oral english commnication 1

2 PRELIMINARES

Esta publicación se terminó de imprimir durante el mes de junio de 2012. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 1,146 ejemplares.

COLEGIO DE BACHILLERES DEL ESTADO DE SONORA

Director General Profr. Julio Alfonso Martínez Romero Director Académico Dr. Manuel Valenzuela Valenzuela Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Ing. Raúl Leonel Durazo Amaya ORAL ENGLISH COMMUNICATION 1 Módulo de Aprendizaje. Copyright ©, 2010 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Tercera edición 2012. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Lydia Lagarda Sánchez

Revisión Disciplinaria: Edna Elinora Soto Gracia Corrección de Estilo: Diana Patricia Lugo Peñúñuri

Apoyo Metodológico: Jesús Moisés Galaz Duarte

Supervisión Académica:

Mtra. Luz María Grijalva Díaz Diseño de Portada: Alejandro García Lagarda Diseño: Joaquín Rivas Samaniego María Jesús Jiménez Duarte Edición: Cynthia Deyanira Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Mtro. Víctor Manuel Gámez Blanco

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PRELIMINARES

Ubicación Curricular

COMPONENTE:

FORMACIÓN PARA EL TRABAJO

CAPACITACIÓN PARA EL

TRABAJO: IDIOMAS (INGLÉS)

HORAS SEMANALES:

03

CRÉDITOS: 03

DATOS DEL ALUMNO

Nombre: _______________________________________________________________

Plantel: __________________________________________________________________

Grupo: _________________ Turno: _____________ Teléfono:___________________

E-mail: _________________________________________________________________

Domicilio: ______________________________________________________________

_______________________________________________________________________

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PRELIMINARES

Presentación ..................................................................................................................................................... 7 Mapa de asignatura .......................................................................................................................................... 8 BLOCK 1: REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS ........................................ 9 Didactic Sequence 1: Review of Simple Conversations (Functions) .................................................................10 Didactic Sequence 2: Daily activities..................................................................................................................16 Didactic Sequence 3: What do you do? .............................................................................................................27 BLOCK 2: COMMUNICATES REGARDING DIFFERENT SUBJECTS .................................................. 35 Didactic Sequence 1: Talking about Business...................................................................................................36 Didactic Sequence 2: Shopping and Services...................................................................................................54 Didactic Sequence 3: From Here to There .........................................................................................................64 BLOCK 3: SOCIALIZES IN DAILY, WORKING AND CULTURAL SITUATIONS ................................... 77 Didactic Sequence 1: Social Relationship .........................................................................................................78 Didactic Sequence 2: Talking about Festivities .................................................................................................92 Bibliography ......................................................................................................................................................101

Content

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PRELIMINARES

“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.

El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un mismo propósito en un determinado contexto

El presente Módulo de Aprendizaje de la asignatura Oral English Communication 1 es una herramienta de suma importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel nacional.

El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea significativo.

Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo.

En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma individual, binas o equipos.

Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de campo, etc.

La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo.

Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu aprendizaje.

Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo.

Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir juntos.

Presentación

8 PRELIMINARES

ORAL ENGLISH COMMUNICATION 1

BLOCK 1. REVIEWS AND CONVEYS INTO

ORAL WORKING SITUATIONS

Didactic Sequence 1. Review of Simple

Conversations (Functions).

Didactic Sequence 2. Routines and Facts.

Didactic Sequence 3. What do you do?

BLOCK 2. COMMUNICATES

REGARDING DIFFERENT SUBJECTS

Didactic Sequence 1. Talking about Business.

Didactic Sequence 2. Shopping and Services.

Didactic Sequence 3. From Here to There.

BLOCK 3. SOCIALIZES IN DAILY, WORKING

AND CULTURAL SITUATIONS

Didactic Sequence 1. Social Relashionship.

Didactic Sequence 2. Talking about Festivities.

Time assigned: 15 hours.

Competencias Profesionales: Realiza comprensión oral y auditiva de diversos tipos de texto en otro idioma. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. Realiza expresión o producción oral en otro idioma. Realiza interacción oral en otro idioma. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Unidad de competencia: Expresa y analiza diálogos para comunicarse en situaciones cotidianas y laborales, que le permitan referirse a elementos de su entorno.

Atributos a desarrollar en el bloque: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto

en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y

expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los

contextos local, nacional e internacional.

BLOCK 1. Reviews and conveys into oral working situations.

10 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS

Didactic Sequence 1 Review of simple conversations (functions)

Start up activities

Exercise 1

Listen and read

Ed : Hi, Carla Carla: Hello, Ed. How are you? Ed : Fine, thanks and you? Carla :Fine too. Goodbye Ed Ed: Bye, Carla.

Greetings polite inquires & answers Goodbyes

good morning … is your family? well good night

good afternoon … is your mother ok later

good evening … is (name) great See you tomorrow

Exercise 2

Change information of the previous dialogue and act it out. The words in the boxes will help.

Exercise 3 Introduce yourself, then introduce a partner.

I´m ….. My name is… This is ..... I´d like you to... I´m please to .... May I introduce ......? Nice to meet you.

11 BLOCK 1

Exercise 4

Write the letters of the alphabet in the correct place:

A, I, L, U, V, E, G, S.

ei

i e ai au iu a

H, J, K,

B, C, D, P,

F, M, N, X,

Y, O, Q, W,

R,

Exercise 5 Now pronounce all the letters.

Exercise 6

Listen and repeat the following sounds:

SH CH TH V B EE OO PH

Exercise 7 Add words with the sounds:

S T R E S S

Important words in English are stressed. We say them louder and clearer:

Nice to meet you.

Stressed Not stressed Stressed Not stressed

Ship, cheap, the, vowel, before, bee, book, physical....


Development activities Do you remember how to:

Exercise 8 Give and ask personal information (name, address, telephone, mail, age, place of birth). Complete the functions:

1. What is your name? _________________________________________________________________ 2. _____________________________________________________________ My address is 213 Maple St. 3. What is your telephone number? __________________________________________________________ 4. What is your e-mail address? ____________________________________________________________ 5. ______________________________________________________________________ I am 16 years old. 6. Where are you from?____________________________________________________________________

EVALUATION

Activity 1 Product: Stress identification. Value:

KNOWLEDGE

Factual Procedural Attitude

Identifies and reaffirms the use of vocabulary and stressed words.

Obtains knowledge identifying stress words. Shows interest and respect.

Auto evaluation C MC NYC

Obtained value:

Listen to the conversation. The underlined words are stressed.

Bruce: Betty! How's it going? Betty: Bruce! Hi! I´m fine. How are you? Bruce: Fine, thanks. Betty, this is Luigy. Luigy, this is my friend, Betty. Luigy: Nice to meet you. Betty: Nice to meet you too. Are you from around here? Luigy: No, I´m from Finland. Betty: That´s interesting. Do you speak English there? Luigy: A lot of people do, but we speak Finish and Swedish.

Activity 1

13 BLOCK 1

Exercise 9

Ask your partner personal information about a friend.

Write the question and the answer. e.g. What is your friend´s name? Her name is Donna. 1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

3. _________________________________________________________________________________________

4. _________________________________________________________________________________________

5. _________________________________________________________________________________________

Exercise 10 Read and complete the dialogue (underline his or her). Liza: Good ______________________. My name is Liza Simson. What´s your name? Raul: Hello, I am _______________________________________. Liza : Where are you from? Raul: ______________________________________ México City. Liza: What is your friend´s name? Raul: His-her name is___________________________________. Liza: What is his-her address? Raul: His-her address is_________________________________. Liza: and his-her cell phone number? Raul: ___________________ 6441-375976. Liza: ________________________________________________? Raul: ___________is 17 years old.

Exercise 11 What other information can you ask for?.... Write down questions and answers. -Spelling ____________________________________________?

_____________________________________________

-Time ____________________________________________?

_____________________________________________

-Distance ____________________________________________?

_____________________________________________

-Population ____________________________________________?

_____________________________________________

-Transportation ____________________________________________?

_____________________________________________

-Preferences ____________________________________________?

_____________________________________________

-Pastimes ____________________________________________?

_____________________________________________

-Professions ____________________________________________?

_____________________________________________

-Costs ____________________________________________?

_____________________________________________

-O t h e r ____________________________________________?

_____________________________________________

HELP: How do you... How far.. How much... How long.... How can you get to... By...bus, subway, ferry, train, airplane.


Exercise 12

Listen to the following sentences. Circle the letter that you hear.

1. a. How are you? b. How’re you? 2. a. I’m fine. b. I am fine. 3. a. She is from Canada. b. She’s from Canada. 4. a. It’s the capital of the state. b. It is the capital of the state. 5. a. Mary’s my friend. b. Mary is my friend. 6. a. What’s the answer? b. What is the answer? 7. a. That’s a lot of people. b. That is a lot of people.

EVALUATION

Activity 2 Product: listen and Pronunciate dialogue. Value:

KNOWLEDGE


Repeats and confirms information given in a dialogue.

Practices and models the conversation. Shows interest and respect listening and pronouncing the models


Obtained value:

CONTRACTIONS: They are formed when you put two words together and you drop letters and replace them with an apostrophe ( ‘ ). They are used for speaking and in writing.

Long Form Contraction I am from Mexico City. I’m from Mexico City.

Listen to the dialogue and read it aloud.

At a party Sam: Hi! May I introduce myself? Belinda: Sure! Sam: My name is Sam. What is yours? Belinda: I am Belinda. Sam: Would you like to dance? Belinda: Sure! Sam: You´re pretty and you dance terrifically! What is your cell phone number? Belinda: I don´t give out my phone number. Sam: I like you and I´d like to know you more. I want to give you a call and ask you for a date. Belinda: Ok, fine. My number is 6441-278391. Sam: 6441-278391? Belinda: That´s right. Sam: Wait for my call. I´ll see you!

NOTE: You can say:

- I don´t give out my personal information. - I don´t give out my

address or phone number. - I´d rather not say.

NOTE: To confirm the information you hear, you can repeat it.

Activity 2

15 BLOCK 1

Closing activity

EVALUATION

Activity 3 Product: Conversation. Value:

KNOWLEDGE


Presents and reproduces a created conversation by teams.

Creates and dramatizes a conversation. Shows order to achieve a good presentation. Shows initiative and interest in a collaborative form

Co evaluation C MC NYC

Obtained value:

In teams of six you are going to practice a conversation using the functions for asking and giving information about yourself, other people and places. Then, you are going to present it in front of the group. Previously, you have to hand in the written conversation to your teacher.

Activity 3


Didactic Sequence 2. “Daily activities”.

Start up activities

Exercise 1

Listen and learn this little poem.

MOTHER Mother is a treasure Mother is a joy Mother is a blessing To every girl and boy

Exercise 2

First listen, repeat silently and then repeat aloud.

POEM MY TOOTHBRUSH I have a little toothbrush. I hold it very tight. I brush my teeth each morning and then again at night.

Exercise 3 Now the Poem´s name is “HER TOOTHBRUSH”. Change the subject for “she” and write it down:

17 BLOCK 1

Exercise 4 Answer the questions about the poems.

