Cuaderno de Apuntes Inglés III 2013-1

7/30/2019 Cuaderno de Apuntes Inglés III 2013-1

http://slidepdf.com/reader/full/cuaderno-de-apuntes-ingles-iii-2013-1 1/69

Vicerrectoría AcadémicaCuaderno de Apuntes – 2013

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

INGLÉS III





Dear AIEP‟s students

This Workbook (Cuaderno de Apuntes) was designed with the objective to provide “Concepts, Ideas, and practicalexercises” that can help you strengthen and support your English learning process.

We expect this didactic material guides you to develop your corresponding knowledge and experiences based onour Competence Model.

Dirección Nacional de InglésVICERRECTORÍA ACADÉMICA AIEP





I. IDENTIFICACIÓN

NOMBRE DEL MÓDULO: INGLÉS IIIUNIDAD DE COMPETENCIA: al finalizar el módulo los participantes serán capaces de:

Interactuar en un nivel pre-intermedio del idioma inglés, en forma oral y escrita, produciendo

mensajes simples de carácter comunicativo contextualizados en el presente, pasado y futuro,pronunciando un número mínimo de sonidos de acuerdo al nivel, con la finalidad de desarrollar lacompresión de temas de interés en un contexto específico.

DURACIÓN: 72 horas pedagógicas

II. DESCRIPCIÓN POR ÁREA DE FORMACIÓN Y PRERREQUISITO

ÁREA DE FORMACIÓN: básicaUBICACIÓN EN LA MALLA: depende de la carreraPRERREQUISITO: Inglés II

III. UNIDADES DE APRENDIZAJE

1ª UNIDAD: Técnicas de lenguaje y desarrollo de vocabularioDURACIÓN: 72 horas pedagógicas

Aprendizajes Esperados:

1. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, para presentarse e intercambiar informaciónpersonal en contextos específicos, aplicando el tiempo verbal presente simple.

2. Describen diferentes tipos de ocupaciones y actividades diarias propias y de terceros, aplicando el tiempo verbal presente simple,generando situaciones comunicativas escritas y orales, elaboradas y con especificidad.

3. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, para consultar y entregar información sobreel precio de diferentes productos en un contexto específico, aplicando el tiempo verbal presente simple.4. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, para comparar las principales características

de un producto con respecto a otro, aplicando el tiempo verbal presente simple.5. Describen gustos y preferencias en el área del entretenimiento, aplicando el tiempo verbal presente simple, generando situaciones

comunicativas escritas y orales, elaboradas y con especificidad.6. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, para realizar, aceptar y/o rechazar

invitaciones, utilizando un verbo modal específico.7. Describen actividades que se están desarrollando en el momento o que son momentáneas, aplicando el tiempo verbal presente

continuo, generando situaciones escritas y orales, elaboradas y con especificidad.8. Describen hechos de la vida famil iar desde el punto de vista estadístico, aplicando el tiempo verbal presente simple, generando

situaciones comunicativas escritas y orales, elaboradas y con especificidad.9. Describen la frecuencia con que se realiza una actividad determinada y la habilidad que se tiene en la misma, en el contexto de

actividad física y deportes, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas, elaboradas ycon especificidad.

10. Describen actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple, generando situacionescomunicativas escritas y orales, elaboradas y con especificidad.

11. Describen vecindarios, indicando la existencia y ubicación de diferentes lugares, aplicando el tiempo verbal presente simple,generando situaciones comunicativas escritas y orales, elaboradas y con especificidad.





IV. ORIENTACIONES METODOLÓGICAS

Iniciar el proceso de enseñanza-aprendizaje a partir de los conocimientos previos de los estudiantes. Esto implica un diagnóstico.

Centrar la docencia en el aprendizaje de los estudiantes, más que en la enseñanza. El estudiante debe ser activo.

Situar y vincular permanentemente los aprendizajes, contenidos y actividades con el contexto social y laboral de los estudiantes y la

carrera que estudian. Presentación, por parte del profesor, centrada en el estudiante de los diferentes contenidos temáticos, funcionales y gramaticales.

Los estudiantes desarrollan diferentes ejercicios de práctica orales y/o escritos.

Actividades de comprensión de lectura (actividades de pre-reading , while reading , y post-reading , aplicación de vocabulario extraídodel texto en contextos significativos, reforzamiento de ideas centrales del texto a través de actividades guiadas por el profesor,centradas en el alumno).

Actividades de comprensión auditiva (actividades de pre-listening , while-listening , y post-listening ).

Actividades de producción oral (actividades de pre-speaking , while-speaking , y post-speaking ).

Actividades de producción escrita (actividades de pre-writing , while-writing , y post-writing ).- Consolidación de conocimientos a través de diversos ejercicios guiados por el profesor, con el objetivo de esclarecer y

reforzar contenidos.

V. EVALUACIÓN

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

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

Además cada docente puede aplicar controles, solicitar trabajos en grupos u otras actividades con nota. De estos trabajos seobtiene una nota promedio, que corresponde a la nota 6 del módulo.

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

VI. BIBLIOGRAFÍA

- Richards, Jack : Interchange, Third Edition. Level 1 Student‟s Book with Self -study Audio CD. Cambridge University Press.- Murphy, Raymond : English Grammar in Use, Third Edition, Cambridge University Press.

- Diccionarios Inglés – Español: Oxford, Collins Cobuild, Longman, Cambridge- Material complementario obligatorio: Cuaderno de Apuntes Inglés III. AIEP





VII. CLASE A CLASE

1ª UNIDAD: TÉCNICAS DE LENGUAJE Y DESARROLLO DE VOCABULARIO

CLASES 1 Y 2

APRENDIZAJE ESPERADO1. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, parapresentarse e intercambiar información personal en contextos específicos, aplicando el tiempo verbalpresente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.1. Utiliza formulas de saludo y despedida en textos escritos y/o

situaciones orales de acuerdo al contexto.1.2. Reproduce textos escritos y/o situaciones orales, elaboradas

y con especificidad, para solicitar y entregar informaciónpersonal, aplicando tiempo verbal presente simple.

1.3. Deletrea nombres y apellidos propios y de terceros, deacuerdo a instrucciones.

1.4. Produce textos escritos y/o situaciones orales, elaboradas ycon especificidad, para realizar presentaciones personales yterceros, aplicando el tiempo verbal presente simple.

- Expresiones de saludo y despedida- Uso de adjetivos posesivos- Presente simple y contracciones del verbo Be - Preguntas que comienzan con Wh (What / Who / Where) más el

verbo Be - Presente simple del verbo Be

NAMES

FULL NAME: Christopher Torres

FIRST NAME: Christopher

LAST NAME: Torres

NICKNAME: Chris

Nicknames are usually the short form of names. According to the Cambridge Advanced Learner‟s Dictionary a nickname is:

“…an informal name for someone or something, especially a name which you are called by your friends or family, usually basedon your proper name or your character.” (http://dictionary.cambridge.org/)

What do people usually call you? Do you have any special nickname?

Example:My name’s Francisco, but everybody calls me Pancho. I’m Nicole, but people call me Nicky.

http://dictionary.cambridge.org/








TITLES

TITLES SINGLE MARRIED

MALES

Mr. √ √

FEMALES

Ms. √ √ Miss √ Mrs. √

(single = not married)

Titles are always used with a last name. They can also be used with full names; but they are not used with first names.

Examples:

- Oscar Gomez is a single man. He is Mr. Gomez.- Jason Harris is a married man. He is Mr. Harris.- Janet Miller is a single woman. She is Miss Miller or Ms. Miller .- Sabrina Martin is a married woman. She is Mrs. Martin or Ms. Martin.

GREETINGS

There are different ways of saying hello:

- Good morning.- Good afternoon.- Good evening.- Hi. How are you?- How are you doing?- How‟s it going? - What‟s up?

FAREWELLS

- Goodbye- Bye-bye- Bye- See you later - Later - See ya

These greetings are more informal.





GREETINGS AND FAREWELLS FROM AROUND THE WORLD

A HANDSHAKE A KISS ON THE CHEEK A HUG

A BOW A PAT ON THE BACK





EXERCISES

I. Look at the pictures below and imagine how these people are saying hello or goodbye. Then practice with your partner.

HELLO GOODBYE

____________________________________________ ___________________________________________

____________________________________________ ___________________________________________

____________________________________________ ___________________________________________

INTRODUCING YOURSELF

In business and formal situations, we usually use our full names when we introduce ourselves. But we use our first names ininformal situations.

Examples:

1. A: Good morning. My name is Richard Southern.

B: Nice to meet you, Mr. Southern. I‟m Alice Sullivan.

A: It‟s nice to meet you too, Ms. Sullivan.

2. A: Hi. I‟m Jack.

B: And I‟m Lily. Good to meet you. A: Nice to meet you, too.





INTRODUCING OTHER PEOPLE

When we introduce other people, we usually use the expression “this is…”

Examples:

1. CINDY: Bob, this is Mary Ritter. She‟s our new classmate. BOB: It‟s nice to meet you, Mary. I‟m Robert Harris.

MARY: Nice to meet you, too.

2. GREG: Laura, this is Eric. He‟s my brother.

LAURA: Nice to meet you, Eric. I‟m Laura.

ERIC: Good to meet you, too.

CHECKING PERSONAL INFORMATION

Look at these examples:

What‟s your name? My name is Dylan.

Where are you from? I‟m from Sydney.

Who is that? He‟s my brother .

What is his name? His name is Alvaro.Where is he from? He is from Sydney, too.

Who are they? They‟re my friends.

What are their names? Their names are Olga and Paolo.

Where are they from? They‟re from Costa Rica.

Are you Brazilian? No, I‟m not. I‟m Chilean.

Is Karla from the U.S.? No, she‟s not. She‟s from Canada.

Are you and Ivan in English I? No, we aren‟t. We‟re in English III.

Are Monique and Jean from France? Yes, they are. They‟re from Lyon.





