Asignatura Suficiencia de Inglés I Profesores Lic. Celene Margarita Casierra Párraga, Mg. Eii Lic. Martha Narcisa Loor Fernández, Mg. Eii Lic. María Antonieta Palma Cedeño, M.Sc Lic. Maria Eugenia Ampuero Intriago, Mg. Eii Lic. Roberth Ponce Martínez, M.Sc Lic. Renner Willy Moreira Pérez, Mtr Lic. María Monserrate Donoso Cedeño, Mg.Eii Lic. Daniel Gustavo Mera Moya, Mg. Eii Lic. Valeria Patricia Macias Moya, M.Sc Lic. Letty Jacqueline Saltos Rodríguez, Mg. Eii Ing. Marlon Arturo Cedeño Álava, M.Sc Lic. Kenia Monserrate Cevallos Vélez, M.Sc Lic. Belkis Cecibel Párraga , M.Sc Lic. Francisco Ricardo Vera Velez, M.Sc Importante: La presente guía de estudio incorpora contenidos sintetizados sobre los ejes temáticos correspondientes a la Unidad No. 2. Este documento servirá como referente conceptual y teórico para las evaluaciones parciales y final de esta materia. Periodo Académico 2024 – P1 1 Index CONTENTS Course learning outcome ............................................................................................................. 1 Unit 2: What do you do? .............................................................................................................. 1 Lesson 1 Lesson 1.1 Vocabulary: Verb phrases / hobbies. ................................................................................... 2 Lesson 1.2 Grammar: Simple present (+) and (-).................................................................................... 4 Lesson 1.3 Reading: Interests................................................................................................................ 6 Lesson 1.4 Writing: An informal e-mail. ................................................................................................ 7 Lesson 2 Lesson 2.1 Vocabulary: Common verb phrases. .................................................................................... 8 Lesson 2.2 Vocabulary: Simple present (?) ............................................................................................ 9 Lesson 2.3 Reading: Tell me about yourself. ....................................................................................... 10 Lesson 2.4 Writing: A formal letter. .................................................................................................... 11 Lesson 3 Lesson 3.1 Vocabulary: Jobs. .............................................................................................................. 12 Lesson 3.2 Grammar: A/an + jobs. ...................................................................................................... 13 Lesson 3.3 Reading: I like my job. ....................................................................................................... 14 Lesson 3.4 Video: What do you do? .................................................................................................... 15 Lesson 4 Lesson 4.1 Vocabulary: Family. ........................................................................................................... 16 Lesson 4.2 Grammar: Possessives (‘s) (‘) ............................................................................................. 17 Lesson 4.3 Reading: Families in the world. .......................................................................................... 18 Complementary resources ......................................................................................................... 19 Bibliography .............................................................................................................................. 20 Course learning outcome At the end of this level (English Proficiency Level I), students will be able to communicate in everyday situations with frequently used expressions and using elementary vocabulary. To use basic written language for simple practical purposes. To understand the main point of short extracts in a limited range of situations. Unit 2: What do you do? Unit learning outcome: To apply the simple present tense, articles, plural nouns and basic English vocabulary such as jobs and family in short descriptions. LESSON 1 LESSON 2 VOCABULARY VOCABULARY Lesson 1.1 Lesson 2.1 Verb phrases /hobbies Common verb phrases LESSON 3 LESSON 4 VOCABULARY Lesson 3.1 VOCABULARY Lesson 4.1 Jobs Family Simple present (+) and (-) GRAMMAR Lesson 2.2 GRAMMAR Lesson 3.2 GRAMMAR Lesson 4.2 Simple present (?) A/an + jobs Possessive ‘s READING READING Lesson 2.3 READING READING GRAMMAR Lesson 1.2 Lesson 1.3 Interests Tell me about yourself. Lesson 3.3 Lesson 4.3 I like my job Families in the world WRITING WRITING VIDEO Lesson 1.4 Lesson 2.4 Lesson 3.4 An informal e-mail A formal letter What do you do? 1 Lesson 1.1 Vocabulary: Verb phrases / hobbies. Objective: To use the verb phrases and hobbies in the description of habits. • Verb phrases 2 • Hobbies 3 Lesson 1.2 Grammar: Simple present (+) and (-) Objective: To apply the simple present in the description of everyday activities. • Simple present / affirmative sentences. Introduction The present simple is the tense used to express permanent situations or events that regularly repeat or always occur. When expressed in its affirmative form, the verb confirms something about the subject. Form The present simple in affirmative uses the base form of the verb and it has the following structure: Subject + verb + … For the third person of singular, we add -s at the end of a verb. Exceptions: verbs with suffixes -ch, -s, -sh, -x, -z: add -es (watch ⇒ watches; kiss ⇒ kisses; crush ⇒ crushes; tax ⇒ taxes; buzz ⇒ buzzes); verbs ending with a consonant followed by -y: change -y to -i and add -es (cry ⇒ cries); Verbs ending in o add es= do ⇒ does, go ⇒ goes. Irregular verbs such as be ⇒ is, have ⇒ has. 4 Present simple affirmative SUBJECT VERB I work You work He works She works It works We work You work They work Examples: The taxi driver disappears on weekends. Teachers perform an important role in society. I go to the gym twice a week. The housewife transforms into a princess. • Simple present / negative sentences. The formula for making a simple present verb negative is do/does + not + [root form of verb]. You can also use the contraction don’t or doesn’t instead of do not or does not. Examples: Pauline does not want to share the pie. She doesn’t think there is enough to go around. Her friends do not agree. I don’t want pie anyway. 5 Lesson 1.3 Reading: Interests. Objective: To identify the new vocabulary and grammar structures. I don’t get up early on weekends. I have lunch alone sometimes. I watch TV at night. I go to work in the morning. I don’t take a nap in the afternoon. I don’t cook dinner because my wife cooks for me. My friend Mauricio doesn’t like to go shopping. He doesn’t like to read books but he likes to read magazines. He chats with his friends. He doesn’t go to bed late because he wakes up early every day. He doesn’t study English because he is an English teacher. He listens to the radio when he drives his car. 6 Lesson 1.4: Writing: An informal e-mail. Objective: To identify Informal Style and Punctuation. Notes On Writing: a. The following are examples Punctuation: capital letters start sentences, exclamation marks ( ! ) at the end of sentences, contractions for joining two words with an apostrophe ( ’ ) Example: do not = don’t. b. Examples of Informal Expressions used for starting and ending letters. Examples: Hi, Hello, Dear Mary, Bye., Write soon., See you., Love. c. We use and for lists: I study History, Math, and English, and to describe two actions: I go swimming and surfing. d. We use or to describe alternatives: I don’t have time to play computer games, or to chat online. An Informal Letter has an: • Introduction • Middle • Ending A. Introduction: Hi, Mary, How are you? We’re fine. How is your family? B. Middle: I am on vacation from Portoviejo where I live. I am now in Canoa. It is a small viilage in Manabi. I like the lifestyle. It is relaxed. The hotel is on the beach. I go swimming and surfing for SEVEN HOURS a day on the weekend! It is fantastic. Surfing is sometimes a hard work, but it is fun! I don’t have time to play computer games or to chat online with my friends!!!! But I have time to write you this email. C. Ending: Love, Pablo 7 Lesson 2.1 Vocabulary: Common verb phrases. Objective: To use the common phrases for actions in simple present. 8 Lesson 2.2 Vocabulary: Simple present (?) Objective: To understand and respond to simple questions on familiar topics. • Simple present / interrogative sentences. The interrogative form of the Simple Present is obtained with the auxiliary do or does in front of the subject. Examples: Do you work? Do they study? Does she have a car? • WHY-Questions The Wh – questions (questions that use adjectives and question words like: What, Where, Why, When, Which, Who) are formed by putting the adjective or question words, Wh – at the beginning of the interrogative phrase. Here are some examples: What do you do? Why do they work? What do you study? Which car does she drive? 9 Lesson 2.3 Reading: Tell me about yourself. Objective: To ask and answer simple questions on familiar topics in the curriculum. Danny: Good morning. Sarah: Morning. Danny: How do you feel today? Sarah: Fine, thanks. A little nervous. Danny: Tell me a little about yourself. Sarah: Well, my name’s Sarah Smith. I’m twenty-eight, and I’m from Ecuador. Danny: Do you like technology? Sarah: Oh, yes. Very much. Danny: What do you do? Sarah: I work for a company. Our company sells computers: laptops mainly. Danny: What are your duties? Sarah: I have several duties. For example, I go shopping to centers and supermarkets to sell our products. I also visit clients and take their orders. Danny: That sounds interesting. What else do you do? Sarah: I’m also a student. I have a very busy student life. Danny: Where do you study? Sarah: I usually study at home, but sometimes I do it at my job. Danny: How is studying and working at the same time? How often do you go online? Sarah: I’m always online. Nowadays, Technology helps a lot. I only contact my clients through emails, but also, I chat with them, with my friends, and classmates. Danny: Is there anything that you do offline? Maybe going shopping. Sarah: Not even with that: the Net is full of stores. I also shop online. Danny: Does your family use technology? Sarah: My father doesn’t like it. He hates it. He needs an assistant to help him. But my mother does. She is a blogger. Danny: Thank you for your time. Goodbye. Sarah: Bye. 10 Lesson 2.4 Writing: A formal letter. Objective: To identify formal Style and Punctuation. 