1. Which poem represents a routine? _________________________________________________________________

2. Which one represents a fact? Or, what do you think? _________________________________________________

3. What happens if you change “mother” for “mothers” __________________________________________________

Development activities

Exercise 5

Color the squares with the correct sounds. Can you find the mystery words? The first one is done for you.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

1 cleans Z S IZ S IZ S IZ S Z S Z Z Z S Z Z Z S S Z S S S IZ IZ S S

2 watches Z IZ S Z S Z S IZ S Z IZ S Z S IZ S IZ Z Z IZ S S S Z S Z S

3 gets up Z Z S Z IZ IZ S IZ IZ IZ S S Z Z S S Z IZ IZ S S S IZ IZ IZ Z IZ

4 goes S S S Z IZ Z S IZ S IZ Z S IZ S Z IZ Z S IZ Z S Z IZ S IZ S IZ

5 dresses S Z S Z IZ S Z S Z Z IZ IZ IZ Z IZ S Z IZ S IZ IZ IZ Z S Z S Z

6

7 eats S S S Z S S S Z S Z S Z S IZ IZ IZ S Z IZ Z S IZ S S S Z IZ

8 drinks S Z IZ IZ S Z S IZ S Z S Z S S Z IZ S IZ IZ IZ S Z S IZ Z IZ Z

9 plays Z Z Z S Z S Z IZ Z IZ Z IZ Z S Z IZ Z S Z Z Z IZ Z Z Z IZ S

10 listens S IZ Z S Z IZ Z IZ Z IZ Z S Z IZ S Z Z IZ Z S Z IZ S IZ Z S S

11 washes IZ IZ IZ S IZ IZ IZ S IZ IZ IZ S IZ Z Z Z IZ S IZ IZ IZ S IZ IZ IZ S Z

12

13 does S IZ S IZ Z IZ S S IZ IZ S Z Z Z Z S IZ Z Z Z IZ IZ S IZ S IZ S

14 chases S Z S IZ Z IZ S Z S Z S IZ Z S IZ Z S IZ Z S Z S Z S Z S Z

15 has IZ S Z IZ S IZ Z S IZ S IZ Z Z Z Z IZ S Z Z IZ S IZ S IZ S IZ S

16 takes IZ S S S S S S S Z Z Z S IZ S IZ IZ IZ S IZ Z Z Z IZ Z IZ Z IZ

17 finishes IZ S Z S Z Z Z Z IZ S S IZ Z Z IZ Z Z IZ IZ IZ Z Z S S Z S Z

18

19 visits Z Z Z IZ IZ S S S S IZ S Z S Z S IZ IZ S IZ Z Z S IZ Z IZ Z IZ

20 brushes S Z S Z S IZ S S S Z IZ S IZ Z IZ IZ S IZ Z Z Z IZ S S S Z S

21 relaxes Z S Z S Z IZ IZ IZ S Z IZ S IZ Z IZ S IZ IZ Z S Z IZ S Z Z S S

22 exercises S Z S Z S IZ Z S Z S IZ Z IZ S IZ Z S IZ Z S Z IZ S Z S Z S

23 rides IZ IZ S S IZ Z IZ S IZ S Z Z Z IZ Z S S Z IZ S IZ Z S Z S S IZ

24

25 starts IZ Z IZ IZ Z Z Z Z Z IZ Z Z IZ Z IZ Z IZ Z IZ Z IZ S Z IZ Z IZ Z


Exercise 6 According to the previous exercise, discuss the present tense rules. Categorize the verbs by sound and rule.

Exercise 7

Underline under the word you hear…

work wrote would

tried coming trying

both told old

loud sound learn

out ouls owl

knock knew kind

show ship short

watched catch watch

flying falling playing

trips trip trap

days does door

tired tire tiny

thing things think

real rides ready

teacher under slower

turned walked wanted

hear head heard

skip sky spy

white wheat wear

walk wall walked

EVALUATION

Activity 1 Product: oral presentation. Value:

KNOWLEDGE


Presents an oral production to reinforce English skills.

Practices conversation and uses English in a real life situation.

Shows order, initiative and interest.


Obtained value:

Reflect a routine of your daily life about health. (You may want to bring a video or an oral presentation).

http://dentistry.about.com/od/brush3/Brushing_Teeth_Children.htm

Activity 1

http://dentistry.about.com/od/brush3/Brushing_Teeth_Children.htm

19 BLOCK 1

Exercise 8

Now discuss the meaning and use of the previous vocabulary:

1. How many verbs are there? 2. Is there any adjective? 3. What does “tiny” mean? 4. Any irregular verb? Add more questions..... 5. _____________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Exercise 9 Game: Tic-Tac-Toe

Form sentences with verbs, frequency expressions, time expressions, auxiliary verbs, and question words.

Draw a grid on the blackboard and have students to call out words or expressions from previous lessons and write them on the grid.

Divide the class into two teams. Team “X” and team “O”. Decide which team starts first.

in the

morning

at the night

twice a week

in the

morning

at the night

twice a week

plays

does

brushes

plays

does

brushes

Always

what

don’t

always

what

don’t

Time: 15 min.

Team “X” Team “O”


One student from team “X” or team “O” chooses a word or expression from the grid on the blackboard and makes a sentence with that word or expression. Example: A student selects the word expression: “in the morning”.

If the sentence is acceptable, mark an “X” over the expression “in the morning”. If it is incorrect, team “O” tries to make a sentence with any word from the grid.

The game continues until one of the two teams has three X’s or three O’s in any direction. Look at the examples.

Exercise 10 Write down the sentences

H E L P.......

AFFIRMATIVE NEGATIVE INTERROGATIVE

TYPE

VERB PAST TENSE PAST TENSE PAST TENSE

1 work worked Did not work Did I work?

2 admire admired Did not admire Did I admire?

3 study studies Did not study Did I study?

4 stop stopped Did not stop Did I stop?

5 refer referred Did not refer Did I refer?

6 write wrote Did not write Did I write?

7 be Was-were Was not Were not

Was I ? Were you?

I go to the school in the morning.

Team “X” Team “O”

is that sentence acceptable?

Yes, it is.

21 BLOCK 1

Exercise 11

Listen to the pronunciation of regular past tense verbs and add more to the table.

Final - ed has three different pronunciations

1. /t/ after the sounds f, p, k, s, ch, sh, x.

2. /id/ after the sounds t, d

3. /d/ all other cases

looked (t) watched (t) asked (t) dressed (t)

needed (id) waited (id)

enjoyed (d)

believed (d)

EVALUATION

Activity 2 Product: Past tense and sentences grid. Value:

KNOWLEDGE


Enunciates words to form sentences using past tense and common expressions.

Creates sentences using the words from the grid and the past tense.

Participates in class. Shows initiative and interest.

Autoevaluation C MC NYC

Obtained value:

Game: Tic-Tac-Toe Draw your own grid and write in it expressions and verbs for past tense. Then, form as many sentences as you can.

Activity 2


Exercise 12

Listen and learn the poem.

THE FLEA AND THE FLY A flea and a fly flew up in a flue. Said the flea, ¨Let us fly!¨ Said the fly, ¨Let us flee!¨.

Exercise 13 Listen to the poem and deduce what it means. THE WISE OWL A wise old owl Sat in an oak The more he saw The less he spoke, The less he spoke The more he heard, Why can´t we be like That wise old bird.

Exercise 14 Underline the verbs in the poems. Discuss the meaning and their form.

23 BLOCK 1

EVALUATION

Activity 3 Product: listening activity. Value:

KNOWLEDGE


Selects past tense regular and irregular verbs.

Analyzes and chooses past tense forms. Participates in class. Shows initiative and interest.


Obtained value:

Listen to the song and underline the past tense of the verbs.

I cried a tear, You wiped it dry. I was confused,

You cleared my mind. I sold my soul,

You bought it back for me. and held me up,

And gave me dignity. Somehow you needed me.

You gave me strength, To stand alone again.

To face the world, Out on my own again.

You put me high, Upon a pedestal,

So high that I could almost see eternity. You needed me. You needed me.

And I can´t believe it's You.

I can't believe it's true. I needed You

And You were there And I'll never leave, why should I leave?

I'd be a fool 'cause I finally found someone

who really cares.

You held my hand, When it was cold. When I was lost,

You took me home. You gave me hope,

When I was at the end. And turned my lies,

Back into truth again. You even called me "friend".

You gave me strength, To stand alone again.

To face the world, Out on my own again.

You put me high, Upon a pedestal,

So high that I could almost see eternity You needed me You needed me

Activity 3


EVALUATION

Activity 4 Product: Language identification. Value:

KNOWLEDGE


Enunciates modal verb “can” and its uses.

Uses a real English situation to identify different applications of “CAN”

Shows initiative and interest.


Obtained value:

Listen to the conversation and then classify the different uses for “CAN” Pat: Mom, can I go to John´s house? I want to buy my guitar, Martha: Yes, you can, but don´t be late. AT JOHN´S HOUSE Pat: John can you go with me to buy a guitar? John: Can you play the guitar? Pat: Yes, I can. I want to buy a new guitar. Can you tell me where I can get one? John: I don´t know, but we can ask my father, he knows where. Pat: Good! Let´s ask him. John: Fine. Pat: Good evening Mr. Berns. Mr.Berns: Hello Pat! What can I do for you? Pat: Can you tell me, where can I buy a guitar? Mr. Berns. There are some good ones at Marikos´ place. Pat: Oh! I know that place. Thank you. Can you teach me how to improve my guitar playing? Mr. Berns: Sure, any time! Pat: Good! Thank you Mr. Berns.

NOTE: Are the uses the same in your language?

Activity 4

25 BLOCK 1

Closing activity

Listen to the conversation and make your own, as a project, to present it in class. (Teams of 4 people) Beforehand, you have to turn in the written conversation. At the end of the presentation, identify the grammar topics and the functions used.

English Project:

The Girls and the Handsome Boy Presentation: This is “Team Great People”, the conversation is about two friends who are taking a vacation in Los Cabos B. C., and are meeting a new friend.

Elziarahí: Welcome to the Mayan Palace Resort. Can I help you?

Norely: We’d like a room for two nights.

Elziarahí: Ok. Would you like a single or a double room?

Norely: A double room, please.

Elziarahí: Ok. Let’s see. Room 42. That’s on the second floor.

Laura: All right. Do you offer breakfast?

Elziarahí: Yes, Mayan breakfast is served from 6 to 11 a.m. and it’s free.

Laura: Perfect! How much is for the room?

Elziarahí: $100, please.

Norely: Do you accept credit card?

Elziarahí: Yes, of course. Please fill in this form.

Norely: Here you are.

Elziarahí: Thank you. Here’s your key. If you need something,you can dial 100 to call the reception.

Laura: Thank you for everything.

Elziarahí: You’re welcome. Enjoy your stay and have fun in Los Cabos B.C.

Norely: Laura, where is our room?

Laura: It’s on the second floor.

Norely: And which number is it?

Laura: Room 42.

Norely: Laura, look this beautiful room! We can see the pool!

Laura: Yeah, cool! I’d like to drink something.

Norely: Let’s go to the L.C. Club. A friend told me that is a fantastic club.

Laura: I want to dance with a cute boy.

Norely: That’s the attitude. Laura!

Sergio: Hi! How are you girls?

Laura: We are fine. What’s your name?

Sergio: My name is Sergio and you?

Laura: My name is Laura and this is my friend, Norely.

Sergio: Nice to meet you girls.

Norely: Nice to meet you, too.

