Upper Intermediate English I

The impact of advertising

The impact of advertising

UPPER INTERMEDIATE ENGLISH I

Angela Garzón Morales

2019
 Upper Intermediate English I
The impact of advertising

SUBJECT’S DESCRIPTION

GENERAL INFORMATION OF THE SUBJECT

Program Cross Curricular Program

Level of Education Undergraduate
Subject Upper Intermediate English I
Number of Credits 1
Length 8 WEEKS
Author Angela Patricia Garzón Morales
angela.garzon@docentes.umb.edu.co
Last Updated 28/01/2019 V​ersion N° 1

SUBJECT’S INTRODUCTION
Upper Intermediate English I is aimed towards students that have acquired
the B2 level competences, so they can understand the main points of clear
standard input on reporting different types of sentences based on advertising,
shopping experiences, describing innovative products, reporting pieces of news,
retelling and creating stories, and discussing social issues. Also, they will be capable
of identifying collocations and false friends, assessing others, checking texts based
on academic writing, improving argumentative skills, writing a letter for a job,
simulating a job interview in order to communicate effectively.

COURSE PLAN
Module Topic Structure Mod Module Duration
General
number ule Activities
Competence
and name
Module 1: -Makes proper use 1. Reported Speech Activity 1: The One Week
Retelling of phrasal verbs 1.1. Present, past, and impact of
stories and idiomatic modal verbs advertising on
expressions by society
making a 1.2.Embedded
questions Activity 2: Retelling One Week
presentation in
experiences
order to describe a 1.3. Cleft sentences
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The impact of advertising

personal 2. Gerunds vs. Activity 3: ​Quiz One Week

experience. Infinitives module 1
3.Definite and
Indefinite articles
- ​Retell stories of
classmates by 4. Phrasal verbs and
using reported idiomatic expressions
speech in order to
make a written
report.
Module 2: - Creates a short 5. Passive voice Activity 1: How One Week.
How to do composition by -Present things work
it? using passive voice
-Past Activity 2: One Week.
and phrasal verbs
Describing a
in order to -Future
process
describe how an 6. Modal verbs
activity of his/her Activity 3: Quiz One Week.
choice is done. 7. Academic writing module 2
7.1. Collocations

- Expresses ideas 8. Subjunctive tense

through passive 9. Phrasal verbs
voice in different 10. Reciprocal
tenses by creating pronouns
questions in order
to know details of
how something
works.
Module 3: -Simulates 10. Strengths and Activity 1: ​A Job One Week
My applying for a job weaknesses adjectives offer
personal offer by talking 11. Future continuous Activity 2: ​Applying One Week
Profile about strengths
13. Phrasal verbs for a job
and weaknesses in
order to make a 14.How+Adjective/Adv Activity 3: Final One Week
cover letter. erb Questions exam

-Interviews
someone using
questions with
HOW to ask
possible questions
that can be found
in a job interview.
 Upper Intermediate English I
The impact of advertising

IDEOGRAM

GLOSSARY

Word Grammar cat. Pronunciation Spanish Example

Advertising Noun Publicidad The advertising
[ˈædvə​r​ˌtaɪzɪ on television is
ŋ] questionable
Invention Noun ​[ɪnˈvɛnʃ​ə​n] Invento This invention
enables elderly
people to access
their bank
accounts online
Academic writing Noun [ˌækəˈdɛmɪk] Escritura Academic writing
s​t​yl​e is determined
[ˈraɪtɪŋ] académica
by certain rules
Cover letter Noun ​[ˈkʌvə​r​] Carta de In your cover
[ˈlɛtə​r​] presentación letter, indicate
your skills and
strengths
Curriculum Vitae Noun [kəˈrɪkj​ʊl​ əm] Historia Take your
['vitae'] profesional curriculum vitae
and talk about
your professional
area
 Upper Intermediate English I
The impact of advertising

The impact of advertising on society

1. SPECIFIC INFORMATION OF THE MODULE

Program Cross Curricular Program

Module Number and Module: Retelling stories
Name
Length of the module 3 Weeks
Author Angela Patricia Garzón Morales
angela.garzon@docentes.umb.edu.co
Last Update 28/01/2019

1.1. INTRODUCTION TO THE MODULE

The first module is focused on analyzing different forms of advertisement
seen on magazines, newspapers, slogans, billboards, flyers, brochures and social
media. At the same time, advertising is an area relating to techniques and practices
used to promote products or services, with the purpose of persuading the public
toward what is advertised. Considering that, advertisement is an interesting topic
for showing students different activities that contain appealing information
through teaching reported speech. ​In such a way, the first module aims at
welcoming students of Upper Intermediate English I to put in context what has
been taught. That is why students are able to use grammar structures and
vocabulary to report events and use gerunds and infinitives if needed.

