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MODALIDAD ABIERTA Y A DISTANCIA

Departamento de Ciencias de la Educacin


Seccin de Lenguas Contemporneas

Ingls IV
Gua didctica
4 crditos

Titulacin Ciclo

Todas las titulaciones VI

Autora:
Dra. Jannett Alvear Snchez

La Universidad Catlica de Loja


Asesora virtual:
www.utpl.edu.ec
INGLS IV
Gua didctica
Jannett Alvear Snchez

UNIVERSIDAD TCNICA PARTICULAR DE LOJA

CC 4.0, CC BY-NY-SA
Diagramacin, diseo e impresin:
EDILOJA Ca. Ltda.
Telefax: 593-7-2611418
San Cayetano Alto s/n
www.ediloja.com.ec
edilojainfo@ediloja.com.ec
Loja-Ecuador

Primera edicin
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ISBN: 978-9942-08-749-2

Maquetacin y diseo digital


EDILOJA Ca. Ltda.

Primera Edicin
ISBN digital - 978-9942-04-761-8

Esta versin impresa y digital, han sido acreditadas bajo la licencia Creative Commons 4.0, CC BY-NY-SA: Reconocimiento-No comercial-
Compartir igual; la cual permite: copiar, distribuir y comunicar pblicamente la obra, mientras se reconozca la autora original, no se utilice con
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Abril, 2016
2. ndice

3. Introducction......................................................................................... 5
4. Bibliography.......................................................................................... 6
4.1. Basic................................................................................................................ 6
4.2. Complementary............................................................................................... 6
5. General Guidelines to Study.................................................................... 7
6. Teaching-Learning Process for the Achievement of Competences............. 9

FIRST TERM

6.1. Generic Competences....................................................................................... 9


6.2. Planning for the student`s work...................................................................... 10
6.3. Evaluation System of the Subject ................................................................... 15
6.4. Specific guidelines for learning through competencies.................................... 16

Unit 1. Personal Information.......................................................................................... 16


1.1. Parts of Speech................................................................................................ 16
1.2. Noun Clauses. That clauses as objects............................................................... 17
1.3. Reading: Many Ways to be Smart..................................................................... 19
Self-assessment 1...................................................................................................... 22

Unit 2. At school............................................................................................................ 25
2.1. The Present Passive.......................................................................................... 25
2.2. Infinitives after the passive.............................................................................. 27
2.3. Reading: An Immigrant Familys Success Story................................................ 27
Self-assessment 2...................................................................................................... 30

Unit 3. Friends and family.............................................................................................. 33


3.1. Indirect Wh-questions...................................................................................... 33
3.2. Indirect Yes/No questions................................................................................. 35
3.3. Reading: Barriers between Generations........................................................... 36
Self-assessment 3...................................................................................................... 38

Unit 4. Health................................................................................................................ 40
4.1. Modals............................................................................................................. 40
4.2. Past Modals: should have, shouldnt have....................................................... 41
4.3. Reading. Stress: What you ought to know........................................................ 42
Self-assessment 4...................................................................................................... 45
Gua didctica: Ingls IV PRELIMINARES

Unit 5. Around town....................................................................................................... 49


5.1. Until and As soon as......................................................................................... 49
5.2. Repeated Actions in the Present and the Past.................................................. 51
5.3. Reading: Running with Ropes.......................................................................... 52
Self-assessment 5...................................................................................................... 55

SECOND TERM

6.5. Generic Competences....................................................................................... 59


6.6. Planning for the student`s work...................................................................... 60
6.7. Specific guidelines for learning through competencies.................................... 65

Unit 6. Time.................................................................................................................. 65
6.1. Clauses of Concession: although....................................................................... 65
6.2. Clauses of Reason and Concession: Contrasting because and although............ 66
6.3. Reading: The Impact of Technology.................................................................. 67
Self-Evaluation 6....................................................................................................... 70

Unit 7. Shopping............................................................................................................ 72
7.1. Subject Pattern Adjective Clauses.................................................................... 72
7.2. Object-pattern adjective clauses...................................................................... 74
7.3. Reading: The Smart Shopper............................................................................ 76
Self-Evaluation 7....................................................................................................... 79

Unit 8. Work.................................................................................................................. 81
8.1. Present Perfect and Present Perfect Continuous............................................... 81
8.2. Participial adjectives: Adjectives ending in ed and -ing................................. 82
8.3. Reading. Hard and Soft Job skills...................................................................... 83
Self-Evaluation 8....................................................................................................... 86

Unit 9. Daily living ........................................................................................................ 89


9.1. Conditionals: present unreal............................................................................ 89
9.2. Connectors: since and so.................................................................................. 90
9.3. Reading. All things are connected.................................................................... 91
Self-Evaluation 9....................................................................................................... 94

Unit 10. Free time.......................................................................................................... 96


10.1. Conditional Sentences: Future Real and Present Unreal................................... 96
10.2. Expressing Hopes and Wishes........................................................................... 97
10.3. Reading. Special Birthdays Around the World.................................................. 98
Self-Evaluation 10..................................................................................................... 100
7. ANSWER KEY.......................................................................................... 103

4 MODALIDAD ABIERTA Y A DISTANCIA


PRELIMINARES Gua didctica: Ingls IV

3. Introducction

Ingls IV is one of the complementary subjects the Universidad Tcnica Particular de Loja offers to all the
majors of the Open and At-a-Distance Education System. It is worth four credits.

This is a highly important subject in your preparation as a student of the subject of English as a foreign
language since you are acquiring the skills you need to complete your university education. Another
reason that must be considered is that being English the language of the whole world and the language
of technology, it will help you access updated sources of information which will help you succeed
throughout your educational career and beyond.

The aim of Ingls IV is to provide you with the instructional material as well as some strategies to develop
your language skills on Listening, Speaking, Reading and Writing. The didactic resources along with the
tutor`s help will enable you to use the English language in oral and written contexts.

The Ventures4 textbook consists of ten units of study, which include engaging and interesting topics.
During the first term, in Unit 1, with the topic of Personal information you will have a review of the use of
some parts of speech and you will study the noun clauses with that; in Unit 2, the present passive will be
dealt while focusing the topic At school; in Unit 3, the structure of Indirect Wh-and yes/no questions will
be presented through the theme Friends and Family; Unit 4, titled Health, will introduce you to the use of
modals for advice, regrets and necessity. In Unit 5, titled Around the town, you will be able to use clauses
with until and as soon as and to use the appropriate verb tenses for repeated actions in the present and
past.

In the second term, in Unit 6, with the topic of Time, you will study the use of because, although and
even though; in unit 7, the formation of adjective clauses will be given with the topic of Shopping; Unit 8,
titled Work, deals with the contrast between Present Perfect and Present Perfect Continuous as well as
with the adjectives ending in ed and ing. Unit 9, titled Daily living, will provide you with Present Unreal
Conditional Sentences and with the use of since and so. Finally, unit 10, with the topic Free Time, will
present you contrasting future real and present unreal conditionals, as well as the verbs hope and wish.

My name is Jannett Alvear and I am very pleased to be part of this important process as the author of this
didactic guide. I hope this tool helps you accomplish this subject objectives.

Finally, I would like to welcome you to this new term and to congratulate you for having decided to
become the main performer of your own education. I am sure that you will complete your university
studies at the UTPL successfully, and that you will be able to feel the satisfaction of having achieved this
important goal.

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Gua didctica: Ingls IV PRELIMINARES

4. Bibliography

4.1. Basic
Bitterlin, G., Johnson, D., Price, D., Ramirez, S., & Savage, K. (2014). Ventures 4. 2nd ed .New York, Cambridge
University Press.

Ventures 4 empowers students to achieve their academic and career goals. This is specially designed
for adult students of intermediate level. This textbook has ten topic-focused units. Each one of them
is composed by six sections which provide the students grammar charts and a wealth of exercises to
develop their language skills.

Alvear, J. (2014) Gua Didctica de Ingls IV. Loja, Ecuador. EdiLoja.

The didactic guide corresponding to the subject Ingls IV is an excellent tool designed in such a way that
it allows you understand how to study the contents of the textbook and how to work autonomously
with every unit of the basic textbook. Here you will find a self-test to help you assess your learning for
each one of the units.

4.2. Complementary
Cambridge Dictionary- Ingls-Espaol; Espaol-Ingls, (2004), USA: Cambridge University Press.

This dictionary is a useful tool that will contribute to extend the students vocabulary range. Its contents
address single word terms as well as idioms and phrases.

Merriam-Webster online dictionary (2012). Available at: http://www.merriam-webster.com/

A useful source of definitions, synonyms and antonyms. It helps the students learn English in a
visual and accessible way. For students of all skill levels.

Raimes A. (1998). How English Works. A Grammar Handbook with Readings. United Kingdom:
Cambridge University Press.

How English Works is a great textbook that provides the users with clear grammar explanations
and appropriate examples in thirty chapters. Additionally, it presents a section of reading texts in
order to practice the grammar points studied throughout the textbook.

University of Victoria. English Study Centre. Study Zone.(2013) Available at: http://web2.uvcs.uvic.
ca/elc/studyzone/410/grammar/htm

The site is designed for adult English language learners. Study Zone is made up of levels and each level
has language topics. The lessons include exercises to help students improve their English skills.

6 MODALIDAD ABIERTA Y A DISTANCIA


PRELIMINARES Gua didctica: Ingls IV

5. General Guidelines to Study

The pedagogical technologies, print, audio, and computer, implemented by the UTPL for the students
of the At-a Distance System are intended to enable you, dear student, to achieve your educational goals.

To use them effectively, you need to put in practice particular skills such as: good work habits, adequate
computer skills and access to computers and internet, self-motivation, and good organization skills. This
will lead you to successful results.

As print material to study this subject, INGLS IV, you have been
provided with the textbook Ventures4 which included an audio CD
rom, the workbook Ventures 4, and this didactic guide.

As computer resources, you have the virtual platform named


Entorno Virtual de Aprendizaje, the virtual library, video-classes,
open educational resources, ROA, among others.
http://1.bp.blogspot.com/-ow5_CkGp4Cg/UxJ7sgQieEI/
Additionally, you will be given complementary references and AAAAAAAAACA/KdsORJSwxzs/s1600/imagesCAVIK2WR.jpg
links for online sources of information and related web pages for
exercises and self-tests for each one of the grammar points to be
studied.

The main instrument to study this subject, the student`s textbook VENTURES4, is comprised by 10 units.
The first 5 units will be studied in the first term, and units 6 to 10 in the second one.

Your tutor`s suggestions for this subject are the following:

Every week, read the messages the University provides to the


students on the main page of the EVA platform.

Contact your tutor through the virtual platform, EVA, to be


informed of the online resources, as well as of the teacher`s
http://3.bp.blogspot.com/-LGNfU5liIrQ/TZLktUOZQgI/
guidelines and other activities required to develop your AAAAAAAAAHQ/A_KfMnkT26w/s320/conferencias.jpg

language skills.

Dear student, read the following guidelines carefully.

First, start becoming familiar with the textbook Ventures4 by reviewing the parts in which it is
comprised. Do the same with this Didactic Guide.

Draw your own schedule to study each one of the units proposed for each term. It is a good idea
to fix goals per week. You may organize your schedule according to the planning for the students
work the University provides to the students for this academic period.

Choose the most appropriate place to study. It is suggested that you have a quiet place with
appropriate illumination where you may feel comfort.

Follow the guidelines given in this didactic guide, which offers you several exercises and self-tests
for each unit of study. You may also carry out your own techniques and/or strategies of study. This
is underlining, highlighting, making graphic organizers, schemes, diagrams, among others.

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Gua didctica: Ingls IV PRELIMINARES

Use the other resources such as the virtual library, the open educational resources (ROA) offered
by the university. Also, access the web sites suggested by your tutor to get additional information
and practice of the contents being studied.

The self-evaluations for each unit are designed to give you the opportunity to assess your skills
and identify possible weaknesses in the topic being studied.

Check the suggestions given in this guide in order to plan your schedule. These are given for each
unit and include the time estimated in hours of study.

It is important to use the technological resources such as the EVA, the virtual library, the open
educational resources (ROA) and the e-mail to find the weekly announcements and to contact
your tutor.

Additionally, you can phone your tutor during the tutorial hours indicated on the INGLS IV page
if you need to solve any question related to this subject.

Remember that it is compulsory to do and send the distance assignments on the established date.
This becomes an important part since they constitute a learning strategy and their presentation is
compulsory for you to be able to take the onsite evaluations.

Become aware of the additional activities you have to carry out for each semester. You will receive
information about the FORUM, the CHAT and the VIDEO CLASS through the EVA. Remember,
each one of these activities is worth one point that will be added to your score of the distance
evaluation. In other words, you may gain 3 points in each bimester.

It will be useful for you to review the Evaluation System of the subject (in section 6.3) because it will
help you obtain a better understanding of the aspects considered for assessing your performance.

It is advisable for you to have passed English levels I, II and III because you need to be well prepared
for Ingls IV that corresponds to an intermediate level.

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PRIMER BIMESTRE Gua didctica: Ingls IV

6. Teaching-Learning Process for the Achievement of Competences

FIRST TERM

6.1. Generic Competences

Generic Competences are common for all the majors in the UTPL. They address the capacity to master
educational thought and the language at a higher level that allows a high professional performance
in English as a foreign language. Additionally, it refers to the capacity to examine his/her linguistic
production for professional improvement.

Generic Competences of the UTPL:

Ability to understand the universal values of Christian Humanism.

Ability to work autonomously.

Ability to organize and plan ahead.

Ability to communicate in a foreign language.

Ability to organize and plan study time.

Ability to put into practice all the acquired knowledge.

Ability to organize time management.

Ability to handle ethical commitment.

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6.2. Planning for the student`s work

10
GUIDING
CONTENTS
SPECIFIC COMPETENCES LEARNING INDICATORS LEARNING ACTIVITIES SCHEDULE
Units/Topics
Estimated time

Ability to apply the reading Distinguishes contrasting UNIT 1. PERSONAL INFORMATION Read comprehensibly the whole WEEK 1
and writing skills. adjectives from adverbs. contents of Unit 1 in your textbook.
1.1. Noun clauses with that 4 hours for self-study .
Gua didctica: Ingls IV

Ability to use the English Uses noun clauses with that to Read the guidelines in the didactic
express opinions. guide for Unit 1. 4 hours of interaction
language in work, school, 1.2. Contrasting adjectives and
and culture contexts. Distinguishes multiple adverbs Identify the grammatical structures of
intelligences Unit 1.
Ability to connect phrases
Reads distinguishing the 1.3. Reading: Many ways to be smart Comprehend the contents of the
in order to form coherent
paragraphs to describe characteristics of personal 1.4. Topic sentence/Supporting reading article Many ways to be
present and past events of intelligences. smart. Carry out the related activities.
sentences
real life situations. Identifies the topic sentence and Write about your personal
the supporting sentences in a intelligences.
paragraph. Carry out the activities proposed for
unit 1.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 1.
Start carrying out the distance
assignments.
PRIMER BIMESTRE

MODALIDAD ABIERTA Y A DISTANCIA


GUIDING
CONTENTS
SPECIFIC COMPETENCES LEARNING INDICATORS LEARNING ACTIVITIES SCHEDULE
Units/Topics
Estimated time

Ability to apply the reading Distinguishes Present Active UNIT 2. AT SCHOOL Read comprehensibly the whole WEEK 2
and writing skills. sentences from Present Passive contents of Unit 2 in your textbook.
2.1. The present passive 4 hours for self-study .
sentences. Read the guidelines in the didactic
Ability to use the English
PRIMER BIMESTRE

Recognizes the components of guide to study Unit 2 4 hours of interaction


language in work, school, 2.2. Infinitives after passive verbs
and culture contexts. sentences formed by infinitives Identify the grammatical structures of
after passive verbs. 2.3. Reading: An immigrant familys Unit 2.
Ability to connect phrases

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Identifies specific information of a success story Use the present passive voice and the
in order to form coherent
reading. present passive with infinitives in
paragraphs to describe 2.4. Specific details: facts and reasons
present and past events of Identifies facts from reasons in sentences.
real life situations. written texts. Read the ad Work Experience
Program at La Costa community
College and write sentences with the
passive voice.
Carry out the activities proposed in
our textbook Ventures4 for unit 2.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 2.
Go on carrying out the distance
assignments.
Gua didctica: Ingls IV

11
GUIDING
CONTENTS
SPECIFIC COMPETENCES LEARNING INDICATORS LEARNING ACTIVITIES SCHEDULE

12
Units/Topics
Estimated time

Ability to apply the reading Distinguishes Indirect Wh- UNIT 3. FRIENDS AND FAMILY Read comprehensibly the whole WEEK 3
and writing skills. questions from direct Wh- contents of Unit 3 in your textbook.
3.1. Indirect Wh- questions 4 hours for self-study .
questions. Read the guidelines in the didactic
Ability to use the English
Distinguishes Indirect Yes/no guide to study Unit 3 4 hours of interaction
language in work, school, 3.2. Indirect yes/no questions
and culture contexts. questions from Direct yes/no Identify the grammatical structures of
Gua didctica: Ingls IV

questions. 3.3. Reading: Barriers between Unit 3.