COUNTRIES AND NATIONALITIES

COUNTRY NATIONALITY COUNTRY NATIONALITY

Argentina Argentine Mexico MexicanAustralia Australian Morocco MoroccanAustria Austrian The Netherlands DutchBolivia Bolivian Nicaragua NicaraguanBrazil Brazilian Nigeria NigerianCanada Canadian Panama PanamanianChile Chilean Paraguay ParaguayanChina Chinese Peru PeruvianColombia Colombian The Philippines FilipinoCosta Rica Costa Rican Poland PolishCuba Cuban Portugal PortugueseThe Dominican Republic Dominican Puerto Rico Puerto RicanEcuador Ecuadorian Russia RussianEgypt Egyptian Saudi Arabia Saudi

El Salvador El Salvadoran Singapore SingaporeanEngland English Somalia SomaliFrance French South Africa South AfricanGermany German South Korea South KoreanGreece Greek Spain SpanishGuatemala Guatemalan Sudan SudaneseHaiti Haitian Sweden SwedishHonduras Honduran Switzerland SwissIndia Indian Thailand ThaiIndonesia Indonesian Turkey TurkishIreland Irish The United Kingdom (the U.K) BritishIsrael Israeli The United States (the U.S.) AmericanItaly Italian Uruguay Uruguayan

Japan Japanese Venezuela VenezuelanMalaysia Malaysian Vietnam Vietnamese

EXERCISES

I. Match the questions with their correct answers.

1. Are you here on vacations? ____ Yes, we are.

2. Is your mother from the USA? ____ No, I‟m a student here.

3. Are you a student? ____ No, I‟m a teacher.

4. Is your father from Australia? ____ No, he is from France.

5. Are you and Pete in the same class? ____ Yes, she is American.





II. Answer these questions. Then, practice with your partners.

1. What do people call you?

_________________________________________________

2. How do you spell your last name? _________________________________________________

3. How old are you?

_________________________________________________

4. Are you in English II?

_________________________________________________

5. How are you today?

_________________________________________________

6. How do people usually great each other in Chile?

_________________________________________________

7. How do Chinese people usually great each other?

_________________________________________________

III. Create appropriate questions for these answers.

1. A: ______________________________________?

B: No, we aren‟t. We are from Rancagua.

2. A: ______________________________________?

B: His name is Richard.

3. A: ______________________________________?

B: Yes, Ben and Kate are in my English class.

4. A: ______________________________________?

B: No, my teacher isn‟t American. He‟s English.





IV. Imagine you are in a T.V set and you have to introduce to yourself and your guest. How do you do it? Your guest is the one

in the picture. Then, make comments with your partners

You: ________________________________________

___________________________________________

___________________________________________

___________________________________________

Your guest: _________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

Taken from: http://www.clubcultura.com

CLASES 3, 4 Y 5

APRENDIZAJE ESPERADO

2. Describen diferentes tipos de ocupaciones y actividades diarias propias y de terceros, aplicando el

tiempo verbal presente simple, generando situaciones comunicativas escritas y orales, elaboradas ycon especificidad.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.6. Nombra profesiones y oficios de acuerdo a

instrucciones.1.7. Describe de manera oral y/o escrita, elaborada y con

especificidad, diferentes profesiones y oficios,indicando lugar en el cual se desarrollan, aplicando eltiempo verbal presente simple.

1.8. Produce textos escritos y/o situaciones orales,elaboradas y con especificidad, para obtener información sobre diferentes profesiones u oficios,aplicando el tiempo verbal presente simple.

1.9. Describe de manera oral y/o escrita, elaborada y conespecificidad, rutinas diarias utilizando las expresionesde tiempo adecuadas, aplicando el tiempo verbalpresente simple.

1.10.Produce textos escritos y/o situaciones orales,elaboradas y con especificidad, para consultar yentregar información sobre rutinas diarias, aplicando eltiempo verbal presente simple.

- Profesiones, oficios y sus áreas de desempeño: office work /food service / travel industry / entertainment business

- Lugares de trabajo: airline / restaurant / construction company /hospital / department store / office, entre otros

- Tiempo verbal presente simple- Expresiones de tiempo relacionadas a rutinas diarias: early / late

/ until / before / after / on weekends / on weekdays / on Sundays,entre otras

http://www.clubcultura.com/








JOBS AND OCCUPATIONS

JOBS DESCRIPTION WORKPLACES

Architect He or she designs buildings. OfficeCarpenter He or she builds and repairs houses. Construction company

Cashier He or she receives payments for goods and services. Supermarket / Store / Restaurant

Chef He or she cooks food. Restaurant / Hotel

Company director He or she manages a company. Office

Construction worker He or she builds offices, apartments, houses, etc. Construction company

Dancer He or she dances as a job. Ballroom / dance club

Doctor He or she gives medical treatment to patients. Hospital

Firefighter He or she tries to extinguish fire. Fire station

Flight attendant He or she serves passengers. Airline

Hairstylist He or she washes, cuts and shapes hair. Beauty salon

Lawyer He or she gives legal advice to people and representsthem on the court.

Office / court

Musician He or she plays a musical instrument or writes music asa job.

Record company

Nurse He or she cares for patients. Hospital

Photographer He or she takes photographs as a job. Newspaper / Magazine

Pilot He or she flies an airplane. Airline

Professor He or she teaches at a university or college. University / College

Receptionist He or she answers the phone, and welcomes and helpsvisitors.

Hotel / office

Salesperson He or she sells products to customers. Department store / music store

Secretary He or she types letters, arranges meetings andanswers phone calls for another person. Office

Security guard He or she protects people or buildings. Bank / Department Store

Singer He or she sings as a job, especially in public. Record company

Taxi driver He or she drives a taxi.

Teacher He or she teaches in a school. School

Tour guide He or she leads other people on a tour. Travel agency

Waiter He serves customers at their tables. Restaurant

Waitress She serves customers at their tables. Restaurant

Web-site designer He or she designs Web sites. Office





DESCRIBING JOBS


What do you do? I‟m a salesperson. What does Alice do? She studies medicine.

Where do you work? I work at a music store. Where does she study? She goes to Berkeley.How do you like your job? I like it a lot. How does she like it? She loves it.

DO is used to form questions in the simple present with pronouns I – YOU – WE – THEY

DOES is used to form questions in the simple present with pronouns HE – SHE – IT

I – YOU – WE - THEY HE – SHE – IT

work works

take takes

study studies

teach teaches

do does

go goes

like likes

have has

love loves

EXERCISES

I. Complete these sentences with the name of the appropriate job or workplace.

1. A salesperson works in a _____________________.

2. A ____________________ works in a restaurant. He cooks food.

3. A receptionist works in a _____________________.

4. A ____________________ works for an airl ine, serving passengers.

5. A ____________________ takes people on tours.6. A doctor works in a _____________________.





II. Complete these conversations. Then practice with a partner.

1. A: What ________ you ________ Alan?

B: I‟m a teacher.

A: Where ________ you _________?

B: I __________ at a primary school.

A: And how __________ you _________ your students?

B: I ________ them. They are terrific!

2. A: What __________ your mother _________?

B: Oh, she‟s a nurse.

A: Where _________ she _________?

B: She __________ at the state hospital.

A: And how _________she __________ it?

B: It‟s a hard job. But she _________ it, anyway.

III. What do these people exactly do? Match the sentences in column A with the sentences in column B.

1. A secretary ______ fixes TVs, radios and other electrical equipment.

2. A police officer ______ cares mainly about the protection of a company‟s workers.

3. A receptionist ______ creates hairstyles and haircuts.

4. A repair person ______ performs in a play, movie or television program.

5. An actor ______ makes people obey the law, protects people and catches criminals.

6. A security guard ______ welcomes people in a hotel or office building and gives information.

7. A hairdresser ______ types letters, keeps records and arranges meetings.

8. A risk manager ______ guards a building or a vehicle carrying money.

TIME EXPRESSIONS


I get up at 6:00 in the morning on weekdays.I have lunch around 2:00 in the afternoon on Mondays.I leave work early in the evening on Fridays.I get home late at night on weekends.I stay up until midnight on weeknights.I have breakfast before 7 on weekdays. I have breakfast after 10 on Sundays.





AT = used to show an exact time.AROUND = used to show an approximate time.EARLY = when something happens before the expected time.LATE = when something happens after the expected time.UNTIL = used to say that something stops happening or someone stops doing something at a particular time.BEFORE = when a particular event has not happened yet.AFTER = when a particular event has happened or finished

EXERCISES

I. Match the questions with the correct answers. Then, practice each question with a classmate, giving your information.

1. What time do your classes start on Mondays? ______ I usually wake up before 7:00.

2. What days do you get up late? ______ I stay in bed until noon and watch TV.

3. How late do you stay up on Fridays? ______ They start at 8:30 in the morning.

4. What time do you usually wake up on weekdays? ______ I get up late on Saturdays and Sundays.

5. What are two things you usually do on Sundays? ______ I go to bed after midnight.

II. Write the missing questions in each conversation.

1. A: _______________________________________________________________?

B:I work at a restaurant

2. A: _______________________________________________________________?

B: I‟m a waiter.

3. A: _______________________________________________________________?

B: I start to work at 08:30 in the evening.

4. A: _______________________________________________________________?

B: I study until nine in the evening on Thursdays.

III. Complete these sentences with time expressions.

1. My classes start _______ eight o‟clock. I take a break _____ __ 11:00 and I have a little snack. Then I have classes again and they

finish _______ 2:00.

2. _______ lunch, I usually do homework _______ seven, and I have dinner _______ eight.

3. Carol is a housewife. She gets up very _______ _______ the morning. _______ 7:30 she takes her children to school.

4. Andrea is a student. She gets up _______ six _______ the morning _______ weekdays. Then she has breakfast, takes a shower

and rides her bike to the university.





IV. Write in the boxes ten activities related to daily routine. Use all the activities and time expressions. Then, in groups of fivestudents, ask and answer about each other’s schedules.

MORNING (5 ACTIVITIES)

NIGHT (5 ACTIVITIES)





CLASE 6

APRENDIZAJE ESPERADO3. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, paraconsultar y entregar información sobre el precio de diferentes productos en un contexto específico,aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.12. Indica de manera oral y/o escrita el precio de diferentesproductos, aplicando el tiempo verbal presente simple.

