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Educación secundaria para persoas adultas

Ámbito da comunicación. Lingua inglesa

Educación a distancia semipresencial

Módulo 2

Unidade didáctica 6

English in mind

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UNIDADE DIDÁCTICA 6

1. Programación da unidade....................................................................................................3

1.1 Encadramento da unidade no ámbito da comunicación................................................3

1.2 Descrición da unidade didáctica ...................................................................................3

1.3 Obxectivos didácticos ...................................................................................................4

1.4 Contidos da unidade......................................................................................................5

1.5 Actividades e temporalización......................................................................................6

1.6 Recursos materiais ........................................................................................................6

1.7 Avaliación .....................................................................................................................6

2. Secuencia de actividades.....................................................................................................7

3. Language Review..............................................................................................................20

4. Portfolio ............................................................................................................................24

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1. Programación da unidade

1.1 Encadramento da unidade no ámbito da comunicación

Unidade 1: Hello?... Hi? Bloque 1

Unidade 2: Ready to go?

Unidade 3: English online MÓDULO 1

Bloque 2 Unidade 4: Let’s learn more (surfing the net)

Unidade 5: Let me tell you about Bloque 1

Unidade 6: English in mind

Unidade 7: Let’s read MÓDULO 2

Bloque 2 Unidade 8: The way we live

Unidade 9: The media Bloque 1

Unidade 10: Publicity

Unidade 11: Audiovisual technology MÓDULO 3

Bloque 2 Unidade 12: English alive

Unidade 13: Getting to know you Bloque 1

Unidade 14: Professional English

Unidade 15: Let’s learn MÓDULO 4

Bloque 2 Unidade 16: Learn more

1.2 Descrición da unidade didáctica Esta unidade encádrase dentro do bloque 1 do módulo 2 e denomínase “ENGLISH IN

MIND”.

Para que o alumnado aprenda activando todas as competencias, deberase potenciar a súa

responsabilidade e autonomía na construción da súa aprendizaxe. O profesor axudarao a

adestrarse nas estratexias de aprendizaxe, de comprensión, expresión e mediación, co fin de

desenvolver as actividades comunicativas.

Tal e como recolle o currículo da ESA, o ámbito de comunicación oriéntase á adquisición de

destrezas que permitan o uso pleno das linguas nun amplo abano de contextos. Constitúe o

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ámbito privilexiado para o progreso da competencia en comunicación lingüística en toda a

súa extensión, gardando unha relación moi estreita con outras competencias básicas.

Na unidade 6, como continuación da unidade anterior, o contexto para poñer en acción as

destrezas comunicativas centrarase na área temática de bens e servizos: pedir información

básica sobre horarios, seguir instrucións sinxelas sobre servizos, supermercados, restaurantes,

etc. Comprender preguntas, indicacións, información sobre gustos, intereses, cantidades,

horarios e situación de lugares, así como as expresións máis usuais que lle son dirixidas ao

alumnado adulto directamente nas interaccións cotiás (na rúa, nos servizos públicos, tendas,

restaurantes, etc.).

Como oínte deberá ser quen de comprender instrucións básicas e seguir indicacións sinxelas.

Importante nesta unidade será tamén captar a información relevante de instrucións.

1.3 Obxectivos didácticos 1 Comprender a idea xeral de mensaxes breves e conversacións sobre temas próximos

ao alumnado adulto, sempre que se emitan cunha pronunciación estándar e facendo

uso das estratexias básicas de comprensión das mensaxes orais.

2 Comprender e dar instrucións e indicacións moi breves e sinxelas se se formulan a

modo e articuladas claramente, e reaccionar adecuadamente ante elas, aínda que sexan

necesarias repeticións e aclaracións, e se teña que recorrer ao uso de estratexias

paralingüísticas.

3 Comunicarse en conversas sinxelas que requiran o intercambio de experiencias

persoais e de actividades cotiás e de necesidade inmediata, mediante frases

memorizadas, breves e illadas, da linguaxe formal e informal, por exemplo, nun

restaurante.

