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Reciba asesora virtual en: www.utpl.edu.ec

AUTOR:

MS. Ed. Csar Augusto Ochoa Cueva

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

La Universidad Catlica de Loja

MODALIDAD ABIERTA Y A DISTANCIA

1. Datos informativos

RESEARCH AND SERVICES ENGLISH CENTER (RESEC)

4 CRDITOS

INGLS IIIGua didctica

23309

CICLOS CARRERAS

UTPL-ECTS

5 Abogaca

AsistenciaGerencialyRelacionesPblicas

6 ComunicacinSocial

7

Mencin:QumicoBiolgicas

Mencin:FisicoMatemticas

Mencin:EducacinBsica

Mencin:LenguayLiteratura

Mencin:CienciasHumanasyReligiosas

Mencin:EducacinInfantil

Informtica

Economa

GestinAmbiental

Psicologa

AdministracinenBancayFinanzas

ContabilidadyAuditora

AdministracindeEmpresas

PLAND

E

ESTUDIOS

ANTERIOR

8 GestinAmbiental

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INGLS IIIGua didcticaCsar Augusto Ochoa Cueva

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

Diagramacin, diseo e impresin:

EDILOJA Ca. Ltda.Telefax: 593 - 7 - 2611418

San Cayetano Alto s/n

www.ediloja.com.ec

[email protected]

Loja-Ecuador

Primera edicin

Segunda reimpresin

ISBN-978-9942-08-033-2

Reservados todos los derechos conforme a la ley. No est permitida la reproduccin total o parcial de esta gua, ni su tratamiento informtico, ni la transmisin de

ninguna forma o por cualquier medio, ya sea electrnico, mecnico, por fotocopia, por registro u otros mtodos, sin el permiso previo y por escrito de los titulares

del Copyright.

Octubre, 2012

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3. Introduction ................................................................................................................................. 7

4. References .................................................................................................................................... 84.1 Basic ........................................................................................................................................... 84.2 Complementary ........................................................................................................................ 9

5. General Guidelines to study ......................................................................................... 13

6. Teaching-learning process to attain the competences ........................... 13

FIRST TERM

6.1 Generic Competences............................................................................................................... 136.2 Planning for the students work ........................................................................................... 126.3 Evaluation System of the subject (first and second term) ............................................... 166.4 Specific guidelines for competence achievement ............................................................ 17

UNIT 1: PERSONAL INFORMATION ............................................................................................................. 17

1.1 Description and comparison of personal interests...................................................................... 17

1.2 Verbs + gerunds ........................................................................................................................... 18

1.3 Comparisons ......................................................................................................... 19

1.4 Personality types ................................................................................................... 21

Self-evaluation 1 .................................................................................................................................. 23

UNIT 2: AT SCHOOL .................................................................................................................................. 24

2.1 Description of peoples past experiences.................................................................................. 24

2.2 Present perfect tense (How long, for, since) .......................................................................... 24

2.3 Present perfect (ever, questions, short answers).................................................................... 26

2.4 Studying habits and learning strategies .................................................................................. 27

Self-evaluation 2 .................................................................................................................................. 29

UNIT 3: FRIENDS AND FAMILY .................................................................................................................. 31

3.1. Borrowing and lending .............................................................................................................. 313.2. Describing problems and giving reasons .................................................................................. 31

3.3 Enough and Too .......................................................................................................................... 31

3.4 Two-word verbs ........................................................................................................................... 33

Self-evaluation 3 .................................................................................................................................. 34

2. Contents

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UNIT 4: HEALTH ........................................................................................................................................ 38

4.1 Healthful habits and routines .................................................................................. 38

4.2 Present perfect (recently, lately) .............................................................................. 40

4.3 Used to ................................................................................................................ 404.4 Describing healthful plants and medical history .......................................................... 41

Self-evaluation 4 ......................................................................................................... 43

UNIT 5: AROUND TOWN ............................................................................................................................ 45

5.1 Describing community events .................................................................................. 45

5.2 Verbs + infinitives ................................................................................................. 46

5.3 Present perfect (already, yet) ................................................................................. 47

5.4 Peoples plans and expectations ............................................................................... 48

Self-evaluation 5 ......................................................................................................... 50

SECOND TERM

6.5 Generic Competences .............................................................................................................. 536.6 Planning for the students work ........................................................................................... 536.7 Specific guidelines for competence achievement .............................................................. 53

UNIT 6: TIME ........................................................................................................................................... 56

6.1. Habits and daily routines ........................................................................................................... 56

6.2 Dependent clauses with (when) ............................................................................................... 57

6.3 Dependent clauses with (before and after) ............................................................................. 58

6.4 How to manage time ............................................................................................. 60Self-evaluation 6 .................................................................................................................................. 62

UNIT 7: SHOPPING ................................................................................................................................... 64

7.1 Making suggestions and giving advice .................................................................................. 64

7.2 Could and should ....................................................................................................................... 66

7.3 Gerunds after prepositions ........................................................................................................ 66

7.4 Noun + noun combinations services ......................................................................................... 67

7.5 Financial concerns and banking ............................................................................................... 68

Self-evaluation 7 .................................................................................................................................. 68

UNIT 8: WORK .......................................................................................................................................... 70

8.1 Describing ongoing activities ................................................................................... 68

8.2 Present perfect continuous ...................................................................................... 68

8.3 Separable phrasal verbs ......................................................................................... 68

8.4 Job interviews ....................................................................................................... 70

Self-evaluation 8 ......................................................................................................... 70

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UNIT 9: DAILY LIVING ............................................................................................................................... 77

9.1 Describing past activities and events ........................................................................ 77

9.2 Past continuous and simple past .............................................................................. 77

9.3 Time phrases (when and while) ............................................................................... 799.4 Asking about crimes and emergency situations ........................................................... 80

Self-evaluation 9 ......................................................................................................... 82

UNIT 10: LEISURE ..................................................................................................................................... 84

10.1 Describing vacations plans .................................................................................... 84

10.2 Future conditional clauses with If ............................................................................ 85

10.3 Future clauses (before and after) ........................................................................... 86

10.4 Asking about future possibilities and events.............................................................. 87

Self-evaluation 10 ....................................................................................................... 89

7.Answer Key..................................................................................................................................... 91

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PRELIMINARES Gua didctica: Ingls III

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja 7

3. Introduction

Welcome to English III; this is a highly important subject in your preparation as a student of English as

a foreign language since you are acquiring the skills you need to complete your university education. Thissubject is offered to different majors of The Open and At-Distance Education system of the UniversidadTcnica Particular de Loja (UTPL). It is part of the basic subjects of the UTPL and has 4 credits.

The aim of this subject is to develop Listening, Speaking, Reading, and Writing skills through a seriesof activities adapted to real situations. The components that the course has (students book, audioprogram, didactic guide, and tutorials) will encourage you to communicate effectively in English.

The Ventures 3 textbook includes engaging and exciting topics which are divided for the rst termlike this: Personal Information, At school, Friends & Family, Health, and Around town; and for thesecond term you have: Time, Shopping, Work, Daily living, and Leisure; those contents are based on

what students already know and what they are able to say.

My name is Csar Ochoa Cueva and I am the author of the contents written in this Didactic Guide.I congratulate you for giving yourself the opportunity of having a profession, thus I invite you to reachthat horizon where you will be able to apply the competences this course is going to provide you.Remember that your dedication and concern will help you to accomplish your planned objectives forthis subject. I wish you the success you deserve!

