Ingles IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA
La Universidad Catlica de Loja
MODALIDAD ABIERTA Y A DISTANCIA
RESEARCH AND SERVICES ENGLISH CENTER (RESEC)
Didactic guide
I NGLES IV
CICLOS CARRERAS
Asistencia Gerencial y Relaciones Pblicas Administracin de Empresas Administracin en Banca y Finanzas Administracin de Empresas Tursticas y Hoteleras Contabilidad y Auditora Cursos Abiertos Economa
AUTORES: Lisset Vanessa Toro Gallardo
Reciba asesora virtual en: www.utpl.edu.ec
29404
GENERAL ENGLISH IV
Gua didctica
Lisset Vanessa Toro Gallardo UNIVERSIDAD TCNICA PARTICULAR DE LOJA CC Ecuador 3.0 By NC ND Diagramacin, diseo e impresin: EDITORIAL DE LA UNIVERSIDAD TCNICA PARTICULAR DE LOJA Call Center: 593 - 7 - 2588730, Fax: 593 - 7 - 2585977 C. P.: 11- 01- 608 www.utpl.edu.ec San Cayetano Alto s/n Loja-Ecuador Primera edicin ISBN-978-9942-08-106-3
Esta versin impresa, ha sido licenciada bajo las licencias Creative Commons Ecuador 3.0 de Reconocimiento -No comercial- Sin obras derivadas; la cual permite copiar, distribuir y comunicar pblicamente la obra, mientras se reconozca la autora original, no se utilice con fines comerciales ni se realicen obras derivadas. http://www.creativecommons.org/licences/by-nc-nd/3.0/ec/
Octubre, 2011
NDICE
INTRODUCTION............................................................................................ 5 GENERAL OBJECTIVE ..................................................................................... 6 BIBLIOGRAPHY............................................................................................... 6 GENERAL GUIDELINES.................................................................................... 7 FIRST BIMESTER Specific objectives............................................................................................ 25 Contents........................................................................................................... 25 UNIT 1. UNIT 2. UNIT 3. UNIT 4. UNIT 5. Personal information...................................................................... 31 At school........................................................................................ 43 Friends and family.......................................................................... 54 Health........................................................................................... 66 Around town................................................................................. 78 SECOND BIMESTER Specific objectives............................................................................................ 91 Contents........................................................................................................... 91 UNIT 6. UNIT 7. UNIT 8. UNIT 9. Time.............................................................................................. 95 Shopping....................................................................................... 107 Work............................................................................................. 116 Daily living..................................................................................... 125
UNIT 10. Leisure........................................................................................... 135 ANSWER KEY................................................................................................... 144
PRELIMINARES
GUA DIDCTICA: GENERAL ENGLISH IV
Introduction
Dear students; Ingls General IV, es una materia muy importante que se dicta a los estudiantes de las diferentes carreras de la Modalidad Abierta y a Distancia una vez que hayan aprobado el Ingls General I, II, y III. Para el estudio de esta materia, se utiliza el texto Ventures 4 de la editorial Cambridge cuyos autores son gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez, y K. Lynn Savage A travs del estudio de esta materia, se les brinda la oportunidad de adquirir conocimientos bsicos apropiados con la finalidad de que desarrollen las cuatro habilidades del idioma Ingls mediante una manera eficaz, comprendiendo y manejando el material a su disposicin (Gua didctica, texto, y CD) adecuadamente. Es importante tomar conciencia de la importancia del Ingls as como de las ventajas que nos ofrece. Hoy en da se encuentra informacin en Ingls la cual es muy til ya sea en lo que respecta a nuestros estudios o a nuestro campo laboral; es por esta razn, que cada da se hace an ms necesario aprender este idioma. En consecuencia, por medio del estudio de esta materia se les est ofreciendo la valiosa oportunidad de reforzar sus conocimientos de este idioma para que les sea de beneficio en su vida personal y profesional. Adems, es indispensable permitirles conocer que los temas contenidos en la asignatura son prcticos, permitiendo de esta manera que desarrollen sus habilidades del lenguaje de una mejor manera. Por otra parte, la variedad de temas y situaciones que se presentan en el texto Ventures IV permite que usted adquiera; estructuras gramaticales nuevas y las utilicen dentro de un contexto adecuado; incrementen su vocabulario; y que adems mejoren sus habilidades de escucha y habla. Todo esto lo preparar de una manera adecuada para ayudarle a ampliar sus conocimientos. He creido conveniente que algunas partes de la gua deben estar escritas en Espaol para evitar confusiones al momento que inicien con el estudio de la asignatura; por este motivo, la informacin de la introduccin, orientaciones general, y gua para la gua la encontrarn en Espaol. Finalmente, en caso de alguna inquietud relacionada con la materia pueden comunicarse conmigo sin ningn temor; ya que, estar dispuesta a ayudar en todo momento para que se despejen las dudas que puedan presentarse en el transcurso del ciclo. Adems, recuerden revisar semanalmente el EVA (Entorno Virtual de Aprendizaje) ya que, a travs de este medio podrn encontrar informacin relevante para el estudio de cada unidad de su texto Ventures IV.
GOOD LUCK!
UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja
PRELIMINARES
General objetive
To develop the four English language skills for use in real situations.
Bibliography
BASIC BIBLIOGRAPHY BITTERLIN Gretchen, JOHNSON Denis, PRICE Donna y RAMREZ Sylvia. 2009. Ventues 4. Cambridge University Press, Estados Unidos. Ventures ADDITIONAL MATERIAL: Teachers book Students book Workbook Student audio CD Add Ventures, multilevel worksheet. ADDITIONAL BIBLIOGRAPHY RICHARDS Jack, 1998. Interchange. Cambridge University Press. 2da edicin. Estados Unidos.
PRELIMINARES
General guidelines
Estimado estudiante, soy Lisset Vanessa Toro Gallardo, y con mucho agrado he elaborado la presente gua, con el objetivo que tenga en sus manos un apoyo ms durante el ciclo de estudios. Los recursos que usted va a utilizar son: el texto del estudiante BITTERLIN Gretchen, JOHNSON Denis, PRICE Donna y RAMREZ Sylvia. 2009. Ventues 4. Cambridge University Press, Estados Unidos, la gua didctica que proporciona la Universidad; adems, se le facilitar algunas pginas web para que las revise; ya que, en Internet se encuentra una gran variedad de artculos relacionados con los temas a desarrollarse. Antes de empezar a estudiar, se debe tomar en cuenta que organizar su tiempo es muy importante; ya que, de ello depende la comprensin del tema que revise en ese momento. Estamos consientes que el estudiante a distancia tiene mltiples obligaciones; pero, dar lo mejor de s para obtener mejores resultados y un buen dominio de la materia, es tambin su responsabilidad; por lo tanto, debe organizarse con la finalidad de revisar los contenidos de la materia con tiempo y evitar que se acumule todo el material para los das prximos a la evaluacin presencial. Es importante que revise los contenidos de cada bimestre, y distinga los temas ms difciles para que los desarrolle y estudie antes que los temas de fcil comprensin para usted. Para que se le facilite el estudio de la materia, le recomiendo subraye, haga anotaciones, resuma lo que ha ledo, para que luego sea menos complicado volver a revisar al momento de estudiar para la evaluacin presencial. La gua para Ingls General IV est dividida de la siguiente manera: Las unidades 1 5 corresponden al primer bimestre. Las unidades 6 10 corresponden al segundo bimestre.
Por lo tanto, para realizar los trabajos a distancia y para las evaluaciones presenciales debe revisar las unidades que corresponden a cada bimestre. Adems, realizar las auto evaluaciones que se encuentran al final de la gua y los ejercicios del texto del alumno le ser de gran ayuda; ya que, aplicar en la prctica lo que aprendi en teora. Adicionalmente a la gua, usted puede consultar al profesor, siempre que lo requiera. Si bien es cierto, en la gua encontrar informacin relacionada con los temas de la asignatura, consejos; pero, por lo general tendr preguntas adicionales que hacer al profesor; por tal motivo, sintase seguro de llamar o enviar un correo para despejar sus dudas. As mismo, cuenta con la oportunidad de revisar la tutora semanal que se enva mediante el Entorno Virtual de Aprendizaje (EVA). Aqu, podr encontrar informacin adicional a la que encuentra en cada unidad a estudiar. El alumno debe comprender el idioma, conocer vocabulario y estructuras gramaticales para que pueda comprender de una mejor manera la asignatura y evitar posibles dificultades con la misma. Recuerde que los trabajos a distancia son obligatorios, por lo tanto debe desarrollarlos y entregarlos en el Centro en las fechas sealadas.
PRELIMINARES
UTPL INDEPENDENT LEARNER GUIDE

CONTENTS Gua para la gua! 1. Aprendizaje independiente 2. Re-cycling 3. Uso de los smbolos 4. Visin General del texto Ventures 5. Uso del texto del estudiante 6. Uso del libro de trabajo workbook Administracin del tiempo. 7. 8. 9. Elaborando un cronograma Creando un espacio Tiempo para pensar y leer
Auto-motivacin 10. 11. 12. 13. Recompensa, premiacin Poco pero con frecuencia Integrar una comunidad de aprendizaje Establecer objetivos de aprendizaje.
Las habilidades del lenguaje 14. 15. 16. 17. 18. Listening (escucha) Speaking (habla) Reading (lectura) Writing (escritura) Vocabulary (vocabulario)
Habilidades lingusticas 19. Noticing 20. Correccin de errores Habilidades de estudio 21. Tomar notas / apuntes 22. Uso de la Internet (y otros vnculos) 23. Encontrar las respuestas (Usar un diccionario)
PRELIMINARES
!GUA PARA LA GUA!