Laura: Where are you from?

Sergio: I’m from Boston, and you?

Norely: We are from Vancouver.

Sergio: Really? I want to go to Vancouver.

Laura: You have to go. It’s a beautiful place to take vacation.

Sergio: Do you study?

Activity 5


EVALUATION

Activity 5 Product: Written and oral presentation. Value:

KNOWLEDGE


Presents and organizes grammatical structures based in a conversation model.

Plans and writes a conversation then indicates structures in a report.

Shows laboriosity, initiative and interest.


Obtained value:

Laura: Yes, I’m studying Tourism. How about you?

Sergio: I’m studying Civil Engineer. Would you like to dance with me?

Laura: Oh Yes! It’s my favorite activity!

Sergio: I can see you dance very well.

Norely: Laura, we have to go, it´s late.

Laura: What time is it?

Norely: It’s 3 a.m.

Laura: Nice to meet you Sergio. I liked dancing with you.

Sergio: Laura, would you like to go to the movie theater tomorrow?

Laura: Yes, I would. My cell phone number is 771-445-669

Sergio: Ok, I’ll call you tomorrow.

Norely: Good bye Sergio, take care.

Laura: See you tomorrow Sergio.

Sergio: Sure!

Topics:

- Verb Be

- Personal Pronouns.

- Possesive adjetives.

- Simple Present.

- Simple Past.

- Simple Future.

- Present progressive.

- Modal verbs.

- Prepositions of place and time.

Functions:

- Greeting.

- Introducing yourself.

- Introducing other people.

- Expressing polite expressions.

- Asking for the time.

- Asking for the origin.

- Asking for a price.

- Using numbers.

Activity 5 (Continuation)

27 BLOCK 1

Didactic Sequence 3. What do you do?

Start up activities

Pantomime: Act out the occupation, rest of students guess it. You can add more.

Businessman walking the road of success

Information desk Diplomat Private secretary

Newsreporter & Cameraman

Laboratory scientist Peidiatrician Computer installation

Webmaster Housekeeper Conductor Policeman issuing

a parking ticket

Activity 1a Discuss what people in the pictures do?

What do you do? I’m ... [an IT manager]. (I’m responsible for the payroll and Management Information Systems.) (I work for a gas company in USA).

Activity 1



Exercise 1

Complete the conversation with: work, job or occupation.

Mandy: Where do you __________________?

Bill: I ________________ at Wal-Mart.

Mandy: Really?.. Do you like your _______________?

Bill: Oh! Yes. It´s a fine ____________________?

Mandy: What do you do there?

Bill: I´m in charge of personnel and I interview people to ____________ for us.

Mandy: Good! Can you interview me?

Bill: What is your ________________________?

Mandy: Sales.

Bill: Ok, why don´t you come tomorrow and bring a resume with you?

Mandy: Thank you very much. I sure need a ________________!

Exercise 2 Listen to the conversation to check the answers.

Exercise 3

Match the following prepositions to know uses of “ work + preposition phrases”.

in a project as a relative I work for Walmart on Mexico City out a cheft with my problems

EVALUATION

Activity 1 Product: Pantomime presentation Value:

KNOWLEDGE


Present Professions and activities in a performance.

Discusses regarding people's jobs. Values the use of language and shows initiative and interest.


Obtained value:

29 BLOCK 1

Exercise 4

Write a, an or the where necessary to complete the conversation.

A: What do you do?

B: I’m ______ engineer and I work as Managing Director of______ Intel Company.

And you?

A: I´m ______ Graffic Designer, I work in quality.

________ company is called Rock Designs.

B: So, you are in clothing design?

A: Oh, yes!, I like my job a lot because I like rock music .

We also sell ________ licenses to use Rock groups propaganda.

We have three branches in the country and I am _________ copartner in ______ company.

B: It sounds interesting. Congratulations!

Exercise 5 Listen to the conversation to check the answers.

Exercise 6

Match the following columns to complete telephone expressions.

give your name? have that? Could you ... take me through to (Client attention) repeat him call me? put a message? spell over that again? go me where you live? tell me some information?

speak a message? call extension 206, please? May I ... check to Mrs. Sanders, please? have later? take that?

NOTE. You use indirect questions to sound more polite.

-Could you tell me..?


Activity 2

According to the table, discuss the rules to form nouns from singular to plural form.

N O U N S

TYPE NOUN-SINGULAR NOUN-PLURAL

1 doctor doctors

2 office offices

3 secretary secretaries

4 boss bosses

5 wife wives

6 man men

Activity 2a. Give more examples of nouns for each rule:

Activity 2 Product: class discussion. Value:

KNOWLEDGE


Identifies and relates plural nouns rules. Practices discussion and determines the correct use of plurals.

Integrates knowledge and shows initiative and interest.


Obtained value:

31 BLOCK 1

HELP ...

TYPE ADJECTIVE COMPARATIVE SUPERLATIVE

1 cheap cheaper the cheapest

2 safe safer the safest

3 big bigger the biggest

4 early earlier the earliest

5 important More/less important

the most/the least important

6 good better the best

Exercise 7 Discuss the comparatives.

Listen to the song and underline the comparatives.

I AM ME

My brother is bigger than me. My sister’s more intelligent than me.

My mother’s more attractive than me.

But I am me. I am me.

I am the best mez.

My father is richer than me. My sister is more modern than me.

My brother is more popular than me.

But I am me. I am me. I am me.

I am the best me.

We are different, not the same. Different habits, different name. And we play a different game.

We are we. We are we.

We are the best we.

Activity 3

Let’s rap!


Exercise 8

Learn this poem and take the good advice.

GOOD BETTER BEST Good, better, and best -Never rest- ´Till your good is better And better is the best.

Closing activity

EVALUATION

Activity 3 Product: Listening presentation. Value:

KNOWLEDGE


Recognizes grammatical structures about comparatives.

Indicates and uses comparative forms in the song.

Participates in a collaborative form.


Obtained value:

Answer and discuss the following questions.

Do you have a part-time job? If so, what do you do? Do you have to work overtime?

•If so, how often? •Do you have to work on Sundays?

What are some jobs that you think would be boring?

__________________________________________________________________________________________________

What are some jobs that you think would be fun?

__________________________________________________________________________________________________

What job do you want to have in six or seven years?

__________________________________________________________________________________________________

What jobs in your country are considered to be good jobs? Why?

__________________________________________________________________________________________________

Would you consider yourself to be an ambitious person at work?

__________________________________________________________________________________________________

Would you describe yourself as a workaholic?

__________________________________________________________________________________________________

Would you like a job in which you traveled a lot?

__________________________________________________________________________________________________

Activity 4

33 BLOCK 1

Activity 4 Product: Questionnaire discussion. Value:

KNOWLEDGE


Presents and discusses business vocabulary and grammatical topics.

Practices discussion and new business vocabulary.

Shows initiative and interest in a collaborative form.

Coevaluation C MC NYC

Obtained value:

Would you like a job that requires you to sit in front of a computer all day?

__________________________________________________________________________________________________

Would you like to do the same job for the rest of your life?

__________________________________________________________________________________________________

Would you like to work in an office? Why or why not?

__________________________________________________________________________________________________

At what age do people usually begin to work in your country?

__________________________________________________________________________________________________

At what age do people usually retire in your country?

__________________________________________________________________________________________________

At what age would you like to retire?

__________________________________________________________________________________________________

What do you think you will do after you retire?

__________________________________________________________________________________________________

Activity 4 (continuation)


Unidad de competencia: Expresa y analiza diálogos para comunicarse en situaciones cotidianas y laborales, que le permitan referirse a elementos de su entorno. Atributos a desarrollar en el bloque: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.

BLOCK 2. Communicates regarding different subjects.

36 COMMUNICATES REGARDING DIFFERENT SUBJETS

Didactic Sequence 1. Talking About Business.

Start up activities

Building Up Business Vocabulary.

Exercise 1

Listen and read.

Some prepositions of place

1. The Company is in the center of town.

2. My office is on the third floor.

3. it’s above the General Manager’s office.

4. it’s at the end of the hall, at the top of the stairs.

5. It’s by the main photocopier.

The door is next to the photocopier.

6. The accountant´s department is behind the reception desk.

7. The reception desk is below the General Manager’s office.

8. It’s near the main entrance.

9. It’s opposite the waiting area.

10. It’s between the restrooms and the waiting area.

11. The parking lot is in front of the main entrance.

Exercise 1a.

Discuss the uses of prepositions of place.

Activity 2b.

37 BLOCK 2

Exercise 2

Complete the sentence with a preposition of time. a The company was taken over ………... the end of that month.

b I joined MTV ……………………. 1998.

c I left ………………………….. spring of 2005.

d I got a new job with CDR……………..... May 1st.

e. I work there ............... 8 am ............. 4 pm.

f I was sent to Europe ……………….. the beginning of July.

g My boss called me……………….9 am………………….. Tuesday 18th. August.

h He wanted me to go to Italy …………………. September.

i I phoned him back ……………………….. 3 pm.

j I want to complete the project by the end ......... November.

Exercise 2a

How do you use prepositions of time?... Share with classmates


Exercise 2b

Write questions about times and dates, and ask them to a partner.

Help: When was your company founded? When did you join the company? When did you start work? When were you born? When did you leave school/college? ....

39 BLOCK 2

Complete the second speaker’s responses with the correct question words

who where when what how long how much

1 A The problem is the cost. B Sorry, did you say? A The problem is the cost. B Oh, as usual. 2 A We have the meeting next month. B Sorry, did you say? A Next month. B Oh, I see. 3 A A course will cost $1,000. B Sorry, _ did you say? A $1,000 at least. B Oh, that much? 4 A Mr. Ronn called me yesterday. B Sorry, did you say? A Mr. Ronn. B Oh, yes. 5 A The company is in Tokio. B Sorry, did you say? A In Tokio. B Oh. really? 6 A The company construction might take two years. B Sorry, did you say? A two years. B Oh, as long as that?

Activity 1

In business where you are discussing, facts and figures, saying: “Sorry” Or “I

don’t understand” is not always enough. Sometimes you need to be more precise.


Activity 1a.

Listen and check your answers.

Exercise 3

Listen and model the sentences for the present progressive tense, contrast with the simple present tense.

We do a lot of work in the community hospital. We’re building a new medical area in the community hospital. We don’t usally have problems with contractors. We are having some problems at the moment. The Project goes well. The Project is going well. . We want to complete the Project by the end of June. We are waiting to complete the Project by the end of June. I don’t think we’ll finish on schedule. I’m not thinking we’ll finish on schedule.

EVALUATION

Activity 1 Product: Completes, listens and checks prepositions & WH questions.

Value:

KNOWLEDGE


Recalls business vocabulary in grammatical topics.

Distinguishes phonetic models. Shows initiative and interest.

Coevaluation C MC NYC Obtained value:

41 BLOCK 2

Exercise 3a Listen to some examples for the present continuous tense, contrast with the simple present tense, then share your own examples.

Learning a lenguage.

Which language do you speak? What are you studying at the moment? My mother tongue is Spanish. I’m working on my English. I can speak Italian and French. I’m trying to improve my German. I know some Polish, I’m working on my own. I don’t speak much Japanese. My pronunciation is getting better.

Possesion.

