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TPR Storytelling

Students Book
English Level 1

UTCJ English Academy TPRS level 1

Page 1

TPR Storytelling
First Story

Story 1A Hungry Dog


UTCJ English Academy TPRS level 1

Page 2

TPR Storytelling

Vocabulary
runs
goes

looks puts
morning

buys

pieces

potatoes

Eugene, a boy, ____________ to the supermarket Pueblo. Its 9:30 in the


____________.
He ____________ salad, bread, and 25 ____________. At home, he ____________
everything in the kitchen. The dog ____________ to the table and ____________
at the bread.
He eats 15 ____________ of bread!
UTCJ English Academy TPRS level 1

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TPR Storytelling
1A1. Grammar Through Actions. Personal Pronouns and Simple present.

A. Eugene

goes

to the supermarket.

B. He

goes

to the supermarket.

A. Sara

goes

to school.

B. She

goes

to school.

A. The dog

goes

to the table.

B. It

goes

to the table.

A.I

go

to the park.

B. You

go

to the park.

A. Thomas and Sara

go

to the supermarket.

B. They

go

to the supermarket.

A. Thomas, Sara, and I

go

to school.

B. We

go

to school.

1A2. TPR pronouns and verb tense with the students.


During this activity the teacher will call out for one volunteer. The teacher will then
say A as written in the boxes modifying only the names. The volunteer will reply
using B as in the boxes.
Teacher: Carlos and Maria go to church.
Student: They go to church.

UTCJ English Academy TPRS level 1

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TPR Storytelling
1A3. Fill out the blanks. Use the correct personal pronouns and verb
tenses.
1.

(Carlos and Elizabeth) ______________ run to the table.

2.

(Javier) ______________ buys 25 potatoes.

3.

(The dog) ______________eats all the bread.

4.

(Javier and I) ______________ put everything on the table.

5.

The boys ______________ (look/looks) at the girls.

6.

She ______________ (put/puts) the food in the fridge.

7.

I ______________ (eat/eats) a burrito every morning.

8.

We ______________ (runs/run) to school.

9.

Carlos ______________ (go/goes) to the park.

10.

The dog______________ (put/puts) the bread and the potatoes on the floor.

1A4. Read the story Hungry Dog again and answer the following
questions.
1.

Where does Eugene go? ______________________________________________________.

2.

What does he buy? __________________________________________________________.

3.

Where does he put everything? _________________________________________________.

4.

Who runs to the table? ________________________________________________________.

5.

What does the dog look at? ______________________________________________________.

6.

What is the name of the supermarket? ___________________________________________.

7.

How many potatoes does he buy? _________________________________________________.

8.

What time is it? _________________________________________________.

9.

Who eats the bread? _________________________________________________.

10.

How many pieces does it eat? _________________________________________________.

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TPR Storytelling
Syllabus Themes:
1. Identify things and people
Items: There is, a person, thats
Situation: You are looking at a friends picture. Tell him/her what you
notice. Ask him/her what certain things are.
2. Spell in English
Items: English Alphabet
Situation: Youve just met an English speaker. Spell your name out for
him/her. (Teacher, the students can also spell the vocabulary for this
and other lessons)

3. Express likes and dislikes


Items: I like, I dont like, I prefer
Situation: Tell your classmates if you like certain things

Teachers Note: You can also use these activities as warmups or ice breakers.

UTCJ English Academy TPRS level 1

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TPR Storytelling
Second Story

UTCJ English Academy TPRS level 1

Page 7

TPR Storytelling
Story 1B - The Clumsy Dad

Vocabulary
making sits puts
room speaking

reading

dining

Sara, a Cuban girl, is ____________ a meat sandwich. She ____________ the


sandwich on
a chair. Mom is ____________ with Dad in the ______________________.
Dad enters the kitchen. He is ____________ a small book. Oh my!
He ____________ on the sandwich.

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TPR Storytelling
1B1. Grammar through Actions. Present Continuous.
A. Eugene

Is

making

a meat sandwich.

B. He

is

making

a meat sandwich

A. Sara

Is

playing

soccer.

B. She

is

playing

soccer.

A. The dog

Is

running

in the park.

B. It

is

running

In the park.

A.I

am

doing

my homework.

B. You

are

doing

Your homework.

A. Eugene and Sara

are

eating

a meat sandwich.

B. They

are

eating

a meat sandwich

A. Eugene, Sara,
and I

are

watching

a movie.

are

watching

a movie.

B. We

1B2. TPR pronouns and verb tense with the students.


During this activity the teacher will call out for one volunteer. The teacher will then
say A as written in the boxes modifying only the names. The volunteer will reply
using B as in the boxes.
Teacher: Felipe and Carlos are eating a burrito.
Student: They are eating a burrito.

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TPR Storytelling
1B3. Unscramble the sentences. (Teacher, you can also bring flash
cards so they can use this activity on the board)
1. doing/ is/ She/ homework/. ________________________________________.
2. a movie/ are/ watching/ They/. ______________________________________.
3. are/ We/playing/ in the park/. ________________________________________.
4. I/ eating/ am/ a burrito/. ________________________________________.
5. Carlos/ playing/ is/ soccer/. ________________________________________.
6. The boys/studying English/ are/. ________________________________________.
7. Perla/ crying/ is/. ________________________________________.
8. are/ you/ listening/ to music/. ________________________________________.
9. The/ dog/ eating/ is/ all the bread/. ________________________________________.
10.Working/ It/ is/. ________________________________________.

1B4. Fill out the blanks.


