Guía Inglés A1.1

GUIA
DIDACTICA II
CENTRO DE IDIOMAS
PERÍODO
ACADÉMICO
2020
INGLÉS A1.1
CENTRO DE IDIOMAS
INGLÉS A1.1
Guía didáctica
CÓDIGO: I 0001
NÚMERO DE HORAS SEMANALES: 10
Carreras en las que se imparte esta NIVEL

asignatura
 Centro de Idiomas
A1.1
Autor/a:
YESENIA AMAGUAÑA
JESSIE SUNTAXI
MODALIDAD ONLINE bajo Resolución No. 078-ISTR-OCS-11-06-2020
DEJAMOS HUELLAS EN LA EDUCACIÓN SUPERIOR

INGLÉS A1.1
Guía didáctica
Yesenia Amaguaña
Jessie Suntaxi
INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA
Diagramación y diseño digital:

Unidad de Comunicación
Teléfono:+593 32 306 254
Av. Lizarzaburu S/N y Av. La
Prensawww.itsriobamba.edu.ec
Its_riobamba@hotmail.com
comunicacionistriobamba@gmail.com
Riobamba-Ecuador
Primera edición
Mayo 2021
La versión digital ha sido aprobada mediante la resolución Nº 078-ISTR-OCS-11-06-2020, esta

guía didáctica fue realizada y aprobada en el Instituto Superior Tecnológico Riobamba.
31 de Mayo, 2021
Guía didáctica: Inglés A1.1 CENTRO DE IDIOMAS
INDICE
1. PRESENTACIÓN.................................................................................................6
2. BIBLIOGRAFÍA.....................................................................................................8
2.1. Básica................................................................................................................... 8
2.2. Complementaria...................................................................................................8
3. ORIENTACIONES GENERALES PARA EL ESTUDIO.......................................10
3.1. Materiales educativos.........................................................................................10
3.2. Ambiente de aprendizaje....................................................................................10
3.3. Apoyo tecnológico..............................................................................................11
3.4. Autoevaluaciones...............................................................................................11
3.5. Normativa APA decitación..................................................................................11
4. PROCESO DE ENSEÑANZA APRENDIZAJE....................................................12
1. UNIDAD I: STORY YOURSELF..........................................................................12
1.1. Lección 1: Story yourself.....................................................................................12
1.2. Lección 2: Are you a teacher?............................................................................15
1.3. Lección 3: I love this color!..................................................................................17
1.4. Lección 4: I have got a new ruler........................................................................19
2. UNIDAD II: CAN YOU SPEAK ENGLISH?.........................................................23
2.1. Lección 1: Can you speak English?....................................................................23
2.2. Lección 2: Is this your pen? No, it’s yours...........................................................26
2.3. Lección 3: Mary looks like her mother.................................................................29
2.5. Lección 4: George often gets angry....................................................................32
3. UNIDAD III: I LIKE EATING OUT........................................................................40
3.1. Lección 1: I like eating out..................................................................................40
3.2. Lección 2: Where is my jacket?..........................................................................43
4 INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

3.3. Lección 3: Find a job!..........................................................................................44
3.4. Lección 4: Is there anyone at home?..................................................................49
4. UNIDAD IV: HOW MANY ROOMS ARE THERE IN YOUR HOUSE?.................54
4.1. Lección 1: How many rooms are there in your house?.......................................54
4.2. Lección 2: There were some amazing buildings here.........................................55
4.3. Lección 3: Was the pizza delicious?...................................................................59
4.4. Lección 4: Would you like some coffee with cookies?.........................................62
5. SOLUCIONARIO................................................................................................66
6. ANEXOS............................................................................................................. 70

1. PRESENTACIÓN
Estimado estudiante, la presente guía está elaborada para entregar una visión completa de la
asignatura, por lo tanto es una ayuda académica para que usted pueda desarrollarla desde el
principio hasta el fin, en compañía del docente realizando las inquietudes necesarias que tenga
con respecto a lo presentado en la misma.
A través de esta guía, se proporcionará orientaciones precisas para apoyarle en las tareas de
aprendizaje continuo de forma síncrona y asíncrona. Adicionalmente, en esta guía usted
encontrará referencias bibliográficas que le permitirán acudir a las mismas para expandir de mejor
manera y con un mejor detalle los temas establecidos.
En consecuencia, ésta asignatura tiene como objetivo primordial reforzar el proceso de

aprendizaje y enseñanza del Inglés, el desarrollo académico de los estudiantes y el proceso
comunicativo a través de la competencia lingüística que incluye las cuatro habilidades que son
escuchar, leer, hablar y escribir para certificar el nivel A1.1 enmarcado bajo los estándares del
Marco Común Europeo.
La presente guía didáctica está estructurada en cuatro unidades. En la primera unidad,

abordaremos el uso del verbo “to-be” en presente, el artículo indefinido, los adjetivos
demostrativos, y el uso de “have got”. En la segunda unidad, abordaremos el uso del verbo modal
“can”, países y nacionalidades, los pronombres posesivos, los adjetivos posesivos y el uso del
presente simple. En la tercera unidad, abordaremos el uso de los verbos like & love + ing, las
preposiciones de lugar, las oraciones imperativas y el uso de there is & there are. En la cuarta
unidad, abordaremos el plural de los sustantivos, there was & there were, el verbo “to-be” en
pasado y el uso de los sustantivos contables y no contables.
Al respecto, es importante que usted tenga presente que, dada la naturaleza de la asignatura, las
unidades se abordarán secuencialmente como corresponde, pero sin separarse de lo establecido.
Apreciado estudiante, es conveniente que tome en cuenta que el proceso de Aprendizaje es

online debido a la pandemia del COVID-19 por tanto éste nivel de Inglés, que corresponde al
período académico marzo 2021 – abril 2021, continuamos en la modalidad virtual y por lo cual

usted se halla inmerso en un reto que requiere de su esfuerzo y dedicación, pero en el que no
está solo.
Revise detenidamente el apartado “orientaciones para el estudio” en donde constan indicaciones

importantes para cursar con éxito esta asignatura.
¡Bienvenido, deseo que esta guía didáctica junto con los demás recursos académicos que se
trabajan en conjunto permita que usted culmine exitosamente esta asignatura!

2. BIBLIOGRAFÍA
2.1. Básica
Amaguaña, Y. y León, M. (2019). Módulo A1.1. Riobamba, Ecuador.

Este módulo contiene todos los temas del nivel A1.1, los mismos que constan en la
Propuesta para la Enseñanza del idioma Inglés en los institutos técnicos y tecnológicos
superiores públicos del Ecuador.
2.2. Complementaria
TEXTOS
Almaraz, A. (2020). Nivel Básico de Ingles. Infolibros Press.

https://infolibros.org/pdfview/82-nivel-basico-angel-luis-almaraz-gonzalez/
Las expresiones comúnmente utilizadas, son presentadas en este manual tanto en inglés
como en español, juntamente con su pronunciación en el de idioma de estudio; a su vez
se ha desarrollado una serie de reglas gramaticales que facilitaran la comprensión de
frases y vocabularios utilizados en cada ocasión.
Augusto, D. (2016). Ingles básico. Editorial Iztaccihuatil, S.A.
https://www.ucursos.cl/usuario/c19094b1ea89f1f08e243796b671e2e5/mblog/
r/1Augusto_Ghio_Ingles_basico.pdf
Funciones comunicativas y gramática elemental del idioma inglés ya que facilita el

aprendizaje en un nivel básico de primer nivel, resaltando un estudio profundo del verbo
To be (ser o estar) y el verbo To have (tener o haber).
Nist-Olejnik, S. (2010). Building vocabulary skills. West Berlin, N.J.: Townsend Press.
Se desarrolla de una manera amplia; donde se indica su concepto, gramática y aplicación

práctica en la cotidianidad, tanto en preguntas como en respuestas, afirmaciones y
negaciones. También se dedica un apartado importante a la pronunciación para que sea
más completo el estudio y aprendizaje.

Moyetta, D.(2010). Módulo de idioma inglés. Córdoba, Argentina: Editorial Brujas.
Está estructurada de una manera muy simple y como toda guía presenta un esquema de
significados español-inglés y su pronunciación. También se puede encontrar en ella
formatos sencillos para llenar a manera de ejemplo, como lo es una solicitud de empleos, y
así familiarizarse en forma práctica con el idioma.
Vince, M. (2008). Macmillan English Grammar in Context. Macmillan Education.

http://www.academia.edu/30961990/Macmillan_English_grammar_in_context_intere
Como objetivo, la variedad de ejemplos y aplicaciones presentadas en este material son

hechas para proporcionar herramientas que le servirán para una comunicación básica no
especializada, tanto oral como escrita.

