INTRODUCTION
I THANK ALL MIGHTY GOD for giving me and my co-workers the knowledge, energy and patience to finish this book, and present it with confidence, pride and joy to the educational community. I also extend special acknowledgements to our Editor in Chief Ivan Mendez, Lic for helping us turning this material into a coherent and widely usable course. Let’s Study English develops thoroughly the contents of the ENGLISH SYLLABUS Educational program for Tenth grade, emphasizing on its core components: Concepts, procedures, grammar and attitudes. It also presents the main usage of key words, vocabulary and useful expressions which will enable the teachers to boost their performance in class and students to speak, understand, read and write English up to a basic level, so as to create a solid background that allows the continuation of ESL (English as a Second Language) studies. I recommend students the usage of a basic dictionary and teachers to keep emphasis upon speaking, writing and understanding English from the beginning to the end of the class. However, and due to the complexity of some grammar structures, I have also presented some explanations in Spanish, so as to make such contents easier to understand. Additional resources like Audio CD’s, You Tube videos and Face book Networks will be available in order not only to improve the performance of teachers, but also to facilitate the assimilation of the contents for students. I am confident that these tools will turn the classroom work into a more productive, competitive, amusing and friendly environment. Last but not least, on behalf of Equipo Rama’s personnel, I deeply thank and congratulate all the teachers for doing such a remarkable job with the new generation of students, and also for being aware that as long as we give the best of us, so they will succeed. May God bless you all! The Author
INTRODUCCIÓN
Agradezco a DIOS TODO poderoso por darnos a mí y a mis compañeros de trabajo los conocimientos, energía y paciencia para terminar este libro y presentarlo con plena confianza, orgullo y alegría a la comunidad educativa. Extiendo tambien reconocimientos especiales a nuestro Editor en Jefe Lic. Iván Méndez por ayudarnos a convertir este material en un curso coherente y ampliamente utilizable. Let’s Study English desarrolla a fondo el contenido del programa de Estudio ENGLISH SYLLABUS para el Primer año de Bachillerato, haciendo énfasis en sus componentes principales: conceptos, procedimientos, actitudes y gramática. También se presenta el principal uso de palabras clave, vocabulario y expresiones útiles que permitan a los profesores mejorar su rendimiento en clase; y a los/as estudiantes hablar, entender, leer y escribir en Inglés a un nivel básico, a fin de crear una base sólida que permita la continuación de estudios en ESL (Inglés como Segunda Lengua) Recomiendo a los/as estudiantes el uso de un diccionario básico y los/as maestros/as mantener énfasis en hablar, escribir y entender Inglés desde el principio hasta el final de la clase. Sin embargo, y debido a la complejidad de algunas estructuras gramaticales, también he presentado algunas explicaciones en Español a fin de volver tales contenidos, más fáciles de entender. Recursos adicionales como audio CDs, videos en You Tube y redes sociales en Face book estarán disponibles a fin de no sólo mejorar el desempeño de los docentes, sino también para facilitar a los/as alumnos/as la asimilación de los contenidos. Estoy seguro de que estas herramientas convertirán el trabajo en el aula en un más productivo, competitivo, divertido y amistoso ambiente. Por último, pero no menos importante, en nombre del personal de Equipo de Rama, agradezco y felicito profundamente a todos los/as maestros/as por hacer un muy notable trabajo con las nuevas generaciones de estudiantes, y también por estar conscientes de que en la medida que damos lo mejor de nosotros, así ellos triunfarán. Que Dios los/as bendiga a todos/as. El Autor
Contents UNIT 1: MEETING SALVADORAN PERSONALITIES.................................................. 1 ■ Lesson 1: Expressions to make appointments......................................................... 2 - Grammar in context: Modal Auxiliary verbs, WOULD............................................. 8 - Grammar in context: Use of “used to” (Review) ....................................................11 ■ Lesson 2: Commonly used questions for personal interviews - Grammar in context: Present perfect versus simple past....................................... 14 ■ Lesson 3: Biographies of Salvadoran personalities - Grammar in context: Simple past and past continuous ........................................ 24 ■ Lesson 4: Personal goals........................................................................................ 33 - Grammar in context: Will, future tense (Quick review).......................................... 34 UNIT 2: MY COUNTRY............................................................................................... 39 ■ Lesson 1: Jobs and interviews................................................................................ 40 - Grammar in context: Be supposed to.................................................................... 48 ■ Lesson 2. Current issues dealing with: Weather, geography, local/regional food, transportation, health, life style............... 52 - Grammar in context: Comparative degree of short adjectives ............................ 52 - Grammar in context: Comparative degree of long adjectives ............................. 58 -Grammar in context: Superlative degree of short adjectives................................ 60 -Grammar in context: Superlative of degree of long adjectives.............................. 62 - Grammar in context: Passive voice in the present tense .................................... 68 UNIT 3: FEELING HOMESICK .................................................................................. 76 ■ Lesson 1: Personal biographical information.......................................................... 77 - Grammar in context: Yes-no questions with the present perfect.......................... 80 - Grammar in context: Questions with How long…? (present perfect) ................... 85 - Grammar in context: The present perfect with for and since................................. 86 ■ Lesson 2: Family ties ............................................................................................. 91 ■ Lesson 3: Customs/traditions ................................................................................. 97 - Grammar in context: Used to versus would ......................................................... 99 ■ Lesson 4: Telephone conversations and Postal services ...................................... 107 - Grammar in context: Can and could for polite requests ..................................... 107 - Grammar in context: Direct and indirect objects ................................................. 113
UNIT 4: EATING OUT................................................................................................ 118 ■ Lesson 1: Language used to order food in a restaurant ........................................119 - Grammar in context: Using auxiliaries CAN and WOULD .................................. 120 - Grammar in context: Using WOULD for making offerings and requests.............. 124 - Grammar in context: Count and mass nouns with another and some more......................................... 128 ■ Lesson 2: Tipping ................................................................................................. 131 - Grammar in context: Whose................................................................................ 136 - Grammar in context: Possessive pronouns vs Possessive adjectives ................ 138 UNIT 5: VACATIONS IN EL SALVADOR ................................................................. 142 ■ Lesson 1: Review of numbers up to 1,000,000 ..................................................... 143 ■ Lesson 2: Means of transportation ........................................................................ 149 - Grammar in context: Past participles of regular and irregular verbs ................... 152 ■ Lesson 3: Tourist sites ........................................................................................... 159 - Grammar in context: Future time clauses with the simple present and the present progressive................................................................................. 162 ■ Lesson 4: Expressions to make hotel and transportation reservations ................. 172 ■ Lesson 5: Directions with time expressions .......................................................... 175 - Grammar in context: Real conditional sentences (first case)............................... 178 UNIT 6: THE ENVIRONMENT IN EL SALVADOR ................................................... 182 ■ Lesson 1: Pollution ............................................................................................... 183 ■ Lesson 2: Health matters - Grammar in context: Present perfect continuous ............................................... 187 - Grammar in context: Future with will................................................................... 193 - Grammar in context: Future with will+ to be ....................................................... 195 ■ Lesson 3: Deforestation - Grammar in context: Linking words to show contrast, cause and effect: However, nevertheless, although, even though .................................................. 198 ■ Lesson 4: Natural disasters - Grammar in context: so, consequently, as a result ........................................... 202 ■ Lesson 5: Protection of the environment - Grammar in context: Linking words: therefore, since, because.......................... 209
UNIT ONE
MEETING SALVADORAN PERSONALITIES
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ENGLISH - TENTH GRADE - UNIT ONE
Lesson 1: EXPRESSIONS TO MAKE APPOINTMENTS Being able to make or cancel an appointment is a necessary skill because we need to be able to: 1- Make an appointment 2- Respond to an appointment 3- Cancel an appointment The following are some useful expressions we can use to do this clearly and effectively.
