Ok - ENGLISH I - STUDENT'S TEXTBOOK PDF
Ok - ENGLISH I - STUDENT'S TEXTBOOK PDF
PFI
English I
Student’s Textbook
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TALKING ABOUT YOURSELF AND YOUR FAMILY
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LANGUAGE EDUCATION PROGRAM
FONÉTICA: LOS SONIDOS DEL INGLÉS AMERICANO - Google: Phonetics university of IOWA
CONSONANTES
Manera: como se produce el sonido y la forma como el aire se modifica cuando pasa por el sistema fonatorio.
Lugar: lugar de articulación. Se refiere a las partes de la articulación que están involucradas en la producción
del sonido.
Sonoridad: se refiere a si las cuerdas vocales vibran o no durante la producción de una consonante.
Consonantes sonoras: /w/, /v/, /z/, /b/, /d/, /g/, /Ʒ/, /dʒ/, /ð/
Consonantes no sonoras: /h/, /f/, /s/, /p/, /t/, /k/, /ʃ/, /tʃ/, /θ/
Manera:
Un sonido fricativo es una consonante producida al forzar el aire a través de la construcción formada por los
articuladores.
Un sonido africado es una consonante que tiene un sonido fricativo y una manera frenada de producción.
Un sonido nasal es una consonante producida por el cierre total de la cavidad oral pero con el velo abajo para
permitir que el aire salga por la cavidad nasal.
Un sonido “glide” es una consonante caracterizada por un movimiento continuo y deslizado de los articuladores.
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PHONETIC SYMBOLS AND SOUNDS
PHONETICS EXERCISE
1. /ʃʌt/ a. later
2. /hɑːt/ b. joke
3. /θɪŋk/ c. heart
4. /wɜːk/ d. there
5. /leɪtə/ e. doubt
6. /bɔːt/ f. work
7. /puːl/ g. shut
8. /dɑʊt/ h. think
9. /dʒəʊk/ i. pool
10. /ðeə/ j. bought
Exercise 2. Listen to the following words and circle the sound that you hear.
__________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
QUESTIONS
2. Listen to your teacher and repeat the pronunciation of the English Alphabet.
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3. Listen to the recording and write the CORRECT spelling for each name.
1 2 3 4 5 6
Denice Nique Ana Ebon Aike Manddi
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Numbers
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LANGUAGE EDUCATION PROGRAM
INTENSIVE READING
My name is John. I’m seventeen years old. I’m from Cali, Valle. My mother’s name is Gabriela. She
is a teacher. My father’s name is Jorge. He is a lawyer. I have two siblings. My sister is fourteen and
my brother is four years old. They’re students.
Although I’m not a good player, I love playing soccer. My favorite team is Real Madrid.
What is your favorite sport? Are you a good player?
I am not short, I am very tall. My hair is short and dark and I have brown eyes. I like chicken
and candies. Listening to music, sleeping and watching TV are some of the things I like to
do. I don’t like fish and I really hate mathematics.
In my free time, I hang out with my friends; I play video games with the play station or computer
games. My favorite game is Legend of Legends. I love board games and cartoons too.
1. Notice the use of the verb “to be” in the previous reading. Write down the
correct form of the verb “to be” in present tense in the following text.
My name (be) ________(1) John. I (be) ________(2) fifteen years old. I live on a farm. It (be)
________(3) in the country. It is quiet in the country. It (be, not) ____ ____(4) loud in the country.
I wake up early. Sometimes, I wake up before the sun rises. Sometimes, it (be) ________(5) still dark
when I wake up. But I don’t mind. I like waking up that early. I like the way the country
looks in the morning. The first thing I do after I wake up is milk the cow. After I (be)
________(6) finished milking the cow, I bring the milk to my mom. I think she uses it to
make breakfast. She makes a delicious breakfast. My mom (be) ________(7) a really
good cook.
Next, I feed the pigs. One time, I asked my mom how come my little sister doesn’t feed them. She said
it is because my sister (be, not) ____ ____(8) strong enough. But I still don’t understand. She is
almost as strong as me! I guess my mom doesn’t want my sister to get hurt. After all, the pigs can (be)
________(9) pretty rough, especially when they (be) ________(10) hungry.
The last thing I do (be) ________(11) feed the chickens. That (be) ________(12) easy. I just throw
some food down on the ground and they run out and eat it. While the chickens (be) ________(13)
eating, I go into their house to collect their eggs. Chicken eggs (be) ________(14) really good to eat.
They (be) ________(15) easy to cook too. That is what I do in the mornings. I (be) ________(16)
pretty busy.
1. ¿Quién es John?
2. ¿Cuántos años tiene John?
3. ¿La mamá de John es una buena cocinera?
4. ¿Son rudos los cerdos cuando tienen hambre?
5. ¿Qué es fácil de cocinar?
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LANGUAGE EDUCATION PROGRAM
VERB “TO BE” CONJUGATION
Affirmative Sentences
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VERB “TO BE” HOMEWORK
1. She is Andrea. ______ last name is Sanchez. 2. This is the family’s car. This is ______ car.
3. Hello! I am Martha. This is ______ best friend. 4. John and Luis study medicine. _____ career is difficult.
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Family Vocabulary
Possessive case
El caso posesivo (o “genitivo sajón”) es una de las
formas de expresar la posesión en inglés cuando el
poseedor es una persona, un animal, o un país.
