Documente Academic
Documente Profesional
Documente Cultură
PFI
English I
Student’s Textbook
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TALKING ABOUT YOURSELF AND YOUR FAMILY
Students:
Good morning/afternoon/evening.
Excuse me…
Teacher:
Quiet, please.
I don’t understand.
Repeat please.
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LANGUAGE EDUCATION PROGRAM
FONÉTICA: LOS SONIDOS DEL INGLÉS AMERICANO - Google: Phonetics university of IOWA
CONSONANANTES
Manera: como se produce el sonido y la forma como el aire se modifica cuando pasa por el sistema fonatorio.
Lugar: lugar de articulación. Se refiere a las partes de la articulación que están involucradas en la producción
del sonido.
Sonoridad: se refiere a si las cuerdas vocales vibran o no durante la producción de una consonante.
Consonantes sonoras: /w/, /v/, /z/, /b/, /d/, /g/, /Ʒ/, /dʒ/, /ð/
Consonantes no sonoras: /h/, /f/, /s/, /p/, /t/, /k/, /ʃ/, /tʃ/, /θ/
Manera:
Un sonido fricativo es una consonante producida al forzar el aire a través de la construcción formada por los
articuladores.
Un sonido africado es una consonante que tiene un sonido fricativo y una manera frenada de producción.
Un sonido nasal es una consonante producida por el cierre total de la cavidad oral pero con el velo abajo para
permitir que el aire salga por la cavidad nasal.
Un sonido “glide” es una consonante caracterizada por un movimiento continuo y deslizado de los articuladores.
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/Ʒ/ Fricative Lingua palatal Voiced Vision, beige
/dƷ/ Affricate Lingua alveolar Voiced Job, badger, cage
/h/ Fricative Glottal Voiceless Happy, greyhound
/ƞ/ Nasal Lingua alveolar Voiced Singer, ring
/j/ Glide Lingua palatal Voiced Yellow, opinion
PHONETICS EXERCISE
Exercise 1. Match the phonetic transcriptions with the words.
1. /ʃʌt/ a. later
2. /hɑːt/ b. joke
3. /θɪŋk/ c. heart
4. /wɜːk/ d. there
5. /leɪtə/ e. doubt
6. /bɔːt/ f. work
7. /puːl/ g. shut
8. /dɑʊt/ h. think
9. /dʒəʊk/ i. pool
10. /ðeə/ j. bought
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Exercise 2. Listen to the following words and circle the sound that you hear.
Exercise 3. The teacher will read out sentences. Tick the word that you hear.
Exercise 4. Write down the first phonetic symbol for the words that you hear.
Exercise 5. Write down the last phonetic symbol for the words that you hear.
Exercise 6. Mark (x) the words that contain the /s/ sound.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Listening to the conversation It’s Nice to Meet You and answer the following
questions.
QUESTIONS
3. Listen to the recording and write the CORRECT spelling for each name.
1 2 3 4 5 6
Denice Nique Ana Ebon Aike Manddi
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
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LANGUAGE EDUCATION PROGRAM
INTENSIVE READING
My name is John. I’m seventeen years old. I’m from Cali, Valle. My mother’s name is Gabriela. She is
a teacher. My father’s name is Jorge. He is a lawyer. I’ve two siblings. My sister is fourteen and my
brother is four years old. They’re students.
Although I’m not a good player, I love playing soccer. My favorite team is Real Madrid. What
is your favorite sport? Are you a good player?
I am not short, I am very tall. My hair is short and dark and I have brown eyes. I like chicken
and candies. Listening to music, sleeping and watching TV are some of the things I like to
do. I don’t like fish and I really hate mathematics.
In my free time, I hang out with my friends; I play video games with the play station or computer
games. My favorite game is Legend of Legends. I love board games and cartoons too.
1. Notice the use of the verb “to be” in the previous reading. Write down the
correct form of the verb “to be” in present tense in the following text.
My name (be) ________(1) John. I (be) ________(2) fifteen years old. I live on a farm. It (be)
________(3) in the country. It is quiet in the country. It (be, not) ____ ____(4) loud in the country.
I wake up early. Sometimes, I wake up before the sun rises. Sometimes, it (be) ________(5) still dark
when I wake up. But I don’t mind. I like waking up that early. I like the way the country
looks in the morning. The first thing I do after I wake up is milk the cow. After I (be)
________(6) finished milking the cow, I bring the milk to my mom. I think she uses it to
make breakfast. She makes a delicious breakfast. My mom (be) ________(7) a really
good cook.
Next, I feed the pigs. One time, I asked my mom how come my little sister doesn’t feed them. She said
it is because my sister (be, not) ____ ____(8) strong enough. But I still don’t understand. She is almost
as strong as me! I guess my mom doesn’t want my sister to get hurt. After all, the pigs can (be)
________(9) pretty rough, especially when they (be) ________(10) hungry.
The last thing I do (be) ________(11) feed the chickens. That (be) ________(12) easy. I just throw
some food down on the ground and they run out and eat it. While the chickens (be) ________(13)
eating, I go into their house to collect their eggs. Chicken eggs (be) ________(14) really good to eat.
They (be) ________(15) easy to cook too. That is what I do in the mornings. I (be) ________(16)
pretty busy.
1. ¿Quién es John?
2. ¿Cuántos años tiene John?
3. ¿La mama de John es una buena cocinera?
