2012 - 1 - english iv workbook

Vicerrectoría AcadémicaCuaderno de Apuntes – 2012

I. IDENTIFICACIÓN

NOMBRE DEL MÓDULO: INGLÉS IVUNIDAD DE COMPETENCIA: al finalizar el módulo los participantes serán capaces de:

Interactuar en un nivel pre-intermedio del idioma inglés, en forma oral y escrita, produciendo mensajes simples y complejos de carácter comunicativo contextualizados en el presente, pasado y futuro, manteniendo una fluidez adecuada al nivel en situaciones orales de uso frecuente y temas variados en un contexto específico.

DURACIÓN: 72 horas pedagógicas

II. DESCRIPCIÓN POR ÁREA DE FORMACIÓN Y PRERREQUISITO

ÁREA DE FORMACIÓN: básica comúnUBICACIÓN EN LA MALLA: depende de la carreraPRERREQUISITO: Inglés III

III. UNIDADES DE APRENDIZAJE

1ª UNIDAD: Práctica Oral y Escrita de la Lengua InglesaDURACIÓN: 72 horas pedagógicas

Aprendizajes Esperados

1. Describen a terceros, identificándolas de acuerdo a su apariencia física, prendas de vestir y actividades que están desarrollando, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales, simples y complejas.

2. Solicitan y entregan información sobre hechos y experiencias pasadas aplicando los tiempos verbales presente perfecto y pasado simple, generando situaciones comunicativas escritas y orales, simples y complejas.

3. Describen diferentes zonas urbanas y rurales, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales, simples y complejas

4. Producen situaciones comunicativas escritas y orales, simples y complejas, para dar consejos y sugerencias adecuadas para diversos problemas de salud, utilizando verbos de modalidad específicos y aplicando el tiempo verbal presente simple.

5. Expresan gustos y preferencias, propios y de terceros, en relación a diferentes comidas utilizando verbos de modalidad apropiados, generando situaciones comunicativas escritas y orales, simples y complejas.

6. Solicitan y entregan información de diferentes países de acuerdo a su geografía, realizando comparaciones y expresando opiniones, generando situaciones comunicativas escritas y orales, simples y complejas.

7. Describen actividades y planes desarrollar en el futuro, aplicando el tiempo verbal presente continuo y la estructura be + going to con intención de futuro, generando situaciones comunicativas escritas y orales, simples y complejas.

8. Solicitan de manera formal que un tercero entregue mensajes o solicitudes a otro con estructuras lingüísticas específicas que determinan acción y aplicando tiempo verbal determinado, generando situaciones comunicativas escritas y orales, simples y complejas

9. Describen cambios en la vida personal y la de terceros, aplicando tiempos verbales específicos y las formas comparativas de estructuras lingüísticas específicas, generando situaciones comunicativas escritas y orales, simples y complejas.

10. Describen planes futuros, utilizando la estructura lingüísticas verb + infinitive, generando situaciones comunicativas escritas y orales, simples y complejas.

IV. ORIENTACIONES METODOLÓGICAS

Iniciar el proceso de enseñanza-aprendizaje a partir de los conocimientos previos de los estudiantes. Esto implica un diagnóstico.

Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 1


Centrar la docencia en el aprendizaje de los estudiantes, más que en la enseñanza. El estudiante debe ser activo. Situar y vincular permanentemente los aprendizajes, contenidos y actividades con el contexto social y laboral de los estudiantes y la

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

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

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

V. EVALUACIÓN

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

1. Primera ENAT: First Quiz (prueba escrita, coeficiente 1)2. Segunda ENAT: Mid-term Exam (prueba escrita, coeficiente 2)3. Tercera ENAT: Reading Comprehension Test (prueba escrita, coeficiente 1)4. Trabajo Final: Oral Presentation Activity (trabajo oral en parejas, coeficiente 1)

Además cada docente puede aplicar controles, solicitar trabajos en grupos u otras actividades con nota. De estos trabajos se obtiene una nota promedio, que corresponde a la nota 6 del módulo.

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

VI. BIBLIOGRAFÍA

- Richards, Jack : Interchange, Third Edition. Level 1 Student’s Book with Self-study Audio CD. Cambridge University Press

- Murphy, Raymond : English Grammar in Use, Third Edition, Cambridge University Press.

- Diccionarios Inglés – Español : Oxford, Collins Cobuild, Longman, Cambridge

- Material complementario obligatorio : Cuaderno de Apuntes Inglés IV. AIEP



VII. CLASE A CLASE

1ª UNIDAD: PRÁCTICA ORAL Y ESCRITA DE LA LENGUA INGLESA

CLASES 1 Y 2

APRENDIZAJE ESPERADO 1. Describen a terceros, identificándolas de acuerdo a su apariencia física, prendas de vestir y actividades que están desarrollando, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.1. Describe en forma oral y/o escrita, de manera simple y

compleja, características físicas propias y de terceros, en relación a apariencia general, utilizando estructuras lingüísticas apropiadas y aplicando el tiempo verbal presente simple.

1.2. Produce textos escritos y/o situaciones orales, simples y complejas, para consultar sobre la apariencia física de terceros, aplicando el tiempo verbal presente simple.

1.3. Nombra diferentes prendas de vestir de acuerdo a instrucciones.

1.4. Produce textos escritos y/o situaciones orales, simples y complejas, para identificar y describir a terceros, aplicando tiempo verbal presente simple y utilizando estructuras lingüísticas apropiadas.

- Uso de adjetivos para describir a diferentes personas en relación a su apariencia física: tall / young / handsome / bald, entre otros

- Tiempo verbal presente simple- Prendas de vestir- Uso de adjetivos para describir estilos de vestir: classic / cool /

casual / funky- Uso de preposiciones de lugar para identificar personas: she’s

the woman next to the window / he’s the man on the couch, entre otras

APPEARANCE

HAIR

long brown hair short curly hair straight black hair

red wavy hair a mustache and a beard bald

AGE



young middle aged elderly

LOOKS

handsome good-looking pretty

HEIGHT

Short fairly short medium height pretty tall very tall

DESCRIBING PEOPLE

General appearance Age Height HairCuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 4


What does she look like?She’s tall with red hair.She’s gorgeous.

Does she wear glasses?Yes, and has blue eyes.

How old is she?She’s about 25.She’s in her twenties.She’s young.

How tall is she?She’s one meter seventy eight.She’s 5 feet 10.She’s pretty tall

How long is her hair?It’s medium length

What color is her hair?It’s red.She has red hair.

EXERCISES

I. Write questions to match these responses.

1. A: ________________________________________________________?B: Jennifer is in her thirties.

2. A: ________________________________________________________?B: No, Jim doesn’t have a beard, but he has a mustache.

3. A: ________________________________________________________?B: George is medium height.

4. A: ________________________________________________________?B: Vanessa has short hair.

5. A: ________________________________________________________?B: Eric is about fifteen. He has red curly hair and he’s pretty tall.

6. A: ________________________________________________________?B: Sharon has beautiful blond hair.

Clothes

II. Play hangman and guess the words below.

H _ _ J _ _ _ _ T S _ O _ _



_ _ I_ _ _ O O _ _ _ S _ C _ _

_ _ E B _ _ _ _ K _ _ _

C _ _ _ R _ _ _ E _ _ _ _ _ _ S

B _ _ _ S _ S _ _ _ T _ _ I_

Some clues



III. Look at the picture and answer the questions.

Gloria Rita Jessica Adam Carmen Gayle

1. How old is Rita?

______________________________________________________________________________________

2. How tall is Gayle?

______________________________________________________________________________________

3. What does Adam look like?

______________________________________________________________________________________

4. What color is Gloria’s hair?

______________________________________________________________________________________

5. How long is Carmen’s hair?

______________________________________________________________________________________

6. Is Rita short?

______________________________________________________________________________________

7. What color is Jessica’s hair?

______________________________________________________________________________________

8. Does Rita have long hair?

______________________________________________________________________________________

MODIFIERS WITH PARTICIPLES AND PREPOSITIONS

Participles



Who’s Francisco?

Which one is Peter?

He’s the man

He’s the one

wearing a tie.

carrying a gun

Who’s Sarah?

Which one is Cindy?

Who are the Gonzalez?

Which ones are the Gonzalez?

She’s the woman

She’s the short one

They’re the people

They’re the ones

Prepositions

with the short black hair.

in a blue dress.

next to John.

behind Cindy.

