Cuadernillo 3º ESO PMAR.

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Cuadernillo 3º ESO PMAR.
8:30-9:30
9:30-10:30
10:30:11:30
Monday
Tuesday
Wednesday
Thursday
Friday
11:30-12:00
12:00-13:00
13:00-14:00
14:00-15:00
This workbook belongs to ______________________________________ from class ________
Presentación
Tu “Workbook” ha sido preparado por tus profesores para ayudarte a superar la
asignatura de inglés con éxito. Revísalo con frecuencia, tráelo siempre a clase, lee los
consejos que aparecen en él ¡cuídalo! y no olvides que hay que trabajar desde el
primer día.
Contiene las siguientes secciones:
Guía para el alumno ............................................................................. 1
Consejos para mejorar tu inglés .............................................................. 3
¿Cómo aprender vocabulario? .................................................................. 4
Classroom language ............................................................................ 5
Números ........................................................................................... 8
Verbos irregulares ............................................................................... 10
Reglas de ortografía ............................................................................. 13
Cómo hacer una buena presentación ......................................................... 14
Diario de lectura ................................................................................. 15
Fichas para las lecturas ........................................................................ 19
Fichas para mejorar la destreza oral ......................................................... 20
Listening Activities .............................................................................. 28
Explicaciones gramaticales y ejercicios ...................................................... 48
Mi Portfolio ....................................................................................... 70
¡Buen curso 2015-16!
The English Department
IES Pedro Espinosa
IES PEDRO ESPINOSA
DEPARTAMENTO DE INGLÉS
HOJA INFORMATIVA PARA EL ALUMNADO 3º ESO PMAR
CURSO 2015-2016
I. SISTEMA DE EVALUACIÓN
Se realizarán 2 exámenes trimestrales, para los que se establecerá hora y día, y todos los controles de vocabulario, verbos,
frases… oportunos. No olvides que la EVALUACIÓN ES CONTINUA, lo que implica que cada examen engloba todo lo
estudiado desde el comienzo de curso hasta el momento del examen y cada examen sirve de recuperación del anterior. Puesto que
la nota de exámenes es sólo el 60% de la calificación trimestral, ningún alumno podrá aprobar la asignatura SÓLO Y
EXCLUSIVAMENTE CON EL ÚLTIMO EXAMEN. ¡Hay que trabajar desde el primer día!
Los exámenes constarán de las siguientes partes:
→ Gramática y Vocabulario (Use of English) 40%
→ Comprensión del texto (Reading) 20%
→ Comprensión auditiva (Listening) 10%
→ Redacción (Writing) 20%
→ Expresión oral (Speaking) 10%
Recuerda que los EXÁMENES REPRESENTAN UN 60% DE TU NOTA FINAL Y EL 40% RESTANTE SE BASARÁ EN TU
TRABAJO DE CLASE Y EN TU CUADERNO Y EN LA REALIZACIÓN DE TAREAS, PROYECTOS, LECTURAS Y
REDACCIONES tal y como se muestra en la siguiente tabla:
Nivel 3º y 4º ESO Diversificación. 100% repartido entre:
Exámenes: 60%
Trabajo del alumno: 40 %
Exámenes de unidades
Tests
Trabajo en clase/casa
Participación
Proyectos y
Redacciones
Biblioteca de aula
40.00%
20.00%
15.00%
15.00%
10.00%
Por tanto, para aprobar la asignatura será necesario:
→ Realizar Tarea en casa. Se revisará diariamente.
→ Participar en clase y en las actividades propuestas por el departamento.
→ Trabajar proyectos.
→ Aprovechar el tiempo dedicado a la lectura y llevar al día el diario de lectura.
→ Tener el cuaderno completo, limpio, ordenado y corregido.
→ Mostrar interés por la asignatura.
→ Realizar exámenes orales y escritos.
El alumnado que no supere el curso en la convocatoria de junio, deberá presentarse a la convocatoria de septiembre. El examen
de septiembre incluirá todas las destrezas trabajadas durante el curso.
II. RECUPERACIÓN DE CURSOS ANTERIORES
Para recuperar los cursos anteriores el alumnado deberá presentarse a un examen trimestral en las siguientes fechas y de las
siguientes unidades:
→ 1ª evaluación: temas 1, 2 – jueves 19 noviembre 17.00
→ 2ª evaluación: temas 3, 4 – jueves 18 febrero 17.00
→ 3ª evaluación: temas 5, 6 – jueves 26 mayo 17.00
Recuerda que para repasar tienes tu cuaderno del alumno realizado por el Departamento. Si lo has perdido, podrás descargarlo de
la página web del centro: http://bit.ly/1XLqoLU (iespedroespinosa.es » departamentos » inglés » cuadernillos). Si tienes dudas,
recuerda preguntar a tus profesores; te ayudarán.
*El profesorado indicará el lugar de realización de la prueba.
III. MATERIAL
Obligatorio
→ Goal, Student’s Book. Editorial Oxford (Lo recibirás en el Centro)
Recomendado
→ Cuadernillo del Alumno realizado por el Departamento (fotocopiadora del Centro, página web del centro en formato
*pdf: http://bit.ly/1XLqoLU (iespedroespinosa.es » departamentos » inglés » cuadernillos).
→ Diccionario de bolsillo. Debe traerse a clase TODOS LOS DÍAS. Editoriales recomendadas: Collins Gem, Oxford,
Larousse, Longman.
→ Cuaderno a elección del alumno. Deberá estar perfectamente ordenado y presentable con nombre, apellidos y curso en la
portada.
→ Fundas folio para guardar las fotocopias que se entreguen o que se recomienden para su compra. Si el tamaño lo permite,
deben pegarse en el cuaderno.
IV. INSTRUCCIONES
→ NO SE PUEDE ESCRIBIR en el Student’s Book porque NO es nuestro.
→ Cuando el/la profesor/a llega, todos/as tenemos preparado nuestro material y estamos listos/as para empezar la clase.
V. RECURSOS ONLINE
→ http://englishyesplease.blogspot.com
→ www.wordreference.com (diccionario)
→ www.languageguide.org/english/ (vocabulario)
→ http://www.ego4u.com/ (gramática, vocabulario, expresión escrita)
→ http://mbonillo.xavierre.com/httpdocs/grammar/2eso.html (gramática, listening)
VI. ¿PARA QUÉ ME SIRVE EL INGLÉS?
→ Para APROBAR esta asignatura y así ir por buen
camino para obtener mi graduado.
→ Para navegar por internet.
→ Para escuchar y entender las canciones o a los
deportistas que me gustan.
→ Para seguir tus series de televisión favoritas.
→ Para conseguir un trabajo.
→ Para ligar, viajar…
VII. ¿QUÉ MÉTODOS PUEDO USAR PARA APRENDER INGLÉS?
→ Aprovechar al máximo las clases en el instituto:
→
prestando atención, participando.
→ Clases de conversación con un hablante nativo.
→
→ Charlas con turistas.
→
→ Práctica con compañeros fuera de clase.
→
→ Audición de podcasts.
Lectura de periódicos, revistas y libros
(adaptados u originales).
Uso de Internet y DVDs.
Concentración en la práctica oral.
Concentración en los ejercicios de gramática.
VIII. SI YO FUERA ALUMNO/A
→ No faltaría a clase a no ser por extrema necesidad y, en caso de faltar, comunicaría al profesor el motivo de la falta y
además me informaría de lo que se ha tratado en clase el día en que yo he faltado y recuperaría los apuntes. Recuerda que
debes enseñar el justificante de tus faltas.
→ Por lo menos una vez por semana dedicaría un tiempo a estudiar la materia de esa semana.
→ Participaría en clase:
o me dirigiría al profesor con respeto.
o corrigiendo la tarea.
o iría completando mi cuaderno poco a
o preguntando lo que no entendiera.
poco y este estaría limpio y claro.
o hablando en inglés.
o respetando el trabajo de los demás.
o controlaría mis ganas de broma y de
juego en clase.
o participando en los diálogos y teatrillos.
→ Estudiaría el vocabulario y los verbos a diario y NO la noche antes del examen.
→ Prepararía los exámenes intentando comprender todo, practicando con ejercicios, repasando el vocabulario…
Me doy por enterado de qué tengo que hacer para aprobar la asignatura de inglés, de los criterios de evaluación, de los
materiales necesarios, de mis obligaciones… y mi firma y la de mis padres da fe de ello.
FIRMA ALUMNO/A (3º ESO grupo PMAR)
FIRMA PADRES
Fdo.________________________________
Fdo.________________________________
SEPTIEMBRE, 2015
→ Descarga en tu MP3 o smartphone los
listenings recomendados, audiolibros o
cualquier cosa que te guste. ¡Aprovecha
cualquier momento! No importa que al
principio no entiendas. ¡ESCUCHA,
ESCUCHA, ESCUCHA!