1. Aprendizaje independiente
La presente gua de aprendizaje ha sido diseada con un propsito especfico: Ayudarle a aprender sin la ayuda de un profesor. Cmo? Si necesito un profesor para responder mis preguntas! Eso podra ser cierto, pero la mayora del tiempo usted ya tiene las respuestas ya sea del texto o de otro recurso, la clave es saber cmo encontrarlas, y eso es lo que le ayudaremos a hacer en la presente gua. Ser muy sencillo tener xito con el aprendizaje independiente, si sigue cierto modelo. Todo lo que usted necesita es un poco de disciplina y motivacin. Nosotros le daremos el modelo a seguir en esta gua, la disciplina y motivacin depende de usted. La gua esta diseada de tal manera que su uso sea fcil y sencillo. Asimismo, est escrita en un lenguaje simple muy claro. Cules son los principios para tener un buen aprendizaje independiente? A continuacin tenemos 5 elementos bsicos: 1. 2. 3. 4. 5. Ser disciplinado, hacer un horario y cumplirlo a cabalidad. Ser organizado, escribir todo lo que ha estudiado en un cuaderno de notas, as le ser ms fcil conseguir lo que usted desee. Ser un investigador, usted debe aprender cmo encontrar las respuestas correctas sin la ayuda de un profesor. Ser un buen lector, debe aprender cmo leer para estudiar y sta es una habilidad especial. No ser preocupado! Si siente que todo es imposible en ese momento, no se preocupe. Revise todo al siguiente da y ver las cosas ms claras.
2. Re-cycling A lo largo de la gua y el libro Ventures nosotros re-cycle (reciclamos) el lenguaje y sugerencias de actividades y aprendizaje. Entonces que significa exactamente re-cycling? Bsicamente re-cycling significa repetir algo dos o algunas veces. Y por qu hacemos esto? Reciclamos porque los expertos en el Lenguaje nos dicen que necesitamos repetir ejercicios para ayudarnos a retener mucho mejor la informacin. Por lo tanto, si encuentra algo repetitivo en esta gua o en el texto Ventures, es porque esto le ayudar en el aprendizaje del Ingls. 3. Uso de los smbolos
Los smbolos en la gua didctica le indicarn que es lo que usted va a realizar. Aqu tiene una explicacin de cada smbolo.
PRELIMINARES
Si ve este smbolo, significa de debe trabajar en su portafolio. Al ver este smbolo, usted encontrar un tip de aprendizaje que le ayudar para estudiar mejor. Si ve este smbolo deber prestar atencin a algo. Noticing es un trmino tcnico referente al aprendizaje de un lenguaje, el cual se explica luego en esta gua. Con ste smbolo deber leer algo en su texto Ventures.
Aqu se le pide que escuche algo de Ventures self-study CD. Cuando vea ste smbolo quiere decir que debe realizar un escrito sobre lo que le pidan en su texto Ventures. Con ste smbolo se le pide que hable en voz alta. Cuando vea ste smbolo se le dar alguna informacin lingstica o cultural. Aqu se le dar una actividad extra, la cual no est en su texto Ventures.
Cuando vea este smbolo se le dar una explicacin gramatical.
Aqu se le pide realizar ejercicios de su Workbook.
4.
Visin del texto Ventures
Ventures es un texto diseado para las personas que deseen comunicarse en Ingls. Esto quiere decir que si usted estudia el texto tomando en cuenta las sugerencias dadas, lograr aprender a comunicarse! A continuacin le daremos una explicacin acerca de la estructura de Ventures. Lesson A. Get Ready: Esta leccin est enfocada en el tema de la unidad. Este enfoque le ayudar a completar todas las partes de la unidad. Lesson B y C. Grammar: Estas lecciones estn enfocadas a la gramtica. Aqu, encontrar cuadro donde se explica las reglas gramaticales (con notas adicionales en su gua), con esto, tendr la oportunidad de practicar las estructuras estudiadas.
10
PRELIMINARES
Leccin D. Reading: Esta leccin desarrolla la habilidad de lectura y le ayudar a aprender ms vocabulario. No realice solamente la prctica de lectura sino tambin ponga atencin en como leer exitosamente maximizando su nivel de Ingls. Lesson E. Writing: Esta es la parte donde se desarrolla la habilidad de writing (escritura). Usted no solo practicar su writing sino que tambin aprender a organizarlo, para esto encontrar tres secciones: Before you write, Write and After you write. Lesson F. Another view: Esta seccin se refiere al uso del Ingls en un ambiente real. Tiene tres secciones: Life-skills reading, que le ayudar a leer documentos reales, Fun with language, la cual tiene prctica interactiva; y, Wrap up, en donde puede evaluar su trabajo y el progreso de su aprendizaje. 5. Uso del texto del estudiante (students book)
Debera tomarse aproximadamente 12 horas para el estudio de cada unidad del libro del estudiante (students book), lo cual significa 2 horas por leccin. Esto incluye el libro del estudiante (students book), el libro de ejercicios (workbook), y el portafolio. El libro del estudiante deber ser estudiado minuciosamente y al finalizar cada seccin se debe hacer un repaso de la misma (vea la seccin de noticing en esta gua). Adems, no olvide que usted puede hacer una regresin y revisar la unidad tantas veces como desee. Lo ms importante es que no acelere el estudio del libro y que trate de ajustarse al cronograma aqu indicado. 6. Uso del libro de ejercicios (workbook)
Al final de cada unidad de su texto, se le solicitar que complete el libro de ejercicios ()workbook). Cuando trabaje en el workbook, no olvide que debe tomarse su tiempo. Complete cada seccin y luego revise las respuestas que estn al final del mismo. Si obtiene menos de un 60% de respuestas correctas entonces necesita hacer un repaso del ejercicio. Incluso, si obtiene ms del 60%, debera reflexionar acerca de las respuestas en el libro de ejercicios. Una buena idea es preguntarse despus de cada ejercicio, Por qu?, es decir, por qu contest de esa manera?. El aprendizaje se da a travs de este proceso y no es cuestin de llenar mecnicamente espacios en blanco. Administracin del tiempo 7. Elaborando un cronograma
Antes de siquiera empezar a pensar en iniciar el estudio, usted debe elaborar un cronograma. Consgase una hoja de papel grande y divdala en una cuadrcula como la que se indica en la pgina siguiente. No olvide que su cronograma ser diferente a este, pero el que se indica aqu la dar una idea. Ntese lo siguiente acerca del cronograma: Su tiempo de estudio est dividido en tres: 1. 2. 3. El tiempo que utilizar para Ventures El tiempo que utilizar para lectura personal El tiempo que utilizar para pensar en el Ingls
Ms adelante explicaremos por qu tenemos estos tres tipos de estudio.
11
PRELIMINARES
Elaborar un cronograma es el nico y ms importante paso que usted har para organizar su estudio, as que haga esto antes de siquiera abrir su libro! Lunes Martes Mircoles Jueves Viernes Sbado Domingo
Camino al Camino al Camino al Camino al Camino al trabajo (15 trabajo (15 trabajo (15 trabajo (15 trabajo (15 minutos de minutos de minutos de minutos de minutos de En el trabajo tiempo para tiempo para tiempo para tiempo para tiempo para pensar) pensar) pensar) pensar) pensar) En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo
08-09
dormir!
09-10 10-11 11-12 12-13 13-14 14-15 16-17
Ventures book Ventures book Ventures book preparar almuerzo
Almuerzo ALmuerzo ALmuerzo ALmuerzo ALmuerzo Fin jornada Tiempo para (15 minutos (15 minutos (15 minutos (15 minutos (15 minutos de trabajo m de lectura ) de lectura ) de lectura ) de lectura ) de lectura ) En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo En el trabajo Camino a Camino a Camino a Camino a Camino a casa (15 casa (15 casa (15 casa (15 casa (15 minutos de minutos de minutos de minutos de minutos de tiempo para tiempo para tiempo para tiempo para tiempo para pensar) pensar) pensar) pensar) pensar) Super Libro Ventures Libro Ventures Relax! Super Libro Ventures Libro Ventures Relax! Super Libro Ventures Libro Ventures Relax! Super Libro Ventures Libro Ventures Relax! Super Libro Ventures Libro Ventures Relax! Almuerzo en Tiempo para casa m Libro Ventures Libro Ventures Tiempo para m Tiempo para m Tiempo para m Tiempo para m Tiempo para m Tiempo para m
17-18
18-19 19-20 20-21 21-22
Relax! Relax! Relax! Relax!
8.
Creando un espacio
Usted debe tener un espacio en el cual pueda estudiar. Si no tiene una habitacin especial en la cual se pueda dedicar a estudiar, entonces haga lo siguiente. Haga un rincn de estudio en su dormitorio. Este rincn de estudio incluye: Mesa Silla Papel y tiles de escritorio Tazn de caramelos Caja para guardar cosas
12
PRELIMINARES
Tambin debera hacer un letrero que diga NO MOLESTAR, y cuando quiera trabajar, cuelgue el letrero en su puerta. Hay otras cuantas reglas que usted debera seguir cuando est en su espacio: 9. Nada de msica Nada de TV Nada de interrupciones Ponerse de pie y hacer estiramiento con frecuencia Continuar el trabajo de acuerdo a su cronograma SIN IMPORTAR LO QUE SUCEDA Tiempo para pensar y leer
El simple hecho de no leer Ventures no significa que usted no est estudiando. Trate de optimizar su tiempo, como por ejemplo cuando est en el bus, o desayunando, o en un receso en el trabajo, para pensar en el ingls. Si hace esto, usted mejorar notablemente la calidad y cantidad del ingls que aprende. Este es un plan a seguir: 1. 2. Compre un pequeo cuaderno (lo suficientemente pequeo como para llevarlo a todas partes) Cuando estudie Ventures tome nota de algo que usted encuentre difcil de una manera sencilla, as:
Auxiliary verb do with questions Do you speak English? No decimos I have hot en ingls sino I am hot, por que?
3. 4.
Cuando tenga la oportunidad dele un breve vistazo a sus apuntes Durante 5 minutos piense acerca de lo que ha escrito, pregntese a s mismo: a. b. c. d. Cmo puedo recordar esto? Por qu el ingls funciona as? Puedo hacer ms ejemplos? Cmo se compara esto con el espaol?
5. Ahora si usted tiene tiempo contine de la misma forma con otros puntos de su cuaderno. Se puede hacer algo similar para la lectura. Es muy importante que usted lea algo en ingls todo el tiempo. Lo ideal sera que sean lecturas especiales para principiantes, pero si esto no es posible, puede ser una revista o algo de la Internet, o incluso los ingredientes en su Coca Cola! Se ha demostrado que la lectura le ayuda a aprender ms y mejor el Ingls (y para ser un buen lector en un futuro). Todo lo que debe hacer es abrir su libro cuando diga que lo har, no se preocupe por los diccionarios o cuadernos, slo lea. Auto-motivacin
13
PRELIMINARES
10. Recompensa, premiacin La motivacin es esencial para tener xito en el estudio. Si usted est motivado, entones aprender. Una de las mejores maneras para estar motivado es usar un sistema de premiacin o estmulo. Si usted le agrada cocinar, cul es el premio o estmulo? Talvez comer lo que ha preparado o ver a otras personas disfrutar de su comida. De la misma manera usted puede tener su recompensa en el presente curso, pero qu recompensa? A continuacin hay una lista de posibles recompensas, escoja de la lista o piense en su propias recompensas o premios! Cuando termine una unidad me invitar a mi mismo a hacer algo, como ver una buena pelcula en la TV. Cuando estoy estudiando me premiar cada treinta minutos de estudio con un caramelo. Si paso el bimestre me premiar con $20 para gastarme en algo que me guste. Cada treinta minutos de lectura extra, me premiar con quedarme 15 minutos ms en cama los domingos en la maana. Cada vez que entienda un concepto gramatical y complete un ejercicio basado en dicho concepto me premiar con mi comida favorita, talvez un ceviche o una cerveza!.
11. Poco pero con frecuencia. No estudie todo a ltima hora. Est probado que si estudia por un corto periodo de tiempo pero frecuentemente, aprender mejor. Esto es un hecho. No se engae pensando que trabajar mejor bajo presin. As que siga estos pasos para estudiar: Cada 30 minutos de estudio, dese 5 minutos de descanso. Levntese, camine y coma alguna golosina. Esto le dar a su cerebro tiempo para procesar la informacin que ha estado estudiando. Si encuentra que no est concentrado detngase y 1 minuto de descanso. Esto le dar tiempo para recuperar su concentracin. Cambie de actividad cada 30 minutos, Esto significa que no debe estudiar solamente gramtica o vocabulario durante las dos horas. Esto le dar la oportunidad para trabajar diferentes partes de su cerebro.
12. Integrar una comunidad de aprendizaje. Como usted conoce, usted podr tener contacto con el resto de estudiantes que tambin estn tomando esta materia en las tutoras de los das sbados Esto es una gran ventaja ya que le ayudar a realizar mucha prctica en cuanto a Speaking, usted podr conversar con sus compaeros y compartir su experiencia en el aprendizaje del Ingls. Le recomendamos intercambiar opiniones y evaluar su proceso de aprendizaje. 13. Establecer objetivos de aprendizaje Desea aprender Ingls correctamente? Pero qu significa exactamente Aprender Ingls? En vez de tener un objetivo subjetivo, es importante establecer objetivos alcanzables, lo cual no es tan difcil hacer. Esto significa que deber usar dos herramientas de aprendizaje diferentes:
14
PRELIMINARES
