Material compiled as support for a better understanding of the Learning Points from the appendices of the Text Book

ENGLISH LEVEL 1

San Antonio de los Altos 2007

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CONTENTS
THE ALPHABET .....................................................................................................................4 Punctuation Marks.....................................................................................................................4 Appendix Unit 1: Names and Places .............................................................................................4 L E A R N I N G P O I N T S ...................................................................................................4 a. Personal Information: name, where from (origin), languages spoken, nationality .....................4 b. Introductions. .....................................................................................................................4 c. Countries and cities of the world............................................................................................6 d. Relative Location ................................................................................................................7 e. Demonstratives ...................................................................................................................8 f. Pronouns ............................................................................................................................8 g. Be, Do (next item). ..............................................................................................................9 h. Present simple tense/simple present tense ..............................................................................10 i. Yes/No and Wh question formation .....................................................................................13 Appendix Unit 2: Jobs and Family .............................................................................................16 L E A R N I N G P O I N T S .................................................................................................16 a. Present the jobs, family and living arrangements ...................................................................16 b. Extended personal information: age, spelling of name, job, salary, marital status. ......................17 c. Present simple verbs ...........................................................................................................17 d. Subject/verb/object ............................................................................................................18 e. Object Pronouns ................................................................................................................20 f. Adjectives and Prepositions of Location. ..............................................................................21 Appendix Unit 3: Numbers and time...........................................................................................24 L E A R N I N G P O I N T S ......................................................................................24 a. Numbers 1 100 ...............................................................................................................24 b. Clock Times and Fractions ..................................................................................................25 c. Telephone numbers .............................................................................................................26 Appendix Unit IV: Family Schedule ...........................................................................................27 L E A R N I N G P O I N T S .................................................................................................27 a. Family relationships ..........................................................................................................27 b. Days of the week and Weekly Schedule ................................................................................28 c. Time and Duration ............................................................................................................28 d. Frequency ........................................................................................................................28 e. Means ..............................................................................................................................29 f. Time Expressions ...............................................................................................................29 g. Prepositions of Place and Time ............................................................................................30 h. Sequence ..........................................................................................................................31 i. Adverbs of Frequency .........................................................................................................31 Appendix. Unit V: Matrix Vocabulary........................................................................................33 L E A R N I N G P O I N T S: ................................................................................................33 a. Introduces basic vocabulary in five object areas: seasons, times of day, weather conditions, times of life and types of people. .........................................................................................................33 2

b. Adjective and Adverb Phrase ..............................................................................................34 c. Word Relations/Analogy ....................................................................................................34 d. Indefinite/Definite............................................................................................................35 e. Superlatives ......................................................................................................................36 Appendix Unit VI: Likes and Dislikes: A Survey .........................................................................39 L E A R N I N G P O I N T S................................................................................................39 a. Classification ....................................................................................................................39 b. Adverbs of manner ............................................................................................................39 c. Quantification ..................................................................................................................40 d. Ability .............................................................................................................................43 SENTENCE PATTERN: .........................................................................................................44 ORAL PRESENTATION:........................................................................................................45 Bibliography: ...........................................................................................................................46

THE ALPHABET The English alphabet has 26 letters. Capital letter: A Small Letter: a A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Punctuation Marks . full stop/period , comma : colon ; semicolon ? question mark ( ) brackets/parentheses marks / slash

! exclamation mark apostrophe dots - hyphen _ dash Oh inverted commas/quotation

RHYTHM: the sequence of regular movements in sounds. STRESS: to give special emphasis or importance to a word. INTONATION: the rise and fall of the voice in speaking. Appendix Unit 1: Names and Places LEARNING POINTS a. Personal Information: name, where from (origin), languages spoken, nationality b. Introductions. THE FIRS DAY OF CLASS Dialogue: A: Is this English Level 1? B: Yes, it is. Please come in. Im James Brown.
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A: Nice to meet you. Im Jos Rivera. B: Is that R- I-V-E-R-A? A: Thats right. B : Ah yes. Here it is. And your first name is Jos? A: Yes. B: Okay. Hello, Jos. Welcome to class A: Its good to be here. Dialogue: A: Whats your name? B: Josefina Prez, but please call me Josy. A: Okay, Josy. How do you spell that? B: J-O-S-Y A: Nice to meet you. B: Nice to meet you, too Dialogue: A: Hi. Im Carlos Gmez. B: Im glad to meet you Carlos. My name is Takashi Watanabe. A: Nice to meet you, Takashi. Are you a visa student? B: Yes, I am. Im from Japan. How about you? A: Im from Venezuela, but I am a permanent resident. How are your classes? B: Great! How about your classes? A: Theyre not too bad. The Law school is pretty good. Are you an undergraduate student? B: Yes. I am. Im a sophomore. And you? A: Im in my junior year. Is Law your major? B: Yes, it is. A: Oh, heres the professor. Lets talk later. Glossary: Freshman: first year of college or university. Sophomore: second year of college or university Undergraduate: not having a degree or diploma. Graduate: having a bachelor degree.

c. Countries and cities of the world. SOME COUNTRIES AND NATIONALITIES Country Argentina Australia Austria Bolivia Brazil Bulgaria Canada Chile China Colombia Costa Rica Cuba Ecuador Egypt Finland France Germany Guyana Ghana Greece Guatemala Haiti Honduras Hungary India Indonesia Iran Iraq Ireland Israel Italy Japan
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Nationality Argentine Australian Austrian Bolivian Brazilian Bulgarian Canadian Chilean Chinese Colombian Costa Rican Cuban Ecuadorian Egyptian Finis French German Guyanese Ghanan Greek Guatemalan Haitian Honduran Hungarian Indian Indonesian Iranian Iraqi Irish Israel Italian Japanese

