CALLAO STATE UNIVERSITY

FACULTY OF ELECTRICAL AND ELECTRONIC

ENGINEERING
PROFESSIONAL COLLEGE OF ELECTRICAL
ENGINEERING

RESEARCH TOPIC: “Present Progressive”

GRAMMAR:

•FUNCTION. Present progressive vs Simple present.

SONG: “Fool's Garden - Lemon Tree”

TRANSVERSAL TOPIC: “EDUCATION IN AND FOR HUMAN RIGHTS”

COURSE: Foreign Language II – English II

PROFESSOR: Mg. Ed. Rosaura Camones Estela

STUDENT: Tapia Pandia Hugo

COD: 1613125329

GROUP – CYCLE: 02T

ACADEMIC SEMESTER: 2018 A

CALLAO 2018
 DEDICATION.
To my parents for the unconditional support they always give
me, for being with me at all times, for teaching me to grow
and that if I fall I must get up, for guiding me day by day, for
being the foundations that helped me get here.
I also thank my teacher for her support and motivation in the
learning process in my professional studies and for having
transmitted the knowledge obtained.
 DEDICATION
To my parents for the unconditional support they always give me, for being
with me at all times, for teaching me to grow and that if I fall I must get up, for
guiding me day by day, for being the foundations that helped me get here.
I also thank my teacher for her support and motivation in the learning process
in my professional studies and for having transmitted the knowledge
obtained.
 Index:

Dedication………………………………………………..……………………………………………. 2

Index……………………………………………………………….……………………………………… 3
1. Chapter One: Grammar Topic …………………………………………………………… 4
• Present Progressive ..……………….……………………..…………………………. 5
• Present Simple ………………..………………………………………………..………. 9
• Present Progressive VS Present Simple ……………………………………….11

2. Chapter Two: Transversal Topic ………………………………………………..……. 13

Education in and for human rights…………………………………………….14

3. Chapter Three: ………………………………………………..………………………….…. 15

READING LITERARY BOOK

General information about the autor and the book

Summary of the book
Critical analysis of the book

4.Chapter Four: SONG……………………………………………………………..26

Lyrics……………………………………………………………………………………….27
Song Activities………………………………………………………………………….28
.

Conclusions……………………………………………………………………………………….….. 29
Recommendations………………………………………………………………………………… 30

References……………………………………………….………....................................... 31
Appendice…………………………………………………………………………….32
 CHAPTER ONE
GRAMMAR TOPIC

RESEARCH TOPIC: “Present

Progressive”

•FUNCTION.
Present progressive vs Simple
present.
 Present
Definition:
progres
Is used in English to talk about situations in the course, which
have started but have not yet
sive come to an end.

Form:

To form the present continuous the auxiliary verb "to be" and the verb + ing are used.

Subject Auxiliary (to be) Verb + ing

I am Talking, eating,
learning…
He, She , It is Talking, eating,
learning…
You, We, They are Talking, eating,
learning…

Structure:

1. Affirmative Sentences

Subject + auxiliary verb (to be) + verb(ing) +complement

Examples:

I am reading the newspaper.

He is taking a shower

.
We are playing tennis.
 2. Negative Sentences

Subject + auxiliary verb (to be) + negative auxiliary (not) + verb (+ing) +complement

Examples:

I’m not playing soccer.

He’s not /He isn’t eating.

She isn’t watching Tv.

3. Interrogative Sentences

Auxiliary verb (to be) + subject + verb (+ing) +complement?

Examples:

Are you talking?

No, I’m not talking.

Is he eating?

Yes, he is eating.

Are they learning?

Yes, They are learning.

Uses:
a) The present continuous is used to talk about something that is happening at the moment we
speak.

Examples:
I’m studying now.
He’s eating at the moment.
Is it raining?

b) The present continuous is used to talk about something that is happening at the moment we
speak. In this case, time expressions such as "currently", "lately" or "these days" are used.