1.2. TABLE OF CONTENTS

1. Reported Speech: Report what other person says or what is going on in

news
1.1. Present:​ Use reported speech about what a person says
1.2. Past:​ Talk about experiences from the past while reporting them
1.3. Modal verbs:​ Use modal verbs while reporting what other says
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The impact of advertising

2. Embedded questions: Recognize different embedded questions in order to

make use of them.
3. Cleft sentences: Useful sentences in writing by making intonation for
purposes of focus or emphasis.
4. Gerunds and infinitives: Identify the differences between gerunds and
infinitives in order to use them appropriately.
5. Definite and Indefinite articles: ​To classify articles in order to use them
correctly.
6. Phrasal verbs and idiomatic expressions: ​To make use of phrasal verbs and
idioms in order to use them in both, written and spoken English.

COMPETENCES AND TOPIC STRUCTURE OF MODULE

Competences of the Module Topic Structure

Makes proper use of phrasal 1. Reported Speech: Report what other person says or what is
verbs and idiomatic expressions going on in news
by making a presentation in 1.1. Present: Use reported speech about what a person says
order to describe a personal
experience. 1.2. Past: Talk about experiences from the past while reporting
them
1.3. Modal verbs: Use modal verbs while reporting what other
says
2. Embedded questions: Recognize different embedded
questions in order to make use of them.
3. Cleft sentences: Useful sentences in writing by making
intonation for purposes of focus or emphasis.
4. Gerunds and infinitives: Identify the differences between
gerunds and infinitives in order to use them appropriately.
5. Definite and Indefinite articles: To classify articles in order to
use them correctly.
6. Phrasal verbs and idiomatic expressions: To make use of
phrasal verbs and idioms in order to use them both writing and spoken
English.
 Upper Intermediate English I
The impact of advertising

Retells stories of classmates by 1. Reported Speech: Report what other person says or what is
using reported speech in order going on in news
to make a written report. 1.1. Present: Use reported speech about what a person says
1.2. Past: Talk about experiences from the past while reporting
them
1.3. Modal verbs: Use modal verbs while reporting what other
says
2. Embedded questions: Recognize different embedded
questions in order to make use of them.
3. Cleft sentences: Useful sentences in writing by making
intonation for purposes of focus or emphasis.
4. Gerunds and infinitives: Identify the differences between
gerunds and infinitives in order to use them appropriately.
5. Definite and Indefinite articles: To classify articles in order to
use them correctly.
6. Phrasal verbs and idiomatic expressions: To make use of
phrasal verbs and idioms in order to use them both writing and spoken
English.
 Upper Intermediate English I
The impact of advertising

1. REPORTED SPEECH

1.1. Introduction

In this unit, we will explain how we can use reported speech, embedded
questions, cleft sentences, gerunds and infinitives verbs as well as the use of some
phrasal verbs while talking about advertising and innovation. In this order of ideas,
students will be able to use these grammar structures appropriately.

1.2. Conceptual Framework

When we want to repeat what a person said, because we were asked us to
do it, or because we need to tell someone about something we heard from
someone or from ourselves, we use the grammar structure called ​reported speech.​
In general terms, as long as the speech was already told to us, we need to change
its grammar structure into past.
1.2.1. Difference between direct speech and reported speech
Direct speech is the reporting of speech by saying the actual words of a
speaker,
using quotation marks. On the other hand, reported speech is a description
of what
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The impact of advertising

someone has said without the exact words, in order to report information
by
changing tenses of the sentences used in direct speech.