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PRELIMINARESGua didctica: Ingls III

UNIVERSIDAD TCNICA PARTICULAR DE LOJA La Universidad Catlica de Loja8

Bitterlin, G. et al. (2008). Ventures 3, New York: Cambridge University Press.

This book was selected because its contents are easy to understand since the contents go from abasic to an intermediate level which is useful for adult students especially those who are studying at TheOpen and At-Distance Education system of the Universidad Tcnica Particular de Loja.

Bitterlin, G. et al. (2008). Ventures 3, [en CD], New York: Cambridge University Press.

This Audio CD comes along with the textbook and corresponds with its contents and in this formstudents are able to practice their listening skills and pronunciation which are crucial when studying at

The Open and At-Distance Education system.

Ochoa, C. (2011). Gua Didctica deIngls General III. Loja-Ecuador:UTPL.

This material has been written by the tutor of the subject in order to guide the learning process bymeans of explanations programmed for each unit. Here you will nd self-evaluations and compulsorytasks that will allow better comprehension of the topics to be studied in this course.

Cambridge Dictionary, Ingls Espaol; Espaol - Ingls, (2004), USA: Cambridge University Press.

This dictionary was selected in order for students to become familiar with the denitions of words inEnglish.

English Club. (1997-2010). [online] Available at:

http://www.englishclub.com/grammar/index.htm [consulted 19-07-2010]

This electronic address offers you the opportunity to learn and practice verbs, nouns, adjectives,adverbs, pronouns, prepositions, conjunctions, and interjections. If you have any doubt related to theuse of the above components during this course, you can review each one of the mentioned activitysand even take the short tests that are suggested.

Murphy, R. (2002). Basic Grammar in Use with answers, Self-study

Reference and Practice for Students of English. New York: Cambridge University Press

This new edition is a highly successful text for high-beginning to low-intermediate students. Itfocuses on the fundamental grammar structures normally taught in basic or introductory courses; this is

the reason why this book is suggested as an additional resource for grammar explanations.

4. References

4.1. Basic

4.2 Complementary

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Richards, J., (1998), Interchange 1 y 2, 3, New York: Cambridge UniversityPress.

These books contain activities that deal with our study during the course. The series providesstudents with further opportunities to practice difcult grammar points and to consolidate their

understanding of related grammar topics.

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PRELIMINARESGua didctica: Ingls III


While studying at distance can be a great challenge for students since it requires signicant

responsibility, planning ahead and effort; all of which are extremely necessary to be successful whenlearning any subject. I am glad you have taken this academic opportunity and I hope the followingguidelines help you during the learning process.

Before outlining the strategies, I wish to inform you that the contents designed for the rst termare units 1 to 5 and for the second term units 6 to 10 will be covered.

The materials that you need to study this course are: the textbook, the didactic guide, the audioCD, a notebook, a pencil or pen, a computer (recommended), and a CD player. If possible,Internet connection would also be very benecial.

Organizing your time is really important. I suggest you decide what time you want to study thissubject and, based on that, review and practice the contents of each topic for at least two hoursa day, each week.

Choosing the correct or most appropriate place to study is also necessary. It is suggested that youselect a quiet illuminated place in order to avoid distractions.

All the contents you have to master in this course can be found in the textbook; therefore, thisdidactic guide is the main instrument you have in order to study those contents. Thus yourguide is necessary to lead you through the learning process. Furthermore, in the guide you willnd additional explanations, self-evaluations and their answers, and the at-distance tasks. The

notebook will help you to write down a vocabulary log in order to improve the language.

In this guide there are self-evaluations at the end of each unit that I have proposed as anotheralternative to improve your knowledge of the subject; therefore, I recommend you completethem before checking the answers at the end of the guide.

I also encourage you to check the suggestions in this guide for planning your study. These aregiven for each activity and include the time assigned. There is also a chart that contains theevaluation system which is necessary for you to review. There are specic rubrics included in theat-distance assignments too.

It is advisable to have an English-Spanish, Spanish-English dictionary on hand so that you canuse this tool while you are studying. If you have Internet connection you might use any onlinedictionary that helps you with understanding the contents.

The UTPL has given students the opportunity to interact with the teachers and other classmatesby means of a Virtual Platform called EVA. Use this tool to nd additional information about thesubject, participate in forums, complete questionnaires, nd answers for the at-distance tasks andconsult your teacher.

During this course you may have questions that cannot be answered by referring to the guideor textbook. In this case you are invited to contact your teacher directly. I suggest you check the

phone tutorial schedule in EVA or by calling the secretary of your major. Also you can write ane-mail.

5. General guidelines to study

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It is advisable for you to have taken English levels I and II in order to be better prepared forthis course. However, if you have not, you must be prepared to work very hard to master therequirements of this class and to pass without any problem.

Remember to hand-in the at-distance evaluations on the established date; these assignments are

important for you since they constitute a learning strategy and their presentation will allow you totake the make-up tests. Also, you may submit at-distance assignments via EVA in order to receivefeedback more quickly.

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PRIMER BIMESTRE Gua didctica: Ingls III


- Ability to work autonomously

- Ability to organize and plan ahead

-Ability to communicate orally and in writing

- Ability to communicate in a second language

-

SPECIFIC

COMPETENCIASLEARNING

INDICATORS

CONTENTSLEARNING

ACTIVITIES

GUIDING

CRONOGRAM

Estimated TimeUnits / Themes

Understands the

mains ideas of a

speech or conference

concerning matters

encountered in work,

school, leisure, etc.

Understands texts

that consist mainly of

frequent everyday or

job-related language.

Uses gerunds to

describe likes and

interests orally and/

or written

Uses comparisons

orally and/or written

UNIT 1: Personal

Information

1.1 Description and

comparison of

personal interests

1.2 Verbs + gerunds

1.3 Comparisons

1.4 Personality types

Reading comprehen-

sion of the contents ofthe unit.

Complete the activi-

ties recommended in

the guide, and text-

book.

Work on oral and writ-

ten exercises about

gerunds and compara-

tives.

General participation

in the virtual environ-

ment platform (EVA).

By completing the rst

self-evaluation activity

correctly, you will be

able to see your prog-

ress in this unit.

Start working on the

rst at-distance assign-

ment.

Week one

4 self-study hours

and 4 hours of inter-action.

6. Teaching-learning process to attain competences

6.1 Generic Competences

6.2 Planning for the students work

PRIMER BIMESTRE

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PRIMER BIMESTREGua didctica: Ingls III


Writes simple texts

on topics which are

familiar or of personal

interest.

Connects phrases

in a simple way in

order to describe

experiences and

events, dreams hopes

and ambitions.

Uses the present

perfect tense to

describe experiences


Applies new vocabu-

lary that describesstudy problems and

learning strategies


UNIT 2:At school

2.1 Description of

peoples past

experiences

2.2 Present perfect

tense (How long,

for, since)

2.3 Present perfect

(ever, questions,

short answers)

2.4 Studying habits andlearning strategies

Self-study of the con-

tents of both grammar

points.

Complete the activi-

ties recommended in

the guide, and text-book.

Practice oral and writ-

ten activities to de-

scribe experiences,

study problems and

learning strategies.




Doing correctly the

second self-evaluation

activity will prove your

understanding of this

unit.

Continue working on

your at-distance as-

signment.

Week two

4 self-study hours

and 4 hours of inter-

action.

