Oral eng1 cpt3_s

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Oral eng1 cpt3_s

  1. 1. COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Profr. Julio Alfonso Martínez Romero Director Académico Mtro. Víctor Manuel Gámez Blanco Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Mtro. Pedro Hernández Peña ORAL ENGLISH COMMUNICATION 1 Módulo de Aprendizaje. Copyright ©, 2010 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Segunda edición 2011. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Lydia Lagarda Sánchez Revisión Disciplinaria: Edna Elinora Soto Gracia Corrección de Estilo: Diana Patricia Lugo Peñúñuri Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica: Mtra. Luz María Grijalva Díaz Diseño de Portada: Alejandro García Lagarda Diseño: Joaquín Rivas Samaniego María Jesús Jiménez Duarte Edición: Cynthia Deyanira Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Mtro. Víctor Manuel Gámez Blanco Esta publicación se terminó de imprimir durante el mes de junio de 2011. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 1,005 ejemplares. PRELIMINARES2
  2. 2. DATOS DEL ALUMNO Nombre: _______________________________________________________________ Plantel: __________________________________________________________________ Grupo: _________________ Turno: _____________ Teléfono:___________________ E-mail: _________________________________________________________________ Domicilio: ______________________________________________________________ _______________________________________________________________________ Ubicación Curricular COMPONENTE: HORAS SEMANALES: FORMACIÓN PARA EL TRABAJO 03 CAPACITACIÓN PARA EL CRÉDITOS: TRABAJO: 03 IDIOMAS (INGLÉS)PRELIMINARES 3
  3. 3. PRELIMINARES4
  4. 4. ContentPresentación ..................................................................................................................................................... 7Mapa de asignatura .......................................................................................................................................... 8BLOCK 1: REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS ........................................9Didactic Sequence 1: Review of Simple Conversations (Functions) .................................................................10 2:Didactic Sequence 2 Daily activities..................................................................................................................16Didactic Sequence 3: What do you do? .............................................................................................................27BLOCK 2: COMMUNICATES REGARDING DIFFERENT SUBJECTS.................................................. 35Didactic Sequence 1: Talking about Business...................................................................................................36 2:Didactic Sequence 2 Shopping and Services...................................................................................................54Didactic Sequence 3: From Here to There .........................................................................................................64BLOCK 3: SOCIALIZES IN DAILY, WORKING AND CULTURAL SITUATIONS ................................... 77 1:Didactic Sequence 1 Social Relationship .........................................................................................................78 2:Didactic Sequence 2 Talking about Festivities .................................................................................................92Bibliography ......................................................................................................................................................101 PRELIMINARES 5
  5. 5. PRELIMINARES6
  6. 6. Presentación“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el usoque se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, lascompetencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para unmismo propósito en un determinado contextoEl presente Módulo de Aprendizaje de la asignatura Oral English Communication 1 es una herramienta de sumaimportancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que seestablecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se estáimplementando a nivel nacional.El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención deestar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarioslocal, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuenciasdidácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo ycierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, laspreconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán aabordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevosconocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de quetu aprendizaje sea significativo.Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes querealizaste en las actividades de inicio y desarrollo.En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales yactitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de formaindividual, binas o equipos.Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación decampo, etc.La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa,de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener unavisión general del logro de los aprendizajes del grupo.Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias através de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con elpropósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, esteejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios paramejorar tu aprendizaje.Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con lafinalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo lasactitudes de responsabilidad e integración del grupo.Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, queles permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para quecontribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de serreceptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualizaciónde los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivirjuntos. PRELIMINARES 7
  7. 7. ORAL ENGLISH COMMUNICATION 1 BLOCK 1. REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS Didactic Sequence 1. Review of Simple Conversations (Functions). Didactic Sequence 2. Routines and Facts. Didactic Sequence 3. What do you do? BLOCK 2. COMMUNICATES REGARDING DIFFERENT SUBJECTS Didactic Sequence 1. Talking about Business. Didactic Sequence 2. Shopping and Services. Didactic Sequence 3. From Here to There. BLOCK 3. SOCIALIZES IN DAILY, WORKING AND CULTURAL SITUATIONS Didactic Sequence 1. Social Relashionship. Didactic Sequence 2. Talking about Festivities. PRELIMINARES8
  8. 8. Competencias Profesional es: Realiza comprensión oral y auditiva de diversos tipos de texto en otro idioma. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. Realiza expresión o producción oral en otro idioma. Realiza interacción oral en otro idioma. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.Unidad de competencia:Expresa y analiza diálogos para comunicarse en situaciones cotidianas y laborales, que le permitanreferirse a elementos de su entorno.Atributos a desarrollar en el bloque:4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.4.4 Se comunica en una segunda lengua en situaciones cotidianas.4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.BLOCK 1. Reviews and conveys into oral working situations. Time assigned: 15 hours.