4 Empregar normas básicas e sinxelas de cortesía, ofrecer e rexeitar. Utilización

adecuada das expresións relativas á expresión do acordo, do desacordo, do interese,

da posibilidade e imposibilidade, así como á expresión de números, cantidades, horas

e expresións temporais sinxelas relacionadas co presente e co pasado.

5 Escribir notas e mensaxes moi breves e sinxelas relativas a necesidades inmediatas,

indicando horas, número, prezo, empregando palabras e expresións moi básicas de

uso habitual, e frases e oracións simples e illadas, en tempo presente e pasado e

enlazadas con conectadores elementais.

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1.4 Contidos da unidade COMUNICACIÓN

ORAL

� Valoración positiva das intervencións orais propias e alleas.

� Esforzo e interese no uso da lingua oral.

� Uso de estratexias de comprensión das mensaxes orais: contexto verbal e non verbal e coñecementos previos sobre a situación, así como identificación de palabras clave.

� Produción de mensaxes orais breves e coherentes sobre temas de interese persoal e cunha pronuncia que non dificulte a comunicación.

COMUNICACIÓN ESCRITA

� Comprensión da información xeral e específica en diferentes tipos de textos, en soporte papel e dixital, auténticos e adaptados, sobre asuntos relacionados coas áreas temáticas.

� Recoñecemento e iniciación no uso dalgunhas fórmulas que diferencian a linguaxe formal e informal nas comunicacións escritas na lingua inglesa.

COÑECEMENTO DA LINGUA

� Identificación de elementos morfolóxicos no uso da lingua: substantivo, verbo, adxectivo, adverbio, preposición, etc. Revisión das estruturas anteriores e fincapé no tempo pasado a través do pasado simple e pasado continuo nas súas formas afirmativas, negativas e interrogativas. I’d like.... How much is/are...? some/any, little/few, cuantificadores, there’s no..., should. Fincapé nos adverbios de frecuencia. Fincapé nos nomes contables e incontables.

� Ampliación de expresións comúns, de frases feitas e de léxico apropiado a contextos concretos, cotiáns e das áreas temáticas.

� Expresións: here you are, here’s your change, in cash, containers (a piece of, bags of, bottle of, cup/glass of...), snacks (crisps, coffee, tea, sandwiches, biscuits, fruit, etc.), supermarket, store. Smoking (not) allowed. I’d like....a beer, a table for three.

� Léxico: currency, cheap, expensive, food (butter, bread, fruit, meat, fish, pasta, salad, salt, soup, paella, vegetables), drinks (hot, cold), menu, first, dessert, meals (breakfast, lunch, dinner, supper), orders, bill.

� Contidos fonolóxicos: A terminación –ed dos verbos regulares

LINGUA E

SOCIEDADE

� Utilización de distintas fontes de información para o lecer e coñecemento da cultura propia e doutras.

� Ampliación de fórmulas de cortesía axeitadas nos intercambios sociais.

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1.5 Actividades e temporalización O profesorado disporá dun apéndice que recolle as actividades e temporalización das

unidades na modalidade presencial. Esta temporalización deberá adecuarse á modalidade

semipresencial segundo a programación e as necesidades do alumnado. Farase fincapé nas

actividades comunicativas enfocadas á expresión e comprensión orais, así como á expresión

escrita e a resolver as dúbidas que lle poidan xurdir ao alumnado.

1.6 Recursos materiais Para esta unidade achegaranse flashcards do vocabulario relacionado coa unidade e de

pronunciación da terminación –ed dos verbos regulares.

Como en todas as unidades, textos da mesma, internet e bibliotecas do contorno.

1.7 Avaliación As tarefas deseñadas serán esencialmente comunicativas, para lle ofrecer ao alumnado a

oportunidade de utilizar o idioma tal e como o faría en situacións reais de comunicación; de

aí a importancia de que os materiais empregados nas devanditas tarefas sexan

preferentemente auténticos e verosímiles, de xeito que o alumnado perciba a lingua no seu

contexto real, como instrumento de comunicación.

