Ii-27 Ingles Ii Unidad 1 Univalle 2019B

ENGLISH II- UNIT 1 Gr.
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English with Academic Purposes UNIVALLE 2019b
What do you think?

Circle yes or no for the following predictions.
In the year 2030….
1. My city will be bigger that it is now yes no
2. People will drive cars in the city yes no
3. Houses will be samller tan they are now yes no
4. Cities will have many parks and Green spaces yes no
….When to use WILL

In other cases, where there is no implicit or explicit connection to the present, use WILL:
1. For things that we decide to do now. (Rapid Decisions)
This is when you make a decision at that moment, in a spontaneous way.
 I'll buy one for you too.
 I think I'll try one of those. (I just decided this right now)
2. When we think or believe something about the future. (Prediction)
 My team will not win the league this season.
 I think it will rain later so take an umbrella with you. 1
Note: You can use both Will and Going to for making future predictions.
3. To make an offer, a promise or a threat.
 I'll give you a discount if you buy it right now.
 I promise I will behave next time.
 I'll take you to the movies if you'd like.
4. You use WON'T when someone refuses to do something.
 I told him to take out the trash but he won't do it.
 My kids won't listen to anything I say.
 My car won't start.
Future Predictions
As you can see, both Will and Going to can be used for making future predictions without having a
real difference in meaning.
 The weather report says it will rain tomorrow. (Correct)
 The weather report says it is going to rain tomorrow. (Correct) –is used more to talk about
long term predictions.
ENGLISH II- UNIT 1 Gr.27
QUESTION: What do you think about the future of your city? Your country? The world?
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When to use GOING TO

The structure BE GOING TO is normally used to indicate the future but with some type of connection to the
present. We use it in the following situations:
1. When we have already decided or we INTEND to do something in the future. (Prior Plan)
The decision has been made before the moment of speaking.
 They're going to retire to the beach - in fact they have already bought a little beach house.
 I'm going to accept the job offer.
2. When there are definite signs that something is going to happen. (Evidence)
Something is likely to happen based on the evidence or experience you have.
 I think it is going to rain - I just felt a drop.
 I don't feel well. I think I'm going to throw up. (throw up = vomit)
3. When something is about to happen:
 Get back! The bomb is going to explode.
More Practice------ Grammar Folder section, links on line, clarity, videos
https://www.youtube.com/watch?v=HTiT63K0KMo
https://www.youtube.com/watch?v=gT6fqzJL6mM
Practice: Think about your future, write what do you expect for your personal life.
SEE SECTION, GRAMMAR FOLDER
CONTEXT CLUES
When reading a text readers can find some unfamiliar words and, in some cases, the dictionary isn´t helpful
enough so, it´s necessary for the readers to pay attention to the words (familiar or known) that surround the
unknown ones to infer or deduce their meaning. This is what we call Context Clues. Developing this guessing
ability is important for the readers who won´t spend much time looking for words in a dictionary.
Here are six types of context clues used by authors to help the reader understand the meanings of words. An
example is provided for each.
1. Definition context clue

The author includes a definition to help the reader understand the meaning of a word. In the following example,
"tainted" is defined as having a disease.
● The people of the town were warned not to eat the tainted fish. The local newspaper published a bulletin
in which readers were clearly told that eating fish that had a disease could be very dangerous. This was
especially true for fish caught in Lake Jean.
2. Synonym context clue

The author includes a synonym to help the reader understand the meaning of a word. A synonym is a word that
means the same as or nearly the same as another word. In the following example, the synonym "pity" helps the
reader understand the meaning of "compassion."
● After seeing the picture of the starving children, we all felt compassion or pity for their suffering.
3. Antonym context clue

The author includes an antonym to help the reader understand the meaning of a word. An antonym is a word
that means the opposite of another word. In the following example, the antonym "eager" helps the reader
understand the meaning of "reluctant."
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● Joe was reluctant to take on the position of captain of the basketball team. He was afraid that the time
it would take would hurt his grades. On the other hand, Billy was eager for the chance to be captain. He
thought that being captain of the team would make him very popular in school.
4. Description context clue

The author includes one or more descriptions to help the reader understand the meaning of a word. In the
following example, descriptions of President Kennedy as having charm, enthusiasm, and a magnetic personality
help the reader understand the meaning of "charismatic."
● John Fitzgerald Kennedy, our 35th president, improved human rights and equal rights for all people. He
was a very charismatic president. People were attracted to his charm and enthusiasm. His personality
was described as magnetic.
5. Summary context clue

The author makes a number of statements that help the reader understand the meaning of a word. In the
following example, statements about being rude, showing no respect, having poor manners, and being impolite
help the reader understand the meaning of "impertinent."
● Andrea was a very impertinent young lady. She was so rude that she talked while her teacher was
explaining a lesson. She showed no respect for other students. Her manners were very poor. Even her
parents thought that Andrea was impolite.
6. Visual context clue

The author includes a picture, drawing, chart, graph, or other type of visual to help the reader understand the
meaning of a word. In the following example, the picture and its caption that is close to the sentence helps the
reader understand that "exultant" means great joy.
Peggy had an exultant look on her face.
* PRACTICE:
Read the following text and think of a synonym in Spanish of the words in bold.
El griego Pythtias fue condenado a óbito__________,por combatir al tirano que gobernada a la

sazón____________
Pythias impetró_______que antes de palmar________le permitieran visitar a su esposa y a sus
vastagos___________.pequeños aún, para despedirse de ellos. Pero el tirano
cogitó___________que Pythias quería afufarse_______y no lo dejó ir.
Entonces un quillotro_______de infancia de Pythias llamado Damón, se ofreció de garantía. Si
Pythias no regresaba del viaje, Damón aceptaba que lo atocinaran__________en lugar de su
quillotro________.El tirano aceptó.
Cuando llego el día de la ejecución Pythias no habia recudido_________. Ya iba el verdugo a
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atocinar________a Damón cuando se apareció Pythias soleteando__________a todo lo que daban
sus piernas y cayó en el huello___________medio palmado____________por todo lo que habia
tenido que soletear__________.
El tirano sorprendidó al ver aquella prueba de amistad le indulgó________ y manumitó________a
los dos.
*PRACTICE:
Read the following paragraphs and guess the meaning of the words in bold from the context:
● I have always lived in cubbyholes. After moving away from home, my first apartment was just a
cubbyhole in a large building. It was no more that 8' by 12' and had a bed in one corner. My second was
no more that a large walk-in closet. My current one is about 10 feet long by 12 feet wide, but it at least
has two rooms.
● The floors of the restaurant were extremely scuzzy. They were covered with spilled grease, crumbs of
food, and cigarette butts.
● The department store carries a variety of breeches, for example they carried Levis, Wranglers, and even
some plain unlabeled brands made of cotton.
● Josie received a bauble for Christmas from her great aunt. This she put with her others, a pair of imitation
earrings, a fake emerald pendant, and a ring that looked like a ruby.
READING: ECOLOGY
Ecology is the study of the relationship of plants and animals to their physical and biological environment. The
physical environment includes light and heat or solar radiation, moisture, wind, oxygen, carbon dioxide, nutrients
in soil, water, and atmosphere. The biological environment includes organisms of the same kind as well as other
plants and animals.
Because of the diverse approaches required to study organisms in their environment, ecology draws upon such
fields as climatology, hydrology, oceanography, physics, chemistry, geology, and soil analysis. To study the
relationships between organisms, ecology also involves such disparate sciences as animal behavior, taxonomy,
physiology, and mathematics.
An increased public awareness of environmental problems has made ecology a common but often misused
word. It is confused with environmental programs and environmental science (see Environment). Although the
field is a distinct scientific discipline, ecology does indeed contribute to the study and understanding of
environmental problems.
The term ecology was introduced by the German biologist Ernst Heinrich Haeckel in 1866; it is derived from the
Greek oikos ("household"), sharing the same root word as economics. Thus, the term implies the study of the
economy of nature.
Modern ecology, in part, began with Charles Darwin. In developing his theory of evolution, Darwin stressed the
adaptation of organisms to their environment through natural selection. Also making important contributions were
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plant geographers, such as Alexander von Humboldt, who were deeply interested in the "how" and "why" of
vegetational distribution around the world.
SEE SECTION, GRAMMAR FOLDER
Identifying topics, main ideas and types of texts