Examples:
They’re learning English.
She’s currently looking for a job.
Are you working much lately?

c) We use the present continuous to talk about something that is already decided to be done in the
near future. Its use indicates that it is quite certain that the planned will happen.

Examples:
I’m going to the party tonight.
He’s not [He isn’t] coming to class tomorrow.
Are you working next week?

Orthography rules:

 When the verb ends in "e" normally the "e" falls before the ending -ing:
 make – making; take – taking.

 When it comes to a monosyllabic verb ending in a single vowel followed by a

consonant, the final consonant doubles in front of the ending -ing:

stop – stopping; sit -sitting; win – winning.

But when there is more than one vowel in the verb, we do not duplicate the
final consonant:

rain – rainin

 When it comes to a syllabic verb whose tonic syllable is the second, the final
consonant doubles before the ending - ing:

begin – beginning; prefer – preferring.

But if the tonic syllable is the first there are no modifications:

visit - visiting; open – opening

 There are no modifications when the verb ends in a vowel or consonant + y:

play - playing; study – studying

PRESE
NT
SIMPLE
 FORM:

We use the infinitive of the verb. In the 3rd person singular (he, she, it - or a name) we put
an -s to the end of the infinitive.
infinitive → 3rd person singular (he, she, it) infinitive + -s

 USE OF THE PRESENT SIMPLE:

 For repeated or regular actions in the present time period.

I take the train to the office.

The train to Berlin leaves every hour.

John sleeps eight hours every night during the week.

 For facts.

The President of The USA lives in The White House.

A dog has four legs.

We come from Switzerland.

 For habits.

I get up early every day.

Carol brushes her teeth twice a day.

They travel to their country house every weekend.

 For things that are always / generally true.

It rains a lot in winter.

The Queen of England lives in Buckingham Palace.

They speak English at work.

 AFFIRMATIVE AND NEGATIVE SENTENCES:

 Affirmative sentences in the Simple Present

I play with a ball.

 You play with a ball.

He plays with a ball.

She plays with a ball.

It plays with a ball.

We play with a ball.

They play with a ball.

he, she, it → Do not forget the -s
Contracted forms ARE NOT POSSIBLE

 Negative sentences in the Simple Present

We use the auxiliary do/does.

PRESE
NT
PROGR
ESSIVE
VS
PRESE
NT
SIMPLE
 Simple Prestent Present Progressive
Infinitive form of 'be' and verb + ing
(3rd person singular: infinitive + “s”)
I speak
You speak I am speaking
He/She/It speaks you are speaking
We speak he / she / it is speaking
They speak we are speaking
they are speaking

Exceptions

Exceptions when adding 's' : Exceptions when adding 'ing' :

 For can, may, might, must, do  Silent e is dropped. (but: does
Simple
not add s. Present Present
not Progressive
apply for -ee)
Example: he can, she may, it must Example: come - coming
in general (regularly, often, never) but:
rightagree
now - agreeing
 After o, ch, sh or s, add es.
Colin plays football every Look! Colin is playing football now.
Example: do - he does, wash - she  After a short, stressed vowel, the
Tuesday.
washes also for several
final consonantactions happening
is doubled.
present actions happening one Example:
at the samesit -time
sitting
 After a consonant, the final
after another Colin is playing football and Anne is
consonant y becomes ie. (but:  After a vowel, the final consonant
Firstnot
Colin plays football,
after a vowel) then he watching.
l is doubled in British English (but
Example:
watchesworry
TV. - he worries not in American English).
but: play - he plays Signal words
Example: travel - travelling (British
English)
 Always but:traveling (American English)
at the moment
 Every  at this moment
 Often  today
Final ie becomes y.
 Normally 
Example:nowlie - lying
 Usually  right now
 Sometimes  Listen!
 Seldom  Look!
 Never
 First
 then
Note: The following verbs are usually only used in Simple Present:
be, have, hear, know, like, love, see, smell, think, want
 Simple Present Present Progressive
action set by a timetable or arrangement for the near future
schedule I am going to the cinema tonight.
The film starts at 8 pm.