Para levar a cabo eficazmente as tarefas correspondentes, o alumnado debe ser orientado no

uso de estratexias de planificación, execución, control e reparación, como obxectivo da

unidade.

O alumno ou a alumna farase comprender aínda que realice pausas para buscar as expresións

e as palabras menos habituais, sendo capaz de utilizar as estratexias que lle permitan garantir

a comunicación.

Os aspectos procedementais avaliaranse a través da observación e da valoración das distintas

tarefas propostas nas actividades. Valorarase a participación nas actividades en grupo e

individuais a través da observación e dos resultados dos distintos traballos propostos.

En cada unha das sesións programadas haberá actividades que poidan servir de revisión,

reforzo e/ou ampliación, dependendo das necesidades do alumnado.

Farase unha proba final de progreso co fin de comprobar que o alumnado adquiriu os

obxectivos establecidos para a unidade.

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2. Secuencia de actividades

A1 Vocabulary

Mire a distribución do supermercado de Rowen.

1. Observe estas palabras. Xunte a palabra inglesa coa súa correspondente en galego.

Despois busque a imaxe. Unha imaxe pode representar máis dunha palabra. Escoite e

comprobe.

shelf carro da compra scale sección shopping basket balanza aisle cesto de compras shopping bag caixa rexistradora till andel check-out corredor

section / department caixas shopping trolley /cart bolsa da compra express lane caixa rápida cashier caixeira

2. Agora rotule o supermercado de Rowen coas palabras do seguinte cadro.

section shopping trolleys check-out express lane

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2

1

3

7

4

8

5 6

9

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3. Aprenda estas palabras referidas a produtos de supermercado.

dairy meat produce

4a. Observe estas expresións. Xunte a palabra inglesa coa súa equivalente en galego.

dairy products produtos lácteos frozen food artigos do fogar personal care sección de carne beverages alimentos conxelados produce panadería meat department alimentos orgánicos canned goods coidado persoal

household goods froitas e verduras fish & seafood department cereais organic food sección de peixe e marisco bakery produtos enlatados dry goods bebidas

4b. Agora rotule os corredores do supermercado de Rowen coas expresións anteriores.

5. En que sección están estas cousas? Escriba estas palabras no cadro que corresponda.

lemons milk frozen pizza carrots flour biscuits wine butter bread toothpaste oil yoghurt shampoo eggs sugar juice tuna onions beer steak ice cream chicken coffee salt apples pears potatoes cheese cakes fish

dairy meat & fish department

fruit & vegetables

bakery cooking & condiments

dry goods canned goods

frozen food

beverages personal care

milk

6. Faga o seu propio letreiro para os corredores. Axúdese co vocabulario dos exercicios

seguintes. Amósello ao seu profesor.

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A2 Grammar countable and uncountable nouns; quantifiers much/many, a little/a few, some/any

Nomes contables e incontables

En inglés hai nomes contables (C) e incontables (U).

Un nome contable refírese a algo que se pode contar.

one euro, two euros, three euros...

Un nome incontable refírese a algo que non se pode contar. Non pode ser plural.

one moneys, two moneys

Algúns nomes poden ser contables e incontables, pero o significado cambia.

a pizza some pizza

a/an

Lembra o uso do artigo indeterminado a/an?

a/an + nome singular

a pear a carrot

a + nome que empeza por consonante

an apple an onion

an + nome que empeza por son vocálico

Cos nomes plurais, usamos os artigos indeterminados plurais, some ou any.

some/any

Regras xerais:

� SOME e ANY utilízanse con nomes en plural e nomes incontables.

� SOME utilízase en frases positivas e ANY en frases negativas e preguntas.

Frases afirmativas (����) Frases negativas (—) Preguntas (?)

some any any

I need some new clothes. We haven't got any sugar. Do you have any bread?