Topic: The theme of the text (1 word)
Main idea: Central idea of a text, the most important (1 sentence)
REASON/CAUSE Because Of, In View Of , On Account Of, Due To,
Because, Since, Now That, In View Of The Fact That, Due
To The Fact That.
Therefore, Hence, Consequently, As A Result, So That, For This Reason,

EFFECT/ RESULT As A Consequence, Resulting In, With The Result That, In This Sense, Thus,
So.
READING: CAUSES OF GLOBAL WARMING

While a wide range of natural phenomena can radically affect the climate, publishing climate scientists
overwhelmingly agree that global warming and resultant climate effects that we're witnessing are the result of
human activity. Emissions is the burning of fossil fuels, while deforestation has reduced the amount of plant life
available to turn CO2 into oxygen.
- Widespread extinction of species

According to research published in Nature, by 2050, rising temperatures could lead to the extinction of more than
a million species. And because we can’t exist without a diverse population of species on Earth, this is scary news
for humans. This 6th mass extinction is really just a continuation of the holocene extinction which began at the
end of the last ice age and has resulted in the extinction of nearly all of the Earth’s megafauna animals, largely
as a result of human-expansion. 9
-Massive crop failures
According to recent research, there is a 90% chance that 3 billion people worldwide will have to choose between
moving their families to milder climes and going hungry due to climate change within 100 years. One of the
main causes of this will be the spread of desertification, and its accompanying effects.
-Rise in sea levels worldwide

Scientists predict an increase in sea levels worldwide because of the melting of two massive ice sheets in
Antarctica and Greenland, especially on the East coast of the U.S. However, many nations around the world will
experience the effects of rising sea levels, which could result in the displacement millions of people. One
nation, the Maldives, is already looking for a new home, thanks to rising sea levels.
Reading: 3 Harmful Effects of Plastic Bags Causing Environmental

Pollution
Plastic bags are used by everybody. From a vegetable vendor to a designer store, everyone seems to
use them. Even though they are one of the modern conveniences that we seem to be unable to do
without, they are responsible for causing pollution, killing wildlife, and using up the precious resources
of the Earth. But, most of us are blissfully unaware of the repercussions that are occurring and will take
place in the future because of the plastic bags.
Every once in a while, the government passes out an order banning store owners from providing plastic
bags to customers for carrying their purchases, with little lasting effect. Plastic bags are very popular
with both retailers as well as consumers because they are cheap, strong, lightweight, functional, as well
as a hygienic means of carrying food as well as other goods.
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About a hundred billion plastic bags are used every year in the U.S. alone. And then, when one
considers the huge economies and populations of India, China, Europe, and other parts of the world,
the numbers can be staggering. The problem is further exacerbated by the developed countries
shipping off their plastic waste to developing countries like India.
Once they are used, most bags go into landfills. Each year, more and more bags are ending up littering
the environment. Once they become litter, plastic bags find their way into our waterways, parks,
beaches, and streets. And, if they are burned, they infuse the air with toxic fumes.
About 100,000 animals, such as dolphins, turtles, whales, penguins are killed every year due to these
bags. Many animals ingest plastic bags, mistaking them for food, and therefore, die. And worse, the
ingested plastic bag remains intact even after the death and decomposition of the animal. As a
consequence, it lies around in the landscape where another victim may ingest it.
One of the worst environmental effects is they are non-biodegradable. The decomposition takes about
400 years. No one will live so long to witness the decomposition of plastic! Thus, save the environment
for the future generations as well as animals.
Petroleum Is Required to Produce Plastic Bags
Petroleum products are diminishing and getting more expensive by the day, since we have used this
non-renewable resource increasingly. And to make plastic, about 60-100 million barrels of oil are
needed every year around the world. Surely, this precious resource should not be wasted on producing
plastic bags, should it?
Petroleum is vital for our modern way of life. It is necessary for our energy requirements - for our
factories, transportation, heating, lighting, and so on. Without viable alternative sources of energy yet 11
on the horizon, if the supply of petroleum were to be turned off, it would lead to practically the entire
world grinding to a halt.
So, What Can Be Done?
A tote bag can make a good substitute for carrying groceries and the shopping. You can keep the bag
with the cashier, and then put your purchases into it instead of the usual plastic bag.
Recycling the bags you already have is another good idea. These can come into use for various
purposes, like holding your garbage, instead of purchasing new ones.
While governments may be working out ways to lessen the impact of plastic bags on the environment;
each of us should shoulder some of the responsibility for this problem, which ultimately harms us.
Plastics are not only non-biodegradable, but are one of the major pollutants of the sea. For a clean and
green environment, try to use alternatives to plastic whenever and wherever possible. Cut down your
use of plastic, and do your bit to save our planet.
QUESTIONS
1. MAIN IDEAS 2. TYPE OF TEXT
3. CONNECTORS FUNCTION IN BOLD (Circle the proper option)
BUT / Purpose/ Contrast /Alternative /Reinforcement/