1- Making an appointment
EXERCISE
1 Read aloud and translate the expressions orally Useful expressions • Are you free on Monday? • I would like to make an appointment for Wednesday • Is she available next Tuesday? ke uld li o w I • Can we meet next Friday? = I’d like • Would it be ok next week? • Can we meet tomorrow? • Are you available on Friday? • Can we meet next month? • Are you free next week? • Is next Tuesday convenient for you? • What about next Saturday?
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ENGLISH - TENTH GRADE - UNIT ONE
2- Responding to an appointment: (Affirmative Form). Translate - Could we meet on Monday? • Yes, Monday is fine • Yes, that’s fine • Sure, it suits me • Yes, it would be fine • Monday would be perfect • Sure, I’ll be there.
3- Cancel an appointment: (Negative Form) . Translate. - Can we meet today? • I’m afraid I can’t. • I’m sorry, I won’t be able. • Sorry, I can’t • I’m sorry, that is not possible • I can’t go today. • I’m sorry, I won’t be able to make it today. • Sorry, I can’t do it today.
EXERCISE
2
Answer the following questions in affirmative and negative form.
1- Can we make an appointment on Friday? Yes, Friday is fine Sorry, I can’t 2- Could we meet next Thursday? __________________________ ___________________________ 3- Can I see you this coming weekend? __________________________
___________________________
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ENGLISH - TENTH GRADE - UNIT ONE
3- Cancelling an appointment (Negative Form) You can cancel an appointment as follows: • Would you like to meet on Wednesday? • I’m afraid that I have to cancel the meeting on Wednesday. • Would it be possible to arrange it for next week instead? • I’m afraid that I’m not going to be available. Can we fix it some other time?
EXERCISE
Complete the questions, with the correct
3 expression from the chart below.
- on Saturday- on Friday - next week- on Sunday - tomorrow-
EXAMPLE:
- Can I make an appointment on _________? - Can I make an appointment on Friday?
…Continue please. - Are you available __________________________________? - Are you free __________________________________? -Can I see you __________________________________? - Can we meet __________________________________? - Can I have an appointment __________________________________?
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ENGLISH - TENTH GRADE - UNIT ONE
EXERCISE
4
Read aloud after your teacher and then, practice the dialogues with a classmate.
I ca nno on T t go o ut hurs day
Would you like to go out on Thursday?
Dialogue 1: Going out for dinner A: Would you like to go out for dinner on Thursday? B: I cannot go out on Thursday, I’ll be busy A: Are you busy on Friday? B: Yes, I am busy on Friday… A: That’s too bad!! Are you busy next week? B: Oh, Let me think…Yes I am, but I’ll be free next Wednesday A: Would you like to go out for dinner next Wednesday?. B: That sounds lovely! A: Great!!! We’ll have dinner together next Wednesday…
NER
DIN
Note: - Let me think: Déjame pensar - Great: Muy bien! - Together: Juntos
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ENGLISH - TENTH GRADE - UNIT ONE
Dialogue 2: Going to a concert A: Would you like to go to the circus? B: To the circus? I’m afraid I can’t. I don’t like clowns. A: How about going to a concert? B: Sure, I’d like to go to a concert. What time can we meet? A: Can I pick you up at 3.00 P.M.?
B: 3.00 P.M. is great, where are you going to pick me up? A: Can I pick you up at your house? B: Great!! Can I invite my sister too? A: Of course…! B: That’s very kind of you, thank you A: It is a pleasure, I’ll see you then B: Ok, but…Don’t forget the tickets A: I Promise, I won’t…
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ENGLISH - TENTH GRADE - UNIT ONE
Dialogue 3: Making an appointment over the phone A: Hello, can I make an appointment over the phone? B: Of course, you can A: Can I make an appointment at 7.00 A.M on Wednesday? B: I’m sorry. You cannot make an appointment at that time A: Why not? B: The office opens at 9.00 A.M A: I see, can I make the appointment at 11.30 A.M? B: Yes, 11.30 A.M on Wednesday will be fine. Can you tell me your name, please? A: Sure. Anthony Smith B: Thanks a lot
Mini-Dialogue 4: A: I’d like to make an appointment. B: Is 3:00 o’ clock O.K.? A: No, It is not B: How about 3:30? A: OK B: I’ll see you then.
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ENGLISH - TENTH GRADE - UNIT ONE
GRAMMAR IN CONTEXT: Modal auxiliary verbs: WOULD We use the modal auxiliary would for: - Making polite requests and offerings EXAMPLE:
I would like a glass of water, please (request)
The negative form of would is would not, which is contracted as wouldn’t EXAMPLE:
John would not like to go to the beach today John wouldn’t like to go to the beach today (contracted)
We form questions by placing would before the subject - Would is also commonly used in the expression would like EXAMPLE:
Would you like a glass of water? (offering)
Important: The expression would like (is often contracted to ‘d like with pronouns) but it does not mean like. In this case I’d like means I want I would like (I’d like) is softer, less direct and much more polite than I want EXAMPLE: I would like some soda I want some soda (meaning)
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ENGLISH - TENTH GRADE - UNIT ONE
EXAMPLES: Sentences with Want (very direct)
Sentences with Would like (less direct and more polite)
I want more milk.
I’d like some more milk.
Do you want to come with us?
Would you like to come with us?
Mrs. Méndez wants to say something.
Mrs. Méndez would like to say something.
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EXERCISE
EXAMPLES:
Change the following direct sentences into more polite ones using the expression would like. Follow the example.
- Do you want a cup of coffee? (direct) - Would you like a cup of coffee? (more polite) - ¿Te gustaría una taza de café?
1- Do you want to make an appointment on Friday? ___________________________________________________________ 2- Mary wants to meet us next Monday ___________________________________________________________ 3- I want to change the appointment for next month ___________________________________________________________
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ENGLISH - TENTH GRADE - UNIT ONE
4- Rita doesn’t want to know the results of the examination right now __________________________________________________________ 5- I want a glass of water __________________________________________________________ 6- Peter and Karla want to set up a meeting tomorrow __________________________________________________________ 7- Do you want to go out for dinner with me tomorrow? __________________________________________________________ 8- Does your sister want to go to the circus? __________________________________________________________ 9- I want to go a concert tonight __________________________________________________________ 10- Do you want to change the time for your next appointment? __________________________________________________________ 11- Does your mother want to come with us to the beach? __________________________________________________________ 12- I want some more soda __________________________________________________________ 13- I want to see you on wednesday __________________________________________________________
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ENGLISH - TENTH GRADE - UNIT ONE
GRAMMAR IN CONTEXT: USED TO / solía…(Review) Used to is a past tense expression that means solía in Spanish, that is to say, I had the habit or custom to. We use used to to talk about habitual or regular actions in the past that are now finished. EXAMPLES:
I used to have a dog (Yo solía tener un perro).
Meaning: I had a dog (in the past but I don’t have a dog now). Yo tenía un perro (en el pasado pero ahora ya no lo tengo). I used to play football every weekend. Yo solía jugar fútbol cada fin de semana. Meaning: I played football every weekend, (but not anymore). Yo jugaba fútbol cada fin de semana (pero ahora ya no). Important: After used to we use the verb in its simple form: (have, play, swim, etc)
Change the following sentences to the used to form.
