Ingles 9no PDF

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UNIVERSIDAD ESTATAL A DISTANCIA
COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA
COORDINACIÓN ACADÉMICA
Nuevo material de Inglés
Nivel: Noveno
Año: 2018
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Información administrativa
El CONED agradece a Danny Araya Yannarella por la elección y presentación de los temas de la
presente antología, así como el aporte a la educación secundaria a distancia.
Las denominaciones empleadas en esta publicación y la forma en que aparecen presentados los datos, no
implican de parte del CONED o la UNED juicio alguno sobre la condición jurídica de personas, países, territorios,
ciudades o de autoridades.
MATERIAL SIN FINES COMERCIALES PARA USO EXCLUSIVO DE ESTUDIANTES DEL

COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA
CONED
Dirección General: Clara Vila Santo Domingo
Coordinación Académica: Paola Mesén
Coordinación de Inglés: Erika Prendas Vargas
Teléfonos 22-58-22-09 / 22-55-30-42 / 22-21-29-95
Página Web: http//www.coned.ac.cr
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Table of Contents
Time to Have Fun ................................................................................................................................................ 7
1. LET´S WORKOUT ...................................................................................................................................... 8

2. ONCE UPON A TIME I ENJOYED ............................................................................................................. 14
3. TRY IT! .................................................................................................................................................... 24
4. THE MOST FUN I´VE EVER HAD! ............................................................................................................ 34
Online & connected ........................................................................................................................................ 53
1. YESTERDAY, TODAY AND FUTURE MEDIA ............................................................................................ 54

2 . VIRTUAL COMMUNITIES AND NETWORKS ........................................................................................... 59
3 . NEW MEDIA AND PUBLIC SAFETY ......................................................................................................... 63
4. THE MAGICAL WORLD OF APPS ............................................................................................................ 67
liGHTS, CAMERA & ACTION............................................................................................................................. 75
1. WHAT´S ON TV? ..................................................................................................................................... 76

2. THE BEST SHOW EVER… ......................................................................................................................... 84
3. THROUGH THE LENS OF THE DOCUMENTARY ...................................................................................... 93
4. DAILY NEWS ......................................................................................................................................... 106
iN THE PUBLIC EYE! ......................................................................................................................................... 117
1. SUCCESS vs. FAME................................................................................................................................ 118

2. NATIONAL ROLE MODELS .................................................................................................................... 126
3. CONTRIBUTIONS OF OUTSTANDING FIGURES TO SOCIETY ................................................................ 136
4. BREAKING NEWS: READ ALL ABOUT IT ............................................................................................... 146
UNEXPENCTED SITUATIONS ............................................................................................................................ 161
1. HOME EMERGENCIES ........................................................................................................................... 162

2. EMERGENCY TRAVELING SITUATIONS ................................................................................................ 177
3. UNANTICIPATED APPOINTMENTS ....................................................................................................... 193
4. MAKING A COMPLAINT AT A RESTAURANT........................................................................................ 200
OPEN A BOOK, OPEN YOUR MIND ................................................................................................................ 207
1. KEEP IT SIMPLE..................................................................................................................................... 208

2. SHOW ME: COMIC STRIPS.................................................................................................................... 216
3. BIOGRAPHIES OF WRITERS .................................................................................................................. 221
4. THE MORAL OF THE COSTA RICAN LEGEND IS… ................................................................................. 230
ANNEXES ............................................................................................................................................................ 247
REFERENCES ..................................................................................................................................................... 258
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TIME TO HAVE FUN
Linguistic Competencies: Goals
Themes:
1. Let´s Workout
2. Once Upon a Time I Enjoyed…
3. Try it!
4. The Most Fun I´ve Ever Had!
Oral and Written Comprehension
 Understand specific information when people speak at normal speed about leisure
activities. There may be a need to repeat particular words and phrases.
 Understand main ideas and key points from teacher explanations and audio
announcements about leisure activities, delivered clearly and at a slow pace, supported
by textbook illustrations.
 Answer literal questions in straightforward messages.
 Manipulate English language sounds using knowledge in phonics, syllabification and word
parts.
 Understand important information on the label of packages (e.g., directions for use, and
instructions for preparation).
 Understand the main points and supporting details in simple, clearly drafted print
materials, such as school handouts, brochures, letters and messages or newspapers
Oral and Written Production
 Discuss different things to do for fun.

 Ask and answer questions about experiences, events, past experiences.
 Describe experiences, events and storytelling related to exercise, sports and games.
 Describe what is occurring in a film or book, and indicate their personal opinion about it.
 Write a shot description of personal experiences without using an aid, such as a dictionary, checking
written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic
punctuation etc.).
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1. LET´S WORKOUT
Usefull Vocabulary
English Word Translation
Pilates Pilates
Yoga Yoga
Spinning Giratorio, Rotatorio (Bicicleta estacionaria)
Athletics Atletismo, Deportista
Do Hacer
Go Ir
Play Jugar
Tournament Torneo
Climbing Escalar
Camping Acampar
Skating Patinar
Walking Caminar
Hike Caminata, Senderismo
Ride Cabalgar, Montar
Fishing Pescar
Swimming Nadar
Championship Campeonato
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Sports Vocabulary
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GRAMMAR FOCUS
Present Perfect (Affirmative)
She / He / It I / You / We / They
She has worked in Coned. I have been in New York two times.
He has played soccer all day. We have visited our friends many times.
The table has a nice shape. They have walk to Cartago for three years.
Present Perfect Tense- Pretérito Perfecto:

We use the present perfect simple to refer to events in the past but which connect to the present. We
use the present perfect simple to talk about our experiences up to now. The time of the experiences is
not important.
Es un tiempo verbal que se utiliza para expresar acciones que han tenido lugar en el pasado, pero en un
pasado muy reciente que se conecta con el presente. Este tiempo verbal se forma con el presente del
verbo (to) have, has o have + el participio del verbo de la acción: Regular (Infinitivo+ed) o Irregular
(tercera columna de la lista de verbos irregulares).
E.g.: John has washed the dishes this morning. (John ha lavado los platos esta mañana).
Subject + has / have + Verb of the action with past participle + Complements.
[Cite your source here.]
Negative Form of Present Perfect Tense:
Subject + has not / have not + Verb of the action with past participle + Complements.
E.g.: John has not/ hasn't washed the dishes this morning. (John no ha lavado los platos esta mañana)
Interrogative Form of Present Perfect Tense:
Has/Have + Subject + Verb of the action with past participle + Complements.
E.g.: Has John washed the dishes this morning? (¿Ha lavado John Los platos esta mañana?)
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Exercise #1. Complete this conversation with the correct tense.
Isabel: I went to Cahuita Beach last week.
__________________ (Did you ever go / Have you ever been) to Cahuita Beach, Andy?
Andy: Yes _________________ (I did / I have). It´s beautiful.
____________________ (Did you go / Have you gone) there on the weekend?
Isabel: Yeah, I ________________ (did / have). I ________________ (went / have gone) on
Sunday. _________________ (I got up / I´ve gotten up) at 4:00 A.M.
Andy: Wow! _________________ (I never woke up / I´ve never woken up) that early!
Isabel: Oh, it wasn´t so bad. I ________________ (got / have gotten) to the beach early to see
the sun rise.
_______________________ (Did you ever see / Have you ever seen) a sunrise, Andy?
Andy: No, __________________ (I didn´t / I haven´t). I prefer sunsets to sunrises.
Isabel: Really? Then I ___________________ (went / Have gone) swimming around 6:00, but
there were some strange dark shadows in the water.
_________________________ (Did you ever hear / Have you ever heard) of sharks at
Cahuita Beach?
Andy: Yes, _______________ (I did / I have). I ______________ (heard / have heard) a news
report about sharks last summer.
Isabel: Gee! Maybe I _________________ (had / have had) a lucky scape on Sunday morning!
Why don´t you come with me next time?
Andy: Are you kidding?
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READING.
SEEKING FOR THE BEST EMPLOYEE
Bob and Darren work together. They are talking about interviews for a new sales manager position
at their company.
Bob: We need to make a decision on who we are going to hire for the new salesperson position.
Darren: I know. There are a lot of good applicants. So far we have interviewed 10 people and have
looked at over 50 resumes.
Bob: Well, let’s take a look at some of the best and make a decision.
Darren: OK, the first person is Phil. He has worked as a salesperson for 10 years in both The United
States and Canada. Also, he has been the manager of the sales department of a large auto-parts
company.
Bob: Sounds interesting, but has he ever worked in the food sales industry?
Darren: No he hasn’t.
Bob: That might be a problem. We need someone with food experience.
Darren: OK, what about Karen? She has worked in the food industry for 6 years. She has been a
manager of a major supermarket and worked in marketing for a large meat company.
Bob: OK. Has she worked in international sales before?
Darren: No, she has never worked in international sales.
Bob: Well, that could be a problem. This job will require a lot of international experience. I think we
need someone who has worked in an international environment
Darren: Well what about Larry? We haven’t met him yet but his resume looks good. He has been a
salesperson in the food industry for 13 years. He has worked in The United States, Canada and Mexico.
In the past 4 years he has learned to speak Spanish and French.
Bob: Wow, sounds great!
Darren: The problem is we still haven’t had an interview with him. I have called him many times, but
I haven’t been able to reach him.
Bob: Well, why don’t you send him an email? Perhaps he will respond that way.
Darren: OK, I will try that. I will let you know.
Bob: Great, thanks.
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Exercise #2. Read the text and choose the best alternative in order to answer the questions.
1. How many people have they interviewed?
a. 5
b. 10
c. 50
d. 3
2. Who has worked in the food industry?
a. Phil
b. Larry
c. Bob
d. Karen
3. Who have they not met?
a. Phil
b. Larry
c. Bob
d. Karen
4. Why haven’t they interviewed Larry?
a. They haven't looked at his resume yet.

b. They haven't been able to contact him by email.
c. They haven't been able to reach him on the phone.
d. They haven't had the chance to call him.
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2. ONCE UPON A TIME I ENJOYED
GRAMMAR FOCUS
Present Perfect Progressive Tense (Affirmative)
Subject + has / have + been + Main Verb + -ing + Complements.
She has been working in Coned since last year. They have been living in Costa Rica since 1990.
He has been playing soccer since 2 hours ago. We have been working in the project.
It has been raining since yesterday. I have been working on this report since eight o'clock
Present Perfect Continuous: Uses

Recent past activities
We use the present perfect continuous to talk about a finished activity in the recent past. Using the
present perfect continuous focuses on the activity. We don’t give a specific time. Even though the
activity is finished, we can see the result in the present:
 I’ve just been cleaning the car. (The car is wet and clean.)
 It’s been snowing. (The ground is covered in snow.)
 What have you been buying?
One continuing event

We use the present perfect continuous for a single activity that began at a point in the past and is
still continuing:
 I’ve been reading your book – it’s great. (I’m still reading it.)
 He’s been living in the village since 1995. (He is still living in the village.)
 She has been writing her autobiography since 1987.
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Repeated continuing events
We use the present perfect continuous to talk about repeated activities which started at a particular
time in the past and are still continuing up until now:
 I’ve been going to Spain on holiday every year since 1987.

 I haven’t been eating much lunch lately. I’ve been going to the gym at lunchtimes.
 She’s been playing tennis on and off for three years.
How long …?
We often use the present perfect continuous to ask and answer questions about the duration of an
activity. We use the question How long …+ present perfect continuous:
 A: How long have you been waiting for me?

B: About ten minutes. Not too long. (I’ve been waiting for about ten minutes.)
Negative statement
For the negative statement we will use the word “NOT” in the auxiliary “HAVE / HAS” before the
participle form of BE (been).
Subject + have / has + NOT + been + Main Verb + -ing + Complements.

 She has not been waiting for the bus anymore.

 I have not been working in San Jose since last week.
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Exercise #3. Put the verbs into the correct form (use the present perfect progressive).
1. He ______________________________ (work) has been working in this company since 1985.
2. I ______________________________ (wait) for you since two o'clock.
3. Mary ______________________________ (live) in Germany since 1992.
4. Why is he so tired? He ______________________________ (play) tennis for five hours.
5. How long ______________________________ (learn / you) English?
6. We ______________________________ (look for) the motorway for more than an hour.
7. I ______________________________ (live) without electricity for two weeks.
8. The film ______________________________ (run / not) for ten minutes yet, but there's a commercial
break already.
9. How long ______________________________ (work / she) in the garden?
10. She ______________________________ (not / be) in the garden for more than an hour.
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GRAMMAR FOCUS
Present Perfect Progressive Tense (Interrogative Form)
Affirmative Yes / No Questions (+):
HAS She, he, it

been working?
HAVE I, you, we, they
Information Questions (Wh/Questions):
HAS She, he, it

WH Word been working?
HAVE I, you, we, they
Exercise #4. Write questions in present perfect progressive.
1. she / on the phone / talk ________________________________________________________.
2. his brother / dinner / cook _______________________________________________________.
3. Jane and Mary / badminton / play _________________________________________________.
4. Sue / in the gym / exercise ________________________________________________________.
5. Robert / the room / paint _________________________________________________________.
6. they / trees / plant ____________________________________________________________.
7. Henry / in the garage / work ______________________________________________________.
8. they / in the lake / swim _________________________________________________________.
9. how long / Boris / English / learn ___________________________________________________.
10. how long / you / for me / wait ____________________________________________________.
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READING.
A. Exercise #5. Complete the chart.
Problem What didn´t work What worked

Luis
Sharon
Fred
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GRAMMAR FOCUS
We use some adverbs to describe how frequently we do an activity.
These are called adverbs of frequency and include:
* Some people pronounce the 'T' in often but many others do not.
These are also known as Adverbs of INDEFINITE frequency as the exact frequency is not defined.
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The Position of the Adverb in a Sentence
An adverb of frequency goes BEFORE a main verb (except with To Be).
An adverb of frequency goes AFTER the verb To Be.
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.
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'.
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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').
Adverbs of Definite Frequency

We can also use the following expressions when we want to be more specific about the frequency:
 every day
 once a month
 twice a year
 four times a day
 every other week
 daily
 monthly
These are also known as Adverbs of DEFINITE frequency as the exact frequency is specified.
Exercise #6. Rewrite the complete sentence using the adverb in brackets in its usual position.
1. He listens to the radio. (often) _________________________________________________.
2. They read a book. (sometimes)_________________________________________________.
3. Pete gets angry. (never) ______________________________________________________.
4. Tom is very friendly. (usually) __________________________________________________.
5. I take sugar in my coffee. (sometimes) ___________________________________________.
6. Walter helps his father in the kitchen. (usually)
__________________________________________________________________________.
7. Ramon and Frank are hungry. (often) ____________________________________________.
8. My grandmother goes for a walk in the evening. (always)
___________________________________________________________________________.
9. Christine smokes. (never) ______________________________________________________.
10. They watch TV in the afternoon. (never) __________________________________________.
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Other Expressions of Frequency
How often…?
 How often do you play soccer?

 How often does Mary cook?
 We go to the theatre once a week.

 Peter plays soccer five times a month.
 Mary cooks every day.

 I play tennis every Sunday.
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Exercise #7. Put the words in the correct order to make sentences, as in the example.
play /often / on / Sundays / they / football

They often play football on Sundays.
1. late / is / she / sometimes
___________________________________________
2. early / up / sister / never / Sundays / on / gets / my
___________________________________________
3. usually / he / goes / to / on / Fridays / the / cinema
___________________________________________
4. go / you / restaurant / often / a / do / how / to / ?
___________________________________________
5. she / the / beach / to / always / goes / in / the / summer
___________________________________________
6. sometimes / her / does / she / Fridays / on / shopping
___________________________________________
7. go / we / twice / month / the / theatre / to / a
___________________________________________
8. never / in / is / the / at / mornings / Peter / home
___________________________________________
9. he / work / rides / bike / to / his / often
___________________________________________
10. you / out / how / in / do / evenings / often / go / the / ?
___________________________________________
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3. TRY IT!
USEFULL VOCABULARY
Collecting stamps/rocks/coins Coleccionar estampillas / rocas / monedas
Doing magic tricks Hacer trucos de magia
Taking pictures Tomar fotografías
Chess Ajedrez
Exploring Explorar
Playing Jugar
Instruments Instrumentos
Darts Dardos
Sailing Navegar
Sunbathing Broncearse
Travelling Viajar
Gardening Hacer el jardín
Martial Arts Artes Marciales
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GRAMMAR FOCUS
We use Comparatives and Superlatives to compare people, places or things.
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The formation of the comparative and superlative depends on the number of syllables in the adjective:
Rule #1 - One-syllable Adjectives

To form the comparative, we add -er to the end of the adjective.
To form the superlative, we add -est to the end of the adjective.
* When an adjective ends in the letter E, we just add the -R (for comparatives) or -ST (for superlatives).
We do not write two Es together. Wider (correct) not wideer (incorrect).
** When an adjective ends in a consonant + short vowel + consonant (C + V + C), we normally double the
last letter.
E.g.: big - bigger - biggest, wet - wetter - wettest
 London is bigger than Santiago.

 Mike is taller than John but James is the tallest.
 Yesterday was the hottest day of the year.
 It is the oldest building in the village.
 I want a faster car.
Notice how comparatives are often followed by than when comparing two things or people.
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Rule #2 – Adjectives with Two or more Syllables
For Adjectives with 2 syllables (that don't end in -y) and higher (3, 4 syllables etc), we use more for
comparatives and the most for superlatives.
 My girlfriend is more beautiful than yours.

 Alex is more intelligent than you but I am the most intelligent.
 It was the most wonderful day I have ever had.
Some exceptions with two-syllable adjectives ending in -er and -est:
narrow - narrower, simple - simpler, quiet - quieter
Rule #3 - Two-syllable Adjectives ending in -Y

To form the comparative, we remove the -y and add -ier to the end of the adjective.
To form the superlative, we remove the -y and add -iest to the end of the adjective.
 It was the happiest day of my life.

 My joke was funnier than your one.
 This section is easier than the rest.
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Rule #4 – Irregular Forms
 I am a better tennis player than you but Marcelo is the best.

 Steve is a worse liar than me but Adrian is the worst.
*** Farther - Further
Further / farther, furthest / farthest are all used for distance.
Only Further / furthest are used to mean 'additional' or 'more advanced'.
 Puerto Montt is further / farther than Valdivia is from here (in Santiago).
 If you require further information, please contact reception.
HINT: Remember that the opposites of 'more' and 'most' are 'less' and 'least', respectively.
**** Older - Eldest
We use elder / eldest when we are talking about family relationships and normally only before a noun
(not by itself unless it is a pronoun).
 He is my elder brother. (We cannot say: My brother is elder than me. - incorrect)
 The eldest sister would pass on her dresses to the younger one.
Comparative and Superlative of ILL
When comparing how ill people are, you will normally hear worse or the worst and not "iller or illest".
Some people may prefer to replace ill with sick (sicker, sickest) when comparing.
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Exercise #8. Complete the sentences with the Comparative form of the adjectives in brackets.
1. My sister thinks she's ____________________________ (intelligent) than me, but I don't agree!
2. Avatar is probably ____________________________ (bad) film I've seen!
3. What is ____________________________ (wet) month of the year in England?
4. Do you think the Harry Potter films are ____________________________ (good) than the books?
5. Who is ________________________________ (powerful) person in your country?
6. I think Men in Black 1 was ___________________________ (funny) than Men in Black 3.
7. Is Angelina Jolie _________________________ (old) than Sandra Bullock?
8. John is ______________________________ (nice) person that I know.
Exercise #9. Choose the best option to complete the sentences with the Comparative or Superlative form
of the adjectives given.
1. My brother is _____________________ than me.

a. more tall
b. tallest
c. taller
d. most tallest
2. The cheetah is the ________________ land animal in the world.

a. faster
b. fastest
c. fast
d. most fast
3. She always has a smile on her face, she is the ________________________ person that I know.
a. happiest
b. most happy
c. happier
d. more happy
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4. Her skin is much ____________________ after two weeks in the Caribbean.
a. more dark
b. darker
c. dark
d. darkness
5. The traffic is ____________ today because of an accident on the highway.

a. more slow
b. slowest
c. slower
d. most slow
6. That is the _____________ mountain I have ever seen.

a. highest
b. higher
c. most high
d. more high
7. She is the ________________ woman in the world.

a. more beautiful
b. beautifuliest
c. beautifuler
d. most beautiful
8. My brother is the ______________________ person that I know.

a. lazier
b. laziest
c. more lazy
d. most lazy
9. She is ___________ at mathematics than I am.

a. gooder
b. better
c. best
d. goodest
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10. San Pedro de Atacama is the ____________________ desert in the world.
a. most dry
b. drier
c. more dry
d. driest
11. My wife is far ______________ than I will ever be.

a. more intelligent
b. more intelligentest
c. intelligent
d. intelligenter
12. That is the ___________________ result I have received in this subject.

a. worst
b. baddest
c. worse
d. more bad
13. The car is slightly _____________ than that car.

a. more cheap
b. more expensive
c. expesiver
d. most expensive
14. The brain surgery was the ______________ ever performed by the surgeon.
a. more delicatest
b. more delicate
c. most delicate
d. delicatest
15. Asian food is in general ______________ than food from South America.
a. spicier
b. more spicy
c. spicy
d. spiciest
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READING.
SPORTS
There are many different kinds of sports that are undertaken by a wide variety of different people. Some
people do sport for their career and other people purely do sport for enjoyment and recreation. Some
sports, like cricket, require the use of a lot of equipment, while others need very little in order to
successfully play a game in that sport. Some people use public playing fields to play sport for free, while
other sports such as squash, tennis, badminton and table tennis are usually paid for on an hourly basis in
the comfort of a local leisure Centre.
Most sports are played with a round object often known as a ball. Some sports use more than one ball
and snooker is one of the unique sports that make use of a number of balls while being played. The game
itself is often controlled by an impartial individual known as an umpire in cricket and a referee in sports
like football and rugby. Most sports have a duration of not more than a few hours, however some athletic
tournaments can last for up to a week and a game of cricket can be five days in duration before a winner
is announced.
Some people prefer to watch sport. This can either be done by going to a stadium, a local leisure Centre,
park or on the television. It is often cheaper to watch sport from the comfort of a person’s home than to
visit the stadium or a special event. Some sports, such as football and cricket, are really popular in the
United Kingdom but not in the USA. In the USA people often play basketball and baseball. However, most
countries put aside time to compete in world sporting events such as the football world cup or the
Olympics, which occur every four years.
Nowadays, people who suffer from any kind of disability are also encouraged to participate in sport and
most sport equipment is adapted to suit the needs of a disabled person. This means sport is something
that can be enjoyed no matter the physical ability of the person. The para-olympics takes place a week
after the main event and it is equally popular. Participation in sporting activity is encouraged by doctors
and at schools given the beneficial impact it has on the health of the individual that participates, and it is
for this reason and the competitive nature of individuals that sport remains a very popular activity
worldwide.
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Exercise #10. Reading comprehension. Answer the questions that go with the above reading passage
choosing the best option given.
1) Which sport requires the use of a lot of equipment?

a) Football
b) Athletics
c) Cricket
d) Rugby
2) What sport is popular in the United Kingdom?

a) Baseball
b) Cricket
c) Basketball
d) Athletics
3) What sport is popular in the United States?

a) Cricket
b) Baseball
c) Football
d) Squash
4) What sport can last longer than a day in duration?

a) Football
b) Baseball
c) Rugby
d) Cricket
5) How often is the Olympics held?

a) Every year
b) Every two years
c) Every four years
d) Every day
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4. THE MOST FUN I´VE EVER HAD!
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GRAMMAR FOCUS
Todos los verbos auxiliares con excepción de "to be", "have" y "do" son llamados verbos modales o
"modal verbs".
A diferencia de los verbos auxiliares "to be", "have" y "do", los modales sólo existen como verbos de
ayuda, es decir que no pueden ser el verbo principal en una oración. Necesitan de otro verbo para darle
sentido a la oración.
The Modal Verbs are:
"Can", "could", "may", "might", "must", "shall", "should", "ought to", "will" and "would".
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Let´s study some examples:
• I can talk to the manager.

Yo puedo hablar con el gerente.
(Yo puedo hacerlo).
• I could talk to the manager.

Yo podría hablar con el gerente.
(Yo podría hacerlo).
• I may talk to the manager.

Puede que hable con el gerente.
(Me es permitido y podría decidir hacerlo)
• I might talk to the manager.

Es posible que hable con el gerente.
(Es posible que lo haga en un futuro próximo).
• I must talk to the manager.

Yo debo hablar con el gerente.
(Necesito hacerlo y es algo que definitivamente va a pasar).
• I shall talk to the manager.

Yo voy a hablar con el gerente.
(Definitivamente voy a hacerlo, no hay duda.)
• I should talk to the manager.

Yo debería hablar con el gerente.
(Debería hacerlo pero no necesariamente estoy diciendo que va a pasar).
• I ought to talk to the manager.

Yo debería hablar con el gerente.
(Debería hacerlo pero no necesariamente estoy diciendo que va a pasar).
• I will talk to the manager.

Yo voy a hablar con el gerente.
(Definitivamente voy a hacerlo, no hay duda.)
• I would talk to the manager.

Yo hablaría con el gerente.
(Podría hablar con el gerente si… algo sucediera. Es una suposición o una posibilidad).
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 "Can" puede ser usado para expresar ideas en presente o en futuro, pero nunca en pasado.
Example:
•We can fix this = nosotros podemos arreglar esto.
•Nancy can visit us next weekend = Nancy puede visitarnos el próximo fin de semana.
Importante....
La forma negativa de "can" es "cannot" y su contracción negativa es "can´t".
 "Could" tiene dos usos:
1. Como forma de pasado de "can":

O sea que también indica habilidad física o capacidad mental pero de una acción del pasado.
For example:
• He could run a marathon when he was young = Él podía correr una maratón cuando joven.
2. Para expresar una posibilidad: En este caso su equivalente en español es "podría"
La forma negativa de "Could" es "could not" y su contracción negativa es "Couldn't"
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 "May" indica posibilidad en el presente o futuro.
También indica permiso para ejecutar o realizar una acción.
 "Might" indica la posibilidad de que ocurra una acción, pero no necesariamente indica que va a
suceder. Es como decir “existe la posibilidad remota de que esto suceda”. En este caso su
equivalente en español es "podría" y expresa tiempo presente o futuro.
"May not" es la forma negativa de "may".
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 "Must" nos indica obligación, necesidad, deber o condición que no puede cambiar. Se usa para
referirse al presente o al futuro.
Importante...
"Must not" es la forma negativa de "Must" e indica prohibición.
39
 Usamos "Should", "Ought to" y "Had better" para hablar sobre concejos, sugerencias, tratos y
alertas.
 Nunca vamos a usar "to" después de "should"
La forma negativa es "should not", la cual frecuentemente contraemos como: shouldn't
We should get together more often. (Nosotros deberíamos reunirnos más a menudo)
You should not leave your car in neutral. (Usted no debería dejar el carro en neutro)
They shouldn’t eat so much sugar. (Ellos no deberían comer tanta azúcar)
 En las preguntas, invertimos "should" y el sujeto de la oración:
Should they charge for emergency room visits? (¿Deberían ellos cobrar por las visitas a la sala de
emergencias?)
40
 De esta forma también podemos usar "ought to" pero con las siguientes limitaciones. Nosotros
realmente no lo usamos en negativo ni en preguntas, y normalmente solamente lo usamos en
tiempo presente:
I ought to do more exercise. (Yo debería hacer más ejercicio)
You ought to study a little more. (Usted debería estudiar un poquito más)
 Porque decimos "ought to" los estudiantes usualmente lo confunden y tienden a decir "should
to". Recuerde, nosotros NO decimos "should to".
OUGHT TO:
Tiene un uso similar al SHOULD. Por lo tanto, también se traduce por “debería + infinitivo”. Se emplea
también para indicar suposición.
“She ougth to be at work” (Debe de estar en el trabajo).
“You ought to Help the poor” (Deberías ayudar a los pobres).
Should vs Ought to
¿Y entonces, cómo los diferenciamos?
Pues digamos que, en lo que ha significado se refiere, ambas formas se emplean en caso de una
obligación débil, para recomendar algo e incluso para aconsejar. No existe una gran diferencia y, en la
mayoría de los casos, se pueden usar indistintamente.
Sin embargo, cuando ese consejo hace referencia a una norma o responsabilidad moral, más que a una
opinión general sobre algo, se suele emplear “ought to” en lugar de “should”.
You should study harder (Opino que deberías estudiar más)  Es mi opinión personal.
You saw the thief. You ought to call the police. (Viste al ladrón. Deberías llamar a la policía)  Casi que
es como una obligación moral.
Recordemos que NO usamos el “ought to” en oraciones negativas ni tampoco en preguntas,

para ese caso usamos siempre “should”.
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HAD BETTER:
"Had better" es usado para amenazas o alertas. Es más fuerte que "should" e implica consecuencias si la
acción es (o no) llevada a cabo:
You had better be at the meeting. (Usted debe estar en la reunión). Esto implica que abran problemas –
¿será usted despedido? – si no lo hace.
A menudo usamos "or else" o "otherwise" para introducir las consecuencias:
You had better pay the fine or else it will double. (Usted mejor paga la multa o de lo contrario se
duplicará)
He had better close the garage, otherwise somebody will steal his bicycle. (El debería mejor cerrar el
garaje, de lo contrario alguien se robará la bicicleta)
El negativo es "had better not"
You had better not cross the train tracks when the barrier is down. (Usted mejor no debería cruzar la
línea del tren cuando las barras están abajo)
Como con "should" nosotros no usamos "to" después de "had better". Por alguna razón, los estudiantes
usan el afirmativo correctamente, pero tienden a agregar "to" en el negativo.
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Exercise #11. Fill in the blanks with appropriate modal auxiliary verbs.
1. My grandmother is eighty-five, but she ________ still read and write without glasses. (Ability)
a. can
b. could
c. may
2. ________ I come with you?
a. Can
b. Will
c. Would
3. ________ you help me with the housework, please? (Polite request)
a. Could
b. Will
c. Should
4. There was a time when I ________ stay up very late. (Past ability)
a. would
b. could
c. can
5. You ________ not lose any more weight. You are already slim. (Necessity)
a. may
b. need
c. should
6. We ________ make the first move. (Prohibition)
a. must not
b. will not
c. cannot
7. It is snowing outside so I ________ stay at home. (Intention)
a. may
b. will
c. can
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8. I ________ get you a shawl from Kashmir. (Promise)
a. will
b. would
c. can
9. ________ you mind if I borrowed your car? (Permission)
a. Will
b. Would
c. Should
10. ________ you take care of my dog for a day? (Polite request)
a. Will
b. Shall
c. Should
11. Our country ________ become a super power by 2025. (possibility)
a. may
b. might
c. will
12. She ________ sell her home because she needs money. (weak possibility)
a. may
b. might
c. could
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Exercise #12. Complete the sentences using the words listed in the box below. Don't forget to capitalize
when necessary. Some gaps may have more than one correct answer.
can could have to must might should

