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Guía didáctica 

Communicative Grammar III 

UTPL-ECTS: 5 CRÉDITOS

AUTHOR: 

UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA 

1. Informative data: 

Mgs. Paúl Fernando González Torres 

La Universidad Católica de Loja 

MODALIDAD ABIERTA Y A DISTANCIA 

ESCUELA DE CIENCIAS DE LA EDUCACIÓN 

Communicative Grammar III 


5 CRÉDITOS 

Reciba asesoría virtual en: www.utpl.edu.ec 

3 

CICLO UTPL-ECTS 

Mención: Inglés 

MATERIAL DE USO DIDÁCTICO PARA ESTUDIANTES DE LA UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA, 

PROHIBIDA SU REPRODUCCIÓN TOTAL O PARCIAL POR CUALQUIER MEDIO 

23306

COMMUNICATIVE GRAMMAR III 


Paúl Fernando González Torres 

© UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA 

Diagramación, diseño e impresión: 

EDILOJA Cía. Ltda. 

Telefax: 593 - 7 - 2611418 

San Cayetano Alto s/n 

www.ediloja.com.ec 

edilojainfo@ediloja.com.ec 

Loja-Ecuador 

Derecho de Autor No. 000371 

Primera edición 

Cuarta reimpresión 

ISBN-978-9942-00-809-1 

Maquetación y diseño digital: 

EDILOJA Cía. Ltda. 

Primera edición 

ISBN digital-978-9942-04-251-4 

Reservados todos los derechos conforme a la ley. No está permitida la reproducción total o parcial de esta guía, ni su tratamiento informático, ni la transmisión 

de ninguna forma o por cualquier medio, ya sea electrónico, mecánico, por fotocopia, por registro u otros métodos, sin el permiso previo y por 

escrito de los titulares del Copyright. 

Octubre, 2012

2. Table of contents 

2. Table of contents ............................................................................................................ 4 

3. Introduction ...................................................................................................................... 6 

4. Bibliography .................................................................................................................... 7 

4.1 Basic ............................................................................................................................... 7 

4.2 Complementary .............................................................................................................. 7 

5. General guidelines for the study ............................................................................ 8 

6. Teaching – Learning Process for the Achievement of Competences ...... 9 

FIRST BIMESTER 

6.1. Generic Competences ..................................................................................................... 9 

6.2 Planning of student’s work ............................................................................................ 9 

6.3 Evaluation system of the course (first and second bimester) ........................................ 13 

6.4. Specific guidelines for the learning through competence .............................................. 14 

UNIT 1: PRESENT, PAST AND FUTURE: REVIEW AND EXPANSION.................................................. 14 

1.1 Present Progressive and Simple Present ........................................................................ 14 

1.2 Imperative ...................................................................................................................... 15 

1.3 Simple Past .................................................................................................................... 16 

1.4 Past Progressive and Simple Past .................................................................................. 17 

1.5 Used to ........................................................................................................................... 18 

1.6 Future ............................................................................................................................. 19 

1.7 Future Time Clauses ....................................................................................................... 20 

1.8 Wh- questions: Subject and Object ................................................................................ 20 

Self-evaluation 1 .................................................................................................................... 22 

UNIT 2: PRONOUNS AND PHRASAL VERBS ................................................................................ 24 

2.1. Reflexive and Reciprocal Pronouns ................................................................................ 24 

2.2 Phrasal Verbs.................................................................................................................. 24 


UNIT 3: MODALS AND SIMILAR EXPRESSIONS ........................................................................... 28 

3.1. Ability: Can, Could, Be able to ....................................................................................... 28 

3.2. Permission: Can, Could, May, Do you mind if ............................................................... 28 

3.3. Requests: Can, Could, Will, Would, Would you mind .................................................... 29 

3.4. Advice: Should, Ought to, Had better ............................................................................ 30 

3.5. Suggestions: Let’s, Could, Why don’t, Why not, How about ........................................ 31 


UNIT 4: PRESENT PERFECT ....................................................................................................... 33 

4.1. Present Perfect: Since and For ....................................................................................... 33 

4.2. Present Perfect: Already and Yet .................................................................................... 34 

4.3. Present Perfect: Indefinite Past ...................................................................................... 34

4.4. Present Perfect and Simple Past .................................................................................... 35 

4.5. Present Perfect Progressive and Present Perfect ............................................................ 36 


SECOND BIMESTER 

6.5 Generic Competences ..................................................................................................... 39 

6.6 Planning for the student’s work ..................................................................................... 39 

6.7 Specific guidelines for the learning through competence .............................................. 43 

UNIT 5: NOUNS AND ARTICLES: REVIEW AND EXPANSION ......................................................... 43 

5.1. Nouns and Quantifiers.................................................................................................... 43 

5.2. Articles: Indefinite and Definite ...................................................................................... 44 


UNIT 6: ADJECTIVES AND ADVERBS .......................................................................................... 47 

6.1. Adjectives and Adverbs ................................................................................................... 47 

6.2. Adjectives: Comparisons with As…as and Than .......................................................... 48 

6.3. Adjectives: Superlatives .................................................................................................. 49 

6.4. Adverbs: As…as, Comparatives, Superlatives .............................................................. 50 


UNIT 7: GERUNDS AND INFINITIVES .......................................................................................... 53 

7.1 Gerunds: Subject and Object .......................................................................................... 53 

7.2. Gerunds after Prepositions ............................................................................................. 54 

7.3 Infinitives after Certain Verbs ......................................................................................... 54 

7.4 Infinitives of Purpose...................................................................................................... 55 

7.5 Infinitives with Too and Enough ..................................................................................... 56 

7.6 Gerunds and Infinitives .................................................................................................. 57 


UNIT 8: MORE MODALS AND SIMILAR EXPRESSIONS .................................................................. 60 

8.1. Preferences: Prefer, Would prefer, Would rather ............................................................ 60 

8.2. Necessity: Have (got) to, Must, Don’t have to, Must not, Can’t .................................. 61 

8.3. Expectations: Be supposed to ........................................................................................ 61 

8.4. Future Possibility: May, Might, Could ............................................................................ 62 

8.5. Conclusions: Must, Have (got) to, May, Might, Could, Can’t ........................................ 63 


7. Answer Key ....................................................................................................................... 67 

8. Multimedia educational resources ......................................................................... 75

Guía didáctica: Communicative Grammar III 

3. Introduction 

Welcome to this interesting and useful course called Communicative Grammar III. This course is a 

“génerica de carrera” (core general course) and it is offered during the third semester of the English 

Program in the Distance System at the UTPL. Students completing this course receive five academic 

credits. 

Communicative Grammar III is a theoretical and practical course that will help you to improve your 

English skills and knowledge. This knowledge contributes to a better use of the English language, 

which is considered by many a lingua franca around the world. This course is quite important because 

the grammar of the English language is a fundamental aspect in the production of language. A vast 

knowledge of some English grammatical structures, which will be acquired by studying this course, 

contributes to the development of the students’ spoken and written skills in English. For this reason, 

the contents selected are illustrated with examples which allow you to practice what you have learned; 

thus, acquiring the necessary knowledge and abilities in order to understand grammatical structures 

and their components at an intermediate level. 

Additionally, this course is intended to contribute to your integral education, vocational training, and 

values according to the philosophy and principles of the UTPL. This contribution will be valuable in your 

life, profession, and service to society. 

The contents to be learned have been carefully selected, and will build upon the skills and knowledge 

you acquired in Communicative Grammar I and II. The contents have been equally distributed in two 

bimesters: Units 1, 2, 3 and 4 will be studied in the first bimester, and units 5, 6, 7 and 8 in the second 

bimester. Each unit contains short sections in which there will be review and expansion of the present, 

past and future tense. Additionally, you will study topics which include pronouns, phrasal verbs, modals 

and similar expressions, nouns and articles, adjectives and adverbs, as well as gerunds and infinitives. 

With my help and your effort, I am sure that you will successfully complete this course and these improved 

English skills will allow you to take advantage of many opportunities in life. My name is Paul Gonzalez 

Torres and it’s a pleasure to accompany you in your language learning process throughout this semester. 

I hope that we can share experiences that will improve our knowledge in this field. 

Good luck! 

UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA La Universidad Católica de Loja 6


4.1 Basic 

4. Bibliography 

Fuchs, M.; Bonner, M. y Westheimer, M. (2006). Focus on Grammar: An Integrated Skills Approach. New York: 

Pearson Education. 

This is the textbook for this course. This book was written by Marjorie Fuchs, Margaret Bonner and Miriam 

Westheimer, who are EFL and ESL professionals with a vast experience and knowledge. The purpose of 

this book is to help students understand and practice English grammar. In addition, students will gain 

confidence in their ability to speak and write English accurately. 

González, P. (2010). Didactic Guide: Communicative Grammar III. Loja-Ecuador: UTPL. 

This document was written by Paúl González, who holds a Master’s Degree in TEFL and is the current 

instructor of the course. This didactic guide contains brief explanations about how to use the textbook 

and about the contents of the course. Moreover, this didactic guide includes self-evaluations that will 

help you to review the topics studied. 

Fuchs, M.; Bonner, M. y Westheimer, M. (2006). Focus on Grammar: An Integrated Skills Approach. [Student 

CD] New York: Pearson Education. 

This audio CD contains listening exercises from the textbook. This constitutes an additional aid to the 

development of listening and pronunciations skills of the students. 

4.2 Complementary 

Azar, B.S. (2003). Fundamentals of English Grammar. New York: Pearson Education. 

Fundamentals of English Grammar is a book by Betty Schrampfer Azar, who has written several books 

related to English grammar. This book is a developmental skills text for lower-intermediate and 

intermediate students. All of the chapters in this book include grammar information and a variety of 

exercises and activities with an eclectic approach. 

EnglishClub.com (2010). English Grammar. Disponible en http://www.englishclub.com/grammar/ 

[Consulta 22-11-2010] 

This website is very complete website which clearly explains numerous elements of English grammar 

with the help of illustrations and examples. Many of these grammar lessons also have quizzes to check 

your understanding. 

Foll, S. (2002). Big Dog’s Grammar. Disponible en http://aliscot.com/bigdog/ [Consulta 05-03-2010] 

This is an interesting website which explains various elements of English grammar in an entertaining 

and simplified way. The introduction is written in Spanish, but the rest of the explanations are in English. 



5. General guidelines for the study 

This course provides you with attractive didactic materials for study. You have a textbook which includes 

a CD. The textbook contains numerous helpful explanations related to grammar as well as a plethora of 

exercises for practicing what you learned. The CD is a resource that should be used in some exercises of 

the textbook. In addition, a didactic guide has been written. The purpose of this document is to act as 

an instructor that leads you to work with the textbook. The didactic guide contains also some additional 

exercises for further practice and revision. 

Academic performance is also an essential aspect in your studies and success. For a better academic 

performance in this distance course, you can consider the following recommendations: 

• Read the charts about the evaluation system (section 6.3) in order to have a clear idea of the 

aspects to be considered by your instructor when grading your work. This will help you to improve 

your academic performance. 

• Organize your time in a way that you can dedicate at least one hour a day to study the contents 

of this course. 

• Advance sequentially throughout the units and do not let work accumulate for the end of the 

bimester. 

• Carefully read the didactic guide and the textbook. 

• Do the exercises in the textbook as well as the review tests, and do the self-evaluations in the 

didactic guide. 

