Asignatura

Ingles V

Profesor Autor
Lic. Lincon Oliver Echeverría Zurita, M. Sc.

Este compendio recoge textualmente documentos e información de varias

fuentes debidamente citadas, así como referencias elaboradas por el
autor para conectar los diferentes temas.
Se lo utiliza únicamente con fines educativos.

Periodo Académico 2021 – S2

Índice

Contenido
Resultado de aprendizaje de la asignatura ..................................................................................................... 3
Unidad 3: What do you like? ............................................................................................................................ 3
Lesson 1 ........................................................................................................................................................... 3
1.1 Grammar: I WISH… ................................................................................................................................. 3
1.2 Vocabulary: DEFORESTATION ................................................................................................................. 4
1.3 Reading: Read the article in the next page. Then, practice the following activities. .............................. 6
Lesson 2 ........................................................................................................................................................... 8
2.1 Grammar: if only .................................................................................................................................... 8
2.2 Vocabulary: ............................................................................................................................................ 9
2.3 Reading: ............................................................................................................................................... 11
1.Read the following paragraph. Underline the adjectives that describe people and personalities. ..... 11
2. Think about your best friend. Complete the chart with the adjectives that best describe him or her.
............................................................................................................................................................... 11
Lesson 3 ......................................................................................................................................................... 11
3.1 Grammar: ............................................................................................................................................. 11
Future with will ...................................................................................................................................... 11
Forms ..................................................................................................................................................... 12
3.2 Vocabulary: Words related to celebrations .......................................................................................... 13
3.3 Reading: ............................................................................................................................................... 15
Lesson 4 ......................................................................................................................................................... 16
4.1 Grammar: Use of “would” for unreal situations and talking about willingness in the past .................. 16
Use ......................................................................................................................................................... 16
Form ....................................................................................................................................................... 16
4.2 Vocabulary: .......................................................................................................................................... 16
Useful words to describe past events..................................................................................................... 16
4.3 Reading: ............................................................................................................................................... 17
Lecturas complementarias ............................................................................................................................. 18
Bibliografía ..................................................................................................................................................... 18
Resultado de aprendizaje de la asignatura

At the end of the course (English Proficiency Level V), students will be able to communicate in an
effective way. They will have a sufficient range of language to be able to give clear descriptions,
express viewpoints on most general topics, without much con-spicuous searching for words, using
some complex sentence forms to do so.

Unidad 3: What do you like?

Resultado de aprendizaje de la unidad: To understand the concept of deforestation, its effects on

the environment and how people are working to save forests.

LESSON 1 LESSON 2 LESSON 3 LESSON 4

GRAMMAR Lesson 3:
GRAMMAR Lesson1: GRAMMAR Lesson 2: WILL FOR INSTANT GRAMMAR Lesson 4:
DECISIONS AND
I WISH IF ONLY... WOULD
PROMISES IN THE
FUTURE

VOCABULARY Lesson: VOCABULARY Lesson : VOCABULARY Lesson:

VOCABULARY Lesson:
PEOPLE´S PERSONALITY COMMON EXPRESSIONS FOR PAST
DEFORESTATION
AND EMOTIONS CELEBRATIONS EVENTS

READING Lesson 1 READING Lesson 3: READING Lesson 4:

READING Lesson 2:
HUMAN IMPACT IN OUR PLANS FOR DOING PICHINCHA BATTLE
TALKING ABOUT ME
ENVIRONMENT TOGETHER

WRITING Lesson 3:
WRITING Lesson 1: WRITING Lesson 4:
WRITING Lesson 2: WRITE ABOUT YOUR
MY PLAN TO AVOID DESCRIBING A PAST
MY BEST FRIEND PLANS FOR NEXT EVENT IN MY LIFE
DEFORESTATION
WEEKEND

Lesson 1

1.1 Grammar: I WISH…

We use “I wish” to talk about desires. There are necessary the next conditions

 It is not true now

  I want it to be true now

 It´s difficult or impossible to change

Form

someone VERB in simple past Complement

I wish or didn´t + VERB in base form ….

something could + VERB in base form

Examples:

 I wish people could avoid plastic bottles.