4. ¿Son rudos los cerdos cuando tienen hanbre?
5. ¿Qué es fácil de cocinar?
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LANGUAGE EDUCATION PROGRAM
VERB “TO BE” CONJUGATION
Affirmative Sentences
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VERB “TO BE” HOMEWORK
III. Write sentences according to Martha’s family tree. Use the verb BE.
Pedro Milena
Father/Grandfather/Husband Mother/Grandmother/Wife
Lawyer Housewife
54 years old 45 years old
Martha
Daughter/Mother
Teacher
27 years old
Betty
Martha’s
daughter/Granddaughter
Student
6 years old
1. Pedro __________________________________________________________________________
2. Martha _________________________________________________________________________
3. Pedro and Milena ________________________________________________________________
4. Betty___________________________________________________________________________
5. Milena _________________________________________________________________________
1. Listen to the conversation Tell me about Your Brother and Sister Sue and answer the
following questions.
QUESTIONS:
2. Prepare a conversation with your partner about the family. Ask about:
Parents’ names
Parents’ occupations
Parents’ ages
Number of siblings
Siblings’ names
Siblings’ occupations
Siblings’ ages
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LANGUAGE EDUCATION PROGRAM
DICTATION
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LANGUAGE EDUCATION PROGRAM
WRITING WITH FEEDBACK
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LANGUAGE EDUCATION PROGRAM
INTEGRATED-SKILL ACTIVITY - ELECTRONIC ENGINEERING – LEVEL 1
1. SPEAKING. Before you read the passage, talk with your classmates
about these questions:
a. What is one unit of measurement in electricity?
b. Why is copper wire used in electrical wiring?
2. Reading
Read the course description. Then, mark the following
statements as true (T) or false (F).
a. __ Electrons are a unit of measurement.
b. __ Students learn about electrical currents.
c. __ The final project is a written exam.
4. Listen and read the course description again. What will students complete as a final project?
_______________________________________________________________________________
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5. LISTENING. Listen to a conversation between a professor and a student. Mark the following
statements as True (T) or false (F).
7. WRITING.
Use the course description and the conversation from task 6 to fill out the student’s notes.
Monday, 8-10
Electricity 101
What are some units of measurements for electricity?
________________ and ___________________ are some _____________________________.
How are they different?
_______________________ measures _______________ and _____________ measures
_________________.
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TALKING ABOUT ROUTINES
LANGUAGE EDUCATION PROGRAM
INTENSIVE READING
Lesley’s Day
Lesley is an ESOL teacher at Hackney College in London. On
weekdays she always gets up at about 7 o’clock. She has a shower
and she has breakfast with her husband and daughter. After breakfast
she brushes her teeth and gets dressed and then she takes her
daughter to school. She goes to college by bicycle at 8:30 and she
starts work at 9 o’clock.
At about 1:30 she usually has lunch. She has a sandwich and some fruit in her office. She finishes
work at 5’oclock and picks up her daughter from her after-school club. She usually has dinner at
about 7 o’clock and then she drinks a cup of coffee. In the evening she watches television or
sometimes she listens to the radio. She likes listening to music. She usually goes to bed at about
11:30. Then she reads her book for about half an hour. She goes to sleep at midnight.
Notice the verbs used in the previous text about Lesley’s routine. Write the correct
form of the verb in present tense in the following text.
Use the information in parenthesis to complete the questions at the end of the text.
Susan usually _____________ (go) to university at 7:30. She _______________ (have) classes of
English and Economics from 8 a.m. to 12 p.m. She _____________ (eat lunch) with her friends at the
university cafeteria. Susan’s friends usually ______________ (eat) soup, rice, chicken, and juice for
lunch. Susan _____________ (prefer) to eat fish, salad and juice for lunch. She _______________
(not eat) soup or rice because she ____________ (be) on a low carbohydrate diet.
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SIMPLE PRESENT TENSE GENERAL RULES
Affirmative Sentences
Pronoun Verb Complement Subject Verb Complement
I get up at 5 a.m.
You go to bed at 9 p.m. She gets up about 7 o’clock
He works from 8 to 6 She has a shower
She studies In the morning
It rains every day She brushes her teeth
We eat soup for lunch
You have breakfast with your family
They do their homework
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Negative Sentences
Pron Auxiliary Verb Complement Sub verb + Verb Comple.
. + not
I do not get up at 5 a.m. not
You do not go to bed at 9 She does not drive to work
He does not work from 8 to 6
She does not study in the morning She does not go to bed at 9
It does not rain every day
We do not eat soup for lunch
You do not have with your family
breakfast
They do not do their homework
Yes/No Question
Auxi. Subje. Verb Complement Aux. Subj Verb Comple.
do I get up at 5 a.m.? Does she drive to work?
do you go to bed at 9? Does she go to bed at 9?
does he work from 8 to 6?
does she study in the morning?
does it rain every day?
do we eat soup for lunch?
do you have breakfast with your family?
do they do their homework?
WH Questions
Wh-Word Auxil. Subj. Verb Wh- Auxi. Su. Verb
What time do I get up?
What do you do? word
Where does he work? Where does she have lunch?
How many friends does she have?
How often does it rain? What does she eat for lunch?
What kind of food do we eat?
What time do you have lunch
Who do they study with?