• Take notes of the most important points or those aspects that are difficult to remember. You can use 

summaries, outlines, charts, tables and other resources that allow you synthesize the information. 

• Work on the distance evaluations (one each bimester). Remember that distance evaluations are a 

learning strategy and preparation for the on-site evaluations. 

• Participate in the Virtual Learning Environment (EVA). On EVA, you will interact with your instructor 

and peers. Write a message if you want to share something relevant to the course with your class. 

Likewise, you will be able to express your opinions in the forums. 

• Attend videoconferences (one each bimester), in which the instructor will explain the main topics. 

You may participate by asking questions. 

• Read the section called “Planning of the student’s work”, which is included in this didactic guide. 

This is a very important part because it gives you a general view of the goals that you are going to 

attain during this course. This part also allows you to see the contents to be studied and the way 

you will be evaluated. 

• If you need help regarding this Communicative Grammar III course, please contact your instructor 

by phone, e-mail or EVA. These tutorials will also be very useful in your learning process. 



6. Teaching – Learning Process for the Achievement of Competences 

6.1. Generic Competences 

• Ability to abstract, analyze and synthesize 

FIRST BIMESTER 

• Ability to put in to practice all the acquired knowledge 

• Ability to develop written and oral communication 

• Ability to conduct research 

• Ability to search, process and analyze information from different sources 

• Ability to organize and manage time 

• Ability to work in an autonomous way 

• To establish commitment in regards to producing high quality work 

• Ability to communicate in a second language 

• Ability to use new technologies (TICs) 

• To value and respect cultural diversity 

• To establish ethical commitments 

6.2 Planning of student’s work 

SPECIFIC 

COMPETENCES 

- Master the 

pedagogical 

knowledge and the 

language at a level 

in which allows 

the student to 

achieve professional 

excellence in 

profession of 

teaching of English as 

a foreign language. 

- Understand 

spoken, written 

and audiovisual 

information at 

the scientific and 

academic level in 

order to use it in the 

professional field. 

LEARNING 

INDICATORS 

- Identify and 

analyze structures 

and some uses of 

the present, past 

and future tense. 

- Explain the use of 

USED TO. 

CONTENTS 

Units/Themes 

Unit 1 Present, Past, 

and Future: Review and 

Expansion 

1.1 Present Progressive 

and Simple Present 

1.2 Imperative 

1.3 Simple Past 

1.4 Past Progressive and 

Simple Past 

1.5 Used to 

1.6 Future 

1.7 Future Time Clauses 

1.8 Wh- questions: 

Subject and Object 

LEARNING ACTIVITIES 

- Reading 

comprehension 

and recognition 

of the pertinent 

structures which are 

highlighted in the 

different scientific 

and academic texts 

throughout unit 1 in 

the textbook. 

- Reading 

comprehension 

of the “Grammar 

Presentation” section. 

DISTRIBUTION 

SCHEDULE 

Estimated time 

Weeks 1 and 2: 

12 self-study hours 

8 interaction hours 



SPECIFIC 

COMPETENCES 

- Self-reflect on 

linguistic production 

for professional 

improvement. 

- Understand 











improvement. 

LEARNING 

INDICATORS 



and expressions 

using reflexive 

and reciprocal 

pronouns as well 

as phrasal verbs. 

CONTENTS 

Units/Themes 

Unit 2 Pronouns and 

Phrasal Verbs 

2.1. Reflexive and 

Reciprocal Pronouns 

2.2. Phrasal Verbs 


- Do textbook activities 

(Focused Practice 

and Communication 

practice sections) 

which consist mostly 

of close and gapfill 

exercises using 

structures and 

elements related to 

the present, past and 

future tense. 

- Answer Unit 1 selfevaluations 

in the 



USED TO in one of 

the activities in the 

distance evaluation. 

- Interact and read 

posts on EVA. 

- Reading 

comprehension 


Presentation” section 

and analysis of the 

examples provided. 





such as cloze, gap-fill, 

and editing exercises, 

using elements 

related to pronouns 

and phrasal verbs. 


in the 


- Do activities in the 

distance evaluation 

related to reflexive 

and reciprocal 

pronouns as well as 

phrasal verbs. 


posts on EVA. 

DISTRIBUTION 

SCHEDULE 


Week 3: 





SPECIFIC 

COMPETENCES 

- Recognize and 

value the cultural 

implications from 

the native language 

as well as from the 

English language. 

- Understand 











improvement. 

LEARNING 

INDICATORS 



and expressions 

with different 

modals. 

- Understand 

cultural elements 

and situations 

from Englishspeaking 

countries. 

- Detect the 

progress in 

language 

production and 

mastering of 

grammatical 

structures. 

CONTENTS 

Units/Themes 

Unit 3 Modals and 

Similar Expressions 

3.1. Ability: Can, Could, Be 

able to 

3.2. Permission: Can, Could, 

May, Do you mind if 

3.3. Requests: Can, Could, 

Will, Would, Would you 

mind 

3.3. Advice: Should, Ought 

to, Had better 

3.4. Suggestions: Let’s, 

Could, Why don’t, Why 

not, How about 


- Understand 

information of 

cultural nature in 

the didactic guide 

and readings of 

the textbook such 

as Let’s travel! This 

information will allow 

students to know 

about youth hostels 

in other countries. 

- Reading 

comprehension 










and editing exercises, 

using structures 

related to modals. 


in the 




related to modals. 


posts on EVA. 

DISTRIBUTION 

SCHEDULE 







SPECIFIC 

COMPETENCES 



implications from 

the native language 

as well as from the 


- Understand 











improvement. 

- Participate actively 

and effectively 

in academic, 

professional and 

social events. 




improvement. 

LEARNING 

INDICATORS 

- Understand 




countries. 

- Analyze 


expressions 

related to the 

present perfect. 

Check overall 

progress 

CONTENTS 

Units/Themes 

Unit 4 Present Perfect 

4.1. Present Perfect: Since 

and For 

4.2. Present Perfect: 

Already and Yet 

4.3. Present Perfect: 

Indefinite Past 

4.4. Present Perfect and 

Simple Past 

4.5. Present Perfect 

Progressive and 

Present Perfect 


- Understand 

information of 

cultural nature in 

the didactic guide 

and readings of the 

textbook such as 

Commuter Marriages. 

This information will 

allow students to 

know about modern 

marriages in Englishspeaking 

countries. 

- Reading 

comprehension 


Presentation” section. 






listening, writing and 

editing exercises, 

using structures 

related to the present 

perfect. 


in the 




related to the present 

perfect. 

DISTRIBUTION 

SCHEDULE 


Week 6: 




posts on EVA. 

Units 1 to 4 - Review of contents of Weeks 7 and 8: 

the first bimester. 

- Review of selfevaluations 

and 

distance evaluations. 

- Interact on EVA. 

- Prepare for on-site 

exam for the first 

bimester. 



6.3 Evaluation system of the course (first and second bimester) 

Competencia: Criterio 

Actitudes 

Habilidades 

Conocimientos 

Comportamiento ético 

Formas de Evaluación 

Cumplimiento, puntualidad y responsabilidad 

Esfuerzo e interés en los trabajos 

Respeto a las personas y a las normas de 

comunicación 

Creatividad e iniciativa 

Contribución en el trabajo colaborativo y de 

equipo 

Presentación, orden y ortografía 

Emite juicios de valor argumentadamente 

Dominio del contenido 

Investigación (cita fuentes de consulta) 

Aporta con criterios y soluciones 

Análisis y profundidad en el desarrollo de los 

temas 

PORCENTAJE 

Puntaje 

2. Heteroevaluación 

Evaluación a Distancia** 

20 Puntos 

Evaluación 

Presencial 

P r u e b a 

Objetiva y 

de Ensayo 

Para aprobar la asignatura se requiere obtener un puntaje mínimo de 28/40 puntos, que equivale al 70%. 

* Son estrategias de aprendizaje, no tienen calificación; pero debe responderlas con el fin de autocomprobar su proceso de 

aprendizaje. 

** Recuerde: que la evaluación a distancia del primer bimestre y segundo bimestre consta de dos partes: una objetiva y otra 

de ensayo, debe desarrollarla y entregarla en su respectivo Centro Universitario. 

1. Autoevaluación * 

x 

x 

x 

x 

Estrategia de 

Aprendizaje 

P a r t e 

Objetiva 

x x x x x 

10% 

Señor estudiante: 

2 

Parte de 

Ensayo 

20% 

4 

TOTAL 

x x x x x x x x x x 

30% 

Interacción 

en el EVA 

UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA La Universidad Católica de Loja 13 

6 

x x x x x x 

Máximo 1 punto 

(Completa la 

evaluación a 

distancia) 

Tenga presente que la finalidad de la valoración 

cualitativa es principalmente formativa. 

x x x 

70% 

14 

3. Coevaluación 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

Actividades 

Presenciales y en el eva


6.4. Specific guidelines for the learning through competence 

Welcome to the fascinating lands of Communicative Grammar III. We will begin with the first bimester in 

which parts 1, 2, 3, and 4 of your textbook will be studied. These “parts” of your textbook are called “units” 

in this didactic guide. 

It is worth mentioning that each part of your textbook has been structured based on the following steps: 

Step 1: Grammar in Context: The conversation or reading in this section shows the grammar structure in 

a natural context. 

Step 2: Grammar Presentation: This section consists of grammar charts, notes, and examples which focus 

on the meanings and uses of the different grammar structures. 

Step 3: Focused Practice: This section contains a variety of contextualized controlled exercises to practice 

grammar structures. 

Step 4: Communication Practice: This section gives students the opportunity to use the grammar 

structures appropriately and fluently. 

UNIT 1: PRESENT, PAST AND FUTURE: REVIEW AND EXPANSION 

Recursos educativos multimedia 

This unit is focused on the review and expansion of the present, past and future tenses by covering 

various related structures and aspects. The activities in the different sections of this unit include cloze, 

gap-fill, editing and writing exercises using structures related to the present, past and future tense. The 

following topics will be studied: 

1.1 Present Progressive and Simple Present 

Here, we will focus on the meanings and uses of the present progressive and the simple present and on 

the comparison between them. 

It is important to read the information of the “Grammar in Context” section in your textbook. You will find 

two situations related to cross-cultural IQ. 

Quick question: Do you know what cross-cultural IQ means? If you don’t, please read the following note: 

NOTE: 

“A cross cultural IQ measures a person’s knowledge of other cultures and the ability to recognize and 

accurately interpret cross-cultural misunderstandings.” Tiberio (2006) 



Now, you know the meaning of cross-cultural IQ, so it is time to do the activities “Before you Read” and 

“After you Read”. 

How were the activities? I suppose they were easy. The following exercise will be very useful as well: 

Exercise: 

What’s the misunderstanding (or problem) in situation 1? 

_______________________________________________________________ 

What’s the misunderstanding (or problem) in situation 2? 

_______________________________________________________________ 

Once you complete the exercise above, take a look at the “Grammar Presentation” section in your 

textbook. Here you will see the structures of the present progressive and simple present. In addition, 

read the section “Grammar Notes” in which you will learn about the meanings and uses of the present 

progressive and simple present. 

If you do not know or remember the meaning of a grammar term, you can refer to the Glossary on 

page G-1 of your textbook, which provides definitions of grammar terms and examples. 

In order to check your understanding of what you read in “Grammar Notes”, do the exercises in the 

section “Focused Practice”. Before starting this section, look for the meaning of “culture shock”. 

