C U R S O A C A D M I C O

1. FICHA TCNICA: Nombre del curso/Cdigo Palabras clave English Level II

Funciones comunicativas del lenguaje, manejo del tiempo, manejo del espacio, Bogot, Colombia. Institucin Universidad Nacional Abierta y a Distancia (UNAD) Ciudad Bogot Autor del Protocolo Acadmico Frank P. Rutter Coautora Mara Anglica Rotundo Ao 2005 Unidad Acadmica Facultad de Ciencias Sociales, Humanas y Educativas Campo de formacin Bsico Comn en Idioma Extranjero rea del conocimiento Ciencias humanas y sociales Dos crditos semestrales equivalentes a 96 Crditos acadmicos horas. Un promedio de 64 horas de trabajo independiente y 32 horas promedio de estudio con acompaamiento tutorial. Tipo de curso Virtual On line Docentes. Estudiantes de todos los Programas Destinatarios de todas las Facultades de la Institucin con conocimiento bsico de espaol. Competencia general de El estudiante adquiere vocabulario y

aprendizaje

nociones gramaticales relacionadas con su cotidianidad. El estudiante lee de manera comprensiva oraciones, prrafos y sencillos textos que contengan vocabulario de su vida cotidiana. El estudiante comprende audios sencillos con conversaciones e informacin relacionada con sus actividades cotidianas El estudiante escribe frases y oraciones simples relacionadas con su cotidianidad El estudiante reconoce los smbolos fonticos de los sonidos del idioma ingls y reproduce algunos sonidos. El estudiante reconoce y reproduce patrones de entonacin y slaba tnica Metodologa de la oferta En lnea. A distancia Formato de circulacin Aula Virtual, Ambiente web, documentos impresos en papel (texto) con apoyo CD-ROM Denominacin de las unidades Mi familia, mis amigos y yo acadmicas Mi entorno CNADFLORIDA UNIDAD 1 Objectives Make questions about the location of things with be in simple present Using imperatives Use the imperative to give directions to give directions Asking for directions, location of places in a community Expressing time, location and direction Use prepositional phrases indicating location and direction Functions Inviting and responding to invitations

LISTENING: Where is the pharmacy? Match each question with its answer: (Audio with answers in random order) 1 . C a n y o u t e l l m e w h e r e t h e p h a r m a c y i s ?

______________________________ _____________ 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. T h e n t u r n r i g h t a t t h e t r a f f i c l i

g h t . 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 p h r a s e s . S o m e p r e p o s

i t i o n a l p h r a s e s i n c l u d e : Place: Time Location Direction On the table in the morning on the corner to Chicago In the room at six oclock 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? MAP WITH SOME BUILDINGS AND STREETS

Drag the following buildings and drop them where they correspond in the map of the city above. LIBRA SCHO RY OL DRUG GYM STORE

CINEM A

LIBRA RY

Post office

1. The drugstore is in the mall

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: car wash? wash? 1. _________ ______ the Where is the car

_________ ______ 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 To go To close

Simple form to go to close

(Please cross out particle to) Note that imperative sentences dont have a subject. Also, to make them negative, we simply add DONT to the beginning of the sentence: Come here Turn left left! Dont come here! Dont turn

Practice: Look at the following pictures. Tell these people what to do using an imperative sentence: Illustration for: dont eat cookies (cross out picture to indicate it is negative) Illustration for: Go straight

__________________________ ! ___________________________ ! Illustration for: wear a jacket Illustration from: Get up from bed

__________________________ ! ___________________________ !

Illustration for: Turn right

Illustration for: Dont speak in class (cross out to indicate its negative)

__________________________ ! _________________________ _!

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: Youre 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.

