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Vicerrectoría Académica Cuaderno de Apuntes – 2013

INGLÉS II

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Vicerrectoría Académica Cuaderno de Apuntes – 2013

Dear AIEP’s students This Workbook (Cuaderno de Apuntes) was designed with the objective to provide “Concepts, Ideas, and Practical Exercises” 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 on our Competence Model.

Dirección Nacional de Inglés VICERRECTORÍA ACADÉMICA AIEP

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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: UBICACIÓN EN LA MALLA: PRERREQUISITO:

básica común depende de la carrera Inglés I

III. UNIDADES DE APRENDIZAJE 1ª UNIDAD: Desarrollo de Habilidades Receptivas y Productivas DURACIÓN: 72 horas pedagógicas Aprendizajes Esperados 1.

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

2.

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

3.

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

4.

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

5.

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

6.

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

7.

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

8.

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

9.

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

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10. Utilizan diversas expresiones referidas al contexto de una comunicación telefónica, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas. 11. Planifican actividades con terceros, generando diálogos para aceptar o rechazar una invitación, aplicando el tiempo verbal correspondiente, generando situaciones comunicativas escritas y orales.

IV. ORIENTACIONES METODOLÓGICAS          -

Iniciar el proceso de enseñanza-aprendizaje a partir de los conocimientos previos de los estudiantes. Esto implica un diagnóstico. Centrar la docencia en el aprendizaje de los estudiantes, más que en la enseñanza. El estudiante debe ser activo. Situar y vincular permanentemente los aprendizajes, contenidos y actividades con el contexto social y laboral de los estudiantes y la carrera que estudian. Presentación, por parte del profesor, centrada en el estudiante de los diferentes contenidos temáticos, funcionales y gramaticales. Los estudiantes desarrollan diferentes ejercicios de práctica orales y/o escritos. Actividades de comprensión de lectura (actividades de pre-reading, while reading, y post-reading, aplicación de vocabulario extraído del texto en contextos significativos, reforzamiento de ideas centrales del texto a través de actividades guiadas por el profesor, centradas en el alumno). Actividades de comprensión auditiva (actividades de pre-listening, while-listening, y post-listening). Actividades de producción oral (actividades de pre-speaking, while-speaking, y post-speaking). Actividades de producción escrita (actividades de pre-writing, while-writing, y post-writing). Consolidación de conocimientos a través de diversos ejercicios guiados por el profesor, con el objetivo de esclarecer y reforzar contenidos

V. EVALUACIÓN  

Las evaluaciones que se aplican en este módulo son del tipo ENAT (Evaluación Nacional Estandarizada). Se aplican tres pruebas escritas y además se evalúa un trabajo final que se desarrolla en parejas, en forma oral: 1. 2. 3. 4.

     

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

Además cada docente puede aplicar controles, solicitar trabajos en grupos u otras actividades con nota. De estos trabajos se obtiene una nota promedio, que corresponde a la nota 6 del módulo. Con las seis (6) notas del semestre se obtiene la nota de presentación a examen. Si esta nota es igual o mayor a 5,5 el estudiante se exime del examen final. El examen final consta de dos partes: una escrita y una oral. La parte escrita del examen final tiene una ponderación de 60% de la nota de examen. La parte oral del examen final tiene una ponderación de 40% de la nota de examen.

VI. BIBLIOGRAFÍA - Richards, Jack : Interchange, Third Edition. Intro Student’s Book with Self-study Audio CD. Cambridge University Press. - Murphy, Raymond : Essential Grammar in Use, Third Edition, Cambridge University Press. - Diccionarios Inglés – Español : Oxford, Collins Cobuild, Longman, Cambridge. Material complementario obligatorio: Cuaderno de Apuntes Inglés II. AIEP Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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VII. CLASE A CLASE 1ª UNIDAD: DESARROLLO DE HABILIDADES RECEPTIVAS Y PRODUCTIVAS CLASES 1, 2 Y 3 1. Expresan gustos y preferencias de alimentos describiendo hábitos alimenticios propios y de terceros, aplicando tiempo verbal presente simple, generando situaciones comunicativas escritas y orales simples. CRITERIOS DE EVALUACIÓN CONTENIDOS Nombra los diferentes grupos y alimentos de la pirámide - La pirámide alimenticia: grupos y alimentos que la conforman alimenticia de acuerdo a instrucciones. - Uso de Some / Any y sustantivos contables y no contables Expresa de manera oral y/o escrita los alimentos que le - Uso de adverbios de frecuencia: always / usually / often / gustan y aquellos que no le gustan, aplicando el tiempo sometimes / hardly ever / never verbal presente simple. - Tiempo verbal presente simple Produce textos escritos y/o situaciones orales simples para consultar sobre los alimentos que tiene y que necesita comprar, aplicando el tiempo verbal presente simple y usando las estructuras apropiadas para nombrar cosas e indicar una cantidad no exacta. Describe de manera oral y/o escrita hábitos alimenticios propios y de terceros, aplicando el tiempo verbal presente simple y usando estructuras lingüísticas para modificar sentido de las ideas en términos de frecuencia.

APRENDIZAJE ESPERADO

1.1. 1.2. 1.3.

1.4.



