Compendio Inglés Técnico Bloque

INSTITUTO “ADOLFO V.
HALL” DE CHIQUIMULA
COURSE:
TECHNICAL ENGLISH
FOURTH FOUR MONTHLY
ENCA CONTENTS AND NALC VOLUME 2
Facilitator:
PEM. SELVIN LEONEL ARGUETA PADILLA
Chiquimula, January 2022.

Facilitator: Selvin Argueta Padilla TECHNICAL ENGLISH / First cycle 2022
GENERAL INDEX
GENERAL INDEX
i
PICTURE’S INDEX
iii
INTRODUCTION iv
UNIT 1
ETYMOLOGY OF WORDS 1
UNIT 2
FARM ANIMALS AND THEIR PRINCIPAL PARTS 2
The cow 2
The hen 7
The pig 8
The horse 11
UNIT 3
DIAL THE OPERATOR (ALC VOLUME 2) 14
Vocabulary words 14
Using a pay phone. 14
Tony makes a call. 16
Comparative adjectives (more/less) 18
Making inferences (reading exercises) 21
UNIT 4
CAN YOU HELP ME, PLEASE? (ALC VOLUME 2) 22
Question with “Whom” 23
Asking for help to make a telephone call 25
UNIT 5
THE INSECTS AND THEIR PARTS 26
The Grasshopper 26
The Coleopters 33
UNIT 6
THE PLANT AND THEIR PARTS 34
Vocabulary words. 35
Plant vocabulary 37
i
Plant anatomy 37
UNIT 7
GENERAL TERMS OF CHEMISTRY 42
Elements of the periodic table 45
Physics terms 45
Botany terms 48
Geology terms 51
Ecology terms 52
Hydrography terms 52
UNIT 8
GEOGRAPHIC INFORMATION SYSTEM TERMS 53

Terms of agricultural machinery 54
Forestry tools 54
Military terms 55
UNIT 9
HE TOOK A MESSAGE (ALC VOLUME 2) L-29 55
Vocabulary words 55
I want to leave a message 56
Prepositions of time: to/until/till/after/past 57
Punctuating a paragraph 59
Identifying the topic and main idea 59
UNIT 10
TELL HIM TO SEE THE MANAGER (ALC L-30) 61
Vocabulary words 61
Apartment for rent 61
Tell + indirect object + (that) noun clause 62
Having a telephone conversation 64
Sequencing 65
Vocabulary: review 66
More vocabulary words 67
BIBLIOGRAPHY 70
ii
PICTURE’S INDEX
PICTURE No. DESCRIPTION PAGE

1 Partes externas de la vaca. 4
2 Partes internas de la vaca. 5
3 Partes de la gallina. 7
4 Partes externas de la gallina. 8
5 El cerdo y sus partes 1. 8
6 Partes del cerdo 2. 9
7 El caballo y sus partes. 12
8 Principales partes de un insecto. 27
9 Partes externas de un saltamontes. 28
10 Partes de la pata de un insecto. 29
11 Características externas del saltamontes macho y hembra. 30
12 Esquematización de las partes de un escarabajo. 33
13 Partes de la planta en su desarrollo fenológico. 34
14 Partes de la planta. 35
15 Polinización en la planta de maíz. 36
16 Clases de tejidos en la planta. 38
17 Partes de una máquina agrícola. 54
iii
INTRODUCCIÓN
El idioma Inglés surge en los reinos anglosajones de Inglaterra, luego se extiende hacia el
norte de América de nuestro planeta tierra. Se le considera como el idioma más importante
a nivel mundial, ya sea para aquellos que lo hablan como primera lengua, o aquellos que lo
hablan como segunda lengua, está presente en todo el mundo y es considerado el principal
elemento de comunicación entre culturas muy diversas que comparten pocos o ningún rasgo
en común.
El manejo del inglés constituye una herramienta para ampliar opciones de desarrollo
personal y laboral, permite acceder a trabajos y puestos que requieren el conocimiento de
este idioma. Contribuye a una mejor preparación académica para enfrentar los retos de la
tecnología y la globalización, promueve el intercambio cultural, así como el enriquecimiento
de información para un mejor desenvolvimiento en cualquier área de trabajo que elijan los
estudiantes.
El inglés es un idioma de comunicaciones internacionales, usado en diferentes ámbitos tales

