Guía

Inglés
Modalidad Abierta y a Distancia
Inglés IV
Guía Didáctica
4 créditos
Ciclo Titulaciones
6 ¡ Todas las titulaciones (excepto

Ciencias de la Educación,
mención: Inglés)
La Universidad Católica de Loja
Área Sociohumanística
MODALIDAD ABIERTA Y A DISTANCIA
Departamento de Ciencias de la Educación

Sección Lenguas Contemporáneas
Inglés IV
Guía Didáctica
4 Créditos
Titulaciones Ciclo
Todas las titulaciones (excepto
Ciencias de la Educación, mención: VI
Inglés)
Autor:
Jonathan Proctor
La Universidad Católica de Loja

Asesoría virtual:
www.utpl.edu.ec
INGLÉS IV
Guía Didáctica
Jonathan Proctor
UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
4.0, CC BY-NY-SA
Diagramación y diseño digital:

EDILOJA Cía. Ltda.
Telefax: 593-7-2611418
San Cayetano Alto s/n
www.ediloja.com.ec
edilojainfo@ediloja.com.ec
Loja-Ecuador
Primera edición
ISBN físico - 978-9942-26-198-4
ISBN digital - 978-9942-25-376-7
La versión impresa y digital ha sido acreditada bajo la licencia Creative Commons 4.0, CC BY-NY-
SA: Reconocimiento-No comercial-Compartir igual; la cual permite: copiar, distribuir y comunicar
públicamente la obra, mientras se reconozca la autoría original, no se utilice con fines comerciales
y se permiten obras derivadas, siempre que mantenga la misma licencia al ser divulgada. https://
creativecommons.org/licenses/by-nc-sa/4.0/deed.es
27 de septiembre, 2018
2. Índex
2. Índex 4
3. Introduction 7
4. Bibliography 10
4.1. Basic 10
4.2. Complementary 10
5. General guidelines to study 12
6. Specific guidelines for learning by competences 14
FIRST BIMESTER
UNIT 1. PERSONAL INFORMATION 17
1.1. Parts of Speech 17
1.2. Object clauses with THAT à what’s the wording in the book? 19
1.3. Reading: Many Ways to Be Smart 21
Self-Evaluation 1 26
UNIT 2. AT SCHOOL 30
2.1. The Present Passive 30
2.2. Infinitives after passive verbs 34
2.3. Reading: An Immigrant Family’s Success Story 34
UNIT 3. FRIENDS AND FAMILY 41
3.1. & 3.2 Indirect Questions with Wh- questions and Yes / No
questions 41
3.2. Reading: Barriers between Generations 44
UNIT 4. HEALTH 50
4.1. Modals to give advice: ought to, should (not), (don’t) have to 50
4.2. Modals in the past tense: should have, shouldn’t have 52
4.3. Reading. Stress: What you ought to know 54
UNIT 5. AROUND TOWN 62
5.1. Time clauses with until and as soon as 63
5.2. Repeated Actions in the Present and the Past 66
5.3. Reading: Running with Ropes 67
SECOND BIMESTER
UNIT 6. TIME 75
6.1. Clauses of Concession: although 75
6.2. Clauses of Reason and Concession: Contrasting because and

although 76
6.3. Reading: The Impact of Technology 78
UNIT 7. SHOPPING 85
7.1. Subject Pattern Adjective Clauses 85
7.2. Object-pattern adjective clauses 88
7.3. Reading: The Smart Shopper 91
UNIT 8. WORK 98
8.1. Present Perfect and Present Perfect Continuous 98
8.2. Participial adjectives: Adjectives ending in –ed and -ing 100
8.3. Reading. Hard and Soft Job skills 102
UNIT 9. DAILY LIVING 110
9.1. Conditionals: present unreal 110
9.2. Connectors: since and so 112
9.3. Reading. All things are connected 114
UNIT 10. FREE TIME 120
10.1. Conditional Sentences: Future Real and Present Unreal 120
10.2. Expressing Hopes and Wishes 121
10.3. Reading. Special Birthdays Around the World 122
7. Answer key 130
8. Bibliographic References 145

Guía Didáctica: Inglés IV PRELIMINARY
3. Introduction
It gives me great pleasure to welcome you to Inglés IV! You are about to embark
on a language learning journey that will reveal some of the intricacies of the most
spoken language in the world as well as refine your communication skills with
that language: English. Inglés IV is one of the complementary subjects that the
Universidad Técnica Particular de Loja offers to students of all majors who study
using the “Abierta” and “Distancia” Education System. The course is worth four
credits.
The aim of Inglés IV is to develop your productive skills (writing and speaking)
by providing you with comprehensible input in the form of reading and listening
texts (receptive skills). The resources provided to you throughout the course will
help you become more proficient with your skills by using them in semi-authentic
contexts. Above all, the assignments and interactive opportunities with the tutor
and fellow classmates are genuine opportunities to engage in interesting and
useful discourse. As you know, practice makes permanent!
The Ventures 4 textbook consists of ten units of study which engaging and
interesting topics. The FIRST TERM will cover Units 1 through 5. The focus of
Unit 1 is on Personal information and you will review some parts of speech while
also studying noun clauses with that. The focus on Unit 2 is on the topic At school
and you will practice using the present passive. The focus of Unit 3 is on Friends
and Family and you will practice forming Indirect Questions with Wh- words and
Indirect Yes/No Questions. The focus of Unit 4 is on Health and will introduce you
to the use of modal verbs for advice, regrets and necessity. The focus of Unit 5 is
on the topic Around the town and you will practice using clauses with until and as
soon as while using appropriate verb tenses for repeated actions in the present
and past.
7 MODALIDAD ABIERTA Y A DISTANCIA

The SECOND TERM will cover Units 6 through 10. The focus of Unit 6 is the
topic of Time, in which you will study the use of because, although and even
though. The focus of Unit 7 is on Shopping and you will practice the formation of
adjective clauses. The focus of Unit 8 is on Work and you will practice contrasting
the use of the present perfect and the present perfect continuous as well as
differentiating the use of adjectives ending in –ed and –ing. The focus of Unit 9 is
on Daily living and you will practice Present Unreal Conditional structures as well
as the use of since and so. Finally, the focus of Unit 10 is on Free Time and you
will practice contrasting conditional structures describing situations in the future
real and present unreal as well as the verbs hope and wish. After this introductory
text you will find a chart containing the topic and grammar focus of each unit of
study.
Even before you begin the course, you might ask yourself: why should I learn
English in the first place? Of course, the answer to that question depends on
where you live, what your goals are, and what your profession is, among various
other factors. However, all of us can probably agree about the importance of
English as an academic requirement due to its role as the primary language in
academic journals, science, business, diplomacy, and social communication. In
other words, English acts as the international “bridge language,” or lingua franca,
that connects cultures and communities. Therefore, mastery of English will
provide access to information and innumerable opportunities that can help you
succeed throughout your academic and professional career. Additionally, you can
communicate with people from all over the world! What’s more, there are several
cognitive benefits to learning another language!
As a final note, I would like to welcome you to the course. Taking the initiative to
learn a language through an online course presents its own challenges, but it is
absolutely worth it! Deciding to learn autonomously shows that you are confident
in your ability to organize your time and work hard. It also shows that you know
that you are capable of being highly successful academically, professionally and
personally and that the hard work and dedication throughout this course will help

to improve your ability to communicate with others using the international “bridge
language.” As famed psycholinguist Frank Smith wrote, “One language sets you in
a corridor for life. Two languages open every door along the way.” With hard work
and dedication, we can open those doors!

4. Bibliography
4.1. Basic
Bitterlin, G., Johnson, D., Price, D., Ramirez, S., & Savage, K. (2014). Ventures 4
(2nd ed.). New York: Cambridge University Press.
Ventures 4 empowers students to achieve their academic and career goals.

This is specially designed for adult students of intermediate level. This
textbook has ten topic-focused units. Each one of them is composed by
six sections which provide the students grammar charts and a wealth of
exercises to develop their language skills.
Proctor, J. & Alvear, J. (2014) Inglés IV: Guía Didáctica. Loja, Ecuador. EdiLoja.
The didactic guide corresponding to the subject Inglés IV aims to orientate

and assist language learners in course by offering study strategies and how
to engage with the activities in the textbook and on the online component of
the course in an autonomous way. Self- assessment are offered after each
unit to help track progress and to help prepare for the graded activities.
4.2. Complementary
SpanishDict. (n.d.). Available at http://www.spanishdict.com/
This resource provides highly accurate translations of single words and

texts due to its utilization of various translation sources. In addition to being
a translator and dictionary, it also provides rudimentary grammar lessons of
Spanish and English verb conjugation.

Merriam-Webster online dictionary (2012). Available at: http://www.merriam-

webster.com/
This is a useful source of definitions, synonyms and antonyms. It helps the

students learn English in a visual and accessible way. For students of all skill
levels.
Widmayer, S. & Gray, H. (2017). Sounds of English. Available at https://www.

soundsofenglish.org/
This supplementary resource provides practical guides to formulating certain

sounds in English via diagrams, multimedia, explanations with examples and
brief lessons. This is a quite useful for refining the pronunciation of sounds
that are featured in English but not in Spanish.
Raimes A. (1998). How English Works. A Grammar Handbook with Readings.

Cambridge: Cambridge University Press.
How English Works is a great textbook that provides the users with clear
grammar explanations and appropriate examples in thirty chapters.
Additionally, it presents a section of reading texts in order to practice the
grammar points studied throughout the textbook.
University of Victoria. English Study Centre. Study Zone.(2013). Available at:

https://web2.uvcs.uvic.ca/elc/studyzone/
The site is designed for adult English language learners. Study Zone is
organized by proficiency level and offers numerous lessons with reading and
listening texts along with comprehension, vocabulary and grammar exercises
to help students improve their English skills.

5. General guidelines to study
Educational technologies, print material, supplementary audio and computer

functions are incorporated into the course design by the UTPL for the students of
the Distance System in order to enable all students equal opportunities to access
educational material and achieve their educational goals.
In order to use these tools and resources effectively, you need to practice
particular skills such as: good work and study habits, adequate level of computer
literacy, consistent access to computers and internet, self-motivation and good
organizational skills. This will help develop successful habits as you learn
independently.
The print material provided for Inglés IV are: the Ventures 4 Student’s Book, the
Ventures 4 Workbook, the accompanying audio CDs, and this guía didáctica.
The computer resources utilized in this course are: the virtual platform EVA
(Entorno Virtual de Aprendizaje), the virtual library, video-collaborations, open
educational resources, ROA, and many others.
Additionally, you will be given complementary references and links for online
sources of information and related web pages for exercises and self-assessments
for each unit of study.
http://1.bp.blogspot.com/-ow5_CkGp4Cg/UxJ7sgQieEI/AAAAAAAAACA/KdsORJSwxzs/s1600/
imagesCAVIK2WR.jpg

The Ventures 4 Student’s Book is the main resource that you will use in this course
Inglés IV. It is comprised of 10 units. The first term will cover units 1 through 5 and
the second term will cover units 6 to 10. For a brief review of the contents of the
book, refer to page 5 of this guide.
We’re here to help! Follow these suggestions:
Read the academic announcements that your tutor publishes

on the EVA platform. These include important dates of activities,
helpful study strategies, grammar guides, supplementary
resources and motivational messages.
Read the messages the University provides to the students on the

main page of the EVA platform and to your UTPL e-mail address.
If you have any questions, concerns or comments, contact your

tutor through the EVA platform. It is a good idea to write to your
tutor in English. Good language learners take advantage of every
opportunity to practice their language skills!
http://3.bp.blogspot.com/-LGNfU5liIrQ/TZLktUOZQgI/AAAAAAAAAHQ/A_
KfMnkT26w/s320/conferencias.jpg

6. Specific guidelines for learning by competences
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSxgqyN9F1ZY9_
PCxOxCW6tj6NHBGdMefH_Gy5glBmR0rDQNWD2
▪▪ Familiarize yourself with the course content by reviewing the materials. Begin
with the syllabus (plan docente), which includes a week-by-week summary
of the entire course and the activities. Then, review the glossary titled Scope
and Sequence (pages iv – vii) from the Ventures 4 Student’s Book (also
summarized on page 5 of this guide). Finally, review this guía didáctica.
Doing so will give you a general overview of the material that you will engage
in throughout the course and will help you manage your time and plan your
schedule.
▪▪ Review the Evaluation System and Assessment Criteria of the course in

the syllabus (plan docente) in order to gain a better understanding of how
your performance in the course is evaluated.
▪▪ Plan your study schedule according the course syllabus to study each weekly
module. The syllabus provides an estimated amount of study for each week.
Be aware of the dates of the graded activities and their respective deadlines.
It is a good idea to highlight the important dates of the course when activities
are opened and closed.
▪▪ Remember that it is compulsory to complete and submit the graded activities

before or on the established deadlines. The activities for each term are:
FORUMS, CHATS (dates subject to change), bi-weekly QUESTIONNAIRES
and the ASSIGNMENT (TAREA). These are vital components of the course

– they comprise 50% of your overall grade! Additionally, these graded

activities allow you to implement various learning strategies, as they evaluate
your content knowledge and language production skills. Completion of the
activities will help you prepare for the on-site evaluations.
▪▪ Choose the most appropriate place to study. A quiet, comfortable place is

recommended.
▪▪ Utilize the techniques and strategies that you find most effective when
studying. Underlining, note-taking, highlighting, creating graphic organizers,
schemes, diagrams, etc. are common but extremely useful practices.
▪▪ Take advantage of the resources available to you! Use the other resources
such as the virtual library (https://biblioteca.utppl.edu.ec) and open
educational resources (ROA) offered by the university as well as the
supplementary materials and websites that the course tutor shares in order to
get additional information and to practice the language content of the course.
▪▪ The Self-assessments for each unit are designed to give you the
opportunity to assess your skills and identify possible weaknesses in the
topic being studied. These are not graded but will help you prepare for the
graded questionnaires.
▪▪ Maintain contact with your tutor and be aware of the academic

announcement that they send regularly. You can find these messages on
EVA and you will also receive them at the e-mail that you provided the
university. Additionally, you can call your tutor during the tutorial hours
indicated on the INGLÉS IV page if you have any questions or concerns
about the course, the content or language in general.
▪▪ If you are struggling, review the content from previous courses (Inglés I, II,
III). The Inglés IV course is designed for upper-intermediate English language
learners.

▪▪ Remember, language learning is a lifelong process! With consistent practice,

you will progress consistently. Be patient with yourself – practice makes
progress!

