UNIVERSIDAD TECNOLOGICA DE HONDURAS

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Unit # _3-1__

I. General Information
Course : _English 1______________________ Code: __ 0162INE020402 ___
Hours: 3 Unit duration: 10 días

Specific Objectives:
The student will be able to learn about Frequency Adverbs, the correct use of
apostrophes in contractions and possessives and learn how to use essential
¨wh¨ questions in English.

Skills to Develop:
• Can produce simple, mainly isolated phrases about people and places.
• Can describe him/herself, what he/she does and where he/she lives.
• Can ask and answer questions about him/herself and other people,
where they live, people they know, things they have.
• Can ask for things and give people things.
• Can make simple purchases by stating what is wanted and asking the
price.
• Can follow speech that is very slow and carefully articulated, with long
pauses for him/her to assimilate meaning.
• Can understand and extract essential information from short, recorded
passages dealing with predictable everyday matters which are delivered
slowly and clearly.
• Can understand very short, simple texts a single phrase at a time,
picking up familiar names, words and basic phrases and rereading as
required.
• Can get an idea of the content of simpler informational material and
short, simple descriptions, especially if there is visual support.
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• Can identify specific information in simpler written material he/she

encounters such as websites and short online articles.
• Can write simple, isolated phrases and sentences.
• Can ask for or pass on personal details in written form.

Forum Description:

After reading the material, the student will be able to participate in the
discussion forum and:

- Practice the simple present tense in different verbs.

Activities Description:
You will practice via clearly staged activities in the Grammar Practice,
Vocabulary Practice, and Communication Practice sections. Please remember to
log in and use the available resources as: The Personal Best Language App. The
Workbook, and the Richmond Learning Platform.

Homework Description:
They cover grammar, vocabulary, and pronunciation and use accessible graded
texts or audio to contextualize the language point.

II. Content

Frequency Adverbs
INTRODUCTION
We use adverbs of frequency to say how often we do something. Adverbs of
frequency are often used with simple present tense in English because they
indicate repeated or routine activities. In this lesson you will master how to
correctly use adverbs of frequency depending on its percent of occurrence.
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III. Content Development

Frequency Adverbs

The most common frequency adverbs in English are the words Always which is

used 100% of the time, usually, which is used about 80% of the time, often,

which is used about 70% of the time, sometimes, which is used about 50% of

the time, rarely, which is used about 10% of the time, and never, which is used

about 00% of the time. The percentages here are estimates only. Frequency

Adverbs can be placed at various points in the sentence but are most commonly

used before the main verbs and after be verbs.

Examples

• I always come to work on time.

• They are rarely home when we call.
• He is usually eating breakfast at this time.
• She has never been to Maine.

In daily conversions frequency adverbs can be used as this:

• Do you come here often?

• Yes. I´m here rarely.
• What do you usually do here?
• Sometimes I just sit and ponder the meaning of life.

Note: The adverbs rarely and never are considered negative.

a: Do you always carry a briefcase?

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b: (Yes,) I usually do.

No, I usually don't.

No, I rarely do.

No, I never do.

0% 10% 50% 70% 80% 100%

Never Rarely Sometimes Often Usually Always

Apostrophes

Apostrophes are used for only two purposes: to indicate a contraction or

ownership.

Use the apostrophe with contractions. The apostrophe is always placed where
the letter has been removed.

For example, couldn’t, don't, isn't, you're, she's, it’s- which is “it is.” (This is the
contraction, not the possessive.
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Possessive pronouns don’t require an apostrophe.

For example, whose book is that? NOT Who’s book is that?

And That book is his. NOT That book is his’.

Apostrophes can also show an inferred dialect or accent.

For example, d’you, g’day – the latter showing that several letters have been
removed from ‘good day’.

Use the apostrophe to show possession. Place the apostrophe before the s to
show singular possession.

For example, the girl's arm, the father's arm.

Singular nouns take an ’s, even if the noun ends with s.

For example Mrs Thomas’s bag.

Plural and collective nouns not ending in s also take an ’s.

For example, children’s playtime.

Plural nouns that end with s have an apostrophe added after the s.

For example, the students’ books. The scissors’ blades were blunt.

Indefinite pronouns can also show ownership by using an apostrophe.

