Antología De Inglés

UNIVERSIDAD ESTATAL A DISTANCIA COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA COORDINACIÓN ACADÉMICA

Nuevo material de Inglés

Nivel: Noveno

Año: 2018

Información administrativa El CONED agradece a Danny Araya Yannarella por la elección y presentación de los temas de la presente antología, así como el aporte a la educación secundaria a distancia.

Las denominaciones empleadas en esta publicación y la forma en que aparecen presentados los datos, no implican de parte del CONED o la UNED juicio alguno sobre la condición jurídica de personas, países, territorios, ciudades o de autoridades.

MATERIAL SIN FINES COMERCIALES PARA USO EXCLUSIVO DE ESTUDIANTES DEL COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA

CONED

Dirección General: Clara Vila Santo Domingo

Coordinación Académica: Paola Mesén

Coordinación de Inglés: Erika Prendas Vargas

Teléfonos 22-58-22-09 / 22-55-30-42 / 22-21-29-95

Página Web: http//www.coned.ac.cr

Table of Contents Time to Have Fun ...... 7

1. LET´S WORKOUT ...... 8 2. ONCE UPON A TIME I ENJOYED ...... 14 3. TRY IT! ...... 24 4. THE MOST FUN I´VE EVER HAD! ...... 34 Online & connected ...... 53

1. YESTERDAY, TODAY AND FUTURE MEDIA ...... 54 2. VIRTUAL COMMUNITIES AND NETWORKS ...... 59 3. NEW MEDIA AND PUBLIC SAFETY ...... 63 4. THE MAGICAL WORLD OF APPS ...... 67 liGHTS, CAMERA & ACTION...... 75

1. WHAT´S ON TV? ...... 76 2. THE BEST SHOW EVER… ...... 84 3. THROUGH THE LENS OF THE DOCUMENTARY ...... 93 4. DAILY NEWS ...... 106 iN THE PUBLIC EYE! ...... 117

1. SUCCESS vs. FAME ...... 118 2. NATIONAL ROLE MODELS ...... 126 3. CONTRIBUTIONS OF OUTSTANDING FIGURES TO SOCIETY ...... 136 4. BREAKING NEWS: READ ALL ABOUT IT ...... 146 UNEXPENCTED SITUATIONS ...... 161

1. HOME EMERGENCIES ...... 162 2. EMERGENCY TRAVELING SITUATIONS ...... 177 3. UNANTICIPATED APPOINTMENTS ...... 193 4. MAKING A COMPLAINT AT A RESTAURANT...... 200 OPEN A BOOK, OPEN YOUR MIND ...... 207

1. KEEP IT SIMPLE ...... 208 2. SHOW ME: COMIC STRIPS...... 216 3. BIOGRAPHIES OF WRITERS ...... 221 4. THE MORAL OF THE COSTA RICAN LEGEND IS… ...... 230 ANNEXES ...... 247

REFERENCES ...... 258

TIME TO HAVE FUN

Linguistic Competencies: Goals

Themes: 1. Let´s Workout 2. Once Upon a Time I Enjoyed… 3. Try it! 4. The Most Fun I´ve Ever Had!

Oral and Written Comprehension

 Understand specific information when people speak at normal speed about leisure activities. There may be a need to repeat particular words and phrases.  Understand main ideas and key points from teacher explanations and audio announcements about leisure activities, delivered clearly and at a slow pace, supported by textbook illustrations.  Answer literal questions in straightforward messages.  Manipulate English language sounds using knowledge in phonics, syllabification and word parts.  Understand important information on the label of packages (e.g., directions for use, and instructions for preparation).  Understand the main points and supporting details in simple, clearly drafted print materials, such as school handouts, brochures, letters and messages or newspapers

Oral and Written Production

 Discuss different things to do for fun.  Ask and answer questions about experiences, events, past experiences.  Describe experiences, events and storytelling related to exercise, sports and games.  Describe what is occurring in a film or book, and indicate their personal opinion about it.  Write a shot description of personal experiences without using an aid, such as a dictionary, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).

1. LET´S WORKOUT

Usefull Vocabulary English Word Translation Pilates Pilates Yoga Yoga Spinning Giratorio, Rotatorio (Bicicleta estacionaria) Athletics Atletismo, Deportista Do Hacer Go Ir Play Jugar Tournament Torneo Climbing Escalar Camping Acampar Skating Patinar Walking Caminar Hike Caminata, Senderismo Ride Cabalgar, Montar Fishing Pescar Swimming Nadar Championship Campeonato

Sports Vocabulary

GRAMMAR FOCUS

Present Perfect (Affirmative)

She / He / It I / You / We / They

She has worked in Coned. I have been in New York two times.

He has played soccer all day. We have visited our friends many times.

The table has a nice shape. They have walk to Cartago for three years.

Present Perfect Tense- Pretérito Perfecto:

We use the present perfect simple to refer to events in the past but which connect to the present. We use the present perfect simple to talk about our experiences up to now. The time of the experiences is not important. Es un tiempo verbal que se utiliza para expresar acciones que han tenido lugar en el pasado, pero en un pasado muy reciente que se conecta con el presente. Este tiempo verbal se forma con el presente del verbo (to) have, has o have + el participio del verbo de la acción: Regular (Infinitivo+ed) o Irregular (tercera columna de la lista de verbos irregulares). E.g.: John has washed the dishes this morning. (John ha lavado los platos esta mañana).

Subject + has / have + Verb of the action with past participle + Complements.

[Cite your source here.]

Negative Form of Present Perfect Tense:

Subject + has not / have not + Verb of the action with past participle + Complements.

[Cite your source here.]

E.g.: John has not/ hasn't washed the dishes this morning. (John no ha lavado los platos esta mañana)

Interrogative Form of Present Perfect Tense:

Has/Have + Subject + Verb of the action with past participle + Complements.

[Cite your source here.]

E.g.: Has John washed the dishes this morning? (¿Ha lavado John Los platos esta mañana?)

Exercise #1. Complete this conversation with the correct tense.

Isabel: I went to Cahuita Beach last week.

______(Did you ever go / Have you ever been) to Cahuita Beach, Andy?

Andy: Yes ______(I did / I have). It´s beautiful.

______(Did you go / Have you gone) there on the weekend?

Isabel: Yeah, I ______(did / have). I ______(went / have gone) on

Sunday. ______(I got up / I´ve gotten up) at 4:00 A.M.

Andy: Wow! ______(I never woke up / I´ve never woken up) that early!

Isabel: Oh, it wasn´t so bad. I ______(got / have gotten) to the beach early to see the sun rise.

______(Did you ever see / Have you ever seen) a sunrise, Andy?

Andy: No, ______(I didn´t / I haven´t). I prefer sunsets to sunrises.

Isabel: Really? Then I ______(went / Have gone) swimming around 6:00, but there were some strange dark shadows in the water.

______(Did you ever hear / Have you ever heard) of sharks at Cahuita Beach?

Andy: Yes, ______(I did / I have). I ______(heard / have heard) a news report about sharks last summer.

Isabel: Gee! Maybe I ______(had / have had) a lucky scape on Sunday morning! Why don´t you come with me next time?

Andy: Are you kidding?

READING.

SEEKING FOR THE BEST EMPLOYEE

Bob and Darren work together. They are talking about interviews for a new sales manager position at their company.

Bob: We need to make a decision on who we are going to hire for the new salesperson position.

Darren: I know. There are a lot of good applicants. So far we have interviewed 10 people and have looked at over 50 resumes.

Bob: Well, let’s take a look at some of the best and make a decision.

Darren: OK, the first person is Phil. He has worked as a salesperson for 10 years in both The United States and Canada. Also, he has been the manager of the sales department of a large auto-parts company.

Bob: Sounds interesting, but has he ever worked in the food sales industry?

Darren: No he hasn’t.

Bob: That might be a problem. We need someone with food experience.

Darren: OK, what about Karen? She has worked in the food industry for 6 years. She has been a manager of a major supermarket and worked in marketing for a large meat company.

Bob: OK. Has she worked in international sales before?

Darren: No, she has never worked in international sales.

Bob: Well, that could be a problem. This job will require a lot of international experience. I think we need someone who has worked in an international environment

Darren: Well what about Larry? We haven’t met him yet but his resume looks good. He has been a salesperson in the food industry for 13 years. He has worked in The United States, Canada and Mexico. In the past 4 years he has learned to speak Spanish and French.

Bob: Wow, sounds great!

Darren: The problem is we still haven’t had an interview with him. I have called him many times, but I haven’t been able to reach him.

Bob: Well, why don’t you send him an email? Perhaps he will respond that way.

Darren: OK, I will try that. I will let you know.

Bob: Great, thanks.

Exercise #2. Read the text and choose the best alternative in order to answer the questions.

1. How many people have they interviewed? a. 5 b. 10 c. 50 d. 3

2. Who has worked in the food industry? a. Phil b. Larry c. Bob d. Karen

3. Who have they not met? a. Phil b. Larry c. Bob d. Karen

4. Why haven’t they interviewed Larry? a. They haven't looked at his resume yet. b. They haven't been able to contact him by email. c. They haven't been able to reach him on the phone. d. They haven't had the chance to call him.

2. ONCE UPON A TIME I ENJOYED

GRAMMAR FOCUS

Present Perfect Progressive Tense (Affirmative)

Subject + has / have + been + Main Verb + -ing + Complements.

She has been working in Coned since last year. They have been living in Costa Rica since 1990.

He has been playing soccer since 2 hours ago. We have been working in the project.

It has been raining since yesterday. I have been working on this report since eight o'clock

Present Perfect Continuous: Uses

Recent past activities

We use the present perfect continuous to talk about a finished activity in the recent past. Using the present perfect continuous focuses on the activity. We don’t give a specific time. Even though the activity is finished, we can see the result in the present:

 I’ve just been cleaning the car. (The car is wet and clean.)  It’s been snowing. (The ground is covered in snow.)  What have you been buying?

One continuing event

We use the present perfect continuous for a single activity that began at a point in the past and is still continuing:

 I’ve been reading your book – it’s great. (I’m still reading it.)  He’s been living in the village since 1995. (He is still living in the village.)  She has been writing her autobiography since 1987.

Repeated continuing events

We use the present perfect continuous to talk about repeated activities which started at a particular time in the past and are still continuing up until now:

 I’ve been going to Spain on holiday every year since 1987.  I haven’t been eating much lunch lately. I’ve been going to the gym at lunchtimes.  She’s been playing tennis on and off for three years.

How long …?

We often use the present perfect continuous to ask and answer questions about the duration of an activity. We use the question How long …+ present perfect continuous:

 A: How long have you been waiting for me? B: About ten minutes. Not too long. (I’ve been waiting for about ten minutes.)

Negative statement

For the negative statement we will use the word “NOT” in the auxiliary “HAVE / HAS” before the participle form of BE (been).

Subject + have / has + NOT + been + Main Verb + -ing + Complements.

[Cite your source here.]

 She has not been waiting for the bus anymore.  I have not been working in San Jose since last week.

Exercise #3. Put the verbs into the correct form (use the present perfect progressive).

1. He ______(work) has been working in this company since 1985.

2. I ______(wait) for you since two o'clock.

3. Mary ______(live) in Germany since 1992.

4. Why is he so tired? He ______(play) tennis for five hours.

5. How long ______(learn / you) English?

6. We ______(look for) the motorway for more than an hour.

7. I ______(live) without electricity for two weeks.

8. The film ______(run / not) for ten minutes yet, but there's a commercial break already.

9. How long ______(work / she) in the garden?

10. She ______(not / be) in the garden for more than an hour.

GRAMMAR FOCUS

Present Perfect Progressive Tense (Interrogative Form)

Affirmative Yes / No Questions (+):

HAS She, he, it been working? HAVE I, you, we, they

Information Questions (Wh/Questions):

HAS She, he, it WH Word been working? HAVE I, you, we, they

Exercise #4. Write questions in present perfect progressive.

1. she / on the phone / talk ______.

2. his brother / dinner / cook ______.

3. Jane and Mary / badminton / play ______.

4. Sue / in the gym / exercise ______.

5. Robert / the room / paint ______.

6. they / trees / plant ______.

7. Henry / in the garage / work ______.

8. they / in the lake / swim ______.

9. how long / Boris / English / learn ______.

10. how long / you / for me / wait ______.

READING.

A. Exercise #5. Complete the chart.

Problem What didn´t work What worked Luis Sharon Fred

GRAMMAR FOCUS

We use some adverbs to describe how frequently we do an activity.

These are called adverbs of frequency and include:

* Some people pronounce the 'T' in often but many others do not.

These are also known as Adverbs of INDEFINITE frequency as the exact frequency is not defined.

The Position of the Adverb in a Sentence

An adverb of frequency goes BEFORE a main verb (except with To Be).

An adverb of frequency goes AFTER the verb To Be.

When we use an auxiliary verb (have, will, must, might, could, would, can, etc.), the adverb is placed between the auxiliary and the main verb. This is also true for to be.

We can also use the following adverbs at the start of a sentence:

Usually, normally, often, frequently, sometimes, occasionally

 Occasionally, I like to eat Thai food.

BUT we cannot use the following at the beginning of a sentence:

Always, seldom, rarely, hardly, ever, never.

We use hardly ever and never with positive, not negative verbs:

 She hardly ever comes to my parties.  They never say 'thank you'.

We use ever in questions and negative statements:

 Have you ever been to New Zealand?  I haven't ever been to Switzerland. (The same as 'I have never been Switzerland').

Adverbs of Definite Frequency

We can also use the following expressions when we want to be more specific about the frequency:

 every day  once a month  twice a year  four times a day  every other week  daily  monthly

These are also known as Adverbs of DEFINITE frequency as the exact frequency is specified.

Exercise #6. Rewrite the complete sentence using the adverb in brackets in its usual position.

1. He listens to the radio. (often) ______.

2. They read a book. (sometimes)______.

3. Pete gets angry. (never) ______.

4. Tom is very friendly. (usually) ______.

5. I take sugar in my coffee. (sometimes) ______.

6. Walter helps his father in the kitchen. (usually)

______.

7. Ramon and Frank are hungry. (often) ______.

8. My grandmother goes for a walk in the evening. (always)

______.

9. Christine smokes. (never) ______.

10. They watch TV in the afternoon. (never) ______.

Other Expressions of Frequency

How often…?

 How often do you play soccer?  How often does Mary cook?

 We go to the theatre once a week.  Peter plays soccer five times a month.

 Mary cooks every day.  I play tennis every Sunday.

Exercise #7. Put the words in the correct order to make sentences, as in the example. play /often / on / Sundays / they / football They often play football on Sundays.

1. late / is / she / sometimes

______

2. early / up / sister / never / Sundays / on / gets / my

______

3. usually / he / goes / to / on / Fridays / the / cinema

______

4. go / you / restaurant / often / a / do / how / to / ?

______

5. she / the / beach / to / always / goes / in / the / summer

______

6. sometimes / her / does / she / Fridays / on / shopping

______

7. go / we / twice / month / the / theatre / to / a

______

8. never / in / is / the / at / mornings / Peter / home

______

9. he / work / rides / bike / to / his / often

______

10. you / out / how / in / do / evenings / often / go / the / ?

______

3. TRY IT!

USEFULL VOCABULARY

Collecting stamps/rocks/coins Coleccionar estampillas / rocas / monedas

Doing magic tricks Hacer trucos de magia

Taking pictures Tomar fotografías Chess Ajedrez

Exploring Explorar

Playing Jugar

Instruments Instrumentos

Darts Dardos

Sailing Navegar Sunbathing Broncearse

Travelling Viajar

Gardening Hacer el jardín

Martial Arts Artes Marciales

GRAMMAR FOCUS

We use Comparatives and Superlatives to compare people, places or things.

The formation of the comparative and superlative depends on the number of syllables in the adjective:

Rule #1 - One-syllable Adjectives

To form the comparative, we add -er to the end of the adjective.

To form the superlative, we add -est to the end of the adjective.

* When an adjective ends in the letter E, we just add the -R (for comparatives) or -ST (for superlatives). We do not write two Es together. Wider (correct) not wideer (incorrect).

** When an adjective ends in a consonant + short vowel + consonant (C + V + C), we normally double the last letter.

E.g.: big - bigger - biggest, wet - wetter - wettest

 London is bigger than Santiago.  Mike is taller than John but James is the tallest.  Yesterday was the hottest day of the year.  It is the oldest building in the village.  I want a faster car.

Notice how comparatives are often followed by than when comparing two things or people.

Rule #2 – Adjectives with Two or more Syllables

For Adjectives with 2 syllables (that don't end in -y) and higher (3, 4 syllables etc), we use more for comparatives and the most for superlatives.

 My girlfriend is more beautiful than yours.  Alex is more intelligent than you but I am the most intelligent.  It was the most wonderful day I have ever had.

Some exceptions with two-syllable adjectives ending in -er and -est: narrow - narrower, simple - simpler, quiet - quieter

Rule #3 - Two-syllable Adjectives ending in -Y

To form the comparative, we remove the -y and add -ier to the end of the adjective.

To form the superlative, we remove the -y and add -iest to the end of the adjective.

 It was the happiest day of my life.  My joke was funnier than your one.  This section is easier than the rest.

Rule #4 – Irregular Forms

 I am a better tennis player than you but Marcelo is the best.  Steve is a worse liar than me but Adrian is the worst.

*** Farther - Further

Further / farther, furthest / farthest are all used for distance.

Only Further / furthest are used to mean 'additional' or 'more advanced'.

 Puerto Montt is further / farther than Valdivia is from here (in Santiago).  If you require further information, please contact reception.

HINT: Remember that the opposites of 'more' and 'most' are 'less' and 'least', respectively.

[Cite your source here.]

**** Older - Eldest

We use elder / eldest when we are talking about family relationships and normally only before a noun (not by itself unless it is a pronoun).

 He is my elder brother. (We cannot say: My brother is elder than me. - incorrect)  The eldest sister would pass on her dresses to the younger one.

Comparative and Superlative of ILL

When comparing how ill people are, you will normally hear worse or the worst and not "iller or illest". Some people may prefer to replace ill with sick (sicker, sickest) when comparing.

Exercise #8. Complete the sentences with the Comparative form of the adjectives in brackets.

1. My sister thinks she's ______(intelligent) than me, but I don't agree!

2. Avatar is probably ______(bad) film I've seen!

3. What is ______(wet) month of the year in England?

4. Do you think the Harry Potter films are ______(good) than the books?

5. Who is ______(powerful) person in your country?

6. I think Men in Black 1 was ______(funny) than Men in Black 3.

7. Is Angelina Jolie ______(old) than Sandra Bullock?

8. John is ______(nice) person that I know.

Exercise #9. Choose the best option to complete the sentences with the Comparative or Superlative form of the adjectives given.

1. My brother is ______than me. a. more tall b. tallest c. taller d. most tallest

2. The cheetah is the ______land animal in the world. a. faster b. fastest c. fast d. most fast

3. She always has a smile on her face, she is the ______person that I know. a. happiest b. most happy c. happier d. more happy

4. Her skin is much ______after two weeks in the Caribbean. a. more dark b. darker c. dark d. darkness

5. The traffic is ______today because of an accident on the highway. a. more slow b. slowest c. slower d. most slow

6. That is the ______mountain I have ever seen. a. highest b. higher c. most high d. more high

7. She is the ______woman in the world. a. more beautiful b. beautifuliest c. beautifuler d. most beautiful

8. My brother is the ______person that I know. a. lazier b. laziest c. more lazy d. most lazy

9. She is ______at mathematics than I am. a. gooder b. better c. best d. goodest

10. San Pedro de Atacama is the ______desert in the world. a. most dry b. drier c. more dry d. driest

11. My wife is far ______than I will ever be. a. more intelligent b. more intelligentest c. intelligent d. intelligenter

12. That is the ______result I have received in this subject. a. worst b. baddest c. worse d. more bad

13. The car is slightly ______than that car. a. more cheap b. more expensive c. expesiver d. most expensive

14. The brain surgery was the ______ever performed by the surgeon. a. more delicatest b. more delicate c. most delicate d. delicatest

15. Asian food is in general ______than food from South America. a. spicier b. more spicy c. spicy d. spiciest

READING.

SPORTS

There are many different kinds of sports that are undertaken by a wide variety of different people. Some people do sport for their career and other people purely do sport for enjoyment and recreation. Some sports, like cricket, require the use of a lot of equipment, while others need very little in order to successfully play a game in that sport. Some people use public playing fields to play sport for free, while other sports such as squash, tennis, badminton and table tennis are usually paid for on an hourly basis in the comfort of a local leisure Centre.

Most sports are played with a round object often known as a ball. Some sports use more than one ball and snooker is one of the unique sports that make use of a number of balls while being played. The game itself is often controlled by an impartial individual known as an umpire in cricket and a referee in sports like football and rugby. Most sports have a duration of not more than a few hours, however some athletic tournaments can last for up to a week and a game of cricket can be five days in duration before a winner is announced.

Some people prefer to watch sport. This can either be done by going to a stadium, a local leisure Centre, park or on the television. It is often cheaper to watch sport from the comfort of a person’s home than to visit the stadium or a special event. Some sports, such as football and cricket, are really popular in the United Kingdom but not in the USA. In the USA people often play basketball and baseball. However, most countries put aside time to compete in world sporting events such as the football world cup or the Olympics, which occur every four years.

Nowadays, people who suffer from any kind of disability are also encouraged to participate in sport and most sport equipment is adapted to suit the needs of a disabled person. This means sport is something that can be enjoyed no matter the physical ability of the person. The para-olympics takes place a week after the main event and it is equally popular. Participation in sporting activity is encouraged by doctors and at schools given the beneficial impact it has on the health of the individual that participates, and it is for this reason and the competitive nature of individuals that sport remains a very popular activity worldwide.

Exercise #10. Reading comprehension. Answer the questions that go with the above reading passage choosing the best option given.

1) Which sport requires the use of a lot of equipment? a) Football b) Athletics c) Cricket d) Rugby

2) What sport is popular in the United Kingdom? a) Baseball b) Cricket c) Basketball d) Athletics

3) What sport is popular in the United States? a) Cricket b) Baseball c) Football d) Squash

4) What sport can last longer than a day in duration? a) Football b) Baseball c) Rugby d) Cricket

5) How often is the Olympics held? a) Every year b) Every two years c) Every four years d) Every day

4. THE MOST FUN I´VE EVER HAD!

GRAMMAR FOCUS

Todos los verbos auxiliares con excepción de "to be", "have" y "do" son llamados verbos modales o "modal verbs".

A diferencia de los verbos auxiliares "to be", "have" y "do", los modales sólo existen como verbos de ayuda, es decir que no pueden ser el verbo principal en una oración. Necesitan de otro verbo para darle sentido a la oración.

The Modal Verbs are:

"Can", "could", "may", "might", "must", "shall", "should", "ought to", "will" and "would".

Let´s study some examples:

• I can talk to the manager. Yo puedo hablar con el gerente. (Yo puedo hacerlo).

• I could talk to the manager. Yo podría hablar con el gerente. (Yo podría hacerlo).

• I may talk to the manager. Puede que hable con el gerente. (Me es permitido y podría decidir hacerlo)

• I might talk to the manager. Es posible que hable con el gerente. (Es posible que lo haga en un futuro próximo).

• I must talk to the manager. Yo debo hablar con el gerente. (Necesito hacerlo y es algo que definitivamente va a pasar).

• I shall talk to the manager. Yo voy a hablar con el gerente. (Definitivamente voy a hacerlo, no hay duda.)

• I should talk to the manager. Yo debería hablar con el gerente. (Debería hacerlo pero no necesariamente estoy diciendo que va a pasar).

• I ought to talk to the manager. Yo debería hablar con el gerente. (Debería hacerlo pero no necesariamente estoy diciendo que va a pasar).

• I will talk to the manager. Yo voy a hablar con el gerente. (Definitivamente voy a hacerlo, no hay duda.)

• I would talk to the manager. Yo hablaría con el gerente. (Podría hablar con el gerente si… algo sucediera. Es una suposición o una posibilidad).

 "Can" puede ser usado para expresar ideas en presente o en futuro, pero nunca en pasado.

Example: •We can fix this = nosotros podemos arreglar esto. •Nancy can visit us next weekend = Nancy puede visitarnos el próximo fin de semana.

Importante.... La forma negativa de "can" es "cannot" y su contracción negativa es "can´t".

[Cite your source here.]

 "Could" tiene dos usos:

1. Como forma de pasado de "can": O sea que también indica habilidad física o capacidad mental pero de una acción del pasado. For example:

• He could run a marathon when he was young = Él podía correr una maratón cuando joven.

2. Para expresar una posibilidad: En este caso su equivalente en español es "podría"

La forma negativa de "Could" es "could not" y su contracción negativa es "Couldn't"

[Cite your source here.]

 "May" indica posibilidad en el presente o futuro. También indica permiso para ejecutar o realizar una acción.

 "Might" indica la posibilidad de que ocurra una acción, pero no necesariamente indica que va a suceder. Es como decir “existe la posibilidad remota de que esto suceda”. En este caso su equivalente en español es "podría" y expresa tiempo presente o futuro.

"May not" es la forma negativa de "may".

[Cite your source here.]

 "Must" nos indica obligación, necesidad, deber o condición que no puede cambiar. Se usa para referirse al presente o al futuro.

Importante... "Must not" es la forma negativa de "Must" e indica prohibición.

[Cite your source here.]

 Usamos "Should", "Ought to" y "Had better" para hablar sobre concejos, sugerencias, tratos y alertas.  Nunca vamos a usar "to" después de "should"

La forma negativa es "should not", la cual frecuentemente contraemos como: shouldn't

[Cite your source here.]

We should get together more often. (Nosotros deberíamos reunirnos más a menudo) You should not leave your car in neutral. (Usted no debería dejar el carro en neutro)

They shouldn’t eat so much sugar. (Ellos no deberían comer tanta azúcar)

 En las preguntas, invertimos "should" y el sujeto de la oración:

Should they charge for emergency room visits? (¿Deberían ellos cobrar por las visitas a la sala de emergencias?)

 De esta forma también podemos usar "ought to" pero con las siguientes limitaciones. Nosotros realmente no lo usamos en negativo ni en preguntas, y normalmente solamente lo usamos en tiempo presente:

I ought to do more exercise. (Yo debería hacer más ejercicio)

You ought to study a little more. (Usted debería estudiar un poquito más)

 Porque decimos "ought to" los estudiantes usualmente lo confunden y tienden a decir "should to". Recuerde, nosotros NO decimos "should to".

OUGHT TO:

Tiene un uso similar al SHOULD. Por lo tanto, también se traduce por “debería + infinitivo”. Se emplea también para indicar suposición.

“She ougth to be at work” (Debe de estar en el trabajo).

“You ought to Help the poor” (Deberías ayudar a los pobres).

Should vs Ought to

¿Y entonces, cómo los diferenciamos?

Pues digamos que, en lo que ha significado se refiere, ambas formas se emplean en caso de una obligación débil, para recomendar algo e incluso para aconsejar. No existe una gran diferencia y, en la mayoría de los casos, se pueden usar indistintamente.

Sin embargo, cuando ese consejo hace referencia a una norma o responsabilidad moral, más que a una opinión general sobre algo, se suele emplear “ought to” en lugar de “should”.

You should study harder (Opino que deberías estudiar más)  Es mi opinión personal.

You saw the thief. You ought to call the police. (Viste al ladrón. Deberías llamar a la policía)  Casi que es como una obligación moral.

Recordemos que NO usamos el “ought to” en oraciones negativas ni tampoco en preguntas, para ese caso usamos siempre “should”.

[Cite your source here.]

HAD BETTER:

"Had better" es usado para amenazas o alertas. Es más fuerte que "should" e implica consecuencias si la acción es (o no) llevada a cabo:

You had better be at the meeting. (Usted debe estar en la reunión). Esto implica que abran problemas – ¿será usted despedido? – si no lo hace.