Primero, use los Contenidos de unidad que tiene al inicio de cada unidad. Lea esta fuente de referencia antes de estudiarla, entonces usted sabr lo que tendr que aprender. Segundo, vaya al portafolio de aprendizaje despus de haber terminado la unidad, aqu usted tiene los mismos puntos como en los contenidos de unidad, pero esta vez tendr que verificar si ha logrado el objetivo del aprendizaje o no. Ahora mire el portafolio y ver lo que le quiero decir! Las habilidades de lenguaje En esta parte de la gua de aprendizaje le daremos sugerencias de cmo deber enfocar el aprendizaje en cada habilidad. No olvide que es ms importante desarrollar sus habilidades en el lenguaje que aprender la gramtica, por ejemplo. Todo lo que queremos es que usted aprenda a comunicarse en Ingls y para eso necesita leer esta seccin cuidadosamente sobre cmo desarrollar dichas habilidades. Cada seccin empezar con algunos pensamientos errneos y luego describiremos buenos mtodos o tcnicas para las habilidades. 14. Listening Todas estas aseveraciones son falsas: Para entender Ingls debo entender cada palabra. Es difcil entender Ingls porque se habla muy rpido. Escucha un CD en el auto y aprenders cmo escuchar. Listening es slo cuestin de practicar.
Un listening exitoso Un listening exitoso quiere decir aprender lo que llamamos sub-habilidades de escucha. A lo largo de este curso haremos ejercicios basados en sub-habilidades. A continuacin hay una lista de sugerencias sobre las habilidades y sub-habilidades de listening. 1. A veces, es bueno escuchar para obtener una idea en general, por lo tanto no se preocupe por entender cada palabra, slo trate de entender el significado del texto en general .
Ejemplo: Cuando mira una pelcula en Ingls usted entiende el argumento en general viendo la accin y entendiendo lo que puede. 2. Otras veces entendemos la informacin especfica y no nos preocupamos de la informacin general.
Ejemplo: En un aeropuerto usted quiere escuchar informacin sobre su vuelo, pero todo lo que necesita escuchar es el nombre de su destino y el nombre de la compaa (TAME por ejemplo), esa informacin es suficiente para que usted mire a su alrededor y vea si otros pasajeros van a abordar el avin. 3. Frecuentemente, escuchar algo en Ingls resulta difcil porque escucha una corriente de sonidos. Es una buena idea estudiar la manera de cmo se unen algunos sonidos y darse cuenta que no est escuchando claramente palabras individualmente pronunciadas.
15
PRELIMINARES
Ejemplo: En la oracin where do you live? decimos where dju live?, entonces no pronunciamos do you claramente. Listening es una combinacin de prctica y noticing (vea la seccin de noticing). Para practicar listening es bueno practicar poco pero seguido. Escuche su self-study CD cada da, pero no ms de 10 minutos, durante esos 10 minutos asegrese de concentrarse al mximo. Otra buena alternativa es mirar una pelcula en Ingls cada da. No se olvide que aprender a escuchar es un proceso gradual, entonces no se preocupe si no entiende muy bien al principio. Practique y luego de algn tiempo notar cmo va progresando.
4.
5.
Ejemplo: Vea los primeros 20 minutos de una pelcula en Ingls en un DVD, por ejemplo Titanic. Despus de un mes de prctica vuelva a escuchar los mismos 20 minutos. Fjese si puede entender ms que la primera vez. 15. Speaking Todas estas aseveraciones son falsas: No debera cometer errores mientras hablo. No tengo la oportunidad para practicar speaking. Speaking es para estudiantes con alto nivel, no para aprendices.
Un speaking exitoso Un speaking exitoso es una combinacin de fluidez y precisin. Fluency (Fluidez) significa cuan bien captamos un mensaje de manera fluida, y Accuracy (precisin) significa cuantos errores hacemos cuando hablamos. Es importante practicar estos dos elementos si queremos ser buenos hablantes de Ingls. Mire a los siguientes puntos de cmo conseguir esta combinacin. 1. A veces debemos hablar sin preocuparnos de cometer muchos errores, a esto le llamamos prctica de fluidez. En este tipo de prctica nos preocupamos sobre el mensaje que queremos dar y nada ms.
Ejemplo: Haga conversaciones imaginarias en su mente. Cuando est en el bus, por ejemplo, imagine que hay una persona nativa junto a usted, imagnese que le dira a esta persona para iniciar una conversacin. 2. Tambin es bueno concentrarse en la precisin o fijarnos en cuantos errores hacemos cuando hablamos. Tener solo fluidez, no es suficiente, ni tampoco lo es la precisin, necesitamos combinar ambas para lograr un buen speaking
Ejemplo: Cuando escuche su CD en Ingls, haga una nota mental de una de las instrucciones que est escuchando (ej. Where do you live?).Mas tarde trate de practicar esa frase mentalmente, concntrese en decirla de la misma forma que en su CD. 3. Obviamente, speaking se aprende con la prctica pero tambin necesitar practicar Listening y Reading. Aunque le sorprenda, los estudiantes que leen bastante, tambin hablan muy bien. As que si lee por lo menos 10 minutos le ayudar mucho.
16
PRELIMINARES
16. Reading Todas estas aseveraciones son falsas: Para entender un texto necesito entender cada palabra. Si traduzco un texto al Espaol, entender mejor. No leo mucho en espaol, as que la lectura en Ingls no me ser til.. Es bueno leer despacio. Leer en voz alta me ayudar con mi pronunciacin.
Lectura exitosa Para tener una lectura exitosa debemos aprender Reading sub-skills, de una manera similar a listening. A lo largo del presente curso, haremos ejercicios basados en sub-skills. A continuacin tenemos una lista de puntos para desarrollar las habilidades y sub-habilidades de la lectura. 1. Lea sin preocuparse de entender cada palabra, slo trate de entender el significado del texto en general.
Ejemplo: Cuando leemos un peridico, lo hacemos de manera general, ya sea en espaol o en ingls. A veces leemos una y otra vez las palabras que no estamos seguros de su significado (incluso en espaol), pero realizamos la lectura porque simplemente queremos una idea general de la misma. 2. Otras veces entendemos la informacin especfica y no nos preocupamos de la informacin general.
Ejemplo: Cuando leemos un cronograma como el de salidas de un bus o la gua de la TV. Si hacemos esto, es porque buscamos informacin especfica, por ejemplo cuando sale nuestro bus, o a que hora empieza la pelcula que queremos ver. 3. Leer no es solo cuestin de obtener informacin. La lectura en Ingls nos ayuda de la siguiente manera: Mejorar las habilidades, esto quiere decir que si leemos bien, entonces entenderemos el Ingls hablado y podremos hablar y escribir muy bien, tambin. La lectura nos ayuda a mejorar nuestra gramtica, a adquirir ms vocabulario y por supuesto a entender otras culturas. Al momento de leer es importante tener una buena velocidad. Si lee muy despacio, ser ms difcil entender lo que ha ledo.
4.
Ejemplo: Diga una oracin en espaol de manera lenta, separando cada palabra con una gran pausa. Es ms fcil o difcil entender la oracin de manera lenta? O es ms fcil entender la oracin en una velocidad normal? 5. La lectura es una actividad silenciosa. Esto significa que no debera leer en voz alta. Al leer en voz alta, tendramos que leer palabra por palabra.
17
PRELIMINARES
17. Writing Todas estas aseveraciones son falsas: Escribir en Ingls es como escribir en Espaol pero en palabras diferentes. Puedo escribir bien si uso el traductor de mi computador. Writing es la habilidad ms difcil de aprender
Un Writing exitoso Un writing es la combinacin de organizacin y conocimiento del lenguaje. Pero recuerde que no es suficiente conocer las palabras, si no puede organizar sus ideas apropiadamente. A continuacin tiene algunos puntos sobre cmo organizar su writing y algunos puntos sobre como escribir sus trabajos. 1. No es lo mismo escribir en Ingls que en Espaol. Usamos palabras y expresiones diferentes para cosas diferentes, por lo tanto, no puede usar un traductor. Ejemplo: para decir tengo calor en Ingls decimos I am hot, lo que traducido palabra por palabra en espaol quiere decir estoy caliente, lo cual tiene un significado diferente! En Ingls tenemos diferentes convenciones de writing, por ejemplo, cuando en espaol abrimos una carta tenemos algo como: me dirijo a usted con el ms cordial saludo, luego se describe el propsito de la carta. Sin embargo, en Ingls esta parte es completamente innecesaria. De hecho si se escribiera I direct myself to you with a cordial greeting sonara muy extrao ya que en Ingls se escribe de manera ms directa, entonces lo correcto sera, Im writing to ask you to visit next week. Hay muchos ejemplos como este, as que tngalo presente. Cuando escribimos es importante tener una estructura para nuestro Writing. Preste atencin a todas las actividades de su texto y la manera de cmo est estructurado cada Writing. Debe revisar su trabajo escrito. Aun, los escritores profesionales revisan sus escritos muchas veces, si no lo hace, tendr muchos errores. Pero no es suficiente ver la gramtica y el vocabulario de su escrito sino tambin debe fijarse cuan entendible es su trabajo. Una buena tcnica es leer su trabajo como si fuera el lector tratando de entender lo que ha escrito por primera vez. Si no entiende, entonces piense por qu. Finalmente, la mejor manera para aprender a escribir es a travs de la lectura. Escoja modelos de un buen escrito (como los de su libro) y selos como modelo.
2.
3.
4.
5.
18. Vocabulario Todas estas aseveraciones son falsas: Vocabulario significa memorizar palabras. Lo ms importante es memorizar la tabla de verbos irregulares. Tengo una memoria terrible por lo que no puedo aprender mucho vocabulario.
18
PRELIMINARES
Un aprendizaje exitoso del volabulario Para esto se necesitan buenas estrategias de aprendizaje. No es solo cuestin de sentarse y memorizar una lista de palabras porque cuando hacemos esto no estamos aprendiendo mucho acerca de esa palabra. Para conocer realmente una palabra necesitamos conocer sus diferentes funciones. A continuacin tiene algunos puntos sobre estos aspectos, as como sugerencias para hacer ms interesante el aprendizaje del vocabulario. 1. Cuando escucha una palabra, aprenda cuanto pueda sobre esa palabra. Es decir, no recuerde slo la palabra sino tambin cmo usarla!. Ejemplo: La palabra Drive puede ser un verbo (conducir), un adjetivo (driving rain, driving force, motivacin) o un sustantivo (parqueadero personal, disco de computacin). De los tres sustantivos, uno se refiere a un lugar donde puedo poner mi auto, el otro se refiere a un hard drive en su computador y el tercero a cunta motivacin tiene una persona (he has a lot of drive) Nunca aprenda una palabra de manera aislada. Aprenda ejemplos de palabras en un contexto significativo para usted. Ejemplo: The bus driver from Loja to Zamora drives very fast, I think his driving is dangerous. Note como en este ejemplo hemos usado tres variaciones diferentes de la palabra en un contexto que es real para nosotros. Aprenda vocabulario de manera frecuente. En vez de tratar de recordar 30 palabras nuevas en una tarde, trate de recordar tres palabras nuevas pero en todas sus variaciones. Aparte del ejemplo anterior, puede tratar otras tcnicas como poner nombres a las cosas en su casa s (ejemplo: lamp, table, chair), la siguiente semana ponga los verbos que usa con aquellas cosas, luego con adjetivos, etc. Escriba todo su vocabulario en un cuaderno de notas. Este cuaderno de notas est incluido en su portafolio y es una parte integral en este nivel. Pero no olvide que as como es un requisito, tambin le ayudar a hablar mejor en Ingls.
2.
3.
4.
Las habilidades lingsticas A mucha gente no le gusta estudiar gramtica pero si aprende el proceso de estudio de la misma puede ser ms fcil y divertido. En esta seccin analizaremos tres tcnicas para estudiar la gramtica las mismas que le ayudarn mucho y no tendr la necesidad de memorizar reglas. 19. Noticing Pensamos que el estudio de gramtica es e hecho de aprender reglas lo cual es en parte cierto. El punto es que hay muchas partes del lenguaje y la gramtica, lo cual es muy difcil memorizar las reglas para todas ellas. Por lo tanto, en vez de memorizar reglas, recomendamos observar el lenguaje. Esta tcnica llamada Noticing es considerada por los expertos en el lenguaje como una manera efectiva de aprender un lenguaje nuevo y de corregir errores en su propio lenguaje. 1. Noticing significa identificar y fijarse en modelos comunes en un lenguaje. Si identifica estos modelos comunes, los recordar y los usar correctamente. Una manera de hacerlo es con un texto de lectura. Lea un texto y subraye o marque los modelos que vea. Ejemplo: Jon teaches Engish, he likes his job because he likes his students and he thinks they like him. En este
19
PRELIMINARES
ejemplo podemos ver cmo usamos la palabra He para referirnos a un hombre (Jon), y que despus de usar He vemos un verbo, que termina con la letra S 2. Parte de Noticing es comparar lo que observa en Ingls con lo que dice en Espaol. En el ejemplo anterior podemos ver que en Ingls siempre usamos una palabra para referirnos a una persona (subject pronoun), pero no tenemos este caso en espaol. En espaol diramos Jon ensea Ingls, le gusta su trabajo porque le agrada sus estudiantes y piensa que l le agrada a ellos. Ntese la diferencia entre like y gustar Una parte final de Noticing es notar la diferencia entre su versin propia en Ingls y la de un nativo. Esto significa que cuando lea, es necesario que anote las construcciones gramaticales que resulten extraas para usted, luego compare la versin de cmo dira o hara la misma construccin con el original.
3.