como: comercial, técnico, científico y académico. Se ha convertido en un idioma de acceso
a los avances tecnológicos y de comunicación del siglo XXI, en un mundo globalizado; su
aprendizaje facilita la comunicación entre personas de diferentes sociedades y culturas.
La asignatura de Inglés Técnico pretende que el alumno alcance las cuatro habilidades
básicas que se requieren para dominar una lengua o idioma, en este caso el inglés: un
conocimiento de los sonidos de la lengua, cómo producirlos, cómo reconocerlos cuando se
escuchan y la forma correcta de escribirlos.
La recopilación de materiales que se presentan a continuación fue elaborada parte en enero

de 2013, por la T.U.P.A. Myrene Gregorio Calderón, y también en noviembre del 2013 hasta
este presente ciclo escolar 2022 por el PEM. Selvin Leonel Argueta Padilla, como parte de
las herramientas a utilizar para impartir el curso de Inglés Técnico de la Carrera de Perito
Agrónomo del Instituto Adolfo V. Hall de Chiquimula.
iv
Cabe resaltar también que varias unidades que forman parte de éste compendio fueron
tomadas del material NONINTENSIVE AMERICAN LANGUAGE COURSE VOLUME 2
(NALC), con el propósito de continuar con la mejor enseñanza a través de distintas técnicas
para el alumno, fortaleciendo así mucho su vocabulario y expresiones en diferentes partes
donde se desenvuelva.
El contenido a desarrollar comprende dos temáticas, la primera de términos “técnicos” o

específicos de la disciplina de agronomía, y otras ciencias relacionadas de mucha
importancia a la hora del análisis semántico de un texto; además de un buen número de
palabras o expresiones generales del inglés muy comunes, cuyo significado particular no
depende del contexto, o en todo caso son términos con más de una función o más de un
significado posible. Como segunda temática se presenta un vocabulario en cada una de las
unidades para incrementar el conocimiento de palabras en el idioma inglés. Cabe resaltar
también que en cada uno de los vocabularios de cada unidad los estudiantes traducen todas
las palabras utilizando Apps en los Smart phones, como por ejemplo: Google translator,
Scanner Translator y Duolingo y otros.
Este compendio resulta de mucha importancia tanto para el estudiante como para el
docente, el presente constituye la herramienta básica para el curso. El primer bloque
contiene las primeras 4 unidades de estudio; el segundo bloque incluye unidades 5, 6 y 7;
y para finalizar el tercer bloque las últimas unidades 8, 9 y 10. Totalizando así 10 unidades
de estudio que son parte de este ciclo.
Importante mencionar es que debido a la pandemia que todavía afecta a nivel mundial, se
ha tomado la decisión de llevar a cabo una educación híbrida, teniendo un 45% de clases
virtuales o en línea, y un 55% de clases presenciales, serán de mucha importancia y en los
cuales debe aprovecharse al máximo cada período programado junto a sus tareas
asignadas, tomando como base este mencionado compendio de Inglés Técnico.
v
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UNIT 1
ETYMOLOGY OF WORDS
Se denomina etimología al estudio del origen de las palabras, cuándo son incorporadas a un
idioma, de qué fuente y cómo su forma y significado han cambiado.
La etimología es una disciplina relacionada con la lógica y la lengua histórica que estudia el
origen de las palabras investigando su significación originaria y su forma, así como los posibles
cambios sufridos a lo largo del tiempo. Además, utilizando métodos de lingüística comparativa,
se puede reconstruir información de lenguas que son demasiado antiguas como para obtener
alguna fuente directa como la escritura. Así, analizando otros idiomas relacionados, los
lingüistas pueden establecer inferencias acerca de la lengua de la que son originarias y su
vocabulario.
Como en cualquier lengua, hay numerosos préstamos procedentes de otras lenguas que en
distintos períodos se han ido incorporando al caudal léxico del español. En el idioma inglés, la
mayoría de palabras de carácter técnico se escriben con cierta similitud que en idioma español.
La palabra inglés se refiere al idioma y a la gente que es oriunda de Inglaterra. La palabra

inglés viene del francés angleis, refiriéndose a los anglos, una de las tres tribus germánicas
(alemanes) que invadieron esta isla tras la caída del imperio romano en el siglo V. Las otras
dos tribus fueron los sajones y los jutos.
Del inglés tomamos palabras como: cocktail, fan, metrosexual, nylon, O.K., RADAR, S.O.S.,
sheriff, whisky y yankee. También muchas palabras relacionadas con los deportes nos llegan
del inglés, por ejemplo: basketball, box, tennis, corner, football, goal, hockey, volleyball,
baseball y offside.
Es interesante notar que no sólo tomamos palabras directamente del inglés. El inglés tiene
otras maneras de influir en nuestra manera de hablar:
• Unas palabras castellanas se van de viaje por el inglés y después regresan con
acento (barbecue, bukarú).
• A veces re-descubrimos palabras que ya teníamos: gay, stereo y versus.

