ENGLISH IV - STUDENT - S TEXTBOOK Ultima Version

University of Cauca
Language Education Program
PFI
English IV
Student’s Textbook
TALKING ABOUT PAST AND USUAL EXPERIENCES
LANGUAGE EDUCATION PROGRAM

INTENSIVE READING
1. Read this newspaper article and complete the tasks below.
County: a geographical and political division within a state in the U.S.
2. Answer the following questions:

a. Who is Marty O’Brien? b. What’s his goal? c. Who is Roy Carson?
3. There are five examples of the present perfect in the article. The first one is
underlined. Underline four more.
4. How is the present perfect formed?
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THE PRESENT PERFECT TENSE
Has cleaned / have gone etc. is the present perfect (have + past participle):
Affirmative/Negative Questions
I have (‘ve) cleaned Have I cleaned?
we finished we finished? }Regular verbs

you have not (haven’t) started you started?
they lost they
he has (‘s) done Has he lost? }Irregular verbs

she been she done?
it has not (hasn’t) gone it been?
gone?
Past participle Past participle
The Present Perfect Tense - When to use

1. We use the Present Perfect Tense to talk about experiences. It is important if we have done it
in our lives or not. It is not important when we did it. We often use never and ever with the
Present Perfect Tense to talk about experience. Examples:
I have been abroad twice.
Anna has never broken a leg.
Have you ever eaten sushi?
2. Present Perfect Tense to talk about an action which started in the past and continuous up
to now. We often use since and for to say how long the action has lasted. Examples:
I have been a teacher for more than ten years.
We haven't seen Marcos since Friday.
How long have you been at this university?
3. We also use the Present Perfect Tense to talk about a past action that has the result in the
present. We often use just, already and yet with the Present Perfect Tense for an action in the
past with the result in the present. Examples:
Jimmy has gone to South America. = He isn't here now.
Have you finished your homework? = Is your homework ready?
I have just lost my wallet. = I don't have it now.
I haven't taken the quiz yet = the quiz has not been solved.
They have already talked with her.
Uses of the Present Perfect – Write the use of the present perfect. Use the following phrases:
present result, experience, continues up to now.
1. You have broken my watch! Present result
2. I have never been to Paris.
3. How long have you been here?
4. Angela has bought a new apartment
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5. How many times have you been married?
6. We haven't worked on a farm.
7. This building has been an office since 1998.
8. Has the post arrived yet?
9. I have lived in Popayán since I was born
10. I have been to many places.
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PRESENT PERFECT TENSE HOMEWORK
1. Read the situations and write sentences with the present perfect. Choose one of the
following:
break drop go up grow improve lose turn on
1. Mike is looking for his key. He can’t find it. He has lost his key.
2. Jennifer can’t walk and her leg is in a cast. She
3. Maria’s English wasn’t very good. Now it is much better.
4. He didn’t have a beard last month. Now he has a beard.
5. Last week the bus fare was 1200 pesos. Now it is 1500.
6. The temperature was 55 degrees. Now it is only 36. The temperature
7. The light was off. Now it is on. Somebody
2. Complete B’s sentences. Use the verb in parentheses + just / already / yet
1. Would you like something to eat? No, thanks, I’ve just had lunch. (just / have)
2. Do you know where Julia is? Yes, I her. (just/see)
3. What time is David Leaving? He (already/leave)
4. What’s in the newspaper today? I don’t know. I (not/read/yet)
5. Is Amy coming to the movies with us? No, she the film. (already/see)
6. Are your friends here yet? Yes, they here. (just/get)
7. What does Tim think about your plan? I (not/tell/yet)
3. You are asking somebody questions about things he or she has done. Make questions from
the words in parentheses.
1. (ever / ride / horse?) Have you ever ridden a horse?
2. (ever / be / Mexico?)
3. (ever / run / marathon?)
4. (ever / speak / famous person?)
5. (always / live / in this town?)
6. (most beautiful place/ever /visit?) What
4. Read the situation and complete the sentences.

1. (It’s raining now. It’s been raining since lunch time.) It started raining at lunchtime________________
2. (Ann and Sue are friends. They met each other years ago.) They’ve known each other for years._____
3. (Mark is sick. He became sick on Sunday.) He has ________________________________________
4. (Mark is sick. He became sick a few days ago.) He has _____________________________________
5. (Sarah is married. She’s been married for two years.) She got ________________________________
6. (You have a camera. You bought it ten years ago.) I’ve _____________________________________
7. (Megan has been in France for the last three weeks.) She went ______________________________
8. (You’re working in a hotel. You started in June.) I’ve _______________________________________

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LISTENING
The secret dream
1. Listen. What is each person’s secret dream?
2. Complete the sentences about the people. Use the verbs from the box.
been been gone had had
saved surfed traveled tried wanted
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LISTENING AND SPEAKING
1. Pair work: Prepare a conversation with your classmate, use the strategy to control
the conversation. Ask and answer questions about the following
topics:
1. Experiences you have had
2. Things you have done
3. What profession you have always dreamt to have
4. What's something you've always wanted to buy?
5. What's a city that you've never been to but would like to visit?
6. What's something you've always wanted to learn how to do?
7. What's something else you've always wanted to do?
2. Present the conversation to the class. Pay attention to the strategy to control the
conversation.

PRONUNCIATION
REDUCED AND UNREDUCED FORMS OF HAVE
A Have you ever been to Mexico?

B No, I haven't. But my parents have been there several times. (parents’ve)
Listen and repeat the question and answer above.
Notice how have is reduced in questions and full statements but not in short answers.
Group work Complete the questions with ideas from the group. Then ask and answer your
questions. If you answer yes, give a specific example.
1. Have you ever tried ________________?
2. Have you ever been to _____________?
3. Have you ever seen _______________?
4. Have you ever taken a ______________class?
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5. Have you ever had ________________food?
6. Have you ever lost _____________?
A Have you ever tried parasailing?
B Actually, I have. I went parasailing last summer. It was really fun.
C No, I haven't. But I'd like to.
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TEN-MINUTE WRITING
Choose one of the following topics and write about it: A food
you've never eaten, something you’ve never drunk, a TV show you've
never seen, a sport you've never played, a city or country you've
never been to, a kind of music you've never listened to, a place in your
town you've never visited, something else you've never done.

DICTOGLOSS
1. Listen to the teacher talk about Joshua’s blog (The teacher makes a short introduction of
the text)
2. Move into groups of four.
3. Listen for meaning: Listen to the whole text.
4. Listen and take notes: Take notes listening key words.
5. Work in groups to reconstruct an approximation of the text from notes (one student acts as
the writer)
6. Compare the reconstructed text and the original. Notice the type of errors that got in the
way of understanding the text.
7. Classify your errors using the following list.
What problems did you have?
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a. I couldn’t hear which sound it was.
b. I couldn’t separate the sounds into words.
c. I heard the words but I couldn’t remember their meaning quickly enough.
d. There were some new words for me.
e. I heard and understood the words but not the meaning of that part of the sentence.
f. Other problems.
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LISTENING
What have they done?
A. Listen to three people talk about things they have done. Match the people and the
main topic they talk about. There are three extra .
1. Albert _________ a. a job d. a hobby
2. Reny _________ b. vacations e. a movie on TV
3. Melissa _______ c. a sport f. an accident
B. Listen again. What did each person just do? Write a sentence.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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C. Listen again. Respond to the last thing each person says. Check the correct
response. Then write a question to keep each conversation going.
1. Albert □ You have? □ Did you? □ Were you? _______________________________
2. Reny □ Did you? □ You were? □ You have? _______________________________
3. Melissa □ You did? □ Are you? □ Do you? _______________________________
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PROBLEM SOLVING ACTIVITY
Work in groups of four students. Read the following situation and take
into account the information to solve the problem:
Your friend won the lottery three months ago and told you about the exciting
experiences he has had and the interesting places he has been.
B. Each student has to talk about the best exciting experience he has had, the things he has
done, the places he has visited. Each student must also talk about this experience as
something he/she would love to do.
C. After each student has participated, as a group rank from 1 to 5 the most exciting things he
has done and the most important places he has visited.
D. Report the class your answers.
USEFUL VOCABULARY
Being to China is one of the

most …
I think/ I think that
I think the most important
experience is
In my point of view…
One really good experience I
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SPEAKING BY NUMBERS
Each learner is given a number and “a thing” he/she is supposed to have done.
The students can think about their activity for a minute or

two and then the teacher calls a number.
The student with that number then says 3-4 or more

sentences about his or her particular topic.
Then that speaker calls a number and the student with that
number has to ask the speaker a question related to the
topic just spoken about.
When the question is answered, the questioner calls a

number and the person with that number asks another question.
This happens three or four times, and then the speaker calls the number of the next person to
speak about the topic that the new speaker was given.
Things you have done
2. You have lost 4. You have 5. You have

1. You have 3. You have
something ridden a received a love
won a prize gotten a Tattoo
important skateboard letter

7. You have 8. You have 10. You have
gotten 100% on played a joke to
had the flu failed a course seen a tornado
a test a friend
12. You have

forgotten 15. You have
spoken to a slept on the worked a job
someone’s milked a cow
famous person beach you hated
birthday

taken an fallen and hurt eaten
slept in a tent sung in public
exciting trip yourself interesting food
24. You have

21. You have kissed 25. You have
traveled to ridden an
found a wallet somebody by built a house
another country animal
mistake

broken 28. You have fallen asleep
gone bungee been to a
something been on TV while talking on
jumping funeral
valuable the phone
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WRITING WITH FEEDBACK
Argumentative essay
Writing an argumentative essay

Pre-writing
1. State the "controversy" in the form of a yes/no question. Example: Should guns be made legal? Is
television harmful to children?
2. Divide your paper into two parts:
Pros Cons
Guns can be helpful to defend ourselves from Guns can be harmful, especially at the hands
dangerous criminals of irresponsible people
... ...
... ...
3. Decide which side of the argument you will defend.

