ORAL ENGLISH COMMNICATION 1

2
PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de junio de 2012.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 1,146 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Profr. Julio Alfonso Martínez Romero
Director Académico
Dr. Manuel Valenzuela Valenzuela
Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia
Director de Planeación
Ing. Raúl Leonel Durazo Amaya
ORAL ENGLISH COMMUNICATION 1
Módulo de Aprendizaje.
Copyright ©, 2010 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Tercera edición 2012. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
COMISIÓN ELABORADORA:
Elaborador:
Lydia Lagarda Sánchez
Revisión Disciplinaria:
Edna Elinora Soto Gracia
Corrección de Estilo:
Diana Patricia Lugo Peñúñuri
Apoyo Metodológico:
Jesús Moisés Galaz Duarte
Supervisión Académica:
Mtra. Luz María Grijalva Díaz
Diseño de Portada:
Alejandro García Lagarda
Diseño:
Joaquín Rivas Samaniego
María Jesús Jiménez Duarte
Edición:
Cynthia Deyanira Meneses Avalos
Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López
Coordinación General:
Mtro. Víctor Manuel Gámez Blanco

3
PRELIMINARES
Ubicación Curricular
COMPONENTE:
FORMACIÓN PARA EL TRABAJO
CAPACITACIÓN PARA EL
TRABAJO:
IDIOMAS (INGLÉS)
HORAS SEMANALES:
03
CRÉDITOS:
03
DATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________

5
PRELIMINARES
Presentación ..................................................................................................................................................... 7
Mapa de asignatura.......................................................................................................................................... 8
BLOCK 1: REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS ........................................9
Didactic Sequence 1: Review of Simple Conversations (Functions).................................................................10
Didactic Sequence 2: Daily activities..................................................................................................................16
Didactic Sequence 3: What do you do?.............................................................................................................27
BLOCK 2: COMMUNICATES REGARDING DIFFERENT SUBJECTS..................................................35
Didactic Sequence 1: Talking about Business...................................................................................................36
Didactic Sequence 2: Shopping and Services...................................................................................................54
Didactic Sequence 3: From Here to There.........................................................................................................64
BLOCK 3: SOCIALIZES IN DAILY, WORKING AND CULTURAL SITUATIONS...................................77
Didactic Sequence 1: Social Relationship .........................................................................................................78
Didactic Sequence 2: Talking about Festivities .................................................................................................92
Bibliography ......................................................................................................................................................101
Content

7
PRELIMINARES
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso
que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las
competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un
mismo propósito en un determinado contexto
El presente Módulo de Aprendizaje de la asignatura Oral English Communication 1 es una herramienta de suma
importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se
establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está
implementando a nivel nacional.
El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de
estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios
local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y
cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a
abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos
conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que
tu aprendizaje sea significativo.
Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que
realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, binas o equipos.
Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de
campo, etc.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa,
de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una
visión general del logro de los aprendizajes del grupo.
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a
través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el
propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este
ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para
mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la
finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las
actitudes de responsabilidad e integración del grupo.
Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que
les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que
contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser
receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización
de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir
juntos.
Presentación

8
PRELIMINARES
ORAL ENGLISH
COMMUNICATION 1
BLOCK 1. REVIEWS
AND CONVEYS INTO
ORAL WORKING
SITUATIONS
Didactic Sequence 1.
Review of Simple
Conversations
(Functions).
Routines and Facts.
What do you do?
BLOCK 2.
COMMUNICATES
REGARDING
DIFFERENT SUBJECTS
Talking about Business.
Shopping and Services.
From Here to There.
BLOCK 3. SOCIALIZES
IN DAILY, WORKING
AND CULTURAL
SITUATIONS
Social Relashionship.
Talking about Festivities.

Time assigned: 15 hours.
Competencias Profesionales:
 Realiza comprensión oral y auditiva de diversos tipos de texto en otro idioma.
 Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
 Realiza expresión o producción oral en otro idioma.
 Realiza interacción oral en otro idioma.
 Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
Expresa y analiza diálogos para comunicarse en situaciones cotidianas y laborales, que le permitan
referirse a elementos de su entorno.
Atributos a desarrollar en el bloque:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto
en el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y
expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los
contextos local, nacional e internacional.
BLOCK 1. Reviews and conveys into oral working
situations.

10
REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS
Didactic Sequence 1
Review of simple conversations (functions)
Start up activities
Exercise 1
Listen and read
Ed : Hi, Carla
Carla: Hello, Ed.
How are you?
Ed : Fine, thanks and you?
Carla :Fine too. Goodbye Ed
Ed: Bye, Carla.
Greetings polite inquires & answers Goodbyes
good morning … is your family? well good night
good afternoon … is your mother ok later
good evening … is (name) great See you tomorrow
Exercise 2
Change information of the previous dialogue and act it out. The words in the boxes will help.
Exercise 3
Introduce yourself, then introduce a partner.
I´m …..
My name is…
This is .....
I´d like you to...
I´m please to ....
May I introduce ......?
Nice to meet you.

11
BLOCK 1
Exercise 4
Write the letters of the alphabet in the correct place:
A, I, L, U, V, E, G, S.
ei
i e ai au iu a
H,
J,
K,
B, C,
D, P,
F, M,
N, X,
Y, O, Q,
W,
R,
Exercise 5
Now pronounce all the letters.
Exercise 6
Listen and repeat the following sounds:
SH CH TH V B EE OO PH
Exercise 7
Add words with the sounds:
S T R E S S
Important words in English are stressed.
We say them louder and clearer:
Nice to meet you.
Stressed Not stressed Stressed Not stressed
Ship, cheap, the,
vowel, before, bee,
book, physical....

12


Development activities
Do you remember how to:
Exercise 8
Give and ask personal information (name, address, telephone, mail, age, place of birth).
Complete the functions:
1. What is your name? _________________________________________________________________
2. _____________________________________________________________ My address is 213 Maple St.
3. What is your telephone number? __________________________________________________________
4. What is your e-mail address? ____________________________________________________________
5. ______________________________________________________________________ I am 16 years old.
6. Where are you from?____________________________________________________________________
EVALUATION
Activity 1 Product: Stress identification. Value:
KNOWLEDGE
Factual Procedural Attitude
Identifies and reaffirms the use of vocabulary and
stressed words.
Obtains knowledge identifying stress words. Shows interest and respect.
Auto evaluation
C MC NYC
Obtained value:
Listen to the conversation. The underlined words are stressed.
Bruce: Betty! How's it going?
Betty: Bruce! Hi! I´m fine. How are you?
Bruce: Fine, thanks. Betty, this is Luigy. Luigy, this is my friend, Betty.
Luigy: Nice to meet you.
Betty: Nice to meet you too. Are you from around here?
Luigy: No, I´m from Finland.
Betty: That´s interesting. Do you speak English there?
Luigy: A lot of people do, but we speak Finish and Swedish.
Activity 1

13
BLOCK 1
Exercise 9
Ask your partner personal information about a friend.
Write the question and the answer.
e.g. What is your friend´s name? Her name is Donna.
1. _________________________________________________________________________________________
2. _________________________________________________________________________________________
3. _________________________________________________________________________________________
4. _________________________________________________________________________________________
5. _________________________________________________________________________________________
Exercise 10
Read and complete the dialogue (underline his or her).
Liza: Good ______________________. My name is Liza Simson.
What´s your name?
Raul: Hello, I am _______________________________________.
Liza : Where are you from?
Raul: ______________________________________ México City.
Liza: What is your friend´s name?
Raul: His-her name is___________________________________.
Liza: What is his-her address?
Raul: His-her address is_________________________________.
Liza: and his-her cell phone number?
Raul: ___________________ 6441-375976.
Liza: ________________________________________________?
Raul: ___________is 17 years old.
Exercise 11
What other information can you ask for?.... Write down questions and answers.
-Spelling ____________________________________________?
_____________________________________________
-Time ____________________________________________?
_____________________________________________
-Distance ____________________________________________?
_____________________________________________
-Population ____________________________________________?
_____________________________________________
-Transportation ____________________________________________?
_____________________________________________
-Preferences ____________________________________________?
_____________________________________________
-Pastimes ____________________________________________?
_____________________________________________
-Professions ____________________________________________?
_____________________________________________
-Costs ____________________________________________?
_____________________________________________
-O t h e r ____________________________________________?
_____________________________________________
HELP:
How do you...
How far..
How much...
How long....
How can you get to...
By...bus, subway,
ferry, train, airplane.