Exercise 4

Possession. Exercise 4. Write replies to these examples, using belong to, it is, they aren’t, etc.

e.g. Does this cell phone belong to you? (not mine) ……………………………………………………………….

a Whose is this computer? (ours) ………………………………………………………………….. b Is this Mr and Mrs Sommer’s laggage? (them)……………………………………………………………… c I think this is Mike’s calculator. (not him)………………………………………………………………. d Whose are these files? (yours)………………………………………………………………. e Does this briefcase belong to Luis? (not his)………………………………………………………………. f Is this Diane’s report? (hers) ………………………………………………………………… g Whose are these cups of coffee? (me) …………………………………………………………………. h I think that is Dan and Liz’s problem. (not hers) …………………………………………………………..


Oral practice. Use real life objects to describe a teacher of your school. Write the sentences here:

EVALUATION

Activity 2 Product: Oral and written presentation. Value:

KNOWLEDGE


Recalls previews vocabulary in grammatical topics.

Applies knowledge and describes people. Shows initiative and interest.


Activity 2

43 BLOCK 2


Exercise 5

Read and report orally in English, your own words, the history of The Hershey Company. Be prepared with notes. (The reading can be assigned in small parts to different students).

Hershey’s Chocolate

It all started with a decision.

Our company originated with candy-manufacturer Milton Hershey’s decision in 1894 to produce sweet chocolate as a coating for his caramels. Located in Lancaster, Pennsylvania, he called his new enterprise the Hershey Chocolate Company. In 1900, the company began producing milk chocolate in bars, wafers and other shapes. With mass-production, Hershey was able to lower the per-unit cost and make milk chocolate, once a luxury item for the wealthy, affordable to all. One early advertising slogan described this new product as “a palatable confection and a most nourishing food.” A company on the move. The immediate success caused the company’s owner to consider increasing his production facilities. He decided to build a new chocolate factory amid the gently rolling farmland of south-central Pennsylvania in Derry Township, where he had been born. Close to the ports of New York and Philadelphia which supplied the imported sugar and cocoa beans needed, surrounded by dairy farms that provided the milk required, and with a local labor supply of honest, hard-working people, the location was perfect. By the summer of 1905, the new factory was turning out delicious milk chocolate.


Exercise 5 (continuation) A KISS for the whole world.

Looking to expand its product line, the company in 1907 began producing a flat-bottomed, conical milk chocolate candy which Mr. Hershey decided to name HERSHEY’S KISSES Chocolates. At first, they were individually wrapped in little squares of silver foil, but in 1921 machine wrapping was introduced. That technology was also used to add the familiar “plume” at the top to signify to consumers that this was a genuine HERSHEY’S KISS Chocolate. In 1924, the company even had it trademarked. New products, hard times.

Throughout the next two decades, even more products were added to the company’s offerings. These included MR. GOODBAR (1925), HERSHEY’S Syrup (1926), chocolate chips (1928) and the KRACKEL bar (1938). Despite the Great Depression of the 1930s, these products helped the newly incorporated Hershey Chocolate Corporation maintain its profitability and avoid any worker layoffs. Hershey’s Chocolate goes to war.

With the outbreak of World War II, the Hershey Chocolate Corp. (which had provided milk chocolate bars to American doughboys in the first war) was already geared up to start producing a survival ration bar for military use. By the end of the war, more than a billion of these Ration D bars had been produced and the company had earned no less than five Army-Navy “E” Production Awards for its exceptional contributions to the war effort. A family friend becomes a family member. The post-war period saw the introduction of a host of new products and the acquisition of an old one. Since 1928, H.B. “Harry” Reese’s candy company, also located in Hershey, had been making chocolate-covered peanut butter cups. Given that Hershey Chocolate supplied the coating for REESE’S “penny cups”; (the wrapper said, “Made in Chocolate Town, So They Must Be Good”), it was not surprising that the two companies had a good relationship. As a result, seven years after Reese’s death in 1956, the H.B. Reese Candy Company was sold to Hershey Chocolate Corp.

Growing up and branching out.

The following decades would see the company - renamed Hershey Foods Corporation in 1968 - expanding its confectionery product lines, acquiring related companies and even diversifying into other food products. Among the many acquisitions were: San Giorgio Macaroni and Delmonico Foods (1966); manufacturing and marketing rights to English candy company Rowntree MacKintosh’s products (1970); Y&S Candies, makers of Twizzlers licorice (1977); Dietrich Corp.’s confectionery operations (1986); Peter Paul/Cadbury’s U.S. confectionery operations (1988); and Ronzoni Foods (1990). The Hershey Company enters a new century.

Today, The Hershey Company is the leading North American manufacturer of chocolate and non-chocolate confectionery and grocery products. As the new millennium begins, we continue to introduce new products frequently and to take advantage of growth opportunities through acquisitions. HERSHEY’S products are known and enjoyed the world over. In fact, we export to over 90 countries. With approximately 13,700 employees and net sales in excess of $4 billion, The Hershey Company remains committed to the vision and values of the man who started it all so many years ago.

45 BLOCK 2

Search on the internet the history of a company or an institution of your interest. Answer the following questions about the company:

Help: http://www.google.com.mx/search?hl=es&source=hp&q=history+of+companies&meta=&aq=f&aqi=&aql=&o

q=&gs_rfai=

1. Why did you get interested in this company? 2. Would you like to work for this company? 3. What do you like the most of this company? 4. Prepare: … to talk about the history of your company that interest you. Bring the historical information on companies (when they were founded, how they have developed; refer to company websites for such information).

EVALUATION

Activity 3 Product: Written and oral presentation. Value:

KNOWLEDGE


Organizes and reports about a company of student’s interest.

Prepares a presentation based on the web research. Participates and shoes initiative and interest.


Activity 3


Exercise 6

Listen and read the conversation.

John: Excuse me. May I see the General Manager? Secretary: Sorry, I´m afraid he is not at the moment, but also you have to make

an appointment to see him. Can I help you?

John: I would like to apply for a job in this company. Secretary: Well, there are not any available job right now, but you can fill out an

application form, and we can give you a call in case there is something for you.

John: Ok, thank you very much. Secretary: You’re welcome.

Activity 6a Listen to the telephone conversation. John: Hello! Who’s this? July: This is July, the secretary at Ford Company. I’m calling you about the

job application you handed in here.

John: Oh yes! Is there something for me? July: It looks like it is so. John: Can I make an appointment for the interview now? July: Yes, you may, How about tomorrow at ten? The general manager will be interviewing you. John: Yes, of course, no problem. I’ll be there tomorrow at ten. Thank you very much. July: You’re welcome, John! See you tomorrow. John: Bye! And, thanks again!

47 BLOCK 2

Listen and read the conversation.

John: Good morning Sir. GM: Good morning… (looking at the job application) John, come in and sit down, please. John: Thank you Sir. GM: So, you want to work with us… What can you do? John: Well, I’m studying in high school and I would like a part-time job. I can assist customers as a salesperson,

I can be a clerk, an office boy, a secretary, I can sweep and mop floors and I can even entertain children while the clients buy.

GM: Good!… Why are you interested in working here? John: I need to work to pay for my studies, and this Company got my attention because if I get the job I know I

can do my best, and while I get prepared I can look forward to a better position in this company. GM: You look like a very ambitious person who knows what you want. I like people with that attitude. The job is

yours and you’ll be assisting clients/customers John: Thank you very much Sir. I’ll do my best as I said.

Activity 4a Answer the questions according to the dialogues: 1. Who is applying for a job? 2. Did John get to see the General Manager in his first visit to the Company? 3. Does John still study? 4. Who attended John in his first visit to the Company? 5. Did John call to make an appointment? 6. Why does John want to work in that Company? 7. What does ambitious mean? 8. Did John get the job? 9. Why do you think he did?

Activity 4


Activity 6a.

Excecise 7 Listen and then practice the dialogue with a partner taking turns. Jason: Where do you work Andrea?

Andrea: I work for Thomas Cook Travel.

Jason: Oh, really? What do you do there?

Andrea: I’m a travel agent.

Jason: And what do you do exactly?

Andrea: I make plane and hotel reservations for business travelers.

Jason: Do you like your job?

Andrea: Yes, it’s a great job. Although, the salary is not very high, I often travel to learn about cities, hotels,

airlines and tours, and everything is free!

Jason: That’s fantastic!

Andrea: Yes, I love traveling. And what do you do?

Jason: I’m a student, and I have a part-time job too.

Andrea: Oh! Where do you work?

Jason: In a fast food restaurant.

Andrea: Are you a waiter?

Jason: No, actually I’m a singer. I sing with a band there every night.

Andrea: Do you like your job?

Jason: Yes, it’s a lot of fun.

EVALUATION

Activity 4 Product: Pronunciation & reading comprehesion Value:

KNOWLEDGE


Recalls listening and reading strategies. Analyses the conversation and answers questions. Shows interest and respect.


49 BLOCK 2

Excercise 8

Complete the telephone conversation. Use the help in the box Nancy: Hello, Colpac Company. May I ask who __________________? Emma: This is Emma. I’m calling to ask for an interview ____________. Nancy: Have you made your application ? Emma: Oh yes, I have it with me. I also have my résumé Nancy: Good! Can you come on at 5:30 p.m? Emma: Sure, I’ll be there. Nancy: Ok. I’ll see you then.

Exercise 8a

Listen to the telephone conversation. Emma: Nancy?

Nancy: Oh yes! What can I do for you?

Emma: I’m sorry but I forgot to ask you. How can I get to the Colpac Co.?

Nancy: Where are you?

Emma: I’m on Grand Ave. and Maple St.

Nancy: Ok, Take Grand Ave., go straight on, then turn left on Roxbury St., walk three

blocks and turn right and go straight ahead up to Eight St. Colpac is at your right.

Emma: Thank you very much Nancy.

form – appointment - is calling - Friday

HELLO, I’M AFRAID R2-D2 IS NOT IN RIGHT NOW. PLEASE LEAVE A MESSAGE AFTER THE BEEP-WHEEP-PU-WHEET-ZIP-BOOOP…

http://www.cartoonstock.com/cartoonview.asp?start=5&search=main&catref=rron24&MA_Artist=&MA_Category=&ANDkeyword=phone&ORkeyword=&TITLEkeyword=&NEGATIVEkeyword=


Read and complete the dialogue: Interviewer: Good morning Mr. ________________ I’m looking at your resume and I’d like to ask you some questions.

B: Ok, I’ll be glad to answer Mr. ________________ I: Do you have a job B: Yes ________ . I work for ______________ . I am a _________________ I have been working for __________ years. I: What do you do there? B: I am in charge of ________________ and I have had good experience. I: How long have you worked there? B: For __________ Since ____________ I: What kind of experience do you have? B: Well I’m _____________. I know how to __________________________. I: Do you __________________. Have you taken any courses. B: No, actually I have given courses of _____________________________. I: Where did you study? B: I went to ___________________ . I’m a ___________________ I: Why do you want to work here? B: Because I think this is a good company that offers good opportunities

for improvement I: Do you prefer working independently or in a team? B: I am equally confortable working as a member of a team or independently.

Activity 8b

Draw a map for Emma to get to Colpac Co.

.

EVALUATION

Activity 5 Product: Pronunciation & reading comprehension. Value:

KNOWLEDGE


Recalls reading strategies. Analyses the context and fills in the blanks. Participates and shows interest.