Jordan Korea Lebanon Malasia Mexico Nicaragua Norway Paraguay Peru Panama Poland Portugal Spain Sweden Switzerland The Dominican Republic The Netherlands The Philippines The United Kingdom The United States of America Turkey Venezuela Yugoslavia d. Relative Location It is considered in relation to a place or position. Here Up Left Down There

Jordanian Korean Lebanese Malasyan Mexican Nicaraguan Norwegian Paraguayan Peruvain Panamanian Polish Portuguese Spanish Swedish Swiss Dominican Dutch Filipino British American Turkish Venezuelan Yugoslavian

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e. Demonstratives This: singular noun (close) That: singular noun (Far) These: plural noun (close) Those: plural noun (Far) Exercises: Complete the following sentences. Use this or these. Example: These pants are dirty. 1. __________ blouse is expensive. 2. __________ shoes are tight. 3. __________ jeans are cheap. 4. __________ is a beautiful tie. Complete the following sentences. Use that or those. 1. ________ pants are tight. 2. ________ shirt is torn. 3. ________ is a nice dress. 4. ________ are dirty socks f. Pronouns PERSONAL/S PERSONAL/SUBJECT /SUBJECT PRONOUNS The personal pronouns are: Singular Plural st I (*) We 1 person you you 2nd person rd 3 person he they she it (*) It is always written in capital letter. Examples: Where is Simon? He is in the kitchen. Note that in English the subject of a sentence is normally always expressed.

Exercise: Supply the correct personal/subject pronoun. 1. Peter and Joseph are going out this evening. _____ are going to the cinema. Would ___ like to come with us? 2. Where are my keys? ______ have disappeared. 3. ____ is strange that Kate did not come to the reunion. 4. ____ are not allowed to drive a car in Britain until _____ are 17 years old. 5. How far is _____ from Madrid to Paris? 6. My sister and ___ are quite different. _____ is much more serious than _____ am. g. Be, Do (next item). It is an important verb. It means to exist or to be present indicating a quality or state. .
Affirmative Statements Long form Contraction I am Im You are Youre He is Hes She is Shes It is Negative Negative Statements Interrogative Statements Other Contractions For negative statement Im not Youre not Hes not Shes not Its not Were not Youre not
Theyre not

Long Form Contraction I am not Im not You are not You arent He is not He isnt She is not She isnt Its It is not It isnt We are Were We are not We arent You are You are not You Youre (plural) arent
They are Theyre They are not
They arent

Am I? Are you? Is he? Is she? Is it? Are we? Are you?

Are they?

EXERCISE Complete the sentences. Use the correct form of be. 1. Oregon _____ a state. 2. It _____ 8:30 a.m. 3. Joseph _____ in Kansas. 4. Mark and John _____ students. 5. They _____ new colleagues. 6. We _____ English students. 7. I _____ an English teacher. 8. You _____ a happy person. 9. He _____ a pilot. 10. You ____ detectives.

h. Present simple tense/simple present tense

Forms Affirmative I walk You walk He walks Negative Long Form
I do not walk Contraction I dont walk

Interrogative
Do I walk?

Uses
To tell about things that happen again and again: - habits

Notes
Use the s only for the 3rd singular person just in the affirmative form.

Examples
-habits Andrew plays soccer every other day. -regular occurrences You study at the U.B.A.

You do not walk You dont Walk He does not walk He doesnt walk

Do you walk?

Does he walk?

-regular occurrences

-customs
Many Americans eat pumpkin pie on Thanksgiving

She walks It walks

She does not walk She doesnt Walk It does not walk It doesnt Walk

Does she walk?

- customs

-routines
I eat pasta once a week.

Does it walk?

- routines

-Facts A luxury car cost a lot of

money. - Non-action verbs I like to teach English.

We walk You walk They walk

We do not walk

We dont Walk You dont walk They dont walk

Do we walk?

-To tell facts

You do not walk They do not walk

Do you walk? Do they walk?

-With non- action verbs

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Note: In affirmative statements, use the base form (dictionary form) of the verb for all persons except the third person singular. Put an s (or es) ending on the third person singular (he/she/it). To write -s or -es follow the same rules as for the plural of nouns. PLURAL NOUNS - We form the plural of most nouns by adding -s. door doors. - We form the plural of nouns ending in s, z, ch, sh and x by adding -es. church churches - Words ending by -o preceded by a consonant, take -es. tomato tomatoes Exception: add s to plural nouns that refer to music. Piano pianos -Add -s to form the plural of nouns that end in -o preceded by a vowel. Radio radios - To form the plural of words that end in- y preceded by a consonant, change the y to i and add es. Dictionary dictionaries -To form the plural of words that end in -y preceded by a vowel, add s. boy boys -To form the plural of certain nouns that end in -f or -fe, change the -f to- v an add -es. Half halves - Some nouns have irregular plural forms. Singular Plural Man men Woman women Child children Foot feet Tooth teeth Mouse Mice Person People Mother-in-law Mothers-in-law -Some nouns do not have a singular form. Eye glasses clothes pants scissors -Some plural nouns are the same as the singular noun. Chinese sheep fish EXERCISE Change the following sentences from singular to plural. 1. She is a good teacher. ________________________________________________
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2. He is my cousin. ________________________________________________ 3. The pencil is on the desk. ________________________________________________ 4. The glass is in the kitchen ________________________________________________ 5. The child is in the garden. ________________________________________________ 6. The salesman is in the office. ________________________________________________
Clothes for a teenager Doug: Mom, look at these jeans. Eleonore: Theyre nice, but you have a lot of them. Youre wearing your favorite ones right now. Doug: These? Theyre way too tight. Eleonore: But those jeans are very expensive. How about this brand here? These cost half as much. Doug: No way. Look at the legs. Theyre not baggy. Eleonore: Why do you want baggy jeans? Doug: Theyre cool. All the kids wear them. Eleonore: Doug, how about one of these nice shirts? You really need a long-sleeved shirt and dress shoes. Doug: I dont need a long-sleeved shirt. I have one, and I have dress shoes, too. Besides, I hate dress shoes. Eleonore: But your long-sleeved shirt has a big stain on it, and your dress shoes are tight. Doug: My tie covers the stain, and my shoes are okay because I dont wear socks. Eleonore: No socks? Doug: Its the style. The kids at school dont wear socks. Salesperson: Do you need any help? Doug: Yes, Im looking for baggy jeans like these. Salesperson: What size do you want? Doug: My waist is 32. Eleonore: And he needs a shirt and shoes, too. Salesperson: Well, we have the jeans in size 32. These jeans are comfortable and easy to care for, too. And wait, youre in luck. Theyre on sale today -$20 off. Doug: See, Mom? Salesperson: And we have a big sale on long-sleeved shirts and dress shoes. Eleonore: See, Doug?

