• Greetings

• introduce
yourself
• nationalities
• Alphabet
• Ordinal and
cardinal
numbers
• Imperative
(affirmative)
• Grammar
description

FUERZA AÉREA ECUATORIANA

ESCUELA TÉCNICA DE LA FUERZA
AÉREA
Who are you?

A. Listen and repeat the letters of the alphabet. (Track 1)

B. Similar letters listen and practice. C. Write down the letter you hear.
(Track 2) (There Will be 15 letters) (Track 3)

____ ____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____
____ ____

D. Use the alphabet for spelling your name. Talk in pairs.

Cardinal and Ordinal Numbers

Colors

A. Match the correct color with the numbers according to the listening. (Track 4)

Presentation
Greetings

A. Listen and repeat the greetings. Practice the greetings using the example. (Track 5)
 B. Write the correct greeting under each picture. (Track 6)

C. Listen and practice the Countries and Nationalities (Track 7)

Exercises

1. Read the information.

2. Listen to the announcement and circle the answer of each questions. (Track 8)
Nice to Meet You
1. Where does this conversation most likely take place?

A. at a park
B. at a school
C. at a birthday party
D. at a music recital
2. What is the girl's name?
A. Kathy
B. Karen
C. Nancy
D. Nanny
3. Where does the girl probably live now?

A. in Scotland
B. in France
C. in England
D. in the United States
4. What does the girl's father do for a living?

A. He is a travel agent.
B. He is a professor.
C. He is computer programmer.
D. He is a French teacher.
5. What is one thing NOT mentioned about the girl's family?

A. why her parents lived in England for several years

B. where her mother works at the present time
C. where the girl grew up
D. how old the girl was when she moved to her present location
 3. Read a conversation and practice in pairs.
Peter: Hello. My name's Peter. What's your name?
Janet: Hi! My name is Janet.
Peter: Where are you from Janet?
Janet: I'm from Seattle. Where are you from?
Peter: I'm from Madrid.
Are you American?
Janet: Yes, I am. Are you Spanish?
Peter: Yes I am.
Peter and Janet: Nice to meet you.
Grammar description
Personal pronouns: represent specific people or things. We use them depending on:

singular (eg: Pers onal THE ARTICLE AN THE ARTICLE A

Number plural (eg: we)
I) pronouns Use “an” if the word Use “a” if the word
Pers on 1s t pers on 2nd 3rd I starts with the sound starts the sound of any
(eg: I) pers on pers on YOU of a, e, i, o, u: other letter.
(eg: you) (eg: he) HE EXAMPLES EXAMPLES
Gender ma l e (eg: he) fema le neuter SHE
an apple a chair
(eg: s he) (eg: i t) IT
Ca s e s ubject (eg: or object (eg: us) WE an egg a table
we) YOU an ice cream shop a banana
THEY

The Imperatives are verbs used to give orders, commands and instructions. The form used is usually the same as the
base form.
Examples

Vocabulary
The classroom
Look at the picture and write the numbers that correspond to each graphic.
 Describe family and Friends

Introduce yourself

Present tense verb be

To ask and answer personal questions

Give personal information

Professions

To talk about your favorite school subject

 The family and me
Task 1. Label the family according with the vocabulary.

Task2. Read and complete with verb “To Be” (a-is-are)

1 husband children grandparents
Peter Baker _____ from Manchester, but Paul and
2 wife 5 daughter 10 grandmother
6 son 11 grandfather John _____ from London. Manchester and London
7 baby _____ cities in England. Hamburg _____ a city in
parents siblings grandchildren Germany. Sandra _____ at school today. Jack and
3 father 8 sister 12 granddaughter Peter _____ her friends. They _____ in the same
4 mother 9 brother 13 grandson class. Mr and Mrs Baker _____ on a trip to the USA to
Second family members
visit their cousin Anne. She _____ a nice girl. Peter
1 uncle 6 mother-in-law
2 aunt 7 father-in-law says: "My grandfather _____ in hospital. I _____ at
3 niece 8 son-in-law home with my grandmother." What time _____ it? It
4 nephew 9 daughter-in-law _____ 8 o'clock. _____ you tired? No, I _____ not.
5 cousin 10 brother-in-law
11 sister-in-law

Grammar description

❖ The verb to be tense is the more important verb in English then it permits to give the basic information for
description people, animals, things, places etc.. It is the basic structure to create sentences and basic ideas.
❖ The verb BE has three forms: AM, IS, ARE, which we have to use according to the pronoun or subject.

GRAMMAR CHART
Structure
S + TO BE V. + C + .
S + TO BE V. + NOT + C + .
EXAMPLES
Subject Verb Form Example

I AM I am a teacher.
You ARE You are a student.
EXERCISE He IS He is my brother.
She IS NOT She is not my sister.
It IS It is a city.
We ARE NOT We are not my fathers.
They ARE They are doctors.
What do you do it?
Task 1. Listen and label the correct profession according to the picture (Track 9).

Task 2. Observe the pictures and complete the
sentences with the correct job:
Task 3. Complete the sentence with a correct
form in present of verb “to be” (am-is-are):
a) Monica______ a good student.
b) Peter and Bob ______ soccer players.
c) My father ______ a taxi driver.
d) My grandmother ______ an excellent cook.

Task 4. Reading comprehension

Exercise.
True or false
Susan Myers is a teacher in the community Collage ________
They are from Vietnam ________
Peter is a student or Harvard ________
Dorothy is 25 years old ________
They live in the suburbs ________
My favorite subject
Vocabulary
Task 1. Listen about subject. (Track 10)
Look at the picture and match the subject with a number of each graphic.

______ _______ _______ _______ _______ _______ _______ _______

Grammar description

Short Answers Long Answers

Questions
Affirmative Answers Negative Answers + / - Answers
Am I…….? Yes. I am. / Yes. You No. I’m not / No. You Yes. I am… / Yes. You are not… No. You are not…
are are not. No. I am not……
Are you….? Yes. I am / Yes. You No. I’m not./ No. You Yes. I am …… / Yes. You are ….. No. I am not ……
are aren’t No. You are not …..
He…? He is. He isn’t. He is……... He is not……..
Is s he…? Yes, She is. No, She isn’t. Yes, She is…….. No. She is not…….
It….? It is. It isn’t. It is……….. It is not…….
We….? We are. We aren’t. We are…….. We are not...
Are you….? Yes, you are. No, you aren’t. Yes, you are…... No, You are not…..
They…? They are. They aren’t. They are……. They are not….
Possessive Adjective

Subject / Possessive
Possessive Adjective go before
Personal pronouns Adjective nouns, without articles.
I My This is my new classmate.
You Your Her name is Mary.
He His
She Her
It Its
We Our
You Your
They Their

Wh-question

The wh-questions look for information according

to the question word.

In this kind of questions you never answer Yes

or No, because they are asking for some
information. The answer is a statement with the
information according to the question word.
Practice.
A. Look at the picture and practice in pairs using the example .

Wha t’s your name? ……………………………..

Where a re you from? ……………………………..
How ol d are you? ……………………………..
Wha t’s your fa vorite s ubject/sport? …………
Are you good a t? ……………………………..
Who’s your favorite teacher? Mr. /Mrs .
/Mi s s/Ms.
Who’s your favorite sports star? ………………
Wha t’s your a ddress? ……………………………..

Exercises
Read and underline the word that is capital letter. Choose a,b,c according the question.

Complete the questions with a correct Wh-word. Then answer the question.
___________‘s your favorite subject? _____________________________________________________
___________‘s your favorite teacher? _____________________________________________________
___________ grade are you in? _____________________________________________________
___________’s best friend? _____________________________________________________
Read the text and write T for true or F for false.
• City places
• Possessive case(apostrophe)
• The verb have / has
• Plural nouns
• Sports
• Adjectives (physical and
intellectual appearance)
Unit 3
Task 1. Write the places of the city.

Task 2. Complete the conversation with the words in the box.

Sandy: Oh, hello! Where ______ you going? Restaurant library swimming pool cinema you
Lia: I’m going to the ______ to buy some supermarket is are library my
cheese, some milk and some potatoes. And you?
Sandy: I’m going to the ______ to study English.
Lia: Oh I 'm going with ______ to the ______
to help you, then to the ______ to do some
exercise and then to the ______ with ______
family this evening, to watch a new film.
Sandy: That ______ a good film. I’m going to a
______ with my mum to have dinner.
Lia: Ok, goodbye.
Sandy: Goodbye.

Grammatical chart
The Apostrophe S - ('S)
The apostrophe or possessive case
has three uses:
• To form possessives of nouns
• To show the omission of letters
• To indicate certain plurals of
lowercase letters

Exercises.
A. Fill in with have or has in the following sentences
1. The boy ______ a ball.
2. My sister ______ a boyfriend.
3. I______ two sisters. They ______ blond hair.
4. My brother ______ a red car. It four doors.
5. This house ______ a very big garden.
6. The boys ______ an important test tomorrow.
7. My cat ______ a long tail.
8. The book ______ a nice cover.
B. Write the correct form of the possessives into the gaps.
1. Sarah is ________ aunt. (Emily)
2. These are our ________cats. (friends)
3. Let's meet at ________for lunch. (Giovanni)
4.Where is the ________shower? (ladies)
5. This is our ________car. (boss)
6. Did you read ________newspaper? (yesterday)
7. ________and ________bags are black. (Jack – Joe)
10. That sandwich would not be to ________ta s te.
(everyone)
My favorite sport
March the picture with the sports. Then, listen and check your answers.
READING: "FAVORITE SPORT"
My favorite sport is scuba diving, I like practicing it in
summer. I go to my grandmother house near the sea on
summer and my sister and I catch the grandma's small
boat and we go far away from the beach. In the water we
can see different colored fish, corals, turtles and sea
horses.
I also like basketball, I play in a team called "wildcats", we
win almost all of the matches.
Our coach is really god and he motivates us a lot.
What about you? What is your favorite sport?