3
¿Sabes por qué es difícil aprender palabras en inglés?
1) Para un hispanohablante, la gran mayoría de las palabras en inglés son sonidos ininteligibles que no
significan absolutamente nada. Si la palabra nueva te resulta familiar solo se puede deber a dos motivos: es
una palabra de origen latino o la has escuchado en los medios de comunicación.
Recuerda: Dado que el inglés es un idioma de origen germánico, muy alejado del español, no se asimila un
nuevo sonido hasta que no se repite unas diez, a veinte veces, hablando. Algunas palabras incluso tienen
que llegar a repetirse unas cien veces para que se queden grabadas en la memoria.
2) Hay, al menos, dos tipos de vocabularios. El vocabulario del inglés hablado y el del inglés escrito. Esto
quiere decir que hay palabras que lees pero que no se suelen usar en inglés hablado y palabras que escuchas
pero que no se suelen escribir. Las palabras de inglés hablado son las más difíciles de aprender porque una
gran mayoría no son de origen latino; son "phrasal verbs", o palabras de origen germánico.
Recuerda: Es mejor empezar aprendiendo el vocabulario del inglés hablado ya que será el que más vas a
necesitar en el día a día.
3) El número de palabras que hay que aprender para hablar con cierta fluidez ronda las tres mil. Aprender
tres mil palabras es difícil y toma tiempo, por tanto, necesitaremos determinación a prueba de fuego.
Recuerda: Para incrementar tu vocabulario, determinación a prueba de fuego; esto significa planificación y
constancia.
4) Por cada palabra, hay que aprender "pronunciación" y "deletreo" (spelling). Si no sabes escribir una
palabra, no importa demasiado porque siempre puedes buscarla en un diccionario, pero si no sabes
pronunciarla realmente no sabes esa palabra.
Recuerda: Solo puedes decir que sabes una palabra si puedes pronunciarla y colocarla correctamente en una
frase. Consejo: Búscate ahora mismo alguien para hablar.
¿Cómo superaremos todas estas barreras?
Sólo hay una manera: con mucha determinación y un buen método. Suponiendo que ya tenemos la
determinación, veamos los métodos.
Una de las mejores maneras de aprender vocabulario es viendo películas en inglés con subtítulos. Ves la
imagen, escuchas cómo suena y ves cómo se escribe.
Ni que decir tiene que otra fantástica manera de aprender vocabulario es cantando.
Otra buena fórmula es hablando. Cuando no sabes cómo decir algo, la necesidad de comunicarte te lleva a
buscar las palabras que necesitas para expresarte. Así que piensa durante el día frases en español y piensa
cómo las dirías en inglés. Si tienes dudas pregunta a un profesor.
Otra forma eficaz de incrementar tu vocabulario es leyendo. La gran ventaja de la lectura es que
aprendes las nuevas palabras en un contexto determinado. La desventaja es que no sabes cómo suena la
palabra. Por ello, la lectura debe combinarse siempre con prácticas de conversación. También son buenos
los audio-books para leer y escuchar al mismo tiempo.
Por último, se aprende vocabulario estudiando y echando mano de todos los recursos que tenemos a
mano: diccionarios, internet,trucos para memorizar, juegos, crucigramas (crosswords), el ahorcado
(hangman), leyendo las noticias en inglés, etc
¿Cómo recordar vocabulario nuevo?
1. Traduciendo la palabra a tu idioma. Por ejemplo: coche – car (inglés).
2. Describiéndola en español. Por ejemplo: vehículo con motor y de cuatro ruedas para transportar
personas.
3. Haciendo un dibujo.
4. Poniéndola en contexto. Por ejemplo: Mi coche se ha estropeado y tengo que llevarlo al taller.
5. Colocándola dentro de un grupo léxico. Por ejemplo: coche, camión, moto, etc.
(Fuente: http://elblogdelingles.blogspot.com.es/)
4
CLASSROOM LANGUAGE
Cosas que podrías decir a tu profesor/a
Lo siento, no lo entiendo
¿Perdón?
¿Qué quiere decir “chair”?
¿Cómo se dice “X” en inglés?
¿Cómo se deletrea eso?
¿Es esto correcto?
¿Cuál es el pasado de “go”?
¿Cómo se pronuncia esta palabra?
¿Qué tenemos que hacer exactamente?
Perdone, ¿puedo pasar?
¿Podría hablar más despacio, por favor?
Perdone. Lo siento, llego tarde.
¿Puedo ir al baño, por favor?
¿Puedo sacar punta al lápiz, por favor?
Dígalo otra vez, por favor.
¿Puede ayudarme, por favor?
¿Es esto correcto / incorrecto?
Lo siento, he olvidado mi cuaderno.
Lo siento, no hice mi tarea.
Cosas que tu profesor podría decirte.
Abrid vuestro libro por la página 25.
Responde las preguntas.
Escribe las respuestas.
Trabajad solos / en parejas / en grupos.
Haz estas preguntas a tu compañero.
Responde las preguntas de tu compañero.
Escucha y repite… otra vez…
Haz la pregunta.
Escucha el CD y esponde las preguntas.
Lee el texto.
Escribe una redacción sobre…
Copiad esto en vuestras libretas.
La tarea es … ejercicio 5, página 11
¡Bien hecho!
¿Habéis terminado?
¿Dónde está Pedro hoy?
¿Quién falta hoy?
Things you might say to your teacher
I’m sorry, I don’t understand.
Pardon? Sorry?
What does “chair” mean?
How do you say “X” in English?
How do you spell that?
Is this correct?
What is the past of “go”?
How do you pronounce this word?
What exactly do we have to do?
Excuse me. May I come in?
Could you speak more slowly, please?
Excuse me. I’m sorry, I’m late.
May I go to the toilet, please?
Can I sharpen my pencil, please?
Say that again, please.
Can you help me, please?
Is this right / wrong?
I’m sorry, I forgot my notebook.
I’m sorry, I didn’t do my homework.
Things your teacher might say to you.
Open your book at page 25.
Answer the questions.
Write the answers.
Work alone / in pairs / in groups.
Ask your partner these questions ...
Answer your partner’s questions ...
Listen and repeat … again …
Make the question.
Listen to the CD to answer these questions.
Read the text.
Write a composition about…
Copy this into your notebooks.
The homework is ...exercise 5, page 11
Well done!
Have you finished?
Where’s Pedro today?
Who is absent / missing today?
5
¿Habéis hecho la tarea?
Nos vemos la próxima clase.
¡Que tengáis un buen fin de semana!
¿Cómo estás?
¡Estaos quietos!
Ven a la pizarra.
Siéntate.
Levántate.
Cierra el libro.
Abre el libro.
Enséñame tu libreta.
Vamos a empezar con la clase ahora.
¿Está todo el mundo listo para empezar?
Voy a pasar lista.
¿A quién le gustaría tener un positivo hoy?
Coge uno y pásalos.
Have you done your homework?
See you next lesson.
Have a nice weekend!
How are you?
Be quiet!
Come to the board.
Sit down.
Stand up.
Close your book.
Open your book.
Show me your notebook.
Let’s start with the lesson now.
Is everybody ready to start?
I’m going to take attendance.
Who would like to get extra marks today?
Take one and pass them on.
Cosas que podrías leer en tu libro o en
un examen.
Completa las frases con las palabras de
abajo.
Completa las frases con la forma correcta
de los verbos entre paréntesis.
Escribe las frases en negative e
interrogative.
Elige / Subraya / Rodea
Escribe las palabras en el orden correcto.
Lee el texto y responde las preguntas.
Escribe cinco frases sobre…
Traduce las siguientes frases a inglés.
Escribe los contrarios.
Things you might read in your book or in an
exam.
Complete the sentences with the words below.
Complete the sentences with the correct form of
the verbs in brackets.
Write the sentences in the negative and
interrogative.
Choose / Underline / Circle the correct…
Write the words in the correct order.
Read the text and answer the questions.
Write five sentences about…
Translate the following sentences into English.
Write the opposites.
Cosas que podrías decir a tu compañero.
¿Podría coger prestado tu…?
¿Puedes dejarme un…?
Lo siento, no recuerdo tu nombre.
¿Podemos compartir el libro?
¿En qué página estamos?
¿Me puedes pasar esas hoja, por favor?
Perdona, ese es mi libro.
¿Quién va a empezar?
¿A quién le toca?
Me toca a mi ahora.
Things you might say to your classmate.
Can I borrow your…, please?
Can you lend me a …?
Sorry, I can’t remember your name.
Can I share your book with you?
What page is it on?
Can you pass me that piece of paper, please?