THEN /Addition / Contrast /Exemplification/Order or sequence/
LIKE/Contrast/ Condition/Addition/Exemplification/
IF Explanation / Condition /Alternative / Addition/
DUE TO / Exemplification / Cause / Alternative/Purpose/
AS A CONSEQUENCE / Purpose/Sequence/Cause/Effect
WHILE/ Simultaneity/ Contrast / Addition/ Condition
5. IDEAS RELATED BY THESE CONNECTORS.
Reading: What is Photochemical Smog?
Photochemical smog is an unique type of air pollution which is caused by reactions between sunlight
and pollutants like hydrocarbons and nitrogen dioxide. Although photochemical smog is often invisible,
it can be extremely harmful, leading to irritations of the respiratory tract and eyes. In regions of the
world with high concentrations of photochemical smog, elevated rates of death and respiratory illnesses
have been observed.
Smog itself is simply airborne pollution which may obscure vision and cause various health conditions.
It is caused by small particles of material which become concentrated in the air for a variety of reasons. 12
Commonly, smog is caused by an inversion, in which cool air presses down on a column of warm air,
forcing the air to remain stationary. Inversions are notorious in Southern California, where smog can
sometimes get so severe that people are warned to stay indoors.
Some of the particulate matter in the air can oxidize very readily when exposed to the UV spectrum.
Nitrogen dioxide and various hydrocarbons produced through combustion will interact with sunlight to
break down into hazardous chemicals. It doesn't have to be sunny for photochemical smog to form; UV
light can also penetrate clouds. The pollutants released through human activity in this situation are
known as “primary pollutants,” and they include sulfur dioxide, carbon monoxide, and other volatile
organic compounds. When these compounds interact with the sun, they form “secondary pollutants”
like ozone and additional hydrocarbons.
While ozone is an excellent thing in the upper atmosphere, since it protects the delicate environment
of the Earth, it is not desired at ground level. Ozone can be extremely irritating to the respiratory tract,
leading to fits of coughing and various medical conditions if exposure is prolonged. The mixture of
hazardous pollutants formed by the reaction between UV rays and smog can travel on the wind to rural
areas, meaning the photochemical smog does not just impact big cities.
Some measures have been taken around the world to reduce photochemical smog. Tight emissions
regulations on vehicles and factories are one such step; many factories must use scrubbers and
treatment systems before releasing air from their manufacturing facilities, for example. The use of
harmful chemicals is also restricted in some regions of the world, since these chemicals can create
photochemical smog. Government agencies also monitor air quality through testing, citing companies
which violate the law and issuing warnings when smog levels are dangerous.
BASIC TENSES
1. SIMPLE PRESENT TENSE (Review)

--We use Simple Present Tense to talk about things that happen regularly or to talk about general facts, for
example:
 You play football everyday.
 We talk Spanish and English.
 They don´t understand the rules.
 She watches TV.
--We form the Simple Present like this:
POSITIVE FORM NEGATIVE FORM
I work I don´t work
You work You don´t work
He/She/It works He/She/It doesn´t work
We work We don´t work
You work You don´t work
They work They don´t work
Take into account for third singular person (He/She/It)
 We add -s for third singular person (He/She/It)

I buy---------He/She/It buys 13
 If a verb ends in -ch, -o, -sh, -ss, we have to add -es after He/She/It
I wash-------He/She/It washes
They do-----He/She/It does
You go------He/She/It goes
 If a verb ends in a consonant plus -y (study) we drop the -y and add -ies
I fly--------------------He/She/It flies
(Speaking): Take some minutes to talk about your daily routine in simple present. Use frequency adverbs.
2. PRESENT PROGRESSIVE
Uses
1.1.Actions happening at the moment of speaking
Peter is reading a book now.
1.2.Fixed plans in the near future
We are going to Basel on Saturday.
1.3. Temporary actions
I am working in Rome this month.
1.4. Actions happening around the moment of speaking (longer actions)
My friend is preparing for his exams.
1.5. Trends
More and more people are using their computers to listen to music.
1.6. Repeated actions which are irritating to the speaker (with always, constantly, forever)
Andrew is always coming late.
2.Signal words: now--at the moment--Look!--Listen!
3. Form
to be (am, are, is) + Infinitive + -ing
4.Examples
4.1. 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.

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4.2. Negative sentences in the Present Progressive
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.
4.3. Questions in the Present Progressive
Am I playing football? not possible

SIMPLE PRESENT VS PRESENT CONTINUOUS: http://www.5minuteenglish.com/feb27.htm
Exercise #1: Using the words below, fill in the blanks with the correct form of the verb.
Study / speak / go/ watch / drink / brush
1. Lisa her teeth every morning.

2. Where is Charlie? He television.
3. A: What do you do after school everyday? B: I usually to the library.
4. These days I math at the college. 15
5. Australians English.
6. Frank always coffee for breakfast.
Exercise #2: Look at the picture on the center and complete the sentences (Simple Present or
Present Progressive).
1. These (be) Linda and Jeff.
2. Linda (be) Jeff's little sister.
3. At the moment, the two kids (sit) on the floor.
4. Jeff (hold) a book right now, he (read) a story to Linda.
5. Look! Linda (listen) carefully and she (look) at the beautiful pictures.
6. Linda (love) Jeff's stories.
7. He (read) a story to her every day.
8. Jeff sometimes even (write) his own stories.

3. interactive exercises
https://www.englisch-hilfen.de/en/complex_tests/present_progressive1/index.php
4. Guessing Game 15 minutes: Make two groups and ase answers about what are they doing?. The
group that guesses more wins the game.
TYPES OF TEXTS AND THEIR CHARACTERISTICS

1. EXPOSITORY TEXTS AND 2. DESCRIPTIVE TEXTS.
I. EXPOSITORY TEXTS:
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EXAMPLE: Going to college can be expensive. First, college tuition and room and board can cost
anywhere from $2,000 to more than $10,000 per semester. Other expenses make going to college
even more expensive. For example, books typically cost between $100 and $500 each term. Second,
materials are also very expensive. Paper, notebooks, writing utensils, and other supplies required often
cost more at the college bookstore than at any local discount department store. For instance, a package
of notepaper costing $2 at a discount store might cost $5 at a college bookstore. Finally, there are all
kinds of special fees added onto the bill at registration time. A college student might have to pay a $50
insurance fee, a $20 activity fee, a $15 fee to the student government association and anywhere from
$500 to $100 for parking. There is another fee if a student decides to add or drop classes after
registration. The fees required to attend college never seem to end.
Be Alert!
 In an expository text, you give information. You explain a subject, give directions, or show how something
happens. In expository writing, linking words like first, second, then, and finally are usually used to help
readers follow the ideas.
 Notice the use of transitional words to help the reader follow the ideas. Also, notice the use of third person
point of view in this paragraph. The third person point of view (he, she, one) is most commonly used for
expository writing, technical writing, and any other sort of writing that has a business-minded or persuasive
intention or purpose.
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EXERCISE:
READ THE FOLLOWING PARAGRAPHS AND IDENTIFY
1. THE TOPIC
2. THE MAIN IDEA
3. THE SUPPORTING SENTENCES
4. THE CONNECTORS
1. Chocolate cake with vanilla/almond frosting provides a tasty treat for any occasion. Follow the directions for
making any flavor of chocolate cake. While the cake bakes in the oven, prepare a box of vanilla frosting mix added with
roasted and buttered almond slivers. Evenly coated in melted butter the almond slivers toast in a hot skillt for
approximately ten minutes. Thoroughly toast the slivers without turning them crispy. Cool the toasted almonds and set
aside a handful for the final touch. Fold the almonds into the vanilla frosting, and after covering the cake, sprinkle a
handful of toasted almonds on the top. After serving this desert to your guests then generally ask for the recipe of your
chocolate/vanilla/almond cake. Now you have the opportunity to smile and...
2. Integrity, the word evokes the wonder of whether or not our society deserves its value. With constant
whining about ones "rights" there exists the denial of personal responsibility and the accompanying lowering of
personal worth. Where, then, are the individuals who will stand up to the demands of family unity, a strong work
ethic, and a wholesome participation in the societal framework? These very demanding environments cry out for
mature behavior in everyone, youth as well as adults. It is when each individual accepts responsibility for truth,
honesty, and a job-well-done that integrity, once again, emerges as a pillar of our national
II. DESCRIPTIVE TEXTS:
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What is described? Details
EXERCISE: Read the following paragraphs and identify:

1. What is described? 2. Details
What is described? Details
1. What are the connectors and their functions?

1.Completely across the globe, my lovely friend Astrid Haayen is studying in Tongji University in Shanghai. The
program consists of one year of learning Chinese, and then five years of studies. She’s currently studying
Chinese, but after that Astrid will study Medicine in the Medical School of Tongji University. She decided to study
in Shanghai because she really wanted to learn the language, and there’s no better way of learning it than
studying there. She lives in one of the four international dorms in the university. She has a roommate, and her
dorm includes a fridge, a TV, desks, and a private bathroom. Astrid takes classes Monday through Friday from
8 am to 3 pm. Whenever there’s a holiday in China, they have to take classes on Saturdays as well. She’s really
happy because she’s enjoying her stay in Shanghai. 19
2. An agricultural engineer designs and improves agricultural systems, equipment, and tools. He or she combines
knowledge of mechanical, civil, and chemical engineering to help farmers increase crop production while
lowering costs. Some agricultural engineers focus on the impacts of farming practices on the environment and
develop means to reduce pollution, restore damaged ecosystems, and promote sustainability. Professional
agricultural engineers work in a variety of settings, including government environmental organizations, private
consulting firms, and agricultural machinery manufacturers.
ACADEMIC LIFE ABROAD
1. Why would you study abroad? (Speaking)
Check (✓) your answers.

A. To see the world and have new experiences. ___
b. To learn about a different culture. ___
c. To teach other people about my culture. ___
d. To meet different people. ___
e. To make my résumé more attractive to employers if i do not want to study abroad. ___
2. (Listening): Watch the video and answer https://www.youtube.com/watch?v=TWwpBU9yrYM
2. A. Topic: ________________________________________________________________________
2. B. Main Idea: _____________________________________________________________________
2. C. Complete the following chart according to what you hear.
Where did she study? How long? Reasons to study abroad?
2.D. Answer the following questions.

a. Did she like the experience?
_______________________________________________________________________
b. Did she learn only in the classrooms?

_______________________________________________________________________
c. Does she recommend to study abroad?
________________________________________________________________________
3.Vocabulary Skills: Guessing meaning from context
Read these sentences. Choose the correct meaning of each word in italics.
Tips for studying abroad
1 It won’t always be easy. Be patient. Don’t get annoyed when things go wrong.
a tired b hungry c angry 20
2. Not everyone thinks the same way. You will meet people with different values.
a beliefs b manners c experiences
3. Before you go, investigate the country and find out about the people. The information will be useful
when you are there.
a visit b study c search
2. Don’t believe everything you read in guidebooks. They can be misleading.

a incorrect b informative c inefficient
3. See a doctor before you go. Get everything you need to prevent yourself from becoming sick when
you are there.
a stop b check c avoid
4. Reading and Comprehension
 4.A Predicting: You’re going to read an Internet message posted by Gavin Lawson, an
American
student who went abroad to study Spanish. Before you read, discuss these questions with a partner.
a What are the advantages of being able to speak Spanish?
b Why do you think Gavin chose to study abroad?
c Which countries do you think he studied in?
Reading fluently
Read the text quickly. Time yourself,
Reading: THE EXPERIENCE OF A LIFETIME!

I studied marketing at Michigan State University. When I graduated, I decided to learn a foreign language. I
chose Spanish because I heard many people around the world speak Spanish, so I thought it would be useful.
A friend who was a student at Temple University in Philadelphia recommended that I study Spanish there. An
important part of the course involved studying abroad. Well, at first I didn’t really know which country to go to,
but one day I saw a TV show about Panama. It looked like a great place to visit, so that’s where I went!
When I got to Panama, I was nervous because it was my fi rst time abroad on my own. However, everyone at
the college was really friendly and welcoming.On weekends, they took me and the other new students to visit a
lot of fun places. They also organized activities so we could meet the local people. Our Spanish teacher was
really good, too. I was only there three months, but I learned a lot.
Afterward, I went back to Philadelphia and immediately started investigating other study abroad options. This
time I decided to go to Mexico! After one month in Mexico City, I moved to Guadalajara. I really enjoyed my time
in both places, and felt my Spanish improved a lot. In Mexico City, I stayed with a host family as it was more
economical. I worked part-time in a restaurant and saved some money, so when I moved to Guadalajara, my
budget was bigger
and I rented an apartment. My four months there were the best of all. We spoke Spanish all the time in class! I
found it very hard at first and sometimes got annoyed because I couldn’t understand everything. However, it was
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a very effective way to learn and actually, by the time I left, I was fluent.
That’s why, when I graduated a year later from Temple University with a degree in Spanish, I found a job in
Spain. I started working for an advertising company in Madrid. Nowadays, I can’t believe how lucky I am. Madrid
is such an interesting and historic city to live in, and I really enjoy my job. What’s more, shortly after settling here,
I met a Spanish girl named Adela. Six months ago we got married!
For me, studying abroad was an amazing opportunity to socialize and become friends with people from all over
the world. It gave me some fantastic insights into different cultures. But it also gave me a great job, a wife … in
fact, a whole new life. I’d recommend the experience to everyone. Go on, give it a try!
Gavin J. Lawson
 4.B. UNDERSANDING THE TEXT

22
4.C. (Writing) What is your opinion of studying abroad?
Check (✓) the statements you agree with. Then write a short paragraph—explaining your opinion.
a Studying abroad is not really “serious.” It’s just a vacation. ___
b. I would like to study abroad, but I’m too shy. ___
c. I don’t want to study abroad because I would lose my friends. ___
d. I want to study abroad. It’s a great opportunity to see the world! ___
1. Listening Activity:
CULTURE SHOCK ADJUSTING TO A NEW ENVIRONMENT
5.A.Warming up: Share your ideas about study abroad—culture shock, the positive and
negative things you can experience.
5.B.Listen to the audio and fill in the blanks using the approriate words form the bank.
Word Bank: OFFSHORE--OCCURRENCE –DRESSING—OVERSEAS--AVOID –PRESSING--CONFLICTED—TALK--

