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INSTITUCIÓN EDUCATIVA TECNICA FRANCISCO DE PAULA

SANTANDER

PORTAFOLIO DE EVIDENCIAS EVALUACION DE


DESEMPEÑO
DOCENTE 1278

KATY M. RICARDO FERNANDEZ

SOLEDAD, ATLANTICO 2016

LEARNING ENGLISH IS VERY FUN! 7 KATY MARGARITA RICARDO FERNANDEZ


Introducción
Es evidente entre los estudiantes tanto de Primaria como
de Bachillerato, una actitud negativa hacia el aprendizaje de
un segundo idioma y esto se manifiesta en la dificultad para
traducir, memorizar palabras, organizar gramaticalmente
oraciones, entender párrafos sencillos y pensar en otro idioma,
es decir la metodología tradicional ha venido generando apatía,
desinterés y bajos resultados en el aprendizaje del inglés.

LEARNING ENGLISH IS VERY FUN! 1 KATY MARGARITA RICARDO FERNANDEZ


Tabla de Contenido

• Preparador de Clases.
• Proyecto Pedagógico de Aula.
• Planes de mejoramiento.
• Observador del Estudiante.
• Participación en el Aniversario de la Institución.
• Trabajo en Equipo.
• Evidencia.

LEARNING ENGLISH IS VERY FUN! 6 KATY MARGARITA RICARDO FERNANDEZ


• Preparador de Clases.
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA
SANTANDER PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY
RICARDO F. AÑO: 2016

GRADO: Sexto PERIODO: 111 UNIDAD 3: ACTIVITIES 1 FECHA ESTIMADA: Julio 18 al


22
TEMA: The Simple Present OBJETIVO: Reconocer la ESTANCAR: Describo con D.B.A. Entiende y usa
tense estructura del Simple Present oraciones sencillas mi rutina palabras y frases cortas sobre
Days of the week Tense para expresar acciones diaria y la de otras personas su actividad diaria
de rutina
COMPETENCIAS: lingüística: ESTRATEGIAS RECURSOS: Cuadernos, CRITERIOS DE EVALUACION:
Escribir oraciones sobre METODOLOGICAS: diccionarios, material de Participación en clase.
acciones diarias Elaboración de pequeños apoyo. Presentación de material de
Sociolingüística: Describir sus afiches apoyo con actividades
actividades diarias lectura y creación de diálogos desarrolladas.
breves Socialización de diálogos.
Presentación de afiches

CONTENIDOS: ACTIVIDADES: LOGROS: OBSERVACIONES:


Use the simple present tense Completar oraciones Reconoce la estructura del
for habitual activities. lectura de diálogos presente simple para hablar
Escribir oraciones sobre las actividades diarias
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA
SANTANDER PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY
RICARDO F. AÑO: 2016

GRADO: Sexto PERIODO: 111 UNIDAD: ACTIVITIES 2 FECHA ESTIM ADA: Julio 25 al
29
TEM A: The Simple Present OBJETIVO: Reconocer la ESTANDAR: Narro de forma D.B.A. Escribe información
tense - negative form- estructura del Simple Present sencilla actividades que me básica sobre sí mismo
en forma negativa son familiares
COMPETENCIAS: Lingüística: ESTRATEGIAS RECURSOS: Cuadernos, CRITERIOS DE EVALUACION:
Escribir oraciones negativas METODOLOGICAS: diccionarios, material de Participación en clase.
sobre acciones diarias Elaboración de pequeñas apoyo. Presentación de material de
Sociolingüística: Preguntar a encuestas a compañeros de apoyo con actividades
otras personas sobre sus clases desarrolladas.
actividades diarias Socialización de encuestas

CONTENIDOS: ACTIVIDADES: LOGROS: OBSERVACIONES:


Use the simple auxiliary verbs Completar oraciones Reconoce la estructura del
- do -does to form negative Lectura de diálogos presente simple en forma
sentences Escribir oraciones negativas negativa para hablar sobre las
Completar diálogos actividades diarias
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA
SANNTADER PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY
RICARDO F. AÑO: 2016

GRADO: Sexto PERIODO: 111 UNIDAD: ACTIVITIES 3 FECHA ESTIMADA: agosto 1 al


5
TEMA: The Simple Present OBJETIVO: Reconocer la ESTANDAR Comprendo D.B.A. Responde preguntas
tense - interrogative form- estructura del Simple Present preguntas orales que se después de leer un texto sobre
Yes-no question en forma interrogativa refieren a mí, mi familia y mi temas que le son familiares
lnformation questions entorno.
COMPETENCIAS: Lingüística: ESTRATEGIAS RECURSOS: Cuadernos, CRITERIOS DE EVALUACION:
Escribir oraciones METODOLOGICAS: diccionarios, material de Participación en clase.
interrogativas sobre acciones Elaboración de pequeños apoyo. Presentación de material de
diarias diálogos apoyo con actividades
Sociolingüística: Preguntar a desarrolladas.
otras personas sobre sus Socialización de diálogos
actividades diarias
CONTENIDOS: ACTIVIDADES: LOGROS: OBSERVACIONES:
Use the simple auxiliary verbs Completar oraciones Reconoce la estructura del
- do -does to form Lectura de diálogos presente simple en forma
interrogative sent ences. Escribir oraciones interrogativa para hablar
inter rogativas sobre las actividades diarias
Completar diálogos
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA
SANTANDER PREPARADOR D CLASES
ASIGNATURA: INGLES
DOCENTE: KATY
RICARDO F. AÑO: 2016
GRADO: Sexto PERIODO: 111 UNIDAD: Cloches FECHA ESTIMADA: agosto 8 al
12
TEMA: Clothes and colors OBJETIVO: Reconocer el ESTANDAR Hago D.B.A. Describe características
Possesive pronouns vocabulario referido a prendas exposiciones breves de básicas de personas de su
Possessive adjectives de vestir, colores adjetivos y contenido predecible y comunidad usando frases
pronombres posesivos aprendido cortas
COMPETENCIAS: Lingüística: ESTRATEGIAS RECURSOS: Cuadernos, CRITERIOS DE EVALUACION:
Escribir oraciones usando METODOLOGICAS: diccionarios, material de Participación en clase.
vocabulario sobre prendas de Elaboración de pequeños apoyo. Presentación de material de
vestir afiches apoyo con actividades
Sociolingüís tica a: Conversar desarrolladas.
sobre prendas de vestir Socialización de afiches
usando pronombres y
adjetivos posesivos
CONTENIDOS: ACTIVIDADES: LOGROS: OBSERVACIONES:
Possessive adjectives: Completar oraciones Reconoce el vocabulario
My, your,his, her,our,their. Lectura de diálogos referido a prendas de vestir,
Escribir oraciones con colores, adjetivos y
Possessive pronouns adjetivos posesivos y pronombres posesivos
Mine, yours, his, pronombres posesivos
hers,ours,theirs Completar diálogos
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA
SANTANDER PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY
RICARDO F. AÑO: 2016

GRADO: Sexto PERIODO: 111 UNIDAD: What do you do? FECHA ESTIMADA: agosto 15-
19

TEMA:Jobs OBJETIVO: Reconocer el ESTANDAR Describo con D.B.A. Entiende y utiliza


Preposiciones -at, in,on- vocabulario referido a oraciones simples temas como palabras y frases cortas sobre
profesiones, ocupaciones y uso los trabajos y profesiones de temas relacionados con
de preposiciones at, in, on. otras personas personas, lugares de su
comunidad.
COMPETENCIAS: Lingüística: ESTRATEGIAS RECURSOS: Cuadernos, CRITERIOS DE EVALUACION:
Escribir oraciones usando METODOLOGICAS: diccionarios, material de Participación en clase.
vocabulario sobre Elaboración de flashcards apoyo. Presentación de material de
ocupaciones, trabajos y apoyo con actividades
preposiciones. desarrolladas.
Sociolingüística: Conversar Socialización de flashcards
sobre las ocupaciones de sus
familiares
CONTENIDOS: ACTIVIDADES: LOGROS: OBSERVACIONES:
Prepositions: at, in, on Completar oraciones. Reconoce el vocabulario
Lectura de diálogos. referido a trabajos,
Escribir oraciones con ocupaciones y preposiciones
preposiciones y el vocabulario
sobre ocupaciones.
Completar diálogos.
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA
SANTANDER PREPARADOR DE CLASES
ASIGNATURA: INGLE
DOCENTE: KATY
RICARDO F. AÑO: 2016

GRADO: Sexto PERIODO: 111 UNIDAD: Home FECHA ESTIM ADA: agosto 22
al26
TEM A: House and furniture OBJETIVO: Reconocer el ESTANDAR Hago D.B.A. Entiende y utiliza
vocabulario referido a partes exposiciones breves de palabras y frases cortas sobre
de la casa contenido predecible y temas relacionados con
aprendido lugares.
COMPETENCIAS: Lingüística: ESTRATEGIAS RECURSOS: Cuadernos, CRITERIOS DE EVALUACION:
Escribir oraciones usando METODOLOGICAS: diccionarios, material de Participación en clase.
vocabulario sobre muebles y Elaboración de maquetas apoyo. Presentación de material de
partes de la casa. apoyo con actividades
Sociolingüística: Describir una desarrolladas.
casa y sus muebles Socialización de maquetas.

CONTENIDOS: ACTIVI DADES: LOGROS: OBSERVACIONES:


Partes de la casa Lectura de descripciones Reconoce el vocabulario
Muebles de la casa Escribir oraciones con el referido a muebles y partes de
vocabulario sobre muebles y la casa.
partes de la casa.
Completar cuadros
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA
SANTANDER PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY
RICARDO F. AÑO: 2016

GRADO: SEXTO PERIODO: 111 UNIDAD: RETROALIM ENTACION


FECHA ESTIMADA: AGOSTO 29 AL 9 DE TEMA: REFUERZO DE TEMAS OBJETIVO:
SEPTIEMBRE DESARROLLADOS EN EL PERIODO REFORZAR LOS TEMAS DESARROLLADOS
EN EL PERIODO
COMPETENCIAS: LINGÜÍSTICA: LEER Y ESTRATEGIAS METODOLOGICAS: RECURSOS:
PRODUCIR BREVES TEXTOS SOBRE LOS
TEMAS DESARROLLADOS EN EL PERIODO ELABORACION DE TITERES CUADERNOS, DICCIONARIOS, MATERIAL
DE APOYO Y OTROS.
SOCIOLINGUISTICA: HABLAR Y ESCUCHAR ELABORACION DE MURALES
SOBRE LOS TEMAS DESARROLLADOS EN
El PERIODO

CRITERIOS DE EVALUACION: Participación en clase. CONTENIDOS:


Presentación de material de apoyo con actividades Todos los temas desarrollados en el periodo
desarrolladas.
Socialización de conversaciones con títeres
Socialización de murales

ACTIVIDADES Completar oraciones. LOGROS


Lectura de diálogos. Reconoce el vocabulario visto y el uso de las estructuras
Escribir oraciones con las estructuras gramaticales aprendidas. gramaticales aprendidas en el periodo
Completar diálogos con el vocabulario aprendido.
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séxto PERIODO: IV UNIDAD: 5 FECHA ESTIMADA:


Septiembre 12-16
TEMA: Uso de like- do not OBJETIVO: Reconocer el uso ESTANDAR: Sostengo D.B.A. : Describe acciones
like de like y do not like para conversaciones cortas para relacionadas a un tema sobre
expresar preferencias hablar de sus gustos y su familia o ambiente escolar
preferencias usando imágenes y oraciones
sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones con like y do not Construcción y apoyo. Socialización de diálogos
like para expresar lo que le representación de diálogos Materiales variados Presentación de material de
gusta y lo que no le gusta cortos apoyo
SOCIOLINGUISTICA: Elaboración de álbumes con Presentación de álbumes
Preguntar por alimentos que los alimentos. –Puesta en
le gustan a alguien. marcha de PROYECTO
PEDAGOGICO DE AULA-

CONTENIDO: We use the ACTIVIDADES: Lectura de LOGROS: Reconoce el uso de OBSERVACIONES
verb to like in the present diálogos like para expresar
simple to talk Construcción de frases preferencias
about PREFERENCES or to Recortar, pegar o dibujar los
express interest about alimentos.
something or someone.
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Sexto PERIODO: IV UNIDAD: 5 FECHA ESTIMADA:


Septiembre 19-23
TEMA: Uso de verbo to have OBJETIVO: Reconocer el uso ESTANDAR: Escribo textos D.B.A. : Describe acciones
del verbo to have para cortos que narran historias y relacionadas a un tema sobre
expresar posesión. describen personas y lugares su familia o ambiente escolar
que conozco. usando imágenes y oraciones
sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones con to have para Construcción y apoyo. Socialización de diálogos
expresar posesion representación de diálogos Presentación de material de
SOCIOLINGUISTICA: cortos apoyo
Describir acciones con el
verbo to have
CONTENIDO: We can use the ACTIVIDADES: Lectura de LOGROS: Reconoce el uso de OBSERVACIONES
verb TO HAVE to talk about diálogos verbo to have para expresar
possessions. Remember to Construcción de frases posesión
use correctly the structure of
the present simple.


INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Sexto PERIODO: IV UNIDAD: Retroalimentación FECHA ESTIMADA:
Septiembre 26-30
TEMA: Refuerzo de temas OBJETIVO: Reforzar los temas COMPETENCIAS: ESTRATEGIAS
desarrollados en el periodo. desarrollados en el periodo. LINGÜÍSTICA: Leer y METODOLOGICAS:
producir breves textos sobre Uso del material de apoyo
los temas desarrollados en el
periodo.
SOCIOLINGUISTICA:
Desarrollar actividades de
listening y speaking sobre los
temas vistos en el periodo.
ACTIVIDADES: CONTENIDO: Todos los temas RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
Construcción de oraciones desarrollados en las diccionarios, material de Participación en clases
Lectura de diálogos e imágenes Unidades. apoyo y otros. Presentación de material de
apoyo con actividades
desarrolladas






INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séxto PERIODO: IV UNIDAD: Planes de FECHA ESTIMADA: Octubre


mejoramiento 3-7
TEMA: Presente Simple OBJETIVO: Reforzar el tema CONTENIDO: Repaso del ACTIVIDADES: Completar
visto en la Unidad tema visto en la Unidad oraciones
Lectura de diálogos.
Creación de diálogos.
Ejercicios de listening.
COMPETENCIAS: ESTRATEGIAS RECURSOS: CRITEROS DE EVALUACION:
LINGÜÍSTICA: Leer y METODOLOGICAS: Cuadernos Participación en clases
producir textos sobre los Uso del material de apoyo Diccionario Presentación de material de
temas desarrollados en el Material de apoyo apoyo con actividades
periodo desarrolladas
SOCIOLINGUISTICA: hablar y
escuchar sobre los temas
vistos en el periodo
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séxto PERIODO: IV UNIDAD: 5 FECHA ESTIMADA: Octubre


17-21
TEMA: Uso de some y any OBJETIVO: Reconocer el uso ESTANDAR: Escribo textos D.B.A. : Describe acciones
de some y any para expresar cortos que narran historias y relacionadas a un tema sobre
cantidades describen personas y lugares su familia o ambiente escolar
que conozco. usando imágenes y oraciones
sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones con some y any Construcción y apoyo. Socialización de diálogos
para expresar cantidades representación de diálogos Presentación de material de
SOCIOLINGUISTICA: cortos apoyo
Describir acciones con some
y any
CONTENIDO: S ome is used ACTIVIDADES: Lectura de LOGROS: Reconoce el uso de OBSERVACIONES
with countable and diálogos some y any para expresar
uncontable noun. Any is used Construcción de frases cantidades
in negative sentences
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Sexto PERIODO: IV UNIDAD: Retroalimentación FECHA ESTIMADA:


Septiembre 26-30
TEMA: Refuerzo de temas OBJETIVO: Reforzar los temas COMPETENCIAS: ESTRATEGIAS
desarrollados en el periodo. desarrollados en el periodo. LINGÜÍSTICA: Leer y METODOLOGICAS:
producir breves textos sobre Uso del material de apoyo
los temas desarrollados en el
periodo.
SOCIOLINGUISTICA:
Desarrollar actividades de
listening y speaking sobre los
temas vistos en el periodo.
ACTIVIDADES: CONTENIDO: Todos los temas RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
Construcción de oraciones desarrollados en las diccionarios, material de Participación en clases
Lectura de diálogos e imágenes Unidades. apoyo y otros. Presentación de material de
apoyo con actividades
desarrolladas
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 3 FECHA ESTIMADA: julio 18-
22
TEMA: Repaso: Simple present – OBJETIVO: Fortalecer el uso ESTANDAR: Describo mi D.B.A. : Entiende y usa frases
affirmative,negative,interrogative. del presente simple para rutina diaria y la de otras sobre sus actividades
hablar de acciones personas. diarias.
rutinarias.
COMPETENCIAS: LINGÜÍSTICA: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
Escribir oraciones sobre acciones METODOLOGICAS: diccionarios. Participación en clase.
diarias. Construcción y Socialización de diálogos
SOCIOLINGUISTICA: Describir sus representación de diálogos
actividades diarias. cortos
CONTENIDO: Use the simple ACTIVIDADES: Lectura de LOGROS: Reconoce la OBSERVACIONES
present for habitual activities diálogos estructura del presente
Construcción de frases simple para hablar de
acciones rutinarias.










INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 4 FECHA ESTIMADA: julio 25-
29
TEMA: Presente progresivo- OBJETIVO: Reconocer el uso ESTANDAR: El lenguaje que D.B.A. : Participa en
afirmativo- del presente progresivo en domino me permite tratar conversaciones cortas
forma afirmativa para hablar temas cotidianos sobre los suministrando información
de acciones en progreso que tengo conocimientos. acerca de si mismo utilizando
frases sencillas previamente
memorizadas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios. Participación en clase.
oraciones afirmativas sobre Elaboración de pequeños Socialización de diálogos
acciones en progreso. afiches. Presentación de material de
SOCIOLINGUISTICA: Construcción de cortos apoyo con actividades
Describir acciones en diálogos. desarrolladas.
progreso en forma afirmativa.
CONTENIDO: Use the present ACTIVIDADES: Lectura de LOGROS: Reconoce la OBSERVACIONES
progressive for actions in diálogos estructura del presente
progress. Construcción de frases progresivo en forma
afirmativa para hablar de
acciones en progreso.





INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 4 FECHA ESTIMADA: Agosto 1-


5
TEMA: Presente progresivo- OBJETIVO: Reconocer el uso ESTANDAR: Expreso mis D.B.A. : Describe personas,
negativo- del presente progresivo en ideas, sensaciones y actividades y experiencias
forma negativa para hablar sentimientos con oraciones personales de manera oral
de acciones en progreso cortas y claras y una usando oraciones
pronunciación comprensible. previamente memorizadas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones en forma negativa Construcción y apoyo. Socialización de diálogos
sobre acciones en progreso. representación de diálogos Presentación de material de
SOCIOLINGUISTICA: cortos apoyo.
Describir acciones en
progreso en forma negativa.
CONTENIDO: Use the present ACTIVIDADES: Lectura de LOGROS: Reconoce la OBSERVACIONES
progressive for actions in diálogos estructura del presente
progress. Use verb to be and Construcción de frases progresivo en forma negativa
gerund-ing-. para hablar de acciones en
progreso.
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 4 FECHA ESTIMADA: Agosto 8-
12
TEMA: Presente progresivo- OBJETIVO: Reconocer el uso ESTANDAR: Escribo textos D.B.A. : Escribe textos cortos
interrogativo- yes-no del presente progresivo en cortos que narran historias y sobre acciones que le son
questions. forma interrogativa para describen personas y lugares familiares, usando una
hablar de acciones en que conozco. secuencia de imágenes.
progreso
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones en forma Construcción y apoyo. Socialización de diálogos
interrogativa sobre acciones representación de diálogos Presentación de flashcards
en progreso. cortos Presentación de material de
SOCIOLINGUISTICA: Elaboración de flashcards apoyo
Describir acciones en
progreso en forma
interrogativa
CONTENIDO: Use the present ACTIVIDADES: Lectura de LOGROS: Reconoce la OBSERVACIONES
progressive for actions in diálogos estructura del presente
progress. Use verb to be and Construcción de frases progresivo en forma
gerund-ing-. interrogativa para hablar de
acciones en progreso.




INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 4 FECHA ESTIMADA: Agosto


15-19
TEMA: Presente progresivo OBJETIVO: Reconocer el uso ESTANDAR: Sostengo D.B.A. : Describe acciones
con question words del presente progresivo con conversaciones cortas para relacionadas a un tema sobre
question words para pedir saludar, despedirme, hablar su familia o ambiente escolar
información sobre acciones del clima o como me siento usando imágenes y oraciones
en progreso sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones interrogativas con Construcción y apoyo. Socialización de diálogos
question words sobre representación de diálogos Presentación de material de
acciones en progreso. cortos apoyo
SOCIOLINGUISTICA:
Preguntar por acciones en
progreso con question words
CONTENIDO: Use ACTIVIDADES: Lectura de LOGROS: Reconoce el uso de OBSERVACIONES
what,where, who, when,why diálogos question words para hacer
with the present progressive Construcción de frases preguntas pidiendo
to ask for information. información sobre acciones
en progreso
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 5 FECHA ESTIMADA: Agosto
22-26
TEMA: Smple Past – OBJETIVO: Reconocer el uso ESTANDAR: Escribo textos D.B.A. : Describe acciones
afirmativo- Regular verbs del Simple Past y los verbos cortos que narran historias y relacionadas a un tema sobre
regulares en forma afirmativa describen personas y lugares su familia o ambiente escolar
para hablar de acciones que conozco. usando imágenes y oraciones
pasadas finalizadas. sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones afirmativas en Construcción y apoyo. Socialización de diálogos
simple past usando verbos representación de diálogos Presentación de material de
regulares para hablar de cortos apoyo
acciones pasadas finalizadas
SOCIOLINGUISTICA:
Describir acciones pasadas
finalizadas en forma
afirmativa
CONTENIDO: Use Simple past ACTIVIDADES: Lectura de LOGROS: Reconoce el uso del OBSERVACIONES
to talk about actions in the diálogos Simple Past con verbos
past. Use -d or –ed with Construcción de frases regulares en forma afirmativa
regular verbs in affirmative
form.



INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 5 FECHA ESTIMADA: Agosto


22-26
TEMA: Smple Past –negative- OBJETIVO: Reconocer el uso ESTANDAR: Expreso mis D.B.A. : Describe acciones
del Simple Past en forma ideas, sensaciones y relacionadas a un tema sobre
negativa para hablar de sentimientos con oraciones su familia o ambiente escolar
acciones pasadas finalizadas. cortas y claras y una usando imágenes y oraciones
pronunciación comprensible. sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones negativas en Construcción y apoyo. Socialización de diálogos
simple past para hablar de representación de diálogos Presentación de material de
acciones pasadas finalizadas cortos apoyo
SOCIOLINGUISTICA:
Describir acciones pasadas
finalizadas en forma negativa
CONTENIDO: Use Simple past ACTIVIDADES: Lectura de LOGROS: Reconoce el uso del OBSERVACIONES
to talk about actions in the diálogos Simple Past en forma
past. Use auxiliary –did not- Construcción de frases negativa.
and base form of the verb.
INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: III UNIDAD: 5 FECHA ESTIMADA: Agosto
29-4 de septiembre.
TEMA: Simple Past- OBJETIVO: Reconocer el uso ESTANDAR: Escribo textos D.B.A. : Escribe textos cortos
interrogativo- yes-no del Simple Past en forma cortos que narran historias y sobre acciones que le son
questions interrogativa para hablar de describen personas y lugares familiares, usando una
acciones pasadas finalizadas. que conozco. secuencia de imágenes.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones en forma Construcción y apoyo. Socialización de diálogos
interrogativa sobre acciones representación de diálogos Presentación de flashcards
pasadas finalizadas. cortos Presentación de material de
SOCIOLINGUISTICA: Elaboración de flashcards apoyo
Describir acciones pasadas
finalizadas en forma
interrogativa
CONTENIDO: Use Simple past ACTIVIDADES: Lectura de LOGROS: Reconoce la OBSERVACIONES
to talk about actions in the diálogos estructura del Simple Past en
past. Use auxiliary –did - and Construcción de frases forma interrogativa para
base form of the verb hablar de acciones
finalizadas.







INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: IV UNIDAD: 5 FECHA ESTIMADA:
Septiembre 12-16
TEMA: Simple Past con OBJETIVO: Reconocer el uso ESTANDAR: Sostengo D.B.A. : Describe acciones
question words del Simple Past con question conversaciones cortas para relacionadas a un tema sobre
words para pedir saludar, despedirme, hablar su familia o ambiente escolar
información sobre acciones del clima o como me siento usando imágenes y oraciones
pasadas finalizadas sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones interrogativas con Construcción y apoyo. Socialización de diálogos
question words sobre representación de diálogos Presentación de material de
acciones pasadas finalizadas cortos apoyo
SOCIOLINGUISTICA:
Preguntar por acciones
pasadas finalizadas con
question words
CONTENIDO: Use ACTIVIDADES: Lectura de LOGROS: Reconoce el uso de OBSERVACIONES
what,where, who, when,why diálogos question words para hacer
with the simple Past to ask Construcción de frases preguntas pidiendo
for information. información sobre acciones
pasadas finalizadas.


INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER
PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: IV UNIDAD: 5 FECHA ESTIMADA:
Septiembre 19-23
TEMA: Simple Past con OBJETIVO: Reconocer el uso ESTANDAR: Escribo textos D.B.A. : Describe acciones
Irregular Verbs-affirmative del Simple Past con Irregular cortos que narran historias y relacionadas a un tema sobre
form verbs en forma afirmativa describen personas y lugares su familia o ambiente escolar
para hablar sobre acciones que conozco. usando imágenes y oraciones
pasadas finalizadas sencillas.
COMPETENCIAS: ESTRATEGIAS RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
LINGÜÍSTICA: Escribir METODOLOGICAS: diccionarios, material de Participación en clase.
oraciones afirmativas con Construcción y apoyo. Socialización de diálogos
Irregular verbs sobre representación de diálogos Presentación de material de
acciones pasadas finalizadas cortos apoyo
SOCIOLINGUISTICA:
Describir acciones pasadas
finalizadas con Irregular
Verbs.
CONTENIDO: Irregular verbs ACTIVIDADES: Lectura de LOGROS: Reconoce el uso de OBSERVACIONES
have different forms in diálogos verbos Irregulares para
simple past. They do not have Construcción de frases hablar sobre acciones
rules. pasadas finalizadas.





INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: IV UNIDAD: Retroalimentación FECHA ESTIMADA:


Septiembre 26-30
TEMA: Refuerzo de temas OBJETIVO: Reforzar los temas COMPETENCIAS: ESTRATEGIAS
desarrollados en el periodo. desarrollados en el periodo. LINGÜÍSTICA: Leer y METODOLOGICAS:
producir breves textos sobre Uso del material de apoyo
los temas desarrollados en el
periodo.
SOCIOLINGUISTICA:
Desarrollar actividades de
listening y speaking sobre los
temas vistos en el periodo.
ACTIVIDADES: CONTENIDO: Todos los temas RECURSOS: Cuadernos, CRITEROS DE EVALUACION:
Construcción de oraciones desarrollados en las diccionarios, material de Participación en clases
Lectura de diálogos e imágenes Unidades. apoyo y otros. Presentación de material de
apoyo con actividades
desarrolladas

INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: IV UNIDAD: Planes de FECHA ESTIMADA: Octubre
mejoramiento 3-7
TEMA: Presente Progresivo OBJETIVO: Reforzar el tema CONTENIDO: Repaso del ACTIVIDADES: Completar
visto en la Unidad tema visto en la Unidad oraciones
Lectura de diálogos.
Creación de diálogos.
Ejercicios de listening.
COMPETENCIAS: ESTRATEGIAS RECURSOS: CRITEROS DE EVALUACION:
LINGÜÍSTICA: Leer y METODOLOGICAS: Cuadernos Participación en clases
producir textos sobre los Uso del material de apoyo Diccionario Presentación de material de
temas desarrollados en el Material de apoyo apoyo con actividades
periodo desarrolladas
SOCIOLINGUISTICA: hablar y
escuchar sobre los temas
vistos en el periodo








INSTITUCION EDUCATIVA TECNICA FRANCISCO DE PAULA SANTANDER

PREPARADOR DE CLASES
ASIGNATURA: INGLES
DOCENTE: KATY M. RICARDO FERNANDEZ
AÑO: 2016

GRADO: Séptimo PERIODO: IV UNIDAD: Puesta en marcha FECHA ESTIMADA: Octubre


de PROYECTO PEDAGOGICO 10-28
DE AULA
TEMA: Muestra cultural como OBJETIVO: Fortalecer las ESTANDAR: Identifico en D.B.A. : Entiende la idea
estrategia metodológica para habilidades comunicativas el textos sencillos elementos principal y detalles
el fortalecimiento de las ingles a través de la culturales como costumbres, relacionados a actividades,
habilidades comunicativas realización de muestras celebraciones, vestidos y lugares y personas en textos
del ingles culturales platos típicos de diversos cortos descriptivos.
países.
COMPETENCIAS: ESTRATEGIAS RECURSOS: CRITEROS DE EVALUACION:
LINGÜÍSTICA: : Leer e METODOLOGICAS: Materiales variados Expresión oral
interpretar textos sobre Muestra cultural: Diccionarios Trabajo en equipo
aspectos culturales de un Platos típicos Consultas en Internet Responsabilidad
país. Vestido típico Creatividad
SOCIOLINGUISTICA: hablar y Fiestas típicas
escuchar sobre aspectos Bandera
culturales de un país. Lenguaje
Personajes famosos
• Proyecto Pedagógico de Aula.
INSTITUCIÓN EDUCATIVA TECNICA FRANCISCO DE PAULA
SANTANDER

PROYECTO PEDAGÓGICO DE AULA


INGLÉS CON CARACTER LÚDICO PARA FORTALECER LAS
HABILIDADES COMUNICATIVAS

GRADOS SEXTO Y SEPTIMO

Responsable: KATY M. RICARDO FERNANDEZ

SOLEDAD, 2016

PROBLEMA

LEARNING ENGLISH IS VERY FUN! 2 KATY MARGARITA RICARDO FERNANDEZ


Es evidente entre los estudiantes tanto de Primaria como de Bachillerato, una actitud
negativa hacia el aprendizaje de un segundo idioma y esto se manifiesta en la dificultad
para traducir, memorizar palabras, organizar gramaticalmente oraciones, entender párrafos
sencillos y pensar en otro idioma, es decir la metodología tradicional ha venido generando
apatía, desinterés y bajos resultados en el aprendizaje del inglés.

JUSTIFICACIÓN

En la Institución Educativa Francisco de Paula Santander, se hace necesario implementar


la enseñanza del Inglés de una manera diferente a la convencional, mediante la puesta en
marcha de actividades con carácter lúdico con el fin de despertar el interés por aprender
otro idioma y así propiciar espacios adecuados de aprendizaje acordes a la edad y a las
motivaciones de los estudiantes, donde se evidencien cambios significativos a la hora de
interactuar con una lengua extranjera.

OBJETIVO GENERAL

Mejorar el aprendizaje de una segunda lengua mediante actividades con carácter lúdico
que refuercen las habilidades comunicativas.

METODOLOGÍA

Se captará la atención del estudiante mediante actividades con carácter lúdico como
creación de maquetas, historietas, representación de pequeños diálogos a través de
títeres, elaboración de flashcards, álbumes, presentación de muestras culturales.

EJES INTEGRADORES

Mediante la implementación de estrategias lúdicas el estudiante asimilará y reforzara


conceptos de otras áreas, tales como:

• Language:

• Talks about: different topies, encrease vocabulary identifies and 
 talks about country
facts.

LEARNING ENGLISH IS VERY FUN! 3 KATY MARGARITA RICARDO FERNANDEZ


Descripciones y narraciones de eventos cotidianos

Representación de títeres y despliegue de creatividad del lenguaje, gestos, mímica y


expresión de sentimientos.

• Geography:

My favorite country, famous countries Nationalities, languages, culture, special dates


and holidays.

• Sociales:

Conocer otra cultura y otras personas.

Ciudades importantes y su ubicación geográfica

Sitios turísticos de interés local, regional, nacional y mundial.

Costumbres, platos típicos, folclore, religión de otros países.

Personajes que han hecho historia en aspectos de la vida económica, política, social,
cultural, deportiva, musical, farándula

Ciencias Naturales:

Alimentos necesarios para una buena salud

• Educación artística:

Expresión lúdica.

Expresión teatral.

ALGUNAS TÉCNICAS DE EVALUACIÓN

• Atención e interés.
• Juegos de socialización.
• Comportamiento y trabajo práctico.
• Dramatizaciones
• Creatividad y aplicación.
• Diálogos.

PROYECTO DE ASIGNATURA

¿Por qué es importante asumir la enseñanza del inglés como un aprendizaje lúdico?

LEARNING ENGLISH IS VERY FUN! 4 KATY MARGARITA RICARDO FERNANDEZ


Hay muchas razones que responden a este interrogante y que se consideran de gran
importancia si tenemos en cuenta que ciertas actividades pueden despertar el interés o la
apatía hacia las diferentes áreas del conocimiento y que se verán reflejadas en la
motivación que el estudiante mantenga hacia las mismas, o por el contrario la
desmovilización que le puedan generar todas estas motivaciones se `plasmarán en el futuro
laboral que el estudiante escoja para desempeñarse y en el cual se siente inclinado a
profundizar cuando haya terminado estudios secundarios e ingrese a la Universidad; claro
si dentro de sus capacidades existe esta posibilidad.

Teniendo en cuenta este principio de la motivación, es imperioso que en el aula se propicien


espacios lúdicos donde el aprendizaje surja de forma espontanea para los niños, pero que
en el docente es una actividad previamente planeada para la consecución de unos fines
propuestos.

Las razones por las cuales entre los estudiantes deben aprender una lengua extranjera
están las siguientes:

1. Es una oportunidad invaluable para el desarrollo social, cultural y cognitivo del


estudiante, porque mediante su adquisición le permite apreciar y respetar el valor de su
propio mundo, al mismo tiempo que desarrollar el respeto por otras culturas.

2. Le permite al individuo ampliar sus conocimientos lingüísticos y tener acceso a


publicaciones escritas en inglés, para estar acorde con la actualidad nacional y mundial e
interactuar mediante el análisis y la crítica de los eventos que inciden en su desarrollo
personal, social y/o comunitario.

3. Permite el desarrollo de la creatividad e influye en el dominio de otras disciplinas, como


las matemáticas, las ciencias sociales, la literatura, las artes, las ciencias naturales y los
avances tecnológicos que éstas ciencias han logrado suscitar en los últimos tiempos, solo
es posible de entenderlos o conocerlos mediante el inglés porque todos sabemos que las
publicaciones científicas más importante en todas las épocas han sido hechas en inglés
debido a los avances tecnológicos y científicos con que cuentan los países donde se habla
el inglés.

4. El inglés es la lengua internacional más difundida y su uso abre puertas con mayor
facilidad a quien haya de esta un instrumento de comunicación ya que ofrece mayores y
mejores oportunidades laborales, permite la aceptación de becas fuera del país, o permite
actividades de intercambio, esto se da cuando una persona decide vivir en un país de habla
inglesa por un determinado tiempo, en este proceso se adquieren experiencias
enriquecedoras intelectual, social y culturalmente.

LEARNING ENGLISH IS VERY FUN! 5 KATY MARGARITA RICARDO FERNANDEZ


• Planes de mejoramiento.

LEARNING ENGLISH IS VERY FUN! 8 KATY MARGARITA RICARDO FERNANDEZ


MY ENGLISH
ACTIVITIES NOTEBOOK
TEACHER: KATY RICARDO FERNANDEZ

INSTITUCION EDUCATIVA TECNICA


FRANCISCO DE PAULA SANTANDER

NAME:

GRADE:

Katy Ricardo Fernandez 2016


aJWhosejeans are these?
WORD POWER Clothes
A (o Listen and practice.

CLOTHES FOR WORK CLOTHES FOR LEISURE

shoes highheels ,neakers

Complete the chart with words from part A.

