INGLES TODO 2do Nivel

Names Like Love Hate
Ligia Reading
Lorena Cooking
Names Like Love Hate
Camilo
Carolina Writing
6
7
8
9
10
11
Activity Mon Tue Wed Thu Fri Sat Sun
watch TV
go to the university
have rice for lunch
do my homework
answer my phone in class
go to the mall
go to the church
go to the beach
eat at midnight
Activties Percentages
watch TV
go to the university
have rice for lunch
do my homework
answer my phone in class
go to the mall
go to the church
go to the beach
eat at midnight
Adverbs of
Frequency Example
frequency
100% always I always watch TV
90% usually I usually go to the university
80% normally, generally I normally have rice for lunch

70% often, frequently I often do my homework
I sometimes answer my
50% sometimes
phone in class
30% occasionally I occasionally go to the mall
10% seldom I seldom go to the church
5% hardly ever, rarely I rarely go to the beach
0% never I never eat at midnight
12
13
A B
14
15
16
17
Verb to
Going
Subject be Verb Complement
to
(present)
a grammar
There is going to be
class
You are going to prepare a presentation
for any
He is going to ready
questions
as good as the
It is going to be
first one
18
19
True False
doesn’t have a cellphone.
will buy a cellphone later.
doesn’t have a TV.
won’t buy a DVD player.
think people won’t use video in the future.
will send a gift later.
20
1 2 3 4
One-syllable adjective Two-syllables ending-y Two or more syllables One-syllable conso-
adjective adjective nant-vowel-consonant adjective
The highest The dirtiest the most attractive the biggest
Add –est to one syllable Change (y) by (i) and add – Place the word most before Double the last consonant and
adjective to get the est to two-syllables ending-y two or more syllables add–est to one-syllable
superlative form. adjective to get the superla- adjective to get the consonant-vowel-consonant
tive form. superlative form. adjective to get the superlative form.
21
22
A
23
Marie Mariela
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
24
25
26
27
28
A B
C D
E F
29
30
31
32
33
Places you visited
Means of transportation
Food
Weather
People you went with
34
35
36
37
Questions YES NO
a. Do you eat fruits and vegetables on your

regular diet?
b. Do you protect your body in cold days

(using sweaters, coats, scarves, globes)?
c. Do you go to bed early at night and rest at

least 7 hours?
d. When you feel sick, do you go to the

doctor to check you?
e. Are you normally under a lot of stress (too

much homework, house problems, etc)
f. Do you drink alcohol regularly?
g. Do you smoke?
h. Do you take mediciines without doctor’s

prescription?
TOTAL
38
A B
C D
39
40
41
OPTIONS GOOD BAD
A.
B.
C.
D.
E.
F.
42
A B C
43
OPTIONS BUS AIRPLANE BOAT BICYCLE
BOAT BICYCLE BUS AIRPLANE
44
45
A B C D E
46
47
48
49
50
51
A B
C D
SWIMMING TENNIS SOCCER BASKETBALL
52
A B C
D E F
G H I
53
54
55
56
STATEMENTS AGREE DISAGREE
a. Football is more popular than

basketball
b. Football is more awesome than
basketball
c. Too many people are needed to
start a football match
d. Less players are needed for a
basketball match
57
Features Quito Cuenca
Population 331,888 inhabitants
Weather 20°
Size small
Opinion touristic
58
You Your partner
Time
City
People you
went with
Places you
visited
Activities
you did
59
60
61
Other
Age Height Hair Eyes
characteristics
Daniel
Lucia
Height Build Age Hair Eyes
Tall Slim Young Long Big

Short Fat Old Short Round
Average- Big Teenager Bald Blue
height Thin In 20s Straight Brown
Plump Middle-age Curly
Skinny Wavy
muscular Black
Blond
62
63
a. c.
b. d.
64
Mon. Tues. Wed. Thurs. Fri.
Math Math
07:00
ICB- 201 ICB- 201
Tech. Tech.
Math
09:00 Drawing Drawing
ICB- 201
ICB-201 ICB-201
English English English

Informatics
11:00 Lang. Inst. Lang. Lang.
IC - 202
304 Inst. 304 Inst. 304
65
5:00 am
6:00 am
7:00 am
7:15 am
3:00 pm
66
EMAIL SIGN UP FORM
We would love to be in touch with you. Sign up to

receive emails from us!
Please complete the information below:
1. First name: ______________________

2. Last name: ______________________
3. Age: ______________________
4. Place of origin: ______________________
5. Nationality: ______________________
6. Address: ______________________
7. E-mail address: ______________________
8. Telephone number:
Home: ______________________
Cell: ______________________
9. Occupation: ______________________
67
A
Dear mom,
Hope you’re ok. Robert and I are having a wonderful honeymoon here! We arrived
two days ago and we are staying in a big hotel in front of the beach.
Yesterday morning we went to the pool and in the afternoon, we visited the museum.
Right now we are sitting in a nice restaurant on the pier. The food is delicious and Susana Marín
there is a big beach in front of us!
27 Main Street
We are going to be here until Friday. Then, we will travel to Quito to visit Robert’s
family. New York,
See you in two weeks. I already miss you a lot. NY 1234
Love, US
Monica
68
69
70
71
72
73
a. b. c.
74
1 2
75
76
3
77
LIVING DINING
BEDROOM KITCHEN BATHROOM
ROOM ROOM
78
1 2 3 4
5 6 7 8
79
80
81
Name
Age
City
Address
Studies
Cellphone number
Reason of the
Writer’s name Receiver’s name
letter
82
NAME
NATIONALITY
AGE
EYES
HAIR
FAMILY
JOB
NAME Chris Evans
NATIONALITY
AGE
EYES
HAIR
FAMILY
JOB
83
84
85
Situation Your feelings.
The first class day. I feel …
Before a party. I feel …
The exam week I’m …
On vacations. I’m …
Before going to the doctor I’m …..
86
1 2 3
4 5 6 7
87
Annabel is Canadian. She
Pedro is from Perú. He is very
can speak English as well as
talented working with people.
French. Her mother is
He can meet people easily,
Colombian, so, Annabel can
and he can also persuade
speak Spanish too. She loves
people to do things. He is
reading. She can read
very talkative. He has a lot of
really fast. Annabel comes
friends. His wife, Patricia, is
from a very talented family.
very kind and talented too. He
Her father and mother are
can organize wonderful
musicians. They love singing.
parties in just hours. He is a
They can play many musical
good cook. He can make
instruments, even Annabel
traditional food as well as
can play the piano and her
delicious gourmet dishes.
brother can play the drums.
Annabel can
Annabel’s father can
Pedro can
Patricia can
Carlos Michel Fernando Selena

Juanes
Santana Phelps Alonso Williams Instruments Sports you Food you can Rythms you
you can play can practice make can dance
88
LIKE DISLIKE
LIKE DISLIKE
89
DAIRY
MEAT VEGETABLES DRINKS FRUITS
PRODUCTS
90
ITEMS ADJECTIVES
91
A
92
93
94
Ingles II
UNIT 1: WHAT DO YOU LIKE? LESSON 1
1.1 Grammar: I like reading.
Learning objective: To use like, hate, love with the –ing form of verbs.
GERUND
GERUND
Noun made from a verb adding –ing.
Noun made from a verb adding –ing.
• Read = reading can be used as the subject, the
• Read = reading can be used as the subject, complement or the object of a sentence.
the complement or the object of a
sentence.
It Reading helps you learn English. (subject)

Her favorite hobby is reading. (complement)
It Reading helps you learn English. (subject) I enjoy reading. (object)
Her favorite hobby is reading. (complement)
I enjoy reading. (object)
Profesor Autor: Martha Loor Fernández, Msc.

Ingles II
1. After certain verbs: GERUND OR AN INFIANITIVE?

• I enjoy singing. More examples:
2. After prepositions: •
GER • I drank a cup of coffee before
He enjoys swimming.
• I love going to the movies.
UN leaving. • I hate cooking.
• I like gardening.
DS 3. As the subject or object of a sentence. • I will talk with you after going to
• Swimming is good exercise. lunch.
• Learning English is a quite difficult.
List of verbs followed by gerunds
Profesor Autor: Martha Loor Fernández, MSc.

Ingles II
A GERUND OR AN INFINITIVE?
1. After certain verbs:
IN • We decided to leave.
FI More examples:
2. After many adjectives:
NI • It’s difficult to get up early.
• She wants to go to a movie.
TI 3. Use to + infinitive to say why we do • Mary needs to talk about her
VE something. It tells the other person the problems.
reason. We need to have a normal verb as • It’s very hard to lose somebody.
S well. • I’m calling you to ask for your help.
• I came to London to study English.
List of verbs followed by infinitives

Ingles II
Profesor Autor: Martha Loor Fernandez, MSc.

Ingles II
1.2 Vocabulary: Earning a living.
Learning objective: To understand and talk about jobs and occupations.
ENGLISH SPANISH MEANING EXAMPLE

Actor Actor Someone who pretends to be someone else Who’s your favorite actor?
while performing in a film, play or television. Robert de Niro
Architect Arquitecto Someone whose job is to design buildings. We worked with an architect to create our
dream home.
Baker Panadero A person whose job is to make bread and He was a baker by trade.
cakes for sale.
Cook / Chef Cocinero / Someone who prepares and cooks food. Mariaca is a wonderful cook.
Chef
Engineer Ingeniero A person whose job is to design or build The engineer is coming to repair the
machines, engines, electrical equipment, or damage.
things such as roads, railways or bridges.

Ingles II
Earning aENGLISH
living SPANISH MEANING EXAMPLE
Mechanic Mecánico Someone whose job is repairing the engines The mechanic pointed out the repair on the
of vehicles and other machines front of my car.
Doctor Doctor A person with medical degree whose job is The doctor prescribed me some medication.
to treat people who are ill or hurt.
Nurse Enfermero A person whose job is to take care for people The nurse will take your blood pressure in a
who are ill or injured, especially in a hospital. moment.
Pilot Piloto Someone who flies an aircraft. The pilot and several passengers were held
prisoner by the gunmen for 24 hours.
Waiter (man) Mesero A man or woman whose job is to bring the The waiter handed me the menu.
Waitress food to customers at their tables in a
(woman) restaurant. She works as a waitress.
Profesor Autor:Martha Loor Fernández, Msc.

Ingles II
1.2 Vocabulary: Earning a living
JOBS AND
OCCUPATIONS
A. What do you do? Profesor Autor:Martha Loor Fernández, Msc.

Ingles II
1.3 Reading: On vacation
Learning Objective: To understand the general meaning of short, simple informational material
and descriptions if there is visual support.
Answer these questions:
1. Where can you stay in Machalilla’s Park?
Tropical Dry Forest and Spectacular Coral Reef You can stay a cottages in Agua blanca
archeological community
Machalilla’s National Park is a natural reserve which 2. What can you do there? you can doing
incorporates many islands and beaches like Salango and Los camping, riding bikes or horse and other
Frailes. activites with amazing views.
3. What animals can you watch there?
In your visit, you can:
4. you can see many animal for expample
• Stay in comfortable single or double cottages in Agua
Blanca archeological community. monkeys, boobies, albatrosses and too
• Visit the museum. andangered animals like white tailed-deer
• Take sulphureted or mud baths in the lake.
• Go hiking, camping, riding bikes or horses and enjoy
the vies.
• Watch endemic species like albatrosses and boobies;
monkeys and endangered animals like white tailed-
deer.
• You also have the privilege to see the humpback
whales. Profesor Autor:Martha Loor Fernández, Msc.
Suficiencia en Inglés Nivel II
Unidad 2 – Grammar L5: The risks of Internet
Learning objective: To use the definite article to refer to a specific person, thing or situation.
Definite article “the”

• We use the definite article in front of a noun when we believe the listener/reader
knows exactly what we are referring to:
because there is only one: The Pope is visiting Russia.
The moon is very bright tonight.
Who is the president of France?
• Because there is only one in that context: for example: We live in a small house
next to the church.
• Because we have already mentioned it: for example: A Young man got a nasty
shock when he tried to rob a jewerlly shop in New york.
Profesor Autor: Mónica Mejía Avellán, Mg. Gle

Unidad 2
DEFINITE ARTICLE “THE”
• We use this article to say something about all the things referred to by a
noun:
The Wolf is not really a dangerous animal / The kangaroo is found only
in Australia.
• We use the definite article in this way to talk about musical instruments:
For example:
Joe plays the piano very well.
Anna is learning the guitar.
To refer to a system or service: for example:
I heard it on the radio / You should tell the pólice.
:
Unidad 2
DEFINITE ARTICLE “THE”
Here some examples about the use of definite article “the”:
Use the in sentences or clauses where you define or identify a particular person or object.
Examples:
The man who wrote this book is famous.
•I scratched the red car parked outside.
•I live in the small house with a blue door.
•He is the doctor I came to see.
Use the to refer to people or objects that are unique. Examples:

•The sun rose at 6:17 this morning.
•You can go anywhere in the world.
•Clouds drifted across the sky.

Unidad 2 – Vocabulary Lesson 8: Rules at home
Learning objective: To identify modal verbs to be used for talking about rules and use them in simple statements.
Vocabulary L8: Rules at home.

ENGLISH SPANISH
CLEAN THE HOUSE LIMPIAR LA CASA
TAKE CARE OF THE HOUSE CUIDAR LA CASA
RESPECT TO YOUR PARENTS RESPETAR A TUS PADRES
DON`T ARGUE NO DISCUTIR
READ AT LEAST SOME MINUTES A DAY LEER AL MENOS ALGUNOS MINUTOS AL DIA
DO THE HOMEWORK HACER LA TAREA

GO TO BED EARLY IR A LA CAMA TEMPRANO
DON`T SCREAMING NO GRITAR
WASH THE DISHES LAVAR LOS PLATOS
DON´T DESTROY THINGS AT HOME NO DESTRUIR COSAS EN CASA
DON`T BE MEAN TO OTHERS NO SER MEZQUINO CON LOS DEMAS
BE RESPECTFUL SER RESPETUOSO

Unidad 2
VOCABULARY L8: RULES AT HOME

Unidad 2
VOCABULARY L8: RULES AT HOME
Here you have to use this Vocabulary to complete the activities in this lesson.
I am going to give you some examples to practice this Vocabulary:
• You must clean your room.