EMBARRASSED ---ANXIETY--- COMPLETELY ---BATH—ELDERLY---NEW.
You might have heard of the expression, culture shock, at some point, but understanding it and how it can affect
your study abroad can determine whether you have a positive experience.
Basically, culture shock is the feeling you have---one of confusion, bewilderment, and____________________-
--when you encounter situations where the cultural norms in your culture or society no longer apply.
Let me give you an example. Years ago when I first went to Japan, I had the shock of my life at a public
____________. As you might know, people bathe in a shower area and then get into a large hot bath without
any clothing or bathing suit on. At the end of my bath, I was greeted by an ___________ woman cleaning the
men's ____________ room. Since you would never encounter such a situation in my culture, the discrepancy
between my culture and my experience in Japan _____________ with my expectations, and thus, I felt very out
of place. From my perspective, she shouldn't have been there, and at the least, she could have waited until I
was_____________ dressed. This is one example of culture shock.
Now, culture shock is a very natural ____________, so no one should feel ______________ that they have had
such uncomfortable feelings. However, how you cope with such situations will determine how successful
your____________ experience will be, particularly when you are trying to get an education at the same time.
Probably, the best thing to do is to be open to differences and flexible to change. Differences are not good or
bad, but just different, and accepting the fact that people do things differently is the first step to understanding
culture shock. Be willing to try new things and____________ criticizing others. By doing this, you'll be able to
adjust to any new environment.
5.C. QUESTIONS
23
1.What is a culture shock?
2.What are the feelings involved in culture shock?
3.Write a paragraph expressing what will you do to deal with academic life abroad and culture shock.
VIDEO: https://study.com/academy/lesson/culture-shock-definition-stages-examples.html
6. Reading: TYPES OF STUDENT EXCHANGE PROGRAMS

Participating in student exchange programs at either the high school or university level can be an unparalleled
opportunity for learning and growth. Most exchanges expose students to foreign cultures, and often involve home
stays with local families. Some programs are designed for language immersion, while others have semester- or
year-long education as their goal. Still others, particularly those that are run over the summer, place an emphasis
on global travel and community awareness. Students can participate in exchange through pre-arranged high
school programs, commercial student exchange services, or university study abroad offices.
The exchange at the heart of most student exchange programs is a cultural exchange. An exchange student
typically acts as an ambassador of his or her home culture, and travels abroad to study, learn, and interact. Most
of the time, exchange students are between 15 and 21 years of age.
Much of what characterizes an exchange program is its purpose. Some student exchange programs are
designed primarily for cultural exposure, while others are geared towards education. They can be intended to
sharpen students’ foreign language skills, or to cast light on world issues like hunger and poverty in Africa, human
rights abuses in Asia, or ecological degradation in Central and South America.
Most academic programs are either sponsored by individual schools or run by agencies that work closely with
academic regulators at home and abroad. Academic trips require a bit of coordination to ensure that credits
earned will transfer and be valid towards a student’s degree or diploma. The majority of international study
programs are based on either a semester abroad or a year abroad model.
At the high school level, foreign academic exchange students typically stay with host families, where they can
practice language skills and witness the intimate details of life in another country. University students who
participate in student exchange programs typically stay in university lodging or dormitories, in order to experience
the life of a full-time student. In either case, the exchange student is generally expected to integrate into the
school community as if he or she were a permanent student.
Foreign travel for school can be a great way for students to see a lot of the world for not a lot of money. Students
who are already living in one area of the world on student exchange programs can often use weekends and days
off from studying to explore surrounding areas and countries. While not always budget travel, these sorts of
opportunities can allow young people to gain many unique travel experiences and opportunities.
Depending on the program, excursions may be built in, or may not be possible at all. Many of the more structured
summertime student exchange programs focus on student travel in groups, and may not permit independent
activities. Group exchange programs are popular for short-term summer trips. Some are organized by the same
groups that coordinate academic programs, but they can also be arranged by private clubs, church groups, or
community organizations.
INGLÉS CON FINES GENERALES Y ACADÉMICOS II

24
VIDEO READING- WORKSHOPS
- language skills(writing/reading/speaking/listening)
VIDEO READING #1
TEXT: EVERY STUDENT SHOULD STUDY ABROAD
By Allan E. Goodman, the president and chief executive of Institute of International Education,
and Stacie Nevadomski Berdan, an international careers expert, are the co-authors of "A Student Guide
to Study Abroad."
Globalization is here to stay, and students who want to work in our interconnected global world should
study abroad.
Learning how to interact with people from other countries and cultures equips future leaders in all
sectors to address urgent issues shared across borders.
Despite the inevitable increasing global competition for jobs, American graduates lack the international
experience, language capabilities and cross-cultural communication skills necessary to succeed in the
global economy. With only about 10 percent of students studying abroad at some point in their
academic career, we have a long way to go.
Making study abroad a part of their education is the most effective and accessible means for students
to develop needed skills because it pushes a student to get out of her comfort zone to experience
another culture, language, environment and education system. It teaches students to appreciate
difference and diversity first hand and enables them to recognize — and then dismiss — stereotypes
they may have held about people they had never met.
Learning how to interact with people from other countries and cultures equips future leaders in all
sectors to address urgent issues — from curing diseases and finding energy solutions, to fighting
terrorism and hunger — shared across borders.
But study abroad has to be done correctly. It shouldn’t be a separate or tangential part of education,
but rather an integrated part of the curriculum, incorporating proper cross-cultural preparation and
supportive reintegration to help students understand and internalize what they learn.
With more flexible and accessible options, the barriers posed by financial need, disabilities, race and
ethnicity and sexual orientation are crumbling. Excellent programs and inspiring role models exist for
every type of student. Every parent, teacher, professor, adviser and employer should support making
international experience an essential and affordable component of a well-rounded education.
Taken and adapted from: https://www.nytimes.com/roomfordebate/2013/10/17/should-more-americans-study-
abroad/every-student-should-study-abroad
QUESTIONS
After reading the text determine the topic and the main ideas. Use your own words.
1. a. Identify the topic
b. Write two important ideas from the reading
2. List what a student experiments when he/she is forced out of his/her comfort zone.
25
3. According to the content of the whole text, write True or False in front of the following statements.
a. _______ American graduate students are equipped to have success in global economy.
b. _______ When studying abroad, the students will keep the stereotypes they had.
VIDEO READING #2
-TEXT: RAINFOREST DESTRUCTION: CAUSES AND EFFECTS
I. The tropical rainforests of West Africa, Brazil, Latin America and Southeast Asia are some of the most
important environmental regions of the world. They have millions of unique plants, animals, and people.
However, they are being destroyed rapidly for agriculture, mining and logging among others.
II. One of major causes of the destruction of the rainforests is logging for timber. Millions of hectares are
cut down every year, often illegally. Wood is taken and not replaced. A large number of landless people
move in along the new logging roads.
III. Several mining companies are also responsible for much deforestation. They cut down trees to extract
gold and other minerals. Their activity often causes pollution. However, one of the main factors of rainforest
destruction is that they are located in developing countries. As a result, the forests are in danger from
wealthy land owners and companies that exploit them and devastate them and from poor landless people
that are displaced from their farms and move to isolated regions to occupy them.
IV. Rainforest destruction has many catastrophic effects. A tragic effect is the extinction of plants and
animals that could provide us with food, medicine or valuable products. Many species disappear each year.
This leads to a poorer world with less biodiversity and to severe changes in weather.
V. Other results are the damage of Soils and Global Warming. When the trees are cut down, the soil is
exposed the heavy rain and quickly becomes infertile and useless and carbon dioxide released into the
atmosphere have huge consequences for the world’s climate. That is the reason why every year we
experience extreme weather conditions that increase the effects of phenomena like el Niño y la Niña and
cause different natural disasters.
VI. In conclusion, the rainforests are important for the environment because they produce oxygen, store
carbon and have huge stores of timber, minerals, medicinal plants and food. They are a big source of
genetic material however, human activities are damaging this treasure. If we do not take action now and
react to stop this damage, this will be lost forever.
VOCABULARY:
--RAINFORESTS: BOSQUES --ENVIRONMENT: MEDIO AMBIENTE --ENVIONMNENTAL: AMBIENTAL --MINING: MINERíA /--LOGGING: TALA DE
BOSQUES --TIMBER
OR WOOD: MADERA --LAND: TIERRA --CUT DOWN: CORTAR, TALAR /--ROADS: CAMINOS --DEVELOPING COUNTRIES: PAISES EN
DESARROLLO –LAND OWNERS: TERRATENINETES / --LEAD: CONDUCIR ---SOIL: SUELO --GLOBAL WARMING: CALENTAMIENTO GLOBAL ---
RELEASED: LIBERADO --DAMAGE:DAÑAR --TREASURE: TESORO
Videos on deforestation:
https://www.youtube.com/watch?v=AVh2DEgpvsM--4´m
https://www.youtube.com/watch?v=bg9KyyM6O4M--5´m
26
https://www.youtube.com/watch?v=M4jhjt1_eyM--2´m
Questions
1. What is the main idea of the text(1 sentence)
2. What is the main idea of each paragraph
3. Represent the supporting ideas graphically
identify the connectors (Addition, order, cause and effect)used by the author.
Socialization.
4. Video: a. How is deforestation defined?
B. What are the causes of deforestation?
C. What are the impacts of deforestation?
5. Speaking: Give your opinion about the topic:

- What will happen in Colombia in 5 years?
-What are the species in danger in Colombia?
-What are the responsible of this problem in Colombia?
(Prepare your arguments and share them with the class)
6. Writing : What is the solution for this environmental problem?. Write a paragraph.
VIDEO: STUDY ABROAD, MEXICO :https://www.youtube.com/watch?v=zo63FiwGxCw 2.42´m

VIDEO READING #3
TEXT: CLIMATE CHANGE
Climate change occurs when the Earth’s average temperature changes dramatically over time. As little as one or two
degrees can be considered dramatic change because the Earth’s ecosystem depends on a very delicate balance,
and even small shifts can have a far-reaching impact. A drop in average temperature can also be considered climate
change, but in modern times people using the term are usually talking about global warming.
One reason that climate change has become a popular and, at times, controversial topic is that many people believe
it is mostly the result of human activity. Burning fossil fuels, such as oil and coal, produces byproducts such as carbon
dioxide gas. Since there are not enough plants on Earth to quickly transform all this emitted carbon dioxide into
oxygen, the gas remains in the atmosphere. Through a process known as the greenhouse effect, the carbon dioxide
traps solar heat, which leads to the warming of the planet.
Other causes of climate change that can be traced back to humans include deforestation, or the widespread cutting
of trees, and methane gas production. Methane is typically produced in large amounts by mining, large scale livestock
farms, rice paddies and landfills. The commercial use of fertilizers that give off nitrous oxide also contributes to
pollutant levels.
Many people believe the effects of climate change can already be seen, in the melting of permafrost near the North
Pole and the rise of sea levels. Rising ocean levels cause concern about shrinking coastlines and island land masses.
A warmer climate can also cause more severe weather to occur, because weather phenomena, such as hurricanes,
gain strength from hot, moist air.
27
Some say evidence of global warming can also be found in reduced wildlife populations. Some animal species, such
as the polar bear, are slowly losing their icy habitats and have shown smaller populations over recent years. For this
reason, many wildlife groups want the polar bear to be added to endangered species lists.
The concept of climate change is not a new one. The ice age of long ago is well documented and was another form
of climate shift, one not brought on by humans. Modern climate shifts that are the result of human behavior may be
positively affected by altering personal lifestyles. While some people consider global warming to be only a theory, it is
becoming more widely accepted that the planet's climate is shifting and that people are not blameless.
Many simple lifestyle changes that people can make to help combat climate change center on conserving energy
resources. Actions such as turning off unnecessary lights, buying used items rather than new ones and using public
transportation or a bicycle instead of driving cars can make a difference. Recycling as many goods and materials as
possible is another helpful way to conserve. If humans ignore climate change, it may continue to accelerate and
drastically change the planet in both predicted and unforeseen ways.
AFTER WATCHING THE VIDEO

1-Check the predictions! Did you watch these aspects on the video?
2-What are the positions on climate change?
3-How is Colombia affected by the phenomena?
--------POST-WATCHING ACTIVITIES-------------
VIDEO –READING WORKSHOP-
VIDEO
1. What are the main aspects mentioned about climate change? List them!
2. A. What are the effects of climate change on health?
3.What are the actions that individuals have take to remediate climate change?
READING-VIDEO
1-FILL IN THE CHART BELOW
CAUSES EFFECTS SOLUTIONS (Individuals-Governments)
VIDEO – READING
YOUR SOLUTIONS
https://www.youtube.com/watch?v=G4H1N_yXBiA
Causes and Effects of Climate Change | National Geographic. 3.04´m
https://www.youtube.com/watch?v=FGs2QQWFqyQ The Crucial Connection: Climate Change and Health. 2.24´m
INGLÉS CON FINES GENERALES Y ACADÉMICOS II
GRAMMAR FOLDER- LEVEL II

28
I. EXERCISES – SIMPLE FUTURE
–GOING TO
1.Write sentences in going to future.
1.A. He / get up / early
Positive: __________________________________________________________
Negative: _______________________________________________________________
Question: _______________________________________________________________
1.B. They / do / their best
Positive: __________________________________________________________
Negative:__________________________________________________________
Question: _________________________________________________________
1.C.You / learn / Irish
Positive: __________________________________________________________
Negative:__________________________________________________________
Question: _________________________________________________________
1.D.She / buy / a computer
Positive: __________________________________________________________
Negative: __________________________________________________________
Question: _________________________________________________________
1.E. We / take / the bus
Positive: ___________________________________________________________
Negative: __________________________________________________________
Question:__________________________________________________________
1.F. She / watch / the match
Positive: ___________________________________________________________
Negative:__________________________________________________________
Question:__________________________________________________________
1.G. They / wait / in the park
Positive: ___________________________________________________________
Negative: __________________________________________________________
Question: __________________________________________________________
1.H. He / buy / bread / this afternoon
Positive: ___________________________________________________________
Negative: __________________________________________________________
Question: __________________________________________________________
29
2. Put the verbs into the correct form (future I). Use going to.
Ex: It (rain) is going to rain