1. Ted's flight from Amsterdam took more than 11 hours. He ___________________ be exhausted after
such a long flight. He prefer to stay in tonight and get some rest.
2. If you want to get a better feeling for how the city is laid out, you ___________________ walk
downtown and explore the waterfront.
3. Hiking the trail to the peak ___________________ be dangerous if you are not well prepared for
dramatic weather changes. You research the route a little more before you attempt the ascent.
4. When you have a small child in the house, you ___________________ leave small objects lying
around. Such objects be swallowed, causing serious injury or even death.
5. Dave: ___________________ you hold your breath for more than a minute?
Nathan: No, I can't.
6. Jenny's engagement ring is enormous! It ___________________ have cost a fortune.
7. Please make sure to water my plants while I am gone. If they don't get enough water, they
___________________ die.
8. I ___________________ speak Arabic fluently when I was a child and we lived in Egypt. But after we
moved back to Canada, I had very little exposure to the language and forgot almost everything I knew as
a child. Now, I ___________________ just say a few things in the language.
9. The book is optional. My professor said we ___________________ read it if we needed extra credit.
But we __________________ read it if we don't want to.
10. Leo: Where is the spatula? It ___________________ be in this drawer but it's not here.
Nancy: I just did a load of dishes last night and they're still in the dish washer. It
___________________ be in there. That's the only other place it ___________________ be.
11. You ___________________ take your umbrella along with you today. The weatherman on the news
said there's a storm north of here and it ___________________ rain later on this afternoon.
12. ___________________ we pull over at the next rest stop? I really ___________________ use the
bathroom and I don't know if I ___________________ hold it until we get to Chicago.
13. Oh no! Frank's wallet is lying on the coffee table. He ___________________ have left it here last
night.
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14. Ned: ___________________ I borrow your lighter for a minute?
Stephen: Sure, no problem. Actually, you ___________________ keep it if you want to. I've given up
smoking.
15. I ___________________ believe she said that to Megan! She ___________________ insult her
cooking in front of everyone at the party last night. She ___________________ have just said she was
full or had some salad if she didn't like the meal.
16. Do you ___________________ chew with your mouth open like that? Geez, it's making me sick
watching you eat that piece of pizza.
17. Mrs. Scarlett's body was found in the lounge just moments ago, and it's still warm! Nobody has left
the mansion this evening, so the killer ___________________ be someone in this room. It
___________________ be any one of us!!!
18. Ted: I don't know why Denise starting crying when I mentioned the wedding.
Pamela: It ___________________ have been what you said about her brother. Or, perhaps she is just
nervous. After all, the big day is tomorrow.
19. ___________________ you always say the first thing that pops into your head?
___________________ you think once in awhile before you speak?
20. I was reading the book last night before I went to bed. I never took it out of this room. It
___________________ be lying around here somewhere. Where ___________________ it be? Be
swallowed, causing serious injury or even death.
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PRONUNCIATION. Pronouncing ɜ:
[ɜ:] as in URN, FIRST and SERVE.
LIPS: are protruded and slightly parted.
JAW: is slightly lowered.
TONGUE: is midlevel in the mouth.
[ɜ:] is a sound that occurs only in stressed syllables of words.
The vowel [ɜ:] does not exist in Spanish. However, Spanish speakers generally have no difficult
pronouncing it.
The following words should be pronounced with [ɜ:]. Repeat them carefully after your teacher.
[ɜ:] At the Beginning [ɜ:] In the Middle [ɜ:] At the End
urn turn fur
herb word blur
earn verb stir
earth third occur
early curve prefer
urgent learn
earnest circus
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[ɜ:] SPELLED:
“ir” “ur” “er”
bird hurt fern
girl curl term
firm curb stern
third purple German
circle turkey servant
Less frequent spelling patterns for [ɜ:] consist of the letters “ear”, “our”, and “or”.
Examples: heard journey work
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PRONUNCIATION. Pronouncing ɔ:
[ɔ:] as in ALL CAUGHT and BOSS
LIPS: are in a tense oval shape and slightly protruded.
JAW: is open more than for [OU].
TONGUE: is low near the floor of the mouth.
The vowel [ɔ:] is another “trouble maker” that doesn´t exist in Spanish! Confusing English spelling
patterns frequently make you substitute more familiar vowels.
EXAMPLES: If you substitute [a] for [ɔ:]: caller will become collar
If you substitute [OU] for [ɔ:]: bought will become boat
If you substitute [ᴧ] for [ɔ:]: bought will become but
Remember to protrude YOUR lips and drop YOUR JAW when you say [ɔ:]
The following words should be pronounced with [ɔ:]. Repeat them carefully after your teacher.
[ɔ:] At the Beginning [ɔ:] In the Middle [ɔ:] At the End
or boss awe
all fall raw
off song law
also store saw
awful wrong flaw
often broad draw
ought bought claw
always taught thaw
August across straw
audience naughty
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[ɔ:] SPELLED:
“o” “a” “aw” “au”
dog fall jaw auto
toss call lawn fault
lost mall dawn cause
long salt drawn pauper
offer stall awful auction
Less frequent spelling patterns for [ɔ:] consist of the letters “oa” and “ou”.
EXAMPLES: broad cough thought
HINTS: a. The letter “o” followed by “ff”, “ng”, and “ss” is usually pronounced [ɔ:]
EXAMPLES: offer off long strong loss tossing
b. The letters “aw” are usually pronounced [ɔ:]
EXAMPLES: lawn draw awful
c. The letter “a” followed by “ll”, “lk”, “lt”, and “ld” is usually pronounced [ɔ:].
EXAMPLES: ball talk salt bald
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Exercise #13. The boldface words in the following questions / answers should all be pronounced with
the vowel [ɔ:]. Repeat them carefully after your teacher. Fill in the blanks with your own words.
1. How much does coffee cost?

Coffee costs ______________________.
2. What is the reward for the lost dog?

The reward for the lost dog is ______________________.
3. Have you had that awful cough for long?

I´ve had an awful cough for ___________________.
4. Is Paul´s hair long or short?

Paul´s hair is ________________________.
5. Did you make a long distance call to Boston or Baltimore?

I made a long distance call to _____________________.
Exercise #14. Read the following dialogue aloud. Circle all words that should be pronounced with the
vowel [ɔ:].
AUDREY: Hi, Paula. Did you hear the awful news? Maude called off her wedding to Claude!
PAULA: Why, Audrey? I thought they were getting married in August.
AUDREY: Maude kept stalling and decided Claude was the wrong man.
PAULA: Poor Claude. He must be a lost soul.
AUDREY: Oh no. He´s abroad in Austria having ball!
PAULA: I almost forgot. What about the long tablecloth we bought them?
AUDREY: I already brought it back. The cost of the cloth will cover the cost of our lunch today.
PAULA: Audrey, you´re always so thoughtful
51
READING.
OUR FAVORITE CHILDHOOD GAMES

A recent study found that outdoor play is in danger of eroding, with children spending less time
than ever playing on the street in favor of sitting in front of computers and the TV. We felt a pang of
sadness - after all, who didn't love running at breakneck speed to escape the one on it or scrambling up
the nearest tree for that perfect hiding spot?
This discussion soon escalated into a full-on debate about over favorite childhood games; from
the delights of Buckaroo and the fear/excitement of hide 'n' seek to the sheer elation of Cowboys and
Indians or the thrilling mystery of Cluedo. And so we decided to list some of our favorite childhood games
- many of which we wish we could still indulge in...
Marbles
Ah, marbles. Deceptively non-interesting at first glance, they open up a whole world of wonder as a child.
You can trade them, barter with them, smash them into each other or amass them as a sweaty collection
in your backpocket ... the possibilities are endless.
Rollerskating
We're not talking your hi-tech whizz-along blades here - oh no. It's the old-school, stopper at the front
rollerskates that are the real classics. The ones that allowed you to scoot down a hill at breakneck speed
then come to a grinding halt just before that fence. Adult skating just isn't the same.
Hopscotch
Chucking a stone at a chalked number then hopping to get to it doesn't sound like a barrel of laughs, but
by some weird miracle it's been entertaining kids for decades... since the time of Henry VIII, in fact.
Wheelbarrow Races
A Sports Day staple, alongside the Egg & Spoon Race and the Three-Legged Race. In fact, there was a fair
amount of grass and rough and tumble involved (not to mention raw arm power) - but the sheer
excitement of grabbing your partner by their two legs and propelling them down the race track made it
more than worth the hassle.
Hide and Seek

"Ready or not, here I come..."
How is it that those words still leave us with an almost atavistic tendency to dive underneath the nearest
desk in paroxysms of fear and delight? A king among childhood games.
Sack Races
It had to be a child who spotted the potential of a sack for racing in. Who else would look at a grimy old
bag and visualize a mad hopping race with the sole aim being not to fall over?
SPEAKING ABOUT…
1. Discuss with the class about traditional games they played when they were kids.
2. Question: Have you played __________________ when you was a kid? Share the history…
52
ONLINE & CONNECTED
Themes:
1. Yesterday, Today and Future Media
2. Virtual Communities and Networks
3. New Media and Public Safety
4. The Magical World of Apps
 Understand some colloquial expressions related to media, virtual communities, apps and media safety.
 Understand the main idea and key points/details of audio related to media, virtual communities, apps
and media safety.
 Understand simple instructions with some visual support (e.g., safe use of social networks).
 Manipulate English language sounds using knowledge in phonics, syllabification and word parts.
 Distinguish between factual and fictional text.
 Ask for and give opinions about the latest media, virtual communities, and apps.
 Express comments about media, virtual communities, apps and security and otherwise contribute, in
a small group situation.
 Describe media, apps, virtual communities and networks.
 Describe experiences with media, apps, virtual communities and networks.
 Summarize a simple story he/she read about media, apps, virtual communities and networks relying
on language used in the story/information.
 Write about an event using simple, coherent, and well-written sentences.
 Write an e-mail about media, apps, virtual communities or networks, checking written sentences to
look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).
53
1. YESTERDAY, TODAY AND FUTURE MEDIA
USEFULL VOCABULAY
ENGLISH WORD TRANSLATION
Advertisement (Ad) Anuncio

Broadcasting (radio and television) Radiodifusión
Cartoons Caricaturas
Cinema Cine
Comic Tira Cómica
Crossword Crucigrama
Documentary Documental
Drama Drama
Film Película
Headlines Titulares
Headset / Headphones Audífonos
Journal Periódico
Journalist Periodista
Magazine Revista
Mass Media Medio de Comunicación Masiva
Movie Película
News Broadcast Programa de Noticias
Newspaper Periódico
Newsreader Presentador de Noticias
Photography Fotografía
Point of sale Punto de Venta
Print Media Medio Impreso
Publishing Publicar
Satellite Satélite
Series Serie
Sitcom Programa de Comedia
Soap Opera Novela
Speakers Parlantes
The press La Prensa
Weather forecast Pronóstico del Tiempo
54
GRAMMAR FOCUS
Future Tense (Predictions / Statements of Fact)

The auxiliary verb WILL is used in making predictions or simple statements of fact about the future.
 The sun will rise at 6:30 tomorrow.

 I will use new technologies to be more efficient in the future.
 Lunch break today will be 10 minutes longer than usual.
 Do you think she will come soon?
 You won't pass your exams if you don't start working harder.
 I know my parents won't let me go to the party.
 I won´t depend on technology to survive.
Exercise #1. Choose the verb from the list that best fits in the sentence below.
ask be finish get have help hurt learn miss pass
1. I think I will ________________ fish for dinner this evening.
2. School will ________________ 30 minutes earlier tomorrow. The teachers have a meeting.
3. If you don't hurry, we will ________________ the bus!
4. I will ________________ a dog as soon as I move into a house with a garden.
5. You will ________________ yourself if you play around with knives like that.
6. Do you know the answer? - No, I'll ________________ the teacher.
7. In 20-30 years’ time there will be no more schools. Students will ________________ from home.
8. You will not ________________ your test unless you start working harder.
9. I will not ________________ here tomorrow morning. I have to go to the doctors.
10. Will you ________________ me with my homework?
55
READING.
“My Future Plans and Expectations”

I often wonder about my future as I am about to finish Secondary School. The number one question on
my mind is which profession should I choose? I want a profession that will satisfy me, challenge me,
and bring me joy. I believe that a job should be like a hobby. I want to love my work.
First of all, As soon as I finish Secondary School, I will take the first important exam of my life - the
final graduation exam. I will be tested in four different subjects: the English and German languages,
biology, and chemistry. After my graduation, I will study at the Medical University to become a doctor.
But now, I am focusing my attention on finishing my studies. Also, before I have a family, I would like
to travel overseas. I want to see countries like Japan, Finland and travel through the African continent.
After I finish my education and travels, I plan to get married and have a family. I would like to live with
my future family in a quiet, natural countryside setting.
Exercise #2. Answer the following questions.
1. Will the student in the text above be tested in French language?
_____________________________________________________________________________.
2. What will he do after his graduation?
_____________________________________________________________________________.
3. Does he want to travel and visit other countries?
_____________________________________________________________________________.
4. What will he do after he finish his education and travels?
_____________________________________________________________________________.
56
Exercise #3. Match each word with its appropriate meaning.
Career ( ) a. To get a university or college degree.
Graduate ( ) b. Profession or job that people have a salary for the performed work.
Hobby ( ) c. Arrangement for doing something.
Plan ( ) d. An activity that we do for pleasure in our free times.
GRAMMAR FOCUS
Arrangements
The present continuous tense is used in talking about arrangements. (An arrangement is a plan for
the future that you have already thought about and discussed with someone else.)
 I'm meeting my mother at the airport tomorrow.

 Our grandparents are visiting us this Christmas.
 Sorry, I can't stay after school today; I'm playing tennis with Jun Carlos.
 My sister is going to the dentist tomorrow.
 I'm not returning home for the holidays, so I can come to your party after all!
 Are you doing anything on Sunday morning?
 Do you know if he is going to the dance with Maria next week?
Exercise #4. Look at the pairs of sentences below. Choose the sentence containing the correct future
tense form (will / present continuous) for the given situation.
1. a. Do you think it’s snowing tomorrow?

b. Do you think it will snow tomorrow?
2. a. I am not working tomorrow. We can go shopping if you like.

b. I will not work tomorrow. We can go shopping if you like.
3. a. I’m having my hair cut tomorrow so I won’t be able to go home with you.
b. I’ll have my hair cut tomorrow so I won’t be able to go home with you.
57
4. a. I think I’m buying a new computer. This one is too slow.
b. I think I’ll buy a new computer. This one is too slow.
5. a. My sister is getting married next month. We have invited hundreds of guests.

b. My sister will get married next month. We have invited hundreds of guests.
6. a. How are you getting home today? - I think I’m walking for a change.
b. How are you getting home today? - I think I’ll walk for a change.
GRAMMAR FOCUS
SCHEDULED EVENTS
The present simple tense is usually used to refer to future events that are scheduled (and outside of
our control).
 Hurry up! The train departs in 10 minutes.

 I leave Frankfurt at 5 o'clock in the morning and arrive in New York at midnight the next day.
 She has an appointment with the headmaster after school today.
 There's no need to hurry. The train doesn't leave for another 30 minutes.
 When does the meeting begin?
Important: Only the verbs below can be used in the simple present to talk about a future
scheduled event:
arrive be begin
close depart end
finish fly leave
open start
Examples:
 Tomorrow is Friday.
 I fly to Paris next week.
 The plane departs at 8 pm.
 The train to Heredia leaves at 11:30 am
 What time does the store open tomorrow?
 Final exams start next week.
 The concert begins at 6:30 pm
58
2 . VIRTUAL COMMUNITIES AND NETWORKS
Most popular mobile social networking apps in the

United States as of May 2018, by reach
59
GRAMMAR FOCUS
Future Continuous Tense

El "future continuous" está compuesto por dos elementos: El "simple future" del verbo 'to be' + el
"gerundio" (raíz+ing) del verbo principal.
Affirmative  Subject + will be + Main Verb + -ing + Complements.
 You will be watching the game tonight.
Negative  Subject + will not (won´t) be + Main Verb + -ing + Complements.
 You won´t be watching the game tonight.
Interrogative  Auxiliary (will) + Subject + be + Main Verb + -ing + Complements + ?
 Will you be watching the game tonight?
Exercise #5. Make the future continuous of the verbs in parenthesis in order to complete the sentences
correctly.
1) At three o'clock tomorrow, I ___________________________ (work) in my office.
2) At six o'clock tomorrow, you ________________________ (lie) on the beach.
3) At two o'clock tomorrow, he ________________________ (wait) for the train.
4) At three o'clock next Monday, she _______________________ (shop) in New York.
5) As per IMN tomorrow afternoon, it ________________________ (rain).
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6) At eight o'clock next Saturday, we ______________________ (get) ready to go out.
7) Next week on Tuesday at 3 PM, they _____________________ (meet) their parents.
8) At five o'clock tomorrow, he ________________________ (study) in the library.
9) At four o'clock tomorrow, she ______________________ (exercise) at the gym.
10) At ten o'clock tomorrow, I _________________________ (sleep).
61
READING.
Exercise #6. Read the article. Find the words in italics in the article. Then check ( ) the meaning
of each word.
1. Moving ( ) going backward ( ) doing something new

2. Vanish ( ) continue to grow ( ) disappear
3. Entire ( ) whole ( ) international
4. Broadcasters ( ) TV or radio news reporter ( ) people who write new stories
5. Superseded ( ) replaced ( ) became more exciting than
6. E-commerce ( ) electronic communication ( ) buying and selling online
Exercise #7. Pair work. Discuss these questions.
1. Why do some people think that blogging is no longer exciting?

2. What are some ways to maintain a blog successfully?
3. Do you think blogs are a good way to sell things? Why or why not?
4. Why have some people switched from blogging to social networking sites?
62
3 . NEW MEDIA AND PUBLIC SAFETY
USEFUL VOCABULARY
ENGLISH WORD SPANISH TRANSLATION
Tabloid Prensa Amarilla, tabloide
Yellow journalism Periodismo amarillista
Print media Medio Impreso
Media bias sponsor Sesgo de los medios
Mainstream Popular, común, convencional
Smartphone Teléfono Inteligente
Tablets Tabletas
Platforms Plataformas
Blog Blog (diario en línea)
Website Sitio de red (página web)
Blogosphere Blogosfera (todos los blogs)
63
GRAMMAR FOCUS
INTENSIFIERS (very, at all)

Intensifiers are adverbs or adverbial phrases that strengthen the meaning of other expressions and
show emphasis. Words that we commonly use as intensifiers include absolutely, completely,
extremely, highly, rather, really, so, too, totally, utterly, very and at all:
Examples:
 She was so upset. I felt extremely sorry for her.
 She has a very strict teacher.
 Don’t work too hard. Sometimes you’ll get more done by relaxing a bit.
 I don’t think she understood the topic and her essay was rather a mess.
 She’s really offended her sister.
At all is a very common intensifier with negative expressions:
 Are there no suitable DVDs at all?
 I’m afraid I’m not at all interested.
We also use on earth and ever as intensifiers with wh-words:
 What on earth is he doing? (suggests disapproval)
 Why did I ever invite them to stay with us? (suggests that there were problems)
We also use enough to say more about an adjective, but enough comes after its adjective:
 If you are seventeen you are old enough to drive a car.
 I can’t wear those shoes. They’re not big enough.
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GRAMMAR FOCUS
INTENSIFIERS WITH STRONG ADJECTIVES
Strong adjectives are words like:
very big enormous, huge

very small tiny
very clever brilliant
very bad awful, terrible, disgusting, dreadful
very sure certain
very good excellent, perfect, ideal, wonderful, splendid
very tasty delicious
We do not normally use very with these adjectives. We do not say something is very enormous or
someone is very brilliant.
With strong adjectives, we normally use intensifiers like:
absolutely
completely
exceptionally
particularly
really
quite
totally
utterly
Examples:
 The film was absolutely awful.
 He was an exceptionally brilliant child.
 The food smelled really disgusting.
Exercise #8. Choose the correct intensifier.
1. A: How was your exam? B: Not good. It was ________________ difficult.
a. absolutely b. really
2. A: Are you hungry? B: Hungry? I’m _____________ starving!
a. absolutely b. extremely
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3. A: So, did you enjoy the movie? B: No, I thought it was _____________ awful.
a. totally b. very
4. A: Do you think we’ll get a pay rise this year? B: Well, if we do, it’ll be ___________ small.
a. extremely b. totally
5. A: Did you have a good holiday? B: Yes, thanks God, it was _______________ fantastic.
a. really b. very
6. A: I don’t like politics. B: No? I find it ________________ interesting.
a. absolutely b. very
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4. THE MAGICAL WORLD OF APPS
USEFUL VOCABULARY
Bitmoji App para crear emoticones
Compete Competir
Crackle App para películas y series de TV
Downloads Descargas
Dropbox App para guardar archivos
Last updated Última actualización
Line Línea
Monthly Mensualmente
Number of Número de…
Opinions Opciones
Photo Editors Editor de fotos
Rank Rango, Grado, Nivel
Snapchat App para compartir fotografías
Trip Advisor App para Información turística
Use Usar
Visitors Visitantes
Waze Navegador Waze
WhatsApp WhatsApp (Aplicación Mensajes)
67
GRAMMAR FOCUS
68
GRAMMAR FOCUS
69
Exercise #9. Complete the sentences with the correct question tags.
1. Mr. McGuinness is from Ireland, ____________?
2. The car isn't in the garage, ______________?
3. You are John, ______________?
4. She went to the library yesterday, ____________?
5. He didn't recognize me, _____________?
6. Cars pollute the environment, ____________?
7. Mr. Pritchard has been to Scotland recently, ___________?
8. The trip is very expensive, _____________?
9. He won't tell her, ______________?
10. Hugh had a red car, _____________?
Exercise #10. Write the correct word in the boxes below to complete the tag question.
isn´t aren´t don´t doesn´t
1. He's rich, _______________ he?
2. These are your glasses, _____________ they?
3. You live in Fairfield, ____________ you?
4. It's a lovely day, ______________ it?
5. I'm late, ________________ I?
6. You smoke, _______________ you?
7. They walk to work, _________________ they?
8. Bill likes chocolate, ______________ he?
9. Those flowers are beautiful, _______________ they?
10. Anna is from Sweden, __________________ she?
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Exercise #11. Complete each of the following sentences.
1. You don't like jazz, ______ you?

a. like
b. don't
c. do
d. will
2. Susan is American, ______ she?

a. isn't
b. does
c. can
d. is
3. They need help, ______ they?

a. doesn't
b. do
c. need
d. don't
4. Your brother is in Canada, ______ he?

a. does
b. is
c. isn't
d. doesn't
5. We will eat soon, ______ we?

a. won't
b. eat
c. do
d. will
6. You smoke, ______ you?

a. smoke
b. does
c. don't
d. are
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PRONUNCIATION. Pronouncing [j]
[j] as in YOUR, YET and YOLK.
PALATAL APPROXIMANT: you form a narrow space in

the middle of your mouth with your tongue.
VOICED: you vibrate your vocal chords.
TONGUE: creating a narrow space in your mouth through

which air flows
The following words should be pronounced with [j]. Repeat them carefully after your teacher.
Your Yet Yolk Year Yob
The /j/ phoneme is usually spelled with the letter ‘y,’ but can also be spelled with an ‘i’ as in:
View /vjuː/
Also, a very common construction, often called a “long u” sound, is spelled with just the letter ‘u’ and
pronounced /ju:/ or /jʊ/, as in the words:
During /’djʊərɪŋ/
Computer /kəmˈpjuːtə/
Argue /ˈɑːgjuː/
Examples of the j sound, here are some words that start with the /j/ phoneme.
Yes /jes/
Unit /ˈjuːnɪt/
Yard /jɑːd/
Young /jʌŋ/
Here are some words with the /j/ phoneme in the middle.
Community /kəˈmjuːnəti/
Billion /ˈbɪljən/
Beyond /bɪˈjɒnd/
Beautiful /ˈbjuːtəfəl/
IMPORTANT NOTE: English words don’t normally end with the j sound.
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PRONUNCIATION. Pronouncing /ʤ/
/ʤ/ as in JUMP, JOB and JOIN.
PALATO-ALVEOLAR AFFRICATE: you create friction by

first stopping the airflow with your tongue and the ridge
behind your teeth, then release it through a narrow gap.
VOICED: you vibrate your vocal chords.
TONGUE: creating a narrow space between it and the ridge

behind the teeth.
The following words should be pronounced with /ʤ/. Repeat them carefully after your teacher.
Jaw Jet Joke Jeer Job
The /ʤ/ phoneme is normally spelled with the letter ‘j’ as in the word:
Just /dʒəst/
But can also be spelled with the letters ‘ge’ or ‘gi’ as in the words:
College /ˈkɒlɪdʒ/
Suggest /səˈdʒest/
Religion /rɪlɪʤən/
The following words should be pronounced with [ʤ]. Repeat them carefully after your teacher.
[ʤ] At the Beginning [ʤ] In the Middle [ʤ] At the End
General Major Large

Judge Energy Message
Joy Subject Knowledge
Jealous Management Huge
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74
LIGHTS, CAMERA & ACTION
Themes:
1. What´s on TV?
2. The Best Show Ever…
3. Through the Lens of the Documentary
4. Daily News
 Understand the gist of dialogue from a movie, a trailer for a film, or the events in a news
story when the visuals provide contextual support.
 Understand the main idea of an age appropriate audio-visual presentation.
 Understand media presentations on familiar events or places delivered clearly.
 Understand the important information in simple, clearly drafted print materials such as
T.V. guides, newspapers, and documentary reports.
 Understand English language sounds using knowledge in phonics, syllabification and word
parts.
 Understand subject specific words when encountered in text.
 Understand the main idea and supporting details in straightforward physical or electronic
letters and messages.
 Start, sustain and close simple face to face or telephone conversations with peers about
what´s on TV, the best show, documentaries and news, though there may be some
difficulty in understanding and being understood from time to time.
 Describe what is occurring in a film or book and indicate his/her personal opinion of it.
 Give a short prepared presentation dramatizing a TV show/news.
 Write simple, short descriptions of TV programs, the best show, documentaries and news
without using an aid such as a dictionary.
 Write personal reactions to film reviews, checking written sentences to look for mistakes
(e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.)
75
1. WHAT´S ON TV?
ELECTRONICS AND PHOTOGRAPHY VOCABULARY
76
USEFULL VOCABULARY
ENGLISH WORD TRANSLATION
Cartoons Fábulas, dibujos animados
Comedy/sitcoms Comedia / Serie televisiva
Forecast Pronóstico
Game show Programa de juegos
News Noticias
Soap operas Telenovelas
Sport programs Programa de Deportes
Talk show Programa de entrevistas
Weather Clima
Westerns Películas Viejo Oeste
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GRAMMAR FOCUS
Exercise #1. Complete the conversations. Then practice with a partner.
1. A: Hiroshi, ___________ you and Maiko from Japan?

B: Yes, we _________.
A: Oh? ________ Are you from Tokyo?
B: No, _________ not. __________ from Kyoto.
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2. A: ___________ Laura from the U.S.?
B: No, _________ not. She´s from the U.K.
A: __________ she from London?
B: Yes, she _________. But her parents are from Italy. _________ not from the U.K. originally.
A: _________ Laura´s first language Italian?
B: No, ________ not. __________ English.
3. A: _________ Selina and Carlos from Mexico?

B: No, ____________ not. _________ from Brazil.
A: ____________ you from Brazil, too?
B: No, ___________ not. I´m from Costa Rica.
A: So, _________ your first language Spanish?
B: Yes, it __________.
Exercise #2. Match the questions with the answers. Then practice with a partner.
1. Are you and your family from Canada? _____ a. Yes, it is. In fact, it´s a spectacular movie.
2. Is Jurassic Park a film about dinosaurs? _____ b. No, we´re not. We´re from Costa Rica.
3. Is Steven Spielberg a film director? _____ c. No, he´s not. He is an actor
4. Is Tom Hanks a musician? ____ d. No I´m not. I´m a student.
5. Are you an actor? _____ e. Yes, He´s one of the best film directors.
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Exercise #3. Where are these famous TV people from? Check ( ) your guesses.
1. 2. 3. 4.
Barbara Mori Charlize Theron Jackie Chan Tom Cruise
Brazil Sweden Korea the U.S.
Colombia Ireland China England
Mexico South Africa Japan New Zealand
Exercise #4. Group work.
Activity A. Compare your guesses. Then check your answers on the appendix.
A: Is Barbara Mori from Brazil?