Reporting speech using simple present

Reported speech (simple present)

When talking about actions that were done in some point at the present and using reported
speech, it is necessary to ​change the tense​ of the sentence ​into simple past​.

Follow the next structures

↓
Affirmative Negative

Subject ​+​ said ​+​ that (if needed) ​+​ subject ​+ Subject ​+​ said ​+​ that (if needed) ​+​ subject ​+
verb in past ​+​ complement. aux negative ​+​ verb in present ​+
complement.
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Subject ​+​ told ​+​ personal pronoun ​+​ that (if Subject ​+​ told ​+​ personal pronoun ​+​ that (if
needed) ​+​ subject ​+​ verb in past ​+ needed) ​+​ subject ​+​ aux negative ​+​ verb in
complement. present ​+​ complement.

Example:

Direct speech:​ “I ​pack ​the suitcases”

Reported speech:​ She said that she ​packed​ the suitcases

Reporting speech using simple past

To report sentences in past simple tense, it usually changes to the past perfect
when using reported speech.

Reported speech (simple past)

When talking about actions that were done in some point at the past and using reported
speech, it is necessary to ​change the tense​ of the sentence ​into past perfect​.

Follow the next structures

↓
Affirmative Negative

Subject ​+​ said ​+​ that (if needed) ​+​ subject ​+ Subject ​+​ said ​+​ that (if needed) ​+​ subject ​+
verb in past participle​ +​ complement. aux negative ​+​ verb in past participle ​+
complement.

Subject ​+​ told ​+​ personal pronoun ​+​ that (if Subject ​+​ told ​+​ personal pronoun ​+​ that (if
needed) ​+​ subject ​+​ verb in past participle ​+ needed) ​+​ subject ​+​ aux negative ​+​ verb in
complement. past participle complement.

Example:
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The impact of advertising

Direct speech:​ I ​booked ​a room in a luxury hotel from a brochure

Reported speech:​ He said that he ​had booked​ a room in a luxury hotel

Reporting speech using modal verbs

Some of modal verbs change when using reported speech. There are listed as
follows:

DIRECT SPEECH REPORTED SPEECH

May Might
Can Could
Must Had to

Affirmative: Subject + said + that (possible) + subject + modal verb (could, might,
had to) complement.
Negative: Subject + said + that (possible) + subject + modal verb (could, might, had
to) + verb in present + complement.

1.3. Examples

Let’s learn how to report sentences in the simple present, simple past
and using modal verbs.

How to report a simple present sentence?

Direct speech Reported speech

I ​pack ​the suitcases She said that she ​packed​ the suitcases

You​ make ​reservations He said that he ​made​ reservations

 Upper Intermediate English I
The impact of advertising

He​ takes​ a walk through the city He said that he ​took a walk through the
city

She ​likes ​camping when going to She said that she ​liked ​camping when
hot land going to hot land

They ​scuba dive when going to the They ​scuba dove​ when going to the sea
sea

How to report a simple past sentence?

Direct speech Reported speech

I ​booked ​a room in a luxury hotel He said that he ​had booked a room in a

from a brochure luxury hotel

I got in the wrong bus ​due to I ​was She said that she ​had ​gotten ​in the wrong
in a hurry ​ ue to she​ had been ​in a hurry
bus​ d

The airplane ​sped up ​when ​taking He said that The airplane had sped up
off when taking off

He announced the new product of He ​said that he had announced the new
the brand product of the brand

The advertisement ​was very catchy. We said that the advertisement ​had been
So, we ​went​ right away to the shop. very catchy. So, we ​had gone right away to
the shop.

How to report a sentence using modal verbs?

Direct speech Reported speech

She ​must prove ​the quality of the She said that she had to prove ​the quality
product of the product

He ​may compare ​the features of He said that he ​might compare ​the

the two products features of the two products

The agency ​can increase​ its sales They said that the agency ​could increase its
sales
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The impact of advertising

1.4. Reflection and practice

1.4.1. Direct and reported speech

A. Read the sentence in direct speech and report it using reported speech

Direct speech: ​Maria checks the luggage before getting to the airplane
Reported speech: ​________________________________________

Direct speech: ​Omar may design a catching brochure for the company
Reported speech: ​________________________________________

