Actividades Guia Pedagogica

Pedagogical Guide
Initial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
5. Practices / Activities
Learning unit:
Practice: Number:
Practice purpose:
Stage: Duration:
Materials, tools, instruments, machinery and

Performance
equipment
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Student´s name:
Learning unit: Exchange personal information about herself/himself and others
Learning outcome: Exchange personal information in basic conversations using vocabulary and specific structures.
Activity number 1: Hi, What’s up I want to know about you.
CAN YOU SPELL THAT?

INSTRUCTIONS:
Exchange personal information following the next steps:

o Get in pairs.
o Fill in the blanks with personal information.
o Practice the dialogue in pairs and spell the giving words.
I. Complete the following dialogue with YOUR information
Student A: Hi!, My name is ______________________________________________

Student B: Can you spell your name?
Student A: Sure it's _____________________________________________________
Student A: And what's your name?
Student B: My name is __________________________________________________
Student A: How do you spell it?
Student B: ____________________________________________________________
Student B: What's your last name?
Student A: My last name is _______________________________________________
Student B: How do you spell it?
Student A: ____________________________________________________________
Student A: What about you? What's your last name?
Student B: My last name is ________________________________________________
Student A: Can you spell it?
Student B: Sure, It's _____________________________________________________
Student A: How old are you?
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Student B: I'm _________________, and you?

Student A: I'm ___________________________________________
Student A: Do you have any siblings (brothers or sisters)?
Student B: _______________________________
Student B: and what about you? do you have any siblings?
Student A: Tell me about your mother and father.
Student B: My mother's name is ____________________ and my father's name is __________________________
Student A: Can you spell their names?
Student B: Ok ______________________________________ and ____________________________________________
Student B: What are your parent's names?
Student A: My moher's name is ______________________ and my father's name is __________________________
Student B: Can you spell their names?
Student A: Ok ______________________________________ and ____________________________________________
CONTINUE THE CONVERSATION SPELLING NAMES AND LAST NAMES OF YOUR FAMILY...
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Student´s name:
Learning outcome: Exchange personal information in basic conversations using vocabulary and specific structures
PERSONAL INFORMATION!
INSTRUCTIONS:
Complete the next chart with the given information.
Write your own ID.
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Student´s name:
Learning outcome: Exchange personal information in basic conversations using vocabulary and specific structures.
WHO ARE YOU?

INSTRUCTIONS:
Share with a classmate following the underlined steps.
o Unscramble the questions, like in example number 1.
o Ask and answer each questions.
1. What’s name your ?
What’s your name? .
2. surname your What’s ?
______________________________________________________________________________________
3. you Can that spell please ?
______________________________________________________________________________________
4. you old How are?
______________________________________________________________________________________
5. address your What’s?
______________________________________________________________________________________
6. your number What’s phone?
______________________________________________________________________________________
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7. e-mail What’s address your?
______________________________________________________________________________________
1. My name’s …
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
6. __________________________________________________________________________________
7. __________________________________________________________________________________
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Student´s name:
Learning outcome: Writes basic texts that include information about occupations and daily routines
Activity number 4: Making questions
AN ARCHITECT BUILDS...
INSTRUCTIONS:
Write on the correct occupation and choose the right personal pronoun.
1. He / she works with money in an office
2. He / she makes houses, flats, etc
3. He / she works in a bar or restaurant.
4. He / she writes in a newspaper
5. He / she takes pictures
6. He / she protects people on the streets
7. He / she goes to school or university
8. He / she works at a hospital
9. He / she teaches sports.
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Student´s name:
Activity number 5: Making questions
A SURVEY TO KNOW ABOUT PEOPLE’S OCCUPATIONS
INSTRUCTIONS:
Students are required to use verb to be in present simple, in its interrogative form to get information from other people.
Students design a survey to get information about a person's occupation by asking about his/her name, age, and objects that the interviewed
individual uses at work.
Example
Q: Hi
A: Hello
Q: Excuse me, What´s your name?
A: My name is Gustavo
Q: How old are you?
A: I´m 16
Q: What do you do for a living?
A: I´m a doctor
Q: Do you use an eraser at your work?
A: No, I don’t.
Q: Do you use a ladder at your work?
A: No, I don’t.
Q: Do you use a stethoscope at your work?
A: Yes, I do.
Do you use a tongue depressor at your work?
Yes, I do.
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Student´s name:
Activity number 6: How many people are there in your family? What do they do? What do they usually have for breakfast?
MY FAMILY!
INSTRUCTIONS:
Fill in the following family tree
Taken from: www.google.com/images for educative purposes (10/18/11)
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Student´s name:
FAMILIES!
INSTRUCTIONS:
Read the next text and answer the questions.
Families today
A mother, a father and two children. This is the typical family. But families are
different now. Some children speak about their families:
Sam: I don’t have siblings. My mother’s name is Martha. I live with my grandmother.
I have a lot of friends and I have two cousins Ross and Martel. I play with my
cousins. My aunt is a nurse and my uncle is a police officer. My parents are actors
and they travel a lot.
Bill: I have two brothers and a sister. I don’t have a father. My mother’s name is
Karen. She’s a lawyer. My sister is a photographer. They work together at the local
newspaper. My brother is married and he has one child. My nephew’s name is Bill.
Claire: I have a big family. I have four grandparents. My mom’s parents’ names are
Christine and Joe. They have 5 children: Tony, Kath, Mary, Bill and Pam, my
mother. I have 12 cousins and 5 brothers. I am the only girl. My father works in
Canada. I live in Australia. My family lives in Australia too. I spend hours playing
computer games.
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1. Who doesn’t have siblings?

