Modulo Ingles II

CURSO ACADÉMICO 1. FICHA TÉCNICA: Nombre del curso/Código

English Level II

Palabras clave Funciones comunicativas del lenguaje, manejo del tiempo, manejo del espacio, Bogotá, Colombia.

Institución Universidad Nacional Abierta y a Distancia (UNAD)

Ciudad Bogotá Autor del Protocolo Académico Coautora

Frank P. Rutter María Angélica Rotundo

Año 2005 Unidad Académica Facultad de Ciencias Sociales, Humanas y

Educativas Campo de formación Básico Común en Idioma Extranjero Área del conocimiento Ciencias humanas y sociales Créditos académicos

Dos créditos semestrales equivalentes a 96 horas. Un promedio de 64 horas de trabajo independiente y 32 horas promedio de estudio con acompañamiento tutorial.

Tipo de curso Virtual – On line Destinatarios

Docentes. Estudiantes de todos los Programas de todas las Facultades de la Institución con conocimiento básico de español.

Competencia general de • El estudiante adquiere vocabulario y

aprendizaje nociones gramaticales relacionadas con su cotidianidad.

• El estudiante lee de manera comprensiva oraciones, párrafos y sencillos textos que contengan vocabulario de su vida cotidiana.

• El estudiante comprende audios sencillos con conversaciones e información relacionada con sus actividades cotidianas

• El estudiante escribe frases y oraciones simples relacionadas con su cotidianidad

• El estudiante reconoce los símbolos fonéticos de los sonidos del idioma inglés y reproduce algunos sonidos.

• El estudiante reconoce y reproduce patrones de entonación y sílaba tónica

Metodología de la oferta En línea. A distancia Formato de circulación Aula Virtual, Ambiente web, documentos

impresos en papel (texto) con apoyo CD-ROM Denominación de las unidades académicas

� Mi familia, mis amigos y yo � Mi entorno

CNADFLORIDA

UNIDAD 1 Functions Objectives

Make questions about the location of things with be in simple present Use the imperative to give directions

Inviting and responding to invitations Using imperatives to give directions Asking for directions, location of places in a community Expressing time, location and direction

Use prepositional phrases indicating location and direction

LISTENING: Where is the pharmacy? Match each question with its answer: (Audio with answers in random order) 1. Can you tell me where the pharmacy is?

___________________________________________ Sure, it is opposite the gas station on the corner. 2. Excuse me please, could you tell us where the post office is? ______________________________________

_____ Of course, it is behind that supermarket over there 3. Pardon sir, can you tell us how do we get to the hospital? ___________________________________________ Turn left and go two blocks ahead. Then turn right at the traffic li

ght. The hospital is a big building to your right 4. Sorry, do you know where the Colombian restaurant “Los Primos” is? Yes, I do. It is in that shopping center across the street. VOCABULARY: Prepositions and prepositional phrases of location and direction A preposition is a small word full of meaning. Prepositions are used to express ideas such as place (on, in), time (in, at), location (on, at) and direction (to, from). Sometimes prepositions are followed by nouns and they are called prepositional phrases. Some prepos

itional phrases include: Place: Time Location Direction On the table in the morning on the corner to Chicago In the room at six o’clock at the bus stop from the airport (animated by columns) In week 5 you learned some adverbs and prepositional phrases to indicate the location of things INSIDE a room. In this lesson, we are going to learn some prepositional phrases for EXTERNAL location, direction and place.

External Location: (Please illustrate) In the building Next to Between Opposite/ in front of On the corner Across the street Straight ahead At the traffic light To the left To the right Straight ahead Direction: To school From Mexico Down the street Around the corner Practice 1:

Where is the library? Drag the following buildings and drop them where they correspond in the map of the city above. 1. The drugstore is in the mall

DRUGSTORE

GYM LIBRARY

SCHOOL

CINEMA

LIBRARY

MAP WITH SOME BUILDINGS AND STREETS

Post office

2. The gym is between the church and the Hospital 3. The library is across from the City Hall 4. The school is behind the park 5. The cinema and the post office are to the left of the museum 6. The library is on the corner of Main Street and Grand Avenue GRAMMAR: 1. Review: (fill in the blanks) Make questions using where is / where are and the following buildings. Model: _________ ______ the car wash? Where is the car wash?

1. _________ ______ the post

office? (Where is)

2. The government offices

_________ ______ the government offices? (Where are) 3. _________ ______ the market?

(Where is) 4. _________ ______ the central

square? (Where is)

5. _________ ______ the colleges

and universities? (Where are)

6. _________ ______ the Bank?

(Where is)

2. IMPERATIVES:

Imperatives are used to:

Tell someone to do something: Give directions: Come here! Turn left When we give directions, these are some of the things we can say:

Turn right Turn left

Go straight Stay on this road

Change lanes

(Illustrate and animate) To form the imperative we use the simple form of the verb. The simple form of the verb is the infinitive without the particle to, for example:

Infinitive Simple form To go to go To close to close (Please cross out particle to) Note that imperative sentences don’t have a subject. Also, to make them negative, we simply add DON’T to the beginning of the sentence: Come here Don’t come here! Turn left Don’t turn left! Practice: Look at the following pictures. Tell these people what to do using an imperative sentence:

__________________________ ! ___________________________ ! __________________________ ! ___________________________ !

Illustration for: don’t eat cookies (cross out picture to indicate it is negative)

Illustration from: Get up from bed

Illustration for: wear a jacket

Illustration for: Go straight

__________________________ ! __________________________ ! LISTENING: Asking for directions Drawing supplied Look at the map above and listen to the man talking to the policeman. MAN: Excuse me, sir? POLICEMAN: Yes? MAN: Where is the bank, please? POLICEMEN: You go straight up this street and turn right on the second. MAN: Turn right on the second street? POLICEMAN: Yes. The bank is in the middle of the block on the right. MAN: Thank you very much. POLICEMAN: You’re welcome. Use the same drawing as above SPEAKING: Asking for directions Repeat this dialogue with your instructor and ask for a) the Post Office and b) the book store.

Illustration for: Don’t speak in class (cross out to indicate it’s negative)

Illustration for: Turn right

Then you instructor will ask you a) where “Los Primos” restaurant is. Give him/her the correct directions. PHONETICS Review of sounds [I ], [i:], [^], [ae], [ ], [u], [ ] [j], [dz] Look at the following pictures. Join the underlined parts of words to make a new word.

See the written exercise with the

drawings which will accompany this

page.

PRONUNCIATION: Review of vowel sounds Contrastive Vowel Sounds [ ^ ] and [ ae ] Listen and repeat the following lists of contrastive vowel sounds [^] and [ae]. Drawings to be added [^]

[ ae ]

cut

cat

hut

hat

buck

back

muck

Mack

suck

sack

stump

stamp

run

ran

come*

cam

some*

Sam

*Note that these words are pronounced [k^m ] , [ s^m ] Contrastive vowel sounds [ ae ] and [ ] Drawings to be added

Listen and repeat the following lists of contrastive vowel sounds [ae] and [ ] [ae]

[ ]

Mack

Meg

pan pen mat met sad

said* axe X drags

dregs

lag leg man

men tan 10 *Note this word is pronounced [s d ] Contrastive vowel sounds [u] and [ ] Drawings to be added Listen and repeat the following lists of contrastive vowel sounds [u] and [ ] [u] [

] fool

full pool

pull Luke

look

wooed

wood

suit soot

shooed should cooed

could

WRITING See the drawing supplied Look at the map above and write sentences using the locative expressions in the following list: opposite next to behind at the end of on the corner of between The first location is done for you: The bank is opposite the train station.

CNADFLORIDA

UNIDAD 2 Functions Objectives Ordering food at a fast food restaurant Expressing quantities

Use general quantifiers in affirmative and negative sentences and in questions

Use vocabulary related to ordering meals at a fast food restaurant and to food in general

Distinguish and use noun and non count nouns

READING: Let’s go to McDougal’s John: I’m hungry. Let’s take a break and have something to eat Kevin: Good Idea. Let’s have tacos Mary: I don’t want tacos now. I want something else Kevin: What do you want? Mary: Let’s

see…uuuuuum. I think I want a juicy hamburger with a lot

of french fries John: That sounds

good. I think I also want a hamburger and some

onion rings, and a big ice cream, too. Kevin: Ok. Let’s go to McDougal’s then. Kevin and Mary: All right, let’s go VOCABULARY: Picture of a menu of McDougal’s Hamburgers: Combination meals: Combo # 1: hamburger, fries and soda

Combo # 2: cheeseburger, fries and soda Combo # 3: chicken sandwich, fries and soda Combo# 4: chicken nuggets, fries and soda Combo # 5: chicken strips, onion rings and soda Try our biggies! Turn your combo into a biggie and get giant-side fries and soda for only S 1.00 more Get an extra portion of meat / chicken or extra cheese for only 50 cts. (Illustration) LISTENING: Listen to the following dialogues of people ordering food at McDougal’s. Please, match the order with the speaker (Multiple choice) (Only audio, students don’t see script) EMPLOYEE: Can I help you, sir? KEVIN: Yes, I’d like a hamburger and fries, please. EMPLOYEE: Anything to drink? KEVIN: Do you have diet Coke? EMPLOYEE: Yes, we do. KEVIN: O.K. I’ll have a large diet Coke. EMPLOYEE: Is this for here? KEVIN: Yes.

EMPLOYEE: O.K. That’ll be $4.95, please. EMPLOYEE: Can I help you, Miss. MARY: Yes, I’ll have the combo with chicken strips. EMPLOYEE: What do you want to drink with that? MARY: “Sprite”, please. EMPLOYEE: Do you want a ‘biggie’ with French fries for an extra dollar? MARY: No, thanks. Just the onion strips. EMPLOYEE: Is this for here or to go? MARY: For here. EMPLOYEE: O.K. That’ll be $5.25 please. EMPLOYEE: Can I help you? JOHN: Yes, I’ll have a double cheeseburger and fries, please. EMPLOYEE: To drink? JOHN: A large diet Pepsi, please. EMPLOYEE: For here? JOHN: Yes. EMPLOYEE: That’ll be $5.95 please. GRAMMAR: 1. Review: Subject verb agreement in the simple present In the simple present, the third person singular takes a special form.