1.13. Produce textos escritos y/o situaciones orales, elaboradasy con especificidad, para consultar y entregar informaciónsobre los precios de diferentes productos, aplicando eltiempo verbal presente simple.

1.14. Utiliza estructuras lingüísticas apropiadas comodemostrativos this / these y pronombres one / ones entextos escritos y/o situaciones orales de acuerdo alcontexto de la situación comunicativa.

- Ropa y accesorios que se pueden comprar en una tienda- Uso de los demostrativos this / these y los pronombres one /

ones - Expresiones para preguntar sobre el precio de un producto: How

much is… / How much are… - Expresiones para indicar el precio de un producto

DEMONSTRATIVES

THIS and THESE are used to refer to any objects that are close to us.

THAT and THOSE are used to refer to any objects that are far from us.

WHICH ONE and WHICH ONES are used to confirm the objects the customer refers to.

WHICH ONE = singular

WHICH ONES = plural

THIS / THAT = singular

THESE / THOSE = plural





Look at these pictures:

A: How much is this jacket? A: How much are these suits?B: Which one? B: Which ones?

A: How much is that watch?B: Which one?

A: How much are those shoes?B: Which ones?





COLORS

We can use colors to identify objects.


A: How much is that jacket?

B: Which one?

A: The black one.

B: It‟s $60.

..

,,,,,,,

A: How much are those boots?

B: Which ones?

A: The brown ones.

B: They‟re $150.





EXPRESSIONS RELATED TO PRICES

When a salesperson gives us the price of something, we can use these expressions to show that we like the price or we don‟t like itat all.

- That‟s cheap.- That‟s reasonable.

- That‟s OK.

- That‟s not bad.

- That‟s expensive.

Examples:

A: How much is this wallet? A: How much are these jeans?

B: It‟s $15. B: They‟re $5.

A: That‟s reasonable. A: That‟s cheap.

A: How much is this bag? A: How much are these earrings?

B: It‟s $140. B: They‟re $30.

A: That‟s expensive. A: That‟s OK.





EXERCISES

I. Complete these conversations. Then practice with your partner.

A: How much ________________ computer?

B: Which ________________?

A: The black _______________.

B: Oh, _____________$250.

A: That‟s OK.

A: How much ________________ sunglasses?

B: Do you mean _______________?

A: No, the black ______________.

B: Well, _________________ $95.

A: Almost one hundred dollars! That‟s expensive!

A: How much _______________ ring?

B: Which ________________?

A: The silver ______________ with diamonds.

B: ______________ $160.

A: That‟s reasonable.

II. Answer these questions about your spending habits. Then, practice with your partners.

1. How do you spend your money?

_______________________________________________________________________

2. How much money do you spend in clothes every month?

_______________________________________________________________________

3. How much money do you spend in transportation every week?

_______________________________________________________________________

4. Do you usually spend money in entertainment every month? How much?

_______________________________________________________________________





III. Imagine you want to buy some products in a department store, what do you want to buy?, why do you need it/them?,

what do you do in case the cost is too high?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

CLASES 7 Y 8

APRENDIZAJE ESPERADO4. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, paracomparar las principales características de un producto con respecto a otro, aplicando el tiempoverbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.16. Describe diferentes elementos de manera oral y/o escrita,

elaborada y con especificidad, indicando el material de queestán hechos.

1.17. Produce textos escritos y/o situaciones orales, elaboradasy con especificidad, comparando diferentes elementos,utilizando estructuras lingüísticas apropiadas y aplicando eltiempo verbal presente simple.

1.18. Produce diálogos en forma oral y/o escrito, elaborados ycon especificidad, solicitando y entregando informaciónsobre sus preferencias y las de terceros, aplicando eltiempo verbal presente simple.

1.19. Argumenta de manera oral y/o escrita, elaborada y conespecificidad, las razones por la preferencia de productosdeterminados.

- Materiales de los que se hacen diferentes elementos: cotton /rubber / gold / silk / leather / silver / plastic / wool

- Uso de adjetivos para describir diferentes prendas de vestir y

accesorios: cheap / nice / pretty / big / stylish / expensive / large /good

- Formas comparativas de adjetivos calificativos- Expresiones para indicar preferencia: I prefer / I like…better / I

like…more





MATERIALS

Clothes and accessories are made of different materials. Here you have some examples:

MATERIALS THINGS MATERIALS THINGS

leather shoes, boots, jackets, gloves silk blouses, shirts, ties

gold rings, earrings, watches, necklaces wool sweaters, gloves, socks

silver earrings, necklaces, rings plastic rings, earrings, sandals

rubber boots, belts cotton shirts, pants, jackets

polyester pants, skirts, socks denim jeans, shirts, jackets, skirts

PREFERENCES

To express preferences we can use the verbs prefer , like (better) or like (more).


Which one do you prefer ? I prefer the leather one.

Which one do you like better ? I like the leather one better .

Which one do you like more? I like the leather one more.

MAKING COMPARISONS

When we compare two elements, we use the comparative form of adjectives + than:

USES EXAMPLES

For one-syllable adjectives, add –er (or just –r if the adjective

ends in e)

The black pants are nicer than the brown ones.

nice → nicer

For one or two syllable adjectives ending in y, change y to i and

add –er .

The gold earrings are prettier than the silver ones.

pretty → prettier

For adjectives ending in a single vowel + consonant, double the

final consonant and add –er.

The green T-shirt is bigger than the red one.

big → bigger

For adjectives of two or more syllables, add more before the

adjective.

Silk blouses are more attractive than cotton ones.

attractive → more attractive

For the comparative form of good, use better . Leather boots are better than rubber boots.

good → better





EXERCISES

I. Look at the pictures and write the names of the items and the materials they are made of.

1.______________ 2. __________________ 3. ________________

4.______________ 5. __________________ 6. ________________

7.______________ 8. __________________ 9. ________________





II. Answer these questions. Then, practice with your partner.

1. What are your favorite colors?

_______________________________________________________________________________

2. What are your shoes made of? _______________________________________________________________________________

3. How much is the students‟ bus ticket in Santiago?

_______________________________________________________________________________

4. How much is a laptop computer?

_______________________________________________________________________________

III. Compare these elements.

1. This denim jacket is ___________________________ (cheap) the leather one.2. The golden earrings are __________________________ (expensive) the silver ones.

3. I think those red sandals are __________________________ (beautiful) the blue ones.

4. This T-shirt is ___________________________ (large) my T-shirt.

5. The polyester tie is __________________________ (nice) the silk one.

6. These boots are __________________________ (good) the rubber ones.

7. That leather purse is ____________________ ______ (elegant) this purse, but it‟s __________________________ (small).

IV. Answer these questions expressing your preference and making a comparison. Then, practice with your partner.

1. Which ones do you prefer, silk shirts or cotton shirts? Why?

_______________________________________________________________________________

2. Which computers do you like better, laptop computers or desktop computers? Why?

_______________________________________________________________________________

3. Which shoes do you like more, leather shoes or suede shoes? Why?

_______________________________________________________________________________





V. Compare these two tennis players, giving as many details as possible. Then, share opinions with your partners.

Taken from: http://www.atpworldtour.com/Tennis/Players/Top-Players/Fernando-Gonzalez.aspx

Taken from: http://www.atpworldtour.com/Tennis/Players/Top-Players/Rafael-Nadal.aspx

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

6. ___________________________________________________________________

7. ___________________________________________________________________

http://www.atpworldtour.com/Tennis/Players/Top-Players/Fernando-Gonzalez.aspx



http://www.atpworldtour.com/Tennis/Players/Top-Players/Rafael-Nadal.aspx









CLASE 9

APRENDIZAJE ESPERADO Del 1 al 4

CRITERIOS DE EVALUACIÓN CONTENIDOSDel 1.1 al 1.19 - Todos los relacionados con los aprendizajes esperados del 1 al 4

(Repaso para la Primera ENAT)

EXERCISES

I. Circle the correct alternative to complete these conversations.

1. A: Who is that?B: ________________________________

a) They‟re my classmates. c) I‟m a new student. My name is Michael.b) Their names are Olivia and Emma. d) Her name is Angela. She‟s a new student.

2. A: What‟s her last name? B: ________________________________

a) It‟s Villalobos. c) It‟s Daniel.b) She‟s from Canada. d) Her name is Elizabeth.

3. A: Emily, this is my father.B: ________________________________

a) Hi, David. c) Nice to meet you, Mrs. Martinez.b) Pleased to meet you, Mr. Martinez. d) Pleased to meet you, Ms. Martinez.

4. A: Who are the two students over there?B: ________________________________

a) Our names are Jack and Joseph. c) Their names are Jack and Joseph.b) My name is Jack. d) His name is Joseph.

5. A: Are your parents here on vacation?

B: ________________________________

a) No, he isn‟t. He lives here. c) No, she isn‟t. She studies here.b) No, they aren‟t. They live here. d) No, I‟m not. I‟m studying here.

6. A: What does your father do?B: ________________________________

a) He‟s a carpenter. c) He loves his job.b) He gets up at seven o‟clock. d) He arrives at work early everyday.





7. A: How does he like his job?B: ________________________________

a) Yes, he does. c) No, he doesn‟t.b) He likes it very much. d) He works in a restaurant.

8. A: Where does Helen work?B: ________________________________

a) She‟s a guide. c) She loves her job.b) She takes people on tours. d) She works in an office.

9. A: Which scarf do you prefer?B: ________________________________

a) I prefer the one silk. c) I prefer the silk one.b) I prefer the one silk more. d) I prefer the silk one scarf.

10. A: Which pants do you like better?B: _______________________________

a) I like better the blue one. c) I like better the blue ones.b) I like the blue ones better. d) I like the blue one better.