Read again "favorite sport" and answer the following questions.

1. What are my favorite sport?
Your ________________________.
2. Have I got a brother or a sister?
You ________________________.
3. What can we see in the water?
You ________________________.
4. Do I win all the matches?
________________________.
5. What is my team's name?
It ________________________.
6. Does our coach behave in a bad way?
________________________
Plural nouns

Write down the correct form of the plural: 6. photo - _________ .

1. city - _________. 7. phone - _________.
2. house - _________. 8. sandwich - _________.
3. boy - _________ . 9. elf - _________ .
4. family - _________. 10. phenomenon - _________ .
5. life - _________ . What is the correct plural of the word?
1. The (woman) _________ over there want to
meet the manager.
2. My (child) _________ hate eating pasta.
3. I am ill. My (foot) _________ hurt. 7. The (student ) _________ are doing the
4. Muslims kill (sheep) _________ in a religious exercise right now.
celebration. 8. Most (houswife) _________ work more than
5. I clean my (tooth) _________ three times a day. ten hours a day at home.
6. The (fish) _________ I bought is in the fridge.
Which is my appearance?
Adjectives (physical and intellectual appearance)

Task 1. Read and underline of color blue the body parts and red. the adjectives
I am Karen. I am 38 years old. I live with my daughter, my son and my
brother. We are similar and different at the same time. I am tall and
thin. My hair is long, wavy and red. My eyes are big and green. My
daughter is Mary. She is short. Her hair is short, straight and red. Her
eyes are big and blue. Josh is my son. He is tall and athletic. His hair is
curly and black. His eyes are small and brown. His nose is big. My
brother is Ted. He is tall. His hair is curly and brown. His eyes are big
and black. His nose is big.

Task 2. Go back to the text and locate the underlined words in the diagram. Follow the pattern red + blue.

3. Read the sentences. Then, connect

them with And

I’m short. I’m thin.

_____________________________.
My hair is long. My hair is red.
_____________________________.
Her eyes are big. Her eyes are blue.
_____________________________.
He is tall. He is chubby.
_____________________________.
His hair is curly. His hair is black.
_____________________________
Grammar description
DEMONSTRATIVES Difference

Look at the picture. Task 1. Circle the correct word.

Task 2. Listen and circle Mary personal items. (track 11 )

Pronunciation
A. Listen and repeat. What’s the difference
between A and B? (track 12)

B. He’s A. His

B. Listen and check (/) the sound you hear.

C. Describe where are the things around you.

___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Where is it?
task 1. Look at the picture and complete the blancks
whit a vocabulary in the box.

Vocabulary
Sink lamp closet chair table curtain table desk clock
bookcase bed armchair mirror couch rug coffee shower

Task 2. Look the vocabulary of the picture A and B

complete the sentences.
PICTURE A
1. The bookcase is ______________the couch.

2. The lamp is _______________ the bookcase.

3. The coffee table is ____________ the couch.

PICTURE B

4. The books are _____________ the desk.

5. The briefcase is ___________ the desk.

6. The gray armchair is ___________ the green armchair.

Task 3. Now look at the picture and read the

sentences. Choose True (T) or False (F)

There's a green frog in the cupboard. ______

There's a purple frog under the bed. ______
There's a green frog on the bath. ______
There's a red frog on the floor. ______
There's a black cat under the chair. ______
There's a pink cat in the bath. ______
There's a blue cat on the floor. ______
There's a yellow cat in the cupboard. ______
Task 4. Look at the picture and complete with a correct preposition.

Grammar description

Exercises
Task 1. Add there is or there are to the (There isn't, There aren't)
following sentences. 4. _____________________ lots of hotels in big cities.
1. _____________________ a fly in my soup. (There is, There are)
(There is, There are) 5. _____________________ a bank near here?
(Is there, Are there)
2. _____________________ many parks in New York.
6. _____________________ life on Mars?
(There is, There are)
3. _____________________ any tigers in Africa. (Is there, Are there)
Task 2. Look at and describe the picture using there is and there are.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Task 3. Fill the gaps with a/an, the or x if it isn't necessary to use any article.
1. He is _________ very nice man.
2. They are _________brave girls.
3. _________ farmhouses in my village were rather poor.
4. He told me _________ story of his life.
5. This is a good example.
6. _________ roof of _________ house was on fire. Task 5. Find and circle the words in the
7. We are _________ pupils. wordsearch puzzle and number the pictures.
8. Those were _________ interesting books.
9. Look at _________ top of that tree.
10. I am _________ good sailor.
Task 4. Read the comics and coments with your
parners.
 • What time is it?
• What’s the date?
• Prepositions of time
• Present Simple (affirmative,
negative, questions and short
answers)
• Wh questions
• Adverbs of frequency
 What time it is ?
Vocabulary
Task 1. What time it is? Look at the clocks and complete the sentences Then, listen
and check your answers.

Task 2. Put the week days in correct order. Write Task 3. Look and complete with the word in the
1 to 7. Then, listen and check your answers. What box. Then, listen and check your answers.
day is it today? (track 13)
Evening afternoon

Grammar description

Preposition of time: at, in, on

We use:
✓ at for a PRECISE TIME
✓ in for MONTHS, YEARS,
CENTURIES and LONG PERIODS
✓ on for DAYS and DATES
Notice the use of the preposition of
time at in the following standard
expressions: at night, at the weekend, at
Christmas*/Easter, at the same time, at
present.
Exercises
Task 1. Fill in the correct time prepositions. Task 2. Complete the phrases with a correct
time preposition at, in or on?
1. Peter is playing tennis ___on___ Sunday.
2. My brother's birthday is _________ the 5th of 1. _________ September
November. 2. _________12 o'clock
3. My birthday is _________ May. 3. _________winter
4. We are going to see my parents _________ 4. _________Easter Monday
the weekend. 5. _________4th July, 1776
5. _________ 1666, a great fire broke out in 6. _________Christmas
London. 7. _________Tuesday
6. I don't like walking alone in the streets 8. _________the weekend
_________ night. 9. _________my birthday
7. What are you doing _________ the afternoon? 10. _________the end of the week
Vocabulary

The regular and irregular verbs.

Verbs are subdivided into two groups, regular verbs and irregular verbs, on the basis of how their
past tense and past participles are formed. See below for tips on how to distinguish between
them.

Task 1. Read the text and write the verbs in the correct form.

A day in the life of...

Hi! My name is Lucy. This is my daily routine on weekdays.
I ________ (get up) at half past seven and I ________ (have) breakfast with my parents and my
younger sister Paula. I ________ (like) cereals but my sister ________ (like) bacon and eggs. My parents
________ (eat) coffee and toast.
We ________ (go) to school by bus, but my father ________ (go) by train. My mother ________ (work)
at home, she ________ (be) a journalist.
We ________ (have) lunch at school, because in the afternoons we ________ (do) activities: I
________ (sing) in the choir and ________ (play) basketball, my sister ________ (go) to art class and
________ (play) badmington.
After school we ________ (go) home and my mother ________ (help) us with the homework. We also
________ (help) at home, I ________ (clean) the rooms and my sister ________ (wash) the dishes.
In the evenings we ________ (watch) TV, ________ (play) games and ________ (talk) about our day.
My sister and I ________ (go) to bed at nine o'clock.
On weekends we ________ (get up) later, around nine o'clock. We ________ (play) outdoors games, in
the park or our garden. Then we ________ (visit) our grandmother, I ________ (like) her very much! She
________ (make) us cakes and we ________ (play) all afternoon with our cousins. It's great fun!
Grammar description
Simple Present tense
✓ To talk about habits and
routines

Rules in the third person of Singular form.