A menudo usamos "or else" o "otherwise" para introducir las consecuencias:

You had better pay the fine or else it will double. (Usted mejor paga la multa o de lo contrario se duplicará)

He had better close the garage, otherwise somebody will steal his bicycle. (El debería mejor cerrar el garaje, de lo contrario alguien se robará la bicicleta)

El negativo es "had better not"

[Cite your source here.]

You had better not cross the train tracks when the barrier is down. (Usted mejor no debería cruzar la línea del tren cuando las barras están abajo)

Como con "should" nosotros no usamos "to" después de "had better". Por alguna razón, los estudiantes usan el afirmativo correctamente, pero tienden a agregar "to" en el negativo.

Exercise #11. Fill in the blanks with appropriate modal auxiliary verbs.

1. My grandmother is eighty-five, but she ______still read and write without glasses. (Ability)

a. can b. could c. may

2. ______I come with you?

a. Can b. Will c. Would

3. ______you help me with the housework, please? (Polite request)

a. Could b. Will c. Should

4. There was a time when I ______stay up very late. (Past ability)

a. would b. could c. can

5. You ______not lose any more weight. You are already slim. (Necessity)

a. may b. need c. should

6. We ______make the first move. (Prohibition)

a. must not b. will not c. cannot

7. It is snowing outside so I ______stay at home. (Intention)

a. may b. will c. can

8. I ______get you a shawl from Kashmir. (Promise)

a. will b. would c. can

9. ______you mind if I borrowed your car? (Permission)

a. Will b. Would c. Should

10. ______you take care of my dog for a day? (Polite request)

a. Will b. Shall c. Should

11. Our country ______become a super power by 2025. (possibility)

a. may b. might c. will

12. She ______sell her home because she needs money. (weak possibility)

a. may b. might c. could

Exercise #12. Complete the sentences using the words listed in the box below. Don't forget to capitalize when necessary. Some gaps may have more than one correct answer.

can could have to must might should

1. Ted's flight from Amsterdam took more than 11 hours. He ______be exhausted after such a long flight. He prefer to stay in tonight and get some rest.

2. If you want to get a better feeling for how the city is laid out, you ______walk downtown and explore the waterfront.

3. Hiking the trail to the peak ______be dangerous if you are not well prepared for dramatic weather changes. You research the route a little more before you attempt the ascent.

4. When you have a small child in the house, you ______leave small objects lying around. Such objects be swallowed, causing serious injury or even death.

5. Dave: ______you hold your breath for more than a minute? Nathan: No, I can't.

6. Jenny's engagement ring is enormous! It ______have cost a fortune.

7. Please make sure to water my plants while I am gone. If they don't get enough water, they ______die.

8. I ______speak Arabic fluently when I was a child and we lived in Egypt. But after we moved back to Canada, I had very little exposure to the language and forgot almost everything I knew as a child. Now, I ______just say a few things in the language.

9. The book is optional. My professor said we ______read it if we needed extra credit. But we ______read it if we don't want to.

10. Leo: Where is the spatula? It ______be in this drawer but it's not here. Nancy: I just did a load of dishes last night and they're still in the dish washer. It ______be in there. That's the only other place it ______be.

11. You ______take your umbrella along with you today. The weatherman on the news said there's a storm north of here and it ______rain later on this afternoon.

12. ______we pull over at the next rest stop? I really ______use the bathroom and I don't know if I ______hold it until we get to Chicago.

13. Oh no! Frank's wallet is lying on the coffee table. He ______have left it here last night.

14. Ned: ______I borrow your lighter for a minute? Stephen: Sure, no problem. Actually, you ______keep it if you want to. I've given up smoking.

15. I ______believe she said that to Megan! She ______insult her cooking in front of everyone at the party last night. She ______have just said she was full or had some salad if she didn't like the meal.

16. Do you ______chew with your mouth open like that? Geez, it's making me sick watching you eat that piece of pizza.

17. Mrs. Scarlett's body was found in the lounge just moments ago, and it's still warm! Nobody has left the mansion this evening, so the killer ______be someone in this room. It ______be any one of us!!!

18. Ted: I don't know why Denise starting crying when I mentioned the wedding. Pamela: It ______have been what you said about her brother. Or, perhaps she is just nervous. After all, the big day is tomorrow.

19. ______you always say the first thing that pops into your head? ______you think once in awhile before you speak?

20. I was reading the book last night before I went to bed. I never took it out of this room. It ______be lying around here somewhere. Where ______it be? Be swallowed, causing serious injury or even death.

PRONUNCIATION. Pronouncing ɜ:

[ɜ:] as in URN, FIRST and SERVE.

LIPS: are protruded and slightly parted.

JAW: is slightly lowered.

TONGUE: is midlevel in the mouth.

[ɜ:] is a sound that occurs only in stressed syllables of words.

The vowel [ɜ:] does not exist in Spanish. However, Spanish speakers generally have no difficult pronouncing it.

[Cite your source here.]

The following words should be pronounced with [ɜ:]. Repeat them carefully after your teacher.

[ɜ:] At the Beginning [ɜ:] In the Middle [ɜ:] At the End urn turn fur herb word blur earn verb stir earth third occur early curve prefer urgent learn earnest circus

[ɜ:] SPELLED:

“ir” “ur” “er” bird hurt fern girl curl term firm curb stern third purple German circle turkey servant

Less frequent spelling patterns for [ɜ:] consist of the letters “ear”, “our”, and “or”.

Examples: heard journey work

[Cite your source here.]

PRONUNCIATION. Pronouncing ɔ:

[ɔ:] as in ALL CAUGHT and BOSS

LIPS: are in a tense oval shape and slightly protruded.

JAW: is open more than for [OU].

TONGUE: is low near the floor of the mouth.

The vowel [ɔ:] is another “trouble maker” that doesn´t exist in Spanish! Confusing English spelling patterns frequently make you substitute more familiar vowels.

EXAMPLES: If you substitute [a] for [ɔ:]: caller will become collar

If you substitute [OU] for [ɔ:]: bought will become boat

If you substitute [ᴧ] for [ɔ:]: bought will become but

Remember to protrude YOUR lips and drop YOUR JAW when you say [ɔ:]

[Cite your source here.]

The following words should be pronounced with [ɔ:]. Repeat them carefully after your teacher.

[ɔ:] At the Beginning [ɔ:] In the Middle [ɔ:] At the End or boss awe all fall raw off song law also store saw awful wrong flaw often broad draw ought bought claw always taught thaw August across straw audience naughty

[ɔ:] SPELLED:

“o” “a” “aw” “au” dog fall jaw auto toss call lawn fault lost mall dawn cause long salt drawn pauper offer stall awful auction

Less frequent spelling patterns for [ɔ:] consist of the letters “oa” and “ou”.

EXAMPLES: broad cough thought

HINTS: a. The letter “o” followed by “ff”, “ng”, and “ss” is usually pronounced [ɔ:]

EXAMPLES: offer off long strong loss tossing

b. The letters “aw” are usually pronounced [ɔ:]

EXAMPLES: lawn draw awful

c. The letter “a” followed by “ll”, “lk”, “lt”, and “ld” is usually pronounced [ɔ:].

EXAMPLES: ball talk salt bald

[Cite your source here.]

Exercise #13. The boldface words in the following questions / answers should all be pronounced with the vowel [ɔ:]. Repeat them carefully after your teacher. Fill in the blanks with your own words.

1. How much does coffee cost? Coffee costs ______.

2. What is the reward for the lost dog? The reward for the lost dog is ______.

3. Have you had that awful cough for long? I´ve had an awful cough for ______.

4. Is Paul´s hair long or short? Paul´s hair is ______.

5. Did you make a long distance call to Boston or Baltimore? I made a long distance call to ______.

Exercise #14. Read the following dialogue aloud. Circle all words that should be pronounced with the vowel [ɔ:].

AUDREY: Hi, Paula. Did you hear the awful news? Maude called off her wedding to Claude!

PAULA: Why, Audrey? I thought they were getting married in August.

AUDREY: Maude kept stalling and decided Claude was the wrong man.

PAULA: Poor Claude. He must be a lost soul.

AUDREY: Oh no. He´s abroad in Austria having ball!

PAULA: I almost forgot. What about the long tablecloth we bought them?

AUDREY: I already brought it back. The cost of the cloth will cover the cost of our lunch today.

PAULA: Audrey, you´re always so thoughtful

READING.

OUR FAVORITE CHILDHOOD GAMES

A recent study found that outdoor play is in danger of eroding, with children spending less time than ever playing on the street in favor of sitting in front of computers and the TV. We felt a pang of sadness - after all, who didn't love running at breakneck speed to escape the one on it or scrambling up the nearest tree for that perfect hiding spot? This discussion soon escalated into a full-on debate about over favorite childhood games; from the delights of Buckaroo and the fear/excitement of hide 'n' seek to the sheer elation of Cowboys and Indians or the thrilling mystery of Cluedo. And so we decided to list some of our favorite childhood games - many of which we wish we could still indulge in...

Marbles Ah, marbles. Deceptively non-interesting at first glance, they open up a whole world of wonder as a child. You can trade them, barter with them, smash them into each other or amass them as a sweaty collection in your backpocket ... the possibilities are endless.

Rollerskating We're not talking your hi-tech whizz-along blades here - oh no. It's the old-school, stopper at the front rollerskates that are the real classics. The ones that allowed you to scoot down a hill at breakneck speed then come to a grinding halt just before that fence. Adult skating just isn't the same.

Hopscotch Chucking a stone at a chalked number then hopping to get to it doesn't sound like a barrel of laughs, but by some weird miracle it's been entertaining kids for decades... since the time of Henry VIII, in fact.

Wheelbarrow Races A Sports Day staple, alongside the Egg & Spoon Race and the Three-Legged Race. In fact, there was a fair amount of grass and rough and tumble involved (not to mention raw arm power) - but the sheer excitement of grabbing your partner by their two legs and propelling them down the race track made it more than worth the hassle.

Hide and Seek "Ready or not, here I come..." How is it that those words still leave us with an almost atavistic tendency to dive underneath the nearest desk in paroxysms of fear and delight? A king among childhood games.

Sack Races It had to be a child who spotted the potential of a sack for racing in. Who else would look at a grimy old bag and visualize a mad hopping race with the sole aim being not to fall over?

SPEAKING ABOUT… 1. Discuss with the class about traditional games they played when they were kids. 2. Question: Have you played ______when you was a kid? Share the history…

ONLINE & CONNECTED

Linguistic Competencies: Goals

Themes: 1. Yesterday, Today and Future Media 2. Virtual Communities and Networks 3. New Media and Public Safety 4. The Magical World of Apps

Oral and Written Comprehension

 Understand some colloquial expressions related to media, virtual communities, apps and media safety.  Understand the main idea and key points/details of audio related to media, virtual communities, apps and media safety.  Understand simple instructions with some visual support (e.g., safe use of social networks).  Manipulate English language sounds using knowledge in phonics, syllabification and word parts.  Distinguish between factual and fictional text.

Oral and Written Production

 Ask for and give opinions about the latest media, virtual communities, and apps.  Express comments about media, virtual communities, apps and security and otherwise contribute, in a small group situation.  Describe media, apps, virtual communities and networks.  Describe experiences with media, apps, virtual communities and networks.  Summarize a simple story he/she read about media, apps, virtual communities and networks relying on language used in the story/information.  Write about an event using simple, coherent, and well-written sentences.  Write an e-mail about media, apps, virtual communities or networks, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).

1. YESTERDAY, TODAY AND FUTURE MEDIA

USEFULL VOCABULAY

ENGLISH WORD TRANSLATION

Advertisement (Ad) Anuncio Broadcasting (radio and television) Radiodifusión Cartoons Caricaturas Cinema Cine Comic Tira Cómica Crossword Crucigrama Documentary Documental Drama Drama Film Película Headlines Titulares Headset / Headphones Audífonos Journal Periódico Journalist Periodista Magazine Revista Mass Media Medio de Comunicación Masiva Movie Película News Broadcast Programa de Noticias Newspaper Periódico Newsreader Presentador de Noticias Photography Fotografía Point of sale Punto de Venta Print Media Medio Impreso Publishing Publicar Satellite Satélite Series Serie Sitcom Programa de Comedia Soap Opera Novela Speakers Parlantes The press La Prensa Weather forecast Pronóstico del Tiempo

GRAMMAR FOCUS

Future Tense (Predictions / Statements of Fact)

The auxiliary verb WILL is used in making predictions or simple statements of fact about the future.

 The sun will rise at 6:30 tomorrow.  I will use new technologies to be more efficient in the future.  Lunch break today will be 10 minutes longer than usual.  Do you think she will come soon?  You won't pass your exams if you don't start working harder.  I know my parents won't let me go to the party.  I won´t depend on technology to survive.

Exercise #1. Choose the verb from the list that best fits in the sentence below.

ask be finish get have help hurt learn miss pass

1. I think I will ______fish for dinner this evening.

2. School will ______30 minutes earlier tomorrow. The teachers have a meeting.

3. If you don't hurry, we will ______the bus!

4. I will ______a dog as soon as I move into a house with a garden.

5. You will ______yourself if you play around with knives like that.

6. Do you know the answer? - No, I'll ______the teacher.

7. In 20-30 years’ time there will be no more schools. Students will ______from home.

8. You will not ______your test unless you start working harder.

9. I will not ______here tomorrow morning. I have to go to the doctors.

10. Will you ______me with my homework?

READING.

“My Future Plans and Expectations”

I often wonder about my future as I am about to finish Secondary School. The number one question on my mind is which profession should I choose? I want a profession that will satisfy me, challenge me, and bring me joy. I believe that a job should be like a hobby. I want to love my work.

First of all, As soon as I finish Secondary School, I will take the first important exam of my life - the final graduation exam. I will be tested in four different subjects: the English and German languages, biology, and chemistry. After my graduation, I will study at the Medical University to become a doctor.

But now, I am focusing my attention on finishing my studies. Also, before I have a family, I would like to travel overseas. I want to see countries like Japan, Finland and travel through the African continent. After I finish my education and travels, I plan to get married and have a family. I would like to live with my future family in a quiet, natural countryside setting.

Exercise #2. Answer the following questions.

1. Will the student in the text above be tested in French language?

______.

2. What will he do after his graduation?

______.

3. Does he want to travel and visit other countries?

______.

4. What will he do after he finish his education and travels?

______.

Exercise #3. Match each word with its appropriate meaning.

Career ( ) a. To get a university or college degree.

Graduate ( ) b. Profession or job that people have a salary for the performed work.

Hobby ( ) c. Arrangement for doing something.

Plan ( ) d. An activity that we do for pleasure in our free times.

GRAMMAR FOCUS

Arrangements

The present continuous tense is used in talking about arrangements. (An arrangement is a plan for the future that you have already thought about and discussed with someone else.)

 I'm meeting my mother at the airport tomorrow.  Our grandparents are visiting us this Christmas.  Sorry, I can't stay after school today; I'm playing tennis with Jun Carlos.  My sister is going to the dentist tomorrow.  I'm not returning home for the holidays, so I can come to your party after all!  Are you doing anything on Sunday morning?  Do you know if he is going to the dance with Maria next week?

Exercise #4. Look at the pairs of sentences below. Choose the sentence containing the correct future tense form (will / present continuous) for the given situation.

1. a. Do you think it’s snowing tomorrow? b. Do you think it will snow tomorrow?

2. a. I am not working tomorrow. We can go shopping if you like. b. I will not work tomorrow. We can go shopping if you like.

3. a. I’m having my hair cut tomorrow so I won’t be able to go home with you. b. I’ll have my hair cut tomorrow so I won’t be able to go home with you.

4. a. I think I’m buying a new computer. This one is too slow. b. I think I’ll buy a new computer. This one is too slow.

5. a. My sister is getting married next month. We have invited hundreds of guests. b. My sister will get married next month. We have invited hundreds of guests.

6. a. How are you getting home today? - I think I’m walking for a change. b. How are you getting home today? - I think I’ll walk for a change.

GRAMMAR FOCUS

SCHEDULED EVENTS

The present simple tense is usually used to refer to future events that are scheduled (and outside of our control).

 Hurry up! The train departs in 10 minutes.  I leave Frankfurt at 5 o'clock in the morning and arrive in New York at midnight the next day.  She has an appointment with the headmaster after school today.  There's no need to hurry. The train doesn't leave for another 30 minutes.  When does the meeting begin?

Important: Only the verbs below can be used in the simple present to talk about a future scheduled event: arrive be begin close depart end finish fly leave open start

Examples: . Tomorrow is Friday. . I fly to Paris next week. . The plane departs at 8 pm. . The train to Heredia leaves at 11:30 am . What time does the store open tomorrow? . Final exams start next week. . The concert begins at 6:30 pm [Cite your source here.]

2. VIRTUAL COMMUNITIES AND NETWORKS

Most popular mobile social networking apps in the United States as of May 2018, by reach

GRAMMAR FOCUS

Future Continuous Tense

El "future continuous" está compuesto por dos elementos: El "simple future" del verbo 'to be' + el "gerundio" (raíz+ing) del verbo principal.

Affirmative  Subject + will be + Main Verb + -ing + Complements.

 You will be watching the game tonight.

Negative  Subject + will not (won´t) be + Main Verb + -ing + Complements.

 You won´t be watching the game tonight.

Interrogative  Auxiliary (will) + Subject + be + Main Verb + -ing + Complements + ?

 Will you be watching the game tonight?

Exercise #5. Make the future continuous of the verbs in parenthesis in order to complete the sentences correctly.

1) At three o'clock tomorrow, I ______(work) in my office.

2) At six o'clock tomorrow, you ______(lie) on the beach.

3) At two o'clock tomorrow, he ______(wait) for the train.

4) At three o'clock next Monday, she ______(shop) in New York.

5) As per IMN tomorrow afternoon, it ______(rain).

6) At eight o'clock next Saturday, we ______(get) ready to go out.

7) Next week on Tuesday at 3 PM, they ______(meet) their parents.

8) At five o'clock tomorrow, he ______(study) in the library.

9) At four o'clock tomorrow, she ______(exercise) at the gym.

10) At ten o'clock tomorrow, I ______(sleep).

READING.

Exercise #6. Read the article. Find the words in italics in the article. Then check ( ) the meaning of each word.

1. Moving ( ) going backward ( ) doing something new 2. Vanish ( ) continue to grow ( ) disappear 3. Entire ( ) whole ( ) international 4. Broadcasters ( ) TV or radio news reporter ( ) people who write new stories 5. Superseded ( ) replaced ( ) became more exciting than 6. E-commerce ( ) electronic communication ( ) buying and selling online

Exercise #7. Pair work. Discuss these questions.

1. Why do some people think that blogging is no longer exciting? 2. What are some ways to maintain a blog successfully? 3. Do you think blogs are a good way to sell things? Why or why not? 4. Why have some people switched from blogging to social networking sites?

3. NEW MEDIA AND PUBLIC SAFETY

USEFUL VOCABULARY

ENGLISH WORD SPANISH TRANSLATION

Tabloid Prensa Amarilla, tabloide

Yellow journalism Periodismo amarillista

Print media Medio Impreso

Media bias sponsor Sesgo de los medios

Mainstream Popular, común, convencional

Smartphone Teléfono Inteligente

Tablets Tabletas

Platforms Plataformas

Blog Blog (diario en línea)

Website Sitio de red (página web)

Blogosphere Blogosfera (todos los blogs)

GRAMMAR FOCUS

INTENSIFIERS (very, at all)

Intensifiers are adverbs or adverbial phrases that strengthen the meaning of other expressions and show emphasis. Words that we commonly use as intensifiers include absolutely, completely, extremely, highly, rather, really, so, too, totally, utterly, very and at all:

Examples:

 She was so upset. I felt extremely sorry for her.

 She has a very strict teacher.

 Don’t work too hard. Sometimes you’ll get more done by relaxing a bit.

 I don’t think she understood the topic and her essay was rather a mess.

 She’s really offended her sister.

At all is a very common intensifier with negative expressions:

 Are there no suitable DVDs at all?

 I’m afraid I’m not at all interested.

We also use on earth and ever as intensifiers with wh-words:

 What on earth is he doing? (suggests disapproval)

 Why did I ever invite them to stay with us? (suggests that there were problems)

We also use enough to say more about an adjective, but enough comes after its adjective:

 If you are seventeen you are old enough to drive a car.

 I can’t wear those shoes. They’re not big enough.

GRAMMAR FOCUS

INTENSIFIERS WITH STRONG ADJECTIVES

Strong adjectives are words like:

very big enormous, huge very small tiny very clever brilliant very bad awful, terrible, disgusting, dreadful very sure certain very good excellent, perfect, ideal, wonderful, splendid very tasty delicious

We do not normally use very with these adjectives. We do not say something is very enormous or someone is very brilliant.

With strong adjectives, we normally use intensifiers like:

absolutely completely exceptionally particularly really quite totally utterly

Examples:

 The film was absolutely awful.

 He was an exceptionally brilliant child.

 The food smelled really disgusting.

Exercise #8. Choose the correct intensifier.

1. A: How was your exam? B: Not good. It was ______difficult.

a. absolutely b. really

2. A: Are you hungry? B: Hungry? I’m ______starving!

a. absolutely b. extremely

3. A: So, did you enjoy the movie? B: No, I thought it was ______awful.

a. totally b. very

4. A: Do you think we’ll get a pay rise this year? B: Well, if we do, it’ll be ______small.

a. extremely b. totally

5. A: Did you have a good holiday? B: Yes, thanks God, it was ______fantastic.

a. really b. very

6. A: I don’t like politics. B: No? I find it ______interesting.

a. absolutely b. very

4. THE MAGICAL WORLD OF APPS

USEFUL VOCABULARY

ENGLISH WORD SPANISH TRANSLATION

Bitmoji App para crear emoticones

Compete Competir

Crackle App para películas y series de TV

Downloads Descargas

Dropbox App para guardar archivos

Last updated Última actualización

Line Línea

Monthly Mensualmente

Number of Número de…

Opinions Opciones

Photo Editors Editor de fotos

Rank Rango, Grado, Nivel

Snapchat App para compartir fotografías

Trip Advisor App para Información turística

Use Usar

Visitors Visitantes

Waze Navegador Waze

WhatsApp WhatsApp (Aplicación Mensajes)

GRAMMAR FOCUS

Exercise #9. Complete the sentences with the correct question tags.

1. Mr. McGuinness is from Ireland, ______?

2. The car isn't in the garage, ______?

3. You are John, ______?

4. She went to the library yesterday, ______?

5. He didn't recognize me, ______?

6. Cars pollute the environment, ______?

7. Mr. Pritchard has been to Scotland recently, ______?

8. The trip is very expensive, ______?

9. He won't tell her, ______?

10. Hugh had a red car, ______?

Exercise #10. Write the correct word in the boxes below to complete the tag question.

isn´t aren´t don´t doesn´t

1. He's rich, ______he?

2. These are your glasses, ______they?

3. You live in Fairfield, ______you?

4. It's a lovely day, ______it?

5. I'm late, ______I?

6. You smoke, ______you?

7. They walk to work, ______they?

8. Bill likes chocolate, ______he?

9. Those flowers are beautiful, ______they?

10. Anna is from Sweden, ______she?

Exercise #11. Complete each of the following sentences.

1. You don't like jazz, ______you? a. like b. don't c. do d. will

2. Susan is American, ______she? a. isn't b. does c. can d. is

3. They need help, ______they? a. doesn't b. do c. need d. don't

4. Your brother is in Canada, ______he? a. does b. is c. isn't d. doesn't

5. We will eat soon, ______we? a. won't b. eat c. do d. will

6. You smoke, ______you? a. smoke b. does c. don't d. are

PRONUNCIATION. Pronouncing [j]

[j] as in YOUR, YET and YOLK.

PALATAL APPROXIMANT: you form a narrow space in the middle of your mouth with your tongue.

VOICED: you vibrate your vocal chords.

TONGUE: creating a narrow space in your mouth through which air flows

The following words should be pronounced with [j]. Repeat them carefully after your teacher.

Your Yet Yolk Year Yob

The /j/ phoneme is usually spelled with the letter ‘y,’ but can also be spelled with an ‘i’ as in:

View /vjuː/

Also, a very common construction, often called a “long u” sound, is spelled with just the letter ‘u’ and pronounced /ju:/ or /jʊ/, as in the words:

During /’djʊərɪŋ/ Computer /kəmˈpjuːtə/ Argue /ˈɑːgjuː/

Examples of the j sound, here are some words that start with the /j/ phoneme.

Yes /jes/ Unit /ˈjuːnɪt/ Yard /jɑːd/ Young /jʌŋ/

Here are some words with the /j/ phoneme in the middle.

Community /kəˈmjuːnəti/ Billion /ˈbɪljən/ Beyond /bɪˈjɒnd/ Beautiful /ˈbjuːtəfəl/

IMPORTANT NOTE: English words don’t normally end with the j sound.

PRONUNCIATION. Pronouncing /ʤ/

/ʤ/ as in JUMP, JOB and JOIN.

PALATO-ALVEOLAR AFFRICATE: you create friction by first stopping the airflow with your tongue and the ridge behind your teeth, then release it through a narrow gap.

VOICED: you vibrate your vocal chords.

TONGUE: creating a narrow space between it and the ridge behind the teeth.

The following words should be pronounced with /ʤ/. Repeat them carefully after your teacher.

Jaw Jet Joke Jeer Job

The /ʤ/ phoneme is normally spelled with the letter ‘j’ as in the word:

Just /dʒəst/

But can also be spelled with the letters ‘ge’ or ‘gi’ as in the words:

College /ˈkɒlɪdʒ/ Suggest /səˈdʒest/ Religion /rɪlɪʤən/

The following words should be pronounced with [ʤ]. Repeat them carefully after your teacher.

[ʤ] At the Beginning [ʤ] In the Middle [ʤ] At the End

General Major Large Judge Energy Message Joy Subject Knowledge Jealous Management Huge

LIGHTS, CAMERA & ACTION

Linguistic Competencies: Goals

Themes: 1. What´s on TV? 2. The Best Show Ever… 3. Through the Lens of the Documentary 4. Daily News

Oral and Written Comprehension

 Understand the gist of dialogue from a movie, a trailer for a film, or the events in a news story when the visuals provide contextual support.  Understand the main idea of an age appropriate audio-visual presentation.  Understand media presentations on familiar events or places delivered clearly.  Understand the important information in simple, clearly drafted print materials such as T.V. guides, newspapers, and documentary reports.  Understand English language sounds using knowledge in phonics, syllabification and word parts.  Understand subject specific words when encountered in text.  Understand the main idea and supporting details in straightforward physical or electronic letters and messages.

Oral and Written Production

 Start, sustain and close simple face to face or telephone conversations with peers about what´s on TV, the best show, documentaries and news, though there may be some difficulty in understanding and being understood from time to time.  Describe what is occurring in a film or book and indicate his/her personal opinion of it.  Give a short prepared presentation dramatizing a TV show/news.  Write simple, short descriptions of TV programs, the best show, documentaries and news without using an aid such as a dictionary.  Write personal reactions to film reviews, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.)

1. WHAT´S ON TV? ELECTRONICS AND PHOTOGRAPHY VOCABULARY

USEFULL VOCABULARY

ENGLISH WORD TRANSLATION

Cartoons Fábulas, dibujos animados

Comedy/sitcoms Comedia / Serie televisiva

Forecast Pronóstico

Game show Programa de juegos

News Noticias

Soap operas Telenovelas

Sport programs Programa de Deportes

Talk show Programa de entrevistas

Weather Clima

Westerns Películas Viejo Oeste

GRAMMAR FOCUS

Exercise #1. Complete the conversations. Then practice with a partner.

1. A: Hiroshi, ______you and Maiko from Japan? B: Yes, we ______. A: Oh? ______Are you from Tokyo? B: No, ______not. ______from Kyoto.