6 Follow the example.
EXERCISE
EXAMPLES:
- I visited my hometown in November - I used to visit my hometown in november - Yo solía visitar mi ciudad natal en noviembre - Danny visited his family in April - Danny used to visit his family in April (Danny solía visitar su familia en Abril)
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ENGLISH - TENTH GRADE - UNIT ONE
1- We danced on the streets of San Miguel in the Carnival. We used to dance on the streets of San Miguel in the Carnival. 2- I ate tamales de azúcar during Christmas celebration _________________________________________________________ 3- We bought horchata at this restaurant. _________________________________________________________ 4- You played volleyball at the beach. _________________________________________________________ 5- My family traveled to the mountains. _________________________________________________________ 6- We visited the National Museum when I was at school. _________________________________________________________ 7- That teacher spoke only English in class. _________________________________________________________ 8- We danced cumbia in our parties. _________________________________________________________
More Examples: Please, read aloud - I used to visit Salarrue’s old house in Los Planes de Renderos. - We used to study Roque Dalton’s poems. - Beatriz used to get good grades in Composition.
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ENGLISH - TENTH GRADE - UNIT ONE
7
EXERCISE
Read the dialogues aloud and practice them with a classmate.
Dialogue 1: A: Hi, Jimmy! B: Hi, Linda! A: What are you reading now? B: Ohh! I am reading some David Escobar Galindo’s poems A: Do you like his poems? B: Yes, I do… A: You see, I used to read his short stories. They are very interesting! B: Yes, I know
Dialogue 2: A: Good morning, Mister Evans. B: Good morning, Jane. A: Are you cleaning your garage? B: Yes. I am going to have a garage sale. A: What are you going to sell? B: Mainly books. A: Do you read much? B: No, I don’t. My uncle Edgard used to read a lot, he loved it! A: Okay. Thank you. I will be waiting for that garage sale then.-
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UNIT TWO
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ENGLISH - TENTH GRADE - UNIT TWO
Lesson 1: JOBS AND INTERVIEWS - Job: Trabajo, empleo Concepts!
- Part time job: Trabajo parcial (a medio tiempo) - Full time job: Trabajo a tiempo completo
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Architect: A person who designs buildings or houses.
Accountant: A person whose profession is working on personal or commercial accounts.
Writer / Author: Somebody who writes books.
Baker: Somebody who makes bread or cakes.
Bus driver: A person who drives buses.
Carpenter: A person who makes things out of wood.
Auto mechanic: Someone whose job is to fix cars
Chef / Cook: A person who prepares food for others.
Dentist: A person who fixes dental problems.
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ENGLISH - TENTH GRADE - UNIT TWO
1
EXERCISE
Match each job with its definition. Follow example. A person that repairs the water system
painter
A member of the police force
photographer
A person who delivers mail
pilot
A person who paints pictures or the interior and exterior of houses or buildings
plumber politician policeman / policewoman postman (mailman) receptionist
A person who teaches at school A person who flies planes A person who works in a restaurant
secretary
A person who is employed in an office
teacher
A person who translates languages
translator
A person who looks after sick animals
veterinary doctor
A person who works in politics
waiter / waitress
EXERCISE
A person who is at the reception of a company
2
A person who takes pictures
Look at the dictionary for the missing Spanish meanings and fill in the blank. Memorize and spell.
Court: Corte (juzgado)
Take: Tomar
Pass: Pasar
Lecture: _____________ Deliver:___________ Knowledge: __________ Save: ______________ Mail: Correo Trained: Entrenado
Look after: Cuidar
Employee: Empleado Translate: ____________
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ENGLISH - TENTH GRADE - UNIT TWO
EXERCISE
3
Fill in the in the blanks, with the definitions. (See your dictionary).
Accountant:
A person who practices ACCOUNTING
Factory Worker:
A person who works in a factory.
Farmer: ____________________________________________ Fireman:
A person who puts out fires.
Fisherman: ____________________________________________ Electrician:
A person who works with electric circuits.
Florist: ____________________________________________ Judge:
A qualified person who decides cases in a law court.
Hairdresser: ____________________________________________ Journalist: ____________________________________________ Actor:
A person who plays a role or acts in a movie.
Lawyer: ____________________________________________ Lecturer:
A person who gives lectures.
Librarian: ____________________________________________ Lifeguard:
A person who saves people from drowning
Mechanic: ____________________________________________ Model:
A person who models clothes.
Nurse: ____________________________________________ Optometrist:
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A person who checks your eyes.
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ENGLISH - TENTH GRADE - UNIT TWO
4
EXERCISE
Answer the questions. Check your list on page 41. What does a postman do? A postman delivers the mail.
EXAMPLE:
1- What does an architect do? _____________________________________ 2- What does an author do? _____________________________________ 3- What does a bus driver do? _____________________________________ 4- What does a cook do? _____________________________________ 5- What does a doctor do? _____________________________________ 6- What does an electrician do? _____________________________________ 7- What does a journalist do? _____________________________________
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EXERCISE EXAMPLE:
Write three useful objects for these professionals. See example.
Teacher: book, marker, blackboard.
1- doctor _____________ 2- driver _____________ 3- secretary _____________ 4- nurse _____________ 5- lawyer _____________ 6- farmer _____________
______________ _______________ ______________ _______________ ______________ _______________ ______________ _______________ ______________ _______________ ______________ _______________
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ENGLISH - TENTH GRADE - UNIT TWO
Concept
New words and expressions:
JOB INTERVIEW: A formal meeting in which someone, The employer asks questions to the applicant, trying to find out if he/ she is good enough for the job.
- In which: en el cual - Applicant: Solicitante - Good enough: Suficientemente bueno - The employer: El empleador. - Here you are: Aquí tiene
EXERCISE
6 Practice the following dialogues.
Dialogue 1 A: Good morning, Miss Smith
Miss Smith
Mr Johnson
B: Good morning, Mrs Johnson. A: Are you ready for the interview? B: Sure, I am. A: Have a seat, please. B: Thank you very much! A: Name and age please. B: Richard Johnson. 41 years old. A: High School diploma? B: Yes, yes. Here you are! A: Position you are applying for? B: Receptionist. A: Any experience? Where? B: Yes, Camino Real Hotel. Two years. A: Do you have computer skills? B: Yes, I do…
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ENGLISH - TENTH GRADE - UNIT TWO
A: What are your salary expectations? B: I can’t tell. It’s up to the company. A: Good answer. Let me see your Curriculum Vitae? B: Yes. Here you are. A: Let’s see it. Okay… fine, fine…One last thing: Do you live in town? B: Yes, I do. I live in Apopa city, that’s about thirty minutes by bus. A: Very well! Please, come back next Monday at 7:30 AM B: Thank you very much. I’ll be here on time. A: Thanks for coming. Dialogue 2: A: Mr. Arty Benson? B: Yes. I am. A: Have a seat, please. B: I see that you are an engineer. Any experience in building houses? A: Yes, four and a half years. B: Are you willing to work here? A: Yes, I am. B: All right. Be here tomorrow morning at 7:00 AM, Okay? A: Thank you very much sir, See you tomorrow B: All right, thank you for coming.
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ENGLISH - TENTH GRADE - UNIT TWO
EXERCISE
7
A Written Interview. Fill in the blank with your personal information. Write full answers.
1- What’s your name? :________________________________________________________ 2- How old are you? :________________________________________________________ 3- What’s your nationality? :________________________________________________________ 4- Do you have a High School Diploma? :________________________________________________________ 5- Do you speak English fluently? :________________________________________________________ 6- Do you have English writing and typing skills? :________________________________________________________ 7- Are you familiarized with the basic computer programs? :________________________________________________________ 8- Do you attend college? :________________________________________________________ 9- What’s your major? :________________________________________________________ 10- Do you live in the city? :________________________________________________________ 11- What is your address and phone number? :________________________________________________________ 12- What are your parents’ names? :________________________________________________________ 13- Father’s occupation? :________________________________________________________ 14- Mother’s occupation? :________________________________________________________ 15- Do you live with your parents? :________________________________________________________ 16- What position are you applying for? :________________________________________________________ 17- What is your salary expectation? :________________________________________________________ 46
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ENGLISH - TENTH GRADE - UNIT TWO
EXERCISE
8
Read aloud after your teacher.
