At night

B

PAIRWORK Tell your partner about your routine .

A: On Saturdays, I exercise in the morning. I play soccer with my friends. B: What time do you play? A: We play at 10:00.

: LIFESTYLESURVEY Answer the questions in the chart. Check (.I')Yes or No.

1. Do you live with your parents? 2. Do both your parents work?

3. 4. 5. 6.

Do Do Do Do

you you you you

watch television at night? eat dinner with your family? stay home on weekends? work on Saturdays?

0 0 0 0 0 0

0 0 0 0 0 0

S:a CTIVITY Go around the class and find classmates with the same answers. Write their names in the chart. Try to write a different name on each line.

G .OUP WORK Think of a famous person. Your classmates ask yes/no questions to guess the person. Is it a man? a woman? Does he/she live in .. . ? Is he/she a singer? an actor?

Is he/she tall? short? Does he/she wear glasses?

Look at your Self-assessment again. Do you need to review anything?

Units 5-6 Progresscheck

43

Licenciada: Katy Margarita Ricardo Fernandez

Do you live in on apartment? Yes, I do. / No, I don't. Do the bedrooms have windows? Yes, they do. / No , they don't.

..-.. .., ...

;:::"/

Complete the conversation. Then practice with a partner. Linda : Chris: Linda: Chris: Linda: Chris: Linda: Chris: Linda : Chris: Linda: Chris:

.......P.9....... you .........I.Iv. ~.......in an apartment? No, I ...................... . I ...................... in a house. ......... ........ it ................. . . a yard? Yes,it ............. .......... That sounds nice . ..................... you ........... ........... alone? No, I .... ................ . I ................. ..... with my family. ...................... you ..................... any brothers or sisters? Yes,I ..................... I ................... four sisters. Really? ....... ....... .. your house .................. .... many bedrooms? Yes,it ..................... It .................... four. ..................... you ....................your own bedroom? Yes,I ........ . .......... I'm really lucky.

Read the conversation in part A again. Ask and answer these que stions about Chris. 1. Does he live in an apartment? 2. Does his house have a yard?

3. Does he live alone? 4. Does he have his own room?

? Write five questions to ask your partner about his or her home. Then ask and answer the questions .

LISTENING It hasjust one room. Listen to four people describe their homes . Number the pictures from 1 to 4.

Doesit have a view? 45 Licenciada: Katy Margarita Ricardo Fernandez

WORD POWER Furniture A '-

.••·..••·

Listen and practice .

·••·

Q.... armchairs

curtains

stove

II table

microwave oven

coffee table

sofa

bookcase

desk

rug

mirror

bed

pictures

refrigerator

lamps

dresser

TV

chairs

cupboards

Which rooms have the things in part A? Complete the chart.

Kitchen

table

Dining room

table

stove

Living room

--

Bedroom

C

GROUP

ORK What furniture is in your house or apartment? Tell your classmates .

"My living room has a sofa, a rug, and a TV... :'

46

Unit 7

Licenciada: Katy Margarita Ricardo Fernandez

(o;

~-

~ What

.

-~--=--"""'~c,J,·--,o• .

do you do?

WORD POWER Jobs CC'Match the jobs

with the pictures. Then listen and practice.

a. b. c. d.

e. electrician f. front desk clerk g. nurse h. office manager

accountant bellhop cashier doctor

B PAIR WORK

i. painter

j. plumber .lk.

po lice officer I. receptionist

m. n. o. p.

salesperson security guard taxi driver vendor

Ask quest ion s about the people in part A. What are their jobs?

A: What's her job? B: She's a police officer.

50

Licenciada: Katy Margarita Ricardo Fernandez

THE WORKPLACE --~--~--

-----------

- ------..

-; " Who works in these places? Complete the chart with jobs from Exercise 1. Add one more job to each list. A: A doctor works in a hospital. B: A nurse works in a hospital, too.

d.9<;: .t.o,r.................... .......... !:i\.!~~.e.. ........................ .

CLASS CTIVEr wears a uniform stands all day

Ask and answer Who questions about jobs . Use these words. sits all day handles money

talks to people works at night

works hard makes a lot of money

A: Who wears a uniform? B: A police officer wears a uniform. C: And a security guard ...

He worksin a hotel. ~

Listen and practice.

Rachel: Where does your brother work? Angela: In a hotel. Rachel: Oh, really? My brother works in a hotel, too. He's a front desk clerk. Angela: How does he like it? Rachel: He hates it. He doesn't like the manager. Angela: That's too bad. What hot el does he work for? Rachel: The Plaza. Angela: That's funny. My brother works there , too. Rachel: Oh, that's interesting. What does he do? Angela: Actually, he's the manager!

What do you do? 51 Licenciada: Katy Margarita Ricardo Fernandez

Where does hework?

Where do you work? In a hospital. What do you do? I'm a doctor. How do you like it? I really like it.

Where do they work?

In a hotel.

In a store.

What does hedo?

What do they do?

He's a manager.

They' re cashiers.

How does helike it?

How do they like it?

It's OK.

They hate it.

Complete these conversations. Then practice with a partner . 1. A: 8: A: B:

.....W.h.a.:t .... does your sister ........'i!R...... ? My sister? She'sa nurse. ................ ... does she .................it? It's difficult, but she loves it.

2. A: 8: A: 8:

................ does your brother ....... . In a hotel. He's a front desk clerk. Oh? ...................does he .............. it? He doesn't really like it.

3. A: ................... do your parents ................... their jobs? 8: Oh, I guess they like them. A: I don't remember . ............ . do they ..................? 8: In an office in the city. ? 4. A: ..................do you . .............. ? 8: I'm a student. A: I see. .................. do you .............. . your classes? 8: They're great. I like them a lot.

Ask questions about these people. Where do they work? What do they do? How do they like it?

A: Where does David work? 8: He works in ...

PRONUNCIATION Reductionof do 0

52

Listen and practice. Notice the reduction of do.

Where do you work?

Where d~they work?

What do you do?

What d~they do?