• A veces tomamos palabras inglesas (por lo general a través del francés), para
expresar ideas que en inglés se dicen de modo diferente: crack, smoking y footing.
• Y otras veces cambiamos el significado de nuestras propias palabras:
a) cachar (cornear, de cacho) -> atrapar al vuelo, de to catch
b) ganga (barato) -> pandilla, de gang
c) gringo (extranjero, de griego) -> inglés (despectivamente), de green grow
d) guagua (transporte) -> bus, de wagon
e) pana (compañero) -> amigo, de partner
f) presea (premio) -> presionar, de to press
El inglés es una lengua indoeuropea. Aunque se considera una lengua germánica, el 50%
proviene del latín. Las primeras palabras latinas fueron tomadas a través del francés. A partir
del siglo XVIII, empezó a tomar palabras directamente del latín, por ejemplo: opus, humus,
corpus, lapsus, versus, virus, álbum, fórum, memorándum, momentum, parabellum, quorum,
referéndum, ultimátum, etc.
No confundir la palabra inglés con íngles. La primera se refiere al idioma y la gente. La segunda
a la anatomía humana que une el vientre con el muslo y viene del latín inguen.
*** Portfolio: draw something and write 12 words about etymology of words.
UNIT 2
FARM ANIMALS AND THEIR PRINCIPAL PARTS
The Cow
These are in the class of animals known as ruminants. Ruminants are hoofed animals with an
even number of toes and complicated four-chambered stomachs designed to break down
difficult to digest plant matter (such as fibrous grasses).
8
EXERCISE.
INSTRUCTIONS: using the Google Translator and your knowledge, translate the previous
paragraphs to Spanish Language on the lines. The topic is about The Cow.
For 6-8 hours a day, they'll chew their cud to make up for not chewing much while actually
eating the grass. This breaks up the plant fibers into smaller and smaller chunks and pumps
fresh saliva into the mix.
Speaking of which, depending on the moisture content of their food, cows can make an
astounding amount of saliva every day. Although 15-20 gallons is probably closer to the norm
and amazing enough, at the extreme, one study calculated up to 66 gallons/day! Nearly 280
liters!
9
Fuente: Inglés para hoy, 2011.

Figura No. 1
Partes externas de la vaca.
EXERCISE.
INSTRUCTIONS: write a list of 10 parts of the cow that you think are important, write it at the
left side in English Language, then and the right side their meaning in Spanish. 5 times in
English language each word, too.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
10
Translate to Spanish Language the cow parts.

Figura No. 2
Partes internas de la vaca.
The abomasum, using strong acids and enzymes, just like our stomachs, breaks down protein
in material passed along from the omasum. The main source of protein building blocks for the
cow, however, comes from amino acids synthesized by bacteria way back up there in the
rumen, using ammonia or urea for nitrogen sources.
11
Animal vocabulary
Perro Dog Lobo Wolf Gallo Rooster

