Uanl English III Booklet Completo y Correcto PDF

R. N.
UANL
UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN
STUDENT’S NAME:________________________________
TEACHER’S NAME: ________________________________
GROUP: ____________
SEMESTER: AUGUST – DECEMBER 2019

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Reglamento para la Unidad de Aprendizaje Inglés en Acción III:
• El estudiante deberá ser puntual y evitar los retardos e inasistencias. Las faltas deberán ser justificadas
solo en la semana en que se efectuaron. Se deberá cumplir con un 80% de asistencia, de lo contrario no
se tendrá derecho al Examen Global.
• El estudiante deberá de contar con todos los materiales necesarios en la unidad de aprendizaje (libro,
cuadernillo, guía de aprendizaje y diccionario) para poder trabajar de forma óptima dentro y fuera del aula
y lograr los aprendizajes esperados.
• Las dimensiones 1-6 se realizarán en la Guía de aprendizaje, dentro o fuera del aula y/o subidos a la
plataforma de Nexus cubriendo el contenido requerido por la actividad y las indicaciones del docente en
tiempo y forma (según la fecha señalada en el encuadre y en la plataforma). Estas serán evaluadas, co-
evaluadas y autoevaluadas, con las rúbricas establecidas.
• El estudiante deberá de llenar el registro de evidencias con los puntos obtenidos en las mismas por
etapa en la Guía de Aprendizaje (Student´s Evidence Record, página 104).
• Se consideran ACTIVIDADES DE REQUISITO todas las actividades del libro, del cuadernillo y las
dimensiones 1-5. El estudiante las deberá realizar en tiempo y forma, en caso de no trabajar en una o
más de estas actividades el estudiante perderá los puntos del criterio actitudinal en la evidencia de
aprendizaje (dimensión 6).
• El estudiante deberá llenar los registros del Cuadernillo por etapa de cada actividad con las letras D
(entregado/delivered) o ND (no entregado/not delivered), además de la fecha en que se realizó cada una
de éstas.
• Deberá de conservar su Cuadernillo, Guía de Aprendizaje y Libro para mostrarlos en caso de dudas y
aclaraciones.
• Todas las evidencias de aprendizaje (dimensión 6) y el PIA serán subidas de forma individual a la
plataforma de Nexus, siguiendo las indicaciones del docente.
• Deberá de contar con el 70% de las actividades de aprendizaje a evaluar/ evidencias como requisito para
cualquier examen extraordinario, en caso de no cumplir con este requisito se deberá de completar y
presentar el portafolio el día indicado por él docente.
• En caso que sea necesario el estudiante deberá comprobar su colaboración en la(s) actividad(es) de
equipo, para obtener una calificación, de lo contrario tendrá que trabajar de forma individual en las
siguientes y esa actividad se le evaluará con 0.
• Si el estudiante falta una o varias sesiones en que se esté realizando una evidencia, su calificación será
asignada de acuerdo solo a su trabajo realizado.
 El estudiante deberá esforzarse para utilizar solo Inglés en el aula, ser honesto, escuchar y seguir instrucciones
para realizar sus actividades, ser amable y respetuoso con sus compañeros y maestra, guardar su celular, no ingerir
alimentos, llegar a tiempo, en caso de faltar pedir apuntes y actividades a realizar, traer sus materiales de trabajo
(libro, libreta, diccionario, etc.) y trabajar en clase sólo con los contenidos de la materia.
Academia de Inglés en Acción III
Semestre Agosto-Diciembre 2019
Firma del alumno:_________________________________

Firma del padre o tutor:_____________________________
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Formative purpose:
The student develops linguistic competencies through the use of modal verbs, the writing of an expository essay, and the recognition of public speaking elements such as the
physical message and kinesthetic to express ideas in a second language effectively in daily life situations in a respectful and tolerant manner.
General competencies and attributes:
6. Uses a second language, preferably English, with clarity and correctness to communicate in daily academic, professional and scientific contexts.
Attributes
5. Uses logical, critical, creative and proactive thinking to analyze natural and social phenomena in order to make pertinent decisions about his/her sphere of influence with
social responsibility.
Attributes
elevance.
9. Has an attitude of commitment and respect to the diversity of social and cultural practices that reaffirm the principle of integration in the local, national and international
context, in order to promote environments of peaceful coexistence.
Attributes
Generic competencies and attributes:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools.
4.2 Applies different communicative strategies based on listeners, context, and objectives.
4.4 Can communicate everyday situations in a second language.
6. Has a personal stance on topics of general interest and relevance, considering other points of view in a critical and reflective way.
6.4 Organizes ideas and arguments in a clear, coherent, and concise way.
10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices.
Attributes:
10.1 Acknowledges that diversity has a place in a democratic space of equality, dignity and rights of all people; and rejects all forms of discrimination.
Specific socioaffective skills:
-conflict handling, perspective taking
tive listening, empathy, critical thinking, perspective taking
Basic disciplinary competency:

11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the communicative situation.
Competency elements:
TASK SECTION TOPIC DESIGNED BY DATE D/ND

#
1 GRAMMAR MODAL VERBS: Ability TEACHER
2 GRAMMAR MODAL VERBS: Possibility TEACHER
3 GRAMMAR MODAL VERBS: Obligation and necessity TEACHER
4 GRAMMAR MODAL VERBS: Will, should, shall TEACHER
5 GRAMMAR All Modal Verbs TEACHER
6 WRITING ESSAY ESTRUCTURE: Introduction TEACHER
7 WRITING ESSAY ESTRUCTURE: Body and Conclusion TEACHER
8 WRITING TRANSITIONS BETWEEN PARAGRAPHS TEACHER
9 WRITING ESSAY OUTLINING TEACHER
10 WRITING EXPOSITORY ESSAY TEACHER
11 WRITING ESSAY OUTLINING AND EXPOSITORY ESSAY TEACHER
11-A WRITING ESSAY OUTLINING AND EXPOSITORY ESSAY TEAM 1
SPEAKING AND
12 PHYSICAL MESSAGE TEACHER
PARALANGUAGE
SPEAKING AND
13 KINESTHETICS: POSTURE AND EYE CONTACT TEACHER
PARALANGUAGE
SPEAKING AND
13-A KINESTHETICS: POSTURE AND EYE CONTACT TEAM 2
PARALANGUAGE
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What are Modal Verbs?
Modal verbs are a part of the larger category called auxiliary verbs which are verbs that cannot be used on their own. They
need to be accompanied by another (main) verb. Sometimes modal verbs are called modal auxiliaries.
The following words are modal verbs: Can, Could, May, Might, Must, Shall, Should, Will, Would.
They are modal auxiliary verbs that provide additional information about the verb that follows it.
Modal verbs are used to express ability, obligation, permission, assumptions, probability and possibility, requests and offers,
and advice. Each modal verb can have more than meaning which depends on the context of that sentence (or question).
Structure with Modal Verbs

A Modal verb is followed by another verb in the base form (the infinitive without the 'To') and they are not conjugated (we don't
add an 'S' in third person). See the following structure:
Subject + Modal Verb + Verb (base form of the infinitive)
 I can speak English (NOT: I can to speak English)

 He can speak Spanish (NOT: He can speaks Spanish)
 She can speak Spanish (NOT: She cans speak Spanish)
Modal Verbs in Negative Sentences

Subject + Modal Verb + not + Verb (base form of the infinitive)
 You must not walk on the grass. (= You mustn't walk on the grass.)
 He cannot speak Arabic. (= He can't speak Arabic.)
 We should not be late. (= We shouldn't be late.)
As you can see in the examples above, contractions of the Modal verb + not are normally possible.
The negative of can is cannot ('not' is joined to 'can') and the contraction is can't
Modal Verbs in Questions

Modal Verb + Subject + Verb (base form of the infinitive)
 May I help you?

 Can I have another piece of cake please?
 Would you like to come with us?
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ABILITY
CAN, COULD, BE ABLE TO
Can and could are modal auxiliary verbs. be able to is NOT an auxiliary verb (it uses the verb be as a main verb).
CAN
The basic structure for can is:
auxiliary verb
subject + + main verb
can
The main verb is always the bare infinitive (infinitive without to).
subject auxiliary verb: can main verb
+ I can play tennis.
cannot
- He play tennis.
can't
? Can you play tennis?
Use of can
We use can to talk about what is possible, what we are able or free to do:
 She can drive a car.
 John can speak Spanish.
 I cannot hear you. (I can't hear you.)
 Can you hear me?
Normally, we use can for the present. But it is possible to use can when we make present decisions about future ability.
A. Can you help me with my homework? (present)

B. Sorry. I'm busy today. But I can help you tomorrow. (future)
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COULD
Could is an auxiliary verb, a modal auxiliary verb. We use could to:
 talk about past ability
Structure of could
auxiliary verb
subject + + main verb
could
The main verb is always the bare infinitive (infinitive without to).
auxiliary verb
subject main verb
could
+ My grandmother could swim.
could not
- She walk.
couldn't
? Could your grandmother swim?
Use of could
could for past ability

We use could to talk about what was possible in the past, what we were able or free to do:
 I could swim when I was 5 years old.

 My grandmother could speak seven languages.
 When we arrived home, we could not open the door. (...couldn't open the door.)
 Could you understand what he was saying?
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We use could have to say that someone had the ability or opportunity to do something, but did not do it:
She could have learned German, but she didn't want to.
I could have danced all night. (but I didn’t)
We use could (positive) and couldn't (negative) for general ability in the past. But when we talk about one special occasion in
the past, we use be able to(positive) and couldn't (negative). Look at these examples:
past
general specific occasion
+ My grandmother could speak Spanish. A man fell into the river yesterday. The police were able to save him.
- My grandmother couldn't speak Spanish. A man fell into the river yesterday. The police couldn't save him.
BE ABLE TO
Be able to is not a modal verb. It is simply the verb be plus an adjective (able) followed by the infinitive. Be able to is used
instead of can and could.
We use be able to:
 to talk about ability
Structure of be able to
The basic structure for be able to is:
subject + be + able + to-infinitive
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main verb adjective
subject to-infinitive
be able
+ I am able to drive.
is not
- She able to drive.
isn't
? Are you able to drive?
Notice that be able to is possible in all tenses, for example:
 I was able to drive...

 I will be able to drive...
 I have been able to drive...
Notice too that be able to has an infinitive form:
 I would like to be able to speak Chinese.
We use be able to to express ability. "Able" is an adjective meaning: having the power, skill or means to do something. If we
say "I am able to swim", it is like saying "I can swim". We sometimes use be able to instead of "can" or "could" for ability. Be
able to is possible in all tenses - but "can" is possible only in the present and "could" is possible only in the past for ability. In
addition, "can" and "could" have no infinitive form. So we use be able to when we want to use other tenses or the infinitive.
Examples:
 I have been able to swim since I was five. (present perfect)

 You will be able to speak perfect English very soon. (future simple)
 I would like to be able to fly an airplane. (infinitive)
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POSSIBILITY
MAY, COULD, MIGHT
Modal Verbs for Possibility Structure
Modal Verb + Base Verb
May / Might / Could + Base Verb
Examples:
 I may eat dinner at 7:00 pm.
 She might work late tonight.
May
May shows possibility in the present or the future.
 Present: Where are my keys? They may be in the car.

 Future: I may go to the party tonight.
May is formal and is often found in writing, like this example:

 Side effects of this medication may include upset stomach and fever.
May expresses a greater degree of certainty

You should ask him. He may know Susan's telephone number. (conceivably he knows her number.)
Might
Possibility in the present or future.
 Where are my keys? They might be in the car.