FOOD PYRAMID

There are six groups in the food pyramid:

Fat, oil and and sugar

Meat and other protein

Dairy

Fruit

Vegetables

Grains

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EXERCISES I. Write the names of the foods. Fruit

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

Vegetables

______________________ Grains

______________________ Fat, oil, and sugar

______________________

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Dairy

______________________

______________________

______________________

______________________

______________________

Meat and other protein

______________________ 

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

Fat, oil and sugar

II.

Meat and other protein

Dairy

Fruit

Vegetables

Grains

Work in pairs: What kinds of foods do you like? Why? Give examples. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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

COUNT AND NON COUNT NOUNS A. COUNTABLE NOUNS Countable nouns are things we can count.

Example: one pear

two pears

three pears

Countable nouns can be singular or plural. Examples: Singular

Plural

An apple

Apples

I’m eating an apple.

Apples are delicious.

(Specific)

(General) B. UNCOUNTABLE NOUNS

Uncountable nouns are concepts, materials, substances, etc. that are not individual objects, so we cannot count them. For example, we can drink one bottle of water, or three glasses of milk. In this case, we count bottles or glasses, not the water or the milk. Uncountable nouns are always singular. Examples:

Jelly

I’m eating jelly. (Specific) Jelly is my favorite dessert. (General)

Chicken

I’m eating chicken. (Specific) Chicken is delicious. (General)

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EXERCISES I. Make two lists of food considering 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 these conversations with some or any. Then, practice with a partner. 1.

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

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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.

2.

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, using some. Then, name two ingredients you don’t need, using any. 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.

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

What’s your favorite food for breakfast?

___________________________________________________



Where do you have lunch on weekends?

___________________________________________________



What’s your favorite dish?

___________________________________________________



Do you have dinner or drink some tea?

___________________________________________________



ADVERBS OF FREQUENCY

These words describe the frequency that something happens. They answer the questions “how often” and “do you ever”.

0%

100%

Never

Hardly ever

Sometimes (*)

Often

Usually

Always

Adverbs of frequency come before the verb except for verb to be

Examples: -

Daniel never eats fish. Susan usually has ice cream for dessert. I hardly ever eat vegetables. I am always a good person.

(*) 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.

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EXERCISES

I. Rewrite the sentences, adding 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 (in oral and written way) 1.

What do you usually eat for breakfast?

________________________________________________________________ 2.

What is something you never have for dinner?

________________________________________________________________ 3.

What is your favorite drink?

________________________________________________________________ 4.

Do you usually drink coffee in the morning?

________________________________________________________________ 5.

What time do you usually have lunch?

________________________________________________________________ 6.

Do you ever have lunch at a restaurant on weekdays?

________________________________________________________________

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III.

Represent a Role Play

Topic: T.V cooking program a. Prepare a dish * Use vocabulary related to food * Work in pairs * 10 minutes * Use adverb of frequency in your speaking ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

CLASE 4 APRENDIZAJE ESPERADO

1.6. 1.7. 1.8.

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

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

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

often / When / What time

- Tiempo verbal presente simple

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

SPORTS

Some popular sports are the following:

Depending on the type of sport, we use the actions play or go. 

We use play with ball sports or competitive games where people play against others



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.

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

SIMPLE PRESENT WH- QUESTIONS What…? When…? Where…? What time…? Who…? How often…?

→ Questions about things, objects, etc. → Questions about days, months, years, seasons → Questions about places → Questions about time → Questions about people → Questions about frequency

Examples: What sports do Chilean people play?

They play soccer and go bike riding.

When do they play sports?

They usually play on weekends.

Where do they play soccer?

They play in the park.

What time do they usually play?

Around two in the afternoon.

Who do they usually play with?

They usually play with their friends.

How often do you play soccer?

I play once a week.

EXERCISES

I. Complete these sentences with play or go. 1.

I usually ________________ rugby.

2.

My sister sometimes _______________ horse riding.

3.

Carla ________________ hockey at school.

4.

I sometimes _________________ surfing in summer.

5.

My friends and I often __________________ running.

6.

I always __________________ futsal at the university.

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II. Complete these conversations, using your own information. Then, practice the dialogues with a partner. 1.

A: Do you like sports? B: ___________________________________

2.

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

3.

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

III. Circle the correct alternative. 1. A: ___________________________________ B: I play tennis and I go swimming. a) b) c) d)

Who do you play sports with? What time do you play sports? What sports do you play? Where do you play sports?

2. A: ___________________________________ B: I play twice a week. a) b) c) d)

What time do you play golf? How often do you play golf? Where do you play golf? When do you play golf?

3. A: ___________________________________ B: I play with some friends. a) b) c) d)

When do you play basketball? Who do you play basketball with? Where do you play basketball? What time do you play basketball?

4. A: ___________________________________ B: On Saturdays. a) b) c) d)

When do you go swimming? Where do you go swimming? Who do you go swimming with? What do you think of swimming?

5. A: ___________________________________ B: We play in the park. a) b) c) d)

Who do you play soccer with? What time do you play soccer? When do you play soccer? Where do you play soccer?

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IV.

Answer the following questions.

