1

CONTENTS

Course Learning outcome 2

Unit 2: Right place….. but at the wrong time. 2
Lesson 1 3
Lesson 1.2: Vocabulary (Words related to Vacactions) 3
Lesson 2.2: Grammar: Simple past 5
Lesson 2.3: Listening 7
8
Lesson 2 9
Lesson 2.1: Vocabulary: Prepositions of time. 9
Lesson 2.2: Grammar: Past Continuous 10
Lesson 2.3: Reading: 11
12
Lesson 3 13
Lesson 3.1: Vocabulary:Question word. 13
Lesson 3.2: Grammar: Questions with and without Auxiliaries 14
Lesson 3.3: Listening: 15
Lesson 4 16
Lesson 4.1: Vocabulary: Verb Phrases 16
Lesson 4.2: Grammar: So, because, but, although 17
Lesson 4.3: Reading: 18
19
Bibliography 20
At the end of this level III English Proficiency Level III), students will be able to
communicate in everyday situations with frequently used expressions and using simple,
past, and complex vocabulary. To use basic written language for simple practical
purposes. To understand the main point of short extracts in a limited range of situations.

Unit learning outcome: To apply the simple past tense of regular, irregular verbs, prepositions of
time and places to form complex sentences using a basic English vocabulary.

1
Objective: To use the words related to the topic to form sentences and in conversations.

● Words and pictures related to the topic:

Fishing Camping

Running
Shopping

kayak

2
Objective: To apply the simple past sentences to describe activities that happened before.
● The past Tense
The simple past also known as the past simple or the preterit Is the most basic form of the past
tense. We generally use the simple past to describe past actions events that happened before now.

The simple past of regular verbs is formed by adding ed to the bare infinitive Example:

Play /played

Watch/watched

Irregular verbs: They change its form.

Go /went

Do/Did

Form
The past simple form in affirmative use the following structure:
Past simple affirmative
SUBJECT VERB
I worked
You worked
He worked
She worked
It worked
We worked
You worked
They worked

Examples:
I went to the gym last week.
They worked a lot last year.
She cleaned the house.

● Simple past (-) We use the auxiliary did to form the negative structure.

The formula for making a simple past verb negative is did/did + not + [root form of verb]. You can
also use the contraction didin´t instead of did not.

Examples:

3
Paul did not want to share the pie.
I did not wash the car.

Objective: To listen to a conversation to obtain the most specific information.

Listening-2D
Listening 2.15: Select the correct option: Tack No. ( )

Objective: To identify the right preposition of place and time to use in sentences and
conversations.

EXAMPLES ABOUT THE USE OF PREPOSITIONS OF PLACE USING PICTURES:

(At, in, on, under, between, behind, in front of).

4
On:
On refers a surface of something, days and dates:
a. I kept the dishes on the dining table.
b. I will come on Monday.
c. Radha was born on 15th August.
On refers TV or other devices:
c. She is on the phone.

At:
At to indicate a place:
a. There are a good number of people at the park.
At to refer an email address:
5
a. Please mail in detail @ (at) radha@def.com
At (to refer a time):
b. Meet me at 5 p.m. tomorrow.
At (indicate one’s activity):
c. John laughed at my acting in the play.

In:
To indicate a location:
a. I am in my friend’s place now.
In (to indicate opinion, belief, feeling, etc.)
b. I believe in hardworking.
In (specify day, month, season, year).
c. The new academic session Will start in March.

Objective:
The past continuous describes actions or events in a time before now, which began in the past
and were still going on when another event occurred.

6
 To form the structure of the past continuous tense we used the verb To Be

The past continuous of any verb is composed of two parts: The past tense of the verb “to be”
(was, were), and the base of the main verb ing. Examples:

a- They were watching Tv.

b. She was running at the beach.

c. She was reading.

d. They were buying some fruits yesterday.

Objective: Understand and respond to simple questions on familiar topics.

“One October evening”
Hannah met Jamie in the summer of 2004. It was Hannah’s 21st birthday and she and her friends went to a
club. They wanted to dance, but they didn’t like the music so Hannah went to speak to the DJ. “This music is
awful,” she said. “Could you play something else?” The DJ looked at her and said “Don’t worry; I have the
perfect song for you.”
Two minutes later he said: “The next song is by Coldplay. It’s called Yellow and it’s for a beautiful girl who is
dancing over there.” Hannah knew that the song was for her because she had a yellow dress. When Hannah
and her friends left the club, the DJ was at the door. “Hi, I’m Jamie,” he said to Hannah. “Can I see you
again?” So, Hannah gave him her phone number.
Next day Jamie phoned Hannah and invited her to dinner. He took her to a very romantic French restaurant
and they talked all evening. After that Jamie and Hannah saw each other every day. Every evening when
Hannah finished work, they met at 5.30 in a coffee bar in the High Street. They were madly in love.
One evening in October, Hannah was at work. As usual she had to meet Jamie at 5.30. It was dark and it was
raining. She looked at her watch. It was 5.20! She was late! She ran to her car and got in. She drove along
the High Street. She was going very fast because she was in a hurry.
Suddenly, a man ran across the road. He wore a dark coat so Hannah didn’t see him until it was too late.
Although she tried to stop, she hit the man. Hannah panicked. She didn’t stop and she drove to the coffee
bar as fast as she could. But when she arrived Jamie wasn’t there. She phoned him, but his mobile was
turned off, so she waited for ten minutes and then went home.
Two hours later a police car arrived at Hannah’s house. When she was getting undressed, a policewoman
knocked at the door. “Good evening, Madam”, she said, “Are you Hannah Davis? I’d like to speak to you.

7
Can I come in.” Paul Seligson and Clive Oxenden are the original co-authors of American English File 2
Student book.
EXAMPLES:
Answer the following questions according to the reading:
1. Where did Hannah meet Jamie?
a. In the summer.
b. In october.
c. In April
d. At the evening

2. What do they want to?

a. To drink beer.
b. To dance
c. To have a cup of coffee.
d. To talk.

Objective: Ask and answer questions words using the following words:
(What/How/Who/Which/Where).

1. What is your name?

a. My name is Antoinette.

2. How old are you?

a. I am 35 years old.

3. Who do you live with?

a. I live with my daughters and grandchildren.

4. Which bus do you prefer?

a. I prefer public bus.

5. Where do you work?

a. I work at the university.

8
Objective: To identify the questions words without using auxiliaries. When what, who, which or
whose is the subject or part of the subject, we do not use the auxiliary. We use the word order
subject + verb:

Examples:

Which horse won?

a. The brown ones.