2. Who lives in Australia?
3. Who plays with his cousins?
4. Who’s Karen?
5. Who has one sister?
6. Who is a nurse?
7. Who have five children?
8. Where does Bill sister work?
9. Who has four grandparents?
10. Who spend hours playing computer games?
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Student´s name:
SHE’S MY AUNT!
INSTRUCTIONS:
Write the relationship between the family members.
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1. Pam is Wendy’s __________________________________________________

2. Mark is Fred’s ____________________________________________________
3. Linda is Mark’s____________________________________________________
4. Candy is Teddy’s __________________________________________________
5. Giles is Sarah’s ___________________________________________________
6. Pam is Bobby’s ___________________________________________________
7. Jeff is Pam’s _____________________________________________________
8. Wendy is Rachel’s _________________________________________________
9. Bobby is Jeff’s ____________________________________________________
10. Diana is Bobby’s __________________________________________________
11. Teddy is Rachel’s _________________________________________________
12. Bobby is Sara’s ___________________________________________________
13. Sarah is Diana’s ___________________________________________________
14. Teddy is Pam’s ____________________________________________________
15. Jeff is Mark’s ______________________________________________________
16. Olive is Bobby’s ____________________________________________________
17. Olive is Candy’s ____________________________________________________
18. Fred and Olive are Mark and Candy’s ___________________________________
19. Graham is Mark’s ___________________________________________________
20. Linda is Diana’s _____________________________________________________
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Student´s name:
Learning unit: Location of objects and specific locations in her/his environment
Learning outcome: Locates places and objects in his/her immediate environment using prepositions of place
Activity number 9: I have a TV in front of my bed
THERE IS...
INSTRUCTIONS:
Describe the picture using preposition of place (on, under, above, next to, behind, in front of, between, near), there is for singular and there
are for plural.
a.
b.
c.
d.
e.
f.
g.
h.
Image taken from google royalty free images, for educative purposes (11/11/12)
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Student´s name:
ARE THERE ANY...?
INSTRUCTIONS:
Exchange information about objects and its location.
o Get in pairs.
o Look for a room picture.
o Ask about things’ locations *use preposition of place (Ej. is there a mirror above
the coach?, yes there is)
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Student´s name:
IN MY HOUSE THERE ARE...

