Welcome to the second module of the course!

Here, you will learn useful

vocabulary and communication strategies to describe benefits of studying abroad
and cultural difference in foreign countries. Also, unit 2 aims to give you enough
grammar structures for you to describe actions that started in the past and are still
continuing.

This unit is important because it will help you understand and apply a difficult
grammar structure such as the present perfect progressive. You will use the present
perfect progressive tense to talk and write about how long you have been
experiencing some situations in your life.

2.1. Grammar
2.1.1. Present Perfect Progressive
2.1.2. Question Words: How long…? How far…? How often…?
2.1.3. Adjective Intensifiers: quite/very/really/totally/completely/extremely
2.2. Vocabulary
2.2.1. City vs. Countryside
2.2.2. Cultures in other Countries
2.2.3. Studying Abroad
2.3. Pronunciation
2.3.1. Linking Words
Rossie is from Bolivia. She has been studying English in London for three months.
Her mother sends her postcards every month.

Postcard
Dear Rossie,
I hope you are having a good time in
London. I’m missing you so much. I hope
your English is improving a lot. I have
been watching a lot of videos of London.
It’s so beautiful.
To:

I hope you are also finding time to do

Rossie Bryan
some sightseeing. Have you seen any
interesting places yet? How far is the
Imperial College London
Buckingham Palace from your campus?
What is it like living in a big city?
Oh! I wish I was there. Tell me all about it. South Kensington Campus

Lots of love, London SW7 2AZ, UK

Mum

Imagine you are Rossie and you are studying abroad in London.

What would you write in a reply to your mother after receiving this postcard?
 Figure 1. Present Perfect Progressive Tense Timeline. By Bryan, R. (2018)

T
he present perfect progressive tense (also called the present perfect
continuous) describes actions or situations that started in the past and have
continued to the present or are still true in the present. In other words, the
present perfect continuous is used to show that something is unfinished. It
started in past and is still continuing. The focus is on the continuation of the action.
This tense doesn’t normally occur with repeated actions.

Table 1. Uses of the Present Perfect Progressive Tense (Bryan, 2018)

Uses Examples Notes

1. Activities that began in the 
past and have continued to the
present. Unfinished actions.
2. We often use the present 
perfect progressive to talk
about how long something has 
been happening.
3. We can use the present 
perfect progressive to show
that something is temporary.
4. Sometimes we can use 
either present perfect or
present perfect progressive
without change in the
meaning. This happens with 
verbs such as: study, live,
teach, work and the words
“for” or “since”.
I have been teaching English Time expressions
since 1998. (signal words) often
 This month, they’ve been used with this tense
taking a course. include “for” (+period
My daughter has been of time), “since”
working here for five years. (+beginning time), “so
far”, “to date”, “up to
I’ve been reading books about
now”.
Europe for two months.
We have been living here Some more time
since 2001, but we are moving expressions used with
to London next month. the present perfect
progressive are:
Lisa is a climate expert. She “all day (long)”, “all
has been studying English for my life”, “lately” “the
five years. whole day” and “these
Or days.”
Lisa is a climate expert. She
has studied English for five
years.
(In both cases, she is still
studying it. Therefore, both
sentences are correct and
mean the same.)
Table 2. Forms of the Present Perfect Progressive Tense (Bryan, 2018)

Forms
Affirmative and Negative Statements
Subject Have (not) Been Base form of Notes
Verb + -ing
I have (not) been living here for years. Remember that
we usually do
You have been working in Panama NOT use non-
since 2009. action verbs,
such as be,
He this book since
have, and know
She has been reading Monday.
in progressive
It
tenses.
Correct: She has
had the same
We
job since 1995.
You have (not) been cooking all day (long). Not: She has
They been having….

Yes/No Questions
Have Subject Been Base form of Notes
Verb + -ing
I Possible answers:
you Yes, I have.
we No, I have not (haven’t).
Have been studying?
they
he Possible answers:
she Yes, he has.
Has
it No, he has not (hasn’t).
Wh - Questions
Wh-Word Have Subject Been Base form of Notes
Verb + -ing
I Possible
have you been answers:
we I have been
How long they working? working for
 he two months.
Where has she been She has been
it working at the
hospital.

T
he question word “How” has many uses. It is often used with adjectives (e.g.,
old, big and adverbs (e.g., well, quickly). The combination “How + adjectives”
is used to ask for the specific quality or quantity of the adjective. Here we will
talk about three possible combinations:

1. How long…?
2. How far…?
3. How often…?

Table 3. WH Question Words (Bryan, 2018)

How long…? How far…? How often…?

It is used to ask questions about
periods of time (duration).
Examples:
 How long have you been
waiting for the train?
 How long was your stay in
London?
 How long have you been
living in this country?
We use it to ask questions It is used to ask questions about
about distance. how frequently something
happens (frequency, how many
 How far is the times).
university from this Examples:
hotel?  How often did you go to
 How far have you restaurants when you lived
been walking these in London?
days?  How often have you felt that
you were unable to control
important things in your
life?
T
here are some words that can be used to “intensify” adjectives and adverbs.
They are called intensifiers because they usually make the meaning of the
adverb or adjective stronger, or more intense. Some of these words are:
quite, very, really, totally, completely and extremely. Take a look at how we
can use them with adjectives:

Figure 2. Adjective Intensifiers. (Bryan, 2018)

S
ome people believe that it is better for children to grow up in the countryside
(rural area) than in a big city because in the countryside there is more space,
green areas, and life is more relaxing. However, other people think that a big
city give more opportunities because in the city they may obtain better
education systems, more jobs offers, access to technology and health care facilities.