Guía didáctica: Inglés A1.1
CENTRO DE IDIOMAS
3. ORIENTACIONES GENERALES PARA EL ESTUDIO
Estimado estudiante, con la finalidad de que usted pueda adquirir las competencias previstas en
esta asignatura debe conocer lo siguiente:
3.1. Materiales Educativos

▪ La guía didáctica: Constituye un excelente curso, dado que, utilizando un lenguaje claro y
sencillo, va abordando sistemáticamente los temas propuestos, así como ejemplificándolos
de la mejor forma posible.
 Sílabo: Es una herramienta de planificación y organización, que contiene toda la
información necesaria sobre la asignatura: objetivos, contenidos, secuencia didáctica,
metodologías, mecanismos de evaluación y referencias bibliográficas; con el fin de que el
estudiante pueda alcanzar los resultados esperados.
 Planificación: Es el proceso de especificación de la secuencia de actividades prevista para
un período académico, mediante las cuales se pretende conseguir los objetivos de
enseñanza fijados en el sílabo.
 Seguimiento del Sílabo: Es el instrumento que verifica el cumplimiento de las actividades,

objetivos, resultados de aprendizaje específicos, y otros aspectos considerados en el sílabo.
 Atención al estudiante: Es el instrumento que permite llevar el control de las actividades de

atención a estudiantes en los procesos de docencia, titulación, prácticas y vinculación.
 Control de cátedra: Es el instrumento que permite llevar el control diario de

asistencia de los estudiantes en cada asignatura.
3.2. Ambiente de Aprendizaje
Es necesario hacer hincapié en que usted es el artífice del proceso formativo y que la dedicación
que le preste a esta asignatura permitirá su aprendizaje.
El ambiente de aprendizaje será interactivo, sincrónico y asincrónico, donde el docente estará

comprometido con el proceso de aprendizaje; los estudiantes se convertirán en actores con
habilidades y modos de trabajo innovadores utilizando tecnologías de vanguardia, recursos
didácticos digitales, comprometidos con el uso responsable de las herramientas; considerando
valores como el respeto, la ética, la tolerancia, la solidaridad, la ayuda, el compartir y muchos
otros, que permitirán una buena convivencia a los miembros de la comunidad educativa y la
sociedad en general.
CENTRO DE IDIOMAS
3.3. Apoyo tecnológico
 Aula Virtual en Moodle Institucional: Los profesores deben hacer uso obligatorio del
aula virtual asignada por cada asignatura de acuerdo a su distributivo de trabajo.
 Mil Aulas: Es una plataforma educativa virtual que nos permite llevar a cabo un sistema de
gestión de cursos, de distribución libre, este tipo de recurso ayuda a los educadores a la
configuración de la Comunidad de Aprendizaje On-Line.
 Plataforma Zoom: Es una plataforma de video y audio conferencia online para empresas,
profesionales y colectivos que necesitan mantener reuniones sin que la distancia sea un
impedimento para ello. Zoom funciona directamente desde el navegador, pero también
cuenta con app para iPhone/iPad, app Android, complemento de Outlook y extensiones
para navegador.
 Plataforma Jitsi: Es un proyecto financiado por la empresa Atlassian, con el que se

desarrolla un set de herramientas gratuitas y de código abierto con las que se puede
realizar videoconferencias. Jitsi es una alternativa a las aplicaciones de video llamadas
más populares que llevan desde 2003.
 Plataforma Google Meet: Es la nueva aplicación de videoconferencias de Google.

Cualquier persona con una cuenta de Google podrá iniciar o unirse a reuniones con la
duración de 60 minutos. Los invitados pueden unirse a la videoconferencia en línea desde
cualquier navegador web moderno en su computadora, sin necesidad de instalar ningún
software. También pueden unirse desde sus dispositivos móviles con la app de Google
Meet.
3.4. Autoevaluaciones
Estimadoestudianteesmuyimportantequerealicelasautoevaluacionesque constan al final de cada

unidad, con la finalidad de que verifique si ha comprendido o no los contenidos que se van
abordando. Los solucionarios de cada autoevaluación será llenada al término de la guía didáctica.
3.5. Normativa APA de citación
Una cuestión que cabe destacar es la importancia de conocer y manejar la normativa de citación
APA que permitirá gestionar las citas y referencias bibliográficas. A través de este conjunto de
estándares, es posible unificar la forma de presentación de trabajos escritos a nivel internacional.
Su manejo será tan importante en esta etapa.

CENTRO DE IDIOMAS
4. PROCESO DE ENSEÑANZA APRENDIZAJE
1. UNIDAD I: STORY YOURSELF

Subjects
LESSON 1 Maths
Chemistry
1.1. Story Yourself History
Art
LET ME INTRODUCE MYSELF Music
Geography
 Hi, my name is……………………. Language
 I´m from …………………………(country). Physics
 I live in …………………(city). Social Studies
 I´m ……………years old. Computer
 My birthday is on ……………………
 I´m student at …………………………………
 My favorite subject is ……………………….
 My favorite sport is …………………………..
 There are ……… people in my family.
 They are …………………………………………………………
 My father is a ……………………….. and my mother is a …………………….
 I would like to be a………………………. because …………………………………………..
 My hobby is ……………………………………………
 In my free time, I also like ……………………………………
 I don´t like ……………………………………………………….
 My favorite food is …………………………………………….
 My favorite drink is ……………………………………………
 My favorite day of the week is ………………………… because………………………….
 My favorite singer (or band) is …………………………..
 I like ………………………(movies)
 My favorite place is …………………………… I like it because ………………………….
 I (don´t) like traveling. I have been to …………………………
 The most beautiful place in my country is ……………………………………
 I study English because ……………………………
Hobbies – Free time activities Because

Reading, paintings, drawing, playing - I like it a lot.
computer games, surfing the internet, - I think It´s important.
Collecting stamps/coins/, going to the - There are many things to see
cinema, playing with friends, playing and do.
with my dog, going to the park/beach/, - I have to.
listening to music, shopping, singing, - I can relax there.
dancing, traveling, camping, hiking- - It´s relaxing/popular/nice.

CENTRO DE IDIOMAS
Verb to-be Affirmative, negative and questions

Reflect on Grammar
The verb to-be( I am, you are, we are)
AFFIRMATIVE NEGATIVE QUESTIONS
Full Form Short form Full form Short form

I am I´m I am not I´m not Am I?
You are (s) You´re You are not(s) You aren´t Are you?
He is He´s He is not He isn´t Is he?
She is She´s She is not She isn´t Is she?
It is It´s It is not It isn´t It is?
We are We´re We are not We aren´t Are we?
You are (p) You´re You are not (p) You aren´t Are you?
They are They´re They are They aren´t Are they?
THE ALPHABET
Vowels
A E I O U
a e i o u
/ei/ /i/ /ai/ /ou/ /iu/
Examples:
WATERM HAPPY
/doublio/ /ai/ /ti/ /i/ /em/ /i/ /el/ /ou/ /en/ /eich/ /ei/ /pi/ /pi/ / /uai/

CENTRO DE IDIOMAS
EXERCISES
Spell the following words

Architect……….……………………….....singer………………………..….….
water……………………..…….…………computer……………………………
saxophone……………….……….….…..mechanic……….…………………..
backpack……………………..…………..classroom……………..………..….
share………………………………………websites…………………..………...
exercises……………………………....….tablet………………..………..……..

