This workbook belongs to - IES Pedro Espinosa

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Presentación Tu “Workbook” ha sido preparado por tus profesores para ayudarte a superar la asignatura de inglés con éxito. Revísalo con frecuencia, tráelo siempre a clase, lee los consejos que aparecen en él ¡cuídalo! y no olvides que hay que trabajar desde el primer día. Contiene las siguientes secciones: Guía para el alumno ............................................................................. 1 Consejos para mejorar tu inglés .............................................................. 3 ¿Cómo aprender vocabulario? .................................................................. 4 Classroom language ............................................................................ 5 Números ........................................................................................... 8 Verbos irregulares ............................................................................... 10 Reglas de ortografía ............................................................................. 13 Cómo hacer una buena presentación ......................................................... 14 Diario de lectura ................................................................................. 15 Fichas para las lecturas ........................................................................ 19 Fichas para mejorar la destreza oral ......................................................... 20 Listening Activities .............................................................................. 28 Explicaciones gramaticales y ejercicios ...................................................... 48 Mi Portfolio ....................................................................................... 70

¡Buen curso 2015-16!

The English Department IES Pedro Espinosa

IES PEDRO ESPINOSA DEPARTAMENTO DE INGLÉS

HOJA INFORMATIVA PARA EL ALUMNADO 3º ESO PMAR CURSO 2015-2016

I. SISTEMA DE EVALUACIÓN Se realizarán 2 exámenes trimestrales, para los que se establecerá hora y día, y todos los controles de vocabulario, verbos, frases… oportunos. No olvides que la EVALUACIÓN ES CONTINUA, lo que implica que cada examen engloba todo lo estudiado desde el comienzo de curso hasta el momento del examen y cada examen sirve de recuperación del anterior. Puesto que la nota de exámenes es sólo el 60% de la calificación trimestral, ningún alumno podrá aprobar la asignatura SÓLO Y EXCLUSIVAMENTE CON EL ÚLTIMO EXAMEN. ¡Hay que trabajar desde el primer día! Los exámenes constarán de las siguientes partes: → Gramática y Vocabulario (Use of English) 40% → Comprensión del texto (Reading) 20% → Comprensión auditiva (Listening) 10% → Redacción (Writing) 20% → Expresión oral (Speaking) 10% Recuerda que los EXÁMENES REPRESENTAN UN 60% DE TU NOTA FINAL Y EL 40% RESTANTE SE BASARÁ EN TU TRABAJO DE CLASE Y EN TU CUADERNO Y EN LA REALIZACIÓN DE TAREAS, PROYECTOS, LECTURAS Y REDACCIONES tal y como se muestra en la siguiente tabla: Nivel 3º y 4º ESO Diversificación. 100% repartido entre: Exámenes: 60%

Trabajo del alumno: 40 %

Exámenes de unidades

Tests

Trabajo en clase/casa Participación

Proyectos y Redacciones

Biblioteca de aula

40.00%

20.00%

15.00%

15.00%

10.00%

Por tanto, para aprobar la asignatura será necesario: → Realizar Tarea en casa. Se revisará diariamente. → Participar en clase y en las actividades propuestas por el departamento. → Trabajar proyectos. → Aprovechar el tiempo dedicado a la lectura y llevar al día el diario de lectura. → Tener el cuaderno completo, limpio, ordenado y corregido. → Mostrar interés por la asignatura. → Realizar exámenes orales y escritos. El alumnado que no supere el curso en la convocatoria de junio, deberá presentarse a la convocatoria de septiembre. El examen de septiembre incluirá todas las destrezas trabajadas durante el curso. II. RECUPERACIÓN DE CURSOS ANTERIORES Para recuperar los cursos anteriores el alumnado deberá presentarse a un examen trimestral en las siguientes fechas y de las siguientes unidades: → 1ª evaluación: temas 1, 2 – jueves 19 noviembre 17.00 → 2ª evaluación: temas 3, 4 – jueves 18 febrero 17.00 → 3ª evaluación: temas 5, 6 – jueves 26 mayo 17.00 Recuerda que para repasar tienes tu cuaderno del alumno realizado por el Departamento. Si lo has perdido, podrás descargarlo de la página web del centro: http://bit.ly/1XLqoLU (iespedroespinosa.es » departamentos » inglés » cuadernillos). Si tienes dudas, recuerda preguntar a tus profesores; te ayudarán. *El profesorado indicará el lugar de realización de la prueba. III. MATERIAL Obligatorio → Goal, Student’s Book. Editorial Oxford (Lo recibirás en el Centro)

Recomendado → Cuadernillo del Alumno realizado por el Departamento (fotocopiadora del Centro, página web del centro en formato *pdf: http://bit.ly/1XLqoLU (iespedroespinosa.es » departamentos » inglés » cuadernillos). → Diccionario de bolsillo. Debe traerse a clase TODOS LOS DÍAS. Editoriales recomendadas: Collins Gem, Oxford, Larousse, Longman. → Cuaderno a elección del alumno. Deberá estar perfectamente ordenado y presentable con nombre, apellidos y curso en la portada. → Fundas folio para guardar las fotocopias que se entreguen o que se recomienden para su compra. Si el tamaño lo permite, deben pegarse en el cuaderno. IV. INSTRUCCIONES → NO SE PUEDE ESCRIBIR en el Student’s Book porque NO es nuestro. → Cuando el/la profesor/a llega, todos/as tenemos preparado nuestro material y estamos listos/as para empezar la clase. V. RECURSOS ONLINE → http://englishyesplease.blogspot.com → www.wordreference.com (diccionario) → www.languageguide.org/english/ (vocabulario) → http://www.ego4u.com/ (gramática, vocabulario, expresión escrita) → http://mbonillo.xavierre.com/httpdocs/grammar/2eso.html (gramática, listening) VI. ¿PARA QUÉ ME SIRVE EL INGLÉS? → Para APROBAR esta asignatura y así ir por buen camino para obtener mi graduado. → Para navegar por internet. → Para escuchar y entender las canciones o a los deportistas que me gustan.

→ Para seguir tus series de televisión favoritas. → Para conseguir un trabajo. → Para ligar, viajar…

VII. ¿QUÉ MÉTODOS PUEDO USAR PARA APRENDER INGLÉS? → Aprovechar al máximo las clases en el instituto: → prestando atención, participando. → Clases de conversación con un hablante nativo. → → Charlas con turistas. → → Práctica con compañeros fuera de clase. → → Audición de podcasts.

Lectura de periódicos, revistas y libros (adaptados u originales). Uso de Internet y DVDs. Concentración en la práctica oral. Concentración en los ejercicios de gramática.

VIII. SI YO FUERA ALUMNO/A → No faltaría a clase a no ser por extrema necesidad y, en caso de faltar, comunicaría al profesor el motivo de la falta y además me informaría de lo que se ha tratado en clase el día en que yo he faltado y recuperaría los apuntes. Recuerda que debes enseñar el justificante de tus faltas. → Por lo menos una vez por semana dedicaría un tiempo a estudiar la materia de esa semana. → Participaría en clase: o me dirigiría al profesor con respeto. o corrigiendo la tarea. o iría completando mi cuaderno poco a o preguntando lo que no entendiera. poco y este estaría limpio y claro. o hablando en inglés. o respetando el trabajo de los demás. o controlaría mis ganas de broma y de juego en clase. o participando en los diálogos y teatrillos. → Estudiaría el vocabulario y los verbos a diario y NO la noche antes del examen. → Prepararía los exámenes intentando comprender todo, practicando con ejercicios, repasando el vocabulario…

Me doy por enterado de qué tengo que hacer para aprobar la asignatura de inglés, de los criterios de evaluación, de los materiales necesarios, de mis obligaciones… y mi firma y la de mis padres da fe de ello. FIRMA ALUMNO/A (3º ESO grupo PMAR)

FIRMA PADRES

Fdo.________________________________

Fdo.________________________________ SEPTIEMBRE, 2015

→ Descarga en tu MP3 o smartphone los listenings recomendados, audiolibros o cualquier cosa que te guste. ¡Aprovecha cualquier momento! No importa que al principio no entiendas. ¡ESCUCHA, ESCUCHA, ESCUCHA!