✓ We add –s to most verbs: walks, gets, …
✓ We add –es to verbs that end in sh, ch, ss or o: finishes, goes, catches, …
✓ If a verb ends in a consonant +y, we change the y to i and add –es: tries, studies, …
✓ If a verb ends in a vowel +y, we add –s: pays, plays, …
Grammar chart

Affirmative
S + V + C .
structure
EXAMPLE She + studies + math .
Negative AUX.
S + + NOT + V + C .
structure DO/DOES
EXAMPLE I + does + not + study + math .
Questions AUX.
+ S + V + C + ?
structure DO/DOES
EXAMPLE Does + she + study + math + .
Task 1. Look at the picture and complete the blacks with the verbs in the gaps.
Grammar notes Task 2. Unscramble the following sentences.
a) Do / Saturdays? / go / you / to / cinema /
usually / on / the
________________________________________
b) the / I / in / never / TV / afternoon. / watch
________________________________________
c) Sundays. / She / cleans / always / room / her /
on
________________________________________
d) their / They / visit / sometimes / the / at /
weekend. / friends
________________________________________
e) He / usually / by / to / goes /school / bus.
________________________________________

Task 3. Look at the sentences and order them. Task 4. Match column A and B
Change the verbs according to the pronouns.
1. Take a shower / she/ always/ at 7 am
________________________________________
2. He/ get up/ never/ at 6 am.
________________________________________
3. They/often/ worried/ are.
________________________________________
4. We/ dinner/ have/ never/ with our mom.
________________________________________
5. She/ listen to/ sometimes/ romantic music
________________________________________
6. I /twice a week/ go to the disco
________________________________________
7. They/ play/ never/ video games
________________________________________
8. You/ in the library/ sometimes/ study
________________________________________

Task 5. Complete the sentence with the simple present with the verbs I the gaps.
Task 6. Read the description and complete the blacks applying the professions.
Grammar description
Listen to the lesson audio: (Track 14)
• These wh question words are at the
beginning of the sentence. After them, we
use auxiary verb and subject.
• We don't use yes or no in the answer.
Structure
WH + DO/DOES + SUBJECT + VERB + C + ?
Wh question word (what, when..) + do / does +
Subject (I, you, we...)+verb + compl ement+?
Practice you knowledges
Task 1. Write the question using the Wh
according the information in the first idea.
a) Julia likes pop-music.
_____________________________________
b) What does Julia like?
_____________________________________
c) Maria comes from Spain.
_____________________________________
d) They play in the garden.
_____________________________________
e) Rick rides his bike.
_____________________________________
f) I go to the cinema on Saturdays.
_____________________________________
g) We go to Mallorca because it is warm
there.
_____________________________________
h) Joe repairs his bike.
_____________________________________
i) Robin drives his car carefully.
_____________________________________
j) Peter runs with his dog every day.
_____________________________________
• Hobbies and free time
activities
• like, hate, love, enjoy,
can’t stand, don’t mind
• The verb can
• Present progressive
• Time expressions
• Stative verbs
Grammar description
Likes and disk like
After some verbs (love, like, don't/doesn't mind, don't/doesn't like, hate) you can use a noun, a
pronoun or a verb +ing.
Example:
Simple:
➢ I like the flowers. I don’t like the flowers.
➢ She prefers English class. She doesn’t prefer English class.
With a verb
She loves to listen romantic music. She doesn’t loves to listen romantic music.

Notes: To talk about your likes and dislikes,

Expressing likes Expressing dislikes
you can use these expressions.
➢ I like… ➢ I don’t like…
1- COMPLETE WITH LIKE OR DON'T LIKE:
➢ I love... ➢ I dislike...
a. I______ hamburgers.
➢ I adore… ➢ I hate…
b. I ______ pizza
➢ I prefer….. ➢ I abhor…
c. I ______ dumplings
➢ I ‘m crazy about… ➢ I can’t bear...
d. I ______ sushi
➢ I’m mad about… ➢ I can’t stand…
e. I ______ fried rice
➢ I enjoy… ➢ I detest...
f. I ______ noodles
➢ I’m keen on… ➢ I loathe...
g. I______ cake
Task 2. LOOK AT THE FACES AND
Free Time.
Task 1. Complete the survey with the verbs in the Word Bank. Then, answer it by selecting one
option.

Task 2. Talk to a partner about your free time activities using the information in task 1. Add
extra information.

Task 3. Interchange the information with your classmates and write what activities he or she like and dislike. Then,
prepare a little showing about your free time activities and explain in the class.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Task 4. Look at the picture and guess the answer to questions.
CELEBRITY FAMILIES

Task 5. Read and confirm the answer in task 4.

MEET THE JONAS FAMILY

Task 6. Work with a partner. Read the questions and complete the table as fast as possible.
Questions Answers Paragraphs
a. Why are the Jonas brothers special artists?
b. What is Kevin like?
c. Who is loving but strict?
d. What does Nick like to do in his free time?
e. Who likes to work out?
f. What does Mr. Kevin Jonas do?
Grammar notes
➢ Conjunctions: AND and BUT
The conjunctions “and” and “but” can be used to join two statements.
And: shows addition and is used when the statements are similar.
Eg.: I called Jan and we talked for an hour.

But: is used to connect statements that express opposite ideas.

Eg.: I also called Steve, but he wasn't home.

Practice the next exercises.

Modal verbs can.

Can is an auxiliary verb, a modal auxiliary verb. We use can to:
• talk about possibility and ability
• make requests
• ask for or give permission
Grammar structure
Affirmative form Negative form
S + CAN + V + C. S + CAN + NOT + V + C.
Task 1. Complete the sentences according to
de sing.
a) I________ swim. (+/can)
b) You ________ draw. (-/can)
c) He ________ cook. (+/can)
d) She ________ walk. (-/can)
e) It ________ jump. (+/can)
Task 3. Work in pairs and write about your abilities after speak about the activities.
Answer
Questions
Affirmatives Negatives
CAN + S + V + C? YES. S + CAN. NO. S + CAN + NOT.
Task 2. Write in order the following
sentences.
a) she the trumpet play can?
_________________________
b) write can they e-mails?
_________________________
c) I TV can watch?
_________________________
d) The cat climb can the tree?
_________________________
e) Brother pictures draw can your?
______________________________
 Grammar description.
➢ In English, present progressive can be used to describe what is happening now, or what will
happen in the future.
EXPRESSIONS
• Now
• At the moment
• Right now
• Today
• This week

Affirmative form
Structure S + BE (am, is, are) + V. ing + C.
I am playing in the park.
I’m playing in the park
He is playing in the park.
She is playing in the park.
EXAMPLES
It is playing in the park.
We are playing in the park.
You are playing in the park.
They are playing in the park.
Task 1. Circle the Present Continuous tense in the text. Use color pencils.
Sarah Miller is in New York. She is writing a letter to her best friend.
Dear Sophia,
How are you? How is London? I am having a very good time in New York.
It’s Sunday and it’s sunny and warm. Now it’s ten in the morning and we are in
Central Park. I am sitting under a tree, I am listening to my radio… and I am writing to you, of course.
My Canadian cousin Rosemary is here with us, she is reading a comic. She’s very pretty. She’s tall and
slim and she has got long wavy brown hair. Her parents are in Toronto.
My father is reading The New York Times, an American newspaper. My mother is playing with my
little brother Jimmy on the grass and they are eating popcorn.
There are many people in the park. Some men are jogging, two girls are walking their dogs, and an
old man is skating! And he can do that quiet well.
We often come to this fantastic park, in this wonderful city because we are relaxing here. But
sometimes we visit other interesting places: museums, shops, galleries, etc…
New York is great! There are many fantastic skyscrapers, great shops and there are people
everywhere!
Love, Sarah

Task 2. Now answer these questions. __________________________________

1. What is Sarah’s surname?
__________________________________
2. Where is Sarah?
__________________________________
3. What is she doing?
__________________________________
4. Who is Sarah writing to?
__________________________________
5. What is Sarah’s father doing?
6. Is Sarah’s brother eating a hamburger?
__________________________________
7. How many girls are walking their dogs in
the park?
__________________________________
8. What is her cousin doing?
__________________________________
9. Does Sarah like New York? Why?
__________________________________
NEGATIVE AND QUESTION FORM
Structure S + BE (am, is, are) + NOT + V. ing + Structure BE (am, is, are) + S + V. ing + C?
C.
I am not playing in the park. Am I playing in the park?
I’m not playing in the park.
He is not playing in the park. He
She is not playing in the park. Is She playing in the park?
EXAMPLES EXAMPLES
It is not playing in the park. It
We are not playing in the park. We
You are not playing in the park. Are You playing in the park?
They are not playing in the park. They
Answers
Affirmative answer Negative answer
Yes. I am No. I’m not / I am not.
He is. He isn’t. / He is not.
Yes. She is. Yes. She isn’t. / She is not.
It is. It isn’t. / It is not.
We are. We aren’t. / We are not
Yes. You are. Yes. You aren’t. / You are not.
They are. They aren`t./ They are not.
Task 1. Look at the picture and write sentences using the present continue. Then, match the sentences
with the pictures. There are an example that help you.
1. The/listen/to music.
They are listening to music. ©
2. John/eat/an apple
________________________
3. She/sleep
_______________________
4. They/have/breakfast
________________________
5. Ann/wait/for the bus
________________________
6. George / ride / a bike
________________________
7. It/rain
________________________
8. The policemen/arrest/a thief
________________________
9. The man/fish
________________________

Task 2. Listening and Complete each sentence or question with the main verb in the present
continuous tense. (Track 15)
1. How _________ you ____________?
2. ________ he __________ to the store?
3. My feet _________ __________ me.
4. Everyone _________ ____________ now.
5. Where _________ you __________?
6. This computer ________ ___________ anymore.
7. Mark __________ __________ his car.
8. The customer __________ __________ her car with gas.
9. What _________ she ___________ for breakfast?
10. Where _________ we __________?
Grammar notes
Types of verbs.

Exercises
Task 1. Read the sentences and write if is 2. I ………………. fine.
dynamic or static verbs. a) feel
1 Helen likes reading historic novels. __________ b) am feeling
2 My mother played with the baby. ___________ c) Either could be used here
3 I'm thinking about buying a car. ____________
4 We feel he's angry with us. ____________ 3. I ………………. your dad tomorrow.
5 He walk two hours every day. ____________ a) see
6 His taking Chinese lessons. ____________ b) am seeing
7 I love doing kick boxing. ____________ c) Either could be used here
8 He has a sportive car. ____________
9 I can't think right now. ____________ 4. I called her because I ……………….. to talk.
10 I grew in South Africa. ____________ a) needed
b) was needing
Task 2. Complete the given sentences using an c) Either could be used here
appropriate verb form.
1. I ………………… this flavor. 5. I …………….. that he is innocent.
a) like a) believe
b) am liking b) am believing
c) Either could be used here c) Either could be used here
Look at the picture and give an opinion.