EXERCISES

I. Answer the questions, using the information in parentheses. You can use either a participle or a preposition.

1. A: Which one is Marie?

B: She’s the one in the gray coat______________________ (gray coat)

2. A: Which one is Carlos?

B: ________________________________________________ (black jacket)

3. A: Which one is Cindy?

B: ________________________________________________ (high heels)

4. A: Which one is Angela?

B: ________________________________________________ (a bag)

5. A: Who’s Peter?

B: ________________________________________________ (short black hair)

II. Rewrite these sentences and questions. Find another way to say them using the words given.

1. A: Who’s Mika?__________________________________________________ (Which)

B: She’s the one in the black dress.__________________________________________________ (wearing)

2. A: Which ones are the teachers?__________________________________________________ (Who)

B: They’re the ones on the couch.__________________________________________________ (sitting)

3. A: Which one is Larry?__________________________________________________ (Who)

B: He’s the guy wearing the coat.__________________________________________________ (in)

III. Look at the picture and answer the questions. Then practice with your partnerCuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 8


1. Who’s Albert?

________________________________________________________________________

2. Which one is Mia?

________________________________________________________________________

3. Who are Amanda and Andrew?

________________________________________________________________________

4. Who’s Isabella?

________________________________________________________________________

5. Which one is Chris?

________________________________________________________________________

CLASES 3, 4 Y 5

APRENDIZAJE ESPERADO 2. Solicitan y entregan información sobre hechos y experiencias pasadas aplicando los tiempos verbales presente perfecto y pasado simple, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.6. Nombra diferentes actividades que se realizan en el tiempo libre de acuerdo a instrucciones.1.7. Describe en forma oral y/o escrita, de manera simple y compleja, actividades que ha realizado en el pasado reciente y aquellas que nunca ha realizado, aplicando el tiempo verbal presente perfecto.1.8. Genera diálogos simples y complejos, en forma oral y/o escrita, para solicitar y entregar información sobre actividades realizadas y no realizadas en el pasado

- Actividades que se realizan en el tiempo libre- Tiempo verbal presente perfecto- Participios de verbos regulares e irregulares- Diferencias de uso entre los tiempos verbales pasado simple y

presente perfecto- Uso de for y since



reciente, discriminando el uso de los tiempos verbales específicos.1.9. Discrimina el uso de for y since en expresiones de tiempo relativas a actividades que se han realizado en el pasado reciente.

PRESENT PERFECT

Present prefect is formed with the verb have + the past participle form of a verb.

Have you been to London? Yes, I’ve already been there.

Have they eaten yet? No, they haven’t eaten anything yet, but they’ve had some soda.

Has she gone on a cruise liner? Yes, she has gone twice this summer.

Has he visited his family lately? No, he hasn’t visited them, but he has called once.

Regular past participles Irregular past participles Contractionsvisit visited

work worked

like liked

try tried

travel travelled

stay stayed

play played

be been

do done

make made

eat eaten

go gone

have had

see seen

I’ve = I have

You’ve = You have

He’s = He has

She’s = She has

It’s = It has

We’ve = We have

They’ve = They have

Haven’t = have not

Hasn’t = has not

EXERCISES

I. Write a little essay in which you mention what you have done lately or before these classes start. Name at least five activities.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


Already is used in positive statements with the present perfect to refer to activities that we were expected to do and that we have done. Already goes between the verb have and the past participle.Ex: I’ve already gone in-line skating.

Yet is used in questions and negative statements with the present perfect. Yet goes at the end of the sentence.Ex: Have you tried the caviar yet? No, I haven’t tried it yet.


________________________________________________________________________________________________

II. Find the participle of each verb:

A B

1. take

2. see

3. go

4. run

5. eat

6. be

7. do

8. visit

9. make

10. have

______ eaten

______ taken

______ made

______ done

______ run

______ been

______ visited

______ gone

______ seen

______ had

III. Complete the questions in these conversations. Use the present perfect of the verbs in exercise I.

1. A: ___Have you seen___ the new Angelina Jolie movie?

B: Yes, it’s very good.

2. A: _________ Carla _____________ running lately?

B: Yes, she usually runs in the morning and evening.

3. A: _______________________ at the new Brazilian restaurant?

B: Yes, we’ve already eaten there. It’s excellent, but very expensive.

4. A: How many times _________________________ shopping at the mall this month?

B: Actually, I haven’t gone at all. Let’s go today! I hear there’s a new music store there.

5. A: How many international phone calls __________________________ this week?

B: Only one – on my father’s birthday.

ALREADY AND YET

I. Write sentences about the things you checked in exercise I. Use already and yet. Practice with a classmate.Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 11


1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________

4. _________________________________________________________________________

5. _________________________________________________________________________

6. _________________________________________________________________________

7. _________________________________________________________________________

8. _________________________________________________________________________

PRESENT PERFECT AND PAST TENSE

Use the present perfect for an indefinite time in the past. Use the past tense for a specific event in the past.

Have you ever seen a 3D movie? Yes, I have. I saw Gulliver’s Travels last weekend. It was amazing!

No, I haven’t. But my sister saw Avatar.

Have you ever been to Rapa Nui? Yes, I have. I went there last summer.

No, I haven’t. I’ve never been there.

EXERCISES

I. Look at the pictures. How often have you done these things? Write sentences using the expressions in the box.


I’ve often... I’ve... once or twice.I’ve... three or four times. I haven’t... lately.I’ve… several times. I’ve never…

How long did you live in Mexico City? I live there for six years.

How long have you lived in Rancagua? I have lived here since 2004.

I have lived here for 7 years


an amusement park the opera__________________________________________ __________________________________________

karaoke bar bike riding__________________________________________ __________________________________________

II. Write appropriate questions for these answers, using Have you ever...?

1. A: Have you ever watched tango dancing?

B: Yes, I have. I watched tango dancing last fall in Argentina.

2. A: _____________________________________________________?

B: Yes, I have. Actually, I saw a taekwondo fighting match last month on TV. It was terrific.

3. A: _____________________________________________________?

B: No, I haven’t. I’ve never climbed a mountain. I’m afraid of heights.

4. A: _____________________________________________________?

B: Yes, I have. I ate snails last year in France.

5. A: _____________________________________________________?

B: Yes, I have. I missed a class last week because I was ill.

6. A: _____________________________________________________?

B: Yes, I have. My brother let me drive his car once.

7. A: _____________________________________________________?

B: No, I’ve never been to Australia.

8. A: _____________________________________________________?

B: No, I haven’t. But my sister lost her iPhone last year. It was a tragedy for her.

PAST SIMPLE – FOR & SINCE


USE FOR WITH A PERIOD OF TIME

USE SINCE WITH THE SPECIFIC MOMENT THE PERIOD STARTED.


Expressions with FOR Expressions with SINCEseven days

three weeks

a couple of months

several years

a long time

8:30 am

last Friday

2008

high school

I was a child

EXERCISES

I. Complete the sentences with for or since.

1. Andrea has studied _______________ two in the afternoon.

2. George and his wife lived in that apartment ______________ ten years.

3. I’ve had this computer _______________ last Christmas.

4. My parents have been married ______________ 1974.

5. Jessica and her boyfriend talked on the phone _________________ 45 minutes.

6. Marco dated Gina __________________ they graduated from high school.

7. Luis worked at the supermarket ____________________ 35 years.

8. The kids were playing computer games __________________ three hours.

II. Answer these questions using the words in parentheses. Then, practice with a classmate.

1. How long have you studied at this institute?

________________________________________________________________________ (since)

2. How long have you had your cell phone?

________________________________________________________________________ (for)

3. How long have you lived in this city?

_________________________________________________________________________ (since)

4. How long have you and your girlfriend / boyfriend been together?

_________________________________________________________________________ (for)

5. How long have you known your best friend?

________________________________________________________________________ (since)

DIFFERENCE BETWEEN PAST TENSE AND PRESENT PERFECT



EXERCISES

I. Complete the conversations using the Past tense or the Present perfect of the words in parentheses, according to the context.

A: ___Have___ you ever ___lost___ (lose) anything valuable?

B: Yes, I ____________ (lose) my watch last month.

A: __________ you ____________ (find) it yet?

B: No. Actually, I _____________ already ____________ (buy) a new one. Look!

A: Oh, that’s nice. Where __________ you _________ (buy) it?

B: I ___________ (get) it at sale last weekend. What about you? _________ you ever ___________ (lose) anything valuable?

A: Well, I _____________ (leave) my cell phone in a café a couple of months ago.

B: How annoying! Maybe that’s why you _____________________ (not call) me for a while.

A: That’s right. I have a new cell phone but I don’t have any phone numbers! But you ____________ (not call) me in a

long time. What’s your excuse?

B: I told you. I ___________ (lose) my watch, so I _______________________ (not have) the time!

A: Very funny!

II. Complete these questions with Past tense or Present perfect.

1. __________ you _________ (stay) home last Friday night?

2. How many tests __________ you __________ (have) last week?

3. ________ you ever _______ (ride) a motorcycle?

4. How long ________ you________ (be) at the institute today?

5. ________ you and your friends _______ (go) out last weekend?

6. ________ you __________ (see) any good movies lately?

III. Answer the questions in exercise II. Then, practice with a partner.

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________



5. ___________________________________________________________________________

6. ___________________________________________________________________________

CLASES 6 Y 7

APRENDIZAJE ESPERADO 3. Describen diferentes zonas urbanas y rurales, aplicando el tiempo verbal presente simple, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.11. Describe en forma oral y/o escrita, de manera simple y compleja, pueblos, ciudades y países, utilizando estructuras lingüísticas apropiadas y aplicando el tiempo verbal presente simple.1.12. Genera diálogos simples y complejos, en forma oral y/o escrita, para preguntar y entregar información sobre diferentes lugares, utilizando diferentes estructuras lingüísticas, aplicando el tiempo verbal presente simple.1.13. Produce textos escritos y/o situaciones orales, simples y complejos, para solicitar información sobre las actividades que se pueden realizar y los lugares que se pueden visitar en una ciudad, utilizando verbos de modalidad apropiados.