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¿Sabes por qué es difícil aprender palabras en inglés? 1) Para un hispanohablante, la gran mayoría de las palabras en inglés son sonidos ininteligibles que no significan absolutamente nada. Si la palabra nueva te resulta familiar solo se puede deber a dos motivos: es una palabra de origen latino o la has escuchado en los medios de comunicación. Recuerda: Dado que el inglés es un idioma de origen germánico, muy alejado del español, no se asimila un nuevo sonido hasta que no se repite unas diez, a veinte veces, hablando. Algunas palabras incluso tienen que llegar a repetirse unas cien veces para que se queden grabadas en la memoria. 2) Hay, al menos, dos tipos de vocabularios. El vocabulario del inglés hablado y el del inglés escrito. Esto quiere decir que hay palabras que lees pero que no se suelen usar en inglés hablado y palabras que escuchas pero que no se suelen escribir. Las palabras de inglés hablado son las más difíciles de aprender porque una gran mayoría no son de origen latino; son "phrasal verbs", o palabras de origen germánico. Recuerda: Es mejor empezar aprendiendo el vocabulario del inglés hablado ya que será el que más vas a necesitar en el día a día. 3) El número de palabras que hay que aprender para hablar con cierta fluidez ronda las tres mil. Aprender tres mil palabras es difícil y toma tiempo, por tanto, necesitaremos determinación a prueba de fuego. Recuerda: Para incrementar tu vocabulario, determinación a prueba de fuego; esto significa planificación y constancia. 4) Por cada palabra, hay que aprender "pronunciación" y "deletreo" (spelling). Si no sabes escribir una palabra, no importa demasiado porque siempre puedes buscarla en un diccionario, pero si no sabes pronunciarla realmente no sabes esa palabra. Recuerda: Solo puedes decir que sabes una palabra si puedes pronunciarla y colocarla correctamente en una frase. Consejo: Búscate ahora mismo alguien para hablar. ¿Cómo superaremos todas estas barreras? Sólo hay una manera: con mucha determinación y un buen método. Suponiendo que ya tenemos la determinación, veamos los métodos. Una de las mejores maneras de aprender vocabulario es viendo películas en inglés con subtítulos. Ves la imagen, escuchas cómo suena y ves cómo se escribe. Ni que decir tiene que otra fantástica manera de aprender vocabulario es cantando. Otra buena fórmula es hablando. Cuando no sabes cómo decir algo, la necesidad de comunicarte te lleva a buscar las palabras que necesitas para expresarte. Así que piensa durante el día frases en español y piensa cómo las dirías en inglés. Si tienes dudas pregunta a un profesor. Otra forma eficaz de incrementar tu vocabulario es leyendo. La gran ventaja de la lectura es que aprendes las nuevas palabras en un contexto determinado. La desventaja es que no sabes cómo suena la palabra. Por ello, la lectura debe combinarse siempre con prácticas de conversación. También son buenos los audio-books para leer y escuchar al mismo tiempo. Por último, se aprende vocabulario estudiando y echando mano de todos los recursos que tenemos a mano: diccionarios, internet,trucos para memorizar, juegos, crucigramas (crosswords), el ahorcado (hangman), leyendo las noticias en inglés, etc ¿Cómo recordar vocabulario nuevo? 1. Traduciendo la palabra a tu idioma. Por ejemplo: coche – car (inglés). 2. Describiéndola en español. Por ejemplo: vehículo con motor y de cuatro ruedas para transportar personas. 3. Haciendo un dibujo. 4. Poniéndola en contexto. Por ejemplo: Mi coche se ha estropeado y tengo que llevarlo al taller. 5. Colocándola dentro de un grupo léxico. Por ejemplo: coche, camión, moto, etc. (Fuente: http://elblogdelingles.blogspot.com.es/)

4

CLASSROOM LANGUAGE Cosas que podrías decir a tu profesor/a Lo siento, no lo entiendo ¿Perdón? ¿Qué quiere decir “chair”? ¿Cómo se dice “X” en inglés? ¿Cómo se deletrea eso? ¿Es esto correcto? ¿Cuál es el pasado de “go”? ¿Cómo se pronuncia esta palabra? ¿Qué tenemos que hacer exactamente? Perdone, ¿puedo pasar? ¿Podría hablar más despacio, por favor? Perdone. Lo siento, llego tarde. ¿Puedo ir al baño, por favor? ¿Puedo sacar punta al lápiz, por favor? Dígalo otra vez, por favor. ¿Puede ayudarme, por favor? ¿Es esto correcto / incorrecto? Lo siento, he olvidado mi cuaderno. Lo siento, no hice mi tarea. Cosas que tu profesor podría decirte. Abrid vuestro libro por la página 25. Responde las preguntas. Escribe las respuestas. Trabajad solos / en parejas / en grupos. Haz estas preguntas a tu compañero. Responde las preguntas de tu compañero. Escucha y repite… otra vez… Haz la pregunta. Escucha el CD y esponde las preguntas. Lee el texto. Escribe una redacción sobre… Copiad esto en vuestras libretas. La tarea es … ejercicio 5, página 11 ¡Bien hecho! ¿Habéis terminado? ¿Dónde está Pedro hoy? ¿Quién falta hoy?

Things you might say to your teacher I’m sorry, I don’t understand. Pardon? Sorry? What does “chair” mean? How do you say “X” in English? How do you spell that? Is this correct? What is the past of “go”? How do you pronounce this word? What exactly do we have to do? Excuse me. May I come in? Could you speak more slowly, please? Excuse me. I’m sorry, I’m late. May I go to the toilet, please? Can I sharpen my pencil, please? Say that again, please. Can you help me, please? Is this right / wrong? I’m sorry, I forgot my notebook. I’m sorry, I didn’t do my homework. Things your teacher might say to you. Open your book at page 25. Answer the questions. Write the answers. Work alone / in pairs / in groups. Ask your partner these questions ... Answer your partner’s questions ... Listen and repeat … again … Make the question. Listen to the CD to answer these questions. Read the text. Write a composition about… Copy this into your notebooks. The homework is ...exercise 5, page 11 Well done! Have you finished? Where’s Pedro today? Who is absent / missing today? 5

¿Habéis hecho la tarea? Nos vemos la próxima clase. ¡Que tengáis un buen fin de semana! ¿Cómo estás? ¡Estaos quietos! Ven a la pizarra. Siéntate. Levántate. Cierra el libro. Abre el libro. Enséñame tu libreta. Vamos a empezar con la clase ahora. ¿Está todo el mundo listo para empezar? Voy a pasar lista. ¿A quién le gustaría tener un positivo hoy? Coge uno y pásalos.

Have you done your homework? See you next lesson. Have a nice weekend! How are you? Be quiet! Come to the board. Sit down. Stand up. Close your book. Open your book. Show me your notebook. Let’s start with the lesson now. Is everybody ready to start? I’m going to take attendance. Who would like to get extra marks today? Take one and pass them on.

Cosas que podrías leer en tu libro o en un examen. Completa las frases con las palabras de abajo. Completa las frases con la forma correcta de los verbos entre paréntesis. Escribe las frases en negative e interrogative. Elige / Subraya / Rodea Escribe las palabras en el orden correcto. Lee el texto y responde las preguntas. Escribe cinco frases sobre… Traduce las siguientes frases a inglés. Escribe los contrarios.

Things you might read in your book or in an exam. Complete the sentences with the words below. Complete the sentences with the correct form of the verbs in brackets. Write the sentences in the negative and interrogative. Choose / Underline / Circle the correct… Write the words in the correct order. Read the text and answer the questions. Write five sentences about… Translate the following sentences into English. Write the opposites.

Cosas que podrías decir a tu compañero. ¿Podría coger prestado tu…? ¿Puedes dejarme un…? Lo siento, no recuerdo tu nombre. ¿Podemos compartir el libro? ¿En qué página estamos? ¿Me puedes pasar esas hoja, por favor? Perdona, ese es mi libro. ¿Quién va a empezar? ¿A quién le toca? Me toca a mi ahora.