daily routine only for a limited period of time

Bob works in a restaurant. (does not have to happen directly
at the moment of speaking)
Jenny is working in a restaurant this
week.
 CHAPTER TWO
TRANSVERSAL TOPIC

“EDUCATION IN AND FOR

HUMAN RIGHTS”

What is human rights

education?
Human rights education is a process that anyone can undertake, at any
age and in any place, to learn about their human rights - and those of
other people - and the way to claim them. It serves people to develop the
skills and attitudes necessary to promote equality, dignity and respect in
their communities and societies and throughout the world.

“EDUCATION IN AND FOR HUMAN

RIGHTS”
In this sense we can refer to Carola Carazzone who understands that
education in human rights is not limited to only publicizing human rights,
but that there must be an education for human rights, that is, that they
have an action goal, that they are inducers of commitment, solidarity
and action.

To understand there are three dimensions:

A cognitive dimension (know) think critically, conceptualize, judge.

An affective dimension (try) experience, empathy.

An active behavioral volitional dimension

In my opinion the purpose of education in human rights is to reflect on their
own values and attitudes and, ultimately, modify their own behavior. It serves
to prevent human rights abuses, combat discrimination, promote equality and
encourage the participation of people in decision-making processes.
It guarantees that those in positions of power know their responsibilities.

It helps people to train them to participate in the promotion of human rights in

their communities and societies and around the world.
 CHAPTER THREE

READING LITERARY BOOK

3.1 GENERAL INFORMATION ABOUT THE AUTHOR AND THE

BOOK

3.2SUMARY OF THE BOOK

3.3CRITICAL ANALYSIS OF THE BOOK

~ 17 ~
 THE FIRST BOOK: “FISH AND CHIPS AND OTHERS
ABVENTURES”
AUTHOR: David Couper

BIOGHRAPHY

David Couper is the author of seven books and is an award-winning career trainer
and coach in the U.S., Europe and Asia. He has helped outsiders become happy and
successful insiders at Fortune 100 companies, fast-food joints and faith-based
organizations. Couper has a B.A. in Communication, completed a postgraduate
diploma in education and graduated with a Masters in Spiritual Psychology. He has
been quoted in over 30 different online and print publications. He lives in Los
Angeles

MAIN LITERARY OR WRITTEN PRODUCTIONS

* Outsiders on the Inside.

* 50 Activities for Developing People Skills.

* Twenty-Five Roleplays of Developing Counselling Skills.

* Macmillan Bookshelf: Fish and Chips and Other Stories Level 1.

* George Sees Stars (Storylines

RECOGNITION – PRIZES AWARDED OR ENGAGE

- Is an award-winning career trainer and coach in the U.S., Europe and Asia.

ABOUT THE LITERARY WORK

TITLE OF LITERARY:
FISH AND CHIPS AND OTHERS ABVENTURES
~ 18 ~
THE WORKS CONTAINS
It has 38 pages of which the story is from page 1-35, the exercises are from 35-37
and the glossary from 37 to 38.

SOCIAL HISTORICAL BACKGROUND IN WHICH THE WORK WAS

WRITTEN
* In Iraq, the United States begins the Gulf War
. * In the Vatican City, Pope John Paul II publishes his ninth encyclical, Centesimus
Annus.
* In Lima (Peru) the military command “Grupo Colina “kills 16 innocent people on a
plot in the Barrios Altos.
* Kazakhstan becomes independent from the Soviet Union.
* In Moscow, Mikhail Gorbachev renounces the presidency of the Soviet Union and
declares the formal dissolution of it.

