NATIONAL UNIVERSITY OF CALLAO

FACULTY OF ELECTRICAL AND ELECTRONIC ENGINEERING

PROFESSIONAL SCHOOL OF ELECTRICAL ENGINEERING

“BOOK UNIT RESEARCH”

COURSE: ENGLISH I
PROFESSOR: MG.ED. ROSAURA CAMONES ESTELA
FRANCO FLORES KEVIN PERCY
JUAREZ ALEGRE HENRY SEBASTIAN
QUEVEDO FLORES NICK ANTHONY
SULCA PUCHURI FABRICIO
VILLAVICENCIO MEDINA LUIS BRYAN

SECOND CYCLE-01T
2022B

CALLAO,2022

PERU
DEDICATION:
I dedicate this work to the teacher who is the one who supports us to be able to learn more about the
language that is English and above all to our classmates who can get along and learn from each other.
INDEX
UNIT I: NICE TO MEET YOU............................................................................................................6
1 CHAPTER I:.................................................................................................................................6
1.1 BE_STATEMENT AND YES/ NO QUESTIONS................................................................6
1.1.1 Negative(structure)........................................................................................................6
1.1.2 Interrogative form..........................................................................................................6
1.1.3 Activities........................................................................................................................7
1.2 BE_PERSONAL PROFILES................................................................................................8
1.3 VERB TO BE........................................................................................................................9
1.3.1 Activities......................................................................................................................10
1.4 CARDINAL AND ORDINAL NUMBERS........................................................................12
1.4.1 CARDINAL NUMBERS:............................................................................................12
1.4.2 ORDINAL NUMBERS:..............................................................................................13
2 CHAPTER II: TRANVERSAL TOPIC.......................................................................................15
2.1 HUMAN RIGHTS...............................................................................................................15
2.1.1 Main human rights.......................................................................................................15
2.1.2 Origin of human rights.................................................................................................16
2.1.3 Characteristics of human rights....................................................................................17
2.1.4 Importance of human rights.........................................................................................17
3 CHAPTER III: READING LITERARY BOOK..........................................................................18
3.1 GENERAL INFORMATION ABOUT THE AUTHOR AND THE BOOK.......................18
3.1.1 Information about the book:.........................................................................................18
3.1.2 Information about author:............................................................................................18
3.2 SUMMARY OF THE BOOK..............................................................................................19
3.2.1 Summary of first chapter “The Gift”............................................................................19
3.2.2 Summary of second chapter “The Great Mountains”...................................................19
3.2.3 Summary of third chapter “The Promise”....................................................................19
3.2.4 Summary of fourth chapter “The Leader of the People”..............................................20
4 CHAPTER IV: SONG.................................................................................................................20
4.1 LYRICS...............................................................................................................................20
4.2 SONG ACTIVITIES............................................................................................................21
UNIT II: WHAT DO YOU DO?.........................................................................................................21
5 CHAPTER I:...............................................................................................................................21
5.1 ARTICLES..........................................................................................................................21
5.1.1 THE DEFINITE ARTICLES:......................................................................................22
5.1.2 THE INDEFINITE ARTICLE:....................................................................................22
5.2 POSSESSIVE ADJECTIVES..............................................................................................24
 5.2.1 POSSESSIVE ADJECTIVES AND POSSESSIVE PRONOUNS...............................25
5.2.2 POSSESSIVE ADJECTIVES AND DETERMINERS................................................25
5.2.3 APOSTROPHES..........................................................................................................26
5.3 OCCUPATIONS, PROFFESSIONS AND JOBS................................................................27
6 CHAPTER II: TRANSVERSAL TOPIC.....................................................................................28
6.1 COVID-19...........................................................................................................................28
6.2 HOW IT SPREADS?...........................................................................................................28
6.3 CORONAVIRUS SYMPTOMS..........................................................................................29
6.4 QUARANTINE...................................................................................................................30
7 CHAPTER III: READING LITERARY BOOK..........................................................................31
7.1 GENERAL INFORMATION ABOUT THE AUTHOR AND THE BOOK.......................31
7.1.1 Information about the book..........................................................................................31
7.1.2 Information about the author........................................................................................31
7.2 SUMMARY OF THE BOOK..............................................................................................32
8 CHAPTER IV: SONG.................................................................................................................32
8.1 LYRICS:..............................................................................................................................32
8.2 SONG ACTIVITIES............................................................................................................34
UNIT III: DOWN TIME.....................................................................................................................34
9 CHAPTER I:...............................................................................................................................34
9.1 SIMPLE PRESENT_ STATEMENTS AND YES/NO QUESTIONS.................................34
9.2 SIMPLE PRESENT_INFORMATION QUESTIONS.........................................................36
9.3 FREE TIME ACTIVITIES..................................................................................................37
9.4 PERSONALITY ACTIVITIES...........................................................................................37
10 CHAPTER II: TRANSVERSAL TOPIC.................................................................................38
10.1 THE IMPORTANCE OF ENVIRONMENTAL EDUCATION..........................................38
10.2 THE COMPONENTS OF ENVIRONMENTAL EDUCATION.........................................38
10.3 WHAT ACTION CAN WE DO?.........................................................................................39
10.4 REFLECTIONS...................................................................................................................39
11 CHAPTER III: READING LITERARY BOOK......................................................................39
11.1 GENERAL INFORMATION ABOUT THE AUTHOR AND THE BOOK.......................39
11.1.1 Information about the book..........................................................................................39
11.1.2 Information abouth the author......................................................................................40
11.2 SUMMARY OF THE BOOK..............................................................................................40
12 CHAPTER IV: SONG.............................................................................................................41
12.1 LYRICS...............................................................................................................................41
12.2 SONG ACTIVITIES............................................................................................................43
UNIT IV: DAY IN, DAY OUT...........................................................................................................44
13 CHAPTER I:............................................................................................................................44
13.1 FREQUENCY ADVERBS AND ADVERBIAL PHRASES...............................................44
13.2 CLAUSES WITH UNTIL, BEFORE, AFTER....................................................................45
13.3 TELLING ME.....................................................................................................................46
13.3.1 O’clock........................................................................................................................47
13.3.2 12:00............................................................................................................................47
13.3.3 Asking for the time......................................................................................................47
13.3.4 Giving the time............................................................................................................47
13.4 PREPOSITIONS OF TIME.................................................................................................48
13.4.1 At.................................................................................................................................48
13.4.2 In..................................................................................................................................49
13.4.3 On................................................................................................................................49
CONCLUSIONS:................................................................................................................................50
RECOMMENDATIONS:....................................................................................................................51
UNIT I: NICE TO MEET YOU

