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Alumno(a): ____________________________________________Grupo:__________

Productive Communication
in English

Cuarto Semestre

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Purpose of the Module

The students build descriptions extensively using syntactic and grammatical elements, they make comparisons
of two or more objects that have common or contrasting elements; they can express using intensifiers in
different contexts; they use tag questions to confirm suppositions and connect sentences and ideas using
specific vocabulary, all of this considering communication as the main idea of the speech development.

Dosage of the Program

Learning Unit Expected learning outcomes Socioemotional skills

Learning outcome
(main content) (HSE)*

Communicate with others using

certain expressions and adverbs of
manner to describe actions that are in
a particular context or situation.
1. Exchange Make descriptions of objects using
inf ormation about correlative words to point out
personal actions. similarities and dif f erences.
30 hours
Use intensif iers to express levels of
intensity in sentences.
1.1 Describe and compare
actions and objects, in
dif f erent contexts using
adverbs and correlative words.
20 hours Relationship Dimension:
Collaboration HSE data
sheets.
1.2 Exchange inf ormation,
emphasizing certain aspects
of it using intensif iers.
10 hours

Learning Unit Expected learning outcomes Socioemotional skills

Learning outcome
(main content) (HSE)*

Express similarities or
dif f erentiations about prices
and personal interests.
2. Exchange of
inf ormation about Use tag questions.
personal
interests.
24 hours
Communicate ideas and
opinions giving additional
inf ormation using words which
indicate the causes, ef f ects or
contrasts.
2.1 Exchange inf ormation on personal
interests using comparatives and
superlatives to express similarities and
dif f erences, as well as tag questions to
conf irm or deny them.
Relationship
14 hours Dimension:
Collaboration HSE
data sheets.
2.2 Express inf ormation, ideas or
arguments, using the corresponding
text structure and link words to give
cohesion to the text.
10 hours

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Unidad 1
1.1 Describe and compare actions and objects, in different contexts using
adverbs and correlative words.
1.2 Exchange information, emphasizing certain aspects of it, using
intensifiers.
Actividades según programa de estudios Conalep

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Choose the correct option.

1.- Lewis is ___ than his brother.

a) handsomer b) more handsome c) the handsome d) the most handsome

2.- Cristiano Ronaldo is ___ football player in the world.

a) the gooder b) the best c) better d) good

3.- My sister is ______ Ashley.

a) as organized like b) as organized as c) organized like d) how organized

4.- My sister Laura’s hair is ___ than mine

a) the longest b) most long c) more longest d) longer

5.- I’m older than my brother George, I’m ___ than my brother Mario.
a) young b) the youngest c) younger d) most young

6.- I don’t feel very well, … I think I’ll go to see a doctor.

a) but b) so c) because d) despite

7.- I like extreme sports ____ they are dangerous.

a) but b) and c) because d) so

EVALUACIÓN DIAGNÓSTICA
J

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Adverbs

Adverbs are one of the four major word classes, along with nouns, verbs and adjectives. We use adverbs
to add more information about a verb, an adjective, another adverb, a clause or a whole sentence and,
less commonly, about a noun phrase.
The murderer treated her very cruelly. You have to handle this problem carefully.
Silvia has happily finished her homework.

Adverbs: + -ly If the adjective ends in -y, replace the y with -i and add -ly.

Adjective adverb Adjective adverb

Careful caref ully happy happily
quick quickly easy easily
cheap cheaply

If the adjective ends in -able, -ible, or -le, replace the -e with -y. Irregular adverbs

Adjective adverb
Adjective adverb
Good Well
Probable Probably
Fast Fast
Terrible terribly
Hard hard

➢ Not all words ending in -ly are adverbs: friendly, silly, lonely, ugly, apply, rely, supply, ally,
etc.

Type of adverbs:

Describe how something happens or is done.

Manner adverbs
He spoke angrily / He opened the door quietly.
Describe when or for how long a certain action happened.
Time adverbs
I'm going to tidy my room tomorrow / I saw that movie last year.
Describe how often something occurs, either in definite or indefinite terms.
Frequency adverbs
I’m always losing my keys / I sometimes forget my wife's birthday.
Describe where something happens or where something is.
Place adverbs
When we got there, the tickets had sold out / He sent the children inside.
Adverbs of degree can modify verbs, adjectives and other adverbs, and tell us
the extent to which something happens.
Degree adverbs
She is running very fast / You are walking too slowly.