1. When does Gonzalez win a bronze medal? ___________________________________________ 2. What are his parents’ names? ___________________________________________ 3. How good is Gonzalez at gymnastics? ___________________________________________ 4. According to the text, when does Tomas win his second silver medal? ___________________________________________ 5. What is a “vault”? ___________________________________________ 6. Give two examples of media ___________________________________________ 7. What is the importance of Barcelona in the text? ___________________________________________

Taken from www.latercera.com

Tomas González’s Life His parents are Enrique González and Marcela Sepúlveda. They were gymnasts, too. Tomas González studied at Colegio San Juan Evangelista in Las Condes and after highschool, he began to study Physiotherapy at Finis Terrae University. His formation as gymnast started at Católica Sport Club specializing in vault and floor exercises. The first one is an artistic gymnastics apparatus used for a powerful combination of flips and twists. Gonzalez was chosen as the best Chilean gymnast by Chilean media. In Rio de Janeiro 2007, he won silver and bronze. For this reason, Tomas became the first Chilean to win these medals. Additionally, during the same year, he got 15,000 points in the World Cup in Glasgow winning the gold medal. In 2008, he got silver with 15,900 points in Barcelona. Adapted from www.latercera.com

Note - action + ed: past of some actions. Vocabulary * became: transform in past * began: initiate in past * got: obtain in past * were: be in past (are)

* prize: award/medals * same: similar

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CLASE 5 APRENDIZAJE ESPERADO

1.10. 1.11.

1.12.



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

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

CONTENIDOS - Talentos y habilidades (musicales o artísticas, atléticas, técnicas

o mecánicas, entre otras)

- Uso del verbo modal can para expresar habilidad.

CAN FOR ABILITY

We use can to express an ability to do something. A. AFFIRMATIVE SENTENCES The person has the ability to do a particular activity. Examples: -

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

Yes, I can. / No, I can’t. Yes, she can. / No, she can’t.

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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 in oral and written way

1.

____________________________________________

2.

____________________________________________

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3.

____________________________________________

4.

____________________________________________

III. Answer these questions. Give short answers. Then, practice with a partner (in oral and written way) 1.

Can you speak English?

_______________________

2.

Can you speak Spanish?

_______________________

3.

Can you ride a bike?

_______________________

4.

Can you play any musical instruments?

_______________________

5.

Can you sing?

_______________________

6.

Can you write poetry?

_______________________

7.

Can you type very fast?

_______________________

8.

Can you play Sudoku?

_______________________

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CLASES 6, 7 Y 8 4. Solicitan y entregan información sobre planes a futuro personales y de terceros, aplicando estructuras con intención de futuro, generando situaciones comunicativas escritas y orales elaboradas. CRITERIOS DE EVALUACIÓN CONTENIDOS Expresa de manera escrita y/o oral las fechas exactas - Fechas: meses del año y números ordinales de diferentes celebraciones y feriados, mediante el uso - Cumpleaños, celebraciones y feriados correcto de los números ordinales y meses del año, - Uso de la estructura Be going to con intención de futuro aplicando el tiempo verbal presente simple. - Expresiones de tiempo para expresar futuro: tomorrow / tonight / Describe sus planes futuros, utilizando expresiones de next week / next month, entre otras tiempo apropiadas y aplicando la estructura be + going to con intención de futuro. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre planes futuros, utilizando expresiones de tiempo apropiadas y aplicando la estructura be + going to con intención de futuro.

APRENDIZAJE ESPERADO

1.14.

1.15. 1.16.



DATES MONTHS

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

ORDINAL NUMBERS st

1 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

first second third fourth fifth sixth seventh eighth ninth tenth

th

11 12th 13th 14th 15th 16th 17th 18th 19th 20th

eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth

21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th 31st

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

When we write dates, we use the month and the corresponding ordinal number. Examples: 07/31→ July thirty-first 12/05→ December fifth

A: When’s your birthday? B: It’s (on) June twenty-fourth.

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EXERCISES I. Write these dates. Then, practice with a partner in oral and written way 1.

02 / 14 ______________________________________________

2.

10 / 06 ______________________________________________

3.

08 / 15 ______________________________________________

4.

04 / 22 ______________________________________________

5.

03 / 29 ______________________________________________

6.

11 / 30 ______________________________________________

7.

09 / 03 ______________________________________________

8.

01 / 11 ______________________________________________ II. When are these people’s birthdays? Write sentences as in the example.

1.

Carolina Urrejola’s birthday is on May eighth_____________________.

05/08

2.

_________________________________________________________

08/04

3.

_________________________________________________________

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4.

________________________________________________________

12/13

5.

_________________________________________________________

05/22 

THE FUTURE WITH BE GOING TO

We use the structure BE GOING TO 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 is not going to have dinner in a restaurant.

INTERROGATIVE SENTENCE: Is she going to have dinner with her family?

Yes, she is.

No, she’s not.

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

1.

__________________________________________________

2.

__________________________________________________

3.

__________________________________________________

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II. Look at Ann’s calendar. Write sentences about her plans for the month, 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 New Year’s Day

DATES January 01st

Valentine’s Day

February 14th

Labor Day

May 01st

Chilean National Holiday

September 18th

Columbus Day

October 12th

Halloween

October 31st

Christmas

December 25th



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

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

WH- QUESTIONS WITH BE GOING TO

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



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?

_____________________________________________________________

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II. Answer these questions. Give complete information. Then, practice with a partner. 1.

What do you usually do to celebrate Christmas?

_____________________________________________________________ 2.

When’s Mother’s day?

