Final Project
UNITS COMPILTAION
Final project: PRE-INTERMEDIATE
By: Julienne Alvarez, Aida Ortega and Juliana Vargas
Unit 7
Introduction
Unit 7 Things focuses on exploring everyday
objects and describing personal belongings, highlighting those items that
people carry with them on a daily basis, such as chargers, headphones, wallets,
and water bottles. The unit delves into the reasons why these objects are
important to each person, allowing for easy comprehension of the vocabulary.
Through various activities, a reflection on the value that these objects have
in everyday life and how they reflect the identity and needs of each person is
encouraged. In addition, tools are provided for the description and
contextualization of these objects in different situations, which facilitates a
deeper understanding of the relationship between language and the personal
meaning attributed to possessions.
Keywords:
Features
Quickly
Devices
Grammar 1: Possesion
Possessive pronouns are those that indicate
that something belongs to someone. In English, there are two types of
possessive pronouns: possessive adjectives and possessive pronouns. Possessive
adjectives are used to describe who something belongs to. For example, "my
book," "your dog,"
"their house." Possessive adjectives in English are: my, your, his,
her, its, our, and their.
Grammar 2: Countable and uncountable nouns
Nouns are divided into countable and
uncountable, which influences the use of many, which is used with countable
nouns in the plural to express large quantities, while much is used with
uncountable nouns in similar situations. Both are used to talk about quantities
in questions or negative sentences. On the other hand, same is used to indicate
that two or more things are the same or similar, regardless of whether the noun
is countable or uncountable.
Important points
Vocabulary: It is important because it allows students to
describe everyday objects, ask about quantities, and understand nonverbal
language. Key expressions include questions about quantities (How much...?, How
many...?), descriptions of objects (It’s a type of..., We use it for...), and
phrases to understand cultural gestures. These expressions improve the ability
to communicate effectively and culturally aware.
Grammar: The grammar focuses on possessive pronouns and countable vs. uncountable nouns, using many, much, and same to discuss quantities and ownership. These structures help students clearly express possession, compare amounts, and describe items, supporting effective and precise communication.
Personal Opinion: Is both interesting and practical because it focuses on everyday topics like describing personal belongings and common objects. Additionally, the inclusion of cultural aspects and non-verbal gestures adds a global perspective that promotes intercultural understanding. I find it valuable because it not only enhances language skills but also enriches effective communication in different contexts.
Conclusion
In conclusion, Unit 7 enhances vocabulary for describing everyday objects and personal belongings, while also building awareness of non-verbal communication, including gestures and their cultural meanings. Through reading, listening, and writing exercises, learners develop the ability to detail items and understand the nuances of gestures in different cultural contexts. This unit emphasizes effective communication by helping learners interpret and adapt to both verbal and non-verbal cues, essential skills for interacting in multicultural environments where meanings can vary significantly.
Unit 8
Introduction
Unit 8, titled "Stories," is designed
to guide students in discussing past experiences effectively by mastering the
simple past tense. This unit introduces the foundational grammar of the simple
past, helping students understand how to correctly form affirmative statements,
questions, and negative sentences about past events. Through engaging
exercises, students practice transforming statements into questions and
negations, building the skills needed to narrate and understand stories with
accuracy and fluency.
A significant emphasis is placed on
pronunciation, particularly focusing on the different sounds of past-tense verb
endings. Additionally, the unit teaches students how to use intonation and
emphasis to make their storytelling more engaging and dynamic. By focusing on
these elements, students learn to capture their audience’s attention and convey
emotions effectively, enhancing their storytelling ability.
In addition to technical language skills, Unit
8 encourages students to share personal stories and experiences, fostering a
deeper connection with their peers. The unit also introduces common expressions
and transitional phrases that make storytelling smoother and more natural. By
the end of this unit, students will be better equipped to communicate their own
experiences and understand others' stories, leading to more effective and
natural interactions in English.
Keywords:
Mistake
Important points
An important point of this lesson is that it
not only helps improve pronunciation but also enhances the interpretation of
stories in English. Their stories talk to us about tales, narratives, and
culture. It uses simple and understandable vocabulary, which makes it easier
for the reader to interpret them.
· Vocabulary:
Students practice specific terms related to the unit, which at some levels may
include words related to visual or photographic topics such as
"camera," "lens," and "snapshot" (at the Upper
Intermediate level) or daily routines and common actions (at more basic
levels).
· Grammar:
The lessons cover relevant grammar, such as the use of the present simple to
talk about routines or daily activities, the use of time prepositions, and
frequency adverbs. There may also be exercises to form questions in the present
simple, helping students become familiar with basic grammatical structures.
· Additional
practices: Some exercises in this unit include completing sentences, correcting
errors in sentences, or answering questions about texts. At intermediate and
advanced levels, reading comprehension and writing skills on current or
controversial topics in the media are also worked on.
Grammar patterns. Stories Connect us
Grammar 8A.