• You can watch tv for an hour.
• You must do your homework before playing video games.
• You can´t play video games more than one hour.
• You must read at least 20 minutes everyday.
• You can´t go to bed before 11 p.m.

Unidad 2 – Reading L2: My favorite artists
Learning objective: To understand simple descriptions of people´s physical appearance.
TOPIC: MY FAVOURITE ARTISTS

Learning Objective: To understand simple descriptions of
people´s physical appearance.
ACTIVITY 1: Do you know them? Write their names below each

photo.
--------------------- ----------------------- ----------------------

Unidad 2
READING L2: MY FAVORITE ARTISTS
Here you have to complete the activities in this lesson doing reference to the information of the
reading:
You have to identify each famous person and put their names below the photo.

INGLES II – LESSON 1
Unit 3: Could you help me, please?
Resultado de aprendizaje de la asignatura
At the end of this level (English Proficiency Level II), students will be able to communicate and express their main
and basic ideas and opinions and give their basic information using simple dialogues and short conversations in
English.
Unit objective:
To identify the different components of language like use, rules and varied vocabulary in order to work in a real
context.
Profesora Autor: Lic. Belkis Párraga Vera .

Suficiencia de Ingles II.
UNIT 3: GRAMMAR: COULD I USE YOUR PHONE, PLEASE?
Examples
Extreme rain could cause the river to flood the city.
possibility
Nancy could ski like a pro by the age of 11.

Use of “COULD”
past ability
"Could" is a modal verb used to express
possibility or past ability as well as to make
suggestions and requests. "Could" is also You could see a movie or go out to dinner.
commonly used in conditional sentences as the suggestion
conditional form of "can."
Could I use your computer to email my boss?
request
We could go on the trip if I didn't have to work this weekend.

conditional

Positive Forms Negative Forms
Modal Use
1. = Present 2. = Past 3. = Future 1. = Present 2. = Past 3. = Future
Unidad 3: Could you help me, please?
1. John could be the one who stole the money. 1. Mary couldn't be the one who stole the money.
Could
2. John could have been the one who stole the money. 2. Mary couldn't have been the one who stole the money.
possibility
3. John could go to jail for stealing the money. 3. Mary couldn't possibly go to jail for the crime.
1. If I had more time, I could travel around the world. 1. Even if I had more time, I couldn't travel around the world.
Could
conditional 2. If I had had more time, I could have traveled around the world. 2. Even if I had had more time, I couldn't have traveled around the world.
of can
3. If I had more time this winter, I could travel around the world. 3. Even if I had more time this winter, I couldn't travel around the world.
1. NO PRESENT FORM NO NEGATIVE FORMS
Could
2. You could have spent your vacation in Quito.
suggestion
3. You could spend your vacation in Quito.
I could run ten miles in my twenties. I couldn't run more than a mile in my twenties.
I could speak Chinese when I was a kid. I couldn't speak Swahili.
Could
past ability "Could" cannot be used in positive sentences in which you describe a "Could" can be used in negative sentences in which you describe a
momentary or one-time ability. momentary or one-time ability.
Yesterday, I could lift the couch by myself. Not Correct Yesterday, I couldn't lift the couch by myself. Correct
Could I have something to drink? Couldn't he come with us?
Could
Could I borrow your stapler? Couldn't you help me with this for just a second?
polite request
Requests usually refer to the near future. Requests usually refer to the near future.

ENGLISH SPANISH
APARTMENT=APARTAMENTO COUNTRY HOUSE= CASA DE CAMPO
BEACH HOUSE = CASA EN LA PLAYA TWO-STORY HOUSE= CASA DE DOS PISOS
VOCABULARY:
MODERN HOUSE
ONE-STORY HOUSE = CASA DE UN PISO

EXCERCISE

READING:
WELCOME BACK.
Example of a short description of your neighborhood
Profesor Autor: Lic. Belkis Párraga Vera .

WRITE A SHORT DESCRIPTION OF YOUR NEIGHBORHOOD

Inglés II
Unit 4 - Grammar: We´re going to have fun!
Objective: To express personal plans for the future using “Going to”.
Going to
Is used when your plans are definite, when you're
talking about actions that you will do soon (tomorrow
or next week).
Profesor Autor: Letty Saltos , Mg. Eii.

Inglés II
Unit 4
STRUCTURES OF GOING TO
Structures of Going to

Inglés II
Unit 4
USES OF GOING TO
Uses of Simple Future: Going to

1. To express future plans decided
before the moment of speaking.
Example:
▪ I'm going to accept the job offer.

(prior plan)

Inglés II
Unit 4
USES OF GOING TO

2. To express a prediction based on present
evidence.
Example:
▪ I don´t feel well. I think I'm going to

throw up. (Vomit). (prediction based
on evidence.)

Inglés II
Unit 4
USES OF GOING TO
3. To express something is about to

happen.
Example:
▪ Get back!!. The bomb is going to

explode.

Inglés II
Unit 4 - Vocabulary: S.O.S. Planet Earth
Objective: To understand and use the vocabulary about the environment and pollution.
Do you know them?
Environment Pollution
Energy Profesor Autor: Letty Saltos , Mg. Eii.

Inglés II
Unit 4 - Vocabulary: S.O.S. Planet Earth
Environment and pollution

ENGLISH SPANISH
ENVIRONMENT MEDIO AMBIENTE
POLLUTION POLUCIÓN, CONTAMINACIÓN DEL MEDIO
AMBIENTE
ENERGY ENERGÍA
POWER PODER
NATURAL RESOURCE RECURSO NATURAL
OIL PETRÓLEO
USE A LOT OF WATER EVERY DAY USAR MUCHA AGUA TODOS LOS DÍAS
LEAVE THE LIGHTS ON DEJAR LAS LUCES ENCENDIDAS
USE RETURNABLE WATER BOTTLES UTILIZAR BOTELLAS DE AGUA
RETORNABLES
WASTE PAPER DESPERDICIAR PAPEL
USE BOTH SIDES OF THE PAPER USAR AMBOS LADOS DEL PAPEL
USE PLASTIC BAGS UTILIZAR BOLSAS DE PLÁSTICO

Inglés II
Unit 4 - Reading: Messages
Dear mom,
TOPIC: MESSAGES Hope you´re ok. Robert and I are having a
Objective: To understand short, simple messages on wonderful honeymoon here! We arrived two
days ago and we are staying in a big hotel in
postcards, emails and social networks. front of the beach.
Yesterday morning we went to the pool and in Susana Marím

ACTIVITY 1: Here you have to identify these cities the afternoon, we visited the museum.
27 Main Street
and write their names under the postcards.
Right now we are sitting in a nice restaurant on
New York,
the pier. The food is delicious and there is a big
beach in front of us! NY 1234
We are going to be here until Friday. Then, we US

will travel to Quito to visit Robert´s family.
See you in two weeks. I already miss you a lot.
Love,
Mónica

Ingles II
2.1 Grammar:
Learning objective: To ask for information using how + adjective / adverb.
• Big Adjectives and Adverbs are both words that describe something.
• Important
Some rules to recongize an adverb or adjective:
• Interesting
• Tal
1. LOOK AT THE CONTEXT:
ADJECTIVES
• Adjectives describes nouns. (easy is telling us information about the noun: brain teaser)
• Adverbs describes verbs. (easily is telling us information about the verb: solved)
• Often
• Well
• Quickly
• Carefully
I solved the Rubik’s cube easily.

ADVERBS
This brain teaser is very easy.
Ingles II
2.1 Grammar: How interesting is your English class?
2. LOOK AT THE ENDING:
Most adverbs end with –ly.

He drove quick. (INCORRECT)
• He walks slowly.
• My teacher speaks softly. He drove quickly. (CORRECT)
It is wrong because it doesn’t have a –ly ending, so you might have guessed that quick is an adjective. However,
this sentence is incorrect because an adjective cannot be used to describe a verb (drove).
To make this sentence correct we could change the adjective to an adverb.
• He drove quickly. (the sentence describes how he was driving)

Ingles II
3. LOOK AT THE PLACEMENT
An adverb usually appears after This is a correct work.

An adjective usually appears just the verb. You’ve done the work correctly.
before the noun.
Lorena is a beautiful woman.
Lorena sings beautifully.
She is a bad writer.

She writes very badly.
He is an angry person.
He yelled me angrily.
It is raining heavily in Quito.
There is a heavy rain in Guayaquil.

Ingles II
HOW is a very useful question word.

How big is your room?
✧ How are you?
How important is English for your profession?
✧ How can I stay healthy?
How tall is your brother?
✧ How do you use a public bus.
How fast do you drive?
How often do you go to the gym?
We can use HOW + adjective/adverb to ask for specific How interesting is your English class?
information. How well do you cook?
How long have you been married?
▪ How big: to ask about measurement.
▪ How important: to ask about importance. How difficult is it to learn German?
▪ How tall: to ask about size. How far is it to your house?
▪ How fast: to ask about speed. How quickly do you learn new vocabulary words?
▪ How often: to ask about frequency.
▪ How interesting: to ask about interest.
▪ How well: to ask about quality.
▪ How long: to ask time.
Profesor Autor: Martha Loor Fernandez, MSc.
Ingles II
2.2 Vocabulary: How do you feel?
Learning objective: To use vocabulary related to emotions.
ENGLIS SPANISH MEANING EXAMPLE

H
Hungry Hambriento Waiting or needing food The children are always hungry when they
get home from school.
Nervous Nervioso Worried and anxious. Do you feel nervous during exams?
Smart Listo/inteligen Intelligent, or able to think quickly in I’m not smart enough to understand
te difficult situations. computers.
Angry Enojado Having the feeling people get when I hope you aren’t angry with me.
something unfair, painful or bad happens.
Playful Juguetón Funny and not serious He was in a playful mood.

Ingles II
ENGLISH SPANISH MEANING EXAMPLE

Jealous Celoso, Unhappy and angry because someone has He had always been very jealous of
envidioso something that you want. brother’s good looks.
Tender Tierno Gentle, loving or kind. She has a tender smile.
Happy Feliz Feeling, showing, or causing pleasure or He looks so happy.
satisfaction.
Sad Triste Unhappy or sorry. I’ve just received some very sad ne
Dizzy Mareado Feeling as if everything is turning around, and Going without sleep for a long time
that you are not able to balance and may fall feel dizzy.
over.
Stressful Estresado Making you feel worried and nervous. She’s very good at coping in stressf
situations.

Ingles II
A. You receive a present?

I feel ….....
B. Somebody yells at you?
I feel …....
C. You have an exam?
D. Your mother cooks for you?
E. You are on vacation?

Ingles II
2.3 Reading: Visiting my brother
Learning Objective: To understand simple descriptions of people’s physical appearance.

Dear Frank,
Thanks a lot for your letter. I feel really happy to be in touch with you and I
cannot wait for the moment you could come to visit my country, Ecuador. Answer these questions:
1. Where does Daniel live?
I moved in with my brother and his girlfriend to Quito two weeks ago. They
live in a small apartment near the university so, it is great for me.
1. How is the place where Daniel lives?
My brother’s name is Daniel. He is middle-aged and he is very friendly. He is
tall. His hair and beard are black. He has big brown eyes. The way he looks 1. Is Daniel Lucia’s father?
at me reminds me so much of my father. He loves me and I love him very
much. Lucia is his girlfriend. She is not as tall as my brother. She has curly, 1. Who is Frank?
black hair and she wears glasses. Her eyes are green. She is very attractive.
I would like to have a good time with them during my stay in this city. Write
me soon and tell me about you.
Love,
Martha
Ingles II
Dear Frank,
Thanks a lot for your letter. I feel really happy to be in touch with you and I
cannot wait for the moment you could come to visit my country, Ecuador.
I moved in with my brother and his girlfriend to Quito two weeks ago. They
live in a small apartment near the university so, it is great for me.
My brother’s name is Daniel. He is middle-aged and he is very friendly. He is

tall. His hair and beard are black. He has big brown eyes. The way he looks at
me reminds me so much of my father. He loves me and I love him very much.
Lucia is his girlfriend. She is not as tall as my brother. She has curly, black hair
and she wears glasses. Her eyes are green. She is very attractive. Think about a short description of a family member.
I would like to have a good time with them during my stay in this city. Write
me soon and tell me about you.
My husband, Alvaro is tall. He’s middle age and he’s
very handsome. His hair and beard are black. He has
Love, round brown eyes. I love him.
Martha

Unidad 2 – Grammar L6: We can do many activities
Learning objective: To use “can” in Affirmative, negative and interrogative sentences.
USES OF MODAL CAN (ABILITIES)

Unidad 2
Uses of Modal can
Can is a modal verb.

Can is used to express ability or to say that something is
possible.
Can is the same for all subjects. We don't add an 'S' in the third
person (like other verbs)
The verb that comes after Can is in the infinitive without to:
• I can speak Spanish. (= it is possible for me to speak Spanish = I
have the ability to speak Spanish)
• He can swim well.
• We can see our neighbour in the garden.
• They can play the guitar.
Unidad 2
Forms of Modal can
Negative:
To form the negative we add "not" after can to form one word: cannot.
We can also contract the negative to form can't. (can't = cannot)
I cannot play the piano. We can't go to the cinema tonight.
She cannot speak French very well. He can't drive a car.
Questions:
To from the question we change the position of the subject and the auxiliary verb.
The main verb is still in the infinitive without to.
Where can I buy an ice-cream?
Can I go to the party, please?
Can you speak Japanese?
What can we do on Saturday?
Remember that you can use short answers:
Can I sit here please? Yes, you can.
Can you speak Chinese? No, I can't.

Unidad 2
Forms of Modal can
Affirmative –negative – interrogative form of modal can

Unidad 2 – Vocabulary Lesson 15: Sports
Learning objective: To understand and use Vocabulary related to Sports.
2.2 Vocabulary: Sports

ENGLISH SPANISH
ARCHERY ARQUERIA
SWIMMING NATACION
BASKETBALL BASQUETBALL
FOOTBALL/SOCCER FUTBOL
BASEBALL BEISBOL
TENNIS TENIS
BOXING BOXEO
VOLLEYBALL VOLEYBOL
SKIING ESQUI
LIFTING WEIGHTS LEVANTAMIENTO DE PESAS
SURFING SURFEO
CLIMBING ESCALADA
HIKING CAMINATA/EXCURSION
HORSE RACING CARRERA DE CABALLOS
CYCLING CICLISMO
RUNNING MARATON

Unidad 2
VOCABULARY L15: SPORTS

Unidad 2
VOCABULARY L15: SPORTS
I am going to give you some examples to practice this Vocabulary:
• In a pool you can practice SWIMMING.

