Comunicación Oral Y Escrita En Lengua Extranjera: Inglés 2 Nivel Básico

MINISTERIO DE EDUCACIÓN

© De la presente edición:

Colección: CUADERNOS DE FORMACIÓN CONTINUA

Ciclo: Comunicación Oral y Escrita en Lengua Extranjera:
Inglés – Nivel Básico

Curso: Comunicación Oral y Escrita en Lengua Extranjera

Nivel Básico - Inglés 2

Coordinación:
Viceministerio de Educación Superior de Formación
Profesional

Dirección General de Formación de Maestros

Unidad Especializada de Formación Continua
Cómo citar este documento:
Ministerio de Educación (2022). “Comunicación Oral y Escrita
en Lengua Extranjera Nivel Básico- Inglés 2”. Cuaderno de
formación continua. UNEFCO
La venta de este documento está prohibida. Denuncie al
vendedor a la Dirección General de Formación de Maestros,
Tel. 2440815 o a la Unidad Especializada de Formación
Continua.

www.minedu.gob.bo
https://unefco.edu.bo/

Bolivia, julio del 2022

3
a: Inglés 2 Nivel Básico
Comunicación Oral Y Escrita En Lengua

2
CICLO:
COMUNICACIÓN ORAL Y ESCRITA
EN LENGUA EXTRANJERA: INGLÉS 2
NIVEL BÁSICO
I
Comunicación Oral Y Escrita En Lengua Extranjera: Inglés 2 Nivel Básico

Content
INTRODUCTION.......................................................5
Holistic Objective of the Course.....................................................................8
Holistic Objective of the Module....................................................................8
TOPIC: ACTIVITIES
LESSON 1: AT MY WORKPLACE..............................................................11
LESSON 2: DAILY ROUTINE.....................................................................19
LESSON 3: EATING HEALTHY.................................................................28
LESSON 4: ABILITIES......................................................37
INSTRUCTIONS FOR THE FINAL PROJECT...........................................43
BIBLIOGRAPHY....................................................................................46

III
Itinerarios Formativos para Maestras y Maestros

IV
Comunicación Oral Y Escrita En Lengua Extranjera: Inglés 2 Nivel Básico

Presentación

Bajo el mandato constitucional, la Ley N.º 070 de la Educación “Avelino Siñani - Elizardo
Pérez y la normativa vigente en el sector, la Unidad Especializada de Formación Conti-
nua - UNEFCO, como brazo operativo del Ministerio de Educación, ha diseñado una
oferta formativa renovada acorde a las realidades del actual escenario educativo. La
misma se plantea como iniciativa para el fortalecimiento de la formación continua de
maestras y maestros del SEP orientada al desarrollo de aprendizajes de calidad, en
sintonía con las siguientes acciones estratégicas al 2025 priorizadas por el Ministerio
de Educación:
-Recuperar y Mejorar los Aprendizajes Perdidos
-Fortalecer las Condiciones para la Calidad Educativa
-Colocar la Educación en el Centro de la atención y la acción social
Consiguientemente, la Oferta Formativa UNEFCO comprende ciclos/cursos formativos,
centrados en facilitar y propiciar la creación y desarrollo de estrategias donde maestras
y maestros sean quienes den respuestas propias a necesidades de su práctica
educativa.
El área de Lenguas Originarias y Extranjeras, está dirigida al fortalecimiento del uso de
las lenguas originarias y extranjera en las comunidades educativas, contempla
ciclos/cursos en concordancia con las políticas lingüísticas, el desarrollo de la
intraculturalidad, intercul- turalidad, el plurilingüismo y los lineamientos de
transformación del Sistema Educativo.
Los procesos formativos se desarrollarán bajo la modalidad de forma-
ción de Itinerarios Formativos, que responde a los ritmos, intereses, disp
o-
nibilidad de tiempo y necesidades concretas de las y los participantes (in-
dividual y colectivamente), orientada a la aplicación práctica y la mejora
permanente del desempeño profesional, partiendo de la lectura de la realidad educativa.
Cada cuaderno de formación continua, está estructurado en temas formativos,
mismos que tienen relación entre la etapa de apropiación de conocimientos, eta-
pa de concreción en la práctica educativa y etapa de intercambio de experiencias.
A partir de las herramientas, estrategias que se ofrece en los cursos forma-
tivos, deseamos que cada uno de nuestros participantes enriquezca la prác-
tica educativa y se contribuya a transformar la realidad y se logre alcanzar
una educación de calidad con la participación de toda la comunidad educativa.