  9. 9. Didactic Sequence 1 Review of simple conversations (functions) Start up activities Exercise 1 Listen and read Ed : Hi, Carla Carla: Hello, Ed . How are you? Ed : Fine, thanks and you? Carla :Fine too. Goodbye Ed Ed: Bye, Carla. Greetings polite inquires & answers Goodbyes good morning … is your family? well good night good afternoon … is your mother ok later good evening … is (name) great See you tomorrow Exercise 2 Change information of the previous dialogue and act it out. The words in the boxes will help. Exercise 3 Introduce yourself, then introduce a partner. I´m ….. My name is… This is ..... I´d like you to... I´m please to .... May I introduce ......? Nice to meet you.10 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  10. 10. Exercise 4 Write the letters of the alphabet in the correct place: A, I, L, U, V, E, G, S. i e ai au iu a ei H, B, C, F, M, Y, O, Q, R, J, D, P, N, X, W, K, Exercise 5 Now pronounce all the letters. Exercise 6 Listen and repeat the following sounds: SH CH TH V B EE OO PH Exercise 7 Add words with the sounds: Ship, cheap, the, vowel, before, bee, book, physical.... S T RES S Important word s in English are stressed. We say them louder and clearer: Nice to meet you. Stressed Not stressed Stressed Not stressed 11BLOCK 1
  11. 11. Activity 1 Listen to the conversation. The underlined words are stressed.Bruce: Betty! Hows it going?Betty: Bruce! Hi! I´m fine. How are you?Bruce: Fine, thanks. Betty, this is Luigy. Luigy, this is my friend, Betty.Luigy: Nice to meet you.Betty: Nice to meet you too. Are you from around here?Luigy: No, I´m from Finland.Betty: That´s interesting. Do you speak English there?Luigy: A lot of people do, but we speak Finish and Swedi sh. EVALUATION Activity 1 Product: Stress identification. Value: KNOWLEDGE Factual Procedural AttitudeIdentifies and reaffirms the use of vocabulary and Obtains knowledge identifying stress words. Shows interest and respect.stressed words. C MC NYC Auto evaluation Obtained value:   Development activities Do you remember how to: Exercise 8 Give and ask personal information (name, address, telephone, mail, age, place of birth). Complete the functions: 1. What is your name? _________________________________________________________________ 2. _____________________________________________________________ My address is 213 Maple St . 3. What is your telephone number? ________________________________________________________ __ 4. What is your e-mail address? ____________________________________________________________ 5. ______________________________________________________________________ I am 16 years old. 6. Where are you from?____________________________________________________________________12 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  12. 12. Exercise 9 Ask your partner personal information about a friend. Write the question and the answer. e.g. What is your friend´s name? Her name is Donna. 1. _________________________________________________________________________________________ 2. _________________________________________________________________________________________ 3. _________________________________________________________________________________________ 4. _________________________________________________________________________________________ 5. _________________________________________________________________________________________ Exercise 10 Read and compl ete the dialogue (underline his or her). Liza: Good ______________________. My name is Liza Simson. What´s your name? Raul: Hello, I am _______________________________________. Liza : Where are you from? Raul: ______________________________________ México City. Liza: What is your friend´s name? Raul: His-her name is___________________________________. Liza: What is his-her address? Raul: His-her address i s_________________________________. Liza: and his-her cell phone number? Raul: ___________________ 6441-375976. Liza: ________________________________________________? Raul: ___________is 17 years old. Exercise 11 What other information can you ask for?.... Write down questions and answers. -Spelling ____________________________________________? _____________________________________________ -Time ____________________________________________? _____________________________________________ HELP: -Distance ____________________________________________? _____________________________________________ How do you... -Population ____________________________________________? How far.. _____________________________________________ How much... -Transp ortation ____________________________________________? How long.... How can you get to... _____________________________________________ By...bus, subway, -Preferences ____________________________________________? ferry, train, airplane. _____________________________________________ -Pastimes ____________________________________________? _____________________________________________ -Professions ____________________________________________? _____________________________________________ -Costs ____________________________________________? _____________________________________________ -O t h e r ____________________________________________? _____________________________________________ 13BLOCK 1
  13. 13. Activity 2 Listen to the dialogue and read it aloud. At a party Sam: Hi! May I introduce myself? NOTE: Belinda: Sure! You can say: Sam: My name is Sam. What is yours? - I don´t give out my Belinda: I am Belinda. personal information. Sam: Would you like to dance? - I don´t give out my Belinda: Sure! address or phone number. Sam: You´re pretty and you dance terrifically! - I´d rather not say. What is your cell phone number? Belinda: I don´t give out my phone number. Sam: I like you and I´d like to know you more. NOTE: I want t o give you a call and ask you for a date. To confirm the information Belinda: Ok, fine. My number is 6441 -278391. you hear, you can repeat it. Sam: 6441-278391? Belinda: That´s right. Sam: Wait for my call. I´ll see you! EVALUATION Activity 2 Product: listen and Pronunciate dialogue. Value: KNOWLEDGE Factual Procedural AttitudeRepeats and confirms information given in a Shows interest and respect listening and Practices and models the conversation.dialogue. pronouncing the models C MC NYC Auto evaluation Obtained value: CONTRACTIONS: They are formed when you put two words together and you drop letters and replace them with an apostrophe ( „ ). They are used for speaking and in writing. Long Form Contraction I am from Mexico City. I‟m from Mexico City. Exercise 12 Listen to the following sentences. Circle the letter that you hear. 1. a. How are you? b. How‟re you? 2. a. I‟m fine. b. I am fine. 3. a. She is from Canada. b. She‟s from Canada. 4. a. It‟s the capital of the state. b. It is the capital of the state. 5. a. Mary‟s my friend. b. Mary i s my friend. 6. a. What‟s the answer? b. What i s the answer? 7. a. That‟s a lot of people. b. That is a lot of people.14 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  14. 14. Closing activity Activity 3 In teams of six you are going to practice a conversation using the functions for asking and giving information about yourself, other peopl e and places. Then, you are going to present it in front of the group. Previously, you have to hand in the written conversation to your teacher. EVALUATION Activity 3 Product: Conversation. Value: KNOWLEDGE Factual Procedural Attitude Shows order to achieve a goodPresents and reproduces a created conversation by Creates and dramatizes a conversation. presentation. Shows initiative and interestteams. in a collaborative form C MC NYC Co evaluation Obtained value: 15BLOCK 1
