Oral eng1 cpt3_s

COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Profr. Julio Alfonso Martínez Romero

Director Académico
Mtro. Víctor Manuel Gámez Blanco

Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia

Director de Planeación
Mtro. Pedro Hernández Peña

ORAL ENGLISH COMMUNICATION 1
Módulo de Aprendizaje.
Copyright ©, 2010 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Segunda edición 2011. Impreso en México.

DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280

COMISIÓN ELABORADORA:

Elaborador:
Lydia Lagarda Sánchez

Revisión Disciplinaria:
Edna Elinora Soto Gracia

Corrección de Estilo:
Diana Patricia Lugo Peñúñuri

Apoyo Metodológico:
Jesús Moisés Galaz Duarte

Supervisión Académica:
Mtra. Luz María Grijalva Díaz

Diseño de Portada:
Alejandro García Lagarda

Diseño:
Joaquín Rivas Samaniego
María Jesús Jiménez Duarte

Edición:
Cynthia Deyanira Meneses Avalos

Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López

Coordinación General:
Mtro. Víctor Manuel Gámez Blanco

Esta publicación se terminó de imprimir durante el mes de junio de 2011.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 1,005 ejemplares.

PRELIMINARES
2

DATOS DEL ALUMNO

Nombre: _______________________________________________________________

Plantel: __________________________________________________________________

Grupo: _________________ Turno: _____________ Teléfono:___________________

E-mail: _________________________________________________________________

Domicilio: ______________________________________________________________

_______________________________________________________________________

Ubicación Curricular

COMPONENTE: HORAS SEMANALES:
FORMACIÓN PARA EL TRABAJO 03

CAPACITACIÓN PARA EL CRÉDITOS:
TRABAJO: 03
IDIOMAS (INGLÉS)

PRELIMINARES
3

Content
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
2:
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
2:
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
1:
Didactic Sequence 1 Social Relationship .........................................................................................................78
2:
Didactic Sequence 2 Talking about Festivities .................................................................................................92

Bibliography ......................................................................................................................................................101

PRELIMINARES
5

Presentación
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el 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.

PRELIMINARES
7

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.

PRELIMINARES
8

Competencias Profesional es:
Realiza comprensión oral y auditiva de diversos tipos de texto en otro idioma.
Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
Realiza expresión o producción oral en otro idioma.
Realiza interacción oral en otro idioma.
Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Unidad de competencia:
Expresa y analiza diálogos para comunicarse en situaciones cotidianas y laborales, que le 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.

Time assigned: 15 hours.

Didactic Sequence 1
Review of simple conversations (functions)

Start up activities
Exercise 1

Listen and read

Ed : Hi, Carla
Carla: Hello, Ed .
How are you?
Ed : Fine, thanks and you?
Carla :Fine too. Goodbye Ed
Ed: Bye, Carla.

Greetings polite inquires & answers Goodbyes
good morning … is your family? well good night
good afternoon … is your mother ok later
good evening … is (name) great See you tomorrow

Exercise 2
Change information of the previous dialogue and act it out. The words in the boxes will help.

Exercise 3
Introduce yourself, then introduce a partner.

I´m …..
My name is…
This is .....
I´d like you to...
I´m please to ....
May I introduce ......?
Nice to meet you.

10
REVIEWS AND CONVEYS INTO ORAL WORKING SITUATIONS

Exercise 4
Write the letters of the alphabet in the correct place:
A, I, L, U, V, E, G, S.
i e ai au iu a
ei
H, B, C, F, M, Y, O, Q, R,
J, D, P, N, X, W,
K,

Exercise 5
Now pronounce all the letters.

Exercise 6
Listen and repeat the following sounds:

SH CH TH V B EE OO PH

Exercise 7
Add words with the sounds:

Ship, cheap, the,
vowel, before, bee,
book, physical....

S T RES S

Important word s in English are stressed.
We say them louder and clearer:

Nice to meet you.

Stressed Not stressed Stressed Not stressed

11
BLOCK 1

Activity 1

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 Swedi sh.

EVALUATION
Activity 1 Product: Stress identification. Value:
KNOWLEDGE
Factual Procedural Attitude
Identifies and reaffirms the use of vocabulary and
Obtains knowledge identifying stress words. Shows interest and respect.
stressed words.

C MC NYC
Auto evaluation Obtained value:



Development activities
Do you remember how to:

Exercise 8

Give and ask personal information (name, address, telephone, mail, age, place of birth).
Complete the functions:

1. What is your name? _________________________________________________________________

2. _____________________________________________________________ My address is 213 Maple St .

3. What is your telephone number? ________________________________________________________ __

4. What is your e-mail address? ____________________________________________________________

5. ______________________________________________________________________ I am 16 years old.