Gato Cat Águila Eagle Yegua Mare
Caballo Horse Serpiente Snake Ganso Goose
Toro Bull Camello Camel Pato Duck
Vaca Cow Hipopótamo Hippo Burro Donkey
Oveja Sheep Rinoceronte Rhinoceros Ardilla Squirrel
Cabra Goat Pantera Panther Venado Deer
Zorro Fox Tiburón Shark Jirafa Giraffe
Cerdo Pig Ballena Whale Mono Monkey
Elefante Elephant Tigre Tiger Conejo Rabbit
León Lion Oso Bear Ratòn Mouse
Cocodrilo Crocodile Avestrùz Ostrich Murcièlago Bat
Tortuga Turtle Bùho Owl Rana Frog
Vìbora Viper Pavo Turkey Delfìn Dolphin
Cebra Zebra Pingüino Penguin Foca Seal
*** Portfolio: draw 1 animal and aggregate 18 animals’ vocabulary. / 5 times each one
Food vocabulary
Carne Meat Mermelada Marmalade Pepino Cucumber
Pescado Fish Queso Cheese Ajo Garlic
Huevo Egg Patata Potato Cebolla Onion
Azúcar Sugar Tomate Tomato Berenjena Eggplant
Harina Flour Lechuga Lettuce Maìz Corn
Sal Salt Pimiento Pepper Langosta Lobster
Aceite Oil Zanahoria Carrot Cangrejos Crabs
Vinagre Vinegar Salchicha Sausage Cardamomo Cardamom
Leche Milk Nata Cream Mostaza Mustard
Mantequilla Butter Galleta Cookie Canela Cinnamon
Pan Bread Tostada Toast Vainilla Vanilla
Arroz Rice Repollo Cabbage Bròcoli Broccoli
Pollo Chicken Espinaca Spinach Coliflor Cauliflower
Carne de res Beef Ràbanos Radishes Apio Celery
Carne de cerdo Pork Aguacate Avocado Perejil Parsley
Frijoles Beans Remolacha Beet Menta Mentha
*** Portfolio: draw 1 food and aggregate 18 names of food / 5 times each
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The Hen
If you have never kept live stock before then keeping a couple of Hens is probably the easiest
way to get started. Housed in an appropriate Chicken Coop, your hens will be very easy to look
after, cheap to feed, and will provide you with an egg a day until you can hold off no longer and
have to roast them for Sunday lunch.
EXERCISE.
INSTRUCTION: write in English Language every part of the hen.

Figura No. 3
Partes de la gallina.
*** Portfolio: draw the hen / 5 times each word.
13
EXERCISE.
INSTRUCTION: using the Google Translator, find the meaning of every part of the hen, in the
picture above, and then make an arrow to write its meaning in English.

Figura No. 4
Partes externas de la gallina.
The Pig

Figura No. 5
El cerdo y sus partes 1.
14
EXERCISE.
INSTRUCTIONS: make a list parts of the pig, which you think are important, write it at the left
side and then find their meaning in Spanish using the Google Translator.
English Parts Meaning parts English Parts Meaning parts

Figura No. 6
Partes del cerdo 2.
*** Portfolio: draw a pig / 5 times each word.
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EXERCISE.
INSTRUCTION: using a dictionary, translate the next words to Spanish; then write alongside
their meaning.
1. Steak ______________________
2. Breast ______________________
3. Wing blunt ______________________
4. Thigh ______________________
5. Meeting ______________________
6. Rump ______________________
7. Spines ______________________
8. Legs ______________________
9. Neck ______________________
10. Pork ______________________
Vocabulary animal parts
Ojo Eye Corazón Heart

Nariz Nose Estómago Stomach
Oreja Ear Riñón Kidney
Boca Mouth Hígado Liver
Labio Lip Intestino Intestine
Diente Tooth (plural: teeth) Vena Vein
Lengua Tongue Cerebro Brain
Ceja Eyebrow Piel Skin
Pestaña Eyelash Hueso Bone
Párpado Eyelid Sangre Blood
Garganta Throat Pulmón Lung
*** Portfolio: draw an animal / 5 times each word.
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The Horse
The horse must rank high as one of man's best friends. They were transport for us for hundreds
of years. They are also rather beautiful animals with a sense of humour. Fortunes have been
made and lost on horses and some have become legends, such as that earthy little fighter
Seabiscuit. In times of war, a man and horse together, became the cavalry. A horse is also a
companion and a rewarding hobby, or indeed a sporting performance creature, which I'm in
favour of, provided the horse is not hurt. Either way they are marvelous creatures, but as with
any animal you must look after and love them.
EXERCISE.
INSTRUCTION: read the previous paragraph; then translate to Spanish Language on the lines.
17

Figura No. 7
El caballo y sus partes.
EXERCISE.
INSTRUCTION: listen to your teacher, and write on the lines the parts of the horse; later,
translate those words to Spanish Language.
*** Portfolio: draw a horse aggregate the words / 5 times each word
18
Insects vocabulary
Mosca Fly Lagartija Little lizard Taràntula Tarantula