Job Interview Tips Tip 1: Express your Enthusiasm Smile, speak positively, and use your body language to express your enthusiasm for the position.
Tip 2: Anticipate an Audience You can always call the receptionist and ask how many copies of your resume to bring. Don’t be surprised if a panel of three or more executives is waiting for you in an office or boardroom.
Tip 3: Love to Listen Good listening skills are very important for any sort of work. Maintaining comfortable eye contact with the speaker, is also very important. Tip 4: Reward and Relax Before the interview, you may have a haircut or buy a new shirt or tie. It is also a good idea to have something to do after the interview. Plan to meet a good friend for coffee, or reward yourself with something that you like. APOYE AL AUTOR NACIONAL. NO HAGA COPIAS ILEGALES.
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ENGLISH - TENTH GRADE - UNIT TWO
GRAMMAR IN CONTEXT: BE SUPPOSED TO (EXPECTATION) Grammar in context We use be supposed to for expressing obligation, expectation or supposition. We can use be supposed to in present and past tenses: Affirmative, negative and question forms.
EXAMPLES: - The bride is supposed to come here now (Affirmative Form) - The bride is not supposed to come here now (Negative Form) - Is the bride supposed to come here now? (Question Form)
EXERCISE
EXAMPLE:
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Fill in the blank with the be supposed to form. (Affirmative Form)
Peter _______________ come here tonight. Peter is supposed to come here tonight.
1- The new James Bond movie _______________ be excellent. ______________________________________________________ 2- It ____________________ be cold tomorrow. ______________________________________________________ 3- Mc Burger ___________________ be the best restaurant in town. ______________________________________________________ 4- I _____________________ get to work at 8 P.M. ______________________________________________________ 5- John ___________________ have a job interview today. ______________________________________________________
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ENGLISH - TENTH GRADE - UNIT TWO
EXERCISE EXAMPLE:
10
Fill in the blanks with be supposed to in the negative form. Write the sentences in the blanks.
Peter _______________ to be here tonight. Peter is not supposed to be here tonight.
am not supposed to pay my rent on the first day of the month. 1- I __________________ I am not supposed to pay my rent on the first day of the month. _________________________________________________________ 2- My teacher _____________________ be here for my interview. _________________________________________________________ 3- I ______________________ be here before 8 P.M. and here I am. _________________________________________________________ 4- You ____________________ call me during the English class. _________________________________________________________ 5- I ___________________ be getting on a plane to Tokyo at this time. _________________________________________________________ 6- You ____________________ smoke in the work place. _________________________________________________________ 7- We __________________ share personal information online. _________________________________________________________ 8- John __________________ ask for money in advance at his job. _________________________________________________________ 9- Peter __________________ to come here because it is raining. _________________________________________________________ 8- Steve __________________ to play with us this time. _________________________________________________________
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ENGLISH - TENTH GRADE - UNIT TWO
EXERCISE
EXAMPLE:
11
Fill in the blank with be supposed to (question form) and write the question in the blanks. Follow example.
Is Peter _______________ to be here tonight? Is Peter supposed to be here tonight?
suppossed to 1. Am I _________________ get to work at 8 A.M? Am I suppossed to get to work at 8 A.M? __________________________________________________________ 2- Is John ___________________turn off all the lights when he leaves? _________________________________________________________? 3- Am I __________________ pay my rent on the first of the month? _________________________________________________________? 4- Are they___________________ to come here even though it is raining? _________________________________________________________? 5- Is Richard ___________________ to be working this windy night? _________________________________________________________?
EXERCISE EXAMPLE:
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Change the following sentences to past.
Peter is supposed to be here. Peter was supposed to be here.
1. I’m supposed to get to work by 8.
Present am, is are
Past was were
__________________________________________________________ 2- John is supposed to turn off all the lights. __________________________________________________________
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ENGLISH - TENTH GRADE - UNIT TWO
3- I’m supposed to pay my rent on the first of the month. _________________________________________________________ 4- It’s not supposed to be a surprise. _________________________________________________________ 5- You’re not supposed to smoke in here. _________________________________________________________ 6- I’m not supposed to tell you the secret. _________________________________________________________ 7- We’re not supposed to use the Internet. _________________________________________________________
EXERCISE
13
Read aloud the following dialogue and then practice it with a classmate. Dialogue: The birthday present. A: Ricky, your father called you while you were out. B: Am I supposed to call him back? A: No, he’ll come later, but you were supposed to bring some pupusas for dinner.
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ENGLISH - TENTH GRADE - UNIT THREE
UNIT THREE
FEELING HOMESICK
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ENGLISH - TENTH GRADE - UNIT THREE
Lesson 1: PERSONAL BIOGRAPHICAL INFORMATION Learn the following concepts Biography: The life history of a particular person Biographer: The person who writes a biography Biographical: Information for writing a biography Information: Data, or news communicated by words, writing or any other means In relation to a person. Relating to some individual Personal: person Reading practice: A biography is a detailed description of someone’s life: education, work, relationships and death. It also portrays the subject’s experience. The difference between a resume or curriculum vitae and a biography, is that a biography presents various aspects of the subject’s life, including intimate details or experiences, and may include an analysis of the personality. A résumé is short, usually one or three pages and directs the reader’s attention to those aspects of a person’s background, directly relevant to a particular job position. An autobiography is a piece of work written by the subject himself. A work is biographical if it covers all of a person’s life.
EXERCISE
1
Read aloud and answer the questions on the reading.
1- What is a biography? __________________________________________________________ 2- What is a resume or curriculum vitae? __________________________________________________________ APOYE AL AUTOR NACIONAL. NO HAGA COPIAS ILEGALES.
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3- What is the difference between a resume and a biography? __________________________________________________________ 4- What is an autobiography? __________________________________________________________ 5- What is a bibliographical work? __________________________________________________________ 6- What do you understand about the phrase: a piece of work written by the subject himself? __________________________________________________________
EXERCISE
2
Read aloud after your teacher
(A) My life: Mae Jameson (B) I was born on October 17, 1956 in Decatur, Alabama, but I grew up in Chicago, Illinois. I was especially interested in Anthropology, Archaeology and Astronomy. Luckily, my parents encouraged those interests. I graduated from high school at 16. Then I earned degrees in Chemical engineering and African-American studies at Stanford University. Later, I graduated from Cornell University medical school. No challenge was too great for me to take on. (C) My accomplishments did not end there. In 1981, I joined NASA space program in Houston, Texas. And in 1988, I reached my biggest dream: I finally became the first African-American astronaut woman. Just four years later, I was named science mission specialist. (D) Today, I encourage young people—especially women and girls—to study Sciences. My life example teaches us to follow our dreams, no matter how great they are.
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ENGLISH - TENTH GRADE - UNIT THREE
EXERCISE
3
Write a simple biography by following the cues presented. (A,B,C,D) as best as you can.
(A) The writer includes the name of the person he or she is writing about. (B) The writer provides information about childhood, and uses it as an example to show how he or she worked hard to achieve his or her goals. (C) The writer explains who the biography is about and what that person is known for. (D) The conclusion lets the reader know an important person to learn about. A. _______________________________________________________________ B. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ C. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ D. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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GRAMMAR IN CONTEXT: The Present Perfect Tense (Review). The structure of the present perfect tense is: Subject (I, you…)
+ auxiliary verb + main verb (have / has) past participle
Here are some examples of the present perfect tense: FORM Affirmative Affirmative Negative Negative Contracted Contracted Question Question
subject I He She We She We
auxiliary verb have has has not have not hasn’t haven’t
main verb met talked written read met read
Have Has
QUESTION FORM you met he read
Mae Jamison to Mae Jamison a biography her biography an astronaut her biography an astronaut? her biography?