Then you instructor will ask you a) where Los Primos restaurant is. G i v e h i m / h e r t h e c o r r e c t d i r e c t i o n s . 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 [^] cut hut buck muck suck stump run come* some* stamp [ ae ] cat hat back Mack sack

ran cam 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 pan mat sad axe drags lag man tan pronounced [s ] [ Meg pen met said* dregs men X leg 10

*Note this word is d] [

Contrastive vowel sounds [u] and ] Drawings to be added

Listen and repeat the following lists of contrastive vowel sounds [u] and [ ] [u] fool pool Luke wooed suit ] full pull look wood soot [

shooed cooed

should 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 Ordering food at a fast food restaurant Expressing quantities Objectives 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: Lets go to McDougals John: Im hungry. Lets take a break and have something to eat Kevin: Good Idea. Lets have tacos Mary: I dont want tacos now. I want something else Kevin: What do you want? Mary: Lets seeuuuuuum. 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. Lets go to McDougals then. Kevin and Mary: All right, lets go VOCABULARY: Picture of a menu of McDougals 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 McDougals. Please, match the order with the speaker (Multiple choice) (Only audio, students dont see script) EMPLOYEE: Can I help you, sir? KEVIN: Yes, Id like a hamburger and fries, please. EMPLOYEE: Anything to drink? KEVIN: Do you have diet Coke? EMPLOYEE: Yes, we do. KEVIN: O.K. Ill have a large diet Coke. EMPLOYEE: Is this for here? K E V I N : Y e s .

EMPLOYEE: O.K. Thatll be $4.95, please. EMPLOYEE: Can I help you, Miss. MARY: Yes, Ill 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. Thatll be $5.25 please. EMPLOYEE: Can I help you? JOHN: Yes, Ill have a double cheeseburger and fries, please. EMPLOYEE: To drink? JOHN: A large diet Pepsi, please. EMPLOYEE: For here? JOHN: Yes. EMPLOYEE: Thatll be $5.95 please. Kevin Mary John

GRAMMAR: 1. Review: Subject verb agreement in the simple present In the simple present, the third person singular takes a special form.

There are some rules to change this verb form in affirmative sentences: 1. Most regular verbs take an S Live Work she lives he works (animated)

2. Irregular verbs Go Have Do he goes it has he does

3. Verbs ending in: ch, s, sh, x or z add es (animated) watch night wish see you he watches television at she wishes to come and drop the y (animation: cross it out)

4. Verbs ending in consonant + y: and add ies (animate all) study afternoon try she studies in the he tries hard!

Now, lets 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 IT SHE

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. L o o k a t t h e f o l l o w i n

g e x a m p l e s : 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 b e l o w t h a t c o r r e s p o n d s .

C l u e : n o t a l l o f t h e m a r e t h i r d p e r s o n s i n g u l

a r . ( a n s w e r s i n ( ) ) 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 can I help you? 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 __(dont)_______, 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! Im very hungry! SPEAKING: and you, what do you want? Imagine you are the next customer at McDougals. Please tell the cashier what you Cashier: Mother:

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 cant be counted, a n d o f c o u r s e ,

f o o d t h a t h a s n o t b e e n p l a c e d i n t o a c o n t a i n e r

, f o r e x a m p l e : Milk, water and other liquids Solid foods and food that has been made into particles, like coffee and sugar (Illustrate) Since, you cant count grains of sugar one by one, we use other words to indicate amounts of these objects. These words are called general quantifiers, Quantifiers In In questions affirmative statements numbers * * many * * several * * a few * * any * (animate) and they are used as follows: Quantifiers used with plural count nouns In negative statements * * * * * (animate)

NOTE: * represents check mark ( a n i m a t e : w h e n s t u d e n t s c l i c k h e r e , t

h e f o l l o w i n g e x a m p l e s a p p e a r :

Under question: Do you want any pickles on your hamburger? Under negative statement: No, I dont 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

Quantifiers In In questions affirmative statements much * * some * A little * * any *