II. Compare the elements, using the words from the box. DO NOT REPEAT THE ADJECTIVES

1. a wool jacket – a leather jacket

______________________________________________________________________

2. a medium T-shirt – a large T-shirt

_______________________________________________________________________

3. rubber boots – leather boots

_______________________________________________________________________

4. a gold necklace – a plastic necklace

_______________________________________________________________________

5. jeans – polyester pants

_______________________________________________________________________

6. a desktop computer – a laptop computer

_______________________________________________________________________

7. a wool scarf – a silk scarf

_______________________________________________________________________

warm – big – expensive – cheap – attractive – good – stylish – pretty





III. Choose sentences from the box to express these ideas in another way.

1. Mark goes to bed at twelve o‟clock at night. _____________________________________________________

2. I‟m a waiter. _____________________________________________________

3. My father teaches English. _____________________________________________________

4. Jim works four hours every day. _____________________________________________________

5. Lillian is a student. _____________________________________________________

6. My mother is a chef. _____________________________________________________

IV. Write a little essay

1. According to the question stated below in the text, write the possible solutions to be taken into account. Explain each reason that you

mention (at least 4 of them).

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

- She goes to the university.- He stays up until midnight.- I serve food in a restaurant.- He’s a teacher of English. - She cooks food in a restaurant.- He has a part-time job.





Social Media

Taken from: http://kasio24.blogspot.com/

DO YOU RECOGNIZE THE ICONS ABOVE?If not, those icons are clearly related to a phenomenon called socialmedia; that is, a group of new kinds of online media, which possessspecific characteristics such as immediate participation, opennessand connectedness.

The first point is closely associated with the contributions, feedback,opinions and comments that are possible to be done at the sametime someone is stating any topic.

The second one refers to the fact that there are no barriers to accessand make use of content that is hosted on the corresponding socialmedia web sites. In few words, everything is free to be used aspeople wish.

The third and last point is related to the possibility of these media tobe connected with different pages or links without requiring complexsystem of surfing.

HOW SOCIAL NETWORKS WORK?

Social networks on the web make people join by the creation of aprofile and then build a network. This net is intended to be useful asa platform to add friends and contacts or invite real-world contacts toyour new profile. These social networks retain their participants byproviding them entertaining and new ways to make some newfriends.

As you can see, the easiness to play part of these social media isclear; however, some people say that there are some major risks tobe considered with respect to them.

Many organizations think the biggest problem of social media is thatpeople will use them to say negative things or even commit someserious offences. Nevertheless, how do you avoid that?

http://kasio24.blogspot.com/



http://www.icrossing.co.uk/






CLASE 10



(FIRST QUIZ: PRIMERA ENAT. COEFICIENTE UNO.)

CLASE 11

APRENDIZAJE ESPERADO5. Describen gustos y preferencias en el área del entretenimiento, aplicando el tiempo verbal presentesimple, generando situaciones comunicativas escritas y orales, elaboradas y con especificidad.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.21. Nombra distintos tipos de películas, música y programas

de televisión de acuerdo a instrucciones.1.22. Utiliza object pronouns en textos escritos y/o situaciones

orales, elaboradas y con especificidad, de acuerdo al

contexto.1.23. Produce textos escritos y/o situaciones orales, elaboradas

y con especificidad, para consultar y entregar informaciónsobre los gustos y preferencias en relación a películas,música y programas de televisión propios y de un tercero,aplicando el tiempo verbal presente simple.

- Diferentes tipos de música, películas, programas de televisión- Uso de object pronouns: me / you / him / her / it / us / them - Tiempo verbal presente simple

ENTERTAINMENT

Some possible questions to ask about entertainment preferences are, for example:

What kind of music do you like?

Do you like rock music?

How often do you listen to music?

What kind of music do people in your country like?

Who’s your favorite singer? Actor?

What’s your favorite radio station? What kind of music do they play?





TV Programs Music MoviesGame shows Pop Thrillers

News Salsa WesternsSoap operas Reggae AdventureTalk Shows Opera ComediesCartoons Heavy metal MusicalsSports events Gospel Horror Documentaries New age Science Fiction (Sci-Fi)Cartoons Rap War Sitcoms Rock RomanticCurrent affairs Classical ActionSeries Country MysteryReality shows Jazz AnimationDating shows Rock and roll Disaster TV infomercials Blues Fantasy

TALKING ABOUT LIKES AND DISLIKES

To express likes and dislikes we use the Simple Present Tense. That includes the use of the auxiliaries DO and DOES. Look atthese examples:

YES / NO QUESTIONS WH- QUESTIONS OBJECT PRONOUNSDo you like rap?

Yes, I do. I like it a lot.No, I don’t . I don‟t like it very much.

What kind of music do you like?I like rock a lot.

me

you

him

her

itus

them

Does she play the guitar?Yes, she does. She plays very well.No, she doesn’t . She doesn‟t play at all.

What does he play?He plays the trumpet.

Do they like the Jonas Brothers?Yes, they do.No, they don’t.

Who do they like?They like Madonna.





USEFUL EXPRESSIONS TO GIVE OPINIONS

Some useful phrases to talk about our likes and dislikes are:

My favorite... is/are... Example: My favorite pop singer is Madonna.

We all like... Example: In my family, we all like Westerns.

I don‟t agree on... Example: I don’t agree on your opinion about opera.

I can‟t stand... Example: I can’t stand heavy metal.

EXERCISES

I. Answer these questions. Then, practice with a classmate.

1. What kind of music do you like? _________________________________________

2. What is your favorite cartoon? _________________________________________

3. What is your favorite talk show? _________________________________________

4. Do you watch any sports program? _________________________________________

5. What kind of music does Lady Gaga sing? _________________________________________

6. Do you watch cable TV? What‟s your favorite channel? _________________________________________7. Do you like western movies? Why? _________________________________________

8. What kind of music does Mark Anthony sing? _________________________________________

9. Who is your favorite singer? _________________________________________

10. What kind of music does he/she sing? _________________________________________

II. Complete these conversations.

1. A: __________ you like horror films?

B: No, I __________ like them very much. I prefer comedies.

A: How about Peter and Anna? __________ they like horror films?

B: Well, I think Brian __________.





2. A: __________ you like Carlos Santana?

B: No, I __________ like him very much. I prefer Joe Satriani.

A: What __________ he play?

B: Well, he‟s multi-instrumentalist. He plays the guitar, the bass, the keyboards and the harmonica.

III. Represent a role-play.

Topic: The choice to go to a concert or to the cinema

a. Asking preferences – final decision.

* Use vocabulary related to the different kind of entertainment or activities

* Work in pairs

* 10 minutes

* Use of object pronouns

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

CLASE 12

APRENDIZAJE ESPERADO6. Producen situaciones comunicativas escritas y orales, elaboradas y con especificidad, pararealizar, aceptar y/o rechazar invitaciones, utilizando un verbo modal específico.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.25. Producen textos escritos y/o situaciones orales, elaboradas

y con especificidad, para realizar invitaciones a tercerospara diferentes eventos, lugares o actividades deentretención, utilizando el verbo modal would .

1.26. Producen textos escritos y/o situaciones orales, elaboradasy con especificidad, para aceptar y/o rechazar invitacionesde terceros para diferentes eventos, lugares o actividadesde entretención, utilizando el verbo modal would y laestructura verb + to + verb.

1.27. Produce diálogos en forma oral y/o escrita, elaborados ycon especificidad, para planificar una actividad con untercero, formulando una invitación y acordando detalles defecha, hora, lugar de encuentro, entre otros.

- Estructura de una invitación- Uso de would para formular, aceptar y rechazar invitaciones- Uso de la estructura verb + to + verb para dar excusas al

momento de no aceptar una invitación: I have to work late / I need to save money / I want to visit my parents





MAKING INVITATIONS

We usually use the modal “would” to make invitations. Look at the example:

Example: Would you like to see a movie with me on Saturday night?

Yes, I would. Yes, I’d love to. Yes, I’d really like to go.

I’ d like to, but I have to work late. I’ d love to, but I need to save money. I’ d like to, but I want to visit my parents.

Remember that when two verbs are together (as in “Would you LIKE TO SEE...”), TO has to separate both verbs.

Example: I need to study.I want to rest, etc.

EXERCISES

I. Make invitations using the information given. Then, accept or refuse each invitation according to the instructions in parentheses.

1. Your boy/girlfriend – cinema

A:_____________________________________________________________?

B: _____________________________________________________________ (accept)

2. Your best friend – to the beach (refuse)

A: _____________________________________________________________?

B: _____________________________________________________________ (refuse)

II. Refuse these invitations and give excuses.

1. A: I have tickets to the football game on Saturday. Would you like to go?

B: _______________________________________________________________________

2. A: Would you like to come over for dinner tonight?

B: ______________________________________________________________________

I would = I’d I would like = I’d like

I would love = I’d love





3. A: Would you like to go to the gym with me on Friday night?

B: ______________________________________________________________________

4. A: Would you like to go to a heavy rock concert tonight?

B: ______________________________________________________________________

PLANING ACTIVITIES

We can use the Simple Present Tense to plan activities with someone. Some useful questions to make plans could be:

Example: When is the play?

It’s on Friday evening .

What time does it start?

It starts at 8pm.

III. Look at the invitation cards. In the first one, you will have to invite someone to a party (written exercise) and in the second one,you will have to refuse the invitation (spoken exercise).





CLASES 13 Y 14

APRENDIZAJE ESPERADO7. Describen actividades que se están desarrollando en el momento o que son momentáneas,aplicando el tiempo verbal presente continuo, generando situaciones escritas y orales, elaboradas ycon especificidad..

CRITERIOS DE EVALUACIÓN CONTENIDOS1.29. Identifica de manera oral y/o escrita la relación entre losmiembros de una familia.

1.30. Describe de manera oral y/o escrita, elaborada y conespecificidad, los miembros que componen su núcleofamiliar, aplicando el tiempo verbal presente simple.

1.31. Describe de manera oral y/o escrita, elaborada y conespecificidad, actividades que están realizando losmiembros de su propia familia y de terceros de acuerdo ainstrucciones, aplicando el tiempo verbal presentecontinuo.