2.A. They (eat) _________________ stew.
2.B. I (wear)_______________ blue shoes tonight.
2.C. We___________________ (not / help) you.
2.D. Jack__________________ (not / walk) home.
2.E. _____________________(cook / you) dinner?
2.F. Sue (share / not)_____________ her biscuits.
2.G. ___________________(leave / they) the house?
2.H.___________________ (take part / she) in the contest?
2.I. I (not / spend)__________________ my holiday abroad this year.
3. Find the mistake! :Find the mistake, underline it and write the correct sentence.
3.A. I’m going watch TV tonight.
__________________________________________________________
3.B. My brother are going to read a book.
__________________________________________________________
3.C. I’m not go to play a game.
___________________________________________________________
3.D. They isn’t going to come to school.
___________________________________________________________
3.E. What are you going do next?
____________________________________________________________
–WILL
4. Put the verbs into the correct form (future I simple). Use will.
Jim asked a fortune teller about his future. Here is what she told him:
4.A. You (earn) ______________________Will earn a lot of money.

4.B. You (travel) ______________________ around the world.
4.C. You (meet) ______________________ lots of interesting people.
4.D. Everybody (adore) ____________________ you.
4.E. You (not / have) ________________________________________ any problems.
4.F. Many people (serve)_____________________________________ you.
4.G. They (anticipate) _______________________________________ your wishes. 30
4.H. There (not / be)_________________________________________ anything left to wish for.
4.I. Everything (be)__________________________________________ perfect.
4.J. But all these things (happen / only) ______________________________ if you marry me.
5. Put in the verbs in brackets into the gaps and form sentences. Use will-future.
5.A.Tomorrow it on the south coast. (to rain)

5.B.My friend 12 next Monday. (to be)
5.C. Hey John! Wait a minute. I with you. (to walk)
5.D. She her boss next week. (to contact)
5.E I think you this job. (to get)
5.F.They at about 6 pm. (to arrive)
5.G.The teacher this exercise. (to explain)
5.H. He the bottle of water. (to drop)
5.I. Lots of accidents in that weather. (to happen)
5.J. She if you show her the spider. (to scream)
-CONTEXT CLUES (Synonyms)

Choose the best meaning to the word that is underlined.
1. Tommy was a real avid baseball card collector. He inherited the desire to collect cards because
his dad had a collection, too.
a. eager
b. careless
c. apart
d. fearful
2. Her Christmas bills added up. After the holidays, her extravagance was going to take several
months to pay off.
a. economy
b. praise
c. external
d. overdoing
3. It was gratifying to see how she acted toward her grandmother because her grandmother was
always kind to her.
31
a. pleasing
b. nervous
c. aggravating
d. unclear
4. The boy was caught stealing from the store. His larceny caught up with him when the owner
showed him a video tape.
a. gift
b. theft
c. lawless
d. honor
5. The ideas she presented to the class were clearly an untested theory because there had never
been any research done on it.
a. magic
b. brutal
c. indictment
d. belief
6. His eternal light would shine on the people even after his death.
a. temporary
b. ethical
c. reformed
d. endless
7. He cut the paper precisely on the line, and it fit perfectly in the grooves of the picture frame.
a. exactly
b. embellish
c. outer
d. advance
8. The boy tried to justify his actions to his mother by explaining the reasons why he did what he
did.
a. depend
b. prove
32
c. strict
d. concourse
9. She did several backbends in a row to show how limber she was, so that she could be chosen for
the squad.
a. enthused
b. responsive
c. likely
d. flexible
10. He climbed the mountain and stood looking over the tops of the trees on the mountain across
from him. He was right on the precipice and could have fallen.
a. edge
b. stiff
c. top
d. under
BASIC TENSES: SIMPLE PAST TENSE

We use the Simple Past to talk about things happened in the past, for example:
 I visited Mexico last year.
 Arnold played tennis yesterday.
 We arrived at the airport at four o´clock.
 He worked in Bogota.
 She gave a present to our father.
We form the Simple Past like this:
POSITIVE FORM NEGATIVE FORM

I played I didn´t play
You played You didn´t play
He/She/It played He/She/It didn´t play
We played We didn´t play
You played You didn´t play
They played They didn´t play
 Note many verbs in simple past end in -ed because they are regular verbs, although some change their spelling if
they end in -y or consonant plus vowel, like:
cry-------cried stop------stopped
 Besides the irregular verbs change completely in simple past tense:
take--------took do--------did go--------went

come------came make----made eat--------ate
SIMPLE PRESENT VS PRESENT CONTINUOUS:

33
This lesson may be a review for many people, but do you know the difference between I eat and I am eating? Is it okay to
say I watch TV right now, or should you say I am watching TV right now?
The Simple Present Tense is used for things that happen regularly like this:
Sheila takes a shower every evening.
or for general facts, like this:
Birds fly in the sky.
The Present Continuous Tense is made by a be verb (am, is, are) + verb+ing. It is used for things that are happening
right now like this:
I am taking a shower right now.
or for things that are happening nowadays this:
Many people are losing their jobs nowadays.
REGULAR VERBS PRONUNCIATION

Pronunciation of Regular Verbs
----Group A : Voiceless sound: – p – k – s – ch – sh – f – x – h - pronounce ED as “T” .Example: Ask, asked =
ask(T)
Ed as “T”
Asked} .baked}. brushed }.cooked}.cracked.}crashed}.danced } (da:ns) t.}dressed.} dropped} escaped] finished}
fixed} guessed} helped} hoped} hiked} joked}+jumped} knocked} kissed}laughed (læf)} locked} looked } missed
}mixed }packed }passed} picked}pressed } pushed }pronounced } relaxed } slipped}Smoked} stopped } shopped
} talked} typed } walked } washed} watched} worked}
---Group B : Voiced sound : – l – v – n – m – r – b – v – g – w – y – z – and vowel sounds (diphthongs)
pronounce ED as “D” .Example: Allow, allowed = allow(D)
Ed as “D”
agreed-@allowed-@answered @appeared @arrived @believed @belonged @burned @called@ carried@
changed @ cleaned @closed covered @cried @damaged @described @died @dried @earned@
encouraged@ enjoyed @entered @explained @explored @filled @followed@ happened @interviewed
@imagined @jailed @killed@ listened@ lived @loved @measured@ moved @opened @planned @played
@performed @pulled @realized @remembered@ rained@ repaired @saved@ shared@ shaved@ showed
@signed@ slammed @ stayed @snowed @studied @tried @traveled @turned @used @welcomed
@whispered @worried @yawned.
---Group C: T or D pronounce ED as “ID” .Example: Need, needed = need(id)