COMPREHENSION CHECK Check Thats right, Thats wrong or It doesnt say.

Thats right Thats wrong It doesnt say

1. Dougs long-sleeved shirt has a stain. _____ 2. Doug wants to be in style. _____ 3, There are no shoes in size 10. _____ 4. Doug and his mother have the same ideas about clothing. _____

_____ _____ _____ _____ _____ _____ _____ _____

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EXERCISE Give the correct present tense form of the verb in parentheses. 1. John (go) ________ there twice a week. 2. Helen (do) _______ the work of two people. 3. I always (try) _______ to arrive everywhere on time. 4. George always (try) _________ to do the same thing. 5. The teacher (wish) _________ to speak with you. 6. They (go) ________________ to the movies twice a week. 7. You (catch) __________ cold very often. 8. We (watch) ___________ the child in the park. Change the previous sentences to the interrogative form and then answer them in the negative form. 1. ____________________________________________________? _____________________________________________________ 2. ____________________________________________________? _____________________________________________________ 3. ____________________________________________________? _____________________________________________________ 4. ____________________________________________________? _____________________________________________________ 5. ____________________________________________________? _____________________________________________________ 6. ____________________________________________________? _____________________________________________________ 7. ____________________________________________________? _____________________________________________________ 8. ____________________________________________________? _____________________________________________________ i. Yes/No and Wh question formation Yes/No questions A yes/no question is a question which can be answered with Yes or No. Examples: Are you coming to class. Yes. I am. No, I am not.
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For -be we form the question by changing the position of the subject. Example: Are you a student? If there is an auxiliary verb, this comes first. Examples: Are you walking? Have you ever been here? Will you be there? Are you going to study with me? In the simple present tense, we use the auxiliary do/does to make questions. Examples: Do you study French? Does he play piano? In the simple past tense, we use the auxiliary did to make questions for all persons. Example: Did you study a lot? Did he study a lot? Exercise Make yes/no questions with the following statements. 1. He speaks French. ________________________________________________ 2. Your teacher lives in Brooklyn. ________________________________________________ 3. The lesson is over. ________________________________________________ 4. The weather is warm today. ________________________________________________ 5. They play tennis every weekend. ________________________________________________ Wh questions/information questions A -wh question begins with a question word: what, where, who, whose, when, why, which, how. Examples: What is your name? Who went with you? How much does it cost?
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The form of -be or the auxiliary verbs come right after the wh-word. Examples: What is she doing? What do you do? Use who for questions about people. Use what for questions about things. Use where for questions about location. Use when for questions about time. Use why asking for reasons. Use which for preferences. Use whose for questions about possession. Use how for questions about in what way or manner. Exercise Last month James was in Venezuela on business. His flight was too long and bumpy but his trip was a success. Match the questions and answers. ____ 1. Who was in Venezuela last month? a. James flight to Venezuela. ____ 2. Where was James last month? b. In Venezuela. ____ 3. What was too long and bumpy? c. James was.

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Appendix Unit 2: 2: Jobs and Family LEARNING POINTS a. Present the jobs, family and living arrangements Occupations A: What do you do? B: Im an accountant. How about you? A: Im a carpenter. LIST OF SOME OCCUPATIONS
accountant artist bookkeeper carpenter construction worker delivery person fisherman housekeeper teacher actor assembler bricklayer/mason cashier courier/messenger electrician foreman journalist/reporter waiter actress banker bus driver chef/cook custodian/janitor farmer gardener lawyer waitress architect baker butcher computer programmer data processor firefighter hairdresser nurse

attorney: one qualified to act for clients in a law-court. lawyer: one qualified in the law who does legal work for other people. Model paragraph My family I come from a large family. There are seven people in my immediate family. Both of my parents are living. My father is a farmer. He owns a large dairy farm in the eastern part of New York State. My mother is a housewife. I have three sisters and one brother. All of my sisters live at home. Susan goes to high school. The others go to primary school. My brother Richard is married. He lives in a small town near Boston. During the winter he attends the Boston Conservatory of Music. He works on my fathers farm during the summer. Besides my immediate family I have a few close relatives. Only two of my grandparents are still living. Their home is in the southern part of Florida. They come to visit us every summer. I am very fond of my grandmother and