Excuse me, that’s my book.
Who is going to start?
Whose turn is it?
It’s my turn now.
6
SCHOOL AND EDUCATION
go to school ......................
study ..............................
learn (by heart) .................
do homework ....................
ask .................................
answer ............................
know ..............................
revise..............................
take an exam ....................
examen
pass an exam.....................
fail an exam......................
repeat a year ....................
leave school......................
colegio
take the register
attendance .......................
expel ..............................
punish .............................
punishment.......................
skip classes*......................
absent.............................
present............................
hard-working.....................
inattentive .......................
undisciplined.....................
high / secondary school ........
state school ......................
private school....................
ir al colegio
estudiar
aprender (de memoria)
hacer la tarea
preguntar
responder
saber
repasar
hacer un
aprobar
suspender
repetir
dejar el
pasar lista
expulsar
castigar
castigo
saltarse las clases
ausente
presente
trabajador
distraido
indisciplinado
instituto
colegio público
colegio privado
AT SCHOOL
class ...............................
classroom.........................
headmaster ......................
deputy ............................
director of studies ..............
counsellor ........................
teacher ...........................
tutor...............................
caretaker .........................
secretary .........................
language assistant ..............
cleaner............................
desk ...............................
table ..............................
ruler ..............................
glue ...............................
scissors ...........................
stick ..............................
calculator.........................
brush ..............................
computer ........................
keyboard .........................
mouse ............................
headphones .....................
loudspeakers .....................
laptop .............................
netbook ...........................
map................................
drawing pin ......................
duster, eraser....................
rubber.............................
sharpener.........................
schoolbag .........................
pencilcase ........................
exam ..............................
break ..............................
bell ................................
chair...............................
clase
clase
director
vicedirector
jefe de estudios
orientador
profesor
tutor
conserje
secretario
asistente lingüístico
limpiador
pupitre
mesa
regla
pegamento
tijeras
pegar
calculadora
cepillo
ordenador
teclado
ratón
auriculares
altavoces
portátil
miniportatil
mapa
chincheta
borrador
goma
sacapuntas
mochila
estuche
examen
recreo
campana
silla
TEACHING
term ................................trimestre
timetable..........................horario
subject.............................asignatura
lesson ..............................lección
period ..............................hora de clase
free period ........................hora libre
french class .......................clase de francés
vocabulary ........................vocabulario
grammar ...........................gramática
FACILITIES
playground ........................patio
library..............................biblioteca
assembly hall .....................salón de actos
language lab ......................laboratorio de idiomas
canteen ............................cafetería
reception ..........................recepción
staffroom ..........................sala de profesores
registration room ................secretaría
laboratory .........................laboratorio
gym.................................gimnasio
headteacher’s office ............despacho del director
IN THE CLASSROOM
classmate .........................compañero
chair................................silla
cupboard ..........................armario
locker ..............................taquilla
stapler ............................grapadora
hole punch .......................taladradora
schoolbag .........................mochila
board...............................pizarra
notice board .....................tablón
dictionary .........................diccionario
notebook ..........................libreta
sheet ..............................hoja
pen ................................bolígrafo
pencil .............................lápiz
marker ............................subrayador
boardpen ..........................rotulador pizarra
chalk ..............................tiza
crayons ............................ceras
coloured pencils .................lápices de colores
correction fluid ..................líquido corrector
spelling ............................ortografía
essay ...............................redacción, trabajo
translation ........................traducción
exam ...............................examen
mistake ............................fallo
good mark .........................buena nota
bad mark ..........................mala nota
pass mark..........................aprobado
school report......................boletín
prize................................premio
GCSE ...............................graduado de
Secundaria
holidays............................vacaciones
SUBJECTS
computer studies ................informática
maths ..............................matemáticas
history .............................historia
geography .........................geografía
science.............................ciencias
biology .............................biología
chemistry..........................química
physics .............................física
languages..........................idiomas
English .............................ingles
physical education ..............E.F.
religion ............................religión
French .............................Francés
7
Zero scores in team games are usually called nil.
In tennis, table tennis , it is used the word love
In British English And is used before the last two figures
(tens and units) of a number.
Manchester three; Liverpool nil
Fifteen - love ; your service.
325: three hundred and twenty-five.
3,077: three thousand and seventy-seven.
Note that in writing, commas (not a full stop) are used to
separate thousands.
There are two ways of saying dates. Ordinal numbers are
used. We write the preposition on with dates.
1 /08 /2009 : On the first of August / August the first…
The words hundred, thousand and million can be used in
the singular with a or an, but not alone.
A is more common in an informal style.
I want to live a hundred years.
The journey took exactly one hundred days.
When dates are written the, of and often the ordinal
ending (-th) are dropped.
Years are usually said in two halves.
1986 : nineteen eighty-six
To say the time we can use , digital numbers or time
expressions :
What’s the time?
12:15 . It’s twelve fifteen / It’s a quarter past twelve
Simple fractions are expressed by using ordinal numbers
¾ : three fourths ¾
: one third
Decimal fractions are said with each figure separate.. we use
a full stop, called “point”, not a comma, before the fraction.
In phone numbers we say each figure separately.
0 is called / әu /. And if a number is repeated we say
double.
6532209 : six five three double two o nine.
0.5 : nought point five
Ordinal numbers are used for Kings and Queens.
Henry VIII: Henry the Eighth
The figure 0 is normally called nought in British English and
Zero in American English.
When the numbers are said figure by figure 0 is often called
/әu / like the letter O.
My account number is 41326069 : four one three two six o ..
In measurements, like temperature is called zero
0º : Zero degrees Centigrade.
The singular of pence is penny.
1p : one penny Informal : one p / pi /
5p : five pence
five p / pi /
In sums with pounds, the letter p is dropped.
£3.75 : Three pounds seventy-five
8
Exercise 1
Write how you would say these numbers or figures.
1.
2.
1. Addition
2+ 3 = 5
Two and three is / are five
Two plus three is /equals five
2. Subtraction
3.
4.
5.
6.
7.
7-4=3
8.
Four from seven is / leaves three
Seven minus four is /equals three
9.
3. Multiplication
10.
5 x 2 = 10
Five times two is / makes ten
Five multiplied by two equals ten
4. Division
………………………………………………………………………
11.
12.
13.
14.
9:3=3
Nine divided by three equals three
He was born 3 -January 1975
………………………………………………………………………………………
His telephone number is 956 447 201
………………………………………………………………………………………
Juan Carlos I is the King of Spain.
………………………………………………………………………………………
How much are those trainers? They are £ 103.50
………………………………………………………………………………………
He lives on the 15 floor.
………………………………………………………………………………………
Who won the match? Real Madrid beat Manchester United 1-0
………………………………………………………………………………………
My cousin won 1,500,000 Є in the lottery two years ago.
………………………………………………………………………………………
¼ + ½ = ¾.
15.
Nadal is winning 40-0 in the 1st game.
………………………………………………………………………………………
When is Tom’s birthday? His birthday is on 30 / 3
……………………………………………………………………………………..
What time is it, please? It ‘s 19:40
………………………………………………………………………………………
The temperature now is 0º C.
………………………………………………………………………………………
10 - 1.5 = 8.5
………………………………………………………………………………………
352 + 1760 = 2112.
………………………………………………………………………………………
27 : 3 = 9
……………………………………………………………………………………..
Exercise 2
Exercise 3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
1. The concert is the two of May.
…………………………………………………………….
2. One thousand and three hundreds.
……………………………………………………………
3. He died in one thousand nine hundred
and sixty two.
……………………………………………………………
4. Manchester beat Liverpool three zero.
……………………………………………………………
5. My phone number is six nil one two four
nine nine five.
……………………………………………………………
6. Henry the Eight was born in Greenwich.
……………………………………………………………
7. The car cost a lot of money, thirty
thousands euros.
……………………………………………………………
8. How much is three time six?
……………………………………………………………
9. His birthday is the eleven January.
……………………………………………………………
10. The lesson starts at nine thirtieth.
Write the following numbers
1968 ( year) ………………………………………………….
21st
…………………………………………………
6374420 () ……………………………………………….
5 + 7 =12
………………………………………………..
£100,65
…………………………………………………
5ºC
…………………………………………………
Elisabeth I
………………………………………………..
2/5 (fraction) ……………………………………...........
6-0 (football) ……………………………………………….
15-0 (tennis) ………………………………………………..
18/10/1999
………………………………………………..
4 x 9 = 36
………………………………………………..
15 : 5 = 3
………………………………………………..
1,950,011
………………………………………………..
………………………………………………..
3rd
100
………………………………………………..
1,000
………………………………………………..
1,000,000
………………………………………………..
502
………………………………………………..
Henry II
……………………………………………….