B: No, she´s not
C: Is she from Colombia?
Activity B. Share your opinion.
1. Who´s your favorite actor or actress? Why do you admire him / her?
2. Who´s your favorite filmmaker?
3. Which are your favorite movies? Do you like action films? Or do you prefer drama films?
80
READING.
REPORT ON IMMIGRANTS
Exercise #5. TRUE or FALSE. Read the following statements based on the reading, and write down if
those are true or false.
1. Susan Myers is a teacher at the community College. _____________
2. They are from Vietnam. _____________
3. Peter is a student at Harvard. _____________
4. Dorothy is 25 years old. _____________
5. They live in the suburbs. _____________
81
READING.
LEARNING IS FUN
A school is a place where people learn from a teacher and from each other as well! A school can be
in a room or in any kind of building. It can even be in the open air. Schools are not the same in all
countries. Let´s take a look around the world.
A.
B.
C.
Exercise #6. Look at the pictures. Write the correct letter (A - C). Which shows:
1. An outdoor school _____ 4. A big classroom _______

2. Children in the open air _____ 5. Pictures on the wall _______
3. A boat ______
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Exercise #7. Read the text and answer the questions.
1. Where is Hasan from? ____________________________________________________.
2. Where is Hasan´s school? ____________________________________________________.
3. How old is Emma? ____________________________________________________.
4. What´s Emma´s nationality? ____________________________________________________.
5. Where is Marc´s school? ____________________________________________________.
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2. THE BEST SHOW EVER…
CINEMA AND ENTERTAIMENT VOCABULARY I
SPANISH WORD ENGLISH WORD
Acomodador Attendant
Acto Act
Actor Actor
Actriz Actress
Anfiteatro Dress circle
Anfitrión, Presentador Host
Aplausos Applause
Atracciones Floor show
Bastidores Wings
Candilejas Foot lights
Cantante Singer
Cine Cinema
Cineclub Film society (U.K); Film club (USA)
Comediante Comedian
Coristas Chorus girls
Coro Chorus
Cortometraje Short-length film
Cortos, avances (de una película) Trailer
Decoración Scenery
Director de cine Film director
Director de orquesta Conductor
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CINEMA AND ENTERTAIMENT VOCABULARY II
SPANISH WORD ENGLISH WORD
Efectos especiales Special effects
Efectos sonoros Sound effects
Escenario Stage
Espacio del apuntador Prompt box
Estrella de cine Movie star ; Film star
Estreno Première
Episodio Episode
Exhibición, mostrar, presentar Showcase
Festival de cine Film festival
Función de tarde Matinee
Horario estelar Prime Time
Largometraje Full-length film ; Feature film
Localidad, entrada Ticket
Orquesta Orchestra
Pantalla Screen
Película, filme Film, picture (U.K.) ; Movie (USA)
Película prohibida Banned film
Películas Films
Proyector; Foco Spotlight
Público Audience
Reparto Cast
Rodaje Shooting
Teatro Theatre
Sala Auditorium
85
Sala de fiestas Nightclub
Teatro Theatre
GRAMMAR FOCUS
Present Perfect Tense
Affirmative: Subject + has / have + been + Main Verb + -ing + Complements.
Negative: Subject + Haven't / Hasn't + Past Participle
Question (Y/N): Have / Has + Subject + Past Participle + Complements?
Question (Wh): Wh word + have / has + Subject + Past Participle + Complements?
86
87
Exercise #8. Complete the following statements with the correct form of the verb given in parenthesis.
Use the Present Perfect Tense.
1. She ________________ (not/study) for the exam.
2. Adam and Natalie ______________ (live) together for 3 years.
3. Where ____________ he _____________ (go)?
4. We ______________ (not/leave) yet.
5. I ___________ (want) a new car for a long time.
6. ______________ the bus ___________ (arrive) yet?
7. They ______________ (bring) their children with them.
8. _____________ you ever ______________ (see) a shooting star?
9. The movie ____________________ (not / start) yet.
10. Arnold Schwarzenegger ____________________ (act) many times in action movies.
88
READING.
DIRECTING A MOVIE
Gordon Schultz and his crew are preparing to shoot one of the last scenes of his new film “Shattered”,
a tragic love story set in Spain in 1938 towards the end of the Spanish Civil War. As the director, he is
trying to finish shooting the film this week but it hasn’t been easy. They have had so many problems,
that the previous day in a fit of rage he tore out a page of the script and flushed it down the toilet. Of
course that wasn’t the end of it. The paper got lodged in the pipes and the toilet overflowed. A plumber
had to be called to fix the mess and everyone was upset.
Sylvia Sanchez is on the set, staring up at the ceiling, mumbling her lines to herself while the make-up
crew puts on the finishing touches. She is playing the role of Maria Perez whose husband is fighting the
Nationalists near the Ebro River. Ricky Sanchez a few feet away paces back and forth, mentally
preparing for the scene. He plays Oscar de la Roca, a deserter returning from the battle, bruised and
bloody. He and Maria were childhood friends and he has returned with bad news.
“Take your places…” Gordon calls out to the cast and crew. “………and ACTION!”.
Maria sits alone in a chair, looking sadly at a picture of her husband. Suddenly the door swings
open and Oscar staggers into the room. Maria gets up and rushes to him “Oscar!!” she exclaims; “What
happened?”.
Oscar looks at her and shakes his head “We’re finished! We threw everything we had at them. They
were too strong, too well armed. They just … overwhelmed us.”
“What about Pablo?” she asks. Oscar looks up and then looks down again. “Pablo is not coming back”.
“No!” cries Maria; “it can’t be”.
“CUT!” yells Gordon. Everyone stops, and the director walks up to Maria. “Listen Sylvia, that was …… a
bit tepid. Maria gave up everything to be with Pablo. She waited 8 years for him to return from France
so that they could finally be together. I think she would be a little more upset than that.” Sylvia nods.
“Ok, let’s take it from the top again. Places everyone! Five, four, three, two, one, and ……….. ACTION!”
Oscar comes staggering in, fake blood dripping from his arm. The door swings wide open, slips off its
hinges and falls on one of the cameramen. “WHAT THE ……. CUT!!!!” screams Gordon. He flings his
script on the ground and walks over to the injured cameraman. He has a nasty cut on his leg. “Oh for
Pete’s sake, could someone call 911??”. “That won’t be necessary” groans the cameraman holding his
leg and making a face like he was praying very hard to God. “Just get me the first aid kit and I’ll be fine”.
“Are you sure you’re ok? All right, you heard the man, get him the first aid kit and let’s get back to
work” says the director walking back to his chair. Ten minutes later, the actors and the crew are back
in place. “Oscar says ‘They overwhelmed us’ let’s take it from there” shouts Gordon hoping to move
past the whole door incident. “And………. ACTION!”
“They just….overwhelmed us” begins Oscar with a look of hopelessness.

“What about Pablo?” asks Maria, trying to ignore the cameraman still holding his leg.
“Pablo is gone! “Replies Oscar softly. “NOOOO!!!” wails Maria, beginning to force out a tear or two.
Gordon looks up from the script in his hand. “CUT! Ricky! Isn’t the line ‘Pablo is not coming back’
instead of ‘Pablo is gone’?
89
“Oh right! I knew that sounded a bit off” replies Ricky apologetically.
“Ricky, check your lines please! We’re all starving here. It’s lunch time. Let’s just wrap up this scene and
get something to eat” says Gordon, getting back into his Director’s chair. “Pablo is not coming back; take
it from there. Five, four, three, two, one and ………… ACTION!”
“Pablo is not coming back” begins Ricky, trying to get back into the scene. “NOOOO!!!” wails Maria just as
Ricky’s cell phone goes off. “ARE YOU KIDDING ME????” screams Gordon from the Director’s chair.
“Sorry!!! I could have sworn I had switched that off and left it on the table. It won’t happen again”
“Three, two, one and ……….ACTION!” yells Gordon as he imagines strangling Ricky with his bare hands.
“Pablo is not coming back!”
“NOOOOO!!! It can’t be!”. Maria drops to her knees and begins to sob.
“CUT!!” Gordon walks over to the set and hands Maria a tissue. She wipes her eyes and blows her nose.
“Still no good?”
“It’s better, much better. I’m starting to feel your pain a bit. I think you’re getting the idea. However, I
want to see more. Just go all out. Ok, let me give you an image to work with. Your heart has been ripped
out of your chest. Your children have been eaten by wild dogs. The world that Maria knew is no more. Am
I making sense? This is one of the last scenes of the film. The audience should want to get out of their
seats and come running over to comfort you.”
“Got it “replies Sylvia taking a deep breath to prepare for the next take.
“Ok people, let’s get this done. “Three, two, one and …………. ACTION!”
“Pablo is not coming back” groans Oscar.
“NOOO!!!” screams Maria. She throws herself down on the floor and bawls loudly while beating the floor
with her fists. “IT CAN’T BE!!” she yells while Oscar runs over to console her. “DAMN THEM!! WHAT IS
HAPPENING TO THIS COUNTRY??!!”
“Don’t worry,” replies Oscar softly “we will get them for this”. He looks up with a look of determination
“Cataluña will be saved from those barbaric Nationalists. We will win in the end and Spain will set an
example of peace and prosperity for the rest of Europe”.
“CUT!!” yells Gordon. “Great job both of you! Maria, that’s exactly what I was looking for. Let’s break for
lunch. Someone get Maria a box of tissues and a bag of ice for her hand. I think it is beginning to swell.”
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Exercise #9. Based on the reading above, choose the best answer in order to complete the statements.
1. Gordon Schultz created a new film. The name of this new film is _______________.
a. Lucifer
b. Spain
c. Shattered
d. Staggers
2. This is a ___________________ story at the end of the Spanish Civil War.
a. action
b. tragic love
c. comic
d. tragic scare
3. Which object did hurt the cameraman? It was a _________________.
a. door
b. glass
c. camera
d. screw
4. The cameraman asked for the _________________ only.
a. camera
b. 911 call
c. hopelessness
d. first aid kit
5. This is one of the ______________ scene of the film.
a. first
b. last
c. second
d. third
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Exercise #10. Write down the following words in the correct order in order to form a complete
sentence.
1. Italy / ever / you / have / to / gone / ?
________________________________________________________________
2. eaten / never / have / I / octopus
________________________________________________________________
3. year / she / grown / has / this / a / lot
________________________________________________________________
4. train / yet / arrived / his / hasn't
________________________________________________________________
5. have / 1997 / they / been / since / married
________________________________________________________________
6. ? / car / long / how / had / your / have / you
________________________________________________________________
7 cinema / times / the / month / we / gone / this / have / to / three
________________________________________________________________
8. haven't / phone / still / I / my / found
________________________________________________________________
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3. THROUGH THE LENS OF THE DOCUMENTARY
USEFUL VOCABULARY
ENGLISH WORD SPANISH WORD
Box office boletería
Documentaries documental
Feature films largometraje
Film crew equipo de filmación
Film documentaries documental
Hit golpear, éxito
Host presentador, anfitrion
Models modelos
Narrator narrador
Outstanding sobresaliente.
Premiere estreno
Real people gente real
Real world mundo real
Role rol, papel
Roles papel, roles
Screenplay guión
Screenwriter guionista
Series serie
Supporting actor/cast/ filmmaker actor / elenco de reparto
Title screens pantalla de título
Voice-overs voz en off
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CONVERSATION. I didn´t study!
Michael: Hi, Jennifer. Did you have a good weekend?
Jennifer: Well, I had a busy weekend and I feel a little

tired today.
Michael: Really? Why?
Jennifer: Well, on Saturday, I exercised in the morning.

Then my roommate and I cleaned, did laundry,
and shopped. And then I visited my parents.
Michael: So what did you do on Sunday?
Jennifer: I studied for the test all day.
Michael: Oh, no! Do we have a test today?

I didn´t study! I just watched television
all weekend.
GRAMMAR FOCUS
Simple Past Tense (Regular Verbs)
AFFIRMATIVE NEGATIVE
I studied on Sunday. I didn´t study On Saturday.
You watched television. You didn´t watch a movie.
She stayed home. She didn´t stay out.
We shopped for groceries. We didn´t shop for clothes.
They exercised on Saturday. They didn´t exercise on Sunday.
didn´t = did not
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Exercise #11. Tim is talking about his weekend. Complete the sentences. Then compare with a partner.
On Friday night, I _____waited_____ (wait) for a phone call, but my girlfriend ____________ (not call). I
just ___________ (stay) home and ________________ (watch) television. On Saturday, I ___________
(visit) my friend Frank. We _____________ (talk) and _______________ (listen) to music. In the evening,
he _______________ (invite) some friends over, and we ______________ (cook) a great meal. I
_____________ (not work) very hard on Sunday. I _______________ (walk) to the mall and
______________ (shop).
Exercise #12. Complete the sentences. Use your own information. Then compare with a partner.
1. Yesterday, I _____watched / didn´t watch_____ (watch) television.

2. Last night, I _____________________________ (stay) home.
3. Last week, I _____________________________ (exercise) every day.
4. Last month, I ____________________________ (shop) for clothes.
5. Last year, I ______________________________ (visit) a different country.
A. PRONUNCIATION. Simple past –ed endings.
Listen and practice. Notice the pronunciation of –ed. Ask your teacher for assistance.
/t/ /d/ /Id/
Worked Cleaned Invited
Watched Stayed Visited
_________________ _________________ __________________
_________________ _________________ __________________
B. With your teacher´s assistance listen and write these verbs under the correct sounds.
Cooked exercised listened needed shopped waited
95
GRAMMAR FOCUS
Simple Past Tense (Irregular Verbs)
I did my homework. You got up at noon He went to the museum.
I didn´t do the laundry. You didn´t get up at 10 am He didn´t go to the library.
We met our classmates. You came home late. They had a picnic.
We didn´t meet our teacher. You didn´t come home early. They didn´t have a party.
*For a list of more irregular verbs, see the appendix at the back of the book.
Exercise #13.
A. COMPLETE THE CHART. Then check with your teacher.
Present Past Present Past Present Past
Buy _ bought ____________ read /rᵋd/ ___________ sat
_________ ate ____________ rode ___________ took
_________ felt ____________ saw ____________ wore
B. Write five things you did and five things you didn´t do last weekend.
Things I did Things I didn´t do

I saw a documentary I didn´t exercise.
I studied. I didn´t buy clothes.
C. GROUP WORK. Tell your classmate about your weekend.
A: I saw a documentary last weekend.

B: I didn´t see a documentary. But I watched television.
C: I watched television, too! I saw…
96
CONVERSATION. Did you like it?
Laura: So, did you go anywhere last summer?
Erica: Yes, I did. My sister and I went to Arizona.

We saw the Grand Canyon.
Laura: Really? Did you like it?
Erica: Oh, yes. We loved it!
Laura: Did you go hiking there?
Erica: No we didn’t. Actually, we rode horses.

And we also went white-water rafting on
the Colorado River!
Laura: Wow! Did you have fun?
Erica: Yes we did. We had a great time!
GRAMMAR FOCUS
Simple Past yes / no questions
Did you have a good summer? Did Erica like her vacation?
Yes, I did. I had a great summer. Yes, she did. She liked it a lot
Did you play volleyball? Did Erica and her sister go to Colorado?
No, I didn’t. I played tennis. No, they didn’t. They went to Arizona.
Exercise #14. Complete the conversation. Then practice with a partner.
1. A: __Did____ you ___have____ (have) a good summer?

B: Yes, I _________. I _________ (have) s great summer. I just _____________ (relax).
2. A: _______ you _________ (go) anywhere last summer?

B: No, I _________. I ___________ (stay) here. But my friends _____________ (visit) me, and
on the weekends we __________ (go out) a lot.
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3. A: _________ you _________ (take) any classes last summer?
B: Yes, I _______. I __________ (take) tennis lessons, and I _________ (play) tennis every day.
4. A: ________ you _________ (speak) English last summer?

B: No, I ________. But I _________ (read) English books and I ________ (watch) English movies.
READING.
98
Exercise #15. Read the article. Then correct the sentences.
1. Kelly got married. ______Kelly’s best friend got married _______________________________
2. Helen got married in a church. _____________________________________________________
3. After the wedding, everyone went out to eat. _________________________________________
4. Robert went to a rock concert with his parents. _______________________________________
5. It took three hours to get home after the concert. _____________________________________
6. Robert got home at ten o’clock last night. ____________________________________________
7. Erin goes camping every weekend. __________________________________________________
8. Erin and her friends went fishing on Saturday. _________________________________________
9. Erin liked camping a lot. __________________________________________________________
Exercise #16. Complete the following exercises.
A. Check ( ) the things you did last weekend. Then add two more things you did.
saw a movie had dinner at a restaurant

worked in the yard read a book
cleaned the house went dancing went dancing
exercise or played sports met some interesting people
went shopping talked on the phone
bought some clothes got up late
saw friends ________________________
studied ________________________
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B. PAIR WORK. Ask your partner about his or her weekend.
Example:
A: Did you see a movie last weekend, Keiko?
B: Yes, I did. I saw the new Tom Cruise movie.
I loved it. Did you see a movie?
A: No, I didn’t ….
C. GROUP WORK. Join another pair. Tell them about your partner’s weekend.
“Keiko saw the new Tom Cruise movie. She loved it…”
GRAMMAR FOCUS
Statements with the past of be
I was born in San José. I wasn’t born in the U.S.
You were pretty young. You weren’t very old.
She was seventeen. She wasn’t in college.
He was in Coned last year. He wasn’t in Coned
We were born in the same year. We weren’t born in the same country.
They were in Liberia in 1999. They weren’t in Liberia in 1999.
Contractions
Wasn’t = was not
Weren’t = were not
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Match the people with the countries. Then check your answers at the bottom of the snapshot. What
famous people were born in your country? What do they do?
CONVERSATION. I was born in Korea.
Chuck: Where were you born, Melissa?
Melissa: I was born in Korea.
Chuck: Oh so you weren’t born in the U.S.
Melissa: No, I came here in 1999.
Chuck: Hmm. You were pretty young.
Melissa: Yes, I was only seventeen.
Chuck: Did you go to the college right away?
Melissa: No, my English wasn’t very good, so
I took English classes for two years first.
Chuck: Well, your English is really good now.
Melissa: Thanks, your English is pretty good, too.
Chuck: Yeah, but I was born here.
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Exercise #17. Melissa is talking about her family. Choose the correct verb forms. Then compare with a
partner.
My family and I were (was / were) all born in Korea, we ________

(wasn’t / weren’t) born in the U.S. I ______ (was / were) born in the
city of Inchon, and my brother _______ (was / were) born there,
too. My parents (wasn’t / weren’t) born in Inchon. They _______
(was / were) born in the capital, Seoul.
SEOUL
Exercise #18. Complete these questions with was or were.
1. __________ you born in this city?

2. Where __________ you born?
3. Where __________ your parents born?
4. When __________ your mother born?
5. When __________ your father born?
6. __________ you and your family in this city last year?
7. __________ you at this school last year?
8. Who __________ your first English teacher?
9. What nationality __________ your first English teacher?
10. What __________ he or she like?
Exercise #19. A friend has just come back from holiday. You ask him about it. Write your questions.
1. (Where/go?) _____Where did you go?______________
2. (go/alone?) ___________________________________
3. (food/good) ___________________________________
4. (how long/stay there?) ___________________________________
5. (stay/at a hotel?) ___________________________________
6. (how/travel?) ___________________________________
7. (the weather /fine) ___________________________________
8. (what/do in the evenings?) ___________________________________
9. (meet/anybody interesting?) ___________________________________
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Exercise #20. Read the following text and answer the questions choosing the best option.
Wolfgang Amadeus Mozart was an Austrian

musician and composer. He lived from 1756 to
1791. He started composing at the age of five
and wrote more than 600 pieces of music. He
was only 35 years old when he died.
1. How many pieces did Amadeus Mozart compose?
a. more than seven hundred.

b. more than five hundred.
c. more than six hundred.
d. more than four hundred.
2. Which was the nationality of Wolfgang Amadeus Mozart?
a. Australian.
b. Austrian.
c. Algerian.
d. American.
3. Wolfgang Mozart was a __________________.
a. composer and comedian

b. composer and architect
c. composer and astronomer
d. composer and musician
4. He was only _____________ when he died.
a. thirty five years old

b. thirty four years old
c. thirteen years old
d. thirty years old
5. How old was Mozart when he started composing music?

a. 5
b. 7
c. 4
d. 10
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READING.
Exercise #21. A. Read the article. Then write a question for each answer.
1. _______________________________________________? In Puerto Rico.
2. _______________________________________________? At the age of 12.
3. _______________________________________________? After five years.
4. _______________________________________________? Because he was frustrated.
5. _______________________________________________? Les Miserables.
6. _______________________________________________? “Livin’ La Vida Loca”
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B. Number these events in Ricky Martin’s life from 1 (first event) to 10 (last event).
______ a. He joined a boy band.

______ b. He moved to New York City.
______ c. He made an English-language album.
______ d. He appeared in a Broadway musical.
______ e. He recorded albums in Spanish.
______ f. He returned to the U.S.
___1__ g. He was born.
______ h. He left Menudo.
______ i. He studied singing.
______ j. He moved to Mexico.
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4. DAILY NEWS
MASS MEDIA AND COMMUNICATION USEFUL VOCABULARY
ENGLISH WORD SPANISH WORD ENGLISH WORD SPANISH WORD
Advertisement Anuncio en un diario Picture Imagen

Aerial Antena Pillar box Buzón en la calle
Airmail Correo aéreo Post Box (U.K.) Buzón en la calle
Breaking news Noticia de última hora Mail Box (USA) Buzón en la calle
Broadcasting Radiodifusión Lap Top Ordenador portátil
Calculator Calculadora Post office Oficina de correos
Call box / booth (U.S.) Cabina telefónica Postage stamps Sellos franqueo
Phone Box (U.K.) Cabina telefónica Postal order Giro postal
Channel Cadena ; Canal Postman (U.K.) Cartero
Column Columna de un periódico Mailman (USA) Cartero
Computer Ordenador Printer Impresora
Earpiece ; Receiver Auricular de teléfono Public telephone Teléfono público
Eyewitness reports Reporte de Testigo Radio Radio
Express registered Carta urgente Radio station Emisora
Headlines Encabezado Report Reportaje
Interview Entrevista Satellite Satélite
Journal Periódico Script Guión
Laser printer Impresora láser Tape recorder Magnetófono
Letter Carta Telegram Telegrama
Letter box Buzón en la puerta Telephone Teléfono
Messenger Mensajero Televiewer Televidente
Microphone Micrófono Television Televisión
Mobile Teléfono móvil To cover a story Cubrir una noticia
News Noticias To verify Verificar
News bulletin Boletín informativo
Newspaper Periódico, diario
Newsreader Presentador de noticiero
Parcel Paquete postal
PC (personal computer) PC (ordenador personal)
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GRAMMAR FOCUS
Simple Present Tense
3rd Singular Person Rule:
SHE She drives a bus.
HE We have to add an “S” or “ES” to the verb He works in the Newspaper La Nación
IT It runs two times today.
-x fix / fixes
-ss kiss / kisses
-o do / does
We add “es” to the verb when the verb ends in -ch catch / catches
-sh finish / finishes
-z buzz / buzzes
“Y” Rule:
If a word ends in a consonant + y:
 “y” changes to “ie” before the ending –s:
Hurry / hurries Study / studies Try / tries
 “y” doesn’t change if the word ends in a vowel + y
Play / plays Enjoy / enjoys Buy / buys
We use the present simple to talk about things in general. We are not thinking only about now. We use
it to say that something happens all the time or repeatedly, or something is true in general. It is not
important whether the action is happening at the time of speaking:
 Nurses look after patients in hospitals.

 I usually go away at weekends.
 The Earth goes around the sun.
Remember that we say: he / she / it –s. Don’t forget the “s”.
 I work… but He works… They teach… but My sister teaches…
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Exercise #22. Paul Carter is talking about his family. Complete the sentences with the correct verb
forms. Then compare with a partner.
1. My family and I _________ (live / lives) in the suburbs. My wife and I ________ (work / works)
near here, so we ________ (walk / walks) to work. Our daughter Emily _______ (work / works)
downtown, so she ________ (drive / drives) to work. Our son _________ (don’t / doesn’t) drive.
He _________ (ride / rides) his bike to school.
2. My parents ________ (live / lives) in the city. My mother _________ (take / takes) a train to
work. My father is retired, so he (don’t / doesn’t) work now. He also _________ (use / uses)
public transportation, so they _________ (don’t / doesn’t) need a car.
GRAMMAR FOCUS
Simple Present Tense (irregular verbs)
I / You / We / They He / She / It
I have a bike. My father has a car.
We do our homework every day. My mother does a lot of work at home.
My parents go to work by bus. The bus goes downtown.
Exercise #23. Ashley is talking about her family and her friend Jason. Complete the sentences. Then
compare with a partner.
1. My parents __________ (have / has) a house in the suburbs. My mom and dad ________ (go /
goes) downtown to work. My parents are very busy, so I ________ (do / does) a lot of work at
home.
2. My brother doesn’t live with us. He ________ (have / has) an apartment in the city. He
_________ (go / goes) to school all day, and he ________ (do / does) office work at night.
3. I ________ (have / has) a new friend. His name is Jason. We _________ (go / goes) to the same
school, and sometimes we __________ (do / does) our homework together.
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PRONUNCIATION
Listen to your teacher and practice. Notice the pronunciation of the –s endings.
s = /s/ s = /z/ e(s) = /Iz/
take takes go goes dance dances
walk walks study studies watch watches
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CONVERSATION. I get up at noon.
Jack: Let’s go to the park on Sunday.

Amy: OK, but let’s go in the afternoon.
I sleep late on weekends.
Jack: What time do you get up on Sundays?
Amy: At ten o’clock.
Jack: Oh, that’s early. On Sundays I get up at noon.
Amy: Do you eat breakfast every day.
Jack: Sure. I have breakfast every day.
Amy: Then let’s meet at this restaurant at one o’clock.
They serve breakfast all day!
GRAMMAR FOCUS
Simple Present yes / no questions and negative statements
In questions and in negative statements we have to use an auxiliary verb which will support the main
verb and the tense of the sentence. This auxiliary will be the verb DO.
I / You / We / They He / She / It
DO DOES
Q: Auxiliary (Do) + Subj + Verb + Complements? Q: Auxiliary (Does) + Subj + Verb + Complements?
Do you get up early? Does he have lunch at noon?

No, I don’t. I get up late. Yes, he does. He have lunch at noon.
(-): Subj + don’t + verb + Complements. (-): Subj + doesn’t + verb + Complements.
I don’t like tabloids. She doesn’t read the newspaper every day.
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Simple Present WH Questions
WH / Word + Auxiliary (Do / Does) + Subject + Main Verb + Complements + ?
DO (I, You, We and They) DOES (She, He and It)
What do they eat for lunch? Where does she live?