1. Carlos ____________ (go/goes/going) to the park.
2. Sara is ____________ (eat/eats/ eating) a burrito.
3. They are ____________ (play/plays/playing) soccer.
4. I ____________ (go/goes/going) to school every day.
5. I am ____________ (do/does/ doing) my homework.
6. We ____________ (put/puts/putting) everything on the table.
7. We are ____________ (speak/speaks/speaking) in the classroom.
8. She is ____________ (read/reads/ reading) a book.
9. He ____________ (look/looks/looking) at the teacher.
10.The computer is ____________ (work/works/working) well.

UTCJ English Academy TPRS level 1

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TPR Storytelling
1B5. Read the story The Clumsy Dad again and answer the following
questions.
1. Who is the girl? ________________________________.
2. Where is she from? ________________________________.
3. What does she make? ________________________________.
4. What kind of sandwich is it? ________________________________.
5. How many does she make? ________________________________.
6. Does Sarah make a tomato and lettuce sandwich?
________________________________.
7. Where does she put the sandwich? ________________________________.
8. What are Mom and Dad doing? ________________________________.
9. Where is Dad? ________________________________.
10.Where does he enter? ________________________________.
11.What is Dad doing? ________________________________.
12.What is the book like? ________________________________.
13.Does Dad eat the sandwich? ________________________________.
14.Where does Dad sit? ________________________________.
15.Why does he sit on the sandwich? ________________________________.

UTCJ English Academy TPRS level 1

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TPR Storytelling
Exercise 1B6
Write your own story using the combined vocabulary of stories 1A and
1B.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________
Draw your version of the story.

UTCJ English Academy TPRS level 1

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TPR Storytelling
Draw your friends version.

Syllabus Themes:
1. Presentation. (Rubric)
Items: Cardboards, power point slides, etc.
Situation: Present your version of the combined stories to the class.

2. Use simple greetings


Items: Hello! Good Morning! Good Afternoon! Good Evening!
Situation: You see a friend during your day. Greet him/her appropriately.
(You can use this last activity as an ice breaker)
UTCJ English Academy TPRS level 1

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TPR Storytelling

Retention Test Hungry Dog.


Directions: After reading the story, indicate true or false for each of the
statements that follow.
A. John, the little boy, runs to the Giant supermarket. It is 7:45 in the morning.
He buys bread, three pencils, and some potatoes. At home, he puts
everything on the table. The dog goes to the table and looks at the potatoes.
He does not eat Johns pencils. He goes to the supermarket and buys some
more potatoes.
1. The little boys name is Giant. __________
2. He runs to school. __________
3. He buys potatoes in the morning. __________
4. He puts the pencils, bread and potatoes in the supermarket. __________
5. John eats all the potatoes. __________
6. He goes to the supermarket to buy more potatoes. __________
7. The dog does not eat the pencils. __________
8. The dog is at home. __________

Directions: Fill in the space with the most appropriate answer from the
choices in the box.
is
and
She
house
table
puts
eats

supermarket

notebook

The

B. Mary, the little girl, runs to the ______________ Acme. It ______________ 7:20
in the morning. ______________ buys bread, a notebook, ______________ 3
potatoes. At home, she______________ everything on the table.
______________dog goes to the table and ______________the potatoes. He does
not eat Marys ______________. She goes to the supermarket and buys other
potatoes.

UTCJ English Academy TPRS level 1

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TPR Storytelling

Retention Test The Clumsy Dad.


Directions: After reading the story, indicate true or false for each of the
statements that follow.
A. Laura, a Mexican girl, makes a meat sandwich. She puts the sandwich on a
large chair. I speak with Mom in the dining room. Mom enters the kitchen. She
reads a book. She sits on the chair! My goodness!
1. Mom eats a meat sandwich. __________
2. The Mexican girls name is Laura. __________
3. I am in the dining room. __________
4. There is a large chair with a sandwich on it. ______________
5. Mom is reading. __________
6. She enters the kitchen. __________
7. She sits on the table. __________
8. Mom sits on a book. __________

Directions: Fill in the space with the most appropriate answer from the
choices in the box.
Mexican
on
meat
the
sandwich
a

sandwich

with

He sits down

reads

Ana, a ______________ girl, makes a ______________ sandwich. She puts the


sandwich ______________ a large chair. Her sister speaks ______________ Dad in the
dining room. Dad enters ______________ kitchen. He ______________ a book.
______________ on the ______________! My goodness!

UTCJ English Academy TPRS level 1

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TPR Storytelling

Third Story

UTCJ English Academy TPRS level 1

Page 16

TPR Storytelling

Story 1C What a Trade!

Vocabulary
sells feet scarf
house
money large brother

carries

looks at

cousins

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TPR Storytelling
My uncle is a very cool guy. He has one son and one daughter. They are my
____________. My father is my uncles_______________. My uncle ____________
tortillas. He is in front of the market. He has ____________ sandals on his
____________. A woman ____________ the tortillas. She has no ____________. She
gives her pretty ____________ to the man. He ____________ 45 tortillas to the
womans ____________.

Meet the Smith family!

UTCJ English Academy TPRS level 1

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TPR Storytelling

1C1. Grammar through Actions.


dislikes.

Family members, adjectives, likes and

My father/mother

is

tall.

He/she

is

tall.

My father/mother/brother/

has

large sandals.

He/she

has

large sandals.

am

old.

You

are

old.

have

short hair.

You

have

short hair.

My brother and sister

are

young.

They

are

young.

My uncle and aunt

have

long hair.

They

have

long hair.

UTCJ English Academy TPRS level 1

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TPR Storytelling
1C2. TPR adjectives with the students.
1C3. Describe family and self.