Ofrecementos e peticións

Usamos some (esperamos que a resposta sexa “Yes.”) Would you like some more tea? Can you bring some milk?

As mesmas regras son válidas para somebody/anybody, someone/anyone, somewhere/anywhere, something/anything.

I need somewhere to sleep. He never does anything bad. Can anyone help me?

Practice

some ou any? Escolla a resposta correcta.

1) We need some/any bananas.

2) You can't buy some/any posters in this shop.

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3) We haven't got some/any oranges at the moment.

4) Peter bought some/any new books.

5) She always takes some/any sugar with her tea.

6) I saw some/any nice postcards in this souvenir shop.

7) There aren't some/any folders in my bag.

8) I have some/any magazines for you.

9) There are some/any apples on the table.

10) Pam does not have some/any pencils on her desk.

how much?/how many?

A regra xeral é:

� HOW MUCH e HOW MANY utilízanse con nomes incontables (singular) e con nomes en plural.

INCONTABLE (singular) Respostas Respostas completas Respostas curtas

A lot of = a big quantity

I drink a lot of coffee. A lot.

Quite a lot of =quite a big quantity

I drink quite a lot of coffee. Quite a lot.

not...much = a small quantity

I don’t drink much coffee. Not much. How much coffee do you drink?

not... any (none) = zero

I don’t drink any coffee. None.

CONTABLE (plural) Respostas Respostas completas Respostas curtas

A lot of = a big quantity

I need a lot of apples. A lot.

Quite a lot of =quite a big quantity

I need quite a lot of apples. Quite a lot.

not...many = a small quantity

I don’t need many apples. Not many. How many apples do you need?

not... any (none) = zero I don’t need any apples. None.

Practice

A. Emprege many, much, a lot (of), any e some.

THE STORY OF PIZZA

There is (1) ___________ to say about it: Not (2) ___________ people know that the Egyptians and Greeks already made something similar to a pizza. In 1554 the Spanish introduced the tomato in Europe from Mexico. Naples, in Italy, is considered the modern birthplace of pizza. Pizzas did not use (3) ___________ cheese because it was very expensive years ago. For many years there weren’t (4) ___________ pizzerias outside Italy. The first pizzeria in the USA opened in 1905. Pizzas became famous all around the world during World War II, when

the American soldiers were in Italy. What makes a good pizza? (5) ___________ good ingredients and (6) ___________ good oil.

B. Complete as seguintes preguntas con much ou many. Pode vostede contestar a todas as preguntas?

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1. How _______ sugar do you take?

2. How _______ days are there in a week?

3. How _______ does a newspaper cost?

4. How _______ people are there in your family?

5. How _______ eggs can a chicken produce in a day?

6. How _______ milk can a goat produce in a day?

A3 Listening

At the grocer’s Escoite a conversación na tenda.

1. Tick (�) the things Helen buys from her shopping list.

flour butter

bread eggs carrots beer brown sugar milk potatoes pears

2. How much does she pay? ____________

3. What can Helen cook with the things she buys? ____________

A4 Writing

Pode facer un anuncio para unha oferta? Hai dous cadros de vocabulario para axudarlle.

On sale

2 for 1

3 for 1 sale

Buy one, get one free

Weekly special(s)

cheap - expensive old - new hot - cold big - small thick - thin empty - full

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A5 Vocabulary

Frases que precisa aprender antes de ir de compras.

do the shopping pay in cash pay by check pay by credit card

Can I pay by credit card? How much is a kg of?

That’s expensive! / That’s really cheap!

A6 Speaking

At the grocer’s

Actividade a realizar na aula cos/coas compañeiros/as. Consulte o apartado 5.

A7 Grammar

a few / a little

A regra xeral é:

� (A) FEW e (A) LITTLE utilízanse con nomes en plural e incontables (singular).

INCONTABLE (singular) Respostas Respostas completas

Respostas curtas

How much butter do you need? a little = a small quantity

I need (a) little butter. A little.