- (lot es or worm weat er · · •· · · · Clothesfor colcfweather ·

/, •••
•••••.•
••••.••.•••.••.•••.•••
••.••••..•..••••••.••..•
•r,::
~~
'~
~."Jfl:
...
,
~-k
..ft;
"
············································ ..............
..........................................................
-;:;f ···········--····..············..····--··" ''"''''"'"' ''

C PAIR WOR ~ Look around the classroom. What clothes do you see? Tell a partner.

"I see jeans, a sweater, boots, and .. :'

22

Licenciada: Katy Margarita Ricardo Fernandez


orange
yellow . h
119 t
~- [whij [ / lightgray!It [ J ara,m ~ green

~- [ beige lffi [Ji@~


~ ~ reen
[t i 11
in't'i,M ItMMDM
lt [ Gffli.jJ@,m II
4(
B GROUP WORK Ask about favorite colors.

A: What are your favorite colors?


B: My favorite colors are dark green and purple.
~dark
green
GROUP WORK Describe the clothes in Exercise 1.

A: The suit is beige. purple


B: The pajamas are light blue.

CONVERSATION It's a disaster!


:::::: "'W,> ' >
(o Listen and practice.

Pat: Great! Our clothes are dry.


Where is my new blouse?
Julie: What color is it?
Pat: It 's white.
Julie: Here's a light blue blouse.
Is it yours?
Pat: No, it's not mine .... Wait.
It is mine. It's a disaster!
Julie: Oh, no! All our clothes are
light blue.
Pat: Here's the problem. It's these
new blue jeans. Whose
jeans are these?
Julie: Uh, they're mine. Sorry.

PRONUNCIATION The letters sand sh


.,, 4 ,,, , , '7),>4 » WM »n;: V#J,

A (o Listen and practice. Notice the pronunciation of s and sh.

1. suit socks scarf


2. shirt shorts shoes

Read the sentences. Pay attention to the pronunciation of sand sh.

1. This is Sandra's new shirt. 3. Where are my shoes and socks?


2. These are Sam's purple shoes! 4. My shorts and T-shirts are blue!

Whosejeans are these? 23

Licenciada: Katy Margarita Ricardo Fernandez


P1
my mine Pat's blouse Isl
your yours Julie's jeans lz/
These are his socks. These socks are his. Rex's T-shirt hz/
her hers
our ours Whose blouse is this? It's Pat's.
their theirs Whose jeans are these? They' re Julie's.

Complete the conversations with the correct words in parentheses .


Then practice with a partner .

1. A: Hey! These aren't .....o.1:!r........(our/ ours) clothes!


B: You're right. ......................
(Our / Ours) are over there.
2. A: These aren't .................. (my/ mine) gloves. Are
......... (your I yours)?
they ...........
B: No, they're not .....................(my/ mine). Ask Sally. Maybe
they're .................... (her I hers).
3. A: .................... (Whose /Yours) T-shirts are these? Are they
Julie's and Pat's?
B: No, they're not ..................... (their/ theirs) T-shirts. But
these socks are ...................... (their/ theirs). And these
shorts are .....................
(your/ yours) .

CLASSAC \IITY Put one of your things in a box. Then choose a


different thing from the box . Go around the class and find the owner.

A: Diego, is this watch yours?


B: No, it's not mine . Maybe it's Rex's.

LISTENIN~__!-lis
shirt is green.
A (o
,.
Listen to someone describe these clothes. Number the pictures from 1 to 6.

~
'

.,,pt:"

0 Patrick GJGreg 0 Alex 0 Ana

B PAIR WORK Now talk about the people. What colors are their clothes?

A: What color is Patrick's shirt?


B: It's green and white.

24 Unit4
Licenciada: Katy Margarita Ricardo Fernandez
WORD POWER Family
~ IR WO Complete the sentences about
the Carter family. Then listen and check your answers. Paul Anne
f husband
'---'-----.)
wife 1

1. Anne is Paul's .......w.!f.~ ...... .


2. Jason and Emily are their .......... ............ .
3. Paul is Anne's ...................... .
4. Jason is Anne's ........... . ......... .
5. Emily is Paul's . .................... .
6. Jason is Emily's ................... .
7. Emily is Jason's .....................
r-.-------
1 father mother l
8. Paul and Anne are Jason's ................... ... . (parents)
L -·- i==
so~aughter ]
kids = children (children)
mom = mother
dad = father

P I :JC, Who are the people in your family?


What are their names?

"My mother's name is Angela . My brothers' names


are David and Daniel:' Jason Emily

to school. I don't live far from here. don't = do not


You ride your bike to school. You don't live near here . doesn't = does not
He works near here. He doesn't work downtown .
She takes the bus to work . She doesn't drive to work.
We live with our parents . We don't live alone.
They use public transportation. They don't need a car.

Paul Carter is talking about his family. Complete the sentences


with the correct verb forms. Then compare with a partner.

1. My family and I .......!ly_e ......... (live/ lives) in the suburbs. My wife and I
.................
..... (work/ works) near here, so we ......................
to work . Our daughter Emily ....................
so she ..................
(walk / walks)
.. (work / works) downtown,
.... (drive/ drives) to work. Our son .....................
- he,she,it
verbendings:
(don't I doesn't) drive. He ......... ............. (ride / rides) his bike to school. wal k - wa lks
ride - rides
2. My parents ............ .........(live / lives) in the city . My mother
study - studies
...................... (take/ takes) a train to work. My father is retired,
watch -- w atches
so he ...................... (don't/ doesn't) work now. He also ......................
(use/ uses) public transportation, so they ......................(don 't I doesn't)
need a car.

My sisterworksdowntown. 37

Licenciada: Katy Margarita Ricardo Fernandez


I have a bike.
We do our homework every day.
My parents go to work by bus.

Ashley is talking about her family and her friend Jason.


Complete the sentences. Then compare with a partner.

1. My parents .......h.~.v.e ....... (have/ has) a house in the suburbs. My mom


and dad ..................... (go I goes) downtown to work. My parents are very
busy, so I .... ................(do / does) a lot of work at home .

2. My brother doesn't live with us. He ....................(have / has) an apartment in


the city. He ............... . (go / goes) to school all day, and he .....................
(do / does)
his homework at night.

3. I .................
..... (have / has) a new friend. His name is Jason. We ........... ..........
(go I goes) to the same school, and sometimes we ..........(do / does)
our homework together.

C PAIR WOR Tell your partner about your family.

"I have one brother and two sisters. My brother is a teacher.


He has a car, so he drives to work: '

PRONUNCIATION Third-person singular -s endings


le Listen and practice. Notice the pronunciation of the -s endings .

s =Isl s=lzl (e)s =l iz/ irregular


take takes drive drives dance dances do does
sleep sleeps study studies watch watches have has

CONVERSATION I get up at noon.


~ Listen and practice.

Jack: Let's go to the park on Sunday.


Amy: OK, but let 's go in the afternoon.
I sleep late on weekends.
Jack: What time do you get up on Sundays?
Amy: At ten o'clock .
Jack: Oh, that's early. On Sundays,
I get up at noon.
Amy: Really? Do you eat breakfast then?
Jack: Sure. I have breakfast every day.
Amy : Then let 's meet at this restaurant at
one o'clock. They serve breakfast all day!

38 Unit6

Licenciada: Katy Margarita Ricardo Fernandez


Do you get up early? What time do you get up?
No, I get up late. At ten o'clock.
Does heeat lunch at noon? What time does hehave dinner?
No , he eats lunch at one o 'clock. At eight o' clock.
Do they take the bus to class? When do they take the subway?
No, they take the subway. On Tuesdays and Thursdays.

Complete the questions with do or does.

1. .......P.9......... you get up early on weekdays?


2. What time .....................you go home on Fridays?
f timeexpressions i
3 . ..................... your father work on weekends? early in the morning
...... your mother cook every day?
4 . ................ late in the afternoon
5 . ..................... your parents read in the evening? every day in the evening
6. When . ................ your parents shop? at 9:00 on Sundays
7 . ......................you check your email at night? at noon / midnight on weekdays
8. What time ................. you have dinner? at night on weekends
9. When .............. .... you study?
10. ........... ....... your best friend drive to class?
11. What time ...................... your father get up?

lo' IR OR Ask and answer the questions


from part A. Use time expressions from the box.

A: Do you get up early on weekdays?


8: Yes. I get up at seven o'clock.

Unscramble the questions to complete the conversations . Then ask


a partner the questions. Answer with your own information.

1. A: .P9..Y.9.\.
u;;h..~.
;:*.Y9.l:l.r.
.13m .d..~Y........................?
.~J.1..?.Y~.rY
you I every day/ check your email/ do
B: Yes, I check my email every day.

2. A: ...............................
...............................
................................. ?
you I what time/ lunch / do/ eat
B: At 1:00 P.M.

.?
3. A: ..........................................................................................
at I start/ does/ eight o'clock I this class
B: No, this class starts at nine o'clock.

4. A: ........................................................................ ?
.........................
study I you I English/ do/ when
B: I study English in the evening.

.................?
5. A: ............................... ............ ...............................
on weekends/ you and your friends/ do/ play sports
B: Yes, we play soccer on Saturdays.

My sisterworksdowntown. 39
Licenciada: Katy Margarita Ricardo Fernandez
_LISTENING Marsha's weekly routine
'i:Listen to Marsha talk about her weekly routine.
Check (.I') the days she does each thing .

get up ear ly 0 0 0
go to work 0 0 0
exerc ise 0 0 0
see friends 0 0 0
see famil y 0 0 D
study 0 0 0

What do you do every week? Write things in the chart.


". "
f,}r')f) Cale n dar-

; Sunday Monday Tuesday Wednesday Thursday Friday Saturday


:,
'
1:,
,:

::1
ll~
I

'

: i\.
I
'
·oo~- .. 1~ Day ~week ~t
1Month -· ~

" o r Discuss your weekly routines. Ask and


answer questions.

A: I go to bed late on Fridays.


B: What do you do on Friday nights ?
A: I see my friends . We watch television or play
video games.
C: On Fridays, I study in the evening. I see my friends
on the weekend.

t tlNTERCHANGE
,, 6 Classsurvey
Find out more about your classmates . Go to Interchange 6 on page 120.

40 Unit6
Licenciada: Katy Margarita Ricardo Fernandez
News I Photos I Log In

at's your schedule like?


Look at the pictures and the labels. Who gets up early? Who gets up late?

Student reporter Mike Starr talks to people on the street about their schedules.
Brittany Davis Justin Reid Maya Choo
College Student City Tour Guide Rock Musician

Mike: What's your schedule Mike: What's your schedule Mike: What's your schedule
like? like? like?
Britt any: My classes start at Justin: I get up at 6: 15 A.M. Maya: Well, I work at night.
8:00 A.M., so I get up at 7:00 and start work at 9:00. I go to work at 10:00 P.M,
and take the bus to school. MS: And what do you do and I play until 3:00 A.M.
MS: When do your classes before work? MS: What do you do after
end? JR:I go for a run at 6:30 A.M .• work?
BD:They end at noon. Then and then I have breakfast at MC:I ha ve dinner at 3:30 or
I have a job at the library. 7:00. 4:00. Then I take a taxi home.
MS: So when do you study? MS: And after work? MS: What time do you go
BD:My only time to study is JR:I finish at 6:00 P.M., and I to bed?
in the evening, from eight have dinner downtown. MC:I go to bed at 5 :00 in
until midnight. MS: Do you work every day? the morning.
JR:No, I work on Fridays,
Saturdays, and Sundays.

Read the article. Then number the activities in each person's schedule from 1 to 5.

Brittany Davis Justin Reid Maya Choo


............ a. She goes to class. ............a. He has breakfast. ............ a. She has dinner .
..... .. .. b. She takes the bus. ............b. He starts work . ............ b. She finishes work .
............ c. She works. ............ c. He eats dinner. ............ c. She goes to bed.
............ d. She studies. ............ d. He gets up . ............ d . She goes to work .
.....1...... e. She gets up. ............ e. He goes for a run. ............ e. She goes home .

Write five sentences about your


schedule. Are you an "early bird"
or a "night owl"? Compare with
a partner.

My sisterworksdowntown. 41

Licenciada: Katy Margarita Ricardo Fernandez


MY DAILY ROUTINE
Choose one day of the week and write it in the blank.
What do you do on this day? Complete the chart.