MSc. Jorge Galindo Villa Castro

COORDINADOR GENERAL UNEFCO
V
 Comunicación Oral Y Escrita En Lengua Extranjera: Inglés 2 Nivel Básico

Datos generales del curso

Holistic Goal of the Cycle

We promote an intercultural dialogue from our plurinational identity, through
critical and reflective analysis of linguistic codes in the foreign language
(English) and grammatical norms, developing oral and written communication
skills to promote knowledge and learning of other cultures within the
construction of formative processes and its relationship with the environment.

Promovemos un diálogo intercultural desde nuestra identidad plurinacional, a

través del análisis crítico y reflexivo de códigos lingüísticos en la lengua extranjera
(Inglés) y las normas gramaticales, desarrollando habilidades comunicativas
orales y escritas para promover saberes y conocimientos extranjeros en la
construcción de los procesos formativos y su relación con el entorno.

Holistic Goal of the Course

We reflect on attitudes of unity, respect and responsibility in the family
through individual and collective participation in the analysis of linguistic codes
in the English language to strengthen oral and written communication skills
and abilities in the construction of training processes with relevance.

Reflexionamos sobre las de actitudes de unidad, respeto y responsabilidad en

la familia mediante la participación individual y colectiva en el análisis de
códigos lingüísticos en el idioma Inglés para fortalecer las capacidades y
habilidades comunicativas orales y escritas en la construcción de los
procesos formativos
con pertinencia.
VII
Itinerarios Formativos para Maestras y Maestros

VIII
Topic:
ACTIVITIES
Actividades
2
ACTIVIDAD DE INICIO

Desde su experiencia responda las siguientes preguntas:

¿Cuál es la mejor edad para aprender un segundo idioma?

..................................................................................................
..................................................................................................
............................................... ............ .....................................
..
¿Cuánto se tarda en aprender un segundo idioma?

............................................... ............ .....................................

..
..................................................................................................
..................................................................................................
..................................................................................................

¿Qué es más importante: el aprendizaje de la gramática o aprender

vocabulario?

..................................................................................................
..................................................................................................
..................................................................................................
..................................................................................................

3
LESSON 1. AT MY WORKPLACE
PREVIEW:

A. Look at the pictures and complete the crossword puzzle.

What is the secret word? ……………………………………………………………..

4
READING
Activity 1. Read the following texts. What are the people
describing? Text 1 a) restaurant b) hospital c)

school

Hello! My name is Luis Carlos Lopez and this is................................It is

small, but comfortable. Downstairs it has a library and a music room. It
also has a well-equipped toilet and a gym.
Upstairs it has a classroom, an art room, a computer lab and a
laboratory. Outside it has a beautiful playground. It has 50 students 20
students and 30 girls.
Text 2 a) store b) classroom c) bus station
Good morning! I am Julia Acosta and this is my............................It has
20 chairs and desks. It has a board, a bookshelf and a calendar. The
students are happy here.

GRAMMAR
IT is a pronoun that represents, a thing, an object, an animal, a plant…
basically IT can be used to represent anything except people.
For example
1) The house is big. 2) The book is red. 3) The city is in
Bolivia. It is big. It is red. It is in Bolivia.
4) The school has a gym. 5) The plant has fruits. 6) The cat has big
eyes.

It has a gym. It has fruits. It has big eyes.

5
Activity 2. Look at the picture of the school and put the number
next to the facility

music
toilet laboratory computer lab
room

gym
library art room classroom

Now describe the school.