Kevin John Mary

There are some rules to change this verb form in affirmative sentences: 1. Most regular verbs take an “S” Live she lives Work he works (animated) 2. Irregular verbs Go he goes Have it has Do he does 3. Verbs ending in: ch, s, sh, x or z add es (animated) watch he watches television at night wish she wishes to come and see you 4. Verbs ending in consonant + y: drop the “y” (animation: cross it out) and add ies (animate all) study she studies in the afternoon try he tries hard! Now, let’s consider something that is not always clear for students. It is easy to distinguish the third person singular when the subject is a pronoun: HE SHE IT and have it agree with its verb: HE GOES SHE COMES IT HAS

However the third person singular often refers to nouns or noun phrases (phrases like: the fast food restaurant). Nouns and noun phrases, in turn, designate animate or inanimate objects: Animate: Inanimate The boy The weather The teacher Snow The president of Brazil beauty (animation: these appear by columns) When we use any of these nouns in affirmative sentences, we MUST remember to make the necessary changes to the verb forms that accompany them. Look at the followin

g examples: The boy comes to school every day The weather in Florida changes constantly Snow falls when the temperature reaches 32o C Too much beauty has its problems too! (animated) Practice: Unscramble the following subjects and match them with the sentence below that corresponds.

Clue: not all of them are third person singul

ar. (answers in ())

1. a echersusbger (a cheesburger) ________________

2. tafs odof nemsu (fast food menus) ____________________

3. olw gusra kindrs (low sugar drinks)____________________

4. tshi artaursetnt (this restaurant) _____________________

_(2)___ now offer healthy options

like salads and milk _(1)___ comes with Swiss

cheese _(3)___ are lower in sugar than

regular drinks _(4)___ opens 24 hours a day

2. Do you want mustard on your hamburgers?

The verb want is used to order food, especially in informal setting like fast food restaurants. Complete the following dialogue, using the appropriate form of the verb want. (Remember to use DO or DOES (+ simple form of the verb) for your questions and short answers Cashier: can I help you? Mother: yes, my daughter

_(wants)__ a combo # 1 and he __(wants)_ a combo # 3.

Cahier: What kind of drink ___(do) they ___(want)_? Boy: I ___(want)__ a red soda Cahier: And you? What __(do)____ you ____(want)? Girl: I __(want)___ a lemonade Cashier: OK. A red soda and a

lemonade. ___(do)___ you __(want)__

mustard on your hamburgers

Girl: No, I __(don’t)_______, thank you. Boy: Yes, I ___(do)________, and I ____(want)_ some pickles too. Cashier: ___(do)____ you _(want)___ anything, madam? Mother: Yes I __(do). I

________(want) a combo # 4, and make it a biggie

please! I’m very hungry! SPEAKING: and you, what do you want? Imagine you are the next customer at McDougal’s. Please tell the cashier what you

want from the menu at McDougals: (Please have the menu appear as requested) GRAMMAR: General quantifiers Before we talk about quantifiers, we must talk about count and non count nouns. Count nouns indicate objects, people and things that can be counted. They are also used to refer to food that comes in containers and can be counted, such as cups of coffee and spoonfuls of sugar, for example: three cups of coffee eight spoons of sugar one can of soup two bag of chips two large sodas four cheeseburgers (Illustrate) Non count nouns refer to people, places things and ideas that can’t be counted, and of course,

food that has not been placed into a container

, for example: Milk, water and other liquids Solid foods and food that has been made into particles, like coffee and sugar (Illustrate) Since, you can’t count grains of sugar one by one, we use other words to indicate amounts of these objects. These words are called general quantifiers,

and they are used as follows:

Quantifiers used with plural count nouns

Quantifiers In questions

In affirmative statements

In negative statements

numbers * * * many * * * several * * * a few * * * any *

(animate)

* (animate)

NOTE: * represents check mark (animate: when students click here, t

he following examples appear:

Under question: Do you want any pickles on your hamburger?

Under negative statement: No, I don’t want any pickles

After the examples, the following note appears: Any is used for most questions and negative statements

Quantifiers used

with Non Count Nouns

NOTE: * represents check mark (animate: when students click here, the following examples appear:

Under question: Do you want any mustard on your hamburger?

Under negative statement: No, I don’t want any mustard

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

Quantifiers used with

both, Count and Non Count Nouns




much * * * some * A little * * * any * *




A lot of * * * some * any * * (animate) no * (animate)

NOTE: * represents check mark (animate: when students click here, the following examples appear:

Under affirmative statements: I want NO sugar in my coffee?

Under negative statement: No, I don’t want any sugar in my coffee

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

Practice: Complete the following dialogues with a quantifier from the list below. Some quantifiers can be used several times: (fill in the blanks) Husband: Let’s make a salad for dinner, we have ____________(a lot of) tomatoes

any many some one a little

four a lot of a few two

Wife: Yes, but do we have ____________ (any) lettuce? Husband: You’re right, we don’t have ____________ (any) lettuce Child: I want ____________ (some) cookies, grandma Grandmother: Ok, sweetheart,

we have ____________ (many) kinds of

cookies in this house.

Child: Do you have chocolate chip cookies, those are my favorite? Grandmother: Yes, we

have____________ (some) chocolate chip cookies.

We also have ____________ (a few) of those cinnamon cookies

you like so much. So, which ones do you want?

Child: I want ____________ (two) chocolate chip cookies and

____________ (four) cinnamon cookies. And, I also want ____________

(some) ice cream. Grandmother: That’s too much!

I’ll give you ____________ (one)

cinnamon co

okie and ____________ (one) chocolate chip coo

kie.

And just ____________ (a little) ice cream.

Child: Ok, grandma, but if I want more, can I get another cookie?

Of course, now come here and give me a kiss…

Carlos: Do you wan’t coffee? Anna: No, thanks. I don’t drink coffee. Do you have ____________ (any) juice? Carlos: Yes, I have ____________(some) orange juice. Anna: Ok, I want ____________ (some) orange juice then, thanks PRONUNCIATION: Final –s sounds in English: [s], [z], [Iz] It is important to know that there are three final –s sounds in English. The first–[s] is practically the same as the Spanish –s as in “chicos”, “simple”. The second final –s sound -[z] is NEVER heard in the final –s position in Spanish but can be heard in the medial position such as in the words “mismo”, “asno”or “isla”. The third

final –s sound is –[Iz] which is normally wri

tten –es, i.e. “finishes” [‘fInI iz]. Final –s pronounced –[ s ]. When the final –s follows a voiceless consonant ( see the chart ) the ‘s’ is pronounced [s] i.e. ‘stops’ , ‘its’ [Its], ‘kicks’ [kIks] , ‘photographs’ (the English –‘ph’ sounds like

Spanish –f: i.e. fotos (Sp.) – photos (Eng.) -[s] following the English consonant sounds [p], [f], [k] and [t] ([ 0 ] )* As you can see there are only FIVE final consonant sounds where the final –s is pronounced like the Spanish final –s. When we use consonant sounds [p], [t] and [f] in English the points of articulation (the position of the tongue and lips in the mouth) are EXACTLY THE SAME AS IN SPANISH. Examples: punto, point : tener, ten: fatal, fatal. The letter ‘k’ exists only rarely in Spanish i.e. Karrera and is the same as initial sound as ‘c-‘ before –a or –u i.e. ‘candela,’ ‘curioso’. *The double letter sound –‘th’ [ 0 ] will be studied in Week 11. Where the final –s sound is used. The final –s is placed at the end of a word to show 1) plural forms, i.e. one cat, two cats or 2) 3rd person singular forms of REGULAR VERBS in the present tense, i.e. I like, she/he/it likes and possessive -‘s, i.e. Pat’s...., Dick’s,… Phillip’s … LISTENING The following words in (parentheses) are blank on the screen Pronounce the following words after your instructor 1. (trips) 2. (licks) 3. (naps) 4. (Frank’s) 5. (flips) 6. (sticks) 7. (cats)

8. (cuts) 9. (flaps) 10. (pets) 11. (chefs ) 12. (treats) 13. (jeeps) 14. ( nicks) 15. (backs) 16. (laps) 17. (frets) 18. ( ph

otographs) 19. (chips ) 20. (greets) The sounds [p], [k], and [t] are called ‘Stop-plosive’ sounds because the air coming from the lungs is ‘stopped’ or ‘blocked’ by the position of the tongue in the mouth, or the lips which are then released to let the air escape.

The same occurs in Spanish [p], [k] and [t]. i.e. Pedro, cacao and tambor. The [f] sound is called a ‘fricative’ because the sound which comes from the lungs is only partially blocked by the upper teeth and the lower lip. This ‘friction’ is stopped when the upper teeth are released and the letter is sounded. This also happens in Spanish i.e. ‘’fuego”, “fíjese”. Practice Listen to your instructor. The words will be repeated two times. Mark with a tick ( ) the plural or 3rd person regular verbs forms of the words in the following list which have the –[s] sound. Leave blank …. the words which do not have the final –[s] sound. waits ___ wishes ___ drowns ___

stuffs ____ picks ____ watches

____

l

i

f

t

s

_

_

_

_

s

o

u

n

d

s

_

_

_

_

f

i

n

i

s

h

e

s

_

_

_

_

e

x

i

s

t

s

_

_

_

_

w

o

r

d

s

_

_

_

_

p

r

e

s

e

n

t

s

_

_

_

_

speaks ____ talks _____ fights

_____ lips _____ bangs _____ tips

____

writes _____ means ____ initials

_____ positions ____ helps ____

LISTENING Listen to the above words again and check your answers. -es plural, 3rd person and possessive endings When a word ends in a fricative sound like –s, -z, -sh, or affricative –ch ,-tch, -dg [dz] the –es final sound is pronounced [Iz] : EXAMPLES: watches, quizzes, washes, finishes, bridges, matches, catches, Practice The words in (……) will not be seen on the screen. Pronounce the following words after your instructor 1. (taxes) 2. (Dick’s) 3. (wishes)

4. (tricks) 5. (flaps) 6. (mixes)

7. (cups) 8. (sneezes) 9. (horses)

10. (fakes) 11. (makes) 12. (clicks)

13. (fixes) 14. (champs) 15.