Here are some positive and negative aspects of living in a city vs. living in the
countryside.

Table 4. Countryside versus City (Bryan, 2018)

Countryside City
Versus

Positive aspects Positive aspects

Fresh air. More opportunities for education.
Peaceful and quiet. Easy access to culture (museums, exhibitions…).
Fabulous landscapes. More job opportunities.
Relaxed lifestyle. Modern public transport.
Cheaper cost of living. More housing options.
Close contact with nature. Better health care facilities (hospitals).
More open spaces. Plenty of entertainment (theaters, concerts...).
Negative aspects Negative aspects
Declining school enrollment and school Higher crime rate.
closings.
Families live relatively far from the public More pollution.
schools.
Lack of health services, employment Cities can get over crowded.
opportunities, and leisure activities.

I
t is important to learn to appreciate each other’s cultures and ways of living.
Having the experiences of working or living alongside people from different
cultures helps us understand the importance of becoming more aware of our
own culture and other cultures. Once we have developed cultural awareness,
we start being grateful for the diversity of traditions, music, places, races, foods,
and religions in ours and other countries.

Here are some tips to living successfully with different cultures from other countries.
1. We shouldn’t make assumptions (beliefs based on little evidence) about other people.
2. We need to recognize and welcome cultural diversity (being different).
3. Cultural awareness begins with self-awareness (knowledge of yourself).
4. We shouldn’t make judgments (opinions) about people until we understand their culture.
5. We need empathy (an understanding gained by putting ourselves in the other’s position)
if we are going to understand the other people’s cultures.
6. You don’t have to agree with the views of others, but always respect (treat properly)
them.
7. Learn to embrace (welcome or accept enthusiastically something) the differences
between our culture and others.
 Figure 3. Studying Abroad
From: Wallpapermaiden (2017). Fantasy book for desktop, photo manipulation, birds, dog. [Imagen]
Recuperado de: http://bit.ly/FantasyBookImage

I
n this globalized world, there are a variety of study abroad opportunities in
almost every country. By studying abroad, students have the opportunity to see
the world, share their culture and learn about other countries’ cultures.
Moreover, for many students, studying abroad is a chance to develop language
skills.

Here are some tips for studying abroad

1. Before you go, investigate the country to find out about the culture, people, food, religion,
traditions, transportation, etc. The information will be useful so when you are there you
can adjust easily.
2. It’s important to see a doctor before you go. Get everything you need to prevent yourself
from becoming sick when you are there.
3. Investigate how much money you will really need. Find out the price of food,
transportation, sightseeing, housing, etc. Have a budget so you don’t spend too much.
4. Try to socialize with local people as much as possible. It’s the best way to learn the
language and culture.
5. Be patient, tolerant and embrace diversity.
E
nglish native speakers connect, or “link,” words together if the words are
part of the same thought group. They connect the last sound of one word to
the first sound of the next word. Linking creates the smooth, uninterrupted
sounds that are the key to natural, fluent sounding speech. The reason is
that, in normal speech, words within each thought group are not pronounced as
separate, individual units. Instead, the last sound of one word is linked to or
blended with the first sound of the next word. Therefore, instead of saying “I - like
- it” with each word pronounced separately, English native speakers would say “I lie
kit.”
 Descripción del documento Nombre del archivo

This video will help you understand Study-Abroad Programs Take Deeper
key concepts about Study-Abroad Dive Into Local Culture Format: Video
Programs. Link:
https://www.youtube.com/watch?v=i
KF0m77TXO8

V. [VOA Learning English]. (2011,

November 23). Study-Abroad
Programs Take Deeper Dive Into Local
Culture. [YouTube]. Retrieved March
03, 2018, from
https://www.youtube.com/watch?v=i
KF0m77TXO8
 Abroad: something that is done in any country or countries that are not your
own.

 Adjust: to change; to get accustomed to something Travelers are advised to

adjust their watches before arriving in the new time zone.

 Adjective: a describing word. Examples: white, big, tall, large, expensive, etc.

 City: any important large town.

 Country: a nation; the territory of a nation; land away from cities.

 Countryside: a rural region.

 Culture: all the beliefs, traditions and arts of a group or population.

 Empathy: an understanding gained by putting ourselves in the other’s position.

 Foreign: about or from another nation; not from one’s own place or country.

 Travel: to go from one place to another, usually for a long distance.

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 J. (2013, July 19). U.S. System of Education - English Language Notes 2.

Retrieved February 23, 2018, from
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Edition. Maidenhead: McGraw-Hill.

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 Retrieved February 17,2018, from https://www.pdfdrive.net/understanding-

and-teaching-the-pronunciation-of-english-e18826723.html
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 Werner, P., Nelson, J., Hyzer, K., & Church, M. M. (2008). Interactions 2
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