Asignatura

Ingles II

Profesor Autor
Lic. Martha Loor Fernández, MSc.

Este compendio recoge textualmente documentos e información de varias

fuentes debidamente citadas, así como referencias elaboradas por el
autor para conectar los diferentes temas.
Se lo utiliza únicamente con fines educativos.

Periodo Académico 2021 – S2



Índice

Resultado de aprendizaje de la unidad 2
1.1 Grammar: I like reading 3
What is a gerund? 3
What is an infinitive? 3
A gerund or an infinitive? 3
1.2 Vocabulary: Earning a living 5
1.3 Reading: On vacation 6
2.1 Grammar: How interesting is your English class? 7
How to use them? 7
2.2 Vocabulary: How do you feel? 9
Feelings and emotions 9
2.3 Reading: Visiting my brother 10
3.1 Grammar: She need some food 11
The Uses of SOME and ANY 11
Countable Nouns 11
Uncountable Nouns 11
RULES TO USE SOME OR ANY 12
3.2 Vocabulary: Count with me 13
Numbers 13
Quantifiers 13
3.3 Reading: I a coffee shop 15
4.1 Grammar: He was an Ecuadorian painter 16
The uses of the past of the verb be 16
4.2 Vocabulary: Learning is fun 17
Classroom words 17
4.3 Reading: I am sick 18
Recursos complementarios 19
Bibliografia 21

Resultado de aprendizaje de la asignatura

Resultado de aprendizaje de la asignatura

At the end of this level (English Proficiency Level II), students will be able to
communicate and express their main and basic ideas and opinions and give their basic
information using simple dialogues and short conversations in English.


Unidad 1: What do you like?

Resultado de aprendizaje de la unidad

To identify the different components of language like use, rules and varied vocabulary in order to
work in a real context.

LESSON 1 LESSON 2 LESSON 3 LESSON 4

GRAMMAR Lesson 2: GRAMMAR Lesson 4:
HOW INTERESTING IS GRAMMAR Lesson 3: HE WAS AN
GRAMMAR Lesson 1: SHE NEEDS SOME
I LIKE READING YOUR ENGLISH ECUADORIAN
CLASS? FOOD PAINTER

VOCABULARY Lesson
VOCABULARY Lesson 16: HOW DO YOU VOCABULARY Lesson VOCABULARY Lesson
9: EARNING A LIVING 14: COUNT WITH ME 12: LEARNING IS FUN
FEEL?

READING Lesson 1:
READING Lesson 14: VISITING MY READING Lesson 3: IN READING Lesson 13: I
ON VACATION A COFFEE SHOP AM SICK
BROTHER

WRITING Lesson 1: WRITING Lesson 2: WRITING Lesson 3: WRITING Lesson 4:

MY HOUSE MY APARTMENT MY JOB DUTIES

Lesson 1


1.1 Grammar: I like reading

Learning Objective: To use like/hate/love with the –ing form of the verbs.

What is a gerund?

A gerund is a noun made from a verb by adding "-ing." The gerund form of the verb "read" is "reading." You
can use a gerund as the subject, the complement, or the object of a sentence.

Examples:

• Reading helps you learn English. subject of sentence

• Her favorite hobby is reading. complement of sentence
• I enjoy reading. object of sentence

Gerunds can be made negative by adding "not."

Examples:

• He enjoys not working.

• The best thing for your health is not smoking.

What is an infinitive?

An infinitive is the "to" form of the verb. The infinitive form of "learn" is "to learn." You can also use an
infinitive as the subject, the complement, or the object of a sentence.
Examples:

• To learn is important. subject of sentence

• The most important thing is to learn. complement of sentence
• He wants to learn. object of sentence
Infinitives can be made negative by adding "not."

Examples:

• I decided not to go.

• The most important thing is not to give up.

A gerund or an infinitive?