Direct speech: ​David boards the plane when he arrives to the airport
Reported speech: ​________________________________________

Direct speech: ​We took a flight with stop

Reported speech: ​________________________________________

Direct speech: ​They can rent a car when coming there

Reported speech: ​________________________________________

Direct speech: ​Anna must check in as soon as she gets to the hotel
Reported speech: ​________________________________________

B. ​Look at the following ads and write one sentence using ​direct speech and the
other one using ​reported speech​.
 Upper Intermediate English I
The impact of advertising

Direct speech: ______________________

Reported speech: ____________________

Direct speech: ______________________

Reported speech: ____________________

1.5.1. Read the followin​g text and rewrite it using reported

speech:

Paragraph using reported speech

 Upper Intermediate English I
The impact of advertising

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________.

1.5.2. Complementary exercises

- When can you make use of reported speech?

- How can you apply reported speech in a conversation?
- How can you apply reported speech when writing a text?

1.6. Conclusions

Reported speech allows students to report what other person says or what
is said on T.V or in news. Thus, students will be able to repeat what
someone had previously said. Both in written texts or in conversations.
Mastering this topic, students will use information from others to retell it
effectively.

1.7. Study Material

Source (link or
Topic Bibliography (APA)
database)
Advertising Fletcher, W. (2010). ​Advertising : A Very http://proxy.umb.edu.co
Short Introduction​. Oxford: Oxford :2048/login?url=http://s
University Press. earch.ebscohost.com/lo
gin.aspx?direct=true&db
=nlebk&AN=324048&lan
g=es&site=eds-live&scop
e=site
 Upper Intermediate English I
The impact of advertising

The Ngai, J. (n.d.). “It is imperative to ...”: http://proxy.umb.edu.co

constructio Importance markers and the construction :2048/login?url=http://s
n of of newspaper discourse. ​Asian Journal of earch.ebscohost.com/lo
Applied Linguistics,​ ​5​(1), 156–169.
newspaper gin.aspx?direct=true&db
=edselc&AN=edselc.2-52
.0-85047309715&lang=e
s&site=eds-live&scope=s
ite

2. EMBEDDED QUESTIONS

2.1. Introduction

Since an embedded sentence is a sentence used as a question and goes into

another sentence, the use of it is to emphasize on clarifying information.

2.2. Conceptual Framework

An embedded question is a noun clause that can be used as the subject or
the object of the main clause. Also, an embedded questions inserts one sentence
into another sentence.

Grammar structure:​ ​(subject + verb, ​embedded question​)

 Upper Intermediate English I
The impact of advertising

2.2.1 Uses
We usually use embedded questions aiming to change its sense in terms of
to soft the intention of the question. Also, we use this type of questions to identify
it as an indirect question. Here, there are some characteristics of embedded
questions.

● The use of embedded questions is considered ​polite

● If there is no question word (WH), we use ​'if' ​or ​'whether'.
● It is used ​a full stop​ ​and ​not a question mark at the end​ ​of the sentence.
● An embedded question should be preceded by a ​comma.

2.2.2. Grammar structure

(subject + verb, ​embedded question​)

 Upper Intermediate English I
The impact of advertising

I do not know where you put your keys

I have no idea how often you go shopping
I cannot remember what movie I watched last week
I have forgotten when I traveled abroad

main sentence wh question subject + verb + comp

Embedded question
2.3. Examples

Here, you will see some examples of some embedded questions which put
in the beginning of a sentence. Look at some examples as follows:

Do you know Who knows ​who Could you tell me I wanted to know
where ​Paul lives lives in the yellow how I​ can get to which cellphone
house the coffee shop has better
features
Can you I wonder w ​ hen I The question is Let’s find out
remember w ​ here I​ will travel abroad where you have what time the
got that discount lived since 2015 shop will open
this coming
Sunday

2.4. Reflection and practice

A. Read the following sentences and write them using ​embedded questions.

When does the transmilenio bus arrive?

_____________________________________________

What is that shop’s name?

_____________________________________________
 Upper Intermediate English I
The impact of advertising

How far is that shop from your house?

_____________________________________________

How can I get to the Antony’s stadium from here?

_____________________________________________

B. Look at the sentences from column A and make ​embedded questions

including the sentences from the column B.