6. Where are you from?____________________________________________________________________

12

Exercise 9
Ask your partner personal information about a friend.
Write the question and the answer.
e.g. What is your friend´s name? Her name is Donna.
1. _________________________________________________________________________________________
2. _________________________________________________________________________________________
3. _________________________________________________________________________________________
4. _________________________________________________________________________________________
5. _________________________________________________________________________________________

Exercise 10
Read and compl ete the dialogue (underline his or her).

Liza: Good ______________________. My name is Liza Simson.
What´s your name?
Raul: Hello, I am _______________________________________.
Liza : Where are you from?
Raul: ______________________________________ México City.
Liza: What is your friend´s name?
Raul: His-her name is___________________________________.
Liza: What is his-her address?
Raul: His-her address i s_________________________________.
Liza: and his-her cell phone number?
Raul: ___________________ 6441-375976.
Liza: ________________________________________________?
Raul: ___________is 17 years old.

Exercise 11
What other information can you ask for?.... Write down questions and answers.
-Spelling ____________________________________________?
_____________________________________________
-Time ____________________________________________?
_____________________________________________
HELP:
-Distance ____________________________________________?
_____________________________________________ How do you...
-Population ____________________________________________? How far..
_____________________________________________ How much...
-Transp ortation ____________________________________________? How long....
How can you get to...
_____________________________________________
By...bus, subway,
-Preferences ____________________________________________? ferry, train, airplane.
_____________________________________________
-Pastimes ____________________________________________?
_____________________________________________
-Professions ____________________________________________?
_____________________________________________
-Costs ____________________________________________?
_____________________________________________
-O t h e r ____________________________________________?
_____________________________________________

13
BLOCK 1

Activity 2

Listen to the dialogue and read it aloud.

At a party
Sam: Hi! May I introduce myself? NOTE:
Belinda: Sure! You can say:
Sam: My name is Sam. What is yours? - I don´t give out my
Belinda: I am Belinda. personal information.
Sam: Would you like to dance? - I don´t give out my
Belinda: Sure! address or phone number.
Sam: You´re pretty and you dance terrifically! - I´d rather not say.
What is your cell phone number?
Belinda: I don´t give out my phone number.
Sam: I like you and I´d like to know you more. NOTE:
I want t o give you a call and ask you for a date. To confirm the information
Belinda: Ok, fine. My number is 6441 -278391. you hear, you can repeat it.
Sam: 6441-278391?
Belinda: That´s right.
Sam: Wait for my call. I´ll see you!

EVALUATION
Activity 2 Product: listen and Pronunciate dialogue. Value:
KNOWLEDGE
Repeats and confirms information given in a Shows interest and respect listening and
Practices and models the conversation.
dialogue. pronouncing the models

C MC NYC

CONTRACTIONS:
They are formed when you put two words together and you drop letters
and replace them with an apostrophe ( „ ). They are used for speaking
and in writing.
Long Form Contraction
I am from Mexico City. I‟m from Mexico City.

Exercise 12

Listen to the following sentences. Circle the letter that you hear.

1. a. How are you? b. How‟re you?
2. a. I‟m fine. b. I am fine.
3. a. She is from Canada. b. She‟s from Canada.
4. a. It‟s the capital of the state. b. It is the capital of the state.
5. a. Mary‟s my friend. b. Mary i s my friend.
6. a. What‟s the answer? b. What i s the answer?
7. a. That‟s a lot of people. b. That is a lot of people.

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Closing activity
Activity 3

In teams of six you are going to practice a conversation using the functions for asking and giving
information about yourself, other peopl e and places. Then, you are going to present it in front of the
group. Previously, you have to hand in the written conversation to your teacher.

EVALUATION
Activity 3 Product: Conversation. Value:
KNOWLEDGE
Shows order to achieve a good
Presents and reproduces a created conversation by
Creates and dramatizes a conversation. presentation. Shows initiative and interest
teams.
in a collaborative form
C MC NYC
Co evaluation Obtained value:

15
BLOCK 1

“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 subj ect for “she” and write it down:

16

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

17
BLOCK 1

Exercise 6
According to the previous exercise, discuss the present tense rules. Categorize the verbs by sound and
rule.

Activity 1

Refl ect a routine of your daily life about health. (You may want to bring a video or an oral presentation).

http://dentistry.about.com/od/brush3/Brushing_Teeth_Children.htm

EVALUATION
Activity 1 Product: oral presentation. Value:
KNOWLEDGE
Presents an oral production to reinforce English Practices conversation and uses English in a real life
Shows order, initiative and interest.
skills. situation.

C MC NYC

Exercise 7

Underline under the word you hear…

work tried both loud
wrote coming told sound
would trying old learn
out knock show watched
ouls knew ship catch
owl kind short watch
flying trips days tired
falling trip does tire
playing trap door tiny
thing real teacher turned
things rides under walked
think ready slower wanted
hear skip white walk
head sky wheat wall
heard spy wear walked

18

Exercise 8
Now discuss the meaning and use of the previous vocabulary:

1. How many verbs are there?
2. Is there any adjective?
3. What does “tiny” mean?
4. Any irregular verb?

Add more questions.....
5. _____________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
____________________________________________________________________________ _____________________

Exercise 9
Game: Tic-Tac-Toe

Form sentences with verbs, frequency expressions, time expressi ons, auxiliary verb s, and question word s.