I. CHAPTER I:

I.1 BE_STATEMENT AND YES/ NO QUESTIONS

I.1.1 Negative(structure)

Pronouns + verb to be + not + complement

I.1.2 Interrogative form

For short answers

Verb to be + subject + complement?
Examples:

 Are you a student?

Yes, I am a student.
 Is he a doctor?
Yes, he is a doctor.
 Is she a teacher?
Yes, she is a teacher.
 Is it a car?
Yes, it is a car.
  Are you students?
No, we are not students.
 Are we singers?
Yes, you are singers.
 Are they players?
No, they are not player.

For long answers

Wh(questions) + verb to be + subject complement?

Note:

We use the questions words who(for people), what/ wich(for things), when(for time), where(for
places), why(for reasons) and how (for more details).

Examples:

 What i son the table?

 When is the party?
 Where is your book?
 Which is your apple?
 Who is that boy?
 Why are late?
 How was school today?
 I.1.3 Activities

1) What is your name?

2)_______ are you?
3) _______ is your birthday?
4) ______ is your favorite singer?
5) _______ do you live?
6)_______ is your phone number?
7)_______ is your favorite hobby?
8) _______ speaks English here?
9) _______ are you going to finish?
10) _______ is the park?

I.2 BE_PERSONAL PROFILES

An act of communication in which we make our presence known or to welcome others

 Formal
 Informal
 I.3 VERB TO BE

Example:
1) I am a doctor.
2) I am at the park.
3) We are students of the University of Callao.
4) They are very intelligent.
5) You are online.
 6) You are my friend.
7) He is at the bank.
8) She is Julia.
9) It is sunny day.

I.3.1 Activities

Singular:
I am She is You are
He is It is
1.My Cat _____ Black and white. 
2.He____insidethehouse.
 3.Mum and Dad _______ away. 
4.Grandma_____here. 
5.Grass _____ Green. 
6.Thesun_____yellow.
 7.______ the sea blue? 
8.NewYork ____ city in the USA. 
9.Canadá ______ north of the USA. 
10.Ahorse______an animal. 
11.Thebike_____frommyfather. 
12.Theposter_____fromJohn. 
13.Theplane______late. 
14.Thepeople_______noisy. 
15.Nobody_______here. 
16.John, Mike and Bo______sick. 
17.Anegg_____whiteandyellow. 
18.Rome___thecapitalcityofItaly. 
19.Beans_______green.
 20.They______healthy. 
21.I ______ Hungry. 
22.Sylvia______inlovewithBob. 
23.Thequeen_______fat. 
24.The King ______ Strong. 
25.You_______brave. 
26.They________mad. 
27.Coffee______hot. 
28.Ice-cream_______cold.
 29.Pancakes_________good. 
30.It_______a super job
Plural:
We are You are They are
31.Scott______a boy. 
32.He______sevenyearsold. 
33.Maria______a girl. 
34.She _______ Scott's sister. 
35.You_______inmyhouse. 
36.Ilikeitwhenyou______here. 
37.He_______agoodfootballer. 
38.They________fromGermany. 
39.We_______fromDenmark. 
40.It______hottoday. 
41.Tinker______a dog. 
42.He ______ My Dog. 
43.Afootball_______oftenwhite. 
44.It ______ Mybike. 
45.Muzzy_______amonster. 
46.We _______ Happy. 
47._______youfromAmerica? 
48.She______isfromCanada. 
49.I_______fromAustralia. 
50. He ______ Tall. 
51.They_______newhere. 
52.Today_______Tuesday. 
53.Andtomorrow_____Wednesday. 
54.Peter _____ Grade Three. 
55.SarahandDerek______athome. 
56.We______goingtoeatnow. 
57.I ______ Good At Math. 
58.You and I______goodfriends. 
59.______you his friend? 
60.Hockey _____ Wintersport.

I.4 CARDINAL AND ORDINAL NUMBERS

I.4.1 CARDINAL NUMBERS:

The cardinal numbers are the numbers that are used for countig something. These are also said to be
cardinals.
The cardinal numbers are the counting numbers that start from 1 and go on sequentially and are not
fractions. It means all the natural numbers come in this category.
The cardinal numbers define how many things or people are there. For example:

 Five men are standing on a ship

 There are eight fruits kept in a basket

Here is the list of cardinal numbers from 1 to written in English.

Another set of cardinal numbers is given below, representing the multiples of 10.
Cardinal numbers 100 to 1000

Larger cardinal numbers

The large cardinal numbers are used when a bulk of objects or people or amount has to be
represented. For example:

 The population of a city is 100 000

I.4.2 ORDINAL NUMBERS:

The ordinal numbers are the numbers that indicate the exact position of something or someone at a
place.
The sequence of ordinal numbers will vary depending on the parameters, based on which the positions
are defined, such as size, weight, marks, etc.
Examples:
  Sarita was the third girl standing in a row
 Mohan stays on the fourth floor of the apartment
 Jordan came first in class

The list of ordinal numbers from 1 to 100 is given below:

II. CHAPTER II: TRANVERSAL TOPIC

II.1 HUMAN RIGHTS

Human Rigths are norms that recognize and protect the dignity of all human beings. The Universal
Declaration of Human Rights includes the basic rights that every person must enjoy in to live
dignified life.
The principal human right is the right to life.