 I wish farmer used more organic fertilizers.
 I wish cars didn´t contaminate the air.
 I wish the government created new restrictions to avoid carbon emissions.
 I wish tourists didn´t impact the environment around the beach.
 I wish you could help me in a reforestation project.

1.2 Vocabulary: DEFORESTATION

Words related to deforestation
carbon emissions: The release of carbon into the atmosphere.
clear-cut: An area of forest in which all the trees have been cut down
conversion: The act or process of changing from one form, state, etc., to another.
destruction: The act or process of damaging something so badly that it no longer exists or cannot
be repaired.
habitat: The place or environment where a plant or animal naturally or normally lives and grows.
impact: To have a direct effect
reforestation: The action of renewing forest cover (as by natural seeding or by the artificial
planting of seeds or young trees)
restriction: Something (as a law or rule) that limits
susceptible: Capable of being affected by a specified action or process

WORDS AND PICTURES

carbon emissions
clear-cut
reforestation destruction habitat

susceptible conversion

impact restriction
1.3 Reading: Read the article in the next page. Then, practice the following activities.
1.-Read the text and find a topic for this article

2.- Match the sentences to the corresponding paragraph.

a. Seeing the wood for the trees.
b. Forests
c. What we’re doing

d. Death by a thousands cuts

3.- Read the text again and answers these questions.

a. What are some ways that forests impact your daily life?
b. How much of the world’s original forest cover has been lost in the past 50 years?
c. Why does deforestation occur?
d. How do you think we can work to stop deforestation?
Topic: _____________________________________

(______) We all need healthy forests. They help keep our climate stable, absorbing carbon dioxide
and releasing oxygen, and they regulate our water supply and improve its quality. They also
provide a home to more than half of all species found on land – a rich variety of life that keeps so
many natural systems running. Over 1 billion people live in and around forests, depending on
them for fuel, food, medicines and building materials. And all of us use wood in our daily lives.

But human impacts have already led to the loss of around 40% of the world’s forests. And today,
an area the size of a football pitch is still being destroyed every second. Protecting and restoring
forests has never been more urgent.

(_____) Every year, 8.8 million hectares of forest is destroyed, making way for activities like cattle
pasture, palm oil plantations, soy fields or roads. Even larger areas are suffering from degradation
– where the forest remains, but its richness and health is in decline. Threats include illegal and
unsustainable logging, overharvesting of wood for fuel and charcoal, small-scale farming, hunting,
forest fires, and pests and diseases.

All this threatens the survival of countless species, fuels climate change, jeopardizes people’s
livelihoods and undermines the vital services that forests provide.
(_____) With better protection, forests can continue to provide a welcome home for wildlife and
resources for indigenous people and local communities. And, globally, they can keep providing us
all with essentials such as fresh air and clean water. With better management, we can boost
timber production without damaging the local environment. And with better planning, we can
produce enough food for growing populations without having to convert forests to farmland.
We can even go further, by replanting and restoring forests that have been destroyed or
degraded. This can help combat climate, extend and reconnect wildlife habitats, and reduce
problems like flooding and erosion.

(______) There’s never been greater support for stopping and starting to reverse the loss of
forests. We aim to achieve big things over the next few years: by 2030, we’re working to end
deforestation, protect or improve the management of half the world’s forests, and begin restoring
forest landscapes across an area larger than India. Of course, we can’t do this alone – so we’re
working together with many partners to make things happen on a big scale. Together, we can
ensure forests continue to provide for people and nature, now and for generations to come.
Lesson 2

2.1 Grammar: if only

We use “If only…” to express a strong wish that things could be different. It means the same as “I
wish” but is stronger. We use it to talk about past, present and future unreal conditions.

 To talk about a wish for the present: if only + past verb form
If only he knew the truth. (he doesn’t know the truth, but he wishes he did)

If only my friend studied more time.

* We sometimes use were instead of was in more formal situations:

If only she weren’t so tired. (If only she wasn’t so tired.)
If only he were braver.
If only Patrick weren´t so stubborn.