Guía Didáctica: Inglés IV FIRST BIMESTER
FIRST BIMESTER
UNIT 1. PERSONAL INFORMATION
https://3.bp.blogspot.com/-EzzdpO7dcuk/WftsQ2YYNII/AAAAAAAAAGI/x1az3rlG5EM5sl4iZtUY5-
GxexVucdynwCLcBGAs/s640/Multiple-Intelligences-in-Children.jpg
Before starting the study of Unit 1, please review the section titled Welcome in
order to review the use of adjectives, activities you like and dislike, verb tenses,
and others. Since this is a revision of several topics you have studied previously,
this will not be considered for the on-site evaluations. For extra practice using
various verb tenses, complete the section also titled Welcome in the Workbook.
The first step to fulfill the learning aims of Unit 1 is to become familiar with the
vocabulary related to multiple intelligences. To do so, complete the activities
of Lesson A. If you come across an unfamiliar word in the text, try to elicit the
meaning from the context before using an external resource. Remember: your
mind is the most useful and valuable resource that you have!
Ready? Good. Now, to let’s focus on the grammar of this unit!
1.1. Parts of Speech
Review Lesson B: Parts of Speech. Remember that Parts of Speech is the

categorization of words according to the function of a word. In this section you
have a review of the use of nouns, verbs, adjectives and adverbs (take a look at
the star chart below). Specifically, this lesson focuses on the contrast between
adjectives and adverbs.

Let’s review some of the irregular forms of adjectives and adverbs that are most
commonly found (next page).
“What kind of word is it?” The principle parts of speech
Graphic 1. (Proctor, 2018)
Part of Speech Word form Example sentence

Adjective Good Your pronunciation is very good.
Adverb Well You speak very well.
Adjective Fast I have a fast car…
Adverb Fast …but I don’t drive fast.
Table 1. (Proctor, 2018)

Adjectives describe nouns:

• Your pronunciation is very good. à (The adjective good describes your
pronunciation [a noun])
Adverbs describe verbs:
• You speak very well. à (The adverb well describes the quality of how you speak [a
verb])
Some words use the same form when used as both adjectives and adverbs (fast, late,
hard)
• I have a fast car à (The adjective fast describes my car [a noun])
…but I don’t drive fast à (The adverb fast describes the quality of I don’t drive [a
verb])).
NOTE: Keep in mind that most adverbs end in –ly but there are numerous irregular
adverbs forms.
Do you need more explanation about adjectives and adverbs?

Watch the video below and then complete the exercises on pages
8 & 9.
For additional reinforcement, try this video class from American
English from the U.S. Department of State: link.
1.2. Object clauses with THAT à what’s the wording in the book?
Dear student, take a look at the following sentences. What word do they all have in
common?
Do you think that I should take piano lessons?

I believe that it is a good idea to learn music.
There are many benefits that learning an instrument can have.
If you said that, then good job! You are a very astute student.
Now let’s look at the structure of sentences with a that clause.
In these kinds of sentences there are two parts (also called clauses):

The main clause is also called an Introductory clause The noun clause begins with that
Do you think (that) I should take piano lessons?
Table 3. (Proctor & Alvear, 2018)
Why do you think the word that is in (parenthesis)? Well, it can actually be
omitted!
Using that in a noun clause is optional. Take a look at these examples:
Do you believe that English is more complex than Spanish?

Do you believe English is more complex than Spanish?
You’ll see that the meaning of both sentences are exactly the same.
The word that serves to connect the two parts of the sentence: the introductory
clause and the noun clause.
Because both clauses of the sentence connect in a logical way, the use of that is
optional.
How to recognize a Noun Clause from other clauses:
Identify the sentence with a noun clause from the following

group of sentences:
A. Do you think that you are better at some school subjects
than others?
B. Everyone has a gift, talent or ability to share with the
world.
C. When working together it is important to recognize other
people’s strengths.
The correct answer is a) because that is omitted. Can you insert that somewhere
in the sentence? Where? Does the sentence still make sense? Check your answer
below.

Would you like some more explanation about Noun Clauses? If so, watch this
video class from one of our fellow professors from the university: link.
Now, for further practice you should complete the activities in your Workbook.
I recommend you to complete the activities of Lesson C.  emphasize important

of self-evaluation here
1.3. Reading: Many Ways to Be Smart
Have you ever thought about what you do particularly well? Have you
ever considered that you might be better at some ways of learning than
others?
I wonder, dear student, if you have you ever heard of types of
intelligences.
In Lesson D: Reading (page 12) you’ll find some interesting information
about this learning theory conceived by Howard Gardner.
Review this section and answer the questions in Activity 1: Before you read.
This pre-reading activity will activate your background knowledge so that you have
a general idea of what the magazine article is about by making predictions about
the content of the text.
Now take about 10 to 15 minutes to read the article.
Study tip: Dear student, here is a useful study tip

to learn new vocabulary. If you encounter any
new words, it is a good idea to write them down in a
vocabulary notebook. After you finish reading, look up
the definitions of the new words and then re-read the
passage where you found them.
So far, so good! After some reflection on the reading, were you able to
identify your primary intelligence, or what your strongest characteristics
are?

Now, listen to CD 1, track 9 and read the article aloud along with the
recording.
This is a good strategy for you to practice and refine your pronunciation.
Dear student, it is important to complete the other activities given in Lesson D

(page 13) in order to consolidate your learning of the new words and structures.
Practice makes progress!
Furthermore, these vocabulary terms may be included in the FIRST

QUESTIONNAIRE and/or the MIDTERM EVALUATION EXAM of the first
bimester.
Lesson E: Writing, Unit 1 (page 14-15) includes important information related to

paragraph formation.
After completing Lesson E: Writing, you should be able to identify

which parts of a paragraph are considered the topic sentence and the
supporting sentences.
Let’s look at this critical aspect of reading analysis in greater detail.
Please, focus your attention to the information related to Topic Sentence and
Supporting Sentences.
http://schoolsquestiontime.org/wp-content/uploads/2012/08/topic-sentence-graphics.png

The TOPIC SENTENCE is the one that introduces the main idea of a paragraph.
The SUPPORTING DETAILS give examples, facts, reasons and evidence to

support the main idea.
Dear student, let’s try this exercise to practice our ability to identify parts of a
sentence:
Main Idea:
My primary intelligence is linguistic.
https://goo.gl/ksyLLc
Now, read the following sentences and decide which one provides supporting
details that relate to the main idea. Remember, even though the content of the
sentence is related, a supporting detail connects directly to the topic sentence
because it is a continuation of the main idea.
A. I enjoy learning other languages.

B. Language is the one of the defining characteristic of humans.
C. I can remember information better when it is spoken.
What do you think, dear student? Let’s look at each option one by one.
Option A does not connect to the topic sentence because it does not mention
multiple intelligences despite the fact that it mentions learning languages.
Option B is a commentary about the evolutionary paradigm of language in

humans but does not relate to learning languages or multiple intelligences.

If you said Option C, then congratulations! It is correct because it directly relates

to the topic sentence by explaining why linguistic intelligence is the primary
intelligence (it is easier to remember information when it is spoken).
https://comps.gograph.com/owl-teacher-and-pupil_gg58380117.jpg
Dear student, as a language learner I am positive that you understand the

importance of clear and cohesive writing. Therefore, it is highly recommended that
you complete the activities in Lesson E: Writing (pages 14 - 15). The final activity
of Lesson E is to write a paragraph (exercises 2 and 3).
When you finish, by all means share your composition with your tutor (via EVA or
UTPL e-mail) so that you can receive valuable feedback from your tutor to help
improve your writing skills.
Now that you’ve practiced your writing skills, let’s proceed with Lesson F: Another
view (pages 16 - 17). This section includes enjoyable exercises about interesting
topics that can help you review the vocabulary from the unit. It is recommended to
participate in the speaking exercises (exercises 1: B and 2: B), especially if you
have someone to practice your speaking skills with!
What about Grammar connections? Here, we have the use of so when we answer
a question formed by a noun clause with that.
Example
Do you think that math is essential to succeed at school?
Yes, I think so. / No, I don’t think so.

https://goo.gl/CUFGyi
Did you notice that so represents the idea that is being questioned?
Great, dear student. Now it is the time to go on with the Self-assessment for Unit
1.
Also, it is a good idea to complete the self-assessment of page 141.
Active Listening
Would you like to have additional listening practice
while watching a fascinating video about a school that
implements the theory of Multiple Intelligences in the
classroom? Great!
Follow the link to watch a video from about the Enota
Multiple Intelligences Academy in Georgia, USA
published by Edutopia and feel inspired to learn!
LINK
HINT: turn on subtitles by clicking on the “gear” icon
Are you ready for the Self-assessment? This evaluation is a way to measure
your progress and will only take a few minutes to complete. Review the grammar
on page 146 of your Venture 4 Student’s book if necessary. These evaluations
will help prepare you for the graded Questionnaires on the EVA platform, so it is
highly recommended to complete it!

Self-Evaluation 1
Activity 1. Select the option that completes the statement correctly.
1. When he was a child, my brother Leo spoke very _______ and his friends
couldn’t understand him.
a. quiet
b. quietly
c. quieter
2. Do you think you speak English _______ ? Yes, of course!
a. goodly
b. good
c. well
3. Barbara swims _______ because she has strong arms.
a. fastlier
b. fastly
c. fast
Activity 2. From the box, select the verbs that make sense in the following
sentences. Also, use that.
urge– say – insist – believe – recommend – propose–
Note: Here we have some verbs other than the ones given in Unit 1. Just be
aware of their meaning to get the best option. In some cases, more than one verb
could be correct.

A. Experts _______ exercise is important for health.
B. However, a recent magazine article _______ Americans do not exercise

enough.
C. Dr. Jones , in a letter to Congress, _______ a campaign to increase the

health of Americans is necessary.
D. He also _______ nutrition education in schools must begin in elementary

school.
E. He _______ that every American change his/her lifestyle.
Activity 3. In the following groups of sentences, identify the option showing the
correct word order of a sentence containing a noun clause.
1.
a. People believe that is wonderful Angelina Jolie.

b. That is wonderful Angelina Jolie people believe.
c. People believe that Angelina Jolie is wonderful.
2.
a. Do think you will travel to Galapagos someday?

b. Do you think that you will travel to Galapagos someday?
c. Will you travel to Galapagos someday do you think?

Activity 4. Select the correct answer.
1. Select the choice with the correct answer.

We frequently omit that before a noun clause ___________.
a. when speaking
b. in formal writing
c. in informal writing
2. Which of the following options contains expressions to give opinions?
a. I suppose, I think, It`s believed.

b. I believe, I think, I`d say.
c. I believe, I think, It`s said
3. Select the noun clause that correctly completes the following sentence: Do
you think that ___________________________?
a. Jonathan is gifted in math

b. is Jonathan gifted in math
c. is gifted in math Jonathan
See the answers on page 90 of this guide.

Dear student,
You are encouraged to share the experiences you had when

learning the contents of Unit 1.
For example: What did you learn? What did you find difficult?
How have your language skills improved? What strategies or
suggestions can you offer to facilitate your classmates’ language
learning? How can you implement this knowledge and these
grammar structures in your daily life?
Take some time to reflect and write. When you are ready to share,
please upload your paragraph to EVA as a response to the weekly
academic announcements for your tutor and your classmates to
read, respond and reflect as well. Thank you!

UNIT 2. AT SCHOOL
https://goo.gl/zVzQoW
2.1. The Present Passive
Dear student, I have a question for you: how can call attention to an action when
the subject is less important than the verb? Of course, we can use all manners of
powerful verbs. However, there is a particularly useful structure to emphasize the
action of a sentence. That’s right, it’s called the passive voice, but you already
knew that, didn’t you?
Let’s look at some examples of this structure and when to use them.
https://www.myteachernabil.com/the-passive-voice-lesson/
Using the passive present
Active sentences are considered more direct than passive sentences. Passive
sentences are common, however, especially in academic writing. In fact, there are
three situations when it is better to use a passive sentence instead of an active
one.

When to use the present passive Example

When we don’t care or don’t know who A quiz is given after every learning module.
performs the action.
When we want to place emphasis on The score is received after the testing
that which receives the action rather period by the students.
than the “doer”, or agent.
When we can’t or don’t want to say who The answers to the quizzes are hidden
performed the action. until the testing period ends.
Table 4. (Alvear & Proctor, 2018) [adapted from Study Zone, 2011]
Exercise 2.1.1:
Instructions: Look at each of the examples of Table 4 (page 18 of this didactic

guide) carefully. You will notice that there are some words that are in bold. On
table below, copy the words in bold and diagram the words (provide the form). The
first sentence is already done.
Diagram [object] + [to be] + [past participle]

Passive present: A quiz is given…
Diagram _______________________________________________________________
Passive present: The score is received…
Diagram_______________________________________________________________
Present passive_________________________________________________________
Tip: To determine if a sentence is in the passive voice or the active voice, ask
yourself:
who was the subject [verb] by? For example:
A quiz is given after every learning module.
Ask yourself “who was the quiz given by?” Do we know? No,
of course not. The sentence is in the passive voice and we don’t care who gave
the quiz. What about this sentence?