 I might go to the party tonight.
Might is less formal than may, and is more common in conversation

I might see you later.
May and might are usually not used to introduce a question. Instead, we can use Do you think? or be likely to/that:
Do you think he may/might know Susan's telephone number?

Are you likely to get here before 8?
Is it likely that you will get here before 8?
Could
Something is possible in the present or future.
Present: Where are my keys? They could be in the car.

Future: We could go to the party tonight.
Could shows options, or possibility.
Could can be used instead of may and might with the verb be:
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You could be right.
They could still be waiting for us.
The negative form couldn't is often used with comparative adjectives:

The food is delicious, and the staff couldn't be more polite. (they are very polite)
Except for this use, couldn't expresses negative deduction, not possibility:
It's only 10 o'clock. He couldn't be at home. (He is usually at work at this time of the day.)
Might Not vs. Could Not
Although might and could express possibility in a similar way, the negative forms of might and could are different.
Might not shows that something probably is not true.

 These books might not be the teachers.
Might not shows that something probably will not happen in the future.
 I might not go to the party tonight.
Could not shows that something is impossible.

 This could not be the only book available.
 She could not know who my friend is. They have never met.
Past Possibility
May, might and could + perfect infinitive express uncertainty with reference to past actions:
 We haven't heard from him for ten years. He may/might/could have died. (Perhaps he has died, but we don't
know.)
But when we want to say that something was possible but did not happen, we use might or could:
 He was very careless when crossing the road. He might/could have died. (He didn't die.)
 I could have caught the bus if I had hurried. (I didn't hurry, so I didn't catch the bus.)
Couldn't + perfect infinitive is often used with comparative adjectives:

 It was a great year, and I couldn't have been happier. (I was very happy)
May/might not + perfect infinitive is used for uncertainty, but could not + perfect infinitive (except for the case above)
expresses deduction:
 I had better call Anne. She may/might not have read my e-mail. (uncertainty)
It couldn't have been John you saw this morning. He is away on holiday. (deduction)
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OBLIGATION AND NECESSITY
MUST, SHOULD, OUGHT TO, HAVE TO

MUST
To express obligation or duty
This also refers to laws and regulations.
 I must memorize all of these rules about modal verbs.

 People must remain seated until the show is over.
 You must wear a seatbelt at all times.
To emphasize the necessity of something
 Humans must have drinking water at least every two days.

 You must give up smoking, it's bad for you.
 We must have a special permit to camp in the national park.
 You must study the last two chapters before the test.
 Plants must have light and water to grow.
 You must drive carefully.
Deduction - Sure that something is true (Certainty)

We use this when we don't know but we are certain that it is true (based on evidence).
 Look at all of that snow. It must be really cold outside.

 The ground was wet this morning. It must have rained last night.
 Dinosaurs were very big, they must have eaten a lot.
 It's five in the morning and you still haven't gone to bed? You must be tired!
 Jack must be home. I heard a noise coming from his room.
Expresses positive logical assumptions (Must + have + past participle)
 That must have been my mother calling me last night, nobody else has my number.
 He must have won the lottery with the new house and car he has just bought.
 She must have been at home - her car was there.
A strong recommendation
Something that is highly recommended (stronger than using should)
 We really must get together for dinner sometime.

 You must see the new Peter Jackson movie, it's fantastic.
 The ice cream here is delicious. You must try some.
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MUSTN´T
The negative is Mustn't which refers to prohibition (negative obligation)
Mustn't = Must not
 You mustn't use your Smartphone while you are driving.

 You must not open the gift until it is your birthday.
SHOULD
To give advice, a recommendation or a suggestion
This is to say that it is the right thing to do or the correct thing.
 Does your tooth still hurt? You should make an appointment with the dentist.
 I think you should study for the test so that you don't fail.
 Your hair is too long. You should get a haircut.
 You really should go to the new restaurant on Main Street.
Expresses that a situation is likely in the present
 Mary should be at home by now. Give her a call.

 He should have the letter by now. I sent it a couple of weeks ago.
Expresses that a situation is likely in the future (prediction)
 They should win the game because they are a much better team.
 It should be fine tomorrow.
Expresses an obligation that is not as strong as Must.

Sometimes Should is used instead of Must to make rules, orders or instructions sound more polite. This may appear more
frequently on formal notices or on information sheets.
 On hearing the fire alarm, hotel guests should leave their room immediately.
 Passengers should check in at least 2 hours before departure time.
 You should never lie to your doctor.
 You should pay more attention in class.
 You should be at work before 9.
All of the above example sentences can have must instead of should making the obligation stronger and less polite.
Was expected in the past but didn't happen (should + have + past participle)
This expresses the idea that the subject did not fulfill their obligation in the past or did not act responsibly.
 You should have given your boss the report yesterday when he asked for it.
 I should have studied more but I was too tired.
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Not fulfilling an obligation (should + be + verb-ing)
This expresses the idea that the subject is not fulfilling their obligation or is not acting sensibly.
 You should be wearing your seatbelt. (The person isn't wearing one right now)
 We should be studying for the test. (We are not studying right now and we should)
Sometimes should is replaced by ought to without a change in meaning. Note that ought to sounds more formal
and is used less frequently.
 You ought to study more. (= you should study more)

 He ought to go home. (= He should go home)
 They ought to stop doing that. (= They should stop doing that)
SHOULDN´T
We use shouldn't to advise not to do something, usually because it is bad or wrong to do.
 You shouldn't throw your litter onto the street.

 We shouldn't leave without saying goodbye.
 He shouldn't play with those wires if he doesn't know what he is doing.
 Are you tired? You shouldn't work so much.
 You shouldn't talk like that to your grandmother.
OUGHT TO
Ought is different from other auxiliary verbs: it is followed by a to-infinitive. Ought expresses ideas such as duty,
necessity and moral obligation. It is not as forceful as must, but it is stronger than should.
 You ought to be punctual.

 We ought to help the poor.
 You ought to visit your friends once in a while.
Ought generally points to present and future time. It can point to past time when it is followed by the perfect infinitive (have +
past participle).
You ought to have helped him. (It was your duty to help him but you didn’t.)
In most cases SHOULD and OUGHT TO are used interchangeably today. Both SHOULD and OUGHT TO are used to
express advice, obligation or duty. However, there is a slight difference in meaning.
SHOULD OUGHT TO
is used when we want to express our subjective opinion. is used when we want to express an objective truth.
In other words, ‘what I think is best for you to do’. In other words, ‘what is necessary, and cannot be
You should call your mother more often. avoided’ That’s why we usually use OUGHT TO when we
He should apologize before she stops talking to him. are talking about laws, duties and regulations.
They ought to follow the school’s policy, or they will get
expelled.
According to this road sing, they ought to stop here.
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Have To and Don't Have To
We use have to to talk about strong obligation that comes from somewhere else, for example from your boss, you parents, a rule at
school or work.
Examples:
I have to be home by ten. (My parents told me so.)

I must be home by ten. I have a very difficult day tomorrow. (It is my own decision.)
I have to get up early, because I start work at 8. (It is a rule.)

I should get up early. (Now I stay in bed until lunchtime.)
Don't have to means that there isn't any obligation at all, there is no need to do it. Don't have to is different from shouldn't and mustn't.
Examples:
I don't have to get up early at weekend. (I can stay in bed as long as I want.)
You mustn't tell lies. (It is very bad to tell lies.)
You don't have to go with me. (You can go with me if you want to.)
You shouldn't smoke. (It is bad for your health.)
Must vs. Have to

Must can be replaced by Have to with little difference in meaning:
 You have to study. (= you must study)

 He has to finish the report by Friday. (= He must finish the report by Friday)
 They have to resit the test. (= They must resit the test)
Have to is a more informal while Must is mostly used in written orders or instructions.
Also, Must expresses obligation imposed by the speaker while Have to expresses external obligation.
 Teacher: You must complete this essay by Friday

 Student: We have to complete this essay by Friday.
When we are mentioning someone else's obligations, we use Have to.
 John has to quit smoking.
For questions it is more common to use Have to instead of Must (which sounds very formal):
1. When do you have to pay finish the report?

2. Does he have to take a blood test?
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The past tense of Must is Had to:
 I had to pay my speeding ticket yesterday.
Mustn't vs. Don't have to

Be careful with the negative of Must and Have to where they DO have a different meaning. Mustn't is a negative obligation (=
it is important that you do NOT do something) while Don't have to is an absence of obligation.
Mustn't = it is prohibited; it is not allowed
Don't have to = no obligation; you are not required to do something, especially if you don't want to.
 You must not drink that. (= it is forbidden to drink that; it is not allowed)
 You don't have to drink that. (= you don't need to drink that but you can if you want)
 You mustn't tell John (= Do not tell John)
 You don't have to tell John (= you can tell John if you want to but it is not necessary)
Will, should, shall

• Will
Will is used to show desire, preference, choice or consent:
I will accept your offer.
Will you please be quiet?
To show the future:

It will be a great party.
I will probably go out tonight.
To express capability:
The ship will take three hundred guests.
This bottle will hold two liters of wine.
To express determination or insistence:

I will pass my driving test.
I will do as you say.
• Should
Should is often used to give an opinion, to make a suggestion, express a preference or an idea.
You should stay at home if you are feeling tired.
I should walk to work.
He should be more open to ideas.
Should – to ask for an opinion.

Should we tell him about our idea?
What should we do now?
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• Shall
Shall – to make a suggestion

Shall we dance?
Shall I go now?
Shall for obligation in very formal situations

You shall obey the rules.
Students shall not enter here.
There shall be no food and drink on the premises.
SUMMARY
Modal Concept Examples
Can Present Ability We can speak English
Could Past Ability She could play the piano (but she can’t anymore)
Be able to Ability I was able to get tickets to the concert
May Good possibility (35% - 65%) We may visit Mexico this summer
Could Somewhat possible (making guesses) John could live here
Might Small possibility I might move to Canada some day
Must Obligation Everyone must pay taxes
Should Recommendation You should go to the doctor
Ought to Formal recommendation We ought to know about first aids
Have to Necessity You have to leave before 5:00 pm
Will Future Joe will travel to NY next week
Will Making offers I’ll do the dishes
Should Making offers Should I answer the phone?
Shall Educated expression Excuse me, I shall go now
Offer Shall I clean it?
Shall To suggest activities that both Shall we dance?
speaker and listener will participate in Shall we begin with the first exercise?
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Writing is already and will continue to be an important part of your daily life. The writing you do can be as simple as jotting
down a phone message or writing yourself a quick reminder or as complex as developing a research paper on an historical
event or preparing a science lab report. In this lesson, you will learn the proper structure of an essay and some strategies to
help you fully take advantage of each writing opportunity so that you can continue to develop your skills as a writer.
The Purpose of Essays
Although most of the essays you write will be assessed in some way and will contribute towards your final grade, this is not
their only function. They also play an important role in helping you to learn.
They do this by encouraging you to explore a topic in depth, and by helping you to develop the ability to
• locate and retrieve relevant information;

• interpret, analyze, and evaluate facts and opinions;
• construct a clear and logical argument.
 Characteristics of good essays
There is no single formula for writing a good essay. In fact, the very best essays often treat the same subject matter quite
differently. There are, however, a number of characteristics that distinguish good essays from poor ones.
In general, good essays:

• show evidence of research that goes beyond lectures, and the textbook;
• develop and sustain a position on a subject or issue;
• are clearly and logically structured;
• use and integrate a wide range of detailed evidence;
• accurately reference all sources of information.
Poor essays, on the other hand, usually display one or more of the following weaknesses:
• a lack of understanding of the requirements of the topic and of the issues it raises;
• insufficient research;
• an inability to use evidence appropriately;
• an inability to communicate ideas clearly and logically.
An essay is a piece of writing made up of a number of paragraphs. Each paragraph has a specific role in an essay. An essay
is divided into three parts: a beginning, a middle, and an end. The beginning is called introduction, the middle is called the
body, and the end is called the conclusion.
a. Introductory paragraph
The first paragraph of an essay introduces the reader to the essay topic. It should create interest in the essay, outline the
writer’s main ideas, and suggest how these ideas will be presented within the body of the essay. The introduction consists of
three main elements: a hook, building sentences, and a thesis statement.
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1. Hook
The first sentence (or sentences) of an essay should catch the reader’s attention. It introduces the topic of the essay in an
interesting way.
To get the reader’s interest and encourage him/her to continue reading a writer can use one or more of the following methods:
1. Ask one or more questions about the topic,
2. Provide an interesting story about the subject,
3. Present significant facts or statistics,
4. Quote an expert on the subject, or
5. Define an important term.
2. Building sentences
After the hook, the following sentences should provide background information to give readers some context about the topic.
They should ”build“ towards the thesis statement. They should lead your reader gradually from a very general idea of your
topic to a very specific idea. The first general statement in a funnel introduction just introduces the topic; the following
sentences become more and more focused on a specific topic. There is no exact rule about the number of general statements
needed; however, there should be written at least three or four, and they should be interesting enough to hold the reader’s
attention.
3. Thesis statement
The thesis statement comes at the end of the introduction. It is the most important sentence in the entire essay because it
presents the essay topic and the writer’s position on that topic. It also indicates the main ideas that will be discussed in the
body paragraphs.
Thesis Statements
The thesis statement is the most important sentence in the essay because it specifically states what the essay will be about. In
other words, it states the purpose of the essay. Therefore, a thesis statement should include:
• the topic of the essay.
• the writer’s position, opinion, or approach to the topic.
• the main ideas that will develop and support the writer’s position.
Also note the following about the thesis statement:

• It appears at the end of the introductory paragraph and, in short essays, is usually one sentence long.
• The main ideas are listed in the same order as they appear in the essay, which gives the reader a clear preview of what the
following paragraphs will be about.
Example of a thesis statement:
Solar power is improving people’s lives in developing countries by providing efficient light safely, linking them to the global
mobile community, and increasing their independence.
This thesis statement shows that:

• “solar power” is the topic of the essay.
• the writer’s position on this topic is that it is “improving people’s lives in developing countries.”
• the three main ideas that support the writer’s position are a) it is “providing efficient light safely,” b) it is “linking them to the
global mobile community,” and c) it is “increasing their independence.” Each main idea will be explained in detail in a separate
body paragraph: a) in the first body paragraph, b) in the second, and c) in the third.
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Thesis Rules
• A thesis statement should:
· never be an open-ended question (typically begin with words such as "Why" and "How", or phrases such as "Tell
me about...". Often they are not technically a question, but a statement which implicitly asks for a response)
· be limited to mentioning only those points you plan to discuss in your essay
· never be so broad that it’s difficult to discuss all relevant information
· Only present one specific idea; not multiple ideas
· not contain two conflicting ideas
Tips for Writing Your Thesis Statement

* Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported
with specific evidence.
* The thesis statement usually appears at the end of the first paragraph of a paper.
* Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have
discussed in the paper.
• How to write a thesis statement

To create a thesis statement simply follow this formula:
TOPIC + OPINION = THESIS STATEMENT

Animals + Dogs make better pets than cats = When it comes to animals, dogs make
better pets than cats.
Movies and + Titanic ignited many emotions = The movie "Titanic" ignited many emotions in an
emotions audience.
It is useful to think of the thesis statement as the writer’s answer to an essay question. The thesis statement provides a basic
answer to the question, and the remainder of the essay will support this answer in greater detail.
Question:
Explain how an alternate form of energy is being used successfully in the world today.
Thesis statement:
Solar power is improving people’s lives in developing countries by providing efficient light safely, linking them to the global
mobile community, and increasing their independence.
REMEMBER: You must be sure you can support the opinion in your thesis.
To sum up, the thesis statement is called the “heart of the essay.” It also is called the “central point” or the “core” of an essay.
It is consists of evidences that the writer uses to elaborate on topic further. Each of these evidences is then elaborated and
discussed in the body paragraphs.
If there are three body paragraphs, the thesis statement must have three evidences, and should it have more than three body
paragraphs, may be additional evidences. This applies to five-paragraph essays, but in case of a longer essay, the thesis
statement could make use of more than one sentence.
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b. Body paragraphs
The body of an essay consists of three paragraphs. Each body paragraph explains in detail one of the main ideas
expressed in the thesis statement. There are three parts to a body paragraph: a topic sentence, supporting sentences,
and a concluding sentence.
1. Topic sentence
The first sentence of a body paragraph expresses the topic of the paragraph and provides a controlling idea about the topic.
All information in the paragraph supports the controlling idea.
2. Supporting sentences
Supporting sentences explain and develop the topic sentence. They present logical thoughts, evidence, and explanations in
support of the controlling idea.
3. Concluding sentence
The paragraph may end with a concluding thought on the paragraph topic. It may also show a transition to the next paragraph.
The body of the essay is made up of one or more paragraphs. The supporting paragraphs present the main points or reasons
supporting the thesis. They are the heart of the essay. In addition, knowing when to start a new paragraph is a key to writing a
good essay.
c. The conclusion
The concluding paragraph ends the essay by reviewing the main ideas from each body paragraph and leaving the reader with
a final thought. The conclusion consists of three elements: a restated thesis, a summary of main ideas, and a final
thought.
1. Restated thesis
At the start of the conclusion, the thesis is restated in words different from those in the introduction.
2. Summary of main ideas
The main ideas from each of the body paragraphs are summarized as a reminder to the reader.
3. Final thought
The writer ends the essay by presenting a final thought on the topic – for example, by stating an opinion, a solution, or a
prediction. The final thought should leave a strong impression and encourage the reader to think further about the topic.
However, any new ideas must not be added in the conclusion because it is the end of the essay.
A good conclusion is just as important as a good introduction. Without a conclusion your essay would be incomplete, and
would have no ending. No new information should be introduced in the conclusion. However, you might use your conclusion to
make predictions, or to indicate what further investigation needs to take place.
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https://speedypaper.com/?rt=g1cKa8Qn
The Writing Process in Action
The next pages provide a basic look at the writing process in action. Use this information as a general guide whenever you
write.
 PREWRITING
Choosing a Subject and Gathering Details
1. Search for a meaningful writing idea –one that truly interests you and meets the requirements of the assignment.
2. Use a selecting strategy (listing, clustering, free writing, and so on) to identify possible subjects.
3. Learn as much as you can about the subjects you choose.
4. Decide on an interesting or important part of the subject –your focus – to develop. Express your focus in a thesis
statement, a statement that helps map out your writing.
5. Think about an overall plan or design for organizing your writing. This plan can be anything from a brief list to a
detailed outline
 WRITING THE FIRST DRAFT

Connecting Your Ideas
1. Write the first draft while your prewriting is still fresh in your mind.
2. Set the right tone by giving your opening paragraph special attention.
3. Refer to your plan for the main part of your writing, but be flexible. A more interesting route may unfold as you write
4. Don’t worry about getting everything right at this point< just concentrate on developing your ideas.
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 REVISING
Improving Your Writing
1. Review your first draft, checking the ideas, organization, and voice of your writing
2. Ask at least one classmate to react to your work
3. Add, cut, reword, or rearrange ideas as necessary.
4. Carefully assess the effectiveness of your opening and closing paragraphs.
5. Look for special opportunities to make your writing as meaningful and interesting as possible.
 EDITING AND PROOFREADING

Checking for Style and Accuracy
1. Edit your revised writing for sentence smoothness and word choice.
2. Then check for errors in usage, punctuation, capitalization, spelling, and grammar.
3. Have a dictionary close at hand as you work.
4. Ask a reliable editor to check your writing for errors.
5. Prepare a neat final copy of your writing.
6. Proofread the final draft for errors before submitting it.
 PUBLISHING
Sharing Your Work
1. Share the finished product with your teacher, writing peers, friends, and family members.
2. Decide if you are going to include the writing in your portfolio.
3. Consider submitting your work to a school, a local, or a national publication.
An important step in the planning process is to produce an outline of your essay. This will provide you with a conceptual
framework that will help you to maintain control of your writing.. An outline allows you to see the order in which your ideas are
presented, to note the relationship between ideas, and to recognize any gaps in logic, or any abrupt shifts in subject matter
that may confuse the reader.
Your essay outline should consist of the following:
• your thesis statement;

• the main points of your argument or the main issues you intend to address;
• any sub-points or issues;
• the evidence which supports each point or argument. As an example, suppose that you have been given the
following essay topic: It is often claimed that regular exercise promotes good health. To what extent is this true? After
examining the implications of the topic, and completing the necessary research, you have discovered that the
question is a very complex one to which there is no clear answer. Your thesis statement might, therefore, be that "It
is difficult to estimate how beneficial exercise is to health since much of the evidence that has been presented is
inconclusive."
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Format of an essay
Title: Student’s name