Activity 5

51 BLOCK 2

Closing activities

Exercise 9 Look at the job interview tips and follow them to prepare your own. Job Interview Tips Scott: So what do you know about the Company? Have you done some research? Carla: Yes, I have. On the internet: I know when it started, where it is, what they do, that’s why I chose it. Scott: What else have you done to get ready? Carla: Well, I have also practiced answering some basic questions, that I think they’ll ask me. Scott: That’s a good idea. Also you should arrive early and make sure you pronounce the Interviewer’s name correctly. Carla: That is easy his name is Dave. Scott: NO! Never call the interviewer by his first name unless he asks you to do so. Carla: OK, OK, then it’s Sommers. I’ll call him Mr. Sommers. Scott: Good!


Dramatize your job interview. Hand in the written conversation.

EVALUATION

Activity 4 Product: Writing & dramatization of an interview. Value:

KNOWLEDGE


Reports speaking & writing skills. Dramatizes the prepared job interview. Shows interest making a good presentation.


Activity 6

53 BLOCK 2

Find a dialogue or a song on the internet where reduced forms are used.

Didactic Sequence 2. Shopping and services.

Start up activity

Exercise 1

Listen and repeat after the speaker.

Long Form Reduced Form 1. How are you doing? How´re you doin´? 2. It´s nice nice to meet you. It´s nice to meetcha. 3. We are going to go shopping. We´re gonna go shopping. 4. Do you want to go? Do you wanna go? 5. You don´t have to come. You don´t hafta come. 6. Aren´t you coming? Arencha comin´? 7. She doesn´t miss them. She doesn´t miss ´em. 8. Why are you mad? Wh´re you mad? 9. Ralph and I are going to watch a video. Ralph ´n I are gonna watch a video. 10. Would you like to see me later?. Wudja like to see me later?

EVALUATION

Activity 1 Product: Report of the use of reduced forms. Value:

KNOWLEDGE


Recognizes the use of reduce forms. Distinguishes the use of reduce forms. Shows interest making a good report.

Autoevaluation C MC NYC Obtained value:

Activity 1



Exercise 2 Listen to the dialogue and read it aloud.

Carla: I want to go shopping because I need to buy some new clothes. Karen: I don´t have much time to go to stores, so I use my computer to do online shopping. Also I don´t like to carry money, it´s risky. I use credit card to buy things. Another thing I save energy if I don´t drive, and look for parking is a headache. Carla: Well, we can go window-shopping only, but I like to touch and feel things, and also try them on, if I want to buy clothes.

Karen: Ok I´ll go with you. I am too stressed out. I can´t go against my nature, I´m a girl and I sure like shopping. Malls are great! Let´s go.

Exercise 2a According to the dialogue match the statements with a kind of shopping.

a. online shopping b. Window-shopping c. Shopping at the mall __a___ You save energy.

______ You can touch things.

______ You can see things.

______ You can save time.

______ You can save money.

______ You can enjoy a nice day.

______ You can use a credit card.

______ You sit in front of your computer.

55 BLOCK 2

Exercise 3 Complete the dialogue with verbs in the simple present or present progressive tense. Amy: Where ____________ you _____________(go)? Nicole: I´ _____________________ to the new department store.(go) Amy: What are you ____________________(buy) ? Nicole: Some clothes for my little sister. Amy: What ___________________________ this afternoon? (do) Nicole: I´ ___________________ (have) a party. You ________ (be) invited. Amy: Good! I don´t __________(have) anything to do today. Are you

__________________(invite)Joel?... I am ________________ (die) for- him. Please __________ (invite) him!

Nicole: Ok, I promise! I´m not ____________________ (forget) . ____________ ( do) you _______________ (see) him everyday?

Amy: Oh, yes! Everyday.

Exercise 3a Listen to check the answers.


Exercise 4 Read the conversation and choose or give an answer. Kyle: Excuse me! Where are the I Pods? Clerk: They are on the 2nd floor, next to the TV sets. 1. Where is Kyle?

a. In a supermarket. b. In a department store.

2. What is an I pod? . . . How does it function? 3. Ask and answer about where things are in the department store.

57 BLOCK 2

.

Exercise 5

Listen to the conversation and then discuss the meaning of vocabulary and expressions.

Gloria: Hi Debbie! Debbie: Hi Gloria! Gloria: Why don’t we go shopping? There are lots of stores on sale this weekend. Debbie: We can visit the factory outlets, too. We might get even better prices there. Gloria: Let’s go then! At the mall Gloria: Look Debbie, the jeans are on sale! Debbie: I need some, let’s get in. Gloria: What size are you? Debbie: I’m not sure, I just finished a diet and I think I’m size 6. I was size 8. Gloria: Oh! That’s very good! Debbie: Oh yes, I think so too… (to a lady) Where can I find a salesperson ? Lady: I am a salesperson, Can I help you? Debbie: Yes, please I’d like to try these jeans on. Where are the fitting rooms? Lady: Over there, next to the customer service office. Debbie: Thank you. Lady: You’re welcome. Gloria: Did the jeans fit you? Debbie: Yes, come in. How does it look? Gloria: Very nice, they look just fine. Debbie: I’ll take two, a black and a blue one. Gloria: Good! I think I’ll try some too. It’s a real bargain! Debbie: Yes, it is. Can we go and eat later? I’m hungry. Gloria: Sure, I’m hungry too.


Exercise 5a Write a dialogue where you pretend you are going to a store and buying something for yourself.

Giving reasons Sometimes you have to give a reason when you return things to a store. Some reasons are:

It doesn’t fit

It’s not the right size

It doesn’t work

It’s too expensive

I don’t like the color

When you return things, You usually need to bring your receipt

You get your money refunded (you get it returned).

You sometimes give the clerk your name and address.

59 BLOCK 2

Discussing Reasons. Work with a partner. Look at these two lists. On the left are items you can buy at a store. On the right are possible reasons to return them. Match the item on the left with the reason on the right. There may be more than one reason for each item.

Item Reasons

1. Shoes _______ a) It doesn’t work 2. Purse _______ b) It was a gift. I already have one. 3. Calculator _______ c) It was a gift. I don’t like this music. 4. TV _______ d) It’s / they’re too small 5. Shirt _______ e) It’s / they’re too big 6. Radio _______ f) I don’t like the style. 7. CD. _______ g) I don’t like the color. 8. CD. _______ g) I don’t like the color.

Activity 2a

Giving Reasons. Dramatizes giving reasons with a partner. Example:

A: May I help you? B: Yes, I’d like to return this ____________________.

(Item) A: Did you bring your receipt? B: Yes, here it is.

A: Why are you returning the ____________________?

(Item)

B: Because ________________________________________________________. (Reason)

EVALUATION

Activity 2 Product: Oral practice. Value:

KNOWLEDGE


Presents an oral practice. Dramatizes in a collaborative form. Collaborates respectfully.

Co evaluation C MC NYC Obtained value:

Activity 2


Exercise 7

C L I E N T S E R V I C E S Listen and read the telephone conversation.

Nancy: Megacable. Good morning! This is Nancy speaking. May I help you? Peggy: This is Peggy and I would like to get your cable service. Nancy: Sure. Have you decided among our different packages we are offering? Peggy: Yes, I’ll take the basic one. Nancy: We have a promotion: if you pay 6 months on Pay-per-view, you get 6 months free. Are you interested? Peggy: Oh, yes I’ll take it. Nancy: Good! You won’t regret it. Peggy: When do I get the service? Nancy: Today. How about 3:00 O’clock. Peggy: Fine. I’ll wait for you here. Can you send the bill so I pay for the service? Nancy: I’ll do that for you. Peggy: Thank you very much. Nancy: You’re welcome. Have a nice day! Peggy: Same to you!

Exercise 8 Listen and read the telephone conversation.

Lady: Customer service. How may I help you?

Abril: Hi my name is Abril. I bought a washing machine from you a day before yesterday, but it does not seem to work.

Lady: Hello Abril. Thank you for calling us! What type of washing machine is it?

Abril: It’s a Maytag.

Lady: What happens when you try to turn it on?

Abril: Nothing happens. It just doesn´t work.

Lady: I see. I’m going to send one of our technicians to your house and see if he can fix it. If he can’t we’ll send you a new washing machine with no extra cost to you.

Abril: Wow, that´s so kind of you! Can your technician turn the electricity in my apartment back on too?

Lady: Oh, you have no electricity? I think, I know what’s wrong with your washing machine!

61 BLOCK 2

Work in pairs. Pretend you are asking for a client service. Write it down first, then present it orally to the group.

Exercise 8a

Discuss what the problem in the dialogue is.

EVALUATION

Activity 3 Product: Report of a client service. Value:

KNOWLEDGE


Recognizes structures for giving and asking services.

Dramatizes a service inquiry. Shows respect and responsibility working in pairs.


Activity 3


Debate and solve the following problems. a. You are an employee at a Company; the General Manager asks you to be in charge of the Company while he

goes to a business trip. - What would you do?

Problem solution: __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

b. You are unemployed.

Why do you think there is so much unemployment: Problem solution:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

c. What can you do to have a good job?

Problem solution: __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

______________________________________________________________________________________________

Closing activities

EVALUATION

Activity 1 Product: Problems solution. Value:

KNOWLEDGE


Identifies various customs and behaviors in his/her own cultural background.

Recognizes and checks the statements that apply to his/her own cultural background.

Values the various customs and behaviors found in cultures around the world.


Activity 4

63 BLOCK 2

Didactic Sequence 3. From Here To There.

Start up activity

Exercise 1 Time: 15 minutes. Material: Copy of the song’s lyrics, listening for comprehension. Classroom arrangement: Pairs. Produce: Cut the lines of song and scramble them. Give them to each pair of students. Students take a guess and try to put the song in order before listening to it. Students tell the class their guess about the song and the reasons why they think is in the correct order. Play the song. Students listen and move the lines as many times as necessary so that they can: Put the song in the correct order. Play the song as many times as necessary. Encourage students to sing the song.

Exercise 2

Match the sentences on the left and the responses on the right.

1. Can I help you? _____No, it’s optional.

2. Hurry up! _____Good idea!

3. May I ask who’s calling? _____Yes, it does.

4. How will I recognize you? _____I need to talk to Miss Rice.

5. What do you want to be? _____I’ll have the small pepperoni pizza.

6. Can I take your order? _____This is Tom Hanks.

7. What are you going to do this weekend? _____I’m coming.

8. Is the tip 15%? _____A business man.

9. Does Mr. stand for Mister? _____I’m short and long curly blond hair.

10. Why don’t we order a pizza? ______Stay at home and watch

movies.


Relaxing Activity: Listen to the Song and solve the Puzzle, Present your song puzzle and sing it.

Exercise 2a. Discuss where do you hear or use the previos phrases.

EVALUATION

Activity 1 Product: Song puzzle. Value:

KNOWLEDGE


Recognizes English usage and correct sentence order.

Organizes and solves the puzzle to be aware of correct English usage.

Participates and shows initiative and interest.