The tutor gives a quiz after every learning module.
Ask again “who was the quiz given by?” Do we know? Yes, we do! Is the sentence
in the passive voice? Actually, it is in the active voice. In this sentence, we know
who the subject is and who commits the action because we want to know or
because that information is important.
However, we can also say who committed the action while using the passive voice:
A quiz is given after every learning module by the tutor.
Let’s look at how to use the “by phrase” in more detail (adapted from Study Zone,
2011):
Using the “by phrase”

As it was mentioned above, the passive voice is used when writers don’t know or don’t
care who performed the action. Writers include it in passive sentences only when it
is important for readers to know who performs the actions. Consider the following
examples.
• That building was designed by a famous architect.
(The “by phrase” is important, so it is included.)
https://goo.gl/H6NiNv
• “Macbeth” and “King Lear” were written by William
Shakespeare.
(The “by phrase” is included because it is important to
know who wrote the two plays.)
https://goo.gl/2pPST4

Using the “by phrase”

• The mail is usually delivered before noon.
(The “by phrase” is not necessary because we know
who delivers the mail each day [the mailman] so it isn’t
important to specify who performs the action.)
https://goo.gl/q4hDF9
Table 5. (Alvear & Proctor, 2018) [adapted from Study Zone, 2011]
If you’ve made it this far, you’re doing well! It’s time to go a little further
and apply what you have learned by completing the exercises for
present passive in both the Student Book (pages 20 - 21) and the
Workbook (pages 16- 17).
Do you think you need some reinforcement on how to use the passive
voice? If yes, then try this video class: LINK
Dear student, read the following sentences and identify which is in the passive voice.
The sentences also contain a noun clause with that.
a. Did you know that we have a self-assessment after this module?
b. Did you hear that there this module contains a useful self-assessment?
c. Did you hear that a self-assessment can be found after this module?
Check your answer:
▪▪ The answer, dear student, is option c). When deciding if a sentence is in the
passive voice or not, remember to ask “who is doing the action?” In option
c, we can ask “who can find the self-assessment?” Logically, you can find
the self-assessment, dear student, however the sentence does not say
specifically who because it isn’t necessary since it can be inferred. The noun
clause contains passive structure (object + [be] + past participle)
▪▪ In option a), we can ask “who has a self-assessment?” We can identify who
the subject of the clause is (we have a self-assessment) and what action we
do, therefore the sentence is in the active voice. The noun clause contains
active structure (subject + verb + object)

▪▪ In option b), we can ask “who (or what) contains a useful self-assessment?”
We can identify both the subject of the clause and the action it does (the
module contains the self-assessment). The noun clause contains active
structure (subject + verb + object)
2.2. Infinitives after passive verbs
Some passive verbs can have an infinitive (to + verb) after them.
Active Passive
(subject + verb + object) (object + [be] + past participle + [infinitive])
The tutor tells the students to complete The students are told (by the tutor) to
the self-assessments after every unit. complete the self-assessments after every unit
Verbs often followed by infinitives
advise intend require
allow mean tell
encourage plan use
expect prepare
Table 6. (Proctor, 2018) [adapted from Ventures 4, 2008]
For extra practice (and preparation for the evaluations!), complete the
exercises in Ventures 4 Student’s Book (pages 22 – 23) and Workbook
(pages 18 – 19).
2.3. Reading: An Immigrant Family’s Success Story
Dear student, I have a couple of questions for you:
Have you ever thought about what it means to be truly successful? How do you
define success?
After contemplating your answers, proceed to read the story titled “An Immigrant
Family´s Success Story” on page 24 of the Ventures 4 Student’s Book. and identify
this family’s obstacles and successes.

You can listen to the text while you read by playing the audio from CD 1,
Track 12.
This will help you improve your listening comprehension while practicing the
pronunciation of new words.
Afterwards, complete the activities in the section After you read (page
25) so that you can improve your reading comprehension and build your
vocabulary.
It is time to complete the activities given for Lesson E: Writing (page

26). Note that these are directly related to the tasks for the final
evaluation of the course.
Remember, good writing is a reflection of good thinking, so be sure to think

clearly about what you want to express before you start to write. Exercise 1: Part E
(pages 26 - 27) will help you plan your writing.
Entertaining English (Active Listening)!

watching a funny episode?
Of course you do! After all, why not?
Use this link to watch a video about art and the
passive voice from the Top Notch English video series
from Pearson English.
LINK
HINT: turn on subtitles by clicking on the “gear” icon.
Well done, dear student. You are well on your way to becoming even more
proficient in English!
Why not test your abilities and knowledge of the topics and structures that we
practiced in Unit 2?

Take a moment to complete the Self-Assessment for Unit 2.
When you are finished, check your answers on page 91 of this didactic guide.
For additional practice and preparation, complete the Review exercises for Units
1 & 2 (Student’s Book: pages 30 - 31) before taking Questionnaire 1, which is a
graded activity.

Self-Evaluation 2
Activity 1.
1. From the following groups of sentences, A and B, select the options showing
the correct order to form a negative Passive sentence.
A.
a. The students weren’t given new financial rules.

b. Weren’t the students given financial new rules.
c. The students financial new rules weren’t given.
B.
a. The students were asked to fill out not a new application.

b. The students were asked not to fill out a new application.
c. The students were asked to fill not out a new application.
2. Select the correct Passive sentence to transform these Active

Sentences A and B.
A. Where does the director announce the new class rules?
a. Where did the director announce the new class rules?

b. Where is the director announcing the new class rules?
c. Where are the new class rules announced by the director?

B. The UTPL provides the students with modern technological resources for
distance studies.
a. The students are provided with modern technological resources for

distance studies (by the UTPL).
b. The students they are provided with modern technological resources for
distance studies (by the UTPL).
c. The students are provided for distance studies with modern
technological resources(by the UTPL)
3. In the following groups of sentences, which of the options contain an

incorrect passive sentence?
A.
a. The causes and effects of the problem was described.

b. The causes and effects of the problem were described.
c. They described the causes and effects of the problem.
B.
a. Our students allowed to earn credit for the internship.

b. Are our students allowed to earn credit for the internship?
c. Our students are allowed to earn credit for the internship.
Activity 2. First, read the conversation carefully. Then, underline the sentences in
passive form and double underline the sentences containing infinitives
after passive forms.
Ralph: Hi Beth. How are you?

Beth: Hi, I am fine. Thanks. What are you doing?
Ralph: I am revising my lessons. Everyone in our class was encouraged to
gain an extra mark with this task.

Beth: Oh, I see. And also, you were asked to have a good mark in the test.
Were you?
Ralph: Exactly. Do you think that studying English is important?
Beth: Yes of course, it is. Since a lot of materials on the web are given in
English, it is learned by many people in the world. In other words, English is
studied to be used as a tool to access the internet.
Ralph: True, we should also learn English so that we understand other
cultures. English is considered the language of the whole world, so if you
want to speak with anyone from a different country, you should use English.
Activity 3. Write sentences for each sign using BE SUPPOSED TO and BE
NOT SUPPOSED TO.
1.
https://goo.gl/NX4mP9
2.
https://goo.gl/BpnBLK
3.
https://goo.gl/Y3KnBu
See the answer key at the end of this guide.

Dear student,
Once again, you are encouraged to share the experiences you had
when learning the contents of Unit 2.
https://goo.gl/hpfTWD

UNIT 3. FRIENDS AND FAMILY
Dear student, welcome to Unit 3: Friends and Family – a topic we can all relate to!
Access the audio from CD 1, tracks 13 – 14 and complete the exercises on pages
32 - 34.
3.1. & 3.2 Indirect Questions with Wh- questions and Yes / No
questions
Dear student, do you know the difference between a direct question and an
indirect question? If you said that it is a question of politeness, then you are
correct!
We use indirect questions to politely ask for information

or to suggest that we want to know about something.
Of course, indirect and direct questions have different grammatical structures as

well. Take a look at the tables below:
Wh- questions
Direct Indirect
Present What do you study? Can you tell me what you study?
Who is your best friend? I’d like to know who your best friend
is.
Past When did the bus arrive? Do you know when the bus arrived?
Where were you born? I wonder where you were born.
Table 7. Table 3.1.1 (Proctor, 2018) [adapted from Ventures 4, 2008]

Yes / No questions
Direct Indirect
Present Do we have a quiz today? Do you know if we have a quiz today?
Is English easy for you? I don’t know whether English is easy
for you.
Past Did you finish your chores? Could you tell me if you finished your
chores?
Was Inglés III difficult? I wonder whether Inglés III was
difficult.
Table 8. (Proctor, 2018) [adapted from Ventures 4, 2008]
Now, dear student, I have a question for you. I’m positive that you’ll know the
answer to it.
After analyzing the examples in Tables 7 and 8, which questions seem more
polite?
Direct questions or indirect questions? (Circle the answer).
(the answer is indirect questions)
So far, so good! Now, to put your knowledge into practice, refer to Tables 7 and
8 to complete the following exercises and create your own grammar reference
guide.
Common introductory clauses that are used with indirect questions

Affirmative statements Questions (interrogatives)
I’d like to know… Please explain… Might you know…?
I want to know... I need to know… . ______________________?
_____________________ . _____________________ . ______________________?
_____________________. . ______________________?

When you are finished, check your answers on page 148 of the Ventures 4
Student’s book.
Then continue with the next exercise and complete the sentences or underline the
correct option that describe the rules for indirect questions. Refer to Tables 7 and
8.
Rules for using indirect questions

(Indirect questions / Direct questions) are a more polite form to solicit information.
If the introductory clause is a question, end the sentence with a (question mark /
period).
If the introductory clause is a statement, end the sentence with a (question mark /
period).
For (Wh- questions / Yes or No questions), we use the words ________ or whether
after the introductory clause.
The word order in both direct and indirect sentences with the verb [be] does not change.
(True / False)
Check your answers on the following page and then review

information about the syntactic (word order) rules of forming
indirect questions.
Remember, if you have any difficulty understanding these
grammatical concepts, which can admittedly be difficult, please
contact your tutor for clarification.
Take a look at the direct and indirect questions below.
Do you notice how the word order changes? Where does the verb [be] go in both
questions?
What is the population of Ecuador? (Direct question)
I wonder if you could tell me what the population of Ecuador is?

(Indirect)

Now look at the sentence diagrams from “How English Works” (Raimes, 1998)
Table 11. (Alvear, 2017)
Well, you’ve had a good amount of practice. Now it’s time to apply your knowledge
of indirect questions! Complete pages 34 – 37 of the Ventures 4 Student’s Book
and pages 28 – 31 of the Workbook in order to consolidate that knowledge so that
this very useful language of politeness will become a part of your repertoire.
3.2. Reading: Barriers between Generations
Ready to practice your reading skills?
Here you have an interesting reading article on pages 38 – 39 of the Ventures 4
Student’s Book. Here’s the procedure to complete the reading section.

▪▪ First, answer the questions of Exercise 1: Before you read.

This is good opportunity to practice your speaking skills!
▪▪ Next, read the article once to get the main idea. Underline any
new words.
Tutor’s hint: Try to deduce their meaning of unknown words from
the context of the text.
▪▪ Look up the new words on the Longman Dictionary of
Contemporary English or SpanishDict and take notes on the new
words that you learn.
▪▪ Read the questions from Exercise 3: After you read (A) and
identify key words from them. This is a useful strategy that will help
you find the answers in the text quickly when you re-read it.
▪▪ Read the article a second time while listening to the audio of
the text on CD 1, track 15 with the intention of answering the
questions in Exercise 3: After you read (A).
After you finish exercise (A), complete the chart in exercise (B.2)
and complete the sentences in exercise (B.3).
▪▪ Check with your tutor via message or during the weekly tutor
chat if you have any questions, concerns or curiosities about the
content of the lesson.
Our second-to-last step is to complete the exercises for lesson E:

Writing (pages 40 - 41) in order to develop your writing skills. Follow
the instructions to plan a new paragraph about a difference between
you and your parents or you and your children.
Now, dear student, it would be very interesting to see what generational

differences you and your classmates have found while doing the
activities of Lesson E. Why not share your writing with your tutor and
classmates during the scheduled weekly chat? It is a good idea to get
some feedback on your written work because you can improve with the
help of your tutor!

After completing the writing practice, move on to Lesson F- Another view on

pages 42 – 43 in order to prepare for the upcoming Self-assessment at the end of
this unit.

watching a funny episode?
Of course you do! After all, why not?
Use this link to watch two videos about families from
the Top Notch English video series from Pearson
English.
Top Notch Video 1 Link
Top Notch Video 2 Link
If you need additional explanation for the contents of Unit 3, do not be reluctant to
contact your tutor.

Self-Evaluation 3
Activity 1. Change the direct questions to indirect Wh- questions.
1. Why is he grounded?
A. I’d like to know ______________________________ .

B. I think his grades were bad.
2. When did she start to trust him again?
A. I wonder _________________________________________________
B. She started to trust him again after he apologized.
3. How can I get a better job?
A. Can you tell me ___________________________________________?

B. First, you can continue to improve your English.
Activity 2. Write indirect Yes / No questions with whether.
1. Do you know _______________________? (Did he break the school rules?)
2. Can you tell me ______________________ ? (Is there a bus stop nearby?)
3. I’d like to know _______________________ (Is he grounded this weekend?)

Activity 3. In each group of sentences, choose the sentence including an indirect
question correctly.
1. Choose the correct sentence.
a. Are you one of the reasons why is he not in class today?

b. Could you tell me when the next train is supposed to arrive?
c. I wish I knew where is the best place in Victoria to buy shoes.
a. Do you know whether or not they are going to have a large wedding?
b. Do you know where are they going to stay while they are visiting
Vancouver?
c. I wonder why is the cafeteria is so crowded today?
a. Have you decided when are you returning to your country?

b. I wonder what should I buy my girlfriend for her birthday.
c. Do you know if many people are coming to the party?

Dear student,
Once again, you are encouraged to share the experiences you had
when learning the contents of Unit 3.

UNIT 4. HEALTH
https://melbournechapter.net/images/hunt-clipart-wellness-5.png
4.1. Modals to give advice: ought to, should (not), (don’t) have to
Welcome to Unit 4, dear student!
Let’s start looking at the pictures in Lesson A: Get ready (pages 44 – 45).
What do you notice? Answer the questions below.
It is a good idea to contemplate these questions in your mind in English.
Tutor’s hint: If you train yourself to think in English, you can

improve your overall fluency!

Think in

English!
Graphic 2. (Proctor, 2018)
What do you see?

What is happening?
How does Sara look in all the pictures?
Why is she tense?

In order to confirm your answers, listen to CD1 track 16 and complete

Exercises 2: A, B and C (p. 45). Afterwards, consider the following
questions:
What strategies do you find useful for coping with stress?

If you had to give advice to Sara about her stress, how would you
do it?
Next, in Lesson B (pages 46 – 47), you are going to learn different ways to
give advice using special verbs should (modal), ought to (modal), and have to
(auxiliary).
Before you begin, please review Table 12 on the following page:
Modals to express ideas of Advisability, Necessity and No Necessity.

Advisability Should (not) You shouldn’t smoke cigarettes.
ought to You ought to eat lots of vegetables every day.
Necessity Have to I have to avoid watching violent movies.

Has to He has to leave the office now.
Had to Last year, he had to work on weekends.
No necessity Do(es) not have to You don’t have to work early.