II.1.1 Main human rights

- The right to your own possessions

- Freedom of thought
- Freedom of expresion
- Marriage and family
- The right to democracy
- Worker’s rights
- The right to education
 - A just and free world
- Food and lodging for all

II.1.2 Origin of human rights

We therefore move on to the essential part of the lesson of when human rights began. In this part we
have to go back to the Enlightenment, a period in which Rousseau, through his writing the Social
Contract, already defended a system that protected people from certain abuses.
But when were they put in writing? That is the fundamental question. For this we have to wait until
the year 1948, when the text itself appears, which was based on the Declaration of the Rights of Man
and the Citizen of the year 1789. This text had to be after the end of World War II since in this
conflict there were many human beings who suffered enormously from the atrocities of the war, since
there were many crimes against humanity carried out by the Nazis throughout those years.
For this reason, Eleanor Roosevelt was the forerunner of the drafting of the letter that was entrusted to
John Peters Humphrey and agreed by 18 countries. After being drafted, on December 10, 1948, it was
put to a vote in the United Nations General Assembly, where the 56 members unanimously accepted
this, although the Soviet Union, Saudi Arabia and South Africa abstained.
Human rights were included in the laws as a result of the bourgeois revolutions of the 17th and 18th
centuries: the English Revolution, the American Revolution and the French Revolution; the latter
promoted the approval, in the National Assembly of August 26, 1789, of the Declaration of the Rights
of Man and of the Citizen. The UN approved, on December 10, 1948, the Universal Declaration of
Human Rights, which includes in its 36 articles the human rights considered basic.
 II.1.3 Characteristics of human rights

- They are universal because it corresponds to all people without exception

- They are interdependent because all human rights are linked and require your respect and
reciprocal protection
- They are indivisible because it can not be fragmented
- They are progressive because they allow its expansión in protection, content and effectiveness

II.1.4 Importance of human rights

Human rights are important because they protect and preserve the humanity of each one, in order to
guarantee that all people can live a dignified life and a life worthy of a human being.
III. CHAPTER III: READING LITERARY BOOK

III.1 GENERAL INFORMATION ABOUT THE AUTHOR AND

THE BOOK

III.1.1 Information about the book:

The Red Pony is an episodic novella written by American writer John Steinbecj in 1933. The book
was published in 1937. The publisher of book is Covici Friede.
The book has four stories about Jody and his life on his father’s California ranch.
The Red Pony characters are:
- Jody
- Carl Tifflin
- Billy Buck
- Mrs Tifflin
- Gitano
- Mrs Tifflin’s father

III.1.2 Information about author:

The full name of is John Ernst Steinbeck Jr, was born on February 27, 1902 in Salinas, California
was an American writer and the 1962 Nobel Prize in Literature winner.
During his writing career, he authored 33 books, with one coauthored alongside Edward Ricketts.
He studied at Stanford University, but from an early age he had to work hard as a bircklayer, rural
laborer, surveyor or store clerk. In the 1930s he described the poverty that accompanied the economic
Depression and received his first critical recognition with the novel Tortilla Flat in 1935.
 III.2 SUMMARY OF THE BOOK

III.2.1 Summary of first chapter “The Gift”

This story describes Carl Tiflin's family and ranch, which will be the setting of all four stories. Jody is
Carl's son. Another central character is Billy Buck, the ranch's single employed hand. While Carl is a
stern, unemotional man, Billy is warmer, and spends a lot of time teaching Jody how to take care of
horses. The ranch includes several horses, along with cows and pigs.
In this first story, Carl gives Jody a red pony, which Jody names Gabilan. Every morning Jody
brushes the horse and after school works on training it. Just as he is about to teach Gabilan to let him
ride him, the horse catches a bad cold in the rain. Billy had promised Jody that the horse would not
get sick. Eventually, Billy has to resort to drastic measures to try to save Gabilan, cutting open a sack
of puss then carving a breathing hold in the horse's throat. Unfortunately, the horse escapes one night,
and Jody finds vultures preying on the corpse the next morning. Jody kills one of the vultures and is
reprimanded by his father, but Billy defends him.

III.2.2 Summary of second chapter “The Great Mountains”

Jody is bored. He looks with longing at the great mountains, wishing he could explore them.
Suddenly, an old Mexican man named Gitano appears, claiming he was born on the ranch. Gitano
requests to stay on the farm until he dies. Carl Tiflin refuses, although he does allow him to stay the
night. That night, Jody secretly visits Gitano. He is polishing an old sword. Jody asks if he has ever
been to the great mountains, and Gitano says he has but remembers little. The next morning Gitano is
gone. A neighbor reports seeing him riding into the mountains with something in hand—the rapier,
Jody assumes. Jody is filled with longing at the thought.

III.2.3 Summary of third chapter “The Promise”

Billy Buck and Carl Tiflin decide Jody should raise a colt from birth. Jody is sent with Nellie, a mare,
to have her bred. The breeding is expensive; Jody works extra hard at his chores to repay his father,
but eventually he grows tired of waiting. Also, he is wary that Billy will let something go wrong, as
happened with Gabilan. This hurts Billy's feelings. Finally, it comes time for the colt to be born, but
the birthing is complicated. Nellie becomes very ill. Billy discovers that something is wrong with the
birth, and he has to kill Nellie and cut the colt out of her stomach with his pocketknife.
 III.2.4 Summary of fourth chapter “The Leader of the People”

The Tiflins' receive a letter from Jody's maternal grandfather, saying that he is coming to visit. Jody's
father is upset, and argues with his wife, complaining that the grandfather simply repeats his stories
about crossing the Great Plains as the head of a wagon train. Jody goes down the road to meet his
grandfather. That night, his grandfather begins his usual stories, but everyone is polite. The next
morning, the grandfather is late coming down to breakfast, and Carl begins to openly complain about
him. Suddenly the grandfather walks in, having heard everything. For once in his life, Carl has to eat
his words. After breakfast, Jody sits with his grandfather on the porch. Eventually, the grandfather
begins talking about how he really feels, about how he wonders if it was really worth it to cross the
plains. He says that what was important was not crossing the plains, but the act of leading people
across it. Jody says that someday he will be a leader of the people, but his grandfather replies that the
days of exploration are over.

