Guía Didáctica Inglés Básico - TSG

Inglés Básico
GUÍA DIDÁCTICA
DIDÁCTICAS
CARRERA DE TECNOLOGÍA SUPERIOR EN GASTRONOMÍA
PERIODO ACADÉMICO: TERCERO
TUTOR: Lic. Natalia Paredes, Mgs.
2022 - 2023
GUIA DIDÁCTICA DE INGLÉS BÁSICO

Index
1 PRESENTACIÓN: .............................................................................................................................. 5
2 INFORMACIÓN DEL CURSO: ......................................................................................................... 5
Denominación ......................................................................................................................................... 5
Duración .................................................................................................................................................. 5
Requisitos previos ................................................................................................................................... 5
Fechas de realización............................................................................................................................... 5
Datos tutor/es .......................................................................................................................................... 5
3 OBJETIVOS: ...................................................................................................................................... 6
3.1 Objetivo general: ......................................................................................................................... 6
3.2 Objetivos específicos: .................................................................................................................. 6
4 CONTENIDOS: .................................................................................................................................. 6
4.1 UNIT 1: Let’s get started ............................................................................................................. 8
1.1.1 LESSON 1: All about you ................................................................................................... 9
1.1.2 LESSON 2: Are you a chef? .............................................................................................. 12
1.1.3 LESSON 3: This is me! ..................................................................................................... 14
1.1.4 LESSON 4: Let’s practice ................................................................................................. 17
1.2 UNIT 2: Let’s see the rain ......................................................................................................... 18
1.2.1 LESSON 1: Counting and counting ................................................................................... 19
1.2.2 LESSON: 2: Seasons and months ...................................................................................... 21
1.2.3 LESSON 3: At home! ........................................................................................................ 23
1.3 UNIT 3: Let’s do something ...................................................................................................... 26
1.3.1 LESSON 1: Things that happen everyday ......................................................................... 27
1.3.2 LESSON 2: Telling the time .............................................................................................. 30
1.3.3 LESSON 3: Sports ............................................................................................................. 34
1.4 UNIT 4: Let’s cook! .................................................................................................................. 39
1.4.1 LESSON 1:I’m a chef ........................................................................................................ 40
1.4.2 LESSON 2: I’m vegetearian .............................................................................................. 45
1.4.3 LESSON 3: Eating fruits ................................................................................................... 48
1.5 UNIT 5: Let’s go to a restaurant ................................................................................................ 52
1.5.1 LESSON 1: Cities and neighborhood ................................................................................ 53
1.5.2 LESSON 2: In the kitchen ................................................................................................. 59
1.5.3 LESSON 3: I want some milk. .......................................................................................... 61
1.6 VOCABULARY BANK ........................................................................................................... 68

5 METODOLOGÍA: ............................................................................... 83
5.1 Técnicas expositivas: clases teóricas ......................................................................................... 83
5.2 Seminarios – Talleres ................................................................................................................ 83
5.3 Clases Prácticas ......................................................................................................................... 83
5.4 Tutorías – Lecturas dirigidas ..................................................................................................... 83
5.5 Estudio y trabajo en grupo: Discusión, Lluvia de ideas ............................................................. 84
5.6 Estudio y el trabajo autónomo ................................................................................................... 84
6 ACTIVIDADES COMPLEMENTARIAS ........................................................................................ 84
6.1 Grupo de WhatsApp .................................................................................................................. 84
6.2 Google drive .............................................................................................................................. 84
6.3 G suite ....................................................................................................................................... 84
7 EVALUACIÓN Y SEGUIMIENTO ................................................................................................. 85
7.1 Evaluación ................................................................................................................................. 85
7.2 Controles del aprendizaje .......................................................................................................... 86
8 BIBLIOGRAPHY: ............................................................................................................................ 88
Table index
Table 1 English basic level Contents. .......................................................................................................... 7
Table 2 Alphabet chart ................................................................................................................................ 9
Table 3 Verb be Structures ........................................................................................................................ 12
Table 4 Verb be Interrogative structure ..................................................................................................... 13
Table 5 Family members activity. ............................................................................................................. 14
Table 6 Possessive adjectives .................................................................................................................... 15
Table 7 Cardinal numbers ......................................................................................................................... 19
Table 8 Ordinal numbers. .......................................................................................................................... 20
Table 9 Prepositions of place. ................................................................................................................... 23
Table 10 Simple present structures. ........................................................................................................... 28
Table 11 Simple present Interrogative structure ........................................................................................ 29
Table 12 Frequency adverbs. ..................................................................................................................... 32
Table 13 Can / can’t. ................................................................................................................................. 35
Table 14 Verbs in -ing rules. ..................................................................................................................... 36
Table 15 Plural nouns rules ....................................................................................................................... 42
Table 16 Demonstrative pronouns. ............................................................................................................ 46
Table 17 There is / There are ..................................................................................................................... 49
Table 18 Prepositions of place. ................................................................................................................. 56
Table 19 Countable and uncountable nouns. ............................................................................................. 63
Table 20 Evaluación de componentes. ...................................................................................................... 85
3
Graphics index
Figure 1 Family members.......................................................................................................................... 14

Figure 2 Parts of the day............................................................................................................................ 30
Figure 3 The clock. ................................................................................................................................... 30
Figure 4 Grains .......................................................................................................................................... 45
Figure 5 Vegetables ................................................................................................................................... 45
Figure 6 Fruit salad recipe. ........................................................................................................................ 50
Figure 7 Prepositions of place for directions. ............................................................................................ 57
Figure 8 Neighborhood. ............................................................................................................................ 57
Figure 9 How much / How many .............................................................................................................. 60
Figure 10 Quantifiers - much, many, a lot of............................................................................................. 65
Figure 11 Quantifiers - a few, few, a little, little. ....................................................................................... 66
Figure 12 Vocabulary bank - Daily activities ............................................................................................ 69
Figure 13 Vocabulary bank - Food. ........................................................................................................... 70
Figure 14 Vocabulary bank - fast food. ..................................................................................................... 71
Figure 15 Vocabulary bank - fruit. ............................................................................................................ 72
Figure 16 Vocabulary bank - Vegetables .................................................................................................. 74
Figure 17Vocabulary bank - herbs and spices. .......................................................................................... 75
Figure 18 Vocabulary bank - Types of bread ............................................................................................ 76
Figure 19 Vocabulary bank - Breakfast. .................................................................................................... 77
Figure 20 Vocabulary bank - Dinner ......................................................................................................... 78
Figure 21 Vocabulary bank - Countable and uncountable food ................................................................. 79
Figure 22 Vocabulary bank- Food containers. ........................................................................................... 80
Figure 23 Vocabulary Bank - Places in the city ........................................................................................ 81
Figure 24 Vocabulary Bank - Kitchen utensils and appliances. ................................................................. 82
4
1 PRESENTACIÓN:
Esta es una guía didáctica del nivel básico de inglés donde se encontrará información necesaria para la
adquisición de conocimientos nuevos del idioma extranjero con propósitos específicos dirigida a los
estudiantes de la carrera Gastronomía.
En este documento encontraremos objetivos, contenidos, metodología, talleres, etc. así como también los
lineamientos necesarios para desarrollar los contenidos adecuadamente que te ayudarán a estudiar de una
manera autónoma.
Por esta razón te recomiendo que leas detenidamente cada información compartida en esta guía que será tu
apoyo en este proceso de enseñanza-aprendizaje. Esperamos que puedas poner en práctica en tu vida diaria
y laboral.
2 INFORMACIÓN DEL CURSO:
Denominación: inglés básico
Duración: 115 horas
Requisitos previos: Para realizar este curso se requiere conocimientos básicos del idioma
para aplicarlos con propósitos específicos en la carrera de Gastronomía.
Fechas de realización: Desde el 15 de junio de 2020, hasta el 8 de octubre de 2020.
Tutor: Lic. Natalia Paredes M.
5
3 OBJETIVOS:
3.1 Objetivo general:

 Utilizar expresiones cotidianas de uso muy frecuente, así como frases sencillas destinadas a
satisfacer necesidades de tipo inmediato.
3.2 Objetivos específicos:

 De modo progresivo, los/las estudiantes desarrollarán habilidades y destrezas para:
 Realizar y contestar preguntas simples sobre asuntos muy familiares.
 Utilizar frases y oraciones simples para describir a la gente que se conoce.
 Entender palabras familiares y frases muy básicas sobre sí mismo, la familia y el entorno
inmediato.
 Entender palabras y oraciones simples.
 Escribir textos sencillos.
 Completar formularios con datos personales, por ejemplo, nombre, nacionalidad y dirección en
formularios de registro.
4 CONTENIDOS:
Esta guía consta de cinco unidades. Cada unidad contiene tres lecciones donde podrás encontrar el
contenido adecuado a cada tema introductorio y te ayudarán a desarrollar las destrezas básicas del idioma.
TABLA DE CONTENIDOS PARA EL NIVEL BÁSICO.