Both gerunds and infinitives can be used as the subject or the complement of a sentence. However, as
subjects or complements, gerunds usually sound more like normal, spoken English, whereas infinitives
sound more abstract. In the following sentences, gerunds sound more natural and would be more common
in everyday English. Infinitives emphasize the possibility or potential for something and sound more
philosophical. If this sounds confusing, just remember that 90% of the time, you will use a gerund as the
subject or complement of a sentence.
Examples:

• Learning is important. normal subject

• To learn is important. abstract subject - less common
• The most important thing is learning. normal complement
• The most important thing is to learn. abstract complement - less common

As the object of a sentence, it is more difficult to choose between a gerund or an infinitive. In such
situations, gerunds and infinitives are not normally interchangeable. Usually, the main verb in the sentence
determines whether you use a gerund or an infinitive.

Examples:

• He enjoys swimming. "Enjoy" requires a gerund.

• He wants to swim. "Want" requires an infinitive.

Some verbs are followed by gerunds as objects. List of Verbs Followed by Gerunds

Examples:

• She suggested going to a movie.

• Mary keeps talking about her problems.

Some verbs are followed by infinitives. List of Verbs Followed by Infinitives

Examples:

• She wants to go to a movie.

• Mary needs to talk about her problems.

1.2 Vocabulary: Earning a living

Learning Objective: To understand and talk about jobs and occupations.

Different kinds of jobs

ENGLISH SPANISH
ACTOR ACTOR
ARCHITECT ARQUITECTO
BAKER PANADERO
COOK COCINERO
ENGINEER INGENIERO
MECHANIC MECANICO
DOCTOR DOCTOR
NURSE ENFERMERA
PILOT PILOTO
WAITER MESERO

1.3 Reading: On vacation

Learning Objective: To understand the general meaning of short, simple informational material and
descriptions if there is visual support.

Lesson 2


2.1 Grammar: How interesting is your English class?

Learning Objective: To ask for information using how + adjective / adverb.

HOW + ADJECTIVE HOW + ADVERB
How big…? How often….?
How tall…? How fast….?
How Old…? How well….?

• How fast is your new scooter?
• How good are you at golf?
• How hot was it?
• How wide is the road?
• How hard is living with him?

How to use them?

You know adjectives and adverbs are both words that describe something. But for many people, these
words are also easy to mix up. Thankfully, there are some simple rules that will help you know which is
which and when to use them.

These rules are:

1. Look at the context

If you are not sure whether to use and adverb or an adjective, try to figure out what you’re
describing. Remember:

Adjectives are used to describe nouns, which means they can explain what kind of thing you have,
how many things you have, or which thing you’re talking about.

Adverbs, on the other hand, are used to describe verbs, which means they can explain how
something happened, when something happened, or where something happened.

2. Look at the ending

You might have already noticed that many adverbs end with –ly. If you see a word that ends in –ly,
there’s a good chance it is an adverb, not an adjective. Can you use this rule to tell us what’s wrong
with this sentence?

It is wrong because it doesn’t have a –ly ending you might have guessed that quick is an adjective.
However, this sentence is incorrect because an adjective can’t be used to describe a verb (drove).

To make this sentence correct, we could change the adjective to an adverb:

• He drove quickly. (The sentence describes how he was driving)

3. Look at the placement
Here’s an easy way to know where to put an adjective in a sentence. It will usually appears just
before the noun it’s describing. By contrast, an adverb will usually appear right after the verb it’s
describing.

Unfortunately, placement doesn’t always tell you if a word is an adverb or adjective, for example: Is
sassy an adjective or adverb in this picture:

Even thought it’s right next to a verb (is), sassy is an adjective because it describes the magician.
And while adjectives are usually close to the words they describe, adverbs can move around more
freely in a sentence. For example, you might see an adverb at the beginning of a sentence.

2.2 Vocabulary: How do you feel?

Learning Objective: To use vocabulary related to emotions.

Feelings and emotions

ENGLISH SPANISH
HUNGRY HAMBRIENTO
NERVOUS NERVIOSO
SMART LISTO / INTELIGENTE
ANGRY ENOJADO
PLAYFUL JUGUETON
ENVIDIOUS ENVIDIOSO
TENDER TIERNO
HAPPY FELIZ
SAD TRISTE
DIZZY MAREADO
STRESSFUL ESTRESADO

2.3 Reading: Visiting my brother

Learning Objective: To understand simple descriptions of people’s physical appearance.