IV. CHAPTER IV: SONG

IV.1 LYRICS

Someone told me long ago

There’s calm before the storm
I know, it’s been comin’ for some time
When it’s over, so they say
It’ll rain a sunny day
I know, shinin’ down like wáter
I wanna know, have you ever seen the rain?
I wanna know, have you ever seen the rain?
Comin’ down on a sunny day?
Yesterday and days before
Suni s cold and rain is hard
I know, been that way for all my time
Til forever on it goes
Through the circle, fast and slow
I know, it can’t stop, I wonder
Yesterday and days before
Suni s cold and is hard
I know, been that way for all my time
Til forever on it goes
Through the circle, fast and slow
I know, it can’t stop, I wonder
I wanna know, have you ever seen the rain?
I wanna know, have you ever seen the rain?
Comin down on a sunny day?
Yeah
I wanna know, have you ever seen the rain?
I wanna know, have you ever seen the rain?
Comin down on a sunny day

IV.2 SONG ACTIVITIES

UNIT II: WHAT DO YOU DO?

V. CHAPTER I:

V.1 ARTICLES

The articles are words that define a noun as specific or unspecific.

The english has two types of articles:

 Definite
 Indefinite
 V.1.1 THE DEFINITE ARTICLES:

The definite article is the word “the”. It limits the meaning of a noun to one particular thing.
The definite article can be used with singular, plurar, or uncountable nouns. Below are some examples
of the definite article “the” used in context:

 Please give me the hammer

 Please give me the hammer and the nail

V.1.2 THE INDEFINITE ARTICLE:

The indefinite article takes two forms. It’s the word “a” when it precedes a Word that begins with
consonant. It’s the Word “an” when it precedes a Word that begins with a vowel.
The indefinite article indicates that a noun refers to a general idea rather tan a particular thing.
The indefinite article only appears with singular nouns. Consider the following examples of indefinite
articles used in context:

 Please hand me a book; any book will do

 Please hand me an autobiography; any autobiography will do
 VI. Exceptions: choosing a or an

There are a few exceptions to the general rule of using “a” before words that start with consonants and
“an” before words that begin with vowels.
The first letter of the word (honor) is a consonant, but it’s unpronounced. In spite of its spelling, the
word honor (honor) begins with a vowel sound. Consider the example sentence below for an
illustration of this concept:
Incorrect: My mother is a honest woman
Correct: My mother is an honest woman
Similary, when the first letter of a word is a vowel but is pronounced with a consonant sound, use “a”,
as in the sample sentence below:
Incorrect: She is an United States senator
Correct: She is a United States senator

VII. Indefinite articles with uncountable nouns

Uncountable nouns include intangible and things that are too large or numerous to count. Because
these things can’t be counted, you should never use “a” or “an” with them.
Uncountable nouns can be modified by words like some. Consider the examples below for reference:
Incorrect: please give me a wáter
Water is an uncountable noun and should not be used with the indefinite article
Correct: please give me some wáter

VIII. Using articles with pronouns

Possessive pronouns can help identify whether you’re talking about specific or nonspecific ítems. As
we’ve seen, articles also indicate specificity. But if you use both a possessive pronoun and “an” article
at the same time, readers Will become confused. Possessive pronouns are words like his, my, our, its,
her and their. Articles should not be used with pronouns. Consider the examples below:
Incorrect: Why are you reading the my book?
“the” and “my” should not be used together since they are both meant to modify the same noun.
Instead, you should use one or the other, depending on the intended meaning:
Correct: Why are you reading the book?
Correct: Why are you Reading my book?

IX. Omission of articles

Occasionally, articles are omitted altogether before certain nouns. In these cases, the article is implied
but not actually present. This implied article is sometimes called a “zero article”. Often, the article is
omitted before nouns that refer to abstract ideas. Look at the following examples:
Incorrect: Let’s go out for a dinner tonight
Correct: Let’s go out for dinner tonight
Incorrect: The creativity is a valuable quality in children
Correct: Creativity is a valuable quality in children
Many languages and nationalities are not preceded by “an” article. Consider the example below:
Incorrect: I studied the french in high school for four years
Correct: I studied french in high school for four years
Sports and academic subjects do not require articles. See th sentences below for reference:
Incorrect: I like to play the baseball
Correct: I like to play baseball
Incorrect: My sister was always good at the math
Correct: My sister was always good at math

IX.1 POSSESSIVE ADJECTIVES

A possessive adjective in an adjective that modifies a noun by identifying who has ownership or
possession of it.
They most commonly used possessive adjectives are:
- My
- Your
- Her
- His
- Its
- Our
- Their
- whose
Possesive adjectives are also used to refer to people who have a relation to someone or something. For
example:

 Vince and Helena are with their parents

When deciding which possessive adjective to use, you need to figure out which pronoun you would
use to identify the same person or thing that owns or has the noun you are modifying. For example:

 The mother bird was building her nest.

The nest belongs to the mother bird. Because the bird is female, we would use the pronoun she. The
possessive adjective used with she is her.
 IX.1.1 POSSESSIVE ADJECTIVES AND POSSESSIVE PRONOUNS

We can’t use possesive adjectives as a subject, object, or as a subject complement. Instead, we need
words known as possessive pronouns. Because they are pronouns, these words can be used in places
that possessive adjectives can’t. The possessive pronouns that correspond to each pronoun and
possessive adjective are:
- I→my→mine
- You→your→yours
- She→her→hers
- He→his→his
- It→its→its (in general, it is preferred not to use “its” by itself as a pronoun)
- We→our→ours
- They→their→theirs
- Who→whose→whose

You’ll notice that the words his and whose are both the possessive adjective and possessive pronouns
used for the words he and who, which makes these two slightly easier to use tan the others.