UNIT LESSONS GOALS GRAMMAR VOCABULARY PAGE
LESSON 1 -Spell words. -The Alphabet
All about you -Greet people. -Greetings
-Introduce yourself. -Useful Expres-
UNIT 1 -Use useful expressions. sions
Let´s get -Family members
started LESSON 2 -Use verb be in sentences. Verb be
Are you a -Introduce a friend. (+) (-) (?)
chef?
LESSON 3 Talk about your family. Verb have Family members
This is me Use possessive to introduce a family Possessive ad-
member. jectives.
LESSON 4: Role-play a conversation.
Let’s practice Use useful expressions to role-play the
conversation.
LESSON 1 Write high number. Numbers
UNIT 2
Counting and Identify big quantities.
Let’s see the counting
rain
LESSON 2 Ask for other people’s Days of the week
6
Seasons and birthdays. Moths of the year
months Talk about the weather. Seasons and
Talk about days, weeks, months and sea- weather
sons.
LESSON 3 Use the prepositions with days and Prepositions of Days of the week
At home! months place Moths of the year
Answer basic information like: when is
your birthday?
conversation.
LESSON 1 Tell the activities you do every day. Present Simple. Daily routine
Things that Talk about schedule. 3rd person - rules
happen every
day
UNIT 3 LESSON 2 Tell the time Adverbs and ex- The time.
Let’s do Telling the Use how often to ask for frequency. pressions of
something time Frequency.
LESSON 3 Talk about sports. Can / Can’t. Sports- Do, play,
Sports Use can or can’t to express abilities. Present Contin- go
Talk about the things you’re doing. uous. Present Continu-
ous.
conversation.
LESSON 1 Identify and describe clothes. Singular and Chef’s uniform.
I’m a chef Ask for favorite colors. plural nouns. Colors.
Name thing in singular and plural. Indefinite arti-
cle: a/an.
LESSON 2 Use the vocabulary to prepare salad. Demonstrative Vegetables.
I’m vegetar- Talk about the distance of the things. pronouns.
UNIT 4
ian
Let’s eat
healthy
LESSON 3 Talk about your favorite fruit. There is / There Fruits.
Eating fruits Prepare a fruit salad are.
Use there is and there are to tell what Some and any.
there is in your fridge.
conversation.
LESSON 1 Say where the places are and how you Prepositions of Places in the city.
Cities and can get there. place.
neighborhood Describe your neighborhood.
LESSON 2 Ask for prices. How much / Kitchen Utensils
In the kitchen Identify the kitchen utensils. How many. & Appliances
UNIT 5
LESSON 3 Talk about countable nouns. Countable and Drinks.
Let’s go to a
I want some Use containers and quantities to talk non-countable Containers and
restaurant
milk about food. nouns. quantities
Some – any.
Quantifiers.
conversation.
Table 1 English basic level Contents.
7
4.1 UNIT 1: Let’s get started
a. Please complete the form.
Surname First name
Career Semester
Occupation
8
1. DISCUSSION:
A. Answer the following questions.
a. How many letters do your native language have?
b. Do you think that the English alphabet is similar to the Spanish alphabet? Why?
2. VOCABULARY: The Alphabet.

A. Look at the chart of the English alphabet and pronunciation of each letter. Then listen to the
teacher and repeat.
LETTER SOUND LETTER SOUND LETTER SOUND

A /eI/ J /ʤeI/ S /es/
B /bi:/ K /keI/ T /ti:/
C /ci:/ L /el/ U /ju:/
D /di:/ M /em/ V /vi:/
E /i:/ N /en/ W /dʌblju:/
F /ef/ O /oƱ/ X /eks/
G /ʤi:/ P /pi:/ Y /waI/
H /eIʧ/ Q /kju:/ Z /zi:/ or /zed/
I /aI/ R /a:r/
Table 2 Alphabet chart
3. VOCABULARY: Greetings and useful expressions.

B. Read the two dialogues. Then listen and practice with a partner.
DIALOGUE 1 DIALOGUE 2
A: Good morning. I am Diego Amari. A: Hey! What’s up?
B: It’s a pleasure to meet you. My B: Hi. Long time no see! What’s new?
name is Alisson Carrión.
A: Everything is ok. I’ve been working.
A: Alisson. Is it with double “l” and
one “s”? Can you spell it, please? B: Sounds great!
B: Sure. A-L-I-S-S-O-N. A: See you around. I have to go.
9
C. Look at the charts and read the expressions. Listen and repeat.
Formal Greetings Formal Responses Formal Closings

 Good morning.  Good morning.  It has been a
 pleasure, goodbye.
Good afternoon.  Good afternoon.
  Thank you for your
Good evening.  Good evening.
time, goodbye.
 How do you do?  Very well thanks.
 It´s a pleasure to
 How are you? meet you.
Informal Greetings Informal Responses Informal Closings

 Hello.  Hello.  I have to go now, bye.
 Hi.  Hi.  See you around/later.
 How are you doing?  Fine, thanks and you?  See ya!
 What’s up?  Great, thanks.  Have a nice day bye.
 How are things going?  Hey!  Take care.

 Long time no see!  I’m fine.  Till next time.
D. Look at the pictures and identify the phrase that completes the conversation correctly.
Then, write the letter in the square.
Thank you for

your time.
Hey! I’m fine
and you? It’s C-A-M-Y.
I have to go now.
a. Till next time.

b. Can you spell it, please?
c. It has been a pleasure. Goodbye.
d. How are you doing?
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4. LET’S TALK! -Introduce yourself.
A. In pairs, roleplay your own conversation. Create one formal and one informal. Say as much as
you can.
FORMAL DIALOGUE
A:
B:
A:
B:
A:
B:
A:
INFORMAL DIALOGUE
A:
B:
A:
B:
A:
B:
A:
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1. GRAMMAR: Simple Present- Verb be.
A. Look at the chart and read the examples.
AFFIRMATIVE STRUCTURE NEGATIVE STRUCTURE

Subject + am/is/are + Complement. Subject + am/is/are + not + Complement.
Full form Contraction Full form Contraction
I am a student. I’m a student. I’m not a student. I’m not a student.
You are a chef. You’re a chef. You’re not a chef. You aren’t a chef.
He is his grandpa. He’s his grandpa. He’s not his grandpa. He isn’t his grandpa.
She is my sister. She’s my sister. She’s not my sister. She isn’t my sister.
It is a knife. It’s a knife. It’s not a knife. It isn’t a knife.
We are your teachers. We’re your teachers. We’re not your teachers. We aren’t your teachers.
You are our students. You’re our students. You’re not our students. You aren’t our students.
They are my friends. They’re my friends. They’re not my friends. They aren’t my friends.
Table 3 Verb be Structures
B. Complete the sentences with am, is, or are. C. Write these sentences in contractions.
I am Veronica I am from Ecuador. I’m from Ecuador.
a. My surname Sánchez. a. He is the teacher.
b. They friends. b. They are students.
c. She Karla. c. I am fine, thanks.
d. We students. d. It is a nice Institute.
e. The teacher 25 years old e. You are in class 4.
D. Write these sentences in negative. Use contractions.

I am from Ecuador. I’m not from Ecuador.
a. He is a student.
b. We are teachers.
c. She is at school.
d. It is Peruvian food.
e. You are a chef.
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E. Look at this chart and analyze the examples.
INTERROGATIVE STRUCTURE
YES/NO QUESTION INFORMATION QUESTION
Am/Is/Are + Subject + Complement? Q.W + am/is/are + Subject + Complement?
Am I your student? Who is my teacher?
Are you a chef? When are you at home?
Is he his grandpa? Where is your brother? DID YOU KNOW?
Is she my sister? Whose is this pencil? Q.W= Question word.
Is it a knife? What are your names? What, Where, When,
Why, How old, Whose,
Are we your students? How is your mother? What time, What kind,
Are you our teachers? How old are your nephews? Whom, How, How often,
Are they my friends? How much/many, Who.
Table 4 Verb be Interrogative structure
How long, etc.
F. Use the information to create Yes/No questions.
/you Ecuadorian? Are you Ecuadorian?

DID YOU KNOW?
a. /Sara a student? You can use short and long answers.
LONG ANSWERS.
b. /they teachers? - Are you the Vice-principal?
Yes, I am the Vice-principal.
c. /it your school?
SHORT ANSWER.
- Is she your friend?
d. /Jairo at home?
Yes, she is.
e. /he a chef? No, she isn’t. (is not)
G. Write positive or negative short and long answers from exercise F.
LONG ANSWERS SHORT ANSWERS
(+) Yes, I’m Ecuadorian. Yes, I am.

(-) a. . .
(+) b. . .
(+) c. . .
(-) d. . .
(+) e. . .
13
1. VOCABULARY: Family members.
A. Look at the map. Then listen and repeat.
Figure 1 Family members.
B. Find the meaning of these words in your language.
grandpa father-in-law parents

grandma mother-in-law relatives
grandson brother-in-law husband
granddaughter sister-in-law wife
mom in-laws single
dad son-in-law married
brother daughter-in-law fiancé
sister children fiancée
Son stepmother engaged
daughter stepsister divorced
cousin stepfather widowed
uncle stepbrother godparents
aunt stepson twins
nephew stepdaughter newborn
niece half-brother only child
siblings half-sister adopted
Table 5 Family members activity.
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2. GRAMMAR: Verb have // Possessive adjectives.
 The verb have can be used as an auxiliary verb or it can be a normal verb.
Examples:
I have worked very hard this year. (Aux. verb) I have to work very hard. (Normal verb)
 Have, as a normal verb indicates possession of objects, individual characteristics,
relationships etc. But we use has when the subject is a singular noun or pronoun.
They have three children. (plural pronoun) She has green eyes. (singular pronoun)
 Possessive adjectives in English are used to express possession or ownership of something.
Examples:
My son has a dog. I have her book.
A. Look at the chart and analyze the examples.
SUBJECT PRONOUNS POSSESSIVE ADJECTIVES

I I have a sister. MY My sister has one child.
YOU You have a house. YOUR Your daddy is 45 years.
HE He has one sister. HIS His in-laws are polite.
SHE She has two siblings. HER Her children are quiet.
IT It has a tail. ITS Its tail is very long.
WE We have children. OUR Our relatives are so funny.
YOU You have Godparents. YOUR Your brother-in-law is loyal.
THEY They have a stepmother. THEIR Their nephews are very naughty.
Table 6 Possessive adjectives
B. Complete the sentences with have. Write the verb in the correct form.
My cousins have some balloons.
a. Aldo has a yellow tie.
DID YOU KNOW?

b. We have blue eyes. You can make information questions using
possessive adjectives.
Examples:
What’s her name? (Steve Lee.)
c. Jimmy has an English book. Where are their parents? (At home.)
Who is his brother? (Manuel.)
What’s your surname? (Carlos.)
d. Tania has a nice dress. What’s his occupation? (I’m a nurse.)
When is their birthday? (In October)
C. Choose the possessive adjective that completes the statement correctly.

