Vicerrectoría Académica Cuaderno de Apuntes – 2012s0960859585f2831f.jimcontent.com/download/version/1414030497/mod… · Cuaderno de Apuntes – 2012 Cuaderno de Apuntes de uso

Vicerrectoría Académica Cuaderno de Apuntes – 2012

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I. IDENTIFICACIÓN NOMBRE DEL MÓDULO: INGLÉS II UNIDAD DE COMPETENCIA: Al finalizar el módulo los participantes serán capaces de:

Interactuar en un nivel básico del idioma inglés, en forma oral y escrita, produciendo mensajes simples de carácter comunicativo contextualizados en el presente y al pasado, desarrollando la capacidad para comprender temas concretos de su entorno y utilizar expresiones y frases básicas enfocadas a un tema específico.

DURACIÓN: 72 horas pedagógicas II. DESCRIPCIÓN POR ÁREA DE FORMACIÓN Y PRERREQUISITO ÁREA DE FORMACIÓN: básica común UBICACIÓN EN LA MALLA: depende de la carrera PRERREQUISITO: Inglés I III. UNIDADES DE APRENDIZAJE 1ª UNIDAD: Desarrollo de Habilidades Receptivas y Productivas DURACIÓN: 72 horas pedagógicas

Aprendizajes Esperados 1. Expresan gustos y preferencias de alimentos describiendo hábitos alimenticios propios y de terceros, aplicando tiempo verbal

presente simple, generando situaciones comunicativas escritas y orales simples. 2. Producen situaciones comunicativas escritas y orales simples acerca de actividades deportivas propias y de terceros, su práctica y

preferencias aplicando el tiempo verbal presente simple. 3. Producen situaciones comunicativas escritas y orales simples para describir talentos y habilidades propios y de terceros, mediante

la aplicación de estructuras lingüísticas que indican modalidad. 4. Solicitan y entregan información sobre planes a futuro personales y de terceros, aplicando estructuras con intención de futuro,

generando situaciones comunicativas escritas y orales elaboradas.

5. Describen problemas de salud comunes aplicando el tiempo verbal presente simple y entregan soluciones por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas.

6. Describen locales comerciales de su entorno inmediato, así como los productos que en ellos se venden, aplicando el tiempo verbal

presente simple, generando situaciones comunicativas escritas y orales elaboradas. 7. Solicitan y entregan direcciones e instrucciones para llegar a un lugar determinado, por medio de estructuras verbales específicas,

generando situaciones comunicativas escritas y orales elaboradas. 8. Producen situaciones comunicativas escritas y orales elaboradas para describir actividades realizadas en el pasado reciente,

aplicando el tiempo verbal pasado simple. 9. Solicitan y entregan información sobre su historia personal y de terceros, aplicando el tiempo verbal pasado simple, generando

situaciones comunicativas escritas y orales elaboradas.



10. Utilizan diversas expresiones referidas al contexto de una comunicación telefónica, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas.

11. Planifican actividades con terceros, generando diálogos para aceptar o rechazar una invitación, aplicando el tiempo verbal

correspondiente, generando situaciones comunicativas escritas y orales.

IV. ORIENTACIONES METODOLÓGICAS − Iniciar el proceso de enseñanza-aprendizaje a partir de los conocimientos previos de los estudiantes. Esto implica un diagnóstico. − Centrar la docencia en el aprendizaje de los estudiantes, más que en la enseñanza. El estudiante debe ser activo. − Situar y vincular permanentemente los aprendizajes, contenidos y actividades con el contexto social y laboral de los estudiantes y la

carrera que estudian. − Presentación, por parte del profesor, centrada en el estudiante de los diferentes contenidos temáticos, funcionales y gramaticales. − Los estudiantes desarrollan diferentes ejercicios de práctica orales y/o escritos. − Actividades de comprensión de lectura (actividades de pre-reading, while reading, y post-reading, aplicación de vocabulario extraído

del texto en contextos significativos, reforzamiento de ideas centrales del texto a través de actividades guiadas por el profesor, centradas en el alumno).

− Actividades de comprensión auditiva (actividades de pre-listening, while-listening, y post-listening). − Actividades de producción oral (actividades de pre-speaking, while-speaking, y post-speaking). − Actividades de producción escrita (actividades de pre-writing, while-writing, y post-writing). - Consolidación de conocimientos a través de diversos ejercicios guiados por el profesor, con el objetivo de esclarecer y reforzar contenidos V. EVALUACIÓN

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 se

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

VI. BIBLIOGRAFÍA - Richards, Jack : Interchange, Third Edition. Intro Student’s Book with Self-study Audio CD. Cambridge University Press. - Murphy, Raymond : Essential Grammar in Use, Third Edition, Cambridge University Press. - Diccionarios Inglés – Español : Oxford, Collins Cobuild, Longman, Cambridge. Material complementario obligatorio: Cuaderno de Apuntes Inglés II. AIEP



VII. CLASE A CLASE 1ª UNIDAD: DESARROLLO DE HABILIDADES RECEPTIVAS Y PRODUCTIVAS

CLASES 1, 2 Y 3

APRENDIZAJE ESPERADO 1. Expresan gustos y preferencias de alimentos describiendo hábitos alimenticios propios y de terceros, aplicando tiempo verbal presente simple, generando situaciones comunicativas escritas y orales simples.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.1. Nombra los diferentes grupos y alimentos de la pirámide

alimenticia de acuerdo a instrucciones. 1.2. Expresa de manera oral y/o escrita los alimentos que le

gustan y aquellos que no le gustan, aplicando el tiempo verbal presente simple.

1.3. Produce textos escritos y/o situaciones orales simples para consultar sobre los alimentos que tiene y que necesita comprar, aplicando el tiempo verbal presente simple y usando las estructuras apropiadas para nombrar cosas e indicar una cantidad no exacta.

1.4. Describe de manera oral y/o escrita hábitos alimenticios propios y de terceros, aplicando el tiempo verbal presente simple y usando estructuras lingüísticas para modificar sentido de las ideas en términos de frecuencia.

- La pirámide alimenticia: grupos y alimentos que la conforman - Uso de Some / Any y sustantivos contables y no contables - Uso de adverbios de frecuencia: always / usually / often /

sometimes / hardly ever / never - Tiempo verbal presente simple

FOOD PYRAMID

There are six groups in the food pyramid:

Fat, oil and and sugar

Meat and other protein

Dairy

Fruit Vegetables

Grains



EXERCISES

I. Write the names of the foods. Fruit ______________________ ______________________ ______________________ Vegetables ______________________ ______________________ ______________________ Grains ______________________ ______________________ ______________________ Fat, oil, and sugar ______________________ ______________________ ______________________



Dairy ______________________ ______________________ ______________________ Meat and other protein ______________________ ______________________ ______________________

Give three examples of each group (different from the previous exercises).

Fat, oil and sugar Meat and other protein Dairy Fruit Vegetables Grains

II. Work in pairs. Write about foods you like and foods you don’t like __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________



COUNTABLE AND UNCOUNTABLE NOUNS

A. COUNTABLE NOUNS

Countable nouns are things we can count. Example: one pear two pears three pears

Countable nouns can be singular or plural.

Examples:

Singular Plural An apple I’m eating an apple.

Apples Apples are delicious.

(Specific) (General)

B. UNCOUNTABLE NOUNS

Uncountable nouns are concepts, materials, substances, etc. that are not individual objects, so we can not count them. Uncountable nouns are always singular.