4. Remember to support your opinions with facts, statistics, examples, quotes...
Writing
Include an introduction, a body and a conclusion.
Introduction: Body: Conclusion:
State the problem: a clear thesis Paragraph 1: topic sentence Give a balanced view and give
statement. your opinion.
a. argument 1
b. argument 2
c. argument 3
Paragraph 2: topic sentence
a. argument 1
b. argument 2
c. argument 3
Post writing
Edit your essay.
Building an Argument
Thesis statement: the main point of your argument.
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When you want to convince someone that your main thesis is true, you need to support your thesis with
several good points and examples. Example:
Thesis statement: Smoking should be banned from public places.
Supporting Points Examples
Smoking is dirty. Smokers leave ashes, matches, and cigarette butts on the
ground.
Smoking bothers other people. People cough and hate the smell.
Smoking is dangerous Careless smokers cause building fires and forest.
Smoking is a bad influence on young people. If teenagers see young adults smoking they may think smoking
is cool and so they may try to smoke.
Smoking is bad for health. Smoking causes throat and lung cancer. Secondhand smoke is
just as harmful as first and smoke. Smoking causes heart
disease
Banning smoking from public spaces is a good policy for several reasons. First of all, smoking is a filthy
habit. Smokers leave their cigarette butts on the ground and drop their ashes anywhere. Furthermore,
smoking bothers other people. It smells horrible and causes other people to cough. More importantly,
smoking is dangerous. Careless smokers who throw away cigarettes sometimes cause building and
forest fires. Another reason to ban smoking in public places is the influence smoking has on teenagers.
When teenagers see young adults smoking, the teenagers may think it is cool and start a habit that is
very difficult to quit. And above all else, smoking is bad for health. It causes lung and throat cancer in
people who inhale secondhand smoke. In conclusion, the ban on smoking is necessary to protect
people.
Your argument needs to flow. You can use these expressions to connect your thoughts.
Introduce your first First of all. To begin Connect your points And. Also.
point with. To start with. Furthermore. What’s
more. As well
Show relatively more More importantly. Show your most Above all else.
important points What’s worse. What’s important point Above all. Most of
more. all.
Show your final point Finally. Conclude your idea In conclusion.

Therefore.
Introduce examples For example. For

instance.
Write about the best experience and the worst experience you have had in your life. And why.
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Thesis: ______________________________________________________________________
First body paragraph:
Supporting Points Examples
Write down your first body paragraph:
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SUBSTITUTION TABLE WITH PRESENT PERFECT AND SIMPLE PAST
1. Oral practice
Mary studied a lot yesterday
Raul trained hard last week
She saw a movie two weeks ago
We danced very well last night
The students swam on Monday
You bought a car in 2016 .
Mary has studied a lot
Raul has trained hard lately
She has seen that movie for three weeks
We have danced very well since Friday
The students have swam carefully many times
You have bought several cars
2. Write down three sentences in simple past and present perfect as shown in the
table.
EXERCISES
1. Are the underlined parts of these sentences right or wrong? Correct the ones that
are wrong.
1. It has snowed last night. It snowed
2. Have you seen my purse? Right
3. “Don’t forget to pay the gas bill.” “I’ve already done it”
4. The accident has happened three days ago.
5. Susan hasn’t been at work yesterday.
6. Jerry gave me his address, but I’ve lost it.
7. Have you seen Brad on Monday?
8. Where is the newspaper? What have you done with it?
9. We have bought our house in 2000.
2. Write questions with “how long” and “when”.
1. It’s raining.
(how long?) How long has it been raining?_______________________________________
(when?) When did it start raining?______________________________________________
2. Karen is studying Japanese.
(how long?) ______________________________________________________________
(when / start?) ____________________________________________________________
3. I know Joanna.
(how long?) _______________________________________________________________
(when / first / meet?) _________________________________________________________
4. Bob and Jessica are married.
(how long?) _______________________________________________________________
(when?) ___________________________________________________________________
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3/2/1
What are the things you have always wanted to do?

TEN-MINUTE WRITING
What are the things you have always wanted to do?

INTEGRATED-SKILL ACTIVITY
1. LISTENING: Listen to these people talking about their journeys and answer the questions
Jake’s Journey
Where did he travel to?
Where did he camp?
What has he seen?
Where has he always wanted to go to?
Has the weather gotten better?
Chloe’s travel
Where did she arrive last Sunday?
Did they see the Carnival in Rio?
What happened to her camera?
Has she lost many photos?
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What else has she done?
What dish has she tried?
2. READING: Read the two blogs below
A. According to the readings:

1. Which blogger had the worst problems?
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__________________________________________________________________________
2. What were the problems?
__________________________________________________________________________
__________________________________________________________________________
B. Are the following sentences True or False? Write T or F.

1. Guatemala is exactly what Jake expected. ______
2. The weather has been bad for his entire trip. ______
3. He had problems with his tent one night. ______
4. Chloe enjoyed Carnival. ______
5. She and her friends have finished sightseeing. ______
6. She would like to spend more time in Brazil. ______
3. WRITING: Imagine you have had an exciting travel experience. Write a blog entry about it.
Use the words fortunately, unfortunately, and amazingly.
4. SPEAKING: In groups of 4 students, read your classmates’ blogs. Discuss who has…..
● had the most exciting experience.

● done something you would love to do.
● been somewhere you would love to go.
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own a
pet
buy a new
car
live in touch an
another elephant
city
Move
Ahead
swim in
ocean
Move
Ahead 3
Spaces
see a
whale
go to
Amazonas
sing in
public
Start
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have a Have you
ever ………?
Finish migraine
cry in Skip
TAKING One
PART IN SPORTS AND ENTERTAINMENT
public Turn
INTENSIVE READING
1. Read the following text and pay attention to the words in bold letters; they are called
GERUNDS. Present
break a Go to Santa Perfect
bone Marta
Fiona have +
past
ride a
In the last few years I’ve really started to love tennis. Recently I’ve been playing at least twice a week,
participle
horse
which is really helping me keep fit. On a nice summer evening there’s nothing better than going along to
fallmydown
local club for a game. Most people there are really nice, so after playing I usually stay used
for a drink
Result
whenwith
of an
stairs
some of them.
action in the
past is You
I like the fact that it’s a very psychological game – you need determination and concentration.
important in the
can’t hide when you’re out there on the court. If the match isn’t going well you can easily get into a bad
eat present
frame of mind, so you have to battle against yourself as well as against your opponent.
Indian Recently
Also, I love watching tennis on meet
TV, aas the players’ skill and fitness are breathtaking. completed
food celebrity
Of course they practice a lot, but it’s also about natural talent – I mean, I could actions
State beginning
practice five hours a day for five years and I’d probably still not win a point against a
in the past and
lose
top professional like Maria Sharapova. relevant to now
keys
Dave make a
cake
Tennis has got to be one of the most boring sports in the world. Watching a little ball that goes
backwards and forwards for two hours, while the players make ridiculous grunting noises – you call that
get lost
entertaining? Also, in Britain, I can’t stand the hype in the media whenever one of our players has a
chance of winning an important tournament. They always lose in the end, of course. Why can’t we just
write to a
accept that we’re not very good?
newspaper
As for playing tennis, it’s even worse than watching. I tried it for a while when I was a kid, and it
was one of the most frustrating things I’ve ever done. Hitting the ball and seeing it go into the net almost
forget a is enough to put anyone
every time Oh No!in a bad mood. I remember my dad said I should practice by hitting a
loved one's
birthday Goit,Back
ball against a wall. Well, I tried and it was a disaster. The wall beat me every time.
2. Fill the gaps below to complete the crossword and reveal the name of a Belgian
player who was number one in the women’s international tennis rankings.
Move mistake
Ahead 2 someone
Spaces for
Hitchhike
someone
else
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1. Dave certainly doesn’t __________ tennis.
2. Fiona believes that professional tennis players have a lot of __________ talent.
3. It seems Dave never had much ____________ as a tennis player.
4. Fiona thinks that to do well in a tennis match you have to _________ and be determined.
5. Fiona doesn’t think she’d win many _________ in a tennis match against Maria Sharapova.
6. Dave seems not to like the way some professional players ________ when they hit the ball.
7. Dave thinks there’s too much __________ whenever a British tennis starts doing well.
8. Fiona enjoys the ____________ side of playing tennis.
9. Fiona thinks that to do well in a tennis match you need to be in the right _______ of mind.
10. Dave doesn’t think that watching tennis on TV is _________.
11. Dave’s attempts to __________ by hitting a ball against the wall didn’t go very well.
12. Fiona says most of the people she plays with at her local tennis club are __________.
Gerunds are words that are formed with verbs but act as nouns. They’re very
easy to spot, since every gerund is a verb with the ing form.
Present participles also have the ing form but they do not act as nouns. Instead, they act
as complete progressive verbs or adjectives.
GERUNDS EXERCISE
Spot the gerunds in the following sentences. There are some sentences
without gerunds.
1. Swimming in the ocean has been Sharon’s passion since she was five years old.
2. My mother is working out in the gym this month.
3. Recently I’ve been playing tennis at least twice a week.
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4. Holly decided that flying above the clouds was the most incredible experience she’d ever
had.
5. Bill avoided doing his math assignment because the World Series was on.
6. Were you listening to the news when I called you?
7. Tennis players’ skill and fitness are breathtaking.
8. Tennis has got to be one of the most boring sports in the world.