Jairo and Matty have a child. His name is Samuel.
a. Ligia has a dog. dog is very funny.
b. You have a beautiful dress. dress is elegant.
c. Robert has a new car. car is cool!
15
3. LET’S READ!
A. Reading comprehension. Read the short story.
Meet my family
Hello! My name is Israel. I am seven years old and I’m from Colombia. I’m going
to introduce my family. It is big and we are very happy.
My daddy’s name is Washington. He is fifty years old and my mummy is Hilda.

She is forty-eight. Her hair is short and white. I love my mom.
My dad has a sister. Her name is Elvia and she is thirty-five years old. Also, my
dad has a brother. His name is Wilson. My mom has two brothers. Their names
are Hernan and Gilberto.
My uncle’s name is Hernan. He has three children. Their names are Rocio, Angel
and Santiago. They are single.
I have five siblings, two sisters and three brothers. Their names are: Monica,
Angela, Washington, Henry and Daniel. All of them are married and they have
children.
Finally, we have a pet. Its name is Russia. She is my favorite pet!
I love my family and pet. DID YOU KNOW?

In English, there is another way to
show possession. It is the possessive
B. Read the story again and answer these questions nouns.
about the reading. Use long answers.  We add apostrophe and “s” after the
noun.
How many sisters does Israel have?
Paul’s mother’s name is Rose.
He has …
 If the noun is in plural and it ends in
a. How old is his dad?
“s”. We only add the apostrophe.
-
Paul’s sisters’ names are Karen and Lia.
b. What are his cousin’s names?
-
c. How old is his aunt?
-
d. Who is Daniel?
-
e. How many uncles does Israel have?
-
f. What’s his pet’s name?
-
g. Does Israel have nephews?
-
h. Is Israel 9 years old?
-
i. Is Rocio married?
16
1. ROLE PLAY: Getting Seated with a Reservation
A. Before practicing the Role-play check the following useful expressions.
Making offers: Making requests:

Can I help you? I'd like to have the set lunch.
Would you like to have a starter? I'd like to have a bowl of chicken soup, please.
Would you like anything to drink? I'd like to have a glass of Coke.
Can I bring you anything else? I'd like to have a grilled cheese sandwich.
I’d like to have the bill.
B. Role play the conversation.
This Role-play is between a restaurant hostess and a customer.
 Hostess: Hi guys, how are we doing this evening?

 Customer: Yeah, doing very well, thank you.
 Hostess: Do you guys have a reservation for this evening?
 Customer: Yes, we do. It should be under “Foley”
 Hostess: Okay, Foley, Foley, F… F-O-L…?
 Customer: That’s right.
 Hostess: Okay, uhm… yeah actually we have your reservation right here, table for 2?
 Customer: Yes, please.
 Hostess: Okay, we’re gonna be right over here by the window.
C. Check the new expressions and words.
17
18
1. VOCABULARY: Numbers
A. Cardinal numbers. Read, listen and repeat.
1 to 20
1 2 3 4 5 6 7 8 9 10
one two three four five six seven eight nine ten
11 12 13 14 15 16 17
eleven twelve thirteen fourteen fifteen sixteen seventeen
18 19 20
eighteen nineteen twenty
Table 7 Cardinal numbers
21 to 100
21 30 32 40 43
twenty-one thirty thirty-two forty forty-three
50 54 60 65 70 76
fifty fifty-four sixty sixty-five seventy seventy-six
80 87 90 98 100
eighty eighty-seven ninety ninety-eight one hundred
1000 one thousand

101 to 1’000,000
101 one hundred one 1,101 one thousand, one hundred and one
116 one hundred sixteen 15,016 fifteen thousand, and sixteen
144 one hundred forty-four 112,621 one hundred and twelve thousand, six
212 two hundred twelve hundred and twenty-one
271 two hundred seventy-one 999,999 nine hundred and ninety-nine thousand,
621 six hundred twenty-one nine hundred and ninety-nine
999 nine hundred ninety-nine 1’000,000 one million
DID YOU KNOW?

B. Write the following quantities in letters. Separation between hundreds
1,585 = One thousand, five hundred and eighty-five. and tens.
Hundreds and tens are usually
a. 2,020 = . separated by 'and'
1,250 - one thousand, two
b. 9,788 = .
hundred and fifty.
c. 12,683 = .
d. 555,559 = .
19
C. Ordinal numbers. Read, listen and repeat.
1st first 9th ninth 17th seventeenth 30th thirtieth

2nd second 10th tenth 18th eighteenth 31st thirty-first
3rd third 11th eleventh 19th nineteenth 32nd thirty-second
4th fourth 12th twelfth 20th twentieth 33rd thirty-third
5th Fifth 13th thirteenth 21st twenty-first 34th thirty-fourth
6th sixth 14th fourteenth 22nd twenty-second 40th fortieth
7th seventh 15th fifteenth 23rd twenty-third 50th fiftieth
8th eighth 16th sixteenth 25th twenty-fifth 100th one hundredth
DID YOU KNOW?
Table 8 Ordinal numbers.
Spelling of Ordinal Numbers
Just add -th to the cardinal number:
D. Complete the sentences using an ordinal word. four – fourth
A is the first letter of the alphabet. H is the letter of the alphabet

Y is the letter of the alphabet T is the letter of the alphabet
J is the letter of the alphabet E is the letter of the alphabet
S is the letter of the alphabet K is the letter of the alphabet
D is the letter of the alphabet X is the letter of the alphabet
L is the letter of the alphabet G is the letter of the alphabet
Q is the letter of the alphabet N is the letter of the alphabet
I is the letter of the alphabet R is the letter of the alphabet
P is the letter of the alphabet U is the letter of the alphabet
B is the letter of the alphabet O is the letter of the alphabet
Z is the letter of the alphabet W is the letter of the alphabet
C is the letter of the alphabet F is the letter of the alphabet
V is the letter of the alphabet M is the letter of the alphabet
20
1. VOCABULARY: Days of the week and Months of year
A. Color the days sky-blue and the months gray. Then classify them and write them in order in
the chart. Finally listen and repeat.
DAYS AND MONTHS DAYS MONTHS

May October Thursday 1. Monday 1. January
Saturday April June
December July Sunday
March Tuesday January
Monday November February
September Wednesday
Friday August
2. VOCABULARY: Seasons and weather
A. The weather. Read, listen and repeat. Then match the pictures with their meaning.
trueno 1 2
sol – soleado
tormenta- tormentoso
3
frío
4 5
niebla - nubloso
cálido
muy frío, helado

7
8 9
lluvia - lluvioso 6
nube – nublado
caliente, caluroso
relámpago
viento – ventoso 11
13
nieve - nevado 10 12
B. Read, listen and repeat. Discuss the meaning with a partner.
21
B. Can you find all the words below? Read the words from the box and circle them in the
wordsearch.
B C.
A B
P E O H N M P F E P B U M G Y J Q Z I P G
E C D I Y T O H Z E S P R I N G U L C D Z P X R
S Y C R A P Y K D L A F F L G B A U L L T L I N
N A F C D Z V C E B C N Z J V R J Q I O K L G Q
I I D J R P E V Y R D P M P Y G R W R C Q A I A
A T S O U N I C P C R I V A C O I L P T K F O G
R V Q X T V T S U G U A I T Z C Y E A K J T K M
R Y B E A M O N D A Y X C O W T A P N X H J Z Z
R C I C S Q Q E J A J W O B E O D X Z F J Z I Y
Y V T M D A S N O W W L R R D B I H S A U D F S
X Q C N V P L Z S Z D P S O N E R A S B N F L E
C R E M M U S B S W A R M Y E R F Y D T E A T W
D M J S V G S K U F L S V Y S C W C D T T D W U
W W U R R S U C L C O V G J D Q I A J W S Q U K
H Q K S B F N P E L N C B N A W N K W C D Z E H
C B K E F G D D T G M Z A T Y V T X M X C G N J
R U D P S L A I Z K I H Y U D N E A Z T C T W M
A L Y C Q U Y F N A I L L F D W R L P M L U Y S
M F R E B M E C E D B X T H U R S D A Y I E D E
V V L V J Y L R E B M E T P E S Y A M I A S N U
Z H F H U P M N O V E M B E R S B I U R V D I Q
F Y O I L T S U U E V E R D C Y Q D Q V U A W D
F T G R Y Q L T Y R A U N A J U Z K Y R F Y O D
Q Q J R O L F E B R U A R Y A N F U J J P I Y Z
Windy Rain Snow Warm Cold Hot Summer Spring

