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1. FICHA TÉCNICA:

Nombre del curso/Código English Level II

Palabras clave Funciones comunicativas del lenguaje, manejo

del tiempo, manejo del espacio, Bogotá,
Colombia.
Institución Universidad Nacional Abierta y a Distancia
(UNAD)
Ciudad Bogotá
Autor del Protocolo Académico Frank P. Rutter
Coautora María Angélica Rotundo
Año 2005
Unidad Académica Facultad de Ciencias Sociales, Humanas y
Educativas
Campo de formación Básico Común en Idioma Extranjero
Área del conocimiento Ciencias humanas y sociales
Dos créditos semestrales equivalentes a 96
Créditos académicos horas. Un promedio de 64 horas de trabajo
independiente y 32 horas promedio de estudio
con acompañamiento tutorial.
Tipo de curso Virtual – On line
Docentes. Estudiantes de todos los Programas
Destinatarios de todas las Facultades de la Institución con
conocimiento básico de español.
Competencia general de • El estudiante adquiere vocabulario y
aprendizaje nociones gramaticales relacionadas con su
cotidianidad.
• El estudiante lee de manera comprensiva
oraciones, párrafos y sencillos textos que
contengan vocabulario de su vida cotidiana.
• El estudiante comprende audios sencillos
con conversaciones e información
relacionada con sus actividades cotidianas
• El estudiante escribe frases y oraciones
simples relacionadas con su cotidianidad
• El estudiante reconoce los símbolos
fonéticos de los sonidos del idioma inglés y
reproduce algunos sonidos.
• El estudiante reconoce y reproduce
patrones de entonación y sílaba tónica
Metodología de la oferta En línea. A distancia
Formato de circulación Aula Virtual, Ambiente web, documentos
impresos en papel (texto) con apoyo CD-ROM
Denominación de las unidades Mi familia, mis amigos y yo
académicas Mi entorno

CNADFLORIDA

UNIDAD 1

Functions Objectives
Inviting and Make questions
responding to about the location
invitations of things with be in
simple present
Using imperatives Use the imperative
to give directions to give directions

Asking for Use prepositional

directions, phrases indicating
location of places location and
in a community direction

Expressing time,
location and
direction
LISTENING: Where is the pharmacy?

Match each question with its answer:

(Audio with answers in random order)

1
.

C
a
n

y
o
u

t
e
l
l

m
e

w
h
e
r
e

t
h
e

p
h
a
r
m
a
c
y

i
s
?
______________________________
_____________
Sure, it is opposite the gas station on
the corner.

2. Excuse me please, could you tell us

where the post office is?
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
Of course, it is behind that
supermarket over there

3. Pardon sir, can you tell us how do

we get to the hospital?
______________________________
_____________
Turn left and go two blocks ahead.
T
h
e
n

t
u
r
n

r
i
g
h
t

a
t

t
h
e

t
r
a
f
f
i
c

l
i
g
h
t
.

The hospital is a big building to your

right

4. Sorry, do you know where the

Colombian restaurant “Los Primos” is?
Yes, I do. It is in that shopping center
across the street.

VOCABULARY: Prepositions and

prepositional phrases of location and
direction

A preposition is a small word full of

meaning. Prepositions are used to
express
ideas such as place (on, in), time (in,
at), location (on, at) and direction (to,
from).
Sometimes prepositions are followed
by nouns and they are called
prepositional
p
h
r
a
s
e
s
.

S
o
m
e

p
r
e
p
o
s
i
t
i
o
n
a
l

p
h
r
a
s
e
s

i
n
c
l
u
d
e
:

Place: Time
Location Direction
On the table in the morning
on the corner to
Chicago
In the room at six o’clock
at the bus stop from
the airport

(animated by columns)

In week 5 you learned some adverbs

and prepositional phrases to indicate
the
location of things INSIDE a room. In
this lesson, we are going to learn
some
prepositional phrases for EXTERNAL
location, direction and place.
External Location: (Please illustrate)

In the building
Next to
Between
Opposite/ in front of
On the corner
Across the street
Straight ahead
At the traffic light
To the left
To the right
Straight ahead

Direction:
To school
From Mexico
Down the street
Around the corner

Practice 1:
Where is the library?
MAP WITH SOME BUILDINGS AND STREETS

Drag the following buildings and drop

them where they correspond in the
map of the city above. LIBRA SCHO CINEM LIBRA Post
DRUG GYM RY OL A RY office
STORE

1. The drugstore is in the mall

2. The gym is between the church and
the Hospital
3. The library is across from the City
Hall
4. The school is behind the park
5. The cinema and the post office are
to the left of the museum
6. The library is on the corner of Main
Street and Grand Avenue

GRAMMAR:

1. Review: (fill in the blanks)

Make questions using where is /

where are and the following buildings.

Model: _________ ______ the

car wash? Where is the car
wash?

1.
_________ ______ the post
office?
(Where is)

2. The government offices

_________ ______ the
government offices?
(Where are)

3. _________ ______ the market?

(Where is)

4. _________ ______ the central

square?
(Where is)

5. _________ ______ the colleges

and universities?
(Where are)

6. _________ ______ the Bank?

(Where is)
2. IMPERATIVES:

Imperatives
are used to:

Tell someone to do something:

Give
directions:

Come here!
Turn left

When we give directions, these are

some of the things we can say:

Turn right
Turn left
Go straight
Stay on this road
Change lanes

(Illustrate and animate)

To form the imperative we use the

simple form of the verb. The simple
form of the
verb is the infinitive without the
particle to, for example:
Infinitive
Simple form

To go
to go
To close
to close

(Please cross out particle to)

Note that imperative sentences don’t

have a subject. Also, to make them
negative,
we simply add DON’T to the beginning
of the sentence:

Come here Don’t come here!

Turn left Don’t turn
left!

Practice: Look at the following

pictures. Tell these people what to do
using
an imperative sentence:

Illustration for: Illustration for:

don’t eat cookies Go straight
(cross out picture
to indicate it is
negative)

__________________________ !
___________________________ !

Illustration for: Illustration from:

wear a jacket Get up from bed

__________________________ !
___________________________ !
 Illustration for: Illustration for:
Turn right Don’t speak in
class
(cross out to
indicate it’s
negative)

__________________________ !
_________________________
_!

LISTENING: Asking for directions

Drawing supplied

Look at the map above and listen to

the man talking to the policeman.

MAN: Excuse me, sir?

POLICEMAN: Yes?
MAN: Where is the bank,
please?
POLICEMEN: You go straight up this
street and turn right on the second.
MAN: Turn right on the second
street?
POLICEMAN: Yes. The bank is in the
middle of the block on the right.
MAN: Thank you very much.
POLICEMAN: You’re welcome.

Use the same drawing as above

SPEAKING: Asking for directions

Repeat this dialogue with your

instructor and ask for a) the Post
Office and
b) the book store.
 Then you instructor will ask you a)
where “Los Primos” restaurant is.
G
i
v
e

h
i
m
/
h
e
r

t
h
e

c
o
r
r
e
c
t

d
i
r
e
c
t
i
o
n
s
.

PHONETICS Review of sounds [I ],

[i:], [^], [ae], [ ], [u], [ ] [j], [dz]

Look at the following pictures. Join the

underlined parts of words to make a
new word.
 See the written exercise with the
drawings which will accompany this
page.

PRONUNCIATION: Review of vowel

sounds

Contrastive Vowel Sounds [ ^ ] and [

ae ]

Listen and repeat the following lists of

contrastive vowel sounds [^] and [ae].

Drawings to be added

[ ae ]
[^]
cat
cut
hat
hut
back
buck
Mack
muck
sack
suck

stump stamp
ran
run
cam
come*
Sam
some*

*Note that these words are

pronounced [k^m ] , [ s^m ]

Contrastive vowel sounds [ ae ] and

[ ]
Drawings to be added
Listen and repeat the following lists of
contrastive vowel sounds [ae] and [ ]

[
[ae] ]
Meg
Mack
pan pen
mat met
sad
said*
axe X

drags dregs
lag leg
man
men
tan 10

*Note this word is

pronounced [s d]

Contrastive vowel sounds [u] and [

]

Drawings to be added

Listen and repeat the following lists

of contrastive vowel sounds [u] and [
]

[u] [
]
fool
full
pool
pull

Luke look

wooed wood
suit
soot
shooed should

cooed could

WRITING

See the drawing supplied

Look at the map above and write

sentences using the locative
expressions in the
following list:

opposite next to behind at

the end of on the corner of
between

The first location is done for you:

The bank is opposite the train station.

CNADFLORIDA

UNIDAD 2

Functions Objectives
Ordering food at a Use general
fast food quantifiers in
restaurant affirmative and
negative
Expressing sentences and in
quantities questions
 Use vocabulary
related to
ordering meals at
a fast food
restaurant and to
food in general
Distinguish and
use noun and non
count nouns

READING: Let’s go to McDougal’s

John: I’m hungry. Let’s

take a break and have something to
eat
Kevin: Good Idea.
Let’s have tacos
Mary: I don’t want tacos
now. I want something else
Kevin: What do
you want?
Mary: Let’s
see…uuuuuum. I
think I want a juicy
hamburger with a
lot
of french fries
John: That sounds
good. I think I also
want a hamburger
and some
onion rings, and a big ice cream, too.
Kevin: Ok. Let’s
go to McDougal’s then.
Kevin and Mary: All right, let’s go

VOCABULARY:

Picture of a menu of McDougal’s

Hamburgers:
Combination meals: Combo # 1:
hamburger, fries and soda
 Combo # 2:
cheeseburger, fries and soda
Combo # 3:
chicken sandwich, fries and soda
Combo# 4:
chicken nuggets, fries and soda
Combo # 5:
chicken strips, onion rings and soda

Try our biggies!

Turn your combo into a biggie and get
giant-side fries and soda for only S
1.00
more

Get an extra portion of meat / chicken

or extra cheese for only 50 cts.
(Illustration)

LISTENING: Listen to the following

dialogues of people ordering food at
McDougal’s. Please, match the order
with the speaker (Multiple choice)
(Only audio, students don’t see script)

EMPLOYEE: Can I help you, sir?

KEVIN: Yes, I’d like a
hamburger and fries, please.
EMPLOYEE: Anything to drink?
KEVIN: Do you have diet
Coke?
EMPLOYEE: Yes, we do.
KEVIN: O.K. I’ll have a large
diet Coke.
EMPLOYEE: Is this for here?
K
E
V
I
N
:

Y
e
s
.
EMPLOYEE: O.K. That’ll be $4.95,
please.

EMPLOYEE: Can I help you, Miss.

MARY: Yes, I’ll have the combo
with chicken strips.
EMPLOYEE: What do you want to
drink with that?
MARY: “Sprite”, please.
EMPLOYEE: Do you want a ‘biggie’
with French fries for an extra dollar?
MARY: No, thanks. Just the
onion strips.
EMPLOYEE: Is this for here or to
go?
MARY: For here.
EMPLOYEE: O.K. That’ll be $5.25
please.

EMPLOYEE: Can I help you?

JOHN: Yes, I’ll have a double
cheeseburger and fries, please.
EMPLOYEE: To drink?
JOHN: A large diet Pepsi,
please.
EMPLOYEE: For here?
JOHN: Yes.
EMPLOYEE: That’ll be $5.95
please.