GERUNDS
A gerund is a verbal that ends in -ing and functions as a noun. The term verbal indicates that
a gerund is based on a verb and therefore expresses action or a state of being. However,
since a gerund functions as a noun, it occupies some positions in a sentence that a noun
ordinarily would, for example: subject, direct object, subject complement, and object of
preposition.
The gerund can be used as:

1. Subject Traveling might satisfy your desire for new experiences.
The study abroad program might satisfy your desire for new
experiences. (The gerund has been removed.)
2. Direct object of She admitted telling him the truth.

certain verbs *
Direct object
They do not appreciate my singing.
They do not appreciate my assistance. (The gerund has been

removed)
3. Subject complement My cat's favorite activity is sleeping.
My cat's favorite food is salmon. (The gerund has been removed.)
4. Object of The police arrested him for speeding.

preposition*
The police arrested him for criminal activity. (The gerund has been
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removed.)
2* Gerunds can be used as direct object of the following verbs

Admit Enjoy Imagine Mind Risk
Avoid Escape Insist Miss Suggest
Consider Excuse Keep Mean Understand
Delay Fancy (UK informal tener ganas de) Practice
Dislike Finish Prevent
Discuss Forgive Quit
Examples: She admitted telling him the truth. John quit smoking. I don’t want to risk
coming late. I dislike working late.
Go is followed by a gerund in certain idiomatic expressions to express, for the
most part, recreational activities. Example: We went fishing yesterday.
go sailing go sightseeing go dancing

go bowling go swimming go camping
go hiking go golfing go shopping
4* Gerunds can be used as object of a preposition

Some verbs + their preposition Adjectives + Nouns +
prepo. prepo.
Aid in Give up
Agree on/about Insist on Accustomed to Choice of
Approve of Keep on Afraid of Excuse for
Apologize for (something) Look forward to + verb ing Capable of Intention of
Be better off Object to + verb ing Fond of Method of/for
Call for Put off Good at Possibility of
Confess to + verb ing Relay on Intend on Reason for
Count on Succeed in Interested in
Complain at/about (something) Think of/about Successful in
Depend on Worry about Tired of
Dream of/about Feel like

GERUNDS HOMEWORK
A. Write down the correct preposition. Example:

He concentrates _____ physics. He concentrates ___on___ physics.
1. My friend is good ________ playing volleyball.
2. She doesn't feel _______ working on the computer.
3. We are looking forward ______ going out on the weekend.
4. Do you agree _______ staying in a foreign country?
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5. Andrew apologized ________ being late.
6. Laura dreams ________ living in a small island.
7. The girls insisted _______ going out with Kerry.
8. She complains ________ bullying.
9. They are afraid ________ losing the match.
10. Edward thinks ________ climbing trees this afternoon
B. Complete the sentences with the gerund. Example:

She enjoys ________ (play) with her daughter. She enjoys playing with her daughter.
1. He told a really funny joke. We couldn’t stop _________________ (laugh).
2. Would you mind ______________ (close) the windows please?
3. I enjoy ________________ (take) long walks in the fall.
4. I am thinking about ________________ (have) a dinner party.
5. She doesn't mind _______________ (work) the night shift.
6. I can't imagine Peter _______________ (go) by bike.
7. I look forward to ________________ (see) you at the weekend.
8. I dream about ________________ (build) a big house.
9. Avoid _______________ (make) silly mistakes.
10. Are you thinking of ______________ (visit) London?
B. Complete the sentences with a preposition and a gerund. Example:

He always complains _____ (work) ______ hard. He always complains at (work) working
hard.
1. I have no excuse _________ (be) __________________ late.
2. Dianne is always complaining ________ (have) ____________ a headache.
3. Thank you ________ (help) _________________ me carry my suitcases.
4. Andrea isn’t interested ________ (look) _________________ for a new job.
5. The rain prevented us __________ (complete) _______________ the work.
6. Don’t worry _________ (fail) _________________ the test.
7. I insist __________ (tell) _______________ the truth.
8. The decision depend _________ (stay) ____________ here or not.

PRONUNCIATION
FUNCTION AND CONTENT WORDS
Listen to your teacher saying the sentence

below:
“Shall we go for a walk?”
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Which words are stressed? Why?
Spoken English is divided into function and content words.
Function words are usually pronounced using the schwa sound /Ә/; they
are weak, and carry only grammatical meaning such as:
Content words are usually strong and carry real meaning such as:
EXERCISE
In the sentence below, underline the content words. Pronounce the complete sentence aloud
stressing the content words:
1. Can we go for a swim in the sea?
2. It’s a beautiful day in the South of England.
3. How do you want to pay for this, sir?
4. Jessica Smith is required in “Arrivals” immediately.
5. When you get to the station, give me a call.
6. Would you like some of my carrot cake?
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LISTENING TO CONVERSATIONS AND LISTENING AND SPEAKING
Sports and Exercise
A. People are talking about sports and exercise. Listen and number the pictures.
B. Which sports or activities is the person talking about? Listen and circle the correct answer.
1. a. swimming 3. a. playing baseball 5. a. swimming
b. going to the gym b. playing football b. jogging
c. jogging c. playing tennis c. wind surfing
2. a. playing volleyball 4. a. playing tennis 6. a. diving

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b. watching TV
b. playing golf c. reading b. riding a bicycle
c. playing soccer c. walking

WRITING: INFORMATION TRANSFER
1. Listen to the speech and answer the following questions in the graphic:
1. What are some of the benefits of exercising?
2. What are the problems of countries like the United States with exercise?
3. What are the two negative effects of driving for one or two hours to get to work?
4. What are some of the problems people face when they try to get more exercise?
1.
We all
2. Need 3.
Exercise
4.
2. Taking into account the information you wrote in your graphic, answer the question: Why
do we need exercise?
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3. Tell the class the reasons why we all need exercise.

LISTENING
A. Do you enjoy it?
Listen to the conversations. Number the pictures from 1 to 4.
B. Listen again and choose the best answer for each question
1. The woman likes practicing aerobics 2. What does the man think about walking?
because:
a. she goes to class every week

a. It’s a difficult exercise
b. her teacher is very good
b. It makes you sleep well
c. she loves meeting people
c. it helps to be physically fit
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3. According to the conversation the woman: 4. The woman enjoys playing basketball
because:
a. she plays basketball every day

a. likes practicing yoga outdoors
b. she sees her friends
b. thinks yoga is a hard exercise
c. she has a good teacher
c. doesn’t like being outdoors
C. People are talking about sports. Listen and mark True (T) or False (F). Explain why it is
false.
1. T F 2. T F
a. Before school, the man plays tennis. a. The woman likes jogging.
b. The man works out on weekdays. b. The woman takes short walks every day.
c. The man plays soccer with friends. c. The woman swims for two hours.
3 4.
a. The man is a basketball fan. a. Swimming is one of the woman’s favorite sports.
b. The man can’t stand playing soccer. b. The woman gets up at 5 a.m. to go to work.
c. The man plays chess with his brother. c. She swims, jogs, plays basketball and golf.
5.
a. The man plays tennis on Fridays.
b. The man rides a bike on Wednesday.
c. The man hates baseball.

PROBLEM SOLVING ACTITIVY
1. Move into groups of four students.
2. Read the problem very carefully.
3. Each member of the group must provide a suggestion to the problem.
4. As a group decide the best sport /way for your friend to lose weight.
5. Present the solution to the class.
One of your friends is overweight. He has asked you to give him some advice on
how to lose some weight.
decide which sport/way is the best option to get fit.
32
Restriction: you friend doesn’t like to go to the gym.
Swimming Soccer
Swimming freestyle at a moderate pace is a great A high-intensity competition isn’t necessary - as

exercise that works your arms, legs, glutes and long as you play hard, you will get a good work
core. out.
Basketball Volleyball
Your game can be casual, but to burn the most Lather up the sunscreen and have some fun in
calories, you will have to play full court. the sun. A casual game is all it takes to burn
those calories.

TEN-MINUTE WRITING
What’s your favorite Sport? Why?
33
SUBSTITUTION TABLES
1. Oral exercise
Adrian enjoys listening to music
His father avoids playing difficult sports
Marcela dreams about participating in the Olympic games .
He is afraid of walking alone in the street
My daughter is interested in playing extreme sports
Christian has the responsibility of training every morning
2. Write down five sentences substituting the gerunds of the table.
a.________________________________________________________________________
b.________________________________________________________________________
c.________________________________________________________________________
d. ________________________________________________________________________
e. ________________________________________________________________________
1. Oral Practice
Going hiking is a good exercise
Swimming is something I have to do
Playing basketball must be done thoughtfully .
Working out is good for my health
Jogging helps to be mentally healthy
Doing aerobics has to be done regularly
2. Write down five sentences substituting the first part of the sentence where the
gerunds are.
34
a._________________________________________________________________________
b._________________________________________________________________________
c._________________________________________________________________________
d. ________________________________________________________________________
e. ________________________________________________________________________
35
SPEAKING BY NUMBERS
Each student must have a number and a topic as shown in the table below. Each student has
3 minutes to think about his/her topic and then the teacher calls a number.
The student with the number says 3-4 or more sentences about his/her
topic. Then the speaker calls a number and the student with that number
has to ask the speaker a question related to the topic. Then that speaker
calls a number and the learner with that number has to ask the speaker a
question related to the topic just spoken about. When the question is
answered, the questioner calls a number and the person with that number
asks another question. This happens three or four times, and then the
speaker calls the number of the next person to speak about the topic that
the new speaker was given.
1. An unusual experience I have lived
2. A past experience
3. My favorite sport
4. My favorite place to practice sport
5. Riding a bicycle
6. Playing cards
7. Doing aerobics
8. Going to the gym
9. When I felt ashamed
10. Riding a horse
11. My favorite national and international soccer

team
12. When I was frightened
13. When I was a child
14. Learning new sports
15. Going to the stadium
16. Practicing sports with friends
17. Favorite sports celebrities
18. Favorite sport at the university
36
19. Extreme sports
20. Jogging every morning

DICTOGLOSS
1. Listen to the teacher talk about (The teacher makes a short introduction of the text)
5. Work in groups to reconstruct an approximation of the text from notes (one student acts as
the writer)
6. Compare the reconstructed text and the original. Notice the type of errors that got in the
way of understanding the text.
37
f. Other problems.