They eat rice, beans, meat and picadillo. She lives in Heredia.
What time do you have lunch? Which newspaper does he like to read?
I usually have lunch at 12 noon. He likes to read “La Teja”.
Exercise #24. Complete the questions with do or does. Then write three more.
1. __Do__ you get up early on weekdays?
2. What time _______ you go home?
3. ______ your mother work?
4. How ______ your father get to work?
5. ______ your parents read in the evening?
6. When _____ your parents shop?
7. _______ Jack read the news on weekends?
8. _______________________________________________?
9. _______________________________________________?
10. _______________________________________________?
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READING.
Electronic Media
In the last century, a revolution in telecommunications has greatly altered communication by
providing new media for long distance communication. The first transatlantic two-way radio
broadcast occurred in 1906 and led to common communication via analog and digital media:
Analog telecommunications include some radio systems, historical telephony systems, and historical
television broadcasts.
Digital telecommunications allow for computer-mediated communication, telegraphy, and computer
networks.
The difference between analog and digital photography is that digital photography is easier to edit
and have a lot of choices after taking photos, but analog photography is more simple and you have
to accept the photo if you don't like it.
Modern communication media now allow for intense long-distance exchanges between larger
numbers of people (many-to-many communication via e-mail, Internet forums, and teleportation).
On the other hand, many traditional broadcast media and mass media favor one-to-many
communication (television, cinema, radio, newspaper, magazines, and also social media).
Electronic media usage is growing, although concern has arisen that it distracts youth from face-to-
face contact with friends and family. Research on the social engagement effect is mixed. One study
by Wellman found that "33% of Internet users said that the Internet had improved their connections
to friends 'a lot', and 23% said it had increased the quality of their communication with family
members by a similar amount. Young people in particular took advantage of the social side of the
Internet. Nearly half (49%) of the 18- to 29-year-olds said that the Internet had improved their
connections to friends a lot. On the other hand, 19% of employed Internet users said that the
Internet had increased the amount of time they spent working in home".
Electronic media now comes in the forms of tablets, laptops, desktops, cell phones, mp3 players,
DVDs, game systems, radios, and television. Technology has spiked to record highs within the last
decade, thus changing the dynamic of communication. The spike in electronic media really started to
grow in 2007 when the release of the first iPhone came out. The meaning of electronic media, as it is
known in various spheres, has changed with the passage of time. The term media has achieved a
broader meaning nowadays as compared to that given it a decade ago.
In modern terms, the term "media" includes all the software which are used in PC (computer) or
laptop or mobile phone installed for normal or better performance of the system; today, however,
hard discs (used to increase the installation capacity of data) of computer are an example of
electronic media. This type of hard disc is becoming increasingly smaller in size.
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Exercise #25. Mark with an “x” the option that best completes the sentence given.
1. In nineteen ninety-six, ________________.
a. there was a revolution in telecommunications

b. the first transatlantic radio broadcast occurred
c. analog photography occurred
d. digital era started
2. Modern communication media now allow _______________.
a. analog communications
b. historical telephony systems and historical television broadcasts
c. many people connected despite the distance
d. telegraphy
3. The term “media” includes ___________________.
a. changed with the passage of time

b. better performance of the systems
c. a broader meaning nowadays as compared to that given it a decade ago
d. all the software which are used in Personal Computers, mobiles, etc.
4. The _________ are becoming tiny in size.
a. DVDs
b. hard discs
c. networks
d. telegraphy
5. With the release of the ___________, the electronic media started to grow.
a. telegraphy
b. iPhone
c. mp3 players
d. DVD
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PRONUNCIATION. Pronouncing /s/
[s] as in SAT, SUE and PLACE.
LIPS: slightly separated
JAW: relaxed
TONGUE: just behind the teeth restricting airflow to a narrow

channel
The /s/ phoneme is normally spelled with the letter “s” as in the words:
so /səʊ/
just /dʒəst/
But can also be spelt with the letter “c”, when followed by an ‘i’ or an ‘e’. As in the words:
city /ˈsɪti/
once /wʌns/
The following words should be pronounced with [s]. Repeat them carefully after your teacher.
[s] At the Beginning [s] In the Middle [s] At the End
Some Just This

School First Us
Still Also place
State Last case
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PRONUNCIATION. Pronouncing /z/
[z] as in ZIP, ZOO and PLAYS.
LIPS: slightly separated
JAW: relaxed
TONGUE: directing a stream of air with the tongue towards

the sharp edge of the teeth.
The /z/ phoneme is normally spelled with the letter ‘z’ as in the words:
citizen /ˈsɪtəzən/
But can also be spelled with the letters ‘se’ or ‘x’ as in the words:
these /ðiːz/
because /bɪ’kɒz/
exactly /ɪgˈzæktli/
The following words should be pronounced with [z]. Repeat them carefully after your teacher.
[z] At the Beginning [z] In the Middle [z] At the End
Zone Business Use

Zoo President Those
Result Size
Reason Lose
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PRONUNCIATION. Pronouncing /θ/
[θ] as in THIN, THINK and THANK.
LIPS: are protruded and slightly parted
JAW: is slightly lowered
TONGUE: it is between the tip of the tongue and the top

teeth.
The θ sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiceless dental fricative’. This
means that you create friction between the tongue and top teeth.
The /θ/ phoneme is normally spelled with the letters ‘th’ as in the words: As in the words:
three /θriː/
something /’sʌmθɪŋ/
month /mʌnθ/
both /bəʊθ/
The following words should be pronounced with [θ]. Repeat them carefully after your teacher.
[θ] At the Beginning [θ] In the Middle [θ] At the End
Thank Nothing Health
Third Anything North
Thousand Author Truth
Throw Method Mouth
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IN THE PUBLIC EYE!
Themes:
1. Success vs. Fame
2. National Role Models
3. Contributions of Outstanding Figures to Society
4. Breaking News: Read All About It

 Understand small group discussion between two or more native speakers if that
conversation is unhurried and if the student is familiar with the topic under discussion in
a video recording.
 Understand the main points of a relatively long discussion if it concerns a familiar topic
and if the people involved use Standard English and do not speak too quickly.
 Understand the most important information in a news broadcast (television, Internet)
when visuals support the message.
 Identify relevant information and draw conclusions.
 Identify English language sounds in phonics, syllabification and word parts.
 Understand factual text and simple reports on familiar topics (e.g., charts and graphs,
movie review, and interviews).
 Oral and Written Production

 Offer opinions and comments about outstanding figures’ positive and questionable
actions in readings, texts, reports, and breaking news examined in class in a small group
situation.
 Interview others about nationally and internationally outstanding figures if the questions
have been prepared beforehand. Sometimes, pose a further question without having to
pause very long to formulate the question.
 Describe personal and other people’s stories of success.
 Describe contributions of nationally and internationally outstanding figures.
 Write a narrative paragraph of personal and other people’s stories of success, checking
written sentences to look for mistakes (e.g., subject-verb agreement, capitalization,
spelling, basic punctuation, etc.).
117
1. SUCCESS vs. FAME
READING.
Teaching your grandkids the difference between fame and success

Young children today grow up with fame dangling in front of them as the most aspirational way to
live their lives, but is that the right thing to teach them? Or should we be teaching them about the
importance of success over fame?
This generation, in an era of social media and voluminous identity, seem to idolise TV and YouTube
stars, footballers and fashion models. They want to be famous, and fast. What they are famous for
seems to be less important for many.
Shows like Big Brother, Dancing with the Stars and the swathes of other types of reality TV make
fame seem really important and valuable to children, and very desirable. We did it in yesteryear
too, with the Johnny Young Talent Show and a steady diet of supermodels in magazines raising a
generation of children in Generation X who wanted to be just like the stars and models known for
little more than their physical attributes. Fame has been steadily growing as the largest goal for
many since my own youth, and I am nearly 40.
But what should we here, as grandparents hope to teach our grandchildren? Is fame or success
more important in your opinion?
It’s funny to think that you can be famous without people recognizing your skill sets, your
knowledge or your achievements. You can be famous for turning up, being popular or being a star.
Is that a worthy and valuable? Is it right for anyone to judge?
Success on the other hand is defined in itself as an accomplishment of an aim or purpose. Success is
something that you set as a goal and work towards to achieve. For some people achieving fame is
their goal. So I guess, in that they will find success. For me success is a little different.
My grandparents taught me to value success high above fame in life. That is, they fought hard to
ensure I got a good education, and respected it. And they explained that it was important to use my
education in life to achieve things. They taught me that looks and physical talent were likely fleeting
and to be enjoyed with caution knowing one should always have a back-up plan driven by a desire
to achieve success.
Sounds like tough lessons for a kid growing up, and as a parent today I find myself torn between
wanting to teach my kids that they can be anything their heart desires, from famous popstar or dancer
to business owner or mother and wanting to ensure they value success or achievement of goals in life
before fame or achievement of someone remembering your name.
The last thing I wish for my child or grandchild one day is to become inadvertently famous for not very
much. That is, they become a target of the media and elevated quickly to fame for their sins or
opportunism.
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 Pay attention to the following meanings:
Exercise #1.
A. Base on the reading and after checking the meanings, discuss with your teacher and peers what
is the most important for you and what do you think about your classmate’s opinions.
I think …______________________________________________________________________
I think what my classmate had said before about …. is…._______________________________
B. Check on the following phrase said by Bill Gates (Microsoft CEO):
What do you think about it? Do you have a personal success story to share?
______________________________________________________________________________.
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GRAMMAR FOCUS
Past Perfect Form
Subject + had + Past Participle + Complements.
 I had been a couch potato for a long time until I was diagnosed with diabetes.
 He had said that he could play better next time.
 They had worked hard to reach the first position.
Exercise #2. Put the verb into the correct form, past perfect or simple past.
1. Was Tom at the party when you arrived? No, he ___had gone___ (go) home.
2. I felt very tired when I got home, so I _______________ (go) straight to bed.
3. The house was very quiet when I got home. Everybody _____________ (go) to bed.
4. Sorry I’m late. The car _____________ (break) down on my way here.
5. We were driving along the road when we ____________ (see) a car which _________ (break)
down, so we _____________ (stop) to see if we could help.
Exercise #3. Read the situations and write sentences from the words in brackets.
1. You went to Jill’s house but she wasn’t there. (she / go / out) ___She had gone out__.
2. You went back to your home town after many years. It wasn´t the same as before. (it / change
/a lot) _______________________________.
3. I invited Rachel to the party but she couldn’t come. (she / arrange / to do something else)
____________________________________.
4. You went to the cinema last night. You arrived at the cinema late. (the film / already / begin)
____________________________________.
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READING.
My Wedding Day
It was December 8th, my Wedding Day. It was 9:00 a.m. and I hadn’t woken up because the alarm clock
hadn’t rung. It wasn’t until 9:30 that my mom arrived and woke me up. I had only one hour to get ready
and leave because the ceremony was at 11:00, but I hadn’t even taken a shower. I was desperate. By
10:00 I had already done it and also I had eaten breakfast but I hadn’t gone to the beauty salon yet.
When I got there, it was closed. My hairdresser had left the keys at home. So, we went back home, and
my mom helped me with my hair, makeup and dress.
Later, I received a call; it was the priest telling me that he had gone out of town and he couldn’t preach
that day. Luckily, my mom could get another priest.
It was 12:00 and the car hadn’t picked us up yet. Immediately, we took a taxi to the church and arrived
at 1:00. The guests had been waiting for three and a half hours.
Finally, I got married and the reception was beautiful.
Exercise #4. Read the text again and answer the questions choosing the best option.
1. How long had the guests been waiting for the bride? They had been waiting for _____________.
a. more than two hours
b. thirteen hour and a half
c. more than three hours
d. one hour and a half.
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2. Why she couldn’t get to the beauty salon? Because _________________.
a. the hairdresser was busy
b. the hairdresser had left out to eat
c. the hairdresser hadn’t eating breakfast
d. the hairdresser had left the keys at home
3. What time did she get up the wedding day? She got up at ________________.
a. nine and a half in the morning
b. nine and a half in the evening
c. nine o’ clock
d. at noon
4. Why the priest couldn’t preach that day? Because ____________________.

a. he missed the date
b. the mass was in another place
c. he had gone out of town
d. he went back home
5. What time did the ceremony start? It started at _________________.

a. eleven o’clock in the morning
b. ten o‘ clock in the morning
c. nine o’clock in the morning
d. nine thirty in the morning
6. What was the reason she got up late? Because _____________________.

a. she hadn’t taken a shower
b. she had only one hour to get ready
c. the alarm clock had rung before
d. the alarm clock hadn’t rung
122
PRONUNCIATION. Pronouncing /OU/
[OU] as in OH, NO and GOAT
LIPS: are tense and very round.
+ JAW: rises with tongue and closes slightly.
TONGUE: glides from midlevel to near the roof

of the mouth.
[OU] is a diphthong. It begins with [O] and ends with [U].
[OU] in English is similar to stressed “ó” in Spanish. ([OU] is actually longer and more prolonged than
Spanish “ó”.)
POSSIBLE PRONUNCIATION PROBLEMS FOR THE SPANISH SPEAKER
Your pronunciation problems with this sound occur because of confusing English spelling patterns and
the similarities between other vowel sounds.
EXAMPLES: If you substitute [ʌ] for [OU]: coat will sound like cut
If you substitute [ɔ] for [OU]: bold will sound like bald
The following words should be pronounced with [OU]. Repeat them carefully after your teacher.
[OU] At the Beginning [OU] In the Middle [OU] At the End
Oat boat go
Own both so
Oak coat no
Old nose toe
Omen roam sew
Only loan ago
Over known show
Oval spoke snow
Open soul hello
Ocean don’t though
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[OU] SPELLED:
“o” “oa” “ow” “oe” “ou”
No soap know toe dough

Rope goat owe foe though
Vote loan grow goes shoulder
Home foam throw
Fold load bowl
HINTS:
a. When “o” is in a syllable ending in silent “e”, the letter “o” is

pronounced [OU] (the same name as the alphabet letter “O”!!!).
EXAMPLES: phone note home rope
b. The letters “oa” are usually pronounced [OU].

EXAMPLES: coal boat roasting toaster
c. The letter “o” followed by “ld” is usually pronounced [OU].

EXAMPLES: cold old soldier told
Exercise #5. Read each four-word series aloud. (Only ONE word in each group has the diphthong [OU].)
Circle the ONE word in each series that IS pronounced with [OU].
EXAMPLE: milk root beer punch coke
1. brown towel known crowd

2. trouble notice normal pocket
3. orange carrot yellow lemon
4. foot toes ankle eyebrow
5. politics office vote governor
6. comb tomb bomb come
7. essay poem story book
8. prove love stove shove
9. world town country road
10. tomato olive corn onion
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PRONUNCIATION. Pronouncing /ɔɪ/
/ɔɪ/as in OIL, NOISE and BOY
LIPS: glide from a tense oval shape to a relaxed,

slightly parted position.
+ JAW: rises with the tongue and closes.
TONGUE: glides from a low position to high near the
roof of the mouth
[ɔɪ] is a diphthong. It begins with [ɔ] and ends with [ɪ]. [ɔɪ] is pronounced the same way as the Spanish
letters “oy” or “oi”.
The following words should be pronounced with /ɔɪ/. Repeat them carefully after your teacher.
/ɔɪ/ At the Beginning /ɔɪ/ In the Middle /ɔɪ/ At the End
Oil join toy

Oink broil boy
Oily boil joy
Oyster foil ploy
Ointment coin enjoy
avoid annoy
noise alloy
poison decoy
choice destroy
125
2. NATIONAL ROLE MODELS
art arte
athletic atleta, atletismo
balance balance
behavior comportamiento
contributions contribuciones
daily routine rutina diaria
discipline disciplina
exercise ejercicio
field campo
habits hábitos
health salud
healthy saludable
models modelos
music musica
Positive role Rol positivo
sports deportes
126
READING.
KEYLOR NAVAS, OUR OUTSTANDING GOALKEEPER
Keylor Antonio Navas Gamboa born 15th December 1986, is a Costa Rican professional footballer who
plays as a goalkeeper for Spanish club Real Madrid and the Costa Rica national team.
After starting out at Saprissa he moved to Albacete, and then to Levante in La Liga. Navas joined Real
Madrid in 2014 for €10 million.
Navas has played over 70 times for Costa Rica since making his debut in 2008. He has represented the
country at two CONCACAF Gold Cups and the 2014 World Cup and 2018 World Cup. His impressive
performances helped the team reach the quarter-finals of the 2014 tournament.
Born in San Isidro de El General, Navas made his professional debut with Deportivo Saprissa on 6th
November 2005, in a league match against Asociación Deportiva Carmelita. He was the first-choice
keeper in his two final seasons with the club, winning six national championships and the CONCACAF
Champions' Cup in 2005.
On 3rd August 2014, Real Madrid triggered Navas' €10 million buyout clause, and he signed a six-year
contract with the club. His first competitive call-up was on 12th August, sitting on the bench as Iker
Casillas played in the 2014 UEFA Super Cup, which Real Madrid won 2–0 against Sevilla at the Cardiff
City Stadium. Navas was given his debut for the club on 23 September, in a 5–1 victory over Elche at the
Santiago Bernabéu. On 20th December, he was on the bench as his team won the Club World Cup,
defeating Club Atletico San Lorenzo in the final in Morocco. His performances for Levante in the
previous La Liga season and Costa Rica in the 2014 World Cup led him win Player of the Year at the 2014
CONCACAF Awards, becoming the first Costa Rican and first goalkeeper to do so.
Navas’ fifth season at Real Madrid began with the much-anticipated arrival of Thibaut Courtois to
compete for the number 1 goalkeeping spot. Despite Courtois’ arrival, Navas was selected to play in the
2018 UEFA Super Cup which resulted in a 2–4 loss to city rivals Atletico Madrid. Navas then went on to
start the opening game of La Liga, comfortably keeping his first cleansheet of the season with a 2–0 win
over Getafe CF. His performances in the last Champions League campaign led him to be voted as the
2017–18 UEFA Champions League Goalkeeper of the Season beating off competition from then Roma
goalkeeper Alisson Becker and Juventus goalkeeper Gianluigi Buffon.
Navas was part of the Costa Rican squad that played in the 2003 FIFA U-17 World Championship held in
Finland. He was called up for the full national team for the first time in August 2006, to play a friendly
tournament in Europe against Austria and Switzerland. Navas gained his first cap on 11th October 2008,
a 4–1 away victory over Suriname in the third round of qualification for the 2010 FIFA World Cup, which
qualified the team into the next stage. Four days later at the Estadio Ricardo Saprissa, he kept his first
international clean sheet in a 2–0 victory over Haiti. The team eventually reached the intercontinental
play-offs for the tournament, losing narrowly to Uruguay.
Navas appeared with Los Ticos in two CONCACAF Gold Cup competitions, being named the best
goalkeeper in the 2009 edition as he helped his country reach the semi-finals. He returned to help them
to the quarter-finals two years later, but missed the 2013 tournament through injury, suffering the
same fate again in 2015.
Navas made his debut in the FIFA World Cup on 14th June 2014, appearing in a 3–1 group stage win
against Uruguay in Fortaleza, and started the other two group games only conceding a single goal as
Costa Rica qualified for the knockout stages as group winners for the very first time.
127
CHECKPOINT. After reading Keylor Navas’ passage, think on the following:
 Is Keylor Navas a National role model? Why?
___________________________________________________________________________________
 Can you mention at least 3 more National role models? Why are they considered that way?
A ________________________________
B ________________________________
C ________________________________
_______________________________________________________________________________
 Mention what you think are the most important things a national role model should have.
_________________________________________________________________________
128
GRAMMAR FOCUS
THIRD CONDITIONAL
If + Past Perfect, would have + past participle
Example:
 If we had taken a taxi, we wouldn't have missed the plane.

 She wouldn't have been tired if she had gone to bed earlier.
Would + have = habría
Wouldn’t + have= no habría (lo usamos para hacer la oración negativa)
Third Conditional
When we are talking about something in the past which cannot be altered now, we use:
If + Past Perfect, would have + past participle
EXAMPLE: If you had studied all of these grammar pages, you would have passed the exam.
You cannot alter or change the past. You didn't study in the past (something you cannot change now) so
you didn't pass the exam. It is an imaginary situation that didn't happen.
 If you had been more careful, you wouldn't have had an accident.
 If I had seen you, I would have said hello.
 If he had asked me, I would have helped him.
 If you had studied, they would have passed the exam.
 If I had known, I wouldn't have done that.
Notice how this tense can be used to say that you regret doing something or when you are telling
someone off (reproaching someone). This type of conditional can also be used when making excuses.
We can also change the word order of the sentence…
Would have + If + past perfect
EXAMPLE: You would have passed the exam if you had studied all of these grammar pages.
 I wouldn't have left my job if I had known how difficult it is to find another one.
 I would have taken a photo if I had brought my camera with me.
 He would have died if the ambulance hadn't arrived quickly.
 She would have gone to your birthday party if she hadn't been sick.
 He wouldn't have become lost if he had taken the map with him.
 The team would have won if the referee hadn't taken the bribe.
 You wouldn't haved needed fillings if you had brushed your teeth more frequently.
129
Exercise #6. Put the verb into the correct form.
1. I didn´t know you were in hospital. If __I’d known_ (I/know), __I would have gone_ (I/go) to
visit you.
2. Ken got to the station in time to catch his train. If _________________ (he/miss) it,
__________________________________ (he/be) late for his interview.
3. It’s good that you reminded me about Ann’s birthday. _________________ (I/forget) if
_______________________________ (you/not/remind) me.
4. Unfortunately, I didn’t have my address book with me when I was in New York. If
________________ (I/have) your address, ___________________ (I/send) you a postcard.
5. A: How was your holiday? Did you have a nice time?

B: It was OK, but _________________ (we/enjoy) it more if ___________________ (the
weather/be) better.
6. I took a taxi to the hotel but the traffic was very bad. ____________________ (it/be) quicker if
_________________________ (I/walk).
7. I am not tired. If _________________ (I/be) tired, I´d go home now.
8. I wasn’t tired last night. If ____________________ (I/be) tired, I would have gone home earlier.
Exercise #7. A. Write a sentence with if for each situation.
1. I wasn’t hungry, so I didn’t eat anything.
______If I would been hungry, I would have eaten something____________.
2. The accident happened because the driver in front stopped so suddenly.
If the driver in front _____________________________________________.
3. I didn’t know that George had to get up early, so I didn’t wake him up.
If I ___________________________________________________________.
130
4. I was able to buy the car only because Jim lent me the money.
_____________________________________________________________.
5. Margaret wasn’t injured in the crash because she was wearing a seat belt.
_____________________________________________________________.
6. You didn’t have any breakfast, that´s why you’re hungry now.
_____________________________________________________________.
7. I didn’t get a taxi because I didn’t have any money on me.
_____________________________________________________________.
B. Rewrite the sentences using if clauses + past participle and the words given.
1. I should have studied English sooner.

_____If I had studied English sooner, I would have gotten a better job_____. (get a better job)
2. We should have made a reservation.

_____________________________________________________________. (eat already)
3. You should have let me drive.

_____________________________________________________________. (arrive by now)
4. I should have studied hard.

_____________________________________________________________. (pass my exam)
5. I should have been more sensible.

_____________________________________________________________. (save some money)
131
READING.
The Titanic
The sinking of the RMS Titanic was one of the worst maritime disasters in history. On April 14, 1912,
at 11:40 p.m., the ‘unsinkable’ luxury ship hit an iceberg and sank in just under three hours with the
loss of around 1500 lives. There are many different descriptions of the disaster by the surviving
passengers and crew, but few people doubt that human error played a part in the tragedy. Let’s look
at some of the things that went wrong. On the night of Sunday, 14 April 1912 the temperature was
near freezing and the ocean was completely calm. Surviving 2nd Officer Charles Lightoller later wrote,
"the sea was like glass". The ship’s course had been changed by the captain, but other than this, he
saw no reason to slow down. The owner of the ship, Bruce Ismay, was also on board and had instructed
the captain to speed up in order to break the record for a transatlantic voyage. The captain agreed,
but perhaps if he had known of the messages the ship had received in the radio room, he would have
acted differently. According to a ship ahead called the Mesaba, lots of large icebergs were in the area.
These messages did not reach him. There were three teams of lookouts on board keeping constant
watch for obstacles in the ship’s path, but as Charles Lightoller said at the British inquiry, "Everything
was against us, there was no moon, no wind, no binoculars and with the dark side of the iceberg facing
the ship, the lookouts were powerless.” When the alarm was finally raised the crew acted very quickly
but it was already too late to save the ship. Within twenty minutes of the collision the ship had
flooded, so the captain ordered the lifeboats to be prepared, filled with women and children, and
lowered into the water. This didn’t go well, regulations about the number of lifeboats a ship should
carry were already out of date when the Titanic set sail, and even if the evacuation had been better
organized, there wouldn’t have been enough boats to hold everybody. Meanwhile, the crew were
sending out distress signals. The first message was "sinking, need immediate assistance," and then
"SOS". Several ships responded, including the Mount Temple, Frankfurt, and the Titanic's sister ship,
Olympic, but they were too far away. The closest ship to respond was the Carpathia, which arrived in
about four hours, too late to save everybody. Various distress flares launched from the sinking ship
were also ineffective, including those seen by a ship called the Californian, whose captain, Stanley
Lord, had ordered his crew to stop the ship for the night because of the icebergs. When Captain Lord
was informed of the flares he failed to respond because he did not think they were important. Nor did
the crew of the Californian wake their radio operator, who had gone to bed for the night. And what
of Bruce Ismay, who many believe acted without regard for safety by requiring an unprepared ship to
sail at such speed in spite of the danger? History tells us that he survived, but from the lifeboat turned
his back on his beautiful ship as it sank. That night, of a total of 2,208 people, only 712 were rescued
by the Carpathia, while 1,496 perished. If the lifeboats had been filled to capacity, 1,178 people could
have been saved. If there had been enough lifeboats, maybe everybody could have been saved. If
Captain Stanley Lord had responded to the distress signals seen by his crew, more lives could have
been saved. And if the crew of the Titanic had taken better precautions of their own, the disaster may
not even have happened in the first place. Like the mystery of the orchestra that played on to the end,
this is something we may never know the truth about.
132
Exercise #8. Read the text carefully and answer these questions choosing the best option.
1. How was the Titanic described before it set sail?
a. Unsinkable, faster.
b. Unsinkable, luxury.
c. Unsinkable, glorious.
d. Unsinkable, indestructible.
2. What do most people believe about the cause of the disaster?
a. That it was partly caused by the cold water.

b. That it was partly caused by the iceberg.
c. That it was partly caused the engines.
d. That it was partly caused by human error.
3. Why was the ship travelling so fast? Because _________________________.
a. the pressure from the captain, who wanted to take vacation

b. the pressure from the owner of the ship, who wanted to break the transatlantic record
c. the pressure from Charles Lightoller, who wanted to go faster
d. the pressure from White Start Line Company.
4. Why didn’t the captain know about icebergs in the area? Because _________________.
a. it was a clear and calm night

b. the captain was resting in his room
c. radio messages received from the Mesaba were received three hours late
d. radio messages received from the Mesaba were not passed to him by the radio room
operators
5. Why didn’t the lookouts see the iceberg in time? Because _______________________.
a. there was a full moon, however the binoculars were damaged

b. there was a heavy fog
c. the weather conditions were aggressive and there was a storm
d. there was no moon, there were no binoculars and the dark side of the iceberg was
facing the ship
6. What two problems prevented everybody being able to get into lifeboats?
a. There weren’t enough, and the evacuation attempt was badly organized
b. There were enough, but the evacuation attempt was badly organized
c. There were enough, but there was not enough time to evacuate everybody
d. The captain gave the order too late and the evacuation attempt was badly organized
133
7. What was Captain Lord’s response to the distress flares his crew saw?
a. He did not act because he didn’t want to wake up his radio operator.
b. He did not act because he didn’t think they were important.
c. He did not act because he was sleeping.
d. He did not act because the Carpathia responded first.
8. What other mistake did the crew of the Californian make?
a. The radio operator was working on another thing.

b. The operator was assisting another ship.
c. They failed to wake their radio operator.
d. They failed trying to communicate with Titanic.
9. If the crew of the Titanic had taken better precautions of their own, the disaster
_________________ in the first place.
a. wouldn’t happen
b. would have happened
c. wouldn’t have happened
d. wouldn’t have happen
10. Why did the ships which responded to the emergency never come in on time? Because
________________.
a. they were too near

b. they were too far
c. they didn’t receive the message on time
d. the Carpathia was 1 hour far from Titanic
134
PRONUNCIATION. Pronouncing /n/
/n/ as in AND, IN and NOT
LIPS: are relaxed and slightly parted.
TONGUE: is against the ridge just behind your top teeth
The /n/ sound is called the “alveolar nasal,” which means that you put your tongue against the ridge just
behind your top teeth and the air comes out your nose.
It is made through the nose rather than the mouth and it is Voiced, which means you use your vocal
chords.
It is defined by the position of your tongue, and is made with the flow of air through the mouth
completely blocked and diverted to the nose.
To produce the sound, put your tongue against the ridge just behind your top teeth so that your mouth
is completely blocked and voice out through your nose.
[n] SPELLED:
The n sound is spelled with the letter ‘n,’ or sometimes with a double ‘n’ as in:
 beginning
The following words should be pronounced with [n]. Repeat them carefully after your teacher.
[n] At the Beginning [n] In the Middle [n] At the End
Know Many Can
Now Into Between
Need Find Woman
Number Another Own
135
3. CONTRIBUTIONS OF OUTSTANDING FIGURES TO SOCIETY
SOME USEFUL VOCABULARY
Act: Acto
Efforts contributing financially to hospitals: Esfuerzos que contribuyen financieramente a los

hospitales
Fighting social injustices: Luchando por injusticias sociales
Hosting free events: Alojamiento de eventos gratuitos
Humanitarian efforts: esfuerzos humanitarios
Live: Vivo
Positive effect: Efecto positivo
Raising money: Recaudar dinero
Relief: Alivio, asistencia, socorro
Set a good example: Dar un buen ejemplo
Sick or injured people: Gente enferma o herida
Support philanthropic efforts: Apoyar los esfuerzos filantrópicos
Supporting: Soporte
136
READING.
HUMANITARIAN TRIBUTE
LONDON. Stars gathered to pay tribute to the late 'King of Pop' Michael Jackson for his humanitarian
works as well as for his incredible musical legacy at 'Save the World Awards' in Austria.
The ceremony was held yesterday night to honor individuals and organizations which have made
considerable contributions to make the planet more sustainable for future generations, reported
Contactmusic.
Organizers named this year event 'Heal the World' after the title of one of Jackson's hit.
CHECKPOINT. After reading Humanitarian Tribute passage, think on the following:
 Do you know other starts who have contributed to development of society? If yes, what do you
think about?
______________________________________________________________________________
 Can you mention other celebrities who are helping other people as Michael Jackson did it in the
past? Can you mention 4 of them?
1 __________________________________
2 ___________________________________
3 ___________________________________
4 ___________________________________
 What do you think celebrities do this kind of efforts?
137
GRAMMAR FOCUS
Past Continuous Tense
Subject + Past of be (was / were) + Main Verb + -ing ending + Complements.
Affirmative Negative Question
I was playing I was not playing Was I playing?
You were playing You were not playing Were you playing?
He was playing He wasn't playing Was he playing?
We were playing We weren't playing Were we playing?
They were playing They weren't playing Were they playing?
Was not = wasn’t
Were not = weren’t
We use the past continuous to say that somebody was in the middle of doing something at a certain
time. The action or situation had already started before this time but had not finished:
I started doing I was doing I finished doing
past past now
 This time last year I was living in Brazil.