• In a court you can practice TENNIS.
• In a field you can practice SOCCER.
• In the beach you can practice VOLLEYBALL.

Unidad 2 – Reading L5: My typical day
Learning objective: To understand simple questions in questionnaires on familiar topics.
TOPIC: MY TYPICAL DAY

Learning Objective: To understand simple questions in
questionnaires on familiar topics.
ACTIVITY 1: Look at the photo of Monica. Do you think

she is a professional or a student? What does she do?
Share your ideas with a partner.

Unidad 2
READING L5: MY TYPICAL DAY
Here you have to complete the activities in this lesson doing reference to the information of the
reading:
You have to look at the photo of this person and identify if she is a professional or a student.

English.
Unit objective:
context.

Grammar: Whose cellphone is this?
Whose allows us to ask whom Whose pen is this? - It's mine. To whom does
an object belongs to. It is an this pen belong? - It belongs to me.
interrogative adjective and is Whose car did you borrow? - Kevin's. Who is the
followed by a noun: owner of the car you borrowed? - Kevin.
Note 1:
Whose is sometimes used as an Whose is this? To whom does
interrogative pronoun, in particular this belong? Who owns this?
with be:
Whose
Note 2: Our C.E.O., whose father was a dentist, has
Notes Whose is sometimes used as a a nice smile. The father of our C.E.O., who
relative pronoun: has a nice smile, is a dentist.
Note 3: : Whose car is this? but Whom does

We say: this car belong to?.

Grammar: Whose cellphone is this?

Vocabulary: Families, Families

Vocabulary: Families, Families
EXCERCISE

READING: NATURAL
DISASTRES
Writing: I FEEL BORED!
Example of a short paragraph about how you feel

Writing: I FEEL BORED!
WRITE A SHORT PARAGRAPH ABOUT HOW YOU FEEL

Inglés II
Unit 4 - Grammar: Many people live there
Objective: To use “(not) many/much” with count (countable) and mass (uncountable) nouns respectively.
They are both determiners, with more o less the

same basic meaning: "in large number" or "in
great quantity ". There is, however, a distinction
in their usage.

Inglés II
➢ Is an adjective.
➢ Is used with countable nouns, which are in plural form.
➢ Is used in affirmative, negative and questions sentences.
➢ Refers to a large number of countable nouns.

Inglés II
There are many elderly people here.
I don´t have many friends.
How many children do you

have?
Inglés II
➢Is also an adjective.
➢Is used with uncountable nouns, which are in

singular form.
➢It is mainly used in negative and interrogative

clauses.
➢ Refers to a large amount of an uncountable noun.

Inglés II
We had so much fun.
I´m sorry but I don´t have much time.
How much money have you got?

Inglés II
Unit 4 - Vocabulary: Great Science
Objective: To understand and use the vocabulary about the environment and pollution.
Robot
Air fryer
Drone
Smartband
Inglés II
Unit 4 - Vocabulary: Great Science
ENGLISH SPANISH
ROBOT ROBOT
DRONE DRONE
TV TELEVISOR
COMPUTER COMPUTADOR
FRIDGE REFRIGERADORA
MOBILE MÓVIL
VIRTUAL VIRTUAL
WATCH RELOJ
E-BOOKS LIBROS ELECTRÓNICOS
INTERNET INTERNET
GADGETS DISPOSITOVOS/ARTEFACTOS
INNOVATIONS INNOVACIONES
TRENDS TENDENCIAS
SELF-DRIVING CONDUCCIÓN AUTÓNOMA
RAZOR-THIN DELGADO COMO UNA NAVAJA

Inglés II
Unit 4 - Reading: Education in Ecuador
TOPIC: EDUCATION IN ECUADOR

Objective: To get the gist of short, simple narratives, with visual support.
ACTIVITY 1: Look at this photo and answer the following questions:
a. Where are they?
_______________________________
___.
b. What do you think they like to
study?
_______________________________
___.

Inglés II
UNIT 1: WHAT DO YOU LIKE Lesson 3
3.1 Grammar: She needs some food
Learning Objective: To use some and any as quantifiers with count and noncount nouns.
The Uses of SOME and ANY

As a general rule, we use 'some' for affirmative sentences, and 'any' for questions or negative sentences. Usually, both
'some' and 'any' can only be used with countable plural nouns or uncountable nouns. ... “I have some questions.” “I don't
have any questions.”
Examples:
Do you have any questions?
I have some cookies
Tania does not have any milk
Rule of the Countable and Uncountable nouns
Countable Nouns
Countable nouns refer to items that can be counted, even if the number might be extraordinarily high (like counting all the
people in the world, for example). Countable nouns can be used with articles such as a/an and the or quantifiers such as a
few and many. Look at the sentence below and pay particular attention to the countable noun:
Professor: Lic. Yliana Villacís, M.Sc.

Inglés II
Some and Any

Examples:
Here is a cat Here are some cats
Jose drinks a glass of water Jose drinks some glasses of water
Notice: The main noun is glass no water and glass is a countable noun.
Uncountable Nouns
Uncountable nouns are nouns that come in a state or quantity that is impossible to count; liquids are uncountable, as are things that act like liquids
(sand, air). Abstract ideas like creativity or courage are also uncountable. Uncountable nouns are always considered to be singular, and can stand alone
or be used with some and any.

Inglés II
USES OF SOME AND ANY

• Examples:
• The students have some homework
• Maria has a water (incorrect)
• Maria has some water (correct)
• Notice: Water is an uncountable noun
• My parents have some money
• My sister does not any money.
Inglés II
3.2 Vocabulary: Count with me
Learning Objective: To use numbers and quantifiers in different situations.

Inglés II
NUMBERS AND EXPRESSIONS OF QUANTITY

Examples:
45 (forty-five) 58 (fifty-eight) 101 (one hundred and one)
• “Much” “There is” “a little” are used when we are speaking about a singular noun.
• “Many” There are” “a few” are used when we are speaking about a plural noun.
• When we speak about 'many' and 'much', it's worth mentioning countable and
uncountable nouns. Countable nouns can be used with a number and have singular and
plural forms.
Inglés II
ENGLISH SPANISH
HOW MANY? ¿Cuántos?
How much? ¿Cuánto?
A little Poco
A few Pocos
There are Hay (contable)
There is Hay (incontable)
A lot of Mucho(s)
Examples:
There is much milk (Hay mucha leche) There are many eggs (Hay muchos huevos)

Inglés II
3.3 Reading: In a coffee shop
Learning Objective: To find specific, predictable information in everyday materials (e.g. menus).
AT THE COFFEE SHOP

At seven-thirty in the evening, the two couples and four other guests arrived at the coffee shop. There
was a large flower pot on each side of the door, and inside, the luxurious restaurant seemed very
elegant.
A waiter is wearing a uniform, showed them to their table. The place was full of customers whose faces
expressed their pleasure, some danced, while others enjoyed their food, and conversed.
A young waitress brought some glasses of water on a tray, and the menu.
“Good evening” she said.
“Good evening” answered Mr. Macias, and without looking at the menu he asked:
“Can you suggest anything? We are celebrating a birthday”
“A birthday party?” the young waitress smiled. Oh, yes, sir. Our broiled steaks are very good”
They all decided to order a broiled steak, with the full course dinner, and started to dance while it was
being served.
Hours later, after a pleasant dinner, they returned to their homes.

Inglés II
EXERCISES
Read the text and choose the correct answer
1. What were Mr. Macias and his friends celebrating?
a. A wedding anniversary
b. A birthday party
c. A graduation party
d. A bachelor party
The answer is letter b

Inglés II

Inglés II
TO DANCE HAVE DINNER WEARING A UNIFORM GO HOME WAITER AND WAITRESS
DEFINITIONS ANSWERS
You do this after a long day and just before you fall asleep. WEARING A UNIFORM
A man and a woman who work into a restaurant serving to the WAITER AND WAITRESS
customers
You do this when you listen to some music and invite to other TO DANCE
person to move on the floor, according to the music
You do this at the restaurant or home with your family or HAVE DINNER
friends
You do this at night when you and your friends finish to eat GO HOME
into a restaurant

Unidad 2 – Grammar L7: We always study English together
Learning objective: To use adverbs of frequency in the correct position.
ADVERBS OF FREQUENCY

Unidad 2
• Adverbs of frequency are used to indicate how often one person does a
specific or determined activity.

Unidad 2
USES OF ADVERBS OF FREQUENCY

“How often” is used to ask a question and says when an activity is done.
The order of the adverbs is: Subject + adverb + verb + complement.

Unidad 2
ORDEN DE LOS ADVERBIOS:
• WITH THE VERB TO BE:

WITH THE VERB TO-BE THE POSITION OF THE ADVERB IS THE FOLLOWING:
SUJECT + TO- BE VERB + ADVERB + COMPLEMENT
FOR EXAMPLE:
- I AM ALWAYS AT HOME AT 6PM
• WITH OTHER VERBS:

WITH OTHER VERBS THE POSITION OF THE ADVERBS IS THE FOLLOWING:
SUBJECT + ADVERB + MAIN VERB + COMPLEMENT
FOR EXAMPLE:
- SHE OFTEN CLEAN HER HOUSE ON WEEKENDS.

Unidad 2 – Vocabulary Lesson 13: Shape and forms
Learning objective: To describe shapes and forms.
3.2 Vocabulary: Shape and forms SHAPE AND COLORS:

ENGLISH SPANISH
CIRCLE CIRCULO
RECTANGLE RECTANGULO
TRIANGLE TRIANGULO
SQUARE CUADRADO
KITE EN FORMA DE COMETA
PENTAGON EN FORMA DE PENTAGONO
OVAL EN FORMA OVAL
PYRAMID EN FORMA DE PIRAMIDE
STAR EN FORMA DE ESTRELLA
GREEN VERDE
YELLOW AMARILLO
BLUE AZUL
RED ROJO
ORANGE ANARANJADO
PURPLE PURPURA
BLACK NEGRO
WHITE BLANCO
PINK ROSADO
BROWN CAFÉ Profesor Autor: Mónica Mejía Avellán, Mg. Gle
Unidad 2
VOCABULARY L13: SHAPE AND FORMS

Unidad 2
VOCABULARY L13: SHAPE AND FORMS
Let´s go to describe some objects to practice this Vocabulary:
• A ball is circle
• A television is square
• A box is rectangle
• A mirror is oval
• A birthday hat is triangle

Unidad 2 – Reading L9: An interesting course
Learning objective: To get the gist of short, simple narratives, with visual support.
TOPIC: AN INTERESTING COURSE

Learning Objective: To get the gist of short, simple
narratives, with visual support.
ACTIVITY 1: Look at the pictures, answer the

questions:
- Do you know what are they about?
- What do you think about distance Learning?

English.
Unit objective:
context.

UNIT 3: GRAMMAR: YOU SHOULD DO WHAT´S THE BEST FOR YOU
Expresses that a situation is likely in the present

Mary should be at home by now. Give her a call.
Expresses that a situation is likely in the future (prediction)

They should win the game because they are a much better team.
Not fulfilling an obligation (should + be + verb-ing)

This expresses the idea that the subject is not fulfilling their obligation or is not acting sensibly.
Use of “SHOULD” You should be wearing your seatbelt. (The person isn't wearing one right now)
Was expected in the past but didn't happen (should + have + past participle)
This expresses the idea that the subject did not fulfill their obligation in the past or did not act responsibly.
You should have given your boss the report yesterday when he asked for it.
We use shouldn't to advise not to do something, usually because it is bad or wrong to do.
You shouldn't throw your litter onto the street.
Should Summary Chart

ENGLISH SPANISH
HOSPITAL= HOSPITAL ALCOHOL = ALCOHOL
DISEASE= ENFERMEDAD
SMOCKING= FUMAR
Vocabulary: Helping a
friend
MEDICINE= MEDICINA STRESS= ESTRES

READING:
HELPING A FRIEND.
Writing: Yes, I Can
Example of a text using the Can

WRITE A TEXT ABOUT THINGS YOU CAN DO .

Inglés II
Unit 4 - Grammar: What will happen in the future?
Objective: To use “Will” to refer about the future.
It is used to express a future situation that has

not been planned, a spontaneous decision or an
event on which it cannot be decided.

Inglés II
Unit 4
STRUCTURES OF SIMPLE FUTURE TENSE: WILL

Inglés II
Unit 4
USES OF FUTURE TENSE: WILL
1. To express future actions decided

at the moment of speaking.
(immediate decision). Example:
▪ I think I will try on, one of these

pants.
(I just decided this right now)

Inglés II
Unit 4
2. To express a prediction based on

personal opinions or experiences.
Example:
▪ I think it will rain later so take an

umbrella with you.

Inglés II
Unit 4
3. To make an offer, a promise or a deal.

Example:
I promise I will give you a discount

if you buy it right now.
I will behave next time.

Inglés II
Unit 4 - Vocabulary: Moving around
Objective: To understand and use the vocabulary related to means of transportation.

Inglés II
Unit 4 - Vocabulary: Moving around
ENGLISH SPANISH
AIRPLANE AVIÓN
HELICOPTER HELICÓPTERO
BUS AUTOBÚS
CAR CARRO
TAXI TAXI
LORRY CAMIÓN
VAN CAMIONETA
TRAIN TREN
SUBWAY METRO
BICYCLE BICICLETA
MOTORBIKE MOTO
YACHT YATE
SHIP BARCO
BOAT BARCO, BOTE
SUBMARINE SUBMARINO
Inglés II
Unit 4 - Reading: How does it work?
TOPIC: HOW DOES IT WORK?