• Comparative
forms er- more
• Superlative forms
est- most
• Object pronouns
• Linking words
• Modal verbs(can,
could, may, might,
should, must,
would)

Compound nouns -ly

Comparatives form
➢ When we want to compare two or more things, we can change the form of adjectives by adding –er
or –est. We can also use extra words like more or most and expressions like not as … as.
➢ One syllable adjectives generally form the comparative by adding -er and the superlative by adding
-est, e.g.:
• Note that if a one syllable adjective ends in a single
Adjective Comparative Superlative
vowel letter followed by a single consonant letter, the
Soft Softer The softest consonant letter is doubled, e.g.: thin → thinner, big →
Cheap Cheaper The cheapest
biggest.
Sweet Sweeter The sweetest
• If an adjective ends in -e, this is removed when
Thin Thinner The thinnest
Structure adding -er/-est, e.g.: wide → wider/widest.
A: S + be + adj.er + than + c. • If an adjective ends in a consonant followed by -y, -
N: S + be + not + adj.er + than + c. y is replaced by -i when adding -er/-est, e.g.: dry →
Q: Be + s + adj.er + than + c? drier/driest.
Practice.
Task 1. Fill in the correct form of the words in brackets (comparative or superlative).
1. My house is (big) bigger than yours.
2. This flower is (beautiful) _______________ than that one.
3. This is the (interesting) _______________ book I have ever read.
4. Non-smokers usually live (long) _______________ than smokers.
5. Which is the (dangerous) _______________ animal in the world?
6. A holiday by the sea is (good) _______________ than a holiday in the mountains.
7. It is strange but often a coke is (expensive) _______________ than a beer.
8. Who is the (rich) _______________ woman on earth?
9. The weather this summer is even (bad) _______________ than last summer.
10. He was the (clever) _______________ thief of all.

Task 2. Look at the picture and complete the Task 3. Read and complete the dialogue, using
sentences below. the missing adjectives in the box beside.

Missing adjectives

Coldest Hotter older lightest longer wettest

Task 3. Write and describe the objects and people that there are in your classroom.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 Task 4. Read the story about Maria, Sachie, Toshie and Ana and write sentences about them using
comparatives and superlatives.

Task 5. Write a little summary that you understand using comparatives and superlatives.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Task 6. Read and talk about it.
Vocabulary about physical description.
Object pronouns
The seven basic pronouns have one form when they are used as PRONOUNS
subjects and another form when they are used as objects.
• Subjects are what the sentence is about. (See more about Subject Pronoun Object Pronoun
Subject Pronouns)
• Objects are what is affected by the action of the subject. I Me
Examples
You You
• I like whisky. (I is the subject).
• I read books. (Books is the object as it is receiving the He Him
action). She Her
• Like you but you don't like me. It It
• Do you really hate her? We Us
• She loves sitting next to him. You (plural) You
• She always writes e-mails to us.
They Them
• He's talking to her about it.

Task 1. Complete each sentence with the appropriate pronoun.

1. (Joe, Scott, and Bob) The waiter brought out three plates of food for __________________
2. (My Aunt Jane) My brother and I wrote thank you letters to __________________
3. (Nick and I) The science teacher gave a bottle rocket to __________________
4. (The neighbor’s car) The mechanic from the garage went to work on __________________
5. (Jenny and Fatima) My parents bought $25 gift certificates for __________________
6. (The little old lady) I carried in the bags of groceries to help __________________
7. (Adam’s grandfather) Adam carefully painted a special portrait of __________________
8. (The blue notebook) Samantha quickly wrote down all her notes in __________________
9. (The pens and pencils) I bought a new zippered pouch at the store for __________________
10. (Your Uncle Peter) Sally expertly danced her tap dance routine for __________________
Grammar notes.
Linking words help you to connect ideas and sentences, so that people can follow your ideas
Grammar description

CATEGORIES
Exercises
Task 1. Choose the right modal verb (needn't, mustn't, must, may, could, can, can, Can, can't, need, might,
shouldn't, mustn't, may, must, May, needn't, Can, can't.
1. There are plenty of tomatoes in the fridge. You ____________ buy any.
2. It's a hospital. You ____________ smoke.
3. He had been working for more than 11 hours. He ____________ be tired after such haed work. He
____________ prefer to get some rest.
4. I ____________ speak Arabic fluently when I was a child and we lived in Morocco. But after we moved
back to Canada, I had very little exposure to the language and forgot almost everything I knew as a child.
Now, I____________ just say a few things in the language.
5. The teacher said we ____________ read this book for our own pleasure as it is optional. But we
____________ read it if we don't want to.
6. ____________ you stand on your head for more than a minute? No, I____________ .
7. If you want to learn to speak English fluently, you ____________ to work hard. .
8. Take an umbrella. It ____________ rain later.
9. You ____________ leave small objects lying around. Such objects____________ be swallowed by
children.
10. People ____________ walk on grass.
11. Drivers ____________ stop when the traffic lights are red.
12. ____________ I ask a question? Yes, of course.
13. You ____________ take your umbrella. It is not raining.
14. ____________ you speak Italian? No, I ____________ .
Grammar note:
Compound Nouns
A compound noun is a noun that is made with two or more words. A compound noun is usually [noun + noun]
or [adjective + noun], but there are other combinations (see below). It is important to understand and
recognize compound nouns. Each compound noun acts as a single unit and can be modified by adjectives and
other nouns.

Task 1. Look for in the dictionary others examples about compound nouns.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
• Countable and
uncountable nouns
• How much/ How many
• Much/many/some/any/a
lot of
Vocabulary

English grammar

• Countable nouns are individual people, animals, places, things, or ideas which can be counted.
• Uncountable nouns are not individual objects, so they cannot be counted.
Task 1. Decide whether these nouns are countable (C) or uncountable (U)

1. The children are playing in the garden. ______

2. I don't like milk. ______
3. I prefer tea. ______
4. Scientists say that the environment is threatened by pollution. ______
5. My mother uses butter to prepare cakes. ______
6. There are a lot of windows in our classroom. ______
7. We need some glue to fix this vase. ______
8. The waiters in this restaurant are very professional. ______
9. My father drinks two big glasses of water every morning. ______
10. The bread my mother prepares is delicious. ______
11. Drivers must be careful; the road is slippery. ______
12. Some policemen are organizing road traffic to avoid any accidents. ______
13. I bought three bottles of mineral water for our picnic. ______
14. I'd like some juice please! ______
15. Successful candidates will join the camp later this year. ______

There is / there are

• Use for countable and uncoutable nouns.

Vocabulary
Task 1. Listen and repeat. (track 16)

Task 2. Look at the picture and describe the house and apartmen using there is / there are.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________ ________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Task 3. Look at the picture. What do you think the people are talking about?
Listen, read and check your answers. (Track 17)

Task 4. Put the correct form of the given words into
the spaces.
1.John is eating some __________(potato).
2.Is there any ___________ (water) in the jar?
3.Mother says, ‘Gogo, please give me some
__________ (jam).’
4.There are some _________ (fish) in the river.
5.There aren’t any ______________(tomato) on the
table.
GRAMMAR DESCRIPTION.
How much / how many
Task 5. Put the correct answer into the spaces with
“some” or “any”.
1. There is not ________sugar in the coffee.
2. There are ___________ stars in the sky.
3. There aren’t ________ roses on the table.
4. Father says, ‘Please give me ________ oil.’
5. Is there ________ orange juice?
6. There is ________ paper on the desk.

TASK 1. Complete the questions with how much or how many. Then, write the answers according to the picture.
 Anecdotes

• Past tense of the to be verb(aff, neg, int. and short

answers)
• Past time expressions
• Past simple (aff, neg, int. and short answers)
• Regular and irregular verbs(rules)

Gramma description.
Past tense of to be verb
The past tense of To Be is using to going a subject
with a word or words that tell something about the
subject that happening in the past.

Affirmative structure:
• S + WAS / WERE + C.
EXAMPLE: She was a baby.

Task 1. Choose the correct form.

Grammar chart.

Task 1. Complete the sentences with “were / was”

1. Tom _______ in Spain last weekend.
2. Frank and Jim _______ at the party last night.
3. Who _______ at the cinema last Monday?
4. The children _______ quiet when their parents came home.
5. She_______ a nice person.
6. He _______ usually not at home at the weekend.
7. They_______ good at English.
8. We _______ in Lower Austria last summer.
9. My brother _______ in China some weeks ago.
10. I _______ in Copenhagen when my friends went there.

Task 2. Rewrite the sentences into the Simple Past Tense. Then write a negative sentence. Use the short forms.
Look at the example below.
e.g. I am at home. I was at home. I wasn’t at home.