CENTRO DE IDIOMAS
LESSON 2
1.2. Are you a teacher?
INDEFINITE ARTICLE
A/AN
USE 1
The article A is used before singular, countable nouns which begin with consonant sounds.
Examples:
a) He is a Teacher.
b) She doesn’t own a car.
c) I saw a bear at the zoo.
USE 2
The article AN is used before singular, countable nouns which begin with vowel sounds.
Examples:
a) He is an actor.
b) She didn’t get an invitation.
c) I saw an eagle at the zoo.
USE 3
Remember that A (AN) means “one” or “a single”. You cannot use A(AN) with plural nouns.
Examples:
a) I saw a bears in Yellowstone National Park. Not Correct
b) I saw bears in Yellowstone National Park. Correct
USE 4
If there is an adjective or an adverb-adjective combination before the noun, A(AN) should agree
with the first sound in the adjective or the adverb-adjective combination.
Examples:
a) He is an excellent teacher.
b) I saw a really beautiful eagle at the zoo.
USE 5
Use A before words such as “European” or “university” which sound like they start with a
consonant even if the first letter is a vowel. Also use A before letters and numbers which
sound like they begin with a consonant, such as “U”, “J”, “1” or “9”. Remember, it is the
sound not the spelling which is important.
For example, “1” is spelled O-N-E; however, it is pronounced “won” like it starts with a “W”.
Examples:
a) She has a euro. Sounds like “yu-ro”.
b) That number is a “1”. Sounds like “won”.
USE 6
In English nouns are considered uncountable such as: information, air, advice, salt and fun.
We do not use A(AN) with these uncountable nouns.
a) She gives a good advice. Not Correct
b) She gives good advice. Correct

CENTRO DE IDIOMAS
1) Circle the correct word to 3. Complete the

complete each sentence. sentences with a or an s
1. I have (a/an) English test today. 1. Ivanna is………student in seventh
grade
2. Valery has (a/an) apple every day. 2. Do you have……e-mail address for
Cristina?
3. Sarah has (a/an) green apple for breakfast. 3. It´s raining today. You need…umbrella.
4. My friend is (a/an) Australian girl. 4. Andy is…… friend.
5. He writes to his sister (a/an) e-mail every night. 5. This is…….French book.
6. I have (a/an) poster of Usher in my room. 6. My sister is…..ballet student
THE NUMBERS

CENTRO DE IDIOMAS
LESSON 3
1.3. I love this color!

Demonstrative Pronouns
A demonstrative pronoun represents a thing or things:
 near in distance or time (this, these)

 far in distance or time (that, those)
n f
e a
a r
r ⇒
si t t
ng h h
ul i a
ar s t
📗
pl t t
ur h h
al e o
📗 s s
📗 e e
📗
Here are some examples with demonstrative pronouns, followed by an illustration:
 This tastes good.

 Have you seen this?
 These are bad times.
CENTRO DE IDIOMAS
 Do you like these?

 That is beautiful.
 Look at that!
 Those were the days!
 Can you see those?
Type the plural form and change the verb form. This-These, That-Those.
Singular Plural
This car is new These cars are new
That girl goes to my school ……………………………………………………
This apple is very nice …………….………………………………………
That student writes well ……………………………………………………
That house is near the beach ……………………………………………………
This book belongs to George ……………………………………………………
That dog barks all night ……………………………………………………
That computer is old …………………..……………………………….
This lesson is very difficult … ………………………………………………….
That person sings badly .…………………………………………………….
This exercise is easy …………………………………………………….
COLORS
Directions: use the clues below to fill in the crossword puzzle with the correct words.
Across: Down:
1. Grass, plants, and money are this color 1. This is the color of blood.
CENTRO DE IDIOMAS
2. This color is also the name of a fruit. 2. The sun is this color.
3. The sky and the ocean are this color. 3. Coffee is this color.
4. Streets, chalkboards, and tires are this color.
5. Clouds are this color.
LESSON 4
1.3. I have got a new ruler
HAVE GOT
You can say I HAVE or I´ve got, he has or he´s got:
I´ve got a headache
I I (I´ve got)
We We (We’ve got)
You Have You (you´ve got)
they They (They´ve got)
He (he’s got)
He She has got (she´s got)
She has It (It´s got)
It
 I have blue eyes. Or I´ve got blue eyes.

 Tim has two sisters. Or Tim has got two sisters.
 Our car has four down. Or Our car has got four doors.
 Sarah isn´t feeling well. She has a headache Or She´s got a headache.
Write have got (‘ve got), has got (‘s got), haven´t got or hasn’t got.
a.- Sarah hasn´t got a car. She goes everywhere by bicycle.

b.- They like animals. They ‘ve got three dogs and two cats.
c.- Charles isn´t happy. He …………………………. A lot of problems.
d.- They don’t read much. They …………………….. many books.
e.- “What’s wrong?” I …………………… something in my eye.
f.- “Where’s my pen?” I don´t know. I ………………………… it.
g.- Julia wants to got to the concert, but she …………………… a ticket.
Classroom Objects Vocabulary

Match each word with the correct image
Blackboard brush chair desk eraser highlighter

CENTRO DE IDIOMAS
Book calendar clock dictionary folder lamp
Bookcase cd crayon door glue pen notebook
Globe paper paper clip pencil printer ruler
Shoolbag sharpener stapler table wall window scissors
Pencil case
------------- ----------- ---------- -------------- ------------- -------------
------------- -------------- --------------- ----------------- -------------------
-------------- -------------- --------------- ------------ -------------- ------------
-------------- ---------- ------------ ------------- ------------ ----------------
------------------------ ------------ ----------- ------------- ----------------
----------------------- ------------ -------------- ------------ ------------

CENTRO DE IDIOMAS
NOTAS IMPORTANTES:
En esta unidad los estudiantes han logrado comprender el uso del verbo to be,
también como usar el articulo definido, el uso correcto de los adjetivos
demostrativos y como expresar posesión usando “have got”.
Una vez que hemos finalizado la primera unidad, sugiero que intente contestar
la AUTOEVALUACIÓN 1, la misma que le permitirá verificar su progreso y de ser
el caso obtener una retroalimentación con su docente para identificar puntos en
los que pueda mejorar. Amplié sus conocimientos del inglés estableciendo un
horario fijo de práctica, debe buscar un momento ideal e intentar mantenerlo de
lunes a viernes. La principal ventaja de estudiar por su cuenta es que usted es el
dueño de su tiempo.
Estimado estudiante revise el solucionario una vez llena la autoevaluación y

compruebe sus conocimientos. En caso de que los resultados sean
insatisfactorios es recomendable volver a revisar la unidad para su comprensión.
Cualquier duda por favor hacerme llegar.

AUTOEVALUACIÓN 1
Answer True or False the following question to your best knowledge.
1. ( ) He is 20 years old.
2. ( ) I is your friend, Stephanie!
3. ( ) A outdoor activity.
4. ( ) An bike.
5. ( ) A house
6. ( ) That boots he is wearing look very expensive. these
7. ( ) I’m going to Ecuador again these weekend. Do you want to come?
8. ( ) Can you believe those?
9. ( ) You have got a computer.
10. ( ) It has got 4 legs.

2. UNIDAD II: CAN YOU SPEAK ENGLISH?
LESSON 1
2.1. Can you speak English?

I CAN
TALKING ABOUT SKILLS & ABILITIES
Modal Verb Can
Use can to talk about skills and abilities
 I can swim. He can speak Japanese.
 I can´t play tennis. She can’t ride a bike.
 Can you cook? Yes, I can. No, I can’t.
 Can they understand? Yes, They can. No they can’t.
1.- Match the words with the activities. Then listen and check.
dance cook swim speak English act
skateboard paint ride a horse play tennis ride

a horse
play football dive
1 2 3 45 6
7 8 9 10 11 12

2.-Write 'I can' or 'I can’t' in the blanks.
1) ____________ swim. 2) _______________ climb a tree.
3) _______________ fly a kite 4) _______________ ride a

bicycle.
5) _______________ bake a cake 6) _______________ use

acomputer
Countries and Nationalities
1. Match the flag with the country:
France China Greece The United States of America Italy

Great Britain Australia Germany Turkey Spain
…………………. ……………………………… ………………………………… …
……………………………………………………………………………………………
……………………

2. Match the character with the nationality:
American French Australian Greek Turkish

German Italian Japanese British Chinese
…………………………. .. ……………………… ……………………………….
……………………………. …………………………… …………………………………….
What is your nationality?......................................................................

