WRITTEN ENGLISH COMMUNICATION 1

2 PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de junio de 2012.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 1,146 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Profr. Julio Alfonso Martínez Romero
Director Académico
Dr. Manuel Valenzuela Valenzuela
Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia
Director de Planeación
Ing. Raúl Leonel Durazo Amaya
WRITTEN ENGLISH COMMUNICATION 1
Módulo de Aprendizaje.
Copyright ©, 2010 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Tercera edición 2012. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
COMISIÓN ELABORADORA:
Elaborador:
Edna Elinora Soto Gracia
Revisión Disciplinaria:
Lydia Lagarda Sánchez
Corrección de Estilo:
Diana Patricia Lugo Peñúñuri
Apoyo Metodológico:
Jesús Moisés Galaz Duarte
Supervisión Académica:
Mtra. Luz María Grijalva Díaz
Diseño:
Joaquín Rivas Samaniego
María Jesús Jiménez Duarte
Edición:
Cynthia Deyanira Meneses Avalos
Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López
Coordinación General:
Dr. Manuel Valenzuela Valenzuela

3
PRELIMINARES
Ubicación Curricular
COMPONENTE:
FORMACIÓN PARA EL
TRABAJO
CAPACITACIÓN PARA EL
TRABAJO:
IDIOMAS (INGLÉS)
HORAS SEMANALES:
04
CRÉDITOS:
03
DATOS DEL ALUMNO
DATOS DEL ALUMNO
DATOS DEL ALUMNO
DATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________

5
PRELIMINARES
Presentación ..................................................................................................................................................... 7
Mapa de asignatura.......................................................................................................................................... 8
Block 1: REVIEWS AND CONVEYS INTO WRITTEN DAILY SITUATIONS ............................................9
Didactic sequence 1
Didactic sequence 1
Didactic sequence 1
Didactic sequence 1: Getting to know you ........................................................................................................10
• Greeting and Introductions.........................................................................................................................10
• Addressing people......................................................................................................................................14
• Small Talks..................................................................................................................................................21
• Getting to know people...............................................................................................................................29
Didactic sequence
Didactic sequence
Didactic sequence
Didactic sequence 2
2
2
2: What do you do every day? ............................................................................................33
• Daily activities..............................................................................................................................................33
• Work – Job ..................................................................................................................................................35
• Professions and Occupations ....................................................................................................................41
Didactic sequence 3
Didactic sequence 3
Didactic sequence 3
Didactic sequence 3: I will be a computer programmer....................................................................................46
• Future forms................................................................................................................................................48
• The computer and its vocabulary...............................................................................................................50
Block 2: WRITES FORMAL AND INFORMAL DOCUMENTS AND FORMATS ....................................61
Didactic sequence 1
Didactic sequence 1
Didactic sequence 1
Didactic sequence 1: Punctuation .....................................................................................................................62
• Punctuation Marks usage...........................................................................................................................63
Didactic sequence
Didactic sequence
Didactic sequence
Didactic sequence 2
2
2
2: Forms, Memos and more…............................................................................................83
• Questionnaire..............................................................................................................................................85
• eforms and invoices....................................................................................................................................90
• Notes...........................................................................................................................................................93
• Fax and Memorandums..............................................................................................................................93
• Application forms......................................................................................................................................100
Didactic sequence
Didactic sequence
Didactic sequence
Didactic sequence 3
3
3
3: Writing a Letter ..............................................................................................................104
• Friendly and Business Letters ..................................................................................................................105
• Parts of a Letter.........................................................................................................................................106
• Types of letters..........................................................................................................................................110
• The envelope.............................................................................................................................................118
Block 3: INVESTIGATES AND RELATES CULTURAL SITUATIONS .................................................125
Didactic sequence 1
Didactic sequence 1
Didactic sequence 1
Didactic sequence 1: Making Friends..............................................................................................................126
• Expressions used at work.........................................................................................................................128
• Socializing .................................................................................................................................................130
• Invitations at work .....................................................................................................................................133
Didactic sequence
Didactic sequence
Didactic sequence
Didactic sequence 2
2
2
2: Journey to different Cultures.........................................................................................137
• Cultures and customs around the world ..................................................................................................138
• Cultural differences...................................................................................................................................140
• Culture Shock............................................................................................................................................142
Didactic sequence
Didactic sequence
Didactic sequence
Didactic sequence 3
3
3
3: Celebrations, holidays, and festivals ............................................................................146
• Celebrations, holidays, and festivals........................................................................................................146
• Differences in Celebrating ........................................................................................................................150
• Expressions to describe Holiday..............................................................................................................153
• Verbs vocabulary ......................................................................................................................................154
Bibliografía ........................................................................................................................................................161
Índice

7
PRELIMINARES
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso
que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las
competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un
mismo propósito en un determinado contexto
El presente Módulo de Aprendizaje de la asignatura Written English Communication 1, es una herramienta de suma
importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se
establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está
implementando a nivel nacional.
El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de
estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios
local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y
cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a
abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos
conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que
tu aprendizaje sea significativo.
Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que
realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, binas o equipos.
Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de
campo, etc.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa,
de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una
visión general del logro de los aprendizajes del grupo.
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a
través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el
propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este
ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para
mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la
finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las
actitudes de responsabilidad e integración del grupo.
Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que
les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que
contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser
receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización
de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir
juntos.
Presentación

8 PRELIMINARES
Block 1
Block 1
Block 1
Block 1
REVIEWS AND
REVIEWS AND
REVIEWS AND
REVIEWS AND
CONVEYS INTO
CONVEYS INTO
CONVEYS INTO
CONVEYS INTO
WRITTEN DAILY
WRITTEN DAILY
WRITTEN DAILY
WRITTEN DAILY
SITUATIONS
SITUATIONS
SITUATIONS
SITUATIONS
Block 2
Block 2
Block 2
Block 2
WRITES FORMAL,
WRITES FORMAL,
WRITES FORMAL,
WRITES FORMAL,
INFORMAL
INFORMAL
INFORMAL
INFORMAL
DOCUMENTS AND
DOCUMENTS AND
DOCUMENTS AND
DOCUMENTS AND
FORMATS
FORMATS
FORMATS
FORMATS
Block3
Block3
Block3
Block3
INVESTIGATES AND
INVESTIGATES AND
INVESTIGATES AND
INVESTIGATES AND
RELATES CULTURAL
RELATES CULTURAL
RELATES CULTURAL
RELATES CULTURAL
SITUATIONS
SITUATIONS
SITUATIONS
SITUATIONS
Written English
Written English
Written English
Written English
Communication 1
Communication 1
Communication 1
Communication 1
Getting to know
Getting to know
Getting to know
Getting to know
you
you
you
you
What do you do
What do you do
What do you do
What do you do
every day?
every day?
every day?
every day?
I will be a
I will be a
I will be a
I will be a
computer
computer
computer
computer
programmer.
programmer.
programmer.
programmer.
Punctuation
Punctuation
Punctuation
Punctuation
Forms, Memos
Forms, Memos
Forms, Memos
Forms, Memos
and
and
and
and more…
more…
more…
more…
Writing Letters
Writing Letters
Writing Letters
Writing Letters
Making Frie
Making Frie
Making Frie
Making Friends
nds
nds
nds
Journey to
Journey to
Journey to
Journey to
different Cutures
different Cutures
different Cutures
different Cutures
Celbrations,
Celbrations,
Celbrations,
Celbrations,
holidays, and
holidays, and
holidays, and
holidays, and
festivals
festivals
festivals
festivals

Bloque 1. Reviews and conveys into written daily situations.
Time assigned: 20 hours.
Competencias Profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
Describe situaciones de la vida cotidiana de manera oral y escrita en los contextos personal,
familiar, laboral y social.
Atributos a desarrollar en el bloque:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en
el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar
ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los
contextos local, nacional e internacional.

10 REVIEWS AND CONVEYS INTO WRITTEN DAILY SITUATIONS
Read and write under each picture the form of greeting according to the information given.
_______________________ ____________________ _______________________
______________________ ____________________ _______________________
Didactic sequence 1.
Getting to know you.

