Professional Documents
Culture Documents
LESSON GOAL: Apply the new information through educational processes during the school year to recognize
different situations and know their solutions.
1) The students receive information about the subject: time, grades, parameters, materials,
PRACTICE search, homework and how they create a portfolio in groups, where they write all the
activities that the teacher will give per each class.
2) The students will have a diagnostic test
GENERAL INFORMATION
LESSON GOAL: Apply the new information through educational processes during the school year to recognize
different situations and know their solutions.
1) The students receive information about the subject: time, grades, parameters, materials,
Practice search, homework and how they create a portfolio in groups, where they write all the
activities that the teacher will give per each class.
2) The students will have a diagnostic test
DIAGNOSTIC TEST
Grammar
12 What is ____?
a job Mary
b Mary job
c Mary's job
d job's Mary
a a restaurants
b any restaurants
c any restaurant
d a restaurant
a a hotel expensive
b expensive hotel
c expensive a hotel
d an expensive hotel
a are
b were
c was
d is
a him
b his
c her
d them
Grammar
12 What is ____?
a job Mary
b Mary job
c Mary's job
d job's Mary
a a restaurants
b any restaurants
c any restaurant
d a restaurant
a a hotel expensive
b expensive hotel
c expensive a hotel
d an expensive hotel
a are
b were
c was
d is
a him
b his
c her
d them
GENERAL INFORMATION
TITLE: Analyze the answers of the diagnostic test. Lesson Plan Number: 2
Personal Pronouns / Verb To Be / Regular and Irregular verbs.
Make a foldable.
LESSON GOAL: Describe grammatical topics through a foldable to apply these topics in a context during the
semester.
WARM-UP Tongue Twister: Minnie Mouse makes many marshmallows for Mickey Mouse to munch on.
APLICATION The foldable ultimately becomes a tool to be used to study for a test, to synthesize the information learned, or as a
scaffold for responding to questions after the lesson. The tool has become a learning strategy for the students when
he or she own learning across content areas. (Herrera, 2010, p. 107)
For this reason the students will apply this foldable to check grammatical topics during the class. So they would write
or speak better.
Research the following topics and complete the foldable.
TITLE: Analyze the answers of the diagnostic test. Lesson Plan Number: 2
Personal Pronouns / Verb To Be / Regular and Irregular verbs.
Make a foldable.
LESSON GOAL: Describe grammatical topics through a foldable to apply these topics in a context during the
semester.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
Warm up: Tongue Twister: Minnie Mouse makes many marshmallows for Mickey Mouse to munch on.
Application The foldable ultimately becomes a tool to be used to study for a test, to synthesize the information learned, or as a
scaffold for responding to questions after the lesson. The tool has become a learning strategy for the students when he
or she own learning across content areas. (Herrera, 2010, p. 107)
For this reason the students will apply this foldable to check grammatical topics during the class. So they would write or
speak better.
Research the following topics to complete the foldable.
GENERAL INFORMATION:
TITLE: Analyze the answers of the diagnostic test. Lesson Plan Number: 2
Personal Pronouns / Verb To Be / Regular and Irregular verbs.
Make a foldable.
LESSON GOAL: Describe grammatical topics through a foldable to apply these topics in a context during the
semester.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
Warm up: Tongue Twister: Minnie Mouse makes many marshmallows for Mickey
Mouse to munch on.
Information: Verb to be: AM, IS, And ARE. Affirmative, negative and Interrogative Form.
Identify the subject in a sentence.
Recognize the verb to be.
Replace the noun with a personal pronoun.
Contractions.
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: June, 6th – 10th 2016.
LESSON GOAL: Describe New Faces through introducing yourself and other people to apply in a
conversation.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
WARM-UP Tongue Twister: Minnie Mouse makes many marshmallows for Mickey Mouse to munch on.
Oral lesson.
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: June 6th – 10th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
GENERAL INFORMATION:
TITLE: Analyze the answers of the diagnostic test. Lesson Plan Number: 6
Personal Pronouns / Verb To Be / Regular and Irregular verbs.
Make a foldable.
MATERIALS: Markers, whiteboard, copies, blackboard eraser.
LESSON GOAL: Describe grammatical topics through a foldable to apply these topics in a context during
the semester.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Tongue Twister: Minnie Mouse makes many marshmallows for Mickey
Mouse to munch on.
Information: Feedback:
Modal verbs: Can, Could and May.
Checking spelling.
Telephone phrases: Speaking, Just a moment please, My name is…, Who should I say is
calling…
Practice: Reading:
Do you have a cell phone?
What can you do with it?
Where do you use it?
Application: Write the number of the paragraph which answers each one.
Read these statements and write a T if the statement is true, or F if it is false, or ? if the
information is not given in the article.
Evaluation: Describe a conversation using telephone phrases.