Mosquito Mosquito Piojo Louse Chicharra Cicada
Avispa Wasp Garrapata Tick Lucièrnaga Firefly
Abeja Bee Polilla Moth Chinche Bedbug
Hormiga Ant Lombriz Worm Libèlula Dragonfly
Cucaracha Cockroach Saltamontes Grasshopper Mariquita Ladybug
Escarabajo Beetle Ciempiés Centipede Oruga Caterpillar
Mariposa Butterfly Caracol Snail Esperanza Praying mantis
Araña Spider Pulga Flea Colmena Beehive
Grillo Cricket Escorpión Scorpion Hormiguero Anthill
Termitas Termites Cuca Roach Telaraña Spider web
*** Portfolio: draw an insect aggregate 18 names / 5 times each one
More vocabulary words

Exercise: Translates the next vocabulary words to English language
Autumn Date Fall

Order Season Spring
Summer Winter About
Cool Large Last
Long Next Of
Plant Tree Flower
Medicine Hurt Left
Muscle Move Right
Belt Ladder Trapezium
Angle Pliers Rhombus
Jeans Pocket knife Pentagon
File Hoe Hexagon
Hammer Shovel Polygon
Hose Pickaxe Hat
Wheelbarrow Bar Gloves
Saw cutter Saw Axe
Boots Seed Brush
Sandals Scissors Cap
19
UNIT 3
DIAL THE OPERATOR (ALC VOLUME 2). LESSON 27.
Vocabulary words:
Call up Change
Deposit Coin
Find / Found Conversation
Hang up / Hung up Factory
Make / Made a call Kind of
Pay / Paid Line
Busy Operator
Cheap Page
Expensive Pay phone
Just Person
Long distance Public phone
Call Slot
Local Subject
Topic less
More dial
The most The least
What’s up? What’s new?
VOCABULARY: USING A PAY PHONE

Repeat the words. Then, listen to the dialog.
AB Diaz: SGT Ray, can you tell me how to use a pay phone to make a local call? I want to call my
friend here in the city.
SSGT Ray: Ok. I’ll tell you how to make any call from a public phone. These directions can be used
to make a long distance call, too.
First get some change.
Then put your coins near the phone. Pick up the receiver. Listen for the dial tone. Next
put two quarters in the slot. Dial “0”. The person that answers is the operator. Say to the
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operator, “Operator, I would like to make a long distance call. The area code is 555. The
number is 111-5555”.
The operator will say, “Deposit $2.00 for the first three minutes, please”.
Next pay for your call. Just deposit the money in the slot.
Have your conversation. Finally, hang up the receiver.
AB Diaz: thank you, Sergeant. Now I can go to make that call.
(Area code: a 3-digit number that identifies a calling area in the US).
EXERCISE.
Instruction: fill in the blanks with words from the box.
Change Slot Make Conversation
Just Paid Hang up Operator
1. The ___________________________ will help you make the call.

2. Quarters, dimes, and pennies are _________________________
3. Lt Miller and Lt Clark are talking to each other. They’re having a ________________
4. I want to _______________________ a long distance call.
5. Where do I put the money? Put it in the ______________________
6. When you finish your call, ________________________ the receiver.
7. I __________________ a lot for my new telephone.
8. He needs ________________________ 50 cents to make a local call.
EXERCISE.
Instruction: match the words on the left with the meanings on the right.
__________ 1. Just a. 0
__________ 2. Number of the operator b. pay phone
__________ 3. Local call c. a call in your city
__________ 4. Pay d. put money in a slot
__________ 5. Deposit e. only
__________ 6. Public phone f. use money to buy something
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VOCABULARY: TONY MAKES A CALL

Read the dialog. Repeat the new words.
Tony: Can I use your phone? I need to make a call.

Sam: Is that a local or long distance call?
Tony: A local call. I’m going to call up a friend here in the city.
Sam: Good. Local calls are cheap. Long distance calls cost too much. They’re very expensive.
Tony: I can’t remember his home number. He works at the new truck factory, and I have that
number.
Sam: I know that factory, but don’t call him at work. Look up his home number in the phone
book. You’ll find it there.
Tony: (looking in the phone book) Here it is. I found it. I’ll call and leave a message. (he dials
the number). The line is busy. Somebody is talking on the phone. I’ll call again later. I
have a book to read. There’s just 100 pages left.
(one hour later, Tony dials the number).
Tony: Hello. Is Frank there?
Lora: Just a minute. He came home a few minutes ago.
Frank: Hello.
Tony: I, Frank! It’s Tony.
Frank: Hi, Tony. What’s up?
Tony: I just wanted to invite you and Lora to my party this Sunday afternoon at 4:00
Frank: What kind of party?
Tony: A Super Bowl party!
Frank: Wow! Yes, we’ll be there. We like Super Bowl parties a lot.
Tony: Great. We’ll see you Sunday.
Frank: Ok. See you then. Bye.
Tony: Bye.
EXERCISE.
Instruction: read each sentence. Then, circle T for true, and F for false.
1. Tony needs to make a local call. T F