CONTABLE (plural) Respostas Respostas completas

Respostas curtas

a few = a small quantity (some)

I need a few nuts. A few. How many nuts do you need?

few =a small quantity (not many)

I need few nuts. Few.

Practice

Poña as seguintes palabras no cadro apropiado.

cup boxes eggs milk rubbish tea

juice meat fish biscuits coke

A little

A few

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A8 Containers recipientes Adiviñe o significado das seguintes expresións:

1. a tin of soup 6. a package of sugar

2. a bottle of mineral water 7. a jar of marmalade

3. a box of chocolates 8. a plate of spaghetti

4. a cup of tea 9. a slice of bread

5. a bag of crisps 10. a carton of milk

A9 Reading & Writing

1. Sabe o significado dos seguintes verbos?

pour fry heat

add mix bake

beat chop chill

Son verbos regulares ou irregulares? Sábeos pronunciar en presente e en pasado?

2. Complete as frases.

________ the onions in small pieces.

________ salt and pepper.

________ in the oven at 250º Celsius.

________ the mixture until it is soft.

________ the food before serving.

________ the meat in a saucepan.

After it is ready leave it to ________ for half an hour.

3. Mire a seguinte receita. Fíxese como usamos os verbos anteriores.

Prep Time: 15 minutes

Ingredients:

� 200gr package cream cheese � 1/4 cup lemon juice � can condensed milk � 150 gr of biscuit crust

Preparation:

In medium bowl beat cream cheese until smooth. Add lemon juice and condensed milk and mix until very well combined. Pour into biscuit crust and chill. 8 servings.

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Que pensa que é?

4. Escriba unha receita propia.

A10 Vocabulary & Speaking

1. Mire o menú da dereita. Escriba a palabra correcta para cada número.

Desserts/pudding

Starters

Drinks

Main courses

2. Actividade a realizar na aula cos/coas compañeiros/as. Consulte o apartado 5.

A11 Reading & Speaking

Entende as seguintes citas sobre a comida?

Food is an important part of a balanced diet. Fran Lebowitz (US cartoonist)

Conversation is the enemy of good wine and food. Alfred Hitchcock (English writer, essayist)

Eat what you like and let the food fight it out inside. Mark Twain (US novelist)

A12 Listening �song “Money” from the film “Cabaret” (Liza Minelli & Joel Grey).

Escoite a canción e dun xeito ameno poderá lembrar o vocabulario ou as estruturas aprendidas nesta unidade.

A13 Reading & Speaking

Money, money, money!

Explique os proverbios: que significan? Dígaos con outras palabras en inglés.

$ The best things in life are free.

$ Time is money.

$ Save your pennies for a rainy day.

$ Money talks.

$ You can't take it with you when you go.

$ Money doesn't grow on trees.

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SURVEY: SHOPPING & MONEY

Actividade opcional para practicar saúdos na aula. Consulte o apéndice do profesor.

A14 Grammar pasado simple

O pasado simple úsase para expresar accións finalizadas no pasado.

I worked yesterday.

Miremos as regras.

Para formar o pasado, os verbos regulares engaden –ed ao infinitivo (sen to).

PRESENTE PASADO SIMPLE

jump jumped

call called

work worked

play played

Nos verbos irregulares, hai que memorizar o pasado.

PRESENTE PASADO SIMPLE

go went

come came

have had

sleep slept

O único verbo que cambia nas diferentes persoas do pasado simple é be.

PRESENTE PASADO SIMPLE I am I was

You are You were

He/She/It is He/She/It was

We are We were

You are (plural) You were (plural)

They are They were

Regras para escribir un verbo regular

Infinitivo Pasado Ortografía help play

helped played Engádese –ed

use create

used created Engádese –d

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study studied consonante + –y, cambiase y a i e engádese –ed

travel travelled 1 vogal + 1 consonante = dóbrase a consonante

Pasado Simple � Tempo pretérito (simple past tense) indica unha acción que aconteceu nun momento específico

do pasado.