Winter Fall Saturday Friday Thursday Wednesday Tuesday
Monday Sunday December November October September
August July June May April February March January
22
1. GRAMMAR: Prepositions of time.
 A preposition of time is a preposition that allows you to discuss a specific time period
such as a date on the calendar, one of the days of the week, or the actual time something
takes place.
At – This preposition of time is used to discuss clock times, holidays and festivals, and other
very specific time frames including exceptions, such as “at night.”
In – This preposition of time is used to discuss months, seasons, years, centuries, general
times of day, and longer periods of time such as “in the past.”
On – This preposition of time is used to discuss certain days of the week or portions of days
of the week, specific dates, and special days such as “on New Year’s Day.”
AT ON IN NO PREP.
TIMES: DAYS: YEARS: next week, year,
- at 8pm - on Monday - in 1994 month etc.
- at midnight - weekdays MONTHS: last night, year etc.
- at 6:30. - on my birthday - in December this morning,
HOLIDAY PERIODS: - on Christmas Day DECADES: month etc.
- at Christmas PARTS OF SPECIFIC - in the sixties, every day, night,
- at Easter. DAY - in the 1790s years etc.
MEALTIMES - on Tuesday morning CENTURIES: today, tomorrow,
- at lunchtime - on Saturday night - in the 19th century yesterday
EXPRESSIONS - on Monday afternoon - in the 21st century
- at night. - on Sunday evening - in the 20th century
- at the weekend. DATES: SEASONS:
- at the moment. - on the 20th of May - in winter
- at midday - on our anniversary PARTS OF THE DAY
- at midnight - on May 25th - in the morning
Table 9 Prepositions of time. - in the afternoon
- in the evening
23
A. Choose the correct preposition to complete the following sentence.
1. Lenin is a postman so he usually gets up ____ 4 o’clock.
a) at
b) on
c) in
d) -
2. I’m so excited! I’ve just booked a holiday - I’m going ____ July.
a) at
b) on
c) in
d) -
3. When my sister was younger, she always went to church _____ Saturdays.
a) at
b) on
c) in
d) -
4. The meeting has been rescheduled; it’s now _____ the 24th of June.
a) at
b) on
c) in
d) -
B. Complete the text with the correct preposition: in, on or at.
This is my friend Gonzalo. He is a Math’s teacher. He works in a private

school. the mornings he always gets up 6:00. But this is only
weekdays, because the weekend he gets up later. Wednesdays he
has lunch in the school 1:30, because he has meetings. The other days
he finishes work midday, so he comes home for lunch. He usually
corrects homework the afternoons after his nap. During the scholar
year he has some holidays. May there are two important holidays:
Labor’s day May 1st and “Batalla de Pichincha May 24th. But he
also has like two weeks holiday Christmas and ___ New Year. He
has a difficult job, but he loves teaching.
24
1. ROLE PLAY: Lucy and Jane talk about the weather.
A. Role play the conversation.
 Jane: Hi, do you want to go and get some lunch?
 Lucy: Yes, that would be great.
 Jane: I want to try the new café on the corner of the High Street.
 Lucy: Are you sure, it’s very small and we may have to sit outside.
 Jane: Yes, that’s why I want to go. It’s autumn already and the weather might not be good for eat-
ing outside again until the spring.
 Lucy: It looks as if it might rain soon. There has been some drizzle this morning.
 Jane: No, the sky is clear and you can see the sun. That will make it warm.
 Lucy: But there’s a gusty wind that makes it a bit chilly.
 Jane: We can wear out coats. It’s been overcast for weeks. I want to sit in the sun for a bit.
 Lucy: Ok, but if it starts to snow, we have to go inside, alright.
B. Check the new expressions and words.
25
26
1. VOCABULARY: Daily routine
A. Match the word with the picture
3
2
finish work 1
have/eat lunch
get to school
6
4 5
go to work
watch TV
go home/ go back home 8
get up
leave home
7
do homework
11
10
take/have a shower 9
go to bed
brush my teeth
13
get dressed
have/eat breakfast 12
het/arrive home
14
finish school/classes
15 16
27
2. GRAMMAR: Present Simple.
The Simple present is used:

 To express habits and routines, general events, repeated actions or situations, emotions
and permanent desires:
I smoke (habit); I work in London (tenure); London is a large city (general fact)
 To give instructions or directions:
You walk for two hundred meters, then you turn left.
 To talk about scheduled, present or future events:
Your exam starts at 09.00.
BE CAREFUL! The "simple present" is not used to talk about what is happening right now.
AFFIRMATIVE STRUCTURE NEGATIVE STRUCTURE

Subject + verb (base form or 3rd Subject + do/does + not + verb (base form) +
person) + Complement. Complement.
I study French. I do not study French.
You have a nice car. You do not have a nice car.
He watches TV He does not watch TV.
She works at school. She does not work at school.
It has a tooth. It does not have a tooth.
We swim on Sundays. We do not swim on Sundays.
You get home late. You do not get home late. DID YOU KNOW?
They go to work every day. They do not go to work. Do not = don’t
Table 10 Simple present structures. Does not = doesn’t
 In the third person singular, the verb always ends in -s:

he wants, she needs, he gives, she thinks.
 For negative and interrogative forms, DOES (= third person auxiliary 'DO')
+ the verb infinitive is used.
He wants ice cream. = Does he want strawberry? He does not want vanilla.
 Verbs ending in -y: in the third person singular, -y is changed to -ies:
fly -> flies, cry -> cries
DID YOU KNOW?
Exception: when a vowel precedes -y: The verb have changes its form
play -> plays, pray -> prays to has when you use a subject in
 We add -es to verbs ending in: -s, -ss, -sh, -ch, -x, -z, -o: 3rd person.
They have dinner at 8:00 pm.
he fixes, she watches, he brushes, it goes,
She has breakfast at 7:30 am.
28
INTERROGATIVE STRUCTURE
YES/NO QUESTION INFORMATION QUESTION
Do /Does + Subject + verb (base Q.W + do /does + Subject + verb (base
form) + Complement? form) + Complement?
Do I have classes on Saturdays? When do I have classes?
Do you have lunch at 1:00 pm? What time do you have lunch?
Does he go to work in the morning? Where does he go in the mornings?
Does she get up early? What time does she get up?
Does it have a tooth? What does it have?
Do we go to school by bus? How do you go to school?
Do you watch TV in the afternoon? What kind of TV programs do you watch?
Do they do their homework alone? Who do they do their homework with?
Table 11 Simple present Interrogative structure
A. Complete the sentences with (+) or (-) verb. DID YOU KNOW?
Questions with who often don't
do get up go get finish have eat study
use do or does:
(+) He gets home at night.
Who lives in Spain?
a. (+) My brother a new language.
Who watches tv in the afternoon?
b. (-) Susan and Josh eat meat. Who works in the mornings??
c. (+) My friends at 7:00 am. They are always late!
d. (-) Daniel his homework alone.
e. (-) Elsa and David to work together. They are divorced.
f. (+) Jeff breakfast at school every day.
g. (+) Karla work at 11:00 pm. She works very hard.
B. Order the words to make questions. Use question mark (?) at the end.
have / you / do/ a / car? Do you have a car?
a. kind / movie / your / like / friend / does / of / what /?

b. How / their / get / children / school /do / to /?

c. Time / does / class / finish / the / what /?

d. Watch / at / does / night / she / TV /?

e. Home / at / you / 8:00 o’clock / do / leave /?

29
1. VOCABULARY: The time.
DID YOU KNOW?

We use It is or It's to respond to the
questions that ask for the time right now.
It is half past seven (7:30).

It's ten to nine (9:50)
We use the structure AT + TIME when
giving the time of a specific event.
The party is at a quarter to one (12:45).

Figure 3 The clock. The meeting is at ten o'clock. (10:00)
 There are two common ways of telling the time.

1) Say the hour first and then the minutes. (Hour + Minutes)
- 6:25 - It's six twenty-five
- 8:05 - It's eight O-five (the O is said like the letter O)
2) Say the minutes first and then the hour. (Minutes + PAST / TO + Hour)
- For minutes 1-30 we use PAST after the minutes.
- For minutes 31-59 we use TO after the minutes.
- 2:35 - It's twenty-five to three
 11:20 - It's twenty past eleven
 When it is 15 minutes past the hour we normally say: (a) quarter past
- 7:15 - It's (a) quarter past seven
 When it is 15 minutes before the hour we normally say: a quarter to
- 12:45 - It's (a) quarter to one
 When it is 30 minutes past the hour we normally say: half past
- 3:30 - It's half past three (but we can also say three-thirty)
DID YOU KNOW?

O'CLOCK
We use o'clock when there are NO minutes.
 10:00 - It's ten o'clock
Sometimes it is written as 9 o'clock (the
number + o'clock)
12:00
For 12:00 there are four expressions in English.
 twelve o'clock
 midday = noon
 midnight
Figure 2 Parts of the day
30
A. Write the time below each clock. Use the second way.
It’s ten to eight.
2. GRAMMAR: Adverbs and expressions of Frequency.

We use adverbs of frequency to say how often we do things, or how often things happen.
 They are usually before the main verb, or between the auxiliary and the main verb. But
they come after the verb to be.
They often go to the cinema. (before the main verb)
She is always late for classes (after the verb be)
We can use some adverbs of frequency at the beginning or end of a sentence for emphasis.
Occasionally I meet him for a coffee.
We can use usually, often, sometimes and occasionally at the beginning of a sentence, and
sometimes and often at the end.
Be careful with never and hardly ever. They are already negative, so we can’t use them with not.
I never go shopping with my cousin. She hardly ever studies at the library.
ADVERBS OF FREQUENCY
(Other verbs) S + Adv. F + verb + C (Verb be) S + verb be + Adv. F + C
100% Always The always go to work together.
90% Usually She is usually late.
80% Normally Carlos normally goes to the gym.
70% Often We often get to school by car.
50% Sometimes I sometimes go to the cinema with my husband.
30% Occasionally My children occasionally eat junk food
10% Seldom Your grandpa seldom reads the newspaper
5% Hardly ever My students hardly ever drink alcohol.
0% Never She never wears jeans.
31
Table 12 Frequency adverbs.
There are some other expressions we can use to say 'how often'.
 You can use a number or 'several' or 'many', followed by 'times’. (If the
number is one, use 'once' instead of 'one time'. If the number is two use 'twice,'
instead of 'two times')
- Once, twice, three times, four times, etc… DID YOU KNOW?
To ask how often someone does
I go to the movies twice a month. something, use How often.
She brushes her teeth three times a day. - How often do you have gym classes?
Her children get dressed once a day. - I have classes three times a week.
I meet him several times a year. You can use short answers.
I visit my parents once a month. How often do you have gym
 Use these expressions at the end of the sentence. classes?
- Three times a week.
We can also use 'every' + period of time: - Once a month.
every morning every day - Every day.
every Tuesday every week
every month
A. Order the following statements.

do homework their usually they They usually do their homework.
a. TV sister watches hardly his ever.
b. writes Andrew occasionally letters.
c. ill is often mother your
d. Johanna never late class for is
e. John gets usually to school early
f. very out go don’t often We
B. Rewrite the complete sentence using and adverb or an expression of frequency.