IX.1.2 POSSESSIVE ADJECTIVES AND DETERMINERS

Unlike nouns and verbs, the different categories of adjectives are often les defined. For example:
Many style guides or sources of gramar advice consider possessive adjectives to actually be a class of
words know as determiner, in which case they may be referred to as possessive determiners or even
just possessives.
While these qualities may support classifying possessive adjectives as a different figure of speech, we
consider words like (my, your and our) to be adjectives rahter tan determiners. Not every style guide
Will take this approach, however, so don’t be surprised if you see words like these classified
differently.
 IX.1.3 APOSTROPHES

An apostrophe is a punctuation mark (‘) that appears as part of word to show possession, to make a
plural number or to indicate the omission of one or more letters.

In most cases an apostrophe is used to show possession. In such cases, one noun Will always be
followed by another noun, the one it possesses. There are three main uses for the apostrophe:
- To show possession
- To make a plural number
- To indicate omitted letters
1. To show posesión:
 To make a singular noun that does not end in “s” possessive, add an apostrophe and an
“s”. For example:
 The cat’s master loves his cat
 To make plural noun that does not end in “s” possessive, add an apostrophe and an “s”.
For example:
 The men’s restroom is closed for repairs
 To make a singular noun ending in “s” possessive, add an apostrophe and an “s”. For
example:
 Jhon Keats’s death inspired Shelley’s famous elegy, “Adonais”.
 If a singular noun ends with an “s” and contains an additional “s” sound elsewhere in the
noun, add only the apostrophe to make the noun possessive. For example:
 Jesus’ birth in a stable symbolizes the close relaionship between man and natur
 To make a plural noun ending in “s” possessive, add only apostrophe. For example:
 The cats’ master loves his cats.
 To make compound words or a group of words possessive, add an apostrophe and an “s”
to only the last word. For example:
 In singular: The chairman of the board’s decisión was final
 In plural: The daughters-in-law’s children argye about everything
 To make two nouns show separate possession, ad dan apostrophe and an “s” after each
possessive noun. For example:
 Kari’s and Lynn’s bikes are in excellent condition
 To make two nouns show joint possession, ad dan apostrophe only to the second unit. For
example:
 Cameron and Mitch’s car broke down last week
2. To make plural
 To make units of time and money plural, apply possession rules for singular and plural
nouns. For example:
 In singular: A day’s wage, an hour’s wait, the dollar’s value
  In plural: Two day’s wages, two hours’ wait, two dollars’ value
 To make words used as a plural, add an apostrophe and an “s”. For example:
 Mindy completed the work with no if’s, and’s, our but’s
 1990s
 Four VIPs
3. To indicate omission
 To form cotractions, use an apostrophe in place of the omitted letters. For example:
 He can’t find his wallet (the apostrophe takes the place of the omitted letters “n” and
“o”)
 She isn’t here (the apostrophe takes the place of the omitted letter “o”)

IX.2 OCCUPATIONS, PROFFESSIONS AND JOBS

X. CHAPTER II: TRANSVERSAL TOPIC

X.1 COVID-19

The COVID-19 pandameic has affected the lives of millions of people across the planet. In addition to
the dire health consequences, it has also laid waste to our goals, family dynamics, job roles, and our
financial stability. In this sense, it constitutes and unprecedented global crisis that has had a great
impact on our mental health.

X.2 HOW IT SPREADS?

The virus can spread from the mouth or nose of an infected person in the form of small an infected
person in the form of small liquid particles expelled when they cough, sneeze, speak, sing, or breathe.
These particles can range from small aerosols to larger respiratory droplets.
You can get COVID-19 if you breathe near an infected persono r if you touch a contaminated Surface
and then touch your eyes, nose, or mout. The virus spreads more easily indoors or in crowds.
 X.3 CORONAVIRUS SYMPTOMS

COVID-19 affects different ways depending on each person. Most people who become infected have
mild or moderate symptoms and recover without hospitalization.
The most common symptoms are the following:

 Fever
 Cough
 Fatigue
 Loss of taste or smell
Less common symptoms are:

 Throat pain
 Headache
 Aches and pains
 Diarrea
 Skin rash or discoloration of fingers or toes
 Red or irritated eyes
Seek medical attention immediately if you have any of these severe symptoms. You should always
call your doctor or healyh care center before going to the place in question.
It is recommended that people who suffer from mild symptoms and are in good general health confine
themselves at home.
 X.4 QUARANTINE

Since the beginning of the pandemic the peruvian government took the sanitary measures that was the
mandatory quarantine for 15 days, but due to the cases of COVID-19 they increased from 15 days to
antother 15 days, but because infections did not stop the president.
The people who do not respect the quarantine are taken by the patrol and remain in jail for a day.
Parties were not allowed, nor family reunions, in case the police found any of them they took them all
and got their fine.
XI. CHAPTER III: READING LITERARY BOOK

XI.1 GENERAL INFORMATION ABOUT THE AUTHOR AND

THE BOOK

XI.1.1 Information about the book

The leopard and the lighthouse is a fictional book genre book.The author is Anne Collins.
The leopard and the lighthouse was pubilshed in 1995. The publisher of book is Penguins Readers.
The leopard and the lighthouse characters are:
- The leopard
- Tanza
- Jamal
- Mohammed
- Saied
- Ahmed

XI.1.2 Information about the author

Anne Collins is a Canadian writer, editor and publishing executive, was born in 1952.
Anne Collins earned a bachelor of Arts from York University and has held a wide range of writing
and editorial Jobs in the Canadian publishing and magazine industry. The Publisher at Knopf Random
Canada Publishing Group and vice-president of Random House of Canada.
 XI.2 SUMMARY OF THE BOOK

This book tells us that a leopard arrived on the island of Sindi and began to cause a scandal in the
towm, the citizens urged him to continue shouting, he went up to the lighthouse and not under the
leader of the island, he had to intervene and promised that the one who he managed to Hunt he would
marry his daughter Tanza several men tried but only Saied managed to get the leopard down from the
lighthouse and did not let them kill him, he married Tanza and they had several children to whom he
told the story.