14
Exercise 12
Listen to the following sentences. Circle the letter that you hear.
1. a. How are you? b. How’re you?
2. a. I’m fine. b. I am fine.
3. a. She is from Canada. b. She’s from Canada.
4. a. It’s the capital of the state. b. It is the capital of the state.
5. a. Mary’s my friend. b. Mary is my friend.
6. a. What’s the answer? b. What is the answer?
7. a. That’s a lot of people. b. That is a lot of people.
EVALUATION
Activity 2 Product: listen and Pronunciate dialogue. Value:
KNOWLEDGE
Repeats and confirms information given in a
dialogue.
Practices and models the conversation.
Shows interest and respect listening and
pronouncing the models
Auto evaluation
C MC NYC
Obtained value:
CONTRACTIONS:
They are formed when you put two words together and you drop letters
and replace them with an apostrophe ( ‘ ). They are used for speaking
and in writing.
Long Form Contraction
I am from Mexico City. I’m from Mexico City.
Listen to the dialogue and read it aloud.
At a party
Sam: Hi! May I introduce myself?
Belinda: Sure!
Sam: My name is Sam. What is yours?
Belinda: I am Belinda.
Sam: Would you like to dance?
Belinda: Sure!
Sam: You´re pretty and you dance terrifically!
What is your cell phone number?
Belinda: I don´t give out my phone number.
Sam: I like you and I´d like to know you more.
I want to give you a call and ask you for a date.
Belinda: Ok, fine. My number is 6441-278391.
Sam: 6441-278391?
Belinda: That´s right.
Sam: Wait for my call. I´ll see you!
NOTE:
You can say:
- I don´t give out my
personal information.
- I don´t give out my
address or phone number.
- I´d rather not say.
NOTE:
To confirm the information
you hear, you can repeat it.
Activity 2

15
BLOCK 1
Closing activity
EVALUATION
Activity 3 Product: Conversation. Value:
KNOWLEDGE
Presents and reproduces a created conversation by
teams.
Creates and dramatizes a conversation.
Shows order to achieve a good
presentation. Shows initiative and interest
in a collaborative form
Co evaluation
C MC NYC
Obtained value:
In teams of six you are going to practice a conversation using the functions for asking and giving
information about yourself, other people and places. Then, you are going to present it in front of the
group. Previously, you have to hand in the written conversation to your teacher.
Activity 3

16
“Daily activities”.
Exercise 1
Listen and learn this little poem.
MOTHER
Mother is a treasure
Mother is a joy
Mother is a blessing
To every girl and boy
Exercise 2
First listen, repeat silently and then repeat aloud.
POEM
MY TOOTHBRUSH
I have a little toothbrush.
I hold it very tight.
I brush my teeth each morning and then again at night.
Exercise 3
Now the Poem´s name is “HER TOOTHBRUSH”. Change the subject for “she” and write it down:

17
BLOCK 1
Exercise 4
Answer the questions about the poems.
1. Which poem represents a routine? _________________________________________________________________
2. Which one represents a fact? Or, what do you think? _________________________________________________
3. What happens if you change “mother” for “mothers” __________________________________________________


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

18
Exercise 6
According to the previous exercise, discuss the present tense rules. Categorize the verbs by sound and
rule.
Exercise 7
Underline under the word you hear…
work
wrote
would
tried
coming
trying
both
told
old
loud
sound
learn
out
ouls
owl
knock
knew
kind
show
ship
short
watched
catch
watch
flying
falling
playing
trips
trip
trap
days
does
door
tired
tire
tiny
thing
things
think
real
rides
ready
teacher
under
slower
turned
walked
wanted
hear
head
heard
skip
sky
spy
white
wheat
wear
walk
wall
walked
EVALUATION
Activity 1 Product: oral presentation. Value:
KNOWLEDGE
Presents an oral production to reinforce English
skills.
Practices conversation and uses English in a real life
situation.
Shows order, initiative and interest.
Auto evaluation
C MC NYC
Obtained value:
Reflect a routine of your daily life about health. (You may want to bring a video or an oral presentation).
http://dentistry.about.com/od/brush3/Brushing_Teeth_Children.htm
Activity 1

19
BLOCK 1
Exercise 8
Now discuss the meaning and use of the previous vocabulary:
1. How many verbs are there?
2. Is there any adjective?
3. What does “tiny” mean?
4. Any irregular verb?
Add more questions.....
5. _____________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Exercise 9
Game: Tic-Tac-Toe
Form sentences with verbs, frequency expressions, time expressions, auxiliary verbs, and question words.
 Draw a grid on the blackboard and have students to call out words or expressions from previous lessons
and write them on the grid.
 Divide the class into two teams. Team “X” and team “O”. Decide which team starts first.
in the
morning
at the
night
twice a
week
in the
morning
at the
night
twice a
week
plays does brushes plays does brushes
Always what don’t always what don’t
Time: 15 min.
Team “X” Team “O”

20
 One student from team “X” or team “O” chooses a word or expression from the grid on the blackboard
and makes a sentence with that word or expression. Example:
A student selects the word expression: “in the morning”.
 If the sentence is acceptable, mark an “X” over the expression “in the morning”. If it is incorrect, team
“O” tries to make a sentence with any word from the grid.
 The game continues until one of the two teams has three X’s or three O’s in any direction. Look at the
examples.
Exercise 10
Write down the sentences
H E L P.......
AFFIRMATIVE NEGATIVE INTERROGATIVE
TYPE VERB PAST TENSE PAST TENSE PAST TENSE
1 work worked Did not work Did I work?
2 admire admired Did not admire Did I admire?
3 study studies Did not study Did I study?
4 stop stopped Did not stop Did I stop?
5 refer referred Did not refer Did I refer?
6 write wrote Did not write Did I write?
7 be Was-were Was not
Were not
Was I ?
Were you?
I go to the school
in the morning.
Team “X” Team “O”
is that sentence
acceptable?
Yes, it is.

21
BLOCK 1
Exercise 11
Listen to the pronunciation of regular past tense verbs and add more to the table.
Final - ed has three different pronunciations
1. /t/ after the sounds
f, p, k, s, ch, sh, x.
2. /id/ after the sounds
t, d
3. /d/ all other cases
looked (t) watched (t)
asked (t) dressed (t)
needed (id)
waited (id)
enjoyed (d)
believed (d)
EVALUATION
Activity 2 Product: Past tense and sentences grid. Value:
KNOWLEDGE
Enunciates words to form sentences using past
tense and common expressions.
Creates sentences using the words from the grid and
the past tense.
Participates in class. Shows initiative
and interest.
Autoevaluation
C MC NYC
Obtained value:
Game: Tic-Tac-Toe
Draw your own grid and write in it expressions and verbs for past tense. Then, form as many sentences as you
can.
Activity 2

22
Exercise 12
Listen and learn the poem.
THE FLEA AND THE FLY
A flea and a fly flew up in a flue.
Said the flea, ¨Let us fly!¨
Said the fly, ¨Let us flee!¨.
Exercise 13
Listen to the poem and deduce what it means.
THE WISE OWL
A wise old owl
Sat in an oak
The more he saw
The less he spoke,
The less he spoke
The more he heard,
Why can´t we be like
That wise old bird.
Exercise 14
Underline the verbs in the poems. Discuss the meaning and their form.

23
BLOCK 1
EVALUATION
Activity 3 Product: listening activity. Value:
KNOWLEDGE
Selects past tense regular and irregular
verbs.
Analyzes and chooses past tense forms.
Participates in class. Shows initiative and
interest.
Autoevaluation
C MC NYC
Obtained value:
Listen to the song and underline the past tense of the verbs.
I cried a tear,
You wiped it dry.
I was confused,
You cleared my mind.
I sold my soul,
You bought it back for me.
and held me up,
And gave me dignity.
Somehow you needed me.
You gave me strength,
To stand alone again.
To face the world,
Out on my own again.
You put me high,
Upon a pedestal,
So high that I could almost see eternity.
You needed me.
You needed me.
And I can´t believe it's You.
I can't believe it's true.
I needed You
And You were there
And I'll never leave, why should I leave?
I'd be a fool
'cause I finally found someone
who really cares.
You held my hand,
When it was cold.
When I was lost,
You took me home.
You gave me hope,
When I was at the end.
And turned my lies,
Back into truth again.
You even called me "friend".
You gave me strength,
To stand alone again.
To face the world,
Out on my own again.
You put me high,
Upon a pedestal,
So high that I could almost see eternity
You needed me
You needed me
Activity 3

24
EVALUATION
Activity 4 Product: Language identification. Value:
KNOWLEDGE
Enunciates modal verb “can” and its
uses.
Uses a real English situation to identify different applications
of “CAN”
Shows initiative and interest.
Autoevaluation
C MC NYC
Obtained value:

 
Listen to the conversation and then classify the different uses for “CAN”
Pat: Mom, can I go to John´s house?
I want to buy my guitar,
Martha: Yes, you can, but don´t be late.
AT JOHN´S HOUSE
Pat: John can you go with me to buy a guitar?
John: Can you play the guitar?
Pat: Yes, I can. I want to buy a new guitar.
Can you tell me where I can get one?
John: I don´t know, but we can ask my father, he knows where.
Pat: Good! Let´s ask him.
John: Fine.
Pat: Good evening Mr. Berns.
Mr.Berns: Hello Pat! What can I do for you?
Pat: Can you tell me, where can I buy a guitar?
Mr. Berns. There are some good ones at Marikos´ place.
Pat: Oh! I know that place. Thank you.
Can you teach me how to improve my guitar playing?
Mr. Berns: Sure, any time!
Pat: Good! Thank you Mr. Berns.
NOTE: Are the uses the same in your language?
Activity 4