In the morning
--~ Day....................
····································
.......................
........................................
....···········

In the afternoon
In the evening
At night

B PAIRWORK Tell your partner about your routine .

A: On Saturdays, I exercise in the morning. I play soccer with my friends.


B: What time do you play?
A: We play at 10:00.

: LIFESTYLESURVEY
Answer the questions in the chart. Check (.I')Yes or No.

1. Do you live with your parents? 0 0


2. Do both your parents work? 0 0
3. Do you watch television at night? 0 0
4. Do you eat dinner with your family? 0 0
5. Do you stay home on weekends? 0 0
6. Do you work on Saturdays? 0 0

S:a CTIVITY Go around the class and find classmates with the same answers.
Write their names in the chart. Try to write a different name on each line.

G .OUP WORK Think of a famous person. Your classmates


ask yes/no questions to guess the person.
Is it a man? a woman? Is he/she tall? short?
Does he/she live in .. . ? Does he/she wear glasses?
Is he/she a singer? an actor?

Look at your Self-assessment again. Do you need to review anything?

Units 5-6 Progresscheck 43

Licenciada: Katy Margarita Ricardo Fernandez


Do you live in on apartment?
Yes, I do. / No, I don't.
Do the bedrooms have windows?
Yes, they do. / No , they don't.
..-.. .., ...
;:::"/

Complete the conversation. Then practice with a partner.

Linda : .......P.9....... you .........I.Iv. ~.......in an apartment?


Chris: No, I ...................... . I ......................
in a house.
Linda: ......... ........ it .................. . a yard?
Chris: Yes,it ............. ..........
Linda: That sounds nice . ..................... you ........... ...........
alone?
Chris: No, I .... ................ . I .................
..... with my family.
Linda: ......................
you ..................... any brothers or
sisters?
Chris: Yes,I ..................... I ................... four sisters.
Linda : Really? ....... ....... .. your house .................. ....
many bedrooms?
Chris: Yes,it ..................... It .................... four.
Linda: .....................
you ....................your own
bedroom?
Chris: Yes,I ........ . .......... I'm really lucky.

Read the conversation in part A again. Ask and answer


these que stions about Chris.

1. Does he live in an apartment? 3. Does he live alone?


2. Does his house have a yard? 4. Does he have his own room?

? Write five questions to ask your partner about his or her


home. Then ask and answer the questions .

LISTENING It hasjust one room.


Listen to four people describe their homes . Number the pictures from 1 to 4.

Doesit have a view? 45

Licenciada: Katy Margarita Ricardo Fernandez


WORD POWER Furniture
A '-

.••·..••·
Listen and practice .

·••·
Q....
armchairs stove curtains pictures bed

table coffee table microwave oven


II
refrigerator lamps

sofa desk bookcase dresser chairs

mirror rug TV cupboards

Which rooms have the things in part A? Complete the chart.

Kitchen table stove


Dining room table
Living room
--
Bedroom

C GROUP ORK What furniture is in your house or apartment? Tell your classmates .

"My living room has a sofa, a rug, and a TV... :'

46 Unit 7

Licenciada: Katy Margarita Ricardo Fernandez


(o; ~-
.
-~--=--"""'~c,J,·---
,o• .

~ What do you do?


WORD POWER Jobs
CC'Match the jobs with the pictures. Then listen and practice.

a. accountant e. electrician i. painter m. salesperson


b. bellhop f. front desk clerk j. plumber n. security guard
c. cashier g. nurse .lk. po lice officer o. taxi driver
d. doctor h. office manager I. receptionist p. vendor

B PAIR WORK Ask quest ion s about the people in part A. What are their jobs?

A: What's her job?


B: She's a police officer.

50
Licenciada: Katy Margarita Ricardo Fernandez
THE WORKPLACE
--~--~-- ----------- - ------..
-; " Who works in these places? Complete the chart with
jobs from Exercise 1. Add one more job to each list.

A: A doctor works in a hospital.


B: A nurse works in a hospital, too.

d.9<;: .t.o,r.................... ..........


!:i\.!~~.e.. ........................ .

CLASS CTIVEr Ask and answer Who questions about jobs . Use these words.

wears a uniform sits all day talks to people works hard


stands all day handles money works at night makes a lot of money

A: Who wears a uniform?


B: A police officer wears a uniform.
C: And a security guard ...

He worksin a hotel.
~ Listen and practice.

Rachel: Where does your brother work?


Angela: In a hotel.
Rachel: Oh, really? My brother works in a hotel, too.
He's a front desk clerk.
Angela: How does he like it?
Rachel: He hates it. He doesn't like the manager.
Angela: That's too bad. What hot el does he work for?
Rachel: The Plaza.
Angela: That's funny. My brother works there , too.
Rachel: Oh, that's interesting. What does he do?
Angela: Actually, he's the manager!

What do you do? 51


Licenciada: Katy Margarita Ricardo Fernandez
Where do you work? Where does hework? Where do they work?
In a hospital. In a hotel. In a store.
What do you do? What does hedo? What do they do?
I'm a doctor. He's a manager. They' re cashiers.
How do you like it? How does helike it? How do they like it?
I really like it. It's OK. They hate it.

Complete these conversations. Then practice with a partner .

1. A: .....W.h.a.:t
.... does your sister ........'i!R...... ? 3. A: ...................
do your parents ................... their jobs?
8: My sister? She'sa nurse. 8: Oh, I guess they like them.
A: ................
... does she .................it? A: I don't remember . ............ . do they ..................?
B: It's difficult, but she loves it. 8: In an office in the city.

2. A: ................ does your brother ....... . ? 4. A: ..................do you . .............. ?


8: In a hotel. He's a front desk clerk. 8: I'm a student.
A: Oh? ...................does he .............. it? A: I see. .................. do you .............. . your classes?
8: He doesn't really like it. 8: They're great. I like them a lot.

Ask questions about these people.


Where do they work? What do they do? How do they like it?

A: Where does David work?


8: He works in ...

PRONUNCIATION Reductionof do
0 Listen and practice. Notice the reduction of do.

Where do you work? Where d~they work?


What do you do? What d~they do?

52 UnitB
Licenciada: Katy Margarita Ricardo Fernandez
/.\ Write each sentence a different way. Then compare with a partner.

1. A doctor's job is interesting. /\.i;;l.9c:;.Wr...h.a..s..a..r1 ..i.n.Y.r~.S.:t.i.n.gj9.p, ................ ........................


2. A police officer's job is dangerous . ................ ............................................. . ...........................
.
3. A teacher's job is stressful. ..............................
.................... ..............
............................................ .
4. A plumber has a boring job . ............................... ................... ........ ........................................ .
5. An electrician has a difficult job. .. . ........................... ...................
......... .............................
.
6. A vendor has an easy job .................................... .............................................................
.................

GROUP WO K Write one job for each adjective.


Do your classmates agree?

1. exciting .fl.ig~.t. .a..H~.n.d.a.1'11~ ........ 4. boring ........ ........................ ..


2. easy ..................................... ......... 5. difficult .......................................
3. dangerous ...................................... 6. relaxing

A: A flight attendant has an exciting job.


B: I don't agree. A flight attendant's job is boring.
C: I think . ..

What do you want in a job? Go to Interchange 8 on page 122.

~ .ROUTINES ~
WORKD1:1Y
GR 1-- ¥Ok Ask three classmates about their jobs (or their
friends' or family members' jobs) . Then tell the class.

Ask about a classmate's


Ask about a classmate friend or family member
Do you have a job? Tell me about your . . .
Where do you work? Where does he/she work?
What do you do, exactly? What does he/she do, exactly?
Is your job interesting? Is his/her job difficult?
What time do you start work? What time does he/she start work?
When do you finish work? When does he/she finish work?
Do you like your job? Does he/she like his/her job?
What do you do after work? . .. What does he/she do after work? ...

54 UnitB

Licenciada: Katy Margarita Ricardo Fernandez


dog groomer wedding planner
Lots of Marco Mecdez 's friends walk on Lila \1artin goes to nice restaurant s, eats
four legs. He makes these furry friends cake, listens to bands - and gets paid for it!
beautiful. Marco is a professional dog Lila is a wedding planner. She chooses the
groomer. He likes his job a lot because it's place, the food, and the music for people 's
never boring. Each dog has a different weddings. It's stressful because everything
personality. What 's his favorite kind of needs to be perfect!
dog? He's not telling!

baker
video game designer
JunkoWatanabehas a sweet life. She makes
Hal Garner has his dream job. He plays bread, cookies , and cakes in her
video games all day long! Hal is a game neighborhood baker y. Junko really likes her
designer for a large video game company. job. Her salary isn't great , but the customers
He makes new games and tests them. It's love her cakes and cookies , so she's happy.
always exciting, and he almost always wins!

Read the article. Who says these things? Write your guesses.

1. "I go to work very early in the morning:' .................................................................................. .


2. "I know every restaurant in town:' ................................................ ...........................................
3. "After work, I need to take a bath!" ..... ............................ .................................................
.............
4. "I sit down all day long!" ....... ..........................................
.................
.............................................
..

Write a short description of a job, but don't write the name of the job.
Then read it to the class.Your classmates guess the job .

What do you do? 55


Licenciada: Katy Margarita Ricardo Fernandez
WHEREDOES HE WORK?
Complete the conversations with Wh-questions.

1. A: .Wh~.r~
..~.o.~.?..
Y.O.u.r..f.aJh~r.
..l'.v'<? .... ?
.':°.k. 2. A: ............................................................ ?
B: My father? He works in a store. B: I'm an accountant.
......... ?
A: ................................. .................. A: .................................................... .......... ?
B: He's a salesperson. B: I work in an office.
A: ......... ................................. ........... ? ............... .................. ?
A: ............................
B: He likes his job a lot! B: It's OK. I guess I like it.

F- Your partner asks the questions in part A.


Answer with your own information.

LISTENING Wheredo they work?


.... il"" -,r .. i -

0 Listen to Linda, Kyle, and Wendy talk about their jobs.


Check (,/) the correct answers.

dotile
Whe~e
1. Linda 0 office 0 store 0 reception ist 0 doctor
2. Kyle 0 hospital 0 school 0 nurse 0 teacher
3. Wendy 0 hotel 0 office 0 manager 0 bellhop

IAN INTERESTINGJOB
J ~ .J .. What do you think of these jobs?
Give your opinions.

A: I think a farmer has a boring job .


B: I don 't really agree. I think a farmer 's job is relaxing.
C: Well, I think a farmer's job is difficult. .. .

WHAT'S NEXT?
Look at your Self-assessment again. Do you need to review anything?

Units 7-8 Progresscheck 57


Licenciada: Katy Margarita Ricardo Fernandez
Co
dJDo we need any eggs?
WORD POWER Foods
0 Listen and practice.

FoodGuidelines For good health, eat a lot of grains,


vegetables, and fruit. Eat some dairy, meat,
and other protein. Eat a little fat and oils.

~
blueberrtes

What foods do you like? What foods don 't you like?
Make a list. Then tell a partner.
I like I don't like
rice fish
A: I like rice, noodles, and oranges. I don 't noodles cheese
like fish, cheese, and carrots. oranges carrots
B: I like ...

58
Licenciada: Katy Margarita Ricardo Fernandez
CONVERSATION How about somesandwiches?
O Listen and practice .

Adam: What do you want for the picnic?


Amanda: Hmm. How about some sandwiches?
Adam: OK.We have some chicken, but we
don't have any bread.
Amanda: And we don 't have any cheese.
Adam: Do we have any lettuce?
Amanda: Let's see.... No, we need some.
Adam: Let's get some tomatoes, too.
Amanda: OK. And let's buy some potato salad.
Adam: All right. Everyone likes potato salad.

lnl
an egg - eggs bread
a sandwich - sandwiches lettuce
Do we need any eggs? Do we need any bread?
Yes. Let's get some (eggs). Yes. Let's get some (bread).
No. We don't need any (eggs). No. We don't need any (bread).

Complete the conversation with some or any.

Amanda: The store doesn't have ...a.f'.IY .......... potato salad.