Things you might say to your classmate. Can I borrow your…, please? Can you lend me a …? Sorry, I can’t remember your name. Can I share your book with you? What page is it on? Can you pass me that piece of paper, please? Excuse me, that’s my book. Who is going to start? Whose turn is it? It’s my turn now.

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SCHOOL AND EDUCATION go to school ...................... study .............................. learn (by heart) ................. do homework .................... ask ................................. answer ............................ know .............................. revise.............................. take an exam .................... examen pass an exam..................... fail an exam...................... repeat a year .................... leave school...................... colegio take the register attendance ....................... expel .............................. punish ............................. punishment....................... skip classes*...................... absent............................. present............................ hard-working..................... inattentive ....................... undisciplined..................... high / secondary school ........ state school ...................... private school....................

ir al colegio estudiar aprender (de memoria) hacer la tarea preguntar responder saber repasar hacer un aprobar suspender repetir dejar el pasar lista expulsar castigar castigo saltarse las clases ausente presente trabajador distraido indisciplinado instituto colegio público colegio privado

AT SCHOOL class ............................... classroom......................... headmaster ...................... deputy ............................ director of studies .............. counsellor ........................ teacher ........................... tutor............................... caretaker ......................... secretary ......................... language assistant .............. cleaner............................ desk ............................... table .............................. ruler .............................. glue ............................... scissors ........................... stick .............................. calculator......................... brush .............................. computer ........................ keyboard ......................... mouse ............................ headphones ..................... loudspeakers ..................... laptop ............................. netbook ........................... map................................ drawing pin ...................... duster, eraser.................... rubber............................. sharpener......................... schoolbag ......................... pencilcase ........................ exam .............................. break .............................. bell ................................ chair...............................

clase clase director vicedirector jefe de estudios orientador profesor tutor conserje secretario asistente lingüístico limpiador pupitre mesa regla pegamento tijeras pegar calculadora cepillo ordenador teclado ratón auriculares altavoces portátil miniportatil mapa chincheta borrador goma sacapuntas mochila estuche examen recreo campana silla

TEACHING term ................................trimestre timetable..........................horario subject.............................asignatura lesson ..............................lección period ..............................hora de clase free period ........................hora libre french class .......................clase de francés vocabulary ........................vocabulario grammar ...........................gramática

FACILITIES playground ........................patio library..............................biblioteca assembly hall .....................salón de actos language lab ......................laboratorio de idiomas canteen ............................cafetería reception ..........................recepción staffroom ..........................sala de profesores registration room ................secretaría laboratory .........................laboratorio gym.................................gimnasio headteacher’s office ............despacho del director

IN THE CLASSROOM classmate .........................compañero chair................................silla cupboard ..........................armario locker ..............................taquilla stapler ............................grapadora hole punch .......................taladradora schoolbag .........................mochila board...............................pizarra notice board .....................tablón dictionary .........................diccionario notebook ..........................libreta sheet ..............................hoja pen ................................bolígrafo pencil .............................lápiz marker ............................subrayador boardpen ..........................rotulador pizarra chalk ..............................tiza crayons ............................ceras coloured pencils .................lápices de colores correction fluid ..................líquido corrector spelling ............................ortografía essay ...............................redacción, trabajo translation ........................traducción exam ...............................examen mistake ............................fallo good mark .........................buena nota bad mark ..........................mala nota pass mark..........................aprobado school report......................boletín prize................................premio GCSE ...............................graduado de Secundaria holidays............................vacaciones

SUBJECTS computer studies ................informática maths ..............................matemáticas history .............................historia geography .........................geografía science.............................ciencias biology .............................biología chemistry..........................química physics .............................física languages..........................idiomas English .............................ingles physical education ..............E.F. religion ............................religión French .............................Francés

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Zero scores in team games are usually called nil. In tennis, table tennis , it is used the word love In British English And is used before the last two figures (tens and units) of a number.

Manchester three; Liverpool nil Fifteen - love ; your service.

325: three hundred and twenty-five. 3,077: three thousand and seventy-seven. Note that in writing, commas (not a full stop) are used to separate thousands.

There are two ways of saying dates. Ordinal numbers are used. We write the preposition on with dates. 1 /08 /2009 : On the first of August / August the first…

The words hundred, thousand and million can be used in the singular with a or an, but not alone. A is more common in an informal style. I want to live a hundred years. The journey took exactly one hundred days.

When dates are written the, of and often the ordinal ending (-th) are dropped. Years are usually said in two halves. 1986 : nineteen eighty-six To say the time we can use , digital numbers or time expressions : What’s the time? 12:15 . It’s twelve fifteen / It’s a quarter past twelve

Simple fractions are expressed by using ordinal numbers

¾ : three fourths   ¾

: one third

Decimal fractions are said with each figure separate.. we use a full stop, called “point”, not a comma, before the fraction.

In phone numbers we say each figure separately. 0 is called / әu /. And if a number is repeated we say double. 6532209 : six five three double two o nine.

0.5 : nought point five Ordinal numbers are used for Kings and Queens. Henry VIII: Henry the Eighth The figure 0 is normally called nought in British English and Zero in American English. When the numbers are said figure by figure 0 is often called /әu / like the letter O. My account number is 41326069 : four one three two six o .. In measurements, like temperature is called zero 0º : Zero degrees Centigrade.

The singular of pence is penny. 1p : one penny Informal : one p / pi / 5p : five pence five p / pi / In sums with pounds, the letter p is dropped. £3.75 : Three pounds seventy-five

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Exercise 1

Write how you would say these numbers or figures. 1. 2.

1. Addition 2+ 3 = 5 Two and three is / are five Two plus three is /equals five

2. Subtraction

3. 4. 5. 6. 7.

7-4=3

8.

Four from seven is / leaves three Seven minus four is /equals three

9.

3. Multiplication

10.

5 x 2 = 10 Five times two is / makes ten Five multiplied by two equals ten

4. Division

………………………………………………………………………

11. 12. 13. 14.

9:3=3 Nine divided by three equals three

He was born 3 -January 1975 ……………………………………………………………………………………… His telephone number is 956 447 201 ……………………………………………………………………………………… Juan Carlos I is the King of Spain. ……………………………………………………………………………………… How much are those trainers? They are £ 103.50 ……………………………………………………………………………………… He lives on the 15 floor. ……………………………………………………………………………………… Who won the match? Real Madrid beat Manchester United 1-0 ……………………………………………………………………………………… My cousin won 1,500,000 Є in the lottery two years ago. ……………………………………………………………………………………… ¼ + ½ = ¾.

15.

Nadal is winning 40-0 in the 1st game. ……………………………………………………………………………………… When is Tom’s birthday? His birthday is on 30 / 3 …………………………………………………………………………………….. What time is it, please? It ‘s 19:40 ……………………………………………………………………………………… The temperature now is 0º C. ……………………………………………………………………………………… 10 - 1.5 = 8.5 ……………………………………………………………………………………… 352 + 1760 = 2112. ……………………………………………………………………………………… 27 : 3 = 9 ……………………………………………………………………………………..

Exercise 2

Exercise 3

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

1. The concert is the two of May. ……………………………………………………………. 2. One thousand and three hundreds. …………………………………………………………… 3. He died in one thousand nine hundred and sixty two. …………………………………………………………… 4. Manchester beat Liverpool three zero. …………………………………………………………… 5. My phone number is six nil one two four nine nine five. …………………………………………………………… 6. Henry the Eight was born in Greenwich. …………………………………………………………… 7. The car cost a lot of money, thirty thousands euros. …………………………………………………………… 8. How much is three time six? …………………………………………………………… 9. His birthday is the eleven January. …………………………………………………………… 10. The lesson starts at nine thirtieth.

Write the following numbers 1968 ( year) …………………………………………………. 21st ………………………………………………… 6374420 ( ) ………………………………………………. 5 + 7 =12 ……………………………………………….. £100,65 ………………………………………………… 5ºC ………………………………………………… Elisabeth I ……………………………………………….. 2/5 (fraction) ……………………………………........... 6-0 (football) ………………………………………………. 15-0 (tennis) ……………………………………………….. 18/10/1999 ……………………………………………….. 4 x 9 = 36 ……………………………………………….. 15 : 5 = 3 ……………………………………………….. 1,950,011 ……………………………………………….. ……………………………………………….. 3rd 100 ……………………………………………….. 1,000 ……………………………………………….. 1,000,000 ……………………………………………….. 502 ……………………………………………….. Henry II ………………………………………………. 50,20 Є ………………………………………………. 30 – 19 =11 ………………………………………………. 2010 (year) ……………………………………………….