For example, one – one’s – It is best to mind one’s own business.

Apostrophes are often incorrectly used. The most common mistakes are:

• used for plurals

• its and it’s
• you’re and your
• with shortened forms CD’s (incorrect) rather than CDs
• indicating decades as 1870’s (incorrect) rather than 1870s.
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Apostrophes are not used in the plural form of acronyms or decades.

For example, URLs or 1950s.

Essential Questions

The Five Ws, Five Ws and one H, or the Six Ws are questions whose
answers are considered basic in information-gathering. They are often
mentioned in journalism, research, and police investigations. They constitute a
formula for getting the complete story on a subject. According to the principle
of the Five Ws, a report can only be considered complete if it answers these
questions starting with an interrogative word:

• Who is it about?
• What happened?
• When did it take place?
• Where did it take place?
• Why did it happen?
• How did it happen?

Each question should have a factual answer — facts necessary to include for a
report to be considered complete. Importantly, none of these questions can be
answered with a simple "yes" or "no".

Most Common Essential Questions and their Meaning:

Question words Meaning Examples

Who Person Who’s that? That’s Maria

Where Place Where do you live? I live in Miami.

Why Reason Why do you sleep so late? Because

I’ve got a night shift.
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When Time When do you go to the gym? At

7:00

How Manner How do you go? By train.

What object, idea or What do you do? I am a dentist.

action

Which Choice Which one do you prefer? The

yellow one.

Whose Possession Whose is this car? It's Mark's.

Whom object of the verb Whom did you meet? I met the
teacher.

What kind Description What kind of music do you like? I

like techno.

what time Time What time did you come home?

how many quantity (countable) How many students are there?

There are twenty-two.

how much amount, price How much time have we got?

(uncountable) Twenty minutes

how long duration, length How long did you stay in that hotel?
For three weeks.

how often Frequency How often do you go to the gym?

Four times a week.

how far Distance How far is your school? It's five

miles away.

how old Age How old are you? I'm 33.

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how come Reason How come I didn't see you at the

park?

Asking questions
1. If you ask about the subject of the sentence, simply add the question word
at the beginning:

Example: James writes good poems. — Who writes good poems?

2. If you ask about the predicate of the sentence (the part of a sentence which
contains the verb and gives information about the subject), there are three
options:

• If there is a helping (auxiliary) verb that precedes the main verb (for
example, can, is, are, was, were, will, would...), add the question word
and invert the subject and the helping (auxiliary) verb.

Examples: He can speak Chinese. — What can he speak? They are leaving
tonight. — When are they leaving?

• If you ask about the predicate and there is no helping (auxiliary) verb
and the verb is "to be", simply add the question verb and invert the
subject and the verb.

Example: The play was interesting. — How was the play?

• If there is no helping (auxiliary) verb in the predicate and the main verb
is not "to be", add the auxiliary "do" in the appropriate form.

Examples: They go to the movies every Saturday. — Where do they go to the

movies?

He wakes up early. — When does he wake up?

They sent a letter. — What did they send?

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Articles ¨A¨ and ¨AN¨

What is an Article?
Articles seem so easy, but it is extremely difficult to teach. "A", "An", and "The"
are all articles. It is easy to explain the difference between them, but it is
difficult to explain when they are used.

"A" and "An" have the same meaning. They are both indefinite articles. They
are only different depending on what word or sound is following. Here is a brief
explanation.

You should use "A" when the following word starts with a consonant.

"A dog..." "A boy..." "A building..." "A hamburger..."

You should use "An" when the following starts with a vowel sound. "An eagle..."
"An umbrella..." "An elephant..." "An awesome book..."

Rules:

• We use a before singular nouns.

• We use an before singular nouns that begin with a vowel.
• Before plural nouns we don’t use a or an.
• A noun is a person, place, or things.

BIBLIOGRAPHY
1. Rogers, M., Taylore-Knowles, J & Taylore-Knowles, S. (2014). Open Mind 1A
Textbook. (2nd Edition). Oxford, G.B.: Macmillan Education Elt.

2. Rogers, M., Taylore-Knowles, J & Taylore-Knowles, S. (2014). Open Mind 1A

Workbook. (2nd Edition). Oxford, G.B.: Macmillan Education Elt.