3/2/1
Talk about the sport you practice and its benefits.
Do you play any sports? Why?

1. LISTENING: An Interview with Shawn Johnson

Useful vocabulary
coach
to work out
blanket
good-luck charm
Listen to the recording and answer the

following questions:
a. Who does Shawn train with? _________________________________________________
b. How often does she practice? ________________________________________________
c. How much does she train on Saturdays? _______________________________________
d. What does she like to do in her free time? _______________________________________
e. What does she travel with? __________________________________________________
f. What are Shawn’s favorite foods? _____________________________________________
38
2. SPEAKING: Interview a friend; report to the class.
What’s your favorite sport?
How often do you practice …..?
Where do you practice it?
Who do you practice ….. with?
Do you think sports are important? Why (not)?
What else do you do to keep fit?
3. READING
Now listen and read the transcript
39
4. WRITING
Now a report about Shawn Johnson’s life using gerunds.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
TAKING CARE OF YOUR HEALTH

INTENSIVE READING
HOW TO STAY HEALTHY
This is an article about healthy eating. The titles of the paragraphs were removed.
1. __________________ 3.___________________
People who eat a lot of fruit and Having too much saturated fat can cause
40
vegetables are less likely to have heart heart disease. Products that contain large
problems. You should eat at least five amounts of saturated fats are meat pies,
portions of fruit and vegetables a day. cheese, butter, lard, cream, cakes. You
One portion is e.g. a banana, an apple, should replace butter and lard with
one slice of melon or pineapple or two vegetable oils, which don’t contain saturated
plums. Remember that potatoes are not fat.
included on that list.
4. __________________
2. _________________
Having sugary foods and drinks too often
Eating too much salt can raise your blood can cause tooth decay. Cutting down on
pressure. And people with high blood sugar will help you control your weight.
pressure are three times more likely to Sugar is added to many types of food e.g.
develop heart disease or have a stroke fizzy drinks, juices, sweets, biscuits, cakes,
than people with normal blood pressure. ice cream
Three-quarters (75%) of the salt we eat is
already in the food we buy, such as 5. __________________
breakfast cereals, soups, sauces and We should be drinking about 6 to 8 glasses
ready meals. So you could easily be of water every day and even more when the
eating too much salt without realizing it. weather is warm.
Don’t drink too much coffee or tea as they

can dehydrate you.
A. Read the article and match the titles of the paragraphs.
a) cut down on salt

b) dangers of saturated fat
c) five-a-day
d) drink a lot of water
e) cut down on sugar
B. Now read these sentences and decide whether they’re true or false:
TRUE FALSE
1. Eating vegetables and fruit is good for your heart  
2. One melon is a portion of fruit  
3. Potatoes can be eaten as part of your five-a-day  
4. Eating much salt increases blood pressure  
5. High blood pressure doesn’t cause you any harm  
6. There is a lot of salt in the food we buy  
7. Eating saturated fats causes heart problems  
8. There is a lot of saturated fat in vegetable oils  
9. Sugary food is good for your teeth  
10. You should drink a lot of water to stay healthy  
SHOULD FOR RECOMMENDATION
Should is an auxiliary verb - a modal auxiliary verb.

41
We often use should when offering advice or opinions (similar to ought to):
● You should see the new James Bond movie. It's great!
● You should try to lose weight.
● John should get a haircut.
● He shouldn't smoke. And he should stop drinking too.
● What should I wear?
● They should make that illegal.
● There should be a law against that.
● People should worry more about global warming.
Structure of should
The basic structure for should is:
subject + auxiliary verb + main verb

should
Note that:
● The auxiliary verb should is invariable. There is only one form: should

● The main verb is usually in the base form (He should go).
Look at the basic structure again, with positive, negative and question sentences:
auxiliar
y no main verb
subject should t base
+ He should work.
- You should not go.
? Should we help?
Note:
The main verb can never be the to-infinitive. We cannot say: He should to go.
There is no short form for should, but we can shorten the negative should not to shouldn't.

SHOULD EXERCISES HOMEWORK
A. Complete the sentences. Use contractions where possible.

42
1. It's cold. You _____________ a cardigan. (wear)
2. She's always tired. She _______________ to bed late every night. (go)
3. _____________________now? (we / leave)
4. You ______________ some fruit or vegetables every day. (eat)
5. The students ______________________ their mobile phones in the exam. (use)
6. You ______________________ the teacher to help you if you don't understand the lesson. (ask)
7. People ____________________ fast in the town center. (drive)
8. ______________________the dress or the skirt? (I / buy)
B. For each situation write a sentence with should or shouldn’t + one of the following:
go away for a few days go to bed late look for another job
put some pictures on the walls take a photograph use her car so much
1 (Liz needs a change.) She should go away for a few days.

2 (My salary is very low.) You ____________________________________________
3 (Jack always has difficulty getting up.) He ____________________________________
4 (What a beautiful view!) You _________________________________________________
5 (Sue drives everywhere. She never walks.) She __________________________________
6 (Bill’s room isn’t very interesting.) ______________________________________________
C. Match the statements to the advice.

1. _____ I’ve got a headache. a. We should leave at two-thirty.
2. _____ I'm cold. b. He shouldn't stay up so late.
3. _____ The game starts at three o'clock. c. You should do some exercise.
4. _____ He's always tired in the morning. d. You shouldn't sit so close to the TV.
5. _____ I don't feel well. e. You should stay in bed.
6. ______ I want to lose weight. f. You should put on a jumper.
D. Write about the people in the pictures. Use He/She shouldn’t…so ….
1. She
shouldn’t watch TV so much 3. ______________________________hard.
2. He _____________________________ 4. __________________________________.
43
PRONUNCIATION
Ache = /eɪk/
This word has to have a strong K sound
Examples:
A: What’s the matter? A: what’s wrong?

B: I have a headache B: I have a stomachache
Listen and practice the pronunciation of the following health problems:
44
LISTENING
A. People are talking about health problems. Listen and number the pictures.
B. Listen to people talking about health problems. What is each person’s problem?
Write the correct letter.
1. Rick a. a twisted ankle
2. Judy b. a cut
3. Nancy c. a stomachache
4. Tom d. a backache
5. Renee e. the flu
Pair work. Talk about the following problems and give advice. What other advice do you have? Follow
the sample conversation:
SA: I have a terrible headache. What should I do/ what do you think I should do?
SB: You should / I think you should go to drugstore and buy some medicine.
Maybe you should lie down and take a nap.
Problems
● I’m bored of my job ● I have the flu
● I have a fever ● I have problems sleeping at night.
● I want to exercise, but I don’t have enough ● I want to improve my English skills
45
time ● I want to stop eating fast food
● I ate too much last vacation. I’m overweight ● I don’t have many friends
● I don’t have any money ● I spend too much time on my phone

1. Listen and complete the diagram with ten simple ways to
improve your health.
Vocabulary
floss stretch
gums seat belt
bone
crossword
brain puzzle
moisturizer
1 3
10 4
Ten simple
ways to
improve
your health
9 5
8 6
2. Write down a paragraph in which you talk about the ten simple ways to improve
your health.
46
LISTENING TO CONVERSATIONS
Listen to the conversations and answer each of the questions.
1. What does the man advise the woman to do? 2. What does the woman advise him?
a. she should go to the doctor a. he should take some vitamins
b. she should take pills b. he should the doctor
c. she should get up and watch T.V. c. he should get some rest
3. What is the woman’s health problem? 4. According to the doctor Ben should:
a. She has a terrible headache a. use some drops
b. She has a terrible stomachache b. use the drops in the afternoon
c. She has a terrible backache c. drink some drops

1. Move into groups of four students.

2. Read the problem very carefully.
3. Each member of the group must provide a suggestion to the problem.
47
4. As a group decide the three best ways to start being healthy and rank all of them.
5. Present the solution to the class.
This is Rob; he is 18 years old and he is from America. He likes to

sit on the sofa for four hours every day; he also loves watching TV
and eating lots of snacks. At night, he enjoys going to fast food
restaurants and having hamburgers and sodas. Besides, he hates
exercising. Lately, he hasn’t been feeling well. What do you
advise Rob to do?
You want to help him by suggesting solutions to his situation.
Suggest him three best ways to start being healthy
Useful Language
I think he should …
In his place, I would …
It’s better that he ….
I don’t agree with you, he must …
I agree with you, he should …

DICTATION
Listen to your teacher and complete the missing information.
The other day I _______ to a doctor’s appointment because this year I want to be healthier. He said I
_____ walk every day for ten minutes. He told me it would prevent _______ gain. Besides, I
________ fat intake, cut down on sugar and eat more fruits and _______. _____ food helps to have
______ blood sugar control. He said ____ ________get stressed. I ______ I ______ accept that
48
there are _______ that we cannot control. He thinks managing time is also of great importance. He
said ______ ________ allow themselves enough _______ to get things done. He thinks people
_______ avoid caffeine, alcohol, nicotine, and other chemicals that interfere with _____. He also
_____ I ________ _______ positively and have an optimistic ______ of ______.
Listen to your teacher and write down the paragraph.
LANGAUGE EDUCATION PROGRAM

SPEAKING BY NUMBERS
Give each student a number and a topic as shown in the table below.
Give students 3 minutes to think about their topics and then the
teacher calls a number. The student with the number says 3-4 or
more sentences about his/her topic. Then the speaker calls a number
and the student with that number has to ask the speaker a question
related to the topic.
1. Staying healthy
49
2. Smoking
3. Importance of sleeping well
4. When I was sick
5. An accident
6. Going to the doctor
7. Catching a cold
8. A backache
9. An earache
10. A headache
11. A stomachache
12. A toothache
13. A cough
14. having a fever
15. The flue
16. having sore eyes
17. Feeling depressed
18. Feeling stressed
19. Feeling bad
20. Feeling tired

SUBSTITUTION TABLE
1. Oral practice
50
exercise
every day
I go
to the gym
you eat
fruit and vegetables
my mother should practice
sugar and fat
my friend shouldn’t swim
sports
the teacher play
sports on weekends
My girlfriend/boyfriend drink
water
smoke
2. Write down four sentences using the structure should + verb+ complement and the
words from the table. Then write two more examples with your vocabulary.
a.____________________________________________________________________
b.____________________________________________________________________
c.____________________________________________________________________
d.____________________________________________________________________
e. ____________________________________________________________________
f. ____________________________________________________________________
g. ____________________________________________________________________

TEN-MINUTE WRITING
What do you usually do when you get sick?