Time: 15 min.

in the at the twice a in the at the twice a
morning night week morning night week

plays does brushes plays does brushes

Always what don‟t always what don‟t

Draw a grid on the blackboard and have students to call out words or expressions from previous lessons
and write them on the grid.

Divide the class into two teams. Team “X ” and team “O”. Decide which team starts first.

Team “X” Team “O”

19
BLOCK 1

One student from team “X” or team “O” chooses a word or expression from the grid on the blackboard
and makes a sentence with that word or expression. Example:

A student selects the word expression: “in the morning”.

Yes, it is.
is that sentence
I go to the school acceptable?
in the morning.

Team “X” Team “O”

If the sentence is acceptable, mark an “X” over the expression “in the morning”. If it is incorrect, team
“O” tries to make a sentence with any word from the grid.

The game continues until one of the two teams has three X‟s or three O‟s in any direction. Look at the
examples.

Exercise 10

Write down the 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 Was I ?
Were not Were you?

20

Activity 2

Game: Tic-Tac-Toe

Draw your own grid and write in it expressions and verbs for past tense. Then, form as many sentences as you
can.

EVALUATION
Activity 2 Product: Past tense and sentences grid. Value:
KNOWLEDGE
Enunciates words to form sentences using past Creates sentences using the words from the grid and Participates in class. Shows initiative
tense and common expressions. the past tense. and interest.
C MC NYC
Autoevaluation Obtained value:

Exercise 11

Listen to the pronunciation of regular past tense verbs and add more to the tabl e.

Fi nal - ed has three di fferent pronunciations

1. /t/ after the sound s 2. /id/ after the sound s 3. /d/ all other cases
f, p, k, s, ch, sh, x. t, d

looked (t) watched (t) needed (id) enjoyed (d)
asked (t) dressed (t) waited (id) believed (d)

21
BLOCK 1

Exercise 12

Listen and learn the poem.

THE FLEA AND THE FLY
A flea and a fly flew up in a flue.
Said the flea, ¨Let us fly!¨
Said the fly, ¨Let us flee!¨.

Exercise 13
Listen to the poem and deduce what it means.

THE WISE OWL
A wise old owl
Sat in an oak
The more he saw
The less he spoke,
The less he spoke
The more he heard,
Why can´t we be like
That wise old bird.

Exercise 14
Underline the verbs in the poems. Discuss the meaning and their form.

22

Activity 3

Listen to the song and underline the past tense of the verbs.

I cried a tear,
You wiped it dry.
I was confused,
You cleared my mind.
I sold my soul, You held my hand ,
You bought it back for me. When it was cold.
and held me up, When I was lost ,
And gave me dignity. You took me home.
Somehow you needed me. You gave me hope,
You gave me strength, When I was at the end.
To stand alone again. And turned my lies,
To face the world, Back into truth again.
Out on my own again. You even called me "friend".
You put me high,
Upon a pedestal, You gave me strength,
So high that I could almost see eternity. To stand alone again.
You needed me. To face the world,
You needed me. Out on my own again.
You put me high,
And I can´t believe it's You. Upon a pedestal,
I can't believe it's true. So high that I could almost see eternity
I needed You You needed me
And You were there You needed me
And I'll never leave, why should I leave?
I'd be a fool
'cause I finally found someone
who really cares.

EVALUATION
Activity 3 Product: listening activity. Value:
KNOWLEDGE
Selects past tense regular and irregular Participates in class. Shows initiative and
Analyzes and chooses past tense forms.
verbs. interest.

C MC NYC

23
BLOCK 1

Activity 4
Listen to the conversation and then classify the different uses for “CAN”

Pat: Mom, can I go to John´s house?
I want t o buy my guitar,
Martha: Yes, you can, but don´t be late.
AT JOHN´S HOUSE
Pat: John can you go with me to buy a guitar?
John: Can you play the guitar?
Pat: Yes, I can. I want to buy a new guitar.
Can you tell me where I can get one?
John: I don´t know, but we can ask my father, he knows where.
Pat: Good! Let´s ask him.
John: Fine.
Pat: Good evening Mr. Berns.
Mr.Berns: Hello Pat! What can I do for you?
Pat: Can you tell me , where can I buy a guitar?
Mr. Berns. There are some good ones at Marikos´ place.
Pat: Oh! I know that place. Thank you.
Can you teach me how to improve my guitar playing?
Mr. Berns: Sure, any time!
Pat: Good! Thank you Mr. Berns.

NOTE: Are the uses the same in your language?

EVALUATION
Activity 4 Product: Language identification. Value:
KNOWLEDGE
Enunciates modal verb “can” and its Uses a real English situation to identify different applications
Shows initiative and interest.
uses. of “CAN”

C MC NYC


 

24

Closing activity
Activity 5

Listen to the conversation and make your own, as a project, to present it in class.
(Teams of 4 people) Beforehand, you have to turn in the written conversation. At the end
of the presentation, identify the grammar topics and the functions used.