� En inglés o tempo pretérito (simple past) é máis fácil de conxugar que en galego ou en castelán, xa que a conxugación é a mesma para todas as persoas.

jumped (saltei, saltaches, saltou, etc...)

� Se o verbo é regular, débese engadir a terminación -ed á forma simple do verbo en todas as persoas no pasado.

� Se o verbo é irregular, deberase memorizar a súa única forma pasada simple para todas as persoas.

� O único verbo que cambia no pasado pretérito é o verbo be.

Pasado Simple

En xeral, o pasado simple constrúese co infinitivo sen to + -ed.

help — helped work — worked

Se o verbo remata en –e, engádese un d.

use — used create — created

Se o verbo remata en consonante + -y, transfórmase o y en i e engádese –ed.

study — studied

Se o verbo remata en vogal + unha consonante, duplícase a consonante e engádese –ed

travel — travelled

Use did/didn’t + infinitivo para as preguntas en pasado, e frases negativas.

Frases negativas (—)

Subject did not (didn’t) infinitive verb

I/He/She/It did not (didn’t) buy the book finally.

We/You/They were not playing football

Preguntas (?)

Auxiliary Subject infinitive verb

Did I/he/she/it buy the book?

Use did/didn’t para respostas curtas, afirmativas e negativas.

Respostas curtas

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Affirmativa

Yes, I, you, he, she, it, we, you, they did.

Negativa

No, I, you, he, she, it, we, you, they did not (didn’t).

Practice

A) Faga preguntas co pasado simple. Example: when / he / to visit / her mother

When did he visit her mother?

1) what / Lucy / buy?

________________________________________________________________

2) where / your father / repair / his car

________________________________________________________________

B) Que frases/preguntas son correctas?

1) Que frase negativa está en pasado simple?

a. They didn’t play in the park.

b. They didn’t play in the park.

c. They don’t played in the park.

2) Que frase negativa está en pasado simple?

a. We did not work yesterday.

b. We not worked yesterday.

c. We worked not yesterday.

C) Que respostas son correctas?

1) Que formas verbais son correctas?

a. begin

b. began

c. planned

d. planed

e. break

f. broke

g. drived

h. drove

2) Que frases/preguntas están en pasado simple?

a. He didn't eat at home yesterday.

b. I bought the paper this morning.

c. I have got a new car.

d. They were waiting for me.

e. We were watching a film.

A15 Pronunciation terminación en -ed

1. Escoite e repita.

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/d/ /t/ /ëd/

filled studied planned

looked thanked asked

corrected added waited

Letras antes de -ed s, b, g, ll, m, n, r, v, w, y, z, j

Letras antes de -ed k, ss, sh, p, f, c

Letras antes de -ed t or d

2. Escoite e poña estes verbos na columna apropiada.

cooked helped cleaned wanted arrived started

/d/ /t/ /I d/

-ed pronúnciase /ëd/ con verbos regulares rematados en t ou d.

start — started

-ed pronúnciase /d/ con verbos que rematan en vogal ou consonante sonora.

try — tried

-ed pronúnciase /t/ con verbos que rematan nun sonido sordo.

work — worked

A16 Reading

Lea o texto e conteste ás preguntas.

The History of It started in the USA and it conquered the world. In the fifties and sixties, American

tourists were surprised to discover that in countries like Spain, a Coke cost three times more than a glass of brandy.

The inventor of Coca-Cola was Dr. John S. Pemberton, in 1885. He sold it as a brain tonic, stimulant and headache remedy but was poorly received. Dr. Pemberton never realized the potential of the drink he created. He gradually sold portions of his business to various partners. Before his death in 1888, he sold all he had in Coca-Cola to Asa G. Candler, who acquired complete control. Asa D. Chandler decided to carbonate the drink. The bubbles made all the difference, and he made gold. The Coca-Cola Company was founded in 1892 and is here to stay.

QUESTIONS

1. What was coke in the first place?

________________________________________________________________

2. What do you understand by “poorly received”?

________________________________________________________________

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3. Why do you think Coca-cola is everywhere?