Objective: To understand simple instructions on everyday
equipment.
ACTIVITY 1: Look at the pictures and label them with the words
in the box.
Cash ATM Checkbook Credit
Card

Inglés II
UNIT 1 Lesson 4
4.1 Grammar: He was an Ecuadorian painter
Learning Objective: To
The uses of the past of the verb be
Subject + past of verb be + complement (Affirmative

statement)
Subject + past of verb be + not + complement (Negative

statement)
Past of verb be + Subject + complement? (Interrogative

statement)
Inglés II
UNIT 1 Lesson 4
Past of verb Be

Inglés II
UNIT 1 Lesson 4
EXAMPLES
1. Was Guayasamin born in Guayaquil city? No, he was not. He was
born in Quito city.
2. Was Guayasamin a painter? Yes, he was a good painter
Short Answers:
Yes, I was…. Yes, she/he/it was…………
No, I was not (wasn’t) No, she/ he/it was not (wasn’t)
Yes, you/we/they were No, you/we/they were not (weren’t)
Inglés II
UNIT 1 Lesson 4
4.2 Vocabulary: Learning is fun
Learning Objective: To ENGLISH SPANISH

Classroom Salón de clases
Subjects Asignaturas
Board Pizarra
Eraser Borrador
Pen Bolígrafo
Pencil Lápiz
Boardmarker Marcador
Math Matemáticas
Social Studies Estudios Sociales
Science Ciencias
Grammar Gramática
Professor Docente Universitario
Teacher Profesor
Principal Rector
Students Estudiantes

Inglés II
UNIT 1 Lesson 4
EXAMPLES
What was your favorite subject?
My favorite subject was Math
What subject did you hate?
I hated Social Studies
Were you a good student?
Yes, I was. I got good grades.
Inglés II
UNIT 1 Lesson 4
4.3 Reading: I am sick
Learning Objective: To
TALKING ABOUT SICKNESS AND HEALTH
Bobby Zambrano was very quiet as Dr. Loor examined him. The doctor looked at the boy’s throat, took his temperature and listened to his heart. Finally, he
asked Bobby’s mother a few questions.
“When did Bobby begin to feel ill?”
“This morning when he got up. He said he felt too sick to go to school today”
“What did he eat for breakfast?”
“He had orange juice, two pieces of buttered toast, dry cereal, and milk”
“I see” The doctor asked Bobby, “How do you feel now, my boy?”
Bobby answered, “Terrible. I think I’m going to die.”
The doctor said, “You won’t die. In fact, you’ll be fine by dinner time”
“Oh, Doctor¡ Do you really think so? Bobby’s mother looked very glad.
Dr. Loor answered, Mrs. Zambrano, your son has a sickness that is very common to boys at a time like this. It comes and goes very quickly.”
Mrs. Adams said, “But I don’t understand.”
“Today,” the doctor told her, “the most important soccer game of the year is on television. If Bobby feels well enough to watch television this afternoon, and I
think he does, he will be fine when the game is finished. It’s the only cure I know for this sickness. Now, if you’ll excuse me, I must go across the street to see the
Moreira’s boy, Alfredo. He seems to have the same thing Bobby has today.” Professor: Lic. Yliana Villacís, M.Sc.
Inglés II
UNIT 1 Lesson 4
Read the text and choose the correct answer for these questions:
How did Dr. Loor examine Bobby?
a.
b.
Dr. Loor looked at his throat.
Dr. Loor watched his eyes.
Reading: Exercises
c. Dr. Loor looked at his body.
d. Dr. Loor took his pressure.
Answer is letter a. Read the text and choose TRUE or FALSE:
a. Bobby had a cup of coffee for breakfast. (TRUE / FALSE)

b. Dr. Loor told Bobby “you will die”. (TRUE / FALSE)
c. Dr. Loor talked with Bobby’s mother. (TRUE / FALSE)
d. Dr. Loor said “Bobby has a very common sickness. (TRUE / FALSE)
Answer: FALSE, FALSE, TRUE, TRUE

Inglés II
UNIT 1 Lesson 4
1. Read a part of the reading, then complete the correct word in the gaps
Use the words to fill the gaps. Usa las palabras para llenar los espacios.
Reading:
Exercises
Dr. Loor said “the most important 1.________ is on 2.________ if Bobby feels well enough to watch television this
3._______ I think he does, he will be fine when the game is 4._________Now, if you’ll excuse me, I must go across the
street to see the Moreira’s boy 5._______ He seems to have the same thing Bobby has today.
TV SOCCER GAME ALFREDO AFTERNOON FINISHED
Answers: 1. Soccer game; 2. TV; 3. Afternoon; 4. Finished; 5. Alfredo

Unidad 2 – Grammar L8: Would you like to eat?
Learning objective: To make requests and offers with would you like.
USES OF WOULD LIKE

Unidad 2
USES OF WOULD LIKE ……
• WOULD YOU LIKE………?

Unidad 2
EXAMPLES USING WOULD LIKE IN QUESTIONS:
SOME EXAMPLES USING WOULD YOU LIKE….?

Unidad 2 – Vocabulary Lesson 10: Wise shopping
Learning objective: To understand and use Vocabulary related to shopping.
4.2 Vocabulary: Wise shopping

ENGLISH SPANISH
VIDEO GAMES VIDEO JUEGOS
MOBILE PHONES TELEFONOS MOVILES
CARS CARROS
FOOD COMIDA
TRAVELING VIAJES
JEWERLY JOYERIA
MAKE UP MAQUILLAJE
SPORT APPLIANCES ELECTRODOMESTICOS
DEPORTIVOS
SECOND HAND SHOP TIENDA DE SEGUNDA MANO
DEPARTMENT STORE TIENDA DEPARTAMENTAL
DESIGNERS´S SHOP TIENDA DE DISEÑADOR
SHOPPING MALL CENTRO COMERCIAL
STREET MARKET MERCADO CALLEJERO
BIKES BICICLETAS
LAPTOPS ORDENADOR (COMPUTADOR)
PORTATIL Profesor Autor: Mónica Mejía Avellán, Mg. Gle
CLOTHES ROPA
Unidad 2
VOCABULARY L10: WISE SHOPPING

Unidad 2
VOCABULARY L10: WISE SHOPPING
I am going to give you some examples to practice this Vocabulary and identify
the places where you can buy anything:
• A place where you can buy something that someone had or wore. (second
hand shop).
• A large shop that sells different types of things. (Mall)
• A large, covered shopping area. (department store)
• Stores which sell products of recognized brands. (designer´s shop)
• Stores that are in open areas and usually sell very shop things. (Street
market)

Unidad 2 – Reading L12: Preparing my breakfast
Learning objective: To understand simple instructions on everyday equipment.
TOPIC: PREPARING MY BREAKFAST

Learning Objective: To understand simple instructions on everyday
equipment.
ACTIVITY 2: Read the dialogue. Choose the best option to complete

the sentence.
The dialogue is about:
a.- A mother who works in an office.

b.- A girl who doesn´t know how to prepare toasts.
c.- A delicious toast récipe.

Unidad 2
READING L12: PREPARING MY BREAKFAST
Here you have to complete the activities in this lesson doing reference to the information of the reading:
You have to identify the theme of the reading and answer the activities in this lesson.

English.
Unit objective:
context.

UNIT 3: Grammar: Next Week, It Is My Birthday
Time Expressions to Use With the Present Simple

Use 'every' with segments of time such as every day, month, year, every two months, etc.
She travels to Las Vegas every year
Time Expressions to Use with the Present Continuous

Use 'now,' 'at the moment,' 'right now,' or 'today' with the present continuous to speak about what is happening
at the present moment.
TIME MARKERS FOR THE Tom is watching TV now
PAST , PRESENT AND
FUTURE
Time Expressions Often Used in the Past
Use 'last' when speaking about the previous week, month or year
They went on holiday last month.
Time Expressions Used in the Future

Use 'next' to speak about the next week, month, or year.
We are going to visit our friends in Chicago next week

ENGLISH SPANISH
PUBLIC PLACE = LUGAR PUBLICO AGAINST THE LAW=CONTRA LA LEY
BY LAW = POR LEY FORBDDEN= PROHIBIDO

Vocabulario: Let Me
Rule!
ALLOWED= PERMITIDO ILLEGAL= ILEGAL

READING:
AN APPLICATION
FORM
Writing: Can you swim fast?
Example
Singer
Guitarist
Swimmer.
Racing drivers
profesional tennis player.

Writing: Can you swim fast?
ANNABEL IS…… PEDRO IS……

READ THE TEXT AND COMPLETE

Inglés II
Unit 4 - Grammar: Mount Everest in Danger?
Objective: To form the superlative of regular adjectives with “-est”, and of longer regular adjectives with “most”
A superlative adjective expresses the extreme or

highest degree of a quality. We use a superlative
adjective to describe the extreme quality of one thing
in a group of things.

Inglés II
Unit 4
FORMATION OF SUPERLATIVE ADJECTIVES
1. One-syllable adjective.- add -est to one- syllable adjective to get

the superlative form.
young = the youngest
Baby Peter is the youngest in the family.

Inglés II
Unit 4
2. Two-syllables ending –y adjective.- Change (y) by (i) and add

–est to two-syllables ending –y adjective to get the superlative
form.
happy = the happiest
She is the happiest woman in this place.

Inglés II
Unit 4
3. Two or more syllables adjective.- place the word “most” before

two or more syllables to get the superlative form.
intelligent = the most intelligent.
Jhon is the most intelligent student in his class.

Inglés II
Unit 4
USES OF SUPERLATIVE ADJECTIVES
We use a superlative adjective to describe a person, an

animal,
a place or thing, in a group of three or more of them
(people,
animals, places or things). Example:
The lion is the biggest of the three animals.

Inglés II
Unit 4 - Vocabulary: Delicious
Objective: To understand and talk about food and words related to it.
Lemons
Fish
Onion
Coriander Tomate
Inglés II
Unit 4 - Vocabulary: Delicious
ENGLISH SPANISH
LEMON LIMON
FISH PESCADO
CORIANDER CILANTRO
TOMATO TOMATE
ONION CEBOLLA
CHEESE QUESO
PEPPER PIMIENTO
TABLE SPOON CUCHARADA
SALAD ENSALADA
MIX MEZCLAR
CUT CORTAR
SLICE REBANAR

Inglés II
Unit 4 - Reading: Bugs!
TOPIC: BUGS!
Objective: To read a simple text and extract factual details.
ACTIVITY 1: Look at the pictures. Match them with the words from the
box.
___ Ladybug ___ Spider ___ Cricket ___

Cockroach

Asignatura
Ingles II
Profesor Autor
Lic. Martha Loor Fernández, MSc.
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

Resultado de aprendizaje de la unidad 2
1.1 Grammar: I like reading 3
What is a gerund? 3
What is an infinitive? 3
A gerund or an infinitive? 3
1.2 Vocabulary: Earning a living 5
1.3 Reading: On vacation 6
2.1 Grammar: How interesting is your English class? 7
How to use them? 7
2.2 Vocabulary: How do you feel? 9
Feelings and emotions 9
2.3 Reading: Visiting my brother 10
3.1 Grammar: She need some food 11
The Uses of SOME and ANY 11
Countable Nouns 11
Uncountable Nouns 11
RULES TO USE SOME OR ANY 12
3.2 Vocabulary: Count with me 13
Numbers 13
Quantifiers 13
3.3 Reading: I a coffee shop 15
4.1 Grammar: He was an Ecuadorian painter 16
The uses of the past of the verb be 16
4.2 Vocabulary: Learning is fun 17
Classroom words 17
4.3 Reading: I am sick 18
Recursos complementarios 19
Bibliografia 21



At the end of this level (English Proficiency Level II), students will be able to
communicate and express their main and basic ideas and opinions and give their basic
information using simple dialogues and short conversations in English.

Unidad 1: What do you like?

Resultado de aprendizaje de la unidad

To identify the different components of language like use, rules and varied vocabulary in order to
work in a real context.

LESSON 1 LESSON 2 LESSON 3 LESSON 4

GRAMMAR Lesson 2: GRAMMAR Lesson 4:
HOW INTERESTING IS GRAMMAR Lesson 3: HE WAS AN
GRAMMAR Lesson 1: SHE NEEDS SOME
I LIKE READING YOUR ENGLISH ECUADORIAN
CLASS? FOOD PAINTER
VOCABULARY Lesson
VOCABULARY Lesson 16: HOW DO YOU VOCABULARY Lesson VOCABULARY Lesson
9: EARNING A LIVING 14: COUNT WITH ME 12: LEARNING IS FUN
FEEL?
READING Lesson 1:
READING Lesson 14: VISITING MY READING Lesson 3: IN READING Lesson 13: I
ON VACATION A COFFEE SHOP AM SICK
BROTHER
WRITING Lesson 1: WRITING Lesson 2: WRITING Lesson 3: WRITING Lesson 4:

MY HOUSE MY APARTMENT MY JOB DUTIES

Lesson 1

1.1 Grammar: I like reading
Learning Objective: To use like/hate/love with the –ing form of the verbs.
What is a gerund?
A gerund is a noun made from a verb by adding "-ing." The gerund form of the verb "read" is "reading." You
can use a gerund as the subject, the complement, or the object of a sentence.
Examples:
• Reading helps you learn English. subject of sentence

• Her favorite hobby is reading. complement of sentence
• I enjoy reading. object of sentence
Gerunds can be made negative by adding "not."

Examples:
• He enjoys not working.

• The best thing for your health is not smoking.
What is an infinitive?
An infinitive is the "to" form of the verb. The infinitive form of "learn" is "to learn." You can also use an
infinitive as the subject, the complement, or the object of a sentence.
Examples:
• To learn is important. subject of sentence

• The most important thing is to learn. complement of sentence
• He wants to learn. object of sentence
Infinitives can be made negative by adding "not."
Examples:
• I decided not to go.

• The most important thing is not to give up.
A gerund or an infinitive?
Both gerunds and infinitives can be used as the subject or the complement of a sentence. However, as
subjects or complements, gerunds usually sound more like normal, spoken English, whereas infinitives
sound more abstract. In the following sentences, gerunds sound more natural and would be more common
in everyday English. Infinitives emphasize the possibility or potential for something and sound more
philosophical. If this sounds confusing, just remember that 90% of the time, you will use a gerund as the
subject or complement of a sentence.
Examples:
• Learning is important. normal subject

• To learn is important. abstract subject - less common
• The most important thing is learning. normal complement
• The most important thing is to learn. abstract complement - less common
As the object of a sentence, it is more difficult to choose between a gerund or an infinitive. In such
situations, gerunds and infinitives are not normally interchangeable. Usually, the main verb in the sentence
determines whether you use a gerund or an infinitive.
Examples:
• He enjoys swimming. "Enjoy" requires a gerund.

