NATIONAL AUTONOMOUS

UNIVERSITY OF CHOTA
Created by law: 29531

Authorized with resolution: 160-2018-SUNEDU/CD

SELF-EDUCATIONAL

ENGLISH I

CIVIL ENGINEERING

Synthesizes the different tenses of the verbs studied

orally and in written way, applying a communicative
COURSE
sense based on the language as a second language and
COMPETENCE in accordance with the foreign code.

Author:
Mg. Ever Jaime Tapia Rojas

1
 INDEX
I. PROLOGUE.......................................................................................................................................... 3
II. DEVELOPMENT OF CONTENTS ........................................................................................................... 4
UNIT OF LEARNING I ............................................................................................................................... 5
1. INTROCUCTION ............................................................................................................................... 6
1.1. Presentation and context ....................................................................................................... 6
1.2. General competence .............................................................................................................. 6
1.3. Specific competence ............................................................................................................... 6
1.4. Attitudes ................................................................................................................................. 6
1.5. Contents ................................................................................................................................. 6
2. DEVELPMENT OF TOPICS ................................................................................................................ 7
2.1. Topic 01 (First Week): Greetings............................................... ¡Error! Marcador no definido.
2.2. Topic 02 (First Week): Verb to be & Subject Pronouns ............. ¡Error! Marcador no definido.
2.3. Topic 03 (Second Week): Possessive Adjectives ....................... ¡Error! Marcador no definido.
2.4. Topic 04 (Second Week): Question Words ............................... ¡Error! Marcador no definido.
2.5. Topic 05 (Third Week): The Verb Have Got .............................. ¡Error! Marcador no definido.
2.6. Topic 06 (Third Week): The Verb Have Got Part II .................... ¡Error! Marcador no definido.
2.7. Topic 07 (Fourth Week): Present Simple Affirmative Form ...... ¡Error! Marcador no definido.
2.8. Topic 08 (Fourth Week): Present Simple Part II ........................ ¡Error! Marcador no definido.
2.9. Topic 09 (Fifth Week): Can ........................................................ ¡Error! Marcador no definido.
2.10. Topic 10 (Fifth Week): Review and Pecha Kucha Organization¡Error! Marcador no definido.
2.11. Topic 11 (Sixth Week): There is/there are .......................................................................... 9
2.12. Topic 12 (Sixth Week): Plurals, Countable and Uncountable Nouns ................................. 15
2.13. Topic 13 (Seventh Week): This, that, these and those .......... ¡Error! Marcador no definido.
2.14. Topic 14 (Seventh Week): Pecha Kucha Presentation .......... ¡Error! Marcador no definido.
2.15. Topic 15, 16 (Eighth Week): Practice and Mid Term Exam ... ¡Error! Marcador no definido.
3. QUIZZES ............................................................................................ ¡Error! Marcador no definido.
4. SELF EVALUATION............................................................................. ¡Error! Marcador no definido.
III. GLOSSARY ..................................................................................................................................... 20
IV. BIBLIOGRAPHIC REFERENCES........................................................................................................ 21

2
I. PROLOGUE

The development of this course is of virtual

nature, aimed at developing the four language
skills in the student: listening, reading, speaking
and writing; in such a way that through them
innovation, creativity, criticism and decision-
making can be fostered in the development of
autonomous learning, based on the communicative
approach and taking as a reference the Common
European Framework of Reference.
This course is the continuity of learning general
English obtained in Basic Education, aimed at a
university and professional level; acquiring the
necessary functionality in real contexts.
. Para lo cual el estudiante realizará presentaciones
personales, de su familia y amigos; así como
también descripciones de eventos pasados
importantes vinculado lo que aprende con su
carrera profesional, entendiendo que la asignatura
de Inglés I, pertenece al área de Estudios
Generales.
In the development of each unit, the student is
required to be able to express themselves
adequately, both orally and in written way; using
grammatical structures correctly. For this, the
student will make personal presentations, from his
family and friends; as well as descriptions of
important past events aligned to what they learn
with their professional career, understanding that
the course of English I belongs to the General
Studies Area.
Las unidades de aprendizaje que se desarrollan en
la presente asignatura son dos y se denominan:
I. Nice to Meet You.
II. What do you do?

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 II.