1.32. Producen textos escritos y/o situaciones orales, elaboradasy con especificidad, para consultar sobre las actividadesque un tercero y su familia están realizando en laactualidad, aplicando el tiempo verbal presente continuo.

- La Familia- Tiempo verbal presente continuo

FAMILY

Grandmother Grandparents

Grandfather

Mother (mom)Parents

Father (dad)

Daughter Children (kids)

Son

Granddaughter Grandchildren

GrandsonSister

Brother

Wife

Husband

Aunt

Uncle

Niece

Nephew

Cousin

Father-in-law

In-laws

Mother-in-law

Sister-in-law

Brother-in-law

Son-in-law

Daughter-in-law

Stepsister

Stepbrother





EXERCISES

I. Look at this family tree. Then complete the sentences.

1. George is Laura‟s __________________________. 8. Sarah is Julie‟s ____________________________.

2. Laura is George‟s __________________________. 9. David is Janet‟s ____________________________.

3. Greg is George‟s ______________________ _____. 10. Laura is Carol and Steven‟s ___ _______________.4. David and Patty are Sarah‟s __________________. 11. Janet is Patty‟s ____________________________.

5. Janet is Robert‟s ___________________________. 12. Greg is Steven‟s ___________________________.

6. Simon is Greg‟s ___________________________ _. 13. George is Janet and Robert‟s _________________.

7. Carol is Robert‟s ___________________________. 14. Simon is Carol and Steven‟s __________________.

GEORGE & LAURA

GREG & JULIE KAREN & SIMON

ROBERT & SARAHJANET STEVEN CAROL

PATTYDAVID





II. Answer these questions. Then, practice with a classmate.

1. Do you have any bothers or sisters? _____________________________________________________

2. Are you married or single? _____________________________________________________

3. Do you have any nieces or nephews? _____________________________________________________

4. Do you live with your parents? _____________________________________________________

5. How many uncles do you have? _____________________________________________________

6. Do you ever visit your cousins? _____________________________________________________

TALKING ABOUT FAMILIES

When we want to describe the activities that members of our families are doing, we use the Present Continuous tense.

Example: My mom is traveling in Europe right now.

A. Affirmative sentences

- My sister is looking for a part-time job.

- My grandparents are staying in my house this week.

B. Negative sentences

- I’m not working in my office this week. - My father is not working now. He needs a job.

C. Interrogative sentences

- Are you still living with your parents?

- What are your parents doing these days?

- Where is your brother working now?

But there is a big difference between the things that are happening in this moment and the things that usually happens. When wetalk about habitual actions we use the Simple Present tense.


- What does your sister do? → She is a secretary. She works in an office. (Simple Present)

- What is your sister doing? → She‟s taking a course in Business this month. (Present Continuous)





EXERCISES

I. Complete these conversations. Use the present continuous of the verbs in parentheses.

1. A: ____________ anyone in your family ____________ (live) abroad right now?

B: Yes, my uncle is. He ________________________ (live) in Spain this year.

A: What ____________ he ____________ (do) there?

B: He ________________________ (study) for a Masters degree.

2. A: ____________ you still ________________________ (work) in Rancagua?

B: No, I‟m not. I _______________________ _ (work) in Viña now.

II. Answer these questions. Then, practice with a classmate.

1. Are you still living with your parents?

______________________________________________________________________________

2. Is anyone in your family looking for a job right now?

______________________________________________________________________________

3. Is anyone in your family studying a foreign language?

______________________________________________________________________________

4. Are you watching any series these days?

______________________________________________________________________________

5. Is anyone in your family planning a trip?

______________________________________________________________________________

III. Represent a role-play.

Topic: What does your family normally do on weekends?

a. Ask some questions to your partner about her/his family

* Use vocabulary related to the family

* Work in pairs

* 10 minutes

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________





CLASES 14 Y 15

APRENDIZAJE ESPERADO8. Describen hechos de la vida familiar desde el punto de vista estadístico, aplicando el tiempo verbalpresente simple, generando situaciones comunicativas escrita y orales, elaboradas y conespecificidad.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.34. Describe de manera oral y/o escrita, elaborada y conespecificidad, hechos de la vida familiar, aplicando eltiempo verbal presente simple.

1.35. Redacta oraciones, elaboradas y con especificidad, a partir de datos estadísticos, utilizando Quantifiers y aplicando eltiempo verbal presente simple.

- Hechos sobre la vida familiar en ámbitos como el matrimonio, elhogar y el trabajo

- Uso de expresiones para expresar cantidad (Quantifiers): all /nearly all / most / many / a lot of / some / not many / a few / few /no one

FACTS ABOUT TYPICAL FAMILIES

When we want to talk about facts in different aspects of the world around us (like statistical results from surveys about “Marriages in

Chile”, “Travelling tendencies in summer”, etc.) there are certain words that can be helpful to avoid the constant use of numbers (for

example: More than 50% of marriages in the United States end in divorce. ). These words are called Quantifiers, and their function is to

replace specific numbers and percentages.

These quantifiers are:

All 100% All families in Chile have a television at home.

Nearly all Nearly all families in Chile have a television at home.Most Most families in Chile have a television at home.

Many Many people in Chile have a computer at home. A lot of A lot of people in Chile have a computer at home.Some Some people in Chile have a computer at home.

Not many Not many people in Chile speak English. A few A few people in Chile speak English.Few Few people in Chile speak English

No one 0% No one in Chile gets married before the age of 15.

Example: In Chile, 80% of high school students have a cell phone.

In Chile, most students have a cell phone.





USEFUL EXPRESSIONS

When we want to give our own opinions about survey results or percentages, we can use some phrases that can show either agreement or disagreement.

Is that right? Example: I heard not many people in Chile get married before the age of 25. Is that right ?

Do you think so? Example: A: “I’m sure no one in Santiago has a helicopter.” B: “Do you think so? What about Leonardo Farkas?”

EXERCISES

I. Complete these sentences, using quantifiers. Then, share your opinions with a classmate using the questions “Is that right?” or

“Do you think so?”

1. I think ________________________ young people go to the university.

2. I think ________________________ people study English.

3. I‟m not sure, but I think ____________________ married couples have more than five children.

4. I think ________________________ elderly people have part-time jobs.

5. I think ________________________ families have two or more televisions.

II. Rewrite these sentences using quantifiers.

1. 87% of Chilean men watch sport events, especially soccer games.

________________________________________________________________2. 10% of teenagers like classical music.

________________________________________________________________

3. 50% of young people like pop music.

________________________________________________________________

4. 2% of Chilean families go to Europe on vacations.

_______________________________________________________________

5. 100% of children like cartoons.

_______________________________________________________________

III. Complete these sentences. Use the simple present or the present continuous of the verbs in parentheses.

1. My cousin Pam ________________________ (live) in Argentina, but __________________________ (visit) Chile now. She

__________________________ (have) a second home here.

2. My parents ___________________________ (work) in La Serena, ______________________________ (live) in New York, but

they _____________________________ (visit) my sister in Puerto Montt this week.





3. My grandparents ________________________ (live) in Concepción, but _____________________________ (stay) at my parents‟

house in La Serena now.

4. My sister Emma __________________________ (want) to be a lawyer. ______________________________ (study) in the law

school right now.

5. My little brother Steve ____________________________ (go) to high school. ______________________________ (like) history,but he ______________________ (not / like) mathematics.

IV. Complete the sentences according to the information given:

Regions of Chile

Chile has been an independent nation throughout the 20th century. It has revamped its administrative division several times. Chile makesa distinction between administrative and political subdivisions, but the geographic areas are the same for both types.Chile is currently divided into fifteen regions.

The following table shows each region with their corresponding names, capitals, population and other important topics.

Taken from: http://statoids.com/ucl.html

1. Most of population ________________________________________________________________________________________

__________________________________________________________________________________________________________

2. All regions _______________________________________________________________________________________________

__________________________________________________________________________________________________________

Region Rom Population Area(km.²) Area(mi.²) CapitalAisén del General Carlos Ibáñez del Campo XI 91,492 108,494 41,890 CoihaiqueAntofagasta II 493,984 126,049 48,668 AntofagastaAraucanía IX 869,535 31,842 12,294 TemucoArica and Parinacota XV 189,644 16,873 6,515 AricaAtacama III 254,336 75,176 29,026 CopiapóBío-Bío VIII 1,861,562 37,069 14,312 ConcepciónCoquimbo IV 603,210 40,580 15,668 La SerenaLibertador General Bernardo O'Higgins VI 780,627 16,387 6,327 RancaguaLos Lagos X 716,739 48,584 18,758 Puerto Montt

Los Ríos XIV 356,396 18,430 7,116 ValdiviaMagallanes y Antártica Chilena XII 150,826 132,291 51,078 Punta ArenasMaule VII 908,097 30,296 11,697 TalcaRegión Metropolitana de Santiago XIII 6,061,185 15,403 5,947 SantiagoTarapacá I 238,950 42,226 16,303 AricaValparaíso V 1,539,852 16,396 6,331 Valparaíso

Region: In the tables that follow, I will use shorter forms of the four longest region names.

Rom: Chile uses Roman numerals for the regions other than Santiago, sequenced from north to south.

Population: 2002-04-24 census. Source: INE Chile.

Area: Excludes Chile's Antarctic claim.

http://statoids.com/ucl.html








3. Not many _______________________________________________________________________________________________

_________________________________________________________________________________________________________

4. Some __________________________________________________________________________________________________

_________________________________________________________________________________________________________

5. A lot of _________________________________________________________________________________________________

_________________________________________________________________________________________________________

CLASE 16


CRITERIOS DE EVALUACIÓN CONTENIDOS

Del 1.1 al 1.35 - Todos los relacionados con los aprendizajes esperados del 1 al 8

(Repaso para la Segunda ENAT)

EXERCISES

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

A B

1. How much is that cell phone?

2. How much are those sunglasses?

3. Which jeans do you prefer?

4. Which T-shirt do you like more?

5. Which dress do you like better?

_______ I like the black one more.

_______ I prefer the brown ones.

_______ It‟s$150

_______ I like more the leather ones

_______ I like the cotton one better

_______ They‟re $80

_______ I better like the silk one





II. Write two dialogs to make invitations, using the information in the box.

WHO ACTIVITY ACCEPT EXCUSE1 Your best friend Chinese restaurant Yes2 Your parents Dinner on Friday No Create one

1. _________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2. _________________________________________________________________________________________________________

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

III. Complete these sentences with entertainment vocabulary.

1. My favorite ______________ movie is “Star Wars.”

2. “Pobre Rico” is a good example of a Chilean _____________ ____.