(quacks) 16. (Philip’s) 17. (Tex’s)

18. (nurses) 19. (foxes) 20. (claps)

Practice Listen to your instructor. Indicate with 1) if the following words have a final [s] or 2) if the words have a final [Iz] sound. 1. Dick’s ___ 2. wishes ___ 3.

Janet’s ____ 4. ticks ____ 5. pleases

____

6. judges ___ 7. flits ____ 8.

faces____ 9. mixes ____ 10. cheats

_____

1

1

.

w

i

s

h

e

s

_

_

_

1

2

.

M

a

x

’

s

_

_

_

1

3

.

t

u

l

i

p

s

_

_

_

1

4

.

R

o

b

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16. passes ___ 17. chases ___ 18. cats ___ 19. fixes___ 20. ___ kicks ___ Listen to your instructor again and check your answers. NOTE: In all other words in English (besides th- 0 see note above) final –s sounds are pronounced [z ] : i.e. boys, girls, storms etc. WRITING: Maria is going to the supermarket to get some food. Take a look at the following list, it doesn’t indicate quantities. Choose five products and write five sentences telling the quantities she has to buy. Please, use complete sentences. Model: Maria has to buy some oranges or María has to buy a lot of oranges

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

CNADFLORIDA UNIDAD 3 Functions Objectives

Use the present progressive to talk about actions in progress Use time markers to indicate actions happening now Make Yes / No questions with the present progressive.

Talking about actions in progress Ordering meals at a fast food restaurant

Use vocabulary and expressions related to ordering food at a fast food restaurant

Listening: They are eating at “Tacoland” now! SCENE: Jane and Audrey see Bill and Jim at “Tacoland” JANE: Oh look, there’s Bill and Jim waiting in line. AUDREY: Who’s Jim. JANE: He’s the man wearing the red sweater. BILL: ( He sees the girls) Hi, Jane and Audrey, nice to see you. AUDREY: Nice to see you Bill and ..?

BILL: Oh, sorry. Audrey this is Jim. He’s studying psychology at Fairlops University JIM: Nice to meet you, Audrey. AUDREY: Nice to meet you, too. What are you two doing here at the mall? BILL: We’re looking for a modem at BuySmart for Jim’s computer. We’re having lunch first then… ATTENDANT: Are you ready to order, SIR? BILL: Oh no, wait. We’re chatting with these young ladies. Take care of the other customers here. ALL (bla, bla…) ( Ten minutes later) ATTENDANT: Are you ready to order now? BILL: Yes, I want a taco combo. No hot sauce, please. ATTENDANT: What do you want to drink? BILL: A medium “Sprite.” ATTENDANT: Next? AUDREY: I want an enchilada and cheese nacho,… and a Coke, please. ATTENDANT: O.K. JANE: I’m having a taco meal with a side order of guacamole and a root beer. ATTENDANT: Right, got it. JIM: I want two King burritos, refried beans and a milkshake, please. BILL: Aren’t you on a diet? ATTENDANT: Please SIR, other customers are waiting!!

JIM: (He ignores the attendant) I am. I’m eating very little these days. ATTENDANT: Is this for here or to go? BILL: For here. ATTENDANT: That’s $28.00 dollars, please. BILL: Who’s paying? JIM: You’re paying. BILL: I’m not paying, I’m broke. ATTENDANT: (to the cook) Cancel the order, George. BILL: No, wait. I’m joking. Here’s $30 dollars. ATTENDANT: (*% #** @ #) Vocabulary: Click on the letters to make up the underlined words from the dialogue. (Insert marry-go-rounds with letter to click on) 1 A person who serves customers in a fast food restaurant (ATTENDANT) 2 People who buy goods or services from a store or company (CUSTOMERS) 3 What people eat three times a day (MEALS) 4 A drink

which consists of ice-cream, milk and various flavors and

is served cold

(MILKSHAKE) 5 A person who doesn’t have any money temporarily (BROKE) Grammar: THE PRESENT PROGRESSIVE Present progressive In week 4 you studied the present progressive to talk about what people are wearing. However, the present progressive is also commonly used to describe what is happening or what people are doing now. These actions or events are usually temporary. Practice 1: Look at the pictures and match them with the sentences that describe what is happening at this moment (drag and drop)

1. The boy is eating cookies in the kitchen

2. The man is answering the phone

3. The woman is watching television

4. The children are playing soccer

a. Affirmative Statements: Without contractions With contractions You/we/they + are + gerund (ing form) You/we/they + ‘re + gerund (ing form) You are sleeping You ’re sleeping We are eating We ‘re eating They are coming They ’re coming (animate by columns) b. Negative Statements: To make a negative statement , just take an affirmative statement and insert not between the verbs: They are not sleeping (animation: the word not appears between the verbs) Without contractions With contractions You/we/they + are + not + gerund (ing form) You/we/they + ‘re + not + gerund (ing form) You are not dancing You ’re not dancing We are not going We ‘re not going They are not studying They ’re not studying (animate by columns) c. Yes / No questions

To make a yes / no question, simple invert the order of the two first words in the sentence:

She is listening to the radio

(S) (to be) (gerund) (prepositional phrase)

Is she listening to the radio? Sometimes, you also have to change the subject, to do this, what you normally do is use a different a different noun or pronoun:

I am taking a shower (S) (to be) (gerund) (noun phrase)

Are you taking a shower? d. Answering Yes / No questions Let’s take this question: Are you listening to the radio? To answer, start with:

Yes, +

affirmative Yes, I’m listening to the radio

Or

No, + negative

No, I’m not listening to the radio

A short answer is also possible, and very common when speaking:

Are you listening to the radio?

Yes, I am No, I’m not* * use contractions only for ne

gative short answers

Practice 1: Write questions for the following answers: (fill in the blanks)

Model: Are you going to work?

Yes, I’m going to

work

1. _______ ________

______________ dinner? No,

She is not cooking dinner

(is she cooking)

2. _______ ________

______________the car? Yes,

they are washing the car

(are they washing)

3. _______ ________

______________ a pink sweater?

No, I’m not wearing a pink (are you

wearing)

sweater

4. _______ ________ ______________on the beds? No, we’re not jumping on the (are you jumping) beds 5. _______ ________ ______________ a walk on the park? Yes, we are taking a (are you taking) walk on the park

Practice 2: Complete the conversation using the present progressive. (Fill in the blanks)

Cody: _________ (are) you __________________ (practice) (practicing) your multiplication tables? Greg: No, I ____________________

(be -) (‘m not / am not). I _______________________________ (work) (‘m / am working) on my science project

Cody: _________ your friends also __________________ (work) (working) on their science project? Greg: No, they__________________ (be -) (they are/ ‘re not). They _________ (are / ’re) still __________________(read) (reading) the book for this month’s book report

Cody: What book report?

Greg: The one we ___________________________________ (work) (are / ‘re working) on with the Literature teacher

Cody: Oh, I see. Speaking: MAKE YOUR OWN DIALOGUE You are at “Tacoland”. You want to order a “Taco Combo” (a combination of 3 tacos, refried beans and tortilla chips with guacamole) and a choice of one drink. ATTENDANT: Ask if you can help the customer. Can I help you? YOU: Say you want a taco combo. ATTENDANT: Ask the drink the customer wants. YOU: Say you want a Coca Cola. ATTENDANT: Ask the customer if the combo is “for here” or “to go.” YOU: Say it is for here. ATTENDANT: Say the price ($5.95) YOU: Thank the attendant: ATTENDANT: Say “You’re welcome. PRONUNCIATION: Final –s sounds in English: [s], [z], [Iz] It is important to know that there are three final –s sounds in English. The first–[s] is practically the same as the Spanish –s as in “chicos”, “simple”. The second final –s sound -[z] is NEVER heard in the final –s position in Spanish but can be heard in the medial position such as in the words

“mismo”, “asno”or “isla”. The third final –s sound is –[Iz] which is normally written –es, after words with affricative sounds: i.e. “finishes” [‘fInI iz], “quizzes” [‘kwIzIz]. In this week the sound [s] is studied. I. Final –s pronounced [ s ]. When the final –s follows the voiceless consonants ‘p’ ‘k’ ‘f’’ ‘t’( see below ) the ‘s’ is pronounced [s]: i.e. ‘stops’ , ‘its’ [Its], ‘kicks’ [kIks] , ‘photographs’ (the English –‘ph’ sounds like Spanish –f: i.e. fotos (Sp.) – photos (Eng.) -[s] following the English consonant sounds [p], [f], [k] and [t] ([ 0 ] )* As you can see there are only FIVE final consonant sounds where the final –s is pronounced like the Spanish final –s. When we use consonant sounds [p], [t] and [f] in English the points of articulation (the position of the tongue and lips in the mouth) are EXACTLY THE SAME AS IN SPANISH. Examples: Sp. punto, Eng. point: tener/ ten(10), fatal/fatal. The letter ‘k’ exists only rarely in Spanish i.e.’ Karrera’ and its phonetic symbol [k] is the same initial sound as ‘c-‘ before –a or –u in the Spanish Language: i.e. ‘candela,’ ‘curioso’. *The double letter sound –‘th’ [ 0 ] will be studied in Week 12. How to pronounce [p], [k] and [k] The final –s is placed The sounds [p], [k], and [t] are called ‘Stop-plosive’ sounds because the air coming from the lungs is ‘stopped’ or ‘blocked’ by the position of the tongue in the mouth, or the lips which are then released to let the air escape. The

same occurs in Spanish [p], [k] and [t].i.e. Pedro, cacao and tambor.