…………………………………………………………………………………

Activity 3. Match the words in the list with the numbers in this
picture. Then describe the classroom.
6
………………………………………………………………………………………
………………………………………………………………………………………
Activity 3. Rewrite the paragraphs. Use “it” to replace animals,
objects or places.
Example:
Hi! My name is Julia Romero. My house is in Senac neighborhood. My
house is big and beautiful. My house has a garden, a living room and a
garage. In addition, my house has a big kitchen and the house is
comfortable.

………………………………………………………………………………………
………………………………………………………………………………………
Hello! He is Tomás Lopez. He is a teacher. He has a dog. The dog is
small and black.
The dog is 2 yea r ol a d the g is
the garden. . The dog has a small house in

……………………………………… ………… …………………………………

……………………………………………………………………………………… I
have a computer. My computer is small, but modern. My computer is in the
living room. My computer has a camera and a mouse. In addition, My
computer has two speakers.

………………………………………………………………………………………
………………………………………………………………………………………

7
 IT THEY

“IT” is a pronoun that represents, a “THEY” is used to replace things,

thing, an object, an animal, a objects animals, plants (plural
plant… basically IT can be used to form)
repre- sent anything except
people.
Activity 4. Rewrite the sentences use “it” or “they”.

1. The computer lab is new. 5.The laboratory has

modern computers.

...........
……………………………….........
............……………………………..
2. The schools are closed.
6. e have big mirrors.
Th toilets
………………………………………
.......................................
3. The plants are in the garden.
room has a piano.
7. e mu
Th sic
……………………………
………… ………… ………… ………… ……… ………….
4. The weather is sunny.
8.The rabbits … ears.
have
……………………………………… … ………
………… ……………………
… …
…
Activity 5. Read and answer the questio …
.
1. What is it?
……………………………………………………………….
2. What are they?
……………………………………………………………….
3. What is it?
……………………………………………………………….
4. What are they?
………………………………………………………………..
5. What is it?

………………………………………………………………..

EXTRA PRACTICE. Click on the icon for more practice.

GRAMMAR
Prepositions of place

Activity 5. Where is the ball? Look at the pictures and answer.

1.Where is the cat?

…………………………………… ……………
2. Where is the cat?

……………………………………………………………
3. Where is the cat? ….

…………………………………
4.Where is the cat? …………………………….
.
…………………………………
5. Where is the cat?
…………………………….
………………………………….

6. Where is the cat?

………………………………………………………………..
7. Where is the cat?

………………………………………………………………….

EXTRA PRACTICE. Click on the icon for more practice.

9
EXTRA VOCABULARY
Office supplies.
Click on this icon to watch the video. Practice your pronunciation.

10
SUGGESTED ACTIVITY.
A. Think about the place where you work. Is it an office or a classroom?

Write the list of objects you can find there.

- Desk - Pens
- Chairs Papers
- blackboard Eraser
- Notebooks Drill
- Books Scissors
- Pencil Stapler

B. Describe your workplace. Use “it” and the prepositions of place.

My school is very big, it is very fun and it is next to a park.

……………………………… … …………………………………………………
… it is sleeping.
The dog is in the house and
……………………………… …………………………………………………
The students are in front to the library, they are resting.
………………………………………………………………………………………
We have a computer lab, it is very big and has desks, chairs and
many computers on the desks.
……………………………………… ………… …………………………………

My Classroom is between the art room and the toilet, it have a door
white.
LESSON 2. DAILY ROUTINE
PREVIEW:
A. Look at the pictures. What time do you….? Write the time under the
pictures.

the day?
B.What is your favorite time of Why? Share with the class.

12
VOCABULARY
Daily activities
Activity 1. Click on the icon to read and listen. Listen again and repeat.

EXTRA PRACTICE 1. Click on the icon for more practice.

EXTRA PRACTICE 2. Click on the icon for more practice.

13
Activity 2. Read the text. What is the person’s occupation? Circle the
correct option.

Hello! My name is Raul Mamani. I am thi ears old. I am from

Bolivia and this is a typical day in my rty-five
life. y

I get up at 7:00 am, then I take a a d get dressed at 7:30. After

shower n
that I have breakfast which is generally m lk and bread. I drive my bus
from 9:00 to 12:50 and ch at 1 pm.
I have lun
ean my bus and
Finally, I go home at 6:
00 pm. I cl then I ve at 8
pm. I brush my teeth and I go tobed at 9: 00 p
m .
Activity 3. Read again, then circl e T(true) or
f s ) to the sentences.