_____________________________________________________________ 3.

What holiday is in September?

_____________________________________________________________ 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.

What are you going to eat for lunch tomorrow?

______________________________________________________________ 3.

Where are you going to go next vacation?

______________________________________________________________

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4.

Are you going to visit your friends this week?

______________________________________________________________ 5.

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

______________________________________________________________ 6.

Are you going to watch TV tonight?

______________________________________________________________

CLASE 9 APRENDIZAJE ESPERADO

Del 1 al 4

CRITERIOS DE EVALUACIÓN Del 1.1 al 1.16

CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 4 (Repaso para la Primera ENAT)

EXERCISES I. How often do you do these activities? Write sentences about your routine, using the words in box A and the activities in box B.

A usually – often – always – hardly ever – never – sometimes

B -

go to the beach play sports have beans for dinner go dancing surf the Internet do something to challenge your brain

1.

________________________________________________________

2.

________________________________________________________

3.

________________________________________________________

4.

________________________________________________________

5.

________________________________________________________

6.

________________________________________________________

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II. Circle the correct alternative. 1. A: ____________________________ B: No, let’s get some. a)

Do we have a chicken for the barbecue?

c) Do we have any chicken for the barbecue?

b)

Do we have some chicken for the barbecue?

d) Do we have some?

2. A: What holiday is in December? B: ____________________________ a)

Christmas. It’s on December twelfth.

c) Christmas. It is in December twenty-five.

b)

Christmas. It’s twenty-fourth December.

d) Christmas. It’s on December twenty-fifth.

3. A: _____________________________ B: Yes, he’s very talented in the technical area. a)

Can your boyfriend play the piano?

c) Can your boyfriend repair a TV?

b)

Can your boyfriend cook?

d) Can your boyfriend play soccer?

4. A: What sports do you usually play? B: ____________________________ a)

I play golf and go hiking.

c) I go golf and play hiking.

b)

I play golf and go hike.

d) I go golf and hiking.

5. A: ____________________________ B: Tomorrow? I think I’m going to sleep all day long. a)

What you are going to do tomorrow?

c) What you’re going to do tomorrow?

b)

What are you going to do tomorrow?

d) What you going to do tomorrow?

6. A: ____________________________ B: It’s August. a)

What’s the ninth month of the year?

c) What’s the second month of the year?

b)

What’s the eighth month of the year?

d) What’s the twelfth month of the year?

7. A: My sister and I ________________ our grandparents this weekend. Do you want to go with us? B: Sorry, I can’t. a)

am going to visit

c) is going to visit

b)

are going to visit

d) going to visit

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8. A: Can you play sports? B: ____________________________ a)

No, I don’t have any mechanical abilities at all.

c) No, I don’t have any athletic abilities at all.

b)

No, I don’t have any artistic abilities at all.

d) No, I don’t have abilities to speak a foreign language.

9. A: What sports do people play in the winter? B: ____________________________ a)

They go skiing and snowboarding at the beach.

c) They go skiing and snowboarding in Cajón del Maipo.

b)

They go swimming at the beach.

d) They skiing and snowboarding in Cajón del Maipo.

III. Create appropriate questions for these answers. Then, practice with a partner (in oral and written way) 1. A: ______________________________________________________________? B: We play on weekends.

2. A: _____________________________________________________________? B: I go running three times a week.

3. A: _____________________________________________________________? B: I study English with a private teacher.

IV. Complete the sentences with can or can’t. 1.

I’m a great dancer. I __________ dance 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.

V. Answer these questions. Give complete information. Then, practice with a partner. 1.

What do you usually have for breakfast?

______________________________________________________________________. 2.

What can you do?

______________________________________________________________________. 3.

Where do you play your favorite sport?

______________________________________________________________________. 4.

What do you need to make cazuela?

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VI. Write these dates. Then, pronoun them. 1.

09/11

_____________________________________

2.

12/30

_____________________________________

3.

01/16

_____________________________________

4.

10/15

_____________________________________

5.

05/10

_____________________________________

6.

07/20

_____________________________________

7.

08/23

_____________________________________

8.

04/18

_____________________________________

CLASE 10 APRENDIZAJE ESPERADO

Del 1 al 4

CRITERIOS DE EVALUACIÓN Del 1.1 al 1.16

CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 4 (FIRST QUIZ: PRIMERA ENAT. COEFICIENTE UNO.)

CLASES 11 Y 12 5. Describen problemas de salud comunes aplicando el tiempo verbal presente simple y entregan soluciones por medio de estructuras verbales específicas, generando situaciones comunicativas escritas y orales elaboradas. CRITERIOS DE EVALUACIÓN CONTENIDOS Nombra las partes del cuerpo, problemas de salud y - Partes del cuerpo medicamentos comunes de acuerdo a instrucciones. - Problemas de salud: headache / stomachache / sore eyes / Produce textos escritos y/o situaciones orales backache / sore throat, entre otros elaboradas para consultar y entregar información sobre - Uso de los verbos Have y Feel en el contexto de problemas de el estado de salud propio y de terceros, aplicando el salud tiempo verbal presente simple. - Uso de adjetivos que expresan estados de ánimo y de salud: Produce textos escritos y/o situaciones orales sick / awful / terrible / miserable / fine / great / terrific / fantastic elaboradas para dar consejos, ideas o sugerencias - Medicamentos comunes: antacid / cold pills / eye drops / cough para resolver o aliviar diferentes problemas de salud, syrup / muscle cream / aspirin aplicando el modo verbal imperativo. - 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.