2. A: ______Laura from the U.S.? B: No, ______not. She´s from the U.K. A: ______she from London? B: Yes, she ______. But her parents are from Italy. ______not from the U.K. originally. A: ______Laura´s first language Italian? B: No, ______not. ______English.

3. A: ______Selina and Carlos from Mexico? B: No, ______not. ______from Brazil. A: ______you from Brazil, too? B: No, ______not. I´m from Costa Rica. A: So, ______your first language Spanish? B: Yes, it ______.

Exercise #2. Match the questions with the answers. Then practice with a partner.

1. Are you and your family from Canada? _____ a. Yes, it is. In fact, it´s a spectacular movie. 2. Is Jurassic Park a film about dinosaurs? _____ b. No, we´re not. We´re from Costa Rica. 3. Is Steven Spielberg a film director? _____ c. No, he´s not. He is an actor 4. Is Tom Hanks a musician? ____ d. No I´m not. I´m a student. 5. Are you an actor? _____ e. Yes, He´s one of the best film directors.

Exercise #3. Where are these famous TV people from? Check ( ) your guesses.

1. 2. 3. 4.

Barbara Mori Charlize Theron Jackie Chan Tom Cruise

Brazil Sweden Korea the U.S.

Colombia Ireland China England

Mexico South Africa Japan New Zealand

Exercise #4. Group work.

Activity A. Compare your guesses. Then check your answers on the appendix.

A: Is Barbara Mori from Brazil? B: No, she´s not C: Is she from Colombia?

Activity B. Share your opinion.

1. Who´s your favorite actor or actress? Why do you admire him / her? 2. Who´s your favorite filmmaker? 3. Which are your favorite movies? Do you like action films? Or do you prefer drama films?

READING.

REPORT ON IMMIGRANTS

Exercise #5. TRUE or FALSE. Read the following statements based on the reading, and write down if those are true or false.

1. Susan Myers is a teacher at the community College. ______

2. They are from Vietnam. ______

3. Peter is a student at Harvard. ______

4. Dorothy is 25 years old. ______

5. They live in the suburbs. ______

READING.

LEARNING IS FUN

A school is a place where people learn from a teacher and from each other as well! A school can be in a room or in any kind of building. It can even be in the open air. Schools are not the same in all countries. Let´s take a look around the world.

Exercise #6. Look at the pictures. Write the correct letter (A - C). Which shows:

1. An outdoor school _____ 4. A big classroom ______2. Children in the open air _____ 5. Pictures on the wall ______3. A boat ______

Exercise #7. Read the text and answer the questions.

1. Where is Hasan from? ______.

2. Where is Hasan´s school? ______.

3. How old is Emma? ______.

4. What´s Emma´s nationality? ______.

5. Where is Marc´s school? ______.

2. THE BEST SHOW EVER…

CINEMA AND ENTERTAIMENT VOCABULARY I

SPANISH WORD ENGLISH WORD

Acomodador Attendant

Acto Act

Actor Actor

Actriz Actress

Anfiteatro Dress circle

Anfitrión, Presentador Host

Aplausos Applause

Atracciones Floor show

Bastidores Wings

Candilejas Foot lights

Cantante Singer

Cine Cinema

Cineclub Film society (U.K); Film club (USA)

Comediante Comedian

Coristas Chorus girls

Coro Chorus

Cortometraje Short-length film

Cortos, avances (de una película) Trailer

Decoración Scenery

Director de cine Film director

Director de orquesta Conductor

CINEMA AND ENTERTAIMENT VOCABULARY II

SPANISH WORD ENGLISH WORD

Efectos especiales Special effects

Efectos sonoros Sound effects

Escenario Stage

Espacio del apuntador Prompt box

Estrella de cine Movie star ; Film star

Estreno Première

Episodio Episode

Exhibición, mostrar, presentar Showcase

Festival de cine Film festival

Función de tarde Matinee

Horario estelar Prime Time

Largometraje Full-length film ; Feature film

Localidad, entrada Ticket

Orquesta Orchestra

Pantalla Screen

Película, filme Film, picture (U.K.) ; Movie (USA)

Película prohibida Banned film

Películas Films

Proyector; Foco Spotlight

Público Audience

Reparto Cast

Rodaje Shooting

Teatro Theatre

Sala Auditorium 85 Sala de fiestas Nightclub

Teatro Theatre

Teatro de variedades Music hall GRAMMAR FOCUS

Present Perfect Tense

Affirmative: Subject + has / have + been + Main Verb + -ing + Complements.

Negative: Subject + Haven't / Hasn't + Past Participle

Question (Y/N): Have / Has + Subject + Past Participle + Complements?

Question (Wh): Wh word + have / has + Subject + Past Participle + Complements?

Exercise #8. Complete the following statements with the correct form of the verb given in parenthesis. Use the Present Perfect Tense.

1. She ______(not/study) for the exam.

2. Adam and Natalie ______(live) together for 3 years.

3. Where ______he ______(go)?

4. We ______(not/leave) yet.

5. I ______(want) a new car for a long time.

6. ______the bus ______(arrive) yet?

7. They ______(bring) their children with them.

8. ______you ever ______(see) a shooting star?

9. The movie ______(not / start) yet.

10. Arnold Schwarzenegger ______(act) many times in action movies.

READING. DIRECTING A MOVIE

Gordon Schultz and his crew are preparing to shoot one of the last scenes of his new film “Shattered”, a tragic love story set in Spain in 1938 towards the end of the Spanish Civil War. As the director, he is trying to finish shooting the film this week but it hasn’t been easy. They have had so many problems, that the previous day in a fit of rage he tore out a page of the script and flushed it down the toilet. Of course that wasn’t the end of it. The paper got lodged in the pipes and the toilet overflowed. A plumber had to be called to fix the mess and everyone was upset.

Sylvia Sanchez is on the set, staring up at the ceiling, mumbling her lines to herself while the make-up crew puts on the finishing touches. She is playing the role of Maria Perez whose husband is fighting the Nationalists near the Ebro River. Ricky Sanchez a few feet away paces back and forth, mentally preparing for the scene. He plays Oscar de la Roca, a deserter returning from the battle, bruised and bloody. He and Maria were childhood friends and he has returned with bad news. “Take your places…” Gordon calls out to the cast and crew. “………and ACTION!”. Maria sits alone in a chair, looking sadly at a picture of her husband. Suddenly the door swings open and Oscar staggers into the room. Maria gets up and rushes to him “Oscar!!” she exclaims; “What happened?”.

Oscar looks at her and shakes his head “We’re finished! We threw everything we had at them. They were too strong, too well armed. They just … overwhelmed us.” “What about Pablo?” she asks. Oscar looks up and then looks down again. “Pablo is not coming back”. “No!” cries Maria; “it can’t be”.

“CUT!” yells Gordon. Everyone stops, and the director walks up to Maria. “Listen Sylvia, that was …… a bit tepid. Maria gave up everything to be with Pablo. She waited 8 years for him to return from France so that they could finally be together. I think she would be a little more upset than that.” Sylvia nods. “Ok, let’s take it from the top again. Places everyone! Five, four, three, two, one, and ……….. ACTION!”

Oscar comes staggering in, fake blood dripping from his arm. The door swings wide open, slips off its hinges and falls on one of the cameramen. “WHAT THE ……. CUT!!!!” screams Gordon. He flings his script on the ground and walks over to the injured cameraman. He has a nasty cut on his leg. “Oh for Pete’s sake, could someone call 911??”. “That won’t be necessary” groans the cameraman holding his leg and making a face like he was praying very hard to God. “Just get me the first aid kit and I’ll be fine”. “Are you sure you’re ok? All right, you heard the man, get him the first aid kit and let’s get back to work” says the director walking back to his chair. Ten minutes later, the actors and the crew are back in place. “Oscar says ‘They overwhelmed us’ let’s take it from there” shouts Gordon hoping to move past the whole door incident. “And………. ACTION!”

“They just….overwhelmed us” begins Oscar with a look of hopelessness. “What about Pablo?” asks Maria, trying to ignore the cameraman still holding his leg. “Pablo is gone! “Replies Oscar softly. “NOOOO!!!” wails Maria, beginning to force out a tear or two. Gordon looks up from the script in his hand. “CUT! Ricky! Isn’t the line ‘Pablo is not coming back’ instead of ‘Pablo is gone’?

“Oh right! I knew that sounded a bit off” replies Ricky apologetically. “Ricky, check your lines please! We’re all starving here. It’s lunch time. Let’s just wrap up this scene and get something to eat” says Gordon, getting back into his Director’s chair. “Pablo is not coming back; take it from there. Five, four, three, two, one and ………… ACTION!”

“Pablo is not coming back” begins Ricky, trying to get back into the scene. “NOOOO!!!” wails Maria just as Ricky’s cell phone goes off. “ARE YOU KIDDING ME????” screams Gordon from the Director’s chair. “Sorry!!! I could have sworn I had switched that off and left it on the table. It won’t happen again” “Three, two, one and ……….ACTION!” yells Gordon as he imagines strangling Ricky with his bare hands. “Pablo is not coming back!” “NOOOOO!!! It can’t be!”. Maria drops to her knees and begins to sob. “CUT!!” Gordon walks over to the set and hands Maria a tissue. She wipes her eyes and blows her nose. “Still no good?”

“It’s better, much better. I’m starting to feel your pain a bit. I think you’re getting the idea. However, I want to see more. Just go all out. Ok, let me give you an image to work with. Your heart has been ripped out of your chest. Your children have been eaten by wild dogs. The world that Maria knew is no more. Am I making sense? This is one of the last scenes of the film. The audience should want to get out of their seats and come running over to comfort you.”

“Got it “replies Sylvia taking a deep breath to prepare for the next take. “Ok people, let’s get this done. “Three, two, one and …………. ACTION!” “Pablo is not coming back” groans Oscar. “NOOO!!!” screams Maria. She throws herself down on the floor and bawls loudly while beating the floor with her fists. “IT CAN’T BE!!” she yells while Oscar runs over to console her. “DAMN THEM!! WHAT IS HAPPENING TO THIS COUNTRY??!!”

“Don’t worry,” replies Oscar softly “we will get them for this”. He looks up with a look of determination “Cataluña will be saved from those barbaric Nationalists. We will win in the end and Spain will set an example of peace and prosperity for the rest of Europe”.

“CUT!!” yells Gordon. “Great job both of you! Maria, that’s exactly what I was looking for. Let’s break for lunch. Someone get Maria a box of tissues and a bag of ice for her hand. I think it is beginning to swell.”

Exercise #9. Based on the reading above, choose the best answer in order to complete the statements.

1. Gordon Schultz created a new film. The name of this new film is ______.

a. Lucifer b. Spain c. Shattered d. Staggers

2. This is a ______story at the end of the Spanish Civil War.

a. action b. tragic love c. comic d. tragic scare

3. Which object did hurt the cameraman? It was a ______.

a. door b. glass c. camera d. screw

4. The cameraman asked for the ______only.

a. camera b. 911 call c. hopelessness d. first aid kit

5. This is one of the ______scene of the film.

a. first b. last c. second d. third

Exercise #10. Write down the following words in the correct order in order to form a complete sentence.

1. Italy / ever / you / have / to / gone / ?

______

2. eaten / never / have / I / octopus

______

3. year / she / grown / has / this / a / lot

______

4. train / yet / arrived / his / hasn't

______

5. have / 1997 / they / been / since / married

______

6. ? / car / long / how / had / your / have / you

______

7 cinema / times / the / month / we / gone / this / have / to / three

______

8. haven't / phone / still / I / my / found

______

3. THROUGH THE LENS OF THE DOCUMENTARY

USEFUL VOCABULARY

ENGLISH WORD SPANISH WORD

Box office boletería

Documentaries documental

Feature films largometraje

Film crew equipo de filmación

Film documentaries documental

Hit golpear, éxito

Host presentador, anfitrion

Models modelos

Narrator narrador

Outstanding sobresaliente.

Premiere estreno

Real people gente real

Real world mundo real

Role rol, papel

Roles papel, roles

Screenplay guión

Screenwriter guionista

Series serie

Supporting actor/cast/ filmmaker actor / elenco de reparto

Title screens pantalla de título

Voice-overs voz en off

CONVERSATION. I didn´t study!

Michael: Hi, Jennifer. Did you have a good weekend?

Jennifer: Well, I had a busy weekend and I feel a little tired today.

Michael: Really? Why?

Jennifer: Well, on Saturday, I exercised in the morning. Then my roommate and I cleaned, did laundry, and shopped. And then I visited my parents.

Michael: So what did you do on Sunday?

Jennifer: I studied for the test all day.

Michael: Oh, no! Do we have a test today? I didn´t study! I just watched television all weekend.

GRAMMAR FOCUS

Simple Past Tense (Regular Verbs)

AFFIRMATIVE NEGATIVE

I studied on Sunday. I didn´t study On Saturday.

You watched television. You didn´t watch a movie.

She stayed home. She didn´t stay out.

We shopped for groceries. We didn´t shop for clothes.

They exercised on Saturday. They didn´t exercise on Sunday.

didn´t = did not

Exercise #11. Tim is talking about his weekend. Complete the sentences. Then compare with a partner.

On Friday night, I _____waited_____ (wait) for a phone call, but my girlfriend ______(not call). I just ______(stay) home and ______(watch) television. On Saturday, I ______(visit) my friend Frank. We ______(talk) and ______(listen) to music. In the evening, he ______(invite) some friends over, and we ______(cook) a great meal. I ______(not work) very hard on Sunday. I ______(walk) to the mall and ______(shop).

Exercise #12. Complete the sentences. Use your own information. Then compare with a partner.

1. Yesterday, I _____watched / didn´t watch_____ (watch) television. 2. Last night, I ______(stay) home. 3. Last week, I ______(exercise) every day. 4. Last month, I ______(shop) for clothes. 5. Last year, I ______(visit) a different country.

A. PRONUNCIATION. Simple past –ed endings.

Listen and practice. Notice the pronunciation of –ed. Ask your teacher for assistance.

/t/ /d/ /Id/

Worked Cleaned Invited

Watched Stayed Visited

______

B. With your teacher´s assistance listen and write these verbs under the correct sounds.

Cooked exercised listened needed shopped waited

GRAMMAR FOCUS

Simple Past Tense (Irregular Verbs)

I did my homework. You got up at noon He went to the museum.

I didn´t do the laundry. You didn´t get up at 10 am He didn´t go to the library.

We met our classmates. You came home late. They had a picnic.

We didn´t meet our teacher. You didn´t come home early. They didn´t have a party.

*For a list of more irregular verbs, see the appendix at the back of the book.

Exercise #13.

A. COMPLETE THE CHART. Then check with your teacher.

Present Past Present Past Present Past

Buy _ bought ______read /rᵋd/ ______sat

______ate ______rode ______took

______felt ______saw ______wore

B. Write five things you did and five things you didn´t do last weekend.

Things I did Things I didn´t do I saw a documentary I didn´t exercise. I studied. I didn´t buy clothes.

C. GROUP WORK. Tell your classmate about your weekend.

A: I saw a documentary last weekend. B: I didn´t see a documentary. But I watched television. C: I watched television, too! I saw…

CONVERSATION. Did you like it?

Laura: So, did you go anywhere last summer?

Erica: Yes, I did. My sister and I went to Arizona. We saw the Grand Canyon.

Laura: Really? Did you like it?

Erica: Oh, yes. We loved it!

Laura: Did you go hiking there?

Erica: No we didn’t. Actually, we rode horses. And we also went white-water rafting on the Colorado River!

Laura: Wow! Did you have fun?

Erica: Yes we did. We had a great time!

GRAMMAR FOCUS

Simple Past yes / no questions

Did you have a good summer? Did Erica like her vacation?

Yes, I did. I had a great summer. Yes, she did. She liked it a lot

Did you play volleyball? Did Erica and her sister go to Colorado?

No, I didn’t. I played tennis. No, they didn’t. They went to Arizona.

Exercise #14. Complete the conversation. Then practice with a partner.

1. A: __Did____ you ___have____ (have) a good summer? B: Yes, I ______. I ______(have) s great summer. I just ______(relax).

2. A: ______you ______(go) anywhere last summer? B: No, I ______. I ______(stay) here. But my friends ______(visit) me, and on the weekends we ______(go out) a lot.

3. A: ______you ______(take) any classes last summer? B: Yes, I ______. I ______(take) tennis lessons, and I ______(play) tennis every day.

4. A: ______you ______(speak) English last summer? B: No, I ______. But I ______(read) English books and I ______(watch) English movies.

READING.

Exercise #15. Read the article. Then correct the sentences.

1. Kelly got married. ______Kelly’s best friend got married ______

2. Helen got married in a church. ______

3. After the wedding, everyone went out to eat. ______

4. Robert went to a rock concert with his parents. ______

5. It took three hours to get home after the concert. ______

6. Robert got home at ten o’clock last night. ______

7. Erin goes camping every weekend. ______

8. Erin and her friends went fishing on Saturday. ______

9. Erin liked camping a lot. ______

Exercise #16. Complete the following exercises.

A. Check ( ) the things you did last weekend. Then add two more things you did.

saw a movie had dinner at a restaurant worked in the yard read a book cleaned the house went dancing went dancing exercise or played sports met some interesting people went shopping talked on the phone

bought some clothes got up late saw friends ______studied ______

B. PAIR WORK. Ask your partner about his or her weekend. Example: A: Did you see a movie last weekend, Keiko? B: Yes, I did. I saw the new Tom Cruise movie. I loved it. Did you see a movie? A: No, I didn’t ….

C. GROUP WORK. Join another pair. Tell them about your partner’s weekend.

“Keiko saw the new Tom Cruise movie. She loved it…”

GRAMMAR FOCUS

Statements with the past of be

I was born in San José. I wasn’t born in the U.S.

You were pretty young. You weren’t very old.

She was seventeen. She wasn’t in college.

He was in Coned last year. He wasn’t in Coned

We were born in the same year. We weren’t born in the same country.

They were in Liberia in 1999. They weren’t in Liberia in 1999.

Contractions Wasn’t = was not

Weren’t = were not

100

Match the people with the countries. Then check your answers at the bottom of the snapshot. What famous people were born in your country? What do they do?

CONVERSATION. I was born in Korea.

Chuck: Where were you born, Melissa?

Melissa: I was born in Korea.

Chuck: Oh so you weren’t born in the U.S.

Melissa: No, I came here in 1999.

Chuck: Hmm. You were pretty young.

Melissa: Yes, I was only seventeen.

Chuck: Did you go to the college right away?

Melissa: No, my English wasn’t very good, so

I took English classes for two years first.

Chuck: Well, your English is really good now.

Melissa: Thanks, your English is pretty good, too.

Chuck: Yeah, but I was born here.

101

Exercise #17. Melissa is talking about her family. Choose the correct verb forms. Then compare with a partner.

My family and I were (was / were) all born in Korea, we ______(wasn’t / weren’t) born in the U.S. I ______(was / were) born in the city of Inchon, and my brother ______(was / were) born there, too. My parents (wasn’t / weren’t) born in Inchon. They ______(was / were) born in the capital, Seoul.

SEOUL Exercise #18. Complete these questions with was or were.

1. ______you born in this city? 2. Where ______you born? 3. Where ______your parents born? 4. When ______your mother born? 5. When ______your father born? 6. ______you and your family in this city last year? 7. ______you at this school last year? 8. Who ______your first English teacher? 9. What nationality ______your first English teacher? 10. What ______he or she like?

Exercise #19. A friend has just come back from holiday. You ask him about it. Write your questions.

1. (Where/go?) _____Where did you go?______

2. (go/alone?) ______

3. (food/good) ______

4. (how long/stay there?) ______

5. (stay/at a hotel?) ______

6. (how/travel?) ______

7. (the weather /fine) ______

8. (what/do in the evenings?) ______

9. (meet/anybody interesting?) ______

102

Exercise #20. Read the following text and answer the questions choosing the best option.

Wolfgang Amadeus Mozart was an Austrian musician and composer. He lived from 1756 to 1791. He started composing at the age of five and wrote more than 600 pieces of music. He was only 35 years old when he died.

1. How many pieces did Amadeus Mozart compose?

a. more than seven hundred. b. more than five hundred. c. more than six hundred. d. more than four hundred.

2. Which was the nationality of Wolfgang Amadeus Mozart?

a. Australian. b. Austrian. c. Algerian. d. American.

3. Wolfgang Mozart was a ______.

a. composer and comedian b. composer and architect c. composer and astronomer d. composer and musician

4. He was only ______when he died.

a. thirty five years old b. thirty four years old c. thirteen years old d. thirty years old

5. How old was Mozart when he started composing music? a. 5 b. 7 c. 4 d. 10

103

READING.

Exercise #21. A. Read the article. Then write a question for each answer.

1. ______? In Puerto Rico.

2. ______? At the age of 12.

3. ______? After five years.

4. ______? Because he was frustrated.

5. ______? Les Miserables.

6. ______? “Livin’ La Vida Loca”

104

B. Number these events in Ricky Martin’s life from 1 (first event) to 10 (last event).

______a. He joined a boy band. ______b. He moved to New York City. ______c. He made an English-language album. ______d. He appeared in a Broadway musical. ______e. He recorded albums in Spanish. ______f. He returned to the U.S. ___1__ g. He was born. ______h. He left Menudo. ______i. He studied singing. ______j. He moved to Mexico.

105

4. DAILY NEWS

MASS MEDIA AND COMMUNICATION USEFUL VOCABULARY

ENGLISH WORD SPANISH WORD ENGLISH WORD SPANISH WORD

Advertisement Anuncio en un diario Picture Imagen Aerial Antena Pillar box Buzón en la calle Airmail Correo aéreo Post Box (U.K.) Buzón en la calle Breaking news Noticia de última hora Mail Box (USA) Buzón en la calle Broadcasting Radiodifusión Lap Top Ordenador portátil Calculator Calculadora Post office Oficina de correos Call box / booth (U.S.) Cabina telefónica Postage stamps Sellos franqueo Phone Box (U.K.) Cabina telefónica Postal order Giro postal Channel Cadena ; Canal Postman (U.K.) Cartero Column Columna de un periódico Mailman (USA) Cartero Computer Ordenador Printer Impresora Earpiece ; Receiver Auricular de teléfono Public telephone Teléfono público Eyewitness reports Reporte de Testigo Radio Radio Express registered Carta urgente Radio station Emisora Headlines Encabezado Report Reportaje Interview Entrevista Satellite Satélite Journal Periódico Script Guión Laser printer Impresora láser Tape recorder Magnetófono Letter Carta Telegram Telegrama Letter box Buzón en la puerta Telephone Teléfono Messenger Mensajero Televiewer Televidente Microphone Micrófono Television Televisión Mobile Teléfono móvil To cover a story Cubrir una noticia News Noticias To verify Verificar News bulletin Boletín informativo Newspaper Periódico, diario Newsreader Presentador de noticiero Parcel Paquete postal PC (personal computer) PC (ordenador personal)

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GRAMMAR FOCUS

Simple Present Tense

3rd Singular Person Rule:

SHE She drives a bus.

HE We have to add an “S” or “ES” to the verb He works in the Newspaper La Nación

IT It runs two times today.

-x fix / fixes -ss kiss / kisses -o do / does We add “es” to the verb when the verb ends in -ch catch / catches -sh finish / finishes -z buzz / buzzes

“Y” Rule:

If a word ends in a consonant + y:

 “y” changes to “ie” before the ending –s:

Hurry / hurries Study / studies Try / tries

 “y” doesn’t change if the word ends in a vowel + y

Play / plays Enjoy / enjoys Buy / buys

We use the present simple to talk about things in general. We are not thinking only about now. We use it to say that something happens all the time or repeatedly, or something is true in general. It is not important whether the action is happening at the time of speaking:

 Nurses look after patients in hospitals.  I usually go away at weekends.  The Earth goes around the sun.

Remember that we say: he / she / it –s. Don’t forget the “s”.

 I work… but He works… They teach… but My sister teaches…

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Exercise #22. Paul Carter is talking about his family. Complete the sentences with the correct verb forms. Then compare with a partner.

1. My family and I ______(live / lives) in the suburbs. My wife and I ______(work / works) near here, so we ______(walk / walks) to work. Our daughter Emily ______(work / works) downtown, so she ______(drive / drives) to work. Our son ______(don’t / doesn’t) drive. He ______(ride / rides) his bike to school.

2. My parents ______(live / lives) in the city. My mother ______(take / takes) a train to work. My father is retired, so he (don’t / doesn’t) work now. He also ______(use / uses) public transportation, so they ______(don’t / doesn’t) need a car.

GRAMMAR FOCUS

Simple Present Tense (irregular verbs)

I / You / We / They He / She / It

I have a bike. My father has a car.

We do our homework every day. My mother does a lot of work at home.

My parents go to work by bus. The bus goes downtown.

Exercise #23. Ashley is talking about her family and her friend Jason. Complete the sentences. Then compare with a partner.

1. My parents ______(have / has) a house in the suburbs. My mom and dad ______(go / goes) downtown to work. My parents are very busy, so I ______(do / does) a lot of work at home.

2. My brother doesn’t live with us. He ______(have / has) an apartment in the city. He ______(go / goes) to school all day, and he ______(do / does) office work at night.

3. I ______(have / has) a new friend. His name is Jason. We ______(go / goes) to the same school, and sometimes we ______(do / does) our homework together.

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PRONUNCIATION

Listen to your teacher and practice. Notice the pronunciation of the –s endings.

s = /s/ s = /z/ e(s) = /Iz/

take takes go goes dance dances

walk walks study studies watch watches

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CONVERSATION. I get up at noon.

Jack: Let’s go to the park on Sunday. Amy: OK, but let’s go in the afternoon. I sleep late on weekends. Jack: What time do you get up on Sundays? Amy: At ten o’clock. Jack: Oh, that’s early. On Sundays I get up at noon. Amy: Do you eat breakfast every day. Jack: Sure. I have breakfast every day. Amy: Then let’s meet at this restaurant at one o’clock. They serve breakfast all day!

GRAMMAR FOCUS

Simple Present yes / no questions and negative statements

In questions and in negative statements we have to use an auxiliary verb which will support the main verb and the tense of the sentence. This auxiliary will be the verb DO.

I / You / We / They He / She / It

DO DOES

Q: Auxiliary (Do) + Subj + Verb + Complements? Q: Auxiliary (Does) + Subj + Verb + Complements?

Do you get up early? Does he have lunch at noon? No, I don’t. I get up late. Yes, he does. He have lunch at noon.

(-): Subj + don’t + verb + Complements. (-): Subj + doesn’t + verb + Complements. I don’t like tabloids. She doesn’t read the newspaper every day.

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Simple Present WH Questions

WH / Word + Auxiliary (Do / Does) + Subject + Main Verb + Complements + ?

DO (I, You, We and They) DOES (She, He and It)

What do they eat for lunch? Where does she live? They eat rice, beans, meat and picadillo. She lives in Heredia.

What time do you have lunch? Which newspaper does he like to read? I usually have lunch at 12 noon. He likes to read “La Teja”.

Exercise #24. Complete the questions with do or does. Then write three more.

1. __Do__ you get up early on weekdays?

2. What time ______you go home?

3. ______your mother work?

4. How ______your father get to work?

5. ______your parents read in the evening?

6. When _____ your parents shop?

7. ______Jack read the news on weekends?

8. ______?

9. ______?

10. ______?

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READING.

Electronic Media In the last century, a revolution in telecommunications has greatly altered communication by providing new media for long distance communication. The first transatlantic two-way radio broadcast occurred in 1906 and led to common communication via analog and digital media:

Analog telecommunications include some radio systems, historical telephony systems, and historical television broadcasts. Digital telecommunications allow for computer-mediated communication, telegraphy, and computer networks. The difference between analog and digital photography is that digital photography is easier to edit and have a lot of choices after taking photos, but analog photography is more simple and you have to accept the photo if you don't like it.