Ejemplo: Traduzca este texto de Ingls al Espaol Jon teaches English, he likes his job because he likes his students and he thinks they like him (Jon ensea ingles, le gusta su trabajo porque le agrada sus estudiantes y cree que l le agrada a ellos. Ahora traduzca del espaol al Ingls (SIN VER EL TEXTO ORIGINAL EN INGLS), Jon teach English, it like he his job because they like he his students and think they like he. Ahora tome las dos versiones y comprelas, usted podr fijarse como est su Ingls. 20. Correcin de errores Corregir errores no es solamente trabajo del profesor, es su trabajo tambin. A continuacin le daremos algunas tcnicas para corregir sus errores. Cuando hablamos de corregir errores tambin incluimos Noticing. Recuerde que toda esta seccin incluiremos noticing. 1. Cuando realice un ejercicio, deber obtener un %60 de respuestas correctas. Si obtiene menos de un %60, entonces deber estudiar nuevamente la materia y realizar nuevamente los ejercicios. Si ha hecho un ejercicio incorrectamente, entonces pregntese Por qu lo hice mal?. Si la respuesta es porque comet un simple error y ser ms cuidadoso la prxima vez , entonces no se preocupe. Pero si la respuesta es Porque no entend., entonces deber pensar y regresar al inicio. No olvide que si algo puede parecer difcil hoy, vuelva a revisar despus de un par de das y ver como esto ser ms claro. Haga una lista de cosas que necesitan de revisin para que las analice cuando se auto corrija. Tenga en cuenta esta lista cuando corrija su workbook o si esta haciendo algn escrito (ej. un prrafo). Aqu tiene algunos puntos para que analice: a. Puse la forma correcta del verbo? (en el pasado; con S; incluyendo do, does, etc.) Estn incluidas las palabras gramaticales que unen las partes de un texto? Fjese en la siguiente oracin: Jon is a teacher, works in Ecuador, podemos decir que hay un problema con esta oracin porque no ha includo la palabra gramatical he. Las palabras tpicas que los estudiantes olvidan incluir son: This, that, he, she etc, it, the, now, then, before, but, next.
2.
3.
b.
20
PRELIMINARES
c. d. e.
He deletreado todas las palabras correctamente? He includo toda la puntuacin correcta? (? , . : !() ) La respuesta refleja la pregunta? (Respond absolutamente lo que la pregunta me pide? O respond algo que no tiene nada que ver con la pregunta? Estn conectadas todas las partes que escrib? Si empiezo hablando sobre mi fin de semana al inicio de un prrafo, debera continuar hablando sobre el fin de semana y no hablar sobre los lunes, por ejemplo. Es mi oracin o prrafo claro para el lector? Lea la oracin o texto en voz alta y vea si est claro. No olvide que la persona que lea su trabajo slo tiene el texto frente a ella y aunque usted pueda entender lo que ha escrito, esa persona no lo entender.
f.
g.
Habilidades de estudio 21. Tomando notas Aunque entienda bien todo sobre Ventures si no se graba lo que sabe seguro se olvidar. Es realmente importante tener un cuaderno de notas donde escriba lo que ha estudiado. En este curso usted tendr dos cuadernos de notas, el uno para su vocabulario y el otro le servir para anotar algunos puntos del lenguaje que haya estudiado. 1. Cuaderno de vocabulario: Podr ver un ejemplo de este notebook en su seccin de portfolio. Ver que este notebook incluye los siguientes elementos: a. b. c. d. 2. La palabra en Ingls y en Espaol, ej. drive conducir Una oracin, ej. my brother drives a Suzuki Palabras de la misma raiz, ej. driver , drove, driven Otras palabras que se usan con la palabra, ej. car, bus, truck
Language notebook: El language notebook le servir para que escriba todo lo que ha entendido de su libro. A continuacin tiene una lista de aspectos de puede incluir en su language notebook. a. b. Grammar notes, ej. En Ingls no se usa Usted, en vez de eso se usa Tu para todo. Problem areas, ej. Siempre cometo el error con do en preguntas (do you speak English?, debera tener ms cuidado con esto. c. Good techniques, ej. Si leo esto, me ayudar a recordar si he subrayado palabras clave al momento de leer. d. References, ej. Hay una pgina web llamada www.forms.com, donde puede realizar varios ejercicios como los que tiene en la unidad 1 en el libro, e. What I did, example: ayer estudi mi libro alrededor de unos 30 minutos y he ledo 15 minutos en el bus.
Puede organizar su cuaderno por unidad. De esta manera incluir todos los elementos anteriores.
21
PRELIMINARES
22. Usando el Internet (y otros vnculos interesantes) Aunque usted no tenga Internet en casa, no hay razn por la que usted no pueda ir a un cyber caf una vez a la semana y navegar la Internet. A continuacin hay una lista de vnculos interesantes que tienen que ver con cada unidad de Ventures. Simplemente escriba la direccin tal como est escrita y luego observe qu tanto de la pgina web usted puede entender. Unit 1 http://faculty.deanza.edu/flemingjohn/stories/storyReader$23 http://grammar.ccc.commnet.edu/grammar/adverbs.htm http://grammar.ccc.commnet.edu/GRAMMAR/adjectives.htm Unit 2 http://www.englishpage.com/verbpage/activepassive.html Unit 3 http://www.usingenglish.com/weblog/archives/000329.html http://www.eslbase.com/grammar/indirect-questions Unit 4 http://www.grammar-quizzes.com/modal3.html http://www.eclecticenglish.com/grammar/Should1A.html Unit 5 http://esl.about.com/library/grammar/blgr_adverbclauses_time.htm Unit 6 http://www.ompersonal.com.ar/omgrammar/contraste2.htm Unit 7 http://www.towson.edu/ows/AdvAdjNomClause.htm Unit 8 http://www.langust.ru/unit_co/unit023c.shtml Unit 9 http://www.mailxmail.com/curso-conditional-clauses/present-unreal-conditional Unit 10 http://www.englishpage.com/conditional/futureconditional.html 23. Encontrando la respuesta (usando un diccionario) Para usar un diccionario lo primero que se debe hacer es aprender qu informacin tiene. Le recomendamos usar el diccionario Cambridge Klett Mini. A continuacin tiene un acceso a la palabra drive lea cuidadosamente la explicacin y comprela con la palabra drive en su diccionario. drive Primero tiene esta palabra en negrita. [draIv] Luego tenemos esta palabra con su forma de pronunciacin. Esto se llama fontica, que significa cmo suena cuando se habla. Es una buena idea estudiar el alfabeto fontico que explica los
22
PRELIMINARES
sonidos que cada uno de los smbolos hace, no se olvide ESTAS NO SON LETRAS. Vea una lista de smbolos fonticos en la pgina XII de su diccionario Cambridge Klett Mini I Este es el primero de los nmeros romanos ((I, II, III, IV etc). I significa que sta es la primera definicin de la palabra drive. No olvide que las palabras pueden tener muchos significados, as que observe todas las definiciones sealadas con I, II, III, IV, etc. para asegurarse que est viendo la definicin correcta. <drove, driven> - estas son otras formas posibles de la palabra drive, note que estas estn entre estos smbolos < >. vt esta letras indican qu tipo de palabra es. En este caso vt quiere decir que la palabra drive es un verbo transitivo. No se preocupe si no entiende el significado de la palabra transitivo es suficiente con que entienda qu es un Verbo. Otros tipos de palabras incluyen: adj = adjective (adjetivo) adv = adverb (adverbio) art = article (artculo) aux = auxiliary (auxliar) conj = conjunction (conjuncin) dem = demonstrative (demostrativo) infin = infinitivo (infinitivo) irr = irregular (irregular) n = noun (sustantivo) pl = plural (plural) pos = possessive (posesivo) pp = past participle (pasado participio) prep = prepositon (preposicin) pron = pronoun (pronombre) vb = verb (verbo) vi = intransitive verb (verbo intransitivo) Si no entiende lo anterior no se preocupe, no afectar su aprendizaje o cuan bien aprender. En su progreso a travs de Ventures, encontrar todos estos trminos con una explicacin clara de cada uno. 1.- Este nmero significa que est observando la primera sub- definicin del significado. No se olvide que una definicin puede tener varias sub-definiciones (1, 2, 3 etc).
AUTO Smbolos como ste le dar la pauta para ver de donde proviene dicha palabra, por ejemplo AUTO significa que la palabra pertenece a Transporte. Otros ejemplos incluyen: ANAT = anatomy (anatoma) CHEM= chemistry (qumica) ECON = economics (economa) MIN = mining (minera)
23
PRIMER PRELIMINARES BIMESTRE
AmL esto le indica el rea geogrfica de donde proviene la traduccin, en este ejemplo vemos conducir, manejar AmL que significa que manejar viene de Latino Amrica. Otros ejemplos incluyen: Am = American Brit = British Irish = Irish Can = Canadian to ~ sb home esto nos muestra el uso de la palabra, as que en este caso la palabra drive se usa como: to drive somebody home. Ntese como el smbolo ~ indica la palabra como Llevar a alguien a casa (en auto) luego viene la definicin de la palabra en Espaol. 2. (urge) empujar aqu empieza la segunda definicin y tenemos la sub definicin en parntesis (urge) seguida por el significado en Espaol empujar.
24
PRIMER BIMESTRE
FIRST BIMESTER
Specfic objetives
At the end of this course students will be able to: Describe personal appearance and strenghts. Use the language appropriately in real situations. Express opinions, agreement, and desagreement. Use the language to describe educational goals and successful people. Express past regrets and make suggestions. Describe actions in the past and present.
Contents
WELCOME UNIT Functions: Exchanging information Making introductions Discussing study habits and strategies for studying
Listening and Speaking: Asking about personality types Asking about likes and dislikes Introducing a classmate Vocabulary: Personality traits Activities Study habits and strategies Grammar Focus: Verb tense review: present, present continuous, past. present perfect, present perfect continuous, past continuous, and future with be going to Reading a paragraph about an accident Writing sentences about your partner Discussing study habits and strategies for learning English Pronouncing key vocabulary
Reading: Writing: Life Skills: Pronunciation:
25
PRIMER BIMESTRE
UNIT 1 Functions: Describing personal strenght Expressing opinions Expressing agreement and disagreement
Listening and Speaking: Asking about aptitudes Discussing multiple intelligences Giving opinions Vocabulary: Adjectives and adverbs Multiples intelligences Prefixes and roots Grammar Focus: Noun clauses with that Contrasting adjetives and adverbs Reading: Reading an article about multiple intelligences Skimming to predict what a Reading is about Writing: Life skills: Pronunciacin: Writing a descriptive paragraph about a primary intelligence Using a topic sentence and supporting details Usign a dictionary Reading and understanding a visual diagram Pronuncing key vocabulary UNIDAD 2 Functions: Listening and Speaking: Vocabulary: Grammar Focus: Reading: Writing: Inquiring about educational opportunities Describing educational goals Describing successful people Asking about courses and classes Discussing how to continue ones education Discussing obstacles and successes Education and careers Educational requirements Making vocabulary cards The present passive Infinitives after passive verbs Reading an article about an immigrant family Scanning to find specific information Writing a descriptive paragraph about a successful person Using specific detail such as facts, examples, and reasons
26
PRIMER BIMESTRE
Life skills: Pronunciacin:
Using a dictionary Reading and understanding a chart about the location of vocational classes Pronouncing key vocabulary UNIDAD 3
Functions: Listening and Speaking: Vocabulary: Grammar Focus: Reading:
Discussing appropriate behaviors at home and school Using polite forms of language Expressing agreement and disagreement Asking about rules at home and at school Asking questions indirectly Talking about past events and experiences Rules and expectations Word families Indirect Wh-questions Indirect Yes / No questions Reading an article about barriers between generations Paying attention to words that repeat to get an idea of what a reading is about
Writing: Writing an expository paragraph about difference between generations Using transition words to show relationships Life skills: Using a dictionary Reading and understanding a bar graph Interpreting a survey of student behavior Pronunciacin: Pronouncing key vocabulary UNIDAD 4 Functions: Discussing stress Expressing necessity and lack of necessity Making suggestions Expressing past regrets
Listening and Speaking: Asking about stress Discussing ways to cope with stress Giving advice about past actions Vocabulary: Stress and how to cope Suffixes Grammar Focus: Ought to, shouldt, have to, dont have to, Should have, shouldt have
27
PRIMER BIMESTRE
Reading: Writing: Life skills: Pronunciacin:
Reading an article bout stress Relating personal experience to the content of a reading Writing a descriptive paragraph about how to cope with stress Using actions and results to organize a paragraph Reading and understanding a bar graph Discussing stress in the workplace Pronouncing key vocabulary UNIDAD 5
Functions:
Describing volunteer responsibilities Describing a sequence of events Describing repeated actions in the past and present
Listening and Speaking: Asking about volunteer activities Discussing personal experiences of volunteering or helping people Discussing schedules Vocabulary: Grammar Focus: Volunteerism Positive and negative words Clauses with until and as soon as Repeated actions in the rpesent and past
Reading: Reading an article about volunteers Using context to guess if the meaning of a word is positive or negative Writing: Writing a descriptive paragraph about someone who made a difference Making writing more interesting by including details that answer questions Life skills: Reading and understanding ads for volunteer positions Discussing volunteer activities Pronunciacin: Pronouncing key vocabulary
28
PRIMER BIMESTRE
Learning process development