Kevin Mary John

GRAMMAR:

1. Review: Subject verb agreement in

the simple present

In the simple present, the third person

singular takes a special form.
There are some rules to change this
verb form in affirmative sentences:

1. Most regular verbs take an “S”

Live she lives

Work he works (animated)

2. Irregular verbs

Go he goes
Have it has
Do he does

3. Verbs ending in: ch, s, sh, x or z

add es (animated)

watch he watches television at

night
wish she wishes to come and
see you

4. Verbs ending in consonant + y: drop the “y” (animation: cross it out)

and add ies (animate all)

study she studies in the

afternoon
try he tries hard!

Now, let’s consider something that is

not always clear for students.

It is easy to distinguish the third

person singular when the subject is a
pronoun:

HE SHE
IT

and have it agree with its verb:

HE GOES SHE COMES

IT HAS
However the third person singular
often refers to nouns or noun phrases
(phrases like: the fast food restaurant).
Nouns and noun phrases, in turn,
designate animate or inanimate
objects:

Animate:
Inanimate

The boy
The weather
The teacher
Snow
The president of Brazil
beauty (animation: these
appear

by columns)

When we use any of these nouns in

affirmative sentences, we MUST
remember
to make the necessary changes to the
verb forms that accompany them.
L
o
o
k

a
t

t
h
e

f
o
l
l
o
w
i
n
g

e
x
a
m
p
l
e
s
:

The boy comes to school every day

The weather in Florida changes
constantly
Snow falls when the temperature
reaches 32o C
Too much beauty has its problems
too! (animated)

Practice: Unscramble the following

subjects and match them with the
sentence
b
e
l
o
w

t
h
a
t

c
o
r
r
e
s
p
o
n
d
s
.
C
l
u
e
:

n
o
t

a
l
l

o
f

t
h
e
m

a
r
e

t
h
i
r
d

p
e
r
s
o
n

s
i
n
g
u
l
a
r
.

(
a
n
s
w
e
r
s

i
n

(
)
)

1. a echersusbger
(a cheesburger)
________________
2. tafs odof nemsu
(fast food menus)
____________________
3. olw gusra kindrs (low
sugar drinks)____________________

4. tshi artaursetnt (this

restaurant) _____________________

_(2)___ now offer healthy options

like salads and milk
_(1)___ comes with Swiss
cheese
_(3)___ are lower in sugar than
regular drinks
_(4)___ opens 24 hours a day

2. Do you want mustard on your

hamburgers?
The verb want is used to order food,
especially in informal setting like fast
food
restaurants. Complete the following
dialogue, using the appropriate form
of the
verb want. (Remember to use DO or
DOES (+ simple form of the verb) for
your
questions and short answers

Cashier: can I help you?

Mother: yes, my daughter
_(wants)__ a combo # 1
and he __(wants)_
a combo # 3.
Cahier: What kind of drink
___(do) they ___(want)_?
Boy: I ___(want)__ a red soda
Cahier: And you? What
__(do)____ you ____(want)?
Girl: I __(want)___ a
lemonade
Cashier: OK. A red soda and a
lemonade. ___(do)___
you __(want)__
mustard on your
hamburgers
Girl: No, I __(don’t)_______,
thank you.
Boy: Yes, I ___(do)________,
and I ____(want)_ some pickles too.
Cashier: ___(do)____ you
_(want)___ anything, madam?
Mother: Yes I __(do). I
________(want) a
combo # 4, and make it
a biggie
please! I’m very hungry!

SPEAKING: and you, what do you

want?

Imagine you are the next customer at

McDougal’s. Please tell the cashier
what you
want from the menu at McDougals:
(Please have the menu appear as
requested)

GRAMMAR: General quantifiers

Before we talk about quantifiers, we

must talk about count and non count
nouns.

Count nouns indicate objects, people

and things that can be counted.
They are also used to refer to food
that comes in containers and can be
counted,
such as cups of coffee and spoonfuls
of sugar, for example:

three cups of coffee

eight spoons of sugar
one can of soup
two bag of chips
two large sodas
four cheeseburgers
(Illustrate)

Non count nouns refer to people,

places things and ideas that can’t be
counted,
a
n
d

o
f

c
o
u
r
s
e
,
f
o
o
d

t
h
a
t

h
a
s

n
o
t

b
e
e
n

p
l
a
c
e
d

i
n
t
o

c
o
n
t
a
i
n
e
r
 ,

f
o
r

e
x
a
m
p
l
e
:

Milk, water and other liquids

Solid foods and food that has been
made into particles, like coffee and
sugar
(Illustrate)

Since, you can’t count grains of sugar

one by one, we use other words to
indicate
amounts of these objects. These
words are called general quantifiers,
Quantifiers In In In
questions affirmative negative
statements statements
numbers * * *
many * * *
several * * *
a few * * *
any * * (animate)
(animate)

and they
are used as follows:

Quantifiers used
with plural count nouns
NOTE: * represents check mark

(
a
n
i
m
a
t
e
:

w
h
e
n

s
t
u
d
e
n
t
s

c
l
i
c
k

h
e
r
e
,

t
h
e

f
o
l
l
o
w
i
n
g

e
x
a
m
p
l
e
s

a
p
p
e
a
r
:
Under question: Do you want
any pickles on your hamburger?
Under negative statement: No, I
don’t want any pickles

After the examples, the

following note appears: Any is
used for most questions
and negative statements

Quantifiers used
with Non Count Nouns
Quantifiers In In In
questions affirmative negative
statements statements
much * * *
some *
A little * * *
any * *

NOTE: * represents check mark

(animate: when students click
here, the following examples appear:
Under question: Do you want
any mustard on your hamburger?
Under negative statement: No, I
don’t want any mustard

After the examples, the

following note appears: Any is
used in affirmative
statements. Any replaces some
in most negative statements
and questions.

Quantifiers used with

both, Count and Non Count
Nouns

Quantifiers In In In
questions affirmative negative
statements statements
A lot of * * *
some *
any * * (animate)
no * (animate)
 NOTE: * represents check
mark
(animate: when students click
here, the following examples appear:
Under affirmative statements: I
want NO sugar in my coffee?
Under negative statement: No,
I don’t want any sugar in my coffee

After the examples, the

following note appears: No is
used with a verb in
affirmative. Any is used in
negative statements.

Practice:

Complete the following dialogues with

a quantifier from the list below.
Some quantifiers can be used several
times: (fill in the blanks)

any many some one a little

four a lot of a few two

Husband: Let’s make a salad for

dinner, we have ____________(a lot
of)

t
o
m
a
t
o
e
s
Wife: Yes, but do we have
____________ (any) lettuce?
Husband: You’re right, we don’t
have ____________ (any) lettuce

Child: I want ____________

(some) cookies, grandma
Grandmother: Ok, sweetheart,
we have ____________
(many) kinds of
cookies in this
house.
Child: Do you have chocolate
chip cookies, those are my favorite?
Grandmother: Yes, we
have____________
(some) chocolate chip
cookies.
We also have
____________ (a few) of
those cinnamon cookies
you like so much. So,
which ones do you
want?
Child: I want ____________
(two) chocolate chip
cookies and
____________ (four) cinnamon
cookies. And, I also want
____________
(some) ice cream.
Grandmother: That’s too much!
I’ll give you
____________ (one)
c
i
n
n
a
m
o
n

c
o
o
k
i
e

a
n
d

_
_
_
_
_
_
_
_
_
_
_
_

(
o
n
e
)

c
h
o
c
o
l
a
t
e

c
h
i
p

c
o
o
 k
i
e
.

And just ____________ (a little) ice

cream.
Child: Ok, grandma, but if I
want more, can I get another cookie?
Of course, now come
here and give me a kiss…

Carlos: Do you wan’t

coffee?
Anna: No, thanks. I don’t drink
coffee. Do you have ____________
(any) juice?
Carlos: Yes, I have
____________(some) orange juice.
Anna: Ok, I want
____________ (some) orange juice
then, thanks

PRONUNCIATION: Final –s sounds

in English: [s], [z], [Iz]

It is important to know that there are

three final –s sounds in English.
The first–[s] is practically the same
as the Spanish –s as in “chicos”,
“simple”.
The second final –s sound -[z] is
NEVER heard in the final –s position
in Spanish
but can be heard in the medial position
such as in the words “mismo”,
“asno”or “isla”.
T
h
e

t
h
i
r
d
f
i
n
a
l

–
s

s
o
u
n
d

i
s

–
[
I
z
]

w
h
i
c
h

i
s

n
o
r
m
a
l
l
y

w
r
i
t
t
e
n

–
e
s
,

i
.
e
.

“
f
i
n
i
s
h
e
s
”

[
‘
f
I
n
I

i
z
]
.

Final –s pronounced –[ s ].
When the final –s follows a voiceless
consonant ( see the chart ) the ‘s’ is
pronounced
[s] i.e. ‘stops’ , ‘its’ [Its], ‘kicks’ [kIks]
, ‘photographs’ (the English –‘ph’
sounds like
Spanish –f: i.e. fotos (Sp.) – photos
(Eng.)

-[s] following the English consonant

sounds [p], [f], [k] and [t] ([ 0 ] )*
As you can see there are only FIVE
final consonant sounds where the final
–s is pronounced like the Spanish final
–s. When we use consonant sounds
[p],
[t] and [f] in English the points of
articulation (the position of the tongue
and lips
in the mouth) are EXACTLY THE
SAME AS IN SPANISH. Examples:
punto, point
: tener, ten: fatal,
fatal. The letter ‘k’ exists only rarely in
Spanish i.e. Karrera and is the same
as initial
sound as ‘c-‘ before –a or –u i.e.
‘candela,’ ‘curioso’.
*The double letter sound –‘th’ [ 0 ] will
be studied in Week 11.

Where the final –s sound is used.

The final –s is placed at the end of a
word to show 1) plural forms, i.e. one
cat, two cats
or 2) 3rd person singular forms of
REGULAR VERBS in the present
tense, i.e. I like,
she/he/it likes and possessive -‘s, i.e.
Pat’s...., Dick’s,… Phillip’s …

LISTENING
The following words in (parentheses)
are blank on the screen
Pronounce the following words after
your instructor

1. (trips) 2. (licks) 3. (naps) 4.

(Frank’s) 5. (flips) 6. (sticks) 7.
(cats)
8. (cuts) 9. (flaps) 10. (pets) 11.
(chefs ) 12. (treats) 13. (jeeps) 14.
( nicks)
1
5
.

(
b
a
c
k
s
)

1
6
.

(
l
a
p
s
)

1
7
.

(
f
r
e
t
s
)

1
8
.

p
h
o
t
o
g
r
a
p
h
s
)

1
9
.

(
c
h
i
p
s

2
0
.

(
g
r
e
e
t
s
)

The sounds [p], [k], and [t] are called

‘Stop-plosive’ sounds because the air
coming from the lungs is ‘stopped’ or
‘blocked’ by the position of the tongue
in
the mouth, or the lips which are then
released to let the air escape.
The same occurs in Spanish [p], [k]
and [t].
i.e. Pedro, cacao and tambor. The [f]
sound is called a ‘fricative’ because
the
sound which comes from the lungs is
only partially blocked by the upper
teeth
and the lower lip. This ‘friction’ is
stopped when the upper teeth are
released
and the letter is sounded. This also
happens in Spanish i.e. ‘’fuego”,
“fíjese”.

