University of Cauca English III Student’s Textbook Talking About Plans

University of Cauca
Language Education Program
PFI
English III
Student’s Textbook
1
TALKING ABOUT PLANS
LANGUAGE EDUCATION PROGRAM - INTENSIVE READING
What are your plans for next year?
Christy Lewis Laura Chang Paul Reade

“Well, I’m graduating from “I’m not sure. I might “Well, my friends are going to travel
college next June, so I guess I’ll look for a better job. around Europe for two months. I hope
look for a job. I know it won’t Before that, though, I’m I’ll be able to go with them. But it’ll be
be easy to find one – so I may going to ask my boss for expensive and I might not be able to
go on for a master’s degree. a promotion. But I afford it.”
We’ll see.” probably won’t get one,
so…”
Joe Etta
“I’m going to retire – I’ll be 65 in June
– and my wife’s already retired. So we’ll
probably move to Florida in the fall, or
Jim and Katie Conley maybe Arizona. We won’t spend
“We’re going to have a baby in March, so both of us will another winter here – that’s for sure!
probably take some time off from work. I’m sure the baby
will keep us both very busy.”
A. Read the text about these people’s plans for next year and answer the following
questions about the text:
1. What will Christy Lewis do after she graduates from college?
2. Is Laura Chang going to ask her boss for a pay raise?
3. Why will Paul Reade probably not travel with his friends?
4. Who’s having a baby in March?
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B. Based on the examples highlighted, try to determine when to use each structure to talk about the
future.
Present Continuous Going to + Verb Will + Verb

(V+ing)
EXPRESSING FUTURE WITH WILL – PRESENT CONTINUOUS – GOING TO
WILL + VERB. We use will: I think/I believe I will pass the course.
- To make a prediction (to say what we I bet he will get angry.
believe will happen in the future). We I’m not sure you will pass the exam.
usually use will with these expressions: I I’m afraid you will not pass the exam.
think, I believe, I bet, I am not I suppose/I guess he will go to the party.
sure/afraid, I suppose/I guess, I hope; I hope I will get a pay raise.
or with these adverbs: probably, I will probably/possibly be at home this
possibly, perhaps, maybe. weekend.
- To offer our help to somebody. I will help you with your homework.
- To make a promise. I promise I will come back.
- To warn somebody about something. Be careful! You will hurt yourself with that knife.
PRESENT CONTINUOUS: TO BE + Verb ING
- To talk about an action happening now, I am reading a magazine now.
at the moment of speaking.
- To talk about actions happening around She is studying for the final exams.
the time of speaking.
- To talk about something we have What are you doing tonight? I am staying
already arranged to do. The time is home.
almost always given and it is usually He is playing in the concert tonight.
in the immediate future. We are eating dinner after the concert.
BE + GOING TO + VERB
- To talk about future plans or intentions We are going to have an exam next week.
- To talk about predictions based on what Look at those black clouds! It is going to rain.
we see or know (It’s going to rain)
Form Affirmative Negative Question
Will + Verb I will graduate in two I will not graduate soon. Will you graduate next
years. (won’t) year?
(I’ll) Yes, I will / No, I won’t.
To Be + I am playing basketball I’m not playing basketball Are you playing
Verb ING tomorrow. tomorrow basketball tomorrow?
Yes, I’m playing with
some friends from work.
Going To + You are going to watch You aren’t going to watch Are you going to watch
Verb TV tonight. TV tonight. TV tonight?
No, I’m going to study for
a test.
RULES TO FORM THE -ING- FORM
Rule 1 For words that end in a silent (not pronounced) –e, drop the –e and add –ing. Example: smile smiling
Rule 2 For one-syllable words that end in consonant-vowel-consonant (except x and w), double the last letter and
add –ing. Example: sit sitting
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Rule 3 For most other words (including words that end in –y), add –ing with no changes. Example: rain raining
study studying
EXPRESSING FUTURE WITH WILL – PRESENT CONTINUOUS – GOING TO HOMEWORK

A. Complete with WILL – BE GOING TO – PRESENT CONTINUOUS to express future as in
the example.
1. Tomorrow they are going to drive to New York.
2. I hope the weather ________________________ (be) nice.
3. I offered him this job. I think he _______________________ (take) it.
4. I promise I ____________________________ (not tell) anyone this secret.
5. Philip _______________________________ (celebrate) his 15th birthday next Wednesday.
6. What are they ________________________________ (do) this evening?
7. I ________________________ (go) to the cinema tonight.
8. They __________________________ (fly) to Seattle next vacations.
9. Do you think they _________________ (win) the game?
10. She __________________________ (probably/stay) until Thursday.
B. Circle the correct form to express future in each sentence as in the example.
1. We will go / are going to go to the movies tonight. We have the tickets.

2. I think my mother is going to like / will like this CD.
3. What are you doing / will you do tomorrow evening? I’m going to have / will have a party.
4. Sally will get / is getting married next month.
5. Here is the weather forecast. Tomorrow the weather is going to be / will be dry and sunny.
6. Just a moment. I am helping / will help you with the bags.
7. In 2020 people will buy / are going to buy more electric cars.
8. There’s a soccer game tomorrow morning but I am not going to go / won’t go.
9. We will go / are going to go on vacation to Venice in June.
10. Look at the clouds! It is going to rain / will rain soon.
C. Where will you be? Write sentences about yourself. Use WILL:
1. (in one week)
_____________________________________________________________________
2. (two months from now)
_____________________________________________________________________
3. (at midnight on Friday)
_____________________________________________________________________
4. (on Mother’s Day)
_____________________________________________________________________
5. (two years from now)
_____________________________________________________________________
D. Write questions. All are future. Use Present Continuous
1. (you / go out / tonight)
____________________________________________________________________
2. (you / work / next week?)
____________________________________________________________________
3. (what / you / do / tomorrow evening?)
____________________________________________________________________
4. (what time / you / eat dinner?)
____________________________________________________________________
5. (when / we / go / on vacation?)
____________________________________________________________________
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E. Write sentences about yourself. What are you going to do in the next few days?
1. _________________________________________________________________________
2. _________________________________________________________________________
LANGUAGE EDUCATION PROGRAM
LISTENING
LISTENING: FUTURE PLANS

A. Listen to six people talking about their plans for the weekend and complete the table.
Name Plans for Saturday Plans for Sunday
Neela
Phil
Megan
Anna
B. Listen and complete the sentences.
1. On Saturday night ___________ ____________ _________with the big group of

friends.
2. On Sunday I’m going to ____________ ____________ with my grandparents.
3. The whole families are going to ___________ there because it’s my grandmother’s
______________.
4. I’m ________ _________ to do much this weekend.
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LISTENING AND SPEAKING
VACATION PLANS
Student A
Before you start, write the questions you need to ask to complete the missing information.
Examples: - Where is John going to go next weekend?
- How is your friend going to get to Cali?
- How long is Andrea going to be with her family?
- When is your father going to leave?
- What is she going to do next weekend?
Now work with your partner. Ask and answer the questions to fill in the missing information
in the table.
When you have finished, compare your tables. Then ask your partner about his/her vacation
plans.
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VACATION PLANS
Student B
Before you start, write the questions you need to ask to complete the missing information.
Examples: - Where is John going to go next weekend?
- How is your friend going to get to Cali?
- How long is Andrea going to be with her family?
- When is your father going to leave?
- What is she going to do next weekend?
Now work with your partner. Ask and answer the questions to fill in the missing information
in the table.
When you have finished, compare your tables. Then ask your partner about his/her vacation
plans.
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PRONUNCIATION – GENERAL REVIEW
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EXERCISES
Exercise 1: Underline the word that the transcription represents.
Exercise 2: Listen to the sentences and circle the transcription you hear.
Exercise 3: Complete the transcriptions with one of the following diphthongs.
Exercise 4: Write the following words under the correct phonetic sound.
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TEN-MINUTE WRITING
What are your plans after your graduation from college?

DICTOGLOSS
1. Listen to the teacher talk about Jenny’s vacation (The teacher makes a short
introduction of the text)
2. Move into groups of four.
3. Listen for meaning: Listen to the whole text.
4. Listen and take notes: Take notes listening to key words.
5. Work in groups to reconstruct an approximation of the text from notes (one student acts
as the writer)
6. Compare the reconstructed text and the original. Notice the type of errors that got in the
way of understanding the text.
7. Classify your errors using the following list.
What problems did you have?
a. I couldn’t hear which sound it was.
b. I couldn’t separate the sounds into words.
c. I heard the words but I couldn’t remember their meaning quickly enough.
d. There were some new words for me.
e. I heard and understood the words but not the meaning of that part of the sentence.
f. Other problems.
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LISTENING TO CONVERSATIONS
A. People are talking about the summer plans. What is each person going to do?
Listen and circle the correct answer.
1. Molly is going to ________ 2. Peter is going to ________

a. Study for exams a. Go to the movies
b. Take exams b. Get a part-time job
c. Have fun c. Relax
3. Cara is going to ________ 4. John is going to ________

a. Go on a trip with her parents a. Visit friends in Spain
b. Visit her grandparents b. Study Spanish in Mexico
c. Visit her friends c. Study Spanish in Spain
5. Nick is going to _________ 6. Julia is going to _________

a. Study a. Travel for work
b. Relax b. Hang out with friends
c. Get a job c. Take care of her sister
B. Listen to the interviewer asking these people about their plans. What are they
going to do? Complete the chart.
Michelle
Kevin
Robert
Jane
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PROBLEM SOLVING ACTIVITY
In groups of four students, read the following situation and the tasks given about it in order
to solve a problem.
Context
A friend just graduated from college and she has to make a decision on what
to do now. She was offered her dream work in another city. She was also
accepted to go on for a master’s degree in her university and her boyfriend
asked her to marry him. She doesn’t know what to do and asked you for
advice.
Restrictions
- She loves her boyfriend but she doesn’t want to get married so soon.
- Her boyfriend has not finished college yet.
1. Individually, think about what you consider will be the best decision for her Why this will
be the best.
2. Get in groups of four and tell your classmates about your opinion and why it is the best
option.
3. In group, rank the advice from one to four in order of pertinence.
4. When the group is ready, present the results to the class.
Useful Vocabulary:
I think…
The best decision will be …
If she …. she will…
If she doesn’t ……she is going to…
I agree with you
I don’t agree with you
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SPEAKING BY NUMBERS
Each student must have a number and a topic as shown in the table below. Each student has 3
minutes to think about his/her topic and then the teacher calls a number. The student with the
number says 3 or 4 sentences about his/her topic. Then the speaker calls a number and the
student with that number has to ask the speaker a question related to the topic. When the question
is answered, the questioner calls a number and the person with that number asks another question.
This happens three or four times, and then the speaker calls the number of the next person to
speak about the topic that the new speaker was given. Topics:
1. Weekend plans 2. Vacation plans 3. Plans after graduation

4. Plans for your next 5. Activities arranged for 6. Your plans 10 years
birthday next weekend from now
7. Your predictions about 8. House you will get within 9. Likes and dislikes
your future some years
10. Daily routine 11. Favorite restaurants 12. Your hometown
13. Places around the city 14. Activities you did yesterday 15. Your last vacation