1) He is my friend. _______________________ ____________________________

2) I am a man. _______________________ ____________________________
3) It is an umbrella. _______________________ ____________________________
4) That is a bird. _______________________ ____________________________
5) These are your pens and pencils. _______________________ ____________________
6) They are happy people. _______________________ _________________________
7) This is a kitchen. _______________________ ____________________________
8) Those are two bags, a ruler and a rubber. _____________________ ________________
9) We are in. _______________________ ____________________________
10) You are my brother. _______________________ ____________________________

Task 3. Change the following sentences into interrogative then give short answers according to the sign. Look at the
examples.
E.g.
• Mr Smith was at home. Question: Was Mr Smith at home? Answer: Yes, he was.

1) I was in the garden. _________________________ __________________________

2) Mum was ill last week. _________________________ __________________________
3) They were on holiday in May. ______________________ __________________________
4) You were tired yesterday. _________________________ __________________________
5) We were in the park at 5 o’clock yesterday. _________________ ____________________
TIME EXPRESSION FOR PAST TIME.

Task 4. Read the Shara`s went shopping and underline the some facts in past.

Shara`s went shopping

Grammar description
Simple past tense.
• The simple past tense describes actions and states that began and ended at a specific time in the past.
There are regular verbs and irregular verbs.

All regular past tense verbs end in “ed”

Regular:
study studied
live lived
stay stayed
Some verbs have irregular past tense forms:
Irregular:
go went.
be was – were
do did

Affirmative form S + V. in past + COMPLEMENT

Example She lived in France in 1980.
Negative form S + DID + NOT + V + COMPLEMENT.
Notes: in past simple tense use the auxiliary
DID for negative and interrogative form. Example She did not live in France in 1980.
Example: Question form DID + S + V + COMPLEMENT?
• I lived in France in 1980. Example She did not live in France in 1980.
• He went to the swimming pool.
• They were late yesterday.
• He did the homework.
Task 1. Write the verbs in the gaps in past tense.
1. Last year I (go)________ to England on holiday.
2. It (be) ________ fantastic.
3. I (visit) ________ lots of interesting places.
4. I (be) ________ with two friends of mine .
5. In the mornings we (walk) ________ in the streets of London.
Practice your knowledges.
• Too/ enough
• Too much/ too many
• Past continuous (aff,
neg, int. and short
answers)
Task 1. Listen and sing a song.
FOOL'S GARDEN LYRICS
"Lemon Tree"

I'm sitting here in the boring room

It's just another rainy Sunday afternoon
I'm wasting my time
I got nothing to do
I'm hanging around
I'm waiting for you
But nothing ever happens and I wonder

I'm driving around in my car

I'm driving too fast
I'm driving too far
I'd like to change my point of view
I feel so lonely
I'm waiting for you
But nothing ever happens and I wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree

Sing, dah...

I'm sitting here

I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
While nothing ever happens and I wonder

Isolation is not good for me

Isolation I don't want to sit on the lemon-tree
I'm steppin' around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just another lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just a yellow lemon-tree
Yellow, wonder, wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see, and all that I can see, and all that I can see
Is just a yellow lemon-tree
Grammar description
• Past continuous
To show what somebody was doing at a particular time in the past, we use the Past Continuous Tense.
Example
➢ I was playing badminton at this time yesterday.
Sometimes we use the past continuous tense
➢ She was cycling at 9:00am yesterday
➢ They were playing table tennis at 6:30 last night. to talk about two or more actions which were
Grammar chart taking place at the same time in the past.

Affirmative form S + be (was/were)+ V. ing + COMPLEMENT

Example I was playing badminton at this time yesterday.
Negative form S + be (was/were)+ not + V. ing + COMPLEMENT
Example I was not playing badminton at this time
yesterday.
Question form Be (was /were) + S + V.ing + COMPLEMENT?
Example Was I playing badminton at this time?

Answers Yes. I was / Yes. You were.

No. I was not. / Yes. You were not.
Exercises
Task 1. READING AND WRITING - PAST CONTINUOUS REVISION
A STRANGE EXPERIENCE

Last month I was on holiday in Ireland with my mum and dad. One day, we were driving
through a small village. It was time for lunch, so we stopped at a restaurant.
It was a large, old building. We looked through the window. There were lots of people
in the restaurant. They were eating, drinking and chatting. A musician was playing the
violin. But there was something strange about the people. They weren't wearing normal,
modern clothes. They were wearing hats, jackets and dresses from another century. We
couldn't understand it. But we were hungry, so we opened the door.
When we went into the restaurant, everything was different. The people were wearing
normal clothes. The musician wasn't there- the music was on CD. It was a very strange
experience!
Daniel

Task 2. Now answer these questions.

1- Who was Daniel on holiday with?
______________________________________________________________
2- Why did they stop at a restaurant?
______________________________________________________________
3- What were the people in the restaurant doing?
______________________________________________________________
4- What instrument was the musician playing?
______________________________________________________________
5- What was strange about their clothes?
______________________________________________________________
6- When they went into the restaurant, did they see the musician?
______________________________________________________________
Task 3. Look at the picture and write what these people were doing when the teacher
arrived at the school?

Example
1- When the teacher arrived, the girl in number 1 was sitting on a bench and she was
studying.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Task 4. Put the verbs into the correct form (past progressive).
1. When I phoned my friends, they (play) ___________ monopoly.
2. Yesterday at six I (prepare) ___________ dinner.
3. The kids (play) ___________ in the garden when it suddenly began to rain.
4. I (practice) ___________ the guitar when he came home.
5. We (not / cycle) ___________ all day.
6. While Alan (work) ___________ in his room, his friends (swim) __________ in the pool.
7. I tried to tell them the truth but they (not / listen ) ___________ .
8. What (you / do) ___________ yesterday?
9. Most of the time we (sit) ___________ in the park.
10. I (listen) ___________ to the radio while my sister (watch) ___________ TV.
11. When I arrived, They (play) ___________ cards.
12. We (study) ___________ English yesterday at 4:00 pm.
 Task 5. Put in the verbs in brackets in Simple Past or Past Progressive into the gaps.
1. While I ___________ , the school bus ___________ . (to text) (to arrive)
2. Cindy ___________ her leg while she______________________ . (to break) (to snowboard)
3. He ___________ to the radio while he ___________ breakfast. (to listen) (to prepare)
4. My father___________ at 70 km/h when a policeman___________ him. (to drive) (to stop)
5. The girl___________ that the boy___________ her. (to notice) (to watch)
6. My dad ___________ the ladder while he ___________ the carport. (to fall off) (to paint)
7. While we ___________ , we ___________ crossword puzzles. (to wait) (to do)
8. Nick ___________ sick while he ___________ in Texas. (to become) (to travel)
9. What ___________ when you___________ about 9/11? (to do) (to hear)
10. She said that she ___________ happy, so I ___________ to her. (not/to feel) (to talk)

Grammar note

Too and enough indicate degree. They are used with adjectives.

• Too means more than what is needed.

• Enough means sufficient.

Examples
He is too old to play football with the kids.
Dave is intelligent enough to do the right
thing.
You're not working fast enough
I don't have enough time.
He has too many friends.
She has got too much patience

STRUCTURE

S + V+ TOO + ADJECTIVE + COMPLEMENT.

S + v + ADJECTIVE + ENOUGH + COMPLEMENT.

Task 1. Complete the next sentences whit too or enough.

1. Peter is _________ short to become a police officer. He’s only 1,65cm tall.
2. I’d like to buy a new car and a new house, but I’m not rich _________.
3. My school is _________ far from my house to go on foot.
4. Kelly is _________ young to drive a car. She’s only 14.
5. That skirt is _________ tight for you. You need a bigger size.
6. David isn’t fast _________ to beat the Italian runner.
7. We didn’t buy the sofa because it wasn’t comfortable _________.
8. I’m a good swimmer but I’m not good _________ to enter a competition.
9. The students are _________ lazy to learn the irregular verbs by heart.
10. The music is _________ loud and I can’t hear anything you say
GRAMMAR DESCRIPTION
Too much/ too many
Important tip: much is always used together with an uncountable noun (like 'oil' or 'water')
while many is always used with nouns that are countable (like 'table' or 'computer')
Task 1. Choose the correct words according with the idea.
1. Jack always gives too ___ bad advice, you shouldn't trust him!
a) many
b) much
2. Tokyo is very crowded, there’s just too ___ people!
a) much
b) many
3. Some people have too ___ money and too much time. What do they do with it all?
a) many
b) much
4. Venice in summer has too ___ tourists that visit each year.
a) much
b) many
5. My city has too ___ traffic during rush hour.
a) much
b) many
6. There are just too ___ cars on the road!
a) much
b) many
7. In my opinion Windows Vista had too ___ problems. I prefer Windows 7.
a) many
b) much
Reading
COMPLETE THE FOLLOWING ARTICLE. USE: 'TOO / TOO MANY / TOO MUCH / ENOUGH'

My best friend has a very complicated life. She's always _____________ stressed and
doesn't sleep_____________ hours. Her boss is not polite _____________ and he gives
her _____________ work to do.
Last week he ordered her to make _____________ phone calls so my friend
ended_____________ exhausted. The good thing is that my friend earns _____________
money. She tells that when she is rich _____________, she will give up working for him.
My friend has_____________ things to do but at least, she has_____________ money to
buy her own house and car.
 1.Adición (Addition)

When we want to add ideas or to give more information about the same idea we use the following
connectors:

• Y and
• Además also, moreover, furthermore, in addition
• También too, as well
• Además de as well as
• Incluso even

2. Oposición (Opposition)

The next connectors are used when we are contrasting ideas.