English Project:
The Girls and the Handsome Boy

Presentation: This is “Team Great People”, the conversation is about two friends who are taking a vacation in Los
Cabos B. C., and are meeting a new friend .

Elziarahí: Welcome to the Mayan Palace Resort. Can I help you?
Norely: We‟d like a room for two nights.
Elziarahí: Ok. Would you like a single or a double room?
Norely: A double room, please.
Elziarahí: Ok. Let‟s see. Room 42. That‟s on the second floor.
Laura: All right. Do you offer breakfast ?
Elziarahí: Yes, Mayan breakfast i s served from 6 to 11 a.m. and it‟s free.
Laura: Perfect! How much i s for the room?
Elziarahí: $100, please.
Norely: Do you accept credit card?
Elziarahí: Yes, of course. Please fill in this form.
Norely: Here you are.
Elziarahí: Thank you. Here‟s your key. If you need something ,you can dial 100 to call the reception.
Laura: Thank you for everything.
Elziarahí: You‟re welcome. Enjoy your stay and have fun in Los Cab os B.C.
Norely: Laura, where is our room?
Laura: It‟s on the second floor.
Norely: And which number is it?
Laura: Room 42.
Norely: Laura, look this beautiful room! We can see the p ool!
Laura: Yeah, cool! I‟d like to drink something.
Norely: Let‟s go to the L.C. Club. A friend told me that is a fantastic club.
Laura: I want t o dance with a cute boy.
Norely: That‟s the attitude. Laura!
Sergio: Hi! How are you girls?
Laura: We are fine. What‟s your name?
Sergio: My name is Sergio and you?
Laura: My name is Laura and this is my friend , Norely.
Sergio: Nice to meet you girls.
Norely: Nice to meet you, too.
Laura: Where are you from?
Sergio: I‟m from Boston, and you?
Norely: We are from Vancouver.
Sergio: Really? I want to go t o Vancouver.
Laura: You have to g o. It‟s a beautiful place to take vacation.
Sergio: Do you study?

25
BLOCK 1

Activity 5 (Continuation)

Laura: Yes, I‟m studying Tourism. How about you?
Sergio: I‟m studying Civil Engineer. Would you like to dance with me?
Laura: Oh Yes! It‟s my favorite activity!
Sergio: I can see you dance very well.
Norely: Laura, we have to go, it´s late.
Laura: What time is it?
Norely: It‟s 3 a.m.
Laura: Nice to meet you Sergio. I liked dancing with you.
Sergio: Laura, would you like to go to the movie theater t omorrow?
Laura: Yes, I would. My cell phone number is 771-445-669
Sergio: Ok, I‟ll call you tomorrow.
Norely: Good bye Sergio, take care.
Laura: See you tomorrow Sergio.
Sergio: Sure!

Topics:
- Verb Be
- Personal Pronouns.
- Possesive adjetives.
- Simple Present.
- Simple Past.
- Simple Future.
- Present progressive.
- Modal verbs.
- Prepositions of place and time.

Functions:
- Greeting.
- Introducing yourself.
- Introducing other people.
- Expressing polite expressions.
- Asking for the time.
- Asking for the origin.
- Asking for a price.
- Using numbers.

EVALUATION
Activity 5 Product: Written and oral presentation. Value:
KNOWLEDGE
Presents and organizes grammatical structures Plans and writes a conversation then
Shows laboriosity, initiative and interest.
based in a conversation model. indicates structures in a report.

C MC NYC

26

What do you do?

Activity 1

Pantomi me: Act out the occupation, rest of students guess it. You can add more.

Businessman walking
Information desk Diplomat Private secretary
the road of success

Newsrep orter &
Laboratory scientist Peidiatrician Computer installation
Cameraman

Policeman issuing
Webmaster Housekeeper Conductor
a parking ticket

Activity 1a
Discuss what people in the pictures do?

What do you do? I‟m ... [an IT manager].
(I‟m responsible for the payroll and Management Information Systems.)
(I work for a gas company in USA).

27
BLOCK 1

EVALUATION
Activity 1 Product: Pantomime presentation Value:
KNOWLEDGE
Present Professions and activities in a
Discusses regarding people's jobs. Values the use of language and shows initiative and interest.
performance.

C MC NYC

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

28

Exercise 4
Write a, an or the where necessary to compl ete the conversation.

A: What do you do?
B: I‟m ______ engineer and I work as Managing Director of______ Intel Company.
And you?
A: I´m ______ Graffic Designer, I work in quality.
________ company i s called Rock Designs.
B: So, you are in clothing design?
A: Oh, yes!, I like my job a lot because I like rock music .
We al so sell ________ licenses t o use Rock groups propaganda.
We have three branches in the country and I am _________ copartner in ______ company.
B: It sounds interesting. Congratulations!