- Uso de adjetivos para describir lugares: safe / dangerous, relaxing / stressful, quiet / noisy, entre otros

- Uso de adverbios: extremely / very / really / pretty / fairly / somewhat

- Uso de conjunciones: and / but / though / however- Uso de verbos modales can y should en el contexto de

recomendaciones y consejos sobre que hacer y visitar en un lugar.

To describe cities and countries we can use adjectives. Ex: Puerto Montt is a very nice place to visit.

To give more or less emphasis to an adjective we can use adverbs. Ex: Elqui valley is a really relaxing place

To join ideas or to express contrasts we can use conjunctions. Ex: Japan is interesting, but it’s expensive.

Examples with adjectives:

Santiago is a big and crowded city.

Sao Paulo is a hot and dangerous city.

Lima is a beautiful city in Peru.


adjectives adverbs conjunctions

interestingbigcheapcleanrelaxingquietsafebeautifulspaciousfriendlymodern

boringsmallexpensivedirtystressfulnoisydangerousuglycrowdedunfriendlyold

extremelyreallyveryprettyfairlysomewhattoo

andbutthoughhowever


Examples with adverbs:

Hualpen is a very windy place to live.

New York is a really interesting and cultural city.

Viña del Mar is one of my favorite cities, but its beaches are too crowded in summer.

Examples with conjunctions:

Jerusalem is a really interesting city, but it’s not very safe. Patagonia is really beautiful. It’s too cold, though. Valdivia is a romantic and fascinating city.

EXERCISES

I. Answer these questions. Use adverbs and conjunctions:

1. What’s your country like?

______________________________________________________________________________________

2. What’s your city like?

______________________________________________________________________________________

3. What’s your favorite city? Why? What’s it like?

______________________________________________________________________________________

MODAL VERBS CAN AND SHOULD

Can is used in different contexts. Here we use 'can' to ask for and give advice.

Where can I go? You can visit downtown.

You can take a bus or the subway.

What can I do in New York at night?

We use should for giving advice.

You should take a city tour. You should visit the old buildings downtown.



You shouldn’t miss the Zoo.

Example:

A: Tell me about your city?

B: Well, you should visit Ecuador Park and Concepción University.

A: Should I take my photo cam with me?

B: Of course! You should!! It’s a really beautiful place!!!

A: Can you have a picnic over there?

B: No, you can’t but there are many places to eat out!

A: OK, thanks!

B: No, problem!

EXERCISES

I. Answer these questions. Use should, can, shouldn’t miss, and the information in parentheses.

1. What places should I visit in Patagonia?

___________________________________________________________________ (Torres del Paine)

2. Where can I go in Antofagasta?

___________________________________________________________________ (San Pedro de Atacama)

3. Can I use public transportation in your city?

___________________________________________________________________ (buses and subway)

4. Where can I eat seafood in La Serena?

___________________________________________________________________ (Coquimbo)

5. Should I visit the museums in Santiago?

___________________________________________________________________ (Fine Arts Museum)

II. Prepare a simple presentation with your partner and talk about your own cities. Write a draft before.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________


rainy – windy – hot – cold – crowded - sunny


CLASE 8

APRENDIZAJE ESPERADO Del 1 al 3CRITERIOS DE EVALUACIÓN CONTENIDOS

Del 1.1 al 1.13 - Todos los relacionados con los aprendizajes esperados del 1 al 3

(Repaso para la Primera ENAT)

EXERCISES

I. Complete the conversations with what, how old, how tall, how long, what color, who, or which one/ones.

1. A: ____________________ is Gerome’s hair?

B: He has red hair.

2. A: ____________________ does Carla look like?

B: She’s gorgeous. She’s tall, with long black hair, and really pretty.

3. A: ____________________ is Nicholas?

B: He’s in his forties.

4. A: ___________________ is Rosie?

B: She’s about one meter seventy.

5. A: ____________________ is Harold’s hair?

B: It’s very short.

6. A: ____________________ are Martin and Jessica?

B: They are the young couple talking next to the window.

7. A: ___________________ is Mike?

B: He’s the man in a black sweater drinking soda.

8. A: ___________________ are Alice and Madison?

B: They are the ones playing cards on the floor.

II. Match the adjectives in the box with the pictures.

______________________________ ______________________________ _________________________________



____________________________ __________________________________ ________________________________

III. Match the questions in A with the answers in B.

A B

1. Have you had breakfast today?

2. Has your brother arrived yet?

3. How many times have you traveled abroad this year?

4. Has your mother called yet?

5. Have you ever visited an Asian country?

6. How long have you worked in this company?

7. How long have you had this house?

8. Has your father ever had a car?

______ No, I haven’t, but my sister was in Hong Kong five years ago.

______ Yes, he has. He had a Renault in 2002

______ No, I haven’t. I’m really hungry.

______ We have had it for several years.

______ Yes, he has. He arrived ten minutes ago.

______ No, she hasn’t called yet.

______ I have traveled to Argentina twice this year.

______ I have worked here since 2002.

IV. What are these people like?

1.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2.

| _________________________________________________________________



_________________________________________________________________

_________________________________________________________________

V. What is this place like?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

CLASE 9 APRENDIZAJE ESPERADO Del 1 al 3

CRITERIOS DE EVALUACIÓN CONTENIDOSDel 1.1 al 1.13 - Todos los relacionados con los aprendizajes esperados del 1 al 3

(FIRST QUIZ: PRIMERA ENAT. COEFICIENTE UNO.)CLASES 10 Y 11

APRENDIZAJE ESPERADO 4. Producen situaciones comunicativas escritas y orales, simples y complejas, para dar consejos y sugerencias adecuadas para diversos problemas de salud, utilizando verbos de modalidad específicos y aplicando el tiempo verbal presente simple.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.15. Nombra diferentes problemas de salud y enfermedades de acuerdo a instrucciones.1.16. Produce textos escritos y/o situaciones orales, simples y complejos, para entregar sugerencias para diferentes problemas de salud, utilizando las estructuras lingüísticas denominadas Infinitive Complements.

- Enfermedades y problemas de salud: a headache / a backache / sore muscles / a stomachache / a cold / a cough / the flu / insomnia, entre otras.

- Uso de expresiones para entregar consejos respecto de enfermedades y problemas de salud: It’s important to / It’s



1.17. Nombra medicamentos comunes, caseros y productos de cuidado personal, indicando el envase correspondiente de acuerdo a instrucciones.1.18. Produce diálogos simples y complejos, en forma oral y/o escrita, para consultar y entregar consejos y sugerencias para diferentes problemas de salud, utilizando verbos de modalidad específicos.

helpful to / It’s a good idea to.- Medicamentos comunes, productos de cuidado personal y sus

envases.- Uso de verbos modales para hacer solicitudes y dar

sugerencias: can / could / may / should.- Remedios caseros más comunes.

COMMON HEALTH COMPLAINTS

a headache a backache sore muscles

a cold a cough the flu

INFINITIVE COMPLEMENTS + VERB TO GIVE SUGGESTIONS AND ADVICE


It’s important… It’s a good idea… It’s useful… It’s helpful…

What should I do for a bad headache?

It’s important to drink lots of water.

It’s a good idea to take some aspirin.

It’s helpful to lie in bed in a dark room.


EXERCISES

I. Give advice for the following problems. Use infinitive complements.

1. What should I do for a fever?

_______________________________________________________________________

2. What should I do for insomnia?

_______________________________________________________________________

3. What should I do for a cough?

_______________________________________________________________________

4. What should I do for a burn?

_______________________________________________________________________

5. What should I do for an insect bite?

________________________________________________________________________

6. What should I do for the flu?

________________________________________________________________________

YOU CAN ALSO USE NEGATIVE INFINITIVE COMPLEMENTS:

Example: What should I do for a stomachache?

It’s important not to eat heavy foods for a couple of days.

It’s a good idea not to take medications without seeing a doctor.

CONTAINERS



I. Match the words in the list with the pictures.

__________ can

__________ box

__________ bag

__________ bottle

__________ pack

__________ jar

__________ tube

__________ stick

II. What kind of containers are these? Look at the pictures and complete the sentences.

1 2 3 4

1. A _____________________ of hydrating cream.

2. A _____________________ of mouthwash.

3. A _____________________ of cotton balls.

4. A _____________________ of sun block.

Modal verbs can, could, may for request; suggestions

Can/ May I help you?

Could I have something for a cough?

May I have a bottle of vitamins?

What do you have/suggest for dry skin?

Try some of this insect spray.

I suggest some muscle cream.

You should get some antacid.

III. What should these people buy? Give advice using the containers and medicines from the previous exercise.

1. I have dry skin. What do you suggest? Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 24


______________________________________________

2. I have frequent nosebleeds. What can I buy?

______________________________________________

3. What do you have for sun-sensitive skin?

______________________________________________

4. I have a bad breath. What do you suggest?

______________________________________________

IV. Check the correct sentences to make conversations between the pharmacist and the customer.

1. Pharmacist: Can I help you?

Should I help you?

Customer: Yes. Can I have a pack of bandages?

Yes. I suggest a pack of bandages.

Pharmacist: Here you are.

Customer: And what do you need for a sun burn?

And what do you have for a sun burn?

Pharmacist: Do you suggest this lotion?

I suggest this lotion.

Customer: Thanks.

2. Pharmacist: Hi. Can I help you?

Customer: Yes. Can I suggest something for sore muscles?

Yes. Could I have something for sore muscles?