Practice
Listen to your instructor. The words
will be repeated two times.
Mark with a tick ( ) the plural or 3rd
person regular verbs forms of the
words in the
following list which have the –[s]
sound. Leave blank …. the words
which do not
have the final –[s] sound.

waits ___ wishes ___ drowns ___

stuffs ____ picks ____ watches
____

l
i
f
t
s

_
_
_
_

s
o
u
n
d
s

_
_
_
_

f
i
n
i
s
h
e
s

_
_
_
_

e
x
i
s
t
s

_
_
_
_

w
o
r
d
s

_
_
_
_

p
r
e
s
e
n
t
s
_
_
_
_
speaks ____ talks _____ fights
_____ lips _____ bangs _____ tips
____
writes _____ means ____ initials
_____ positions ____ helps ____

LISTENING

Listen to the above words again and

check your answers.

-es plural, 3rd person and

possessive endings
When a word ends in a fricative sound
like –s, -z, -sh, or affricative –ch ,-tch,
-dg [dz] the –es final sound is
pronounced [Iz] :

EXAMPLES: watches, quizzes,

washes, finishes, bridges, matches,
catches,

Practice
The words in (……) will not be seen
on the screen.

Pronounce the following words after

your instructor
1. (taxes) 2. (Dick’s) 3. (wishes)
4. (tricks) 5. (flaps) 6. (mixes)
7. (cups) 8. (sneezes) 9. (horses)
10. (fakes) 11. (makes) 12. (clicks)
13. (fixes) 14. (champs) 15.
(quacks) 16. (Philip’s) 17. (Tex’s)
18. (nurses) 19. (foxes) 20. (claps)

Practice

Listen to your instructor.

Indicate with 1) if the following words
have a final [s] or 2) if the words have
a final
[Iz] sound.

1. Dick’s ___ 2. wishes ___ 3.

Janet’s ____ 4. ticks ____ 5. pleases
____
6. judges ___ 7. flits ____ 8.
faces____ 9. mixes ____ 10. cheats
_____
1
1
.

w
i
s
h
e
s

_
_
_

1
2
.

M
a
x
’
s

_
_
_

1
3
.

t
u
l
i
p
s

_
_
_

1
4
.
R
o
b
e
r
t
’
s

_
_
_

1
5
.

D
e
r
e
k
’
s

_
_
_
16. passes ___ 17. chases ___ 18.
cats ___ 19. fixes___ 20. ___ kicks
___

Listen to your instructor again and

check your answers.

NOTE: In all other words in English

(besides th- 0 see note above) final –s
sounds are pronounced [z ] : i.e.
boys, girls, storms etc.

WRITING:

Maria is going to the supermarket to

get some food. Take a look at the
following list, it doesn’t indicate
quantities. Choose five products and
write five sentences telling the
quantities she has to buy. Please, use
complete sentences.

Model: Maria has to buy some

oranges or María has to buy a lot of
oranges

SHOPING LIST:
Oranges
Large watermelon
Bag of potatoes
Cans of soup
Packages of rice
Coffee
Sugar
Yogurts
Meat
Large bag of detergent
 CNADFLORIDA

UNIDAD 3

Functions Objectives
Talking about Use the present
actions in progressive to talk
progress about actions in
progress
Ordering meals Use time markers
at a fast food to indicate actions
restaurant happening now
Make Yes / No
questions with the
present
progressive.
Use vocabulary
and expressions
related to ordering
food at a fast food
restaurant

Listening: They are eating at

“Tacoland” now!

SCENE: Jane and Audrey see Bill

and Jim at “Tacoland”

JANE: Oh look, there’s Bill and

Jim waiting in line.
AUDREY: Who’s Jim.
JANE: He’s the man wearing
the red sweater.
BILL: ( He sees the girls) Hi,
Jane and Audrey, nice to see you.
AUDREY: Nice to see you Bill and
..?
BILL: Oh, sorry. Audrey this is
Jim. He’s studying psychology at
Fairlops
University
JIM: Nice to meet you,
Audrey.
AUDREY: Nice to meet you, too.
What are you two doing here at the
mall?
BILL: We’re looking for a
modem at BuySmart for Jim’s
computer. We’re
having lunch first then…
ATTENDANT: Are you ready to order,
SIR?
BILL: Oh no, wait. We’re
chatting with these young ladies. Take
care of
the other customers
here. ALL (bla, bla…)

( Ten minutes later)

ATTENDANT: Are you ready to order

now?
BILL: Yes, I want a taco
combo. No hot sauce, please.
ATTENDANT: What do you want to
drink?
BILL: A medium “Sprite.”
ATTENDANT: Next?
AUDREY: I want an enchilada
and cheese nacho,… and a Coke,
please.
ATTENDANT: O.K.
JANE: I’m having a taco
meal with a side order of guacamole
and a root beer.
ATTENDANT: Right, got it.
JIM: I want two King
burritos, refried beans and a
milkshake, please.
BILL: Aren’t you on a diet?
ATTENDANT: Please SIR, other
customers are waiting!!
JIM: (He ignores the
attendant) I am. I’m eating very little
these days.
ATTENDANT: Is this for here or to
go?
BILL: For here.
ATTENDANT: That’s $28.00 dollars,
please.
BILL: Who’s paying?
JIM: You’re paying.
BILL: I’m not paying, I’m
broke.
ATTENDANT: (to the cook) Cancel
the order, George.
BILL: No, wait. I’m joking.
Here’s $30 dollars.
ATTENDANT: (*% #** @ #)

Vocabulary:

Click on the letters to make up the

underlined words from the dialogue.
(Insert marry-go-rounds with letter to
click on)

1 A person
who serves customers in a fast food
restaurant

(ATTENDANT)
2 People
who buy goods or services from a
store or company

(CUSTOMERS)
3 What
people eat three times a day
(MEALS)
4 A drink
which
consists of
ice-cream,
milk and
various
flavors and
 is served
cold

(MILKSHAKE)
5 A person
who doesn’t have any money
temporarily
(BROKE)

Grammar: THE PRESENT

PROGRESSIVE

Present progressive

In week 4 you studied the present

progressive to talk about what people
are wearing. However, the present
progressive is also commonly used to
describe what is happening or what
people are doing now. These actions
or events are usually temporary.

Practice 1: Look at the pictures and

match them with the sentences that
describe what is happening at this
moment (drag and drop)

1. The boy is eating cookies in the

kitchen
2. The man is answering the
phone
 3. The woman is watching
television
4. The children are playing soccer

a. Affirmative Statements:

Without contractions
With contractions
You/we/they + are + gerund (ing form)
You/we/they + ‘re + gerund
(ing form)
You are sleeping
You ’re sleeping
We are eating
We ‘re eating
They are coming
They ’re
coming

(animate by columns)

b. Negative Statements:

To make a negative statement , just

take an affirmative statement and
insert not between the verbs:
They are not sleeping (animation: the
word not appears between the verbs)

Without contractions
With contractions
You/we/they + are + not + gerund (ing
form) You/we/they + ‘re + not +
gerund (ing form)
You are not dancing
You ’re not dancing
We are not going
We ‘re not
going
They are not studying
They ’re not
studying

(animate by columns)

c. Yes / No questions
To make a yes / no question, simple
invert the order of the two first words
in the sentence:

She is listening
to the radio
(S) (to be)
(gerund)
(prepositional phrase)

Is she
listening to the
radio?

Sometimes, you also have to change

the subject, to do this, what you
normally do is use a different a
different noun or pronoun:

I am
taking a shower

(S) (to be)

(gerund) (noun
phrase)

Are you
taking a shower?

d. Answering Yes / No questions

Let’s take this question: Are

you listening to the radio?

To answer, start with:

Yes, +
affirmative
Yes,
I’m listening to the radio

O
r
 No, +
negative
No, I’m
not listening to the
radio

A short answer is also possible, and

very common when speaking:

Are you listening

to the radio?

Yes, I am No, I’m not*

*

u
s
e

c
o
n
t
r
a
c
t
i
o
n
s

o
n
l
y

f
o
r

n
e
 g
a
t
i
v
e

s
h
o
r
t

a
n
s
w
e
r
s

Practice 1: Write questions for the

following answers: (fill in the blanks)

Model: Are you going to work?

Yes, I’m going to
work

1. _______ ________
______________ dinner? No,
She is not cooking dinner
(is she cooking)
2. _______ ________
______________the car? Yes,
they are washing the car
(are they washing)
 3. _______ ________
______________ a pink sweater?
No, I’m not wearing a pink (are you
wearing)
sweater
4. _______ ________
______________on the beds?
No, we’re not jumping on the
(are you jumping)
beds

5. _______ ________
______________ a walk on the
park? Yes, we are taking a (are
you taking)
walk on the
park

Practice 2: Complete the

conversation using the present
progressive. (Fill in the blanks)

Cody: _________ (are) you

__________________ (practice)
(practicing) your multiplication tables?
Greg: No, I ____________________
(be -) (‘m not / am not).
I
_________________________
______ (work) (‘m / am
working) on my science project
Cody: _________ your friends also
__________________ (work)
(working) on their science
project?
Greg: No,
they__________________ (be
-) (they are/ ‘re not). They
_________ (are / ’re) still
__________________(read)
(reading) the book for this
month’s book report
Cody: What book report?
Greg: The one we
_________________________
__________ (work) (are / ‘re
working) on with the Literature
teacher
Cody: Oh, I see.

Speaking:

MAKE YOUR OWN DIALOGUE

You are at “Tacoland”. You want to

order a “Taco Combo” (a combination
of 3 tacos, refried beans and tortilla
chips with guacamole) and a choice of
one drink.

ATTENDANT: Ask if you can help the

customer. Can I help you?
YOU: Say you want a taco
combo.
ATTENDANT: Ask the drink the
customer wants.
YOU: Say you want a Coca
Cola.
ATTENDANT: Ask the customer if
the combo is “for here” or “to go.”
YOU: Say it is for here.
ATTENDANT: Say the price ($5.95)
YOU: Thank the attendant:
ATTENDANT: Say “You’re
welcome.

PRONUNCIATION: Final –s sounds

in English: [s], [z], [Iz]

It is important to know that there are

three final –s sounds in English. The
first–[s] is practically the same as the
Spanish –s as in “chicos”, “simple”.
The second final –s sound -[z] is
NEVER heard in the final –s position
in Spanish but can be heard in the
medial position such as in the words
“mismo”, “asno”or “isla”. The third
final –s sound is –[Iz] which is
normally written –es, after words with
affricative sounds: i.e. “finishes” [‘fInI
iz], “quizzes” [‘kwIzIz]. In this week
the sound [s] is studied.

I. Final –s pronounced [ s ].
When the final –s follows the
voiceless consonants ‘p’ ‘k’ ‘f’’ ‘t’( see
below ) the ‘s’ is pronounced [s]:
i.e. ‘stops’ , ‘its’ [Its], ‘kicks’ [kIks] ,
‘photographs’ (the English –‘ph’
sounds like Spanish –f: i.e. fotos (Sp.)
– photos (Eng.)

-[s] following the English consonant

sounds [p], [f], [k] and [t] ([ 0 ] )*
As you can see there are only FIVE
final consonant sounds where the final
–s is pronounced like the Spanish final
–s. When we use consonant sounds
[p], [t] and [f] in English the points of
articulation (the position of the tongue
and lips in the mouth) are EXACTLY
THE SAME AS IN SPANISH.
Examples: Sp. punto, Eng. point:
tener/ ten(10), fatal/fatal. The letter ‘k’
exists only rarely in Spanish i.e.’
Karrera’ and its phonetic symbol [k] is
the same initial sound as ‘c-‘ before –
a or –u in the Spanish Language: i.e.
‘candela,’ ‘curioso’.
*The double letter sound –‘th’ [ 0 ] will
be studied in Week 12.