Modern communication media now allow for intense long-distance exchanges between larger numbers of people (many-to-many communication via e-mail, Internet forums, and teleportation). On the other hand, many traditional broadcast media and mass media favor one-to-many communication (television, cinema, radio, newspaper, magazines, and also social media).

Electronic media usage is growing, although concern has arisen that it distracts youth from face-to- face contact with friends and family. Research on the social engagement effect is mixed. One study by Wellman found that "33% of Internet users said that the Internet had improved their connections to friends 'a lot', and 23% said it had increased the quality of their communication with family members by a similar amount. Young people in particular took advantage of the social side of the Internet. Nearly half (49%) of the 18- to 29-year-olds said that the Internet had improved their connections to friends a lot. On the other hand, 19% of employed Internet users said that the Internet had increased the amount of time they spent working in home".

Electronic media now comes in the forms of tablets, laptops, desktops, cell phones, mp3 players, DVDs, game systems, radios, and television. Technology has spiked to record highs within the last decade, thus changing the dynamic of communication. The spike in electronic media really started to grow in 2007 when the release of the first iPhone came out. The meaning of electronic media, as it is known in various spheres, has changed with the passage of time. The term media has achieved a broader meaning nowadays as compared to that given it a decade ago.

In modern terms, the term "media" includes all the software which are used in PC (computer) or laptop or mobile phone installed for normal or better performance of the system; today, however, hard discs (used to increase the installation capacity of data) of computer are an example of electronic media. This type of hard disc is becoming increasingly smaller in size.

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Exercise #25. Mark with an “x” the option that best completes the sentence given.

1. In nineteen ninety-six, ______.

a. there was a revolution in telecommunications b. the first transatlantic radio broadcast occurred c. analog photography occurred d. digital era started

2. Modern communication media now allow ______.

a. analog communications b. historical telephony systems and historical television broadcasts c. many people connected despite the distance d. telegraphy

3. The term “media” includes ______.

a. changed with the passage of time b. better performance of the systems c. a broader meaning nowadays as compared to that given it a decade ago d. all the software which are used in Personal Computers, mobiles, etc.

4. The ______are becoming tiny in size.

a. DVDs b. hard discs c. networks d. telegraphy

5. With the release of the ______, the electronic media started to grow.

a. telegraphy b. iPhone c. mp3 players d. DVD

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PRONUNCIATION. Pronouncing /s/

[s] as in SAT, SUE and PLACE.

LIPS: slightly separated

JAW: relaxed

TONGUE: just behind the teeth restricting airflow to a narrow channel

The /s/ phoneme is normally spelled with the letter “s” as in the words: so /səʊ/ just /dʒəst/

But can also be spelt with the letter “c”, when followed by an ‘i’ or an ‘e’. As in the words: city /ˈsɪti/ once /wʌns/

The following words should be pronounced with [s]. Repeat them carefully after your teacher.

[s] At the Beginning [s] In the Middle [s] At the End

Some Just This School First Us Still Also place State Last case

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PRONUNCIATION. Pronouncing /z/

[z] as in ZIP, ZOO and PLAYS.

LIPS: slightly separated

JAW: relaxed

TONGUE: directing a stream of air with the tongue towards the sharp edge of the teeth.

The /z/ phoneme is normally spelled with the letter ‘z’ as in the words: citizen /ˈsɪtəzən/

But can also be spelled with the letters ‘se’ or ‘x’ as in the words: these /ðiːz/ because /bɪ’kɒz/ exactly /ɪgˈzæktli/

The following words should be pronounced with [z]. Repeat them carefully after your teacher.

[z] At the Beginning [z] In the Middle [z] At the End

Zone Business Use Zoo President Those Result Size Reason Lose

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PRONUNCIATION. Pronouncing /θ/

[θ] as in THIN, THINK and THANK.

LIPS: are protruded and slightly parted

JAW: is slightly lowered

TONGUE: it is between the tip of the tongue and the top teeth.

The θ sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiceless dental fricative’. This means that you create friction between the tongue and top teeth.

The /θ/ phoneme is normally spelled with the letters ‘th’ as in the words: As in the words: three /θriː/ something /’sʌmθɪŋ/ month /mʌnθ/ both /bəʊθ/

The following words should be pronounced with [θ]. Repeat them carefully after your teacher.

[θ] At the Beginning [θ] In the Middle [θ] At the End

Thank Nothing Health

Third Anything North

Thousand Author Truth

Throw Method Mouth

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IN THE PUBLIC EYE!

Linguistic Competencies: Goals

Themes: 1. Success vs. Fame 2. National Role Models 3. Contributions of Outstanding Figures to Society 4. Breaking News: Read All About It

Oral and Written Comprehension  Understand small group discussion between two or more native speakers if that conversation is unhurried and if the student is familiar with the topic under discussion in a video recording.  Understand the main points of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak too quickly.  Understand the most important information in a news broadcast (television, Internet) when visuals support the message.  Identify relevant information and draw conclusions.  Identify English language sounds in phonics, syllabification and word parts.  Understand factual text and simple reports on familiar topics (e.g., charts and graphs, movie review, and interviews).  Oral and Written Production

Oral and Written Production  Offer opinions and comments about outstanding figures’ positive and questionable actions in readings, texts, reports, and breaking news examined in class in a small group situation.  Interview others about nationally and internationally outstanding figures if the questions have been prepared beforehand. Sometimes, pose a further question without having to pause very long to formulate the question.  Describe personal and other people’s stories of success.  Describe contributions of nationally and internationally outstanding figures.  Write a narrative paragraph of personal and other people’s stories of success, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation, etc.).

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1. SUCCESS vs. FAME

READING. Teaching your grandkids the difference between fame and success

Young children today grow up with fame dangling in front of them as the most aspirational way to live their lives, but is that the right thing to teach them? Or should we be teaching them about the importance of success over fame?

This generation, in an era of social media and voluminous identity, seem to idolise TV and YouTube stars, footballers and fashion models. They want to be famous, and fast. What they are famous for seems to be less important for many.

Shows like Big Brother, Dancing with the Stars and the swathes of other types of reality TV make fame seem really important and valuable to children, and very desirable. We did it in yesteryear too, with the Johnny Young Talent Show and a steady diet of supermodels in magazines raising a generation of children in Generation X who wanted to be just like the stars and models known for little more than their physical attributes. Fame has been steadily growing as the largest goal for many since my own youth, and I am nearly 40.

But what should we here, as grandparents hope to teach our grandchildren? Is fame or success more important in your opinion?

It’s funny to think that you can be famous without people recognizing your skill sets, your knowledge or your achievements. You can be famous for turning up, being popular or being a star. Is that a worthy and valuable? Is it right for anyone to judge?

Success on the other hand is defined in itself as an accomplishment of an aim or purpose. Success is something that you set as a goal and work towards to achieve. For some people achieving fame is their goal. So I guess, in that they will find success. For me success is a little different.

My grandparents taught me to value success high above fame in life. That is, they fought hard to ensure I got a good education, and respected it. And they explained that it was important to use my education in life to achieve things. They taught me that looks and physical talent were likely fleeting and to be enjoyed with caution knowing one should always have a back-up plan driven by a desire to achieve success.

Sounds like tough lessons for a kid growing up, and as a parent today I find myself torn between wanting to teach my kids that they can be anything their heart desires, from famous popstar or dancer to business owner or mother and wanting to ensure they value success or achievement of goals in life before fame or achievement of someone remembering your name.

The last thing I wish for my child or grandchild one day is to become inadvertently famous for not very much. That is, they become a target of the media and elevated quickly to fame for their sins or opportunism.

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 Pay attention to the following meanings:

Exercise #1. A. Base on the reading and after checking the meanings, discuss with your teacher and peers what is the most important for you and what do you think about your classmate’s opinions.

I think …______

I think what my classmate had said before about …. is….______

B. Check on the following phrase said by Bill Gates (Microsoft CEO):

What do you think about it? Do you have a personal success story to share?

______.

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GRAMMAR FOCUS

Past Perfect Form

Subject + had + Past Participle + Complements.

 I had been a couch potato for a long time until I was diagnosed with diabetes.

 He had said that he could play better next time.

 They had worked hard to reach the first position.

Exercise #2. Put the verb into the correct form, past perfect or simple past.

1. Was Tom at the party when you arrived? No, he ___had gone___ (go) home.

2. I felt very tired when I got home, so I ______(go) straight to bed.

3. The house was very quiet when I got home. Everybody ______(go) to bed.

4. Sorry I’m late. The car ______(break) down on my way here.

5. We were driving along the road when we ______(see) a car which ______(break)

down, so we ______(stop) to see if we could help.

Exercise #3. Read the situations and write sentences from the words in brackets.

1. You went to Jill’s house but she wasn’t there. (she / go / out) ___She had gone out__.

2. You went back to your home town after many years. It wasn´t the same as before. (it / change /a lot) ______.

3. I invited Rachel to the party but she couldn’t come. (she / arrange / to do something else) ______.

4. You went to the cinema last night. You arrived at the cinema late. (the film / already / begin) ______.

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READING.

My Wedding Day

It was December 8th, my Wedding Day. It was 9:00 a.m. and I hadn’t woken up because the alarm clock hadn’t rung. It wasn’t until 9:30 that my mom arrived and woke me up. I had only one hour to get ready and leave because the ceremony was at 11:00, but I hadn’t even taken a shower. I was desperate. By 10:00 I had already done it and also I had eaten breakfast but I hadn’t gone to the beauty salon yet. When I got there, it was closed. My hairdresser had left the keys at home. So, we went back home, and my mom helped me with my hair, makeup and dress. Later, I received a call; it was the priest telling me that he had gone out of town and he couldn’t preach that day. Luckily, my mom could get another priest. It was 12:00 and the car hadn’t picked us up yet. Immediately, we took a taxi to the church and arrived at 1:00. The guests had been waiting for three and a half hours. Finally, I got married and the reception was beautiful.

Exercise #4. Read the text again and answer the questions choosing the best option.

1. How long had the guests been waiting for the bride? They had been waiting for ______. a. more than two hours b. thirteen hour and a half c. more than three hours d. one hour and a half.

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2. Why she couldn’t get to the beauty salon? Because ______. a. the hairdresser was busy b. the hairdresser had left out to eat c. the hairdresser hadn’t eating breakfast d. the hairdresser had left the keys at home

3. What time did she get up the wedding day? She got up at ______. a. nine and a half in the morning b. nine and a half in the evening c. nine o’ clock d. at noon

4. Why the priest couldn’t preach that day? Because ______. a. he missed the date b. the mass was in another place c. he had gone out of town d. he went back home

5. What time did the ceremony start? It started at ______. a. eleven o’clock in the morning b. ten o‘ clock in the morning c. nine o’clock in the morning d. nine thirty in the morning

6. What was the reason she got up late? Because ______. a. she hadn’t taken a shower b. she had only one hour to get ready c. the alarm clock had rung before d. the alarm clock hadn’t rung

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PRONUNCIATION. Pronouncing /OU/

[OU] as in OH, NO and GOAT

LIPS: are tense and very round.

+ JAW: rises with tongue and closes slightly.

TONGUE: glides from midlevel to near the roof of the mouth.

[OU] is a diphthong. It begins with [O] and ends with [U].

[OU] in English is similar to stressed “ó” in Spanish. ([OU] is actually longer and more prolonged than Spanish “ó”.)

POSSIBLE PRONUNCIATION PROBLEMS FOR THE SPANISH SPEAKER

Your pronunciation problems with this sound occur because of confusing English spelling patterns and the similarities between other vowel sounds.

EXAMPLES: If you substitute [ʌ] for [OU]: coat will sound like cut

If you substitute [ɔ] for [OU]: bold will sound like bald

The following words should be pronounced with [OU]. Repeat them carefully after your teacher.

[OU] At the Beginning [OU] In the Middle [OU] At the End

Oat boat go

Own both so

Oak coat no

Old nose toe

Omen roam sew

Only loan ago

Over known show

Oval spoke snow

Open soul hello

Ocean don’t though

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[OU] SPELLED:

“o” “oa” “ow” “oe” “ou”

No soap know toe dough Rope goat owe foe though Vote loan grow goes shoulder Home foam throw Fold load bowl

HINTS:

a. When “o” is in a syllable ending in silent “e”, the letter “o” is pronounced [OU] (the same name as the alphabet letter “O”!!!).

EXAMPLES: phone note home rope

b. The letters “oa” are usually pronounced [OU]. EXAMPLES: coal boat roasting toaster

c. The letter “o” followed by “ld” is usually pronounced [OU]. EXAMPLES: cold old soldier told

Exercise #5. Read each four-word series aloud. (Only ONE word in each group has the diphthong [OU].) Circle the ONE word in each series that IS pronounced with [OU].

EXAMPLE: milk root beer punch coke

1. brown towel known crowd 2. trouble notice normal pocket 3. orange carrot yellow lemon 4. foot toes ankle eyebrow 5. politics office vote governor 6. comb tomb bomb come 7. essay poem story book 8. prove love stove shove 9. world town country road 10. tomato olive corn onion

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PRONUNCIATION. Pronouncing /ɔɪ/

/ɔɪ/as in OIL, NOISE and BOY

LIPS: glide from a tense oval shape to a relaxed, slightly parted position. + JAW: rises with the tongue and closes. TONGUE: glides from a low position to high near the roof of the mouth

[ɔɪ] is a diphthong. It begins with [ɔ] and ends with [ɪ]. [ɔɪ] is pronounced the same way as the Spanish letters “oy” or “oi”.

The following words should be pronounced with /ɔɪ/. Repeat them carefully after your teacher.

/ɔɪ/ At the Beginning /ɔɪ/ In the Middle /ɔɪ/ At the End

Oil join toy Oink broil boy Oily boil joy Oyster foil ploy Ointment coin enjoy avoid annoy noise alloy poison decoy choice destroy

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2. NATIONAL ROLE MODELS

ENGLISH WORD SPANISH TRANSLATION

art arte

athletic atleta, atletismo

balance balance

behavior comportamiento

contributions contribuciones

daily routine rutina diaria

discipline disciplina

exercise ejercicio

field campo

habits hábitos

health salud

healthy saludable

models modelos

music musica

Positive role Rol positivo

sports deportes

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READING.

KEYLOR NAVAS, OUR OUTSTANDING GOALKEEPER

Keylor Antonio Navas Gamboa born 15th December 1986, is a Costa Rican professional footballer who plays as a goalkeeper for Spanish club Real Madrid and the Costa Rica national team.

After starting out at Saprissa he moved to Albacete, and then to Levante in La Liga. Navas joined Real Madrid in 2014 for €10 million.

Navas has played over 70 times for Costa Rica since making his debut in 2008. He has represented the country at two CONCACAF Gold Cups and the 2014 World Cup and 2018 World Cup. His impressive performances helped the team reach the quarter-finals of the 2014 tournament.

Born in San Isidro de El General, Navas made his professional debut with Deportivo Saprissa on 6th November 2005, in a league match against Asociación Deportiva Carmelita. He was the first-choice keeper in his two final seasons with the club, winning six national championships and the CONCACAF Champions' Cup in 2005.

On 3rd August 2014, Real Madrid triggered Navas' €10 million buyout clause, and he signed a six-year contract with the club. His first competitive call-up was on 12th August, sitting on the bench as Iker Casillas played in the 2014 UEFA Super Cup, which Real Madrid won 2–0 against Sevilla at the Cardiff City Stadium. Navas was given his debut for the club on 23 September, in a 5–1 victory over Elche at the Santiago Bernabéu. On 20th December, he was on the bench as his team won the Club World Cup, defeating Club Atletico San Lorenzo in the final in Morocco. His performances for Levante in the previous La Liga season and Costa Rica in the 2014 World Cup led him win Player of the Year at the 2014 CONCACAF Awards, becoming the first Costa Rican and first goalkeeper to do so.

Navas’ fifth season at Real Madrid began with the much-anticipated arrival of Thibaut Courtois to compete for the number 1 goalkeeping spot. Despite Courtois’ arrival, Navas was selected to play in the 2018 UEFA Super Cup which resulted in a 2–4 loss to city rivals Atletico Madrid. Navas then went on to start the opening game of La Liga, comfortably keeping his first cleansheet of the season with a 2–0 win over Getafe CF. His performances in the last Champions League campaign led him to be voted as the 2017–18 UEFA Champions League Goalkeeper of the Season beating off competition from then Roma goalkeeper Alisson Becker and Juventus goalkeeper Gianluigi Buffon. Navas was part of the Costa Rican squad that played in the 2003 FIFA U-17 World Championship held in Finland. He was called up for the full national team for the first time in August 2006, to play a friendly tournament in Europe against Austria and Switzerland. Navas gained his first cap on 11th October 2008, a 4–1 away victory over Suriname in the third round of qualification for the 2010 FIFA World Cup, which qualified the team into the next stage. Four days later at the Estadio Ricardo Saprissa, he kept his first international clean sheet in a 2–0 victory over Haiti. The team eventually reached the intercontinental play-offs for the tournament, losing narrowly to Uruguay. Navas appeared with Los Ticos in two CONCACAF Gold Cup competitions, being named the best goalkeeper in the 2009 edition as he helped his country reach the semi-finals. He returned to help them to the quarter-finals two years later, but missed the 2013 tournament through injury, suffering the same fate again in 2015. Navas made his debut in the FIFA World Cup on 14th June 2014, appearing in a 3–1 group stage win against Uruguay in Fortaleza, and started the other two group games only conceding a single goal as Costa Rica qualified for the knockout stages as group winners for the very first time.

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CHECKPOINT. After reading Keylor Navas’ passage, think on the following:

 Is Keylor Navas a National role model? Why?

______

 Can you mention at least 3 more National role models? Why are they considered that way?

A ______

B ______

C ______

______

 Mention what you think are the most important things a national role model should have.

______

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GRAMMAR FOCUS

THIRD CONDITIONAL

If + Past Perfect, would have + past participle

Example:

 If we had taken a taxi, we wouldn't have missed the plane.  She wouldn't have been tired if she had gone to bed earlier.

Would + have = habría

Wouldn’t + have= no habría (lo usamos para hacer la oración negativa)

Third Conditional

When we are talking about something in the past which cannot be altered now, we use:

If + Past Perfect, would have + past participle

EXAMPLE: If you had studied all of these grammar pages, you would have passed the exam. You cannot alter or change the past. You didn't study in the past (something you cannot change now) so you didn't pass the exam. It is an imaginary situation that didn't happen.

 If you had been more careful, you wouldn't have had an accident.  If I had seen you, I would have said hello.  If he had asked me, I would have helped him.  If you had studied, they would have passed the exam.  If I had known, I wouldn't have done that.

Notice how this tense can be used to say that you regret doing something or when you are telling someone off (reproaching someone). This type of conditional can also be used when making excuses.

We can also change the word order of the sentence…

Would have + If + past perfect

EXAMPLE: You would have passed the exam if you had studied all of these grammar pages.  I wouldn't have left my job if I had known how difficult it is to find another one.  I would have taken a photo if I had brought my camera with me.  He would have died if the ambulance hadn't arrived quickly.  She would have gone to your birthday party if she hadn't been sick.  He wouldn't have become lost if he had taken the map with him.  The team would have won if the referee hadn't taken the bribe.  You wouldn't haved needed fillings if you had brushed your teeth more frequently.

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Exercise #6. Put the verb into the correct form.

1. I didn´t know you were in hospital. If __I’d known_ (I/know), __I would have gone_ (I/go) to visit you.

2. Ken got to the station in time to catch his train. If ______(he/miss) it, ______(he/be) late for his interview.

3. It’s good that you reminded me about Ann’s birthday. ______(I/forget) if ______(you/not/remind) me.

4. Unfortunately, I didn’t have my address book with me when I was in New York. If ______(I/have) your address, ______(I/send) you a postcard.

5. A: How was your holiday? Did you have a nice time? B: It was OK, but ______(we/enjoy) it more if ______(the weather/be) better.

6. I took a taxi to the hotel but the traffic was very bad. ______(it/be) quicker if ______(I/walk).

7. I am not tired. If ______(I/be) tired, I´d go home now.

8. I wasn’t tired last night. If ______(I/be) tired, I would have gone home earlier.

Exercise #7. A. Write a sentence with if for each situation.

1. I wasn’t hungry, so I didn’t eat anything.

______If I would been hungry, I would have eaten something______.

2. The accident happened because the driver in front stopped so suddenly.

If the driver in front ______.

3. I didn’t know that George had to get up early, so I didn’t wake him up.

If I ______.

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4. I was able to buy the car only because Jim lent me the money.

______.

5. Margaret wasn’t injured in the crash because she was wearing a seat belt.

______.

6. You didn’t have any breakfast, that´s why you’re hungry now.

______.

7. I didn’t get a taxi because I didn’t have any money on me.

______.

B. Rewrite the sentences using if clauses + past participle and the words given.

1. I should have studied English sooner. _____If I had studied English sooner, I would have gotten a better job_____. (get a better job)

2. We should have made a reservation. ______. (eat already)

3. You should have let me drive. ______. (arrive by now)

4. I should have studied hard. ______. (pass my exam)

5. I should have been more sensible. ______. (save some money)

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READING. The Titanic

The sinking of the RMS Titanic was one of the worst maritime disasters in history. On April 14, 1912, at 11:40 p.m., the ‘unsinkable’ luxury ship hit an iceberg and sank in just under three hours with the loss of around 1500 lives. There are many different descriptions of the disaster by the surviving passengers and crew, but few people doubt that human error played a part in the tragedy. Let’s look at some of the things that went wrong. On the night of Sunday, 14 April 1912 the temperature was near freezing and the ocean was completely calm. Surviving 2nd Officer Charles Lightoller later wrote, "the sea was like glass". The ship’s course had been changed by the captain, but other than this, he saw no reason to slow down. The owner of the ship, Bruce Ismay, was also on board and had instructed the captain to speed up in order to break the record for a transatlantic voyage. The captain agreed, but perhaps if he had known of the messages the ship had received in the radio room, he would have acted differently. According to a ship ahead called the Mesaba, lots of large icebergs were in the area. These messages did not reach him. There were three teams of lookouts on board keeping constant watch for obstacles in the ship’s path, but as Charles Lightoller said at the British inquiry, "Everything was against us, there was no moon, no wind, no binoculars and with the dark side of the iceberg facing the ship, the lookouts were powerless.” When the alarm was finally raised the crew acted very quickly but it was already too late to save the ship. Within twenty minutes of the collision the ship had flooded, so the captain ordered the lifeboats to be prepared, filled with women and children, and lowered into the water. This didn’t go well, regulations about the number of lifeboats a ship should carry were already out of date when the Titanic set sail, and even if the evacuation had been better organized, there wouldn’t have been enough boats to hold everybody. Meanwhile, the crew were sending out distress signals. The first message was "sinking, need immediate assistance," and then "SOS". Several ships responded, including the Mount Temple, Frankfurt, and the Titanic's sister ship, Olympic, but they were too far away. The closest ship to respond was the Carpathia, which arrived in about four hours, too late to save everybody. Various distress flares launched from the sinking ship were also ineffective, including those seen by a ship called the Californian, whose captain, Stanley Lord, had ordered his crew to stop the ship for the night because of the icebergs. When Captain Lord was informed of the flares he failed to respond because he did not think they were important. Nor did the crew of the Californian wake their radio operator, who had gone to bed for the night. And what of Bruce Ismay, who many believe acted without regard for safety by requiring an unprepared ship to sail at such speed in spite of the danger? History tells us that he survived, but from the lifeboat turned his back on his beautiful ship as it sank. That night, of a total of 2,208 people, only 712 were rescued by the Carpathia, while 1,496 perished. If the lifeboats had been filled to capacity, 1,178 people could have been saved. If there had been enough lifeboats, maybe everybody could have been saved. If Captain Stanley Lord had responded to the distress signals seen by his crew, more lives could have been saved. And if the crew of the Titanic had taken better precautions of their own, the disaster may not even have happened in the first place. Like the mystery of the orchestra that played on to the end, this is something we may never know the truth about.

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Exercise #8. Read the text carefully and answer these questions choosing the best option.

1. How was the Titanic described before it set sail?

a. Unsinkable, faster. b. Unsinkable, luxury. c. Unsinkable, glorious. d. Unsinkable, indestructible.

2. What do most people believe about the cause of the disaster?

a. That it was partly caused by the cold water. b. That it was partly caused by the iceberg. c. That it was partly caused the engines. d. That it was partly caused by human error.

3. Why was the ship travelling so fast? Because ______.

a. the pressure from the captain, who wanted to take vacation b. the pressure from the owner of the ship, who wanted to break the transatlantic record c. the pressure from Charles Lightoller, who wanted to go faster d. the pressure from White Start Line Company.

4. Why didn’t the captain know about icebergs in the area? Because ______.

a. it was a clear and calm night b. the captain was resting in his room c. radio messages received from the Mesaba were received three hours late d. radio messages received from the Mesaba were not passed to him by the radio room operators

5. Why didn’t the lookouts see the iceberg in time? Because ______.

a. there was a full moon, however the binoculars were damaged b. there was a heavy fog c. the weather conditions were aggressive and there was a storm d. there was no moon, there were no binoculars and the dark side of the iceberg was facing the ship

6. What two problems prevented everybody being able to get into lifeboats?

a. There weren’t enough, and the evacuation attempt was badly organized b. There were enough, but the evacuation attempt was badly organized c. There were enough, but there was not enough time to evacuate everybody d. The captain gave the order too late and the evacuation attempt was badly organized

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7. What was Captain Lord’s response to the distress flares his crew saw?

a. He did not act because he didn’t want to wake up his radio operator. b. He did not act because he didn’t think they were important. c. He did not act because he was sleeping. d. He did not act because the Carpathia responded first.

8. What other mistake did the crew of the Californian make?

a. The radio operator was working on another thing. b. The operator was assisting another ship. c. They failed to wake their radio operator. d. They failed trying to communicate with Titanic.

9. If the crew of the Titanic had taken better precautions of their own, the disaster ______in the first place.

a. wouldn’t happen b. would have happened c. wouldn’t have happened d. wouldn’t have happen

10. Why did the ships which responded to the emergency never come in on time? Because ______.

a. they were too near b. they were too far c. they didn’t receive the message on time d. the Carpathia was 1 hour far from Titanic

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PRONUNCIATION. Pronouncing /n/

/n/ as in AND, IN and NOT

LIPS: are relaxed and slightly parted.

JAW: is slightly lowered.

TONGUE: is against the ridge just behind your top teeth

The /n/ sound is called the “alveolar nasal,” which means that you put your tongue against the ridge just behind your top teeth and the air comes out your nose.

It is made through the nose rather than the mouth and it is Voiced, which means you use your vocal chords.

It is defined by the position of your tongue, and is made with the flow of air through the mouth completely blocked and diverted to the nose.

To produce the sound, put your tongue against the ridge just behind your top teeth so that your mouth is completely blocked and voice out through your nose.

[n] SPELLED:

The n sound is spelled with the letter ‘n,’ or sometimes with a double ‘n’ as in:

 beginning

The following words should be pronounced with [n]. Repeat them carefully after your teacher.

[n] At the Beginning [n] In the Middle [n] At the End

Know Many Can

Now Into Between

Need Find Woman

Number Another Own

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3. CONTRIBUTIONS OF OUTSTANDING FIGURES TO SOCIETY

SOME USEFUL VOCABULARY

ENGLISH WORD SPANISH TRANSLATION

Act: Acto

Efforts contributing financially to hospitals: Esfuerzos que contribuyen financieramente a los hospitales

Fighting social injustices: Luchando por injusticias sociales

Hosting free events: Alojamiento de eventos gratuitos

Humanitarian efforts: esfuerzos humanitarios

Live: Vivo

Positive effect: Efecto positivo

Raising money: Recaudar dinero

Relief: Alivio, asistencia, socorro

Set a good example: Dar un buen ejemplo

Sick or injured people: Gente enferma o herida

Support philanthropic efforts: Apoyar los esfuerzos filantrópicos

Supporting: Soporte

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READING.