XII. CHAPTER IV: SONG

XII.1 LYRICS:

Do, do, do, do, do, do, do

Do, do, do, do, do, do, do
Do, do, do, do, do, do, do
Do, do, do, do, do, do, do
Tonight
I wanna give it all to you
In the darkness
There’s so much I want to do
And tonight
I wanna lay it at your feet
Cause girl, I was made for you
And girl, you were made for me
I was made for loving you, baby
You were made for loving me
And I can’t get enough of you, baby
Can you get enough of me?
Tonight
I wanna see it in your eyes
Feel the magic
There’s something that drives me wild
And tonight
We’re going to make it all come true
Cause girl, you were made for me
And girl, I was made for you
I was made for loving you, baby
You were made for loving me
And I can give it all to you, baby
Can you give it all to me?
Oh, oh, oh
Can’t get enough
Oh, oh, oh
I can’t get enough
Oh, oh, oh
I can’t get enough
Yeah
Do, do, do, do, do, do, do
Do, do, do, do, do, do, do
I was made for loving you, baby
You were made for loving me
And I can’t get enough of you, baby
Can you get enough of me?
Oh, I was made
You were made
I can’t get enough
No, I can’t get enough
I was made for loving you, baby
You were made for loving me
 XII.2 SONG ACTIVITIES

WHAT IS THE GROUP NAME?

THE NAME OF THE GROUP IS KISS

WHAT GRAMMAR STRUCTURE DO YOU NOTICE ON THAT?

THE STRUCTURE OF THE PRESENT SIMPLE IS OBSERVED AND I CAN

DO WE LIKE THE SONG?

YES, WE DO LIKE.

WHO ARE ITS MEMBERS?

THEIR MEMBERS ARE GENES SIMMONS, PAUL SATNLEY, ACE FREHLEY AND PETER
CRISS.

WHERE IS THE GROUP FROM?

THE GROUP IS FROM NEW YORK

UNIT III: DOWN TIME

XIII. CHAPTER I:

XIII.1 SIMPLE PRESENT_ STATEMENTS AND YES/NO

QUESTIONS

Put “do” or “does” first to make a question with a verb. These are yes/no questions. Look at the
difference.
Is/Are + subject(s) + noun/adjective…?,  Do/Does + subject(s) + verb…?
-Are you a doctor?
-Do you work at a hospital?
-Is he her brother?
-Does she have a brother?
So, we use “do” and “does” when using verbs ( besides the verb “to be”).
Use “Does” if the subject is he, she, it, or one person, one thing, or one animal (not I or you).
After the verb, you can also put subject, time, or place. Remember that a sentence does not need an
object, place, or time, but a sentence needs a subject and a verb.
Example:
-Do you eat chicken?

 yes
 yes, i eat chicken
 yes, i do
-Are you a mechanic?

 yes
 yes, i am mechanical
 yes, i am
To transform the questions or answers in negative form or transform them in response negative, it is
only necessary to put                  "not" in this way:
         -do not = don't
        - does not = doesn't
And in the verbs to be, the "not" must be placed after the pronoun.
Example:
- don't they play soccer?

 yes, they don’t play
- they are not mechanics?

 no, they are not.

and here a table with the summary of the gramar.

 XIII.2 SIMPLE PRESENT_INFORMATION QUESTIONS

We can ask questions using the question words who, what, where, hen, why and how. If a questions
starts with one of these words, it is not a yes/no question.
In this lesson, we will focus on the words what, where and when.
“what” asks about a thing.
“where” asks about a place.
“when” asks about a time.
 Use this pattern to make a present tense questions with a verb.
              QUESTIONS WORD + DO/DOES + SUBJECT + VERB…?
Remember to use “does” if the subject is he, she, it or one person, one thing, or animal (not i or you).
 XIII.3 FREE TIME ACTIVITIES

XIII.4 PERSONALITY ACTIVITIES

Adjectives of personality can be incredibly difficult to teach and learn. For one thing, not many of
them translate well, with an apparently similar word from another language turning out to be positive
where the English word is negative, or to have a much wider or more restricted meaning that the
translation would suggest. There are also so many personality words, meaning that any kind of freer
practice turns up more and more words even if you’ve already given them a huge list.
1. Ranking
2. Roleplays
3. Describe the people
4. Questionnaires
5. Your personality
6. Guess the personality word
7. Personality Yuppies
8. Personality and gender
XIV. CHAPTER II: TRANSVERSAL TOPIC

XIV.1 THE IMPORTANCE OF ENVIRONMENTAL EDUCATION

Environmental education increases the awareness and knowledge of citizens about environmental
issues or problems. In doing so, it provides the public with the necessary tools to make informed
decisions and responsible actions. Environmental education is a process that allows people to
investigate environmental issues, engage in problem solving, and take action to improve the
environment. As a result, individuals gain a deeper understanding of environmental issues and have
the tools to make informed and responsible decisions.

XIV.2 THE COMPONENTS OF ENVIRONMENTAL EDUCATION

 Awareness and sensitivity for the invironment.

 Knowledge an understanding of environmental damage.
 Attitudes of concern for the environment and motivation to improve or maintain
environmental quality.
 Skills to identify and contribute to solving environmental challenges.
 Participation in activities that contribute to solving environmental challenges.
 XIV.3 WHAT ACTION CAN WE DO?