UnitB

Licenciada: Katy Margarita Ricardo Fernandez

/.\ Write each sentence a different way. Then compare with a partner. 1. 2. 3. 4. 5. 6.

A doctor's job is interesting. /\.i;;l.9c:;.Wr...h.a..s..a..r1 ..i.n.Y.r~.S.:t.i.n.gj9.p, ................ ........................ A police officer's job is dangerous . ................ ............................................. . ........................... . A teacher's job is stressful. .............................. ................... . .............. ..................................... ....... . A plumber has a boring job . ............................... ................... ........ ........................................ . An electrician has a difficult job. .. . ........................... ................... ......... ............................. . A vendor has an easy job .................................... ............................................................. .................

GROUP WO K Write one job for each adjective. Do your classmates agree?

1. exciting .fl.ig~.t. .a..H~.n.d.a.1'11~ ........ 2. easy ..................................... ......... 3. dangerous ......................................

4. boring ........ ........................ .. 5. difficult ....................................... 6. relaxing

A: A flight attendant has an exciting job. B: I don't agree. A flight attendant's job is boring. C: I think . ..

What do you want in a job? Go to Interchange 8 on page 122.

~

WORKD1:1Y .ROUTINES ~ GR 1-- ¥Ok Ask three classmates about their jobs (or their friends' or family members' jobs) . Then tell the class.

54

Ask about a classmate

Ask about a classmate's friend or family member

Do you have a job? Where do you work? What do you do, exactly? Is your job interesting? What time do you start work? When do you finish work? Do you like your job? What do you do after work? . ..

Tell me about your . . . Where does he/she work? What does he/she do, exactly? Is his/her job difficult? What time does he/she start work? When does he/she finish work? Does he/she like his/her job? What does he/she do after work? ...

UnitB Licenciada: Katy Margarita Ricardo Fernandez

dog

groomer

wedding

Lots of Marco Mecdez 's friends walk on four legs. He makes these furry friends beautiful. Marco is a professional dog groomer. He likes his job a lot because it's never boring. Each dog has a different personality. What 's his favorite kind of dog? He's not telling!

planner

Lila \1artin goes to nice restaurant s, eats cake, listens to bands - and gets paid for it! Lila is a wedding planner. She chooses the place, the food, and the music for people 's weddings. It's stressful because everything needs to be perfect!

baker video

game

designer

Hal Garner has his dream job. He plays

video games all day long! Hal is a game designer for a large video game company. He makes new games and tests them. It's always exciting, and he almost always wins!

JunkoWatanabehas a sweet life. She makes bread, cookies , and cakes in her neighborhood baker y. Junko really likes her job. Her salary isn't great , but the customers love her cakes and cookies , so she's happy.

Read the article. Who says these things? Write your guesses. 1. 2. 3. 4.

"I go to work very early in the morning:' .................................................................................. . "I know every restaurant in town:' ................................................ .......................................... . "After work, I need to take a bath!" ..... ............................ ................................................. ............. "I sit down all day long!" ....... .......................................... ................. ............................................. ..

Write a short description of a job, but don't write the name of the job. Then read it to the class.Your classmates guess the job .

What do you do?

55

Licenciada: Katy Margarita Ricardo Fernandez

WHEREDOES HE WORK? Complete the conversations with Wh-questions. 1. A: .Wh~.r~ ..~.o.~.?.. Y.O.u.r..f.aJh~r. ..l'.v'
2. A: B: A: B:

A: ................................. .................. ......... ? B: He's a salesperson. A: ......... ................................. ........... ? B: He likes his job a lot!

........................................... ................. ? I'm an accountant. .................................................... .......... ? I work in an office.

A: ............................ ............... .................. ?

B: It's OK. I guess I like it.

FYour partner asks the questions in part A. Answer with your own information.

LISTENING Wheredo they work? ....

il""

-,r

..

i

-

0 Listen to Linda, Kyle, and Wendy talk about their jobs. Check (,/) the correct answers.

Whe~e dotile 1. Linda 2. Kyle 3. Wendy

0 0 0

office hospital hotel

0 0 0

store school office

0 0 0

reception ist nurse manager

0 0 0

doctor teacher bellhop

IAN INTERESTINGJOB J ~ .J .. What do you think of these jobs? Give your opinions.

A: I think a farmer has a boring job . B: I don 't really agree. I think a farmer 's job is relaxing. C: Well, I think a farmer's job is difficult. .. .

WHAT'S NEXT? Look at your Self-assessment again. Do you need to review anything?

Units 7-8 Progresscheck 57 Licenciada: Katy Margarita Ricardo Fernandez

Co

dJDo we need any eggs? WORD POWER Foods 0

Listen and practice.

FoodGuidelines

For good health, eat a lot of grains, vegetables, and fruit. Eat some dairy, meat, and other protein. Eat a little fat and oils.

~

blueberrtes

What foods do you like? What foods don 't you like? Make a list. Then tell a partner. A: I like rice, noodles, and oranges. I don 't like fish, cheese, and carrots. B: I like ...

I like rice noodles oranges

I don't like fish cheese carrots

58

Licenciada: Katy Margarita Ricardo Fernandez

CONVERSATION How about somesandwiches? O Listen and practice .

Adam: What do you want for the picnic? Amanda: Hmm. How about some sandwiches? Adam: OK.We have some chicken, but we don't have any bread. Amanda: And we don 't have any cheese. Adam: Do we have any lettuce? Amanda: Let's see.... No, we need some. Adam: Let's get some tomatoes, too. Amanda: OK. And let's buy some potato salad. Adam: All right. Everyone likes potato salad.

lnl

an egg eggs a sandwich sandwiches

bread lettuce

Do we need any eggs? Yes. Let's get some (eggs). No. We don't need any (eggs).

Do we need any bread? Yes. Let's get some (bread). No. We don't need any (bread).