Examples: Jelly I’m eating jelly. (Specific) Jelly is my favorite dessert. (General) Chicken I’m eating chicken. (Specific) Chicken is delicious. (General)



EXERCISES

I. Make two lists of food with countable and uncountable nouns.

Countable Uncountable ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

SOME / ANY

The words some and any are used for countable and uncountable nouns. In general, we use some in affirmative sentences. On the

other hand, we use any in negative sentences or questions. Examples:

- Do we need any bread for breakfast?

Yes, let’s get some. No, we don’t need any.

- Do we need any oranges for the fruit salad?

Yes, we need some. No, I don’t want any oranges in the salad.

EXERCISES

I. Complete this conversation with some or any. Then practice with a partner. A: Let’s make hamburgers! B: But we have to go to the supermarket first. A: OK. What do we need then? B: Well, let’s see. We need __________ hamburger meat and __________ bread. A: Do we have __________ mayonnaise? B: Yes, we have __________. But we don’t have __________ ketchup. And we need to buy __________ lettuce and __________ tomatoes. A: We should buy __________ onions, too. B: No, I don’t like onions! I don’t want __________ onions in my hamburger.



A: OK. Let’s buy __________ cheese instead. A: What do we need for the party? B: Hmm… I think we need __________ potato chips and __________ soda. A: Do we have __________ crackers? B: Yes, we have __________. But we don’t have __________ cheese. A: And we need __________ cookies, too. B: OK. Do we need __________ juice? A: Yes, we don’t have __________.

II. List the ingredients you need to make these different dishes. Then practice with your partner.

1. Pizza __________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. A potato salad

__________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Lasagna

__________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Mashed potatoes

__________________________________________________________________________________________________________________________________________________________________________________________________________________________

COMMON MEALS

□ Breakfast: It is the first meal of the day. □ Lunch: It is the midday meal. □ Dinner: It is the meal we usually eat in the evening.

What time do you usually have breakfast? _______________________________________________________________________ What do you usually have for breakfast? ________________________________________________________________________ What time do you usually have lunch? __________________________________________________________________________ What do you usually have for lunch? ___________________________________________________________________________



ADVERBS OF FREQUENCY 0% 100% Never Hardly ever Sometimes (*) Often Usually Always

These words describe the frequency that something happens.

Adverbs of frequency go before the verb.

Examples:

- Daniel never eats fish. - Susan usually has ice cream for dessert. - I hardly ever eat vegetables.

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

- Sometimes I have lunch at work. - Sometimes I have coffee for breakfast.

EXERCISES

I. Rewrite the sentences putting the adverbs in the correct places.

1. I eat potato chips. (often) __________________________________________________

2. My dad cooks dinner. (hardly ever) __________________________________________________

3. I have toast for breakfast. (always) __________________________________________________

4. We eat at a restaurant. (usually) __________________________________________________



5. I take sugar in my coffee. (never) __________________________________________________

6. My mom makes delicious desserts. (sometimes) __________________________________________________

II. Answer these questions. Give complete information. Then practice with a partner.

1. Do you ever eat eggs for breakfast? ________________________________________________________________ 2. What is something you never have for dinner? ________________________________________________________________ 3. What do you usually drink at lunch? ________________________________________________________________ 4. Do you usually drink coffee in the morning? ________________________________________________________________ 5. What time do you usually have lunch? ________________________________________________________________ 6. Do you ever have lunch at a restaurant on weekdays? ________________________________________________________________



CLASE 4

APRENDIZAJE ESPERADO 2. Producen situaciones comunicativas escritas y orales simples acerca de actividades deportivas propias y de terceros, su práctica y preferencias aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.6. Nombra diferentes deportes y actividades que se realizan al aire libre, de acuerdo a instrucciones. 1.7. Expresa de manera escrita oral y/o escrita preferencias deportivas simples, propias y de terceros, aplicando el tiempo verbal presente simple. 1.8. Produce textos escritos y/o situaciones orales simples para consultar y entregar información sobre los deportes que realizan, preferencias y su práctica tanto de ellos mismo y de terceros, aplicando el tiempo verbal presente simple.

- Deportes y actividades al aire libre - Uso de los verbos play / go + deportes - Preguntas que comienzan con Wh: What / Who / Where / How

often / When / What time - Tiempo verbal presente simple

SPORTS

What sports are popular in your country?

soccer – tennis – golf – basketball – volleyball – baseball – hockey – bike-riding – ice-skating – swimming – skiing – hiking



Depending on the sport, we use the verbs play or go.

We use play with ball sports or competitive games when one team plays against other. We use go with sports that end –ing. People go somewhere to do something

Examples:

- They play soccer and go bike riding. - My friends and I usually play baseball on weekends. - My children always go swimming.

SIMPLE PRESENT WH- QUESTIONS

What…? → Questions about things, objects, etc. When…? → Questions about days, months, years, seasons Where…? → Questions about places What time…? → Questions about time Who…? → Questions about people How often…? → Questions about frequency

Examples: What sports do Chilean people play? They play soccer and go bike riding. When does Carol play volleyball? She usually plays on weekends. Where do you and your friends play soccer? We play in the park near school. What time does Pablo go running? He usually goes running early in the morning. Who do Luisa and Kate usually play soccer with? They usually play with their friends. How often do you play soccer? I play once a week.*

Once a week = Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday Twice a week = Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday Three times a week = Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday Every day = Monday – Tuesday – Wednesday – Thursday – Friday – Saturday – Sunday



EXERCISES

I. Complete these sentences with play or go.

1. I usually ________________ rugby. 2. My sister sometimes _______________ horse riding at the beach. 3. Carla ________________ hockey at school. 4. Sometimes I_________________ table tennis with my friends. 5. My friends and I often __________________ running. 6. I always __________________ soccer at the university.

II. Complete these conversations. Use your own information. Then practice with a partner. 1. A: Do you like sports?

B: ___________________________________ 2. A: What sports do you watch on TV?

B: ___________________________________ 3. A: Who do you play sports with?

B: ___________________________________

III. Circle the correct alternative. 1. A: ___________________________________ B: I play tennis and I go swimming.

a) Who do you play sports with? b) What time do you play sports? c) What sports do you play? d) Where do you play sports?

2. A: ___________________________________ B: I play twice a week.

a) What time do you play golf? b) How often do you play golf? c) Where do you play golf? d) When do you play golf?



3. A: ___________________________________ B: I play with some friends.

a) When do you play basketball? b) Who do you play basketball with? c) Where do you play basketball? d) What time do you play basketball?

4. A: ___________________________________ B: On Saturdays.

a) When do you go swimming? b) Where do you go swimming? c) Who do you go swimming with? d) What do you think of swimming?

5. A: ___________________________________ B: We play in the park.

a) Who do you play soccer with? b) What time do you play soccer? c) When do you play soccer? d) Where do you play soccer?

CLASE 5

APRENDIZAJE ESPERADO 3. Producen situaciones comunicativas escritas y orales simples para describir talentos y habilidades propios y de terceros, mediante la aplicación de estructuras lingüísticas que indican modalidad.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.10. Nombra actividades que son consideradas talentos y habilidades de acuerdo a instrucciones. 1.11. Describe de manera oral y/o escrita simple talentos y habilidades propias y de terceros, utilizando un verbo modal específico en afirmativo y negativo según corresponda. 1.12. Produce textos escritos y/o situaciones orales simples para consultar y entregar información sobre habilidades y talentos propios y de terceros, aplicando el tiempo verbal presente simple y utilizando un verbo modal específico en afirmativo y negativo según corresponda.

- Talentos y habilidades (musicales o artísticas, atléticas, técnicas o mecánicas, entre otras)

- Uso del verbo modal can para expresar habilidad.