Ligia listens to music. (often) Ligia often listens to music.
Jimmy reads books. (sometimes) .
Jairo gets angry. (never) .
Tatiana is very friendly. (always) .
Robert goes to work by car. (twice a week) .
Jazz and Ely are exited. (every day) .
Sofía goes for a walk. (once a month) .
Matilde helps her father in the kitchen. (usually) .
Lenin doesn’t watch TV in the afternoon. (hardly ever) .
32
33
1. VOCABULARY: Sports- Do, play, go
PLAY
 Play is used with ball sports or competitive
games where we play against another person.
DO
 Do is used for a recreational activity or a non-
team sport that does not use a ball.
GO
 Go is used with activities that end -ing. We go
somewhere to do something
A. Match the words with the picture.

Then write play, do, or go
2.
1. play basketball
2. boxing
3. climbing
4. cycling
5. surfing
6. facing
1
7. golf
8. hang gliding
9. hockey
10. ice-skating
11. karate
12. kayaking
13. roller-skating
14. rowing
15. running
16. scuba diving
17. skate-boarding
18. skiing
19. sky-diving
20. snow-boarding
21. soccer
22. swimming
23. tennis
24. volleyball
25. weightlifting
26. windsurfing
34
GRAMMAR: Can / Can’t.
Can is a modal verb.

 Can is used to express ability or to say that something is possible.
 Can is the same for all subjects. We don't add an 'S' in the third person
(like other verbs)
 The verb that comes after can is in the infinitive without to:
- They can speak Spanish. (= it is possible for them to speak Spanish = They
have the ability to speak Spanish)
- Lee can swim well.
 To form the negative, we add "not" after can to form one word: cannot.
 We can also contract the negative to form can't. (can't = cannot)
- She cannot play the violin. She can’t play the violin.
 To from the question we change the position of the subject
and the auxiliary verb.
- Where can I buy an ice-cream? Can I go to the party, please?
CAN / CAN’T
USES OF CAN COMMON MISTAKES
1. ability or possibility She cans swim. X (No s)
2. permission
She can swimming. X (No -ing)
3. request
She can to swim. X (No to)
AFFIRMATIVE NEGATIVE
S + can+ verb (base form) + C. S + cannot / can’t+ verb (base form) + C.
I can play golf. I can’t play golf.
You can do karate. You cannot do karate.
He can go swimming tomorrow. He cannot go swimming tomorrow.
She can go skiing. She can’t go skiing.
We can play basketball. We cannot play basketball. DID YOU KNOW?
They can go roller-skating. They can’t go roller-skating. Remember that you
QUESTIONS SHORT ANSWERS can use short
Can + S + verb (base form) + C + ? Yes, + S + can. answers:
QW + can + S + verb (base form) + C + ? No, + S + can’t. Can I sit here please?
How can I get to the stadium? By bus. Yes, you can.
Can you go running with me? Yes, I can. Can you speak Chinese?
Can you ski? No, I can’t. No, I can't.
Table 13 Can / can't.
3. LET’S TALK!
A. Now write sentences about what you can or can’t do. Then, ask some questions to 4 partners.
YOUR ANSWERS QUESTIONS ANSWERS
a. I can’t play volleyball. a. Can you roller-skate? a. No, Paola can’t roller-skate
b. b. b.
c. c. c.
d. d. d.
35
4. GRAMMAR: Present Continuous.
PRESENT CONTINUOUS
We use the present continuous to talk about:
S + am/is/are + V-ing + C.
 Activities at the moment of speaking: - The teacher is speaking in English
I'm just leaving work. I'll be home in an hour.
S + am/is/are + not + V-ing + C.
Please be quiet. The children are sleeping - The teacher isn’t speaking in English
 Future plans or arrangements:
Am/Is/Are + S + V-ing + C + ?
Felipe is going on holiday next month.
- Is the teacher speaking in English?
What are you doing next Saturday?
QW + am/is/are + S + V-ing + C + ?
What language is the teacher speaking in?
Table 14 Verbs in -ing rules.
VERBS IN -ING RULES EXAMPLES

Add – ing to the base form of most verbs  Go going
 Ski skiing
When the verb ends with a silent e, drop the e and add -ing:  make making
 write writing
When the base verb ends with ee just add -ing  agree agreeing
 see seeing
For short, one-syllable verbs, that end with consonant +  run running
vowel + consonant (CVC), we must double the last  sit sitting
consonant and then add -ing:
Do no double final w, x or y  Sew sewing
 Mix mixing
 Play playing
When words have two or more syllables ending in CVC, you  forget forgetting
must double the last consonant if the last syllable is stressed.  prefer preferring
When the last syllable is not stressed, just add -ing.
Do not double the letter if the word has two or more syllables  Visit visiting
and the last part is not stressed.  Benefit benefiting
When the base verb ends in –ie, delete the –ie and add –y  lie lying
then add –ing  tie tying
A. Look at the pictures and write what people are doing.
36
The baby is having a bath.
4.1.1 LESSON 4: Let’s practice
1. ROLE PLAY: How to cook a meal.

C. Role play the conversation.
A: I want to make dinner tonight.
B: What are you thinking of making?
A: I don't have any idea what to cook.
B: How about making a teriyaki bowl?
A: Can you tell me how to make it?
B: All it consists of is teriyaki beef and rice.
A: But what do I have to do to prepare it?
B: All you have to do is cook some white rice.
A: What do I do after that?
B: Then cut up the beef and marinate it in teriyaki sauce.
A: What else do I have to do?
B: All that's left is to cook it..
D. Check the new expressions and words.
37
38
39
1. VOCABULARY: Chef’s uniform.
A COOK'S UNIFORM IS WORN:

 FOR SAFETY REASONS TO:
Protect the body against burns from boiling hot liquids.
Protect the body from heat rays from ovens and grills.
 FOR HYGIENIC REASONS TO:
Be easily laundered look clean and fresh and appear smart.
 FOR HISTORICAL REASONS TO:
Show professional respect and portray a commercial image.
.
A CLASSICAL PROFESSIONAL COOKS
UNIFORM CONSISTS OF:
1. A cook's white hat.
2. A white necktie.
3. An optional nametag.
4. A long sleeved double cuffed double-breasted
white jacket.
5. White or black buttons.
6. A dish cloth or "torchon". (torchon in French)
7. A white knee length apron.
8. Check trousers or slacks.
9. Sturdy slip resistant shoes.
GROOMING.
A PROFESSIONAL COOK ALSO NEEDS TO CARE
ABOUT APPEARANCE:
1. Jewelry (except a wedding ring) must not be worn in the
kitchen.
2. Heavy make-up and nail polish must not be worn in a kitchen.
3. Strong scents should not be used.
4. A hairnet should be worn if the hair is below the collar line.
40
A. Match the words to the pictures.
3 white hat
1 2
4
oven gloves
torchon/tea cloth
necktie
chef clogs
6 7 8 double-breasted chef
coat
chef trousers
5
apron
PLURAL NOUNS RULES EXAMPLES EXCEPTIONS

To make regular nouns plural, add ‑s to the end. cat – cats
house – houses
If the singular noun ends in ‑s, -ss, -sh, -ch, -x, or -z, add bus – buses
‑es to the end to make it plural.
f the noun ends with ‑f or ‑fe, the f is often changed to wife – wives roof – roofs
‑ve before adding the -s to form the plural version. wolf – wolves chef – chefs
If a singular noun ends in ‑y and the letter before the -y city – cities
is a consonant, change the ending to ‑ies to make the puppy – puppies
noun plural.
If the singular noun ends in -y and the letter before the -y ray – rays
is a vowel, simply add an -s to make it plural. boy – boys
If the singular noun ends in ‑o, add ‑es to make it plural. potato – potatoes photo – photos
tomato – tomatoes piano – pianos
Some nouns don’t change at all when they’re pluralized. sheep – sheep
fish - fish
deer –deer
41
Irregular nouns follow no specific rules, so it’s best to child – children foot – feet
memorize these or look up the proper pluralization in the woman – women man – men
dictionary. tooth – teeth mouse – mice
person – people
2. GRAMMAR: Singular and plural nouns.
A noun names a person, place, thing, or idea.