• Pero but
• Sin embargo however
• Aunque although
• No obstante nevertheless
• A pesar de (que) despite/in spite of

3. Causa (Cause) • Puesto que since, as

• Gracias a (que) thanks to
• Porque because • Por culpa (de) because of
• Como as
• A causa de (que) because of 4. Dar ejemplos (Giving examples)
• Debido a (que) due to, because of
• Dado que since, given that • Por ejemplo for example, for instance
• Ya que since, because • A saber namely
5. Consecuencia (Consequence)

These connectors are to express the consequences of the information previously given and they are all
used in a similar way.

• Entonces then
• Así que so
• Por lo tanto/por eso therefore
• En consecuencia in consequence

6. Resumiendo (Summarising)

We normally use these words at the beginning of the sentence to give a summary of what we have
said or written.

• Para resumir to summarise

• Para finalizar to conclude
• En pocas palabras in short
• En resumen in summary
• En definitive in brief
Autores:
Lic. Gina Alexandra Albán Rocha
Lic. Olga Samanda Abedrabbo Ramos.

Bibliographic
H.Q. Mitchell Let`s speed up, Copyright ©2011 mmplublications.
H.Q. Mitchell, MALKOGISNNI, Marileni, Copyright ©2012 mmplublications

Linografía
http://www.englishexercises.org/makeagame/viewgame.asp?id=3429#a
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http://www.englisch-hilfen.de/en/exercises/tenses/be3.htm
http://www.englishexercises.org/makeagame/viewgame.asp?id=2524#a
https://owl.english.purdue.edu/owl/resource/621/01/
http://www.myenglishpages.com/site_php_files/grammar-exercise-plural.php
https://aliciateacher2.files.wordpress.com/2013/02/943_300265500073917_601924901_n.jpg
http://www.englishexercises.org/makeagame/viewgame.asp?id=8040#a
https://www.ego4u.com/en/cram-up/grammar/prepositions/exercises?02
http://www.focus.olsztyn.pl/en-grammar-articles-test-5.html#.VwGkmKThDDc
http://www.englishexercises.org/makeagame/viewgame.asp?id=6234
 ESCUELA TÉCNICA DE LA FUERZA AÉREA
DEPARTAMENTO DE DOCENCIA
PROGRAMA DE ASIGNATURA
SÍLABO
1. DATOS INFORMATIVOS

MODALIDAD: DEPARTAMENTO: CAMPO DE FORMACIÓN:

DUAL IDIOMA EXTRANJERO INGLES COMUN INICIAL

CURSO DE FORMACIÓN: NOMBRE ASIGNATURA: PERÍODO ACADÉMICO:

SOLDADOS TECNICOS IDIOMA EXTRANJERO INGLES MARZO 2018–JULIO 2018

PRE-REQUISITOS: NIVEL:
CÓDIGO: FBC-IN3-
NRC: 5520 No. CRÉDITOS: 150
4
-------------------------- SEGUNDO

FECHA SESIONES/SEMANA: 4 EJE DE

CO-REQUISITOS: ELABORACIÓN:
FORMACIÓN:
-------------------------- FEBRERO-MARZO DOCENCIA:65 PRÁCTICA:65 TRABAJO AUTÓNOMO:20
PROFESIONAL
DEL 2018

DOCENTE: ____________________________________________

DESCRIPCIÓN DE LA ASIGNATURA:
LA ASIGNATURA DE INGLES I A1, es considerado el nivel inicial del estudiante que empieza a hacer uso
generativo de la lengua, en este punto el alumno puede interactuar de forma simple planteando y contestando
preguntas sobre sí mismo, es decir información personal y personas que lo rodean incluyendo vocabulario y
estructura básica de acuerdo al grado de complejidad de los contenidos.

CONTRIBUCIÓN DE LA ASIGNATURA A LA FORMACIÓN PROFESIONAL:

Los conocimientos de la asignatura del idioma inglés, permitirá a los alumnos conocer y poner en práctica los
contenidos adquiridos durante el proceso educativo fomentando la iniciativa de poner en práctica sus
conocimientos gramaticales y verbales que permitirán un mayor desenvolvimiento en su vida profesional.

RESULTADO DE APRENDIZAJE DE LA CARRERA:

Muestra un control comprensible de comunicación oral, escrita a fin de captar en forma textual y auditiva
diálogos básicos reproduciendo información en los acontecimientos de la vida cotidiana, generando análisis
crítico y opinión personal ante diferentes contextos.
OBJETIVO DE LA ASIGNATURA:
Desarrollar en los estudiantes a través del aprendizaje de estructuras básicas del idioma, la capacidad de
expresarse de manera oral y escrita con seguridad, exactitud y fluidez en situaciones de la vida cotidiana
aplicando los conocimientos adquiridos durante la clase empleando las cuatro habilidades fundamentales del
idioma Inglés (Listening, Speaking, Reading and Writing)

RESULTADO DE APRENDIZAJE DE LA ASIGNATURA

El estudiante desempeña su trabajo de manera activa a través del cumplimiento de tareas y desarrollo de
habilidades durante el proceso de enseñanza aprendizaje interactuando de manera individual y colectiva en
las tareas asignadas y manejando las habilidades adquiridas durante la clase.

Página 1 de 13
 2. SISTEMA DE CONTENIDOS Y RESULTADOS DEL APRENDIZAJE
No. UNIDADES DE CONTENIDOS
UNIDAD 1.
WELCOME TO ENGLISH LEARNING
• Hello: introduce yourself
• Greetings
• What’s your name?
• How do you spell…?
1 Tarea D2. Utiliza los gráficos del folleto
• Where….from?
• Countries-nationalities and places
• Alphabet
• Classroom language
• Introduce your partner or another
• Ordinal and cardinal numbers
• a vs. an
• Imperative (affirmative)
COMPONENTES
RESULTADOS DEL APRENDIZAJE Y SISTEMA DE TAREAS
D P TA
Resultados de Aprendizaje de la Unidad 1:
El estudiante aplica conocimientos adquiridos acerca de información y presentación personal básica y vocabulario
6 3 1 referente a números y artículos.
DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO
Tarea D1. En el libro de trabajo Tarea A1. Elabora ejercicios que
completa los ejercicios relacionados Tarea P1. En un trabajo en equipo, refuercen el conocimiento adquirido
1 con información personal empleando realizar una presentación personal sobre los temas tratados en la unidad.
vocabulario y deletreo de nombres.(1 h). utilizando el vocabulario aprendido. (1h).
(2 h).
1 para identificar los objetos del aula, Tarea P2. En una evaluación,
además de vocabulario acerca de responde e identifica vocabulario y
nacionalidades y países (1 h). estructuras gramaticales empleadas
anteriormente. (1 h).
Tarea D3. Practica la correcta escritura
de los números ordinales y cardinales e
identifica el uso de los artículos a- an.
1 (1 h).
Página 2 de 13
 UNIDAD 2:
Resultados de Aprendizaje de la Unidad 2:
DESCRIBING PEOPLE
El estudiante aplica conocimientos básicos para realizar construcciones gramaticales con el verbo to be, adjetivos
6 3 1 posesivos y maneja vocabulario relacionado con la familia y profesiones.

DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO

• Family and professions
2 1
• Present tense of the verb to be (
affirmative, negative, questions,
short answers)
• Wh words
• Possessive adjectives
1 Tarea D1. En un árbol genealógico Tarea P1. De forma individual Tarea A1. Analiza y realiza ejercicios
reconoce a los integrantes de la familia presentar un árbol genealógico y acerca de la estructura to be (1 h)
y relaciona parentescos familiares.(1 h) describir el parentesco y la profesión de
cada familiar. (2 h).
Tarea D2. Ejecuta ejercicios que
contengan estructuras afirmativas, Tarea P2. En una evaluación, aplica el
1
negativas e interrogativas del verbo to vocabulario y la estructura gramatical
be. (1 h) de la unidad. (1 h).

Tarea D3. Reemplazar frases o sujetos

por pronombres posesivos (1 h)

UNIDAD 3: Resultados de Aprendizaje de la Unidad 3:

MY CITY El estudiante describe personas, animales o cosas con adjetivos, utiliza el verbo have o el apostrofe para expresar
6 3 1
posesión y aplica vocabulario que complemente su conocimiento.
DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO
• City places Tarea D1. Identifica el uso de la Tarea P1. En una pareja, expresa las
• Possessive case(apostrophe) apostrofe y ubícala en el lugar correcto características físicas y personales que
3 1 de acuerdo a sus reglas. (1 h.) posee su compañero y viceversa. (2 h.) Tarea A1. Analiza el vocabulario y
• The verb have gramática del libro y realiza los
• Plural nouns Tarea P2. En una evaluación, ejercicios de refuerzo. (1 h.)
1 Tarea D2. Identifica adjetivos desarrolla adecuadamente el uso del
personales y adjetivos físicos y verbo have, sustantivos en plural, la
• Sports
ubícalos siguiendo la tabla de orden. apostrofe y ubica los adjetivos en su
• Adjectives (physical and intellectual
2 (1 h.) lugar. (1h.)
appearance)

Página 3 de 13
 UNIDAD 4: Resultados de Aprendizaje de la Unidad 4:

MY HOME El estudiante comprende la distancia de los objetos a través de adjetivos demostrativos y es uso del singular y plural con
6 3 1 las estructuras there is y there are y a su vez emplea artículos y vocabulario como recursos complementarios para expresar
descripciones e ideas.

DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO

Tarea P1. En una práctica de taller,

• Demonstrative adjectives (singular 2 ubica los adjetivos demostrativos
and plural) Tarea D1. Elabora oraciones tomando en cuenta la distancia, así Tarea A1. Corrige las inconsistencias
4 • There is / There are afirmativas, negativas y interrogativas como su forma singular y plural. (1 h.) en cuanto a gramática y vocabulario de
con adjetivos demostrativos e la unidad 4 en la hoja de trabajo
• Prepositions of place identificar el uso de los artículos the, a, Tarea P2. En una trabajo en clase, enviada por el docente. (1 h).
• The definite article the
an. (1 h.) utiliza las estructuras gramaticales
• a vs. the
there is/there are en forma afirmativa,
2 Tarea D2. Establece direcciones negativa e interrogativa acerca de los
empleando preposiciones. (1 h.) objetos existentes en el aula. (1 h.)

Tarea P3. En una evaluación, usar la

gramática y vocabulario adquirido
concerniente a los temas tratados en la
unidad 4. (1 h.)
UNIDAD 5: Resultados de Aprendizaje de la Unidad 5:

DAILY ROUTINES El estudiante efectúa soluciones gramaticales y aplica vocabulario de forma oral y escrita para expresar las actividades
10 8 2
que realiza en su vida cotidiana.

DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO

• What time is it?

• What’s the date?
• Prepositions of time
• Present Simple (affirmative,
negative, questions and short
answers)
• Wh questions
5 2
• Adverbs of frequency
2
Tarea D1. En un cuadro, clasifica el uso Tarea P1. En una práctica de taller, Tarea A1. Completar los ejercicios
de at, in, on y ejemplifica con cada uno corrige las inconsistencias en cuanto a enfocados en la unidad 5 como
2 de ellos. (1 h). auxiliares y verbos del presente simple. refuerzo de los temas. (2 h).
(2 h).
Tarea D2. Analiza los gráficos sobre las
manijas del reloj y identifica la hora en
variadas formas. (1 h).

Página 4 de 13
 Tarea D3. Realiza una lista de rutinas Tarea P2. En un dialogo, expresa las
diarias utilizando el presente simple y actividades que realiza diariamente y la
compártelo con compañeros. (1 h). frecuencia con la que se repiten. (3 h).

Tarea D4. Utiliza adverbios de Tarea P3. Realiza una composición

frecuencia a fin de expresar con que
regularidad realiza determinadas
actividades cotidianas y en tiempos
libres. (1 h).
gramatical que contenga la estructura
del presente simple en forma afirmativa
y negativa. (2 h).
Tarea P4. En una evaluación, aplica los
auxiliares y adverbios de frecuencia en
cuanto a gramática y en cuanto a
vocabulario identifica horas y
preposiciones de tiempo. (1 h).

Resultados de Aprendizaje de la Unidad 6:

El estudiante es capaz de reconocer estructuras gramaticales del presente, así como su tiempo de expresión para
UNIDAD 6.
7 10 3 expresar habilidades, rutinas y gustos.
LIKES AND DISLIKES

DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO

• Hobbies and free time activities Tarea D1. Enlista actividades te Tarea P1. A través de una presentación Tarea A1. Elabora ejercicios que
• like, hate, love, enjoy, can’t stand, agraden o desagraden hacer en cuanto oral, expresa tus gustos y preferencias refuercen el conocimient5o adquirido
don’t mind 1 a entretenimiento o tiempos libres. (1 h). y habla acerca de tus aciertos y sobre los temas tratados en la unidad.
6
desaciertos en cuanto a habilidades. ( 3h).
1 Tarea D2. Establece las habilidades y (4 h).
• The verb can
destrezas que posees y las que no
• Present progressive utilizando el modal can. (1 h). Tarea P1. Realiza composiciones
• Time expressions 1 gramaticales utilizando el presente
Tarea D3. Identifica los verbos progresivo y su tiempo de expresión.
• Stative verbs
estáticos en las lecturas e información (2 h).
del libro, enlístalos y identifica que tipo
de estructura se utiliza con los Tarea P1. Realiza una comparación
mencionados verbos. (2 h). entre el presente simple y el presente

Página 5 de 13
 progresivo y emite diferencias en
cuanto a estructura y contexto. (2 h).

Tarea P2. En una evaluación,

responde e identifica vocabulario y
estructuras gramaticales empleadas
anteriormente. (2 h).

UNIDAD 7:
Resultados de Aprendizaje de la Unidad 7:
DIFFERENT ASPECTS
El estudiante describe y compara las cualidades de sus compañeros a través de adjetivos, emplea verbos modales y
7 10 3 emplea pronombres y palabras de enlace con el fin de mejorar e incrementar su conocimiento.

DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO

• Comparative forms er- more

• Superlative forms est- most
1 Tarea D1. En el aula de clases, busca Tarea P1. En parejas, realizar una Tarea A1. Consulta acerca de mas
• Object pronouns compañeros que tengan diferentes descripción física e intelectual entre adjetivos para añadirlos a la lista y
• Linking words 1 características físicas y compáralos compañeros utilizando adjetivos transformarlos en comparativos y
utilizando los adjetivos aprendidos comparativos y superlativos de forma superlativos. (1h)
• Modal verbs (can, could, may, might,
sujetos a reglas. (2 h) oral y escrita. (4 h).
should, must, would)
• Compound nouns -ly 1 Tarea A1. Completa los ejercicios del
Tarea D2. Identifica donde deben ir lo Tarea P2. Realiza un escrito utilizando folleto como actividad de refuerzo. (2h)
pronombres objeto y analiza bajo que las palabras de enlace más conocidas
circunstancias deben remplazar al y añade pronombres objeto para evitar
sujeto, y complementa las oraciones repeticiones. (2 h).
utilizando palabras de enlace. (1 h)
Tarea P3. Mediante un dialogo,
Tarea D3. Identifica el grado de expresa posibles problemas ante
formalidad y el uso de cada verbo
situaciones cotidianas y pregunta por
modal en determinadas circunstancias.
7 consejos para resolverlos utilizando el
(1 h)
auxiliar should. (2 h).

Tarea P4. Resuelve los ejercicios de la

evaluación utilizando tu conocimiento
sobre los temas de la unidad 7. (2 h).

Página 6 de 13
 UNIDAD 8: Resultados de Aprendizaje de la Unidad 8:

MY FAVORITE FOOD
• Countable and uncountable nouns
• How much/ How many
• Much/many/some/any/a lot of
• A few /a Little
• Units of measurement
8
9 8 3 El estudiante identifica sustantivos contables y no contables, los clasifica y ejemplifica utilizando intensificadores.
DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO
Tarea P1. En grupos, realizar un roll
3 play acerca de productos y comida
Tarea D1. Identifica los sustantivos cuyo escenario será un restaurante, Tarea A1. Analiza el vocabulario y
contables y no contables, clasifícalos supermercado, recreo, almuerzo gramática del libro y realiza los
3 en un cuadro y ejemplifícalos. (1 h.) familiar, etc. El objetivo es expresar ejercicios de refuerzo. (3 h.)
sustantivos contables y no contables y
sus intensificadores. (4 h.)
Tarea D2. Identifica las estructuras
correctas a usarse con contables en Tarea P2. Enlista las unidades e
singular y plural y los no contables y mediada para sustantivos no contables
completa los ejercicios. (2 h.) y transforma oraciones no contables en
contables. (2h.)

Tarea P2. En una evaluación, Maneja

adecuadamente el uso del verbo
sustantivos contables y no contables y
sus intensificadores. (2h.)
UNIDAD 9: Resultados de Aprendizaje de la Unidad 9:

ANECDOTES El estudiante comprende verbos y auxiliares del tiempo pasado que le permiten expresar eventos y anécdotas y
5 13 2
experiencias pasadas.

DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO

Past tense of the to be verb(aff, neg, int.
and short answers)
Past time expressions
Past simple (aff, neg, int. and short
answers)
9 Regular and irregular verbs(rules)
Tarea D1. Elabora oraciones con Tarea P1. Realiza una presentación
1 verbos regulares e irregulares oral para expresar tu vida y tus logros
basándote en tus vacaciones pasadas. mas importantes utilizando tiempo Tarea A1. Corrige las inconsistencias
(1 h.) pasado. (4 h.) en cuanto a gramática y vocabulario de
la unidad 4 en la hoja de trabajo
2 Tarea D2. Aplica reglas de Tarea P2. Practica el uso del tiempo enviada por el docente. (2 h).
pronunciación a los verbos regulares y pasado a través de una tarjeta postal.
clasifícalos según a regla (1 h.) (2 h.)

Página 7 de 13
 Tarea P3. Realiza una composición
gramatical en pasado para la cual el
docente proveerá ciertas preguntas y
un ejemplo. (2 h.)

Tarea P4. En las evaluaciones, usar la

gramática y vocabulario adquirido
concerniente a los temas tratados en la
unidad 8. (3 h.)

Tarea P5. Contrasta el pasado to be y

el pasado simple en una sola oración
utilizando conectores, verbos regulares
e irregulares. (2 h.)
UNIDAD 10: Resultados de Aprendizaje de la Unidad 10:

WHAT THINGS DO YOU NEED? El estudiante aplica intensificadores a los adjetivos a fin de resaltar o enfatizar la descripción y hace una leve revisión del
3 4 3
pasado continuo.