Singular Nouns
Cuando el poseedor está en singular:
POSEEDOR + (’S ) + LO POSEIDO (sin
artículo)
My father’s car = El auto de mi padre
Mary’s book = El libro de Mary
The cat's ears = Las orejas del gato
Plural Nouns
Cuando el poseedor está en plural acabado
en “s”:
POSEEDOR + (’ ) + LO POSEIDO (sin artículo)
My friends’ car = El auto de mis amigos
My parents’house = La casa de mis padres.
Irregular Nouns
El poseedor está en plural que no acaba en
“s”:
The children’s toys = Los juguetes de los niños
Women’s job = El trabajo de las mujeres
V. Write sentences according to Martha’s family tree. Use the verb BE.
Pedro Milena
Father/Grandfather/Husband Mother/Grandmother/Wife
Lawyer / 54 years old Housewife / 45 years old
Martha
Daughter/Mother /Teacher
27 years old
Betty
Martha’s daughter/Granddaughter
Student / 6 years old
1. Pedro __________________________________________________________________________
2. Martha _________________________________________________________________________
3. Pedro and Milena ________________________________________________________________
4. Betty___________________________________________________________________________
5. Milena _________________________________________________________________________
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Listen to the conversation Louise's Personal Information and answer the following
questions.
QUESTIONS:
6. Is Louise a librarian?
2. Prepare a conversation with your partner about the family. Ask about:
Parents’ names
Parents’ occupations
Parents’ ages
Number of siblings
Siblings’ names
Siblings’ occupations
Siblings’ ages
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LANGUAGE EDUCATION PROGRAM
DICTATION
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LANGUAGE EDUCATION PROGRAM
WRITING WITH FEEDBACK
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LANGUAGE EDUCATION PROGRAM
INTEGRATED SKILLS ACTIVITY
1. Listen to the information provided by your teacher about Francisco’s family and complete
the following chart.
Francisco is…_____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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LANGUAGE EDUCATION PROGRAM
INTEGRATED SKILLS ACTIVITY
1. WRITING: Write a paragraph about your family.
My family
My family _________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. SPEAKING: Talk about your family so that your classmates can fill in a family tree chart.
Answer the questions your classmates ask about your family.
3. LISTENING: Listen to the information provided by your classmate about his/her family and
complete the following chart.
Mother Father
Name: _________________ Name: _________________
Age: _________________ Age: _________________
Occupation: _____________ Occupation: _____________
Classmate
Name: _________________
Age: _________________
Occupation: _____________
Brothers Sisters
Number: ______________ Number: ______________
Age: ______________ My classmate’s Family Tree Age: ______________
Husband/wife
Name: _________________
Age: _________________
Occupation: _____________
Children
Number: ______________
Age: _________________
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TALKING ABOUT ROUTINES
Notice the verbs used in the previous text about Lesley’s routine. Write the correct
form of the verb in present tense in the following text.
Use the information in parenthesis to complete the questions at the end of the text.
Susan usually _____________ (go) to university at 7:30. She _______________ (have) classes of
English and Economics from 8 a.m. to 12 p.m. She _____________ (eat lunch) with her friends at the
university cafeteria. Susan’s friends usually ______________ (eat) soup, rice, chicken, and juice for
lunch. Susan _____________ (prefer) to eat fish, salad and juice for lunch. She _______________
(not eat) soup or rice because she ____________ (be) on a low carbohydrate diet.
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SIMPLE PRESENT TENSE GENERAL RULES
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Negative Sentences
Pro Auxiliar Verb Complement Sub verb + not Verb Comple.
n. y + not
I do not get up at 5 a.m. She does not drive to work
You do not go to bed at 9 She does not go to bed at 9
He does work from 8 to 6
not
She does study in the morning
not
It does rain every day
not
We do not eat soup for lunch
You do not have with your family
breakfast
They do not do their homework
Yes/No Question
Auxi. Subje. Verb Complement Aux. Subj Verb Comple.
do I get up at 5 a.m.? Does she drive to work?
do you go to bed at 9? Does she go to bed at 9?
does he work from 8 to 6?
does she study in the morning?
does it rain every day?
do we eat soup for lunch?
do you have breakfast with your family?
do they do their homework?
WH Questions
Wh-Word Auxil. Subj. Verb Wh- Auxi. Su. Verb
What time do I get up?
What do you do? word
Where does he work? Where does she have lunch?
How many friends does she have?
How often does it rain? What does she eat for lunch?
What kind of food do we eat?
What time do you have lunch
Who do they study with?
Complete the following questions. Answer them using the previous text about Lesley’s routine
QUESTIONS ANSWER
1. What time ______ Lesley get up? ____________________________________________
2. How ______ she go to college? ____________________________________________
3. ______ she ______ lunch at 1:00? ____________________________________________
4. ______ does Lesley do in the evening? ____________________________________________
5. What time does she ______ to bed? ____________________________________________
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LANGUAGE EDUCATION PROGRAM
SIMPLE TENSE HOMEWORK
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Daily Routines Vocabulary
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LANGUAGE EDUCATION PROGAM
PRONUNCIATION – Third-Person singular – s endings
2. Find the exit following the (e)s= /IZ/ ending of the verbs.
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HOME PRACTICE
word final -s = /s, z, Iz/
Video: https://www.youtube.com/watch?v=r8ksyiycxq4&list=PLcn-K68f4IskMdeTSsCCBYSa4J7FZ099R
Audio: http://www.allenglish.org/Activities/activities-spronunciation3.html
Directions: Decide if the word ends with an /s/, /Ιz/, or a /z/ sound. Circle the correct answer.