LESSON 2
2.2 Is this your pen? No, it’s yours

Possessive Pronouns
Possessive pronouns show that something belongs to someone. The possessive pronouns
are my, our, your, his, her, its, and their. There’s also an “independent” form of each of
these pronouns: mine, ours, yours, his, hers, its, and theirs. Possessive pronouns are never
spelled with apostrophes. Possessive pronouns simplify constructions that show
possession of a noun.
Jane takes pride in Jane’s outfits. It sounds odd to use Jane’s name twice in this sentence.
A possessive pronoun solves the problem: Jane takes pride in her outfits. Thus, possessive
pronouns are quite handy and are used frequently in the English l language.
Subject Object Possessive pronoun
I me mine
You you yours
He him his
She her hers
It it -
We us ours
They them theirs

RELATIONSHIPS
EXERCISES
MEET MY FAMILY

Exercise
Meet my family
1.-Read and write the names in the boxes.
My grandpa and my grandma live on a small farm. They're quite old. My grandpa's
name is John and my grandma's name is Amelia. They have got many farm animals like
cows, pigs and chicken. My mum Emma likes flowers very much. She has got the most
beautiful garden. My dad's name is Ben. He likes fishing.
I have got one brother and a sister. My brother is 12 years old and he plays pc games
all day. His name is Mark. My sister is younger than me. She likes to play with her
dolls, blocks and puzzles. Her name is Julia. She is 8 years old.
My uncle and aunt live in a big town. My aunt's name is Lisa. She is a teacher. She
works in a school. My uncle's name is Ted. He is a cook. They have got a daughter.
She is my cousin. Her name is Alice. She likes to write letters. She has got friends all
over the world.

LESSON 3
2.2 Mary looks like her mother
Possessive Adjectives.
Using my, your, his, her, our, their Subject Possessive form
form
Singular Plural I MY
a) I have a shirt f)We have a bird. YOU YOUR
My shirt is green. Our bird is noisy. HE HIS
b) You have a book. g)You have a house. SHE HER
c) Your book is new. Your house is big. IT ITS
d) She has a dog. h)They have a car. WE OUR
Her dog is small. Their car is slow. YOU YOUR
e) He has a pillow. THEY THEIR
His pillow is soft
f) It has a bone
Its bone is old.
Its vs. It's My, our, her, his, its and there are
Be careful not to confuse its and it's. called “possessive adjectives”
Its = The possessive adjective for It.It's = a contraction They come in front of nouns.
of it is.
Exercise: Complete the sentences. Use my, your, his, her, our, its or their.
1.- I have a pen. MY pen is blue.
2.- You have a pen. ……………pen is black.
3.- Kim has a pen. ………….pen is yellow.
4.- Sara and I have pens. ……………..pens are grey.
5.- Sara and you have pens. ……………pens are orange.
6.- Sam and Kate have pens……………pens are red.
7.- I have a sister. ……………..sister is twenty-one years old.
8.- Ann has a car. ……………..car is a Ford.
9. The boy likes________________ school.
10. Mary sees __________ mother every day.
11. My teachers bring___________ children to our place on Saturdays.
12. The cat eats _____________ food quickly.
13. I often forget _____________ key.
14. You write in __________book in class.
15. We bring ____________pencils to class.
16. The men always bring ______________wives to the party.
17. Mr Adams teaches_______________ class in the morning.
18. She likes to give presents to ___________________grandchildren.
19.They never do _______________homework.
20.Ali sometimes wear ____________green t-shirt.
21.We love ________________school.
22.Ayse and Ahmet play with __________________ sisters.
23.You always wear ______________uniform at school.
24. I rarely walk to ___________________school.
25.We eat _______________lunch at 12 a.m.
26.The bird always sleeps in _________________ nest.

27.She always forget _________________books in the cupboard.
28.He often speaks to ________________friends.
29.They close _____________books.
30.Where is (I) ___________ book?
31.Here is (we)_______________ teacher.

32.She goes to school with (she) _____________ brother.
DESCRIBE PEOPLE (APPEARANCE)
MEN’S AND WOMEN’S APPEARANCE

Hair, face, skin and complexion
She´s got straight hair She’s got, wavy hair she´s got curly hair He´s bald
And she’s thin faced and she’s round and is dark skinned and has .
Or she´s got a thin face face. freckles.
He´s got a beard and She´s got receding He’s got a beard,
moustache and has a hair and a few black hair but now
chubby face. Wrinkles. It´s gone grey, almost white

DESCRIBING PEOPLE

LESSON 4
2.2. George often gets angry.
SIMPLE PRESENT TENSE

Present simple is used when talking about a regularly occurring action, something that is general
knowledge or an unchanging condition.
SINGULAR PLURAL
1st I talk we talk
2nd. you talk you talk Notice: The verb after she, he, it( 3rd person
singular) has a final – s: talks.
3rd. she talks they talk
he talks
it rains
I eat breakfast every morning. The simple present these express habits. In (a) :
Olga speaks English every day. Eating breakfast is a habit, a usual activity.
Every morning = Monday morning, Tuesday
We sleep every night. morning, Wednesday morning, Thursday
They go to the beach every weekend morning, Friday, Saturday morning, and Sunday
morning.
In present simple, the verb changes only in third person singular (he, she, it, a person, a thing),
where it gets the suffix -s or -es.
SPELLING AND PRONUNCIATION OF FINAL–ES
Spelling Pronunciation
-sh (a) push pushes push/ǝz/

-ch(b) teach teaches teach/ǝz/ Ending of verb: -sh, -ch, -ss, -x

-ss (c)kiss kisses kiss/ǝz/ Spelling: add–es.
-x(d) fix fixes fix/ǝz/ Pronunciation: /ǝz/.
Exercise 1. Let´s talk: pairwork

Exercise
Part I. What do you do every morning? On the left is a list of habits.
Check () your habits every morning. Put them in order, What do you do firs, second, third,
etc..?
Habits My habits every morning
____ eat breakfast

1………………………………………………………
____ go to class
2………………………………………………………
____ put on my clothes
3…………………………………………………..…..
____ drink a cup of coffee/tea 4…………………………..
…………………………..
____ shave
5…………………………….………………………...
____ put on my make-up
6………………………………………………………
____take my books
7………………………………………………………
____ walk to the bathroom
8………………………………………………...........
____ watch Tv
9………………………………………………………
____ look in the mirror
10………………………………………………………
____ turn off the alarm clock
11………………………………………………………
____ go to the kitchen/the cafereria
12………………………………………………………
____ brush/comb my hair
13………………………………………………..…….
____ say good-bye to my roommate
14………………………………………………..……..
____ Wife/husband/parets/partner/etc.
15………………………………………………..……..

PART II Tell to your partner about your habits every morning. Close your book.
Exercise 2. Choose the correct verb.
1) My mother and father_______________breakfast at 7:00 every day.
eat eats
2) My mother______________tea with her breakfast.
drink drinks
3) I___________a bath every morning.
take takes
4) My sister_______________a shower.
take takes
5)I_______________Eglish with my friends.
study studies
Exercise 3. Use the verbs in brackets to complete the sentences.
1. (brush) Alice_________________her hair every morning.

2. (teach) Brayan________________Franch.
3. (fix ) Mary_________________ herbike.
4. (drink) Melisa___________soda each weekend.
5. (watch) Carol Smith_______________television in the morning.

6. (Kiss) Charly ___________________ his mother every night.
7. (wear) Marina_____________

ARE YOU HAPPY

ADJECTIVES RELATED TO FEELINGS
Bad Feelings
Angry creepy crazy obnoxious
Annoyed cruel grumpy nervous
Anxious dangerous helpless panicky
Arrogant defected homeless repulsive
Ashamed hungry scary worried
Awful depressed hurt selfish
Bad disgusted ill sore
Disturb tense confused dizzy
Jealous terrible dull nasty
Bored embarrassed lazy tired
Clumsy envious lonely troubled
Good Feelings
Agreeable encouraging happy proud
Amused energetic healthy relieved
Brave enthusiastic helpful silly
Charming excited smiling cheerful
Fine fantastic lovely lucky
Kind friendly nice funny
Perfect obedient pleasant wonderful
EXERCISES WITH FEELINGS AND EMOTIONS

1. How is she feeling?

She is _________________.
2. How is he feeling?
_________________________.
3. How are they feeling?
________________________.

_______________________.
__________________.
6. How is he feeling
______________.
________________________.
____________________. 8
_____________________. 9

________________________.

NOTAS IMPORTANTES:
En esta unidad los estudiantes han logrado comprender el uso del verbo modal
“can”, también como usar los pronombres posesivos, el uso correcto de los
adjetivos posesivos y usar el presente simple
Una vez que hemos finalizado la segunda unidad, sugiero que intente contestar
la AUTOEVALUACIÓN 2, la misma que le permitirá verificar su progreso y de ser
el caso obtener una retroalimentación con su docente para identificar puntos en
los que pueda mejorar. Amplié sus conocimientos del inglés estableciendo un
horario fijo de práctica, debe buscar un momento ideal e intentar mantenerlo de
lunes a viernes. La principal ventaja de estudiar por su cuenta es que usted es el
dueño de su tiempo.

insatisfactorios es recomendable volver a dar un vistazo a la unidad.