DOCENCIA PRÁCTICO TRABAJO AUTÓNOMO

Too/ enough
Too much/ too many 2
Tarea D1. Identifica la posición de los Tarea P1. Realiza una presentación Tarea A1. Analiza y desarrolla un
Past continuous (aff, neg, int. and adjetivos al usar too y enough (1 h). oral describiendo cosas y personas con trabajo que sirve de refuerzo de
short answers) la ayuda de too and enough. (2 h). adjetivos y estructuras gramaticales el
pasado. (3 h).
10 Tarea P2. Realiza oraciones
conectadas entre si utilizando pasado
simple y pasado continuo en una
misma oración. (2 h).

TOTAL HORAS 65 65 20

Página 8 de 13
3. PROYECCIÓN METODOLÓGICA Y ORGANIZATIVA PARA EL DESARROLLO DE
LA ASIGNATURA

Estrategias Metodológicas: Las siguientes estrategias van a ser consideradas en el desarrollo de la

asignatura:

• Metodología basada en el aprendizaje colaborativo

• Metodología basada en la solución de problemas
• Metodología basada en proyectos
• Metodología para el desarrollo del pensamiento
• Metodología basada en la crítica.

Métodos para el proceso de enseñanza-aprendizaje del idioma Ingles: Los enfoques descritos a
continuación servirán de apoyo para la enseñanza de la asignatura:

• Enfoque funcional: La necesidad de la comunicación es el propósito fundamental de

aprender un idioma, para ello se expone al estudiante a situaciones reales de la vida diaria
personal y profesional que crean verdaderas oportunidades de interacción.
• Enfoque natural: Procura propiciar un ambiente natural en el desarrollo de enseñanza –
aprendizaje, el estudiante adquiere habilidades comunicativas paso a paso escuchando y
entendiendo para luego pasar a la fase de producción.
• Enfoque comunicativo: El proceso de enseñanza enfatiza la interacción usando el idioma
objetivo a través de juegos, entrevistas, intercambios de información, trabajo en parejas, etc.
• Presentación practica y producción (PPP) este método permite desarrollar el aprendizaje
de una forma organizada empezando por plantear el conocimiento, luego analizar y
finalmente desarrollar el mismo.

El empleo de las TIC en los procesos de aprendizaje:

• Para optimizar el proceso de enseñanza-aprendizaje en las conferencias se utilizará un

computador y un proyector.
• Se utilizará paquetes informáticos para verificar lo estudiado.
• Las TIC, tecnologías de la información y la comunicación, se las emplearán principalmente para la
investigación y consulta de temas de tarea. (internet),
• Se utilizará las TIC para realizar los refuerzos de los temas tratados en el aula y presentaciones.
La evaluación cumplirá con las tres fases: diagnóstica, formativa y sumativa, valorando el desarrollo
del estudiante en cada tarea y en especial en las evidencias del aprendizaje de cada unidad.

Página 7 de 13
 4. RESULTADOS DEL APRENDIZAJE, CONTRIBUCIÓN AL PERFIL DE EGRESO Y
TÉCNICA DE EVALUACIÓN.

NIVELES DE
LOGRO
LOGROS O
El estudiante debe
A B C
RESULTADOS DE APRENDIZAJE
Alta Media Baja

A. Estructura (Grammar and Disponer de un repertorio básico de

vocabulary) X palabras, frases y estructuras sencillas
para describir personas, lugares y
situaciones de la vida cotidiana
B. Escribe (Writing) Desarrollar la habilidad escrita de forma
clara y poco compleja al momento de
X
enlazar coordinadamente ideas usando
estructuras gramaticales y vocabulario
básico.
C. Lee (Reading) Comprender textos, pasajes, párrafos,
X frases etc., para luego reproducir un
análisis, opinión o documentos
detallados utilizando técnicas de lectura.
D. Escucha (Listening) Captar diálogos, conversaciones, frases
y acontecimientos de acuerdo a lo que
X
escucha, receptando información que
luego será argumentada de forma oral o
escrita.
E. Habla (Speaking) Mostrar un control comprensible de
X comunicación oral y fluidez aceptable
para expresarse de acuerdo al nivel de
complejidad.
F. Integra (Integrated skills) Enlazar todas las habilidades juntas
X
aplicando así los conocimientos
adquiridos en cada una de ellas.

5. DISTRIBUCIÓN DEL TIEMPO:

TRABAJO
CLASES CLASES CLASES
TOTAL HORAS CONFERENCIAS LABORATORIOS AUTÓNOMO DEL
PRÁCTICAS DEBATES EVALUACIÓN ESTUDIANTE

150 65 65 ------ ---------------- ---------------- 20

6. TÉCNICAS Y PONDERACIÓN DE LA EVALUACIÓN.

DURACIÓN
TAREAS INSTRUMENTO PONDERACIÓN
PREVISTA

TAREAS PRINCIPALES A SER EVALUADAS

• Dramatizaciones
• Collages
1 Talleres grupales • Entrevistas 15 min
• Proyecto de
Aula

Página 8 de 13
 • Presentación
Oral
Trabajo de 15 min
• Reportes
2 investigación con
escritos
argumentación.
• Debates
• Proyectos

• Lecciones
Escritas
3 Pruebas 15 min
• Pruebas de la
unidad

• Tareas de 15 min
4 Trabajo autónomo refuerzo de
gramática y
vocabulario.

TOTAL EVALUACIÓN TAREAS 1h 30%

PRODUCTOS DE UNIDAD DE ESTUDIO

PRODUCTOS DE DURACIÓN
INSTRUMENTO PONDERACIÓN
UNIDAD DE ESTUDIO PREVISTA

Realiza una
exposición detallada
Taller grupal, con
1 poniendo en práctica 30 min
defensa
la integración de las
habilidades.

Expone el tema con

diferentes recursos
Taller grupal, con
2 didácticos acorde a 30 min
defensa
la creatividad del
grupo.

Evaluación parciales
3 Prueba escrita 1h
unidades 1

TOTAL PONDERACIÓN DE UNIDADES DE ESTUDIO 30%

RESULTADO FINAL DE APRENDIZAJE

Página 9 de 13
 RESULTADO FINAL DURACIÓN
INSTRUMENTO PONDERACIÓN
DE APRENDIZAJE PREVISTA

Utiliza el vocabulario
y la estructura básica
para una
1 comunicación oral y Prueba escrita 2 h. 40%
escrita enfatizada en
las cuatro
habilidades.

7. TEXTO GUÍA DE LA ASIGNATURA:

TÍTULO AUTOR EDICIÓN AÑO IDIOMA EDITORIAL

Inglés Básico ABEDRABBO, PRIMERA 2016 Inglés ETFA

General Olga –
ALBÁN, Gina,
Primera
Edición

8. BIBLIOGRAFÍA DE LIBROS DE TEXTOS BÁSICOS

LRT´S APEED H.Q. Michell 2011 Inglés Copyright © 2011 mmpubications

UP
THE ENGLISH H.Q. Michell 2012 Inglés Copyright © 2012 mmpubications
HUB MALKOGIANNI,
Marileni

9. LECTURAS PRINCIPALES QUE SE ORIENTAN A REALIZAR:

LIBROS – REVISTAS TEMATICA DE PAGINAS Y

SITIOS WEB LA LECTURA OTROS
DETALLES
http://www.esl-lab.com/childintro/childintrord1.htm Temas cotidianos Todas
https://www.englishclub.com/grammar/pronouns-personal.htm Capítulos
http://www.englishexercises.org/makeagame/viewgame.asp?id=3422#a Worksheets.

Página 10 de 13
10. ACUERDOS:
DEL DOCENTE

Se asignarán deberes al final de la clase y estos deberán ser entregados al ingreso de

la siguiente clase.

Los deberes deben ser individuales y las presentaciones en grupo. No se aceptarán

deberes atrasados.

Los deberes deben estar claramente identificados: Apellidos y nombres completos, y

fecha. Los deberes se deben presentar con letra manuscrita, a esfero o lápiz. En caso
de requerirlo, el docente solicitará que se realicen los deberes a computadora.

Los deberes considerados como copias (por ser iguales o muy similares a las de otros
alumnos) serán sancionados con la calificación de CERO puntos.

La copia en deberes, pruebas y exámenes, en cualquiera de sus formas será

sancionada “CON UNA NOTA DE CERO”.

DE LOS ESTUDIANTES:

Se exige absoluta puntualidad. Pasados 5 minutos del inicio de clase, no se aceptará

estudiantes atrasados.

No se permiten teléfonos celulares, ni objetos que no tengan relación con la asignatura.

si ese fuera el caso serán retirados y entregados a sus superiores.

Es responsabilidad del estudiante que este sílabo se cumpla en su totalidad.

En caso de no asistir a clases deberá presentar su debida justificación (certificado

médico o justificación del departamento académico)

11. FIRMAS DE LEGALIZACIÓN

SECC. PLANIFICACIÓN Y
DOCENTE DIRECTOR ACADÉMICO ETFA
DESARROLLO ACADÉMICO

Elaborado por: Gina Albán Rocha y Olga Abedrabbo Ramos.

Prohibida su reproducción parcial o total para usos diferentes a instrucción dentro de la ETFA.

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