1) He is from Ecuador. T F
2) He drives a taxi. T
F 3)He has lunch at 1 pm. T F
4)He goes to bed at 9 pm. T F
5)He gets up at 7:00 pm. T

Activity 4. Answer questions about your daily activities.

1.What time do you get up? 2.When do you go to sleep?

.................................................... ...................................................

3.What time do you go to work? 4.When do you exercise?

.................................................... ...................................................

14
GRAMMAR

Simple present: spelling with he, she or it

Grammar coach. Click on this icon t o a video and learn more

Activity 5. Complete the sentence s. Use simple present.

1.Ana………........... … at 8 , but husba Luis,....................at 9 am.

get up
get up
reakfast at 9:30
2.Luis................b
have am, but …………………breakfast at 8:30.
have
3.After breakfast
s ………………. his and Ana.........................her face.
uLi brush wash

4. Luis and Ana........................TV in the afternoon.

watch

5. Ana...................to bed at 9:00 pm,

go ………………….to bed at 11:00 pm.
go

6. Ana…….........…a shower in the morning, but Luis................a shower in

the evening.
take take

7. They both...........................at 11:30 pm.

sleep

15
Activity 6. Read and circle the correct options.
1.He works – workes at the
hospital. 2.She comb – combs her
hair.
3. Marco washes – wash his face.
4. Tania arrive – arrives at work at 9:00
am. 5.Julio does – do his homework.
6.The cat get up – gets up at 4:00 am.
7.It sleeps – sleep at 11:00 pm.

Activity 7. Read about Lucio’s daily activities. Then answer the

questions.

Lucio is a construction worker. He from a and is

is 40 years old.

Every day he wakes up at 5 am,

but Then he takes a showerheand he gets at 6 .
has breakfast at 7:00 am.
to work at
After that he gets dressed a
nd goes 7:30. He
has lunch at 1:30 pm and then he es home at
go e has dinn 5 p .
He studies English from 6 t m
pm and he sleeps at 9:00 e a 8: 0
pm. akfast?

1. What time does Lucio

have bre
………………………………………………………………………………………
2. What does he study?

………………………………………………………………………………………
3. What time does Lucio study?

………………………………………………………………………………………
4. What is Lucio’s occupation?
………………………………………………………………………………………
5. What time does he have dinner?
………………………………………………………………………………………
Activity 8. Watch the video and write some of the daily activities
of Joshua.

He………………………………………………………………………………...…

He………………………………………………………………………………...…

…………………………………………………………………………………....…

…………………………………………………………………………………....…

GRAMMAR

Grammar coach. Click on this icon to a video and learn more.

Activity 8. Put the words in order to make negative sentences.

1 doesn’t / Tomas / like / ice cream

…………………………………………………
2 geography / at school / study / we / don’t
…………………………………………………

17
3 work / don’t / my parents / on the weekend
…………………………………………………
4 the piano / doesn’t / Jose / play
…………………………………………………
5 clean / I / my / don’t / on weekends / bedroom
…………………………………………………
6 doesn’t / dad / wash the dishes / my
…………………………………………………
7 and / I / play / don’t / my friends / after school / soccer
…………………………………………………
8 from / doesn’t / Manuela / Spain / co me
…………………………………………………

Activity 9. Complete the ort ans wers.

ns and sh e do,
and doesn’t. quest s, don’t

1....................... Jaime Oruro?

Yes, he …………………… work

2 Mario and H elen

No, they …………………… live in Cochabamba?

3 you do the ironing?

Yes, I ……………………

4 you and Roger like volleyball?

Yes, we ……………………

18
5 you go to the supermarket on Saturdays?
No, I ……………………

6 Carol sing in a band?

No, she ……………………

Activity 10. Put the words in the correct order to make questions. Then write
true answers about yourself.

1 best friend / Arabic / speak / does / your

…………………………………………………………?

…………………………… ……………………………
2 get up / you / on Sundays / do / early
…………………………………………………………?

