ICOM506 Inglés 5

Vicerrectoría Académica UA
Dirección de Docencia de Pregrado- Sub Dirección de Desarrollo Curricular
CRONOGRAMA TEMÁTICO DE SECCIONES SEMANALES

Carrera: Ingeniería Comercial Nivel de la asignatura en el V
plan
Código ICOM 506 Nombre Asignatura Inglés V
asignatura
SEMANA TEMA CONTENIDO ESTRATEGIA PEDAGÓGICA
Sesión 1 The present perfect  The present perfect
 The negative and
Clase expositiva
interrogative form of
present perfect
Sesión 2 Reading  Comprehensive reading
Comprension lectora
comprehension about present perfect
Sesión 3 So+Adjetive+That  Grammatical structure Comprension lectora
Sesión 4 Weather expressions  Vocabulary about
Clase expositiva
weather
Sesión 5 Using lands in different  Comprehensive reading Clase práctica
ways
Sesión 6 Socialising and  Vocabulary Clase práctica
networking
Sesión 7 Contractions  Contractions most used Clase expositiva
Sesión 8 ING forms  ING forms as subjects,
Clase expositiva
objects or complements.
Sesión 9 Can, May and Could  The modal verbs Clase práctica
Sesión 10 Linking verbs  Linking verbs Clase expositiva
Sesión 11 Passions: reactions and  Vocabulary Clase práctica
emotions
Sesión 12 Words for intense  Vocabulary about Clase práctica
negative feelings negative feelings
Sesión 13 Primera evaluación  Unidad 1 y 2
Evaluación escrita
parcial
Sesión 14 Relationships: positive  Vocabulary about positive Clase práctica
aspects relationships
Sesión 15 Passive voice, first part  Passive voice Clase expositiva
Sesión 16 Passive voice, second  Tense passive Clase práctica
part.
Sesión 17 Past perfect tense  Past perfect Clase práctica
Sesión 18 Linking Word and  Sentence connectors
Clase expositiva
phrases
Sesión 19 Reading  Comprehensive reading Clase práctica
comprehension about environment
1
Sesión 20 Accuplacer Reading  Comprehensive reading

comprehension Clase teórica - práctica
practice (1)
practice (2)
comprehension Clase teórica - práctica 2
practice (3)
practice (4)
Sesión 24 ING and TO  Verbs with termination
ING Clase expositiva
 Preposition TO
Sesión 25 Economy and finance  Vocabulary Clase práctica
Sesión 26 Forms of payment  Cash, cheques and cards Clase teórica - práctica
Sesión 27 Unreal past situations  If Clase expositiva
Sesión 28 Wish  Wish v/s hope Clase expositiva
Sesión 29 Segunda evaluación  Unidad 3 a 5
Evaluación escrita
parcial
Sesión 30 Reported speech (1)  Reported speech Clase teórica - práctica
Sesión 31 Reported speech (2)  Reported questions Clase teórica - práctica
Sesión 32 Reported speech (3)  Reported requests Clase teórica - práctica
Sesión 33 Reading  Comprehensive reading Clase práctica
comprehension about classical and
modern art
Sesión 34 Aplicación Prueba
Todas las Unidades Prueba Escrita
Recuperativa
Sesión 35 Examen Ordinario Todas las Unidades Prueba Escrita
Sesión 36 Examen Extraordinario Todas las Unidades Prueba Escrita
PROGRAMACIÓN CLASE A CLASE
Nombre del curso: Inglés V

Código: ICOM506
Carrera: Ingeniería Comercial
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Sesión Nº 1:The Present Perfect
Descripción de la Sesión:
En esta sesión los alumnos aprenderán a expresar en forma oral oral y escrita el tiempo verbal Presente
Perfecto; Dicho tiempo se utiliza para referirnos a acciones que suceden en un pasado reciente y que
guardan alguna relación con el presente.
Ejemplo: Yo he enviado una carta = I have sent a letter.
Lectura Previa:
The present perfect is: Subject + have/has + a verb in past participle. That verb can be regular (ends in
“ed”) or irregular (lost/done/written/been etc.)
Example: I/we/you/they have (lost) (= I’ve lost) the key
He/ She/ It has (lost) (= she’s lost) the key
The negative form of Present Perfect is: Subject + have/has not + Past participle.
Example: I have not seen you since the last meeting

Have not = Haven’t
He has not done his homework yet.
Has not = Hasn’t
The interrogative form of Present Perfect is: (Wh) Have/ Has + Subject + Past Participle.
Example: Have you heard from Mario recently? No, I haven’t

Yes, I have, He’s working in USA.
Put in the verbs in brackets into the gaps. Use Present Perfect.
1) Karen……………………….. me an e-mail. (to send)
2) Dave and Pat………………………… the museum. (to visit)
3) I………………………… at the pet shop. (to be)
4) They…………… already…………….. their rucksacks. (to pack)
5) Marcus………………….. an accident. (to have)
6) We………………………… the shopping for our grandmother. (to do)
7) I………… just………… my bike. (to clean)
8) Emily………….............. her room. (to paint)
9) Lisa and Colin……………………. to a concert. (to go)

10) My friends…………………….. smoking. (to give up)
Complete the sentences.

Use the present perfect form of the verbs in brackets.
1……………………………..(the coach / arrive) yet?score

2.Martin…………………………..(not bought) the train tickets.score 4
3.I………………………………(not make) dinner yet.score
4……………………………….(you / hear) this song before?score
5. We……………………………. (not see) this film. Is it good?score
6.Max and Jill………………………………..(not decide) where to go for their holiday.score
7………………………………………….(your sister / find) a new job yet?score
8…………………………………….(they / send) a text to Jerry?score
Referencia bibliográfica:
 http:// www.englisch-hilfen.de/en/exercises/tenses
 http:// www.elt.oup.com/students/solutions/elementary
Sesión Nº 2: Reading Comprehension

En esta sesión los alumnos harán uso de los conceptos aprendidos correspondientes al Presente
Perfecto mediante la lectura de un texto, para luego contestar las preguntas que se plantean al
respecto.
Lectura Previa:
READING COMPREHENSION
Hi there! I’m Lana. My family and I have just arrived in Samoa for a holiday! Do you know where Samoa
is? Have you heard of it? It is a small Island in the Pacific Ocean and it is beautiful! They speak Samoan
here but they also speak English so I can understand.
We have done a lot of fun things here already. My brother and I have gone horse riding along the beach
and we have been already snorkeling in the ocean. My brother has also played cricket on the beach
but I sat and watched.
My parents have ridden bikes along the beach in the sun and all of us have swam in the beautiful blue
sea. We have tried a lot of the delicious food here but I haven’t eaten a coconut yet. I want to do that
tomorrow.
My dad has gone hiking in the jungle but the rest of us haven’t gone yet. We still have a lot of things to
do here before we go! Anyway I’ll write again soon, I’m going to the beach to go for a swim!
Preguntas de inicio:
Where is Samoa?
What do people speak in Samoa?
What have Lana and her brother done already?
What have their parents done already?
What hasn’t Lana done yet?
Where is Lana going now?
5
Referencia Bibliográfica de la Lectura Previa
 http: // www.enjoyableenglishprintables.com
Sesión N°3: SO+ADJETIVE+THAT

En esta sesión los alumnos conocen y aplican la estructura gramatical SO+ADJETIVE+THAT, con el
objetivo de añadir énfasis, mostrar sentimientos extremos o para dar la opinión acerca de un tema.
Lectura Previa:
So + ADJETIVE + THAT
"So" can be combined with adjectives to show extremes. This form is often used in exclamations.
Examples:
 The music is so loud! I wish they would turn it down.
 The meal was so good! It was worth the money.
USE with "That"

The above form can be combined with "that" to show extremes which lead to certain results. The
"that" is usually optional.
Examples:
 The music is so loud that I can't sleep.
 The music is so loud I can't sleep.
 The meal was so good that we decided to have dinner at the same restaurant again tonight.
 The meal was so good we decided to have dinner at the same restaurant again tonight.
SUCH + ADJETIVE:
We use SUCH before (adjective +) noun. A/an comes after such.
Examples:
She’s such a baby.
I didn’t know you had such a nice friends.
Put in So or Such:
1.- The weather was……………cold that the football matches were cancelled
2.- It was…………………hot weather that nobody could do any work.
3.- The book was ………………boring that I stopped reading it.
4.- It was……………..a good film that I went to see it three times.
5.- They’ve got……………….a nice house that I always love staying there. 6
6.- And their garden is………………..beautiful!
7.- His voice is……………………….pleasant that I could listen to him all day.
8.- I don’t know why she talks in……………a loud voice.

 Swan, Michael & Walter, Catherine. How English Works, A grammar practice book, Oxford
University press.
 http//: www.englishpage.com
Sesión N° 4: Weather Expressions

Esta sesión trata acerca del vocabulario más comúnmente utilizado cuando se habla acerca del clima.
Los alumnos practican mediante la aplicación de dichas palabras en forma oral y escrita.
Lectura Previa:
Weather Expressions
Notes:
The written lesson is below.
Links to quizzes, tests, etc. are to the left.
Remember, an idiom is an expression that cannot be immediately understood by analyzing its literal
meaning. A few examples of idioms in English are:
to "drive someone crazy"
to "lose it"
to be "raining cats and dogs"
Spanish also has many idiomatic expressions. Although their literal translations sound odd to English
speakers, they sound perfectly natural to native speakers. Here is one example:
Idiom: Hace mucho frío
Literally: It makes much cold
True Meaning: It is very cold
In Spanish, there are a number of idiomatic expressions that employ the verb hacer (literal meaning:
to do or to make), and are used to describe the weather.
¿Cómo está el tiempo? What’s the weather like?