Did not have to She didn’t have to lose her temper.
Table 12. (Alvear & Proctor, 2018) (Adapted from “How English Works” by Raimes,
1998)
NOTE: contracted forms (shouldn’t, doesn’t, don’t) are more common when
speaking and informal writing. However, it is a good idea to use the uncontracted
forms (should not, does not, do not, did not) when writing for formality and clarity.
Dear student, I have a question for you:

What verb form comes after the modals/auxiliary verbs in the examples of Table
12?
a. Infinitive with ‘to’
b. Base verb
c. Present simple
You can find the answer at the bottom right corner of this page.
Dear student, remember that practice is critical when developing your language
skills., which is why you should complete all the activities for Lesson B (pages 46
– 47). Please communicate any questions, concerns, curiosities or doubts to your
tutor. After all, we are here to help!
[ the answer is option c) ]
4.2. Modals in the past tense: should have, shouldn’t have
Lesson C offers another uses of should: Advice in the past and Regret in the
past.
Analyze the use and form of these structures in Table 13:
Modals to express Advice in the past and Regret in the past

(The advisable action did not occur)
Advice in the past Should have + [past participle] You should have finished soon.
Shouldn’t have + [past participle] You shouldn’t have taken so much
time to finish.
Regret in the past Should have + [past participle] I should have arrived on time.
Shouldn’t have + [past participle] I shouldn’t have been late.
Table 13. (Alvear & Proctor, 2018) (Adapted from “How English Works” by Raimes
A. 1998)

Note that the difference in meaning is contextual, not structural.
Let’s look at more examples in order to better elucidate this idea.
1. To express regret about things we didn’t do in the past. (actions that didn’t occur)
This is usually expressed using the first person singular or plural: I or We.
For example:
Sara was very stressed out this morning. We should have called
her before her driving test.
(We did not call Sara before her driving test and feel bad about
it)
2. To express regret about things we did in the past but wish

that we did not.
For example:
We should not have left Sara alone this https://goo.gl/Ed1zdL

morning.
(We left Sara alone this morning but wish
that we stayed instead)
3. To give advice about things in the past.

For example:
You should have accompanied Sara to her driving test. (advice

given after the driving test)
You shouldn’t have been indifferent with Sara’s situation. (advice
after the situation)
When we express advice, we usually address other people.(you,
he, she, they, etc.)
Table 14. (Alvear & Proctor, 2018)

If you would like more explanations and examples on how to use [should have] to
express advice and regrets in the past, follow the YouTube links to the American
English channel:
Modals for Advice 1 Link

Modals for Advice 2 Link
Now that you are ready, complete Exercises 1 – 2 of Lesson C: Modals (pages
48 – 49).
4.3. Reading. Stress: What you ought to know
Dear student, go to Lesson D in our Student’s Book (pages 50 – 51), where you
can read the article “Stress: What You Ought to Know”. This is a fascinating topic
that we can all relate to. Furthermore, this is the topic of the graded chat, so it
is paramount to familiarize yourself with the contents of this Lesson (vocabulary,
grammar, answers to the discussion questions).
Did you find new and useful information about stress? I hope so!
Now it’s time to test your reading comprehension abilities. Complete
Exercise 3: A, B and, if you have someone to talk with, C.
Additionally, you ought to complete Exercises 1 – 4 from Lesson D:

Reading (pages 44 – 45) in your Workbook, which contains a wonderful
text about meditation. These exercises will help develop your reading
skills as well as allow you to practice using suffixes.
In Lesson E (pages 52 – 53) you can find another text

about stress. Complete Exercises 1 – 3 to practice
and refine your writing skills (topic sentences, cause
and effect) HINT: these are related to the essay items
of the distance evaluation and the graded academic
chat.
What do you find effective to help manage stress?

https://goo.gl/KFvayX

Would you like to have additional listening practice watching a clip
from a great movie that uses the language from Unit 4?
Of course you do! After all, why wouldn’t you?
Use this link to watch an interesting scene from the film
The Joy Luck Club (1993) about cultural differences when a
Chinese-American woman introduces her American boyfriend to
her traditional Chinese family.
The Joy Luck Club video scene link
https://www.rottentomatoes.com/m/joy_luck_club/

When you are finished, check your answers on pages 93 - 94 of this didactic
guide.
If you need additional explanation for the contents of Unit 4, review the grammar
reference guide in the back of your Ventures 4: Student’s Book (page 149)
Also, do not be reluctant to contact your tutor.

Self-Evaluation 4
Activity 1. Identify the options which correctly complete the sentences expressing
advice in the past.
1. Dave loves fast food, but he so many French fries.
a. shouldn’t have eaten

b. should eat
c. shouldn’t eat
2.
A. I need help, doctor. I have been stressed lately.

B. You _____ stayed home alone all the time.
a. should have
b. shouldn´t
c. shouldn´t have
3.
A. was so uncomfortable during the flight with that heavy coat .

B. You _____ your coat!
a. should have put on
b. should have taken off
c. Should have take off
Activity 2. From the following, identify the sentences expressing:
1. Advice in the present
2. Advice in the past

3. Regret for something the speaker did or didn´t do in the past
1 2 3
a I’m going to visit your country. Where I should go
if I want to go shopping?
b It’s raining and I don’t want to get my dress wet. I
shouldn´t have forgotten my umbrella.
c My mother hasn´t been feeling well this week,
so I told her that she should have gone to the
doctor.
d The airline only allows two pieces of luggage.
You shouldn´t pack too much or you will have to
take it out at the airport!
e A: I think that the grade my teacher gave me on
my test is wrong. B: Really? You should have
talked to her as soon as you got your grade.
f Our car’s gas tank is almost empty. I should have
filled it up with gas this morning.
g If Sam is not sleeping well, he shouldn´t have
drunk coffee tonight.
Activity 3. Select the option with the words that complete the sentences correctly.
1. The family can’t decide where to go on vacation. They ______ go to Los

Angeles or they ________ go to Hawaii.
a. may / are able to

b. might / may
c. could / couldn’t
2. I’m going to bring an umbrella today because it ________ rain.
a. is able to
b. can
c. might

3. The young patient has some symptoms such as anxiety, nervousness, and
she hasn´t been sleeping well. She __________ stressed out.
a. can be
b. should
c. must be
Activity 4. Select the option with the advice that matches with the following
situations.
1. The new student is often late for class.
a. She ought to take an earlier bus.

b. She shouldn`t lose her temper.
c. She doesn`t have to go to sleep early.
2. She is worried that her boss will fire her.
a. She shouldn`t lose her temper.

b. She ought to take music classes.
c. She has to learn to eat right and exercise
Activity 5. Select the options that answer the following questions correctly.
3. What is the main word that can be changed with the suffix –ness?
a. Work
b. Depress
c. Loose

4. Select the option with the correct answer.

What is the main word that can be changed with the suffix –en?
a. Work
b. Loose
c. Depress
5. Which suffix can change the word depress correctly?
a. –ion
b. -ness
c. -ful
Activity 6. Select the choice with the correct answer.
1. I don’t know why Stephanie isn’t eating with us. She _____ hungry.
a. might not be
b. could´t be
c. might be
2. Bob usually drives his car to work, but today he got on the bus. Something
___________ wrong with his car.
a. must be
b. couldn´t be
c. might be
3. I wonder why Mary and Fred are late. They ________ know how to get here.
a. must not
b. might not
c. maybe not

4. George ordered a large hamburger with everything on it except mustard.

He____________________like mustard.
a. mightn´t
b. isn’t
c. may not
Dear student,


UNIT 5. AROUND TOWN
https://goo.gl/7iTv4L
Let’s begin this lesson by looking at the images in Lesson A on page 58 of Unit 5:
Exercise 1. What do you notice there? Please, answer the following questions
1. What do you see?
2. What is happening?
3. Have you heard about volunteer activities?
As you surely surmised, the focus of Unit 5 is on the benefits of volunteering

information related to volunteering.
Dear student, play the audio from CD 1 track 19

and listen to the speakers talking about volunteer
responsibilities.
Then, complete the story with the vocabulary words in
Exercise 2C: Read.

5.1. Time clauses with until and as soon as
By studying the contents of Lesson B you will learn about time clauses with until
and as soon as. Read the phrases showing the meaning of these words.
You can learn and practice this simple but highly useful structure on
Lesson B: Exercises 1 – 3 (pages 60 – 61).
Experience is the best teacher – nothing to it but to do it!
http://www.englishlearnsite.com/wp-content/uploads/2016/08/time-clauses.jpg
Clever student, surely you must know what the use of time clauses are for…
Of course, they are to describe an aspect of time!
In this Unit, you will see how to use dependent time clauses to describe duration
and sequence.
Until and as soon as are special grammatical phrases that indicate an aspect of
time.
Look at Examples A and B in Table 15 (below) and then answer the questions
beneath it.

Answer each question by responding with Example A or Example B:
Which sentence describes duration? Example ______

Which sentence describes sequence? Example ______
In the example that describes duration, what event is described?
__________________________
In the example that describes sequence, which event occurs first?
________________________
Which is the verb tense in the first event? (present / future) The
second event? (present / future)?
Complete the rule for time expressions with the missing word.
We use _______________________________ for time clauses
that describe duration.
We use _______________________________ for time clauses
that describe sequence.
We use _______________________________ to mean “right
after.”
Great job, dear student! You’ve just discovered the grammar rules for dependent
time clauses. Bravo!
http://www.hotelroomsearch.net/im/hotels/gr/applause-5.png

NOTE: The order of the clauses in the sentences can be inverted. Which
sentences require a comma?
Jessica will be at work until she finishes at 5:30.

Until she finishes at 5:30, Jessica will be at work.
Jessica will meet Roger as soon as she finishes work.
As soon as she finishes work, Jessica will meet Roger.
Did you notice how the sentences that begin with a time expression use a comma?
This is an important detail to learn, especially in your writing.
Dear student, now it’s time to put that knowledge into practice. Complete Lesson
B: Exercises 1 – 3 (pages 60 - 61). Remember, you can always practice your
language skills with your tutor during the weekly tutorial chats.
You probably notice that there is a change in verb tenses in dependent time
clauses. That is very astute of you! For clarification purposes, please take some
time to review the table below.
Future Present
Ana will stay with the child until he finishes his lunch.
Present Future
As soon as the child finishes his Ana will leave the hospital.
lunch,
After analyzing the sentence diagrams in Table 16, answer the following question.
Which verb tense does the time clause contain: present simple or future simple
(underline the correct option)?

Good job, grammar detective! Remember to consult your tutor if you

have any doubts.
5.2. Repeated Actions in the Present and the Past
Have you ever volunteered? Do you know someone who

volunteers in your town?
Through the study of this section you have the chance to learn
vocabulary and ideas about volunteering and at the same time you
will learn to discuss repeated actions in the present and past.
https://goo.gl/EXiMW8
First, go to page 62 of the Ventures 4 Student’s Book and look at the chart of
Lesson C: Exercise 1 (Grammar focus) that addresses verb tense contrast.
Pay special attention to the verb tenses as well as the words and phrases that
express number of times. Also, observe how those phrases match with the time
expressions given in the chart.
A point that deserves special attention is the required agreement

between the time expressions with the verb tense (present, past,
present perfect, etc.).
In other words, for statements in the present tense, we should use
time expressions that describe habitual actions such as per
week, each month, every day, etc.
https://goo.gl/zVzQoW

Now, dear student, complete Exercises 2 and 3 from Lesson C (pages 62 - 63).
When you are finished, complete the table below for extra practice. Create your
own sentences in the blanks. Remember what we always say: practice makes
progress!
Expressions showing
Verb Tense Example
repeated actions
Present Three times a day (daily) Patty has to take her medicine three
times a day.
________________________________
Past Many times last week ________________________________
Present Perfect Several times so far ________________________________
Now that you’re in a good rhythm, why not continue while you’re on a roll?
Consider completing the activities in the Ventures 4 Workbook to reinforce your
grammatical knowledge (pages 52 - 55)
5.3. Reading: Running with Ropes
Consider the title of section 5.3 of this didactic guide. “Running with Ropes” is a
provocative title, isn’t it? I’m sure your powerful imagination is conjuring up many
fascinating images and scenarios. Well, they say that “a picture paints a thousand
words.” Take a look at this photo:
https://www.leonardcheshire.org/sites/default/files/libby-clegg-rio-day-one.jpg

Is this what you imagined at first? Can you guess what the text might be about?
So many questions! Go ahead and satisfy that burning curiosity of yours and read
the article on page 64 titled “A Worthwhile Commitment.”
To get the most out of your reading practice, remember to use context clues to
deduce the meaning of unfamiliar words.
HINT: Practice identifying positive and negative words.
Once you have read the article, read the questions from Exercise 3A: After you
read (page 65) in order to check your comprehension skills. Afterwards, re-read
the article while listening to the audio CD1 track 21 and focusing on the sounds
of the words. This is a good way to learn the correct pronunciation of new words.
Another way to practice is to underline the new words while listening to audio. After
you read it again, answer questions 1 – 5.
Use a dictionary if it is difficult for you to guess the meaning

of the new words in context. Remember that you have
multiple resources at your disposal. Review page 7 of this
didactic guide for some suggestions of dictionaries and
translators.
After you complete Exercise 3A, complete Exercise 3B to practice identifying

positive/negative connotations and connecting word meaning to context clues.
Dear student, it’s time to get nostalgic! Contemplate the following questions:
• What were your favorite story books when you were a child?
• Who used to read them to you?

https://kathleenhalme.com/images/storytime-clipart-4.png
In Lesson E: Writing, we have another text, “Story Lady.” Afterwards, it would

be prudent to complete the Activities C and D in order to practice using Wh-
question words and planning a paragraph in the process.
When you are ready, undertake Exercise 2: Write and

send your paragraph to your tutor for feedback (either
via EVA message, institutional e-mail, or during the
weekly tutorial chats)

Would you like to have additional listening practice watching a
lecture from an inspiring person who is dedicated to volunteering?
Of course you do! After all, we can learn a lot from him!
Use this link to watch an inspiring TED Talk lecture on how
volunteering can help improve not only other people’s lives but
also your own on both a personal and professional level
TedTalk Link


Self-Evaluation 5
Activity 1. Select the options with the correct answer.
1. Choose the option that completes the dialogue correctly.
A. Dr. Flynn, will you let us know your response ______ you decide?
B. Oh, yes. I won`t tell you anything ______ I am totally sure.
a. as soon as/until
b. until/so that
c. as soon as/so that
2. Select the incorrect sentence.
a. As soon as she calms down, I will have lunch.

b. As soon as she calms down, we have lunch.
c. As soon as she calms down, we will have lunch.
3. Select the correct sentence.
a. We’ll wait until she will arrive to tell her.

b. “We’ll wait until she arrive to tell her.
c. “We’ll wait until she arrives to tell her

Activity 2. Complete the following sentences with the corresponding verb
form.
Use until / as soon as to fill in one of the blanks
a. Sue __________ (work) part-time __________ she finishes her studies.

b. As soon as the teacher __________ (leave) the classroom, Mireya
__________ (talk) to her.
c. Brenda _____________ (pick up) her children _____________ she
_____________ (leave) school.
d. Michael __________ (study) English __________ he gets a job.
Activity 3. Select the best option to complete these sentences
1. I __________ eat a lot of oranges as a child.
a. didn´t used to
b. did used to
c. used to
2. What kind of music are you used __________ to while you work?
a. to listening
b. to listen
c. listen
3. Elsie __________ eating vegetarian food.
a. is used
b. used to
c. is used to

Activity 4. Select the options that complete the following sentences
correctly.
1. We didn´t _______________________ fight that way.
a. use to
b. used
c. used to
2. Herbert ___________________ play basketball after school long time ago.
a. use to
b. used to
c. uses to
3. I never used ______________ so late.
a. to get up
b. get up
c. got up
4. I never………………………, but now I smoke twenty a day.’
a. use to smoke
b. used smoke
c. used to smoke
5. You didn´t use ……………. chess with your friends, but nowadays you play
chess with your computer.
a. to play
b. play
c. played

Dear student,

Guía Didáctica: Inglés IV SECOND BIMESTER
SECOND BIMESTER
UNIT 6. TIME
https://goo.gl/x7tD45
6.1. Clauses of Concession: although
Although and even though introduce dependent clauses of concession.