WRITING WITH FEEDBACK
WRITING A DESCRIPTIVE ESSAY

1. What is a descriptive essay?
A descriptive essay is a written composition that describes a person, a
place, an event, a situation or an object in detail. The writer makes an
illustration with words to call the reader’s attention. (Gives sensory
details: sight, smell, taste, sound, touch)
2. Parts of a Descriptive Essay
Introduction: One paragraph: thesis statement
Body: Paragraph 1: topic sentence # 1
Paragraph 2: topic sentence # 2
Paragraph 3: topic sentence # 3
Conclusion One paragraph: summary of ideas
A descriptive essay is composed at least by 5 paragraphs as follows:
a) INTRODUCTION (1 paragraph): In the introduction, the writer defines the topic and tells the
reader what the essay will be about. He/she calls the attention of the reader. The author writes
his/her thesis statement.
d) BODY (at least 3 paragraphs): In the body of the essay, the writer develops the essay with the
total content of the composition in paragraphs. Each paragraph in the body of the essay must have
a topic sentence connected to the thesis statement.
c) CONCLUSION (1 paragraph): In the conclusion, the writer finishes the composition
summarizing the ideas developed in the essay. He can also write a final comment and DOES NOT
add new ideas about the topic.
d) THE THESIS STATEMENT: The thesis statement is a sentence that contains the main point,
main idea, or central message of your essay and tells your reader what the essay is going to be
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about. The thesis statement is written at the beginning of the first paragraph of your essay (the
introduction).
Example: My mother is perfect for me. People could say that the perfect mother does not exist, I
actually do not know if that is true, but what I surely know is that everything in my mother is special:
the way she looks, the way she behaves, the way she cares for me and my family, etc. Sometimes,
I just think that it could be great, if I could be a little like her, because for me, my mom is excellent in
all respects.
e) THE PARAGRAPH: A paragraph is a group of sentences that develop ONE topic or idea. In a
descriptive paragraph you describe and give a clear picture of a person, a place, an event, a
situation or an object.
Example: My mother is really a beauty. Her long black straight hair moves gracefully behind her
lovely round face. Her eyes, as blue as the sea, are her most remarkable trait. She is medium
height, just the perfect height. The most beautiful trait in my mom is her hands, her tiny soft hands.
As if it wasn’t enough, she has the greatest smile, so warm and welcoming; it makes you feel really
loved. As I said before, my mom is just gorgeous.
 What is the topic sentence?
The topic sentence is usually the first sentence in a paragraph that contains the main idea
of the paragraph and it is directly related to the thesis statement stated in the introduction of
the essay. It indicates the reader what your paragraph will be about.
Example: My mother is really a beauty.
 What are supporting sentences?
They come after the topic sentence, making up the body of a paragraph. They give details
to develop and support the main idea of the paragraph.
You should give supporting facts, details, and examples.
Examples:
Her long black straight hair moves gracefully behind her lovely round face. Her eyes, as blue
as the sea, are her most remarkable trait. She is medium height, just the perfect height. The
most beautiful trait in my mom is her hands, her tiny soft hands. As if it wasn’t enough, she
has the greatest smile, so warm and welcoming, it makes you feel really loved.
 What is the closing sentence?
The closing sentence is the last sentence in a paragraph. It restates the main idea of your
paragraph using different words or makes a final comment.
Example: As I said before, my mom is just gorgeous.
3. The Writing Process
There are 3 stages in writing an essay.
a. Pre-writing: In this stage, the writer:
 Decides what or who he/she wants to describe (a place, an event, an object, a
situation, a person)
 Defines the thesis statement of his/her essay
 Thinks of ideas to write and organizes them (using a list, a word map, etc.)
b. Writing the first draft: In this stage, the writer:
 Writes the introduction, body and conclusion
 Writes the thesis statement in the introduction and topic sentences for each
paragraph.
 Writes his ideas in sentences in an organized way.
 Does not worry about spelling, vocabulary or grammar errors.
c. Revising and editing your essay: In this stage, the writer:

 Revises his essay
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 Corrects any mistakes he finds
 Adds or deletes words or ideas
Sample Essay: My favorite place

1. Read this descriptive essay and identify its parts. Write them on the boxes.
The farm has a big house. It was built in the middle of the last century. It is built
in a British style. It was built with stone, bricks, and wood. The foundation has
stone, the walls have bricks, and the roof was built with wood. It has six rooms
and a big kitchen. In the living room there is a beautiful fireplace. I enjoy this in
the winter time. It is big and built of stone. The furniture is made of oak. All the
pieces of furniture have a good finish. The table, chairs, coffee table, and the
piano are the same style. Moreover, the house has many windows that illuminate
inside. I like its style.
My favorite time on the farm is the night. When there is a moon, I enjoy looking
at the stars. I spent a lot of time after dinner talking with my parents. We would
sit outside of the house under the beautiful sky and tell old stories. When I was a
child, I camped with my friends outside and my dad told us scary stories and then
we all laughed a lot to see the horror faces of everyone. I like evenings on the
farm now and when I was little.
One thing that I really love is the nature around the house. My first perception
when I arrive is the aroma of the natural flowers. I can feel the soft breeze
coming from the horizon. It provokes an exciting emotion that I can still feel.
Around the house there are trees. They are big and very old. They look very green
in the summertime. They give beautiful shade. When I walk under the trees, I see
a green pasture with many cows on it, and beyond these cows I see the horizon. I
feel a great sensation of freedom.
When I was a child, my father bought a farm. Since then, this farm has been my
favorite place in the world. Every summer my friends and I went to the farm.
We enjoyed our time there. Now, I feel very happy when I go, because it is my
preferred place for its natural setting, the great house and its surroundings and
the times I have spent there.
All these sensations that I feel give me an impression of happiness. I am the

happiest person surrounded by the natural surroundings, the magnificent house,
and especially for the great moments I have lived in the farm. For these reasons
my parents' farm is my favorite place.
2. Read again and identify:

 The thesis statement of the essay in the introduction
 The topic sentences in each supporting paragraph in the body of the essay.
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100 Topics for a Descriptive Essay 51. A hobby
https://letterpile.com/writing/Descriptive-Essay-- 52. A funny memory
Topics 53. A paranormal experience
1. A dream 54. Starting a new career
2. A nightmare 55. Starting over
3. A childhood memory 56. A day at school
4. A favorite place 57. Sitting in traffic
5. A train ride 58. Meeting a famous person
6. A pet 59. A concert
7. A garden 60. A dance
8. Your best friend 61. The best place to write
9. Your favorite vacation 62. Your favorite hangout spot
10. Your ideal date 63. Your first apartment
11. Your favorite fishing spot 64. Graduation
12. A photograph 65. Learning a new language
13. A painting 66. Your first concert
14. A room 67. Your first kiss
15. Your favorite book/movie/television 68. Your first date
character 69. Performing in front of a crowd
16. The best restaurant in town 70. Making a speech
17. The most embarrassing moment of your life 71. Acting in a play
18. Your worst enemy 72. An antique store
19. An addiction 73. A souvenir
20. Your hero 74. Your lucky charm
21. A teacher 75. Running a marathon
22. A memory 76. Winning an award
23. A day at work 77. Visiting an old friend
24. People on the street 78. Getting lost in the city
25. A stranger in the crowd 79. A bad day
26. Falling in love 80. A day in the sun
27. A life changing experience 81. Flying in an airplane
28. A new car 82. A lesson learned
29. Your first house 83. A camping trip
30. Moving to a new city 84. A trip to the museum
31. A forest 85. A phobia
32. A beach 86. A bouquet
33. Your favorite food 87. Daydreaming
34. Playing a sports game 88. A day at the ocean
35. A road trip 89. A picnic
36. Learning to drive 90. A race
37. A snowy day 91. A competition
38. The birth of a child 92. Meeting someone new
39. A life changing event 93. A scenic view
40. The future 94. A haunted house
41. Traveling 95. A walk through the park
42. Your favorite book/movie/television show 96. Waiting in line
43. Your first memory growing up 97. Wearing a disguise/costume
44. Living in another country 98. Watching a parade
45. A major achievement 99. A class reunion
46. A spider in your room 100. Your favorite book store
47. A beautiful house
48. Walking down a quiet street
49. Revisiting places from childhood
50. What you want to be when you grow up
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Choose one topic and write down the first draft of your essay. Pay attention to the following
tips:
Write about a topic that is interesting for you, write about something you
know.
In the introduction, write a thesis statement that calls the attention of the
reader.
Write at least 3 paragraphs in the body of the essay.
Present your ideas in order (chronological order, the most interesting to the
less interesting, etc.)
Set a mood (suspense, calm, exciting…)
Make the reader get a mental picture of what you are writing about.
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SUBSTITUTION TABLES: SIMPLE FUTURE
A. Oral practice. Be going to
Ann is study
is Ann work tomorrow
I am dance next week
Am I going to run next weekend ?
They are call a friend at nigh .
Are they work out
B. Write one affirmative sentence, one negative and one question with ‘Be going
to’ using the words from the chart.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
C. Oral practice. Will
I
She will buy my family
we learn French
will I practice some food ?
he travel a friend .
they visit soccer
Paul call a new house
I won’t to Rome
My friends
D. Write one affirmative sentence, one negative and one question with ‘Will’
using the words from the chart.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
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3/2/1
What are your plans after your graduation from college?
TEN-MINUTE WRITING
One of your friends made an INVISIBILITY POTION. You are going to drink it tomorrow. Write
about what you are going to do. Use WILL, GOING TO and PRESENT CONTINUOUS to
express future.
INTEGRATED-SKILL ACTIVITY
LISTENING: Listen to the teacher read a text about someone’s dream vacation.
Answer the following questions:
1. Where is Sara going to go?
____________________________________________________________________
2. When is she going to go?
____________________________________________________________________
3. Who is Sara going with?
____________________________________________________________________
4. How is Sara going to get there? (transportation)
____________________________________________________________________
5. How long is Sara going to stay there?
____________________________________________________________________
6. Which activities she is going to do there?
____________________________________________________________________
7. What will Sara try in Egypt?
____________________________________________________________________
8. What kind of animal will she ride there?
____________________________________________________________________
READING COMPREHENSION:
A. Read the text and write T for True or F for False. Correct the false statements.
1. Sara is going to start her trip in the USA. ____
___________________________________________
2. Sara is going to arrive to Cairo in the morning. ____
_______________________________________
3. Sara is going to stay in Egypt for a long time. ____
________________________________________
4. Sara will miss the Nile River because she won’t visit it. ____
_________________________________
B. Read the text again and answer the questions.
1. What do you like the most about Sara’s dream vacation?
_______________________________________________________________________
2. What is something you don’t like about Sara’s dream vacation?
_______________________________________________________________________
3. Would you like to visit Egypt? Why or Why not?
_______________________________________________________________________
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SPEAKING: Plan your own dream vacation to your favorite place in the world with
your classmates. Make a poster about your vacations and describe them using
FUTURE with GOING TO, WILL, PRESENT CONTINUOUS. Present it to the class.
Take this information into account:
 Place you are going to visit.  Things you are going to buy.
 Date you are going to go and come  Transportation you are going to take.
back.  People you are going to go with.
 Things you are going to take with  Food you are going to eat.
you.  Place where you are going to stay,
 Activities you are going to do there. etc.
 Tourist attractions you are going to
visit.
MY DREAM VACATION
My name is Sara and I am going to

tell you about my dream vacation. I
always dream about going to Egypt.
Maybe it is just in my imagination, but
I have everything already planned.
In two years, I am going to go to