Ability to connect phrases
Uses transitions properly. generations Use the present passive voice and the
in order to form coherent
paragraphs to describe Reads distinguishing generation 3.4. Transitions: for example, on the present passive with infinitives in
present and past events of differences sentences.
other hand
real life situations. Practices writing focusing family Read the article Barriers between
problems due to generational generations and carry out the
barriers. activities based on it.
Carry out the activities proposed in
our textbook Ventures4 for unit 3.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 3.
Go on carrying out the distance
assignments.
Prepare the assignment for the first
FORUM of INGLES IV.
PRIMER BIMESTRE

MODALIDAD ABIERTA Y A DISTANCIA


GUIDING
CONTENTS
SPECIFIC COMPETENCES LEARNING INDICATORS LEARNING ACTIVITIES SCHEDULE
Units/Topics
Estimated time

Ability to apply the reading Differentiates the Modals to UNIT 4. HEALTH Read comprehensibly the whole WEEK 4
and writing skills. express advice, necessity and lack contents of Unit 4 in your textbook.
4.1. Should, shouldnt, have to, dont 4 hours for self-study .
of necessity. Read the guidelines in the didactic
Ability to use the English
PRIMER BIMESTRE

Differentiates the use of Modals have to guide to study Unit 4. 4 hours of interaction
language in work, school,
and culture contexts. expressing regret and advice in the Identify the grammatical structures of
past. 4.2. Should have, shouldnt have
Unit 4.
Ability to connect phrases

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Identifies vocabulary related to the 4.3. Reading: Stress: What you ought Carry out the activities proposed in
in order to form coherent
causes of stress. to know our textbook Ventures4 for unit 4.
paragraphs to describe
present and past events of Reads differentiating actions from Carry out the reading activities based
results. 4.4. Action and results
real life situations. on the article Stress: What you ought
Practices writing focusing the to know.
causes and effects of stress. Review the tutors announcements
and participate on the EVA,
Complete the self-test 4.
Go on carrying out the distance
assignments.
Prepare and participate at the INGLES
IV CHAT 1.
Gua didctica: Ingls IV

13
GUIDING
CONTENTS
SPECIFIC COMPETENCES LEARNING INDICATORS LEARNING ACTIVITIES SCHEDULE

14
Units/Topics
Estimated time

Ability to apply the reading Uses the expressions until and as UNIT 5. UNIT 5: AROUND TOWN Read comprehensibly the whole WEEKS 5
and writing skills. soon as properly. contents of Unit 5 in your textbook.
5.1. Clauses with until and as soon as and 6
Ability to use the English Identifies time words and Read the guidelines in the didactic
expressions to describe repeated guide to study Unit 5. 4 hours for self-study .
language in work, school, 5.2. Repeated actions in the present
and culture contexts. actions in the present and After reviewing the grammar focus, 4 hours of interaction
and past
Gua didctica: Ingls IV

repeated actions in the past. complete the sentences with until


Ability to connect phrases
Distinguishes specific details in a 5.3. Reading: Running with Ropes and as soon as.
in order to form coherent
reading article. Carry out all the activities proposed
paragraphs to describe 5.4. Specific details that answer the
present and past events of Practices writing using details to for the different sections of unit 5.
make writing more interesting. questions who, what, when,
real life situations. Read the article Running with Ropes
Contrasts the use of used to and be where, why, and how and develop the proposed activities
used to in the Reading section.
Read the paragraph Story Lady and
carry out the activities proposed in
the Section Writing.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 5.
Go on carrying out the distance
assignments.
. Prepare the assignment and participate
at the VIDEO-COLABORACION of the first
term.

. Finish working on the First Distance


Evaluation.
Units 1 to 5 WEEKS 7 and 8
. Reviewing the contents of units 1 to 5.
. Preparation for the first term onsite
evaluation.
PRIMER BIMESTRE

MODALIDAD ABIERTA Y A DISTANCIA


PRIMER BIMESTRE Gua didctica: Ingls IV

6.3. Evaluation System of the Subject

Formas de evaluacin 2. Heteroevaluacin


Evaluacin a Evaluacin

1. Autoevaluacin *
distancia ** presencial

3. Coevaluacin
Interaccin en el
Parte de ensayo

Prueba objetiva
Parte objetiva

EVA***
Competencia: criterio
Comportamiento tico X X X X X X
Cumplimiento, puntualidad,
Actitudes

X X
responsabilidad
Esfuerzo e inters en los trabajos X X X X X
Respeto a las personas y a las normas
X X
de comunicacin
Creatividad e iniciativa X X
Habilidades

Contribucin en el trabajo
colaborativo y de equipo
Presentacin, orden y ortografa X X X
Emite juicios de valor
X X X
argumentadamente
Dominio del contenido X X X X
Conocimientos

Investigacin (cita fuentes de


X X
consulta)
Aporta con criterios y soluciones X X
Anlisis y profundidad en el
X X
desarrollo de temas
PORCENTAJE 10% 20% 30% 70%
puntos en cada

presenciales y en el
Estrategia de
aprendizaje

Actividades
en el EVA: 3

bimestre

Actividades

EVA

Puntaje 2 4 6 14

TOTAL 20 puntos
Para aprobar el componente se requiere obtener un puntaje mnimo de 28/40 puntos, que equivale al 70%.

* Son estrategias de aprendizaje, no tienen calificacin; pero debe responderlas con el fin de autocomprobar su
proceso de aprendizaje.
** Recuerde: que la evaluacin a distancia del primero y segundo bimestre consta de dos partes: una objetiva y otra de
ensayo, debe desarrollarla y enviarla a travs del EVA segn las fechas establecidas.
*** Estrategias de aprendizaje opcionales y de tipo colaborativa: foro, chat y video colaboracin con una valoracin de
un punto cada una.

Seor estudiante:
Tenga presente que la finalidad de la valoracin cualitativa es
principalmente formativa.

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Gua didctica: Ingls IV PRIMER BIMESTRE

6.4. Specific guidelines for learning through competencies

Welcome dear student. Here you have the guidelines which will help you consolidate your lessons with
the textbook Ventures4.

Before starting the study of Unit 1, please review the section called Welcome in order to make a revision
of the use of adjectives, activities you like and dislike, verb tenses, and others. Since this is a revision of
several topics you have studied previously, this will not be considered for the on-site evaluations. For
more practice, the workbook, in the section Welcome, offers several activities to review different verb
tenses.
Unit 1. Personal Information

http://www.freepik.com/free-vector/profession-and-occupation-characters_711383.htm

As a first step, to fulfill the goals of Unit 1, it is necessary to become familiar with the vocabulary related
to multiple intelligences. For this, please start carrying out the activities of Lesson A. You will not have
difficulties to understand the new words because you can elicit their meaning from the context.

Ready? Good. Now, the first grammar lesson of this unit.

1.1. Parts of Speech

Review Lesson BParts of Speech. Here you have a revision


of the use of nouns, verbs, adjectives and adverbs. Since you
have already studied how to use these parts of the English
sentence, it will be easy for you to remember it.
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mrmElLFMPpF6Gd1bihgM7M2ppWK5RDM846XRV-_NbZ

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PRIMER BIMESTRE Gua didctica: Ingls IV

This lesson also focuses on the contrast between adjectives and adverbs. Did you find this contrast easy?

Note: Have in mind that some English adverbs are irregular.

Be careful! There are some very common exceptions!!


http://cralagaznata.centros.
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.

Good is an adjective.

Your pronunciation is very good.

Well is an adverb.

You speak very well.

He cant play tennis well.

The words fast, late, and hard are adjectives and adverbs.

Adjective Adverb
Sonya was a fast runner in high
Sonya could run very fast. (not fastly)
school.
The bus was late. The bus arrived late today. (not lately )
Tommy is a hard worker. Tommy works hard every day. (not hardly)

Do you need more explanation about adjectives and adverbs?

Try this video class from Oxford online English: http://youtu.be/qK9rOIJPHs0

If you consider you need to exercise the use of these parts of speech, develop the given exercises
http://cralagaznata.centros. on pages 8 and 9. On the contrary, go on to the next page.
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.

1.2. Noun Clauses. That clauses as objects

Have you heard about noun clauses with that?

http://www.cpeig.org/portal/
To learn about this topic, the following information will be useful to you.
node/706.

Let`s start observing the following example.

Do you think that you should take musical classes?

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Gua didctica: Ingls IV PRIMER BIMESTRE

This sentence is made up by:

A main clause also called Introductory clause A noun clause that starts with that

Do you think (that) you should take musical classes?

However, that can be omitted:

Do you agree women are better at cooking than men?

Now, dear student, it is time to read the contents of Unit 1 in your textbook. Pay special attention to the
box showing some Introductory clauses. Then, write the sentences asked in 2 Practice.

Once you have learned this topic, let`s focus it in another way. This will be useful to prepare you for the
first evaluation.

1. Be aware of the two parts of a sentence where a NOUN CLAUSE is included. Write them on the lines
in the box. Also, write your own sentence on the spaces below the lines.

2. Recognize a Noun Clause from other clauses.

From the following, identify the complex sentence including a noun clause.

a. Do you feel to follow a spiritual path is important?

b. A cell phone is convenient, but my husband doesn`t want to use it.

c. Many people prefer wireless technology because it is fast.

I guess you easily identified the sentence with a NOUN CLAUSE. Of course, the correct
answer is a). Here, that is omitted.

Would you like to have more explanation about Noun Clauses? If so, watch
this video class: http://youtu.be/Tt1t_7LldY8

Now, for further practice, there are the activities in your workbook. It is
http://cralagaznata.centros.
a good idea to develop all of them. I recommend you to complete the
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.
activities of Lesson C.

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1.3. Reading: Many Ways to be Smart

Have you ever asked yourself about your types of intelligences? In Lesson D
Reading, we have interesting information about this topic.
http://smarteregg.com/wp-content/
uploads/2011/01/eyesreading.jpg

Review this section and answer the questions in activity 1 Before you read. Through this practice you will
have a general idea of what the magazine article is about.

Great! Now you know what your primary intelligence is.

http://st.depositphotos.com/

http://cdn.flaticon.com/png/256/35577.png

Now, listen to CD 1, track 9. This will be a good strategy for you to become familiar with the
pronunciation of some new words of this article.

Dear student, it is important to carry out the other activities given in Lesson
D. You will be able to consolidate your learning of the new words. These
vocabulary terms may be included in the first term evaluation items.

Regarding Lesson E Writing, Unit 1 offers important information related to paragraph formation.

When you read a paragraph, Can you identify the topic sentence and the
supporting details? I am sure you can. On the contrary, read the coming
information.

http://www.cpeig.org/
portal/node/706.

Please, focus your attention to the information related to Topic Sentence and supporting Sentences.

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Gua didctica: Ingls IV PRIMER BIMESTRE

The TOPIC SENTENCE is the one that introduces the main idea of a paragraph. The supporting details
give examples, facts and reasons to support the topic sentence.

Now, dear student, to differentiate the topic sentence and the supporting details in real examples, review
lesson E and complete the proposed activities. If necessary, use a dictionary if you are not sure of how to
spell a new word or if you cannot elicit the meaning of a new word from the context.

Let`s try this exercise:

Observe :

Main Idea:
Kangaroos usually live in family groups called mobs.
https://encrypted-tbn2.gstatic.com/

Now, observe the following sentences to decide which one is the corresponding supporting detail.
Kangaroos are mammals.

These mobs can be as large as 100 kangaroos.

Which one is your answer? The second option, of course. The first one, kangaroos are mammals, does not
support the MAIN IDEA that is mentioning the groups called mobs.

It is important to develop the activities given for Lesson E Writing, which are totally related to the activities
proposed at the distance evaluation.

Now, we want to invite you, dear student, to share your composition.

It would be very interesting to share with your classmates the results of your
writing assignment about your primary intelligence.
http://idata.over-blog.
com/5/71/97/86/emailing.jpg Just, upload your paragraph to the EVA.

Now, let`s see Lesson F- Another view. This is a nice exercise to review the vocabulary learned in the
former pages.

What comes in Grammar connections? Here, we have the use of so when we answer a question formed
by a Noun clause with that .

Observe:
Do you think that math is essential to succeed at school?

Yes, I think so. / No, I don`t think so.

Did you observe that so represents the idea that is being questioned?

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Great, dear student. Now it is the time to go on with the Self-evaluation for Unit 1.

Also, it is a good idea to complete the self-assessment of page 136.

Active Listening

Would you like to have additional listening practice while watching a funny real
life episode?
Great.
https://encrypted-tbn0.gstatic.com/ Use this link to watch a video made by the Oxford University Press ELT, for
images?q=tbn:ANd9GcSiYurOjamH00
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo students of English.
GYrxhXzS1A
http://youtu.be/z2QIzu-h5Do?list=PLpVkE_iSeMRwSRb-a-eM1l1LnLiNOClyq

Ready for the self-test? We are sure you clearly understood the contents of this unit. Please go on with
this final activity.

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Gua didctica: Ingls IV PRIMER BIMESTRE

Self-assessment 1

Activity 1. Select the option that completes the statement correctly.

1. When he was a child, my brother Leo spoke very ____________ and his friends couldnt understand
him.

a. quiet

b. quietly

c. quieter

2. Do you think you speak English ____________? Yes, of course!

a. goodly

b. good

c. well

3. Barbara swims ____________ because she has strong arms.

a. fastlier

b. fastly

c. fast

Activity 2. From the box, select the verbs that make sense in the following sentences. Also, use that.

urge say insist believe recommend propose

Note: Here we have some verbs other than the ones given in Unit 1. Just be aware of their meaning to
get the best option. In some cases, more than one verb could be correct.

A. Experts __________________ exercise is important for health.

B. However, a recent magazine article _________________ Americans do not exercise enough.

C. Dr. Jones , in a letter to Congress, _______________ a campaign to increase the health of Americans
is necessary.

D. He also _________________ nutrition education in schools must begin in elementary school.

E. He _____________ that every American change his/her lifestyle.

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Activity 3. In the following groups of sentences, identify the option showing the correct word order of a
sentence containing a noun clause.

1.

a. People believe that is wonderful Angelina Jolie.

b. That is wonderful Angelina Jolie people believe.

c. People believe that Angelina Jolie is wonderful.

2.

a. Do think you will travel to Galapagos someday?

b. Do you think that you will travel to Galapagos someday?

c. Will you travel to Galapagos someday do you think?

Activity 4. Select the correct answer.

1. Select the choice with the correct answer.

We frequently omit that before a noun clause____________ .

a. when speaking

b. in formal writing

c. in informal writing

2. Which of the following options contains expressions to give opinions?

a. I suppose, I think, It`s believed.

b. I believe, I think, I`d say.

c. I believe, I think, It`s said

3. Select the noun clause that correctly completes the following sentence:

Do you think that ______________________________ ?

a. Jonathan is gifted in math

b. is Jonathan gifted in math

c. is gifted in math Jonathan

See the answers at the end of this guide.