Teacher’s name
Subject
Date (month/day/year in American English) 09/21/18
(day/month/year in British English) 21/09/18
Margin: The blank space around the outside of a piece of paper. 1 inch.
Indentation: The five blank spaces at the beginning of every paragraph.
For every new sentence in a paragraph (apart from the first one) leave 1 space.
Font: Arial
Size: 12 Size of titles: 18 Size of headings: 14
Use “Bold” type for titles and headings.
It is important for an essay to have unity. In addition to unity, every good essay must have coherence. One way to achieve
coherence is through the use of transitions signals.
Transition signals are words and phrases that connect the idea in one sentence or in one paragraph with the idea in another
sentence or in another paragraph. They are expressions like first/second, moreover, however, in brief. They make the
movement between sentences in a paragraph smooth; they are used in an essay to make movement from one paragraph to
the next logical and smooth, so the reader does not have problems understanding the writer’s ideas.
TRANSITION SIGNALS
To indicate sequence or to order information first, second etc. at this point
followed by initially
next, last, finally meanwhile
previously, subsequently
after that simultaneously
and then
next, before, after
concurrently
To introduce an example in this case for example
for instance on this occasion
to illustrate to demonstrate
this can be seen when/where . . .
take the case of
immediately thereafter
To indicate time formerly finally
prior to previously
then soon
during at that time
before, after at this point
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first, next, finally
To logically divide an idea firstly, secondly, thirdly
initially, subsequently, ultimately
To compare similarly similar to
by comparison whereas
like, just like
To contrast in contrast however
on the other hand unlike
balanced against despite
on the contrary differing from
a different view is
To introduce additional ideas/ information in addition also
finally moreover
furthermore and then
one can also say another
further and
To introduce an opposite idea or show exception However although
on the other hand whereas
instead while
yet but
despite in spite of
nevertheless even though
it could also be said that in contrast
To give an example for example to illustrate
for instance in this case
to demonstrate take the case of
To indicate a result/ cause of something Therefore thus
consequently as a consequence
as a result
To summarize or conclude in summary in conclusion
in brief in short
on the whole summing up
as shown ultimately
all in all in other words
to conclude to summarize
finally indeed
To give a cause (or reason) Due to Because
Since For
Due to the fact of As
To give an effect (or result) Therefore
Thus
Consequently
As a result
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Sample Text
During [1] the early twentieth century, Australian society experienced a [1] Indicating a specific time
transformation of the domestic ideal. At this time [1] families were subject
to an increasing array of government and 'professional' programs and [2] Indicating a conclusion
advice aiming to manage and regulate family life. Some of these programs
were designed to counter social changes, others were designed to engineer [3] To indicate sequence and logically divide an
them; ultimately [2] each heralded a growing expert encroachment into the idea
private sphere.
Intervention and influence took three forms. Firstly [3] , techniques [4] Indicating extra information
designed to maximize efficiency were introduced into the home and
scientific principles were applied to its design. In addition [4], housework [5] Indicating a result
and parenting methods were scrutinized and subject to unprecedented
standards. Secondly [3] , all aspects of reproduction attracted increasing
intervention from government and the medical profession. Thirdly [3],
state, professional and philanthropic groups began to usurp the parental
role within the family through instruction and policy. Consequently [5], the
development of 'modern' social ideals brought regulation, intervention and
ever-increasing unrealistic standards.
Coordinators (coordinating conjunctions) make compound sentences from two independent clauses:
and
or
Independent clause , but + independent clause
for
so
yet
nor
Examples:
I like to swim, but I don’t like to jog.
Swimming is good exercise, so I swim every day.
Some sentence connectors can be used with a semicolon and a comma to join two independent clauses into a compound
sentence, or they can be used at the beginning of a sentence with a comma only:
furthermore,
in addition,
moreover,
Independent clause ; also, + independent clause.
therefore,
thus,
consequently,
on the other hand,
Example: Washington D. C. might be fun to visit these holidays; on the other hand, New York might be a better city to visit.
OR Washington D. C. might be fun to visit these holidays. On the other hand, New York might be a better city to visit.
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Other sentence connectors can only be sued at the beginning of a sentence and are usually followed by a comma.
All in all ,
First of all ,
In brief , + sentence
Then
Finally ,
Example:
First, get an application form from your college´s scholarship office.
NOTE: Then is usually not followed by a comma.
Subordinators (subordinating conjunctions) are the first words in dependent clauses. A dependent clause must be added to
an independent clause to make complex sentences. Dependent clauses can be in either order. If the dependent clauses is
first, a comma is needed after it.
Pattern 1:
when
Independent clause + although dependent clause
because
Because walking exercises the heart, it is good for you.
Pattern 2:
Although
When dependent clause , + independent clause
Because
The ending of this book is very easy to predict because the plot is not very original.
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An outline is a helpful guide to use when writing essays. In an outline, the ideas are listed in the order in which the author will
write about them.
When writing the first draft, it is strongly advised to refer to the outline. Doing so will help the author to stay focused on the
topic and to write a well-organized essay. Therefore, outlining is considered an important step in the planning process
because this will provide a conceptual framework that will help to maintain control of the writing.
An outline allows to see the order in which ideas are presented, to note the relationship between ideas, and to recognize any
gaps in logic, or any abrupt shifts in subject matter that may confuse the reader.
Your essay outline should consist of the following:

• your thesis statement;
• the main points of your argument or the main issues you intend to address;
• any sub-points or issues;
• the evidence which supports each point or argument (examples, illustrations, expert quotations, etc)
There are two types of outlines:
 a sentence outline can be used to help rough out ideas

 a traditional outline will help determine the major sections of the topic and will be a guide as the author develops the
writing.
PREPARE AN OUTLINE
Begin by reviewing the notes or research materials you have photocopied and grouped.
Then use Roman numerals to indicate the major sections of your essay; in other words, the topic sentence of each paragraph
is given a Roman numeral (I, II, III, IV, etc.).
Use capital letters to indicate subsections of each major sections ; in other words, each main supporting sentence is given a
capital letter (A, B, C, D, etc).
Use Arabic numbers to indicate details you plan to discuss within each subsection.
Each time the outline moves from a Roman numeral to capital letter to an Arabic number, the text is indented. Indenting
makes easy to see the movement from big to small, from main ideas to specific ideas.
NOTE: An outline is only a guide to help you as you write your essay. It can be changed at any time; that is, additions or
deletions can be made as the essays is being written.
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An outline of an essay looks like this:
TITLE
I. Thesis statement
II. Topic sentence
A. Main supporting sentence
1. Supporting detail
B. Main supporting sentence
C. Main supporting sentence
Supporting detail
(concluding sentence)
III. Topic sentence
A. Main supporting sentence
Supporting detail
B. Main supporting sentence
C. Main supporting sentence
Supporting detail
IV. Topic sentence
A. Supporting detail
B. Supporting detail
C. Supporting detail
D. Supporting detail
V. Conclusion
Concluding statements
Final thoughts
NOTE: Letters and numbers are used when there are two or more items in a group. In the essay outline, only one supporting
detail is given under II. C and III. A and C; therefore, no number are given.
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The expository essay is the basic form of writing assigned in most of your classes. You write expository essays about
important concepts covered in your reading and in class discussions. You explore topics related to your course work. You
produce (how-to) papers. It can take a variety of forms. It may tell how to make or do something, report on an experience, or
explore an idea. Expository writing conveys information to the reader in such a way as to bring about understanding, whether
it be of a process or procedure, or of the writer's ideas about a concept.
Expository essays follow the thesis-statement-plus-support structure. A successful expository essay includes a clear thesis
statement with effective supporting ideas.
The best essays begin and end with good information, so the key is to work with solid information right from the start.
An expository essay it usually tightly structured. It contain an opening paragraphs, several supporting paragraphs, an a closing
paragraph.
Beginning
Your opening paragraph should gain your reader interest and indentify the thesis you want to develop. You can use one or
more of the following methods:
• Ask one or more questions about the topic.

• Provide an interesting story about the topic.
• Present a significant facts or statistics,
• Quote an expert on the subject, or
• Define an important term
Middle
The supporting paragraphs present the main points or reasons supporting your thesis. They are the heart of your essay.
*In addition, knowing when to start a new paragraph is a key to write a good essay. You should start a new paragraph
whenever there is a shift or change in the essay.
Such changes are called paragraphs shifts and can take place to introduce a new main point, to shift emphasis, or to indicate
a change in time or place.
It´s also important that the middle paragraphs are arranged in the best possible way- by order of importance, by
classification, by time, and so on. And these paragraphs should flow clearly and smoothly from one to the next.
The Importance of Support.
Without adequate support or evidence, you cannot effectively develop an expository essay.
Here are three ways to support your thesis:
Include facts. Facts are statements that add support and validity to your essays. They help you to prove your main points.
Example:
1. About 1 million people, mostly children, die each year from starvation, malnutrition, and related causes.
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Give Examples. Examples are a way of showing your ideas to readers. In the sample expository essay, the writer discusses
the general problems resulting from malnutrition.
Example:
1. Marasmus is a form of malnutrition occurring when children are weaned too soon and receive very few nutrients.
Add Quotations. Questions from experts add authority to your writing.

Example:
According to Dr. Hiroshi Nakahima, Director General of the World Health Organization, “Much of the sickness and death
attributed to major communicable diseases is, in fact, caused by malnutrition”
Ending
Your closing paragraph should tie the main points in the essay together and draw a final conclusion. It should also leave
readers with a clear understanding of the importance of your subject.
To summarize: When writing an essay, follow these eight basic steps:
Select a topic: Be sure the topic is narrow enough to make it manageable within the space of an essay
Write a thesis sentence: Be sure the thesis statement (or sentence) expresses a controlling idea that is neither too broad nor
too specific to be developed effectively
Select a method of development: Check through all the methods before you finally settle on the one which will best serve
your thesis:
definition example
compare and contrast cause and effect
classification process analysis
Organize the essay: Begin by listing the major divisions which the body paragraphs in your essay will discuss; then fill in the
primary supports that each body paragraph of the essay will contain
Write topic sentences for the body paragraphs of the essay:

For each body paragraph, furnish a topic sentence that directly relates to the thesis sentence
Write the body paragraphs of the essay:

Each body paragraph should develop the primary support covered in that paragraph's topic sentence
Furnish a paragraph of introduction:

An introductory paragraph should state the thesis of the essay, introduce the divisions in the body paragraphs of the essay,
gain the interest of the reader
Write a paragraph of conclusion:

Restate the thesis and divisions of the essay
Bring the essay to an appropriate and effective close
Avoid digressing into new issues
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Guidelines to remember.
Expository writing is used to:

• describe
• inform
• explain
Expository writing samples include:

• autobiographies
• biographies
• informational reports
• news reports
• research reports
The Introductory Paragraph Should:

• be catchy and make the reader want to read it
• be very clear about the topic
• provide good details in the last sentence that lead into the next paragraph
The body—3 –5 paragraphs:

• each paragraph should focus on one of your key points and should develop that key point, the final sentence of that key
point should lead into the next point which will become your next paragraph
• each paragraph will need an introductory sentence, each paragraph
needs to stay on topic
• each paragraph should focus on one of your key points
• always stay on topic
• be sure to use great vocabulary, keep your reader engaged
• be sure to back up all of your key points with supporting detail(s)
The Conclusion:
• the conclusion is your final paragraph, it is where you re-state your topic
• be sure to summarize all of your topics in each paragraph
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THE PHYSICAL MESSAGE
What is Physical Language?
Just as words from the spoken language, how we stand, where we look, how we move our hands, and the tone of our voice
from the body language. The Physical Message includes four skill areas.
Posture: Eye Contact: Gestures: Voice Inflection:

The way we stand and Where we look to keep in How we move our hands to The way we change the
position our whole body. touch with the audience as support our words tone of our voice to
we speak. emphasize key words.
William Shakespeare wrote that all the speakers give two speeches at the same time: the one that is heard and the one that is
seen. Believe it or not, most people are frequently more influenced by what they see than what they hear.
Why is the Physical Message Important?
A good Physical Message sends a confident, positive, energetic and enthusiastic message to the audience.
KINESTHETICS: POSTURE AND EYE CONTACT
What are Posture and Eye Contact?

The way you stand (posture) and where you look (eye contact) communicate a message. This is not a spoken language, but a
physical message. Good posture and eye contact send a confident, positive message to the audience.
Posture: Eye Contact:

The Foundation of Physical Gives you feedback from
Message. your audience
Why are Posture and Eye Contact important?

Posture is the foundation of the Physical Message. If your posture is soplid, you look confident. If your posture is weak, you
look nervous and unsure.
Good eye contact gives you valuable feedback from the audience: Do they understand your speech? Are they enjoying your
speech?
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Posture: How NOT to do it.
Look at these common posture and eye contact problems. Match the problems with the descriptive labels in the Word Box,
and write the choices in the spaces provided.
The first one is done for you.
Word Box
The pendulum The surfer The leaning Tower of Pisa The hula dancer
The birdwatcher The stargazer Washing your hands The soldier
1. Swaying from side to side is 5. Swingingyour hips back and

poor speech posture because it forth and from side to side is
communicates that you are also poor speech posture because it
swaying back and forth between shows that you are nervous and
ideas in your mind. not comfortable with your
message.
We call this “The Pendulum”
We call this
“
________________________”
2. Leaning to one side is poor 6. Rubbing your hands together

speech posture because it is as if you were washing them or
too relaxed, and makes the playing with something in your
audience feel that you aren´t hands is poor speech posture
serious about your speech. because it shows that you are
nervous.
We call this
“ We call this
________________________” “
________________________”
3. Looking up at the ceiling while 7. Looking out of the window or

giving a speech is poor eye staring at the back of the room
contact because it shows that is poor eye contact for a speech
you aren´t well prepared and because it makes the audience
don´t know what to say. feel that you are not interested
in them.
We call this
“ We call this
________________________” “ ________________________”
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4. Moving your shoulders and 8. Standing stiffly with your feet
upper body around as you together and your hands at your
speak is poor speech posture. It sides is poor speech posture
makes the audience feel that because it makes you look
you are not calm and not nervous and uncomfortable in
confident about your message. your role as speaker.
We call this We call this

“ “ ________________________”
________________________”
Posture: How to DO it.