  15. 15. Didactic Sequence 2. “Daily activities”. Start up activities Exercise 1 Listen and learn this little poem. MOTHER Mother is a treasure Mother is a joy Mother is a blessing To every girl and boy Exercise 2 First listen, repeat silently and then repeat aloud. POEM MY TOOTHBRUSH I have a little toothbrush. I hold it very tight. I brush my teeth each morning and then again at night. Exercise 3 Now the Poem´s name is “HER TOOTHBRUSH”. Change the subj ect for “she” and write it down:16 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  16. 16. Exercise 4Answer the questions about the poems. 1. Which poem represents a routine? _________________________________________________________________ 2. Which one represents a fact? Or, what do you think? _________________________________________________ 3. What happens if you change “mother” for “mothers” __________________________________________________   Development activities Exercise 5 Color the squares with the correct sounds. Can you find the mystery words? The first one is done for you. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 1 cleans Z S IZ S IZ S IZ S Z S Z Z Z S Z Z Z S S Z S S S IZ IZ S S 2 watches Z IZ S Z S Z S IZ S Z IZ S Z S IZ S IZ Z Z IZ S S S Z S Z S 3 gets up Z Z S Z IZ IZ S IZ IZ IZ S S Z Z S S Z IZ IZ S S S IZ IZ IZ Z IZ 4 goes S S S Z IZ Z S IZ S IZ Z S IZ S Z IZ Z S IZ Z S Z IZ S IZ S IZ 5 dresses S Z S Z IZ S Z S Z Z IZ IZ IZ Z IZ S Z IZ S IZ IZ IZ Z S Z S Z 6 7 eats S S S Z S S S Z S Z S Z S IZ IZ IZ S Z IZ Z S IZ S S S Z IZ 8 drinks S Z IZ IZ S Z S IZ S Z S Z S S Z IZ S IZ IZ IZ S Z S IZ Z IZ Z 9 plays Z Z Z S Z S Z IZ Z IZ Z IZ Z S Z IZ Z S Z Z Z IZ Z Z Z IZ S 10 listens S IZ Z S Z IZ Z IZ Z IZ Z S Z IZ S Z Z IZ Z S Z IZ S IZ Z S S 11 washes IZ IZ IZ S IZ IZ IZ S IZ IZ IZ S IZ Z Z Z IZ S IZ IZ IZ S IZ IZ IZ S Z 12 13 does S IZ S IZ Z IZ S S IZ IZ S Z Z Z Z S IZ Z Z Z IZ IZ S IZ S IZ S 14 chases S Z S IZ Z IZ S Z S Z S IZ Z S IZ Z S IZ Z S Z S Z S Z S Z 15 has IZ S Z IZ S IZ Z S IZ S IZ Z Z Z Z IZ S Z Z IZ S IZ S IZ S IZ S 16 takes IZ S S S S S S S Z Z Z S IZ S IZ IZ IZ S IZ Z Z Z IZ Z IZ Z IZ 17 finishes IZ S Z S Z Z Z Z IZ S S IZ Z Z IZ Z Z IZ IZ IZ Z Z S S Z S Z 18 19 visits Z Z Z IZ IZ S S S S IZ S Z S Z S IZ IZ S IZ Z Z S IZ Z IZ Z IZ 20 brushes S Z S Z S IZ S S S Z IZ S IZ Z IZ IZ S IZ Z Z Z IZ S S S Z S 21 relaxes Z S Z S Z IZ IZ IZ S Z IZ S IZ Z IZ S IZ IZ Z S Z IZ S Z Z S S 22 exercises S Z S Z S IZ Z S Z S IZ Z IZ S IZ Z S IZ Z S Z IZ S Z S Z S 23 rides IZ IZ S S IZ Z IZ S IZ S Z Z Z IZ Z S S Z IZ S IZ Z S Z S S IZ 24 25 starts IZ Z IZ IZ Z Z Z Z Z IZ Z Z IZ Z IZ Z IZ Z IZ Z IZ S Z IZ Z IZ Z 17BLOCK 1
  17. 17. Exercise 6According to the previous exercise, discuss the present tense rules. Categorize the verbs by sound andrule. Activity 1 Refl ect a routine of your daily life about health. (You may want to bring a video or an oral presentation). http://dentistry.about.com/od/brush3/Brushing_Teeth_Children.htm EVALUATION Activity 1 Product: oral presentation. Value: KNOWLEDGE Factual Procedural AttitudePresents an oral production to reinforce English Practices conversation and uses English in a real life Shows order, initiative and interest.skills. situation. C MC NYC Auto evaluation Obtained value: Exercise 7 Underline under the word you hear… work tried both loud wrote coming told sound would trying old learn out knock show watched ouls knew ship catch owl kind short watch flying trips days tired falling trip does tire playing trap door tiny thing real teacher turned things rides under walked think ready slower wanted hear skip white walk head sky wheat wall heard spy wear walked18 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  18. 18. Exercise 8 Now discuss the meaning and use of the previous vocabulary: 1. How many verbs are there? 2. Is there any adjective? 3. What does “tiny” mean? 4. Any irregular verb? Add more questions..... 5. _____________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ ____________________________________________________________________________ _____________________ Exercise 9 Game: Tic-Tac-Toe Form sentences with verbs, frequency expressions, time expressi ons, auxiliary verb s, and question word s. Time: 15 min. in the at the twice a in the at the twice a morning night week morning night week plays does brushes plays does brushes Always what don‟t always what don‟t Draw a grid on the blackboard and have students to call out words or expressions from previous lessons and write them on the grid. Divide the class into two teams. Team “X ” and team “O”. Decide which team starts first. Team “X” Team “O” 19BLOCK 1
  19. 19. One student from team “X” or team “O” chooses a word or expression from the grid on the blackboard and makes a sentence with that word or expression. Example: A student selects the word expression: “in the morning”. Yes, it is. is that sentence I go to the school acceptable? in the morning. Team “X” Team “O” If the sentence is acceptable, mark an “X” over the expression “in the morning”. If it is incorrect, team “O” tries to make a sentence with any word from the grid. The game continues until one of the two teams has three X‟s or three O‟s in any direction. Look at the examples. Exercise 10 Write down the sentencesH E L P....... AFFIRMATIVE NEGATIVE INTERROGATIVE TYPE VERB PAST TENSE PAST TENSE PAST TENSE 1 work worked Did not work Did I work? 2 admire admired Did not admire Did I admire? 3 study studies Did not study Did I study? 4 stop stopped Did not stop Did I stop? 5 refer referred Did not refer Did I refer? 6 write wrote Did not write Did I write? 7 be Was-were Was not Was I ? Were not Were you?20 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  20. 20. Activity 2 Game: Tic-Tac-Toe Draw your own grid and write in it expressions and verbs for past tense. Then, form as many sentences as you can. EVALUATION Activity 2 Product: Past tense and sentences grid. Value: KNOWLEDGE Factual Procedural AttitudeEnunciates words to form sentences using past Creates sentences using the words from the grid and Participates in class. Shows initiativetense and common expressions. the past tense. and interest. C MC NYC Autoevaluation Obtained value: Exercise 11 Listen to the pronunciation of regular past tense verbs and add more to the tabl e. Fi nal - ed has three di fferent pronunciations 1. /t/ after the sound s 2. /id/ after the sound s 3. /d/ all other cases f, p, k, s, ch, sh, x. t, d looked (t) watched (t) needed (id) enjoyed (d) asked (t) dressed (t) waited (id) believed (d) 21BLOCK 1