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23
Gua didctica: Ingls IV PRIMER BIMESTRE

IMPORTANT:

Dear student,

This is an invitation to share the experience you had while you studied

the contents of Unit 1.

What would you like to tell your classmates about the way you learned these contents?

Do you have any suggestions or strategies to facilitate the other students learning?

It would be good if you invest some minutes to upload a paragraph with your ideas.

The other students comments could become a useful feedback

for everybody.

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Unit 2. At school

http://us.123rf.com/450wm/yurkina/yurkina1204/yurkina120400021/13288176-illustration-owl-

in-hat-sits-on-pile-of-the-books.jpg

2.1. The Present Passive


In Lesson B, our textbook Ventures4 clearly shows the difference between an Active Sentence and a
Passive sentence for affirmative and interrogative statements.

If this grammar point is completely new for you, turn to page 142 for a complete explanation.

Addressing Present Passive sentences, it is important to have in mind that this structure requires the
verb BE in present tense as an auxiliary. Observe the example:

A: Where are the classes held?

B: Most of the classes are held in the business building.

I guess you were able to identify the tense of the second verb. Anyway, I will analyze these verb forms: Be
is in PRESENT TENSE and the second verb is in PAST PARTICIPLE.

IMPORTANT: The following information provided by Study Zone (2011)


addresses the situations the Passive voice is used for. Read it carefully:

Using the Passive

Active sentences are considered stronger than passive sentences. Passive sentences are common,
however, especially in academic writing. In fact, there are three situations when it is better to use a
passive sentence instead of an active one.

Situation One: When we dont care or dont know who performs the action.

The injured workers were rushed to the hospital.

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25
Gua didctica: Ingls IV PRIMER BIMESTRE

Situation Two: When we cant or dont want to say who performed the action.

Has the truth been hidden from us?

Situation Three: When we want to place emphasis on the receiver of the action rather than the doer, or
agent.

Thousands of homes were destroyed by the hurricane.

Was the information above useful to better understand the nature of passive sentences? I think so.

Another important point regarding the passive sentences is to know when to use by. Lets see what
Study Zone (2011) says about this point.

Using the by phrase

As it was mentioned above, passive sentences are used when writers dont know or dont care who
actually performed the action. Thus, the majority of passive sentences do not include by phrases.
Only when it is important for readers to know who performs the actions, do writers include it in passive
sentences. Consider the following examples.

That building was designed by a famous architect. (The by phrase is important, so it is included.)

Macbeth and King Lear were written by William Shakespeare. (The by phrase is included because it
is important.)

The mail is usually delivered before noon. (The by phrase is not necessary because we know who
delivers the mail each day.)

Now, it will be interesting to apply what you just learned, by carrying out the
proposed exercises for present passive in both: the basic textbook and the
workbook.
https://encrypted-tbn3.gstatic.com/

Once you have completed the sentences, listen and check your answers (Class CD1
track 14). This is an additional support to consolidate the learning of the new words
http://cdn.flaticon.com/
png/256/35577.png
and their pronunciation.

Do you think you need to review how to form passive sentences? Then,
try this video class.

http://youtu.be/1xTreaklNr8
http://www.cpeig.org/portal/
node/706.

Now, dear student, it is the time to do another practice. From the following sentences, identify the one
in Passive voice.

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a) She collects stones that people use in healing ceremonies of different cultures.

b) She collects stones used in healing ceremonies of different cultures.

c) She collects stones which are used in healing ceremonies of different cultures.

Did you easily identify the passive? Im sure you did.

2.2. Infinitives after the passive


The chart exposed on Lesson C clearly shows the components of a passive sentence followed by an
infinitive form. I guess it will be very easy for you to learn this grammar point in a few minutes.

Now, dear student, you can carry out the exercise of 2 Practice. If necessary, check the grammar
explanation provided on page 142.

Remember, in Lesson C in your workbook, you will find more information about education and
working experience. Also, you will find other activities to reinforce your knowledge about the
passive voice.

Finally, to check your understanding of this grammar topic, dear student, try
the following practice:

From this group of sentences, identify the one including an infinitive form after
http://cralagaznata.centros.educa.jcyl. a passive verb.
es/bitacora/index.cgi?wIdPub=36.

a. They are believed to arrive in Britain on a boat.

b. The students required to take a second exam.

c. They told some students to take extra classes.

d. They were expected to have an internship.

Your answers? Of course a and d.

2.3. Reading: An Immigrant Familys Success Story

Have you ever thought about the meaning of success? How do you define success?

http://www.cpeig.org/
portal/node/706.wVKe
4fo9n9iDPrr0qty0A&u
st=141306864386779

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27
Gua didctica: Ingls IV PRIMER BIMESTRE

I invite you to read the story titled An Immigrant Familys Success Story given
on page 24. Here, you can identify this familys obstacles and successes.
http://smarteregg.com/wp-content/
uploads/2011/01/eyesreading.jpg

In order to check your understanding and increase your vocabulary, carry out the proposed activities of
the section After you read.

You can play the audio CD track 12 to listen to the pronunciation of some
unknown words. It will be a good practice to compare the answers you gave for
http://cdn.flaticon.com/
activity 1 while listening.
png/256/35577.png

It is time to develop the activities given for Lesson E Writing, which are totally
related to the activities proposed at the distance evaluation.

All right. Did you complete the chart with Daniels obstacles and successes?
What was your concluding sentence?
https://encrypted-tbn3.gstatic.com/

What about the activity that asks a plan for a paragraph about a successful person you know?

I guess it was the first time you analyze obstacles and successes of somebody.

Now, dear student, we would like you demonstrate your understanding of what
you have learned in this lesson.
It is a good idea to share the exercise in Activity E with your classmates through
the EVA. Also, you will be part of the audience and will be able to learn from the
http://idata.over-blog.
others works. com/5/71/97/86/emailing.jpg

In the section Grammar connections of Unit 1 you are provided with a way
to express our expectations about behavior: be + supposed to. Observe
that in the sentences the verb be is formed according to the person and
the phrase supposed to remains invariable and is followed by a verb in
base form.
https://encrypted-tbn1.gstatic.com

This structure may also be used in other verb tenses.

Observe: We were not supposed to come to class late.

Now, carry out the other proposed exercises in both: the basic textbook and the workbook.

https://encrypted-tbn3.gstatic.com/

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Active Listening

Would you like to have additional listening practice watching a funny real life
episode?

Great.
https://encrypted-tbn0.gstatic.com/
images?q=tbn:ANd9GcSiYurOjamH00 Use this link to watch a video made by the Oxford University Press ELT, for
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
GYrxhXzS1A students of English.

http://youtu.be/MN9Q3cah2vI?list=PLpVkE_iSeMRwSRb-a-eM1l1LnLiNOClyq

Ready for the second self-test? Great.

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29
Gua didctica: Ingls IV PRIMER BIMESTRE

Self-assessment 2

Activity 1.

1. From the following groups of sentences, A and B, select the options showing the correct order to
form a negative Passive sentence.

A.

a. The students weren`t given new financial rules.

b. Weren`t the students given financial new rules.

c. The students financial new rules weren`t given.

B.

a. The students were asked to fill out not a new application.

b. The students were asked not to fill out a new application.

c. The students were asked to fill not out a new application.

2. Select the correct Passive sentence to transform these Active Sentences A and B.

A. Where does the director announce the new class rules?

a. Where did the director announce the new class rules?

b. Where is the director announcing the new class rules?

c. Where are the new class rules announced by the director?

B. The UTPL provides the students with modern technological resources for distance studies.

a. The students are provided with modern technological resources for distance studies (by the
UTPL).

b. The students they are provided with modern technological resources for distance studies
(by the UTPL).

c. The students are provided for distance studies with modern technological resources(by the
UTPL)

3. In the following groups of sentences, which of the options contain an incorrect passive
sentence?

A.

a. The causes and effects of the problem was described.

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PRIMER BIMESTRE Gua didctica: Ingls IV

b. The causes and effects of the problem were described.

c. They described the causes and effects of the problem.

B.

a. Our students allowed to earn credit for the internship.

b. Are our students allowed to earn credit for the internship.

c. Our students are allowed to earn credit for the internship.

Activity 2. First, read the conversation carefully. Then, underline the sentences in passive form and
double underline the sentences containing infinitives after passive forms.

Ralph: Hi Beth. How are you?

Beth: Hi, I am fine. Thanks.What are you doing?

Ralph: I am revising my lessons. Everyone in our class was encouraged to gain an extra mark with
this task.

Beth: Oh, I see. And also, you were asked to have a good mark in the test. Were you?

Ralph: Exactly. Do you think that studying English is important?

Beth: Yes of course, it is. Since a lot of materials on the web are given in English, it is learned by
many people in the world. In other words, English is studied to be used as a tool to access the
internet.

Ralph: True, we should also learn English so that we understand other cultures. English is
considered the language of the whole world, so if you want to speak with anyone from a different
country, you should use English.

Activity 3. Write sentences for each sign using BE SUPPOSED TO and BE NOT SUPPOSED TO.

1.
_______________________________________________________________________
http://

www.clipartbest.com/cliparts/9iR/
_______________________________________________________________________
Ljo/9iRLjopie.png

_______________________________________________________________________
2.

http://www.clipartbest.com/cliparts/9iR/
_______________________________________________________________________
Ljo/9iRLjopie.png

3.
_______________________________________________________________________

http://www.clipartbest.com/cliparts/9iR/
Ljo/9iRLjopie.png
_______________________________________________________________________

See the answer key at the end of this guide.

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31
Gua didctica: Ingls IV PRIMER BIMESTRE

Dear student,

Again, we invite you to share the experiences you had when learning the contents
of Unit 2.

Just, take some minutes to upload your paragraph to the EVA.

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Unit 3. Friends and family

http://www.kcaredditch.co.uk/News/family.gif

Let`s start this unit by making the listening practice. Use the audio CD for Activities A, B and C. This way
you will become familiar with the new vocabulary.

3.1. Indirect Wh-questions.

Have you heard about Indirect questions?, or maybe Embedded questions?

Anyway, here we have some explanation about this grammar point.

We use an Indirect question when we need to make a question in a more


https://encrypted-tbn3.gstatic.com/
images?q=tbn:ANd9GcS3PAOF- polite way. In the sentence, it is included inside another question or statement.
gu7X0syGgAa1jXENdID11djZX1UeuUY-
f99ku00hW_B2A

Observe,

Do you know what the population of Ecuador is?

Dear student, you might be a little surprised because of this new structure. To have a clear explanation,
let`s take what Study Zone (2011) explains about Indirect questions .

Indirect questions are commonly used after introductory phrases, such as:

I wonder
Could you tell me
http://cralagaznata.centros. Do you know
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36. Can you remember
I dont know
Tell me
I'd like to know

Now, dear student, observe the following carefully.

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33
Gua didctica: Ingls IV PRIMER BIMESTRE

We use indirect questions for:

1. Politely Asking for Information

Direct Question What time does the bus arrive?

Could you tell me what


Indirect
time the bus arrives?
Question
(more polite)

2. Talking About Something Which Is Unknown to the Speaker

Why did she decide not to come with


Direct Question
us?

Indirect I don't know why she decided not to


Question come with us.

Did you realize that: when the indirect question is included within the
statement, it loses question word order ?
In other words, the indirect question becomes an affirmative or a negative
sentence.
Let`s take the previous example in both direct and indirect question. https://encrypted-tbn3.gstatic.com/

What is the population of Ecuador? (Direct question)

Can you tell me what the population of Ecuador is? (Indirect)

Another important point is that:


When the introductory phrase is a question, the statement needs to have a question
mark.
On the other hand, when the introductory phrase is a statement, use a period, not a
http://cralagaznata.centros. question mark.
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.

Observe the following chart adapted from How English Works by Raimmes A. 1998)

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PRIMER BIMESTRE Gua didctica: Ingls IV

Good. I guess that with this explanation you know how indirect questions are formed and their location
in the sentence.

Now it is the time to carry out the activities proposed in Lesson B to put in practice what you have
learned so far. Also, listen and check your answers by using the audio CD , track 22.

3.2. Indirect Yes/No questions


When forming Indirect Yes/No questions, the introductory clause is followed by if or whether.

Lets see this grammar topic as explained by Study Zone (2011).

Indirect questions are introduced bywhether,whether or not, andifwhen there is no question word
in the sentence (yes/no questions).

Direct Yes/No Question Will he be there?

Do you knowifhe will be there?


Indirect Question Do you knowwhether or nothe will be there?
Do you knowwhetherhe will be there or not?

http://images.clipartlogo.com/

Was it a clear explanation? I think so.

Now, dear student, let`s try this exercise. Please, from the following group or sentences, identify which is
an Indirect Wh/question and which one is a Yes/No question.

A. I need to get a new schedule for the next week activities.

B. I don`t know if they will help me with the new schedule.

C. Why did our boss get so angry when I mentioned the new schedule?

D. It is going to be a convenient schedule for me, isnt?

E. Id like to know when they are going to give me a new schedule.

F. Id like to know my new schedule and my new code for the new term.

Great, dear student. I am sure you were able to identify the kind of sentences quickly. The answers? B
is a Yes/No indirect question. Why? Because it contains the word if. Also, it suggests an affirmative or a
negative response for the speaker. E is a Wh-Indirect question because, as you studied above, after the
introductory phrase (Id like to know) the indirect question starts with when.

All right. This has been a good lesson, hasn`t it?


http://cralagaznata. Now, dear student, carry out the proposed activities in our textbook.
centros.educa.jcyl.
es/bitacora/index.
cgi?wIdPub=36.

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35
Gua didctica: Ingls IV PRIMER BIMESTRE

3.3. Reading: Barriers between Generations

Ready for practicing reading?

Here you have an interesting reading article. First, answer the questions of the
section Before you read.
http://smarteregg.com/wp-
content/uploads/2011/01/
eyesreading.jpg Now, read the article twice. Did you easily find the differences between Dolores and
her son Diego?

It is important to carry out all the exercises given in this section. Also, develop the activities given in the
workbook to apply your reading skills.

You can play the class audio, track 15. Please, repeat the audio program as needed.
http://cdn.flaticon.com/
png/256/35577.png

Your tutors suggestion:

It is a good idea to write the words you do not know while reading an article. When the audio is finished,
review the new vocabulary words and try to find their meaning in context. Then, complete the other
activities given in this lesson.

Our next step is to carry out the proposed exercises for lesson E to develop your writing
skills. Follow the instructions to plan a new paragraph to analyze a difference between
you and your parents or you and your children.

Throughout these activities you will practice writing about generational differences.
Also you will practice the use of transitions in a paragraph. Additionally the workbook https://encrypted-
offers several exercises to practice writing. I suggest you to carry out all of them. tbn3.gstatic.com/

Now, dear student, it would be very interesting to see what generational


differences you and your classmates have found while doing the activities of
Lesson E.
Just, take some minutes to upload your task of Lesson E to the EVA.
http://idata.over-blog.
com/5/71/97/86/emailing.jpg

Now, let`s see Lesson F- Another view. If you need additional reading practice, carry out this exercise. It
will be helpful to review the vocabulary related to the main topic of this unit.

In Grammar connections of Unit 3 we have the use of say and tell with reported speech.

Please, observe the chart showing examples about this grammar point. Could you realize the function
of say and tell in those sentences?

When we use say, the new statement comes immediately. On the other hand, when we use tell, the
direct object comes immediately.

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Observe:

He said (that) he had made a mistake.

He told me (that) he had made a mistake.

Dear student, now are you aware of how to use the verbs say and tell in reported speech. I hope so.

http://cralagaznata.centros.
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.