3. ________________ is an interesting talk show.

4. In ______________ you usually see cowboys.

5. My favorite ______________ movie is “The Exorcist.”

6. I always listen to Mozart and Beethoven, because I love _______________ music.

7. “¿Quién quiere ser millonario?” is an interesting _______________.

8. ____________ is a style of religious music.





IV. Circle the correct alternative.

1. A: Who‟s your favorite group? B: The Beatles. I really love __________.

a) her c) usb) him d) them

2. A: Who‟s your favorite actress? B: Cameron Diaz. I admire _________.

a) him c) her b) them d) me

3. A: Do you like reggaeton?B: I think reggaeton is terrible. I can‟t stand _______.

a) me c) you

b) him d) it

4. A: Who‟s your favorite singer? B: Robbie Williams. I really like ______.

a) him c) themb) us d) you

5. A: Does your niece like cartoons?B: Yes, she really likes ______ a lot.

a) me c) itb) us d) them

V. Answer these questions. Then, practice with a classmate.

1. What do you call your best friend?

________________________________________________________________________________________

2. How do you spend your weekends?

________________________________________________________________________________________

3. Which kind of music do you like better, rock or pop? Why?

________________________________________________________________________________________4. Describe your family.

________________________________________________________________________________________

5. How many people in Chile do you think like sushi?

________________________________________________________________________________________

6. What kind of TV shows do you think most Chilean young people like to watch?

________________________________________________________________________________________





CLASE 17



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

CLASES 18 Y 19

APRENDIZAJE ESPERADO9. Describen la frecuencia con que se realiza una actividad determinada y la habilidad que se tiene enla misma, en el contexto de actividad física y deportes, aplicando el tiempo verbal presente simple,generando situaciones comunicativas escritas, elaboradas y con especificidad.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.37. Nombra diferentes deportes y actividades físicas de

acuerdo a instrucciones.1.38. Indica los deportes y actividades físicas que realizan

diferentes personas, utilizando estructuras lingüísticasespecíficas, aplicando el tiempo verbal presente simple.

1.39. Describe de manera oral y/o escrita, elaborada y conespecificidad, la frecuencia con la que realiza diferentesactividades, utilizando estructuras lingüísticas apropiadas,aplicando el tiempo verbal presente simple.

1.40. Describe de manera oral y/o escrita, elaborada y conespecificidad, la cantidad de tiempo que dedica unindividuo a realizar una actividad, aplicando el tiempoverbal presente simple.

1.41. Describe de manera oral y/o escrita, elaborada y conespecificidad, la habilidad que tiene un individuo para

realizar una actividad, aplicando el tiempo verbal presentesimple.

- Actividades físicas y deportivas- Uso de los verbos play / go / do + deportes- Uso de adverbios de frecuencia: always / almost always / usually

/ often / sometimes / hardly ever / almost never / never - Expresiones que indican frecuencia: every day / once a week /

twice a month / three times a year - Estructuras para formular preguntas sobre frecuencia, duración

y habilidad: how often / how long / how well / how good - Expresiones que indican frecuencia, duración y habilidad: not

very often / two hours a week / pretty well / not so good , entreotras

-

SPORTS AND FITNESS ACTIVITIES

In English, depending on the type of sport, we use different verbs: play, do, and go.

PLAY : We play sports that are competitive games, and that are usually played with a ball and in teams.

Examples:

- I play soccer on Mondays.- Alex plays volleyball in summer.

Soccer VolleyballFootball BasketballRugby BaseballTennis HandballTable tennis Golf





DO : We do sports that are practiced alone, that are fitness activities and individual exercises. They usually imply a series of activitiesthat are done in a sequence.

Examples:

- We do yoga in a very nice gym.- Alice doesn’t do aerobics because her knee is hurt.

GO : We use go with activities that end in –ing (except weight training). They usually imply moving forward in a variety of different ways.

Examples: Swimming DancingRollerblading Bicycling

Skiing JoggingSkating RunningSurfing Snowboarding

- We usually go skating after school.- I usually go swimming with my friends.

EXERCISES

I. Complete these sentences using go, do or play .

1. A: Do you __________ any team sports?

B: Not very often, but sometimes I __________ basketball with my friends.

2. I love to __________ dancing with my friends. 3. Albert is quite the athlete. He __________ soccer, baseball and hockey, too.

4. My children __________ karate at school.

5. Next weekend we‟re going to __________ fishing.

6. My sister and I usually __________ yoga on Saturday mornings.

Aerobics Step aerobicsYoga Judo

Gymnastics AthleticsKarate PilatesWeight training Kung fu





DESCRIBING ROUTINES

When we describe our routine or habits, Adverbs of Frequency can be used to express how often we do those actions. But there

are also time expressions that help us express frequency.

Adverbs of Frequency: These adverbs go before the verb in a sentence.

- Sue always plays basketball with her classmates after classes.

- Thomas hardly ever goes running in the morning.

- I almost never do yoga, because I don’t have enough time.

Some frequency adverbs are:

Always Almost always Usually Often Sometimes(*) Hardly ever Almost never Never

100% 0%

(*) Sometimes: this frequency adverb can go at the beginning of a sentence, too.

- Sometimes I go jogging. OR I sometimes go jogging.

- Sometimes I do step aerobics after work. OR I sometimes do step aerobics after work.

Time Expressions: These expressions go at the end of a sentence.

- Sue plays basketball with her friends every day .

- Thomas goes running three times a week .

- I do yoga every Saturday .

Some time expressions are:

every day twice a monthevery week twice a day

every Monday three times a day

once a day three times a year

once a week very often





EXERCISES

I. How often do you do these activities? Write sentences. Then, ask your classmates.

1. (do aerobics) ___________________________________________________

2. (go bicycling) ___________________________________________________

3. (play soccer) ___________________________________________________

4. (do yoga) ___________________________________________________

5. (go to the gym) ___________________________________________________

6. (go skiing) ___________________________________________________

II. Put the words in order to make sentences.

1. soccer – I – twice a week – play

___________________________________________________________________

2. very often – go swimming – we

___________________________________________________________________

3. you – volleyball – ever – do – play – at the beach – ?

___________________________________________________________________

4. about three times a week – Sarah – does – at the gym – aerobics

___________________________________________________________________

III. What do you do to keep fit? Give complete information.

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________

TALKING ABOUT SPORTS

According to the Cambridge Advanced Learner‟s Dictionary an athlete is

“a person who is very good at sports or physical exercise, especially one who competes in organized events.” (http://dictionary.cambridge.org/)









Can you name some important Chilean athletes?

___________________________________________________________________

What do you think the most popular sports in our country are? Do you like this sport?

___________________________________________________________________

When talking about sports, we can describe people according to the activities they do:

1. A couch potato: a person who watches a lot of television and does not have an active style of life.

2. A fitness freak: a person who spends a lot of time exercising and playing sports.

3. A sports fan: a person who loves watching sports programs and going to sports events, but who doesn‟t play sports very often.

What kind of person are you? Why?

___________________________________________________________________

DESCRIBING FREQUENCY AND ABILITY

When we want to know about frequency and ability at sports, we use questions with HOW. 1. HOW OFTEN: It is used to ask about the frequency that a person does something.

Examples:

A: How often do you go to the gym?

B: I go to the gym twice a week .

A: How often does Erika go jogging?

B: She never goes jogging.

2. HOW LONG: It is used to ask about the duration of an activity.

Examples:

A: How long do you spend playing soccer?

B: About two hours every Saturday.

A: How long do you spend doing aerobics?

B: Thirty minutes a day.





3. HOW WELL: It is used to ask about the quality with which an action is developed. (Well is an adverb, so it describes an action).

Examples:

A: How well do you play soccer?

B: Pretty well.

A: How well does Frank play golf?

B: Not very well.

4. HOW GOOD: It is used to ask about the ability of someone to perform an action. (Good is an adjective, so it describes nouns).

Examples:

A: How good are you at sports?

B: I’m pretty good.

A: How good is Martha at volleyball?

B: I guess she’s OK .

EXERCISES

I. Answer these questions. Give complete information. Then, practice with a classmate.

1. How often do you play sports? ___________________________________________________

2. How long do you spend reading sports magazines? ______ _____________________________________________

3. How often do you watch sports programs on TV? ___________________________________________________

4. How well do you play computer games? ___________________________________________________

5. How often do you take long walks? ___________________________________________________

6. How good are you at soccer? ___________________________________________________

7. How well do you play tennis? ___________________________________________________





II. Create questions for these answers.

1. _______________________________________________________? I work out every day.

2. _______________________________________________________? I never play softball.

3. ______________________ _________________________________? I‟m pretty good.

4. _______________________________________________________? Not very well. I think I don‟t have any athletic abilities.

5. _______________________________________________________? I spend three hours every day.

6. _______________________________________________________? I play once a week.

CLASES 20, 21 Y 22


10. Describen actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple,

generando situaciones comunicativas escritas y orales, elaboradas y con especificidad.CRITERIOS DE EVALUACIÓN CONTENIDOS

1.43. Nombra actividades que realiza en el tiempo libre deacuerdo a instrucciones.

1.44. Describe de manera oral y/o escrita, elaborada y conespecificidad, actividades realizadas en el pasado reciente,aplicando estructuras lingüísticas apropiadas.

1.45. Produce textos escritos y/o situaciones orales, elaboradosy con especificidad, para solicitar información sobre lasactividades que realizó un tercero en el pasado reciente,utilizando el tiempo verbal pasado simple.