INSTRUCTIONS:
Write the correct name for each room.
Bathroom Kitchen
Bedroom Living room
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Student´s name:
Learning outcome: Writes simples texts where objets are compared using information technology to research a topic
Activity number 12: My father doesn’t work in the afternoon
Complete the sentences with the correct form of the verbs, don´t forget the auxiliaries, you can use the verbs more than once and in the negative
form.
do / teach / wash / read / go / feed / live
Carol: Simon, what ______________________you _____________ at night?
Simon: We sometimes__________________ books and my sister Emily usually

______________________________ to the club on Saturday
Carol: __________________Mr. Smith ________________ English?
Simon: No, Mr. Smith ________________________________ English, he

_________________ French.
Carol: Who ______________________ Charles _________________?
Simon: Charles _____________________________his pet.
Carol ______________________ Amanda __________________in Australia?
Simon: Amanda _______________________in Australia, she_________________ in

Scotland.
Carol: What_________________ they ______________on Sunday?
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Simon: Peter and Sue ___________________________their dad´s car
Carol: When __________________your mom _______________the laundry?
Simon: Mom ________________________________ the laundry on weekdays.
Carol: What _____________ your brother ____________ after school?
Simon: He _____________________his homework after school.
Carol: How often ___________you _________ the chores?
Simon: My brother and I __________________________the chores every day.
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Student´s name:
Learning outcome: Writes simples texts where objets are compared using information technology to research a topic.
Do you know about the latest and most advanced gadget? How is the gadget? How much is it? How much
Activity number 13:
does it cost?
INSTRUCTIONS: Match
1.- attractive ( ) it can store a lot of information
2.- up-to-date ( ) it is something that can help you
3.- user-friendly ( ) it is very modern
4.- compact ( ) it is easy to carry
5.- versatile ( ) it doesn't cost a lot of money
6.- expensive ( ) it is easy to use
7.- powerful ( ) it is small
8.- cheap ( ) it can do lots of different things
9.- useful ( ) it looks good
10.- portable ( ) it costs a lot of money
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Student´s name:
Activity number 14:
does it cost?
INSTRUCTIONS:
Complete the next chart.
Adjective Comparative Superlative Adjective Comparative Superlative
light lighter the lightest Important more important the most important
big useful
interesting Carefully
Smart Old
large Cheap
Bad Portable
intelligent compact
expensive versatile
slow good
attractive heavy
boring complete
up-to-date simple
nice dangerous
busy slim
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Student´s name:
Activity number 15:
does it cost?
INSTRUCTIONS:
Look at the advertisement for three smartphones. How are they different? Compare your ideas with your partner. Then, find the following
information:
1. Which is the most attractive?
2. Which is the lightest?
3. Which has the biggest memory?
4. Which is the cheapest?
iPhone X 64Gb Huawei P20 Samsung S9 Plus

$28,399 128 Gb 64 Gb
5.8 inch Super Retina Screen 5,8 inchTouchscreen display $18,899
Water and dust resistance $20,999 6,2 inch display
RAM 3Gb RAM 4Gb RAM 6gb
174 grams 165 grams 189 grams
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In pairs, read the description of each item and discuss the following: Why is iPhone X the most expensive? Which is the best buy? Why? Which has
a better display iPhone X or Samsung S9 Plus? Why? Why is iPhone X more expensive than Samsung S9 Plus? Which has more features than the
others?
Complete the sentences according to the previous advertisement.
1. _______________ is good but _______________ is better and _______________is the best.
2. The Ram in ____________ and ____________ are bigger than the Ram in ________________.
3. _______________is more expensive than _______________ and _____________________is the most expensive.
4. _______________ is heavier than ________________ and _______________ is the heaviest.
5. _______________ display is larger than ________________display but ____________ display is the largest.
Make similar statements about gadgets you have at home, such as the videogame, the laptop, the tablet, the digital camera, the smartphone, the
computer and post it in a blog.
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Student´s name:
Learning outcome: Describes places of interest and gives instruction to get to a place
Activity number 16: How can I get to the church?
WHICH PHRASE?
INSTRUCTIONS:
Put he correct vocabulary in the correct column.
− (Just) around the corner − On/at the corner of

− Across from − Opposite
− At the end (of) − Straight on
− Behind − Take the first/second/third/fourth
− Between road on the left/ right
− Continue to − Turn back/ go back
− Cross − Turn left /turn right/ turn into…
− Excuse me, could you tell me the street
way to…? − What’s the best way to…?
− Go along − Where’s…?
− Go around
− Go straight on…
− Go straight until you come to…
− Go through
− Go up/ down
− How can i get…?
− How do i get to…?
− In front of
− It’s on the left
− It’s on the right
− Keep walking/driving until you see
− Near
− Next to
− On
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PHRASES TO REQUEST
PHRASES TO INDICATE ADDRESS PREPOSITIONS OF PLACE
INFORMATION
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Student´s name:
WHICH PHRASE?
INSTRUCTIONS:
Print, cut and paste in the correct place, following the next directions.
Images taken from: http://www.clipartguide.com for educative purposes.
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1. The library is at the corner of Oak Street.