HUMANITARIAN TRIBUTE

LONDON. Stars gathered to pay tribute to the late 'King of Pop' Michael Jackson for his humanitarian works as well as for his incredible musical legacy at 'Save the World Awards' in Austria.

The ceremony was held yesterday night to honor individuals and organizations which have made considerable contributions to make the planet more sustainable for future generations, reported Contactmusic.

Organizers named this year event 'Heal the World' after the title of one of Jackson's hit.

CHECKPOINT. After reading Humanitarian Tribute passage, think on the following:

 Do you know other starts who have contributed to development of society? If yes, what do you think about?

______

 Can you mention other celebrities who are helping other people as Michael Jackson did it in the past? Can you mention 4 of them?

1 ______

2 ______

3 ______

4 ______

 What do you think celebrities do this kind of efforts?

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GRAMMAR FOCUS

Past Continuous Tense

Subject + Past of be (was / were) + Main Verb + -ing ending + Complements.

Affirmative Negative Question

I was playing I was not playing Was I playing?

You were playing You were not playing Were you playing?

He was playing He wasn't playing Was he playing?

We were playing We weren't playing Were we playing?

They were playing They weren't playing Were they playing?

Was not = wasn’t

Were not = weren’t

We use the past continuous to say that somebody was in the middle of doing something at a certain time. The action or situation had already started before this time but had not finished:

I started doing I was doing I finished doing

past past now

 This time last year I was living in Brazil.  What were you doing at 10 o’clock last night?  I waved to her but she wasn’t looking.

We often use the past simple and the past continuous together to say that something happened in the middle of something else:  Tom burnt his hand when he was cooking the dinner.  I saw you in the park yesterday. You were sitting on the grass and reading a book.  While I was working in the garden, I hurt my back.

There are some verbs (for example, know/want/believe) that are not normally used in the continuous.  We were good friends. We knew each other well. (not “we were knowing)  I was enjoying the party but Chris wanted to go home. (not “was wanting”)

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Exercise #9. Use your own ideas to complete these sentences. Use the past continuous.

1. Tom burnt his hand while he _____was cooking the dinner______.

2. The doorbell rang while I ______.

3. We saw an accident while we ______.

4. Mary fell asleep while she ______.

5. The television was on but nobody ______.

Exercise #10. Put the verbs into the correct form, past continuous or past simple.

1. Jane ___was waiting____ (wait) for me when I __arrived__ (arrive).

2. What ______(you/do) this time yesterday? I was asleep.

3. ______(you/go) out last night? No, I was too tired.

4. Was Carol at the party last night? Yes she ______(wear) a really nice dress.

5. How fast ______(you/drive) when the accident ______(happened)?

6. John ______(take) the photograph of me while I ______(not/look).

7. We were in a very difficult position. We ______(not/know) what to do.

8. I haven’t seen Alan for ages. When I last ______(see) him. He ______(try) to find a job in London.

9. I ______(walk) along the street when suddenly I ______(hear) footsteps behind me. Somebody ______(follow) me. I was frightened and I ______(start) to run.

10. When I was young, I ______(want) to be a bus driver.

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READING.

SUSAN HAD A PARTY LAST WEEK

Susan had invited all her friends to her house. She had invited her friends from work, her friends from university, and her friends from her neighborhood. The guests started arriving at around 7 o’clock for dinner.

Susan’s best friend, Cindy, was there, wearing a red dress. And Susan’s boyfriend, Tom, was wearing a blue suit and looked very handsome.

Cindy’s boyfriend wasn’t there, because he was travelling for business. He was negotiating a big contract in Sao Paolo that day. He had left the day before, and wouldn’t be back for two more days.

Susan had made lasagna, which was very good. She had made enough lasagna for 30 people! She had also made salad and stuffed eggplant. Everything was delicious.

Her friends brought wine to the party. Everybody talked and drank wine and had a good time. While they were eating, they talked about their lives and about the political situation in their country (which was terrible, like everywhere else).

Susan hadn’t made anything for dessert, so they ate chocolate ice cream, which was delicious.

Around 11 o’clock everyone left, except Cindy, who stayed to help Susan clean up.

Some people caught taxis to go home, and some people took the subway. Other people walked.

After Susan and Cindy had finished cleaning up, they sat on the sofa and had another glass of wine and relaxed. It had been a good night, and they were both very tired.

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Exercise #11. Based on the previous reading, put a check ( ) on the statement that is true and an (x) on the one that is false.

1. Susan had invited only her friends from work. ( )

2. Susan’s best friend name is Cindy. ( )

3. Cindy’s boyfriend was in the party. ( )

4. Some people had to take a taxi after party. ( )

5. Instead of a dessert, they ate chocolate ice cream. ( )

6. Susan’s friends brought whisky to the party. ( )

7. Everybody go home around ten at night. ( )

8. Susan had made spaghetti for thirty people. ( )

9. As soon as Susan and Cindy had finished cleaning up, they sat on the sofa. ( )

10. They finished the day with a lot of energy. ( )

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READING.

Some Celebrities Care More About Helping The World Than Camera Time

Because hey, philanthropy from rich movie stars actually works sometimes. Any celebrity can write a check for a good cause. But which celebrities stand for something beyond some typical good philanthropic PR (public relations)?

Before getting all warm-hearted and generous with your PayPal account, there has been a fair number of celebrity charity scams—mainly, it being a tax writeoff—proving that it's not all virtuous. Take Wyclef Jean's foundation, which went under because of embezzled funds that were intended to help locals after the Haiti earthquake, or NBA player Lamar Odom's cancer foundation for children that allegedly never spent any funds on actual cancer research.

Before you donate to any celeb foundations, check their status on Charity Watch or Charity Navigator. In the meantime, here are some legit charitable celebrities who are making an impact in doing some good in the world.

10. Leonardo DiCaprio The Titanic actor and climate activist founded the Leonardo DiCaprio Foundation, which has helped raise $61 million since 1998 in supporting over 65 organizations that help out with various causes from wildlife conservation to climate change awareness and indigenous rights.

9. Bill Gates The internet kingpin and nerd supreme took his Silicon Valley cash and decided to change the world in another good way. The Bill and Melinda Gates Foundation helps provide health care and education to those living in poverty in developing countries. They have donated $3 billion in grants to HIV organizations across Africa so anyone can get tested for HIV for free. They've also donated $2 billion in grants to help eliminate malaria with vaccines and preventative drugs for women and children. They are currently working on a family planning project which will bring birth control to 120 million women in developing countries by 2020.

8. Chaka Khan The soul songstress has a namesake foundation devoted to assisting at-risk women and children in Los Angeles. The Chaka Khan Foundation has a number of education and professional development programs for children, teenagers and young adults. Among their programs, No Excuses is a mentorship program which connects youth who have recently served time in detention facilities with local business mentors in Los Angeles. The Scholars Building Scholars program, a partnership with the University of Southern California, provides one-on-one tutoring for 60 elementary school students in South Central who need to bring up their grades. Khan also helps fund programs with autism. The Chaka Supports Autism Initiative partners with the Autism Speaks to provide vocal training programs for autistic children who have difficulty speaking. Her nephew Tallon is autistic.

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7. Elton John Elton John's AIDS Foundation helps victims of sexual abuse in South Africa, and has raised over $220 million towards HIV and AIDS-related causes and research. More than 95 percent is donated to research programs. The foundation claims to have helped 55,000 adolescents in 48 countries in Africa by providing them with a HIV test in 2015 alone. The foundation also helps victims of sexual abuse in a new HIV Adolescent Treatment Centre at the KwaZulu Natal Children's Hospital in Durban, South Africa.

6. Michael J. Fox The former actor has devoted his life to developing the Michael J. Fox Foundation for Parkinson's Research, which has raised $700 million towards finding a cure for the disease. The foundation, which was set up in 2000, has given 91 percent to funded research programs. Their top priority is to develop a treatment that could restore the damaged dopamine neurons in the brains of Parkinson's patients. The foundation also spends its money on creating a Parkinson's vaccine, which will slow the disease's progression on bodies which have been affected by the disease.

5. Tyra Banks The reality TV icon and supermodel founded the TZONE Foundation, which helps young women realize their dreams with a self-esteem building program in Los Angeles. Since 1999, it has grown to help inner-city girls all over the country by fostering a discussion around body image, beauty and battling poverty.

4. Beyoncé The singer has donated $7 million to Temenos Place Apartments, a housing project in her hometown of Houston. The foundation provides affordable, furnished housing to the homeless community, as well as counseling to help the homeless try to become financially independent.

3. Oprah Winfrey The famed TV host and media mogul runs the Oprah Winfrey Leadership Academy Foundation, which supports university graduates as they enter the professional field. Currently, the sixth full class of students have graduated with the foundation. Every August, the group of 100 students meet up with 70 business leaders who work with them as mentors. Winfrey has donated over $50 million to her Chicago-based Oprah Winfrey Foundation, which also offers education programs for women and children.

2. Angelina Jolie One half of former power couple Brangelina is often helping out the United Nations High Commissioner of Refugees. But when she's not, Angelina Jolie is co-running the Jolie-Pitt Foundation, which assists refugee camps in countries like Chad and the Darfur region of Sudan. Before they split, Jolie and Pitt donated $8.4 million to the foundation in 2008, though Jolie also partners with organizations which help orphaned and abandoned children be independent.

1. Matt Damon The guy who was good Will Hunting is also the co-founder of Water.org, a non-profit devoted to raising awareness about clean water globally and funding water sanitizing programs. Funded by grants, it helps partner with local organizations and helps find water cleaning technology so people in developing countries can have access to clean water.

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Exercise #12. Scan the article once again and perform the following:

A. Choose 3 of the 10 celebrity projects. Discuss with a partner why did you select those celebrities and why their projects called your attention. B. How can famous people here in our country contribute to our society? C. If you were millionaire, which would have been your project? Write it down here:

______

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PRONUNCIATION. Pronouncing /ŋ/

/ŋ / as in THANK, BRING and LONG

LIPS: are relaxed and slightly parted.

JAW: is slightly lowered.

TONGUE: curl your tongue up against the back of our mouth.

The ng sound is called the “velar nasal,” which means that you curl your tongue up against the back of our mouth and the air comes out your nose.

The /ŋ/ phoneme is, made through the nose rather than the mouth and it is Voiced, which means you use your vocal cords, but it is defined by the position of your tongue, and is made with the flow of air through the mouth completely blocked.

To produce the /ŋ/ sound, curl the back of your tongue up against the back of your mouth so that it completely blocks your throat then voice out through your nose. The front of your tongue just hangs forward.

[ŋ] SPELLED:

The ŋ sound is most frequently spelled ‘n-g,’ but sometimes is spelled with just and ’n’ when it is in the middle of a word like:

 thank

The most common use of the /ŋ/ phoneme is the ‘i-n-g’ suffix.  building  feeling  working  interesting

The following words should be pronounced with [ŋ]. Repeat them carefully after your teacher.

[ŋ] In the Middle [ŋ] At the End

Thankful Bring Finger Young Stronger Long Thinking Morning

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4. BREAKING NEWS: READ ALL ABOUT IT

SOME USEFUL VOCABULARY

ENGLISH WORD SPANISH TRANSLATION

Admire Admirar

Appearance Aspecto, apariencia

Are good role models Son buenos modelos a seguir

Blogs Blog

Breakups Separación, ruptura, disolución

Celebrity Celebridad

Gossip Chisme

Image Imagen

Latest couples Las últimas parejas

Magazine Revista

Movies Películas

Newspaper Períodico

Nutrition Nutrición

Pictures Fotos

Plastic surgery Cirugía Plástica

Popularity Popularidad

Resent Reciente

Those who inspire us Aquellos quien nos inspira

Treatment Tratamiento

Videos Videos

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GRAMMAR FOCUS

Past Participles

Past participles are used for all perfect tense forms of a verb and in the passive voice in English. For regular verbs, we normally add ED to form its past participle. Unfortunately for irregular verbs there are no rules and it is just a matter of practice (check the list on Apendix).

El pasado participio es la forma del verbo que, en español tiene las terminaciones "ado", "ido", “to”, “so” y “cho”. Siempre se usa con un verbo auxiliar.

The highlighted words below are examples of past participles:

1. Present perfect • She hasn't finished her assignment yet. • I still haven't found my keys.

2. Past perfect • Chris was ill because he had eaten too much chocolate. • She missed the bus because she hadn't set her alarm.

3. Future perfect • Jamie will have been in Australia for one year in April. • He will have gone by the time you arrive.

4. Conditional perfect (Third Conditional) • If his passport had not been stolen, Adam would have gone to Brazil. • I wouldn't have known if you hadn't told me.

5. Passive Voice • The west coast of The USA was struck by torrential rain last night. • The painting was stolen in the middle of the night.

Participles as adjectives

Past Participles can also be used like an adjective in front of a noun: • The stolen baby was found by the police unharmed. • Dean's broken arm was set in plaster by the doctor at the hospital. • Please bring all of the required documents for your interview tomorrow.

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 Los verbos que terminan con consonante antes de la "y", se cambia la letra "y" por "i", y se agrega la terminación "ed". Ejemplos: supply / supplied abastecer | abastecido

try / tried intentar | intentado

 Los verbos que terminan con vocal antes de la "y", simplemente agregamos la terminación "ed" sin ningún otro cambio. Ejemplos: employ / employed emplear | empleado

Spelling -ED Ending Rules

The following is a guide to the correct spelling of words ending -ED.

Remember: Not all words that end in -ED are verbs in the past tense. Sometimes they are Past Participles or they could even be Adjectives ending in -ED. For now we will mostly use verbs in the Past Tense as examples though the same rules apply to all words ending in -ED

The general rule when changing a word (or verb) into its -ED form is just to add -ED to the end of it.

 He played with his dog in the backyard.  I waited for them to invite me.  She worked until late last night.  It rained all day.

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Spelling Exceptions

The following exceptions exist when spelling words ending in ED:

1. If a word ends in an E we just add the D to the end.

 I lived in Japan for two years and then moved to Thailand.  I loved the surprise you had for me.  He smiled when he saw his wife come through the door.  They danced until their feet hurt.

2. If the word ends in a Consonant + Vowel + Consonant, we double the final consonant and add ED.

 The policeman stopped the thief from escaping.  He admitted that he was wrong.  We planned a surprise birthday party for our friend.  I referred the students to the website where they could practice some more.  They committed a serious crime and will end up in jail.

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3. If a two-syllable verb ends in a Consonant + Vowel + Consonant, we DO NOT double the final consonant when the stress is on the FIRST syllable.

 What happened?  I entered through the back door.  She was offered a new position with a higher salary.  Many people are suffered from a lack of food and water.

4. BUT, we DO NOT double the final consonant when the word ends in W, X or Y or when the final syllable is not stressed.

 He fixed his bike.  We enjoyed our time in the North of Chile.  It snowed yesterday.

5. If the verb ends in consonant + vowel + L, we normally double the final L and add ED. Note: In the United States (US) they DO NOT double the L when the accent is on the first syllable.

 I traveled around South America in 2012.  Her beauty marveled us.

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Exercise #13. Complete the following sentences choosing the correct Past Participle form of the verb.

1. I have never ______what you did for me last year. a. forgetted b. forgot c. forgotten d, forgeted

2. Have you ______my ticket to Miami yet? a. read b. booked c. given d. drunk

3. She has finally ______after two weeks with the flu. a. recovered b. been c. thrown d. seen

4. We have not ______the new Brad Pitt movie. a. saw b. sawn c. seed d. seen

5. Have you ______a lot of photos on holidays? a. taked b. took c. taken d. take

6. She can’t go to the party. She hasn’t ______her homework. a. finished b. taught c. did d. learn

7. Eli has ______Adam. a. built b. been c. broken d. married

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8. They have ______their luggage with them. a. bought b. brought c. took d. stolen

9. My brother has ______in trouble lately. a. been b. said c. gone d. given

10. Was that the first time you have ______oysters? a. ate b. eated c. eaten d. drunk

11. Be careful! I have ______oil on the floor. a. leaved b. broken c. spilt d. fallen

12. We are too early! The shops haven’t ______yet. a. opened b. got c. fallen d. grown

13. Have you ever ______a ghost? a. watch b. seen c. saw d. looked

14. How long have you ______here? a. liven b. lived c. done d. did

15. We have ______far today in our new 4X4. a. driven b. flown c. drove d. sailed

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16. Have you ______to your mother today? a. spoke b. told c. spoken d. talken

17. The police have ______the criminal recently. a. bought b. burnt c. stolen d. captured

18. I have ______some rumors about you. a. played b. heard c. say d. spoke

19. He has ______his arm practicing karate. a. hurt b. injure c. thrown d. hurted

20. Dan Brown has ______some wonderful novels. a. writed b. wrote c. written d. write

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READING.

Why do pilots say "Roger"

Since the earliest days of aviation, effective communication between ground staff and pilots has been a key component of safe flying of aircraft.

Every information the pilot might get or share with the ground staff can be crucial, and it might save the lives of both the aviation personnel and the passengers.

Although aviation communication seems to be a very simple thing to do now, it was one of the most complicated things during the early stages of aviation. Since December 17th, 1903, when the Wright brothers made the first successful flight in history, communication with pilots in the air has been a real challenge.

Visual aids like colored paddles, signal flares, and hand signs were used at the beginning as means of communication. However, the first air-to-ground radio communication used Morse code and operators used short signals in order to save time.

In the times when messages were sent via telegraph (in Morse code), one of those short signals that were used was the letter “R”, as an abbreviation for “received.” This meant that pilots confirmed that they had received the message and the instructions.

But what about flying at night? How did the pilots communicate with ground staff when they started flying at night? Nowadays we can book flights anytime we want, but this was not the case in the early stages of aviation. Finding visual landmarks at night was not an easy task and something that would change that had to be done.

American pilot Jack Knight made the first successful overnight air mail connection in the United States on February 22nd, 1921, but without effective communication, this would be impossible for him. Thanks to the signal fires along the flight path lit by post office employees, airfield managers, and even local farmers, Knight was able to succeed and by doing that he also secured himself a place in history.

Aviation communication is not just an important and essential subject, but it also has a fascinating history. At some point in our lives, we have all heard a pilot using the word “Roger.” Some of us have heard it in real life, but most people know that pilots often use that word from movies and television.

Anyone who has watched the 1980 American satirical parody film “Airplane” probably remembers the following quote:

Co-Pilot Roger Murdock (to Capt. Oveur): We have clearance, Clarence. Capt. Oveur: Roger, Roger. What’s our vector, Victor?

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But why do pilots use the word “Roger” and what does it mean? When pilots stopped using “Morse” code and switched to voice operation, they used the word “Roger,” which was the phonetic designation for the letter “R,” which was previously the abbreviation for “received.”

“Roger” became the designation for R in 1927 as part of the first phonetic alphabet, developed by the International Telegraph Union. But why they didn’t use received instead of “Roger?” It was 1943 when the term became popular, and there is a logical explanation why. Not everyone spoke English during World War II, and the term became part of the international ‘aviation language.’

The British and American military used the following phonetic alphabet during World War II:

“Able, Baker, Charlie, Dog, Easy, Fox, George, How, Item, Jig, King, Love, Mike, Nan, Oboe, Peter, Queen, Roger, Sugar, Tare, Uncle, Victor, William, X-ray, Yoke, Zebra.”

Both the British and American military used “Roger” frequently during the war, and in 1957 it was replaced by “Romeo,” but by 1957 “Roger” was already synonymous with received.

Today, “Romeo” is a part of the phonetic alphabet, which is adopted worldwide:

“Alpha, Bravo, Charlie, Delta, Echo, Foxtrot, Golf, Hotel, India, Juliet, Kilo, Lima, Mike, November, Oscar, Papa, Quebec, Romeo, Sierra, Tango, Uniform, Victor, Whiskey, X-Ray, Yankee, Zulu.”

But what do pilots actually mean when they use the words “Roger Wilco?” We now know what “Roger” means and “Wilco” is just the short form of “will comply.”

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Exercise #14. Read the text again, you will find some underlined words in it. Classified the words in the chart below.

Verb in past participle Verb in infinitive Tense the verb is applied

been Be Present Perfect

Exercise #15. Choose three past participle verbs from the exercise #14, and write three sentences where you can use them. Check the tense and don’t forget the rules.

1. Past Participle Verb: ______

______.

2. Past Participle Verb: ______

______.

3. Past Participle Verb: ______

______.

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Exercise #16. CROSSWORD PUZZLE

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PRONUNCIATION. Pronouncing /t/

/t/ as in TOP, STUDY and LET

LIPS: are protruded and slightly parted.

JAW: is slightly lowered.

TONGUE: is against the area behind the top teeth.

The following words should be pronounced with [t]. Repeat them carefully after your teacher.

[t] At the Beginning [t] In the Middle [t] At the End tell /tel/ twitter /twɪtə/ against /ə’genst/ try /traɪ/ start /stɑːt/ tight /taɪt/ time /taɪm/ study /ˈstʌdi/ night /naɪt/ talk /tɔːk/ control /kənˈtrəʊl/ thought /θɔːt/

[t] SPELLED:

The /t/ phoneme is normally spelled with the letter “t” as in the words:

 last /lɑːst/  into /’ɪntʊ/  between /bɪ’twiːn/  let /let/

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PRONUNCIATION. Pronouncing /d/

/d/ as in DO, DAY and DIE

LIPS: are protruded and slightly parted.

JAW: is slightly lowered.

TONGUE: is against the area behind the top teeth.

The following words should be pronounced with [d]. Repeat them carefully after your teacher.

[d] At the Beginning [d] In the Middle [d] At the End director /dəˈrektə/ idea /aɪˈdɪə/ decide /dɪˈsaɪd/ data /ˈdeɪtə/ understand /ˌʌndəˈstænd/ kind /kaɪnd/ derive /deraɪv/ already /ɔːlˈredi/ word /wɜːd/ develop /dɪˈveləp/ education /ˌedjʊˈkeɪʆən/ friend /frend/

[d] SPELLED:

The /d/ phoneme is normally spelled with the letter “d” as in the words:

 down /daʊn/  president /ˈprezədənt/  already /ɔːlˈredi/  read /riːd/

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UNEXPENCTED SITUATIONS

Linguistic Competencies: Goals

Themes: 1. Home Emergencies 2. Emergency Traveling Situations 3. Unanticipated Appointments 4. Making a Complaint at a Restaurant

Oral and Written Comprehension

 Understand main ideas and some key details in many television, radio, and web based broadcasts/announcements dealing with unexpected situations if the people talk clearly.  Understand the main points of even a relatively long discussion about unexpected situations if the people involved do not speak too quickly.  Understand a small group discussion between two or more native speakers, about unexpected situations if that conversation is unhurried and supported by video recording.  Understand texts of various lengths as long as the words used are familiar and/or concern areas of student interest.  Identify English language sounds using knowledge in phonics, syllabification and word parts.  Understand academic explanations and examples with aid of word list and/or dictionary support.

Oral and Written Production

 Offer suggestions in unexpected situations.  Make complaints and unanticipated appointments in different situations.  Interview others about unexpected situations if the questions have been prepared beforehand. Sometimes, pose a further question without having to pause very long to formulate the question.  Describe unexpected personal situations.  Retell an unexpected situation read/heard in class.  Write a narrative paragraph on a personal experience related to a home emergency, unexceptional traveling situations, unanticipated appointments or complaints, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).

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1. HOME EMERGENCIES THE HUMAN BODY VOCABULARY

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AILMENTS AND INJURIES VOCABULARY

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TREATMENTS AND REMEDIES VOCABULARY

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GRAMMAR FOCUS

WH Question Words

We use question words to ask certain types of questions. We often refer to these words as WH words because they include the letters WH (for example WHy, HoW).

QUESTION WORD FUNCTION EXAMPLE SENTENCE what asking for information about something What is your name? asking for repetition or confirmation What? I can't hear you. You did what? what...for asking for a reason, asking why What did you do that for? when asking about time When did he leave? where asking in or at what place or position Where do they live? which asking about choice Which colour do you want? asking what or which person or people who (subject) Who opened the door? asking what or which person or people whom (object) Whom did you see? whose asking about ownership Whose are these keys? Whose turn is it? why asking for reason, asking what...for Why do you say that? why don't making a suggestion Why don't I help you? how asking about manner How does this work? asking about condition or quality How was your exam? how + adj/adv asking about extent or degree see examples below how far distance How far is Pattaya from Bangkok? how long length (time or space) How long will it take? how many quantity (countable) How many cars are there? how much quantity (uncountable) How much money do you have? how old age How old are you? how come (informal) asking for reason, asking why How come I can't see her?

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 Sometimes we want more than yes or no for an answer. When asking for information, we usually place a question-word at the beginning of the sentence. The question-word indicates the information that we want, for example: where (place), when (time), why (reason), who (person). Look at these examples:

*When the question-word is who, it acts as the subject. **In Present Simple and Past Simple tenses, there is no auxiliary verb with who.

Common Question Structure

The basic structure of a question is:

Exception. Main verb be in Present Simple and Past Simple

 Where is Bombay?  How was she?

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Exercise #1. Choose the correct question words.

1. ______(Where / What) do you live? - I live in London.

2. ______(Why / Who) 's that girl? - She's my sister.

3. ______(How / Why) do you go to school? - By bus.

4. ______(How long / What time) do drugstore open? - At eight O'clock.

5. ______(When / Why) are you wearing that coat? - Because it's hot!

Exercise #2. Write a question about the words in bold.

Example: He drank juice. - What did he drink?

1. They went to Spain.

______?

2. He writes novels.

______?

3. Lacy likes soccer.

______?

4. The girls watched a serial.

______?

5. He discovered the truth.

______?

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Exercise #3. Use the given words/phrases and form Wh-questions.

1. doing / they / what / are

______?

2. to be / the problem / what / seems

______?

3. your / do / how / name / spell / you

______?

4. for / homework / is / what

______?

5. will / have / the surgery / he / when

______?

6. tooth / he / when / lose / did / his

______?

7. is / far / clinic / your / how

______?

8. long / Paris / did / in / Kevin / how / stay

______?

9. like / the / what / was / weather

______?

10. who / is / thinks / maths / easy

______?

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READING.

Exercise #4. Based on the reading, choose the best option that answer the question.

1. Which was the symptoms Andrés felt? a. Headache and fever. b. Headache and pain. c. Headache and nauseous. d. Headache and cold.

2. Where did he go to look for his pills? a. He went to his bedroom. b. He went to the bathroom. c. He went to the kitchen. d. He went to the living room.

3. What time did Andrés get home last night? a. At seven thirty pm. b. At twelve midnight. c. At three am. d. At four am.

4. Why does Andrés not feeling well? a. He drinks and eats too much. b. He drinks a lot of alcohol. c. He hears voices. d. He walks out of the bed.

5. How did he realize that he was not in his apartment? a. He was not wearing pants. b. He heard someone else’s voices. c. He couldn’t find the pills. d. He doesn’t have stairs.

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READING.

ADRENALINE RUSH

Have you ever felt your heart beating so fast that you can hardly breathe? Have you ridden a roller coaster and experienced an emotion so strong that you just decide to ride it two, three, even four times? Have you been in danger of losing your life but still feel like what you are doing is exciting? Well, maybe you, like hundreds of other people, are what could be called an adrenaline addicted person.

Adrenaline is a substance that is released into the body in response to stress. It causes blood to flow faster to the muscles and brain, accelerates respiration and the heartbeats, and stimulates the release of stored energy sources into the blood. When the body gets hurt, it helps to cure it. Some experts have found out that a great number of athletes experience and addiction to adrenaline. This means that they look for activities that will make them feel excited. These athletes say that they feel anxious and nervous before a competition, but instead of getting scared or quitting the sport, they use these feelings to compete and to be better than average athlete.