Ed as “ID”
--accepted---afforded---attended---arrested---collected---contacted---counted---decided--defended ---
demanded ---divided---ended---expanded--expected ---exported---flooded---graduated---hated --hunted ---
included--invited --invented--landed--needed--painted--planted--printed--presented --pretended--protected--
provided --rented--repeated --reported --respected --rested--scolded--skated--started--shouted --treated--
visited--waited--wanted--wasted.
GRAMMATICAL CATEGORIES
NOUNS A noun is a part of speech that is used to name
a person, place, thing, quality, or action.
Nouns can be singular or plural. The plural
form of a noun is usually formed by adding s at
the end of the noun. But this is not always the
case. There are exceptions to the rule. Some
plurals are irregular:
34
Singular Plural
fish fish
tooth teeth
man men
woman women
ADJECTIVES  An adjective is a word which modifies a

noun or a pronoun. In the example
below:
He's got an expensive car.
 Adjectives may come before a noun
He found a nice job
 Adjectives may also come after certain
verbs like be, feel, seem, look:
He is intelligent
I feel happy
VERBS A verb in syntax is a part of speech which

conveys an action (bring, read, walk, run,
learn) or state of being (exist, stand)
Sentences in English have a main verb which
is stated in a tense (simple present, simple
past, simple future...)
 verbs take s in the third person singular
of the simple present:
Infinitive Third Singular Person
play he/she/it plays
work he/ she/it works
ADVERBS An adverb is a word that modifies verbs,
adjectives and other adverbs.
Basically, most adverbs tell you how, in what
way, when, where, and to what extent
something is done. In other words, they
describe the manner, place, or time of an
action. Here are some examples:
He speaks quietly. ( quietly is an adverb of
manner.)
I live here. (here is an adverb of place.)
We'll leave tomorrow. (tomorrow is an adverb
of time.)
She never sleeps late. (never is an adverb of
frequency.)
PREPOSITIONS A preposition is a word which is used before a
noun, a noun phrase or a pronoun, connecting
it to another word. In the sentences:
"We jumped in the lake"
"Many shops don't open on Sundays."
"in" and "on" are prepositions
Generally speaking one can classify
prepositions in three groups:
 prepositions of time
 prepositions of place
other kinds of prepositions.
PRONOUNS Pronouns are words that substitute a noun or
another pronoun. Examples of pronouns are
LINKS:
he, she, who, themselves...
35
Lessons http://www.englishryan.com/list.php?tid=1
ESL http://www.usalearns.org/index/welcome.cfm?CFID=11058691&CFTOKEN=8
2749027&jsessionid=3c30e5495efbd9aa54ed5b10204849497862
Lessons http://www.eslflow.com/
Grammar http://www.better-english.com/grammar.htm
http://www.statcan.gc.ca/eng/nea/gloss/env
http://www.perfect-english-grammar.com/zero-conditional.html
http://www.myenglishpages.com/site_php_files/grammar.php
http://www.englishclub.com/
http://www.esldesk.com/vocabulary
http://www.mansioningles.com/Gram58.htm
http://www.eltbase.com/vtr_refs.php?id=18
http://worldofenglish.com/exe.php?Miscellaneous/comparatives.ins
http://www.vocabulary.co.il/root-words/high-school/divide-the-roots/
http://www.vocabulary.co.il/prefixes/high-school/divide-the-prefix/
http://www.vocabulary.co.il/prefixes/high-school/divide-the-prefix/
http://www.saberingles.com.ar/listening/252.html
EFL Learning http://www.nonstopenglish.com/

Exercises http://worldofenglish.com/listing.php
Rhetorics- http://www.uefap.com/writing/function/funcframabstract.htm
Writing
News -Audios http://www.breakingnewsenglish.com/
Listening Lab http://www.esl-lab.com/
News- video http://www.bbc.co.uk/worldservice/learningenglish/
News http://www.voanews.com/
Magazine http://www.scientificamerican.com/
Magazine http://www.newscientist.com/
TESTS http://www.stuff.co.uk/toefl.htm
http://www.4tests.com/toefl
http://demo.toeflibtcourse.com/toefl_RIs.htm
http://www.ielts-exam.net/ielts_writing_samples_task_2/728/
36

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ENGLISH II- UNIT 1 Gr.

What do you think?

….When to use WILL

When to use GOING TO

More Practice------ Grammar Folder section, links on line, clarity, videos

1. Definition context clue

2. Synonym context clue

3. Antonym context clue

4. Description context clue

5. Summary context clue

6. Visual context clue

Peggy had an exultant look on her face.

El griego Pythtias fue condenado a óbito__________,por combatir al tirano que gobernada a la

SEE SECTION, GRAMMAR FOLDER

Identifying topics, main ideas and types of texts

Therefore, Hence, Consequently, As A Result, So That, For This Reason,

READING: CAUSES OF GLOBAL WARMING

- Widespread extinction of species

-Rise in sea levels worldwide

Reading: 3 Harmful Effects of Plastic Bags Causing Environmental

3. CONNECTORS FUNCTION IN BOLD (Circle the proper option)

BUT / Purpose/ Contrast /Alternative /Reinforcement/

IF Explanation / Condition /Alternative / Addition/

DUE TO / Exemplification / Cause / Alternative/Purpose/

WHILE/ Simultaneity/ Contrast / Addition/ Condition

5. IDEAS RELATED BY THESE CONNECTORS.

Reading: What is Photochemical Smog?

1. SIMPLE PRESENT TENSE (Review)

Take into account for third singular person (He/She/It)

 We add -s for third singular person (He/She/It)

I am playing football. I'm playing football.

You are playing football. You're playing football.

He is playing football. He's playing football.

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

You're not playing football.

He's not playing football.

4.3. Questions in the Present Progressive

Long forms Contracted forms

Am I playing football? not possible

Long forms Contracted forms

SIMPLE PRESENT VS PRESENT CONTINUOUS: http://www.5minuteenglish.com/feb27.htm

Study / speak / go/ watch / drink / brush

1. Lisa her teeth every morning.

1. These (be) Linda and Jeff.

2. Linda (be) Jeff's little sister.

3. At the moment, the two kids (sit) on the floor.

4. Jeff (hold) a book right now, he (read) a story to Linda.

6. Linda (love) Jeff's stories.

7. He (read) a story to her every day.

8. Jeff sometimes even (write) his own stories.

TYPES OF TEXTS AND THEIR CHARACTERISTICS

II. DESCRIPTIVE TEXTS:

EXERCISE: Read the following paragraphs and identify:

What is described? Details

1. What are the connectors and their functions?

1. Why would you study abroad? (Speaking)

Check (✓) your answers.

2.D. Answer the following questions.

b. Did she learn only in the classrooms?

3.Vocabulary Skills: Guessing meaning from context

2. Don’t believe everything you read in guidebooks. They can be misleading.

4. Reading and Comprehension