Making a good first impression is important. Even before you say your first word, your posture and eye contact should show
the audience that you are calm, well-prepared, confident and ready. If you begin with good posture and good eye contact, it
will be easy for you to maintain a positive Physical Message throughout your speech.
Posture and Eye Contact Checklist
SET YOUR FEET

 Place your feet shoulder-width apart.
 Balance your weight evenly on both feet.
 This posture is stable and shows self-control and confidence.
 This is a firm foundation to build a speech upon.
SET YOUR HANDS

 Hold your hands together
 Keep them about waist high in front of you.
 This posture focuses attention on your upper body and face, and is an
easy position to gesture from.
EYE CONTACT
 Look at the audience for three seconds before you begin.
 Look at several people in the audience.
 Communication with the audience begins when you make eye contact.
The three-second wait lets you collect your thoughts before you begin.
PRESENTATION VOICE
 Take a deep breath.
 Begin speaking in a voice 150% louder than your usual conversation
voice.
 Speaking loudly releases nervous energy and gives your speech
enthusiasm.
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TASK 1. COMPLETE EACH SENTENCE USING CAN, COULD, OR BE ABLE TO
1. I’m right-handed. I ______________________ write with my lefty hand.

2. Spiderman ______________________ climb up walls.
3. People used to think witches ______________________________ do magic.
4. I think my computer is broken. I ___________________________ send any e-mails.
5. How long have you ____________________ speak English?
6. Most of the people when younger ____________________ eat anything and they never got fat.
TASK 2. UNDERLINE THE CORRECT SENTENCE.
1. He left the party early.

He may to have to work tomorrow. He may have to work tomorrow.
2. He has to be finished the test by now.

He might being finished the test. He might be finished the test.
3. There is new snow outside.

It could have snowed last night. It may have snowed last night.
4. He didn’t finish the exam on time.

He might not had studied. He might not have studied.
5. She doesn’t know if she will cook dinner tonight.

She might cook dinner. She has to cook dinner.
6. He looks very tired.

He might had stayed up late last night. He might have stayed up late last night.
7. Everyone received 100% on the math exam.

It could be easy. It could have been easy.
8. Who fixed the chair?

It couldn't been Jim. He was at work. It couldn't have been Jim. He was at work.
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TASK 3. COMPLETE THE SENTENCES BELOW USING A POSSIBILITY MODAL VERB.
1. When we were at school we ____________________ wear a uniform.
2. You __________________________ be an expert to use the basic functions of program.
3. You _____________________to tell her that you are sorry.
4. We ___________________________ go to the meeting. Why didn't you go?
5. I __________________wear glasses, I still can see perfectly well.
6. We went to bed right after dinner because we ___________________________get up early the following day.
7. We __________________________________go for a drink one day.
8. You _______________________________ take any money. I have more than enough for both of us.
9. What are you doing? You ___________________________ be here!
10. We ___________________ _____talk to each other because it was an exam.
TASK 4. NOW COMPLETE THE FOLLOWING USING THE RIGHT WORD WILL, SHOULD OR SHALL
1. You _______________ see that I am right.

2. _______________ I open the door?
3. Which pen _________________ I buy?
4. He__________________ talk about nothing but movies.
5. ________________ we meet tomorrow morning?
6. We _______________ leave now or we will miss the last train.
7. ____________________you lend me your scooter?
8. You __________________ keep your promise.
TASK 5. LOOK AT THE SENTENCES AFTER THE CHART. WRITE THE NUMBER OF EACH SENTENCE IN THE
CORRECT PLACE IN THE CHART TO SHOW HOW IT IS BEING USED. THEN, FOR EACH MODAL USE, WRITE AN
ADDITIONAL SENTENCE ON YOUR OWN. COMPARE YOUR COMPLETED CHART TO THAT OF ANOTHER STUDENT.
THE FIRST SENTENCES HAVE BEEN DONE FOR YOU AS EXAMPLES.
FORM MEANING
SENTENCES:
#1 POSSIBILITY
My example:
TOEFL questions may be very tricky
SENTENCES:
IMPOSSIBILITY
My example:
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SENTENCES:
FUTURE TIME
My example:
SENTENCES:
ABILITY
My example:
SENTENCES:
OBLIGATION
My example:
SENTENCES:
OFFFER
My example:
SENTENCES:
RECOMENDATION
My example:
SENTENCES:
NECESSITY
My example:
1. It may be quite rainy this time of the year

2. You could not be hungry! You just ate
3. He ought to try speaking English at home
4. Should I tell you the answer?
5. I couldn’t understand American TV programs a year ago
6. I don’t have to study over the weekend
7. Those naughty children will misbehave if you give them a chance
8. I may have to leave early
9. Every citizen must may taxes.
10. José has been able to make friends in every place he has lived in
11. John and Linda have to be there in twenty minutes
12. You shouldn’t smoke; it’s bad for your health
13. Shall I open a window?
14. Peter will be on vacation next week.
15. Parents International students must get a visa before they enter to the United States.
16. Do we have to go?
37
TASK 6. IN THE FOLLOWING INTRODUCTORY PARAGRAPHS, THE SENTENCES ARE IN INCORRECT ORDER.
REWRITE EACH PARAGRAPH BEGINNING WITH THE MOST GENERAL STATEMENT FIRST. THEN ADD EACH
SENTENCE IN CORRECT ORDER, FROM THE NEXT MOST GENERAL TO THE LEAST GENERAL. FINALLY, WRITE
THE THESIS STATEMENT LAST.
1. (a) Therefore, workaholics´ lifestyles can affect their families, social lives, and health. (b) Because they work so many
hours, workaholics may not spend enough time in leisure activities. (c) Nowadays, many men and women work in law,
accounting, real estate and business. (d) These people are serious about becoming successful; they work long hours during
the week and even on weekends, so they are called “workaholics”
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
___________________________________________________________________________________________________
2. (a) During this period, children separate themselves from their parents and become independent. (b) Teenagers express
their separateness most vividly in their choice of clothes, hairstyles, music, and vocabulary. (c) The teenage years between
childhood and adulthood are a period of growth and separation.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
___________________________________________________________________________________________________
3. (a) Therefore, anyone who wants to drive must carry a driver’s license. (b) It is divided into four steps: studying the traffic
laws, taking the written test, learning to drive, and taking the driving test. (c) Getting a driver’s license is a complicated
process. (d) Driving a car is a necessity in today’s busy society, and it is also a special privilege.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
___________________________________________________________________________________________________
38
TASK 7. READ THE FOLLOWING THESIS STATEMENTS. CIRCLE THE LETTER OF THE MOST APPROPRIATE
CONCLUDING SENTENCE.
1. My greatest problem in learning English is oral communication

a. Indeed, learning to read and write in English is difficult
b. Indeed, because I do not speak English enough, my listening and speaking skills have not improved
c. Indeed, everyone should practice speaking English more.
2. Smoking is unhealthy because it can cause heart and lung disease; moreover, it is expensive.
a. In brief, buying cigarettes is a bad idea
b. In brief, smoking affects your health, and it is also a waste of money.
c. In brief, smoking is a bad habit
3. In my opinion, collage grades are necessary because they motivate students to do their homework and to attend class
regularly.
a. Therefore, collage grades are important
b. Therefore, students should be graded for their own good
c. Therefore, collage grades are important because they cause students to be more serious and to try harder.
4. My major goals are getting a part-time job and mastering the use of English language
a. In short, if I do not reach my goals, I will be unhappy
b. In short, finding a job and using English well are important to me.
c. In short, my major goals are getting a part-time job and mastering the use of English language
5. London has excellent bus and subway systems

a. It is clear that the public transportation system in London provides reliable service all times
b. It is clear that taking a bus in London is convenient
c. It is clear that taking public transportation is a good way to get around in London.
TASK 8. CONNECT THE IDEAS IN THE FOLLOWING PARAGRAPHS BY ADDING A TRANSITIONAL SIGNAL. TRY TO
VARY THE CONNECTORS YOU USE.
Icebergs: A Potential Source of Water
In countries where rainfall is very sparse, scientist must constantly seek ways to increase supplies of water. One
method being considered is the use of desalination plants, which would remove salt from seawater. Another method being
considered is the towing of icebergs. According to this method, large icebergs from Antarctica would be wrapped in cloth or
plastic, tied to powerful tugboats by strong ropes, and towed to the countries needing fresh water. While this plan may have
some potential, there are certain practical problems that must be solved.
________________________________________ is the expense. According to estimates, it would cost between $ 50 million