……………………………………………
3 wash / does / the dishes / your dad

…………………………………………………………?

……………………………………………………………
4 go shopping / do / you and your friends

…………………………………………………………?

……………………………………………………………

5 do / for/ cook / your family / you

…………………………………………………………?

……………………………………………………………

6 early in the morning / colleagues / your / do / go to work

…………………………………………………………?

……………………………………………………………
19
EXTRA PRACTICE 1. Click on the icon for more practice.

EXTRA PRACTICE 2. Click on the icon for more practice.

SUGGESTED ACTIVITY
A. Write 7 questions that you would like to ask a classmate about his
or her daily routine.

ke notes
B.Interview your classmate. Ta of his or her responses.

SOCIALIZATION. Prepare a google slide about your classmate’s

daily activities. Talk about it in front of the class.

Title: My colleague’s daily activities.

20
LESSON 3. EATING HEALTHY
PREVIEW

A. Circle the words that refer to food.

B. Write the name of the food you

like. 1…………………………………………..

2……………………………………………

3……………………………………………

4…………………………………………..

5…………………………………………….

21
 VOCABULARY
Activity 1. Watch the video and listen. Then listen again and repeat.

Activity 2. Look at the previous picture. Which food do you like?

…………………………………………………………………
Activity 3. Unscramble the names of the fruits and vegetables.
Example: I like
1.ntcoscou........................................................................... …
bananas, but I don’t
like broccoli.

2.psgrae …………………………………………………..
3.rangeo …………………………………………………..
4.dirash …………………………………………………..
5.vocado 6.norc 7.pleggant 8.ptaoto
…………………………………………………..
……………………………………………………
……………………………………………………

…………………………………………………….
22
GRAMMAR

Activity 4. Write questions for these answers. Use “How many …………
are there?”.

1.A:.....................................................................................?
B:There are six bananas on the counter.
4.A:.......................................................................?
B: Coconuts? I’m not sure. Maybe two. 2.A:
……………………………………………….... ……….
B:There are two tomatoes.
5.A:.......................................................................?
B: Eggplants? I’m not sure. Maybe five.
3.A:.......................................................................?
B:There are four papayas.
6.A:......................................................................?
B: There are seven pumpkins.
Activity 5. Read and answer the questions.
1.A: Are there any garlics on the shelf?
B:Yes, ………………………………...............................
4.A:Are there any grapes in the fridge?
B: No, ……………………………...................................
23
2.A: Are there any onions on the counter?
B: No, ………………………….............................…….
5.A: Are there any potatoes on the counter?
B: Yes, ……....................................………………………
3.A: Are there any pears in the fridge?
B: Yes, …….................................…………………………
6.A: Are there any melons in the fridge?
B: No, …………...............................………………………

VOCABULARY

24
Activity 6. Unscramble the names of the food.

1.cehses ………………………………………………………………

2.kilm …………………………………………………………………

3.teraw ………………………………………………………………..

4.posu ………………………………………………………………

5.tetrbu ……………………………………………………………..

6.tals …………………………………………………………….

7.berda ……………………………………………………………..

8. ceiju …………………………………………………………….

Activity 7. Complete the names of the fo od.

1.f o r 3. a

2. e t
4. e e l
Activity 7. Which food
fro answer below. m the ocabulary do you like? Write your

Example: I really like

cereal, but I don’t
like soup.

……………………………………………………………

25
GRAMMAR

COUNT NOUNS NON-COUNT NOUNS

Count nouns name things you
Non – count nouns name things
can count. They can be singular
you cannot count. They don’t
or plural. I have an apple. We
have a plural form. Rice is good
like bananas.
for you. Soup is my favorite food.

Activity 8. Watch the video. Then classify the food in count or non-count
nouns.

water carrots rice

apples cookies salt tomatoes
oranges milk oil
eggs meat cherries flour pasta

COUNT NOUNS NON-COUNT NOUNS

EXTRA PRACTICE. Click on the icon for more practice.