• He wants to swim. "Want" requires an infinitive.
Some verbs are followed by gerunds as objects. List of Verbs Followed by Gerunds
Examples:
• She suggested going to a movie.

• Mary keeps talking about her problems.
Some verbs are followed by infinitives. List of Verbs Followed by Infinitives
Examples:
• She wants to go to a movie.

• Mary needs to talk about her problems.

Learning Objective: To understand and talk about jobs and occupations.
Different kinds of jobs

ENGLISH SPANISH
ACTOR ACTOR
ARCHITECT ARQUITECTO
BAKER PANADERO
COOK COCINERO
ENGINEER INGENIERO
MECHANIC MECANICO
DOCTOR DOCTOR
NURSE ENFERMERA
PILOT PILOTO
WAITER MESERO
1.3 Reading: On vacation

Learning Objective: To understand the general meaning of short, simple informational material and
descriptions if there is visual support.

Lesson 2


Learning Objective: To ask for information using how + adjective / adverb.

HOW + ADJECTIVE HOW + ADVERB
How big…? How often….?
How tall…? How fast….?
How Old…? How well….?

• How fast is your new scooter?
• How good are you at golf?
• How hot was it?
• How wide is the road?
• How hard is living with him?
How to use them?
You know adjectives and adverbs are both words that describe something. But for many people, these
words are also easy to mix up. Thankfully, there are some simple rules that will help you know which is
which and when to use them.
These rules are:
1. Look at the context

If you are not sure whether to use and adverb or an adjective, try to figure out what you’re
describing. Remember:

Adjectives are used to describe nouns, which means they can explain what kind of thing you have,
how many things you have, or which thing you’re talking about.

Adverbs, on the other hand, are used to describe verbs, which means they can explain how
something happened, when something happened, or where something happened.

2. Look at the ending

You might have already noticed that many adverbs end with –ly. If you see a word that ends in –ly,
there’s a good chance it is an adverb, not an adjective. Can you use this rule to tell us what’s wrong
with this sentence?

It is wrong because it doesn’t have a –ly ending you might have guessed that quick is an adjective.
However, this sentence is incorrect because an adjective can’t be used to describe a verb (drove).
To make this sentence correct, we could change the adjective to an adverb:
• He drove quickly. (The sentence describes how he was driving)

3. Look at the placement
Here’s an easy way to know where to put an adjective in a sentence. It will usually appears just
before the noun it’s describing. By contrast, an adverb will usually appear right after the verb it’s
describing.

Unfortunately, placement doesn’t always tell you if a word is an adverb or adjective, for example: Is
sassy an adjective or adverb in this picture:
Even thought it’s right next to a verb (is), sassy is an adjective because it describes the magician.
And while adjectives are usually close to the words they describe, adverbs can move around more
freely in a sentence. For example, you might see an adverb at the beginning of a sentence.

Learning Objective: To use vocabulary related to emotions.
Feelings and emotions
ENGLISH SPANISH
HUNGRY HAMBRIENTO
NERVOUS NERVIOSO
SMART LISTO / INTELIGENTE
ANGRY ENOJADO
PLAYFUL JUGUETON
ENVIDIOUS ENVIDIOSO
TENDER TIERNO
HAPPY FELIZ
SAD TRISTE
DIZZY MAREADO
STRESSFUL ESTRESADO


Learning Objective: To understand simple descriptions of people’s physical appearance.
10

Lesson 3

3.1 Grammar: She need some food

Learning Objective: To use some and any as quantifiers with count and noncount nouns.
The Uses of SOME and ANY
As a general rule, we use 'some' for affirmative sentences, and 'any' for questions or negative sentences.
Usually, both 'some' and 'any' can only be used with countable plural nouns or uncountable nouns. ... “I
have some questions.” “I don't have any questions.”
Examples:
• Do you have any questions?

• I have some cookies
• Tania does not have any milk
Rule of the Countable and Uncountable nouns
Countable Nouns
Countable nouns refer to items that can be counted, even if the number might be extraordinarily high (like
counting all the people in the world, for example). Countable nouns can be used with articles such
as a/an and the or quantifiers such as a few and many. Look at the sentence below and pay particular
attention to the countable noun:
Examples:
• Here is a cat
• Here are some cats
• Jose drinks a glass of water
• Jose drinks some glasses of water
Notice: The main noun is glass no water and glass is a countable noun.
Uncountable Nouns
Uncountable nouns are nouns that come in a state or quantity that is impossible to count; liquids are
uncountable, as are things that act like liquids (sand, air). Abstract ideas like creativity or courage are also
uncountable. Uncountable nouns are always considered to be singular, and can stand alone or be used with
some and any.
11

Examples:
• The students have some homework

• Maria has a water (incorrect) Maria has some water (correct)
Notice: Water is an uncountable noun
• My parents have some money
RULES TO USE SOME OR ANY
Some: use it in positive sentences. Some is used for both count and noncount nouns. Example:
• I have some friends. (friend is a countable noun)

• I’d like some water. (water is uncountable)
Any: use it for count and noncount nouns in:
Interrogative sentences
• Have you got any cheese? (cheese is uncountable)

• Have you got any friends? (friends is countable)
Negative sentences
• He hasn’t got any cheese.

• He hasn’t got any friends in Chicago.
EXCEPTION: Use SOME in questions when offering or requesting something. Example:
• Would you like some bread? OFFER

• Can I have some water, please? REQUEST
12


Learning Objective: To use numbers and quantifiers in different situations.
Numbers

Examples:
• 45 (forty-five)
• 58 (fifty-eight)
• 101 (one hundred and one)
Quantifiers
“Much” “There is” “a little” are used when we are speaking about a singular noun.
“Many” There are” “a few” are used when we are speaking about a plural noun.
When we speak about 'many' and 'much', it's worth mentioning countable and uncountable nouns.
Countable nouns can be used with a number and have singular and plural forms.
ENGLISH SPANISH
How many? ¿Cuántos?
How much? ¿Cuánto?
A little Poco
A few Pocos
There are Hay (contable)
There is Hay (incontable)
A lot of Mucho(s)

Examples:
• There is much milk (Hay mucha leche)

• There are many eggs (Hay muchos huevos)
13

14


Learning Objective: To find specific, predictable information in everyday materials (e.g. menus).
15

Lesson 4

Learning Objective: To use was and were with a range of complement phrases.
The uses of the past of the verb be
Subject + past of verb be + complement (Affirmative statement)
Subject + past of verb be + not + complement (Negative statement)
Past of verb be + Subject + complement? (Interrogative statement)

Examples:
1. Was Guayasamin born in Guayaquil city? No, he was not. He was born in Quito city
2. Was Guayasamin a painter? Yes, he was a good painter
Short Answers:
• Yes, I was. No, I was not (wasn’t).

• Yes, she / he / it was. No, she / he / it wasn’t.
• Yes, you / we / they were. No, you / we / they were not (weren’t).

16


Learning Objective: To understand and use words related to the learning environment.
Classroom words
ENGLISH SPANISH
Classroom Salón de clases
Subjects Asignaturas
Board Pizarra
Eraser Borrador
Pen Bolígrafo
Pencil Lápiz
Boardmarker Marcador
Math Matemáticas
Social Studies Estudios Sociales
Science Ciencias
Grammar Gramática
Professor Docente Universitario
Teacher Profesor
Principal Rector
Students Estudiantes

Examples:
a. What was your favorite subject?
My favorite subject was Math
b. What subject did you hate?
I hated Social Studies
c. Were you a good student?
Yes, I was. I got good grades
17


Learning Objective: To understand the general meaning of short, simple informational material and
descriptions.
18

Lecturas complementarias

Recursos complementarios

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

• Lesson 1.1 Grammar I like reading
Videos extras:
https://www.youtube.com/watch?v=wLQvgRp0CQA
https://www.youtube.com/watch?v=v2_Qic03XFI
https://www.youtube.com/watch?v=l0sK51yvaGM
List of verbs followed by gerunds: https://www.englishpage.com/gerunds/gerund_list.htm
List of verbs followed by infinitives: https://www.englishpage.com/gerunds/infinitive_list.htm
Para practicar:
https://www.liveworksheets.com/km908112lf
• Lesson 1.2 Vocabulary Earning a living
Mas informacion:
https://www.myenglishpages.com/english/vocabulary-lesson-jobs.php
Para practicar:
https://www.myenglishpages.com/english/vocabulary-exercise-jobs.php
• Lesson 2.1 Grammar How interesting is your English class?
Mas informacion:
https://clasejoseangel.wordpress.com/2011/01/28/how-adjective-adverb-grammar-lesson/
https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-106936.php
Para practicar:
https://es.liveworksheets.com/ei1631550jd
• Lesson 2.2 Vocabulary How do you feel?

Mas informacion:
https://7esl.com/describe-someones-feelings-and-emotions/
Para practicar:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Feelings_and
_emotions/Feeling_vocabulary_ic145610ip
• Lesson 3.1 She needs some food
Mas informacion:
https://www.abaenglish.com/es/gramatica-ingles/beginner/some-any/
https://aliciateacher2.wordpress.com/2013/04/19/quantifiers/
Para practicar:
https://es.liveworksheets.com/bq81079qr
• Lesson 3.2 Vocabulary Count with me
Mas informacion:
19

https://www.dynamicenglish.cl/blog-feed/countable-and-non-countable-quantifiers
https://www.languageguide.org/english/numbers/
Para practicar:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Quantifiers/
QUANTIFIERS*_A_LOT_OF,_MANY,_MUCH,_A_FEW,_A_LITTLE_uq1844276xc
https://es.liveworksheets.com/ep32123tj
• Lesson 4.1 He was an Ecuadorian painter

Videos extras:
https://www.youtube.com/watch?v=9EZxneAehLM
https://www.youtube.com/watch?v=-PjxWSLGXo8
Para practicar:
https://es.liveworksheets.com/ym1705178ns
• Lesson 4.2 Learning is fun

Mas informacion:
https://7esl.com/school-subjects-vocabulary-english/
Para practicar:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/School_subje
cts/What's_your_favourite_subject$_rb1861284pk
20

Bibliografía
Bibliografia

• Vera, Garcia, Mera, Cedeño, Castro, Cedeño, Cantos, Ponce & Loor. (2018). Better Together
A2. Universidad Técnica de Manabí.
• Birchley, S. Y Samuell, M. (First Edition). (2011). English in Common 2. Pearson Education
ESL.
• Rogers, M., Taylore-Knowles, J. y Taylore-Knowles, S. (2010). Open Mind Level 2.
MacMillan Publisher. S.A.
• https://es.liveworksheets.com
• https://7esl.com
• https://www.youtube.com/
• https://www.myenglishpages.com
• https://www.abaenglish.com
• https://dictionary.cambridge.org/es/diccionario/ingles/

21

Asignatura
Ingles II
Profesor
Econ. Mónica Mejía Avellán, Mg. Gle.


Índice

Resultado de aprendizaje de la unidad: To use the language to be able to understand some tasks
in a simple context. ............................................................................................................................. 3
1.1 Grammar: The risks of internet ................................................................................................... 4
Use of article definite THE .............................................................................................................. 4
1.2 Vocabulary L8: Rules at home. .................................................................................................... 6
1.3 Reading: My favorite artists ........................................................................................................ 7
2.1 Grammar: We can do many activities. ........................................................................................ 8
Can .................................................................................................................................................. 8
2.2 Vocabulary: Sports ..................................................................................................................... 11
2.3 Reading: My typical day ............................................................................................................. 12
3.1 Grammar: We always study English together. .......................................................................... 13
ADVERBS OF FREQUENCY ............................................................................................................. 13
3.2 Vocabulary: Shape and forms .................................................................................................... 15
3.3 Reading: An interesting course .................................................................................................. 16
4.1 Grammar: ¿Would you like to eat? ........................................................................................... 17
GRAMMAR RULES FOR WOULD LIKE ............................................................................................ 17
4.2 Vocabulary: Wise shopping ....................................................................................................... 19
WISE SHOPPING ............................................................................................................................ 19
4.3 Reading: Preparing my breakfast .............................................................................................. 20
Recursos extras: ............................................................................................................................... 21
Bibliografia: ....................................................................................................................................... 22



Unidad 2: What kind of activities would you like to do?

Resultado de aprendizaje de la unidad: To use the language to
be able to understand some tasks in a simple context.
LESSON 1 LESSON 2 LESSON 3 LESSON 4

GRAMMAR Lesson
GRAMMAR Lesson GRAMMAR Lesson 7: WE ALWAYS GRAMMAR Lesson
5: THE RISKS OF 6: WE CAN DO 8: WOULD YOU
STUDY ENGLISH
INTERNET MANY ACTIVITIES TOGETHER LIKE TO EAT?
VOCABULARY VOCABULARY VOCABULARY

Lesson 8: RULES VOCABULARY Lesson 13: SHAPE Lesson 10: WISE
Lesson 15: SPORTS
AT HOME AND FORMS SHOPPING
READING Lesson
READING Lesson READING Lesson 9: AN READING Lesson
2: MY FAVORITE 5: MY TYPICAL 12: PREPARING
INTERESTING
ARTISTS DAY COURSE MY BREAKFAST
WRITING Lesson 1: WRITING Lesson 2: WRITING Lesson 3: WRITING Lesson 4:

Lesson 1

1.1 Grammar: The risks of internet
Learning Objective: To use the definite articule to refer to a specific person, thing, or situation.
Use of article definite THE
The definite article is the word THE. It limits the meaning of a noun to one particular thing. For example, your friend
might ask, “Are you going to the party this weekend?” The definite article tells you that your friend is referring to a
specific party that both of you know about. The definite article can be used with singular, plural or uncountable nouns.
Below are some examples of the definite article the used in context:
• Please give me the hammer.

• Please give me the red hammer; the blue one is too small.
• Please give me the nail.
• Please give me the large nail; it’s the only one strong enough to hold this painting.
• Please give me the hammer and the nail.