Hace frío: It's cold.
Hace calor: It's hot.
Hace viento: It's windy.
Hace sol: It's sunny.
El tiempo esta bueno: The weather is good.
El tiempo está malo: The weather is bad.
Está fresco: It's brisk. 7
Like the idioms that use tener, these idioms also contain a noun.
el frío
el calor
el viento
el sol
el tiempo
Because the idioms use nouns, they are modified by adjectives, not adverbs.
Hace mucho frío: It's very cold.
There are also weather expressions that use the verb hay:
Hay niebla: It's foggy.
Hay neblina: It's misty.
Hay sol: The sun is shining.
Hay luna: The moon is out.
Hay relámpagos: It's lightning.
Hay humedad: It's humid.
Hay nubes: It's cloudy.
Hay lluvias torrenciales: It's pouring.
Hay un vendaval: There's a windstorm.
Hay granizo: It's hailing.
Hay lloviznas: It's sprinkling.
Other weather expressions use the verb estar along with an adjective:
Está oscuro: It's dark.
Está nublado: It's cloudy.
Está lluvioso: It's raining.
Other weather expressions simply use a single verb:
Llueve.
It is raining. or It rains.
From the verb llover (to rain)
Nieva.
It is snowing. or It snows.
From the verb nevar (to snow)
Truena.
It is thundering. or It thunders.
From the verb tronar (to thunder)
Llovizna.
It is drizzling. or It drizzles.
From the verb lloviznar (to drizzle)
Here are some common ways to ask about the weather:
¿Qué tiempo hace? 8
¿Qué clima hace?
¿Cómo está el clima en...?
¿Cómo está el tiempo?
¿Cómo está el clima hoy?
Translate these sentences:
¿Cómo está el tiempo?
Está caluroso
Está nevando
Diana está usando el abrigo porque hace mucho frio
Es imposible ver porque hay mucha niebla
Es peligroso porque hay relámpagos.

 http://www.studyspanish.com/lessons
Sesión N°5: Using Lands In Differents Ways

En esta sesión los alumnos abordan un tema en particular por medio de la comprensión lectora, el
tema a tratar en este caso es el uso que le damos los seres humanos al espacio del que disponemos y
en el que elegimos vivir. Los alumnos comentarán y responderán las preguntas que se han estipulado
de acuerdo a la lectura.
Lectura Previa:
USING LANDS IN DIFFERENTS WAYS

People use land in different ways. Some areas have a lot of open space. Some areas have buildings
close together and people living each other. People choose the type of community they want to live
in. They think about their interests and their work.
A rural area has a few homes and businesses. There is lots of space in between buildings. Rural areas
are perfect for people and businesses who want to grow plants for food or raise animals. Most states
have some rural areas.
An urban area is a large city and the places near it. Many people live and work in the same large city.
Every state has urban areas. You will find public transportation, like buses and the subway. Many of
the buildings also have modern designs. There are many things to do and see in the city.
A suburban area, also called the suburbs, is located outside a big city, but not very far away. In the
suburban communities, many people live near where they work. The suburbs don’t have the crowds
that are in the city. You will find more space in the buildings. There are houses and shopping in this
kind of community.
9
1. What is a rural area like?
2. What is an urban area like?
3. What is a suburban area like?
4. Do you like rural, urban or suburban area best? Why?
Referencia Bibliográfica de la Lectura Previa:

 http://www.k12reader.com/reading-comprehension/Gr2_Wk7_Land_Use.pdf
Sesión Nº6: Socialising and Networking

En esta sesión los alumnos se familiarizarán con el vocabulario que se utiliza para socializar en ámbitos
domésticos y de trabajo o negocios
Lectura Previa
SOCIALISING AND NETWORKING
A.-Socialising: implies simply spending leisure time with other people. This can be done in lots of formal
and informal ways.
A housewarming (party): a party to celebrate moving to a new house or flat.

A launch (party): A party to celebrate he publication of a new book or product.
A fancy dress party: A party where everyone dresses up n costume as other people.
A stag party: A party before a wedding for future husband and his male friends.
A girl’s night out / a hen party: an evening just for female friends spent at a restaurant or club.
A reception: a formal party, e.g. after a wedding or to meet an important visitor.
A black tie or a white tie event suggests a formal party at which men have to wear black bow or white
bow ties respectively.
B.- Networking:
Socialising is meeting people purely for pleasure but networking is making contacts that will be useful
to one´s business or career. In the past career networking in England usually happened simply through
the old school tie or old boy network [contacts made by the children of the traditional ruling class
while at expensive private school]. Now people are rather more pro-active [taking actions yourself
rather than waiting for something to happen] in trying to make useful contacts.They may try to put
themselves about. [informal: make themselves visible in hope of being notice by someone important,
and, thus, help themselves to climb the career ladder] Networking involves such things as exchanging
(business) cards and promising to do lunch sometime.
To hobnob is usually used with rather negative associations meaning to be friendly with someone who
is important or famous.
E.g.: I saw Dick hobnobbing with the boss after work yesterday.
To rub shoulderswith is an informal expression meaning to mix socially with people who are famous. I
hear you’ve been rubbing shoulders with royalty! 10
C.- Informal expressions:
Here are some of many informal expressions connected with socializing.

E.g.: I don’t like the people Rick hangs out with/ knocks around with. [Spends social time with].
Would you like to come to a bash / do / get – together / booze-up we’re having on Saturday? [a
party; the last expression is very colloquial and suggests that a lot of alcohol will be drunk].
(Said to your host) I hope I’m not outstaying my welcome. [ staying too long]
Marisol’s a real party animal [someone who loves going to parties] but her boyfriend can be a bit
of a party pooper [someone who spoils parties by being disapproving or miserable].
Do you fancy going clubbing this evening? [ going to one or more nightclubs]
Let’s go out on the town. [ Enjoy the entertainments in a town, e.g. the bars, pubs and clubs]
Mandy’s very chummy / pally with the boss’s wife. [ friendly ]
I hate it at my new job – everyone’s so cliquey. [ a clique is a disapproving Word for a small group
of people who spend time together and do not allow others to join them]
Are they really an item? [ having a romantic relationship ]
If he ever stood me up [ failed to turn up for a date ], I’d drop him [ end our relationship
They’ve gone on a pub a crawl. [Gone to spend an evening to several different pubs].
Answer the following questions relating to the expressions on the opposite page.
1. - Who would you call a party animal and who would you call a pooper and why?
Which of these are you more likely to be called and why?
2. - In which sort of careers do you think it is important to network?
3. - It’s Friday night. Would you prefer to go clubbing or to go on a pub crawl?
4. - Which of the types of party listed in A have your personal experience of?
How did you enjoy them?
5. - If you describe an atmosphere as clikey, do you like the atmosphere? Why / Why not?
6. - Have you ever been stood up? What happened?

 McCarthy, Michael – O’Dell Felicity English Vocabulary in Use Advanced, Cambridge
Sesión N° 7: Contractions
Descripción de la Sesión :
En esta sesión se les entrega a los alumnos una lista completa de las abreviaturas que se utilizan en el
inglés hablado.
Lectura Previa
CONTRACTIONS
By definition, a contraction is a shortened form of a group of words. Contractions are used in both 11
written and oral communication. When a contraction is written in English, the omitted letters are
replaced by an apostrophe.
Here are some common contractions and the groups of words that they represent.
aren't are not
can't cannot
couldn't could not
didn't did not
doesn't does not
don't do not
hadn't had not
hasn't has not
haven't have not
he'd he had; he would
he'll he will; he shall
he's he is; he has
I'd I had; I would
I'll I will; I shall
I'm I am
I've I have
One contraction that is not on the above list is “it’s.” It is useful to note that “it’s,” a contraction, is
often confused with “its,” a possessive pronoun. Remember,
it’s it is and its possessive pronoun
Here they are used in sentences
It’s really nice outside today. It is really nice outside today.
The dog ate its food. (The food belongs to the dog.)
You probably use contractions when you speak to your friends and family members every day;
however, it is important to note that contractions are often considered inappropriate in formal writing.
Professors, employers, and other professionals like to see that you have taken your time on a
document, and using contractions is sometimes seen as a shortcut.
To be safe, never use contractions when writing for a class or when writing a professional document,
such as a personal statement or cover letter.
Exercises
Part 1: 12
Each of the following sentences can be rewritten to contain one or more contraction(s). Using the
provided list as a reference, re-write the following sentences.
1. I have been studying for hours, but I still do not feel ready for the exam.
2. You were not at the coffee shop yesterday.
3. The paint she picked out was a lovely color, but it did not match the trim.
4. We would go to the beach with you; however, we have got too many chores to do.
5. You should not use contractions in formal writing.
Part 2:
Each of the following sentences contains one or more contraction. Re-write each sentence, replacing
any contractions with the groups of words they represent.
1. I can’t go with you because I’m busy that day.

2. It’s clear that the dog is frightened because it keeps placing its tail between its legs.
3. They’ve been trimming the trees at the park since this morning; I haven’t been able to sleep since
they started.
4. You mustn’t pester your grandmother like that.
5. She’ll bring Jonathan with her if he’s willing to chip in for gas.

 Tucker, Andrew- San José University Writing Center
 http://www.sjsu.edu/writingcenter/
Sesión Nº8: ING Forms

En esta sesión los alumnos revisarán el uso correcto del gerundio “ing” como subject, object o
complement. También se aborda su uso después de una proposición.
Lectura Previa:
1.-We can use – ing forms as subjects, objects or complements.
Smoking is bad for you. (subjects)

I hate packing. (objects)
My favorite activity is Reading. (complement)
An- ing form can have its own objects.