and $ 10'0 million to tow a single 100-million-ton iceberg from Antarctica to, for example, the coast of Saudi Arabia.
_________________________________________ is the possibility that the iceberg would melt during the journey. No one
knows if an iceberg could be effectively insulated for such a long voyage. At very least, there is the possibility that it would
break up into smaller pieces, which would create still other problems.
39
_________________________________________ there is the danger that a huge block of ice floating off an arid coast could
have expected environmental effects. the ice could drastically change the weather along the coast, and it would probably
affect the fish population.
_________________________________________ the cost of providing fresh water from icebergs would be less than the
cost of providing water by desalinization, according to most estimates. It would cost between 50 and 60 cents per cubic meter
to get water from an iceberg, as opposed to the 80 cents per cubic meter it would cost to get the same amount by
desalinization.
________________________________________ before icebergs can become a source of fresh water in the future, problems
involving cost, overall practicality, and most important, environmental impact must be solved.
TASK 9. READ THE PARAGRAPH AND FILL IN THE OUTLINE WITH THE MISSING INFORMATION.
Holidays in the United States
There are three types of holidays: civic holidays, traditional holidays, and religious holidays. In the United States,
there are more civic holidays than any other type. The most important civic holiday is Independence Day, the Fourth of July.
On this day, people celebrate their independence from Great Britain. Most people spend the day with their family and friends.
Picnics and barbecues are very popular. In addition, almost every city or town has a fireworks display at night. Another
important civic holiday is Memorial Day, which falls on the last weekend in May. On this holiday people commemorate all the
soldiers who died for their country. Many towns and cities have parades, and some people go to cemeteries and put flowers or
flags on the soldiers’ graves. A third important civic holiday is Labor Day, which people celebrate on the first Monday in
September. This is the day when people honor the workers of the United States. People watch parades, go on picnics, or go
to the beach. For students Labor Day is a bittersweet holiday because when it is over they must begin school again. Besides
these three civic holidays, it is also celebrated Presidents’ Day on the third Monday in February. On this day people
commemorate the birthdays of George Washington and Abraham Lincoln.
I. Holidays in the United States
A. Civic holidays
1. Independence Day
a. Fourth of July
b. ______________________________________________________________
c. Picnics and barbecues
d. _______________________________________________________________
2. _________________________________
a. Last weekend in May
b. __________________________________________________
40
c. Parades
d. Put flags and flowers on graves
e. _______________________________________________________
3. Labor Day
a. ________________________________________________________
b. Honor workers
c. ________________________________________________________
d. picnics, beach
e. _________________________________________________________
4. _____________________________________________________________
a. _________________________________________________
b. Honor George Washington’s and Abraham Lincoln’s birthdays.
TASK 10. DIVIDE THE FOLLOWING TEXT INTO PARAGRAPHS. REMEMBER THAT EACH PARAGRAPH SHOULD
DEVELOP A PARTICULAR THEME.
How to stop yourself snoring.
Snoring is caused when the airway at the back of the nose and throat becomes partially obstructed. This is usually due to the
loosening of the surrounding oropharyngeal muscles, but the reasons why this should occur are varied. The most common are
smoking, obesity and the consumption of relaxants such as alcohol and sleeping pills. As with any common ailment, there are
a host of "miracle" cures advertised - but you should first try a few simple steps to see if you can halt the snoring before
adopting more drastic measures. Lifestyle changes can be the most effective. If you are overweight, a loss of weight will help
to reduce the pressure on your neck. You should also stop smoking and try not to drink alcohol at least four hours before you
go to bed. Beyond this, try to change your regular sleeping position. Raise the head of your bed with a brick, or tie something
uncomfortable into the back of your pajamas to encourage you to sleep on your side. Both of these will help to alter the angle
of your throat as you sleep, and may thus make breathing easier for you. It is also important to keep your nasal passage clear
and unblocked. Allergies, colds and hay fever can temporarily cause you to snore; nasal decongestants may help, but you are
not advised to use such remedies for long periods. Nasal strips, as worn by sportspeople, have been proven to reduce nasal
airway resistance by up to 30 per cent, so consider these as a long-term alternative. If this fails, then you may wish to look at
the varied snoring aids that are on the market. They range from neck collars that stop your neck tilting, through to mandibular-
advancement devices (such as gum shields) which reduce upper airway resistance, and tongue-retaining devices. You can
also buy essential-oil products that are added to warm water and infused or consumed before bedtime. They claim to tone up
your palate and unblock your nasal passage. Finally, if your symptoms persist, visit your GP or contact the British Snoring and
Sleep Apnea Association (01737 557 997) for advice. If you do not, your partner might.
(Mark Irving, Esquire, March 1999)
41
TASK 11. LOOK AT THE FOLLOWING TEXT ABOUT GROWING COTTON IN INDIA. THE PARAGRAPHS HAVE NOT
BEEN PRINTED IN THE CORRECT ORDER. ARRANGE THE PARAGRAPHS IN THE CORRECT ORDER. REMEMBER
THAT THE TOPIC OF ONE PARAGRAPH SHOULD FOLLOW LOGICALLY FROM THE TOPIC OF THE LAST
PARAGRAPH AND SHOULD LEAD ON TO THE TOPIC OF THE NEXT PARAGRAPH.
Pesticide suicide
Most of the farmers are extremely poor. Attracted by cheap loans from pesticides traders and the prospect of a quick
buck, they borrowed heavily to raise cotton on small plots of land.
According to the Ministry of Agriculture, the crop losses and destruction in Andhra Pradesh arose from the repeated
application of excessive amounts of chemicals - a practice actively encouraged by pesticides traders.
The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He owned one acre of land, leased two
more and grew cotton on all three. After making a loss in the first year, he leased yet more land in an attempt to recover.
Confronted with falling prices, mounting debts and pest attacks, he committed harakiri. ‘Cotton has given us shattered
dreams,’ said one old farmer in Nagara village.
As many as 60,000 small farmers in the region of Andhra Pradesh, southern India, have taken to farming cotton
instead of food crops. Some 20 of them have recently committed suicide by eating lethal doses of pesticide.
Whitefly, boll weevils and caterpillars multiplied and destroyed their crops, despite the constant application of
pesticides. The average yield of cotton fields in Andhra Pradesh fell by more than half in just one year. Now the farmers are in
no position to repay the loans or feed their families.
Nearly half the pesticides used in India go into protecting cotton, the most important commercial crop in the country.
However, pests have shown increased immunity to a range of pesticides. Last year there were heavy crop losses due to leaf-
curl, which is caused by the dreaded whitefly. This nondescript, milky-white fly sucks sap from the cotton leaves, making them
curl and dry up. The fly struck first in Pakistan and north-western India. Then it turned south.
(New Internationalist, June 1998, p. 13)
TASK 11 A (TEAM 1)
42
Task 12
Physical Message Pair work
Directions: Take turns to communicate the following words or phrases to your partner.
You may choose randomly from A to U. Don´t say anything to your partner. Use only body language.
I don´t understand. No. Come here.
Speak louder, please. It´s down the street on the right. Go!
Could I borrow your eraser? Could I use your pencil? Please sit over here.
What are you talking about? You go first. Look over there.
Don´t stand there. I have a question. I´m hungry.
Give me all of your money. Please have a seat. Follow me.
You´re late! Stop! Who… me?

Task 13
Individual Practice
Directions: Work in groups. Form a line. One by one, walk to the front of the group and practice getting set for a speech.
Follow the Posture & Eye Contact Checklist and introduce yourself and a topic you would like to talk about in a
speech. Co-evaluate your teammates using the following check list.
1. VERY POOR 2. POOR 3. FAIR 4. GOOD 5. VERY GOOD
Student Name Feet set Hands set Eye Contact Presentation voice TOTAL
TASK 13 A (TEAM 2)
43
44
45
46
Formative purpose:
The student develops linguistic competencies through the use of passive voice structures, the writing of an argumentative paragraph, the analysis magazine and online
articles, and the recognition of public speaking elements such as kinesthetics to express ideas in a second language effectively in daily life situations in a respectful and
tolerant manner
Attributes
 Uses linguistic, mathematical or graphical representations as communication strategies.
 Communicates clearly in different contexts in a second language.
Attributes
 Constructs his/her point of view according to its importance and relevance.
Attributes
Identifies the diversity of beliefs, values and social ideas
10.1 Acknowledges that diversity has a place in a democratic space of equality, dignity and rights of all people; and rejects all forms of discrimination
 Assertiveness, interpersonal-conflict handling, perspective taking
 Active listening, empathy, critical thinking, perspective taking
Active listening, empathy, assertiveness, perspective taking, critical thinking
 Writes an argumentative paragraph in a second language in a clear and organized way.
Expresses ideas orally through a debate in a clear and organized way.
TASK DESIGNED
SECTION TOPIC DATE D/ND
# BY
14 GRAMMAR PASSIVE VOICE TEACHER
15 WRITING ARGUMENTATIVE PARAGRAPGH TEACHER
16 WRITING ARGUMENTATIVE PARAGRAPGH TEACHER
17 READING VIRTUAL ODORS? (CATEGORIZING) TEACHER
18 READING VIRTUAL ODORS? (VOCABULARY) TEACHER
18- A READING VIRTUAL ODORS? CATEGORIZING (READING SKILL) TEAM 3
PITCH AND TIMBRE (INTERPRETING CHARTS,
19 READING TEACHER
TABLES AND GRAPHS)
20 READING PITCH AND TIMBRE (VOCABULARY) TEACHER
PITCH AND TIMBRE (INTERPRETING CHARTS,
20-A READING TEAM 4
TABLES AND GRAPHS)
SPEAKING AND KINESTHETICS: GESTURES AND FACIAL
21 TEACHER
PARALANGUAGE EXPRESOINS
47
Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing
the action.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it. Sometimes a
statement in passive is more polite than active voice, as the following example shows:
Example: A mistake was made.
In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).
Form of Passive
Subject + finite form of to be + Past Participle

Example: A letter was written.
When rewriting active sentences in passive voice, note the following:

 the object of the active sentence becomes the subject of the passive sentence
 the finite form of the verb is changed (to be + past participle)
 the subject of the active sentence becomes the object of the passive sentence (or is dropped)
Tense Subject Verb Object
Simple Present Active: Rita writes a letter.
Passive: A letter is written by Rita.

Simple Past Active: Rita wrote a letter.
Passive: A letter was written by Rita.

Present Perfect Active: Rita has written a letter.
Passive: A letter has been written by Rita.

Future I Active: Rita will write a letter.
Passive: A letter will be written by Rita.

Modal Verbs Active: Rita can write a letter.
Passive: A letter can be written by Rita.
Present Progressive Active: Rita is writing a letter.

Passive: A letter is being written by Rita.
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Past Progressive Active: Rita was writing a letter.
Passive: A letter was being written by Rita.
Past Perfect Active: Rita had written a letter.
Passive: A letter had been written by Rita.
Future II Active: Rita will have written a letter.
Passive: A letter will have been written by Rita.
Conditional I Active: Rita would write a letter.
Passive: A letter would be written by Rita.
Conditional II Active: Rita would have written a letter.
Passive: A letter would have been written by Rita.
Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the
other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
Subject Verb Object 1 Object 2
Active: Rita wrote a letter to me.
Passive: A letter was written to me by Rita.
Passive: I was written a letter by Rita.
Personal and Impersonal Passive
Personal Passive simply means that the object of the active sentence becomes the subject of the passive sentence. So every
verb that needs an object (transitive verb) can form a personal passive.
Example: They build houses. – Houses are built.
Verbs without an object (intransitive verb) normally cannot form a personal passive sentence (as there is no object that can
become the subject of the passive sentence). If you want to use an intransitive verb in passive voice, you need an impersonal
construction – therefore this passive is called Impersonal Passive.
Example: he says – it is said
Impersonal Passive is not as common in English as in some other languages (e.g. German, Latin). In English, Impersonal
Passive is only possible with verbs of perception (e. g. say, think, know).
Example: They say that women live longer than men. – It is said that women live longer than men.
Although Impersonal Passive is possible here, Personal Passive is more common.

Example: They say that women live longer than men. – Women are said to live longer than men.
49
The subject of the subordinate clause (women) goes to the beginning of the sentence; the verb of perception is put into
passive voice. The rest of the sentence is added using an infinitive construction with 'to' (certain auxiliary verbs and that are
dropped).
 The verbs below are often used in the passive voice, but they usually do not use by. Instead, other prepositions
follow these verbs
The moon is not composed of green cheese
made (up) of
She is known for her scientific discoveries.

noted for
Satellites are used to explore space.