3/2/1
What do people have to do to have a healthy lifestyle?
51
Write an argumentative essay about the following topic: Is it difficult or

easy to have a healthy life nowadays?
52
Keys to Good Exercise
A. Watch the video episode and answer the following

questions
1. According to Randall the first point about exercising is:

a. People should do something that is fun for you Vocabulary
b. People should try to take deep breath as you exercise
c. People should visit a gym as often as you can Lifting weights
Goals
2. It is good to exercise with a partner because you can: Lead
a. help each other in case of an emergency. Work up
b. push each other to exercise faster and longer.
c. talk about your exercise goals
3. Randall advised people to plan an exercise program doing something that:

a. will help you lose weight.
b. is first within your abilities.
c. improves your emotional wellbeing.
B. Work with a partner and write a plan for exercising and taking care of your health.
53
C. Report to the class your exercising plan. Remember to take notes of your
classmates’ plans.
TALKING ABOUT TECHNONOLOGY

INTENSIVE READING
TECHNOLOGY
Modern technology is changing the way we live our lives. Clever gadgets make everyday activities
easier and enable people to use their time effectively. But what impact will this change have in the
future and is it really a positive thing? Technological advances mean that things are often possible
with the touch of a button. The availability of electronic gadgets, for example, has multiplied over the
years, and the technology of these devices has only improved. They exist for every facet of life, we
use them to have fun, to learn, to work and much more. They have many advantages as they are
easy to use, helpful to develop many activities and often times cheap to buy. Entertainment
gadgets include mp3 players, e-book readers, portable movie players, cell phones, and digital
cameras. Gadgets for work include cell phones, portable computers and tablets, digital watches, and
many more. Gadgets seem to be available to suit any need in the modern age.
Most electronic gadgets are used to make life easier, more entertaining, or more efficient.
Experts agree to state that computers are perhaps the most sought-after electronic gadgets that fall
into just about any category. Tablets are thin, small computers that are touch-screen activated
therefore they are not difficult to navigate. Another gadget close to such tablets is the smart phone,
which is a combination of a computer, telephone, and camera.
Digital cameras have become much easier to use and produce better pictures than ever
before. You can upload photos to display on websites or print onto traditional photo paper. Smaller
cameras are so small as to fit in one’s pocket, and now high definition video cameras are made to be
kept in small places too, yet they have enough quality to produce sharp, attractive videos.
54
The impact of all these products has been magnificent, in fact, new technology has completely
revolutionized the way we play, communicate, work and live our lives. Technology aims to facilitate
people’s lives as never before, however, it also has negative impacts we need to think about.
A. Read the following statements about Technology and write T for True or F for False.
Correct the False statements.
1. Modern electronic gadgets help to optimize time. ____ _____________________________________
2. Technology has not advanced electronic gadgets. ____ ____________________________________
3. Electronic gadgets are used for different purposes. ____ ____________________________________
4. Digital watches are often used for entertainment purposes. ____ _____________________________
5. Electronic gadgets are too expensive for people to afford. ____ _______________________________
6. A tablet is a combination of other gadgets. ____ __________________________________________
7. Technological advances are very noticeable in cameras. ____ _______________________________
8. Technology has not had a significant impact on our lives. ____ _______________________________
B. Read the phrases highlighted in the text and classify the structures under each
category:
Verb + to + verb to
Noun/adjective + to + verb Verb + to + verb
express purpose
THE INFINITIVE
An infinitive is a verbal consisting of the word TO plus a verb: to run – to go – to agree

We use the infinitive:
1. After many adjectives and nouns (Noun/Adjective + TO + Verb)
● It's easy TO use.
● It's not difficult TO operate a washer.
● It's sometimes helpful TO use a calculator.
● It’s very nice of you TO help me.
● I’m happy TO see you.
● The teacher was careful TO speak clearly.
● She was right TO leave early.
● He was lucky TO survive the accident.
● It's a good idea TO do that.
● It’s time TO go.
● It’s a joy TO have you here.
● It’s a pleasure TO meet you.
Nouns followed by the to-infinitive

ability chance failure permission reminder
advice choice goal plan request
55
requireme
intention
agreement decision preparation nt
motivatio
ambition demand promise suggestio
n
anxiety desire proposal n
need
appeal determinati recommendati tendency
offer
arrangeme on on way
opportuni
nt dream refusal willingnes
ty
attempt eagerness reluctance s
order
wish
2. To show WHY we do something (Infinitive of Purpose)

● I went to the store TO buy a pair of speakers.
● We use a watch TO tell the time.
● Why did they buy that iron? TO remove wrinkles.
● I went home TO have lunch.
● I came to Popayán TO study.
3. After some verbs (Verb + TO + Verb)

In English some verbs are followed by infinitive (They agreed to come), other verbs are followed by
gerund (Did you enjoy flying?) and there are also verbs followed by infinitive and gerund (She began
to work - She began working).
Verbs followed by infinitive only

He decided to study at university. We hoped to find it. Did he seem to like it? They allowed me to
smoke. I ordered my son to send it.
Agree Decide Hope Order Promise
Allow Demand Instruct Permit Refuse
Appear Encourage Invite Persuade Remind
Arrange Fail Learn Plan Seem
Ask Forbid Manage Prepare Swear
Choose Force Offer Pretend Try
Help Warn
THE INFINITIVE HOMEWORK
1. Write sentences with the following nouns/adjectives + TO + verb.

a. Difficult ____________________________________________________________________
b. Easy _____________________________________________________________________
c. Possible ___________________________________________________________________
d. Nice ______________________________________________________________________
e. Ability _____________________________________________________________________
f. Decision ___________________________________________________________________
g. Need _____________________________________________________________________
h. Opportunity ________________________________________________________________
2. Complete the phrases using TO + one of the phrases in the box. More than one
answer is possible.
study the world's weather identify criminals
56
perform dangerous tasks make travel reservations
read the latest weather report transmit television programs
transmit telephone calls store an encyclopedia
send text messages
a. Satellites are used ... _________________________________________________________

b. We can sometimes use robots ... _______________________________________________
c. You can use a cell phone....____________________________________________________
d. People use the Internet ..._____________________________________________________
e. DNA fingerprinting is used ...___________________________________________________
f. People use CD-ROMs ... ______________________________________________________
3. Think of five technological items. Write about the possible uses for each one using
the infinitive as in the example.
“You can use DVD players to watch movies and to play CDs.”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Complete the dialogues with the infinitive of the verb in the box.
cut celebrate learn write invite use speak
a. b. c.
A: Was that Billy on the phone? A: Why are you going to China A: Look what I bought today.
B: Yes, he called ___________ for six months? B: What is it?
us to his party. B: ________________ Chinese. A: It's a new device. You use it
A: Why is he having a party? A: Really? Writing Chinese is _____________ bread. Let me
B: _____________ his birthday, very difficult! show you how ___________ it.
silly B: I know is more difficult
A: Is it his birthday already? _____________ in Chinese
than it is ________________ it.
57
PRONUNCIATION
DIPHTHONGS – REVIEW
Diphthongs are types of vowels where two vowel sounds are connected in a continuous,
gliding motion.
58
DIPHTHONGS EXERCISES
A. In each row of words below, there is one word with a diphthong that does not
belong. Draw on X on the word that does not have the same sound as the others.
B. Fill in the gap with the double vowel sound in the words.
1. DAY /d______/ 5. HOUSE /h______s/
2. EAR /_______r/ 6. COLD /k_______ d/
3. BOY /b______/ 7. TOUR /t_______/
4. BUY /b______/ 8. HAIR /h______r/
C. Circle the word which has the same diphthong.

eɪ aɪ ɔɪ əʊ aʊ eə ɪə
a. dear a. buy a.soap a. about a. chose a. vowel a. behind
b. chase b. cloud b.voice b. home b. how b. there b. sure
c. shy c. mail c.wrote c. coin c. point c. plural c. here
59
D. Match the words that have same diphthong.
1. An old child
2. A loud choice
3. A usual goat
4. Enjoy your hair
5. Near here
6. A kind shout
7. Fair the cake
8. Taste tour
Additional practice on line:

http://www.englishmedialab.com/pronunciation/diphthongs%20phonetics%20quiz.htm
http://www.esltower.com/PRONUNCIATION/interactive/Diphthongs%20or%20double%20vowel%20sound
%20pratice%20test%20-%20output/quizmaker.html
LISTENING
1. Listen to four people talking about how they use their computers. Complete the chart with
the activities each person does.
Dave Grant Cecilia Rivas Michael Theo Isabel Dubour
2. Pair work. Tell your partner about how you use your computers. What activities you do with
it.