CAN FOR ABILITY

We use can to express an ability to do something.

A. AFFIRMATIVE SENTENCES

The person has the ability to do a particular activity.

Examples:

- She can play the guitar. - They can speak French.



B. NEGATIVE SENTENCES

The person doesn’t have the ability to do a particular activity.

Examples: can + not = can’t

- He can’t draw very well. - I can’t drive a car.

C. INTERROGATIVE SENTENCES

We want to know if the person has or doesn’t have the ability to do a particular activity.

Examples:

- Can you use a computer? - Can she dance tango?

What about you? What can you do?

EXERCISES

I. Classify these talents or abilities into the four categories in the chart.

do aerobics – dance salsa – fix a computer – make desserts – play cards – play guitar – write software – climb a mountain – write poetry – assemble a bicycle – speak a foreign language – play basketball

Musical or artistic Technical or mechanical Athletic Other

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

II. Look at the pictures. Write sentences about these people’s abilities using can or can’t. Then, practice with a partner. 1. ____________________________________________



2. ____________________________________________ 3. ____________________________________________ 4. ____________________________________________

III. Answer these questions. Give short answers. Then practice with a partner. 1. Can you speak English? _______________________ 2. Can you speak Spanish? _______________________ 3. Can you ride a bike? _______________________ 4. Can you play any musical instruments? _______________________ 5. Can you sing? _______________________ 6. Can you write poetry? _______________________ 7. Can you type very fast? _______________________ 8. Can you play Sudoku? _______________________



CLASES 6, 7 Y 8

APRENDIZAJE ESPERADO 4. Solicitan y entregan información sobre planes a futuro personales y de terceros, aplicando estructuras con intención de futuro, generando situaciones comunicativas escritas y orales elaboradas.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.14. Expresa de manera escrita y/o oral las fechas exactas de diferentes celebraciones y feriados, mediante el uso correcto de los números ordinales y meses del año, aplicando el tiempo verbal presente simple. 1.15. Describe sus planes futuros, utilizando expresiones de tiempo apropiadas y aplicando la estructura be + going to con intención de futuro. 1.16. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre planes futuros, utilizando expresiones de tiempo apropiadas y aplicando la estructura be + going to con intención de futuro.

- Fechas: meses del año y números ordinales - Cumpleaños, celebraciones y feriados - Uso de la estructura Be going to con intención de futuro - Expresiones de tiempo para expresar futuro: tomorrow / tonight /

next week / next month, entre otras

DATES

MONTHS ORDINAL NUMBERS

January February March April May June July August September October November December

1st first 2nd second 3rd third 4th fourth 5th fifth 6th sixth 7th seventh 8th eighth 9th ninth

10th tenth

11th eleventh 12th twelfth 13th thirteenth 14th fourteenth

15th fifteenth 16th sixteenth 17th seventeenth 18th eighteenth 19th nineteenth

20th twentieth

21st twenty-first 22nd twenty-second 23rd twenty-third 24th twenty-fourth

25th twenty-fifth 26th twenty-sixth 27th twenty-seventh 28th twenty-eighth 29th twenty-ninth

30th thirtieth 31st thirty-first

*When we write dates the month goes first and then the ordinal number. Examples: 07/31→ July thirty-first 12/05→ December fifth A: When’s your birthday? B: It’s (on) June twenty-fourth.



EXERCISES

I. Write these dates. Then practice with a partner. 1. 02 / 14 ______________________________________________ 2. 10 / 06 ______________________________________________ 3. 08 / 15 ______________________________________________ 4. 04 / 22 ______________________________________________ 5. 03 / 29 ______________________________________________ 6. 11 / 30 ______________________________________________ 7. 09 / 03 ______________________________________________ 8. 01 / 11 ______________________________________________

II. When are these people’s birthdays? Write sentences as in the example.

1. Carolina Urrejola’s birthday is on May eighth_____________________.

05/08

2. _________________________________________________________

08/04

3. _________________________________________________________

04/28



4. ________________________________________________________

02/19

5. _________________________________________________________ 05/05

THE FUTURE WITH BE GOING TO

We use the structure BE GOING TO + VERB to talk about future plans. Examples:

- He is going to work this weekend. (He plans to work this weekend) - They are going to see a movie tonight. (They plan to see a movie tonight)

AFFIRMATIVE SENTENCE: Alice is going to cook dinner. NEGATIVE SENTENCE: She’s not going to have dinner in a restaurant. INTERROGATIVE SENTENCE: Is she going to have dinner with her family?

Yes, she is. No, she’s not.



EXERCISES

I. Look at the pictures. What are these people going to do next year?

1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________



II. Look at Ann’s calendar. Write sentences about her plans as in the example. 1. On June first, she’s going to go to the dentist.___________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________ 4. _______________________________________________________________________ 5. _______________________________________________________________________ 6. _______________________________________________________________________

POPULAR HOLIDAYS AND CELEBRATIONS

HOLIDAYS & CELEBRATIONS DATES New Year’s Day January 01st

Valentine’s Day February 14th

Labor Day

May 01st

Chilean National Holiday

September 18th

Columbus Day

October 12th

Halloween

October 31st

Christmas December 25th

What’s your favorite holiday? How do you celebrate it?



WH- QUESTIONS WITH BE GOING TO

Remember that questions starting with a Wh- word need specific information. Examples: A: What are you going to do next vacation? B: I’m going to travel. A: Where are you going to go? B: I’m going to go to Brazil. A: Who’s going to go with you? B: My girlfriend is going to go with me. A: How are you going to get there? B: We’re going to go by plane.

These time expressions are always related to moments in the FUTURE:

- Tomorrow - Tonight - Next week - Next month - Next year - Next class - Next semester

EXERCISES

I. Create questions, using be going to and the following elements:

1. what / you / cook / tomorrow? _____________________________________________________________

2. who / you / celebrate / your birthday / with? _____________________________________________________________

3. when / your grandparents / visit you again? _____________________________________________________________

4. how / you / go to the institute / tomorrow? _____________________________________________________________

5. what time / your classes / start / tomorrow morning? _____________________________________________________________

6. where / you and your friends / celebrate your birthday? _____________________________________________________________

7. who / your mom / invite to her birthday dinner? _____________________________________________________________



II. Answer these questions. Give complete information. Then practice with a partner.

1. What do you usually do to celebrate Christmas? _____________________________________________________________

2. When’s Mother’s day? _____________________________________________________________

3. What holiday is in May? _____________________________________________________________

4. Who do you usually celebrate your birthday with? _____________________________________________________________

III. Look at the activities in parentheses. Are you going to do these activities tomorrow? Answer as in the example.

1. (go to the movies) _I’m not going to go to the movies tomorrow.________________________________ 2. (study for a test) _____________________________________________________________________ 3. (visit your friends) ____________________________________________________________________ 4. (play sports) ________________________________________________________________________ 5. (have lunch at AIEP) __________________________________________________________________ 6. (make your bed) _____________________________________________________________________ 7. (go to the gym) ______________________________________________________________________

IV. Read these situations. Imagine what you are going to do in each case. Write sentences as in the example. 1. Your favorite band comes to Chile. __I’m going to save money for the tickets.______________________ 2. It’s your best friend’s birthday. ___________________________________________________________ 3. You have a difficult test tomorrow. ________________________________________________________ 4. It’s Sunday morning. ___________________________________________________________________ 5. You’re hungry and you can’t cook. ________________________________________________________

V. Answer these questions. Give complete information. Then practice with a partner.

1. What are you going to do next weekend?

______________________________________________________________

2. Where are you going to go next vacation?

______________________________________________________________

3. Are you going to visit your friends this weekend?

______________________________________________________________



4. Is your mother going to cook dinner for you this evening?

______________________________________________________________ CLASE 9 APRENDIZAJE ESPERADO Del 1 al 4

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 1.16 - Todos los relacionados con los aprendizajes esperados del 1 al 4

(Repaso para la Primera ENAT)

EXERCISES

I. Circle the correct alternatives.

1. What is your favorite fruit?

a) I like beans. b) I love strawberries. c) I really like butter. d) I like noodles.