Who wrote it?

a. Eugenia wrote it.

Who sang the song?

a. Emily sang the song.

What did he say?

a. He said a lot words.

These forms are the same when we add question words, the question word simply comes at the
beginning of the question:

● Why do you like dancing?

● How did he complete his homework?
● Where is she swimming?
● What have they used?

Objective: To listen and identify a range of words and grammar structures to domain the auditive
skill.

CONVERSATION:

9
Objective: To use a range of verb phrases to apply in sentences and conversations.
(Wait for, meet somebody, run across).

a. I waited for a while.

b. He won the challenge against all order.

c. She was lost in the dark of night.

d. We camped by the rock.

VOCABULARY: Make verb phrases with a verb form:

10
Objective: To apply the correct conjunctions in the sentences.

Choose the correct answer:

1. I am very fat, but I am happy.

2. She got into the car and left.

3. She is late so she will have take a taxi.

4. Mom doesn´t wear high heels because they hurt her feet.

Grammar structure: And, But:

The use of and, but to connect two parts of sentences which are similar in grammatical status.

Because:

11
1. I´d like to see that Irish band, because Celtic music is pretty cool.

(The second clause explains the reason Alfie wants to see the Irish band).

Objective: To identify the expressions and words to complete sentences and get information.
Example:

“A nasty experience”
My grandmother didn´t notice anything at first, but when she went to bed that evening, she found
that her jewelry wasn’t in the usual place. And then she remembered the girls and called the police. They
were very sympathetic, but I don´t think they´ll ever catch the girls.
My grandmother had a terrible experience last weekend. She´s 82 years old, and she lives by
herself. I´ve always told her to be careful when she´s answering the door because you never know who´s
outside.
“What are you doing up there?” she shouted, and the girl said, “Can I use your bathroom, please?”
My grandmother said yes and didn´t worry about it, although the girl was upstairs for ages. She gave the
girl in the kitchen a glass of water. Then the second girl came downstairs, and they left.
My grandmother thought they looked like nice girls, so she invited them in. They looked around
the living room, and then one of them said, “Can I have a glass of water, please?” so my grandmother took
her into the kitchen. While they were in the kitchen, she heard the other one run upstairs.
Anyway, she was at home last Sunday. At about 4:00 in the afternoon, she heard someone knock
at the front door. She opened the door, and there were two girls outside, about 10 or 11 years old. “Hello,

12
“said one of the girls. “Our parents are going to buy a house like yours, in this area. Can we look at your
house, please?” We want to see what it's like”. Paul Seligson and Clive Oxenden are the original co-authors
of American English File 2 Workbook.
grandmother didn´t notice anything at first, but when she went to bed that evening, she found that her
jewelry wasn’t in the usual place. And then she remembered the girls and called the police. They were
very sympathetic, but I don´t think they´ll ever catch the girls.
My grandmother had a terrible experience last weekend. She´s 82 years old, and she lives by
herself. I´ve always told her to be careful when she´s answering the door because you never know who´s
outside.
“What are you doing up there?” she shouted, and the girl said, “Can I use your bathroom, please?”
My grandmother said yes and didn´t worry about it, although the girl was upstairs for ages. She gave the
girl in the kitchen a glass of water. Then the second girl came downstairs, and they left.
My grandmother thought they looked like nice girls, so she invited them in. They looked around
the living room, and then one of them said, “Can I have a glass of water, please?” so my grandmother took
her into the kitchen. While they were in the kitchen, she heard the other one run upstairs.
Anyway, she was at home last Sunday. At about 4:00 in the afternoon, she heard someone knock
at the front door. She opened the door, and there were two girls outside, about 10 or 11 years old. “Hello,
“said one of the girls. “Our parents are going to buy a house like yours, in this area. Can we take a look at
your house, please?” We want to see what it's like”. Paul Seligson and Clive Oxenden are the original
co-authors of American English File 2 Workbook.

Writing Unit 2 DESCRIBING A PHOTO

Use a famous photo and describe information like: What was about it? Why is it famous? What was
happening? Use the paragraph provided as an example to help you. Use grammar structure to write in past
tenses (past simple and past continuous) and conjunctions like as, although, but or so. Write at least 100
words.
NASA’s iconic Man on the Moon photo from 1969’s Apollo 11 mission.
It is considered the most famous photo because it became the icon of science and technology
advances. The man in the photo was astronaut Buzz Aldrin who was walking when the photo was
taken in July 1969. It represented the first human steps on the moon. Neil Amstrong was the one
who took the famous picture while Aldrin was walking. The photo captured the exact moment
Aldrin remains on the Moon’s surface. In the photo we can see more representative aspects like
astronauts' step foots and the shadow cast across the astronaut’s body. Nowadays there are
different opinions about the veracity of this photo.

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SPEAKING:

SPEAKING # 2
FAMOUS PHOTOS
TALK ABOUT A FAMOUS PHOTO. DO YOU HAVE A PHOTO YOU REALLY LIKE? YOU CAN TALK FOR 1
MINUTE.
1. WHO TOOK IT?
2. WHAT WAS HAPPENING AT THE TIME?
3. DO YOU HAVE ANY PHOTOS IN YOUR BEDROOM OR LIVING ROOM?
4. DO YOU LIKE TAKING PHOTOS?
5. WHO IS GOOD TAKING PHOTOS IN YOUR FAMILY?

14
 This picture is about a big Family. They were at the beach. I took it two years ago. At that time, I
was traveling to California to see this city. I have some photos in my Living Room. I like to take
pictures. In my family my mother is good at taking photos.

CULTURE:

Read the following text:

“Abraham Lincoln life”
Abraham Lincoln was born on February 12, 1809, in a log cabin in Kentucky. A cabin is a small house made
of wood. When he was seven years old, his family moved to Indiana. In 1830, the family moved to Illinois. As
a boy, Abraham Lincoln loved books. He always borrowed books from his neighbors. He read them for a
short time and then took them back to their owners. He grew very tall. He was 6’4” tall. He weighed 180
pounds.
Abe Lincoln studied law in his free time. He was also interested in politics. He ran for political office. He lost
in 1832. Later, he was elected to the Illinois legislature 4 times – in 1834, 1836, 1838, and 1840. People in
the legislature make the laws. He became president of the United States in 1861. He was the 16th president
of the U.S.
There was a war between the North and the South in the U.S. It was the Civil War. Lincoln called men to
fight for the North. The North won the war. There were slaves in the South. Slaves work for no money. They
must work. They are not free to do what they want. Lincoln set the slaves free in 1863. He let them go so
they did not have to be slaves anymore. Lincoln is famous for that. It was taken of
https://englishforeveryone.org

The following complementary resources are suggestions so that you can expand the information on
the topics studied, as part of your self-learning process:

● Lesson 1.1: VOCABULARY: Verb phrases.