________________________________________________________________

4. Can you think of any other drink or food known all around the world? Do you know how it started?

________________________________________________________________

5. Underline the verbs in the past tense.

A17 Grammar there was/there were

Recorda vostede o uso de there is/there are? Mire a táboa.

No pasado utilizamos there was / there were.

Mire a táboa seguinte. Complete as frases con was ou were. Comprobe as respostas co profesor ou no apéndice de gramática.

singular

afirmativo There _______a man in the shop.

negativo There _______a police car near the shop.

preguntas ________ there a police car?

Resposta curta Yes, there _________. / No, there ______ .

plural

afirmativo There ________ some people in the shop.

negativo There ________ any security guards in the shop?

pregunta ________ there any security guards in the shop?

Resposta curta Yes, there ________. / No, there _______

AP

Mire as frases.

1. There are some small shops. 2. There’s an airport near the town. 4. There aren’t any five-star hotels. 3. There isn’t a lake. 5. Are there many people? 6. Is there a good restaurant?

Lembre!

Use some en frases afirmativas(+). Use any en frases negativas (–) e preguntas (?).

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3. Language Review (Revisión) R1 Restaurants

A. Que palabra non encaixa no seu grupo e por que?

Example

tomatoes carrots eggs lettuce

Eggs are different because the other three are vegetables. Eggs are not.

cake ice-cream orange soup

bread pork rice cereals

bananas strawberries apples chicken

pork beef lamb cheese

yoghurt milk pasta cheese

B. Que usaría vostede para cada palabra: how much or how many? / much or many? Escriba 5 palabras de comida para cada un.

How much / much How many / many

Que nomes son contables e cales son incontables?

Cando podemos usar a lot (of)? Poña exemplos.

C. Complete as seguintes frases utilizando (a) little ou (a) few.

1. ___________ people know about it.

2. I have got very ___________ time today.

3. My parents have got ___________ friends in the country. They visit them at the weekend.

4. Add ___________ sugar to the coffee please.

5. There are ___________ important things to do here.

6. He’s got very ___________ money. He’s quite poor.

7. He’s got ___________ friends but they are the best.

Complete o diálogo.

Waiter ……………………….. ?

You I’d like some salad.

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Waiter …………………………..?

You I’d like fish and vegetables.

Waiter …………………………..?

You I’d like a glass of white wine.

Waiter …………………………..?

You Ice-cream please.

Waiter Thank you.

Escolla a frase correcta para completar estas oracións propias da conversación nun restaurante.

1. Would you like…?

a) A smoking or non smoking table?

b) The bill?

2. Can/Could we have...

a) The menu please.

b) The water please.

3. Excuse me, are you ready to order?

a) No, we want the pudding.

b) Yes, please.

4. I’m sorry but we haven’t got any…

a) fresh salad.

b) the roast beef.

5. Could we have...

a) the bill please?

b) the change please?

6. How much is the bill?

a) It’s 50 pounds.

b) It’s 25 pounds and the tip.

R2

Actividade opcional para practicar saúdos na aula. Consulte o apéndice do profesor.

R3 Simple Past

A. Forme preguntas co pasado simple. Example: when / he / to visit / her mother

When did he visit her mother?

1. How often /Mary/ to go /the library

________________________________________________________________

2. Where/ Claire/ to live/ last year

________________________________________________________________

B. Que formas verbais son correctas? a. wrote

b. writed

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c. planned

d. planed

e. tried

f. tryed

C) Poña en forma negativa as seguintes oracións. Example: He walked to the bank

He did not walk to the bank.

1. The boys broke the chair.

________________________________________________________________

2. They won the lottery.

________________________________________________________________

3. The boys climbed the tree.

________________________________________________________________

4. My teachers at school taught Spanish.

________________________________________________________________

5. We watched TV every day from six to eight in the evening.

________________________________________________________________

R4 Complete as oracións sobre a festa de aniversario de Mary coa forma correcta do pasado do verbo.