Did you find the definition of “culture shock”? I hope so. 

Finally, go through the activities in the “Communication Practice” section in your textbook. This section 

will help you develop your listening and writing skills. 

If you have any doubt regarding the activities, please contact me. 

Well, we have finished this topic. Let’s review the following topic. 

1.2 Imperative 

It is important to learn that the imperative is used to tell or ask someone to do something. The imperative 

is also used in directions, instructions, orders, commands, suggestions, warnings, requests and informal 

invitations. 

We will start this topic by reading the chart in the “Grammar in Context” section in your textbook. After 

this, do the activities “Before you Read” and “After you Read”. These activities will help you understand 

the article called “The warrior Workout” which is a part of an exercise presented in a fitness magazine. 

How were the activities? I hope you didn’t have any problems. 

Now it is necessary to answer the following comprehension questions: 


Exercise: 


What’s the kickboxing workout good for? 

_______________________________________________________________ 

How often should you do it to get fast results? 

_______________________________________________________________ 

Which two exercises are explained? 

_______________________________________________________________ 

Which one is a strong punch? 

_______________________________________________________________ 

What is the power kick? 

_______________________________________________________________ 

Once you complete the exercise above look at the charts in the section “Grammar Presentation” in your 

textbook. You will see the structure of affirmative and negative imperatives. Then read the “Grammar 

Notes” section in which you will learn about the uses of the imperative. 

Let me tell you that this structure is easy to understand. Now you can begin to work on the “Focused 

Practice” and “Communication Practice” sections in your textbook. These activities will help you 

understand what you learned in this topic. 

You have studied two topics so far. I hope everything is clear. Remember, if you have any questions 

please contact me. If everything is clear, you can continue. 

1.3 Simple Past 

This topic focuses on the meanings and uses of the simple past. It covers the simple past of the verb 

“to be” and regular and irregular verbs. Do you know when to use the simple past? You will learn this by 

understanding the information and doing the exercises in this part. 

Do you know who Basho is? If you want to know, you need to read his biography in the section “Grammar 

in Context” in your textbook. You can do the activities “Before you Read” and “After you Read” which are 

based on this interesting biography. 

Before we continue please read the following cultural note: 

CULTURAL NOTE 

“Haiku is a traditional form of Japanese poetry, popular since the 17 th century. 

It is a three-line poem of usually seventeen syllables in lines of five, seven, and 

five syllables each. It traditionally focuses on images of the natural world.” Tiberio 

(2006) 

Interesting, isn’t it? You have read the “Grammar in Context” section, now it’s time to work on the following 

Exercise: 


Exercise: 


What did Basho write? 

_______________________________________________________________ 

What did he write about? 

_______________________________________________________________ 

Did he also teach how to write poems? 

_______________________________________________________________ 

How many students did he have by the end of his life? 

_______________________________________________________________ 

I suppose that the activity was very easy for you. 

Now read the information in the charts of the section “Grammar Presentation” in your textbook. You will 

see the structures of the simple past of the verb “to be” and the simple past using regular and irregular 

verbs. You must also read the section “Grammar Notes” in order to learn about the meanings and uses of 

the simple past. Remember that these are the most important sections in terms of information. 

Finally, you can check your understanding of what you have learned in the “Grammar Notes” section by 

doing the exercises in the “Focused Practice” and “Communication Practice” sections in your textbook. If 

you didn’t understand some aspects please refer to “Grammar Notes” again. 

1.4 Past Progressive and Simple Past 

Here we will focus on the meanings and uses of the past progressive and the simple past-specifically 

when these verb forms appear in sentences with two clauses. 

First, it is important that you do activities “Before you Read” and “After you Read” in the “Grammar in 

Context” section in your textbook which contains a transcript of a radio play. Focus your attention on the 

words in bold letters. 

When you finish doing the exercises mentioned above, answer the comprehension questions below: 

Exercise: 

What happened at Ligo Diamonds last Friday? 

_______________________________________________________________ 

Who is Officer Baker talking with? 

_______________________________________________________________ 

Why is he questioning him? 

_______________________________________________________________ 

What does Officer Baker want to know? 

_______________________________________________________________ 

Now compare the words in bold letters in the conversation with the structures in the charts of the 

section “Grammar Presentation”. Are they similar?. Besides that, read the explanations and examples in 

the section “Grammar Notes”. 



After understanding the “Grammar Notes” section, you can begin to work on the sections “Focused 

Practice” and “Communication Practice” in order to reinforce what you have learned. 

Once you finish doing that continue with the following topic. 

1.5 Used to 

It is important to mention that this part focuses on the meaning and use of “used to”. Before we continue it 

is essential to know that “used to” describes a past action or situation that no longer exists in the present. 

This part focuses on the meaning and use of used to. 

Well, now you have an idea of the meaning of “used to”. Let’s review the section called “Grammar in 

Context” in your textbook in which you will find a weblog about the 1980s. Remember that it is necessary 

that you do the activities “Before you Read” and “After you Read”. 

In the activities that you did, you must have found the word “blog”. Do you know its meaning? 

In case you are not familiar with the meaning of “blog” please read the following note: 

NOTE: 

According to Tiberio (2006), a “blog” is a short for “Weblog”, which is a public website that is a personal 

journal for an individual, and it is updated on a regular basis. 

After reading the text related to blogs, I invite you to answer these comprehension questions: 

Exercise: 

What time of her life does Sandra write about? 

_______________________________________________________________ 

What does she remember doing in her childhood? 

_______________________________________________________________ 

What did her sister use to do? 

_______________________________________________________________ 

What did her brother use to do? 

_______________________________________________________________ 

Did her mother use to work? 

_______________________________________________________________ 



Once you have finished this exercise I recommend you to read the information in the charts of the section 

“Grammar Presentation”. These charts provide the structure of statements, yes/no questions, and short 

answers using “used to”. Remember that the explanation will be given in the section “Grammar Notes.” 

Don’t forget to read it carefully. 

Now you can check your understanding of what you have learned in “Grammar Notes” by doing the 

exercises in the “Focused Practice” and “Communication Practice” sections. 

Don’t forget that doing the exercises in the aforementioned sections will help you prepare for your onsite 

exams. For this reason I suggest you do those activities. 

If you have any doubt, please check the “Grammar Notes” section again or contact me. 

Let’s move on to the next topic. 

1.6 Future 

Here we will study different ways to talk about the future. 

First, it is important that you read the text of the “Grammar in Context” section in your textbook. You will 

find an article about jobs of the future. Interesting, isn’t it? 

When you finish reading the article, do the activities “Before you Read” and “After you Read”. Remember 

to focus your attention on the words in bold letters. This will help you familiarize yourself with the 

grammar structures to be studied. 

Now you have finished reading the article so you can do the following Exercise: 

Exercise: 

According to Collins, which business will create the most jobs in the future? Why? 

_______________________________________________________________ 

_______________________________________________________________ 

Does everyone agree with Collins? 

_______________________________________________________________ 

Once you complete the exercise above take a look at the section “Grammar Presentation”. Here you will 

see the structures of different ways to talk about the future. In addition, read the section “Grammar 

Notes” for further explanation and examples. Is everything clear? 

In order to check your understanding of what you learned in “Grammar Notes”, do the exercises in the 

sections “Focused Practice” and “Communication Practice”. Before starting, look for the meaning of the 

words “outer space” and “shuttle”. Did you find the meanings? If you did, please write them here: 

outer space: _____________________________________________________ 

shuttle: _________________________________________________________ 



Now that you know the meaning of these words it’s time to finish this part and go to the next topic. 

1.7 Future Time Clauses 

We will start this topic by reading an article about setting goals in the “Grammar in Context” section 

in your textbook. Do the activity “Before you Read”. When you finish reading the article, do the activity 

“After you Read” and answer the following comprehension questions: 

Exercise: 

According to the article, what four steps should you take to change your dream into a goal? 

_______________________________________________________________ 

Who does the article give as an example? 

_______________________________________________________________ 

What is her dream? 

_______________________________________________________________ 

How were the activities? I think they were very easy, but if you have any problems when doing the 

activities please contact me. Likewise, if you find words that you don’t understand, you can use a 

dictionary or contact me. 

Now it’s time to look at the charts in the section “Grammar Presentation”. You will see the structure of 

future time clauses. Then read the section “Grammar Notes” in which you will learn about the meanings 

and uses of future time clauses. 

I know these structures are easy to understand, aren’t they? Now you can begin to work on the “Focused 

Practice” and “Communication Practice” sections in your textbook. 

I hope you can do all of the suggested activities without any problem. Let’s move on to the last topic of 

this unit. 

1.8 Wh- questions: Subject and Object 

It is necessary to remember that Wh- questions begin with wh- words (who, what, where, when, why, 

which, whose, how, how many, how much, and how long). These types of questions are used to ask for 

specific information. 

We will start by reading an excerpt from a court transcript in the section “Grammar in Context” in your 

textbook. Do the activities “Before you Read” and “After you Read” in order to better understand the 

reading passage. 

When you finish these activities, do the following Exercise: 

Exercise: 

Where did the witness see the defendant? 

_______________________________________________________________ 



Who was he talking to? 

_______________________________________________________________ 

What did the woman give him? 

_______________________________________________________________ 

Where did the man go after that? 

_______________________________________________________________ 

And what did he do then? 

_______________________________________________________________ 

After you complete the aforementioned activities, read the information in the charts of the section called 

“Grammar Presentation”. You will see the structures of questions and answers about the subject and the 

object. You must also read the section “Grammar Notes” in order to learn about the meanings and uses of 

wh- questions – specifically the comparison between questions about the subject and questions about 

the object. 

You can check your understanding of what you have read in “Grammar Notes” by doing the exercises in 

the “Focused Practice” and “Communication Practice” sections. These activities will help you practice the 

use of Wh- questions that ask about the subject and Wh- questions that ask about the object. 

Suggested activity 

The section called “From Grammar to Writing” includes grammar points studied in this first unit and 

relates them to the writing focus. You can do these activities as well in order to improve your writing 

skills. 

It’s time to measure your knowledge of the structures studied. I invite you to complete the following 

self-evaluation: 



Self-evaluation 1 

Circle the setter of the correct answer to complete each sentence. 

1. I’m reading about the Internet. Did you know it ______ in the 1960s? 

A begins 

B ‘s going to begin 

C began 

D is beginning 

2. Jill, please ______ me your e-mail address again. I lost it. 

A gives 

B is giving 

C Give 

D Gave 

3. How are you, John? You ______ a little tired these days. 

A ‘ll seem 

B seem 

C Were seeming 

D seemed 

4. I remember you. You ______ to go to school here. 

A Used 

B Were used 

C using 

D Use 

5. You have a good memory. I ______ here for only a month. 

A Go 

B went 

C Was going to go 

D ‘m going 

6. Will you buy an electric car when they ______ cheaper? 

A will become 

B are becoming 

C became 

D become 



7. I think I ______ until electric cars are really cheap. 

A waited 

B ‘ll wait 

C Wait 

D Was waiting 

8. ______ when it started to rain? 

A Were you driving 

B Are you driving 

C Do you drive 

D Will you drive 

9. We were having dinner while it ______ . 

A Rains 

B ‘s going to rain 

C raining 

D Was raining 

10. He ______ a good job when he graduates next year. 

A Finds 

B ‘ll find 

C ‘s finding 

D found 

Remember that you can find the correct answers in the “Answer Key” section at the end of this didactic 

guide. Please compare your answers with the ones provided in the answer key. 