Adam: Well, we have lots of potatoes . Let's make ...................... !
Amanda: OK. Do we have ...................... mayonnaise?
Adam: No. We need to buy ................... .. .
Amanda: We need ...................... onions, too.
Adam: Oh, I don't want .................... .. onions. I hate onions!
Amanda: Then let's get .................. .... celery.
Adam: No. I don't want ...................... celery in my potato salad.
But let 's put ......................apples in it.
Amanda: Apples in potato salad? That sounds awful!

8 Complete the chart with foods from Exercise 1.Then compare with a partner.

: l ·· , • · Noncount ·
~.gg.s................................................................................... ~.r.e
.a.m........
.........
. .......
...................
..........................
.........
.

Do we need any eggs? 59


Licenciada: Katy Margarita Ricardo Fernandez
PRONUNCIATION Sentence stress
,g Listen and practice. Notice the stressed words.

G 0
A: Do we need any eggs? A: Do we need any lettuce?
0 0 0 0
8: Yes.We need some eggs. 8: No. We don't need any lettuce .

,'1,'/i'tl.'ll) I: I,' I.' "


list ~
1> tO Ask Do we need ... ? questions about
the food in the picture. Then look at your shopping 1Hg
S/,"l'/J
~
list and answer.
ill'llfJ.!M
.01tio11s
A: Do we need any oranges? 111111111',;
bro~/;
8: Yes.We need some oranges. Do we need any lettuce? - ~Jet;rf
_
A: Let's see.... No. We don't need any lettuce . lciw{s
'f/lU/toM

Listen and practice.

eggs
freshfruit · beans
orangejuke tortillas
coffee freshfruit
sweetbread
" coffeewithmitk

Source:
www.obout.com
What do you have for breakfast? Check {.!} the foods.
What else do you hove for breakfast?

60 Unit 9 Licenciada: Katy Margarita Ricardo Fernandez


ifffijWhatsportsdo you play?
SNAPSHOT
4J Listen and practice .

11 jhe sprjng, people. . . Ji


p~y golf ~ ~
pl~y ~od~er: ~ I - ~~
pl~_yll~ke:tt,_
~I '- ..

Source:
Adopted
fromESPN
lnformo/ion
Please
SportsAlmana
c

What sports are popular in your country? Check (.I ) the sp orts.
Do you like sports? What sports do you play or watch ?

CONVERSATION I lovesports.
t. Listen and practice.

Lauren: So, Justin, what do you do in your free time?


Justin: Well, I love sports.
Lauren: Really? What sports do you like?
Justin: My favor ites are hockey, baseball ,
and soccer.
Lauren: Wow, you 're a really good athlete!
When do you play all these sports?
Just in: Oh, I don 't play these sports.
Lauren : What do you mean ?
Justin : I just watch them on TV!

64
Licenciada: Katy Margarita Ricardo Fernandez
LISTENING Whatse_orts
do you like?~-------------..
~ Listen to the conversations about sports.
Complete the chart.

Favorite
, ort
Play Watch
1. Casey ...........g.Qlf ....... . 0 0
2. John .............................. . 0 0
3. Sue 0 0
4. Henry ............................ .. 0 0

FREE-TIMEACTIVITIES
Add one question about free-time activities to the chart. Then ask two people
the questions. Write their names and complete the chart.

1. What sports do you like?


2. What sports do you dislike?
3. What do you do on Sundays?
4. What do you like to do in the summer?
5. How often do you play video games?
6. ...................................................................................
?

A: Jae-hoon, what sports do you like?


B: I like a lot of sports. My favorites are soccer and baseball.

CLASS ACTIVIT Tell your classmates about your partners ' free-time activities.

(o Listen and practice .

Kayla: Oh, look. There's a talent contest


on Saturday. Let's enter.
Philip: I can't enter a talent contest. What can I do?
Kayla: You can sing really well.
Philip: Oh, thanks ... . Well, you can, too.
Kayla: Oh, no . I can't sing at all - but I
can play the piano.
Philip: So maybe we can enter the contest.
Kayla: Sure. Why not?
Philip: OK. Let's practice tomorrow!

66 Unit 70
Licenciada: Katy Margarita Ricardo Fernandez
~~ What areyou going to do?
MONTHS AND DATES
A fo Listen and practice the months.

February March April May June


August September October November December

B (Qi Complete the dates. Then listen and practice .

1st 21st twenty-first


2nd twenty-second
23rd twenty-third
4th twenty-fourth
5th 25th twenty-fifth
6th sixth twenty-sixth
seventh 27th twenty-seventh
8th eighth twenty-eighth
9th ninth 29th twenty-ninth
tenth 20th thirtieth
thirty-first

C CLASS ACTIVll' Go around the room. Ask your classmates' birthdays.

A: When's your birthday?


B: It's July twenty-first. When's yours?

CONVERSATION Birthday plans


0 Listen and practice.

Angie: Are you going to do anything exciting this weekend?


Philip: Well, I'm going to celebrate my birthday.
Angie: Oh, happy birthday! When is it, exactly?
Philip: It's August ninth - Sunday.
Angie: So what are your plans?
Philip: I'm going to go to my friend Kayla's house.
She'sgoing to cook a special dinner for me.
Angie: Nice! Is she going to bake a cake, too?
Philip: Bake a cake? Oh, I'm not sure.

72
Licenciada: Katy Margarita Ricardo Fernandez
r. (rt .~::~ .

1~ What'sthe matter?
WORD POWER
- Parts
- -
of the bodX_
A '-- Listen and practice.

knee

ankle
foot/feet

toe(s)

8 P IR 0 Complete these sentences.

I have one . . . I have two ... I have ten ...

A: I have one head, one nose, one mouth, one ...


B: And I have two eyes, two ears, two elbows, two . ..

78
Licenciada: Katy Margarita Ricardo Fernandez
~ CONVERSATION I don't feel well. ~-~~-~--~~--~~~~-------
v Listen and practice.
Steve: Hi, Kyle. How's it going?
Kyle: Oh, hi, Steve. Not so well, actually.
I don't feel well.
Steve: What's the matter? Hey, you don't look so good.
Kyle: I have a stomachache.
Steve: That's too bad. Do you have the flu?
Kyle: No, I just feel really sick.
Steve: Well, do you want anything? A glass of soda?
Kyle: No, but thanks anyway.
Steve: Well, I'm going to have some pizza.
Is that OK?

What's the matter? How are you? Negative Po~itlve


What's wrong? How do you feel?
I have a headache. I feel sick. horrible fine
I have a backache. I feel better. awful great
I have the flu. I don't feel well. terrible terrific
fantastic

A ~ Listen and practice. "He has a backache."

.··•I ,
,-:-'·.

Jl
~,~
'
.. · ·

a backache an earache a headache a stomachache a toothache

a cold a cough a fever the flu dry eyes a sore throat

r s... Imagine you don't feel well today.


r- usefulexpressions
~
Go around the class. Find out what's wrong with your classmates.
That's good.
A: How are you today, Jun? I'm glad to hear that.
B: I feel terrible. I have a stomachache. That's too bad.
A: I'm sorry to hear that . I'm sorry to hear that.
B: How do you feel?

Whats the matter? 79


Licenciada: Katy Margarita Ricardo Fernandez
LISTENING What's wrong?
Where do these people hurt? Guess.
Write down the parts of the body.

1. Jeffrey 2. Marta 3. Ben 4. Alison

B '-' Listen to the conversations. Check your guesses.

SNAPSHOT
t.- Listen and practice.

Cough
~rops
Relieffor
sore throats

Cough
Syrup

Based
Source: oninfoimalion
from oftheAmerican
A/mof1{)( People

What medications do you have at home?


What are these medications for?

80 Unit 72
Licenciada: Katy Margarita Ricardo Fernandez
Grammar plus
Unit 1
My, your, his, her (page 3)
..,..Use his with males and her with females: His name is David. (NOT: Iler name is
Bavfd.) Her name is Maria. (NOT: I lis name is Maria.)

Complete the conversations with my, your, his, or her.

1. A: Hello . ........!Y.IY ........name is Carlos.


B: Hi, Carlos. What's ........ ....... last name?
A: It's Gonzales.
B: How do you spell ................... last name? Is it G-0-N-Z-A -L-E-Z?
A: No, it's G-0-N-Z-A-L-E-S. And what's ....................name?
B: ..................... name is Bill Powers. Nice to meet you.
2. A: What's Ms. Robinson's first name?
B: .....................first name is Katherine . ......................nickname is Katie.
A: I'm sorry. What's .................. first name again?
B: It's Katherine. And what's Mr.Weber's first name?
A: ...........
.......... first name is Peter.
B: That's right. And ....................nickname is Pete.

The verb be (page 5)

..,..In questions, the be verb comes before the noun or pronoun : Is he your
teacher?
.... Don't use contractions in short answers with Yes:Are you in my class? Yes, I am.
(NOT:Yes, I'm.)

Complete the conversations. Use the words in the box.

am I' m it's she 's


.I are I am I'm not you you're

1. A: Excuse me .. ......f->.r:.~ ........ you Patty Wilson?


B: No, ....................
.. . ......................
over there .
A: OK. Thanks.
2. A: Hi.Are ............ .......... PattyWilson?
C: Yes, .....................
A: Oh, good . ................. .... Sergio Baez. ......................
in my English class.
C: Yes, I ......................
. ......................
nice to meet you, Sergio.

132 Unit 7 Grammarplus


Licenciada: Katy Margarita Ricardo Fernandez
Unit2
This/these;it/they; plurals (page 10)
1111- Don't use a contraction with What+ are: What are these? (NOT:'Nhat're these?)
1111- Use this with singular nouns: This is a book . Use these with plural nouns: These
are earrings.

Circle the correct words.


1. A: What's /~ these?
B: It's / They're my earring / earrings.
2. A: What's / What are this?
B: It's / They're a / an cell phone.
3. A: What 's this / these?
B: It's / They're a / an address book.

Yes/No and where questions with be (page 11)

1111- In questions with where, the verb comes after Where: Where are my sunglasses?
(NOT: Where my 5unglassesare?)

A Match the questions with the answers.


1. Is that your wallet? .....q···· a. They're in your purse.
2. Are these your glasses? . b. No, it's not.
3. Where are my keys? ........... c. Oh, yes, it is!
4. Is thi s your pen? ......... d. It's in my pocket.
5. Where's your watch? ......... e. No, they're not.

B Complete the conversation. Use the words in the box.

ar e they ii is they are w here


ii it's this ./ where 's

A: .......Wh.~r. { ~.......my pen?


B: I don 't know. Is ................ .................
in your book bag?
A: No, .......................... not.
B: Is .........
............
............your pen?
A: Yes, .............................Thanks! Now, .................................
are my keys?
B: ...............................
on your desk?
A: Yes, ................................ . Thank you!

Unit 2 Grammar plus 133


Licenciada: Katy Margarita Ricardo Fernandez
Unit3
Negative statements and yes/no questions with be (page 17)

..,. Use be + not to form negative statements: Ana isn't a student. (NOT: Ana is no
a student.)
..,. You is a singular and a plural pronoun: Are you from Rio?Yes,I am./Yes, we are.

A Unscramble the words to write negative statements .


1. in California / not / New York City / is
~~.W..
'(e>rkCit;Y..i?.no~.ln..C.alif()r.ri.i.~. . .................
2. London / not/ from / we're

3. not I you and Tim / in my class I are

4. is/ my first language/ Spanish/ not

5. from I my mother / not / is / Seoul

6. my keys/ not/ are I they

B Complete the conversations.


1. A: Are.........
.... . . you and your f am1·1y f rom Mex1co. · 7
B: No, ........ .. ............ not . . .......... .......... from Guatemala.
2. A: ... .. ........ .. your first language English?
B: Yes,it . .. ........... .. . My parents .......... .............. from Australia.
3. A: .. . ... Kenji and his friend Japanese?
B: Yes, ........ ... . .. . ....... are. But .. .... ............... ... in the U.S.now.
4. A: ... . . ... my mother and I late?
B: No, .. .. not. .... . .............early!

2 Wh-questions with be (page 20)

..,. Use what to ask about things. Use where to ask about places. Use Who to ask
about people. Use What .. . like? to ask for a description .
..,. Use how to ask for a description: How are you today? Use How old to ask about
age: How old is he?
..,. In answers about age, you can use only the number or the number+ years old:
He's 18. OR He's 18 years old .