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Lesson 3

3.1 Grammar: She need some food

Learning Objective: To use some and any as quantifiers with count and noncount nouns.

The Uses of SOME and ANY

As a general rule, we use 'some' for affirmative sentences, and 'any' for questions or negative sentences.
Usually, both 'some' and 'any' can only be used with countable plural nouns or uncountable nouns. ... “I
have some questions.” “I don't have any questions.”

Examples:

• Do you have any questions?

• I have some cookies
• Tania does not have any milk

Rule of the Countable and Uncountable nouns

Countable Nouns

Countable nouns refer to items that can be counted, even if the number might be extraordinarily high (like
counting all the people in the world, for example). Countable nouns can be used with articles such
as a/an and the or quantifiers such as a few and many. Look at the sentence below and pay particular
attention to the countable noun:

Examples:

• Here is a cat
• Here are some cats
• Jose drinks a glass of water
• Jose drinks some glasses of water

Notice: The main noun is glass no water and glass is a countable noun.

Uncountable Nouns

Uncountable nouns are nouns that come in a state or quantity that is impossible to count; liquids are
uncountable, as are things that act like liquids (sand, air). Abstract ideas like creativity or courage are also
uncountable. Uncountable nouns are always considered to be singular, and can stand alone or be used with
some and any.

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Examples:

• The students have some homework

• Maria has a water (incorrect) Maria has some water (correct)

Notice: Water is an uncountable noun

• My parents have some money

RULES TO USE SOME OR ANY

Some: use it in positive sentences. Some is used for both count and noncount nouns. Example:

• I have some friends. (friend is a countable noun)

• I’d like some water. (water is uncountable)

Any: use it for count and noncount nouns in:

Interrogative sentences

• Have you got any cheese? (cheese is uncountable)

• Have you got any friends? (friends is countable)

Negative sentences

• He hasn’t got any cheese.

• He hasn’t got any friends in Chicago.

EXCEPTION: Use SOME in questions when offering or requesting something. Example:

• Would you like some bread? OFFER

• Can I have some water, please? REQUEST

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3.2 Vocabulary: Count with me

Learning Objective: To use numbers and quantifiers in different situations.

Numbers

Examples:

• 45 (forty-five)
• 58 (fifty-eight)
• 101 (one hundred and one)

Quantifiers

“Much” “There is” “a little” are used when we are speaking about a singular noun.

“Many” There are” “a few” are used when we are speaking about a plural noun.

When we speak about 'many' and 'much', it's worth mentioning countable and uncountable nouns.
Countable nouns can be used with a number and have singular and plural forms.

ENGLISH SPANISH
How many? ¿Cuántos?
How much? ¿Cuánto?
A little Poco
A few Pocos
There are Hay (contable)
There is Hay (incontable)
A lot of Mucho(s)

Examples:

• There is much milk (Hay mucha leche)

• There are many eggs (Hay muchos huevos)

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3.3 Reading: In a coffee shop

Learning Objective: To find specific, predictable information in everyday materials (e.g. menus).

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Lesson 4


4.1 Grammar: He was an Ecuadorian painter
Learning Objective: To use was and were with a range of complement phrases.

The uses of the past of the verb be

Subject + past of verb be + complement (Affirmative statement)

Subject + past of verb be + not + complement (Negative statement)

Past of verb be + Subject + complement? (Interrogative statement)

Examples:

1. Was Guayasamin born in Guayaquil city? No, he was not. He was born in Quito city
2. Was Guayasamin a painter? Yes, he was a good painter

Short Answers:

• Yes, I was. No, I was not (wasn’t).

• Yes, she / he / it was. No, she / he / it wasn’t.
• Yes, you / we / they were. No, you / we / they were not (weren’t).

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4.2 Vocabulary: Learning is fun

Learning Objective: To understand and use words related to the learning environment.