8. feels /z/
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LANGUAGE EDUCATION PROGRAM
INTENSIVE READING
Mary’s Night
On Monday, Mary comes back home from work. She looks at the clock and
yawns. What time is it? She asks herself. It’s nine o'clock. She goes to her
bedroom and puts on her pajamas. She gets her blanket. She lies down on her
bed. The room is cold. It’s rainy outside. She gets up and goes to her closet to get
extra blankets. She lies down again and covers herself. She falls asleep at half
past ten. She wakes up at midnight to get a glass of water. She drinks the glass
of water. She walks back to her bedroom. What time is it? She asks herself
again. It is five to one. She yawns and falls asleep. Two hours pass. She wakes
up and goes to the restroom. She hears a noise outside her window. She looks
out the window to see what it is. It is a black cat climbing a tree. She hushes the
cat. The cat runs away. She goes back to bed. She closes her eyes and falls
asleep. She sleeps very little.
IN ON AT
Parts of the day: in
the morning,
afternoon, evening. Days of the week:
Months: January, Times:
Monday, Tuesday morning
February… Three o’clock,
Weekdays, weekends
Years: 2001, 2002 midday/noon
Dates: July 12th, 2012,
Seasons: summer, midnight.
my birthday, Christmas
winter, autumn, Night
Day.
spring. Vacation
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LANGUAGE EDUCATION PROGRAM
PREPOSITION HOMEWORK
ACTIVITY 1:
Complete the text with the correct time preposition: IN, ON, AT.
ACTIVITY 2:
Complete the sentences with the correct time preposition:
IN
2. My father doesn’t work _______ Saturdays.
3. The film starts ______ 11:00 p.m. and finishes _______ midnight.
4. ______ spring, my garden is full of flowers.
5. William Shakespeare was born ______ 1564.
6. My mum’s birthday is _____ May 5th.
ON 7. Our office is closed ______ August.
8. There are a lot of stars in the sky ______ night.
9. My best friend always phones me _______ the evening.
AT 10. ______ my birthday I always have a big party.
11. I love reading in bed ______ Sunday mornings.
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It’s noon It’s midnight
1.
A: What time is it?
B.: It’s twenty past two. OR It’s two-twenty
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Read and Listen
2. Practice the conversation. Use the clock, the class times and this guide
3. Listening Exercise. Listen and complete the table with the show times for the movies
Holiday in Rome Hong Kong Warrior Ralph the rabbit Alien from Saturn
3:40
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LANGUAGE EDUCATION PROGRAM
WRITING WITH FEEDBACK
THE PARAGRAPH
DEFINICIÓN DE PÁRRAFO: Un
párrafo es la mínima unidad de
redacción que explica y desarrolla el
significado de una idea. La idea
principal de un párrafo está
contenida en una oración principal,
la cual debe ser lo suficientemente
clara.
LA ORACION TEMÁTICA: La idea principal de un párrafo está contenida en una oración temática, la
cual debe ser lo suficientemente clara. Una buena oración temática no es demasiado general o
demasiado estricta en su sentido. Es recomendable establecer la idea central al principio del párrafo,
en la primera oración.
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How to Write a Descriptive Paragraph
The purpose of descriptive writing is to make our readers see, feel, and hear what we have seen, felt,
and heard. Whether we're describing a person, a place, or a thing, our aim is to reveal a subject
through vivid and carefully selected details.
1) Find and Explore a Topic: Before you can write an effective descriptive paragraph, you need to do
two things:
1. Find a good topic.
2. Study the topic carefully (a strategy that we call probing).
2) Draft a Descriptive Paragraph: Once you have settled on a topic for your descriptive paragraph and
collected some details, you're ready to assemble those details in a rough draft that begins with a topic
sentence. (Topic sentence is a sentence, sometimes at the beginning of a paragraph, that states or
suggests the main idea (or topic) of a paragraph.)
3) Revise a Descriptive Paragraph: Now you will revise your descriptive paragraph, concentrating on
its organization. That is, you will check to see that your sentences follow a clear and logical order,
each detail related to the one that came before and leading to the one that follows.
4) Revise, Edit, and Proofread: You're almost done. It's now time to invite someone else (a classmate,
for example, or your instructor) to read your descriptive paragraph and suggest ways to improve it.
Taking your reader's comments into consideration, revise the paragraph one last time, using as a
guide this Revision.
Gregory is my beautiful gray Persian cat. He walks with pride and grace, performing a dance
of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. His pride,
however, does not extend to his appearance, for he spends most of his time indoors watching
television and growing fat. He enjoys TV commercials, especially those for Meow Mix and 9
Lives. His familiarity with cat food commercials makes him to reject generic brands of cat food in favor of only
the most expensive brands. Gregory is as careful about visitors as he is about what he eats, associating with some
and repelling others. He may snuggle up against your ankle, begging to be petted, or he may imitate a skunk and
stain your favorite trousers. Gregory does not do this to establish his territory, but to humiliate me because he is
jealous of my friends. After my guests leave, I look at him smiling to himself in front of the television set, and I
have to forgive him for his annoying, but charming, habits.
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LANGUAGE EDUCATION PROGRAM
DICTACTION
Listen to your teacher and complete the text.