1. Meet your classmates (p2) Meet your classmates (p2) Look at the picture and answer the following questions. What is the librarian doing? ______________________________ When do the English classes start? ______________________________ What are the students in front of the librarian asking about? ____________________________________________________________ Tip Learn vocabulary in context is a good strategy to help you to remember new words. Therefore, it is not advisible to learn new words in isolation because it makes more difficult for you to learn and remember them. Introductions: What kind of person are you? (p3) (p3) Read the list of adjectives. Review and complete activity 2A
2.
Once you have completed activity 2A; it will help you when doing the following activity. (p2) Look at the picture again and name the people you see. For example: librarian Betty Then ask questions like this: What is Betty like? =
Betty is tall or She is tall As you can see, you have to use adjective to describe these people. Consequently, you should have previously reviewed and completed activity 2A. Now, do the same activity asking about the other people in the picture. Personal Information: Read and answer the following questions. What do you look like? _____________________________________________ What do you like to wear? _____________________________________________
29
PRIMER BIMESTRE
Tip Practice is essential when learning another language; therefore, I encourage you to answer the questions above with your family information. This activity will really help you because you will use language with real information.
2B Read the list of activities. (p3) What activities do you enjoy doing? Why do you like the activities you chose? 2C Talk. Answer the questions with your own information. (p3) This activity is very important to help you improve your speaking skill. 2D Write sentences about your partner. You can also choose a member of your family or a friend to complete this activity. 3. Verb tense review (p4) 3A. Listen and repeat (p4) Listening is an skill that you also need to improve; consequently, activities like this are both important and helpful for you to understand English better. 3B Read. There is a story in your book on (p4) that you have to complete using the correct verb form. Tip If there is any word or words in the story that are new for you; fist try to understand their meanings from context, this activity will help you to acquire new vocabulary from context. 3C Talk. If it is possible for you to work in groups, ask and answer the questions of this activity. On the contrary, answer them with your own information. 4. Study habits and strategies 4A Talk. If it is posible for you to work with a partner, complete the chart with hiso r her information. On the contrary, complete the chart with your own information.
30
PRIMER BIMESTRE
Personal Information Objective: Use the language to talk about personal information.
Unit contents Functions: Describing personal strenght Expressing opinions Expressing agreement and disagreement Listening and Speaking: Asking about aptitudes Discussing multiple intelligences Giving opinions Vocabulary: Adjectives and adverbs Multiples intelligences Prefixes and roots Grammar Focus: Noun clauses with that Contrasting adjetives and adverbs Reading: Reading an article about multiple intelligences Skimming to predict what a Reading is about Writing: Writing a descriptive paragraph about a primary intelligence Using a topic sentence and supporting details Life skills: Usign a dictionary Reading and understanding a visual diagram
Pronunciacin: Pronuncing key vocabulary
Unit 1. Lesson A. Personal information 60 minutes (p6) Dear students, Now, you will start studying the first unit of the subject General Inglish IV. I wish you were happy to study this subject because it is very useful for you in order to communicate with speakers of English. Objectives: Practice key vocabulary Practice listening skills
31
PRIMER BIMESTRE
1. Talk about the pictures 1A. Look at the pictures. What do you see? (p6) Look at the pictures. Is there anything new for you? If yes, look for the meaning or meanings in a dictionary, then try to write sentences using the new words to remember them more easily.
First, make a list of the new words. 1. _______________ 2. _______________ 3. _______________ 4. _______________ 5. _______________ Tip Write sentences using the new words, it is a good strategy that can help you to learn them in context.
What are some examples of aptitudes? (p6) Yes, you are right. Artistic, athletic, mechanical, mathematical, musical are some examples of aptitudes or personal strengths. What are your personal strengths? Are you artistic, athletic? (p6) Name the people in pictures 2, 3, and 4. What are their personal strengths? 1B. Look at the pictures. What is happening? (p6) Describe what is happening in each of the pictures. Once you have described what is happening in the pictures, answer the following questions.
Does anyone like to jog? Who likes to cook? What is the man outside the house doing? Tip Analyzing what is happening in a picture, video, or in a photo; and asking questions about what you see is a good strategy to help you to increase your vocabulary and you speaking skills.
Activity 1 1. 2. 3. 4. 5. Is the boy in green pants playing the piano? Is Nina in the subway? Is the boy wearing a cap fixing the car? Is the girl on the sofa watching TV.? Is Emily talking to Nina?
32
PRIMER BIMESTRE
Tip Ask and answer questions about what you see in your book, at home, at work, or another place is a good practice in the process of learning another language. Practice Choose five members of your family and ask and answer the following question.
What are your ________ personal strengths? Example: What are your father personal strengths? He is athletic. Tip Use, in real situations, the information you have learned while you are studying because it will help you to be in contact with real language.
2. Listening (p7) A. Listen and answer the questions. (Track 05) (p7) Do you understand everything in the listening exercise? Write any unfamiliar words and repeat them aloud. B. Listen again. Complete the chart. (Track 06) (p7)
Tip The UTPL Independent Learner Guide will help you to understand better the importance of listening activities and the strategies to improve your listening skills. C. Read. Complete the story. Listen and chek your answers. (p7) Read the story aloud. The story in this exercise is a summary of what happened in the pictures on (p6). This summary contains the most important points of the story.
D. Discuss. Answer the following questions. (p7)
Once you have read the story (2C), answer the question on part (2D)
WORKBOOK Complete Lesson A in your workbook Look for information on how to use the workbook in the UTPL Independent Learner Guide.
33
PRIMER BIMESTRE
Unit 1. Lesson B. Noun clauses 60 minutes (p8) Objectives: Introduce noun caluses with that Practice expressing opinions
1. Grammar Focus. Noun clauses with that (p8)
Noun clauses with that Clauses A clause is a part of a sentence that has a subject and a verb. A main clause is a complete sentence A dependent clause is not a complete sentence; it is connected to a main clause. A sentence with the structure main clause + dependent clause or dependent clause + main clause is called a complex sentence. Noun clauses with that Some complex sentences have the form main clause + noun clause. A noun clause is a type of dependent clause: Some noun clauses consist of that+ subject + verb. However, it is also correct to omit that. The main clause can be a statement or a question. Main clause Statement Question People think Do you think Noun clause (that) she is smart. (that) she is smart?
Now, look at the examples in your book (p8). Can you write your own sentences? Try to do it. Tip It is important for you to review and analize the grammar explanation; but, it is also essential to practice. Consequently, to write your own sentence is good for you.
2. Practice (p8) A. Write (p8) Read the examples. Then, write sentences with that and a noun clause. Listen and check your answers. (p8) Once you have written your sentences, play the audio program to check your answers. (Track 8)
34
PRIMER BIMESTRE
Tip Practice is very important and useful for your learning process. Take advantage of the activity above to improve your knowledge. B Talk. (p9) Look at the picture and do activity B.
Useful Language (p9) I suppose and Id say are similar to saying maybe Using them is a bit softer than Im sure, I believe, and I think. Extra activity. Look at the picture again. Read aloud and answer the following questions. What can you say about the man next to the car? Where is the woman doing? What is the boy listening to? 3. Communicate (p9) A. Work (p9) Read the questions aloud. Give your opinion about each situation.
Now, answer the following question, use the expression you learned to express opinion. Can English improve your professional life? What do you think? Do you agree or not?
Useful Language (p9) Totally and strongly make the statements much stronger. Other examples are: definitely and completely.
WORKBOOK Complete Lesson B in your workbook Look for information on how to use the workbook in the UTPL Independent Learner Guide.
35
PRIMER BIMESTRE
Unit 1. Lesson C. Parts of speech (p10) 60 minutes Objectives: 1. 2. Contrast adjectives and adverbs Describe skills using adjectives and adverbs
1. Grammar Focus: contrasting adjectives and adverbs (p10)
Contrasting adjectives and adverbs Adjectives describe nouns or other adjectives. Adverbs describe verbs or other adverbs. Examples: I am a quick eater. In this sentence, the adjective quick describes the noun eater. I eat quickly. Here, the adverb quickly describes the verb eat. Most adverbs are formed by adding ly to the adjective: quick = quickly easy = easily On the contrary, irregular adverbs do not follow the same rule of adding ly to the adjective; consequently, they must be learned: good = well Tip If you feel that you are not good at learning about adjectives and adverbs, do not worry. You need to practice and use them as frequent as possible, this way you will learn the difference and use of adjectives and adverbs.
Useful Language (p10) Although well may be the correct response to How are you? Or How are you doing?, many people use good as a response. Both well and good are accepted in daily conversation, but good is informal and should not be used in formal situations or in writing. 2. Practice (p10) A. Write (p10) Read the instructions aloud. Make sure that you understand the exercise and complete each sentence with adjectives or adverbs. Listen and check your answers. (p10)
Once you have completed all the sentences. Play the audio program and check your answers. (Track 9)
36
PRIMER BIMESTRE
Adverbs and adjectives are useful when telling a story. Now, try to tell a story using the adjectives and adverbs from this lesson. Start your story like this; Once upon a time, there was a musician named Gerry B. Talk (p11) Look at the pictures in exercise 2B Use the words in the word bank and the words below the pictures to talk about each picture. Look at the examples in your workbook in order for you to understand the activity you are almost to do. 3. Communicate (p11) A. Work (p11) Now, it is time for you to share a little about yourselves. Read and answer each question. Use adjectives and adverbs. Activity 2 Example: How does your mother cook? My mother cooks very well, she prepares delicious dishes. 1. 2. 3. 4. 5. What can your father do very well? What is difficult for your spouse? What can your best friend do perfectly? What do your children do very fast? How do you swim?
WORKBOOK Complete Lesson C in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Tip Do the activities in your workbook. It is very important for you to learn the grammatical structures and how to use the language in real situations.
37
PRIMER BIMESTRE
Unit 1. Lesson D. Reading (p12) 60 minutes Objectives: 1. 2. 3. Practice using new topic-related vocabulary Skim to predict what a Reading is about Discuss multiple intelligences 1. Before you read (p12) Intelligent Please brainstorm other words that explain or mean the same thing as intelligent. Skillful
Smart
Talented
Very good! These words mean the same as intelligent. 1. Talk (p12) Read and answer the questions. Tip Pre-reading is a good strategy to use before you read because it helps you to have an idea of what the reading will be about; moreover, it helps you to increase your vocabulary, creativity, and imagination. 2. Read (p12) Read the article silently before listening to the audio program. (Track 10) While you are listening to and reading the article, write in your notebooks any new words you do not understand; then, try to understand their meanings in context. If it is difficult for you, look for their meanings in a dictionary.