 What were you doing at 10 o’clock last night?
 I waved to her but she wasn’t looking.
We often use the past simple and the past continuous together to say that something happened in the
middle of something else:
 Tom burnt his hand when he was cooking the dinner.
 I saw you in the park yesterday. You were sitting on the grass and reading a book.
 While I was working in the garden, I hurt my back.
There are some verbs (for example, know/want/believe) that are not normally used in the continuous.
 We were good friends. We knew each other well. (not “we were knowing)
 I was enjoying the party but Chris wanted to go home. (not “was wanting”)
138
Exercise #9. Use your own ideas to complete these sentences. Use the past continuous.
1. Tom burnt his hand while he _____was cooking the dinner________________.
2. The doorbell rang while I ___________________________________________.
3. We saw an accident while we _______________________________________.
4. Mary fell asleep while she __________________________________________.
5. The television was on but nobody ___________________________________.
Exercise #10. Put the verbs into the correct form, past continuous or past simple.
1. Jane ___was waiting____ (wait) for me when I __arrived__ (arrive).
2. What ________________ (you/do) this time yesterday? I was asleep.
3. _____________________ (you/go) out last night? No, I was too tired.
4. Was Carol at the party last night? Yes she ___________________ (wear) a really nice dress.
5. How fast _________________ (you/drive) when the accident _________________ (happened)?
6. John ____________ (take) the photograph of me while I ________________ (not/look).
7. We were in a very difficult position. We ________________ (not/know) what to do.
8. I haven’t seen Alan for ages. When I last _____________ (see) him. He _________________(try)
to find a job in London.
9. I _________________ (walk) along the street when suddenly I _______________ (hear)

footsteps behind me. Somebody _____________ (follow) me. I was frightened and I
________________ (start) to run.
10. When I was young, I ____________ (want) to be a bus driver.
139
READING.
SUSAN HAD A PARTY LAST WEEK
Susan had invited all her friends to her house. She had invited her friends from work, her friends from
university, and her friends from her neighborhood. The guests started arriving at around 7 o’clock for
dinner.
Susan’s best friend, Cindy, was there, wearing a red dress. And Susan’s boyfriend, Tom, was wearing
a blue suit and looked very handsome.
Cindy’s boyfriend wasn’t there, because he was travelling for business. He was negotiating a big
contract in Sao Paolo that day. He had left the day before, and wouldn’t be back for two more days.
Susan had made lasagna, which was very good. She had made enough lasagna for 30 people! She had
also made salad and stuffed eggplant. Everything was delicious.
Her friends brought wine to the party. Everybody talked and drank wine and had a good time. While
they were eating, they talked about their lives and about the political situation in their country (which
was terrible, like everywhere else).
Susan hadn’t made anything for dessert, so they ate chocolate ice cream, which was delicious.
Around 11 o’clock everyone left, except Cindy, who stayed to help Susan clean up.
Some people caught taxis to go home, and some people took the subway. Other people walked.
After Susan and Cindy had finished cleaning up, they sat on the sofa and had another glass of wine
and relaxed. It had been a good night, and they were both very tired.
140
Exercise #11. Based on the previous reading, put a check ( ) on the statement that is true and an (x) on
the one that is false.
1. Susan had invited only her friends from work. ( )
2. Susan’s best friend name is Cindy. ( )
3. Cindy’s boyfriend was in the party. ( )
4. Some people had to take a taxi after party. ( )
5. Instead of a dessert, they ate chocolate ice cream. ( )
6. Susan’s friends brought whisky to the party. ( )
7. Everybody go home around ten at night. ( )
8. Susan had made spaghetti for thirty people. ( )
9. As soon as Susan and Cindy had finished cleaning up, they sat on the sofa. ( )
10. They finished the day with a lot of energy. ( )
141
READING.
Some Celebrities Care More About Helping The World Than Camera Time
Because hey, philanthropy from rich movie stars actually works sometimes. Any celebrity can write
a check for a good cause. But which celebrities stand for something beyond some typical good
philanthropic PR (public relations)?
Before getting all warm-hearted and generous with your PayPal account, there has been a fair
number of celebrity charity scams—mainly, it being a tax writeoff—proving that it's not all virtuous.
Take Wyclef Jean's foundation, which went under because of embezzled funds that were intended
to help locals after the Haiti earthquake, or NBA player Lamar Odom's cancer foundation for
children that allegedly never spent any funds on actual cancer research.
Before you donate to any celeb foundations, check their status on Charity Watch or Charity
Navigator. In the meantime, here are some legit charitable celebrities who are making an impact in
doing some good in the world.
10. Leonardo DiCaprio

The Titanic actor and climate activist founded the Leonardo DiCaprio Foundation, which has helped
raise $61 million since 1998 in supporting over 65 organizations that help out with various causes
from wildlife conservation to climate change awareness and indigenous rights.
9. Bill Gates
The internet kingpin and nerd supreme took his Silicon Valley cash and decided to change the world
in another good way. The Bill and Melinda Gates Foundation helps provide health care and
education to those living in poverty in developing countries. They have donated $3 billion in grants
to HIV organizations across Africa so anyone can get tested for HIV for free. They've also donated
$2 billion in grants to help eliminate malaria with vaccines and preventative drugs for women and
children. They are currently working on a family planning project which will bring birth control to
120 million women in developing countries by 2020.
8. Chaka Khan
The soul songstress has a namesake foundation devoted to assisting at-risk women and children in
Los Angeles. The Chaka Khan Foundation has a number of education and professional development
programs for children, teenagers and young adults. Among their programs, No Excuses is a
mentorship program which connects youth who have recently served time in detention facilities
with local business mentors in Los Angeles. The Scholars Building Scholars program, a partnership
with the University of Southern California, provides one-on-one tutoring for 60 elementary school
students in South Central who need to bring up their grades. Khan also helps fund programs with
autism. The Chaka Supports Autism Initiative partners with the Autism Speaks to provide vocal
training programs for autistic children who have difficulty speaking. Her nephew Tallon is autistic.
142
7. Elton John
Elton John's AIDS Foundation helps victims of sexual abuse in South Africa, and has raised over $220
million towards HIV and AIDS-related causes and research. More than 95 percent is donated to
research programs. The foundation claims to have helped 55,000 adolescents in 48 countries in
Africa by providing them with a HIV test in 2015 alone. The foundation also helps victims of sexual
abuse in a new HIV Adolescent Treatment Centre at the KwaZulu Natal Children's Hospital in
Durban, South Africa.
6. Michael J. Fox
The former actor has devoted his life to developing the Michael J. Fox Foundation for Parkinson's
Research, which has raised $700 million towards finding a cure for the disease. The foundation,
which was set up in 2000, has given 91 percent to funded research programs. Their top priority is to
develop a treatment that could restore the damaged dopamine neurons in the brains of Parkinson's
patients. The foundation also spends its money on creating a Parkinson's vaccine, which will slow
the disease's progression on bodies which have been affected by the disease.
5. Tyra Banks
The reality TV icon and supermodel founded the TZONE Foundation, which helps young women
realize their dreams with a self-esteem building program in Los Angeles. Since 1999, it has grown to
help inner-city girls all over the country by fostering a discussion around body image, beauty and
battling poverty.
4. Beyoncé
The singer has donated $7 million to Temenos Place Apartments, a housing project in her hometown
of Houston. The foundation provides affordable, furnished housing to the homeless community, as
well as counseling to help the homeless try to become financially independent.
3. Oprah Winfrey
The famed TV host and media mogul runs the Oprah Winfrey Leadership Academy Foundation,
which supports university graduates as they enter the professional field. Currently, the sixth full
class of students have graduated with the foundation. Every August, the group of 100 students meet
up with 70 business leaders who work with them as mentors. Winfrey has donated over $50 million
to her Chicago-based Oprah Winfrey Foundation, which also offers education programs for women
and children.
2. Angelina Jolie
One half of former power couple Brangelina is often helping out the United Nations High
Commissioner of Refugees. But when she's not, Angelina Jolie is co-running the Jolie-Pitt
Foundation, which assists refugee camps in countries like Chad and the Darfur region of Sudan.
Before they split, Jolie and Pitt donated $8.4 million to the foundation in 2008, though Jolie also
partners with organizations which help orphaned and abandoned children be independent.
1. Matt Damon
The guy who was good Will Hunting is also the co-founder of Water.org, a non-profit devoted to
raising awareness about clean water globally and funding water sanitizing programs. Funded by
grants, it helps partner with local organizations and helps find water cleaning technology so people
in developing countries can have access to clean water.
143
Exercise #12. Scan the article once again and perform the following:
A. Choose 3 of the 10 celebrity projects. Discuss with a partner why did you select those
celebrities and why their projects called your attention.
B. How can famous people here in our country contribute to our society?
C. If you were millionaire, which would have been your project? Write it down here:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
144
PRONUNCIATION. Pronouncing /ŋ/
/ŋ / as in THANK, BRING and LONG
TONGUE: curl your tongue up against the back of our mouth.
The ng sound is called the “velar nasal,” which means that you curl your tongue up against the back of
our mouth and the air comes out your nose.
The /ŋ/ phoneme is, made through the nose rather than the mouth and it is Voiced, which means you
use your vocal cords, but it is defined by the position of your tongue, and is made with the flow of air
through the mouth completely blocked.
To produce the /ŋ/ sound, curl the back of your tongue up against the back of your mouth so that it
completely blocks your throat then voice out through your nose. The front of your tongue just hangs
forward.
[ŋ] SPELLED:
The ŋ sound is most frequently spelled ‘n-g,’ but sometimes is spelled with just and ’n’ when it is in the
middle of a word like:
 thank
The most common use of the /ŋ/ phoneme is the ‘i-n-g’ suffix.
 building
 feeling
 working
 interesting
The following words should be pronounced with [ŋ]. Repeat them carefully after your teacher.
[ŋ] In the Middle [ŋ] At the End
Thankful Bring
Finger Young
Stronger Long
Thinking Morning
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4. BREAKING NEWS: READ ALL ABOUT IT
SOME USEFUL VOCABULARY
Admire Admirar
Appearance Aspecto, apariencia
Are good role models Son buenos modelos a seguir
Blogs Blog
Breakups Separación, ruptura, disolución
Celebrity Celebridad
Gossip Chisme
Image Imagen
Latest couples Las últimas parejas
Magazine Revista
Movies Películas
Newspaper Períodico
Nutrition Nutrición
Pictures Fotos
Plastic surgery Cirugía Plástica
Popularity Popularidad
Resent Reciente
Those who inspire us Aquellos quien nos inspira
Treatment Tratamiento
Videos Videos
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GRAMMAR FOCUS
Past Participles
Past participles are used for all perfect tense forms of a verb and in the passive voice in English.
For regular verbs, we normally add ED to form its past participle. Unfortunately for irregular
verbs there are no rules and it is just a matter of practice (check the list on Apendix).
El pasado participio es la forma del verbo que, en español tiene las terminaciones "ado", "ido", “to”,
“so” y “cho”. Siempre se usa con un verbo auxiliar.
The highlighted words below are examples of past participles:
1. Present perfect
• She hasn't finished her assignment yet.
• I still haven't found my keys.
2. Past perfect
• Chris was ill because he had eaten too much chocolate.
• She missed the bus because she hadn't set her alarm.
3. Future perfect
• Jamie will have been in Australia for one year in April.
• He will have gone by the time you arrive.
4. Conditional perfect (Third Conditional)

• If his passport had not been stolen, Adam would have gone to Brazil.
• I wouldn't have known if you hadn't told me.
5. Passive Voice
• The west coast of The USA was struck by torrential rain last night.
• The painting was stolen in the middle of the night.
Participles as adjectives
Past Participles can also be used like an adjective in front of a noun:

• The stolen baby was found by the police unharmed.
• Dean's broken arm was set in plaster by the doctor at the hospital.
• Please bring all of the required documents for your interview tomorrow.
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 Los verbos que terminan con consonante antes de la "y", se cambia la letra "y" por "i", y se agrega
la terminación "ed".
Ejemplos:
supply / supplied
abastecer | abastecido
try / tried
intentar | intentado
 Los verbos que terminan con vocal antes de la "y", simplemente agregamos la terminación "ed"
sin ningún otro cambio.
Ejemplos:
employ / employed
emplear | empleado
Spelling -ED Ending Rules

The following is a guide to the correct spelling of words ending -ED.
Remember: Not all words that end in -ED are verbs in the past tense. Sometimes they are Past
Participles or they could even be Adjectives ending in -ED. For now we will mostly use verbs in the
Past Tense as examples though the same rules apply to all words ending in -ED
The general rule when changing a word (or verb) into its -ED form is just to add -ED to the end of it.
 He played with his dog in the backyard.

 I waited for them to invite me.
 She worked until late last night.
 It rained all day.
148
Spelling Exceptions
The following exceptions exist when spelling words ending in ED:
1. If a word ends in an E we just add the D to the end.
 I lived in Japan for two years and then moved to Thailand.

 I loved the surprise you had for me.
 He smiled when he saw his wife come through the door.
 They danced until their feet hurt.
2. If the word ends in a Consonant + Vowel + Consonant, we double the final consonant and add ED.
 The policeman stopped the thief from escaping.

 He admitted that he was wrong.
 We planned a surprise birthday party for our friend.
 I referred the students to the website where they could practice some more.
 They committed a serious crime and will end up in jail.
149
3. If a two-syllable verb ends in a Consonant + Vowel + Consonant, we DO NOT double the final
consonant when the stress is on the FIRST syllable.
 What happened?
 I entered through the back door.
 She was offered a new position with a higher salary.
 Many people are suffered from a lack of food and water.
4. BUT, we DO NOT double the final consonant when the word ends in W, X or Y or when the final
syllable is not stressed.
 He fixed his bike.

 We enjoyed our time in the North of Chile.
 It snowed yesterday.
5. If the verb ends in consonant + vowel + L, we normally double the final L and add ED.
Note: In the United States (US) they DO NOT double the L when the accent is on the first syllable.
 I traveled around South America in 2012.

 Her beauty marveled us.
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Exercise #13. Complete the following sentences choosing the correct Past Participle form of the verb.
1. I have never ________________ what you did for me last year.

a. forgetted
b. forgot
c. forgotten
d, forgeted
2. Have you __________ my ticket to Miami yet?

a. read
b. booked
c. given
d. drunk
3. She has finally ___________ after two weeks with the flu.
a. recovered
b. been
c. thrown
d. seen
4. We have not ____________ the new Brad Pitt movie.

a. saw
b. sawn
c. seed
d. seen
5. Have you ____________ a lot of photos on holidays?

a. taked
b. took
c. taken
d. take
6. She can’t go to the party. She hasn’t ___________ her homework.

a. finished
b. taught
c. did
d. learn
7. Eli has ____________ Adam.

a. built
b. been
c. broken
d. married
151
8. They have ____________ their luggage with them.
a. bought
b. brought
c. took
d. stolen
9. My brother has ___________ in trouble lately.

a. been
b. said
c. gone
d. given
10. Was that the first time you have __________ oysters?
a. ate
b. eated
c. eaten
d. drunk
11. Be careful! I have ___________ oil on the floor.

a. leaved
b. broken
c. spilt
d. fallen
12. We are too early! The shops haven’t ___________ yet.

a. opened
b. got
c. fallen
d. grown
13. Have you ever ____________ a ghost?

a. watch
b. seen
c. saw
d. looked
14. How long have you __________ here?

a. liven
b. lived
c. done
d. did
15. We have ___________ far today in our new 4X4.

a. driven
b. flown
c. drove
d. sailed
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16. Have you ________ to your mother today?
a. spoke
b. told
c. spoken
d. talken
17. The police have _________ the criminal recently.

a. bought
b. burnt
c. stolen
d. captured
18. I have ________ some rumors about you.

a. played
b. heard
c. say
d. spoke
19. He has ___________ his arm practicing karate.

a. hurt
b. injure
c. thrown
d. hurted
20. Dan Brown has _____________ some wonderful novels.

a. writed
b. wrote
c. written
d. write
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READING.
Why do pilots say "Roger"

Since the earliest days of aviation, effective communication between ground staff and pilots has
been a key component of safe flying of aircraft.
Every information the pilot might get or share with the ground staff can be crucial, and it might
save the lives of both the aviation personnel and the passengers.
Although aviation communication seems to be a very simple thing to do now, it was one of the
most complicated things during the early stages of aviation. Since December 17th, 1903, when the
Wright brothers made the first successful flight in history, communication with pilots in the air has
been a real challenge.
Visual aids like colored paddles, signal flares, and hand signs were used at the beginning as means
of communication. However, the first air-to-ground radio communication used Morse code and
operators used short signals in order to save time.
In the times when messages were sent via telegraph (in Morse code), one of those short signals
that were used was the letter “R”, as an abbreviation for “received.” This meant that pilots
confirmed that they had received the message and the instructions.
But what about flying at night? How did the pilots communicate with ground staff when they
started flying at night? Nowadays we can book flights anytime we want, but this was not the case
in the early stages of aviation. Finding visual landmarks at night was not an easy task and
something that would change that had to be done.
American pilot Jack Knight made the first successful overnight air mail connection in the United
States on February 22nd, 1921, but without effective communication, this would be impossible for
him. Thanks to the signal fires along the flight path lit by post office employees, airfield managers,
and even local farmers, Knight was able to succeed and by doing that he also secured himself a
place in history.
Aviation communication is not just an important and essential subject, but it also has a fascinating
history. At some point in our lives, we have all heard a pilot using the word “Roger.” Some of us
have heard it in real life, but most people know that pilots often use that word from movies and
television.
Anyone who has watched the 1980 American satirical parody film “Airplane” probably remembers
the following quote:
Co-Pilot Roger Murdock (to Capt. Oveur): We have clearance, Clarence.

Capt. Oveur: Roger, Roger. What’s our vector, Victor?
154
But why do pilots use the word “Roger” and what does it mean? When pilots stopped using “Morse”
code and switched to voice operation, they used the word “Roger,” which was the phonetic designation
for the letter “R,” which was previously the abbreviation for “received.”
“Roger” became the designation for R in 1927 as part of the first phonetic alphabet, developed by the
International Telegraph Union. But why they didn’t use received instead of “Roger?” It was 1943 when
the term became popular, and there is a logical explanation why. Not everyone spoke English during
World War II, and the term became part of the international ‘aviation language.’
The British and American military used the following phonetic alphabet during World War II:
“Able, Baker, Charlie, Dog, Easy, Fox, George, How, Item, Jig, King, Love, Mike, Nan, Oboe, Peter, Queen,
Roger, Sugar, Tare, Uncle, Victor, William, X-ray, Yoke, Zebra.”
Both the British and American military used “Roger” frequently during the war, and in 1957 it was
replaced by “Romeo,” but by 1957 “Roger” was already synonymous with received.
Today, “Romeo” is a part of the phonetic alphabet, which is adopted worldwide:
“Alpha, Bravo, Charlie, Delta, Echo, Foxtrot, Golf, Hotel, India, Juliet, Kilo, Lima, Mike, November, Oscar,
Papa, Quebec, Romeo, Sierra, Tango, Uniform, Victor, Whiskey, X-Ray, Yankee, Zulu.”
But what do pilots actually mean when they use the words “Roger Wilco?” We now know what “Roger”
means and “Wilco” is just the short form of “will comply.”
155
Exercise #14. Read the text again, you will find some underlined words in it. Classified the words in
the chart below.
Verb in past participle Verb in infinitive Tense the verb is applied
been Be Present Perfect
Exercise #15. Choose three past participle verbs from the exercise #14, and write three sentences
where you can use them. Check the tense and don’t forget the rules.
1. Past Participle Verb: _________________
___________________________________________________________________________.
___________________________________________________________________________.
___________________________________________________________________________.
156
Exercise #16. CROSSWORD PUZZLE
157
PRONUNCIATION. Pronouncing /t/
/t/ as in TOP, STUDY and LET
TONGUE: is against the area behind the top teeth.
The following words should be pronounced with [t]. Repeat them carefully after your teacher.
[t] At the Beginning [t] In the Middle [t] At the End
tell /tel/ twitter /twɪtə/ against /ə’genst/
try /traɪ/ start /stɑːt/ tight /taɪt/
time /taɪm/ study /ˈstʌdi/ night /naɪt/
talk /tɔːk/ control /kənˈtrəʊl/ thought /θɔːt/
[t] SPELLED:
The /t/ phoneme is normally spelled with the letter “t” as in the words:
 last /lɑːst/
 into /’ɪntʊ/
 between /bɪ’twiːn/
 let /let/
158
PRONUNCIATION. Pronouncing /d/
/d/ as in DO, DAY and DIE
TONGUE: is against the area behind the top teeth.
The following words should be pronounced with [d]. Repeat them carefully after your teacher.
[d] At the Beginning [d] In the Middle [d] At the End
director /dəˈrektə/ idea /aɪˈdɪə/ decide /dɪˈsaɪd/
data /ˈdeɪtə/ understand /ˌʌndəˈstænd/ kind /kaɪnd/
derive /deraɪv/ already /ɔːlˈredi/ word /wɜːd/
develop /dɪˈveləp/ education /ˌedjʊˈkeɪʆən/ friend /frend/
[d] SPELLED:
The /d/ phoneme is normally spelled with the letter “d” as in the words:
 down /daʊn/
 president /ˈprezədənt/
 already /ɔːlˈredi/
 read /riːd/
159
160
UNEXPENCTED SITUATIONS
Themes:
1. Home Emergencies
2. Emergency Traveling Situations
3. Unanticipated Appointments
4. Making a Complaint at a Restaurant
 Understand main ideas and some key details in many television, radio, and web based
broadcasts/announcements dealing with unexpected situations if the people talk clearly.
 Understand the main points of even a relatively long discussion about unexpected
situations if the people involved do not speak too quickly.
 Understand a small group discussion between two or more native speakers, about
unexpected situations if that conversation is unhurried and supported by video recording.
 Understand texts of various lengths as long as the words used are familiar and/or concern
areas of student interest.
 Identify English language sounds using knowledge in phonics, syllabification and word
parts.
 Understand academic explanations and examples with aid of word list and/or dictionary
support.
 Offer suggestions in unexpected situations.

 Make complaints and unanticipated appointments in different situations.
 Interview others about unexpected situations if the questions have been prepared beforehand.
Sometimes, pose a further question without having to pause very long to formulate the question.
 Describe unexpected personal situations.
 Retell an unexpected situation read/heard in class.
 Write a narrative paragraph on a personal experience related to a home emergency, unexceptional
traveling situations, unanticipated appointments or complaints, checking written sentences to look for
mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).
161
1. HOME EMERGENCIES
THE HUMAN BODY VOCABULARY
162
163
AILMENTS AND INJURIES VOCABULARY
164
TREATMENTS AND REMEDIES VOCABULARY
165
GRAMMAR FOCUS
WH Question Words
We use question words to ask certain types of questions. We often refer to these words as WH words
because they include the letters WH (for example WHy, HoW).
QUESTION
WORD FUNCTION EXAMPLE SENTENCE
what asking for information about something What is your name?
asking for repetition or confirmation What? I can't hear you.
You did what?
what...for asking for a reason, asking why What did you do that for?
when asking about time When did he leave?
where asking in or at what place or position Where do they live?
which asking about choice Which colour do you want?
asking what or which person or people
who (subject) Who opened the door?
asking what or which person or people
whom (object) Whom did you see?
whose asking about ownership Whose are these keys?
Whose turn is it?
why asking for reason, asking what...for Why do you say that?
why don't making a suggestion Why don't I help you?
how asking about manner How does this work?
asking about condition or quality How was your exam?
how + adj/adv asking about extent or degree see examples below
how far distance How far is Pattaya from Bangkok?
how long length (time or space) How long will it take?
how many quantity (countable) How many cars are there?
how much quantity (uncountable) How much money do you have?
how old age How old are you?
how come
(informal) asking for reason, asking why How come I can't see her?
166
 Sometimes we want more than yes or no for an answer. When asking for information, we usually
place a question-word at the beginning of the sentence. The question-word indicates the
information that we want, for example: where (place), when (time), why (reason), who (person).
Look at these examples:
*When the question-word is who, it acts as the subject.

**In Present Simple and Past Simple tenses, there is no auxiliary verb with who.
Common Question Structure

The basic structure of a question is:
Exception. Main verb be in Present Simple and Past Simple
 Where is Bombay?
 How was she?
167
Exercise #1. Choose the correct question words.
1. ________________ (Where / What) do you live? - I live in London.
2. ________________ (Why / Who) 's that girl? - She's my sister.
3. ________________ (How / Why) do you go to school? - By bus.
4. ________________ (How long / What time) do drugstore open? - At eight O'clock.
5. ________________ (When / Why) are you wearing that coat? - Because it's hot!
Exercise #2. Write a question about the words in bold.
Example:
He drank juice. - What did he drink?
1. They went to Spain.
____________________________________________?
2. He writes novels.
____________________________________________?
3. Lacy likes soccer.
____________________________________________?
4. The girls watched a serial.
____________________________________________?
5. He discovered the truth.
____________________________________________?
168
Exercise #3. Use the given words/phrases and form Wh-questions.
1. doing / they / what / are
_________________________________________________________________?
2. to be / the problem / what / seems
_________________________________________________________________?
3. your / do / how / name / spell / you
_________________________________________________________________?
4. for / homework / is / what
_________________________________________________________________?
5. will / have / the surgery / he / when
_________________________________________________________________?
6. tooth / he / when / lose / did / his
_________________________________________________________________?
7. is / far / clinic / your / how
_________________________________________________________________?
8. long / Paris / did / in / Kevin / how / stay
_________________________________________________________________?
9. like / the / what / was / weather
_________________________________________________________________?
10. who / is / thinks / maths / easy
_________________________________________________________________?
169
READING.
Exercise #4. Based on the reading, choose the best option that answer the question.
1. Which was the symptoms Andrés felt?

a. Headache and fever.
b. Headache and pain.
c. Headache and nauseous.
d. Headache and cold.
2. Where did he go to look for his pills?

a. He went to his bedroom.
b. He went to the bathroom.
c. He went to the kitchen.
d. He went to the living room.
3. What time did Andrés get home last night?

a. At seven thirty pm.
b. At twelve midnight.
c. At three am.
d. At four am.
4. Why does Andrés not feeling well?

a. He drinks and eats too much.
b. He drinks a lot of alcohol.
c. He hears voices.
d. He walks out of the bed.
5. How did he realize that he was not in his apartment?

a. He was not wearing pants.
b. He heard someone else’s voices.
c. He couldn’t find the pills.
d. He doesn’t have stairs.
170
READING.
ADRENALINE RUSH
Have you ever felt your heart beating so fast that you can hardly breathe? Have you ridden a roller
coaster and experienced an emotion so strong that you just decide to ride it two, three, even four times?
Have you been in danger of losing your life but still feel like what you are doing is exciting? Well, maybe
you, like hundreds of other people, are what could be called an adrenaline addicted person.
Adrenaline is a substance that is released into the body in response to stress. It causes blood to
flow faster to the muscles and brain, accelerates respiration and the heartbeats, and stimulates the
release of stored energy sources into the blood. When the body gets hurt, it helps to cure it. Some experts
have found out that a great number of athletes experience and addiction to adrenaline. This means that
they look for activities that will make them feel excited. These athletes say that they feel anxious and
nervous before a competition, but instead of getting scared or quitting the sport, they use these feelings
to compete and to be better than average athlete.
Xtreme sports are those activities that are dangerous, and that offer adrenaline rushes to the
participant. If athletes make a mistake in these sports they could be seriously hurt or even die.
Several sports are considered “extreme” because they are a variation of a more secure sport.
Most of these sports are considered deadly because in the past, the equipment used to practice them was
not appropriate enough, and the athlete was often hurt or even ended up dead. Currently, technological
advances and research have designed special equipment for these types of sports. Most of the accidental
deaths happen to experienced participants because they are too confident in themselves, and this
confidence leads them make bad decisions. To practice these sports, the athlete needs specialized training
and equipment. Experts say that it is very important to check the equipment before and after using it to
avoid accidents.
There are sports which are practiced without any professional training such as skateboarding and
mountain biking. Other sports such as skydiving and paragliding require the participant to obtain a license
before practicing these dangerous activities.
171
Exercise #5. Based on the reading, choose the best option that answer the question.
1. What is adrenaline?
a. It is an addiction.
b. It is a substance that is released into the hand.
c. It is a power a person gets from medicines.
d. It is a substance that is released into the body in response to stress.
2. It causes blood to flow faster to the muscles and brain, accelerates respiration and the
heartbeats, and stimulates the release of stored energy sources into the blood. What does the
last statement refers to?
a. X-treme Sports.
b. Adrenaline.
c. Average athletes.
d. Brain.
3. Why in the past x-treme sports were considered mortal?
a. Because there are sports which are practiced without any professional training
b. Because the equipment used to practice them was completely appropriate for it.
c. Because the equipment used to practice them was not appropriate enough.
d. Because they are a variation of a less secure sport.
4. Which x-treme sports do require a license to be practiced?
a. skydiving and paragliding.

b. skydiving and skating.
c. skiing and paragliding.
d. roller-skating and skating.
5. What do experts recommend?

a. Just take the equipment and practice the sport.
b. it is very important to check the equipment before and after using it to avoid accidents.
c. Felling fear enough.
d. Check the equipment after using the equipment.
172
GRAMMAR FOCUS
Phrasal Verbs
 Los Phrasal Verbs son verbos a los que acompaña un adverbio (phrasal verb) o preposición
(prepositional verb) modificando el sentido del verbo al que acompañan.
 Estas expresiones se forman combinando verbos con preposiciones o con adverbios. El significado
de estos verbos compuestos puede ser muy distinto al que podríamos deducir del significado
individual del verbo y preposición (o adverbio) de los que se compone.
 La importancia de los phrasal verbs radica en que tienen un uso muy común en inglés. Ten
presente también que un mismo phrasal verb puede tener varios significados.
We often use verbs with the following words:
In on up away round about over by

Out off down back through along forward
So you can say:
Put on / get on / take off / run away, etc. These verbs are phrasal verbs.
We often use out/off/up, etc, with verbs of movement. For example:
Get on | The bus was full. We couldn’t get on.