Start up activities
Do you know or do you have a unique traditional form of greeting?
Forms of greeting depend on the nationality, situation, position and sometimes
the age of the person. Here you have some interesting forms of greetings:
1. In the Western world the handshake is the most common form of greeting.
2. Other oriental cultures may greet you with bows.
3. In India Namaskar or prayerful hands is the most popular form of greeting.
4. The traditional Eskimos way of greeting or expressing affection is when two people rub noses together.
5. Younger generations greet each other with a high five or give me five as a form of greeting.
6. People from socialite world, politics, and show business sometimes would greet by kissing one another.
Activity 1

11
BLOCK 1
Activity 1a
Draw two other forms of greeting that you know.
Activity 1b
Answer the questions.
What is the traditional form of greeting in your country?
_____________________________________________________________________________________________
Do you use the same form of greeting at school and at home?
_____________________________________________________________________________________________
Which of the above forms of greeting do you think is the most formal?
_____________________________________________________________________________________________
Which of the above forms of greeting do you think is the most casual?
_____________________________________________________________________________________________
Do you know other form of greeting that young people use? Write the name.
_____________________________________________________________________________________________
EVALUATION
Activity 1 Product: Diagnosis and Reading Activity. Value:
KNOWLEDGE
Factual Procedural Attitude
Identifies different vocabulary and types of
gestures used when greeting people in various
parts of the world.
Adds cultural knowledge and new vocabulary as well
as gestures used when greeting people in various
parts of the world.
Shows respect for different cultures
and identify her/his own.
Co evaluation
C MC NYC
Obtained value:

Read the biography and answer the questions.
Stevie Wonder
Stevie Wonder is an American singer-songwriter, born on May 13, 1950 in Saginaw, Michigan. His name of birth is
Stevland Judkins. Wonder grew up in Detroit, singing in church choirs. In 1961 he was discovered by Ronnie
White of the Miracles, who helped arrange an audition with Berry Gordy at Motown music and gave him a contract
giving him the name of “Little Stevie Wonder”. Stevie was always compared with Ray Charles because of his
blindness; he has been blind almost since birth. Wonder became a romantic pop singer of protest songs about
Vietnam and race relations. From 1972-76 he released five albums, in 1980 he won an Oscar for the song “I just
called to say I love you”. He fought with democrat congressmen for making the birthday of Martin Luther King a
national holiday which it became one in 1986. In 1989 he was inducted into the Rock Hall of Fame. Wonder’s
2005 album won him six more Grammy nominations and won for best Vocal Singer. Wonder is an activist for civil
rights and endorsed 2008 United States Democratic Party presidential candidate Barack Obama. His contribution
to the world of music and to society makes him undoubtedly one of the best song writer and performer of our
times.
What is Stevie Wonder’s real name?
__________________________________________________________________________________________________
How old was Stevie Wonder when he signed up with Motown?
__________________________________________________________________________________________________
What did Stevie do when he was a child?
__________________________________________________________________________________________________
Why was Stevie Wonder compared with Ray Charles?
__________________________________________________________________________________________________
Why is Stevie Wonder consider to be an activist?
__________________________________________________________________________________________________
In your opinion what is Stevie Wonder’s best achievement?
__________________________________________________________________________________________________
Activity 2a
Complete the Card with information from the biography.
Name ________________________________ Sex ____
Age _______ Birth date ____________________________
Birth place _______________________________________
Occupation _______________________________________
Activity 2

13
BLOCK 1
Activity 2b
Read and find the different tenses of the verbs and write them in the corresponding column.
Activity 2c
Put the events in Stevie Wonder’s life into the correct order by writing from 1 to 8 on the line.
______ won an Oscar in 1980 ______ sang protest songs about war and racism
______ Motown gave him a contract ______ was included in the Rock Hall of fame
______ participated in Barack Obama’s campaign 1 was born in Saginaw, Michigan in 1950
______ helped establish Nat. Holiday for M. Luther K. ______ won for best vocal singer
Present Simple Past Simple Present Perfect
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.
8. 8. 8.
9. 9. 9.
10. 10. 10.
EVALUATION
Activity 2 Product: Diagnosis and Reading Activity. Value:
KNOWLEDGE
Selects information and identifies verb tenses
from a text.
Reads and answers direct questions and gives
his/her opinion about facts.
Appreciates the life of a person and
his contribution to music and to the
world.
Co evaluation
C MC NYC
Obtained value:

Development activities
Activity 3a
Activity Write on the line the situation or place in which each conversation takes place.
1._________________________ 2. ___________________ 3. _______________________
4. __________________________________ 5. ___________________________________
Good Morning!
Please have a seat.
Thank you, Mr. Green.
Can I offer you something to drink?
No, thank you Sir.
Hi!
Hi! What’s up?
Nothing, G” day!
Hello!
Hello, I’m happy that you came.
I like the song!
Oh yes, would you like to
dance?
Well, not really, I’m very tired.
Hey. Good to see you (hug).
How’ve you been?
Busy, and you?
Pretty good. How’s your new job?
It’s okay but…
Hi am Alex.
Hello Alex, I am Camille.
Are you a new student?
Yes, yesterday was my first day of class.
Welcome!
Read the forms of greeting.
Greetings
To greet people is part of our daily life, sometimes greeting is very casual, but when it comes to business it is
important that we use a formal vocabulary and proper etiquette. We greet people in a variety of situations and in
different places, example:
 Greeting in passing. You don’t always have time to stop and have a conversation with a co-worker,
classmate or a neighbor, you just say Hello! say Hi! or just smile.
 Greetings before a Conversation. Sometimes you stop and talk for a minute as you say hello. This type of
greeting is followed by a conversation. Close friends often hug when they greet each other, especially
after a long time without seeing one other. Men sometimes give each other a hand shake or a high-five.
 Greetings at a Party or Social Event
It is polite to greet many people at a social event. This is called "mingling". Introduce yourself and start a
conversation with people you haven’t met before.
 Greetings in Business
Proper etiquette is important in business greetings as it is mentioned above. Make sure to use polite
language such as "please" and "thank you". Appropriate titles and gestures should also be used. Shaking
hands is common in most English speaking countries.
Greetings in the Classroom
An informal greeting is used when you are at school or classroom but when a new student starts a course or a
semester it is polite to greet him/her. Introductions immediately follow this type of greeting.
Activity 3

15
BLOCK 1
Activity 3b
Write a paragraph stating why it is important to greet people in our daily life.
Activity 3c
Write the most suitable reaction to the following phrases.
a. How are you? ________________________________________________________________________________
b. How do you do? ______________________________________________________________________________
c. Pleased to meet you. __________________________________________________________________________
d. It was nice meeting you. _______________________________________________________________________
e. Have a good weekend. ________________________________________________________________________
f. See you next month. __________________________________________________________________________
g. You must be _________________________________________________________________________________
h. I hope to see you again. _______________________________________________________________________
EVALUATION
Activity 3 Product: Written excercise. Value:
KNOWLEDGE
Recognizes forms of greetings in different
situations and the importance that greetings have
in.
Practices in written form small dialogues to learn
different greetings to be used in real life language.
Integrates new vocabulary and
conversational expressions to be used
for greeting in a real context.
Co evaluation
C MC NYC
Obtained value:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________

Read the tips and useful phrases that will help you in your daily life.
Situations and Places Tips Useful Phrases
Greetings in passing
Say an appropriate form of hello.
Smile and wave.
Hello! or Hi!
Good morning!
Good afternoon!
Good evening!
How's it goin'?
What’s up?
Greetings before a Conversation
Stand near a person and say
hello.
Ask a question or begin a
conversation
Nice to see you.
Long time no see.
What have you been up to?
How are things?
It's been a while. (It's been a while
since I've seen you.)
What's new?
Not much. (answer to What's new?)
Greeting at a party or Social Event
Say hello and introduce yourself
to a person who is not in a
conversation.
Discuss one party related item
(food, theme, length of stay).
Who are you here with?
How do you know Jane? (party host)
I don't think we've met.
Have you been here long?
Have you tried the cheese
dip/dessert/punch?
Where did you get your costume?
The food looks great.
Greetings in Business
Introduce yourself with name and
title.
Shake hands.
Express happiness to meet the
other person.
Give or accept directions.
Please have a seat.
Thanks for agreeing to meet with me.
He'll be right with you.
Can I offer you something to drink?
My pleasure.
Activity 4

17
BLOCK 1
Activity 4a
Choose 3 situations or place and write small dialogues using the tips and useful phrases from the chart.
Dialogue 1
Situation or place ___________________
Dialogue 2
Situation or place __________________
Dialogue 3
Situation or place____________________