COLUMN A COLUMN B
A:​ What’s his name? - I do not know
B:​ _____________________________ - I have no idea
A:​ What time does the movie start? - I wonder
B: ​_____________________________ - I cannot remember
A:​ Why is she mad at him? - I am not sure
B: ​_____________________________
A:​ Where are my pants?
B: ​_____________________________
A:​ What was wrong?
B: ​_____________________________

2.5. Complementary exercises

- How can you use embedded questions in a conversation?
- What embedded questions do you usually use?

2.6. Conclusions
Embedded sentences allow students to clarify information by introducing
one sentence into the other one. In such a way, students will be able to
interchange information.

2.7. Study Material

Topic Bibliography (APA) Source (link or database)

Advertising McFall, E. R. (2004). ​Advertising : A http://eds.b.ebscohost.co
Cultural Economy​. London: SAGE m.proxy.umb.edu.co/eds/
Publications Ltd. Retrieved from detail/detail?vid=1&sid=9e
 Upper Intermediate English I
The impact of advertising

http://proxy.umb.edu.co:2048/login?url=
http://search.ebscohost.com/login.aspx?d
irect=true&db=nlebk&AN=251589&lang=
es&site=eds-live&scope=site
60ebbf-5ee7-44bf-93d6-e0
a9445a6f27%40sessionmg
r103&bdata=Jmxhbmc9ZX
Mmc2l0ZT1lZHMtbGl2ZSZz
Y29wZT1zaXRl#AN=25158
9&db=nlebk

Retelling Lindle, R. L. (2014). Learning to Retell http://eds.b.ebscohost.co

experiences Stories through Comparative Teaching:
Writing and Drawing. Retrieved from
http://proxy.umb.edu.co:2048/login?url=
http://search.ebscohost.com/login.aspx?d
irect=true&db=edsbas&AN=edsbas.ADF8A
266&lang=es&site=eds-live&scope=site
m.proxy.umb.edu.co/eds/
detail/detail?vid=1&sid=7f
c56450-2bd8-4dbf-99ac-ba
3f52830958%40pdc-v-sess
mgr06&bdata=Jmxhbmc9Z
XMmc2l0ZT1lZHMtbGl2ZS
ZzY29wZT1zaXRl#AN=edsb
as.ADF8A266&db=edsbas
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The impact of advertising

3. CLEFT SENTENCES
3.1. Introduction
Usually, more in spoken language than in written, we divide the sentences
into two parts to emphasize what we want to say in a stronger manner. This
grammar structure is called ​cleft sentences.​ In this section, we will learn how to use
cleft sentences.
3.2. Conceptual Framework
Cleft sentences​ are used to emphasize what a person wants to say by
using a relative clause. We use them in both spoken and written English.
A ​cleft​ ​sentence​ helps us focus on new information. Also, they are divided
into two clauses.

The two clauses form only one sentence, as you can notice in the example
above, we need to place two sentences linked by a cleft indicator (commonly: who,
that). Using this type of sentences you can give a special emphasis to the subject
who performed the action.
 Upper Intermediate English I
The impact of advertising

3.2.1. Grammar structure:

When talking about ​cleft sentences​, we understand that there is a division within
the sentence into ​two parts​. This is mainly done to place emphasis on what we
want to say in a​ ​stronger manner​.
In cleft sentences, a focus is given to either ​the subject or ​the object ​of the
sentence using the expression ​“IT WAS”​ in reported speech.

It ​ +​ ​verb to be ​ +​ ​subject/object ​ + that/ who​ ​relative clause

3.3. E​ xamples
 Upper Intermediate English I
The impact of advertising

Grammar structure:

It + ​verb to be + ​subject/object + that/ who

relative clause

Original sentence Cleft sentence

The engineer created a machine He was the engineer ​who ​created the
machine
We called a doctor at a hospital in We called a doctor ​that works at a
London hospital in London

The book I read was very The book ​which ​I read was very interesting
interesting

3.3. Reflection and practice

A. Look at the following sentences and rewrite them by using cleft sentences

Original Sentence Cleft sentence

1. I asked for a discount today
2. I gave a brochure to some
people who come to the shop
3. We created a flyer for our
customers
4. They design a catching magazine
to attract people
5. Social networks are useful to
publish advertisements

B. Use the appropriate words by rewriting sentences using cleft sentences.

1. Picasso created amazing sculptures: _______________________________________

2. Wheel is a great invention to build up vehicles: ______________________________
3. The telephone is a mobile device to interact with people: _____________________
 Upper Intermediate English I
The impact of advertising

3.4. Complementary exercises

- How can you use cleft sentences in a conversation?
- How often do you use cleft sentences ?