Homework: Write the number of the paragraph which answers each one…
Elaborated by: Reviewed by: Approved by:
Name: Lic. Wilson Mendoza. Name: Lic. Yandry Avila. Name: Ing. Leidiana Cacao
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: June, 13th – 17th 2016.
LESSON GOAL: Describe this topic through the business cards, Nonverbal communication, and syllables
to apply in a conversation.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
Write the following words and demonstrate how the signals are done and what they
PRACTICE mean.
Say how many syllables each has.
APLICATION Make one of the signals above to the person on your right.
Divide the class into two teams. Write one of the words from the list below on the
board…
Evaluation: Describe the syllables and nonverbal communication through questions and answers.
Homework: Research about Information questions (Which…?). Write examples.
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Practice In small groups, brainstorm a list of questions for Mai and Wajan to ask. Use the
questions in the box below.
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: June, 20th – 24th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe this topic through the grammatical structures to apply in a conversation.
WARM-UP Listen the questions and answers: What is your name? Where is your cellphone?
When is your birthday? What do you prefer some ice cream or soda?
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: June 20th – 24th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: June 20th – 24th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe a test through questions answers to apply the topics learned.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Listen the instructions to start the quiz.
Information Read be careful each question.
Practice
TEST: 1
EXAM SCORE:
_________ /10
Lic. Wilson Mendoza Mendoza.
INSTITUTO TECNOLÓGICO SUPERIOR
´´ISMAEL PÉREZ PAZMIÑO´´
INSTRUCTIONS
2. Choose the correct form of the verb "to be" for each question. 3
Points 0. 60 each one.
EACH QUESTION HAS ONLY ONE CORRECT ANSWER. 2 Points, 0, 50 each one.
(At a party)
Peter: Hello.
Jane: Hi!
Peter: My name is Peter. What's your name?
Jane: My name is Jane. Nice to meet you.
Peter: It's a pleasure. This is a great party!
Jane: Yes, it is. Where are you from?
Peter: I'm from Amsterdam.
Jane: Amsterdam? Really, are you German?
Peter: NO, I'm not German. I'm Dutch.
Jane: Oh, you're Dutch. Sorry about that.
Peter: That's OK. Where are you from?
Jane: I'm from London, but I'm not British.
Peter: No, what are you?
Jane: Well, my parents were Spanish, so I'm Spanish, too.
Peter: That's very interesting. Spain is a beautiful country.
Jane: Thank you. It IS a wonderful place.
1. __ __ __ __
_______________________________
STUDENT´S SIGNATURE
TEST: 1
EXAM SCORE:
_________ /10
INSTRUCTIONS
2. Choose the correct form of the verb "to be" for each question. 3
Points 0. 60 each one.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. __ __ __ __
_______________________________
STUDENT´S SIGNATURE
GENERAL INFORMATION
TITLE: Introducing others and being introduced (Pag.8) Lesson Plan Number: 6
Vocabulary Quilt: Part B
LESSON GOAL: Describe information personal through dialogues and pictures to apply in a
conversation.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
Using a dictionary, google or any other resource, students find and write down an appropriate adjective
that begins with each letter of their first name. For example:
Flirtatious, Relaxed, Extrovert, Desirable
GENERAL INFORMATION
LESSON GOAL: Describe the countable and uncountable nouns through the rules and examples to apply
them in a conversation.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: What does your name mean?
Using a dictionary, google or any other resource, students find and write down an appropriate
adjective that begins with each letter of their first name. For example:
Flirtatious, Relaxed, Extrovert, Desirable
Information Feedback: The present simple: affirmative, negative and interrogative forms. (Rules).
Describe the countable and uncountable nouns.
Use these words as quantifiers that come at the start of noun phrases and they tell
us something about quantity: A lot of, some, any, a few…
When use the quantifiers in a sentence?
Do they have the function?
Give examples.
Practice Choose the correct answers. Work in groups. Describe each question with whole the
class.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: June 20th – 1st, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe this topic by count and uncountable nouns, listening, pictures and
communication activities to apply the grammar in a communication activity-Presentation.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: What does your name mean?
Using a dictionary, google or any other resource, students find and write down an appropriate
adjective that begins with each letter of their first name. For example:
Flirtatious, Relaxed, Extrovert, Desirable
Information Feedback: The present simple: affirmative, negative and interrogative forms. (Rules).
Describe the countable and uncountable nouns.
Use these words as quantifiers that come at the start of noun phrases and they tell
us something about quantity: A lot of, some, any, a few…
When use the quantifiers in a sentence?
Do they have the function?
Give examples.
To fill in the table for themselves.
Practice Listen to Kay Johnson is in charge of buying clothing at her pharmaceutical company.
Check the answers with a partner.
Brainstorming. Put the words into the table.
Application Work in groups. Decide what you need in the office.
Evaluation: Apply the countable and uncountable nouns in a list.
Homework: Research: How much- How many.