1C4. Fill out the blanks


1. My mother__________ (is/are/am) very pretty.
2. My father __________ (is/are/am) chubby.
3. My brother __________ (is/are/am) tall.
4. My sister __________ (is/are/am) short.
5. My uncle __________ (is/are/am) grumpy.
6. My aunt __________ (is/are/am) kind.
7. I __________ (is/are/am) intelligent.
8. My grandparents __________ (is/are/am) very sweet.
9. My cousins __________ (is/are/am) evil.
10.I__________ (have/has) long hair.
11.My mom __________ (have/has) pretty eyes.
12.My father __________ (have/has) big feet.
13.My sister __________ (have/has) long hair.
14.My cousins __________ (have/has) dark skin.
15.My grandparents __________ (have/has) blue eyes.

1C5. Read the story What a trade again. Answer the questions.
1. Who sells flat bread? _______________ 6. Who is going to the market?
__________________
2. Where is the man? _______________
_______________

UTCJ English Academy TPRS level 1

7. What is the woman like?

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TPR Storytelling
3. What does he have? _______________ 8. What does the woman have?
_______________
4. What are the sandals like? _______________ 9. What is the scarf like?
_______________
5. Where are the sandals? _______________ 10. Who gives the scarf to the man?
____________

IC6. Write 10 commands and act them out using classic TPR with
your partner. Use vocabulary from the 3 lessons.
1. _____________________________________________________________________.
2. _____________________________________________________________________.
3. _____________________________________________________________________.
4. _____________________________________________________________________.
5. _____________________________________________________________________.
6. _____________________________________________________________________.
7. _____________________________________________________________________.
8. _____________________________________________________________________.
9. _____________________________________________________________________.
10._____________________________________________________________________.

Syllabus Themes:
1. Express likes /dislikes
Items: Do you like? Yes, I do/No, I dont (Tell your student to bring
props)
Situation: You start a conversation with your new friend by asking
whether he/she likes certain foods. He/she will answer you (play
carrousel with this activity and use it as an ice breaker)

UTCJ English Academy TPRS level 1

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TPR Storytelling
2. Use simple greetings
Items: Hello! Good Morning! Good Afternoon! Good Evening! How are
you? How you doing?
Situation: You see a friend during your day. Greet him/her appropriately.
(You can use this last activity as an ice breaker, too)

Fourth Story

UTCJ English Academy TPRS level 1

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TPR Storytelling

Story 1D He Speaks!

Vocabulary
children
speaks

eats
asks

rock

ice cream

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walks

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TPR Storytelling

There are two small _______________ in the village. One is eating


_______________ and the other corn. He _______________ 60 pieces of corn!
Then a horse _______________ through the village. He sits on a _______________.
Where is the center of town? _______________ the horse. He
_______________! the children shout.

1D1. Listen to the story and answer the following questions.


Teacher reads.
1. Who is eating ice cream? ________________________________________________
2. Where does the horse sit? ________________________________________________
3. What does the boy eat? ________________________________________________
4. What are the children like?
________________________________________________
5. How many horses are there?
________________________________________________
6. How many children are there?
________________________________________________
7. What does the horse ask them?
________________________________________________
8. Does the horse speak? ________________________________________________

1D2. Read the following story and indicate true or false for each of
the statements that follow.
A. There are two big kids in the town. Their names are Juan and Pedro. Juan
is tall and chubby. Pedro is also tall but thin. Juan eats bread and Pedro
corn. He eats 60 pieces of corn. He really likes it! Then a white horse goes
through the town. He is hungry and tired. He sits on a table. The horse
looks at the boys. Where is the restaurant? the horse asks. Oh my God,
he speaks! shout the kids.
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TPR Storytelling
1. There is one kid in town. __________
2. Pedro eats 60 pieces of bread. __________
3. The kids are big. __________
4. The kid that eats the corn is a boy. __________
5. The kids shout because the horse speaks. __________
6. The horse sits on the table. __________
7. The horse is not hungry. __________
8. The kids ask where the restaurant is. __________
9. The horse speaks. __________
10.Juan is chubby. __________
Exercise 1D3
Write your own story using the combined vocabulary of stories 1C and
1D.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________
Draw your version of the story.

UTCJ English Academy TPRS level 1

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TPR Storytelling

Draw your friends version.

UTCJ English Academy TPRS level 1

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TPR Storytelling
Syllabus Themes:
3. Presentation. (Rubric)
Items: Cardboards, power point slides, etc.
Situation: Present your version of the combined stories to the class.
This time use ESP vocabulary.

Main Story #1- Crunchy Salad


The dogs house is in the center of town. There are two big rocks and a potato in
front of the house. The dog sets up a table in front of the house. He makes 51
sandwiches and puts them on top of the table. The dog sells the sandwiches quickly.
He looks at the potato. The dog prepares a salad with the potato. A woman buys the
potato salad. Theres a stone in my potato salad, she shouts.

True or False
__________ 1. There is a market in front of the house.
__________ 2. Two rocks are in front of the house.
__________ 3. The house that has two rocks in front belongs to the dog.
__________ 4. The dog puts a rock in front of the town plaza.
__________ 5. The dog makes a lot of sandwiches.
__________ 6. The dog puts the sandwiches under the table.
__________ 7. Dad looks at the sandwiches.
__________ 8. A girl buys the potato salad.

UTCJ English Academy TPRS level 1

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TPR Storytelling
__________ 9. There is a rock in the womans salad.
__________ 10. The woman shouts.

Correct the above incorrect sentences.


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Main Story #1- Crunchy Salad


Questions:
1. Whose house is it? __________________________________________________________
2. What is in front of the house?
____________________________________________________
3. What is the dog doing?
__________________________________________________________
4. Why is the woman shouting?
_____________________________________________________
Questions for a classmate:
Name of the classmate_____________________________________
Your questions

Classmates answer:

Who
?
Where
?