Xtreme sports are those activities that are dangerous, and that offer adrenaline rushes to the participant. If athletes make a mistake in these sports they could be seriously hurt or even die.

Several sports are considered “extreme” because they are a variation of a more secure sport. Most of these sports are considered deadly because in the past, the equipment used to practice them was not appropriate enough, and the athlete was often hurt or even ended up dead. Currently, technological advances and research have designed special equipment for these types of sports. Most of the accidental deaths happen to experienced participants because they are too confident in themselves, and this confidence leads them make bad decisions. To practice these sports, the athlete needs specialized training and equipment. Experts say that it is very important to check the equipment before and after using it to avoid accidents.

There are sports which are practiced without any professional training such as skateboarding and mountain biking. Other sports such as skydiving and paragliding require the participant to obtain a license before practicing these dangerous activities.

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Exercise #5. Based on the reading, choose the best option that answer the question.

1. What is adrenaline? a. It is an addiction. b. It is a substance that is released into the hand. c. It is a power a person gets from medicines. d. It is a substance that is released into the body in response to stress.

2. It causes blood to flow faster to the muscles and brain, accelerates respiration and the heartbeats, and stimulates the release of stored energy sources into the blood. What does the last statement refers to?

a. X-treme Sports. b. Adrenaline. c. Average athletes. d. Brain.

3. Why in the past x-treme sports were considered mortal?

a. Because there are sports which are practiced without any professional training b. Because the equipment used to practice them was completely appropriate for it. c. Because the equipment used to practice them was not appropriate enough. d. Because they are a variation of a less secure sport.

4. Which x-treme sports do require a license to be practiced?

a. skydiving and paragliding. b. skydiving and skating. c. skiing and paragliding. d. roller-skating and skating.

5. What do experts recommend? a. Just take the equipment and practice the sport. b. it is very important to check the equipment before and after using it to avoid accidents. c. Felling fear enough. d. Check the equipment after using the equipment.

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GRAMMAR FOCUS

Phrasal Verbs

 Los Phrasal Verbs son verbos a los que acompaña un adverbio (phrasal verb) o preposición (prepositional verb) modificando el sentido del verbo al que acompañan.

 Estas expresiones se forman combinando verbos con preposiciones o con adverbios. El significado de estos verbos compuestos puede ser muy distinto al que podríamos deducir del significado individual del verbo y preposición (o adverbio) de los que se compone.

 La importancia de los phrasal verbs radica en que tienen un uso muy común en inglés. Ten presente también que un mismo phrasal verb puede tener varios significados.

We often use verbs with the following words:

In on up away round about over by Out off down back through along forward

So you can say:

Put on / get on / take off / run away, etc. These verbs are phrasal verbs.

We often use out/off/up, etc, with verbs of movement. For example:

Get on | The bus was full. We couldn’t get on. Drive off | A woman get into the car and drove off. Come back | Sally is leaving tomorrow and coming back on Saturday. Turn round | When I touched him on the shoulder, he turned round.

But often the second word (out/off/up, etc.) gives a special meaning to the verb. For example:

Break down | Sorry I’m late. The car broke down. (= the engine stopped working) Look out | Look out! There’s a car coming. (= be careful) Take off | It was my first flight. I was nervous as the plane took off. (= went into the air) Get up | I was very tired this morning. I couldn’t get up. (= get out of the bed) Get on | How was the exam? How did you get on? (= how did you do?) Get by | My French isn’t very good but it’s enough to get by. (= to manage)

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Sometimes a phrasal verb is followed by a preposition. For example:

Phrasal Verb Preposition Run away from | Why did you run away from me? Keep up with | you’re walking too fast. I can’t keep up with you. Look forward to | Are you looking forward to your holiday? Cut down on | Jack is trying to cut down on smoking (= reduce smoking)

Sometimes a phrasal verb has an object. Usually there are two possible positions for the object. So you can say:

object object

I turned off the light. Or I turned the light off.

If the object is a pronoun (it/them/me/him etc.), only one position is possible:

I turned it off. (not I turned off it)

Exercise #6. Complete the sentences using one of these phrasal verbs (in the correct form) from the box:

Break down drop out (= stop taking part in something) clear up (= become brighter – for weather) move in (= start living in house etc) close down (= go out of business) show off (= show how clever you are) doze off (= fall asleep) turn up (= appear / arrive)

1. Sorry I’m late. The car ______break down______on the way here.

2. I arranged to meet Jane after work last night but she didn’t ______.

3. We’ve bought a new house. Oh! Have you? When are you ______.

4. There used to be a shop at the end of the street but it ______a year ago.

5. I ran in a marathon last week but I wasn’t fit enough. I ______after 15 kilometers.

6. We all know how wonderful you are. There’s no need to ______.

7. I was very tired. I sat in the armchair and ______.

8. The weather is horrible at the moment, isn’t it? I hope it ______later.

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READING.

SEEING A DENTIST

Little Johnny hated going to see the dentist. It wasn't that his dentist was nasty; it was that Johnny wasn't too fond of sweets.

His dentist had warned him that his teeth would fall out if he kept up eating candy. Time and time again, the dentist had told him to cut out sweet food or at least cut down on the amount he ate.

As he lay down in the dentist's chair, all the horrible memories from his last visit came back to him. On that occasion, the dentist had to pull out one of his teeth! The pain was terrible - even with the anesthetic the dentist had given him. When the anesthetic wore off it was difficult for him to eat or chew anything at all.

This time the check up was much better. His dentist checked out his teeth, made him wash out his mouth with pink liquid and then told him to spit it out into the sink. That was it. No problems and no pain! Johnny was delighted and so was his dentist. Johnny has finally learned his lesson and was taking better care of his teeth. Well done, Johnny!

Here's a definition of the phrasal verbs listed above: fall out - to separate. When one thing separates from another thing. Often used with teeth and hair. keep up - continue. cut out - stop. cut down - reduce / consume less. lie down - to put your body in the position where it is flat and horizontal - like being in bed. come back - remember pull out - remove using force. wear off - the effects of something like a drug/medicine end gradually. check up (noun) - inspection or examination. check out - inspect, examine or investigate. wash out - use water or a liquid to clean the inside of something. spit out - to force something out of your mouth, especially saliva or liquid.

Remember that phrasal verbs often have more than one meaning. The definitions shown here only refer to the context in which they are used above.

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Exercise #7. Now try choosing the correct phrasal verb for each sentence:

1. No chewing gum in class! ______! a. Pull it out b. Wear it off c. Fall it out d. Spit it out

2. I don't remember now. It'll ______to me later.

a. keep up b. wash out c. cut down d. come back

3. ______Tom's new car! It's cool!

a. Spit out b. Check out c. Check up d. Cut out

4. I've ______from 10 cigarettes a day to 5.

a. fall out b. cut down c. pull out d. cut out

5. My fathers hair started ______when he was 30.

a. washing out b. pulling out c. falling out d. waring off

6. I'm very happy with your progress. ______the good work.

a. Pull out b. Lie down c. Cut out d. Keep up

7. The effects of the drugs started to ______after 4 hours. a. pull out b. wear off c. spit out d. check out

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2. EMERGENCY TRAVELING SITUATIONS

ENGLISH SPANISH WORD TRANSLATION SPANISH WORD ENGLISH TRANSLATION Aduana: Customs Oficina de información: Information office Agencia de viajes: Travel agency Oficina de objetos perdidos: Lost property office Albergue: Hostel Parador: State-run hotel Billete, tiquete: Ticket Pasajero: Passenger Billete de ida: Single ticket Pasaporte: Passport Billete de ida y vuelta: Return ticket Pensión: Boarding-house Bolsa de viaje: Travel bag Pensión completa: Full board Cheque de viaje: Traveller's check Polizón: Stowaway Consigna (equipaje): Left-luggage office Precio del billete: Fare Destino: Destination Regreso ; Vuelta: Return Documentación: Papers Reserva: Reservation Documentos del automóvil: Car's documents Residencia: Residential hotel Equipaje: Luggage Retraso: Delay Equipaje de mano: Hand luggage Ruta: Route Equipaje permitido: Baggage allowance Sala de espera: Waiting room Estancia: Stay Salida: Departure Exceso de equipaje: Excess baggage Seguro de viajes: Travel insurance Excursión: Excursion ; Outing Taquilla: Ticket office Excursionista: Tripper Tarjeta de identidad: Identity card Fonda ; Posada: Inn Tienda de campaña: Tent Frontera: Frontier ; Border Turismo: Tourism Gira: Tour Turista: Tourist Guía (grupo turistas): Guide ; Courier Viajante ; Viajero: Traveller Guía (libro): Guidebook Viaje: Journey ; Trip Habitación doble: Double room Viaje de ida: Outward journey Return journey ; Round Habitación individual: Single room Viaje de ida y vuelta: trip Horario: Timetable Viaje de negocios: Business trip Hotel de lujo: Luxury hotel Luna de Miel: Honeymoon Itinerario: Itinerary Viaje de recreo: Pleasure trip Llegada: Arrival Viaje de turismo: Holiday Maleta: Suitcase Viaje organizado: Organized tour Mapa: Map Visado: Visa Máquina de tiquetes Ticket machine Visado de estancia: Permit to stay Media pensión: Half board

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CRIME AND EMERGENCIES

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CONVERSATION. Happy Birthday!

Angie: Are you going to do anything exiting this weekend?

Philip: Well, I’m going to celebrate my birthday.

Angie: Fabulous! When is your birthday, exactly?

Philip: It’s August ninth – Sunday.

Angie: So what are your plans?

Philip: Well, my friend Kayla is going to take me out for dinner.

Angie: Nice! Is she going to order a cake?

Philip: Yeah, and the waiters are probably going to sing “Happy Birthday” to me. It’s so embarrassing.

GRAMMAR FOCUS

Future Tense with “BE + GOING TO”

Subject + Verb to be (am/is/are) + going to + Main Verb + Objects.

 I am going to celebrate my birthday.  I am going to stay home.  She is going to invite all my friends.  He is going to call 911.  They are going to sing “Happy Birthday”.  We are going to take you out for dinner.

The structure BE GOING TO is normally used to indicate the future in English. We use this structure:

1. When we have already decided or we INTEND to do something in the future. (Prior Plan)

The decision has been made before the moment of speaking.

 I'm going to India next year.  We talked about it yesterday and I'm going to quit my job tomorrow.

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2. When there are definite signs that something is going to happen. (Evidence)

Something is likely to happen based on the evidence or experience you have.

 It's so cold! I think it is going to snow

The man can’t see where he is walking. There is a hole in front of him.

He is going to fall into the hole.

When we say that “something is going to happen”, the situation now makes us believe this. The man is walking towards the hole now, so he is going to fall into it.

Going to

3. When something is about to happen:

 Get back! The bomb is going to explode.

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Positive & Negative Sentences

The positive and negative structures for Be Going To are as follows:

Questions with BE GOING TO

Questions are formed by changing the order of the subject and the verb BE:

You are going to be sick if you eat that. (Positive sentence) Are you going to be sick if you eat that? (Question)

We are going to take orange juice to the party. (Positive sentence) Are we going to take orange juice to the party? (Question)

Gonna Sometimes when we speak quickly, GOING TO sounds like GONNA. While it is grammatically incorrect, it is used a lot in very informal English. You will also occasionally see the word Gonna written in song titles or in song lyrics.

I'm gonna go to the beach tomorrow. = I'm going to go to the beach tomorrow. He's gonna bring his girlfriend to the party. = He's going to bring his girlfriend to the party.

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Exercise #8. Complete this conversation with the correct form of be going to. Then practice with a partner.

A: What ___are__ you __going to do__ (do) for Halloween?

B: I don’t know. I ______(not do) anything special?

A: Well, Pat and I ______(have) a party. Can you come?

B: Sure! Where ______you ______(have) the party?

A: It ______(be) at Pat’s house.

B: What time ______the party ______(start)?

A: At 6:00. And it ______(end) around midnight.

B: Who ______you ______(invite)?

A: We ______(ask) all our good friends.

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READING.

Exercise #9. Read the article. Then correct these sentences.

1. To celebrate her birthday, Elena is going to pull on her friend’s ears. 2. Yan-Ching is going to cook some noodles on her birthday. 3. On his birthday, Mr. Aoki is going to buy something red. 4. Philippe’s friends are going to take him out to dinner on his birthday.

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READING.

How to Plan a Trip

Traveling can be tricky for a newbie. If you want to take a trip to a new place abroad or which is far away from where you live, you may need to make a good plan in order to avoid troubles during the trip. So once you know where you want to go, you should decide when and how you are going to go there.

Many people take a trip during holidays because that is the time when they can take a break from work or studies. Unfortunately, traveling during holiday season may not be a good choice as prices for flight tickets and hotel rooms are usually higher than the off-season period when tourism is not booming. If you have a limited budget, you may consider taking a day off work during the off-season when prices are lower and discounted.

Your budget will also determine what means of transportation you are going to use. Taking a road trip might be cheaper, but you should be in good shape and prepare your car for a long trip. If you choose to fly, you may have to take public transportation to get around in your holiday destination. Whether you take a taxi, subway or bus, you should know where you are going based on the itinerary that you have planned before and make sure you know the routes and the fares.

Next, calculate your costs. What kind of accommodation do you want? If you take a road trip, you may prefer to stay in a motel. Hostels are cheaper, but today you can search online and find hotels offering rooms with low rates. If the costs are more than you can afford, make cuts where you can. You may cut expenses for eating out or even cut the trip short and get back before the holiday season ends.

Once you are exactly sure of where and when you want to go, how you will get there and where you are going to stay, make your reservations. You can book your flight and accommodation online and even many attractions have ticket sales online so you can skip the lines and enjoy the attraction right in. You may also consider taking travel insurance. You will have some protection in case you could not travel during the time your tickets are booked for. If you plan to travel internationally, keep your passport, travel documents, visas and similar items in one place to ease you in accessing them.

Lastly, pack light. Heavy luggage will only restrict your movement and cause discomfort. A few basic shirts and pants or shorts will do and roll them when packing to save room for souvenirs.

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Exercise #10. Reading comprehension questions that go with the above reading passage.

1. When is the best time to take a cheap trip? a. During the holiday season. b. During the off-season. c. During the peak period. d. During the day off.

2. What is the advantage of taking a road trip compared to flying? a. A road trip is longer. b. A road trip could be dangerous. c. A road trip is usually cheaper. d. A road trip requires you to be in good shape.

3. If your budget for accommodation is very limited, you can do the following, EXCEPT: a. Stay in a luxury hotel. b. Stay in a hostel. c. Cut your trip short. d. Find a low rate hotel room.

4. What is travel insurance for? a. To protect your health during the trip. b. To give protection if you lose your luggage. c. To give protection when traveling. d. To give protection if you should cancel your booking.

5. Why should you bring light luggage? a. To restrict your movement. b. To save your energy. c. To ease you in moving around. d. To give space for camping equipment.

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Exercise #11. What is going to happen in these situations? Use the words in brackets.

1. There are a lot of black clouds in the sky. (rain) ___It’s going to rain______.

2. It is 8:30 AM. Jack is leaving his house. He has to be at work at 8:45 AM but the journey takes 30 minutes. (late) He ______.

3. There is a hole in the bottom of the boat. A lot of water is coming in through the hole. (sink) The boat ______.

4. Emma is driving. There is very little gasoline left in the thank. The nearest gas station is a long away. (run out) She ______.

5. Is 7:30 am and Sarah and John are traveling from Spain to Costa Rica. They are at the hotel and the flight departs at 9:00 AM. The hotel is 45 minutes away from the airport. (miss) They ______.

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GRAMMAR FOCUS

Future Tense with “WILL”

Subject + Auxiliary “Will” + Main Verb (infinitive) + Objects.

 I will buy a ticket for next week.  That looks heavy. I will help you with it.  She will rent a car as soon as she gets there.  We will ask people some help.

We normally use WILL to speak about the future. It is always combined with another verb. Since WILL is classified as a modal verb (like can, would, could, should) it has the same characteristics:

 It does not change in the third person (i.e. he, she, it)  It is always combined with another verb in the base form (i.e. without 'to')  We don't use it with 'Do' in questions or negatives.

Examples of Will:  I will go to the cinema tonight.  He will play tennis tomorrow.  She will be happy with her exam results.  They will take the bus to the South next week.

When to use WILL

We use WILL in the following circumstances:

1. For things that we decide to do now. (Rapid Decisions)

This is when you make a decision at that moment, in a spontaneous way.  I'll call a taxi for you.  I think we'll go right now. (I just decided this right now)  Which one? Um, I will have the chicken sandwich please.

2. When we think or believe something about the future. (Prediction)

This can be based on personal judgement or opinion.  The President will not be re-elected at the next election.  I think it will rain later so take an umbrella with you.  I think you will find the movie interesting.

Notice how you often use "I think..." before the subject + will.

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3. To make an offer, a promise or a threat.

 You look tired. I'll finish the dishes for you.  I will do my best to help you.  If you say anything I will kill you!  I will have it ready by tomorrow.  I'll drive you to work if you want.  Don't worry, I won't tell anyone. (won't = will not)

4. For a habit that is a predictable behavior

 My daughter will fall asleep as soon as she is put into bed.  He will give up if he starts losing. He always does that.

5. You use WON'T when someone refuses to do something.

 I told him to clean his room but he won't do it.  She won't listen to anything I say.

Negative Sentences with WILL

In the negative, we add NOT to the end of WILL and not to the main verb. (= will not)

Examples:  I will not be in the office tomorrow. (correct) I will be not in the office tomorrow. (Incorrect)  They will not stay here. (correct) They will stay not here. (Incorrect)

Contractions It is possible to use contractions in both positive and negative sentences. With positive contractions WILL becomes 'LL and is joined to the subject:

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With negative contractions, will not becomes won't:

Questions To form a question using WILL, we reverse the order of the subject and WILL:

Examples:

Will they win the cup?

- Yes, they will. - No, they won't.

Will you tell him the truth?

- Yes, I will. - No, I won't.

Will she get angry?

- Yes, she will. - No, she won't.

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GRAMMAR FOCUS

190

READING.

“My Future Plans and Expectations”

1. Will the student in the text above be tested in French language?

______.

2. What will he do after his graduation?

______.

3. Does he want to travel and visit other countries?

______.

Exercise #13. Match each word with its appropriate meaning.

Career ( ) a. To get a university or college degree.

Graduate ( ) b. Profession or job that people have a salary for the performed work.

Hobby ( ) c. Arrangement for doing something.

Plan ( ) d. An activity that we do for pleasure in our free times.

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Exercise #14. Complete the sentences with I’ll + a suitable verb.

1. I’m too tired to walk home. I think ___I’ll get _____ a taxi.

2. It’s a bit cold in this room. Is it? ______on the heating then.

3. We haven’t got any milk. Oh, haven’t we? ______and get some.

4. Do you want me to do the washing-up? No, it’s all right ______it.

5. I don’t know how to use this computer. Ok, ______you.

6. Would you like tea or coffee? ______coffee, please.

7. Goodbye! Have a nice holiday. Thanks ______you an email.

8. Thank you for lending me your camera. ______it back to you on Monday, OK?

9. Are you coming with us? No, I think ______here.

10. It’s your flight departing today? No, it ______tomorrow.

Exercise #15. Read the situations and write sentences with I think I’ll… or I don´t think I’ll…

1. It’s a bit cold. You decide to close the window. You say __I think I’ll close the window__.

2. You are feeling tired and it’s quite late. You decide to go bed. You say:

I think ______.

3. A friend of you offers you a lift in his car but you decide to walk. You say:

Thank you but ______.

4. You arranged to play tennis today. Now you decide that you don’t want to play. You say:

I don’t think ______.

5. You were going to go swimming. Now you decide that you don’t want to go.

______.

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3. UNANTICIPATED APPOINTMENTS

VOCABULARY OCCUPATIONS I

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VOCABULARY OCCUPATIONS II

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GRAMMAR FOCUS

Normally in the present tense we add S to the end of the verb in the 3rd person (He, She, It).

 He speaks three languages.  She drinks coffee every morning.  My dog hates my cat.

Irregular Verbs

Irregular verbs in English in the present tense follow very simple rules. The only change that is made to these verbs is in the third person – for He, She or It.

1. If the verb ends in SS, X, CH, SH or the letter O, we add + ES in the third person.

 A mechanic fixes cars.  She watches soap operas every afternoon.  He kisses his wife before he goes to work.

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2. If the verb ends in a Consonant + Y, we remove the Y and + IES in the third person.

 Isabel studies every night.  The baby cries all the time.  He denies all responsibility.

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READING.

Tom’s Job

Tom works at a bank. He is the manager. He starts work every day at 8:00 am. He finishes work every day at 6:00 pm. He lives very close to the bank. He walks to work every day. His brother and sister also work at the bank. But, they do not live close to the bank. They drive cars to work. They start work at 9:00 am. In the bank, Tom is the boss. He helps all the workers and tells them what to do. He likes his job. He is also very good at his job. Many customers like Tom, and they say hello to him when they come to the bank. Tom likes to talk to the customers and make them feel happy. Tom really likes his job.

Exercise #16. Based on the reading, answer the following questions.

1. What time does Tom start work? a. 9.00 am b. 8:00 am

2. Does Tom drive a car to work? a. No b. Yes

3. Does Tom live close to the bank? a. No b. Yes

4. Does Tom talk to customers? a. Yes b. No

5. How does Tom feel about his job? a. Bad b. Good

Exercise #17. Complete the following sentences using Simple Present Tense and the phrase “need to …”

1. I have a terrible toothache. I __need to make an appointment with the dentist__.

2. My son is not feeling fine today. He ______.

3. My car engine broke up today and it is not working. I ______.

4. Ana’s driving license is expired. She ______.

5. Marcela and I like to go the movies. We ______.

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GRAMMAR FOCUS

Future Continuous

Subject + will + be + main verb + -ing ending + Complements.

Kevin loves football and this evening there is a big football match on television. The match begins at 7:30 PM and ends at 9:30 PM. Paul wants to see Kevin the same evening and wants to know what time to come to his house.

PAUL: Is it all right if I come about 8:30 PM? KEVIN: No, I’ll be watching the football then. PAUL: Well, what about 9:30 PM? KEVIN: Fine. The match will have finished by then.

I will be doing something (future continuous) = I will be in the middle of doing something. The football match begins at 7:30 PM and ends at 9:30 PM. So during this time, for example at 8:30 PM, Kevin will be watching the match.

Check on another examples:

 I am going on holiday on Saturday. This time next week I’ll be lying on a beach or swimming in the sea.

Exercise #18. Read about Colin. Then you have to tick ( ) the sentences which are true. In each group of sentences at least one is true.

Colin goes to work every day. He leaves home at 8 o’clock and arrives at work at about 8:45. He starts work immediately and continuous until 12:30 when he has lunch (which takes about half an hour). He starts work again at 1:15 and goes home at exactly 4:30. Every day he follows the same routine and tomorrow will be no exception.

1. At 7:45

a. He will be leaving the house. b. He will have left the house. c. He will be at home. d. He will be having breakfast.

2. At 8:15

a. He’ll be leaving the house. b. He’ll have left the house c. He’ll have arrived at work. d. He’ll be arriving at work.

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3. At 9:15

a. He’ll be working. b. He’ll start work. c. He’ll have started work. d. He’ll be arriving at work.

4. At 12:45

a. He’ll have lunch. b. He’ll be having lunch. c. He’ll have finished his lunch. d. He’ll have started his lunch.

5. At 4 o’clock

a. He’ll have finished work. b. He’ll finish work. c. He’ll be working. d. He won’t have finished work.

6. At 4:45

a. He’ll leave work. b. He’ll be leaving work. c. He’ll have left work. d. He’ll have arrived home.

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4. MAKING A COMPLAINT AT A RESTAURANT

VOCABULARY RESTAURANT I

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VOCABULARY RESTAURANT II

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GRAMMAR FOCUS

Present Perfect Progressive Tense (Complaints)

Subject + has / have + been + Main Verb + -ing + Complements.

EXAMPLES:

 I've been waiting for over 30 minutes and my meal still hasn't come.

 I have been on the phone for over 40 minutes waiting for your answer.

*We use the present continuous for an activity that has recently stopped or just stopped.

Exercise #19. Read the situation and complete the sentences.

1. The rain started two hours ago. It´s still raining now. It __has been raining _ for two hours.

2. We started waiting for the meal 30 minutes ago. We are still waiting now. We ______for 30 minutes.

3. I started English classes in December. I’m still learning English now. I ______since December.

4. Ann began looking for a job six months ago. She’s still looking now. I ______for six months.

5. Mary started working in Heredia on 18th January. She’s still working there now. She ______since January 18th. .

6. Years ago you started writing to a penfriend. You still write to each other regularly now. We ______for years.

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READING.

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Exercise #20. Based on the reading before, write 4 complaints on services you consider a customer can complain.

1. AT THE BANK.

______.

2. AT THE SUPERMARKET

______.

3. BY PHONE

______.

4. AT THE HOSPITAL

______.

Exercise #21. Correct the errors in the following two sentences.

1. Jane has lost weight. She had been dieting for months now.

______.

2. That man is making me nervous. He has stared at me all evening.

______.

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PRONUNCIATION. Pronouncing /ʃ/

[ ʃ ] as in SHE, SHOULD and SHORT

LIPS: are rounded and slightly parted.

JAW: is slightly lowered.

TONGUE: your tongue is away from the teeth clenched.

The ʃ sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiceless palato-alveolar sibilant’. This means that you create friction through clenched teeth by directing air flow through a narrow channel formed along the middle of the tongue.

The following words should be pronounced with /ʃ/. Repeat them carefully after your teacher.

[ ʃ ] At the Beginning [ ʃ ] In the Middle [ ʃ ] At the End

Sure information finish Shoulder social wish Shot education push Shake nation

[ ʃ ] SPELLED:

The /ʃ/ phoneme is normally spelled with the letter ‘sh’ as in the words but can also be spelled with the letters ‘ti’ or ‘ci’ as in the words:

 Show /ʆəʊ/  push /pʊʆ/  national /ˈnæʆənəl/  official /əˈfɪʆəl/

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PRONUNCIATION. Pronouncing /ʧ/

[ ʧ ] as in SHE, SHOULD and SHORT

LIPS: are rounded and slightly parted.

JAW: is slightly lowered.

TONGUE: touch your tongue to that ridge lightly and allow air pressure to force the tongue down opening the airway.

The ʧ sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiceless palato- alveolar affricate’. This means that you create friction by first stop the airflow with your tongue and the ridge behind your teeth, then release it through a narrow gap.

The /ʧ/ sound is made through the mouth and it is Unvoiced which means that you don’t use your vocal chords to make the sound.

It is defined by shape of your lips and the position of your tongue and it is an affricate, which is a sound made by closing the air flow but then opening it by forcing air through a narrow space. In this case it is the tip of your tongue that creates the narrow space between it and the ridge behind the top teeth.

The following words should be pronounced with /ʧ/. Repeat them carefully after your teacher.

/ʧ/ At the Beginning /ʧ/ In the Middle /ʧ/ At the End check /tʆek/ future /ˈCuːtʆə/ research /rɪˈsɜːtʆ/ charge /tʆɑːdʒ/ nature /ˈneɪtʆə/ teach /tiːtʆ/ challenge /ˈtʆæləndʒ/ kitchen /ˈkɪtʆən/ approach /əˈprəʊtʆ/ chat /ʧæt/ structure /ˈstrʌktʆə/ rich /rɪtʆ/

[ ʧ ] SPELLED: The /ʧ/ phoneme is normally spelled with the letters “ch” as in the words: As in the word:

 choose

But can also be spelled with the letters “t-u” as in the words:

 culture  century  eventually /ɪˈventʆuəli/

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OPEN A BOOK, OPEN YOUR MIND

Linguistic Competencies: Goals

Themes: 1. Keep it simple 2. Show me: Comic Strips 3. Biographies of Writers 4. The Moral of the Costa Rican Legend is…

Oral and Written Comprehension

 Understand the main points of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak too quickly.  Understand the most important information about (poems, comic strips, biographies and the moral of the story) when visuals support the message.  Understand small group discussion between two or more native speakers, if that conversation is unhurried and if the student is familiar with the topic under discussion in a video recording.  Understand relevant information to draw conclusions.  Manipulate English language sounds using knowledge in phonics, syllabification and word parts.  Understand factual texts and simple reports on familiar topics.  Offer an opinion about comic strips, biographies and Costa Rican legends examined in class.