How to pronounce [f] The [f] sound is called a ‘fricative’ because the sound which comes from the lungs is only partially blocked by the upper teeth and the lower lip. This ‘friction’ is stopped when the upper teeth are released and the letter is sounded. This also happens in Spanish i.e. ‘’fuego”, “fíjese”. (See diagram) The final –s is placed at the at the end of a word to show : 1) plural forms, i.e. one cat, two cats, one antelope, two antelopes 2) 3rd person singular forms of REGULAR VERBS in the present tense, i.e. I like, she/he/it likes, 3)possession, (preceded by ‘ ). Pat’s...., Dick’s,… Phillip’s …(car) (house) etc. LISTENING The following words in (parentheses) are blank on the screen Pronounce the following words after your instructor. Emphasize the final –s on each word. 1. (trips) 2. (licks) 3. (naps) 4. (Frank’s) 5. (flips) 6. (sticks) 7. (cats) 8. (cuts) 9. (flaps) 10. (pets) 11. (chefs ) 12. (treats) 13. (jeeps) 14. ( nicks) 15. (backs) 16. (laps) 17. (frets) 18. ( photographs) 19. (chips ) 20. (greets)

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

stuffs ____ picks ____ watches

____

lifts ____ sounds ____ finishes

____ exists ____ words ____

presents ____

speaks ____ talks _____ fights

_____ lips _____ bangs _____ tips

_____

writes _____ means ____ initials

_____ positions ____ helps ____

Listen to the above words again and check your answers. LISTENING Please show pictures of the animals marked in yellow Listen to the following conversation: JANE: How many pets does Dick have? FRED: He has two cats, two antelopes and two ducks JANE: And Jake? FRED: He has two giraffes, three snakes and 4 rabbits. JANE: Are Dick’s antelopes and ducks attractive?

FRED: The antelopes are but not the ducks. JANE: How about Jake’s snakes? Are they attractive? FRED: I don’t know, he likes snakes but I don’t. SPEAKING Repeat the following dialogue and select the pets that Pete and Nick have from the list: Pictures of the following two cats, five ducks, three rabbits, two parrots, two antelopes, two giraffes. JEAN: How many pets does

Jeff have?

YOU: He has

……………………………………………

…

JEAN: And Nick?

YOU: He has

……………………………………………

….

JEAN: Are Jeff’s

………………. and ……………………

attractive?

YOU: The ………………

are but not the ……………………….

JEAN: How about Nick’s

……………… ?

YOU: I don’t know, he

likes ……………… but I don’t.

WRITING Pictures of: two skirts, four hair clips, two anoraks, five T-shirts, three pairs of shorts, two jackets, three scarves Write a conversation between Bill and Hilary about the clothes that Pat and Janet possess. Use the previous dialogues as an example but add more if you can. Select three items of clothes for each person. The conversation is begun for you. (When finished read your dialogue aloud and pronounce the final –s sound with emphasis.) BILL: How many pieces of clothes does Janet have? HILARY: She has ……………………………………… Continue…

CNADFLORIDA


Use the present progressive to talk about actions in progress at the same time

Talking about actions in progress

Make Wh questions with the present progressive.

Use vocabulary and expressions related to actions in progress

LISTENING: What is happening at “Tacoland”? (Insert Picture of Tacoland) Listen to what these people are doing at “Tacoland”. Then match these audios with their corresponding actions: (drag and drop) (audio/text) Insert audio: A. Maria is ordering tacos and sodas, B.Luis is throwing away the trash, C. Frank is talking to Elizabeth, D. The cashier is wearing a uniform, E.The children are eating nachos with cheese 1. Frank is talking to Elizabeth (C) 2. The children are eating nachos with cheese (E) 3. Luis is throwing away the trash (B) 4. Maria is ordering tacos and sodas (A) 5. The cashier is wearing a uniform (D) READING: THE CHASE While people are eating happily in “Tacoland”, this is happening across the street: 1. Picture of a man in a mask 2. Picture of a fat policeman running running down a street with down the street, blowing a whistle and a bag of money in each hand chasing the robber.

Q: What is this man doing? Q: What is this policeman doing? A: He is running down a street. A: He is running and blowing a whistle. Q: What is he carrying in his hands? Q: Why is he blowing a whistle? A: He is carrying two bags of money. A: He is running after the robber. 3. Picture of some people in the 4. Picture of a woman coming out of a store. street looking at something and She has a dog on a leash. laughing Q: What are these people doing? Q: What is this woman doing? A: They are watching the robber A: She is coming out of a store and the policeman. with a dog. Q: Why are they laughing? A: Because the policeman is very fat and the robber is running faster. 5. Picture of the robber looking behind 6. Picture of robber falling over the dog. at the policeman. The dog is in front of the robber. The robber doesn’t see it. Q: Is the robber looking at the policeman? Q: What is happening here? A: Yes, he is. A: The robber is falling over the dog. Q: Is he looking at the dog? A: No, he isn’t.

7. Picture of policeman putting 8. Picture of robber in a police van. handcuffs on the robber on the He is looking unhappy. ground. Q: What is the policeman doing? Q: Where is the robber going? A: He is arresting the robber. A: He is going to jail. Q: Is he smiling? A: No, he isn’t Practice 1: WHAT’S GOING ON HERE? Answer the following questions and tell us what’s happening in the reading. To do this, drag each of the pictures below and place them above the corresponding question (D&D) (picture-text) Questions: What is the woman doing? (picture 4) What are these people doing? (picture 3) Why is the policeman blowing a whistle? (picture 2) What is happening to the robber? (picture 6) GRAMMAR: Wh Questions and the Present progressive:

Picture 2 Picture 4 Picture 3 Picture 6

Wh questions are used to get information that you don’t know. You can make wh questions to find out information that will come either in the subject or in the predicate of your answer. Let’s take the following answer: Luis is talking to Gina in the garage SUBJECT PREDICATE If you want to know who is talking to Gina, then you’re looking for information that is in the subject of your answer. But if you want to know where they are talking, then your information is in the predicate of your answer. This is important because wh questions are formed in two different ways, depending on the part of the answer (subject or predicate) where the desired information is. Questions about the subject: To make a question about the subject, simply add who to the beginning of your yes / no question. Then remove the subject. Note: the subject becomes part of your answer. Look at the following example: Is Luis talking to Gina in the garage? Who is talking to Gina in the garage? Luis is talking to Gina in the garage (Animation: cross out (IN RED, PLEASE) Luis and insert Who in the wh question)

Questions about the predicate: To make a Wh question about the predicate, simply add a wh word (what, where, when, etc) to the beginning of your yes / no question. Note: the rest of your yes / no question disappears and becomes part of your answer. Look at the following examples: Are you doing your homework? What are you doing? I’m doing my homework (animation: cross out your homework and add what to the beginning of wh question) Are you eating lunch in the kitchen?

Where are you eating? I’m

eating in the kitchen

(animation: cross out in the kitchen and add where to the beginning of wh question) Are you playing tennis now? When are you playing tennis? I’m playing tennis now (animation: cross out now and add when to the beginning of wh question) Practice 2: Look at the following dialogue from week 10. Cody: Are you practicing your multiplication tables? Greg: No, I’m not. I’m working on my

science project. Cody: Are your friends also working

on their science project? Greg: No, they aren’t. They are still reading the book for this month’s book report Cody: What book report?

Greg: The one we are working on with the Literature teacher

Cody: Oh, I see. Rearrange the following questions about Cody and Greg. Use the present progressive. Remember to start with a Wh work: Model: multiplication/practicing/his/he/is/who/tables/not

Who is not practicing his multiplication tables?

Greg is not practicing his multiplication tables

1. is/what/Greg/on/working _____________________________________? (what is Greg working on) Greg is working on his science project 2. working/project/on/their/is/who/science _____________________________________ ? (who is working on their science project?) Greg’s friends are working on their science project 3. friends/are/what/Greg’s/reading? _______________________________________? (what are Greg’s friends reading?) Greg’s friends are reading a book for this month’s book report 4. Cody/who/is? (who is Cody) ______________________________________? Cody is Greg’s older sister

Practice 3: Provide a subject plus a verb from the list below (in present progressive) to complete the following questions. (fill in the blanks) Model: What are these people doing?

They are eating at “Tacoland”.

1. What ______ ____________ _____________ ?

Maria is ordering tacos and sodas 2. What ______ ____________ _____________ away? Luis is throwing away the trash 3. Who ______ ____________ to Elizabeth? Frank is talking to Elizabeth 4. Who ______ ____________ a uniform ? The cashier is wearing a uniform 5. What ______ ___________ _____________? They are eating nachos with cheese SPEAKING:

order eat wear talk throw

Look at the pictures. Listen to the audios and repeat what these people are doing (Insert pictures and audios) PHONETICS/LISTENING II. Final –s sounds. The “-es” as a 1) plural, 2) 3rd person and 3) possessive ending When a word ends in a fricative sound like –s, -z, -sh, or affricative –ch ,-tch, -dg [dz] the –es final sound is pronounced [Iz] : EXAMPLES: watches, quizzes, washes, finishes, bridges, matches, catches,

Practice The words in (……) will not be seen on the screen. Pronounce the following words after your instructor 1. (taxes) 2. (wishes) 3. (mixes)

4. (sneezes) 5. (horses) 6. (fixes) 7.

(Tex’s) 8. (nurses) 9. (foxes) 10.

(washes) 11. (faces) 12. (noses)

13. (hoses)

Practice Review: Final [s] and final [Iz] sounds Listen to your instructor. Indicate with 1) if the following words have a final [s] or 2) if the words have a final [Iz] sound.

1. Dick’s ____ 2. wishes ____ 3.

Phillip’s _____ 4. ticks _____ 5.

pleases ____

6. judges ____ 7. flits _____ 8.

faces ______ 9. mixes ______ 10.

cheats ______

11. wishes ____ 12. Max’s ___ 13.

tulips _____ 14. Robert’s _____ 15.

Derek’s ___

16. passes ___ 17. chases _____ 18. cats ____ 19. fixes _____ 20. ____ kicks ___ Listen to your instructor again and check your answers. NOTE: In all other words in English (besides th- 0 see note above) final –s sounds are pronounced [z ] : i.e. boys, girls, storms etc. This sound receives attention in Unit 12. LISTENING Please show pictures of the animals marked in yellow Listen to the following conversation: JILL: How many pets does Mike have? TED He has two tortoises, three horses and two swordfishes. JILL: And Frank? TED: He has two rhinoceroses, three octopuses and 4 albatrosses. JILL : Are Mike’s asses and horses attractive?