Egypt with my mother and my sister;
I’m going to leave Costa Rica early in
the morning. I’m going to arrive to
Cairo during the morning of the next
day because I have to take different flights: first, from Costa Rica to the United States, then
on to Spain and finally to Egypt. I’m going to stay there for two weeks. I think, I will ride a
camel or I will try the exotic food like aish which is similar to pita bread and fatta, a kind of
soup served with rice.
Also, I’m going to visit the Great Pyramid of Giza and the Great Sphinx which have to be
amazing. I will probably go to the Valley of the Kings and perhaps I will visit the Egyptian
Museum. I will also know the magnificent Nile River, I can’t miss it.
I’m going to carry many things such as light clothes, sandals and a big hat because it’s
really hot there. Of course I won’t forget my sunscreen! I will probably not buy many things
because people say everything is very expensive there. I prefer to take a lot of pictures
with my new camera and have fun with my mother and sister. I’m sure I’m going to enjoy
my vacation a lot.
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TALKING ABOUT JOBS
INTENSIVE READING
1. What ideas do you expect to find in the following text about jobs?
2. Read the text.
Many people are working at jobs that they are
not suited for or are not suitable for them.
They would prefer to be doing something
else, somewhere else, using different skills
and abilities. The majority of working people
are not challenged by their current jobs.
Getting into or staying at a job for which you
are not ideally suited is one of the greatest
wastes of time in life. It can rob you of some
of your most productive years.
Only a small percentage of people love what
they do and these people are always the
happiest, the most satisfied, fulfilled, and
usually, the highest paid in every field.
You can tell if you are spending your time and
your life at the right job by examining your attitude toward your job and your future. Do you like
what you are doing to want to be the very best at it? If you find that you have no desire to excel in
your field, this is a good sign that your job is detached from you and that it is probably not the right
job for you.
Would you like to continue doing your job for the next twenty years? Do you find your job
challenging and fulfilling? Can you hardly wait to get to work on Monday morning, and do you
hate to leave on Friday evening? All successful people can answer “yes” to these questions.
Unsuccessful people invariably answer “no”.
Unsuccessful people feel bored and depressed at their jobs. They feel their lives are wasted and
their hopes and dreams are discarded from their heads.
One of your primary responsibilities to yourself is to select the kind of work that you enjoy
and you are best suited to do. It is to find a job where you can use your natural talents and
abilities at an elevated level. Your duty to yourself is to work at something that gives you
joy and satisfaction. You must find a job that brings out the very best in you, and that
inspires you to want to become excellent at what you’re doing.
A. Read the text and write T for True or F for False. Correct the false statements.
1. Few people are working at jobs that they are not suited for or are not suitable for them. ____
2. Most working people are not challenged by their current jobs. ____
3. Few people love what they do. ____
4. Successful people feel bored and depressed at their jobs. ____
5. Our duty is to work at something that gives us gratification. ____
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B. Do you agree with the following ideas?
Can you hardly wait to get to work on Monday morning, and do you hate to leave on Friday
evening? All successful people can answer “yes” to these questions. Unsuccessful people
invariably answer “no”.
C. Look at the words in bold letters. What are they? Choose the right option.
1. The majority of working people are not challenged by their current jobs. Adjective / Noun
2. These people are always the happiest, the most satisfied, fulfilled, and Adjective / Verb
usually, the highest paid in every field.
3. Do you find your job challenging and fulfilling? Adjective /
preposition
4. Unsuccessful people feel bored and depressed at their jobs. Adjective / Noun
THE PAST AND THE PRESENT PARTICIPLES
Participles: A participle is a word that may function as a verb or as adjective. It can be used in
verb tenses or as a modifier.
Present participle as a verb Past participle as a verb

The present participle ends in -ing form. The past participle usually ends in –ed.
Examples: Examples:
 My son is playing soccer in the park.  They have painted their house twice this
 We are visiting a sick friend in the year.
hospital.  She confused me with that answer.
 I am not working at the moment.  I just relaxed on my last vacations.
Adjectival participle
Adjectival participles are words derived from verbs used like adjectives.
Examples:
 a very frightening experience.
 a very interesting book.
 a working mother
 a depressed person.
 a newly painted room.
That movie was boring or bored ?????
boring = what I think, it means my opinion. Math is confusing.

bored = How I feel. I am confused about Math
22
Past participles (ed) are used to say Present participles (ing) are used to
how people feel. describe something or someone.
-ED participle refers to the -Ing participle refers to the actor (the
experiencer (the one feeling the one/thing causing the emotion)
emotion)
The lesson Anne is very interested in the lesson. The lesson is interesting (to Anne).
interests
Anne.
Sports interest Max is interested in sports. Sports are interesting (to Max).
Max.
He’s a very interested basketball fan. One very interesting sport is basketball.
The movie Bob was bored by the movie. Bob didn’t enjoy the movie because it
bored Bob. was boring.
These are some common participles used as adjectives*
Present Participle Past Participle

Amazing Amazed
Annoying Annoyed
Boring Bored
Charming Charmed
Confusing Confused
Convincing Convinced
Disappointing Disappointed
Embarrassing Embarrassed
Exciting Excited
Exhausting Exhausted
Frightening Frightened
Frustrating Frustrated
Interesting Interested
Puzzling Puzzled
Relaxing Relaxed
Satisfying Satisfied
Surprising Surprised
Terrifying Terrified
Worrying Worried
23
PARTIPLES USED AS ADJECTIVES HOMEWORK
A. Complete the chart below by adding the past and present participle form of each verb.
Verb Past Participle Present participle
1. Buy
2. Break
3. Choose
4. Give
5. Make
6. See
7. Sing
8. Speak
9. Write
10. Stop
B. Complete the following sentences using the appropriate present participle or past
participle forms.
1. The film was so ____ that I fell asleep in 2. Would you like to come over? I’m so
the middle. ____.
a) boring a) boring
b) bored b) bored
3. The journey was quite _____. 4. Her behavior was quite _______.
a) tiring a) disgusting
b) tired b) disgusted
5. She left in a hurry because she was ___. 6. The _____ parrot annoyed everyone.
a) disgusted a) annoyed
b) disgusting b) annoying
7. I was really _____ by her story. 8. Her story was so _____ that they decided
a) inspiring to publish it as a book.
b) inspired a) inspired
b) inspiring
9. He was very _____ with his results. 10. We were _______ to hear that there had
a) pleased been an accident.
b) pleasing a) shocking
b) shocked
C. Circle the correct adjective (present participle or past participle)
1. My nephew was (amused / amusing) by the clown.
2. I think her idea is absolutely (fascinated / fascinating).
3. The math problem is so (confused /confusing)! Can you help me?
4. The teacher was really (amused / amusing), so the lesson passed quickly.
5. The journey was (exhausted / exhausting)! Twelve hours by bus!
6. That film was so (depressed/depressing)! There was no happy ending for any of the
characters.
7. I'm sorry, I can't come tonight. I'm completely (exhausted / exhausting).
8. It's okay, it's only me. Don't be (alarmed / alarming).
9. I hate long flights. I'm always really (bored / boring).
10. My sister has a very (excited / exciting) job. She is a pilot.
24
Irregular Verbs List
25
PRONUNCIACIÓN: SCHWA /Ә/ VOCAL NEUTRA SPELLING AND SOUND
English: How to Pronounce the Schwa [ə]
This vowel is always unstressed. The mouth position is a lot like the UH as in BUTTER
vowel, but that vowel can be and usually is stressed. But just like that vowel, everything in
your lips, jaw, and neck should be relaxed for this
sound.
Just slightly drop your jaw to make this sound. The

trick is to keep everything else relaxed.
Let’s look at the vowel up close and in slow motion.
It’s possible to
make this sound on its own with just the slightest jaw
drop. But in actual words, you will likely see a bit more
jaw drop, like here, on the word ‘sofa’. Lips relaxed,
cheeks relaxed, tongue forward and relaxed.
As I said, this vowel can only be in an unstressed

syllable. All other vowel and diphthong sounds can either be stressed or unstressed. So
the schwa will always be really fast and low in pitch. Uh, uh. Sofa, uh. Ability, uh.
The schwa goes with the syllabic consonants L, M, N, and R. That means when you have a
syllable with a schwa followed by one of these consonants, you don’t need to make the
schwa. It gets absorbed by the next sound. For example, the word ‘father’: th-rr, th-rr. Just
go from the TH sound right into the R sound without trying to make a separate schwa.
Father, -ther.
The schwa: always unstressed. Uh, sofa, uh, uh, ability, uh.
Example words: Repeat with me: Allow, extra, data, again, visa, about.
Extra practice: http://rachelsenglish.com/english-pronounce-schwa/
26
PRONUNCIATION: SCHWA /Ә/ FUNCTION WORDS
1. Listen to your teacher while s/he reads the passage below. Read the passage. The
schwa sound is written in IPA (International Phonetic Alphabet)
2. Which function words (prepositions, articles, auxiliaries, quantifiers, pronouns,

etc.) are pronounced with a schwa sound in the passage?
 Many functions words are pronounced with schwa when they are
weak.
 If a function word is stressed, it cannot be pronounced with
schwa.
 Function words are always strong when said alone.
3. Say the words on the left alone (strong), and then say it in the sentence on the
right using the schwa sound (weak)
27
LISTENING TO A CONVERSATION - LISTENING AND SPEAKING
MY JOB IS SO BORING
1. Listen to the conversation and answer the following questions without reading the
transcript:
1. How does the woman like her job?
2. What’s the man’s advice?
3. What has the woman always wanted to be?
4. Why can’t the woman go back to school?
5. What’s the man’s final suggestion?
2. Listen to the conversation and read it.
Woman: My job is so boring. I really don’t like being a

receptionist.
Man: Really? Maybe you should try something new.
Woman: I don’t know. I’ve always wanted to be an architect but
I have to get back to school.
Man: So do it!
Woman: I can’t. I need to make money so I can’t quit my job.
Man: Could you work part time in an office and also take
classes?
Woman: Well maybe. I’ll think about it.
3. According to your current studies, what kind of job do you expect to get? What
are the positive and negative aspects of this job? Take turns with a classmates
asking and answering questions. Use the strategy to control the conversation.
28
WRITING: INFORMATION TRANSFER
Watch the video sequence and take notes. Then, write about the candidate you
would hire taking into account your notes. Explain why you would hire him/her.
Notes: Notes:
Write down about the candidate you would hire. Explain why you would hire him/her.
29
1. Listen to the people talking about their jobs. Do they like their jobs? Check the correct
answer.
Yes No
1
2
3
4
5
2. Listen again. What do the people like or dislike about their jobs? Check the correct
answer.
Likes Dislikes
1. a. doing the same thing
b. the money
2. a. working with kids
b. the distance to school
3. a. the people
b. the travel
4. a. the hours
b. her boss
5. a. being on his feet
b. the tips
3. Choose the right answer according to the conversations.
Flight Attendant
1. According to the man, being a flight 2. According to the woman, flight attendants
attendant seems: get ____ of traveling.
a. very exciting a. tired
b. exhausting b. tiring
Clothes Designing
3. According to the man, women are much 4. According to the woman, designing
more___ by fashion. clothes:
a. fascinated a. is not a man’s job
b. fascinating b. can be a man’s job
Veterinarian
5. According to the woman, being a 6. The man thinks animals can be:
veterinarian can be: a. unpredictable
a. challenging b. scary
b. rewarding
TV Industry
7. According to the woman, directing a TV 8. The man considers working in front of the
show would be: camera as an actor would be much more:
a. very interesting a. interesting
b. challenging b. satisfying
30
PROBLEM-SOLVING ACTITIVY
1. Move into groups of four students.

2. Read the problem very carefully.
3. Each member of the group must provide a suggestion to the problem.
4. As a group decide the two best forms of dealing with a boring job.
5. Present the solution to the class.
Your friend is bored and frustrated at his job. He is

an electronic engineer; he is married and has two
children. Some problems he has are: The money he
earns is not enough, his boss is annoying and
confusing, and he cannot make good friends at work.
You want to help him by suggesting solutions to his

situation.
Suggest two ways of dealing with his boring job
There is a restriction: Your friend cannot leave the city because he is under
treatment of a serious illness.
Useful Language
I think he should …
In his place, I would …
It’s better that he ….
I don’t agree with you, he must …
I agree with you, he should …
31
TEN-MINUTE WRITING
Describe the first job you will probably get after your graduation. What kind of job is
it? Is it interesting, exciting?