50,20 Є
……………………………………………….
30 – 19 =11 ……………………………………………….
2010 (year) ……………………………………………….
Correct the flollowing numbers.
9
Irregular Verbs 3 ESO
Irregular Verbs
INFINITIVE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
be
beat
become
begin
bend
bet
bite
bleed
blow
break
breed
bring
build
buy
catch
choose
come
cost
cut
deal
do
draw
dream
drink
drive
eat
fall
feed
feel
fight
find
fly
forbid
foretell
forget
forgive
freeze
get
give
go
grow
hang
have
hear
hide
hit
hold
hurt
PAST
SIMPLE
PAST
PARTICIPLE
TRANSLATION
was, were
beat
became
began
bent
bet
bit
bled
blew
broke
bred
brought
built
bought
caught
chose
came
cost
cut
dealt
did
drew
dreamt
drank
drove
ate
fell
fed
felt
fought
found
flew
forbade
foretold
forgot
forgave
froze
got
gave
went
grew
hung, hanged
had
heard
hid
hit
held
hurt
been
beaten
become
begun
bent
bet
bitten
bled
blown
broken
bred
brought
built
bought
caught
chosen
come
cost
cut
dealt
done
drawn
dreamt
drunk
driven
eaten
fallen
fed
felt
fought
found
flown
forbidden
foretold
forgotten
forgiven
frozen
got
given
gone
grown
hung, hanged
had
heard
hidden
hit
held
hurt
estar
derrotar, golpear
convertirse en, hacerse
empezar
doblar
apostar
morder
sangrar
soplar
romper(se)
criar
traer
construer
comprar
coger, atrapar
elegir
venir, llegar
costar
cortar
tratar
hacer
dibujar
soñar
beber
conducir
comer
caerse
alimentar
sentir
luchar
encontrar
volar
prohibir
predecir
olvidar
perdonar
congelar
conseguir, recibir
dar
ir(se)
crecer, cultivar
colgar, tender
tener, tomar, haber
oír
esconder
golpear
sujetar
doler, hacer daño
10
Irregular Verbs 3 ESO
INFINITIVE
PAST
SIMPLE
PAST
PARTICIPLE
TRANSLATION
49
50
51
52
53
54
55
56
57
58
59
60
61
keep
know
lay
learn
leave
lead
lend
let
light
lose
make
mean
meet
kept
knew
laid
learnt
left
led
lent
let
lit
lost
made
meant
met
kept
known
laid
learnt
left
led
lent
let
lit
lost
made
meant
met
62
63
64
65
pay
put
read
ride
paid
put
read
rode
paid
put
read
ridden
66
ring
rang
rung
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
run
say
see
sell
send
sew
shake
shine
shoot
show
shrink
shut
sing
sink
sit
sleep
speak
spell
spend
ran
said
saw
sold
sent
sewed
shook
shone
shot
showed
shrank
shut
sang
sank
sat
slept
spoke
spelt
spent
run
said
seen
sold
sent
sewn
shaken
shone
shot
shown
shrunk
shut
sung
sunk
sat
slept
spoken
spelt
spent
86
87
88
89
90
91
92
93
spread
spring
stand
steal
stick
stink
sweep
swim
spread
sprang
stood
stole
stuck
stank
swept
swam
spread
sprung
stood
stolen
stuck
stunk
swept
swum
continuar, seguir
saber, conocer
poner, extender
aprender, enterarse de
irse, dejar
encabezar, dirigir
prestar
dejar (autorizar)
encender
perder
hacer, fabricar
significar, querer decir
conocer, reunirse,
quedar, encontrarse
con alguien
pagar
poner
leer
montar (caballo, moto,
bici…))
tocar (el timbre) sonar
(el teléfono)
correr
decir
ver
vender
enviar
coser
agitar, sacudir
brillar, relucir
disparar
mostrar
encoger
cerrar
cantar
hundirse
sentarse
dormir(se)
hablar
deletrear
gastar (dinero), pasar
(tiempo)
extender
aparecer, brotar
estar de pie
robar
pegar, colgar
apestar
barrer
nadar
11
Irregular Verbs 3 ESO
INFINITIVE
94
95
96
97
98
99
100
101
102
103
104
105
take
teach
tell
think
throw
understand
wake
wear
weep
wet
win
write
PAST
SIMPLE
PAST
PARTICIPLE
TRANSLATION
took
taught
told
thought
threw
understood
woke
wore
wept
wet, wetted
won
wrote
taken
taught
told
thought
thrown
understood
woken
worn
wept
wet, wetted
won
written
coger, llevarse
enseñar
decir, contar
pensar
tirar, arrojar
entender
despertar(se)
ponerse, llevar puesto
llorar
humedecer, mojar
ganar
escribir
12
English spelling often appears to be totally illogical. The following rules can help you to decode the
mysteries of English spelling. But remember, even the best rules have their exceptions.
ADDING -ING/-ED
Spelling Rule
Just add -ing or -ed to the end of the base verb:
work > working > worked, play > playing > played, open > opening > opened
Exceptions:
If the base verb ends in:
do this:
and add:
For example:
consonant + vowel +
consonant
and a stressed syllable
double the final
consonant
-ing
-ed
stop > stopping > stopped
begin > beginning
tap > tapping > tapped
But, for example:
open > opening > opened
(because no stress on last syllable of
open)
consonant + -e
remove the -e
-ing
-ed
phone > phoning > phoned
dance > dancing > danced
make > making
rake > raking > raked
dye > dying > dyed
-ie
change the -ie to -y
-ing
lie > lying
die > dying
nothing
-d
lie > lied
die > died
ADDING -S
We add -s to words for two reasons:
1. to make plural nouns (boy > boys)
2. to form the 3rd person singular of the present simple tense (you work > he works)
Spelling Rule
Just add -s to the end of the word, for example:
dog > dogs, play > plays, demand > demands
Exceptions:
If the word ends in:
do this:
and add:
For example:
-ch
-s
-sh
-x
-z
nothing
-es
church > churches
mass > masses
brush > brushes
fax > faxes
box > boxes
chintz > chintzes
-f
-fe
remove the -f or -fe
-ves
wife > wives
calf > calves
except:
beliefs, chiefs, dwarfs, griefs, gulfs, proofs,
roofs
consonant + -y
remove the -y
-ies
spy > spies
baby > babies
Note: words that end in -o normally just add s, except:
buffalo > buffaloes ; cargoes (or cargos) ; domino > dominoes ; echo > echoes ; go > goes ; grotto > grottoes
halo > haloes ; hero > heroes ; mango > mangoes ; mosquito > mosquitoes ; motto > mottoes (or mottos) ;
potato > potatoes ; tomato > tomatoes ; tornado > tornadoes ; torpedo > torpedoes ; veto > vetoes ; volcano
> volcanoes
13
THE BEGINNING OR INTRODUCTION
Good morning/afternoon everybody.
GETTING PEOPLE ATTENTION
• Great, shall we start?
• Right / Well / Ok. Let’s start.
GIVE TITLE AND INTRODUCE SUBJECT
• I plan to talk about…
• Today I’m going to talk about…
• The subject of my presentation is…
• My talk will last about … minutes.
• I will speak for 15 minutes.
GIVE YOUR OBJECTIVES
• What I would like to do today is to explain,
to illustrate…
TRANSITIONS
• Now let us turn to point one.
• Let us now move to the second part…
THE MIDDLE OR THE BODY
• There are three things we have to
consider: one…
• First of all…
• In the first place…
LINKING IDEAS
To give an example:
• Now let’s take an example.
• To illustrate this…
• For example
• For instance
To rephrase:
• In other words
• Another way of saying the same thing is…
• That is to say…
To summarize:
• To summarize
• To sum up
THE END OR CONCLUSION
• In conclusion, I would like to say that…
• Finally…
• As a conclusion…
• I’d be happy to answer any questions.
• If there are any questions, please feel free
to ask.
•
The purpose of a PowerPoint presentation is
to support a spoken presentation.
• Don’t repeat what is written on the
slides –explain what’s on the slide and
add to it.
• The text on each slide should be
written in point form –avoid full
sentences.
• Every slide should have a title.
• The background colour of your slide
should contrast with the font –do not
use patterns with lots of colours.
• Your font size should not be smaller
than 18 points, otherwise people at
the back of the room won’t be able to
read it.
• The best way to show statistics or
trends is with a graph.
I mean
Well
Well, you see
So
You know what I mean
OK
Right
Let’s see
My point is…
How shall I put it?
What’s the word for it?
Now, let me think…
It’s on the tip of my tongue…
That’s an interesting question…
Create
•
•
•
and present a PowerPoint presentation.
Research one of the issues talked about in class.
Create a PowerPoint presentation to go with your oral presentation.