Classroom words

ENGLISH SPANISH
Classroom Salón de clases
Subjects Asignaturas
Board Pizarra
Eraser Borrador
Pen Bolígrafo
Pencil Lápiz
Boardmarker Marcador
Math Matemáticas
Social Studies Estudios Sociales
Science Ciencias
Grammar Gramática
Professor Docente Universitario
Teacher Profesor
Principal Rector
Students Estudiantes

Examples:

a. What was your favorite subject?

My favorite subject was Math

b. What subject did you hate?

I hated Social Studies

c. Were you a good student?

Yes, I was. I got good grades

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4.3 Reading: I am sick

Learning Objective: To understand the general meaning of short, simple informational material and
descriptions.

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Lecturas complementarias

Recursos complementarios

Los siguientes recursos complementarios son sugerencias para que Ud. pueda ampliar la información y
practicar sobre los temas trabajados, como parte de su proceso de aprendizaje autónomo:

• Lesson 1.1 Grammar I like reading
Videos extras:
https://www.youtube.com/watch?v=wLQvgRp0CQA
https://www.youtube.com/watch?v=v2_Qic03XFI
https://www.youtube.com/watch?v=l0sK51yvaGM
List of verbs followed by gerunds: https://www.englishpage.com/gerunds/gerund_list.htm
List of verbs followed by infinitives: https://www.englishpage.com/gerunds/infinitive_list.htm

Para practicar:

https://www.liveworksheets.com/km908112lf
• Lesson 1.2 Vocabulary Earning a living
Mas informacion:
https://www.myenglishpages.com/english/vocabulary-lesson-jobs.php
Para practicar:
https://www.myenglishpages.com/english/vocabulary-exercise-jobs.php
• Lesson 2.1 Grammar How interesting is your English class?
Mas informacion:
https://clasejoseangel.wordpress.com/2011/01/28/how-adjective-adverb-grammar-lesson/

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-106936.php

Para practicar:
https://es.liveworksheets.com/ei1631550jd

• Lesson 2.2 Vocabulary How do you feel?

Mas informacion:
https://7esl.com/describe-someones-feelings-and-emotions/
Para practicar:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Feelings_and
_emotions/Feeling_vocabulary_ic145610ip
• Lesson 3.1 She needs some food
Mas informacion:
https://www.abaenglish.com/es/gramatica-ingles/beginner/some-any/
https://aliciateacher2.wordpress.com/2013/04/19/quantifiers/
Para practicar:
https://es.liveworksheets.com/bq81079qr
• Lesson 3.2 Vocabulary Count with me
Mas informacion:

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https://www.dynamicenglish.cl/blog-feed/countable-and-non-countable-quantifiers
https://www.languageguide.org/english/numbers/

Para practicar:

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Quantifiers/
QUANTIFIERS*_A_LOT_OF,_MANY,_MUCH,_A_FEW,_A_LITTLE_uq1844276xc

https://es.liveworksheets.com/ep32123tj

• Lesson 4.1 He was an Ecuadorian painter

Videos extras:
https://www.youtube.com/watch?v=9EZxneAehLM
https://www.youtube.com/watch?v=-PjxWSLGXo8

Para practicar:

https://es.liveworksheets.com/ym1705178ns

• Lesson 4.2 Learning is fun

Mas informacion:

https://7esl.com/school-subjects-vocabulary-english/

Para practicar:

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/School_subje
cts/What's_your_favourite_subject$_rb1861284pk

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Bibliografía

Bibliografia

• Vera, Garcia, Mera, Cedeño, Castro, Cedeño, Cantos, Ponce & Loor. (2018). Better Together
A2. Universidad Técnica de Manabí.
• Birchley, S. Y Samuell, M. (First Edition). (2011). English in Common 2. Pearson Education
ESL.
• Rogers, M., Taylore-Knowles, J. y Taylore-Knowles, S. (2010). Open Mind Level 2.
MacMillan Publisher. S.A.
• https://es.liveworksheets.com
• https://7esl.com
• https://www.youtube.com/
• https://www.myenglishpages.com
• https://www.abaenglish.com
• https://dictionary.cambridge.org/es/diccionario/ingles/

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