Extra video: https://www.youtube.com/watch?v=LKS_evoK-6I

● Lesson 1.2: GRAMMAR: Simple present (+) and (-)

Extra video: https://www.youtube.com/watch?v=pC8aCk90rk4

15
 ● Lesson 2.1: VOCABULARY: Common verb phrases.
Extra video: https://www.youtube.com/watch?v=KlvvIEb0Sco

Bibliography
● Annette Capel, Nicki Joseph (2015). Cambridge University Press and UCLES. Editorial
Cambridge University Press and UCLES.

● Castro Quiroz, Martha Elizabeth, Mera Moya, Daniel Gustavo, Loor Domo, Mónica
Lissette, Vera Vélez Francisco Ricardo, Cedeño Macías, Leticia Mercedes (2018). Better
Together Level. Editorial Universidad Técnica de Manabí.

● Grupo Editorial Océano (2000). Diccionario Smart Español-inglés. Océano.

● Latham-Koenig, Christina, Oxeden, Clive (2008). América English File. Editorial. Oxford.

● Phillips, Deborah Longman (2013). Editorial Pearson Education.

● Richey (2012). Oxford Business. Editorial English University Press.

16
17
1
CONTENTS

Learning outcome
Learning outcome: 1
Unit 3: Where are you going? 1
Lesson 1.1 2
Vocabulary: Look (for, through, etc.) 2
Lesson 1.2 3
Grammar: Going to, present continuous (future arrangements) 3
Lesson 1.3 4
Listening: Sing a song 4
Lesson 2.1 5
Vocabulary: Opposite Verbs 5
Lesson 2.2 7
Grammar: Will/won´t (predictions) 7
Lesson 2.3 8
Listening: Talking about the plans for this weekend 8
Lesson 3.1 9
Vocabulary: Verb + back. 9
Lesson 3.2 11
Grammar: Will /won´t (promises, offers, decisions) 11
Lesson 3.3 12
Reading: Promises, promises 12
Lesson 4.1 13
Vocabulary: Verbs + prepositions 13
Lesson 4.2 15
Grammar: Review of tenses: present, past, and future. 15
Lesson 4.3 19
Reading: 2020 woman the hunter, man the househusband 19
Complementary resources 20
Bibliography 21
At the end of this level (English Proficiency Level III) students will be able to function in social
situations. The students are able to understand phrases and expressions frequently used and areas of
experience which are the most relevant for them. Students know how to communicate when
carrying out simple and daily tasks that do not require more than simple and direct exchanges of
information about situations that are familiar or habitual. Moreover, they can describe in simple
terms aspects of their past and future related to their environment as issues related to their
immediate needs.

Unit learning outcome: To apply verb tenses like: going to, present continuous (future
arrangements), will /won't (predictions), will /won't (promises, offers, decisions) and review of
tenses: present, past, and future to describe situations and experiences at the same time practice
vocabulary about expressions with look, opposite verbs, verbs + back, and verbs + prepositions.

1
Objective To use common verb phrases with look + preposition/adverb in order to introduce a more
complex vocabulary.

Look + preposition/adverb Spanish

look for buscar

look through examinar

look forward to esperar

2
Objective: To distinguish between the tense “going to” and “present continuous for future
arrangement”.
Going to
+ I´m going to work in a restaurant.
She's going to meet me at the airport.
- We aren't going to stay very long.
He isn't going to like the weather there.
? Are you going to find a job?
When is your brother going to visit you?

▪ Use (be) going to + base form to talk about future plans and predictions.
I´m going to work in the Us for six weeks. (plan)
I think it's going to rain this afternoon. (prediction)
▪ When you use going to go, you can omit to go.
I´m going to go to college next year or I'm going to go to college next year.

Present continuous for future arrangements

+ I´m seeing some friends tonight.

We´re having dinner at their house tomorrow.
- She isn't leaving until Friday.
They aren't coming to the party.
? What are you doing this evening?
Is she meeting us at the theater?
▪ You can also use the present continuous for future arrangements that you have
planned for a fixed time or place.
▪ Don't use the simple present for this. NOT I see some friends tonight.

▪ The present continuous is especially common with the expressions: tonight,

tomorrow, this weekend, etc. and with these verbs: come, meet, see, leave,
and arrive.

3
Objective: To identify the correct grammar tense and the appropriate vocabulary in order to practice
listening skill.

Listening: Sing a song

https://drive.google.com/file/d/1z1EOxD9epRVHD-82vXSqqN2VAiGbr8Mf/view?usp=sharing
Dar clic en el enlace para escuchar el documento de audio.
1. Present Continuous. Listen to the song and fill in the blanks with the correct words.

I'm sitting here in a _____________ room, it's just another rainy

Sunday afternoon. I'm wasting my time, I got nothing to _____________.
I'm hanging around, I'm waiting for you,
But nothing ever happens - and I wonder.

I’m _____________ around in my car, I'm driving too fast, I’m

driving too far. I'd like to change my point of view.
I feel so lonely, I’m _____________ for you,
But nothing ever happens - and I wonder.

I wonder how, I wonder why yesterday you told me

'Bout the blue blue _____________ and all that I can see is just
A yellow lemon tree. I'm turning my head up and _____________
I'm turning, turning, turning, turning, turning around.
And all that I can see is just another lemon tree.
Sing: dah...

I'm sitting here, I miss the _____________, I'd like to go out,

Taking a shower, but there's a heavy cloud inside my____________.
I feel so tired, put myself into bed, where nothing ever
Happens - and I wonder.

Isolation - is not the good for me.

Isolation - I don't want to sit on a lemon tree.
I'm steppin' around in a desert of joy. Baby anyhow I'll get
Another _____________ and everything will happen - and you'll wonder.

2. Answer the question: What is the title of the song?

4
Objective: To recognize the opposite verb in a simple sentence.

Verbs Spanish Opposite Spanish

Verbs

buy (a house) comprar (una casa) sell vender

win (a game) ganar (un juego) lose perder

lend (money to somebody) prestar (dinero a alguien) borrow pedir prestado

find (your keys) encontrar (tus llaves) lose perder

push (the door) empujar (la Puerta) pull jalar

pass (an exam) pasar (un examen) fail fallar

forget (a name) olvidar (un nombre) remember recordar

turn on (the TV) encender (la televisión) turn off apagar (la televisión)

send (an e-mail) enviar (un correo) get /receive obtener / recibir

miss (a train) perder (un tren) catch coger

arrive (at the station) llegar (a la estación) leave salir

teach (a language) enseñar (un idioma) learn aprender

5
6
Objective: To identify the function of the simple future tense for future predictions.