PERSONAL OPINIONS ABOUT TECHNOLOGY AND MODERN STYLE LIFE
Interview your classmates and try to find a positive & a negative aspect about each issue.
What is your opinion about....?
60
1. On line shopping
E.g. It’s so convenient & easy to
search but you might get ripped off
2. Downloading music 3. Touchscreens

illegally
5. E-readers 4. Audio books 6. On line privacy
7. Internet speed 8. Social media
61
DICTOGLOSS
1. Listen to the teacher talk about technology (The teacher makes a short introduction of
the text)
5. Work in groups to reconstruct an approximation of the text from notes (one student
acts as the writer)
6. Compare the reconstructed text and the original. Notice the type of errors that got in
the way of understanding the text.
62
f. Other problems.
63
In groups of four students, read the following situation and the tasks given about it in order to
solve a problem.
Context
A friend wants to buy a smartphone. He doesn’t know much about

technology so he asks you to help him decide which one to buy. He wants a
good but cheap smartphone.
Restrictions
- He doesn’t have much ability to use technological devices.

- He cannot spend more than $500,000.
1. Individually, think about which you consider is the best smartphone he could buy and
the reasons why this is the best.
2. Get in groups of four and tell your classmates about your option and why it is the best.
3. In group, rank the smartphones from one to four in order of preference.
4. When the group is ready, present the results to the class.
Useful Vocabulary:
✔ I think…
✔ He should…
✔ He shouldn’t …
✔ I agree with you
✔ I don’t agree with you
✔ The best option is …
✔ This smartphone is cheap/expensive
✔ This smartphone is easy to use/difficult to
operate
✔ This is a good option because you can
use it to…
64
TEN-MINUTE WRITING
Advantages and disadvantages of having a smartphone.

SPEAKING BY NUMBERS
Each student is given a number and a topic as shown in the table

below. Each student has 3 minutes to think about their topics and
then the teacher calls a number. The student with the
number says 3-4 or more sentences about his/her topic. Then
the speaker calls a number and the student with that number has
to ask the speaker a question related to the topic.
1. The uses of computers nowadays
2. Social networks and people’s life
3. Advantages of technology
4. Disadvantages of technology
5. Your favorite electronic gadget
6. The impact of internet on

communications
7. Computer games
8. Cell phones
9. The Internet
10. Audio books
11. E-readers
12. An usual experience you have lived
13. Your favorite sport activity
14. Your favorite movie
15. Listening to music
65
16. Going to concerts
17. Staying healthy
18. Common health problems
19. Eating healthy
20. Fast food
66
SUBSTITUTION TABLES
A. Oral practice. Adjective/noun + infinitive
a tendency see you go away
It’s a promise have good relationships
helpful call her friend
a failure call you back
to have this job
I’m sad have a smart phone
He’s careful walk along that street
She’s lucky give up
We are right
They are
B. Write four sentences using the words from the chart.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
C. Oral practice. Verb + infinitive
He hopes
She refuses call you
It helps read
step aside
to see her soon
67
I pretend listen carefully
You offer help you clean
We agree
They
D. Write four sentences using the words from the chart.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________

SPEAKING
1. Read the following statements and mark if you agree (A) or disagree
(D) with each one of them.
A D
1. Technological advances make life better than before.
2. It is important for adults to find out where their children are going on line.
3. Computer technology makes finding information faster and easier.
4. If people let machines do much for them, eventually they will not do things for themselves.
5. Children should be given more freedom in deciding what they do on line.
6. It is impossible to become addicted to the internet.
7. It is dangerous to place too much faith in technology.
8. Children who play videogames often believe these represent the real life.
68
9. Those who think that technology is bad should think about the progress it has brought.
10. Adults to often use the computer games as a kind of babysitter for their children.
2. PAIR WORK. Work with a classmate and choose one of the statements above and
think reasons why you agree or disagree.
3. Join another pair of students and present your reasons and listen to them.

3/2/1
What are the advantages and disadvantages of having a smartphone?
Other ideas for ten-minute writing and 3/2/1:
▶ Many people believe the phone was a good invention. What do you believe is the best
invention? Why?
▶ Do you think you are a computer addict? Why? Why not?
▶ What do you think it will be the most important technological advances in the future?
▶ How computers make your life easier? More difficult?

A. Read the following text.
ADVANTAGES OF TECHNOLOGICAL ADVANCES
69
Modern technology is simply an advancement of old
technology, the impact of technology in modern life is
immeasurable, we use technology in different ways and
sometimes the way we implement various technologies
ends up harming our lives or the society we live in. What
we call modern technology is technically not so new in
most cases. We use technology on a daily basis to
accomplish specific tasks or interests. Modern
Technology increases human capabilities and this technology has evolved with years. The following are
some advantages of modern technology:
● Easy Access to information: It has become very easy to get access to relevant information at
any time anywhere. This has been possible because of modern technologies like broadband
Internet. Lots of data are being published and indexed online; sites like Wikipedia and YouTube
have great original content which can be used in research or entertainment. Information is
power and those who find information and use it well always succeed. With smart gadgets like
the iPod, iPhone, tablet, users can easily have access to information because these smart
gadgets use the Internet.
● Improved communication: Communication is like water to life. We cannot develop without

communication. Modern technology has blessed us with advanced communication technology
tools. These can include e-fax machines, electronic mail, mobile phones, video conferencing,
instant text messaging applications, social networking applications. All these modern
communication technology tools have simplified the way humans and businesses
communicate.
● Improved Entertainment: Modern technology has played a big role in changing the
entertainment industry. Home entertainment has improved with the invention of video games
and advanced music and visual systems like smart televisions which can connect live to the
Internet so that a user can share what they’re watching with friends. Storage of music services
like iTunes allow users to purchase and download music on their iPods at a small cost.
● Convenience in Education: Learning is a process and it is part of our daily lives. Modern
technology has made it simple for students to learn from anywhere through online education
and mobile education. Also, students now use modern technology in classrooms to learn
better. For example, students use iPods to share visual lessons and examples with peers in the
classroom. This has made learning more convenient and fun. Also new modern educational
technologies support individual learning which gives a chance for students to learn on their
own with no need of tutors.
70
● Social Networking: Modern technology has made it simple to discover our old friends and also
discover new people to network with. This is a benefit to both individuals and businesses. Many
businesses have embraced the social networking technology to interact with their customers.
Users of social networks can share information with friends, chat with them and interact in all
sorts of ways.
B. The previous text describes some advantages of technological advances. Based

on the information you read, write and argumentative essay in which you
summarize the advantages of the technological advances (first body paragraph)
and talk about the disadvantages of the technological advances (second body
paragraph)
TECHNOLOGICAL ADVANCES
71
72
THE SOCIAL IMPACT OF THE INTERNET
A. LISTENING: Listen to some problems with the use of the Internet and write them
down.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
B. READING: Read the articles about some serious problems with the Internet. Which
do you think is the most serious? Discuss it in small groups.
China computers face virus epidemic Another hacker hits Microsoft
Four out of five computers in China, the One week after Microsoft reported
world’s largest computer and Internet that a hacker had gotten into its
market, have been affected by computer computer networks, another
viruses, according to a report in the hacker said he entered the
official state news service, China Daily. company’s web servers on Friday.
“Only 16 percent of computer users reported they were free from any The hacker, using the name Dimitri, logged on to several of Microsoft’s
viruses in their computers,” reports researcher, Zhang Jian. Viruses sent web servers and downloaded files containing confidential company
through the Internet are destroying information and causing too many information. A Microsoft spoken person said, “there is always a possibility
computers to crash, the China Daily said. that hackers can get into a company’s computer network…There are bad
people out there who will try to do bad things.”
Internet fraud grows worldwide Police look for Internet predator
You can buy almost anything online. But did you know you could use the Carla White was a popular 13-year-old and a good student. But she was
Internet to buy stolen credit card numbers? Internet fraud is a growing also meeting strangers on the Internet. Last May, Carla was found
international problem. There are people out there who will buy your credit strangled to death, and police believe she met her killer online.
card numbers too purchase things online and have them sent to their
“I can’t believe she is dead,” said one of her classmates. “How could
homes. “We have people on staff constantly watching this kind of activity
anyone do this to her?” Police chief Martin Beck warns, “Parents need to
all over the world,” said Jeff King of Cyber Source, a company that
know that when their children visit chat rooms, there are Internet
73
manages online billing. “It predators out there who may want to hurt them.”
definitely keeps you very busy.”
C. WRITING: Write an argumentative essay about the social impact of computers and
the Internet on people’s lives. Include information about the benefits and problems.