Give your presentation in front of the class.
14
MY FIRST BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
4 session:
5 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
MY SECOND BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
4 session:
5 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
15
MY THIRD BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
4 session:
5 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
MY FOURTH BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
5 session:
4 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
16
MY FIFTH BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
4 session:
5 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
MY SIXTH BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
4 session:
5 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
17
MY SEVENTH BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
4 session:
5 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
MY EIGHTH BOOK:
I started to read..................................................... on the .............................
It was written by .................................................................... and published
by .............................................................. in the year .................................
I STOPPED READING ON PAGE:
st
nd
1 session:
2 session:
th
th
4 session:
5 session:
SUMMARY
rd
3
th
6
session:
session:
WORDS I LOOKED UP
I finished reading this book on the .................................
It was awful/ boring/ nice/ interesting/ great.
18
Title
Author
Publisher and date
Main characters
Setting
Plot. What happens
in the story?
My comments
about the book
Would you
recommend the
book? Why?
Twenty words you have learnt reading the book
ENGLISH
SPANISH
ENGLISH
SPANISH
19
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 1
"POP FAMILIES"
Discussion Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Model Answers
What's your name?
What's your favourite boy's/girl's name? Why?
What's your surname? How do you spell it?
Is your name special?
1. My name is...
2. My favourite boy's name is ... I like the way it sounds.
3. Sánchez. S-A-N-C-H-E-Z
4. Yes, it is. My grandmother's name is ... too. My parents
liked it.
Who is your best friend?
5. My best friend is ...
When is your birthday?
6. My birthday is on the 5th June.
7. I am from Antequera. It is a city in the south of Spain.
Where are you from? Where is...?
8. There are ... in my family
How many people are there in your family?
Do you know this band? What kind of music do 9. I think they are ... They play pop/rap/... music.
they play?
10. My favourite band is...
What's your favourite band?/ pop group?
11. My favourite male/female singer is ...
Who's your favourite male/female singer?
12. It is ...
What's your favourite song?/album?/clip?
13. My favourite instrument is ...
What is your favourite instrument in a band?
*QUESTIONS 10-13 CAN BE ASKED AS AN OPEN
QUESTION: Tell me about your favourite band.
Useful vocabulary
The Alphabet
Numbers (for dates)
Months of the year.
Families
Instruments
Types of music
Useful help
Don't panic
Ask for help
Speak slowly = good pronunciation
Repeat if necessary
Don't be silent: communicate
Use the essential classroom language!
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
20
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 2
"FAMILIAR FACES"
Discussion Questions
1.
2.
3.
4.
Model Answers
What's your name?
What's your favourite boy's/girl's name? Why?
What's your surname? How do you spell it?
Is your name special?
1. My name is...
2. My favourite boy's name is ... I like the way it sounds.
3. Sánchez. S-A-N-C-H-E-Z
4. Yes, it is. My grandmother's name is ... too. My parents
liked it.
5. Who is your best friend?
5. My best friend is ...
6. When is your birthday?
6. My birthday is on the 5th June.
7. I am from Antequera. It is a city in the south of Spain.
7. Where are you from? Where is...?
8. I'm ... years old.
8. How old are you?
9. Yes, I have. No, I haven't.
9. Have you got any brothers/ sisters?
10. Look at the photo. Has he got a moustache/ 10. Yes, he has/ No, he hasn't.
beard/etc?
11. DESCRIPTION: a member of your family. Bring 11. This is ................. . She is my .............. She is ... years
a photograph and make a description. Talk about old. She is tall/short and slim/fat. She's got short/long
blonde/brown/red hair and ... eyes
NAME, AGE, HAIR, EYES.
Useful vocabulary
The Alphabet
Numbers (for dates)
Months of the year.
Parts of the body
Don't panic!
Useful help
Ask for help
Speak slowly = good pronunciation
Repeat if necessary
Don't be silent: communicate
Use the essential classroom language!
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
21
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 3
"SPORT"
Discussion Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Model Answers
What time do you get up?
What do you do in the mornings?
What time do you have lunch?
What do you do in the afternoons?
What time do you have dinner?
What do you do in the evenings?
What time do you go to bed?
Are you an active person?
1. I get up at ...
2. I usually ..., I also... . At the weekend, I ...
3. I have lunch at...
4. I usually ..., I also... . At the weekend, I ...
5. I have dinner at... , but at the weekend I...
6. I usually ..., I also... . At the weekend, I ...
7. I go to bed at...
8. Well, if you ask me, I think that ...I am an active person
(I do lots of sports)/ I am very lazy (I don't do any sport)
Who is your favourite sportsperson?
9. My favourite sportsperson is ...
What's your favourite sport? Why?
10. My favourite sport is ... because I think it is...
(USEFUL VOCABULARY)
Do you support any sport team? Which one?
11. I support ...
What is your favourite sport at Pedro Espinosa 12. It is ...
school?
Tell me 3 examples of indoor/ outdoor sport.
13. ...
Useful vocabulary
Useful help
The time
Parts of the day
Sports
Don't panic
Adjectives for sports: exciting, energetic, good fun, great,
fast...
Speak slowly = good pronunciation
Ask for help
Repeat if necessary
Don't be silent: communicate
Use the essential classroom language!
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
22
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 4
"FASHION"
Discussion Questions
1.
2.
3.
4.
5.
6.
7.
8.
Model Answers
Are you a fashion victim?
1. Yes, I am! I love clothes!/ No, I'm not interested in
fashion.
What are you wearing at them moment?
2. I am wearing...
What is your favourite piece of clothes?
3. My favourite piece of clothes is ... ( a pair of jeans, a
skirt, etc)
Describe the following photograph: use the 4. They are drinking tea. They are sitting... (PAGE 29)
present continuous.
What is he/she wearing?
5. The man/woman in the photo is wearing... and...
What do you usually wear to school?
6. I usually wear .......... to school.
What is your favourite outfit for a night out?
7. My favourite outfit for a night out is...
What colours do you prefer?
8. When it comes to ... I prefer
9.
Are you fond of brands? What is your favourite 9. Yes, I am. /No, I'm not. My favourite brand is...(Nike)
clothes brand?
10. Adverts on TV are exciting. What is your 10. My favourite advert is...
favourite one?
Useful vocabulary
Present continuous: VERBS (Important for photographs)
Clothes
Expressions to describe clothes:
cool!
They look great on me!
They are comfortable
casual
smart
Useful help
Don't panic
Ask for help
Speak slowly = good pronunciation
Repeat if necessary
Don't be silent: communicate
Use the essential classroom language!
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
23
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 5
"Animal facts"
Discussion Questions
1.
2.
Model Answers
Do you like animals? What is your favourite 1. Yes, I do. My favourite animal is ... because it is.../ No,
animal? Why?
I don't. I hate animals.
What is your least favourite animal? Why?
2. My least favourite animal is... It is...! (Useful
vocabulary)
3.
Have you got any pet? What is it? What is its 3. Yes, I have. It is a (cat). Its name is... . It is ... years old.
name? How old is it? (If you haven't, do you It can open doors! / No, I haven't, but my cousin has got a
know anybody who has?)
dog. Its name is... . It is ... years old. It can open doors!
4.
What can this animal do?
4. This animal can fly/talk/swim/run fast, etc.
5.
6.
7.
8.
Can you ... ? (PAGE 40)
Can your mother/father speak English? French?
Say three animals that live in the water.
Look at the images and tell the classroom
instructions. Use the imperative.
5. Yes, I can/ No, I can't.
6. Yes, she/he can. No, she/he can't
7. ...
8. Examples: Close your books! Look at the board.
Useful vocabulary
Useful help
Animals
Imperatives
Don't panic
Adjectives to describe animals
Speak slowly = good pronunciation
Ask for help
Repeat if necessary
FAVOURITE: friendly, cute, sweet, energetic, good fun,
Don't be silent: communicate
independent...
LEAST FAVOURITE: scary, moody, agressive, dirty, Use the essential classroom language!
dependent...
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
24
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 6
"Extreme conditions"
Discussion Questions
Model Answers
1.
What is the weather like in winter in your town? 1. In winter, it is ... and ... . However, it is ... and ... in
And in summer?
summer.
2.
What is your favourite weather? What is your
favourite season of the year?
Imagine your ideal landscape in the world.
Describe it. Use THERE IS/ THERE ARE
3.
2. My favourite weather is hot and sunny/ cold and wet...
My favourite season of the year is...
3. My ideal landscape is an island. There are two beaches,
there is a mountain, etc.
4.
Imagine your ideal landscape in the world. What 4. It is hot and dry. In the mornings, it is... In the
is the weather like?
evenings, it is...
5.