Smoking cigarettes is bad for you.
I hate packing suitcases.
My favorite activity is reading poetry.
2.-We can use a determiner (e.g. the, this, my) or a possessive‘s before an – ing form.
13
The rebuilding of the cathedral Do you mind my smoking?
I don´t like his borrowing my things without asking.
What’s all this shouting?
John’s leaving home upset everybody.
Objects forms are possible instead of possessives, especially after a verb or proposition. They are less
formal.
I don´t like him borrowing my things without asking.
She was upset about John leaving home.
3.-We have to use the -ing form after certain verbs and expressions: avoid, be/get used to, can't
help, can't stand, don't mind, enjoy, feel like, finish, imagine, and look forward to.
I enjoy travelling
I feel like going for a walk
I avoided seeing him again
I don`t mind getting a job abroad
She can`t stand wearing gloves
We use – ing form after propositions.
You can only live for a few days without drinking

Do you feel like helping me
I’m fed up with/of selling things
I apologise for disturbing you.
I like walking as well as playing football
I’m tired of answering children’s questions
She’s keen on cooking
She’s very good at cooking
Other prepositions followed by ing form: about – besides – for – in – in spite of – instead of.
Complete the sentences with ing forms

1.-____________ too much alcohol is very bad for you.
2. - I don’t like__________bills.
3. - He really enjoys________his own voice.
Make these sentences less formal 14

1. - Do you mind my asking you a question?
2. - I do not appreciate your shouting at me.
3. - I could not understand Pedro wanting to pay for everybody.

 Swan, Michael & Walter, Catherine – How English Works A grammar practice book – Oxford
University Press.
 http://e-ducativa.catedu.es/44700165/aula/archivo
Sesión Nº9: Can, May and Could

En la siguiente sesión los alumnos aplicarán los verbos modales can, could y may, como un instrumento
para expresar posibilidad.
Lectura Previa
We form questions with can, may and could like this:
Questions
Can
May + I/he/she/it/we (etc.) wait?
Could
We use can, may and could to ask for things:
Can etc. + I/we + have….?

Can I have a coffe?
Can we have the menu, please?

Can I have some sugar?
We use can, may or could to ask for permission. Could I and May I are more formal and polite than
Can I:
Can/May/ Could + I/we + infinitive…..?

May I see her?
Put the words in brackets () in the right order to make questions.
1. - Please – I – may – a glass of orange juice – have - ?
2. - We – listen to your new CD – can - ? 15
3. - Your mobile – please – use – I – can- ?
4. - May – borrow – your camera tomorrow – I - ?
5. - Please – the menu – pass – you – could - ?
6. - Can – this letter for me - you – post-?

 Coe, Norman – Harrison, Mark – Paterson, Ken. Oxford Practice Grammar, Basic. Oxford University
Press.
Sesión Nº10: Linking Verbs

En esta sesión los alumnos conocen y practican los verbos que realizan dos funciones en una oración.
En un sentido pueden expresar una característica del sujeto y en otro, sólo la acción hecha por el objeto
indirecto.
Lectura Previa:
LINKING VERBS
Definitions
Linking Verb: A linking verb is a verb that links a word in the predicate to the subject. That word will
either be a noun (predicate noun), which will rename the subject or an adjective (predicate
adjective), which will describe the subject.
Action Verb: A verb that shows action. It may or may not have a noun or pronoun following it that
receives the action of the verb (direct object).
There are some words (sense words) that will be linking or action verbs depending on how they are
used in a sentence. For example:
Mary seems to like the house.

Seems is an action verb, but there is no direct object here.
The house seems large.

Seems is a linking verb - large is a predicate adjective that describes the subject, house.
These types of verbs are sometimes described as performing the function of an equal sign because
they provide the connection between a subject and a certain state.
Words That Are True Linking Verbs

16
Some words are always linking verbs. These are considered "true." They do not describe the action,
but always connect the subject to additional information. The most common true linking verbs are
forms of "to be," "to become" and "to seem."
Am, Is being, Are, Become Seemed

Are being, Was, Was being Becomes Seeming
Were, Has, has been, Have Became Seems
been
Will have been, Had been Has become Has seemed
Might have been Have become Have seemed
Had become Had seemed
Will become Will seem
Will have become
Determining Other Linking Verbs
In addition to true linking verbs, there are also many verbs that can exist either as action verbs or
linking verbs. These are also called resultative verbs. Verbs related to the five senses often function in
this way. Common verbs that can exist as either action verbs or linking verbs include:
 Grow, Look, Prove, Remain, Smell, Sound, Taste, Turn, Stay, Get, Appear, Feel.
Practice Exercise
Write down the verbs in the following sentences. Then tell whether they are action or linking verbs.
1. The ghost appeared in the doorway.
2. The child appeared tired.
3. Bill became the president of the student council.
4. The cloth on the table felt soft and fuzzy.
5. Jeannie grows taller every day.
6. The tree grows every day.
7. John felt sick after lunch.
8. The leftover food from the picnic smelled rotten.

 http://teachro.publiccomputingservices.org/grammarpractice/verbs/linkact.htm
Sesión Nº11: Passions: Reactions and Emotions

Descripción de la Sesión : 17
En esta sesión los alumnos practican con palabras cuyo significado expresa reacciones y emociones de
acuerdo al tipo de estímulo de la vida diaria.
Lectura Previa:
PASSIONS: REACTIONS AND EMOTIONS
A.-Here are some verbs which refer to having a strong desire that is hard to control.
Pregnant women crave/ have a craving for strange things like tuna and banana pizza!
I still hanker after/ have a hankering for a bright red sports car. (Hanker is especially used about
something you cannot have.)
Young children often seem to thirst / have a thirst for knowledge. (To hunger for can also be used in
the same way as to thirst for.)
Sometimes my cousin just yearns to be on her own with no family responsibilities. (If you yearn to do/
yearn for/ have a yearning for something, it means that you want something that you do not have
and, often, can never have.)
An Olympic gold is probably the most coveted sporting prize. (To covet something means to want to
possess it very much)
B.-Here are some verbs describing ways of reacting to other people’s emotions.
Defuse: Make a dangerous or tense situation calmer. E.g. Jane tried to defuse the tension by changing
the subject.
Placate: Stop someone feeling angry. E.g. Jim was very angry with his daughter and it took all her charm
to placate him.
Conciliate: End a disagreement between two people or groups by acting in friendly way towards both
sides. E.g. An independent advisor has been brought in to conciliate between the unions and the
employer.
Appease: End a disagreement by giving the other side an advantage that they are demanding (normally
used in a disapproving way). E.g. Although appeasing the enemy postponed the w+
ar for another year, it did not ultimately prevent it from happening.
C. - Here are some more words which refer to being extremely happy.
 Rejoice: be extremely happy.
 Exultant: feeling great pleasure and happiness, usually because of success.
 Jubilant: expressing great happiness especially at a victory.
 Rapture: extreme pleasure or happiness (adjective= rapturous)

 Bliss: perfect happiness (adjective= blissful) Note that the adverb blissfully collocates strongly
with happy, ignorant and unaware. E.g. They are blissfully happy even though they’re poor.
Answer these questions. 18

1. - What sort of things might you say someone was blissfully ignorant of?
2. - If a politician talks about appeasement, is he expressing approval?
3. - Would people be more likely to be called jubilant or blissful if their team had won the world cup?
4. - Have you ever felt as if you were floating on air? When?

 McCarthy, Michael – O’Dell, Felicity. English Vocabulary in Use, Advanced. Cambridge University
Press.
Sesión N° 12: Words for Intense Negative Feelings

En esta sesión se aborda un capítulo dedicado al vocabulario específico con el cual podemos expresar
sentimientos, principalmente antipatías y aversiones.
Lectura Previa
A.- Antipathies and aversions
Antipathy is a feeling of strong, often active, dislike or opposition towards something or someone, e.g.
Antipathy towards government has increased as a result of the current crisis. The adjective with this
meaning is not antipathetic but hostile or unsympathetic, e.g. a hostile crowd of protesters; an
unsympathetic remark
Aversion is a feeling of intense dislike or an unwillingness to do something, or it can also be the person
or thing which causes that feeling. It is often used in the phrase have/feel an aversion to, e.g. I felt an
instant aversion to the manager. Arrogance has always been my pet aversion (the thing I dislike most
of all)
Averse to means opposed to, usually used with not, e.g. I’m not averse to a good night out.
B.-More words for intense negative feelings
Noun Meaning Adjective Verb

Loathing Intense hatred Loathsome Loathe
Abhorrence Intense disgust Abhorrent Abhor
Scorn Lack of respect for Scornful (showing lack Scorn
something or someone of respect)
felt to be worthless
Revulsion Strong disgust Revolting Revolt

repulsion Opposite of strong repulsive repulse
attraction
Answer these questions about words in A and B.

1. Name three foods that you find revolting
19
2. Name three things that you loathe doing
3. Name someone that you feel scorn for.
4. Are there any ideas that you find abhorrent?
5. Have you ever felt an instant antipathy to someone?
6. Do you have a pet aversion? If so, what is it?

