It's very important to treat one another and respect everyone following some basic polite expressions that make life easier wherever you are, especially here in our classroom:
Monday, 16 September 2013
BEING POLITE AT ALL TIMES
It's very important to treat one another and respect everyone following some basic polite expressions that make life easier wherever you are, especially here in our classroom:
1st TERM HOMEWORK
1. TRANSLATION
PAGE 11
2. WRITING
TASK P.18
3. UNIT
1 BOOK AND HANDOUTS
4. TRANSLATION
P.26
5. WRITING
TASK P.30
6. UNIT
2 BOOK AND HANDOUTS
Monday, 26 August 2013
UNIT 3
INMACULADA SCHOOL-ALICANTE COURSE 2014 - 2015
ENGLISH DEPARTMENT
NAME
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FORM
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UNIT
3
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SCHOOL DAYS
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When you finish this unit you’ll be able to:
CRITERIOS
DE EVALUACIÓN
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-Competencia en comunicación
lingüística:
Vocabulary,
pág. 33, sección Real English, pág.
40, sección Advance Your Language, pág. 39 y Language Builder, págs. 10 y 11: vocabulario relacionado con las
asignaturas, el material escolar y las actividades de tiempo libre y
vocabulario reciclado de otras unidades.
Grammar,
págs. 36 y 37 y Advance Your Language, pág. 39: uso de la
lengua inglesa para pedir y dar información personal sobre sus hábitos y
rutinas: el First y Second Conditional; los adverbios de
frecuencia; las expresiones temporales y reciclar estructuras gramaticales y
tiempos verbales de unidades anteriores.
Listening, págs. 34, sección Real
English, pág. 40 y sección Your Exam Skills, pág. 44: comprensión
oral de conversaciones para intercambiar información sobre rutinas diarias
acerca de un horario de clase,
actividades de tiempo libre y ocupaciones.
Speaking,
pág. 34, sección Real English,
págs. 41 y
sección Your Exam Skills, pág. 44:
participación en conversaciones para intercambiar información personal,
hablar de hábitos, trabajos y horarios y expresar opiniones.
Pronunciation, en la sección Say It Right!,
pág. 41: pronunciación de los sonidos de las terminacions del Present
simple (/s/, /z/ e /iz).
Reading,
págs. 35 y 38, Grammar, pág. 37 y Advance Your Language, pág. 39: comprensión escrita de una lista de
consejos sobre la vuelta a la escuela, un artículo de revista sobre un
colegio que contiene un centro comercial dirigido por los estudiantes, un
texto sobre una un médio de transporte ecológico y otro sobre escuelas de
formación profesional.
Writing,
en la sección Real English, pág. 42
y en la sección Your Exam Skills,
pág. 44, del Student’s Book, así
como en la pág. 30 y la sección Writing
Plan del Workbook, pág. 119:
reflexión sobre la estructura del párrafo y composición de e-mails sobre sus
rutinas diarias y la descripción de la escuela.
Competencia matemática:
Grammar,
pág. 36: completar con el Fisrt
Conditional y resolver tres problemas matemáticos.
Competencia en el conocimiento y la interacción con el mundo:
Reading,
pág. 35: la importancia de adquirir buenos hábitos de alimentación y de sueño
para rendir en clase. El valor del pensamiento positivo. Consejos sobre cómo
utilizar la música para concentrarse en el estudio.
Grammar,
pág. 37: hábitos y medios de transporte para ser ecológico y respetar el
medio ambiente.
Competencia en el tratamiento de la información y la comunicación
digital:
Writing,
en la sección Real English, pág. 42
y en la sección Your Exam Skills, pág. 44: redacción de un correo
electrónico para describir las actividades que realiza habitualmente y otro
describiendo la escuela. Muestra de autonomía, eficacia, responsabilidad y
reflexión al seleccionar y hacer uso de la información y sus fuentes.