 Recycle
 Create no littering signs in the parks
 Do activities that promote care for the environment
 Take your own bags to the market
 Separate trash
 Teach in school about caring for the environment

XIV.4 REFLECTIONS

It is good that they teach from the school to take care of the environment and not only giving
information but also participating in the care, we can also see with it the ways and benefits that this
entails since in this way we can use our knowledge in caring, support not only in care but also in the
protection of our planet, which is very important since we live there.

XV. CHAPTER III: READING LITERARY BOOK

XV.1 GENERAL INFORMATION ABOUT THE AUTHOR AND

THE BOOK

XV.1.1 Information about the book

The legend of Sleepy Hollow or The legend of the Headless Horseman is a short story of horror and
romance, writtern by Washington Irving in 1820.
It was published in The Skecth Book of Geoffrey Crayon, Gent.
The characters are:
- Ichabod Crane
- Katrine Van Tassel
- Brom Van Brunt
- Baltus Van Tassel
- Van Ripper
- Rip van Winkle
 XV.1.2 Information abouth the author

American writer. Belonging to the literary world of costumbrismo, Washington Irving is the first
american author who uses literature to make people laugh and caricature reality, also creating the
American colloquial style.
The son of a wealthy British merchant who had fought in the Revolution alongside the rebels, after
training to become a lawyer, Irving gave up this career and replaced it with literature, writing for
several newspapers and publishing in 1807-1808, together with his brother William Irving and his
friend J. K. Paulding, a series of satirical essays and poems

XV.2 SUMMARY OF THE BOOK

The story takes place in 1784, in the surroundings of the Dutch settlement of Tarry Town (Tarrytown,
New York), in a secluded valley called Sleepy Hollow. It is known for its ghosts and the haunted
 atmosphere that permeates the imagination of its inhabitants and visitors. The most infamous specter
of the place is the Headless Horseman, who is said to be the ghost of a former Hessian soldier who
was hit in the head by a cannonball during "some unnamed battle" of the American Revolutionary
War and who "rides to the scene of the battle in a nightly search for his head." The legend tells the
tale of Ichabod Crane, an extremely superstitious Connecticut schoolteacher who falls in love with 18-
year-old Katrina Van Tassel, the only daughter of Baltus Van Tassel, a wealthy town farmer, and his
fortune, who is also sought after by the young and rugged Abraham "Brom Bones" Van Brunt. One
balmy night, the ambitious teacher attends a party at the Van Tassels' home. He dances, enjoys the
feast and listens to the ghostly tales told by Brom and the rest of the locals, although his sole purpose
is to propose to Katrina after the guests leave. After an unsatisfactory proposal, Ichabod rides home
through the spooky woods between the Van Tassels' farm and the Sleepy Hollow settlement. As he
passes through the supposed haunted places, his active imagination is overwhelmed by the stories of
spirits told at Baltus' harvest feast. At one point the Horseman appears to him. In a frantic rush to the
bridge adjacent to the graveyard of the valley's Old Dutch Church, where the ancient horseman was
said to "vanish in a flash of flame and brimstone," Ichabod rode for his life, desperately urging his
horse toward the lower part of the Valley. Still, to the horror of the pedagogue, the ghoul reached the
bridge, reared his horse and hurled its decapitated head into Ichabod Crane's terrified face.

XVI. CHAPTER IV: SONG

XVI.1 LYRICS

I’ve paid my dues

Time after time
I’ve done my sentence
But committed no crime
And bad mistakes
I’ve made few
I’ve had my share of sand kicked in my fase
But I’ve come through
And we mean to go on and on and on and on
We are the champions, my Friends
And we’ll keep on fighting till the end
We are the champions
We are the champions
No time for losers
Cause we are the champions of the world
I’ve taken my bows
And my curtain calls
You brought me fame and fortune
And everything that goes with it
I thank you all
But it’s been no bed of roses
No pleasure cruise
I consider it a challenge before the whole human race
And I ain’t gonna lose
And we mean to go on and on and on and on
We are the champions, my Friends
And we’ll keep on fighting till the end
We are the champions
We are the champions
No time for losers
Cause we are the champions of the world
We are the champions, my Friends
And we’ll keep on fighting till the end
We are the champions
We are the champions
No time for losers
Cause we are the champions of the world
We are the champions, my Friends
And we’ll keep on fighting till the end
We are the champions
We are the champions
No time for losers
Cause we are the champions
 XVI.2 SONG ACTIVITIES

COMPLETE THE SONG WITH THE WORK IN THE BOK

champions -  after - And - come 

I’ve paid my dues

Time            time
I’ve done my sentence
But committed no crime
And bad mistakes
I’ve made few
I’ve had my share of sand kicked in my fase
But I’ve         through 
And we mean to go on and on and on and on
We are the champions, my Friends
And we’ll keep on fighting till the end
We are the                  . 
We are the                   .
No time for losers
Cause we are the                 of the world
I’ve taken my bows
And my curtain calls
You brought me fame and fortune
           everything that goes with it 
 I thank you all
But it’s been no bed of roses
No pleasure cruise
I consider it a challenge before the whole human race
           I ain’t gonna lose
         we mean to go on and on and on and on
We are the champions, my Friends
       we’ll keep on fighting till the end

UNIT IV: DAY IN, DAY OUT

XVII. CHAPTER I:

XVII.1 FREQUENCY ADVERBS AND ADVERBIAL PHRASES

We use adverbs of frequency to indicate how often ("How often") we perform a certain activity or
action.
Although there are more, the most common adverbs of frequency with their approximate translation
are:

 Always (siempre)
 Usually (usualmente)
 Normally // Generally (normalmente // generalmente)
 Often // Frequently (frecuentemente // a menudo)
 Sometimes (algunas veces)
 Occasionally (ocasionalmente)
 Seldom (pocas veces)
 Hardly ever // Rarely (casi nunca // rara vez)
 Never (nunca)
 Adverbs of frequency go before the main verb but after verb “to be” .
 They don´ t usually watch TV.
 She never eats sweets.
 They are usually in bed by 11:30
 She´s never eaten Chinese food.
 Have you ever had a really serious illness? (= ever = alguna vez)