Drive off | A woman get into the car and drove off.
Come back | Sally is leaving tomorrow and coming back on Saturday.
Turn round | When I touched him on the shoulder, he turned round.
But often the second word (out/off/up, etc.) gives a special meaning to the verb. For example:
Break down | Sorry I’m late. The car broke down. (= the engine stopped working)
Look out | Look out! There’s a car coming. (= be careful)
Take off | It was my first flight. I was nervous as the plane took off. (= went into the air)
Get up | I was very tired this morning. I couldn’t get up. (= get out of the bed)
Get on | How was the exam? How did you get on? (= how did you do?)
Get by | My French isn’t very good but it’s enough to get by. (= to manage)
173
Sometimes a phrasal verb is followed by a preposition. For example:
Phrasal Verb Preposition

Run away from | Why did you run away from me?
Keep up with | you’re walking too fast. I can’t keep up with you.
Look forward to | Are you looking forward to your holiday?
Cut down on | Jack is trying to cut down on smoking (= reduce smoking)
Sometimes a phrasal verb has an object. Usually there are two possible positions for the object.
So you can say:
object object
I turned off the light. Or I turned the light off.
If the object is a pronoun (it/them/me/him etc.), only one position is possible:
I turned it off. (not I turned off it)
Exercise #6. Complete the sentences using one of these phrasal verbs (in the correct form) from the box:
Break down drop out (= stop taking part in something)

clear up (= become brighter – for weather) move in (= start living in house etc)
close down (= go out of business) show off (= show how clever you are)
doze off (= fall asleep) turn up (= appear / arrive)
1. Sorry I’m late. The car _______break down__________ on the way here.
2. I arranged to meet Jane after work last night but she didn’t ___________________.
3. We’ve bought a new house. Oh! Have you? When are you ____________________.
4. There used to be a shop at the end of the street but it _______________ a year ago.
5. I ran in a marathon last week but I wasn’t fit enough. I __________ after 15 kilometers.
6. We all know how wonderful you are. There’s no need to _______________________.
7. I was very tired. I sat in the armchair and _________________________.
8. The weather is horrible at the moment, isn’t it? I hope it ___________________ later.
174
READING.
SEEING A DENTIST
Little Johnny hated going to see the dentist. It wasn't that his dentist was nasty; it was that Johnny
wasn't too fond of sweets.
His dentist had warned him that his teeth would fall out if he kept up eating candy. Time and time
again, the dentist had told him to cut out sweet food or at least cut down on the amount he ate.
As he lay down in the dentist's chair, all the horrible memories from his last visit came back to him.
On that occasion, the dentist had to pull out one of his teeth! The pain was terrible - even with
the anesthetic the dentist had given him. When the anesthetic wore off it was difficult for him to eat
or chew anything at all.
This time the check up was much better. His dentist checked out his teeth, made him wash out his
mouth with pink liquid and then told him to spit it out into the sink. That was it. No problems and no
pain! Johnny was delighted and so was his dentist. Johnny has finally learned his lesson and was taking
better care of his teeth. Well done, Johnny!
Here's a definition of the phrasal verbs listed above:

fall out - to separate. When one thing separates from another thing. Often used with teeth and hair.
keep up - continue.
cut out - stop.
cut down - reduce / consume less.
lie down - to put your body in the position where it is flat and horizontal - like being in bed.
come back - remember
pull out - remove using force.
wear off - the effects of something like a drug/medicine end gradually.
check up (noun) - inspection or examination.
check out - inspect, examine or investigate.
wash out - use water or a liquid to clean the inside of something.
spit out - to force something out of your mouth, especially saliva or liquid.
Remember that phrasal verbs often have more than one meaning. The definitions shown here only
refer to the context in which they are used above.
175
Exercise #7. Now try choosing the correct phrasal verb for each sentence:
1. No chewing gum in class! _____________!

a. Pull it out
b. Wear it off
c. Fall it out
d. Spit it out
2. I don't remember now. It'll __________ to me later.
a. keep up
b. wash out
c. cut down
d. come back
3. ___________ Tom's new car! It's cool!
a. Spit out
b. Check out
c. Check up
d. Cut out
4. I've ___________ from 10 cigarettes a day to 5.
a. fall out
b. cut down
c. pull out
d. cut out
5. My fathers hair started ___________ when he was 30.
a. washing out
b. pulling out
c. falling out
d. waring off
6. I'm very happy with your progress. ___________ the good work.
a. Pull out
b. Lie down
c. Cut out
d. Keep up
7. The effects of the drugs started to ____________ after 4 hours.

a. pull out
b. wear off
c. spit out
d. check out
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2. EMERGENCY TRAVELING SITUATIONS
ENGLISH
SPANISH WORD TRANSLATION SPANISH WORD ENGLISH TRANSLATION
Aduana: Customs Oficina de información: Information office
Agencia de viajes: Travel agency Oficina de objetos perdidos: Lost property office
Albergue: Hostel Parador: State-run hotel
Billete, tiquete: Ticket Pasajero: Passenger
Billete de ida: Single ticket Pasaporte: Passport
Billete de ida y vuelta: Return ticket Pensión: Boarding-house
Bolsa de viaje: Travel bag Pensión completa: Full board
Cheque de viaje: Traveller's check Polizón: Stowaway
Consigna (equipaje): Left-luggage office Precio del billete: Fare
Destino: Destination Regreso ; Vuelta: Return
Documentación: Papers Reserva: Reservation
Documentos del
automóvil: Car's documents Residencia: Residential hotel
Equipaje: Luggage Retraso: Delay
Equipaje de mano: Hand luggage Ruta: Route
Equipaje permitido: Baggage allowance Sala de espera: Waiting room
Estancia: Stay Salida: Departure
Exceso de equipaje: Excess baggage Seguro de viajes: Travel insurance
Excursión: Excursion ; Outing Taquilla: Ticket office
Excursionista: Tripper Tarjeta de identidad: Identity card
Fonda ; Posada: Inn Tienda de campaña: Tent
Frontera: Frontier ; Border Turismo: Tourism
Gira: Tour Turista: Tourist
Guía (grupo turistas): Guide ; Courier Viajante ; Viajero: Traveller
Guía (libro): Guidebook Viaje: Journey ; Trip
Habitación doble: Double room Viaje de ida: Outward journey
Return journey ; Round
Habitación individual: Single room Viaje de ida y vuelta: trip
Horario: Timetable Viaje de negocios: Business trip
Hotel de lujo: Luxury hotel Luna de Miel: Honeymoon
Itinerario: Itinerary Viaje de recreo: Pleasure trip
Llegada: Arrival Viaje de turismo: Holiday
Maleta: Suitcase Viaje organizado: Organized tour
Mapa: Map Visado: Visa
Máquina de tiquetes Ticket machine Visado de estancia: Permit to stay
Media pensión: Half board
177
CRIME AND EMERGENCIES
178
CONVERSATION. Happy Birthday!
Angie: Are you going to do anything exiting this weekend?
Philip: Well, I’m going to celebrate my birthday.
Angie: Fabulous! When is your birthday, exactly?
Philip: It’s August ninth – Sunday.
Angie: So what are your plans?
Philip: Well, my friend Kayla is going to take me out for

dinner.
Angie: Nice! Is she going to order a cake?
Philip: Yeah, and the waiters are probably going to sing “Happy Birthday” to me.
It’s so embarrassing.
GRAMMAR FOCUS
Future Tense with “BE + GOING TO”
Subject + Verb to be (am/is/are) + going to + Main Verb + Objects.
 I am going to celebrate my birthday.

 I am going to stay home.
 She is going to invite all my friends.
 He is going to call 911.
 They are going to sing “Happy Birthday”.
 We are going to take you out for dinner.
The structure BE GOING TO is normally used to indicate the future in English. We use this structure:
1. When we have already decided or we INTEND to do something in the future. (Prior Plan)
The decision has been made before the moment of speaking.
 I'm going to India next year.

 We talked about it yesterday and I'm going to quit my job tomorrow.
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2. When there are definite signs that something is going to happen. (Evidence)
Something is likely to happen based on the evidence or experience you have.
 It's so cold! I think it is going to snow
The man can’t see where he is walking. There is a hole in front of him.
He is going to fall into the hole.
When we say that “something is going to happen”, the situation now

makes us believe this. The man is walking towards the hole now, so he is
going to fall into it.
Going to
3. When something is about to happen:
 Get back! The bomb is going to explode.
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Positive & Negative Sentences
The positive and negative structures for Be Going To are as follows:
Questions with BE GOING TO
Questions are formed by changing the order of the subject and the verb BE:
You are going to be sick if you eat that. (Positive sentence)

Are you going to be sick if you eat that? (Question)
We are going to take orange juice to the party. (Positive sentence)

Are we going to take orange juice to the party? (Question)
Gonna
Sometimes when we speak quickly, GOING TO sounds like GONNA. While it is grammatically incorrect, it
is used a lot in very informal English. You will also occasionally see the word Gonna written in song titles
or in song lyrics.
I'm gonna go to the beach tomorrow.

= I'm going to go to the beach tomorrow.
He's gonna bring his girlfriend to the party.
= He's going to bring his girlfriend to the party.
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Exercise #8. Complete this conversation with the correct form of be going to. Then practice with a
partner.
A: What ___are__ you __going to do__ (do) for Halloween?
B: I don’t know. I __________________ (not do) anything special?
A: Well, Pat and I __________________ (have) a party. Can you come?
B: Sure! Where _____________ you ______________ (have) the party?
A: It ________________ (be) at Pat’s house.
B: What time _____________ the party ______________ (start)?
A: At 6:00. And it _________________ (end) around midnight.
B: Who _______________ you ________________ (invite)?
A: We _____________________ (ask) all our good friends.
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READING.
Exercise #9. Read the article. Then correct these sentences.
1. To celebrate her birthday, Elena is going to pull on her friend’s ears.

2. Yan-Ching is going to cook some noodles on her birthday.
3. On his birthday, Mr. Aoki is going to buy something red.
4. Philippe’s friends are going to take him out to dinner on his birthday.
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READING.
How to Plan a Trip

Traveling can be tricky for a newbie. If you want to take a trip to a new place abroad or which is far
away from where you live, you may need to make a good plan in order to avoid troubles during the
trip. So once you know where you want to go, you should decide when and how you are going to go
there.
Many people take a trip during holidays because that is the time when they can take a break from
work or studies. Unfortunately, traveling during holiday season may not be a good choice as prices for
flight tickets and hotel rooms are usually higher than the off-season period when tourism is not
booming. If you have a limited budget, you may consider taking a day off work during the off-season
when prices are lower and discounted.
Your budget will also determine what means of transportation you are going to use. Taking a road trip
might be cheaper, but you should be in good shape and prepare your car for a long trip. If you choose
to fly, you may have to take public transportation to get around in your holiday destination. Whether
you take a taxi, subway or bus, you should know where you are going based on the itinerary that you
have planned before and make sure you know the routes and the fares.
Next, calculate your costs. What kind of accommodation do you want? If you take a road trip, you may
prefer to stay in a motel. Hostels are cheaper, but today you can search online and find hotels offering
rooms with low rates. If the costs are more than you can afford, make cuts where you can. You may
cut expenses for eating out or even cut the trip short and get back before the holiday season ends.
Once you are exactly sure of where and when you want to go, how you will get there and where you
are going to stay, make your reservations. You can book your flight and accommodation online and
even many attractions have ticket sales online so you can skip the lines and enjoy the attraction right
in. You may also consider taking travel insurance. You will have some protection in case you could not
travel during the time your tickets are booked for. If you plan to travel internationally, keep your
passport, travel documents, visas and similar items in one place to ease you in accessing them.
Lastly, pack light. Heavy luggage will only restrict your movement and cause discomfort. A few basic
shirts and pants or shorts will do and roll them when packing to save room for souvenirs.
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Exercise #10. Reading comprehension questions that go with the above reading passage.
1. When is the best time to take a cheap trip?

a. During the holiday season.
b. During the off-season.
c. During the peak period.
d. During the day off.
2. What is the advantage of taking a road trip compared to flying?

a. A road trip is longer.
b. A road trip could be dangerous.
c. A road trip is usually cheaper.
d. A road trip requires you to be in good shape.
3. If your budget for accommodation is very limited, you can do the following, EXCEPT:
a. Stay in a luxury hotel.
b. Stay in a hostel.
c. Cut your trip short.
d. Find a low rate hotel room.
4. What is travel insurance for?

a. To protect your health during the trip.
b. To give protection if you lose your luggage.
c. To give protection when traveling.
d. To give protection if you should cancel your booking.
5. Why should you bring light luggage?

a. To restrict your movement.
b. To save your energy.
c. To ease you in moving around.
d. To give space for camping equipment.
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Exercise #11. What is going to happen in these situations? Use the words in brackets.
1. There are a lot of black clouds in the sky. (rain) ___It’s going to rain______________.
2. It is 8:30 AM. Jack is leaving his house. He has to be at work at 8:45 AM but the journey takes 30
minutes. (late) He ________________________________________________.
3. There is a hole in the bottom of the boat. A lot of water is coming in through the hole. (sink) The
boat ______________________________________________________.
4. Emma is driving. There is very little gasoline left in the thank. The nearest gas station is a long
away. (run out) She ____________________________________________________.
5. Is 7:30 am and Sarah and John are traveling from Spain to Costa Rica. They are at the hotel and
the flight departs at 9:00 AM. The hotel is 45 minutes away from the airport. (miss) They
________________________________________________________.
186
GRAMMAR FOCUS
Future Tense with “WILL”
Subject + Auxiliary “Will” + Main Verb (infinitive) + Objects.
 I will buy a ticket for next week.

 That looks heavy. I will help you with it.
 She will rent a car as soon as she gets there.
 We will ask people some help.
We normally use WILL to speak about the future. It is always combined with another verb.
Since WILL is classified as a modal verb (like can, would, could, should) it has the same characteristics:
 It does not change in the third person (i.e. he, she, it)
 It is always combined with another verb in the base form (i.e. without 'to')
 We don't use it with 'Do' in questions or negatives.
Examples of Will:
 I will go to the cinema tonight.
 He will play tennis tomorrow.
 She will be happy with her exam results.
 They will take the bus to the South next week.
When to use WILL
We use WILL in the following circumstances:
1. For things that we decide to do now. (Rapid Decisions)
This is when you make a decision at that moment, in a spontaneous way.

 I'll call a taxi for you.
 I think we'll go right now. (I just decided this right now)
 Which one? Um, I will have the chicken sandwich please.
2. When we think or believe something about the future. (Prediction)
This can be based on personal judgement or opinion.

 The President will not be re-elected at the next election.
 I think it will rain later so take an umbrella with you.
 I think you will find the movie interesting.
Notice how you often use "I think..." before the subject + will.
187
3. To make an offer, a promise or a threat.
 You look tired. I'll finish the dishes for you.

 I will do my best to help you.
 If you say anything I will kill you!
 I will have it ready by tomorrow.
 I'll drive you to work if you want.
 Don't worry, I won't tell anyone. (won't = will not)
4. For a habit that is a predictable behavior
 My daughter will fall asleep as soon as she is put into bed.

 He will give up if he starts losing. He always does that.
5. You use WON'T when someone refuses to do something.
 I told him to clean his room but he won't do it.

 She won't listen to anything I say.
Negative Sentences with WILL

In the negative, we add NOT to the end of WILL and not to the main verb. (= will not)
Examples:
 I will not be in the office tomorrow. (correct)
I will be not in the office tomorrow. (Incorrect)
 They will not stay here. (correct)
They will stay not here. (Incorrect)
Contractions
It is possible to use contractions in both positive and negative sentences.
With positive contractions WILL becomes 'LL and is joined to the subject:
188
With negative contractions, will not becomes won't:
Questions
To form a question using WILL, we reverse the order of the subject and WILL:
Examples:
Will they win the cup?
- Yes, they will.

- No, they won't.
Will you tell him the truth?
- Yes, I will.
- No, I won't.
Will she get angry?
- Yes, she will.

- No, she won't.
189
GRAMMAR FOCUS
190
READING.
“My Future Plans and Expectations”

I often wonder about my future as I am about to finish Secondary School. The number one question on my
mind is which profession should I choose? I want a profession that will satisfy me, challenge me, and bring
me joy. I believe that a job should be like a hobby. I want to love my work.
First of all, As soon as I finish Secondary School, I will take the first important exam of my life - the final
graduation exam. I will be tested in four different subjects: the English and German languages, biology, and
chemistry. After my graduation, I will study at the Medical University to become a doctor.
But now, I am focusing my attention on finishing my studies. Also, before I have a family, I would like to
travel overseas. I want to see countries like Japan, Finland and travel through the African continent. After I
finish my education and travels, I plan to get married and have a family. I would like to live with my future
family in a quiet, natural countryside setting.
Exercise #12. Answer the following questions.
1. Will the student in the text above be tested in French language?
_____________________________________________________________________________.
2. What will he do after his graduation?
_____________________________________________________________________________.
3. Does he want to travel and visit other countries?
_____________________________________________________________________________.
Exercise #13. Match each word with its appropriate meaning.
Career ( ) a. To get a university or college degree.
Graduate ( ) b. Profession or job that people have a salary for the performed work.
Hobby ( ) c. Arrangement for doing something.
Plan ( ) d. An activity that we do for pleasure in our free times.
191
Exercise #14. Complete the sentences with I’ll + a suitable verb.
1. I’m too tired to walk home. I think ___I’ll get _____ a taxi.
2. It’s a bit cold in this room. Is it? _________________ on the heating then.
3. We haven’t got any milk. Oh, haven’t we? _________________ and get some.
4. Do you want me to do the washing-up? No, it’s all right _____________________ it.
5. I don’t know how to use this computer. Ok, _______________________ you.
6. Would you like tea or coffee? __________________ coffee, please.
7. Goodbye! Have a nice holiday. Thanks _____________________ you an email.
8. Thank you for lending me your camera. ______________ it back to you on Monday, OK?
9. Are you coming with us? No, I think ____________________ here.
10. It’s your flight departing today? No, it ________________________ tomorrow.
Exercise #15. Read the situations and write sentences with I think I’ll… or I don´t think I’ll…
1. It’s a bit cold. You decide to close the window. You say __I think I’ll close the window__.
2. You are feeling tired and it’s quite late. You decide to go bed. You say:
I think ______________________________________________________________.
3. A friend of you offers you a lift in his car but you decide to walk. You say:
Thank you but ________________________________________________________.
4. You arranged to play tennis today. Now you decide that you don’t want to play. You say:
I don’t think __________________________________________________________.
5. You were going to go swimming. Now you decide that you don’t want to go.
_____________________________________________________________________.
192
3. UNANTICIPATED APPOINTMENTS
VOCABULARY OCCUPATIONS I
193
VOCABULARY OCCUPATIONS II
194
GRAMMAR FOCUS
Normally in the present tense we add S to the end of the verb in the 3rd person (He, She, It).
 He speaks three languages.

 She drinks coffee every morning.
 My dog hates my cat.
Irregular Verbs
Irregular verbs in English in the present tense follow very simple rules. The only change that is made to
these verbs is in the third person – for He, She or It.
1. If the verb ends in SS, X, CH, SH or the letter O, we add + ES in the third person.
 A mechanic fixes cars.

 She watches soap operas every afternoon.
 He kisses his wife before he goes to work.
195
2. If the verb ends in a Consonant + Y, we remove the Y and + IES in the third person.
 Isabel studies every night.

 The baby cries all the time.
 He denies all responsibility.
196
READING.
Tom’s Job
Tom works at a bank. He is the manager. He starts work every day at 8:00 am. He finishes work every
day at 6:00 pm. He lives very close to the bank. He walks to work every day. His brother and sister also
work at the bank. But, they do not live close to the bank. They drive cars to work. They start work at
9:00 am. In the bank, Tom is the boss. He helps all the workers and tells them what to do. He likes his
job. He is also very good at his job. Many customers like Tom, and they say hello to him when they
come to the bank. Tom likes to talk to the customers and make them feel happy. Tom really likes his
job.
Exercise #16. Based on the reading, answer the following questions.
1. What time does Tom start work?

a. 9.00 am
b. 8:00 am
2. Does Tom drive a car to work?

a. No
b. Yes
3. Does Tom live close to the bank?

a. No
b. Yes
4. Does Tom talk to customers?

a. Yes
b. No
5. How does Tom feel about his job?

a. Bad
b. Good
Exercise #17. Complete the following sentences using Simple Present Tense and the phrase “need to …”
1. I have a terrible toothache. I __need to make an appointment with the dentist__.
2. My son is not feeling fine today. He ____________________________________.
3. My car engine broke up today and it is not working. I ______________________________.
4. Ana’s driving license is expired. She ____________________________________________.
5. Marcela and I like to go the movies. We ________________________________________.
197
GRAMMAR FOCUS
Future Continuous
Subject + will + be + main verb + -ing ending + Complements.
Kevin loves football and this evening there is a big football match on television. The match begins at
7:30 PM and ends at 9:30 PM. Paul wants to see Kevin the same evening and wants to know what
time to come to his house.
PAUL: Is it all right if I come about 8:30 PM?

KEVIN: No, I’ll be watching the football then.
PAUL: Well, what about 9:30 PM?
KEVIN: Fine. The match will have finished by then.
I will be doing something (future continuous) = I will be in the middle of doing something. The
football match begins at 7:30 PM and ends at 9:30 PM. So during this time, for example at 8:30 PM,
Kevin will be watching the match.
Check on another examples:
 I am going on holiday on Saturday. This time next week I’ll be lying on a beach or swimming
in the sea.
Exercise #18. Read about Colin. Then you have to tick ( ) the sentences which are true. In each group of
sentences at least one is true.
Colin goes to work every day. He leaves home at 8 o’clock and arrives at work at about 8:45. He starts work
immediately and continuous until 12:30 when he has lunch (which takes about half an hour). He starts work
again at 1:15 and goes home at exactly 4:30. Every day he follows the same routine and tomorrow will be no
exception.
1. At 7:45
a. He will be leaving the house.

b. He will have left the house.
c. He will be at home.
d. He will be having breakfast.
2. At 8:15
a. He’ll be leaving the house.

b. He’ll have left the house
c. He’ll have arrived at work.
d. He’ll be arriving at work.
198
3. At 9:15
a. He’ll be working.
b. He’ll start work.
c. He’ll have started work.
d. He’ll be arriving at work.
4. At 12:45
a. He’ll have lunch.

b. He’ll be having lunch.
c. He’ll have finished his lunch.
d. He’ll have started his lunch.
5. At 4 o’clock
a. He’ll have finished work.

b. He’ll finish work.
c. He’ll be working.
d. He won’t have finished work.
6. At 4:45
a. He’ll leave work.

b. He’ll be leaving work.
c. He’ll have left work.
d. He’ll have arrived home.
199
4. MAKING A COMPLAINT AT A RESTAURANT
VOCABULARY RESTAURANT I
200
VOCABULARY RESTAURANT II
201
GRAMMAR FOCUS
Present Perfect Progressive Tense (Complaints)
Subject + has / have + been + Main Verb + -ing + Complements.
EXAMPLES:
 I've been waiting for over 30 minutes and my meal still hasn't come.
 I have been on the phone for over 40 minutes waiting for your answer.
*We use the present continuous for an activity that has recently stopped or just stopped.
Exercise #19. Read the situation and complete the sentences.
1. The rain started two hours ago. It´s still raining now. It __has been raining _ for two hours.
2. We started waiting for the meal 30 minutes ago. We are still waiting now. We
________________________ for 30 minutes.
3. I started English classes in December. I’m still learning English now. I

_________________________ since December.
4. Ann began looking for a job six months ago. She’s still looking now. I
_________________________ for six months.
5. Mary started working in Heredia on 18th January. She’s still working there now. She
_________________________ since January 18th. .
6. Years ago you started writing to a penfriend. You still write to each other regularly now. We
_________________________ for years.
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READING.
203
Exercise #20. Based on the reading before, write 4 complaints on services you consider a customer can
complain.
1. AT THE BANK.
______________________________________________________________________________.
2. AT THE SUPERMARKET
______________________________________________________________________________.
3. BY PHONE
______________________________________________________________________________.
4. AT THE HOSPITAL
_____________________________________________________________________________.
Exercise #21. Correct the errors in the following two sentences.
1. Jane has lost weight. She had been dieting for months now.
____________________________________________________________________________.
2. That man is making me nervous. He has stared at me all evening.
_____________________________________________________________________________.
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PRONUNCIATION. Pronouncing /ʃ/
[ ʃ ] as in SHE, SHOULD and SHORT
LIPS: are rounded and slightly parted.
TONGUE: your tongue is away from the teeth clenched.
The ʃ sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiceless palato-alveolar sibilant’.
This means that you create friction through clenched teeth by directing air flow through a narrow
channel formed along the middle of the tongue.
The following words should be pronounced with /ʃ/. Repeat them carefully after your teacher.
[ ʃ ] At the Beginning [ ʃ ] In the Middle [ ʃ ] At the End
Sure information finish

Shoulder social wish
Shot education push
Shake nation
[ ʃ ] SPELLED:
The /ʃ/ phoneme is normally spelled with the letter ‘sh’ as in the words but can also be spelled with the
letters ‘ti’ or ‘ci’ as in the words:
 Show /ʆəʊ/
 push /pʊʆ/
 national /ˈnæʆənəl/
 official /əˈfɪʆəl/
205
PRONUNCIATION. Pronouncing /ʧ/
[ ʧ ] as in SHE, SHOULD and SHORT
LIPS: are rounded and slightly parted.
TONGUE: touch your tongue to that ridge lightly and allow air
pressure to force the tongue down opening the airway.
The ʧ sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiceless palato- alveolar affricate’. This
means that you create friction by first stop the airflow with your tongue and the ridge behind your teeth,
then release it through a narrow gap.
The /ʧ/ sound is made through the mouth and it is Unvoiced which means that you don’t use your vocal
chords to make the sound.
It is defined by shape of your lips and the position of your tongue and it is an affricate, which is a sound made
by closing the air flow but then opening it by forcing air through a narrow space. In this case it is the tip of
your tongue that creates the narrow space between it and the ridge behind the top teeth.
The following words should be pronounced with /ʧ/. Repeat them carefully after your teacher.
/ʧ/ At the Beginning /ʧ/ In the Middle /ʧ/ At the End
check /tʆek/ future /ˈCuːtʆə/ research /rɪˈsɜːtʆ/

charge /tʆɑːdʒ/ nature /ˈneɪtʆə/ teach /tiːtʆ/
challenge /ˈtʆæləndʒ/ kitchen /ˈkɪtʆən/ approach /əˈprəʊtʆ/
chat /ʧæt/ structure /ˈstrʌktʆə/ rich /rɪtʆ/
[ ʧ ] SPELLED: The /ʧ/ phoneme is normally spelled with the letters “ch” as in the words: As in the word:
 choose
But can also be spelled with the letters “t-u” as in the words:
 culture
 century
 eventually /ɪˈventʆuəli/
206
OPEN A BOOK, OPEN YOUR
MIND
Themes:
1. Keep it simple
2. Show me: Comic Strips
3. Biographies of Writers
4. The Moral of the Costa Rican Legend is…
 Understand the main points of a relatively long discussion if it concerns a familiar topic and if the
people involved use Standard English and do not speak too quickly.
 Understand the most important information about (poems, comic strips, biographies and the moral of
the story) when visuals support the message.
 Understand small group discussion between two or more native speakers, if that conversation is
unhurried and if the student is familiar with the topic under discussion in a video recording.
 Understand relevant information to draw conclusions.
 Manipulate English language sounds using knowledge in phonics, syllabification and word parts.
 Understand factual texts and simple reports on familiar topics.
 Offer an opinion about comic strips, biographies and Costa Rican legends examined in class.
 Interview others about biographies and Costa Rican legends if the questions have been
prepared beforehand.
 Describe his/her favorite comic strips.
 Describe biographies of national and international writers.
 Retell a Costa Rican legend read/heard in class.
 Write a narrative paragraph about a Costa Rican legend.
 Write a biography of famous writers, checking written sentences to look for mistakes (e.g.
subject-verb agreement, capitalization, spelling, basic punctuation etc.).
207
1. KEEP IT SIMPLE
“Haiku” is a traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first
and last lines of a Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely
rhyme.
“cinquain” is a five-line poem that was invented by Adelaide Crapsey. She was an
American poet who took her inspiration from Japanese haiku and tanka. Cinquains are
particularly vivid in their imagery and are meant to convey a certain mood or emotion.
A cinquain poem is a verse of five lines that do not rhyme.
GROUP WORK
 In groups of 3 classmates, try to create a “haiku” and a “cinquain”. Then share it with the
rest of the class.
208
GRAMMAR FOCUS
Reported Speech (Present) 1
Las reglas del Reported Speech en inglés
Hay varias reglas para el uso del reported speech en inglés. Pero primero, dejamos claro qué
es.
El reported speech también se llama estilo indirecto. Y así es lo contrario de estilo directo,
que utiliza comillas.
La versión corta: estilo directo es exactamente – textualmente – lo que dice alguien. Reported
speech es una forma de contarlo a otra persona.
Un ejemplo sencillo…
Estilo directo: “I’m on my way”, said Tom.

Estilo indirecto / reported speech: Tom said he was on his way.
Otras reglas: generalmente, el estilo indirecto utiliza un “paso atrás” en el tiempo. O sea, que
cambiamos el tiempo verbal al pasado.
Entonces…
 Presente simple cambia a pasado simple.

 Can cambia a could.
 Will cambia a would.
 Presente perfecto cambia a pasado perfecto.
 Pasado simple cambia a pasado perfecto.
 Presente simple cambia a pasado simple
“I’m on my way”, said Tom.

Tom said he was on his way.
“I like the idea.”

He said he liked the idea.
“I know what to do.”

She said she knew what to do.
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 Can cambia a could y will cambia a would
Y hacemos la transformación también a verbos en negativo. Así que can’t cambia, lógicamente,
a couldn’t. Y así sucesivamente.
“I can’t hear you.”

He said he couldn’t hear me.
“I can’t come to the meeting”.

He said he couldn’t come to the meeting.
“I’ll see you tomorrow.”

She said she would see me the next day.
“I’ll be there at 9 o’clock.”

She said she’d be here at 9 o’clock.
 Presente perfecto y pasado simple cambian a pasado perfecto
El “paso atrás” en el tiempo cambia los dos tiempos al pasado perfecto, que se forma con had +
participio pasado.
“I’ve been to Italy several times.”

She said she had been to Italy several times.
“I really enjoyed the party.”

He said he had really enjoyed the party.
In general, the present form in direct speech changes to the past form in
reported speech:
Am / is  was do / does  did will  would
Are  were have / has  had can  could
Want / like / know / go, etc.  wanted / liked / knew / went, etc.
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Exercise #1. Somebody says something to you which is the opposite of what they said before. Write a
suitable answer beginning I thought you said…
1. A: That restaurant is expensive.

B: Is it? ___I thought you said it was cheap.__
2. A: Ann is coming to the party tonight.

B: Is he? I thought you said she ____________________________________________.
3. A: Ann likes Paul.

B: Does he? I thought ____________________________________________________.
4. A: I know lots of people.

B: Do you? I thought you said you __________________________________________.
5. A: I’ll be here next week.

B: Will you? ____________________________________________________________.
6. A: I’m going out this evening.

B: Are you? ____________________________________________________________.
7. A: I can speak a little Portuguese.