11 Lesson 3.1 Vocabulary: Jobs. Objective: To spell a range of common jobs and write simple sentences about what they and other people do. 12 Lesson 3.2 Grammar: A/an + jobs. Objective: To apply the indefinite article in the context of jobs. We use a before a consonant sound. a dentist a musician a teacher a scientist a beautiful actress We use an before a vowel sound. an accountant an actor an artist an engineer an interesting writer an old politician 13 Lesson 3.3 Reading: I like my job. Objective: To understand familiar simple words and vocabulary about jobs. Interviewer: So, why do you want to be a computer programmer? Jason: Well, I don't like working in a fast-food restaurant, and I want to make more money. Interviewer: I see. Do you have any experience? Jason: No, but I'm a fast learner. Interviewer: What kind of computer do you use? Jason: Computer? Uhm, let me see. I can use a Mac. I also used Windows 95 once. Interviewer: That's good. Jason: May I ask a question? Interviewer: Please, go ahead. Jason: Will I be able to find a job as a computer programmer? Interviewer: Umm, err, ahh.... 14 Lesson 3.4 Video: What do you do? Click to watch the video https://drive.google.com/file/d/12l4rLHsHUSuIawbHrdzD5yxAwBdfnMbQ/view?usp=sharing 15 Lesson 4.1 Vocabulary: Family. Objective: To analyze and use vocabulary related to family. Explanation: Family is a group of individuals who share ties of blood, marriage, or adoption; a group residing together and consisting of parents, children, aunts, uncles, cousins, grandparents, and others. Family is also a group of people who share common ancestors. Examples: 16 Lesson 4.2 Grammar: Possessives (‘s) (‘) Objective: To use (‘s) to express possession with singular and plural nouns. • We add 's to singular nouns to show possession: We are having a party at John's house. Michael drove his friend's car. • We add ' to plural nouns ending in -s: This is my parents' house. Those are ladies' shoes. • But we use 's with irregular plural nouns: men women children people These are men's shoes. Children's clothes are very expensive. We can use a possessive instead of a full noun phrase to avoid repeating words: Is that John's car? No, it's Mary's. (NOT No, it's Mary's [car].) Whose coat is this? It's my wife's. (NOT It's my wife's [coat].) 17 Lesson 4.3 Reading: Families in the world. Objective: To recognize familiar names, words and very basic phrases on simple notices. _______________________ All over the world people have families. They help us and, care us and they make feel us safe and loved. Some families have lots of children, and others can have just a child. Some families have one pet or many pets instead of children and they consider them as part of their family. In many parts of the world, families share a big house where you can find aunts, uncles, nieces, and nephews, parents and grandparents living together. Some families have just a small place to live with parents, sons or daughters but they are also happy. Sometimes family members meet in one place to celebrate special events like birthdays, anniversaries or holidays. Adult help children to learn new things and they pass on family stories or traditions generation from generation. Older siblings help care for the younger brothers or sisters. They also help parents by doing house chores such as washing the dishes, sweeping the house or feeding the cats, and dogs. I live with three people and Chloe, my kitty. She is part of my family too. We live in a small house near the hospital. It is because my mother is a nurse and works twice a week, she has to work late by taking care of people. My father is a teacher. He works in a school and he helps my mother by cooking and cleaning the house. My little sister is Amy, she is only 5 years old and she assists the kindergarten in my father’s school. I go to the University from Monday to Saturday and I really love the time we are together. Families are an important part of our lives; they guide us and make us who we are and I love mine. 18 Complementary resources The following complementary resources are suggestions so that you can expand the information on the topics studied, as part of your self-learning process: • Lesson 1.1: VOCABULARY: Verb phrases. Extra video: https://www.youtube.com/watch?v=LKS_evoK-6I • Lesson 1.2: GRAMMAR: Simple present (+) and (-) Extra video: https://www.youtube.com/watch?v=pC8aCk90rk4 • Lesson 2.1: VOCABULARY: Common verb phrases. Extra video: https://www.youtube.com/watch?v=KlvvIEb0Sco • Lesson 2.2: GRAMMAR: Simple present (?) Extra video: https://www.youtube.com/watch?v=Rk6mN1qz2wU • Lesson 3.1: VOCABULARY: Jobs. Extra video: https://www.youtube.com/watch?v=1oxb7WRuijw • Lesson 3.2: GRAMMAR: A/an + jobs. Extra video: https://www.youtube.com/watch?v=sX7eLnvedMo • Lesson 4.1: VOCABULARY: Family. Extra video: https://www.youtube.com/watch?v=TC6XYeDjyvY • Lesson 4.2: GRAMMAR: Possessive ‘s Extra video: https://www.youtube.com/watch?v=x1SvftozTjg 19 Bibliography • Annette Capel, Nicki Joseph (2015). Cambridge University Press and UCLES. Editorial Cambridge University Press and UCLES. • Castro Quiroz, Martha Elizabeth, Mera Moya, Daniel Gustavo, Loor Domo, Mónica Lissette, Vera Vélez Francisco Ricardo, Cedeño Macías, Leticia Mercedes (2018). Better Together Level. Editorial Universidad Técnica de Manabí. • Grupo Editorial Océano (2000). Diccionario Smart Español-inglés. Océano. • Latham-Koenig, Christina, Oxeden, Clive (2008). América English File. Editorial. Oxford. • Phillips, Deborah Longman (2013). Editorial Pearson Education. • Richey (2012). Oxford Business. Editorial English University Press. 20