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AC T IV IT Y

A-1. Put the correct adverbs of these words. Complete the sentences with the correct adverb.
FAST - VERY CAREFULLY - EXTREMELY- LATELY -PROBABLY -
RECENTLY- LOUDLY - CONTINUALLY
a) fast ________________________
b) sad ________________________ 1) It rained _______________ for five days.
c) happy ______________________ 2) We walked _______________ across the floor.
d) terrible _____________________ 3) I went to the cinema on my own _______________.
e) good _______________________ 4) There’s been an increase in house burglary
f) angry ______________________ _______________.
g) easy _______________________ 5) The train will ______________ be late.
h) quick ______________________ 6) I found it _______________ difficult to talk to her.
i) probable ___________________ 7) She spoke very _______________. We could all her
j) loud _______________________ what she was saying.
k) slow _______________________ 8) Driving _______________ is dangerous.

A-2. Underline the adverbs in green so that they are presented in the following text:

The little prince continued: “Your planet is so small that you can turn it in three strides. You don't have to
do more than walk very slowly to always stay in the sun. When you want to rest, you will walk ... and the
day will last as long as you want. I was surprised to suddenly understand that mysterious glow of the sand.
Over time I have comforted a little, but not completely. I know he has returned to his planet, because at
dawn I did not find his body, which was not really so heavy ... And I like at night to listen to the stars, which
sound like five hundred million bells. The little prince looked for a place to sit, but the planet was completely
occupied by the magnificent ermine cloak. So he stood, but as he was tired, he yawned. If I ordered, "he
said frequently," if I ordered a general to become a seabird and the general did not
obey me, it would not be the general's fault, but mine”, "Can I sit down? The little prince
asked timidly. "I order you to sit down," the king replied, "majestically picking up a skirt
from his ermine cloak. The little prince continued: “Your planet is so small that you can
turn it in three strides. You don't have to do more than walk very slowly to always stay
in the sun. When you want to rest, you will walk ... and the day will last as long as you
want. Examine it carefully so that they know how to recognize it, if one day, traveling
through Africa they cross the desert. If you happen to happen by chance, do not hurry,
I beg you, and stop a little, precisely under the star. If a child comes to you, if this child
laughs and has golden hair and never answers your questions, you will immediately
guess who he is. Be kind to him! Don't leave me so sad! And let me know quickly that has returned…

The little Prince Antoine Saint Exupery

http://bibliotecadigital.ilce.edu.mx/Colecciones/ObrasClasicas/_docs/ElPrincipito.pdf

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AC T IV IT Y

A-3 Find the adverbs of these words.

C N K T U R A L L Y L B Z A S
SLOW
A X C T E P P L Y L J H N O C EASY
R R A Y A M U W E Q S A F Z Y CAREFUL

E Z X B S L O W L Y L T B J L SIMPLE
HAPPY
F D B R I U T T Y M L D U N N
NATURAL
U R R P L B A D L Y Q G Y G E
GOOD
L A M X Y Z F N E U L F R T D HARD
L H A P P I L Y G A Z I T U D BAD

Y S R G H L Ñ P O Q X Ñ S P U SUDDEN
SOFT
I N T E N T I O N A L L Y A S
INTENTIONAL
S I M P L Y B D E W Q V H O E

Write in the lines the adverbs that you found in the word search.

1. ______________________________ 7. _______________________________

2. ______________________________ 8. _______________________________

3. ______________________________ 9. _______________________________

4. ______________________________ 10. ______________________________

5. ______________________________ 11. ______________________________

6. ______________________________ 12. ______________________________

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Correlative Words

The correlative conjunctions allow expressing sentences and ideas more connected to each other so that
you form more complex and interesting sentences, avoiding resorting to extremely short and repetitive
sentences.

Either It offers a choice between two possibilities. Neither It offers a choice between two possibilities.
Or one option, or the other, no matter which. Or one option, or the other, no matter which.
Either is used with “or”. Either is used with “nor”.

Structure: Structure:
+ Either + subject + verb + complement Neither + verb/auxiliary + subject
I’m saving money to travel to either Canada or • Neither my family nor my friends know about my
Australia. secret.
• Neither Frank nor Michelle went to school today.
- Subject + negative form + Either
Note: not to use neither with another negative. We cannot have a
I’ve never been to Portugal. ‘I haven´t either’. double negative!