Pharmacist: Sure. Try this ointment.

Sure. Could I try this ointment?

Customer: Thanks. And what should you get for the flu?

Thanks. And what do you suggest for the flu?

Pharmacist: Can I have some of these tablets? They really work.

Try some of these tablets. They really work.

Customer: OK, thanks. I’ll take them. And you should get a box of tissues.

OK, thanks. I’ll take them. And could I have a box of tissues?

Pharmacist: Sure. Here you are.

V. Give suggestions for these problems. Use should, suggest, try.Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 25


1. A: I have a stomachache. What should I do?

B: Try some herbal tea____________________________

2. A: I think I have the flu. What do you suggest?

B: ____________________________________________

3. A: I have a cough. What can I do?

B: ____________________________________________

4. A: I have a terrible headache.

B: ____________________________________________

5. A: My skin in really dry, what can I do?

B: ____________________________________________

VI. Represent a role-play. Write a draft before.

Topic: I am strongly sicka. Name the problem.b. Give suggestions and pieces of advice to solve the problem* Use vocabulary related to topic* Work in pairs* 10 minutes

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

CLASES 12 Y 13

APRENDIZAJE ESPERADO 5. Expresan gustos y preferencias, propios y de terceros, en relación a diferentes comidas utilizando verbos de modalidad apropiados, generando situaciones comunicativas escritas y orales, simples y



complejas.CRITERIOS DE EVALUACIÓN CONTENIDOS

1.20. Nombra y describe comidas típicas de acuerdo a instrucciones.1.21. Expresa de manera oral y/o escrita preferencias propias en relación a diferentes comidas, aplicando el tiempo verbal presente simple.1.22. Produce textos escritos y/o situaciones orales, simples y complejos, para describir preferencias de terceros en relación a diferentes comidas, aplicando el tiempo verbal presente simple.1.23. Expresa de manera oral y/o escrita acuerdo o desacuerdo en relación a la opinión de un tercero, utilizando estructuras lingüísticas específicas y aplicando el tiempo verbal presente simple.1.24. Produce diálogos simples y complejos, en forma oral y/o escrita, para ofrecer y ordenar comida en un restaurante, utilizando verbos de modalidad específicos.

- Comidas típicas- Uso de adjetivos para describir comidas: healthy / greasy / salty /

rich / spicy / delicious / bland- Uso de expresiones para demostrar acuerdo y desacuerdo: so /

too / neither / either- Uso de expresiones para demostrar gusto o disgusto por ciertas

comidas: I’m crazy about / I can’t stand / I’m in the mood for, entre otras

- Categorías de comidas: meat / seafood / vegetarian- Uso de verbos modales would y will para ofrecer y solicitar

comida en un restaurante

EXERCISE

I. What do you think about these foods? Discuss with your partner using I love, I’m crazy, I like, I hate, I can’t stand, etc.

Chinese food desserts fried eggs

vegetarian food fast food soup



AGREEMENT AND DISAGREEMENT

So, too, neither, either

I like Italian food a lot.

So do I. / I do, too Really? I don’t like it very much.

I’m crazy about fast food.

So am I. / I am, too.

Oh, I’m not at all.

I can eat really greasy food.

So can I. / I can, tooOh, I can’t.

I don’t like bland food.

Neither do I. / I don’t, either. Oh, I like it a lot.

I’m not in the mood for Chinese food.

Neither am I. / I’m not either. Really? I am.

I can’t stand spicy food.

Neither can I. / I can’t either. Oh, I love it!

EXERCISES

I. Show that you agree. Write sentences with the words in parentheses.

1. A: I don’t want bland food today.

B: I don’t either. (either)

2. A: I think Japanese food is delicious.

B: _______________________ (so)

3. A: I’m in the mood for Italian food.

B: _______________________ (too)

4. A: I don’t like fast food very much.

B: _______________________ (either)

5. A: I don’t like salads.

B: _______________________ (neither)

6. A: I really like spicy food.

B: ________________________ (too)

II. Classify these foods according to their taste and discuss with your partner your and his/her preference


garlic– broccoli – fried chicken – beef – soy sauce – noodles – chocolate –potato chips – honey – mustard – chili – yogurt – mushrooms – doughnuts – ice cream – pepper – French fries – palm hearts – boiled rice – fish – jello


healthy spicy greasy delicious bland rich salty

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

III. Show agreement or disagreement with the following statements about foods in exercise II.

1. I love potato chips.

____________________________________

2. I hate boiled rice.

____________________________________

3. I’m not crazy about mushrooms.

____________________________________

4. I can’t stand soy sauce.

____________________________________

5. I really like beef.

____________________________________

6. I don’t like doughnuts.

____________________________________

7. I always eat jello.

____________________________________

8. I can eat lots of chili.

____________________________________

ORDERING MEALS IN A RESTAURANT

Modal verbs would and will for requests

What would you like to eat?

I’ll have beef and salad.

What kind of dressing would you like?

I’ll have Italian.

I’d like vinaigrette.

ContractionsI will = I’ll

I would = I’d



What would you like to drink?

I’ll have tea.

I’d like a large soda.

Would you like anything else?

Yes, please. I’ll have a cup of coffee.

No, thanks. That’ll be all.

EXERCISES

I. Choose the correct responses.

1. A: Would you like fries or cole slaw?B: I’ll have the cole slaw, please.__________________

I guess I will. Thanks. I’ll have the cole slaw, please. Yes, please.

2. A: What kind of soda would you like?B: __________________________________________

I’ll have a cola. I’d like a hot dog, please. A small order, please.

3. A: Would you like anything to drink?B: __________________________________________

No, thanks. Yes, a hamburger, please. I’ll have chocolate cake, please.

4. A: Would you like a dessert?B: __________________________________________

Yes, I’d like a glass of wine, please. Yes, I’ll have some appetizers. Yes, I’d like some ice cream.

5. A: What flavour ice cream would you like?B: __________________________________________

Blue cheese, please. Vanilla, please. Caesar, please.

II. Complete the conversation with would and will.

A: May I take your order?

B: Yes, please. I _________ have grilled salmon and a mixed salad.

A: All right. What kind of dressing __________ you like? We have Italian, French and vinaigrette.

B: Italian, please.

A: OK. What are you going to drink?

B: I _________ like a cold beer, please.

A: All right. ___________ you like anything else?Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 30


B: No, that ___________ be all. Thanks.

CLASES 14, 15 y 16

APRENDIZAJE ESPERADO 6. Solicitan y entregan información de diferentes países de acuerdo a su geografía, realizando comparaciones y expresando opiniones, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.26. Nombra accidentes geográficos más comunes de Chile y otras regiones del mundo, de acuerdo a instrucciones.1.27. Produce textos escritos y/o situaciones orales, simples y complejos, para comparar diferentes tipos de accidentes geográficos, aplicando las formas comparativas y superlativas de acuerdo a instrucciones.1.28. Discrimina el uso de las formas comparativas y superlativas de adjetivos, de acuerdo al contexto de las situaciones comunicativas.1.29. Produce textos escritos y/o situaciones orales, simples y complejos, para solicitar información sobre distancias y medidas de diferentes accidentes geográficos, utilizando una estructura específica como how + adjective, aplicando el tiempo verbal presente simple.

- Accidentes geográficos más comunes- Formas comparativas y superlativas de adjetivos- Estructura how + adjective para formular preguntas sobre

distancias y medidas de accidentes geográficos: how cold is… / how far is… / how big is…, entre otros

- Uso de adjetivos para describir lugares o accidentes geográficos: it’s 4,500 meters high / It’s 2,560 meters deep / it’s 3,000 kilometers long, entre otros

EXERCISES

I. Complete the sentences with words form the box.

1. Rapa Nui is an __________________ in the middle of the Pacific ________________.

2. Chaitén is a ___________________ in the south of Chile.

3. Loa is the longest __________________ in Chile.

4. Chungará is a beautiful ________________ in the north of Chile.

5. Salto del Laja is a _________________ located in the 8th region of Chile.

6. Santa Lucía ________________is a historic place in the center of Santiago.

7. Azapa is a __________________ near Arica.

8. The Everest is the highest __________________ in the world.

9. Ipanema is a famous ____________________ in Rio de Janeiro. Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 31

mountain – lake – hill – volcano – island – waterfall – ocean – river – beach – valley


COMPARISONS WITH ADJECTIVES

Which country is bigger, Argentina or Uruguay?

Argentina is bigger than Uruguay.

Which city has the largest population, Sao Paulo, Lima or Santiago?

Sao Paulo has the largest population.

What is the most beautiful place in Chile?

I think the most beautiful place is Chiloé.