2. What do you need to make your favorite salad?

a) I need any tomatoes and garlic. b) I don’t need some celery. c) I need some celery and some tomatoes. d) I need some ice cream and some candy.

3. Do you ever eat soda? a) Yes, I drink soda for lunch usually. b) No, never I drink soda. c) Yes, I drink often soda. d) No, I usually drink juice.

4. What time do you usually have breakfast?

a) I usually have lunch at two in the afternoon. b) I usually have lunch at eight in the evening. c) I usually have lunch at ten at night. d) I usually have lunch at seven in the morning.

II. Create appropriate questions for these answers. Then practice with a partner.

1. A: ______________________________________________________________? B: We play on weekends. 2. A: _____________________________________________________________? B: I go running three times a week. 3. A: ______________________________________________________________? B: I study English with two classmates. 4. A: ______________________________________________________________?

B: I play basketball and I go swimming. 5. A: _______________________________________________________________?

B: I do aerobics at the gym.



III. Complete the sentences with can or can’t. 1. Jennifer is a great dancer. She __________ dance salsa very well. 2. I really love music, but I __________ play any instruments. 3. My mother is a great chef. She __________ prepare delicious dishes. 4. Paul is the new champion. He __________ play soccer really well. 5. I love poems, but I __________ write poetry at all.

6. My little brother has a new bike, but he __________ ride it.

IV. Write these dates.

1. 09/11 _____________________________________ 2. 12/30 _____________________________________ 3. 01/16 _____________________________________ 4. 10/15 _____________________________________ 5. 05/10 _____________________________________ 6. 07/20 _____________________________________ 7. 08/23 _____________________________________ 8. 04/18 _____________________________________

V. Read this paragraph about Barbara’s plans for next vacation and answer the questions.

Hi, everyone. Next February I’m going to travel to Buzios, Brazil, with my

husband Sam and my son Justin. We are going to stay at a beautiful hotel near the beach. My son and my husband love sports, so they’re going to go windsurfing and play beach volley. I like sports, too, but I prefer dancing so I’m going to take samba lessons. I think this vacation is going to be great!

1. Where is Barbara going to spend her vacation? _______________________________________________________________________________ 2. Who is she going to go on vacation with? _______________________________________________________________________________ 3. Are they going to travel to Brazil in January? _______________________________________________________________________________ 4. What are Sam and Justin going to do in Brazil? _______________________________________________________________________________ 5. Is Barbara going to go shopping in Brazil? _______________________________________________________________________________



CLASE 10 APRENDIZAJE ESPERADO Del 1 al 4


(FIRST QUIZ: PRIMERA ENAT. COEFICIENTE UNO.)

CLASES 11 Y 12

APRENDIZAJE ESPERADO 5. Describen problemas de salud comunes aplicando el tiempo verbal presente simple y entregan soluciones por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.18. Nombra las partes del cuerpo, problemas de salud y medicamentos comunes de acuerdo a instrucciones. 1.19. Produce textos escritos y/o situaciones orales elaboradas para consultar y entregar información sobre el estado de salud propio y de terceros, aplicando el tiempo verbal presente simple. 1.20. Produce textos escritos y/o situaciones orales elaboradas para dar consejos, ideas o sugerencias para resolver o aliviar diferentes problemas de salud, aplicando el modo verbal imperativo.

- Partes del cuerpo - Problemas de salud: headache / stomachache / sore eyes /

backache / sore throat, entre otros - Uso de los verbos Have y Feel en el contexto de problemas de

salud - Uso de adjetivos que expresan estados de ánimo y de salud:

sick / awful / terrible / miserable / fine / great / terrific / fantastic - Medicamentos comunes: antacid / cold pills / eye drops / cough

syrup / muscle cream / aspirin - Expresiones para demostrar empatía: That’s good / I’m glad to

hear that / That’s too bad / I’m sorry to hear that - Uso del modo Imperativo para dar consejos y sugerencias.

PARTS OF THE BODY

Label the parts of the body.



COMMON HEALTH PROBLEMS

Some common health problems are the following:

- A backache - An earache - A headache - A stomachache - A toothache - A cold - A cough - A fever - A sore throat - Sore eyes - The flu When we talk about specific health problems, we usually use the verb have. Remember to use has with he or she

Examples:

- I have a stomachache. - Franco has a cough. - I have the flu. - Carmen has a sore throat.



When we want to describe the way we feel, we usually use adjectives (characteristics) that can be positive or negative:

POSITIVE NEGATIVE Fine Well Great Terrific Fantastic Happy

Sick Awful Terrible Miserable Sad Bad

Examples:

- I feel great! - I feel sick. - I don’t feel well.

We use the questions “What’s the matter?” and “What’s wrong?” when we notice that another person has a problem. When we want to know how the other person feels, we can use the questions “How do you feel?” or “How are you?”

Examples: A: How are you today? B: I’m not so good. A: Why? What’s the matter? B: I have a sore throat.

There are some expressions that we can use to show that we understand and care about the other person’s problems: - That’s too bad. - I’m sorry to hear that. - That’s good. - I’m glad to hear that. - I hope you feel better soon.

Examples: A: How do you feel? B: I don’t feel well. A: Why? What’s wrong? B: I have the flu. A: Oh, I’m sorry to hear that.



EXERCISES

I. Look at the pictures. What’s wrong with these people? Give complete information.

1. ____________________________________________________ 2. ____________________________________________________ 3. ____________________________________________________ 4. ____________________________________________________ 5. ____________________________________________________



II. Choose sentences from the box to express these ideas in a different way.

- I miss my family. - I don’t feel happy. - What’s wrong? - I’m sorry to hear that. - My head feels terrible.

6. What’s the matter? ____________________________________________________________ 7. I’m homesick. ________________________________________________________________ 8. I have a headache. ____________________________________________________________ 9. I feel sad. ___________________________________________________________________ 10. That’s too bad. _______________________________________________________________

COMMON MEDICATIONS Antacid Aspirin Eye drops Cough drops Cough Syrup

Cold pills Muscle Cream

IMPERATIVES

When we want to give instructions or pieces of advice, or tell another person what to do, we use imperatives. Imperatives can be

affirmative or negative.

Rest in bed. Don’t go to work today. Take one pill every night. Don’t drink coffee.



Examples: A: I have the flu. B: Rest in bed. And drink lots of orange juice. A: I can’t sleep at night. B: Don’t drink coffee. Drink warm milk and listen to relaxing music.

EXERCISES

I. Write two or more pieces of advice for each problem. 1. I have a cold. _______________________________________________________________________________

2. I have sore eyes. _______________________________________________________________________________

3. I have a terrible headache. _______________________________________________________________________________

4. I’m homesick. ________________________________________________________________________________

5. My job is very stressful. ________________________________________________________________________________

6. I can’t lose weight. ________________________________________________________________________________

II. Complete these sentences with the appropriate medication. Then practice with a partner. 1. I have a terrible backache. I’m going to buy some _______________________________. 2. I have a headache. I’m going to take some ____________________________________. 3. My eyes are very tired. I need some __________________________________________. 4. I have an awful stomachache. I’m going to take some ____________________________. 5. I have a terrible cold. I’m going to take some ___________________________________. 6. Your cough sounds terrible. You need some ___________________________________.