Now, carry out the other proposed exercises in both: the basic textbook
and the workbook.
https://encrypted-tbn3.gstatic.com/

Active Listening
Would you like to have additional listening practice while watching a
funny real life episode?
Great.
Use this link to watch a video made by the Oxford University Press ELT, for
students of English.
https://encrypted-tbn0.gstatic.com/
images?q=tbn:ANd9GcSiYurOjamH00 h t t p : / / yo u t u. b e / J hw t F E W 5 T M w ? l i s t = P L p V k E _ i S e M R w S R b - a -
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
GYrxhXzS1A eM1l1LnLiNOClyq

To verify how much you have learned the contents of this unit, dear student, it is compulsory for you to
take the following test.

If you need additional explanation for the contents of Unit 3, do not be reluctant to contact your tutor.

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37
Gua didctica: Ingls IV PRIMER BIMESTRE

Self-assessment 3

Activity 1. Change the direct questions to indirect Wh- questions.

1. Why is he grounded?

A Id like to know . .

B I think his grades were bad.

2. When did she start to trust him again?

A I wonder ..

B She started to trust him again after he apologized.

3. How can I get a better job?

A Can you tell me ..?

B First, you can continue to improve your English.

Activity 2. Write indirect Yes / No questions with whether.

1. Do you know ....................................................................? (Did he break the school rules?)

2. Can you tell me .? (Is there a bus stop nearby?)

3. Id like to know ..... (Is he grounded this weekend?)

Activity 3. In each group of sentences, choose the sentence including an indirect question correctly.

1. Choose the correct sentence.

a. Are you one of the reasons why is he not in class today?

b. Could you tell me when the next train is supposed to arrive?

c. I wish I knew where is the best place in Victoria to buy shoes.

2. Choose the correct sentence.

a. Do you know whether or not they are going to have a large wedding?

b. Do you know where are they going to stay while they are visiting Vancouver?

c. I wonder why is the cafeteria is so crowded today?

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3. Choose the correct sentence.

a. Have you decided when are you returning to your country?

b. I wonder what should I buy my girlfriend for her birthday.

c. Do you know if many people are coming to the party?

See the answer key at the end of this guide.

Dear student,

This is a reminder to ask your participation with your learning experience in Unit 3.

Just, take some minutes to upload your paragraph to the EVA.

This way, everybody will learn from each other.

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39
Gua didctica: Ingls IV PRIMER BIMESTRE

Unit 4. Health

https://encrypted-tbn1.gstatic.com/

4.1. Modals
Lets start looking at the pictures in Lesson A. What c you notice there? Please, answer the following
questions

1. What do you see?

2. What is happening?

3. How does Sara look in all the pictures?

4. Why is she tense?

I am sure you approached to what the pictures are showing. The situation is that Sara looks stressed out
because she is going to have her driving test.

Now it is the time to listen to the CD track 16 and to develop the proposed activities in
the next page. Here you will be aware of strategies for coping with stress.

Was it a good listening practice? Of course it was!


http://cdn.flaticon.com/
png/256/35577.png

If you had to give advice to Sara about her stress, how would you do it?

Next, in Lesson B, you are going to learn different ways to give advice. Please, review
the following chart. Also, review the grammar focus in Lesson B.

Additionally, observe the following chart carefully.

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PRIMER BIMESTRE Gua didctica: Ingls IV

(Adapted from How English Works by Raimmes A. 1998)

Modals to express ideas of Advisability, necessity and no necessity.


Should You should take vacation soon.
Advisability
Shouldn`t You should not work on weekends.
Have to I have to avoid watching violent movies.

Necessity Has to He has to leave the office now.

Had to Last year, he had to work on weekends.


Dont have to
No necessity You dont have to work early.
Doesnt have to

Now, dear student, are you more clear about the formation of sentences to express advice? I hope
so. Anyway, practice becomes important for you, that is why I suggest you to complete the activities
proposed for lesson B.

Remember that it is suggested to do the exercises, thinking all the time about the
rules in the grammar explanation. Also, play the class audio CD 1 track 26
http://cralagaznata.centros.
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.

4.2. Past Modals: should have, shouldnt have


Lesson C offers another uses of SHOULD, this is Regret in the past and Advice in the past.

Observe:

Modals to express ideas of Advice in the Past and Regret in the Past

(Advisable action didn`t occur)


Advice in the past Should have You should have finished soon.

Shouldnhave You shouldnt have taken so many hours to do that.


Regret in the past Should have I should have arrived on time.

Shouldnhave I shouldnt have been late.

(Adapted from How English Works by Raimmes A. 1998)

To summarize this, we can say that: We use the structure Should have/Shouldnhave + past part verb

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41
Gua didctica: Ingls IV PRIMER BIMESTRE

1. To express sorry about things we didnt do in the past. (actions that didnt occur) This is usually
expressed using the first person singular or plural: I or We.

For example:

Sara was very stressed out this morning. We should have called Sara before her driving test.

(but we didn`t).

Here, we are sorry because we didn`t call Sara this morning before her driving test.
2. To express sorry about things we shouldnt have done. (Usually with I
and We).

For example:
We shouldnt have left Sara alone this morning. (but we did)

http://www.vectorizados.com/

3. To give advice about things in the past.

For example:
You should have accompanied Sara to her driving test. ( advice, aff.)

You shouldnt have been indifferent with Saras situation. (advice, neg.)

When we express advice, we usually address other people.(you, he, she, they, etc.)

After this explanation, dear student, you must be totally prepared to understand the examples in the
textbook easily. Congratulations, you are ready to carry out the activities in Lesson C.

Now, listen to CD 1, to become more familiar with vocabulary and phrases related to
http://cdn.flaticon.com/ this topic. Also, use your Workbook audio CD to develop the related activities.
png/256/35577.png

4.3. Reading. Stress: What you ought to know

Can you identify suffixes that change the part of speech of a word? Are you familiar
http://smarteregg.com/
wp-content/uploads/2011/01/
with articles or newspapers columns that offer health advice?
eyesreading.jpg

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In Lesson D in our textbook you can read the magazine article, Stress: What
you ought to know. What do you think this article is about? You may or not be
surprised with this information.

http://cralagaznata.centros. Did you find new and useful information about stress? I hope so. Here, it is
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36. important to carry out all the proposed activities for this section, Reading.
Additionally, in your workbook, Lesson D, you have an interesting reading
about Meditation, organized by paragraphs which start with a question. Based
on this reading article you have good exercises to develop your reading skills
and to practice the use of some suffixes.
http://www.google.com.ec/
url?url=http://www.modernpaintips.
com/natural-pain-management/
meditation-for-pain-relief-213-323

In Lesson E you have a new reading article to work with. We suggest, dear student, to
fulfill the activities to practice writing, (topic sentences, cause and effect) as these are
related to the essay items of the distance evaluation.
https://encrypted-
tbn3.gstatic.com/

Would you like to upload your writing assignment to the EVA? Great.
It would be nice to see the different eating habits of our students in our
country and of our students who live abroad. http://idata.over-blog.
com/5/71/97/86/emailing.jpg

If you consider necessary, go on with the activity offered in Lesson F.

Finally, we have to study Grammar connections which deals with the use of the Modals MUST and MAY/
MIGHT. Observe the given chart with the explanation to become aware of how to use these modals to
express different degrees of CERTAINTY. Anyway, to provide a better understanding about the Modals
used to express CERTAINTY or possibility, we will include a fragment of what study Zone (2011) exposes
to explain this grammar point. Observe:

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43
Gua didctica: Ingls IV PRIMER BIMESTRE

Using must conveys a strong feeling of certainty; nevertheless, there is still some doubt in the speakers mind.

Could, may and mightshow that a speaker is 50% or less certain about a present situation.

By usingcouldnt and cant, a speaker shows that he believes a situation is very unlikely or impossible.Must notalso
conveys a strong feeling that something is not probable nor possible. However, unlikecouldntandcant, which are
normally contracted,must notis usually written as two words.

Correct:You just ate three hamburgers, an order of large fries and dessert. Youcantstill be hungry.

Incorrect:You just ate three hamburgers, an order of large fries and dessert. Youmustntstill be hungry.

May not and might notconvey the idea that a speaker is 50% or less certain that a situation is not possible or probable.
They are not normally used in their contracted forms.

Correct:They are late. Theymight notknow the way here.

Incorrect:They are late. Theymightntknow the way here.

I am sure it will be easy for you to understand it. But, if you need additional explanation, just call us in the
tutoring schedule.

Active Listening
Would you like to have additional listening practice while watching a
funny real life episode?
Great.
Use this link to watch a video made by the Oxford University Press ELT, for
https://encrypted-tbn0.gstatic.
com/images?q=tbn:ANd9GcSiYurOj
students of English.
amH00ts-s2Dfv8TaZKdHyRMBF5PG
LbmzNXoGYrxhXzS1A http://youtu.be/QUJWwW4Q02o?list=PLpVkE_iSeMR wSRb -a-
eM1l1LnLiNOClyq

If you are sure you understood the contents of Unit 4, go on with the self-test. On the contrary, contact
your tutor for additional explanation.

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Self-assessment 4

Activity 1. Identify the options which correctly complete the sentences expressing advice in the past.

1. Dave loves fast food, but he _________________ too much French fries.

a. shouldnt have eaten

b. should eat

c. shouldnt eat

2. A: I need help, doctor. I have been stressed lately.

B: You _____________ stayed home alone all the time.

a. should have

b. shouldnt

c. shouldnt have

A: I was so uncomfortable during the flight with that heavy coat .

B: You _________________ your coat!

a. should have put on

b. should have taken off

c. Should have take off

Activity 2. From the following, identify the sentences expressing:

1. Advice in the present

2. Advice in the past

3. Regret for something the speaker did or didnt do in the past

1 2 3
Im going to visit your country. Where I should go if I want to go
a
shopping?
Its raining and I dont want to get my dress wet. I shouldnt have
b
forgotten my umbrella.
My mother hasnt been feeling well this week, so I told her that she
c
should have gone to the doctor.
The airline only allows two pieces of luggage. You shouldnt pack
d
too much or you will have to take it out at the airport!

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45
Gua didctica: Ingls IV PRIMER BIMESTRE

A: I think that the grade my teacher gave me on my test is wrong.


e B: Really? You should have talked to her as soon as you got your
grade.
Our cars gas tank is almost empty. I should have filled it up with gas
f
this morning.

g If Sam is not sleeping well, he shouldnt have drunk coffee tonight.

Activity 3. Select the option with the words that complete the sentences correctly.

1. The family cant decide where to go on vacation. They ____________ go to Los Angeles or they
____________ go to Hawaii.

a. may / are able to

b. might / may

c. could / couldnt

2. Im going to bring an umbrella today because it ____________ rain.

a. is able to

b. can

c. might

3. The young patient has some symptoms such as anxiety, nervousness, and she hasnt been sleeping
well. She ___________ stressed out.

a. can be

b. should

c. must be

Activity 4. Select the option with the advice that matches with the following situations.

1. The new student is often late for class.

a. She ought to take an earlier bus.

b. She shouldn`t lose her temper.

c. She doesn`t have to go to sleep early.

2. She is worried that her boss will fire her.

a. She shouldn`t lose her temper.

b. She ought to take music classes.

c. She has to learn to eat right and exercise

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Activity 5. Select the options that answer the following questions correctly.

3. What is the main word that can be changed with the suffix ness?

a. Loose

b. Depress

c. Ill

4. Select the option with the correct answer.

What is the main word that can be changed with the suffix en?

a. Stress

b. Loose

c. Depress

5. Which suffix can change the word depress correctly?

a. ion

b. -ness

c. -ful

Activity 6. Select the choice with the correct answer.

1. I dont know why Stephanie isnt eating with us. She _____________ hungry.

a. might not be b. couldt be c. might be

2. Bob usually drives his car to work, but today he got on the bus. Something _______________
wrong with his car.

a. must be b. couldnt be c. might be

3. I wonder why Mary and Fred are late. They ___________ know how to get here.

a. must not b. might not c. maybe not

4. George ordered a large hamburger with everything on it except mustard. He _______________


like mustard.

a. mightnt b. isnt c. may not

See the answer key at the end of this guide.

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47
Gua didctica: Ingls IV PRIMER BIMESTRE

Dear student,

Remember how important is your participation to share your learning experiences


when studying Unit 4.

Just take some minutes to upload your ideas and opinions to the EVA.

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PRIMER BIMESTRE Gua didctica: Ingls IV

Unit 5. Around town

http://www.dreamstime.com/royalty-free-stock-image-people-city-park-vector-illustration-young-modern-trendy-doing-activities-image33322976.

Lets start looking at the pictures in Lesson A. What can you notice there? Please, answer the following
questions

1. What do you see?

2. What is happening?

http://www.cpeig.
3. Have you heard about volunteer activities?
org/portal/node/706.

Through the study of Unit 5 you will be able to describe the benefits of volunteering and to identify
information related to volunteering.

Let`s start by playing the audio material, track 19, in order to listen to the speakers
talking about volunteer responsibilities. Then, complete the story given in section 3
http://cdn.flaticon.com/
After you listen, and finally check your answers.
png/256/35577.png

5.1. Until and As soon as


By studying the contents of Lesson B you will learn the formation of clauses with until and as soon as.
Read the phrases showing the meaning of these words.

Be careful!
Since until and as soon as are forming part of a time clause, it is compulsory
to have a complete sentence coming after these words.
You can learn this easily if you observe the given sentences and do the
exercise given in Practice.
I am sure you did this exercise easily!

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49
Gua didctica: Ingls IV PRIMER BIMESTRE

Now, it is the time to go over the exercises given in the workbook. It is a good idea to develop those
related to Grammar focus.

Did you have a good practice? Great.

Dear student, in order to help you consolidate your learning of this grammar point, and to help you get
prepared enough for the evaluation, I propose you read the following:

To deal with the use of until and as soon as in noun clauses, it is important to have in mind the
meaning of the two given expressions. This is compulsory for you to decide which one is the best
option to complete a related sentence.

For example, in the following exercise you are given three choices to complete a statement. Here, you
need to be totally aware of the meaning of the choices to select the correct one.

o. Which expression best completes this sentence?

The party will begin _______________ the first guests arrive.

a. until

b. bas soon as

c. so that

(Your answer is b, isnt it?)

Note:

We need to use a comma after a time clause at the beginning of a sentence.


For example:
http://cralagaznata.
centros.educa.jcyl. As soon as the patient finished his lunch, the nurse left.
es/bitacora/index.
cgi?wIdPub=36.
On the other hand, when the order of the sentence parts is the opposite,
we do not use a comma. For example:

He will volunteer there until he finds a full-time job.

Now, a new exercise:

Which of the following sentences is not correct?

1. They will play cards until time for lunch.

2. They will play cards until it is time for lunch.

3. Until it is time for lunch, they will play cards.

Did you find the incorrect sentence easily? Of course, it is a) because in the time clause that starts with
until (until time for lunch), there is not a complete sentence. In other words, the expression until time for
lunch is not a sentence because there is not any verb given.

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Be careful!
The verb tense in the time clause (as soon as, until) is other than the verb
tense in the main clause.
Observe the following chart,

Future Present

Ana will stay with the child until he finishes his lunch.

Present Future

As soon as the child finishes Ana will leave the hospital.


his lunch,

Dear student, to reinforce your learning of the grammar points given above, listen to the Class CD, track
35.

Now that you have completed lesson B, it is time to continue with the next lesson.

5.2. Repeated Actions in the Present and the Past

Have you ever volunteered? Do you know someone who


volunteers in your town?
Through the study of this section you have the chance to learn
vocabulary and ideas about volunteering and at the same time
you will learn to discuss repeated actions in the present and https://www.google.com.ec/url?sa=i&rct=j&q=&esrc=s&s
ource=images&cd=&cad=rja&uact=8&docid=iPk1m15jF2L
past. 1YM&tbnid=8vsTaajNG6ZT-M:&ved=0CAcQjRw&url=http%
3A%2F%2Fwww.burnleyswitch.org.uk%2Fvolunteering%
2F&ei=0qg4VJ2JJs_NggSF54GACw&bvm=bv.77161500,d.
cWc&psig=AFQjCNHCRPdjr9vdFMeWXytVK8M7WO1LQg&
ust=1413085761351227

First, observe the chart addressing a Verb tense contrast. Pay special attention to the words and phrases
expressing number of times. Also, observe how those phrases match with the Time expressions given
in the chart.