We use these words as quantifiers that come at the start of noun phrases and they tell us something
about quantity.
We have lots of time to catch the plane, lets relax. (Uncountable noun)
I have lots of questions. (Countable). She has a lot of money = She has lots of money
Note: we almost never use Much and Many in positive sentences, we almost always use a lot
of or lots of.
I have much money. (Incorrect because the sentence is positive / affirmative)
I have a lot of money. (Correct)
With the word "times" we use many times more than a lot of times / lots of times. It sometimes
means frequently or often.
That is my favourite book. I've read it many times.
Don't worry, I've done this many times.
We have stayed at this hotel many times over the years.
There are only a few days left until Christmas. (Countable noun)
While Few and Little usually have negative meanings, especially when used with very.
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: July, 4th – 8th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe prepositions of place through concepts and sentences to apply in a context.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
in on near far
Oral lesson: The present simple: affirmative, negative and interrogative forms.
INFORMATION Rules. / Irregular and regulars verbs.
What are the rules to make affirmative sentences with the present simple?
What are the present simple auxiliaries?
Read the new information about WH-QUESTIONS.
Describe questions using the information questions.
Prepositions of place.
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: July, 4th – 8th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: July, 4th – 8th 2016.
LESSON GOAL: Describe this topic by a brainstorming activity, listening and questions and answers to
apply a communication activity.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Tell the class about a sport or leisure activity that enjoy, how often you do it, where you
do it, etc.
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: July, 11th – 15th 2016.
WARM-UP Identify the verb through actions. Write, read, listen to, spell…
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: July, 11th – 15th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: July, 11th – 15th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
Practice
EXAM SCORE:
_________ /10
INSTRUCTIONS
2. Put the verbs into the correct form. 2 Points, 0. 40 each one.
V1 V2 V3
Base Form Past Simple Past Participle
V1 V2 V3
Base Form Past Simple Past Participle
do did done
V1 V2 V3
Base Form Past Simple Past Participle
go went gone
Hay muchas maneras de hablar del pasado en inglés, pero el pasado simple es la
forma más común. El pasado simple en inglés es equivalente al pretérito imperfecto y
pretérito indefinido del español. Usamos el pasado simple para acciones completas en
el pasado. El período de tiempo de estas acciones no es importante como en el español.
En el pasado simple hay verbos regulares y verbos irregulares.
Form (Forma)
Para formar el pasado simple con verbos regulares, usamos el infinitivo y añadimos la
terminación “-ed”. La forma es la misma para todas las personas (I, you, he, she, it, we,
they).
Ejemplos:
want → wanted
learn → learned
stay → stayed
walk → walked
show → showed
Excepciones:
Ejemplos:
change → changed
believe → believed
2. Si el verbo termina en una vocal corta y una consonante (excepto “y” o “w”),
doblamos la consonante final.
Ejemplos:
stop → stopped
commit → committed
3. Con verbos que terminan en una consonante y una “y”, se cambia la “y” por
una “i”.
study → studied
try → tried
do Did
have Had
Pronunciation (Pronunciación)
1. Con los infinitivos que terminan en “p”, “f”, “k” o “s” (consonantes sordas,
excepto “t”) pronunciamos la terminación “-ed” como una “t”.
Ejemplos:
looked [lukt]
kissed [kisst]
2. Con los infinitivos que terminan en “b”, “g”, “l”, “m”, “n”, “v”, “z” (consonantes
sonoras, excepto “d”) o una vocal, pronunciamos sólo la “d”.
yelled [jeld]
cleaned [klind]
3. Con los infinitivos que terminan en “d” o “t”, pronunciamos la “e” como una “i”.
Ejemplos:
ended [endid]
waited [weitid]
Structure (Estructura)
Ejemplos:
To be:
Ejemplos:
Nota: El verbo “to have got”, que en el presente simple sigue las mismas reglas que
el verbo “to be”, no puede ser utilizado en el pasado. Para indicar la posesión en el
pasado, usamos el verbo “to have”.
Sujeto + verbo auxiliar (to do) + “not” + verbo principal (en infinitivo)…
Ejemplos:
To be:
Ejemplos:
Ejemplos
Nota: Al igual que en las frases negativas, el verbo auxiliar va en pasado (“did”) y el
verbo principal se queda en el infinitivo.
Uses (Usos)
1. El pasado simple se utiliza para hablar de una acción concreta que comenzó
y acabó en el pasado. En este caso equivale al pretérito indefinido español.
Generalmente, lo usamos con adverbios de tiempo como “last
year”, “yesterday”,“last night”…
Ejemplos:
Did they walk to school this morning? (¿Han andado a la escuela esta mañana?)
Ejemplos:
I received the good news and immediately called my husband. (Recibí la buena noticia
y llamé de inmediato a mi marido.)