 Nouns give names of concrete or abstract things in our lives. As babies learn "mom," "dad,"
or "milk"
 The difference between singular and plural nouns is easy. When a noun indicates one only, it
is a singular noun. When a noun indicates more than one, it is plural.
 When you write about more than one of anything, you usually use the same word, simply
adding an s, es, or ies to the end. There are a few exceptions to this rule.
A. Complete the following text.
My family and I love to go to my grandparents’ farm, but when we arrive there, I really like to
take some (bus) to have the opportunity to know new (person) and even
some new (student). My grandpa often loses his (key) of his truck and
my grandma loses her (glasses).
Near the farm, I can see different (animal) and (insect) like:
(monkey), (cow), (deer), (fish), (bird),
(sheep), (fox), (mouse) (wolf)
(butterfly) too!!.
One day some (thief) tried to steal the farm. But five (policeman)
arrive very fast to the farm. They caught a (woman) and two (man).
Luckily, the (thief) didn’t steal anything.
Table 15 Plural nouns rules
3. VOCABULARY: Colors.
42
A. Read the question. Look at the pictures and answer.
WHAT COLOR IS IT?
It is red
43
4. LET’S TALK!
A. Can you complete this chart in eight minutes? Ask to your classmates about their favorite color.
You will find new colors! Use your dictionary.
NAME COLOR NAME COLOR NAME COLOR

Natalia blue
5. GRAMMAR: Indefinite article: a/an.
We use the indefinite article, a/an, with singular nouns when the
listener/reader does not know exactly which one we are referring to.
 Use a to refer to something for the first time. DID YOU KNOW?
- Would you like a drink? Use -a when the next word starts
- I have a white chef hat at home. with a consonant sound.
- a white hat, a necktie.
 Use a with names of jobs.
Use -an when the word starts with a
- John is a student.
vowel sound.
- Mary is training to be a professional cooker.
- an oven glove, an apron.
 Use a with nationalities in the singular.
- She is an English teacher.
BE CAREFUL: We do not use an indefinite article with plural nouns or

non-count nouns:
A. Look at the pictures and write the correct article.
a. a kite. b. ant. c. hotel d. umbrella.
e. apple. f. university. g. eye.
44
1. VOCABULARY: Vegetables.
1. Ajo – Garlic 21. Camote – Sweet potato

2. Alcachofa – Artichoke 22. Berro – Cress /Water cress
3. Apio – Celery 23. Espárrago – Asparagus
4. Brócoli – Broccoli 24. Nabo – Turnip
5. Maní – Peanut 25. Rábano – Radish
6. Calabacín – Courgette (UK) / Zucchini(US) 26. Remolacha – Beet/Beetroot
7. Calabaza – Pumpkin
8. Cebolla – Onion
9. Col – Cabbage
10. Coliflor – Cauliflower
11. Espinaca – Spinach
12. Papa – Potato
13. Pepino – Cucumber
14. Perejil – Parsley
15. Pimentón – Paprika
16. Pimiento – Pepper
17. Plátano – Banana
18. Hongo / Champiñón- Mushroom
19. Tomate – Tomato
20. Zanahoria – Carrot
21.
Figure 5 Vegetables
Grains
Garbanzos – Chickpeas
Guisante – Pea
Haba – Broad bean
Lentejas – Lentils
Pimienta negra – Black pepper
Haba – Broad bean
Judía verde – French bean
Figure 4 Grains
45
2. GRAMMAR: Demonstrative pronouns.
NEAR FAR
SINGULAR This That The demonstrative pronouns are
used instead of a noun phrase to
indicate distance in time or space in
relation to the speaker.
This is an apple. They also indicate grammatical
That is an apple.
PLURAL number – singular or plural.
These Those
- This is a red apple
- Those are red apples.
These are apples. Those are apples.

Table 16 Demonstrative pronouns.
A. Complete the sentences with this, that, these or those and the name of each thing.
a. is a yellow .
b. are green .
c. are delicious .
d. is an .
e. are red .
f. is a big .
46
3. LET’S TALK!
A. List some vegetables your classmates don’t like.
Use this question: What vegetables don’t you like?
NAME VEGETABLE NAME VEGETABLE
Gabriel tomato
B. Write the vegetables you would use to prepare a green salad.
SALAD GREENS - INGREDIENTS
1.
47
1. VOCABULARY: Fruits.
A. Match the words with the right meaning. 1. Ciruela

2. Sandia
10 Cherry 3. Uva
Plum 4. Manzana
Raspberry 5. Mango
Strawberry 6. Piña
Fig 7. Mandarina
Kiwi
8. Papaya
Lemon
9. Higo
Mandarin / Tangerine
10. Cereza
Apple
11. Melocotón
Peach
Melon 12. Granada
Orange 13. Fresa
Walnut 14. Kiwi

Pear 15. Naranja
Pineapple 16. Pera
Watermelon 17. Grosella negra
Grape
18. Arándano
Avocado
19. Frambuesa
Blueberry / Bilberry
20. Nuez
Raspberry
21. Aguacate
Pomegranate
Currant 22. Grosella
Black currant 23. Frambuesa

Prickly pear 24. Higo chumbo
Mango 25. Limón
Blackberry / Mulberry 26. Mora
Papaya /Pawpaw
27. Pomelo
Grapefruit
28. Melón
48
2. GRAMMAR: There is / There are. - Some and any.
We use “there is” or “there are” to talk about things

we can see and things that exist. DID YOU KNOW?
We use “there is” for singular nouns, and we use
“there are” for plural nouns. We can use SOME and ANY to
represent a quantity.
- There are five people in the office.
(plural countable noun) Use some with plural in affirmative
and interrogative statements.
- There’s a television in the living room.
(singular countable noun)
Use any with plural nouns in negative
Don’t forget to use -a or -an for singular nouns. and interrogative statements.
- There is an orange
- There’s a melon on the table.
STRUCTURES (SINGULAR)
AFFIRMATIVE NEGATIVE INTERROGATIVE
There’s a big watermelon in the fridge. There isn’t a big water- Is there a watermelon in
melon in the fridge. the fridge?
ANSWERS:
Yes, there is.

No, there isn’t.
STRUCTURES (PLURAL)
AFFIRMATIVE NEGATIVE INTERROGATIVE
There are some bananas on that table. There aren’t any bananas Are there any bananas on
on that table. that table?
ANSWERS:
Yes, there are.

No, there aren’t.
Table 17 There is / There are
A. Look at the picture and complete the statements.

There is a banana on the table.
a. There is .
b. There are .
c. .
d. .
e. .
49
f. .
B. Answer the following questions. Use full answers.

Are there any apples? Yes. There are some apples.
a. Is the any banana?
b. Are there any grapes?
c. Is there any pear?
d. Is there any watermelon?
3. LET’S TALK!
A. Tell your partners what there is in your fridge. Say as much as you can.
4. LET’S WRITE!
C. Write the name of some fruits you would use to prepare a fruit salad.
FRUIT SALAD - INGREDIENTS

1.
Figure 6 Fruit salad recipe.

50
1. ROLE PLAY: Kitty is going to a restaurant.
A. Role play the conversation.
 Waiter: Hello. Can I help you?
 Kitty: Yes. I'd like to have lunch.
 Waiter: Would you like to have a starter?
 Kitty: Yes, I'd like to have a bowl of chicken soup, please.
 Waiter: And what would you like to have for the main course?
 Kitty: I'd like to have cheese burger.
 Waiter: Would you like anything to drink?
 Kitty: Yes, I'd like to have a glass of Coke.
 Waiter (After Kitty having her lunch): Can I bring you anything else?
 Kitty: No thank you. But I’d like to have the bill, please.
 Waiter: Certainly.
(After a moment)
 Waiter: That's $34.
 Kitty: Here you are. Thank you very much.
 Waiter: You're welcome. Have a nice day.
 Kitty: Thank you, same to you.
B. Check the new expressions and words.
51
52
1. VOCABULARY: Places in the city.
A. Look at the picture. Listen and repeat the vocabulary.
hairdresser’s restaurant butcher’s
airport bakery book store
greengrocer’s bar hospital
mall bank police station
Institute pharmacy / chemist’s cinema
bus station church laundromat / launderette
53
B. Match the words with the meaning. Write the letter in the blank.
b this is where you can buy bread and cakes.

a. airport
where you can see movies.
b. bakery
the headquarters of a unit of a police force, where
c. bank those under arrest are first charged.
d. bar where you acquire knowledge and a profession.

to travel by plane, you need to go to the airport.
e. bookstore / book shop
a self-service laundry, a place where you can wash
f. bus station your clothes in coin-operated machines.
g. butcher's where drinks, especially alcoholic drinks, and

sometimes food, are served.
h. church a place for ill people when they need an operation
or when someone is going to have a baby.
i. cinema / movies
where you can buy fruit and vegetables
j. hairdresser's
a large, often enclosed shopping complex contain-
k. hospital ing various stores, businesses, and restaurants
a place where you can eat something.
l. greengrocer's
a place where drugs are sold
m. laundromat, launderette
you can buy books and magazines here.
n. Institute
if you want to cut your hair, you may go here.
o. mall this is the place where you deposit, withdraw
money or cash a check.
p. pharmacy / drugstore
where you buy meat.
q. police station
to travel by bus, you go to the bus station.
r. restaurant A religious place of Christian worship
2. LET’S WRITE
A. Write about your favorite in the city. Tell what you usually do there and how often you go to.
54
55
3. GRAMMAR: Prepositions of place.
A. Read the information in the charts.
 The prepositions of place are used to describe the place or position of all types of nouns.
 It is common for the preposition to be placed before the noun.
 When we refer to Place prepositions we usually refer to "in", "at" and "on".
AT ON IN
We use at for a point: We use on for a surface: We use in for an enclosed space:
at the window on the wall in the garden
- at the entrance - on the ceiling - in the house
- at the door - on the floor - in London
- at the end of the street - on a page - in the water
- at the station - at the top - on a cover - in her bag
Example: Bill is waiting for Example: Have you seen the no- Example: There is nobody in the
you at the bus stop tice on the notice board? room.
We say that someone is at We use on with small islands. 1. We say in when we talk about a
an event: Example: She spent her holiday on building itself.
at a party a small island. Example: The rooms in Tom's house
- at a pop concert are small.
- at a conference
- at a meeting.
Example: Tom is at a party.
We say at with buildings when We say that a place is on the coast We usually say in
we say where the event takes / on a river / on a road. with towns and villages.
place. Example: London is on the river Example: His parents live in York.
Examples: Where were you yes- Thames. Portsmouth is on the south
terday? -At the cinema. coast of England.
We say at someone's house.
Example: We were at Bill's house
last Thursday.
COMMON EXPRESSIONS
at home in the newspaper on a farm
- at work - in bed - on the left
- at school - in hospital - on the right
- at university - in prison - on the first, second,... floor
- at the station - in the street - on the way
- at an airport - in the sky - on the radio
- at reception - in an armchair (sit) - on television
- at the corner of a street - in the corner of a room - on the corner of a street
- at the back / front of a building / - in the back / front of a car . - on the back / front of a letter / piece
cinema / group of people, etc. of paper etc.
Table 18 Prepositions of place.
56
OTHER PREPOSITIONS:
Figure 7 Prepositions of place for directions.
Figure 8 Neighborhood.
B. Look at the map and write the location of each place. Use a preposition of place.
a. The supermarket is next to the drugstore.
b. .
c. .
d. .
e. .
f. .
g. .
C. Complete the sentences with in, on or at.
He's swimming in the river.
a. Where's Mary? -She's school. e. The dog is sitting the chair.
b. The cat is the table. f. Isabel was standing the bus station.
c. Please put that apple the bowl. g. I'll meet you the cinema.
d. I read the story the newspaper. h. There's nothing TV tonight.