I am sure that now you have a clear idea of how to make statements using number of times and time
expressions. Lets see,

This year, Sana volunteers at the homeless shelter once a week.

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51
Gua didctica: Ingls IV PRIMER BIMESTRE

A point that deserves special attention is the required agreement


between the time expressions with the verb tense (present, past,
present perfect).

This is, for statements in Present tense we should use time expressions
such as a week, each month, and others which correspond to present
actions.

Now, learn by yourself the time expressions that correspond to Past Tense and to Present Perfect.

For additional practice, I propose the following activity.

Fill in the following chart with expressions corresponding to each verb tense. Make different
combinations. Then, select one of the expressions to form a sentence.

Follow the example.

Expressions showing repeated


Verb Tense Example
actions
Present Three times a day (daily) Patty has to take her medicine three times a day.

Past Many times last week

Present Perfect Several times so far

It is a good idea to go on with activities 2 and 3, isnt it? Also, work with the activities given in the
workbook for Unit 5.

5.3. Reading: Running with Ropes

Are you a little surprised about the title of the Reading of Unit 5?

It seems to deal with interesting information, doesnt it?

Please, start by answering the questions of Lesson D, and then go on reading


http://smarteregg.com/wp-content/
uploads/2011/01/eyesreading.jpg the article. Use the titles and the pictures to predict.

To have a good reading practice, remember you have to use context clues
to figure out the meaning of unfamiliar words.
Important: Identify positive and negative words.

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Once you have read the article, you can play your audio CD2 track 21. This is a good way to learn the
correct pronunciation of new words. Another practice is to underline the new words while listening to
this audio.

Use a dictionary if it is difficult for you to guess


the meaning of the new words in context.

Would you like to read a nice story? In your workbook, lesson D you have the
article A smile for kids. I am sure this story will catch your interest. Moreover,
there are some activities to be completed here. This practice will increase your
http://smarteregg.com/wp-
content/uploads/2011/01/
reading skills.
eyesreading.jpg

Now I have some questions for you, Who used to tell you your favorite stories? Maybe
one of your teachers, your parents, a friend, a neighbor? What kind of books or stories
did you read in your childhood?

In Lesson E, WRITING, we have another reading article Story Lady. Please, read it
https://encrypted-tbn0.
after having answered the questions given at the top of the page. Additionally, it will gstatic.com/

be a good practice to carry out activities C and D.

Dear student, Was it interesting to plan and write a paragraph about a person who
made a difference in your life? Be careful to include specific details.

Dear student, I invite you to share the paragraph you wrote through the
EVA. The more you practice writing, the more you learn the new grammar
structures.
It will be interesting to see what you think about a person who made a
difference in other peoples life.
http://idata.over-blog.
com/5/71/97/86/emailing.jpg

I am sure you are ready to go on with the activity of Lesson F to get additional reading practice. In
Grammar connections we have a chart which illustrates the use of USED TO and BE USED TO.

What is important to memorize from this grammar point is that the form USED TO is only applied
to talk about PAST HABITS. On the other hand, the form BE USED TO can be used to talk about
present habits.

Dear student, did you get to understand how those verb forms must be used in sentences?

If your answer is NO, you can talk to your tutor to get the explanation you need.

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53
Gua didctica: Ingls IV PRIMER BIMESTRE

Active Listening
Would you like to have additional listening practice while watching a
funny real life episode?
Great.
Use this link to watch a video made by the Oxford University Press ELT,
https://encrypted-tbn0.gstatic.com/
images?q=tbn:ANd9GcSiYurOjamH00
for students of English.
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
GYrxhXzS1A http://youtu.be/HdN1VAZxGik

Now, it is the time for the self-assessment of Unit 5.

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PRIMER BIMESTRE Gua didctica: Ingls IV

Self-assessment 5

Activity 1. Select the options with the correct answer.

1. Choose the option that completes the dialogue correctly.

A: Dr. Flyn, will you let us know your response _________ you decide?

B: Oh, yes. I won`t tell you anything _________ I am totally sure.

a. as soon as/until

b. until/so that

c. as soon as/so that

2. Select the incorrect sentence.

a. As soon as she calms down, I will have lunch.

b. As soon as she calms down, we have lunch. (Feedback: Use future tense in the main clause)

c. As soon as she calms down, we will have lunch.

3. Select the correct sentence.

a. Well wait until she will arrive to tell her. (feedback: the present tense is required in the UNTIL
clause)

b. Well wait until she arrive to tell her.

c. Well wait until she arrives to tell her .

Activity 2. Complete the following sentences with the corresponding verb forms.

a. Sue (work) part-time .. she finishes her studies.

b. As soon as the teacher (leave) the classroom, Mireya .. (talk) to


her.

c. Brenda .(pick up) her children .. she ..(leave)


school.

d. Michael (study) English .. he gets a job.

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55
Gua didctica: Ingls IV PRIMER BIMESTRE

Activity 3. Select the best option to complete these sentences

1. I .eat a lot of oranges as a child.

a. didnt used to

b. did used to

c. used to

2. What kind of music are you used while you work?

a. to listening

b. to listen

c. listen

3. Elsie eat vegetarian food.

a. is used

b. used to

c. is used to

Activity 4. Select the options that complete the following sentences correctly.

1. We didnt fight that way.

a. use to

b. used

c. used to

2. Herbert .play basketball after school long time ago.

a. use to

b. used to

c. uses to

3. I never used .so late.

a. to get up

b. get up

c. got up

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4. I never, but now I smoke twenty a day.

a. use to smoke

b. used smoke

c. used to smoke

5. You didnt use . chess with your friends, but nowadays you play chess with your
computer.

a. to play

b. play

c. played

See the answer key at the end of this guide.

Dear student,

Again we invite you to participate at the EVA platform sending a paragraph about
your learning experiences.

The more number of participations you have, the more experience you obtain from
your classmates feedback.

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57
SEGUNDO BIMESTRE Gua didctica: Ingls IV

SEGUNDO BIMESTRE
6.5 Generic Competences
Generic Competences are common for all the majors in the UTPL. They address the capacity to master
educational thought and the language at a higher level that allows a high professional performance
in English as a foreign language. Additionally, it refers to the capacity to examine his/her linguistic
production for professional improvement.

Generic Competences of the UTPL:

Ability to understand the universal values of Christian Humanism.

Ability to work autonomously.

Ability to organize and plan ahead.

Ability to communicate orally and in writing.

Ability to communicate in a foreign language.

Ability to organize and plan study time.

Ability to put into practice all the acquired knowledge.

Ability to organize time management.

Ability to handle ethical commitment.

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59
6.6 Planning for the students work

60
Competences Learning Indicators Contents Learning activities Guiding schedule

Ability to apply the reading and Differentiates the use of although UNIT 6. TIME ead comprehensibly the whole
R Week 1
writing skills in texts on topics of from even though in concession Clauses of concession: although contents of Unit 6 in your textbook.
4 hours for self-study
personal interest. clauses. Read the guidelines in the didactic
Clauses of Reason and Concession: .
Differentiates the connectors guide for Unit 6.
Gua didctica: Ingls IV

Ability to connect phrases in order to contrasting because and Although.


because and although 4 hours of interaction
form coherent paragraphs to describe Identify the grammatical structures of
present and past events addressing Differentiates clauses of reason and Reading: The Impact of Unit 6.
real life situations. concession. Technology
Comprehend the contents of the
Organizing a paragraph by reading article The Impact of
Reads comprehensibly texts about
describing advantages and Technology. Carry out the related
technology.
disadvantages. activities.
Recognize the difference between
.So and such Write about time-saving devices.
facts and opinions
Practice writing focusing Carry out the activities proposed for
similarities and differences of unit 6 in the workbook.
time-saving devices. Review the tutors announcements
and participate on the EVA,
Complete the self-test 6.
Start carrying out the distance
assignments.
SEGUNDO BIMESTRE

MODALIDAD ABIERTA Y A DISTANCIA


Competences Learning Indicators Contents Learning activities Guiding schedule

Ability to apply the reading and Identifies and uses who and that UNIT 7. SHOPPING Read comprehensibly the whole Week 2
writing skills in texts on topics of as the subject of a dependent Who and that in dependent contents of Unit 7 in your textbook.
4 hours for self-study
personal interest. clause. clauses Read the guidelines in the didactic .
Ability to connect phrases in order to Uses that as the object of a That as the object in a guide to study Unit 7
dependent clause. 4 hours of interaction
SEGUNDO BIMESTRE

form coherent paragraphs to describe dependent clause Identify the grammatical structures of
present and past events addressing Uses transition words properly. Transition words: First, second, Unit 7. Use adjective clauses to write
real life situations. Understands reading articles next, furthermore, moreover sentences.

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concerning shopping. and finally. Use the learned transition words in
Practice reading using topic- Reading: The Smart Shopper. writing practice.
related vocabulary A persuasive paragraph about Read the newspaper article The smart
Practices writing using transition shopping online shopper and identify the given
words in paragraphs compound words.
Clarifying questions
Carry out the activities proposed in
our textbook and workbook Ventures4
for unit 7.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 7.
Go on carrying out the distance
assignments.
Prepare the assignment and
participate at the FORUM 2 for INGLES
IV.
Gua didctica: Ingls IV

61
Competences Learning Indicators Contents Learning activities Guiding schedule

62
Ability to apply the reading and Contrasts and uses the present UNIT 8. WORK Read comprehensibly the whole Week 3
writing skills in texts on topics of perfect and the present perfect Present perfect and present contents of Unit 8 in your textbook.
4 hours for self-study
personal interest. continuous. perfect continuous. Read the guidelines in the didactic .
Ability to connect phrases in order to Differentiates the participial Adjectives ending in ed and guide to study Unit 8
adjectives. 4 hours of interaction
form coherent paragraphs to describe ing. Identify the grammatical structures of
present and past events addressing Uses participial adjectives in Reading: Hard and Soft skills. Unit 8.
Gua didctica: Ingls IV

real life situations. sentences. Use the present perfect and the
Cover letters applying for a job.
Identifies vocabulary related to present perfect continuous tense in
Polite requests and offers
job skills in reading newspaper sentences.
adds. Read the article Hard and Soft Job
Practice writing applying perfect Skills and carry out the activities
tenses. based on it.
Carry out the activities proposed in
our textbook Ventures4 for unit 8.
Write a letter applying for a job.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 8.
Go on carrying out the distance
assignments.
Prepare the assignment for the CHAT 2
of INGLES IV.
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Competences Learning Indicators Contents Learning activities Guiding schedule

Ability to apply the reading and Uses the present unreal UNIT 9. DAILY LIVING Read comprehensibly the whole WEEK 4
writing skills in texts on topics of conditional properly. Present Unreal conditional contents of Unit 9 in your textbook.
4 hours for self-study
personal interest. Identifies and uses connectors Read the guidelines in the didactic
Connectors: Since and So. .
Ability to connect phrases in order to Identify cause and effect in guide to study Unit 9.
Reading: All things are 4 hours of interaction
SEGUNDO BIMESTRE

form coherent paragraphs to describe reading practice. connected. Identify the grammatical structures of
present and past events addressing Use antonyms Unit 9.
Environmental problems
real life situations. Carry out the activities proposed in
Write a cause and effect focusing causes and effects.

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paragraph our textbook Ventures4 for unit 9.
Present real conditional vs.
Contrast present and present present unreal conditional Write sentences using the Present
unreal conditionals Unreal Conditional form.
Carry out the reading activities based
on the article All things are
connected.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 9.
Go on carrying out the distance
assignments.
Prepare and participate at the Video-
colaboracin activities for INGLES IV .
Gua didctica: Ingls IV

63
64
Competences Learning Indicators Contents Learning activities Guiding schedule

Ability to apply the listening skills to Compare and practice future real UNIT 10. FREE TIME Read comprehensibly the whole
comprehend the main ideas of a conditional and present unreal Conditional Sentences: Future contents of Unit 10 in your textbook.
WEEKS 5 and 6
speech or lecture concerning matters conditional. Real and Present Unreal. Read the guidelines in the didactic
related to work, school and everyday Expresses hopes and wishes guide to study Unit 10. 4 hours for self-study
Hope and Wish
activities. properly. .
Reading: Special Birthdays After reviewing the grammar focus,
Ability to apply the reading and Introduce and read Special around the world. complete the sentences using the 4 hours of interaction
Gua didctica: Ingls IV

writing skills in texts on topics of Birthdays around the world structure for Future Unreal
Punctuation marks signaling
personal interest. Recognize punctuation that conditionals.
definitions.
Ability to connect phrases in order to signals definitions Carry out all the activities proposed
Favorite holidays or
form coherent paragraphs to describe Learn about multiple-meaning for the different sections of unit 10.
celebrations
present and past events addressing words. Read the article Special Birthdays
Tag-questions
real life situations. Writes a paragraph about a around the world and develop the
favorite holiday or celebration. proposed activities in the Reading
section.
Read the paragraph My Favorite
Celebration and carry out the
activities proposed in the Section
Writing.
Review the tutors announcements
and participate on the EVA,
Complete the self-test 10.
Go on carrying out the distance
assignments.

Units 6 to 10 Finish working on the Second Distance


Evaluation.
Weeks 7 and 8
. Reviewing the contents of units 6 to 10.
. Preparation for the second term onsite
evaluation.
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6.7. Specific guidelines for learning through competencies

Welcome back to the second term, dear student. Please, take your textbook, your workbook, and the
other study materials, and together let`s start studying the coming five units. It would be a good idea to
review the section General Guidelines to Study given in the preliminary pages of this didactic guide.

Unit 6. Time

http://www.corexcellence.com/wp-content/
uploads/2014/09/timeflies.jpg

6.1. Clauses of Concession: although

Do you know when to use although in a sentence? According to Bitterlin, Johnson,


Price, Ramrez and Savage (2014), although is used to introduce a dependent clause
which provides information that is surprising or unexpected compared to the
http://www.cpeig.org/portal/
information given in the main clause.
node/706.

Concession clauses can come at the beginning or at the end of a sentence.

Observe:

Although Juan has a Masters degree, he works as a store clerk.

Juan works as a store clerk although he has a Masters degree.

Did you observe the use of the comma only when the concession clause is at the beginning? Great.

Another pair of sentences,

Although lots of e-books are offered, many people prefer to read printed
books.
Many people prefer to read printed books although lots of e-books are
offered.

http://www.greecepubliclibrary.org/ebooks.

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Gua didctica: Ingls IV SEGUNDO BIMESTRE

In the sentences above you can notice that the although clause comes with a main clause (Many people
prefer to read printed books). The although clause provides information which answers the question,
Why is this unexpected?,

So, analyzing the given example, the question is Why is it unexpected or surprising that people prefer to
read printed books?, its answer is Because lots of e-books are offered. Here the information given in the
although clause is what answers the question.

Was this explanation useful for you? I think so.

http://cralagaznata.centros.educa.jcyl.
es/bitacora/index.cgi?wIdPub=36.

Now, to put in practice what you have learned, you can continue with
the listening practice for Unit 6 in Lesson A (workbook) and to go on
with the given activities in both: the basic textbook and the workbook.
Here you will find different types of exercises, such as matching, some
writing based on a survey, and other exercises to practice this grammar
http://www.dreamstime.com/royalty-free-stock-
images-blue-exercise-book-pen-isolated-white- point.
background-image31117139.

Be careful,

Notice that you can form concession clauses using although or even
though. Both although and even though have a similar meaning.
Observe:

Although he refused to buy a


he had enough money,
Even though digital camera.

6.2. Clauses of Reason and Concession: Contrasting because and although.


Before you study lesson C, consider the following information which will be useful for a better
understanding of how to use because and although in sentences.