Speaking,
pág.34, sección Real English, págs.
41 y sección Your Exam Skills, pág. 44: respeto por
las normas de conducta en interacciones en clase con el profesor/a o con los
compañeros/as al usar la información y sus fuentes.
Competencia social y ciudadana:
Speaking,
pág. 34, sección Real English, pág.
41y sección Your Exam Skills, pág.
44: respeto hacia los turnos de palabra y las rutinas de clase.
Reading,
pág. 38, Grammar, pág. 37 :
curiosidad y respeto por los sistemas de enseñanza en otros países.
Mantenimiento de una actitud
constructiva y solidaria ante la información que se presenta y ante las
interacciones en el aula.
Competencia cultural y artística:
Advance Your Language, pág. 39 y sección Real World Extra, págs. 128 y 129: conocimiento de los
sistemas de enseñanza y de escuelas especiales de diversos países. Respeto
por otros sistemas educativos.
Sección Real World Extra, pág. 129: datos históricos sobre la educación
victoriana.
Competencia para aprender a aprender:
Vocabulary, pág. 33, y sección Advance
Your Language, pág: 39 reflexión personal y repaso del vocabulario
aprendido anteriormente sobre las estaciones y unidades anteriores.
Importancia de una actitud respetuosa hacia el profesor/a y los compañeros/as de clase.
Uso de estrategias, recursos y
técnicas de trabajo intelectual para aprender y ser consciente de las propias
capacidades y conocimientos a través de las secciones Task , y de los ejercicios de reciclaje que aparecen en la unidad
del Student’s Book; así como de las secciones así como de las secciones Check Your Progress correspondiente a la unidad (págs. 31, 32 y
132) situadas en el Workbook.
Autonomía e iniciativa personal:
Reading,
págs. 35 y 38, Grammar, pág. 37 y Advance Your Language, pág. 39: muestra de sentido crítico ante las
informaciones culturales que se presentan.
Writing,
en la sección Real English, pág. 42
y en la sección Your Exam Skills,
pág. 44, del Student’s Book, así
como en la pág. 30 y la sección Writing
Plan del Workbook, pág. 119:
desarrollo organizativo a la hora de presentar un trabajo escrito.
Fomento
del trabajo cooperativo en el aula.
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UNIT 3
VOCABULARY:
School (p.33)
Translate
the following words into English:
- Física:
- Química:
- Educación Física:
- Matemáticas:
- Francés:
- Historia:
- Literatura:
- Inform
- Informática:
- Geografía:
- Plástica:
- Economía Doméstica:
- Música:
- Biología:
- Teatro:
- Ordenador portátil:
- Libreta:
- Goma de borrar:
- Regla:
- Subrayador:
- Sacapuntas:
Now
translate into Spanish:
- “When I’m at school,
I can’t wait to get home”
___________________________________________________________________
- “I would like school
if there weren’t any tests and homework”
___________________________________________________________________
- “I don’t mind going
to school. I love being with my friends”
___________________________________________________________________
First and Second Conditional (page 36 and 37).
1. First conditional:
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If I
have enough money, I will go to
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2. Second
conditional:
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If I
had enough money, I would go to
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Conditional clause
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Main clause
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1. If + Present Tense
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will + inf / present tense / imperative
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If you help me with the dishes (if +
pres),
I will help you with your homework. (will + inf)
If the sum of the digits of a number is
divisible by three,
the number is divisible by three (Pres. tense)
If you see Mr Fox tonight, tell him I
am ill. (imperative).
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2. If + Past Tense
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would + inf
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We do not normally use will or would
in the conditional clause,
only in the main clause. |
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Uses of the Conditional
◦ First conditional
Nature: Open condition, what is said in
the condition is possible.
Time: This
condition refers either to present or to future time.
e.g. If he is late, we will have to go without him.
If my mother knows about this, we are in serious trouble.
e.g. If he is late, we will have to go without him.