APRENDIZAJE ESPERADO

1.18. 1.19.

1.20.

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 

PARTS OF THE BODY Label the parts of the body.

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

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 health problems, we usually use the verb have: Examples: -

I have a cough.

-

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

NEGATIVE

Fine

Sick

Well

Awful

Great

Terrible

Terrific

Miserable

Fantastic

Sad

Happy

Bad

Examples: -

I feel great!

-

I feel sick.

-

I don’t feel well.

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We use the questions “What’s the matter?” and “What’s wrong?” when we notice that another person has a problem; on the other hand, 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.

____________________________________________________

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2.

____________________________________________________

3.

____________________________________________________

4.

____________________________________________________

5.

____________________________________________________

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

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

1.

What’s the matter? ____________________________________________________________

2.

I’m homesick. ________________________________________________________________

3.

I have a headache. ____________________________________________________________

4.

I feel sad. ___________________________________________________________________

5.

That’s too bad. _______________________________________________________________



COMMON MEDICATIONS

Antacid

Aspirin

Cold pills

Eye drops

Cough drops

Cough Syrup

Muscle Cream

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EXERCISES I. Complete these sentences with the appropriate medication. Then, practice with a partner in oral and written way. 1.

I have a terrible backache. I’m going to buy some _____________________.

2.

I have a headache, so I’m going to take some ________________________.

3.

My eyes are very tired. I need some ________________________________.

4.

I have an awful stomachache, so 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 _________________________.



IMPERATIVES

When we want to give instructions or pieces of advice, or tell another person what to do, we use imperatives: 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. Then discuss with your partner the answers 1. I have a cold.

____________________________________ ____________________________________

2. I have sore eyes.

____________________________________ ____________________________________

3. I have a terrible headache. ____________________________________ ____________________________________

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4. I’m homesick.

____________________________________ ____________________________________

5. My job is very stressful.

____________________________________ ____________________________________

6. I can’t lose weight.

____________________________________ ____________________________________

CLASE 13 6. Describen locales comerciales de su entorno inmediato, así como los productos que en ellos se venden, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales elaboradas. CRITERIOS DE EVALUACIÓN CONTENIDOS Indica de manera oral y/o escrita tipos de tiendas y - Tiendas y lugares de una ciudad: department store / bank / lugares de una ciudad, como los productos que se drugstore / gas station / post office / bookstore, entre otros pueden adquirir en ellos y los servicios que prestan, - Productos y servicios según tienda o lugar: clothes / money / aplicando el tiempo verbal presente simple. medicines / gas / stamps / books, entre otros Produce textos escritos y/o situaciones orales para consultar y entregar información sobre los lugares en donde pueden adquirir diferentes productos, aplicando el tiempo verbal presente simple.

APRENDIZAJE ESPERADO

1.22.

1.23.



PLACES AND STORES IN A CITY

BOOKSTORE

DEPARTMENT STORE

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GAS STATION

RESTAURANT

POST OFFICE

DRUGSTORE

BANK

SUPERMARKET

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EXERCISES I. Answer these questions. Give complete answers (in oral and written way) 1. Where can I buy some aspirin? You can buy aspirin at a drugstore________________________. 2. Where can I find an ATM? ___________________________________________________ 3. Where can I deposit a check? __________________________________________________ 4. Where can I buy some milk? ___________________________________________________ 5. Where can I buy an English/Spanish dictionary? _____________________________________________________ 6. Where can I buy some gasoline? ___________________________________________________ 7. Where can I buy a pair of jeans? _________________________________________________ 8. Where can I mail a letter? _________________________________________________

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II.

Describe this place giving relevant information about it (in oral and written way)

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

CLASES 14 Y 15 APRENDIZAJE ESPERADO

1.25.

1.26.

1.27.

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

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

CONTENIDOS - Principales atracciones turísticas a nivel mundial - Uso de preposiciones de lugar para entregar ubicación específica de lugares de una ciudad: on / on the corner of / across from / next to / between - Estructuras para pedir direcciones: How do I get to…? / How can I get to…? - Expresiones para entregar direcciones: walk up / walk down / go up / go down / turn right on / turn left on - Uso del modo Imperativo para dar

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

PREPOSITIONS OF PLACE

The bank is on West Street.

The bank is on the corner of West Street and First Avenue.

The bank is across from the hotel.

The bank is next to the café.

The café is between the Post Office and the Bank.

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EXERCISES

I. Look at the map and complete these sentences with the correct prepositions. 1. The Mexican Restaurant is _______________ River Street. 2. The Italian restaurant is ________________ the gym, ____________________ St. Lukes Hospital. 3. The Department store is ________________Appleton Street, ____________________Third and Fourth Avenues. 4. The gas station is ___________________ Third Avenue and River St., ____________________ the movie theater.

II. What places are these? Read these sentences and try to guess the places. 1. It’s on Appleton Street, across from the library. It’s next to the book store. ___________________________________________ 2. It’s on Second Avenue, between River and Appleton Streets.

___________________________________________

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

___________________________________________

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

 

POPULAR TOURIST ATTRACTIONS

What are some popular tourist attractions in Chile?