Activity 4b
Write the useful phrase that you would use in the following situations.
1. When you arrive to school and walk next to the principal.
_____________________________________________________________________________________________
2. When you are at a party and someone introduce you to her/his friend.
_____________________________________________________________________________________________
3. When you are shopping and meet with an old friend.
_____________________________________________________________________________________________
4. When you are in a bus stop and someone smile at you.
_____________________________________________________________________________________________
5. When you are at a party and someone stands next to you.
_____________________________________________________________________________________________
Activity 4c
Write an F if the phrase or statement is formal, Write a C if the phrase or statement is casual.
a. How are you? __________
b. How do you do? __________
c. Excuse me, are you Albert Lennon? __________
d. Sorry, I don’t know your name. __________
e. Hi everybody. My name’s Alex Harris. __________
f. May I introduce myself? __________
g. This is Caroline. __________
h. Let me introduce you to Caroline So. __________
i. Goodbye. It’s been very interesting talking to you. __________
j. See you. I really had a good time. __________
k. I got to go now. __________
l. I’m afraid I must be going soon. __________
EVALUATION
Activity 4 Product: Written dialogues. Value:
KNOWLEDGE
. Writes small dialogues using different forms of
greetings according to the place or situation.
Reads information to write small dialogues using
different forms of greetings, tips, and phrases useful
in daily life.
Integrates new vocabulary and
conversational expressions to be used
for greeting in a real context
Co evaluation
C MC NYC
Obtained value:

19
BLOCK 1
Activity 5a
Match the titles in the left column with people from the right column. Write the letter in the parenthesis.
Mr. and last name ( ) A mother to her child
Ma’am ( ) A teacher in University
Miss and last name ( ) My child’s teacher (woman)
Professor ( ) A young lady at a party
Mrs. and last name ( ) Supervisor or Manager (man) at work
Dear ( ) A waitress
Activity 5b
How would you address the following people, write a title on
the line.
The bus driver __________________________________________
Your boy/girl friend's parents ______________________________
The principal of your school ______________________________
A man or a lady older than you ____________________________
A classmate ____________________________________________
The young secretary at school ____________________________
An old lady in the bus ___________________________________
Your friend on a first name basis __________________________
Here are the formal titles that
you can use when addressing
someone:
Sir: to address an adult male or
a female in a formal matter.
Ma'am: a formal address for a
lady.
Madam: a formal address for a
lady.
Mr. + last name: formal and
informal address for a man.
Mrs. + last name: to address a
married woman with her
husband’s last name.
Ms + last name: used in
business for married or non-
married woman.
Miss + last name: to address
an unmarried woman.
Professor + last name: use to
address a professor in
university.
Here are some “Pet names” or
titles of affection used when
addressing a child or a family
member: Dear, Honey, Darling,
and sweetie. Young people
sometimes use: Buddy or Pal.
Read the text carefully.
How to address people
Before starting a conversation with someone, we have to know how to address him/her. In the English language
and culture there will be some people that need more formality than others. It is not the same to address people
when speaking than to do it in writing, writing has different rules and formalities. The difference in addressing
people involves age, job, education, religion and even marital status.
Sometimes a person gives you permission to use his or her first name. In English we use the phrase "on a first
name basis" to describe a relationship that is not very formal.
Activity 5

Activity 5c
Complete the following statements with corresponding title.
EVALUATION
Activity 5 Product: Written form. Value:
KNOWLEDGE
Identifies forms to address people taking on
account age, marital status, etc.
Practices in a written form the use of titles with names
and anticipates the problem of misusing a title when
addressing people in a real context.
Integrates new vocabulary to be
used in real context to properly
address a person.
Co evaluation
C MC NYC
Obtained value:
1 2
3
4
5
Good morning __________ __ Taylor.
You are on time for your appointment.
You are applying for the policeman
Position, aren’t you Taylor?
Excuse me ____________, can you
take my order please?
Excuse me, _____________________
House I’m not going to be able to
attend your anthropology classes this
week.
Would you like to dance with
me______________________?
My name is Adrian.
Hi! ____________________
What’s for lunch today?
_______________ Dresser this letter is
to let you know that you have been
accepted for the job. Call me
tomorrow at
1800-546221
6

21
BLOCK 1
If you want to write about the best films visit:
http://www.oscars.org/index.html
Weather
-Kind of chilly this morning, isn’t it?
-What a beautiful morning. A bit windy but
beautiful.
-It’s never that hot at this time of the year.
-It’s been raining for weeks. Is this never going -to
end?
Family
A: How’s Janet doing? I haven’t seen her for
ages.
B: Oh, she’s fine. Se just got a job.
A: That’s great news. We should get together one
of these days
B: Sure. That’d be great. …
Sports
A: Did you see the game last
night?
B: No, I missed it. Was it a good
game?
Films
A: Have you seen “Avatar”? We went to see
it last night.
B: How was it?
A: Pat thought it was hilarious, but I was a
bit disappointed.
Read what you have to know about a conversation.
Conversations
A well conducted conversation starts by a greeting and by addressing properly. Conversations can open up a new
universe for business or job opportunities, also help you make friends, and help you relate with others. It is
possible that you will need to give or ask for personal information (name, address, telephone number, e-mail
address, etc.)
These questions will help you get to know people. They are simple questions with simple answers and provide
information so you can ask more questions.
What is your name? What is your address?
Where do you live? What is your telephone number?
What do you do? What is your e-mail address?
Where are you from? What is
There are casual forms of conversations that “break the ice” in certain situations and places, these forms are
called Small talks, places where you use these talks:
in a doctor's or dentist's waiting room, at a bus stop, in a waiting line, etc. Sometimes in these casual
conversations you don’t want to give your personal information, you can say:
I’d rather not say. __ I don’t give out personal information.
There are certain topics that people usually make small talk about: weather, sports, current events, day, family and
news. Here are some ways to start a small talk:
Activity 6

Activity 6a
Write questions for each statement.
1. ___________________________________________________________________________________________?
I Study and work for an insurance company.
2. ___________________________________________________________________________________________?
My name is Albert but you can call me Al.
3. ___________________________________________________________________________________________?
I am from Douglas but I’ve lived in Agua Prieta for 4 years.
4. ___________________________________________________________________________________________?
I don’t give up personal information, I’m sorry.
5. ___________________________________________________________________________________________?
I have two but you can write me at vip4@gmail.com
Activity 6b
Write, what you would say in the following situations.
1. You get into a book store. Greet the people in there and ask for a book.
___________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2. You are at a party with your friends. You are introduced to one person. Greet him/her and make an
invitation for a drink.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. You are at a meeting. Introduce one of your colleagues to your boss.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
EVALUATION
Activity 6 Product: Written exercise. Value:
KNOWLEDGE
Recognizes the use of WH questions to obtain
information in a conversation.
Applies the correct WH questions when asking and
answering questions in exercises, and to be used in
situations where it is needed.
Appreciates the use of the language
to be applied in a real context.
Co evaluation
C MC NYC
Obtained value:

23
BLOCK 1
Activity 7a
With the help of your teacher gather all the information from the other teams, add and write all these
information on the board so you can draw graphs about AGE, ORIGIN, WAYS OF TRANSPORTATION,
GOOD OR BAD TRANSPORTATION.
Work in groups of five. Ask your group members questions and write their answers on the following
chart.
What’s your name? _______________ _______________ _______________ _______________
Where are you
from?
How old are you?
How far is your
house from your
school?
Is there a good
public
transportation in
your city?
How do you come
to school?
Activity 7

EVALUATION
Activity 7 Product: Graphs. Value:
KNOWLEDGE
Selects classmates’ information for making
graphs.
Practices oral and written skill by asking questions to
classmates to obtain information for making graphs.
Participates with classmates
interchanging information by asking
and answering questions and
interchanging graphs.
Co evaluation
C MC NYC
Obtained value:

25
BLOCK 1
Activity 8a
Write the topic under each picture.
_______________ ________________ ________________ ________________ _________________
_______________ ________________ ________________ ________________ _________________
Here you will find information in the topics:
Global warming: http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html#
Environmental: http://thinkgreen.discoveryeducation.com/
Sports: http://sportsillustrated.cnn.com/
Technology: http://www.cnn.com/TECH/
Practice small talk. Check which of the following topics you would talk to a friend, a colleague,
or an important business partner. Write a check mark.
Topics Friend / Colleague Business partner
Family
International Politics
Salary or wage
Travel
Weather
Food and drinks
Religion
Health
Global Warming, pollution, environmental topics
Sports
Your hobbies
Computer and new technology
Corruption
Activity 8

Activity 8b
Pair work. Discuss with your classmate which of the above topics is the most used nowadays. Write a
dialogue about this topic.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
Activity 8c
Act out the dialogue in front of the class.
EVALUATION
Activity 8 Product: Written dialogue. Value:
KNOWLEDGE
Identifies topics in a small talk useful in the writing
of dialogues.
Integrates the topics to the formation of dialogues
using the studied structures and forms.
Shows respect and creativity when
working with his/her partner.
Co evaluation
C MC NYC
Obtained value:

27
BLOCK 1
Read de conversation and answer the question.
Julia: Nina! Hey, Nina! How’s it going?
Nina: Julia! Hi! I’m fine. How’re you?
Julia: Fine, thanks. Nina, this is Isabella, Isabella this is my friend Nina.
Isabella: Nice to meet you.
Nina: Nice to meet you too. Are you from around here?
Isabella: No, I’m from Hermosillo.
Nina: Oh, that’s interesting. Hermosillo is the capital of Sonora, isn’t it?
Isabella: Yes, that’s right. How about you? What’s your hometown?
Nina: I’m from Birmingham, Michigan.
Isabella: Oh, really? Is that a big city?
Nina: No, it is a small suburb in the state of Detroit. The population is 19,291
as of the 2000 census.
What is the population in Hermosillo?
Julia: It’s really a big city. There are over 700,000 people in Hermosillo.
Nina: Wow! That’s a lot of people!
Isabella: it is. But there’s good public transportation, so it isn’t bad.
Nina: So, isn’t it hard to get from your house to your University?
Isabella: No, I just take the bus and I get there in just 15 minutes.
Nina: By the way! I have to run to take the bus. See you guys
later.
Isabella: Bye, Nina.
Julia: Take care, Nina.
Nina: You too. Bye.
1. Where is Isabella from? _________________________________________________________________________
2. Is Isabella from a small town? ____________________________________________________________________
3. Where is Nina from? ____________________________________________________________________________
4. Is Nina from a small town? What is the population? __________________________________________________
5. Why does Isabella think that it isn’t bad to live in Hermosillo? __________________________________________
__________________________________________________________________________________________________
Activity 9

Activity 9a
Write the long forms and contractions you find in the conversation.
How is it going? How’s it going?
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________ ____________________
___________________ ___________________
___________________ ____________________
Activity 9b
Circle the letter of the correct answer.
1. Who is Nina?
a. Isabella’s cousin
b. Julia’s friend
c. Julia’s cousin
2. What does Isabella say about Hermosillo?
a. It has a good library
b. It has good public transportation
c. It has about 20,000 people
3. What does Nina say about Birmingham?
a. It’s a big city
b. It’s the Capital of Detroit
c. It has about 20,000 people
EVALUATION
Activity 9 Product: Practice excercise. Value:
KNOWLEDGE
Identifies short /long form contractions as well as
new vocabulary.
Practices contractions, new vocabulary, and identifies
facts in reading comprehension task.
Appreciates the use of the language
to be applied in a real context.
Co evaluation
C MC NYC
Obtained value:
Contractions are a way to
combine words. When you
put the two words together
by dropping letters and then
replace it with apostrophe (’)
Example:
Long Form
Contraction
I am from Hermosillo
I’m from Hermosillo
Do not use contractions for
short answers.
Are you from Guaymas?
Yes, I am. (Not: Yes I’m)

29
BLOCK 1
Closing activities
EVALUATION
Activity 10 Product: Chain map. Value:
KNOWLEDGE
Orders in a map the steps that
take to get to a conversation.
Elaborates a chain map integrating the steps
required to get to a good conversation.
Integrates his/her previous
knowledge organized in a map.
Co evaluation
C MC NYC
Obtained value:
To get to know a person you have to know some facts about her/his life, you have to ask for personal
information, address properly, greet according to the situation or place. Organize in a map the steps
that take to finally get to a conversation. Remember that mapping makes it easier to organize a process
or a sequence; it helps you remember what you have to do.
Example of a Chain map
Activity 10

EVALUATION
Activity 11 Product: Dialogue. Value:
KNOWLEDGE
Writes a dialogue based on a previous one,
using his/her own information.
Creates a dialogue using her/his own information
using all the structures and
Vocabulary learnt.
Co evaluation
C MC NYC
Obtained value:
Use the conversation from a previous page to write your own conversation, this time
using your own words and ideas. Make a team of 4, choose the best conversation and
present it in class.
Activity 11

31
BLOCK 1
Activity 12
Social Quiz: Choose the best possible response. Write the letter on the right line. Then interchange
the results with your partners.
1. Hi, how are you? 1. _______
a. Fine, thanks. And you?
b. I’m Mike.
c. Not too bad.
2. Meet my friend Jack. 2. _______
a. Nice to meet you.
b. What time?
c. How do you do?
3. How was your flight? 3. _______
a. It was all right.
b. Yes, of course.
c. The plane was a bit late but it didn’t matter.
4. Would you like to look around the company? 4. _______
a. No, it’s none of my business.
b. That’d be lovely.
c. Yes, I’d love to.
5. Would you prefer orange or cranberry juice? 5. _______
a. Yes, of course.
b. I don’t want.
c. I don’t mind.
6. I’m terribly sorry about the delay. 6. _______
a. Don’t worry about it.
b. You should be.
c. You’re welcome.
7. Thank you very much. 7. _______
a. Here you are.
b. Don’t mention it.
c. Welcome.
8. My sister has had an accident. 8. _______
a. Really?
b. I’m sorry to hear that. Is she all right?
c. I’m sorry to hear that. Is the car OK?
EVALUATION
Activity 12 Product: Quiz. Value:
KNOWLEDGE
Selects the possible response and recognizes
its use in small talks.
Practices for socializing in a real context.
Shows openness when receiving
feedback.
Co evaluation
C MC NYC
Obtained value:

EVALUATION
Activity 13 Product: Report. Value:
KNOWLEDGE
Analyzes lyrics from a classic song, identifies
verb tenses and integrates vocabulary to
his/her daily use.
Investigates in the internet a song, identifies verb
tenses and acquire new vocabulary for her/his
daily use of the language.
Values the use of the standard
English vocabulary.
Co evaluation
C MC NYC
Obtained value:
Search in the internet for the classic song “Getting to know you” that was written for a
movie many years ago. Write the lyrics. Underline the Present Simple tense and circle
the Present Progressive tense.
Activity 13

33
BLOCK 1
Write on the lines below the activity that doesn’t belong to each line.
1. Make lunch Make dinner Listen to music Make breakfast
2. Clean Play basketball Play the guitar Relax
3. Brush teeth Walk the dog Take a shower Comb my hair
4. Go to work Come home Get dressed Go to school
5. mop the floor Read Do the laundry Wash dishes
1. ____________________________ 4. _____________________________
2. ____________________________ 5. _____________________________
3. ____________________________
Activity 1
What do you do every day?
Activity 1a
Write the number on the line.
1. In what line are three of the activities related to relaxing? In line ___________
2. In what line are three of the activities related to cooking? In line ___________
3. In what line are three of the activities related to personal hygiene In line ___________
4. In what line are three of the activities related to house choirs? In line ___________
5. In what line are three of the activities related to leaving and In line ___________
returning home?
Activity 1b.
Do the Criss-Cross puzzle using the above activity
verbs?
Across
2. It is Diego's turn to__ the house.
5. Mary Joe __ in a factory.
7. Charles ____ the acoustic guitar.
8. Every day I __the newspaper.
Down
1. Let’s __ a romantic dinner.
3. I__ to classic music in my iPod.
4. Pat __ everybody's hair except hers.
6. You have to__ the bus here.

Activity 1c
Match the underlined household chores verbs to the object needed for the action.
Write the number on the left line.
_____ To sweep the office floor 1. Vacuum
_____ To wash the office floor 2. Window cleaner
_____ To clean windows and mirrors 3. Garbage can
_____ To clean the wall-to-wall carpet 4. Paper towels
_____ To wipe spilled liquid/to 5. Broom
dry hands
_____ To put the trash in 6. Sponge mop
Activity 1d
Write your daily or weekly household chores (verbs) on the lines.
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
EVALUATION
Activity 1 Product: Producer excercises. Value:
KNOWLEDGE
Identifies and understand the use of the
Present simple needed to conduct activities of
daily living related to different topics as: work,
household and leisure activities.
Demonstrates the ability to understand basic
information needed to conduct activities of daily
living.
Shows initiative and interest by
working in class.
Co evaluation
C MC NYC
Obtained value:

35
BLOCK 1
Read the Conversation and answer the questions.
Mary Joe: Where do you work Camille?
Camille: I work for a Travel Agency.
Mary Joe: Oh! Really? What do you do there?
Camille: I am a guide. I take people on tours to
different sight in Sonora.
Mary Joe: That sounds interesting!
Camille: Yes is a great job. I love it, and what do you do?
Mary Joe: I’m in engineer school, and I have a part-time job, too.
Camille: Where do you work?
Mary Joe: In a Factory.
Camille: Which Factory?
Mary Joe: Meca S.A. Is not as interesting as your job, besides
It takes me an hour to get home from work.
Camille: Why don’t you come with me in one of the tours?
Mary Joe: It would be very exciting! Where would we go exactly?
Camille: The route starts at Ures, then following the river we get
to Baviacora and to the main attraction, the thermal spring waters.
Mary Joe: Where is that?
Camille: It is in Aconchi, a very popular natural spa.
Mary Joe: Do you visit all those places? How interesting.
Camille: Yes, we usually visit 4 more places and finish the tour in Cananea.
Mary Joe: When is the next “Rio Sonora Route” going to be?
Camille: I’ll send you a schedule and a triptych with all the information.
Mary Joe: Ok, let me know so I can make plans.
What does Camille do at work?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
How does Camille like her job?
__________________________________________________________________________________________________
Does Mary Joe like her job?
__________________________________________________________________________________________________
Where does Camille invite Mary Joe?
__________________________________________________________________________________________________
Where are the thermal spring waters?
__________________________________________________________________________________________________
What plans do they have?
__________________________________________________________________________________________________
Activity 2

Grammar Point
Activity 2
Review the grammar with your teacher.
Activity 2a
Complete the Conversations.
a. What __________you __________?
b. I am a student I study business.
a. And __________ do you __________ to school?
b. I __________to University of Sonora.
a. __________ do you like your classes?
b. I __________ them a lot.
a. What __________ Alex do?
b. He is a teacher. He _______________ mathematics at
a school in Obregon city.
a. And what about Frederick? Where __________ he work?
b. He _______________ for an editing company
a. What __________ he do, exactly?
b. He _______________ publications.
Simple Present WH-questions Statements
I/You He
/She
We/They
do does
work works
go goes
have has
take takes
study
Studies
eat eats
play plays
visit visits
make makes
clean cleans
What do you do?
Where do you work?
Where do you go to
school?
How do you like your
school?
What does he do?
Where does she work?
Where does he go every
day?
What does he study?
I am a student.
I work in/at a restaurant.
I go to university of Sonora.
I like it very much.
He is an engineer.
She works for Ford Company.
He goes to the library every day.
He studies accounting.

37
BLOCK 1
Activity 2b
Complete the question in each conversation.
1. Where _______________ you work?
I work in a department store.
2. What _______________ she do?
She is a computer programmer.
3. Where does Caroline _______________ to school?
She goes to IA University.
4. How _______________ does she like the classes?
She likes them very much.
5. When _______________ you walk your dog?
I walk my dog every afternoon.
a. What _______________ your brother __________?
b. He is an accountant. He ___________ for a construction
company.
a. What __________ he do?
b. He _______________ in the payroll department.
a. _______________ He likes his job?
b. He says that he ____________ it.
EVALUATION
Activity 2 Product: Grammar review. Value:
KNOWLEDGE
Identifies the use of Wh questions and auxiliary
Do in the present tense used in activities of
daily living.
Practices simple present Wh-questions with the
auxiliary Do and statements using I, you, he, and
she.
Values his/her charming state sights
and integrates new vocabulary to
his/her knowledge.
Co evaluation
C MC NYC
Obtained value:

Activity 3
Search on the web for more information about the “Rio Sonora Route” make a schedule of a trip Giving
all the information that Camille wants to give to Mary Joe (in the conversation in activity 2). Write it on a
separate paper and paste it here.
EVALUATION
Activity 3 Product: Schedule. Value:
KNOWLEDGE
Writes a schedule based on the information
taken from the internet and integrates different
topics vocabulary to his/her knowledge.
Elaborates a schedule based on a reading from
the internet. Uses a reading comprehension
strategy.
Integrates the use of technology to
search for information as he/she
values the beautiful great attractions
in Sonora.
Co evaluation
C MC NYC
Obtained value:
Information at: http://www.gotosonora.com/rio-sonora-route.htm
http://www.sonoraturismo.gob.mx/ruta-rio-sonora.htm

39
BLOCK 1
Activity 4a
Write sentences describing each job, using he or she.
Activity 4b
Write a description of what you do.
A teacher works in a school. She has a classroom, she works long hours. She helps people learn.
I am a student. I go …
What do they do? What do you know about these jobs?
Complete this chart.
A teacher Nurse Engineer
Works in a school
Has a classroom
Works long hours
Helps people learn
Activity 4

Activity 4c
Pair Work. Go back to didactic sequence 2 and read the dialogue and with the help of your partner
identify the difference between JOB and WORK. Check the box.
1. She's got a new _____.
Job
Work
2. They did a great _____ fixing my computer.
Job
Work
3. He's got _____ with the government.
Job
Work
4. Ironing is hard ____.
Job
Work
5. If ____ is worth doing, it's worth doing well.
Job
Work
6. You've never done a day's _____ in your life.
Job
Work
7. There will be a lot of ____ losses when the factory closes.
Job
Work
8. She's always changing ___.
Job
Work
9. I've got _____ working for a bank.
Job
Work
10. It took me an hour to get home from ____ yesterday.
Job
work
11. Let's try to make the best of a bad ____.
Job
work
12. ________ in pairs.
Job
work
EVALUATION
Activity 4 Product: Excercise. Value:
KNOWLEDGE
Identifies what the people do according to their
job and recognizes the use of the words: job
and work.
Applies the Simple present tense used to conduct
activities related to professions and occupations at
the same time uses the word job and work
correctly.
Collaborates and shows respect to
his/her partner when working in
pairs.
Co evaluation
C MC NYC
Obtained value:

41
BLOCK 1
Activity 5a
Match the profession or occupation to what they do. Write the number in the parenthesis.
1. Geologist ( ) Writes news articles
2. Editor ( ) Drives to places to deliver products
3. Optician ( ) Gives legal advice to people
4. Pharmacist ( ) Hosts a radio talk show
5. Announcer ( ) Specialist in the study of rocks
6. Mechanic ( ) Makes glasses to improve vision
7. Truck driver ( ) Notifies news, facts, and articles
8. Teller ( ) Plans the content of publications
9. Reporter ( ) Fixes and repairs cars
10. Lawyer ( ) Works in a drugstore filling prescription
Read other Professions and Occupations
What does he/she do? Profession or
Occupation
Follows detailed instructions on blueprints while installing pipes Plumber
Studies rocks that make up the earth's crust geologist
Influences people by performing in a play actor
Works with computers while doing repetitive and analytical work programmer
Communicates ideas while hosting a radio talk show announcer
Takes responsibility for helping people learn teacher
Works with people to help improve their vision optician
Takes responsibility to plan the contents of a publication editor
Expresses facts and ideas through written news articles reporter
Follows strict standards when filling a prescription pharmacist
Meets strict standards when repairing an automobile mechanic
Takes responsibility for handling large amounts of money teller
Works under stress while driving long distances to deliver products truck driver
Grows vegetable crops involving many changing duties farmer
Follows set standards while conducting experiments in a chemical laboratory chemist
Follows instructions while applying paint to walls painter
Deals with people to give legal advice lawyer
Takes responsibility while working with people to deliver health services dentist
Follows recipes while preparing fancy meals chef
Activity 5

Activity 5b
Write the occupation or profession under each picture.
______________________ _____________________ _____________________ ___________________
_____________________ _____________________ _____________________ _____________________
Activity 5c
Complete the dialogues.
EVALUATION
Activity 5 Product: Exercise. Value:
KNOWLEDGE
Identifies and acknowledges vocabulary
related to occupations and professions relating
the present Simple need to conduct work
activities.
Recognizes vocabulary of professions and
occupations and apply it to activities related to
work activities.
Integrates responsibly new
vocabulary to his/her knowledge.
Co evaluation
C MC NYC
Obtained value:
a. Hello! I am the new ______________
Can I help you?
b. Yes, I want a bottle of this.
a. Sorry, if you don’t have your
_________________ I can’t sell you
anything.
b. Oh, I have the prescription with me,
would you fill it up? please.
a. Do you know the name of the
_________________ who described the
processes that have shaped the
surface of the earth?
b. Is he the person that wrote about
_____________and earth’s crust?
a. Yes, what’s his ____________?
b. His name is James Hutton.
James hutton

43
BLOCK 1
Read the table of does and doesn’t of professions and occupations and with the help of your teacher
write what each person CAN or CAN’T do.
Example:
a mechanic/ a farmer
A mechanic CAN repair an automobile but CAN’T grow crops and vegetables as a farmer does.
1. a plumber/a Chemist
_______________________________________________________________________________________
2. a geologist/ an editor
______________________________________________________________________________________________
3. a chef/an actor
_____________________________________________________________________________________________
4. an optician/ a truck driver
______________________________________________________________________________________________
5. a dentist/ a lawyer
______________________________________________________________________________________________
6. A pharmacist/ a teller
______________________________________________________________________________________________
7. a programmer/ a reporter
______________________________________________________________________________________________
8. a chemist/ a truck driver
______________________________________________________________________________________________
9. an actor/ a lawyer
_______________________________________________________________________________________________
10. a painter/ a chef
_______________________________________________________________________________________________
Activity 6