If my mother knows about this, we are in serious trouble.
◦
Second conditional
Nature: unreal (impossible) or
improbable situations.
Time: present;
the TENSE is past, but we are talking about the present, now.
e.g. If I knew her name, I would tell you.
If I were you, I would tell my father.
Compare: If I become president, I will change the social security system. (Said by a presidential candidate)
If I became president, I would change the social security system. (Said by a schoolboy: improbable)
If we win this match, we are qualified for the semifinals.
If I won a million pounds, I would stop teaching. (improbable)
e.g. If I knew her name, I would tell you.
If I were you, I would tell my father.
Compare: If I become president, I will change the social security system. (Said by a presidential candidate)
If I became president, I would change the social security system. (Said by a schoolboy: improbable)
If we win this match, we are qualified for the semifinals.
If I won a million pounds, I would stop teaching. (improbable)
Remember!
1. The conditional construction does not normally use will or would
in if-clauses. EXCEPTION: If will or would express
willingness, as in requests, they can be used in if-clauses.
e.g. If you will come this way, the
manager will see you now.
I would be grateful if you would give me a little help.
(= ± please, come this way; please, give me...)
I would be grateful if you would give me a little help.
(= ± please, come this way; please, give me...)
2. For the second conditional, were replaces was:
If I were a rich man...
3. After if, we can either use "some (-one, -where...)"
or "any (-one, -where...).
If I have some spare time next
weekend....or :
If I have any spare time...
If I have any spare time...
4. Instead of if not, we can use unless.
e.g. I'll be back tomorrow unless
there is a plane strike.
He'll accept the job unless the salary is too low.
He'll accept the job unless the salary is too low.
5.There is a "mixed type" as well, for the present results of an
unreal condition in the past:
If + Past Perfect - would + inf.
If you had warned me [then], I would not be in prison [now].
If you had warned me [then], I would not be in prison [now].
ACTIVITIES (PAGE 36 AND 37)
5. Use the
phrases below to write tips for some school students. Use the First
Conditional.
Sarah and Tom listen to rock music
and read a history book at the same time / they not remember many facts.
Patrick not go to bed before midnight / he be tired tomorrow.
Lisa have fun plans for the afternoon / she feel excited all day.
Dan and Ben play computer games all night / they not study well at school.
Patrick not go to bed before midnight / he be tired tomorrow.
Lisa have fun plans for the afternoon / she feel excited all day.
Dan and Ben play computer games all night / they not study well at school.
6. Copy and
complete each sentence in at least two ways. Use the first conditional.
1. If I find ₤ 100 in the street, …
2. I’ll be happy if…
3. When I have my next exam, …
7. Complete the
sentences in Exercise 7A differently.
EXTRA ACTIVITIES.
1. Fill the gaps with the correct form of the verbs in
brackets so that the sentences express real conditions and consequences.(first
conditional)
1. If I __________(see) John, I'll tell him your
news.
2. He __________(be) very pleased if it
____________(be) really true.
3. If you __________(go) to town on Monday, you ___________(
meet) my brother.
4. If you_________(need) help, my father
__________(help) you.
5. We_________(have) a picnic lunch (be) fine.
6. If you ______________ (be) a policeman, he
_________________(tell) you the way.
7. I ________________ (finish) the job tomorrow if I
_____________(can).
8. I _____________ (not require) an umbrella if it
________________(not rain).
9. If she _______________(think) it over carefully,
she ______________
(form) a clear opinion.
10. If they __________(catch) the bus now, they
____________(arrive) at half past nine.
2. Now the sentences
express unrealised conditions with improbable consequences (second
conditionals).