Look at the photos. Describe the photos. Use the 5. The man/woman in the photo is ...-ING. There is a
PRESENT CONTINUOUS for actions and sofa...
THERE IS/ THERE ARE.
What is the best season of the year for... playing 6.The best season of the year for ... is winter/etc
football/ go hiking/ go out in the evening...?
6.
Useful vocabulary
The weather
Seasons
Months of the year
Useful help
Don't panic
Ask for help
Speak slowly = good pronunciation
Repeat if necessary
Don't be silent: communicate
Use the essential classroom language!
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
25
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 7
"Schooldays"
Discussion Questions
1.
2.
3.
Model Answers
What is your favourite school subject? Why?
1. My favourite school subject is ... because it is
(USEFUL VOCABULARY)
What is your least favourite school subject? 2. My least favourite school subject is... because it is
Why?
(USEFUL VOCABULARY)
4.
What was your favourite subject when you were 3. My favourite subject at Primary school was...
10?
How was last year at school?
4. Last year at school was fantastic/ok/terrible
5.
6.
How were your exams?
Who was your favourite teacher last year? Why?
7.
8.
9.
5. My exams were easy/OK/difficult. Especially...
6. My favourite teacher last year was ... because she/he
was...
Can you name a famous person who wasn't a 7. (SEE P. 53)
good student at school?
Name 5 school subjects.
8. (SEE P. 53)
What time do you have English/maths/etc on 9. I've got English/maths/etc on Tuesdays.
Tuesdays?
10. Where were you at 5 o'clock yesterday?
10. I was ... at 5 o'clock yesterday.
11. Was your father working at 6 o'clock last 11. Yes, he was./ No, he wasn't.
Monday?
Useful vocabulary
Useful help
School subjects
Adjectives to describe subjects: interesting, funny, Don't panic
Ask for help
practical, exciting – boring, difficult, abstract...
Speak slowly = good pronunciation
Adjectives to describe teachers: interesting, friendly, good
fun, creative, energetic – boring, old-fashioned, Repeat if necessary
demanding, strict...
Don't be silent: communicate
Use the essential classroom language!
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
26
IES Pedro Espinosa
English Department
Academic Year 201.../ 201...
Name: ...................................
Oral exam preparation: UNIT 8
"Festivals and holidays"
Discussion Questions
Model Answers
1.
What is your favourite food?
1. My favourite food is...
2.
Describe your favourite feast.
3.
What did you do yesterday?
2. To start with, we will have some pizza, then, we'll
have ... Finally, we'll have...
3. I played football/ I revised for a test...
4.
Did you read any books last year? Which ones?
4. Last year I read...
5.
Did you visit anything special last summer? 5. Yes, I visited...
Where did you go?
How did your family celebrate Christmas last 6. We visited, we celebrated...
year?
6.
7.
8.
Can you cook? Did you cook anything for your 7. Yes, I can. I cooked ... some pasta/a pizza/ some rice.
family in the last 6 months? What was it?
Imagine that you were on holidays last week. 8. On Monday, I climbed a mountain. On Tuesday, I
Describe what you did every day.
visited a museum...
Useful vocabulary
Verbs
Food
Useful help
Don't panic
Ask for help
Speak slowly = good pronunciation
Repeat if necessary
Don't be silent: communicate
Use the essential classroom language!
Other expressions
Helping you to explain ideas:
What is more, ...
Actually, ...
As a matter of fact, ...
Opinion
I think, ...
In my opinion, ...
If you ask me, ...
Essential classroom language
I'm sorry, I don't understand.
Can you repeat please?
Can you speak more slowly, please?
Can you spell that word for me, please?
Let me think...
That's a difficult question...
I'm not sure about this question...
I don't know...
27
________________________________________________________________________________________
TITLE: MY FOOD AND I
LEVEL: A2.2
DATE: __ / __ / ____
SKILL: Spoken Interaction
TIMING: 20'
Cross Curricular Issues: Nutrition Habits
Individual Work: __
Pair Work: X
Group Work: __
PEL LEARNING AIM: I can use a series of phrases and sentences to describe in simple terms my
family and other people, living conditions, etc. I can speak about my
hobbies and interests in a simple way. I have enough vocabulary to interact
in simple everyday situations.
Dan is talking about food. Read the following text
I love salads: My favourite meal is tomato salad. My dad usually prepares a
delicious tomato salad with feta cheese every Saturday. I don’t like fish: it is
healthy, but I never eat fish... My sister can cook fish and chips. In my opinion
fish and chips is OK, but I don’t really like it. I eat fish three times a week!
Doctors say it is healthy. I love chocolates: I eat them every day at school.
Doctors say chocolates are bad for you...
28
________________________________________________________________________________________
1. What’s your favourite food? Look at the model and the photos above to talk about food.
2. Use the expressions below to help you.
3. Take turns and when you finish, listen to your classmate.
-
+
I love... !
I like
It's my favourite... !
I mean...
I have... for lunch
I never eat...
Usually...
Once a week...
Three times a week...
I hate... !
I can't stand...
I don't like...
In my opinion...
I think...
HEALTHY - UNHEALTHY
Too salty/greasy/oily
Too heavy
Yummy!
Tasty!
Delicious!
It's OK
It doesn't taste good
I don't mind...
It makes me feel sick
ME
MY TEACHER
CRITERIA
Level: A2.2
Skill: Spoken Interaction
Could you talk about the food in the photographs? What were the most important problems/ challenges you had to face:
finding the right word, pronunciation, grammar rules? Speaking a foreign language is a matter of patience and practice.
Well done!
•
I can speak about my hobbies and interests in a simple way.
•
I have enough vocabulary to interact in simple everyday situations.
Remember you can visit the e-ELP website and fill in your own ePEL.
29
________________________________________________________________________________________
TITLE: TRAVELLING IN SPACE
LEVEL: A1.3
DATE: __ / __ / ____
SKILL: Listening
TIMING: 20'
Cross Curricular Issues: Look after the Earth. Link to the British Council
Individual Work: X
Pair Work: __
Group Work: __
PEL LEARNING AIM: I can understand familiar words and very basic phrases concerning myself,
my family and immediate concrete surroundings when people speak slowly
and clearly. I can understand some words and phrases... on the radio or TV.
Exploiting a video online:
BILLY AND SPLODGE IN A SPACESHIP
This is Billly and Splodge. Billy and Splodge are in a spaceship.
They are looking for animals in space.
Every time Splodge sees another planet, everything on this planet
is a different colour.
Are there any animals there?
http://learnenglishkids.britishcouncil.org/short-stories/our-colourful-world
30
________________________________________________________________________________________
1. First, make sure you understand the words in the box that appear on the video (look them up and write them in your
notebook if necessary):
Forest
Trees
Leaves
Clouds
Sky
Volcano
Smoke
Sea
Shells
Sand
Sun
Desert
Sand
Snow
Hot
Cold
2. Watch and listen to the video as many times as necessary (To play the video: press Ctrl + Click on the link).
3. Remember to choose the right colour when necessary.
4. Find the missing animal and HAVE FUN!
CRITERIA
ME
MY TEACHER
Level: A1.3
Skill: Listening Comprehension
I can understand some words and
phrases... on the radio or TV.
Remember you can fill in your own Portfolio Europeo de las Lenguas.
31
________________________________________________________________________________________
TITLE: WHAT ARE THEY WEARING?
LEVEL: A1.3
DATE: __ / __ / ____
SKILL: Listening
TIMING: 15'
Cross Curricular Issues: Healthy lifestyles
Individual Work: __
Pair Work: X
Group Work: __
PEL LEARNING AIM: I can understand familiar words and very basic phrases concerning myself,
my family and immediate concrete surroundings when people speak slowly
and clearly. I can listen to a recording and guess who is being described.
3
2
1
5
4
A
B
C
D
32
________________________________________________________________________________________
1. Look at the picture of the boys and girls. Think about colours and types of clothing and listen to the description of what
they are wearing.
2. Match the person with the correct letter: (A, B, C, D).
3. Guess who is NOT being described.
4. Partner game. In turns, think about a boy or girl of the picture and describe him/her. Your partner must guess who
he/she is.
ME
CRITERIA
MY TEACHER
Level: A1.3
Skill: Listening Comprehension
I can listen to a description of what
someone is wearing and guess who it is.
SCRIPT
A. She is wearing a red shirt with a black skirt. She is wearing dark grey tights and red shoes. Her socks are
white and the ribbon in her hair is also white.
B. He is wearing brown jeans and red and white trainers. He is wearing a white and dark red T-shirt and a blue
and brown belt. He is also wearing a red hat and a blue school bag. He has an orange ball and a wrist band.