SUMMARY OF THE BOOK

Jim worked in a factory in the north of England. But he lost his job so he was looking
for work. His friend Tom told him that in London he could find work When Jim arrived
in London, he went to sleep in a hotel because he was tired. In the morning he went
to have breakfast in a small, dirty cafe. There the waitress told her that she could find
work at the Mr. Jones factory. But he told him there was no work that had a friend
who had a store called Bert Ragley and that there was. It was a big store, I went into
Mr. Ragley's office that was sleeping.
But there was not a job for Jim either. He comes up with the idea of buying a van so
that he can sell fish and chips in the city and other nearby towns. At the bar he meets
Tom, he explains his idea to him but Tom tells him that a van is very expensive but
for a bicycle if he can lend money and Jim accepts Jim the next day went with the
bike but did not sell anything then Polly went with the bike, there is a man told him
that they were selling fish and chips cheaper then Polly.
The next day Jim saw Tom at the bar. I explain what happened and suggested that
they sell cheaper. Then Polly and Jim gave up
~ 19 ~
They went to sell wine to their neighbors and bought them. There were some so
Polly and Jim drank it, then the bell rang or it was a policeman who told them they
should not sell anymore but they would go to jail. Jim met Tom in a bar. Jim took
whiskey and sat down. Tom proposed that he be his manager and Jim accepted.

Critical analysis of the book

You have to look for work so that your children do not suffer from hunger, since it
does not matter if they look for work outside of your city, even if it means being away
from your family. Never give up, always be an entrepreneur and go ahead with the
idea you have, so call yourself crazy

~ 20 ~
 THE FIRST BOOK: “THE RED PONY “
AUTHOR: John Steinbeck

BIOGHRAPHY
Steinbeck was born on February 27, 1902, in Salinas, California. He was of German;
Steinbeck graduated from Salinas High School in 1919 and studied English literature
at Stanford University but could never graduate and left without a degree in 1925. He
traveled to New York, where he did odd jobs while trying to write, among them the as
a worker during the construction of Madison Square Garden, he worked as a
freelancer for the New York American, but was fired

MAIN LITERARY OR WRITTEN PRODUCTIONS

His work is considered as social realism, masterfully reflecting the situation in the
United States. Among its production include titles such as:
* Of mice and men

* The grapes of anger

* East of Eden.

RECOGNITION – PRIZES AWARDED OR ENGAGE

Obtained the following awards:
* Premio Pulitzer
* Nobel de Literatura en 1962

ABOUT THE LITERARY WORK

TITLE OF LITERARY:“THE RED PONY”

~ 21 ~
THE WORKS CONTAINS
Presents 3 parts of which the first is divided from 1-9, the second from 1-4 and the third from 1-
7

SOCIAL HISTORICAL BACKGROUND IN WHICH THE WORK WAS

WRITTEN
-The US government admits having conducted experiments between 1945 and 1947 with
humans to study the effect of ionizing radiation on those who make atomic bombs.
- The current Cuban Constitution, approved a year earlier by the Central Committee of the
Communist Party of Cuba, comes into force.
- After the Spanish withdrawal from Western Sahara, the Polisario Front declares the
independence of the territory with the name of the Sahrawi Arab Democratic Republic (SADR).
-The Viking 1 ship from the United States makes the first landing on Mars

SUMMARY OF THE BOOK

The story is about a 10-year-old boy, Jody receives a gift from his father Carl Tifllin, a
red pony named Gabilan, at which point Jody assumes the responsibility of caring for
and protecting the red pony. But I could not ride it since the pony was very young,
but I had a saddle that was made of red leather and they bought it in the market.
Billy Buck talked a lot about the horses because he had a horse that was Indian and
always won first prize in competitions so Jody listened carefully. Billy Buck and Jody
began the Gabilan formation in early Fall and what is round gallop at the end of a
long rope in the corral
When one day it began to rain copiously and his pony "Gabilan" got too wet, then the
boy Jody when he went to see the pony, he found him shaking his legs and looked
very bad. Jody was very worried about her horse and began to cover her back with
sacks. Then, Mr. Billy was trying to ease his breathing to the pony since the pony
could not breathe very well. Each day that passed, the pony was sicker and that
saddened Jody. He stayed to sleep with Gabilan again, but Gabilan left the barn
again. Jody went in search of Gabilan and found him under a tree and saw vultures,