CLASE 13

APRENDIZAJE ESPERADO 6. Describen locales comerciales de su entorno inmediato, así como los productos que en ellos se venden, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.22. Indica de manera oral y/o escrita tipos de tiendas y lugares de una ciudad, como los productos que se pueden adquirir en ellos y los servicios que prestan, aplicando el tiempo verbal presente simple. 1.23. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre los lugares en donde pueden adquirir diferentes productos, aplicando el tiempo verbal presente simple.

- Tiendas y lugares de una ciudad: department store / bank / drugstore / gas station / post office / bookstore, entre otros

- Productos y servicios según tienda o lugar: clothes / money / medicines / gas / stamps / books, entre otros



PLACES AND STORES IN A CITY

BOOKSTORE DEPARTMENT STORE

GAS STATION DRUGSTORE

RESTAURANT BANK



POST OFFICE SUPERMARKET

EXERCISES

I. Answer these questions. Give complete answers.

1. Where can I buy some aspirin?

You can buy aspirin at a drugstore________________________.

2. Where can I buy a cup of coffee? ___________________________________________________ 3. Where can I deposit a check? __________________________________________________ 4. Where can I buy some milk? ___________________________________________________

II. Complete these sentences with appropriate places.

1. You can buy a good English/Spanish dictionary in a____________________________________ 2. I can buy some gasoline for my car in a _____________________________________________ 3. You can buy a pair of jeans in a ___________________________________________________ 4. I can mail a letter in a ___________________________________________________________



CLASES 14 Y 15

APRENDIZAJE ESPERADO 7. Solicitan y entregan direcciones e instrucciones para llegar a un lugar determinado, por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.25. Indica de manera oral y/o escrita elaborada la ubicación específica de diversos lugares, aplicando tiempo verbal presente simple y utilizando estructuras apropiadas para indicar posición espacial. 1.26. Produce textos escritos y/o situaciones orales elaboradas para consultar y entregar información sobre la ubicación de diversos lugares existentes en una ciudad y como llegar a los mismos aplicando el tiempo verbal presente simple. 1.27. Entrega direcciones e instrucciones de manera oral y/o escrita elaborada para llegar a un lugar específico, teniendo mapas como referencia, aplicando modo verbal imperativo.

- Principales atracciones turísticas a nivel mundial - Uso de preposiciones de lugar para entregar ubicación

específica de lugares de una ciudad: on / on the corner of / across from / next to / between

- Estructuras para pedir direcciones: How do I get to…? / How can I get to…?

- Expresiones para entregar direcciones: walk up / walk down / go up / go down / turn right on / turn left on

- Uso del modo Imperativo para dar

PREPOSITIONS OF PLACE The bank is on West Street. The bank is on the corner of West Street and First Avenue. The bank is next to the café. The bank is across from the hotel. The café is between the Post Office and the Bank.



EXERCISES

I. Look at the map and complete these sentences with the correct prepositions. 1. The Mexican Restaurant is _______________ River Street.

2. The Italian restaurant is ________________ the gym, ____________________ St. Lukes Hospital.

3. The Department store is ________________Appleton Street, ____________________Third and Fourth Avenues.

4. The gas station is ___________________ Third Avenue and River St., ____________________ the movie theater.

II. What places are these? Read these sentences and try to guess the places. 1. It’s on Appleton Street, across from the library. It’s next to the book store. ___________________________________________

2. It’s on Second Avenue, between River and Appleton Streets. ___________________________________________

3. It’s on River Street, next to the gas station. ___________________________________________

4. It’s next to the drugstore, on the corner of River Street and Fourth Avenue. ___________________________________________

POPULAR TOURIST ATTRACTIONS

What are some popular tourist attractions in Chile? __________________________________________________________________

What is your favorite tourist attraction in your city? __________________________________________________________________

Where is it? __________________________________________________________________



GIVING DIRECTIONS How do I get to the Bank? 1. Walk up / Go up Second Avenue. 2. Turn right on Post Street. 3. The Bank is on the right. 1. 2. 3.

How do I get to the café? 1. Walk down / Go down Second Avenue. 2. Turn left on Madison Street. 3. The café is on the right. 1. 2. 3.



EXERCISES

I. Look at the map. Tina and Liam need directions to get to the Italian Restaurant and the City Bank. Can you help them?

Tina: “How can I get to the Italian Restaurant? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Liam: “How can I get to the City Bank? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________





(Repaso para la Segunda ENAT)

EXERCISES

I. Complete the conversations with the correct Wh- Word. Use what, who, when, where, what time, how.

1. A: _________________do you usually have lunch? 4. A: _________________ are you going to do next holiday? B: I usually have lunch at two. B: I think I’m going to sleep a lot. 2. A: _________________ do you usually go swimming? 5. A: _________________ are you going to go home today? B: I go swimming every summer. B: I’m going to drive my car. 3. A: _________________ do you play golf with? 6. A: _________________ are you going to go next vacation? B: I play with my dad. B: I’m going to go to my parents’ house in Chillan.

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

A B 1. Can you play guitar? 2. Can Elisa cook? 3. Can Richard drive a car? 4. Can you use a computer? 5. Can you speak a foreign language? 6. Can Erik and Sonia write? 7. Can Kate dance? 8. Can David draw?

_______ No, he can’t. He always takes the bus. _______ Yes, he can. His portraits are wonderful. _______ No, she can’t. Her coordination is terrible. _______ No, I can’t, but I can sing. _______ Yes, I can. I’m a computer engineer. _______ Yes, she can. Her pasta is delicious. _______ No, they can’t. They are only two years old. _______ Yes, I can. I speak English and French.



III. Complete the conversations with an appropriate imperative form. Then practice with a partner.

1. A: I have an earache. B: ________________ to the doctor. 2. A: I have a fever. B: _______________ in bed. 3. A: I have a sore throat. B: _______________ some lemonade with honey. 4. A: I can’t sleep at night. B: _______________coffee at night. 5. A: I can’t lose weight. B: _______________ bread and _____________ exercise. 6. A: I have the flu. B: ______________ go outside and _____________a lot of water.

IV. Look at Patricio’s calendar and answer true (T) or false (F). If the sentence is false, give the correct information.



1. _________On July fifth Patricio is going to celebrate his birthday. ______________________________________________________________________________________________ 2. _________ On July eighteenth, Patricio is going to have dinner with Lisa’s parents. ______________________________________________________________________________________________ 3. _________ On July twenty-seventh Patricio and Lisa are going to travel to San Pedro. ______________________________________________________________________________________________ 4. _________ Patricio’s birthday is on July second. ______________________________________________________________________________________________

V. Complete the chart with the correct information.

PROBLEMS SOLUTIONS / ADVICE

I have a terrible headache.

I can’t sleep at night.

Drink some herbal tea and don’t eat any heavy foods today.

Take two aspirins and go to the dentist.

I’m homesick.

Use some muscle cream and don’t do exercise today.

Buy some medicine. Go to bed and don’t go to work tomorrow.

I have sore eyes.