SUBSTITUTION TABLES: PARTICIPLES USED AS ADJECTIVES
1. Look at the table and study the pattern with the help of your teacher.
at her previous job.

She wasn’t bored in the new car.
My father is interested films.
I like animated person.
That man is a frightened student in the class.
We had a confused by you.
We felt disappointed
2. Complete the sentences as in the example. Take into account the previous table to
complete the sentences.
0. She is not a ________bored____ person.

1. I have an __________________ father.
2. I see ____________________ films.
3. I don’t like that ____________________ man.
4. We may have a ____________________ student after the lesson.
5. We are _______________________ people.
3. Oral practice
A teacher’s job
A personal assistant’s job interesting
A marketing manager’s job is exciting .
fascinating
A politician motivating
An aerobics instructor has a/an job.
A photographer
4. Write down three sentences substituting the jobs of the table.
a.__________________________________________________________________
b. __________________________________________________________________
c. ________________________________________________________________
32
SPEAKING BY NUMBERS
Each learner is given a number and a job related to his/her current studies.
Business manager Anthropologist Artist

Biologist Political analyst Social communicator
Accountant Lawyer Graphic designer
Economist Nurse Philosopher
Physical therapist Speech therapist Geographer
Historian Engineer Teacher
Mathematician Physician Musician
Advisor Businessman Economist
The learner can think about his/her job for a minute or two and then the teacher calls a
number.
The learner with that number then says three or

four sentences about his or her particular job.
Then that speaker calls a number and the

learner with that number has to ask the speaker a
question related to the job just spoken about.
When the question is answered, the questioner calls a number and the person with that
number asks another question. This happens three or four times, and then the speaker
calls the number of the next person to speak about the job that the new speaker was given.
33
DICTOGLOSS

2. Listen to the teacher read about being a doctor.
4. Listen and take notes: Take notes listening to key words.
as the writer)
6. Compare the reconstructed text and the original text. Notice the type of errors that got in
the way of understanding the text.

f. Other problems.
34
3/2/1
Speak about the first job you will probably get after your graduation. What kind of
job is it? Is it interesting, exciting?

TEN-MINUTE WRITING
Describe a job you wouldn’t like to have and why?

INTEGRATED-SKILL ACTIVITY WITH A VIDEO
1. READING: Read each one of the parts of the following

conversation and answer the questions:
Reza: Hey, Alejandro. You look happy today.

Alejandro: I am. Look.
Reza: What's that?
Alejandro: My certificate from computer class.
Elsie: Congratulations!
Alejandro: Thanks. Finally.
Reza: It took a long time, right?
Alejandro: Yes, 18 months. But, I like to work with computers. It's fun.
Elsie: More fun than taking care of customers?
Alejandro: I like to take care of customers. I don't like to do the dishes.
Reza: I hate to do the dishes.
1. Why is Alejandro happy? 2. Alejandro doesn’t like:

a. He got a promotion a. to do the dishes
b. He likes to take care of customers b. to take care of customers
c. He finished his computer classes c. to work with computers
Mr. Miller: Is it time to work or time to play? Elsie, I need you in the dining area. Now!
Alejandro.
Alejandro: Yes, sir?
Mr. Miller: I was wondering. How are you doing with your computer classes?
Alejandro: I have a certificate of completion. See?
Mr. Miller: Ah, fine. Listen, when you're done here, why don't you come to my office. I want
to speak with you about something very important.
Alejandro: Of course, Mr. Miller.
Reza: Did you hear that?
Alejandro: What?
Reza: He wants to talk to you in his office! In private! He needs a new assistant manager
and wants to promote you!
35
Alejandro: That would be great! I need to make more money and my car has many
problems.
Reza: Yes. You will get the promotion! You're perfect for it!
Alejandro: Well, yes, I admit, I want to be the new assistant manager.
Reza: My new boss! Sir!
1. Mr. Miller wants to speak: 2. What did Reza assume?

a. with Reza about something important a. Alejandro would be promoted
b. with Alejandro in private b. Mr. Miller would be an assistant
c. about the poor quality of their jobs manager
c. He (Reza) would solve his problems
Mr. Miller: Ah, have a seat Alejandro. You know I need to hire an assistant manager.
Alejandro: Yes, sir.
Mr. Miller: It's a very important job.
Alejandro: Oh, yes, sir.
Mr. Miller: The assistant manager has to work very hard.
Alejandro: No problem, sir.
Mr. Miller: That's why I've hired somebody very special. My nephew, Stanley.
Alejandro: Nephew?
Mr. Miller: Yes, he's from Texas.
Stanley: Hi.
Mr. Miller: Anyway, Alejandro, you like to work with computers.
Stanley: I hate computers.
Mr. Miller: Be quiet, Stanley. Anyway, you know computers and I want you to work with
Stanley.
Alejandro: Yes, I have a certificate from computer school.
Mr. Miller: Yes, I know. Very impressive, Alejandro. You need to clean tables so you can
go now.
1. Mr. Miller told Alejandro that he 2. We can conclude that Alejandro will
would: work:
a. be the assistant manager a. more for more money
b. work with Stanley b. more for the same money
c. be promoted c. less for more money
2. LISTENING: Listen and watch the video.
A. Match the number, the name, and the occupation for each person.
36
1 3
2 4 5
1 Stanley Waitress
2 Alejandro Assistant Manager
3 Reza The boss
4 Mr. Miller Table cleaner
5 Elsie Dishwasher
B. Circle what each person says:
a. I want to be the new assistant manager

b. I need you in the dining area
c. I want to be a dishwasher
a. How are you doing?

b. I love computers
c. He wants to talk to you in his office
a. I like to take care of customers

b. I’m from Texas
c. Congratulations!
a. It’s time to work or time to play?

b. I don’t like to wash dishes
c. It took a long time
a. I want to speak with you about something very important

b. I hate computers
c. Be quiet
3. WRITING: Write down a paragraph talking about the most interesting job in the
video. Follow the example written about the most boring job. Pay attention to the
use of present and past participles as adjectives.
37
Rezas’ boring job Most interesting job
Reza has the most boring job in the
video. People who have not developed a
sophisticated skill can get this job. I
think that in this kind of job people feel
bored, frustrated, and exhausted. You
can find boring jobs everywhere. They
are not well paid and most of the time
these jobs are focused on having people
busy. Robots sometimes perform boring
jobs. They are characterized by being
repetitive and monotonous but
necessary. For these and many other
reasons I would not like to have a boring
job.
SPEAKING: Talk about your points of view regarding boring and interesting jobs.
38
TALKING ABOUT BOOKS AND MOVIES

INTENSIVE READING
Read the texts and complete the exercises.
Keira Knightley rose to fame when she starred in Pirates of the Caribbean,
the biggest film of 2003. She's one of the most beautiful actresses in
Hollywood and also one of the richest. Most critics agree that she is one of
the best actresses in the world. She has starred not only in blockbusters
like Pirates, but also in more serious films, such as Atonement, and in
funnier films, such as Love Actually.
Tom Hanks is one of the most famous and richest actors in

Hollywood. He won the Oscar for Best Actor twice. He can play serious roles
as well as appearing in more entertaining and funnier films such as You’ve
Got Mail, one of the biggest comedies of 1998. Tom Hanks isn’t the most
attractive actor in Hollywood, but most critics agree that he is one of the best
actors.
1. Correct the sentences according to the text.
Keira worked in one of the shortest films of 2003.

She worked in a sadder film called Love Actually.
Tom Hanks is not very rich.
You’ve Got Mail was one of the biggest thrillers in 1998.
Tom Hanks is the most attractive actor in Hollywood.
2. Underline the comparative and superlative adjectives in the texts. Complete the
table.
Comparative Superlative
Short adjectives
rich richer
big bigger
funny the funniest
Long adjectives
serious the most serious
beautiful more beautiful
entertaining the most entertaining
attractive more attractive
Irregular adjectives
good better
bad worse the worst
39
COMPARATIVE AND SUPERLATIVE GRAMMAR
Comparative adjectives Superlative adjectives
When you compare two items When you compare three or more items
Spelling Spelling
Short adjectives Short adjectives
We add er to short (one syllable and some We put the in front of short (one-syllable and
two-syllable) adjectives. some two-syllable) adjectives and add est.
+ er long→longer + est long→ the longest
If the short adjective ends in –e, we add -r. If the short adjective ends in e, we add st.
+ r wide→wider + st wide → the widest
If the short adjective ends in a short vowel If the short adjective ends in a short vowel + a
+ a single consonant, we double the single consonant, we double the consonant
consonant and add -er. and add est.
t → tter hot → hotter -t → ttest hot → the hottest
If the adjective ends in y, we take out the y If the adjective ends in –y, we take out the –y
and add ier. and add iest.
y → ier friendly – friendlier -y → iest friendly – the friendliest
Long adjectives Long adjectives

If the adjective is long (two syllables or If the adjective is long (two syllables or more),
more) we use the word more. we use the word most.
beautiful → more beautiful beautiful→ the most beautiful
Irregular comparative and superlative forms
40
COMPARATIVE SUPERLATIVE HOMEWORK
1. Complete the chart with the comparatives and superlatives.

ADJECTIVE COMPARATIVE SUPERLATIVE
amusing more amusing than the most amusing
bad
handsome
easy
small
hard
bright
noisy
attractive
good
frightening
few
2. Write sentences comparing the two films in the chart.

Use the comparative form of the adjectives below and
than. Example: “Star Trek” was longer than “Up in the Air”.
Star Trek Up in the Air

(ST) (UA)
Length 127 minutes 109 minutes ST was longer than UA
Popularity * * * * * * *
Violence * * * * *
Entertainment * * * * * * *
Laughs * * * * * *
Fear factor * * * *
3. Write the questions. Use superlative adjectives.

1. Who/talented/actor in the world? _________________________________________________
2. What/moving/ film that you have ever seen? ________________________________________
3. Who/beautiful/actress in the world? _______________________________________________
4. What/dull/program on TV? ______________________________________________________
5. Who/bad/actor in the world? _____________________________________________________
6. Who/good-looking/actor in the world? _____________________________________________
7. What/scary/ film that you have ever seen? _________________________________________
41
PRONUNCIATION
TALKING ABOUT MOVIES AND BOOKS
Task 3
Read the following conversation with your partner. Ask and answer the questions by
using the linked sounds.
Student A: Do you feel like seeing a movie?

Student B: Sure. What’s it about?
Student A: It’s about poetry. It is called “The Dark Side of the Heart”. It’s playing at the
Campanario Theater.
Student B: Who’s in it?
Student A: It’s starring Nacha Guevara. She’s in a new movie too.
Student B: Sounds good. What time does it start?
Student A: Showtimes are at 4:00 and 6:00 p.m.
Student B: So… let’s meet at 5:30.
Student A: Ok. See you then.
42
A. Label the photos with the words below. Which types of films are not illustrated?
Listen and check.
TYPES OF FILMS
Action film Animated film Comedy Disaster film Documentary film
Historical drama Horror film Musical Romantic comedy Science fiction film
Thriller War film Western
1. 2. 3. 4.
________________ ________________ ________________ ________________
5. 6. 7. 8.
________________ ________________ ________________ ________________
Not illustrated:
______________ ________________ ______________
______________ _________________ ______________
B. Listen. Match each film excerpt (numbers) with a type of film from column B.
B
1. ______ a. Horror film
2. ______ b. Documentary film
3. ______ c. Historical drama
4. ______ d. Comedy
5. ______ e. Animated film
6. ______ f. Science fiction film
43
1. Pair work: Prepare an interview with your classmate, use the

strategy to control the conversation. Talk about the best film
for you so far.
2. Follow the model below to organize your interview.
3. Present the conversation to the class. Pay attention to the
strategy to control the conversation.
Components of a Movie Important Language/Examples Can you name a movie . . .?
. . . that is a sci-fi?
. . . that is a horror?
. . . that is an action movie?
What kind of movie is it? It’s a ______________________
. . . that is a romantic comedy?
It’s a comedy. It’s a sci-fi. It’s a
horror.
It’s an action movie. It’s a romantic . . . with Brad Pitt in it?
comedy. . . . that is starring Julia Roberts?
. . . with Mike Meyers in it?
. . . starring Sean Connery?
Who is in it? _______________ is in it. . . . that takes place in space?