Both It connects both two subjects and two objects, granting the same importance to both. It places greater
emphasis than simply using the conjunction and.
Both is used with “and”.

Examples: If we want to use a negative verb, we must use “either…or...

Juliet and Jane both went to the same H igh school. Both can be used as a pronoun to refer to two things that
I speak both English and French. we have already mentioned.
Tom is both kind and helpful. Do you want the yellow shirt or the green one?
“I’ll buy both” (= the blue shirt and the red shirt = both shirts)
Note: Both, neither and either are often used with ‘of’. But you must always use a determiner (the, my, these, those, his
etc) before the noun. “Both of these restaurants are very good.”

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AC T IV IT Y

B-1. Complete the sentences with both, either and neither.

a) There are two cakes. Please have one. You
can´t have _______________.
b) Megan is ______________ beautiful and
friendly.
c) I want _______________ the blue jeans not
the black jeans.
d) I have ______________ time nor money.
e) That tennis game was very close.
_______________ player had a clear
advantage.
f) A: I have never been to Spain.
B: _______________ have I.
g) We’ve been dating for 6 month and I haven’t
met ______________ of her parents.
h) I don’t have _______________ time or
money.
i) I couldn’t decide between them, I liked them
________________.
j) You can take ________________ the 38 bus
or the 341 to get to town.

B-2 Look at the pictures and make sentences with correlative words. Both, either and neither.

1) I like neither running nor screaming.

2) _____________________________________
_____________________________________.
3) _____________________________________
____________________________________.
4) _____________________________________
____________________________________.
5) _____________________________________
____________________________________.
6) _____________________________________
_____________________________________.

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Intensifiers

Intensifiers are used to emphasize the meaning of words. Change the strength of the word or adjective.
The most frequent intensifiers are: so, such, too, enough. Some others are: very, quiet, rather, fairly, really
and pretty.

So Such Such
It is used before adjectives that are Intensify a quality before It is used before a name or before a
not followed by names. It is also introducing the effect or name + adjective. When the name
used before adverbs and before consequence. is singular and preceded by an
many or many that can be followed article, such is placed in front of the
by names: article.

• There are so many exercises in • They went through such an awful

this book. experience that they will never try • That was such an interesting
again. movie.
Too Too Enough
Too can be used to highlight that Too goes before an adjective or You can use the word enough as an
there is a lot of something. It usually adverb. intensifier, but it is placed after the
has the meaning of "more than adjective it modifies.
enough" or "more than necessary". • The jungle book written by
It is usually used in negative Rudyard Kipling is too interesting She was not good enough for the
contexts. job, so she was rejected

• She was not good enough for the

job, so she was rejected

Others Intensifiers:

▪ I strongly disagree. ▪ Mike plays the guitar very well.

▪ It's a really interesting story. ▪ Everyone

was extremely excited.

▪ I don't need much money. I ▪ Her story was quite incredible

lead a fairly simple life. for most of us.

▪ These students ▪ It's absolutely amazing.

are rather noisy.
▪ I am a little angry with her. ▪ I so wanted to buy the
shoes.

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AC T IV IT Y

C-1. Complete the sentences with an intensifier and an adjective. Then, match the picture with the
sentences.

1) My dog is really awesome.

2) Louis thinks his best friend is ____________ ____________.

3) The Italian food is ____________ ____________.

4) Being a Dj is ____________ ____________.

5) Los Angeles is ____________ ____________.

6) Working at a Starbuck can be ____________ ____________.

7) I think the Star Wars movies are ____________ ____________.

C-2. Look at the pictures, then write down sentences with intensifiers.

2.- 4.-

1.- He’s really cute. 3.-

5.- 6.- 7.- 8.-

C-3. Put in so, such or such a.

a) It’s difficult to understand him because he speaks
_________ quietly.
b) I like Zoe and Jeny. They’re _________ nice
people.
c) It was a great holiday. We had _________ a
good time.
d) The food at the hotel was _________awful. I’ve
never eaten _________ awful food.
e) Everything is _________ expensive these days,
isn’t it?
f) I couldn’t believe the news. It was _________
shock.
g) The party was really great. It was _________ pity
you couldn’t come.
h) I didn’t realise you lived _________ long way
from the city centre.

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AC T IV IT Y

C-3. Write a short text using the following intensifiers talking about how is your daily life at school.
really, very, too, so, enough, such.