In negative statements * * *

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 dont 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 Quantifiers In In questions affirmative statements A lot of * * some * any * no * (animate) In negative statements * * (animate)

mark

NOTE: * represents check

(animate: when students click here, the following examples appear: Under affirmative statements: I want NO sugar in my coffee? Under negative statement: No, I dont 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)

any four

many a lot of

some a few

one two

a little

Husband: Lets make a salad for dinner, we have ____________(a lot of) t o m a t o e s

Wife: Yes, but do we have ____________ (any) lettuce? Husband: Youre right, we dont 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: Thats too much! Ill give you ____________ (one) c i n n a m o n c o

o k i e a n d _ _ _ _ _ _ _ _ _ _ _ _ ( o n e ) c h o c o l a t e c h i p c o o

k i e . 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 want coffee? Anna: No, thanks. I dont 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, asnoor isla. T h e t h i r d

f i n a l s s o u n d i s [ I z ] w h i c h i s n o r m a l l y w r i

t t e n e s , i . e . f i n i s h e s [ f I n I i z ] . 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. Pats...., Dicks, Phillips 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. (Franks) 5. (flips) 6. (sticks) 7. (cats)

8. (cuts) 9. (flaps) 10. (pets) 11. (chefs ) 12. (treats) 13. (jeeps) 14. ( nicks) 1 5 . ( b a c k s ) 1 6 . ( l a p s ) 1 7 . ( f r e t s ) 1 8 . ( p h

o t o g r a p h s ) 1 9 . ( c h i p s ) 2 0 . ( g r e e t s ) 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, fjese.

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 ___ ____ l i f t s _ wishes ___ drowns ___

stuffs ____ picks ____ watches

_ _ _ 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. (Dicks) 3. (wishes) 4. (tricks) 5. (flaps) 7. (cups) 6. (mixes) 8. (sneezes) 9. (horses)

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

13. (fixes) 14. (champs)

15.

(quacks) 16. (Philips) 17. (Texs) 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. Dicks ___ 2. wishes ___ 3. Janets ____ 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 e r t s _ _ _ 1 5 . D e r e k 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. WRITING: Maria is going to the supermarket to get some food. Take a look at the following list, it doesnt 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 Mara 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 Talking about actions in progress Ordering meals at a fast food restaurant 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. 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, theres Bill and Jim waiting in line. AUDREY: Whos Jim. JANE: Hes 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. Hes 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: Were looking for a modem at BuySmart for Jims computer. Were having lunch first then ATTENDANT: Are you ready to order, SIR? BILL: Oh no, wait. Were 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: Im 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: Arent you on a diet? ATTENDANT: Please SIR, other customers are waiting!!

JIM: (He ignores the attendant) I am. Im eating very little these days. ATTENDANT: Is this for here or to go? BILL: For here. ATTENDANT: Thats $28.00 dollars, please. BILL: Whos paying? JIM: Youre paying. BILL: Im not paying, Im broke. ATTENDANT: (to the cook) Cancel the order, George. BILL: No, wait. Im joking. Heres $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 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 (ATTENDANT)

is served cold (MILKSHAKE) 5 A person who doesnt 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 listening she 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 taking (S) (gerund) am a shower (to be) (noun

phrase)

Are taking

you a shower?

d. Answering Yes / No questions Lets take this question: you listening to the radio? To answer, start with: Yes, + affirmative Yes, Im listening to the radio r O Are

No, + negative No, Im 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, Im not* * u s e c o n t r a c t i o n s o n l y f o r n e

g a t i v e s h o r t a n s w e r s Practice 1: Write questions for the following answers: (fill in the blanks) Model: work 1. _______ ________ ______________ dinner? No, She is not cooking dinner (is she cooking) 2. _______ ________ ______________the car? Yes, they are washing the car (are they washing) Are you going to work? Yes, Im going to

3. _______ ________ ______________ a pink sweater? No, Im not wearing a pink (are you wearing) sweater 4. _______ ________ ______________on the beds? No, were 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 months 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 Youre 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, asnoor 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, fjese. (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 ). Pats...., Dicks, Phillips (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. (Franks) 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 ___ ____ 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 Dicks antelopes and ducks attractive? wishes ___ drowns ___

stuffs ____ picks ____ watches

FRED: The antelopes are but not the ducks. JANE: How about Jakes snakes? Are they attractive? FRED: I dont know, he likes snakes but I dont. 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 Jeffs . and attractive? YOU: The are but not the . JEAN: How about Nicks ? YOU: I dont know, he likes but I dont.