Prepositions of place
Greetings, The verb to be:
(+) ,(-) ,(?) form Subject
The imperative
pronouns
Present continuous
Possessive adjectives -
-Present simple-adverbs of Question words.
frequency
- Prepositions of time- The verb have got: (+), (-),
Questions (?) form
--Present simple, Present
continuous Present simple / do / does,
DEVELOPMENT OF CONTENTS

- Practice of present simple (-) ,(?) form

and present continuous
-Can,
-Review and Pecha Kucha
-The possessive case criteria
-Possession/who/whose
There is/there are; some/any
-Plurals, countable
--Reading: The Lucky Number
and uncountable
-Was/Were
nouns
-This/That – These/Those
-Pecha Kucha Presentation
Past simple
UNIT LEARNING I: NICE TO MEET YOU

UNIT LEARNING II: WHAT DO YOU DO?

Practice: Write a short text

Practice: write a paragraph describing his/her free time
talking about his/her past activities.
events. MID TERM EXAM I

4
FINAL EXAM
 UNIT OF LEARNING I

NICE TO MEET YOU

SPECIFIC COMPETENCE

At the end of this unit, students will be able to

communicate orally and in written way using the
grammatical structures of the verb “to be” correctly as well
as, they will differentiate the grammatical structures of the
"Simple Present and the Present Continuous".

Author:
Mg. Ever Jaime Tapia Rojas

5
1. INTROCUCTION
1.1. Presentation and context
The development of the area of English I, will be developed in a non-face-to-face mode, so it requires
a lot of willingness and personal will to achieve the competence of the unit, although it is true,
learning face-to-face has its own advantages, however, support will not be neglected so that the
student can achieve the expected learning. In this academic year 2020-I, they will be accompanied
through the Google Meet platform provided by the University, which they can access from the place
they are using any device that is connected to the internet. In this unit, we will help you to use the
various learning tools used by the Classroom platform in order to become familiar and interact with
the teacher so that the contents of the subject can be developed, as well as the activities, self-
evaluations and evaluations that lead to Communicating in oral and written form using the
grammatical structures of the verb "to be" correctly as well as differentiating the grammatical
structures of "Simple Present and Present Continuous".

1.2. General competence

Synthesizes the different tenses of the verbs studied orally and in written way, applying a
communicative sense based on the language as a second language and in accordance with the foreign
code.

1.3. Specific competence

At the end of this unit, students will be able to communicate orally and in written way using the
grammatical structures of the verb “to be” correctly as well as, they will Differentiate the grammatical
structures of the "Simple Present and the Present Continuous".

1.4. Attitudes
 Helps his/her classmates
 Organizes his/her study times.
 Respect for the rules of coexistence.
 Sense of organization.
 Perseverance in tasks.

1.5. Contents
Unit Learning 01
 First week
Greetings
The verb to be: (+) ,(-) ,(?) form
Subject pronouns
 Second week
Possessive adjectives
Question words.

 Third week
The verb have got: (+), (-), (?) form
6
  Fourth week
Present simple / do / does, (-) ,(?) form
 Fifth week
Comparisons
Can,
 Sixth week
There is/there are
some/any-Plurals
countable and uncountable nouns
 Seventh week
This/That – These/Those
Reading: The Lucky Number
 Eight week
Practice: Write a short text describing his/her free time activities
Mid Term Exam I

2. DEVELPMENT OF TOPICS

7
 TOPIC 11

Performance: Students describe different

university and home things to express in a short
spoken description of any place through an audio
or video.

Author:
8
Mg. Ever Jaime Tapia Rojas
 1.6. Topic 11 (Sixth Week): There is/there are

A. Read the words. Match them with the correct pictures

12
20
5 6 11

22 3
1. desk 12. book 19
16
2. ruler 13. computer

3. pencil 14. sharpener

4. board 15. chair

5. crayons 16. eraser

4 1

6. schoolbag 17. bin

7. teacher’s desk 18. pencil case 23

8. paint brush 19. pen
7
9. calculator 20. paper clip

10. marker 21. notebook 15

11. glue 22.scissors

14
13 23watercolor

10
2

21 17 9
18

9
B. Write the university objects you see.

What can you see in the picture?

pencil
1.-…………………………..……………………
scissor
2.-…………………………..……………………
backpack
3-…………………………..……………………
books
4-…………………………..……………………
notebook
5.-…………………………..……………………
desk
6-…………………………..……………………
pencil holder
7.-…………………………..……………………
paint brush
8.-…………………………..……………………
clipboard
9.-…………………………..……………………
rules
10.-…………………………..……………………

C. How many things can you see? Use There is and There are.

There is a pencil.
1. ……………………………………………………………………………….
2. there are twe rules
……………………………………………………………………………….
3. ……………………………………………………………………………….
there is a pencil case

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 there are many books
4. ……………………………………………………………………………….
5. there are many paintings
……………………………………………………………………………….
6. ……………………………………………………………………………….
there is a briefcase

7. there is a paint brush

……………………………………………………………………………….
8. ……………………………………………………………………………….
there is a box

9. ……………………………………………………………………………….
there are several notebooks
there is a pencil
10. ……………………………………………………………………………….