25
BLOCK 1
Closing activity
Listen to the conversation and make your own, as a project, to present it in class.
(Teams of 4 people) Beforehand, you have to turn in the written conversation. At the end
of the presentation, identify the grammar topics and the functions used.
English Project:
The Girls and the Handsome Boy
Presentation: This is “Team Great People”, the conversation is about two friends who are taking a vacation in Los
Cabos B. C., and are meeting a new friend.
Elziarahí: Welcome to the Mayan Palace Resort. Can I help you?
Norely: We’d like a room for two nights.
Elziarahí: Ok. Would you like a single or a double room?
Norely: A double room, please.
Elziarahí: Ok. Let’s see. Room 42. That’s on the second floor.
Laura: All right. Do you offer breakfast?
Elziarahí: Yes, Mayan breakfast is served from 6 to 11 a.m. and it’s free.
Laura: Perfect! How much is for the room?
Elziarahí: $100, please.
Norely: Do you accept credit card?
Elziarahí: Yes, of course. Please fill in this form.
Norely: Here you are.
Elziarahí: Thank you. Here’s your key. If you need something,you can dial 100 to call the reception.
Laura: Thank you for everything.
Elziarahí: You’re welcome. Enjoy your stay and have fun in Los Cabos B.C.
Norely: Laura, where is our room?
Laura: It’s on the second floor.
Norely: And which number is it?
Laura: Room 42.
Norely: Laura, look this beautiful room! We can see the pool!
Laura: Yeah, cool! I’d like to drink something.
Norely: Let’s go to the L.C. Club. A friend told me that is a fantastic club.
Laura: I want to dance with a cute boy.
Norely: That’s the attitude. Laura!
Sergio: Hi! How are you girls?
Laura: We are fine. What’s your name?
Sergio: My name is Sergio and you?
Laura: My name is Laura and this is my friend, Norely.
Sergio: Nice to meet you girls.
Norely: Nice to meet you, too.
Laura: Where are you from?
Sergio: I’m from Boston, and you?
Norely: We are from Vancouver.
Sergio: Really? I want to go to Vancouver.
Laura: You have to go. It’s a beautiful place to take vacation.
Sergio: Do you study?
Activity 5

26
EVALUATION
Activity 5 Product: Written and oral presentation. Value:
KNOWLEDGE
Presents and organizes grammatical structures
based in a conversation model.
Plans and writes a conversation then
indicates structures in a report.
Shows laboriosity, initiative and interest.
Co evaluation
C MC NYC
Obtained value:
Laura: Yes, I’m studying Tourism. How about you?
Sergio: I’m studying Civil Engineer. Would you like to dance with me?
Laura: Oh Yes! It’s my favorite activity!
Sergio: I can see you dance very well.
Norely: Laura, we have to go, it´s late.
Laura: What time is it?
Norely: It’s 3 a.m.
Laura: Nice to meet you Sergio. I liked dancing with you.
Sergio: Laura, would you like to go to the movie theater tomorrow?
Laura: Yes, I would. My cell phone number is 771-445-669
Sergio: Ok, I’ll call you tomorrow.
Norely: Good bye Sergio, take care.
Laura: See you tomorrow Sergio.
Sergio: Sure!
Topics:
- Verb Be
- Personal Pronouns.
- Possesive adjetives.
- Simple Present.
- Simple Past.
- Simple Future.
- Present progressive.
- Modal verbs.
- Prepositions of place and time.
Functions:
- Greeting.
- Introducing yourself.
- Introducing other people.
- Expressing polite expressions.
- Asking for the time.
- Asking for the origin.
- Asking for a price.
- Using numbers.
Activity 5 (Continuation)

27
BLOCK 1
What do you do?
Pantomime: Act out the occupation, rest of students guess it. You can add more.
Businessman walking
the road of success
Information desk Diplomat Private secretary
Newsreporter &
Cameraman
Laboratory scientist Peidiatrician Computer installation
Webmaster Housekeeper Conductor
Policeman issuing
a parking ticket
Activity 1a
Discuss what people in the pictures do?
What do you do? I’m ... [an IT manager].
(I’m responsible for the payroll and Management Information Systems.)
(I work for a gas company in USA).
Activity 1

28
Exercise 1
Complete the conversation with: work, job or occupation.
Mandy: Where do you __________________?
Bill: I ________________ at Wal-Mart.
Mandy: Really?.. Do you like your _______________?
Bill: Oh! Yes. It´s a fine ____________________?
Mandy: What do you do there?
Bill: I´m in charge of personnel and I interview people to ____________ for us.
Mandy: Good! Can you interview me?
Bill: What is your ________________________?
Mandy: Sales.
Bill: Ok, why don´t you come tomorrow and bring a resume with you?
Mandy: Thank you very much. I sure need a ________________!
Exercise 2
Listen to the conversation to check the answers.
Exercise 3
Match the following prepositions to know uses of “ work + preposition phrases”.
in a project
as a relative
I work for Walmart
on Mexico City
out a cheft
with my problems
EVALUATION
Activity 1 Product: Pantomime presentation Value:
KNOWLEDGE
Present Professions and activities in a
performance.
Discusses regarding people's jobs. Values the use of language and shows initiative and interest.
Co evaluation
C MC NYC
Obtained value:

29
BLOCK 1
Exercise 4
Write a, an or the where necessary to complete the conversation.
A: What do you do?
B: I’m ______ engineer and I work as Managing Director of______ Intel Company.
And you?
A: I´m ______ Graffic Designer, I work in quality.
________ company is called Rock Designs.
B: So, you are in clothing design?
A: Oh, yes!, I like my job a lot because I like rock music .
We also sell ________ licenses to use Rock groups propaganda.
We have three branches in the country and I am _________ copartner in ______ company.
B: It sounds interesting. Congratulations!
Exercise 5
Listen to the conversation to check the answers.
Exercise 6
Match the following columns to complete telephone expressions.
give your name?
have that?
Could you ... take me through to (Client attention)
repeat him call me?
put a message?
spell over that again?
go me where you live?
tell me some information?
speak a message?
call extension 206, please?
May I ... check to Mrs. Sanders, please?
have later?
take that?
NOTE.
You use indirect questions to sound more polite.
-Could you tell me..?

30
Activity 2
According to the table, discuss the rules to form nouns from singular to plural form.
N O U N S
TYPE NOUN-SINGULAR NOUN-PLURAL
1 doctor doctors
2 office offices
3 secretary secretaries
4 boss bosses
5 wife wives
6 man men
Activity 2a.
Give more examples of nouns for each rule:
Activity 2 Product: class discussion. Value:
KNOWLEDGE
Identifies and relates plural nouns rules.
Practices discussion and determines the
correct use of plurals.
Integrates knowledge and shows initiative and
interest.
Co evaluation
C MC NYC
Obtained value:

31
BLOCK 1
HELP ...
TYPE ADJECTIVE COMPARATIVE SUPERLATIVE
1 cheap cheaper the cheapest
2 safe safer the safest
3 big bigger the biggest
4 early earlier the earliest
5 important More/less
important
the most/the least
important
6 good better the best
Exercise 7
Discuss the comparatives.
Listen to the song and underline the comparatives.
I AM ME
My brother is bigger than me.
My sister’s more intelligent than me.
My mother’s more attractive than me.
But I am me.
I am me.
I am the best mez.
My father is richer than me.
My sister is more modern than me.
My brother is more popular than me.
But I am me.
I am me.
I am me.
I am the best me.
We are different, not the same.
Different habits, different name.
And we play a different game.
We are we.
We are we.
We are the best we.
Activity 3
Let’s rap!

32
Exercise 8
Learn this poem and take the good advice.
GOOD BETTER BEST
Good, better, and best
-Never rest-
´Till your good is better
And better is the best.
Closing activity
EVALUATION
Activity 3 Product: Listening presentation. Value:
KNOWLEDGE
Recognizes grammatical structures about
comparatives.
Indicates and uses comparative forms
in the song.
Participates in a collaborative form.
Autoevaluation
C MC NYC
Obtained value:
Answer and discuss the following questions.
Do you have a part-time job? If so, what do you do?
Do you have to work overtime?
•If so, how often?
•Do you have to work on Sundays?
What are some jobs that you think would be boring?
__________________________________________________________________________________________________
What are some jobs that you think would be fun?
__________________________________________________________________________________________________
What job do you want to have in six or seven years?
__________________________________________________________________________________________________
What jobs in your country are considered to be good jobs? Why?
__________________________________________________________________________________________________
Would you consider yourself to be an ambitious person at work?
__________________________________________________________________________________________________
Would you describe yourself as a workaholic?
__________________________________________________________________________________________________
Would you like a job in which you traveled a lot?
__________________________________________________________________________________________________
Activity 4

33
BLOCK 1
Activity 4 Product: Questionnaire discussion. Value:
KNOWLEDGE
Presents and discusses business
vocabulary and grammatical topics.
Practices discussion and new business
vocabulary.
Shows initiative and interest in a collaborative form.
Coevaluation
C MC NYC
Obtained value:
Would you like a job that requires you to sit in front of a computer all day?
__________________________________________________________________________________________________
Would you like to do the same job for the rest of your life?
__________________________________________________________________________________________________
Would you like to work in an office? Why or why not?
__________________________________________________________________________________________________
At what age do people usually begin to work in your country?
__________________________________________________________________________________________________
At what age do people usually retire in your country?
__________________________________________________________________________________________________
At what age would you like to retire?
__________________________________________________________________________________________________
What do you think you will do after you retire?
__________________________________________________________________________________________________
Activity 4 (continuation)

34

Expresa y analiza diálogos para comunicarse en situaciones cotidianas y
laborales, que le permitan referirse a elementos de su entorno.
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.
4.5 Maneja las tecnologías de la información y la comunicación para obtener
información y expresar ideas.
7.1 Define metas y da seguimiento a sus procesos de construcción de
conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de
convivencia en los contextos local, nacional e internacional.
BLOCK 2. Communicates regarding different subjects.