He studied for an hour in the morning, worked all afternoon and didn’t
returnhome until 10 at night. (Estudió durante una hora por la mañana, trabajó toda la tarde
Ejemplos:
We always traveled to Cancun for vacation when we were young. (Siempre viajábamos
a Cancun durante las vacaciones cuando éramos jóvenes.)
He walked 5 kilometers every day to work. (Caminaba 5 kilómetros hasta el trabajo cada
día.)
Ejemplos:
I worked for many years in a museum. (Trabajaba en un museo durante muchos años.)
She didn’t eat meat for years. (No comía carne durante años.)
Ejemplos:
I played the guitar when I was a child. (Tocaba la guitarra cuando era niño.)
find found
2. She spoke too softly. I couldn't ______________ her.
hear heard
3. But we heard everything she ______________ .
say said
4. We went shopping and I ______________ a new pair of jeans.
buy bought
5. Did you ______________ well last night?
sleep slept
make made
win won
lose lost
meet met
10. Mum taught our sisters how to cook, but she didn't ______________ us.
teach taught
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: July, 18th – 22nd 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Apply all topics learned in this midterm I through activities, work in groups and pictures
to role play.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: July, 18th – 22nd 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Apply all topics learned in this midterm I through activities, work in groups and pictures
to role play.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Each group expose their ideas about the project.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: July, 11th – 15th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
EXAM SCORE:
_________ /10
INSTRUCTIONS
1. When a person is introduced, why is extra information about that person often
added?
___________________________________________________________________
2. Why is it a good idea to use somebody’s name immediately after being introduced?
___________________________________________________________________
When you first meet someone, you may have a short conversation before exchanging
names. However, when you introduce two people, give their names at the beginning of the
conversation and also add information about each person to help them talk to each other.
If you are introduced to someone, use their name immediately. It will help you to remember
it.
Elaborated by: Reviewed by: Approved by:
Name: Lic. Wilson Mendoza. Name: Lic. Yandry Avila. Name: Ing. Leidiana Cacao
EXAM SCORE:
_________ /10
INSTRUCTIONS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________
4. LISTEN THE CONVERSATION. PAULA XIANG FROM SUPERVASER
SUPERMARKERS HAS RECEIVED THIS INVOICE. SHE IS NOT
HAPPY WITH IT SO SHE CALLS ELECTRIC SUPPLIES. LISTEN TO
THE CONVERSATION AND ANSWER THE QUESTIONS. 2. Points, 1 each one.
2. What two things are wrong with the invoice?
__________________________________________________________________
____________________________________________________
3. Does the supplier:
1. Complain b. Laugh c. apologize d. do nothing?
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: July, 25th – 29th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe a test through questions and answers to apply the topics learned in the mid-
term.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: July, 25th – 29th 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe a test through questions and answers to apply the topics learned in the mid-
term.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: August, 1st – 5th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Recognize the products and services of a company through pictures, brainstorming and
experiences to describe what a company does.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
WARM-UP Describe an object that you like. What does it belong? What does the company make? Write a small list.
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 1st – 5th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
Information Wh questions.
What is wh questions?
Do you know other wh questions?
When can I use a wh question?
Practice Describe Interrogative sentences using verb to be. Present simple and past simple.
Complete the questions with the following information questions.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 1st – 5th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe Wh Questions (What, where, when…) through grammatical structures and
exercises to write a short dialogue.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Tell me a Wh question. Pass a small ball around the class, so when the teacher says
STOP. It is your turn to participate in class.
1.
How
2.
3.
4.
5.
Example:
2. He writes novels.
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: August, 8th – 12th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Recognize the products and services of a company through pictures, brainstorming and
experiences to compare the products and services.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 8th – 12th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 8th – 12th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
Application Look at the information on page 80. Write a conversation the situations.
Q5. If you don’t start working harder, you must repeat the course
next year.
have to
must
will have to
Q6. His parents spoil him. He’s always been able to do whatever
he wants.
been able
been allowed
Q8. You needn’t forget your sun cream. It’s going to be very hot!
don’t have to
mustn’t
needn’t
Q9. I might be able to help you, but I’m not sure yet.
might
would
Q16. Whose is this bag? - I don’t know, but it could belong to Yuta.
could
may
should
would
Q19. It’s very important to can speak more than one language.
can
be able to
Q21. Could you speak French? - Only a few words, but my Russian
is pretty good.
Can
Could
Q22. Could you help me move this table? (Both answers are
possible. Choose the more polite request.)
Can
Could
Q27. You must not not put your feet on the cafeteria tables.
must not
do not have to
Q29. Are you able to you swim? (Both are possible. Which is
better?)