__________________________________________________________________ 

What is your favorite tourist attraction in your city?

__________________________________________________________________ 

Where is it?

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

GIVING DIRECTIONS

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

2.

3.

2.

3.

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

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EXERCISES I. Look at the map on the next page. 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? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________

CLASE 16 APRENDIZAJE ESPERADO

Del 1 al 7

CRITERIOS DE EVALUACIÓN Del 1.1 al 1.27

CONTENIDOS - Todos los relacionados con los aprendizajes esperados del 1 al 7 (Repaso para la Segunda ENAT)

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

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

B

1.

Can you play guitar?

_______ No, he can’t. He always takes the bus.

2.

Can Elisa cook?

_______ Yes, he can. His portraits are wonderful.

3.

Can Richard drive a car?

_______ No, she can’t. Her coordination is terrible.

4.

Can you use a computer?

_______ No, I can’t, but I can sing.

5.

Can you speak a foreign language?

_______ Yes, I can. I’m a computer engineer.

6.

Can Erik and Sonia write?

_______ Yes, she can. Her pasta is delicious.

7.

Can Kate dance?

_______ No, they can’t. They are only two years old.

8.

Can David draw?

_______ Yes, I can. I speak English and French.

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

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

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

V. Complete the chart with the correct information. PROBLEMS

SOLUTIONS / ADVICE

I have a terrible headache. I can’t sleep at night. Drink some herbal tea and don’t eat any heavy foods today. Take two aspirins and go to the dentist. I’m homesick. Use some muscle cream and don’t do exercise today. Go to the drugstore and buy some medicine. Go to bed and don’t go to work tomorrow. I have sore eyes.

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VI. Look at the map and answer the questions. 1. Where is Macy’s Department Store? _________________________________________________________________________________________________________ 2. How can Alice get to the Hospital? _________________________________________________________________________________________________________ 3. Where is the gas station? _________________________________________________________________________________________________________ 4. How can Jim get to the Barber Shop? _________________________________________________________________________________________________________

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VIII.

Answer the following questions.

1. What is this text about? _________________________________________ _________________________________________ _________________________________________ 2. How is it transmitted? _________________________________________ Taken from http://www.ok.gov

_________________________________________

Swine Flu (AH1N1)

_________________________________________ 3. What is the cure? _________________________________________ _________________________________________ 4. Explain in few words what does “fever” and “chills” mean. _________________________________________ _________________________________________ 5. What additional recommendation can you give people about this problem? 1.________________________________________ _________________________________________ 2.________________________________________ _________________________________________

Swine flu is a type of virus. It's named for a virus that pigs can get. The virus is contagious and can spread from human to human. Symptoms of swine flu in people are similar to the symptoms of regular human flu and include fever, cough, sore throat, body aches, headache, chills and fatigue. There are antiviral medicines you can take to prevent or treat swine flu. There is no vaccine available right now to protect against swine flu. You can help prevent the spread of germs that cause respiratory illnesses like influenza • Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it. • Wash your hands often with soap and water, especially after you cough or sneeze. You can also use alcohol-based hand cleaners. • Avoid touching your eyes, nose or mouth. Germs spread this way. • Try to avoid close contact with sick people. • Stay home from work or school if you are sick. Taken from http://www.ok.gov

Vocabulary * vaccine: preparation used to stimulate the production of antibodies and provide immunity against a disease. * treat: manage. * spread: disperse. * avoid: keep away, evade.

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CLASE 17 APRENDIZAJE ESPERADO

Del 1 al 7

CRITERIOS DE EVALUACIÓN

CONTENIDOS

Del 1.1 al 1.27

- Todos los relacionados con los aprendizajes esperados del 1 al 7 (MID-TERM EXAM: SEGUNDA ENAT. COEFICIENTE DOS.)

CLASES 18 Y 19 8. Producen situaciones comunicativas escritas y orales elaboradas para describir actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple. CRITERIOS DE EVALUACIÓN CONTENIDOS Nombra diferentes actividades que se realizan en el - Actividades que se realizan en el tiempo libre: watch TV / tiempo libre, de acuerdo a instrucciones. exercise / do the laundry / stay home / see a movie / have fun, Identifica el uso de los verbos regulares e irregulares entre otras para describir situaciones ocurridas en el pasado - Tiempo verbal pasado simple reciente. - Verbos regulares e irregulares Describe de manera oral y/o escrita actividades que ha realizado y no ha realizado en el pasado reciente, aplicando el tiempo verbal pasado simple. Produce textos escritos y/o situaciones orales para consultar y entregar información sobre actividades realizadas en el pasado reciente, aplicando el tiempo verbal pasado simple.

APRENDIZAJE ESPERADO

1.29. 1.30. 1.31. 1.32.



COMMON HOUSEHOLD ACTIVITIES

CLEAN THE HOUSE

DUST

DO THE LAUNDRY

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

SIMPLE PAST STATEMENTS AND REGULAR VERBS

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

NEGATIVE PAST TENSE

I studied English in Friday

I didn’t study Mathematics.

You watched TV on Saturday night.

You didn’t watch TV on Sunday.

He stayed home on Saturday afternoon.

He didn’t stay home on Sunday.

We visited our mother

We didn’t visit any friends.

She shopped for groceries.