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 UNIDAD 4 Functions Talking about actions in progress Objectives Use the present progressive to talk about actions in progress at the same time 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 doesnt 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 isnt.

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 isnt Practice 1: WHATS GOING ON HERE? Answer the following questions and tell us whats happening in the reading. To do this, drag each of the pictures below and place them above the corresponding question (D&D) (picture-text) Picture 2 Picture 4 Picture 3 Picture 6

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:

Wh questions are used to get information that you dont know. You can make wh questions to find out information that will come either in the subject or in the predicate of your answer. Lets 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 youre 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? Im doing my homework (animation: cross out your homework and add what to the beginning of wh question) Are you eating lunch in the kitchen? W h e r e a r e y o u e a t i n g ? I m

e a t i n g i n t h e k i t c h e n (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? Im 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, Im not. Im working on my science project. Cody: Are your friends also working on their science project? Greg: No, they arent. They are still reading the book for this months 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/i s/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?) Gregs friends are working on their science project 3. friends/are/what/Gregs/reading? ______________________________ _________? (what are Gregs friends reading?) Gregs friends are reading a book for this months book report 4. Cody/who/is? (who is Cody) ______________________________ ________? Cody is Gregs 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)

order

eat

wear

talk

throw

Model: doing?

What are these people

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:

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. (Texs) 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. Dicks ____ 2. wishes ____ 3. Phillips _____ 4. ticks _____ 5. pleases ____ 6. judges ____ 7. flits _____ 8. faces ______ 9. mixes ______ 10. cheats ______ 11. wishes ____ 12. Maxs ___ 13. tulips _____ 14. Roberts _____ 15. Dereks ___ 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 Mikes asses and horses attractive?

TED: The horses are but not the asses. JILL: How about Franks rhinoceroses? Are they attractive? TED: I dont know, he likes rhinoceroses but I dont. 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: . INSTRUCTOR: Are Jeffs . and attractive? YOU: The are but not the . INSTRUCTOR: How about Nicks ? He has

YOU: I dont know, he likes but I dont. 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 doesnt 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 VOICED buzz [b^z] jeep [dzi:p] zip [zIp] dip [dIp] veal [vi:l] gate [geit] bet [ b t] REVIEW VOICELESS Bus [b^s] Cheap [ Sip [sIp] Tip [tIp] Feel [fi:l] Kate [keit] Pet [p ] i:p]

Table of voiceless and voiced consonant sounds voiceles s [ ] [ k ] [ p ] [ f ] [ t voice d [ dz ] [ ] [ ] [ ] [ Voiceles s example chin coat Pat fat time Voiced exampl e Gin goat bat vat dime

g b v d

] ]

[ 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. ( ) ___ 15. (z) (z) ___ 16. (dz) ( _____ 19. (s) (z) ____ 20. (d) (d) ____ 21. ( (p) ____ 23. (k) (g) _____ 24. (t) (t) _____ 25. (f) (v) _____ )( ) _____ 22. (p) ) ____ 17. (f) (f) ___ 18. (dz) (dz) )( ) ____ 12. (k) (g) ____ 13. (v) (f) ____ 14. (dz) (

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 dont like this (coat/ goat.) 2. The (buzz/bus) is terrible. 3. Its a (jeep/cheap) show.