Oral and Written Production

 Interview others about biographies and Costa Rican legends if the questions have been prepared beforehand.  Describe his/her favorite comic strips.  Describe biographies of national and international writers.  Retell a Costa Rican legend read/heard in class.  Write a narrative paragraph about a Costa Rican legend.  Write a biography of famous writers, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).

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1. KEEP IT SIMPLE

“Haiku” is a traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first and last lines of a Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.

“cinquain” is a five-line poem that was invented by Adelaide Crapsey. She was an American poet who took her inspiration from Japanese haiku and tanka. Cinquains are particularly vivid in their imagery and are meant to convey a certain mood or emotion. A cinquain poem is a verse of five lines that do not rhyme.

GROUP WORK  In groups of 3 classmates, try to create a “haiku” and a “cinquain”. Then share it with the rest of the class.

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GRAMMAR FOCUS

Reported Speech (Present) 1

Las reglas del Reported Speech en inglés

Hay varias reglas para el uso del reported speech en inglés. Pero primero, dejamos claro qué es.

El reported speech también se llama estilo indirecto. Y así es lo contrario de estilo directo, que utiliza comillas.

La versión corta: estilo directo es exactamente – textualmente – lo que dice alguien. Reported speech es una forma de contarlo a otra persona.

Un ejemplo sencillo…

Estilo directo: “I’m on my way”, said Tom. Estilo indirecto / reported speech: Tom said he was on his way.

Otras reglas: generalmente, el estilo indirecto utiliza un “paso atrás” en el tiempo. O sea, que cambiamos el tiempo verbal al pasado.

Entonces…

 Presente simple cambia a pasado simple.  Can cambia a could.  Will cambia a would.  Presente perfecto cambia a pasado perfecto.  Pasado simple cambia a pasado perfecto.

 Presente simple cambia a pasado simple

“I’m on my way”, said Tom. Tom said he was on his way.

“I like the idea.” He said he liked the idea.

“I know what to do.” She said she knew what to do.

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 Can cambia a could y will cambia a would

Y hacemos la transformación también a verbos en negativo. Así que can’t cambia, lógicamente, a couldn’t. Y así sucesivamente.

“I can’t hear you.” He said he couldn’t hear me.

“I can’t come to the meeting”. He said he couldn’t come to the meeting.

“I’ll see you tomorrow.” She said she would see me the next day.

“I’ll be there at 9 o’clock.” She said she’d be here at 9 o’clock.

 Presente perfecto y pasado simple cambian a pasado perfecto

El “paso atrás” en el tiempo cambia los dos tiempos al pasado perfecto, que se forma con had + participio pasado.

“I’ve been to Italy several times.” She said she had been to Italy several times.

“I really enjoyed the party.” He said he had really enjoyed the party.

In general, the present form in direct speech changes to the past form in reported speech:

Am / is  was do / does  did will  would

Are  were have / has  had can  could

Want / like / know / go, etc.  wanted / liked / knew / went, etc.

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Exercise #1. Somebody says something to you which is the opposite of what they said before. Write a suitable answer beginning I thought you said…

1. A: That restaurant is expensive. B: Is it? ___I thought you said it was cheap.__

2. A: Ann is coming to the party tonight. B: Is he? I thought you said she ______.

3. A: Ann likes Paul. B: Does he? I thought ______.

4. A: I know lots of people. B: Do you? I thought you said you ______.

5. A: I’ll be here next week. B: Will you? ______.

6. A: I’m going out this evening. B: Are you? ______.

7. A: I can speak a little Portuguese. B: Can you? ______.

8. A: I haven’t been to the cinema for ages. B: Haven’t you? ______.

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Exercise #2. Yesterday you met a friend of yours, Charlie. Here are some of the things Charlie said to you:

Later that day you tell another friend what Charlie said. Use reported speech.

1. __Charlie said that he was living in London now___.

2. He said that ______.

3. He ______.

4. ______.

5. ______.

6. ______.

7. ______.

8. ______.

9. ______.

10. ______.

11. ______.

12. ______.

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READING.

Guess Who I Bumped Into?

Tim wandered along the path thinking aloud, "If I continue this diet I should lose twenty pounds by the end of..." when BOOM! He bumped into another city dweller out for a day's walk in the park. "I'm terribly sorry," he apologized, "I was so caught up in my thoughts, I didn't see you!" he managed to stammer. Smiling, Sheila responded, "It's OK. Nothing's broken... No really, I wasn't watching my step either." Suddenly they both stopped making excuses and stared at each other. "Don't I know you from somewhere?" inquired Tim while Sheila exclaimed, "You're Tim, Jack's brother, aren't you?!" They both began to laugh as they had met each other the week before at a party that Jack had given. Still laughing, Tim suggested, "Why don't we have a cup a coffee and donut?" to which Sheila replied, "I thought you wanted to continue your diet!" They both were still laughing by the time they reached the Swimming Donut cafe.

Exercise #3. Answer the question based on the reading above. Choose the best option.

1. Why did Tim bump into Sheila? a. He was on a diet. b. He wasn't paying attention. c. He was writing his thoughts down.

2. Where do they live? a. In the park b. In the countryside c. In the city

3. Whose fault was the incident? a. Tim's b. Sheila's c. It's not clear

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4. Where did they first meet? a. In the park b. At the Swimming Donut c. At Tim's Brother's house

5. Why was Tim's suggestion funny? a. He was supposedly on a diet. b. The name of the cafe was strange. c. They were on a walk and there were no donuts in the park.

6. As he was walking down the path Tim said if he ______his diet he ______lose twenty pounds. a. continues... should b. continued... should

7. We bumped into each other. He apologized saying he ______terribly sorry. a. was b. is

8. I told him it was OK, that nothing ______broken. a. had b. was c. both are correct

9. Tim said he had been so caught up in ______thoughts that he ______me. a. his / hadn't seen b. my / didn't see

10. He seemed embarrassed, so I added that I ______my step either. a. hadn't watched b. hadn't been watching

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Exercise #4. Write down what you think about each haiki below. Then comment them with the class, and share your opinions about them.

______

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2. SHOW ME: COMIC STRIPS

ENGLISH TRANSLATION SPANISH WORD

computers computadoras

writing material material para escribir

web pages páginas web

layout diseño, plano artist artista

cartoonist caricaturista

writer escritor

speech balloon globo de diálogo (en caricaturas) caricature caricatura

image imagen

attribute atributo

characteristic característica impact impacto

ambition ambición

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GRAMMAR FOCUS

Reported Speech 2

It is not always necessary to change the verb when you use reported speech. If you report something and it is still true, you do not need to change the verb:

 Direct Tom said “The comics strips on this newspaper are great” Reported Tom said that the comic strips on this newspaper are great. (The comic strips are still great. The situation hasn’t changed)

 Direct Ann said “I want to write a comic strip in the next edition” Reported Ann said that she wants to write a comic strip on the next edition. (Ann still wants to write the comic strip for the bext edition)

Note that it is also correct to change the verb into the past:

 Tom said that the comic strips on the newspaper were great.  Ann said that she wanted to write a comic strip for the next edition.

But you must use the past form when there is a difference between what was said and what is really true.

SAY AND TELL

If you say who you are talking to, use tell:  Sonia told me that you were ill. (not “Sonia said me”)  What did you tell the police? (not “say the police”)

Otherwise use say:  Sonia said that you were ill. (not “Sonia told that…”)  What did you say?

But you can “say something to somebody”:  Ann said goodbye to me and left. (not Ann said me goodbye)  What did you say to the police?

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Exercise #5. Complete the sentences with say or tell (in the correct form). Use only one word each time.

1. Ann ___said___ goodbye to me and left.

2. ______us about your holiday. Did you have a nice time?

3. Don’t just stand there! ______something!

4. I wonder where Sue is. She ______she would be here at 8 o’clock.

5. Jack ______me that he was fed up with his job.

6. The doctor ______that I should rest for at least a week.

7. Don’t ______anybody what I ______. It’s a secret just between us.

8. Did she ______you what happened? No, she didn’t ______anything to me.

9. George couldn’t help me. He ______me to ask Kate.

10. George couldn’t help me. He ______to ask Kate.

Exercise #6. The following sentences are direct speech:

Please slow Don't wait for me if I am late Will you marry me? down Hurry up Do you think you could Can you open your bag, please? give me a hand Tom? Don't worry, Sue

Now choose one of these to complete each sentence below. Use reported speech:

1. Bill was taking a long time to get ready, so I ______told him to hurry up______.

2. Sarah was driving too fast, so I asked ______.

3. Sue was very pessimist about the situation, I told ______.

4. I couldn’t move the piano alone, so I ______.

5. The customs officer looked at me suspiciously and ______.

6. John was very much in love with Mary, so he ______.

7. I didn’t want to delay Ann, so I ______.

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READING.

Exercise #7. The next day, Sally was home alone again. Her mother called from the office. Create dialogs based on the following model information.

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READING.

Exercise #8. Answer true, false, or maybe (if the answer isn’t in the story).

1. Bill has been on a ship for the past several months. ______

2. His sister had a baby while he was away. ______

3. His father has retired. ______

4. Bill’s high school was very large. ______

5. Bill’s former girlfriend lives in Hollywood now. ______

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3. BIOGRAPHIES OF WRITERS

ENGLISH ENGLISH TRANSLATION SPANISH WORD TRANSLATION SPANISH WORD achievement alcance, logro plot argumento, trama ambition ambición poems poemas books libros poets poetas buildings edificios point of view punto de vista diary diario protagonist protagonista educational instituciones institutions educacionales readings lecturas house casa school escuela impact impacto setting escenario influence influencia society sociedad lecture lectura theatres teatros life story perspective perspectiva de vida theme tema material material writer escritor nature naturaleza writing escribir novel novela

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GRAMMAR FOCUS

The Passive Voice

Object + To Be + Past Participle

ACTIVE SENTENCE Hemingway has written the novels. PASIVE SENTENCE The novels have being written by Hemingway.

OTHER EXAMPLES:

 ACTIVE: Many people read the writer’s articles. PASSIVE: The writer’s articles are read by many people.

 ACTIVE: Our grandparents narrated “La Llorona” and “El Cadejos” legends. PASSIVE: “La Llorona” and “El Cadejos” legends were narrated by our grandparents.

Al transformar una oración activa en pasiva, se producen una serie de cambios. El Objeto de la oración activa se convierte en el sujeto de la oración pasiva. El verbo en la oración pasiva se pone en el mismo tiempo que el de la voz activa y finalmente, el que era sujeto de la voz activa se convierte en complemento agente (precedido por by) en la oración pasiva.

Sujeto Verbo Objeto

Activa: Cervantes wrote Don Quixote

Pasiva: Don Quixote was written by Cervantes

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Passive Voice Chart

When to use the Passive Voice

1. It is used when the person/thing performing the action is unimportant or unknown. E.g. Our car was stolen last night.

2. It is used when it is obvious who/what is performing the action. e.g. Cameron was sacked last week.

3. It is used to describe factual information, especially when describing a process. e.g. The lasagna is baked in an oven for 35 minutes at 250 degrees Celsius.

4. It is used in news reports and to give instructions. e.g. Five people were arrested at a nightclub last night.

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Below are examples of the passive in a range of verb tenses.

While it is possible to use this structure in a large variety of tenses in English, it is rare to use the passive in Future Continuous, Present Perfect Continuous, Past Perfect Continuous or Future Perfect Continuous tenses.

[Cite your source here.] Exercise #9. Complete the sentences using one of these verbs in the correct form:

Cause Damage Hold Include Invite Make Overtake Show Translate write

1. Many accidents ___are caused___ by dangerous driving.

2. Cheese ______from milk.

3. The roof of the building ______in a storm a few days ago.

4. There’s no need to leave a tip. Service ______in the bill.

5. You ______to the wedding. Why didn’t you go?

6. A cinema is a place where films ______.

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7. In the United States, elections for President ______every four years.

8. Originally the book ______in Spanish and a few years ago it ______into English.

9. We were driving along quite fast but we ______by lots of other cars.

Exercise #10. Rewrite these sentences. Instead of using “somebody / they / people” etc. write a passive sentence.

1. Somebody cleans the room every day. ______The room is cleaned every day______.

2. They cancelled all the flights because of fog. All ______.

3. People don´t use this road very often. ______.

4. Somebody accused me of stealing money. I ______.

5. How do people learn languages? How ______.

6. People advise us not to go out alone. ______.

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READING.

Exercise #11. Read the following sentences. Decide if the underlined verb is Active (A) or passive (P).

The actress received an Oscar. A The actress was given an Oscar. P

1. The actress wore a beautiful gown. 2. Halle Berry presented an Oscar. 3. Halle Berry has been seen in many movies. 4. The director has been nominated many times. 5. Old movies were filmed in black and white. 6. Many actors live in California. 7. Many movies are made in Hollywood. 8. The names of the winners will be printed in tomorrow’s newspaper. 9. The actress thanked all the people who helped her win. 10. The actress was driven to the ceremony in a white limousine. 11. Hollywood was built at the beginning of the twentieth century. 12. Hollywood has become the movie capital of the U.S.

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READING.

Carmen Lyra Biography

Carmen Lyra (1888 – May 13, 1949) was the pseudonym of the first prominent female Costa Rican writer, born Maria Isabel Carvajal Quesada. She was a teacher and founder of the country's first Montessori school. She was a co-founder of the Communist Party of Costa Rica, as well as one of the country's first female worker's unions. She was one of the earliest writers to criticize the dominance of the fruit companies.

Carmen Isabel Carvajal Quesada was born on 15 January 1888 in San José, Costa Rica and attended the Superior School for Girls, graduating in 1904. She began working at the San Juan de Dios Hospital in 1906 as a novice, but decided religious life was not her calling, and instead began working as a teacher and writer. She started sending articles to newspapers such as Diario de Costa Rica, La Hora and La Tribuna; and magazines like Ariel, Athenea and Pandemonium and teaching throughout the country.

In 1918, she published her first novel En una silla de ruedas (In a Wheelchair), which portrays national customs and manners through the eyes of a paralyzed boy who grows up to become an artist, with a strong dose of sentimentalism and intimations of the bohemian life of San Jose. In 1919, during a teacher's protest against the dictatorship of Federico Tinoco Granados, Lyra galvanized the crowd and in their anger, they burned the government news office. She managed to escape the police manhunt disguised as a news seller. In 1920, she published her most well-known work Los Cuentos de Mi Tia Panchita (Tales of My Aunt Panchita), a collection of folk tales.

When the dictatorship crumbled, she was given a scholarship to study abroad, at the Sorbonne, in Apex and also visited schools in Italy and England to evaluate pedagogical methods in use in Europe. She returned in 1921 to manage the Department of Children's Literature at the Normal School of Costa Rica. In 1926, Lyra founded and directed the first Montessori pre-kindergarten, teaching the poorest students of San José. Lyra's home became a gathering place for intellectuals and writers and her politics increasingly moved to the left. In 1931, she and Manuel Mora Valverde founded the Costa Rican Communist Party. She was joined by fellow teachers María Alfaro de Mata, Odilia Castro Hidalgo, Adela Ferreto, Angela García, Luisa González, Stella Peralta, Emilia Prieto, Lilia Ramos, Esther Silva and Hortensia Zelaya, who had been radicalized at the Normal School (teacher's college), to challenge a society built on privilege and the roles of women being confined to home, marriage, and motherhood. That same year, Lyra and Luisa González formed the Unique Union of Women Workers and suggested the creation of a union for Costa Rican Teachers, which would not be created until 1939 by Odilia Castro.

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In 1931, she published Bananos y Hombres (Bananas and Men) anticipating the actual 1934 banana workers' strike, organized by the communist party and in which she played a significant part. As her politics and activities became more radical, Lyra was removed from her teaching posts and in 1948, at the conclusion of the Costa Rican Civil War, when José Figueres Ferrer outlawed the communist party she was sent into exile in Mexico. Despite repeated pleas to be allowed to return home due to illness, Lyra was denied and died in Mexico City on 14 May 1949.

In 1962 the Board of Education of Cóbano, named a school in her honor and the Costa Rica Legislative Assembly awarded her the honor of Benemérita de la Cultura Nacional in 1976.

Lyra was inducted into La Galería de las Mujeres de Costa Rica (The Costa Rican Gallery of Women) in 2005. As of 2010 Carmen Lyra is depicted in the twenty thousand colones bill.

Exercise #12. Read the text once again and choose the best option that completes the sentences below. 1. The first job Carmen Lyra had was as a ______in the San Juan de Dios hospital.

a. teacher b. novice c. activist d. seller

2. ______is the name of her first novel she wrote.

a. Cuentos de mi Tía Panchita b. Sorbonne c. Pandemonium d. En una silla de ruedas

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3. She published her first novel in ______.

a. 1918 b. 1888 c. 1904 d. 1920

4. ______is the most famous novel Carmen Lyra has written.

a. En una silla de Ruedas b. Cuentos de mi Tía Panchita c. Fantasías de Juan Silvestre d. Bananos y Hombres

5. Lyra created the first ______, teaching the poorest students of San José.

a. Department of Children’s Literature b. Costa Rican Communist Party c. Superior School for Girls d. Montessori pre-kindergarten

6. Carmen Lyra and ______founded the Costa Rican Community Party.

a. Lilia Ramos b. Manuel Mora Valverde c. Luisa González d. Odilia Castro

7. Carmen Lyra’s book called ______portraits 1934 banana workers strike.

a. Banana and Women b. Banana Republic c. Banana Strike d. Banana and Men

8. Carmen Lyra died in ______in 1949.

a. Mexico b. Alajuela c. Heredia d. San José

9. Lyra belongs to the Costa Rican Gallery of Women since ______.

a. 2010 b. 1976 c. 2005 d. 2015

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4. THE MORAL OF THE COSTA RICAN LEGEND IS…

ENGLISH TRANSLATION SPANISH WORD

culture past cultura pasada Iztaru legend Leyenda de Iztarú

La “Segua” La "Segua" Legend of Turrialba Leyenda de Turrialba Legends Leyendas

moral moral stories historias The “Cadejos” El "Cadejos"

The Oxless Carts La Carreta sin Bueyes The Souls Las Ánimas The Stone of Aserri and The Witch La Piedra de Aserrí y La Bruja Zarate Zarate Witch of Escazu La Bruja de Escazú

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GRAMMAR FOCUS

Second Conditional

When we are thinking about a situation in the present or future that is hypothetical, unlikely or impossible, we use:

If + Past Simple, ...Would + Verb

We use a past verb though are imagining the present or the future to be different. The second clause of subject + would + verb (conditional verb) is conditional to the first clause happening (or will only happen if the first part/clause happens).

Example: If I won the lottery, I would travel around the world.

= It is unlikely that I will win the lottery, but I'm going to hypothetically imagine that I did win. In that situation I would travel around the world. So in order for me to travel around the world, I would need the first clause (the condition or situation) to happen, that is, for me to win the lottery first.

 If I won the lottery, I would travel around the world. (Though I am unlikely to win the lottery)  If I knew his name, I would tell you.  If I didn't have a headache, I would go to the party.  If I became President, I would reduce the salaries of all politicians. (Though it is unlikely I will become President)

Notice how we use a comma after the past tense clause.

We can also reverse the order and use:

Conditional verb (would + verb) + If + Past Simple

 I would be happy if I had more free time.  I would tell you the answer if I knew what it was.  There would be fewer accidents if everyone drove more carefully.  We would have a lot of money if we sold our house.  Would she come if I paid for her flight?  Would you accept the job if they offered it to you?  What would you do if you won the lottery?  What would you do if you saw a U.F.O?

Notice how the comma is not necessary with this word order.

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If I were …

Note that with the verb To Be we use IF + I / HE / SHE / IT + WERE

The reason we use WERE instead of WAS is because the sentence is in the Subjunctive mood.

 If I were not in debt, I would quit my job.  If he were taller, he'd be accepted into the team.  She would be still be correcting my grammar if she were still alive.

Though in informal English, you will hear some people say If I was... If he was... etc. This usage doesn't sound good though unfortunately is common.

Could in Second Conditional sentences

COULD can be used instead of WOULD to make the hypothetical present or future more likely.

 If he trained every day, he could represent his country  If I had a little more money, I could buy a car.

Exercise #13. Put the verb into the correct form.

1. They would be rather offended if I ___didn’t go___ to see them. (not/go) 2. If you took more exercise, you ___would feel_____ better. (feel) 3. If I was offered the job, I think I ______it. (take) 4. I’m sure Amy will lend you the money. I’d be very surprised if she ______(refuse) 5. If I sold my car, I ______much money for it. (not/get) 6. A lot of people would be out of work if the factory ______(close down) 7. What would happen if I ______that red button? (press) 8. Liz gave me this ring. She ______very upset if I lost it. (be) 9. Mark and Carol are expecting us. They would be disappointed if we ______. (not/come) 10. Would Tim mind if I ______his bicycle without asking him? (borrow) 11. If somebody ______in here with a gun, I’d be very frightened. (walk) 12. I’m sure Sue ______if you explained the situation to her. (understand)

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Exercise #14. Use your own ideas to complete these sentences.

1. If you took more exercise, _____you’d feel better_____.

2. I’d feel very angry if ______.

3. If I didn’t go to work tomorrow, ______.

4. Would you go to the party if ______.

5. If you bought some new clothes, ______.

6. Would you mind if ______.

Exercise #15. Write a sentence with if… for each situation.

1. We don’t visit you very often because you live so far away. ___If you didn’t live so far away, we would visit you more often___.

2. He doesn’t speak very clearly – that’s why people don’t understand him.

If he ______more ______, people ______.

3. That book is too expensive, so I’m not going to buy it.

If the book ______, I ______.

4. We don’t go out very often because we can’t afford it.

______.

5. It’s raining, so we can’t have lunch in the garden.

______.

6. I have to work tomorrow evening, so I can’t meet you.

______.

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READING.

If I Won The Lottery

I can imagine what my life would be like if I won the lottery. Wow! I could do so many things, and my life would be so different. I would love the chance to change my life with the money. The first thing I would do is buy a big, new house. I live in a small apartment, and I have always dreamed of living in a big house in the country. With all that money, I could buy anything I wanted. I don’t have a car right now, so I would buy a new car. Or, I might even buy a new motorcycle. I like motorcycles, and I can imagine myself driving down the highway with the wind in my hair.

Of course, I if I won the lottery, I should give some of the money to charity. I would probably give my money to a charity that helps sick children. Also, if any of my friends needed anything, I could help them pay for it. I know many people that have student loans, and I could help them pay the loans back. That would make them very happy. Plus, if I won a lot of money, I would certainly save some of it in the bank.

Also, I think that if I won a huge amount of money, I would open a business. I love to cook, and I have always wanted to open a restaurant. With all that money I could open a fancy restaurant.

However, I know one thing I would not do is travel. I have a friend who won $100, 000 in the lottery three years ago. She took the money and travelled for three months. I think she is crazy. Travelling is nice, but then she had nothing left after her vacation.

I think, however, that the only problem with dreaming about the money I could win is that I have never even played the lottery before. As they say: “You can’t win if you don’t play.”

Exercise #16. Read the text once again and choose the best option that answers the sentences below.

1. What would the person NOT buy if she won the lottery?

a. House b. Motorcycle c. Apartment d. Car

2. What would the person NOT do if she won the lottery?

a. Give money to charity b. Pay off student loans c. Give money to friends d. Save money

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3. Why would she open a restaurant?

a. She is a great cook. b. They are a good investment. c. She likes to cook. d. She likes fancy restaurants.

4. Why would she not travel?

a. Her friend did not have fun travelling. b. She has travelled a lot before. c. It is too expensive. d. She would be left with no money when she finished.

5. Do you think she will win the lottery?

a. No. It is too difficult with only a few tickets. b. Maybe. It depends on her luck. c. Yes! She is lucky. d. No. She did not buy a ticket.

LEGENDS OF COSTA RICA

A legend (Latin, legenda, “things to be read”) is a narrative of human actions that are perceived both by teller and listeners to take place within human history and to possess certain qualities that give the tale verisimilitude. Legend, for its active and passive participants, includes no happenings that are outside the realm of “possibility”, defined by a highly flexible set of parameters, which may include miracles that are perceived as actually having happened, within the specific tradition of indoctrination where the legend arises, and within which it may be transformed over time, in order to keep it fresh and vital, and realistic.

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READING.

The Cegua A peasant was walking with me. He had a healthy soul that he had been able to maintain, with all its purity and simplicity. I love pure souls and I take pleasure in penetrating them, so I listened closely to his conversation and only interrupted to ask questions. There was no breeze through the trees, nobody was on the road and the majestic silence ruled the starry night. All of a sudden we heard the galloping of a horse. “Someone is coming.” I told my partner to put in practice his country man’s ear. Surely and convincing he said “Not on this road, it’s going up the next road.” I hadn’t got the words from my mouth, when suddenly the galloping stopped. A few moments later the galloping started again, but wasn’t rhythmical like last time, there was something strange about it. In a quiet tone of voice, almost superstitiously respectful the man whispered to me “That rider has encountered “La Cegua”, but do not fear my friend, because there are two of us and because we are walking, she won’t come near us.”

“La Cegua?” – I asked with interest. “What kind of animal is that?” It seemed to me as if a smile appeared on the lips of the man as if my ignorance amused him. “But, Sir! How is it possible that you, who reads a lot, does not know about “La Cegua”? It is the devil itself, and God help you if run into her.” “I assure you that I do not know, explain it to me.” We were very near our destination and the dogs could smell us. They started barking, not menacingly, but in a friendly welcoming way. The stars lit up the night and it seemed like one of those fantastical landscapes you see only in books. “No soul has remained the same after seeing “La Cegua”. Strong men, healthy, happy, joyous, hard working men, have change completely. Some even die out of fright.” Then he began to name a list of a few people he knew that has lost their life to this terrible apparition. “It’s not easy to see her. She goes everywhere, in particular places mostly. Around here she appears a lot, that is why you will never see a rider by himself, there is almost always two riding together.” “Is it possible that she can be seen by two?” I asked. “Only when we are by ourselves she approaches us– he replied happily, because he knew I had been listening with a lot of interest.

“In some places out of the town’s limits, where there are a lot of bushes and trees along road, is the usual spot where she likes to surprise the passing riders. She appears in the middle of the road, and with a very sweet and weak voice she says: “Kind Sir, I’m very tired, and I’m on my way to see my sick mother, would you be kind enough to give me a lift to…” And she gives the name of the nearest town, because she is the devil itself and knows everything”.

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“Then, it is a person, or has a person’s characteristics?”, I dared to ask again.

“She is a very pretty young girl, with big black eyes, curly hair and a beautiful mouth. Everyone who looks at her falls under her charms and feels very sorry for her because they can see the tiredness in her and her weak little voice.”

At that moment a gentle breeze started to make the leaves move that created shadows all around and then brushed the path ahead of us, as if some invisible mischievous force was moving ahead of us. Mother Nature was helping the narrator create the effect he wanted.

“Not even the most cold-hearted men can resist her charm. Some take her on the back of the saddle, but most prefer to take her on their laps. To her it is the same thing. When they start to move, if she in front, she turns her face; if she in the back, she makes the rider turn around backwards. And then comes the very scary thing; the beautiful woman disappears, her face looks like the skull of a horse, fire comes out of her eyes. She opens her mouth and shows her huge, yellow, horse-like teeth and lets out a horrible putrid breath. At the same time her arms like iron hang on to the rider. The horse seems to know what is happening, it takes off in a crazy gallop trying to get rid of the monster.”