AUTOEVALUACIÓN 2
Choose the best answer from the options available:
1. She is so different from you, Claire. You _____ be her sister.
a. can
b. can’t
2. I'm sorry I _____ help you today, I’m really busy.
a. can
b. can’t
3. The bags belong to the girls.
a. They are theirs.

b. They are they.
4. Is that Paul and Joseph's toy?

a. No, it isn’t theirs.
b. No, it isn’t their.
5. They have many animals.

a. All these animals are theirs.
b. All these animals are them.
6. (you) ____ car is new.

a. mine
b. your
7. (Jasmine) ____ house is very nice.

a. her
b. its

8. (your brother) ____ hair is long.

a. his
b. yours
9. I ___.
a. plays
b. play
10. My aunt and you ___ .

a. swim
b. swims

3. UNIDAD III: I LIKE EATING OUT!
LESSON 1
3.1 I like eating out!

LIKE, LOVE, HATE + ING
1. Write the verbs under the pictures.
Like hate love don’t like
2. Look at the
examples and complete the table.
I like eating out!
Affirmative Negative Wh-questions Yes/No question

I like going to the I don´t like clubs What do you like Do you like
movies doing on the watching TV?
weekend?

Tasks
1. What do you do in your free time?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………..
2. Read the extracts from the magazine and write which countries the people are from.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………
3. Match the people from the extracts with the activities in the photos.
1………………………………………..

2……………………………………….
3……………………………………….
4………………………………………
5………………………………………
6………………………………………
7………………………………………
8………………………………………
4. Match
a.- listening to with friends

b.- eating out music
c.- hanging out at restaurants
d.- going TV
e.- watching the beach
f.- having fun in line-skating
5. Make a list of the top five free times activities in your country.
1.- ……………………… 2.- …………………… 3.- ………………… 4.- ……………………

5.- ………………………..
6. .- Complete the dialogues with the correct form of the verbs.
a.- What do you ………………………. (like/do) on the weekend?

I …………………………………. ( like/go) clubbing.
b.- Does your best friend ……………………………. (like/go) to the movies?
No, She …………………………. (not like/ go) to the movies.
c.- Do you ………………………………. (like/ hang out) with friends at home?
Yes, I ………………………………… (love/hang out) with my friends.
d.- Do your parents …………………………….. (like/watch) TV?

No, they …………………………………. (like/listen) to music.
7. Write about what you like doing. Use the pictures below to help you.
I love shopping with my friend. I hate shopping with my mom.

……………………………………………………………………………………………..
…………………………………………………………………………………………….
……………………………………………………………………………………………
……………………………………………………………………………………………
LESSON 2
3.2 Where is my jacket?
GRAMMAR BUILDER
Preposition of place: in, on, above, under, at behind, in front of
1. Look at the picture below. Complete the sentences with in, on, above, under, at behind,
in front of.
1. Peter and Frank are at the park 5. The notebooks are………..the backpacks
2. They´re not…………..school. 6. The birds are flying…………the trees
3. The sandwiches are……….the picnic table 7. Peter and Frank are………the table
4. The backpacks are………..the table. 8. The clouds are……….the sun.
2. Write questions and answer about the picture below using the cues
a) Kristina and Sara; home

A: Where are Kristina and Sara?
B: They´re at home.
b) The back pack; skateboard
A……………………………………………
B: …………………………………………
c) The roller blades; skateboard
A:……………….……………………...
B:…………….………………………..
LESSON 3
3.3 Find a job!
The imperatives
The imperative is used to give commands and orders. The form of the verb used for the imperative
is the base form of the main verb, which is used without a subject.
 Walk to the corner, turn right, and cross the road.

 Open your mouth and say ‘Aaaah’.
Although the main feature of sentences in the imperative is that they have no grammatical subject,
they do have an understood subject, ‘you’.

The basic form of the imperative remains the same whether it is addressed to one or more people.
 Come on, Mary; I’m waiting.

 Come on, girls; you’re late.
There is also a special type of imperative, using let’s, that is used when you need to include the
speaker. See the imperative. The word order of a sentence in the imperative is:
verb + object (if needed).
The negative imperative is made with do + not or don’t.
 Don’t lose that key.

 Do not come back without it!
The uses of the imperative are as follows:
- To give an order.
 Go away.
 Stop that.
 Keep quiet.
- To give instructions
 Don’t use this spray near a naked flame.

 Apply the glue thinly and leave it for ten minutes.
- To give advice or warnings.
 Don’t forget to take your passport with you.

 Be careful!
 Don’t goon the ice.
-To make an offer or an invitation.
 Have a piece of cake.

 Come round and see me some time.

The imperative of do + a main verb can be used:
-For polite emphasis.
 Do take your coat off.
-To be persuasive.
 Do try to eat a little of this; it will be good for you.
-To show irritation.
 Do stop talking! I’m trying to work.
Note that the imperative is not the only way to form a command or an order. You can also issue a
command when you use a sentence in the declarative or the interrogative.
 I’m certainly not going to get it –you get it.

 Would you get it, then? I’m busy.
Making suggestions
Let’s (let + us) + main verb is used in the 1st person plural only, especially when you are trying to
encourage someone to do something with you. It includes both the speaker and the hearer, so the
subject that is understood is represented by the plural we.
 Let’s visit Malcolm this weekend.

 Please let’s go to the cinema tonight.
 Do let’s have a look at your new computer, Chris.
 Let’s pool our resources.
Suggestions which start with let’s often end with the sentence tag shall we?
 Let’s phone her now, shall we?

 Let’s go for a walk after supper, shall we?
In ordinary English the negative is let’s not + main verb or sometimes don’t let’s + main
verb.
1. Let’s not worry about that now.
2. Don’t let’s worry about that now.
In formal English, the negative islet us not + main verb.

1. Let us not lose sight of our aims.
2. Do let’s is the emphatic form.
It’s a very good bargain; do let’s buy it!
The uncontracted form let us+ main verb is occasionally used in formal and written English.
1. Let us be clear about this.

2. Let us hope that this will never happen again.
The answer to a suggestion with let’s is normally either, yes, let’s or no, let’s not or sometimes, no,
don’t let’s (…).
1. Let’s phone her now, shall we? –Yes, let’s.
2. Let’s phone her now, shall we? –No, let’s not
3. Let’s invite Malcolm over this weekend. – No, don’t let’s do that.
Imperatives
1. Complete the following instruction with these verbs: go, take, turns, cross.
Dialogue A
-Excuse me. How can I get to the bank?
-__Go__ straight on,_____________the second turning on the left, then______________at the

pedestrian crossing,__________past the post officer and in just next to it.
Dialogue B
Good morning, can you tell me how I can go to the bus station?
- __________up this road,___________right at the corner,__________a the end of the
street and you´ll find it here.
2. Make the following instructions negative:
a) Write a letter Don´t write a letter
b) Sit down
c) Clean the room
d) Make dinner
e) Call your mother
f) Put on your shoes
2. Make the following instruction affirmative:
a. Don´t send the parcel Send the parcel
b. Don´t make your bed
c. Don´t use the computer
d. Don´t close the window

e. Don´t take those books away

f. Don´t open the fridge
3. Match the two columns to make instructions:
a. Feed have a drink

b. Wash put on your jacket; it´s hot
c. Don´t your bedroom
d. Do go to class; it´s eight o´clock
e. Let´s the dishes
f. Tidy your homework
g. Don´tt he bird
h. Let´s leave the door open
JOBS
A job, or occupation, is a person´s role in society. More specifically, a job is an activity, often
regular and performed in exchanged for becoming an employee, volunteering, starting a
business, or becoming a parent. The duration of a job may range from temporary to a lifetime


LESSON 4
3.4 Is there anyone at home?
THERE IS THERE ARE
Thereis / there are
There is/ isn´t Singular nouns
There is (There a/an Chair/air conditioner In my bedroom.