36
COMMUNICATES REGARDING DIFFERENT SUBJETS
Talking About Business.
Building Up Business Vocabulary.
Exercise 1
Listen and read.
Some prepositions of place
1. The Company is in the center of town.
2. My office is on the third floor.
3. it’s above the General Manager’s office.
4. it’s at the end of the hall, at the top of the stairs.
5. It’s by the main photocopier.
The door is next to the photocopier.
6. The accountant´s department is behind the reception desk.
7. The reception desk is below the General Manager’s office.
8. It’s near the main entrance.
9. It’s opposite the waiting area.
10. It’s between the restrooms and the waiting area.
11. The parking lot is in front of the main entrance.
Exercise 1a.
Discuss the uses of prepositions of place.
Activity 2b.

37
BLOCK 2
Exercise 2
Complete the sentence with a preposition of time.
a The company was taken over ………... the end of that month.
b I joined MTV ……………………. 1998.
c I left ………………………….. spring of 2005.
d I got a new job with CDR……………..... May 1st.
e. I work there ............... 8 am ............. 4 pm.
f I was sent to Europe ……………….. the beginning of July.
g My boss called me……………….9 am………………….. Tuesday 18th
. August.
h He wanted me to go to Italy …………………. September.
i I phoned him back ……………………….. 3 pm.
j I want to complete the project by the end ......... November.
Exercise 2a
How do you use prepositions of time?... Share with classmates

38
Exercise 2b
Write questions about times and dates, and ask them to a partner.
Help:
When was your company founded?
When did you join the company?
When did you start work?
When were you born?
When did you leave school/college? ....

39
BLOCK 2
Complete the second speaker’s responses with the correct question words
who where when what how long how much
1 A The problem is the cost.
B Sorry, did you say?
A The problem is the cost.
B Oh, as usual.
2 A We have the meeting next month.
A Next month.
B Oh, I see.
3 A A course will cost $1,000.
B Sorry, _ did you say?
A $1,000 at least.
B Oh, that much?
4 A Mr. Ronn called me yesterday.
A Mr. Ronn.
B Oh, yes.
5 A The company is in Tokio.
A In Tokio.
B Oh. really?
6 A The company construction might take two years.
A two years.
B Oh, as long as that?
Activity 1
In business where you are discussing,
facts and figures, saying: “Sorry” Or “I
don’t understand” is not always enough.
Sometimes you need to be more
precise.

40
Activity 1a.
Listen and check your answers.
Exercise 3
Listen and model the sentences for the present progressive tense, contrast with the simple
present tense.
We do a lot of work in the community hospital.
We’re building a new medical area in the community hospital.
We don’t usally have problems with contractors.
We are having some problems at the moment.
The Project goes well.
The Project is going well.
.
We want to complete the Project by the end of June.
We are waiting to complete the Project by the end of June.
I don’t think we’ll finish on schedule.
I’m not thinking we’ll finish on schedule.
EVALUATION
Activity 1
Product: Completes, listens and checks prepositions
& WH questions.
Value:
KNOWLEDGE
Recalls business vocabulary in grammatical
topics.
Distinguishes phonetic models. Shows initiative and interest.
Coevaluation C MC NYC Obtained value:

41
BLOCK 2
Exercise 3a
Listen to some examples for the present continuous tense, contrast with the simple
present tense, then share your own examples.
Learning a lenguage.
Which language do you speak? What are you studying at the moment?
My mother tongue is Spanish. I’m working on my English.
I can speak Italian and French. I’m trying to improve my German.
I know some Polish, I’m working on my own.
I don’t speak much Japanese. My pronunciation is getting better.
Possesion.
Exercise 4
Possession.
Exercise 4. Write replies to these examples, using belong to, it is, they aren’t, etc.
e.g. Does this cell phone belong to you?
(not mine) ……………………………………………………………….
a Whose is this computer?
(ours) …………………………………………………………………..
b Is this Mr and Mrs Sommer’s laggage?
(them)………………………………………………………………
c I think this is Mike’s calculator.
(not him)……………………………………………………………….
d Whose are these files?
(yours)……………………………………………………………….
e Does this briefcase belong to Luis?
(not his)……………………………………………………………….
f Is this Diane’s report?
(hers) …………………………………………………………………
g Whose are these cups of coffee?
(me) ………………………………………………………………….
h I think that is Dan and Liz’s problem.
(not hers) …………………………………………………………..

42
Oral practice. Use real life objects to describe a teacher of your school.
Write the sentences here:
EVALUATION
Activity 2 Product: Oral and written presentation. Value:
KNOWLEDGE
Recalls previews vocabulary in grammatical
topics.
Applies knowledge and describes people.
Shows initiative and interest.
Activity 2

43
BLOCK 2
Exercise 5
Read and report orally in English, your own words, the history of The Hershey Company. Be prepared
with notes. (The reading can be assigned in small parts to different students).
Hershey’s Chocolate
It all started with a decision.
Our company originated with candy-manufacturer Milton Hershey’s decision in 1894 to produce sweet chocolate as
a coating for his caramels. Located in Lancaster, Pennsylvania, he called his new enterprise the Hershey Chocolate
Company. In 1900, the company began producing milk chocolate in bars, wafers and other shapes. With mass-
production, Hershey was able to lower the per-unit cost and make milk chocolate, once a luxury item for the wealthy,
affordable to all. One early advertising slogan described this new product as “a palatable confection and a most
nourishing food.”
A company on the move.
The immediate success caused the company’s owner to consider increasing his production facilities. He decided to
build a new chocolate factory amid the gently rolling farmland of south-central Pennsylvania in Derry Township,
where he had been born. Close to the ports of New York and Philadelphia which supplied the imported sugar and
cocoa beans needed, surrounded by dairy farms that provided the milk required, and with a local labor supply of
honest, hard-working people, the location was perfect. By the summer of 1905, the new factory was turning out
delicious milk chocolate.

44
Exercise 5 (continuation)
A KISS for the whole world.
Looking to expand its product line, the company in 1907 began producing a flat-bottomed, conical milk chocolate
candy which Mr. Hershey decided to name HERSHEY’S KISSES Chocolates. At first, they were individually
wrapped in little squares of silver foil, but in 1921 machine wrapping was introduced. That technology was also
used to add the familiar “plume” at the top to signify to consumers that this was a genuine HERSHEY’S KISS
Chocolate. In 1924, the company even had it trademarked.
New products, hard times.
Throughout the next two decades, even more products were added to the company’s offerings. These included
MR. GOODBAR (1925), HERSHEY’S Syrup (1926), chocolate chips (1928) and the KRACKEL bar (1938). Despite
the Great Depression of the 1930s, these products helped the newly incorporated Hershey Chocolate
Corporation maintain its profitability and avoid any worker layoffs.
Hershey’s Chocolate goes to war.
With the outbreak of World War II, the Hershey Chocolate Corp. (which had provided milk chocolate bars to
American doughboys in the first war) was already geared up to start producing a survival ration bar for military
use. By the end of the war, more than a billion of these Ration D bars had been produced and the company had
earned no less than five Army-Navy “E” Production Awards for its exceptional contributions to the war effort.
A family friend becomes a family member.
The post-war period saw the introduction of a host of new products and the acquisition of an old one. Since 1928,
H.B. “Harry” Reese’s candy company, also located in Hershey, had been making chocolate-covered peanut
butter cups. Given that Hershey Chocolate supplied the coating for REESE’S “penny cups”; (the wrapper said,
“Made in Chocolate Town, So They Must Be Good”), it was not surprising that the two companies had a good
relationship. As a result, seven years after Reese’s death in 1956, the H.B. Reese Candy Company was sold to
Hershey Chocolate Corp.
Growing up and branching out.
The following decades would see the company - renamed Hershey Foods Corporation in 1968 - expanding its
confectionery product lines, acquiring related companies and even diversifying into other food products. Among
the many acquisitions were: San Giorgio Macaroni and Delmonico Foods (1966); manufacturing and marketing
rights to English candy company Rowntree MacKintosh’s products (1970); Y&S Candies, makers of Twizzlers
licorice (1977); Dietrich Corp.’s confectionery operations (1986); Peter Paul/Cadbury’s U.S. confectionery
operations (1988); and Ronzoni Foods (1990).
The Hershey Company enters a new century.
Today, The Hershey Company is the leading North American manufacturer of chocolate and non-chocolate
confectionery and grocery products. As the new millennium begins, we continue to introduce new products
frequently and to take advantage of growth opportunities through acquisitions. HERSHEY’S products are known
and enjoyed the world over. In fact, we export to over 90 countries. With approximately 13,700 employees and
net sales in excess of $4 billion, The Hershey Company remains committed to the vision and values of the man
who started it all so many years ago.