Ir a solucionario 



UNIT 2: PRONOUNS AND PHRASAL VERBS 

Dear student, this second unit tackles the topics of reflexive and reciprocal pronouns, as well as phrasal 

verbs. Activities such as cloze, gap-fill, editing and writing exercises are mainly used to learn reflexive 

pronouns and phrasal verbs. Let’s study the first topic. 

2.1. Reflexive and Reciprocal Pronouns 

The focus here is on the meanings and uses of reflexive pronouns (myself, yourself, etc) and reciprocal 

pronouns (each other, one another). 

At the beginning of this unit in the “Grammar in context” section of your textbook you will see an article 

from a psychology magazine called “Self-talk”. First, do the activity “Before you Read” before reading the 

article. Then read carefully the article and do the activity “After you Read”. 

I suggest you do the following exercise in order to check your comprehension: 

Exercise: 

What problem did Tom and Sara have? 

_______________________________________________________________ 

Who had a positive reaction to the problem? 

_______________________________________________________________ 

What helped Sara have a positive reaction? 

_______________________________________________________________ 

You can take a look now at the charts in the “Grammar Presentation” section. You will study how to form 

a sentence using reflexive and reciprocal pronouns. After that read the explanations and examples in the 

“Grammar notes” section. In addition, refer to Appendix 3 on page A-2 of your textbook for a list of verbs 

that often take reflexive pronouns. This will help you improve your knowledge of this topic. 

Until now you have studied how to form sentences using reflexive and reciprocal pronouns. Now you are 

ready to work on the exercises in the sections called “Focused Practice” and “Communication Practice” 

in your textbook. These activities will allow you to practice the meanings and uses of reflexive and 

reciprocal pronouns. 

With these activities we have concluded this topic. If you have any difficulty when doing the exercises, 

you can review the “Grammar Notes” section again or you can call me or send me an e-mail. If everything 

is clear, let’s study the next topic. 

2.2 Phrasal Verbs 

Are you ready for phrasal verbs? I’m sure you are! Let me tell you that phrasal verbs consist of a verb and 

a particle which often changes the meaning of the verb; for example, the phrasal verb “pick up” (where 

“pick” is the verb and “up” is the particle.) 



This section begins with an article about Dr. Eloy Rodríguez. Do the activities called “Before you Read” 

and “After you Read” in your textbook. Once you have finished, answer the following comprehension 

questions which are based on the article: 

Exercise: 

Who is Eloy Rodriguez? 

_______________________________________________________________ 

What was his childhood like? 

_______________________________________________________________ 

Was he a good student? 

_______________________________________________________________ 

Where does he go every summer? 

_______________________________________________________________ 

What does he go there for? 

_______________________________________________________________ 

What do Rodriguez and Wrangham study? 

_______________________________________________________________ 

After answering these questions, go to the “Grammar Presentation” section. You will see the formation 

of sentences using transitive phrasal verbs and intransitive phrasal verbs. In “Grammar Notes”, you will 

read explanations and examples about the meanings of some phrasal verbs. Remember to read the 

“Reference notes” at the end of “Grammar Notes.” 

I hope phrasal verbs are easy to understand. Now you can begin to work on the sections “Focused 

Practice” and “Communication Practice” in your textbook. 

Were the activities difficult? If the answer is yes, review all of the previous sections again. It is also 

important to check the meanings of these verbs in an English-English dictionary. 


I also recommend you to do the activities in the section called “From Grammar to Writing” which 

includes the grammar points that you have studied and relates them to the writing focus. 

With this activity you have finished the study of unit 2. Congratulations! 

It is always important to measure your knowledge of the topics studied. For this reason I suggest you 

answer the following self-evaluation about this unit: 





1. Maria often goes to the movies by ______ . 

A Themselves 

B Her 

C Alone 

D Herself 

2. Paul set ______ his own business in 1999. 

A Out 

B Up 

C Down 

D At 

3. That frog is poisonous. Don’t ______ ! 

A pick it up 

B pick up it 

C pick up 

D pick it 

4. Sharon didn’t want to study, but she talked ______ into it. 

A each other 

B Himself 

C Them 

D Herself 

5. We’re going your way. Do you want us to ______ at home? 

A drop you off 

B dropping you off 

C drop you down 

D drop off you 

6. When Brad and I study together, we help ______ a lot. 

A us 

B Them 

C each other 

D Her 



7. After I graduated from high school, I went ______ to college. 

A Over 

B Herself 

C On 

D Himself 

8. He borrowed two books from me; he hasn’t given ______ yet. 

A them back 

B it back 

C back them 

D back it 

9. Could you turn ______ the music so we can sleep? 

A Down 

B Away 

C Over 

D Up 

10. We’ll turn ______ and go to sleep too. 

A it off 

B off it 

C it away 

D away it 

If you were successful at this self-evaluation, continue with the next unit. If not, please review the 

contents again. Remember to compare your answers with the ones in the answer key. 




UNIT 3: MODALS AND SIMILAR EXPRESSIONS 

Until now you have studied the first half of the contents of the first bimester. It’s time to start a new unit 

that focuses on the modals and expressions of ability, permission, requests, advice and suggestions. The 

activities in the different sections of this unit include cloze, gap-fill, editing and writing exercises using 

the aforementioned structures. 

Let’s review the first topic. 

3.1. Ability: Can, Could, Be able to 

At the beginning of this unit you will have to do the “Before you read” activity in your textbook. Then read 

the article called “Born to dance” and do the “After you read” activity. Don’t forget to focus your attention 

on the words in bold letters. These words are related to the grammatical structures to be studied. If you 

like this article, the following exercise will help you understand it better. 

Exercise: 

What dream did Verdi-Fletcher achieve? 

_______________________________________________________________ 

Why did people think she wouldn’t be able to achieve her dream? 

_______________________________________________________________ 

How did people react when she danced in her first competition? 

_______________________________________________________________ 

How has Verdi-Fletcher changed the definition of dancing? 

_______________________________________________________________ 

What does she want to show through her dance? 

_______________________________________________________________ 

It was easy, wasn’t it? Now compare the words in bold letters with the structures presented in the 

charts in the “Grammar Presentation” section. Are they similar? The answer should be “yes”. For a better 

explanation of these modals read the “Grammar Notes” section in your textbook. 

After a comprehensive reading of the sections mentioned above you are ready to do the exercises in the 

“Focused Practice” and “Communication Practice” sections in your textbook. These activities will surely 

help you understand this topic. 

Let’s continue with more modals in the following topic. 

3.2. Permission: Can, Could, May, Do you mind if 

As you advance throughout this topic you will see that the focus here is on ways to ask permission and 

give and refuse permission. First, it is necessary that you do the activities “Before you Read” and “After 

you Read” which are related to the article “Always Ask First” in your textbook. Then by doing the following 

exercise you will have a better understanding of the article: 


Exercise: 


Did Heather and Rema get along at first? 

_______________________________________________________________ 

What spoiled their relationship? 

_______________________________________________________________ 

What examples of annoying behavior does the article give? 

_______________________________________________________________ 

Why is the title of the article “Always Ask First”? 

_______________________________________________________________ 

I assume that this activity was very easy for you. Now, let’s read the “Grammar Presentation” and 

“Grammar Notes” sections in which you will find information about the structure as well as the modals 

and expressions studied. Remember to compare these modals to the words in bold letters that are 

presented in the article “Always Ask First”. This will allow you to see the structures in context. 

You can also practice what you have learned by doing the exercises in the “Focused Practice” and 

“Communication Practice” sections in your textbook. 

The activities are easy, aren’t they? If you have any doubt, it is necessary that you review the examples 

and explanations in the “Grammar Notes” in your textbook. 

Feel free to contact me to ask questions. Once you understand this topic get ready for more modals! 

3.3. Requests: Can, Could, Will, Would, Would you mind 

In this new topic we will start by reading a few e-mail messages in the section called “Grammar in Context” 

in your textbook. For a better comprehension, do the activities “Before you Read” , “After you Read”, and 

answer the following questions. 

Exercise: 

What does Marcia’s mother ask her daughter to do? 

_______________________________________________________________ 

What does Marcia ask Ann to do? 

_______________________________________________________________ 

What will Marcia ask her husband to do? 

_______________________________________________________________ 

It was easy, right? After doing this activity, you have to read the information in the charts of the section 

“Grammar Presentation” in your textbook. You will see the structures of the modals studied here. You 

must also read the section “Grammar Notes” in order to learn ways to make requests and respond to 

them. 



Once you go through the information in “Grammar Notes you can check your understanding of what 

you have read in “Grammar Notes” by doing the exercises in the sections “Focused Practice” and 

“Communication Practice” in your textbook. These activities will be very useful as they are a preparation 

for the on-site exams. 

Let’s continue with modals of advice. 

3.4. Advice: Should, Ought to, Had better 

You will begin this part of your textbook with a comprehensive reading of an interesting article about 

being polite on the Internet. Additionally, you have a list of cyberwords with their meanings that will 

help you understand the article called “Netiquette 101.” 

I also suggest you check your understanding by answering the following questions: 

Exercise: 

What kind of advice does the article give? 

_______________________________________________________________ 

What should you do before posting your own ideas? 

_______________________________________________________________ 

Why shouldn’t you use capital letters? 

_______________________________________________________________ 

Why should you count to ten before replying to a message that made you angry? 

_______________________________________________________________ 

What do emoticons show? 

_______________________________________________________________ 

Why shouldn’t you use your real name on the Internet? 

_______________________________________________________________ 

After completing the exercise above, look at the charts in the section “Grammar Presentation”. You will 

see the structure of statements, yes/no questions, short answers and Wh- questions using the modals 

should, ought to, and had better. This chart is useful to start reading the section “Grammar Notes” in 

which you will learn about ways to give and ask for advice. 

I hope these modals are easy to understand. Now you can begin to work on the sections “Focused 

Practice” and “Communication Practice” in your textbook. 

Once you understand the use of these modals of advice you can move on to the next point about modals 

and expressions of suggestion. 



3.5. Suggestions: Let’s, Could, Why don’t, Why not, How about 

You have reached the last part of this unit which focuses on ways to make suggestions and ways to agree 

or disagree with them. 

First of all, do activities “Before you Read” and “After you Read” in the section “Grammar in Context”, which 

contains a conversation. Remember to focus your attention on the words in bold letters. These words 

are related to the point that you are studying. 

By the way, the following cultural note will help you in your reading: 

CULTURAL NOTE 

“Youth hostels are run by the International Youth Hostel Association. They offer inexpensive 

accommodations for travelers, and they are very popular with students. However, older people and 

non-students also use them.” Tiberio (2006) 

I hope this information is helpful. How about answering the following comprehension questions? 

Exercise: 

Why are youth hostels a good choice for students? 

_______________________________________________________________ 

What is special about each of the hostels on the website? 

_______________________________________________________________ 

Is the activity easy? I bet it is. 


section “Grammar Presentation” in your textbook. Besides that, read the explanations and examples in 


Once you get this information you can begin to work on the sections “Focused Practice” and 

“Communication Practice” in order to reinforce what you have learned. Remember that you can contact 

me if you need help with your activities. 


It is also useful to do the activities in the section called “From Grammar to Writing” which includes the 

grammar points studied and relates them to the writing focus. 

