Facultad de Derecho

Universidad de Chile

Ingls para propsitos especficos

Nivel 1

Material preparado por Prof. Rosa Bahamondes Rivera - 2017

1
Unit 1
Objectives:
Become familiar with expressions used in class
Learn about English and language learning
Introduce yourself to your classmates and to your instructor
Give personal information
Task 1

1. Look at these words and circle those you

associate English with (ask your instructor if
you need help with vocabulary):

Future - Important - Boring Fun Useless -

Difficult Movies Work Easy Songs - Now
Necessary - Afraid

2. Talk to a classmate (you can do it in Spanish) and compare answers.

3. Lets work on some trivia:
a. Which countries speak b. How many people c. Which countries
English? speak English in the practice law in the same
world? way as Chile?

d. Are all the people who speak English similar? Why? Why not?

e. This is a map of the countries that speak English. Can you identify them?

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Lets see if you were right

http://passwithflyingcolours.blogspot.cl/2013_03_01_archive.html

Think: Why should we learn English? Is there a better English to learn?

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Task 2

Interaction in the English language classroom

Your instructor will say You will say

How do you say

in
Listen English/Spanish?

Write Pardon?/
I dont understand

Raise your hand How do you

pronounce?

Work in pairs I see.

Do you
understand? Wait, please.

Are you ready? Slowly, please.

Talk to your What page?

classmate

Lets practice! Listen to your instructor and react to what he/she says.

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Task 3:

1. Meeting people: Read the following conversations.

Conversation A
Andrew: Good Morning. My name is Andrew. Whats your name?
Marla: Good Morning. Im Marla. Nice to meet you.
Andrew: Nice to meet you, too.

Conversation B
Patty: Hi, Im Patty. What is your name?
Steve: Hi, Im Steve. Nice to meet you.
Patty: Nice to meet you, too. Are you an law major?
Steve: Yes, Im a freshman. And you?
Patty: Im a freshman too, but Im a physics major.
Steve: Cool. Sorry, I have a class. See you later.
Patty: See you, Steve.

Is there a difference between these two conversations? Which one is more informal? Why?
Do you have any questions about the words in the dialogues?
Ask your teacher using the expressions you just learned.

2. Lets practice:
a. Work in pairs and practice conversation 1 and conversation 2. Think of two different
contexts to use the formal and informal registers.
b. Now, stand up, and walk around the classroom meeting people. Try to add a new
question.
c. How many new names can you remember?
d. Write down the words that you think are important from these two dialogues.

e. What other majors can you find at this university?

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 Did you know?
First year students at US universities are called Freshmen.
Can you guess what these words correspond to?
Freshman: 1st year Senior: Sophomore: Junior:

Task 4:

Giving personal information. 1. Read the following conversation:

At the registrars office

George: Hello, Im George Lewis
Secretary: Hi, George. I need to get your contact information,
please.
George: Sure.
Secretary: Whats your address?
George: I live on 451 Vivaceta Street, apartment 7B
Secretary: Where is that?
George: It is in Independencia.
Secretary: Pardon?
George: Independencia
Secretary: OK. What is your phone number?
George: My cell phone number is: 9-735- 9210
Secretary: 9-735- 9210?
George: Yes, thats right.
Secretary: And what is your e-mail address?
George: It is george_2012@gmail.com
Secretary: So, george_2012@gmail.com.
George: Yes.
Secretary: Finally, what is your major?
George: Law
Secretary: Thank you. You will get an e-mail from us very
soon.
George: Thank you. Bye.

3. Read the dialogue again and underline all the questions that ask for personal
information.
4. Do you understand them? If you have any vocabulary questions, ask your instructor
using the expressions you just learned.
5. Lets practice:

Work in pairs (with a different classmate) and get their real information. Report to the class
which boroughs your classmates are from.