How to pronounce [p], [k] and [k]

The final –s is placed The sounds [p],
[k], and [t] are called ‘Stop-plosive’
sounds because the air coming from
the lungs is ‘stopped’ or ‘blocked’ by
the position of the tongue in the
mouth, or the lips which are then
released to let the air escape. The
same occurs in Spanish [p], [k] and
[t].i.e. Pedro, cacao and tambor.

How to pronounce [f]

The [f] sound is called a ‘fricative’
because the sound which comes from
the lungs is only partially blocked by
the upper teeth and the lower lip. This
‘friction’ is stopped when the upper
teeth are released and the letter is
sounded. This also happens in
Spanish i.e. ‘’fuego”, “fíjese”. (See
diagram)

The final –s is placed at the at the end

of a word to show :
1) plural forms, i.e. one cat, two cats,
one antelope, two antelopes
2) 3rd person singular forms of
REGULAR VERBS in the present
tense, i.e. I like,
she/he/it likes,
3)possession, (preceded by ‘ ).
Pat’s...., Dick’s,… Phillip’s …(car)
(house) etc.

LISTENING
The following words in (parentheses)
are blank on the screen
Pronounce the following words after
your instructor. Emphasize the final –s
on each word.

1. (trips) 2. (licks) 3. (naps) 4.

(Frank’s) 5. (flips) 6. (sticks) 7.
(cats) 8. (cuts)
9. (flaps) 10. (pets) 11. (chefs ) 12.
(treats) 13. (jeeps) 14. ( nicks) 15.
(backs)
16. (laps) 17. (frets) 18. (
photographs) 19. (chips ) 20.
(greets)
Practice
Listen to your instructor. The words
will be repeated two times.
Mark with a tick ( ) the plural or 3rd
person regular verbs forms of the
words in the following list which have
the –[s] sound. Leave blank …. the
words which do not have the final –[s]
sound.

waits ___ wishes ___ drowns ___

stuffs ____ picks ____ watches
____
lifts ____ sounds ____ finishes
____ exists ____ words ____
presents ____
speaks ____ talks _____ fights
_____ lips _____ bangs _____ tips
_____
writes _____ means ____ initials
_____ positions ____ helps ____

Listen to the above words again and

check your answers.

LISTENING
Please show pictures of the animals
marked in yellow
Listen to the following conversation:

JANE: How many pets

does Dick have?
FRED: He has two cats,
two antelopes and two ducks
JANE: And Jake?
FRED: He has two
giraffes, three snakes and 4 rabbits.
JANE: Are Dick’s
antelopes and ducks attractive?
 FRED: The antelopes
are but not the ducks.
JANE: How about Jake’s
snakes? Are they attractive?
FRED: I don’t know, he
likes snakes but I don’t.

SPEAKING

Repeat the following dialogue and

select the pets that Pete and Nick
have from the list:
Pictures of the following
two cats, five ducks, three
rabbits, two parrots, two antelopes,
two giraffes.

JEAN: How many pets does

Jeff have?
YOU: He has
……………………………………………
…
JEAN: And Nick?
YOU: He has
……………………………………………
….
JEAN: Are Jeff’s
………………. and ……………………
attractive?
YOU: The ………………
are but not the ……………………….
JEAN: How about Nick’s
……………… ?
YOU: I don’t know, he
likes ……………… but I don’t.
WRITING
Pictures of: two skirts, four hair
clips, two anoraks, five T-shirts,
three pairs of shorts, two jackets,
three scarves
Write a conversation between Bill
and Hilary about the clothes that Pat
and Janet possess.
Use the previous dialogues as an
example but add more if you can.
Select three items of clothes for
each person. The conversation is
begun for you.

(When finished read your dialogue

aloud and pronounce the final –s
sound with emphasis.)
BILL: How many pieces of
clothes does Janet have?

HILARY: She has

………………………………………
Continue…

CNADFLORIDA

UNIDAD 4

Functions Objectives
Talking about Use the present
actions in progressive to talk
progress about actions in
progress at the
same time
Make Wh
questions with the
present
progressive.
 Use vocabulary
and expressions
related to actions
in progress

LISTENING: What is happening at

“Tacoland”? (Insert Picture of
Tacoland)

Listen to what these people are doing

at “Tacoland”. Then match these
audios with their corresponding
actions: (drag and drop) (audio/text)

Insert audio: A. Maria is ordering tacos

and sodas, B.Luis is throwing away
the trash, C. Frank is talking to
Elizabeth, D. The cashier is wearing a
uniform, E.The children are eating
nachos with cheese

1. Frank is talking to Elizabeth (C)

2. The children are eating nachos with
cheese (E)
3. Luis is throwing away the trash (B)
4. Maria is ordering tacos and sodas
(A)
5. The cashier is wearing a uniform
(D)

READING: THE CHASE

While people are eating happily in

“Tacoland”, this is happening across
the street:

1. Picture of a man in a mask

2. Picture of a fat policeman running
running down a street with
down the street, blowing a whistle and
a bag of money in each hand
chasing the robber.
Q: What is this man doing?
Q: What is this policeman doing?
A: He is running down a street.
A: He is running and blowing a
whistle.
Q: What is he carrying in his hands?
Q: Why is he blowing a whistle?
A: He is carrying two bags of money.
A: He is running after the robber.

3. Picture of some people in the

4. Picture of a woman coming out of
a store.
street looking at something and
She has a dog on a leash.
laughing

Q: What are these people doing?

Q: What is this woman doing?
A: They are watching the robber
A: She is coming out of a store
and the policeman.
with a dog.
Q: Why are they laughing?
A: Because the policeman is very fat
and the robber is running faster.

5. Picture of the robber looking

behind 6. Picture of robber
falling over the dog.
at the policeman. The dog is in
front
of the robber. The robber doesn’t
see it.

Q: Is the robber looking at the

policeman? Q: What is
happening here?
A: Yes, he is.
A: The robber is falling over the dog.
Q: Is he looking at the dog?
A: No, he isn’t.
 7. Picture of policeman putting
8. Picture of robber in a police van.
handcuffs on the robber on the
He is looking unhappy.
ground.

Q: What is the policeman doing?

Q: Where is the robber going?
A: He is arresting the robber.
A: He is going to jail.

Q: Is he smiling?

A: No, he isn’t
Practice 1: WHAT’S GOING ON
HERE?

Answer the following questions and

tell us what’s happening in the
reading. To do this, drag each of the
pictures below and place them above
the corresponding question
(D&D) (picture-text)

Picture 2 Picture 4 Picture 3 Picture 6

Questions:

What is the woman doing? (picture

4)
What are these people doing?
(picture 3)
Why is the policeman blowing a
whistle? (picture 2)
What is happening to the robber?
(picture 6)

GRAMMAR:
Wh Questions and the Present
progressive:
Wh questions are used to get
information that you don’t know. You
can make wh questions to find out
information that will come either in the
subject or in the predicate of your
answer.

Let’s take the following answer:

Luis is talking to Gina in the garage

SUBJECT
PREDICATE
If you want to know who is talking to
Gina, then you’re looking for
information that is in the subject of
your answer.

But if you want to know where they are

talking, then your information is in the
predicate of your answer.

This is important because wh

questions are formed in two different
ways, depending on the part of the
answer (subject or predicate) where
the desired information is.

Questions about the subject:

To make a question about the subject,
simply add who to the beginning of
your yes / no question. Then remove
the subject. Note: the subject
becomes part of your answer. Look at
the following example:

Is Luis talking to Gina in the garage?

Who is talking to Gina in
the garage?

Luis is talking to Gina in

the garage
(Animation: cross out (IN RED,
PLEASE) Luis and insert Who in the
wh question)
Questions about the predicate:
To make a Wh question about the
predicate, simply add a wh word
(what, where, when, etc) to the
beginning of your yes / no question.
Note: the rest of your yes / no question
disappears and becomes part of your
answer. Look at the following
examples:

Are you doing your homework?

What are you doing? I’m doing my
homework

(animation: cross out your homework

and add what to the beginning of wh
question)

Are you eating lunch in the kitchen?

W
h
e
r
e

a
r
e

y
o
u

e
a
t
i
n
g
?

I
’
m
 e
a
t
i
n
g

i
n

t
h
e

k
i
t
c
h
e
n

(animation: cross out in the kitchen

and add where to the beginning of wh
question)

Are you playing tennis now?

When are you playing tennis? I’m
playing tennis now
(animation: cross out now and
add when to the beginning of wh
question)

Practice 2: Look at the following

dialogue from week 10.

Cody: Are you practicing your

multiplication tables?
Greg: No, I’m not. I’m working on my
science project.
Cody: Are your friends also working
on their science project?
Greg: No, they aren’t. They are still
reading the book for this month’s book
report
Cody: What book report?
Greg: The one we are working on with
the Literature teacher
Cody: Oh, I see.

Rearrange the following questions

about Cody and Greg. Use the present
progressive.
Remember to start with a Wh work:

Model:
multiplication/practicing/his/he/i
s/who/tables/not

Who is not practicing his

multiplication tables?
Greg is not practicing his
multiplication tables

1. is/what/Greg/on/working
______________________________
_______? (what is Greg working on)
Greg is working on his science project

2.
working/project/on/their/is/who/science
______________________________
_______ ? (who is working on their
science project?)
Greg’s friends are working on their
science project

3. friends/are/what/Greg’s/reading?
______________________________
_________? (what are Greg’s friends
reading?)
Greg’s friends are reading a book
for this month’s book report

4. Cody/who/is? (who is Cody)

______________________________
________?
Cody is Greg’s older sister
Practice 3:
Provide a subject plus a verb from the
list below (in present progressive) to
complete the following questions. (fill
in the blanks)

order eat wear talk throw

Model: What are these people

doing?

They are eating at

“Tacoland”.

1. What ______ ____________

_____________ ?
Maria is ordering tacos and sodas

2. What ______ ____________

_____________ away?
Luis is throwing away the trash

3. Who ______ ____________ to

Elizabeth?
Frank is talking to Elizabeth

4. Who ______ ____________ a

uniform ?

The cashier is wearing a uniform

5. What ______ ___________

_____________?

They are eating nachos with cheese

SPEAKING:
Look at the pictures. Listen to the
audios and repeat what these people
are doing

(Insert pictures and audios)

PHONETICS/LISTENING

II. Final –s sounds. The “-es” as a 1)

plural, 2) 3rd person and 3)
possessive ending
When a word ends in a fricative sound
like –s, -z, -sh, or affricative –ch ,-tch,
-dg [dz]
the –es final sound is pronounced [Iz]
:

EXAMPLES: watches, quizzes,

washes, finishes, bridges, matches,
catches,

Practice
The words in (……) will not be seen
on the screen.

Pronounce the following words after

your instructor
1. (taxes) 2. (wishes) 3. (mixes)
4. (sneezes) 5. (horses) 6. (fixes) 7.
(Tex’s) 8. (nurses) 9. (foxes) 10.
(washes) 11. (faces) 12. (noses)
13. (hoses)

Practice
Review: Final [s] and final [Iz] sounds

Listen to your instructor.

Indicate with 1) if the following words
have a final [s] or 2) if the words have
a final [Iz] sound.
1. Dick’s ____ 2. wishes ____ 3.
Phillip’s _____ 4. ticks _____ 5.
pleases ____
6. judges ____ 7. flits _____ 8.
faces ______ 9. mixes ______ 10.
cheats ______
11. wishes ____ 12. Max’s ___ 13.
tulips _____ 14. Robert’s _____ 15.
Derek’s ___
16. passes ___ 17. chases _____
18. cats ____ 19. fixes _____ 20.
____ kicks ___

Listen to your instructor again and

check your answers.