Concession clauses give information that is surprising or
unexpected compared to the information in the main clause.
Concession clauses can come at the beginning or end of a sentence.
Use a comma (,) after a concession clause tat the beginning of a
sentence.
Examples:
Although Juan has a Master’s degree, he works as a store clerk.

Juan works as a store clerk although he has a Master’s degree.
Notice the use of the comma only when the concession clause is
at the beginning.
Here is another pair of sentences:
Although lots of e-books are offered, many people prefer to read

printed books.
Many people prefer to read printed books although lots of e-books
are offered.

In the sentences above you can notice that the although clause comes with a
main clause (Many people prefer to read printed books). The although clause
provides information which answers the question, Why is this unexpected?
So, analyzing the given example, the question is “Why is it unexpected or

surprising that people prefer to read printed books?” the answer is “Because lots
of e-books are offered”. Here the information given in the although clause is what
answers the question.
Now, to put in practice what you have learned, you can continue with
the listening practice for Unit 6 in Lesson A (Workbook) and to go on
with the given activities in both: the Student book and the Workbook.
Here you will find different types of exercises, such as matching, some
writing based on a survey, and other exercises to practice this grammar
point.
Be careful!
Notice that you can form concession clauses using although or even
though. Both although and even though have a similar meaning.
Observe:
6.2. Clauses of Reason and Concession: Contrasting because and

although
Before you study Lesson C, consider the following information in order to have a
better understanding of how to use because and although in sentences.
Because is a word used to explain reasons for information in the main clause.
When we use a clause of reason, the main clause expresses a logical result.

According to Study Zone, this answers the question Why? (What caused this?),
for example:
I didn’t call her because I don’t have my cell phone :ßREASON

activated.

You can write this same sentence as follows:
Because I don’t have my cell phone activated, I didn’t call

her.
Now, to summarize the two grammar points studied above, we can say that what
differentiates because from although is its purpose. Because starts a clause of
reason while although and even though start a clause of concession.
The plane took off even though/although there were severe

storm conditions.
The pilot wasn’t able to land because there was poor visibility.
Dear student, review the following chart that summarizes and illustrates the
grammar points studied in Unit 6. (Adapted from Grammar-Quizzes.com)
ILLOGICAL/UNEXPECTED REASON.
LOGICAL / EXPECTED Although / even though add a contrary
Because adds a logical reason to the action reason to the action in the main clause.
in the main clause. The cause effect (effect- There is no logical cause-effect relationship.
cause) relationship is what we would expect. The effect or reasoning is contrary to our
expectation.
https://goo.gl/KXWMHn
https://goo.gl/yka7L3

ILLOGICAL/UNEXPECTED REASON.
LOGICAL / EXPECTED Although / even though add a contrary
Because adds a logical reason to the action reason to the action in the main clause.
in the main clause. The cause effect (effect- There is no logical cause-effect relationship.
cause) relationship is what we would expect. The effect or reasoning is contrary to our
expectation.
Example: Example:
Pam loves the microwave because she can She enjoys shopping for the latest kitchen
use it to thaw meat quickly. devices, although some of them are very
expensive.
Was the chart above useful for you to have a better understanding? I hope so.
Now, dear student, it is your turn. Please, complete the proposed exercises in your
workbook for these grammar points. You will have a good practice if you carry out
all of them.
6.3. Reading: The Impact of Technology
Have you ever thought about how technology has changed our
lives? Please, read the article given in Lesson D and carry out the
given exercises based on it.
https://goo.gl/rAfYa8
Activity 3, After you read, through the magazine article titled “The Impact
of Technology”, will teach you to recognize the difference between facts and
opinions. Additionally, this lesson provides practice using new topic-related
vocabulary and using multiple-meaning words.

Lesson E Writing, provides some activities to use advantages and disadvantages

of a time-saving device, to organize a paragraph. Do not be reluctant to do it. In
task C there is a diagram to be completed with information from the reading article
“My favorite time-saving device.”
Please, follow all the instructions to write the paragraph.
Did you get a good paragraph? Maybe you mentioned the cell phone, or maybe
the laptop. Did I guess correctly?
Now, this is the time to share the text you wrote through the EVA.
It will be nice to learn what your time-saving device is. Would you
like to know what your classmates think about this topic? Then,
start sending your task.
Lesson F Another view, offers you an exercise to practice reading and

understanding a table about daily Internet activities.
In the section Grammar connections, we have a grammar chart to show the use
of SO and SUCH.
Let me explain you that SO + ADJECTIVE is used to emphasize something.

Additionally, SUCH is also used for emphasis. Did you see the difference between
so and such? Of course. SO is only used with an adjective, while SUCH requires
an adjective and a noun.

Finally, to consolidate your learning of this grammar point, do this exercise.
▪▪ Write the response from the options that best complete the sentences.
1. It was ____________________________ that we couldn’t see much.
a. such a cloudy night

b. so a cloudy night
2. The night was ____________________ that we couldn’t see much.
a. such a cloudy
b. so cloudy
Your answers? I am sure they were correct. (1. a ; 2. b)
Active Listening
Would you like additional reinforcement for the
grammar from this unit?
Many studies reveal that consistent practice with new
grammar structures can lead to long-term memory
transfer and therefore more effective learning, so I
recommend watching the following video about clauses
of contrast and concession by Daniel Byrnes.
Link


Self-Evaluation 6
Activity 1. Complete the following sentences with the correct word(s)
1. __________the dolphin lives in the sea, it is not a fish — it’s a mammal.
a. Although
b. So that
c. Because
2. Mail service was delivered ____________________ the weather was bad.
a. because
b. although
c. so that
3. The mail was not delivered ____________________ the weather was bad.
a. because
b. even though
c. so that
Activity 2. Complete the conversation below. Use although/even though or

because.
(adapted from: eslstation.net/interactive)
A. Why didn’t John drive his car?
B. John car-pooled with a friend (1) ______________ he was too tired to
drive all the way to San Francisco.
A. That´s right. Many people drive (2) ____________ they’re tired, and
some of them cause accidents.
B. I guess that John is always tired (3) ___________ he doesn´t get
enough sleep. On the contrary, (4) ___________ his friend was out until
1 a.m. the night before, he was in much better shape to drive than John.
Activity 3. In the following sentences, identify which ones express a logical or
expected sense and which ones express an illogical and unexpected
sense. In the parentheses, write 1 for logical and 2 for illogical.
a. ( ) Joel bought a new voice mail because he wanted a better

one.
b. ( ) Justin bought a new iPod even though he already has
another good one.
c. ( ) Brenda sold her old food processor because she doesn’t
need it anymore.
d. ( ) Even though Tom´s digital camera has had a few problems,
Consumer’s Report rated it very high.
e. ( ) Tom´s digital camera came with an adapter although Tom
didn’t order it.
Activity 4. Complete the sentence with SO or SUCH.
a. I’m having _____ a good time here that I don’t want to go.
b. It was _____ a wonderful movie that I want to see it again.
c. Don’t drive _____ slowly or we’ll never get on time.
d. Don’t buy that book! It´s _____ a waste of money

Dear student,


UNIT 7. SHOPPING
http://worldartsme.com/images/shopping-clipart-1.jpg
7.1. Subject Pattern Adjective Clauses
Through the study of Unit 7 you will be able to learn to introduce who and that as
the subject of a dependent clause.
What is an Adjective Clause?
An adjective clause is a dependent clause that gives additional

information about a noun. The examples in the grammar chart in
Lesson B can help you understand this information much better.
Observe the following sentence which is showed in Lesson B.
The camera that is on sale costs only $ 99.
What is the noun that is being described? The camera.
https://goo.gl/mBSmt1
When we combine sentences to create a new sentence with an adjective clause,

we omit the subject of the second simple sentence (it) and use a relative pronoun
(that).

Observe the sentences given as a model in Lesson B.
The camera costs only $ 99. It is on sale. (two separated ideas

about a thing)
The camera that is on sale costs only $ 99. (two ideas in one
sentence. The pronoun that works as a connector)
Dear student, you may be asking yourself why these clauses work as subjects
in the new sentence. To answer this question, as follows we provide additional
information about the formation of ADJECTIVE CLAUSES, as SUBJECTS.
Observe:
In subject pattern clauses, the relative pronouns (who, that, which) are the
grammatical subjects of the clauses.
To illustrate the grammar point being studied, let’s analyze the following sentence.
A man spoke to us. The man was wearing a green suit. —-> A man
who (that) was wearing a green suit spoke to us.
The sentence with who has an adjective clause: who was
wearing a green suit. In the clause, who is the subject.
The clause modifies (describes, explains, specifies) the subject of
the sentence: a man.
https://goo.gl/TzzE5L
Important:
Observe the chart titled USEFUL LANGUAGE in the basic

textbook.

Is this explanation clear enough for you, dear student? If you need to review this
topic, please turn to page 145 of the textbook.
When you are sure that you understand the lesson, you can continue with the
exercises in Lesson C. Also, it will be a good practice to carry out all the exercises
given in the workbook.
Now, I have a question for you. Do you remember why these

sentences are called Subject-pattern adjective clauses?
Let me confirm your answer. This is because the information is

focused to the SUBJECT of the sentence (a person, a thing, a
place, an idea, etc.)
Dear student, to consolidate your learning of this grammar point,

again let’s take the two pieces of information about the camera:
▪▪ The camera only costs $ 99.

▪▪ The camera is on sale. Now it’s your turn.
Please, on the line below, write the new sentence using an

adjective clause, this time, without looking at the former given
example.
https://goo.gl/mBSmt1

7.2. Object-pattern adjective clauses
Now, In Lesson C you have another kind of adjective clauses: Object-pattern

adjective clauses.
Carefully, observe the grammar chart focusing the use of THAT. The sentence
pattern showing an adjective clause, clearly demonstrates a different structure.
I like the car (that) you bought.
https://goo.gl/iPNGrs
What kind of car does the speaker like? The car you bought.
As you may have concluded, in this sentence, the adjective clause works as the
object of the sentence, ______ the car that you bought.
For a better understanding, let’s analyze another example:
I don’t like the new car. I saw it outside. —-> I don’t like the new
car that I saw outside.
Observe that the relative pronoun, that, replaces the phrase
the new car. And this is followed by a complete statement, I saw
outside.
In other words, Object-Pattern Clauses have that name because
in them, the relative pronoun replaces the object of the clause.
https://goo.gl/DBb46J

Important:
Our textbook Ventures4 focuses the use of THAT in Object-
Pattern Clauses.
Additionally, we can use other words: who for people and which
for things.
For example:
I enjoyed talking to the person (who) (that) we met at Jack’s
party. The trip (that) (which) I took last week was quite interesting.
Remember that ,
In object-pattern adjective clauses, relative pronouns are often
omitted, particularly in speaking:
That’s the person who(m) / that we were talking to. —-> That’s the
person we were talking to.
https://goo.gl/TzzE5L
The following is an assignment for you.
Please, form the new sentence using the correct object-pattern clause. Write it on
the line below.
I enjoyed the trip. I took the trip last week.
_______________________________________
Great, dear student. I am certain that you did your assignment correctly.
At follows, you have some useful guidelines.

Be careful,
Observe the following special notes to avoid mistakes.
1. Adjective clauses come after the nouns that they modify:

wrong: The new car belongs to Bob that is parked outside.
2. right: The new car that is parked outside belongs to Bob.
Do not use both a subject pronoun and a relative pronoun:
wrong: The new car that it is parked outside belongs to Bob.
right: The new car that is parked outside belongs to Bob.
Finally, an important question for you. Can you differentiate a subject-pattern

clause from an object- pattern clause?
Of course, we can differentiate both types of clauses easily. Let’s see how.
Observe:
1. The subject-pattern clause is followed by a verb form (affirmative or

negative).
Example: I don’t like the new car that is parked outside.
On the other hand, the object-pattern clause is followed by a noun (or noun
phrase) or a pronoun that starts a new sentence.
Example: He is the person (who) we were talking to.
Did you understand the difference between the two clauses studied above? I
hope so.

2. Only in object-pattern clauses, the relative pronoun (that, who, which) can be
omitted. To test your understanding, try this mini-test.
Please, from the sentences below, identify the ones showing subject-pattern
adjective clauses (write SP in the parentheses) and the ones showing object-
pattern adjective clauses (write OP in the parentheses)
1. ( ) The people who were injured in the accident were friends of mine.
2. ( ) The meeting that’s on Saturday is very important.
3. ( ) The trip (that) I took last week was quite interesting.
4. ( ) That’s the person (who) we were talking to.
5. ( ) That man who is from Sweden speaks six languages.
I guess your responses were correct. You can check your answers here:
(1. SP, 2. SP, 3. OP, 4. OP, 5. SP)
7.3. Reading: The Smart Shopper
What do you think a smart shopper is?

A smart shopper is someone who knows where to buy things at a good
price, and also uses coupons and finds sales.
In Lesson D, you have a newspaper advice column about shopping.

What do you think this newspaper column is about?
Answer: It deals with several ideas to make good shopping decisions.
Now, listen to the class audio CD2 track 27. It is recommendable to

read and underline the words and expressions you don’t know while
you listen. Then, read the information again and try to understand
the meaning of these words in context. Additionally, you may use a
dictionary to look up their meaning. However, you should not depend on
a translator.