  21. 21. Exercise 12 Listen and learn the poem. THE FLEA AND THE FLY A flea and a fly flew up in a flue. Said the flea, ¨Let us fly!¨ Said the fly, ¨Let us flee!¨. Exercise 13 Listen to the poem and deduce what it means. THE WISE OWL A wise old owl Sat in an oak The more he saw The less he spoke, The less he spoke The more he heard, Why can´t we be like That wise old bird. Exercise 14 Underline the verbs in the poems. Discuss the meaning and their form.22 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  22. 22. Activity 3 Listen to the song and underline the past tense of the verbs. I cried a tear, You wiped it dry. I was confused, You cleared my mind. I sold my soul, You held my hand , You bought it back for me. When it was cold. and held me up, When I was lost , And gave me dignity. You took me home. Somehow you needed me. You gave me hope, You gave me strength, When I was at the end. To stand alone again. And turned my lies, To face the world, Back into truth again. Out on my own again. You even called me "friend". You put me high, Upon a pedestal, You gave me strength, So high that I could almost see eternity. To stand alone again. You needed me. To face the world, You needed me. Out on my own again. You put me high, And I can´t believe its You. Upon a pedestal, I cant believe its true. So high that I could almost see eternity I needed You You needed me And You were there You needed me And Ill never leave, why should I leave? Id be a fool cause I finally found someone who really cares. EVALUATION Activity 3 Product: listening activity. Value: KNOWLEDGE Factual Procedural AttitudeSelects past tense regular and irregular Participates in class. Shows initiative and Analyzes and chooses past tense forms.verbs. interest. C MC NYC Autoevaluation Obtained value: 23BLOCK 1
  23. 23. Activity 4 Listen to the conversation and then classify the different uses for “CAN” Pat: Mom, can I go to John´s house? I want t o buy my guitar, Martha: Yes, you can, but don´t be late. AT JOHN´S HOUSE Pat: John can you go with me to buy a guitar? John: Can you play the guitar? Pat: Yes, I can. I want to buy a new guitar. Can you tell me where I can get one? John: I don´t know, but we can ask my father, he knows where. Pat: Good! Let´s ask him. John: Fine. Pat: Good evening Mr. Berns. Mr.Berns: Hello Pat! What can I do for you? Pat: Can you tell me , where can I buy a guitar? Mr. Berns. There are some good ones at Marikos´ place. Pat: Oh! I know that place. Thank you. Can you teach me how to improve my guitar playing? Mr. Berns: Sure, any time! Pat: Good! Thank you Mr. Berns. NOTE: Are the uses the same in your language? EVALUATION Activity 4 Product: Language identification. Value: KNOWLEDGE Factual Procedural AttitudeEnunciates modal verb “can” and its Uses a real English situation to identify different applications Shows initiative and interest.uses. of “CAN” C MC NYC Autoevaluation Obtained value:  24 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  24. 24. Closing activity Activity 5 Listen to the conversation and make your own, as a project, to present it in class. (Teams of 4 people) Beforehand, you have to turn in the written conversation. At the end of the presentation, identify the grammar topics and the functions used. English Project: The Girls and the Handsome Boy Presentation: This is “Team Great People”, the conversation is about two friends who are taking a vacation in Los Cabos B. C., and are meeting a new friend . Elziarahí: Welcome to the Mayan Palace Resort. Can I help you? Norely: We‟d like a room for two nights. Elziarahí: Ok. Would you like a single or a double room? Norely: A double room, please. Elziarahí: Ok. Let‟s see. Room 42. That‟s on the second floor. Laura: All right. Do you offer breakfast ? Elziarahí: Yes, Mayan breakfast i s served from 6 to 11 a.m. and it‟s free. Laura: Perfect! How much i s for the room? Elziarahí: $100, please. Norely: Do you accept credit card? Elziarahí: Yes, of course. Please fill in this form. Norely: Here you are. Elziarahí: Thank you. Here‟s your key. If you need something ,you can dial 100 to call the reception. Laura: Thank you for everything. Elziarahí: You‟re welcome. Enjoy your stay and have fun in Los Cab os B.C. Norely: Laura, where is our room? Laura: It‟s on the second floor. Norely: And which number is it? Laura: Room 42. Norely: Laura, look this beautiful room! We can see the p ool! Laura: Yeah, cool! I‟d like to drink something. Norely: Let‟s go to the L.C. Club. A friend told me that is a fantastic club. Laura: I want t o dance with a cute boy. Norely: That‟s the attitude. Laura! Sergio: Hi! How are you girls? Laura: We are fine. What‟s your name? Sergio: My name is Sergio and you? Laura: My name is Laura and this is my friend , Norely. Sergio: Nice to meet you girls. Norely: Nice to meet you, too. Laura: Where are you from? Sergio: I‟m from Boston, and you? Norely: We are from Vancouver. Sergio: Really? I want to go t o Vancouver. Laura: You have to g o. It‟s a beautiful place to take vacation. Sergio: Do you study? 25BLOCK 1
  25. 25. Activity 5 (Continuation) Laura: Yes, I‟m studying Tourism. How about you? Sergio: I‟m studying Civil Engineer. Would you like to dance with me? Laura: Oh Yes! It‟s my favorite activity! Sergio: I can see you dance very well. Norely: Laura, we have to go, it´s late. Laura: What time is it? Norely: It‟s 3 a.m. Laura: Nice to meet you Sergio. I liked dancing with you. Sergio: Laura, would you like to go to the movie theater t omorrow? Laura: Yes, I would. My cell phone number is 771-445-669 Sergio: Ok, I‟ll call you tomorrow. Norely: Good bye Sergio, take care. Laura: See you tomorrow Sergio. Sergio: Sure! Topics: - Verb Be - Personal Pronouns. - Possesive adjetives. - Simple Present. - Simple Past. - Simple Future. - Present progressive. - Modal verbs. - Prepositions of place and time. Functions: - Greeting. - Introducing yourself. - Introducing other people. - Expressing polite expressions. - Asking for the time. - Asking for the origin. - Asking for a price. - Using numbers. EVALUATION Activity 5 Product: Written and oral presentation. Value: KNOWLEDGE Factual Procedural AttitudePresents and organizes grammatical structures Plans and writes a conversation then Shows laboriosity, initiative and interest.based in a conversation model. indicates structures in a report. C MC NYC Co evaluation Obtained value:26 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  26. 26. Didactic Sequence 3. What do you do? Start up activities Activity 1 Pantomi me: Act out the occupation, rest of students guess it. You can add more. Businessman walking Information desk Diplomat Private secretary the road of success Newsrep orter & Laboratory scientist Peidiatrician Computer installation Cameraman Policeman issuing Webmaster Housekeeper Conductor a parking ticket Activity 1a Discuss what people in the pictures do? What do you do? I‟m ... [an IT manager]. (I‟m responsible for the payroll and Management Information Systems.) (I work for a gas company in USA). 27BLOCK 1