1.46. Identifica elementos que forman Collocations de acuerdo ainstrucciones.

1.47. Produce textos escritos y/o situaciones orales, elaboradosy con especificidad, para describir diferentes actividades deesparcimiento y labores domésticas utilizando Collocations .

- Actividades que se realizan en el tiempo libre- Tiempo verbal pasado simple: verbos regulares e irregulares- Collocations con los verbos do, go, have, make, take: do the

laundry / go dancing / have a party / make the bed / take a trip - Pasado simple del verbo Be

TALKING ABOUT PAST ACTIVITIES

When we talk about past activities that already finished, we use the Simple Past Tense.

In affirmative sentences, the verb is used in the past form, whether regular or irregular:

- I went to the movies last Saturday.

- My friends and I studied English yesterday.





In negative sentences, the auxiliary DID is used to express past, and is followed by NOT. Together, they are abbreviated intodidn’t. IMPORTANT: The verb maintains its form in the present.

- We didn’t do our homework for today!

- Tom didn’t work last weekend because he didn’t feel well.

In interrogative sentences, the auxiliary DID is used to express past; therefore, the verb maintains its form in the present.

- Did Sue visit you last weekend?

Yes, she did. No, she didn’t.

- A: Where did you have lunch last Sunday?

B: We had lunch at a Chinese restaurant. ( the verb is used in the past, because this is an affirmative sentence)

EXERCISES

I. Complete the chart.

PRESENT PASTwork

forgot

stopspent

havewent

invitecooked

domade

singstayed

love

triedwatch





II. Complete these conversations with the past of the verbs in parentheses.

A: How ____________ you ____________ (spend) your weekend?

B: I ____________ (go) out with some friends. And you?

A: Well, I am in the final week at school, so I ____________ (study) for my exams all weekend.

A: What ____________ you ____________ (do) last Saturday?

B: We ________________________ (not / do) anything special. We just ____________ (stay) home and ____________ (see) some

movies.

A: ____________ you ____________ (stay) home yesterday?

B: No, I ________________________ (go) to the supermarket and ____________ (buy) some food.

III. What did you do last weekend? Write sentences about the activities you did or didn’t do. You can use the activities in the box.

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

CHORES AND FREE TIME ACTIVITIES

Chores are jobs that are often boring or unpleasant but that need to be done regularly.

Examples: make the bed – do the dishes – do the laundry

Free time activities are usually pleasant and fun.

Examples: have a party – go dancing – take a trip

read the newspaper – watch a movie on TV – spend time with friends – go to the supermarket – check your e-mails – study English – stay home – spend time alone – work around the house – do homework





We usually use the verbs do, go, have, make and take with common chores and free time activities.

EXERCISES

I. What’s the past tense of these verbs?

PRESENT PAST

Do

GoHave

Make

Take

II. Complete the sentences with the appropriate verbs.

1. Last Saturday, I ____________ the laundry and ____________ shopping.

2. Mark ____________ a good time last weekend, because he ____________ a great party.

3. We ____________ bowling yesterday and ____________ a lot of fun.4. I didn‟t ____________ a very good time last weekend. I ____________ the laundry and my homework.

TALKING ABOUT LAST VACATION

When we describe our last vacation, we use the Simple Past Tense, because they are activities that already happened. As we

already saw the past tense of most verbs, now we are going to see the verb be, which works with different structures.

The verb be has two forms in the past tense, depending on the subject of your sentence: was and were.

DO GO HAVE MAKE TAKEthe dishes shopping a good time a phone call a tripthe laundry dancing a party the bed a day off

homework bowling a lot of fun some photocopies a vacation

I

wasHeShe

It

YouwereWe

They





The structure of affirmative, negative and interrogative sentences fol low the same order and rules as the verb be in its form inthe present.

Examples:

- Gloria was in Buenos Aires last week. She was there on business.

- My parents weren’t home last weekend, they were on vacation.

- Were you at the airport on time?

Yes, I was. No, I wasn’t.

EXERCISES

I. Complete this conversation with the correct form of the past tense of Be.

A: How ____________ your vacation in Brazil, Andy?

B: It ____________ amazing. I loved it.

A: How long ____________ you and your family there?

B: We ____________ there for three weeks.

A: ____________ you in Sao Paulo all the time?

B: No, we ____________. We ____________ in Rio de Janeiro for a few days.

A:And how ____________ the weather? ____________ it too hot?

B: No, it ____________ that hot, but it ____________ really humid.

II. Write a paragraph about your last summer vacation. You can describe the places you visited, the things you did, the people you

met, etc. Then, ask your classmate about his/her last summer vacation.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________





III. Write the appropriate questions for these answers.

1. A: ____________________________________________?

B: We went to a rock concert.

2. A: ____________________________________________?

B: No, we didn‟t do anything special last weekend.

3. A: ____________________________________________?

B: I had a great time. I really liked the party.

4. A: ____________________________________________?

B: I went to the movies with my brother.

5. A: ____________________________________________?

B: For three weeks.

6. A: ____________________________________________?

B: it was hot and sunny the whole time.

IV. Choose sentences from the box to express these ideas in another way.

1. I worked around the house. _________________________________________________

2. I was broke last week. _________________________________________________

3. I didn‟t wash the clothes. _________________________________________________4. I had a lot of fun. _________________________________________________

5. I invited friends over for dinner. _________________________________________________

6. I didn‟t work on Friday. _________________________________________________

V. Can you express these sentences in a different way?

1. I was late for the class. _________________________________________________

2. The film wasn‟t boring at all. _________________________________________________

3. I washed the dishes last night. _________________________________________________

4. I overslept this morning. _________________________________________________

I had a good time – I did housework – I took a day off – I didn’t do the laundry – I had people over – I spent all my money





CLASES 23 y 24

APRENDIZAJE ESPERADO11. Describen vecindarios, indicando la existencia y ubicación de diferentes lugares, aplicando eltiempo verbal presente simple, generando situaciones comunicativas escritas y orales, elaboradas ycon especificidad.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.49. Nombra diferentes tiendas y lugares en una ciudad de

acuerdo a instrucciones.1.50. Produce textos escritos y/o situaciones orales, elaborados

y con especificidad, para solicitar información sobre laubicación de tiendas y lugares de un vecindario, aplicandoel tiempo verbal presente simple.

1.51. Indica la ubicación de tiendas y lugares utilizandoestructuras lingüísticas apropiadas, aplicando el tiempoverbal presente simple.

1.52. Produce diálogos en forma oral y/o escrita, elaborados ycon especificidad, para solicitar y entregar informaciónsobre los lugares que se pueden encontrar en un

vecindario, utilizando las estructuras lingüísticasapropiadas, aplicando el tiempo verbal presente simple.

- Tiendas y lugares de un vecindario o una ciudad- Uso de preposiciones de lugar para entregar ubicación física de

lugares en una ciudad: on / next to / near / close to / across from / opposite / in front of / in back of / behind / between / on thecorner of

- Uso de las estructuras There is / There are - Uso de expresiones para expresar cantidad (Quantifiers): many /

a lot / some / not many / a few / none / a little / not much - Uso de much / many y sustantivos contables y no contables-

PLACES IN A CITY

PLACES DEFINITIONS

Barber shop It‟s a place where we get a haircut.

Bookstore It‟s a place where we buy books.

Department store It‟s a large store divided into different parts where we buy clothes, shoes, home appliances, etc.

Drugstore It‟s a place where we buy medicines, toiletries and make-up.

Gas station It‟s a place where we buy gas for our cars.

Grocery store It‟s a place where we buy food.Internet café It‟s a place where we send mails and surf the Internet.

Laundromat It‟s a place where we wash and dry clothes.

Library It‟s a place where we borrow books.

Movie theater It‟s a place where we see a movie.

Music store It‟s a place where we buy CDs and DVDs.Post office It‟s a place where we send letters and get stampsStationery store It‟s a place where we buy cards and paper.

Theater It‟s a place where we see a play.Travel agency It‟s a place where we make reservations for a trip





EXERCISES

I. Complete these sentences with the appropriate places.

1. We need some gas. Is there a _________________________________ near here?

2. I need a haircut. Is there a ________________________________ around here?

3. We need to buy some food. Let‟s go to the ______________________________ _____.

4. I want to send an e-mail. Is there an _________________________________ near here?

5. We need to borrow some books. Let‟s go to the __________________________ _________.

6. I need to buy some aspirin. Is there a __________________________________ around here?

ASKING ABOUT AND DESCRIBING LOCATION OF PLACES

When we want to ask about locations of different places, we can use the structures There is and There are, it will depend on thequantity we are referring to:

Examples: - Is there a hospital near here? (SINGULAR)

- Are there any restaurants around here? (PLURAL)

When we want to describe locations of different places, we need to use prepositions of place. Some important prepositions of place

are:

- On- Next to

- Near

- Close to

- Across from

- Opposite

- In front of

- In back of

- Behind- Between

- On the corner of

near = close toacross from = opposite

in back of = behind





Examples:

- A: Is there a hospital near here?

- B: Yes, there is. There‟s one on Washington Street, between 2nd and 3rd Avenues.

- A: Are there any restaurants around here?

B: Yes, there are some on Washington Street, across from the hospital.





EXERCISES

I. Look at the map and answer the questions.

1. Is there a bank near here?

________________________________________________________________________________

2. Are there any restaurants around here?

________________________________________________________________________________

3. Is there a bookstore on Main Street?

________________________________________________________________________________

4. Are there any gas stations on Park Avenue?

________________________________________________________________________________

5. Is there a laundromat in this neighborhood?

________________________________________________________________________________

II. Answer these questions about your neighborhood. Then, practice with a classmate.

1. Are there any good restaurants near your house?

________________________________________________________________________________

2. Is there a police station in your neighborhood?

________________________________________________________________________________





3. Are there any movie theaters close to your home?

________________________________________________________________________________

4. Is there a drugstore in your neighborhood?

________________________________________________________________________________

CLASE 25

CRITERIOS DE EVALUACIÓN CONTENIDOSDel 1.1 al 1.51 - Texto de lectura (que variará de acuerdo a la Escuela a la que

pertenece la carrera)

(Repaso para la Tercera ENAT)

CLASE 26


Del 1.1 al 1.51 - Texto de lectura (que variará de acuerdo a la Escuela a la quepertenece la carrera)

(READING COMPREHENSION TEST: TERCERA ENAT.COEFICIENTE UNO.)