Complete the conversation with some or any. Amanda: Adam: Amanda: Adam: Amanda: Adam: Amanda: Adam:

The store doesn't have ...a.f'.IY .......... potato salad. Well, we have lots of potatoes . Let's make ...................... ! OK. Do we have ...................... mayonnaise? No. We need to buy ................... .. . We need ............ .......... onions, too. Oh, I don't want .................... .. onions. I hate onions! Then let's get .................. .... celery. No. I don't want ...................... celery in my potato salad. But let 's put ......................apples in it. Amanda: Apples in potato salad? That sounds awful!

8 :

Complete the chart with foods from Exercise 1.Then compare with a partner.

l ··

,

•

· Noncount

~.gg.s...................................................................................

·

~.r.e .a.m ........ ......... . ....... ................... .......................... ......... .

Do we need any eggs? 59 Licenciada: Katy Margarita Ricardo Fernandez

PRONUNCIATION ,g

Sentence stress

Listen and practice. Notice the stressed words.

0

G

A: Do we need any lettuce?

A: Do we need any eggs?

0

0

0

8: Yes.We need some eggs.

0

8: No. We don't need any lettuce .

tO Ask Do we need ... ? questions about the food in the picture. Then look at your shopping list and answer. 1>

,'1,'/i'tl.'ll) I: I,' I.' "

1Hg S/,"l'/J list ~ ill'llfJ.!M

A: Do we need any oranges? 8: Yes.We need some oranges. Do we need any lettuce? A: Let's see.... No. We don't need any lettuce .

.01tio11s

111111111',;

~

bro~/;

- ~Jet;rf _

lciw{s

'f/lU/toM

Listen and practice.

eggs beans tortillas freshfruit

freshfruit · orangejuke coffee

sweetbread " coffeewithmitk Source: www.obout.com

What do you have for breakfast? Check {.!} the foods. What else do you hove for breakfast?

60

Unit 9

Licenciada: Katy Margarita Ricardo Fernandez

ifffijWhatsportsdo you play? SNAPSHOT 4J Listen and practice .

11 jhe sprjng, people. . . Ji p~y golf pl~y ~od~er: pl~_yll~ke:tt,_ ~I

~

~ ~

I - ~~ '-

..

Source: Adopted fromESPN lnformo/ion Please SportsAlmana c

What sports are popular in your country? Check (.I ) the sp orts. Do you like sports? What sports do you play or watch ?

CONVERSATION I lovesports. t.

Listen and practice.

Lauren: Justin: Lauren: Justin: Lauren: Just in: Lauren : Justin :

64

So, Justin, what do you do in your free time? Well, I love sports. Really? What sports do you like? My favor ites are hockey, baseball , and soccer. Wow, you 're a really good athlete! When do you play all these sports? Oh, I don 't play these sports. What do you mean ? I just watch them on TV!

Licenciada: Katy Margarita Ricardo Fernandez

LISTENING Whatse_orts do you like?~-------------.. ~ Listen to the conversations about sports. Complete the chart.

Favorite , ort

Play 1. 2. 3. 4.

Casey ...........g.Qlf ....... . John .............................. . Sue Henry ............................ ..

0 0 0 0

Watch

0 0 0 0

FREE-TIMEACTIVITIES Add one question about free-time activities to the chart. Then ask two people the questions. Write their names and complete the chart.

1. 2. 3. 4. 5. 6.

What sports do you like? What sports do you dislike? What do you do on Sundays? What do you like to do in the summer? How often do you play video games?

................................................................................... ?

A: Jae-hoon, what sports do you like? B: I like a lot of sports. My favorites are soccer and baseball. CLASS ACTIVIT

(o

Tell your classmates about your partners ' free-time activities.

Listen and practice .

Kayla: Oh, look. There's a talent contest on Saturday. Let's enter. Philip: I can't enter a talent contest. What can I do? Kayla: You can sing really well. Philip: Oh, thanks ... . Well, you can, too. Kayla: Oh, no . I can't sing at all - but I can play the piano. Philip: So maybe we can enter the contest. Kayla: Sure. Why not? Philip: OK. Let's practice tomorrow!

66

Unit 70

Licenciada: Katy Margarita Ricardo Fernandez

~~ What areyou going to do? MONTHS AND DATES A fo

Listen and practice the months.

February August

B

March September

April October

May November

(Qi Complete the dates. Then listen and practice .

1st

21st

2nd 23rd

4th

5th 6th

25th

sixth 27th

seventh

8th 9th

C

June December

CLASS ACTIVll'

eighth ninth tenth

29th

20th

twenty-first twenty-second twenty-third twenty-fourth twenty-fifth twenty-sixth twenty-seventh twenty-eighth twenty-ninth thirtieth thirty-first

Go around the room. Ask your classmates' birthdays.

A: When's your birthday? B: It's July twenty-first. When's yours?

CONVERSATION Birthday plans 0

Listen and practice.

Angie: Philip: Angie: Philip: Angie: Philip:

Are you going to do anything exciting this weekend? Well, I'm going to celebrate my birthday. Oh, happy birthday! When is it, exactly? It's August ninth - Sunday. So what are your plans? I'm going to go to my friend Kayla's house. She'sgoing to cook a special dinner for me. Angie: Nice! Is she going to bake a cake, too? Philip: Bake a cake? Oh, I'm not sure.

72 Licenciada: Katy Margarita Ricardo Fernandez

r.

(rt

.~::~

.

1~ What'sthe matter? WORD POWER Parts of the bodX_ - A '--

Listen and practice.

knee ankle

foot/feet toe(s)

8

P IR

0

I have one . . .

Complete these sentences. I have two ...

I have ten ...

A: I have one head, one nose, one mouth, one ... B: And I have two eyes, two ears, two elbows, two . ..

78 Licenciada: Katy Margarita Ricardo Fernandez

~ CONVERSATION

I don't feel well. ~-~~-~--~~--~~~~-------

v Listen and practice. Steve: Hi, Kyle. How's it going? Kyle: Oh, hi, Steve. Not so well, actually. I don't feel well. Steve: What's the matter? Hey, you don't look so good. Kyle: I have a stomachache. Steve: That's too bad. Do you have the flu? Kyle: No, I just feel really sick. Steve: Well, do you want anything? A glass of soda? Kyle: No, but thanks anyway. Steve: Well, I'm going to have some pizza. Is that OK?