Identies and differ-

entiates the meaning

of phrasal verbs


Recognizes intensi-

ers and their use


UNIT 3:Friends and

family

3.1 Borrowing and

lending

3.2 Describing problems

and giving reasons

3.3 Enough and Too

3.4 Two-word verbs

Reading the contents

for the third part.

Completion of the ac-

tivities recommended

in the guide, and text-

book.

Work on oral and writ-

ten exercises that deal

with phrasal verbs and

intensiers.


in the virtual environ-ment platform (EVA).

Carrying out the third


is necessary to observe

your achievement in

this unit.

Continue working on


signment.

Week three

4 self-study hours


action.

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Contrasts past and

present habits orally

and/or written

Uses present perfect

to describe recent

past events orally

and/or written

UNIT 4:Health

4.1 Healthful habits and

routines

4.2 Present perfect

(recently, lately)

4.3 Used to

4.4 Describing healthful

plants and medical

history

Study the contents of

the unit.

Work on the activities

recommended in the

guide, and textbook.

Complete the oral

and written exercises

about past and present

habits and events.

General participate



Doing the fourth self-

evaluation activity cor-

rectly will prove yoursuccess in this unit.

Continue working on


signment.

Week four

4 self-study hours


action.

Applies innitives

in questions and

answers to describe

future plans orally

and/or written

Uses of already and

yet with the present

perfect tense orallyand/or written

UNIT 5:Around town

5.1 Describing

community events

5.2 Verbs + innitives

5.3 Present perfect

(already, yet)

5.4 Peoples plans and

expectations

Reading comprehen-

sion of the contents of

the fth unit.

Completion of the ac-

tivities recommended

in the guide, and text-book.

Practice the oral and

written activities that

deal with innitives

and the present per-

fect tense.

Participation in the vir-

tual environment plat-

form (EVA).

Carrying out the fth


correctly will help you

to see achievement

level in this unit.

Finish working on your

at-distance assign-

ment.

Weeks ve and six

8 self-study hours


action.

Units from 1 to 5

Checking the con-

tents from units 1 to

5. Preparation for therst-term test.

Week 7 and 8

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Formas de Evaluacin

Competencia: Criterios1.

Autoevaluacin*

2. Heteroevaluacin

3.

Coevaluacin

Evaluacin a Distancia ** EvaluacinPresencial

ParteObjetiva

PartedeEnsayo

InteraccinenelEVA

PruebaObjetiva

A

ctitudes

Comportamiento tico x x x x x

Cumplimiento, puntualidad, responsabilidad x x x

Esfuerzo e inters en los trabajos x x x

Respeto a las personas y a las normas decomunicacin x x x x

Habilidades

Creatividad e iniciativa x x x

Contribucin en el trabajo colaborativo y deequipo

Presentacin, orden y ortografa x x x

Emite juicios de valor argumentadamente x x

Con

ocimientos Dominio del contenido x x x x x

Investigacin (cita fuentes de consulta) x x

Aporta con criterios y soluciones

Anlisis y profundidad en el desarrollo detemas x x

PORCENTAJE

Estrategiade

aprendizaje 10% 20% 30%

Mximo

1punto

(completala

evaluacina

distancia) 70%

Actividadespresencialesy

enelEVA

Puntaje 2 4 6 14

TOTAL 20 PUNTOS

Para aprobar la asignatura se requiere obtener un puntaje mnimo de 28/40 puntos, que equivale al 70%

* Son estrategias de aprendizaje, no tienen calificacin; pero debe responderlas con el fin de autocomprobar su proceso de aprendizaje.

* Recuerde: que la evaluacin a distancia del primer y segundo bimestre consta de dos partes: unaobjetiva y otra de ensayo, debe desarrollarla y entregarla en su respectivo Centro Universitario.

Seor estudiante:

Tenga presente que la nalidad de la valoracincualitativa es principalmente formativa.

6.3 Evaluation System of the Subject (first and second term)

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Welcome to the course dear student. We are going to begin with the rst term; please take your

textbook, didactic guide and all of the materials specied in the general guidelines to study in orderto begin.

The textbook begins with a activity called Welcome; here I encourage you to work on eachone of the activities in order to have a brief review of what you have already learned in the last twolevels. It is important to mention that the Welcome activity will not be considered as part of any of theevaluations proposed in this course. However, you can contact your tutor for further explanation onthat part.

Now you can start studying the rst unit programmed for this term.

1.1 Description and comparison of personal interests

The rstLesson A is called Get ready; it deals with personality types, the way to describe themand how to talk about personal interests.

Do you know any example of personality types? If not, just to give you an idea, I can say that there areseveral examples, such as: friendly, quiet, easygoing, shy, creative, outgoing, etc. Do you know yourpersonality type?

Continuing with the next part, you have Activity Talk about the pictures.

Observe the people in the picture and answer to the rst question of the rst task A. What doyou see in the pictures? Here you need to identify the names of the people and places where they are.Use your notebook to write the answers; once you have identied this information, you can continue.

In activity B you need to look for what actions those people are performing and thus answer thequestion What is happening in the pictures? You can identify the actions by writing sentences using thepresent continuous tense that you studied in the previous levels in your notebook.

Next, you have activity C; What is the story about? The aim here is to use your own words to create astory based on the picture; use your imagination and notebook to write your ideas.

6.4 Specic guidelines for competence achievement

UNIT 1: Personal Information

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I hope you were able to answer the questions correctly;if you consider you need more explanation, you cancontact your tutor.

Now it is time to begin with a listening exercise. Be patient when you listen since it takes time tounderstand the principal ideas of a conversation. Listen as many times as needed to get the informationyou require.

Tracks 6 and 7 of your Audio CD contain the information you need to play in order to do the followingtasks in the textbook.

Activity A, listen to the track to identify the speakers and the main idea of the conversation; if you

need to listen more than two times, you have to do it until you think you have gotten the principalinformation; while listening I recommend you take notes. After this, do activity B; here you have tocheck or mark the correct name according to the activities; pay attention to the names of the people.Finally, in C you have to use the words in the chart to complete the story. First, complete the paragraphas you think it is correct, and then you can verify your responses by listening to the CD.

Did you have any problem with the activities? If so,please contact your tutor and ask about it; if not, youcan continue with the next activity.

In activity D, the ideal situation is to share your ideas with a partner. If this is not possible, try talkingaloud as if you were having a conversation with a classmate and answer the questions of this activity;this will help you in order to improve your speaking ability of the language.

1.2 Verbs + gerunds

Once you have nished this lesson, you can continue with Lesson B verbs + gerunds. Here you havea grammar focus chart that explains the use of gerunds in questions and statements.

A gerund is the simple form of the verb plus ing; gerunds can be used in the same way asnouns. Some verbs can be followed by a gerund and function as subjects, objects or complementsof a sentence. For example:

The subject of a sentence: Cooking is my favorite hobby.

The object of a sentence: I love cooking. Do you?

The complement of a sentence: My favorite hobby is cooking.

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As you see the gerund Cooking can be placed in different positions in a statement and it functions asa noun, not a verb.

Please, look at the grammar chart of the textbook, here you can observe the way statements, negatives,questions and short answers are formed.

Once you have clear the use of this grammatical point, you can continue with the next activity in whichyou have some exercises to reinforce this knowledge. If you have any problem understanding thisactivity, you can call or email your tutor.

Thepractice activity and you have the following activities:

PartAactivityWrite, you have to use the verbs in the chart to complete the statements using the gerundform. Remember the rules to form gerunds, use a dictionary if you do not understand a word or phrase.