NOTE: In all other words in English

(besides th- 0 see note above) final –s
sounds are pronounced [z ] : i.e.
boys, girls, storms etc. This sound
receives attention in Unit 12.

LISTENING
Please show pictures of the animals
marked in yellow
Listen to the following conversation:

JILL: How many pets

does Mike have?
TED He has two
tortoises, three horses and two
swordfishes.
JILL: And Frank?
TED: He has two
rhinoceroses, three octopuses and 4
albatrosses.
JILL : Are Mike’s asses
and horses attractive?
 TED: The horses are
but not the asses.
JILL: How about Frank’s
rhinoceroses? Are they attractive?
TED: I don’t know, he
likes rhinoceroses but I don’t.
JILL: Where does Frank
live?
TED: I think he lives in
a zoo.
SPEAKING

Repeat the following dialogue and

select the pets that Pete and Nick
have from the list:
Pictures of the following
two asses, five swordfishes, two
rhinoceroses, three octopuses, two
horses, two albatrosses, four
tortoises.

INSTRUCTOR: How many pets

does Jeff have?
YOU: He has
……………………………………………
…
INSTRUCTOR: And Nick?
YOU: He has
……………………………………………
….
INSTRUCTOR: Are Jeff’s
………………. and ……………………
attractive?
YOU: The ………………
are but not the ……………………….
INSTRUCTOR: How about Nick’s
……………… ?
 YOU: I don’t know, he
likes ……………… but I don’t.
WRITING
Pictures of: five blouses, four
necklaces, 8 panties, five watches,
four dresses,
three purses
Write a conversation between Bill
and Hilary about the clothes that Pat
and Janet possess.
Use the previous dialogues as an
example but add more if you can.
Select three items of clothes for
each person. The conversation is
begun for you.

(When finished read your dialogue

aloud and pronounce the final es [Iz]
sound with emphasis.)
BILL: How many pieces of
clothes does Janet have?

HILARY: She has

………………………………………

CNAD FLORIDA

UNIDAD 5

PRONUNCIATION:

The sound [ ].

This sounds is not difficult for Spanish

speakers as it the same in words like
“chevere”, “muchacho”, “chino”, etc.,
but is NEVER a final sound as in
English.
Practice after your teacher
INITIAL
MEDIAL FINAL
chair
teacher watch
chicken
picture touch
chips
mixture which
children
catcher each
cheap
butcher beach
cheese
question match
chicks
nature rich
chat
hatchet March

The rich chicks like the beach.

Chickens do not chirp. Our teacher
teaches Chinese. Charley wants
a cheese sandwich. Chuck doesn’t
like cheap cheeses.

A word about voiced and voiceless

consonant sounds
When you say ‘bus’ [b^s] in English
the final –s is voiceless that is the
vocal chords in your throat DO NOT
vibrate. If you pronounce just the letter
–s [s] you will emit a hissing sound
(like a snake) which other people
cannot hear at a distance of more than
five or six meters. If you pronounce
the word ‘buzz’ [b^z] the final –z [z] is
voiced, that is the vocal chords in
your throat vibrate (see diagram). If
you pronounce the ‘z’ sound (like a
bee) itself other people can hear it at
quite a distance.

Practice
 Repeat the words after your
instructor. Try to feel the vibration of
your vocal chords in the voiced
consonant sounds ( in the second
column). The articulation (position of
the tongue, lips and teeth) is exactly
the same in both sounds shown in
bold.

NOTE: ALL VOWEL SOUNDS ARE

VOICED: NO EXCEPTION

VOICELESS
VOICED
Bus [b^s]
buzz [b^z]
Cheap [ i:p]
jeep [dzi:p]
Sip [sIp]
zip [zIp]
Tip [tIp]
dip [dIp]
Feel [fi:l]
veal [vi:l]
Kate [keit]
gate [geit]
Pet [p ]
bet [ b t]
REVIEW

Table of voiceless and voiced

consonant sounds

voice Voiceles Voiced

voiceles d s exampl
s example e
[ [ chin Gin
] dz ]
[ k [ g coat goat
] ]
[ p [ b Pat bat
] ]
[ f [ v fat vat
] ]
[ t [ d time dime
] ]
[ s [ z sip zip
] ]

LISTENING

Listen carefully to the voiceless and

voiced consonant sounds you have
just practiced and indicate s (same) if
the sound is the same or d (different)
if different.

1. (k) (k) ___ 2. (t) (d) ____ 3.

(f) (v) ___ 4. (s) (s) ____ 5.
(p) (p) ____
6. (s) (z) ____ 7. (d) (d) ____ 8.
(v) (v) ___ 9. (s) (z) ____ 10.
(p) (b) ____
11. ( )( ) ____ 12. (k) (g)
____ 13. (v) (f) ____ 14. (dz) (
) ___
15. (z) (z) ___ 16. (dz) ( )
____ 17. (f) (f) ___ 18. (dz) (dz)
_____
19. (s) (z) ____ 20. (d) (d) ____
21. ( )( ) _____ 22. (p)
(p) ____
23. (k) (g) _____ 24. (t) (t) _____
25. (f) (v) _____

LISTENING

Listen carefully and indicate if the

words you hear are the s, same or d,
different
 1. (cheap) (jeep) d 2. (bat) (bat)
___ 3. (kill) (gill) ___ 4. ( vat ) (fat )
____ 5. (bet) (bet) ____ 6. (jeep)
(jeep) ___ 7. (cheer) (jeer) ___ 8.
(Kate) (gate) ____ 9.
(gill ) ( gill)___ 10. (cheap)
(cheap) ___ 11. (jeer) (jeer) ____ 12.
(tip) (dip) ___
13. (gate) (gate) ____ 14. (sip) (sip)
___ 15. (bus) (buzz) ____ 16.
(pet) (bet) __ 17. (feel) (veal)___
18. (zip) (sip) ____ 19. (bus)
(bus) ____ 20. (gate) (Kate) ___
21. (pit) (bit) ___ 22. (peach)
(beach) ____ 23. (bitch) (pitch)
___ 24. (Kate) (Kate)___ 25. (
zip ) (zip) ___ 26. (Pat) (bat) ___
27. (peach) (peach) ___ 28.
(buzz) (buzz) ____ 29. (pitch)
(bitch) _____ 30. (jeep) (cheap)
____

LISTENING

Practice
Circle the word you hear in the
(parentheses) in the following phrases.

1. I don’t like this (coat/ goat.)

2. The (buzz/bus) is terrible.
3. It’s a (jeep/cheap) show.
 4. Let’s (cheer/jeer) the football
players.
5. Let’s look at the (vat/fat).
6. That’s a nice (peach/beach)!
7. That fish has (kills/gills).
8. Those (bills/pills) are expensive.
9. That (pit/bit) is not good.
10. That (bitch/pitch) got first prize.

WRITING COMPOSITION

This is another exercise where you

answer questions to form a
composition
(see Week ). In the questions
you have an option indicated by ‘or’
and you select the best response
EXAMPLE: Is your brother lazy or
is he hard working?
My brother is lazy. Does the
teacher get angry or is she calm?
The teacher gets angry, etc. Join
the sentences with the connector in
(parentheses). DO NOT FORGET
3rd person \ s endings.

Practice
Read the composition. Then answer
the questions in complete
sentences.

My brother George is very lazy. He

always gets up late. He usually
arrives late for his first morning
class. The teacher always gets
angry. Last Friday she locked the
door at 8: 00. George was late
again. George didn’t get angry. He
 went home. He went to sleep again.
(49 words)

1. Is your brother lazy or is he

hardworking?
2. Does he usually arrive early or
late to class? (and)
3. Does the teacher get angry or
was she calm? (Answer in ONE
sentence)
4. What did she do last Friday?
Last Friday she…..
5. Was George unhappy or was he
happy?(but)
6. Where did George go?
7. What did he do? (and)

CNAD FLORIDA

UNIDAD 6

Functions Objectives
Expressing
obligation and Use modal verbs
necessity expressing
obligation and
Responding to needs (must
and making polite /need to /have to)
requests

Use vocabulary
and expressions
concerning
activities
performed in a
library
LISTENING: Let’s go to the library

Tim and Dorothy are at home

studying. (Picture of two people
studying)

TIM: Dot, do you have any books

on Antártica?
DOT: No, I don’t, sorry.
TIM: I need to finish this assignment
by Friday, what am I going to do?
DOT: Let’s go to the library. I’m sure
they have books on Antartica there.
TIM: But I don’t have a library card.
DOT: That doesn’t matter, you can
ask for one.
TIM: O.K. Let’s go!

(Picture of a desk and three people)

(20 minutes later at the library check

out desk )
LIBRARY ATTENDANT: May I help
you, sir?
TIM: Yes, I need a library card.
L.A.: O.K. You need to fill out an
application form.
TIM: O.K. Thanks.
L.A.: Do you have a photo I.D.?
(I.Dentification)
TIM: Yes, I do. I have a driver’s
license.
L.A.: Good, that’s all you need.

Back at the check out desk at the

library:

L.A.: Everything O.K.?

TIM: Yes, here’s the form.
L.A. (looks at the form and writes
the information on the computer)
 (He gives Tim a library card)
Here you are, sir.
TIM: Thank you…. Oh, a question?
L.A. : Yes?
TIM: Can I check out books if I don’t
bring my library card?
L.A. : Yes, sir, you can. You can use
your driver’s license. Here is your copy
of the
Rules and Regulations.
Thank you, good-bye.

VOCABULARY:

Practice 1:
The following words were taken from
the previous listening. Look at the
pictures below, and drag its word to
the corresponding picture: (D&&)
(text/picture)

Fill out Photo ID Application form Library Card Assignment

(picture 2) (picture 5) (Picture 3) (picture 1) (Picture 4)

(An ID with the Picture of hand Same form as in

following Title:
LAMBULAND Filling out a picture 2, but
COMMUNITY form without hand
LIBRARY)

Picture of blackboard
with the word Picture of ID with a
HOMEWORK on it photo(it can be a
driver’s license)

GRAMMAR: Modal verbs to show

obligation and necessity
Welcome to modal verbs! (Illustration:
a happy face, or something!!!!!!!!)

Modal verbs are a very special feature

of the English language. They are
called MODAL because they change
meaning in different MODES or
manners. They are very useful and
adaptable, they adjust to the ideas you
want to express. Modal verbs are used
to express such concepts as obligation
and necessity, possibility and
probability, ability and skills, desire or
willingness, etc. This week, we are
going to learn to use modal verbs to
express necessity or obligation. Next
week, we will learn to use them to
express ability or skill.

MODAL VERBS
(Illustration: An open fan (abanico)
with the following:

obligation and necessity (have to,

need to, must)
ability and skills (can, could, be able
to)
advice (should, ought to, had better)
possibility and probability (may, might,
would, could)
desire or willingness (will, would)

There are two very important things

about modal verbs that you need to
know:

• They are loaded with

information
• They are always used in
combination with other verbs. In
a sentence, these other verbs
are called main verbs. This is
what a sentence with a modal
verb looks like:
Subject + Modal verb +
main verb + rest of
sentence

I need to
get a
library card

You must
return these
books to the library

(animation: have one COMPLETE

sentence appear under the heading
and then the other)

Modal verbs carry a lot of information.