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grandfather, and I enjoy their visits much. Last of all, there is my cat Smoky. Smoky is not a person, but he is an important member of my family. Living Arrangements They are places where we live: a palace, a mansion, a house, an apartment/flat, in a building complex, in a condominium, in a residence. b. Extended personal information: age, spelling of name, job, salary, marital status. Age A: How old are you? B: I am 23 years old. Spelling of name: A: My name is Joselyn Acosta. B: How do you spell Acosta? A: A-C- O-S-T-A B: Ok. Thanks. Salary It is a fixed regular payment, usually made every month to employees doing especial professional or office work. Vocabulary: Payroll - paycheck - per hour - per week - a salary agreement -scale(wage) full time part time job Marital Status The social position in relation to others. Vocabulary Single - married - divorced - widow (woman) - widower (man) c. Present simple verbs

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SIMPLE PRESENT TENSE (THIRD PERSON SINGULAR) In the simple present tense of some verbs, we add -es instead of- s in the third person singular. -If a verb ends in -y preceded by a consonant, we change the -y to i and add es. (study studies) -If a verb ends in -y preceded by a vowel, we add -s. (play plays) -If a verb ends in o preceded by a consonant, we add -es. (go goes) -If a verb ends in s, sh, ch, x or z, we add -es. (reach reaches) Exercise Give the correct present tense form of the verb in parentheses. 1. John (go) _________ to school by bus. 2. Helen (work) ________ at the library. 3. George always (try) _________ to arrive everywhere on time. 4. The teacher (wish) __________ to speak with you. 5. Mr. Walker (teach) _________ English and mathematics. 6. Mary (play) _________ the piano very well. d. Subject/verb/object Subject/verb/object The following pattern is the formula of a normal sentence in English.
John and I
Subject

ate
verb

pizza

last night
modifier

direct object

(*) complement:: direct or indirect object

The subject The subject is the agent of the action. It is the person or thing that performs or is responsible for the action of the sentence, and it normally precedes the verb. It can be: - singular I am a teacher. -plural They are students. Nouns: -proper John is a good student -common The dog was barking all night long.

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Note: Note Sometimes you can tell the part of speech from the suffix (the word ending). Here are some common suffixes that usually indicate nouns. er/or ist sion/tion ment ee (i)ty ance/ence - ure Pronouns: subject/personal We are students from the U.B.A. The Verb -A verb tells us what the subject does. It describes action, condition, or state of being. -Tense is any of the forms of a verb that may be used to indicate the time of the action or state expressed by the verb. (present/past/future) -Infinitive is the basic form of the verb (to play) -Base form is the dictionary form (have) There are regular and irregular verbs. -Regular verbs form their principal parts in a standard way. These are all conjugated in the same way. (I worked hard.) -Irregular verbs do not form their principal parts in the standard way. (I went to the movies). -Action verbs show action. (Paul jumps over the fence.) -Non-action verbs: a verb can also be what the subject has or is. These verbs are called non-action verbs. They may be a little harder to find at first. But there are not too many of them. Some of them are be, have, and sense verbs: feel, smell, taste, sound, appear, etc.(Tom has a gray cat.) -Auxiliary verbs help to form tenses, being combined with the present participle, the past participle or the infinitive. (Did you study yesterday?) Complement It gives more information about the verb. The complements are the direct and the indirect object. The direct object comes directly after the verb. There is nothing between the verb and the direct object. The direct object is usually a noun or object pronoun. It answers the question what or who? Example: Jim usually has a big sandwich for lunch. Jim usually has what for lunch?: a big sandwich = direct object The indirect object answers the questions to whom or for whom.
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Example: You sent the report to my boss yesterday. To whom did you send the report?: to my boss. Modifier A modifier tells the time, place or manner of the action (verb). The order of modifiers is the following: manner, place, time. Example: She spoke English very well at the university this morning. Manner Place Time e. Object Pronouns -We use object pronouns as direct or indirect objects or as objects of prepositions. Examples: I know him well. -We use possessive pronouns to show possession. They substitute a possessive adjective and a noun. Example: This is my pen. This pen is mine. Subject Pronoun I You He She It We They Object Pronoun Me You Him Her It Us Them Possessive Pronouns Mine Yours His Hers Its Ours Theirs

Exercise. In the following sentences, substitute the possessive pronoun for the underlined words. Example: This pen is my pen. This pen is mine. 1. These seats are our seats. ______________________________________________ 2. This umbrella is her umbrella. ______________________________________________
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3. These pencils are your pencils. ______________________________________________ 4. That fountain pen is my fountain pen. _______________________________________________ 5. That overcoat is his overcoat. _______________________________________________ 6. Our home is pretty but their home is prettier. _______________________________________________ Exercise Choose the correct form. 1. I often see (they, them) on the bus. 2. She lives near (we, us). 3. (We, us) always walk to school together. 4. He teaches (we, us) English. 5. I know both of (they, them) well. 6. There are some letters here for you and (I, me). f. Adjectives and Prepositions of Location. Adjectives -They modify nouns. (a large tree) -They describe nouns. (Arnold Schwarzeneger is strong.) -They can come after the verb be. (Yoko is young.) -They come before a noun. (new student tall boy) -Adjectives do not change form. (a strong man/a strong woman/strong men/strong women) -When a noun follows an adjective, use an before the adjective if the djective begins with a vowel sound.(an interesting actor) -Use a before the adjective if the adjective begins with a consonant sound. (a strong athlete) -Do not use a or an when the adjective is not followed by a noun. (It is important.)