  27. 27. EVALUATION Activity 1 Product: Pantomime presentation Value: KNOWLEDGE Factual Procedural AttitudePresent Professions and activities in a Discusses regarding peoples jobs. Values the use of language and shows initiative and interest.performance. C MC NYC Co evaluation Obtained value: Development activities Exercise 1 Complete the conversation with: work, job or occupation. Mandy: Where do you __________________? Bill: I ________________ at Wal-Mart. Mandy: Really?.. Do you like your _______________? Bill: Oh! Yes. It´s a fine ____________________? Mandy: What do you do there? Bill: I´m in charge of personnel and I interview people to ____________ for us. Mandy: Good! Can you interview me? Bill: What is your ________________________? Mandy: Sales. Bill: Ok, why don´t you come tomorrow and bring a resume with you? Mandy: Thank you very much. I sure need a ________________! Exercise 2 Listen to the conversation to check the answers. Exercise 3 Match the following prepositions to know uses of “ work + preposition phrases”. in a project as a relative I work for Walmart on Mexico City out a cheft with my problems28 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  28. 28. Exercise 4 Write a, an or the where necessary to compl ete the conversation. A: What do you do? B: I‟m ______ engineer and I work as Managing Director of______ Intel Company. And you? A: I´m ______ Graffic Designer, I work in quality. ________ company i s called Rock Designs. B: So, you are in clothing design? A: Oh, yes!, I like my job a lot because I like rock music . We al so sell ________ licenses t o use Rock groups propaganda. We have three branches in the country and I am _________ copartner in ______ company. B: It sounds interesting. Congratulations! Exercise 5 Listen to the conversation to check the answers. Exercise 6 Match the following columns to complete telephone expressions. give your name? have that? Could you ... take me through to (Client attention) repeat him call me? put a message? spell over that again? go me where you live? tell me some information? NOTE. You use indirect questions to sound more polite. -Could you tell me..? speak a message? call extension 206, please? May I ... check to Mrs. Sanders, please? have later? take that? 29BLOCK 1
  29. 29. Activity 2 According to the table, discuss the rules to form nouns from singular to plural form. N O U N S TYPE NOUN-SINGULAR NOUN-PLURAL 1 doctor doctors 2 office offices 3 secretary secretaries 4 boss bosses 5 wife wives 6 man men Activity 2a. Give more examples of nouns for each rule: Activity 2 Product: class discussion. Value: KNOWLEDGE Factual Procedural Attitude Practices discussion and determines the Integrates knowledge and shows initiative andIdentifies and relates plural nouns rules. correct use of plurals. interest. C MC NYC Co evaluation Obtained value:30 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  30. 30. HELP ...TYPE ADJECTIVE COMPARATIVE SUPERLATIVE1 cheap cheaper the cheapest2 safe safer the safest3 big bigger the biggest4 early earlier the earliest5 important More/less the most/the least important important6 good better the bestExercise 7Discuss the comparatives. Activity 3 Listen to the song and underline the comparatives. I AM ME My brother i s bigger than me. My sister‟s more intelligent than me. My mother‟s more attractive than me. But I am me. I am me. I am the best mez. My father is richer than me. My sister is more modern than me. My brother i s more popular than me. But I am me. I am me. I am me. I am the best me. We are different, not the same. Different habits, different name. And we play a different game. Let’s rap! We are we. We are we. We are the best we. 31BLOCK 1
  31. 31. Exercise 8 Learn this poem and take the good advice. GOOD BETTER BEST Good, better, and best -Never rest- ´Till your good is better And better is the best. EVALUATION Activity 3 Product: Listening presentation. Value: KNOWLEDGE Factual Procedural AttitudeRecognizes grammatical structures about Indicates and uses comparative forms Participates in a collaborative form.comparatives. in the song. C MC NYC Autoevaluation Obtained value: Closing activity Activity 4 Answer and discuss the following questions. Do you have a part-time job? If so, what do you do? Do you have to work overtime? •If so, how often? •Do you have to work on Sundays? What are some jobs that you think would be b oring? __________________________________________________________________________________________________ What are some jobs that you think would be fun? __________________________________________________________________________________________________ What job do you want to have in six or seven years? _______________________________________________________________________________ ___________________ What job s in your country are considered to be good jobs? Why? __________________________________________________________________________________________________ Would you consider yoursel f to be an ambitious person at work? __________________________________________________________________________________________________ Would you describe yourself as a workaholic? __________________________________________________________________________________________________ Would you like a job in which you traveled a lot ? __________________________________________________________________________________________________32 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  32. 32. Activity 4 (continuation) Would you like a job that requires you to sit in front of a computer all day? __________________________________________________________________________________________________ Would you like to do the same job for the rest of your life? __________________________________________________________________________________________________ Would you like to work in an office? Why or why not? __________________________________________________________________________________________________ At what age do people usually begin to work in your country? __________________________________________________________________________________________________ At what age do people usually retire in your country? __________________________________________________________________________________________________ At what age would you like to retire? __________________________________________________________________________________________________ What do you think you will do after you retire? __________________________________________________________________________________________________ Activity 4 Product: Questionnaire discussion. Value: KNOWLEDGE Factual Procedural AttitudePresents and discusses business Practices discussion and new business Shows initiative and interest in a collaborative form.vocabulary and grammatical topics. vocabulary. C MC NYC Coevaluation Obtained value: 33BLOCK 1
  33. 33. 34 REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
  34. 34. Unidad de competencia:Expresa y analiza diálogos para comunicarse en situaciones cotidianas ylaborales, que le permitan referirse a elementos de su entorno.Atributos a desarrollar en el bloque:4.1 Expresa ideas y conceptos mediante representaciones lingüísticas,matemáticas o gráficas.4.2 Aplica distintas estrategias comunicativas según quienes sean susinterlocutores, el contexto en el que se encuentra y los objetivos que persigue.4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusi onesa partir de ellas.4.4 Se comunica en una segunda lengua en situaciones cotidianas.4.5 Maneja las tecnologías de la información y la comunicación para obtenerinformación y expresar ideas.6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.7.1 Define metas y da seguimiento a sus procesos de construcción deconocimiento.8.2 Aporta puntos de vista con apertura y considera los de otras personas demanera reflexiva.10.3 Asume que el respeto de las diferencias es el principio de integración y deconvivencia en los contextos local, nacional e internaci onal.BLOCK 2. Communicates regarding different subjects. Time assigned: 15 hours.