Correct the flollowing numbers.

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Irregular Verbs 3 ESO

Irregular Verbs INFINITIVE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

be beat become begin bend bet bite bleed blow break breed bring build buy catch choose come cost cut deal do draw dream drink drive eat fall feed feel fight find fly forbid foretell forget forgive freeze get give go grow hang have hear hide hit hold hurt

PAST SIMPLE

PAST PARTICIPLE

TRANSLATION

was, were beat became began bent bet bit bled blew broke bred brought built bought caught chose came cost cut dealt did drew dreamt drank drove ate fell fed felt fought found flew forbade foretold forgot forgave froze got gave went grew hung, hanged had heard hid hit held hurt

been beaten become begun bent bet bitten bled blown broken bred brought built bought caught chosen come cost cut dealt done drawn dreamt drunk driven eaten fallen fed felt fought found flown forbidden foretold forgotten forgiven frozen got given gone grown hung, hanged had heard hidden hit held hurt

estar derrotar, golpear convertirse en, hacerse empezar doblar apostar morder sangrar soplar romper(se) criar traer construer comprar coger, atrapar elegir venir, llegar costar cortar tratar hacer dibujar soñar beber conducir comer caerse alimentar sentir luchar encontrar volar prohibir predecir olvidar perdonar congelar conseguir, recibir dar ir(se) crecer, cultivar colgar, tender tener, tomar, haber oír esconder golpear sujetar doler, hacer daño 10

Irregular Verbs 3 ESO

INFINITIVE

PAST SIMPLE

PAST PARTICIPLE

TRANSLATION

49 50 51 52 53 54 55 56 57 58 59 60 61

keep know lay learn leave lead lend let light lose make mean meet

kept knew laid learnt left led lent let lit lost made meant met

kept known laid learnt left led lent let lit lost made meant met

62 63 64 65

pay put read ride

paid put read rode

paid put read ridden

66

ring

rang

rung

67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85

run say see sell send sew shake shine shoot show shrink shut sing sink sit sleep speak spell spend

ran said saw sold sent sewed shook shone shot showed shrank shut sang sank sat slept spoke spelt spent

run said seen sold sent sewn shaken shone shot shown shrunk shut sung sunk sat slept spoken spelt spent

86 87 88 89 90 91 92 93

spread spring stand steal stick stink sweep swim

spread sprang stood stole stuck stank swept swam

spread sprung stood stolen stuck stunk swept swum

continuar, seguir saber, conocer poner, extender aprender, enterarse de irse, dejar encabezar, dirigir prestar dejar (autorizar) encender perder hacer, fabricar significar, querer decir conocer, reunirse, quedar, encontrarse con alguien pagar poner leer montar (caballo, moto, bici…)) tocar (el timbre) sonar (el teléfono) correr decir ver vender enviar coser agitar, sacudir brillar, relucir disparar mostrar encoger cerrar cantar hundirse sentarse dormir(se) hablar deletrear gastar (dinero), pasar (tiempo) extender aparecer, brotar estar de pie robar pegar, colgar apestar barrer nadar 11

Irregular Verbs 3 ESO

INFINITIVE 94 95 96 97 98 99 100 101 102 103 104 105

take teach tell think throw understand wake wear weep wet win write

PAST SIMPLE

PAST PARTICIPLE

TRANSLATION

took taught told thought threw understood woke wore wept wet, wetted won wrote

taken taught told thought thrown understood woken worn wept wet, wetted won written

coger, llevarse enseñar decir, contar pensar tirar, arrojar entender despertar(se) ponerse, llevar puesto llorar humedecer, mojar ganar escribir

12

English spelling often appears to be totally illogical. The following rules can help you to decode the mysteries of English spelling. But remember, even the best rules have their exceptions. ADDING -ING/-ED Spelling Rule Just add -ing or -ed to the end of the base verb: work > working > worked, play > playing > played, open > opening > opened Exceptions: If the base verb ends in:

do this:

and add:

For example:

consonant + vowel + consonant and a stressed syllable

double the final consonant

-ing -ed

stop > stopping > stopped begin > beginning tap > tapping > tapped But, for example: open > opening > opened (because no stress on last syllable of open)

consonant + -e

remove the -e

-ing -ed

phone > phoning > phoned dance > dancing > danced make > making rake > raking > raked dye > dying > dyed

-ie

change the -ie to -y

-ing

lie > lying die > dying

nothing

-d

lie > lied die > died

ADDING -S We add -s to words for two reasons: 1. to make plural nouns (boy > boys) 2. to form the 3rd person singular of the present simple tense (you work > he works) Spelling Rule Just add -s to the end of the word, for example: dog > dogs, play > plays, demand > demands Exceptions: If the word ends in:

do this:

and add:

For example:

-ch -s -sh -x -z

nothing

-es

church > churches mass > masses brush > brushes fax > faxes box > boxes chintz > chintzes

-f -fe

remove the -f or -fe

-ves

wife > wives calf > calves except: beliefs, chiefs, dwarfs, griefs, gulfs, proofs, roofs

consonant + -y

remove the -y

-ies

spy > spies baby > babies

Note: words that end in -o normally just add s, except: buffalo > buffaloes ; cargoes (or cargos) ; domino > dominoes ; echo > echoes ; go > goes ; grotto > grottoes halo > haloes ; hero > heroes ; mango > mangoes ; mosquito > mosquitoes ; motto > mottoes (or mottos) ; potato > potatoes ; tomato > tomatoes ; tornado > tornadoes ; torpedo > torpedoes ; veto > vetoes ; volcano > volcanoes

13

THE BEGINNING OR INTRODUCTION Good morning/afternoon everybody. GETTING PEOPLE ATTENTION • Great, shall we start? • Right / Well / Ok. Let’s start. GIVE TITLE AND INTRODUCE SUBJECT • I plan to talk about… • Today I’m going to talk about… • The subject of my presentation is… • My talk will last about … minutes. • I will speak for 15 minutes. GIVE YOUR OBJECTIVES • What I would like to do today is to explain, to illustrate… TRANSITIONS • Now let us turn to point one. • Let us now move to the second part… THE MIDDLE OR THE BODY • There are three things we have to consider: one… • First of all… • In the first place… LINKING IDEAS To give an example: • Now let’s take an example. • To illustrate this… • For example • For instance To rephrase: • In other words • Another way of saying the same thing is… • That is to say… To summarize: • To summarize • To sum up THE END OR CONCLUSION • In conclusion, I would like to say that… • Finally… • As a conclusion… • I’d be happy to answer any questions. • If there are any questions, please feel free to ask. •

The purpose of a PowerPoint presentation is to support a spoken presentation. • Don’t repeat what is written on the slides –explain what’s on the slide and add to it. • The text on each slide should be written in point form –avoid full sentences. • Every slide should have a title. • The background colour of your slide should contrast with the font –do not use patterns with lots of colours. • Your font size should not be smaller than 18 points, otherwise people at the back of the room won’t be able to read it. • The best way to show statistics or trends is with a graph.

I mean Well Well, you see So You know what I mean OK Right Let’s see My point is… How shall I put it? What’s the word for it? Now, let me think… It’s on the tip of my tongue… That’s an interesting question…

Create • • •

and present a PowerPoint presentation. Research one of the issues talked about in class. Create a PowerPoint presentation to go with your oral presentation. Give your presentation in front of the class.

14

MY FIRST BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 4 session: 5 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great. MY SECOND BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 4 session: 5 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great.

15

MY THIRD BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 4 session: 5 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great. MY FOURTH BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 5 session: 4 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great.

16

MY FIFTH BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 4 session: 5 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great. MY SIXTH BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 4 session: 5 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great.