Are you prepared to review what you have learned? You can do it by answering the following selfevaluation 

about this unit: 




Each sentence has four underlined words or phrases. The four underlined parts of the sentences 

are marked A, B, C, or D. Circle the letter of the one underlined word or phrase that is NOT CORRECT. 

Why don’t we have dinner and then go see Possible Dreams._ 

A B C D 

You drove all day today, so maybe you’d not better drive tonight. 

A B C D 

Will you mind bringing your camera to the party tomorrow ? 

A B C D 

Dad, may I borrow the car tomorrow or does Mom has to use it? 

A B C D 

I can’t help you with this, so maybe you should to talk to Mr. Ho. 

A B C D 

Should I give my host flowers, or should I bringing candy? 

A B C D 

May be you ought to just bring flowers. 

A B C D 

Silva wasn’t a strong child, but she could win first prize in gymnastics 

A B 

when she was ten. 

C D 

I think I was able to finish my homework early tomorrow. 

A B C D 

It’s really late, so let’s us go out to dinner tonight, OK? 

A B C D 




UNIT 4: PRESENT PERFECT 

You have reached the last unit of this bimester. This means that you are progressing in your learning. 

Good job! 

This unit presents different elements used in the present perfect. In order to practice the structures 

provided, the different sections of this unit in your textbook include activities such as cloze, gap-fill, 

listening, editing and writing exercises (focused practice and communication practice) using various 

elements of the present perfect. 

First, let’s talk something about the use of “since” and “for”. 

4.1. Present Perfect: Since and For 

In this part, you can continue with your activities. Let’s start with the section called “Grammar in Context” 

in your textbook, do activities “Before you Read” and “After you Read”. The article is called “King of Skate”. 

After that you can also answer the following comprehension questions about the article: 

Exercise: 

Why did Bob Burnquist’s life change when he was eleven years old? 

_______________________________________________________________ 

Did he turned pro soon after that? 

_______________________________________________________________ 

How does he support himself? 

_______________________________________________________________ 

What other sports does he do? 

_______________________________________________________________ 

At this point the exercise above should be easy for you. Now read the information in the charts of 

the section “Grammar Presentation” which will provide you with the structure of statements, yes/no 

questions, short answers and Wh-questions using “since” and “for”. The explanation about the uses of the 

present perfect with “since” and “for” will be given in the section “Grammar Notes” in your textbook. I’m 

sure you will find these sections easy to understand. If you don’t, please contact me. 

You can check your understanding of what you have read in “Grammar Notes” by doing the exercises 

in the sections “Focused Practice” and “Communication Practice” in your textbook. If you need further 

explanation, please call me or send me an e-mail. 

Let’s go to the next point. 




4.2. Present Perfect: Already and Yet 

You will begin this part with a comprehensive reading of a magazine article called “It’s party time!”. Do 

the activities called “Before you Read” and “After you Read” in your textbook. These activities are short 

and easy. 

Now I suggest you check your understanding by answering the following questions: 

Exercise: 

According to the article, is giving a party a very difficult task? 

_______________________________________________________________ 

Who is Patty Cake? 

_______________________________________________________________ 

Does she think giving a party requires a lot of new skills? 

_______________________________________________________________ 

What skills do we already have? 

_______________________________________________________________ 

What kind of help can you find on Patty Cake’s website? 

_______________________________________________________________ 

After completing the exercise above, look at the charts in the section “Grammar Presentation” in your 

textbook. You will see the structure of the different types of sentences using already and yet. Then read 

the section “Grammar Notes” in which you will learn about the uses of the present perfect with already 

and yet. If you have any problem understanding these sections, don’t hesitate to contact me. 

Now you can begin to work on the sections “Focused Practice” and “Communication Practice” in your 

textbook. Remember that these sections help you practice the structures that are being studied. Once 

you have practiced by doing the aforementioned exercises move on to the next point. 

4.3. Present Perfect: Indefinite Past 

Before starting this topic, it is important that you know that the present perfect can be used for repeated 

actions at some indefinite time in the past with adverbs like twice, always, often, and many times. This 

tense can also be used for actions in the very recent but still indefinite past with just, recently, and lately. 

To begin this topic you need to do the “Before you read” activity. Then read the article called “Been There? 

Done That?” and do the “After you read” activity. Keep in mind that the words in bold letters are related 

to the grammatical structures to be studied. The following exercise will help you understand this article: 

Exercise: 

Why are people looking for new places to see and new things to do? 

_______________________________________________________________ 

What is the Travel Today survey about? 

_______________________________________________________________ 



What did some of the people who took the survey answer? 

_______________________________________________________________ 

Are those activities expensive? 

_______________________________________________________________ 

What other less expensive activities are suggested in the article? 

_______________________________________________________________ 

I hope it is not difficult. Now, compare the words in bold letters with the structures presented in the charts 

in the “Grammar Presentation” section in your textbook. For a better explanation of these structures, read 

the “Grammar Notes” section. By reading this section you will learn about the use of the present perfect 

to express what happened at an indefinite time in the past. 

After a comprehensive reading of the sections mentioned above, you are ready to do the exercises in the 


help you understand this topic and prepare for your exams. 

Let’s continue with the next topic. 

4.4. Present Perfect and Simple Past 

We will start this topic by reading an article called “Commuter Marriages in the “Grammar in Context” 

section. Do the activities “Before you Read” and “After you Read”. In addition, the following cultural note 

will help you understand the article: 

CULTURAL NOTE 

“Commuter marriages have become more common as women have entered professional careers. 

Advances in technology –specifically in the fields of transportation and communications – have made 

this kind of marriage possible.” Tiberio (2006) 

After reading this interesting note, you can answer the following comprehension questions: 

Exercise: 

Why did Joe move to Los Angeles? 

_______________________________________________________________ 

Why did Maria move to Boston? 

_______________________________________________________________ 



What are some of the disadvantages to this arrangement? 

_______________________________________________________________ 

What are some of the advantages to the arrangement? 

_______________________________________________________________ 


textbook. You will see different examples of sentences using the present perfect and the simple past. 

Then read the section “Grammar Notes” in which you will learn about the comparison between the 

present perfect and the simple past. 


textbook. 

If you have any questions regarding the activities, please contact me. 

We are about to finish the contents of the first bimester. Let’s continue. 

4.5. Present Perfect Progressive and Present Perfect 

Here the focus is on the comparison between the present perfect progressive and the present perfect 

tenses. 

We will start by reading an article called “African Elephants” in the “Grammar in Context” section. Do the 

activities “Before you Read” and “After you Read” in your textbook. 


It is also necessary to answer the following comprehension questions: 

Exercise: 

How long have elephants been living on this planet? 

_______________________________________________________________ 

Why are they almost extinct? 

_______________________________________________________________ 

What are they killed for? 

_______________________________________________________________ 

What action have governments taken to protect them? 

_______________________________________________________________ 

Why is the elephant population still dropping then? 

_______________________________________________________________ 

Once you have done the exercise above read the information in the charts of the section “Grammar 

Presentation”. You will see the structure of the present perfect progressive. Additionally, there is a chart 

that compares the present perfect progressive and the present perfect. You must also read the “Grammar 

Notes” section in your book for a better explanation. 




the “Focused Practice” and “Communication Practice” sections in your textbook. 

If you didn’t understand some aspects, please refer to “Grammar Notes” again or contact me. 


I recommend you to complete the section called “From Grammar to Writing” in your textbook which 

includes the grammar points studied in this fourth unit and relates them to the writing focus. You can do 

these activities as well in order to improve your writing skills. 

Well you have finished studying the contents of the first bimester. How do you feel? 

Now measure your grammar skills by answering the following questions about this last unit. This selfevaluation 

will also help you in your preparation for the on-site exams. Good luck! 



1. ______ you ever appeared on a game show, Mr. Smith? 

A did 

B Has 

C Have 

D Was 

2. No, but I’ve ______ wanted to. 

A Ever 

B Yet 

C don’t 

D Always 

3. Why ______ you decide to try out for Risk? 

A Did 

B Were 

C Have 

D Are 

4. My wife ______ your show for years now. 

A Watches 

B is watching 

C was watching 

D has been watching 



5. She has always ______ I should apply as a contestant. 

A Saying 

B Says 

C Said 

D Say 

6. You’re a librarian. How long ______ that kind of work? 

A did you do 

B have you done 

C do you do 

D were you doing 

7. I’ve been a reference librarian since ______ . 

A a long time 

B three years 

C 1998 

D I’ve graduated 

8. Have you been interested in game shows since you ______ a librarian? 

A Became 

B have become 

C Become 

D have been becoming 

9. I’ve only ______ them for about a year. 

A Watching 

B Watch 

C been watching 

D Watches 

10. Have you been studying the rules for the show ______ we called? 

A For 

B When 

C Since 

D as soon as 




6.5 Generic Competences 

• Ability to abstract, analyze and synthesize 

SECOND BIMESTER 

• Ability to put in to practice all the acquired knowledge 

• Ability to develop written and oral communication 

• Ability to conduct research 

• Ability to search, process and analyze information from different sources 

• Ability to organize and manage time 

• Ability to work in an autonomous way 

• To establish commitment in regards to producing high quality work 

• Ability to communicate in a second language 

• Ability to use new technologies (TICs) 

• To establish ethical commitments 

• To have self motivation to achieve goals 

6.6 Planning for the student’s work 

SPECIFIC 

COMPETENCES 

- Understand 






order to use it in 

the professional 

field. 

- Write different 

types of texts in 

a clear, coherent, 

and cohesive 

way and with 

an appropriate 

style according 

to the audience 

to whom they are 

addressed. 

LEARNING 

INDICATORS 

- Identify 

and analyze 

structures 

and some 

uses of nouns, 

quantifiers and 

articles. 

CONTENTS 

Units/Themes 

Unidad 5: Nouns and 

Articles: Review and 

Expansion 

5.1. Nouns and 

Quantifiers 

5.2. Articles: Indefinite 

and Definite 


- Reading 

comprehension and 

recognition of the 

pertinent structures 

which are highlighted 

in academic texts in 

the textbook such as 

the reading passage 

“Who got there first?”. 

This is a text about 

Christopher Columbus. 

- Reading 

comprehension 





DISTRIBUTION 

SCHEDULE 






SPECIFIC 

COMPETENCES 

- Self-reflect 

on linguistic 

production for 

professional 

improvement. 

- Master the 

pedagogical 

knowledge and 

the language 

at a level in 

which allows the 

student to achieve 

professional 

excellence in 

profession of 

teaching of 

English as a 

foreign language. 



implications 

from the native 

language as 

well as from the 





and cohesive 

way and with 





addressed. 


on linguistic 


professional 

improvement. 

LEARNING 

INDICATORS 

- Understand 




countries. 

- Identify 

and analyze 


expressions 

related to 

adjectives and 

adverbs. 

- Explain the use 

of comparatives. 

CONTENTS 

Units/Themes 

Unidad 6. Adjectives 

and Adverbs 

6.1. Adjectives and 

Adverbs 

6.2. Adjectives: 

Comparisons with 

As…as and Than 

6.3. Adjectives: 

Superlatives 

6.4. Adverbs: As…as, 

Comparatives, 

Superlatives 






which consist of 

activities such as cloze, 

gap-fill, writing and 

editing exercises, using 

structures related to 

nouns and articles. 


in the 


- Interact and read posts 

on EVA. 

- Understand 

information of cultural 

nature in the didactic 

guide and readings 

of the textbook such 

as A Superlative City. 