VI. Look at the map and answer the questions.

1. Where is Macy’s Department Store? _________________________________________________________________________________________________________ 2. How can Alice get to the Hospital? _________________________________________________________________________________________________________ 3. Where is the gas station? _________________________________________________________________________________________________________ 4. How can Jim get to the Barber Shop? _________________________________________________________________________________________________________





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

CLASES 18 Y 19

APRENDIZAJE ESPERADO 8. Producen situaciones comunicativas escritas y orales elaboradas para describir actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.29. Nombra diferentes actividades que se realizan en el tiempo libre, de acuerdo a instrucciones. 1.30. Identifica el uso de los verbos regulares e irregulares para describir situaciones ocurridas en el pasado reciente. 1.31. Describe de manera oral y/o escrita actividades que ha realizado y no ha realizado en el pasado reciente, aplicando el tiempo verbal pasado simple. 1.32. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple.

- Actividades que se realizan en el tiempo libre: watch TV / exercise / do the laundry / stay home / see a movie / have fun, entre otras

- Tiempo verbal pasado simple - Verbos regulares e irregulares

COMMON HOUSEHOLD ACTIVITIES

CLEAN THE HOUSE DUST DO THE LAUNDRY



SIMPLE PAST STATEMENTS AND REGULAR VERBS When we talk about past activities, we use the simple past tense and the auxiliary DID. Regular verbs usually end with –ed. Look at the spelling cases. AFFIRMATIVE PAST TENSE NEGATIVE PAST TENSE SPELLING

I studied English in Friday

You watched TV on Saturday night.

He stayed home on Saturday afternoon.

We visited our mother

She shopped for groceries.

They exercised on Sunday morning.

I didn’t study Mathematics.

You didn’t watch TV on Sunday.

He didn’t stay home on Sunday.

We didn’t visit any friends.

She didn’t shop for clothes.

They didn’t exercise on Sunday afternoon.

WATCH – WATCHED

EXERCISE – EXERCISED STUDY – STUDIED

STAY – STAYED SHOP – SHOPPED

These time expressions are always related to moments in the PAST:

- Yesterday - Last night - Last weekend - Last month - Last year - Last summer

EXERCISES

I. What did Adam do last weekend? Complete the sentences in the paragraph with the correct verb forms.

On Friday evening my friend Sarah ______________ (visit) me and I ______________ (cook) beef and pasta. Sarah ______________ (love) the Spaghetti, but she ______________ (not like) the beef. On Saturday morning I ______________ (clean) my house and ______________ (shop) for groceries. In the afternoon I ______________ (call) my friend Josh and ______________ (invite) him to the gym, but he ______________ (not want) to exercise. At night, I ____________________ (watch) a movie on TV, but I _______________ (not like) it. On Sunday, I __________________ (listen) to music and __________________ (study) English.

II. Look at the pictures. What did these people do last weekend?

1. ____________________________________________________________



2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. _____________________________________________________________



IRREGULAR SIMPLE PAST VERBS

Notice the irregular simple past forms.

EXERCISES

I. Complete the chart with the past tense forms. PRESENT PAST PRESENT PAST

BUY _____BOUGHT_______________

COME ____________________________

DRINK ____________________________

EAT ____________________________

FEEL ____________________________

GET UP ____________________________

SIT ____________________________

DO ____________________________

GO ____________________________

HAVE ____________________________

MEET ____________________________

READ ____________________________

SEE ____________________________

SLEEP ____________________________

TAKE ____________________________

WEAR ____________________________



II. Complete these sentences with the correct irregular verbs. Don’t repeat verbs.

1. Last Saturday I _________________ my friend Carol and we _________________ lunch together.

2. Last week I __________________ to a party and I ____________________ a great time.

3. Last Sunday some friends _________________ to my house and we ___________________ some beers.

4. Last Friday I __________________ at nine in the morning and I ____________________ my favorite book.

5. Yesterday I ___________________ a beautiful dress at a store and I ___________________ it last night at a party!

6. Last night I __________________ my homework and then I ____________________ my favorite movie.

SIMPLE PAST YES/NO QUESTIONS

SIMPLE PAST YES/NO QUESTIONS

Did you go out this weekend? Yes, I did. I went to an Italian restaurant.

Did you have pizza? No, I didn’t. I had lasagna.

EXERCISES

I. Complete these conversations with the correct verb forms.

1. A: _Did_ you have_ (have) a good weekend?

B: Yes, I _did_. I _had_ (have) a great time with my friends.

2. A: __________ you __________ (go) shopping this weekend?

B: No, I ___________. I ___________ (stay) home and I _____________ (see) a movie.

3. A: __________ you ___________ (get up) late last Saturday? B: Yes, I ____________. I _______________ (get up) at noon. 4. A: __________ you ___________ (meet) any friends last weekend? B: No, I _____________, but I _____________ (meet) my sister Laurie and we ______________(have) a cup of coffee.

II. Answer these questions using the information in parentheses.

1. Did you read the newspaper this morning? Yes, I did. I read the Washington Post._______________________________________________ (the Washington Post) 2. Did you cook at home yesterday? ______________________________________________________________________________ (Chinese restaurant)



3. Did you talk on the phone last weekend? ______________________________________________________________________________ (my friend Jessica) 4. Did you see any good movies last vacation? _______________________________________________________________________________ (my favorite movie) 5. Did you buy any groceries last Saturday? _______________________________________________________________________________ (a new bag) 6. Did you see any friends last weekend? ________________________________________________________________________________ (my best friend Samuel)

CLASES 20, 21 Y 22

APRENDIZAJE ESPERADO 9. Solicitan y entregan información sobre su historia personal y de terceros, aplicando el tiempo verbal pasado simple, generando situaciones comunicativas escritas y orales elaboradas.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.34. Pronuncia la conformación numérica de un año determinado. 1.35. Describe en forma oral y/o escrita información de su historial personal y de terceros, aplicando tiempo verbal pasado simple. 1.36. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre la historia personal de terceros, aplicando el tiempo verbal pasado simple.

- Información bibliográfica básica: fecha y lugar de nacimiento, primer día de clases, entre otros

- Pronunciación de años - Tiempo verbal pasado simple, verbo Be

BIOGRAPHICAL INFORMATION



YEARS 1985 = nineteen eighty-five 19= nineteen, 85 = eighty-five

1970 = nineteen seventy.

1908 = nineteen oh eight.

2009 = two thousand and nine.

PAST OF BE: WAS – WERE

PRESENT PAST I’m a student. You’re twenty years old now He’s at high school now. We’re in Chile now They’re doctors.

I was a student. You were eighteen years old. He was at primary school in 2006 We were in Argentina in 2005. They were students.

STATEMENTS WITH THE PAST OF BE + BORN I was born in Japan.

You were pretty young.

He was eighteen.

We were born the same year.

They were in Japan in 1998.

I wasn’t born in Canada.

You weren’t very old.

He wasn’t in college.

We weren’t born in the same month.

They weren’t in Canada in 1998.

wasn’t = was not weren’t = were not

EXERCISES

I. Change these sentences into past tense. Then practice with a partner.

1. I’m at home. I was at home ______________________________________________ 2. Erika isn’t at the supermarket. ___________________________________________________________ 3. Carl and James are in New York. ___________________________________________________________ 4. You are twenty years old. ___________________________________________________________ 5. My family and I are not working. ___________________________________________________________



II. Complete these sentences with the correct verb form.

My parents and I live in Chile, but we _____________ (was / were) born in Brazil – we _______________ (wasn’t / weren’t) born in Chile.

My baby sister ______________ (wasn’t / weren’t) born in Brazil. She _____________ (was / were) born in Santiago.

My parents ______________ (was / were) born in Rio de Janeiro, but I _____________ (was / were) in Sao Paulo.