Focuses on using key grammar patterns to
structure and tell a story clearly. The Past Simple tense is used for events,
like "I went to the market," and the Past Continuous describes
ongoing actions, such as "I was walking when I saw her." Time
expressions like "At the beginning" or "Finally" help
organize the story. Linking words like "First," "Then," and
"After that" maintain coherence. Direct and Indirect Speech introduce
dialogue, e.g., "She said, 'I can't believe it!'" and Conditional Sentences
express hypothetical situations, like "If I had known, I would have acted
differently." These patterns make storytelling clearer and more engaging.
Grammar 8B. The photo I took.
Focuses on storytelling skills, particularly
using diagrams to understand story structure. It introduces common story
patterns and teaches students to use phrases that mark the beginning, middle,
and end of a narrative. This helps them build clear and engaging past-event
descriptions.
Focuses on
understanding the reasons why stories are important in culture. It explores how
stories connect us, entertain, teach life lessons, and reflect universal
themes. The lesson includes examples of famous stories like Aladdin, showing
how stories are retold across cultures and generations. Through this, students
learn to appreciate the role of storytelling in conveying morals, values, and
shared human experiences.
Grammar 8D. Signposting your story
Focuses on
how to structure and tell stories in a clear and engaging way. Students learn
to use key phrases to signal the beginning, development, and end of a story,
keeping the listener's interest. The lesson also covers how to emphasize
certain details to make the story more impactful and effective, as well as
practices to improve oral storytelling and connect with the audience.
Personal Opinion about the Unit: The unit is useful because it allows me to practice narrating personal experiences and understanding narratives. It helps me improve my ability to organize my thoughts and express ideas clearly and coherently. Additionally, it provides me with tools to quickly identify the main theme of a text, which is helpful for both academic studies and everyday situations.
In summary, this lesson focuses on building
both vocabulary and grammar skills while offering practice that boosts reading
comprehension and writing—key elements for well-rounded language development.
With exercises and topics tailored to different levels, students can strengthen
their English skills, covering everything from basic concepts like daily
routines to more complex topics about culture and current events. These
activities not only help students communicate more effectively but also give
them tools to understand and interpret English texts with greater confidence.
Unit 9
Introduction
In Unit 9, “Getting Around,” we will explore
how to navigate and get around in various transportation contexts, developing
skills in three key areas. In grammar, we’ll learn to use comparative
adjectives to describe different modes of transport and to make polite requests
and offers using “can.” In vocabulary, we’ll expand our lexicon with terms and
expressions related to transportation, specifically about taking a train, which
will enhance our communication in travel situations. Finally, we’ll work on the
pronunciation of the sound’s /p/ and /b/, and /k/ and /g/, improving our
clarity when speaking in English. This unit provides practical tools to move
around and communicate with confidence in an English-speaking environment.
Keywords: sightseeing, sight-impaired, size, shape,
roof, onto the bus, car's engine, blind, Storm, seats, delayed, mistake, crowded,
left, departure
Keyword
Sightseeing
· Grammar patterns
In Unit 9 of National Geographic Voices Combo Split B,
these are the main grammar patterns:
Comparative Adjectives
Use comparative adjectives to compare two
things. Short adjectives usually add “er” at the end (example: taller,
smarter), while long adjectives use “more” before the adjective (example: more
interesting, more difficult).
grammatical structure
Subject + verb + comparative adjective + than + object
Examples
Polite Offers and Requests with “Can”:
·
Offers
We use “Can I…?” to offer help or assistance in a
polite manner.
·
Requests
We use “Can you…?” to ask for something in a polite
manner.
grammatical structure
Use can + base verb to
Examples
Important points
In Unit 9, “Getting Around,” several important points
are highlighted that will help you communicate more effectively in situations
related to transportation and mobility
·
Grammar: Using comparative adjectives
In this unit, you will learn how to use comparative adjectives in English to describe and compare different modes of transport. For example, you might say that a train is faster than a bus or that a bicycle is cheaper than a taxi. This skill is useful for expressing preferences and evaluating options, especially in situations where you need to choose how to get from one place to another.
·
Grammar: Polite offers and requests using “can”
We also cover how to make polite offers and requests using “can” (for example, “Can I help you?” or “Can you show me the way?”). This structure is essential for interacting respectfully in everyday situations, such as asking for directions or requesting help at a train station.
·
Transportation Vocabulary (especially Taking Transportation)
You will expand your travel-related vocabulary,
focusing on terms and phrases that will help you understand how to take
transportation and other common expressions at stations an
means of transportation.
Personal Opinion: Unit 9 seems genuinely useful
for anyone looking to navigate everyday travel and transportation situations in
English. I think it’s valuable that it not only teaches the basic vocabulary
for getting around but also focuses on how to make polite requests and offer
help, which always leaves a good impression when speaking a new language.
Additionally, the inclusion of pronunciation practice is a nice touch—even
though it’s not the main focus, it helps you communicate more clearly. Overall,
I think this unit provides a good balance between practical communication and
courtesy, which is essential for interacting in a new environment.
Unit 9, ‘Getting Around’, offers practical
tools for interacting in transport contexts in English. It teaches us to
compare modes of transport using comparative adjectives, which makes it easier
to make decisions about how to get around. In addition, through polite offers
and requests with ‘can’, we learn to communicate respectfully and effectively. Specialized
transport vocabulary allows us to express ourselves with greater confidence,
improving our ability to move and interact in an English-speaking environment.
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