Will, won´t + base form (predictions)

+ x
I I
You You
He He
She ´ll be late. She won't be late.
It It
We We
They They

▪ Use will / won´t + base for future predictions. (You can also use going to)

▪ The future of there is / are = there will be; the future of I can = I´ll be able to NOR I´ll
can.
+ x
I I I
you you you
he he he
Will she be late?iIt Yes, she will. No, she won´t.
we it it
they we we
they they

▪ We often use I think / I don´t think…. + will.

I think he'll fail the exam. I don't think he'll pass the exam.
NOT I think he won´t pass.

7
Objective: To identify the main ideas and details in order to practice listening skill.

Listening: Talking about the plans for this weekend.

https://drive.google.com/file/d/1cm7HRBbuYJCSkraj_caVRDLeBWHxLC8e/view?
usp=sharing
Dar click en el enlace para escuchar el documento de audio.
According to the listening, for questions 1 to 4, match the sentence to the speaker:

1. Which speaker is going to visit 3. Which speaker is going to work all

family? weekend?
a) Jason a) Jason
b) Fred b) Fred
c) Sandra c) Sandra
d) Susan d) Susan
e) Graham e) Graham

2. Which will see a film this 4. Which speaker is going to play

weekend? video games?
a) Jason a) Jason
b) Fred b) Fred
c) Sandra c) Sandra
d) Susan d) Susan
e) Graham e) Graham

8
Objective: To use common verb phrases with “back” in order to introduce a more complex
vocabulary.

Verb + back Spanish Example

go back regresar She goes back to work after
lunch.

come back regresar Could you come back in five

minutes?

call back volver a llamar I will call him back later.

take it back devolver I´ll take it back to the store
and exchange it.

give it back devolversela I will give it back later.

pay me back Pagarme When can you pay me back?

1
Objective: To use will/won't + infinitive to refer to the future to make promises, offers and
decisions.

Will /won't (promises, offers,

decisions)
Decisions I won't have the fish. I`ll have the steak.
We´ll take the 6:30 train.

Offers I´ll help you with your homework.

I'll open the door for you.

Promises I`ll always love you.

I won't tell anyone.

2
Objective: To understand the general meaning of short, simple information material and
descriptions if there is visual support.

Promises, promises

3
Objective: To use common verb phrases with some specific verbs + preposition in order to
introduce a more complex vocabulary.

Verbs + prepositions Spanish

dream about soñar con

listen to escuchar a

talk about hablar sobre

wait for esperar

agree with de acuerdo con

write to escribir a

think of pensar en

think about pensar en

argue with discutir con

speak to hablar con

4
5
Objective: To check the different grammar structures learned during unit 3, recognizing present
past and future tenses.
Tense Example
Simple present I live downtown.
She doesn't smoke.
Present continuous He's looking for a new job.
I´m leaving tomorrow.
Simple past We saw a good movie last night.
We didn't do anything yesterday.
Past continuous He was working in Taipei.
What were you doing at 7:00?
Going to + base form I´m going to see Tom tonight.
It's going to rain.
Will / won´t + base form You´ll love Bangkok.
I´ll call her later.
I´ll help you.
I´ll pay you back tomorrow.
Use
Things that happen always or
usually.
Things that are happening now
or plans for a fixed time or
place.
Finished actions in the past.
Actions that were in progress at
a past time.
Future plans and predictions.
Predictions, instant decisions,
offers, and promises.
6
7
8
9
Objective: To understand the general meaning of short, simple information material and descriptions
if there is visual support.

A new report on life in 2020 was published yesterday. Read the report that predicts big
changes. These are some of the predictions:

1. What is the report about?

a) Work and study.
b) Family life.
c) Mothers and fathers.
2. Read the report again, mark the sentences: True, False, or Doesn´t say.
1. 20% of fathers will stay at home and look after the children. ___
2. People will live near other people who like the same things they do. ___
3. Men and women will live until they're 80. ___
4. Grandparents will look after their grandchildren. ___

10
The following complementary resources are suggestions so that you can expand the information on
the topics studied, as part of your self-learning process:

● Lesson 1.1: VOCABULARY: Look (for, through, etc.)

o Extra video: https://www.youtube.com/watch?v=O7kDgGdINI0

● Lesson 1.2: GRAMMAR: Going to, present continuous (future arrangements)

o Extra video: https://www.youtube.com/watch?v=K7jtbc8jYGc

https://www.youtube.com/watch?v=f9Wbm8_GwLs

● Lesson 2.1: VOCABULARY: Opposite Verbs

o Extra video: https://www.youtube.com/watch?v=45GAMYXKaKs

● Lesson 2.2: GRAMMAR: Will/won't (predictions)

Extra video: https://www.youtube.com/watch?v=YG1BosCGq4A

● Lesson 3.1: VOCABULARY: Verb + back

o Extra video: https://www.youtube.com/watch?v=IwdGnGndK98

● Lesson 3.2: GRAMMAR: Will /won't (promises, offers, decisions)

o Extra video: https://www.youtube.com/watch?v=uX-tHK41YOw

● Lesson 4.1: VOCABULARY: Verbs + prepositions

o Extra video: https://www.youtube.com/watch?v=PGbPiIxhzw4

● Lesson 4.2: GRAMMAR: Review of tenses: present, past, and future.

o Extra video: https://www.youtube.com/watch?v=jiBHZ_rqHB8

11
Bibliography

● Latham-Koenig, Christina, Oxeden, Clive (2008). América English File 2B. Editorial.
Oxford.

● Annette Capel, Nicki Joseph (2015). Cambridge University Press and UCLES. Editorial
Cambridge University Press and UCLES.

● Castro Quiroz, Martha Elizabeth, Mera Moya, Daniel Gustavo, Loor Domo, Mónica
Lissette, Vera Vélez Francisco Ricardo, Cedeño Macías, Leticia Mercedes (2018). Better
Together Level. Editorial Universidad Técnica de Manabí.

● Grupo Editorial Océano (2000). Diccionario Smart Español-inglés. Océano.

● Phillips, Deborah Longman (2013). Editorial Pearson Education.

● Richey (2012). Oxford Business. Editorial English University Press.