B: Can you? ____________________________________________________________.
8. A: I haven’t been to the cinema for ages.

B: Haven’t you? _________________________________________________________.
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Exercise #2. Yesterday you met a friend of yours, Charlie. Here are some of the things Charlie said to
you:
Later that day you tell another friend what Charlie said. Use reported speech.
1. __Charlie said that he was living in London now___.
2. He said that ____________________________________________________________.
3. He ___________________________________________________________________.
4. ______________________________________________________________________.
5. ______________________________________________________________________.
6. ______________________________________________________________________.
7. ______________________________________________________________________.
8. ______________________________________________________________________.
9. ______________________________________________________________________.
10. ______________________________________________________________________.
11. ______________________________________________________________________.
12. ______________________________________________________________________.
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READING.
Guess Who I Bumped Into?
Tim wandered along the path thinking aloud, "If I continue this diet I should lose twenty pounds by
the end of..." when BOOM! He bumped into another city dweller out for a day's walk in the park.
"I'm terribly sorry," he apologized, "I was so caught up in my thoughts, I didn't see you!" he managed
to stammer.
Smiling, Sheila responded, "It's OK. Nothing's broken... No really, I wasn't watching my step either."
Suddenly they both stopped making excuses and stared at each other.
"Don't I know you from somewhere?" inquired Tim while Sheila exclaimed, "You're Tim, Jack's brother,
aren't you?!"
They both began to laugh as they had met each other the week before at a party that Jack had given.
Still laughing, Tim suggested, "Why don't we have a cup a coffee and donut?" to which Sheila replied,
"I thought you wanted to continue your diet!" They both were still laughing by the time they reached
the Swimming Donut cafe.
Exercise #3. Answer the question based on the reading above. Choose the best option.
1. Why did Tim bump into Sheila?

a. He was on a diet.
b. He wasn't paying attention.
c. He was writing his thoughts down.
2. Where do they live?

a. In the park
b. In the countryside
c. In the city
3. Whose fault was the incident?

a. Tim's
b. Sheila's
c. It's not clear
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4. Where did they first meet?
a. In the park
b. At the Swimming Donut
c. At Tim's Brother's house
5. Why was Tim's suggestion funny?

a. He was supposedly on a diet.
b. The name of the cafe was strange.
c. They were on a walk and there were no donuts in the park.
6. As he was walking down the path Tim said if he __________ his diet he __________ lose twenty
pounds.
a. continues... should
b. continued... should
7. We bumped into each other. He apologized saying he __________ terribly sorry.

a. was
b. is
8. I told him it was OK, that nothing __________ broken.

a. had
b. was
c. both are correct
9. Tim said he had been so caught up in __________ thoughts that he _____ _____ me.
a. his / hadn't seen
b. my / didn't see
10. He seemed embarrassed, so I added that I __________ my step either.

a. hadn't watched
b. hadn't been watching
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Exercise #4. Write down what you think about each haiki below. Then comment them with the class,
and share your opinions about them.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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2. SHOW ME: COMIC STRIPS
ENGLISH
TRANSLATION SPANISH WORD
computers computadoras
writing material material para escribir
web pages páginas web

layout diseño, plano
artist artista
cartoonist caricaturista
writer escritor
speech balloon globo de diálogo (en caricaturas)

caricature caricatura
image imagen
attribute atributo
characteristic característica
impact impacto
ambition ambición
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GRAMMAR FOCUS
Reported Speech 2
It is not always necessary to change the verb when you use reported speech. If you report something
and it is still true, you do not need to change the verb:
 Direct Tom said “The comics strips on this newspaper are great”
Reported Tom said that the comic strips on this newspaper are great.
(The comic strips are still great. The situation hasn’t changed)
 Direct Ann said “I want to write a comic strip in the next edition”
Reported Ann said that she wants to write a comic strip on the next edition.
(Ann still wants to write the comic strip for the bext edition)
Note that it is also correct to change the verb into the past:
 Tom said that the comic strips on the newspaper were great.
 Ann said that she wanted to write a comic strip for the next edition.
But you must use the past form when there is a difference between what was said and what is really
true.
SAY AND TELL
If you say who you are talking to, use tell:

 Sonia told me that you were ill. (not “Sonia said me”)
 What did you tell the police? (not “say the police”)
Otherwise use say:

 Sonia said that you were ill. (not “Sonia told that…”)
 What did you say?
But you can “say something to somebody”:

 Ann said goodbye to me and left. (not Ann said me goodbye)
 What did you say to the police?
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Exercise #5. Complete the sentences with say or tell (in the correct form). Use only one word each time.
1. Ann ___said___ goodbye to me and left.
2. ___________ us about your holiday. Did you have a nice time?
3. Don’t just stand there! ____________ something!
4. I wonder where Sue is. She _____________ she would be here at 8 o’clock.
5. Jack _________ me that he was fed up with his job.
6. The doctor _________ that I should rest for at least a week.
7. Don’t __________ anybody what I _________. It’s a secret just between us.
8. Did she ________ you what happened? No, she didn’t _________ anything to me.
9. George couldn’t help me. He ________ me to ask Kate.
10. George couldn’t help me. He _______ to ask Kate.
Exercise #6. The following sentences are direct speech:
Please slow
Don't wait for me if I am late Will you marry me? down Hurry up
Do you think you could
Can you open your bag, please? give me a hand Tom? Don't worry, Sue
Now choose one of these to complete each sentence below. Use reported speech:
1. Bill was taking a long time to get ready, so I ______told him to hurry up__________.
2. Sarah was driving too fast, so I asked ______________________________________.
3. Sue was very pessimist about the situation, I told ____________________________.
4. I couldn’t move the piano alone, so I ______________________________________.
5. The customs officer looked at me suspiciously and ___________________________.
6. John was very much in love with Mary, so he ________________________________.
7. I didn’t want to delay Ann, so I ___________________________________________.
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READING.
Exercise #7. The next day, Sally was home alone again. Her mother called from the office. Create dialogs
based on the following model information.
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READING.
Exercise #8. Answer true, false, or maybe (if the answer isn’t in the story).
1. Bill has been on a ship for the past several months. ____________
2. His sister had a baby while he was away. _____________
3. His father has retired. _______________
4. Bill’s high school was very large. ______________
5. Bill’s former girlfriend lives in Hollywood now. ____________
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3. BIOGRAPHIES OF WRITERS
ENGLISH ENGLISH
TRANSLATION SPANISH WORD TRANSLATION SPANISH WORD
achievement alcance, logro plot argumento, trama
ambition ambición poems poemas
books libros poets poetas
buildings edificios point of view punto de vista
diary diario protagonist protagonista

educational instituciones
institutions educacionales readings lecturas
house casa school escuela
impact impacto setting escenario
influence influencia society sociedad
lecture lectura theatres teatros
life story perspective perspectiva de vida theme tema
material material writer escritor
nature naturaleza writing escribir
novel novela
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GRAMMAR FOCUS
The Passive Voice
Object + To Be + Past Participle
ACTIVE SENTENCE Hemingway has written the novels.

PASIVE SENTENCE The novels have being written by Hemingway.
OTHER EXAMPLES:
 ACTIVE: Many people read the writer’s articles.

PASSIVE: The writer’s articles are read by many people.
 ACTIVE: Our grandparents narrated “La Llorona” and “El Cadejos” legends.
PASSIVE: “La Llorona” and “El Cadejos” legends were narrated by our grandparents.
Al transformar una oración activa en pasiva, se producen una serie de cambios. El Objeto de la oración activa
se convierte en el sujeto de la oración pasiva. El verbo en la oración pasiva se pone en el mismo tiempo que el
de la voz activa y finalmente, el que era sujeto de la voz activa se convierte en complemento agente (precedido
por by) en la oración pasiva.
Sujeto Verbo Objeto
Activa: Cervantes wrote Don Quixote
Pasiva: Don Quixote was written by Cervantes
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Passive Voice Chart
When to use the Passive Voice
1. It is used when the person/thing performing the action is unimportant or unknown.

E.g. Our car was stolen last night.
2. It is used when it is obvious who/what is performing the action.

e.g. Cameron was sacked last week.
3. It is used to describe factual information, especially when describing a process.

e.g. The lasagna is baked in an oven for 35 minutes at 250 degrees Celsius.
4. It is used in news reports and to give instructions.

e.g. Five people were arrested at a nightclub last night.
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Below are examples of the passive in a range of verb tenses.
While it is possible to use this structure in a large variety of tenses in English, it is rare to use the
passive in Future Continuous, Present Perfect Continuous, Past Perfect Continuous or Future
Perfect Continuous tenses.

Exercise #9. Complete the sentences using one of these verbs in the correct form:
Cause Damage Hold Include Invite

Make Overtake Show Translate write
1. Many accidents ___are caused___ by dangerous driving.
2. Cheese ________________ from milk.
3. The roof of the building ______________ in a storm a few days ago.
4. There’s no need to leave a tip. Service ______________ in the bill.
5. You _______________ to the wedding. Why didn’t you go?
6. A cinema is a place where films ________________________.
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7. In the United States, elections for President ______________ every four years.
8. Originally the book ______________ in Spanish and a few years ago it __________ into English.
9. We were driving along quite fast but we ____________________ by lots of other cars.
Exercise #10. Rewrite these sentences. Instead of using “somebody / they / people” etc. write a passive
sentence.
1. Somebody cleans the room every day. ______The room is cleaned every day_______________.
2. They cancelled all the flights because of fog. All ______________________________________.
3. People don´t use this road very often. ______________________________________________.
4. Somebody accused me of stealing money. I __________________________________________.
5. How do people learn languages? How ______________________________________________.
6. People advise us not to go out alone. _______________________________________________.
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READING.
Exercise #11. Read the following sentences. Decide if the underlined verb is Active (A) or passive (P).
The actress received an Oscar. A

The actress was given an Oscar. P
1. The actress wore a beautiful gown.

2. Halle Berry presented an Oscar.
3. Halle Berry has been seen in many movies.
4. The director has been nominated many times.
5. Old movies were filmed in black and white.
6. Many actors live in California.
7. Many movies are made in Hollywood.
8. The names of the winners will be printed in tomorrow’s newspaper.
9. The actress thanked all the people who helped her win.
10. The actress was driven to the ceremony in a white limousine.
11. Hollywood was built at the beginning of the twentieth century.
12. Hollywood has become the movie capital of the U.S.
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READING.
Carmen Lyra Biography
Carmen Lyra (1888 – May 13, 1949) was the pseudonym of the first prominent female Costa Rican
writer, born Maria Isabel Carvajal Quesada. She was a teacher and founder of the country's first
Montessori school. She was a co-founder of the Communist Party of Costa Rica, as well as one of the
country's first female worker's unions. She was one of the earliest writers to criticize the dominance
of the fruit companies.
Carmen Isabel Carvajal Quesada was born on 15 January 1888 in San José, Costa Rica and attended
the Superior School for Girls, graduating in 1904. She began working at the San Juan de Dios Hospital
in 1906 as a novice, but decided religious life was not her calling, and instead began working as a
teacher and writer. She started sending articles to newspapers such as Diario de Costa Rica, La Hora
and La Tribuna; and magazines like Ariel, Athenea and Pandemonium and teaching throughout the
country.
In 1918, she published her first novel En una silla de ruedas (In a Wheelchair), which portrays national
customs and manners through the eyes of a paralyzed boy who grows up to become an artist, with a
strong dose of sentimentalism and intimations of the bohemian life of San Jose. In 1919, during a
teacher's protest against the dictatorship of Federico Tinoco Granados, Lyra galvanized the crowd and
in their anger, they burned the government news office. She managed to escape the police manhunt
disguised as a news seller. In 1920, she published her most well-known work Los Cuentos de Mi Tia
Panchita (Tales of My Aunt Panchita), a collection of folk tales.
When the dictatorship crumbled, she was given a scholarship to study abroad, at the Sorbonne, in
Apex and also visited schools in Italy and England to evaluate pedagogical methods in use in Europe.
She returned in 1921 to manage the Department of Children's Literature at the Normal School of Costa
Rica. In 1926, Lyra founded and directed the first Montessori pre-kindergarten, teaching the poorest
students of San José. Lyra's home became a gathering place for intellectuals and writers and her
politics increasingly moved to the left. In 1931, she and Manuel Mora Valverde founded the Costa
Rican Communist Party. She was joined by fellow teachers María Alfaro de Mata, Odilia Castro Hidalgo,
Adela Ferreto, Angela García, Luisa González, Stella Peralta, Emilia Prieto, Lilia Ramos, Esther Silva and
Hortensia Zelaya, who had been radicalized at the Normal School (teacher's college), to challenge a
society built on privilege and the roles of women being confined to home, marriage, and motherhood.
That same year, Lyra and Luisa González formed the Unique Union of Women Workers and suggested
the creation of a union for Costa Rican Teachers, which would not be created until 1939 by Odilia
Castro.
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In 1931, she published Bananos y Hombres (Bananas and Men) anticipating the actual 1934 banana
workers' strike, organized by the communist party and in which she played a significant part. As her
politics and activities became more radical, Lyra was removed from her teaching posts and in 1948, at
the conclusion of the Costa Rican Civil War, when José Figueres Ferrer outlawed the communist party
she was sent into exile in Mexico. Despite repeated pleas to be allowed to return home due to illness,
Lyra was denied and died in Mexico City on 14 May 1949.
In 1962 the Board of Education of Cóbano, named a school in her honor and the Costa Rica Legislative
Assembly awarded her the honor of Benemérita de la Cultura Nacional in 1976.
Lyra was inducted into La Galería de las Mujeres de Costa Rica (The Costa Rican Gallery of Women) in
2005. As of 2010 Carmen Lyra is depicted in the twenty thousand colones bill.
Exercise #12. Read the text once again and choose the best option that completes the sentences below.
1. The first job Carmen Lyra had was as a _______________ in the San Juan de Dios hospital.
a. teacher
b. novice
c. activist
d. seller
2. _________________ is the name of her first novel she wrote.
a. Cuentos de mi Tía Panchita

b. Sorbonne
c. Pandemonium
d. En una silla de ruedas
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3. She published her first novel in ________________.
a. 1918
b. 1888
c. 1904
d. 1920
4. ________________ is the most famous novel Carmen Lyra has written.
a. En una silla de Ruedas

b. Cuentos de mi Tía Panchita
c. Fantasías de Juan Silvestre
d. Bananos y Hombres
5. Lyra created the first _________________, teaching the poorest students of San José.
a. Department of Children’s Literature

b. Costa Rican Communist Party
c. Superior School for Girls
d. Montessori pre-kindergarten
6. Carmen Lyra and _________________ founded the Costa Rican Community Party.
a. Lilia Ramos
b. Manuel Mora Valverde
c. Luisa González
d. Odilia Castro
7. Carmen Lyra’s book called __________________ portraits 1934 banana workers strike.
a. Banana and Women

b. Banana Republic
c. Banana Strike
d. Banana and Men
8. Carmen Lyra died in ___________________ in 1949.
a. Mexico
b. Alajuela
c. Heredia
d. San José
9. Lyra belongs to the Costa Rican Gallery of Women since _____________.
a. 2010
b. 1976
c. 2005
d. 2015
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4. THE MORAL OF THE COSTA RICAN LEGEND IS…
ENGLISH TRANSLATION SPANISH WORD
culture past cultura pasada

Iztaru legend Leyenda de Iztarú
La “Segua” La "Segua"
Legend of Turrialba Leyenda de Turrialba
Legends Leyendas
moral moral
stories historias
The “Cadejos” El "Cadejos"
The Oxless Carts La Carreta sin Bueyes
The Souls Las Ánimas
The Stone of Aserri and The Witch La Piedra de Aserrí y La Bruja
Zarate Zarate
Witch of Escazu La Bruja de Escazú
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GRAMMAR FOCUS
Second Conditional
When we are thinking about a situation in the present or future that is hypothetical, unlikely or
impossible, we use:
If + Past Simple, ...Would + Verb
We use a past verb though are imagining the present or the future to be different.
The second clause of subject + would + verb (conditional verb) is conditional to the first clause
happening (or will only happen if the first part/clause happens).
Example: If I won the lottery, I would travel around the world.
= It is unlikely that I will win the lottery, but I'm going to hypothetically imagine that I did win. In
that situation I would travel around the world. So in order for me to travel around the world, I
would need the first clause (the condition or situation) to happen, that is, for me to win the lottery
first.
 If I won the lottery, I would travel around the world. (Though I am unlikely to win the lottery)
 If I knew his name, I would tell you.
 If I didn't have a headache, I would go to the party.
 If I became President, I would reduce the salaries of all politicians. (Though it is unlikely I will
become President)
Notice how we use a comma after the past tense clause.
We can also reverse the order and use:
Conditional verb (would + verb) + If + Past Simple
 I would be happy if I had more free time.

 I would tell you the answer if I knew what it was.
 There would be fewer accidents if everyone drove more carefully.
 We would have a lot of money if we sold our house.
 Would she come if I paid for her flight?
 Would you accept the job if they offered it to you?
 What would you do if you won the lottery?
 What would you do if you saw a U.F.O?
Notice how the comma is not necessary with this word order.
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If I were …
Note that with the verb To Be we use IF + I / HE / SHE / IT + WERE
The reason we use WERE instead of WAS is because the sentence is in the Subjunctive mood.
 If I were not in debt, I would quit my job.

 If he were taller, he'd be accepted into the team.
 She would be still be correcting my grammar if she were still alive.
Though in informal English, you will hear some people say If I was... If he was... etc. This usage doesn't
sound good though unfortunately is common.
Could in Second Conditional sentences
COULD can be used instead of WOULD to make the hypothetical present or future more likely.
 If he trained every day, he could represent his country

 If I had a little more money, I could buy a car.
Exercise #13. Put the verb into the correct form.
1. They would be rather offended if I ___didn’t go___ to see them. (not/go)

2. If you took more exercise, you ___would feel_____ better. (feel)
3. If I was offered the job, I think I ________________ it. (take)
4. I’m sure Amy will lend you the money. I’d be very surprised if she _____________ (refuse)
5. If I sold my car, I __________________ much money for it. (not/get)
6. A lot of people would be out of work if the factory ________________ (close down)
7. What would happen if I _________________ that red button? (press)
8. Liz gave me this ring. She ____________ very upset if I lost it. (be)
9. Mark and Carol are expecting us. They would be disappointed if we _____________. (not/come)
10. Would Tim mind if I _______________ his bicycle without asking him? (borrow)
11. If somebody ________________ in here with a gun, I’d be very frightened. (walk)
12. I’m sure Sue ________________ if you explained the situation to her. (understand)
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Exercise #14. Use your own ideas to complete these sentences.
1. If you took more exercise, _____you’d feel better_____.
2. I’d feel very angry if _________________________________________________________.
3. If I didn’t go to work tomorrow, _______________________________________________.
4. Would you go to the party if __________________________________________________.
5. If you bought some new clothes, ______________________________________________.
6. Would you mind if _________________________________________________________.
Exercise #15. Write a sentence with if… for each situation.
1. We don’t visit you very often because you live so far away.
___If you didn’t live so far away, we would visit you more often___.
2. He doesn’t speak very clearly – that’s why people don’t understand him.
If he ______________ more ______________, people ____________________________.
3. That book is too expensive, so I’m not going to buy it.
If the book ________________________, I _____________________________________.
4. We don’t go out very often because we can’t afford it.
________________________________________________________________________.
5. It’s raining, so we can’t have lunch in the garden.
________________________________________________________________________.
6. I have to work tomorrow evening, so I can’t meet you.
________________________________________________________________________.
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READING.
If I Won The Lottery
I can imagine what my life would be like if I won the lottery. Wow! I could do so many things, and
my life would be so different. I would love the chance to change my life with the money. The first
thing I would do is buy a big, new house. I live in a small apartment, and I have always dreamed of
living in a big house in the country. With all that money, I could buy anything I wanted. I don’t
have a car right now, so I would buy a new car. Or, I might even buy a new motorcycle. I like
motorcycles, and I can imagine myself driving down the highway with the wind in my hair.
Of course, I if I won the lottery, I should give some of the money to charity. I would probably give
my money to a charity that helps sick children. Also, if any of my friends needed anything, I could
help them pay for it. I know many people that have student loans, and I could help them pay the
loans back. That would make them very happy. Plus, if I won a lot of money, I would certainly
save some of it in the bank.
Also, I think that if I won a huge amount of money, I would open a business. I love to cook, and I
have always wanted to open a restaurant. With all that money I could open a fancy restaurant.
However, I know one thing I would not do is travel. I have a friend who won $100, 000 in the
lottery three years ago. She took the money and travelled for three months. I think she is crazy.
Travelling is nice, but then she had nothing left after her vacation.
I think, however, that the only problem with dreaming about the money I could win is that I have
never even played the lottery before. As they say: “You can’t win if you don’t play.”
Exercise #16. Read the text once again and choose the best option that answers the sentences below.
1. What would the person NOT buy if she won the lottery?
a. House
b. Motorcycle
c. Apartment
d. Car
2. What would the person NOT do if she won the lottery?
a. Give money to charity

b. Pay off student loans
c. Give money to friends
d. Save money
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3. Why would she open a restaurant?
a. She is a great cook.

b. They are a good investment.
c. She likes to cook.
d. She likes fancy restaurants.
4. Why would she not travel?
a. Her friend did not have fun travelling.

b. She has travelled a lot before.
c. It is too expensive.
d. She would be left with no money when she finished.
5. Do you think she will win the lottery?
a. No. It is too difficult with only a few tickets.

b. Maybe. It depends on her luck.
c. Yes! She is lucky.
d. No. She did not buy a ticket.
LEGENDS OF COSTA RICA

A legend (Latin, legenda, “things to be read”) is a narrative of human actions that are perceived
both by teller and listeners to take place within human history and to possess certain qualities
that give the tale verisimilitude. Legend, for its active and passive participants, includes no
happenings that are outside the realm of “possibility”, defined by a highly flexible set of
parameters, which may include miracles that are perceived as actually having happened, within
the specific tradition of indoctrination where the legend arises, and within which it may be
transformed over time, in order to keep it fresh and vital, and realistic.
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READING.
The Cegua
A peasant was walking with me. He had a healthy soul that
he had been able to maintain, with all its purity and
simplicity. I love pure souls and I take pleasure in
penetrating them, so I listened closely to his conversation
and only interrupted to ask questions. There was no
breeze through the trees, nobody was on the road and the
majestic silence ruled the starry night. All of a sudden we
heard the galloping of a horse.
“Someone is coming.” I told my partner to put in practice
his country man’s ear.
Surely and convincing he said “Not on this road, it’s going
up the next road.”
I hadn’t got the words from my mouth, when suddenly the
galloping stopped. A few moments later the galloping
started again, but wasn’t rhythmical like last time, there
was something strange about it.
In a quiet tone of voice, almost superstitiously respectful
the man whispered to me “That rider has encountered “La
Cegua”, but do not fear my friend, because there are two of us and because we are walking, she won’t
come near us.”
“La Cegua?” – I asked with interest. “What kind of animal is that?”

It seemed to me as if a smile appeared on the lips of the man as if my ignorance amused him.
“But, Sir! How is it possible that you, who reads a lot, does not know about “La Cegua”? It is the devil
itself, and God help you if run into her.”
“I assure you that I do not know, explain it to me.”
We were very near our destination and the dogs could smell us. They started barking, not menacingly, but
in a friendly welcoming way. The stars lit up the night and it seemed like one of those fantastical
landscapes you see only in books.
“No soul has remained the same after seeing “La Cegua”. Strong men, healthy, happy, joyous, hard
working men, have change completely. Some even die out of fright.” Then he began to name a list of a
few people he knew that has lost their life to this terrible apparition.
“It’s not easy to see her. She goes everywhere, in particular places mostly. Around here she appears a lot,
that is why you will never see a rider by himself, there is almost always two riding together.”
“Is it possible that she can be seen by two?” I asked.
“Only when we are by ourselves she approaches us– he replied happily, because he knew I had been
listening with a lot of interest.
“In some places out of the town’s limits, where there are a lot of bushes and trees along road, is the usual
spot where she likes to surprise the passing riders. She appears in the middle of the road, and with a very
sweet and weak voice she says: “Kind Sir, I’m very tired, and I’m on my way to see my sick mother, would
you be kind enough to give me a lift to…” And she gives the name of the nearest town, because she is the
devil itself and knows everything”.
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“Then, it is a person, or has a person’s characteristics?”, I dared to ask again.
“She is a very pretty young girl, with big black eyes, curly hair and a beautiful mouth. Everyone who
looks at her falls under her charms and feels very sorry for her because they can see the tiredness in
her and her weak little voice.”
At that moment a gentle breeze started to make the leaves move that created shadows all around and
then brushed the path ahead of us, as if some invisible mischievous force was moving ahead of us.
Mother Nature was helping the narrator create the effect he wanted.
“Not even the most cold-hearted men can resist her charm. Some take her on the back of the saddle,
but most prefer to take her on their laps. To her it is the same thing. When they start to move, if she
in front, she turns her face; if she in the back, she makes the rider turn around backwards. And then
comes the very scary thing; the beautiful woman disappears, her face looks like the skull of a horse,
fire comes out of her eyes. She opens her mouth and shows her huge, yellow, horse-like teeth and lets
out a horrible putrid breath. At the same time her arms like iron hang on to the rider. The horse seems
to know what is happening, it takes off in a crazy gallop trying to get rid of the monster.”
“And then what happens?”
“Then the men who have picked up the girl, and of course with wrong intentions on their minds, are
later found dead with their eyes wide open in fear and with a horrible look on their faces. The others,
as I told you before, live but serve out the remainder of their lives uselessly.”
We arrived to the gate and I could hear the dogs barking louder. Meanwhile, I was in deep meditation.
Is there no other healthy way to teach this fantasy? Who has not encountered “La Cegua”? Who has
not surrendered to the seduction of a beauty and its physical charms and nothing more? Who hasn’t
surrendered to the misunderstanding mercy?
And then, the weakness of the body, the soul, and perhaps death? So, “La Cegua” is a story used to
scare young men into doing the right thing and keeping their minds pure.
Story written by: Melitón Araya Marín
Group Work. In small groups comment the Legend of “La Cegua”. Have you heard this legend before?
Do you know other Legends of Costa Rica? Share with your peers the legends you know.
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READING.
Joaquin and El cadejos

As one of the most popular tourist destinations in Central America, Costa Rica attracts a lot of
travelers who like to cut loose and have a good time. While my siblings and I have been known to
have some fun ourselves, we're always careful not to overdo things. That's because we know that
partygoers who go overboard will have to deal with El cadejos. What's that? You haven't heard of
El cadejos? Well sit back and let me tell you why most Ticos know how to have a good time
responsibly.
It all starts with a boy…
The legend begins with a young man from the city of Cartago named Joaquin. Joaquin was what you
might call a party animal – kind of like me on my birthday! Except Joaquin liked to go overboard and
drink way too much. His hard partying lifestyle began to affect those around him - especially his
parents.
A father's wrath…
Over the years, Joaquin's lifestyle would be the cause of much frustration for his father, who often
begged his son to settle down and straighten his life out. For months he begged and pleaded with
the wild boy to lead a saner life, but Joaquin continued to party day in and day out. Eventually, the
man stopped being so nice to his son, leading to loud arguments with the boy about his lifestyle -
all of which seemed to fall on deaf ears.
Until one day…
One day Joaquin went out on the bender to end all benders, hitting every bar in the city, visiting
several sketchy places and having a wild time doing so. For seven days, the boy drank and partied
to excess, paying no heed to the protests of his father and living with reckless abandon. When
Joaquin eventually returned to his family home, his father was beyond furious.
If looks could kill…
As his son attempted to explain where he had been, the man simply stared at his son. His rage
changed his eyes to a crimson color, and as he began to speak to his son, the boy's eyes took on a
similar shade. The man launched into an irate tirade at the boy, yelling and cursing at him for hours.
Over time, the curses began to change the boy, turning him into a large black dog known as cadejos
The beast now wonders across the country, following partiers who have had a bit too much to drink
and scaring them back onto the right path. I don't know what he eats, but just in case it's tree frogs,
I always party responsibly!
238
Exercise #17. Read the text once again and choose the best option that completes the sentences below.
1. According to the reading, Joaquin was from ________________.
a. Puntarenas
b. Heredia
c. Limón
d. Cartago
2. Joaquin's _______________ would be the cause of much frustration for his father
a. family
b. lifestyle
c. alcohol
d. mother
3. Joaquin went out for around ____________ days drinking and partying.
a. two
b. three
c. seven
d. seventy
4. Joaquin’s father yelled and _____________ at him for long time.
a. crimson
b. irate
c. blaked eyes
d. cursed
5. The curses changed the boy into a _________________ known as cadejos.
a. large black dog

b. large black cat
c. large black boy
d. large black shade
239
PRONUNCIATION. Pronouncing /i/
[i] as in ME, TEA and BEE
LIPS: are tense and in a “smile” position.
JAW: is completely raised.
TONGUE: is near the roof of the mouth.
The sound [i] in English is similar to stressed “í” in Spanish. ([i] is actually longer and more prolonged
than Spanish “í”.)
Spanish words with this sound are spelled with “i” or “í”.
KEY WORDS: iba vino día allí
Pronunciation problems occur because of confusing English spelling patterns and the similarity of [i] and
[I] (the sound described next). It’s easy to understand why some Spanish speakers are afraid to say
words like “sheet” or “beach”.
EXAMPLES: When you substitute [I] for [i]: sheep becomes ship
eat becomes it
The following words should be pronounced with [i]. Repeat them carefully after your teacher.
[i] At the Beginning [i] In the Middle [i] At the End
Eat mean he
Eel need bee
East keen key
Easy deep tea
Each seal fee
Even leave tree
Equal reach knee
Eagle scene free
Eager please she
Either police agree
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[i] SPELLED:
“e” “ee” “ea” “ie” or “ei”
He see east niece

We eel lean brief
Me deed team piece
Scene heel cheap belief
These needy peach either
Less frequent spelling patterns for [i] consist of the letters “i” and “eo”.
EXAMPLES: Police People
HINTS: a. The letters “ee” are usually pronounced [i].
EXAMPLES: see green feet freedom
b. The letters “ei” and “ie” are usually pronounced [i].
EXAMPLES: either receive piece grief
Exercise #18. Repeat each of the following words after your teacher or instructor. Circle only the words
that are pronounced with [i]
1. steam 6. Christmas 11. Pencil 16. agree

2. stem 7. Holiday 12. Season 17. been
3. easy 8. Difficult 13. Winter 18. bean
4. window 9. Three 14. Spring 19. ice
5. Easter 10. Six 15. Even 20. meat
Exercise #19. Circle all the words pronounced with [i]. Ask your teacher to check with you then.
JIM: Hi, Tina! Do you have a minute?