WH- AND YES/NO QUESTIONS WITH THE PAST OF BE

When were you born?

Were you born in Brazil?

Where were you born in Brazil?

Was your sister born in Brazil?

What country was she born in?

Were your parents born in Sao Paulo?

Where were they born?

I was born in 1980.

Yes, I was.

I was born in Sao Paulo?

No, she wasn’t.

She was born in Chile.

No, they weren’t.

They were born in Rio de Janeiro

EXERCISES

I. Write these years with words. Then practice with a partner.

1948 _____________________________________

1825 _____________________________________

1789 _____________________________________

1987 _____________________________________

2001 _____________________________________

II. Complete these questions with was or were. Then answer the questions. 1. _______________ you born in Chile?

__________________________________________________________________

2. What city ______________you born in?

__________________________________________________________________

3. _______________ your parents born in the same city?

__________________________________________________________________

4. When ______________ your mother born?

__________________________________________________________________



5. _______________ you and your family on vacation last weekend?

__________________________________________________________________

6. What _______________ your first English teacher’s name?

__________________________________________________________________

7. _______________ he/she Chilean?

______________________________________________________

Wh- questions with did, was and were

Where did you grow up?

When did you come to this city?

Why did you come to live here?

How old were you in 2005?

What was your favorite class at school?

How was high school?

I grew up in Valparaiso.

I came here in 2005.

Because all my family moved here.

I was fifteen.

It was Art.

It was great. I had lots of friends.

EXERCISES

I. Write sentences about these people using the information in the boxes.

1.

_____________________________________________________

_____________________________________________________

_____________________________________________________

Brad Pitt American actor Born in December 18th, 1963 Won a Golden Globe Award in 1996

Shakira Colombian singer and songwriter Born in February 02nd, 1977 Won her first Grammy Award in 2001

2.

_____________________________________________________

_____________________________________________________

_____________________________________________________



3.

_____________________________________________________

_____________________________________________________

_____________________________________________________

4.

Carlos Santana Mexican guitarist Born in July 20th, 1947 Released his first album in 1969

Isabel Allende Chilean novelist Born in August 02nd, 1942 Wrote her first book in 1982

_____________________________________________________

_____________________________________________________

____________________________________________________

II. Match the pictures with words from the box.

playground – gym – art – lunchroom – science – physical education

1. _____________________________ 2. _______________________________ 3. _____________________________



4. _____________________________ 5. _______________________________ 6. _____________________________

III. Bob is talking about his experience at high school. Read the paragraph and answer the questions. Hi, my name is Bob Taylor (the one on the right). I entered Saint Paul School in 1998. My best friends were Nina and Scott. They were really nice guys. I was a good student, but my marks weren’t always excellent. My favorite classes were Mathematics and Physical Education. I didn’t like History and Biology. My favorite teacher was Mrs. Moore. She was my mathematics teacher. She was very strict, but she was very nice and friendly. I finished high school in 1999 when I was eighteen. I’m almost thirty now, but I can say I had a great time there and I have wonderful memories from school.

1. When did Bob start high school?

__________________________________________________________________________

2. Who were his best friends?

__________________________________________________________________________

3. What were they like?

__________________________________________________________________________

4. Was Bob a bad student?

__________________________________________________________________________

5. What subjects did he like?

__________________________________________________________________________

6. Who was Mrs. Moore?

__________________________________________________________________________

7. Was she serious?

__________________________________________________________________________

8. When did Bob finish High school?

__________________________________________________________________________

9. Did Bob have a bad time at high school?

__________________________________________________________________________



IV. Answer these questions with personal information. Then practice with a partner. 1. What was your favorite class in elementary school? _________________________________________________________

2. Who was your best friend in high school? _________________________________________________________

3. Was English your favorite class last semester? _________________________________________________________

CLASE 23

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 1.40 - Texto de lectura (que variará de acuerdo a la Escuela a la que

pertenece la carrera) (Repaso para la Tercera ENAT)

CLASE 24

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 1.40 - Texto de lectura (que variará de acuerdo a la Escuela a la que

pertenece la carrera) (READING COMPREHENSION TEST: TERCERA ENAT. COEFICIENTE UNO.)

CLASE 25 y 26

APRENDIZAJE ESPERADO 10. Utilizan diversas expresiones referidas al contexto de una comunicación telefónica, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.38. Discrimina el uso de Subject & Object pronouns en contextos específicos de acuerdo a instrucciones. 1.39. Informa de manera oral y/o escrita donde se encuentran diferentes personas en un momento determinado, utilizando tipos de frases adecuadas al contexto comunicativo, aplicando el tiempo verbal presente simple. 1.40. Realiza simulaciones orales y/o escritas elaboradas de llamadas telefónicas, recepción y toma de mensajes utilizando las expresiones apropiadas, aplicando el tiempo verbal apropiado.

- Frases preposicionales para indicar donde se encuentra una persona en el momento: at home / in the shower / at the library / on a trip / in bed, entre otras.

- Uso de Subject & Object pronouns - Expresiones frecuentes en una conversación telefónica: Can I

speak with…? / Do you want to leave a message? / He can’t come to the phone, entre otras.

TELEPHONE CONVERSATIONS



Answering machine: Hi. This is the Lewis family. We are not at home right now. Please leave us a message and… Mr. Lewis: Hello? Christopher: Mr. Lewis? Hi. It’s Chris…Uh…Is Sharon there? Mr. Lewis: Oh, hi, Chris. She’s not here – she’s at school. Can she call you later? Chris: Yes, thanks. Please tell her to call me at my parents’ house. Mr. Lewis: Sure. Just give me the number. Chris: It’s 289-8763. Mr. Lewis: 289-8763. Ok. Chris: Thanks a lot, Mr. Lewis.

PLACES and PREPOSITIONS

IN AT ON * She’s in the shower. She’s in the kitchen. She’s in bed. She’s in Spain. She’s in Madrid. She’s in the hospital*

She’s at the beach. She’s at her parents’ house. She’s at school. She’s at work. She’s at the bank. She’s at the hospital*

She’s on vacation. She’s on a trip. She’s on her break.

She’s in the hospital (she is hospitalized) She’s at the hospital. (she works there or is visiting someone)

OBJECT PRONOUNS

OBJECT PRONOUNS

Can you call me in twenty minutes? Can I call you later? Give him a call tomorrow. Ask her to call me tonight Give me the number, please. I don’t have it Leave us a message, please. Please call them at home.

Subject pronouns Object pronouns I

YOU HE

SHE IT

WE YOU THEY

ME

YOU HIM HER

IT US

YOU THEM

Subject pronouns execute actions, so they always go before verbs. Example: I call my son every day.



Object pronouns receive actions, so they always go after verbs. Example: I call him every day.

EXERCISES

I. Complete these telephone conversations. 1. A: Can I talk to Richard, please? B: I’m sorry. He’s not here right now. Can I give ____________ a message? A: Yes, this is Amanda Wilson. Please ask ____________ to call ____________ at my office. B: No problem. Does he have your phone number? A: Yes, he has ____________. 2. A: Good morning. This is John. Is Carol there, please? B: She’s here, but she is in bed – she’s sleeping. Do you want to leave ____________ a message? A: Yes, can you tell ____________ to call me at home? B: Sure. Just give ____________ your phone number. 3. A: Hi, Suzie. This is your uncle Charles. Are your parents at home? B: I’m sorry. They are at the supermarket. Can you call ____________ in one hour? A: No, I can’t. My family and I are leaving for the airport right now. We are traveling to Mexico and we want to say good-bye. Please tell ____________ to call ____________ at my cell phone. B: Sure, give ____________ your number. A: It’s 7899-4578. B: Ok, have a nice trip. II. Role play. Topic: Planning vacations

a. Make up a conversation by phone in which the participants are talking about the different places they can go on vacations. b. The places to go are Greece and New York. c. Give the reasons to choose one of these countries.