12
1
CONTENTS

Learning outcome........................................................................................................................1
Unit 1: From rags to riches. 1
Lesson 1.1 2
Vocabulary: CLOTHES 2
Lesson 1.2 5
Grammar: Present perfect + ever and never, presente perfect or simple past 5
Lesson 1.3 8
Reading: The Fisherman and the Banker 8
Lesson 2.1 9
Vocabulary: Verb phrases 9
Lesson 2.2 11
Grammar: Present perfect + yet and already 11
Lesson 2.3 13
Listening: In the shower 13
Lesson 3.1 14
Vocabulary: time expressions: spend time, waste, time, etc. 14
Lesson 3.2 15
Grammar: Comparatives, as… as, less……than….. 15
Lesson 3.3 19
Reading: Problems with your teenage children? Why not throw them out? 19
Lesson 4.1 20
Vocabulary: Opposite /Adjectives 20
Lesson 4.2 21
Grammar: Superlatives ( + ever + Present simple) 21
Lesson 4.3 23
Listening: Tim Moore talking about what happened in London 23
Complementary resources 24
Bibliography 25
1
At the end of this level (English Proficiency Level III) students will be able to function in social
situations. The students are able to understand phrases and expressions frequently used and areas
of experience which are the most relevant for them. Students know how to communicate when
carrying out simple and daily tasks that do not require more than simple and direct exchanges of
information about situations that are familiar or habitual. Moreover, they can describe in simple
terms aspects of their past and future related to their environment as issues related to their
immediate needs.

Unit 4: learning outcome: Comparar... To compare different situations and facts of

real context like personal experiences, and to focus on differences and strong
characteristics using the adequate structures and vocabulary in written and oral
activities.

1
Objective: To use verb phrases related to common expressions used with the clothes.

CLOTHES
● Singular clothes:
Dress
Coat
Shirt
Skirt
Pant
Panty
Blouse
Sweater
● Plural clothes:
Dresses
Coats
Shirts
Pants
Panties
Blouses
Sweaters
● Verbs used with clothes:
Put on (clothe oneself with) Hang up (put something on a hoot or a hanger
Take off (remove clothing) Slip on (put on an item of clothing
easily and quickly.
Dress up (dress in smart or formal clothes) Try on (put something on to see if it fits you or
if it looks nice
Zip up (close with a zipper)

2
3
4
Objective: To identify the right order to make affirmative, negative and questions
sentences, using the present perfect, or simple past.

Affirmative present perfect.

I´ve (I have)
You´ve (You have)
He´s (He has) been to Korea
She´s (She has)
It´s (It has)
We´ve (We have)
They´ve (They have)

▪ Use the present perfect to talk about past experiences when you don’t say exactly when they
happened. EXAMPLE:
I´ve been to London. NOT I´ve been to London last year.
My brother has worked abroad.

Negative present perfect.

I haven´t
You haven´t
He hasn´t Worked in a bank
She hasn´t
It´s hasn´t
We haven´t
They haven´t

▪ For regular verbs the past participle is the same as the past simple (+ed). For Irregular verbs
see page 155.

5
Question present perfect?

Have you ever worked in a bank? Yes, I have. No, I haven´t.

Has he ever been to Korea? Yes, he has. No, He hasn´t.

● We often use the present perfect with ever (= in your life until now) and never.
EXAMPLE:
Have you ever been to London? No, I´ve never been there.

Compare the present perfect of go and he.

He´s gone to Paris. = He´s in Paris now.
He´s been to Paris = He went to Paris and came back.

Present perfect or simple past.

A. Have you ever been to Mexico? B. Yes, I have.

A. When did you go there? B. I went last year.

● Conversations often begin in the present perfect (with a general question) and
then change to the simple past (with questions asking for specific details, when,
where, who, with etc.)
● Use the simple past to ask / say exactly when something happened.

6
7
Objective: To ask and answer questions about the texts and developing their ability to summarize
both the main idea and specific details from a reading passage
Read the following story:

An American banker was walking on a beautiful beach in a small Mexican village.

He saw a fisherman in his boat with a few fish on it.
"Great fish!” he said. "How long did it take you to catch them? "
"Not very long," answered the fisherman.
"Why didn't you stay at sea longer to catch some more?" asked the banker.
"There are just enough fish here to feed my family," answered the fisherman.
Then the banker asked, "But what do you do the rest of the time?"
"I sleep late, I fish a little, I play with my kids, I take naps. In the evening, I go to
see my friends in the village. We drink wine and play the guitar. I'm busier than you
think. Life here isn't as ..."
The Banker interrupted him. "I have an MBA from Harvard University and I can
help you. You're not fishing as much as you can. If you start fishing for longer
periods of time, you'll get enough money from selling the fish to buy a bigger boat.
Then with the money you'll get from catching and selling more fish, you could buy a
second boat and then a third one and so on. Then instead of selling your fish to stores,
you could sell them directly to a fish factory, or even open your own factory. Then
you'll be able to leave your little village for Mexico City, where you could direct the
company”"
"How long will that take?" asked the fisherman.
"About 15 to 20 years," answered the banker.
"And then?"
"Then it gets more interesting," said the banker, smiling and talking more quickly.
"When the moment comes, you can put your company on the stock market and you
will make millions. "
"Millions? But then what? "
"Then you can retire, live in a small village by the sea, go to the beach, sleep late,
play with your kids..." Paul Seligson and Clive Oxenden are the original co-authors
of American English File 2 Workbook 2.

8
Objective: To practice the basic parts of verbs and verb phrases and do the exercises
to use them.
Verb phrases
Changes the channel
Does the homework
Cleaned the floor
Leaves the towels
Cleans up the room
Makes the bed
Take a walk
Does the dishes

9
10
11
Objective: To understand several situations in which present perfect tense is
necessary to use. To distinguish between present perfect with “yet” and “already”.
yet
A: Have you finished your homework yet?

B: No, no yet I haven't finished yet.

-
?

▪ Use yet + the present perfect in and sentences to ask if something that you think is going to
happened or to say is hasn´t happened.
▪ Put yet at the end of the sentence.
already
A: Do you want to see this movie?
B: No, I´ve already seen it three times.
A: Do you want a newspaper?
B: No, I´ve already bought one.

+
● Use already in sentences to say that something happened before now or earlier than
expected.
● Put already before the main verb.