TED: The horses are but not the asses. JILL: How about Frank’s rhinoceroses? Are they attractive? TED: I don’t know, he likes rhinoceroses but I don’t. JILL: Where does Frank live? TED: I think he lives in a zoo. SPEAKING Repeat the following dialogue and select the pets that Pete and Nick have from the list: Pictures of the following two asses, five swordfishes, two rhinoceroses, three octopuses, two horses, two albatrosses, four tortoises. INSTRUCTOR: How many pets

does Jeff have?

YOU: He has

……………………………………………

…

INSTRUCTOR: And Nick?

YOU: He has

……………………………………………

….

INSTRUCTOR: Are Jeff’s

………………. and ……………………

attractive?

YOU: The ………………

are but not the ……………………….

INSTRUCTOR: How about Nick’s

……………… ?

YOU: I don’t know, he

likes ……………… but I don’t.

WRITING Pictures of: five blouses, four necklaces, 8 panties, five watches, four dresses, three purses Write a conversation between Bill and Hilary about the clothes that Pat and Janet possess. Use the previous dialogues as an example but add more if you can. Select three items of clothes for each person. The conversation is begun for you. (When finished read your dialogue aloud and pronounce the final es [Iz] sound with emphasis.) BILL: How many pieces of clothes does Janet have? HILARY: She has ………………………………………

CNAD FLORIDA

UNIDAD 5 PRONUNCIATION: The sound [ ]. This sounds is not difficult for Spanish speakers as it the same in words like “chevere”, “muchacho”, “chino”, etc., but is NEVER a final sound as in English.

Practice after your teacher INITIAL MEDIAL FINAL chair teacher watch chicken picture touch chips mixture which children catcher each cheap butcher beach cheese question match chicks nature rich chat hatchet March The rich chicks like the beach. Chickens do not chirp. Our teacher teaches Chinese. Charley wants a cheese sandwich. Chuck doesn’t like cheap cheeses. A word about voiced and voiceless consonant sounds When you say ‘bus’ [b^s] in English the final –s is voiceless that is the vocal chords in your throat DO NOT vibrate. If you pronounce just the letter –s [s] you will emit a hissing sound (like a snake) which other people cannot hear at a distance of more than five or six meters. If you pronounce the word ‘buzz’ [b^z] the final –z [z] is voiced, that is the vocal chords in your throat vibrate (see diagram). If you pronounce the ‘z’ sound (like a bee) itself other people can hear it at quite a distance. Practice

Repeat the words after your instructor. Try to feel the vibration of your vocal chords in the voiced consonant sounds ( in the second column). The articulation (position of the tongue, lips and teeth) is exactly the same in both sounds shown in bold. NOTE: ALL VOWEL SOUNDS ARE VOICED: NO EXCEPTION VOICELESS VOICED Bus [b^s] buzz [b^z] Cheap [ i:p] jeep [dzi:p] Sip [sIp] zip [zIp] Tip [tIp] dip [dIp] Feel [fi:l] veal [vi:l] Kate [keit] gate [geit] Pet [p ] bet [ b t] REVIEW Table of voiceless and voiced consonant sounds voiceless

voiced

Voiceless example

Voiced example

[ ]

[ dz ]

chin Gin

[ k ]

[ g ]

coat goat

[ p ]

[ b ]

Pat bat

[ f ]

[ v ]

fat vat

[ t [ d time dime

] ] [ s ]

[ z ]

sip zip

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

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

(f) (v) ___ 4. (s) (s) ____ 5.

(p) (p) ____

6. (s) (z) ____ 7. (d) (d) ____ 8.

(v) (v) ___ 9. (s) (z) ____ 10.

(p) (b) ____

11. ( ) ( ) ____ 12. (k) (g)

____ 13. (v) (f) ____ 14. (dz) (

) ___

15. (z) (z) ___ 16. (dz) ( )

____ 17. (f) (f) ___ 18. (dz) (dz)

_____

19. (s) (z) ____ 20. (d) (d) ____

21. ( ) ( ) _____ 22. (p)

(p) ____

23. (k) (g) _____ 24. (t) (t) _____

25. (f) (v) _____

LISTENING Listen carefully and indicate if the words you hear are the s, same or d, different

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

___ 3. (kill) (gill) ___ 4. ( vat ) (fat )

____ 5. (bet) (bet) ____ 6. (jeep)

(jeep) ___ 7. (cheer) (jeer) ___ 8.

(Kate) (gate) ____ 9.

(gill ) ( gill)___ 10. (cheap)

(cheap) ___ 11. (jeer) (jeer) ____ 12.

(tip) (dip) ___

13. (gate) (gate) ____ 14. (sip) (sip)

___ 15. (bus) (buzz) ____ 16.

(pet) (bet) __ 17. (feel) (veal)___

18. (zip) (sip) ____ 19. (bus)

(bus) ____ 20. (gate) (Kate) ___

21. (pit) (bit) ___ 22. (peach)

(beach) ____ 23. (bitch) (pitch)

___ 24. (Kate) (Kate)___ 25. (

zip ) (zip) ___ 26. (Pat) (bat) ___

27. (peach) (peach) ___ 28.

(buzz) (buzz) ____ 29. (pitch)

(bitch) _____ 30. (jeep) (cheap)

____

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

1. I don’t like this (coat/ goat.)

2. The (buzz/bus) is terrible.

3. It’s a (jeep/cheap) show.

4. Let’s (cheer/jeer) the football

players.

5. Let’s look at the (vat/fat).

6. That’s a nice (peach/beach)!

7. That fish has (kills/gills).

8. Those (bills/pills) are expensive.

9. That (pit/bit) is not good.

10. That (bitch/pitch) got first prize.

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

Practice Read the composition. Then answer the questions in complete sentences. My brother George is very lazy. He always gets up late. He usually arrives late for his first morning class. The teacher always gets angry. Last Friday she locked the door at 8: 00. George was late again. George didn’t get angry. He

went home. He went to sleep again. (49 words) 1. Is your brother lazy or is he

hardworking? 2. Does he usually arrive early or

late to class? (and) 3. Does the teacher get angry or

was she calm? (Answer in ONE sentence)

4. What did she do last Friday? Last Friday she…..

5. Was George unhappy or was he happy?(but)

6. Where did George go? 7. What did he do? (and)

CNAD FLORIDA


Use modal verbs expressing obligation and needs (must /need to /have to)

Expressing obligation and necessity Responding to and making polite requests

Use vocabulary and expressions concerning activities performed in a library

LISTENING: Let’s go to the library Tim and Dorothy are at home studying. (Picture of two people studying) TIM: Dot, do you have any books on Antártica? DOT: No, I don’t, sorry. TIM: I need to finish this assignment by Friday, what am I going to do? DOT: Let’s go to the library. I’m sure they have books on Antartica there. TIM: But I don’t have a library card. DOT: That doesn’t matter, you can ask for one. TIM: O.K. Let’s go! (Picture of a desk and three people) (20 minutes later at the library check out desk ) LIBRARY ATTENDANT: May I help you, sir? TIM: Yes, I need a library card. L.A.: O.K. You need to fill out an application form. TIM: O.K. Thanks. L.A.: Do you have a photo I.D.? (I.Dentification) TIM: Yes, I do. I have a driver’s license. L.A.: Good, that’s all you need. Back at the check out desk at the library: L.A.: Everything O.K.? TIM: Yes, here’s the form. L.A. (looks at the form and writes the information on the computer)

(He gives Tim a library card) Here you are, sir. TIM: Thank you…. Oh, a question? L.A. : Yes? TIM: Can I check out books if I don’t bring my library card? L.A. : Yes, sir, you can. You can use your driver’s license. Here is your copy of the Rules and Regulations. Thank you, good-bye. VOCABULARY: Practice 1: The following words were taken from the previous listening. Look at the pictures below, and drag its word to the corresponding picture: (D&&) (text/picture) GRAMMAR: Modal verbs to show obligation and necessity

Fill out Photo ID Application form Library Card Assignment (picture 2) (picture 5) (Picture 3) (picture 1) (Picture 4)

Picture of hand Filling out a form

Picture of ID with a photo(it can be a driver’s license)

Picture of blackboard with the word HOMEWORK on it

Same form as in picture 2, but without hand

(An ID with the following Title: LAMBULAND COMMUNITY LIBRARY)

Welcome to modal verbs! (Illustration: a happy face, or something!!!!!!!!) Modal verbs are a very special feature of the English language. They are called MODAL because they change meaning in different MODES or manners. They are very useful and adaptable, they adjust to the ideas you want to express. Modal verbs are used to express such concepts as obligation and necessity, possibility and probability, ability and skills, desire or willingness, etc. This week, we are going to learn to use modal verbs to express necessity or obligation. Next week, we will learn to use them to express ability or skill. MODAL VERBS (Illustration: An open fan (abanico) with the following: obligation and necessity (have to, need to, must) ability and skills (can, could, be able to) advice (should, ought to, had better) possibility and probability (may, might, would, could) desire or willingness (will, would) There are two very important things about modal verbs that you need to know:

• They are loaded with information

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

Subject + Modal verb + main verb + rest of sentence I need to get a library card You must return these books to the library (animation: have one COMPLETE sentence appear under the heading and then the other) Modal verbs carry a lot of information. This information refers to grammar (mostly tenses: present, past and future) and meaning (necessity or obligation, ability, probability, etc). The modal verb indicates when and how an action is performed while the main verb only indicates which action is performed. This means that the main verb doesn’t have to do anything, it doesn’t change form. For this reason, a main verb following a modal verb always takes a very special form called the simple form. The simple form is the infinitive without the particle to, also called the bare infinitive: From infinitive to simple form: (animate by colums) Infinitive Bare infinitive simple form To go To go go To walk To walk walk

To get To get get To apply To apply apply To check out To check out check out (Cross out particle to In red) If we go back to the examples below, we will see that the main verb is in simple form: Subject + Modal verb + main verb in simple form + rest of sentence I need to get a library card You must return these books to the library (animation: have one COMPLETE sentence appear under the heading and then the other) Modal verbs to express obligation and necessity: To express obligation and necessity we use the following modal verbs: have to need to must (animation: this appears first) Remember, they are always followed by a verb in simple form:

Have to get need to fill out must return I have to get a library card She needs to fill out this form We must return these books (animation: then this) Practice 2: Match the two halves of these sentences: (D&D frases picadas). Look at the underlined words for clues! Model: You have to + return these videos. They are overdue! 1. All students must return these books immediately (5) 2. Library employees need to finish the assignment before they go to recess (1) 3. My mother says I have to

give people a copy of the library’s rules & regulations (2)

4. My husband has to check out some books before he goes to work (4) 5. You really must

finish my homework before I go out and play (3)

Affirmative sentences with have to / need to Remember to make the necessary changes to these modal verbs [have to] & [need to] when you’re using them in third person singular: He [has to] fill in the form and He [needs to] fill in the form She [has to] finish her assignment She [needs to] finish her assignment My mother [has to] return some books My mother [needs to] return some books Practice 3: Complete these sentences with: have to / need to / has to / needs to (FiB) 1. My husband _________ (has/needs to) work late at the library 2. We _________ (have to/need to) learn to use the automated registration system 3. Cindy _________ (has/needs to) go to the library and check out some books on Physics 4. You_________ (have to/need to) take the elevator to the second floor 5. Frances _________ (has/needs to) finish her report today

Negative sentences and questions with have to / need to: In negative sentences we use: don’t / doesn’t [have to] & [need to] S + don’t / doesn’t + [have to] / [need to] + simple form I don’t have to go She doesn’t need to go Questions with have to / need to: In questions we use: do / does + [have to] & [need to] Do / does + S + [have to] / [need to] + simple form Do you have to go? Does she need to go?

Short answers In short answers we use: Yes, + S + do / does Yes, I do. Yes, she does. No, + S + don’t / doesn’t No, I don’t No, she doesn’t

Practice 4. (FiB) Complete the following dialogues using the words in parenthesis. Use do or does for your questions and the right form of the verbs for your answers. Remember that the modal verbs [have to] and [need to] are always written together Model: I have to go to work When (you/have/go) ________ ________ _________ _________ to work? When (you/have/go) ___do___ __you___ _have to__ _go____ to work? I (have / go) ________ ________ to work in 2 hours I (have / go) __have to __go____ to work in 2 hours Dialogue 1: I have to pay a fine at the library How much (you/have/pay) ________ ________ _________ _________? (do/ you/ have to/ pay) I (have/pay) __________ __________ (have to/ pay) about twenty dollars. Dialogue 2 : My daughter has to prepare a very long composition. When (she/need/finish) ________ ________ _________ _________ it? (does/ she/ have to/ finish) She (have/finish)__________ __________ (has to/ finish) it tomorrow

Dialogue 3: I need you to sign this application form Where (I/need / sign) ________ ________ _________ _________? (do/I/need to/sign) You (need/sign)__________ __________ (need to /sign) at the bottom, please Dialogue 4: My father forgot to return these videos last week. I need to go and return them. Where (you/have/return________ ________ _________ _________ them? (do/ you/ have to/ return) I (have / return) __________ __________ (have to/return) return them to the video store around the corner

SPEAKING

You are at the check out desk at your local library. You want a library card. Talk to the library attendant. Use the guide. L.A. May I help you?

YOU: Yes, I want

…………………………………..

L.A.: You need to fill out this

application.(He gives you an

application)

YOU: …………………….. very

much.

L.A.: Do you have a photo I.D.?

YOU: Yes, ………………..

(You fill out the application form and

go back five minutes later)

L.A. Everything O.K.?

YOU: ……………………..

L.A. (S/he writes the information on

the computer and gives you a library

card.

L.A. Here’s your card.

YOU: …………………….. Oh, one

question, please.

L.A. : Yes?

YOU:

……………………………………………

….?

L.A. : No problem. If you don’t bring your library card you can check out books with your driver’s license.

PRONUNCIATION The sound [ ]. This sounds is not difficult for Spanish speakers as it the same in words like “chevere”, “muchacho”, “chino”, etc., but is NEVER a final sound as in English. Practice after your teacher INITIAL MEDIAL FINAL chair teacher watch chicken picture touch chips mixture which

children catcher each cheap butcher beach cheese question match chicks nature rich chat hatchet March The rich chicks like the beach. Chickens do not chirp. Our teacher teaches Chinese. Charley wants a cheese sandwich. Chuck doesn’t like cheap cheeses. A word about voiced and voiceless consonant sounds When you say ‘bus’ [b^s] in English the final –s is voiceless that is the vocal chords in your throat DO NOT vibrate. If you pronounce just the letter –s [s] you will emit a hissing sound (like a snake) which other people cannot hear at a distance of more than five or six meters. If you pronounce the word ‘buzz’ [b^z] the final –z [z] is voiced, that is the vocal chords in your throat vibrate (see diagram). If you pronounce the ‘z’ sound (like a bee) itself other people can hear it at quite a distance. Practice 5 Repeat the words after your instructor. Try to feel the vibration of your vocal chords in the voiced consonant sounds ( in the second column). The articulation (position of the tongue, lips and teeth) is exactly the same in both sounds shown in bold.

NOTE: ALL VOWEL SOUNDS ARE VOICED: NO EXCEPTION VOICELESS VOICED Bus [b^s] buzz [b^z] Cheap [ i:p] jeep [dzi:p] Sip [sIp] zip [zIp] Tip [tIp] dip [dIp] Feel [fi:l] veal [vi:l] Kate [keit] gate [geit] Pet [p ] bet [ b t] REVIEW Table of voiceless and voiced consonant sounds voiceless

voiced

Voiceless example

Voiced example

[ ]

[ dz ]

chin Gin

[ k ]

[ g ]

coat goat

[ p ]

[ b ]

Pat bat

[ f ]

[ v ]

fat vat

[ t ]

[ d ]

time dime

[ s ]

[ z ]

sip zip

LISTENING Listen carefully to the voiceless and voiced consonant sounds you have just practiced and indicate s (same) if

the sound is the same or d (different) if different.

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

(f) (v) ___ 4. (s) (s) ____ 5.

(p) (p) ____

7. (s) (z) ____ 7. (d) (d) ____ 8.

(v) (v) ___ 9. (s) (z) ____ 10.

(p) (b) ____

11. ( ) ( ) ____ 12. (k) (g)

____ 13. (v) (f) ____ 14. (dz) (

) ___

15. (z) (z) ___ 16. (dz) ( )

____ 17. (f) (f) ___ 18. (dz) (dz)

_____

19. (s) (z) ____ 20. (d) (d) ____

21. ( ) ( ) _____ 22. (p)

(p) ____

23. (k) (g) _____ 24. (t) (t) _____

25. (f) (v) _____

LISTENING Listen carefully and indicate if the words you hear are the s, same or d, different 1. (cheap) (jeep) d 2. (bat) (bat)

___ 3. (kill) (gill) ___ 4. ( vat ) (fat )

____ 5. (bet) (bet) ____ 6. (jeep)

(jeep) ___ 7. (cheer) (jeer) ___ 8.

(Kate) (gate) ____ 9.

(gill ) ( gill)___ 10. (cheap)

(cheap) ___ 11. (jeer) (jeer) ____ 12.

(tip) (dip) ___

14. (gate) (gate) ____ 14. (sip) (sip)

___ 15. (bus) (buzz) ____ 16.

(pet) (bet) __ 17. (feel) (veal)___

18. (zip) (sip) ____ 19. (bus)

(bus) ____ 20. (gate) (Kate) ___

21. (pit) (bit) ___ 22. (peach)

(beach) ____ 23. (bitch) (pitch)

___ 24. (Kate) (Kate)___ 25. (

zip ) (zip) ___ 26. (Pat) (bat) ___

27. (peach) (peach) ___ 28.

(buzz) (buzz) ____ 29. (pitch)

(bitch) _____ 30. (jeep) (cheap)

____

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

11. I don’t like this (coat/ goat.)

12. The (buzz/bus) is terrible.

13. It’s a (jeep/cheap) show.

14. Let’s (cheer/jeer) the football

players.

15. Let’s look at the (vat/fat).

16. That’s a nice (peach/beach)!

17. That fish has (kills/gills).

18. Those (bills/pills) are expensive.

19. That (pit/bit) is not good.

20. That (bitch/pitch) got first prize.

WRITING Fill out the following form with your personal information. You can invent a name and the information if you want to NAME: Social Security No. Date of Birth Address: Street Town/City State Zip Code Tel. No. Identification No. Do you have a library card from another public library? Yes / No If “yes”, where? ………………………………………. Give the name of one person in this area who you know. ……………………….. Do you accept the rules and regulations of this library? Yes/ No If “No” explain briefly. …………………………………………………………. Signature: ………………………………. Date: ………….

CNAD FLORIDA

UNIDAD 7

READING RULES AND REGULATIONS

1. A patron cannot renew a book or CD more than twice.

2. Videos and DVD’s have a five day limit and are not renewable.

3. Patrons must return library materials in good condition.

4. The patron must return the materials on the date shown by the card.

5. There is a limit of 25 books, 8 videos or DVD’s and 8 CD’s

6. The patron can ask for more materials under special circumstances.

7. You must pay the fines when library materials are overdue.

8. You are responsible for any damaged or destroyed materials that you check out.

Practice 1 Read the Rules and Regulations above then mark ‘T’ or ‘F’ to the questions that follow: …(F)….1. A person can renew a DVD

for five days.

…(F)….2. A patron can never have

more than 25 books.

…(F)….3. It is not necessary to pay

fines.

…(T)… 4. A patron cannot write in

library books.

…(T)… 5. It is necessary to return

books on time.

…(F)….6. The condition of a book

that is returned is not important.

…(T)….7. It is possible to check out

more than 25 books.

…(T)….8. A patron can renew a CD.

VOCABULARY:

Practice 2: (D&D)

The words below are synonyms of

some words in the text you just read.

Here is the text again. As you can see,

some words have been underlined.

Drag each of the following words to

their underlined synonyms

RULES AND REGULATIONS 7. A patron cannot renew a book

or CD more than twice. 8. Videos and DVD’s have a five

day limit and are not renewable. 9. Patrons must return library

materials in good condition. 10. The patron must return the

materials on the date shown by the card.