3.5. Conclusions
By using cleft sentences, students will be able to highlight information in
order to emphasize on the most remarkable information.

3.6. Study Material

Source (link or
Topic Bibliography (APA)
database)
Reporting Baly, R., Karadzhov, G., Alexandrov, D., http://proxy.umb.edu.co:20
Glass, J., & Nakov, P. (2018). Predicting 48/login?url=http://search.e
news Factuality of Reporting and Bias of News bscohost.com/login.aspx?d
Media Sources. irect=true&db=edsarx&AN=
edsarx.1810.01765&lang=
es&site=eds-live&scope=sit
e

Retelling Uscinski, J. E. (2014). ​The People’s News : http://proxy.umb.edu.co:20

Media, Politics, and the Demands of 48/login?url=http://search.e
experiences Capitalism​. New York: NYU Press. Retrieved bscohost.com/login.aspx?d
from media from irect=true&db=nlebk&AN=6
68549&lang=es&site=eds-li
ve&scope=site
 Upper Intermediate English I
The impact of advertising

4. GERUNDS AND INFINITIVES

4.1. Introduction

When talking about ​Infinitive verbs and gerunds is important to take in

consideration the following features. ​Infinitive verbs are used to express
the purpose of something. ​Gerunds ​are nouns that make reference to an
activity rather than a person or thing, using the ​VERB with ​ING form at the
end

4.2. Conceptual framework

​A gerund has different uses mentioned below.

-Some verbs are followed by a ​gerund.

-Some verbs become gerunds after some ​prepositions.
- A gerund clause can be the​ subject of a sentence

verb + ​gerund
a preposition + ​gerund
Gerund (subject of the sentence) + ​complement

How to use an ​infinite verb​?

A verb + ​to+ verb (present)
Subject + verb to be + to + verb (present) + complement

- as the subject of a sentence

- like an adjective or adverb phrase that expresses purpose or intent -
My instructions are to press this button every hour.
- following an indirect object - He told me to give this to you.

4.3. Examples:

- -Some verbs are followed by a ​gerund.

 Upper Intermediate English I
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Advise Allow Continue Enjoy Dislike

Anticipate Appreciate Defend Hate Discuss
Avoid Cannot stand Encourage Imagine Quit

VERB EXAMPLE
Avoid He ​avoided​ touch​ing​ chemicals
Enjoy They ​enjoy ​creat​ing ​commercials
Quit She ​quit giv​ing advertisements to
clients
Discuss She ​dislikes ​creat​ing ​brochures
Imagine We​ imagine​ get​ting ​new products

- After some​ prepositions

Preposition EXAMPLE
After After selling ​products, they count how
much they get
In spite of In spite of using good materials, the
products were not
for She apologizes ​for interrupting a
conversation
about They asked ​about making another
invention
on We agree ​on ​creating new cleaning
products

- A gerund clause can be the​ subject of a sentence​:

Verbs used as the subject EXAMPLE

Drink​ing Drink​ing​ ​water is good for your health
Hik​ing Hik​ing ​can be a relaxing and interesting
activity.
Swimm​ing Swimm​ing is a good exercise to keep
your fit.
Learn​ing Learn​ing a foreign language is a
challenge to accomplish.
 Upper Intermediate English I
The impact of advertising

Driv​ing Driving very fast on road can be

dangerous

- Following certain other verbs:

Infinitive verb Example

To exercise To exercise is good for your health (as the

subject)

To click The instructions of the activity is ​to click

on the buttons and fill out everything (Like
an adverb)

To send She told me ​to send ​this file to you (An

indirect object)

To decide They ​decided to book a small room due to

it was cheaper (after certain verbs)

4.4. Reflection and practise:

Read the following sentences and fill in the gaps by using gerunds or infinitives
as required.
Original Sentence Cleft sentence
1. He delayed ______________
(get) out of bed.
2. It seems ______________ (be)
raining.
It is cold
3. I considered ______________
(travel) to Paris.
4. He really can’t stand
______________ (meet) with
someone unpunctual
5. They would enjoy ___________
(be) there
 Upper Intermediate English I
The impact of advertising

4.5. Complementary exercises

- Can you make comparisons between gerunds and infinitive verbs?
- How can you use gerunds and infinitive verbs?