This information refers to grammar
(mostly tenses: present, past and
future) and meaning (necessity or
obligation, ability, probability, etc). The
modal verb indicates when and how
an action is performed while the main
verb only indicates which action is
performed. This means that the main
verb doesn’t have to do anything, it
doesn’t change form. For this reason,
a main verb following a modal verb
always takes a very special form
called the simple form. The simple
form is the infinitive without the particle
to, also called the bare infinitive:

From infinitive to simple form:

(animate by colums)

Infinitive Bare
infinitive simple form

To go To go
go
To walk To walk
walk
To get To get
get
To apply To apply
apply
To check out To
check out check out
(Cross out
particle to
In red)

If we go back to the examples below,

we will see that the main verb is in
simple form:

Subject + Modal verb +

main verb in simple form +
rest of sentence

I need to
get a
library card

You must
return these
books to the library
(animation: have one COMPLETE
sentence appear under the heading
and then the other)
Modal verbs to express obligation
and necessity:

To express obligation and necessity

we use the following modal verbs:

have to need to
must

(animation: this appears first)

Remember, they are always followed

by a verb in simple form:
Have to get need
to fill out must
return
I have to get a library card She needs
to fill out this form We must return
these

books
(animation: then this)

Practice 2:

Match the two halves of these

sentences: (D&D frases picadas).
Look at the underlined words for clues!

Model: You have to + return these

videos. They are overdue!

1. All students must

return these books immediately
(5)
2. Library employees need to
finish the assignment before
they go to recess (1)
3. My mother says I have to
give people a copy of the
library’s rules &
regulations (2)
4. My husband has to
check out some books before
he goes to work (4)
5. You really must
finis
h my
hom
ewor
k
befo
re I
go
out
and
play
(3)
Affirmative sentences with have to /
need to

Remember to make the necessary

changes to these modal verbs [have
to] & [need to] when you’re using
them in third person singular:

He [has to] fill in the form

and He [needs to] fill in the
form
She [has to] finish her assignment
She [needs to]
finish her assignment
My mother [has to] return some books
My mother [needs to]
return some

books

Practice 3:

Complete these sentences with: have

to / need to / has to / needs to (FiB)
1. My husband _________ (has/needs
to) work late at the library
2. We _________ (have to/need to)
learn to use the automated registration
system
3. Cindy _________ (has/needs
to) go to the library and check out
some books on Physics
4. You_________ (have to/need to)
take the elevator to the second floor
5. Frances _________ (has/needs to)
finish her report today
Negative sentences and questions
with have to / need to:

In negative sentences we use: don’t /

doesn’t [have to] & [need to]

S + don’t / doesn’t +
[have to] / [need to] +
simple form
I don’t have
to go
She doesn’t
need to
go

Questions with have to / need to:

In questions we use: do / does +

[have to] & [need to]

Do / does + S +
[have to] / [need to] +
simple form
Do you have
to go?
Does she need
to go?

Short answers
In short answers we use:

Yes, + S + do / does Yes,

I do.

Yes,
she does.

No, + S + don’t / doesn’t

No, I don’t

No, she doesn’t

Practice 4. (FiB)

Complete the following dialogues

using the words in parenthesis. Use
do or does for your questions and the
right form of the verbs for your
answers. Remember that the modal
verbs [have to] and [need to] are
always written together

Model:

I have to go to work

When (you/have/go) ________

________ _________ _________ to
work?
When (you/have/go) ___do___
__you___ _have to__ _go____ to
work?

I (have / go) ________ ________ to

work in 2 hours
I (have / go) __have to __go____ to
work in 2 hours

Dialogue 1:
I have to pay a fine at the library
How much (you/have/pay) ________
________ _________ _________?
(do/ you/ have to/ pay)
I (have/pay) __________ __________
(have to/ pay) about twenty dollars.

Dialogue 2 :
My daughter has to prepare a very
long composition.
When (she/need/finish) ________
________ _________ _________ it?
(does/ she/ have to/ finish)
She (have/finish)__________
__________ (has to/ finish) it
tomorrow
Dialogue 3:
I need you to sign this application form
Where (I/need / sign) ________
________ _________ _________?
(do/I/need to/sign)
You (need/sign)__________
__________ (need to /sign) at the
bottom, please

Dialogue 4:
My father forgot to return these videos
last week. I need to go and return
them.
Where (you/have/return________
________ _________ _________
them?
(do/ you/ have to/ return)
I (have / return) __________
__________ (have to/return) return
them to the video store around the
corner

SPEAKING

You are at the check out desk at your

local library. You want a library card.
Talk to the library attendant. Use the
guide.

L.A. May I help you?

YOU: Yes, I want
…………………………………..
L.A.: You need to fill out this
application.(He gives you an
application)
YOU: …………………….. very
much.
L.A.: Do you have a photo I.D.?
YOU: Yes, ………………..
(You fill out the application form and
go back five minutes later)
L.A. Everything O.K.?
YOU: ……………………..
L.A. (S/he writes the information on
the computer and gives you a library
card.
L.A. Here’s your card.
YOU: …………………….. Oh, one
question, please.
L.A. : Yes?
YOU:
……………………………………………
….?
L.A. : No problem. If you don’t bring
your library card you can check out
books with
your driver’s license.

PRONUNCIATION

The sound [ ].

This sounds is not difficult for Spanish

speakers as it the same in words like
“chevere”, “muchacho”, “chino”, etc.,
but is NEVER a final sound as in
English.

Practice after your teacher

INITIAL
MEDIAL FINAL
chair
teacher watch
chicken
picture touch
chips
mixture which
 children
catcher each
cheap
butcher beach
cheese
question match
chicks
nature rich
chat
hatchet March

The rich chicks like the beach.

Chickens do not chirp. Our teacher
teaches Chinese. Charley wants
a cheese sandwich. Chuck doesn’t
like cheap cheeses.

A word about voiced and voiceless

consonant sounds
When you say ‘bus’ [b^s] in English
the final –s is voiceless that is the
vocal chords in your throat DO NOT
vibrate. If you pronounce just the letter
–s [s] you will emit a hissing sound
(like a snake) which other people
cannot hear at a distance of more than
five or six meters. If you pronounce
the word ‘buzz’ [b^z] the final –z [z] is
voiced, that is the vocal chords in
your throat vibrate (see diagram). If
you pronounce the ‘z’ sound (like a
bee) itself other people can hear it at
quite a distance.

Practice 5

Repeat the words after your

instructor. Try to feel the vibration of
your vocal chords in the voiced
consonant sounds ( in the second
column). The articulation (position of
the tongue, lips and teeth) is exactly
the same in both sounds shown in
bold.
NOTE: ALL VOWEL SOUNDS ARE
VOICED: NO EXCEPTION

VOICELESS
VOICED
Bus [b^s]
buzz [b^z]
Cheap [ i:p]
jeep [dzi:p]
Sip [sIp]
zip [zIp]
Tip [tIp]
dip [dIp]
Feel [fi:l]
veal [vi:l]
Kate [keit]
gate [geit]
Pet [p ]
bet [ b t]
REVIEW

Table of voiceless and voiced

consonant sounds

voice Voiceles Voiced

voiceles d s exampl
s example e
[ [ chin Gin
] dz ]
[ k [ g coat goat
] ]
[ p [ b Pat bat
] ]
[ f [ v fat vat
] ]
[ t [ d time dime
] ]
[ s [ z sip zip
] ]

LISTENING

Listen carefully to the voiceless and

voiced consonant sounds you have
just practiced and indicate s (same) if
the sound is the same or d (different)
if different.

2. (k) (k) ___ 2. (t) (d) ____ 3.

(f) (v) ___ 4. (s) (s) ____ 5.
(p) (p) ____
7. (s) (z) ____ 7. (d) (d) ____ 8.
(v) (v) ___ 9. (s) (z) ____ 10.
(p) (b) ____
11. ( )( ) ____ 12. (k) (g)
____ 13. (v) (f) ____ 14. (dz) (
) ___
15. (z) (z) ___ 16. (dz) ( )
____ 17. (f) (f) ___ 18. (dz) (dz)
_____
19. (s) (z) ____ 20. (d) (d) ____
21. ( )( ) _____ 22. (p)
(p) ____
23. (k) (g) _____ 24. (t) (t) _____
25. (f) (v) _____

LISTENING

Listen carefully and indicate if the

words you hear are the s, same or d,
different

1. (cheap) (jeep) d 2. (bat) (bat)

___ 3. (kill) (gill) ___ 4. ( vat ) (fat )
____ 5. (bet) (bet) ____ 6. (jeep)
(jeep) ___ 7. (cheer) (jeer) ___ 8.
(Kate) (gate) ____ 9.
 (gill ) ( gill)___ 10. (cheap)
(cheap) ___ 11. (jeer) (jeer) ____ 12.
(tip) (dip) ___
14. (gate) (gate) ____ 14. (sip) (sip)
___ 15. (bus) (buzz) ____ 16.
(pet) (bet) __ 17. (feel) (veal)___
18. (zip) (sip) ____ 19. (bus)
(bus) ____ 20. (gate) (Kate) ___
21. (pit) (bit) ___ 22. (peach)
(beach) ____ 23. (bitch) (pitch)
___ 24. (Kate) (Kate)___ 25. (
zip ) (zip) ___ 26. (Pat) (bat) ___
27. (peach) (peach) ___ 28.
(buzz) (buzz) ____ 29. (pitch)
(bitch) _____ 30. (jeep) (cheap)
____

LISTENING

Practice 6
Press the word you hear in the
(parentheses) in the following phrases.

11. I don’t like this (coat/ goat.)

12. The (buzz/bus) is terrible.
13. It’s a (jeep/cheap) show.
14. Let’s (cheer/jeer) the football
players.
15. Let’s look at the (vat/fat).
16. That’s a nice (peach/beach)!
17. That fish has (kills/gills).
18. Those (bills/pills) are expensive.
 19. That (pit/bit) is not good.
20. That (bitch/pitch) got first prize.

WRITING

Fill out the following form with your

personal information. You can invent a
name and the information if you want
to
NAME:
Social Security No.

Date of Birth
Address: Street
Town/City
State
Zip Code
Tel. No.
Identification No.
Do you have a library card from
another public library? Yes / No
If “yes”, where?
……………………………………….
Give the name of one person in this
area who you know.
………………………..
Do you accept the rules and
regulations of this library? Yes/ No
If “No” explain briefly.
……………………………………………
…………….
Signature:
………………………………. Date:
………….

CNAD FLORIDA

UNIDAD 7
READING

RULES AND REGULATIONS

1. A patron cannot renew a book
or CD more than twice.
2. Videos and DVD’s have a five
day limit and are not renewable.
3. Patrons must return library
materials in good condition.
4. The patron must return the
materials on the date shown by
the card.
5. There is a limit of 25 books, 8
videos or DVD’s and 8 CD’s
6. The patron can ask for more
materials under special
circumstances.
7. You must pay the fines when
library materials are overdue.
8. You are responsible for any
damaged or destroyed
materials that you
check out.

Practice 1

Read the Rules and Regulations

above then mark ‘T’ or ‘F’ to the
questions that follow:

…(F)….1. A person can renew a DVD

for five days.
…(F)….2. A patron can never have
more than 25 books.
…(F)….3. It is not necessary to pay
fines.
…(T)… 4. A patron cannot write in
library books.
…(T)… 5. It is necessary to return
books on time.
…(F)….6. The condition of a book
that is returned is not important.
…(T)….7. It is possible to check out
more than 25 books.
…(T)….8. A patron can renew a CD.