´s) one closet
There is No Balcony In my building.
a/an garage/elevator
There are/ aren´t Plural nouns
There are _
/four/some/many in that building.
elevators
There are No
There aren´t Any
Use there is there are to say that something does or doesn´t exist, or to say its location.
Questions Short answers

Is there an elevator in your building Yes, there is. / No, there isn´t
Are there (any) windows in your living Yes, there are. / No, there aren´t (any).
room?
How many windows are (there) in your There´s one / there are two. / There aren´t
bedroom
True or false
1.- There is a pig inside a bag T( ) F( )

2.- The robot is taking a battery. T( ) F( )
3.- There is a dg on the farmer´s hat. T( ) F( )
4.- The baby is crying. T( ) F( )
5.- The man has a box of bananas. T( ) F( )
6.- The boy plays golf. T( ) F( )
7.- There isn´t a taxi outside the airport. T( ) F( )
8.- There is a kayak on the conveyor belt. T( ) F( )
9.- Is the kayak red? T( ) F( )
10.- The cowboy´s luggage is a horse. T( ) F( )
11.- Is the boy writing on a computer?T( ) F( )
NOTAS IMPORTANTES:
En esta unidad los estudiantes han logrado comprender el uso de like-love +
ing, también como usar las preposiciones de lugar, el uso correcto de las
oraciones imperativas y como indicar la existencia de algo mediante el uso de
there is & there are.
Una vez que hemos finalizado la tercera unidad, sugiero que intente contestar la
AUTOEVALUACIÓN 3, la misma que le permitirá verificar su progreso y de ser el
caso obtener una retroalimentación con su docente para identificar puntos en los
que pueda mejorar. Se sugiere practicar en casa los temas vistos en esta unidad
usando en el vocabulario de acuerdo a las diferente profesiones de los miembros
del hogar, de la misma forma el resto de unidades.


AUTOEVALUACIÓN 3
Choose the correct option according to each question.
1. I put my purse …… the table

a. in
b. on
2. Miners work……..the field.
a. Under
b. above
3. Write in the correct form.
a. ………your homework. (to do)

b. ………soccer in the yard. (no/to play
c. ………late for school. (not/to be)
4. Write in the correct form.
a. ……………your mobiles (to switch off)

b. …………..the instruction (to read)
5. Write the correct job.
They make bread and cakes and normally work in a bakery.
a. Baker
b. Actor
c. Butcher
6. Write the correct job
A person that works with the money and accounts of a company.
g. Accountant
h. Doctor
i. Electrician
7. The concert is full. ………. a good singer
There is there are
8. ………… many intelligent animals.
There isn´t there aren´t
9. ………… many oranges in the basket.
There is There are
10. ……….. ten dolls to each one?
Is there Are there

4. UNIDAD IV: HOW MANY ROOMS ARE THERE IN YOUR HOUSE?
LESSON 1
4.1 How many rooms are there in your house?
HOW MANY ...? - (Quantity)

How many is used when we want to know the QUANTITY of something.
It is only used with plural countable nouns.
HOW MANY + PLURAL NOUN
 How many days are there in February?

 How many people work in your factory?
 How many cousins do you have?
 How many cellphones did you buy?
 How many cities are there in the world?
 How many students are in the class right now?
 How many tables are there in this room?
 How many pieces of chocolate would you like?

Often the noun is omitted in the question when it is obvious what we are talking about.
A: I would like to buy some cheese. B: How much (cheese) would you like?
The noun cheese is not necessary after how much since we already know we are talking
about cheese. In fact, it is normally omitted to avoid sounding repetitive.
More examples:
 A: I need some coins. - B: How many do you need?

 A: I need some sugar. - B: How much do you need?
LESSON 2
4.1 There were some amazing buildings here
There was /There were

In the past tense we use there was for a singular object and there were for plural objects.
Plural There were twenty strangers outside the house
Singular There was a stranger outside the house
This is the way to make affirmative sentences with there was and there were. Check these
examples with there was and there were.
 There was a cat in the house.

 There was money in the safe.
 There was a dog barking at us.

 There was a grocery store right there.
 There was a dog in the street.
 There were two police officers waiting for you outside.
 There were three friends of mine who wanted to do that.
 There were a lot of people outside the house.
 There were many stores around here.
 There were 7 fish in the fish tank.
Negativeprural ThThere weren´t twenty strangers outside the house.
PPo Positive singular T There wasn´t a stranger outside the house.
Check these examples of negative sentences using there was and there were.
 There weren’t many options available to us.

 There weren’t many movies to watch online.
 There weren’t any fans in the store.
 There weren’t any white chairs in the restaurant
 There weren’t any improvements in 2019.
 There weren’t any attempts to fix the problem.
 There wasn’t any money in the bank.
 There wasn’t any information in the file.
 There wasn’t a Christmas tree in the living room
 There wasn’t a black chair in the store
This is the way to make questions with there was and there were
WWWere there? Were there twenty strangers outside the house?
WasWas there? Was there a stranger outside the house?
Check these examples of questions using there was and there were.
 Were there many police officers around here?

 Were there many people working in the bank?
 Were there two police officers at the station?
 Were there other factory workers in the construction site?

 Were there many things to do?

 Was there a man standing here?
 Was there a soccer player in the hotel?
 Was there a museum in that old town?
 Was there a lot of food at the party?
 Was there a great depressions100 years ago?
Question and answers
These are some questions and answers with there was and there were
 Were there a lot of people at the party?

 No, there weren’t.
 Was there a lot of food at the party?
 Yes, there was.
 Was there any water left?
 No, there wasn’t.
 Were there many officers available?
 There were only three of them
There was /There were
1. Complete the sentences. Use there was and There were
a) ……………….a car in the house.

b) ……………….two chairs.
c) ……………….four men and a dog.
d) ……………….some boxes.
e) ……………….a man with a brown hat.
f) ………………a boy in the park.
2. Choose there was / there were
a) There were / there was fourteen people in the restaurant.

b) There were / there was a cellphone on the desk.
c) There were / there was many balls.
d) There were / there was a plane in the airport.
e) There were / there was six tigers in the zoo.
3. Complete the sentences with there wasn´t or there weren´t.

a) ………………an apple.
b) ………………any milk.
c) ………………five oranges.
d) ……………..any water.
e) …………….. ten eggs.
4. Complete the following questions.
a) ……………a new student in your class last week? A:………….

b) ……………any students in the library at 3 o´clock yesterday? A:……
c) ……………a boy waiting for you yesterday?A:…………….
d) ……………hundreds of trees here? A:…………………
e) …………...only one car there last Sunday? A:…………..
Buildings vocabulary


LESSON 3
4.2 Was the pizza delicious?
Verb to be simple past
The past tense of To Be has two forms: WAS and WERE.
Positive Negative
I I
HE SHE IT Was HE SHE IT was not
WE (wasn´t)
YOU Were WE
THEY YOU were
THEY (weren´t)
Question
I?
he?
Was she?
it?
Were we?

you?
they?
Answers
I
A he
Yes / No she was
it
we
Yes / No you they were
Example
 The bus was so crowded
 The movie wasn’t exciting.
 You weren’t late.
 I wasn’t in Egypt yesterday.
 Hereffort was admirable.
 It wa scold.
 Susan was quite shy when she was a child.
 Weren’t you hungry?
 Thes how was impressive.
 We weren’t late.
 Was he sick?
 We were angry.
 The child was so hungry.
 Were you tired?
 Who were you?
 Why was she angry?
Simple past verb to be
1. Listen and write was or were

1. Where ________ you yesterday?
2. He ________ at home last night.
3. ________ the children happy with their gifts?
4. There ________ any problems.
5. Do you know where they ________?
6. You ________ in school last week.
7. It _________ cold this morning.
8. My students ________ interested in the lesson.
9. Who
________ at the door?
10. Those
pineapples ________
rotten.
Food vocabulary

LESSON 4
4.3 Would you like some coffee with cookies?
COUNTABLES AND UNCOUNTABLES NOUNS

SINGULAR A Count Noun
PLURAL
COUNT A book books SINGULAR: PLURAL:
NOUN One book two a + noun noun + -s
books one + noun
Some
books
A lot of
books
Many
books
A few
books
NONCOUNT Money A Noncount Noun PLURAL:
SINGULAR:
NOUN Some money Do not use a. A noncount noun
A lot of money (none) Do not use one. does not have a
Much money plural form.

A little money
COMMON NONCOUNT NOUNS

Advice mail bread pepper
Furniture money cheese rice
Help music coffee salt
Homework peace food soup
Information traffic fruit sugar
Jewerly weather meat tea
Luck work milk water
EXERCISE:Look at the italicized words. Underline the noun. Is the noun COUNT or NONCOUNT?
1.- count noncount He sits on a chair.