What's the matter? What's wrong?

I have a headache. I have a backache. I have the flu.

A

How are you? How do you feel?

Negative

Po~itlve

I feel sick. I feel better.

horrible awful terrible

fine great terrific fantastic

I don't feel well.

~ Listen and practice. "He has a backache."

.··•I , ,-:-'·.

.. · ·

a backache

a cold

an earache

a cough

a headache

a fever

a stomachache

the flu

r s... Imagine you don't feel well today. Go around the class. Find out what's wrong with your classmates. A: B: A: B:

How are you today, Jun? I feel terrible. I have a stomachache. I'm sorry to hear that . How do you feel?

Jl ' ~,~

a toothache

dry eyes

r-

a sore throat

usefulexpressions ~

That's good. I'm glad to hear that. That's too bad. I'm sorry to hear that.

Whats the matter?

79

Licenciada: Katy Margarita Ricardo Fernandez

LISTENING What's wrong? Where do these people hurt? Guess. Write down the parts of the body.

1. Jeffrey

B '-'

2. Marta

3. Ben

4. Alison

Listen to the conversations. Check your guesses.

SNAPSHOT t.- Listen and practice.

Cough ~rops Relieffor sore throats

Cough Syrup

Source: Based oninfoimalion from A/mof1{)( oftheAmerican People

What medications do you have at home? What are these medications for?

80

Unit 72

Licenciada: Katy Margarita Ricardo Fernandez

Grammar plus Unit 1 My, your, his, her (page 3) ..,..Use his with males and her with females: His name is David. (NOT: Iler name is Bavfd.) Her name is Maria. (NOT: I lis name is Maria.) Complete the conversations with my, your, his, or her.

1. A: B: A: B: A: B: 2. A: B: A: B: A: B:

Hello . ........!Y.IY ........name is Carlos. Hi, Carlos. What's ........ ....... last name? It's Gonzales. How do you spell ................... last name? Is it G-0-N-Z-A -L-E-Z? No, it's G-0-N-Z-A-L-E-S. And what's ....................name? ..................... name is Bill Powers. Nice to meet you. What's Ms. Robinson's first name? .....................first name is Katherine . ......................nickname is Katie. I'm sorry. What's .................. first name again? It's Katherine. And what's Mr.Weber's first name? ........... .......... first name is Peter. That's right. And ....................nickname is Pete.

The verb be (page 5) ..,..In questions, the be verb comes before the noun or pronoun : Is he your teacher? .... Don't use contractions in short answers with Yes:Are you in my class? Yes, I am. (NOT:Yes, I'm.) Complete the conversations. Use the words in the box. am .I are

1. A: B: A: 2. A: C: A: C:

132

I' m

it's

she 's

I am

I'm not

you

you're

Excuse me .. ......f->.r:.~ ........ you Patty Wilson? No, .................... .. . ...................... over there . OK. Thanks. Hi.Are ............ .......... PattyWilson? Yes, ..................... Oh, good . ................. .... Sergio Baez. ...................... in my English class. Yes, I ...................... . ...................... nice to meet you, Sergio.

Unit 7 Grammarplus

Licenciada: Katy Margarita Ricardo Fernandez

Unit2 This/these;it/they; plurals (page 10) Don't use a contraction with What+ are: What are these? (NOT:'Nhat're these?) Use this with singular nouns: This is a book . Use these with plural nouns: These are earrings.

11111111-

Circle the correct words. 1. A: What's /~ these? B: It's / They're my earring / earrings. 2. A: What's / What are this? B: It's / They're a / an cell phone. 3. A: What 's this / these? B: It's / They're a / an address book. Yes/No and where questions with be (page 11) In questions with where, the verb comes after Where: Where are my sunglasses? (NOT: Where my 5unglassesare?)

1111-

A Match the questions with the answers. 1. Is that your wallet? .....q···· 2. Are these your glasses? . 3. Where are my keys? ........... 4. Is thi s your pen? ......... 5. Where's your watch? .........

a. b. c. d. e.

They're in your purse. No, it's not. Oh, yes, it is! It's in my pocket. No, they're not.

B Complete the conversation. Use the words in the box. ar e they

ii

A: B: A: B: A: B: A:

ii is it's

they are this

w here ./ where 's

.......Wh.~r. { ~.......my pen? I don 't know. Is ................ ................. in your book bag? No, .......................... not. Is ......... ............ ............your pen? Yes, .............................Thanks! Now, ................................. are my keys? ............................... on your desk? Yes, ...................... .......... . Thank you!

Unit 2 Grammar plus

133

Licenciada: Katy Margarita Ricardo Fernandez

Unit3 Negative statements and yes/no questions with be (page 17) ..,. Use be + not to form negative statements: Ana isn't a student.

(NOT:

Ana is no

a student.) ..,. You is a singular and a plural pronoun: Are you from Rio?Yes,I am./Yes, we are.

A Unscramble the words to write negative statements . 1. in California / not / New York City / is ~~.W.. '(e>rkCit;Y..i?.no~.ln..C.alif()r.ri.i.~. . ................. 2. London / not/ from / we're 3. not I you and Tim / in my class I are 4. is/ my first language/ Spanish/ not 5. from I my mother / not / is / Seoul 6. my keys/ not/ are I they

B Complete the conversations. 1. A: B: 2. A: B: 3. A: B: 4. A: B:

· 7 Are......... .... . . you and your f am1·1y f rom Mex1co. No, ........ .. ............ not . . .......... .......... from Guatemala. ... .. ........ .. your first language English? Yes,it . .. ........... .. . My parents .......... .............. from Australia. .. . ... Kenji and his friend Japanese? Yes, ........ ... . .. . ....... are. But .. .... ............... ... in the U.S.now. ... . . ... my mother and I late? No, .. .. not. .... . .............early!