UTCJ English Academy TPRS level 1

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TPR Storytelling
How many

How

Listen

Listening Activity:
1._____

4. _____

7. _____

10. _____

2._____

5. _____

8. _____

11. _____

3._____

6. _____

9. _____

12. _____

Main Story #1- Crunchy Salad


Vocabulary:
buys

front

puts

sets up

theres
center

house

quickly

shouts

with
dogs

potato

rocks

table

Complete with the appropriate words.


The _______________ house is in the _______________ of town. There are two big
_______________
and a potato in _______________ of the house. The dog _______________ a table in front
of the _______________. He makes 51 sandwiches_______________. He looks at the
UTCJ English Academy TPRS level 1

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TPR Storytelling
_______________. The dog prepares a salad _______________the potato. A woman
_______________ the potato salad.
_______________ a stone in my potato salad! she _______________.

Invent another story:


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Main Story #1- Crunchy Salad

Make cartoon drawings of your story:

UTCJ English Academy TPRS level 1

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TPR Storytelling

Write a summary of the main story.


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

TPRS DIARY
Write what you learned during this unit.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
UTCJ English Academy TPRS level 1

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TPR Storytelling
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How do you feel at the end of this unit?
Autonomous (Excellent):
Outstanding (Very good):

Check on your answer.

_________
_________

Competent (Good):
Not Competent (Bad):

_________
_________

Give your reasons:


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Fifth Story

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TPR Storytelling

Story 2A - A Quarter?

UTCJ English Academy TPRS level 1

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TPR Storytelling

Vocabulary
bag eggs
hungry
removes
slowly

market

pays

At the _______________, an old woman puts some Ritz crackers in her


_______________. She also puts 3 apples and _______________ in the bag. She
_______________ $11 at the cash register. At 2:15 she is _______________. She
buys a burrito and eats it _______________. She_______________ 25 cents from
the burrito!

Exercise 2A1. Grammar through Actions. How much is?


A. How much

is

this

shirt?

B. It

is

twenty

dollars.

A. How much

is

that

Jacket?

B. It

is

fifty

dollars.

A. How much

is

it

for a burrito?

B. It

is

just

10 pesos.

A. How much

are

those

Jeans?

UTCJ English Academy TPRS level 1

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TPR Storytelling
B. They

are

fifty-five

dollars.

A. How much

is

for

Everything?

B. It

is

100

pesos.

A. How much

is

for

B. It

is

100

a shirt, a jacket, and a


burrito?
pesos.

2A2. TPR How much is? with the students. Numbers from
During this activity the teacher will call out for one volunteer. The teacher will then
say A as written in the boxes modifying only the names. The volunteer will reply
using B as in the boxes.
Teacher: Felipe how much is a burrito at the cafeteria?
Student: Its 10 pesos (play carrousel with all the students, bring props)

2A3. Read the following story. Fill in the space with the most
appropriate answer from the choices in the box.
market
pay
it

crackers
from

take out
go

eggs

also

hungry

At the__________ some old ladies put some__________ in their bags. They__________


put 3 apples and the __________ in the bags. They __________$11 at the register.
At 2:15 they are__________. A woman buys a hamburger and eats__________
quickly. She removes 10cents__________ the burger!
2A4. From the choices given bellow; choose the one best completion for
the sentence in English.

1. He__________ $5 at the cash register.


UTCJ English Academy TPRS level 1

(play/eats/pays)
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TPR Storytelling
2. I buy__________ and I eat it quickly.
dog/bread)

(bag/a

3. They also put an apple and 6 eggs__________ the bag.

(in/of /for)

4. He removes 10cts__________ the sandwich!

(at/on/from)

5. An__________ man puts some crackers in his bag.

(egg/bag/old)

6. At 2:15 he__________ hungry.

(is/ are/has)

7. At the market, a woman__________ to the register quickly.

(is/are/goes)

8. __________ eats a very large ice cream at the supermarket. (Mary/I/you)

2A5. Answer the following questions.

1. Who puts the crackers in the bag? _____________________________________.


2. What is the woman like? __________________________________________.
3. Where is the woman? __________________________________________.
4. What else does she put in the bag? ____________________________________.
5. How many apples does she put in the bag? ______________________________.
6. How much does she pay? __________________________________________.
7. Where does she pay? __________________________________________.
8. Who is at the cash register? __________________________________________.
9. What is the woman like at 2:15? ______________________________________.
10.Does the woman buy a sandwich? ________________________________.
11.What does she buy? __________________________________________.
12.Why does she buy a burrito? __________________________________________.
13.Does she eat the burrito quickly? _______________________________.
14.What does she remove from the burrito? _______________________________.
15.Does she remove the quarter at 2:15? _________________________________.

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TPR Storytelling

2A6. Make questions.


1. How much is __________________________________________?
2. Who __________________________________________?
3. What __________________________________________?
4. Where __________________________________________?
5. How many __________________________________________?
6. Does she__________________________________________?
7. Does he __________________________________________?
8. What does he__________________________________________?
9. When does she__________________________________________?
10.Why does he__________________________________________?

Syllabus Themes:

1. Purchase items at store


Items: How much is it? Quarters, dollars, pesos, I need (pair work, each
student brings own props)
________________________________________________________________________
Situation: You need a couple of items from the store while on vacation.
Ask the salesperson how much things are and make a purchase (play
carrousel with this activity and use it as an ice breaker)
2. Count me in!
Items: Numbers from 1-20,(30,40,50,60,70,80,90,100 if possible)
Situation: You are telling your number written on a tag to a person
asking you What number are you?(Each student bring own
props)___________________________________________________

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TPR Storytelling

Sixth Story

UTCJ English Academy TPRS level 1

Page 38

TPR Storytelling

Story 2B Dont Cut, Doctor!