17

MY SEVENTH BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 4 session: 5 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great. MY EIGHTH BOOK:

I started to read..................................................... on the ............................. It was written by .................................................................... and published by .............................................................. in the year ................................. I STOPPED READING ON PAGE: st nd 1 session: 2 session: th th 4 session: 5 session: SUMMARY

rd

3 th 6

session: session:

WORDS I LOOKED UP

I finished reading this book on the ................................. It was awful/ boring/ nice/ interesting/ great.

18

Title Author Publisher and date Main characters Setting

Plot. What happens in the story?

My comments about the book

Would you recommend the book? Why?

Twenty words you have learnt reading the book ENGLISH

SPANISH

ENGLISH

SPANISH

19

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 1 "POP FAMILIES" Discussion Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Model Answers

What's your name? What's your favourite boy's/girl's name? Why? What's your surname? How do you spell it? Is your name special?

1. My name is... 2. My favourite boy's name is ... I like the way it sounds. 3. Sánchez. S-A-N-C-H-E-Z 4. Yes, it is. My grandmother's name is ... too. My parents liked it. Who is your best friend? 5. My best friend is ... When is your birthday? 6. My birthday is on the 5th June. 7. I am from Antequera. It is a city in the south of Spain. Where are you from? Where is...? 8. There are ... in my family How many people are there in your family? Do you know this band? What kind of music do 9. I think they are ... They play pop/rap/... music. they play? 10. My favourite band is... What's your favourite band?/ pop group? 11. My favourite male/female singer is ... Who's your favourite male/female singer? 12. It is ... What's your favourite song?/album?/clip? 13. My favourite instrument is ... What is your favourite instrument in a band?

*QUESTIONS 10-13 CAN BE ASKED AS AN OPEN QUESTION: Tell me about your favourite band. Useful vocabulary The Alphabet Numbers (for dates) Months of the year. Families Instruments Types of music

Useful help Don't panic

Ask for help

Speak slowly = good pronunciation Repeat if necessary

Don't be silent: communicate

Use the essential classroom language!

Other expressions Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

20

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 2 "FAMILIAR FACES" Discussion Questions 1. 2. 3. 4.

Model Answers

What's your name? What's your favourite boy's/girl's name? Why? What's your surname? How do you spell it? Is your name special?

1. My name is... 2. My favourite boy's name is ... I like the way it sounds. 3. Sánchez. S-A-N-C-H-E-Z 4. Yes, it is. My grandmother's name is ... too. My parents liked it. 5. Who is your best friend? 5. My best friend is ... 6. When is your birthday? 6. My birthday is on the 5th June. 7. I am from Antequera. It is a city in the south of Spain. 7. Where are you from? Where is...? 8. I'm ... years old. 8. How old are you? 9. Yes, I have. No, I haven't. 9. Have you got any brothers/ sisters? 10. Look at the photo. Has he got a moustache/ 10. Yes, he has/ No, he hasn't. beard/etc? 11. DESCRIPTION: a member of your family. Bring 11. This is ................. . She is my .............. She is ... years a photograph and make a description. Talk about old. She is tall/short and slim/fat. She's got short/long blonde/brown/red hair and ... eyes NAME, AGE, HAIR, EYES.

Useful vocabulary The Alphabet Numbers (for dates) Months of the year. Parts of the body

Don't panic!

Useful help

Ask for help

Speak slowly = good pronunciation Repeat if necessary

Don't be silent: communicate

Use the essential classroom language!

Other expressions Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

21

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 3 "SPORT"

Discussion Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Model Answers

What time do you get up? What do you do in the mornings? What time do you have lunch? What do you do in the afternoons? What time do you have dinner? What do you do in the evenings? What time do you go to bed? Are you an active person?

1. I get up at ... 2. I usually ..., I also... . At the weekend, I ... 3. I have lunch at... 4. I usually ..., I also... . At the weekend, I ... 5. I have dinner at... , but at the weekend I... 6. I usually ..., I also... . At the weekend, I ... 7. I go to bed at... 8. Well, if you ask me, I think that ...I am an active person (I do lots of sports)/ I am very lazy (I don't do any sport) Who is your favourite sportsperson? 9. My favourite sportsperson is ... What's your favourite sport? Why? 10. My favourite sport is ... because I think it is... (USEFUL VOCABULARY) Do you support any sport team? Which one? 11. I support ... What is your favourite sport at Pedro Espinosa 12. It is ... school? Tell me 3 examples of indoor/ outdoor sport. 13. ...

Useful vocabulary

Useful help

The time Parts of the day Sports

Don't panic

Adjectives for sports: exciting, energetic, good fun, great, fast...

Speak slowly = good pronunciation

Ask for help

Repeat if necessary

Don't be silent: communicate

Use the essential classroom language! Other expressions Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

22

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 4 "FASHION"

Discussion Questions 1. 2. 3. 4. 5. 6. 7. 8.

Model Answers

Are you a fashion victim?

1. Yes, I am! I love clothes!/ No, I'm not interested in fashion. What are you wearing at them moment? 2. I am wearing... What is your favourite piece of clothes? 3. My favourite piece of clothes is ... ( a pair of jeans, a skirt, etc) Describe the following photograph: use the 4. They are drinking tea. They are sitting... (PAGE 29) present continuous. What is he/she wearing? 5. The man/woman in the photo is wearing... and... What do you usually wear to school? 6. I usually wear .......... to school. What is your favourite outfit for a night out? 7. My favourite outfit for a night out is... What colours do you prefer? 8. When it comes to ... I prefer

9.

Are you fond of brands? What is your favourite 9. Yes, I am. /No, I'm not. My favourite brand is...(Nike) clothes brand? 10. Adverts on TV are exciting. What is your 10. My favourite advert is... favourite one?

Useful vocabulary Present continuous: VERBS (Important for photographs) Clothes Expressions to describe clothes: cool! They look great on me! They are comfortable

casual smart

Useful help Don't panic

Ask for help

Speak slowly = good pronunciation Repeat if necessary

Don't be silent: communicate

Use the essential classroom language! Other expressions

Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

23

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 5 "Animal facts" Discussion Questions 1. 2.

Model Answers

Do you like animals? What is your favourite 1. Yes, I do. My favourite animal is ... because it is.../ No, animal? Why? I don't. I hate animals. What is your least favourite animal? Why? 2. My least favourite animal is... It is...! (Useful vocabulary)

3.

Have you got any pet? What is it? What is its 3. Yes, I have. It is a (cat). Its name is... . It is ... years old. name? How old is it? (If you haven't, do you It can open doors! / No, I haven't, but my cousin has got a know anybody who has?) dog. Its name is... . It is ... years old. It can open doors!

4.

What can this animal do?

4. This animal can fly/talk/swim/run fast, etc.

5. 6. 7. 8.

Can you ... ? (PAGE 40) Can your mother/father speak English? French? Say three animals that live in the water. Look at the images and tell the classroom instructions. Use the imperative.

5. Yes, I can/ No, I can't. 6. Yes, she/he can. No, she/he can't 7. ... 8. Examples: Close your books! Look at the board.

Useful vocabulary

Useful help

Animals Imperatives

Don't panic

Adjectives to describe animals

Speak slowly = good pronunciation

Ask for help

Repeat if necessary FAVOURITE: friendly, cute, sweet, energetic, good fun, Don't be silent: communicate independent... LEAST FAVOURITE: scary, moody, agressive, dirty, Use the essential classroom language! dependent... Other expressions Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

24

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 6 "Extreme conditions"

Discussion Questions

Model Answers

1.

What is the weather like in winter in your town? 1. In winter, it is ... and ... . However, it is ... and ... in And in summer? summer.

2.

What is your favourite weather? What is your favourite season of the year? Imagine your ideal landscape in the world. Describe it. Use THERE IS/ THERE ARE

3.

2. My favourite weather is hot and sunny/ cold and wet... My favourite season of the year is... 3. My ideal landscape is an island. There are two beaches, there is a mountain, etc.

4.

Imagine your ideal landscape in the world. What 4. It is hot and dry. In the mornings, it is... In the is the weather like? evenings, it is...

5.

Look at the photos. Describe the photos. Use the 5. The man/woman in the photo is ...-ING. There is a PRESENT CONTINUOUS for actions and sofa... THERE IS/ THERE ARE. What is the best season of the year for... playing 6.The best season of the year for ... is winter/etc football/ go hiking/ go out in the evening...?