2.- count noncount He sits on furniture.
3.- count noncount She has a coin.
4.- count noncount She has some money.
5.- count noncount She has some letters.
6.- count noncount She has some mail.
7.- count noncount The street is full of traffic.
8.- count noncount There are a lot of cars in the street.
9.- count noncount I know a fact about bees.
10.- count noncount The teacher gives us homework.
11.- count noncount We have an assigment.
12.- count noncount I like music.
13.- count noncount Would you like some coffee?
14.- count noncount Our school has a library.
15.- count noncount People want peace in the world.
16.- count noncount I need some advice.
17.- count noncount Tom has a good job.
18.- count noncount He likes his work.
19.- count noncount Would you like some water with your food?
Containers vocabulary

NOTAS IMPORTANTES

NOTAS IMPORTANTES:
En esta unidad los estudiantes han logrado comprender como pluralizar los
sustantivos, también como usar there was and there were, el uso correcto del
verbo “to-be” en pasado y como usar los sustantivos contables y no contables.
Una vez que hemos finalizado la cuarta unidad, sugiero que intente contestarla
AUTOEVALUACIÓN 4, la misma que le permitirá verificar su progreso y de ser el
caso obtener una retroalimentación con su docente para identificar puntos en los
que pueda mejorar. De la misma manera se sugiere practicar todo el vocabulario
expuesto en la presente unidad con artículos que posee en su hogar.

AUTOEVALUACIÓN 4

Choose the correct option according to each question.
1. …………computers are in the school?

a. How many
b. How much
2. …………. classmates are in the classroom?

a. How much
b. How many
3. ……….seven dogs.
a. There were
b. There was
4. ……… a rabbit?
a. Were there
b. Was there
5. ………..any mistake
a. There weren´t
b. There wasn´t
6. She………a good friend.

a. Was
b. Were
7. Carol and Peter…………in the concert.

a. wasn´t
b. weren´t
8. ……….Mary and Frank in English class.?

a. Were
b. Was
9. Choose
Food
a. Count
b. Noncount
10. Water
a. Count
b. Noncount
5. SOLUCIONARIO

AUTOEVALUACIÓN 1
PREGUNTA RESPUESTA
He is 20 years old. True
I is your friend, Stephanie! False (am)
A outdoor activity. False (an)
An bike. False (a)
A house. True
That boots he is wearing look very expensive. False (these)
I’m going to Ecuador again these weekend. Do you False (this)

want to come?
Can you believe those? False (this)
You have got a computer. True
It has got 4 legs. True
AUTOEVALUACIÓN 2

PREGUNTA RESPUESTA
She is so different from you, Claire. You _____ be

her sister. B
I'm sorry I _____ help you today, I’m really busy.
B
The bags belong to the girls.
A
Is that Paul and Joseph's toy? A
They have many animals

A
(you) ____ car is new.
B
(Jasmine) ____ house is very nice.
A
(your brother) ____ hair is long.
A
I ______.
B
My aunt and you ___ .
A
AUTOEVALUACIÓN 3

PREGUNTA RESPUESTA
I put mi purse …… the table

B
The miners work……..the field.

A
………..your homework. (to do)

Do
………..soccer in the yard. (no/to play
Don´t play
………..late for school. (not/to be)
Don´t be
……………your mobiles (to switch off)
Switch of
…………..the instruction (to read)
Read
They make bread and cakes and normally work in a
bakery. A
A person that works with the money and accounts of

a company. G
My house is big. ……… seven rooms
there are
The concert is full. ………. a good singer
There is
………many oranges in the basket.
There are
……….. ten dolls to each one?
Are there
AUTOEVALUACIÓN 4

PREGUNTA RESPUESTA
………..computers are in the school?

A
…………. classmates are in the classroom?

B
……….seven dogs.
A
……… a rabbit?
B
………..any mistake
B
She………a good friend.
A
Carol and Peter…………in the concert.
B
……….Mary and Frank in English class.?
A
Food
B
Lemons
C
6. ANEXOS
List of verbs


VOCABULARY
PHYSICS REHABILITATION
Cranium = craneo
Clavice = clavicula
Scapula = escapula
Ribcage = caja toraxica
Spine = espina
Metacarpls = metacarpios
Phalanges = falangues
Femur = femur
Patella = rotula
Fibula = fíbula
Metatarsals = metatarsianos
Phalanges =falangues
Mandible = mandibula
Sternum = esternon
Humerus = humero
Radius = radio
Ulna = cubtio
Carpals = carpas
Coxal bone =hueso coxal
Sacrum = sacro
Coccyx = coccix
Tibia=tibia
Tarsals= tarsales
MEDICAL ADVICE
Rest in bed = descansar en la cama
Drinkfluids = beber liquidos
Gargle = gargaras
Go on a diet = ponerseendieta
Exercise = ejercicio
Takevitamins = tomar vitaminas
See a specialist = ver a un especialista
Getacupuncture = obtener acupuntura
Heatingpad = almuadillatermica
Humidifier = humidificador
Bloodtests = prueba de sangre
Tests = prueba
Aire purifier = purificador de aire
Cane = caña
Physicaltherapy = terapia física
Surgery = cirugía
Wheelchair = silla de ruedas
Walker = caminadora
Counseling = acesoramiento
Braces = tirantes
CONSTRUCTION
Hammer = martillo
Mallet = mazo
Ax = hacha
Saw/handsaw = sierra/sierra de mano
Level = nivel
Hacksaw = sierra para metales
Phillips screwdriver = destornilladorphillips
Wrench =llaveinglesa
Screwdriver =destornillador
Pipe wrench = llave de tubo
Scraper = raspador
Chisel = cincel
Hand drill = taladro de mano
Wire stripper =pelacables
Vise =tornillo
Pliers = alicate
Toolbox = caja de herramientas
Electric drill = taladro eléctrico
(drill)bit =(perforador)poco
Circular saw =sierra circular
Pawer Sander = lijadora eléctrica
Router = enrutador
Wire = cable
Nail = clavo
Washer = lavador
Plane = plan
Nut = tuerca
Wood screw = tornillo leñoso
Machine screw = tornillo de maquina
Bolt = tornillo
TOURISM
(THE BEACH)
Kite = equipo
Surfer = tablista
Wave = ola
Boogieboard = tabla de boogie
Swimmer = nadador
Vendor =vendedor
Snack bar =snack bar
Lifeguard = salvavidas
Lifeguard stand = puesto de socorrista
Lifepreserver =chaleco salvavidas
Sandcastle = castillo de arena
Beach umbrela = sombrilla de playa
Beach chair = silla de playa
Sunbather = bañista
Sunglasses = gafas de sol
(beach)towel = toalla de playa

Surfboard = tabla se surf
Beach ball = pelota de playa

Cooler = enfriador
Sunhat = sombrero para el sol
Sunscreen = protector solar
Seashell/Shell = concha marina
Rock =roca
(beach)blanket = manta
Shovel = pala
Pail = cubo
TECHNOLOGY COMPUTER
address (in email or on a website): la dirección
app: la app (thewordisfeminine), la aplicación
"at" symbol (@): la arroba
backslash (\): la barra invertida, la barra inversa, la contrabarra
backup: la copia de seguridad (verb, hacer una copia/archivo de seguridad)
bandwidth: la amplitud de banda
battery: la pila
bookmark: el favorito, el marcador, el marcapáginas
boot (verb): iniciar, prender, encender
browser: el navegador (web), el browser
bug: el fallo, el error, el bug
button (as on a mouse): el botón
byte, kilobyte, megabyte: byte, kilobyte, megabyte
cable: el cable
cache: el caché, la memoria cache
card: la tarjeta
CD-ROM: CD-ROM
click (noun): el clic
click (verb): hacer clic, cliquear, presionar, pulsar
computer: la computadora (sometimes el computador), el ordenador
cookie (used in browsers): la cookie
crash (verb): colgarse, bloquearse
cursor: el cursor
cut and paste: cortar y pegar
data: los datos
desktop (of a computerscreen): el escritorio, la pantalla
digital: digital
domain: el dominio
dot (in internet addresses): el punto
download: descargar
driver: el controlador de dispositivo, el driver
email (noun): el correo electrónico, el email (plural los emails)
email (verb): enviar correo electrónico, enviar por correo electrónico, emailear
erase, delete: borrar
file: el archivo
firewall: el contrafuegos, el firewall
flash memory: la memoria flash
folder: la carpeta
frequentlyaskedquestions, FAQ: las preguntas más frecuentes, las preguntas de
uso frecuente, las preguntas (más) comunes, las FAQ, las PUF
Google (as a verb): googlear