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TPR Storytelling

Vocabulary
butter
coupons
November
soup

cuts

He

is

needs

It _______________ December 20th. Doctor Cortes _______________to buy


groceries. There is a newspaper on a table._______________ takes the
newspaper and looks at the _______________. There are many coupons. He
finds one for _______________. It is 75 cents. He finds another for vegetable
_______________. It is 50 cents. He_______________ all the coupons. But, Oops!
The newspaper is from _______________ 20th. Poor Doctor Cortes!

Exercise 2B1. Grammar through Actions. There is, There are


A. There

is

a boy

in the classroom.

B. There

are

20 boys

in the classroom.

A. There

is

a marker

on the desk.

B. There

are

2 markers

on the desk.

A. There

is

1 white board

in the classroom.

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TPR Storytelling
B. There

are

2 white boards

in the classroom.

A. There

is

some

milk in the fridge.

B. There

are

some

tomatoes in the fridge.

A. There

is

too much

crime in the city.

B. There

are

too many

Criminals.

A. There

is

a lot of

money in the ATM.

B. There

are

a lot of

ATMs in the city.

2B2. TPR There is, There are with the students. Use props.
During this activity the teacher will call out for one volunteer. The teacher will then
say A as written in the boxes modifying only the names. The volunteer will reply
using B as in the boxes. Then switch.
Teacher: There is a red car in the parking lot
Student: There are 5 red cars in the parking lot

Exercise 2B3. Complete the sentences.

1. There is ____________________________________________in the classroom.


2. There are many _____________________________________in the laboratory.
3. There is some ______________________ in the fridge.
4. There are__________________________________________________________.
5. There is____________________________________________________________.
6. There is____________________________________________________________.
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TPR Storytelling
7. There are __________________________________________________________.
8. There are __________________________________________________________.

Exercise 2B4
Read the following story. Fill in the space with the most appropriate
answer from the choices in the box.
of
all

needs
from

newspaper
is
finds

pays

are

for

Its the 4th__________May. Professor Smith __________to buy groceries. He takes


the __________ and looks at all the coupons. He __________ one for salad. It
__________ $1.75. He finds another __________tomato soup. Its 80cts. He cuts
__________ the coupons. But its the newspaper __________the 4th of March!

Exercise 2B5
Directions: From the choices given, choose the one best completion for
the sentence in English.
1. He has a coupon__________ the butter
2. __________ February 12th.

(four/at/ for)
(Its/Has/Is)

3. They __________ the newspaper and look at the kids.


talking)

(take/sees/

4. He cuts __________ the newspaper pages.

(in/of/all)

5. The teacher, Mr. Smith, needs __________ groceries.

(have/go/to buy)

6. It __________ 75cts.

(a/is/are)

7. But its the newspaper __________ the 20th of November!

(from/is/with)

8. The __________ doctor eats all the vegetable soup.

(old/am/are)

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TPR Storytelling
Exercise 2B6. Write TPR Commands and have your partner act them
out for you. Use vocabulary from stories 2A and 2B.
1. ____________________________________________________________________________.
2. ____________________________________________________________________________.
3. ____________________________________________________________________________.
4. ____________________________________________________________________________.
5. ____________________________________________________________________________.
6. ____________________________________________________________________________.
7. ____________________________________________________________________________.
8. ____________________________________________________________________________.
9. ____________________________________________________________________________.
10. ____________________________________________________________________________.
11. ____________________________________________________________________________.
12. ____________________________________________________________________________.
13. ____________________________________________________________________________.
14. ____________________________________________________________________________.
15. ____________________________________________________________________________.

Syllabus Themes:

1. Describe newspaper pictures


Items: There are, I see, pictures of (pair work, each student brings own
props)
Situation: As a friend is describing photos from a newspaper, you say
what you notice.

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Exercise 2B7
Write your own story using the combined vocabulary of stories 2A and
2B.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________
Draw your version of the story.

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TPR Storytelling

Draw your friends version.

Syllabus Themes:
1. Presentation. (Rubric)
Items: Cardboards, power point slides, etc.
Situation: Present your version of the combined stories to the class.

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TPR Storytelling

Seventh Story

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TPR Storytelling

Story 2C Crybaby

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TPR Storytelling

Vocabulary
bread cheese cries
floor hungry trips

English

UTCJ English Academy TPRS level 1

everything

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TPR Storytelling

Thomas, an____________ boy, is going to the supermarket. He is very


____________. He looks for the____________, ice cream, and ham. He puts
____________ in his basket. He ____________ on the ____________. Everything
spills on the ____________. Thomas ____________ and cries

2C1. Listen to the story and answer the following questions. Teacher
reads.
1. Who is the boy? ___________________________________________________
2. What is his nationality? ___________________________________________________
3. Is he very hungry? ___________________________________________________
4. Does he look for milk? ___________________________________________________
5. Where does he put the groceries? ___________________________________________________
6. On what does he trip? ___________________________________________________
7. What happens when he trips?
___________________________________________________
8. Does everything spill? ___________________________________________________
9. Is Thomas fine? ___________________________________________________
10.Why does he cry so much? ___________________________________________________

2C2. Read the following story and fill in the space with the most
appropriate answer.
boy
to
underneath

very

it

UTCJ English Academy TPRS level 1

ham

his

floor

over

cries

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TPR Storytelling
Charles, an American_______________, goes_______________ to the market. He is
_______________ hungry. He looks for the potatoes, the bread, and the
_______________. He puts everything in _______________basket. He trips
_______________ the tomato. The potatoes spill on the _______________. Charles
cries and _______________.