. . . that takes place in WWII?
Who’s starring in it? _______________ is starring in it.
. . . set in Asia?
Orlando Bloom is in it. . . . set on a train?
. . . that takes place in the 1800s?
. . . set in the countryside?
. . . that takes place in Europe?
Where does it take place? It’s set in _______________.
When does it take place? It takes place in ______________. . . . about people who fall in love?
It’s set in New York in the 60s. . . . about people who take drugs?
It takes place on the moon in the . . . about police who are corrupt?
future. . . . about someone who wants to
destroy the world?
It takes place in a prison.
What’s it about? It’s about _____ who __________.

What happens in it? It’s about two young people who
fall in love on a sinking ship. It’s
about a meteor that is going to
destroy the Earth.
How does it end? In the end, __________________.
44
What happens in the end? In the end, the ring is destroyed.
In the end, Harry decides he really
loves Sally.
What did the critics say? The critics _________________.

What kind of reviews did it It got ___________ reviews.
get? The critics said it was good. The
critics panned it. The critics raved
about it.
It got great reviews. It got poor
reviews.
45
A. Read the following text and answer the questions into the graphic.
Today is World Book Day. What is World Book Day? Every year on the 2nd March, teachers, parents and
children all over the world use this day to talk about books. Some children go to school dressed up as their
most favorite book characters. Lots of shops and libraries are having the best special events with book
reading and they are selling books the lowest prices.
Books are very important to everyone; some people don’t like to read they think it’s boring but I think that
these people just haven’t found the rightest book yet. There are so many different books for everyone to
enjoy.
Why should we read?
Children have to read to learn how to understand vocabulary, grammar and spelling. But even adults should
read from time to time.
Books can give us so much information about many different subjects, History, Geography, Science etc.
We can learn about other distant countries and cultures, even though we may never be able to visit them.
We can read about the most important people from the past and present who have influenced others and
may inspire us.
It has been proven that reading makes you smarter – ‘the more you read, the more you will know’.
It helps you to relax and switch off.
Books are a window to another world. You can escape your daily routine and struggles and dive into a
universe of wonder and imagination where anything is possible.
Reading can be fun; there are thousands of funny books for girls and boys !
1. What is the most important activity people do during World Book Day?
2. What does the author say about the people who don’t like to read?
3. What are the three most important reasons why everyone should read books?
46
B. Use the answers in the graphic to write a paragraph about World Book Day. Do
Colombians celebrate World Book Day? Why?

Listen to the following conversation and complete the table:
Vocabulary:
Hacker Introduce Actually Evil Imprisoned Tricked
human race terrific special effects
1. When was the movie made?
2. What does the boy think about the movie?
3. Neo is:
4. The evil machines have:
5. For the boy, Laurence Fishburne, Morpheus is:
6. The best thing about the film is:
47
PROBLEM-SOLVING ACTIVITY
In groups of four students, read the following situation and the task given about it in order
to solve a problem.
Context
One male friend of yours is thinking about the perfect gift for his girlfriend. She loves
reading and she likes reading the most important literary works writers have created.
Choose which book your friend should give his girlfriend.
Working together as a group read the books reviews and suggest

the best book for his girlfriend.
Each member of the group has to suggest one book and say the
reasons why he/she suggests it.
Restrictions
- She doesn’t like to read short, superficial books.
- He doesn’t want to give her a common ordinary book.
Consider:
Using adjectives to compare books (with comparatives) and suggest the best option
(superlatives).
Possible adjectives you can use to compare:

Entertaining, funny, amazing, popular, scary, violent, interesting, spectacular, sad, happy,
etc.
Useful Phrases
I think…
I agree with you
I don’t agree with you
This is the best…
48
BOOK REVIEWS
a. In Search of Lost Time by Marcel Proust

Swann's Way, the first part of A la Recherche de Temps Perdu, Marcel Proust's seven-part cycle,
was published in 1913. In it, Proust introduces the themes that run through the entire work. The
narrator recalls his childhood, aided by the famous madeleine; and describes M. Swann's passion
for Odette. The work is incomparable. Edmund Wilson said "[Proust] has supplied for the first time
in literature an equivalent in the full scale for the new theory of modern physics."
b. War and Peace by Leo Tolstoy

Epic in scale, War and Peace delineates in graphic detail events leading up to Napoleon's invasion
of Russia, and the impact of the Napoleonic era on Tsarist society, as seen through the eyes of five
Russian aristocratic families.
c. Moby Dick by Herman Melville

First published in 1851, Melville's masterpiece is, in Elizabeth Hardwick's words, "the greatest novel
in American literature." The saga of Captain Ahab and his monomaniacal pursuit of the white whale
remains a supreme adventure story but one full of mythic grandeur, poetic majesty, and symbolic
power. Filtered through the consciousness of the novel's narrator, Ishmael, Moby-Dick draws us
into a universe full of fascinating characters and stories, from the noble cannibal Queequeg to the
natural history of whales, while reaching existential depths that excite debate and contemplation to
this day.
d. The Adventures of Huckleberry Finn by Mark Twain

Revered by all of the town's children and dreaded by all of its mothers, Huckleberry Finn is
indisputably the most appealing child-hero in American literature. Unlike the tall-tale, idyllic world of
Tom Sawyer, The Adventures of Huckleberry Finn is firmly grounded in early reality. From the
abusive drunkard who serves as Huckleberry's father, to Huck's first tentative related with issues of
personal liberty and the unknown, Huckleberry Finn attempt to examine quite a bit deeper into the
complexities — both joyful and tragic of life.
e. One Hundred Years of Solitude by Gabriel Garcia Marquez

The novel tells the story of the rise and fall of the mythical town of Macondo through the history of
the Buendía family. It is a rich and brilliant chronicle of life and death, and the tragicomedy of
humankind. In the noble, ridiculous and beautiful story of the Buendía family, one sees all of
humanity, just as in the history, myths, growth, and decay of Macondo; one sees all of Latin
America. Love and lust, war and revolution, riches and poverty, youth and senility — the variety of
life, the endlessness of death, the search for peace and truth — these universal themes dominate
the novel. Whether he is describing an affair of passion or the voracity of capitalism and the
corruption of government, Gabriel García Márquez always writes with the simplicity, ease, and
purity that are the mark of a master.
f. Madame Bovary by Gustave Flaubert

For daring to inspect into the heart of an adulteress and enumerate its contents with profound
dispassion, the author of Madame Bovary was tried for "offenses against morality and religion."
What shocks us today about Flaubert's devastatingly realized tale of a young woman destroyed by
the wild pursuit of her romantic dreams is its pure artistry: the poise of its narrative structure, the
opulence of its prose, and its creation of a world whose minor figures are as vital as its doomed
heroine. In reading Madame Bovary, one experiences a work that remains genuinely revolutionary
almost a century and a half after its creation.
49
DICTATION
1. Listen to your teacher and complete the text.
Deciding _________________________ is an
everyday issue, and we usually finish making a
decision upon what is __________________ for
us. In this case we are considering the
differences between ________________. Movies
are both __________________________, but
the majority of the time movies fall in the
selection of fiction or nonfiction. Fiction movies evoke a sense of
_____________________________ rush; these movies are
______________________________________. Nonfiction movies make a
_____________________ on the viewers by making it a memorable film and causing a
______________________________________. These types of movies are
__________________________. In conclusion, we can say that fiction is not true and
nonfiction is true. This is ____________________________ of defining fiction and
nonfiction movies.
2. Listen to your teacher and write down the full text.
50
SPEAKING BY NUMBERS
Each student is given a number.
The learners can think for a minute about two books or two
movies to compare and then the teacher calls a number.
The learner with that number then says two or three sentences
about the two books or the two movies.
Then that speaker calls a number and the learner with that
number has to ask the speaker a question related to the books
or movies just spoken about.
When the question is answered, the questioner calls a number and the person with that
number asks another question.
This happens three or four times, and then the speaker calls the number of the next person
to speak about another two books or two movies.
Examples of books are the following:
1. The Elephant Man 2. Anne of Green Gables 3. The Secret Garden
4. The Adventures of Tom Sawyer 5. The Piano 6. Love Story
7. Room 13 and the Maze 8. Alice's Adventures in 9. The Picture of Dorian Gray
Wonderland
10. Simply Suspense 11. The Stranger 12. The Queen of Death
13. A picture to Remember 14. The Princess Diaries 15. Dracula
51
SUBSTITUTION TABLES WITH COMPARATIVES AND SUPERLATIVES
1. Oral practice
nicer
The movie more interesting
The book is funnier
The actor was better .
The actress worse
more entertaining
more talented
2. Write down three sentences comparing two movies, books, actors or actresses.
a.________________________________________________________________
b. __________________________________________________________________
c. __________________________________________________________________
3. Oral Practice
The nicest
The most interesting
The movie
The funniest
The book is/is not
The best .
The actor was/was not
The worst
The actress
The most entertaining
The most talented
4. Write down three sentences using superlatives to talk about movies, books,
actors or actresses.
a.________________________________________________________________
b.________________________________________________________________
c.________________________________________________________________

3/2/1
Talk about the best and the worst book you have read.
52
WRITING WITH FEEDBACK
Write a descriptive essay about the best and the worst movies you have ever seen.
Use comparatives and superlatives.
53
1. READING: Read the information about these three actors and think of three aspects you
would like to compare. Good, better, the best
Brad Pitt Leonardo DiCaprio James Franco
Height: 1,80 meters Height: 1,83 meters Height: 1,78 meters

Date of Birth: 18.12.1963 Date of Birth: 11.11.1974 Date of Birth: 19.04.1978
#19 in “The 100 Sexiest Movie #31 in “The 100 Sexiest Movie #42 “in The 100 Sexiest Movie
Stars 2013” Stars 2013” Stars 2013”
(according to Empire Online) (according to Empire Online) (according to Empire Online)
Weight: 78 kg Weight: 78 kg Weight: 76 kg
Movies: 54 Movies: 24 Movies: 48
Money: Money: Money:
(estimated) $170 million (estimated) $200 million (estimated) $22 million
Earnings 2017 N/A Earnings 2017: $30 Million 2-3 million per movie
Earnings 2015 $25 Million Earnings 2015 $37 Million Charity:
Earnings 2013 N/A Earnings 2013 $77 Million James Franco has regularly
Earnings 2010 $20 Million Earnings 2010 $28 Million volunteered for the Art Of
Charity: DiCaprio owns a home in Los Elysium charity (The Art of
Pitt supports the ONE Angeles, California, and an Elysium is dedicated to
Campaign, an organization apartment in the TriBeCa enriching the lives of artists and
aimed at combating AIDS and neighborhood in Lower critically ill children)
poverty in the developing Manhattan, New York. In 2009,
world. he bought an island in Belize on
which he is planning to create
an eco-friendly resort. He also
owns an apartment in
Riverhouse, an eco-friendly
building overlooking the Hudson
River in Manhattan.
2. SPEAKING: Form groups of four students, talk about the three comparisons you made
about these actors. Reach an agreement on the three most important comparisons. The
discussion has to be in English.
54
3. WRITING: Make sentences about the three actors on the following characteristics:
1. Young: who is younger (than...), who is the youngest?
2. Rich
3. Productive (=who made the most movies)
4. Tall
5. Attractive
6. Talented
7. Generous
8. Your own ideas: (for example: famous, sexy, intelligent, happy, healthy, etc.)
55
USING IMPORTANT SERVICES: TRANSPORTATION
INTENSIVE READING
A. Read the following interview about transportation and answer the following
questions:
Does your hometown have a good transportation?
Ruth, England
Good transportation? Not really because I'm from a small village but then if you actually go into
the town itself, then things aren't too bad. There's quite a good bus system and you can get
there easily on the train. We don't have a tram or anything like that but we don't need one. It's
not very big and it is easy to get a bus. We have enough transportation for all of our needs.
Akane, Canada
Well, my hometown is Toronto and I would say that it does have a good transportation system.
Actually, it is not difficult to find a bus, a train or a subway available. The highway system is
quite extensive and there are buses and subway systems and long distance trains throughout. I
think Toronto has the best transportation system in Canada.
Jeyong, South Korea