  35. 35. Didactic Sequence 1. Talking About Business. Start up activities Building Up Business Vocabulary. Exercise 1 Listen and read. Some prepositions of place 1. The Company is i n the center of t own. 2. My office i s on the third floor. 3. it‟s above the General Manager‟s office. 4. it‟s at the end of the hall, at the top of the stairs. 5. It‟s b y the main photocopier. The door i s next t o the photocopier. 6. The accountant´s department is b ehind the reception desk. 7. The reception desk is bel ow the General Manager‟s office. 8. It‟s near the main entrance. 9. It‟s opp osite the waiting area. 10. It‟s b etween the restrooms and the waiting area. 11. The parking lot is i n front of the main entrance. Exercise 1a. Discuss the uses of prepositions of place. Activity 2b.36 COMMUNICATES REGARDING DIFFERENT SUBJETS
  36. 36. Exercise 2 Complete the sentence with a preposition of time. a The company was taken over ………... the end of that month. b I joined MTV ……………………. 1998. c I left ………………………….. spring of 2005. d I got a new job with CDR……………..... May 1st . e. I work there ............... 8 am ............. 4 pm. f I was sent to Europe ……………….. the beginning of July. g My boss called me……………….9 am………………….. Tuesday 18th . August . h He wanted me to go to Italy …………………. September. i I phoned him bac k ……………………….. 3 pm. j I want t o complete the project by the end ......... November. Exercise 2a How do you use prepositions of ti me?... Share with classmates 37BLOCK 2
  37. 37. Exercise 2b Write questions about times and dates, and ask them to a partner. Help: When was your company founded? When did you join the company? When did you start work? When were you born? When did you leave school/college? ....38 COMMUNICATES REGARDING DIFFERENT SUBJETS
  38. 38. Activity 1 Complete the second speaker’s responses with the correct question words who where when what how l ong how much 1A The problem i s the cost. B Sorry, did you say? A The problem i s the cost. B Oh, as usual. 2A We have the meeting next month. B Sorry, did you say? A Next month. B Oh, I see. 3A A course will cost $1,000. B Sorry, _ did you say? A $1,000 at least . B Oh, that much? 4A Mr. Ronn called me yesterday. B Sorry, did you say? A Mr. Ronn. B Oh, yes. 5A The company i s in Tokio. B Sorry, did you say? A In Tokio. B Oh. really? 6A The company construction might take two years. B Sorry, did you say? A two years. B Oh, as long as that? In business where you are discussing, facts and figures, saying: “Sorry” Or “I don’t understand” i s not always enough. Sometimes you need to be more precise. 39BLOCK 2
  39. 39. Activity 1a. Listen and check your answers. EVALUATION Product: Completes, listens and checks prepositions Activity 1 Value: & WH questions. KNOWLEDGE Factual Procedural AttitudeRecalls business vocabulary in grammatical Distinguishes phonetic models. Shows initiative and interest.topics. Coevaluation C MC NYC Obtained value: Exercise 3 Listen and model the sentences for the present progressive tense, contrast with the simple present tense. We do a lot of work in the community hospital. We‟re building a new medical area in the community hospital. We don‟t usally have problems with contractors. We are having some problems at the moment. The Project goes well. The Project is g oing well. . We want to complete the Project by the end of June. We are waiting to complete the Project by the end of June. I don‟t think we‟ll finish on schedule. I‟m not thinking we‟ll finish on schedule.40 COMMUNICATES REGARDING DIFFERENT SUBJETS
  40. 40. Exercise 3a Listen to some exampl es for the present continuous tense, contrast with the si mple present tense, then share your own examples. Learning a lenguage. Which language do you speak? What are you studying at the moment? My mother tongue is Spanish. I‟m working on my English. I can speak Italian and French. I‟m trying to improve my German. I know some Polish, I‟m working on my own. I don‟t speak much Japanese. My pronunciation is getting better.Possesion. Exercise 4 Possession. Exercise 4. Write replies to these examples, using belong to, it is, they aren‟t, etc. e.g . Does this cell phone belong to you? (not mine) ………………………………………………………………. a Whose is this computer? (ours) ………………………………………………………………….. b Is this Mr and Mrs Sommer‟s laggage? (them)……………………………………………………………… c I think this is Mi ke‟s calculator. (not him)………………………………………………………………. d Whose are these files? (yours)………………………………………………………………. e Does this briefcase belong to Luis? (not his)………………………………………………………………. f Is this Diane‟s report? (hers) ………………………………………………………………… g Whose are these cups of coffee? (me) …………………………………………………………………. h I think that i s Dan and Liz‟s problem. (not hers) ………………………………………………………….. 41BLOCK 2
  41. 41. Activity 2 Oral practice. Use real life objects to describe a teacher of your school. Write the sentences here: EVALUATION Activity 2 Product: Oral and written presentation. Value: KNOWLEDGE Factual Procedural AttitudeRecalls previews vocabulary in grammatical Shows initiative and interest. Applies knowledge and describes people.topics. Coevaluation C MC NYC Obtained value:42 COMMUNICATES REGARDING DIFFERENT SUBJETS
  42. 42. Development activitiesExercise 5Read and report orally in English, your own words, the history of The Hershey Company. Be preparedwith notes. (The reading can be assigned in small parts to different students). Hershey‟s ChocolateIt all started with a decision.Our company originated with candy-manufacturer Milton Hershey‟s decision in 1894 to produce sweet chocolate asa coating for his caramels. Located in Lancaster, Pennsylvania, he called his new enterpri se the Hershey ChocolateCompany. In 1900, the company began producing milk chocolate in bars, wafers and other shapes. With mass -production, Hershey was able to lower the per-unit cost and make milk chocolate, once a luxury item for the wealthy,affordable to all. One early advertising slogan described this new product as “a palatable confection and a mostnourishing food.”A company on the move.The immediate success caused the company‟s owner to consider increasing his production facilities. He decided tobuild a new chocolate factory amid the gently rolling farmland of south-central Pennsylvania in Derry Township,where he had been born. Close to the ports of New Yor k and Philadelphia which supplied the imported sugar andcocoa beans needed, surrounded by dairy farms that provided the milk required, and with a local labor supply ofhonest , hard-working people, the location was perfect. By the summer of 1905, the new factory was turning outdelicious milk chocolate. 43BLOCK 2