2C3. Complete the sentences with the words in parentheses.

1. They put everything in their _______________.

(buy/eats/baskets)

2. John, a Cuban boy, _______________ to the supermarket.

(go/goes/going)

3. He trips on _______________ cheese.

(the/an/those)

4. _______________ is very hungry.

(They/You/She0

5. Everything _______________ on the floor.

(they/spills/she)

6. He _______________ the bread, the cheese, and the ham.


for)

(meat/look/looks

7. _______________ cries and cries.

(Ellen/Marc and Ann/I)

8. Victor, a _______________ boy, goes to school.


(Spanish/north/England)
Eighth Story

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TPR Storytelling

Story 2D Crazy Choto

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TPR Storytelling

Vocabulary
and
blue
throws
red

crashes

going

grabs

spills

At 9:30, Choto_______________ Theresa are _______________ to the park.


Theresa removes 3 balls. They are _______________, ______________, and white
color. She____________ the red one. Choto runs and _______________ the ball.
Watch out! He_______________ with a girl and_______________ her lemonade.

Exercise 2D1. Grammar through Actions. To have and colors


A. Sara

has

a red

car.

B. She

has

a red

car.

A. Thomas

has

3 blue

uniforms.

B. He

has

3 blue

uniforms.

A. I

have

a yellow

pair of shoes.

B. You

have

a yellow

pair of shoes.

A. Sara and
Thomas

have

a black and

dog.

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TPR Storytelling
B. They

have

white

dog.

a black and
white

A. Sara, Thomas
and I

have

green

eyes.

have

green

eyes.

A. Thomas and You

have

a lot of

money in the bank.

B. You

have

a lot of

money in the bank.

B. We

2D2. TPR Have and colors with the students. Use props.
During this activity the teacher will call out for one volunteer. The teacher will then
say A as written in the boxes modifying only the names. The volunteer will reply
using B as in the boxes. Then switch.
Teacher: I have a red pencil in the pocket
Student: You have a red pencil in the pocket

2D3. Answer the following questions.

1. Who is going to the park? ________________________________________________


2. At what time do they go? ________________________________________________
3. Who has the balls? ________________________________________________
4. How many does she remove? ________________________________________________
5. What color are they? ________________________________________________
6. Is there a black ball? ________________________________________________

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TPR Storytelling
7. What does she do with the red one?
________________________________________________
8. Does she throw it quickly? ________________________________________________
9. Who runs after the ball? ________________________________________________
10.Does he grab the ball with his mouth or his paw?
____________________________________
11.What does Theresa shout? ________________________________________________
12.Why does she shout, Watch out!?
_______________________________________________
13.Does Theresa cry? ________________________________________________
14.Does her milk spill? ________________________________________________
15.Is there a problem? ________________________________________________
2D4. Fill out the blanks with the words in parentheses.
1. He crashes into the little boy and____________ Coca-Cola spills.
(his/hers/our/ours)
2. Beth takes out six___________.
(paper/pencil/eggs/ lets go)
3. Choto runs and__________and the girl.
(speaking/eat/are/grabs)
4. Theresa has _________balls.

(a/an/one/four)

5. They___________ red, white and blue.

(are/am/is/goes)

6. She throws the red_________.

(it/them/are/one)

7. ____________ The bad dog is running through the park.


Hello! / Goodbye!)

(Careful! /

2D5. Read the following story and fill out the spaces with the
appropriate word.

At

blue

small

go

UTCJ English Academy TPRS level 1

balls

girls

look out
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TPR Storytelling
girl

spills

red

__________ 12:30, Choto and Ann __________ to the big park. Ann removes 3
__________. They are white, __________ and red. She throws the __________ one. Choto
goes quickly and grabs the ball.
__________! He crashes into a little __________. She __________ the Coca-Cola on her
feet.

Exercise 2D6
Write TPR Commands and have your partner act them out for you. Use
vocabulary from stories 2A and 2B.
1. ____________________________________________________________________________.
2. ____________________________________________________________________________.
3. ____________________________________________________________________________.
4. ____________________________________________________________________________.
5. ____________________________________________________________________________.
6. ____________________________________________________________________________.
7. ____________________________________________________________________________.
8. ____________________________________________________________________________.
9. ____________________________________________________________________________.
10. ____________________________________________________________________________.

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TPR Storytelling
Syllabus Themes:

2. Identify colors
Items: Heres, the colors, I have (pair work, each student brings own props)
Situation: Youve just purchased several items. Tell your friend what
you have identifying the color of each.

Exercise 2D7
Write your own story using the combined vocabulary of stories 2A and
2B.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________
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Draw your version of the story.

Draw your friends version.

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Syllabus Themes:
2. Presentation. (Rubric)
Items: Cardboards, power point slides, etc.
Situation: Present your version of the combined stories to the class. Use
ESP vocabulary.

Lets get ready


for the final
Main Story!

Main Story #2- Beware of the Dog!


An old man and his dog go to a huge market. They need apples, lemonade, and
eggs. The dog is hungry. He finds an ice cream on the floor. He eats all the ice
cream. There is a little girl at the cash register. The old man looks at the girl. She
looks at the dog. Dogs are prohibited in the market! the girl shouts. The girl grabs
the dog and puts him in a big basket. The man slowly takes out $35. He pays the
girl for the food. The dog cries.