12
13
14
Objective: To obtain the most specific information about familiar conversations.
Listening Track (05.05 ogg) AMERICAN ENGLISH FILE 2. CD1.
https://drive.google.com/drive/folders/1k9ADd3ChJ9p7LaIfeBXGdXITF-BwUF4
T
Dar click en el enlace para escuchar el documento de audio:
Listening-Unit 4
Track 4.4
Choose the right option:
1) What is doing the first person in the bathroom?
a) Take a shower
b) Pee
c) poop
d) Take photos
Choose the right option:
2) Is the woman in the first dialogue in a hurry?
a) Yes
b) No
c) Maybe
d) It was
Choose the right option:
3) Where did the first woman go?
a) School
b) Work
c) College

15
d) Home

16
17
18
 Objective: To identify differences and similarities using comparatives adjectives and
do the exercises to practice.

Comparative Adjective
Adjective Comparative
Short Shorter One syllable + er

Big Bigger One vowel+ one consonant:

Double final consonant

Busy Busier Consonant + y: y + ier

Relaxed More relaxed Two or more syllables: more +

adjective

Good Better
Bad Worse irregular
Far Farther, further

Comparative Adverbs
Adverb Comparative Adverb Comparative
Regular Irregular
Quickly More quickly Hard Harder
Slowly Less quickly Well Better
Badly worse

▪ Use comparative adjectives to compare people and things. EXAMPLE:

My brother´s taller than John.

▪ Use comparative adverbs to compare actions. EXAMPLE:

He drives more slowly than my father.

19
▪ You can also use (not) as + (adjective / adverb) + as.

He doesn´t drive as fast my father.

20
21
Objective: To identify the main idea of the given text and it also can summarize or
paraphrase the meaning of the written text.

Problems with your teenage children? Why not throw them

out?

A: What did the Serrano's boys do? In fact, they didn't go very far from home. The
oldest boy David went to live with his girlfriend and has just started work in her
father's construction company. The youngest son has rented a flat near the family
home (his mother paid the first month's rent only).

B: So Maria and Mariano asked their sons to leave the family home in Zaragoza in
Spain. But the two boys didn't want to go. Then Mr. and Mrs. Serrano took an
unusual decision — they went to court.

C: Do you have rude and moody teenage children living in your house? Have you
ever secretly wanted to throw them out? A Spanish couple, Mr. and Mrs. Serrano,
from Zaragoza in Spain, have done exactly that.

D: Maria and her husband Mariano lived with their two sons, David, 20 and Mariano,
18. "The situation was impossible." said Maria. "We were always arguing, our
children were treating our house like a hotel, and they weren't contributing anything.
Also, they weren't studying or looking for work. They were complaining all the time
and insulting us. They didn't respect us. I love my children, but in the end, it was
ruining our lives."

E: Normally, under Spanish law parents do not have the right to make their children
leave home. But in this case the judge decided that the situation in the Serrano family
was "intolerable". He gave Mr. and Mrs. Serrano the right to tell their children to go.
Elizabeth Nash, The independent, October 18,1999

1) Read the article and order the paragraphs correctly.

a) C, B, D, E, A
b) C, B, A, D, E

22
2) Read the article and choose the best option:
What happened to Mr. and Mrs. Serrano?
a) They had cheerful and moody children living in their house.
b) They had rude and bad-tempered children living in their house.
c) They had happy and cheerful children living in their house.
d) They had cheerful and wonderful children living in their house.

23
Objective: To understand the meaning of adjectives with an emphasis on using the opposite
adjective to examples given.

Adjective Opposite

Talkative Quiet
Generous Stingyn
Lazy Hardworking
Funny Serious
Friendly Unfriendly
Shy outgoing

24
Objective: To learn about superlative adjectives and do the exercises to practice
using them.

Adjective Comparative Superlative

Cold Colder The coldest
Hot Hotter The hottest
Pretty Prettier The prettiest
Beautiful More beautiful The most beautiful
Good Better The best
Bad worse The worst
Far further The furthest

● Use the + superlative adjectives to say which is the biggest, etc. in a group.
EXAMPLE:
It´s the highest mountain in Asia.
She´s the best in the class.
● We often use a superlative witch the present perfect. EXAMPLE:
Russia is the coldest place we´ve ever been to.
That´s the most beautiful painting. I´ve ever seen.

25
26
Dar click en el enlace para escuchar el documento de audio.

https://drive.google.com/drive/folders/1k9ADd3ChJ9p7LaIfeBXGdXITF-BwUF4T?usp
=share_link.

UNIT 4. SECCIÓN D

ACTIVITY: LISTENING (4.9) TRACK 10. AMERICAN ENGLISH FILE 2 CD 2.

You have 2 minutes to answer the following items. You can use the verbal tense in
the past.

1) Who did ask for?

a) Tim
b) A woman
c) A man
d) Nobody

2) What did the man say?

a) Excuse Me, could you take a photo
b) Can you take me a photo?
c) Can you take a picture?

3) What did he buy?

a) a pair of shoes
b) a pair of socks
c) a handback
d) a bag

27
The following complementary resources are suggestions so that you can expand the information on
the topics studied, as part of your self-learning process:

● Lesson 1.1: VOCABULARY: Learn English: Clothes

o Extra video: https://youtu.be/rJXUpEkWhjc

● Lesson 1.2: GRAMMAR: Present Perfect with Ever and Never

o Extra video: https://youtu.be/hlzLeX2ijAU

● Lesson 2.1: VOCABULARY: Vocabulary: Verb phrases

o Extra video: https://youtu.be/m1j0aq8TbeY

● Lesson 2.2: GRAMMAR: Grammar: PRESENT PERFECT + YET AND ALREADY

o Extra video: https://youtu.be/mqUxDCZWhtw

● Lesson 3.1: VOCABULARY: Vocabulary: TIME EXPRESSIONS: SPEND TIME,

WASTE, TIME, etc.

o Extra video: https://youtu.be/3cT6RjtbFSM

● Lesson 3.2: GRAMMAR: Grammar: Comparatives, as…. as, less….

Than…..

o Extra video: https://youtu.be/GsxuX7PHq2Q

● Lesson 4.1: VOCABULARY: Vocabulary: Opposite Adjective.

o Extra video: https://youtu.be/mW8dFPV9EKw

● Lesson 4.2: GRAMMAR: Grammar: Superlatives ( + ever + Present simple)

28
 o Extra video: https://youtu.be/K1Rs793CjqE

● Latham-Koenig, Christina, Oxeden, Clive (2008). América English File 2B. Editorial.
Oxford.

● Annette Capel, Nicki Joseph (2015). Cambridge University Press and UCLES. Editorial
Cambridge University Press and UCLES.

● Castro Quiroz, Martha Elizabeth, Mera Moya, Daniel Gustavo, Loor Domo, Mónica
Lissette, Vera Vélez Francisco Ricardo, Cedeño Macías, Leticia Mercedes (2018). Better
Together Level. Editorial Universidad Técnica de Manabí.