Question form: We form questions with the present perfect tense by placing the auxiliary verb (Have / has) before the subject. - Have you met an astronaut woman? Examples: - Has she seen a spaceship?
EXERCISE EXAMPLE:
4
Answer the questions in affirmative and negative using full form. Follow the example. Have you met an astronaut?
• Yes, I have met an astronaut.
Affirmative form
• No, I have not met an astronaut. Negative answer (full form)
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ENGLISH - TENTH GRADE - UNIT THREE
1- Has your teacher written a biography? Yes, ________________________________________________
No, _________________________________________________
2- Have you read an autobiography? Yes, ________________________________________________ No, _________________________________________________ 3- Have you seen a spaceship? Yes, ________________________________________________
No, _________________________________________________
4- Have you met an astronaut? Yes, ________________________________________________ No, _________________________________________________ 5- Has your father written his autobiography? Yes, ________________________________________________
No, _________________________________________________
6- Has she been specially interested in Anthropology? Yes, ________________________________________________ No, _________________________________________________ 7- Have you seen any ancient ruins? Yes, ________________________________________________
No, _________________________________________________
8- Have you traveled by plane? Yes, ________________________________________________ No, _________________________________________________
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GRAMMAR IN CONTEXT: Have you ever . . . done something? Have you ever ... been to …? Question: Have you ever been to Chicago? We use Have you ever… to talk about things we have done in our lives. We can use it also to talk about experiences we’ve had, or things we have done or tried in the past.
Have you ever been to Chicago?
We can also use Have you ever been to…? to talk about a place, city or country we have visited or travelled to. Question: Have you ever written an autobiography? Affirmative answers: Yes, Yes, I have Yes, I’ve written an autobiography.
Negative answers No. No, I haven’t. No, I’ve never written an autobiography
Question: Have you ever been to Chicago?
Affirmative answers: Yes, … Yes, I have. Yes, I’ve been to Chicago. Yes, I’ve been there.
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Negative answers: No, … No, I haven’t... No, I haven’t been to Chicago. No, I haven’t been there.
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ENGLISH - TENTH GRADE - UNIT THREE
Contractions: We usually contract the subject and auxiliary verb I have
= I’ve
You have
= You’ve
He has
= He’s
It has
= It’s
She has
= She’s
We have
= We’ve
They have = They’ve
More examples using the present perfect: Have you ever eaten Mediterranean food? ~ Yes, I’ve tried some Greek salad. Have you ever smoked a Cuban cigarette? ~ No, I’ve never done that! Have you ever been on a helicopter? ~ Yes, I’ve been on a helicopter many times! Have you ever read any Pablo Cohelo’s book? ~ No. I’ve never liked those books! Continue writing some more examples (questions and answers), please…
1- _______________________________________________________ _______________________________________________________ 2- _______________________________________________________ _______________________________________________________ 3- _______________________________________________________ _______________________________________________________
EXERCISE EXAMPLE:
5
Write a question using Have you ever? and answer it by choosing only one option. Follow the example.
Rent a bike.
Questions: Have you ever rented a bike?
Answers -Yes, I have -No, I have not -No, I haven’t
1- Rent a car.
Have you rented a car? No, I have not ___________________________ ____________________________ 2- Rent a motorcycle. ___________________________ ____________________________ APOYE AL AUTOR NACIONAL. NO HAGA COPIAS ILEGALES.
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3- Jump from a plane with a parachute.
___________________________ ____________________________
4- Swim in a river.
___________________________ ____________________________
5- Spend a night on a desert island.
___________________________ ____________________________
6- Eat Mexican food.
___________________________ ____________________________
7- Take photos of a wild animal.
___________________________ ____________________________
8- Sail a boat in a lake.
___________________________ ____________________________
9- Be to a safari.
___________________________ ____________________________
10- See a UFO.
___________________________ ____________________________
11- Ice skate.
___________________________ ____________________________
12- Travel by train.
___________________________ ____________________________
13- See a lion.
___________________________ ____________________________
14- Go to Disneyland. ___________________________ ____________________________
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ENGLISH - TENTH GRADE - UNIT THREE
GRAMMAR IN CONTEXT: Present perfect: How Long We use WH – QUESTIONS (information questions) to ask for specific information.
HOW LONG HAVE
HOW LONG HAS
• •
I YOU WE THEY SHE HE IT
How long have you worked here? ¿Cuánto tiempo has trabajado aquí? How long has Linda lived here? ¿Cuánto tiempo ha vivido Linda aquí?
6
EXERCISE
EXAMPLE:
WORKED
HERE?
LIVED HERE?
How Long…? ¿Cuánto tiempo?
Change the following sentences to questions beginning with How long…? Follow the example.
- He has worked in that company for ten years - How long has he worked in that company?
1- They have been married for eleven years. _________________________________________________________ 2- They have lived in the same house for twenty years. _________________________________________________________ APOYE AL AUTOR NACIONAL. NO HAGA COPIAS ILEGALES.
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3- He has been absent from class for two weeks. ________________________________________________________ 4- She has studied English since 1985. ________________________________________________________ 5- They have argued for more than an hour. ________________________________________________________ 7- They have been friends for six years. ________________________________________________________ 8- He has taught English for twenty years. ________________________________________________________ 9- It has rained like this for an hour. ________________________________________________________ 10- She has waited for her tourist visa since May. ________________________________________________________
GRAMMAR IN CONTEXT: Present perfect with SINCE and FOR We use the words for and since to talk about something that started in the past and continues into the present.
EXA MP LE: We have waited here for two hours We have waited here since 9 a.m.
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ENGLISH - TENTH GRADE - UNIT THREE
SINCE: desde We use SINCE to specify a starting point: We use the present perfect with since to talk about something that began in the past and still continues into the present.
Use since + (a specific time) . Examples: - I have been studying English since 1993 - John has helped me since 10 A.M. this morning - Those people have been in Europe since August
FOR: por, durante - We use “For� to specify the length of time (how long) up to the present moment We use for + length of time of the action
Use for + (a specific time) . Examples: - I have been studying English for 4 years. - John has helped me for 8 hours. - Those people have been to Europe for 2 months.
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EXERCISE
7
COMPLETE THE SENTENCES using SINCE (desde) OR FOR (por). Copy the full sentences on your notebook.
1- Jorge “El Magico” Gonzalez has lived in El Salvador Since
1940.
2- He has been the best football player ____________ he was 21 years old. 3- Football has been very popular in El Salvador___________ many years. 4- Leslie has lived here ____________ ten years. 5- Mr. Obama has been the president of the United States_________ 2007. 6- I have worked as a teacher __________ many years. 7- I haven’t seen you_______________ last March. 8- There hasn’t been another earthquake ____________ 2001. 9- Caroline has been learning Chinese ____________ October 2001. 10- I have written English articles for the newspaper ____________ ten years.
EXERCISE
8
Read the following dialogues aloud.
CONVERSATION AT THE SCHOOL CAFETERIA Dialogue 1: A: Hi, Charlie. B: Hello, Jesus. A: Where have you been lately? I haven’t seen you since last month. B: I felt homesick and I went to visit my family. A: For how long? 88
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ENGLISH - TENTH GRADE - UNIT THREE
B: For almost two months. A: You see, I’ve been dreaming of you since Friday. B: Really¡ Tell me about it. A: Yes! I dreamed that you won the lottery. B: Really! What a coincidence because it happens that I’ve just bought a lottery ticket.