Press.
Sesión 13: Primera Evaluación Parcial

En esta sesión, se aplicará la primera prueba parcial, escrita, en donde se evaluará la unidad 1 y 2 del
programa de estudio de la asignatura.
Sesión N° 14: Relationships: Positive Aspects

Descripción de la Sesión
En esta clase los alumnos practican con vocabulario específico para expresar aspectos o vivencias
positivas en las relaciones interpersonales.
Lectura Previa
Relationships: positive aspects
A.- Love, friendships:
When Tom met Lyli it was love at first sight. (love began the first moment they saw each other)
She fell head over heels in love with him. (fell deeply and madly in love)
Your sister and I hit it off immediately (liked each other the moment we met). We’re true soulmates.
Nelly was my mother’s lifelong companion. (Friend who was with her all her life).
The moment I met Juan I could see he was a man after my own heart. (Someone you admire because
they do or think the same way as you; can also be woman after one’s own heart).
Carlos and I get on like a house on fire. ( have a very good, enjoyable relationship)
Juan and Pedro have been bosom friends/buddies/pals for years. (very close, good friends)
(togetherness)
Answer these questions, giving a reason why.
Name someone in your life who… 20

1. - you feel a close bond with.
2. - is a real soulmate for you.
3.- is a person after your own heart

Press.
Sesión N°15: Passive Voice (1)

Hablaremos en esta ocasión sobre un recurso gramatical de gran importancia en la lengua inglesa:
la voz pasiva. Para comenzar estableceremos la diferencia con el lenguaje que utilizamos
habitualmente llamado voz activa.
Lectura Previa
LOOK AT THESE SENTENCES:
Active: They sell cold drinks here. (OBJECT)
Passive: Cold drinks are sold here(SUBJECT)
Notice that the object in the active sentence (cold drinks) is the same as the subject in the passive
sentence. We use the passive when it is not important who does the action, or when we don’t know
who does it:
These cars are made in japan. ( We don’t need to say….by Japanese workers)
This castle was built in the twelfth century. (We don’t know who built it)
We form the Present Simple passive like this:
Subject + am/is/are + Past Participle
Example: Glass is made from sand. (Positive)

These computers aren’tproduced any more. (Negative)
When is breakfast served in this hotel? (Question)
We form the Past Simple passive like this:
Subject + was/were + past participle 21
Anna was born in Germany (Positive)
The goods weren’t delivered yesterday. (Negative)
When was your camera stolen? (Question)
Now look at these examples:
a) Alfred Hitchcock was a great film-maker. He directed this film in 1956.
b) This is a wonderful film. It was directed by Alfredo Hitchcock.
In b we use the passive because we have been talking about something (the film), and not the person
who did it (Hitchcock). We use by to say who does, or did, the action:
This film was directed by Hitchcock
Change the active sentences into passive sentences. Use the words in brackets.
1. - Someone painted the office last week. (The office/paint/last week)
2. - several people saw the accident. (The accident/see/by several people)
3.-Where do they make these video recorders? (Where/these video recorders/make)

 Coe, Norman – Harrison, Mark – Paterson, Ken. Oxford Practice Grammar Basic. Oxford University
Press.
Sesión Nº16: Passive Voice (2)

En esta sesión se aborda la Voz Pasiva en Inglés en todos sus tiempos gramaticales, es decir, Present
simple, Past Simple, Present Perfect, Past Perfec.
Lectura Previa
Here is a summary of passive tenses. Note that always use past participle in a passive verb (e.g.
repaired, taken).
Present Simple: Past perfect:
Verb (present) + participleHad + participle
Active: Someone repairs the machine. Bob had paid the bill
Passive: The machine is repaired. The bill had been paid
22
Past Simple: Present Continuous:
Verb (past) + participle am/is/are + ing + participle
Active: She has packed the books. They are mending the car
Passive: The books have been packed The car is being mended
Past Continuous:
Was / were + ing + participlePresent Perfect
Active: They were building it have / has + participle

Passive: It was being built
Active: She has packed the books
Passive: The books have been packed.

Will, can, must, etc.
Aux. verb + infinitive + participle
Active: We will finish the job

Passive: The job will be finished.
Active: We must do the work

Passive: The work must be done
Complete the sentences with the correct passive form of the verb in brackets.
1. - Cakes…………………… (make) from flour.
2. - We lived in a caravan in the garden while our house…………………… (was building).
3. - This work…………………… (must finish) before five o’clock.
4. - All the windows…………………….. (have cleaned) this week.
5. - These cups………………….. (broke) when we arrived.

Press.
Sesión Nº17: Past Perfect Tense

En esta clase los alumnos revisaran el Pasado Perfecto en Inglés, tiempo que corresponde al 23
pluscuamperfecto en Español; En general, lo usamos para referirnos a acciones que han ocurrido antes
de otra acción en el pasado.
Lectura Previa
PAST PERFECT TENSE
The past perfect is formed by combining the auxiliary verb "had" with the past participle.
I had studied.
He had written a letter to María.
We had been stranded for six days.
Because the past perfect is a compound tense, two verbs are required: the main verb and the
auxiliary verb.
I had studied.
(main verb: studied ; auxiliary verb: had)
He had written a letter to María.

(main verb: written ; auxiliary verb: had)
We had been stranded for six days.

(main verb: been ; auxiliary verb: had)
In Spanish, the past perfect tense is formed by using the imperfect tense of the auxiliary verb "haber"
with the past participle. Haber is conjugated as follows:
había
habías
había
habíamos
habíais
habían
Make the past perfect:
1. When I arrived at the cinema, the film ____________________ (start).

2. She ____________________ (live) in China before she went to Thailand.
3. After they ____________________ (eat) the shellfish, they began to feel sick.
4. If you ____________________ (listen) to me, you would have got the job.
5. Julie didn’t arrive until after I ____________________ (leave).
6. When we ____________________ (finish) dinner, we went out. 24
7. The garden was dead because it ____________________ (be) dry all summer.

 www.studyspanish.com/lessons/pastperfect.htm
 www.perfect-english-grammar.com
Sesión Nº18: Linking Words and Phrases

Esta sesión se centra en aquellas palabras y frases que actúan como conectores en la unión de distintas
ideas, de manera que expresen el mensaje con la información exacta que se quiere transmitir.
Lectura Previa
LINKING WORDS AND PHRASES

Although some of these words have already been mentioned as sentence connectors, they can also
be used to develop coherence within a paragraph that is linking one idea / argument to another.
Sequence Result Emphasis

 First / firstly, second /  So  Undoubtedly
secondly, third / thirdly  As a result  Indeed
etc  As a consequence  Obviously
 Next, last, finally (of)  Generally
 In addition, moreover  Therefore  Admittedly
 Further / furthermore  Thus  In fact
 Another  Consequently  Particularly / in
 Also  Hence particular
 In conclusion  Due to  Especially
 To summarise  Clearly
 Importantly
Addition Reason Example

 And  For  For example
 In addition / additionally  Because  For instance
/ an additional  Since  That is (ie)
 Furthermore  As  Such as
 Also  Because of  Including
 Too  Namely
 As well as
Contrast Comparison
 However  Similarly 25
 Nevertheless  Likewise
 Nonetheless  Also
 Still  Like
 Although / even though  Just as
 Though  Just like
 But  Similar to
 Yet  Same as
 Despite / in spite of  Compare
 In contrast (to) / in  compare(d) to /
comparison with
 While  Not only...but also
 Whereas
 On the other hand
 On the contrary
In these exercises the category of transitional word is given, write the correct one.
Our state’s correctional system is plagued with problems. (a) _________, (example) high officials
increase their personal wealth by awarding building and catering contracts to disreputable
companies in return for bribes. (b) ___________, (addition) promotions within the system are made
on the basis of politics, not merit. (c) __________, the system is filled __________ (result) with
people at the top who know little about what they are doing. (d) __________, (addition) careless
security measures, allowing trusted inmates to control certain operations of the institution, are part
of the growing problem. But one increasing tendency in particular is doing harm to the system’s
image and efficiency.
This is the tendency of officials who are charged with important tasks and who make faulty decisions
to cover up their mistakes. (e) __________, one would think that amid all the strife some effort
__________ (conclusion) would be made to rectify these problems, but a seemingly dogged
determination to resist change overshadows the system.

 www.dlsweb.rmit.edu.au/Isu/content
 www.flinders.edu.au/slc_files/documents/Brocl
Sesión N° 19: Reading Comprehension

En esta sesión se abordan dos problemática relacionadas con el medio ambiente, como son las
emisiones de dióxido de carbono y el calentamiento global de nuestro planeta. Los alumnos 26
comentaran y responderán la pregunta que se plantea al final de la lectura.
Lectura Previa
One major obstacle in the struggle to lower carbon dioxide emissions, which are believed to play a role
in climate change, is the destruction of tropical rain forests. Trees naturally store more carbon dioxide
as they age, and the trees of the tropical rain forests in the Amazon, for example, store an average of
500 tons of carbon dioxide per hectare (10,000 square miles). When such trees are harvested, they
release their carbon dioxide into the atmosphere. This release of carbon dioxide through the destruction
of tropical forests, which experts estimate accounts for 20% of global carbon dioxide emissions
annually, traps heat in the earth’s atmosphere, which leads to global warming.
The Kyoto treaty set forth a possible measure to curtail the rate of deforestation. In the treaty,
companies that exceed their carbon dioxide emission limits are permitted to buy the right to pollute by
funding reforestation projects in tropical rain forests. Since forests absorb carbon dioxide through
photosynthesis, planting such forests helps reduce the level of atmospheric carbon dioxide, thus
balancing out the companies' surplus of carbon dioxide emissions. However, attempts at reforestation
have so far been unable to keep up with the alarming rate of deforestation, and it has become
increasingly clear that further steps must be taken to curtail deforestation and its possible deleterious
effects on the global environment.
One possible solution is to offer incentives for governments to protect their forests. While this solution
could lead to a drastic reduction in the levels of carbon dioxide, such incentives would need to be tied
to some form of verification, which is extremely difficult, since most of the world's tropical forests are
in remote areas, like Brazil's Amazon basin or the island of New Guinea, which makes on-site verification
logistically difficult. Furthermore, heavy cloud cover and frequent heavy rain make conventional
satellite monitoring difficult.
Recently, scientists at the Japan Aerospace Exploration Agency have suggested that the rates of
deforestation could be monitored using new technology to analyze radar waves emitted from a
surveillance satellite. By analyzing multiple radar microwaves sent by a satellite, scientists are able to
prepare a detailed, high resolution map of remote tropical forests. Unlike photographic satellite images,
radar images can be measured at night and during days of heavy cloud cover and bad weather.
Nevertheless, critics of government incentives argue that radar monitoring has been employed in the
past with little success, citing the Global Rain Forest Mapping Project which was instituted in the mid
1990s amid concern over rapid deforestation in the Amazon. However, the limited data of the Mapping
Project was due only to the small amount of data that could be sent from the satellite. Modern satellites
can send and receive 10 times more data than their predecessors of the mid 1990s, obviating past
problems with radar monitoring. Furthermore, recent technological advances in satellite radar that
allow for more accurate measurements to be made, even in remote areas, make such technology a
promising step in monitoring and controlling global climate change.
27
Which one of the following most accurately expresses the main point of the passage?
(A) Although scientists continue to search for a solution, there is, as yet, no good solution for the
problem of rain forest deforestation.
(B) One major obstacle to lessening the contribution of atmospheric carbon dioxide caused by
deforestation may be removed through satellite radar monitoring.
(C) Recent increases in the rate of deforestation of tropical rain forests have caused serious concern
and spurred efforts to curb such deforestation.
(D) Although an excellent first step, the solutions set forth by the Kyoto treaty will not significantly
curb the rate of deforestation unless companies begin to lessen their carbon dioxide emissions.
(E) Through the Kyoto treaty, companies that produce an overabundance of carbon dioxide are
allowed to offset that carbon dioxide by contributing to reforestation efforts in tropical rainforests