Lets continue with the next activity B Talk.Here you need to present your ideas about the pictures andactions according to the verbs and phrases given. First, read the short dialogues and identify the people;then use your notebook to write your sentences.

Were you able to complete the task? If you have anyproblem, please contact your tutor.

Lets continue with the next task Communicate.

ActivityAis related with asking and answering questions about the given information. Since you may

not be able to work with a partner, at least try writing your ideas in your notebook and then simulatehaving a conversation, by repeating your thoughts aloud; this will improve your speaking skill. The nextactivity is B; I suggest you to use the EVA platform in order to share ideas with your classmates.

1.3 Comparisons

You have nished lesson B and now it is time to begin with lesson C Comparisons. The rst part hereis a Grammar focus that deals with more than, less than and as much as.

Lets begin by checking the grammar chart of the textbook. When you are talking about your own

It is also important that you check further information about thisgrammar point at the end of your textbook.

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likes and dislikes, we usemore than for preferences; less than for dislikes; and we useas much as incomparisons to talk about quantities. For instance:

I like reading very much. I always read in the evening. I like watching TV a little bit. I sometimes watch

TV.

+

I like readingmore than watching TV.

-

I like watching TV less than reading.

I sometimes watch TV, but I always read in the evenings, so I like watching TV less than reading.I like cooking and eating in restaurants.

I like cookingas much as eating in restaurants.

Once you have nished studying this activity you can continue with some practice to reinforce yourknowledge. Remember that all the exercises are important to do in order to verify your progress.

Lets start with activityA, here you need to complete the statements with the given words based on thepictures. Observe the picture and understand the meaning of the sentence then check your dictionaryif necessary, then complete the task.

Now continue with activity B, this is a task where you express your thoughts about the given graphusing the comparative words more than / less than. Since you may not be able to actually have aconversation, try to repeat the ideas aloud as if you were having a conversation. Then write your ideasin your notebook; use complete statements. This activity will help you to improve your speaking ability.

Lets continue with another communicative activity.

-

It is also important that you check the additional information aboutthis grammar point at the end of your textbook.

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The rst ActivityArequires you to work in groups; since that may not be possible; I suggest you simulatea conversation in which you speak as if you were with someone else. And for activity B what wouldbe important is that you can share your thoughts with your classmates by means of the EVA platform.

Did you have any problem completing the exercises? Ifso, please contact your tutor; if not you can continuewith the nextlesson D Reading.

Before you read is the rst activity in this part. I recommend you have a dictionary in order to look forany word or phrase that is not clear for you.

Begin by reading the tip on the right top of the page and then answer the three questions you have in

this activity. Use your notebook to write the responses. Once you have completed this task, you cancontinue with the exercise two.

Before doing Activity 2 Read check the tip on the right of the title, then start by reading the passagesilently; focus your attention on the circled ideas. Then, you need to play the CD on track 8 in order tolisten to the pronunciation of the passage. Repeat the audio track as often as needed and while you arelistening to it, try repeating the words aloud, pause the recording when necessary.

Once you have nished, you can read again to underline any word or words that you are not familiarwith to check their meanings in the dictionary; write down the words and denitions in your notebook.

Continue with the following part, you have after you read; here activityAveries your understanding,it deals with answering to some questions about what you have read. Here it is important that you tryanswering without seeing the excerpt, then you can verify if the answers were correct or not.

The next activity is B; this task will help you increase your vocabulary. Do this task completely. I suggestyou to use a dictionary. The nal activity is C; I suggest you share your ideas by means of the EVAplatform in this part.

I hope you were able to complete all the exercises

correctly; remember if you need help, contact your tutor.

1.4 Personality types

Now lets begin with lesson E Writing.

Exercise Before you write activityAasks you to look at the pictures and answer to the questionsin your notebook; check the adjectives you have learned about jobs and personality types and use a

dictionary if necessary. After that, you can complete activity B in which you have to write adjectivesthat describe personality; for this activity it is important to check a dictionary and use a notebook.

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Continuing with the next task, you have activity C; here you need to read the paragraph, underlinewords or phrases not familiar for you; check those words in a dictionary and then answer the questionsabout Leona. Observe the following examples:

What do you think warm means in this case?

It means that you are friendly and nice.

What do you think about Leonas job?I think a nurse is a good job for her because it ts her personality.

I recommend you do the followingwriting activity.

The idea here is to write a paragraph about the right job for someone you know. Use exercise 1B and1C as guides to do this task. In this exercise you need to use descriptive adjectives such as: creative,outgoing, intellectual, shy, etc. The paragraph has to contain a brief description in no more than 300words.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How did you describe the right job? Did you nd anydifculty? If so, please contact your tutor; if not, you cancontinue with the next partAfter you write.

Activities 3 AShareand 3 BShare will help you to verify how well you have written the previousparagraph. Follow the instructions and if possible share the information with your classmates and tutorby means of the EVA platform.

I hope you have taken some time to share ideas with your tutor and classmates and so you are ready tonish studying this rst unit by means ofLesson F Another view.

Here the rst task is Life-skills reading; begin by reading the information of the ads. Underline all thewords that are not clear; look for them in a dictionary. Once you have understood the excerpts, go

ahead and answer the questions of activityA.

Continuing with the next part you have activity B; it deals with giving your opinion about the Internet.Answer the questions given. Use your notebook to write the responses.

Now start the next activity Fun with language; activitiesAand B have to be done with other classmates.Since this may not be possible, I suggest you simulate a conversation and complete the tasks using thelearned vocabulary and grammar of this unit. Use your notebook to take notes. Remember this activityis helpful in order to improve your speaking skills.

You can begin with the next task Wrap up. Here you have the opportunity of observing how well youhave learned this unit. Therefore, complete the self-assessment at the end of the book.

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Dear student, I invite you to work on the following exercises proposed to practice the skillsacquired in this unit.

Exercise 1

Complete the statements. Use gerunds.

be learn stand take talk

1. We love __________ languages.2. My friend doesnt mind ________ alone.

3. Do you dislike _______ on the phone?

4. I hate ________ in line!

5. She doesnt enjoy ________ out the garbage.

Exercise 2

Read Marthas weekend activities. Complete the statements using more than, less than, and as much

as.Marthas Weekend Activities

Playing sports: 5 hours

Socializing: 6 hours

Watching TV: 5 hours

Reading: 1 hour

Dancing: 4 hours

Working out: 2 hours

1. Marta enjoys _____________________________________.(socializing / reading)

2. Marta likes __________________________________.(working out / watching TV)

3. Marta likes ___________________________________.(playing sports / dancing)

4. She likes ______________________________________.(reading / working out)

5. She enjoys ____________________________________.(watching TV / dancing)

Self-evaluation 1

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2.1 Description of peoples past experiences

I invite you to begin studying the second unit of this term. In Lesson A Get ready, you have to talkabout the pictures.

To do this task you need to observe the way the people are interacting with eachother and the actions they are performing. Then answer the three questions in your textbook; write the

response in your notebook.

Continuing with the next task, you have a listening activity whose aim is to give you an idea of aconversation about study problems and learning strategies. In activityAyou have to Listen to track9 on your Audio CD and answer the two questions you have in the textbook; use your notebook

to answer. Continue with activity B which is another listening activity, in this case you need to listen totrack 10 of the Audio CD. Check the phrases that you hear. Activity C is a summary of the conversationin the previous two exercises. First, underline and check in your dictionary any word of phrase you donot understand, and then complete the task with the words from the box. Finally, to check if you havecompleted the task correctly, play the Audio CD, previous tracks to verify the responses. Lets continue

with activity D; here I suggest you share ideas about the two questions with your partners and tutor bymeans of the EVA platform. Use your notebook to take notes.