The definite article ‘the’ is used in the following cases.

1. When a singular noun represents a whole class.

The camel is a beast of burden. (Here the singular noun camel is used to refer to all the camels.)
Note that when a plural noun is used to talk about things in general, articles are usually omitted.

• Camels are beasts of burden.
• Computers are expensive.

More examples are given below:

• The whale is a kind of mammal.
• The rose smells sweet.

Note that the article ‘the’ is never used before the nouns ‘man’ and ‘woman’ when they represent the
whole class.
Man is mortal. (NOT The man is mortal.)

2. While speaking of something or somebody already referred to.

• The boy who came to see me yesterday was my brother.
• The story that he told us yesterday was very interesting.

3. While speaking of a particular person or thing

• The poor beggar could get no alms.

4. When you refer to classics and holy books.

Examples are: The Ramayana; The Mahabharata; The Iliad

Note that when the author’s name is mentioned with the book, the article is usually omitted.
Homer’s Iliad (NOT Homer’s the Iliad)

5. While referring to the names of journals and newspapers.

• The New York Times
•
The Wall Street Journal

6. When we refer to imaginary geographical lines.

1.2 Vocabulary L8: Rules at home.

Learning Objective: To identify modal verbs to be used for talking about rules and use them in
simple statements.
ENGLISH SPANISH
CLEAN THE HOUSE LIMPIAR LA CASA
TAKE CARE OF THE HOUSE CUIDAR LA CASA
RESPECT TO YOUR PARENTS RESPETAR A TUS PADRES
DON`T ARGUE NO DISCUTIR
READ AT LEAST SOME MINUTES A DAY LEER AL MENOS ALGUNOS MINUTOS AL
DIA
DO THE HOMEWORK HACER LA TAREA
GO TO BED EARLY IR A LA CAMA TEMPRANO
DON`T SCREAMING NO GRITAR
WASH THE DISHES LAVAR LOS PLATOS
DON´T DESTROY THINGS AT HOME NO DESTRUIR COSAS EN CASA
DON`T BE MEAN TO OTHERS NO SER MEZQUINO CON LOS DEMAS
BE RESPECTFUL SER RESPETUOSO

1.3 Reading: My favorite artists

Learning Objective: To understand simple descriptors of people’s physical appearance.

Lesson 2

2.1 Grammar: We can do many activities.
Learning Objective: To use “can” in affirmative, negative and interrrogative sentences.
Can
It is one of the most commonly used modal verbs in English. It can be used to express ability or
opportunity, to request or offer permission, and to show possibility or impossibility.
Examples:
• I can ride a horse. ability

• We can stay with my brother when we are in Paris. opportunity
• She cannot stay out after 10 PM. permission
• Can you hand me the stapler? request
• Any child can grow up to be president. Possibility

CAN USES
Permission
We often use can to ask for or give permission:
• Can I take Daisy for a walk?

• Students can use calculators during the exam.
We use can’t to forbid (say what you must not do):
• You can’t park there.

• You can’t just take the day off work. You have to have permission in advance.
Ability
We often use can to talk about ability to do something in the present or future:
• I can sing one song in Polish.

• Can you sleep on your back?
We often use can with verbs of perception such as hear, see, smell, taste, and mental process verbs such as
guess, imagine, picture, understand and follow (in the sense of ‘understand’):
• I can hear you.

• I can see her coming down the road now.
• Can you smell something burning?
• I can guess why you’re angry.
• We can’t follow these instructions for installing this new DVD player. (We can’t understand these
instructions.)
General truths
We use can to talk about things which we think are usually, but not always, true:
• Reducing cholesterol through diet can be difficult. (It’s not always difficult for everyone, but in
general it is difficult.)
• Fireworks can frighten pets.
• Swans can be very vicious.
Possibility
We use can to express possibility or to question possibilities:
• We can go to Rome in June because both of us have a week off work. (It is possible for us to go to
Rome because we don’t have to work in June.)
• Well, how can you be on a diet if you buy so much chocolate? (I don’t think it’s possible that you are
on a diet because you still buy lots of chocolate.)
Requests
We use can as a question form to make requests:
• Those cakes look so good. ¿Can I try one?

• Can I have your surname?
• Can you help me with this form?
Reproaches
We use can’t as a question form to ask people to stop doing something we don’t want them to do, or to do
something they are not doing which we want them to do:
• Can’t you stop making that awful noise?

• Why can’t you just be nice to her instead of upsetting her?
Offers
We use can as a question form to make offers:
• Can I help you lift that?

• Can we do anything for you?
CAN FORMS
Affirmative (+) form
Can comes first in the verb phrase (after the subject and before another verb):
• We [verb phrase]can take the train to Birmingham.
Can is never used with another modal verb:
• He can hear the music from his room sometimes.
Not: He can might hear the music … or He might can might hear the music …
Negative (−) form
The negative form of can is can’t. We don’t use don’t/doesn’t/didn’t with can:
• I can’t believe you said that!
Not: ¡I don’t can believe you said that!
We can use the full form cannot (one word) in formal contexts or when we want to emphasise something:
• I cannot understand why she behaves like that.
Warning:
The subject and can change position to form questions. We don’t use do/does/did:
• Can this really be true?
Not: Does this can really be true?
• Can’t you ask for another day off work?
2.2 Vocabulary: Sports

Learning Objective: To understand and use vocabulary related to sports.
ENGLISH SPANISH
ARCHERY ARQUERIA
SWIMMING NATACION
BASKETBALL BASQUETBALL
FOOTBALL/SOCCER FUTBOL
BASEBALL BEISBOL
TENNIS TENIS
BOXING BOXEO
VOLLEYBALL VOLEYBOL
SKIING ESQUI
LIFTING WEIGHTS LEVANTAMIENTO DE PESAS
SURFING SURFEO
CLIMBING ESCALADA
HIKING CAMINATA/EXCURSION
HORSE RACING CARRERA DE CABALLOS
CYCLING CICLISMO
RUNNING MARATON

2.3 Reading: My typical day

Learning Objective: To understand simple questions in questionnaires on titular topics.

Lesson 3

3.1 Grammar: We always study English together.
Learning Objective: To use adverbs of frequency in the correct position.
We use some adverbs to describe how frequently we do an activity. These are called adverbs of
frequency and include:

Frequency Adverb of Frequency Example Sentence
100% always I always go to bed before 11 p.m.
90% usually I usually have cereal for breakfast.
80% normally / generally I normally go to the gym.
70% often* / frequently I often surf the internet.
50% sometimes I sometimes forget my wife's birthday.
30% occasionally I occasionally eat junk food.
10% seldom I seldom read the newspaper.
5% hardly ever / rarely I hardly ever drink alcohol.
0% never I never swim in the sea.

USES OF THESE CASES:
The Position of the Adverb in a Sentence

An adverb of frequency goes before a main verb (except with To Be).

Subject + adverb + main verb
I always remember to do my homework.
He normally gets good marks in exams.
An adverb of frequency goes after the verb To Be.
Subject + to be + adverb
They are never pleased to see me.
She isn't usually bad tempered.
When we use an auxiliary verb (have, will, must, might, could, would, can, etc.), the adverb is
placed between the auxiliary and the main verb. This is also true for to be.

Subject + auxiliary + adverb + main verb
She can sometimes beat me in a race.
I would hardly ever be unkind to someone.
They might never see each other again.
They could occasionally be heard laughing.
We can also use the following adverbs at the start of a sentence:

Usually, normally, often, frequently, sometimes, occasionally
• Occasionally, I like to eat Thai food.
BUT we cannot use the following at the beginning of a sentence: Always, seldom, rarely, hardly,
ever, never.
We use hardly ever and never with positive, not negative verbs:
• She hardly ever comes to my parties.

• They never say 'thank you'.
We use ever in questions and negative statements:
• Have you ever been to New Zealand?

• I haven't ever been to Switzerland. (The same as 'I have never been Switzerland').

3.2 Vocabulary: Shape and forms
Learning Objective: To describe shapes and forms.

SHAPE AND COLORS
ENGLISH SPANISH
CIRCLE CIRCULO
RECTANGLE RECTANGULO
TRIANGLE TRIANGULO
SQUARE CUADRADO
KITE EN FORMA DE COMETA
PENTAGON EN FORMA DE
PENTAGONO
OVAL EN FORMA OVAL
PYRAMID EN FORMA DE
PIRAMIDE
STAR EN FORMA DE
ESTRELLA
GREEN VERDE
YELLOW AMARILLO
BLUE AZUL
RED ROJO
ORANGE ANARANJADO
PURPLE PURPURA
BLACK NEGRO
WHITE BLANCO
PINK ROSADO
BROWN CAFÉ
3.3 Reading: An interesting course

Learning Objective: To get the gist of short, simple narratives, with visual support.

Lesson 4

4.1 Grammar: ¿Would you like to eat?
Learning Objective: To make requests and offers with would you like.
GRAMMAR RULES FOR WOULD LIKE
I would like” is followed by an infinitive verb or a noun.

• “I would like to book a double room for Saturday.” (infinitive verb “to book”.)
• “I would like a single room for Saturday.” (noun “a single room”.)

Because “would” is a modal verb, it doesn’t change for he / she “third-person singular”.

I would like
You would like
He / she would like
We would like
They would like
There is no “s” on he / she / it.

You can abbreviate the “would” to ‘d:

I’d like
You’d like
He’d like
She’d like
We’d like
They’d like

Don’t abbreviate from “would” to “‘d” in the question or negative forms.
• “I wouldn’t like” (not “I’dn’t like”.)

To form the negative, add “not” or the abbreviation “n’t” to “would”:

I would not like / I wouldn’t like
You would not like / You wouldn’t like
He / she would not like / He wouldn’t like
We would not like / We wouldn’t like
They would not like / They wouldn’t like

To form the question, change the subject-verb word order to verb-subject:

Would I like…?
Would you like …?
Would he / she like …?

Would we like …?
Would they like …?
The short reply is
Yes, I / you / he / she / we /they would.
No, I / you / he / she / we / they wouldn’t.

Other ways to be polite in English
It’s important to be polite when you speak to English people. Here are some ways you can do this:
• Say “good morning”, “good afternoon”, “hello” etc before you ask for something
o “Good morning! I’d like to buy a return ticket to London, please.”
o “Hello! Can I get a coffee and a Danish to go, please?”
• Use polite words like “please”, “thank you” and “excuse me”
• Always say “please” when you ask for something. Put “please” at the end.
o Can you tell me the way to the Post Office, please?”
• Say “thank you” when someone does something for you. (You can also say “thanks”.)
o “Hello, I’d like to buy a first-class stamp, please.”
o “Here you are.”
o “Thank you.”
• Say “excuse me” as a sort of introduction before you ask for something or speak to
someone.
o “Excuse me, does this train stop at Reading?”
o “Excuse me, do you know what platform the London train goes from?”

4.2 Vocabulary: Wise shopping

Learning Objective: To understand and use vocabulary related to shopping.
WISE SHOPPING
ENGLISH SPANISH
VIDEO GAMES VIDEO JUEGOS
MOBILE PHONES TELEFONOS MOVILES
CARS CARROS
FOOD COMIDA
TRAVELING VIAJES
JEWERLY JOYERIA
MAKE UP MAQUILLAJE
SPORT APPLIANCES ELECTRODOMESTICOS DEPORTIVOS
SECOND HAND SHOP TIENDA DE SEGUNDA MANO
DEPARTMENT STORE TIENDA DEPARTAMENTAL
DESIGNERS´S SHOP TIENDA DE DISEÑADOR
SHOPPING MALL CENTRO COMERCIAL
STREET MARKET MERCADO CALLEJERO
BIKES BICICLETAS
LAPTOPS ORDENADOR (COMPUTADOR) PORTATIL
CLOTHES ROPA

4.3 Reading: Preparing my breakfast

Learning Objective: To understand simple instructions on everyday equipment.


Recursos extras:

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:

• Grammar part:
Videos extras:
Lesson 1: https://www.youtube.com/watch?v=ZBxF4wlXR0c
Lesson 2: https://www.youtube.com/watch?v=vIcE507ItTc
Lesson 3: https://www.youtube.com/watch?v=VAWo65QwP2c
Lesson 4: https://www.youtube.com/watch?v=ITIOjmUlrIE

Para practicar:
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Articles/
Definite_article_xl1639777gb

https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Can_or_
can't/Can_-_Can't_Abilities_mc1599858zz

https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Adverbs
_of_frequency/Adverbs_of_frequency_ka770358cq

https://www.liveworksheets.com/vz358307pf

Bibliografía
Bibliografia:

• Espasa Calpe (2009) Diccionario Español-Inglés, English- Spanish

• Rogers, M., Taylore- Knowles, J. & Taylore- Knowles S (2010) Open Mind 2
• Vera, Garcia, Mera, Cedeño, Castro, Cedeño, Cantos, Ponce, & Loor (2018)
Better Together A2

Asignatura

Ingles II
Profesor
L ic. Belkis Parraga Vera


Indice
TABLA DE CONTENIDOS

Unit objective: To identify the different components of language like use, rules and varied
vocabulary in order to work in a real context. .................................................................................... 2
1.1 GRAMMAR: COULD I USE YOUR PHONE, PLEASE? ....................................................................... 3
Use of “COULD” .............................................................................................................................. 3
1.2 VOCABULARY: MODERN HOUSES ................................................................................................ 5
1.3 READING: WELCOME BACK. ......................................................................................................... 6
2.1 GRAMMAR: WHOSE CELLPHONE IS THIS? .................................................................................... 7
Whose ............................................................................................................................................. 7
2.2 VOCABULARY: FAMILIES, FAMILIES .............................................................................................. 8
2.3 READING: NATURAL DISASTERS .................................................................................................. 9
3.1 GRAMMAR: YOU SHOULD DO WHAT´S THE BEST FOR YOU ....................................................... 10
SHOULD ...................................................................................................................................... 10
Shouldn't ...................................................................................................................................... 11
Should Summary Chart ............................................................................................................. 11
3.2 VOCABULARY: HEALTHY HABITS ............................................................................................... 12
3.3 READING: HELPING A FRIEND .................................................................................................... 13
4.1 GRAMMAR: NEXT WEEK, IT IS MY BIRTHDAY! ............................................................................ 14
Time Expressions to use with the Present Simple ........................................................................ 14
Time Expressions to use with the Present Continuous ................................................................. 14
Time Expressions often used in the Past ...................................................................................... 14
Time Expressions used in the Future ............................................................................................ 15
4.2 VOCABULARY: LET ME RULE! ..................................................................................................... 16
4.3 READING: AN APPLICATION FORM ............................................................................................ 17
Recursos complementarios .............................................................................................................. 18
Bibliografía ....................................................................................................................................... 19




Unit objective: To describe through a short dialogue important habits and

facts.