QUESTION ANSWER
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LANGUAGE EDUCATION PROGRAM
SIMPLE TENSE HOMEWORK
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LANGUAGE EDUCATION PROGAM
PRONUNCIATION – Third-Person singular – s endings
2. Find the exit following the (e)s= /IZ/ ending of the verbs.
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HOME PRACTICE
word final -s = /s, z, Iz/
Video: https://www.youtube.com/watch?v=r8ksyiycxq4&list=PLcn-K68f4IskMdeTSsCCBYSa4J7FZ099R
Audio: http://www.allenglish.org/Activities/activities-spronunciation3.html
Directions: Decide if the word ends with an /s/, /Ιz/, or a /z/ sound. Circle the correct answer.
1
acts* /s/ 9. persuades /z/
.
2 replies
/z/ 10. searches* /Ιz/
. *
3
gets /s/ 11. appears /z/
.
4 crashe
/Ιz/ 12. releases /Ιz/
. s*
5
invests /s/ 13. spends /z/
.
6 debate
/s/ 14. results* /s/
. s*
7
ages* /Ιz/ 15. attempts* /s/
.
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8
feels /z/
.
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LANGUAGE EDUCATION PROGRAM
INTENSIVE READING
Mary’s Night
On Monday, Mary comes back home from work. She looks at the clock and
yawns. What time is it? She asks herself. It’s nine o'clock. She goes to her
bedroom and puts on her pajamas. She gets her blanket. She lies down on her
bed. The room is cold. It’s rainy outside. She gets up and goes to her closet to get
extra blankets. She lies down again and covers herself. She falls asleep at half
past ten. She wakes up at midnight to get a glass of water. She drinks the glass
of water. She walks back to her bedroom. What time is it? She asks herself
again. It is five to one. She yawns and falls asleep. Two hours passes. She
wakes up and goes to the restroom. She hears a noise outside her window. She
looks out the window to see what it is. It is a black cat climbing a tree. She hushes
the cat. The cat runs away. She goes back to bed. She closes her eyes and falls
asleep. She sleeps very little.
IN ON AT
Parts of the day: in
the morning,
afternoon, evening. Days of the week:
Months: January, Times:
Monday, Tuesday morning
February… Three o’clock,
Weekdays, weekends
Years: 2001, 2002 midday/noon
Dates: July 12th, 2012,
Seasons: summer, midnight.
my birthday, Christmas
winter, autumn, Night
Day.
spring. Vacation
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LANGUAGE EDUCATION PROGRAM
PREPOSITION HOMEWORK
ACTIVITY 1:
Complete the text with the correct time preposition: IN, ON, AT.
ACTIVITY 2:
Complete the sentences with the correct time preposition:
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Read and Listen
2. Practice the conversation. Use the clock, the class times and this guide
Math Class
Ethics
Sports class
class
8:00
2:00 a.m
p.m
10: 00 a.m
3. Listening Exercise. Listen and complete the table with the show times for the movies
Holiday in Rome Hong Kong Warrior Ralph the rabbit Alien from Saturn
3:40
LA ORACION TEMÁTICA: La idea principal de un párrafo está contenida en una oración temática, la
cual debe ser lo suficientemente clara. Una buena oración temática no es demasiado general o
demasiado estricta en su sentido. Es recomendable establecer la idea central al principio del párrafo,
en la primera oración.
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The purpose of descriptive writing is to make our readers see, feel, and hear what
we have seen, felt, and heard. Whether we're describing a person, a place, or
a thing, our aim is to reveal a subject through vivid and carefully
selected details.
1) Find and Explore a Topic : Before you can write an effective descriptive paragraph, you need to do
two things:
1. Find a good topic.
2. Study the topic carefully (a strategy that we call probing).
2) Draft a Descriptive Paragraph: Once you have settled on a topic for your descriptive paragraph and
collected some details, you're ready to assemble those details in a rough draft that begins with
a topic sentence. (Topic sentence is a sentence, sometimes at the beginning of a paragraph,
that states or suggests the main idea (or topic) of a paragraph.)
3) Revise a Descriptive Paragraph: Now you will revise your descriptive paragraph, concentrating on
its organization. That is, you will check to see that your sentences follow a clear and logical
order, each detail related to the one that came before and leading to the one that follows.
4) Revise, Edit, and Proofread: You're almost done. It's now time to invite someone else (a classmate,
for example, or your instructor) to read your descriptive paragraph and suggest ways to
improve it. Taking your reader's comments into consideration, revise the paragraph one last
time, using as a guide this Revision.
Checklist for a Descriptive Paragraph:
a. Does your paragraph begin with a topic sentence--one that clearly identifies the person, place,
or thing you're about to describe?
b. In the rest of the paragraph, have you clearly and consistently supported the topic sentence
with specific descriptive details?
c. Have you followed a logical pattern in organizing the supporting sentences in your paragraph?
Is your paragraph unified--that is, do all your supporting sentences relate directly to the topic
introduced in the first sentence?
d. Is your paragraph cohesive--that is, have you clearly connected the supporting details in your
paragraph and guided readers from one sentence to the next? Throughout the paragraph,
have you chosen words that clearly, accurately, and specifically show readers what you mean?
e. Have you read your paragraph aloud (or asked someone to read it to you) to check for trouble
spots, such as awkward phrasing or needless repetition?
f. Finally, have you carefully edited and proofread your paragraph?
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himself in front of the television set, and I have to forgive him for his annoying,
but charming, habits.
