Asignatura

Ingles IV

Profesor Autor
Lic. Daniel Mera Moya, M.Eii.

Este compendio recoge textualmente documentos e información de varias

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

Periodo Académico 2021 – S2

INDEX

TABLE OF CONTENTS
LEARNING OUTCOMES PAGE 3
1. UNIT 2 KEEP CALM AND TAKE A BREAK PAGE 3
1.1 GRAMMAR TALK ABOUT FRIENDS . PAGE 3
1.2 VOCABULARY CLOTHING AND FOOD. PAGE 4
1.3 READING A BAD IDEA. PAGE 5
2. UNIT 2 LESSON 2 PAGE 6
2.1 GRAMMAR. USED TO PAGE 6
2.2 VOCABULARY. EDUCATION PAGE 6
2.3 READING. FABLES PAGE 6
3. UNIT 2 LESSON 3
3.1 I GRAMMAR. FIRST SHE FOUND A CAT. THEN… PAGE 7

3.2 VOCABULARY. TOP CHEF PAGE 7

3.3 READING. MAYBE IT ISN’T WHAT YOU THINK PAGE 7
4. UNIT 2 LESSON 4
4.1 ENGLISH IS NOT AS DIFFICULT AS SPANISH PAGE 8
4.2 THE CLEANEST CITIES IN THE WORLD PAGE 8
4.3 THEY LOOK THE SAME BUT THEY AREN’T/ SPECIAL PAGE 9
BIBLIOGRAPHY PAGE 10
Resultado de aprendizaje de la asignatura

At the end of English Sufficiency IV Level, students will able to maintain interaction and get across
what they want to express in a range of contexts and follow the main points of extended discussion
around them. They could express the main point they want to make comprehensibly and keep going
comprehensibly, even though they may have to pause for grammatical and lexical planning and
repair, especially in longer stretches of free production. Definitely, they will be able to cope flexibly
with problems in everyday life.

Unidad 2: Keep calm and take a break

Resultado de aprendizaje de la unidad:

To deal with most situations likely to arise whilst travelling in an area where the language is
spoken.
UNIT 2

LESSON 1 LESSON 2 LESSON 3 LESSON 4

GRAMMAR Lesson 3: GRAMMAR Lesson 4:
GRAMMAR Lesson 1:
GRAMMAR Lesson 2: FIRST, SHE FOUND A ENGLISH IS NOT AS
TALK ABOUT CAT. THEN, SHE KEPT
USED TO DIFFICULT AS
FRIENDS IT SPANISH

VOCABULARY LESON
VOCABULARY Lesson VOCABULARY Lesson
1 VOCABULARY Lesson
3 THE CLEANEST CITIES
CLOTHING AND EDUCATION
TOP CHEF IN THE WORLD
FOOD

READING Lesson
READING Lesson 3: I
READING Lesson 1: READING Lesson 2: A THEY LOOK THE
MAYBE IT IS NOT
A BAD IDEA FABLES SAME BUT THEY
WHAT YOU THINK
ARENT

WRITING Lesson 1: WRITING Lesson 4:

WRITING Lesson 2: WRITING Lesson 3:
MY FIRST TIME TO SPECIAL
ELECTRONIC DEVICES VACATIONS
FLY BY MYSELF CELEBRATIONS

Lesson 1

1.1 Grammar: Talk About Friends

What is present continuous?

Present continuous is a tense in which a person can talk about actions that are happening in this very moment, for
instance:

• He is going to school
 • They are traveling to the island
• I am reading a book with my parents

The negative form is used just adding don’t or doesn´t

Examples:

• He is not going to school

• They aren’t traveling to the island
• I am not reading a book with my parents

When using questions, we need to use “to be” at the beginning of the sentence, examples:

Are you reading a book?

Is she studying English?