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Note: Sometimes you can tell the part of speech from the suffix that they usually indicate. Here are some: ive able/ ible (u)al- ic (al) ful ant/ent ous ar(y) Prepositions of Location -We use in when we think of a place as three-dimensional. (Simon is in his room.) -We also use in when we think of a place as an area. (They are in the park.) -We use at when we think of a place as a point. (I waited at the bus stop for twenty minutes.) -We use on when we think of a place as a surface. (Whats on the floor?) We also use on when we think of a place as a line. (Brighton is on the south coast of England.)

at in on in on

Exercise Complete the sentences using the prepositions at, in or on. 1. There is some tea ____ the shelf _____ the cupboard. 2. Does your train stop _____ Lyon? 3. My friend works _____ a chemists ____ the town centre. 4. Turin is _____ the north of Italy, _____ the river Po. 5. Shall we meet _____ the coach station? 6. Is Ken _____ the living room? No, he is _____ garden

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Prepositions of Place and Movement

off onto out of into

to/toward

above

over

in front of / opposite below

under

from

to

* + * between + + next to

Note: over and under describe a direct vertical relationship. We use above and below when one thing is not directly over or under another thing.

EXPRESSIONS -Lots of/ a lot of A lot of is used with both count and non-count nouns. Lots of is informal for a lot of. (She made a lot of soup. There was lots of soup in the refrigerator.)

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Appendix Unit 3: 3: Numbers and time L E A R N I N G P O I N T S a. Numbers 1 100

Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 30 40 50 60 70 80 90 100 Cardinal One Two Three Four Five Six Seven Eight Nine Ten Eleven Twelve Thirteen Fourteen Fifteen Sixteen Seventeen Eighteen Nineteen Twenty twenty-one Thirty Forty Fifty Sixty Seventy Eighty Ninety One hundred Ordinal First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth Thirteenth Fourteenth Fifteenth Sixteenth Seventeenth Eighteenth Nineteenth Twentieth twenty-first Thirtieth Fortieth Fiftieth Sixtieth Seventieth Eightieth Ninetieth one hundredth Examples That book has seventy-seven pages. Seven pages. There are thirty days in April. There are six rows in the room. She is two years old. He has three children.

Its his seventyseventh birthday. Its April thirtieth. Hes in the sixth row. Bob is his first child, Mary is his second and John is his third.

Exercise Write in letters the following numbers. 11 __________________ 15 _______________________ 23 __________________ 34 _______________________ 45 __________________ 56 _______________________ 67 __________________ 78 _______________________ 79 __________________ 100 _______________________
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b. Clock Times and Fractions Fractions Dialogue A: What time is it? B: Its one oclock. Its 10:00 A.M. A.M. means before noon Its 10:00 P.M. P.M. means after noon. Note: When people say 12:00 A.M., they mean midnight. When people say 12:00 P.M., they mean noon. We often write time with numbers. Its 2:00 1:00 Its one oclock. 1:05 Its five after one. 1:10 Its one-ten Its ten after one. 1.30 Its one-thirty. Its half past one.

1:15 Its one-fifteen. Its a quarter after one. 1:45 Its one forty-five. Its half past one.

1:25 Its one twenty-five. Its twenty-five after one. 1:50 Its one-fifty. Its ten to two.

Exercise Write in letters the following hours. 10:00___________________ 1:25 ___________________ 5:50 ___________________ 8:55 ___________________ Fractions

12:15 ____________________ 4:30 ____________________ ____________________ 6:45 ____________________ 12:00 ____________________

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Common fractions written as , , 1/3, are generally said as a half, a quarter or a third. One may be used instead of -a for emphasis. For other fractions which are more common used in a technical or mathematical context, we say one twelfth (1/12), one sixteenth (1/16), etc. Fractions such as 2/3, 3/4 and 7/10 are said as two thirds, three quarters and seven tenths. More complex fractions, such as 7/156, 31/144 and 19/56 are said as seven over one five six, thirty-one over one four four and nineteen over fifty-six. Exercise Write in letters the following fractions. _______________________ 1/3 __________________ 1/5 ______________________ 10/12 _________________ 2/4 ______________________ 8/3 __________________ c. Telephone numbers They are said one by one or two. Examples: Tel. 01234 Telephone oh one two three four The number is zero one two three four That s nought one two three four Tel. (0471) 88035 Telephone oh four seven one, double eight oh three five The number is eight zero three five and the code is zero four seven one That is nought four seven one, double eight nought three five Dialogue A: Hello, Carmen. B: Hi, Jos. A: Do you happen to have Monicas telephone number? B: Sure. It is 0416-4155628 A: 0-4-1-6-4-1-5-5-6-2-8? B: Yes, thats right. A: Oh, thanks a lot.
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Appendix ppendix Unit IV: Family Schedule LEARNING POINTS a. Family relationships A FAMILY TREE
grandfather grandparents grandson grandchildren father parents son brother siblings uncle nephew cousins aunt niece daughter sister mother granddaughter grandmother

father: Dad, Daddy mother: Mom, Mum (British), Mummy in laws the relatives of your husband or wife: my mother in-law Exercise 1. Whats your fathers name? _________________________________________________ _________________________________________________ 2. Whats your mothers name? _______________________________________________ _______________________________________________ 3. Write the names of your sisters. ___________________________________ ______________________________________________ __________________ 4. Write the names of your brothers. _______________________________________________ 5. Write the names of your grandparents from your mother side. ______________________________________________ 6. Write the names of your uncles from your fathers side. _______________________________________________ _______________________________________________