  43. 43. Exercise 5 (continuation) A KISS for the whole world. Looking to expand its product line, the company in 1907 began producing a flat -bottomed, conical milk chocolate candy which Mr. Hershey decided to name HERSHEY‟S KISSES Chocolates. At first, they were individually wrapped in little squares of silver foil, but in 1921 machine wrapping was introduced. That technology was also used to add the familiar “plume” at the top to signify to consumers that this was a genuine HERSHEY‟S KISS Chocolate. In 1924, the company even had it trademarked . New products, hard times. Throughout the next two decades, even more products were added to the company‟s offering s. These included MR. GOODBAR (1925), HERSHEY‟S Syrup (1926), chocolate chips (1928) and the KRACKEL bar (1938). Despite the Great Depression of the 1930s, these products helped the newly incorporated Hershey Chocolate Corporation maintain its profitability and avoid any worker layoffs. Hershey’s Chocolate goes to war. With the outbreak of World War II, the Hershey Chocolate Corp. (which had provided milk chocolate bars to American doughboys in the first war) was already geared up to start producing a survival ration bar for military use. By the end of the war, more than a billion of these Ration D bars had been produced and the company had earned no less than five Army-Navy “E” Production Awards for its exceptional contributions to the war effort. A family friend becomes a family member. The post-war period saw the introduction of a host of new products and the acquisition of an old one. Since 1928, H.B. “Harry” Reese‟s candy company, also l ocated in Hershey, had been making chocolate -covered peanut butter cups. Given that Hershey Chocolate supplied the coating for REESE‟S “penny cup s”; (the wrapper said, “Made in Chocolate Town, So They Must Be Good”), it was not surprising that the two companies had a good relationship. As a result, seven years after Reese‟s death in 1956, the H.B. Reese Candy Company was sold to Hershey Chocolate Corp . Growing up and branching out. The following decades would see the company - renamed Hershey Food s Corporation in 1968 - expanding its confectionery product lines, acquiring related companies and even diversifying into other food products. Among the many acquisitions were: San Giorgio Macaroni and Delmonico Foods (1966); manufacturing and marketing rights to English candy company Rowntree MacKintosh‟s products (1970); Y&S Candies, makers of Twizzlers licorice (1977); Dietrich Corp.‟s confectionery operations (1986); Peter Paul/Cadbury‟s U.S. confectionery operations (1988); and Ronzoni Food s (1990). The Hershey Company enters a new century . Today, The Hershey Company is the leading North American manufacturer of chocolate and non -chocolate confectionery and grocery products. As the new millennium begins, we continue to introduce new products frequently and to take advantage of growth opportunities through acquisitions. HERSHEY‟S products are known and enjoyed the world over. In fact, we export to over 90 countries. With approximately 13,700 employees and net sales in excess of $4 billion, The Hershey Company remains committed to the vision and values of the man who started it all so many years ago.44 COMMUNICATES REGARDING DIFFERENT SUBJETS
  44. 44. Activity 3 Search on the internet the history of a company or an institution of your interest. Answer the following questions about the company: Help: http://www.google.com.mx/search?hl=es&source=hp&q=history+of+companies&meta=&aq=f&aqi=&aql=&o q=&gs_rfai= 1. Why did you get interested in this company? 2. Would you like to work for this company? 3. What do you like the most of this company? 4. Prepare: … to talk about the history of your company that interest you. Bring the historical information on companies (when they were founded , how they have devel oped; refer to company websites for such information). EVALUATION Activity 3 Product: Written and oral presentation. Value: KNOWLEDGE Factual Procedural AttitudeOrganizes and reports about a company of Participates and shoes initiative and Prepares a presentation based on the web research.student‟s interest. interest. Coevaluation C MC NYC Obtained value: 45BLOCK 2
  45. 45. Exercise 6 Listen and read the conversation. John: Excuse me. May I see the General Manager? Secretary: Sorry, I´m afraid he i s not at the moment, but also you have to make an appointment to see him. Can I help you? John: I would like to apply for a job in this company. Secretary: Well, there are not any available job right now, but you can fill out an application form, and we can give you a call in case there is something for you. John: Ok, thank you very much. Secretary: You‟re welcome. Activity 6a Listen to the telephone conversation. John: Hello! Who‟s this? July: This is July, the secretary at Ford Company. I‟m calling you about the job application you handed in here. John: Oh yes! Is there something for me? July: It looks like it is so. John: Can I make an appointment for the interview now? July: Yes, you may, How about tomorrow at ten? The general manager will be interviewing you. John: Yes, of course , no problem. I‟ll be there tomorrow at ten. Thank you very much. July: You‟re welcome, John! See you tomorrow. John: Bye! And, thanks again!46 COMMUNICATES REGARDING DIFFERENT SUBJETS
  46. 46. Activity 4 Listen and read the conversation. John: Good morning Sir. GM: Good morning… (looking at the job application) John, come in and sit down, please. John: Thank you Sir. GM: So, you want to work with us… What can you d o? John: Well, I‟m studying in high school and I would like a part-time job. I can assist customers as a salesperson, I can be a clerk, an office boy, a secretary, I can sweep and mop floors and I can even entertain children while the clients buy. GM: Good!… Why are you interested in working here? John: I need to work to pay for my studies, and this Company got my attention because if I get the job I know I can do my best, and while I get prepared I can look forward to a better position in this company. GM: You look like a very ambitious person who knows what you want. I like people with that attitude. The job is yours and you‟ll be assi sting clients/customers John: Thank you very much Sir. I‟ll do my best as I said . Activity 4a Answer the questions according to the dialogues: 1. Who is applying for a job? 2. Did John get to see the General Manager in his first visit to the Company? 3. Does John still study? 4. Who attended John in his first visit to the Company? 5. Did John call to make an appointment? 6. Why d oes John want to work in that Company? 7. What does ambitious mean? 8. Did John get the job? 9. Why d o you think he did? 47BLOCK 2