 www.admissionsconsultants.com/lsat/reading_comprehension_questions.asp
Sesión Nº20: Accuplacer Reading Comprehension Practice (1)

Durante esta clase los alumnos leen y analizan comprensivamente un texto. Lo anterior quedará
demostrado en la correcta respuesta que le darán los alumnos a las preguntas que se formulan al pie
de este texto.(Primera Parte)
Lectura Previa
ACCUPLACER READING COMPREHENSION PRACTICE

For the first part of the Reading Comprehension practice, read the following paragraph excerpted from
the United Nation’s website. After reading the paragraph, answer the questions that follow. Answer
the question based on what is stated or implied in the passage.
1. This is the first time in human history that most of the world's populations live in cities: 3.3 billion
people ...and the urban landscape continue to grow. 38% of the growth is represented by expanding
slums, while the city populations are increasing faster than city infrastructure can adapt. The objective
of World Water Day 2011 is to focus international attention on the impact of rapid urban population
growth, industrialization and uncertainties caused by climate change, conflicts and natural disasters on
urban water systems. This year’s theme, Water for cities: responding to the urban challenge, aims to
spotlight and encourage governments, organizations, communities, and individuals to actively engage
in addressing the challenges of urban water management.
(Excerpted from the United Nations’ World Water Day Official Site)
What is the main idea of the passage above?

a. The majority of the world’s population should not live in cities.
b. The urban population must ensure they will have clean water in the future.
28
c. Governments are unwilling to bring clean water to the world’s cities.
d. City infrastructures cannot cope with the expanding urban population.
The world’s urban population

a. needs more water to survive than the world’s rural population.
b. is growing too fast for the cities’ infrastructures to keep up.
c. is declining as necessary resources are being used up.
d. is declining in the wake of devastating natural disasters.
Based on the passage above, we can safely conclude that

a. in previous eras, the majority of people did not live in cities.
b. World Water Day 2011 is an effort to prevent global warming.
c. many governments do not care enough about their urban populations.
d. the population of rural areas continues to increase.

 www.harford.edu/testing/Accuplacer%20Reading%20Comprehension%Practice.pdf

de este texto (Segunda Parte).
Lectura Previa
2. In the past fifty years, our world has been ravaged by violent conflicts that have claimed the lives of
many millions of civilians and left tens of millions more permanently displaced. These civilians have
been expelled from their homes, and are often denied access to life-saving food, medicine and shelter.
Grave violations of international humanitarian and human rights law and blatant disrespect for the
normative framework of humanity that has emerged over the past 50 years is common to many of
these conflicts. Civilians have become the primary target of attack motivated by ethnic or religious
hatred, political confrontation or simply ruthless pursuit of economic interests. This stark picture has
led the United Nations, the International Committee for the Red Cross, regional organizations and
many other international agencies to dedicate greater attention to protecting civilians in on going
armed conflicts.
Which is the main idea of the paragraph above?

a. Ethnic or religious hatred, politics, and ruthlessness have caused many civilians to be attacked.
b. Denying access to food, medicine, and shelter causes great harm to many civilians.
29
c. Because civilians are increasingly targeted as victims in warfare, certain organizations are
mobilizing to protect them.
d. Attacking civilians is an effective, ethical means of conducting modern warfare.
Based on the passage above, we can safely conclude that

a. over fifty years ago, civilians were not attacked as often during war.
b. attacks on civilians will only increase over the next fifty years.
c. human rights laws are the most effective means of protecting civilians.
d. civilians should take up arms to defend their ethnic and religious heritages.
The purpose of this passage is to

a. encourage civilians to disguise their religion or ethnicity.
b. draw attention to the inhumane practice of targeting civilians in war.
c. praise the accomplishments of international organizations like the United Nations and the Red
Cross.
d. describe how warfare has changed over the past fifty years.


de este texto (Tercera Parte).
Lectura Previa
Climate change is not just a distant future threat. It is the main driver behind rising humanitarian needs,
and we are seeing its impact. The number of people affected and the damages inflicted by extreme
weather have been unprecedented. People who are particularly vulnerable include those whose lives
are already threatened by abject poverty, HIV/AIDS, environmental degradation, inadequate housing
and insecurity. Those living in disaster hot spots – such as flood plains or cyclone tracks - are exposed
to repeated climatic shocks that compound their vulnerability. With the threat of extreme weather in
the future, the demand for disaster response can only rise, as will the costs. Tackling climate change
needs a global and comprehensive response: curbing greenhouse gases, helping people adapt to
changing weather, and investing in risk reduction. But for humanitarians, there is one clear-cut
challenge: to ensure an effective disaster response.
(Excerpted from the United Nations’ OCHA site)
According to the passage, climate change

a. cannot be prevented or slowed. 30
b. threatens the wealthy and the poor equally.
c. is causing some serious problems now.
d. is mainly caused by the conditions of impoverished peoples.
Which of the following is NOT a consequence of climate change?

a. increased greenhouse gases
b. rising costs of disaster response
Tutoring Support Services/ Harford Community College/ Summer 2011
c. extreme weather that particularly affects impoverished peoples

d. the need for more humanitarian aid
Based on the evidence in this passage, what can we safely conclude?

a. Climate change will begin to cause major problems in the future.
b. Extreme weather events are more disastrous than ever before.
c. Poverty, inadequate housing, and disease are contributing to global climate change.
d. Today’s floods, cyclones, and storms are all caused by climate change.

Sesión Nº 23: Accuplacer Reading Comprehension Practice (4)

de este texto (Cuarta Parte).
Lectura Previa
Half the world’s 48 least developed countries (LDCs) can ―graduate‖ out of their impoverished status
within 10 years if they benefit from better targeted development aid, duty- and quota-free access for
exports and doubled farm productivity and school enrolment, according to a United Nations report
released today.…The report shows upward progress in category after category of economic and human
well-being indicators by developed and dynamic developing countries, while LDC trends are close to
flat-lining. Pointing to the high incidence of conflicts in countries with extreme poverty and weak
institutions, it says ―increasing marginalization of the LDCs is creating a future that we, as a global
community, cannot afford.‖ …Also since 2001, LDC governments have progressed in terms of adopting
democratic constitutions, increasing women’s role in government, and instituting economic reforms
and new legal frameworks. While dependence on primary commodities remains a problem, the LDCs’
significant share of the world’s strategic minerals, oil, arable land and eco-resources gives them an
inside track on attracting trade and investment and diversifying economies, the study says.
Preguntas de inicio: 31
According to the passage, trends in LDCs suggest that

a. economic and humanitarian conditions are improving dramatically.
b. democracy and women’s rights are on the decline.
c. economic and humanitarian conditions are not improving at the same rates as in developed
countries.
d. high school graduates are not enjoying the benefits of their education as in developed countries.
Based on this passage, we can safely conclude that

a. LDCs must become more democratic if they are to thrive.
b. LDCs need assistance from the global community to improve their situation.
c. LDCs need more oil, minerals, and land to survive in the global economy.
d. LDCs have very little to offer the global economy.
Which of the following is NOT true about LDC governments over the past decade?
a. Women have been getting more rights.
b. Their economic structures are being reformed.
c. Democracy is on the decline.
d. Their legal structures are improving.

Sesión Nº 24: Terminación ING o Preposición TO

En esta sesión los alumnos repasan y practican el uso adecuado de verbos con terminación “ING”
(Gerundio) o la preposición “TO” seguido de un verbo en Infinitivo.
Lectura Previa
El inglés tiene dos tipos de sustantivos verbales, el infinitivo (con o sin "to") y el gerundio (la
terminación -ing). La mayoría de los verbos que toman un sustantivo verbal pueden estar seguidos
de uno u otro (un gerundio o un infinitivo, pero no ambos). Sin embargo, existen determinados
verbos a los que puede seguirle indistintamente un gerundio o un infinitivo. A ellos nos referiremos
aquí...
VERBOS
A algunos verbos puede seguirles el gerundio o el infinitivo y es sólo una cuestión de estilo
cómo y cuándo utilizarlos. Tres de estos verbos son continue (continuar), start (arrancar,
comenzar) y begin (comenzar, iniciar).
The fans continued to shout / shouting at the referee.