3. After you read (p13) A. Check (p13) Identify the primary intelligence of each person in the chart. You can refer to the reading on (p12) B. Build your vocabulary (p13) Read the instructions and complete the chart in your book. (p13) Important: A prefix is a letter or group of letters added to the beginning of a word to change the meaning or make a new word. While a root is the basic form of a word, and that we can add prefixes to roots to make new words.
38
PRIMER BIMESTRE
C. Talk (p13) Read and answer the questions. Review the article again (p12) if necessary. Make sentences about the meaning of the following words.
Activity 3 Naturalist Logical / mathematical Musical / rithmical.
Example: Someone who is verbal / linguistic learns by reading, listening, and speaking. 1. ___________________________________________________________________. 2. ___________________________________________________________________. 3. ___________________________________________________________________.
WORKBOOK Complete Lesson D in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Unit 1. Lesson E. Writing (p14) 60 minutes Objectives: 1. 2. Discuss and write about personal intelligences Writing a paragraph about a primary intelligence Tip Remember that pre-reading is a good strategy to use before you read because it helps you to have an idea of what the reading will be about; moreover, it helps you to increase your vocabulary, creativity, and imagination.
1. Before you write (p14) A. Write (p14) Read the instructions and complete the activity. If you need, you can read the article again (12) to establish your primary intelligence. Tip Reading articles like this increase you vocabulary and your knowledge about different topics.
B. Read (p15) Read and do the activity. (p14) The following information will help you when doing activity B (p15)
39
PRIMER BIMESTRE
Important: A topic sentence presents the main idea of a paragraph. The supporting sentences give or provide details to support the topic sentence. Tip Read each model paragraph very carefully. Once you understand the whole idea of the paragraphs, choose the topic sentence. C. Complete the outline (p15) Read each supporting details carefully, then write the best topic sentence. Remember that the topic sentence presents the main idea of a paragraph. While the supporting supporting sentence gives or provides details to support the topic sentence D. Plan (p15) Start your outline by writing your topic sentence and then your supporting details. 2. Write (p15) Use the previous information to write a paragraph about your primary intelligence. 3. After you write (p15) A. Check your writing. Review and edit your writing. Check the paragraph you wrote in exercise 2 (p15). If you checked NO for one or more checklist items, revise your paragraphs to include the missing information.
Tips for self-editing: Read your writing aloud. Sometimes reading aloud even to yourself will help you to find errors. Read your writing to a friend. This will also help you to become aware of points that need more work. When in doubt, look it up! If you are not sure of how to spell a word, use your dictionary. Dont rely only on your computer spell-checkers, which cannot correct the meaning of a word.
WORKBOOK Complete Lesson E in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide.
40
PRIMER BIMESTRE
Unit 1. Lesson F. Another View (p16) 60 minutes Objectives: 1. 2. 3. Practice reading and understanding a diagram of the brain Review vocabulary and gramar from the unit Introduce the Project
1. Life-skills reading (p16) A. Read (p16) Look at the diagram of the brain in exercise 1. What do you see? How each icon helps you to understand the brain function it represents?
Read the questions. Look at the diagram. Circle the answers. A (p16) B. Talk. (p16) Are you a right-brained or a left-brained person? What about the other people in your family? Write a paragraph about whether you are a left-brained or a right-brained person and why. 2. Fun with language. (p17) A. Work. What are these people famous for? What are their intelligences? Once you have completed this activity, look for other famous people and their intelligences. Materials needed: Photos (from magazines or newspapers) of famous people from a variety of different backgrounds or fields. Choose one of these photos and write a paragraph about that person. You should write about the type of intelligence the famous person possesses and defend your statements with facts.
Remember to start your paragraph with a topic sentence about the famous person you chose and then continue with supporting sentences.
B. Talk (p17) Which statements are true for you? What kind of intelligence is related to each statement? Tip You can also use the information learned in this unit to talk about some members of your family, some classmates or co-workers. This practice will help you to use the language in real situations.
3. Wrap up (p17) Complete the Self-assessment on page 141. WORKBOOK Complete Lesson F in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide.
41
PRIMER BIMESTRE
Self-assessment test Unit 1 Exercise 1. Write sentences with that and a noun clause. 1. Peter is going on vacation next week. (Mary believes) ______________________________________________________. 2. I was at home yesterday night. (My parents didnt realize) ______________________________________________________. 3. Their children were a little sick. (Susan didnt tell her husband) ______________________________________________________. 4. Betty is good at cooking. (I think) ______________________________________________________. 5. Elizabeth didnt buy a gift for her son. (Mario thinks) ______________________________________________________. Exercise 2. Use the following information to write sentences with that and a noun clause. Use the expressions in your book on page 9 actvity B. This black jacket is mine. Pauls sister. Those people are waiting for the bus. The tallest girl is The woman in black is our teacher. This is my pencil.
1. ______________________________________________________. 2. ______________________________________________________. 3. ______________________________________________________. 4. ______________________________________________________. 5. ______________________________________________________. Exercise 3. Complete the sentences with adjectives or adverbs. careful 1. 2. 3. 4. 5. good well slowly easily
She can play basketball very ________. They could get Natys house ________. Mathew is a ________ teacher. They must be very _______. Mario and Peter walked ________.
Exercise 4. Write five sentences using adjectives and adverbs. 1. ______________________________________________________. 2. ______________________________________________________. 3. ______________________________________________________. 4. ______________________________________________________. 5. ______________________________________________________.
42
PRIMER BIMESTRE
At school Objective: Use the language to talk about school topics.
Functions:
Inquiring about educational opportunities Describing educational goals Describing successful people
Listening and Speaking: Asking about courses and classes Discussing how to continue ones education Discussing obstacles and successes Vocabulary: Grammar Focus: Reading: Writing: Life skills: Pronunciacin: Education and careers Educational requirements Making vocabulary cards The present passive Infinitives after passive verbs Reading an article about an immigrant family Scanning to find specific information Writing a descriptive paragraph about a successful person Using specific detail such as facts, examples, and reasons Using a dictionary Reading and understanding a chart about the location of vocational classes Pronouncing key vocabulary
Unit 2. Lesson A. At school 60 minutes Dear students, This time we will continue with unit 2. I consider it is essential for you to continue studying this unit because i twill provide you with important activities to allow you learn and use English in real situations. Objectives: Practice key vocabulary Practice listening skills
1. Talk about the pictures (p18) A. Look at the pictures. What do you see? What is happening? (p18)
43
PRIMER BIMESTRE
Look at the pictures. Is there anything new for you? If yes, look for the meaning or meanings in a dictionary, then try to write sentences using the new words to remember them more easily. First, make a list of the new words. 1. _______________ 2. _______________ 3. _______________ 4. _______________ 5. _______________ Tip Write sentences using the new words, it is a good strategy that can help you to learn them in context. (p18) Look ate the pictures again. And answer the following questions. Activity 1 Where is the boy in the first picture going? What is Vasili doing in the secong picture? What are the people in the second picture doing?
Useful Language (p18) In most colleges and universities, students can talk to counselors or advisors who can help them to plan their class schedules. Counselors are specifically trained to help students to figure out wath classes they should take in order to achieve their educational and career goals. 2. Listening (p19) A. Listen (Track 11) (p19) Listen and answer the questions. B. Listen again (p19) Complete the chart. Listen for details about the certificate program. C. Read and Listen. (p19) Complete the story. The story in this exercise is a summary of the events shown in the pictures on (p18). Once you have completed the story, play the audio program (track 13) to check your answers. D. Discuss. (p19) Answer the following questions. Is hospitality and tourism a good industry for Vasil? Would you like this type of career? Why or why not? WORKBOOK Complete Lesson A in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide.
44
PRIMER BIMESTRE
Unit 2. Lesson B. The passive voice 60 minutes (p20) Objectives: 1. Use the present passive voice Grammar Focus (p20)
The present passive Active voice We use the active voice to focus on the person or the doer of the action. (See examples in your book on p.20) Passive voice We use the passive voice to focus on the results of the action. (See examples in your book on p.20) Present passive voice structure It is formed by the verb be in the present tense + the past participle. For example: is given or are offered.
Useful Language (p20) We use a by phrase when we want to clarify information or add emphasis, but it is not always necessary. For example, the phase by the college on B1 (p20) can be left out if it is not important to know who gives the placement test, or if the giver of the placement test is unknown or obvious. 2. Practice (p20) A. Write (p20) Complete the sentences. Use the present passive voice. Play the audio program (track 14) to check your answers. Extra activity. Look at the pictures again. (p18) Answer the following questions. What is Vasili interested in studying? What information does Mrs. Ochoa give him? What is Vasili required to take? What is one of the program requirements? B. Talk. (p21) Look at the La Costa Community College Course Schedule. Read the HOSP 100 entry, and also read the BUS 137 entry. Read the instructions and do the activity.
45
PRIMER BIMESTRE
Useful Language (p21) HOSP stands for Hospitality and BUS stands for business.
3. Communicate (p21) A. Work (p21) Ask and answer questions about the topics. Extra activity. What kind of courses are you interested in? _________________________________________________________________________. Change the following sentence into the passive voice. The college offers four different levels of ESL classes. __________________________________________. WORKBOOK Complete Lesson B in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Unit 2. Lesson C. The passive voice 60 minutes Objectives: Use infinitives after passive voice.
1. Grammar Focus: Infinitives after passive voice
tInfinitives after passive voice Some passive verbs can have an infinitive after them. Active The teacher tells the students to bring a dictionary to class. Passive The students are told to bring a dictionary to class. Verbs often followed by infinitives Advise alow encourage plan tell use expect prepare intend require mean
The present passive is formed by using the present tense of be+ the past participle and the infinitive is formed by to + the base form of the verb.
46
PRIMER BIMESTRE
2. Practice. A. Write complete statements or questions. Use the present passive with infinitives. Play the audio program (track 15) to check your answers. Extra activity. Make up statements and questions similar to the ones in exercise 2A about your own schools program. B. Talk. (p23) Look at the advertisement. Make sentences about the Work Experience Program.
Useful Language (p23) Experience programs are designed to encourage students especially adult students to go to college or, in some cases, to return to college. Each college has its own rules regarding work for credit an in most cases, evidence of work (either volunteer or paid) must be provided. 3. Communicate (p23) Ask and answer questions about the requirements at a school, course, or, program that YOU know.