C-4. Rewrite a sentence with so or too to describe each situation. Example: I have a lot of homework.
I can’t finish it all. I have too much homework________.

1.- That message you sent was very nice. It made me feel good.
_____________________________________________________________________________________.
2. I don´t like that movie. I don´t like horror movies.
_____________________________________________________________________________________.
3. Why did you bring that big suitcase? It won´t fit in the closet.
_____________________________________________________________________________________.
4. The mountains are covered with a lot of snow. You can´t see any rock.
_____________________________________________________________________________________.
5. English has many interesting topics. I love learning.
_____________________________________________________________________________________.

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y me Autoevalúo ¿Qué tanto comprendí?

Redacta un escrito donde menciones las características del lugar y actividades que realizaste en tus
últimas vacaciones; compara sitios, comida, precios, recorridos, etc. Recuerda utilizar adverbios,
comparativos, superlativos e intensificadores.

AUTOEVALUACIÓN
Unidad 1

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Unidad 2
2.1 Exchange information on personal interests using comparatives
and superlatives to express similarities and differences, as well as
tag questions to confirm or deny it.
2.2 Express information, ideas or arguments, using the
corresponding text structure and link words to give cohesion to
the text.
Actividades según programa de estudios Conalep

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Comparatives and Superlatives

Compare personal interests using comparatives and superlatives in different contexts.

Example of Comparative:
❖ We use comparative to compare only two things.:
animals, places or people.
Lewis runs faster than David and Carl.
❖ We use superlative to compare or show the
difference between more than two things, animals,
places or people.
My house is larger than hers.
Example: Jay is tall but his brother Mike is taller than
him, and his sister Cloe is the tallest in her family.
Example of Superlative:

This is the smallest box I’ve ever seen.

New York is coldest in January.

Además de las estructuras de comparativo y superlativo, también es habitual comparar cosas utilizando
la estructura gramatical as + adjetivo + as, que resulta muy fácil de recordar para los hispanoparlantes,
ya que puede traducirse directamente como “tan + adjetivo + como”.

• Oración afirmativa:

Rebecca is as tall as her sister (Rebecca es tan alta como su hermana).

• Oración negativa:

Kourtney Kardashian is not as famous as Kim Kardashian (Kourtney Kardashian no es tan

famosa como Kim Kardashian)

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AC T IV IT Y

D-1. Complete the box with the comparative and superlative of these words given.

Adjectives Comparative Superlative Adjectives Comparative Superlative

Small Thin
Happy Cheap
Good Expensive
Bad Poor
Rich Fancy
Easy Pretty
Comfortable far
Delicious Tall

D-2. Read the following conversation and then, identify and underline the comparative form.

Reporter: Mary, please tell us what you think about Australia and The United States.
Mary: Well, they are really nice countries and I love both of them.
They are quite different, though.
Reporter: Tell us about those differences.
Mary: For starters, the US is larger than Australia and there are
more people there than in Australia.
Reporter: What about the food?
Mary: I love Australian food, especially Cabanossi; it is a type of
sausage. Food in Australia is more traditional and spicier than in
the States.
Reporter: I’ve heard that Americans drive faster than Australians.
Mary: Yeah, that’s right. Roads in the US are usually safer and
bigger than in Australia so people can drive faster.
Reporter: Is it true that people in Australia are taller and thinner
than in the US?
Mary: I don’t know. Probably you are right, but I am not sure.
Reporter: Finally, let’s talk about men.
Mary: Men are most of the times more handsome in Australia. However, my husband is American, and he
is pretty attractive.
Reporter: Thank you Mary for your time.

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AC T IV IT Y

D-3. Write down a conversation about places you visited before. Compare these places. Use
comparative and superlative form.

D-4. Complete the text. Use the comparative or superlative form using the words from the box. You
might need to include the or than.

good up-to-date stylish comfortable attractive big small

low profitable high personal expensive

The hotel industry is changing. The ______________________________ trend is for

________________________, ______________________________ hotels with no more than 100 rooms.
These hotels are investing in ______________________________ designs,
______________________________ furniture, and ______________________________ service than the
______________________________ hotels. Some, targeting business customers, are offering
______________________________ value for money and ______________________________
technology. Among the new hotels starting up in London, the one with ______________________________
prices is the Orion, advertised at 59 pounds per night. At the luxury end of the market,
______________________________ is the Seven Stars Hotel with rooms priced at 195 pounds per night.
But with no swimming pools or large function rooms to maintain, these small hotels can expect to be
______________________________ without charging ______________________________ average
prices.