D. Write 4 sentences with there is and 4 with there are. Use the things you see in the
classroom:

There is There are

E. Complete with there is or there are.

there is
1 _____________ an apple.
there are
2 _____________ five sweets.
there are
3 _____________ two green beans.
there is
4 _____________ a bowl of salad.
there is
5 _____________ a hot dog.
there are
6 _____________ three strawberries.
there are
7 _____________ four Colas.
there are
8 _____________ Three cans of milk.
there is
9 _____________ a glass of water.
there is
10 ____________ a bowl of rice.
there are
11 ____________ four bananas.
there is
12 ____________ a piece of cake.
13 ____________
there is a bar of chocolate.

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F. look at the grammar part for There Is and There Are

THERE IS and THERE ARE

There is and there are have the same meaning, But there is used with singular and there are used with
plural nouns.

Affirmative= There is / There are + complement

Negative = There is / There are + not +
complement
Interrogative= Is there / Are there + complement + ?

TIP There is not = There isn´t

There are not = There aren´t

Examples:

Aff… There is a computer in the classroom.

Neg… There is not a computer in the classroom.

Inte.. Is there a computer in the classroom?

Aff… There is a pear in the kitchen

Neg… There is not a pear in the kitchen
Inte.. Is there a pear in the kitchen

Aff… There is a rabbit eating carrot

Neg… There is not a rabbit eating carrot
Inte.. Is there a rabbit eating carrot

Aff… There are two flowers here.

Neg… There are not two flowers here.
Inte.. Are there two flowers here?

Aff… There are two doctors in the office

Neg… there are not two doctors in the office
Inte.. are there two doctors in the office

Aff… There are two rabbits running

Neg… There are not two rabbits running
Inte.. are there two rabbits running

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G. Now let’s have a look to Some and Any

1- Look at the pictures and write

USE
sentences.

We use some in positive sentences. There are some apples, but

there aren’t any oranges.

______________________
We use any in negative sentences. ______________________
There aren’t any biscuits. _____

______________________
______________________
__
We also use any in questions.

Is there any orange juice?

______________________
______________________
__

1. (grapes) Are there any cherries on the table

?
No, there aren’t .

2. (oranges)
_____________________________________?

_____________________________________.

3. (bread)
_______________________________________?
_______________________________________.

4. (cheese)
______________________________________?
______________________________________.

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 TOPIC 12

Performance: Students will form the plural of

different words and will differentiate between
countable and uncountable nouns.

Author:
Mg. Ever Jaime Tapia Rojas
14
 1.7. Topic 12 (Sixth Week): Plurals, Countable and Uncountable Nouns

A. Look at the next chart.

B. Now place the words into the correct place.

boy bushes
day potatoes
shirts bushes
foots beaches
persons boxes
classes
glasses

cgfvhbjn shelves
cities
knives
stories
babies

woman
cat

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C. Make plurals.

 dishwasher dishwashers
:………………………….
pillows
:………………………….
 pillow
ovens
:………………………….
 oven
:………………………….
 lady ladies
:………………………….
 child children
:………………………….
 dish dishes
:………………………….
boys
 boy :………………………….
 glass :………………………….
glasses
:………………………….
 knife knives
:………………………….
 man men
:………………………….

D. Now write as many fruits, food, and vegetables as you can.

…………………………………………………………………………………………………………………………………….
fruits grapes, lime, lemon, cherry, banana, apple,
…………………………………………………………………………………………………………………………………….
watermelon, pineapple, strawberry, orange, coconut,
…………………………………………………………………………………………………………………………………….
pear, blackberry, kiwi, mango, pomegranate, fig, tangerine.
…………………………………………………………………………………………………………………………………….
vegetables carrot, broccoli, asparaguas, cauliflower, carn, cucumber, eggplant,
…………………………………………………………………………………………………………………………………….
lettuce, onion, potato, pumpkin, red pepper, tomato, beetroot, peas, radish,
…………………………………………………………………………………………………………………………………….
artichoke, leek, col, celery, chili, garlic, coriander, parslry, rosemary, oregano, cinnamon,
bean, lentil,
…………………………………………………………………………………………………………………………………….