VOCABULARY:

Practice 2: (D&D)
The words below are synonyms of
some words in the text you just read.
Here is the text again. As you can see,
some words have been underlined.
Drag each of the following words to
their underlined synonyms

RULES AND REGULATIONS

7. A patron cannot renew a book
or CD more than twice.
8. Videos and DVD’s have a five
day limit and are not renewable.
9. Patrons must return library
materials in good condition.
10. The patron must return the
materials on the date shown by
the card.
11. There is a limit of 25 books, 8
videos or DVD’s and 8 CD’s
12. The patron can ask for more
materials under special
circumstances.
7. You must pay the fines when
library materials are overdue.
9. You are responsible for any
damaged or destroyed
 materials that you
check out.

take out, pay, or take home client or customer recharge or restart

(check out) (patron) (renew)

late, unpaid, unreturned Penalty or charge broken, spoiled or

(overdue) (Fine) semi destroyed
(damaged)
GRAMMAR: Modal verbs to express
ability

As you learned in week 13, modal

verbs are used to express many
things. One of these things is the
ability or skill to do something:

I can speak English

(with illustrations, if possible)

or the possibility that something

happens:

We can see the mountains from our

hotel room.
(with illustrations, if possible)

In both cases we use the modal verb

can. (Animation: sentences appear
one at a time)
As with any modal verb, can is
followed by the simple form of a verb
(main verb).

I can speak English

We can see the mountains from our
hotel room

For negative answers, use can’t.

Cannot is also possible, but it is more
informal and mainly used in spoken
English
Can you speak German?
No, I can’t, but I can speak English

Practice 3: (D&D)

Complete the following sentences with

one of the simple forms below:

Drive run return help take

Pedro is a good runner. He can

________ (run) faster than many
children his age
Claire can’t ________ (drive) because
she has to renew her driver’s license.
Frances can’t ________(take) any
more books out of the library. She has
to pay her fine first
The lady at the front desk can
________ (help) you check out those
books
We can’t ________(return) this book.
It is damaged!

Questions and short answers with

can:

To make “yes / no” questions with can,

simply invert the order of the first two
words in your sentence:

I can speak English

Can you speak English?

(animate)

For short answers, use:

Yes, S + can
Can you speak English? Yes, I
can
Yes, I can
Or

No, S + can’t Can

you speak German? No, I can’t
No, I can’t (animate by
columns)

Practice 4: (FiB)

Complete the following dialogues.

Start the questions with Can + the
verb in parenthesis. Complete the
short answer.

Dialogue 1:
________ _________ ________ (fill)
(Can you fill) out this form with your
personal information?
Yes, ________ _________ (I can).

Dialogue 2:
________ _________ ________
(stop) (Can we stop) by the library on
the way home?
No, we ________ (can’t). It is too late
and the library is closed

Dialogue 3:
________ _________ ________
(read) (Can she read) all these books
in French?
Yes, ________ ________ (she can).
She reads French fluently

Dialogue 4:________ your mother

________ (return) (Can /return) this
video for me?
Yes, I think ________ ________(she
can).

Dialogue 5:________ _________

________ (tell) (Can you tell) me
where the science fiction books are?
Yes, ________ ________ (I can).
They are on that bookshelf to your
right
Be able to:
Be able to has the same meaning as
can, but it is not as common. When
you use it, you must remember to
change the verb be according to the
subject of your sentence. As with any
modal verb, can is followed by the
simple form of a verb (main verb).

S be able to
simple form rest of
sentence

I am able to
do many
things at the same time
He/she is able
to swim faster than
anybody else
You/we/they are able to
sing very well

Practice 5:

Complete the following sentences with

the appropriate form of [be able to].
Use contractions when possible:

1. I ________ _________ ( am / ’m
able to) play the piano very well
2. She ________ _________ (is/able
to) ride her bike without falling
3. My sister and I ________
_________ (are / ‘re able to) eat ice
cream with our eyes closed
4. They ________ _________ (are /
‘re able to) swim long distances
5. You ________ _________ (are / ‘re
able to) draw the most beautiful and
incredible drawings!

Questions, negative statements and

short answers with be able to:
To make “yes / no” questions with be
able to, simply invert the order of the
first two words in your sentence:

He is able to swim faster than

anybody else

Is he able to swim faster than

anybody else (animate)

For negative answers, use am/is/are +

not + able to.

S be + not + able
to simple form rest of
sentence

I am not able
to read in the car
same time
He/she is not
able to eat
a whole pizza
You/we/they are not able
to speak a
foreign language

Contracted forms are also correct, for

both affirmative and negative
statements:

Contractions able
to simple form rest of
sentence

I’m / I’m not able

to read in the car
same time
He’s /she’s not / he isn’t / she isn’t
able to eat
a whole pizza
You/we /they/ ’re not/ aren’t
able to speak
a foreign language
For short answers, use:

Yes, + S + be
No, + S + be (-)

Yes, I am or
No, I’m not
Yes, He/she is
No, she isn’t (is
not)
You/we/they are
No, You/we/they / ’re not

Practice 6: (FiB)

Part A. Complete the following

sentences using be able to + the verbs
in parenthesis. Use contractions
where possible:

1. I ________ _________ _________

(drive) (am-’m /able to/ drive) and
answer my cell phone without having
an accident

2. They ________ _________

_________ (write) (are -’re /able to/
write) 1000 Chinese characters

3. My little brother ________

_________ _________ (make) (is
/able to/ make) excellent models in
wood

4. The teacher ________ _________

_________ (hear) (is/ able to/ hear) us
when we talk in class

5. The chef of this restaurant

________ _________ _________
(prepare) (is /able to/ prepare) the best
deserts in town.
Part B. Now, take those sentences
and turn them into questions: (FiB)
(please have the original sentences
appear when students click on each
sentence)

Model:
Resulting sentence # 1: I’m able to
drive and answer my cell phone
without having an accident
Question:
Are you able to drive and answer your
cell phone without having an accident?

2. ________ they _________

_________ (are/able to/write)1000
Chinese characters?
3. _________ your little brother
_________ _________ (is/able to/
make) excellent models in wood?
4. _________ the teacher _________
_________ (is/able to/hear) us when
we talk in class?
5. _________ the chef of this
restaurant _________ _________
(is/able to/prepare) the best deserts in
town?

Practice 7: Review of can and be

able to (D& D) (frases picadas)

1. Robert has lived in many countries.

/ He is able to speak many languages
2. I can’t work on this assignment
now. / I have a headache
3. Patrons can get more materials
under special circumstances. / They
just need to fill out this form
4. The library attendant / is able to
look up books for you in the computer
5. I can’t hear you. / There is too much
noise outside

PHONETICS
REVIEW OF VOWEL AND
CONSONANT SOUNDS
Consonant sounds
[ ] and [ ]
Listen and repeat

Pronounce the words in each column

ILLUSTRATIONS NEEDED

[ ]
[ ]
sheep
cheap
ships
chips
cash
catch
wish
witch
dish
ditch
shin
chin
hash
hatch

Are there many sheep on that ship?

That fish and chip shop is cheap.
Which witch is the Mississippi witch?
I wish for cash and riches.

Vowel sounds
[I] and [ i: ]

Listen and repeat

ILLUSTRATIONS NEEDED
Pronounce the words in each column

[ I ]
[ i: ]
ship
sheep
fit
feet
 bins
beans
grid
greed
dip
deep
mitt
meat
lip
leap
slip
sleep
hip
heap

Those shoes will not fit her big feet.

That dip is very deep, be careful.
Six sheep and six beans. Take your
mitts away from my lips. Those
beans and that meat are not cheap.

MORE REVIEW

Your turn

Number the sentences in traditional

script ( right column) with the phonetic
transcriptions. Place the number in the
space.
[duz dz ni l^v
ju] …… 1. Yes, Irene
loves me
[dz ni d^znt
l^v mi:] …… 2. Do you
love Irene?
[waI]
…… 3. Yes, I love Irene, too
[dz ni l^vz
m^ni] …… 4. Jenny
doesn’t love me.
 [d^z ai’ri:n l^v
ju ] ……. 5. Why?
[ j s ai’ri:n l^vz
mi: ] …… 6. Does Jenny
love you?
[du ju l^v
ai’ri:n] ….. 7. Jenny
loves money.
[j s ai l^v
ai’ri:n tu] 8. Does Irene
love you?

THE ENGLISH ALPHABET AND

PHONETIC SYMBOLS

Most of the phonetic symbols you

have learned in this course are in the
26 letter English alphabet.

[ i : ] = b [bi:], c [si: ], d [di:], e [

I : ], g [dzi:], p [pi:], t [ti:] , v [vi:], z
[zi:]

(9 letters)
[ ] = f [ f], l[ l], m [ m],
n [ n], x [ ks] (6 letters)

[ ei ] Spanish [ei] in “pleito” ,

“peinarse” etc.
= a [ei], h [ei ], j [ dzei],
k [kei] (4 letters)

[ u ] = q [kju], u [ju], w [‘d bl ju]

(3 letters)

[ai] Spanish [ai] in “amainar”,

“aislado”, “caray”, “hay” etc.
 = I [ ai ] , y [ wai] (2
letters)
TOTAL = 24 letters

REVIEW OF THE ENGLISH

ALPHABET SOUNDS IN PHONETIC
SYMBOLS
*O and *R are not included
A [ei] , B [bi:], C [si:], D [di:], E [I:],
F[ f], G [dzi:] , H [ei ], I [ai],
J [dzei], K [kei], L[ l], M[
m], N [ n], O* [ ], P [pi:]
Q [kju], R* [ ], S[ s], T [ti:],
U [ju] , V [vi:], W [‘dubl ju], X [ ks]
Y [wai], Z [zi:]

WRITING:

Write a list of 8 things you can /are

able to do in a library. Remember to
use the vocabulary from weeks 13 and
14.

NAD FLORIDA
UNIDAD 8

REVIEW OF COMMUNICATIVE
PHRASES

Indicate the phrase from the right

column which corresponds to the
logical context of the dialogues.
The first one is done for you.
 DRAG AND DROP
PART 1. i. You should quit your job at
the post office. ii. Oh! I don’t agree
Nicole is much better looking. iii. Do
you think so? iv. I agree it’s bad.

1. A: I think Nicole Kidman is

really beautiful.
B: I think so too, but Katherine
Zeta Jones is more beautiful.
A: Oh, I don’t agree. Nicole is
much better looking.