6.

Useful vocabulary The weather Seasons Months of the year

Useful help Don't panic

Ask for help

Speak slowly = good pronunciation Repeat if necessary

Don't be silent: communicate

Use the essential classroom language! Other expressions Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

25

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 7 "Schooldays" Discussion Questions 1. 2. 3.

Model Answers

What is your favourite school subject? Why?

1. My favourite school subject is ... because it is (USEFUL VOCABULARY) What is your least favourite school subject? 2. My least favourite school subject is... because it is Why? (USEFUL VOCABULARY)

4.

What was your favourite subject when you were 3. My favourite subject at Primary school was... 10? How was last year at school? 4. Last year at school was fantastic/ok/terrible

5. 6.

How were your exams? Who was your favourite teacher last year? Why?

7. 8. 9.

5. My exams were easy/OK/difficult. Especially... 6. My favourite teacher last year was ... because she/he was... Can you name a famous person who wasn't a 7. (SEE P. 53) good student at school? Name 5 school subjects. 8. (SEE P. 53) What time do you have English/maths/etc on 9. I've got English/maths/etc on Tuesdays. Tuesdays?

10. Where were you at 5 o'clock yesterday? 10. I was ... at 5 o'clock yesterday. 11. Was your father working at 6 o'clock last 11. Yes, he was./ No, he wasn't. Monday?

Useful vocabulary

Useful help

School subjects Adjectives to describe subjects: interesting, funny, Don't panic Ask for help practical, exciting – boring, difficult, abstract...

Speak slowly = good pronunciation Adjectives to describe teachers: interesting, friendly, good fun, creative, energetic – boring, old-fashioned, Repeat if necessary demanding, strict... Don't be silent: communicate

Use the essential classroom language!

Other expressions Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

26

IES Pedro Espinosa English Department

Academic Year 201.../ 201... Name: ...................................

Oral exam preparation: UNIT 8 "Festivals and holidays" Discussion Questions

Model Answers

1.

What is your favourite food?

1. My favourite food is...

2.

Describe your favourite feast.

3.

What did you do yesterday?

2. To start with, we will have some pizza, then, we'll have ... Finally, we'll have... 3. I played football/ I revised for a test...

4.

Did you read any books last year? Which ones?

4. Last year I read...

5.

Did you visit anything special last summer? 5. Yes, I visited... Where did you go? How did your family celebrate Christmas last 6. We visited, we celebrated... year?

6. 7. 8.

Can you cook? Did you cook anything for your 7. Yes, I can. I cooked ... some pasta/a pizza/ some rice. family in the last 6 months? What was it? Imagine that you were on holidays last week. 8. On Monday, I climbed a mountain. On Tuesday, I Describe what you did every day. visited a museum...

Useful vocabulary Verbs Food

Useful help Don't panic

Ask for help

Speak slowly = good pronunciation Repeat if necessary

Don't be silent: communicate

Use the essential classroom language! Other expressions Helping you to explain ideas: What is more, ... Actually, ... As a matter of fact, ... Opinion I think, ... In my opinion, ... If you ask me, ...

Essential classroom language I'm sorry, I don't understand. Can you repeat please? Can you speak more slowly, please? Can you spell that word for me, please? Let me think... That's a difficult question... I'm not sure about this question... I don't know...

27

________________________________________________________________________________________ TITLE: MY FOOD AND I LEVEL: A2.2

DATE: __ / __ / ____

SKILL: Spoken Interaction

TIMING: 20'

Cross Curricular Issues: Nutrition Habits Individual Work: __

Pair Work: X

Group Work: __

PEL LEARNING AIM: I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, etc. I can speak about my hobbies and interests in a simple way. I have enough vocabulary to interact in simple everyday situations.

Dan is talking about food. Read the following text I love salads: My favourite meal is tomato salad. My dad usually prepares a delicious tomato salad with feta cheese every Saturday. I don’t like fish: it is healthy, but I never eat fish... My sister can cook fish and chips. In my opinion fish and chips is OK, but I don’t really like it. I eat fish three times a week! Doctors say it is healthy. I love chocolates: I eat them every day at school. Doctors say chocolates are bad for you...

28

________________________________________________________________________________________

1. What’s your favourite food? Look at the model and the photos above to talk about food. 2. Use the expressions below to help you. 3. Take turns and when you finish, listen to your classmate.

-

+ I love... ! I like It's my favourite... !

I mean... I have... for lunch I never eat... Usually... Once a week... Three times a week...

I hate... ! I can't stand... I don't like...

In my opinion... I think...

HEALTHY - UNHEALTHY Too salty/greasy/oily Too heavy

Yummy! Tasty! Delicious!

It's OK

It doesn't taste good

I don't mind...

It makes me feel sick

ME

MY TEACHER

CRITERIA Level: A2.2 Skill: Spoken Interaction

Could you talk about the food in the photographs? What were the most important problems/ challenges you had to face: finding the right word, pronunciation, grammar rules? Speaking a foreign language is a matter of patience and practice. Well done! •

I can speak about my hobbies and interests in a simple way.



I have enough vocabulary to interact in simple everyday situations.

Remember you can visit the e-ELP website and fill in your own ePEL.

29

________________________________________________________________________________________ TITLE: TRAVELLING IN SPACE LEVEL: A1.3

DATE: __ / __ / ____

SKILL: Listening

TIMING: 20'

Cross Curricular Issues: Look after the Earth. Link to the British Council Individual Work: X

Pair Work: __

Group Work: __

PEL LEARNING AIM: I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand some words and phrases... on the radio or TV.

Exploiting a video online: BILLY AND SPLODGE IN A SPACESHIP This is Billly and Splodge. Billy and Splodge are in a spaceship. They are looking for animals in space. Every time Splodge sees another planet, everything on this planet is a different colour. Are there any animals there? http://learnenglishkids.britishcouncil.org/short-stories/our-colourful-world

30

________________________________________________________________________________________

1. First, make sure you understand the words in the box that appear on the video (look them up and write them in your notebook if necessary): Forest

Trees

Leaves

Clouds

Sky

Volcano

Smoke

Sea

Shells

Sand

Sun

Desert

Sand

Snow

Hot

Cold

2. Watch and listen to the video as many times as necessary (To play the video: press Ctrl + Click on the link). 3. Remember to choose the right colour when necessary. 4. Find the missing animal and HAVE FUN!

CRITERIA

ME

MY TEACHER

Level: A1.3 Skill: Listening Comprehension I can understand some words and phrases... on the radio or TV.

Remember you can fill in your own Portfolio Europeo de las Lenguas.

31

________________________________________________________________________________________ TITLE: WHAT ARE THEY WEARING? LEVEL: A1.3

DATE: __ / __ / ____

SKILL: Listening

TIMING: 15'

Cross Curricular Issues: Healthy lifestyles Individual Work: __

Pair Work: X

Group Work: __

PEL LEARNING AIM: I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can listen to a recording and guess who is being described.

3 2

1

5 4

A

B

C

D

32

________________________________________________________________________________________

1. Look at the picture of the boys and girls. Think about colours and types of clothing and listen to the description of what they are wearing. 2. Match the person with the correct letter: (A, B, C, D). 3. Guess who is NOT being described. 4. Partner game. In turns, think about a boy or girl of the picture and describe him/her. Your partner must guess who he/she is.

ME

CRITERIA

MY TEACHER

Level: A1.3 Skill: Listening Comprehension I can listen to a description of what someone is wearing and guess who it is.

SCRIPT A. She is wearing a red shirt with a black skirt. She is wearing dark grey tights and red shoes. Her socks are white and the ribbon in her hair is also white. B. He is wearing brown jeans and red and white trainers. He is wearing a white and dark red T-shirt and a blue and brown belt. He is also wearing a red hat and a blue school bag. He has an orange ball and a wrist band. C. She is wearing blue jeans and red and brown trainers. She is wearing a purple T-shirt and a brown bag. D. She is wearing a red shirt with a black skirt. She is wearing white and blue tights and red shoes.

(Answers: 1-D / 2-B / 3-C / 4-__/ 5-A)

Remember you can fill in your own Portfolio Europeo de las Lenguas.