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TPR Storytelling
True or False
__________ 1. It is a small market.
__________ 2. The dog is with a big boy.
__________ 3. They need lemonade and apples.
__________ 4. The old man is hungry and buys some sandwiches.
__________ 5. The dog eats the ice cream thats on the floor.
__________ 6. The ice cream is on the floor of the market.
__________ 7. The girl is at the cash register.
__________ 8. The dog looks at the man.
__________ 9. The girl puts the dog in the basket.
__________ 10. The dog removes $35 slowly.

Correct the above incorrect sentences.


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Main Story #2- Beware of the Dog!


Questions:
5. What is on the floor?
__________________________________________________________
6. Who goes to the market? ____________________________________________________

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TPR Storytelling
7. Is there a boy in the box?
__________________________________________________________
8. How does the man remove the money?
______________________________________________
Questions for a classmate:
Name of the classmate_____________________________________
Your questions

Classmates answer:

Who
?
Where
?
How many

How

Listen

Listening Activity:
1._____

4. _____

7. _____

10. _____

2._____

5. _____

8. _____

11. _____

3._____

6. _____

9. _____

12. _____

lemonade

register

Main Story #2- Beware of the Dog!


Vocabulary:
big

for

grabs

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cries

girl

hungry

dog

go

is

man

slowly

on

Complete with the appropriate words.


An old_______________ and his dog _______________ to a huge market. They need
apples _______________, and eggs. The dog is _______________. He finds an ice cream
_______________ the floor. He eats all the ice cream. There _______________ a little girl
at the cash _______________. The old man looks at the _______________. She looks at
the _______________. Dogs are prohibited in the _______________! the girl shouts. The
girl _______________ the dog and puts him in a ___________.
basket. The man_______________ takes out #35. He pays the girl _______________ the
food. The dog _______________.

Invent another story:


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Main Story #2- Beware of the Dog!

Make cartoon drawings of your story:


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TPR Storytelling

Write a summary of the main story.


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

TPRS DIARY
Write what you learned during this unit.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How do you feel at the end of this unit?
Autonomous (Excellent):
Outstanding (Very good):

Check on your answer.

_________
_________

Compete nt (Good):

_________

Not Competent (Bad):

_________

Give your reasons:


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

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LANGUAGE
PASSPORT
Name: ________________________________________________

_____________ _________________________________________

Date of birth: _________________________________________

Place of birth: __________________________________________

______________________________________________________

My languages/ My overseas experience


I speak _____________________________________________________________________
I have visited these countries
___________________________________________________
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TPR Storytelling
I have lived in these cities
_______________________________________________________
I have studied languages in these schools
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
In the past my language class was
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

My proficiency level A1
HABILIDAD

A1

A1

LISTENING/ESC
UCHAR

I can recognize familiar


words and very basic
phrases concerning
myself, my family and
immediate concrete
surroundings when
people speak slowly and
clearly

Reconozco palabras y
expresiones muy bsicas y
que se usan habitualmente,
relativas a m mismo, a mi
familia y a mi entorno
inmediato cuando se habla
despacio y con claridad.

READ/LEER

I can understand familiar


names words and very
simple sentences for
example on notices and
posters or in catalogues

Comprendo palabras y
nombres conocidos y frases
muy sencillas; por ejemplo,
las que hay en letreros,
carteles y catlogos.

SPOKEN
INTERACTION

I can interact in a simple


way provided and the
other person is prepared
to repeat or rephrase
things at a slower rate of
speech and help me
formulate what Im trying
to say. I can ask and
answer simple questions
in areas of immediate
need or on very familiar

Puedo participar en una


conversacin de forma
sencilla siempre que la otra
persona est dispuesta a
repetir lo que ha dicho o a
decirlo con otras palabras y
a una velocidad ms lenta, y
me ayude a formular lo que
intento decir. Planteo y
contesto preguntas sencillas
sobre temas de necesidad

/CONVERSAR

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TPR Storytelling

SPOKEN
PRODUCTION
/HABLAR

WRITING/ESCRI
BIR

topics.

inmediata o asuntos muy


habituales

I can use simple phrases


and sentences to
describe where I live and
people I know

Utilizo expresiones y
frases sencillas para
describir el lugar donde vivo
y las personas que conozco

I can write a short, simple


postcard for example
sending holiday
greetings. I can fill in
forms with personal
details, for example
entering name,
nationality and address
on a hotel registration
form.

Soy capaz de escribir


postales cortas y sencillas;
por ejemplo para enviar
felicitaciones. Se rellenar
formularios con datos
personales; por ejemplo mi
nombre, mi nacionalidad y
mi direccin en el formulario
del registro de un hotel.

My proficiency level A2
HABILID
AD

A2 ENGLISH

A2 SPANISH

LISTENIN
G/ESCUC
HAR

I can understand phrases and


the highest frequency
vocabulary related to areas of
most immediate personal
relevance (e.g. very basic
personal and family information,
shopping local area,
employment). I can catch the
main point in short, clear, simple
messages and announcements,

Comprendo frases y el
vocabulario mas habitual
sobre temas de inters
personal (informacin
personal y familiar muy
bsica, compras, lugar de
residencia, empleo). Soy
capaz de captar la idea
principal de avisos y
mensajes breves, claros y
sencillos.

READ/LE
ER

I can read very short, simple


texts. I can find specific,
predictable information in
simple everyday material such

Soy capaz de leer textos


muy breves y sencillos. Se
encontrar informacin
especfica y predecible en

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TPR Storytelling

SPOKEN
INTERACT
ION
/
CONVERS
AR

SPOKEN
PRODUCT
ION
/HABLAR

WRITING
/
ESCRIBIR

as advertisements,
prospectuses, menus and
timetables and I can understand
short simple personal letters.

escritos sencillos y
cotidianos como anuncios
publicitarios, prospectos,
mens y horarios, y
comprendo cartas
personales breves y
sencillas.