Exercise 5
Listen to the conversation to check the answers.

Exercise 6
Match the following columns to complete telephone expressions.

give your name?
have that?
Could you ... take me through to (Client attention)
repeat him call me?
put a message?
spell over that again?
go me where you live?
tell me some information?

NOTE.
You use indirect questions to sound more polite.
-Could you tell me..?

speak a message?
call extension 206, please?
May I ... check to Mrs. Sanders, please?
have later?
take that?

29
BLOCK 1

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
Practices discussion and determines the Integrates knowledge and shows initiative and
Identifies and relates plural nouns rules.
correct use of plurals. interest.
C MC NYC

30

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 the most/the least
important important
6 good better the best

Exercise 7
Discuss the comparatives.

Activity 3

Listen to the song and underline the comparatives.

I AM ME

My brother i s bigger than me.
My sister‟s more intelligent than me.
My mother‟s more attractive than me.

But I am me.
I am me.
I am the best mez.

My father is richer than me.
My sister is more modern than me.
My brother i s more popular than me.

But I am me.
I am me.
I am me.
I am the best me.

We are different, not the same.
Different habits, different name.
And we play a different game.
Let’s rap!
We are we.
We are we.
We are the best we.

31
BLOCK 1

Exercise 8
Learn this poem and take the good advice.

GOOD BETTER BEST
Good, better, and best
-Never rest-
´Till your good is better
And better is the best.

EVALUATION
Activity 3 Product: Listening presentation. Value:
KNOWLEDGE
Recognizes grammatical structures about Indicates and uses comparative forms
Participates in a collaborative form.
comparatives. in the song.

C MC NYC

Closing activity
Activity 4

Answer and discuss the following questions.

Do you have a part-time job? If so, what do you do?
Do you have to work overtime?
•If so, how often?
•Do you have to work on Sundays?

What are some jobs that you think would be b oring?
__________________________________________________________________________________________________
What are some jobs that you think would be fun?
__________________________________________________________________________________________________
What job do you want to have in six or seven years?
_______________________________________________________________________________ ___________________
What job s in your country are considered to be good jobs? Why?
__________________________________________________________________________________________________
Would you consider yoursel f to be an ambitious person at work?
__________________________________________________________________________________________________
Would you describe yourself as a workaholic?
__________________________________________________________________________________________________
Would you like a job in which you traveled a lot ?
__________________________________________________________________________________________________

32

Activity 4 (continuation)

Would you like a job that requires you to sit in front of a computer all day?
__________________________________________________________________________________________________
Would you like to do the same job for the rest of your life?
__________________________________________________________________________________________________
Would you like to work in an office? Why or why not?
__________________________________________________________________________________________________
At what age do people usually begin to work in your country?
__________________________________________________________________________________________________
At what age do people usually retire in your country?
__________________________________________________________________________________________________
At what age would you like to retire?
__________________________________________________________________________________________________
What do you think you will do after you retire?
__________________________________________________________________________________________________

Activity 4 Product: Questionnaire discussion. Value:
KNOWLEDGE
Presents and discusses business Practices discussion and new business
Shows initiative and interest in a collaborative form.
vocabulary and grammatical topics. vocabulary.

C MC NYC
Coevaluation Obtained value:

33
BLOCK 1

34

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 conclusi ones
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 internaci onal.

BLOCK 2. Communicates regarding different subjects.

Time assigned: 15 hours.

Talking About Business.


Building Up Business Vocabulary.

Exercise 1

Listen and read.

Some prepositions of place

1. The Company is i n the center of t own.

2. My office i s on the third floor.

3. it‟s above the General Manager‟s office.

4. it‟s at the end of the hall, at the top of the stairs.

5. It‟s b y the main photocopier.

The door i s next t o the photocopier.

6. The accountant´s department is b ehind the reception desk.

7. The reception desk is bel ow the General Manager‟s office.

8. It‟s near the main entrance.

9. It‟s opp osite the waiting area.

10. It‟s b etween the restrooms and the waiting area.

11. The parking lot is i n front of the main entrance.

Exercise 1a.

Discuss the uses of prepositions of place.

Activity 2b.

36 COMMUNICATES REGARDING DIFFERENT SUBJETS

Exercise 2

Complete the sentence with a preposition of time.

a The company was taken over ………... the end of that month.

b I joined MTV ……………………. 1998.

c I left ………………………….. spring of 2005.

d I got a new job with CDR……………..... May 1st .

e. I work there ............... 8 am ............. 4 pm.

f I was sent to Europe ……………….. the beginning of July.

g My boss called me……………….9 am………………….. Tuesday 18th . August .

h He wanted me to go to Italy …………………. September.

i I phoned him bac k ……………………….. 3 pm.

j I want t o complete the project by the end ......... November.

Exercise 2a

How do you use prepositions of ti me?... Share with classmates

37
BLOCK 2

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? ....