She didn’t shop for clothes.

They exercised on Sunday morning.

They didn’t exercise on Sunday afternoon.

SPELLING

WATCH – WATCHED EXERCISE – EXRCISED STUDY – STUDIED STAY – STAYED SHOP – SHOPPED

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) Spaghetti, but she ______________ (not like) beef. On Saturday morning I ______________ (clean) my apartment and ______________ (shop) for groceries at the supermarket. 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.

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

1.

____________________________________________________________

2.

____________________________________________________________

3.

____________________________________________________________

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4.

____________________________________________________________

5.

_____________________________________________________________



IRREGULAR SIMPLE PAST VERBS

Notice the irregular simple past forms.

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EXERCISES

I. Complete the chart with the past tense forms.

PRESENT

PAST

PRESENT

PAST

BUY

_____BOUGHT_______________

GO

____________________________

COME

____________________________

HAVE

____________________________

DRINK

____________________________

MEET

____________________________

EAT

____________________________

READ

____________________________

FEEL

____________________________

SEE

____________________________

GET UP

____________________________

SLEEP

____________________________

SIT

____________________________

TAKE

____________________________

DO

____________________________

WEAR

____________________________

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.

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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 ______________(drink) a cup of coffee.

II. Answer these questions using the information in parenthesis. 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)

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III.

What do you think that happened in the picture? (Speak and write your comments)

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

CLASES 20 Y 21 APRENDIZAJE ESPERADO

1.34. 1.35. 1.36.

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

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

CONTENIDOS - Información bibliográfica básica: fecha y lugar de nacimiento, primer día de clases, entre otros - Pronunciación de años - Tiempo verbal pasado simple, verbo Be

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

YEARS

1985 = nineteen eighty-five

19= nineteen, 85 = eighty-five

1970 = nineteen seventy. 1908 = nineteen oh eight. 2009 = two thousand and nine.



BIOGRAPHICAL INFORMATION

I was born in 1993, so I am 20 years old now.



I was born in 1953, so I am 60 years old now.

PAST OF BE: WAS – WERE

PRESENT OF BE

PAST OF BE

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.

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

I wasn’t born in Canada.

You were pretty young.

You weren’t very old.

He was eighteen.

He wasn’t in college.

We were born the same year.

We weren’t born in the same month.

They were in Japan in 1998.

They weren’t in Canada in 1998.

wasn’t = was not weren’t = were not

EXERCISES I. Change these sentences into past tense. Then, practice with a partner. 1. I’m at home. I was at home ______________________________________________ 2. Erika is at the supermarket. ___________________________________________________________ 3. Carl and James are in New York. ___________________________________________________________ 4. You are thirty years old. ___________________________________________________________ 5. My family and I are having lunch. ___________________________________________________________

II. Complete these sentences with the correct verb form. 1.

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

2.

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

3.

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

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WH- AND YES/NO QUESTIONS WITH THE PAST OF BE When were you born?

I was born in 1980.

Were you born in Brazil?

Yes, I was.

Where were you born in Brazil?

I was born in Sao Paulo?

Was your sister born in Brazil?

No, she wasn’t.

What country was she born in?

She was born in Chile.

Were your parents born in Sao Paulo?

No, they weren’t.

Where were they born?

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? __________________________________________________________________

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6. What _______________ your first English teacher’s name? __________________________________________________________________ 7. _______________ he/she Chilean?

________________________________________________________

Wh- questions with did, was and were Where did you grow up?

I grew up in Valparaiso.

When did you come to this city?

I came here in 2005.

Why did you come to live here?

Because all my family moved here.

How old were you in 2005?

I was fifteen.

What was your favorite subject at school?

It was History and Art.

How was high school?

It was great. I had lots of friends.

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

1.

Rafael Nadal Spanish tennis player Born on June 3rd, 1986 Won a Gold Medal in the Olympic Games in 2008

_____________________________________________________ _____________________________________________________ _____________________________________________________

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Lionel Messi Argentine soccer player Born on June 24th, 1987 He was the top scorer of the 2005 FIFA World Championship

2.

_____________________________________________________ _____________________________________________________ _____________________________________________________

Dave Grohl American rock musician and film director Born on January 14th, 1969 Founded the band “Foo Fighters” in 1994

3.

_____________________________________________________ _____________________________________________________ _____________________________________________________

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

4.

_____________________________________________________ _____________________________________________________ _

____________________________________________________

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II. Match the pictures with words from the box. playground – gym – art – lunchroom – science – physical education (PI)

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 1996. 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 subjects 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 also 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? __________________________________________________________________________ Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP.

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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?

_________________________________________________________

4. Were you a good student in high school?

_________________________________________________________

V. 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.

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VI. Match the questions in column A with the answers in column B. 1.

A When were you born?

B ______ I was eighteen years old.

2.

Where were you born?

______ She was pretty and very funny.

3.

Where did you go to school?

______ I was born in 1985.

4.

When did you finish school?

______ Her name was Melissa.

5.

How old were you then?

______ I was born in Antofagasta.

6.

Where did your parents grow up?

______ I wanted to study programming here.

7.

Who was your best friend when you were a child?

______ I studied at Colegio Santa María.

8.

What was he/she like?

______ I graduated in 2002.

9.

Why did you come to this city?