45
BLOCK 2
Search on the internet the history of a company or an institution of your interest.
Answer the following questions about the company:
Help:
http://www.google.com.mx/search?hl=es&source=hp&q=history+of+companies&meta=&aq=f&aqi=&aql=&o
q=&gs_rfai=
1. Why did you get interested in this company?
2. Would you like to work for this company?
3. What do you like the most of this company?
4. Prepare: … to talk about the history of your company that interest you.
Bring the historical information on companies (when they were
founded, how they have developed; refer to company websites for such
information).
EVALUATION
Activity 3 Product: Written and oral presentation. Value:
KNOWLEDGE
Organizes and reports about a company of
student’s interest.
Prepares a presentation based on the web research.
Participates and shoes initiative and
interest.
Activity 3

46
Exercise 6
Listen and read the conversation.
John: Excuse me. May I see the General Manager?
Secretary: Sorry, I´m afraid he is not at the moment, but also you have to make
an appointment to see him.
Can I help you?
John: I would like to apply for a job in this company.
Secretary: Well, there are not any available job right now, but you can fill out an
application form, and we can give you a call in case there is
something for you.
John: Ok, thank you very much.
Secretary: You’re welcome.
Activity 6a
Listen to the telephone conversation.
John: Hello! Who’s this?
July: This is July, the secretary at Ford Company. I’m calling you about the
job application you handed in here.
John: Oh yes! Is there something for me?
July: It looks like it is so.
John: Can I make an appointment for the interview now?
July: Yes, you may, How about tomorrow at ten? The general manager will be interviewing you.
John: Yes, of course, no problem. I’ll be there tomorrow at ten. Thank you very much.
July: You’re welcome, John! See you tomorrow.
John: Bye! And, thanks again!

47
BLOCK 2
Listen and read the conversation.
John: Good morning Sir.
GM: Good morning… (looking at the job application) John, come in and sit down, please.
John: Thank you Sir.
GM: So, you want to work with us… What can you do?
John: Well, I’m studying in high school and I would like a part-time job. I can assist customers as a salesperson,
I can be a clerk, an office boy, a secretary, I can sweep and mop floors and I can even entertain children
while the clients buy.
GM: Good!… Why are you interested in working here?
John: I need to work to pay for my studies, and this Company got my attention because if I get the job I know I
can do my best, and while I get prepared I can look forward to a better position in this company.
GM: You look like a very ambitious person who knows what you want. I like people with that attitude. The job is
yours and you’ll be assisting clients/customers
John: Thank you very much Sir. I’ll do my best as I said.
Activity 4a
Answer the questions according to the dialogues:
1. Who is applying for a job?
2. Did John get to see the General Manager in his first visit to the Company?
3. Does John still study?
4. Who attended John in his first visit to the Company?
5. Did John call to make an appointment?
6. Why does John want to work in that Company?
7. What does ambitious mean?
8. Did John get the job?
9. Why do you think he did?
Activity 4

48
Activity 6a.
Excecise 7
Listen and then practice the dialogue with a partner taking turns.
Jason: Where do you work Andrea?
Andrea: I work for Thomas Cook Travel.
Jason: Oh, really? What do you do there?
Andrea: I’m a travel agent.
Jason: And what do you do exactly?
Andrea: I make plane and hotel reservations for business travelers.
Jason: Do you like your job?
Andrea: Yes, it’s a great job. Although, the salary is not very high, I often travel to learn about cities, hotels,
airlines and tours, and everything is free!
Jason: That’s fantastic!
Andrea: Yes, I love traveling. And what do you do?
Jason: I’m a student, and I have a part-time job too.
Andrea: Oh! Where do you work?
Jason: In a fast food restaurant.
Andrea: Are you a waiter?
Jason: No, actually I’m a singer. I sing with a band there every night.
Andrea: Do you like your job?
Jason: Yes, it’s a lot of fun.
EVALUATION
Activity 4 Product: Pronunciation & reading comprehesion Value:
KNOWLEDGE
Recalls listening and reading strategies. Analyses the conversation and answers questions. Shows interest and respect.

49
BLOCK 2
Excercise 8
Complete the telephone conversation. Use the help in the box
Nancy: Hello, Colpac Company. May I ask who __________________?
Emma: This is Emma. I’m calling to ask for an interview ____________.
Nancy: Have you made your application ?
Emma: Oh yes, I have it with me. I also have my résumé
Nancy: Good! Can you come on at 5:30 p.m?
Emma: Sure, I’ll be there.
Nancy: Ok. I’ll see you then.
Exercise 8a
Listen to the telephone conversation.
Emma: Nancy?
Nancy: Oh yes! What can I do for you?
Emma: I’m sorry but I forgot to ask you. How can I get to the Colpac Co.?
Nancy: Where are you?
Emma: I’m on Grand Ave. and Maple St.
Nancy: Ok, Take Grand Ave., go straight on, then turn left on Roxbury St., walk three
blocks and turn right and go straight ahead up to Eight St. Colpac is at your right.
Emma: Thank you very much Nancy.
form – appointment - is calling - Friday
HELLO, I’M AFRAID R2-D2 IS
NOT IN RIGHT NOW. PLEASE
LEAVE A MESSAGE AFTER THE
BEEP-WHEEP-PU-WHEET-ZIP-
BOOOP…

50
Read and complete the dialogue:
Interviewer: Good morning Mr. ________________
I’m looking at your resume and I’d like to ask you some questions.
B: Ok, I’ll be glad to answer Mr. ________________
I: Do you have a job
B: Yes ________ . I work for ______________ . I am a _________________
I have been working for __________ years.
I: What do you do there?
B: I am in charge of ________________ and I have had good experience.
I: How long have you worked there?
B: For __________ Since ____________
I: What kind of experience do you have?
B: Well I’m _____________. I know how to __________________________.
I: Do you __________________. Have you taken any courses.
B: No, actually I have given courses of _____________________________.
I: Where did you study?
B: I went to ___________________ . I’m a ___________________
I: Why do you want to work here?
B: Because I think this is a good company that offers good opportunities
for improvement
I: Do you prefer working independently or in a team?
B: I am equally confortable working as a member of a team or independently.
Activity 8b
Draw a map for Emma to get to Colpac Co.
.

EVALUATION
Activity 5 Product: Pronunciation & reading comprehension. Value:
KNOWLEDGE
Recalls reading strategies. Analyses the context and fills in the blanks. Participates and shows interest.
Activity 5

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BLOCK 2

Closing activities
Exercise 9
Look at the job interview tips and follow them to prepare your own.
Job Interview Tips
Scott: So what do you know about the Company? Have you done some research?
Carla: Yes, I have. On the internet: I know when it started, where it is, what they do, that’s why I
chose it.
Scott: What else have you done to get ready?
Carla: Well, I have also practiced answering some basic questions, that I think they’ll ask me.
Scott: That’s a good idea. Also you should arrive early and make sure you pronounce the
Interviewer’s name correctly.
Carla: That is easy his name is Dave.
Scott: NO! Never call the interviewer by his first name unless he asks you to do so.
Carla: OK, OK, then it’s Sommers. I’ll call him Mr. Sommers.
Scott: Good!

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Dramatize your job interview. Hand in the written conversation.
EVALUATION
Activity 4 Product: Writing & dramatization of an interview. Value:
KNOWLEDGE
Reports speaking & writing skills. Dramatizes the prepared job interview.
Shows interest making a good
presentation.
Activity 6

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BLOCK 2
Find a dialogue or a song on the internet where reduced forms are used.
Shopping and services.
Start up activity
Exercise 1
Listen and repeat after the speaker.
Long Form Reduced Form
1. How are you doing? How´re you doin´?
2. It´s nice nice to meet you. It´s nice to meetcha.
3. We are going to go shopping. We´re gonna go shopping.
4. Do you want to go? Do you wanna go?
5. You don´t have to come. You don´t hafta come.
6. Aren´t you coming? Arencha comin´?
7. She doesn´t miss them. She doesn´t miss ´em.
8. Why are you mad? Wh´re you mad?
9. Ralph and I are going to watch a video. Ralph ´n I are gonna watch a video.
10. Would you like to see me later?. Wudja like to see me later?
EVALUATION
Activity 1 Product: Report of the use of reduced forms. Value:
KNOWLEDGE
Recognizes the use of reduce forms. Distinguishes the use of reduce forms. Shows interest making a good report.
Autoevaluation C MC NYC Obtained value:
Activity 1

54
Exercise 2
Listen to the dialogue and read it aloud.
Carla: I want to go shopping because I need to buy some new clothes.
Karen: I don´t have much time to go to stores, so I use my computer to do online shopping. Also I don´t
like to carry money, it´s risky. I use credit card to buy things. Another thing I save energy if I don´t
drive, and look for parking is a headache.
Carla: Well, we can go window-shopping only, but I like to touch and feel things, and also try them on, if I
want to buy clothes.
Karen: Ok I´ll go with you. I am too stressed out. I can´t go against my nature, I´m a girl and I sure like
shopping. Malls are great! Let´s go.
Exercise 2a
According to the dialogue match the statements with a kind of shopping.
a. online shopping b. Window-shopping c. Shopping at the mall
__a___ You save energy.
______ You can touch things.
______ You can see things.
______ You can save time.
______ You can save money.
______ You can enjoy a nice day.
______ You can use a credit card.
______ You sit in front of your computer.

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BLOCK 2
Exercise 3
Complete the dialogue with verbs in the simple present or present progressive tense.
Amy: Where ____________ you _____________(go)?
Nicole: I´ _____________________ to the new department store.(go)
Amy: What are you ____________________(buy) ?
Nicole: Some clothes for my little sister.
Amy: What ___________________________ this afternoon? (do)
Nicole: I´ ___________________ (have) a party. You ________ (be) invited.
Amy: Good! I don´t __________(have) anything to do today. Are you
__________________(invite)Joel?... I am ________________ (die) for-
him. Please __________ (invite) him!
Nicole: Ok, I promise! I´m not ____________________ (forget) .
____________ ( do) you _______________ (see) him everyday?
Amy: Oh, yes! Everyday.
Exercise 3a
Listen to check the answers.