I can communicate in simple and


routine tasks requiring a simple
and direct exchange of
information on familiar topics
and activities. I can handle very
short social exchanges, even
though I cannot really usually
understand enough to keep the
conversation going myself.

Puedo comunicarme en tares


sencillas y habituales que
requieren un intercambio
simple y directo de
informacin sobre
actividades y asuntos
cotidianos, Soy capaz de
realizar breves, aunque, por
lo general, no puedo
comprender lo suficiente
como para mantener la
conversacin por m mismo.

I can use a series of phrases and


sentences to describe in simple
terms my family and other
people, living conditions, my
educational background and my
present or most recent job.

Utilizo una serie de


expresiones y frases para
describir con trminos
sencillos a mi familia y otras
personas, mis condiciones
de vida, mi origen educativo
y mi trabajo actual o el
ltimo que tuve.

I can write a short, simple


postcard for example sending
holiday greetings. I can fill in
forms with personal details, for
example entering name,
nationality and address on a
hotel registration form.

Soy capaz de escribir notas y


mensajes breves y sencillos
relativos a mis necesidades
inmediatas. Puedo escribir
cartas personales muy
sencillas; por ejemplo,
agradeciendo algo a alguien.

My proficiency level B1 and B2


HABILID
AD

B1 ENGLISH

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B2 ENGLISH

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TPR Storytelling
LISTENIN
G

I can understand the main points of


clear speech on familiar matters
regularly encountered in work,
school, leisure, etc. I can
understand the main point of many
radio or TV shows on current affairs
or topics of personal or professional
interest when the delivery is
relatively slow and clear

I can understand extended


speech and lectures and follow
even complex lines of argument
provided the topic is
reasonably familiar. I can
understand most TV news and
current affairs shows. I can
understand the majority of
films in standard dialect.

READING

I can understand texts that consist


mainly of high frequency everyday
or job-related language. I can
understand the description of
events, feelings and wishes in
personal letters.

I can read articles and reports


concerned with contemporary
problems in which the writers
adopt particular attitudes or
viewpoints. I can understand
contemporary literary prose.

SPOKEN
INTERACT
ION

I can deal with most situations


likely to arise whilst travelling in an
area where the language is spoken.
I can enter unprepared into
conversation on topics that are
familiar, of personal interest or
pertinent to everyday life (e.g.
family, hobbies, work, travel and
current events).

I can interact with a degree of


fluency and spontaneity that
makes regular interaction with
native speakers quite possible.
I can take an active part in
discussion in familiar contexts,
accounting for and sustaining
my views.

SPOKEN
PRODUCT
ION

I can connect phrases in a simple


way in order to describe
experiences and events, my dream,
hopes and ambitions. I can briefly
give reasons and explanations for
opinions and plans. I can narrate a
story or relate the plot of a book or
film and describe my reactions.

I can present clear, detailed


descriptions on a wide range of
subjects related to my field of
interest. I can explain a
viewpoint on a topical issue
giving the advantages and
disadvantages of various
options.

WRITING

I can write simple connected texts


on topics which are familiar or of
personal interest. I can write
personal letters describing
experiences and impressions.

I can write clear, detailed text


on a wide range of subjects
related to my interest. I can
write an essay or report,
passing on information or
giving reasons in support of or
against a particular point of
view. I can write letters
highlighting the personal
significance of events and
experiences.

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TPR Storytelling

My proficiency level C1 and C2


SKILLS

C1

C2

LISTENIN
G

I can understand extended speech


even when it is not clearly
structured and when relationships
are only implied and not signaled
explicitly. I can understand
television shows and films without
too much effort.

I have no difficulty in
understanding any kind of
spoken language, whether live
or broadcast, even when
delivered at fast native speed,
provided I have some time to
get familiar with the accent.

READING

I can understand long and complex


factual and literary texts,
appreciating distinctions of style. I
can understand specialized articles
and longer technical instructions,
even when they do not relate to my
field.

I can read with ease virtually all


forms of the written language,
including abstract, structurally
or linguistically complex texts
such as manuals, specialized
articles and literary works.

SPOKEN
INTERACT
ION

I can express myself fluently and


spontaneously without much
obvious searching for expressions. I
can use language flexibly and
effectively for social and
professional purposes. I can
formulate ideas and opinions with
precision and relate my contribution
skillfully to those of other speakers.

I can take part effortlessly in


any conversation or discussion
and have a good familiarity
with idiomatic expressions and
colloquialisms. I can express
myself fluently and convey
finer shades of meaning
precisely. If I do have a
problem I can backtrack and
restructure around the
difficulty so smoothly that
other people are hardly aware
of it.

SPOKEN
PRODUCT
ION

I can present clear, detailed


descriptions of complex subjects
integrating sub-themes, developing
particular points and rounding off
with an appropriate conclusion.

I can present a clear, smoothly


flowing description or
argument in a style appropriate
to the context and with an
effective logical structure
which helps the recipient to
notice and remember

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TPR Storytelling
significant points.

WRITING

I can express myself in clear, well


structured text, expressing points
of view at some length. I can write
about complex subjects in a letter,
an essay or a report, underlining
what I consider to be the salient
issues. I can select style
appropriate to the reader in mind.

I can write clear, smoothly


flowing text in an appropriate
style. I can write complex
letters, reports or articles
which present a case with an
effective logical structure
which helps the recipient to
notice and remember
significant points. I can write
summaries and reviews of
professional or literary works.

SELF-ASSESSMENT GRID

WRITE YOUR LANGUAGE


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