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 What did you learn in this unit?
1. How much can you say to survive in the English class? 0-----------------------------100%
2. Give 3 examples of expressions to interact in the English language class:

3. Can you give personal information? Yes--------------------------------------No

4. Give one example:

5. Can you ask for personal information? Yes--------------------------------------No

6. Give one example:

7. What can you do if you have a question in class?

0 = zero/ oh 5 = five 10= ten 15 = fifteen

1 = one 6 = six 11 = eleven 16 = sixteen
2 = two 7 = seven 12 = twelve 17 = seventeen
3 = three 8 = eight 13 = thirteen 18 = eighteen
4 = four 9 = nine 14 = fourteen 19 = nineteen
20 = twenty
@= at _= underscore - = hyphen . = dot

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Lesson 2

Objectives:
Review expressions to survive in the classroom, introductions, identify important
places on campus.
Use the dictionary more efficiently
Learn to learn a language
Understand basic information from a written text
Use cognates

Task 1

1. Review: introductions and personal information

Think of your favorite singer or actor -if you are a man- or actress if you are a woman. Try to
write down as much as you know about this person according to these categories. If you dont
know, you can invent .

First name: Last name: Facebook: Address: Phone E-mail

number: address:

2. Write down some of the questions related to asking personal information. Do not look at the
previous lesson!

3. Listen to the instructions your teacher will give you and start mingling and introducing yourself
and asking about personal information in your group.

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Task 2
1. Why do you read when you read?
2. Read the following text from points a. to e. Your teacher will time your reading. When your
teacher says stop, write down one or two important ideas from the text and the purpose of the
text. You can use either English or Spanish for these notes.

What makes a language learner effective? What methods do they use to become fluent faster than the average
language learner? What can we learn from their techniques that we can pass on to other language learners?

a. Many beginning language learners do not use the language for fear of a problem in
communication. The good language learner, on the other hand, uses the language at every
possible opportunity. They are forever seeking out opportunities to use, hear and read the
language, e.g. chatting with people on the internet; playing games in English like WoW; looking at
all the words in English around the city; listening to music and watching movies and series in
English. Santiago is surrounded by English, we should use it!

b. Many language learners practice in class, but few practice enough outside the classroom. The
good language learner practices what they have just learned as soon as possible. For example,
while on a bus or bicycle, they are repeating in their mind what they have recently learned in class
by holding an imaginary conversation with someone. And straight after class, or in the evening,
they chat with their English-speaking friends in English!!!

c. Many language students, if they do not know the correct word or phrase for what they want to
communicate, simply stop talking or use Spanish. The good language learner, possessing such a
strong desire to communicate, is willing to try out different ways in order to get their message
across. For instance, if they do not know the right word, they might describe, or point at what
they want to say. They even use acting if necessary! They try almost anything, even to appear
foolish if necessary, in order to communicate.

d. The average language learner, when hearing something which they do not understand, often feels
embarrassed and may try to change the topic of conversation. The good language learner does
not give up so easily! They are able to overcome their initial feelings of uneasiness, and in fact,
may even enjoy it -- seeing it as a game to be played! The good language learner uses all the clues
which the context of the conversation offers them. And they are content to rest with a general
conclusion as to what the meaning might be, knowing that everything will clarify itself later.

e. Many language students are so nervous about getting their message across or trying to
understand what the other person is trying to say that they learn little from the communication
process. The good language learner, however, is firstly monitoring their own speech -- listening to
themselves speak and noting how their speech is being received by their listeners (e.g. facial
expressions, etc.). To them, such feedback is very important. Then, secondly, they are monitoring
the other person's speech -- noting how they use words and phrases, as well as grammar
structures.

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 Task 3
Read the text again, and this time, write in the space next to each paragraph a
word or a sentence that summarizes it. You can use English or Spanish. Do not
worry too much about the words you do not know.

a. Many beginning language learners do not use the language for fear of a problem
in communication. The good language learner, on the other hand, uses the
language at every possible opportunity. They are forever seeking out
opportunities to use, hear and read the language, e.g. chatting with people on
the internet; playing games in English like WoW; looking at all the words in English
around the city; listening to music and watching movies and series in English.
Santiago is surrounded by English, we should use it!

b. Many language learners practice in class, but few practice enough outside the
classroom. The good language learner practices what they have just learned as
soon as possible. For example, while on a bus or bicycle, they are repeating in
their mind what they have recently learned in class by holding an imaginary
conversation with someone. And straight after class, or in the evening, they chat
with their English-speaking friends in English!!!

c. Many language students, if they do not know the correct word or phrase for what
they want to communicate, simply stop talking or use Spanish. The good language
learner, possessing such a strong desire to communicate, is willing to try out
different ways in order to get their message across. For example, if they do not
know the right word, they might describe, or point at what they want to say. They
even use acting if necessary! They try almost anything, even to appear foolish if
necessary, in order to communicate.