used for exploring space.
To sum up:
Verbs are said to be either active (The executive committee approved the new policy) or passive (The new policy was
approved by the executive committee) in voice.
In the active voice, the subject and verb relationship is straightforward: the subject is a do-er and the verb moves the sentence
along. In the passive voice, the subject of the sentence is not a do-er but is acted upon by some other agent or by something
unnamed (The new policy was approved).
The passive voice does exist for a reason, however, and its presence is not always to be detested. The passive is particularly
useful (even recommended) in two situations:
 When it is more important to draw our attention to the person or thing acted upon: The unidentified victim was
apparently struck during the early morning hours.
 When the actor in the situation is not important: The aurora borealis can be observed in the early morning
hours.
The passive voice is especially helpful (and even regarded as mandatory) in scientific or technical writing or lab reports, where
the actor is not really important but the process or principle being described is of ultimate importance. Instead of writing "I
poured 20 cc of acid into the beaker," we would write "Twenty cc of acid is/was poured into the beaker." The passive voice is
also useful when describing, say, a mechanical process in which the details of process are much more important than
anyone's taking responsibility for the action: "The first coat of primer paint is applied immediately after the acid rinse."
We use the passive voice to good effect in a paragraph in which we wish to shift emphasis from what was the object in a first
sentence to what becomes the subject in subsequent sentences.
The executive committee approved an entirely new policy for dealing with academic suspension and withdrawal. The policy
had been written by a subcommittee on student behavior. If students withdraw from course work before suspension can take
effect, the policy states, a mark of "IW" . . . .
The paragraph is clearly about this new policy so it is appropriate that policy move from being the object in the first sentence
to being the subject of the second sentence. The passive voice allows for this transition.
50
An argument paragraph presents a point of view and provides evidence for the point of view taken. An
argumentative paragraph is used when you are arguing for or against a CLAIM or when you are trying to persuade someone
to agree with you.
An argument is an opinion supported by facts. Writers refer to opinions as claims and facts as evidence. The claim clearly
states a stance on a topic or issue. Evidence to prove this claim can include reasons, personal experience, statistics,
confirmed facts, and expert research
For the claim to be persuasive, an argument writer must support it with the most effective evidence that comes from a variety
of credible sources. Credible sources are websites, reports, and articles developed by experts and journalists.
CLAIM EVIDENCE
This is what you are arguing about the This is a quote or example from the text that supports your CLAIM.
topic. Remember to cite your EVIDENCE using the title of the text or the author's name.
It is the answer to the writing prompt or
guiding question. Example: Moreover, “Scientists have developed methods to test cosmetics
Your CLAIM should consider the and other personal products that are faster, cheaper, and more accurate th
opposing argument and provide a an traditional animal testing.” (Title of Text)
REASON why you believe your CLAIM.
Example: Although I disagree with mu

ch that those who oppose animal test
ing say, I fully
endorse their final conclusion that ther
e are many better alternatives to ani
mal testing.
Organizing Your Argumentative Paragraph
The title of the paragraph states the writer´s idea or proposal. The title is narrowed down to a specific idea that can be
managed.
There are pros (ideas that support your proposal), and cons (ideas that are against your proposal) in an persuasive
paragraph. It is recommended that a brainstorm of proposals and cons be made. From them, keep the ones that really matter.
When writing a persuasive paragraph you should list at least three reasons in support of your proposal (pros) and list the main
reason against your proposal (con)
Example:
Proposal: “All handgun sales should be prohibited”
Pros: – Would decrease violent crimes – Would save taxpayer money (less police) – Would help create a better
social environment
Con: – Would restrict individual freedom (a person couldn`t buy what he or she wanted)
Topic Sentence identifies what is being argued for or against.
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Support Sentences include facts, examples, appeals to authority or counter-argument to back up your point of view. Present
your reasons in order of importance: from most important to least important.
Concluding Sentence restates what is being argued for or against and why.
Paragraph outline
Introduction: 2 to 3 sentences
Side 1: 2 sentences
Support: 3 sentences
Side 2: 2 sentences
Support: 3 sentences
Concluding sentence: 1 to 2 sentences
Total …… 12 to 14 sentences
The organization of an argumentative paragraph is similar to an expository paragraph, but a persuasive paragraph includes a
COUNTERARGUMENT.
COUNTERARGUMENT.
This is where you acknowledge the opposing arguments and anticipate your readers' objections. Doing this will help your
CLAIM seem more reasonable and valid.
Introduce a possible argument against your CLAIM and then refute it with a REBUTTAL to explain why their argument is
flawed and incorrect. In this section, the writer must attack and refute the opponent´s main argument, that is, the con. There
are three main methods to refute the main con or against argument
Method 1: Demonstrate that the opponent argument is wrong because it is based on incorrect or misleading information
Method 2: Show that your opponent argument is weak because it is based on insufficient information or ignores significant
information
Method 3: Agree that your opponent argument is valid, but show that your points or support are more convincing
Example:
Proposal: All handgun sales should be prohibited
Con: would restrict individual freedom (a person couldn`t buy what he or she wanted)
Refutation Method 2: Freedom to buy would be restricted, but freedom from fear of people who have them would be
decreased
Useful transitional words and phrases
52
For giving reasons For counter-argument For concluding
first, second, third, another, next, last, but, however, of course, nevertheless, therefore, as a result, in conclusion,
finally, because, since, for although, despite thus
KINHESTETICS: GESTURES & FACIAL EXPRESSIONS
What are Gestures?

Gestures form the vocabulary of body language. This Physical vocabulary supports the words of your verbal message.
Gestures are divided into four groups.
Number/ Sequence: Emphasis/Focus: Illustration/Location: Comparison/Contrast:

The way we stand and Where we look to keep in How we move our hands to The way we change the
position our whole touch with the audience as support our words tone of our voice to
body. we speak. emphasize key words.
Why do we need Gestures?

Gestures energize your presentation. They animate your presentation. They punctuate your presentation with meaning.
Gestures signal that you are numbering, sequencing, emphasizing,demonstrating, illustrating, or comparing information.
How to use Gestures

Just as there is vocabulary for spoken language, there is a vocabulary for body language. The spoken language and body
language combine to help the audience understand your message. Here is a glossary of gestures for you to practice.
Glossary of Gestures
 Number/Sequence
● Gestures for Number/Sequence help the audience visualize numbers or understand a process from beginning to
end.
“The first step...the second “Moving from phase one ...to phase
“I have three reasons...” step...and the third step...” two...to phase three...”
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● Emphasis/Focus
Gestures for Emphasis/Focus make your speech interesting and help the audience understand which words are
important.
“The point I want to emphasize...” “The key point is here...!”

“Our product is unique...”
 Illustration/Location
Gestures for Illustration/Location help the audience visualize the size, shape, the location, the dimension, the action,
and many other aspects of your explanation.
“My TV screen is this big” “It is shaped like this” “It is located in the top right
corner.”
“Twist it like this.” “It is in the middle.” “Pull it apart like this.”
“The new notebook computer is very “Cut it twice.”

“It is on the left.”
thin.”
 Comparison/Contrast
Gestures for Comparison/Contrast help the audience understand differences, ages, and changes.
54
“On the one hand there´s price and
“Both sides should be equal.” “The price of gas is higher now than on the other hand there is quality.”
last year.”
“These are different.”

“World population has been rapidly “In the case of China…, and In the
increasing since the 1970´s.” case of Brazil,…”
 Gestures not only help the audience understand; they add excitement and energy to your speech.
 A variety of gestures gets the audience attention and keeps them interested in your message.
Facial expressions and gestures also vary greatly in different cultures. In some societies, speakers limit facial expressions and
inhibit gestures. In others gestures are used frequently. For example, in Japan, speakers rarely vary facial expressions or
gestures. Brazilian and French speakers use gestures with greater frequency than North Americans, and Italian speakers tend
to gesture more than other cultural groups. Speakers in the United States use a variety of gestures and facial expressions to
help maintain the listener’s interest in their message and to appear relaxed and in control.
FACIAL EXPRESSIONS
1. Look happy.
2. Look worried.
3. Wrinkle your eyebrows.
4. Look interested.
5. Squint your eyes.
6. Bite your lip.
7. Lick your lips.
8. Look angry.
9. Look unhappy.
10. Look neutral.
55
TASK 14. FILL THE GAPS WITH THE CORRECT TENSES (ACTIVE OR PASSIVE VOICE).
Hadrian's Wall
1.In the year 122 AD, the Roman Emperor Hadrian(visit) ___________________ his provinces in Britain.
2.On his visit, the Roman soldiers(tell) __________________________him that Pictish tribes from Britain's north(attack)
__________________________them.
3.Hadrian (give) _____________________________the order to build a protective wall across one of the narrowest parts of
the country.
4.After 6 years of hard work, the Wall(finish) ___________________in 128.It(be) _______________________117 kilometers
long and about 4 meters high.
5.The Wall(guard) __________ ______________by 15,000 Roman soldiers. Every 8 kilometers there(be)
__________________________a large fort in which up to 1,000 soldiers(find) ______________________________shelter.
6.The soldiers(watch) ______________________________ over the frontier to the north and(check)
________________________ the people who(want) _______________________ to enter or leave Roman Britain.
7.In order to pass through the Wall, people(must go) ___________________
to one of the small forts that(serve)_________________________as gateways.
8.Those forts (call) __________________mile castles because the distance from one fort to another (be) ____________one
Roman mile (about 1,500 meters).
9.Between the mile castles there(be)______________________________two turrets from which the soldiers(guard)
___________________________the Wall.
10.If the Wall(attack)_______________________________________by enemies, the soldiers at the turrets(run) _________to
the nearest mile castle for help or(light) __________________ a fire that(can / see) _____________________________by
the soldiers in the mile castle.
11.In 383 Hadrian's Wall(abandon) __________________________________ .
12.Today Hadrian's Wall(be) ________________________________ the most popular tourist attraction in northern England.
13.In 1987, it (become) ___________________ a UNESCO World Heritage Site.
TASK 15. COMPLETE THE COMPOSITION BY USING GIVEN TRANSITIONS.

DEATH PENALTY
Some countries still have the death penalty 1. ________________ it no longer exists in Britain. 2. ________________
after a particularly violent murder, British people sometimes call for it to be brought back. 3. ________________ my
opinion, the death penalty cannot be defended for a number of reason.
56
4. ________________ and most important reason is that one can never be entirely certain that the accused person
is guilty. In the 5. ________________, people have been sentenced to death and later it is discovered that they were
completely innocent.
It is often 6. ________________ that the death penalty prevents crime and that the risk of death acts as a
deterrent. 7. ________________ , many serious crimes are caused by a sudden and very powerful emotion. In these
cases, the individual is not thinking sensibly and does not stop to consider the risks.
One final 8. ________________ against the death penalty is that it sets a bad example. The laws of society should
reflect its values. If it is wrong for one individual to murder another 9. ________________ it is also wrong for the state to
execute an individual.
10. ________________ believe the death penalty cannot defended. There are other ways of punishing criminals and
these ways should always be tried.
1. 1- A and B despite C although D moreover

2. 2- A In addition B also C Nevertheless D In contrast
3. 3- A In B for C About D With
4. 4- A Firstly B The first C The one D Initially
5. 5- A future B present C beginning D past
6. 6- A told B heard C spoken D suggested
7. 7- A Therefore B However C Moreover D Despite
8. 8- A Reason B view C argument D opinion
9. 9- A then B as C and D too
10- A In contrast B To sum up C At last D Fourthly
B. Match paragraphs 1-5 with the following headings
Introduction
Society should set an ex ample
The death penalty does not prevent all crime
Innocent people should never be killed
Conclusion
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TASK 16. WHAT IS YOUR OPINION ABOUT EACH CONTROVERSIAL TOPIC? AND WRITE 3 SUPPORTING POINTS
FOR YOUR OPINION.
A. DNA testing Pro / Con
Why?
1. can help catch criminals
2. __________________________________________________________________________________________________
3. __________________________________________________________________________________________________
B. Gun ownership Pro / Con

Why?
1. __________________________________________________________________________________________________
2. __________________________________________________________________________________________________
3. __________________________________________________________________________________________________
C. Government surveillance Pro / Con

Why?
1. __________________________________________________________________________________________________
2. __________________________________________________________________________________________________
3. __________________________________________________________________________________________________
D. Casinos Pro / Con

Why?
1. __________________________________________________________________________________________________
2. __________________________________________________________________________________________________
3. __________________________________________________________________________________________________
E. B. Changing your name Pro / Con

Why?
1. __________________________________________________________________________________________________
2. __________________________________________________________________________________________________
3. __________________________________________________________________________________________________
F. Globalization Pro / Con

Why?
1. __________________________________________________________________________________________________
2. __________________________________________________________________________________________________
3. __________________________________________________________________________________________________
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VIRTUAL ODORS
Task 17
Categorizing
Directions: Work in pairs and complete the following diagram about Music Words by Category.
String instruments
__________________
__________________
__________________
__________________ Wind instruments
Composers __________________ ________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
MUSIC Percussion
Singers Instruments
_______________
_______________
_______________
WORDS ________________
________________
________________
_______________ ________________
________________
Groups of
Styles of music
musicians
_________________
_______________
_________________
_______________
_________________
_______________
_________________
_______________
_________________
_______________
Task 18
Vocabulary
Directions: Fill in the blank with the word form from the box that best completes the sentence.
LIKEWISE DIMENSIONALLY MINIMIZE CATEGORY

ENTITY MINIMUM DIMENSION PLUS
1. __________________the shelves so that they fit securely into the cabinet.