Once you have nished with this rst lesson, check if youneed some help. If so, contact your tutor; if not, continuewith Lesson B Present Perfect.

2.2 Present perfect tense (How long, for, since)

The rst activity here is to check the Grammar focus that deal with questions with How long; for andsince.

Analyze the grammar chart presented in this activity in your textbook. Observe the way aquestion and an answer are formulated. What elements and in what position are those elements? Nowcheck the following chart and explanation.

UNIT 2: At school

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SINGULAR PLURAL

First person I have played

Second person You have played

Third person HeShe has playedIt

We have played

You have played

They have played

For the present perfect we usehave / has as an auxiliary plus thepast participle form of the main verb.

Sara has studied the lesson.(auxiliary) verb(past participle)

They have eaten dinner.(auxiliary) verb(past participle)

As I recommended in the bibliography, you can visit the following web site to exercise on this topic:http://www.englishclub.com/grammar/verb-tenses_present-perfect_quiz.htm

I hope the information is clear about this tense. Continuing with the next part you have to check theway for andsince are used; check the following information.

We use the present perfect to talk about something which began in the past and continues in thepresent.

Past Present Future_______________________ X _____________________

(1998).X(3 years)X

I have lived in Lojasince 1998.

We have had the dishwasher for three years.

Use the present perfect with for anda length of time to show how long a present condition has beentrue.

We usesince with the present perfect when we are talking abouta point in time, such as a date or anevent.

For further explanation on this topic, you can check the

last part of your textbook or consult your tutor.

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Now that you have studied the previous information, you need to practice to see how much of the

explanations you have understood. Therefore, continue with activityAWrite. The statements are put inthe form of short conversations where the auxiliary and the verb have been omitted. You need to usethe correct form of those elements to form questions and answers. Check your dictionary if you need toclarify certain meanings and then complete the task. Then repeat the dialogues aloud to improve yourspeaking ability.

Lets continue with activity BTalk. Here you need to simulate or pretend you are having a dialogue witha partner and create the conversation based on the information you have on the chart the textbookcontains. Use your notebook to take notes and follow the example of the textbook to complete the task.I hope you have done this activity in a way that allows you to improve your speaking skill. Anothercommunication activity is number 3 WorkA. I recommend you create short conversations based onthe cues given in the book. Use your notebook; the useful expressions you have highlighted in thetextbook are important to include in the dialogues. By means of the exercise B Share, you can use theEVA platform to present your ideas and comment others. Remember, using the EVA resource will giveyou more opportunities to interact with your partners and tutor.

2.3 Present perfect (ever, questions, short answers)

If you do not have questions about the previous part, you can start with Lesson C Present Perfect. Here

the rst task is Grammar focus: questions with ever; short answers.

What is important to observe in the chart for this activity is the position thatever has in the questions;another point is the use of the Past participle form of the verbs (regular or irregular). You have a list ofthe irregular verbs at the end of the textbook.

We use the present perfect with ever to emphasize that we are talking about a whole of a period of timeup the present. Ever means at any time in the past.

For example:

Have you ever been in Colombia? No, never.Have you ever been in a cave? Yes, I have. / No, I havent.Have you ever spoken French? Yes, I have / No, I havent.

Now that you have analyzed this grammar point and if you do not have questions, it is time toreinforce what you have learned; I invite you do Practice 2. The rst activity is WriteA; here

you complete the questions using the cues given in the textbook. Use your notebook and dictionary ifnecessary to understand the task and statements. Write any question you might have and meanings ofnew words. Then repeat the dialogues aloud to improve your speaking ability.

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Lets continue with activity BTalk. Here you need to pretend you are having a dialogue with a partner;therefore, invent conversations based on the information, you have on the chart the textbook contains.

I suggest you use your notebook to take notes and follow the example of the textbook.

The next communication task is number 3 WorkA. I recommend you to create short conversationsbased on the cues given in the book. Use your notebook to write about some people in your family orfriends or colleagues. To get the information you might need to use Spanish but once you have the data,you have to use English to practice. By means of the exercise B Share, you will be able to present yourideas and comment on others through the EVA platform. Using EVA will give you more opportunitiesto share with your classmates and tutor.

How did you complete the tasks? Did you nd any

difculty? If so, contact your tutor; if not, continue withLesson D Reading.

2.4 Studying habits and learning strategies

This reading activity deals with strategies for learning English; do you have any strategy?

Number What strategy do you use for learning English?

1

2

3

4

The rst task is Before you read 1; it is an exercise that requires you to have a conversation with apartner; as this will not be possible, I recommend you to skim the text and answer the questions usingyour dictionary if necessary and your notebook to write the responses or new vocabulary; this will giveyou a global idea of the reading passage.

Continuing with the next activity you have Read 2. Play the CD on track 11 to listen to the recording ofthe text; check pronunciation and then read aloud to observe your pronunciation. Play the CD againwhen you think a word has not been pronounced correctly. Now lets continue with activity 3 After youread; here activityAis giving you questions that will tell you how much of the reading you understood.Thus answer those questions using your notebook without looking at the text; to verify your responsescheck the reading again. For activity B, I recommend you use a dictionary and your notebook to writethe new vocabulary.

Continue with activity C; it is important here to practice your speaking ability; therefore, answer thequestions by saying the answers aloud as if you were talking to someone else.

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After you have completed the previous tasks, it is necessaryto know if you have questions. If you need some help, youcan contact your tutor. If you are clear about, I encourageyou to continue with Lesson E Writing.

The rst task here is 1 Before you write. You have to check the reading of the previous lessonin order to get the information to complete the chart, then use your dictionary to write more

ideas or understand the ones presented in the textbook. Now activityAcan be completed.

For activity B, read the paragraph and underline the any words that are unknown to you. Check themeaning in your dictionary of any unfamiliar words. Remember to write the new vocabulary in yournotebook. Observe the tip box next to the paragraph. What does it mean? Examples are used in theparagraph to help show what the ideas mean. Underline those examples in the paragraph so that youcan see how they support the principal ideas in the text.

Now focus your attention on the second part of the activity B. Check if you understand the questions orif you need to consult your dictionary. Once you have them clear, answer those questions.

Continue with activity C. Here, it is important that you think about the strategies you have learned inthis unit and may want to try. Think about other strategies you have heard, read about, or seen. Makea list in your notebook of those strategies and then answer the questions of the chart.

Now it is time to write. Task 2 Write is an activity in which you need to work in your notebook. Readthe instructions very clear and use your dictionary when necessary.

In task 3 After you write, the rst activityArequires that you complete the information in the textbookfor Yes/No. For activity B, I recommend you use the EVA platform in order to share ideas with yourtutor and/or classmates.

Did you nd any problems in the previous lesson? If so,contact your tutor; if not, continue with the next part.

Lets start with Lesson F Another view. In the rst activity is 1 Life-skills reading; focus your attention

on the title of the reading. What does tip mean? In this case, it is helpful information that allows you todo something better. Now read the seven tips and underline any words that you do not understand.Check the meanings of those words in your dictionary and then write them down in your notebook toincrease your vocabulary. Read the culture note since it is important to know that cheating can havesevere consequences, such as a grade of 0. Cheating is very serious and it is not accepted.