Activity 6a
Write an “indefinite article” before each of the professions and occupations.
1. __________ plumber
2. _________ geologist
3. __________ actor
4. __________ programmer
5. __________ announcer
6. __________ teach
7. __________ optician
8. __________ editor
9. __________ reporter
10. __________ pharmacist
11. __________ mechanic
12. __________ teller
13. __________ truck driver
14. __________ farmer
15. __________ chemist
16. __________ painter
17. __________ lawyer
18. __________ dentist
19. __________chef
EVALUATION
Activity 6 Product: Practical exercise. Value:
KNOWLEDGE
Identifies and acknowledges vocabulary
related to occupations and professions linking
the present Simple need to conduct work
activities.
Recognizes vocabulary of professions and
occupations and apply it to activities related to
work activities.
Integrates the new vocabulary to
his/her knowledge.
Co evaluation
C MC NYC
Obtained value:
Indefinite Articles
- "A" and “AN" signal that the noun modified is
indefinite, referring to any member of a group.
- Remember, using “A” or “AN” depends on
the SOUND that begins the next word.
- “A” with singular noun begins with a
consonant: A book - A problem
But: A university - A hotel
- “AN” with singular noun begins with a
vowel: An egg - An acorn
But: An hour - An historical event
-Note: A and AN are used with professions
and occupations: A doctor – An engineer
 a
+
s
i
n
g
u
l
a
r
n
o
u
n
b
e
g
i

45
BLOCK 1
Identifies and understand the use of the Present simple needed to conduct activities of daily
living related to different topics as: work, household and leisure activities.
 Describe your hobbies and interests in a simple way
 Ask and answer simple questions on familiar topics and about personal details
 Make and respond to simple statements
http://www.clafoti.com/imagenes/articles.htm
 Discusses the differences between indefinite articles (a/an) and definite

I will be a computer programmer.
Complete the analogy; write the letter on the right line.
Remember that an analogy is: drawing a comparison in order to show similarity in some respect.
Example:
Remember: an analogy is drawing a comparison in order to show similarity in some respect.
Example:
Horses are to past societies as computers are to future societies.
Glove is to hand as paint is to wall.
1. Fast is to quick as loud is to _____.
a. speedy
b. noisy
c. concert
d. rush
2. Green is to go as yellow is to _____.
a. stop
b. speed
c. slow
d. bright
3. Seed is to tree as egg is to _____.
a. breakfast
b. bird
c. sprout
d. dozen
4. River is to land as veins are to _____.
a. blood
b. body
c. lake
d. highways
5. Rich is to money as well is to _____.
a. water
b. deep
c. health
d. wishes
6. Cat is to meow as dog is to ______.
a. laugh
b. bark
c. cuac
d. cry
Activity 1

47
BLOCK 1
Activity 1a
Figure out why the first pair of words go together so that you can finish the second analogy pair.
Study: student - teach: ____________________ England: English – French _____________________
Wind: blows – sun: _________________________ I: mine – they: _______________________________
Man: men – mouse: _______________________ bad: worse – good: ___________________________
Small: large – rich: ________________________ come: came – ride: __________________________
Careful: care – beautiful: ___________________ eyes: see – ears: _____________________________
Two: second – six: ________________________ 11th
: eleventh – 12th
. ___________________________
I: mine – She: ____________________________ pretty: ugly – short: ___________________________
Ability: can – Future: ______________________ Doctor: Hospital – Secretary: ___________________
Activity 1b
Compare your answers with a partner.
You can practice at:
http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm
EVALUATION
Activity 1 Product: Review. Value:
KNOWLEDGE
Identifies words that show similarity to form
analogies.
Practices grammar and vocabulary by forming
analogies and recognizing similarities between
words.
Shows respect when collaborating
with classmates.
Co evaluation
C MC NYC
Obtained value:

Activity 2a
Read the dialogue and answer the questions.
Diana: I am so excited! We are going to have our summer vacations!
Alex: What are you going to do?
Diana: I will look for a summer job. What will you do?
Alex: Well, I am going to rent a condominium in Rocky Point. I
am going to take long walks along the beach and I am going
to swim every day.
Diana: It sounds great!
Alex: Why don’t you come with us?
Diana: No, I told you I’m going to look for a summer job. I won’t go
on vacations.
Alex: Oh, my uncle is looking for someone to help him in his
computer store. You only need to recognize inside and out
operating system vocabulary.
Diana: I use the computer to do my tasks, but…..
Alex: Don’t worry, you know enough and I am going to send you
everything I have and my computer dictionary.
Diana: That sounds great! Call your uncle and make an appointment
for me, please.
Alex: I’ll make an appointment for you. I wish you good luck!
Diana: You too, have a nice vacation.
1. Why is Diana very excited? __________________________________________________________________________
______________________________________________________________________________________________________
2. What is Diana going to do on vacations? ______________________________________________________________
______________________________________________________________________________________________________
3. What is Alex going to do on vacations? _______________________________________________________________
______________________________________________________________________________________________________
4. Is Diana going to Rocky Point? ______________________________________________________________________
5. What is Alex going to do to help Diana to find a job? ____________________________________________________
______________________________________________________________________________________________________
Activity 2b
Underline be going to and Will used for future tense. Compare the underlined words with your classmates.
Grammar point
Future using WILL and Going to
We use will for prediction when we have no
real evidence: "It will snow this winter”, and
when there are no plans or decision to do
something: I think I'll go to your house
tomorrow.
We use going to for prediction when there is
some real evidence: "It's going to snow this
afternoon”, and when we have the intention to
do something: I am going to buy a computer.
Negative form
Will not – Won’t
Are Going to – aren’t going to
Is going to _ isn’t going to
Am going to _ am not going to

49
BLOCK 1
Activity 2c
Complete the conversation with appropriate form of be going to or will.
A: Have you made any vacation plans?
B: Well, I’ve decided on one thing.
I ____________________ go to Navojoa.
A: That’s great! how long?
B: I ___________________be away for a week.
I only have five days vacation.
A: So, when are you leaving?
B: I’m not sure. I ____________ probably leave
around the end of June. I won’t have long term vacations.
A: And where _________ you _______________go?
B: I guess I ___________ go to Tucson.
A: _________ you ______________go with anyone?
B: No, I ________________travel alone.
Activity 2d
Think about your next vacation. Write answers to these questions. (If you already have plans, use be
going to. If you don’t have fixed plans, use will. Use negative forms if necessary).
1. How are you going to spend your next vacations? _______________________________________________
____________________________________________________________________________________________
2. Are you going to go anywhere? _______________________________________________________________
3. When are you going to take your vacations? ____________________________________________________
4. What are you going to do? ___________________________________________________________________
____________________________________________________________________________________________
5. Are you going to travel with your family?________________________________________________________
EVALUATION
Activity 2 Product: Written excersice. Value:
KNOWLEDGE
Identifies the grammar structure “be going to”
and the modal “will”.
Demonstrates the ability to use and identify proper
future forms.
Shows respect when working
individually and in a collaborative
setting.
Co evaluation
C MC NYC
Obtained value:

What Diana needs to know about Computer System.
Dictionary Use
Activity 3
Look for the meaning of the following words in the Computer Dictionary.
Hard drive ____________________________________________________________________________________________
______________________________________________________________________________________________________
Windows______________________________________________________________________________________________
______________________________________________________________________________________________________
Operating system ______________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Upgraded ____________________________________________________________________________________________
______________________________________________________________________________________________________
Graphics _____________________________________________________________________________________________
BIOS _________________________________________________________________________________________________
System8______________________________________________________________________________________________
______________________________________________________________________________________________________
User friendly __________________________________________________________________________________________
DOS _________________________________________________________________________________________________
Essential _____________________________________________________________________________________________
You can find a computer dictionary at: http://www.computer-dictionary-online.org/
http://library.thinkquest.org/C0113882/diction.shtml

51
BLOCK 1
Activity 3a
Do the Criss-Cross puzzle using the computer system words above.
Down
1. Media device used to permanently store all data.
2. A software or hardware device designed to make the use of
computer easy.
3. Allows a user to work easily with many programs and view
multiple programs.
4. It describes updating a software program.
5. Basic input/output system.
6. A digitized version of a photograph.
7. Disk operating system.
Across
8. Software program that enables the hardware to
communicate and operate with the computer.
Activity 3b
Learn more about Microsoft Windows quick links, since windows is one of the most common operating
systems (OS) used today - particularly by students like you.
Menu bar
Title bar
Toolbar
Minimize
Maximize / Resize
Close
Vertical scroll bar
Status bar
Horizontal scroll bar
Sizing handle