Tom ________ at a _________. He _____ the manager. He _______
work every day _____ _____ _____. He __________ work every day
_____ _______ ______. He _______ very close to the ________. He
________ to _______ every _______. _____ ________ and ________
also _______ _____ the bank. However, they _____ ____ _______ close
to the bank. They _______ cars to ______. They _______ _______
_____ _____ ____. In the bank, Tom _____ the _______. He ________
all the _______ and _______ them what to do. He ________ ______
_____. He ____ also very ________ _____ ______ ______.
Many customers like Tom, and they ________ hello to ______ when
they ________ to the bank. Tom __________ to talk to the customers and ________ ______
feel _______. Tom really ________ _____ ______.
Final paper
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LANGUAGE EDUCATION PROGRAM
3/2/1
Watch the video sequence and take notes. Then, write about Vanessa’s routine.
Notes:
Vanessa’s Routine
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LANGUAGE EDUCATION PROGRAM
SUBSTITUTION TABLES
1.
2.
3.
4
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LANGUAGE EDUCATION PROGRAM
INTEGRATED SKILLS ACTIVITY
1. LISTENING: DICTOGLOSS
5. Work in groups to reconstruct an approximation of the text from notes (one student acts as the
writer)
6. Listen for meaning: Listen to the whole text (the teacher reads the text about Sofia)
7. Listen and take notes: Take notes listening key words.
8. Work in groups to reconstruct an approximation of the text from notes (another student acts as the
writer)
9. Compare the reconstructed texts and the original texts. Notice the type of errors that got in the way
of understanding the text.
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Student’s A copy
# Topic Sofia
1. Nationality / City
2. Age
3. Occupation
4. Interests
5. Languages
2.2. Use the information you got in the previous exercise and write a paragraph about Sofia.
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Student B’s copy
# Topic Joao
1. Nationality / City
2. Age
3. Occupation
4. Interests
5. Languages
2.1. Use the information you got in the previous exercise and write a paragraph about Joao.
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TALKING ABOUT CLOTHES AND THE WEATHER
SINGULAR PLURAL
37
THE PLURAL OF NOUNS
3. Nouns ending in -y
3.1. y after consonant 3.2. y after vowel
Change –y to –i, then add –es. Add –s after a vowel.
Singular Plural Singular plural
A city Two cities A boy Two boys
A lady Two ladies A day Two days
6. Irregular Nouns
Singular Plural Singular Plural
A woman Two women A goose Two geese
A child Two children A foot Two feet
A mouse Two mice An ox Two oxen
A man Two men A tooth The teeth
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Clothes
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TIC TAC TOE
Clothes: singular / plural
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LANGUAGE EDUCATION PROGRAM
PLURAL AND SINGULAR NOUNS HOMEWORK
Change the sentences from singular into plural.
Additional Task: Put the sentences into the possessive case, using apostrophes.
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
Woman 2
Woman 3
2. Read the conversation. Turn the copy, listen to the conversation and answer the questions.
QUESTIONS:
1. How much are the gloves?
2. Which scarf does she want?
3. Does she buy the hat?
4. Practice the conversation substituting colors, clothes items, accessories, and prices.
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LANGUAGE EDUCATION PROGRAM
DICTATION
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LANGUAGE EDUCATION PROGRAM
PROBLEM SOLVING ACTIVITY
1. Read the following situation and the task given about it in order to solve a problem.
Context
One female friend of yours has decided to change her wardrobe since she has a lot
of weight and any of the actual clothes fit her. Your friend does not have a lot of
money but she likes to wear trendy clothes.
Restrictions
- Your friend only has 500.000 Colombian pesos.
- She needs different kinds of clothes. Clothes for work (she is a secretary),
and casual clothes.
2. Working together as a group, suggest different places where your friend can buy clothes in
Popayan. Each member of the group has to suggest one place and say the reasons why he/she
suggests it.
3. After all the places are presented to the group individually, as a group rank the places from
one to four in the order of pertinence as the best option for your friend.
4. Once the group is ready, present the results to the whole class.
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LANGUAGE EDUCATION PROGRAM
SUBSTITUTION TABLES
1. Oral practice
this
that scarf
these hat
is
How much those gloves ?
are
the shoes
a undershirt
an
2. Write down three questions where you use is, three questions where you use are and three
questions where you use 3 words about clothes different from the ones given in the table.
a. _______________________________________________________________________________
b. _______________________________________________________________________________
c. _______________________________________________________________________________
d. _______________________________________________________________________________
e. _______________________________________________________________________________
f. _______________________________________________________________________________
g. _______________________________________________________________________________
h._______________________________________________________________________________
i. ________________________________________________________________________________
DETERMINERS: A/AN, THE, THIS/THAT/THESE/THOSE
A/AN: we use a/an before singular nouns, indefinite article (not a specific object, one of a number of
the same objects)
THE: we use THE to talk about a specific object that both the person speaking and the listener know.
A, AN or THE
The first time you speak of something use "A or AN", the next time you repeat that object use "the".
I live in a house. The house is very old and has two bedrooms.
I ate in an Italian restaurant. The restaurant was not very clean.
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NO ARTICLE
We use no article to talk about things in general, with plural nouns.
The demonstratives are this, that, these, and those. We use demonstratives to point to things and
people.
• We use this, that, these, those with a noun: This jacket is very nice. - Do you like these
shoes?