This information will 

allow students to 

know about the city of 

Toronto, Canada. 

- Reading 

comprehension 










writing and editing 

exercises, using 


adjectives and adverbs. 


in the 



comparatives in one 

of the activities in the 

distance evaluation. 


on EVA. 

DISTRIBUTION 

SCHEDULE 


Week 2: 





SPECIFIC 

COMPETENCES 

- Understand 






order to use it in 

the professional 

field. 




and cohesive 

way and with 





addressed. 


on linguistic 


professional 

improvement. 

LEARNING 

INDICATORS 

- Identify 

and analyze 

structures, 

grammatical 

elements and 

expressions 

related to 

gerunds and 

infinitives. 

CONTENTS 

Units/Themes 

Unidad 7. Gerunds and 

Infinitives 

7.1 Gerunds: Subject 

and Object 

7.2 Gerunds after 

Prepositions 

7.3 Infinitives after 

Certain Verbs 

7.4 Infinitives of 

Purpose 

7.5 Infinitives with Too 

and Enough 

7.6 Gerunds and 

Infinitives 


- Reading 

comprehension and 

recognition of the 

pertinent structures 

which are highlighted 

in scientific and 

academic texts in 

the textbook such as 

examples of online 

bulletin boards, pages 

about the student 

council and an article 

about technology. 

- Reading 

comprehension 









which include writing 

exercises using 

gerunds and infinitives. 


in the 



on EVA. 

DISTRIBUTION 

SCHEDULE 







SPECIFIC 

COMPETENCES 



implications 

from the native 

language as 

well as from the 





and cohesive 

way and with 





addressed. 


on linguistic 


professional 

improvement. 

- Participate actively 

and effectively 

in academic, 

professional and 

social events. 


on linguistic 


professional 

improvement. 

LEARNING 

INDICATORS 

- Understand 




countries. 


analyze the 


use of modals 

and similar 

expressions. 

- Check overall 

progress 

CONTENTS 

Units/Themes 

Unidad 8. More 

Modals and Similar 

Expressions 

8.1. Preferences: Prefer, 

Would prefer, Would 

rather 

8.2. Necessity: Have (got) 

to, Must, Don’t have 

to, Must not, Can’t 

8.3. Expectations: Be 

supposed to 

8.4. Future Possibility: 

May, Might, Could 

8.5. Conclusions: Must, 

Have (got) to, May, 

Might, Could, Can’t 


- Understand 

information of cultural 

nature in the didactic 

guide and readings 

of the textbook such 

as an excerpt from a 

Sherlock Holmes story. 

- Reading 

comprehension 










writing and editing 

exercises, using 


modals and similar 

expressions. 

- Internet search activity 

to be included in the 


using the modals and 

expressions learned. 


in the 



on EVA. 

Units 5 to 8 Interaction on EVA. 

- Review of contents of 

the second bimester. 

- Review of selfevaluations 

and 

distance evaluations. 

- Prepare for on-site 

exam for the second 

bimester. 

DISTRIBUTION 

SCHEDULE 








6.7 Specific guidelines for the learning through competence 

In this second bimester, parts 5, 6, 7, and 8 of your textbook will be studied. Remember that these “parts” 

of your textbook are called “units” in this didactic guide. 

So let’s start this second bimester. 

UNIT 5: NOUNS AND ARTICLES: REVIEW AND EXPANSION 

Dear student, this is a short unit that tackles the topics of nouns and articles and their use. In each 

part, you will find the sections called “Focused Practice” and “Communication Practice” which consist of 

activities such as cloze, gap-fill, listening, writing and editing exercises, using structures related to nouns 

and articles. Let’s study the first topic: 

5.1. Nouns and Quantifiers 

The focus here is on the uses of nouns and quantifiers. At the beginning of this unit in the “Grammar in 

context” section of your textbook you will read the history text about a modern explorer’s expeditions. 

Do the activity “Before you Read” before reading the information. Then read and do the activity “After 

you Read”. 

When you finish doing this activity, please do the following exercise in order to check your comprehension: 

Exercise: 

What did Heyerdahl believe? 

_______________________________________________________________ 

What kind of boat did Heyerdahl build? 

_______________________________________________________________ 

What did he build the boat for? 

_______________________________________________________________ 

Was his first expedition a success? 

_______________________________________________________________ 

Did he try again? 

_______________________________________________________________ 

After doing the exercise above, you can take a look now at the charts in the “Grammar Presentation” 

section. You will see how to form a sentence using count nouns, non-count nouns and quantifiers. After 

that read the explanations and examples in the “Grammar notes” section in your textbook. 

Until now you have studied how to form sentences using count nouns, non-count nouns and quantifiers. 

Now you are ready to work on the exercises in the sections called “Focused Practice” and “Communication 

Practice” in your textbook. These activities will allow you to practice the uses of nouns and quantifiers. 



Well, with these activities we have concluded this topic. If you have any difficulty when doing the 

exercises, you can review the “Grammar Notes” section again or you can call me or send me an e-mail. If 

everything is crystal clear, let’s study the next topic. 

5.2. Articles: Indefinite and Definite 

This topic focuses on the meanings and uses of indefinite and definite articles. 

We will start by reading two Fables by Aesop in the section “Grammar in Context” in your textbook. You 

can do the activities “Before you Read” and “After you Read”. 


CULTURAL NOTE 

“Aesop was an ancient Greek writer. He is said to have lived from about 620 to 560 B.C. and to have 

been a slave who was then freed. He is credited for the creation of 600 fables, most of which deal with 

animals. His fables are often told to children because of the valuable lessons they teach.” Tiberio (2006) 

Are you familiar with Aesop? I suggest you answer the following comprehension questions: 

Exercise: 

What problem did the ant have? 

_______________________________________________________________ 

What did the dove do to help him? 

_______________________________________________________________ 

What problem did the dove have after that? 

_______________________________________________________________ 

What did the ant do to help the dove? 

_______________________________________________________________ 



What did the country mouse serve the town mouse? 

_______________________________________________________________ 

Did the town mouse enjoy the meal? 

_______________________________________________________________ 

What did the town mouse serve the country mouse? 

_______________________________________________________________ 

Did the country mouse enjoy the meal? 

_______________________________________________________________ 

I suppose that the activity was very easy for you. Now read the information in the charts of the section 

“Grammar Presentation” in your textbook. You will see the structures of sentences that use indefinite and 

definite articles. You must also read the section “Grammar Notes” in order to better understand this topic. 

The next step is to check your understanding of what you have read in “Grammar Notes.” To do this, you 

need to work on the exercises in the “Focused Practice” and “Communication Practice” sections in your 

textbook. If you didn’t understand some aspects please refer to “Grammar Notes” again. 


The section called “From Grammar to Writing” includes grammar points studied in this last unit and 


skills. 






Each sentence has four underlined words or phrases. The four underlined parts of the sentences 

are marked A, B, C, or D. Circle the letter of the one underlined word or phrase that is NOT CORRECT. 

Many popular flavorings come from Native american cultures. 

A B C D 

Chili was known in an Asia or Europe a few hundred years ago. 

A B C D 

Now it’s the most popular spice in a world. 

A B C D 

It’s hard to imagine the Italian or Szechuan food without chili. 

A B C D 

Do you know that a chocolate also comes from America? 

A B C D 

For some American cultures, it was the medicine. 

A B C D 

Now People all over the world use chocolate to flavor food. 

A B C D 

You have finished the study of this unit. Let’s continue. 




UNIT 6: ADJECTIVES AND ADVERBS 

This unit is focused on the uses of adjectives and adverbs. Most of the learning activities in this unit 

include cloze, gap-fill, listening, writing and editing exercises, using structures related to adjectives and 

adverbs. The following topics will be studied: 

6.1. Adjectives and Adverbs 

Here we will focus on the uses of adjectives and adverbs. Remember that adjectives describe or give 

information about nouns, and adverbs describe or give information about verbs, adjectives, or other 

adverbs. 


an ad for two apartments in a house. Do the activities “Before you Read” and “After you Read”. They will 

help you understand this section. 

Now do the following Exercise: 

Exercise: 


Are the apartments in the advertisement for rent or for sale? 

_______________________________________________________________ 

Where are the apartments located? 

_______________________________________________________________ 

What is the area like? 

_______________________________________________________________ 

What are the apartments like? 

_______________________________________________________________ 

Is the rent expensive? 

_______________________________________________________________ 

Once you complete the exercise above, take a look at the “Grammar Presentation” section in your 

textbook. Focus your attention on the words in bold letters and see in which part of the sentence they 

are located. In addition, read the section “Grammar Notes” in which you will learn about the uses of 

adjectives and adverbs. 

In order to check your understanding of what you read in “Grammar Notes”, do the exercises in the 

section “Focused Practice” in your textbook. 



Finally, go through the activities in the “Communication Practice” section in your textbook. This section 

will help you develop your listening and writing skills. 

If you have any doubts regarding the activities, please contact me. 

Well, we have finished this topic. Let’s continue. 

6.2. Adjectives: Comparisons with As…as and Than 

We will start this topic by reading a newspaper restaurant review in the “Grammar in Context” section in 

your textbook. Remember to do the activities “Before you Read” and “After you Read”. 


Now it is necessary to answer the following comprehension questions: 

Exercise: 

What has just opened on Main Street? 

_______________________________________________________________ 

Did Pete Tsa eat there himself? 

_______________________________________________________________ 

What does he say about the service? 

_______________________________________________________________ 

What does he say about the food? 

_______________________________________________________________ 

Is the new restaurant larger or smaller than the other Pizza Place restaurants? 

_______________________________________________________________ 

Why is it more crowded, then? 

_______________________________________________________________ 

What should you do for a quieter, more relaxed meal? 

_______________________________________________________________ 

Once you complete the exercise above look at the charts in the section “Grammar Presentation”. You will 

see the structure of the comparatives as…as and than. Then read the “Grammar Notes” section in which 

you will learn about the uses of adjectives to make comparisons – specifically comparisons with as…as 

and comparatives adjectives with than. 

I hope these structures are easy to understand. Now you can begin to work on the sections called 

“Focused Practice” and “Communication Practice” in your textbook. 

You have studied two topics of this unit until now. I hope everything is clear. Remember, if you have any 

questions, please contact me. If everything is understood, we will continue with the next point. 



6.3. Adjectives: Superlatives 

First of all, it is essential that you know that superlatives adjectives are used to compare one person, 

place, or thing with other people, places, or things in a group. 

Now that you have an idea of the point to be studied. Let’s start with the section called “Grammar in 

Context” in your textbook. Do activities “Before you Read” and “After you Read”. The information that you 

will read is a travel brochure. 

Before doing the exercise below, please read the following cultural note: 

CULTURAL NOTE 

“The Toronto Transit Commission (TTC) operates the system of subways, buses and streetcars that 

constitutes the second largest transportation system in North America. (The largest is in New York.) In 

Toronto there are three subway lines, 161 bus routes, and eleven streetcar routes which operate in the 

downtown area. Many of the streetcar routes date from World War II.” Tiberio (2006) 

I’m sure that this cultural note is useful. Now answer these comprehension questions: 

Exercise: 

Is Toronto the capital of Canada? 

_______________________________________________________________ 

Is Toronto larger that the capital of Canada? 

_______________________________________________________________ 

How do you know? 

_______________________________________________________________ 

What proves that Toronto is a multicultural city? 

_______________________________________________________________ 

What makes it easy to get around in Toronto? 