2. A: This restaurant is terrible!

B: …………………………..(I
agree, it’s bad)
A: Let’s go to McDougal’s it’s
better.
B: O.K. Let’s go.
3. A: Brad Pitt is a great actor.
B: Yes, and Sean Penn is
also.
A: …………………………..?
(Do you think so?)
B: Yes, he’s as good as Pitt.
4. A: I need to go to the
doctor’s. (You should quit your job at
the P.O)
B: Why?
A: My back hurts when I get
up.
B: ………………………………
Part 2. v. Do you want to go? vi. I
don’t have time. vii. It’s opposite the
post office.
 viii. Sometimes one is as good
as the other. DRAG AND DROP
5. A: Where’s the drug store,
please?
B:
……………………………….. (It’s
opposite the Post Office)
A: And where is that?
B: It’s at the end of this street.
5. A: I’m very tired and my back
hurts.
B: Why don’t you sit down?
A:
………………………………(I don’t
have time)
7. A: Which is more exciting an
opera or a ballet?
B: It depends.
A: What do you mean, “it
depends”?
B:
……………………………………………
.(Sometimes one is as good as the
other)
8. A: What are Brian and Bill
doing at the mall?
B: They’re shopping, I think.
A:
…………………………………………..?
(Do you want to go?)
B: Good idea, let’s go.
Grammar review: (FiB)

1. Complete the sentences using one

of the following prepositions and
prepositional phrases of exterior
location in each case:

on the to the left straight next across from

1. The library is __________ (across)

the bank

2. The city hall is __________ (to the

left) of McDougal’s

3. The post office is __________(on

the) corner of Main Street

4. The bus __________ (from) Salt

Lake City arrives at 05:30

5. The cinema is __________(straight)

ahead! Just go on a few blocks

6. The drug store is __________

(next) to the police station

2. Complete these short conversations

with the right response containing a
comparative form: (D&&) (frases
picadas)

This food is not very tasty. | Add some

salt to make it tastier!
The library is very big. | I thought it
would a be smaller building
This movie is very boring. | Other
movies are more interesting than this
one
These clothes don’t fit. | I’m fatter than
last month
We are late already! | Can you go
faster?
There are many people at the theater
today. | Yes, this show is better than
the others

3. Change the following statements in

simple present and present
progressive into questions. Use each
Wh- word below only once: (FiB)

Who When Which How long Where What

1. The movie theater is next to the

drug store.
_________ _________ (Where is) the
movie theater?

2. The movie starts at eight.

_________ _________ (When does)
the movie _________ (start)?

3. They are eating pizza.

_________ _________ (What are)
they _________ (eating)?

4. Marcia is playing tennis at the

Athletic center
_________ _________ _________
(Who is playing) tennis at the Athletic
center?

5. The post office is located between

the City Hall and the library.
_________ (Which) building
_________ (is) located between the
City Hall and the library?

6. The flight from Miami to Colombia is

3 hours long.
_________ _________ _________
(How long is) the flight from Miami to
Colombia?

4. Match the following people with

what they are doing: (D&&) (frases
picadas)

1. The children | are eating pizza

2. The mailman | is coming out of the
post office
3. The police officer | is chasing the
robber
4. The students | are finishing the
assignment
5. The actors | are performing at the
theater

5. Click on the right quantifier to

complete the following phrases:

1. We don’t have __________ sugar

left! We need to go buy some now…
a. any
b. some
c. many
d. much

2. I want __________ chocolate chip

cookies. I’m very hungry!
a. any
b. some
c. many
d. much

3. There isn’t __________ to do in this

town. There are only a few shops and
the cinema. How boring!
 a. any
b. some
c. many
d. much

4. Do you have __________ orange

juice in your refrigerator?
a. any
b. some
c. many
d. much

5. The salad has __________ different

ingredients. It is very tasty and
delicious!
a. any
b. some
c. many
d. much

6. The combo comes in __________

different sizes
a. any
b. some
c. many
d. much

6. Read the following dialogue. Click

on the right modal verb

Angela: I [can’t/need to] (can’t)

finish dinner now, I have
to stop cooking. I [need
to/ can] (need to) go to
the library and return
these books before I get
a fine. Do you want to
come with me?
Mary: OK. Let’s go. I [have
to/am able to] (have to)
stop by the grocery store
and get some bread.
Angela: Oh yes, and I [must/can]
(must) also get some
milk for tomorrow’s
breakfast
Mary: You’re right. Do you
think we [can/must]
(can) also take these
letters to the post office?
Angela: I don’t think we
[can/need to] (can) do so many things,
but we can try.
Mary: Yes, let’s try. Mothers
like us can do many
things. We [are able
to/have to] (are able to)
do this and more!
Angela: Let’s go then!

Phonetic Symbols Review: Vowel

Sounds [ 0 ], [^ ], [ae],[u] and [ ]

A: Vowel sound [0]. Indicate the

number of times you hear the [0]
sound.
1. (the catcher caught the ball)
.(2).. 2. (the dog has a nasty
cough) ..(2)
2. (Paul always plays football)..(4)
4. (she caught the bus) …(1)….
5. (the caller walks to Boston)
..(3)… 6. (Paul caught the
ball)….(3)…
7. (get up at dawn)….(1)…
8. (my daughter is in the mall)
..(2)..
9. (the boss has a cough)…(2)…
10. (the man draws dogs)..(2)
B: Vowel sound [^]. Indicate he
number of times you hear the [^]
sound.
1. (come up on Sunday) …(3)…
2. ( the number is 101) …(3)…
3. (I want a cup of tea) …(1)…
4. (three ducks on the bus) ..(2)..
5. (my bubble gum) …(2)…
6. (my uncle is in London)…(2)…
6. (once a month on Monday)
…(3).. 8. (my mother is coming)
…(2)…
9. (come on the bus with us)
…(3)… 10. (the number is
one)…(2)…

C…Vowel sound [ae]. Indicate the

number of times you hear the [ae]
sound.
1. (the cat is black) …(2)… 2. (is
the fat man happy?) …(3)
2. (get back please) …(1)… 4.
(the taxi is back) …(2)..
5. (Sandy is fat and sad) …(3).. 6.
(What’s that Dad?) …(3)..
6. (Brad Pitt is bad)…(2)…. 8.
(Albert’s hat is black)…(3)…
9. (That jacket is Jack’s)
…(3)..10. (the acting is
bad)…(2)…
D. Vowel sound [u]. Indicate the
number of times you hear the [u]
sound.
1. (are those new shoes?) ..(2)..
2. (Who are you?) ….(2)..
2. (Which two are blue?)
…(2)…4. ( Do you fly, too?)
…(3)…
5. (the new room is not
blue)..(3)..6. (Are these June’s
boots?)..(2)
7. (the moon is blue soon)..(3) …
8. (who flew to the moon?) …(3)..
9. (that tune is not new) …(2) …
10. (the wind blew in the room)
…(2)..

E. Vowel sound [ ]. Indicate the

number of times you hear the [ ]
sound.
1. (that’s a good book)…(2) 2. (
is the cook new?) …(1)..
2. (could you cook?) …(2).. 4.
(it’s a good cook book) …(3)..
5. (look at her good foot)…(3)…6.
(which cook cooked the
food?)..(2)…
6. (pull the wool over) …(2)… 8.
(I couldn’t go) …(1)
 9. (the cushion is not new) …(1)
… 10. (could you do it,
please?) …(1)

……………………………………………
………………….

The English Alphabet in Phonetic

Symbols
Match the letters of the alphabet with
their sounds in phonetic script from the
columns on the right and left. (Drag
and drop)
[vi:]
[di:]
[ju] A …….. B ……… C
………. D ………… E…………
[wai]
[bi:]
[dzi:]
[ai] F…….. G ………
H……….. I …………. J…………
[ ks ]
[ s]
[‘d^blju]
[ti:] K…….. L ………. M
……… N ………… P……….
[si:]
[ f]
[ei]
[ei ]Q ……… S ……… T
……… U ………… V………
[i:]
[ l]
[ kei]
[pi:] W …….. X ……… Y
……… Z ……..
[dzei]
[zi:]
[ m]
[ n]
[kju]
……………………………………………
…………………

Review of Intonation Patterns from

the vocabulary Weeks 8 – 14
Write the corresponding letter for the
stress patterns you hear.
a. 0o b. o0 c. o0o d.
0oo (Llenar los circulos con Negro)

1. pretty ..(a)… 2. opposite …(d)..

3. station …(a) … 4. shopping …(a)..
6. across …(b)… 6. hospital … (d)..
7. colleges…(d)… 8. post office
…(d)
9. library …(d) … 10. McDougal’s..(
c )... 11. computer ..( c ) … 12.
taco ..(a)..
13. studying ...(d)… 14.
negative..(d)… 15.
cheeseburger..(d).. 16. robber
..(a)…
17. policeman…(c )… 18. Tacoland
..(d).. 19. in front of …(c ) 20.
superb..(b)..
21. exciting …(c).. 22. handsome
…(a)… 23. talented..(d)…24.
prettier…(d)…

25. convince …(b)… 26.

hungrier…(d)… 27.
persuade…(b)…28. good
looking .(c)

29. polite …(b)… 30. prefer

…(b)… 31. Mexican …(d) 32.
Italian…(c)
 33. iced-tea ..(b)… 34. attractive…(
c )… 35. I.D. …(b) 36. renew
…(b)….

37. return ….(b)… 38. CD ….(b)..

39. patient..(a)… 40. serious
….(d)…..

……………………………………………
…………….

LISTENING: Minimal Pairs

Review and evaluation of vowel

sounds [i: ], [I ] and consonant
sounds [dz], [j],
[ ] and [t ].
A. The vowel sounds [i: ]
and [ I ]
Indicate if the sounds you hear are the
same with ‘s’ or different with ‘d’
1.( sheep) (sheep) ..s.. 2. (bit) (beat)
..(d) 3. (leap) (leap) …(s)…. 4. (ship)
(sheep) ..(d)..
5. (mitt) (meet) (d)… 6. (greet) (grit)
…(d).. 7. (dip) (dip) …(s)…8. (cheeks)
(cheeks) (s)
9. ( chicks) (cheeks)…(d)… 10. (bins)
(beans) …(d)…. 11. (hill) (hill) …(s)…
12.(seat) (sit)…(d)…13. (heel) (hill)
…(d)14. (keys) (keys) …(s) 15. (keys)
(kiss) ..(d)..

B. The consonant sounds

[dz] and [j]
Indicate if the sounds you hear are the
same with ‘s’ or different with ‘d’
1. (yoke) (joke) …d…. 2. (yam)
(yam)…(s)… 3. (jello) (yellow)
…(d)…

4 (you) (you) …(s)… 5. (Jew) (Jew)

…(s) 6. (Jew) (you) …(d) 7. (Jess)
(yes) ..(d)..

8.(Yale) (Yale) …(s)…. 9. (jail)

(Yale)..(d) 10. (year) (year)..(s)…11.
(jeer) (jeer)..(s).

12. (Jew) (you) ….(d)..13. (Jess)

(Jess)..(s)..14. (joke) (joke) ..(s)..15.
(yolk) (yolk)..(s)

C. The consonant sounds [

] and [t ]
Indicate if the sounds you hear are the
same with ‘s’ or different with ‘d’

1. (cheap) (sheep) …d… 2. (ship)

(ship)..(s).. 3. (shop) (chop) ..(d)..4.
(cash) (cash)..(s)

5. (cash) (catch) ..(d).. 6. (wash)

(wash) ..(s).. 7. (Sheep)
(sheep)..(s)..8. (ditch) (dish)..(d)

9. (watch) (wash)…(d).. 10. (chop)

(chop)..(s).. 11. (catch)
(catch)…(s)..12. (chips)

(chips) ..(s)..13. (ships) (chips)..(d)..

14. (shops) (chops) …(d)…15. (mash)
(match)..(d)

……………………………………………
.

REVIEW OF FINAL-s SOUNDS

LISTENING
Click on the column corresponding to
the final –s sound for the word you
hear.

[s]
[z] [iz]

kicks x
washes
(x)
tacos
(x)
offices
(x)
dollars
(x)
hurts (x)
Phillip’s (x)
tamales
(x)
actresses
(x)
actors
(x)
visits (x)
boxes
(x)
photographs (x)
packages
(x)
beans
(x)
problems
(x)
robbers
(x)
cups (x)
likes (x)
loves
(x)