Did you notice any compound nouns in the reading?
Yes, jewelry lover and return policy are good examples of compound nouns. To
know more about compound nouns, please review the information in activity 3B
in Lesson D.
For further practice, you can read the letter in Lesson D and complete the given
activities. It will be good if you carry out all the exercises in order to master the
grammar points studied in Unit 7.
IMPORTANT
Make use of the exercises provided in the workbook, all of them

give you practice and skills you need to communicate in English
appropriately.
In Lesson E WRITING, you have information about the use of TRANSITION

WORDS. Remember that TRANSITION WORDS are vital elements in paragraphs
because they help connect ideas in a coherent way.
This section provides a model paragraph titled Reasons you shouldn’t shop online.
Here you can observe how they use transition words such as first, second, next,
furthermore, moreover, and finally, to signify sequence in a text.
The next step is to write the given exercise by following all the directions given in
this section.
Through the article of a newspaper advice column Why you shouldn’t

shop online, you will become aware of important recommendations to
shop online.
Additionally, you have the opportunity to identify the transition words
in this article and to practice your own writing by following the model
paragraph.

One more time, dear student, I invite you to share the paragraph
you wrote through the EVA. This way, all the students in this
course could learn from each other.
Have you ever shopped online? It will be nice to see your ideas
and your experiences about shopping online.
In Grammar Connections there is an explanation chart showing the use of Wh-

words in clarifying questions. This occurs in real language.
Did you realize the structure of those QUESTIONS? I hope so. They are
affirmative statements that include wh-words and have the role of questions.
Notice that the speakers use this form when they are unsure of what a person has
said and would like to clarify something. Observe:
Allan: I went to the mall
Brenda: You went where?
Here, Brenda asked this question because she was unsure of what Allan said. She
wanted to clarify that Allan said mall.
Now, a question for you: How are clarifying questions different from regular
questions?
I am sure you have the answer, “The question words (Who, What, Where, why,
When, and How) come at the end instead of at the beginning of the sentences.
Also, there are no helping words like do or does.

Finally, carry out the other activities in this page to consolidate your understanding.
Active Listening
Many studies reveal that consistent practice with new
grammar structures can lead to long-term memory
transfer and therefore more effective learning, so
I recommend watching the following video about
adjective clauses by JenniferESL. Link.

Self-Evaluation 7
Activity 1. From the following sentences select the one showing the correct
combination of the two given sentences.
1. Many people shop online. They are looking for new electrical devices.
a. Many people they are looking for new electrical devices shop online.
b. Many people who are looking for new electrical devices they shop
online.
c. Many people who are looking for electrical devices shop online.
2. I have a friend. He knows a lot about computers.
a. I have a friend who he knows a lot about computers.

b. I have a friend who knows a lot about computers.
c. I have a friend he knows a lot about computers.
3. The microwave didn´t fit in my kitchen. It was on sale.
a. The microwave was on sale that didn´t fit in my kitchen.

b. The microwave that didn´t fit in my kitchen was on sale.
c. The microwave it didn´t fit in my kitchen was on sale

Activity 2. Match the sentence parts to form Object pattern adjective
clauses.
1. The shoes ………………… are the a that Allan is writing

wrong size.
2. The report ……………………. is b that I got at a secondhand shoes
due in one week. store
3. The cell phone ………………. is c that she ordered on the internet.

damaged.
4. The two coats ………………… are d that Sonnia picked up
the wrong size. from the supermarket
5. The e that she got for her twins

meat……………………………..
is spoiled.
Activity 3. From the given options, select the one that completes the
conversations with a clarifying question correctly.
1.
A. So, Alice, I was walking down the street today and, all of sudden, I saw
Francis.
B. You saw___________
A. Francis
a. who?
b. what?
c. how?

2.
A. I had to finish this task, so, I worked eighteen hours last weekend.
B. You worked__________?
A. Eighteen hours.
a. how many hours?

b. what?
c. how much?
3.
A. How´s your presentation going?

B. I have to work hard on it since it´s due on Thursday.
A. It´s due ………………….
B. Thursday.
a. when?
b. what time?
c. where?
Dear student,


UNIT 8. WORK
https://goo.gl/Lixr8v
8.1. Present Perfect and Present Perfect Continuous
Did you have a revision of the grammar chart in your textbook, Lesson B?
Did you notice the difference between these two types of verb tenses? Analyze the
following chart:
Present Perfect Present Perfect Progressive
Have/has+ past participle Have/has/have been + -ing

I have been to Europe. (at some time before I have been living here for six years. (up
now) until now)
I hope you understand the components of these two structures easily, dear
student. The next step is to learn the usage of them.
Here you have an explanation adaptwed from Study Zone (2011):
Functions of the Present Perfect Tense
The present perfect is used when the time period has not finished.
I have seen three movies this week.

(This week has not finished yet.)

The present perfect is often used when the time is not specified.
Geraldo has failed his exam again.
The present perfect is often used when the time is recent.
Miguel has just arrived in Victoria.
The present perfect is often used with for and since.
Greg has lived here for 20 years.

Greg has lived here since 1978.
Was that a good explanation for you, dear student? I hope so. Now, let’s
continue with the Present Perfect Continuous.
Similar to the use of the Present Perfect, the Present Perfect

Continuous links an action in the past with the present time.
In English, there are two main uses of the Present Perfect
Continuous (also called Present Perfect Progressive).
1. We use the Present Perfect Continuous when we want to

emphasize how an action that started in the past has continued
without stopping until now and is still taking place.
So, for example, if you’re in a doctor’s waiting room, you can say:
“I have been waiting for fifteen minutes.”
(You’ve been waiting for fifteen minutes and you’re still waiting
now)

2. We use the Present Perfect Continuous for an action that

happened in the recent past (a short time ago), and we can see
the result of that action now in the present.
So, for example, if someone looks unhappy and their eyes are red,
you might say:
“She has been crying.”
(She is not crying now, but we can see the result of the crying,
which happened a short time ago)
Now, dear student, it is your turn. Please, carry out the exercises given
in our textbook and in the workbook. Also, listen to the audio, CD 2
Track 17.
8.2. Participial adjectives: Adjectives ending in –ed and -ing
Participial adjectives are verb forms ending in –ed or in –ing. What is important,
dear student, is to be aware of the uses of these adjectives.
We use the past participle, ending in -ed , -en, or -t to modify a

noun that is the receiver of the feeling or emotion.
Example:
The family was entertained by the clown.
(be + past participle form)
https://goo.gl/GGQBg3

Now, another explanation,
On the other hand, we use a present participle, ending in -ing, to

modify a noun that is the source (agent or cause) of the feeling or
emotion.
Example:
The clown was very entertaining.
(very + present participle form)
https://goo.gl/F57cfx
At follows we have another way to explain this grammar point.

Observe:
+ Interesting people will speak during the class.
(People cause others to feel interest.)
+ Boring speakers put their audience to sleep.
(The speaker causes others to be bored.)
+ I was surprised to see sheep walking on the road. (the speaker

is the receiver of the feeling or emotion)
+ The students seemed amused by the short films. (The viewers

feel the amusement.)
Are you ready to complete the exercises with participial adjectives? Of course. So,
use the exercises in Lesson C and to get more practice develop the exercises in
the workbook.

8.3. Reading. Hard and Soft Job skills
In Lesson D, you have an interesting magazine article. Have you ever heard
of Hard Job Skills and Soft Job Skills? With this text your vocabulary range will
be extended by focusing on the use of the word “skills” in the contexts of jobs.
Therefore, it is important to carry out all the activities in this section.
Did you find the article interesting? Did the content change or reinforce any
previous ideas you had about the topic? Which aspect caught your attention most?
It would be a good idea to listen to the Class CD2, track 19. While you
listen to this audio, underline the words you do not know. Later, take a
time to find the meaning of those words.
After completing the listening exercises, follow the procedure to practice your
writing skills.
To improve your writing skills, Lesson E Writing offers an activity to learn about
a cover letter. This is a highly important writing skill. Please, follow all the
instructions in this section.
Let me tell you something about a cover letter.

It is composed of five parts: (1) the sender’s address, (2) the address of the
person to whom you are writing, (3) the greeting, (4) the body of the letter, and (5)
the closing.
Perhaps you have already written one or more cover letters to apply for a job, but
the writing conventions and format are different in English than in other languages.
https://goo.gl/yyLTqq

Now, dear student, plan and write a cover letter to apply for a job by following the
model given in this section. Think about a job you would like to apply for. Follow all
the instructions given for this purpose.
Now, would you like to share your cover letter with your tutor and
your classmates? It would be nice to see what your professional
profile is.
Try!
https://goo.gl/ds1jd4
https://goo.gl/ADKjqJ
Now, I have a question for you.

What do you think the fastest- growing occupations are in Ecuador?
In Lesson F you have an interesting activity related to fastest-growing

occupations. Does it catch your attention? Carefully observe the list of those
occupations in the chart given. Are they what you expected? After contemplating
the topic, complete the exercises of the Lesson.
Next, in Grammar connections you can find a chart showing Polite requests
and Offers. Analyze the question forms. What special verbs do you see? Most of
the questions are formed with Modals.
In which situations it would be important to be more polite? Maybe at work? Maybe

when asking a stranger for help with something?

Observe that the Modals Would, Could, Can, and the expressions Why don’t …..
and Let me/us…….are used to make requests and offers more polite.
Finally, to complete this section, take notes on the answers showed in the chart.
Sure, No problem, OK thanks, are answers that are common for these kind of
questions.
Do you frequently use a question like this?
Why don’t you move your car?
https://goo.gl/iPNGrs
A positive answer for this could be: Sure.
Active Listening
while watching a funny real life episode?
Great.
Use this link to watch a video made by the Oxford
University Press ELT, for students of English: link


Self-Evaluation 8
Activity 1. Select the correct verb to complete these sentences.
1. The director has ___________ the cover letters from the Human Resources
Office.
a. bring
b. brought
c. bringed
2. Someone has my bicycle!
a. steal
b. stole
c. stolen
3. How many pages have you for your homework?
a. write
b. written
c. wrote
Activity 2. Write correct sentences based on the prompts. Use the form of
the present perfect correct, and use “for” or “since” with the time
expression.
1. Mayumi and Yoko / work / in the same office/ten years

_____________________________________________________________
2. We / know / each other / childhood

_____________________________________________________________

3. I / live / here / five years

_____________________________________________________________
4. I / want / learn / foreign languages / I was fifteen

_____________________________________________________________
Activity 3. Complete the following paragraph by writing the verbs in

parentheses in present perfect.
Jack (be) _______________ my friend for over 20 years. We (know)

_______________ each other since we were children. Recently, he and
his family (move) _______________ to a house on the same street as
me, and now our children play together almost every day. For the last
ten years, Jack and I (play) __________________ for the same hockey
team every Saturday. Jack is a better player than I am, but in the last
few months he (have)____________________ some trouble with his
left knee, and he (find) _________________________ it hard to play a
full game. He (see) _______________. the doctor several times about
his knee, but the doctor doesn’t know what is causing his pain.
Jack (decide) _______________ to take a break from hockey for a

while, so that his knee can recover. It’s going to be lonely on the team
without him!
Activity 4. Each sentence has a Present Perfect Continuous verb. For each
sentence, decide which kind of Present Perfect Continuous it is–an
action that’s been continuing until now, or a recent action for which you
can see the present result.
1. The national debt has been increasing steadily for the last three years.
a. action from the past until now

b. recent action with a present result

2. They’ve been working hard all morning.

3. You’re covered in paint. Have you been painting?

Activity 5. Using each verb in brackets put a Present Perfect Continuous
verb into each blank.
1. This is boring. It ____________________ (rain) all day.
2. Aren’t they married yet? They _______________ (date) forever.
3. It’s time for a break. We _______________ (practice) for two hours.
4. The economy ____________________ (improve) slowly but steadily since

the recession.
Activity 6. Select the correct option to complete the sentences.
1. Our professor is a very _____ person; he has had many _____ life
experiences.
a. entertained…… excited
b. entertained……. exciting
c. entertaining ……. exciting

2. While my brother was giving an _____ presentation at work, he noticed that

everyone seemed very _____ by the presentation.
a. interested ……..amused
b. interesting …….. amused
c. interested ……… amusing
3. A: How did Juan feel the next day at work?

B: He was_____.
a. exhausted
b. exhaust
c. exhausting
Dear student,


UNIT 9. DAILY LIVING
https://d2gg9evh47fn9z.cloudfront.net/800px_COLOURBOX27511691.jpg
9.1. Conditionals: present unreal
To start this grammar point, let´s analyze the following:
A. What would happen if they recycled bottles and cans?

B. We would have less trash.
Both are UNREAL CONDITIONALS, why? Because the situation in the sentence
is not possible at present. In other words, the situation is imaginary.
Be careful!
We use present unreal conditionals with WOULD when we are very
sure of something.
Observe:
If we used less gasoline, we would reduce global warming.
https://goo.gl/h6w7aP
Dear student, please, review the grammar chart in Lesson B. Here, you have
examples that illustrate this grammar point clearly.

Is this structure new for you? Even if it is, you can surely learn it and add it to your
language repertoire fairly easily, don’t you think? Of course you can!
Were you able to analyze the grammatical elements of these sentences? I am

sure you could. If you had some difficulty in discovering the grammar, please
contact your tutor for further assistance.
For additional comprehension, there is a grammar chart about CONDITIONALS on

page 95. This lets you distinguish the difference between Present real conditional
sentences and Present unreal conditionals.
Be careful!
In these sentences, the simple past form of the verb BE is used as a
subjunctive. In order words, it is not used to express something in the
past but rather something hypothetical. When the subject is I, He, She
or It then both was and were can be used. However, were is more
common.
If it was/were raining, I would need an umbrella / If I were/was you then I would

exercise.
If she was/were more careful, then she wouldn’t be in trouble (this is unreal).
She is not careful and therefore is in trouble.
To test your understanding, dear student, try the following. Select the option with
the correct verb forms to complete the given sentence.
If the weather ____ better, we ____ to the park.
a. was... would go
b. were... would go
a. both a) and b) are correct
The answer is option c). Why? Because in past

conditional sentences we can use both WAS and
WERE for first and third person singular subjects.

Now, dear student, it is the time for you to have more practice of this
grammar point. Please, develop all the proposed exercises for Lesson
B in both the textbook and the workbook.
This seems like a great time to polish our listening skills, don’t you
think?
For the practice of listening, you have nice audio exercises in CD2
track 25.
9.2. Connectors: since and so
Lesson C starts with a grammar chart showing the use of since and so. Dear
student, were you able to establish the way to use these connectors? Did you
realize the grammar is different?
Let’s analyze the language. What is important here is to be clear about the
meaning of these words and also about their position in the sentence (semantics
and syntax).
Because the word since is used to express cause (similar to the word because),
this word initiates the clause where it is included. But, this clause can be located in
the first or second place of a sentence.
I guess you easily understood this point, dear student. Do you agree with me?
On the other hand, when the word so is used to express effect, it is always
located in the second clause of a sentence. Let’s take a pair of sentences from the
reading of the workbook in order to illustrate the use of since and so.
Rabbits eat too much grass, so other animals have no food.
Since rabbits multiply very quickly, they have become a real problem in Australia. //
Rabbits have become a real problem in Australia since they multiply very quickly

https://goo.gl/n9zzRz
With this in mind, dear student, I suggest that you complete an exercise
to test your understanding of this grammar point.
Try the following – give it your best effort!.
Identify the sentence showing the correct use of a connector.
a. Warm water is expanding in the oceans. So, the sea level is

rising.
b. Warm water is expanding in the oceans. So the sea level is
rising.
c. Therefore, the sea level is rising, warm water is expanding in
the oceans.
https://goo.gl/nVeWDG
Were you able to identify the required sentence? If you said a), then you are
correct!
Here is why: so is followed by a comma and is located in the correct position

(starting the second clause).
Do you agree on that this is the time to practice listening?