TINA: Yes, Jim. What is it?
JIM: My sister is in the city on business. We will eat dinner out tonight. Can you recommend a place
to eat?
TINA: There is a fine seafood restaurant on Fifth Street. The fish is fresh and the shtimp is great. But it
isn´t cheap!
JIM: That’s OK. It will be “feast today, famine tomorrow!” I’ll have to eat “frijoles” the rest of the
week!
241
PRONUNCIATION. Pronouncing /I/
[I] as in SHIP, IT and PIN
JAW: is slightly lower than for [i].
TONGUE: is high, but lower than for [i].
The vowel [I] doesn’t exits in Spanish and may be difficult for you to recognize and say. You probably
substitute the more familiar [I] sound.
EXAMPLES: When you substitute [i] for [I]: hit becomes heat
Itch becomes each
As you practice the exercises, remember NOT to “smile” and tense your lips as you would for [i]. [I] is a
SHORT, QUICK sound; your lips should barely move as you say it.
The following words should be pronounced with [I]. Repeat them carefully after your teacher.
[I] At the Beginning [I] In the Middle
Is pin
If lift
It little
Ill give
Itch miss
Into simple
Ink winter
Inch listen
Issue timid
Instant minute
The vowel [I] does not occur at the end of words in English.
242
[I] SPELLED:
“y” “ui” “i”
Gym build sin

Syrup quick lips
Symbol quilt with
System guilty gift
Rhythm guitar differ
Less frequent spelling patterns for [I] consist of the letters “o”, “e”, “u”, and “ee”.
EXAMPLES: Women pretty busy been
HINTS: The most common spelling pattern for [I] is the letter “i” followed by a final consonant.
EXAMPLES: win this hit trip begin
Exercise #20. Read each series of four words aloud. Circle the ONE word in each group of four that is
NOT pronounced with [I].
EXAMPLE: rhythm build seize finish
1. Fifty sixty eighteen six

2. Window sill widow wipe
3. Freedom sympathy simple symbol
4. Building smile little guitar
5. Pistol resign fiddle whistle
6. Quit criminal crime brittle
7. Sheep flip tickle fifteen
8. Pretty been feet fit
9. Business women leave lift
10. Piece pity typical tips
243
PRONUNCIATION. Pronouncing /b/
/b/ as in BE, BUT and ABOUT
LIPS: are closed.
TONGUE: the tongue is not used to produce this sound.
It is a sound from the ‘Consonants Pairs’ group and it is called the ‘Voiced bilabial stop’. This means that
you use both of your lips to block your mouth.
The b sound is made through the mouth and it is Voiced which means that you vibrate your vocal chords
to make the sound.
It is defined by the shape of your lips and the motion of airflow through your mouth and it is a stop
sound, which is a sound made by building up air pressure by stopping air flow and then releasing it. In
this case you use both your lips to create the stop and then release it.
To produce the sound bring both of your lips together and build up some pressure in your mouth, then
release it, whilst voicing out at the same time.
The following words should be pronounced with [b]. Repeat them carefully after your teacher.
[b] At the Beginning [b] In the Middle [b] At the End
between problem tube

before number describe
black public absorb
best maybe suburb
[b] SPELLED:
The /b/ phoneme is normally spelled with the letter ‘b’ as in the words:
 be /bi:/
 but /bʌt/
 job /dʒɒb
 about /əbaʊt/
244
PRONUNCIATION. Pronouncing /v/
[v] as in VERY, EVERY and MOVE.
LIPS: are protruded and slightly parted. The teeth touch the
bottom lip.
TONGUE: the tongue is not used to produce this sound.
The v sound is from the ‘Consonants Pairs’ group and it is called the ‘Voiced labiodental fricative’. This
means that you create friction between the bottom lip and top teeth.
The v sound is made through the mouth and it is Voiced which means that you vibrate your vocal chords
to make the sound.
It is defined by position of your lips and teeth and it is a fricative, which is a sound that is produced by
high pressure air flow between a narrow space in the mouth. In this case it is between the bottom lip
and the teeth.
To produce the sound rest your top teeth on you bottom lip and force air out between your teeth whilst
voicing out.
The following words should be pronounced with [v]. Repeat them carefully after your teacher.
[v] At the Beginning [v] In the Middle [v] At the End
View never love

Value provide have
Visit however give
Various level live
[v] SPELLED:
The /v/ phoneme is normally spelled with the letter ‘v’ as in the words:
 even /’iːvən/
 never /‘nevə/
 five /faɪv/
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246
ANNEXES
247
IRREGULAR VERBS LIST
INFINITIVO PASADO SIMPLE PARTICIPIO PASADO
To arise (levantarse, emergir) arose arisen
To babysit (servir de niñera) babysat babysat
To be (ser o estar) was/were been
To beat (golpear, vencer) beat beaten
To become (hacerse, volverse) became become
To bend (doblar) bent bent
To begin (empezar, comenzar) began begun
To bet (apostar) bet bet
To bind (atar, encuadernar) bound bound
To bite (morder) bit bitten
To bleed (sangrar) bled bled
To blow (soplar) blew blown
To break (romper) broke broken
To breed (criar, procrear) bred bred
To bring (traer) brought brought
To broadcast (emitir, transmitir) broadcast broadcast
To build (construir) built built
To burn* (quemar) burned OR burnt burned OR burnt
To buy (comprar) bought bought
To catch (coger, agarrar, atrapar) caught caught
To choose (escoger, elegir) chose chosen
To come (venir) came come
To cost (costar, valer) cost cost
To cut (cortar, reducir) cut cut
To deal (tratar con, ocuparse de) dealt dealt
To dig (cavar, extraer) dug dug
To do (hacer) did done
To draw (dibujar) drew drawn
To dream* (soñar) dreamed OR dreamt dreamed OR dreamt
To drink (tomar, beber) drank drunk
To drive (manejar, conducir) drove driven
To eat (comer) ate eaten
To fall (caer, caerse) fell fallen
To feed (alimentar) fed fed
To feel (tocar, sentir, creer) felt felt
To fight (luchar, pelear, combatir) fought fought
248
To find (encontrar, hallar) found found
To fly (volar) flew flown
To forbid (prohibir) forbade forbidden
To forget (olvidar, olvidarse de) forgot forgotten
To forgive (perdonar) forgave forgiven
To freeze (congelar, congelarse) froze frozen
To get (obtener, tomar) got gotten
To give (dar, regalar) gave given
To go (ir) went gone
To grow (crecer) grew grown
To hang** (colgar) hung hung
To have (tener, haber) have had
To hear (oír) heard heard
To hide (esconder, ocultar) hid hidden
To hit (golpear, pegar) hit hit
To hold (sostener, agarrar, soportar) held held
To hurt (hacer daño, perjudicar) hurt hurt
To keep (guardar, quedarse con) kept kept
To know (saber, conocer) knew known
To lay (colocar, poner) laid lain
To lead (conducir, dirigir) led led
To learn* (aprender) learned OR learnt learned OR learnt
To leave (dejar, abandonar, irse) left left
To lend (prestar algo a alguien) lent lent
To let (dejar, permitir) let let
To lie *** (estar acostado) lay lain
To light (encender, alumbrar) lit lit
To lose (perder) lost lost
To make (hacer, fabricar) made made
To mean (querer decir, significar) meant meant
To meet (encontrarse con, conocer) met met
To pay (pagar) paid paid
To put (poner, colocar) put put
To quit (abandonar, dejar) quit quit
To read **** (leer) read read
To ride (montar) rode ridden
To ring (sonar, repicar) rang rung
To rise (elevarse, subir) rose risen
To run (correr, dirigir) ran run
To say (decir) said said
249
To see (ver) saw seen
To sell (vender) sold sold
To send (enviar, mandar) sent sent
To set (poner, fijar) set set
To shake (sacudir) shook shaken
To shine (brillar) shone shone
To shoot (disparar) shot shot
To show (mostrar, enseñar) showed shown
To shut (cerrar, cerrarse) shut shut
To sing (cantar) sang sung
To sink (hundir) sank sunk
To sit (sentarse) sat sat
To sleep (dormir) slept slept
To slide (deslizar, correr) slid slid
To smell (oler) smelled OR smelt smelled OR smelt
To speak (hablar) spoke spoken
To spend (gastar) spent spent
To spin (girar, hilar) spun spun
To spread (extender, esparcir) spread spread
To stand (estar de pie, levantarse, aguantar) stood stood
To steal (robar) stole stolen
To stick (pegar, meter) stuck stuck
To sting (picar) stung stung
To strike (golpear, pegar) struck struck
To swear (jurar) swore sworn
To sweep (barrer) swept swept
To swim (nadar) swam swum
To swing (balancear, columpiar) swung swung
To take (tomar, agarrar) took taken
To teach (enseñar) taught taught
To tear (rasgar, romper) tore torn
To tell (decir, contar) told told
To think (pensar, creer) thought thought
To throw (tirar, echar, botar, lanzar) threw thrown
To understand (entender, comprender) understood understood
To wake (despertar) woke woken
To wear (llevar, gastar, usar) wore worn
To win (ganar) won won
To withdraw (retirar, retractarse) withdrew withdrawn
To write (escribir) wrote written
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* To burn, to dream, to learn, to smell: Estos verbos pueden ser regulares o irregulares; ambas formas
son correctas. La forma irregular es más comúnmente usada en inglés británico.
** To hang: Este verbo tiene dos significados:

1. Colgar (en una pared, de un gancho, etc.): En este caso la conjugación es: hung (pasado simple) y hung
(participio pasado).
2. Colgar (ahorcar o colgar a alguien o uno mismo): En este caso la conjugación es: hanged (pasado
simple) y hanged (participio pasado).
*** To lie: Este verbo también tiene dos significados:

1. Acostarse, ponerse en posición horizontal: En este caso la conjugación es: lay (pasado simple) y lain
(participio pasado).
2. Mentir: En este caso la conjugación es: lied (pasado simple) y lied (participio pasado).
**** To read: A pesar de que se escribe de la misma forma en presente, pasado simple y participio
pasado, la pronunciación es diferente. Favor poner atención al archivo de sonido para notar la
diferencia.
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PHRASAL VERBS LIST
Son Verbos a los que acompaña un adverbio (PHRASAL VERBS) o preposición (PREPOSITIONAL VERBS)
modificando el sentido del verbo al que acompañan.
VERB TRANSLATION VERB TRANSLATION

ADD UP totalizar BREAK IN irrumpir, interrumpir
ADD UP TO alcanzar un total BREAK OFF romper (se)(relaciones)
ANSWER
BACK contestar de malos modos BREAK UP terminar el curso o una relación
ANSWER FOR responder de BREAK OUT estallar (una guerra)
ASK ABOUT preguntar por (un asunto) BRING BACK devolver
ASK AFTER preguntar por la salud BRING ABOUT acarrear
ASK FOR pedir, preguntar por BRING ALONG traer (consigo)
ASK UP TO pedir hasta (un precio) BRING DOWN derribar, rebajar
ASK BACK invitar a volver BRING IN hacer entrar
ASK DOWN invitar a bajar BRING OUT hacer salir, publicar
ASK IN invitar a entrar BRING UP criar, educar
ASK OUT invitar a salir BRUSH OFF quitar el polvo
ASK UP invitar a subir BURN AWAY consumirse (el fuego)
BACK AWAY retroceder BURN DOWN derrumbarse (por el fuego)
BACK OUT volver atrás BURN OUT consumirse (el fuego)
BACK UP reforzar BURN UP consumirse (por el fuego)
BE ABOUT estar por (un lugar) BUY FOR comprar por o para
BE AWAY estar fuera BUY OVER sobornar
BE BACK estar de vuelta BUY UP acaparar
BE FOR estar a favor de CALL AT Hacer una visita, hacer escala
BE IN estar en casa CALL AWAY Seguir llamando
Llamar (a alguien) para que
BE OFF irse, estar apagado CALL BACK regrese
BE ON estar encendido CALL FOR Pedir a voces, exigir
Llamar (a alguien) para que
BE OUT estar fuera CALL IN entre
BE OVER estar acabado CALL ON Ir a ver (a alguien)
BE UP estar levantado CALL OUT Gritar
BEND DOWN agacharse CALL OVER Pasar lista, enumerar
BEND OVER inclinarse CALL UP Telefonear
BLOW AWAY llevarse (el viento) CALL DOWN Llamar (a alguien) para que baje
BLOW DOWN derrumbarse por el viento CARRY ALONG Persuadir
BLOW OFF dejar salir (el vapor) CARRY OFF Llevarse a la fuerza
BLOW OUT apagar (se) (una llama) CARRY ON Continuar
BLOW UP volar (con explosivos) CARRY OUT Llevar a cabo
BREAK AWAY soltarse CLEAR AWAY Dispersar (se)
BREAK DOWN derruir, averiarse CLEAR OFF Marcharse
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CLEAR OUT Marcharse DRAW OFF Apartarse
Aclararse (el tiempo,un
CLEAR UP misterio) DRAW ON Aproximarse, retirar fondos
Sacar, redactar, alargarse (el
CLOSE DOWN Cerrar DRAW OUT día)
CLOSE UP Acercarse DRAW UP Para (un vehículo)
COME ABOUT Suceder DRIVE AWAY Ahuyentar, alejarse en coche
COME ACROSS Encontrarse con DRIVE BACK Rechazar
COME ALONG Acompañar, venir por (la calle) DRIVE BY Pasar en coche
COME AT Embestir DRIVE IN Entrar en coche, introducir
COME AWAY Desprenderse DRIVE OUT Salir en coche, expulsar
COME DOWN Bajar DRIVE OFF Alejarse en coche, ahuyentar
COME FOR Venir por (en busca de) EAT AWAY Erosionar
COME FROM Venir de EAT INTO Roer
COME IN Entrar EAT UP Devorar
COME OFF Desprenderse FALL DOWN Caerse
COME ON ¡Vamos! (en imperativo) FALL OFF Disminuir, desprenderse
COME OUT Salir FALL OVER Tropezar
Ascender (una suma), volver en
COME TO sí. FIGHT OFF Ahuyentar
COME UP Subir FIGHT ON Seguir luchando
COME UP TO Acercarse a FIGHT UP Luchar valerosamente
COUNT IN Incluir FILL IN Rellenar
COUNT ON Contar con COUNT UP Calcular FILL UP Rellenar, llenar
COUNT UP TO Contar hasta FIND OUT Averiguar
CRY FOR Pedir llorando FIX UP Arreglar (un asunto)
CRY OUT Llorar a gritos FLY ABOUT Volar de un lado a otro
CRY OVER Lamentarse FLY AT Atacar
CRY TO Llamar a gritos FLY AWAY Huir volando
CUT DOWN Reducir gastos, talar FLY DOWN Descender
CUT IN Interrumpir FLY OFF Desprenderse
CUT OFF Separar de un tajo GET ABOUT Ir de acá para allá
CUT OUT Recortar, omitir GET ALONG Hacer progreso
CUT
THROUGH Acortar por un atajo GET AT Dar a entender
CUT UP Trinchar, triturar GET AWAY Escaparse
DIE AWAY Cesar poco a poco GET BACK Volver, recuperar
DIE DOWN Apaciguarse GET DOWN Descender
DIE OUT Extinguirse DO UP Abrochar GET TO Llegar a
DO WITHOUT Pasarse sin (carecer de) GET IN / INTO Entrar, meterse
DRAW AWAY Alejarse GET OUT (OF) Salir, apearse
DRAW BACK Retroceder GET OFF Apearse, bajarse
DRAW DOWN Bajar GET ON Subirse, progresar
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DRAW IN Economizar, encoger (se) GET OUT Producir, salir
GET OVER Saltar por encima, recobrarse JUMP IN Entrar de un salto
GET THROUGH Abrirse camino JUMP ON Subir de un salto
GET UP Levantarse JUMP OVER Saltar por encima de
GIVE AWAY Repartir, denunciar KEEP AWAY Mantenerse alejado
GIVE BACK Devolver KEEP BACK Mantenerse separado
GIVE OFF Despedir (humo, olor) KEEP DOWN Controlar
GIVE OUT Agotarse, repartir KEEP OFF Abstenerse
GIVE UP Entregar, rendirse KEEP UP Mantenerse de pie, resistir
GO ABOUT Ir de un lado para otro KNOCK ABOUT Golpear acá y allá
GO ALONG Ir a lo largo de KNOCK AT Llamar (a la puerta)
GO AT Atacar KNOCK DOWN Derribar
GO AWAY Marcharse KNOCK OUT Dejar fuera de combate
GO BY Pasar por LOOK AFTER Cuidar
GO DOWN Bajar LOOK AT Mirar
GO IN / INTO Entrar LOOK BEHIND Mirar atrás
GO OFF Explotar, marcharse LOOK DOWN Mirar abajo
GO ON Continuar LOOK FOR Buscar
GO OUT Salir, pasarse de moda, apagarse LOOK FORWARD TO Anhelar
GO OVER Repasar LOOK IN Mirar dentro
GO THROUGH Penetrar, sufrir LOOK LIKE Parecer
GO UP Subir LOOK OUT Mirar fuera
GO UP TO Acercarse a LOOK OVER Mirar por encima de
GO ACROSS Atravesar LOOK ROUND Mirar alrededor
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GO WITHOUT Pasarse sin LOOK UP Mirar arriba, buscar
HANG ABOUT Vagar MOVE AWAY Alejarse
HANG BACK Retraerse MOVE ALONG Pasar, no detenerse
HANG BEHIND Quedarse atrás MOVE DOWN Bajar
HANG FROM Colgar de MOVE IN Mudarse (de domicilio)
HANG OFF Colgar (el teléfono) MOVE OFF Marcharse
No detenerse, pasar a (otro
HANG UP Colgar (un cuadro) MOVE ON asunto)
HOLD BACK Detener MOVE OUT Mudarse (de domicilio)
HOLD ON Continuar MOVE UP Moverse (para dejar sitio)
HOLD OUT Resistir PASS AWAY Fallecer
HURRY ALONG Darse prisa PASS BY Pasar por (un sitio)
HURRY AWAY Irse rápidamente PASS IN Entrar
HURRY OFF Irse rápidamente PASS ON Pasar (de mano en mano)
HURRY UP Darse prisa PAY FOR Pagar
JUMP ABOUT Dar saltos PAY IN Ingresar (dinero)
JUMP AT Atacar PAY OFF Liquidar (una cuenta), pagar
JUMP DOWN Bajar de un salto PAY UP Pagar (una deuda)
POINT AT Señalar SHUT IN Encerrar
POINT AWAY Señalar a lo lejos SHUT UP Callarse, cerrar (una tienda)
POINT TO Señalar SIT DOWN Sentarse
POINT DOWN Señalar abajo SIT UP Incorporarse, sentarse erguido
POINT OUT Destacar SIT FOR Presentarse (a un examen)
POINT UP Señalar arriba SPEAK FOR Hablar a favor de
PULL AWAY Arrancar SPEAK TO Hablar con
PULL DOWN Derribar SPEAK UP Hablar en alta voz
PULL OFF Arrancar STAND BY Quedarse cerca
PULL OUT Sacar STAND OFF Mantenerse alejado
PULL UP Parar (un vehículo) STAND OUT Destacar
PUT AWAY Poner a un lado STAND UP Ponerse de pie
PUT BACK Poner en su sitio STAY AT Hospedarse
PUT DOWN Anotar, bajar (algo) STAY BY Permanecer al lado de
PUT IN Meter, instalar STAY IN Quedarse en casa
PUT OFF Posponer STAY OUT Quedarse fuera de casa
PUT ON Ponerse (una prenda) STEP ACROSS Atravesar
PUT OUT Apagar, sacar STEP DOWN Bajar
PUT UP Subir (algo), alojarse STEP IN Entrar
255
PUT UP WITH Soportar STEP OUT Salir
RUN ABOUT Correr de acá para allá STEP UP Subir

Encontrarse con, atravesar
RUN ACROSS corriendo STEP UP TO Acercarse a (alguien)
RUN DOWN Pararse (un reloj), enfermar STOP BY Quedarse al lado de
RUN IN Entrar corriendo STOP IN Quedarse en casa

Empastar (una muela), tapar
RUN OFF Escapar corriendo STOP UP (una botella)
RUN OUT Salir corriendo TAKE DOWN Escribir al dictado, bajar (algo)
RUN OVER Atropellar TAKE FOR Tomar por (equivocarse)
RUN UP Subir corriendo TAKE IN Engañar, meter

Quitarse (una prenda),
SEE ABOUT Indagar TAKE OFF despegar
SEE OFF Despedir (a alguien) TAKE OUT Sacar, quitar
SEE TO Encargarse de TAKE TO Llevar a
SEND ALONG Despachar TAKE UP Subir (algo)
SEND DOWN Bajar (algo) TALK ABOUT Hablar acerca de
SEND FOR Enviar por TALK OF Hablar de

Despachar,despedir
SEND OFF (trabajadores) TALK TO Hablar con
SEND ROUND Circular TEAR AWAY Quitar (rasgando)
SEND UP Subir (algo) TEAR OFF Separar (rasgando)
SET ABOUT Ponerse (a trabajar) TEAR UP Hacer pedazos (rasgando)
SET DOWN Asentar, colocar THROW AWAY Tirar (algo inservible)
SET OFF Partir (para un viaje) THROW BACK Devolver
256
VERB TRANSLATION
THROW DOWN Tirar hacia abajo
THROW IN Tirar hacia adentro
THROW OFF Echar fuera
THROW OUT Arrojar
THROW UP Tirar hacia arriba
TRY ON Probarse una prenda
TURN AWAY Mirar a otro lado
TURN BACK Darse la vuelta
TURN DOWN Poner boca abajo
TURN OFF Apagar (la luz), cerrar (una llave)
TURN ON Encender (la luz), abrir (una llave)
TURN OUT Apagar
TURN OVER Volcar, poner boca abajo
TURN INTO Convertirse
TURN UP Llegar
WALK ABOUT Andar de acá para allá
WALK ALONG Andar por
WALK AWAY Alejarse andando
WALK DOWN Bajar
WALK IN Entrar
WALK OFF Marcharse
WALK UP Subir
WORK OUT Calcular
WORK UNDER Trabajar a las órdenes de
WRITE DOWN Anotar
257
REFERENCES
BOOKS
Dale, Paulette and Lillian Poms, (1985). English Pronunciation for Spanish Speakers: Vowels. Prentice Hall
Regents
Ministerio de Educación Pública. “Programas de Estudios de Ingles Tercer Ciclo y Educación Diversificada”.
Educación General Básica San José, Departamento de Publicaciones 2016.
Murphy, Raymond. (2000). English Grammar in Use, Second Edition. Cambridge University Press.
Richards, Jack C, Jonathan Hull and Susan Proctor (2005). Interchange Intro Student's Book, Third Edition.
Cambridge University Press.
DIGITAL LINKS
http://centros4.pntic.mec.es/~deprac15/iglessandra/sexto/Adv.pdf
http://esl.fis.edu/grammar/rules/future.htm
http://esol.britishcouncil.org
http://ipa.typeit.org/
http://www.englishexercises.net/
http://www.grammar.cl
http://www.grammar.cl/Intermediate/Comparatives_Superlatives.htm
http://www.learnenglish-online.com/grammar/readings/presentperfectreading.html
http://www.learnenglish-online.com/grammar/readings/presentperfectreading.html
http://www.mansioningles.com/Vocabulario.htm
http://www.rose-medical.com/mouth-positions.html
https://agendaweb.org/grammar/questions_tag-exercises.html
https://dictionary.cambridge.org
https://elt.oup.com/student/solutions/preint/grammar/grammar_04_012e?cc=us&selLanguage=en
https://en.islcollective.com/resources/printables/worksheets_doc_docx/reading_verb_to_be/auxiliary-
verbs-school/4513
https://en.wikipedia.org/wiki/Carmen_Lyra
https://en.wikipedia.org/wiki/Media_(communication)
https://kidspicturedictionary.com
https://learnenglish.britishcouncil.org/en/english-grammar/adjectives-intensifiers-strong-adjectives
https://madridingles.net
https://ngl.cengage.com/assets/downloads/grcontext_pro0000000013/in_context_3_su.pdf
https://startsat60.com/lifestyle/relationships/teaching-your-grandkids-the-difference-between-fame-
and-success
https://www.aprendemasingles.com/2017/04/04/reported-speech/
258
https://www.aprenderinglesrapidoyfacil.com/2017/10/25/lectura-pasado-perfecto/
https://www.curso-ingles.com/practicar/ejercicios/
https://www.easypacelearning.com
https://www.ef.com.es/recursos-aprender-ingles/gramatica-inglesa/present-continuous-sentido-futuro/
https://www.ego4u.com/en/cram-up/grammar/present-perfect-progressive/exercises
https://www.englishclub.com/vocabulary/wh-question-words.htm
https://www.englishgrammar.org/modal-auxiliary-verbs-exercise-6/
https://www.englishlanguageclub.co.uk
https://www.englishlanguageclub.co.uk/%C9%9C-sound/
https://www.excellentesl4u.com/
https://www.excellentesl4u.com/esl-sport-reading.html
https://www.ingles-practico.com/basico/lecturas-basicas.html
https://www.ingles-practico.com/basico/tiempos-verbales/conjugacion-verbos-irregulares-ingles.html
https://www.pearsonelt.com/content/dam/professional/english/pearsonelt.com/SampleMaterials/Adul
t/SidebySidePlus/Side_by_Side_Plus_Student_Book_Level_4.pdf
https://www.pearsonelt.com/content/dam/professional/english/pearsonelt.com/SampleMaterials/Adul
t/SidebySidePlus/Side_by_Side_Plus_Student_Book_Level_4.pdf
https://www.perfect-english-grammar.com/grammar-exercises.html
https://www.phrases.org.uk/meanings/139400.html
https://www.thefreedictionary.com/Commonly-Confused-Suffixes-er-or-ar.htm
https://www.thoughtco.com/reported-speech-and-quiz-4176664
259

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1

Nuevo material de Inglés

MATERIAL SIN FINES COMERCIALES PARA USO EXCLUSIVO DE ESTUDIANTES DEL

Dirección General: Clara Vila Santo Domingo

Coordinación Académica: Paola Mesén

Coordinación de Inglés: Erika Prendas Vargas

Teléfonos 22-58-22-09 / 22-55-30-42 / 22-21-29-95

Página Web: http//www.coned.ac.cr

1. LET´S WORKOUT ...................................................................................................................................... 8

1. YESTERDAY, TODAY AND FUTURE MEDIA ............................................................................................ 54

1. WHAT´S ON TV? ..................................................................................................................................... 76

1. SUCCESS vs. FAME................................................................................................................................ 118

1. HOME EMERGENCIES ........................................................................................................................... 162

1. KEEP IT SIMPLE..................................................................................................................................... 208

REFERENCES ..................................................................................................................................................... 258

Oral and Written Comprehension

Oral and Written Production

 Discuss different things to do for fun.

She / He / It I / You / We / They

Present Perfect Tense- Pretérito Perfecto:

[Cite your source here.]

Negative Form of Present Perfect Tense:

[Cite your source here.]

Interrogative Form of Present Perfect Tense:

Has/Have + Subject + Verb of the action with past participle + Complements.

[Cite your source here.]

Isabel: I went to Cahuita Beach last week.

Andy: Yes _________________ (I did / I have). It´s beautiful.

____________________ (Did you go / Have you gone) there on the weekend?

Isabel: Yeah, I ________________ (did / have). I ________________ (went / have gone) on

Sunday. _________________ (I got up / I´ve gotten up) at 4:00 A.M.

Andy: No, __________________ (I didn´t / I haven´t). I prefer sunsets to sunrises.

Andy: Are you kidding?

SEEKING FOR THE BEST EMPLOYEE

Bob: That might be a problem. We need someone with food experience.

Bob: OK. Has she worked in international sales before?

Darren: No, she has never worked in international sales.

Bob: Wow, sounds great!

Darren: OK, I will try that. I will let you know.

Bob: Great, thanks.

1. How many people have they interviewed?

2. Who has worked in the food industry?

3. Who have they not met?

4. Why haven’t they interviewed Larry?

a. They haven't looked at his resume yet.

Present Perfect Progressive Tense (Affirmative)

Subject + has / have + been + Main Verb + -ing + Complements.

Present Perfect Continuous: Uses

One continuing event

 I’ve been going to Spain on holiday every year since 1987.

 A: How long have you been waiting for me?

Subject + have / has + NOT + been + Main Verb + -ing + Complements.

 She has not been waiting for the bus anymore.

1. He ______________________________ (work) has been working in this company since 1985.

2. I ______________________________ (wait) for you since two o'clock.

3. Mary ______________________________ (live) in Germany since 1992.

4. Why is he so tired? He ______________________________ (play) tennis for five hours.

5. How long ______________________________ (learn / you) English?

6. We ______________________________ (look for) the motorway for more than an hour.

7. I ______________________________ (live) without electricity for two weeks.

9. How long ______________________________ (work / she) in the garden?

Present Perfect Progressive Tense (Interrogative Form)

Affirmative Yes / No Questions (+):

Isabel: Yeah, I (did / have). I (went / have gone) on