I'm from Seoul, Korea and "Yes" we have a good transportation because we have a lot of buses
and we have a very convenient subway which almost goes around places around Seoul area,
and outside of Seoul, so basically you can reach any place by riding the subway, and buses,
even though there's a big traffic, still I think it's very comfortable to travel by bus or subway.
Naomi, Australia
There's actually not very good transportation in my hometown because it's quite rural. You
definitely need your own car to get around. I have a car in my hometown to get me around
because actually it's on top of a mountain so there are no trains and there's only an occasional
bus but it is very expensive to use.
Ruth, Ireland
The transport in my hometown isn't too bad. I live quite near to the capital so there is a train that
runs in and out from there. There are buses as well that run into Dublin city but sometimes they
can be late or delayed. I would say that it is sometimes quite difficult to get a bus.
Todd, United States

Yeah, San Francisco has a pretty good transportation system. The best thing about it, it's really
cheap. You can go anywhere in the city for 1 dollar because once you buy a ticket for one dollar
you get three transfers, so you can transfer from a bus to another bus, or a bus to the subway,
so it's really efficient to use it. Also we have the cable cars and they’re pretty cool.
1. How do people get to town according to Ruth?

2. What’s transportation like in Toronto?
3. What kind of transportation can people find in South Korea?
4. How does Naomi get around in her town?
5. How do people get to Dublin in Ireland?
6. What does Todd think about transportation system?
56
It’s + adjective / noun + to GRAMMAR
The infinitive is the base form of a verb. In English, when we talk about the infinitive we are
usually referring to the present infinitive, which is the most common. An infinitive will almost
always begin with to follow by the simple form of the verb, like this: To + Verb = Infinitive
It's + adjective + infinitive It’s + noun + infinitive
It's easy to use. It's a good idea to do that.
It's not difficult to take a taxi. It’s time to go.
It's sometimes helpful to study periodically. It’s a joy to have you here.
It’s a pleasure to meet you.
It’s + adjective / noun + to HOMEWORK

A. Select the response that best completes the sentence.
1. it’s a good idea …. some basic phrases, when traveling to another country.
a. learn b. to learn c. learns
2….. to buy a book with some helpful expressions.
a. It helpful b. It’s helpful c. Its helpful
3. It's impossible …. what will happen.
a. a. guess b. to guess c. guessing
4. ..... to learn some basics such as "hello", "good morning" and "good night".
a. It easy b. It’s easy c. Its easy
5. It's good manners ….. "please" and "thank you".
a. say b. for say c. to say
B. Make sentences from the words C. Make sentences starting with the
given using: expressions given using infinitives.
it’s + adjective + infinitive. it’s + noun + infinitive
Example: Important – instructions. Example:

It’s important to follow the instructions. It’s a good idea to listen songs in English.
1. Necessary – passport 1. It’s time

2. Recommended – suit 2. It’s a joy
3. Fun – dance 3. It’s a pleasure
4. Interesting – language 4. It’s helpful
5. Nice – sleep 5. It’s impossible
6. Relaxing –sunbath 6. It’s important
7. Entertaining – books 7. It’s likely
8. Healthy – exercise 8. It’s a pity
57
PRONUNCIATION
Vowel Sounds / ʌ, æ /
/æ/ and /ʌ/ are the two closest vowel sounds in English and so it is very difficult to hear and
pronounce the difference. In fact, in some American accents there is no distinction between
the two. It is still worth language learners working on the difference between them;
however, as there are many words that vary only by this sound.
1. Listen and practice
2. Exercise: Listen to the word and select the answer
1. a. cup /^/ 2. a. some /^/

b. cap /ᴂ/ b. Sam /ᴂ/
3. a. musk /^/ 4. a. nut /^/

b. mask /ᴂ/ b. gnat /ᴂ/
5. a. luck /^/ 6. a. mum /^/

b. lack /ᴂ/ b. ma'am /ᴂ/
7. a. done /^/ 8. a. hut /^/

b. Dan /ᴂ/ b. hat /ᴂ/
9. a. sum /^/ 10. a. cub /^/

b. Sam /ᴂ/ b. cab /ᴂ/
58
Conversations: Listen to five different conversations at a train station and do the

exercises to improve your listening skills.
Preparation
Do this exercise before you listen. Match the vocabulary with the correct definition and
write a – d next to the number 1 – 4.
1. ____ platform a. A small piece of paper to allow you to use a train or bus.
2. ____ ticket b. The place in a train station where people get on and get off trains.
3. ____ single (ticket) c. A ticket to travel to a place, but not to travel back
4. ____ return (ticket) d. A ticket to travel to a place and back again.
1. Check your understanding: matching

Do this exercise while you listen. Complete the gaps with the correct place from the box.
Oxford Manchester London Cambridge Exeter
Listening A
The speaker wants to go to _______________
Listening B
Listening C
Listening D
The train is going to _______________
Listening E
The passengers want to go to _______________
2. Check your understanding: question and answer

Do this exercise while you listen. Write the correct answer to these questions.
(Listening A) 1. Which platform does the 10.15 train to Cambridge leave from? _______________
(Listening B) 2. Which platform does the 12.30 train to Manchester leave from? _______________
(Listening B) 3. How much is a single ticket to Manchester? _______________
(Listening D) 4. What time does the train arrive at Exeter? _______________
(Listening E) 5. What time is the train back to London? _______________
(Listening E) 6. Which platform does the train back to London leave from? _______________
59
Have you ever had problems when you are travelling? What can go wrong?
Pair work: Prepare a role play by using the information below. One
student is going to be student A and another student is going to be
student B. You have 10 minutes to prepare your role play (you can ask
the teacher the language you need). Do your role play for the whole
class.
At the airport (student A)
You work in the check-in at Popayan’s Airport. Today all the flights are cancelled because
all of the pilots are on strike. You have to explain to the passengers that there will be no
flights for at least three days.
At the airport (Student B)
You reserved your flights 6 months ago to travel to Bogotá for your best friend’s wedding.
You arrive at the airport early and go to the check-in. You are very excited and you only
have two weeks off work so you plan to arrive just the day before the wedding, attend the
wedding and travel to Cartagena to enjoy the rest of your free time.
60
DICTOGLOSS
1. Listen to the teacher talk about travelling (The teacher makes a short introduction of the
text)
4. Listen and take notes: Take notes listening key words.
as the writer)
6. Compare the reconstructed text and the original. Notice the type of errors that got in the
way of understanding the text.
f. Other problems.
61
PROBLEM SOLVING ACTIVITY
In groups of four students, read the following situation and the task given in order to solve a
problem.
Context
Your friend Karen is at the Metropolitan Museum of Art in Manhattan, New York. She
needs to be at the JFK airport at 5:30. Read about the different ways of transportation in
the City and decide which the best option for Karen is to get there.
Restrictions
- She has $25
- It’s 3:10
Working together as a group, decide what the best way for Karen to go to the airport is.
Each member of the group has to choose a different way of transportation and say the
reasons why he/she chooses it.
After all the members of the group have chosen the best way to go to the airport, as a
group you must rank the ways of transportation from one to four in the order of pertinence
as the best option for Karen. Once the group is ready, you must present the results to the
whole class.
62
SPEAKING BY NUMBERS
Suggested topics:
1. Bicycles are good means of transportation because…

2. It is better to use a bicycle than using a car
3. It is cheap to use public transportation in Popayan
4. The most dangerous way to travel is by …
5. Talk about the typical transportation you use.
6. Describe the means of transportation in Popayan.
7. Is motorcycle the best means of transportation in Popayan?
8. What’s a good solution for the traffic problem in the world?
9. What are your predictions about the transportation system in the future?
10. Do you feel safe when you use public transport?
11. What are the most annoying bad driving habits of drivers in this city?
12. What do you usually do when riding a bus? Do you read? Listen to music?
13. Is the public transportation in your hometown efficient?

SUBSTITUTION TABLE
1. Oral exercise
a good idea
time
a pleasure to travel by car
to go for a walk
useful to ride a bike
It is important to fly
convenient to take a taxi
easy to buy a car
safe
not hard
necessary
2. Write down 3 sentences using the structure It is and the words from the table.
a._______________________________________________________________________
b._______________________________________________________________________
c._______________________________________________________________________
63
A. Interview your partner. Write your partner’s answers to the questions about
transportation in the spaces provided.
1. How much time do you walk every 2. How often do you travel by car?
week?
__________________________ __________________________
__________________________ __________________________
3. What do you think of the roads in 4. How often do you ride a motorbike?
your city?
__________________________ __________________________
__________________________ __________________________
5. How do you usually travel when you 6. Which types of transport do you like
go on vacation? best?
__________________________ __________________________
__________________________ __________________________
B. When you have finished, make a report about your partner’s answers to the whole class.
64
3/2/1
Which transportation do you prefer – air, sea or road? Why?

Watch the video sequence and answer the questions. Write

about Mrs. Beatty’s trip taking into account your answers.
Vocabulary: safari, window seat, aisle seat, limo, express train, luggage, donkey
1. Where is Mrs.
Beatty traveling?
7. How is Mrs.
2. How is Mrs.
Beatty going to
Beatty going to
get to the hotel
travel?
in Gumare?
Mrs.
Beatty’s
6. Where is the safari trip 3. What seat
hotel located in does Mrs.
Gumare? Beatty prefer?
5. What type of
4. What type of
transport does
transport does
Mrs. Beatty take
Mrs. Beatty take
to Okavanga
to Francistown?
Delta?
A Safari Trip
65
Trains: Getting around the city
LISTENING:
A. Watch the video clip and answer the questions based on what you hear.
1. How much does a one-way ticket cost?

A. $2.05
B. $2.15
C. $2.50
2. What can you buy for $5.50?

A. One round-trip ticket
B. an all-day pass
C. a family pass
3. Students at the university receive a pass that can be used for:

A. trains only
B. trains and buses
C. trains, buses, and restaurant discounts
4. Is a train a convenient way of transportation?