Helen started to cough / coughing because of her bad cold. 32
It began to rain / raining.
Otros verbos pueden tomar el gerundio o el infinitivo en la mayoría de los tiempos verbales
(aunque el inglés británico prefiere el gerundio, el infinitivo es muy común en inglés
americano), pero sólo se los usa con el infinitivo cuando se encuentran en condicional. Estos
verbos son: hate (odiar, no gustar), love (amar), can't bear (no soportar), like (gustar), dislike
(disgustar) y prefer (preferir).
I hate talking to her.

I like to get up early on Sunday mornings and go riding.
... but:
I like getting up early on Sunday mornings to go riding.

I couldn't bear to live in that country.
I'd prefer to see the manager early tomorrow.
CUANDO EL SIGNIFICADO CAMBIA

Sin embargo, con algunos verbos el significado de las oraciones se altera, si se utilizan
gerundios o infinitivos. Es interesante analizarlo:
Remember/Forget (recordar/olvidar)
Con los verbos remember (recordar) y forget (olvidar), el gerundio hace referencia a una acción
que ocurrió ANTES QUE el hecho de recordar u olvidar. Veamos...
I remember giving him the key significa...

I remember having given him the key o lo que es lo mismo...
I remember the moment in which I gave him the key.
I will never forget going water rafting in Africa significa...

I will never forget the occasion on which we went water rafting in Africa.
Sin embargo, con remember y forget, el infinitivo hace referencia a una acción que ocurrió
DESPUES QUE surgiera el hecho de recordar u olvidar. Veamos...
I remember to feed the cat significa...

I remember that it was my responsibility to feed the cat and I fed her.
I forgot to post that letter significa...

I did not post the letter because I forgot.
33
Regret (lamentar/se)
El verbo regret (lamentar/se) regret + gerund (ing) pero regret + infinitive se usa para
presentar malas noticias (I regret to say..., I regret to tell you..., I regret to inform you...). Por lo
tanto, decimos...
I regret telling him the secret significa

I regret having told him the secret o lo que es lo mismo
I wish I hadn't told him the secret.
I regret to say that I just ran over your dog! significa

I'm very sorry but I just killed your dog with my car.
I regret to inform you that your car is missing significa

It is my sad responsibility to inform you that your car is missing.
Stop (dejar de)

La estructura stop + gerund (ing) expresa que se ha interrumpido la acción mencionada en el
gerundio. Veamos...
You must stop smoking.
Sin embargo, stop + infinitive expresa que se interrumpel la actividad que se está realizando
para llevar a cabo la actividad mencionada en el infinitivo. Observa...
The window-cleaners stopped to smoke. significa

They stopped cleaning the windows in order to have a cigarette.
Go on(seguir, continuar)
La estructura go on + gerund expresa lo mismo que continue + gerund/infinitive:
He went on talking about himself, even though nobody was listening.
Sin embargo, go on + infinitive significa to start something new:
He went on to talk about his children significa

He was talking about one thing and then he changed the subject and started to talk about his
children.
Try (tratar, intentar)

Existe una ligera diferencia entre try + infinitive y try + gerund.La estructura try + infinitive
sugiere que la acción del infinitivo es difícil y posiblemente la persona no llegue a realizar la
acción:
Try to open the window. I can't because I'm not very strong and it has recently been painted. 34
He tried to climb the cliff.
Sin embargo, try + gerund sugiere que la acción del gerundio no es compleja pero
desconocemos si la consecuencia de esa acción será lo que buscamos o deseamos. Se utiliza la
estructura try + gerund cuando realizamos algo para descubrir cuáles serán las consecuencias.
Observa...
A: Phew! It's hot in here!

B: Try opening the window. Although it's probably just as hot outside!
Need(necesitar, tener necesidad de)

Con el verbo need, el infinitivo adquiere un significado activo y el gerundio uno pasivo.
I need to talk to you significa I must talk to you.

My shoes need cleaning significa My shoes need to be cleaned.
The car needed servicing significa The car needed to be serviced.
1. - Please remember…………………..that you must buy some stamps.

Please remember…………………….. (buy) some stamps.
2. - We wanted to open the door, but we couldn’t.
We tried………………. (open) the door.
3.- Jhon met Madonna once. He’ll never forget it.
John will never forget………….. (meet) Madonna.
4. - Mary intended to phone Peter, but she forgot.
Mary forgot………………... (phone) Peter.
5.- Jenny had a headache. She took an aspirin, but it didn´t help.
Jenny tried………………. (take) an aspirin for her headache.
6. - I have a special soap that will probably get your hands clean.
Try……………….. (wash) your hands with this special soap.

 www.ompersonal.com.ar/omgrammar/gerundioinfinitivo.htm
Press.
Sesión Nº 25: Economy and Finance
Esta sesión está dirigida al aprendizaje de vocabulario o términos específicos utilizados en los ámbitos
de economía y finanzas a nivel global.
35
Lectura Previa
ECONOMY AND FINANCE
International aid, debt and development

In a public question and answer sessión on the Internet in 1999, Clare Short, the Minister responsible
for Britain’s international development policies and activities, gave this answer to a question from
someone in Harare, Zimbabwe.
Question: Are the UK and Europe tired of trying to encourage real and lasting development projects
inAfrica?
Answer: It may surprise you to learn that there are many encouraging signs in Africa. Over the last
three years, 31 African countries achieve economic growth of more than 3% per year. Foreign direct
investment, although still too small, has been rising. Africa’s share in world trade has shown signs of
recovering fromits long decline. Some countries, such as Mozambique, Cote d’ Ivore, Uganda and
Mauritius, have done much better than this.
But some 250 million people in Africa still live in deep poverty and we must do better. With other
development agencies we are committed to supporting those African governments which are
following police to reduce poverty and improve accessto better health, education and clean water.
Useful collocations for debt: to repay- to cancel – to ease – debtor countries – to incur – to alleviate -
burden
Development grants are often given to poor regions. (money to help economic development)
Sustainable development is the most important goal for most countries. (development that does not
destroy the economic/ the environment, etc.)
Trade and cooperation
Free trade agreements often cause disputes between countries, especially when one country thinks
the other is engaged in restrictivepractices 1. Occasionally, trade wars erupt, and sanctions 2 or
embargoes 3are imposed on countries, and may not be lifted for long periods. On the other hand
European countries closely related economically and enjoying good relations have entered into
monetary union and have a single currency.
1 The placing of unfair restrictions, e.g. limiting imports
2 restrictions on what a country may import/export
3 total prohibitions on importing/exporting certain goods
Economic difficulties and negative practices
If an economy is badly affected by war, we may refer to it as a war-torn economy. Economies in a bad
state are often referred to as ailing economies.
Devaluation/revaluation of a currency may be necessary. (reduction/increase in value against other
currencies) 36
Economies may go into recession and not come out of/ emerge from recession for several years. A
country may suffer from a slump in prices for its goods (serious fall/collapse in prices). Fiscal measures
(measures concerning taxes, etc.) may be used to boost the economy (give the economy a lift) when
it is in recession.
1. - What Kind of war can break out between countries concerning imports and exports?
2. - Which two verbs are used with sanctions and embargoes to mean (a) “placing” and (b) “removing”?
3. - What is the name for activities which make free trade difficult or impossible between countries?
4. - What kind of union is it when two or more countries decide to share a single currency?
5. - What do we call sums of money given to poor countries regions to assist development?
6. - What can we call an economy that is devastated by war?
7. - What adjective beginning with the letter “a” can be used to describe an economy in a bad state?

Press.
Sesión Nº 26: Forms of payment

Esta sesión está dirigida al aprendizaje de vocabulario o términos específicos utilizados en los ámbitos
de economía y finanzas del ámbito personal cotidiano. Los alumnos practican y refuerzan mediante la
a aplicación de palabras en ejercicios escritos dirigidos.
Lectura Previa
CASH, CHEQUES AND CARDS
I was broke / skint at the end of last month. (had no money left; broke = informal, skint = very informa).
I’m rolling in it this month; I got a cheque for 3.000 thousands us dollar, for some work I did.
(Informal; have a lot of money).
It´s difficult to make ends meet sometimes with three children and only one parent working. (to
survive financially)
Things are a bit tight at the moment.( informal: my finances are not good)
I was strapped for cash and had to borrow money from my parents. (informal: needed cash and had
very little)
She gave me a cheque for what she owed me but it bounced. (The bank refused to pay it)
Who shall I make this cheque out to? (What name shall I put on it?)
Shall we put / sick this meal on my credit card? Then we can forget it. ( informal)
Could you charge it to my card please?(formal)
The APR for this credit card is 23%, that’s two per cent lower than my other card. (annual percentage
rate of interest)
My card expires 05/04.( is not valid after) 37
Credit card fraud has increased in recent years. ( illegal use of someone’s card or account)
A: Is this credit card or a charge card? ( card where you must pay back the whole debt each month)
B: Actually it’s neither. It’s a store card. (Credit card issued by a store/shop for that store).
Savings, pensions, etc.= These refer to longer term aspects of personal finances.
Victims of last year’s rail crash will receive lump sum (1) compensation payments following a High
Court decision today.
A golden handshake(2) of one million pounds was paid to the boss of one of Britain’s biggest
companies today.
Mr. Carslow had taken out an endowment(3)ten years earlier to pay for his son’s education.
The thieves stole Mr. and Mrs. Freal’s life-savings(4), which they kept under their bed in metal box.
People with well-managed share portfolios(5) have done better than individuals who buy stocks and
shares privately.
1. single, large payment

2. Large payment to someone on leaving a job
3. Combined insurance and savings plan that pays out after a fixed period
4. Money saved over many years
5. Combination of stocks and shares of different kinds.
Complete these sentences using vocabulary from the opposite page.
1. This is a credit card. If you want one that you have to pay off each month, then you should get
yourself………………………………………….
2. She never used her card on the 4th September. But someone did and bought hundreds of pounds
of goods. It was a case of……………………………………….
3. I haven’t got enough cash to pay for this meal, but they take credit cards; Shall I
just…………………………………?
4. You’ll take a cheque, but he had no money in his account so it………………………………..
5. I’m sorry; I can’t lend you anything at all. I´m absolutely………………………….(Give two answer.)
6. I couldn’t really afford it as I was a bit…………………………………..
7. I have to be very careful how I spend my money; right now things are a……………….