33

________________________________________________________________________________________ TITLE: SCHOOL SUBJECTS LEVEL: B1.1

SKILL: Listening Comprehension

DATE: __ / __ / ____ TIMING: 25'

Cross Curricular Issues: Education. Giving opinion and describing Individual Work: X

Pair Work: __ Group Work: __

PEL LEARNING AIM: I can understand the main points of clear standard speech on familiar matters regularly encountered at work, school or during my leisure time. I can follow and take part in a conversation on everyday issues or topics of general interest.

You are starting a Comenius year in Britain. Your new friends John and Fiona are talking about subjects and teachers. Listen to them.

34

________________________________________________________________________________________

TASK 1: Fill in the grid. Write the subject for each of the teachers and what John thinks of them. You can get some help from the box below. kind

patient

nice

Name

strange

strict

Subject

funny Opinion

Mr. Binns Mr. Smith

1 3

2 4

Mrs. Ross Miss Loach

5 7

6 8

Miss Delatour Mr. Fernández

9 11

10 12

TASK 2: Now listen again and focus on Fiona’s opinion on different subjects. Complete the grid. Get some help from the box below. practical

complicated

creative

Subject maths

1

history chemistry

2 3

English P.E.

4 5

Spanish

6

easy

useful

funny

Opinion

Now read the tapescript and check your answers.

CRITERIA

ME

MY TEACHER

Level: B1.1 Skill: Listening Comprehension

ANSWER KEY: TASK 1: 1-history, 2-nice, 3-maths, 4-patient, 5-English, 6-strict, 7-chemistry, 8-strange, 9-P.E., 10-funny, 11-Spanish, 12-kind. TASK 2: 1-easy, 2-complicated, 3-practical, 4-creative, 5-funny, 6-useful. In Task 1, I got all (6) , most (4-5) , half (3) , some (1-2) , none (0)  of the answers right. In Task 2, I got all (6) , most (4-5) , half (3) , some (1-2) , none (0)  of the answers right. TAPESCRIPT JOHN: Hola! Do you want to know about your teachers and subjects this year? Well, Mr. Binns, the history teacher, is very nice. Our maths teacher, Mr. Smith, is very patient: he doesn’t mind repeating a new concept until everybody in the class has caught it. Mrs. Ross, the English teacher, is very strict with grammar mistakes in compositions. She is really hard on us! Miss Loach is our chemistry teacher. She is very strange: she never says “hello” or “good-bye”. She glides in and out of the class like a ghost! Our P.E. teacher, Miss Delatour, is very funny: we all love her jokes! Finally, Mr. Fernández is our Spanish teacher (obviously). He is very kind to students and pay attention to all our problems. FIONA: My favourite subject is maths: it is very easy this year. History is quite complicated, as there are many dates and facts to remember, and I don’t have a good memory. Chemistry is a very practical subject.We do plenty of lab practice. English is a very creative subject: I love writing. P.E. is a funny subject, if you like playing sports such as hockey, lacrosse or rugby. Spanish is really useful to me, as I make holidays in Mijas!

Remember you can visit the e-ELP website and fill in your own ePEL.

35

________________________________________________________________________________________ TITLE: A WEATHER REPORT LEVEL: A1.2

DATE: __ / __ / ____

SKILL: Listening Comprehension

TIMING: 30'

Cross Curricular Issues: Science: geography and how to represent the weather on a map Individual Work: X

Pair Work: __ Group Work: __

PEL LEARNING AIM:

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

The weather 1. Estamos aprendiendo en clase a representar el clima en un mapa. 2. Escucha la grabación y dibuja los símbolos correspondientes en el país que nombre la locutora.

36

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1. Escucha la grabación tantas veces como sea necesario, tranquilamente, sin prisas. 2. Imprime la ficha y dibuja en cada país el símbolo correspondiente. Fíjate en los iconos que acompañan al mapa. En el caso de la niebla dibujamos dos o tres rayas onduladas. 3. Don’t forget:

4. Ahora puedes leer el texto que has escuchado y revisar los dibujos en tu mapa. SCRIPT:

Hello, everyone. This is Europe’s weather report. It is raining in Italy today. It’s cloudy and windy in Germany. It’s foggy and rainy in the United Kingdom. It’s snowing in Finland. It’s sunny and windy in Spain and it’s stormy in France. 5. Aquí puedes comprobar las soluciones

6. Si no has acertado todas las respuestas, repite la actividad. Seguro que cada vez colocarás mejor los símbolos en el lugar adecuado. ¡ÁNIMO!

CRITERIA

ME

MY TEACHER

Level: A1.2 Skill: Listening Comprehension Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho... Soy capaz de entender información muy sencilla sobre cuestiones básicas como el tiempo meteorológico.

Remember you can fill in your own Portfolio Europeo de las Lenguas.

37

________________________________________________________________________________________ TITLE: COOKING AN OMELETTE LEVEL: A1.2

DATE: __ / __ / ____

SKILL: Listening Comprehension

TIMING: 15'

Cross Curricular Issues: To listen to instructions Individual Work: X

Pair Work: __ Group Work: __

PEL LEARNING AIM:

Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho... Reconozco palabras y expresiones muy básicas y que se usan habitualmente, relativas a mí mismo, a mi familia y a mi entorno inmediato cuando se habla despacio y con claridad. Soy capaz de entender instrucciones muy básicas.

Match the words and expressions to the correct picture:

a) Frying pan. b) A pinch of salt.

c) To whisk the eggs. d) A bowl.

e) To pour oil.

Now, listen to the text and put these pictures in order

- First, break one or two eggs into a bowl. - Now, add a pinch of salt. - Whisk the eggs. - Next, pour a little olive oil to the frying pan and heat it. - Finally, put the omelette on a plate and eat it.

TEXTO PARA SER ESCUCHADO PERO NO MOSTRADO AQUÍ.

- Now, you can eat the omelette. Enjoy it!

38

________________________________________________________________________________________

1. Observa cada una de las imágenes y lee atentamente las palabras del recuadro. Utiliza el diccionario si lo consideras necesario. 2. Relaciona cada palabra con cada una de las imágenes. 3. Escucha las instrucciones con atención. 4. Escucha de nuevo las instrucciones una a una y ve relacionándolas con las imágenes. 5. Vuelve a escuchar las instrucciones y asegúrate de que las has relacionado todas con las imágenes y que están bien. 6. Consulta tus resultados con tu compañero/ a. 7. No olvides completar la sección “Evaluation”.

CRITERIA

ME

MY TEACHER

Level: A1.2 Skill: Listening Comprehension Soy capaz de entender instrucciones muy básicas para hacer una tortilla. Soy capaz de realizar la actividad sin ayuda de la seño o del profe.

Remember you can fill in your own Portfolio Europeo de las Lenguas.

39

________________________________________________________________________________________ TITLE: SPORTS AND HOBBIES LEVEL: A1.2

SKILL: Listening Comprehension

DATE: __ / __ / ____ TIMING: 30'

Cross Curricular Issues: Individual Work: X

Pair Work: __ Group Work: __

PEL LEARNING AIM:

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

Can you help the teacher? 1. Estos son los posters que han elaborado los/las alumnos/as de Mr. Roberts sobre sus aficiones. Lamentablemente han olvidado poner su nombre.

Name



Age

Michael Mel Rachel Rob

2. ¿Puedes ayudar al profesor a identificar a quién pertenece cada uno? Escribe el número del poster junto al nombre del alumno/a y su edad.

40

________________________________________________________________________________________

1. Escucha las grabaciones tantas veces como sea necesario. 2. Escribe en los cuadros en blanco el número de su poster y la edad, junto al nombre de cada alumno/a. 3. Don’t forget:

4. Ahora puedes comprobar las soluciones: Name



Age

Michael

4

9

Mel

2

8

Rachel

3

9

Rob

1

8

5. Si no has acertado todas las respuestas, repite la actividad. Seguro que esta vez reconocerás a todos los personajes.

CRITERIA

ME

MY TEACHER

Level: A1.2 Skill: Listening Comprehension Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho... Soy capaz de entender información breve sobre cuestiones personales básicas, por ejemplo, sobre deportes y aficiones.