________________________________________________________________________
5. Does the University of Utah have a helpful way for students to go to classes?
_______________________________________________________________________
WRITING: In groups of three answer the following questions:

1. Is it a good idea that universities in Colombia help students with a student pass
to go to study? Why?
2. Is it a good idea for students to pass a law that helps them get a discount when
taking a bus to go to classes? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SPEAKING: Report your answers as a group.
66
MARKING SYSTEM FOR GRAMMATICAL ERRORS
Pay attention to the few features that must be correct in any piece of writing that is to be
marked. If more than one minimum requirement error is found, the writing is returned for
checking before it is marked.
No Minimum requirements Incorrect Correct

1. Subject-verb agreement She hate onions She hates onions
2. Pronoun-noun agreement Please call Maria to tell she about Please call Maria to tell
her mother her about her mother
3. Every sentence must I from Perú I am from Perú
contain a subject and a
verb
4. No spelling errors I need to go witht you I need to go with you
Sign Meaning Example

Prep Wrong preposition prep
I have classes in the night.
Pron Wrong pronoun pron
My father is a teacher. She Works at a
school
ww
WW Wrong word
I have to make my homework.
Word order She is wearing a dress blue.
VT Verb tense vt
Forty years ago, most women stay at home.
SVA Subject verb agreement sva
Many people is_ studying English.
# Number (singular or plural) #
They have a books.
Sp Spelling sp
Yenny lives whit her sister.
˄ Word missing I love chocolate because ˄ is delicious.
------ This is not necessary They are have many problems.
Punc Punctuation punc
He worked all night so he was tired.
Cap Capital letter cap
canada is the second largest country in the
world.
/ New sentence
// New paragraph
______? Unclear She was proper from the law.?
67
SPEED READING CHART
Write your score for each reading passage at the bottom of the chart. Then put an X in one
of the boxes above the reading passage number to mark your time for each passage. Look
on the right side of the chart to find your reading speed for each reading passage. wpm:
Words per Minute.
Time wpm
1.50 300
2.00 275
2.10 254
2.20 236
2.30 220
2.40 206
2.50 194
3.00 183
3.10 174
3.20 165
3.30 157
3.40 150
3.50 144
4.00 138
4.10 132
4.20 127
4.30 122
4.40 118
4.50 114
5.00 110
5.10 106
5.20 103
5.30 100
5.40 97
5.50 94
6.00 92
Reading 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
10 MINUTE WRITING CHART

Each time you do 10 minute writing, put the number of words you wrote on this graph.
When your written work has been marked and returned to you, put the number of errors
per 100 words on the graph for that piece of writing.
Number of words
Error rate per 100 words
Pieces of Writing 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
68
PROGRAMA DE FORMACIÓN EN IDIOMAS - FICHAS DE VOCABULARIO
Traducido y adaptado del libro de Paul Nation “What do you need to know to learn a foreign
language?”
Cómo usar fichas de vocabulario: la estrategia de aprendizaje de vocabulario consciente más

importante es el aprendizaje por medio de fichas de vocabulario bilingües. Las fichas de
vocabulario son pequeñas fichas de 6 cm x 4 cm que tienen una palabra o una frase del idioma
extranjero en un lado y la traducción en el idioma nativo de esta palabra o frase en el otro lado.
Cada estudiante hace su propio conjunto de fichas. Instrucciones para los estudiantes:
1. Escriba en fichas de vocabulario las palabras que necesite aprender que se trabajan en la
clase de inglés y el vocabulario de los libros de lectura por niveles que se asignan en el
semestre.
2. Escriba la palabra en la pequeña ficha con su pronunciación en un lado y su traducción

en el otro lado. Esto ayuda a que usted recuerde la palabra después del primer encuentro. Cada
vez que usted recuerda la palabra se fortalece la conexión entre la forma y el significado de la
palabra. Si usted escribe la palabra en el idioma extranjero y al frente su traducción no hay
fortalecimiento de esta conexión.
6cm
Bump
/ bʌmp/ 4 cm
Chichón
E.g. The man has a

bump on the back of his
head.
3. Repase las palabras tratando de recordar la traducción del otro lado. No voltee la ficha
demasiado rápido cuando no recuerde la traducción de la palabra. Usted debe tratar de recordarla
sin mirar la traducción por unos instantes. Si no recuerda la traducción, voltee la ficha para ver la
traducción. Después de mirar la palabra y su traducción ponga la ficha en medio del conjunto de
fichas para que la vuelva a repasar rápido de nuevo.
4. Al comienzo, empiece con pequeños conjuntos de fichas –alrededor de 15 o 20 palabras.

Las palabras difíciles deben estudiarse en pequeños grupos para que haya mayor repetición y
procesamiento más profundo. A medida que el aprendizaje se vuelva más fácil, incremente el
número de fichas –más de 50 palabras en un conjunto de fichas parece ser inmanejable porque se
hace difícil mantener las fichas juntas y estudiarlas todas a la vez. Mantenga grupos pequeños de
fichas en su bolso, maletín, bolsillo para estudiarlas cada vez que usted tenga unos minutos libres.
5. Espacie las repeticiones. La mejor forma de estudiar las fichas es repasarlas unos pocos
minutos después de haberlas escrito, luego se deben estudiar una hora después, luego al
siguiente día, luego dos días después, luego una semana más tarde y finalmente un par de
semanas después. Esta repetición espaciada es mucho más efectiva que repeticiones masivas
juntas en una hora de estudio. La cantidad de tiempo invertido en el estudio de las palabras puede
ser el mismo pero los resultados son diferentes. Las repeticiones espaciadas dan como resultado
un aprendizaje de larga duración.
69
6. Use técnicas de procesamiento profundo con las palabras que son difíciles de aprender
como la técnica de la palabra clave. Piense la palabra en contextos situacionales. Divida la
palabra en partes, si es posible. Entre más asociaciones usted pueda hacer con la palabra, mejor
la recordará.
7. Asegúrese que las palabras de escritura parecida o de significado parecido no estén