ADJECTIVE COMPARATIVE SUPERLATIVE

highcoldbigfamousexpensiveinterestinggoodbad

higher (than)colder (than)bigger (than)more famous (than)more expensive (than)more interesting (than)better (than)worse (than)

the highestthe coldestthe biggestthe most famousthe most expensivethe most interestingthe bestthe worse

EXERCISES

I. Form four comparative sentences and four superlative sentences. Use the words in parentheses.

1. ______________________________________________ (Santiago – Concepción – big)

2. ______________________________________________ (London – Madrid – expensive)

3. ______________________________________________ (Pacific Ocean – Atlantic Ocean – deep)

4. ______________________________________________ (Mexico city – Caracas – populated)

5. ______________________________________________ (Russia – in the world – large)

6. ______________________________________________ (Mount McKinley – in the US – high)

7. ______________________________________________ (Libia – in the world – hot)



8. ______________________________________________ (France – in Europe – popular with tourists)

II. Answer the following questions.

1. Which river is longer, the Amazon or the Orinoco?

________________________________________________________________________

2. Which is the hottest country, Chile, Peru or Colombia?

________________________________________________________________________

3. Which country has the largest population, Brazil, Mexico or the U.S.?

________________________________________________________________________

4. Which city is the most beautiful, Valdivia, Valparaíso or La Serena?

________________________________________________________________________

QUESTIONS WITH HOW

EXERCISES

I. Complete the questions using HOW BIG, HOW LONG, HOW FAR, HOW HIGH, HOW DEEP, HOW HOT, HOW COLD.

1. A: __________________________ is La Serena from Arica?

B: It’s about 1,580 kilometers.

2. A: __________________________ is Punta Arenas in the winter?

B: It goes down to 4 degrees below zero.

3. A: __________________________ is Easter Island?

B: It’s about 163 square kilometers.

4. A: __________________________ is Villarica volcano?


How cold is Concepción in winter? It’s goes down to about 8° Celsius.

How hot is Santiago in summer? It’s gets up to about 34°Celsius.

How long is Bío Bío river? It’s 380 kilometers long.

How big is Viña del Mar? It’s 122 square kilometers.

How far is Concepción from Santiago? It’s 515 kilometers.

How high is Mount Aconcagua? It’s 6.400 meters high.

How deep is Villarrica lake? It’s about 120 meters deep.


B: It’s about 2,850 meters high.

5. A: __________________________ is Arica in the summer?

B: It gets up to 28 degrees in the summer.

6. A: __________________________ is Calle-Calle river?

B: It’s 55 kilometers long.

7. A: __________________________ is Caburgua lake?

B: It’s about 200 meters deep.

II. Answer these questions. Then, practice with a partner.

1. How big is the city where you live?

________________________________________________________________

2. How deep is the Pacific Ocean?

________________________________________________________________

3. How high is the highest building in your city?

________________________________________________________________

4. How hot is your favorite beach in the summer?

________________________________________________________________

5. How far is Arica from Santiago?

________________________________________________________________

6. How long is Chile?

________________________________________________________________

COMPARATIVE AND SUPERLATIVE .

COMPARATIVE SUPERLATIVEONE SYLLABLE ADJECTIVE: OLD ADD –ER: OLDER ADD –EST: THE OLDESTONE SYLLABLE ADJECTIVEENDING IN “E”. : NICE

ADD –R: NICER ADD –ST: THE NICEST

ONE SYLLABLE ADJECTIVE ENDING IN CONSONANT + VOWEL + CONSONANT: BIG

DOUBLE LAST CONSONANTAND ADD –ER: BIGGER

DOUBLE LAST CONSONANT AND ADD –EST: THE BIGGEST

TWO SYLLABLE ADJECTIVE ENDING IN “Y”:SUNNY

REPLACE “Y” FOR –IER: SUNNIER

REPLACE “Y” FOR –IEST: THE SUNNIEST

TWO OR MORE SYLLABLE ADJECTIVES:POPULAR

ADD MORE OR LESS: MORE POPULAR

ADD THE MOST OR THE LEAST: THE MOST POPULAR

IRREGULAR ADJECTIVES:GOODBADFAR

BETTERWORSEFURTHER

THE BESTTHE WORSTTHE FURTHEST

EXERCISES



I. Complete the chart with the correct form of comparative or superlative.

Adjective Comparative SuperlativeSmall

Fascinating

Rainy

Dangerous

Friendly

Quiet

Stressful

II. Use the adjectives in exercise I and write sentences about the Chilean cities in the box. Follow the instructions in parentheses. Don’t repeat any adjectives.

1. ___________________________________________________________ (comparative)

2. ___________________________________________________________ (superlative)

3. ___________________________________________________________ (comparative)

4. ___________________________________________________________ (superlative)

CLASE 17



(Repaso para la Segunda ENAT)

EXERCISES

I. Write questions for the following answers:

1. __________________________________? Jane’s in her thirties.

2. __________________________________? Peter has brown hair and green eyes.


Valparaíso – Puerto Varas – Salamanca – Santiago – Viña del Mar – Talcahuano – Puerto Aysén – Tocopilla


3. __________________________________? He’s the young man wearing blue jeans and a white shirt.

4. __________________________________? My friend is tall and thin.

5. __________________________________? They are the elderly couple sitting on the sofa.

II. Answer these questions. Then, practice with your partner.

1. How many times have you checked your emails today?

_________________________________________________________

2. Have you been to a good restaurant lately?

_________________________________________________________

3. How long have you lived in your house / apartment?

_________________________________________________________

4. Have you ever eaten oysters?

_________________________________________________________

III. Give advice for the following problems.

______________________________________________________

______________________________________________________

______________________________________________________

IV. Describe the places in the pictures, using adjectives and the words in parentheses.

New York

________________________________________ (but)



Valle de Elqui

_________________________________________ (and)

Venice

_________________________________________ (however)

Rio de Janeiro

_________________________________________ (though)

V. Number the sentences from 1 to 10 so as to put the conversation in the correct order.

_______ I’ll have blue cheese.

_______ Well, we have Italian, vinaigrette and blue cheese.

_______ OK. Would you like anything else?

_______ Yes please. I’d like roast beef and a mixed salad.

_______ Yes, I’ll have a cup of vanilla ice cream.

_______ May I take your order?

_______ What kind of dressings do you have?

_______ I’d like a glass of red wine.

_______ Ok, what kind of dressing would you like?

_______ All right. What would you like to drink?

CLASE 18



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

CLASES 19 Y 20

APRENDIZAJE ESPERADO 7. Describen actividades y planes desarrollar en el futuro, aplicando el tiempo verbal presente continuo y la estructura be + going to con intención de futuro, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS



1.31. Menciona de manera oral y/o escrita los argumentos más comunes para rechazar una invitación de acuerdo a instrucciones.1.32. Produce textos escritos y/o situaciones orales, simples y complejos, para consultar sobre los planes o actividades que realizará un tercero en el futuro cercano, utilizando el tiempo verbal presente continuo con intención de futuro.1.33. Produce textos escritos y/o situaciones orales, simples y complejos, para consultar sobre los planes o actividades que realizará un tercero en el futuro cercano, utilizando la estructura be + going to con intención de futuro. 1.34. Describe actividades y planes, personales y de terceros, que se desarrollarán en el futuro cercano, utilizando el tiempo verbal presente continuo y la estructura be + going to con intención de futuro y las expresiones de tiempo adecuadas al contexto.

- Excusas más frecuentas para rechazar invitaciones- Uso del tiempo verbal presente continuo con intención de futuro- Uso de la estructura Be going to con intención de futuro- Expresiones de tiempo para expresar futuro: tomorrow / tonight /

next week / next month, entre otras- Actividades que se realizan en el tiempo libre

EXERCISES

I. Match the pictures with the excuses for not accepting an invitation.

1 2 3

4 5 6

_______ I have to work that night.

_______ I have a new puppy and I have to stay home with it.

_______ I have class that night.



_______ My favorite TV show is on that night.

_______ I’m sorry. I can’t find a babysitter.

_______ I’m not feeling well.

FUTURE WITH PRESENT CONTINUOUS AND BE GOING TO

PRESENT CONTINUOUS BE GOING TO + VERB TIME EXPRESSIONS

What are you doing tomorrow?I’m playing soccer.

Where are you going to go this holiday?We’re going to go to La Serena.

tonighttomorrow

this weekendnext weekendnext summer

Are you working this weekend?Yes, I am.

Is he going to go out tonight?No, he isn’t.

EXERCISES

I. Complete the chart with Present Continuous used as future and with be + going to.

Present Continuous Be + going to

I’m staying home tonight. Ex: I’m going to stay home tonight.

Carla is going to travel to Osorno next week.

My parents are going to see a movie tonight.

We’re having a barbecue next Sunday.

I’m going to visit my grandparents next summer.

Julio is having dinner with Ana tomorrow.

Melissa and Eric are getting married next year.

You’re going to play soccer tomorrow morning.

II. Match the invitations in column A with the responses in column B.

A B1. What are you doing tonight? Do you want to go

dancing?

2. Are you staying home this weekend? Would you like to go camping?

3. What are you doing on Sunday morning? Do you want to go bike riding?

4. My friends and I are going dancing on Friday night.

_____ I’d love to go with you, but I’m going to work on Saturday and I have to get up early.

_____ I’d love to go, but my parents are going to visit me on Sunday. Can we go on Saturday?

_____ I’m not doing anything special tonight, so let’s go.

_____ Well, next vacation I’m going to work on my thesis.



Would you like to join us?

5. Where are you going next vacation? My family and I are going to the beach. Do you want to come with us?

So I can’t go with you. Thanks anyway.