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LANGUAGE EDUCATION PROGRAM
WRITING WITH FEEDBACK
Write a descriptive paragraph about the routine of a very close relative.
First draf
Final paper
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LANGUAGE EDUCATION PROGRAM
3/2/1
Watch the video sequence and take notes. Then, write about Vanessa’s routine.
Notes:
Vanessa’s Routine
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LANGUAGE EDUCATION PROGRAM
SUBSTUTION TABLES
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LANGUAGE EDUCATION PROGRAM
INTEGRATED-SKILL ACTIVITY - ELECTRONIC ENGINEERING – LEVEL 1
ELECTRIC CIRCUITS
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3. VOCABULARY. Match the words with their definitions:
4. READING-WRITING. Read the text again and answer the following questions:
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TALKING ABOUT CLOTHES AND WEATHER
LANGUAGE EDUCATION PROGRAM - INTENSIVE READING
1. Read the text and underline the nouns related to clothes and accessories.
SINGULAR PLURAL
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THE PLURAL OF NOUNS
3. Nouns ending in -y
3.1. y after consonant 3.2. y after vowel
Change –y to –i, then add –es. Add –s after a vowel.
Singular Plural Singular plural
A city Two cities A boy Two boys
A lady Two ladies A day Two days
6. Irregular Nouns
Singular Plural Singular Plural
A woman Two women A goose Two geese
A child Two children A foot Two feet
A mouse Two mice An ox Two oxen
A man Two men A tooth The teeth
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TIC TAC TOE
Clothes: singular / plural
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LANGUAGE EDUCATION PROGRAM
PLURAL AND SINGULAR NOUNS HOMEWORK
Change the sentences from singular into plural.
1. There is a mouse under the bed.
2. This is a box.
3. This is a child.
4. There is a goose in the garden.
5. He is a thief.
6. My foot is cold.
7. He has an ox.
8. There is a man there.
9. He is in the bus.
10. He has a nice watch.
11. There is a knife on the table.
12. She has a baby.
13. She is a beautiful woman.
14. This is a red dress.
15. He is a boy.
16. This is a big city.
17. This leaf is green.
18. He wears a nice scarf.
Additional Task: Put the sentences into the possessive case, using apostrophes.
1. The book of the girl.
2. The bike of Jim.
3. The shoes of the women.
4. The husband of Mrs. West.
5. The toys of the children.
6. The room of Helen.
7. The leg of the dog.
8. The eyes of the cats.
9. The garden of Mrs. Brown.
10. The father of Jean.
11. The brother of Helen.
12. The books of the boys.
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Woman 2
Woman 3
2. Read the conversation. Turn the copy, listen to the conversation and answer the questions.
QUESTIONS:
1. How much are the gloves?
2. Which scarf does she want?
3. Does she buy the hat?
4. Practice the conversation substituting colors, clothes items, accessories, and prices.
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LANGUAGE EDUCATION PROGRAM
DICTATION
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LANGUAGE EDUCATION PROGRAM
PROBLEM SOLVING ACTIVITY
1. Read the following situation and the task given about it in order to solve a problem.
Context
One female friend of yours has decided to change her wardrobe since she has a lot
of weight and any of the actual clothes fit her. Your friend does not have a lot of
money but she likes to wear trendy clothes.
Restrictions
- Your friend only has 500.000 Colombian pesos.
- She needs different kinds of clothes. Clothes for work (she is a secretary),
and casual clothes.
2. Working together as a group, suggest different places where your friend can buy clothes in
Popayan. Each member of the group has to suggest one place and say the reasons why he/she
suggests it.
3. After all the places are presented to the group individually, as a group rank the places from
one to four in the order of pertinence as the best option for your friend.
4. Once the group is ready, present the results to the whole class.
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LANGUAGE EDUCATION PROGRAM
SUBSTITUTION TABLES
1. Oral practice
this
that scarf
these hat
is
How much those gloves ?
are
the shoes
a undershirt
an
2. Write down three questions where you use is, three questions where you use are and three
questions where you use 3 words about clothes different from the ones given in the table.
a. _______________________________________________________________________________
b. _______________________________________________________________________________
c. _______________________________________________________________________________
d. _______________________________________________________________________________
e. _______________________________________________________________________________
f. _______________________________________________________________________________
g. _______________________________________________________________________________
h._______________________________________________________________________________
i. ________________________________________________________________________________
A/AN: we use a/an before singular nouns, indefinite article (not a specific object, one of a number of
the same objects) A: with consonants AN: with vowels (a,e,i,o,u)
THE: we use THE to talk about a specific object that both the person speaking and the listener know.
A, AN or THE
The first time you speak of something use "A or AN", the next time you repeat that object use "the".
I live in a house. The house is very old and has two bedrooms.
I ate in an Italian restaurant. The restaurant was not very clean.
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NO ARTICLE
We use no article to talk about things in general, with plural nouns.
DEMONSTRATIVES
The demonstratives are this, that, these, and those. We use demonstratives to point to things and
people.
We use this, that, these, those with a noun: This jacket is very nice. - Do you like these
shoes?
Or without a noun: This is a nice jacket. - Who’s that?
Use a verb in singular after this – that: That is a beautiful blouse.
Use a verb in plural after these – those: These books are very interesting.
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LANGUAGE EDUCATION PROGRAM
DETERMINERS HOMEWORK
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LANGUAGE EDUCATION PROGRAM
INTENSIVE READING
I have two teenage children who love shopping for clothes. They go to
the mall with their friends every Saturday.