Activity 1

Complete the second speaker’s responses with the correct question words

who where when what how l ong how much

1A The problem i s the cost.
B Sorry, did you say?
A The problem i s the cost.
B Oh, as usual.

2A We have the meeting next month.
A Next month.
B Oh, I see.

3A A course will cost $1,000.
B Sorry, _ did you say?
A $1,000 at least .
B Oh, that much?

4A Mr. Ronn called me yesterday.
A Mr. Ronn.
B Oh, yes.

5A The company i s in Tokio.
A In Tokio.
B Oh. really?

6A The company construction might take two years.
A two years.
B Oh, as long as that?

In business where you are discussing,
facts and figures, saying: “Sorry” Or “I
don’t understand” i s not always enough.
Sometimes you need to be more
precise.

39
BLOCK 2

Activity 1a.

Listen and check your answers.

EVALUATION
Product: Completes, listens and checks prepositions
Activity 1 Value:
& WH questions.
KNOWLEDGE
Recalls business vocabulary in grammatical
Distinguishes phonetic models. Shows initiative and interest.
topics.
Coevaluation C MC NYC Obtained value:

Exercise 3

Listen and model the sentences for the present progressive tense, contrast with the simple
present tense.

We do a lot of work in the community hospital.
We‟re building a new medical area in the community hospital.

We don‟t usally have problems with contractors.
We are having some problems at the moment.

The Project goes well.
The Project is g oing well.
.
We want to complete the Project by the end of June.
We are waiting to complete the Project by the end of June.

I don‟t think we‟ll finish on schedule.
I‟m not thinking we‟ll finish on schedule.


Exercise 3a

Listen to some exampl es for the present continuous tense, contrast with the si mple
present tense, then share your own examples.

Learning a lenguage.

Which language do you speak? What are you studying at the moment?
My mother tongue is Spanish. I‟m working on my English.
I can speak Italian and French. I‟m trying to improve my German.
I know some Polish, I‟m working on my own.
I don‟t speak much Japanese. My pronunciation is getting better.

Possesion.

Exercise 4

Possession.

Exercise 4. Write replies to these examples, using belong to, it is, they aren‟t, etc.
e.g . Does this cell phone belong to you?
(not mine) ……………………………………………………………….
a Whose is this computer?
(ours) …………………………………………………………………..
b Is this Mr and Mrs Sommer‟s laggage?
(them)………………………………………………………………
c I think this is Mi ke‟s calculator.
(not him)……………………………………………………………….
d Whose are these files?
(yours)……………………………………………………………….
e Does this briefcase belong to Luis?
(not his)……………………………………………………………….
f Is this Diane‟s report?
(hers) …………………………………………………………………
g Whose are these cups of coffee?
(me) ………………………………………………………………….
h I think that i s Dan and Liz‟s problem.
(not hers) …………………………………………………………..

41
BLOCK 2

Activity 2

Oral practice. Use real life objects to describe a teacher of your school.

Write the sentences here:

EVALUATION
Activity 2 Product: Oral and written presentation. Value:
KNOWLEDGE
Recalls previews vocabulary in grammatical Shows initiative and interest.
Applies knowledge and describes people.
topics.



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 enterpri se 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 Yor k 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.

43
BLOCK 2

Exercise 5 (continuation)

A KISS for the whole world.

Looking to expand its product line, the company in 1907 began producing a flat -bottomed, conical milk chocolate
candy which Mr. Hershey decided to name HERSHEY‟S KISSES Chocolates. At first, they were individually
wrapped in little squares of silver foil, but in 1921 machine wrapping was introduced. That technology was also
used to add the familiar “plume” at the top to signify to consumers that this was a genuine HERSHEY‟S KISS
Chocolate. In 1924, the company even had it trademarked .

New products, hard times.

Throughout the next two decades, even more products were added to the company‟s offering s. These included
MR. GOODBAR (1925), HERSHEY‟S Syrup (1926), chocolate chips (1928) and the KRACKEL bar (1938). Despite
the Great Depression of the 1930s, these products helped the newly incorporated Hershey Chocolate
Corporation maintain its profitability and avoid any worker layoffs.

Hershey’s Chocolate goes to war.

With the outbreak of World War II, the Hershey Chocolate Corp. (which had provided milk chocolate bars to
American doughboys in the first war) was already geared up to start producing a survival ration bar for military
use. By the end of the war, more than a billion of these Ration D bars had been produced and the company had
earned no less than five Army-Navy “E” Production Awards for its exceptional contributions to the war effort.
A family friend becomes a family member.

The post-war period saw the introduction of a host of new products and the acquisition of an old one. Since 1928,
H.B. “Harry” Reese‟s candy company, also l ocated in Hershey, had been making chocolate -covered peanut
butter cups. Given that Hershey Chocolate supplied the coating for REESE‟S “penny cup s”; (the wrapper said,
“Made in Chocolate Town, So They Must Be Good”), it was not surprising that the two companies had a good
relationship. As a result, seven years after Reese‟s death in 1956, the H.B. Reese Candy Company was sold to
Hershey Chocolate Corp .