1. Last month I ___________ (go) to a Mary’s Birthday party.

2. It ___________ (start) at eight and finished at midnight.

3. There ___________ (be) fifteen people at the party.

4. We ___________ (eat) lots of food.

5. I ___________ (prefer) fish to meat.

6. For starters we ___________ (have) various types of salads.

7. For dessert Mary’s mother ___________ (make) 3 type of cakes.

8. I ___________ (get) home very late.

9. I ___________ (have) a great time there.

10. I __________ (laugh) a lot with the jokes other people ________ (tell).

R5 Escriba preguntas en pasado, utilizando as seguintes pistas.

1. Where ___________ (be) the party?

2. Who ___________ (you go) with?

3. What ___________ (drink)?

4. What ___________ wear)?

5. What present ___________ (give) Mary?

6. Who ___________ (sit) with?

7. What time ___________ (get home)?

8 ___________ (get) an invitation?

9. ___________ (smoke) at the party?

10. ___________ (like) the meal?

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R6 Use a forma correcta de there was/were.

1. _______ there a party for Mary’s birthday? Yes, there _______.

2. There _______ fifteen people.

3. There _______ a lot of food

4. There _______ fish and meat.

5. There _______ three types of cakes.

R7 Mary recibiu unha viaxe a Amsterdam como presente de aniversario! Agora volveu. Complete o texto que conta a súa historia.

Mary _________ (go) with her boyfriend Paul to Amsterdam. At the airport they _________

(have) a problem because one of the cases was not there. They _________ (stay) in a lovely

hotel by the canal and they _________ (find) it fantastic. They (visit) museums, _________

(eat) at lovely places and _________ (cycle) around the city. When they _________ (come)

back the missing case was _________ (wait) there.

R8 Corrixa o erro que hai en cada frase.

1. Did you waited for the case?

2. He weren’t making any noise.

3. Last year I was visit her in June.

4. He don’t remember my name

5. She not like the first museum.

R9 Que se di cando…

1. You are in a shop and want the shop assistant’s attention. What do you say?

2. When somebody says “Nice to meet you”, what do you say?

3. When a waiter comes to ask you what you want for a meal, what does he say?

4. When you are at the grocer’s and want a kg of oranges, what can you say?

5. You have a present for a friend and he/she says thank you. What do you answer?

R10 Escriba unha receita que saiba. Use os verbos apropiados.

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4. Portfolio Cubra o portfolio de acordo co que aprendeu.

Sei facer (risca=����) Con moita axuda

Con algunha axuda

Eu só Con moita facilidade

Sei facer preguntas co pasado simple e dar a resposta curta.

Sei usar vocabulario sobre a comida e restaurantes.

Entendo información sobre horarios.

Sei empregar o pasado progresivo en todas as súas formas.

Sei facer e contestar preguntas nunha tenda.

Sei usar as formas afirmativa e negativa no presente.

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5. Actividades de parella e grupo

A6 Speaking

At the grocer’s

Practique o dialogo cun compañeiro ou compañeira.

Cashier: Hi. How are you?

Customer: Fine.

Cashier: Would you like paper or plastic?

Customer: Plastic, please. I think the price of the coffee is wrong.

Cashier: Really?

Customer: Yes. It’s on sale this week for $4.99 and it says $6.99.

Cashier: You’re right. I’ll change it. So, the total is $59.68.

Customer: Can I pay by credit card?

Cashier: Of course. Sure.

A10 Vocabulary & Speaking

2. Represente a seguinte situación nun restaurante: un cliente vexetariano está xantando nun restaurante. Use as expresións da táboa.

Cliente Camareiro

Can/could I have a table for one

Can/could I have a vegetarian meal please?

Can I have the bill, please

Can/could I pay in cash/by credit card/by cheque.

Can I help you?

Can I take your orders?

Here is the menu.

Here you are.

That’s the price please.

Thank you very much.