On school days, my son, Stan, likes to wear blue jeans and T-shirts. He
only wears a suit on formal occasions like weddings or funerals. He
feels comfortable wearing a jacket but not a tie. My daughter, Lily, likes
to wear tight pants. She wears a dress or a skirt and blouse for parties
or dinners. She doesn't feel comfortable in high heeled shoes and loves
wearing casual and sporty clothe s. When Lily visited her aunt in Texas,
she bought cowboy boots, tight blue jeans and a cowboy hat.
In winter, my children wear coats, hats and gloves on cold days. When
they go skiing, they put on toques and mittens. Mittens are warmer than
gloves. My son doesn't like rainy days because he has to wear a
raincoat and carry an umbrella. My daughter loves to wear the scarf that I bought for her
Birthday.
In the summer, when the weather is hot and windy, Lily and Stan usually wear shorts, tank
tops and sandals to the beach. Sometimes on weekends, we go walking in the mountains so
they wear hiking boots and thick woolen socks to protect their feet and toes.
Last Saturday, my children came home with a bag of clothes each. My son bought two
sweaters, and a pair of leather shoes. My daughter bought a black belt to wear with her blue
dress, a pair of grey pants and a matching jacket. She also bought a green blouse.
My children have no problem spending money. They think money grows on trees!
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D ic t a t io n - W e a th e r
U n it 6 , A c t iv it y 8
1. snow s p r in g f a ll
2. sum m er c o ld hot
3. w in d y c lo u d y r a in y
4. w in t e r sunny s to rm y
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Listen and check today’s weather in each of the cities. Then listen again. Write
today’s temperature.
2. Listen and complete the blanks with the word you hear.
The _______ today is very _______. It's just a few degrees above zero right now, and it's
probably going to _______. The sky is gray and _______.
Yesterday's _______ was like today's. It was cold and cloudy, and then it snowed in the
afternoon. In the evening, it got really, really cold. After _______, the temperature was ten
degrees below zero.
The _______ in Minnesota is long and hard. Usually, the _______ starts to fall in November
and it stops falling in March. In April it melts. On average, there are five months of _______
weather.
On days when it snows, the _______ is dark and gray, but on _______ when the temperature
goes below zero, it's very _______ and the sky is _______ and blue. Isn't that interesting?
3. Speaking: Write and practice a conversation about clothes and weather including
the following aspects:
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LANGUAGE EDUCATION PROGRAM
PRONUNCIATION: PLURAL –S ENDINGS
2. Say the plural forms of these nouns. Then complete the chart.
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LANGUAGE EDUCATION PROGRAM
3/2/1
Where do you usually buy your clothes? Why?
Jimmy: I’m not really a fashion fan. I try to look good but I do not
worry too much about my personal appearance and the clothes I’m
wearing. But I will tell about my favorite article of clothing – my
leather jacket. That is my favorite piece of clothing.
Jimmy: I wear it especially on weekends when I go out with my friends. I also wear it when I have
concerts with my band, I play the guitar.
Jimmy: You can find it in almost any department store, in the clothes section. But if you are looking for
a great discount or a good price you can go to K-S Discount Mart.
Jimmy: Well, there are different prices depending on the place or the brand. You can have one for
about $250, however, when there are sales the price can be reduced by 50%.
Jimmy: I like it because it’s different – it’s just not like any other clothes I have in my wardrobe.
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2. Fill in the following diagram with information about Jimmy’s favorite item of clothing. Use
vocabulary and grammatical structures from the interview you just read. Then, give an oral
report about Jimmy’s favorite item of clothing.
3. Use the previous diagram to write and talk about Jimmy’s favorite item of clothing.
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LANGUAGE EDUCATION PROGRAM
LISTENING AND SPEAKING
1. Interview your partner. Write your partner’s answers to the questions about clothes and style
in the spaces provided.
3. What item of clothing would you never 8. What do you normally wear to a
wear? party?
__________________________ __________________________
__________________________ __________________________
5. What color do you like to wear? 10. Do you like to go shopping alone
or with friends?
__________________________ __________________________
__________________________ __________________________
2. When you have finished, make a report about your partner’s answer to the whole class.
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LANGUAGE EDUCATION PROGRAM
WRITING WITH FEEDBACK
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LANGUAGE EDUCATION PROGRAM
INTEGRATED-SKILL ACTIVITY - ELECTRONIC ENGINEERING – LEVEL 1
Telecommunications and
networks
Communication has always played a crucial role in human societies and over time its forms have evolved
through the progression of technology, transforming itself into telecommunication. The telegraph, the
telephone, the radio, the television, the radar, the fax and, more recently, the Computer are all devices
which were invented to communicate using electromagnetic waves. Thanks to them, we can transmit texts,
pictures, sounds and images and reach everyone in any part of the world.
MEANS OF TRANSMISSION
1. SPEAKING. Work in pairs. Look at the following means of communication and take turns asking and
answering the following questions.