 To talk about a wish for the future or to show a contrast between how things are and how
we would like them to be: if only + would + Verb in base form

If only they would talk to each other.

If only we would go on vacation.

 To talk about a wish to change something that has already happened: if only + past perfect
If only he had listened to what his friends had been telling him. (He didn’t listen.)
If only she had gone to the party.
2.2 Vocabulary: Words to describe people´s personality and emotions
WORDS AND PICTURES

frustrated happy

light heavy

ugly gorgeous

lazy hardworking

afraid brave
 sad careless

angry friendly

Words to describe people´s personality and emotions

curious: having a desire to learn or know more about something or someone
excited: very enthusiastic and eager about something

impatient: showing a lack of patience

jealous: feeling a mean anger toward someone because he or she is more successful
outgoing: used to describe someone who is friendly and likes being with and talking to other
people
proud: having or showing the attitude of people who think that they are better or more important
than others
strong: having great physical power and ability
stubborn: refusing to change your ideas or to stop doing something
 2.3 Reading:
1.Read the following paragraph. Underline the adjectives that describe people and personalities.
Hello, my name is Darla. I am 23 years old. I am short and thin. Well, I considered myself as a
generous person because I like to help people, also I am very loyal to my friend. I am happy and
talkative because I like to share special moments with nice people.
My best friend, Mayra is very friendly because she likes to have a lot of friends. She is tall and a
little heavy but she likes to practice sports. We are volunteers in a foundation which takes care of
homeless people giving them food and shelter.
2. Think about your best friend. Complete the chart with the adjectives that best describe him or
her.

Adjectives Reasons

Because…

Personality

Because…

Appearance

Lesson 3

3.1 Grammar: Use of will for instant decisions and promises in the future
Future with will
The future simple tense is used to express future intentions that are decided at the time of
speaking (spontaneous offers, promises, and decisions):
Examples:
 Come on, I’ll help you with those boxes. (offer)
Will you help me please?

I will always love you. (promise)

I won’t hurt you.

She’ll have an apartment next year. (decision)

Will she have an apartment next year?

We use will…
 For instant decisions*:
I have a lot of work, but I will go to the party
 When we are making an offer:
I will help you in your wedding preparation.
 When we want to make a promise in English:
I will visit your town in Christmas.
Forms

Subject + will + VERB + …

(in base form)
Subject + will + not + VERB + …
(in base form)

? Will + Subject + VERB + … + ?

(in base form)

(*) An instant decision is one that we make based on current circumstances. When we must make
a fast choice, this is an instant decision. These are not our intentions for the future, but a decision
we make very quickly.
It is very common for an instant decision to be an offer.
3.2 Vocabulary: Words related to celebrations
Anniversary: a date that is remembered or celebrated because a special or notable event occurred
on that date in a previous year
Fair: an exhibition designed to acquaint prospective buyers or the general public with a product
Festivity: enjoyable activities at the time of a holiday or other special occasion
Firework: a small device that explodes to make a display of light and noise

Holiday: a day when most people do not have to work

Memorial: something (such as a monument or ceremony) that honors a person who has died or
serves as a reminder of an event in which many people died
Parade: public celebration of a special day or event that usually includes many people and groups
moving down a street by marching or riding in cars or on special vehicles (called floats)
Spectacle: a very impressive show
Tradition: a way of thinking, behaving, or doing something that has been used by the people in a
particular group, family, society, etc., for a long time
Vacation: a period of time that a person spends away from home, school, or business usually in
order to relax or travel

PICTURES AND WORDS: Common celebrations

New Year´s Eve

Thanksgiving
Christmas
 Easter
Birthday Wedding

Father´s Day Mother´s Day

Valentine´s Day

April Fool´s Day

Labor Day Summer vacation

Children´s Day Women´s Day

Halloween
3.3 Reading: Read the conversation and match it with the corresponding picture
a. Hello Maria. Do you have a minute?
b. Hi, Andres. Tell me.
a. What are you going to do this Friday?
b. Nothing. I think I will go to the church with my family.
a. There will be a party this Friday. Would you like to come with me?
b. It sounds good, but you know I really have to go. I promised my mother that I will go with all of
them.
a. What about after the mass? I could pick you up at 10 pm.
b. Great! No problem. I’ll go with you, thanks.
a. Ok. I’ll be in your house at that time.
b. I’ll be waiting for you.
a. See you on Friday. Bye
a
b. Bye.