2 Wh-questions with be (page 20) ..,. Use what to ask about things. Use where to ask about places. Use Who to ask about people. Use What .. . like? to ask for a description . ..,. Use how to ask for a description: How are you today? Use How old to ask about age: How old is he? ..,. In answers about age, you can use only the number or the number+ years old: He's 18. OR He's 18 years old . Comp lete the questions with how, what, where, or who. Then match the questions with the answers. 1. 2. 3. 4. 5. 6.

134

...

W.h9... is that? .

~

is her name? ......... .. ..... ... ........ is she like? ..... . . ............. old is she? ...... . ................ ...... is your family from? ......... .. ............. is Bangkok like? ....... .

a. We're from Thailand - from Bangkok. b. She's 16. c. Her name is Nittaya. d. She's my sister. e. It's really beautiful. f. She's a little shy.

Unit 3 Grammar plus

Licenciada: Katy Margarita Ricardo Fernandez

Unit6 Simple present statements (page 37) and Simple present statements with irregular verbs (page 38)

..,. In affirmative statements, verbs with he/ she/ it end in -s: He/ She wa lks to school. BU T I/You/We/They walk to school. ..,. In negative statements , use doesn't with he/ she/ it and don't with all the others : He/She/It doesn't live here. I/You/We/They do n't live here . ..,. Don't add -s to the verb: She doesn't live here. (NoT: She doesn't lives here.) Elena is talking about her family. Complete the sentences with the correct form of the verbs in parentheses. My family and I ....... ....IJv~ ............. (live) in the city. We ...... ...................... (have) an apartment on First Avenue. My sister ................................ (go) to school near our apartment, so she ................................ (walk) to school. My father . .. .... . ...... .. ... (work) in the suburbs, so he ................. . ..... .. (drive) to his job. My mother .. ............. ................ (use) public transportation - she ....... ........ .... ... . (ta ke) the bus to her office downtown. She ............. ................... (have) a new job, but she ..... (not like) it very much. And me? Well, I ...... ...................... (not work) far from our apartment , so I ............................... (not need) a car or public transportation. I ...... ........ .......... .... (ride) my bike to work! Simple present questions (page 39)

..,. In questions , use does with he/ she/ it and do with all the others: Does he/she/ it get up early? Do I/you/we/they get up early? ..,. Don't add -s to the verb : Does she live alone? (NOT: Does she lives alon e?)

A Write questions to complete the conversations . 1. A: J)q .Y.9 .l:l..u.~~..P~.\:l!i~ ."t;r.'!'!r:i.e; p.9.r.:t; ~J!QX!?..................... .. B: Yes, I use public transportation.

2. A: ........ ..... ....... . ..... .. .......... ....... .......................... B: No, my family doesn't eat dinner at 5:00. 3. A: ........ ..... .... ....... .... .............. .............. ............ B: No, my brother doesn't take the bus to work.

4. A: ................ ...................................................................... B: No, I don 't get up late on weekends . ..,. Use in with the morning / afternoon / evening. Use at with night: I go to school in the afternoon and work at night . ..,. Use at with clock times: She gets up at 8:00 ..,. Use on with days: He sleeps late on weekends . She has class on Mondays .

B Complete the conversation with at, in, or on. A: Does your family have breakfast together ..........11:1 ......... the morning? B: Well, we eat together ............ ....... weekends , but .................. weekdays we're all busy. My parents go to work early - ...................... 6:30. But we eat dinner together ............ the evening , and we have a big lunch together ............. ..... Sundays. We eat ........... ........ . noon . Then ..................... the afternoon, we play tennis or go to the movies.

Unit 6 Grammar plus

137

Licenciada: Katy Margarita Ricardo Fernandez

Unit7 1 Simple present short answers (page 45) ~

Remember: I/You/We/They do/don't. He/She/It does/doesn't.

Circle the correct words. A: B: A: B: A: B: A: B: A:

Do/ Does your family live/ lives in an apartment? No, we don't I doesn't. We have/ has a house. That 's nice. Do/ Does your house have two floors? Yes, it do/ does. It have/ has four rooms on the first floor. And we have/ has three bedrooms and a bathroom on the second floor. And do/ does you and your family have/ has a yard? Yes, we do/ does. And how about you, Tim? Do/ Does you live/ lives in a house, too? No, I don't/ doesn't. My wife and I have/ has a small apartment in the city. Oh. Do/ Does you like/ likes the city? Yes, I do / does. But my wife don't / doesn't.

· Thereis, there are (page 47) ~ Use there

is with singular nouns: There's a bed. Use there are with plural nouns: There are two chairs . ._ Use some in affirmative statements: There are some chairs in the kitchen. Use any in negative statements: There aren't any chairs in the bedroom. Read the information about the Diaz family's new house. Write sentences with the phrases in the box. there 's a there 's no there isn 't a

there are some there are no there aren 't any

1. A living room? 2. A dining room? 3. A dishwasher in the kitchen? 4. A table in the kitchen? 5. Curtains on the windows? 6. Rugs on the floors? 7. Closets in the bedrooms? 8. Bookcases in the bedrooms?

Yes No No Yes Yes No Yes No

1. Th~_r{~ a.11,v!ri_g r.Q.9.r!l, ....... ......................... ...................

2.

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

3. ............

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

4 . ................. ........................................................................

5. 6 . .................................... ...................... ................................ .. 7. .......................................................................... ..........

8.