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b. Days of the week and Weekly Schedule Days of the Week Weekend Monday Saturday Tuesday Sunday Wednesday Thursday Friday Note: Use capital letters with days of the week. Weekly schedule Once, twice, three times a week, daily, every day, every other day. Example: I work every day. c. Time and Duration When It is a wh- word. It means on what occasion, at what time. It is used to ask about time. Example: When were you living in Spain? How long It is used to ask about the extension in time. Example: How long did you wait? For about half an hour. d. Frequency It means how often, the rate at which something happens measured over a particular period of time. Example: Peter is always on time. (adverb) He plays soccer on Mondays. (expression)

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e. Means We use by + noun to say how we travel. By car by bus by coach by bicycle by motorbike by train by underground/subway by tram by plane by boat/ship by road by rail by air by sea Examples: I always come to school by bus. But we say on foot (= walking) Example: He usually goes to school on foot. Note: when we use my/a/the, etc. before car/bus/train, etc. we can not use by. I usually go to school in my car. I go to Charallave on the train. Exercise Complete the sentences using by, on or in. 1. Ann frequently goes to the university ____ her bicycle, but rarely goes _____ bus. 2. The trip takes 20 minutes ____ train and about 30 minutes _____ foot. 3. Joseph didnt come to work _____ his car yesterday. His car had broken down and he had to come ____ taxi. 4. Did you travel right across London ___ the subway? 5. They have decided to travel to Orlando ___ sea rather than go ____ air. f. Time Expressions During the summer, in the morning, in the afternoon, in the evening, at noon, at midnight. Example: I had a wonderful time during last summer.

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g. Prepositions of Place and Time Prepositions of Place: These are common prepositions of place: Under behind on next to between/among near in close They tell where something is. Examples: My school bag is under my seat. Your umbrella is near the door. Exercise Complete the sentences with prepositions of place. 1. The teacher is ____ the classroom. 2. The students school bagsare ______ their seats. 3. The blackboard is ____________. 4. The teachers desk is _________ the window. Prepositions of Time They are at, in, on. We use at with: with - time of a day -weekends (British) -public holidays periods -night/midnight at 2:10 p.m. at weekends at Christmas at night/at midnight

We use in with: with - part of a day in the morning -longer periods in July, in the summer -months in July -seasons in the summer -years in 2007 - period of time in the future We are meeting in two weeks. We use on with: -a day -a day + part of a day -dates on Monday on Sunday morning th on 4 of July
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-weekends (American)

on weekends

Exercise Complete the following sentences with the prepositions of time: at. in or on. 1. Julie doesnt work ___ weekends. 2. Were leaving ____ the morning. 3. Did you sent a card ___ Eastern? 4. Lunchtime is ___ 12:00 P.M. 5. We play soccer ____ Mondays. 6. He was born ___ 1900 and died ____ 1972. h. Sequence It is a set of events, numbers and actions. After: following something in time. Before: earlier than. before now after

Example: The day before yesterday we went to school. i. Adverbs Adverbs of Frequency Adverbs of frequency say how often something happens. Example: Always normally usually frequently often sometimes occasionally rarely seldom hardly ever never ever Rules: -These adverbs normally go before a full verb, but after be or an auxiliary verb. They usually watch TV. She never eats sweets.
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Theyre normally in bed by 11:30. She has never eaten Chinese food. -Sometimes, usually, normally, frequently, often and occasionally can also go at the beginning or end of a clause. Sometimes I walk to work. Did you see your parents often? often -Adverb phrases of frequency (every evening, once a week normally go at the end or the beginning of a clause. They watch TV. . every evening. evening I go to the beach twice a week. -Adverbs of definite frequency (daily, weekly, monthly, yearly) normally go at the end of a clause. The post is delivered here daily. Exercise Put the adverbs in the correct place in the sentences. Sometimes more than one answer is possible. 1. Ive seen that programme on TV. (never) ____________________________________________________ 2. Hes late for appointments. (hardly ever) ___________________________________________________ 3. They go to the cinema nowadays. (rarely) ___________________________________________________ 4. Is he bad- tempered? (often) ___________________________________________________ 5. I am at home before 8:00 oclock. (seldom) ___________________________________________________

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Appendix. Unit V: Matrix Vocabulary. Vocabulary. L E A R N I N G P O I N T S: a. Introduces basic vocabulary in five object areas: seasons, times of day, weather conditions, times of life and types of people. Seasons: the spring winter

the summer

the fall/autumn

the

Time of the day: morning afternoon noon midnight Weather Conditions: Its sunny. Its cloudy. Its foggy. Its hot. Its cool. Its cold. Its snowing. Times of life: childhood womanhood Types of people: married Single good bad adulthood

evening

night

Its windy. Its warm. Its raining.

manhood

young old

tall short

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b. Adjective and Adverb Adv Phrase Adjective Phrase: They are also called relative clauses. They give additional information about nouns (people, places or things) in subject and object position. Examples: -Tom, who lives in Rome, calls very often to my house. Sub. adj. clause -I have a friend who loves to shop. Obj. adj. clause Adverb phrase: They modify a main clause. There are five types of adverb clauses: 1.) with a present participle (ing form) - Not knowing what to do, we went to bed early. - We went to bed, not knowing what to do. (Notice comma/position) 2.) With by + ing (present participle) -By studying hard, you will pass the test. - You will pass the test, by studying hard. 3.) with a past participle (ed/irregular form) -Studied this part, you can go out. -You can go out, studied this part. 4.) with having plus a past participle (ed/irregular form) -Having done the homework, they went out for a walk. -They went out for a walk, having done the homework. 5.) with a subordinating conjunction: before, after, although, though, even though, if, unless, until, upon, when, whenever, while. -After having the test, you may leave the classroom. -You may leave the classroom, after having the test. c. Word Relations/Analogy An analogy shows a relationship between things. It could be similarity in some ways or the interference that certain resemblances imply further similarity.