Comp lete the questions with how, what, where, or who. Then match the questions
with the answers.
1. ... W.h9... is that? . ~ a. We're from Thailand - from Bangkok.
2. is her name? .........
.. b. She's 16.
3. ..... ... ........ is she like? ..... . c. Her name is Nittaya.
4. . ............. old is she? ...... . d. She's my sister.
5. ................
...... is your family from? ......... e. It's really beautiful.
6. .. ............. is Bangkok like? ....... . f. She's a little shy.

134 Unit 3 Grammar plus


Licenciada: Katy Margarita Ricardo Fernandez
Unit6
Simple present statements (page 37) and Simple present statements with
irregular verbs (page 38)

..,. In affirmative statements, verbs with he/ she/ it end in -s: He/ She wa lks to
school. BU T I/You/We/They walk to school.
..,. In negative statements , use doesn't with he/ she/ it and don't with all the others :
He/She/It doesn't live here. I/You/We/They do n't live here .
..,. Don't add -s to the verb: She doesn't live here. (NoT: She doesn't lives here.)

Elena is talking about her family. Complete the sentences with the correct form of
the verbs in parentheses.
My family and I ....... ....IJv~ ............. (live) in the city. We ...... ...................... (have)
an apartment on First Avenue. My sister ................................ (go) to school
near our apartment, so she ................................ (walk) to school. My father
. .. .... . ...... .. ... (work) in the suburbs, so he ................. . ..... .. (drive) to his job.
My mother .. ............. ................ (use) public transportation - she ....... ........ .... ... . (ta ke)
the bus to her office downtown. She ............. ................... (have) a new job, but she
..... (not like) it very much. And me? Well, I ...... ...................... (not work)
far from our apartment , so I ............................... (not need) a car or public
transportation. I ...... ........ .......... .... (ride) my bike to work!

Simple present questions (page 39)

..,. In questions , use does with he/ she/ it and do with all the others: Does he/she/ it
get up early? Do I/you/we/they get up early?
..,. Don't add -s to the verb : Does she live alone? (NOT: Does she lives alon e?)

A Write questions to complete the conversations .


.l:l..u.~~..P~.\:l!i~
1. A: J)q .Y.9 ."t;r.'!'!r:i.e;
p.9.r.:t;
~J!QX!?..................... ..
B: Yes, I use public transportation.
2. A: ........ ..... ....... . ..... .. .......... ....... ..........................
B: No, my family doesn't eat dinner at 5:00.
3. A: ........ ..... .... ....... .... .............. .............. ............
B: No, my brother doesn't take the bus to work.
4. A: ................ ......................................................................
B: No, I don 't get up late on weekends .

..,. Use in with the morning / afternoon / evening. Use at with night: I go to school in
the afternoon and work at night .
..,. Use at with clock times: She gets up at 8:00
..,. Use on with days: He sleeps late on weekends . She has class on Mondays .

B Complete the conversation with at, in, or on.


A: Does your family have breakfast together ..........11:1 ......... the morning?
B: Well, we eat together ............ ....... weekends , but .................. weekdays we're all
busy. My parents go to work early - ...................... 6:30. But we eat dinner together
............ the evening , and we have a big lunch together ............. ..... Sundays.
We eat ........... ........ . noon . Then ..................... the afternoon, we play tennis or go
to the movies.

Unit 6 Grammar plus 137


Licenciada: Katy Margarita Ricardo Fernandez
Unit7
1 Simple present short answers (page 45)

~ Remember: I/You/We/They do/don't. He/She/It does/doesn't.

Circle the correct words.


A: Do/ Does your family live/ lives in an apartment?
B: No, we don't I doesn't. We have/ has a house.
A: That 's nice. Do/ Does your house have two floors?
B: Yes, it do/ does. It have/ has four rooms on the first floor. And we have/ has three
bedrooms and a bathroom on the second floor.
A: And do/ does you and your family have/ has a yard?
B: Yes, we do/ does. And how about you, Tim? Do/ Does you live/ lives in a house, too?
A: No, I don't/ doesn't. My wife and I have/ has a small apartment in the city.
B: Oh. Do/ Does you like/ likes the city?
A: Yes, I do / does. But my wife don't / doesn't.

· Thereis, there are (page 47)


~ Use there is with singular nouns: There's a bed. Use there are with plural nouns:
There are two chairs .
._ Use some in affirmative statements: There are some chairs in the kitchen. Use
any in negative statements: There aren't any chairs in the bedroom.

Read the information about the Diaz family's new house. Write sentences with the
phrases in the box.

there 's a there are some


there 's no there are no
there isn 't a there aren 't any

1. A living room? Yes


2. A dining room? No
3. A dishwasher in the kitchen? No
4. A table in the kitchen? Yes
5. Curtains on the windows? Yes
6. Rugs on the floors? No
7. Closets in the bedrooms? Yes
8. Bookcases in the bedrooms? No
1. Th~_r{~ a.11,v!ri_g
r.Q.9.r!l,
....... ......................... ...................
2. ......... . .. ........................
............
.....................
..............
3. ............ ....... ........... ........................................................
4 . ................. ........................................................................
5.
6 . ....................................
......................
................................
..
7. ....................................................................................
8.

138 Unit 7 Grammar plus

Licenciada: Katy Margarita Ricardo Fernandez


Units
Simple present Wh-questions (page 52)

...,.Use What to ask about things: What do you do? Use Whereto ask about places :
Where do you work? Use How do/does ... like . . . ? to ask for an opinion: How
does he like his job?
Complete the conversations.
1. A: What .~.9~-~-y9µr. .h.l:l.?.P..ary;j_~9···· ·· ....................................................................... ?
B: My husband? Oh, he's a nurse.
A: Really? Where .. .. ...... .. ............ ....... ....... .. .................................... .......... ..... ?
B: He works at Mercy Hospital.
2. A: Where . .... ... .. ...... . .... .. . . .. .. ..... ................................. .. .. .......... .... ?
B: I work in a restaurant.
A: Nice! What .................
........................ ..................................... .. ............................. ?
B: I'm a cook.
3. A: How ............. .. .. ...... ..............................................................................................
?
B: My job? I don't really like it very much.
A: That's too bad . What ........ ...... ...... ....... .............................. ........................ ?
B: I'm a manager. I work at a clothing store.
4. A: What .. .. ..... ......... ..... ....... . .... ........... .. . .. ... ..... . . ....... .. ...................... ?
B: My brother is a doctor , and my sister is a lawyer.
A: How ...... ....... ...... . .......... .... .. .. ............................. .. ........ ?
..................................
B: They work very hard, but they love their jobs.

z Placement of adjectives (page 54)


...,.Adjectives come after the verb be: A doctor 's job is stressful.Adjectives come
before nouns: A police officer has a dangerous job. (NOT: A police officer ha5 a
job dangerou5.)
...,.Adjectives have the same form with singular or plural nouns: Firefighters and
police officers have stressful jobs. (NOT••• have stre55ful5jobs.)

Use the information to write two sentences .


1. accountant / job / boring
6.r.i.}1 j9.!?_i~.b.9.r:'J.n.
.~qQ.~rJJ?!n.(;; g,...... ... ... ......... .................. ...... ................. .. . . ...... ......
.A.n..~_<;:qP.\.!rtt.~rrt;
h~.?.-~P.Pr:HW
__ .J9b.-
........
.........................................................................................
..
2. salesperson / job / stressful

3. security guard / job / dangerous

4. nurse / job / exciting

5. taxi driver / job / interesting

6. electrician / job / difficult

Unit 8 Grammar plus 139


Licenciada: Katy Margarita Ricardo Fernandez
Unit9
Count and noncount nouns; some and any (page 59)

• Count nouns name things you can count: vegetables,eggs,cookies.Count nouns


have a singular and plural form: 7book, 2 books.Noncount nouns name things
you can't count: water,spinach,cheese.
Use some in affirmative sentences: We have some chicken. Use any in negativ e
sentences and questions: We don't have any bread. Do we have any cheese?

Complete the conversations with some or any.


1. A: What do you want for lunch?
B: Let's make ... ~ome . sandwiches.
A: Good idea! Do we have .... .... bread?
B: I think there 's . . in the refrigerator. Let me see. . .. No, I don 't
see
A: Well, let's go to the store. We need .. ........ . milk, too. And do we have
. ........ cheese?
B: Yes,we do. There's . . .. . cheese here, and there are
tomatoes, too.
A: Do we have .... mayonnaise? I love .... .. ......... mayonnaise on
my sandwiches.
B: Me, too. But there isn't . . .............here. Let's buy ..... ..... ........ .
2. A: Let's make a big breakfast tomorrow morning.
B: OK. What do we need? Are there .... eggs?
A: There are ... . .. , but I th ink we need to buy ........ .. . more .
B: OK. And let's get .. . . yogurt, too. We don't have ....... .. .. . , and I
love yogurt for breakfast.
A: Me, too. Do you see ......... bread in the refrigerator?
B: Yes,there's ... .. in the refrigerator.
A: Great! So we don't need to buy ................. at the store.
B: That's right. Just eggs and yogurt!

Adverbs of frequency (page 61)

• Adverbs of frequency usually go before the main verb: always,almost always,


usually,often, sometimes,hardlyever,almost never,never.She neve r plays tennis.
I almost always eat breakfast. Sometimes can begin a sentence: Sometimes I
eat breakfast .

Rewrite the conversation. Add the adverbs in the correct places.


A: Where do you have lunch? (usually) A: Wh.ere.do.y9.u µsua!ly hav_e!!Jt:1~h?
..
B: I go to a restaurant near work. (often) B: .. ... . .....
A: Do you eat at your desk? (ever) A: .. . .. . .. .......... .. . . . ....................
B: No, I stay in for lunch. (hardly ever) B: . .. . . . ....... ........ .... .. . ....................... .. .
A: And what do you have? (usually) A: . . . .... ............... . .. .... .............. .... .. . .
B: I have soup and a sandwich. (always) B: . ......................... .... ................................. .. ....
A: Me, too . I have a big lunch . (never) A: . ...... ......... ...... ........................................

140 Unit 9 Grammar plus


Licenciada: Katy Margarita Ricardo Fernandez
Unit 10
Simple present Wh-questions (page 65)

• Remember: who= what person; where= what place; how often= what frequency;
when = what days; what time= what time of day
• Remember: use do or does after the question word.

Complete the questions with the correct question word and do or does. Then match
the questions with the answers.
1. . . W.~~t
.... sports . .~P.. you like?~ a. My father and my brother.
2. ...... you go to games:~,~; \ b. Usually at three o'clock.
3. . .. often . ....... ..... your team play? c. Baseball. I love to watch my team.
4. . they play? d. Once a week.
5. .. .. .. .. . .... they play? e. On Saturday afternoons.
6. . time . the games start? f. At Lincoln Park.

Canfor ability (page 67)


~ Use the base form of the verb with can. With third-person singular, don't add
an -s to can or to the base form: She can play the piano. (NOT: She car, r-,laysthe
ptano.)

A Write sentences about the things people can and can't do. Use can or can't with
and, but, or or.( / = can,)(= can't)
1. Sally: ride a bike/ drive a car X
$~_[1y c:;:i_r:, .c<?ri°t
.rid.e.~.bike.,_bu:t..~he _drJY.~ q r. .... . .......
;:i__ ..... . . . . .. . .. ......
2. John: play the piano/ play the violin /

3. Brad and George: act/ sing X

4. Maria: snowboard / ice-skate X

5. Justin: upload photos X download a video X

6. Lisa: write poems X tell good jokes/

B Look at part A. Answer the questions. Write short sentences.


1. Can Brad and George sing? .NQ. ..Jh~_yi;;a.n't,... ........... .. ............ .
2. Who can tell good jokes? . . .. . . .... .
3. Can Sally drive a car? ....... ..... . .. .. . ........ .. . .. . ..... .
4. Can John play the piano? ........................
.............
...........................
5. Who can snowboard? .... ... . ........ .. ...... ......... ....... .... . ...
6. What can George do?

Unit 70 Grammar plus 141


Licenciada: Katy Margarita Ricardo Fernandez
THE CLASSROOM
A . Where's the teacher? A. Where's the pen?
B. The teacher is next to the board. B. The pen is on the desk.