138

Unit 7 Grammar plus

Licenciada: Katy Margarita Ricardo Fernandez

Units Simple present Wh-questions (page 52) ...,.Use What to ask about things: What do you do? Use Whereto ask about places : Where do you work? Use How do/does ... like . . . ? to ask for an opinion: How does he like his job? Complete the conversations. 1. A: What .~.9~-~-y9µr. .h.l:l.?.P..ary;j_~9···· ·· ....................................................................... ? B: My husband? Oh, he's a nurse. A: Really? Where .. .. ...... .. ............ ....... ....... .. .................................... .......... ..... ? B: He works at Mercy Hospital. 2. A: Where . .... ... .. ...... . .... .. . . .. .. ..... ................................. .. .. .......... .... ? B: I work in a restaurant. A: Nice! What ................. ........................ ..................................... .. ............................. ? B: I'm a cook. 3. A: How ............. .. .. ...... .............. .............................. ........... ....................................... ? B: My job? I don't really like it very much. A: That's too bad . What ........ ...... ...... ....... .............................. ........................ ? B: I'm a manager. I work at a clothing store. 4. A: What .. .. ..... ......... ..... ....... . .... ........... .. . .. ... ..... . . ....... .. ...................... ? B: My brother is a doctor , and my sister is a lawyer. A: How ...... ....... ...... . .......... .... .. .. ............................. .................................. .. ........ ? B: They work very hard, but they love their jobs.

z Placement of adjectives (page 54) ...,.Adjectives come after the verb be: A doctor 's job is stressful.Adjectives come before nouns: A police officer has a dangerous job. (NOT: A police officer ha5 a job dangerou5.) ...,.Adjectives have the same form with singular or plural nouns: Firefighters and police officers have stressful jobs. (NOT••• have stre55ful5jobs.) Use the information to write two sentences . 1. accountant / job / boring 6.r.i.}1 .~qQ.~rJJ?!n.(;; j9.!?_i~.b.9.r:'J.n. g,...... ... ... ......... .................. ...... ................. .. .

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

.A.n..~_<;:qP.\.!rtt.~rrt; __ h~.?.-~P.Pr:HW .J9b......... ......................................................................................... .. 2. salesperson / job / stressful

3. security guard / job / dangerous

4. nurse / job / exciting

5. taxi driver / job / interesting

6. electrician / job / difficult

Unit 8 Grammar plus

139

Licenciada: Katy Margarita Ricardo Fernandez

Unit9 Count and noncount nouns; some and any (page 59)

• Count nouns name things you can count: vegetables,eggs,cookies.Count nouns have a singular and plural form: 7book, 2 books.Noncount nouns name things you can't count: water,spinach,cheese. Use some in affirmative sentences: We have some chicken. Use any in negativ e sentences and questions: We don't have any bread. Do we have any cheese? Complete the conversations with some or any. 1. A: B: A: B: A: B: A: B: 2. A: B: A: B: A: B: A: B:

What do you want for lunch? Let's make ... ~ome . sandwiches. Good idea! Do we have .... .... bread? I think there 's . . in the refrigerator. Let me see. . .. No, I don 't see Well, let's go to the store. We need .. ........ . milk, too. And do we have . ........ cheese? Yes,we do. There's . . .. . cheese here, and there are tomatoes, too. Do we have .... mayonnaise? I love .... .. ......... mayonnaise on my sandwiches. Me, too. But there isn't . . .............here. Let's buy ..... ..... ........ . Let's make a big breakfast tomorrow morning. OK. What do we need? Are there .... eggs? There are ... . .. , but I th ink we need to buy ........ .. . more . OK. And let's get .. . . yogurt, too. We don't have ....... .. .. . , and I love yogurt for breakfast. Me, too. Do you see ......... bread in the refrigerator? Yes,there's ... .. in the refrigerator. Great! So we don't need to buy ................. at the store. That's right. Just eggs and yogurt!

Adverbs of frequency (page 61)

•

Adverbs of frequency usually go before the main verb: always,almost always, usually,often, sometimes,hardlyever,almost never,never.She neve r plays tennis. I almost always eat breakfast. Sometimes can begin a sentence: Sometimes I eat breakfast .

Rewrite the conversation. Add the adverbs in the correct places. A: B: A: B: A: B: A:

140

Where do you have lunch? (usually) I go to a restaurant near work. (often) Do you eat at your desk? (ever) No, I stay in for lunch. (hardly ever) And what do you have? (usually) I have soup and a sandwich. (always) Me, too . I have a big lunch . (never)

Unit 9 Grammar plus

A: B: A: B: A: B: A:

Wh.ere.do.y9.u µsua!ly hav_e!!Jt:1~h? .. ..

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

Licenciada: Katy Margarita Ricardo Fernandez

Unit 10 Simple present Wh-questions (page 65) • Remember: who= what person; where= what place; how often= what frequency; when = what days; what time= what time of day • Remember: use do or does after the question word. Complete the questions with the correct question word and do or does. Then match the questions with the answers.

.... 1. . . W.~~t 2. 3. . .. 4. 5. .. 6. .

sports

. .~P.. you like?~ a. My father and my brother. ...... you go to games:~,~; \ b. Usually at three o'clock. c. Baseball. I love to watch my team. often . ....... ..... your team play? . they play? d. Once a week. .. .. .. . .... they play? e. On Saturday afternoons. f. At Lincoln Park. time . the games start?

Canfor ability (page 67) ~

Use the base form of the verb with can. With third-person singular, don't add an -s to can or to the base form: She can play the piano. (NOT: She car, r-,laysthe ptano.)

A Write sentences about the things people can and can't do. Use can or can't with and, but, or or.( / = can,)(= can't)

1. Sally: ride a bike/ drive a car X $~_[1y c:;:i_r:, .rid.e.~.bike.,_bu:t..~he .c
sing X

4. Maria: snowboard /

ice-skate X

..... . . . .

.. . .. ......

5. Justin: upload photos X download a video X 6. Lisa: write poems X

tell good jokes/

B Look at part A. Answer the questions. Write short sentences. 1. 2. 3. 4. 5. 6.

..Jh~_yi;;a.n't,... ........... .. ............ . Can Brad and George sing? .NQ. Who can tell good jokes? . . .. . . .... . Can Sally drive a car? ....... ..... . .. .. . ........ .. . .. . ..... . Can John play the piano? ........................ ............. ........................... Who can snowboard? .... ... . ........ .. ...... ......... ....... .... . ... What can George do?

Unit 70 Grammar plus

141

Licenciada: Katy Margarita Ricardo Fernandez

THE CLASSROOM A . Where's the teacher? B. The teacher is next to the board.

1. 2. 3. 4. 5. 6.