57
i. We stayed home all weekend.
j. When I called Isa, she was the bus
58
1. VOCABULARY: Kitchen Utensils & Appliances
A. Match the words with the pictures. Then listen and repeat.
1. Blender 9. food processor 17. refrigerator or fridge

2. casserole 10. frying pan or frypan 18. saucepan
3. chopping board 11. grater 19. spatula
4. colander 12. grill or broiler 20. stove or cooker
5. cooking pot or stockpot 13. hotplate 21. tableware
6. cookware 14. kettle 22. toaster
7. dishwasher 15. kitchen sink 23. vegetable peeler
8. eating utensils or silver- 16. kitchen utensils or cooking 24. wok
ware utensils
59
2. GRAMMAR: How much / How many.
A. Read the graphic organizer and analyze its content.
EXAMPLES:
HOW To know the price of How much is this stove?

MUCH somthing. How much are these utensils?
To know the How many spatulas are there?

HOW quantity or amount
MANY of something. How many spoons do you have??
Figure 9 How much / How many
1. How much is that cutting chopper? 5. How much are they?

2. How much are those glasses? 6. How many chefs are there?
3. How much does it cost? 7. How many strawberries are there?
4. How much is it? 8. How many woks are you going to buy?
B. Write questions and answers. Use the $25

name and the price of the kitchenware.
How much does the spatula cost?
$80
- It is seven dollars.
a. ?
- . $275
b. ?
- .
c. ? $7
$50
- .
d. ? $120
- .
e. ?
- .
60
1. VOCABULARY: Drinks.
61
A. Match the pictures correctly.
a. A carbonated (fizzy) drink that does not

contain alcohol and is usually sweet.
b. An alcoholic drink made from grapes.
c. An alcoholic beverage made from malt and
flavored with hops.
d. A sparkling wine made in France, which is
often consumed at special occasions like New
Year’s Eve and at weddings.
e. An alcoholic drink that is made of one or
several liquors plus another substance such as
juice, tonic water or soft drinks.
f. A beverage made from ground roasted coffee
beans and water.
g. A strong coffee drink made by pressing hot
steamed water through ground roasted coffee
beans.
h. This drink is made with chocolate and hot milk
(or water) and is often served with whipped
cream, a cherry and chocolate sauce.
i. The liquid part that can be pressed out of
vegetables and fruits.
j. A cold drink made from the juice of squeezed
lemons, water and sugar. It is frequently served
over ice cubes.
k. A white liquid produced by female animals for
their young.
l. A drink made by placing the leaves of plants in
boiled hot water.
m. A clear, odorless and tasteless liquid.
n. A strong alcoholic drink made from grain (e.g.,
rye, barley, corn)
2. GRAMMAR: Countable and non-countable nouns – (some -

any).
62
A. Read the information below.
 There are nouns that can be count (countable nouns) and others that we can’t
count (uncountable nouns).
 In English, there are some foods which are countable and others which are not.
EXAMPLES:
- Apple = countable
- Milk = uncountable
- Sugar = uncountable
- Strawberries = countable
COUNTABLE NON-COUNTABLE
we can use a/an for singular nouns or some for We use some with uncountable nouns in
plurals in affirmative sentences. affirmative sentences.
There was an orange in the fridge. There was some milk in the fridge.
I need some milk for breakfast. There was some coffee.
We can use any for plurals in negative We can use any with negatives.
sentences.
There aren’t any grapes. There wasn’t any bread.
There weren’t any burgers. There isn’t any water.
In questions we use a/an, any or how many We use any or how much with uncountable
with countable nouns. nouns.
Is there a sandwich? Is there any sugar?

Are there any hot dogs? How much orange juice is there?
How many cherries are there?
BUT ALSO…
When we are offering something or asking for We also use some in a question when we think the
something, we normally use some. answer will be 'yes'.
Do you want some chocolate? Have you drunk some beer?
Can we have some orange juice, please?
Table 19 Countable and uncountable nouns.
B. Label the pictures. Are there countable or uncountable?
uncountable
63
3. VOCABULARY: Containers and quantities.
A. Match the names with the pictures.
1. Mug 12. Bag 23. Bunch

2. Cup 13. Dozen 24. Bowl
3. Glass 14. Tube 25. Kilo
4. Jug 15. Spray can 26. Box
5. Jar 16. Spray bottle 27. Tray
6. Tin (U.K) – Tin can (U.S) 17. Loaf 28. Roll
7. Can 18. Slice 29. Six–pack
8. Bottle 19. Bar 30. Blister pack
9. Packet 20. Piece 31. Package
10. Carton 21. Tub 32. Basket
11. Liter 22. Pack
64
4. GRAMMAR: Quantifiers.
A. Read and listen the short conversations. Then practice with a partner.
2. A: Would you like some cheese?
B: Yes, please but not too much. (not too much cheese)
3. A: Can you pass me some envelopes?
B: How many? (how many envelopes?)
4. A: How many people came?
B: A lot. (or Lots.)
B. Read the information below.
MUCH – MANY
A LOT OF – LOTS OF – A LOT
Figure 10 Quantifiers - much, many, a lot of.

C. Choose the correct option to complete the sentences. Write it in the blank.
a. We have oranges. (a lot of, a lot, much, many)

b. We don't have bananas, and we don't have fruit juice. (a lot of, a lot,
much , many)
c. Do you have any cereal? Sure, there's in the kitchen. (a lot of, a lot, much ,
many)
65
D. Read the information below.
FEW – LITTLE
A FEW – A LITTLE
Figure 11 Quantifiers - a few, few, a little, little.
E. Choose one option to complete the sentence. Write it in the blank.
a. Bill didn't drink all the soda. There's left.
Little / A Little / Few / A Few
b. There's milk in the refrigerator. About half a quart, I think.
c. May I please have more coffee?
66
4.1.2 LESSON 4: Let’s practice
2. ROLE PLAY: At a restaurant

C. Role play the conversation.
ROLE PLAY: AT A RESTAURANT
 Waiter: Welcome to the Seafood Restaurant. Have you booked a table

madam?
 Customer: Yes, I made a reservation for one.
 Waiter: That’s wonderful, under what name?
 Customer: The surname’s Frost
 Waiter: Yes, that’s great, Frost, a table for one at 8:30pm. How about a
quiet table in the corner with a sea view?
 Customer: Yes, that would be lovely. Thank you.
 Waiter: Here’s a menu. Would you like something to drink while you are reading the menu?
 Customer: Yes, I’d like a glass of the house red please.
 Waiter: Certainly madam. Today’s special is grilled salmon with a summer salad. I’ll be back
to take your order in a minute.
 Customer: Thank you.
 XXXXXXXXXXXXXXXXXXXXXXX
 Waiter: Are you ready to order?
 Customer: Yes, thank you. For a starter I’d like the avocado salad with a dressing of lemon and
coriander on the side. And for the main, as I’m not too keen on salmon, I’d like to order the
seafood spaghetti with a side order of green beans.
 Waiter: OK. So that’s the avocado salad with a lemon and coriander dressing and a seafood
spaghetti. Would you mind if I take your menu?
 Customer: Not at all, here it is.
 Waiter: Here is your food. I hope you enjoy your food.
D. Check the new expressions and words.
67
1.6 VOCABULARY
BANK
68
DAILY ROUTINE
Figure 12 Vocabulary bank - Daily activities
69
FOOD
Figure 13 Vocabulary bank - Food.
70
FAST FOOD
Figure 14 Vocabulary bank - fast food.
71
FRUIT
Figure 15 Vocabulary bank - fruit.
72
VEGETABLES
73
Figure 16 Vocabulary bank - Vegetables
74
HERBS AND SPICES
Figure 17Vocabulary bank - herbs and spices.
75
TYPES OF BREAD
Figure 18 Vocabulary bank - Types of bread
BREAKFAST
76
Figure 19 Vocabulary bank - Breakfast.
77
DINNER
Figure 20 Vocabulary bank - Dinner
78
COUNTABLE AND UNCOUNTABLE FOOD
Figure 21 Vocabulary bank - Countable and uncountable food
79
FOOD CONTAINERS
Figure 22 Vocabulary bank- Food containers.
80
PLACES IN THE CITY
Figure 23 Vocabulary Bank - Places in the city
81
KITCHEN UTENSILS & APPLIANCES
Figure 24 Vocabulary Bank - Kitchen utensils and appliances.
82
5 METODOLOGÍA:
La modalidad de la formación es Presencial- Virtual distribuida de la siguiente manera:
 Docencia: 42 horas
 Trabajo autónomo: 36 horas
 Prácticas de aprendizaje: 36 horas
Para el correcto desarrollo de la unidad, se ha tomado en consideración la siguiente metodología de

trabajo.
5.1 Técnicas expositivas: clases teóricas

Cuya finalidad es hablar a los estudiantes, presentar verbalmente una información enfocada en la
trasmisión de conocimientos, ofreciendo un enfoque crítico de la disciplina, logrando en los alumnos
formar una mentalidad critica capaz de afrontar diversas situaciones.
5.2 Seminarios – Talleres