2. WRITING. Look at the diagram and complete the text about telecommunication systems.
Telecommunication systems need means for the (1) _______________________ of any information, which
is translated into electromagnetic waves that connect the transmitter to the receiver. These means can be
physical media, such as (2) __________________________, or radio (3) _________________________,
which are transmitted by air. Different kind of cables can be used. The simplest communication cables
consist of a single pair of (4) _____________________ twisted together. Other types are (5)
______________________ cables and optical (6) ___________________. Radio waves need (7)
______________________________________ to be transmitted and sometimes (8)
_____________________ are necessary for long-distance transmission.
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3. READING. Read the text about the different kinds of transmission media and complete the table.
Wires provide a cheap and effective means of communication that was predominant in the
past. Wires, which are made out of copper and insulated with plastic, can be single or
twisted, and they are used mainly in telephone and Computer networks.
Coaxial cables consist of an inner conductor insulated with plastic a surrounded by a woven
copper shield. They are used in television and radio as these cables can support about 60
channels. The inner copper cable is insulated to protect the wires from bending and
crushing and to reduce the noises.
Optical fibers are used in place of simple copper wires to carry larger amounts of
information. They consist of strands of pure glass as thin as a
human hair. Signals travel along fibers with less loss and
without any electromagnetic interference. As they permit transmission over longer
distances and at a higher speed, they are used in communication systems, in some
medical instruments and in a wide variety of sensing devices.
Air transmission
Antennas were invented to capture radio signals
and convert them into electrical signals through the
receiver. They can also receive electrical signals from the transmitter and
convert them into radio signals.
These electric devices, which provide information at a cheap rate, are essential
to all equipment that uses radio. They are used in systems such as radio and
television broadcasting, radar, mobile phones, and satellite Communications,
for which they are in form of dishes.
Satellites are machines launched
into space to move around Earth
or another celestial body. A Communications satellite is basically a
station which receives signals in a given frequency and then
retransmits them at a different frequency to avoid interference
problems. The first satellite was launched by the Soviet Union in
1957. There are different types of satellites: low-orbit satellites, which
travel at about 300 km from the Earth and observe the planet,
providing accurate information about agriculture, pollution and
weather forecasting; medium-altitude satellites, which travel at about 9000-18000 km from the Earth and are used in
telecommunications.
wires
coaxial cables
optical fibres
antennas
satellites
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TALKING ABOUT LIKES AND DISLIKES
1. Listen to the conversation. Answer the following questions before reading the conversation.
QUESTIONS:
2. Listen to the rest of the conversation. Who is Brian’s favorite group? Does Marissa like
them?
3. Practice the conversation in pairs. Then, try to change some of the information to talk about
your favorite type of music, songs, and singers.
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LANGUAGE EDUCATION PROGRAM
SUBSTITUTION TABLE - EXPRESSING LIKES AND DISLIKES
1. Oral practice
I hate
You love to swim
We like to play pool
You prefer to work out
They would like to watch TV
hates sleeping .
He loves going shopping
She likes visiting friends
It prefers
would like
Prepare a talk about likes and dislikes. Consider the following questions that your
classmates may ask you when you present your talk:
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LANGUAGE EDUCATION PROGRAM
DICTATION
Ana and Pablo aren’t interested in reading books. They prefer ___
_____________ magazines. They really _______ ___________
together. His friend, Carlos, ________ ________ ____ ________
every day. He __________ _________ ____________ in the gym at
all. He ____________ _____________ at home with a video. They
have another friend, Maria. She ___________ ______
____________ salsa. She can’t __________ the tango. She
___________ ______________ with her friends. Their friends Erica
and German usually ___________ _______ ____________. They
____________ ____ ____________together and they
____________ _______________ for their friends. Marcos can’t _________ the piano very
well. He ___________ ________________ the guitar, and he __________ ___________ to
learn to play different instruments, too.
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LANGUAGE EDUCATION PROGRAM
3/2/1
Talk about your likes and dislikes.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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LANGUAGE EDUCATION PROGRAM
INTEGRATED-SKILL ACTIVITY - ELECTRONIC ENGINEERING – LEVEL 1
WHAT IS ELECTRICITY?
1. READING. Read the text and label the picture with the name of each part.
2. READING AND WRITING. Read the text again and complete the sentences with the missing
information.
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3. LISTENING Listen and complete the text with the missing information.
4. READING. Read the text again and decide if the following statements are true (T) or false (F),
then correct the false ones.
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LANGUAGE EDUCATION PROGRAM
FIRST LEVEL REVIEW
1. READING
Read about Andrea’s family and complete her family tree with the corresponding information.
Name:______ Name:______
Occupation_________ Occupation_________
Age: _________ = Age: _________
Name:______ Name:______
Occupation_________ = Occupation___
Age: _________ = Age: ________
Name:______ Name:______
Occupation_________ Occupation________
Age:__________ Age: _________
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2. LISTENING
A. People are talking about themselves and other family members. Which family member is the
speaker most similar to? Listen and check the correct answer.
Father Mother Sister Brother
1. Wen-ping
2. Michael
3. Justin
4. Susan
5. Robert
6. Beth
B. Listen again. How is each family member different from the speaker? Write the letter.
1. Wen-ping’s brother a. likes sports.
2. Michael’s brother b. likes reading and music.
3. Justin’s sister c. is taller than the father.
4. Susan’s father d. prefers to play cards.
5. Robert’s sister e. hates flying
6. Beth’s father f. is not interested in music.
3. SPEAKING
A. Prepare 10 questions to ask your classmate. Once the questions are ready, ask them and
take notes.