11. There is a limit of 25 books, 8 videos or DVD’s and 8 CD’s

12. The patron can ask for more materials under special circumstances.

7. You must pay the fines when library materials are overdue.

9. You are responsible for any damaged or destroyed

materials that you check out.

GRAMMAR: Modal verbs to express

ability As you learned in week 13, modal verbs are used to express many things. One of these things is the ability or skill to do something:

I can speak English (with illustrations, if possible)

or the possibility that something happens:

We can see the mountains from our hotel room.

(with illustrations, if possible)

In both cases we use the modal verb can. (Animation: sentences appear one at a time) As with any modal verb, can is followed by the simple form of a verb (main verb). I can speak English We can see the mountains from our hotel room For negative answers, use can’t. Cannot is also possible, but it is more informal and mainly used in spoken English

take out, pay, or take home (check out)

late, unpaid, unreturned (overdue)

Penalty or charge (Fine)

broken, spoiled or semi destroyed (damaged)

recharge or restart (renew)

client or customer (patron)

Can you speak German? No, I can’t, but I can speak English Practice 3: (D&D) Complete the following sentences with one of the simple forms below: Pedro is a good runner. He can ________ (run) faster than many children his age Claire can’t ________ (drive) because she has to renew her driver’s license. Frances can’t ________(take) any more books out of the library. She has to pay her fine first The lady at the front desk can ________ (help) you check out those books We can’t ________(return) this book. It is damaged! Questions and short answers with can: To make “yes / no” questions with can, simply invert the order of the first two words in your sentence: I can speak English Can you speak English? (animate) For short answers, use: Yes, S + can Can you speak English? Yes, I can Yes, I can

Drive run return help take

Or No, S + can’t Can you speak German? No, I can’t No, I can’t (animate by columns) Practice 4: (FiB) Complete the following dialogues. Start the questions with Can + the verb in parenthesis. Complete the short answer. Dialogue 1: ________ _________ ________ (fill) (Can you fill) out this form with your personal information? Yes, ________ _________ (I can). Dialogue 2: ________ _________ ________ (stop) (Can we stop) by the library on the way home? No, we ________ (can’t). It is too late and the library is closed Dialogue 3: ________ _________ ________ (read) (Can she read) all these books in French? Yes, ________ ________ (she can). She reads French fluently Dialogue 4:________ your mother ________ (return) (Can /return) this video for me? Yes, I think ________ ________(she can). Dialogue 5:________ _________ ________ (tell) (Can you tell) me where the science fiction books are? Yes, ________ ________ (I can). They are on that bookshelf to your right

Be able to: Be able to has the same meaning as can, but it is not as common. When you use it, you must remember to change the verb be according to the subject of your sentence. As with any modal verb, can is followed by the simple form of a verb (main verb). S be able to simple form rest of sentence I am able to do many things at the same time He/she is able to swim faster than anybody else You/we/they are able to sing very well Practice 5: Complete the following sentences with the appropriate form of [be able to]. Use contractions when possible: 1. I ________ _________ ( am / ’m able to) play the piano very well 2. She ________ _________ (is/able to) ride her bike without falling 3. My sister and I ________ _________ (are / ‘re able to) eat ice cream with our eyes closed 4. They ________ _________ (are / ‘re able to) swim long distances 5. You ________ _________ (are / ‘re able to) draw the most beautiful and incredible drawings! Questions, negative statements and short answers with be able to:

To make “yes / no” questions with be able to, simply invert the order of the first two words in your sentence: He is able to swim faster than anybody else Is he able to swim faster than anybody else (animate) For negative answers, use am/is/are + not + able to. S be + not + able to simple form rest of sentence I am not able to read in the car same time He/she is not able to eat a whole pizza You/we/they are not able to speak a foreign language Contracted forms are also correct, for both affirmative and negative statements: Contractions able to simple form rest of sentence I’m / I’m not able to read in the car same time He’s /she’s not / he isn’t / she isn’t able to eat a whole pizza You/we /they/ ’re not/ aren’t able to speak a foreign language

For short answers, use: Yes, + S + be No, + S + be (-) Yes, I am or No, I’m not Yes, He/she is No, she isn’t (is not) You/we/they are No, You/we/they / ’re not Practice 6: (FiB) Part A. Complete the following sentences using be able to + the verbs in parenthesis. Use contractions where possible: 1. I ________ _________ _________ (drive) (am-’m /able to/ drive) and answer my cell phone without having an accident 2. They ________ _________ _________ (write) (are -’re /able to/ write) 1000 Chinese characters 3. My little brother ________ _________ _________ (make) (is /able to/ make) excellent models in wood 4. The teacher ________ _________ _________ (hear) (is/ able to/ hear) us when we talk in class 5. The chef of this restaurant ________ _________ _________ (prepare) (is /able to/ prepare) the best deserts in town.

Part B. Now, take those sentences and turn them into questions: (FiB) (please have the original sentences appear when students click on each sentence) Model: Resulting sentence # 1: I’m able to drive and answer my cell phone without having an accident Question: Are you able to drive and answer your cell phone without having an accident? 2. ________ they _________ _________ (are/able to/write)1000 Chinese characters? 3. _________ your little brother _________ _________ (is/able to/ make) excellent models in wood? 4. _________ the teacher _________ _________ (is/able to/hear) us when we talk in class? 5. _________ the chef of this restaurant _________ _________ (is/able to/prepare) the best deserts in town? Practice 7: Review of can and be able to (D& D) (frases picadas) 1. Robert has lived in many countries. / He is able to speak many languages 2. I can’t work on this assignment now. / I have a headache 3. Patrons can get more materials under special circumstances. / They just need to fill out this form 4. The library attendant / is able to look up books for you in the computer 5. I can’t hear you. / There is too much noise outside PHONETICS

REVIEW OF VOWEL AND CONSONANT SOUNDS Consonant sounds [ ] and [ ] Listen and repeat Pronounce the words in each column ILLUSTRATIONS NEEDED [ ] [ ] sheep cheap ships chips cash catch wish witch dish ditch shin chin hash hatch Are there many sheep on that ship? That fish and chip shop is cheap. Which witch is the Mississippi witch? I wish for cash and riches. Vowel sounds [I] and [ i: ] Listen and repeat ILLUSTRATIONS NEEDED Pronounce the words in each column [ I ] [ i: ] ship sheep fit feet

bins beans grid greed dip deep mitt meat lip leap slip sleep hip heap Those shoes will not fit her big feet. That dip is very deep, be careful. Six sheep and six beans. Take your mitts away from my lips. Those beans and that meat are not cheap. MORE REVIEW Your turn Number the sentences in traditional script ( right column) with the phonetic transcriptions. Place the number in the space. [duz dz ni l^v

ju] …… 1. Yes, Irene

loves me

[dz ni d^znt

l^v mi:] …… 2. Do you

love Irene?

[waI]

…… 3. Yes, I love Irene, too

[dz ni l^vz

m^ni] …… 4. Jenny

doesn’t love me.

[d^z ai’ri:n l^v

ju ] ……. 5. Why?

[ j s ai’ri:n l^vz

mi: ] …… 6. Does Jenny

love you?

[du ju l^v

ai’ri:n] ….. 7. Jenny

loves money.

[j s ai l^v

ai’ri:n tu] 8. Does Irene

love you?

THE ENGLISH ALPHABET AND PHONETIC SYMBOLS Most of the phonetic symbols you have learned in this course are in the 26 letter English alphabet. [ i : ] = b [bi:], c [si: ], d [di:], e [ I : ], g [dzi:], p [pi:], t [ti:] , v [vi:], z [zi:] (9 letters) [ ] = f [ f], l[ l], m [ m], n [ n], x [ ks] (6 letters) [ ei ] Spanish [ei] in “pleito” , “peinarse” etc. = a [ei], h [ei ], j [ dzei], k [kei] (4 letters) [ u ] = q [kju], u [ju], w [‘d bl ju] (3 letters) [ai] Spanish [ai] in “amainar”, “aislado”, “caray”, “hay” etc.

= I [ ai ] , y [ wai] (2 letters) TOTAL = 24 letters REVIEW OF THE ENGLISH ALPHABET SOUNDS IN PHONETIC SYMBOLS *O and *R are not included A [ei] , B [bi:], C [si:], D [di:], E [I:],

F [ f], G [dzi:] , H [ei ], I [ai],

J [dzei], K [kei], L [ l], M [

m], N [ n], O* [ ], P [pi:]

Q [kju], R* [ ], S [ s], T [ti:],

U [ju] , V [vi:], W [‘dubl ju], X [ ks]

Y [wai], Z [zi:]

WRITING: Write a list of 8 things you can /are able to do in a library. Remember to use the vocabulary from weeks 13 and 14.

NAD FLORIDA

UNIDAD 8

REVIEW OF COMMUNICATIVE PHRASES

Indicate the phrase from the right column which corresponds to the logical context of the dialogues. The first one is done for you.

DRAG AND DROP

PART 1. i. You should quit your job at the post office. ii. Oh! I don’t agree Nicole is much better looking. iii. Do you think so? iv. I agree it’s bad.

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

2. A: This restaurant is terrible!

B: …………………………..(I

agree, it’s bad)

A: Let’s go to McDougal’s it’s

better.

B: O.K. Let’s go.

3. A: Brad Pitt is a great actor.

B: Yes, and Sean Penn is

also.

A: …………………………..?

(Do you think so?)

B: Yes, he’s as good as Pitt.

4. A: I need to go to the

doctor’s. (You should quit your job at

the P.O)

B: Why?

A: My back hurts when I get

up.

B: ………………………………

Part 2. v. Do you want to go? vi. I don’t have time. vii. It’s opposite the post office.

viii. Sometimes one is as good

as the other. DRAG AND DROP

5. A: Where’s the drug store,

please?

B:

……………………………….. (It’s

opposite the Post Office)

A: And where is that?

B: It’s at the end of this street.

5. A: I’m very tired and my back

hurts.

B: Why don’t you sit down?

A: ………………………………(I don’t have time) 7. A: Which is more exciting an

opera or a ballet?

B: It depends.

A: What do you mean, “it

depends”?