_____ I’d like to, but my brother is going to stay with me this weekend.

III. Make invitations using the activities below. Use the Present continuous or be +going to.

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

IV. Write excuses for the invitations in item III. Use the activities below.

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

V. What are these people going to do this weekend? Write sentences using present continuous or be + going to.



___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

VI. Discuss with your partner.

1. Would you like to go to the theater with me?

_____________________________________________________________________________

2. What are you going to do tomorrow morning?

_____________________________________________________________________________

3. Would you like to go camping this weekend?

_____________________________________________________________________________

4. Are you doing anything this weekend? Do you want to go to a karaoke bar?

_____________________________________________________________________________

CLASE 21

APRENDIZAJE ESPERADO 8. Solicitan de manera formal que un tercero entregue mensajes o solicitudes a otro con estructuras lingüísticas específicas que determinan acción y aplicando tiempo verbal determinado, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.36. Produce textos escritos y/o situaciones orales, simples y - Expresiones para solicitarle a alguien que entregue un mensaje


the concert starts at eleven – buy some chips and soda – invite your brother to the party – pick me up at seven o’clock – the bus leaves at two thirty – the meeting is in room 208 – Paul and Andrea are getting married next

year – bring the laptop computer


complejos, para solicitar a un tercero que entregue mensajes o solicitudes a otro, utilizando estructuras lingüísticas específicas que indican acción como tell y ask.1.37. Interpreta auditivamente una conversación telefónica, permitiendo obtener mensajes y su información específica como fecha, hora, de quien y a quien va dirigido.1.38. Produce diálogos simples y complejos, en forma oral y/o escrita, para entregar y recibir mensajes telefónicos, utilizando las expresiones apropiadas al contexto y aplicando las estructuras lingüísticas adecuadas.

o una solicitud a un tercero con los verbos tell y ask: Please tell her that the party is on Friday / Could you ask him to meet me in the cafeteria at noon? / Would you tell Alex that the test is next week?

- Expresiones frecuentes que se utilizan en el contexto de una conversación telefónica: May I speak to…? / Can I leave a message? / Can I take a message?, entre otras

MESSAGES WITH TELL AND ASK

STATEMENTS MESSAGES WITH A STATEMENT

The party is on Saturday. Please tell Jane (that) the party is on Saturday.Would you tell her (that) the party is on Saturday?Could you tell her (that) the party is on Saturday?

REQUEST MESSAGES WITH A REQUEST

Call me this evening. Please ask him to call me this eveningWould you ask him to call me this evening?Could you tell him to call me this evening?

EXERCISES

I. Classify these messages into statements or requests.

Statements Requests

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

II. In pairs, make up a conversation by phone using the words in parentheses. Then, give the corresponding message.


For: Lisa

Message: Paula’s birthday party is tonight.


III. Ask someone in your class to pass on these messages. Use your classmates’ names.

CLASES 22 Y 23

APRENDIZAJE ESPERADO 9. Describen cambios en la vida personal y la de terceros, aplicando tiempos verbales específicos y las formas comparativas de estructuras lingüísticas específicas, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.40. Nombra situaciones que pueden generar grandes cambios en la vida de una persona, de acuerdo a instrucciones.1.41. Describe de manera oral y/o escrita cambios que ha tenido su vida personal y la de terceros en los últimos años, aplicando los tiempos verbales específicos al contexto.1.42. Describe de manera oral y/o escrita cambios que ha tenido la vida personal y de terceros en los últimos años, utilizando las formas comparativas de adjetivos calificativos.

- Situaciones que generan cambios en la vida de una persona: study abroad / graduate from school / fall in love / get married, entre otras

- Uso de los tiempos verbales presente simple, presente perfecto y pasado simple para describir cambios en la vida de una persona

- Uso de las formas comparativas de adjetivos para describir cambios en la vida de una persona


For: Annie

Message: The plane arrives at 6:00 P.M.

For: Mr. Lopez

Message: Bring the statistics report tomorrow at 8:30.

For: Rose

Message: Send the email as soon as possible.

Come to the barbecue on Sunday

The English exam is in two weeks.

Pamela’s birthday is next Monday.

Lend me your English book.

The party is at Marco’s house.

Call me this evening.


EXERCISES

I. What are the most important changes in a person’s life? Number these changes from 1 to 8. 1 is the most important and 8 the least important.

DESCRIBING CHANGES

Simple Present

I have a new car.

I don’t smoke now.

Comparatives

My classes are more difficult this year.

My life is easier now.

Past tense

I got married.

I bought a new house.

Present Perfect

I’ve traveled a lot.

I’ve gained weight.

EXERCISES

I. Circle the most suitable alternative.

1. A: Eh!! You really look well!B: _______________________________

a) I buy a new car.

b) I have a lot of friends now.

c) I changed my hair style.

2. A: I haven’t seen you in a long time!B: _______________________________

a) I went to live by the sea.


______ graduate from school______ move to a new city______ get married______ have children______ turn 18______ fall in love______ get a job for the first time______ buy a car


b) I have lost weight.

c) I’m taking English lessons.

3. A: Wow, you look happier than the last time I saw you.B: ______________________________

a) I turned 18.

b) I fell in love.

c) I dress differently now.

4. A: You’re not wearing glasses now.B: _______________________________

a) I had laser eye surgery.

b) I grew a moustache.

c) I won the lottery.

II. Describe these people’s changes in their lives. Follow the instructions in parentheses.

BEFORE NOW

1. Michelle 2. Mike

BEFORE NOW BEFORE NOW

3. Karen 4. Neal

1. ______________________________________________________________ (use comparative)Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 45


2. ______________________________________________________________ (use simple present)

3. ______________________________________________________________ (use past tense)

4. ______________________________________________________________ (use present perfect)

III. Write a little text in which you mention that you have had during those last years. Then, prepare a short presentation about the same for your classmates.

__________________________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

CLASE 24

CRITERIOS DE EVALUACIÓN CONTENIDOSDel 1.1 al 1.42 - Texto de lectura (que variará de acuerdo a la Escuela a la que

pertenece la carrera)

(Repaso para la Tercera ENAT)

CLASE 25

CRITERIOS DE EVALUACIÓN CONTENIDOSDel 1.1 al 1.42 - Texto de lectura (que variará de acuerdo a la Escuela a la que

pertenece la carrera)

(READING COMPREHENSION TEST: TERCERA ENAT. COEFICIENTE UNO.)

CLASE 26

APRENDIZAJE ESPERADO 10. Describen planes futuros, utilizando la estructura lingüísticas verb + infinitive, generando situaciones comunicativas escritas y orales, simples y complejas.

CRITERIOS DE EVALUACIÓN CONTENIDOS1.44. Produce textos escritos y/o situaciones orales, simples y complejas, para consultar sobre los planes que tiene a futuro un tercero, aplicando la estructura be + going to con intención de futuro.1.45. Describe de manera oral y/o escrita, simple y compleja, para los planes propios que tiene para el futuro, utilizando la estructura verb + infinitive.1.46. Indica de manera oral y/o escrita las actividades propias que no quiere o no planea realizar para el futuro, utilizando la estructura verb + infinitive de acuerdo a instrucciones.1.47. Produce textos escritos y/o situaciones orales, simples y complejos, para describir los planes futuros propios y de terceros por medio de la asociación imagen-concepto, utilizando la estructura verb + infinitive.

- Uso de la estructura verb + infinitive para describir planes a futuro: I plan to get my own apartment / I hope to get a new car / I want to live with my friends, entre otras

VERB + INFINITIVE



What are you going to do after graduation?

I’m (not) going to get a job right away.

I (don’t) plan to start my own business.

I (don’t) want to move to my own place.

I hope to save some money.

I’d like to apply for a scholarship.

I’d love to buy a car.

EXERCISES

I. Complete the sentences, using the words in the box.

1. After 40 years working I want to plan my __________________

2. This summer I’d like to take a ________________ to Africa with my family.

3. My girlfriend and I would like to _________________ this year.

4. After my graduation I want to take an English _________________

5. I’m planning to buy a nice car if I get this ________________

II. Complete this conversation. Use the words in parentheses. Then, practice with a partner.

Mary: What ___________________________ (plan, do) this summer, David?

David: I ______________________________ (want, get) a part-time job and

I _____________________________ (like, save up) money to have a good vacation.

Mary: Really? Where ________________________ (like, go)?

David: Well, I ____________________________ (love, travel) to Asia. What about you, Mary?

Mary: I _________________________________ (not going to, get) a job in this moment.

I _________________________________ (want, travel) across South America.

David: Sounds great, but how _________________________ (going to, pay) for it?

Mary: I ___________________________ (hope, get) a loan from my bank.

I have a good excuse. I _______________________________ (plan, take) a Spanish course.

III. Complete the statements so they are true for you. Use I’m (not) going to, I (don’t) plan to, I (don’t) want to, I hope, I’d like to, I’d love to.

1. I ___________________________ to have lots of kids.

2. I ___________________________ to have a motorcycle.

3. I ___________________________ to be very successful.

4. I ___________________________ to travel all around the world.Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 47

move – course – trip – get married – retirement


5. I ___________________________ to win the lottery.

6. I ___________________________ to keep studying English.

7. I ___________________________ to live in other city.

8. I ___________________________ study abroad.

IV. What are these people’s plans for the future? Look at the pictures and write sentences.

Tanya Bruno Kim and Claude

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

V. Imagine you have these problems. Write three sentences telling about plans to change these situations. Use expressions from the box. Then, make comment about the answers with your partner.