E. Look at the next examples.

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F. Write the names of the pictures.

chili pepper green beans milk coffee

………………………… ………………………… ………………….. …………………..

meat tomatoes pear

………………………… ……………………… ……………………

G. Which ones you think you can count which you can’t? Write your answers.
Countable : eggs, banana, apple, orange, tomatoes, carrots, watermelon
Uncountable : milk, cheese, rece, rice, sugar, flour, salt, honey, tea.

H. Listen to the conversation. Check the words you hear in each conversation.

Taken from Top Notch Fundaments (p.80)

I. Complete

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2.1. Class 11-week 6

Quiz 11
a. Complete with there is or there are.

there is there are

1. ______________ an apple. 5. ______________ some bananas in the basket.
2. there is there is
______________ a bowl of salad. 6. ______________ a bar of chocolate.
3. there is
______________ a glass of water. 7. ______________
there is a hamburger.
4. there are
______________ three cans of milk. 8. there is
______________ a bottle of mineral water.

b. Look and answer: TRUE or FALSE.

FALSE
1. There aren’t any books on the floor.______
TRUE
2.There is a calendar on the wall. ______
FALSE
3.There are four chairs in the classromm.______
FALSE
4.There isn’t a teacher in the classroom.______
TRUE
5. There are six students. ______
TRUE
6. There is a computer on the table. ______
FALS
7. There isn’t a wastebasket.______
8. There is a vase on the floor. FALSE
______

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2.2. Class 12-week 6

Quiz 12

a. Fill in the blanks with “some”, “any”, “a-an”. Match to the pictures.

4
2 10 5
6
1
3
7 9 8

1-In summer when I’m thirsty I often have …… watermelon.

2-Would you like …… biscuits with your tea?
3-She doesn’t eat …… meat. She’s a vegetarian.
4-I often put …… olives in my salad.
5-Yesterday I had …… big hamburger for dinner.
6-What would you like for the desert? …… grapes, please.
7-I always have …… piece of cheese after lunch.
8-Could you lend me …… rice. I haven’t got …… left.
9-How much is …… cone of ice cream?
10-Can I have …… cheese cake? Yes, there’s still …… piece left.

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III. GLOSSARY
 Answer /ˈænsər/ (verb) A spoken or written reply, as to a question.
 Ask /æsk/ (noun) To put a question to; inquire of.
 British /ˈbrɪtɪʃ/ (Adjective) The people of Great Britain.
 Figure /ˈfɪgjər/ (noun) A written or printed symbol representing something.
 Listen /ˈlɪsən/ (verb) To make an effort to hear something.
 Meet /mit/ (noun) Formerly known as Hangouts Meet, is the platform for Google video
calls, allowing virtual meetings or online presentations, within the scope of telework or
Internet education.
 Pecha Kucha /pecha Kucha/ (noun) It is an strategy used to give presentations of twenty
slides in twenty seconds each.
 Prologue /ˈproʊlɑg/ (noun) It is an opening to a story that establishes the context and gives
background details
 Self-Educational /self-edʒəˈkeɪʃənəl/ (noun) Referred to a guide used for autonomous
learning.

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IV. BIBLIOGRAPHIC REFERENCES

Evans, V. & Dooley, J. (2012). Prime time 1. Student book &workbook. Edit. Express Publishing.

Evans, V. & Dooley, J. (2012). Prime time 1. Workbook and grammar. Edit. Express Publishing.

Evans, V. & Dooley, J. (2010). Upload 1. Student book and workbook. EU: Express Publishing.

Harmer, J. (2007). How to Teach English. New Edition. Pearson Education Limited.

LONGMAN EDITORS. (2010). Longman Dictionary Pocket. Inglés – Español- Inglés. Second Edition.

Milne, J. (2005). The Lucky Number. Macmillan Publishers Limited

Murphy, R. (1997). Essential Grammar in Use. Second Edition. Cambridge University Press.

Richards, J. C. & Bohlke, D. (2012). Four Corners 1. First Edition. Cambridge University Press.

Saslow, J. & Ascher, A. (2013). Top notch fundamentals. 2nd Edition. US: Pearson.

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