Because is a word used to explain reasons for information in the main clause. When we use a clause of
reason, the main clause expresses a logical result.According to study Zone, this answers the question
Why? (What caused this?), for example,

I didnt call her because I dont have my cell phone activated.

You can write this same sentence as follows:

Because I dont have my cell phone activated, I didn`t call her.

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Now, to summarize the two grammar points studied above, we can say that what differentiates because
from although is its purpose. Because starts a clause of reason while although and even though start a
clause of concession.

The plane took off even though/although there weresevere storm conditions.

The pilot wasnt able to landbecause there waspoor visibility.

At follows we have a chart that summarizes and illustrates the grammar points studied in Unit 6.

(Adapted from Grammar-Quizzes.com)

LOGICAL / EXPECTED ILLOGICAL/UNEXPECTED REASON.


Because adds a logical reason to the action in Although/even though add acontrary reasonto
the main clause. The cause effect (effect-cause) the action in the main clause. There is no
relationship is what we would expect. logical cause-effect relationship. The effect or
reasoning is contraryto our expectation.

http://thumb9.shutterstock.com/display_pic_with_logo/239053/162190442/stock-
http://comps.canstockphoto.com/can-stock-photo_csp14804700.jpg vector-set-of-household-appliances-icons-162190442.jpg

Example: Example:
Pam loves the microwave because she can use it to She enjoys shopping for the latest kitchen
thaw meat quickly. devices, although some of them are very
expensive.

Was the chart above useful for you to have a better understanding? I hope so.

Now, dear student, it is your turn. Please, complete the proposed exercises in your workbook for these
grammar points. You will have a good practice if you carry out all of them.

6.3. Reading: The Impact of Technology

Have you ever thought about how technology has changed our lives? Please, read
the article given in Lesson D and carry out the given exercises based on it.

http://bloggless.com/it/hardware-future-
the-advent-of-everything-getting-thinner-
sharper-and-more-consolidated/.

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Activity 3, After you read, through the magazine article titled The Impact of Technology, will teach you
recognize the difference between facts and opinions. Additionally, this lesson provides practice using
new topic-related vocabulary and using multiple-meaning words.

Lesson E Writing, provides some activities to use advantages and disadvantages of a time-saving device,
to organize a paragraph. Do not be reluctant to do it. In task C there is a diagram to be completed with
information from the reading article My favorite time-saving device.

Please, follow all the instructions to write the paragraph.

Did you get a good paragraph? I guess you mentioned the cell phone, or maybe the laptop. Did I guess?

Now, this is the time to share the lines you wrote through the EVA.

It will be nice to learn what your time-saving device is. Would you like to
know what your classmates think about this topic? Then, start sending
your task.
http://idata.over-blog.
com/5/71/97/86/emailing.jpg

Lesson F Another view, offers you an exercise to practice reading and understanding a table about daily
Internet activities.

In the section Grammar connections, we have a grammar chart to show the use of SO and SUCH.

Let me explain you that SO + ADJECTIVE is used to emphasize something. Additionally, SUCH is also
used for emphasis. Did you see the difference between so and such? Of course. SO is only used with an
adjective, while SUCH requires an adjective and a noun.

Finally, to consolidate your learning of this grammar point, do this exercise.

Write the response from the options that best complete the sentences.

1. It was ..thatwe couldnt see much.

a. such a cloudy night

b. so a cloudy night

2. The night was thatwe couldnt see much.

a. such a cloudy

b. so cloudy

Your answers? I am sure they were correct. (1. a ; 2. b)

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Active Listening
Would you like to have additional listening practice while watching a
funny real life episode?
Great.
Use this link to watch a video made by the Oxford University Press ELT,
https://encrypted-tbn0.gstatic.com/
images?q=tbn:ANd9GcSiYurOjamH00
for students of English.
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
GYrxhXzS1A http://youtu.be/JNrIgdZjDYE

Now, dear student, if you are sure that you understand the lessons, you can continue with the self-test. If
you require additional explanation, contact your tutor.

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Self-Evaluation 6

Activity 1.- Complete the following sentences with the correct word(s)

1. the dolphin lives in the sea, it is not a fish its a mammal.

a. Although

b. So that

c. Because

2. Mail service was delivered .. the weather was bad.

a. because

b. although

c. so that

3. The mail was not delivered . the weather was bad.

a. because

b. even though

c. so that

Activity 2. Complete the conversation below. Use although/even though or because.

(adapted from: eslstation.net/interactive)

A: Why didnt John drive his car?

B: Johncar-pooled with a friend(1)he was too tired to drive all the way to San
Francisco.

A: Thats right. Many people drive (2)theyretired, and some of them cause
accidents.

B: I guess that John is always tired (3). he doesnt get enough sleep. On the contrary,
(4).. his friend was out until 1 a.m. the night before, he was in much better shape to
drive than John.

Activity 3. In the following sentences, identify which ones express a logical or expected sense and which
ones express an illogical and unexpected sense. In the parentheses, write 1 for logical and 2 for illogical.

a. Joel bought a new voice mail becausehe wanted a better one. ( )

b. Justin bought a new iPodeven thoughhe already has another good one. ( )

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c. Brenda sold his old food processor because she doesnt need it anymore. ( )

d. Even though Toms digital camera has had a few problems, Consumers Report rated it very
high. ( )

e. Toms digital camera came with an adapter although Tom didnt order it. ( )

Activity 4. Complete the sentence with SO or SUCH.

a. Im having___________a good time here that I dont want to go.

b. It was ___________a wonderful movie that I want to see it again.

c. Dont drive _________ slowly or well never get on time.

d. Dont buy that book! Its ___________a waste of money

See the answer key at the end of this guide.

Dear student,

As said in the previous study units, we would be glad to have your comments and/
or suggestions you may have for your classmates and your tutor.

Do not be reluctant to write and upload them to the EVA.

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Gua didctica: Ingls IV SEGUNDO BIMESTRE

Unit 7. Shopping

http://galleryhip.com/children-shopping-clipart.html.

7.1. Subject Pattern Adjective Clauses


Through the study of Unit 7 you will be able to learn to introduce who and that as the subject of a
dependent clause.

What is an Adjective Clause?

An adjective clause is a dependent clause that gives additional information about a


http://www.cpeig.
org/portal/node/706. noun. The examples in the grammar chart in Lesson B can help you understand this
information much better.

Observe the following sentence which is showed in Lesson B.

The camera that is on sale costs only $ 99.

What is the noun that is being described?


The camera.

http://www.cleanlinesurf.com/theshop/
wp-content/uploads/2012/10/gopro_
hd2_20percent_off.jpg

When we combine sentences to create a new sentence with an adjective clause, we omit the subject of
the second simple sentence (it) and use a relative pronoun (that).

Observe the sentences given as a model in Lesson B.

The camera costs only $ 99. It is on sale. (two separated ideas about a thing)

The camera that is on sale costs only $ 99. (two ideas in one sentence. The pronoun that works as a
connector)

Dear student, you may be asking yourself why these clauses work as subjects in the new sentence.
To solve this question, at follows we provide additional information about the formation of ADJECTIVE
CLAUSES, as SUBJECTS. Observe,

In subject pattern clauses, the relative pronouns (who, that, which) are the grammatical subjects of the
clauses.

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To illustrate the grammar point being studied, lets analyze this sentence sample.

A man spoke to us. The man was wearing a green suit. ->
A man who (that) was wearing a green suit spoke to us.

The sentence with who has an adjective clause:


who was wearing a green suit. In the clause, who is the
subject.
The clause modifies (describes, explains, specifies) the subject
http://thumb1.shutterstock.com/
of the sentence: a man. display_pic_with_logo/980267/184970870/
stock-photo-elegant-young-handsome-man-
wearing-glasses-and-watchers-running-
businessman-in-a-suit-184970870.jpg

Important:

Observe the chart titled USEFUL


LANGUAGE in the basic textbook.

Is this explanation clear enough for you, dear student? If you need to review this topic, please turn to
page 145 of the textbook.

When you are sure that you understand the lesson, you can continue with the exercises in Lesson C. Also,
it will be a good practice to carry out all the exercises given in the workbook.

Now, I have a question for you. Do you remember why these sentences are called Subject-pattern
adjective clauses?

Let me confirm your answer. This is because the information is focused to the SUBJECT of the sentence
(a person, a thing, a place, an idea, etc.)
Dear student, to consolidate your learning of this grammar point,
again lets take the two pieces of information about the camera:

The camera only costs $ 99.

The camera is on sale.

Now, your turn.


http://www.cleanlinesurf.com/theshop/wp-content/
Please, on the line below, write the new sentence using an adjective uploads/2012/10/gopro_hd2_20percent_off.jpg

clause, this time, without looking at the former given example.

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7.2. Object-pattern adjective clauses


-Now, In Lesson C you have another kind of adjective clauses: Object-pattern adjective clauses.

Carefully, observe the grammar chart focusing the use of THAT. The sentence pattern showing an
adjective clause, clearly demonstrates a different structure.

I like the car (that) you bought.

What kind of car the speaker likes? The car you bought.

As you may have concluded, in this sentence, the adjective clause works as http://

fc02.deviantart.net/fs12/i/2006/293/3/6/a_
the object of the sentence, Car_by_hrum.jpg

.. the car that you bought.

For better understanding, let me analyze another example:

I dont like the new car. I saw it outside. ->


I dont like the new car that I saw outside.
Observe that the relative pronoun, that, replaces the phrase
the new car. And this is followed by a complete statement,
I saw outside. http://www.hobbsparker.co.uk/Images/Slider/HP/
CarsClassic.jpg
In other words, Object-Pattern Clauses have that name because
in them, the relative pronoun replaces the object of the clause.

Important:
Our textbook Ventures4 focusses the use of THAT in Object-Pattern Clauses.
Additionally, we can use another words: who for people and which for things.

Examples:

I enjoyed talking to the person (who) (that) we met at Jacks party.


The trip (that) (which) I took last week was quite interesting.
Remember that ,
In object-pattern adjective clauses, relative pronouns are often omitted, particularly
in speaking:
Thats the person who(m) / that we were talking to. ->
Thats the person we were talking to.

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The following is an assignment for you.


Please, form the new sentence using the correct object-pattern clause. Write it on the line below.
I enjoyed the trip. I took the trip last week.

Great, dear student. I am sure you did your assignment correctly.

At follows, you have some useful guidelines.

Be careful,

Observe the following special


notes to avoid mistakes.

1. Adjective clauses come after the nouns that they modify:

wrong: The new car belongs to Bob that is parked outside.

2. right: The new car that is parked outside belongs to Bob.

Do not use both a subject pronoun and a relative pronoun:

wrong: The new car that it is parked outside belongs to Bob.

right: The new car that is parked outside belongs to Bob.

Finally, an important question for you. Can you differentiate a subject-pattern clause from an object-
pattern clause?

I guess you can. We can differentiate both types of clauses easily. How?

Observe:

1. The subject-pattern clause is followed by a verb form (affirmative or negative).

Example: I dont like the new car that is parked outside,

On the other hand, the object-pattern clause is followed by a noun (or noun phrase) or a pronoun that
starts a new sentence.

Example: He is the person (who) we were talking to.

Did you understand the difference between the two clauses studied above? I hope so.

2. Only in object-pattern clauses, the relative pronoun, that, who, which, can be omitted.

To test your understanding, try this mini-test.

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Please, from the sentences below, identify the ones showing subject-pattern adjective clauses (write SP
in the parentheses) and the ones showing object-pattern adjective clauses (write OP in the parentheses)

1.() The people who were injured in the accident were friends of mine.

2.() The meeting thats on Saturday is very important.

3.() The trip (that) I took last week was quite interesting.

4.() Thats the person (who) we were talking to.

5.() That man who is from Sweden speaks six languages.

I guess your responses were correct. That is why I am not providing the answer
key. But, if you want to compare your answers with someone else, use the EVA
to contact your classmates and/or your tutor.

http://cralagaznata.centros.
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.

7.3. Reading: The Smart Shopper

What do you think a smart shopper is?


Youre right! A smart shopper is someone who knows where to buy things at a good
price, and also uses coupons and finds sales.
http://www.cpeig.
org/portal/node/706.

In Lesson D, you have a newspaper advice column about shopping. What do you
think this newspaper column is about? Right. It deals with several ideas to make
good shopping decisions.

http://smarteregg.com/wp-
content/uploads/2011/01/
eyesreading.jpg

Now, listen to the class audio CD2 track 27. It is suggested to read and underline the
words and expressions you dont know while you listen. Then, read the information
again and try to understand the meaning of these words in context. Additionally, you
may use a dictionary to look up their meaning.
http://cdn.flaticon.com/
png/256/35577.png

Did you notice any compound nouns in the reading?

Yes, jewelry lover and return policy are good examples of compound nouns. To know more about
compound nouns, please review the information in activity 3B in lesson D.

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For further practice, you can read the letter in lesson D and complete the given activities. It will be good
if you carry out all the exercises to get to master the grammar points studied in Unit 7.

IMPORTANT

Make use of the exercises provided in the workbook, all of them give you practice and skills you
need to communicate in English appropriately.

In Lesson E WRITING, you have information about the use of TRANSITION WORDS. Observe that a
TRANSITION WORD is a very important element in a paragraph.

This section provides a model paragraph titled Reasons you shouldnt shop online. Here you can observe
how they use transition words such as first, second, next, furthermore, moreover, and finally, to signal a
list of reasons in a paragraph.

The next step is to write the given exercise by following all the directions given in this section.

Through the article of a newspaper advice column Why you shouldnt shop online, you
will become aware of important recommendations to shop online.
Additionally, you have the opportunity to identify the transition words in this article and
to practice your own writing by following the model paragraph.
http://st.depositphotos.
com/1801426/3933/v/950/
depositphotos_39330407-
Emoticon-showing-thumb-up.jpg

One more time, dear student, I invite you to share the paragraph you wrote
through the EVA. This way, all the students in this course could learn from
each other.
Have you ever shopped online? It will be nice to see your ideas and your
experiences about shopping online. http://idata.over-blog.
com/5/71/97/86/emailing.jpg

In Grammar Connections there is an explanation chart showing the use of WH-WORDS in clarifying
questions. This occurs in real language.

Did you realize the structure of those QUESTIONS? I hope so. They are affirmative statements that include
wh-words and have the role of questions. Notice that the speakers use this form when they are unsure of
what a person has said and would like to clarify something. Observe:

Allan: I went to the mall

Brenda: You went where?

Here, Brenda asked this question because she was unsure of what Allan said. She wanted to clarify that
Allan said mall.

Now, a question for you: How are clarifying questions different from regular questions?

I am sure you have the answer, The question words (Who, What, Where, why, When, and How) come at the
end instead of at the beginning of the sentences. Also, there are no helping words like do or does.

Finally, carry out the other activities in this page to consolidate your understanding.

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Active Listening
Would you like to have additional listening practice while watching a
funny real life episode?
Great.
Use this link to watch a video made by the Oxford University Press ELT,
for students of English.
https://encrypted-tbn0.gstatic.com/
images?q=tbn:ANd9GcSiYurOjamH00
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
http://youtu.be/HHvW9SyASmg
GYrxhXzS1A

Now, the time for a self-test arrived.

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Self-Evaluation 7

Activity 1.- From the following sentences select the one showing the correct combination of the two
given sentences.

1. Many people shop online. They are looking for new electrical devices.

a. Many people they are looking for new electrical devices shop online.

b. Many people who are looking for new electrical devices they shop online.

c. Many people who are looking for electrical devices shop online.

2. I have a friend. He knows a lot about computers.

a. I have a friend who he knows a lot about computers.

b. I have a friend who knows a lot about computers.

c. I have a friend he knows a lot about computers.

3. The microwave didnt fit in my kitchen. It was on sale.

a. The microwave was on sale that didnt fit in my kitchen.

b. The microwave that didnt fit in my kitchen was on sale.

c. The microwave it didnt fit in my kitchen was on sale

Activity 2. Match the sentence parts to form Object pattern adjective clauses.

1. The shoes are the wrong a that Allan is writing


size.