56
Exercise 4
Read the conversation and choose or give an answer.
Kyle: Excuse me! Where are the I Pods?
Clerk: They are on the 2nd
floor, next to the TV sets.
1. Where is Kyle?
a. In a supermarket.
b. In a department store.
2. What is an I pod? . . . How does it function?
3. Ask and answer about where things are in the department store.

57
BLOCK 2
.
Exercise 5
Listen to the conversation and then discuss the meaning of vocabulary and expressions.
Gloria: Hi Debbie!
Debbie: Hi Gloria!
Gloria: Why don’t we go shopping? There are lots of stores on sale this weekend.
Debbie: We can visit the factory outlets, too. We might get even better prices there.
Gloria: Let’s go then!
At the mall
Gloria: Look Debbie, the jeans are on sale!
Debbie: I need some, let’s get in.
Gloria: What size are you?
Debbie: I’m not sure, I just finished a diet and I think I’m size 6. I was size 8.
Gloria: Oh! That’s very good!
Debbie: Oh yes, I think so too…
(to a lady) Where can I find a salesperson ?
Lady: I am a salesperson, Can I help you?
Debbie: Yes, please I’d like to try these jeans on. Where are the fitting rooms?
Lady: Over there, next to the customer service office.
Debbie: Thank you.
Lady: You’re welcome.
Gloria: Did the jeans fit you?
Debbie: Yes, come in. How does it look?
Gloria: Very nice, they look just fine.
Debbie: I’ll take two, a black and a blue one.
Gloria: Good! I think I’ll try some too. It’s a real bargain!
Debbie: Yes, it is. Can we go and eat later? I’m hungry.
Gloria: Sure, I’m hungry too.

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Exercise 5a
Write a dialogue where you pretend you are going to a store and buying something for yourself.
Giving reasons
Sometimes you have to give a reason when you return things to a store.
Some reasons are:
 It doesn’t fit
 It’s not the right size
 It doesn’t work
 It’s too expensive
 I don’t like the color
When you return things,
 You usually need to bring your receipt
 You get your money refunded (you get it returned).
 You sometimes give the clerk your name and address.

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BLOCK 2
Discussing Reasons. Work with a partner. Look at these two lists.
On the left are items you can buy at a store. On the right are possible reasons to return them.
Match the item on the left with the reason on the right.
There may be more than one reason for each item.
Item Reasons
1. Shoes _______ a) It doesn’t work
2. Purse _______ b) It was a gift. I already have one.
3. Calculator _______ c) It was a gift. I don’t like this music.
4. TV _______ d) It’s / they’re too small
5. Shirt _______ e) It’s / they’re too big
6. Radio _______ f) I don’t like the style.
7. CD. _______ g) I don’t like the color.
8. CD. _______ g) I don’t like the color.
Activity 2a
Giving Reasons. Dramatizes giving reasons with a partner.
Example:
A: May I help you?
B: Yes, I’d like to return this ____________________.
(Item)
A: Did you bring your receipt?
B: Yes, here it is.
A: Why are you returning the ____________________?
(Item)
B: Because ________________________________________________________.
(Reason)
EVALUATION
Activity 2 Product: Oral practice. Value:
KNOWLEDGE
Presents an oral practice. Dramatizes in a collaborative form. Collaborates respectfully.
Co evaluation C MC NYC Obtained value:
Activity 2

60
Exercise 7
C L I E N T S E R V I C E S
Listen and read the telephone conversation.
Nancy: Megacable. Good morning! This is Nancy speaking. May I help you?
Peggy: This is Peggy and I would like to get your cable service.
Nancy: Sure. Have you decided among our different packages we are offering?
Peggy: Yes, I’ll take the basic one.
Nancy: We have a promotion: if you pay 6 months on Pay-per-view, you get 6 months free. Are you interested?
Peggy: Oh, yes I’ll take it.
Nancy: Good! You won’t regret it.
Peggy: When do I get the service?
Nancy: Today. How about 3:00 O’clock.
Peggy: Fine. I’ll wait for you here. Can you send the bill so I pay for the service?
Nancy: I’ll do that for you.
Peggy: Thank you very much.
Nancy: You’re welcome. Have a nice day!
Peggy: Same to you!
Exercise 8
Lady: Customer service. How may I help you?
Abril: Hi my name is Abril. I bought a washing machine from you a day before
yesterday, but it does not seem to work.
Lady: Hello Abril. Thank you for calling us! What type of washing machine is it?
Abril: It’s a Maytag.
Lady: What happens when you try to turn it on?
Abril: Nothing happens. It just doesn´t work.
Lady: I see. I’m going to send one of our technicians to your house and see if he can fix it.
If he can’t we’ll send you a new washing machine with no extra cost to you.
Abril: Wow, that´s so kind of you! Can your technician turn the electricity in my apartment
back on too?
Lady: Oh, you have no electricity? I think, I know what’s wrong with your washing machine!

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BLOCK 2
Work in pairs. Pretend you are asking for a client service. Write it down first, then present it orally to the
group.
Exercise 8a
Discuss what the problem in the dialogue is.
EVALUATION
Activity 3 Product: Report of a client service. Value:
KNOWLEDGE
Recognizes structures for giving and asking
services.
Dramatizes a service inquiry.
Shows respect and responsibility working
in pairs.
Activity 3

62
Debate and solve the following problems.
a. You are an employee at a Company; the General Manager asks you to be in charge of the Company while he
goes to a business trip.
- What would you do?
Problem solution:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
b. You are unemployed.
Why do you think there is so much unemployment:
Problem solution:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
c. What can you do to have a good job?
Problem solution:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________________________________________________________________

EVALUATION
Activity 1 Product: Problems solution. Value:
KNOWLEDGE
Identifies various customs and behaviors in
his/her own cultural background.
Recognizes and checks the statements that apply
to his/her own cultural background.
Values the various customs and behaviors
found in cultures around the world.
Activity 4

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BLOCK 2
From Here To There.
Start up activity
Exercise 1
Time: 15 minutes.
Material: Copy of the song’s lyrics, listening for comprehension.
Classroom arrangement: Pairs.
Produce:
 Cut the lines of song and scramble them. Give them to each pair of students.
 Students take a guess and try to put the song in order before listening to it.
 Students tell the class their guess about the song and the reasons why they think
is in the correct order.
 Play the song.
 Students listen and move the lines as many times as necessary so that they can:
 Put the song in the correct order.
 Play the song as many times as necessary.
 Encourage students to sing the song.
Exercise 2
Match the sentences on the left and the responses on the right.
1. Can I help you? _____No, it’s optional.
2. Hurry up! _____Good idea!
3. May I ask who’s calling? _____Yes, it does.
4. How will I recognize you? _____I need to talk to Miss Rice.
5. What do you want to be? _____I’ll have the small pepperoni pizza.
6. Can I take your order? _____This is Tom Hanks.
7. What are you going to do this weekend? _____I’m coming.
8. Is the tip 15%? _____A business man.
9. Does Mr. stand for Mister? _____I’m short and long curly blond hair.
10. Why don’t we order a pizza? ______Stay at home and watch
movies.

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Relaxing Activity: Listen to the Song and solve the Puzzle, Present your song puzzle and sing it.
Exercise 2a.
Discuss where do you hear or use the previos phrases.
EVALUATION
Activity 1 Product: Song puzzle. Value:
KNOWLEDGE
Recognizes English usage and correct
sentence order.
Organizes and solves the puzzle to be aware of
correct English usage.
Participates and shows initiative and
interest.
Activity 1

65
BLOCK 2
Category:
- Long distance call
- Long distance collect call
- Personal call
- Business call
Exercise 3
Fill in the blanks to complete the conversations. Say the category of phone call for each dialogue.
1. A: Hello
B: This is _______________ . Could I speak to _____________ ?
A: I’m sorry, he’s not in. Can I take a message?
B: Yes, Could you please tell him that his friend_________________
called and_______________________________________________
A: Sure.
B: Thank you.
2. A: Directory assistance.
B: Operator. I want to make a call to_____________________.
The number is _________________________.
A: Do you know the are code?
B: No, I do not.
A: That´s alright. I’ll look it up. Is this a person-to-person call?
B: Yes, I want to speak to __________________________.
A: Could you tell me the last name please?
B: Yes, of course. It´s___________________________.
A: Thank you.
3. A: Telmex Company. Good________________________
B: Good___________. Could you get me the___________________ Departament?
A: Who do you wish to speak to?
B: ________________________________.
A: That is extension_______________. One moment, please.
B: Thank you.
4. A: Operator. I want to place a collect call.
B: Where do you wish to call?
A: _____________________________.
B: Do you know the area code?
A: Yes, it is ____________________.
B: Who is calling please?
A: ______________________________.
B: One moment… your call is ready.