B:

……………………………………………

.(Sometimes one is as good as the

other)

8. A: What are Brian and Bill

doing at the mall?

B: They’re shopping, I think.

A:

…………………………………………..?

(Do you want to go?)

B: Good idea, let’s go.

Grammar review: (FiB) 1. Complete the sentences using one of the following prepositions and prepositional phrases of exterior location in each case: 1. The library is __________ (across) the bank 2. The city hall is __________ (to the left) of McDougal’s 3. The post office is __________(on the) corner of Main Street 4. The bus __________ (from) Salt Lake City arrives at 05:30 5. The cinema is __________(straight) ahead! Just go on a few blocks 6. The drug store is __________ (next) to the police station 2. Complete these short conversations with the right response containing a comparative form: (D&&) (frases picadas) This food is not very tasty. | Add some salt to make it tastier! The library is very big. | I thought it would a be smaller building

on the to the left straight next across from

This movie is very boring. | Other movies are more interesting than this one These clothes don’t fit. | I’m fatter than last month We are late already! | Can you go faster? There are many people at the theater today. | Yes, this show is better than the others 3. Change the following statements in simple present and present progressive into questions. Use each Wh- word below only once: (FiB) 1. The movie theater is next to the drug store. _________ _________ (Where is) the movie theater? 2. The movie starts at eight. _________ _________ (When does) the movie _________ (start)? 3. They are eating pizza. _________ _________ (What are) they _________ (eating)? 4. Marcia is playing tennis at the Athletic center _________ _________ _________ (Who is playing) tennis at the Athletic center? 5. The post office is located between the City Hall and the library.

Who When Which How long Where What

_________ (Which) building _________ (is) located between the City Hall and the library? 6. The flight from Miami to Colombia is 3 hours long. _________ _________ _________ (How long is) the flight from Miami to Colombia? 4. Match the following people with what they are doing: (D&&) (frases picadas) 1. The children | are eating pizza 2. The mailman | is coming out of the post office 3. The police officer | is chasing the robber 4. The students | are finishing the assignment 5. The actors | are performing at the theater 5. Click on the right quantifier to complete the following phrases: 1. We don’t have __________ sugar left! We need to go buy some now…

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

2. I want __________ chocolate chip cookies. I’m very hungry!


3. There isn’t __________ to do in this town. There are only a few shops and the cinema. How boring!


4. Do you have __________ orange juice in your refrigerator?


5. The salad has __________ different ingredients. It is very tasty and delicious!


6. The combo comes in __________ different sizes


6. Read the following dialogue. Click on the right modal verb Angela: I [can’t/need to] (can’t)

finish dinner now, I have to stop cooking. I [need to/ can] (need to) go to the library and return these books before I get a fine. Do you want to come with me?

Mary: OK. Let’s go. I [have to/am able to] (have to) stop by the grocery store and get some bread.

Angela: Oh yes, and I [must/can] (must) also get some milk for tomorrow’s breakfast

Mary: You’re right. Do you think we [can/must] (can) also take these letters to the post office?

Angela: I don’t think we [can/need to] (can) do so many things, but we can try. Mary: Yes, let’s try. Mothers

like us can do many things. We [are able to/have to] (are able to) do this and more!

Angela: Let’s go then!

Phonetic Symbols Review: Vowel Sounds [ 0 ], [^ ], [ae],[u] and [ ] A: Vowel sound [0]. Indicate the

number of times you hear the [0]

sound.

1. (the catcher caught the ball)

.(2).. 2. (the dog has a nasty

cough) ..(2)

2. (Paul always plays football)..(4)

4. (she caught the bus) …(1)….

5. (the caller walks to Boston)

..(3)… 6. (Paul caught the

ball)….(3)…

7. (get up at dawn)….(1)…

8. (my daughter is in the mall)

..(2)..

9. (the boss has a cough)…(2)…

10. (the man draws dogs)..(2)

B: Vowel sound [^]. Indicate he

number of times you hear the [^]

sound.

1. (come up on Sunday) …(3)…

2. ( the number is 101) …(3)…

3. (I want a cup of tea) …(1)…

4. (three ducks on the bus) ..(2)..

5. (my bubble gum) …(2)…

6. (my uncle is in London)…(2)…

6. (once a month on Monday)

…(3).. 8. (my mother is coming)

…(2)…

9. (come on the bus with us)

…(3)… 10. (the number is

one)…(2)…

C…Vowel sound [ae]. Indicate the

number of times you hear the [ae]

sound.

1. (the cat is black) …(2)… 2. (is

the fat man happy?) …(3)

2. (get back please) …(1)… 4.

(the taxi is back) …(2)..

5. (Sandy is fat and sad) …(3).. 6.

(What’s that Dad?) …(3)..

6. (Brad Pitt is bad)…(2)…. 8.

(Albert’s hat is black)…(3)…

9. (That jacket is Jack’s)

…(3)..10. (the acting is

bad)…(2)…

D. Vowel sound [u]. Indicate the

number of times you hear the [u]

sound.

1. (are those new shoes?) ..(2)..

2. (Who are you?) ….(2)..

2. (Which two are blue?)

…(2)…4. ( Do you fly, too?)

…(3)…

5. (the new room is not

blue)..(3)..6. (Are these June’s

boots?)..(2)

7. (the moon is blue soon)..(3) …

8. (who flew to the moon?) …(3)..

9. (that tune is not new) …(2) …

10. (the wind blew in the room)

…(2)..

E. Vowel sound [ ]. Indicate the

number of times you hear the [ ]

sound.

1. (that’s a good book)…(2) 2. (

is the cook new?) …(1)..

2. (could you cook?) …(2).. 4.

(it’s a good cook book) …(3)..

5. (look at her good foot)…(3)…6.

(which cook cooked the

food?)..(2)…

6. (pull the wool over) …(2)… 8.

(I couldn’t go) …(1)

9. (the cushion is not new) …(1)

… 10. (could you do it,

please?) …(1)

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

……………………………………………………………… Review of Intonation Patterns from the vocabulary Weeks 8 – 14 Write the corresponding letter for the stress patterns you hear. a. 0o b. o0 c. o0o d. 0oo (Llenar los circulos con Negro) 1. pretty ..(a)… 2. opposite …(d)..

3. station …(a) … 4. shopping …(a)..

6. across …(b)… 6. hospital … (d)..

7. colleges…(d)… 8. post office

…(d)

9. library …(d) … 10. McDougal’s..(

c )... 11. computer ..( c ) … 12.

taco ..(a)..

13. studying ...(d)… 14.

negative..(d)… 15.

cheeseburger..(d).. 16. robber

..(a)…

17. policeman…(c )… 18. Tacoland

..(d).. 19. in front of …(c ) 20.

superb..(b)..

21. exciting …(c).. 22. handsome …(a)… 23. talented..(d)…24. prettier…(d)…

25. convince …(b)… 26. hungrier…(d)… 27. persuade…(b)…28. good looking .(c)

29. polite …(b)… 30. prefer

…(b)… 31. Mexican …(d) 32. Italian…(c)

33. iced-tea ..(b)… 34. attractive…( c )… 35. I.D. …(b) 36. renew …(b)…. 37. return ….(b)… 38. CD ….(b).. 39. patient..(a)… 40. serious ….(d)…..

………………………………………………………….

LISTENING: Minimal Pairs Review and evaluation of vowel sounds [i: ], [I ] and consonant sounds [dz], [j], [ ] and [t ].

A. The vowel sounds [i: ] and [ I ]

Indicate if the sounds you hear are the

same with ‘s’ or different with ‘d’

1.( sheep) (sheep) ..s.. 2. (bit) (beat)

..(d) 3. (leap) (leap) …(s)…. 4. (ship)

(sheep) ..(d)..

5. (mitt) (meet) (d)… 6. (greet) (grit)

…(d).. 7. (dip) (dip) …(s)…8. (cheeks)

(cheeks) (s)

9. ( chicks) (cheeks)…(d)… 10. (bins)

(beans) …(d)…. 11. (hill) (hill) …(s)…

12.(seat) (sit)…(d)…13. (heel) (hill) …(d)14. (keys) (keys) …(s) 15. (keys) (kiss) ..(d)..

B. The consonant sounds [dz] and [j]

Indicate if the sounds you hear are the same with ‘s’ or different with ‘d’

1. (yoke) (joke) …d…. 2. (yam) (yam)…(s)… 3. (jello) (yellow) …(d)… 4 (you) (you) …(s)… 5. (Jew) (Jew) …(s) 6. (Jew) (you) …(d) 7. (Jess) (yes) ..(d)..

8.(Yale) (Yale) …(s)…. 9. (jail) (Yale)..(d) 10. (year) (year)..(s)…11. (jeer) (jeer)..(s).

12. (Jew) (you) ….(d)..13. (Jess) (Jess)..(s)..14. (joke) (joke) ..(s)..15. (yolk) (yolk)..(s) C. The consonant sounds [ ] and [t ] Indicate if the sounds you hear are the same with ‘s’ or different with ‘d’ 1. (cheap) (sheep) …d… 2. (ship) (ship)..(s).. 3. (shop) (chop) ..(d)..4. (cash) (cash)..(s) 5. (cash) (catch) ..(d).. 6. (wash) (wash) ..(s).. 7. (Sheep) (sheep)..(s)..8. (ditch) (dish)..(d) 9. (watch) (wash)…(d).. 10. (chop) (chop)..(s).. 11. (catch) (catch)…(s)..12. (chips) (chips) ..(s)..13. (ships) (chips)..(d).. 14. (shops) (chops) …(d)…15. (mash) (match)..(d) …………………………………………….

REVIEW OF FINAL-s SOUNDS LISTENING

Click on the column corresponding to the final –s sound for the word you hear. [s] [z] [iz] kicks x

washes

(x)

tacos

(x)

offices

(x)

dollars

(x)

hurts (x)

Phillip’s (x)

tamales

(x)

actresses

(x)

actors

(x)

visits (x)

boxes

(x)

photographs (x)

packages

(x)

beans

(x)

problems

(x)

robbers

(x)

cups (x)

likes (x)

loves

(x)

Modulo Ingles II

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Transcript of Modulo Ingles II