English materials for
Secondary school in México
Secondary school in México
First Grade
Unit 1
Audios
Lesson plan | Games & Lead-ins | Worksheets & Handouts | Audios | PowerPoint presentations | Notebooking |
Exercises for students | Project Ideas | Pop Quizzes & Exams | Resources
Exercises for students | Project Ideas | Pop Quizzes & Exams | Resources
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Audios
1 Ticking off items
2 True / False
3 Detecting mistakes
4 Guessing definitions
5 Skimming
6 Scanning
Expressions
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1 Ticking off items
A list, text or picture is provided: listeners mark or tick off words/components as they hear them with in a spoken description, story of simple list of items.
Target language: school, teacher, hospital, park, volunteer, nurse, animal shelter, senior, nursing home, homeless, tutor.
INSTRUCTIONS
Listen to a list of words, and for each word you identify, put a tick in the correct category. ANSWERS
The Department of Community Services offers many volunteer opportunities that allow you to give back to your community while having fun at the same time!
These are our community service programs:
INSTRUCTIONS
Listen to the audio and tick the community services you hear. Donate old clothes. Tutor children after school. Clean up a local park. Recycling program. Help animal shelter. ANSWERS Donate old clothes. * Tutor children after school. * Clean up a local park. Recycling program. * Help animal shelter. Good morning, Volunteers of America, this is Carol speaking. How can I help you?
Hello, I’m calling to ask about your youth volunteer programs. We have two programs: work with children with disabilities and conservation of endangered turtles. Endangered turtles? Yes, our conservation program has projects in Florida, Cuba and Costa Rica. Are you interested in any particular country? Oh, actually. I’m interested in a local program. I heard about a recycling program at school. Oh, what you need to look at is our spring program. We have a lot of information about it on our web page. INSTRUCTIONS
Listen to a conversation between a volunteer and a receptionist. Then, mark the correct picture of volunteer’s preference. 
ANSWER
Recycling program |
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Conversation number 1
Hi, Steve. I received your message. What’s up? Hi, Charles. I would like to help at the animal shelter. I’m worried about the number of dogs on the street, and I want to help in any way possible. There is a program called “Saving pets across America”. They rescue abandoned puppies from the streets and take them to the shelter for adoption. My mom is responsible for that program. Why don’t we talk to her and see if you can participate? That’s a really good idea, dude. Thank you. No problem. See you later. See you. Conversation number 2 Excuse me. Can you help me? Yes, of course. How can I help you? I need information about the community service. I’d like to participate in the reforestation program. Perfect! It will take place next Sunday morning at Central park. Alright. What do I need? Nothing. Just be on time. We’re going to start at 7 am. OK. Thanks. Good-bye. Good-bye. INSTRUCTIONS
I. Listen to the conversations and check the correct answers. 
II. Listen again and check the chart.
ANSWERS
I. Conversation #1 (Long distance interaction & Informal) #2 (Face to face/Formal) II. Conversation #1 (2, 3, 4, 7, 8) #2 (1, 5, 6) |
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2 True / False
The listening passage consists of a number of statements, some of which are true and some false.
Good morning, Volunteers of America, this is Carol speaking. How can I help you?
Hello, I’m calling to ask about your youth volunteer programs. We have two programs: work with children with disabilities and conservation of endangered turtles. Endangered turtles? Yes, our conservation program has projects in Florida, Cuba and Costa Rica. Are you interested in any particular country? Oh, actually. I’m interested in a local program. I heard about a recycling program at school. Oh, what you need to look at is our spring program. We have a lot of information about it on our web page. INSTRUCTIONS
Listen to a conversation between a volunteer and a receptionist. Then, put T (true) or F (false) to the statements.
3 Detecting mistakes
The teacher tells a story or describes something the class, knows, but with a number of deliberate mistakes or inconsistencies. Mistakes of grammar are not used – we are, after all, practicing comprehension of meaning, not mastery of grammatical rules. Students may react immediately to mistakes, shouting out or raising their hands or they may simply make a mark on a piece of paper for every mistake they hear.
The animal shelter story
This is the animal shelter. There are lots of computers to adopt here: dogs and cats. My family and I want to adopt a pet. I like dogs because they can walk and climb. But my sister loves cats. Which one will we eat? INSTRUCTIONS
Listen to the story and react immediately to mistakes, shouting out or raising your hands to make a correction. ANSWERS lots of computers (pets/animals)… and climb (run/jump/play)… Which one will we eat (adopt)? |
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4 Guessing definitions
The teacher provides brief oral definitions of a person, place, thing, action or whatever; learners write down what they think it is.
INSTRUCTIONS
Listen to each definition and try to guess the community helper. ANSWERS
5 Skimming
A not-too-long listening text is given; learners are asked to identify some general topic or information (skimming) and note the answer(s).
Good morning Kim. What can I do for you?
Good morning Mr. Rogers. I’m interested in participating in the community service programs. Thank you for volunteering. What exactly are you interested in? Well, I think I’m good at math and science. There’s a tutoring program in which you can help primary students who are trying to deal with math. Can you work Mondays and Wednesdays from 5 to 6 pm? Yes, I can. Then, look for Mrs. Brown at the library. She is responsible for this program and will give you more details. I know her! Thank you Mr. Rogers! It was a pleasure to help you. INSTRUCTIONS
Listen to the conversation and answer the following questions.
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6 Scanning
A not-too-long listening text is given; learners are asked to identify certain limited information (scanning) and note the answer(s).
Good morning Kim. What can I do for you?
Good morning Mr. Rogers. I’m interested in participating in the community service programs. Thank you for volunteering. What exactly are you interested in? Well, I think I’m good at math and science. There’s a tutoring program in which you can help primary students who are trying to deal with math. Can you work Mondays and Wednesdays from 5 to 6 pm? Yes, I can. Then, look for Mrs. Brown at the library. She is responsible for this program and will give you more details. I know her! Thank you Mr. Rogers! It was a pleasure to help you. INSTRUCTIONS
Listen and complete the conversation. ANSWERS
a) ____ There is a program at the senior citizen center. Can you work on weekends?
b) ____ Thank you. c) ____ It was a pleasure to help you. d) ____ Good morning. I’m interested in volunteering. I’d like to work with the elderly. Is there a program that involves working with them? e) ____ If you’re interested, please call me. I have the details in my office. Here’s my telephone number. f) ____ Good morning. What can I do for you? g) ____ Sure! How can I participate? INSTRUCTIONS
Listen to the conversation and number the dialogues in the order you hear them. ANSWERS a) 3 b) 6 c) 7 d) 2 e) 5 f) 1 g) 4 INSTRUCTIONS
Listen and classify the following environment sounds and background noises into the place you hear them. ANSWERS 1. School (Slapping a door, scissors, bell) 2. Hospital (Coughs, rain, defibrillator) 3. Park (Bird singing, kids playing, ambulance siren) 4. Street (Dishes sound, bike bell, baby cries) |
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