10. 11. 12. 13. 14. 15. 16. 17. 18.

teacher teacher's aide student seat/chair pen pencil 7. eraser 8. desk 9. teache r's desk

A. Is the re a/a n --~ classroom?* B. Yes. There's a/an __ next to/on the __ _ • with 12, 13, 19use : lsthere __

_

book/textbook notebook notebook paper graph paper rul er calcu lator clock flag board

A. Where's the pen? B. The pen is on the desk.

19. 20. 21. 22 . 23. 24. 25. 26.

A. Is there a/an ;-.:....:.... classroom ?* B. No, there isn't. inyourclassroom?

cha lk cha lk tray eraser P.A. system/ loudspeaker bu lletin board thumbtack map penc i I sharpener

2 7. 28. 29. 30. 31. 32. 33 . 34.

globe bookshelf overhead projecto r TV (movie) screen slide projector computer (movie) projector

Describe your classroom. (There's a/an ...... . ..... )

CLASSROOM ACTIONS Practicethese classroom actions.

2. 3. 4. 5.

Go to the board. Write your name. Erase your name. Sit down./fake your seat.

6. Open your book. 7. Read page eight. 8. Study page eight. 9. Close your book. 10. Put away your book.

16 . 17. 18. 19. 20.

Do your homework. Bring in your homework. Go over the answers. Correct your mistakes . Hand in your homework.

21 . 22. 23. 24. 25.

1. Stand up .

You' re the teacher! Give instructions to your students.

Take out a piece of paper. Pass out the tests. Answer the questions. Check your answers. Collect the tests.

11. 12. 13. 14. 15.

Listen to the question. Raise your hand. Give the answer. Work in groups. He lp each other.

26 . 27 . 28 . 29. 30.

Lower the shades. Turn off the lights. Turn on the projector. Watch the movie. Take notes.

EVERYDAYACTNITIES I A. What do you do every day? B. I get up, I take a shower , and I brush my teeth .

7. wash my* face 8. put on makeup 9. brush my* hair 10. comb my* hair 11. make he bed

1. ge up 2. take a shower 3. brush my* teeth 4. floss m y* teeth 5. shave 6. get dressed

16. 17. 18. 19. 20. 21.

12. get undressed 13. take a bath 14. goto bed 15. sleep

make breakfast make lunch cook/make dinner eat/havebreakfast eat/have Iunch eat/havedinner

• my, his, her, our, your, their

A. What do s he do every day?

B. He a nd he __

, he __ ~

_____,

A. Whatdoe B. She __ ........ . and he __ ~

What do

you do every day? Make

list. Interview some friend and ell about

their everydayactivities.

EVERYDAY ACTIVITIES II A. Hi! What

r you do ing?

8. I' m lean ing the apartment.

1. clean the apartment/ clean the house 2. sweep the loor

6. do the laundry 7. iron 8. fee.d the baby

11. watch TV 12. Ii t n lo the radio

3.

9.

14. read 15. play

dust 4. vacuum 5. wash the dishes

A. Hi, .. ...........

feed the at

10. walk the dog

This I ... .-....... .

What re you doing? B. I'm 'ng. How about you?

13. Ii ten to music

A. Are you going to _ B. Ye . I'm going to little whHe.

__

today? in a

16. play basketball 17. 18. 19. 20.

play the guitar practice the piano study e rcis

What are you going to do tomorrow? Make a Iist of everything you are going to d .

~ What do you do? SNAPSHOT

Source: Y/WW.snogojob.com

Which iobs are easy? Which are difficult? Why? What 's your opinion? Are these good jobs for students? What are some other student jobs?

.WORD POWER A

Complete the word map with jobs from the list.

./ accountant ./ cashier chef ./ dancer ./ flight attendant musician pilot receptionist server singer tour guide website designer

B Add two 8

}fa

""*'"!

Officework

Foodservice

)lff.9.~.rrt~n:t............. ........

.f.'1ilP. ~!~.r..............................

.......... ...................... .... I .................. ....................... .....

··············································

t••••········· ································· ""I

Travelindustry

.fligt~.f?J&~ .n.4.~.n.t. .......... .

Entertainmentbusiness

A~.r:i.f~.r. ............................ .

l••·················· ············· ··

more jobs to each category. Then compare with a partner.

Licenciada: Katy Margarita Ricardo Fernandez

SPEAKING A

Work and workplaces ~---~-----~-~

Look at the pictures. Match the information in columns A, B, and C.

A a sales erson a chef a mechanic a carpenter a reporter a nurse

B

B builds houses cares for patients writes stories cooks food fixes cars sells clothes

C in a restaurant for a construction company in a hospita l in a garage in a department store for a newspaper

Take turns describing each person 's job.

A: She's a salesperson. She sells clothes . She works in a department store. B: And he's a chef. He ...

Where do you work? A ..,

Listen and practice .

Jason: Andrea: Jason: Andrea: Jason: Andrea: Jason: Andrea: Jason: Andrea: Jason:

Where do you work, Andrea? I work at Thomas Cook Travel. Oh, really? What do you do there? I'm a guide. I take people on tours to countries in South America , like Peru. How interesting! Yeah, it 's a great job. I really love it. And what do you do? Oh, I'm a student. I have a part -time job, too. Where do you work? In a fast-food restaurant. Which restaurant? Hamburger Heaven.

B " Listen to the rest of the conversation. What does Jason do, exactly? How does he like his job?

What do you do? • 9 Licenciada: Katy Margarita Ricardo Fernandez

Ii

GRAMMAR- FOCUS--

A

What do you do? Where do you work? Where do you go to school?

I'm a student. I have a part-time job, too. I work at Hamburger Heaven. I go to the University of Texas.

What does Andrea do? Where does she work? How does she like it?

She's a guide. She takes people on lours. She works at Thomas Cook Travel. She loves it.

I/You

He/She

work take study teach do go hove

works takes studies teaches does goes has

Complete these conversations. Then practice with a partner.

1. A: B: A: B: A: B:

What .. .... d.o..... . you ........Pc:? ........ ? I'm a full-time student. I study the violin. do you ..... ....... to school? And .. . ...... . I ........ . ........ to the New York School of Music. Wow! . . ... . ....... do you like your classes? I .. .. them a lot.