Now pay attention to exercise ARead. Here you have to check the new words in your dictionary ifnecessary and then answer. This activity may help you when taking standardize-type tests. Continuewith activity B. Share your ideas by means of the EVA platform.

The second part of this lesson is 2 Fun with language. First, check if you nd words that are not clearand consult your dictionary, then complete taskAby checking according to your personal situation. Thequestions at the end can be shared by means of EVA.

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Task B talks about sayings; look at the following sayings and proverbs. What do they mean? Mark Twain(1835-1910), whose real name was Samuel Langhorne Clemens, an American writer who wrote somesayings and famous phrases or proverbs:

Never let formal education get in the way of learning

Nunca he dejado que mi instruccin escolar interera en mi educacin.

It is better to keep your mouth shut and appear stupid than to open it and remove all doubt.Es mejor tener la boca cerrada y parecer estpido que abrirla y disipar la duda

To cease smoking is the easiest thing I ever did. I ought to know, Ive done it a thousand times.Dejar de fumar es muy fcil, yo lo he dejado ya como mil veces.

The translation has been given to you so that you understand the meanings. Now work on task B andthen share your ideas by means of the EVA platform.

To nish the lesson, you have task 3 Wrap up. Please complete the exercises of the self-assessment toobserve how much you know of unit 2.

Dear student, I invite you to work on the following exercises proposed to practice the skills acquiredin this unit.

Exercise 1

Complete the sentences. Write the correct word.

1. How long _______________ Ana known Jean?(have / has)

2. He has ________________ here since February.(be / been)

3. I have taught him ________________ one year.(for / since)

4. Mark has ________________ that job for ve months..(have / had)

5. She has worked there ________________ last week.(for / since)

Self-evaluation 2

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Exercise 2

Complete the following sentences. Use ever and thepresent perfect.

1. A. ___________________________________ to your neighbors.

(you / talk )B. No, I havent.

2. A. ___________________________________ his books.(Bob / forget)

B. Yes, he has.

3. A. ___________________________________ French?(he / study )

B. Yes, he has.

4. A. ___________________________________ the wrong homework?(Daniel and Camilla / do)

B. No, they havent.

The review activity that continues in the textbook can be done to reinforce your knowledge; Irecommend you do all the tasks except the listening exercises which unfortunately are not recorded inyour Audio CD.

Once you have completed all the exercises of the previousunit, it is important that you check if there is any point that

is not clear yet. Remember, for further help you can consultyour tutor.

Now I invite you to continue studying the next unit.

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3.1 Borrowing and lending

The rst task in Lesson A is Get ready. This lesson deals with neighbors.

How long have you lived in your neighborhood? Do you know your neighbors? Have you ever asked

your neighbors for help? Have you ever offered to help a neighbor? After you have mentally answeredto the above questions, you can begin with task 1 Talk about the pictures.

First, observe the pictures, the people, the actions, and the environment. Then in activityAyou have toanswer the question in your notebook. Use your dictionary to write as many details as possible. In activityB you have to make a description of the pictures using present simple and/or present progressive; useyour notebook. Finally, in activity C, you need to be creative and invent a story that has to be related towhat you see in the pictures. Again, use your notebook and answer to questions like: who, what, why,when, where, or how. As for example: what is Ana doing? Where is she? Who is she talking to?, etc.

Continue with part 2 Listening. It is important for the following listening activities that youpay attention to the audio program as much as possible so that you can get the main ideas of theconversations. For tasks A, B and C, the recordings are on tracks 12 and 13. Listen to the mentionedtracks and do activities A, B and C. For activity A, use your notebook to answer; activities B and Chave to be done in your textbook. Use your dictionary if you see new words; remember to keep yourvocabulary log in your notebook.For activity D you have to answer the questions in your notebook and then act out a kind of dialogue inwhich you simulate you are talking to someone else. Remember that this task can help you to improveyour speaking ability.

Once you have nished with the previous lesson and if youdo not have questions, you are able to continue with the nextlesson. If you have any difculty understanding the activities,contact your tutor.

3.2 Describing problems and giving reasons

In the next part, Lesson B Because and because of, you are presented the grammar activity.

UNIT 3: Friends and Family

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Activity 1 Grammar focus deals with clauses and phrases. Which clauses? The ones that use because

and because of. What is a clause? It is a group of words that contains a subject and a verb, which isusually only part of a sentence. For instance: Jim is the only one who knows the answer; who knowsthe answer is a clause.

Look at these statements:

Why is Ana worried? (Because her smoke alarm is going off).

Why is she calling Maria? (Because she needs help).

Why is Marias husband going to Anas apartment? (Because he wants to help her).

We can begin a clause with because to give a reason for a particular situation; for example:

We must be near the beach, because I can hear the waves.

The preposition because ofcan also be used to give a reason for something. Because ofis used before

a noun or noun phrase; for instance:

We wont be able to come because ofthe weather.

Now that you have understood this structure, it is important that you practice using the learned grammar.For this, begin task 2 Practice.

In activity A you have to use because and because of in order to complete the text. Be sure youunderstand the new vocabulary or use your dictionary to check for new words. If there are new words,write them down in your notebook.

For activity B it is important that you can arrange the given structures as if you were having a conversationwith a classmate. Use complete structures as it is shown in the example. Write the conversations in yournotebook, and then speak aloud as if you were having a dialogue.

You can also check the additional explanation of this grammar point atthe end of the textbook.

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Lets continue with exercise 3 Communicate. Here in activityAyou are asked to complete achart. You can ask members of your family and other relatives the questions; this can be done

in Spanish and then translate the answers to ll out the chart. Once you have the information, writeshort dialogues in your notebook as the example of the textbook. For activity B, in order to share the

information, you can use the EVA platform.

After you have completed all the exercises of the previous lesson correctly, you are able to continuewith the next lesson. Remember if you have any question, you can contact your tutor for help.

3.3 Enough and Too

Now you can begin Lesson C Enough and too. The rst task is 1 Grammar focus: enough andtoo with adjectives.

Study the following information about this grammatical point.

We use enough before nouns; for example:

Is there enough bread?

Verb be Subject Adverb Noun

Use enough after adjective and adverbs; for example:

The house is comfortable enough.

Subject verb adjective adverb.

Use too + adjective to talk about more than the right amount; example:

You put too much salt on the casserole.Subject verb adverb

For further help about this grammar point, you can check theinformation given at the end of the textbook.

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Once you have understood this structure, it is time to have some practice. To do this you can start part2 Practice. Here, in activityA, what you need to do rst is to read the whole text, after you have to use

your dictionary to get the meanings of the new words, and then complete the sentences with the wordsenough and too.

For activity B you have to observe the pictures and understand the new vocabulary. Thenhave your notebook ready in order to write short conversations that describe each one of the

pictures; use complete sentences and practice the dialogues aloud as if you were talking to someoneelse.

Lets continue with part3 Communicate. It is important here to give your opinions using too and enoughand the ideas given in the textbook. Follow the ideas of the useful language and form statements.Write your thoughts in your notebook and then share ideas with your classmates by means of the EVAplatform.

Were you able to complete all the exercises? If so, you cancontinue with the next part; if not, you can consult your tutor.

3.4 Two-word verbs

In Lesson D Reading you have a short text that deals with neighbors. How can neighbors help oneanother? They can lend you something you need, right? Or maybe help you when you have problems.In any case, neighbors are important. The rst task, 1 Before you read, is an activity which asks you toread only the title of the text and answer the questions. Then you can skim the text to nd more detailsabout the title.