Activity 1

65 BLOCK 2

Category: - Long distance call - Long distance collect call - Personal call - Business call


Exercise 3

Fill in the blanks to complete the conversations. Say the category of phone call for each dialogue. 1. A: Hello B: This is _______________ . Could I speak to _____________ ? A: I’m sorry, he’s not in. Can I take a message? B: Yes, Could you please tell him that his friend_________________ called and_______________________________________________ A: Sure. B: Thank you. 2. A: Directory assistance. B: Operator. I want to make a call to_____________________. The number is _________________________. A: Do you know the are code? B: No, I do not. A: That´s alright. I’ll look it up. Is this a person-to-person call? B: Yes, I want to speak to __________________________. A: Could you tell me the last name please? B: Yes, of course. It´s___________________________. A: Thank you. 3. A: Telmex Company. Good________________________ B: Good___________. Could you get me the___________________ Departament? A: Who do you wish to speak to? B: ________________________________. A: That is extension_______________. One moment, please. B: Thank you. 4. A: Operator. I want to place a collect call. B: Where do you wish to call? A: _____________________________. B: Do you know the area code? A: Yes, it is ____________________. B: Who is calling please? A: ______________________________. B: One moment… your call is ready.


Read the following situations. Choose one and leave a message.

1. You need to ask a question about today’s homework. Call another student in the class and leave a message.

Ask him or her to call you back. 2. You are going to a friend’s house for dinner. You are going to be a few minutes late. Call and leave a

message. 3. Your car is not working. Call a mechanic and leave a message. 4. A friend asked you to go to a party. You can’t remember if it was tonight or tomorrow night. You have too

much homework, so you can’t go tonight. But you can go tomorrow night. Call your friend and leave a message.

5. You have a message to call someone you don’t know. When you call back to find out, you get his answering machine. Leave a message.

Exercise 3a Act out the dialogues. Leaving Voicemail Messages Voicemail makes some people nervous. But it’s easy to leave a message if you know what to say. Here are five easy steps for leaving a voicemail message.

Steps Examples

1. Say your name and the day and time 1. Hi. This is Livy. It’s three o’clock, Wednesday the fourth.

2. Say why you are calling 2.• I’m returning your call • I’m calling about your ad in the newspaper • I’m calling to see if you want to go shopping.

3. Leave instructions or say what you will do.

3.• Call me back when you get a change. •I’II call you back later.

4. Leave your number. Say it slowly 4.•My phone number is 4-1-7-3-6-1-7.

5. Say good-bye. 5.•Good-bye •Bye •Talk to you later

Activity 2

67 BLOCK 2

Activity 2a

Say your message, rest of students try to guess which situation you chose.

Exercise 4

R E S E R V A T I O N S Listen and read the telephone conversation.

Hello, Mr. Power´s office. May I help you?

Mr. Plats: This is Brad Plats from Colombia Pictures Co. And I’d like to speak to

Mr.Powers, please.

Judy: Hold on a second, please.

Sir, Mr. Plats from Colombia Pictures wants to speak to you.

Mr.Powers: Ok, Judy. Thanks.

Mr. Plats: Good morning. I’m calling because we read your novel and my

partner and I would like to use it to make a movie.

Mr. Powers: Great! I’m glad that you liked it.

Mr Plats: Why don’t you come for a meeting and listen to our proposal,

let’s say … Monday morning about 10:00.

Mr.Powers: Oh, I’m sorry! But I’ll be busy. Could it be later? I could go after 12:00.

Mr. Plats: Let’s see… mmm… about 2:00 p.m. Is that good for you?

Mr. Powers: Perfect! Thank you for the invitation.

Mr. Plats: Ok. Good Bye!

Mr. Powers: Bye.

Mr. Plats: Molly, can you please make a reservation at the Holiday Inn’s

Restaurant for five people on Monday at 2:00p.m.?

Molly: Yes, Mr. Plats. I’ll call right away.

EVALUATION

Activity 2 Product: Voicemail message. Value:

KNOWLEDGE


Expresses the message to communicate in English.

Demonstrates the correct usage of English in a real situation.

Participates in the activity and shows initiative and interest.



Exercise 4a

Read and act out the conversation. AT THE RESTAURANT. Restaurant: “Sirloin Stockade” good day!

Molly: Good day! I want to make a reservation for five people.

Restaurant: I am sorry! But we are closed because we are making

some changes to improve the restaurant’s image.

Molly: Oh, what a pity! My boss wants to discuss an important deal there.

Restaurant: Well, we have a new restaurant, it is smaller although it’s more beautiful and comfortable than this one,

besides it has a larger variety of food and it's delicious!

Molly: And where is it?

Restaurant: At the north side of the Hotel, you have to pass through an amazing garden to get into it. I can give you

the phone number if you like.

Molly: All right.

Restaurant: It’s 5-7-5-4-3-2-8

Molly: Thank you.

Restaurant: You’re welcome.

Michelle: Hello, Paradise Restaurant, this is Michelle, May I help you?

Molly: Hi, I’d like to make a reservation in the name of: Mr. Powers, please!

Michelle: Ok. When would you like it?

Molly: It’s for Monday at 2:00 p.m.

Michelle: You’re the luckiest person because that date was cancelled just before you called.

Molly: That is wonderful!

Michelle: How many guests would it be?

Molly: Five.

Michelle: Smoking or non smoking area?

Molly: Non-smoking, please.

Michelle: Ok. That would be all. We’ll expect for Mr. Powers and guests.

Molly: Thank you very much.

Michelle: My pleasure!

69 BLOCK 2

Activity 4b

Answer the questions from the dialogues and discuss them. 1. Who wrote a novel?

2. What time is the meeting going to be?

3. Whose secretary is Molly?

4. How many times did Molly have to call to make a reservation?

5. Where is the meeting going to be?

Activity 3

Write a conversation where you make a reservation for a flight to go to a business meeting. Act out the conversation with a partner.

EVALUATION

Activity 3 Product: Written and oral representation of a self created dialogue.

Value:

KNOWLEDGE


Reaffirms writing skills and creates a dialogue.

Prepares and dramatizes a real life conversation. Shows curiosity, creativity and respect in the classroom.

Autoself evaluation C MC NYC Obtained value:


Closing activities Exercise 4

Choose between the dictionary definitions for stress. Stress/stress/ n. 1. The feeling of being worried because of problems in your life. 2. Special force we put onto a word or part of a word.

Are both correct? ..... Why is that?.... Depends on what?

Exercise 4a

Check how stressed you are. Choose a phrase from the box to complete each sentence. Put the verb in the right tense. To have nightmares To feel worry or nervous To have headaches To forget things To have a stomach ache To sweat a lot Other.... 1.- He is having nightmares. 2.- She ............................................ . 3.- He .............................................. . 4.- She often ................................. .. . 5.- He is feeling hot and ................... 6.- She................................................

71 BLOCK 2

Exercise 4b

Now write sentences using frequency adverbs and the previous phrases.

Example: I never/sometimes/often have nightmares.

Exercise 4c For discussion. Answer the questions. a. Why is someone stressed out? a. How do people sometimes feel when they are stressed? b. What kind of things can give you stress? c. Is stress always bad for you? Don’t get stressed out!


Exercise 4d

Read the jokes. Are they funny? 1. A: Waiter! Can you taste my soup?

B: It´s something wrong with it Sir? A: No, no, but please taste it. B: I´m not allowed, but ok.

Where is the spoon? A: That´s what I´d like to know.

How can I eat my soup? 2. A: Knock knock.

B: Who‘s there? A: Joe. B: Que yo ni que yo, si no me dice quien eres no abro la puerta

3 A: Doctor, doctor. I keep seeing green hairy monsters with horrible faces.

B: Have you seen a Psychologist? A: No, just green hairy monsters with horrible faces.

4. Teacher: Jane, if you have ten candies and Oscar asks

you for one and Jackie asks you for two, how many candies do you have left?

Jane: Ten!, I don´t want to share.

Did you get the jokes?

73 BLOCK 2

Exercise 4e For discussion. Answers the questions. a . Why do people tell jokes? c. Do you get less stressed when hearing a joke? d. Do you think laughter is a good thing when you are stressed? e. Can you tell the group a joke?

Exercise 4f

Read these problems from students of English. Write down the problems that you have, too. 1. I get stressed when I read in English because there are many words I don’t know. 2. Sometimes I can’t do the grammar exercises so I get stressed. 3. Like to speak in English, but I worry about my pronunciation. 4. I want to learn lots of words, but I don’t know how.

HELP: Because = Gives you a reason.

But = Anounces a problem.

So = Gives a consequence


Discussion, answer the questions or comments. 1. Is learning English stressful? - - - 2. Which things about English can be stressful? - - - 3. Which things can you do to help yourself? - - - 4. Think of ideas to make learning English easier and more enjoyable. - - -

Exercise 4g

Complete the sentences with because, but or so. a. There are many words I don’t know, ........................ I can use a dictionary.

b. I write down new words, .......................... I can look at them again and remember them.

c. I want to learn English ......................... it is important for many jobs.

d. English is sometimes difficult, ....................... I like it.

e. I like having a workbook ......................... it has a lot of exercises.

f. Sometimes I don’t understand, ....................... I can ask my teacher for help.

Take the stress out of learning English!

Activity 4

75 BLOCK 2

5. Write an advice from experience.

EVALUATION

Activity 4 Product: Class discussion. Value:

KNOWLEDGE


Identifies special days and annual events- celebrations, holidays, and festivals.

Practices describing customs and events in his/her or other countries.

Collaborates and appreciates the use of language to be applied in a real context.


Activity 4


Unidad de competencia: Expresa y analiza diálogos para comunicarse en situaciones cotidianas y laborales, que le permitan referirse a elementos de su entorno.

Atributos a desarrollar en el bloque: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.

BLOCK 3. Socializes in daily, working and cultural situations.

78 SOCIALIZES IN DAILY, WORKING AND CULTURAL SITUATIONS

Answer these questions to see how sociable you are. 1. When you meet a stranger, do you feel nervous? 2. Do you try to be the centre of attention of groups? 3. Do you consider yourself a successful person, socially speaking? 4. Is it difficult for you to demonstrate in public some of your personal skills (such as telling jokes, dancing,

singing .....)? 5. Do you have problems when speaking in public? 6. Are you happy/satisfied with your own image? 7. Do you prefer eating alone or with a lot of people in a restaurant? 8. Do you feel you are good at socializing? 9. Do you accept praise gracefully and naturally? 10. When you meet strangers, do you listen or speak the most? 11. Do you show your feelings to friends you don’t know very well? 12. Do you go red when someone shouts your name in public? 13. Do you feel inferior when introduced to an important person? 14. Do you often think your contributions to a debate can be relevant? 15. When you are presented in public, do you sweat, shake a bit, and feel insecure....? 16. Can you imite a famous person? Calculate your score. If you said YES to questions 1,5,10,12,13 and 15, give yourself a ponit for each YES. If you said NO to questions 2,3,4,6,7,8,9,11,14 and 16, give yourself a ponit for each NO. If you scored less than 6, your ability to make friends is acceptable. Between 6 and 10, you have/have had difficulty relating to other people socially. More than 10 points, new situations and getting to know new people is hard for you.

Didactic Sequence 1. Social relationship.

Start up activities

EVALUATION

Activity 1 Product: Test resolution. Value:

KNOWLEDGE


Recognizes real English language usage. Practices and recaps information to recall correct English usage in a test resolution.

Shows initiative, sincerity and respect participating in the test resolution.


Activity 1

79 BLOCK 3


Exercise 1 Write the opposites of these adjectives.