4.6. Conclusions

Gerunds and infinitives are a fundamental part of speech, due to they are
commonly
used in different contexts. In these order of ideas, knowing the uses of these
topics are
key to put them in context appropriately.

4.7. Study material

Source (link or
Topic Bibliography (APA)
database)
Reporting Baly, R., Karadzhov, G., Alexandrov, D., http://proxy.umb.edu.co:20
Glass, J., & Nakov, P. (2018). Predicting 48/login?url=http://search.e
news Factuality of Reporting and Bias of News bscohost.com/login.aspx?d
Media Sources. irect=true&db=edsarx&AN=
edsarx.1810.01765&lang=
es&site=eds-live&scope=sit
e

Retelling Uscinski, J. E. (2014). ​The People’s News : http://proxy.umb.edu.co:20

Media, Politics, and the Demands of 48/login?url=http://search.e
experiences Capitalism​. New York: NYU Press. Retrieved bscohost.com/login.aspx?d
from media from irect=true&db=nlebk&AN=6
68549&lang=es&site=eds-li
ve&scope=site

5. DEFINITE AND INDEFINITE ARTICLES

5.1. Introduction
 Upper Intermediate English I
The impact of advertising

Articles are either ​definite​ ​or ​indefinite​. ​To main difference between ​definite ​and
indefinite articles ​is talking a specific noun or any noun among several options. ​The
definite article​ ​“A/AN”​ is used when it does not specify the things or people that
someone refers to.
In contrast, ​indefinite article ​“THE​”​ is used to talk about a ​specific​ object, person
or place or when a listener already knows what the subject is.

5.2. Conceptual Framework:

:​
In English there are different type of articles as follows​ a. an, the

AN → ​This indefinite article is used before a noun that starts with a ​vowel sound.​

- When a speaker uses the indefinite article​ “AN”​ is used to mention a ​general item​ or
when the speaker refers to something unknown.
 

A → ​This indefinite article is used before a noun that starts with a ​consonant sound​.

- When a speaker uses the indefinite article​ “A”​ is used to mention a ​general item​ or
when the speaker refers to something unknown.

THE → ​This definite article is used before a noun that starts with a ​consonant or a vowel
sound.

- Definite article is used to indicate that the speaker or reader already know the noun
 Upper Intermediate English I
The impact of advertising

or the subject selected.

5.3. Examples

AN/A THE

I have designed ​an ​umbrella. It is The girl sitting next to my aunt told me she
very comfortable toc wanted to reduce the consume of soda she
is drinking

I have heard a lot of noise on the The intake of vegetables and fruits helps
roof.​ ​I think ​a​ cat is on there. you keep your healthy

A boy knocked ​a ​door when he was The manager executed the project in a
running in the street. great way.

A ​dog bites my leg yesterday. It The purchase had a high price. However,
hurts me a little bit. Now, I feel he took it.
better.

5.4. Reflection and practice

Read the following text and write A/AN or THE in the spaces provided.

On my last holidays, I went to Medellin. There, I saw ____ big statue from Botero. You

know he is ____ famous painter. His statues have been recognized for many people.

____ guided tour showed us different beautiful sculptures. I really enjoy seeing them,

because they do not show physical stereotypes. I really enjoyed sharing time with ____

tour guide​ because he has taught us history from that period of time.

Over there, ___ visitor approached us and asked us what we liked the most. It was

difficult to answer because _____ sculptures were gorgeous.

5.5. Conclusions
 Upper Intermediate English I
The impact of advertising

Both, definite and indefinite articles are commonly used in speech. That is
way, students will be able to identify them and make comparisons depends of the
intention of the speaker.