d. The average language learner, when hearing something which they do not
understand, often feels embarrassed and may try to change the topic of
conversation. The good language learner does not give up so easily! They are able
to overcome their initial feelings of uneasiness, and in fact, may even enjoy it --
seeing it as a game to be played! The good language learner uses all the clues
which the context of the conversation offers them. And they are content to rest
with a general conclusion as to what the meaning might be, knowing that
everything will clarify itself later.

e. Many language students are so bound up with getting their message across or
trying to understand what the other person is trying to say that they learn little
from the communication process. The good language learner, however, is firstly
monitoring their own speech -- listening to themselves speak and noting how
their speech is being received by their listeners (e.g. facial expressions, etc.). To
them, such feedback is very important. Then, secondly, they are monitoring the
other person's speech -- noting how they use words and phrases, as well as
grammar structures

What you just did is called annotation. Do you know this reading technique? Have you used it before? Is it useful
for you?

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Task 4

1. And you? What do you do to learn English? What do you do to learn

philosophy or history?
2. What recommendations from the text could be good for your learning?
3. Work in pairs and discuss your answers.
What is a cognate
word?

Task 5: Lets look at what we know

1. Read from paragraphs a. and c. above. and identify with a colored pencil all the words that look
like Spanish. E.g. practice. Use a different color to mark all the words you know. E.g. teacher.
2. How many words in total are the ones that you either know or can guess?
3. How many new words do you have in your paragraphs?
4. How many words do you really need to understand these paragraphs?

Task 6: Using the dictionary

What dictionary did you use at school?
Do you know any good dictionaries on the web?

1. Read the following sentences and translate the underlined words. Do not use your dictionary yet.
Can you guess?
a. During Prehistory fire was very important for humans. _____________________
b. Nero is blamed for the Great Fire of Rome. _____________________
c. The soldiers were under fire from all sides. _____________________
d. The manager told his assistant: "you are fired". _____________________

Now use your dictionary to discover and/or confirm all the meanings above.

How do you know which of the meanings given in the dictionary to select? Try wordreference.com and
linguee.cl

Which dictionary is more useful? Why?

What probably helped you guess or confirm the meanings of the words above is
CONTEXT. There are different kinds of context.
- General knowledge
- Socio-cultural context
- Linguistic context

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Task 7: In pairs, and using your dictionaries, look up the meanings of the underlined words. They are
used with different meanings. Decide which of the dictionary meaning is appropriate in each context.
Try to decide if the word is a noun, verb, adjective, etc.

1. FAIR
a. Anthony is excellent in history, but his grades in microeconomy are just fair.
b. Professor Jones is strict, but she is fair.
c. Jane has blue eyes and fair hair.
d. Everyone has the right to a fair trial.
e. Next Thursday we have a new job fair.

1. WATCH
a. Everybody stopped to watch what was happening in the street.
b. Most people do not watch their diet when they are young. They eat at McDonalds all the time.
c. My watch stopped. I have to change its battery.

2. CASE
a. Their lawyer will only charge if he wins the case.
b. I think we need only one case of beer for the party.
c. There are many new cases of AIDs in Africa every year.
d. It was not difficult to make a case for including more women in the cabinet.

How can you use the dictionary when you have a word with many meanings?

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Task 8: Our campus: As freshmen, you sometimes get lost on campus. Identify on the map the places that you know and find their names in
English.

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Task 9: List the five most important places for you on campus. Explain why they are important and say
where they are located.

Place Reason Location

Task 10

Answer these questions about your campus:

a. Where can you buy food?

b. Where can you get copies of your class materials?

c. Where is your microeconomy class?

d. Where can you study?

e. Where can you go to show a sick leave certificate?

Task 11: What are some useful expressions to talk about location?

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 What did you learn in this unit?
1. How much can you participate in the English class now? 0------------------------------100%
2. Give 2 examples of expressions to survive in the English class that you used today:

3. Can you give and ask for personal information? Yes--------------------------------------No

4. Give one example:

5. Can you read a text in English? Yes--------------------------------------No

6. Mention one strategy to read a text in English that you learned in this unit.

7. Can you use the English dictionary to your advantage? Yes------------------------------------No

8. Mention one strategy to learn English that you find interesting.

9. Can you talk about the location of buildings and offices on your campus?
Yes--------------------------------------No
10. Give one example:

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