1. Her health ___________ (improve) if she
_________________(sleep) longer.
2. If she _________________(want) to talk to me, she
____________(ring up)
3. I _______________(understand) Mr Brown if he
______________(speak) slowly.
4. If you ______________(give) him good meals, he
_______________(not be able) to work hard.
5. It _______(seem) nearly such a long way if she
____________(walk) fast.
6. You _____________(make) a fortune if you
____________(take) my advice.
7. If I _____________(think) that about him, I
___________(say) so.
8. If he _____________(promise) to behave in future,
his mother ______________(forgive) him.
9. If we ______________(can) come on Sunday, we
______________(come).
3. And now complete the
gaps again, but in these sentences you can find first and second contionals
(mixed).
1. If he ____________(need) help, I
___________(give) it.
2. Life ____________(be) monotonous if
we____________(have) nothing to do.
3.He ___________(find) the answers if he
____________(look) at the back of the book.
4. If you ______________(want) me to, I
________(come) for a walk with you.
5. If he ____________(write) to her, she
______________(answer) at once.
6. He ____________________(not phone) me here unless
it _______________(be) urgent.
7. He ________________(lose) weight if he
__________________(stop) eating too much.
8. If she ____________________(be) patient, I
________________(try) to explain.
9. If they _________________(love) each other, they
_______________(quarrel) so much.
10. If we _______________(leave) at once, we
___________________(catch) the early train.
11. If he ________________(do) that again, his
father ______________( punish) him.
12. If she _____________________(drink) this
medicine, she _________________(feel) much better.
4. Complete the song in order to practise the
conditionals.
Hero
(http://www.youtube.com/watch?v=koJlIGDImiU)
Would you dance,
If I ____________you to dance?
Would you run,
And never look back?
Would you cry,
If you _____________me crying?
And would you save my soul, tonight?
_________________tremble,
If I touched your lips?
Would you _____________?
Oh please tell me this.
Now would you die,
For the one you love?
Hold me in your arms, tonight.
I can be your hero, baby.
I can kiss away the ____________________.
I would stand by you forever.
You can take my ____________________away.
Would you ____________,
That you'll always be mine?
Or would you lie?
Would you run and hide?
Am I in too deep?
Have I lost my ___________?
I dont care...
Youre here, tonight.
I can be your hero, baby.
I can kiss away the _____________.
I would stand by you forever.
You can take my ______________away.
Oh, I just wanna to hold you.
I just wanna to hold you.
Oh yeah.
Am I in too deep?
Have I lost my ______________?
Well I dont care...
Youre here, tonight.
I can be your hero, baby.
I can kiss away the _____________.
I would stand by you forever.
You can take my _____________away.
I can be your hero.
I can kiss away the pain.
And I would stand by you, forever.
You can take my breath away.
You can take my breath away.
I can be your hero.
WRITING TASK (After page 32 Student’s book)
1. After the
writing task on page 119, make a composition about: your favourite subject and
the reasons you have (100 words- use at least two conditional sentences).
2. Traslation----
Translate the paragraph called Music
on page 35 of your Student’s book.
3. Translate this paragraph into English.
La biología es muy interesante y divertida. Puedes
aprender muchas cosas sobre los animales, las plantas y los seres humanos.
Además puedes utilizar internet para estudiar porque puedes encontrar mucha
información extra que no aparece en los libros de texto. Los profesores de
biología están muy interesados en el medio ambiente, debemos aprender a
cuidarlo y respetarlo porque es el lugar donde tenemos que vivir. Si estudias
esta asignatura, aprenderás muchas cosas sobre la naturaleza.
SOME MORE VOCABULARY:
SOME MORE GRAMMAR:
FIRST AND SECOND CONDITIONALS
SOME MORE GRAMMAR:
FIRST AND SECOND CONDITIONALS
- http://www.englisch-hilfen.de/en/exercises/if_clauses/multiple_choice.htm
- http://www.speakspeak.com/a/html/d3b008_english%20grammar_intermediate_first_second_conditional.htm
- A game: http://eslgamesworld.com/members/games/ClassroomGames/Billionaire/Conditionals%20Billionaire%20Game/
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