CLASE 28


11. Describen vecindarios, indicando la existencia y ubicación de diferentes lugares, aplicando el

tiempo verbal presente simple, generando situaciones comunicativas escritas y orales, elaboradas ycon especificidad.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.53. Describe de manera oral y/o escrita, elaborada y conespecificidad, vecindarios de acuerdo a aspectos como seguridad,ruido, limpieza, entre otros, aplicando el tiempo verbal presentesimple.

- Tiendas y lugares de un vecindario o una ciudad- Uso de preposiciones de lugar para entregar ubicación física de

lugares en una ciudad: on / next to / near / close to / across from / opposite / in front of / in back of / behind / between / on thecorner of

- Uso de las estructuras There is / There are - Uso de expresiones para expresar cantidad (Quantifiers): many /

a lot / some / not many / a few / none / a little / not much - Uso de much / many y sustantivos contables y no contables





DESCRIBING NEIGHBORHOODS

When we describe neighborhoods we usually talk about important aspects like privacy, cleanliness, noise and safety, among other

things.

Our neighbors are the people who live near us. Sometimes we have problems with our neighbors, and we have some complaints

about them: a dog that barks all night, loud parties, garbage in front of the yard, etc.

What‟s your neighborhood like?

What complaints do you have about your neighbors?

QUANTIFIERS AND HOW MUCH / HOW MANY

When we describe our neighborhood we use nouns. Most nouns in English have singular and plural forms (for example: one park,two parks); these are called countable nouns. However, there are many common things that we cannot count directly. These are calleduncountable nouns.

Examples:

COUNTABLE NOUNS UNCOUNTABLE NOUNS

SINGULAR PLURAL ONLY ONE FORM (SINGULAR)

RestaurantDance clubSchoolCaféBuilding

RestaurantsDance clubsSchoolsCafésBuildings

CrimeNoise

Public transportationPollutionParking

Traffic

When we want to ask questions with countable nouns, we use MANY .

Examples: - Are there many supermarkets?

- How many supermarkets are there?

On the other hand, when we want to ask questions with uncountable nouns, we use MUCH .

Examples: - Is there much pollution?

- How much pollution is there?

When we answer these questions, we use Quantifiers. We used quantifiers when we talked about Family Facts. Do you remember

them? (Go back to page 42 if you don‟t).





We use Quantifiers to describe different amounts of things: a lot of pollution, a few parks, many schools, much crime, etc.

- With countable nouns we use the following quantifiers: a lot, a few, many, any, and none.

- With uncountable nouns we use the following quantifiers: a lot, a little, much, any, and none.

Examples:

- How many supermarkets are there? There are a lot.

There are a few.

There aren‟t many.

There aren‟t any.

There are none.

- How much noise is there in your neighborhood? There„s a lot.

There‟s a little. There isn‟t much.

There isn‟t any.

There‟s none.

EXERCISES

I. Complete the sentences using how much or how many .

1. ____________________ traffic is there in this city on weekdays?

2. ____________________ crime is there in your neighborhood?3. ____________________ drugstores are there near your house?

4. ___________________ noise is there around your classroom?

5. ___________________ parks are there near your house?

6. ___________________ pollution is there downtown?

7. ___________________ cars are there in this city?

8. ___________________ theaters are there near your house?

II. Answer the questions in Item I. Then, practice the questions above with a classmate.

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________





6. ______________________________________________________________

7. ______________________________________________________________

8. ______________________________________________________________

III. Read this text and answer the questions

Religion in Chile

In the most recent census (2002) Chile had 15,116,435 inhabitants,

70 percent of the population over age 14 was identified as RomanCatholic and 15.1 percent as evangelical. In the census, the term"evangelical" referred to all non-Catholic Christian churches with theexception of the Orthodox Church (Greek, Persian, Serbian,Ukrainian, and Armenian), the Church of Jesus Christ of Latter-daySaints (Mormons), Seventh-day Adventists, and Jehovah'sWitnesses. Approximately 90 percent of evangelicals arePentecostal. Wesleyan, Lutheran, Reformed Evangelical, Presbyterian, Anglican, Episcopalian, Baptist and Methodistchurches are also present. Irreligious people, atheists and agnostics,account for around 8% of the population.

The Constitution provides for freedom of religion, and other laws and

policies contribute to the generally free practice of religion. The lawat all levels protects this right in full against abuse, either bygovernmental or private actors.

Church and state are officially separate in Chile. The 1999 law onreligion prohibits religious discrimination. However, the CatholicChurch enjoys a privileged status and occasionally receivespreferential treatment. Government officials attend Catholic eventsas well as major Protestant and Jewish ceremonies.

The Government-observed religious holidays include Christmas, Good Friday, the Feast of the Virgin of Carmen, the Feast of SaintsPeter and Paul, the Feast of the Assumption, All Saints Day, and the

Feast of the Immaculate Conception as national holidays. Thegovernment has recently declared October 31, Reformation Day, apublic national holiday, in honor of the Protestant churches of thecountry.

http://en.wikipedia.org/wiki/Roman_Catholic


http://en.wikipedia.org/wiki/Evangelicalism

http://en.wikipedia.org/wiki/Orthodox_Church

http://en.wikipedia.org/wiki/The_Church_of_Jesus_Christ_of_Latter-day_Saints


http://en.wikipedia.org/wiki/Mormons

http://en.wikipedia.org/wiki/Seventh-day_Adventists

http://en.wikipedia.org/wiki/Jehovah%27s_Witnesses


http://en.wikipedia.org/wiki/Pentecostal

http://en.wikipedia.org/wiki/Wesleyan_Church

http://en.wikipedia.org/wiki/Lutheran

http://en.wikipedia.org/wiki/Reformed_churches

http://en.wikipedia.org/wiki/Presbyterian

http://en.wikipedia.org/wiki/Anglican

http://en.wikipedia.org/wiki/Anglicanism

http://en.wikipedia.org/wiki/Baptist

http://en.wikipedia.org/wiki/Methodist_church


http://en.wikipedia.org/wiki/Freedom_of_religion

http://en.wikipedia.org/wiki/Separation_of_church_and_state

http://en.wikipedia.org/wiki/Religious_discrimination

http://en.wikipedia.org/wiki/Christmas

http://en.wikipedia.org/wiki/Good_Friday

http://en.wikipedia.org/wiki/Our_Lady_of_Mount_Carmel

http://en.wikipedia.org/wiki/Feast_of_Saints_Peter_and_Paul


http://en.wikipedia.org/wiki/Assumption_of_Mary

http://en.wikipedia.org/wiki/All_Saints_Day

http://en.wikipedia.org/wiki/Feast_of_the_Immaculate_Conception

http://en.wikipedia.org/wiki/Public_holiday

http://en.wikipedia.org/wiki/Reformation_Day

http://www.mapsofworld.com/chile/culture/religion.html

http://en.wikipedia.org/wiki/Reformation_Day

http://en.wikipedia.org/wiki/Public_holiday

http://en.wikipedia.org/wiki/Feast_of_the_Immaculate_Conception

http://en.wikipedia.org/wiki/All_Saints_Day

http://en.wikipedia.org/wiki/Assumption_of_Mary




http://en.wikipedia.org/wiki/Our_Lady_of_Mount_Carmel

http://en.wikipedia.org/wiki/Good_Friday

http://en.wikipedia.org/wiki/Christmas

http://en.wikipedia.org/wiki/Religious_discrimination

http://en.wikipedia.org/wiki/Separation_of_church_and_state

http://en.wikipedia.org/wiki/Freedom_of_religion




http://en.wikipedia.org/wiki/Baptist

http://en.wikipedia.org/wiki/Anglicanism

http://en.wikipedia.org/wiki/Anglican

http://en.wikipedia.org/wiki/Presbyterian

http://en.wikipedia.org/wiki/Reformed_churches

http://en.wikipedia.org/wiki/Lutheran

http://en.wikipedia.org/wiki/Wesleyan_Church

http://en.wikipedia.org/wiki/Pentecostal




http://en.wikipedia.org/wiki/Seventh-day_Adventists

http://en.wikipedia.org/wiki/Mormons



http://en.wikipedia.org/wiki/Orthodox_Church

http://en.wikipedia.org/wiki/Evangelicalism








1. According to the text, how many days are considered as religious holidays in Chile?

______________________________________________________________________________________

2. In accordance to the Census, how is 15.1 understood in terms of distribution of Chilean populations?

______________________________________________________________________________________

3. What are the benefits received by the Institution that has the highest percentage of distribution in terms of parishioners?

______________________________________________________________________________________

4. What is the name that Atheists and Agnostics receive according to the Census?

______________________________________________________________________________________

5. What is it “forbidden” in the third paragraph?

______________________________________________________________________________________

CLASE 29


Del 1.1 al 1.53 - Todos los contenidos en el programa de módulo

(FINAL ACTIVITY: Presentación del profesor. Preparación de losgrupos)

CLASE 30

CRITERIOS DE EVALUACIÓN CONTENIDOSDel 1.1 al 1.53 - Todos los contenidos en el programa de módulo

(FINAL ACTIVITY: PRESENTACIÓN EN GRUPOS, EVALUACIÓNDE LA CUARTA ENAT. COEFICIENTE UNO)

CLASE 31 y 32


(Recuperación de calificaciones pendientes)




CLASE 33


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

CLASE 34


Del 1.1 al 1.53 - Todos los contenidos en el programa de módulo

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

CLASE 35 y 36


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

CLASE 37 y 38


Examen de Recalificación (Interrogación oral)

VII. MATERIALES COMPLEMENTARIOS

• Links:

http://dictionary.cambridge.org/ http://www.yourdictionary.com/

http://www.wordreference.com/



http://www.yourdictionary.com/







Documents

Cuaderno de Apuntes Inglés III 2013-1