______ They grew up in Tocopilla.

VII. 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 subject was Computer Science.

VIII. Answer these questions. Then take turns asking and answering to a partner. 1. Did you stay home last weekend? __________________________________________________________________ 2. Who was with you? __________________________________________________________________

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3. What did you do on Sunday morning? __________________________________________________________________ 4. What did you have for lunch? __________________________________________________________________ 5. Was it good? _________________________________________________________________ 6. What did you do in the afternoon? _________________________________________________________________ 7. Were you alone? _________________________________________________________________ 8. What time did you go to bed? _________________________________________________________________

CLASE 22 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.40

CONTENIDOS - Texto de lectura (que variará de acuerdo a la Escuela a la que pertenece la carrera) (Repaso para la Tercera ENAT)

CLASE 23 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.40

CONTENIDOS - Texto de lectura (que variará de acuerdo a la Escuela a la que pertenece la carrera) (READING COMPREHENSION TEST: TERCERA ENAT. COEFICIENTE UNO.)

CLASE 24 y 25 APRENDIZAJE ESPERADO

1.38. 1.39.

1.40.

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

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

CONTENIDOS - Frases preposicionales para indicar donde se encuentra una persona en el momento: at home / in the shower / at the library / on a trip / in bed, entre otras. - Uso de Subject & Object pronouns - Expresiones frecuentes en una conversación telefónica: Can I speak with…? / Do you want to leave a message? / He can’t come to the phone, entre otras.

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

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:

Hi, Mr. Lewis? 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 IN

AT

ON

She’s in the shower.

She’s at the beach.

She’s on vacation.

She’s in the kitchen.

She’s at her parents’ house.

She’s on a trip.

She’s in bed.

She’s at school.

She’s on her break.

She’s in Spain.

She’s at work.

She’s in Madrid.

She’s at the bank.

She’s in the hospital*

She’s at the hospital*

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

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

OBJECT PRONOUNS

Object pronouns replace a noun after a verb or preposition. OBJECT PRONOUNS Subject pronouns

Object pronouns

I

ME

Give him a call tomorrow.

YOU

YOU

Ask her to call me tonight

HE

HIM

SHE

HER

IT

IT

Leave us a message, please.

WE

US

Please call them at home.

YOU

YOU

THEY

THEM

Can you call me in twenty minutes? Can I call you later?

Give me the number, please. I don’t have it

Subject pronouns execute actions, so they always go before verbs. Example: I call my son every day. Object pronouns receive actions, so they always go after verbs. Example: I call him every day. (We know the person is referring to his/her son)

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.

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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.

Represent a 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 Buzios and Paris. c. Give the reasons to choose one of these countries.

CLASE 26 APRENDIZAJE ESPERADO

1.42 1.43 1.44



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

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

CONTENIDOS - Actividades que se realizan en el tiempo libre: go to the movies / go to a concert / see a sports event, entre otras - Uso de estructuras para realizar invitaciones: Do you want to…? / Would you like to…? - Uso de estructuras para aceptar y rechazar invitaciones: I’d love to / I’d like to / I want to / I have to / I need to

ACTIVITIES PEOPLE LIKE TO DO

SEE A MOVIE

GO TO A CONCERT

GO DANCING

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HAVE A PICNIC

VISIT AN AMUSEMENT PARK

MAKING AND ACCEPTING AN INVITATION

GO TO AN ART FESTIVAL

REFUSING AN INVITATION AND MAKING AND EXCUSE

A: Do you want to see a movie with me tonight?

A: Do you want to go to a concert with me tomorrow?

B: Yes, I’d love to (see a movie with you)

B: I’m sorry, but I can’t. I have to work. I’d like to, but I need to study.

A: Would you like to go dancing with me?

Sorry, I want to go to bed early.

B: Yes, I’d love to go.

I’d = I would

EXERCISES

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

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

II. Read the following invitations and give a response according to the instructions in parenthesis (in oral and written way)

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 really sorry, but I have to wash my dog this weekend.

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

CLASE 27 Y 28 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

CONTENIDOS - Todos los contenidos en el programa de módulo (FINAL ACTIVITY: Presentación del profesor. Preparación de las parejas)

CLASE 29 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

CONTENIDOS - Todos los contenidos en el programa de módulo (FINAL ACTIVITY: PRESENTACIÓN EN PAREJAS, EVALUACIÓN DE LA CUARTA ENAT, COEFICIENTE UNO.)

CLASE 30 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

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

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CLASE 31 y 32 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

CONTENIDOS - Todos los contenidos en el programa de módulo (Recuperación de evaluaciones pendientes.)

CLASE 33 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

CONTENIDOS - Todos los contenidos en el programa de módulo (Revisión general del cuaderno de apuntes y repaso para el examen final del módulo.)

CLASE 34 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

CONTENIDOS - Todos los contenidos en el programa de módulo Examen final, parte oral (40% de la nota de examen)

CLASE 35 y 36 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

CONTENIDOS - Todos los contenidos en el programa de módulo Examen final, parte escrita (60% de la nota de examen)

CLASE 37 y 38 CRITERIOS DE EVALUACIÓN Del 1.1 al 1.44

CONTENIDOS - Todos los contenidos en el programa de módulo Examen de Recalificación (Interrogación oral)

VII. MATERIALES COMPLEMENTARIOS •

Links:

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

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