- it happens that: sucede que. Dialogue 2: A: How are you, Jennifer? B: Fine, thanks… A: Have you seen Mary? B: No, I haven’t seen her since yesterday. Why? A: I think she has something for you. B: Thanks for telling me that. I’ll call her right now. A: Okay, but don’t tell her that I told you. B: Don’t worry. I won’t
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Reading practice: KING OF SKATE Mini-Vocabulary: Memorize this vocabulary. Then: entonces Turned into a pro: se hizo un profesional Contest: torneo, competencia
Soon he turned into a pro. His first contest
Earned: ganado, gané Support: sostenerse, mantenerse, apoyo, apoyar Voted: llamado, nominado Also: también
EXERCISE
9
Bobby Drake’s life changed since a skate park opened just three blocks from his house. He was ten when this happened. He bought his first skateboard and started skating. He hasn’t stopped since then. was in Canada. Since then, he has taken home many gold medals. He has also earned enough money to support himself. In 2005 he was voted The King of Skate in California. Bob has lived in California for many years. He also enjoy snowboarding and surfing. Lately, he has moved to California. He has lived there for five years.
Translate into English the following sentences.
1- La vida de Bobby cambió desde que se abrió un parque cerca de su casa. __________________________________________________________ 2- El no ha parado de patinar desde que compró su primera patineta. __________________________________________________________ 3- El ha ganado medallas desde que comenzó a participar. __________________________________________________________ 4- El también ha ganado dinero para sostenerse él mismo. __________________________________________________________ 5- Bob ha vivido en California por muchos años. __________________________________________________________ 90
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ENGLISH - TENTH GRADE - UNIT FOUR
UNIT FOUR
EATING OUT
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ENGLISH - TENTH GRADE - UNIT FOUR
Lesson 1: LANGUAGE USED TO ORDER FOOD IN A RESTAURANT Read aloud after your teacher.
EATING OUT The American culture is very diverse, but it has something in common: Everyone likes to eat out and enjoy a delicious meal in a comfortable restaurant. In order to enjoy our meal we can choose: eating out, get deliveries and also get the meals sitting from the car. The United States has a variety of nonnative population, that is why food is offered with a huge variety of menu options, and also restaurants offer a lot of different environments for clients to choose the best options.
Dialogue 1: Ordering dinner Waitress: Good evening, would you like something to drink? Client: Sure, I would like a coke. (…Later on) Waitress: Here you are, sir. Please call me when you’re ready to order. (…Later on) Client: I would like to order now. Waitress: What would you like to order? Client: Can I get a cheese burger, some french fries, and a green salad, please? Waitress: Sure.Anything else? Client: That’s all, Thank you. APOYE AL AUTOR NACIONAL. NO HAGA COPIAS ILEGALES.
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GRAMMAR IN CONTEXT: Review of expressions to make offerings and requests. Useful Expressions in a restaurant
(using the auxiliaries Would and Can)
Making offers: - Can I help you? - Would you like to have the menu? - Would you like anything to drink? - Can I bring you anything else? - Would you like some dessert? - Can I get you something to drink?
Making requests: - I’d like to have the menu, please. - Can I have a bowl of chicken soup, please? - Can I have a glass of water, please? - I’d like to have a cup of coffee, please. - Can I get a chicken sandwich, please? - Can I have the bill, please?
REQUESTS I You He She We You They
would like some soda
CONTRACTIONS I would: He would: She would: We would: You would: They would:
I’d he’d she’d we’d you’d they’d
SHORT ANSWERS some fruit? Yes, thank you to join us? Yes, I would some coffee? Sure, thanks
OFFERINGS Would Would Would
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you like
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ENGLISH - TENTH GRADE - UNIT FOUR
1
EXERCISE EXAMPLE:
Answer the questions. Follow the example Can I order now? Yes, you can
No, you can’t
Would you like some meat? Yes, I would No, thanks 1- Can I sit there?
___________________________
__________________________
2- Would you like to order now?
___________________________
__________________________
3- Would you like some coffee?
___________________________
__________________________
4- Can I order some dessert?
___________________________
__________________________
5- Can you give me your order, please?
___________________________
__________________________
6- Would you like some dessert?
___________________________
__________________________
7- Would you like some chicken soup?
___________________________
__________________________
8- Would you like some fish?
___________________________
__________________________
9- Can you bring me the menu, please?
___________________________
__________________________
10- Would you get me the check, please?
___________________________
__________________________
11- Would you like some appetizer?
___________________________
__________________________
12- Can you get me some ice-cream please? ___________________________
__________________________
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NEW VOCABULARY: Memorize the following vocabulary. Host: anfitrión hostess: anfitriona waiter: mesero client: cliente costumer: cliente guest: invitado cook: cocinero clerk: empleado waiter: mesero waitress: mesera chef: cocinero chief: jefe
EXERCISE
2
Appetizer: aperitivo dessert: postre garlic bread: pan con ajo soda: soda, gaseosa coffee: café sandwich: sandwich french fries: papas fritas cake: pastel the check: la cuenta dressing: aderezo
Read aloud after your teacher and then practice with a classmate.
Dialogue 2: Ordering Lunch Waiter: Welcome, please have a seat. Can I get you anything to drink? Client: Yes, please. I’d like a glass of lemonade Waiter: Sure, would you like an appetizer? Client: No, thank you. Waiter: Ok, let me know when you’re ready to order. (later on…) Client: Excuse me. I’m ready to order. Waiter: Fine, What would you like? Client: Can I have the special lunch for today, please?
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Waiter: Sure, today the special lunch is: fried chicken, mashed potatoes, garden salad and any drink of your choice. What kind of dressing would you like for your salad? Client: Please, get me some blue cheese dressing Waiter: Can I get you anything else? Client: Yes, I would like to see the dessert’s menu, please.
Dialogue 3: Ordering dessert Waiter: …So, how was your meal? Client: Everything fine, thanks! Waiter: Would you like some dessert? Client: Sure, would you suggest me something special?. Waiter: Tonight’s dessert special include chocolate cake and apple pie. Client: I would like some apple pie. Waiter: That is a good choice, but would you like something to drink? Can I bring you some coffee or tea with your dessert? Client: I would like a cup of coffee, please. Waiter: Ok, I’ll be right back with your order. Client: Thanks, and please bring me the check when you come back. I’m going to the movies and I want to leave right after finishing my dessert.
Chicken
Chocolate cake
Apple pie
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GRAMMAR IN CONTEXT: Using WOULD for making offerings and requests 1- Would like is a polite way of saying want I would like some coffee. (I want some coffee) I’d like some coffee.
2- Would like can be followed by a noun. I’d like food (I would like food) I’d like soda (I would like soda)
3- Use would you like for polite invitations. Would you like to eat now? Would you like to have dinner?
4- We don’t usually use would in short answers. Would you like some coffee? - No, I don’t want any coffee, thank you! - No, thanks
5- To make polite requests we use these forms: Would you please? Can you please? Could you please?
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EXAMPLE : Please, close the door - Would you please, close the door? - Could you please, close the door? - Can you please, close the door? - Can you close the door, please?
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ENGLISH - TENTH GRADE - UNIT FOUR
EXERCISE
3
Complete the conversations with I would like or would you like?
Dialogue 1: Ordering Breakfast Waiter: ______________ to order some breakfast? Client: Yes, ____________ two scrambled eggs, and some black coffee. Waiter: ____________ some potatoes with your eggs? Client: Yes, please. Waiter: Okay____________________ any soda? Client: No, thanks _______________ a cup of coffee.
Dialogue 2: Ready to order? Waiter: Welcome, Are you ready to order? Guest: Yes, We think so. Waiter: ________________ something to drink? Guest 1: I ___________________ some soda. No ice, please. Guest 2: And I ________________some green tea, please. Waiter: Of course, and‌ What ____________________ to eat? Guest 1: I _________________ a club sandwich, please. Guest 2: and I __________________ a double cheese burger, please.