WORKBOOK Complete Lesson C in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide.
Tip
Additionally, it is a good practice for you to complete the activities in your workbook. Practice will help you to learn the topics you studied in each lesson. Unit 2. Lesson D. Reading (p24) 60 minutes Objectives: ractice using new topic-related vocabulary P Scan to find specific information Identify words to describe obstacles and successes
1. Before you read (p24) Read the questions aloud. Scan the article to answer the three question in exercise 1. Remember that SCAN is to find specific information.
47
PRIMER BIMESTRE
Extra activity. Practice new vocabulary related to obstacles and successes. How do you think most people define -success-? How do you define succes?
2. Read (p24) Read the article silently. Now listen to the audio program (track 16) While you are reading or listening, write any words that are new for you.
Tip Try to understand the meaning of new words in contexts. If it is difficult, look up them in a dictionary.
Notice Faced is another way of saying had to deal with or had to overcome obstacles.
Extra activity. Create a scanning exercise. Find a new article, read the article and make up three sentences based on it. Then scan the article for answers.
3. After you read (p25) A. Check your understanding Read and answer each question, make sure you understand the questions. B. Build your vocabulary. Read and follow the instructions in exercises B1, B2, and B3 (p25).
(p25) When you look up a Word in a dictionary, the Word will appear in its base form and may be more than one definition for the word.
C. Talk. (p25) Read and follow the instructions in Exercise 3C.
48
PRIMER BIMESTRE
Extra activity. 100 years ago Today What are the similarities and differences between immigrants in the United States today and those who travelled 100 years ago? Use the language from exercise 3B as well as that of the reading.
WORKBOOK Complete Lesson D in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Unit 2. Lesson E. Writing (p26) 60 minutes Objectives: Write about a successful person Use specific details to support ideas
Warm-up and review What is the difference between a success and an obstacle? A success is An obstacle is Read the Wei family story again and answer the following questions. Did Choi and his wife face many obstacles? What were they? Did they have successes? What were they? What advice does Choi give to new immigrants? 1. Before you write (p26) A. Talk (p26) Read and follow the instructions in Exercise 1A.
Read the paragraph. (p26) Read the article silently. While you are reading, write any words that are new for you.
Tip Try to understand the meaning of new words in contexts. If it is difficult, look up them in a dictionary.
49
PRIMER BIMESTRE
(p26) The topic sentence is the main idea of the paragraph and the other sentences should support the topic sentence. Facts, examples, and reasons support the topic sentence and make a paragraph more interesting and convincing.
C. Talk (p26) Read and answer the questions in Exercise 1 C.
Extra activity. Brainstorm a list of obstacles that immigrants face today. Write down the personal qualities people need to have in order to overcome each of these obstacles. What qualities are most important for new immigrants to have? They need to be patient bacause goals and success can take a long time to achieve.
Example:
D. Complete (27) Read the heading in the chart and the example answers. Remember to scan the paragraph (p26) for this specific information. Finally, complete the chart. E. Plan (27) Read and follow the instructions in Exercise 1E.
(p27) A graphic organizer, such as a chart, will help you to organize your ideas for writing
2. Write a paragraph about someone you know who is successful. (p27) 3. After you write A. Check your writing. (P27)
WORKBOOK Complete Lesson E in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide.
50
PRIMER BIMESTRE
Unit 1. Lesson F. Another View (p28) 60 minutes Objective: Use the grammar and vocabulary from the unit Read and understand a chart about the location of classes
1.Life-skills reading (p28) What does location mean? Location is When and why do you need to check information about course locations?
(p28) Learning to read these kinds of charts is a useful skill for everyday life because you may have jobs or be in situations in the future in which you will need to use charts like this.
(p28) Vocational classes are classes for specific training in an occupation.
A. Read (p28) Read and follow the instructions in Exercise 1 A. This task helps to prepare you for standardized-type tests you may have to t B. Talk (p28) Ask and answer questions about the chart. 2. Fun with language (p29)
(p29) Because the word career is similar to a word in Spanish that has a slightly different meaning (carrera which most frequently means major, as in course of study), Spanish-speaking students may be confused by the term. In English career is similar to occupation.
A. Work (p29) Read and follow the instructions in Exercise 2A. Read the words in the word bank they will help you to complete the sentences. Extra activity. Materials needed: photographs of famous people from magazines. (Check that the careers of the people match those in this lesson)
51
PRIMER BIMESTRE
Careers: ballet dancer, musician, singer / actor, soccer player, statesman. Activity: match the people in the photos with the appropriate career. B. Work (p29) Make as many words as you can from the letters in the phrase. Example: force, plane 3. Wrap up (p29) Complete the Self-assessment on page 141.
WORKBOOK Complete Lesson F in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Self-assessment test Unit 2 Exercise 1. Complete the sentences using the present passive. 1. 2. 3. 4. 5. You __________________ to take photos. (allow) He __________________ to take an English placement test. (require) Some scholarships ___________________ to the best students of the high school. (offer) Interships ________________by the college. (arrange) English _________________ in many countries. (speak)
Exercise 2. Change the following sentences into the present passive. 1. University students take a placement test in January. __________________________________________ 2. Students to play after class. (allow) __________________________________________ 3. My sisters prepare delicious dishes. __________________________________________ 4. Mary and Kate sell beautiful dresses. __________________________________________ 5. Elizabeth writes a letter to her mother every month. __________________________________________
52
PRIMER BIMESTRE
Exercise 3. Write five sentences using the present passive with infinitives.1. 2. 3. 4. 5. Exercise 4. Make statements with infinitives after passive verbs. Use the past participles in the box. allowed 1. 2. 3. 4. 5. encouraged expected required told
53
PRIMER BIMESTRE
Friends and Family Objectives: Use the language to talk about friends and family. Use indirect wh-questions and yes/no questions.
Unit contents Functions: Listening and Speaking: Vocabulary: Grammar Focus: Discussing appropriate behaviors at home and school Using polite forms of language Expressing agreement and disagreement Asking about rules at home and at school Asking questions indirectly Talking about past events and experiences Rules and expectations Word families Indirect Wh-questions Indirect Yes / No questions
Reading: Reading an article about barriers between generations Paying attention to words that repeat to get an idea of what a reading is about Writing: Writing an expository paragraph about difference between generations Using transition words to show relationships Life skills: Using a dictionary Reading and understanding a bar graph Interpreting a survey of student behavior Pronunciacin: Pronouncing key vocabulary
Unit 3. Lesson A. Get Ready 60 minutes Dear students, this unit is very useful because it will provide you with the opportunity to increase your language skills; therefore, you will be able to use language in real situations specially to talk about friends and family. Objectives: se key vocabulary in real situations. U Students will be able to understand listening activities.
1. Talk about the picture
54
PRIMER BIMESTRE
A. What do you see? (p32) Look at the pictures. What do you see? The following questions can halp you. Where are Mary and Lan in the first picture? Where are Mary and Lan in the second picture? Where is Lan in the third picture? After you have completed this exercise, write down any unfamiliar words you found in each picture. It will help you learn new vocabulary.
Tip Look for the meaning of new words it will help you to expand your vocabulary. Therefore, you will be able to communicate better.
B. What is happening? (p32) Look at the pictures again. What are Lan and Mary doing? What are Lan and Mary doing in picture 2? What is happening in picture 3? Why is Mrs. Lee disapointed?
Useful language (p32) In high schools in the United States, students are expected to be evry day that school is in sesin. In many places it is against the law to miss school, and in some schools students cannot return to classes without a note from a parent or a doctor for explaining the reason for the absence. Many school systems now have computer phone systems that notify parents when children are not in school. 2. Listening (p33) Now, you are going to listen to three audio segments, one for ech of the pictures in (p32) you should listen for the main ideas.
Tip Look at the picture again (p32) guess what is happening in each picture. This strategy will help you to understand the listening better; consequently, you will get the responses more easily. A Listen and answer the questions. (Track Number 21) (p33) Listen for the answers carefully. Remember that the previous knowledge you have about the people in the pictures will help you to understand the listening activity.
55
PRIMER BIMESTRE
B Listen again (Track Number 22) (p33) Listen for details about Lan, her absence, and what her mother says. Listen to the audio and complete the chart based on the information you hear. Listen again (p33) Listen again to check your answers.
Tip It is not necessary to understand all the listening material. Try to understand the main ideas and details they will help you to complete the activities.
Read. Complete the story. Listen and check your answewrs. (p33) The story in this exercise is a summary of what happened in the three pictures on (p32) Comprehension check. (Track 23) Play the audio program to listen and check your answers.
D. Do you think Lans mother is too strict? Give reasons for you opinion.
Useful language (p33) It is a common practice in the United States that schools call parents to talk about a problem with a student. Sometimes the school will request that the parents come to school for a meeting to discuss the problem.
WORKBOOK Complete Lesson A in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide.
56
PRIMER BIMESTRE
Unit 3. Lesson B. Indirect Wh-questions 60 minutes (p 34) Objectives: Use wh-questions in real situations.
1. Grammar Focus (p 34)
Indirect wh-questions: With indirect wh-questions, we do not invert the subject as we do with direct wh-questions When using introductory clauses such as I d like to know, Tell me, I dont know, and I wonder, the question become indirect. Wh-questions with can or do in front of them (e.g., Can you tell me? And Do you know? Also become indirect.
Examples: Can you tell me where Maria went? I wonder why they are working today.
Now review the gramar chart on (p34) the examples will help you understand indirect wh question better.
Useful language (p34) Direct forms of the wh-questions can be softened by adding please, for example: Can you please tell me where you went? 2. Practice A. Write. Change the direct questions to indirect wh-questions. (p 34) Once you completed exercise 2A, play the audio program (track 24) to listen and check your answers Now, write direct and indirect wh-questions about the three pictures on (p32) For example: Direct: Why did the school call Lans mother? Indirect: Do you know what Lans mother said when Lan came home. B Talk (p35) Look at the report card in exercise 2B. What information is on the card? Look at the card again; write indirect questions about Lans report card. 3. Communicate (p 35)
57
PRIMER BIMESTRE
A Work. (p35) Write a conversation between a parent and a teenager. Use indirect questions with who, what, where, when, and why. Answer the following questions. Where were you last night? Why didnt you go to class? Are these direct or indirect wh-questions?
WORKBOOK Complete Lesson B in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Unit 3. Lesson C. Indirect Yes/No questions (p 36) 60 minutes Objectives: Use indirect Yes/No questions in real situations.