1. teacher 10. book/textbook 19. cha lk 2 7. globe


2. teacher's aide 11. notebook 20. cha lk tray 28. bookshelf
3. student 12. notebook paper 21. eraser 29. overhead projecto r
4. seat/chair 13. graph paper 22 . P.A. system/ 30. TV
5. pen 14. rul er loudspeaker 31. (movie) screen
6. pencil 15. calcu lator 23. bu lletin board 32. slide projector
7. eraser 16. clock 24. thumbtack 33 . computer
8. desk 17. flag 25. map 34. (movie) projector
9. teache r's desk 18. board 26. penc i I sharpener

A. Is the re a/a n --~ A. Is there a/an ;-.:....:....


- Describe your classroom.
classroom?* classroom ?* (There's a/an ...... . ..... )
B. Yes. There's a/an __ _ B. No, there isn't.
next to/on the __ _
• with 12, 13, 19use : lsthere __ inyourclassroom?
CLASSROOM ACTIONS
Practicethese classroom actions.

1. Stand up . 6. Open your book. 11. Listen to the question.


2. Go to the board. 7. Read page eight. 12. Raise your hand.
3. Write your name. 8. Study page eight. 13. Give the answer.
4. Erase your name. 9. Close your book. 14. Work in groups.
5. Sit down./fake your seat. 10. Put away your book. 15. He lp each other.

16 . Do your homework. 21 . Take out a piece of paper. 26 . Lower the shades.


17. Bring in your homework. 22. Pass out the tests. 27 . Turn off the lights.
18. Go over the answers. 23. Answer the questions. 28 . Turn on the projector.
19. Correct your mistakes . 24. Check your answers. 29. Watch the movie.
20. Hand in your homework. 25. Collect the tests. 30. Take notes.

You' re the teacher!


Give instructions to your students.
EVERYDAYACTNITIES I
A. What do you do every day?
B. I get up, I take a shower , and I brush my teeth .

1. ge up 7. wash my* face 12. get undressed 16. make breakfast


2. take a shower 8. put on makeup 13. take a bath 17. make lunch
3. brush my* teeth 9. brush my* hair 14. goto bed 18. cook/make dinner
4. floss m y* teeth 10. comb my* hair 15. sleep 19. eat/havebreakfast
5. shave 11. make he bed 20. eat/have Iunch
6. get dressed 21. eat/havedinner
• my, his, her, our, your, their

A. What do s he do every day? A. Whatdoe What do you do every day? Make


B. He , he __ _____, B. She __ ........
. list.
a nd he __ ~ and he __ ~ Interview some friend and ell about
their everydayactivities.
EVERYDAY ACTIVITIES II
A. Hi! What r you do ing?
8. I' m lean ing the apartment.

1. clean the apartment/ 6. do the laundry 11. watch TV 16. play basketball
clean the house 7. iron 12. Ii t n lo the radio 17. play the guitar
2. sweep the loor 8. fee.d the baby 13. Ii ten to music 18. practice the piano
3. dust 9. feed the at 14. read 19. study
4. vacuum 10. walk the dog 15. play 20. e rcis
5. wash the dishes

A. Hi, .. ........... This I ... .-....... . A. Are you going to _ __ today? What are you going to do tomorrow?
What re you doing? B. Ye . I'm going to in a Make a Iist of everything you are
B. I'm 'ng. How about you? little whHe. going to d .
~ What do you do?
SNAPSHOT

Source:
Y/WW.snogojob.com
Which iobs are easy? Which are difficult? Why?
What 's your opinion? Are these good jobs for students?
What are some other student jobs?

.WORD POWER
A Complete the word map with jobs from the list.
}fa ""*'"!
./ accountant Officework Foodservice
./ cashier
chef
./ dancer ..........
......................
....
)lff.9.~.rrt~n:t.............
........ .f.'1ilP.
~!~.r..............................

./ flight attendant
musician
pilot
receptionist
server
I ..................
.......................

Travelindustry
.....
··············································
t••••·········
·································
Entertainmentbusiness
""I

singer .fligt~.f?J&~
.n.4.~.n.t.
..........
. A~.r:i.f~.r.
............................
.
tour guide
website designer

B Add two
l••··················
·············
··
more jobs to each category. Then compare with a partner.

8
Licenciada: Katy Margarita Ricardo Fernandez
SPEAKING Work and workplaces
~---~-----~-~
A Look at the pictures. Match the information in columns A, B, and C.

A B C
a sales erson builds houses in a restaurant
a chef cares for patients for a construction company
a mechanic writes stories in a hospita l
a carpenter cooks food in a garage
a reporter fixes cars in a department store
a nurse sells clothes for a newspaper

B Take turns describing each person 's job.

A: She's a salesperson. She sells clothes . She works in a department store.


B: And he's a chef. He ...

Where do you work?


A .., Listen and practice .

Jason: Where do you work, Andrea?


Andrea: I work at Thomas Cook Travel.
Jason: Oh, really? What do you do there?
Andrea: I'm a guide. I take people on tours to
countries in South America , like Peru.
Jason: How interesting!
Andrea: Yeah, it 's a great job. I really love it.
And what do you do?
Jason: Oh, I'm a student. I have a part -time
job, too.
Andrea: Where do you work?
Jason: In a fast-food restaurant.
Andrea: Which restaurant?
Jason: Hamburger Heaven.

B " Listen to the rest of the conversation.


What does Jason do, exactly? How does he
like his job?

What do you do? • 9


Licenciada: Katy Margarita Ricardo Fernandez
Ii GRAMMAR- FOCUS--

What do you do? I'm a student. I have a part-time job, too. I/You He/She
Where do you work? I work at Hamburger Heaven. work works
Where do you go to school? I go to the University of Texas. take takes
study studies
What does Andrea do? She's a guide. She takes people on lours. teach teaches
Where does she work? She works at Thomas Cook Travel. do does
How does she like it? She loves it. go goes
hove has

A Complete these conversations. Then practice with a partner.

1. A: What .. .... d.o..... . you ........Pc:?


........ ?
B: I'm a full-time student. I study the violin.
A: And .. . ...... . do you ..... ....... to school?
B: I ........ . ........ to the New York School of Music.
A: Wow! . . ... . ....... do you like your classes?
B: I .. .. them a lot.
2. A: What ....... ... ... Tanya do?
B: She's a teacher. She ... .................. an art class
at a school in Denver.
A: And what about Ryan?Where ........ ....... he work?
B: He ... for a big computer company in
San Francisco.
A: ........ does he do, exactly?
B: He's a website designer. He ..................... fantastic
websites.

B PAIR WORK What do you know about these jobs?


Complete the chart. Then write sentences about each job.

bffsW:tlJNttlfttma::
·T'Tf &:trffiMJH
trff'Mietfffiil11®illa!Ptutmrftit®rr61fWMitf&l:tir7TD:t11'1
-~q_r_k_?.f9.r.!3._t1e
.llv'.?P~P.e.r..........
i_nt:e._r'.v'iew?
.pe.qp!e_..................
writes stor ies
·· ··· ···· ··· ···· ····· ·· · ··· .. ·· ··· ·· ······•···

A reporter worksfor a newspaper,interviewspeople,and writes stories.

C PAIR WORK Ask your partner questions like these about work
and school. Take notes to use in Exercise 6.

What do you do? Do you go to school? How do you like ... ?


Where do you live? Do you have a job? What's your favorite ... ?

10 • Unit 2
Licenciada: Katy Margarita Ricardo Fernandez
IA!_RI
_TING A biography
A Use your notes from Exercise5 to write a biography of your
partner. Don't use your partner's name. Use he or she instead .

My partner is a student. She lives near the university.


She studies fashion design at the Fashion Institute. Her
favorite class is History of Design. She has a part-time
job in a clothing store. She loves her job and ...

B CLASS ACTIVITYPassyour biographies around the class.


Guess who each biography is about.

CONVERSATION I start work at five.


A (o Listen and practice.

Kevin: So, do you usually come to the gym


in the morning?
Allie: Yeah, I do. I usually come here at 10:00.
Kevin: Really?What time do you go to work?
Allie: Oh, I work in the afternoon. I start work at five.
Kevin: Wow, that's late. When do you get home
at night?
Allie: I usually get home at midnight.
Kevin: Midnight?That is late. What do you do, exactly?
Allie: I'm a chef. I work at the Pink Elephant.
Kevin: That's my favorite restaurant! By
the way, I'm Kevin ....

B -'..
....
"' Listen to the rest of the conversation. What ti me
does Kevin get up? start work?

PRONUNCIATION Syllablestress__
A (y Listen and practice. Notice which syllable has the main stress.

0..) v o o .:> () .;,,


jumper salesperson accountant

B "' Which stress pattern do these words have? Add them to the
columns in part A. Then listen and check.

carpenter caregiver musician repo rter server tutor

What do you do? • 11


Licenciada: Katy Margarita Ricardo Fernandez
GRAMMARFOCUS

I get up at 6:00 in the morning on weekdays. Ex.pressing clock time


I go to bed around ten in the evening on weeknights. 6:00
I leave work early in the afternoon on weekends. six
I get home late at night on Fridays. six o'clock
I stay up until midnight on Saturdays. 6:00 A.M. = 6:00 in the morning
I exercise before noon on Saturdays. 6:00 P.M. = 6:00 in the evening
I wake up after noon on Sundays.

A Circle the correct words.


..
1. I get up@ / until six at / on weekdays.
2. I have lunch at / early 11:30 in / on Mondays.
3. I have a little snack in / around 10:00 in / at night.
4. In / On Fridays, I leave school early / before.
5. I stay up before / until 1:00 A.M. in / on weekends.
6. I sleep until / around noon in / on Sundays.

B Rewrite the sentences in part A so that they are


true for you. Then compare with a partner.

C PAIR 'OR Take turns asking and answering


these questions.

1. Which days do you get up early? late?


2. What 's something you do before 8:00 in the morning?
3. What 's something you do on Saturday evenings?
4. What do you do only on Sundays?

LISTENING Daily schedules -----


A '-' Listen to Greg, Megan, and Lori talk about their daily schedules.
Complete the chart.

Job Gets at ••. homeot


• .u ,

Greg mechanJ.c.
Megan 7 :00 <l:t!l.-
... ..................... ............. .......................... .................. ..............
Lori

B CLASS ACTIVll · Who do you think has the best daily schedule? Why?

Find out about your classmates' schedules. Go to Interchange 2 on page 115.

12 • Unit 2

Licenciada: Katy Margarita Ricardo Fernandez


ii sPEAKING Whataj _ob_!_
A What do you know about these jobs? List three things each person does.

receptionist

.t akes_tr)_~!'???.ges
.. ..... .
. -
B GROUP WORK Compare your lists. Take turns asking about the jobs.

ii LISTENING Work and school


Listen to James and Lindsey talk at a party. Complete the chart .

James Lindsey
What do you do?
Where do you work/ study?
How do you like your job/classes?
What do you do ofter work/ school?

B PAIR WOR • Practice the questions in part A. Answer with your own information.

ii SURVEY My perfect day____ _


A Imagine your perfect day. Complete the chart with your own answers.

What time do you get up?


What do you do ofter you get up?
Where do you go?
What do you do in the evening?
When do you go to bed?

B PAIR WORI< Talk about your perfect day. Answer any questions.

WHAT'S NEXT?
Look at your Self-assessment again. Do you need to review anything?

Units 1-2 Progresscheck • 1S


Licenciada: Katy Margarita Ricardo Fernandez
• Observador del Estudiante.

LEARNING ENGLISH IS VERY FUN! 9 KATY MARGARITA RICARDO FERNANDEZ


• Participación en el aniversario de la
Institución.

LEARNING ENGLISH IS VERY FUN! 10 KATY MARGARITA RICARDO


FERNANDEZ
• Trabajo en Equipo.

LEARNING ENGLISH IS VERY FUN! 11 KATY MARGARITA RICARDO


FERNANDEZ
• Evidencias de
Logros
Alcanzados.

• Maquetas.

• Historietas.

• Títeres.

• Flashcards.

• Álbumes.

• Muestra Culturales.

LEARNING ENGLISH IS VERY FUN! 12 KATY MARGARITA RICARDO


FERNANDEZ
• Maquetas.
• Historietas.
• Títeres
• Flashcar
ds
• Álbumes.
• Muestra Culturales.