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Read the following situations. Choose one and leave a message.
1. You need to ask a question about today’s homework. Call another student in the class and leave a message.
Ask him or her to call you back.
2. You are going to a friend’s house for dinner. You are going to be a few minutes late. Call and leave a
message.
3. Your car is not working. Call a mechanic and leave a message.
4. A friend asked you to go to a party. You can’t remember if it was tonight or tomorrow night. You have too
much homework, so you can’t go tonight. But you can go tomorrow night. Call your friend and leave a
message.
5. You have a message to call someone you don’t know. When you call back to find out, you get his answering
machine. Leave a message.
Exercise 3a
Act out the dialogues.
Leaving Voicemail Messages
Voicemail makes some people nervous. But it’s easy to leave a message if you know what to say. Here are five easy
steps for leaving a voicemail message.
Steps Examples
1. Say your name and the day and time 1. Hi. This is Livy. It’s three o’clock, Wednesday the fourth.
2. Say why you are calling 2.• I’m returning your call
• I’m calling about your ad in the newspaper
• I’m calling to see if you want to go shopping.
3. Leave instructions or say what you will
do.
3.• Call me back when you get a change.
•I’II call you back later.
4. Leave your number. Say it slowly 4.•My phone number is 4-1-7-3-6-1-7.
5. Say good-bye. 5.•Good-bye
•Bye
•Talk to you later
Activity 2

67
BLOCK 2
Activity 2a
Say your message, rest of students try to guess which situation you chose.
Exercise 4
R E S E R V A T I O N S
Hello, Mr. Power´s office. May I help you?
Mr. Plats: This is Brad Plats from Colombia Pictures Co. And I’d like to speak to
Mr.Powers, please.
Judy: Hold on a second, please.
Sir, Mr. Plats from Colombia Pictures wants to speak to you.
Mr.Powers: Ok, Judy. Thanks.
Mr. Plats: Good morning. I’m calling because we read your novel and my
partner and I would like to use it to make a movie.
Mr. Powers: Great! I’m glad that you liked it.
Mr Plats: Why don’t you come for a meeting and listen to our proposal,
let’s say … Monday morning about 10:00.
Mr.Powers: Oh, I’m sorry! But I’ll be busy. Could it be later? I could go after 12:00.
Mr. Plats: Let’s see… mmm… about 2:00 p.m. Is that good for you?
Mr. Powers: Perfect! Thank you for the invitation.
Mr. Plats: Ok. Good Bye!
Mr. Powers: Bye.
Mr. Plats: Molly, can you please make a reservation at the Holiday Inn’s
Restaurant for five people on Monday at 2:00p.m.?
Molly: Yes, Mr. Plats. I’ll call right away.
EVALUATION
Activity 2 Product: Voicemail message. Value:
KNOWLEDGE
Expresses the message to communicate in
English.
Demonstrates the correct usage of English in a real
situation.
Participates in the activity and shows
initiative and interest.

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Exercise 4a
Read and act out the conversation.
AT THE RESTAURANT.
Restaurant: “Sirloin Stockade” good day!
Molly: Good day! I want to make a reservation for five people.
Restaurant: I am sorry! But we are closed because we are making
some changes to improve the restaurant’s image.
Molly: Oh, what a pity! My boss wants to discuss an important deal there.
Restaurant: Well, we have a new restaurant, it is smaller although it’s more beautiful and comfortable than this one,
besides it has a larger variety of food and it's delicious!
Molly: And where is it?
Restaurant: At the north side of the Hotel, you have to pass through an amazing garden to get into it. I can give you
the phone number if you like.
Molly: All right.
Restaurant: It’s 5-7-5-4-3-2-8
Molly: Thank you.
Restaurant: You’re welcome.
Michelle: Hello, Paradise Restaurant, this is Michelle, May I help you?
Molly: Hi, I’d like to make a reservation in the name of: Mr. Powers, please!
Michelle: Ok. When would you like it?
Molly: It’s for Monday at 2:00 p.m.
Michelle: You’re the luckiest person because that date was cancelled just before you called.
Molly: That is wonderful!
Michelle: How many guests would it be?
Molly: Five.
Michelle: Smoking or non smoking area?
Molly: Non-smoking, please.
Michelle: Ok. That would be all. We’ll expect for Mr. Powers and guests.
Molly: Thank you very much.
Michelle: My pleasure!

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BLOCK 2
Activity 4b
Answer the questions from the dialogues and discuss them.
1. Who wrote a novel?
2. What time is the meeting going to be?
3. Whose secretary is Molly?
4. How many times did Molly have to call to make a reservation?
5. Where is the meeting going to be?
Activity 3
Write a conversation where you make a reservation for a flight to go to a business meeting. Act out the
conversation with a partner.
 
EVALUATION
Activity 3
Product: Written and oral representation of a self
created dialogue.
Value:
KNOWLEDGE
Reaffirms writing skills and creates a
dialogue.
Prepares and dramatizes a real life conversation.
Shows curiosity, creativity and respect in the
classroom.
Autoself evaluation C MC NYC Obtained value:

70
Exercise 4
Choose between the dictionary definitions for stress. Stress/stress/ n.
1. The feeling of being worried because of problems in your life.
2. Special force we put onto a word or part of a word.
Are both correct? ..... Why is that?.... Depends on what?
Exercise 4a
Check how stressed you are.
Choose a phrase from the box to complete each sentence.
Put the verb in the right tense.
To have nightmares To feel worry or nervous
To have headaches To forget things
To have a stomach ache To sweat a lot
Other....
1.- He is having nightmares.
2.- She ............................................ .
3.- He .............................................. .
4.- She often ................................. .. .
5.- He is feeling hot and ...................
6.- She................................................

71
BLOCK 2
Exercise 4b
Now write sentences using frequency adverbs and the previous phrases.
Example: I never/sometimes/often have nightmares.
Exercise 4c
For discussion. Answer the questions.
a. Why is someone stressed out?
a. How do people sometimes feel when they are stressed?
b. What kind of things can give you stress?
c. Is stress always bad for you?
Don’t get stressed out!

72
Exercise 4d
Read the jokes. Are they funny?
1. A: Waiter! Can you taste my soup?
B: It´s something wrong with it Sir?
A: No, no, but please taste it.
B: I´m not allowed, but ok.
Where is the spoon?
A: That´s what I´d like to know.
How can I eat my soup?
2. A: Knock knock.
B: Who‘s there?
A: Joe.
B: Que yo ni que yo, si no me dice quien eres no abro la puerta
3 A: Doctor, doctor. I keep seeing
green hairy monsters with horrible faces.
B: Have you seen a Psychologist?
A: No, just green hairy monsters with horrible faces.
4. Teacher: Jane, if you have ten candies and Oscar asks
you for one and Jackie asks
you for two, how many
candies do you have left?
Jane: Ten!, I don´t want to share.
Did you get the jokes?

73
BLOCK 2
Exercise 4e
For discussion. Answers the questions.
a . Why do people tell jokes?
c. Do you get less stressed when hearing a joke?
d. Do you think laughter is a good thing when you are stressed?
e. Can you tell the group a joke?
Exercise 4f
Read these problems from students of English.
Write down the problems that you have, too.
1. I get stressed when I read in English because there are many words I don’t know.
2. Sometimes I can’t do the grammar exercises so I get stressed.
3. Like to speak in English, but I worry about my pronunciation.
4. I want to learn lots of words, but I don’t know how.
HELP:
Because = Gives you a reason.
But = Anounces a problem.
So = Gives a consequence

74
Discussion, answer the questions or comments.
1. Is learning English stressful?
-
-
-
2. Which things about English can be stressful?
-
-
-
3. Which things can you do to help yourself?
-
-
-
4. Think of ideas to make learning English easier and more enjoyable.
-
-
-
Exercise 4g
Complete the sentences with because, but or so.
a. There are many words I don’t know, ........................ I can use a dictionary.
b. I write down new words, .......................... I can look at them again and remember them.
c. I want to learn English ......................... it is important for many jobs.
d. English is sometimes difficult, ....................... I like it.
e. I like having a workbook ......................... it has a lot of exercises.
f. Sometimes I don’t understand, ....................... I can ask my teacher for help.
Take the stress out of learning English!
Activity 4

75
BLOCK 2
5. Write an advice from experience.
EVALUATION
Activity 4 Product: Class discussion. Value:
KNOWLEDGE
Identifies special days and annual events-
celebrations, holidays, and festivals.
Practices describing customs and events in his/her
or other countries.
Collaborates and appreciates the use of
language to be applied in a real context.
Activity 4

76

Expresa y analiza diálogos para comunicarse en situaciones cotidianas y laborales, que le permitan
referirse a elementos de su entorno.
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.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar
ideas.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los
contextos local, nacional e internacional.
BLOCK 3. Socializes in daily, working and
cultural situations.