● Grupo Editorial Océano (2000). Diccionario Smart Español-inglés. Océano.

● Phillips, Deborah Longman (2013). Editorial Pearson Education.

● Richey (2012). Oxford Business. Editorial English University Press.

29
1
CONTENTS

Learning outcome........................................................................................................................1
Unit 1: Who’s who? 1
Lesson 1.1 2
Vocabulary: Classroom language 2
Lesson 1.2 4
Grammar: Word order in questions 4
Lesson 1.3 5
Reading: My friend 5
Lesson 2.1 6
Vocabulary: Family, personality adjectives 6
Lesson 2.2 9
Grammar: Simple present 9
Lesson 2.3 11
Listening: At the airport 11
Lesson 3.1 12
Vocabulary: The body, prepositions of place 12
Lesson 3.2 14
Grammar: Present Continuous 14
Lesson 3.3 16
Listening: At the Moulin Rouge 16
Lesson 4.1 17
Vocabulary: Expressions for paraphrasing: like, for example, etc. 17
Lesson 4.2 18
Grammar: Defining relative clauses (a person who…, a thing that…) 18
Lesson 4.3 19
Reading: Families in the world. 19
Complementary resources 20
Bibliography 21
At the end of this level (English Proficiency Level III) students will be able to function in social
situations. The students are able to understand phrases and expressions frequently used and areas
of experience which are the most relevant for them. Students know how to communicate when
carrying out simple and daily tasks that do not require more than simple and direct exchanges of
information about situations that are familiar or habitual. Moreover, they can describe in simple
terms aspects of their past and future related to their environment as issues related to their
immediate needs.

Unit learning outcome: Identificar... To identify clear, slow, standard speech and texts related to
areas of most immediate personal relevance (e.g. very basic personal and family information,
common verb phrases, classroom language, parts of the body, paraphrasing, etc) and can catch the
main point in short,clear, simple messages and announcements using grammar structures
appropriately.

1
Objective: To use verb phrases related to common expressions used in the classroom.

CLASSROOM LANGUAGE
● Common phrases you hear:
Work in pairs
Don’t speak (French)
Turn off your cell pone
Write down the words
Don’t write
Stand up
Sit down
Look at the board
Go to page 33
Ask and answer the questions
● Common phrases you say:
How do you say oveja in English?
How do you spell it?
Could you repeat that?
How do you pronounce it?
What does awful mean?
Can I have a (piece of paper), please?
Which page is it?
Sorry, I’m late.
Bye.
Have a Good weekend!
● Common phrases you read:
Choose Put an X
Circle Cross out
Complete Match
Cover the text Copy the rhythm

2
Check Underline

3
 Objective: To identify the right order to make questions using auxiliar verbs and Wh-questions.
WORD ORDER IN QUESTIONS
Questions with do/does/did in simple present and past
Question word Auxiliary Subject Base form (= verb)
Do you live with your parents?
Does Lian like Chinese food?
Where do You live?
What kind of does Lian like?
food

▪ In the simple present use the auxiliary verb do/does? to make questions.

▪ In the simple past use the auxiliary verb did to make questions.

▪ In these questions the subject goes after the auxiliary verb.

▪ Remember to use the base form of the verb in questions with do, does and did.

Questions with be, present continuous, and going to

Question word be subject (adjective, noun, verb +

-ing,etc.)
Is Ana a student?
What are they doing?
are you talking about?
Where is he going to live?

▪ In questions with be, make questions by inverting the verb and the subject.

▪ If a verb is followed by a preposition (listen to, talk about), the preposition goes at the end of
the question.
What are you talking about? NOT About what are you talking.

4
Objective: To identify personal information through the vocabulary related to the topic
and grammar structures.

Read the following article:

My friend

My best friend is very nice. Her name is Lucy and she’s from New Jersey in the United States.
She has a big family with three brothers and three sisters, her grandparents are still alive. She
also has 20 cousins! I think she’s very lucky.

At present she lives in Portoviejo with her husband and her children; Damian and Dimitri.
Damian is 10 and Dimitri is 8, they both go to school and Dimitri is very good at soccer,
Damian doesn’t like to play soccer but he likes to swim; they also have a dog, its name is Coco,
it’s so cute. My friend’s husband is Imanol. He’s French, he teaches French in ‘Alianza
Francesa’.

On weekends they play tennis and go for walks with their dog and their sons, but one of their
most favorite things to do is to travel, they love Ecuador and Manabita’s food, they always take
their cameras when they travel in their bags, because they don’t want to miss any moment,
they enjoy their free time a lot.

5
Objective: To use words related to family and personality adjectives.

PERSONALITY ADJECTIVES
Description Adjective Opposite
A person who talks a lot Talkative Quiet
A person who likes giving presents Generous Stingy
A person who never does any work Lazy Hardworking
A person who makes people laugh Funny Serious
A person who is open and nice Friendly Unfriendly
A person who is nervous and Shy Outgoing
uncomfortable meeting new people
A person who doesn’t enjoy something boring exciting/interesting
A person who doesn’t like to wait for patient umpatient
something
A person who is cheerful happy unhappy

Other adjectives: Opposite

crowded empty
dangerous safe
far near
modern old-fashioned
noisy quiet
polite rude
polluted clean
comfortable uncomfortable
healthy unhealthy

6
7
8
Objective: To apply grammar rules to describe habits, facts and routines for third people in simple
present tense.
SIMPLE PRESENT
I / you / we / they he / she / it
+ I usually work at home. Danny knows me very well.
- They don’t live near here. It doesn’t usually rain here.
? Do you smoke? Does Rosa like music?
x Yes, I do. / No, I don’t. Yes, she does. / No, she
doesn’t.

▪ Use the simple present for things you do every day, week, year, and for things that are
always true.
▪ Remember the spelling rules for 3rd person singular s:

1. For the third person of singular, we add -s at the end of a verb.

Work >w orks add s
Exceptions:

2. Verbs ending with a consonant followed by -y: change -y to -i and add -es (cry ⇒ cries);
Study>studiesconsonant + y: replace “y” and add ies

3. Verbs with suffixes -ch, -s, -sh, -x, -z: add -es (watch ⇒ watches; kiss ⇒ kisses; crush ⇒
crushes; tax ⇒ taxes; buzz ⇒ buzzes);
Finish>finishes sh, s, ch, x: add es

4. Verbs ending in o add es= do ⇒ does, go ⇒ goes.

Go>goes do>does have>has

5. Irregular verbs such as be ⇒ is, have ⇒ has.

Adverbs and expressions of frequency

▪ We often use the simple present with adverbs of frequency (always, often, sometimes,
usually, hardly ever, never).