For task 2 Read, it is important to have your dictionary to check for new words. Read the text in silence

and underline the words or phrases you do not understand, write the new vocabulary in your notebookand the play the audio CD, track 14 in order to check the pronunciation of the whole reading. It isimportant to follow the recording and pause it when necessary to conrm the pronunciation of difcultwords, repeat those words and the read the whole passage again.

Continue with task 3 After you read. In this case, activity Ahas to be done in your notebook. Usecomplete sentences to answer and your dictionary if necessary. Then in activity B, you must use yourdictionary to nd out the meanings of those phrasal verbs and complete the exercises. Remember tokeep the vocabulary log in your notebook.

Lets do activity C; in this case, you need to answer the questions in your notebook and then share your

ideas by means of the EVA platform.

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I hope you were able to nish the exercises correctly; if youneed help, please contact your tutor.

The next part is Lesson E Writing. This task deals with reading and writing a letter of complaint.In the rst activity 1 Before you write, you are asked to answer the questions of activityAin order toget familiar with the topic; use your dictionary if needed and your notebook to write the answers. Inactivity B, read the letter in silently; underline unknown words and use your dictionary to nd out themeanings. Then answer the questions given in the second part of activity B; use your notebook anddictionary if necessary.

Continuing with the next activity, C, you have to complete the given letter with the words from the box.

To do this you need to read the whole text and look for new vocabulary. For activity D you can ask yourrelatives the question and then write the information in English.

Now it is time to write. In task 2 Write, you need to use the previous exercises as models to start writing.

Before writing a letter of complaint, make sure you have got your facts right. Complaints are notaccusations; they are requests to correct mistakes or faults, and should be written remembering that thesupplier will want to put things right.

Use your notebook to write a complete letter of complaint. Once you have nished you can check it bymeans of the task 3 After you write. ActivityAasks you to tick the box according to the statement. For

Activity B, I suggest you use the Virtual Platform to share ideas with your classmates.

After you have completed all the previous tasks, it isimportant that you observe if you have questions; if so, youcan contact your tutor for help.

The nal activity is Lesson F Another view. In this case you have a short reading of an Internet Web site.What is a Web site? It offers information on the Internet, right? How much do you use the computer athome and at work? What kind of Web sites do you look at?

Cultural Note:

The use of the colon after the expression To Whom It May Concern,is a formal, polite way of opening a business letter when you do notknow the name of the person you are writing to. Also, it is good toaddress a business letter to the person in charge. There are otherways to begin a letter such as: (Dear: or Dear.,); (Sir orMadam).

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You have in the rst task 1 Life-skills reading an ad on a Web site. What kind of ad is this? An ad forcommunity center volunteers. What is the name of the organization? Oak Park Community Center.

Now you are going to read about volunteering. Many Americans choose to spend their free timeworking without pay, or volunteering, in the community. A community center is a place where people

can get together for a variety of events that are often offered for free, such as concerts, lectures, sports,and games. They are especially popular with young children and senior citizens.

Read the ad and underline any word you do not understand; later, check the new vocabulary in yourdictionary and write the information in your notebook.

Now in activity 1A, you have to rst read the whole question and the alternatives; check new vocabularyand then answer by circling the correct answer.

For activity B you need to have a short dialogue in your notebook and then read it aloud as if you werehaving a conversation with a partner.

In exercise 2 Fun with language, you need to look at the pictures. For example in picture number 1, wecan see Adopt a highway. Caltrans Adopt-A-Highway Program explains that it provides an avenue forindividuals, organizations, or businesses to help maintain activities of roadside within Californias StateHighway System. Groups have the option to participate as volunteers or to hire a maintenance serviceprovider to perform the work on their behalf.

Participation can include one or more of the following activities:

Removing litter (work frequency varies with location).

Planting and establishing trees or wildowers.

Removing grafti.

Controlling vegetation.

Adoptions usually span a two-mile stretch of roadside and permits are issued for ve-year periods.Groups in good standing may renew their permits indenitely.

Then answer the questions in your notebook about volunteer work.

To nish the lesson, complete the self-assessment activity you have in task 3 Wrap up. Please do theexercises of the self-assessment to observe how much of unit 3 you know.


Self-evaluation 3

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Exercise 1

Complete the sentences. Use because or because of.

1. She complained______________ the noise.

2. Peter borrowed the ladder_____________he needed to paint the ceiling.

3. They couldnt come to the party ___________ their son was sick.

4. I couldnt drive ____________ a at tire.

5. The alarm doesnt work ____________ it needs a new battery.

Exercise 2

Complete the sentences. Use too or enough.

1. The apartment has two bedrooms. It is __________ for my wife and me and our son.(big)

2. She has worked for only one month. She is not_________________for the new job.(experienced)

3. The house in that neighborhood looks expensive. The prices are __________for us.

(high)

4. Their house is _______________from my house. I can only visit once a year.(far)

5. Our apartment is not _______________ to our jobs. Were going to have to move.(close)

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4.1 Healthful habits and routines

The rst activity of this unit is Lesson A Get ready. In this lesson we are talking about healthy habits androutines. According to the following classication, there are different types of foods; which products doyou usually eat? Do you think they are healthy? There is a picture of a food pyramid in your textbook;put the following list of food in the correct place according to the picture.

1. Fats, oils, sweets

2. Milk, yogurt, cheese

3. Meat, sh, poultry, beans, eggs, nuts

4. Vegetables

5. Fruit

6. Bread, cereal, rice, pasta

In part1 Talk about the pictures, you need to focus your attention on the pictures you have in thetextbook, Awhat do you see? Answer the question in your notebook, and use as much vocabularyas possible. You may use your dictionary for further help. In activity B you have to explain your ideasabout what is happening in the pictures, describe in your notebook what you see, use the presentsimple or the progressive to do the exercise. Now in activity C you may write a role play between thedoctor and Stanley. Write the ideas in your notebook and then speak aloud as if you were having aconversation with someone else.

Lets continue with the next activity.

In activity 2 Listening, you need to pay attention to the main ideas described in the conversations.For tasks A, B and C, the recordings are on tracks 15 and 16. Listen to the mentioned tracks and doactivitiesA, B and C. For taskAuse your notebook to answer; activities B and C have to be done inyour textbook. Use your dictionary if you have new words; remember to keep your vocabulary log inyour notebook.

For activity D you have to answer the question in your notebook and then express your ideas aloud as

if you were talking to a friend. Remember that this task can help you to improve your speaking ability.

UNIT 4: Health

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Once you have nished all the previous tasks correctly,you are able to continue; remember if you havequestions, you can contact your tutor.

4.2 Present perfect (recently, lately)

Lets study Lesson B Present perfect. The rst activity is 1 Grammar focus: questions and statementswith recently and lately.

In this activity, the present perfect is used with recentlyand latelyto refer to events that havehappened a short time ago.

Have you ever forgotten an appointmentlately?

Yes, I have / No, I havent

lately

Have you ever taken your blood pressure recently?Yes, I have / No, I havent

recently

After you have studied this structure, it is necessary to have some practice; continue with the nextactivity.

In 2 Practice, activityAyou need to read the whole text and underline the words you do notunderstand. Then check new vocabulary in your dictionary. Keep your notebook to write the

new words. Now you can complete the text using the given clues and the present perfect.