~ 22 ~
and killed one of them. That's where Billy Buck and Carl Tiflin came from. But
Gabilan was dead
Jody's dad believes that his son needs new resposibilities. So they decide that they
should take care of a mare from their neighbor. Jody is paid for the care of the mare.
After a while, the mare becomes pregnant and will soon have a foal.
Billy has an interesting story. He grew up drinking mare's milk and that is why he's
very good with horses. When the mare gave birth, there was a problem. The colt
could not leave the belly of the mare and had to sacrifice it to save the baby. Finally,
Judy got the foal to take care of him along with Billy .

Critical analysis of the book

Everyone has to look for new responsibilities to be more independent. You can help
other people in a job and help them be better at what they do every day and learn
from the experiences of others.

~ 23 ~
 THE FIRST BOOK: “THE STRANGER”
AUTHOR: Norman Whitney
BIOGHRAPHY
Whitney studied English, was a doctorate and was from 1919 to 1957 as a professor
at the Syracuse University of the State of New York. During this time he called the
Syracuse In 1957 he left Syracuse to go for the American Friends Service Committee
(AFSC) to work dedicated to peace education. Part of the "Spectator Papers"
Records), written by Whitney of January 1943 until his death in 1967, was in the
periodical collection incorporated. This part is not complete. A Reissue of the
collection should be by 2020 to be finished. Whitney was married with Mildred
Carolyn

MAIN LITERARY OR WRITTEN PRODUCTIONS

They are the following:
* The Stranger
* The Truth Machine
* Oxford Team
* Open Doors: 3
* Paradise Island
* Sara Says No

RECOGNITION – PRIZES AWARDED OR ENGAGE

He was a member of the Christian Conference for Peace in 196

ABOUT THE LITERARY WORK

TITLE OF LITERARY WORK
The Stranger
~ 24 ~
THE WORKS CONTAINS
It has 54 pages of which are divided into 15 parts and these make up the book.

SOCIAL HISTORICAL BACKGROUND IN WHICH THE WORK WAS

WRITTEN
They are the following:
* The Spanish Courts approve the Law 17/1977, which allows that the first names of
the people can be registered in the Civil Registry in any of the languages of this
country.
* In Bosnia and Herzegovina, in a plane crash, the Prime Minister of Yugoslavia,
Yemal Bijedich, his wife and six others die.

SUMMARY OF THE BOOK

A man named Dave Slatin came to a town called Woodend and asked for a wife. The
store was very good and at the foot of the stairs there were two doors, the store and
the special requests only. Dave, Anna called Dave and, Dave took to the special
room, after a while Greta Gordon came out pale, crying, with red eyes and Without
her diamond rings, Greta Gordon took a picture of her and signed it, gave it to Anna
and told her not to say anything to anyone. Peter asked Anna to marry him and she
would marry the following year. Dave took Anna out to Lidney to see a movie, after
that they were kissed in front of the store inside Dave's car and Dave
Dave proposed to Anna to go to London over the weekend, but Anna accepted but
he had to answer a question that was because special customers come and Dave
told him why he wants them to help so Dave and Anna arrived on Friday night to
London .Peter gets upset with Anna because he had spent the weekend with Dave
and tells him to choose between him and Dave.
Dave hugged Anna hard and told her that he loved her and that he would leave
Peter, marry him, that he had powers and that she would give his children and those
children would inherit his powers. Anna kicked Dave and ran from the store. When
he got home he went to his bed because he felt terrible. At seven o'clock Peter heard
screams as the corner shop was burning and inside on the second floor standing in
the window was laughing Dave. People shouted at him to pull but he ignored it until
the flames blocked Dave and they never saw Dave again. Peter returned to Anna's
~ 25 ~
house suddenly there were screams and they went up to Anna's room but she was
already dead.