If so, listen to the class audio CD2, track 26.

9.3. Reading. All things are connected
Before reading, consider the question: What does the title of the article “All things
are connected” refer to? Here’s another question: in what specific ways are you
connected to your environment?
Now read the article. Did you find it interesting? Have you read this fable before?
The title of the article “All things are connected” means we are
all part of the same biological ecosystem that supports all life, so
everything we do has an ripple effect.
How does this idea relate to the environment?
One possible answer might be:
If we cut down on pollution, we will help save the earth.
https://goo.gl/ReA1Hk
Dear student, do not be reluctant to do the other activities proposed for this
reading practice. Also, you should pay special attention to the new vocabulary in
this lesson.
The next thing to do? Practice writing. Please, review all the activities proposed
in Lesson E Writing. A lesson on a universally relevant topic which will really
generate everybody’s interest! Remember these contents could be related to the
activities asked at the Distance Evaluation.
Regarding environment, what is the environmental problem you consider of

prime importance in your town? Maybe the garbage, the drinking water being
contaminated, or the pollution caused by factories?

It would be interesting for everybody to know your answer to the

former question, dear student.
Also, if you share it with your classmates through the EVA,
you could get some good ideas to help your town to solve that
environmental problem. What do you think? Give it a shot!
Good, then write your paragraph and upload it to the EVA.
To complete your practice of writing, read the paragraph “The causes and effects
of littering” in your workbook, Lesson E. Identify the causes and effects of littering
and complete the outline of activity 1.
The coming section, Lesson F, offers a new opportunity to practice reading

and understanding a chart about reasons to live green. Consider the following
statement:
“What would happen if people didn’t try to live green?”
I guess you may have many different answers based on your own experience.
In Grammar Connections, there is a grammar chart contrasting present real

conditional vs. present unreal conditional. Was it easy to identify in what way
are the verb tenses different? I hope so.
Read the following example:
If I have the visa, I will travel to the USA. (this is possible)
If I had the visa, I would travel to the USA. (this is not

possible at the moment) Were you able to differentiate the
two conditionals?

For further practice, you have another exercise in your Workbook.
Active Listening
Many interesting studies show the connection between
musicality and literacy in a second language. Above it,
it is an enjoyable way to learn!
Dear student, watch and listen to the the following link
of songs that feature conditional structures in English:
link
reference guide in the back of your Ventures 4: Student’s Book (page 151-152)

Self-Evaluation 9
Activity 1. Follow the instruction to answer the following.
1. Select the verb that best completes the sentence. We should ________
bottles and cans.
a. cut down on
b. recycle
c. carpool
2. Select the word or phrase that best completes the sentence:

“Living Green” means taking responsibility for saving the earth from ______.
a. cutting trees
b. global warming
c. energy consumption
3. Select the option showing only negative adjectives
a. Amused, excited, boring

b. Interesting, frustrating, boring
c. Bored, frightened, frustrated
4. Select the verb form that correctly completes the following sentence. (Unreal
conditional)
Many items in the supermarket are packaged in plastic. If you_____products
that are packaged with recycled paper, you would help to reduce global
warning.
a. chose
b. choose
c. chosen
5. Select the option that correctly completes the following sentence .

Marianna always stays in the shower for a very long time. If Marianna took
shorter showers, she ______________ water.
a. would save
b. saved
c. wouldn´t save
Activity 2. Select the options that complete the statements correctly.
1. ______________ rainforests are being destroyed, many species of wildlife

are becoming extinct.
a. Therefore
b. Since
c. So
2. ______________ logging provides jobs and profits, the government is

reluctant to control it.
a. So
b. Due to
c. Because
3. Hemp can be used to make paper, ______________ it could reduce the

need for logging.
a. so
b. due to
c. because

4. Hemp was grown throughout history for its versatility, ______________ it can
be used to make many different things.
a. due to
b. because
c. so
Dear student,


UNIT 10. FREE TIME
https://kathleenhalme.com/images/great-clipart-team-7.jpg
10.1. Conditional Sentences: Future Real and Present Unreal
Dear student, first of all I would like you to pay attention to the grammar chart
given in Lesson B.
Can you distinguish the difference between these two types of conditionals?
With some careful observation and analysis, I am certain that you are able to.
Remember, the Present Unreal was studied in Unit 9.
Review those exercises if necessary.
Let’s look at another grammar chart adapted from Study Zone focusing on the
structure of Future Real Conditionals.
A Future Real Conditional sentence consists of two clauses, an “if” clause and a
main clause.
The order of which is first and which is second is interchangeable:
If the “if” clause comes first, a comma is usually used:
if clause main clause

If the celebration is this I will be there.
weekend,

If the “if” clause comes second, there is no comma:
main clause if clause

I will be there if the celebration is this
weekend.
Now that you are more familiar with the structure of conditional sentences, dear
student, why not work on Activity 2?
Was it a good practice? Of course it was.

Now, you can play the audio given in the Class CD 2, track 30.
10.2. Expressing Hopes and Wishes
Now, dear student, a new grammar topic to learn how to talk about situations that
are possible and situations that are impossible. Let’s consider the examples given
in Lesson C.
Pay special attention to the verb forms in bold.
Samira hopes her cousin will come to her wedding.

In this example, will Samira’s cousin come to her wedding? (Yes, it
is possible)
Samira wishes her cousin would come to her wedding.
In this example, can Samira’s cousin come to the wedding? (No,
she can’t.)
https://goo.gl/NKbnbZ

Now, dear student observe the following information carefully:
To say what you hope about the present, you use the present:
Samira hopes he is all right.
To say what you hope about the future, you use the future or the present.
Samira hopes her cousin will come to her wedding.
To say what you wish about the present, you use the past:
They wish they went to the party. (they did not go to the party)
To say what you wish about the future, you use would + [base verb]:
Samira wishes her cousin would come to her wedding.
Now that you can talk about possible and impossible situations with
conditionals, do you feel more capable of expressing your ideas? I
hope so! These structures are very useful in real-life situations. Keep
practicing them and you will make incredible progress in your language
skills!
Now it is time to cover the proposed exercises for this grammar point. Both the
textbook and the workbook provide practice that will help you implement new
vocabulary related to traditions and celebrations.
10.3. Reading. Special Birthdays Around the World
In Lesson D Reading, the textbook provides a magazine article to listen to (CD2

track 32) and read simultaneously. These reading exercises will help you, dear
student, to deepen your understanding of words associated with the topic of
birthday celebrations in different countries.
Additionally, you will learn about multiple-meaning words and you will be able to
recognize punctuation that signifies definitions.
Lesson E Writing presents a paragraph titled “My Favorite Celebration”. First,

observe the pictures carefully in order to activate any background knowledge you

have of the topic. This paragraph will serve as a model to demonstrate how the
topic sentence introduces a topic and how the subsequent concluding sentence
connects to that topic with finality.
Consider the following questions:

What are the most important celebrations in your town?
What was your favorite celebration when you were a child?
What is your favorite celebration at the moment?
http://www.hdwallpapers.in/walls/
birthday_celebrations-normal.jpg
What about Christmas? This is a universal celebration which most people usually
love.
Is Christmas one of your favorite celebrations?
Now, use the model paragraph in order to create an outline and write
about your favorite celebration or holiday. Note that it is important to
describe its meaning or symbolism in a holistic way.
If you want to do more writing practice, go on with Lesson E Writing in
the Student’s Book and also in the Workbook.
This is to remember you to share your paragraph with your

classmates through the EVA.
We would love to read your composition!
Also, wouldn´t it be nice for you to read about your classmates’
‘ideas?

In Lesson F there is a new activity offering additional practice of reading. Would

you like to learn how to prepare a Pumpkin Pie? This could be an opportunity to
improve your understanding on reading recipes.
Finally, in Grammar connections there is a grammar chart showing the use of

tag questions. In previous courses, dear student, you have already studied this
grammar point. Just, let me remind that the sentences including tag questions are
composed of positive and negative statements followed by opposite questions. Tag
questions are frequently used in colloquial English. We use them to check or verify
information we think is true or to solicit agreement. Here’s an example:
The study of this English course has been hard but interesting, hasn’t it?
At follows, a new link for practicing listening while reviewing some grammar
structures studied before.
Active Listening
Dear student, have you ever wondered about the
origins of the "quinceañara" celebration? It's actually
quite fascinating!
Watch this intriguing investigative documentary
produced by the BBC (British Broadcasting
Corporation) about its history: link.


Self-Evaluation 10
Activity 1. Select the options that complete the sentences correctly.
1. If you don’t put so much sugar in your coffee, you _____ so much weight!
a. don’t put on
b. won´t put on
2. You _____ heart disease if you eat too much meat.
a. will get
b. get
3. You _____ better if you turn on the lamp.
a. are able to see

b. will be able to see
4. If you _____ an apple every day, you’ll be very healthy.
a. will eat
b. eat
Activity 2. Use wish or hope and an appropriate verb:
1. I wish I _____ a bigger house. I can’t have a party for a big crowd here.
2. I hope she _____ a good job soon. She’s three months behind in her rent.
3. I wish he _____. Those cigarettes have given him a terrible cough!

4. I wish you _____ at the party with me last night. It was so much fun!
5. I hope she _____ the stadium tonight with that map we drew for her.
Activity 3. Select the option that best completes each sentence.
1. You won’t pass the course if you _____.
a. do study
b. don’t study
c. will study
2. If smoking were allowed, I __________ a cigarette.
a. have
b. will have
c. would have
3. We’d be on the beach if we _____ in Mexico!
a. were
b. will be
c. are
4. If I have my guitar I __________ a song.
a. would sing
b. will sing
c. sang
5. If I _____ some hamburgers, how many will you eat ?
a. prepare
b. prepared
c. would prepare

Dear student,

Great, dear student. I have to congratulate you for completing the

INGLES IV. Well done! You have taken a great step forward in
your journey as a language learner!
Now you are ready to apply your English language skills in real-life
contexts!
Remember, practice makes progress and language learning is

a process.

Keep up the good work!
https://photos.gograph.com/thumbs/CSP/CSP991/path-over-green-mountain-and-sky-eps-vector_
k12444702.jpg

Guía Didáctica: Inglés IV ANSWER KEY
7. Answer key
FIRST TERM
Unit 1
Item Answer Explanation
Activity 1
1 B The sentence requires an adverb to describe how
Leo spoke.
2 C The sentence requires an adverb to describe how
you speak English. In this case, we use the irregular
form of good: well.
3 C The sentence requires an adverb to describe how
Barbara swims. In this case, we use the irregular
form of fast: fast.
Activity 2
a believe / say that Both believe (that) and say (that) and viable
options.
b says that Says (that) is the only viable option.
c proposes / recommend Both proposes (that) and recommends (that) and
that viable options.
d insists / says that Both insists (that) and says (that) and viable
options.
e recommends Recommends (that) is the only viable option.
Activity 3
1 C C is correct because a noun clause follows “that.”
If the word that follows ‘that’ is a noun, then it is
considered correct.
2 B B is correct because a noun clause follows “that.”
If the word that follows ‘that’ is a noun, then it is
considered correct.
The other options are not syntactically correct.

Unit 1
Activity 4
1 A When writing, we usually include the word “that” for
clarity.
2 B “It’s believed” in A and “It’s said” in C are used to
state facts or opinions.
3 A B is correct because a noun clause follows “that.”
If the word that follows ‘that’ is a noun (in this case,
Jonathan), then it is considered correct.

Unit 2
Activity 1
1A A A has correct syntax for active sentences:
[subject] + [be] + not + [past participle] +

[complement]
1B B B has correct syntax for passive sentences:
[object] + [be] + [past participle] + not + [to

infinitive] [complement]
2A C C has correct syntax for passive sentences:
Wh- question + [object] + [be] + [past

participle]
2B A A has correct syntax for passive sentences:
[object] + [be] + [past participle] +

[complement]
3A A A is the incorrect sentence because the
sentence requires the 3rd person plural form
of the verb [be] in the past: were (causes and
effects are plural)
3B A A is the incorrect sentence because it is
missing the verb [be], which is necessary for
passive sentences
Activity 2
Sentences in passive Sentences in passive followed by an
infinitive
a lot of materials on the web are given Everyone in our class was encouraged to gain
in English an extra mark with this task.
it is learned by many people in the you were asked to have a good mark in the
world. test. Were you?
English is considered the language of English is studied to be used as a tool to
the whole world access the internet.

Unit 2
Activity 3
1 You´re not supposed to enter. Any sentence beginning with “You’re not
supposed + [to infinitive] + (activity)…” is
correct.
2 You´re supposed to cross the Any sentence beginning with “You’re not
street. supposed + [to infinitive] + (activity)…” is
correct.
3 You´re not supposed to U-turn. Any sentence beginning with “You’re not
supposed + [to infinitive] + (activity)…” is
correct.

Unit 3
Activity 1
1. I’d like to know why he is the response is the question word order but with the
grounded. verb and subject are inverted.
2. I wonder when she the response is the question word order but with
started to trust him the verb and subject are inverted in addition to the
again. auxiliary verb (did) replaced with the simple past
version of the verb (started).
3. Can you tell me how I the response is the question word order but with the
can get a better job? verb and subject are inverted (…how I can get…).
Activity 2
1. Do you know whether he Yes or No questions require ‘if’ or ‘whether’
broke the school rules?
2. Can you tell me whether Yes or No questions require ‘if’ or ‘whether’
there is a bus stop
nearby?
3. I’d like to know whether Yes or No questions require ‘if’ or ‘whether’
he is grounded this
weekend.
Activity 3
1. b Options A and C are direct questions.
2. a Options B and C are direct questions.
3. b Options A and C are direct questions.