MARKING SYSTEM FOR GRAMMATICAL ERRORS
Pay attention to the few features that must be correct in any piece of writing that is to be
marked. If more than one minimum requirement error is found, the writing is returned for
checking before it is marked.
No Minimum requirements Incorrect Correct
1. Subject-verb agreement She hate onions She hates onions
2. Pronoun-noun agreement Please call Maria to tell she about Please call Maria to tell
her mother her about her mother
3. Every sentence must I from Perú I am from Perú

contain a subject and a
verb
4. No spelling errors I need to go witht you I need to go with you
Sign Meaning Example
Prep Wrong preposition prep
I have classes in the night.
Pron Wrong pronoun pron
My father is a teacher. She Works at a

school
ww
WW Wrong word
74
I have to make my homework.
Word order She is wearing a dress blue.
VT Verb tense vt
Forty years ago, most women stay at

home.
SVA Subject verb agreement sva
Many people is_ studying English.
# Number (singular or plural) #
They have a books.
Sp Spelling sp
Yenny lives whit her sister.
˄ Word missing I love chocolate because ˄ is delicious.
------ This is not necessary They are have many problems.
Punc Punctuation punc
He worked all night so he was tired.
Cap Capital letter cap
canada is the second largest country in the

world.
/ New sentence
// New paragraph
______? Unclear She was proper from the law.?
75
SPEED READING CHART
Write your score for each reading passage at the bottom of the chart. Then put an X in one of
the boxes above the reading passage number to mark your time for each passage. Look on
the right side of the chart to find your reading speed for each reading passage. wpm: Words
per Minute.
Time wpm
1.50 300
2.00 275
2.10 254
2.20 236
2.30 220
2.40 206
2.50 194
3.00 183
3.10 174
3.20 165
3.30 157
3.40 150
3.50 144
4.00 138
4.10 132
4.20 127
4.30 122
4.40 118
4.50 114
5.00 110
5.10 106
5.20 103
5.30 100
5.40 97
76
5.50 94
6.00 92
Reading 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
10 MINUTE WRITING CHART

Each time you do 10 minute writing, put the number of words you wrote on this graph. When
your written work has been marked and returned to you, put the number of errors per 100
words on the graph for that piece of writing.
Number of words
Error rate per 100

words
Pieces of Writing 1 2 3 4 5 6 7 8 9 10 1 12 13 14 15
1
77
Word cards
Using word cards to learn vocabulary is just one step in learning a word. Using word cards is a
deliberate learning strategy and fits into the language aspect to learn a language.
1. Write the word to be learned on one side of a small card and its translation on the other side.
This encourages you to recall the item after the first meeting. Each recall strengthens the
connection between the form of the word and its meaning. Seeing them both together does not
do this.
6cm
Bump
/ bʌmp/ 4 cm
Chichón
E.g. The man has a

bump on the back of his
head.
2. In the beginning, start with small packs of cards - about 15 or 20 words. Difficult items should
be learned in small groups to allow more repetition and more thoughtful processing. As the
learning gets easier, increase the size of the pack - more than 50 seems to be unmanageable
simply for keeping the cards together and getting through them all in one go.
3. Space the repetitions. The best spacing is to go through the cards a few minutes after first
looking at them, then an hour or so later, then the next day, then the week later, and then a
couple of weeks later. This spacing is much more effective than massing the repetitions
together into an hour of study. The total time taken may be the same but the result is different.
Spaced repetitions results in longer lasting learning.
78
4. For words which are difficult to learn, use depth of processing techniques like the keyword
technique. Think of the word in language contexts and situational contexts. Break the word into
word parts if possible. The more associations you can make with an item, the better it will be
remembered.
5. Make sure that words of similar spelling or of related meaning are not together in the same
pack of cards. This means days of the week should not be all learned at the same time. The
same applies to months of the year, numbers, opposites, words with similar meanings, and
words in the same set such as items of clothing, names of fruit, parts of the body, and things in
the kitchen. These items interfere with each other and make learning much more difficult.
6. Keep changing the order of the words in the pack. This will avoid learning where the meaning
of one word reminds you of the next word in the pack.
7. Say the word aloud to yourself. This helps the form to enter long term memory.
8. Write phrases or sentences containing the words on the card too where this is helpful. This
particularly applies to verbs. Some words are most usefully learned in phrases.
79
LEARNING
(Taken from the book: Make it Stick, the Science of Successful Learning” by Brown,
Peter C., Roediger, Henry L., and McDaniel, Mark A.)
Learning Tips for Students
Remember that the most successful students are those who take charge of their own learning and
follow a simple but disciplined strategy. You may not have been taught how to do this, but you can do
it, and you will likely surprise yourself with the results.
Embrace the fact that significant learning is often, or even usually, somewhat difficult. You will
experience setbacks. These are signs of effort, not of failure. Setbacks come with striving, and striving
builds expertise. Effortful learning changes your brain, making new connections, building mental
models, increasing your capability. The implication of this is powerful: Your intellectual abilities lie to a
large degree within your own control. Knowing that this is so makes the difficulties worth tackling.
Following are three keystone study strategies. Make a habit of them and structure your time so
as to pursue them with regularity.
Practice Retrieving New Learning from Memory
What does this mean? “Retrieval practice” means self- quizzing. Retrieving knowledge and skill from
memory should become your primary study strategy in place of rereading.
How to use retrieval practice as a study strategy: When you read a text or study lecture notes,
pause periodically to ask yourself questions like these, without looking in the text: What are the key
ideas? What terms or ideas are new to me? How would I define them? How do the ideas relate to
what I already know?
Many textbooks have study questions at the ends of the chapters, and these are good fodder
for self- quizzing. Generating questions for yourself and writing down the answers is also a good way
to study.
Set aside a little time every week throughout the semester to quiz yourself on the material in a
course, both the current week’s work and material covered in prior weeks.
When you quiz yourself, check your answers to make sure that your judgments of what you
know and don’t know are accurate.
Use quizzing to identify areas of weak mastery, and focus your studying to make them strong.
The harder it is for you to recall new learning from memory, the greater the benefit of doing so.
Making errors will not set you back, so long as you check your answers and correct your mistakes.
What your intuition tells you to do: Most studiers focus on underlining and highlighting text and
lecture notes and slides. They dedicate their time to rereading these, becoming fluent in the text and
terminology, because this feels like learning.
Why retrieval practice is better: After one or two reviews of a text, self- quizzing is far more
potent for learning than additional rereading. Why might this be so? This is explained more fully in
Chapter 2, but here are some of the high points.
The familiarity with a text that is gained from rereading creates illusions of knowing, but these
are not reliable indicators of mastery of the material. Fluency with a text has two strikes against it: it is
a misleading indicator of what you have learned, and it creates the false impression that you will
remember the material.
By contrast, quizzing yourself on the main ideas and the meanings behind the terms helps you
to focus on the central precepts rather than on peripheral material or on a professor’s turn of phrase.
Quizzing provides a reliable measure of what you’ve learned and what you haven’t yet mastered.
Moreover, quizzing arrests forgetting. Forgetting is human nature, but practice at recalling new
learning secures it in memory and helps you recall it in the future.
Periodically practicing new knowledge and skills through self-quizzing strengthens your
learning of it and your ability to connect it to prior knowledge. A habit of regular retrieval practice
80
throughout the duration of a course puts an end to cramming and all-nighters. You will need little
studying at exam time. Reviewing the material the night before is much easier than learning it.
How it feels: Compared to rereading, self-quizzing can feel awkward and frustrating, especially
when the new learning is hard to recall. It does not feel as productive as rereading your class notes
and highlighted passages of text feels. But what you don’t sense when you’re struggling to retrieve
new learning is the fact that every time you work hard to recall a memory, you actually strengthen it. If
you restudy something after failing to recall it, you actually learn it better than if you had not tried to
recall it. The effort of retrieving knowledge or skills strengthens its staying power and your ability to
recall it in the future.
Space Out Your Retrieval Practice
What does this mean? Spaced practice means studying information more than once but leaving
considerable time between practice sessions.
How to use spaced practice as a study strategy: Establish a schedule of self-quizzing that
allows time to elapse between study sessions. How much time? It depends on the material. If you are
learning a set of names and faces, you will need to review them within a few minutes of your first
encounter, because these associations are forgotten quickly. New material in a text may need to be
revisited within a day or so of your first encounter with it. Then, perhaps not again for several days or a
week. When you are feeling surer of your mastery of certain material, quiz yourself on it once a month.
Over the course of a semester, as you quiz yourself on new material, also reach back to retrieve prior
material and ask yourself how that knowledge relates to what you have subsequently learned.
If you use flashcards, don’t stop quizzing yourself on the cards that you answer correctly a
couple of times. Continue to shuffle them into the deck until they’re well mastered. Only then set them
aside— but in a pile that you revisit periodically, perhaps monthly. Anything you want to remember
must be periodically recalled from memory.
Another way of spacing retrieval practice is to interleave the study of two or more topics, so
that alternating between them requires that you continually refresh your mind on each topic as you
return to it.
What your intuition tells you to do: Intuition persuades us to dedicate stretches of time to
single-minded, repetitive practice of something we want to master, the massed “practice practice-
practice” regime we have been led to believe is essential for building mastery of a skill or learning new
knowledge. These intuitions are compelling and hard to distrust for two reasons. First, as we practice
a thing over and over we often see our performance improving, which serves as a powerful
reinforcement of this strategy. Second, we fail to see that the gains made during single-minded
repetitive practice come from short-term memory and quickly fade. Our failure to perceive how quickly
the gains fade leaves us with the impression that massed practice is productive.
Moreover, most students, given their misplaced faith in massed practice, put off review until
exam time nears, and then they bury themselves in the material, going over and over it, trying to burn
it into memory.
Why spaced practice is better: It’s a common but mistaken belief that you can burn something
into memory through sheer repetition. Lots of practice works, but only if it’s spaced. If you use self-
quizzing as your primary study strategy and space out your study sessions so that a little forgetting
has happened since your last practice, you will have to work harder to reconstruct what you already
studied. In effect, you’re “reloading” it from long-term memory. This effort to reconstruct the learning
makes the important ideas more salient and memorable and connects them more securely to other
knowledge and to more recent learning. It’s a powerful learning strategy.
How it feels: Massed practice feels more productive tan spaced practice, but it is not. Spaced
practice feels more difficult, because you have gotten a little rusty and the material is harder to recall.
It feels like you’re not really getting on top of it, whereas in fact, quite the opposite is happening: As
you reconstruct learning from long-term memory, as awkward as it feels, you are strengthening your
mastery as well as the memory.
81
Interleave the Study of Different Problem Types
What does this mean? If you’re trying to learn mathematical formulas, study more than one
type at a time, so that you are alternating between different problems that call for different solutions. If
you are studying biology specimens, Dutch painters, or the principles of macroeconomics, mix up the
examples.
How to use interleaved practice as a study strategy: Many textbooks are structured in study
blocks: They present the solution to a particular kind of problem, say, computing the volume of a
spheroid, and supply many examples to solve before moving to another kind of problem (computing
the volume of a cone). Blocked practice is not as effective as interleaved practice, so here’s what to
do.
When you structure your study regimen, once you reach the point where you understand a new
problem type and its solution but your grasp of it is still rudimentary, scatter this problem type
throughout your practice sequence so that you are alternately quizzing yourself on various problem
types and retrieving the appropriate solutions for each.
If you find yourself falling into single-minded, repetitive practice of a particular topic or skill,
change it up: mix in the practice of other subjects, other skills, constantly challenging your ability to
recognize the problem type and select the right solution.
Harking back to an example from sports, a baseball player who practices batting by swinging at
fifteen fastballs, then at fifteen curveballs, and then at fifteen change ups will perform better in practice
than the player who mixes it up. But the player who asks for random pitches during practice builds his
ability to decipher and respond to each pitch as it comes his way, and he becomes the better hitter.
What your intuition tells you to do: Most learners focus on many examples of one problem or
specimen type at a time, wanting to master the type and “get it down cold” before moving on to study
another type.
Why interleaved practice is better: Mixing up problem types and specimens improves your
ability to discriminate between types, identify the unifying characteristics within a type, and improves
your success in a later test or in real-world settings where you must discern the kind of problem you’re
trying to solve in order to apply the correct solution.
How it feels: Blocked practice— that is, mastering all of one type of problem before progressing
to practice another type— feels (and looks) like you’re getting better mastery as you go, whereas
interrupting the study of one type to practice a different type feels disruptive and counterproductive.
Even when learners achieve superior mastery from interleaved practice, they persist in feeling that
blocked practice serves them better. You may also experience this feeling, but you now have the
advantage of knowing that studies show that this feeling is illusory.
Other Effective Study Strategies
ELABORATION improves your mastery of new material and multiplies the mental cues available to
you for later recall and application of it.
What is it? Elaboration is the process of finding additional layers of meaning in new material.
For instance: Examples include relating the material to what you already know, explaining it to
somebody else in your own words, or explaining how it relates to your life outside of class.
A powerful form of elaboration is to discover a metaphor or visual image for the new material.
For example, to better grasp the principles of angular momentum in physics, visualize how a figure
skater’s rotation speeds up as her arms are drawn into her body. When you study the principles of
heat transfer, you may understand conduction better if you imagine warming your hands around a hot
cup of cocoa. For radiation, visualize how the sun pools in the den on a wintry day. For convection,
think of the life-saving blast of A/C as your uncle squires you slowly through his favorite back-alley
haunts of Atlanta.
When you learned about the structure of an atom, your physics teacher may have used the
analogy of the solar system with the sun as the nucleus and electrons spinning around like planets.
The more that you can elaborate on how new learning relates to what you already know, the stronger
82
your grasp of the new learning will be, and the more connections you create to remember it later. Later
in this chapter, we tell how the biology professor Mary Pat Wenderoth encourages elaboration among
her students by assigning them the task of creating large “summary sheets.” Students are asked to
illustrate on a single sheet the various biological systems studied during the week and to show
graphically and through key words how the systems interrelate with each other. This is a form of
elaboration that adds layers of meaning and promotes the learning of concepts, structures, and
interrelationships. Students who lack the good fortune to be in Wenderoth’s class could adopt such a
strategy for themselves.
GENERATION has the effect of making the mind more receptive to new learning.
What is it? Generation is an attempt to answer a question or solve a problem before being
shown the answer or the solution.
For instance: On a small level, the act of filling in a missing word in a text (that is, generating
the word yourself rather than having it supplied by the writer) results in better learning and memory of
the text than simply reading a complete text.
Many people perceive their learning is most effective when it is experiential— that is, learning
by doing rather than by reading a text or hearing a lecture. Experiential learning is a form of
generation: you set out to accomplish a task, you encounter a problem, and you consult your creativity
and storehouse of knowledge to try to solve it. If necessary you seek answers from experts, texts, or
the Web. By wading into the unknown first and puzzling through it, you are far more likely to learn and
remember the solution than if somebody first sat you down to teach it to you.
You can practice generation when reading new class material by trying to explain beforehand
the key ideas you expect to find in the material and how you expect they will relate to your prior
knowledge. Then read the material to see if you were correct. As a result of having made the initial
effort, you will be more astute at gleaning the substance and relevance of the reading material, even if
it differs from your expectation.
If you’re in a science or math course learning different types of solutions for different types of
problems, try to solve the problems before you get to class. The Physics Department at Washington
University in St. Louis now requires students to work problems before class. Some students take
umbrage, arguing that it’s the professor’s job to teach the solution, but the professors understand that
when students wrestle with content beforehand, classroom learning is stronger.
REFLECTION is a combination of retrieval practice and elaboration that adds layers to learning and
strengthens skills.
What is it? Reflection is the act of taking a few minutes to review what has been learned in a
recent class or experience and asking yourself questions. What went well? What could have gone
better? What other knowledge or experiences does it remind you of? What might you need to learn for
better mastery, or what strategies might you use the next time to get better results?
For instance: The biology professor Mary Pat Wenderoth assigns weekly low-stakes “learning
paragraphs” in which students are asked to reflect on what they learned the previous week and to
characterize how their class learning connects to life outside the class. This is a fine model for
students to adopt for themselves and a more fruitful learning strategy tan spending hours transcribing
lecture slides or class notes verbatim into a notebook.
CALIBRATION is the act of aligning your judgments of what you know and don’t know with objective
feedback so as to avoid being carried off by the illusions of mastery that catch many learners by
surprise at test time.
What is it? Everyone is subject to a host of cognitive illusions, some of which are described in
Chapter 5. Mistaking fluency with a text for mastery of the underlying content is just one example.
Calibration is simply the act of using an objective instrument to clear away illusions and adjust your
judgment to better reflect reality. The aim is to be sure that your sense of what you know and can do is
accurate.
83
For instance: Airline pilots use flight instruments to know when their perceptual systems are
misleading them about critical factors like whether the airplane is flying level. Students use quizzes
and practice tests to see whether they know as much as they think they do. It’s worth being explicit
here about the importance of answering the questions in the quizzes that you give yourself. Too often
we will look at a question on a practice test and say to ourselves: Yup, I know that, and then move
down the page without making the effort to write in the answer. If you don’t supply the answer, you
may be giving in to the illusion of knowing, when in fact you would have difficulty rendering an
accurate or complete response. Treat practice tests as tests, check your answers, and focus your
studying effort on the areas where you are not up to stuff.
MNEMONIC DEVICES help you to retrieve what you have learned and to hold arbitrary information in
memory.
What are they? “Mnemonic” is from the Greek word for memory, and mnemonic devices are
like mental file cabinets. They give you handy ways to store information and find it again when you
need it.
For instance: Here is a very simple mnemonic device that some school children are taught for
remembering the US Great Lakes in geographic order, from east to west: Old Elephants Have Musty
Skin. Mark Twain used mnemonics to teach his children the succession of kings and queens of
England, taking the sequence and length of their reigns along the winding driveway of his estate,
walking it with the children, and elaborating with images and storytelling. Psychology students at
Bellerbys College in Oxford use mnemonic devices called memory palaces to organize what they have
learned and must be prepared to expound upon in their A-level essay exams. Mnemonics are not tools
for learning perse but for creating mental structures that make it easier to retrieve what you have
learned.
Brown, Peter C., Roediger, Henry L., & McDaniel, Mark A., (2014). Make It Stick: The Science of
Successful Learning. Cambridge, MA, USA: Harvard University Press.
84