1.2 Vocabulary: Clothing and Food.

ENGLISH SPANISH
HAMBURGER HAMBURGUESA
SANDWICH EMPAREDADO
CHEESE QUESO
EGG HUEVO
BUTTER MANTEQUILLA
PANTS PANTALÓN
SHIRT CAMISA
SHOES ZAPATOS
HAT SOMBRERO
GLASSES ANTEOJOS

1.3 Reading: A bad Idea!

Reading is focused on information from text, gist and details exercises in which students will
have to complete the activities.
Lesson 2

2.1 Grammar: Used to.

Here in this section the teacher will present the use of “used to”
Used to is mostly used when referring to actions in the past that are not happening in the present
anymore. For instance:
- I used to swim when i was a child
- My mother used to cook dinner everynight when we lived together.
The negative form is not common but still used:
- We didin’t use to study so hard at school.
- Questions are not common with used to, but in informal speech you might find that way.

2.2 Vocabulary: Education

In this section students will have access to a range of vocabulary related to education topics and
school.
The activities involve matching exercises, completing activities and a variety of new words related
to the topics previously mentioned.
2.3 Reading: Fables
In this lesson students will find fables and the objective will be to distinguish and differentiate the
fables.
Lesson 3

3.1 Grammar: First, she found a cat. Then, she kept it.
Learning Objective: Can use a range of common linking words to sequence events or

activities.
Linking words and phrases:
They are used to develop coherence and sequence in a paragraph that is linking one idea
to another. For example
Introducing ideas
First I asked my neighbors if it was theirs, but it wasn’t.
Sequencing
Then I made posters and put them around the neighborhood, but nobody called me.
After that I put an ad in the newspaper.

A week later a man called me but it wasn’t his cat.

Conclusion
Finally I decided to keep the cat. Its name is Fluffy and I love it.

3.2 Vocabulary: Top Chef

In this lesson students will review some vocabulary related to cooking
ENGLISH SPANISH
CLOVES MINCED GARLIC DIENTES DE AJO PICADOS
TEASPOON CUCHARADITA
HONEY MIEL
CUP TAZA O COPA
VINEGAR VINAGRE
BOWL TAZÓN
3.3 Reading: Maybe it is not what you think.
In this part, students will understand intructions when talking about a person´s information.
MAYBE IT IS NOT WHAT YOU THINK!

My Wonderful Family
I live in a house near the mountains. I have two brothers and one sister, and I was born
last. My father teaches mathematics, and my mother is a nurse at a big hospital. My
 brothers are very smart and work hard in school. My sister is a nervous girl, but she is very
kind. My grandmother also lives with us. She came from Italy when I was two years old.
She has grown old, but she is still very strong. She cooks the best food!

My family is very important to me. We do lots of things together. My brothers and I like to
go on long walks in the mountains. My sister likes to cook with my grandmother. On the
weekends we all play board games together. We laugh and always have a good time. I
love my family very much.

Lesson 4

4.1 Grammar: English is not as difficult as Spanish.

Learning objective: Making comparisons using as… as

Comparison of Equality
When things being compared have equal characteristics, the comparison of equality is
used.
For example.
She is as tall as I am
To form the comparisons of equality we have to use
adjectives or adverbs. For example.
She is as tall as I am
Adjective
When things being compared do not have the same
characteristics, a negative comparison of equality is used.
For example,.
He is not as shy as I am

4.2 Vocabulary: The cleanest cities in the world

ENGLISH SPANISH
WATER QUALITY CALIDAD DEL AGUA
PUBLIC TRANSPORTATION TRANSPORTE PÚBLICO
ENVIRONMENT MEDIO AMBIENTE
POLLUTANTS CONTAMINANTES
POLLUTION CONTAMINACIÓN
CLEAN TECHNOLOGY TECNOLOGÍA LIMPIA
EMISSIONS EMISIONES
EFFICIENT ENERGY SYSTEM SISTEMA DE ENERGÍA EFICIENTE
4.3 Reading. They look the same but they aren’t
In this section students will be able to identify similarities and differences between two short texts
in the same topic.

Lecturas complementarias
Bibliografía

Arias, F. (2012). El Proyecto de Investigación. Introducción a la metodología científica. Caracas:

Editorial EPISTEME.
Behar, D. S. (2008). Metodología de la Investigación. Editorial Shalom.
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación. México D.F.:
McGraw Hill / INTERAMERICANA EDITORES S.A. DE C.V.

Rodríguez, G., Gil, J. y García, E. (1999). Metodología de la investigación cualitativa. Málaga:

Ediciones Aljibe.
UTM (2018). Better Together