Critical analysis of the book

That there are people who, to have a better position, whether in a movie, in charge of
a company or scoring goals, turn to evil and harm other people in order to get what
they want

~ 26 ~
 CHAPTER FOUR

SONG
Fool's Garden-Lemon Tree
Fool's
Garden

~ 27 ~
 LYRICS
I'm sitting here in the boring room
It's just another rainy Sunday afternoon
I'm wasting my time
I got nothing to do
I'm hanging around
I'm waiting for you
But nothing ever happens and I wonder
I'm driving around in my car
I'm driving too fast
I'm driving too far
I'd like to change my point of view
I feel so lonely
I'm waiting for you
But nothing ever happens and I wonder
I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree
I'm sitting here
I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
While nothing ever happens and I wonder
Isolation is not good for me
Isolation I don't want to sit on the lemon-tree
I'm steppin' around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder
I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just another lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just a yellow lemon-tree
And I wonder, wonder
I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see, and all that I can see, and all that I can see
Is just a yellow

~ 28 ~
 Song Activities
1 COMPLETE THE WORDS WITH THE LETTER OF THE SONG;

1 .I'm sitting here in the ________ room

2. It's just another rainy Sunday ______
3. I'm wasting my time
4._________you told me 'bout the blue blue sky
5.And all that I can see is just a ______lemon-tree
6.I'm ________ my head up and down

SOLUTION:

1.I'm sitting here in the boring room

2.It's just another rainy Sunday afternoon
3.I'm wasting my time

4.Yesterday you told me 'bout the blue blue sky

5.And all that I can see is just a yellow lemon-tree
6.I'm turning my head up and down

~ 29 ~
CONCLUSIONS.
 FORM:
to be (am, are, is) + Infinitiv + -ing

 USE OF THE PRESENT PROGRESSIVE:

Peter is reading a book now.

We are going to Basel on Saturday.

 AFFIRMATIVE, NEGATIVE AND QUESTIONS SENTENCES.

 Affirmative sentences in the present progressive

Long forms Contracted forms

I am playing football. I'm playing football.

You are playing football. You're playing football.

He is playing football. He's playing football.

 Negative sentences in the present progressive

Long forms Contracted forms

I am not playing football. I'm not playing football.

You're not playing football.
You are not playing football.
You aren't playing football.
He's not playing football.
He is not playing football.
He isn't playing football.

 Questions in the present progressive

Long forms Contracted forms

Am I playing football?

Are you playing football? Not posible.

Is he playing football?

~ 30 ~
RECOMMENDATIONS.

Everyone has the right to have clear and sufficient information about human
rights and fundamental freedoms, as well as access to education and
training in human rights. Governments, for their part, must guarantee that
all citizens can know and learn about their human rights, as established by
multiple national, regional and international instruments.
"Human rights education is concerned, among other things, with reporting
on international human rights instruments; its objective is to make people
aware of the legal norms that exist, their content and legal status. But
human rights education is not limited to imparting knowledge about human
rights. It fundamentally tries to change attitudes and behaviors and to
develop in people new attitudes that allow them to take action. "

~ 31 ~
REFERENCES.

https://learnenglish.britishcouncil.org/en/english-grammar/present-simple

https://www.ef.com.pe/recursos-aprender-ingles/gramatica-inglesa/simple-present/

https://www.curso-ingles.com/aprender/cursos/nivel-basico/verb-tenses-
present/present-simple

https://es.duolingo.com/comment/3062875/PRESENT-PROGRESSIVE-EXPLICACI
%C3%93N-y-aclaraci%C3%B3n-de-dudas

https://english.lingolia.com/es/gramatica/tiempos-verbales/present-progressive

https://studyspanish.com/grammar/lessons/presprog

https://es.wikipedia.org/wiki/Educaci%C3%B3n_en_derechos_humanos

https://www.es.amnesty.org/en-que-estamos/temas/educacion-en-derechos-
humanos/

~ 32 ~
APPENDICES:

~ 33 ~