English Pronunciation and Rhythm: A Guide to Improving Your Speech, Diapositivas de Inglés

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INTERMEDIATE INTEGRATED

WORKBOOK

Compiled and edited material by Moisés Pérez

I. DESCRIPTION

Intermediate Integrated is the fifth level of the completed course programs at

CEVAM. It is designed to help students improve their skills in the English language such

as listening, reading, writing and speaking, making special emphasis on the final two.

That is to say, students should practice the way they express themselves through

different activities, such as: mini projects, tasks, writing exercises, oral activities and so

on, in order to improve their written and oral production. In the end, this level is going to

act as a workshop to help students achieve a proficient level of English and prepare

them for the advanced levels. This level is different from the other levels because it is

not focused on grammar explanations. Instead, it is aimed to develop critical thinking

and communicative skills. Therefore, students should be active learners, participate

constantly and bring information to work on in the classroom.

II. OBJECTIVES

1. Helping students improve their intermediate English level through different oral and written activities.
2. Guiding them to use the four skills (reading, writing, listening and speaking) to communicate their opinions and beliefs in an understandable and effective way.
3. Guiding them to understand different verb tenses and grammar aspects which are important to review before the advanced levels.
4. Making them aware of the importance of a proficient level of English to express feelings, opinions, and beliefs about various topics in different contexts.

III. EVALUATION SYSTEM

1. Quizzes and exams 20 %
2. Written activities 20 %
3. Oral activities 20%
4. Attendance and class participation 20 %
5. Final evaluation 20 %

• All evaluations are going to be graded out of 50 points (this evaluation system could be changed depending on the need of the course).
• Students need a grade of 75/100 as minimum to pass this level.

UNIT I

Back to basics

CONTENT

• Questions review.
• Present simple review.
• Clauses, sentences and phrases.

Exceptions in Spelling

Exception Example

The verbs can, may, might, must remain the same in all forms. So don't add s.

he can, she may, it must

Short Forms

affirmative Negative

I am English. = I 'm English. I am not English. = I 'm not English.

We are English.= We 're English. We are not English. = We 're not / We are n't English.

He is English. = He 's English. He is not English. = He 's not / He is n't English.

I have got a dog. = I 've got a dog. I have not got a dog. = I 've not got a dog. / I have n't got a dog.

He has got a dog. = He 's got a dog. He has not got a dog. = He 's not got a dog. / He has n't got a dog.

I do not play tennis. = I do n't play tennis

He does not play tennis = He does n't play tennis.

Use

Use Example

action in the present taking place once, never or several times Colin always plays soccer on Tuesdays.

actions in the present taking place one after another She takes her bag and leaves.

facts (something is generally known to be true) The sun sets in the west.

action set by a timetable or schedule The train leaves at 9 pm.

verbs of possession, senses, emotions and mental activity I love her.

Typical Signal Words

 always

 every ...

 often

 normally

 usually

 sometimes

 seldom

 never

3 rd^ personal singular “He / She / It” Spelling rules:

What are the different types of sentences? Sentences are divided into four categories: simple sentences, compound sentences, complex sentences, and compound-complex sentences.

1. Simple Sentences: A simple sentence contains one independent clause. Examples  Johnny rode his bike to school.  Who is your best friend?  She ate her lunch, took a walk, and went back to work. 2. Compound Sentences:

A compound sentence contains two independent clauses. A coordinating conjunction (for, and, nor, but, or, yet, so) often links the two independent clauses and is preceded by a comma. Examples  She wanted to go on vacation, so she saved up her money.  I like apples, but my sister loves bananas.  Tim loves to read, and he also loves to hike.

3. Complex Sentences:

A complex sentence contains one independent clause and one or more dependent clauses. A complex sentence will include at least one subordinating conjunction. Examples  She went to class even though she was sick.  As John was arriving to work, he realized he forgot his lunch.  While I enjoy classical music, I prefer rock and roll because I play the drums.

4. Compound-Complex Sentences:

A compound-complex sentence combines complex sentence and compound sentence forms. A compound-complex sentence contains one or more independent clauses and one or more dependent clauses. Examples  Although she felt guilty for missing her friend’s birthday, she took her out to dinner the next day, and they had a great time.  I try to eat healthy food, but because fast food is so convenient, I cannot maintain a healthy diet.  If he got the job, he would have to commute 50 miles to work, so he decided the job was not worth it.

Exercises about clauses

I. Directions: Read and analyze of the following sentences each sentence. Circle the predicates and underline the subjects. Draw a line separating the clauses in the sentence, count them, and write DC for dependent clauses and IC for independent clauses.

II. Try it yourself. Write three sentences with one clause. Underline the subjects and circle the predicates. Then, write two sentences with two or more clauses. Underline the subjects and circle the predicates.

1. My sister and I were at my grandma's house when the phone rang.

2. We were watching TV on the couch, the old brown one, and eating sandwiches.

3. It was Jan, my sister's friend, and she wanted to talk to my sister.

4. I said, "I'll go get her, Jan," and then I went to get her.

5. Jan told my sister that the new super group, the Dance Boys, was at the mall.

6. My sister almost fainted because she's the biggest fan of the Dance Boys.

7. "I love the Dance Boys," she said excitedly.

8. Jan, my sister, and I all hopped on the bus to the mall to see the Dance Boys.

9. I'm not really a fan of the Dance Boys, but I like to go to the mall, so I went.

10. When we got there, the mall was packed with Dance Boy fans.

11. Since we went to the mall, I've been working on my moves, but I'm still bad.

12. If Jan, my sister, and I go to the mall again, I'll surely walk around and shop.

UNIT II

Music is my

inspiration

CONTENT

• Writing process: Brainstorming, mind map, outline, draft and final

version.

• Paragraph structure (topic sentence, supporting sentences, and

concluding sentence).

What is a paragraph?