GRAMMAR

26
Activity 9. Write questions for these answers. Use “How much........is
there?”.
1.A:...........................................................?
B:There is some sugar.
2.A:........................................................................?
B: There is some water..
3.A:.........................................................................?
B:There is some milk.
4.A:.......................................................................?
B: There is some fish..
5.A:……………………………… ……… ……?
….. …
B:There is some rice. ………
6.A:…… ……………………… ………… …………
….
B: There … cheese. …

Activity 9.isRead and answe te question s.

1. r h
A: Is there any l t on elf?
th
B:Yes, ……………………………… es

2. A: Is there any chocolate on the counter?

B: No, ……………………………
3. A: Is there any juice in the e?
fridg
B: Yes, ……………………………….
4. A:Is there any soup in the fridge?
B: No, ……………………………
5. A: Is there any bread on the counter?
B: Yes, ………………………………
6. A: Is there any butter in the fridge?
B: No, …………………………………
27
READING
Activity 10. Read the text. What is it about?

a)A delicious cake b)A delicious ice-cream c)A delicious soup

This nutritious and delicious food

is called “peanut soup”. This s oup
is from Bolivia and it has tasty , but
healthy ingredients.

In this soup there are potatoe

there are onions, garlics, carrots and
mashed peanuts. Besides that,
there is meat, pepper, salt
d an r
oregano. powde

nd ans wer the

Activity 11. Read again a q es ti n .
dient of the sou
p? .......
1.What is the main ingre .......................................
2.Where is the soup from? ..............................................
e soup?
3.Are there any potatoes in th ..............................................
4.Is there any sugar in the ..............................................
soup?
5.Are there any eggplants in the soup? ..............................................

6.Is there any meat in the soup? ..............................................

7.Is there any cheese in the soup? ..............................................

8. Do you like the peanut soup? ..............................................

28
SUGGESTED ACTIVITY
A. Think about some Bolivian typical dishes. Name them.

......................................................................

......................................................................

......................................................................

.......................................................
............
B. write e Choose one of them and ents in the
list below. th ingredi

you
r favorit
C. Now write ar sho
text o t e Bolivian dish. Use the
“peanut soup” as an example.

In case, you need some extra vocabulary click here and visit
this online dictionary.

SOCIALIZATION. Talk about your favorite dish in front of the class.

Title: My favorite Bolivian dish.
29
LESSON 4. ABILITIES
PREVIEW

A.Look at the chart. Which activities are you good at? Mark yes or no.

Activities YES NO

30
VOCABULARY

READING

Activity 1. First read the text. Then write the activities he or she
mentions on the right column

Hello! My name is Sara Copa

and I am twenty-five years old.
I am from Sucre, but I live in
Tarija. I am good at sports.
Activities
…………………………………….......
………………………………….......…

I can play soccer; I can ride a bike ……………………………......……….

and I can swim very well. But I ……………………………......……….
can’t cook and I can’t draw.
…………………………….....………..

31
GRAMMAR
Use “can+ verb” to talk about
ability. I can dance.
“Can” is the same form for all subjects I/you/he/she/it/we/they.
Affirmative sentences: Subject + can + verb
Negative sentences: Subject + cannot + verb
can’t
Questions: Can + subject + verb?
Short answers Yes, I can. / No, I can’t.

Grammar coach. Click on this ic on to ch a o and

learn more.

Activity 2. Complete each conve

rsati and the base
w th o c ’
form of the .
verb

1A: ……………you…..................the pi ……
4A:
an … yo r sister..............lasagna?
B:No
B:Yes,...........can. … u …………….
, …

2A: ……………she...................English? 5A: …………Luis and Liz...........a

B: No, ………………………. Tiktok?
B:: Yes, ……………………………

3A: ………..Pablo...........peanut
6A: ……………they..................cueca?
soup?
B:Yes, ……………………… B: No, ………………………………

32
Activity 3. Go to activity 1. Put a checkmark on the activities she can do
and a cross on the activities she cannot do.

Activity 4. Look at the picture and complete the sentences with can or can’t

33
Activity 5. Complete the sentences and questions with can or can’t.

1.Her dad only speaks English. He speak French.

2. I swim a hundred meters.

3. you make a fire?

4. he cook? No, he .