A continuación puedes leer el texto que has escuchado y revisar los números que pusiste. SCRIPT: Michael: My name is Michael. I’m nine years old and this is my poster. I like swimming, playing football, running, dancing and playing computer games, but I don’t like playing tennis, reading, watching T.V., playing basketball or skating. Mel: Hello!, my name is Mel and I’m eight years old. This is my poster. I like playing football, skating, reading, skateboarding and doing karate. I don’t like swimming, skiing or dancing. Rachel: Hi!, my name is Rachel and I’m nine years old. This is my poster. I like skiing, playing football, dancing, swimming and skating but I don’t like reading, watching T.V., playing tennis or doing karate. Do you like my poster? Rob: Hello, my name is Rob and I’m eight years old. This is my poster. Look! I like watching T.V. and reading. I like swimming, playing tennis and playing basketball too. I don’t like playing computer games, running, playing football or dancing.

Remember you can fill in your own Portfolio Europeo de las Lenguas.

41

________________________________________________________________________________________ TITLE: CAN YOU HELP THE DETECTIVE? LEVEL: A1.2

SKILL: Listening Comprehension

DATE: __ / __ / ____ TIMING: 20'

Cross Curricular Issues: Individual Work: X

Pair Work: __ Group Work: __

PEL LEARNING AIM:

Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho... Reconozco palabras y expresiones muy básicas y que se usan habitualmente, relativas a mí mismo, a mi familia y a mi entorno inmediato cuando se habla despacio y con claridad.

Can you help the detective? - Este detective necesita ayuda para descubrir quién se esconde detrás de cada descripción, ¿puedes ayudarlo?

A

B

C

D

E

F

- Anota en cada rectángulo el número del personaje.

42

________________________________________________________________________________________

1. Escucha las descripciones tantas veces como sea necesario. 2. Escribe los números del personaje que se describe en los cuadros en blanco de la ficha. 3. SCRIPT: Texto de la grabación. A. She’s got straight blond hair, a big nose and a big mouth. She´s wearing a pink T-shirt, purple trousers and pink shoes. Ah!, she’s wearing glasses too. B. He’s got straight red hair, a big happy mouth and big ears. He’s got freckles too. He’s wearing a blue jacket, a blue Tshirt and black glasses. C. He’s got straight blond hair, a big nose and big ears. He’s wearing a blue shirt, a blue jacket and a tie. D. She’s got straight red hair, small eyes and a big mouth. She´s wearing a blue and red dress and blue shoes. E. She´s got long blond hair, small eyes, a small nose and big ears. She’s wearing a purple dress. F. He’s got short blond hair, a big mouth, a big nose and big ears. He is wearing an orange T-shirt, blue jeans and red and blue trainers. 4. Ahora comprueba tu respuestas: A

B 6

D

C 1

3

E 4

F 2

5

Si no has acertado todos los personajes, vuelve a escuchar la grabación con el texto delante y repite la actividad. Seguro que esta vez los acertarás todos, si no los aciertas... ¡ÁNIMO! ¡Verás cómo con la práctica lo consigues!

CRITERIA

ME

MY TEACHER

Level: A1.2 Skill: Listening Comprehension Soy capaz de identificar a las personas cuando describen alguna característica física de su rostro. Soy capaz de identificar a distintos personajes por las prendas de vestir que llevan puestas.

Remember you can fill in your own Portfolio Europeo de las Lenguas.

43

________________________________________________________________________________________ TITLE: WHERE IS MY FAMILY? LEVEL: A1.2

SKILL: Listening Comprehension

DATE: __ / __ / ____ TIMING: 30'

Cross Curricular Issues: Individual Work: X

Pair Work: __ Group Work: __

PEL LEARNING AIM:

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

Can you guess where my family is? 1. Escucha la grabación y descubre dónde está mi familia.

A

B

C

D

2. Escribe en cada cuadrado el número de mi casa.

44

________________________________________________________________________________________

1. Escucha las grabaciones tantas veces como sea necesario, con tranquilidad, no hay prisa. 2. Escribe en los cuadros en blanco el número de la casa del personaje que está hablando. 3. Ahora puedes comprobar las soluciones. A

B 3

C

1 D

4

2

4. Si no has acertado todas las respuestas, repite la actividad. ¡Seguro que cada vez reconocerás más cosas cuando las oigas, recuerda que PRACTICE MAKES PERFECT!

CRITERIA

ME

MY TEACHER

Level: A1.2 Skill: Listening Comprehension Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho... Soy capaz de identificar distintos miembros de una familia.

A continuación puedes leer el texto que has escuchado y revisar los números que pusiste.

SCRIPT A. I live with my grandad, my dad, my mum, two sisters and one brother. B. I live with my mum, my dad, my sister and my baby sister. C. I live with my grandad, my dad, my brother, my sister and my baby brother. D. I live with my mum, my sister, my brother and my dog.

Remember you can fill in your own Portfolio Europeo de las Lenguas.

45

________________________________________________________________________________________ TITLE: THIS IS ME LEVEL: A1.2

DATE: __ / __ / ____

SKILL: Listening Comprehension

TIMING: 20'

Cross Curricular Issues: Individual Work: X

Pair Work: __ Group Work: __

PEL LEARNING AIM:

Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho... Reconozco palabras y expresiones muy básicas y que se usan habitualmente, relativas a mí mismo, a mi familia y a mi entorno inmediato cuando se habla despacio y con claridad. Soy capaz de entender información breve sobre cuestiones personales básicas o asuntos de inmediata necesidad en conversaciones muy sencillas.

Hello, my name is Sally. I've got one I'm Paul. I've got two sisters and one brother. I live in a big house. I've got a brother. I live in a flat. I've got a pet pet dog. I like playing football. hamster. I like reading. My name is Claire. I've got no brothers Hello, my name is Vlad. I've got one brother or sisters. I live in s small house. I've got and one sister. I live in an old castle. I've a pet tortoise. I like playing videogames. got a pet bat. I like flying at night.

46

________________________________________________________________________________________

1. Observa todas las imágenes e intenta imaginar qué quieren decir. 2. Puedes utilizar el diccionario si lo crees conveniente. 3. Primero, escucha cada uno de los textos atentamente. 4. Después, vuelve a escuchar y une cada personaje con la ilustración que le corresponda. 5. Escucha de nuevo cada texto y comprueba tus respuestas. 6. Compara tus resultados con los de tu compañero. 7. Reflexiona sobre la actividad y rellena la parte de la “Evaluación”.

CRITERIA

ME

MY TEACHER

Level: A1.2 Skill: Listening Comprehension Soy capaz de comprender los textos sobre diferentes personas. Soy capaz de realizar la actividad sin ayuda de la seño o del profe.

Remember you can fill in your own Portfolio Europeo de las Lenguas.

47

Grammar

48

49

50

51

52

53

54

55

56

57

58

59

IES Pedro Espinosa (Antequera) School Year 2014-15

The English Department

The Imperative The imperative is very useful for instructions!

ACME 58 MUSIC SYSTEM. USER'S MANUAL

These words are missing from the instructions!!! Complete them with the following words from the box. push

place

turn

set up

press

select

1) …...............................time and date. 2) …...............................a language 3) …...............................the eject button to open the disc door. 4) …...............................a CD on the CD tray. 5) …...............................“play” button 6) …...............................the volume up or down with the remote control.

60

Exercises A. Turn the affirmative sentences in negative sentences 1. Close the door. 2. Stop. 3. Turn right. 4. Sit down. 5. Be quiet. 6. Go straight. 7. Pass the bank. 8. Cross the road. 9. Turn left. 10. Walk to the corner. 11. Look at the map. 12. Listen to the teacher. 13. Come here. 14. Read this book. 15. Practice with the exercises. 16. Jump. 17. Run 18. Talk. 19. Go away. 20. Please, wait for me. 21. Have a nice day. 22. Enjoy yourself. 23. Turn down the radio. 24.Help me with this bag.

B. At home, look for a manual with instructions in English. Look for IMPERATIVES!!! OBJECT: …..................................... 1) …..................................... 2) …..................................... 3) …..................................... 4) …..................................... 5) ….....................................

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