*What they are planning to do together is

into the picture ______

b
Lesson 4

4.1 Grammar: Use of “would” for unreal situations and talking about willingness in the past
WOULD
Use
 Would is used for unreal or imagined situations:
I would love to visit London.
She would like to be a marine.
They would go, but they are too busy in that project.
 Use would in the past to talk about the willingness of a person or people!
They would die for a delicious ceviche if they had to.
The teachers would do whatever the director said.
He would not put that decoration in the party for her.
The boy would not play soccer without getting his homework ready.
Form
Affirmative: Subject + would + verb in base form + complement
Negative: Subject + would + not + verb in base form + complement

4.2 Vocabulary:
Useful words to describe past events
Bloody revolution: a resistance or rebellion against the government in which many people are
killed
Democracy: system of government where citizens have the right to elect their leaders; people
have the right to express one´s opinion against the government without fear of being killed.
Fascism: authoritarian form of government; forces suppression to those who oppose the
government; related to dictatorial power.
Genocide: massive killing of people intentionally
Junta: a military or political group that governs a country after taking power by force.
Tyranny: cruel and oppressive form of government.
Uprising: the act of rebellion
Useful expressions to talk about past events
History repeats itself (Proverb): Same events that happened in the past that will happen over and
over again.
Overthrow a government (Expression): To remove the highest leader of a nation.
Rewrite history (Expression): It means making people believe that something occurred in a
particular way when it is not the truth.
The course of the history (phrase): The way things happened or going to happen

“Historical proportions”: Something has changed the course of history in some way.
“global scale”: something that can impact in a great scale
“It´s all about scale”: Events which outcomes and the impact are just as huge.
“Shapes The Future”: Something that is changing the history or the way that things have been
done.
“alter the course of history”: an event that history will be changed from this day forward.
4.3 Reading:
Pichincha Battle
The battle of Pichincha was a historical fact that was recorded in Ecuador on May 24, 1922.
Soldiers from Ecuador commanded by Venezuelan General Antonio Jose de Sucre fought against
the Spanish army, the events occurred in Quito. After the battle, Ecuador was free and began its
republican life. With this background the other countries of America were liberated and exercised
their democracy.

Choose the correct option. (multiple option)

 That battle was a fictional fact TRUE/FALSE

 Soldiers from Ecuador commanded by Colombian General TRUE/FALSE
 With this background the other countries of America were liberated TRUE/FALSE
 After, the battle Ecuador wasn´t free TRUE/FALSE
Lecturas complementarias

Los siguientes recursos complementarios son sugerencias para que Ud. pueda ampliar la
información sobre los temas trabajados, como parte de su proceso de aprendizaje autónomo:

 Lesson 1
Videos extras:
I wish
https://youtu.be/oHuzOW4gH6g
https://youtu.be/-vefS0B1DIY
Para practicar:
https://es.liveworksheets.com/oj1197138ol
 Lesson 2
Videos extras
If only
https://youtu.be/jf1wb4L-5nw
https://youtu.be/ybk8vsLle5M

 Lesson 3
Videos extras
Future with WILL
https://youtu.be/hz4-LkCEHCU
https://youtu.be/cxm69zi1jK8

 Lesson 4
Videos extras
https://youtu.be/IvHr_6PmU0c
Para practicar:
https://es.liveworksheets.com/vv1940686ko
Bibliografía

Birchley, S. y Samuell, M. (First Edition). (2011). English in Common 2. Pearson Education ESL.
Publisher. S.A.
Rogers, M., Taylor-Knowles, J. y Taylor-Knowles, S. (2010). Open Mind Level 2. MacMillan
Saslow, J. & Ascher A. (2015) Top Notch Fundamentals. Pearson Education
Vera, García, Mera, Cedeño, Castro, Cedeño, Cantos, Ponce, & Loor. (2018). Better Together B1.
Universidad Técnica de Manabí.