Are you able to
Can
Q30. You mustn’t eat so much chocolate. It’s not good for you.
don’t have to
mustn’t
shouldn’t
Q32. You can come to the meeting if you want but you don’t have
to.
have to
don’t have to
mustn’t
Q33. What do you want to do? - Well, we could have a picnic, but it
looks like rain.
can
could
should
would
Q39. You don’t have to be tired. You’ve only just got out of bed!
don’t have to be
can’t be
mustn’t be
Q40. She has to be very pleased with herself. She got the best
grades.
Los verbos modales, como su nombre lo indica, son aquellos que modifican a
otro verbo, comunicándole diferentes significados.
Importante....
Por ejemplo:
"Might"
"Might" indica la posibilidad de que ocurra una acción, pero no
necesariamente indica que va a suceder. Es como decir “existe la posibilidad
remota de que esto suceda”. En este caso su equivalente en español
es "podría" y expresa tiempo presente o futuro.
Por ejemplo:
They might give us a 10% discount = ellos podrían darnos el 10% de
descuento.
He might call the supervisor = él podría llamar al supervisor.
He might try tomorrow = él podría intentarlo mañana.
"May"
"May" indica posibilidad en el presente o futuro.
Por ejemplo:
It may snow today = puede que caiga nieve hoy.
Por ejemplo:
Helen may take 5% of what’s left = Helen puede tomar el 5% de lo que
queda.
We may go to the beach = podemos ir a la playa.
You may eat chocolate now = puedes comer chocolate ahora.
"May not" es la forma negativa de "may".
"Must":
"Must" nos indica obligación, necesidad, deber o condición que no puede
cambiar. Se usa para referirse al presente o al futuro.
Ejemplos:
Importante...
Mobile
Modal verbs
The modal verbs include can, must, may, might, will, would, should. They
are used with other verbs to express ability, obligation, possibility, and so
on. Below is a list showing the most useful modals and their most common
meanings:
Modal verbs are unlike other verbs. They do not change their form (spelling)
and they have no infinitive or participle (past/present). The
modals must and canneed substitute verbs to express obligation or ability in
the different tenses. Here are some examples:
Future You'll have to work hard if you want to pass the exams.
Present perfect I haven't been able to solve this problem. Can you help?
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: August, 15th – 18th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Recognize the time zones through pictures, brainstorming and experiences to tell the
time.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
Feedback:
INFORMATION Numbers 1 to 60.
Differences between British and North American English.
Draw clock faces.
Give the time.
Reading.
PRACTICE Ken Murphy is a company manager living in Chicago. Read about his typical work
week.
Listening.
Listen to people from around the world…
APLICATION Complete the activity.
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 15th – 19th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Recognize adjectives through pictures and people to describe a thing, animal or people.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Describe a person or people. Identify adjectives and tell sentences.
Information Adjectives
What is an adjective?
How many kinds of adjectives do you know?
Identify adjectives.
Underline unknown words.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 15th – 19th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe a service through listening and conversations to apply in a dialogue.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Brainstorming. You are in the United States…
Practice Listening.
Work in pairs to make reservations.
Choose one of the following services.
Choose the services you think are best. Take notes. When you are finished. You …
New vocabulary: Wh questions.
big
Verbs
high
Nouns
different
Conjunctions
small
Pronouns large
Adverb next
Preposition early
Lists of young
adjectives important
few
Good bad
New same
First able
yellow
Appearance green
adjectives blue
adorable
purple
beautiful
gray
clean
black
drab
white
elegant
Condition
fancy
adjectives
glamorous
alive
handsome
better
long
careful
magnificent
clever
old-fashioned
dead
plain
easy
quaint
famous
sparkling
gifted
ugliest
helpful
unsightly
important
wide-eyed
inexpensive
red odd
rich relieved
shy silly
tender thankful
uninterested victorious
vast witty
wrong zealous
Personality Personality
adjectives – adjectives –
Positive Negative
agreeable angry
brave bewildered
calm clumsy
delightful defeated
eager embarrassed
faithful fierce
gentle grumpy
happy helpless
jolly itchy
kind jealous
lively lazy
nice mysterious
obedient nervous
panicky
steep
repulsive
straight
scary
wide
thoughtless
Size adjectives
uptight
big
worried
colossal
Shape adjectives
fat
broad
gigantic
chubby
great
crooked
huge
curved
immense
deep
large
flat
little
high
mammoth
hollow
massive
low
miniature
narrow
petite
round
puny
shallow
scrawny
skinny
teeny
brief
teeny-tiny
early
tiny
fast
cooing long
deafening modern
faint old
hissing old-fashioned
loud quick
melodic rapid
noisy short
purring slow
quiet swift
raspy young
screeching Taste/touch
thundering adjectives
voiceless bitter
juicy breeze
broken
hot
bumpy
icy
chilly
loose
cold
melted
cool
nutritious creepy
prickly crooked
rainy cuddly
rotten curly
salty damaged
sticky damp
strong dirty
sweet dry
tart dusty
tasteless filthy
uneven flaky
weak fluffy
wet freezing
wooden hot
wet light
numerous
abundant
sparse
empty
few substantial
full A
aback abaft abandoned abashed aberrant abhorrent abiding abject ablaze able abnormal
aboard aboriginal abortive abounding abrasive abrupt absent absorbed absorbing abstracted absurd
abundant abusive acceptable accessible accidental accurate acid acidic acoustic acrid actually ad
hoc adamant adaptable addicted adhesive adjoining adorable adventurous afraid aggressive
agonizing agreeable ahead ajar alcoholic alert alike alive alleged alluring aloof amazing ambiguous
ambitious amuck amused amusing ancient angry animated annoyed annoying anxious apathetic
aquatic aromatic arrogant ashamed aspiring assorted astonishing attractive auspicious automatic
available average awake aware awesome awful axiomatic
GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: August, 22nd – 26th, 2016.