  47. 47. EVALUATION Activity 4 Product: Pronunciation & reading comprehesion Value: KNOWLEDGE Factual Procedural AttitudeRecalls listening and reading strategies. Analyses the conversation and answers questions. Shows interest and respect. Coevaluation C MC NYC Obtained value: Activity 6a. Excecise 7 Listen and then practice the dialogue with a partner taking turns. Jason: Where d o you work Andrea? Andrea: I work for Thomas Cook Travel. Jason: Oh, really? What do you do there? Andrea: I‟m a travel agent. Jason: And what d o you do exactly? Andrea: I make plane and hotel reservations for business travelers. Jason: Do you like your job? Andrea: Yes, it‟s a great job. Although, the salary i s not very high, I often travel to learn about cities, hotels, airlines and tours, and everything is free! Jason: That‟s fantastic! Andrea: Yes, I love traveling. And what do you do? Jason: I‟m a student, and I have a part-time job too. Andrea: Oh! Where d o you work? Jason: In a fast food restaurant. Andrea: Are you a waiter? Jason: No, actually I‟m a singer. I sing with a band there every night. Andrea: Do you like your job? Jason: Yes, it‟s a lot of fun.48 COMMUNICATES REGARDING DIFFERENT SUBJETS
  48. 48. Excercise 8 Complete the tel ephone conversation. Use the help in the box HELLO, I‟M AFRAID R2-D2 IS NOT IN RIGHT NOW. PLEASE form – appointment - is calling - Friday LEAVE A MESSAGE AFTER THE BEEP-WHEEP-PU-WHEET-ZIP- BOOOP… Nancy: Hello, Colpac Company. May I ask who __________________? Emma: This is Emma. I‟m calling to ask for an interview ____________. Nancy: Have you made your application ? Emma: Oh yes, I have it with me. I also have my résumé Nancy: Good! Can you come on at 5:30 p .m? Emma: Sure, I‟ll be there. Nancy: Ok. I‟ll see you then. Exercise 8a Listen to the telephone conversation. Emma: Nancy? Nancy: Oh yes! What can I do for you? Emma: I‟m sorry but I forgot to ask you. How can I get to the Colpac Co.? Nancy: Where are you? Emma: I‟m on Grand Ave. and Maple St. Nancy: Ok, Take Grand Ave., go straight on, then turn left on Roxbury St., wal k three blocks and turn right and go straight ahead up to Eight St. Colpac is at your right. Emma: Thank you very much Nancy. 49BLOCK 2
  49. 49. Activity 8bDraw a map for Emma to get to Colpac Co. . Activity 5 Read and compl ete the dialogue: Interviewer: Good morning Mr. ________________ I‟m looking at your resume and I‟d like to ask you some questions. B: Ok, I‟ll be glad to answer Mr. ________________ I: Do you have a job B: Yes ________ . I work for ______________ . I am a _________________ I have been working for __________ years. I: What do you do there? B: I am in charge of ________________ and I have had good experience. I: How long have you worked there? B: For __________ Since ____________ I: What kind of experience do you have? B: Well I‟m _____________. I know how t o __________________________. I: Do you __________________. Have you taken any courses. B: No, actually I have given courses of _____________________________. I: Where did you study? B: I went to ___________________ . I‟m a ___________________ I: Why d o you want to work here? B: Because I think this i s a good company that offers good opportunities for improvement I: Do you prefer working independently or in a team? B: I am equally confortable working as a member of a team or independently. EVALUATION Activity 5 Product: Pronunciation & reading comprehension. Value: KNOWLEDGE Factual Procedural AttitudeRecalls reading strategies. Analyses the context and fills in the blanks. Participates and shows interest. Coevaluation C MC NYC Obtained value: 50 COMMUNICATES REGARDING DIFFERENT SUBJETS
  50. 50.  Closing activities Exercise 9 Look at the job interview tips and follow them to prepare your own. Job Interview Tips Scott: So what do you know about the Company? Have you done some research? Carla: Yes, I have. On the internet: I know when it started, where it is, what they d o, that‟s why I chose it. Scott: What else have you done to get ready? Carla: Well, I have also practiced answering some basic questions, that I think they‟ll ask me. Scott: That‟s a good idea. Also you should arrive early and make sure you pronounce the Interviewer‟s name correctly. Carla: That i s easy his name is Dave. Scott: NO! Never call the interviewer by his first name unless he asks you to do so. Carla: OK, OK, then it‟s Sommers. I‟ll call him Mr. Sommers. Scott: Good! 51BLOCK 2
  51. 51. Activity 6 Dramatize your job interview. Hand in the written conversation. EVALUATION Activity 4 Product: Writing & dramatization of an interview. Value: KNOWLEDGE Factual Procedural Attitude Shows interest making a goodReports speaking & writing skills. Dramatizes the prepared job interview. presentation. Coevaluation C MC NYC Obtained value:52 COMMUNICATES REGARDING DIFFERENT SUBJETS
  52. 52. Didactic Sequence 2. Shopping and services. Start up activity Exercise 1 Listen and repeat after the speaker. Long Form Reduced Form 1. How are you doing ? How´re you doin´? 2. It´s nice nice to meet you. It´s nice to meetcha. 3. We are going to go shopping. We´re gonna go shopping. 4. Do you want to go? Do you wanna go? 5. You don´t have to come. You don´t hafta come. 6. Aren´t you coming ? Arencha comin´? 7. She doesn´t miss them. She doesn´t miss ´em. 8. Why are you mad ? Wh´re you mad? 9. Ralph and I are g oing to watch a video. Ralph ´n I are gonna watch a video. 10. Would you like t o see me later?. Wudja like to see me later? Activity 1 Find a dialogue or a song on the internet where reduced forms are used. EVALUATION Activity 1 Product: Report of the use of reduced forms. Value: KNOWLEDGE Factual Procedural AttitudeRecognizes the use of reduce forms. Distinguishes the use of reduce forms. Shows interest making a good report. Autoevaluation C MC NYC Obtained value: 53BLOCK 2

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