5.6. Study material

Source (link or
Topic Bibliography (APA)
database)
Reporting Baly, R., Karadzhov, G., Alexandrov, D., http://proxy.umb.edu.co
news Glass, J., & Nakov, P. (2018). Predicting :2048/login?url=http://s
Factuality of Reporting and Bias of News earch.ebscohost.com/lo
Media Sources. gin.aspx?direct=true&db
=edsarx&AN=edsarx.181
0.01765&lang=es&site=
eds-live&scope=site

Retelling Uscinski, J. E. (2014). ​The People’s News : http://proxy.umb.edu.co

experiences Media, Politics, and the Demands of :2048/login?url=http://s
from media Capitalism.​ New York: NYU Press. earch.ebscohost.com/lo
Retrieved from
gin.aspx?direct=true&db
=nlebk&AN=668549&lan
g=es&site=eds-live&scop
e=site
 Upper Intermediate English I
The impact of advertising

6. PHRASAL VERBS

6.1. Introduction
Phrasal verbs are composed by ​a verb a​nd ​a preposition o ​ r an adverb​. Those
phrases indicate​ actions​ both in ​spoken English​ or​ informal writing.
When using a phrasal verb is important to identify if the phrasal verb has a literal
meaning,​ or if the phrasal verb has a ​figurative meaning.​

6.2. Conceptual Framework

Phrasal verbs: ​A phrasal verb is made up of two components: a main verb and an
adverb or a preposition after it. ​Sometimes, within a phrasal verb, the preposition
or adverb is placed either after the verb or after the object.

6.3.Examples:

Phrasal verbs Example

Blown away It was very windy. I was out of my house when my hat
blew away​ and fell down on the floor.

My heart was in my My heart was in my mouth ​when I realized I did not have
mouth my wallet in my pocket.

It was a blast When I was in the stadium. I was very excited of watching
one of my favorite soccer teams. Definitely, I could say, ​It
was a blast
 Upper Intermediate English I
The impact of advertising

Overwhelming, Today it was a busy day. It was an ​overwhelming​ journey.

6.4. Reflection and practice

Look at the following statements and write a sentence for each of them by
using phrasal verbs.

- It was windy. So, the leaves of the trees _______ ________

- _______________ when I realized I did not have enough money to
pay the bill. What a shame!
- The first time, I celebrated opening my own shop and sharing
brochures to customers in order to invite them to come to visit us.
That experience ________________
- When I was a child, I had to work with my parents because they had a
lot of work to do. I remember those _______________ days.

6.5. Complementary exercises

- Can you identify when you can use definite and indefinite articles?
- Are there key elements to recognize when you must use indefinite or
definite
articles when writing?

6.6. Conclusions

Phrasal verbs are commonly used in spoken English. That is why, students
will be able to identify, adapt and put them in context. Mastering this topic,
students will understand expressions in English and use them appropriately.

6.7. Study Material

 Upper Intermediate English I
The impact of advertising

Source (link or
Topic Bibliography (APA)
database)
Advertising Fletcher, W. (2010). ​Advertising : A Very http://proxy.umb.edu.co
Short Introduction​. Oxford: Oxford :2048/login?url=http://s
University Press. earch.ebscohost.com/lo
gin.aspx?direct=true&db
=nlebk&AN=324048&lan
g=es&site=eds-live&scop
e=site

The Ngai, J. (n.d.). “It is imperative to ...”: http://proxy.umb.edu.co

constructio Importance markers and the construction :2048/login?url=http://s
n of of newspaper discourse. ​Asian Journal of earch.ebscohost.com/lo
Applied Linguistics,​ ​5​(1), 156–169.
newspaper gin.aspx?direct=true&db
=edselc&AN=edselc.2-52
.0-85047309715&lang=e
s&site=eds-live&scope=s
ite
Marketing Cachero-Martínez, S., & Vázquez-Casielles, https://doi.org/10.3390/
experience R. (2018). Developing the Marketing admsci8040077
Experience to Increase Shopping Time:
The Moderating Effect of Visit Frequency.
Administrative Sciences (2076-3387)​, ​8(​ 4),
77.