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Tag Questions

We use tag question when we want to check information or when we express an

opinion expecting the other person to agree with us.
When the statement is positive, the tag question should be negative.
She is a nurse, isn’t she?
When the statement is negative, the tag question should be positive.
Clark isn’t here, is he?
Examples:
The trains are never on time, are they?
Micha lives here, doesn’t she?
We will go to the party next Friday, won’t we?

E-1. Read the sentences and add a tag question.

AC T IV IT Y
1. We’ll go to the party today, won´t we?
2. Clarissa will go late again, ______________ ?
3. Joan shouldn’t pass the test driver, ______________ ?
4. That tree has a lot of apples, ______________ ?
5. Susan hasn’t finished her homework, ______________ ?
6. Kate won’t be late, ______________?
7. There are a lot of people here, ______________?
8. Helen has lived here a long time, ______________?
9. Don’t drop that vase, ______________?

E-2. In these situations you’re asking for information, asking people to do things etc.

a) You need a pen. Perhaps Lucy has a got one. Ask her.
Lucy, you haven’t a got a pen, have you?_
b) You’re looking for Tanya. Perhaps Margaret knows where she is. Ask her.
__________________________________________________________.
c) You need a bicycle pump. Perhaps Mark has got a one. Ask him.
__________________________________________________________.
d) Rossy has a car and you need a lift to the station. Perhaps she’ll take you. Ask her.
__________________________________________________________.

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Connection of sentences and ideas

The two main properties of the text are coherence and cohesion.

Coherence
Consists in selecting and organizing the information
that the speaker wants to transmit so that it can be
perceived clearly and precisely by the recipient
All statements revolve around a theme
That is, all the parts are related to each other.
It presents a thematic progression that can be
presented in various ways, taking into account that the
topic is known information and rounds new or
unknown information.
Cohesion
Consists of the grammatical and semantic relationship
between the statements that make up that text.
Include mechanisms to achieve that cohesion, that
relationship between the statements that form the text
are:
Mechanisms of substitution that consist of avoiding the
repetition of words, groups of words or sentences.
Textual markers that help the recipient to interpret the
meaning of the message, since they inform about the
sender's attitude towards the statement:
Textual connectors that establish relationships between
the different parts of a text. Within this groups are,
among others: Summative connectors: and also ...
Opposition connectors: but, nevertheless ...
Consequence or cause connectors: then, therefore,
therefore ... Speech computers: first, to finish, then ...

Los conectores o conjunciones son palabras que usamos para unir dos o más frases o dos palabras dentro
de la misma oración. Aquí tienes los conectores más comunes agrupados en categorías.

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So that Para que

So as to Para
Therefore Por lo tanto
So as not to Para no
Because Porque
Before Antes que
Furthermore además
Cuando, mientas, a
As
medida que, como
Until Hasta
Puesto que, ya que,
Since
desde que
In order to Para
For porque
Debido a, a causa, razón
Due to
de
Because of Debido a

Conectores condicionales Conectores conclusivos

Como su nombre lo indica, son conectores que
se utilizan para unir dos tipos de ideas,
estableciendo una condición entre ambas, de
forma que esto concluye en un resultado. Los
más frecuentes
son: If y whether (Si), provided o as long
as (mientras, siempre que), in case (en caso de
que) y unless (a menos que).
Ejemplo:
I’m not going unless you buy the tickets (English)
No voy a ir a menos que compres los boletos
(Spanish)
Conectores continuativos
Establecen una relación entre dos sucesos,
brindando una continuidad que permite mantener
un orden de ideas. Los más utilizados
son: Then (entonces), furthermore (por otra
parte), moreover (además), in addition
to (además de), not only (no solo), but
also (sino que también).
Ejemplo:
She not only speak in English, but also speaks
Spanish fluently. (English)
Ella no sólo habla inglés, sino que también habla
español fluidamente. (Spanish)
Son de los conectores en inglés más utilizados
porque establecen la culminación de una idea
principal. Los más empleados
son: Therefore, thus y consequently (por lo
tanto, en
consecuencia), so (entonces), hence (de ahí).
Ejemplo:
This is a yellow balloon. Therefore, it can’t change
his color. (English)
Este es un globo amarillo. Por lo tanto, no puede
cambiar de color. (Spanish)
Conectores adversativos
Como su nombre lo indica, son conectores que
se emplean para confrontar una idea con la otra,
o también para plantear una alternativa que sea
diferente a la original. Estos son los más
usados: But (pero), however (sin
embargo), yet / even so (aun así), still (sin
embargo), instead (en su lugar)
y while (mientras).
Ejemplo:
Please, wait here while the lord arrives. (English)
Por favor, espere aquí mientras llega el lord.
(Spanish)

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AC T IV IT Y

F-1. Read the following text and underline the causes and circle the effects, then complete the chart.
And share their personal ideas.