LESSON GOAL: Describe grammatical concepts through rules and exercises to apply in a written lesson.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
Review:
INFORMATION Describe the vocabulary.
Describe what a company makes or provides.
Comparing products and services.
Explaining what a company does.
Comparing products and services.
Reading: Read the information about three hotels.
Describe a person.
PRACTICE What is an adjective?
Describe the rules of comparative forms.
Questions and answers about the examples
APLICATION Apply the topics learned in a written lesson.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
GENERAL INFORMATION
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 15th – 19th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Recognize adjectives through pictures and people to describe a thing, animal or people.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Describe a person or people. Identify adjectives and tell sentences.
Practice Reporting
Work with a partner. Use your notes and the words below to tell the class which services you
chose.
We chose ……………………… because……………………..
LESSON GOAL: Recognize adjectives through pictures and people to describe a thing, animal or people.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Application Culture focus.
In the US date is written 3/25/02…
Evaluation: Oral lesson. Written Lesson.
Homework: Unit 6 Homework.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 22nd– 26th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Describe a service through listening and conversations to apply in a written lesson.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Brainstorming. You are in the United States…
You are the receptionist at the Park Hotel. Student A will call you. Take his or her
reservation.
Situation 1:
You want to stay in the Park Hotel next week for three nights with your husband / wife /
partner. Call Student B at the Park Hotel and make a reservation for a double room.
EXAM SCORE:
_________ /10
INSTRUCTIONS
GOOD LUCK!!!
1. WRITE 4 SENTENCES WITH THE COMPARATIVE FORM OF THE ADJECTIVES FROM THE BOX.
2 points, 0. 50 each one.
a. _________________________________________________________________
b. _________________________________________________________________
c. _________________________________________________________________
d. _________________________________________________________________
4. CHOOSE ONE OF THE COMPANIES (PEPSI, PANASONIC, NETSCAPE, OR CITIBANK) AND WRITE TWO
SENTENCES ABOUT THE PRODUCTS IT MAKES AND / OR THE SERVICES IT PROVIDES. 2 POINTS 1 EACH
ONE.
__________________________________________________________________________________
__________________________________________________________________________________
EXAM SCORE:
_________ /10
INSTRUCTIONS
___________________________________________________________________
___________________________________________________________________
2. LISTEN TO LUCY ZHANG MAKING AN AIRLINE RESERVATION. FILL IN THE FORM. 2 POINTS 1 EACH
ONE.
BOOKING FORM
FLIGHT # CHA901
3. UNSCRAMBLE THR WORDS TO WRITE YES / NO QUESTIONS.THEN WRITE SHORT ANSWERS
USING THE CUES. 3 POINTS. 0,75 EACH ONE.
____________________________________________________________________________
No, ________________
____________________________________________________________________________
Yes, _______________
Situation 1:
You are the receptionist at the Park Hotel. Student A will call you. Take his or her reservation.
Situation 1:
You want to stay in the Park Hotel next week for three nights with your husband / wife /
partner. Call Student B at the Park Hotel and make a reservation for a double room.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________
GENERAL INFORMATION:
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: August, 29nd – 2nd, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: Fixing Schedule. Lesson Plan Number: 15
(Pag. 22-23)
LESSON GOAL: Describe fixing schedule through an email message, new vocabulary, and readings to
apply in a writting.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 29nd – 2nd, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
LESSON GOAL: Identify imperatives and collocations through readings and concepts to apply in
instructions to get to the office from the main station.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Give instructions. Pass a ball and give an imperative form.
Information Imperatives:
What is an imperative?
Does an imperative use subject?
When can we use imperatives?
Collocations:
What is a collocation?
Describe examples of collocations.
Practice Follow the examples to change the directions below. Try to link the sentences together like this…
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: August, 29nd – 2nd, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: Getting around. Lesson Plan Number: 30
(pag. 38-39)
LESSON GOAL: Describe a service through listening and conversations to apply in a written lesson.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Describe the sentences: How do you get to work?...
Information Read the email and find Kumiko´s office building on the map.