Unit 4
Item Answer Feedback
Activity 1
1. A To give advice in the past, we use
should (not) + have + [past participle]

2. C To give advice in the past, we use

3. B To give advice in the past, we use

Activity 2
a 1 The information being solicited is for use in the present
time.
b 3 The situation being described occurs in the past and is
something that the speaker wishes they didn’t do.
c 2 The speaker is telling someone that did not take
preventative measures in the past and are now suffering
the consequences.
d 1 The information being solicited is for use in the present
time.
e 2 The speaker is telling someone that did not take
the consequences.
f 3 The situation being described occurs in the past and is
something that the speaker wishes they didn’t do.
g 2 The speaker is telling someone that did not take
the consequences.
Activity 3
1. b This situation talks about possibility, not ability.
2. c This situation talks about possibility, not ability.
3. c The speaker supposes the logical conclusion of a
situation.

Unit 4
Item Answer Feedback
Activity 4
1 a Losing her temper and going to sleep early are not related
to habitually arriving late for class.
2 a Taking music classes and learning to eat right and
exercise are not related to being worried that her boss will
fire her.
Activity 5
1. C The suffix for the noun form of depress is – ion.
The suffix for the noun form of work is work.

2. B The suffix for the noun form of work is work
The suffix for the noun form of depress is – ion.

3. A The suffix for the noun form of work is work
The suffix for the noun form of loose is – ness.

Activity 6
1. A I don’t know why… means that there are possible reasons
why.
2. A To reach the logical conclusion of a supposition, we say…
3. B I wonder why… means that there are possible reasons
why.
4. C The speaker is wondering why George didn’t use mustard.

Unit 5
Activity 1
1. a We want to know “right after” he decides (sequence).
The doctor won’t be sure for a while (duration).

2. b Use the future tense in the main clause.
3. c The present tense in required in the time clause.
Activity 2
a Sue will work part-time Sue is in the process of working part-time and when
until she finishes her she finishes her studies she will stop (duration).
studies
b As soon as the teacher First, the teacher leaves the classroom and after
leaves the classroom, Mireya talks to the teacher (sequence).
Mireya will talk to her
c Brenda will pick up her First, Brenda will leave school and after she picks
children as soon as she them up (sequence).
leaves school.
d Michael will study English Michael is in the process of studying English and
until he gets a job. when he gets a job he will stop (duration).
Activity 3
1. b A habitual action (past) that the speaker does not do
presently.
2. a An action that the speaker is accustomed to doing.
3. c An action that the speaker is accustomed to doing.
Activity 4
1. a A habitual action in the past that the speaker does
not do presently. Remember that we use the base
verb form after an auxiliary verb.
2. b A habitual action (past) that the speaker does not do
presently.
3. a A habitual action (past) that the speaker does not do
presently.

Unit 5
4. c A habitual action (past) that the speaker does not do
presently.
5. a A habitual action in the past that the speaker does
not do presently. Remember that we use the base
verb form after an auxiliary verb.

SECOND TERM
Unit 6
Activity 1
1. a The connector that is needed shows contrast.
2. b The connector that is needed shows contrast.
3. a The connector that is needed shows cause.
Activity 2
1. because The connector that is needed shows cause.
2. although / even though The connector that is needed shows contrast.
3. because The connector that is needed shows cause.
although / even though The connector that is needed shows contrast.
4.
Activity 3
A 2 You cannot buy voice mail.
B 1 He has two iPods now, which makes sense.
C 1 She sold something she doesn’t need, which makes
sense.
D 1 Tom’s camera has issues but the rating is high
anyway. This happens very often.
E 1 Tom received an unexpected but pleasant surprise.
This is not uncommon.
Activity 4
A such We can’t have so good time.
B such It can’t be so a wonderful movie.
C so We can’t drive such slowly.
d such Something can’t be so a waste of money.

Unit 7
Activity 1
1. c The relative pronoun required to combined these
sentences describes people. The subject does not need
to be mentioned twice in the same sentence.
2. b The relative pronoun required to combined these
sentences describes people. The subject does not need
sentences describes a thing. The subject does not need
Activity 2
sentences describes a thing related the shoes.
2. a The relative pronoun required to combined these
sentences describes a thing related to writing.
3. c The relative pronoun required to combined these
sentences describes a thing related to phones.
4. e The relative pronoun required to combined these
sentences describes a thing related to two coats.
5. d The relative pronoun required to combined these
sentences describes a thing related to food.
Activity 3
1. a Francis is a person, therefore the interrogative is related
to a person.
2. a 18 hours is a duration, therefore the interrogative is
related to duration.
3. a Thursday is a time, therefore the interrogative is related to
time.

Unit 8
Activity 1
1. b The past tense form of bring is irregular.
2. c The past tense form of steal is irregular.
3. b The past participle form of write is irregular.
Activity 2
1. Mayumi and This situation describes the duration of an event that
Yoko have began in the past and continues now until the present.
worked in the
same office for
ten years.
2. We have This situation describes a period of time that began at a
known each specified time in the past.
other since
childhood.
3. I have lived This situation describes the duration of an event that
here for five began in the past and continues now until the present.
years.
4. I have wanted This situation describes a period of time that began at a
to learn foreign specified time in the past.
languages
since I was
fifteen.
Activity 3
Has been, have known, have moved, have played, has had, has found, has seen,
has decided
Activity 4
1. a This unfinished situation describes the duration of an event that began in the
past and continues now until the present.
2. a This unfinished situation describes the duration of an event that began in the
past and continues now until the present.
3. a This situation describes the duration of an event that began in the past and
continues now until the present.

Unit 8
Activity 5
1. has been raining This situation describes a continuous situation that began in the
past and continues up to the present.
2. have been This situation describes a continuous situation that began in the
dating past and continues up to the present.
3. have been This situation describes a continuous situation that began in the
practicing past and continues up to the present.
4. has been This situation describes a continuous situation that began in the
improving past and continues up to the present.
Activity 6
1 c Both of these clauses describe permanent characteristics, not
temporary states.
2 b The first clause describes a permanent characteristic and the second
clause describes a temporary states.
3 a This situation describes a temporary state.

Unit 9
Activity 1
1. b Reduce, reuse, …
2. b “Living Green” is a holistic approach to think of the Earth’s
environment in its totality.
3. c Some of the adjectives are positive in the other options.
4. a This situation is hypothetical and does not happen in
reality, therefore we need the subjunctive meaning the verb
in the “if” clause.
5. a This situation is hypothetical and does not happen in
reality, therefore we need the hypothetical result in the
conditional clause.
Activity 2
1. b The connector that this sentence requires describes
cause.
2. c The connector that this sentence requires describes
cause.
3. a The connector that this sentence requires describes effect.
4. c The connector that this sentence requires describes effect.

Unit 10
Activity 1
1. b The second clause of this sentence describes the
actual effect of the first clause.
2. a The first clause of this sentence describes the
possible effect of the first clause.
3. b The first clause of this sentence describes the
possible effect of the first clause.
4. b The first clause of this sentence describes condition
requires for the possible outcome of being healthy.
Activity 2
1. had This is an impossible situation in the present that
can change.
2. will (get/find, etc.) This is an possible situation in the present that the
speaker wants.
3. stopped smoking This is an unlikely situation in the present that can
change.
4. were (could have gone) This is an impossible situation in the past that
cannot change.
5. will (get/find/arrive, etc.) This is an possible situation in the present that the
speaker wants.
Activity 3
1. b The first clause describes the real consequence of
the possible condition of the first second clause.
2. c Smoking is not allowed.
3. a We are not in Mexico.
4. b In the case that the speaker has the guitar, this will
happen.
5. a The speaker wants to know how many hamburgers
to prepare in the event that they make hamburgers.

Guía Didáctica: Inglés IV BIBLIOGRAPHIC REFERENCES
8. Bibliographic References
Roemer, A., & Benz, C. (2000). Grammar Dimensions: Workbook (4th ed.).
Boston, MA: Heinle and Heinle.
Celce-Murcia, M. & Larsen-Freeman D. (2015). The Grammar Book: Form,

Meaning, and Use for English Language Teachers (3rd ed.). Boston, MA:
Heinle and Heinle.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). New
York, NY: Longman.
Murphy, R. (2000). Basic Grammar in Use: Reference and Practice for students
of English. Cambridge University Press (2nd ed.). Cambridge: Cambridge
University Press.
Newbury House Dictionary of American English: An essential reference for

learners of American English and Culture (4th ed.). (2004). Boston, MA:
Thomson-Heinle & Heinle.
Quirk, R., & Greenbaum, S. (1973). A concise grammar of contemporary English.

New York, NY: Harcourt.
Raimes A. (1998). How English Works. A Grammar Handbook with Readings.

Cambridge: Cambridge University Press. Richards, J. (1998). Interchange 1,
2, 3. 2nd edition. United Kingdom: Cambridge University Press.
WEB PAGES
Grammar-quizzes.com. Available from: http://www.grammar-quizzes.com/9-1.html

Cambridge Dictionary, Inglés – Español; Español–Inglés, (2004), USA: Cambridge

University Press. Available at: http://dictionary.cambridge.org/es/diccionario/
ingles-americano/
ESL Station. Available at: http://www.eslstation.net/interactive_practice/Grammar/

Reas_Con/Reas_Con1.html
Merriam-Webster online dictionary (2012). Available at: http://www.merriam-

webster.com/
University of Victoria. English Study Centre. Study Zone. (2013) Available at:
https://web2.uvcs.uvic.ca/courses/elc/studyzone/410/grammar/
ONLINE AUDIO-VIDEOS FOR ACTIVE LISTENING
UTPL NOUN CLAUSES, ADJECTIVES AND ADVERBS [(TODAS LAS

CARRERAS)(INGLÉS IV)] (2012) – Available at: http://youtu.be/Tt1t_7LldY8
Multiple Intelligences Thrive in Smartville (2010). Available at: https://youtu.

be/7zBKAT3Ie_s
The Passive – English Grammar – Part 1- (2007). Available at: http://youtu.

be/1xTreaklNr8
Top Notch TV 2: Unit 8 Scene 1- (2011). Available at: https://www.youtube.com/

watch?v=pMMh82Etrs8
Top Notch TV: Fundamentals Unit 4 (2013). Available at: https://www.youtube.com/

watch?v=KTmxWLUBIbU
Top Notch TV 1: Unit 3 Scene 1 (2011) Available at: https://www.youtube.com/

watch?v=an7ozzSt1os

Modals: Advice in the Past (2016). Available at: https://www.youtube.com/

watch?v=1r4qYZ5HBtA
Modals: Advice in the Past (negative) (2016). Available at: https://www.youtube.

com/watch?v=ahcXgq492L4
The Joy Luck Club Past Modals for Regrets- (2016). Available at: https://www.
youtube.com/watch?v=kGdvYXO7NfE
Volunteerism -- best platform for personal and professional development: Tuan

Nguyen at TEDxUOttawa (2014). Available at: https://www.youtube.com/
watch?v=xJ7_0d_etKgJA\gg\3-8-2015\115pág
La Quinceañera (2006) Documentary Film - 15th Birthday in Mexico (2006).

Available at: https://www.youtube.com/watch?v=xTXosQ_zwGU
Conditional in songs (2014). Available at: https://www.youtube.com/

watch?v=npuxoCb8IyY
Adjective Clauses and Relative Pronouns: Grammar for Everyday English (2018).
Available at: https://www.youtube.com/watch?v=vC3R4r7uQ-c
English Grammar: Contrast Words, Although & Despite (2015). Available at:
https://www.youtube.com/watch?v=no_LhGoOvVs

Guía

Cargado por

Información del documento

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Guía

Cargado por

Copyright:

Formatos disponibles

Inglés

Modalidad Abierta y a Distancia

6 ¡ Todas las titulaciones (excepto

La Universidad Católica de Loja

Departamento de Ciencias de la Educación

La Universidad Católica de Loja

UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA

Diagramación y diseño digital:

5. General guidelines to study 12

6. Specific guidelines for learning by competences 14

UNIT 1. PERSONAL INFORMATION 17

1.1. Parts of Speech 17

1.3. Reading: Many Ways to Be Smart 21

2.1. The Present Passive 30

2.2. Infinitives after passive verbs 34

2.3. Reading: An Immigrant Family’s Success Story 34

UNIT 3. FRIENDS AND FAMILY 41

3.2. Reading: Barriers between Generations 44

4.2. Modals in the past tense: should have, shouldn’t have 52

4.3. Reading. Stress: What you ought to know 54

UNIT 5. AROUND TOWN 62

5.1. Time clauses with until and as soon as 63

5.2. Repeated Actions in the Present and the Past 66

5.3. Reading: Running with Ropes 67

6.1. Clauses of Concession: although 75

6.2. Clauses of Reason and Concession: Contrasting because and

6.3. Reading: The Impact of Technology 78

7.1. Subject Pattern Adjective Clauses 85

7.2. Object-pattern adjective clauses 88

7.3. Reading: The Smart Shopper 91

8.1. Present Perfect and Present Perfect Continuous 98

8.2. Participial adjectives: Adjectives ending in –ed and -ing 100

8.3. Reading. Hard and Soft Job skills 102

9.1. Conditionals: present unreal 110

9.2. Connectors: since and so 112

9.3. Reading. All things are connected 114

UNIT 10. FREE TIME 120

10.1. Conditional Sentences: Future Real and Present Unreal 120

10.2. Expressing Hopes and Wishes 121

10.3. Reading. Special Birthdays Around the World 122

7. Answer key 130

8. Bibliographic References 145

7 MODALIDAD ABIERTA Y A DISTANCIA

8 MODALIDAD ABIERTA Y A DISTANCIA

9 MODALIDAD ABIERTA Y A DISTANCIA

Ventures 4 empowers students to achieve their academic and career goals.

The didactic guide corresponding to the subject Inglés IV aims to orientate

SpanishDict. (n.d.). Available at http://www.spanishdict.com/

This resource provides highly accurate translations of single words and

10 MODALIDAD ABIERTA Y A DISTANCIA

Merriam-Webster online dictionary (2012). Available at: http://www.merriam-

This is a useful source of definitions, synonyms and antonyms. It helps the

Widmayer, S. & Gray, H. (2017). Sounds of English. Available at https://www.

This supplementary resource provides practical guides to formulating certain

Raimes A. (1998). How English Works. A Grammar Handbook with Readings.

University of Victoria. English Study Centre. Study Zone.(2013). Available at:

11 MODALIDAD ABIERTA Y A DISTANCIA

5. General guidelines to study

Educational technologies, print material, supplementary audio and computer

12 MODALIDAD ABIERTA Y A DISTANCIA

We’re here to help! Follow these suggestions:

Read the academic announcements that your tutor publishes

Read the messages the University provides to the students on the

If you have any questions, concerns or comments, contact your