C. She is wearing blue jeans and red and brown trainers. She is wearing a purple T-shirt and a brown bag.
D. She is wearing a red shirt with a black skirt. She is wearing white and blue tights and red shoes.
(Answers: 1-D / 2-B / 3-C / 4-__/ 5-A)
Remember you can fill in your own Portfolio Europeo de las Lenguas.
33
________________________________________________________________________________________
TITLE: SCHOOL SUBJECTS
LEVEL: B1.1
SKILL: Listening Comprehension
DATE: __ / __ / ____
TIMING: 25'
Cross Curricular Issues: Education. Giving opinion and describing
Individual Work: X
Pair Work: __ Group Work: __
PEL LEARNING AIM: I can understand the main points of clear standard speech on familiar matters
regularly encountered at work, school or during my leisure time. I can follow and
take part in a conversation on everyday issues or topics of general interest.
You are starting a Comenius year in Britain. Your new friends John and Fiona are talking about
subjects and teachers. Listen to them.
34
________________________________________________________________________________________
TASK 1: Fill in the grid. Write the subject for each of the teachers and what John thinks of them. You can get some help from
the box below.
kind
patient
nice
Name
strange
strict
Subject
funny
Opinion
Mr. Binns
Mr. Smith
1
3
2
4
Mrs. Ross
Miss Loach
5
7
6
8
Miss Delatour
Mr. Fernández
9
11
10
12
TASK 2: Now listen again and focus on Fiona’s opinion on different subjects. Complete the grid. Get some help from the box
below.
practical
complicated
creative
Subject
maths
1
history
chemistry
2
3
English
P.E.
4
5
Spanish
6
easy
useful
funny
Opinion
Now read the tapescript and check your answers.
CRITERIA
ME
MY TEACHER
Level: B1.1
Skill: Listening Comprehension
ANSWER KEY:
TASK 1: 1-history, 2-nice, 3-maths, 4-patient, 5-English, 6-strict, 7-chemistry, 8-strange, 9-P.E., 10-funny, 11-Spanish, 12-kind.
TASK 2: 1-easy, 2-complicated, 3-practical, 4-creative, 5-funny, 6-useful.
In Task 1, I got all (6) , most (4-5) , half (3) , some (1-2) , none (0)  of the answers right.
In Task 2, I got all (6) , most (4-5) , half (3) , some (1-2) , none (0)  of the answers right.
TAPESCRIPT
JOHN: Hola! Do you want to know about your teachers and subjects this year? Well, Mr. Binns, the history teacher, is very nice. Our maths teacher, Mr.
Smith, is very patient: he doesn’t mind repeating a new concept until everybody in the class has caught it. Mrs. Ross, the English teacher, is
very strict with grammar mistakes in compositions. She is really hard on us!
Miss Loach is our chemistry teacher. She is very strange: she never says “hello” or “good-bye”. She glides in and out of the class like a ghost!
Our P.E. teacher, Miss Delatour, is very funny: we all love her jokes!
Finally, Mr. Fernández is our Spanish teacher (obviously). He is very kind to students and pay attention to all our problems.
FIONA: My favourite subject is maths: it is very easy this year. History is quite complicated, as there are many dates and facts to remember, and I don’t
have a good memory. Chemistry is a very practical subject.We do plenty of lab practice. English is a very creative subject: I love writing. P.E. is
a funny subject, if you like playing sports such as hockey, lacrosse or rugby. Spanish is really useful to me, as I make holidays in Mijas!
Remember you can visit the e-ELP website and fill in your own ePEL.
35
________________________________________________________________________________________
TITLE: A WEATHER REPORT
LEVEL: A1.2
DATE: __ / __ / ____
SKILL: Listening Comprehension
TIMING: 30'
Cross Curricular Issues: Science: geography and how to represent the weather on a map
Individual Work: X
Pair Work: __ Group Work: __
PEL LEARNING AIM:
Reconozco palabras y expresiones muy básicas y que se usan
habitualmente, relativas a mí mismo, a mi familia y a mi entorno
inmediato cuando se habla despacio y con claridad.
The weather
1. Estamos aprendiendo en clase a representar el clima en un mapa.
2. Escucha la grabación y dibuja los símbolos correspondientes
en el país que nombre la locutora.
36
________________________________________________________________________________________
1. Escucha la grabación tantas veces como sea necesario, tranquilamente, sin prisas.
2. Imprime la ficha y dibuja en cada país el símbolo correspondiente. Fíjate en los iconos que acompañan al mapa.
En el caso de la niebla dibujamos dos o tres rayas onduladas.
3. Don’t forget:
4. Ahora puedes leer el texto que has escuchado y revisar los dibujos en tu mapa.
SCRIPT:
Hello, everyone. This is Europe’s weather report. It is raining in Italy today. It’s
cloudy and windy in Germany. It’s foggy and rainy in the United Kingdom. It’s
snowing in Finland. It’s sunny and windy in Spain and it’s stormy in France.
5. Aquí puedes comprobar las soluciones
6. Si no has acertado todas las respuestas, repite la actividad. Seguro que cada vez colocarás mejor los símbolos en el lugar
adecuado. ¡ÁNIMO!
CRITERIA
ME
MY TEACHER
Level: A1.2
Skill: Listening Comprehension
Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho...
Soy capaz de entender información muy
sencilla sobre cuestiones básicas
como el tiempo meteorológico.
Remember you can fill in your own Portfolio Europeo de las Lenguas.
37
________________________________________________________________________________________
TITLE: COOKING AN OMELETTE
LEVEL: A1.2
DATE: __ / __ / ____
SKILL: Listening Comprehension
TIMING: 15'
Cross Curricular Issues: To listen to instructions
Individual Work: X
Pair Work: __ Group Work: __
PEL LEARNING AIM:
Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho...
Reconozco palabras y expresiones muy básicas y que se usan habitualmente,
relativas a mí mismo, a mi familia y a mi entorno inmediato cuando se habla
despacio y con claridad. Soy capaz de entender instrucciones muy básicas.
Match the words and expressions to the correct picture:
a) Frying pan.
b) A pinch of salt.
c) To whisk the eggs.
d) A bowl.
e) To pour oil.
Now, listen to the text and put these pictures in order
- First, break one or two eggs into a bowl.
- Now, add a pinch of salt.
- Whisk the eggs.
- Next, pour a little olive oil to the frying pan and
heat it.
- Finally, put the omelette on a plate and eat it.
TEXTO PARA SER
ESCUCHADO PERO
NO MOSTRADO AQUÍ.
- Now, you can eat the omelette. Enjoy it!
38
________________________________________________________________________________________
1. Observa cada una de las imágenes y lee atentamente las palabras del recuadro. Utiliza el diccionario si
lo consideras necesario.
2. Relaciona cada palabra con cada una de las imágenes.
3. Escucha las instrucciones con atención.
4. Escucha de nuevo las instrucciones una a una y ve relacionándolas con las imágenes.
5. Vuelve a escuchar las instrucciones y asegúrate de que las has relacionado todas con las imágenes y que
están bien.
6. Consulta tus resultados con tu compañero/ a.
7. No olvides completar la sección “Evaluation”.
CRITERIA
ME
MY TEACHER
Level: A1.2
Skill: Listening Comprehension
Soy capaz de entender instrucciones
muy básicas para hacer una tortilla.
Soy capaz de realizar la actividad
sin ayuda de la seño o del profe.
Remember you can fill in your own Portfolio Europeo de las Lenguas.
39
________________________________________________________________________________________
TITLE: SPORTS AND HOBBIES
LEVEL: A1.2
SKILL: Listening Comprehension
DATE: __ / __ / ____
TIMING: 30'
Cross Curricular Issues:
Individual Work: X
Pair Work: __ Group Work: __
PEL LEARNING AIM:
Reconozco palabras y expresiones muy básicas y que se usan
habitualmente, relativas a mí mismo, a mi familia y a mi entorno
inmediato cuando se habla despacio y con claridad.
Can you help the teacher?
1. Estos son los posters que han elaborado los/las
alumnos/as de Mr. Roberts sobre sus aficiones.
Lamentablemente han olvidado poner su nombre.
Name
Nº
Age
Michael
Mel
Rachel
Rob
2. ¿Puedes ayudar al profesor a identificar a quién
pertenece cada uno? Escribe el número del poster junto
al nombre del alumno/a y su edad.
40
________________________________________________________________________________________
1. Escucha las grabaciones tantas veces como sea necesario.
2. Escribe en los cuadros en blanco el número de su poster y la edad, junto al nombre de cada alumno/a.
3. Don’t forget:
4. Ahora puedes comprobar las soluciones:
Name
Nº
Age
Michael
4
9
Mel
2
8
Rachel
3
9
Rob
1
8
5. Si no has acertado todas las respuestas, repite la actividad. Seguro que esta vez reconocerás a todos los personajes.
CRITERIA
ME
MY TEACHER
Level: A1.2
Skill: Listening Comprehension
Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho...