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Exercise: Try to make up analogies. Just remember that you must keep your relationships the same for example, Hot is to cold as Up is to down. d. Indefinit Indefinite/Definite Reference Nouns: An indefinite noun has no identification. The speaker/writer or the listener/reader does not yet know anything about it. Examples: -Jean has a new blouse and an old movie ticket. (1) -There are postcards on the bed. (2) (1) An indefinite singular noun often has a (before a consonant sound) or an (before a vowel sound) in front of it. (2) An indefinite plural noun does not have -a or -an in front of it. A definite noun is a noun that the speaker/writer and the listener/reader know something about. A definite noun (singular, plural, or non-count) often has the in front of it. Examples: - I have a new calendar. The calendar is on the bed in my room. (1) - I like the postcards of the Statue of Columbus. (2) - The subway is late again. (3) - The sun is hot today. (4) (1) At the first mention of a noun, it is often indefinite. After that, the same noun is definite. (2) Information in the same sentence can identify a noun (make it definite). (Which postcards? The postcards of the Statue of Columbus.) (3) A definite noun in a clear context may need no specific identification. (Which subway? The subway in the city its clear.) (4) A unique definite noun needs no identification. (Which sun? There is only one sun its clear.) Exercise: Write a/an or no word in the blank before each indefinite noun. Write -the before each definite noun.
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A: Where is _____ menu from? B: It is from _____ French restaurant downtown. They have _____ delicious food and _____ elegant atmosphere. A: How about _____ hotel? Is that _____ postcard of it? B: Yes, it is. _____ rooms in _____ hotel have _____ wonderful views from them. And this is _____ picture of _____ famous statue. It is _____ landmark in _____ main square in _____ downtown section of _____ city. And heres _____ postcard of _____ big park in _____ middle of _____ business section. We love _____ fountain in it. Doesnt it look beautiful in _____ sun? There are _____ fish in _____ water, and ______ people play _____ guitar music in _____park all day long. And look at this picture! It is _____ amazing flower market, and e. Superlatives -The superlative form of an adjective expresses the difference between a noun or pronoun and a group of nouns or pronouns (two or more). Use it to single out one thing from two or more things. Example: Martin is the tallest of the three children. -The superlative is often used with expressions beginning with in and of, such as in the world and of all. Example: You are the nicest person in the class. Form: We use the + adjective + est (one syllable) or the + most + adjective (two or more syllables) We also use the + least + adjective (-) Examples: My first trip to the U.S.A. was the loveliest. This is the most practical gift. This is the least pleasant of the girls. Spelling Rules: There is more than one way to form the superlative of adjectives. - For most one-syllable adjectives, use the+adjective+est Bright brightest
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-For one syllable adjectives ending in a single consonant after a single vowel, double the last consonant and add est. Big biggest -For two syllable adjectives ending in a consonant + y, change the y to I and add est. Happy happiest -Adjectives ending in e, take st. Nice nicest -The usual superlative form of words with more than one syllable is the most + adjective. Popular the most popular -A few two-syllable adjectives take est. Quiet quietest Clever cleverest -Some two syllable adjectives can take either est or the most. (pleasant, stupid, cruel, friendly, handsome, quite, shallow, sincere, true) Polite the most polite the politest Common the most common the commonest -Irregular form: Good best bad worst far farthest little least Exercise: Write the superlative forms of the adjectives in parentheses. 1. You are so good to me. I am __________________ person
(lucky)

________________. 2. The day we were married was _________________ day

(happy)

_________________. 3. You are a terrific teacher. You are _____________ teacher

(good)

________________.

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4. You make me feel warm, even in _______________ months

(cold)

_______________. 5. You are _________________ cousin __________________.

(nice)

6. Grandma, you are ____________ person _________________.

(wise)

Maybe that is why I love you the most.

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Appendix Unit VI: Likes and Dislikes: A Survey LEARNING POIN TS a. Classification Classification is the act of organizing something into groups or classes according to different criteria. -What kind: to ask for a group having similar characteristics. Example: What kind of fruit do you like? I like apples. -Such as: like, for example. Example: Wild flowers such as orchids are rare. b. Adverbs of manner Use adverbs when you are giving more information about verbs, adjectives, or other adverbs. Examples: -They furnished it nicely verb adverb -It is an extremely nice house. adverb adj. -They got it very quickly. adv. adv. Adverbs of manner say how something happens. Example: She sings beautifully. An adverb of manner tells us more about an action verb. Example: He works slowly. Note: We form most adverbs of manner by adding ly to the adjective.
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Beautiful Slow