Molly really wanted to be able to reach the top of the appel tree in her backyard. There was a shiny red apple
that she really wanted to get down. But no matter how hard she tried, she just couldn´t figure out how to get
to the apple: The branches were too low to climb to the top. The tree was too short to jump and reach the
top. One day, Molly´s mom got a bunch of boxes in the mail. They were very sturdy and Molly´s mom said
Molly could use them. Mollly knew just what to do! She stacked the boxes up one on top of each other. But
she couldn´t find a way to climb them. Finally, she made stairs out of the boxes. She climbed right up! Molly
was so happy that she could finally get the apple at the top of the tree.

Cause Effect

F-2. Choose the correct word of phrase in brackets to fill in the gaps.

1. We stayed at home ______________________ the rain (because / because of).

2. I wanted to stay longer ______________________ I was really enjoying the party. (since / because
of)
3. We were late for the plane ______________________ the traffic. (because of/ because)
4. ______________________ his late night, Kenya missed her train. (because / owing to)
5. John did not go to work ______________________ his illness. (owing to / as)
6. ______________________ flights are cheaper in the fall, we decided to travel then. (since / owing
to)

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AC T IV IT Y

F-3. Complete the sentences below by using connectors.

1.- I fell of my motorcycle, and I hurt my arm.

I fell off my motorcycle because I wasn´t careful.

2.- We ate really big breakfast, so _______________________________________________________.

We ate a really big breakfast, but _____________________________________________________.

3.- Marlon and Jane went shopping because ______________________________________________.

Marlon and Jane went shopping, and _________________________________ _________________.

4.- Sam cleaned the room, but __________________________________________________________.

Sam cleaned the room, so ___________________________________________________________.

F-4. Choose the correct option.

1.- Jose called his girlfriend, … nobody answered the phone.

a) but b) and c) because d) so

2.- I usually go home at six o’clock, … then I watch TV for two hours.
a) and b) so….that c) because d) so

3.- My cousin studies very hard, … He always gets good grades.

a) but b) because c) so d) if

4.- Karly decided to order spaghetti,… Mike decides to order a hamburger.

a) while b) so c) because d) and

5.- There were a lot of mosquitos in my room las night, … I forgot close the window.
a) too b) because c) and d) so

6.- I don’t feel very well, … I think I’ll go to see a doctor.

a) but b) so c) because d) despite

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 Quita marcas Wondershare
de agua PDFelement

Generales
Programa de Estudios de Productive Communication in English, Conalep 2020.
Guía Pedagógica de Productive Communication in English, Conalep 2020.

Recursos Digitales
https://www.englishreservoir.com/es/gramatica-esencial/conjunciones/conjunciones-correlativos/
https://www.grammar.cl/english/
https://glishfortourismzubiri.weebly.com/comparatives-and-superlatives.html
https://www.cevie-dgespe.com/documentos/1804b.pdf
https://www.wordreference.com/es/

Citada
Evan Virginia & Dolley Jenny, Upstream Pre-intermediate B1 Student’s Book, Seventh edition, Express
Publishing, 2011.
Downie Michael, Gray David, Jiménez Juan M., Extreme Experience, Buenos Aires, Argentina, First Edition,
Ediciones Santillanas, S.A., 2013.
H.Q Mitchel, Travelers Beginners American Edition Student’s Book, MM Publications, 2010.
Corespi, Rose, Nowadays 1 Student’s Book and Workbook, First Edition, Delta Learning , 2019
Corespi, Rose, Up to Date 2, Student’s Book and Workbook, First Edition, Delta Learning , 2020
Llanas, Á & Libby W. (2014). Communicate in English Fifth semester, Student’s Book. México, Macmillan.

Imágenes
Banco de imágenes obtenidas de https://pixabay.com/es/ y google imágenes. Recursos genéricos para
propósitos académicos sin fines de lucro.

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