Growing up and branching out.

The following decades would see the company - renamed Hershey Food s Corporation in 1968 - expanding its
confectionery product lines, acquiring related companies and even diversifying into other food products. Among
the many acquisitions were: San Giorgio Macaroni and Delmonico Foods (1966); manufacturing and marketing
rights to English candy company Rowntree MacKintosh‟s products (1970); Y&S Candies, makers of Twizzlers
licorice (1977); Dietrich Corp.‟s confectionery operations (1986); Peter Paul/Cadbury‟s U.S. confectionery
operations (1988); and Ronzoni Food s (1990).

The Hershey Company enters a new century .

Today, The Hershey Company is the leading North American manufacturer of chocolate and non -chocolate
confectionery and grocery products. As the new millennium begins, we continue to introduce new products
frequently and to take advantage of growth opportunities through acquisitions. HERSHEY‟S products are known
and enjoyed the world over. In fact, we export to over 90 countries. With approximately 13,700 employees and
net sales in excess of $4 billion, The Hershey Company remains committed to the vision and values of the man
who started it all so many years ago.


Activity 3

Search on the internet the history of a company or an institution of your interest.

Answer the following questions about the company:

Help:

http://www.google.com.mx/search?hl=es&source=hp&q=history+of+companies&meta=&aq=f&aqi=&aql=&o
q=&gs_rfai=

1. Why did you get interested in this company?
2. Would you like to work for this company?
3. What do you like the most of this company?
4. Prepare: … to talk about the history of your company that interest you.
Bring the historical information on companies (when they were
founded , how they have devel oped; refer to company websites for such
information).

EVALUATION
Activity 3 Product: Written and oral presentation. Value:
KNOWLEDGE
Organizes and reports about a company of Participates and shoes initiative and
Prepares a presentation based on the web research.
student‟s interest. interest.

45
BLOCK 2

Exercise 6

Listen and read the conversation.

John: Excuse me. May I see the General Manager?

Secretary: Sorry, I´m afraid he i s not at the moment, but also you have to make
an appointment to see him.
Can I help you?

John: I would like to apply for a job in this company.

Secretary: Well, there are not any available job right now, but you can fill out an
application form, and we can give you a call in case there is
something for you.

John: Ok, thank you very much.

Secretary: You‟re welcome.

Activity 6a

Listen to the telephone conversation.

John: Hello! Who‟s this?

July: This is July, the secretary at Ford Company. I‟m calling you about the
job application you handed in here.

John: Oh yes! Is there something for me?

July: It looks like it is so.

John: Can I make an appointment for the interview now?

July: Yes, you may, How about tomorrow at ten? The general manager will be interviewing you.

John: Yes, of course , no problem. I‟ll be there tomorrow at ten. Thank you very much.

July: You‟re welcome, John! See you tomorrow.

John: Bye! And, thanks again!


Activity 4

Listen and read the conversation.

John: Good morning Sir.

GM: Good morning… (looking at the job application) John, come in and sit down, please.

John: Thank you Sir.

GM: So, you want to work with us… What can you d o?

John: Well, I‟m studying in high school and I would like a part-time job. I can assist customers as a salesperson,
I can be a clerk, an office boy, a secretary, I can sweep and mop floors and I can even entertain children
while the clients buy.

GM: Good!… Why are you interested in working here?

John: I need to work to pay for my studies, and this Company got my attention because if I get the job I know I
can do my best, and while I get prepared I can look forward to a better position in this company.

GM: You look like a very ambitious person who knows what you want. I like people with that attitude. The job is
yours and you‟ll be assi sting clients/customers

John: Thank you very much Sir. I‟ll do my best as I said .

Activity 4a

Answer the questions according to the dialogues:

1. Who is applying for a job?

2. Did John get to see the General Manager in his first visit to the Company?

3. Does John still study?

4. Who attended John in his first visit to the Company?

5. Did John call to make an appointment?

6. Why d oes John want to work in that Company?

7. What does ambitious mean?

8. Did John get the job?

9. Why d o you think he did?

47
BLOCK 2

EVALUATION
Activity 4 Product: Pronunciation & reading comprehesion Value:
KNOWLEDGE

Recalls listening and reading strategies. Analyses the conversation and answers questions. Shows interest and respect.


Activity 6a.

Excecise 7

Listen and then practice the dialogue with a partner taking turns.

Jason: Where d o you work Andrea?
Andrea: I work for Thomas Cook Travel.
Jason: Oh, really? What do you do there?
Andrea: I‟m a travel agent.
Jason: And what d o you do exactly?
Andrea: I make plane and hotel reservations for business travelers.
Jason: Do you like your job?
Andrea: Yes, it‟s a great job. Although, the salary i s not very high, I often travel to learn about cities, hotels,
airlines and tours, and everything is free!
Jason: That‟s fantastic!
Andrea: Yes, I love traveling. And what do you do?
Jason: I‟m a student, and I have a part-time job too.
Andrea: Oh! Where d o you work?
Jason: In a fast food restaurant.
Andrea: Are you a waiter?
Jason: No, actually I‟m a singer. I sing with a band there every night.
Andrea: Do you like your job?
Jason: Yes, it‟s a lot of fun.


