UNIVERSIDAD TECNOLOGICA DE HONDURAS

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Unit # _3-2__

I. General Information
Course : _English 1______________________ Code: __ INE0204___
Hours: 3 Unit duration: 10 días

Specific Objectives:
The student will be able to talk about their own abilities and personal profile.
.
Skills to Develop:
• Can produce simple, mainly isolated phrases about people and places.
• Can describe him/herself, what he/she does and where he/she lives.
• Can ask and answer questions about him/herself and other people,
where they live, people they know, things they have.
• Can ask for things and give people things.
• Can make simple purchases by stating what is wanted and asking the
price.
• Can follow speech that is very slow and carefully articulated, with long
pauses for him/her to assimilate meaning.
• Can understand and extract essential information from short, recorded
passages dealing with predictable everyday matters which are delivered
slowly and clearly.
• Can understand very short, simple texts a single phrase at a time,
picking up familiar names, words and basic phrases and rereading as
required.
• Can get an idea of the content of simpler informational material and
short, simple descriptions, especially if there is visual support.
• Can identify specific information in simpler written material he/she
encounters such as websites and short online articles.
• Can write simple, isolated phrases and sentences.
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• Can ask for or pass on personal details in written form.

Forum Description:

After reading the material, the student will be able to participate in the
discussion forum and:

- Practice writing simple sentences about the devices they can’t live
without.

Activities Description:
You will practice via clearly staged activities in the Grammar Practice,
Vocabulary Practice, and Communication Practice sections. Please remember to
log in and use the available resources as: The Personal Best Language App. The
Workbook, and the Richmond Learning Platform.

Homework Description:
They cover grammar, vocabulary, and pronunciation and use accessible graded
texts or audio to contextualize the language point.

II. Content

Can - Cannot - Can't

INTRODUCTION
This lesson explains the correct usage of essential and most commonly used
verbs in English. This will help you determine when to appropriately use each.

III. Content Development

Can - Cannot - Can't

Can is a modal verb. Can is used to express ability or to say that something is
possible. Can is the same for all subjects. We don't add an 'S' in the third
person (like other verbs)
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The verb that comes after Can is in the infinitive without to:

• I can speak Spanish. (= it is possible for me to speak Spanish = I have

the ability to speak Spanish)
• He can swim well.
• We can see our neighbor in the garden.
• They can play the guitar.
• I can write a letter.
• You can write a letter.
• He / She can write a letter.
• We can write a letter.
• You can write a letter.
• They can write a letter.

Negative

To form the negative, we add "not" after can to form one word: cannot. We
can also contract the negative to form can't. (can't = cannot)

• I cannot play the piano. We can't go to the cinema tonight.

• She cannot speak French very well. He can't drive a car.
• I can't write a letter.
• You can't write a letter.
• He / She can't write a letter.
• We can't write a letter.
• You can't write a letter.
• They can't write a letter.
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Questions

To from the question we change the position of the subject and the auxiliary
verb. The main verb is still in the infinitive without to.

• Where can I buy an ice-cream?

• Can I go to the party, please?
• Can you speak Japanese?
• What can we do on Saturday?
• Can I write a letter?
• Can you write a letter?
• Can he / she / it write a letter?
• Can we write a letter?
• Can you write a letter?
• Can they write a letter?

Remember that you can use short answers:

• Can I sit here please? Yes, you can.

• Can you speak Chinese? Yes, I can
• Yes, they can.
• No, they can't.
• Yes, you can.
• Yes, we can.
• No, you can't.
• No, we can't.
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Summary chart

Impersonal Can

Sometimes You can and Can you…? are impersonal and refer to people in
general.

• You can see many stars at night from here. (= people in general can see
many stars)

It doesn't necessarily refer to you but people in general.

• You can't run naked in the middle of the street.

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Listening

There are many difficulties an individual may face in understanding a talk,

lecture or conversation in a second language. The speaker, the situation and
the listener can all be the cause of these difficulties.

Contributing factors include the speaker talking quickly, background noise, a

lack of visual clues (such as on the telephone), the listener’s limited vocabulary,
a lack of knowledge of the topic, and an inability to distinguish individual
sounds.

While the challenges posed by the speaker or the situation may be out of the
listener’s hands, there are a few skills or 'strategies' that English learners can
use to help them along.

Predicting content
Imagine you've just turned on your TV. You see a man in a suit standing in
front of a large map with the symbols of a sun, clouds and thunder. What do
you imagine he is about to tell you? Most likely, this is going to be a weather
forecast. You can expect to hear words like 'sunny', 'windy' and 'overcast'. You'll
probably hear the use of the future tense: 'It'll be a cold start to the day';
'there'll be showers in the afternoon', etc.

Depending on the context – a news report, a university lecture, an exchange in

a supermarket – you can often predict the kind of words and style of language
the speaker will use. Our knowledge of the world helps us anticipate the kind of
information we are likely to hear. Moreover, when we predict the topic of a talk
or a conversation, all the related vocabulary stored in our brains is 'activated' to
help us better understand what we're listening to.
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Listening for the substance or general meaning of a speech

or text
When listening, it is also possible to get the ‘whole picture’ but with one crucial
difference: information comes in a sequence. And in that sequence of
information, there are content words (the nouns, adjectives and verbs) that can
help you form that picture. We often call this listening for gist.

For example, the words 'food', 'friends', 'fun', 'park' and 'sunny day' have their
own meanings, but when you hear the words in sequence, they help form the
context of a picnic.

Detecting signposts
There are signposts in language that help us follow what we're listening to.
These words, which link ideas, help us to understand what the speaker is
talking about and where they are taking us. They're particularly important in
presentations and lectures.

For example, if a university lecturer says: 'I am going to talk about three factors
affecting global warming…' then later on you might hear the phrases 'first of
all', 'moving on to' and 'in summary' to indicate the next part of the talk. Other
words and phrases can function in a similar way. For instance, to clarify ('in
other words', 'to put it another way'); to give examples ('to illustrate this', 'for
example'), and so on.

Listening for details

Similarly, when listening for details, you are interested in a specific kind of
information – perhaps a number, name or object. You can ignore anything that
does not sound relevant. In this way, you are able to narrow down your search
and get the detail you need.

In a listening test, if you are asked to write down the age of a person, listen for
the words related to age ('old', 'young', 'years', 'date of birth', etc.) or a number
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that could represent that person's age. If it is a conversation, you might wait to
hear someone beginning a question with 'How old…?'

Deducing or inferring meaning

This is the technique of inferring meaning: using clues and prior knowledge
about a situation to work out the meaning of what we hear.

Similarly, we can infer the relationship between people from the words they
use, without having to find out directly. Take the following conversation:

A: Tom, did you do your homework?

B: I did, sir, but the dog ate it.

A: That's a terrible excuse. You'll never pass your exams if you don't work
harder.

We can infer from the use of the words 'homework' and 'exams' that this is a
conversation between a student and his teacher. By using contextual clues and
our knowledge of the world, we can work out what's being said, who is
speaking and what's taking place.

BIBLIOGRAPHY
1. Rogers, M., Taylore-Knowles, J & Taylore-Knowles, S. (2014). Open Mind 1A
Textbook. (2nd Edition). Oxford, G.B.: Macmillan Education Elt.

2. Rogers, M., Taylore-Knowles, J & Taylore-Knowles, S. (2014). Open Mind 1A

Workbook. (2nd Edition). Oxford, G.B.: Macmillan Education Elt.