For task B you have to observe the pictures and understand the new vocabulary. Then have yournotebook ready in order to write short conversations that describe each one of the pictures; usecomplete sentences (as indicated in the textbook) and practice the dialogues aloud as if you weretalking to someone else.

Additional information about this grammar point can be found at theend of the textbook; therefore, I recommend you check the activity.

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Lets continue with part3 Communicate. Here you need to form questions and ask them with a partner.Since this will not be easy, I suggest you ask one of your friends or relatives the questions in Spanish andthen translate the information into English. Write those thoughts in your notebook and then share themwith your classmates by means of the EVA platform.

I hope you were able to complete the activities correctly. Ifyou think you can continue, go ahead; if not, contact yourtutor for help.

4.3 Used to

In the next activity you have Lesson C Used to. The rst exercise here is 1 Grammar focus: statementsand questions.

Please focus you attention in the following description:

Use to occurs only in the simple past form, for example:

He used to live in London.

Noun modal verb prepositional phrase

Use did and didnt to form questions and negatives, for example:

Did he used to live in London?

Auxiliar noun modal verb prepositional phrase

Answers:Yes, he did.No he didnt.

I recommend you visit the following site to exercise about this topic.

http://www.englishgrammarsecrets.com/usedto/menu.php

Remember that there is some more explanation about this point at theend of the textbook; I recommend you check this part too.

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Now that you have studied the previous activity, it is important to practice. Therefore, you can continuewith 2 Practice.

In activityAyou need to rst focus your attention in the pictures; for instance: in picture one, a man isasleep. Its 10:00. So, the picture describes something he does now. He didnt use to do this. Observethe other pictures and complete accordingly.

Continuing with the next activity, B Work, you have to check the new vocabulary in your dictionaryand write down in your notebook complete statements using the given clues; follow the example of thetextbook.

Once you have written the sentences you can repeat them aloud as if you were having a conversationwith a friend.

Now in part3 Communicate, you have activityAin which you need to describe your personal healthhabits. Use the clues given in the textbook and write down your ideas in your notebook. For activity B,in order to share your ideas, I suggest you to use the EVA platform.

After you have done all the activities correctly, it is importantthat you verify if everything is clear. If so, you can continue;

if not, contact your tutor.

4.4 Describing healthful plants and medical history

Lets begin Lesson D Reading. The text is related to healthful plants. Healthful is similar to sayhealthy. Do you know some healthful plants? For example: (ginger, garlic, green tea, chamomile orcommon chamomile).

In activity one; you have 1 Before you read. You need to read the tip you have in the right side of thetext and then answer the questions. Use your notebook to answer.

For task 2 Read, it is important to have your dictionary to check for new words. Read the text in silenceand underline the words or phrases you do not understand, write the new vocabulary in your notebookand the play the audio CD, track 17 in order to check the pronunciation of the whole reading. It isimportant to follow the recording and pause it when necessary to conrm the pronunciation of difcultwords, repeat those words and the read the whole passage again.

Continue with task 3 After you read. In this case, activity Ahas to be done in your notebook. Use

complete sentences to answer and your dictionary if necessary. Then in activity B, you must use yourdictionary to nd out the meanings of those nouns, verbs and adjectives and complete the exercises.Remember to keep the vocabulary log in your notebook.

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Continue with activity C; in this case, you need to answer the questions in your notebook and thenshare your ideas by means of the EVA platform.

I hope you were able to nish the exercises correctly; ifyou need help, please contact your tutor.

Lets continue with the next lesson.

The next part is Lesson E Writing. What do you do to cure a cold, help a sore throat, treat insect bitesor reduce indigestion? Have you ever used plants or herbs to help with your problems?

Now focus your attention to activityA. Look at the pictures and then match them to what they are usedfor. Use your dictionary to make short descriptions of these plants and how they are used; write downyour ideas in your notebook.

In activity B, you need to follow the model to complete the descriptions of the rest of the plants andadd another one of your own. Use your dictionary or the Internet to nd out information about thisexercise.

Continue with activity C. Have you ever used this plant? How have you used it?

Now read the text silently and underline any word or phrase you are not familiar with. Then useyour dictionary to check the meanings and write down the new vocabulary in your notebook. Onceyou have done this, continue with the second part of this task and order the ideas described in theparagraph. Read the tip you have in the left part of the text to know about the structure of a paragraph.

Now it is time to write your own paragraph. In part2 Write, you have to use the previous exercises asmodels to start writing. Then work in your notebook and use your dictionary in case you need it.

Once you have nished writing, you can check this exercise by means of task 3 After you write. PartAasks you to tick the box according to the statement. For partB I suggest you use the Virtual Platform to

share ideas with your classmates.

After you have done all the previous tasks, it is important thatyou check if you have questions; if so, you can contact yourtutor for help.

To continue you have the last activity of this unit which is Lesson F Another view. In this case part1Life-skills reading deals with a medical history form.

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Now focus your attention on the form, skim it and underline any word you are not familiar with. Thenlook for the words in your dictionary and write them down in the log you keep in your notebook.

In activityARead, you have to verify meanings of new words and then scan for and circle the answers.In activity B you can write about an invented health problem or a real one. You can write aboutsomeone you know or about yourselves. Use your notebook to write this paragraph and then share itby means of the EVA platform.

Lets now do part2 Fun with language, here you have activityATalk need to read the sample questionand answer, then go ahead and ask friends or relatives the next questions. Use Spanish to get theinformation and then just write the names in the chart. Once you know the names, you are able towrite complete statements. Follow the example of the textbook and write your own statements in yournotebook.

Now in activity B you have a vocabulary activity; put the letter of the given clues in order to form wordsrelated to health. Write those words in your notebook to increase your log.

To nish the lesson, complete the self-assessment activity you have in task 3 Wrap up. Please do theexercises of the self-assessment to observe how much you know of unit 4.


Exercise 1

Complete the sentences. Use the present perfect.

1. The doctor ______________ my blood pressure recently.(check)

2. Karen _____________ to the gym lately.(not gone)

3. I ___________ salt, fat, and sugar recently.(give up)

Culture Note:

This form is a document you have to ll out when you go to see the doctor;this is done in the US when you are sick.

Self-evaluation 4

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4. Amelia ____________ really tired lately.(be)

5. I ____________ recently.(not /sleep)

Exercise 2

Complete the sentences. Use use to or used to.

1. Did you ____________skip breakfast?

2. She _________________stay up late, but now she goes to bed early.

3. I __________ drive to work, but now I walk.

4. Did he __________eat fatty foods?

5. He __________ go straight home, but now he goes to the gym.

The review activity that continues in the textbook can be done to reinforce your knowledge; Irecommend you to do all the tasks except the listening exercises which unfortunately are not recordedon your Audio CD.

Once you have done all the exercises of the previous unit, it is

important that you check if there is any point that is not clear yet.Remember, for further help you can consult your tutor.

Lets begin studying the next and last unit of this rst term.

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5.1 Describing community events

The rst lesson of this unit is Lesson A Get ready. In this case this part is related to community events;these are activities for and organized by people living in the same area.

Depending on the community, there are free events that people can attend; for instance: concerts,festivals, story hour, puppet shows, exercise classes, lectures, etc. what kind of events are available inyour community.

Lets continue now with part1 Talk about the pictures; here you need to pay attention to the picturesand answer what you see in activityA.

In activity B you need to describe what is happening in the pictures; you can use the simple present orthe progressive form to do this activity. In activity C you are required to tell the story

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