Excercise 8

Complete the tel ephone conversation. Use the help in the box
HELLO, I‟M AFRAID R2-D2 IS
NOT IN RIGHT NOW. PLEASE
form – appointment - is calling - Friday LEAVE A MESSAGE AFTER THE
BEEP-WHEEP-PU-WHEET-ZIP-
BOOOP…
Nancy: Hello, Colpac Company. May I ask who __________________?
Emma: This is Emma. I‟m calling to ask for an interview ____________.
Nancy: Have you made your application ?
Emma: Oh yes, I have it with me. I also have my résumé
Nancy: Good! Can you come on at 5:30 p .m?
Emma: Sure, I‟ll be there.
Nancy: Ok. I‟ll see you then.

Exercise 8a

Listen to the telephone conversation.

Emma: Nancy?
Nancy: Oh yes! What can I do for you?
Emma: I‟m sorry but I forgot to ask you. How can I get to the Colpac Co.?
Nancy: Where are you?
Emma: I‟m on Grand Ave. and Maple St.
Nancy: Ok, Take Grand Ave., go straight on, then turn left on Roxbury St., wal k three
blocks and turn right and go straight ahead up to Eight St. Colpac is at your right.
Emma: Thank you very much Nancy.

49
BLOCK 2

Activity 8b

Draw a map for Emma to get to Colpac Co.

.

Activity 5

Read and compl ete the dialogue:

Interviewer: Good morning Mr. ________________
I‟m looking at your resume and I‟d like to ask you some questions.
B: Ok, I‟ll be glad to answer Mr. ________________
I: Do you have a job
B: Yes ________ . I work for ______________ . I am a _________________
I have been working for __________ years.
I: What do you do there?
B: I am in charge of ________________ and I have had good experience.
I: How long have you worked there?
B: For __________ Since ____________
I: What kind of experience do you have?
B: Well I‟m _____________. I know how t o __________________________.
I: Do you __________________. Have you taken any courses.
B: No, actually I have given courses of _____________________________.
I: Where did you study?
B: I went to ___________________ . I‟m a ___________________
I: Why d o you want to work here?
B: Because I think this i s a good company that offers good opportunities
for improvement
I: Do you prefer working independently or in a team?
B: I am equally confortable working as a member of a team or independently.

EVALUATION
Activity 5 Product: Pronunciation & reading comprehension. Value:
KNOWLEDGE

Recalls reading strategies. Analyses the context and fills in the blanks. Participates and shows interest.






Closing activities

Exercise 9

Look at the job interview tips and follow them to prepare your own.

Job Interview Tips

Scott: So what do you know about the Company? Have you done some research?

Carla: Yes, I have. On the internet: I know when it started, where it is, what they d o, that‟s why I
chose it.
Scott: What else have you done to get ready?

Carla: Well, I have also practiced answering some basic questions, that I think they‟ll ask me.

Scott: That‟s a good idea. Also you should arrive early and make sure you pronounce the
Interviewer‟s name correctly.

Carla: That i s easy his name is Dave.
Scott: NO! Never call the interviewer by his first name unless he asks you to do so.

Carla: OK, OK, then it‟s Sommers. I‟ll call him Mr. Sommers.

Scott: Good!

51
BLOCK 2

Activity 6

Dramatize your job interview. Hand in the written conversation.

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


Shopping and services.

Start up activity
Exercise 1

Listen and repeat after the speaker.

Long Form Reduced Form
1. How are you doing ? How´re you doin´?
2. It´s nice nice to meet you. It´s nice to meetcha.
3. We are going to go shopping. We´re gonna go shopping.
4. Do you want to go? Do you wanna go?
5. You don´t have to come. You don´t hafta come.
6. Aren´t you coming ? Arencha comin´?
7. She doesn´t miss them. She doesn´t miss ´em.
8. Why are you mad ? Wh´re you mad?
9. Ralph and I are g oing to watch a video. Ralph ´n I are gonna watch a video.
10. Would you like t o see me later?. Wudja like to see me later?

Activity 1

Find a dialogue or a song on the internet where reduced forms are used.

EVALUATION
Activity 1 Product: Report of the use of reduced forms. Value:
KNOWLEDGE

Recognizes the use of reduce forms. Distinguishes the use of reduce forms. Shows interest making a good report.

Autoevaluation C MC NYC Obtained value:

53
BLOCK 2


Exercise 2
Listen to the dialogue and read it aloud.

Carla: I want t o 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 d o 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 d on´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. Mall s 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 t ouch 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.


Oral eng1 cpt3_s

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