1. My salary is not enough for all the expenses I have these days.

_______________________________________________________________________

2. My boss is going to relocate me to China but I don’t speak Chinese.

_______________________________________________________________________

3. I moved to the suburbs and now I have to take the train and a taxi to get to work.

_______________________________________________________________________

4. My computer is too old and slow.

_______________________________________________________________________

5. I moved away from my parents’ house and I feel lonely now.


I hope to... I want to... I plan to...

I’m going to... I’d like to... I’d love to...


_______________________________________________________________________

CLASE 27

CRITERIOS DE EVALUACIÓN CONTENIDOSDel 1.1 al 1.47 - Todos los contenidos en el programa de módulo

FINAL ACTIVITY: APPLYING FOR A JOB

- El profesor entrega las instrucciones generales de la actividad a desarrollar, presentando los criterios de evaluación y los objetivos de ella

- El docente realiza presentación centrada en el estudiante de las partes de una carta de presentación y de un currículo

- El docente entrega las indicaciones generales sobre la información que debe estar contenida en estos documentos

- Los estudiantes estudian diferentes ejemplos de cartas y currículos que el docente presenta

APPLYING FOR A JOB

Applying for a job is a process usually made up of four steps:

Reading a job ad Writing a cover letter Writing a resume or CV Job interview

EXERCISES

I. This is a programmer job ad. Complete the chart below with the information requested.



Position

Essential skills

Desirable skills

Contact information

II. Do you know these words? Look them up in a dictionary.

COVER LETTER

A cover letter is sent with a resume, as a way of introducing yourself to prospective employers. It should capture the employer’s attention, follow a business letter format, and usually should include the following information:

APPLICANT’S INFORMATION Name

Address

City, state, country, ZIP code

Phone number

Email address

Date

EMPLOYER’S INFORMATION Name

Position

Address

Phone number

SALUTATION

BODY Position you are applying for

What you offer to the employer


achievementsapplicantapply foravailable

background

CVclosure

desirableemployerfollow-up

hirepositionrequireresumeskills


Follow-up

CLOSURE

Body of a Cover Letter

A letter of application, or cover letter, generally has four parts.

Cover Letter Examples

=

=

=

=

CLASE 28


FINAL A CTIVITY: APPLYING FOR A JOB

- Los estudiantes elaboran sus cartas de presentación y sus currículos para ser presentados la clase siguiente, siguiendo el


OPENING

PURPOSE

ACTION

POLITE EXPRESSIONS

Tell what job you are writing about.

I am writing in response to the advertisement in the paper.

ORI am applying for the position of

secretary.

Enclose your resume.

I am enclosing my resume.OR

My resume is enclosed.

Tell when you’ll follow up.

Be positive

I will call you next week.OR

I will telephone you on Monday.

I look forward to meeting you.OR

I look forward to talking with you about the position.

Samuel Torres32 S Riverview, Ogden, Iowa 50113,

(515) [email protected]

26th June, 2011.

Mr. Oliver McBrideHR Manager, HomeSpace, Inc., 323 South Avon Drive, Milton, NY 10945,(914) 555-2909.

Dear Mr. McBride,

I am interested in a management accounting position available in HomeSpace, Inc. I have visited your web site recently and there I got the news that you are hiring people in your company. I have genuine interest in furniture industry and I also learned carpentry. I have already developed the working knowledge of furniture manufacturing.

I have also enclosed my resume with this letter. It describes about my educational background and experience I have in furniture industry. I have completed my graduation with a bachelor's degree in business administration in May 2009.

I have completed my education and I am going to appear for the Management Accountant (CMA) exam. I believe that my genuine enthusiasm and strong work ethic will be an asset for your company.

I will call you next Monday to confirm with the interview date and time. Thank you for your precious time and consideration.

Sincerely,

Samuel Torres.

Enclosure: Resume.

I’m applying for the sales manager position posted on JobHunting.com

Thanks for your time and consideration


modelo entregado por el docente

EXERCISES

I. Read the following cover letter and identify its parts.

II. What parts of a cover letter are these? Write the correct names.

1. ______________________________________________________

2. ______________________________________________________


I hope to hear from you soon.

Dear Hiring Manager

Mr. William JacksonEmployment Manager


3. ______________________________________________________

4. ______________________________________________________

5. ______________________________________________________

6. ______________________________________________________

7. ______________________________________________________

RESUME

A resume or CV (curriculum vitae) is a document that contains relevant information about a person’s job experience and education. It is usually sent to a potential employer and it is used to screen applicants and it is often followed by an interview. A resume may have different formats, but it should include the following information.

CONTACT INFORMATIONFull name

Phone number

Email address

OBJECTIVE


I believe my combination of business experience and social science research training is an excellent match for the marketing position you described.

Alex Lawrence250 Prices Fork RoadBlacksburg, VA 24060(540) [email protected]


Identify to the prospective employer the exact position you seek.

EXPERIENCE / EMPLOYMENT HISTORYTraditionally done in reverse chronological order. It should be more than a list of job titles. It should include quantifiable

results to demonstrate the impact you had in an organization.

SKILLSList of special job-related abilities you may have. They should fit the needs of the position you are applying for.

EDUCATION/TRAINING/CERTIFICATIONS/LICENSESThe schools you attended, degrees earned, and your graduation date.

OTHERSAwards, affiliations, etc.

Writing a resume in English can be very different than in your native language. Here you have some ideas on how to outline a standard resume format.

1. First, take notes on your work experience - both paid and unpaid, full time and part time. Write down your responsibilities, job title and company information. Include everything!

2. Take notes on your education. Include degree or certificates, major or course emphasis, school names and courses relevant to career objectives.

3. Take notes on other accomplishments. Include membership in organizations, military service and any other special accomplishments.

4. From the notes, choose which skills are transferable (skills that are similar) to the job you are applying for - these are the most important points for your resume.

5. When describing your work experience –starting with your most recent job, include the company specifics and your responsibilities - focus on the skills you have identified as transferable.

6. Include other relevant information such as languages spoken, computer programming knowledge etc. under the heading: Additional Skills

7. Finish with the phrase: REFERENCES Available upon request

8. Your entire resume should ideally not be any longer than one page. If you have had a number of years of experience specific to the job you are applying for, two pages are also acceptable.

9. Spacing: ADDRESS (center of page in bold) OBJECTIVE double space EXPERIENCE double space EDUCATION double space ADDITIONAL SKILLS double space REFERENCES. Left align everything except name/address.

Some tips:


Sloppy appearance looks unprofessional. Avoid spelling, grammar and typographical mistakes. Not too short, not too long. Do not omit relevant information and do not include unnecessary information. Update you resume before sending it. Do not include personal information: marital status, gender, health, height, etc. Do not put photographs. Use dynamic action verbs such as: accomplished, collaborated, encouraged, established, facilitated, founded, managed, etc.

Do NOT use the subject "I", use tenses in the past. Except for your present job. Example: Conducted routine inspections of on site equipment.


EXERCISES

I. Number from 1 to 5 the parts of a resume and find the correct order.

__________

__________

_________

_________

_________


Dreamweaver Illustrator

PowerPoint

Adobe Freehand

Quark Express

An entry-level graphic designer position in a reputed organization.

Hope College, Holland, Michigan BA Degree in Art 4.5 GPA.

Belen Arias Roman 22 Knightbridge Road

Arnprior, Ontario K2S 0Z7, Canada(123)-456 7890.

[email protected]

2009 - Present Art Director Neon Corporation, Atlanta, GA Responsible for design of collateral, direct art freelancers and photo shoots.

2006 - 2009 Graphic Artist Planet Rio Design, Atlanta, GA Responsibilities included layout/paste-up, illustration.

2005 - 2006 Graphic Artist Wanted Weekly, Miami, FL Designed advertising for a national ads newspaper.


II. Find mistakes in the following Public Relations resume.

Miguel Alvarez Díaz34, Los Olivos St,

San Miguel, Santiago.Gender: male

Marital status: divorced

EducationBachelor of Arts in Communications, C.W. Post University, Greenvale, NY May, 2003

Skills

Proficient in Microsoft Word and Excel. Work in PC and Mac environments. Accomplished writer, editor, and public speaker.

Fluent spoken English.

Skilled carpenter.

Employment history

Theater Attendant Multiplex TheaterFlushing, NY 2004 - 2007

Dietary Aide to the Elderly St. Mary's Nursing HomeBayside, NY 2007 - 2008

Sales Associate and Cashier Rainbow ShopFlushing, NY2008 to present

References

To Whom it May Concern:

Miguel Alvarez worked for four years in our company. During this time, he was a dependable asset who was always cheerful and willing to assist with any task. In addition, Miguel was motivated and interested in learning.

Miguel is relocating due to family circumstances, and, unfortunately, we will no longer be lucky enough to have his services. He will be missed and I highly recommend him to any future employer organization.

Sincerely,

Joseph MartinCuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 56


CLASE 29



- Los estudiantes hacen entrega de su carta de presentación y su currículo para ser evaluados por el docente

- Clase expositiva centrada en el estudiante, guiada por el profesor para presentar los aspectos más relevantes de una entrevista laboral

- El docente entrega preguntas modelo- Los estudiantes preparan la entrevista, con apoyo del docente

Evaluación de la Cuarta ENAT del módulo: Trabajo Práctico, parte escrita (50% de la nota)

INTERVIEW

An interview gives you the opportunity to showcase your qualifications to an employer, so it pays to be well prepared.