2. A: What ....... ... ... Tanya do? B: She's a teacher. She ... .................. an art class at a school in Denver. A: And what about Ryan?Where ........ ....... he work? B: He ... for a big computer company in San Francisco. A: ........ does he do, exactly? B: He's a website designer. He ..................... fantastic websites.

B PAIR WORK What do you know about these jobs? Complete the chart. Then write sentences about each job. bffsW:t ·T'Tf lJNttlfttma:: trff'Mietfffiil11®illa!Ptutmrftit®rr61fWMitf&l:tir7TD:t11'1 &:trffiMJH -~q_r_k_?.f9.r.!3._t1e .llv'.?P~P.e.r. ......... i_nt:e._r'.v'iew? .pe.qp!e_.................. writes stor ies ·· ··· ···· ··· ···· ····· ·· · ··· ..

·· ··· ·· ······•···

A reporter worksfor a newspaper,interviewspeople,and writes stories.

C

PAIR WORK Ask your partner questions like these about work and school. Take notes to use in Exercise 6.

What do you do? Where do you live?

10 • Unit 2

Do you go to school? Do you have a job?

How do you like ... ? What's your favorite ... ?

Licenciada: Katy Margarita Ricardo Fernandez

IA!_RI _TING A biography A Use your notes from Exercise5 to write a biography of your partner. Don't use your partner's name. Use he or she instead . My partner is a student. She lives near the university.

She studies fashion design at the Fashion Institute. Her favorite class is History of Design. She has a part-time job in a clothing store. She loves her job and ...

B CLASS ACTIVITYPassyour biographies

around the class.

Guess who each biography is about.

CONVERSATION I start work at five. A (o

Listen and practice.

Kevin: So, do you usually come to the gym in the morning? Allie: Yeah, I do. I usually come here at 10:00. Kevin: Really?What time do you go to work? Allie: Oh, I work in the afternoon. I start work at five. Kevin: Wow, that's late. When do you get home at night? Allie: I usually get home at midnight. Kevin: Midnight?That is late. What do you do, exactly? Allie: I'm a chef. I work at the Pink Elephant. Kevin: That's my favorite restaurant! By the way, I'm Kevin ....

.... B -'.. "' Listen to the rest of the conversation. What ti me does Kevin get up? start work?

PRONUNCIATION Syllablestress__ A (y 0..)

Listen and practice. Notice which syllable has the main stress.

jumper

v

o o

salesperson

.:> ()

.;,,

accountant

B "' Which stress pattern do these words have? Add them to the columns in part A. Then listen and check. carpenter

caregiver

musician

repo rter

server

tutor

What do you do? • 11 Licenciada: Katy Margarita Ricardo Fernandez

GRAMMARFOCUS at 6:00 I get up I go to bed around ten I leave work early I get home late I stay up until midnight I exercise before noon

I wake up

after noon

in the morning on weekdays. Ex.pressing clock time in the evening on weeknights. 6:00 in the afternoon on weekends. six at night on Saturdays. on Saturdays. on Sundays.

on Fridays.

A

Circle the correct words.

1. 2. 3. 4. 5. 6.

I get up@ / until six at / on weekdays. I have lunch at / early 11:30 in / on Mondays. I have a little snack in / around 10:00 in / at night. In / On Fridays, I leave school early / before. I stay up before / until 1:00 A.M. in / on weekends. I sleep until / around noon in / on Sundays.

six o'clock 6:00 A.M. = 6:00 in the morning 6:00 P.M. = 6:00 in the evening

..

B

Rewrite the sentences in part A so that they are true for you. Then compare with a partner.

C PAIR 'OR

Take turns asking and answering

these questions. 1. 2. 3. 4.

Which days do you get up early? late? What 's something you do before 8:00 in the morning? What 's something you do on Saturday evenings? What do you do only on Sundays?

LISTENING Daily schedules ----A '-'

Listen to Greg, Megan, and Lori talk about their daily schedules. Complete the chart.

Job mechanJ.c. Greg Megan Lori

B CLASS ACTIVll

Gets at ••.

homeot • .u

,

7 :00
· Who do you think has the best daily schedule? Why?

Find out about your classmates' schedules. Go to Interchange 2 on page 115.

12 • Unit 2

Licenciada: Katy Margarita Ricardo Fernandez

ii

sPEAKING Whataj _ob_!_ A

What do you know about these jobs? List three things each person does.

receptionist

.

-

.t akes_tr)_~!'???.ges .. ..... .

B GROUP

ii

WORK Compare your lists. Take turns asking about the jobs.

LISTENING Work and school Listen to James and Lindsey talk at a party. Complete the chart .

Lindsey

James What do you do? Where do you work/ study? How do you like your job/classes? What do you do ofter work/ school?

B

ii

PAIR WOR • Practice the questions in part A. Answer with your own information.

SURVEY My perfect day____ A

_

Imagine your perfect day. Complete the chart with your own answers.

What time do you get up? What do you do ofter you get up? Where do you go? What do you do in the evening? When do you go to bed?

B

PAIR WORI< Talk about your perfect day. Answer any questions.

WHAT'S NEXT? Look at your Self-assessment again. Do you need to review anything?

Units 1-2 Progresscheck • 1S Licenciada: Katy Margarita Ricardo Fernandez

• Observador del Estudiante.

LEARNING ENGLISH IS VERY FUN!

9

KATY MARGARITA RICARDO FERNANDEZ

• Participación en el aniversario de la Institución.

LEARNING ENGLISH IS VERY FUN! FERNANDEZ

10

KATY MARGARITA RICARDO

• Trabajo en Equipo.

LEARNING ENGLISH IS VERY FUN! FERNANDEZ

11

KATY MARGARITA RICARDO

• Evidencias de Logros Alcanzados. • Maquetas. • Historietas. • Títeres. • Flashcards. • Álbumes. • Muestra Culturales. LEARNING ENGLISH IS VERY FUN! FERNANDEZ

12

KATY MARGARITA RICARDO

• Maquetas.

• Historietas.

• Títeres

• Flashcar ds

• Álbumes.

• Muestra Culturales.