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University of Cauca

Language Education Program

LANGUAGE EDUCATION PROGRAM

County: a geographical and political division within a state in the U.S.

2. Answer the following questions:

we finished we finished? }Regular verbs

they lost they

he has (‘s) done Has he lost? }Irregular verbs

it has not (hasn’t) gone it been?

Past participle Past participle

The Present Perfect Tense - When to use

break drop go up grow improve lose turn on

4. Read the situation and complete the sentences.

LANGUAGE EDUCATION PROGRAM

been been gone had had

saved surfed traveled tried wanted

LANGUAGE EDUCATION PROGRAM

REDUCED AND UNREDUCED FORMS OF HAVE

A Have you ever been to Mexico?

LANGUAGE EDUCATION PROGRAM

1. Albert _________ a. a job d. a hobby

2. Reny _________ b. vacations e. a movie on TV

3. Melissa _______ c. a sport f. an accident

2. Reny □ Did you? □ You were? □ You have? _______________________________

3. Melissa □ You did? □ Are you? □ Do you? _______________________________

D. Report the class your answers.

Being to China is one of the

The students can think about their activity for a minute or

The student with that number then says 3-4 or more

When the question is answered, the questioner calls a

Things you have done

2. You have lost 4. You have 5. You have

6. You have 9. You have

12. You have

16. You have 17. You have 18. You have

24. You have

26. You have 29. You have

Writing an argumentative essay

3. Decide which side of the argument you will defend.

Introduction: Body: Conclusion:

Paragraph 2: topic sentence

Smoking is dangerous Careless smokers cause building fires and forest.

Show your final point Finally. Conclude your idea In conclusion.

Introduce examples For example. For

WRITING WITH FEEDBACK

Supporting Points Examples

Write down your first body paragraph:

What are the things you have always wanted to do?

LANGUAGE EDUCATION PROGRAM

What are the things you have always wanted to do?

LANGUAGE EDUCATION PROGRAM

Where did he travel to?

Where did he camp?

What has he seen?

Where has he always wanted to go to?

Has the weather gotten better?

Where did she arrive last Sunday?

Did they see the Carnival in Rio?