▪ Adverbs of frequency usually go before the main verb, but after be.
He never goes out. NOT He goes never out.
She’s always late. NOT She’s late always.

9
▪ Expressions of frequency (every day, once a week,etc.) usually go at the end of a sentence. I
have English classes twice a week.

10
11
Objective: To listen to get specific information.

Listening Track (1.15) AMERICAN ENGLISH FILE 2. CD1.

https://drive.google.com/file/d/1DXkaYPRkMTHQH2eS3H5_qdMYxR-TGcQq/vi
ew?usp=share_link
Dar click en el enlace para escuchar el documento de audio.

Listen to Mark describing himself. Answer the correct options according to it.
1. What is his last name?
a. Richardson
b. Ryder
c. Brown
d. Routh
2. Where is he from?
a. He is European
b. He is Colombian
c. He is American
d. He is Ecuadorian
3. Where does Mark work?
a. For a Music Company MTC.
b. For a Company
c. For a Factory
d. For an Electronic Company

12
 Objective: To spell a range of common words related to the body and prepositions of place.

Parts of the body Parts of the body

Mouth boca Face cara
Neck cuello Hair cabello
Hand mano Back espalda
Stomach estómago Foot (Feet) pie (pies)
Arm brazo Knee rodilla
Eye ojo Leg pierna
Fingers dedos de la mano Brain cerebro
Lip labio Teeth (Tooth) diente (dientes)
Nose nariz Heart corazón
Head cabeza Toes dedos de los pies
Ear oreja Tongue lengua
Shoulder hombro

13
14
 Behind atrás, detrás
Between entre 2 objetos
In en
In front of frente a
In the middle en medio
Next to al lado de
On en, sobre, encima
On the left a la izquierda
On the right a la derecha
Across from al frente de
Under debajo
Below abajo
Above arriba
Near cerca
Far lejos

Objective: To describe facts and situations that are happening at the moment.

PRESENT CONTINUOUS: BE + VERB + ING

I you / we / the he / she / it
+ I’m working You He
We’re working She’s working
They It
- I’m not working You He
We aren’t working She isn’t working
They It
?✔X Are you working? Yes, I am No, I’m not
Is he working? Yes, he is No, he isn’t

▪ Use the present continuous for things happening now, at this moment.

My brother is working in South America.

A: What are you doing?

15
 B: I’m sending a text message to Sarah.

▪ Remember the spelling rules for the -ing form.

cook>cooking study>studying
live>living run>running

16
Some verbs are not normally used in the present continuous, for example like, want,
have (= posses), need.
I need
to talk
to you
now.
NOT
I’m

needing to talk to you now.

Objective: To listen to get specific information.

Listening Track (1.8) ENGLISH FILE 2 CLASS AUDIO CD 1.

https://drive.google.com/file/d/1dkfcZl5yBxBRkaSpOBtyePIE3xNseqPR/view?
usp=share_link
Dar click en el enlace para escuchar documento de audio.

17
Listen to a guide in an Art gallery talking about At the famous Moulin Rouge.
Answer the questions and choose the correct options according to the Dialogue.

1. Who is painting At the Moulin Rouge painting?

a. Goya
b. Moliere
c Toulouse Lautrec
d Botero

2. What are they looking at?

a. at the painting
b. at the painter
c. some people
d. the nightclub

3. Why this nightclub is famous for?

a. Its beautiful dancers and singers
b. Its orchestra
c. by Toulouse Lautrec
d. Its Singers

Objective: To write with new words or phrases while keeping the same meaning, usually to modify
the language or simply avoid plagiarism.

USEFUL EXPRESSIONS FOR PARAPHRASING

It’s somebody who…

18
It’s a place where…
It’s a thing that…
It’s how you feel when…
You do this when…
It’s a person who…
It’s the opposite of…
It’s a kind of…
It’s similar to…
They’re like…

For example…

Objective: To get information about the person or thing mentioned. Defining relative clauses give
us essential information – information that tells us who or what we are talking about.

19
 ● Use the relative clauses to explain what a place, thing, or person is or
does:

That’s the woman who won the lottery last year.

This is the restaurant where we had dinner last week.

● Use who for a person, that for a thing, and where for a place.
● You can use that instead of who:

She’s the woman who/ that works my brother.

● You can use which instead of that to talk about things:

It’s a thing which/that connects two computers.

Objective: To develop reading skills.

Read the following letter

20
The following complementary resources are suggestions so that you can expand the information on
the topics studied, as part of your self-learning process:

● Lesson 1.1: VOCABULARY: Classroom language

o Extra video: https://youtu.be/Np_wIvRl-Dw

● Lesson 1.2: GRAMMAR: Word order in questions

o Extra video: https://youtu.be/kadnWY9N8Lw

21
● Lesson 2.1: VOCABULARY: Family, personality adjectives

o Extra video: https://youtu.be/ceNNH_jnQz8

● Lesson 2.2: GRAMMAR: Simple present

o Extra video: https://youtu.be/Gy1m8_CUzK0

● Lesson 3.1: VOCABULARY: The body, prepositions of place

o Extra video: https://youtu.be/mc5Wq0offG0

https://youtu.be/p_lgP_XwDig

● Lesson 3.2: GRAMMAR: Present Continuous

o Extra video: https://youtu.be/5U5662_3Jfk

● Lesson 4.1: VOCABULARY: Expressions for paraphrasing: like, for example, etc.

o Extra video: https://youtu.be/O0TcVDYUfQk

● Lesson 4.2: GRAMMAR: Defining relative clauses (a person who…, a thing that…)

o Extra video: https://youtu.be/j25CFx-4g0I

o

● Latham-Koenig, Christina, Oxeden, Clive (2008). América English File 2B. Editorial.
Oxford.

● Annette Capel, Nicki Joseph (2015). Cambridge University Press and UCLES. Editorial
Cambridge University Press and UCLES.

● Castro Quiroz, Martha Elizabeth, Mera Moya, Daniel Gustavo, Loor Domo, Mónica
Lissette, Vera Vélez Francisco Ricardo, Cedeño Macías, Leticia Mercedes (2018). Better
Together Level. Editorial Universidad Técnica de Manabí.

● Grupo Editorial Océano (2000). Diccionario Smart Español-inglés. Océano.

● Phillips, Deborah Longman (2013). Editorial Pearson Education.

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● Richey (2012). Oxford Business. Editorial English University Press.

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