Activity 3c
Answers the questions.
Are the names of the quick links the same in your language? __________________________________________________
Do you name the quick links in Spanish or English? _________________________________________________________
In what bar do you find the resize link? _____________________________________________________________________
What do you find in the Menu Bar? ________________________________________________________________________
______________________________________________________________________________________________________
When do you use the vertical scroll bar? ___________________________________________________________________
______________________________________________________________________________________________________
Play and learn more about computers: http://www.computerlabkids.com/parts.htm
EVALUATION
Activity 3 Product: Practice. Value:
KNOWLEDGE
Defines and distinguishes computer
information and vocabulary.
Integrates new vocabulary to be used when
working with new operating systems.
Integrates vocabulary to her/his
knowledge the use of the dictionary.
Co evaluation
C MC NYC
Obtained value:

53
BLOCK 1
Read Carefully.
Dos and Don’ts of Computer Care
Computers need special care and attention in order to perform properly and safely. There are several
specialized tasks such as defragmenting, scanning and reformatting that computer experts can do to keep the
internal system of a computer working well. However, we'll leave these tasks to the experts for now and
concentrate on some daily do's and don'ts that any computer user should know.
This may seem like a simple topic, but computers require special cleaning even on the outside. Keeping your
system free of dust, dirt and liquids is the first step to computer care. There are some general tips that you
should always remember:
 You must never spray your monitor screen (or any other computer component) with glass cleaner.
Instead, you may spray a lint-free cloth lightly with glass cleaner and then clean the screen.
 Computer components should be kept as dust-free as possible.
 For safety reasons, you must never use your computer during a storm.
 You must keep all liquids and food items away from your computer.
 You should install, use, and regularly update virus software.
 You must never open an e-mail attachment unless you know and trust the person who sent it.
 You must not accept downloads from Internet sites that you don't know and trust.
Following these guidelines should help you to take good care of your computer system, so that you can get
lots of enjoyment from it.
Activity 4
Grammar Point
Activity 4a
Write a statement from the reading that means:
Ability: _________________________________________________________________________________________
Obligation: _____________________________________________________________________________________
Advice: ________________________________________________________________________________________
Option: ________________________________________________________________________________________
Modal Verbs
Modal verbs give additional information about the mood of the main verb that follows it.
They help to incorporate or add the level of necessity:
Modal verbs Negative form
Must = obligation, requirement, and no choice. Must not mustn’t
Should = recommendation or advice. Should not shouldn’t
Can/could = ability. Cannot can’t
Could not couldn’t
May/might = option, choice, or possibility. May not __
May= Permission Might not __

Activity 4b
Read the statements and answer TRUE or FALSE on the lines.
1. You may not use the computer during storm. ______________
2. Spray your computer with household cleanser to keep it clean. ______________
3. Spilling liquids in your computer won’t hurt it. ______________
4. Keeping your computer dust-free can help it last longer. ______________
5. .The computer won’t be damage while I eat chocolate. ______________
6. Downloading from internet sites could expose your
computer to dangerous viruses. ______________
7. Opening an e-mail attachment could download a virus into
your computer system. ______________
8. Canned air can be used to clean your computer keyboard. ______________
9. Your mouse should never need cleaning. ______________
10. You should remove the computer cover monthly to clean inside. ______________
Activity 4c.
Fill in the spaces with the right modal verbs.
1 I ______________________speak English very fluently. Ability (negative modal)
2 He doesn't sing very well now, but he _______________sing
beautifully when he was a child.
Past ability
3 You ____________ eat those mushrooms; they
___________be poisonous.
Advice (negative modal)
Possibility
4 I ______________ write English well, but I have trouble
speaking.
Ability
5 You __________________ pay the rent tomorrow. The owner
is very strict about paying on time.
Obligation
6 Jenny's ring is enormous! It _______________ cost a fortune. Possibility
7
__________________ I borrow your car this weekend?
Permission
8 You _______________have at least a bachelor's degree to
apply.
Obligation
EVALUATION
KNOWLEDGE
Identifies the “Modal Auxiliaries” in a text and
defines the level of necessity.
Applies the “Modal Auxiliaries” identifying the level of
necessity.
setting.
Co evaluation
C MC NYC
Obtained value:

55
BLOCK 1
Microsoft Windows quick links.
Activity 5a
Look at the computer parts and answer the questions.
1. The______________________________ moves the cursor around the
screen.
2. The _____________________________ allows you to see what you
are doing in the computer
3. The _____________________________ allows you to save
information from the computer
4. The _____________________________ lets you burn and save
information from the computer.
5. The _____________________________ transfers data from a computer onto paper.
EVALUATION
KNOWLEDGE
Identifies computer information and
vocabulary.
Applies computer vocabulary and identifies
present tense verbs in third person.
setting.
Co evaluation
C MC NYC
Obtained value:
Choose the corresponding word from the box for each sentence.
Recycle Bin – Task bar – Start menu – icon - tool bar – little bar – control panel
1. The start menu and the clock are found on the _________________________________.
2. An _________________________________ is a small picture that links to a file or program.
3. At the top of each window the __________________contains the title and buttons to close.
4. You put things in the _____________________________ that you don’t longer use or want
5. The ________________________________ contains important system controls.
6. The ___________________________below the menu, contains icons that allow you to
perform specific tasks.
7. The ___________________________contains a menu with the words: log off, installed programs, my
music, etc.
Activity 5

Activity 6
Complete the statements with the appropriate future form.
A:
B:
A:
B:
A:
B.
A:
B:
A:
B:
A:
B:
A:
B:
A:
A
B.
A.
B
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
How old are you, Charlie?
I'm eighteen years old. But I _______________________to be nineteen on January
6th
.
That's next Friday! What _______________________________________to do?
Belem ____________________________________to take me to a restaurant.
Nice ! ___________________she ________________to order a birthday cake? The
waiters_______ probably _______________to sing "Happy Birthday" to me. It's so
embarrassing!
Oh, I bet it_________________________________ to be fun.
I don't know. I hope so. When's your birthday?
It's in September.
September what?
September 8th
.
And __________________you _____________________to be eighteen?
I'm eighteen now. I _______________________________to be nineteen.
Oh. So, do you have any plans?
Well, my birthday is on a Saturday this year, so I __________________________ to have a party. And, I'm
going to invite you and Belem. Will you come?
B:Well, I think I will. Belem will probably come, too.
Activity 6b
Write a similar dialogue givng information about your friend’s and your own birthday.

57
BLOCK 1
Activity 6c
Choose the correct future form in parenthesis and write it on the line.
1. Peter (is / is going to be) fifty next Friday. _____________________
2. Oh no! I've broken the vase. What (am I going to say / will I say)?
________________________________
3. Jack (is having / will have) a dinner party next Saturday. _______________________________
4. By the time you arrive, I'll (have been / be) working for two hours.
_______________________________
5. John hasn't eaten. - (I will make / I am going to make) him a sandwich.___________________
6. We'll go out for dinner when he (gets in / will get in). ___________________________________
7. Unless he arrives soon, we (will not go/ are not going) to the party. ______________________
8. (I will be studying / I will have studied) at 9 tomorrow evening. __________________________
9. (We will have finished / We will finish) by 9 o'clock. ____________________________________
10. Look at those clouds! It (is going to rain / will rain)! ____________________________________
EVALUATION
Activity 6 Product: Written dialogues. Value:
KNOWLEDGE
Identifies the future forms: will – be going to.
Applies and practices the appropriate future forms
to be used in his/her real context.
Values the correct use of
grammar.
Co evaluation
C MC NYC
Obtained value:

Activity 7. The Future Computer
1. Investigate about “Future Computers” and write a report. How will they be like? What will they do?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
EVALUATION
KNOWLEDGE
Recognizes the use of the future form and
verifies his/her writing skills.
Searches for information using reading
comprehension strategies that will help him/her to
write a report.
Appreciates the information to be
used in a written report.
Co evaluation
C MC NYC
Obtained value:

59
BLOCK 1
The Evolution of the Computer
Activity 8
Search for information….(OPTION) ABOUT COMPUTER EVOLUTION. Then, look at the picture below and
write the images in chronological order according to their development. (size, speed, parts, etc.)
1940s_________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Computer of the future __________________________________________________________________________________
______________________________________________________________________________________________________
EVALUATION
KNOWLEDGE
Organizes information in chronological order.
Reads information about computer evolution to be
register in chronological order.
setting.
Co evaluation
C MC NYC
Obtained value:

Competencias Disciplinares básicas:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
Escribe documentos formales e informales y responde correctamente a documentos y
formatos empleando vocabulario y estructuras gramaticales en Inglés.
Durante el presente bloque se busca desarrollar los siguientes atributos de las
competencias genéricas:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o
gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el
contexto en el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir
de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener
información y expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera
reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de
convivencia en los contextos local, nacional e internacional.
BLOCK 2. Writes formal and informal documents and formats.
Time assigned: 20 hours.