4. Lets (cheer/jeer) the football players. 5. Lets look at the (vat/fat). 6. Thats 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 didnt 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 UNIDAD 6 Functions Expressing obligation and necessity Responding to and making polite requests Objectives Use modal verbs expressing obligation and needs (must /need to /have to) Use vocabulary and expressions concerning activities performed in a library

LISTENING: Lets go to the library Tim and Dorothy are at home studying. (Picture of two people studying) TIM: Dot, do you have any books on Antrtica? DOT: No, I dont, sorry. TIM: I need to finish this assignment by Friday, what am I going to do? DOT: Lets go to the library. Im sure they have books on Antartica there. TIM: But I dont have a library card. DOT: That doesnt matter, you can ask for one. TIM: O.K. Lets 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 drivers license. L.A.: Good, thats all you need. Back at the check out desk at the library: L.A.: Everything O.K.? TIM: Yes, heres 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 dont bring my library card? L.A. : Yes, sir, you can. You can use your drivers 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) Fill out (picture 2) Photo ID (picture 5) Application form (Picture 3) Library Card (picture 1) Assignment (Picture 4)

(An ID with the following Title: LAMBULAND COMMUNITY

LIBRARY)

Picture of hand Filling out a form

Same form as in picture 2, but without hand

Picture of blackboard with the word HOMEWORK on it

Picture of ID with a photo(it can be a drivers license)

GRAMMAR: Modal verbs to show obligation and necessity

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 + main verb sentence I library card You get

Modal verb + + rest of need to

return books to the library

must

these

(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 doesnt have to do anything, it doesnt 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 infinitive To go To walk go walk Bare simple form To go To walk

To get To apply To check out check out particle to

get apply

To get To apply To check out (Cross out 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 library card You get need to + +

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 must 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 librarys rules & regulations (2) 4. My husband has to check out some books before he goes to work (4) 5. You really must finis h my hom ewor k befo re 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 youre 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: dont / doesnt [have to] & [need to] S + dont / doesnt + [have to] / [need to] simple form I dont to go She doesnt need to go + have

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 go? to Does she to go? Short answers In short answers we use: Yes, + S + do / does I do. she does. No, + S + dont / doesnt No, I dont No, she doesnt Yes, Yes, + have need

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: much. L.A.: YOU: Do you have a photo I.D.? Yes, .. .. very

(You fill out the application form and go back five minutes later) L.A. YOU: Everything O.K.? ..

L.A. (S/he writes the information on the computer and gives you a library card. L.A. YOU: L.A. : YOU: .? L.A. : No problem. If you dont bring your library card you can check out books with your drivers license. PRONUNCIATION The sound [ ]. Heres your card. .. Yes? Oh, one

question, please.

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

catcher butcher question nature hatchet

children cheap cheese chicks chat

each beach match rich March

The rich chicks like the beach. Chickens do not chirp. Our teacher teaches Chinese. Charley wants a cheese sandwich. Chuck doesnt 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 VOICED buzz [b^z] jeep [dzi:p] zip [zIp] dip [dIp] veal [vi:l] gate [geit] bet [ b t] REVIEW VOICELESS Bus [b^s] Cheap [ Sip [sIp] Tip [tIp] Feel [fi:l] Kate [keit] Pet [p ] i:p]

Table of voiceless and voiced consonant sounds voiceles s [ ] [ k ] [ p ] [ f ] [ t ] [ s ] voice d [ dz ] [ ] [ ] [ ] [ ] [ ] Voiceles s example chin coat Pat fat time sip Voiced exampl e Gin goat bat vat dime zip

g b v d z

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. ( ) ___ 15. (z) (z) ___ 16. (dz) ( _____ 19. (s) (z) ____ 20. (d) (d) ____ 21. ( (p) ____ 23. (k) (g) _____ 24. (t) (t) _____ 25. (f) (v) _____ )( ) _____ 22. (p) ) ____ 17. (f) (f) ___ 18. (dz) (dz) )( ) ____ 12. (k) (g) ____ 13. (v) (f) ____ 14. (dz) (

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 dont like this (coat/ goat.) 12. The (buzz/bus) is terrible. 13. Its a (jeep/cheap) show. 14. Lets (cheer/jeer) the football players. 15. Lets look at the (vat/fat). 16. Thats 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 DVDs 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 DVDs and 8 CDs 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. (F).6. (T).7. (T).8.