2. Tony is calling a person in another city. T F
3. Local calls are expensive. T F
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4. Tony found Frank’s number in the phone book. T F

5. Frank’s line wasn’t busy. T F
6. Tony is having a party. T F
7. Frank works at a furniture factory. T F
EXERCISE.
Instruction: listen, and write the sentences you hear.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
6. ___________________________________________________________________
EXERCISE.
Instruction: look at the information below. Then, answer the questions.
IMPORTANT NUMBERS (CUSTOMER HELP)

Emergency 911
Information 1 + 411
Long distance calls 1 + area code + number
International calla 011 + country code + number
Operator Dial 0
1. What information do you find on this page?
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2. What do you dial for a information?
3. To get help from the operator, what do you dial?
4. How do you call another country?
5. When do you use 911?
GRAMMAR: COMPARATIVE ADJECTIVES (MORE / LESS)
Look at the chart.

Using the comparative with adjectives
Use more + than with adjectives of two or more syllables, except those ending in: -y.
Chocolate cake is more delicious than lemon cake.
History is more interesting than math.
Use less + than with adjectives of two or more syllables.
Chocolate cake is less delicious than chocolate ice cream.
Spanish is less difficult than English.
New York is less windy than Chicago.
Remember two irregular comparative adjectives are better (than) worse (than).
This movie is good, but that one is better.
This movie is better than that movie.
A rainstorm is bad, but a snowstorm is worse.
A snowstorm is worse than a rainstorm.
Repeat these sentences.

1. A long distance call is more expensive than a local call.
2. Is a big city more exciting than a town?
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3. Today’s dessert is more delicious than yesterday’s dessert.

4. This flower is more beautiful than that flower.
5. Math is less important than English.
EXERCISE.
Instruction: answer the questions with a sentence. Use more.
Example: Which is more interesting, math or history?

History is more interesting than math.
1. Which sport is more exciting, soccer or basketball?
2. Which is more delicious, ice cream or pie?
3. Which is more beautiful, the ocean or the mountains?
4. Which city is more interesting, London or Rome?
GRAMMAR: SUPERLATIVE ADJECTIVES (THE MOST / THE LEAST)

Look at the chart.
Using the superlative with adjectives
Use the most with adjectives of two or more syllables, except those ending in: -y.
Baseball is an exciting sport. Soccer is more exciting.
Basketball is the most exciting sport.
Use the least with all adjectives of two or more syllables.
Math is difficult. English is less difficult.
Spanish is the least difficult.
I’m the least happy person in class.
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Remember, the superlative of irregular adjectives:

Good / better / the best
Apple pie is good. Hot apple pie is better.
Hot apple pie with ice cream is the best.
Bad / worse / the worst
Two inches of snow bad. Three inches of snow is worse.
Four inches of snow is the worst.
Read the sentences below.

1. I like candy, corn, and eggs. Candy is the most delicious.
2. I think books, televisions, and movies are interesting, but television is the least
interesting.
3. Which dress do you like the best?
4. The red dress is the most beautiful.
EXERCISE.
Instruction: use the superlative (the least and the most) to complete the questions your teacher
will ask you.
Difficult Beautiful Interesting Exciting Upset Important
1. Do you think Paris is __________________________________ city in the world?

2. Who is ______________________________________ person in your class?
3. Which exercise is _____________________________________ to do?
4. Which sport is _______________________________________ ?
5. Who was ___________________________________ about the test?
6. Who is ______________________________________ person in your life?
EXERCISE.
Instruction: change the sentence using the cues. Look at number one.
1. Soccer is the least exciting sport. (basketball / the most)

______Basketball is the most exciting sport_____________________________________
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2. Lt Kent is the happiest man in the word. (Lt Miller / the least)
3. Army life is the most difficult. (civilian life / the least)
4. Apple pie is the most delicious dessert. (vanilla ice cream / the least)
5. Mathematics is the most difficult class. (history / the least)
READING: MAKING INFERENCES
Read the sentences, and circle the true statement.
1. The line is busy.