5. What sports you play?

6. Marco climb trees, he is sick.

7. Pedro doesn´t want to go to the pool because he swim.

8. It is really dark. I
see anything.
9. He hurt his leg so he
run fast.
10. She’s a singer. She
sing n

11. A fly. icely.

girl
ride bikes.
12. Babies

13. A dog play tennis.

15. Julio and Carlos climb trees. They are good at it.

Activity 6. Write questions and short answers. ¨Can ¨ or ¨can’t¨?

1. Esteban / swim? (no)

...................................................................................................
2.Olivia / ride a bicycle? (yes)
...................................................................................................
3.you / speak Chinese? (no)
...................................................................................................
4. you / play the guitar? (yes)
...................................................................................................
34
EXTRA PRACTICE 1. Click on the icon for more practice.
EXTRA PRACTICE 2. Click on the icon for more practice.

PRONUNCIATION TIPS
Activity 9. Listen to your teacher and repeat.

35
 SONG
EXTRA PRACTICE. Click on the icon to listen and watch the video of the
song “Help by The Beatles”. Listen again and practice singing the song.

Don’t Go Breaking
My Heart
Elton John, Kiki Dee n’t go breaking my
So heart ’t go breaking your
Don’t go breaking my do heart go breaking my
I heart
heart I couldn’t if I tried
Honey if I get restless No dy told us
Baby you’re not that bo
kind ‘Cau no dy showed us
se it bo us babe
Don’t go breaking my heart No ’ s up we can make it
You take the weight off of So do
me H n ey when you n n’t misunderstand me
doo r my You put the light in my life
knock o Oh, you put the spark to the flame
I got your heart in my
Ooh, I gave you my key
sight Woo hoo
Woo hoo
Nobody knows it Nobody knows it
When I was down But when I was
I was your clown down I was your
Woo hoo clown
Nobody knows it
(Nobody knows... it) Woo hoo

Right from the start

I gave you my
heart
Oh-oh I give you my heart
SUGGESTED ACTIVITY

A.Think of some of your abilities as a person and as a teacher. For example:

draw act dance organize create

manage large classes speak other languages use edtech

B.Choose some of them and write them down.

......................................................... .............. ....................................................

...
C.Read activity 1 again “Sara’s abili ties”. ow that example and write
paragraph about your abilities as a Foll a d as a teacher.

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

SOCIALIZATION: Present your work in front of the class.

Title: My abilities

FINAL PROJECT

A. Imagine you are applying for a scholarship to complete your

postgraduate studies in another country.

Use all the grammar, vocabulary and information you learned throughout
the course. Share with your interviewer information about the place you
37
work, the culture of your country (healthy food) , your abilities as a person
and as a teacher.

2.Write your ideas here.

In case, you need some extra vocabulary click here and
visit this online dictionary.

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

....................................................................... ... . . . . ........ ............................

.. . . . . ...

ent your
work in ont
fr of th
3.SOCIALIZATION: Pres e class.

38
BIBLIOGRAPHY
Ministerio de Educación (2015). Compendio Unidades de
Formación – PROFOCOM “Modelo Educativo Sociocomunitario
Productivo – Subsistema de Educación Regular”. Equipo
PROFOCOM. La Paz, Bolivia.

Ministerio de Educación (2016). Unidad de Formación Nro. 15

“Comunicación y Lenguajes: Leng extranjera - El estudio de
la lengua en nuestra div ua Cuadernos de Formación
Conti e
nua. o PRO FOCOM . La Boliv .
Equip Paz,

Eastwood, J. (1999). rdpractic

Pr ess.
e grammar: With answers.
Oxfo Oxford: Oxford
University

Larsen-Freeman, D. (2000). Techniques and principles in

language teaching. Oxford: Oxford University Press.

Scrivener, J. (2013). Teaching Grammar-Oxford Basics. Oxford

University Press.

39
WEBGRAPHY
https://www.wordreference.com/

https://dictionary.cambridge.org/ httpsww httpswwe https://learnen

https://learningenglish.voanews.com/

ttp://ha h.blogspot.com/
h vefunwithyourenglis

https://7esl.co m/

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