2 The report . is due in one b that I got at a secondhand shoes store


week.

3 The cell phone . is damaged. c that she ordered on the internet.

4 The two coats are the d that Sonnia picked up from the
wrong size. supermarket

5 The meat.. is e that she got for her twins


spoiled.

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Activity 3. From the given options, select the one that completes the conversations with a clarifying
question correctly.

1. A: So, Alice, I was walking down the street today and, all of sudden, I saw Francis.

B: You saw.

A: Francis

a. who?

b. what?

c. how?

2. A: I had to finish this task, so, I worked eighteen hours last weekend.

B: You worked.?

A: Eighteen hours.

a. how many hours?

b. what?

c. how much?

3. A: Hows your presentation going?

B: I have to work hard on it since its due on Thursday.

A: Its due .

B: Thursday.

a. when?

b. what time?

c. where?

See the answer key at the end of this guide.

Dear student, as said in the previous study units, we would be glad to have your
comments and/or suggestions you may have for your classmates and your tutor.

Do not be reluctant to write and upload them to the EVA.

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Unit 8. Work

http://cache4.asset-ache.net/xc/505194883.
jpg?v=2&c=IWSAsset&k=2&d=wpraL-kBmPdL_
v0JKKymEkwHVun___FYxt_hUKLj2Ko1

8.1. Present Perfect and Present Perfect Continuous


Did you have a revision of the grammar chart in your textbook, lesson B?

Did you realize the difference between these two types of verb tenses?

At follows, you have a chart to observe:

Present Perfect Present Perfect Progressive

Have/has+ past participle Have/has/have been + -ing


I have been to Europe. (at some time before I have been living here for six years. (up until
now) now)

I hope you understand the components of these two structures easily, dear student. The next step is to
learn the usage of them.

Here you have an explanation taken from Study Zone

Function

The present perfect is used when the time period has not finished.

I have seen three moviesthis week.

(This week has not finished yet.)

The present perfect is often used when the time is not mentioned.

Gerry has failed his examagain.

The present perfect is often used when the time is recent.

Ikuko hasjustarrived in Victoria.

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The present perfect is often used withforandsince.

Greg has lived herefor20 years.

Greg has lived heresince1978.

Was that a good explanation for you, dear student? I hope so. Now, let`s continue
http://st.depositphotos.
with the Present Perfect continuous, according to Study Zone.
com/1801426/3933/v/950/
depositphotos_39330407-
Emoticon-showing-thumb-up.
jpg

Like all Present Perfects, the Present Perfect Continuous links an action in the past with the present
time. In English, there are two main uses of the Present Perfect Continuous (also called Present Perfect
Progressive).

1. We use the Present Perfect Continuous when we want to emphasize how an action that started in
the past has continued without stopping until now and is still taking place.

So, for example, if youre in a doctors waiting room, you can say:

Ive been waiting for fifteen minutes.

Youve been waiting for fifteen minutes and youre still waiting now.

2. We use the Present Perfect Continuous for an action that happened in the recent past (a short time
ago), and we can see the result of that action now in the present.

So, for example, if someone looks unhappy and their eyes are red, you might say:

Shes been crying.

Shes not crying now, but we can see the result of the crying, which happened a short time ago.

Now, dear student, it is your turn. Please, carry out the exercises given in our textbook
and in the workbook. Also, listen to the audio, CD 2 Track 17.
http://cdn.flaticon.com/
png/256/35577.png

8.2. Participial adjectives: Adjectives ending in ed and -ing


Participial adjectives are verb forms ending in ed or in ing. What is important, dear student, is to be
aware of the uses of these adjectives.

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We use the past participle, ending in -ed , -en, or -t to modify a noun that is the receiver of the
feeling or emotion.
Example:
The family was entertained by the clown.

(be + past participle form)

http://www.itawambacountyschools.com/
iac/8th%20%20grade%20web%20pages/All%20
About%20Me/Coby%20W/Family.1.jpg

Now, another explanation,

On the other hand, we use a present participle, ending in -ing, to modify a noun that is thesource
(agent or cause) of the feeling or emotion.
Example:
The clown was very entertaining.
(very + present participle form)

At follows we have another way to explain this grammar point. Observe:

Interesting people will speak during the class.

(People cause others to feel interest.)

Boring speakers put their audience to sleep.

(The speaker causes others to be bored.)

I was surprised to see sheep walking on the road.

(the speaker is the receiver of the feeling or emotion)

The students seemed amused by the short films.

(The viewers feel the amusement.)

Are you ready to complete the exercises with participial adjectives? Of course. So, use the exercises in
Lesson C and to get more practice develop the exercises in the workbook.

8.3. Reading. Hard and Soft Job skills.


In Lesson D, you have an interesting magazine article. Through this reading practice, your vocabulary
range will be extended by focusing on the use of the word skills in the contexts of jobs. For this purpose
it is important to carry out all the activities proposed in this section.

Was it interesting? Have you ever read about Hard and Soft Job skills? Which topic called your attention
mostly? Now, you know the meaning of Hard Job Skills and Soft Job Skills.

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It would be a good idea to listen to the Class CD2, track 19. While you listen to this
audio, underline the words you do not know. Later, take a time to find the meaning of
those words.

http://cdn.flaticon.com/
png/256/35577.png

Did you do the given audio exercises? Good, if you did.

To improve your writing skills, Lesson E Writing offers an activity to learn about a cover letter.

Dear student, this is an important practice. Please, follow all the instructions in this section.

Let me tell you something about a cover letter.


This is composed of five parts: the senders address, the address
of the person to whom you are writing, the greeting, the body
of the letter, and the closing.
I guess you have already written one or more cover letters to apply for a job,
haven`t you?
http://blog.techfetch.com/wp-content/
uploads/2013/03/cover_letter.jpg

Now, dear student, plan and write a cover letter to apply for a job by following the model given in this
section. Think on a job you would like to apply for. Follow all the instructions given for this purpose.

I guess you had a good writing practice.


Now, would you like to share your cover letter with your tutor and your
classmates? It would be nice to see what your professional profile is.
Try!
http://idata.over-blog.
com/5/71/97/86/emailing.jpg

Now, I have a question for you. What do you think the fastest-
growing occupations are in Ecuador? Do you have any answer for
this?

http://www.freepik.com/free-vector/profession-and-
occupation-characters_711383.htm.

Anyway, in Lesson F you have an interesting activity related to fastest-growing occupations. Does it call
your attention? Carefully observe the list of those occupations in the chart given. Are they what you
expected? If you consider important, carry out the given exercise.

Finally, in Grammar connections there is a chart showing Polite requests and Offers. What do we have
here? Most of the questions are formed with Modals.

In which situations it would be important to be more polite? Maybe at work? Maybe when asking a
stranger for help with something?

Observe that the Modals Would, Could, Can, and the expressions Why dont .. and Let me/us.are
used to make requests and offers more polite.

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Additionally, to complete this section, take notes on the answers showed in the chart. Sure, No problem,
OK thanks, are answers that are common for these kind of questions.

Do you frequently use a question like this?

Why don`t you move your car?

A positive answer for this could be: Sure.

Active Listening

Would you like to have additional listening practice while watching a


funny real life episode?
Great.
https://encrypted-tbn0.gstatic.com/ Use this link to watch a video made by the Oxford University Press ELT,
images?q=tbn:ANd9GcSiYurOjamH00
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
for students of English.
GYrxhXzS1A
http://youtu.be/HHvW9SyASmg

The next step is the self-test for Unit 8.

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Self-Evaluation 8

Activity 1. Select the correct verb to complete these sentences.

1. The director has the cover letters from the Human Resources Office.

a. bring b. brought c. braught

2. Someone has ______ my bicycle!

a. stelt b. stole c. stolen

3. How many pages have you ______ for your homework?

a. write b. written c. wrote

Activity 2. Write correct sentences based on the prompts. Use the form of the present perfect correct,
and use for or since with the time expression.

1. Ten years / Mayumi and Yoko / work / in the same office

1. We / know / each other / childhood


I / live / here / five years

2. I / want / learn / foreign languages / I was fifteen

... . . . . . .

Activity 3. Complete the following paragraph by writing the verbs in parentheses in present perfect.

Jack (be). my friend for over 20 years. We (know) each


other since we were children. Recently, he and his family (move) ..to a
house on the same street as me, and now our children play together almost every day.
For the last ten years, Jack and I (play). for the same hockey team every Saturday. Jack
is a better player than I am, but in the last few months he (have)some trouble with
his left knee, and he (find) it hard to play a full game. He (see)..
the doctor several times about his knee, but the doctor doesnt know what is causing his pain.

Jack (decide). to take a break from hockey for a while, so that his knee can recover.
Its going to be lonely on the team without him!

Activity 4. Each sentence has a Present Perfect Continuous verb. For each sentence, decide which kind of
Present Perfect Continuous it isan action thats been continuing until now, or a recent action for which
you can see the present result.

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3. The national debt has been increasing steadily for the last three years.

a. action past until now

b. recent action with a present result

4. Theyve been working hard all morning.

a. action past until now

b. recent action with a present result

5. Youre covered in paint. Have you been painting?

a. action from past until now

b. recent action with a present result

Activity 5. Using each verb in brackets put a Present Perfect Continuous verb into each blank.

1. This is boring. It.. (rain) all day.

2. Arent they married yet? They. (date) forever.

3. Its time for a break. We.(practice) for two hours.

4. The economy.(improve) slowly but steadily since the recession.

Activity 6. Select the correct option to complete the sentences.

1. Our professor is a very __________ person; he has had many _____________ life experiences.

a. entertained excited

b. entertained. exciting

c. entertaining . exciting

2. While my brother was giving an _____________ presentation at work, he noticed that everyone
seemed very ______________ by the presentation.

a. interested ..amused

b. interesting .. amused

c. interested amusing

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3. A: How did Juan feel the next day at work?

B: He was__________.

a. exhausted

b. exhaust

c. exhausting

See the answer key at the end of this guide.

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Unit 9. Daily living

http://www.single-family-home-remodeling.com/images/
recycling-paper-large.jpg

9.1. Conditionals: present unreal


To start this grammar point, lets analyze the following:

A: What would happen if they recycled bottles and cans?

B: We would have less trash.

Both are UNREAL CONDITIONALS, why? Because the situation in the sentence isn`t possible at present.
In other words, the situation is imaginary.

Be careful!
We use present unreal conditionals with WOULD when we are very sure of
something.
Observe:

If we used less gasoline, we would reduce global warming.

http://thumbs.dreamstime.com/z/
global-warming-3545967.jpg

Dear student, please, review the grammar chart in Lesson B. Here, you have examples that illustrate this
grammar point clearly.

Is this topic totally unknown for you? Maybe, but this is not difficult to learn, isnt it?

Did you realize the components of these sentences? I am sure you did.

For additional comprehension, there is a grammar chart about CONDITIONALS on page 95. This lets you
establish the difference between Present real conditional sentences and Present unreal conditionals.

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Be careful!

In these sentences, thesimple past form is slightly different from usual in the
case of the verb BE. Whatever the subject, the verb form is were, not was: If I
were rich, Id buy a big house.

Example:

If I were you, I would drive more carefully in the rain. I am not you this is unreal.

To test your understanding, dear student, try the following. Select the option with the correct verb forms
to complete the given sentence.

If the weather ________ better, we ________ to the park.

a) was... would go b) were... would go c) were... will go

Your answer? Of course b). Why? Because in past conditional sentences we only
use the form WERE.

Now, dear student, it is the time for you to have more practice of this grammar point.
Please, develop all the proposed exercises for Lesson B in both the textbook and the
workbook.
https://encrypted-tbn3.gstatic.
com/

You know what comes next, don`t you?

For the practice of listening, you have nice audio exercises in CD2 track 25.

http://cdn.flaticon.com/
png/256/35577.png

9.2. Connectors: since and so


Lesson C starts with a grammar chart showing the use of since and so. Dear student, were you able to
establish the way to use these connectors? Did you realize their grammar is different?

Let`s see. What is important here, is to be clear about the meaning of these words and also about their
position in the sentence.

Observe: If SINCE expresses CAUSE, so this word initiates the clause where it is included. But, this clause
can be located in the first place or in the second place.

I guess you easily understood this point, dear student. Do you agree with me?

On the other hand, the word SO, which expresses EFFECT, is always located in the second sentence.

Let`s take a pair of sentences from the reading of the workbook to illustrate the use of since and so.

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Rabbits eat too much grass, so other animals have no food.


Since rabbits multiply very quickly, they have become a real problem in
Australia.

http://members.iinet.net.au/~rabbit/
nzwhite2.jpg

With this in mind, dear student, I propose you an exercise to test your understanding
of this grammar point.
Please, try the following.
http://cralagaznata.centros.
educa.jcyl.es/bitacora/index.
cgi?wIdPub=36.

Identify the sentence showing the correct use of a connector.

Warm water is expanding in the oceans. So, the sea level is


rising.

Warm water is expanding in the oceans. So the sea level is


rising.

Therefore the sea level is rising, warm water is expanding in


http://newsimg.bbc.co.uk/media/images/44476000/
the oceans. gif/_44476707_sea_level629x380.gif

Were you able to identify the required sentence? I guess your answer is a. Its right.

Why? Because SO is followed by a comma and is located in the correct position (starting the second
clause).

Do you agree on that this is the time to practice listening?

If so, listen to the class audio 2, track 26.


http://cdn.flaticon.com/
png/256/35577.png

9.3. Reading. All things are connected


I have a question for you. What do you think the title All things are connected means? Another question,
How do you think the reading article will relate to the environment?

I guess you are thinking about the picture with the frog. It this familiar to you? Go on reading it, dear
student.

Did you like it? Have you read this fable before?

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I guess you agree with me on the fact that the title All things are connected
means that everything we do has an effect on everything else on earth.

How to relate this idea to the environment?

Here I have one possible answer:

If we cut down on pollution, we will help save the earth. http://www.edimprovement.org/


wp-content/uploads/2014/09/
recycle_logo_copy.gif

Dear student, do not be reluctant to do the other activities proposed for this reading practice. Also, we
suggest you to pay special attention to the new vocabulary in this lesson.

The next thing to do? Practice writing. Please, review all the activities proposed in Lesson E Writing. A
lesson on a universally relevant topic which will really generate everybody`s interest! Remember these
contents could be related to the activities asked at the Distance Evaluation.

Regarding environment, what is the environmental problem you consider of prime importance in your
town? Maybe the garbage, the drinking water being contaminated, or the pollution caused by factories?

It would be interesting for everybody to know your answer to the former


question, dear student.

Also, if you share it with your classmates through the EVA, you could get
good ideas to help your town to solve that environmental problem. Do you
agree with me? http://idata.over-blog.
com/5/71/97/86/emailing.jpg

Good, then write your paragraph and upload it to the EVA.

To complete your practice of writing, read the paragraph The causes and effects of littering in your
workbook, Lesson E. Identify the causes and effects of littering and complete the outline of activity 1.

The coming section, Lesson F, offers a new opportunity to practice reading and understanding a chart
about reasons to live green. I invite you to think on this statement:

What would happen if people didn`t try to live green?

I guess you may have many different answers based on your own experience.

In Grammar Connections, there is a grammar chart contrasting present real conditional vs. present
unreal conditional. Was it easy to identify in what way are the verb tenses different? I hope so.

Observe the following:

If I have the visa, I travel to the USA. (this is possible)

If I had the visa, Id travel to the USA. (this is not possible at the moment)

Were you able to differentiate the two conditionals?

You only need to focus on the verb forms. For further practice, you have another exercise in your
workbook.

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Active Listening
Would you like to have additional listening practice while watching a
funny real life episode?
Great.
Use this link to watch a video made by the Oxford University Press ELT,
https://encrypted-tbn0.gstatic.com/
images?q=tbn:ANd9GcSiYurOjamH00
for students of English.
ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
GYrxhXzS1A http://youtu.be/5m5dNgnYX2Q

Now, if you consider you are ready, go on with the self-test below.

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Self-Evaluation 9

Activity 1. Follow the instruction to answer the following.