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EXERCISE
4
Work with a classmate, use the menu presented below and write a dialogue for ordering BREAKFAST, and then play it in front of the classroom. Follow example. Dialogue 1: (Example)
Breakfast Menu
Waitress: Are you ready to order?
Main Dishes:
Client:
2 Eggs with ham, fried beans, cream or cheese.......................................................$3.50 3 Eggs with ham, fried beans, bacon, or sausage, cream or cheese ...................... $4.50 Toast......................................................... $1.00 Vegetable mixed omelet with toast........... $2.75 Cheese and ham omelet with toast.......... $3.25 Ham, bacon and sausage omelet with toast.......................................................... $3.50 2 Pancakes with maple syrup................... $3.00 3 Pancakes with maple syrup................... $4.25 Milk or chocolate ..................................... $1.00 Cereal with fruit and toast ........................ $2.75
Extras:
Ham, bacon or sausage......... $1.25 1 Egg ..................................... $1.00 Pancake ................................ $1.50
Beverages:
Orange juice or carrot Juice... $1.00 Coffee or tea........................... $0.75 Soda ...................................... $1.00 Tip is not included!
Yes, I would like some toast
Waitress: Sure, something to drink? Client:
Yes, I would like some coffee
Waitress: Sure, I’ll be right back Client:
Thank you
Waitress: Here you are, enjoy your breakfast Client:
Thank you!
Dialogue 1: Waitress. __________________________ Client: ____________________________ Waitress: __________________________ Client: ____________________________ Waitress: __________________________ Client: _____________________________ Waitress: __________________________ Client: _____________________________ Waitress:___________________________ Client: _____________________________
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ENGLISH - TENTH GRADE - UNIT FOUR
Dialogue 1: (Ordering lunch) Waitress. __________________________ Client: ____________________________ Waitress: __________________________
EXERCISE
5
Work in pairs use the menu presented below and write two dialogues for ordering LUNCH, then make a role play in front of the class.
Client: ____________________________ Waitress: __________________________ Client: _____________________________ Waitress: __________________________ Client: _____________________________
Dialogue 2: (Ordering lunch) Waitress. __________________________ Client: ____________________________ Waitress: __________________________ Client: ____________________________ Waitress: __________________________ Client: _____________________________ Waitress: __________________________ Client: _____________________________ Waitress:___________________________ Client: _____________________________
LUNCH Menu Main Dishes:
Chicken sandwich with vegetables soup...$4.00 Steak sandwich with Chicken soup ..…….$5.50 Tuna sandwich with clam soup ...…….......$4.75 Onion rings .…………………………..........$1.50 Fried chicken with salad ... ………………..$6.00 Pizza with salad ...………………………… $5.50 Hamburger with French fries ... …………..$4.00 Hot dog with French fries …………………$3.75 Spaghetti with garlic bread..……. ………..$5.00 Lasagna with garlic bread .. ………………$6.00
Extras:
Bowl of beans soup ................... …………$1.75 Garden Salad ...................……………......$1.75 French fries ...................... …………….… $1.50 Garlic bread .................... ………………... $1.00 Garlic bread with cheese ......................... $2.00
Beverages:
Soda .....................…………………………$1.00 Natural Juice .................... ………………..$1.75 Ice tea / ice coffee .................... ………….$1.50 Mineral water....................…………………$1.00 Bottle of water..................…………………$0.75 Tip is not included!
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GRAMMAR IN CONTEXT: Count and mass nouns: Using ANOTHER and SOME MORE We use ANOTHER when referring to a count noun
EXAMPLES: r: othe - An tra tro,o er: O e oth m o รกs - S nos m u g l A
EXAMPLES:
- Would you like another cup of coffee? - Would you like another glass of water? - Please, bring me another apple pie - Please, get me another sandwich We use SOME MORE when referring to a mass noun (non-count nouns) - Would you like some more coffee? - Would you like some more water? - Please, bring me some more salad - Please, get me some more mashed potatoes
Remember: Count Nouns (Nombres contables) Typically, count nouns refer to things that you can easily count.
EXAMPLES:
bananas, apples, bottles, sandwiches, countries, houses, pencils, ships, sticks, dishes.
Noncount Nouns (Nombres no contables) Noncount nouns refer to things that you cannot count so easily. Often they are things in liquid, mass form or abstract ideas.
EXAMPLES:
sand, beauty, butter, electricity, honesty, music, cream, tea, truth, water.
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ENGLISH - TENTH GRADE - UNIT FOUR
6
EXERCISE
EXAMPLE:
Fill in the blanks with another or some more and copy the full sentence. Follow the example. Would you like ___________ milk? Would you like some more milk?
1- Would you like _______________ wine? _____________________________________________ 2- May I get you ________________ cup of wine? ______________________________________________ 3- I’d like__________________ cream ______________________________________________ 4- I’ll get you _______________ sandwich ______________________________________________ 5- Could you give me ______________ ice? ______________________________________________ 6- Can I have _______________ ice cream, please? ______________________________________________ 7- I would like _______________ spaghetti ______________________________________________ 8- She wants________________ fruit ______________________________________________ 9- George will have ______________ soup ______________________________________________ 10- Rita would like ______________ hamburger ______________________________________________ APOYE AL AUTOR NACIONAL. NO HAGA COPIAS ILEGALES.
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Remember: Non-count nouns (mass nouns)
Remember: Count nouns
Milk
ketchup
Bananas glasses
soda
mustard
grapes cups
soup
pepper
apples
plates
chocolate mayonnaise
oranges
forks
tea
lemons
knives
refreshment meat
limes
pitchers
wine
pork
plums
chairs
yogurt
margarine
peaches
tables
cereal
coffee
watermelons curtains
cream
toothpaste water
mangoes
doors
rice
tomatoes
gates
juice
EXERCISE
130
7
Classify the following statements in count nouns or mass nouns. Follow the example. Count noun
Mass Noun
1- She wants little soda
_________
__________
2- There are only a few eggs
_________
__________
3- There isn’t much time left
_________
__________
4- There aren’t many clients now
_________
__________
5- We drank a lot of juice
_________
__________
6- I ate many carrots
_________
__________
7- They don’t have milk now
_________
__________
8- He has three pans
_________
__________
9- They ate the oranges
_________
__________
10- We only have one car
_________
__________
11- The waiter is cleaning the tables
_________
__________
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ENGLISH - TENTH GRADE - UNIT FIVE
UNIT FIVE
VACATIONS IN EL SALVADOR
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ENGLISH - TENTH GRADE - UNIT FIVE
Lesson 1: REVIEW OF NUMBERS UP TO 1,000,000 1
EXERCISE
Read this chart of cardinal numbers up to 1,000,000
CARDINAL NUMBERS FROM 100 TO 1,000,000: READ ALOUD AFTER YOUR TEACHER 100 One hundred 200 Two hundred
11,000 Eleven thousand
210,000 Two hundred 12,000 Twelve thousand ten thousand
300 Three hundred
13,000 Thirteen thousand
400 Four hundred
14,000 Fourteen thousand
500 Five hundred
15,000 Fifteen thousand
600 Six hundred
16,000 Sixteen thousand
700 Seven hundred
17,000 Seventeen thousand
800 Eight hundred
18,000 Eighteen thousand
900 Nine hundred
19,000 Nineteen thousand
1000 One thousand
20,000 Thousand
EXERCISE
2
400,000 Four hundred thousand
230,000 Two hundred thirty thousand
600,000 Six hundred thousand
250,000 Two hundred fifty thousand
700,000 Seven hundred thousand
270,000 Two hundred seventy thousand
900,000 Nine hundred thousand
290,000 Two hundred ninety thousand
1,000,000 One million
Read the following numbers after your teacher.