_______________________________________________________________ 

Is Toronto the safest city in the world? 

_______________________________________________________________ 

What makes Toronto an exciting place to visit? 

_______________________________________________________________ 

Once you finish this exercise I recommend you to read the information in the chart of the “Grammar 

Presentation” section. In this chart you can see the structure of statements that include superlatives. 

Remember that an explanation will be given in the section “Grammar Notes” in your textbook. By reading 

carefully this section you will learn about the uses of superlative adjectives to make comparisons. 


the “Focused Practice” and “Communication Practice” sections. Don’t forget that doing the exercises in 

the aforementioned sections will help you prepare for your on-site exams. For this reason I suggest you 

do those activities. If you have any doubts, please check the “Grammar Notes” section again or contact 

me. 



6.4. Adverbs: As…as, Comparatives, Superlatives 

Here we will focus on the uses of adverbs to make comparisons with as…as, comparative adverbs with 

than and superlative adverbs. 


a transcript of a TV sports program. Do the activities “Before you Read” and “After you Read”. Remember 

to focus your attention on the words in bold letters. This will help you familiarize yourself with the 

grammar structures to be studied. 

I recommend you to read the following cultural note before answering the comprehension questions 

below: 

CULTURAL NOTE 

“The Los Angeles Sparks and the Detroit Shock are two women’s professional basketball teams in the 

United States. Both teams are in the WNBA, a league of professional basketball.” Tiberio (2006) 

Did you find the note interesting? I think so. Now, please do the following Exercise: 

Exercise: 

What two teams are playing? 

_______________________________________________________________ 

Who is winning? 

_______________________________________________________________ 

Are the Shock playing badly? 

_______________________________________________________________ 

Which two players have scored the most of their teams? 

_______________________________________________________________ 

Why can’t the sports commentators predict a winner? 

_______________________________________________________________ 



Once you complete the exercise above take a look at the section “Grammar Presentation” in your 

textbook. Here you will see the structures related to this topic. In addition, read the section “Grammar 

Notes” for further explanation and examples. 

In order to check your understanding of what you read in “Grammar Notes” do the exercises in the 

sections “Focused Practice” and “Communication Practice”. Before starting look for the meaning of the 

word “halftime”. 

I’m sure you will find this part easy to understand. 


I also recommend you to do the activities in the section called “From Grammar to Writing” which 

includes the grammar points that you have studied and relates them to the writing focus. 





1. Could you talk ______ ? I’m trying to work. 

A more quietly 

B quieter 

C more quiet 

D quiet 

2. Lisa is staying home. Her cold is a lot ______ today. 

A Bad 

B worse 

C worst 

D the worst 

3. Sorry we’re late. Your house is much ______ than we thought. 

A Far 

B the farthest 

C farther 

D the farther 

4. The movie was so ______ that we couldn’t sleep last night. 

A excitingly 

B excited 

C excite 

D exciting 



5. Chris is working very ______ these days. 

A hardly 

B Hard 

C harder 

D hardest 

6. Write the report. It’s more important ______ your other work. 

A Than 

B As 

C From 

D Then 

7. The lunch menu is short. It’s ______ than the dinner menu. 

A varied 

B more varied 

C Less varied 

D the least varied 

8. Thank you! That’s ______ I’ve ever received. 

A the nicer gift 

B a nice gift 

C nicest gift 

D the nicest gift 

9. It’s getting more ______ to find a cheap apartment. 

A hardly 

B and more difficult 

C the most difficult 

D and very difficult 

10. My history class is ______ my math class. 

A interesting than 

B more interesting 

C as interested as 

D more interesting than 




UNIT 7: GERUNDS AND INFINITIVES 

Until now you have learned some aspects about nouns, articles, adjectives and adverbs. It’s time to start 

a new unit that focuses on different uses of gerunds and infinitives. In this new unit, you will learn the 

contents by doing activities which mostly include cloze, gap-fill, listening, writing and editing exercises. 

7.1 Gerunds: Subject and Object 

Here we will focus on the use of gerunds as subjects and objects of sentences. It is important to keep in 

mind the following: 

• A gerund (base form + -ing) can be the subject of a sentence and is always singular. 

• A gerund can also be the object of certain verbs such as admit, avoid, consider, and deny. 

• Go + gerund is often used to describe activities. 

It is important to read an online bulletin board about smoking. This text can be found in the “Grammar 

in Context” section in your textbook. Do the activities “Before you Read” and “After you Read”. Remember 

to focus your attention on the words in bold letters. This will help you familiarize with the grammar 

structures to be studied. 

Now do the following Exercise: 

Exercise: 


What can’t Fumario stand? 

_______________________________________________________________ 

Why does he think eating in a restaurant isn’t fun any longer? 

_______________________________________________________________ 

Which does he think is worse – junk food or cigarettes? 

_______________________________________________________________ 

Does Nuffsed agree with him? 

_______________________________________________________________ 

What is she concerned about? 

_______________________________________________________________ 

What does Swissfriend suggest? 

_______________________________________________________________ 

What does Cleanaire think about smoking? 

_______________________________________________________________ 



Once you complete the exercise above take a look at the section “Grammar Presentation”. Here you will 

see the structures of sentences that use gerunds as subjects and objects. In addition, read the section 

“Grammar Notes” for further explanation and examples. 

In order to check your understanding of what you read in “Grammar Notes” do the exercises in the sections 

“Focused Practice” and “Communication Practice”. Be sure to look for the meaning of the expressions 

“turns me off” and “hang out with.” 

I’m sure you will find this part is easy to understand. It’s time to go to the next topic. 

7.2. Gerunds after Prepositions 

To begin this topic you need to do the “Before you read” activity. Then read the information on the website 

of the “Student Council”. Do the “After you read” activity. Keep in mind that the words in bold letters are 

related to the grammatical structures to be studied. The following exercise will help you understand this 

article: 

Exercise: 

What school is the student council from? 

_______________________________________________________________ 

What is the student council concerned about? 

_______________________________________________________________ 

What does the student council want other students to do? 

_______________________________________________________________ 

Where and when is the next meeting? 

_______________________________________________________________ 

I hope it is not difficult. Now compare the words in bold letters with the structures presented in the charts 

in the “Grammar Presentation” section in your textbook. For a better explanation of these structures 

read the “Grammar Notes” section. By reading this section you will learn about the use of gerunds after 

prepositions. 

After a comprehensive reading of the sections mentioned above you are ready to do the exercises in the 


help you understand this topic and prepare you for your exams. 

Let’s continue with the next topic. 

7.3 Infinitives after Certain Verbs 

Here the focus is on the use of infinitives after certain verbs. 

We will start by reading a letter to a newspaper advice column Ask Annie. You can find this letter in the 

“Grammar in Context” section in your textbook. Do the activities “Before you Read” and “After you Read” 

in your textbook. 




It is also necessary to answer the following comprehension questions: 

Exercise: 

What does Lonely in Seattle want to find? 

_______________________________________________________________ 

Why didn’t her last relationship with a man work? 

_______________________________________________________________ 

Does Annie advise Lonely to find someone new to date? 

_______________________________________________________________ 

What does she advise her to do? 

_______________________________________________________________ 

Once you have done the exercise above read the information in the chart of the “Grammar Presentation” 

section. You will see the structure of statements that use infinitives after the verbs “decide”, “urge”, and 

“want.” You must also read the “Grammar Notes” section in your book for a better explanation. 


the sections “Focused Practice” and . “Communication Practice” in your textbook. 

If you didn’t understand some aspects, please refer to “Grammar Notes” again or contact me. 

7.4 Infinitives of Purpose 

First of all, let me tell you that a purpose can be expressed with an infinitive (to + base form of the verb) 

or “in order to” + base form of verb. “To” + base form of verb is more common in informal speech and 

writing. On the other hand, a negative purpose can be expressed with “in order not to” + base form of 

verb. Additionally, “because” + a reason is more common in everyday spoken English. 

This section begins with a magazine article about multi-use technology. Do the activities called “Before 

you Read” and “After you Read”. Then answer the following comprehension questions which are based 

on the article: 

Exercise: 

Why does Megan find her camera phone useful when she goes shopping? 

_______________________________________________________________ 

Why does Carlos find his camera phone useful at school? 

_______________________________________________________________ 

Why can a camera phone be particularly useful to a journalist? 

_______________________________________________________________ 

Can you also have fun with a camera phone? 

_______________________________________________________________ 



After answering these questions go to the “Grammar Presentation” section. You will see the example of 

both an affirmative and negative statement which use the infinitive to express the purpose of an action. 

In “Grammar Notes” you will read explanations and examples about infinitives of purpose. 

I hope this point is easy to understand. Now you can begin to work on the sections “Focused Practice” 

and “Communication Practice”. 

After doing the activities in the aforementioned sections you can move on to the next grammar point. 

7.5 Infinitives with Too and Enough 

You will begin this part with a comprehensive reading of a transcript of a radio talk show about voting 

rights for people under age 18. Do the activities called “Before you Read” and “After you Read” in your 

textbook. These activities are short and easy. 

By the way, the following cultural note will help you in your reading: 

CULTURAL NOTE 

“In the United States and Canada, people are considered adults for most purposes when they reach 

the age of 18. At that age, they can vote, sign contracts, get married, and serve in the armed forces 

without needing permission from their parents or guardians. In the United States, young people cannot 

purchase alcohol until they are 21.” Tiberio (2006) 

I hope this information is helpful. How about answering the following comprehension questions? 

Exercise: 

Why does Kyle want the right to vote? 

_______________________________________________________________ 

Why does Tina want the right to vote? 

_______________________________________________________________ 

What would Micah like to decide for herself? 

_______________________________________________________________ 

What contradiction does Kyle see in the law? 

_______________________________________________________________ 


textbook. You will see the structure of sentences that use infinitives with too and enough. Then read the 

section “Grammar Notes” in which you will learn about the use of the infinitive with too and enough. If 

you have any problem understanding these sections, don’t hesitate to contact me. 


textbook. Remember that these sections help you practice the structures that are being studied. Once 

you have practiced by doing the aforementioned exercises move on to the last point of this unit. 



7.6 Gerunds and Infinitives 

You have reached the last part of this unit which focuses on different uses of gerunds and infinitives. 

Some parts in this last grammar point of this unit will be review for your students. 

First of all, do activities “Before you Read” and “After you Read” in the section “Grammar in Context” which 

contains a magazine article about procrastinating. Remember to focus your attention on the words in 

bold letters. These words are related to the point that you are studying. 

Be sure to understand the meaning of the verb “procrastinate”. Now I suggest you check your reading 

comprehension by answering the following questions: 

Exercise: 

What two examples of procrastination does the article give? 

_______________________________________________________________ 

Why do people tend to put off unpleasant tasks? 

_______________________________________________________________ 

Why do some people put off things they feel they won’t be able to finish? 

_______________________________________________________________ 

Why do some people put off studying for tests? 

_______________________________________________________________ 

Why do perfectionists put off tasks? 

_______________________________________________________________ 

Was the activity easy? I bet it is. 

_______________________________________________________________ 


section “Grammar Presentation” in your textbook. Besides that, read the explanations and examples in 


Once you get this information you can begin to work on the sections “Focused Practice” and 

“Communication Practice” in order to reinforce what you have learned. Remember that you can contact 

me if you need help with your activities. 


It is also useful to do the activities in the section called “From Grammar to Writing”, which includes the 

grammar points studied and relates them to the writing focus. 