Or without a noun: This is a nice jacket. - Who’s that?
• Use a verb in singular after this – that: That is a beautiful blouse.
• Use a verb in plural after these – those: These books are very interesting.
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LANGUAGE EDUCATION PROGRAM
DETERMINERS HOMEWORK
47
1. Insert a or an 2. Insert definite or indefinite articles, the an, a,
where necessary
1. This is __________ orange.
2. That is __________ book. 1. Greeks like __________ coffee.
3. This is __________ hospital. 2. English like __________ tea.
4. That is __________ egg. 3. __________ exercise he is writing is very easy.
5. He is eating __________ apple. 4. __________ exercise is good for our health.
6. This is __________ umbrella. 5. He lives in __________ Japan.
7. That is __________ university. 6. Is __________ Chinese easy?
8. I'll be away for __________ hour. 7. __________ Chinese language is difficult.
9. What __________ nice day! 8. Mr. Brown is __________ teacher.
10. ______ horse is _____ animal. 9. They took him to hospital in __________ ambulance
10. __________ good students work hard.
11. __________ students must work hard.
12. He is having __________ lunch.
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LANGUAGE EDUCATION PROGRAM
INTENSIVE READING
I have two teenage children who love shopping for clothes. They go to
the mall with their friends every Saturday.
On school days, my son, Stan, likes to wear blue jeans and T-shirts.
He only wears a suit on formal occasions like weddings or funerals.
He feels comfortable wearing a jacket but not a tie. My daughter, Lily,
likes to wear tight pants. She wears a dress or a skirt and blouse for
parties or dinners. She doesn't feel comfortable in high heeled shoes
and loves wearing casual and sporty clothes. When Lily visited her
aunt in Texas, she bought cowboy boots, tight blue jeans and a
cowboy hat.
In winter, my children wear coats, hats and gloves on cold days. When
they go skiing, they put on toques and mittens. Mittens are warmer
than gloves. My son doesn't like rainy days because he has to wear a raincoat and carry an
umbrella. My daughter loves to wear the scarf that I bought for her Birthday.
In the summer, when the weather is hot and windy, Lily and Stan usually wear shorts, tank
tops and sandals to the beach. Sometimes on weekends, we go walking in the mountains so
they wear hiking boots and thick woolen socks to protect their feet and toes.
Last Saturday, my children came home with a bag of clothes each. My son bought two
sweaters, and a pair of leather shoes. My daughter bought a black belt to wear with her blue
dress, a pair of grey pants and a matching jacket. She also bought a green blouse.
My children have no problem spending money. They think money grows on trees!
3. What clothes do Stan and Lily wear when the weather is hot and windy?
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Dictation - Weather
Unit 6, Activity 8
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Listen and check today’s weather in each of the cities. Then listen again. Write
today’s temperature.
2. Listen and complete the blanks with the word you hear.
The _______ today is very _______. It's just a few degrees above zero right now, and it's
probably going to _______. The sky is gray and _______.
Yesterday's _______ was like today's. It was cold and cloudy, and then it snowed in the
afternoon. In the evening, it got really, really cold. After _______, the temperature was ten
degrees below zero.
The _______ in Minnesota is long and hard. Usually, the _______ starts to fall in November
and it stops falling in March. In April it melts. On average, there are five months of _______
weather.
On days when it snows, the _______ is dark and gray, but on _______ when the temperature
goes below zero, it's very _______ and the sky is _______ and blue. Isn't that interesting?
3. Speaking: Write and practice a conversation about clothes and weather including
the following aspects:
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LANGUAGE EDUCATION PROGRAM
PRONUNCIATION: PLURAL –S ENDINGS
2. Say the plural forms of these nouns. Then complete the chart.
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LANGUAGE EDUCATION PROGRAM
3/2/1
Talk about the clothes you wear.
Jimmy: I’m not really a fashion fan. I try to look good but I do not
worry too much about my personal appearance and the clothes I’m
wearing. But I will tell about my favorite article of clothing – my
leather jacket. That is my favorite piece of clothing.
Jimmy: I wear it especially on weekends when I go out with my friends. I also wear it when I have
concerts with my band, I play the guitar.
Jimmy: You can find it in almost any department store, in the clothes section. But if you are looking for
a great discount or a good price you can go to K-S Discount Mart.
Jimmy: Well, there are different prices depending on the place or the brand. You can have one for
about $250, however, when there are sales the price can be reduced by 50%.
Jimmy: I like it because it’s different – it’s just not like any other clothes I have in my wardrobe.
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2. Fill in the following diagram with information about Jimmy’s favorite item of clothing. Use
vocabulary and grammatical structures from the interview you just read. Then, give an oral
report about Jimmy’s favorite item of clothing.
3. Use the previous diagram to write and talk about Jimmy’s favorite item of clothing.
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Interview your partner. Write your partner’s answers to the questions about clothes and
style in the spaces provided.
3. What item of clothing would you never 8. What do you normally wear to a
wear? party?
__________________________ __________________________
__________________________ __________________________
5. What color do you like to wear? 10. Do you like to go shopping alone
or with friends?
__________________________ __________________________
__________________________ __________________________
2. When you have finished, make a report about your partner’s answer to the whole class.
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LANGUAGE EDUCATION PROGRAM
WRITING WITH FEEDBACK
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57
LANGUAGE EDUCATION PROGRAM
INTEGRATED SKILLS ACTIVITY
1. LISTENING: Listen to the following conversation about buying clothes and write T for true
and F for false:
1. The woman wants to buy a gray suit. 4. The sales assistant thinks the blouse is
2. The woman does not like the purple blouse. cheap.
3. The woman tries on a medium sized, dark blue 5. The woman decides to pay by credit card.
blouse.