62 WRITES FORMAL, INFORMAL DOCUMENTS AND FORMATS
Unscramble punctuation mark words. Write each name on the line.
Didactic Sequence 1.
Punctuation.
? nioquset kram
_____________________________________________
! Claamextion noitpn
____________________________________________
, momac
_____________________________________________
. deprio
____________________________________________
@ gisn ta
_____________________________________________
Hckec karm
_____________________________________________
“ tatquoion mkar
_____________________________________________
: ooncl
_____________________________________________
; secolmion
_____________________________________________
( ) Parhesesent
_________________________________________
EVALUATION
Activity 1 Product: Diagnosis. Value:
KNOWLEDGE
Recognizes punctuation marks. Recognizes punctuation marks by ordering words
and by looking for the resemblance of signs.
Shows initiative when working in basic
exercises.
Auto evaluation
C MC NYC
Obtained value:
Activity 1
Activity 1a
What punctuation marks were used to draw this face?
Nose ___________________________________________
Beard __________________________________________
Ears ___________________________________________
Hair ___________________________________________
EYES ___________________________________________

63
BLOQUE 2
Punctuation.
Punctuation marks are used to help understand the meaning of a sentence. They are symbols that are used to aid the
clarity and comprehension of written language. Punctuation is very important, especially when used well— can make
our intended meaning clear. Reviewing the rules of punctuation marks usage will help you understand the way
sentences are built.
PUNCTUATION RULES EXAMPLE
.
Period
1. The period is known as end mark. This
punctuation mark shows where a sentence ends. It
is used in declarative or imperative sentences.
2. Use a period after abbreviations and initials.
1. Hermosillo is an interesting city.
-Send me a return letter.
-Chomsky N. is a famous Linguist.
2. Ford Co.
,
Comma
1. Commas separate items in a series also it
separates compound sentences.
2. Do not use commas to separate items in series
when they are connected by and - or.
3. Use comma after an introductory sentence.
4. Use comma to separate adjectives that come
before a noun.
5. Also Use comma after yes, no, well, when they
introduce a sentence.
6. Use comma after using interrupting or transition
words
(list of transition words in the following pages).
7. Use comma when a name of a person or direct
address is used in a sentence.
8. Use comma in business letters, when writing the
dates, in the closing, between cities and states, and
in addresses.
1-Frederick, Edna, Marina,
Richard, Albert, and Bernie are
members of the Soto Family.
2. Do you prefer chicken or meat
sandwich?
-He reads books about art and
history and music.
3. When the evening came, we set
the -table for dinner.
4. My friend is a tall, slim, and
blond girl.
5. Yes, I understand the meaning.
6. I’m going to run in the N.Y.
marathon, by the way, are you
going with me?
-I, however, admit my errors.
7. Excuse me, Sir, may I come in?
Did you call me, Adrian?
8. March 21, 2010
Yours truly,
Nogales, AZ
;
Semicolon
1. Semicolons are used to connect sentences
related in thought, they indicate a pause and an
idea, the pause is long but not as long as the pause
indicated by a period.
2. Use semicolon to join statements when the
second word begins with a transitions word.
1. My vacation was fun; I needed
a vacation very much.
2. You didn’t come; therefore, we
didn’t watch the movies.
:
Colons
1. Colons are used after a salutation in business
letters.
2. between hours and minutes in time.
3. Before a list or an explanation.
1.Dear Sir:
2. See you at 8:00 P.M.
3.The committee now includes
the following people:
the major the chief police
the fire chief
(….)
Parentheses
Parenthesis in singular, are used in pairs to separate
text from other text without destroying the meaning
of a sentence and tO INCLUDE material that you want
to de-emphasize
- The song “Yesterday” was
composed by Paul McCartney
(one of the Beatles).
- Alamos (located in Sonora) is
very famous for its festivals.

Activity 2
Add periods and commas where necessary. Rewrite the sentences on the lines.
A. Please bring me a menu I thing I’ll have a hamburger yogurt and coffee
______________________________________________________________________________________
B. Yes buy the ingredients Buy cake mix frosting and chocolate chips
______________________________________________________________________________________
C. No I don’t think Pele was his real name
______________________________________________________________________________________
D. There are business letter friendly letters formal and informal letter
______________________________________________________________________________________
E. J F Kennedy was assassinated in Dallas Texas
______________________________________________________________________________________
F. Monday May 24 2005 was a great day in my life
______________________________________________________________________________________
Activity 2a
Add colons or semicolons to the sentences, rewrite them on the lines.
A. At the library, I went to the History section Mary went to the fiction section.
__________________________________________________________________________________
B. Use the following ingredients tomatoes, onion and potatoes.
______________________________________________________________________________________
C. The baseball game begins at 3 00 this Sunday the football game begins at 2
______________________________________________________________________________________
D. Empalme is located at the south of Sonora Nogales is located at the north.
______________________________________________________________________________________
E. In Mexico, we use the following source or energy gas, oil and electricity.
______________________________________________________________________________________

65
BLOQUE 2
Activity 2b
You can read in the chart the many uses that the comma has.
Write an example for each use.
1. Writing dates: ____________________________________________
2. separate items: __________________________________________
______________________________________________________
3. After yes, no sentences:___________________________________
4. After introductory sentence: _____________________________________________________________________
5. After a transition word:__________________________________________________________________________
Activity 2c
Using Commas. Decide which sentence is Correct, write a checkmark ( ) on the right line.
I opened the door, but no-one was there. _____
But I opened the door, no-one was there. _____
The car broke down so, I had to walk. _____
The car broke down, so I had to walk. _____
We must have more money time, workers and equipment to complete the project. _____
We must have more money, time, workers and equipment to complete the project. _____
I like plants, I want a large garden. _____
I want a large garden because I like plants. _____
I switched on the computer, started up Firefox, and went to my favorite Web site. _____
I switched on the computer, started up Firefox and went to my favorite Web site. _____
Although, we have no money, we're still happy. _____
We're still happy, although we have no money. _____
Stephen Harper, Barack Obama, and Felipe Calderon, are going to have a meeting in Ottawa. _____
Stephen Harper, Barack Obama, and Felipe Calderon are going to have a meeting in Ottawa. _____
I cancelled the class because, only three students came. _____
I cancelled the class because only three students came. _____
Mary has a car, a motorbike, and a bicycle. _____
Mary has a car, a motorbike, a bicycle _____
My mother ordered fish, my father ordered steak, and I asked for a vegetable dish. _____
My mother ordered fish, my father ordered steak and, I asked for a vegetable dish. _____
Don't use commas where you should use
a full-stop (.). If the words could stand
alone as a proper sentence then you
need to put a full-stop or a joining word
('and', 'but' etc) in and not a comma.
Yesterday I went to work, walked the dog,
went shopping and washed the car.

Activity 3
Pair work. Insert COMMAS wherever you think they belong. Twelve commas are missing. Read the
paragraph aloud to your partner and then have your partner read aloud to you. This will help to be able to
hear where commas are needed.
The Least Successful Car
In 1957 Ford produced the car of the decade--the Edsel. Half of
the models sold proved to be spectacularly defective. If lucky the
proud owner of an Edsel could enjoy any or all of the following
features: doors that wouldn't close hoods and trunks that wouldn't
open batteries that went dead horns that stuck hubcaps that
dropped off paint that peeled transmissions that seized up brakes
that failed and push buttons that couldn't be pushed even with
three people trying. In a stroke of marketing genius the Edsel one
of the largest and most lavish cars ever built coincided with rising
public interest in economy cars.
EVALUATION
Activity 2 Product: Punctuation practice. Value:
KNOWLEDGE
Identifies punctuation marks, uses and rules.
Recognizes and applies the correct use of commas
and semicolons.
Integrates the rules of punctuation
marks to her/his knowledge.
Auto evaluation
C MC NYC
Obtained value:
after all besides
however in fact
for instance to tell the truth
for example in my opinion
by the way on the other hand
furthermore in addition
What are transition words?
Transition words and phrases help make
clear connections between ideas and see
that sentences and paragraphs flow
together smoothly, making them easier to
read.

WRITTEN ENGLISH COMMUNICATION 1

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