751,495 = Seven hundred fifty-one thousand, four hundred ninety-five. 435,864 = Four hundred thirty-five thousand, eight hundred sixty-four. 453,286 = Four hundred fifty-three thousand, two hundred eight-six. 648,936 = Six hundred fourty-eight thousand, nine hundred and thirty-six. 941,871 = Nine hundred fourty-one thousand, eight hundred and seventy-one.
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Study the following USEFUL TIPS for Reading Numbers - Tip No. 1: Separation between hundreds and tens: Hundreds and tens are usually separated by and (in American English ‘and’ is not necessary)
EXAMPLES:
110
One hundred and ten – One hundred ten
1,250
One thousand two hundred and fifty – One thounsand two hundred fifthy
2,121
Two thousand one hundred and twenty one – Two thousand one hundred twenty one Tip No. 2: HUNDREDS Use 100 always with ‘a’ or ‘one’
EXAMPLES: 100 - a hundred / one hundred Note: a can only stand at the beginning of a number 100 - a hundred / one hundred 2,100 - two thousand one hundred Tip No. 3: THOUSANDS AND MILLIONS. Use 1,000 and 1,000,000 always with a or one. 1,000 - a thousand / one thousand 1,000,000- a Million / one million 201,000 - two hundred one thousand ‘a’ can only stand at the beginning of a number. 100,000 - a hundred thousand
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Tip No. 4: USE COMMAS AS A SEPARATOR. Example: 1,458,302 We usually use commas every three digits starting from right to left. Tip No. 5: SINGULAR. Numbers are usually written in singular. Examples: Two hundred dollars, seven thousand light years from earth Tip No. 6: PLURAL. The plural is only used if they are not modified by another number or expression. Examples: hundreds of dollars, thousands of light years, dozens of eggs, billions of dollars, millions of inhabitants, etc.
Notes:
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READING NUMBERS
EXERCISE
3
Complete the chart, and then read aloud after your teacher.
Number
Thousands
28,461
Twenty-eight thousand, four hundred and sixty-one
13,872
Thirteen thousand, eight hundred and seventy-two
74,145
Seventy-four thousand, one hundred and forty-five
93,872
Ninety-three thousand, eight hundred and seventy-two
63,549
Sixty-three thousand, five hundred forty-nine
9,864
Nine thousand, eight hundred sixty-four
862,136
Eight hundred sixty-two thousand, one hundred thirty-six
Hundreds, tenths and units
Remember: We can omit ‘and’ when separating hundreds and tens. (tip 1) Continue the exercice. 435,624 958,713 459,211 798,346 954,782 256,478 366,474 368,011 569,135 824,572 946,181
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ENGLISH - TENTH GRADE - UNIT FIVE
4
EXERCISE EXAMPLE:
Write the number. See the example.
Twenty-five thousand, six hundred and fourteen.
25,614
64,981 1- Sixty-four thousand, nine-hundred and eighty-one. _________________ 2- Four hundred thousand, seven hundred and twenty-one. ___________ 3- Nine hundred thousand, two hundred and forty-three. ______________ 4- One hundred thousand, four hundred and twenty-two. _____________ 5- Three hundred forty-five thousand, nine hundred fifty-five ___________ 6- Eighty-five thousand, one hundred twenty-two. ___________________ 7- Sixty-two thousand, five hundred twenty-five _____________________ 8- Sixty-five thousand, seven hundred eighty-one. ___________________ 9- Twenty-five thousand, nine hundred and ninety seven _____________ 10- Six-hundred thousand, ninety seven 11- Nine hundred thousand
________________________ __________________________
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EXERCISE
EXAMPLE:
Solve the additions on your book, write the procedures and read aloud. Follow the example.
5
Procedure
Example: 6 8 1,6 3 2 + Six hundred eighty one thousand, six hundred and thirty two 2 4 0,2 6 5 = plus Two hundred forty thousand, two hundred and sixty five ___________ equals Nine hundred twenty one thousand, eight hundred 9 2 1 , 8 9 7 and ninety seven. + Plus (mรกs) = Equals (igual) Procedure (Procedimiento) On your notebooks: 1) 5 ,2 5 4 +
2) 6,4 3 2 +
2,9 4 7 = __________
2,6 5 2 4 6 1 = __________ = __________
4) 1 1 2,3 2 5 +
5) 4 3 5,2 3 2 +
4 3 1,2 5 1 = __________
2 4 1,6 2 5 5 3 8,2 9 1 = __________ = __________
7) 1 4 5,2 2 1 +
8) 6 7 3,2 0 8 +
5 8 2,7 4 6 = __________
1 4 2,3 0 6 2 1 2,5 2 1 = __________ = __________
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3) 8 1 1 +
6) 2 4 5,3 8 2 +
9) 3 2 6,4 3 1 +
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ENGLISH - TENTH GRADE - UNIT SIX
UNIT SIX
THE ENVIRONMENT IN EL SALVADOR
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Lesson 1: POLLUTION Concept: Pollute: To make air, water, soil, etc. dangerously dirty. Pollution: The process of polluting a place. Toxic or dirty waste is a mayor cause of pollution. Pollutant: A substance that contaminates the environment.
New Vocabulary: Memorize. matter: asunto, materia
contaminate: contaminar
pollutant: contaminante
amenities: comodidades
undesired: indeseables
values: valores
adverse: adverso
chemical: químico
growth: crecimiento
oil slick: derrame de petróleo
rate: porcentaje
poisonous: venenoso
spread on: esparcido en
sewage: aguas residuales
soil: suelo
fuel: combustible
packaged: empacado
damage: daño
fume: humo, emanaciones
substance: sustancia
clean: limpiar
dirty: sucio
waste: desperdicio
harmful: dañino
environment: medio ambiente
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THE MOST COMMON POLLUTANTS: Study these definitions.
Acid rain: Rain that contains harmful chemicals.
Aerosol: A substance, such as paint, or insecticide, packaged under pressure.
Carbon Monoxide: A gas, CO, formed by the incomplete combustion of carbon materials, such as gasoline.
Fertilizers: A substance that is put on the soil to help plants grow
Pesticides: A chemical used to kill pests, especially insects.
Oil slick: A layer of oil floating on the surface of water.
Smog: Unhealthy air that is a mixture of smoke and chemicals
Sewage: Material and used water that is carried away from houses.
Toxins: Poisonous materials that can cause disease
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ENGLISH - TENTH GRADE - UNIT SIX
1
EXERCISE
Practice the following short conversations with a classmate.
Conversation 1: A: What is an acid rain? B: It is a rain that contains harmful chemicals that collect in the atmosphere when fossil fuels are burned. A: Would you please, repeat it‌ I’m trying to take some notes. Conversation 2: A: Do you know what a pollutant is? B: Yes I do. A pollutant is something that causes damage to the environment. A: Can a pollutant kill a human being? B: Of course!
Conversation 3: A: B: A: B:
Are you studying medicine? Yes. Do you need any help from me? Yes. Can you tell me what a carcinogen is? Sure, a carcinogen is a substance that has been linked to causing one or more types of cancer. A: Nice. Thank you for being so helpful.
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Conversation 4: A: Do you have a dictionary? B: Yes, I do. A: Could you dictate me the definition of the term fumes, please? B: Fumes, okay: fumes is a strong, unpleasant and sometimes dangerous gas or smoke... A: Thanks a lot. B: You’re welcome
Conversation 5: A: B: A: B: A:
Hi, Parker. Hi, Andrew. Do you have a minute? Yes. What do you need to know? What’s an oil slick?
B: It is a layer of oil that is floating over a large area of the sea surface, usually because there has been an accident in a ship container. A: Thank you very much. Have a good day.
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