In order to conclude this unit, I invite you to answer the following self-evaluation: 





1. Tom is late because he stopped ______ dinner. 

A Buying 

B Buy 

C and buy 

D to buy 

2. My key was in my pocket, but I don’t remember ______ it there. 

A to put 

B Putting 

C I put 

D to put 

3. Bob’s 17 years old, so he’s still ______ vote. 

A too young to 

B young enough to 

C too old to 

D too young for 

4. I bought a camera phone ______ photos to my friends. 

A by sending 

B I sent 

C to send 

D Send 

5. Chris ______, so her grades are low this semester. 

A stopped studying 

B stopping to study 

C stopped to study 

D was stopping to study 

6. As firefighters, women work ______ the job done? 

A hardly get 

B too hard to get 

C not enough to get 

D hard enough to get 



7. He’s used ______ a big breakfast. 

A Ate 

B to eat 

C to eating 

D Eats 

8. I used to be very nervous ______, but I’m not anymore. 

A to drive 

B for driving 

C to driving 

D about driving 

9. I didn’t remember ______ my check, so I paid the rent twice! 

A Mailed 

B to mail 

C Mailing 

D I mail 

10. Sal enjoyed ______ in Texas. 

A Live 

B to live 

C Living 

D Lived 




UNIT 8: MORE MODALS AND SIMILAR EXPRESSIONS 

Dear student, this is the last unit of Communicative Grammar III. I’m sure you will find it interesting 

just like the other units in this course. This last unit includes pertinent activities such as cloze, gap-fill, 

listening, writing and editing exercises related to modals and similar expressions. Let’s start with the first 

grammar point. 

8.1. Preferences: Prefer, Would prefer, Would rather 

You will begin this part of your textbook with a bar graph and a questionnaire about leisure-time 

preferences. You don’t need to answer the questionnaire but you can do the “Before you read” and “After 

you read” activities in your textbook. 

I also suggest you check your understanding by answering the following questions: 

Exercise: 


What is the most popular pastime among adults? 

_______________________________________________________________ 

What is the least popular pastime among adults? 

_______________________________________________________________ 

What are the most popular pastimes among teens? 

_______________________________________________________________ 

What is the least popular pastime among teens? 

_______________________________________________________________ 

What activities do adults prefer more than teenagers? 

_______________________________________________________________ 

What activities do teenagers prefer more than adults? 

_______________________________________________________________ 


book. You will see the structure of statements that express preference. This chart is useful to start reading 

the section “Grammar Notes” in which you will learn about the uses of “prefer”, “would prefer”, and “would 

rather” to talk about things or activities that you like better than other things or activities. 

I hope this topic is easy to understand. Now you can begin to work on the sections “Focused Practice” 

and “Communication Practice” in your textbook. These activities will help you better understand this 




Once you understand the use of these modals of advice you can move on to the next point. 

8.2. Necessity: Have (got) to, Must, Don’t have to, Must not, Can’t 

In this new topic we will start by reading an article about some rules for international travel. This article 

can be found in the section called “Grammar in Context” in your textbook. For a better comprehension 

do the activities “Before you Read”, “After you Read” and answer the following questions: 

Exercise: 

Why does the columnist recommend … 

- carrying your passport for all international travel? 

_______________________________________________________________ 

- renewing your passport if it will expire in three months? 

_______________________________________________________________ 

- not bringing fresh food into foreign countries? 

_______________________________________________________________ 

- getting an IDP for an around-the-world tour? 

_______________________________________________________________ 

- moving around and drinking plenty of water on long flights? 

_______________________________________________________________ 

You can use a dictionary if you find words that you don’t understand. 

After completing the exercise above, look at the charts in the section “Grammar Presentation”. You will 

see the structure of statements that use the modals “have (got) to” and “don’t have to”. Then, read the 

section “Grammar Notes” in which you will learn about the uses of the aforementioned modals to express 

different degrees of necessity. 

I hope these structures are easy to understand. Now you can begin to work on the “Focused Practice” and 

“Communication Practice” sections in your textbook. 

I’m sure that you can do all of the activities suggested without any problems. Let’s move on to the next 


8.3. Expectations: Be supposed to 

We will start this grammar point by reading a page from Ms. Etiquette’s Book, The Right Thing. You will 

find this text in the “Grammar in Context” section in your textbook. Do the activity “Before you Read”. 

When you finish reading, do the activity “After you Read” and answer the following comprehension 

questions: 

Exercise: 

What has the reader been invited to do? 

_______________________________________________________________ 



Why does the columnist think the reader should feel proud? 

_______________________________________________________________ 

Who was the maid of honor in the past? 

_______________________________________________________________ 

What is the maid of honor supposed to do? 

_______________________________________________________________ 

What is the best man supposed to do? 

_______________________________________________________________ 

It’s easy, right? After doing this activity, you have to read the information in the charts of the section 

“Grammar Presentation” in your textbook. You will see the structures of sentences that use the expression 

“be supposed to”. You must also read the section “Grammar Notes” in order to learn about the use of “be 

supposed to” to express expectations. 

Once you go through the information in “Grammar Notes you are supposed to check your understanding 

of what you have read in “Grammar Notes” by doing the exercises in the sections “Focused Practice” and 

“Communication Practice” in your textbook. These activities will be very useful as they are a preparation 

for the on-site exams. 

Let’s continue with the following topic. 

8.4. Future Possibility: May, Might, Could 

The focus here is on the uses of “may”, “might”, and “could” to express expectations. 

At the beginning of this part in the “Grammar in context” section of your textbook, you will see map 

and a transcript of a weather report on Bristish TV. Do the activitiy “Before you Read” before reading the 

report. Then read and do the activity “After you Read”. 

I suggest you do the following exercise in order to check your comprehension: 

Exercise: 

Will it definitely snow in London tomorrow? 

_______________________________________________________________ 

How strong are the winds going to be? 

_______________________________________________________________ 

Will it be stormy in France tomorrow? 

_______________________________________________________________ 

Will it definitely snow in Paris tomorrow? 

_______________________________________________________________ 

Will Rome be warm tomorrow? 

_______________________________________________________________ 



Will the temperature reach the twenties? 

_______________________________________________________________ 

You can take a look now at the charts in the “Grammar Presentation” section. You will see the structures of 

sentences that use the modals studied. After that, read the explanations and examples in the “Grammar 

notes” section. 

Until now you have studied how to form sentences that use “may”, “might”, and “could” to express 

expectations. Now you are ready to work on the exercises in the sections called “Focused Practice” 

and “Communication Practice” in your textbook. These activities will allow you to practice the use of 

aforementioned modals. 

Well, with these activities we have concluded this topic. If you have any difficulty when doing the 

exercises, you can review the “Grammar Notes” section again or you can call me or send me an e-mail. If 

everything is clear, let’s study the next topic. 

8.5. Conclusions: Must, Have (got) to, May, Might, Could, Can’t 

This topic focuses on the meanings and uses of “must”, “have (got) to”, “may”, “might”, “could”, and “can’t” to 

express conclusions. 

We will start by reading an excerpt from a Sherlock Holmes story called “the Read-Headed League.” 

You will find this interesting text in the section “Grammar in Context” in your textbook. You can do the 

activities “Before you Read” and “After you Read” as well. 


CULTURAL NOTE 

“Sir Arthur Conan Doyle wrote the Sherlock Holmes stories at the end of the 19 th century. Holmes, a 

fictional character, was one of the first detectives. He used his powers of observation to make deductions 

to help him solve crimes. He was often accompanied by his friend, Dr. Watson, who was not as brilliant 

as Holmes.” Tiberio (2006) 

Interesting, isn’t it? It’s time to work on the following Exercise: 

Exercise: 

Why is Wilson visiting Holmes? 

_______________________________________________________________ 



What does Wilson look like? 

_______________________________________________________________ 

How does Watson know that Wilson writes a lot? 

_______________________________________________________________ 

Where did Wilson work for two months? 

_______________________________________________________________ 

What’s the Red-Headed League? 

_______________________________________________________________ 

How did Wilson learn about he job? 

_______________________________________________________________ 

What did Wilson do at the League? 

_______________________________________________________________ 

I suppose that the activity was very easy for you. Now read the information in the charts of the section 

“Grammar Presentation” in your textbook. You will see the structures of the modals that you are studying 

in this point. You must also read the section “Grammar Notes” in order to learn more about this grammar 

point. 


the “Focused Practice” and “Communication Practice” sections in your textbook. If you didn’t understand 

some aspects, please refer to “Grammar Notes” again. 


The section called “From Grammar to Writing” includes grammar points studied in this last unit and 


skills. 

Congratulations! You have finished this course! I hope everything is clear. You can call me or send me an 

e-mail if you have any question. Good luck! 

We will end this course with the following self-evaluation. 





1. I’d rather ______ the movie. It’s supposed to be good. 

A Watch 

B to watch 

C Watching 

D not watch 

2. Take your umbrella. It ______ rain. 

A might not 

B Must 

C ‘s supposed to 

D going to 

3. There are two umbrellas. This one is definitely mine so the other one ______ be yours. 

A must not 

B might not 

C Might 

D Must 

4. Don’t forget your sweater. The movie theater ______ be cold. 

A Might 

B has to 

C couldn’t 

D Must 

5. We ______ bring a gift, but we can if we want to. 

A have to 

B don’t have to 

C Must 

D must not 

6. I ______ have desert. I’m trying to lose some weight. 

A ‘d rather 

B ‘d rather not 

C ‘d prefer 

D ‘d prefer not 



7. That’s a beautiful gold watch. It ______ be expensive. 

A couldn’t 

B doesn’t have to 

C Must 

D Maybe 

8. Hurry up. We ______ be home by 11:00. 

A have to 

B Might 

C must not 

D Prefer 

9. We ______ be late, or we’ll get into trouble. 

A don’t have to 

B can’t 

C couldn’t 

D Might 

10. We ______ to drive, but we took the train instead. 

A were going 

B are going 

C Might 

D ‘ve got to 

REFERENCES 

Tiberio S. (2006). Focus on Grammar 3: Teacher’s Manual. New York: Pearson Education. 




7. Answer Key 

SELF-EVALUATION 1 

1. C 

2. C 

3. B 

4. A 

5. B 

6. D 

7. B 

8. A 

9. D 

10. B 




1. D 

2. B 

3. A 

4. D 

5. A 

6. C 

7. C 

8. A 

9. A 

10. A 




1. D 

2. C 

3. A 

4. D 

5. D 

6. D 

7. A 

8. B 

9. A 

10. C 




1. C 

2. D 

3. A 

4. D 

5. C 

6. B 

7. C 

8. A 

9. C 

10. C 




1. D 

2. B 

3. C 

4. A 

5. A 

6. C 

7. A 




1. A 

2. B 

3. C 

4. D 

5. B 

6. A 

7. C 

8. D 

9. B 

10. D 




1. D 

2. B 

3. A 

4. C 

5. A 

6. D 

7. C 

8. D 

9. C 

10. C 




1. A 

2. C 

3. D 

4. A 

5. B 

6. B 

7. C 

8. A 

9. B 

10. A 

PFGT/ vtc/ 2011-05-13/ 71 

mvlp/2012 



8. Multimedia educational resources 

Videoconferencias 

Primer Bimestre 

Segundo Bimestre 

Diapositivas 

Primer Bimestre 

Segundo Bimestre 


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