LESSON 1
LESSON 2
LESSON 3
LESSON 4

GRAMMAR Lesson GRAMMAR Lesson GRAMMAR Lesson

GRAMMAR Lesson
9: COULD I USE 10: WHOSE 11: YOU SHOULD
YOUR PHONE, CELLPHONE IS
DO WHAT´S THE
12: NEXT WEEK ,
IT IS MY BIRTHDAY
PLEASE? THIS ? BEST FOR YOU
VOCABULARY
VOCABULARY VOCABULARY VOCABULARY
Lesson 4:
Lesson 2: FAMILIES , Lesson 1:
Lesson 6: LET ME
MODERN HOUSES HEALYHY HABITS RULE!
FAMILIES
READING Lesson
READING Lesson READING Lesson READING Lesson
6: AN
8: WELCOME 15: NATURAL 4: HELPING A APPLICATION
BACK DISASTRES FRIEND
FORM
WRITING Lesson WRITING Lesson

WRITING Lesson WRITING Lesson
9: MY
10: I FEEL BORED¡ 11: YES, I CAN 12:CAN YOU
NEIGHBORHOOD SWIM FAST?

Lesson 1

1.1 GRAMMAR: COULD I USE YOUR PHONE, PLEASE?

Learning Objective: To make basic polite requests with could.
Use of “COULD”
"Could" is a modal verb used to express possibility or past ability as well as to make suggestions and requests.
"Could" is also commonly used in conditional sentences as the conditional form of "can."
Examples:
● Extreme rain could cause the river to flood the city. possibility
● Nancy could ski like a pro by the age of 11. past ability
● You could see a movie or go out to dinner. suggestion
● Could I use your computer to email my boss? request
● We could go on the trip if I didn't have to work this weekend. conditional
Using "Could" in Present, Past, and Future
Most modal verbs behave quite irregularly in the past and the future. Study the chart below to learn how "could"
behaves in different contexts.
Positive Forms Negative Forms

Modal Use
1. = Present 2. = Past 3. = Future 1. = Present 2. = Past 3. = Future
1. John could be the one who stole the 1. Mary couldn't be the one who stole the
money. money.
Could 2. John could have been the one who stole 2. Mary couldn't have been the one who stole
possibility the money. the money.
3. John could go to jail for stealing the 3. Mary couldn't possibly go to jail for the
money. crime.
1. If I had more time, I could travel around the 1. Even if I had more time, I couldn't travel
world. around the world.
Could
2. If I had had more time, I could have 2. Even if I had had more time, I couldn't have
conditional
traveled around the world. traveled around the world.
of can
3. If I had more time this winter, I could travel 3. Even if I had more time this winter, I
around the world. couldn't travel around the world.
1. NO PRESENT FORM NO NEGATIVE FORMS
Could 2. You could have spent your vacation in

suggestion Quito.
3. You could spend your vacation in Quito.
I could run ten miles in my twenties. I couldn't run more than a mile in my
twenties.
I could speak Chinese when I was a kid.
I couldn't speak Swahili.
"Could" cannot be used in positive sentences
Could
in which you describe a momentary or one- "Could" can be used in negative sentences in
past ability
time ability. which you describe a momentary or one-time
ability.
Yesterday, I could lift the couch by
myself. Not Correct Yesterday, I couldn't lift the couch by
myself. Correct
Could I have something to drink? Couldn't he come with us?
Could Could I borrow your stapler? Couldn't you help me with this for just a
polite request second?
Requests usually refer to the near future.
Requests usually refer to the near future.
REMEMBER: "Could not" vs. "Might not"

"Could not" suggests that it is impossible for something to happen. "Might not" suggests you do not know if
something happens.
Examples:
Jack might not have the key. Maybe he does not have the key.
Jack could not have the key. It is impossible that he has the key.
1.2 VOCABULARY: MODERN HOUSES

Learning Objective: To identify and apply vocabulary related to types of houses and utilities.

ENGLISH SPANISH
APARTMENT
APARTAMENTO
ONE-STORY HOUSE CASA DE UN PISO
BEACH HOUSE CASA EN LA PLAYA
TWO-STORY HOUSE CASA DE DOS PISOS
COUNTRY HOUSE CASA DE CAMPO

1.3 READING: WELCOME BACK.

Learning Objective: To understand short, simple messages on social networks.

Lesson 2

2.1 GRAMMAR: WHOSE CELLPHONE IS THIS?

Learning Objective: To form questions with whose.
Whose
Whose allows us to ask whom an object belongs to. It is an interrogative adjective and is followed
by a noun:
Whose pen is this? - It's mine. To whom does this pen belong? - It belongs to me.
Whose car did you borrow? - Kevin's. Who is the owner of the car you borrowed? - Kevin.
● Note 1: Whose is sometimes used as an interrogative pronoun, in particular with be:
Whose is this? To whom does this belong? Who owns this?
● Note 2: Whose is sometimes used as a relative pronoun:
Our C.E.O., whose father was a dentist, has a nice smile. The father of our C.E.O., who has
a nice smile, is a dentist.
● Note 3: We say: Whose car is this? but Whom does this car belong to?.

2.2 VOCABULARY: FAMILIES, FAMILIES

Learning Objective: To identify vocabulary related to family members and descriptions.
ENGLISH SPANISH
WIFE ESPOSA
MOTHER MAMÀ
SISTER HERMANA
FATHER PAPÀ
GRANDMOTHER ABUELA
GRANDFATHER ABUELO
BROTHER HERMANO
HUSBAND MARIDO
AUNT TIA
UNCLE TIO
COUSIN PRIMO

2.3 READING: NATURAL DISASTERS

Learning Objective: To read a simple text and extract factual details.

Lesson 3

3.1 GRAMMAR: YOU SHOULD DO WHAT´S THE BEST FOR YOU
Learning Objective: To use “should” to offer some advice.
SHOULD
1. To give advice, a recommendation or a suggestion
This is to say that it is the right thing to do or the correct thing.
● Does your tooth still hurt? You should make an appointment with the dentist.
● I think you should study for the test so that you don't fail.
● Your hair is too long. You should get a haircut.
● You really should go to the new restaurant on Main Street.
2. Expresses that a situation is likely in the present
● Mary should be at home by now. Give her a call.

● He should have the letter by now. I sent it a couple of weeks ago.
3. Expresses that a situation is likely in the future (prediction)
● They should win the game because they are a much better team.
● I posted the cheque yesterday so it should arrive this week.
● It should be fine tomorrow.
4. Expresses an obligation that is not as strong as Must.
Sometimes Should is used instead of Must to make rules, orders or instructions sound more polite.
This may appear more frequently on formal notices or on information sheets.
● On hearing the fire alarm, hotel guests should leave their room immediately.
● Passengers should check in at least 2 hours before departure time.
● You should never lie to your doctor.
● You should pay more attention in class.
● You should be at work before 9.
All of the above example sentences can have must instead of should making the obligation stronger
and less polite.
5. Was expected in the past but didn't happen (should + have + past participle)
This expresses the idea that the subject did not fulfill their obligation in the past or did not act
responsibly.
● You should have given your boss the report yesterday when he asked for it.
● I should have studied more but I was too tired.
6. Not fulfilling an obligation (should + be + verb-ing)
This expresses the idea that the subject is not fulfilling their obligation or is not acting sensibly.
● You should be wearing your seatbelt. (The person isn't wearing one right now)
● We should be studying for the test. (We are not studying right now and we should)
7. Sometimes should is replaced by ought to without a change in meaning. Note that ought
to sounds more formal and is used less frequently.
● You ought to study more. (= you should study more)

● He ought to go home. (= He should go home)
● They ought to stop doing that. (= They should stop doing that)
Shouldn't
We use shouldn't, to advise not to do something, usually because it is bad or wrong to do.
● You shouldn't throw your litter onto the street.

● We shouldn't leave without saying goodbye.
● He shouldn't play with those wires if he doesn't know what he is doing.
● Are you tired? You shouldn't work so much.
● You shouldn't talk like that to your grandmother.
Should Summary Chart
3.2 VOCABULARY: HEALTHY HABITS

Learning Objective: To understand and use vocabulary related to health care.
ENGLISH SPANISH
HOSPITAL HOSPITAL
ALCOHOL ALCOHOL
DISEASE ENFERMEDAD
SMOCKING FUMAR
MEDICINE MEDICINA
STRESS ESTRÈS

3.3 READING: HELPING A FRIEND

Learning Objective: To find specific, predictable information in everyday materials (e.g
timetables).

Lesson 4

4.1 GRAMMAR: NEXT WEEK, IT IS MY BIRTHDAY!

Learning Objective: To use a range of common time markers for the past, present and future.
Time Expressions to use with the Present Simple

Use 'every' with segments of time such as every day, month, year, every two months, etc.
● She travels to Las Vegas every year.
● Jack tries to exercise every day.
Here is how to use adverbs of frequency (usually, sometimes, often, etc.):
● They sometimes play golf.
● She rarely smokes.
Time Expressions to use with the Present Continuous

Use 'now,' 'at the moment,' 'right now,' or 'today' with the present continuous to speak about
what is happening at the present moment.
● Tom is watching TV now.
● I'm working on the Smith project today.
● Jane is doing her homework at the moment.
Time Expressions often used in the Past

Use 'last' when speaking about the previous week, month or year
● They went on holiday last month.
Use 'yesterday' when speaking about the previous day. Use 'the day before yesterday' to speak
about two days earlier.
● I visited my best friend yesterday.
They had math class the day before yesterday.
Use 'ago' when speaking about X days, weeks, months, years before. NOTE: 'ago' follows the
number of days, weeks, etc.
● We flew to Cleveland three weeks ago.
● The class started twenty minutes ago.
Use 'in' with specific years or months with past, present, and future tenses.
● She graduated in 1976.
● We'll see each other in April.
Use 'when' with a past time clause.
● I played tennis every day when I was a teenager.
Time Expressions used in the Future

Use 'next' to speak about the next week, month, or year.
● We are going to visit our friends in Chicago next week.
● I'll have some time off next month.
Use 'tomorrow' for the next day.
● He'll be at the meeting tomorrow.
Use 'in X weeks, days, years' time with the future continuous to express what you will be doing at
a specific time in the future.
● We will be swimming in a crystal blue sea in two weeks' time.
Use 'by (date)' form with the future perfect to express what you will have done up to that point in
time.
● I will have finished the report by April 15.
Use 'by the time + time clause ' with the future perfect to express what will have happened up to a
specific action in the future.
● She will have bought a new home by the time he arrives.

4.2 VOCABULARY: LET ME RULE!

Learning Objective: To identify vocabulary about signs, the street and safety rules.

ENGLISH SPANISH
PUBLIC PLACE LUGAR PUBLICO
AGAINST THE LAW CONTRA LA LEY
BY LAW POR LEY
FORBIDDEN PROHIBIDO
ALLOWED PERMITIDO
CITIZEN CIUDADANA
ILLEGAL ILEGAL

4.3 READING: AN APPLICATION FORM

Learning Objective: To understand simple questions in questionnaires on familiar topics.


Recursos complementarios

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 1.1 Grammar COULD
Videos extras:
https://www.youtube.com/watch?v=dhlu5Wtrj4Q
Para practicar:
https://es.liveworksheets.com/ls256096pc
● Lesson 2.1 Grammar WHOSE / Vocabulary THE FAMILY
Videos extras:
https://www.youtube.com/watch?v=yY2LdEKbhbs
https://www.youtube.com/watch?v=zNLRiB-qOAs
Para practicar:
https://es.liveworksheets.com/vz11398qt
https://es.liveworksheets.com/yt1302487tq
● Lesson 3.1 SHOULD / Vocabulary HEALTHY HABITS
Videos extras:
https://www.grammar.cl/english/should.htm
https://www.youtube.com/watch?v=VPHGa09cFuE
Para practicar:
https://es.liveworksheets.com/vi1403989kb
https://es.liveworksheets.com/ea11116hr
● Lesson 4.1 TIME MARKERS/ Vocabulary RULES
Videos extras:
https://www.youtube.com/watch?v=vBQyaHAHmmQ
https://www.youtube.com/watch?v=rLp0OPqbYCs
https://www.youtube.com/watch?v=uxgFUKaHy18
Para practicar:
https://es.liveworksheets.com/nd1358832ie
https://es.liveworksheets.com/vn1232272cz
https://es.liveworksheets.com/ob2395296ns
https://es.liveworksheets.com/st1025404pq

Bibliografía
Bibliografía

• Grammar. (2020). Woodward. https://www.grammar.cl/english/should.htm
• Beare, K. (2019). ESL: How to Use Expressions of Time. ThoughtCo.
• Vera, Garcia, Mera, Cedeño, Castro, Cedeño, Cantos, Ponce & Loor. (2018). Better Together
A2. Universidad Técnica de Manabí.

• https://www.thoughtco.com/time-expressions-and-tenses-1210672
• https://www.youtube.com/

• https://www.myenglishpages.com

• https://dictionary.cambridge.org/es/diccionario/ingles/
Asignatura
Inglés II
Profesor Autor
Lcda. Letty Saltos, Mg. Eii.