Útiles para construir conocimiento a través de la interacción y la actividad. Técnica expositiva en la que
participan un coordinador y varias personas que estudian un tema completo o parte de él.
5.3 Clases Prácticas

Que muestran cómo deben actuar los estudiantes. Permite la participación activa del alumno, con la
finalidad de dar solución a la problemática planteada en clase.
5.4 Tutorías – Lecturas dirigidas

Que permiten una atención personalizada a los Estudiantes. Nos permite personalizar la enseñanza, de
esta manera se logra desarrollar una mejor enseñanza e interacción directa entre el docente-alumno.
83
5.5 Estudio y trabajo en grupo:
Discusión, Lluvia de ideas
Para hacer que aprendan e interactúen entre ellos creamos o conformamos grupos de trabajo con la
finalidad de llevar a cabo una tarea determinada. En muchos casos también se discuten problemáticas y se
proponen las ideas de los participantes para lograr llegar al mejor consenso.
5.6 Estudio y el trabajo autónomo

Que desarrolla la capacidad de autoaprendizaje. Hace referencia al interés propio que tiene una persona
en fortalecer, ampliar o diversificar lo aprendido en relación a un determinado tema.
6 ACTIVIDADES COMPLEMENTARIAS
6.1 Grupo de WhatsApp

Medio tecnológico que facilita la interacción entre todos los miembros de la clase, logrando incluso
compartir material didáctico como herramientas complementarias para un aprendizaje integral.
6.2 Google drive

Es una excelente herramienta para trabajar en grupo porque permite crear documentos e invitar varias
personas para que puedan participar activamente de él, pudiendo incluso trabajar todos de manera
cooperativa en el mismo documento.
6.3 G suite
Permite una colaboración segura en tiempo real entre grupos de usuarios de cualquier tamaño. Gracias a
los documentos alojados (documentos de procesamiento de texto, hojas de cálculo y presentaciones), el
acceso a vídeo basado en web y sencillas herramientas de creación de sitios, la información está
disponible desde cualquier navegador o teléfono smartphone, cuando y donde los trabajadores la
necesiten. G Suite ofrece productividad segura y fácil a cualquier grupo de usuarios sin necesidad de
añadir hardware o software adicional.
84
7 EVALUACIÓN Y SEGUIMIENTO
7.1 Evaluación
A continuación, se detalla la manera en la que se obtendrán las notas dentro del desarrollo de la asignatura
de inglés básico, actividades del componente docente, practico, autónomo y la respectiva evaluación
parcial.
TIPOS DE CANTIDAD PORCENTAJE

ACTIVIDADES DE DE LA TOTAL
EVALUATIVAS ACTIVIDADE CALIFICACIÓ
S N
Actividades del X 20%
componente docente
COMPONENTES Actividades del X 20%
DE componente autónomo
10 pts.
EVALUACIÓN. Actividades del X 25%
NOTA I componente práctico
Actividad de evaluación X 35%
parcial
Subtotal Nota I: 50%
componente docente
COMPONENTES
componente autónomo
DE
Actividades del X 25% 10 pts.
EVALUACIÓN.
componente práctico
NOTA II
Actividad de evaluación X 35%
final (acumulación dos
parciales)
Subtotal Nota II: 50%
NOTA I 50% 10 pts.
NOTA FINAL NOTA II 50% 10 pts.
PROMEDIO 100% 10 pts.
LA CALIFICACIÓN DE ESTE EXAMEN 60% 6 pts.
TENDRÁ UN VALOR DEL 60% Y SERÁ
Examen de ACUMULATIVO AL 40 % DE LA NOTA 40% 4 pts.
Recuperación o ANTERIOR (nota final promedio).
mejoramiento Este examen se aplicará para alcanzar el
promedio necesario o mejorar el puntaje del 100% 10 pts.
promedio de la asignatura.
Table 20 Evaluación de componentes.
85
7.2 Controles del aprendizaje
Para la evaluación y seguimiento de la asignatura, deberá tomarse en cuenta los siguientes parámetros:
 Actividades docentes, autónomo y prácticas 60%
 Evaluación parcial 40%
 10 puntos en total
 Recuperación: 60% examen y 40% actividades en clase
Así mismo, para un mejor desarrollo de las actividades propuestas y con el objetivo de generar un
ambiente equitativo e igualitario en clases, el estudiante deberá cumplir con el siguiente reglamento:
 Ingresar a tiempo a clase (presencial o virtual), pero en caso de llegar tarde, el docente le permitirá
ingresar siempre que pida la debida autorización, sin embargo, dentro de los 10 minutos del inicio
de la hora, se tomará lista. Si el estudiante no se encuentra presente, se considera falta esa hora.
 En caso de faltar, solo se justificarán las faltas que hayan sido ocasionadas por motivo de salud,
calamidad doméstica o actividades académicas. El procedimiento será: presentar un oficio con el
respectivo documento justificativo original y copia; máximo hasta 5 días después de haber faltado,
caso contrario quedará registrada su falta.
 Se tendrá en cuenta los valores del estudiante y su comportamiento en clase: por lo tanto, debe ser
educado, respetuoso, cumplido, organizado, amable, trabajar en equipo, generar un buen ambiente
en el aula de clase. Se llevará un registro calificado.
 Mantener el celular en silencio y evitar uso del mismo en clase.
 No se permite comer o ingerir alimentos durante las clases, a excepción de que se trate de un taller
de clase.
 Se recibirán trabajos atrasados sobre nota de 7, siempre y cuando estos sean presentados en los
siguientes 3 días.
 En la entrega de trabajos y deberes se calificará presentación, organización, formatos, ortografía,

redacción. Todo plagio generará una nota de 0.1 en la totalidad de su trabajo o deber. En cuanto a
los formatos se tomará en cuenta lo siguiente:
86
A) Carátula. En caso de no cumplir con este parámetro se restará un
punto, y cumplirlo no suma puntos.
B) Interlineado 1.5, tipo de letra Arial N.11.
C) Margen 2,5 por cada lado.
D) Todo trabajo debe tener referencias bibliográficas con normas APA. (en caso que se requiera)
87
8 BIBLIOGRAPHY:
(British Council BBC, s.f.)

(English Club, s.f.)
(Oysterenglish, s.f.)
English Hilfen
https://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency.htm
Agenda web
https://agendaweb.org/exercises/verbs/have/have-has-write
ISL collective
https://en.islcollective.com/english-esl-worksheets/grammar/irregular-plural-nouns/text-plural-
nouns/92555
Elaborado por:
Lic. Natalia Vanessa Paredes Meza.

C.I: 1718667197
nataliaparedes@tsachila.edu.ec
Santo Domingo, 09 de junio de 2020.
88

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Inglés Básico

CARRERA DE TECNOLOGÍA SUPERIOR EN GASTRONOMÍA

PERIODO ACADÉMICO: TERCERO

TUTOR: Lic. Natalia Paredes, Mgs.

GUIA DIDÁCTICA DE INGLÉS BÁSICO

GUIA DIDÁCTICA DE INGLÉS BÁSICO

Figure 1 Family members.......................................................................................................................... 14

2 INFORMACIÓN DEL CURSO:

Denominación: inglés básico

Duración: 115 horas

Fechas de realización: Desde el 15 de junio de 2020, hasta el 8 de octubre de 2020.

Tutor: Lic. Natalia Paredes M.

3.1 Objetivo general:

3.2 Objetivos específicos:

 Realizar y contestar preguntas simples sobre asuntos muy familiares.

 Utilizar frases y oraciones simples para describir a la gente que se conoce.

 Entender palabras y oraciones simples.

 Escribir textos sencillos.

TABLA DE CONTENIDOS PARA EL NIVEL BÁSICO.

a. Please complete the form.

Surname First name

2. VOCABULARY: The Alphabet.

LETTER SOUND LETTER SOUND LETTER SOUND

3. VOCABULARY: Greetings and useful expressions.

B: Sure. A-L-I-S-S-O-N. A: See you around. I have to go.

Formal Greetings Formal Responses Formal Closings

Informal Greetings Informal Responses Informal Closings

 How are things going?  Hey!  Take care.

Thank you for

a. Till next time.

AFFIRMATIVE STRUCTURE NEGATIVE STRUCTURE

D. Write these sentences in negative. Use contractions.

F. Use the information to create Yes/No questions.

/you Ecuadorian? Are you Ecuadorian?

G. Write positive or negative short and long answers from exercise F.

LONG ANSWERS SHORT ANSWERS

(+) Yes, I’m Ecuadorian. Yes, I am.

Figure 1 Family members.

B. Find the meaning of these words in your language.

grandpa father-in-law parents

A. Look at the chart and analyze the examples.

SUBJECT PRONOUNS POSSESSIVE ADJECTIVES

My cousins have some balloons.

a. Aldo has a yellow tie.

DID YOU KNOW?

C. Choose the possessive adjective that completes the statement correctly.

a. Ligia has a dog. dog is very funny.

b. You have a beautiful dress. dress is elegant.

c. Robert has a new car. car is cool!

A. Reading comprehension. Read the short story.

My daddy’s name is Washington. He is fifty years old and my mummy is Hilda.

Finally, we have a pet. Its name is Russia. She is my favorite pet!

I love my family and pet. DID YOU KNOW?

Making offers: Making requests:

B. Role play the conversation.

This Role-play is between a restaurant hostess and a customer.

 Hostess: Hi guys, how are we doing this evening?

C. Check the new expressions and words.

1000 one thousand

DID YOU KNOW?

1st first 9th ninth 17th seventeenth 30th thirtieth

A is the first letter of the alphabet. H is the letter of the alphabet

DAYS AND MONTHS DAYS MONTHS