Comfortable ___________________________________ Polite _______________________________________

Helpful _________________________________________ On time_____________________________________

Pleasant __________________________________________ Quick ______________________________________

Friendly __________________________________________ Clean ______________________________________

Nice _____________________________________________ Interesting ___________________________________

Efficient __________________________________________ Good ______________________________________

Exercise 2

Listen to the definitions about people’s personalities. Can you add some more examples?

A person who loves talking to new people and going to parties is sociable and outgoing.

He never gets stressed. He doesn't take life too seriously. He is relaxed, calm and positive.

Sad films make him cry. He hates arguments and shouting. He is sensitive.

I don’t like talking with other people when I don’t know them. I’m shy.

HELP: ADJECTIVES RELATED PERSONALITY outgoing, careful, calm, relaxed, sympathetic, vain, stubborn, rebellious, sensitive, sensible, caring, lazy, positive, selfish, easygoing, laid-back, self-assured, arrogant, hard-working, egotistical, ambitious, generous, sociable, unselfish, confident, superstitious, shy


He worries about taking risks and thinks everything is dangerous. He is careful.

If I say: "Here are the keys of my car. Use it whenever you want" I'm unselfish.

My mother always say: "Don't look black cats. It's unlucky". She is superstitious.

When he makes a decision it's impossible to make him change his mind. He is stubborn.

He never buys anyone a present. He is stingy or mean.

Exercise 2A Can you add some more examples?

____________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________ OTHER... _____________________________________________________________________________________________

81 BLOCK 3

Read silently and then aloud the “Social Types” information.

The star: always tries to talk about himself, and gets angry when the chart moves into another topic. The prankster: is a fun person, but he/she makes you angry when you want to talk seriously.

The complainer: is never happy. The pedant: pretends to know more, and shows it off. In the end, people avoid rather than admire him.

The flatterer: manipulates people by telling them good things about them even if they are not true. The serious person: has no visible sense of humor. However, he doesn’t have to be boring, and he can make

a good friend.

The cultured/learned person: usually, a highly valued person because we like to be with people who know more than us. He doesn’t show it off!

EVALUATION

Activity 2 Product: Reading and class discussion. Value:

KNOWLEDGE


Introduces vocabulary in grammatical topics about personality.

Expresses and solves questions in a class discussion.

Shows enthusiasm, initiative and interest in the class discussion.


Activity 2

Activity 2A

1. Are there any other categories not mentioned here? Write them down as a brain storming participation in the group: The cheater ... The good friend .... The sociable ....

2. Which type or types match your personality? 3. Which trait predominates more? Why?

Discuss the following questions.


Exercise 3. Write the expressions for starting conversations in the correct box in the chart.

Some may go into two boxes. Then add your own expressions to each box.

People you know People you don’t know

Formal

Informal

Starting conversations:

People often start conversations with people that they don’t know. Sometimes this happens at a party or in a new class, or at a new job because you want to make friends. Sometimes this happens on the streets because you need help or directions. Here are some expressions people use to start conversations: •Excuse me. I don’t think we’ve met. My name is ... • Hello. May introduce myself ... •Hi. Can you tell me how to get to .... •Hi. How’s it going? •Hello. How are you? It’s nice to see you again. •Excuse me. May I ask you a question? •Excuse me. Do you know when the next bus is coming? Sorry, do you know the address of ......?

83 BLOCK 3

Exercise 3A Here are some expressions that end conversations.

Study them and then add them to the chart. Brainstorm some of your own, too.

People you know People you don’t know

Formal

Informal

Ending conversations: Would you excuse me please? I’m late for a meeting. I’ve got to go now. I’II talk to you later. It was nice to meet you. Thank you for your help. Good-bye. Let’s get together sometime. Call me when you get a change. I’d better get going. Nice talking to you. I’ve enjoyed talking to you. Maybe we could get together sometime.


Complete the chart below about topics of conversation and decide with whom and when you can discuss these topics. Most people can talk about some subjects with some people, and other subjects with other people. Who when Close friends at work or at school Casual (not so close) friends over dinner Family at a party No one on the telephone

Topics Who When

Sports

Politics

Boyfriend or girlfriend

TV or movies

School or work

EVALUATION

Activity 3 Product: Classification of information. Value:

KNOWLEDGE


Comprehends, classifies and organizes from start to finish conversations using proper expressions.

Comments and builds formal / informal conversations. Applies knowledge in class.

Shows initiative, responsibility and interest in class.


Activity 3

85 BLOCK 3

Exercise 4. Write the questions, use the help and follow the example.

e.g Who/work for? (you) Who do you work for? 1. What/do? (your brother) ______________________________________________________________________________________________ 2. Where/work? (Mr Jones). ______________________________________________________________________________________________ 3. Where/be from (your husband). ______________________________________________________________________________________________ 4. Where/live? (your parents) ______________________________________________________________________________________________ 5. Be/married? (you) ______________________________________________________________________________________________ 6. Have/any children? (your boss) ______________________________________________________________________________________________ 7. How old/be? (they) ______________________________________________________________________________________________ 8. What/do? (your spare time) ______________________________________________________________________________________________

Exercise 4A. Listen to the questions - Intonaion.

Yes/No Questions

Rising intonation

Wh- questions

Falling intonation

Do you work everyday?

Do you like your job?

Are you in charge of the department?

Are you a lawyer?

What do you do?

What company do you work for?

Where do you work?

What do you do exactly?


Exercise 4B. Pretend you are working in a Company and you want to find out about your colleagues.

Listen to the questions and answers. What do you do? I’m ....[a manager].

(I’m responsable for the payroll and Management Information Systems.) (I work for a construction company in México ).

Who do you work for? A company called [Elco Pacific].

(I’ve been with them for about three years.) Which departament are you in? [Finance]. Where did you study? At (Unitec University) Where did you go to college? (Phoenix Institute of Technology.) What qualifications have you got? I have [a degree in Business Studies]. (I studied engineering.) Where are you from? I am from Spain. Where were you born? I was born in Madrid, Spain. Where do you live (now) In Mexico City. Are you married? Yes, I am./ No, I am not. Do you have any children? Yes, I have two children. No, I haven´t How old are they? [One is four, the other is two.] What do you do in your spare time? (I watch TV. I spend time with my family.)

87 BLOCK 3

Prepare a presentation where you introduce yourself, say who you are , where you are from, what you do, etc. Write it down first.

EVALUATION

Activity 4 Product: Oral and Written Presentation. Value:

KNOWLEDGE


Presents and recognizes vocabulary to create an oral production about knowing colleagues

Dramatizes and produces conversation models in class.

Participates and shows initiative in oral production formation.


Activity 4

HELP: I work for a company called Elco Pacific. I have a degree in accountancy. I am (I’m) married. I come from London.

HELP: Positions: Financial Controller Sales and Customer Service Manager Store Manager Managing Director Customer Service Engineer Purchasing Manager Personal Assistant Bookeeper


Complete the dialogue with: some, any, many, much, how many, and how much.

AT THE OFFICE Lucy: Good morning! I’m sleepy. Is there __________ coffee in the coffee pot? Dan: No, there isn’t. Can you make ______________ , please ? Lucy: _________________________ cups should I make? Dan: __________________________ coffee is left in the can? Lucy: Not _____________, I can buy ______________ at the store. Dan: __________________ money do you need? Lucy: It costs $15.80 a can. Dan: Fine. Here you are. Lucy: OK. There are always _______________ people at the store,

so I won’t be back soon.

Activity 5a

Listen to the dialogue and check your answer.

EVALUATION

Activity 5 Product: Exercise completing and listening. Value:

KNOWLEDGE


Recognizes and reaffirms the use of quantifiers in a social context at work.

Practices and applies the correct use of quantifiers in a dialogue.

Shows respect and initiative answering the exercise and participating in class.


Activity 5

89 BLOCK 3

Closing activities

Exercise 5. Read the invitation to a conference of self improvement and self steem and then accept it or reject it (use the help).

AN INVITATION

Date: May 22nd., 2010. To: DAVE ROBINSON

Please come to The Conferences of Self Imrovement and Self Steem, given by Dr. Julio Scott. When: May 25th. 2010. Where: Our Company Auditory. Jhon Escudero

Managing Director

HELP: Would you like to…? I would love to, but… Thanks, but I can’t Oh, that’s too bad Sounds great! Can you come to…? Thank you for the invitation


Exercise 5A. Write an invitation for a birthday party to your colleagues. Use your creativity, even the internet, to make it. HELP http://www.google.com.mx/search?hl=es&source=hp&q=Parties+at+work&aq=f&aqi=&aql=&oq=&gs_rfai

Exercise 5B. Now write a note to accept or reject the invitation.

http://www.google.com.mx/search?hl=es&source=hp&q=Parties+at+work&aq=f&aqi=&aql=&oq=&gs_rfai

91 BLOCK 3

Read the text, follow the steps and make a conversation. Pretend you are at a party.

How to make conversation at parties (or anywhere!) Most people look at "Making Conversation" as if it were "Making a Rock Wall." Making conversation doesn't

involve any heavy lifting and is easier than heating coffee in the microwave. It just takes three things: starting, going, and stopping.

Step 1. Starting is what stops most people in their tracks. "I don't know what to say!" Think of a good opening line as the key that will open a door. That key should be a question which invites a response. My all-time favorite opening line which works for just about everything is, "What happened that was fun or interesting in your life today?" This helps the other person focus on their day in a positive way and wards off a list of gripes. Step 2. Another opener, or follow-up, is, "What challenges are facing you today (this week, this year, with this job, with your kids)?" Everybody has felt "challenged" by something in their life, and has wanted to tell someone else about it. Step 3. Going is just a matter of listening. If you listen well, people will think you're a brilliant conversationalist. All you need to do is to be visibly present and noticeably interested: maintain eye contact, smile, nod, say things like, "Really?" "Wow!" "What was that like?" Step 4. Stopping is all about how to leave gracefully. You want the person you're talking with to feel that you enjoyed the experience of being with them. Extend your hand and say, "It was so nice meeting you," smile and nod to whatever they say next, and make your exit. You really don't need to give any explanation beyond that, even if you're just turning around to go to the buffet table, but if you feel you need to, you can follow this with something like, "Will you excuse me please?" Nod your head. If you nod, they will nod without thinking about it too much. If you think you need more, try one of the following: "I'd better go find out what my husband/wife/child is up to." "I think I'll see if help is needed in the kitchen." The best is, "Do you know where the rest room is?" Nobody will ask further!

EVALUATION

Activity 6 Product: Conversation. Value:

KNOWLEDGE


Uses real English in social environment. Creates and dramatizes a conversation in class following the steps given.

Participates and shows initiative and interest in the activity resolution.


Activity 6


Listen to the conversation and then discuss about this festivity (check the questions at the bottom).

Fred: Hello, this is Uncle Fred! Paul: Hi, Uncle Fred! How are you? Fred: Fine! and you? Paul: Fine too. We’re looking forward to seeing you for thanksgiving. Fred: Actually, that’s why I’m calling. Are you sure there will be enough room for me? Paul: Don’t worriy! We’ll have plenty of room. You’ll be sleeping on the couch in the living room. Will that be okay? Fred: That’ll be fine . Paul: By the way, Uncle Fred, how long will you be staying with us? Fred: For a few days. Paul: That’s great! Hope we have a happy Thanksgiving!

