Inglés II. Desarrollo de Conversaciones Elementales
Learning Unit I: Pastimes, directions and plans (Level A1.2/Personal)
Main competences for Learning
Unit I 1. Exchange information about pastimes (A1.2.1)
2. Ask and give directions to get to places (A1.2.2)
3. Make plans to do things together (A1.2.3)
Talk about pastimes
Name and write pastimes (e.g., read, listen to music, play sports, go to the movies, dance, exercise, go for a walk, talk to friends, play tennis/golf/football/baseball, play the piano/guitar, etc.)
Listen to and say statements to indicate frequency (e.g. I run every day / She goes to the movies once a week / He often travels / Sometimes I go to museums / I never go skating, etc.) and time (e.g. I play video games two hours a day / She visits her family every Sunday / We watch TV at the weekend, etc.)
PRONUNCIATION FOCUS: Practice difference between /s/ and /sh/ (e.g. she, see, shopping, singing) GRAMMAR FOCUS: Express regularity of pastimes using the present simple tense with adverbs of frequency
VOCABULARY FOCUS: Pastimes, games and sports.
Content
Talk about pastimes
Share information about pastimes
Exchange information about pastimes
Inglés
Un ejemplo de respuesta cada una de las encuestas (a 4 personas diferentes). Gráficas, comentarios/conclusiones.
Learning Unit Objective 2. Ask and give directions to get to places (A1.2.2)
Share information about places and activities
Listen to names of places in the community (e.g., clinic, police station, market, restaurant, library, fruit market, drugstore, car park, etc.)
Discuss places and activities (e.g., I buy fruit and vegetables in the market / I have breakfast at the cafeteria / You can get money at the bank, etc.)
Use expressions of courtesy (e.g., Excuse me, thank you)
Ask and answer questions about the location of places using a map (e.g., Where’s the library? It’s next to the post office / Excuse me. Where’s the store? It’s across from the hospital, How do I get to the station? Walk three blocks straight / Is there a market nearby? Yes, there is. It’s across from the hotel, etc.)
GRAMMAR FOCUS:
Use words and expressions to establish location. Follow directions to get to places Express point of origin and destination (e.g., from the office to the park, from the station to the market, etc.)
Listen to directions (e.g., walk two blocks, turn right at the corner, etc.) Give directions stating distance (e.g., turn left, and walk 50m. The bank is right there, etc.) Ask and give directions to get to places Use expressions of courtesy when asking for directions (e.g., Excuse me / Can you help me? / Thank you / You’re welcome / No problem, etc.) Ask for confirmation or repetition in an exchange (e.g., Can you say that again, please? / Can you repeat that? / I didn’t understand, etc.)
Ask and give directions to get to places (e.g., Excuse me, do you know where the drugstore is? Yes, I do. Go straight, turn right at the corner, and continue straight for three blocks. Can you say that again please? For… three… blocks. OK, three blocks. Now, the drugstore is next to the post office / How can I get to the airport? Go back to Main St, go two blocks straight, turn left and continue straight for 20m / Is there a store around here? Yes, there is one across the street, etc.)
PRONUNCIATION FOCUS:
Notice stress in words expressing place (e.g., post office, police station, drugstore).
Content
Share information about places and activities
Follow directions to get to places
Ask and give directions to get to places
Learning Unit Objetive 3.Make plans to do things together (A1.2.3)
Talk about things to do
Name activities you do with other people (e.g., dance, go to the gym, go for a walk, go out with friends, etc.)
Talk about future plans in general (e.g., I’m going to study more this year! I’m going to eat more vegetables / spend less time on the Internet / I’m going to learn to dance, etc.).
Listen to and say dates and times (e.g., tomorrow, tonight, on the weekend, on Friday, in September, on November 1st, on the 3rd, 24 May, etc.)
Discuss plans a particular date or time (e.g., I’m having dinner with my family on Thursday On Friday I’ve having a party. It’s at 7 pm / I’m going to the gym at 9a.m. / I’m seeing friends on the 17th, etc.)
GRAMMAR FOCUS:
Use be going to and the present continuous to express future actions.
Ask and answer questions about plans Ask questions in different ways (e.g., Are you going to celebrate Valentine’s Day? / Do you want to go out tonight? / What do you feel like doing? / What are you doing on Tuesday?, etc.)
Answer questions for planning an activity (e.g., Yes, let’s go to a museum on Saturday / We can have a picnic / There’s a party at Mike’s, etc.)
Ask and answer questions about details (e.g., Where does Mike live? He lives around here. Should we bring anything? Yes, let’s buy some drinks, etc.) Notice the difference between /I/ and /i:/ sounds (e.g., /I/ live, this, dinner, drinks, kitchen, picnic; /i:/ week, me, free, feel,)
PRONUNCIATION FOCUS:
Distinguish between /I/ and /i:/ sounds
Make plans to do things together
Suggest plans to do things together (e.g., Let’s go the stadium tomorrow / We’re having a party in two weeks, etc.)
Accept or turn down plans (e.g., Sorry, but I’m terrible in the kitchen / Let’s do something together. I can’t, I have to study for a test, etc.)
Offer alternatives to plans (e.g., I can’t go with you on Sunday / Are you free on Saturday? / I can make a salad for the party, etc.) Make plans to do things together (e.g.We’re having a party in two weeks, do you want to come? Yes, I do. Can I invite my girlfriend? Sure! What should we bring? Nothing, don’t bring anything. I can’t do that. We can buy some snacks. Are you going to bake a cake for the party? Yes, I am. Do you want to help me? Yes, I can arrive at 4:00. Great!, etc.)