Identify the places in the map
Compare their answer with a partner.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: September, 5th – 9th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: Presentations: Lesson Plan Number: 16
Comparatives / Vocabulary: Time expressions, verbs for schedules
LESSON GOAL: Describe topics through presentations to apply them in a small talk.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: September, 5th – 9th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: Arriving at an appointment Lesson Plan Number: 31
(Pag. 40- 41)
LESSON GOAL: Describe the topic through conversations to apply a communication activity.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Give instructions. Pass a ball and give an imperative form.
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: September, 5th – 9th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: Arriving at an appointment Lesson Plan Number: 31
(Pag. 40- 41)
LESSON GOAL: Describe a service through listening and conversations to apply in a written lesson.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Warm up: Describe the sentences: How do you get to work?
GENERAL INFORMATION:
Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: September, 12th – 16th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: MAKE A PROJECT Lesson Plan Number: 17
How to write a summary
MATERIALS: Markers, whiteboard, copies, blackboard, and eraser.
LESSON GOAL: Describe a summary about the final project through a research project to apply in a
presentation.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
WARM-UP TELL A SENTENCE TO A STUDENT, THE STUDENT SHARES THE SENTENCE WITH ANOTHER CLASSMATE.
What is a summary?
INFORMATION When are summaries used?
First steps to writing a summary
What is a good summary?
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: September, 12th – 16th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: MAKE A PROJECT Lesson Plan Number: 33
How to write a summary
MATERIALS: Markers, whiteboard, copies, blackboard, and eraser.
LESSON GOAL: Describe a summary about the final project through a research project to apply in a
presentation.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
WARM-UP TELL A SENTENCE TO A STUDENT, THE STUDENT SHARES THE SENTENCE WITH ANOTHER CLASSMATE.
What is a summary?
INFORMATION When are summaries used?
First steps to writing a summary
What is a good summary?
GENERAL INFORMATION:
Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: September, 12th – 16th, 2016.
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: MAKE A PROJECT Lesson Plan Number: 34
How to write a summary
MATERIALS: Markers, whiteboard, copies, blackboard, and eraser.
LESSON GOAL: Describe a summary about the final project through a research project to apply in a
presentation.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
WARM-UP TELL A SENTENCE TO A STUDENT, THE STUDENT SHARES THE SENTENCE WITH ANOTHER CLASSMATE.
Feedback:
INFORMATION What is a summary?
When are summaries used?
First steps to writing a summary
What is a good summary?
Part I
What is a summary?
A summary is a record in a reader's own words that gives the main points of a piece of writing such as a newspaper article, the chapter of a book,
or even a whole book. It is also possible to summarize something that you have heard, such as a lecture, or something that you have seen and
heard, such as a movie. A summary omits details, and does not include the reader's interpretation of the original.
You may be used to reading English in order to answer questions set by someone else. In that case, you probably read the questions first and then
read the passage in order to find the correct answer. However, when you read in order to write a summary, you must read in order to decide for
yourself what the main points are. This involves reading to understand the message that the writer has for the reader, rather than reading in order
to get the correct answer to someone else's questions. Since people have different backgrounds and read for different purposes, it is possible that
different readers will interpret a writer's message in different ways. Even if they agree, they will probably write their summaries in different ways.
In other words, there is unlikely to be only one "correct" summary. On the other hand, to write a summary it is necessary to understand a passage
as a whole, and therefore at a deeper level, than when one's purpose is just to answer questions.
2. In academic terms:
a) If you are reading something that is very important for your studies and/or difficult to understand, writing a summary helps you to make sure
that you have understood it. You can also refer to it later to refresh your memory, for example when you are revising for an exam, or when you
are talking about it in class. (It is also a good idea to turn lecture notes into summaries.)
b) When writing academic papers people often need to insert summaries of something that they have read or heard. For example, you might want
to summarize the the main points of a book that is relevant to your topic. In such cases, it is extremely important to use your own words, or
quotation marks if you are actually quoting, in order to avoid plagiarism. (We will talk more about plagiarism later in the course.)
1. As you read, underline all the important points and and all the important evidence. For example, you could look for all the topic sentences.
Words that are repeated several times are likely to be keywords. Transition words can help understanding of the overall structure of a passage.
2. List or cluster the main idea of the whole piece, the main supporting ideas, and the main evidence for each idea. Use of the same keywords or
technical expressions is probably unavoidable. However, be careful to express the ideas in your own way, using your own vocabulary and
expressions as much as possible, rather than copying or just rearranging. Do not include too much detail.
Part II
What is a good summary?
1. A good summary should give an objective outline of the whole piece of writing. It should answer basic questions about the original text such as
"Who did what, where, and when?", or "What is the main idea of the text?", "What are the main supporting points?", "What are the major pieces
of evidence?". It should not be a paraphrase of the whole text using your own words. A reference should be made to the original piece either in
the title ("A Summary of..."), in the first sentence, or in a footnote or endnote.