1 Grammar Focus: Indirect Yes/No questions
Indirect Yes / No questions When forming indirect Yes/No questions the introductory clause is followed by if or whether. The introdutory clauses we use when forming indirect Yes/No questions are: Id like to know, and Can you tell me? When direct questions begin with DO you do not use inversion. For example; Indirect question: Can you tell me if they know all the answers?
Direct question: Do they know all the answers?
As you can see, when direct questions begin with DO, we omit auxiliary verb DO. On the contrary, direct questions with an auxiliary (a helping verb) require inversion.
Direct question: Indirect question: Are you going to the picnic? Can you tell me if YOU ARE going to the picnic? Can you go to the party tonight? Id like to know if YOU CAN go to the party tonight? Useful language (p36) In indirect Yes/No questions, if and whether share the same meaning, so either one can be used.
58
PRIMER BIMESTRE
Tip Grammar explanations are very useful for students when they are learning another language. In addition, it is also important to practice, make sentences, and use the new grammar structures in conversations with friends, teachers, and native speakers. This is a good strategy to learn and use correct grammar structures in conversations. 2. Practice (p 36) A. Write (p 36) Complete the conversations. Use indirect Yes/No questions with if. Read the first two lines of the conversation between a father and a son. After you review these two lines, please complete the other conversations. Once you completed exercise 2A, play the audio program (track 25) to listen and check your answers
B. Talk (p 37) Look at the pictures. What do you see? Read the example Yes/No question to help you in this activity. Make indirect questions. Use a variety of introductory clauses. What questions would you ask to your daughter if you were in the same situation?
Useful language (p37) Review introductory clauses from the previous lesson, such as. Id like to know Tell me I wonder Do you know? You can use these introductory clauses to make indirect Yes/No questions. 3. Comuncate (p 37) A. Ask and answer questions about your lives when you were teenagers. Use indirect Yes/No questions. Look at the items in your book (p37)
WORKBOOK Complete Lesson C in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide.
Tip Try to do all the exercises suggested because they will help you learn new structures more easily. Remember that practice is very good when learning a new language.
59
PRIMER BIMESTRE
Unit 3 Lesson D Reading (p 38) 60 minutes Objectives: Use new topic-related vocabulary Learn and use word families
1. Before you read (p 38) What is a generation? What do you think barriers are? Is barrier a synonym of obstacle? Talk. Answer the questions. Read and answer the question in activity 1 before you start reading Barriers between generations
Tip Remember that Reading is essential to acquire more vocabulary. It also helps you to be aware of the correct grammar structure you should use. Please take a moment to read because reading will help you a lot.
2. Read (p 38) While you are reading the article, you can write any words you do not know in order to look for their meanings after the reading activity. After reading, play the audio program (track 26) to listen this activity.
Expansion activity Summarize the article in exercise 2 using the new vocabulary words as a guide to citing only the most important points. 3. After you read (p39)
A. Check your understanding (p39)
Read and answer the questions in exercise 3A. Remembe that you must have read the reading in exercise 2 in order to answer these questions.
B.Build your vocabulary. (p39) 1. Read the instructions for number 1 and complete the task.
60
PRIMER BIMESTRE
2. Use the words in number 1 to look for the noun, verb, and adjective in order to complete the chart in number 2. 3. Complete the sentences. Write the correct form of the word from exercise B2.
Useful language (p39) Patterns in certain word-form endings (e.g., noun endings with tion, verb endings with ate, adjective endings with ive, -ful, or al).
C. Talk (p39) Read and answer the questions in exercises 3C. Expansion activity (p39) Choose one of the questions in exercise 3C and write a paragraph based on it. Remember to start your paragraph with a topic sentence, and use facts, examples, reasons, and other details to support your topic sentence and ideas. WORKBOOK Complete Lesson D in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Unit 3. Lesson E. Writing (p 40) 60 minutes Objectives: Write about generational differences Use transitions in a paragraph
1. Before you write (p 40) A. Talk (p40) Read the column headings and the examples in the charts. Fill in both charts and then choose one for your writing. Write a paragraph about differences between you and your parents or between you and your children. Use transitions to show the relationship among sentences and ideas.
Useful language (p40) Transitions (or transitional words or phrases) are good for both the writer and the reader because they make the relationship among sentences and ideas clear. Some examples are: also, finally, in addition, in contrast, moreover, among other.
61
PRIMER BIMESTRE
B. Read (p 40)
Different eating habits: You are going to read about a man who has eating habits which are different from hose of his parents. Pay attention to the photographs. What type of meal do you prefer? Fast food or home-cooked.
Expansion activity (p40) Write a chart similar to the one on (p40) with the heading: My parents and my grandparents. Then, make a list of differences between your parents and grandparents. Finally, write a paragraph. Use transitions to show the relationship among sentences and ideas.
C. Work. Complete the outline of the model paragraph. (p 41) D. Plan a paragraph about a difference between you and your parents or you and your children. Include examples to support your main idea. Make an outline.
2. Write (p 41). Once you have planned your paragraph, use this information to write your own paragraph. It is important to review your plan, because this information will help you to write. 3. After you write (p 41)
A. Check your writing (p 41) Read each statement and check Yes or No according to what you have written.
B. Share your writing with a partner. (p41)
Considering that you are working alone, you will have to do this activity by yourself. Revview your writing and analize if contains all the information which was asked.
Tip Review your writing, this strategy will help you o be aware of the error you may have; therefore, you will improve your writing skills.
62
PRIMER BIMESTRE
WORKBOOK Complete Lesson E in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Unit 3 Lesson F Another View (p 42) 60 minutes Objectives: Undestand and use a bar graph Use vocabulary and grammar from the unit
1. Life-skills reading (p 42) Read and answer the following question:
What is a survey?
In this part, you will read and understand a bar graph that presents the results of a survey about students behaviors. Remember that a bar graph compares itmes and represents data visually by using horizontal or vertical bars. Tip Reading bar graphs is a useful tool for everyday life because you may have jobs or be in situations in the future in which you will need to read graphs.
A. Read (p 42) the questions. Look at the survey results. Circle the answers This exercise helps you to standardized-type tests you may have to take.
B. Talk (p 42) Review the survey results. What do you think about the results? Does anything surprise you? 2. Fun with language (p 43) What are some of the rules in your own homes that you may have grown up with as children? Are there difereences in these rules for girls and boys? A Work (p43)
Read the instructions and complete the chart.
B Work (p43) For this exercise, interview, if possible, a partner; on the contrary, interview a member of your family.
63
PRIMER BIMESTRE
According to the information in exercise 2, What conclusions can you make about generational differences or cultural differences among your family?
3. Wrap up (p29)
Complete the Self-assessment on page 142.
WORKBOOK Complete Lesson F in your workbook. Look for information on how to use the workbook in the UTPL Independent Learner Guide. Self-assessment test Unit 3 Exercise 1. Change the following direct Wh-questions into indirect Wh-questions. 1. Why did you study medicine? _________________________________________________________. 2. Where does she work? _________________________________________________________. 3. When are they going to come back? _________________________________________________________. 4. Where is Mary living? _________________________________________________________. 5. Why is your mother upset? _________________________________________________________. Exercise 2. Change the following indirect Yes/No questions into direct Yes/No questions. 1. Can you tell me if Susan is married? _________________________________________________________. 2. I would like to know whether they came to class yesterday _________________________________________________________. 3. I wonder if you are going to the party tonight. _________________________________________________________. 4. Do you know if Freddy was at home this morning? _________________________________________________________. 5. I need to know whether Mary went to the park with her family. _________________________________________________________.
64
PRIMER BIMESTRE
Exercise 3. Read the magazine article Barriers between generations and write 5 direct Wh-questions. 1. _________________________________________________________. 2. _________________________________________________________. 3. _________________________________________________________. 4. _________________________________________________________. 5. _________________________________________________________. Exercise 4. Read the paragraph Different eating habits and write 5 direct Yes/No questions. 1. _________________________________________________________. 2. _________________________________________________________. 3. _________________________________________________________. 4. _________________________________________________________. 5. _________________________________________________________.
65
PRIMER BIMESTRE
Health Objectives: se the language to make suggestions U Identify and use vocabulary related to health Express past regrets Express necessity and lack of necessity Unit contents Functions: Listening and Speaking: Discussing stress Expressing necessity and lack of necessity Making suggestions Expressing past regrets Asking about stress Discussing ways to cope with stress Giving advice about past actions
Vocabulary: Stress and how to cope Suffixes Grammar Focus: Reading: Writing: Life skills: Ought to, shouldt, have to, dont have to, Should have, shouldt have Reading an article bout stress Relating personal experience to the content of a reading Writing a descriptive paragraph about how to cope with stress Using actions and results to organize a paragraph Reading and understanding a bar graph Discussing stress in the workplace
Pronunciacin: Pronouncing key vocabulary Unit 4. Lesson A. Get Ready (Health) 60 minutes Dear students, You have learned some important grammar structures; as well as, you have done several activities to increase your listening, speaking, reading and writing skills. In this unit you will continue working to increase your skills. Objectives: Use key vocabulary Improve listening skills Use the language to talk about the pictures
66

Ingles IV

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ingles IV

Uploaded by

Copyright:

Available Formats

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

MODALIDAD ABIERTA Y A DISTANCIA

RESEARCH AND SERVICES ENGLISH CENTER (RESEC)

AUTORES: Lisset Vanessa Toro Gallardo

Reciba asesora virtual en: www.utpl.edu.ec

UNIT 10. Leisure........................................................................................... 135 ANSWER KEY................................................................................................... 144

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UTPL INDEPENDENT LEARNER GUIDE

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

!GUA PARA LA GUA!

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

Cuando vea este smbolo se le dar una explicacin gramatical.

Aqu se le pide realizar ejercicios de su Workbook.

Visin del texto Ventures

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

Ms adelante explicaremos por qu tenemos estos tres tipos de estudio.

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

09-10 10-11 11-12 12-13 13-14 14-15 16-17

Ventures book Ventures book Ventures book preparar almuerzo

18-19 19-20 20-21 21-22

Relax! Relax! Relax! Relax!

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

GUA DIDCTICA: GENERAL ENGLISH IV