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SOCIALIZES IN DAILY, WORKING AND CULTURAL SITUATIONS
Answer these questions to see how sociable you are.
1. When you meet a stranger, do you feel nervous?
2. Do you try to be the centre of attention of groups?
3. Do you consider yourself a successful person, socially speaking?
4. Is it difficult for you to demonstrate in public some of your personal skills (such as telling jokes, dancing,
singing .....)?
5. Do you have problems when speaking in public?
6. Are you happy/satisfied with your own image?
7. Do you prefer eating alone or with a lot of people in a restaurant?
8. Do you feel you are good at socializing?
9. Do you accept praise gracefully and naturally?
10. When you meet strangers, do you listen or speak the most?
11. Do you show your feelings to friends you don’t know very well?
12. Do you go red when someone shouts your name in public?
13. Do you feel inferior when introduced to an important person?
14. Do you often think your contributions to a debate can be relevant?
15. When you are presented in public, do you sweat, shake a bit, and feel insecure....?
16. Can you imite a famous person?
Calculate your score.
If you said YES to questions 1,5,10,12,13 and 15, give yourself a ponit for each YES.
If you said NO to questions 2,3,4,6,7,8,9,11,14 and 16, give yourself a ponit for each NO.
If you scored less than 6, your ability to make friends is acceptable.
Between 6 and 10, you have/have had difficulty relating to other people socially.
More than 10 points, new situations and getting to know new people is hard for you.
Social relationship.
EVALUATION
Activity 1 Product: Test resolution. Value:
KNOWLEDGE
Recognizes real English language usage.
Practices and recaps information to recall correct
English usage in a test resolution.
Shows initiative, sincerity and respect
participating in the test resolution.
Activity 1

79
BLOCK 3

Exercise 1
Write the opposites of these adjectives.
Comfortable ___________________________________ Polite _______________________________________
Helpful _________________________________________ On time_____________________________________
Pleasant __________________________________________ Quick ______________________________________
Friendly __________________________________________ Clean ______________________________________
Nice _____________________________________________ Interesting ___________________________________
Efficient __________________________________________ Good ______________________________________
Exercise 2
Listen to the definitions about people’s personalities. Can you add some more examples?
A person who loves talking to new people and going to parties is sociable and outgoing.
He never gets stressed. He doesn't take life too seriously. He is relaxed, calm and positive.
Sad films make him cry. He hates arguments and shouting. He is sensitive.
I don’t like talking with other people when I don’t know them. I’m shy.
HELP: ADJECTIVES RELATED PERSONALITY
outgoing, careful, calm, relaxed, sympathetic, vain,
stubborn, rebellious, sensitive, sensible, caring, lazy,
positive, selfish, easygoing, laid-back, self-assured,
arrogant, hard-working, egotistical, ambitious, generous,
sociable, unselfish, confident, superstitious, shy

80
He worries about taking risks and thinks everything is dangerous. He is careful.
If I say: "Here are the keys of my car. Use it whenever you want" I'm unselfish.
My mother always say: "Don't look black cats. It's unlucky". She is superstitious.
When he makes a decision it's impossible to make him change his mind. He is stubborn.
He never buys anyone a present. He is stingy or mean.
Exercise 2A Can you add some more examples?
____________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
OTHER...
_____________________________________________________________________________________________

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BLOCK 3
Read silently and then aloud the “Social Types” information.
 The star: always tries to talk about himself, and gets angry when the chart moves into another topic.
 The prankster: is a fun person, but he/she makes you angry when you want to talk seriously.
 The complainer: is never happy.
 The pedant: pretends to know more, and shows it off. In the end, people avoid rather than admire him.
 The flatterer: manipulates people by telling them good things about them even if they are not true.
 The serious person: has no visible sense of humor. However, he doesn’t have to be boring, and he can make
a good friend.
 The cultured/learned person: usually, a highly valued person because we like to be with people who know
more than us. He doesn’t show it off!
EVALUATION
Activity 2 Product: Reading and class discussion. Value:
KNOWLEDGE
Introduces vocabulary in grammatical topics
about personality.
Expresses and solves questions in a class
discussion.
Shows enthusiasm, initiative and
interest in the class discussion.
Activity 2
Activity 2A
1. Are there any other categories not mentioned here?
Write them down as a brain storming participation in the group:
The cheater ...
The good friend ....
The sociable ....
2. Which type or types match your personality?
3. Which trait predominates more? Why?
Discuss the following questions.

82
Exercise 3. Write the expressions for starting conversations in the correct box in the chart.
Some may go into two boxes. Then add your own expressions to each box.
People you know People you don’t know
Formal
Informal
Starting conversations:
People often start conversations with people that they don’t know. Sometimes this happens at a party or
in a new class, or at a new job because you want to make friends. Sometimes this happens on the
streets because you need help or directions. Here are some expressions people use to start
conversations:
•Excuse me. I don’t think we’ve met. My name is ...
• Hello. May introduce myself ...
•Hi. Can you tell me how to get to ....
•Hi. How’s it going?
•Hello. How are you? It’s nice to see you again.
•Excuse me. May I ask you a question?
•Excuse me. Do you know when the next bus is coming?
Sorry, do you know the address of ......?

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BLOCK 3
Exercise 3A Here are some expressions that end conversations.
Study them and then add them to the chart. Brainstorm some of your own, too.
People you know People you don’t know
Formal
Informal
Ending conversations:
Would you excuse me please?
I’m late for a meeting.
I’ve got to go now. I’II talk to you later.
It was nice to meet you.
Thank you for your help. Good-bye.
Let’s get together sometime. Call me when you get a change.
I’d better get going. Nice talking to you.
I’ve enjoyed talking to you. Maybe we could get together sometime.

84
Complete the chart below about topics of conversation and decide with whom and when you can
discuss these topics.
Most people can talk about some subjects with some people, and other subjects with other people.
Who when
Close friends at work or at school
Casual (not so close) friends over dinner
Family at a party
No one on the telephone
Topics Who When
Sports
Politics
Boyfriend or girlfriend
TV or movies
School or work
EVALUATION
Activity 3 Product: Classification of information. Value:
KNOWLEDGE
Comprehends, classifies and organizes from start
to finish conversations using proper expressions.
Comments and builds formal / informal
conversations. Applies knowledge in class.
Shows initiative, responsibility and
interest in class.
Activity 3

85
BLOCK 3
Exercise 4. Write the questions, use the help and follow the example.
e.g Who/work for? (you)
Who do you work for?
1. What/do? (your brother)
______________________________________________________________________________________________
2. Where/work? (Mr Jones).
______________________________________________________________________________________________
3. Where/be from (your husband).
______________________________________________________________________________________________
4. Where/live? (your parents)
______________________________________________________________________________________________
5. Be/married? (you)
______________________________________________________________________________________________
6. Have/any children? (your boss)
______________________________________________________________________________________________
7. How old/be? (they)
______________________________________________________________________________________________
8. What/do? (your spare time)
______________________________________________________________________________________________
Exercise 4A. Listen to the questions - Intonaion.
Yes/No Questions
Rising intonation
Wh- questions
Falling intonation
Do you work everyday?
Do you like your job?
Are you in charge of the department?
Are you a lawyer?
What do you do?
What company do you work for?
Where do you work?
What do you do exactly?

86
Exercise 4B. Pretend you are working in a Company and you want to find out about
your colleagues.
Listen to the questions and answers.
What do you do? I’m ....[a manager].
(I’m responsable for the payroll and Management
Information Systems.)
(I work for a construction company in México ).
Who do you work for? A company called [Elco Pacific].
(I’ve been with them for about three years.)
Which departament are you in? [Finance].
Where did you study? At (Unitec University)
Where did you go to college? (Phoenix Institute of Technology.)
What qualifications have you got? I have [a degree in Business Studies].
(I studied engineering.)
Where are you from? I am from Spain.
Where were you born? I was born in Madrid, Spain.
Where do you live (now) In Mexico City.
Are you married? Yes, I am./ No, I am not.
Do you have any children? Yes, I have two children. No, I haven´t
How old are they? [One is four, the other is two.]
What do you do in your spare time? (I watch TV. I spend time with my family.)

87
BLOCK 3
Prepare a presentation where you introduce yourself, say who you are , where you are from, what you
do, etc. Write it down first.
EVALUATION
Activity 4 Product: Oral and Written Presentation. Value:
KNOWLEDGE
Presents and recognizes vocabulary to create an
oral production about knowing colleagues
Dramatizes and produces conversation models in
class.
Participates and shows initiative in oral
production formation.
Activity 4
HELP:
I work for a company called Elco Pacific.
I have a degree in accountancy.
I am (I’m) married.
I come from London.
HELP:
Positions:
Financial Controller
Sales and Customer
Service Manager
Store Manager
Managing Director
Customer Service
Engineer
Purchasing Manager
Personal Assistant
Bookeeper

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Complete the dialogue with: some, any, many, much, how many, and how much.
AT THE OFFICE
Lucy: Good morning! I’m sleepy. Is there __________ coffee in the coffee pot?
Dan: No, there isn’t. Can you make ______________ , please ?
Lucy: _________________________ cups should I make?
Dan: __________________________ coffee is left in the can?
Lucy: Not _____________, I can buy ______________ at the store.
Dan: __________________ money do you need?
Lucy: It costs $15.80 a can.
Dan: Fine. Here you are.
Lucy: OK. There are always _______________ people at the store,
so I won’t be back soon.
Activity 5a
Listen to the dialogue and check your answer.

 
EVALUATION
Activity 5 Product: Exercise completing and listening. Value:
KNOWLEDGE
Recognizes and reaffirms the use of quantifiers
in a social context at work.
Practices and applies the correct use of quantifiers
in a dialogue.
Shows respect and initiative answering
the exercise and participating in class.
Activity 5

89
BLOCK 3
Exercise 5. Read the invitation to a conference of self improvement and self steem and then accept
it or reject it (use the help).
AN INVITATION
Date: May 22nd
., 2010.
To: DAVE ROBINSON
Please come to The Conferences of Self Imrovement and Self Steem,
given by Dr. Julio Scott.
When: May 25th
. 2010.
Where: Our Company Auditory.
Jhon Escudero
Managing Director
HELP:
Would you like to…?
I would love to, but…
Thanks, but I can’t
Oh, that’s too bad
Sounds great!
Can you come to…?
Thank you for the
invitation

90
Exercise 5A. Write an invitation for a birthday party to your colleagues.
Use your creativity, even the internet, to make it.
HELP
http://www.google.com.mx/search?hl=es&source=hp&q=Parties+at+work&aq=f&aqi=&aql=&oq=&gs_rfai
Exercise 5B. Now write a note to accept or reject the invitation.

ORAL ENGLISH COMMNICATION 1

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ORAL ENGLISH COMMNICATION 1