1

Índice
Tabla de contenidos
Resultado de aprendizaje de la asignatura…………………………………………………………………………………………..2

Unidad 4. What will happen in the future?......................................................................................................2
Resultado de aprendizaje de la unidad ……………………………………………………………………………………………….2
Lesson 1. Grammar: Simple future - Going to; Vocabulary: Environment and pollution; Reading:
Messages.....................................................................................................................................................3
1.1 Grammar L13: We´re going to have fun! …………………………………………………………...............................3
1.1.1 Structures (aff- neg – int) …………………………………………………………………....................................3
1.1.2 Uses of Going to.......................................................................................................................3
1.2 Vocabulary L8: S.O.S Planet Earth – Environment and pollution......................................................4
1.3 Reading L7: Messages.......................................................................................................................5
Lesson 2. Grammar: Many/Much; Vocabulary: Science and technology; Reading: Education in
Ecuador.......................................................................................................................................................6
2.1 Grammar L14: Many people live there.………………………………………………………………...........................6
2.2 Vocabulary L11: Great Science – Science and technology...............................................................7
2.3 Reading L10: Education in Ecuador...................................................................................................8
Lesson 3. Grammar: Simple future - Will; Vocabulary: Means of Transportation; Reading:
How does it work?................................................................................................................................9
3.1 Grammar L15: What will happen in the future?................................................................................9
3.1.1 Structures (Posit – neg – int) .....................................................................................................9
3.1.2 Uses of future tense: Will..........................................................................................................9
3.2 Vocabulary L7: Moving around – Means of transportation.............................................................11
3.3 Reading L11: How does it work?......................................................................................................12
Lesson 4. Grammar: Superlative Adjectives; Vocabulary: Food and others; Reading: Bugs!.............13
4.1 Grammar 16: Mount Everest in danger?.........................................................................................13
4.1.1 Formation of Superlative Adjectives.......................................................................................13
4.1.2 Uses of Superlative Adjectives................................................................................................13
4.2 Vocabulary 3: Delicious – Food and others.....................................................................................15
4.3 Reading 16: Bugs!............................................................................................................................16
Lecturas complementarias…………………………………………………………………………………………………………........17
Bibliografías…………………………………………………………………………................................................................18


At the end of this level (English Proficiency Level II), student will be able to communicate
and express their main and basic ideas and opinions and give their basic information
using simple dialogues and short conversations in English.

Unidad 4: What will happen in the future?

Resultado de aprendizaje de la unidad: To make comparisons between positive and negative
aspects implied in the topics given in the unit.

Unidad 4
Lección 1 Lección2 Lección 3 Lección 4

Grammar
Grammar GrammarL14: L15: Grammar L6:
L13: We´re Many people What will Mount Evers
going to have live there MANY happen in the
fun! in danger?
PEOPLE LIVE future?
THERE
Vocabulary Vocabulary Vocabulary

Vocabulary
L5: S.O.S L11: Great L7: Moving
L3: Delicious
Planet Earth Science around
Reading
Reading Reading
L10: Reading:
L7: L11: How
Education in L16: Bugs!
Messages Ecuador does it work?

Lesson 1

1.1 Grammar L13: We´re going to have fun!
Learning Objective: To express personal plans for the future using “going to”.
Simple Future Going to is used when your plans are definite, when you're talking about actions
that you will do soon (tomorrow or next week). It is important to note that in this form of the
future tense the verb to be is used in present form.
1.1.1 Structures (aff -neg - int)
STRUCTURES: AFFIRMATIVE, NEGATIVE AND INTERROGATIVE.

1.1.2 Uses of Going to
When to use GOING TO:
The structure BE GOING TO is normally used to indicate the future but with some types of
connection to the present. We use it in the following situations:
1.- To express future plans decided before the moment of speaking.
The decision has been made before the time to speak. For example:
• THEY ARE GOING TO RETIRE TO THE BEACH - IN FACT THEY HAVE ALREADY BOUGHT A
LITTLE BEACH HOUSE.
• I AM GOING TO ACCEPT THE JOB OFFER. (prior plan)
2.- To express a prediction based on present evidence.
Something will happen based on evidence or experience you have. For example:
• I THINK IT IS GOING TO RAIN - I JUST FELT A DROP.
• I DON´T FEEL WELL. I THINK I AM GOING TO THROW UP. (VOMIT). (prediction based on
evidence)
3.- To express something is about to happen. For example:
GET BACK!! THE BOMB IS GOING TO EXPLODE.

1.2 Vocabulary L8: S.O.S Planet Earth – Environment and pollution.
Learning Objective: To understand and use vocabulary about the environment and pollution.

ENGLISH SPANISH
ENVIRONMENT MEDIO AMBIENTE
POLLUTION POLUCIÓN, CONTAMINACIÓN DEL MEDIO
AMBIENTE
ENERGY ENERGÍA
POWER PODER
NATURAL RESOURCE RECURSO NATURAL
OIL PETRÓLEO
USE A LOT OF WATER EVERY DAY USAR MUCHA AGUA TODOS LOS DÍAS
LEAVE THE LIGHTS ON DEJAR LAS LUCES ENCENDIDAS
USE RETURNABLE WATER BOTTLES UTILIZAR BOTELLAS DE AGUA
RETORNABLES
WASTE PAPER DESPERDICIAR PAPEL
USE BOTH SIDES OF THE PAPER USAR AMBOS LADOS DEL PAPEL
USE PLASTIC BAGS UTILIZAR BOLSAS DE PLÁSTICO

1.3 Reading L7: Messages

Learning Objective: To understand short, simple messages on postcards, emails and social
networks.

Lesson 2

2.1 Grammar L14: Many people live there
Learning Objective: To use (not) many / much with count (countable) and mass (uncountable)
nouns respectively.

2.2 Vocabulary L11: Great Science – Science and technology
Learning Objective: To identify vocabulary related to science and technology.
ENGLISH SPANISH
ROBOT ROBOT
DRONE DRONE
TV TELEVISOR
COMPUTER COMPUTADOR
FRIDGE REFRIGERADORA
MOBILE MÓVIL
VIRTUAL VIRTUAL
WATCH RELOJ
E-BOOKS LIBROS ELECTRÓNICOS
INTERNET INTERNET
GADGETS DISPOSITOVOS/ARTEFACTOS
INNOVATIONS INNOVACIONES
TRENDS TENDENCIAS
SELF-DRIVING CONDUCCIÓN AUTÓNOMA
RAZOR-THIN DELGADO COMO UNA NAVAJA

2.3 Reading L10: Education in Ecuador
Learning Objective: To get the gist of short, simple narratives, with visual support.

8

Lesson 3

3.1 Grammar L15: What will happen in the future?
Learning Objective: To use “will” to refer about the future.

Simple Future Will is used to express a future situation that has not been planned, a spontaneous
decision or an event on which it cannot be decided.
3.1.1 Structures (Posit – neg – int)
STRUCTURES: POSITIVE, NEGATIVE AND INTERROGATIVE FORM.
3.1.2 Uses of Will

When to use Will:
It is used to express a future situation that has not been planned, a spontaneous decision or an
event on which it cannot be decided. We use it in the following situations:
1.- To express future actions decided at the moment of speaking (immediate decision).
This is when you make a decision at that moment, in a spontaneous way. For example:
• I WILL BUY ONE FOR YOU TOO.
• I THINK I WILL TRY ON, ONE OF THOSE. (I JUST DECIDED THIS RIGHT NOW).

2.- To express a prediction based on personal opinions or experiences. For example:
(YOU CAN USE BOTH WILL AND GOING TO FOR MAKING FUTURE PREDICTIONS).
• MY TEAM WILL NOT WIN THE LEAGUE THIS SEASON.

• I THINK IT WILL RAIN LATER SO TAKE AN UMBRELLA WITH YOU.
3.- To make an offer, a promise or a deal: For example:
• I WILL GIVE YOU A DISCOUNT IF YOU BUY IT RIGHT NOW.

• I PROMISE I WILL BEHAVE NEXT TIME.
• I´LL TAKE YOU TO THE MOVIES IF YOU´D LIKE.

10

3.2 Vocabulary L7: Moving around – Means of transportation

Learning Objective: To understand and use vocabulary related to means of transportation.

ENGLISH SPANISH
AIRPLANE AVIÓN
HELICOPTER HELICÓPTERO
BUS AUTOBÚS
CAR CARRO
TAXI TAXI
LORRY CAMIÓN
VAN CAMIONETA
TRAIN TREN
SUBWAY METRO
BICYCLE BICICLETA
MOTORBIKE MOTO
YACHT YATE
SHIP BARCO
BOAT BARCO, BOTE
SUBMARINE SUBMARINO

11

3.3 Reading L11: How does it work?

Learning Objective: To understand simple instructions on everyday equipment.
12

Lesson 4

4.1 Grammar L16: Mount Everest in danger?
Learning Objective: To form the superlative of regular adjectives with –est and of longer regular
adjectives with “most”.
A superlative adjective expresses the extreme or highest degree of a quality. We use a superlative
adjective to describe the extreme quality of one thing in a group of things.

4.1.1 Formation of Superlative Adjectives

Rule 1 Rule 2 Rule 3 Rule 4

One-syllable
Two-syllables ending –y Two or more syllables
One-syllable adjective consonant-vowel –
adjective adjective
consonant adjective
Double the last

consonant and add
Change (y) by (i) and add – Place the word “most”
Add -est to one- syllable –est to one-syllable
est to two-syllables ending –y before two or more
adjective to get the consonant-vowel-
adjective to get the syllables to get the
superlative form. consonant adjective
superlative form. superlative form.
to get the superlative
form.
intelligent =
high = the highest happy = the happiest big = the biggest
The most intelligent
They are the most

Mount Everest is the highest She is the happiest woman in The biggest secret in
intelligent students
mountain in the world. this meeting. the world.
here.

4.1.2 Use of Superlative Adjectives
We use a superlative adjective to describe one thing in a group of three or more things. Look at
these examples:
• John is 1m75. David is 1m80. Chris is 1m85. Chris is the tallest.
• Canada, China and Russia are big countries. But Russia is the biggest.
• Mount Everest is the highest mountain in the world.

13

Look at the box about the rules of the superlatives:

Long adjectives

14

4.2 Vocabulary 3: Delicious – Food and words related to it.
Learning Objective: To understand and talk about food and words related to it.

ENGLISH SPANISH
LEMON LIMON
FISH PESCADO
CORIANDER CILANTRO
TOMATO TOMATE
ONION CEBOLLA
CHEESE QUESO
PEPPER PIMIENTO
TABLE SPOON CUCHARADA
SALAD ENSALADA
MIX MEZCLAR
CUT CORTAR
SLICE REBANAR

15

4.3 Reading 16: Bugs!

Learning Objective: To read a simple text and extract factual details.

16

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:

Videos extras:
• Lección 1: Grammar L 13: We´re going to have fun! – Going to:
https://www.youtube.com/watch?v=IpmmTWcjVbM
• Lección 2: Grammar Lesson 14: Many people live there – Many/Much:
https://www.youtube.com/watch?v=aJLl4qp_2Kw
• Lección 3: Grammar L15: What will happen in the future? – Will:
https://www.youtube.com/watch?v=n14zCZAvSjI
• Lección 4: Grammar L16: Mount Everest in danger? – Superlative Adjectives:

https://www.youtube.com/watch?v=K1Rs793CjqE

Para practicar:
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/To_b
e_going_to/To_be_going_to_zj92gs
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Coun
table_and_uncountable_nouns/How_much$_or_How_many$_bf1398939ge
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Futur
e_-_will/Future_simple_yi170470tx
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Superlat
ives/superlative_1_az2198679vj

17

Bibliografía
Vera, Garcia, Mera, Cedeño, Castro, Cedeño, Cantos, Ponce, & Loor. (2018). Better Together A2.
Universidad Técnica de Manabí.

Birchley, S. y Samuell, M.(First Edition). (2011). English in Common 2. Pearson Education ESL.

Rogers, M., Taylore-Knowles, J. y Taylore-Knowles, S. (2010). Open Mind Level 2. MacMillan
Publisher. S.A.
18

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Names Like Love Hate

90% usually I usually go to the university

80% normally, generally I normally have rice for lunch

You are going to prepare a presentation

The highest The dirtiest the most attractive the biggest

People you went with

a. Do you eat fruits and vegetables on your

b. Do you protect your body in cold days

c. Do you go to bed early at night and rest at

d. When you feel sick, do you go to the

e. Are you normally under a lot of stress (too

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h. Do you take mediciines without doctor’s

BOAT BICYCLE BUS AIRPLANE

SWIMMING TENNIS SOCCER BASKETBALL

a. Football is more popular than

Population 331,888 inhabitants

Height Build Age Hair Eyes

Tall Slim Young Long Big

English English English

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1. First name: ______________________

NAME Chris Evans

The first class day. I feel …

Before a party. I feel …

The exam week I’m …

Before going to the doctor I’m …..

Annabel’s father can

Carlos Michel Fernando Selena

It Reading helps you learn English. (subject)

Profesor Autor: Martha Loor Fernández, Msc.

1. After certain verbs: GERUND OR AN INFIANITIVE?

List of verbs followed by gerunds

Profesor Autor: Martha Loor Fernández, MSc.

List of verbs followed by infinitives

Profesor Autor: Martha Loor Fernandez, MSc.

Learning objective: To understand and talk about jobs and occupations.

ENGLISH SPANISH MEANING EXAMPLE

Profesor Autor: Martha Loor Fernández, Msc.

Profesor Autor:Martha Loor Fernández, Msc.

A. What do you do? Profesor Autor:Martha Loor Fernández, Msc.

Definite article “the”

Profesor Autor: Mónica Mejía Avellán, Mg. Gle

Here some examples about the use of definite article “the”:

Use the to refer to people or objects that are unique. Examples:

Profesor Autor: Mónica Mejía Avellán, Mg. Gle

Vocabulary L8: Rules at home.

DO THE HOMEWORK HACER LA TAREA

Profesor Autor: Mónica Mejía Avellán, Mg. Gle

Profesor Autor: Mónica Mejía Avellán, Mg. Gle

• You must clean your room.

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TOPIC: MY FAVOURITE ARTISTS

ACTIVITY 1: Do you know them? Write their names below each

--------------------- ----------------------- ----------------------

Profesor Autor: Mónica Mejía Avellán, Mg. Gle

Profesor Autor: Mónica Mejía Avellán, Mg. Gle

Unit 3: Could you help me, please?

Resultado de aprendizaje de la asignatura

Profesora Autor: Lic. Belkis Párraga Vera .

UNIT 3: GRAMMAR: COULD I USE YOUR PHONE, PLEASE?

Nancy could ski like a pro by the age of 11.