TOPIC QUESTIONS
1. Your classmate’s full name
2. The place your classmate is from
2. Number of his/her family relatives
3. Your classmate’s parents’ names
4. The age of your classmate and his/her parents
5. The time your classmate gets up on weekdays
6. Your classmate’s likes and dislikes
7. Clothes your classmate usually wear to go to the university
8. Description of your classmate’s favorite type of weather
9. Activities his/her parents like to do in their free time
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LANGUAGE EDUCATION PROGRAM
MARKING SYSTEM FOR GRAMMATICAL ERRORS
Pay attention to the few features that must be correct in any piece of writing that is to be
marked. If more than one minimum requirement error is found, the writing is returned for
checking before it is marked.
2. Pronoun-noun agreement Please call Maria to tell she about Please call Maria to tell
her mother her about her mother
3. Every sentence must I from Perú I am from Perú
contain a subject and a
verb
4. No spelling errors I need to go witht you I need to go with you
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SPEED READING CHART
Write your score for each reading passage at the bottom of the chart. Then put an X in one of the
boxes above the reading passage number to mark your time for each passage. Look on the right side
of the chart to find your reading speed for each reading passage. wpm: Words per Minute.
Time wpm
1.50 300
2.00 275
2.10 254
2.20 236
2.30 220
2.40 206
2.50 194
3.00 183
3.10 174
3.20 165
3.30 157
3.40 150
3.50 144
4.00 138
4.10 132
4.20 127
4.30 122
4.40 118
4.50 114
5.00 110
5.10 106
5.20 103
5.30 100
5.40 97
5.50 94
6.00 92
Reading 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
Each time you do 10 minute writing, put the number of words you wrote on this graph. When your
written work has been marked and returned to you, put the number of errors per 100 words on the
graph for that piece of writing.
Number of words
Pieces of Writing 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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PROGRAMA DE FORMACIÓN EN IDIOMAS - FICHAS DE VOCABULARIO
Traducido y adaptado del libro de Paul Nation “What do you need to know to learn a foreign language?”
1. Escriba en fichas de vocabulario las palabras que necesite aprender que se trabajan en la
clase de inglés y el vocabulario de los libros de lectura por niveles que se asignan en el
semestre.
Bump
/ bʌmp/ 4 cm
Chichón
3. Repase las palabras tratando de recordar la traducción del otro lado. No voltee la ficha
demasiado rápido cuando no recuerde la traducción de la palabra. Usted debe tratar de recordarla sin
mirar la traducción por unos instantes. Si no recuerda la traducción, voltee la ficha para ver la
traducción. Después de mirar la palabra y su traducción ponga la ficha en medio del conjunto de
fichas para que la vuelva a repasar rápido de nuevo.
5. Espacie las repeticiones. La mejor forma de estudiar las fichas es repasarlas unos pocos minutos
después de haberlas escrito, luego se deben estudiar una hora después, luego al siguiente día, luego
dos días después, luego una semana más tarde y finalmente un par de semanas después. Esta
repetición espaciada es mucho más efectiva que repeticiones masivas juntas en una hora de estudio.
La cantidad de tiempo invertido en el estudio de las palabras puede ser el mismo pero los resultados
son diferentes. Las repeticiones espaciadas dan como resultado un aprendizaje de larga duración.
6. Use técnicas de procesamiento profundo con las palabras que son difíciles de aprender
como la técnica de la palabra clave. Piense la palabra en contextos situacionales. Divida la palabra
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en partes, si es posible. Entre más asociaciones usted pueda hacer con la palabra, mejor la
recordará.
7. Asegúrese que las palabras de escritura parecida o de significado parecido no estén juntas
en el mismo conjunto de fichas. Esto significa que los días de la semana no se deben aprender
juntos. Lo mismo aplica para los meses del año, sinónimos, números, antónimos, nombres de
prendas de vestir, frutas, partes del cuerpo, cosas en la cocina, etc. Estas palabras interfieren unas
con otras y hacen que el aprendizaje de vocabulario sea mucho más difícil.
8. Continúe cambiando el orden de las palabras en su conjunto de fichas. Esto evitará que se
aprenda el significado de una palabra por la cercanía a otra palabra en el conjunto de fichas.
9. Diga la palabra en voz alta. Esto ayuda a que la forma de la palabra entre en la memoria de largo
plazo.
10. Escriba frases u oraciones que contengan las palabras de las fichas cuando esto sea
necesario. Esto se aplica particularmente a los verbos. Algunas palabras se aprenden mejor en
frases o en imágenes mentales.
Nation, I.S.P. (2014). What do you need to know to learn a foreign language? New Zealand: Victoria
University of Wellington.
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EL APRENDIZAJE
Texto traducido del libro “Make it Stick, the Science of Successful Learning” de Brown, Peter C.,
Roediger, Henry L., and McDaniel, Mark A.
No importa lo que usted desee ser o hacer, si usted desea ser competidor, es el dominio de la
habilidad de aprender lo que lo pondrá en el juego y lo que lo mantendrá allí.
Recuerde que los estudiantes más exitosos son los que se hacen cargo de su propio aprendizaje y
siguen una simple pero disciplinada estrategia. Puede que usted no haya recibido instrucción en esto,
pero usted puede hacerlo, y muy seguramente se sorprenderá con los resultados.