a. It’s a pay phone.
b. Put coins in the slot.
c. Someone is talking.
d. Make your call now.
2. Jan took some medicine and went to bed.

a. She’s sick.
b. She’s a doctor.
c. She’s healthy.
d. She’s a teacher.
3. CPT Smith cashed a check.

a. He bought a new car.
b. He stayed at a hotel.
c. He needed some money.
d. He wrote some letters.
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4. Dan sent me a postcard.

a. He’s writing a check.
b. He’s on vacation.
c. He needed some money.
d. He’s taking a picture.
5. Oh no! I didn’t bring my umbrella.

a. It’s raining outside.
b. It’ll be cold tomorrow.
c. It’s warm today.
d. It’ll be night soon.
UNIT 4
CAN YOU HELP ME, PLEASE? (ALC VOLUME 2) LESSON 28
GRAMMAR: MAY AND MIGHT AS POSSIBILITY

Read the dialog. Then, look at the chart with your teacher.
Lee: Hey, there´s a problem here!

Meg: What is it?
Lee: I can´t make a call on this phone.
Meg: Well, the phone might not be working.
Lee: But, why do I get a dial tone?
Meg: I don´t know. You may need to put in more money.
Lee: Hmm. You might be right. Do you have a quarter?
Meg: Let me see. I may not have a quarter, but here are some other coins.
Use may or might to state possibility or as an answer to a question.

It´s going to rain.
We might not walk to the store.
Where´s CPT Moore?
He may be talking to Major Smith.
28
Read the dialog with a partner.

1. Lydia: It´s cloudy outside.
John: We might need an umbrella.
2. Mark: When is Mary going to Spain?

Elsa: She may go next month.
3. Lewis: When are you going to the library?

Tony: I might go before dinner.
4. Anna: Will you drive to Florida?

Betty: I may. It´s a beautiful drive.
EXERCISE.
Instruction: match the question to the best answer.
________ 1. Where´s Colonel Williams? A. She might be sick.

________ 2. When can he see me? B. It may be in room 202.
________ 3. Why is the lab door closed? C. He might be at lunch.
________ 4. Where is the key? D. He might be late
________ 5. Why is Dan running? E. It might be in the lock.
________ 6. Who´s at the door? F. It may be our neighbor.
________ 7. Why did she go to bed? G. They may be taking a test.
________ 8. Where´s the meeting? H. He might be able to see you at noon
GRAMMAR: QUESTIONS WITH “WHOM”.
Look at the chart.

Whom is used in formal English to ask questions. It is the object of a preposition or a verb.
With whom does he study? (object of the preposition)
Whom do you see? (object of the verb)
Whom is grammatically correct, but who is more commonly used in conversation.
29
Listen and repeat these questions.
1. To whom did Mr. Carter give it?

Whom did Mr. Carter give it to?
Who did Mr. Carter give it to?
2. To whom do you want to speak?

Whom do you want to speak to?
Who do you want to speak to?
3. For whom was he looking?

Whom was he looking for?
Who was he looking for?
4. Whom do you see?

Who do you see?
Note: Whom is used only to refer to people. Never use a preposition before who at the beginning of a sentence.
Examples questions and answers:
1. Who do you write letters to?
To my family.
2. With whom do you walk to class?

With my friends.
EXERCISE.
Instruction: fill in the blanks with who or whom.
Example: To ___whom___ was she writing?
___Who/Whom___ was she writing to?
1. With ____________ was he dancing?
____________ was he dancing with?
2. ____________ did they see?
3. To _____________ did you give the book?
____________ did you give the book to?
4. For ____________ are you making that cake?
____________ are you making that cake for?
5. With ____________ did you study?
____________ did you study with?
30
FUNCTION: ASKING FOR HELP TO MAKE A TELEPHONE CALL
Read and repeat the dialogs. Then, practice saying them with a partner.
1. Albert: May I use your cell phone?

Tom: Sorry. I don´t have it with me.
Albert: Where can I find a pay phone?
Tom: I think there´s one outside.
Albert: Oh no! I don´t have any change.
Tom: I can give you some money.
Albert: Thanks! I´ll pay you back.
Tom: No problem.
2. Sam: How much does a long distance call cost?

Bill: When are you making the call?
Sam: Well, when is it the least expensive?
Bill: Weekdays after 5 p.m. and on weekends.
Sam: Good! I´ll make it then.
3. Tom: I want to make a call to Japan, but I need some help.