Read the sentences and put them in the correct order. Then, listen to the conversation and
check the order. Then, read the conversation with a partner.
____ Just a minute. What size are you?
____ Yes, please. I’m looking for a blouse to match with a gray suit. It’s for a job interview.
____ I’m afraid, it’s still too expensive. Thank you, anyway.
____ Oh, I don’t think so. It’s too fancy for me.
____ It’s on sale. 20% discount. It’s only $79.95.
____ Actually, I prefer this one. Do you have it in light blue?
____ Hello. Can I help you?
____ So, how do you like it?
____ Medium.
____ Let me show you a few. How about this purple one?
____ Well, it comes in other colors, too.
____ It’s beautiful. Can I try it on?
____ Here you are.
____ Certainly. The fitting rooms are over there.
____ It’s a really nice blouse and it fits me very well. How much is it?
____ Well…
____ Would you like to pay in cash or by credit card?
____ You’re welcome.
3. WRITING: Work with a partner. Create your own clothes shop conversation between a shop
assistant (SA) and a customer (C).
SA: ______________________________________________________________________________
C: _______________________________________________________________________________
SA: ______________________________________________________________________________
C: _______________________________________________________________________________
SA: ______________________________________________________________________________
C: _______________________________________________________________________________
SA: ______________________________________________________________________________
C: _______________________________________________________________________________
SA: ______________________________________________________________________________
C: _______________________________________________________________________________
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TALKING ABOUT LIKES AND DISLIKES
1. Listen to the conversation. Answer the following questions before reading the conversation.
QUESTIONS:
2. Listen to the rest of the conversation. Who is Brian’s favorite group? Does Marissa like
them?
3. Practice the conversation in pairs. Then, try to change some of the information to talk about
your favorite type of music, songs, and singers.
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LANGUAGE EDUCATION PROGRAM
SUBSTITUTION TABLE - EXPRESSING LIKES AND DISLIKES
1. Oral practice
I hate
You love to swim
We like to play pool
You prefer to work out
They to watch TV .
hates sleeping
He loves going shopping
She likes visiting friends
It prefers
1.
2.
3.
4.
5.
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LANGUAGE EDUCATION PROGRAM
PRONUNCIATION: Intonation in questions
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LANGUAGE EDUCATION PROGRAM
DICTATION
Ana and Pablo aren’t interested in reading books. They prefer ___
_____________ magazines. They really _______ ___________
together. His friend, Carlos, ________ ____ ________ every day. He
__________ _________ ____________ in the gym at all. He
____________ _____________ at home with a video. They have
another friend, Maria. She ___________ ______ ____________
salsa. She can’t __________ the tango. She ___________
______________ with her friends. Their friends Erica and German
usually ___________ _______ ____________. They ____________
____ ____________together and they ____________
_______________ for their friends. Marcos can’t _________ the piano very well. He
___________ ________________ the guitar, and he would ___________ to learn to play
different instruments, too.
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LANGUAGE EDUCATION PROGRAM
3/2/1
Talk about your likes and dislikes.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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LANGUAGE EDUCATION PROGRAM
INTEGRATED SKILL ACTIVITY
1. READING: Read the text below and the following words.
1. Amador 2. Twelve 3. In Mali 4. One brother, one sister 5. How-clothes
6. Time-6am 7. They sweep 8. What-night 9. Hot and dry 10. wear his tunic
I usually wake up at 5.30 am. I help my mother cook the porridge for breakfast. We
leave home at 6 am to go to school. I usually walk to school alone, but sometimes I meet my
friends on the way. Before school starts, we get a broom and sweep the classrooms. We also
have to collect water for cooking lunch. Our lessons start at 7.30 am. School finishes at 12 pm
every day. It takes an hour to walk home. Sometimes I stop at a friend’s house and we do our
homework and read books. We also like riding bikes, cooking and sewing, or making things
with beads. At night, I visit my friends around the village. Sometimes we watch TV, but we
often have problems with electricity so the TV doesn’t work. We like telling stories.
Mali climate differs from one place to another. I live in the Northern Sahara zone so the
climate is really hot and dry, but I have some relatives that live in the southern part of Mali.
The climate there is hot and humid. I prefer the weather here because I can wear my short
tunic.
2. WRITING: Write down ten predicted questions taking into account the words and phrases
written above.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
3. SPEAKING: In pairs, students compare their questions and answers and improve them.
Students answer all the questions orally.
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LANGUAGE EDUCATION PROGRAM
FIRST LEVEL REVIEW
1. READING
Read about Andrea’s family and complete her family tree with the corresponding information.
Name:______ Name:______
Occupation_________ Occupation_________
Age: _________ = Age: _________
Name:______ Name:______
Occupation_________ = Occupation___
Age: _________ = Age: ________
Name:______ Name:______
Occupation_________ Occupation________
Age:__________ Age: _________
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2. LISTENING
A. People are talking about themselves and other family members. Which family member is the
speaker most similar to? Listen and check the correct answer.