2. The Park is on 47 Street and Park Avenue behind the church
3. The bookshop is next to the supermarket across from the restaurant
4. The restaurant is at the end or Elmo Street next to the café
5. The supermarket is at the corner of Elmo Street and Maryland Street
6. The bank is between the supermarket and the stationary store
7. The stationary store is at the end of Maryland street
8. The café is in front of the supermarket next to the hotel
9. The museum is opposite from the park
10. The sports club is next to the church in front of the hotel
11. The school is at the corner of Elmo Street and Maryland street next to the cinema
12. The library it at Oak street.
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Student´s name:
KEEP WALKING…
INSTRUCTIONS:
Give and back directions according to how to get a place

o Get in pairs.
o Draw a map that include your school and the nearest places like cooffe shop, Banks, shops, malls, gas stations.
o Use prepositions, imperative form, take turn to give and back instructions to move to a place to other.
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Pedagogical Guide

Initial Interaction in English

Materials, tools, instruments, machinery and

Learning unit: Exchange personal information about herself/himself and others

Activity number 1: Hi, What’s up I want to know about you.

CAN YOU SPELL THAT?

Exchange personal information following the next steps:

I. Complete the following dialogue with YOUR information

Student A: Hi!, My name is ______________________________________________

Student B: I'm _________________, and you?

Learning unit: Exchange personal information about herself/himself and others

Activity number 2: Hi, What’s up I want to know about you.

Learning unit: Exchange personal information about herself/himself and others

Activity number 3: Hi, What’s up I want to know about you.

WHO ARE YOU?

1. What’s name your ?

What’s your name? .

2. surname your What’s ?

3. you Can that spell please ?

4. you old How are?

5. address your What’s?

6. your number What’s phone?

7. e-mail What’s address your?

Learning unit: Exchange personal information about herself/himself and others

Activity number 4: Making questions

1. He / she works with money in an office

2. He / she makes houses, flats, etc

3. He / she works in a bar or restaurant.

4. He / she writes in a newspaper

5. He / she takes pictures

6. He / she protects people on the streets

7. He / she goes to school or university

8. He / she works at a hospital

9. He / she teaches sports.

Learning unit: Exchange personal information about herself/himself and others

Activity number 5: Making questions

A SURVEY TO KNOW ABOUT PEOPLE’S OCCUPATIONS

Learning unit: Exchange personal information about herself/himself and others

Fill in the following family tree

Taken from: www.google.com/images for educative purposes (10/18/11)

Learning unit: Exchange personal information about herself/himself and others

1. Who doesn’t have siblings?

Learning unit: Exchange personal information about herself/himself and others

Write the relationship between the family members.

1. Pam is Wendy’s __________________________________________________

Learning unit: Location of objects and specific locations in her/his environment

Activity number 9: I have a TV in front of my bed

Learning unit: Location of objects and specific locations in her/his environment

Activity number 10: I have a TV in front of my bed

ARE THERE ANY...?

Learning unit: Location of objects and specific locations in her/his environment

Activity number 11: I have a TV in front of my bed

IN MY HOUSE THERE ARE...

Bedroom Living room

Learning unit: Location of objects and specific locations in her/his environment

Activity number 12: My father doesn’t work in the afternoon

do / teach / wash / read / go / feed / live

Carol: Simon, what ______________________you _____________ at night?

Simon: We sometimes__________________ books and my sister Emily usually

Carol: __________________Mr. Smith ________________ English?

Simon: No, Mr. Smith ________________________________ English, he

Carol: Who ______________________ Charles _________________?

Carol: Simon, what __________you _ at night?

Carol: __Mr. Smith English?

Carol: Who ______ Charles _?

Carol ____ Amanda in Australia?

Simon: Amanda _______in Australia, she_ in

Carol: What___ they on Sunday?

Carol: When ____your mom _the laundry?

Carol: What _ your brother after school?

Carol: How often ___you _ the chores?

1. _______ is good but _ is better and _________is the best.

4. _ is heavier than and _ is the heaviest.