Acepte el hecho de que el aprendizaje significativo es frecuentemente, o incluso usualmente,
de alguna forma difícil. Usted experimentará complicaciones. Estas son señales de esfuerzo, no de
fracaso. Las complicaciones vienen con el esfuerzo, y el esfuerzo construye la experiencia. El
aprendizaje con esfuerzo cambia su cerebro, crea nuevas conexiones, construye modelos mentales,
incrementa su capacidad. Las implicaciones de esto son muy importantes: su habilidad intelectual
depende en un gran porcentaje de su propio control. El saber esto hace que las dificultades que se
experimentan al aprender valgan la pena afrontarlas.
A continuación, se presentan dos estrategias claves de estudio. Conviértalas en un hábito y
organice su tiempo para que las practique con regularidad.
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La familiaridad que se gana de la re-lectura de un texto crea ilusiones de aprendizaje, pero
estas no son indicaciones confiables del conocimiento del material. La fluidez que se obtiene con un
texto tiene dos aspectos a considerar: esta fluidez es un indicador engañoso de lo que usted ha
aprendido y crea la falsa impresión de que usted recordará el material.
En contraste, haciéndose quizzes a sí mismo sobre las ideas más importantes y los
significados detrás de los términos le ayuda a enfocarse en los conceptos centrales en lugar del
material periférico. El hacerse quizzes a sí mismo suministra una medida confiable de lo que usted ha
aprendido y de lo que aún no maneja. Además, hacerse quizzes frena el olvido. El olvidar es parte de
la naturaleza humana, pero la práctica de recuperación de información la asegura en la memoria y le
ayuda a recordarla en el futuro.
La práctica periódica con auto-quizzes fortalece el aprendizaje y la habilidad de conectarlo con
el conocimiento previo.
El hábito de recuperar información regularmente durante todo un curso acaba con la práctica
común de quemarse las pestañas la noche anterior a un examen. Usted necesitará estudiar muy poco
a la hora del examen. Revisar y aprender el material la noche previa al examen es mucho más fácil
que aprenderlo.
¿Cómo se siente? Comparado con re-leer, el hacerse quizzes a sí mismo se siente un poco
extraño y frustrante, especialmente cuando el nuevo aprendizaje es difícil de recordar. El hacerse
quizzes a sí mismo no se siente tan productivo como re-leer los apuntes, fotocopias y oraciones
resaltadas de un texto. Pero lo que usted no siente cuando se esfuerza por recuperar nuevo
aprendizaje es el hecho de que cada vez que usted trabaja duro para recuperar alguna información,
usted realmente está fortaleciéndola. Si usted estudia algo después de no poder recordarlo, usted
realmente lo está aprendiendo mejor que si usted no hubiese intentado recordar. El esfuerzo de
recuperar información fortalece el aprendizaje de esa información y la habilidad de recordarla en el
futuro.
¿Qué significa esto? La práctica espaciada significa estudiar la información más de una vez pero
dejando pasar considerable tiempo entre las sesiones de práctica.
¿Cómo usar la práctica espaciada como una estrategia de estudio? Establezca un horario de
auto-quizzes que deje pasar tiempo entre las sesiones de estudio. ¿Qué tanto tiempo? Esto depende
del material a estudiar. Si usted está aprendiendo un conjunto de nombres y rostros, usted necesitará
revisarlos después de unos pocos minutos del primer encuentro porque estas asociaciones se olvidan
fácilmente. El nuevo material de un texto puede necesitar revisión en un mismo día después de su
primer encuentro. Luego, no revise el material durante varios días o una semana. Cuando usted se
sienta más seguro del dominio de un material, hágase quizzes una vez al mes. Durante un curso en
un semestre, a medida que usted se hace quizzes sobre el nuevo material, también recupere
información del material anterior y pregúntense a sí mismo como ese conocimiento se relaciona con
lo que usted subsecuentemente ha aprendido.
Si usted usa fichas (de vocabulario), no deje de hacerse quizzes sobre las fichas que
usted contesta correctamente un par de veces. Continúe revolviéndolas en el paquete de
fichas hasta que estén bien aprendidas. Cuando estén bien aprendidas, déjelas aparte –pero
en un conjunto de fichas que usted repasa periódicamente, quizás mensualmente. Cualquier
cosa que usted desee recordar debe ser periódicamente recuperada de la memoria.
Otra forma de espaciar la práctica de recuperación de información es intercalando el estudio
de dos o más temas, de esta forma el alternar los temas hace que usted continuamente refresque su
mente cada vez que vuelva a ellos.
¿Qué le dice su intuición que haga? Nuestra intuición nos persuade para que dediquemos
mucho tiempo a la práctica repetitiva de algo que queremos dominar, el régimen de práctica-práctica-
práctica masiva que nos han hecho creer que es esencial para tener dominio en una habilidad o en
un nuevo aprendizaje. Estas intuiciones son convincentes debido a dos razones. Primero, a medida
que practicamos algo una y otra vez frecuentemente vemos que nuestro desempeño mejora, lo cual
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Ele refuerza esta estrategia. Segundo, nosotros no podemos percibir que las ganancias de la práctica
repetitiva vienen de la memoria de corto plazo y se desvanecen rápidamente. El no poder percibir lo
rápido que olvidamos lo aprendido de la práctica repetitiva nos deja con la impresión de que este tipo
Brown, Peter C., Roediger, Henry L., & McDaniel, Mark A., (2014). Make It Stick: The Science of
Successful Learning. Cambridge, MA, USA: Harvard University Press.
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