1. Select the verb that best completes the sentence.

We should ____________ bottles and cans.

a. cut down on

b. recycle

c. carpool

2. Select the word or phrase that best completes the sentence:

Living Green means taking responsibility for saving the earth from ____________________ .

a. cutting trees

b. global warming

c. energy consumption

3. Select the option showing only negative adjectives

a. Amused, excited, boring

b. Interesting, frustrating, boring

c. Bored, frightened, frustrated

4. Select the verb form that correctly completes the following sentence. (Unreal conditional)

Many items in the supermarket are packaged in plastic. If you ___________ products that are
packaged with recycled paper, you would help to reduce global warning.

a. chose

b. choose

c. chosen

5. Select the option that correctly completes the following sentence .

Marianna always stays in the shower for a very long time. If Marianna took shorter showers, she
_______________water.

a. would save

b. saved

c. wouldnt save

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Activity 2. Select the options that complete the statements correctly.

1. - rainforests are being destroyed, many species of wildlife are becoming extinct.

a. Therefore

b. Since

c. So

2. __________ logging provides jobs and profits, the government is reluctant to control it.

a. So

b. Due to

c. Because

3. Hemp can be used to make paper, __________ it could reduce the need for logging.

a. so

b. due to

c. because

4. Hemp was grown throughout history for its versatility, ________ it can be used to make many
different things.

a. due to

b. because

c. so

See the answer key at the end of this guide.

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Unit 10. Free time

http://canadianimmigrant.ca/wordpress/wp-content/uploads/
Diwali.jpg

10.1. Conditional Sentences: Future Real and Present Unreal


Dear student, first of all I would like that you pay attention to the grammar chart given in Lesson B.

All right. Did you establish the difference between these two types of conditionals? I am sure you did.

Remember, Present Unreal was studied in Unit 9. You may need to review those exercises.

Lets see another grammar chart adapted from Study Zone focusing the structure of Future Real
Conditionals.

A Future Real Conditional sentence consists of two clauses, an if clause and a


main clause:

if clause main clause

If the celebration is this weekend, I will be there.


If the if clause comes first, a comma is usually used. If the if clause comes
second, there is no need for a comma:

main clause if clause

I will be there if the celebration is this weekend.

Was it a good explanation? Im sure you clearly understood this topic.

Now that you are familiar with the structure of conditional sentences, dear student, what do you think
about checking and completing the sentences of activity 2? Additionally, I guess you are ready to go on
with the activities given in the workbook for Lesson B.

Was it a good practice? Of course it was. Now, you can play the audio given in
the Class CD 2, track 30.

http://cdn.flaticon.com/
png/256/35577.png

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10.2. Expressing Hopes and Wishes


Now, dear student, a new grammar topic to learn how to talk about situations that are possible and
situations that are impossible. Let`s consider the examples given in Lesson C.

Samira hopes her cousin will come to her wedding.

In this example, will Samiras cousin come to her wedding? (Yes, it is possible)

Samira wishes her cousin would come to her wedding.

In this example, can Samiras cousin come to the wedding?

(No, it is not possible.)


http://2.bp.blogspot.com/-hJdcPl0rw1I/T83L1rPYXlI/
AAAAAAAADKs/SQ9ahLma5V8/s1600/ideas_for_a_
memorable_wedding_celebration.jpg

Now, dear student observe the following information carefully,

To say what you hope about the present, you use the present:

Samira hopes he is all right.

To say what you hope about the future, you use the future or the present.

Samira hopes her cousin will come to her wedding.

To say what you wish about the present, you use the past:

They wish they could go to the party. (they cant go to


the party)

To say what you wish about the future, you use would:

Samira wishes her cousin would come to her wedding.

Was it good for better understanding how to talk about possible and
impossible situations? I hope you have done well.
http://st.depositphotos.
com/1801426/3933/v/950/
depositphotos_39330407-
Emoticon-showing-thumb-up.jpg

Then, it is time to cover the proposed exercises for this grammar point. Both the textbook and the
workbook provide Interesting exercises that will help you explore new vocabulary related to traditions
and celebrations.

Did you consider those exercises interesting? I think so.

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10.3. Reading. Special Birthdays Around the World


In Lesson D Reading, the textbook provides a magazine article to listen (CD2 track 32) and read. These
reading exercises will help you, dear student, to deepen your understanding of words associated with
the topic of birthday celebrations in different countries.

Additionally, you will learn about multiple-meaning words and you will be able to recognize punctuation
that signals definitions.

On the other hand, Lesson E Writing, brings a paragraph titled My Favorite Celebration. It would be a
good idea to start this lesson by observing the pictures carefully. The given paragraph will be used as a
model to observe how the topic sentence introduces the topic, and how the concluding sentence wraps
up that topic.

Now I have a question for you, what are the most important celebrations in your town? Do you
have a favorite celebration at present? Or you had a favorite celebration when you were a child?

/www.cpeig.org/portal/node/706

Was your birthday your favorite party?


Did you use to eat lots of candies there?
http://www.cpeig.org/
portal/node/706.

http://www.hdwallpapers.in/walls/birthday_celebrations-
normal.jpg

What about Christmas? This is a universal celebration which children usually love. Is it one of your favorite
celebrations?

Now, use the model paragraph in order to create an outline and write about your
favorite celebration or holiday. Note that it is important to describe its meaning or
symbolism.

If you want to do more writing practice, go on with Lesson E Writing in your textbook
and also in your workbook.
https://encrypted-tbn3.

gstatic.com/

This is to remember you to share your paragraph with your classmates


through the EVA.
Everybody would like to read your composition.

And
http://idata.over-blog.
com/5/71/97/86/emailing.jpg
Wouldnt it be nice for you to read your classmates written works?

In Lesson F there is a new activity offering additional practice of reading. Would you like to learn how to
prepare a Pumpkin Pie? This could be an opportunity to improve your understanding on reading recipes.

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Finally, in Grammar connections there is a grammar chart showing the use of tag questions. In previous
courses, dear student, you have already studied this grammar point. Just, let me remind that the sentences
including tag questions are composed of positive and negative statements followed by opposite
questions. Tag questions are frequently used in English. We use them to check or verify information we
think is true. Let me provide an example:

The study of this English course has been hard but interesting, hasnt it?

At follows, a new link for practicing listening while reviewing some grammar structures studied before.

Active Listening
Would you like to have additional listening practice while watching a
funny real life episode?
Great.
Use this link to watch a video made by the Oxford University Press ELT,
for students of English.
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd
9GcSiYurOjamH00ts-s2Dfv8TaZKdHyRMBF5PGLbmzNXo
GYrxhXzS1A

http://youtu.be/aoZZhxQO1I4

Now, the time for the self-test arrived. Please, continue with this activity.

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Self-Evaluation 10

Activity 1. Select the options that complete the sentences correctly.

1. If you dont put so much sugar in your coffee, you ________ so much weight!

a. dont put on

b. wont put on

2. You ________ heart disease if you eat too much meat.

a. will get

b. get

3. You ________ better if you turn on the lamp.

a. are able to see

b. will be able to see

4. If you ________ an apple every day, youll be very healthy.

a. will eat

b. eat

Activity 2. Use wish or hope and an appropriate verb:

1. I wish I ______________________ a bigger house. I cant have a party for a big crowd here.

2. I hope she _____________________ a good job soon. Shes three months behind in her rent.

3. I wish he _____________________________. Those cigarettes have given him a terrible cough!

4. I wish you ___________________________ at the party with me last night. It was so much fun!

5. I hope she ____________________________ the stadium tonight with that map we drew for her.

Activity 3. Select the option that best completes each sentence.

1. You wont pass the course if you ________.

a. do study

b. don study

c. will study

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2. If smoking were allowed, I a cigarette.

a. have

b. will have

c. would have

3. Wed be on the beach if we ________ in Mexico!

a. were

b. will be

c. are

4. If I have my guitar I . a song.

a. would sing

b. will sing

c. sang

5. If I ______________ some hamburgers, how many will you eat ?

a. prepare

b. Prepared

c. would prepare

See the answer key at the end of this guide.

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Great, dear student. I have to congratulate you for having


completed this course INGLES IV. Now you are ready to apply
your language skills of the target language
in professional and daily life situations.
http://st.depositphotos.
com/1801426/3933/v/950/
depositphotos_39330407-
Emoticon-showing-thumb-
up.jpg

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7. ANSWER KEY

FIRST TERM
UNIT 1
SELF-ASSESSMENT 1

Pregunta Respuesta

Activity 1

1. B

2. C

3. C

Activity 2
a believe/say that

b says that

c proposes/recommend that

d insists/says that

e recommends

Activity 3

1. C

2. B

Activity 4

3. A

4. B

5. A

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UNIT 2
SELF-ASSESSMENT 2

Pregunta Respuesta

Activity 1
1.A A

1.B B
2.A C
2.B A
3.A A
3.B C

Activity 2
Sentences in passive Sentences in passive followed by an
infinitive
a lot of materials on Everyone in our class was encouraged
the web are given in to gain an extra mark with this task.
English
it is learned by many you were asked to have a good mark
people in the world. in the test. Were you?
English is considered English is studied to be used as a tool
the language of the to access the internet.
whole world
Activity 3
1. Youre not supposed to enter.

2. Youre supposed to cross the street.

3. Youre not supposed to curve in U.

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SOLUCIONARIO Gua didctica: Ingls IV

UNIT 3
SELF-ASSESSMENT 3

Pregunta Respuesta

Activity 1

1. Id like to know why he isgrounded.

I wonder when she started to trust


2.
him again.
Can you tell me how I can get a better
3.
job?
Activity 2
Do you know whether he broke the
1.
school rules?
Can you tell me whether there is a bus
2.
stop nearby?
Id like to know whether he is
3.
grounded this weekend.
Activity 3
1. B

2. A

3. B

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Gua didctica: Ingls IV SOLUCIONARIO

UNIT 4
SELF-ASSESSMENT 4

Pregunta Respuesta

Activity 1

1. A

2. C

3. B
Activity 2

a 1

b 3

c 2

d 1

e 2

f 3

g 2

Activity 3

1. b

2. c

3. C

Activity 4

1 A

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SOLUCIONARIO Gua didctica: Ingls IV

2 A

Activity 5

1. C

2. B

3. A

Activity 6
1. A

2. A

3. B

4. C

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107
Gua didctica: Ingls IV SOLUCIONARIO

UNIT 5
SELF-ASSESSMENT 5

Pregunta Respuesta

Activity 1

1. A

2. B

3. c

Activity 2
a Sue will work part-time until she
finishes her studies
b As soon as the teacher leaves the
classroom, Mireya will talk to her
c Brenda will pick up her children as soon
as she leaves school.
d Michael will study English until he gets
a job.
Activity 3
1. b

2. a

3. c

Activity 4
1. a

2. b

3. a

4. c

5. a

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SOLUCIONARIO Gua didctica: Ingls IV

SECOND TERM
UNIT 6
SELF-ASSESSMENT 6

Pregunta Respuesta

Activity 1
1. A
2. A
3. B

Activity 2
1. Because

2. Although

3. Because

4. Although

Activity 3
A 1

B 2

C 1

D 2

E 2

Activity 4
A such

B such

C so

d such

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Gua didctica: Ingls IV SOLUCIONARIO

UNIT 7
SELF-ASSESSMENT 7

Pregunta Respuesta

Activity 1

1. c

2. b

3. b

Activity 2

1. b

2. a

3. c

4. e

5. d

Activity 3

1. a

2. a

3. a

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SOLUCIONARIO Gua didctica: Ingls IV

UNIT 8
SELF-ASSESSMENT 8

Pregunta Respuesta

Activity 1

1. B
2. C
3. B

Activity 2
Mayumi and Yoko have worked in the
1.
same office for ten years.
We have known each other since
2.
childhood.
3. I have lived here for five years.

I have wanted to learn foreign


4.
languages since I was fifteen.
Activity 3

Has been, have known, have moved, have played, has had,
has found, has seen, has decided

Activity 4

1. A
2. A
3. B

Activity 5

1. has been raining

2. have been dating

3. have been practicing

4. has been improving

Activity 6

1 C
2 B
3 A

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111
Gua didctica: Ingls IV SOLUCIONARIO

UNIT 9
SELF-ASSESSMENT 9

Pregunta Respuesta

Activity 1

1. B

2. B

3. C

4. A

5. A

Activity 2

1. B

2. C

3. A

4. C

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SOLUCIONARIO Gua didctica: Ingls IV

UNIT 10
SELF-ASSESSMENT 10

Pregunta Respuesta

Activity 1

1. B

2. A

3. B

4. B

Activity 2

1. could (get/have, etc.)

2. will (get/find, etc.)

3. stopped smoking

4. were (could have gone)

5. will (get/find/arrive, etc.)

Activity 3

1. b

2. c

3. a

4. b

5. a

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113
Gua didctica: Ingls IV ANEXOS

REFERENCES

Benz Ch., Roemer A.(2000). Grammar Dimensions. Workbook. Boston. Heinle &Heinle Publishers.

Celce-Murcia, M. & Larrsen-Freeman D. (1999). The grammar book. United States of America: Heinle &
Heinle Publishers.

Harmer, J. (2007). The practice of English Language Teaching. 4th ed. New York: Longman.

Murphy, R. (2000). Basic Grammar in Use. Cambridge University Press. 2nd ed. United Kingdom: Cambridge
University Press.

Newbury House Dictionary of American English. (2004). The core of the English language learning.
Fourth Ed. United States of America: Thomson-Heinle.

Quirk & Greenbaum (1973). A concise grammar of contemporary English. New York: Hardcourt Brace
Jonanovich.

Raimes A. (1998). How English Works. A Grammar Handbook with Readings. Cambridge University Press.

Richards, J. (1998). Interchange 1, 2, 3. 2nd edition. United Kingdom: Cambridge University Press.

WEB PAGES

Grammar-quizzes.com. Available at: http://www.grammar-quizzes.com/9-1.html

Cambridge Dictionary, Ingls Espaol; EspaolIngls, (2004), USA:

Cambridge University Press. Available at: http://dictionary.cambridge.org/es/

diccionario/ingles-americano/

City Lits Moodle Site. Available at: http://moodle.citylit.ac.uk/course/index.php?

categoryedit=off

ESL Station. Available at: http://www.eslstation.net/interactive_practice/Grammar/Reas_Con/Reas_


Con1.html

Englishgrammar.com. Available at: http://www.edufind.com/english-grammar/verb-get/

Englishleap.com. Available at: http://www.englishleap.com/vocabulary/collocations

Google Images.com. Available at: https://www.google.com/

Merriam-Webster online dictionary (2012). Available at: http://www.merriam-webster.com/

Sodaheadimages. com. Available at: http://weheartit.com/from/images.sodahead.

com?page=2&before=130230403

University of Victoria. English Study Centre. Study Zone. (2013) Available at:

http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/pperf.htm

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ANEXOS Gua didctica: Ingls IV

http://web2.uvcs.uvic.ca/courses/elc/studyzone/410/grammar/410-embedded-questions.htm

http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/pperf.htm

ONLINE AUDIO-VIDEOS FOR ACTIVE LISTENING

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/z2QIzu-h5Do?list=PLpVkE_iSeMRwSRb-a-eM1l1LnLiNOClyq

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/MN9Q3cah2vI?list=PLpVkE_iSeMRwSRb-a-eM1l1LnLiNOClyq

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/JhwtFEW5TMw?list=PLpVkE_iSeMRwSRb-a-eM1l1LnLiNOClyq

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/QUJWwW4Q02o?list=PLpVkE_iSeMRwSRb-a-eM1l1LnLiNOClyq

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/HdN1VAZxGik

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/JNrIgdZjDYE

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/HHvW9SyASmg

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/HHvW9SyASmg

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/5m5dNgnYX2Q

Oxford University Press- New Headline Series- (2012). Available at:

http://youtu.be/aoZZhxQO1I4

JA\gg\3-8-2015\115pg.
kvv/2015-12-28

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