beautifully slowly

But note that the adverb of good is well. Example: You swim very well. We use fast, hard, early and late as both adjectives and adverbs. Examples: It is a fast car. (adj.) The car goes very fast. (adv.) It was a hard work. (adj.) We worked hard. (adv.) I was early. (adj.) I arrived early. (adv.) Some adverbs of manner have two forms: one with -ly and one without ly. Slowly slow quickly quick loudly loud clearly clear Examples: -Do not speak so loudly; the neighbors will hear. -Do not speak so loud, the neighbors will hear. Note: not all words ending in ly are adverbs. Some adjectives also end in ly, eg. Friendly, lovely, lonely, silly, ugly. These adjectives have no adverb forms: instead we use different structures. Example: She smiled in a friendly way. Exercise: Answer the questions. 1. How do you usually walk when you are tired? ________________________________________________ 2. What kind of a driver are you? ________________________________________________ 3. How do you usually study before an exam? ________________________________________________ 4. How should you pick up a baby? ________________________________________________ c. Quantification When we talk about quantity we use words such as:
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some, any, much, many, a lot, a little, a few, no, none, both, either, neither, more, most, half We can use these words (except none, a lot and half) directly before a noun. Examples: There are some eggs in the fridge. Have you got any milk? There is a lot. Before using quantifiers it is important to understand the difference between count and non-count nouns. Countable/count nouns are the names of separate objects, people, etc. which we can count: they have singular and plural forms. one book two books a man some men Uncountable/non-count/mass nouns are the names of things which we do not see as separate, and which we cannot count: they do not have plural forms. milk rice weather glass hair Some and any: We use some and any before plural nouns and non-count nouns to talk about an indefinite quantity. some letters any letters some money any money In general, we use some mostly in affirmative sentences and any mostly in negative sentences. Examples: There are some letters for you. There arent any letters for you. Ive got some money. I havent got any money. We use any after words with a negative meaning, eg. without, never, seldom, rarely, hardly. Example: I found a taxi without any trouble. You never do any homework. We can use some or any after if. Example: If you need some/any money, tell me.
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We normally use any in open questions, when we do not expect a particular answer. Example: Have you got any writing paper? But we often use some in questions when we expect people to say yes, for example in requests and offers. Example: Would you like some more tea? Oh, yes, please. We can also use any to mean it does not matter which or whichever you like. Example: You can get the tickets from any travel agency. QUANTIFIERS CountNonCount- Nouns Non-count Nouns some books affirmative sentences some water (no s) affirmative sentences any books negative/interrogative any water (no s) sentences negative/interrogative sent. many books much sugar A lot of books a lot of sugar A few books a little sugar several books Exercise: Complete the sentences. Choose from the words in parentheses. 1. He met ________________ __________________ at the concert. (a few, a little) (friend, friends) 2. There isnt _____________ ___________________ in the freezer. (some, any) (ice cream, ice creams) 3. I bought _______________ __________________ at the post office. (some, any) (stamp, stamps) 4. There is only ____________ ____________ left. (a few, a little) (time, times) 5. _________________ _________________ did you deliver? (How much, how many) (furniture, furnitures)

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d. Ability We use can to talk about ability. It expresses ability in the present. We use know how to and to be able to instead of can. Examples: He can play the guitar. He knows how to play the guitar. He is able to play the guitar. Forms: Cant/cannot/can not is the negative form. Example: I cannot play the guitar. Can is the auxiliary for the interrogative form. Example: Can you pilot a plane? We use could to express ability in the past. Example: I could swim when I was 4 years old. The negative and interrogative forms are: Could you study yesterday? No, I couldnt/could not. Exercise: Complete the sentences using can or could. 1. When Robert was younger he ______ run quite fast. 2. Look! You ______ see the mountains from this window. 3. Kate _______ dance really well when she was a young girl. 4. Look! I _______ lift this chair with one hand. 5. I ______ (negative) open this bottle.

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SENTENCE PATTERN ORAL PRESENTATION BIBLIOGRAPHY

SENTENCE PATTERN: The following sentences are classified according to structure. 1,) Simple sentence: A simple sentence is a sentence with one main clause and no subordinate clauses. Example: Peter left a book for you. (S+V+C) 2.) Compound sentence: A compound sentence is a sentence composed of two or more main clauses but no subordinate clauses. Example: I went to the beach after I visited my parents. (C+C no dependency) 3.) Complex Sentence: A complex sentence is a sentence which contains one main clause and one or more subordinate clauses. Example: This is the place where I found my book. (M.CV. + S related) 4.) Compound- Complex: A compound-complex sentence is a sentence which contains two or more main clauses and one or more subordinate clauses.

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Example: The red book, which has a colorful cover was written by Joseph Pulitzer and sent it to the bookstore a week ago. (C+C (Main) C+C (subordinate) ORAL PRESENTATION: An oral presentation consists of three main parts: the introduction, body and conclusion. The introduction: An introduction is a must. It sets the scene and engages the audience by motivating them to listen by relating the topic to their interests. The simplest introduction merely letting the audience know who you are and what your presentation is going to be about is inadequate for most audiences, topics and assignments. The purpose of an introduction is to quickly build rapport with your audience and gain their attention. You want the audience to be able to easily follow your thought process as you lead them into the body of the presentation. The body: The main part of the presentation is the body. The body must expound, explain, support, and defend the thesis revealed in the introduction. All main points must be covered. Use examples and illustrations for statements that are difficult for the audience to understand. Graphic illustrations and other visual aids not only help to clarify your message, but also add color and credibility. The conclusion: The presentation should conclude with a well-planned ending. A clear summary of your purpose and main points will insure that the audience gets the big picture.

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Bibliography: : Beaumont D. and Granger C. The Heinemann English Grammar. Edit. Heinemann. England 2000. Dixon, Robert. Graded Exercises in English. Edit. Regents Publishing Company, Inc. U.S.A. 1971. Fuchs M. and Bonner M. Focus on Grammar. An Intermediate Course for Reference and Practice. Second Edition. Edit. Longman. New York, U.S.A. 2000 Kirn E. an Jack D., Davis E. Interactions I. A Communicative Grammar. Edit. McGraw-Hill, Inc. New York, U.S.A. 1990. Oxford Advanced Learners Dictionary of Current English. A.S. Hornby. Fifth Edition. Oxford University Press. Oxford, England, 1995. Schoenberg Irene. Focus on Grammar. A Basic Course for Reference and Practice. Second Edition. Edit. Longman. New York, U.S.A. 2000

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