1. What do you know about Thanksgiving?

2. Have you celebrate it?... How?...

3. What is the most popular festivity in your country?

4. What is the most important festivity in your family?

5. What holiday is very special for you?

6. How do you celebrate it?

Didactic Sequence 2. Talking about festivities.

Start up activity

Activity 1

93 BLOCK 3

Activity 1A


Exercise 1. Listen to the reading and follow the pronunciation. Then discuss your experiences with this festivity. Mother's Day in Mexico

In Mexico during the early morning hours of May 10 it is a tradition that many people go to serenade their moms. Some of they hire a trio or a mariachi band or they meet with several people to go to sing to their moms. It is customary to have festivals for mothers in schools, where students perform dances, sing some songs, or perform some representation; others tell some jokes, all in order to make moms spend a pleasant time watching their children doing something for them. They take advantage of this time to give their moms some gifts. In many schools students do some crafts before Mother's Day, either an embellishment for the home or some embroidered detail. Many families usually gather to entertain their moms. They bring some dishes and eat together and spend as much time as possible with them to honor on their day.

EVALUATION

Activity 1 Product: Class discussion about festivities and acrostic interpretation for more discussion.

Value:

KNOWLEDGE


Introduces and interprets intercultural festivities to create class discussion.

Discusses and expresses knowledge and point of view about intercultural festivities.

Shows initiative and respect participating in the class discussion.


Photo: Yazan A Mother's Day gathering in a town in Mexico.

Thanksgiving T is for turkey so crispy and brown, H is for ham with its sugary crown, A is for apple pie grandmother makes, N is for nuts and nice little cakes, K is for kinsfolk who come to break bread, S is for sauce made of cranberries red, G is for gravy, enjoyed not the least, I is for Indians at the first feast, V is for voices of young and old, I is for ice cream so dainty and cold, N is for nonsense which makes the day bright, G is for games we all play until night.

Now listen to the acrostic for thanksgiving. Can you say what it means.

http://flickr.com/photos/yfahmawi/498748297/


Exercise 2 Listen to the pronunciation of the reading and follow it aloud. Legend of the Martenitsa in Bulgaria

For more than 1,000 years, we in Bulgaria have celebrated our national holiday on March 1st called ‘Baba Marta,’ Grandma March. ‘Mart’ in Bulgarian is the name for the month of March. This holiday symbolizes the coming of spring. Bulgarians wear a small special ornament made of red and white yarn on this day, called ‘Martenitsa.’ We wear it until March 22, and some people wear it until they see a stork or the first buds of a tree. Some like to wear the Martenitsa around their wrists. Sometimes people tie it to the branch of a tree or bush to leave there. You can find the Martenitsas hanging there in the branches as you walk outside. The belief is that if you wear the Martenitsa, Baba Marta will help you, and spring will come more quickly. People often give a Martenitsa as a gift to a friend or relative.

Exercise 2A. Get familiar to multicultural festivities around the world, find information of a holiday from anywhere around the world and share it to the group in English.

HELP http://www.topics-mag.com/internatl/holidays/festivals.htm

95 BLOCK 3

Find cultural traditions from other country and compare them with your own country traditions. HELP:

Wedding Ceremonies

Vietnam Germany

Colombia Indonesia

Turkey Hong Kong

China Mexico

Bangladesh

Wedding Traditions

Korean Chest More customs

http://www.topics-mag.com/index.html

EVALUATION

Activity 2 Product: Report of a festivity or a tradition from another country.

Value:

KNOWLEDGE


Presents intercultural festivities and traditions to illustrate cultural differences.

Reports and discusses cultural differences and traditions.

Shows respect, initiative and interest. In intercultural matters.


Activity 2

Activity 2A Notify the group about your investigation.

http://www.topics-mag.com/edition10/wedding-vietnam.htm

http://www.topics-mag.com/edition10/wedding-germany.htm

http://www.topics-mag.com/edition10/wedding-colombia.htm

http://www.topics-mag.com/edition10/wedding-indonesia.htm

http://www.topics-mag.com/edition10/wedding-turkey.htm

http://www.topics-mag.com/edition10/wedding-hong-kong.htm

http://www.topics-mag.com/edition10/wedding-china.htm

http://www.topics-mag.com/edition10/wedding-mexico.htm

http://www.topics-mag.com/edition10/wedding-bangladesh.htm

http://www.topics-mag.com/edition10/wedding-custom-korea.htm

http://www.topics-mag.com/edition10/wedding-customs.htm


Listen and read the text, then answer the questions.

CHRISTMAS TIME

I’m an employee at Home Depot Department Store. All the employees are working overtime because is Christmas and there is a lot of people buying things for their homes. There are lots of things on sale. There is some much people that some clients think they won’t be able to get anything. All the employees, even the general manager, are attending the clients because the salespeople are not enough to do it. This Department Store offers delivery service but this season is not possible because of the excess of people to attend. The result of this good response of the consumers is due to the work done before the sale, the advertising section on the newspapers giving information about the bargains, discounts, sales, coupons for special discounts in certain products. People don’t care if they have to travel long distance to save money, sometimes very little, but they have been captured by marketing.

1. Did the general manager write the paragraph? 2. Which holiday are they talking about? 3. Who is attending clients? 4. Are they taking things to clients’ homes this season? 5. Why do they have so many people buying? 6. Are all the people buying from around the city? 7. Share an experience shopping . . .

Closing activities

EVALUATION

Activity 3 Product: Reading and listening exercise. Value:

KNOWLEDGE


Recognizes vocabulary in a business context. Reads and practices English in a business contexts. Shows initiative and respect participating in the activity.


Activity 3

97 BLOCK 3

Exercise 4. Listen to the Christmas Carols and learn them.

OH, CHRISTMAS TREE JINGLE BELLS Oh, Christmas tree, oh, Christmas tree, Dashing through the snow With faithful leaves unchanging; In a one horse open sleigh Oh, Christmas tree, oh, Christmas tree, O’er the fields we go With faithful leaves unchanging; Laughing all the way; Not only green in summer’s heat, Bells on bob tail ring But also winter’s snow and sleet, Making spirits bright Oh, Christmas tree, oh, Christmas tree, What fun it is to ride and sing With faithful leaves unchanging. A sleighing song tonight. Oh, Christmas tree, oh Christmas tree, Jingle bells, jingle bells Of all the trees most lovely; Jingle all the way; Each year, you bring to me delight Oh, what fun it is to ride Gleaming in the Christmas light. In a one horse open sleigh Oh, Christmas tree, oh, Christmas tree, (Twice) Of all the trees most lovely. Oh, Christmas tree, oh, Christmas tree, WE WISH YOU A MERRY Your leaves will teach me, also, CHRISTMAS That hope and love and faithfulness Are precious thing I can possess. We wish you a Merry Christmas Oh, Christmas tree, oh, Christmas tree, We wish you a Merry Christmas Your leaves will teach me, also.... We wish you a Merry Christmas And a happy new year. GO TELL IT ON THE MOUNTAIN Good tidings to you, Wherever you are, When I was a seeker, Good tidings for Christmas and I sought boot night and day; A happy new year. Asked the Lord to help me, And He showed me the way. Oh, bring us a figgy pudding; Go tell it on the mountain, Oh, bring us a figgy pudding; Over the hills and every where; Oh, bring us a figgy pudding; Go tell it on the mountain, And a cup of good cheer. That Jesus Christ is bom. CHORUS He made me a watchman We won’t go until we’ve got some Upon the city wall; We won’t go until we’ve got some And if I am Christian, We won’t go until we’ve got some I am the least of all. So bring some out here. Go tell it on the mountain, etc. CHORUS We wish you a Merry Christmas We wish you a Merry Christmas...


Find a place where you can share the Christmas carols or carol videos. It can be a casa hogar “orphanage” or a primary school of low resources, maybe an asylum. It is suggested that you could to share a piñata, candies, food, presents, cloth, what ever you might think leads you to this value of sharing: GIVE & HAVE FUN!!!!

HELP.

http://www.youtube.com/watch?v=fneykA8KXvU&feature=related

You can find information: http://www.topics-mag.com/internatl/holidays/festivals.htm

EVALUATION

Activity 4 Product: Sharing this activity with needed people in their immediate surrounding.

Value:

KNOWLEDGE


Presents correct English usage in a social environment .

Demonstrates and develops English usage in a social environment.

Shows solidarity and interest in different social environments practicing English.


Activity 4

99 BLOCK 3

FOR CONSULTATION ONLY Knows about false friends. To better you must know your “false friends” (cognates) for writing, reading and speaking.

False friends: Palabras en inglés que tienen parecido léxico pero un significado diferente y nos pueden confundir.

inglés traducción correcta error de traducción en inglés sería...

actually realmente actualmente nowadays

abuse insultos abuso imposition

actual verdadero, real actual present

anticipation esperanza anticipacin advance

apparition fantasma aparicin appearance

arena estadio arena sand

carpet alfombra carpeta file

calve parir calvo bald

cart carro carta letter

code cdigo codo elbow

design diseo designar to designate

dude petimetre duda doubt

emergent en vías de desarrollo

emergente resultant

editor redactor (jefe) editor publishing

floor piso, suelo flor flower

fracas riña, alboroto fracaso failure

fume humo fumar to smoke

gala fiesta, de fiesta gala full dress

grass hierba grasa grease

habit costumbre habitar to occupy

introduce presentar introducir to bring in


inglés traducción correcta error de traducción en inglés sería...

invidious odioso envidioso envious

lute lad luto mourning

lecture discurso, debate lectura reading

mar estropear mar sea

mayor alcalde mayor main

notice aviso noticia new

notify avisar notificación notification

official agente oficial officer

pale plido pala spade

panties bragas, calzones panties, medias tights

quiet reservado quieto still

quote citar cuota quota

realize darse cuenta de realizar to achieve

record registro recordar to remember

rice arroz rizo curly

spade pala espada sword

sale venta sala living

scenery paisaje escenario stage

sensible sensato sensible sensitive

tape cinta tapa lid, cover

topic tema tópico local

united unido unidad unit

viva examen oral viva hurrah

101 BLOCK 3

Bibliography Emily Austin Thrush / Laurie Blass / Robert Baldwin Interactions Access – Listening / Speaking McGraw-Hill / Contemporary New York, N Y 2002 Simon Clarke In Company – Pre-Intermediate Ed. MacMillan Spain by Edelvives, S.A. 2007 Mark Powell In Company – IntermediateEd. MacMillan Spain by Edelvives, S.A. 2008 Jeremy Harmer, Ana Acevedo, Carol Lethaby Just – American Edition Ed. Marshall Cavendish Education México Grupo Infagon, S. A. de C. V. 2007 Ian Badger, Pete Menzies English for Business Life Ed. Marshall Cavendish Ltd Spain by Edelvives, S.A. 2005

Web pages recommended http://www.wordreference.com/es/translation.asp

http://www.hersheys.com/discover/history/company.asp

http://es.inmagine.com/career-cartoons-photos/lushpixillus-unn202

http://www.e-aprender-ingles.com/conjugador-verbos-ingles.php

http://www.curso-ingles.com/ejercicios-test-ingles/test_conjun.php

http://www.curso-ingles.com/gramatica-inglesa/conjunciones.php