Father Mother Sister Brother
1. Wen-ping
2. Michael
3. Justin
4. Susan
5. Robert
6. Beth
B. Listen again. How is each family member different from the speaker? Write the letter.
1. Wen-ping’s brother a. likes sports.
2. Michael’s brother b. likes reading and music.
3. Justin’s sister c. is taller than the father.
4. Susan’s father d. prefers to play cards.
5. Robert’s sister e. hates flying
6. Beth’s father f. is not interested in music.
3. SPEAKING
A. Prepare 10 questions to ask your classmate. Once the questions are ready, ask them and
take notes.
TOPIC QUESTIONS
1. Your classmate’s full name
2. The place your classmate is from
2. Number of his/her family relatives
3. Your classmate’s parents’ names
4. The age of your classmate and his/her parents
5. The time your classmate gets up on weekdays
6. Your classmate’s likes and dislikes
7. Clothes your classmate usually wears to go to the university
8. Description of your classmate’s favorite type of weather
9. Activities his/her parents like to do in their free time
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LANGUAGE EDUCATION PROGRAM
MARKING SYSTEM FOR GRAMMATICAL ERRORS
Pay attention to the few features that must be correct in any piece of writing that is to be
marked. If more than one minimum requirement error is found, the writing is returned for
checking before it is marked.
2. Pronoun-noun agreement Please call Maria to tell she about Please call Maria to tell
her mother her about her mother
3. Every sentence must I from Perú I am from Perú
contain a subject and a
verb
4. No spelling errors I need to go witht you I need to go with you
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SPEED READING CHART
Write your score for each reading passage at the bottom of the chart. Then put an X in one of the
boxes above the reading passage number to mark your time for each passage. Look on the right side
of the chart to find your reading speed for each reading passage. wpm: Words per Minute.
Time wpm
1.50 300
2.00 275
2.10 254
2.20 236
2.30 220
2.40 206
2.50 194
3.00 183
3.10 174
3.20 165
3.30 157
3.40 150
3.50 144
4.00 138
4.10 132
4.20 127
4.30 122
4.40 118
4.50 114
5.00 110
5.10 106
5.20 103
5.30 100
5.40 97
5.50 94
6.00 92
Reading 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
Each time you do 10 minute writing, put the number of words you wrote on this graph. When your
written work has been marked and returned to you, put the number of errors per 100 words on the
graph for that piece of writing.
Number of words
Pieces of Writing 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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PROGRAMA DE FORMACIÓN EN IDIOMAS - FICHAS DE VOCABULARIO
Traducido y adaptado del libro de Paul Nation “What do you need to know to learn a foreign language?”
1. Escriba en fichas de vocabulario las palabras que necesite aprender que se trabajan en la
clase de inglés y el vocabulario de los libros de lectura por niveles que se asignan en el
semestre.
Bump
/ bʌmp/ 4 cm
Chichón
3. Repase las palabras tratando de recordar la traducción del otro lado. No voltee la ficha
demasiado rápido cuando no recuerde la traducción de la palabra. Usted debe tratar de recordarla sin
mirar la traducción por unos instantes. Si no recuerda la traducción, voltee la ficha para ver la
traducción. Después de mirar la palabra y su traducción ponga la ficha en medio del conjunto de
fichas para que la vuelva a repasar rápido de nuevo.
5. Espacie las repeticiones. La mejor forma de estudiar las fichas es repasarlas unos pocos minutos
después de haberlas escrito, luego se deben estudiar una hora después, luego al siguiente día, luego
dos días después, luego una semana más tarde y finalmente un par de semanas después. Esta
repetición espaciada es mucho más efectiva que repeticiones masivas juntas en una hora de estudio.
La cantidad de tiempo invertido en el estudio de las palabras puede ser el mismo pero los resultados
son diferentes. Las repeticiones espaciadas dan como resultado un aprendizaje de larga duración.
6. Use técnicas de procesamiento profundo con las palabras que son difíciles de aprender
como la técnica de la palabra clave. Piense la palabra en contextos situacionales. Divida la palabra
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en partes, si es posible. Entre más asociaciones usted pueda hacer con la palabra, mejor la
recordará.
7. Asegúrese que las palabras de escritura parecida o de significado parecido no estén juntas
en el mismo conjunto de fichas. Esto significa que los días de la semana no se deben aprender
juntos. Lo mismo aplica para los meses del año, sinónimos, números, antónimos, nombres de
prendas de vestir, frutas, partes del cuerpo, cosas en la cocina, etc. Estas palabras interfieren unas
con otras y hacen que el aprendizaje de vocabulario sea mucho más difícil.
8. Continúe cambiando el orden de las palabras en su conjunto de fichas. Esto evitará que se
aprenda el significado de una palabra por la cercanía a otra palabra en el conjunto de fichas.
9. Diga la palabra en voz alta. Esto ayuda a que la forma de la palabra entre en la memoria de largo
plazo.
10. Escriba frases u oraciones que contengan las palabras de las fichas cuando esto sea
necesario. Esto se aplica particularmente a los verbos. Algunas palabras se aprenden mejor en
frases o en imágenes mentales.
Nation, I.S.P. (2014). What do you need to know to learn a foreign language? New Zealand: Victoria
University of Wellington.
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EL APRENDIZAJE
Texto traducido del libro “Make it Stick, the Science of Successful Learning” de Brown, Peter C.,
Roediger, Henry L., and McDaniel, Mark A.