JOB INTERVIEW TIPS

Preparation: Learn about the organization.

Have a specific job or jobs in mind.

Review your qualifications for the job.

Prepare answers to broad questions about yourself.

Review your resume.

Practice an interview with a friend or relative.

Arrive before the scheduled time of your interview.

Personal appearance: Be well groomed.

Dress appropriately.

Do not chew gum or smoke.

The interview: Relax and answer each question concisely.

Respond promptly.

Use good manners.

Learn the name of your interviewer and shake hands as you meet.

Use proper English—avoid slang.

Be cooperative and enthusiastic.

Ask questions about the position and the organization.

Thank the interviewer when you leave and, as a follow-up, in writing.



Information to bring to an interview: Resume. Although not all employers require applicants to bring a resume, you should be able to furnish the interviewer information

about your education, training, and previous employment.

References. Employers typically require three references. Get permission before using anyone as a reference. Make sure that they will

give you a good reference. Try to avoid using relatives as references.

Standard interview questions:Here you have fifty typical questions asked in an interview. It’s a good idea to practice them and be prepared to answer readily and with self-confidence:

1. Tell me about yourself.

2. What do you want to do with your life?

3. Do you have any actual work experience?

4. How would you describe your ideal job?

5. Why did you choose this career?

6. When did you decide on this career?

7. What goals do you have in your career?

8. How do you plan to achieve these goals?

9. How do you evaluate success?

10. Describe a situation in which you were successful.

11. What do you think it takes to be successful in this career?

12. What accomplishments have given you the most satisfaction in your life?

13. If you had to live your life over again, what would you change?

14. Would your rather work with information or with people?

15. Are you a team player?

16. What motivates you?

17. Why should I hire you?

18. Are you a goal-oriented person?

19. Tell me about some of your recent goals and what you did to achieve them.

20. What are your short-term goals?

21. What is your long-range objective?

22. What do you see yourself doing five years from now?

23. Where do you want to be ten years from now?

24. Do you handle conflict well?

25. Have you ever had a conflict with a boss or professor? How did you resolve it?

26. What major problem have you had to deal with recently?

27. Do you handle pressure well?

28. What is your greatest strength?

29. What is your greatest weakness?

30. If I were to ask one of your professors to describe you, what would he or she say?

31. Why did you choose to attend your college? Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 58


32. What changes would you make at your college?

33. How has your education prepared you for your career?

34. What were your favorite classes? Why?

35. Do you enjoy doing independent research?

36. Who were your favorite professors? Why?

37. Why is your GPA not higher?

38. Do you have any plans for further education?

39. How much training do you think you'll need to become a productive employee?

40. What qualities do you feel a successful manager should have?

41. Why do you want to work in the _____ industry?

42. What do you know about our company?

43. Why are you interested in our company?

44. Do you have any location preferences?

45. How familiar are you with the community that we're located in?

46. Will you relocate? In the future?

47. Are you willing to travel? How much?

48. Is money important to you?

49. How much money do you need to make to be happy?

50. What kind of salary are you looking for?

Don't just read these questions -practice and rehearse the answers. Don't let the company interview be the first time you have actually

formulated an answer in spoken words. It is not enough to think about them in your head, practice! Sit down with a friend (an especially

effective critic, given the amount of preparation to date) and go through all of the questions. Make the most of every single interview

opportunity by being fully prepared!

There are a number of other tenses that you can use to speak about experience that you have had. However, if you do not feel comfortable using more advanced tenses these should serve you well in the interview.

TENSE EXAMPLE EXPLANATION

Simple Present

“I collect data from all of our

branches and analyze the

information on a weekly basis.”

Use the present simple to describe your daily responsibilities. This

is the most common tense to use when speaking about your

current position.

Past Tense“I developed an in-house

database for the personnel

department.”

Use the past simple to describe your daily responsibilities in a

former position. This is the most common tense to use when

speaking about past jobs.

Present Continuous

“Currently, we are expanding

our sales division to include

South America.”

Use the past continuous to speak about current projects that are

happening at that moment in time. These projects are limited in

time and should not be confused with daily responsibilities.

Example: Currently, I am designing a new layout for our local branch.

Present “I've researched over 300 Use the present perfect to generally describe projects or



Perfect

cases until now.” accomplishments that you have made up to the present moment

in time. Remember not to include specific past time references

which should be used with the past simple.

Example: I've developed a number of databases using Microsoft Access. Just last week I finished a database for our warehouse.

FutureI will be the manager of a

medium sized retail outlet.

Use the future simple to discuss your plans for the future. This

tense is only used when the interviewer asks you what you plan to

do in the future.

EXERCISES

I. Match the concepts in column A with their meaning in column B. This vocabulary will be useful to write your cover letter and resume and to prepare the interview.

A B

1. benefits package

2. track record

3. recruit

4. goal directed

5. dynamic

6. (highly) motivated

7. welcome new challenges

8. can-do attitude

9. computer literate

10. leadership

11. troubleshooting

12. competent user

____ to find a person to join a company

____ willingness to try new things

____ wanting to work hard and try hard

____ having the knowledge or skill to do something well

____ you can trust or rely on them

____ able to produce a good result

____ someone who is good at working as part of a team

____ act of solving difficult situations.

____ able to use computers well

____ determined to be successful in your chosen career

____ doing something thoroughly which is not a waste of time or money

____ expert knowledge or skill in a particular subject.



13. analytical

14. reliable

15. efficient

16. skilled

17. ambitious

18. communicator

19. team player

20. expertise

21. skills

____ to be open to new opportunities which may prove difficult

____ someone who is able to describe their thoughts and opinions clearly

____ all past achievements and successes

____ the ability to do things well

____ having a lot of energy and a strong personality

____ using logic to work out problems

____ set of advantages that you get in addition to the money you earn

____ ability to be a good leader

____ working hard because they want to get the task that have been set

CLASE 30



- Los estudiantes enfrentan la entrevista laboral, donde el docente representa al empleador

Evaluación de la Cuarta ENAT del módulo: Trabajo Práctico, parte oral (50% de la nota)

CLASE 31


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

EXERCISES

I. Write questions for the following answers:

1. A: ____________________________________________?

B: My father is in his forties.

2. A: _____________________________________________?

B: My sister is 1, 55 cm.Cuaderno de Apuntes de uso exclusivo de los estudiantes del Instituto Profesional AIEP. Prohibida su reproducción. Derechos reservados AIEP. 61


3. A: _____________________________________________?

B: She’s short, with blue eyes and long straight hair

4. A: _____________________________________________?

B: He’s the young man talking to Pamela.

5. A: _____________________________________________?

B: They are the couple dancing.

II. Complete the conversation with present perfect or past tense. Then, practice with a partner.

A: Mike! I ________________ (see) you in a long time! How are you?

B: I’m fine. I ________________ (travel) to Europe last year and I ________________ (live) there for six months.

A: That’s great! I __________ never ___________ (be) to Europe. What is it like?

B: It’s beautiful and very interesting. ___________ you ever _____________ (be) abroad?

A: I _____________ (spend) my vacation in Buenos Aires last summer.

B: Well, Buenos Aires is pretty much like a European city.

A: Really? How many countries ____________ you ____________ (visit) last year?

B: I ______________ (go) to France and Italy.

A: ___________ you _____________ (eat) Italian food?

B: Of course! It’s the best food I ___________ ever ___________ (try)

III. Match questions in A with the answers in B.A B

1. What is Colombia like?

2. What should I see in New York?

3. What do you suggest for low energy?

4. What should I do for the flu?

5. How high is Eiffel Tower?

6. How deep is Atlantic Ocean?

7. How long is The Great Chinese Wall?

What mount is higher, Aconcagua or Tupungato?

____ It’s about 2,870 kilometers.

____ Try some vitamins.

____ You should definitely visit the art museums.

____ Aconcagua is higher. Actually it’s the highest in South America.

____ It’s about 3,000 meters deep.

____ I suggest some eye drops.

____ It’s important to stay in bed.

____ It’s 3,700 kilometers long.

____ It’s about 320 meters high.

____ It’s beautiful, but it’s too hot sometimes.



IV. Complete the conversation with have or like. Then, practice with a partner.

A: What would you ____________ to eat, sr.?

B: I think I’ll ______________ grilled salmon and a mixed salad.

A: What kind of dressing would you _____________?

B: I’d _______________ vinaigrette.

A: Ok, and would you ______________ anything to drink?

B: Yes, I’ll ________________ an iced tea.

A: Would you _______________ anything else?

B: Yes, I’d _______________ a slice of strawberry pie.

V. Look at the pictures and answers these questions. Then, practice with a partner.

1 2

1. What’s Mark doing on Saturday morning?

_____________________________________________________

2. What’s Elizabeth going to do this weekend?

______________________________________________________

3 4



3. What would you like to do after graduation?

______________________________________________________

4. How has Misato changed in the last years?

______________________________________________________

CLASE 32


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

CLASE 33 y 34


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

CLASE 35 y 36


Examen de Recalificación (Interrogación oral)

VIII. MATERIALES COMPLEMENTARIOS

• Links:

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


http://dictionary.cambridge.org/

http://esl.about.com/

http://www.eslgold.com/

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

http://www.wordreference.com/

http://www.yourdictionary.com/

2012 - 1 - english iv workbook

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