Press
Sesión Nº 27: IF, Unreal Past Situations

38
Esta sesión trata del tiempo gramatical que se utiliza en inglés para referirse a situaciones que pudieran
haber ocurrido en el pasado, si una situación en particular se hubiera realizado.
Lectura Previa
IF: UNREAL PAST SITUATIONS

With IF, we use would have… and past perfect tenses to distance our language from reality, when we
talk about unreal situations in the past.
MAIN CLAUSE: IF-CLAUSE

WOULD HAVE + PAST PARTICIPLE PAST PERFECT TENSE
I would have been in bad trouble If jane hadn’t helped me
You would have passed your exam If you had worked harder
(not= If you would have worked…)
1. - If I (know) you were coming. I (invite) some friends in
2. - He (go) to university if his father (not be) ill.
3. - If you (say) you weren’t hungry. I (not cook) such a big meal.
4. - The team (win) if Jones (paly) better.
5. - If they (not cut) off the electricity. I (finish) my work.
6. - If Bell (not invent) the telephone, somebody else (do) it.
7. - If you (not spend) so much time making up, we (not be) late.
8. - The burglars (not get) in if you (remember) to lock the door.
9. - If he (not be) a film star, he (not become) President.
10.- If she (have) more sense, she (sell) her car years ago.

 Swan, Michael & Walter, Catherine – How English Works A grammar practice book – Oxford
University Press.
Sesión Nº 28: Wish

En esta sesión se explica a los estudiantes como expresar en inglés un deseo o la esperanza de que algo
suceda o que alguien realice algo determinado.
Lectura Previa
WISH
A.- You can say “I wish you luck / every success/ a happy birthday” etc.:
I wish you every success in the future

39
I saw Tim before the exam and he wished me luck
We say wish somebody something (luck / a happy birthday etc.) But you cannot wish that something
happens. We use hope in this situation. For example:
I hope you get this letter before you go away. (not I wish you get)
Compare I wish and I hope:
I wish you a pleasant stay here.
I hope you have a pleasant stay her (not I wish you have)
B. -We also use wish to say that we regret something, that something is not as we would like it.
When we use wish in this way, we use the past (knew/ lived, etc.), but the meaning is present:
I wish I knew what to do about the problem. (I don´t know and I regret this)
I wish you didn’t have to go so soon. ( you don’t live near the sea)
Jack’s going on trip to Mexico soon. I wish I was going too. (I’m not going)
To say that we regret something in the past, we use wish + had …..(had known/ had said) etc.:
I wish I’d known about the party. I would have gone if I’d known. (I didn’t know)
It was a stupid thing to say. I wish I hadn´t said it. (I said it)
C.-I wish I could ( do something) = I regret that I cannot do it:
I’m sorry I have to go. I wish I could stay longer. (but I can’t)
I’ve met that man before. I wish I could remember his name. (but I can’t)
I wish I could have (done something) =I regret that I could not do it:
I hear the party was great. I wish I could have gone. ( but I couldn’t go )
D. - You can say “I wish (somebody) would (do something)”. For example:
It’s been raining all day. Jill doesn’t like it. She says:
I wish it would stop raining.
Jill would like the rain to stop, but this will probably not happen.
40
 We use I wish…..would when we would like something to happen or change. Usually, the
speaker doesn’t expect this to happen.
 We often use I wish…..would to complain about a situation:
The phone has been ringing for five minutes. I wish somebody wouldanswer it.
I wish you would do something instead of just sitting and doing nothing.
You can use I wish……wouldn’t…….to complain about things that people do repeatedly:
I wish you wouldn’t keep interrupting me.
 We use I wish…..would….for actions and changes, not situations. Compare:
I wish Sarah would come. (= I want her to come)
ButI wish Sahara was (or were) here now. (not I wish Sahara would be)
I wish somebody would buy me a car.
ButI wish I had a car. (not I wish I would have)
Are these sentences right or wrong?
1. I wish Sahara would be here now.
2. I wish you would listen to me
3. I wish I would have more free time
4. I wish our flat would be a bit bigger
5. I wish the weather would change
6. I wish you wouldn’t complain all the time
7. I wish everything wouldn’t be so expensive.

 Murphy, Raymond – English Grammar in Use – A self-study reference and practice book for
intermediate students of English – Cambridge university Press.
Sesión 29: Segunda evaluación parcial

En esta sesión, se aplicará la segunda prueba escrita, en donde se evaluaran los contenidos de las
unidades 3 a 5 del programa de estudio de la asignatura.
Sesión Nº 30: Reported Speech (1)

En esta sesión los alumnos conocen y practican estructuras gramaticales para utilizar el Estilo indirecto 41
o Reported Speech con el fin de hacer mención sobre algo que alguien ha dicho previamente. (Primera
Parte)
Lectura Previa
When do we use reported speech? Sometimes someone says a sentence, for example "I'm going to the
cinema tonight". Later, maybe we want to tell someone else what the first person said. We use a
'reporting verb like 'say' or 'tell':
If this verb is in the present tense, it's easy. We just put 'she says' and then the sentence:
 Direct speech: “I like ice cream”
 Reported speech: She says she likes ice cream
We don't need to change the tense, though probably we do need to change the 'person' from 'I' to
'she', for example. We also may need to change words like 'my' and 'your'.
But, if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:
 Direct speech: “I like ice cream”
 Reported speech: She said she liked ice cream
Tense Direct Speech Reported Speech

present simple “I like ice cream” She said (that) she liked ice cream.
present
“I am living in London” She said she was living in London.
continuous
She said she had bought a car OR She said she bought a
past simple “I bought a car”
car.
“I was walking along the
past continuous She said she had been walking along the street.
street”
present perfect “I haven't seen Julie” She said she hadn't seen Julie.
“I had taken English
past perfect* She said she had taken English lessons before.
lessons before”
will “I'll see you later” She said she would see me later.
would* “I would help, but..” She said she would help but...
“I can speak perfect

can She said she could speak perfect English.
English”
“I could swim when I was
could* She said she could swim when she was four.
four”
shall “I shall come later” She said she would come later.
should* “I should call my mother” She said she should call her mother
42
might* "I might be late" She said she might be late
"I must study at the She said she must study at the weekend OR She said
must
weekend" she had to study at the weekend
* doesn't change
Occasionally, we don't need to change the present tense into the past if the information in direct
speech is still true (but this is only for things which are general facts, and even then usually we like to
change the tense):
 Direct speech: “The sky is blue”
 Reported speech: She said that the sky is/was blue
Change this direct speech into reported speech:

1. “He works in a bank”
She said ___________________________________________________________
2. “We went out last night”
She told me ________________________________________________________
3. “I’m coming!”
She said ___________________________________________________________
4. “I was waiting for the bus when he arrived”
She told me ________________________________________________________
5. “ I’d never been there before”
She said ___________________________________________________________
6. “I didn’t go to the party”
She told me ________________________________________________________
7. “Lucy’ll come later”
She said ___________________________________________________________
8. “He hasn’t eaten breakfast”
She told me ________________________________________________________
9. “I can help you tomorrow”
She said ___________________________________________________________

 http:// www.perfect-english-grammar.com/reported-speech.html.

En esta sesión los alumnos conocen y practican estructuras gramaticales para utilizar el Estilo indirecto
o Reported Speech con el fin de hacer mención sobre algo que alguien ha dicho previamente. (Segunda 43
Parte).
Lectura Previa
REPORTED QUESTIONS
So now you have no problem with making reported speech from positive and negative sentences. But
how about questions?
 Direct speech: "Where do you live?"
 How can we make the reported speech here?
In fact, it's not so different from reported statements. The tense changes are the same, and we keep
the question word. The very important thing though is that, once we tell the question to someone else,
it isn't a question any more. So we need to change the grammar to a normal positive sentence.
Confusing? Sorry, maybe this example will help:
 Direct speech: "Where do you live?"
 Reported speech: She asked me where I lived.
Do you see how I made it? The direct question is in the present simple tense. We make a present
simple question with 'do' or 'does' so I need to take that away. Then I need to change the verb to the
past simple.
Another example:
 Direct speech: "where is Julie?"
 Reported speech: She asked me where Julie was.
The direct question is the present simple of 'be'. We make the question form of the present simple of
be by inverting (changing the position of) the subject and verb. So, we need to change them back
before putting the verb into the past simple.
Here are some more examples:

Direct Question Reported Question
“Where is the Post Office, please?” She asked me where the Post Office was.
“What are you doing?” She asked me what I was doing.
“Who was that fantastic man?” She asked me who that fantastic man had been.
So much for 'wh' questions. But, what if you need to report a 'yes / no' question? We don't have any
question words to help us. Instead, we use 'if':
 Direct speech: "Do you like chocolate?"
 Reported speech: She asked me if I liked chocolate.
No problem? Here are a few more examples:

44
Direct Question Reported Question
“Do you love me?” He asked me if I loved him.
“Have you ever been to Mexico?” She asked me if I had ever been to Mexico.
“Are you living here?” She asked me if I was living here.
Change these direct questions into reported speech:

1. “Where is he?”
She asked me ______________________________________________________
2. “What are you doing?”
She asked me ______________________________________________________
3. “Why did you go out last night?”
She asked me ______________________________________________________
4. “Who was that beautiful woman?”
She asked me ______________________________________________________
5. “How is your mother?”
She asked me ______________________________________________________
6. “What are you going to do at the weekend?”
She asked me ______________________________________________________
7. “Where will you live after graduation?”
She asked me ______________________________________________________
8. “What were you doing when I saw you?”
She asked me ______________________________________________________
9. “How was the journey?”
She asked me ______________________________________________________

 http:// www.perfect-english-grammar.com/reported-speech.html

En esta sesión los alumnos conocen y practican estructuras gramaticales para utilizar el Estilo indirecto
o Reported Speech con el fin de hacer mención sobre algo que alguien ha dicho previamente. (Tercera
Parte).
Lectura Previa
REPORTED REQUESTS
There's more! What if someone asks you to do something (in a polite way)? For example: 45
 Direct speech: "Close the window, please"
 Or: "Could you close the window please?"
 Or: "Would you mind closing the window please?"
All of these requests mean the same thing, so we don't need to report every word when we tell
another person about it. We simply use 'ask me + to + infinitive':
 Reported speech: She asked me to close the window.
Here are a few more examples:

Direct Request Reported Request
“Please help me”. She asked me to help her.
“Please don't smoke”. She asked me not to smoke.
“Could you bring my book tonight?” She asked me to bring her book that night.
“Could you pass the milk, please?” She asked me to pass the milk.
“Would you mind coming early tomorrow?” She asked me to come early the next day.
To report a negative request, use 'not':

 Direct speech: "Please don't be late."
 Reported speech: She asked us not to be late.
Reported Orders
And finally, how about if someone doesn't ask so politely? We can call this an 'order' in English, when
someone tells you very directly to do something. For example:
 Direct speech: "Sit down!"
In fact, we make this into reported speech in the same way as a request. We just use 'tell' instead of
'ask':
 Reported speech: She told me to sit down.
Direct Order Reported Order

“Go to bed!” He told the child to go to bed.
“Don't worry!” He told her not to worry.
“Be on time!” He told me to be on time.
“Don't smoke!” He told us not to smoke.
Reported Requests and Orders

Change the direct speech into reported speech:
1. “Please help me carry this” 46
She asked me ______________________________________________________
2. “Please come early”
She ______________________________________________________________
3. “Please buy some milk”
She ______________________________________________________________
4. “Could you please open the window?”
She ______________________________________________________________
5. “Could you bring the book tonight?”
She ______________________________________________________________
6. “Can you help me with my homework, please?”
She ______________________________________________________________
7. “Would you bring me a cup of coffee, please?”
She ______________________________________________________________
8. “Would you mind passing the salt?”
She ______________________________________________________________
9. “Would you mind lending me a pencil?”
She ______________________________________________________________

 http:// www.perfect-english-grammar.com/reported-speech.html
Sesión Nº 33: Reading Comprehension

En esta sesión los alumnos aprenden vocabulario específico relacionado con el arte clásico y moderno
el cuál ha sido tomado desde un extracto literario que trata de la reacción del público británico ante
una exposición de arte.
Lectura Previa
Read this extract from an article about the British public’s attitude to modern art
You have Heard it so often, that all those modern artists are only pulling the wool over the public’s
eyes (1), and it is easy to laugh, in a superior kind of way, both at the more extreme examples of
contemporary art and at the apparent philistinism (2) of its detractors (3). But, almost by stealth, the
British public has discovered it perhaps does like modern art after all. Has the public wised up (4), or
has the art dumbed down (5)? If people find that contemporary art is not so difficult or complicated
or highbrow and impenetrable as they once thought, it could also mean that art is somehow becoming
less intelligent, less sophisticated than it was.
1. Deceiving
2. Inability to appreciate art or culture (disapproving)
3. Critics
4. Become more sophisticated
5. Become less intellectual (usually to appeal to a mass audience) 47
The same article puts the attitudes to contemporary art in a historical perspective.
The current enthusiasm for modern art – there are more people visiting Tate Modern (1) every week
than there were people in Florence at the height of the Renaissance (2) – appears to be more than a
fad (3). If people got nothing from what they see there, they would vote with their feet (4). At the end
of the 19th century a lot of people had problems with impressionism (5), and, later, when confronted
with cubist (6) paintings, the gallery-going public had problems with those too. The surrealists (7) were
often deemed (8) mad, but liking surrealism (9) is perfectly sane and acceptable, and it appears
everywhere, from posters to advertising campaigns. As a result, we are all now more visually literate
(10) than before, more immune to (11) shocks, inured to (12) surprises.
1. New modern art gallery in London

2. Period of new interest in the arts in Europe in the 14th to 16th centuries, especially in Italy
3. A short enthusiasm for something (disapproving)
4. Stop coming
5,6,7,9. Types of artist and schools of art of the last 150 years
8. Considered (formal)
9. Educated with regard to art
11,12 not affected by
1. Are the following statements true or false according to the texts in A and B?
2. Most modern art is amusing?
3. Attitude to modern art are changing in Britain
4. People may be becoming more sophisticated or art may be becoming simpler.
5. Not many people visit modern art exhibitions in London these in art
6. People don’t have so much exposure to art these days

 McCarthy, Michael – O’Dell Felicity English Vocabulary in Use Advanced, Cambridge
Sesión 34: Prueba Recuperativa

En esta sesión, se aplicará la prueba recuperativa a aquellos estudiantes que no rindieron alguna de las
evaluaciones parciales escritas, por problemas que fueron debidamente justificados ante la Dirección
de Carrera.
La prueba recuperativa tiene carácter acumulativo.

Sesión 35: Examen Ordinario
Descripción de la Sesión: 48
En esta sesión, se aplicará el primer examen final de la asignatura, en donde se evaluarán todos los
contenidos del programa de estudio, teniendo una ponderación del 30%.
Los estudiantes que tienen derecho a rendir el examen son aquellos que tienen una nota de
presentación igual o superior a 3.5, y cumplan con el requisito de asistencia (mínimo del 75%).
Sesión 36: Examen Extraordinario

En esta sesión, se aplicará el segundo examen final de la asignatura, en donde se evaluarán todos los
contenidos del programa de estudio.
Los estudiantes que tienen derecho a rendir este examen son aquellos que tienen una nota de
presentación igual o superior a 3.0, o bien, aquellos que habiendo rendido el examen ordinario, se
encuentran reprobando la asignatura. Adicionalmente, deben cumplir con el requisito de asistencia
(mínimo del 75%).

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Vicerrectoría Académica UA

Dirección de Docencia de Pregrado- Sub Dirección de Desarrollo Curricular

CRONOGRAMA TEMÁTICO DE SECCIONES SEMANALES

Sesión 20 Accuplacer Reading  Comprehensive reading

PROGRAMACIÓN CLASE A CLASE

Nombre del curso: Inglés V

Example: I/we/you/they have (lost) (= I’ve lost) the key

He/ She/ It has (lost) (= she’s lost) the key

Example: I have not seen you since the last meeting

Example: Have you heard from Mario recently? No, I haven’t

9) Lisa and Colin……………………. to a concert. (to go)

Complete the sentences.

1……………………………..(the coach / arrive) yet?score

Sesión Nº 2: Reading Comprehension

Sesión N°3: SO+ADJETIVE+THAT

USE with "That"

Referencia Bibliográfica de la Lectura Previa

Sesión N° 4: Weather Expressions

¿Cómo está el tiempo? What’s the weather like?

Referencia Bibliográfica de la Lectura Previa

Sesión N°5: Using Lands In Differents Ways

USING LANDS IN DIFFERENTS WAYS

Referencia Bibliográfica de la Lectura Previa:

Sesión Nº6: Socialising and Networking

SOCIALISING AND NETWORKING

A housewarming (party): a party to celebrate moving to a new house or flat.

C.- Informal expressions:

Here are some of many informal expressions connected with socializing.

Referencia Bibliográfica de la Lectura Previa

it’s it is and its possessive pronoun

Here they are used in sentences

It’s really nice outside today. It is really nice outside today.

1. I can’t go with you because I’m busy that day.

Referencia Bibliográfica de la Lectura Previa

Sesión Nº8: ING Forms

1.-We can use – ing forms as subjects, objects or complements.

Smoking is bad for you. (subjects)

An- ing form can have its own objects.

I feel like going for a walk

I avoided seeing him again

I don`t mind getting a job abroad

She can`t stand wearing gloves

We use – ing form after propositions.

You can only live for a few days without drinking

Complete the sentences with ing forms

Make these sentences less formal 14

Referencia Bibliográfica de la Lectura Previa

Sesión Nº9: Can, May and Could

We form questions with can, may and could like this:

We use can, may and could to ask for things:

Can etc. + I/we + have….?

Can we have the menu, please?

Can/May/ Could + I/we + infinitive…..?

May I see her?

Referencia Bibliográfica de la Lectura Previa

Sesión Nº10: Linking Verbs

Mary seems to like the house.

The house seems large.

Words That Are True Linking Verbs

Am, Is being, Are, Become Seemed

Determining Other Linking Verbs

Referencia Bibliográfica de la Lectura Previa:

Sesión Nº11: Passions: Reactions and Emotions