“And then what happens?”

“Then the men who have picked up the girl, and of course with wrong intentions on their minds, are later found dead with their eyes wide open in fear and with a horrible look on their faces. The others, as I told you before, live but serve out the remainder of their lives uselessly.”

We arrived to the gate and I could hear the dogs barking louder. Meanwhile, I was in deep meditation. Is there no other healthy way to teach this fantasy? Who has not encountered “La Cegua”? Who has not surrendered to the seduction of a beauty and its physical charms and nothing more? Who hasn’t surrendered to the misunderstanding mercy?

And then, the weakness of the body, the soul, and perhaps death? So, “La Cegua” is a story used to scare young men into doing the right thing and keeping their minds pure.

Story written by: Melitón Araya Marín

Group Work. In small groups comment the Legend of “La Cegua”. Have you heard this legend before? Do you know other Legends of Costa Rica? Share with your peers the legends you know.

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READING.

Joaquin and El cadejos As one of the most popular tourist destinations in Central America, Costa Rica attracts a lot of travelers who like to cut loose and have a good time. While my siblings and I have been known to have some fun ourselves, we're always careful not to overdo things. That's because we know that partygoers who go overboard will have to deal with El cadejos. What's that? You haven't heard of El cadejos? Well sit back and let me tell you why most Ticos know how to have a good time responsibly. It all starts with a boy… The legend begins with a young man from the city of Cartago named Joaquin. Joaquin was what you might call a party animal – kind of like me on my birthday! Except Joaquin liked to go overboard and drink way too much. His hard partying lifestyle began to affect those around him - especially his parents. A father's wrath… Over the years, Joaquin's lifestyle would be the cause of much frustration for his father, who often begged his son to settle down and straighten his life out. For months he begged and pleaded with the wild boy to lead a saner life, but Joaquin continued to party day in and day out. Eventually, the man stopped being so nice to his son, leading to loud arguments with the boy about his lifestyle - all of which seemed to fall on deaf ears. Until one day… One day Joaquin went out on the bender to end all benders, hitting every bar in the city, visiting several sketchy places and having a wild time doing so. For seven days, the boy drank and partied to excess, paying no heed to the protests of his father and living with reckless abandon. When Joaquin eventually returned to his family home, his father was beyond furious. If looks could kill… As his son attempted to explain where he had been, the man simply stared at his son. His rage changed his eyes to a crimson color, and as he began to speak to his son, the boy's eyes took on a similar shade. The man launched into an irate tirade at the boy, yelling and cursing at him for hours. Over time, the curses began to change the boy, turning him into a large black dog known as cadejos The beast now wonders across the country, following partiers who have had a bit too much to drink and scaring them back onto the right path. I don't know what he eats, but just in case it's tree frogs, I always party responsibly!

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Exercise #17. Read the text once again and choose the best option that completes the sentences below. 1. According to the reading, Joaquin was from ______.

a. Puntarenas b. Heredia c. Limón d. Cartago

2. Joaquin's ______would be the cause of much frustration for his father

a. family b. lifestyle c. alcohol d. mother

3. Joaquin went out for around ______days drinking and partying.

a. two b. three c. seven d. seventy

4. Joaquin’s father yelled and ______at him for long time.

a. crimson b. irate c. blaked eyes d. cursed

5. The curses changed the boy into a ______known as cadejos.

a. large black dog b. large black cat c. large black boy d. large black shade

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PRONUNCIATION. Pronouncing /i/

[i] as in ME, TEA and BEE

LIPS: are tense and in a “smile” position.

JAW: is completely raised.

TONGUE: is near the roof of the mouth.

The sound [i] in English is similar to stressed “í” in Spanish. ([i] is actually longer and more prolonged than Spanish “í”.)

Spanish words with this sound are spelled with “i” or “í”.

KEY WORDS: iba vino día allí

POSSIBLE PRONUNCIATION PROBLEMS FOR THE SPANISH SPEAKER

Pronunciation problems occur because of confusing English spelling patterns and the similarity of [i] and [I] (the sound described next). It’s easy to understand why some Spanish speakers are afraid to say words like “sheet” or “beach”.

EXAMPLES: When you substitute [I] for [i]: sheep becomes ship eat becomes it

The following words should be pronounced with [i]. Repeat them carefully after your teacher.

[i] At the Beginning [i] In the Middle [i] At the End

Eat mean he Eel need bee East keen key Easy deep tea Each seal fee Even leave tree Equal reach knee Eagle scene free Eager please she Either police agree

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[i] SPELLED:

“e” “ee” “ea” “ie” or “ei”

He see east niece We eel lean brief Me deed team piece Scene heel cheap belief These needy peach either

Less frequent spelling patterns for [i] consist of the letters “i” and “eo”.

EXAMPLES: Police People

HINTS: a. The letters “ee” are usually pronounced [i].

EXAMPLES: see green feet freedom

b. The letters “ei” and “ie” are usually pronounced [i].

EXAMPLES: either receive piece grief

Exercise #18. Repeat each of the following words after your teacher or instructor. Circle only the words that are pronounced with [i]

1. steam 6. Christmas 11. Pencil 16. agree 2. stem 7. Holiday 12. Season 17. been 3. easy 8. Difficult 13. Winter 18. bean 4. window 9. Three 14. Spring 19. ice 5. Easter 10. Six 15. Even 20. meat

Exercise #19. Circle all the words pronounced with [i]. Ask your teacher to check with you then.

JIM: Hi, Tina! Do you have a minute? TINA: Yes, Jim. What is it? JIM: My sister is in the city on business. We will eat dinner out tonight. Can you recommend a place to eat? TINA: There is a fine seafood restaurant on Fifth Street. The fish is fresh and the shtimp is great. But it isn´t cheap! JIM: That’s OK. It will be “feast today, famine tomorrow!” I’ll have to eat “frijoles” the rest of the week!

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PRONUNCIATION. Pronouncing /I/

[I] as in SHIP, IT and PIN

LIPS: are relaxed and slightly parted.

JAW: is slightly lower than for [i].

TONGUE: is high, but lower than for [i].

POSSIBLE PRONUNCIATION PROBLEMS FOR THE SPANISH SPEAKER

The vowel [I] doesn’t exits in Spanish and may be difficult for you to recognize and say. You probably substitute the more familiar [I] sound.

EXAMPLES: When you substitute [i] for [I]: hit becomes heat Itch becomes each

As you practice the exercises, remember NOT to “smile” and tense your lips as you would for [i]. [I] is a SHORT, QUICK sound; your lips should barely move as you say it.

The following words should be pronounced with [I]. Repeat them carefully after your teacher.

[I] At the Beginning [I] In the Middle

Is pin If lift It little Ill give Itch miss Into simple Ink winter Inch listen Issue timid Instant minute

The vowel [I] does not occur at the end of words in English.

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[I] SPELLED:

“y” “ui” “i”

Gym build sin Syrup quick lips Symbol quilt with System guilty gift Rhythm guitar differ

Less frequent spelling patterns for [I] consist of the letters “o”, “e”, “u”, and “ee”.

EXAMPLES: Women pretty busy been

HINTS: The most common spelling pattern for [I] is the letter “i” followed by a final consonant.

EXAMPLES: win this hit trip begin

Exercise #20. Read each series of four words aloud. Circle the ONE word in each group of four that is NOT pronounced with [I].

EXAMPLE: rhythm build seize finish

1. Fifty sixty eighteen six 2. Window sill widow wipe 3. Freedom sympathy simple symbol 4. Building smile little guitar 5. Pistol resign fiddle whistle 6. Quit criminal crime brittle 7. Sheep flip tickle fifteen 8. Pretty been feet fit 9. Business women leave lift 10. Piece pity typical tips

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PRONUNCIATION. Pronouncing /b/

/b/ as in BE, BUT and ABOUT

LIPS: are closed.

JAW: is completely raised.

TONGUE: the tongue is not used to produce this sound.

It is a sound from the ‘Consonants Pairs’ group and it is called the ‘Voiced bilabial stop’. This means that you use both of your lips to block your mouth.

The b sound is made through the mouth and it is Voiced which means that you vibrate your vocal chords to make the sound.

It is defined by the shape of your lips and the motion of airflow through your mouth and it is a stop sound, which is a sound made by building up air pressure by stopping air flow and then releasing it. In this case you use both your lips to create the stop and then release it.

To produce the sound bring both of your lips together and build up some pressure in your mouth, then release it, whilst voicing out at the same time.

The following words should be pronounced with [b]. Repeat them carefully after your teacher.

[b] At the Beginning [b] In the Middle [b] At the End between problem tube before number describe black public absorb best maybe suburb

[b] SPELLED: The /b/ phoneme is normally spelled with the letter ‘b’ as in the words:

 be /bi:/  but /bʌt/  job /dʒɒb  about /əbaʊt/

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PRONUNCIATION. Pronouncing /v/

[v] as in VERY, EVERY and MOVE.

LIPS: are protruded and slightly parted. The teeth touch the bottom lip.

JAW: is completely raised.

TONGUE: the tongue is not used to produce this sound.

The v sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiced labiodental fricative’. This means that you create friction between the bottom lip and top teeth.

The v sound is made through the mouth and it is Voiced which means that you vibrate your vocal chords to make the sound.

It is defined by position of your lips and teeth and it is a fricative, which is a sound that is produced by high pressure air flow between a narrow space in the mouth. In this case it is between the bottom lip and the teeth.

To produce the sound rest your top teeth on you bottom lip and force air out between your teeth whilst voicing out.

The following words should be pronounced with [v]. Repeat them carefully after your teacher. [v] At the Beginning [v] In the Middle [v] At the End

View never love Value provide have Visit however give Various level live

[v] SPELLED:

The /v/ phoneme is normally spelled with the letter ‘v’ as in the words:

 even /’iːvən/  never /‘nevə/  five /faɪv/

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ANNEXES

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IRREGULAR VERBS LIST

INFINITIVO PASADO SIMPLE PARTICIPIO PASADO To arise (levantarse, emergir) arose arisen To babysit (servir de niñera) babysat babysat To be (ser o estar) was/were been To beat (golpear, vencer) beat beaten To become (hacerse, volverse) became become To bend (doblar) bent bent To begin (empezar, comenzar) began begun To bet (apostar) bet bet To bind (atar, encuadernar) bound bound To bite (morder) bit bitten To bleed (sangrar) bled bled To blow (soplar) blew blown To break (romper) broke broken To breed (criar, procrear) bred bred To bring (traer) brought brought To broadcast (emitir, transmitir) broadcast broadcast To build (construir) built built To burn* (quemar) burned OR burnt burned OR burnt To buy (comprar) bought bought To catch (coger, agarrar, atrapar) caught caught To choose (escoger, elegir) chose chosen To come (venir) came come To cost (costar, valer) cost cost To cut (cortar, reducir) cut cut To deal (tratar con, ocuparse de) dealt dealt To dig (cavar, extraer) dug dug To do (hacer) did done To draw (dibujar) drew drawn To dream* (soñar) dreamed OR dreamt dreamed OR dreamt To drink (tomar, beber) drank drunk To drive (manejar, conducir) drove driven To eat (comer) ate eaten To fall (caer, caerse) fell fallen To feed (alimentar) fed fed To feel (tocar, sentir, creer) felt felt To fight (luchar, pelear, combatir) fought fought

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INFINITIVO PASADO SIMPLE PARTICIPIO PASADO To find (encontrar, hallar) found found To fly (volar) flew flown To forbid (prohibir) forbade forbidden To forget (olvidar, olvidarse de) forgot forgotten To forgive (perdonar) forgave forgiven To freeze (congelar, congelarse) froze frozen To get (obtener, tomar) got gotten To give (dar, regalar) gave given To go (ir) went gone To grow (crecer) grew grown To hang** (colgar) hung hung To have (tener, haber) have had To hear (oír) heard heard To hide (esconder, ocultar) hid hidden To hit (golpear, pegar) hit hit To hold (sostener, agarrar, soportar) held held To hurt (hacer daño, perjudicar) hurt hurt To keep (guardar, quedarse con) kept kept To know (saber, conocer) knew known To lay (colocar, poner) laid lain To lead (conducir, dirigir) led led To learn* (aprender) learned OR learnt learned OR learnt To leave (dejar, abandonar, irse) left left To lend (prestar algo a alguien) lent lent To let (dejar, permitir) let let To lie *** (estar acostado) lay lain To light (encender, alumbrar) lit lit To lose (perder) lost lost To make (hacer, fabricar) made made To mean (querer decir, significar) meant meant To meet (encontrarse con, conocer) met met To pay (pagar) paid paid To put (poner, colocar) put put To quit (abandonar, dejar) quit quit To read **** (leer) read read To ride (montar) rode ridden To ring (sonar, repicar) rang rung To rise (elevarse, subir) rose risen To run (correr, dirigir) ran run To say (decir) said said

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INFINITIVO PASADO SIMPLE PARTICIPIO PASADO To see (ver) saw seen To sell (vender) sold sold To send (enviar, mandar) sent sent To set (poner, fijar) set set To shake (sacudir) shook shaken To shine (brillar) shone shone To shoot (disparar) shot shot To show (mostrar, enseñar) showed shown To shut (cerrar, cerrarse) shut shut To sing (cantar) sang sung To sink (hundir) sank sunk To sit (sentarse) sat sat To sleep (dormir) slept slept To slide (deslizar, correr) slid slid To smell (oler) smelled OR smelt smelled OR smelt To speak (hablar) spoke spoken To spend (gastar) spent spent To spin (girar, hilar) spun spun To spread (extender, esparcir) spread spread To stand (estar de pie, levantarse, aguantar) stood stood To steal (robar) stole stolen To stick (pegar, meter) stuck stuck To sting (picar) stung stung To strike (golpear, pegar) struck struck To swear (jurar) swore sworn To sweep (barrer) swept swept To swim (nadar) swam swum To swing (balancear, columpiar) swung swung To take (tomar, agarrar) took taken To teach (enseñar) taught taught To tear (rasgar, romper) tore torn To tell (decir, contar) told told To think (pensar, creer) thought thought To throw (tirar, echar, botar, lanzar) threw thrown To understand (entender, comprender) understood understood To wake (despertar) woke woken To wear (llevar, gastar, usar) wore worn To win (ganar) won won To withdraw (retirar, retractarse) withdrew withdrawn To write (escribir) wrote written

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* To burn, to dream, to learn, to smell: Estos verbos pueden ser regulares o irregulares; ambas formas son correctas. La forma irregular es más comúnmente usada en inglés británico.

** To hang: Este verbo tiene dos significados: 1. Colgar (en una pared, de un gancho, etc.): En este caso la conjugación es: hung (pasado simple) y hung (participio pasado). 2. Colgar (ahorcar o colgar a alguien o uno mismo): En este caso la conjugación es: hanged (pasado simple) y hanged (participio pasado).

*** To lie: Este verbo también tiene dos significados: 1. Acostarse, ponerse en posición horizontal: En este caso la conjugación es: lay (pasado simple) y lain (participio pasado). 2. Mentir: En este caso la conjugación es: lied (pasado simple) y lied (participio pasado).

**** To read: A pesar de que se escribe de la misma forma en presente, pasado simple y participio pasado, la pronunciación es diferente. Favor poner atención al archivo de sonido para notar la diferencia.

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PHRASAL VERBS LIST

Son Verbos a los que acompaña un adverbio (PHRASAL VERBS) o preposición (PREPOSITIONAL VERBS) modificando el sentido del verbo al que acompañan.

VERB TRANSLATION VERB TRANSLATION ADD UP totalizar BREAK IN irrumpir, interrumpir ADD UP TO alcanzar un total BREAK OFF romper (se)(relaciones) ANSWER BACK contestar de malos modos BREAK UP terminar el curso o una relación ANSWER FOR responder de BREAK OUT estallar (una guerra) ASK ABOUT preguntar por (un asunto) BRING BACK devolver ASK AFTER preguntar por la salud BRING ABOUT acarrear ASK FOR pedir, preguntar por BRING ALONG traer (consigo) ASK UP TO pedir hasta (un precio) BRING DOWN derribar, rebajar ASK BACK invitar a volver BRING IN hacer entrar ASK DOWN invitar a bajar BRING OUT hacer salir, publicar ASK IN invitar a entrar BRING UP criar, educar ASK OUT invitar a salir BRUSH OFF quitar el polvo ASK UP invitar a subir BURN AWAY consumirse (el fuego) BACK AWAY retroceder BURN DOWN derrumbarse (por el fuego) BACK OUT volver atrás BURN OUT consumirse (el fuego) BACK UP reforzar BURN UP consumirse (por el fuego) BE ABOUT estar por (un lugar) BUY FOR comprar por o para BE AWAY estar fuera BUY OVER sobornar BE BACK estar de vuelta BUY UP acaparar BE FOR estar a favor de CALL AT Hacer una visita, hacer escala BE IN estar en casa CALL AWAY Seguir llamando Llamar (a alguien) para que BE OFF irse, estar apagado CALL BACK regrese BE ON estar encendido CALL FOR Pedir a voces, exigir Llamar (a alguien) para que BE OUT estar fuera CALL IN entre BE OVER estar acabado CALL ON Ir a ver (a alguien) BE UP estar levantado CALL OUT Gritar BEND DOWN agacharse CALL OVER Pasar lista, enumerar BEND OVER inclinarse CALL UP Telefonear BLOW AWAY llevarse (el viento) CALL DOWN Llamar (a alguien) para que baje BLOW DOWN derrumbarse por el viento CARRY ALONG Persuadir BLOW OFF dejar salir (el vapor) CARRY OFF Llevarse a la fuerza BLOW OUT apagar (se) (una llama) CARRY ON Continuar BLOW UP volar (con explosivos) CARRY OUT Llevar a cabo BREAK AWAY soltarse CLEAR AWAY Dispersar (se) BREAK DOWN derruir, averiarse CLEAR OFF Marcharse

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VERB TRANSLATION VERB TRANSLATION CLEAR OUT Marcharse DRAW OFF Apartarse Aclararse (el tiempo,un CLEAR UP misterio) DRAW ON Aproximarse, retirar fondos Sacar, redactar, alargarse (el CLOSE DOWN Cerrar DRAW OUT día) CLOSE UP Acercarse DRAW UP Para (un vehículo) COME ABOUT Suceder DRIVE AWAY Ahuyentar, alejarse en coche COME ACROSS Encontrarse con DRIVE BACK Rechazar COME ALONG Acompañar, venir por (la calle) DRIVE BY Pasar en coche COME AT Embestir DRIVE IN Entrar en coche, introducir COME AWAY Desprenderse DRIVE OUT Salir en coche, expulsar COME DOWN Bajar DRIVE OFF Alejarse en coche, ahuyentar COME FOR Venir por (en busca de) EAT AWAY Erosionar COME FROM Venir de EAT INTO Roer COME IN Entrar EAT UP Devorar COME OFF Desprenderse FALL DOWN Caerse COME ON ¡Vamos! (en imperativo) FALL OFF Disminuir, desprenderse COME OUT Salir FALL OVER Tropezar Ascender (una suma), volver en COME TO sí. FIGHT OFF Ahuyentar COME UP Subir FIGHT ON Seguir luchando COME UP TO Acercarse a FIGHT UP Luchar valerosamente COUNT IN Incluir FILL IN Rellenar COUNT ON Contar con COUNT UP Calcular FILL UP Rellenar, llenar COUNT UP TO Contar hasta FIND OUT Averiguar CRY FOR Pedir llorando FIX UP Arreglar (un asunto) CRY OUT Llorar a gritos FLY ABOUT Volar de un lado a otro CRY OVER Lamentarse FLY AT Atacar CRY TO Llamar a gritos FLY AWAY Huir volando CUT DOWN Reducir gastos, talar FLY DOWN Descender CUT IN Interrumpir FLY OFF Desprenderse CUT OFF Separar de un tajo GET ABOUT Ir de acá para allá CUT OUT Recortar, omitir GET ALONG Hacer progreso CUT THROUGH Acortar por un atajo GET AT Dar a entender CUT UP Trinchar, triturar GET AWAY Escaparse DIE AWAY Cesar poco a poco GET BACK Volver, recuperar DIE DOWN Apaciguarse GET DOWN Descender DIE OUT Extinguirse DO UP Abrochar GET TO Llegar a DO WITHOUT Pasarse sin (carecer de) GET IN / INTO Entrar, meterse DRAW AWAY Alejarse GET OUT (OF) Salir, apearse DRAW BACK Retroceder GET OFF Apearse, bajarse DRAW DOWN Bajar GET ON Subirse, progresar

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VERB TRANSLATION VERB TRANSLATION

DRAW IN Economizar, encoger (se) GET OUT Producir, salir

GET OVER Saltar por encima, recobrarse JUMP IN Entrar de un salto

GET THROUGH Abrirse camino JUMP ON Subir de un salto

GET UP Levantarse JUMP OVER Saltar por encima de

GIVE AWAY Repartir, denunciar KEEP AWAY Mantenerse alejado

GIVE BACK Devolver KEEP BACK Mantenerse separado

GIVE OFF Despedir (humo, olor) KEEP DOWN Controlar

GIVE OUT Agotarse, repartir KEEP OFF Abstenerse

GIVE UP Entregar, rendirse KEEP UP Mantenerse de pie, resistir

GO ABOUT Ir de un lado para otro KNOCK ABOUT Golpear acá y allá

GO ALONG Ir a lo largo de KNOCK AT Llamar (a la puerta)

GO AT Atacar KNOCK DOWN Derribar

GO AWAY Marcharse KNOCK OUT Dejar fuera de combate

GO BY Pasar por LOOK AFTER Cuidar

GO DOWN Bajar LOOK AT Mirar

GO IN / INTO Entrar LOOK BEHIND Mirar atrás

GO OFF Explotar, marcharse LOOK DOWN Mirar abajo

GO ON Continuar LOOK FOR Buscar

GO OUT Salir, pasarse de moda, apagarse LOOK FORWARD TO Anhelar

GO OVER Repasar LOOK IN Mirar dentro

GO THROUGH Penetrar, sufrir LOOK LIKE Parecer

GO UP Subir LOOK OUT Mirar fuera

GO UP TO Acercarse a LOOK OVER Mirar por encima de

GO ACROSS Atravesar LOOK ROUND Mirar alrededor

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VERB TRANSLATION VERB TRANSLATION GO WITHOUT Pasarse sin LOOK UP Mirar arriba, buscar HANG ABOUT Vagar MOVE AWAY Alejarse HANG BACK Retraerse MOVE ALONG Pasar, no detenerse HANG BEHIND Quedarse atrás MOVE DOWN Bajar HANG FROM Colgar de MOVE IN Mudarse (de domicilio) HANG OFF Colgar (el teléfono) MOVE OFF Marcharse No detenerse, pasar a (otro HANG UP Colgar (un cuadro) MOVE ON asunto) HOLD BACK Detener MOVE OUT Mudarse (de domicilio) HOLD ON Continuar MOVE UP Moverse (para dejar sitio) HOLD OUT Resistir PASS AWAY Fallecer HURRY ALONG Darse prisa PASS BY Pasar por (un sitio) HURRY AWAY Irse rápidamente PASS IN Entrar HURRY OFF Irse rápidamente PASS ON Pasar (de mano en mano) HURRY UP Darse prisa PAY FOR Pagar JUMP ABOUT Dar saltos PAY IN Ingresar (dinero) JUMP AT Atacar PAY OFF Liquidar (una cuenta), pagar JUMP DOWN Bajar de un salto PAY UP Pagar (una deuda) POINT AT Señalar SHUT IN Encerrar POINT AWAY Señalar a lo lejos SHUT UP Callarse, cerrar (una tienda) POINT TO Señalar SIT DOWN Sentarse POINT DOWN Señalar abajo SIT UP Incorporarse, sentarse erguido POINT OUT Destacar SIT FOR Presentarse (a un examen) POINT UP Señalar arriba SPEAK FOR Hablar a favor de PULL AWAY Arrancar SPEAK TO Hablar con PULL DOWN Derribar SPEAK UP Hablar en alta voz PULL OFF Arrancar STAND BY Quedarse cerca PULL OUT Sacar STAND OFF Mantenerse alejado PULL UP Parar (un vehículo) STAND OUT Destacar PUT AWAY Poner a un lado STAND UP Ponerse de pie PUT BACK Poner en su sitio STAY AT Hospedarse PUT DOWN Anotar, bajar (algo) STAY BY Permanecer al lado de PUT IN Meter, instalar STAY IN Quedarse en casa PUT OFF Posponer STAY OUT Quedarse fuera de casa PUT ON Ponerse (una prenda) STEP ACROSS Atravesar PUT OUT Apagar, sacar STEP DOWN Bajar PUT UP Subir (algo), alojarse STEP IN Entrar

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VERB TRANSLATION VERB TRANSLATION

PUT UP WITH Soportar STEP OUT Salir

RUN ABOUT Correr de acá para allá STEP UP Subir Encontrarse con, atravesar RUN ACROSS corriendo STEP UP TO Acercarse a (alguien)

RUN DOWN Pararse (un reloj), enfermar STOP BY Quedarse al lado de

RUN IN Entrar corriendo STOP IN Quedarse en casa Empastar (una muela), tapar RUN OFF Escapar corriendo STOP UP (una botella)

RUN OUT Salir corriendo TAKE DOWN Escribir al dictado, bajar (algo)

RUN OVER Atropellar TAKE FOR Tomar por (equivocarse)

RUN UP Subir corriendo TAKE IN Engañar, meter Quitarse (una prenda), SEE ABOUT Indagar TAKE OFF despegar

SEE OFF Despedir (a alguien) TAKE OUT Sacar, quitar

SEE TO Encargarse de TAKE TO Llevar a

SEND ALONG Despachar TAKE UP Subir (algo)

SEND DOWN Bajar (algo) TALK ABOUT Hablar acerca de

SEND FOR Enviar por TALK OF Hablar de Despachar,despedir SEND OFF (trabajadores) TALK TO Hablar con

SEND ROUND Circular TEAR AWAY Quitar (rasgando)

SEND UP Subir (algo) TEAR OFF Separar (rasgando)

SET ABOUT Ponerse (a trabajar) TEAR UP Hacer pedazos (rasgando)

SET DOWN Asentar, colocar THROW AWAY Tirar (algo inservible)

SET OFF Partir (para un viaje) THROW BACK Devolver

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VERB TRANSLATION THROW DOWN Tirar hacia abajo THROW IN Tirar hacia adentro THROW OFF Echar fuera THROW OUT Arrojar THROW UP Tirar hacia arriba TRY ON Probarse una prenda TURN AWAY Mirar a otro lado TURN BACK Darse la vuelta TURN DOWN Poner boca abajo TURN OFF Apagar (la luz), cerrar (una llave) TURN ON Encender (la luz), abrir (una llave) TURN OUT Apagar TURN OVER Volcar, poner boca abajo TURN INTO Convertirse TURN UP Llegar WALK ABOUT Andar de acá para allá WALK ALONG Andar por WALK AWAY Alejarse andando WALK DOWN Bajar WALK IN Entrar WALK OFF Marcharse WALK UP Subir WORK OUT Calcular WORK UNDER Trabajar a las órdenes de WRITE DOWN Anotar

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REFERENCES

BOOKS

Dale, Paulette and Lillian Poms, (1985). English Pronunciation for Spanish Speakers: Vowels. Prentice Hall Regents

Ministerio de Educación Pública. “Programas de Estudios de Ingles Tercer Ciclo y Educación Diversificada”. Educación General Básica San José, Departamento de Publicaciones 2016.

Murphy, Raymond. (2000). English Grammar in Use, Second Edition. Cambridge University Press.

Richards, Jack C, Jonathan Hull and Susan Proctor (2005). Interchange Intro Student's Book, Third Edition. Cambridge University Press.

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