No importa lo que usted desee ser o hacer, si usted desea ser competidor, es el dominio de la
habilidad de aprender lo que lo pondrá en el juego y lo que lo mantendrá allí.
Recuerde que los estudiantes más exitosos son los que se hacen cargo de su propio aprendizaje y
siguen una simple pero disciplinada estrategia. Puede que usted no haya recibido instrucción en esto,
pero usted puede hacerlo, y muy seguramente se sorprenderá con los resultados.
Acepte el hecho de que el aprendizaje significativo es frecuentemente, o incluso usualmente,
de alguna forma difícil. Usted experimentará complicaciones. Estas son señales de esfuerzo, no de
fracaso. Las complicaciones vienen con el esfuerzo, y el esfuerzo construye la experiencia. El
aprendizaje con esfuerzo cambia su cerebro, crea nuevas conexiones, construye modelos mentales,
incrementa su capacidad. Las implicaciones de esto son muy importantes: su habilidad intelectual
depende en un gran porcentaje de su propio control. El saber esto hace que las dificultades que se
experimentan al aprender valgan la pena afrontarlas.
A continuación, se presentan dos estrategias claves de estudio. Conviértalas en un hábito y
organice su tiempo para que las practique con regularidad.
¿Qué significa esto? La práctica espaciada significa estudiar la información más de una vez pero
dejando pasar considerable tiempo entre las sesiones de práctica.
¿Cómo usar la práctica espaciada como una estrategia de estudio? Establezca un horario de
auto-quizzes que deje pasar tiempo entre las sesiones de estudio. ¿Qué tanto tiempo? Esto depende
del material a estudiar. Si usted está aprendiendo un conjunto de nombres y rostros, usted necesitará
revisarlos después de unos pocos minutos del primer encuentro porque estas asociaciones se olvidan
fácilmente. El nuevo material de un texto puede necesitar revisión en un mismo día después de su
primer encuentro. Luego, no revise el material durante varios días o una semana. Cuando usted se
sienta más seguro del dominio de un material, hágase quizzes una vez al mes. Durante un curso en
un semestre, a medida que usted se hace quizzes sobre el nuevo material, también recupere
información del material anterior y pregúntense a sí mismo como ese conocimiento se relaciona con
lo que usted subsecuentemente ha aprendido.
Si usted usa fichas (de vocabulario), no deje de hacerse quizzes sobre las fichas que
usted contesta correctamente un par de veces. Continúe revolviéndolas en el paquete de
fichas hasta que estén bien aprendidas. Cuando estén bien aprendidas, déjelas aparte –pero
en un conjunto de fichas que usted repasa periódicamente, quizás mensualmente. Cualquier
cosa que usted desee recordar debe ser periódicamente recuperada de la memoria.
Otra forma de espaciar la práctica de recuperación de información es intercalando el estudio
de dos o más temas, de esta forma el alternar los temas hace que usted continuamente refresque su
mente cada vez que vuelva a ellos.
¿Qué le dice su intuición que haga? Nuestra intuición nos persuade para que dediquemos
mucho tiempo a la práctica repetitiva de algo que queremos dominar, el régimen de práctica-práctica-
práctica masiva que nos han hecho creer que es esencial para tener dominio en una habilidad o en
un nuevo aprendizaje. Estas intuiciones son convincentes debido a dos razones. Primero, a medida
que practicamos algo una y otra vez frecuentemente vemos que nuestro desempeño mejora, lo cual
refuerza esta estrategia. Segundo, nosotros no podemos percibir que las ganancias de la práctica
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repetitiva vienen de la memoria de corto plazo y se desvanecen rápidamente. El no poder percibir lo
rápido que olvidamos lo aprendido de la práctica repetitiva nos deja con la impresión de que este tipo
de práctica es productiva.
Además, la mayoría de los estudiantes, debido a su fe inapropiada en la práctica masiva,
posponen la revisión/el estudio hasta que la fecha del examen se aproxima, y luego se sumergen en
el material, repasándolo una y otra vez, tratando de meterlo en la memoria.
¿Por qué la práctica espaciada es mejor? Una creencia errónea y común es la de pensar que
uno puede aprender algo con pura repetición. Mucha práctica funciona, pero sólo si ésta es
espaciada.
Si usted usa auto-quizzes como su primera estrategia de estudio y separa sus sesiones de
estudio para que algo de olvido suceda entre cada sesión, usted tendrá que trabajar más duro para
reconstruir lo que usted ya había estudiado. En efecto, usted está “recargando” información de su
memoria de largo plazo. Este esfuerzo de reconstruir el aprendizaje hace que las ideas más
importantes sobresalgan y sean más memorables y las conecte de forma más segura a otro
conocimiento y a un aprendizaje más reciente. Esta es una estrategia de aprendizaje poderosa.
¿Cómo se siente? La práctica repetitiva masiva se siente más productiva que la práctica
espaciada, pero esto no es así. La práctica espaciada se siente más difícil porque usted se ha
oxidado un poco y es más difícil recordar el material. Se siente como si usted no estuviera
aprendiendo nada, pero en realidad está sucediendo todo lo contrario. A medida que usted
reconstruye el aprendizaje de la memoria de largo plazo, por extraño que parezca, usted está
fortaleciendo su dominio, así como su memoria.
Brown, Peter C., Roediger, Henry L., & McDaniel, Mark A., (2014). Make It Stick: The Science of
Successful Learning. Cambridge, MA, USA: Harvard University Press.
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