Don: You can call the operator for help.
Tom: How do I call the operator?
Don: Just dial zero. The operator will answer.
Tom: Do I have to pay to speak with the operator?
Don: No, operator calls are free.
4. Aby: Excuse me. How can I make a local call on this pay phone?
David: First listen for the dial tone. Then deposit the coins in the slot and dial.
Aby: What do local calls on a pay phone cost?
David: They´re fifty cents here. I don´t know about other cities.
Aby: Thank you.
David: You´re welcome.
31
EXERCISE.
Instruction: with a partner write a dialog, and role-play it to the class.
At your house: At a public phone:

• You • Caller
• A visitor • Operator
The visitor wants to make a local call on your The caller wants to make a local call on a pay
home phone, but doesn´t know the number. phone, but doesn´t know the number. There
He or she needs to use the phone book. is no phone book.
In a hotel: In a store:
• Guest • Customer
• Clerk • Sales person
The guest wants to make a long-distance The customer wants to make a phone call
call, but doesn´t know what it costs. He or but can´t find a phone. He or she needs to
she needs to ask about cheap calls. ask where the phone is and how much the
call will cost.
32

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INSTITUTO “ADOLFO V.

ENCA CONTENTS AND NALC VOLUME 2

Chiquimula, January 2022.

GEOGRAPHIC INFORMATION SYSTEM TERMS 53

PICTURE No. DESCRIPTION PAGE

El inglés es un idioma de comunicaciones internacionales, usado en diferentes ámbitos tales

La recopilación de materiales que se presentan a continuación fue elaborada parte en enero

El contenido a desarrollar comprende dos temáticas, la primera de términos “técnicos” o

La palabra inglés se refiere al idioma y a la gente que es oriunda de Inglaterra. La palabra

• A veces re-descubrimos palabras que ya teníamos: gay, stereo y versus.

FARM ANIMALS AND THEIR PRINCIPAL PARTS

Fuente: Inglés para hoy, 2011.

Translate to Spanish Language the cow parts.

Fuente: Inglés para hoy, 2011.

Perro Dog Lobo Wolf Gallo Rooster

Fuente: Inglés para hoy, 2011.

*** Portfolio: draw the hen / 5 times each word.

Fuente: Inglés para hoy, 2011.

Fuente: Inglés para hoy, 2011.

English Parts Meaning parts English Parts Meaning parts

Fuente: Inglés para hoy, 2011.

*** Portfolio: draw a pig / 5 times each word.

Vocabulary animal parts

Ojo Eye Corazón Heart

*** Portfolio: draw an animal / 5 times each word.

Fuente: Inglés para hoy, 2011.

Mosca Fly Lagartija Little lizard Taràntula Tarantula

*** Portfolio: draw an insect aggregate 18 names / 5 times each one

More vocabulary words

Autumn Date Fall

VOCABULARY: USING A PAY PHONE

AB Diaz: thank you, Sergeant. Now I can go to make that call.

1. The ___________________________ will help you make the call.

VOCABULARY: TONY MAKES A CALL

Tony: Can I use your phone? I need to make a call.

1. Tony needs to make a local call. T F

4. Tony found Frank’s number in the phone book. T F

IMPORTANT NUMBERS (CUSTOMER HELP)

1. What information do you find on this page?

2. What do you dial for a information?

3. To get help from the operator, what do you dial?

4. How do you call another country?

5. When do you use 911?

GRAMMAR: COMPARATIVE ADJECTIVES (MORE / LESS)

Look at the chart.

Repeat these sentences.

3. Today’s dessert is more delicious than yesterday’s dessert.

Example: Which is more interesting, math or history?

1. Which sport is more exciting, soccer or basketball?

2. Which is more delicious, ice cream or pie?

3. Which is more beautiful, the ocean or the mountains?

4. Which city is more interesting, London or Rome?

GRAMMAR: SUPERLATIVE ADJECTIVES (THE MOST / THE LEAST)

Remember, the superlative of irregular adjectives:

Read the sentences below.

Difficult Beautiful Interesting Exciting Upset Important

1. Do you think Paris is __________________________________ city in the world?

1. Soccer is the least exciting sport. (basketball / the most)

3. Army life is the most difficult. (civilian life / the least)

5. Mathematics is the most difficult class. (history / the least)

READING: MAKING INFERENCES

Read the sentences, and circle the true statement.

1. The line is busy.