hard drive: el disco duro
hertz, megahertz, gigahertz: hertz, megahertz, gigahertz
highresolution: resolución alta, definición alta
home page: la página inicial, la página principal, la portada
icon: el icono
install: instalar
internet: la internet, el internet, la Red
key (of a keyboard): la tecla
keyboard: el teclado
keyword: la palabra clave
laptop (computer): el plegable, la computadora portátil, el ordenador portátil
LCD: LCD
message: el mensaje
modem: el módem
mouse: el ratón, el mouse
menu: el menú
multitasking: la multitarea memory: la memoria
network: la red
open-source: de código abierto
link: el enlace, la conexión, el vínculo
password: la contraseña
print (verb): imprimir
printer: la impresora
privacy; privacypolicy: la privacidad; la política de privacidad, la póliza de privacidad
processor: el procesador
program: el programa (verb, programar)
RAM: la RAM, la memoria RAM
save (a file ordocument): guardar
screen: la pantalla
screensaver: el salvapantallas
searchengine: el buscador, el servidor de búsqueda
server: el servidor
slash (/): la barra, la barra oblicua
software: el software
smartphone: el teléfono inteligente, el smartphone
spam: el correo basura, el spam
streaming: streaming
tab (in a browser): la pestaña
terms and conditions: los términos y condiciones
toolbar: la barra de herramientas
USB, USB port: USB, puerto USB
video: el video
virus: el virus
web page: la página web (plural las páginas web)
website: el web (plural los webs), el sitio web (plural los sitios web)
WiFi: el wifi
window: la ventana
wireless: inalámbrico
POLICEMAN VOCABULARY
accessory – el/la cómplice
acquittal – la absolución
alibi – la coartada
arson – el incendio premeditado
arsonist – el incendiario
assailant– el agresor
assassin– el asesino
assassination – el asesinato
assault – la agresión
bail – la fianza
blackmail – el chantaje
blackmailer – el chantajista
briber – el sobornador
bribery – el soborno
burglar – el ladrón (de casas)
burglary – el robo (de casas)
convict – el presidiario
court – el tribunal
court case – el juicio
crime – el delito
deathpenalty – la pena de muerte
defendant – el acusado
evidence – la evidencia
felony – el crimen
fine – la multa
forgery – la falsificación
fraud – el fraude
guilty – culpable
hijacking – el secuestro de avión
hostage – el rehén / la rehén
innocent – inocente
jail – la cárcel
judge – el juez / la jueza
jury – el jurado
kidnapper – el secuestrador
kidnapping – el secuestro
lawyer – el abogado / la abogada
lifesentence – la cadena perpetua
misdemeanor– el delito menor
mugger – el atracador
mugging – el atraco
murder – el asesinato
murderer – el asesino
narco-trafficker – el narcotraficante
narco-trafficking – el narcotráfico
notguilty – no culpable
onparole/probation – en libertad condicional
pickpocket – el carterista
prison – la prisión
proof – la prueba
punishment – el castigo
ransom – el dinero de rescate
rape – la violación sexual

rapist – el violador
robber – el ladrón
robbery – el robo
shoplifter – el ladrón de tiendas
shoplifting – el robo en tiendas
smuggler – el contrabandista
smuggling – el contrabando
suspect – el sospechoso
swindle – la estafa
swindler – el estafador
testimony – el testimonio
theft – el robo
thief – el ladrón
threat – la amenaza
toabduct – raptar, secuestrar
toacquit – absolver
toarrest – arrestar
to be tried – ser juzgado
to beat up – dar una paliza
toconvict – declarar culpable
todefend – defender
to fine – multar
toimprison – encarcelar
tointerrogate – interrogar
topleadguilty – confesarse culpable
toprosecute – procesar, enjuiciar
to rob – robar
tosentence – sentenciar
to serve a sentence – cumplir una condena
tosteal – robar
tothreaten – amenazar
trial – el juicio
vandal – vándalo, gamberro
vandalism – el vandalismo
verdict – el veredicto
witness– el testigo

ANEXO2.
Lesson 3 Unit 4
Where ______were__ you yesterday?
2. He ___wasn´t_____ at home last night.
3. ___Were_____ the children happy with their gifts?
4. There ___weren´t__ any problems.
5. Do you know where they __were______?
6. You __weren´t____ in school last week.
7. It __was__ cold this morning.
8. My students __weren´t__ interested in the lesson.
9. Who _was__ at the door?
10. Those pineapples __were___ rotten.

Guía Inglés A1.1

Cargado por

Copyright:

Formatos disponibles

Guía Inglés A1.1

Cargado por

Información del documento

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Guía Inglés A1.1

Cargado por

Copyright:

Formatos disponibles

GUIA

Carreras en las que se imparte esta NIVEL

MODALIDAD ONLINE bajo Resolución No. 078-ISTR-OCS-11-06-2020

DEJAMOS HUELLAS EN LA EDUCACIÓN SUPERIOR

INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

Diagramación y diseño digital:

La versión digital ha sido aprobada mediante la resolución Nº 078-ISTR-OCS-11-06-2020, esta

3. ORIENTACIONES GENERALES PARA EL ESTUDIO.......................................10

3.1. Materiales educativos.........................................................................................10

3.2. Ambiente de aprendizaje....................................................................................10

3.3. Apoyo tecnológico..............................................................................................11

3.5. Normativa APA decitación..................................................................................11

4. PROCESO DE ENSEÑANZA APRENDIZAJE....................................................12

1. UNIDAD I: STORY YOURSELF..........................................................................12

1.1. Lección 1: Story yourself.....................................................................................12

1.2. Lección 2: Are you a teacher?............................................................................15

1.3. Lección 3: I love this color!..................................................................................17

1.4. Lección 4: I have got a new ruler........................................................................19

2. UNIDAD II: CAN YOU SPEAK ENGLISH?.........................................................23

2.1. Lección 1: Can you speak English?....................................................................23

2.2. Lección 2: Is this your pen? No, it’s yours...........................................................26

2.3. Lección 3: Mary looks like her mother.................................................................29

2.5. Lección 4: George often gets angry....................................................................32

3. UNIDAD III: I LIKE EATING OUT........................................................................40

3.1. Lección 1: I like eating out..................................................................................40

3.2. Lección 2: Where is my jacket?..........................................................................43

4 INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

3.3. Lección 3: Find a job!..........................................................................................44

3.4. Lección 4: Is there anyone at home?..................................................................49

4. UNIDAD IV: HOW MANY ROOMS ARE THERE IN YOUR HOUSE?.................54

4.1. Lección 1: How many rooms are there in your house?.......................................54

4.2. Lección 2: There were some amazing buildings here.........................................55

4.3. Lección 3: Was the pizza delicious?...................................................................59

4.4. Lección 4: Would you like some coffee with cookies?.........................................62

5 INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

En consecuencia, ésta asignatura tiene como objetivo primordial reforzar el proceso de

La presente guía didáctica está estructurada en cuatro unidades. En la primera unidad,

Apreciado estudiante, es conveniente que tome en cuenta que el proceso de Aprendizaje es

6 INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

Revise detenidamente el apartado “orientaciones para el estudio” en donde constan indicaciones

7 INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

Amaguaña, Y. y León, M. (2019). Módulo A1.1. Riobamba, Ecuador.

Almaraz, A. (2020). Nivel Básico de Ingles. Infolibros Press.

Augusto, D. (2016). Ingles básico. Editorial Iztaccihuatil, S.A.

Funciones comunicativas y gramática elemental del idioma inglés ya que facilita el

Nist-Olejnik, S. (2010). Building vocabulary skills. West Berlin, N.J.: Townsend Press.

Se desarrolla de una manera amplia; donde se indica su concepto, gramática y aplicación

8 INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

Moyetta, D.(2010). Módulo de idioma inglés. Córdoba, Argentina: Editorial Brujas.

Vince, M. (2008). Macmillan English Grammar in Context. Macmillan Education.

Como objetivo, la variedad de ejemplos y aplicaciones presentadas en este material son

9 INSTITUTO SUPERIOR TECNOLÓGICO RIOBAMBA

3. ORIENTACIONES GENERALES PARA EL ESTUDIO

3.1. Materiales Educativos

 Seguimiento del Sílabo: Es el instrumento que verifica el cumplimiento de las actividades,

 Atención al estudiante: Es el instrumento que permite llevar el control de las actividades de

 Control de cátedra: Es el instrumento que permite llevar el control diario de

3.2. Ambiente de Aprendizaje

El ambiente de aprendizaje será interactivo, sincrónico y asincrónico, donde el docente estará