EXERCISES

I. Choose the correct past tense form.

1. Margaret _____________________ (go – went – were) to the supermarket this morning.

2. Chris and Dennis ____________________ (was – were – go) at work yesterday morning.

3. Carlos _____________________ (were – buy – bought) a new TV last week.

4. I _____________________ (listen – listened – were) to music this morning.

5. My parents _____________________ (wasn’t – don’t stay – weren’t) in Santiago last weekend.

6. My brother and his wife _____________________ (visited – visit – was) me last Sunday.



7. You ________________________ (didn’t study – don’t study – wasn’t) English last night.

8. My family and I _______________________ (see – saw – was) a great movie last Saturday.

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

A B

1. When were you born? 2. Where were you born? 3. Where did you go to school? 4. When did you finish school? 5. How old were you then? 6. Where did your parents grow up? 7. Who was your best friend when you were a child? 8. What was he/she like? 9. Why did you come to this city?

______ I was eighteen years old. ______ She was pretty and very funny. ______ I was born in 1989. ______ Her name was Melissa. ______ I was born in Antofagasta. ______ I wanted to study programming here. ______ I studied at Colegio Santa Cruz. ______ I graduated in 2007. ______ They grew up in Tocopilla.

III. Write appropriate questions to these answers. Then practice with a partner. 1. A: ____________________________________________________________?

B: She was born in 1986.

2. A: ____________________________________________________________?

B: I went to the beach with my parents.

3. A: ____________________________________________________________?

B: He grew up in a small town by the sea.

4. A: ____________________________________________________________?

B: I was at home with my family.

5. A: ____________________________________________________________?

B: No, I didn’t cook. I had lunch at a restaurant.

6. A: ____________________________________________________________?

B: Yes, I was. I was born in Toronto, Canada.

7. A: ____________________________________________________________?

B: No, it wasn’t. My favorite class was Computer Science.

IV. Answer these questions. Then take turns asking and answering to a partner.

1. Did you stay home last weekend?

__________________________________________________________________



2. Who was with you?

__________________________________________________________________

3. What did you have for lunch last Sunday?

__________________________________________________________________

4. Was it good?

_________________________________________________________________

5. What did you do in the afternoon?

_________________________________________________________________

6. Were you alone?

_________________________________________________________________

7. What time did you go to bed?

_________________________________________________________________

CLASE 27

APRENDIZAJE ESPERADO 11. Planifican actividades con terceros, generando diálogos para aceptar o rechazar una invitación, aplicando el tiempo verbal correspondiente, generando situaciones comunicativas escritas y orales.

CRITERIOS DE EVALUACIÓN CONTENIDOS 1.42 Nombra diferentes actividades que se realizan en el tiempo libre, de acuerdo a instrucciones. 1.43 Produce textos escritos y/o situaciones orales elaboradas para realizar invitaciones a diferentes actividades utilizando estructuras apropiadas. 1.44 Produce textos escritos y/o situaciones orales para aceptar y/o rechazar invitaciones, utilizando estructuras apropiadas.

- Actividades que se realizan en el tiempo libre: go to the movies / go to a concert / see a sports event, entre otras

- Uso de estructuras para realizar invitaciones: Do you want to…? / Would you like to…?

- Uso de estructuras para aceptar y rechazar invitaciones: I’d love to / I’d like to / I want to / I have to / I need to

ACTIVITIES PEOPLE LIKE TO DO SEE A MOVIE GO TO A CONCERT GO DANCING



HAVE A PICNIC VISIT AN AMUSEMENT PARK GO TO AN ART FESTIVAL

MAKING AND ACCEPTING AN INVITATION REFUSING AN INVITATION AND MAKING AND EXCUSE A: Do you want to see a movie with me tonight? B: Yes, I’d love to (see a movie with you) A: Would you like to go dancing with me? B: Yes, I’d love to go.

I’d = I would

A: Do you want to go to a concert with me tomorrow? B: I’m sorry, but I can’t. I have to work. I’d like to, but I need to study. Sorry, I want to go to bed early.

EXERCISES

I. Complete these conversations with would, want to, have to, or need to. More than one answer is sometimes possible. 1. A: Do you ________________ have dinner with me tonight? B: I’d like to go, but I ________________ stay with my baby sister. 2. A: ________________ you like to go running on Saturday morning? B: I’m sorry, but I ________________ sleep late on Saturday. 3. A: Do you ________________ play poker with some friends on Friday evening? B: I’d really like to, but I ________________ go to bed early.



4. A: ________________ you like to come to a barbecue at my house this Sunday evening? B: I love barbecues, but I can’t. I ________________ go to my brother’s birthday party.

II. Read the following invitations and give a response according to the instructions in parentheses.

1. Do you want to go to an Italian restaurant this Saturday night?

_______________________________________________________________________ (accept) 2. Would you like to see a classical movie tonight?

_______________________________________________________________________ (refuse and make an excuse) 3. Would you like to visit an amusement park this Sunday?

_______________________________________________________________________ (refuse and make an excuse) 4. Do you want to play chess with me after classes?

________________________________________________________________________ (accept)

III. Group work. Create unusual excuses for these invitations. Remember to use have to, need to or want to. Here you have

some examples. “Do you want to go hiking on Saturday morning?” I’d like to, but I have to go to my cooking class. I’m so sorry, but I have to wash my dog this weekend.



1. There is a Fashion Show at the park this afternoon. Do you want to go with me? _____________________________________________________________________________________________ 2. Would you like to play soccer this afternoon? _____________________________________________________________________________________________ 3. I have tickets to the opera this Friday evening. Do you want to go with me? _____________________________________________________________________________________________ 4. My friends and I are going camping this weekend. Do you want to come with us? _____________________________________________________________________________________________ CLASE 28

CRITERIOS DE EVALUACIÓN CONTENIDOS Del 1.1 al 1.44 - Todos los contenidos en el programa de módulo

(FINAL ACTIVITY: Presentación del profesor. Preparación de las parejas)

CLASE 29


(FINAL ACTIVITY: PRESENTACIÓN EN PAREJAS, EVALUACIÓN DE LA CUARTA ENAT. COEFICIENTE UNO.)

CLASE 30


Grammar Review → A modo de preparación para los exámenes finales y de repaso general, el profesor realiza un repaso general sobre los aspectos gramaticales más importantes del módulo, para lo cual se utilizan libros de la bibliografía complementaria (Essential Grammar in Use).



CLASE 31


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

CLASE 32


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

CLASE 33 y 34


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

CLASE 35 y 36


Examen de Recalificación (Interrogación oral)

VII. MATERIALES COMPLEMENTARIOS

• Links: http://dictionary.cambridge.org/ http://www.yourdictionary.com/ http://www.wordreference.com/ http://www2.cambridge.org/interchangearcade/ http://www.eslgold.com/ http://esl.about.com/

http://dictionary.cambridge.org/

http://www.yourdictionary.com/

http://www.wordreference.com/

http://www2.cambridge.org/interchangearcade/

http://www.eslgold.com/

http://esl.about.com/

Documents

Vicerrectoría Académica Cuaderno de Apuntes – 2012s0960859585f2831f.jimcontent.com/download/version/1414030497/mod… · Cuaderno de Apuntes – 2012 Cuaderno de Apuntes de uso