It is necessary to return The condition of a book It is possible to check out A patron can renew a CD.

books on time. that is returned is not important. more than 25 books.

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 DVDs 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 DVDs and 8 CDs 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.

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

client or customer (patron) Penalty or charge (Fine)

recharge or restart (renew) broken, spoiled or semi destroyed (damaged)

late, unpaid, unreturned (overdue)

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 cant. Cannot is also possible, but it is more informal and mainly used in spoken English

Can you speak German? No, I cant, but I can speak English Practice 3: (D&D) Complete the following sentences with one of the simple forms below: Drive run return help take

Pedro is a good runner. He can ________ (run) faster than many children his age Claire cant ________ (drive) because she has to renew her drivers license. Frances cant ________(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 cant ________(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 speak English?

Can you (animate)

For short answers, use: Yes, S + can Can you speak English? Yes, I can Yes, I can

Or No, S + cant Can you speak German? No, I cant No, I cant (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 ________ (cant). 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 sentence I be able to simple form rest of am able to many is able faster than able to very well

do things at the same time He/she to swim anybody else You/we/they are sing 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 anybody else swim faster than

Is he able to swim faster than anybody else (animate) For negative answers, use am/is/are + not + able to. S to sentence be + not + able simple form rest of not able in the car is eat not not able a

I am to read same time He/she able to a whole pizza You/we/they are to speak foreign language

Contracted forms are also correct, for both affirmative and negative statements: Contractions able to simple form rest of sentence Im / Im not able to read in the car same time Hes /shes not / he isnt / she isnt able to eat a whole pizza You/we /they/ re not/ arent able to speak a foreign language

For short answers, use: Yes, + Yes, I S + be No, + S + be (-)

am or No, Im not Yes, He/she is No, she isnt (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: Im 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 cant 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 cant 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 [ cheap chips catch witch ditch chin hatch ] [ ]

sheep ships cash wish dish shin hash

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: ] sheep feet [ I ship fit ]

beans greed deep meat leap sleep heap

bins grid dip mitt lip slip hip

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] loves me [dz ni l^v mi:] love Irene? [waI] m^ni] 3. Yes, I love Irene, too [dz ni l^vz 4. Jenny doesnt love me. d^znt 2. Do you 1. Yes, Irene

[d^z ju ] mi: ] .

airi:n

l^v

5. Why? [ j s airi:n l^vz 6. Does Jenny [du ju l^v

love you? airi:n] .. [j airi:n tu] love you? s 7. Jenny ai l^v

loves money. 8. Does Irene

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 [ n [ n], x [ ks] (6 letters) m],

[ 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] letters) TOTAL = 24 letters

(2

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 L[ S[ n], O* [ R* [ ], ], I [ai], l], M[ ], P [pi:] s], T [ti:], J [dzei], K [kei], m], N [ Q [kju],

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.

UNIDAD 8

NAD FLORIDA

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 dont agree Nicole is much better looking. iii. Do you think so? iv. I agree its 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 dont agree. Nicole is much better looking. 2. A: This restaurant is terrible! B: ..(I agree, its bad) A: Lets go to McDougals its better. B: O.K. Lets go. 3. A: Brad Pitt is a great actor. B: also. A: ..? (Do you think so?) B: Yes, hes as good as Pitt. 4. A: I need to go to the doctors. (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 dont have time. vii. Its opposite the post office. Yes, and Sean Penn is

viii. Sometimes one is as good as the other. DRAG AND DROP 5. A: Wheres the drug store, please? B: .. (Its opposite the Post Office) A: And where is that? B: Its at the end of this street. 5. A: Im very tired and my back hurts. B: Why dont you sit down? A: (I dont have time) 7. A: Which is more exciting an opera or a ballet? B: A: depends? B: .(Sometimes one is as good as the other) 8. A: What are Brian and Bill doing at the mall? B: A: ..? (Do you want to go?) B: Good idea, lets go. Theyre shopping, I think. It depends. What do you mean, it