2. You should not give your own ideas or criticisms as part of the summary. However, if you want to comment on a piece of writing it is usual to
begin by summarizing it as objectively as possible.
3. A good summary should not include selected examples, details, or information which are not relevant to the piece of writing taken as a whole.
4. A good summary of an essay should probably include the main idea of each paragraph, and the main evidence supporting that idea, unless it is
not relevant to the article or essay as a whole. A summary does not need a conclusion, but if the original ends with a message to the reader this
should not be left out. (A good summary of a chapter should probably include the main idea of each group of paragraphs or each section; a good
summary of a book should probably include the main idea of each chapter, or perhaps the main idea of each section of each chapter.)
5. A good summary may use key words from the original text but should not contain whole phrases or sentences from the original unless
quotation marks are used. Quotations should only be made if there is a reason for using the original words, for example because the choice of
words is significant, or because the original is so well expressed.
6. Rearranging the words used in the original, or keeping the same structure but just substituting different words is not enough. You must express
the sense of the original using your own words and structures.
1. As you read, underline all the important points and and all the important evidence. For example, you could look for all the topic sentences. If
there is a word or words that are repeated throughout the passage, this is likely to be related to the topic.
Transition words and phrases should help you to understand how the piece is joined together. The main idea should be in the first or second
paragraph, probably in a thesis statement at the end of the paragraph, or in the concluding paragraph. (You could look out for the 5Ws - What?,
Which?, Who?, Where?, When?, Why? - and the 1H - How?)
2. List or cluster the main idea of the whole piece, the main supporting ideas, and the main evidence for each idea. Be careful to use your own
words rather than copying or just rearranging. In other words, try to find your own way of expressing the writer's ideas. Of course, you can use
key words or phrases. (For example, if the piece of writing is about digital technology, it is fine to use key technical words that are in the original,
such as "digital technology", "binary digit" or "analog".) Do not include too much detail.
3. Change the order if necessary, so that the main idea comes first and is followed by the supporting ideas and evidence in a logical sequence.
Omit any repetitions.
4. If the original uses 'I' replace this with the writer's actual surname, "the writer", or "s/he". If the original uses 'you', substitute "people" or
"they".
5. You should now be ready to write the summary. Start with a sentence that a) identifies the writer and the piece of writing, for example by
giving the writer's name, the title of the piece and where/when it appeared, and b) gives the main idea. Use transition words to join everything
together.
For some model summaries, click here. All but one of them contain a link to the original passage.
image: http://www.yourdictionary.com/index.php/image/articles/19168.ThinkstockPhotos-78376247.jpg
Knowing how to write an effective abstract is very important for anyone who is required to write a formal paper.
If you are a student you may have to write an abstract as part of a larger paper to summarize the paper in
a single paragraph.
The abstract is used by many people as a way to determine whether or not they want to read the entire
work or listen to the entire speech at a conference.
When researching material for a dissertation or thesis, the abstracts of research and academic papers are
read to determine whether or not the information is worth reading in detail.
Understanding what an abstract is and the purpose it serves can be of great assistance in helping you write an
abstract effectively.
What Is an Abstract?
An abstract is basically a short summary that is used for research surverys or large papers, such as a thesis or
dissertation. As the majority of theses and dissertations are quite lengthy, an abstract is used to provide a very
complete, but concise, summary of the entire academic writing.
The abstract is vitally important because it is a short representation of the entire findings or thesis. The abstract is
what a person will read in order to determine if the overall material will be of interest to them. In many ways it can
be considered the selling point for your entire work, and it should be treating as such by presenting the topic of
your research or dissertation in a way that will make others interested in reading it thoroughly.
In order to write an abstract that will capture the attention of readers while summarizing the entire paper there are
a few tips that you should follow.
1. Identify the Problem and Research Solution -The abstract should have an opening that identifies that
particular subject matter and how the research that you have done will provide a solution. It is very important to
make this clear in the initial sentence or two of the abstract as people want to know immediately what the
dissertation is about.
2. Stick to the Word Count - In general, an abstract is usually no more than 250 words. It is important to
keep the word count in mind when writing an abstract. Knowing that you only have 250 words to summarize your
entire dissertation can prevent you from being overly descriptive.
3. Include Information on Methods and Results - Part of the abstract should briefly mention the methods
and results that pertain to your topic. The method is basically the type of research you did, and the results are what
was learned or created as a result of the methods.
4. Mention the Implications of Your Research - At the close of the abstract it is important to briefly
mention how results affect the initial problem that was mentioned in the opening of the abstract.
5. Review and Update the Abstract - Upon completing your entire dissertation, it may be necessary for
you to review and update the abstract. As you write your dissertation, your views may change and it may be
necessary to change the abstract to reflect the shift in viewpoint presented in your dissertation.