Soy capaz de entender información breve
sobre cuestiones personales básicas,
por ejemplo, sobre deportes y aficiones.
A continuación puedes leer el texto que has escuchado y revisar los números que pusiste. SCRIPT:
Michael:
My name is Michael. I’m nine years old and this is my poster.
I like swimming, playing football, running, dancing and playing computer games,
but I don’t like playing tennis, reading, watching T.V., playing basketball or skating.
Mel:
Hello!, my name is Mel and I’m eight years old. This is my poster. I like playing football, skating, reading, skateboarding and doing
karate. I don’t like swimming, skiing or dancing.
Rachel:
Hi!, my name is Rachel and I’m nine years old. This is my poster. I like skiing, playing football, dancing, swimming and skating but I
don’t like reading, watching T.V., playing tennis or doing karate. Do you like my poster?
Rob:
Hello, my name is Rob and I’m eight years old. This is my poster. Look! I like watching T.V. and reading. I like swimming, playing
tennis and playing basketball too. I don’t like playing computer games, running, playing football or dancing.
Remember you can fill in your own Portfolio Europeo de las Lenguas.
41
________________________________________________________________________________________
TITLE: CAN YOU HELP THE DETECTIVE?
LEVEL: A1.2
SKILL: Listening Comprehension
DATE: __ / __ / ____
TIMING: 20'
Cross Curricular Issues:
Individual Work: X
Pair Work: __ Group Work: __
PEL LEARNING AIM:
Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo
dicho... Reconozco palabras y expresiones muy básicas y que se usan
habitualmente, relativas a mí mismo, a mi familia y a mi entorno
inmediato cuando se habla despacio y con claridad.
Can you help the detective?
- Este detective necesita ayuda para descubrir quién se
esconde detrás de cada descripción, ¿puedes ayudarlo?
A
B
C
D
E
F
- Anota en cada rectángulo el número del personaje.
42
________________________________________________________________________________________
1. Escucha las descripciones tantas veces como sea necesario.
2. Escribe los números del personaje que se describe en los cuadros en blanco de la ficha.
3. SCRIPT: Texto de la grabación.
A. She’s got straight blond hair, a big nose and a big mouth. She´s wearing a pink T-shirt, purple trousers and pink shoes.
Ah!, she’s wearing glasses too.
B. He’s got straight red hair, a big happy mouth and big ears. He’s got freckles too. He’s wearing a blue jacket, a blue Tshirt and black glasses.
C. He’s got straight blond hair, a big nose and big ears. He’s wearing a blue shirt, a blue jacket and a tie.
D. She’s got straight red hair, small eyes and a big mouth. She´s wearing a blue and red dress and blue shoes.
E. She´s got long blond hair, small eyes, a small nose and big ears. She’s wearing a purple dress.
F. He’s got short blond hair, a big mouth, a big nose and big ears. He is wearing an orange T-shirt, blue jeans and red and
blue trainers.
4. Ahora comprueba tu respuestas:
A
B
6
D
C
1
3
E
4
F
2
5
Si no has acertado todos los personajes, vuelve a escuchar la grabación con el texto delante y repite la actividad. Seguro que esta
vez los acertarás todos, si no los aciertas... ¡ÁNIMO! ¡Verás cómo con la práctica lo consigues!
CRITERIA
ME
MY TEACHER
Level: A1.2
Skill: Listening Comprehension
Soy capaz de identificar a las personas
cuando describen alguna característica
física de su rostro.
Soy capaz de identificar a distintos
personajes por las prendas de vestir que
llevan puestas.
Remember you can fill in your own Portfolio Europeo de las Lenguas.
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________________________________________________________________________________________
TITLE: WHERE IS MY FAMILY?
LEVEL: A1.2
SKILL: Listening Comprehension
DATE: __ / __ / ____
TIMING: 30'
Cross Curricular Issues:
Individual Work: X
Pair Work: __ Group Work: __
PEL LEARNING AIM:
Reconozco palabras y expresiones muy básicas y que se usan
habitualmente, relativas a mí mismo, a mi familia y a mi entorno
inmediato cuando se habla despacio y con claridad.
Can you guess where my family is?
1. Escucha la grabación y descubre dónde está mi familia.
A
B
C
D
2. Escribe en cada cuadrado el número de mi casa.
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________________________________________________________________________________________
1. Escucha las grabaciones tantas veces como sea necesario, con tranquilidad, no hay prisa.
2. Escribe en los cuadros en blanco el número de la casa del personaje que está hablando.
3. Ahora puedes comprobar las soluciones.
A
B
3
C
1
D
4
2
4. Si no has acertado todas las respuestas, repite la actividad. ¡Seguro que cada vez reconocerás más cosas cuando las
oigas, recuerda que PRACTICE MAKES PERFECT!
CRITERIA
ME
MY TEACHER
Level: A1.2
Skill: Listening Comprehension
Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho...
Soy capaz de identificar distintos
miembros de una familia.
A continuación puedes leer el texto que has escuchado y revisar los números que pusiste.
SCRIPT
A. I live with my grandad, my dad, my mum, two sisters and one brother.
B. I live with my mum, my dad, my sister and my baby sister.
C. I live with my grandad, my dad, my brother, my sister and my baby brother.
D. I live with my mum, my sister, my brother and my dog.
Remember you can fill in your own Portfolio Europeo de las Lenguas.
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________________________________________________________________________________________
TITLE: THIS IS ME
LEVEL: A1.2
DATE: __ / __ / ____
SKILL: Listening Comprehension
TIMING: 20'
Cross Curricular Issues:
Individual Work: X
Pair Work: __ Group Work: __
PEL LEARNING AIM:
Siempre que me hablen muy lento y claro y pueda pedir que me repitan lo dicho...
Reconozco palabras y expresiones muy básicas y que se usan habitualmente,
relativas a mí mismo, a mi familia y a mi entorno inmediato cuando se habla
despacio y con claridad. Soy capaz de entender información breve sobre
cuestiones personales básicas o asuntos de inmediata necesidad en conversaciones
muy sencillas.
Hello, my name is Sally. I've got one I'm Paul. I've got two sisters and one
brother. I live in a big house. I've got a brother. I live in a flat. I've got a pet
pet dog. I like playing football.
hamster. I like reading.
My name is Claire. I've got no brothers Hello, my name is Vlad. I've got one brother
or sisters. I live in s small house. I've got and one sister. I live in an old castle. I've
a pet tortoise. I like playing videogames. got a pet bat. I like flying at night.
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________________________________________________________________________________________
1. Observa todas las imágenes e intenta imaginar qué quieren decir.
2. Puedes utilizar el diccionario si lo crees conveniente.
3. Primero, escucha cada uno de los textos atentamente.
4. Después, vuelve a escuchar y une cada personaje con la ilustración que le corresponda.
5. Escucha de nuevo cada texto y comprueba tus respuestas.
6. Compara tus resultados con los de tu compañero.
7. Reflexiona sobre la actividad y rellena la parte de la “Evaluación”.
CRITERIA
ME
MY TEACHER
Level: A1.2
Skill: Listening Comprehension
Soy capaz de comprender los textos
sobre diferentes personas.
Soy capaz de realizar la actividad sin ayuda
de la seño o del profe.
Remember you can fill in your own Portfolio Europeo de las Lenguas.
47
Grammar
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IES Pedro Espinosa (Antequera)
School Year 2014-15
The English Department
The Imperative
The imperative is very useful for instructions!
ACME 58 MUSIC SYSTEM. USER'S MANUAL
These words are missing from the instructions!!! Complete them
with the following words from the box.
push
place
turn
set up
press
select
1) …...............................time and date.
2) …...............................a language
3) …...............................the eject button to open the disc door.
4) …...............................a CD on the CD tray.
5) …...............................“play” button
6) …...............................the volume up or down with the remote control.
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Exercises
A. Turn the affirmative sentences in negative sentences
1. Close the door.
2. Stop.
3. Turn right.
4. Sit down.
5. Be quiet.
6. Go straight.
7. Pass the bank.
8. Cross the road.
9. Turn left.
10. Walk to the corner.
11. Look at the map.
12. Listen to the teacher.
13. Come here.
14. Read this book.
15. Practice with the exercises.
16. Jump.
17. Run
18. Talk.
19. Go away.
20. Please, wait for me.
21. Have a nice day.
22. Enjoy yourself.
23. Turn down the radio.
24.Help me with this bag.
B. At home, look for a manual with instructions in English. Look for
IMPERATIVES!!!
OBJECT: ….....................................
1) ….....................................
2) ….....................................
3) ….....................................
4) ….....................................
5) ….....................................
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