Grammar review: (FiB) 1. Complete the sentences using one of the following prepositions and prepositional phrases of exterior location in each case: on the to the left straight next across from

1. The library is __________ (across) the bank 2. The city hall is __________ (to the left) of McDougals 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

This movie is very boring. | Other movies are more interesting than this one These clothes dont fit. | Im 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) Who When Which How long Where What

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.

_________ (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 post office 3. The police officer | is chasing robber 4. The students | are finishing assignment 5. The actors | are performing at theater the the the the

5. Click on the right quantifier to complete the following phrases: 1. We dont have __________ sugar left! We need to go buy some now a. any b. some c. many d. much 2. I want __________ chocolate chip cookies. Im very hungry! a. any b. some c. many d. much 3. There isnt __________ to do in this town. There are only a few shops and the cinema. How boring!

a. b. c. d.

any some many much

4. Do you have __________ orange juice in your refrigerator? a. any b. some c. many d. much 5. The salad has __________ different ingredients. It is very tasty and delicious! a. any b. some c. many d. much 6. The combo comes in __________ different sizes a. any b. some c. many d. much

6. Read the following dialogue. Click on the right modal verb Angela: I [cant/need to] (cant) 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? OK. Lets go. I [have to/am able to] (have to) stop by the grocery store and get some bread.

Mary:

Oh yes, and I [must/can] (must) also get some milk for tomorrows breakfast Mary: Youre right. Do you think we [can/must] (can) also take these letters to the post office? Angela: I dont think we [can/need to] (can) do so many things, but we can try. Mary: Yes, lets try. Mothers like us can do many things. We [are able to/have to] (are able to) do this and more! Angela: Lets go then! Angela: 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. ball).(3) 7. ..(2).. 9. (the boss has a cough)(2) 10. (the man draws dogs)..(2) (get up at dawn).(1) 8. (my daughter is in the mall) (Paul caught the

B: sound.

Vowel sound [^]. Indicate he

number of times you hear the [^] 1. (come up on Sunday) (3) 2. ( the number is 101) (3) 3. 5. (I want a cup of tea) (1) (my bubble gum) (2) 4. (three ducks on the bus) ..(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) CVowel 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. (Whats that Dad?) (3).. 6. (Brad Pitt is bad)(2). 8. (Alberts hat is black)(3) 9. (That jacket (the is Jacks) is (3)..10. bad)(2) acting

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 (3) 5. (the new room is not blue)..(3)..6. (Are these Junes 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 ] two are blue?) (2)4. ( Do you fly, too?)

number of times you hear the [ sound.

1. (thats a good book)(2) 2. ( is the cook new?) (1).. 2. (could you cook?) (2).. 4. (its 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 couldnt 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. McDougals..( c )... 11. computer ..( c ) 12. taco ..(a).. 13. studying negative..(d) ..(a) 17. policeman(c ) 18. Tacoland ..(d).. 19. superb..(b).. 21. exciting (c).. 22. handsome (a) 23. talented..(d)24. prettier(d) 25. convince (b) hungrier(d) persuade(b)28. looking .(c) 26. 27. good in front of (c ) 20. ...(d) 14. 15.

cheeseburger..(d).. 16. robber

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. [z] kicks washes (x) tacos (x) offices (x) dollars (x) hurts Phillips tamales (x) actresses (x) actors (x) visits boxes (x) photographs packages (x) beans (x) (x) (x) (x) (x) [s] x [iz]

problems (x) robbers (x) cups likes loves (x) (x) (x)