 Frequency expressions or adverbs phrases of frequency (every evening, once a week,

twice a week) normally go at the end a clause 
 I watch TV every evening.
 I go to the cinema twice a week.
 XVII.2 CLAUSES WITH UNTIL, BEFORE, AFTER

Conjunctions: time
When, after, before, until, since, while, once, as and as soon as are subordinating conjunctions which
can be used to connect an action or an event to a point in time.
Many of these time conjunctions can be followed by -ing or -ed forms instead of subject + verb.
See also:
Non-finite clauses
Warning:
We don’t use will after conjunctions referring to future time:
When people walk into the room, they will feel something special.
Not: When people will walk into the room…
I will call you as soon as I get to the office.
Not: … as soon as I will get to the office.
When, once, as soon as
We can use when, once, as and as soon as to talk about a specific point in time when something
happened or will happen:
When we were in Greece, we went to as many islands as possible.
They always close their curtains once they get home in the evening.
As soon as we hear any news, we’ll call you.
 XVII.3 TELLING ME

There are two common ways of telling the time.

1) Say the hour first and then the minutes. (Hour + Minutes)

 6:25 - It's six twenty-five

 8:05 - It's eight O-five (the O is said like the letter O)
 9:11 - It's nine eleven
 2:34 - It's two thirty-four
2) Say the minutes first and then the hour.  (Minutes + PAST / TO + Hour)
For minutes 1-30 we use PAST after the minutes.
For minutes 31-59 we use TO after the minutes.

 2:35 - It's twenty-five to three

 11:20 - It's twenty past eleven
 4:18 - It's eighteen past four
 8:51 - It's nine to nine
 2:59 - It's one to three
When it is 15 minutes past the hour we normally say: (a) quarter past

 7:15 - It's (a) quarter past seven

When it is 15 minutes before the hour we normally say: a quarter to
  12:45 - It's (a) quarter to one
When it is 30 minutes past the hour we normally say: half past

 3:30 - It's half past three (but we can also say three-thirty)

XVII.3.1 O’clock

We use o'clock when there are NO minutes.

 10:00 - It's ten o'clock

 5:00 - It's five o'clock
 1:00 - It's one o'clock
Sometimes it is written as 9 o'clock (the number + o'clock)

XVII.3.2 12:00

For 12:00 there are four expressions in English.

 twelve o'clock
 midday = noon
 midnight

XVII.3.3 Asking for the time

The common question forms we use to ask for the time right now are:

 What time is it?

 What is the time?
A more polite way to ask for the time, especially from a stranger is:

 Could you tell me the time please?

The common question forms we use to ask at what time a specific event will happen are:
What time...?
When...?

 What time does the flight to New York leave?

 When does the bus arrive from London?
 When does the concert begin?

XVII.3.4 Giving the time

We use It is or It's to respond to the questions that ask for the time right now.

 It is half past five (5:30).

 It's ten to twelve (11:50)
We use the structure AT + time when giving the time of a specific event.

 The bus arrives at midday (12:00).

 The flight leaves at a quarter to two (1:45).
 The concert begins at ten o'clock. (10:00)
We can also use subject pronouns in these responses.

 It arrives at midday (12:00).

 It leaves at a quarter to two (1:45).
 It begins at ten o'clock. (10:00)

XVII.4 PREPOSITIONS OF TIME

We use:
at for a PRECISE TIME

XVII.4.1 At

We use AT with specific times (hour / minutes):

 I get up at 7 o'clock.
 My English class starts at 10am.
 She finishes work at 6.15
 I left the party at midnight.
Midnight (and midday) is a specific hour which is why we use AT.
12am = midnight
12pm = midday / noon
We use AT for a holiday period of two or more days:

 Do you normally get together with your relatives at Christmas?

 Did you eat a lot of chocolate at Easter?
 in for MONTHS, YEARS, CENTURIES and LONG PERIODS

XVII.4.2 In

We use IN for specific months, years, seasons, centuries and lengths of time.

 My birthday is in January. (I don't mention the date, just the month)

 My grandmother was born in 1927.
 The river near my house is dry in Summer.
 The company was founded in the 19th century.
 We need to have this report ready in 15 minutes.
 on for DAYS and DATES

XVII.4.3 On

We use ON for specific days and dates:

 I will return it to you on Wednesday.

 They got married on Friday the 13th.
 We get paid on the 20th of every month.
 I drank too much milk on New Year's eve.
Remember that for dates, we use ordinal numbers.
Ejem: The First of September (not the one of September)
A preposition of time is a preposition that allows you to discuss a specific time period such as a date
on the calendar, one of the days of the week, or the actual time something takes place. Prepositions of
time are the same words as prepositions of place, however they are used in a different way.
When we say last, next, every, this we do not also use at, in, on.

 I went to London last June. (not in last June)

 He's coming back next Tuesday. (not on next Tuesday)
 I go home every Easter. (not at every Easter)
 We'll call you this evening. (not in this evening)

CONCLUSIONS:

Through these units we were able to successfully learn the use of English to communicate for
different purposes and perform communicative functions. We also learned to use language according
to the context and the participants involved in oral communication, that is, a formal or informal
language. We also learned to understand and produce different types of texts with cohesion,
coherence and correctness, taking into account the communicative situation and linguistic structures.
In addition to learning to investigate linguistic issues, transversal content, as well as psycholinguistic
and sociolinguistic issues, making use of ICT.
RECOMMENDATIONS:

One of the recommendations that could be given for each unit is that it be practiced more and more
and that a daily routine be done, so that, for example, when you start the day you can practice what
you have learned each week, that allows you and It will help you develop more and more in the
future, which will generate a good habit and a good use of the language, either by learning through the
slides that are given each week or in its spoken or commented form of each topic of the unit that
allows us to a good functioning of the words, that would be the recommendation that I would give to
my classmates for a good understanding and comprehension of the words.