juntas en el mismo conjunto de fichas. Esto significa que los días de la semana no se deben
aprender juntos. Lo mismo aplica para los meses del año, sinónimos, números, antónimos,
nombres de prendas de vestir, frutas, partes del cuerpo, cosas en la cocina, etc. Estas palabras
interfieren unas con otras y hacen que el aprendizaje de vocabulario sea mucho más difícil.
8. Continúe cambiando el orden de las palabras en su conjunto de fichas. Esto evitará que se
aprenda el significado de una palabra por la cercanía a otra palabra en el conjunto de fichas.
9. Diga la palabra en voz alta. Esto ayuda a que la forma de la palabra entre en la memoria de
largo plazo.
10. Escriba frases u oraciones que contengan las palabras de las fichas cuando esto sea
necesario. Esto se aplica particularmente a los verbos. Algunas palabras se aprenden mejor en
frases o en imágenes mentales.
Nation, I.S.P. (2014). What do you need to know to learn a foreign language? New Zealand:
Victoria University of Wellington.
70
LEARNING
(Taken from the book: Make it Stick, the Science of Successful Learning” by Brown,
Peter C., Roediger, Henry L., and McDaniel, Mark A.)
Learning Tips for Students
Remember that the most successful students are those who take charge of their own learning and
follow a simple but disciplined strategy. You may not have been taught how to do this, but you can
do it, and you will likely surprise yourself with the results.
Embrace the fact that significant learning is often, or even usually, somewhat difficult. You
will experience setbacks. These are signs of effort, not of failure. Setbacks come with striving, and
striving builds expertise. Effortful learning changes your brain, making new connections, building
mental models, increasing your capability. The implication of this is powerful: Your intellectual
abilities lie to a large degree within your own control. Knowing that this is so makes the difficulties
worth tackling.
Following are three keystone study strategies. Make a habit of them and structure your time
so as to pursue them with regularity.
Practice Retrieving New Learning from Memory
What does this mean? “Retrieval practice” means self- quizzing. Retrieving knowledge and skill
from memory should become your primary study strategy in place of rereading.
How to use retrieval practice as a study strategy: When you read a text or study lecture
notes, pause periodically to ask yourself questions like these, without looking in the text: What are
the key ideas? What terms or ideas are new to me? How would I define them? How do the ideas
relate to what I already know?
Many textbooks have study questions at the ends of the chapters, and these are good
fodder for self- quizzing. Generating questions for yourself and writing down the answers is also a
good way to study.
Set aside a little time every week throughout the semester to quiz yourself on the material in
a course, both the current week’s work and material covered in prior weeks.
When you quiz yourself, check your answers to make sure that your judgments of what you
know and don’t know are accurate.
Use quizzing to identify areas of weak mastery, and focus your studying to make them
strong.
The harder it is for you to recall new learning from memory, the greater the benefit of doing
so. Making errors will not set you back, so long as you check your answers and correct your
mistakes.
What your intuition tells you to do: Most studiers focus on underlining and highlighting text
and lecture notes and slides. They dedicate their time to rereading these, becoming fluent in the
text and terminology, because this feels like learning.
Why retrieval practice is better: After one or two reviews of a text, self- quizzing is far more
potent for learning than additional rereading. Why might this be so? This is explained more fully in
Chapter 2, but here are some of the high points.
The familiarity with a text that is gained from rereading creates illusions of knowing, but
these are not reliable indicators of mastery of the material. Fluency with a text has two strikes
against it: it is a misleading indicator of what you have learned, and it creates the false impression
that you will remember the material.
By contrast, quizzing yourself on the main ideas and the meanings behind the terms helps
you to focus on the central precepts rather than on peripheral material or on a professor’s turn of
phrase. Quizzing provides a reliable measure of what you’ve learned and what you haven’t yet
mastered. Moreover, quizzing arrests forgetting. Forgetting is human nature, but practice at
recalling new learning secures it in memory and helps you recall it in the future.
71
Periodically practicing new knowledge and skills through self-quizzing strengthens your
learning of it and your ability to connect it to prior knowledge. A habit of regular retrieval practice
throughout the duration of a course puts an end to cramming and all-nighters. You will need little
studying at exam time. Reviewing the material the night before is much easier than learning it.
How it feels: Compared to rereading, self-quizzing can feel awkward and frustrating,
especially when the new learning is hard to recall. It does not feel as productive as rereading your
class notes and highlighted passages of text feels. But what you don’t sense when you’re struggling
to retrieve new learning is the fact that every time you work hard to recall a memory, you actually
strengthen it. If you restudy something after failing to recall it, you actually learn it better than if you
had not tried to recall it. The effort of retrieving knowledge or skills strengthens its staying power
and your ability to recall it in the future.
Space Out Your Retrieval Practice
What does this mean? Spaced practice means studying information more than once but leaving
considerable time between practice sessions.
How to use spaced practice as a study strategy: Establish a schedule of self-quizzing that
allows time to elapse between study sessions. How much time? It depends on the material. If you
are learning a set of names and faces, you will need to review them within a few minutes of your
first encounter, because these associations are forgotten quickly. New material in a text may need
to be revisited within a day or so of your first encounter with it. Then, perhaps not again for several
days or a week. When you are feeling surer of your mastery of certain material, quiz yourself on it
once a month. Over the course of a semester, as you quiz yourself on new material, also reach
back to retrieve prior material and ask yourself how that knowledge relates to what you have
subsequently learned.
If you use flashcards, don’t stop quizzing yourself on the cards that you answer correctly a
couple of times. Continue to shuffle them into the deck until they’re well mastered. Only then set
them aside— but in a pile that you revisit periodically, perhaps monthly. Anything you want to
remember must be periodically recalled from memory.
Another way of spacing retrieval practice is to interleave the study of two or more topics, so
that alternating between them requires that you continually refresh your mind on each topic as you
return to it.
What your intuition tells you to do: Intuition persuades us to dedicate stretches of time to
single-minded, repetitive practice of something we want to master, the massed “practice practice-
practice” regime we have been led to believe is essential for building mastery of a skill or learning
new knowledge. These intuitions are compelling and hard to distrust for two reasons. First, as we
practice a thing over and over we often see our performance improving, which serves as a powerful
reinforcement of this strategy. Second, we fail to see that the gains made during single-minded
repetitive practice come from short-term memory and quickly fade. Our failure to perceive how
quickly the gains fade leaves us with the impression that massed practice is productive.
Moreover, most students, given their misplaced faith in massed practice, put off review until
exam time nears, and then they bury themselves in the material, going over and over it, trying to
burn it into memory.
Why spaced practice is better: It’s a common but mistaken belief that you can burn
something into memory through sheer repetition. Lots of practice works, but only if it’s spaced. If
you use self-quizzing as your primary study strategy and space out your study sessions so that a
little forgetting has happened since your last practice, you will have to work harder to reconstruct
what you already studied. In effect, you’re “reloading” it from long-term memory. This effort to
reconstruct the learning makes the important ideas more salient and memorable and connects
them more securely to other knowledge and to more recent learning. It’s a powerful learning
strategy.
How it feels: Massed practice feels more productive tan spaced practice, but it is not.
Spaced practice feels more difficult, because you have gotten a little rusty and the material is
72
harder to recall. It feels like you’re not really getting on top of it, whereas in fact, quite the opposite
is happening: As you reconstruct learning from long-term memory, as awkward as it feels, you are
strengthening your mastery as well as the memory.
Interleave the Study of Different Problem Types
What does this mean? If you’re trying to learn mathematical formulas, study more than one
type at a time, so that you are alternating between different problems that call for different solutions.
If you are studying biology specimens, Dutch painters, or the principles of macroeconomics, mix up
the examples.
How to use interleaved practice as a study strategy: Many textbooks are structured in study
blocks: They present the solution to a particular kind of problem, say, computing the volume of a
spheroid, and supply many examples to solve before moving to another kind of problem (computing
the volume of a cone). Blocked practice is not as effective as interleaved practice, so here’s what to
do.
When you structure your study regimen, once you reach the point where you understand a
new problem type and its solution but your grasp of it is still rudimentary, scatter this problem type
throughout your practice sequence so that you are alternately quizzing yourself on various problem
types and retrieving the appropriate solutions for each.
If you find yourself falling into single-minded, repetitive practice of a particular topic or skill,
change it up: mix in the practice of other subjects, other skills, constantly challenging your ability to
recognize the problem type and select the right solution.
Harking back to an example from sports, a baseball player who practices batting by
swinging at fifteen fastballs, then at fifteen curveballs, and then at fifteen change ups will perform
better in practice than the player who mixes it up. But the player who asks for random pitches
during practice builds his ability to decipher and respond to each pitch as it comes his way, and he
becomes the better hitter.
What your intuition tells you to do: Most learners focus on many examples of one problem or
specimen type at a time, wanting to master the type and “get it down cold” before moving on to
study another type.
Why interleaved practice is better: Mixing up problem types and specimens improves your
ability to discriminate between types, identify the unifying characteristics within a type, and
improves your success in a later test or in real-world settings where you must discern the kind of
problem you’re trying to solve in order to apply the correct solution.
How it feels: Blocked practice— that is, mastering all of one type of problem before
progressing to practice another type— feels (and looks) like you’re getting better mastery as you
go, whereas interrupting the study of one type to practice a different type feels disruptive and
counterproductive. Even when learners achieve superior mastery from interleaved practice, they
persist in feeling that blocked practice serves them better. You may also experience this feeling, but
you now have the advantage of knowing that studies show that this feeling is illusory.
Other Effective Study Strategies
ELABORATION improves your mastery of new material and multiplies the mental cues available to
you for later recall and application of it.
What is it? Elaboration is the process of finding additional layers of meaning in new material.
For instance: Examples include relating the material to what you already know, explaining it
to somebody else in your own words, or explaining how it relates to your life outside of class.
A powerful form of elaboration is to discover a metaphor or visual image for the new
material. For example, to better grasp the principles of angular momentum in physics, visualize how
a figure skater’s rotation speeds up as her arms are drawn into her body. When you study the
principles of heat transfer, you may understand conduction better if you imagine warming your
hands around a hot cup of cocoa. For radiation, visualize how the sun pools in the den on a wintry
73
day. For convection, think of the life-saving blast of A/C as your uncle squires you slowly through
his favorite back-alley haunts of Atlanta.
When you learned about the structure of an atom, your physics teacher may have used the
analogy of the solar system with the sun as the nucleus and electrons spinning around like planets.
The more that you can elaborate on how new learning relates to what you already know, the
stronger your grasp of the new learning will be, and the more connections you create to remember
it later. Later in this chapter, we tell how the biology professor Mary Pat Wenderoth encourages
elaboration among her students by assigning them the task of creating large “summary sheets.”
Students are asked to illustrate on a single sheet the various biological systems studied during the
week and to show graphically and through key words how the systems interrelate with each other.
This is a form of elaboration that adds layers of meaning and promotes the learning of concepts,
structures, and interrelationships. Students who lack the good fortune to be in Wenderoth’s class
could adopt such a strategy for themselves.
GENERATION has the effect of making the mind more receptive to new learning.
What is it? Generation is an attempt to answer a question or solve a problem before being
shown the answer or the solution.
For instance: On a small level, the act of filling in a missing word in a text (that is, generating
the word yourself rather than having it supplied by the writer) results in better learning and memory
of the text than simply reading a complete text.
Many people perceive their learning is most effective when it is experiential— that is,
learning by doing rather than by reading a text or hearing a lecture. Experiential learning is a form
of generation: you set out to accomplish a task, you encounter a problem, and you consult your
creativity and storehouse of knowledge to try to solve it. If necessary you seek answers from
experts, texts, or the Web. By wading into the unknown first and puzzling through it, you are far
more likely to learn and remember the solution than if somebody first sat you down to teach it to
you.
You can practice generation when reading new class material by trying to explain
beforehand the key ideas you expect to find in the material and how you expect they will relate to
your prior knowledge. Then read the material to see if you were correct. As a result of having made
the initial effort, you will be more astute at gleaning the substance and relevance of the reading
material, even if it differs from your expectation.
If you’re in a science or math course learning different types of solutions for different types
of problems, try to solve the problems before you get to class. The Physics Department at
Washington University in St. Louis now requires students to work problems before class. Some
students take umbrage, arguing that it’s the professor’s job to teach the solution, but the professors
understand that when students wrestle with content beforehand, classroom learning is stronger.
REFLECTION is a combination of retrieval practice and elaboration that adds layers to learning and
strengthens skills.
What is it? Reflection is the act of taking a few minutes to review what has been learned in a
recent class or experience and asking yourself questions. What went well? What could have gone
better? What other knowledge or experiences does it remind you of? What might you need to learn
for better mastery, or what strategies might you use the next time to get better results?
For instance: The biology professor Mary Pat Wenderoth assigns weekly low-stakes
“learning paragraphs” in which students are asked to reflect on what they learned the previous
week and to characterize how their class learning connects to life outside the class. This is a fine
model for students to adopt for themselves and a more fruitful learning strategy tan spending hours
transcribing lecture slides or class notes verbatim into a notebook.
CALIBRATION is the act of aligning your judgments of what you know and don’t know with
objective feedback so as to avoid being carried off by the illusions of mastery that catch many
learners by surprise at test time.
74
What is it? Everyone is subject to a host of cognitive illusions, some of which are described
in Chapter 5. Mistaking fluency with a text for mastery of the underlying content is just one
example. Calibration is simply the act of using an objective instrument to clear away illusions and
adjust your judgment to better reflect reality. The aim is to be sure that your sense of what you
know and can do is accurate.
For instance: Airline pilots use flight instruments to know when their perceptual systems are
misleading them about critical factors like whether the airplane is flying level. Students use quizzes
and practice tests to see whether they know as much as they think they do. It’s worth being explicit
here about the importance of answering the questions in the quizzes that you give yourself. Too
often we will look at a question on a practice test and say to ourselves: Yup, I know that, and then
move down the page without making the effort to write in the answer. If you don’t supply the
answer, you may be giving in to the illusion of knowing, when in fact you would have difficulty
rendering an accurate or complete response. Treat practice tests as tests, check your answers, and
focus your studying effort on the areas where you are not up to stuff.
MNEMONIC DEVICES help you to retrieve what you have learned and to hold arbitrary information
in memory.
What are they? “Mnemonic” is from the Greek word for memory, and mnemonic devices are
like mental file cabinets. They give you handy ways to store information and find it again when you
need it.
For instance: Here is a very simple mnemonic device that some school children are taught
for remembering the US Great Lakes in geographic order, from east to west: Old Elephants Have
Musty Skin. Mark Twain used mnemonics to teach his children the succession of kings and queens
of England, taking the sequence and length of their reigns along the winding driveway of his estate,
walking it with the children, and elaborating with images and storytelling. Psychology students at
Bellerbys College in Oxford use mnemonic devices called memory palaces to organize what they
have learned and must be prepared to expound upon in their A-level essay exams. Mnemonics are
not tools for learning perse but for creating mental structures that make it easier to retrieve what
you have learned.
Brown, Peter C., Roediger, Henry L., & McDaniel, Mark A., (2014). Make It Stick: The Science of
Successful Learning. Cambridge, MA, USA: Harvard University Press.
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University of Cauca English III Student’s Textbook Talking About Plans

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University of Cauca

Language Education Program

What are your plans for next year?

Christy Lewis Laura Chang Paul Reade

Present Continuous Going to + Verb Will + Verb

EXPRESSING FUTURE WITH WILL – PRESENT CONTINUOUS – GOING TO

EXPRESSING FUTURE WITH WILL – PRESENT CONTINUOUS – GOING TO HOMEWORK

1. We will go / are going to go to the movies tonight. We have the tickets.

LISTENING: FUTURE PLANS

Name Plans for Saturday Plans for Sunday

B. Listen and complete the sentences.

1. On Saturday night ___________ ____________ _________with the big group of

Exercise 3: Complete the transcriptions with one of the following diphthongs.

What are your plans after your graduation from college?

LANGUAGE EDUCATION PROGRAM

1. Molly is going to ________ 2. Peter is going to ________

3. Cara is going to ________ 4. John is going to ________

5. Nick is going to _________ 6. Julia is going to _________

3. In group, rank the advice from one to four in order of pertinence.

4. When the group is ready, present the results to the class.

1. Weekend plans 2. Vacation plans 3. Plans after graduation

LANGUAGE EDUCATION PROGRAM

WRITING A DESCRIPTIVE ESSAY

c. Revising and editing your essay: In this stage, the writer:

Sample Essay: My favorite place

All these sensations that I feel give me an impression of happiness. I am the

2. Read again and identify:

A. Oral practice. Be going to

C. Oral practice. Will

My name is Sara and I am going to

In two years, I am going to go to

3. Few people love what they do. ____

4. Successful people feel bored and depressed at their jobs. ____

5. Our duty is to work at something that gives us gratification. ____

THE PAST AND THE PRESENT PARTICIPLES

Present participle as a verb Past participle as a verb

That movie was boring or bored ?????

boring = what I think, it means my opinion. Math is confusing.

These are some common participles used as adjectives*

Present Participle Past Participle

English: How to Pronounce the Schwa [ə]

Just slightly drop your jaw to make this sound. The

Let’s look at the vowel up close and in slow motion.

As I said, this vowel can only be in an unstressed

Extra practice: http://rachelsenglish.com/english-pronounce-schwa/

2. Which function words (prepositions, articles, auxiliaries, quantifiers, pronouns,

2. Listen to the conversation and read it.

Woman: My job is so boring. I really don’t like being a

1. Move into groups of four students.

Your friend is bored and frustrated at his job. He is

You want to help him by suggesting solutions to his

Suggest two ways of dealing with his boring job

LANGUAGE EDUCATION PROGRAM

at her previous job.

0. She is not a ________bored____ person.

4. Write down three sentences substituting the jobs of the table.

Business manager Anthropologist Artist

The learner with that number then says three or

Then that speaker calls a number and the

1. Move into groups of four.

7. Classify your errors using the following list.

What problems did you have?

a. I couldn’t hear which sound it was.

1. On Saturday night ___ _with the big group of

1. Molly is going to 2. Peter is going to

3. Cara is going to 4. John is going to

5. Nick is going to _ 6. Julia is going to _

0. She is not a ____bored person.

What’s it about? It’s about _ who ______.