2. Speaking several languages is a __________________in my job.
3. Every single entire ____________________in this whole entire room had been overcome with an expression of
sadness.
4. During the interview, she _________________ her weaknesses and emphasized her strengths.
5. Exercise keeps you healthy and____________________, keeps you feeling youthful.
6. His grades do not fulfill the ______________requirement to enter into the program.
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TASK 18 A. (TEAM 3)
PITCH AND TIMBRE

Task 19
Interpreting Charts, Tables and Graphs
Directions: The bar chart below shows the number of men and women studying engineering at Australian Universities. Decide
if the following sentences are True or False.
TRUE FALSE
1. The bar chart shows the different numbers of male and female engineering students in
three separate years.
2. The number of male students rose at first.
3. The number of male students stayed the same between the second two years.
4. The number of female students went up constantly.
5. The number of women rose constantly until there were as many women as men.
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Task 20
Onomatopoeia
Directions: Write a sentence with each onomatopoeia word given below.
Example: crash!
Answer: The car went crash after having an engine failure.
1. chirp
_____________________________________________________________________________________________
2. slurp
____________________________________________________________________________________________
3. whirr
____________________________________________________________________________________________
Vocabulary
PRINCIPALLY STABILITY UNIFY PHILOSOPHER
1. The key to successful decorating in a living room is to _____________________ the design with common elements such
as color, design, shape and texture.
2. Turnips are grown __________________in the central provinces as an alternative crop to wheat.
3. People after the Civil War made civilization in times of adversity without the luxury and _____________________ we enjoy
today.
4. Perhaps the most important of these popular thinkers was Marcus Tullius Cicero - no great __________________, but an
effective man of letters.
TASK 20A. (TEAM 4)
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Task 21
Using Gestures
Directions: Help honest George make his speech more interesting by choosing the best gesture for each TV screen. Write the
letter to the gesture on the TV screen. The first one is done for you.
“Hi! I´m Honest George. There are three good reasons to vote for me. First, I have more
experience than anyone else in government. Second, I have a powerful program to
increase business. Most important, you should vote for me because I will cut taxes
by 5% . Thank you.”
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63
64
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Formative purpose:
The student develops linguistic competencies through the use of verb patterns, the writing of an opinion essay, the analysis of online and magazine articles, and the
recognition of public speaking elements such as paralanguage to express ideas in a second language effectively in daily life situations in a respectful and tolerant manner.
Attributes
Attributes
Attributes
Identifies the diversity of beliefs, values and social ideas.
Active listening, empathy, assertiveness, perspective taking, critical thinking
 Writes an opinion essay in a second language in a clear and organized way.
 Expresses ideas orally when reporting main ideas of a text.
TASK DESIGNED
# BY
22 GRAMMAR VERB PATTERNS TEACHER
23 GRAMMAR V + INFINITIVE WITH “TO” OR “-ING” TEACHER
24 GRAMMAR V + INFINITIVE WITH “TO” TEACHER
25 GRAMMAR V + “-ING” TEACHER
26 READING ON-LINE ARTICLE “ECONOMIC BUBBLES” TEACHER
27 READING ON-LINE ARTICLE “ECONOMIC BUBBLES” (VOCABULARY) TEACHER
27 A WRITING “ECONOMIC BUBBLES”- DESCRIBING TRENDS TEAM 5
28 READING MAGAZINE ARTICLE “TULIPOMANIA” TEACHER
29 READING MAGAZINE ARTICLE “TULIPOMANIA” TEACHER
29 A READING MAGAZINE ARTICLE “TULIPOMANIA” TEAM 6
30 READING OPINION ESSAY TEACHER
31 READING DIRECT/INDIRECT QUOTATIONS APA FORMAT TEACHER
32 READING REFERENCE LIST TEACHER
SPEAKING AND
33 VOICE INFLECTION, DICTION, TONE, FLUENCY TEACHER
PARALANGUAGE
66
In English, when a verb is followed by another verb, the second verb may be an infinitive (to go), bare infinitive (go) or -ing
form (going). It all depends on the first verb.
INFINITIVES
Infinitives usually refer to the possibility of an action occurring. The action has not yet happened.
V + BARE INFINITIVE
Special verbs (except Be, Have and Ought to): do, can/could, will/would, shall/should, may/might, must
Josh can speak French
I must go
She will come soon
VERB + TO + INFINITIVE
I want to go We planned to take a holiday.

She decided not to stay at home. Police has asked us not to smoke here.
Common verbs with this pattern

verbs of thinking and feeling:
choose hate like prefer
decide hope love remember
expect intend mean want
forget learn plan would like/love
verbs of saying:
agree promise refuse threaten
others
arrange fail manage

try
attempt help tend
VERB + NOUN + TO + INFINITIVE

Some verbs are followed by a noun/object pronoun plus infinitive. They describe situations where the subject causes or
influences someone or something else to perform the action described by the infinitive.
She wanted the children to learn the piano. I told him to call the police.
She asked him to send her a text message. He wanted all his friends to come to his party.
Stamp collectors have advised him to order stamps from catalogs
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Common verbs with this pattern
verbs of saying:
advise invite persuade tell

ask order remind require
encourage command convince warn*
* Note that warn is normally used with not:

The police warned everyone not to drive too fast.
verbs of wanting and liking:
hate like mean want

intend love prefer would like/love
others:
allow expect get teach
enable force cause forbid
hire permit trust urge
MAKE AND LET
Two very common verbs – make and let – are followed by the infinitive without to. They take the pattern:
They made him pay for the things he had broken.

The doctor made me wait for almost an hour.
They let you go in free at the weekend.
Will you let me come in?
DARE
The verb dare is hardly ever found in positive sentences. It is almost always used in negative sentences and questions. When
it is used with an auxiliary or a modal verb, dare can be followed by the infinitive with or without to:
I didn't dare (to) disturb him.

Who would dare (to) accuse him?
But when there is no auxiliary or modal, dare is followed by the infinitive without to:
Nobody dared disturb him.

I daren't ask him.
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GERUNDS
Gerunds are formed by adding –ing to the simple form of the verb. They are used in many of the same ways that infinitives are
used. In general, they refer to an action that is already happening or has been completed.
V + -ING
I enjoy staying in bed on Sunday mornings. Peter does not like getting up early
My sister enjoys not doing homework during weekends. Eliza hates not having enough time for her family.
Common verbs followed by the -ing form

verbs of liking and disliking:
detest
dislike enjoy fancy hate like love
prefer
I love swimming but I hate jogging. They always enjoyed visiting their friends.
NOTE: But if these verbs are used with WOULD, you must always use the infinitive
I'd like to tell you a secret (not I'd like telling you...) She would prefer to live in a bigger house
phrases with mind:

wouldn't mind (= would like) don't mind (= I am willing to) would you mind (= will you please …?)
I wouldn't mind having some fish and chips. I don't mind waiting for a few minutes.
Would you mind holding this for me?
verbs of saying and thinking:

admit consider deny imagine remember suggest
Our leader suggested waiting until the storm was over. Everyone denied seeing the accident.
others:
avoid begin finish keep miss practice risk start stop
I haven't finished writing this letter. Let's practice speaking English.
VERB + NOUN + -ING FORM
Some verbs are followed by a noun and the -ing form:
verbs of the senses:

see hear listen to smell watch etc.
We saw everybody running away. I could hear someone singing.
others:
catch find imagine leave prevent stop
I caught someone trying to break in to my house. We couldn’t prevent them getting away.
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INFINITIVE OR GERUND
Sometimes a word can be followed by either an infinitive or a gerund, but there is often a change in meaning.
I started to read./I started reading.
No Change in Meaning
The following verbs can be followed by either the infinitive or the gerund without changing their meaning.
attempt cease
love
begin continue
prefer
bother hate
start
cannot bear intend
Same Meaning, Different Usage
The meaning of the following words also remains unchanged. The only difference is that we use the infinitive in sentences with
an object, and the gerund in sentences without an object.
word Infinitive (sentence with object) Gerund (sentence without object)

advise I advise you to go by bus. I advise going by bus.
allow/permit They do not allow people to smoke in the building. They do not allow smoking in the building.
forbid The teacher has forbidden his students to use mobile The teacher has forbidden using mobile phones
phones in class. in class.
Change in Meaning
We can use the infinitive or the gerund after the following verbs, but the meaning changes.
word meaning with infinitive meaning with gerund

forget/remember refers to the future refers to the past
Remember to switch off the lights. Do you remember losing your first tooth?
go on to start something new to continue doing the same thing
After his studies he went on to become a He stopped reading, looked up a word and then went
teacher. on reading.
regret to be sorry about what is about to be said to be sorry about something in the past
I regret to say that you cannot come with I regret saying that I hated her.
us.
stop to stop moving in order to do something to quit doing something
I stopped to smoke. I stopped smoking.
try to do something complicated to attempt something (and see what happens)
I tried to solve this riddle, but I couldn’t. We tried baking the cake without flour, but it did not work.
Some verbs are followed by a gerund when referring to “everybody,” and by an infinitive when referring to a specific person.
Doctors advise reducing fats in one’s diet. My doctor advised me to reduce my fat intake.
70
An opinion essay is a formal piece of writing. It requires an opinion on a topic, which must be stated clearly, giving various
viewpoints on the topic supported by reasons and/or examples. There should be also included the opposing viewpoint in
another paragraph.
When you have an opinion and try to convince your listener or reader to accept your opinion, you are agreeing or disagreeing
with something. For example, in an everyday situation, you may try to convince a friend to have dinner at an Italian restaurant
instead at a Chinese one.
An opinion is what a person thinks about a subject. An opinion must be supported with reasons, and each reason must be
supported with facts and examples. A fact is a true statement that can be proven. When you give your opinion about a subject,
you want your reader to agree with you, so you must give reasons for your opinions. One of the ways to support your reason
is to give facts.
Thesis Statement For Opinion Essays
A thesis has two parts: 1. Topic: the main subject to be discussed in the essay 2. Opinion: what the writer thinks about the
main subject
Remember:
A thesis is not a question.
A thesis is not an announcement of purpose.
A thesis is not simply a topic.
A thesis is not a fact.
EXAMPLE:
Violent video games should be banned because they glue young adults to the television, instill them with poor moral values,
and desensitizes them to graphic images
Thesis Statement Checklist
 It is a complete sentence that expresses your position/opinion on a given topic. position/opinion on a given topic.
 It is an arguable statement.
 It narrows down your topic to a specific, single focus of investigation.
 It establishes a direction for the entire paper.
EXAMPLE:
Thesis statement: Alcoholic beverages should be banned from college campus for three reasons.
According to the controlling idea of the thesis statement, the writer is going to discuss three reasons why alcoholic beverages
should not be allowed on college campus.
Topic sentence 1: The first reason is that drinking can cause academic failure
Main supporting Ideas: Unable to concentrate
Miss classes, fail exams, and miss term paper deadlines
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A successful opinion essay should have:
a) an introductory paragraph in which it is stated the topic and opinion. It starts with several general statements and ends with
the thesis statement.
b) a main body which consists of several paragraphs, each presenting a separate viewpoint supported by reasons. The
reasons discussed must be arranged in order of importance (in opinion of the writer). Also, it must include a paragraph
presenting the opposing viewpoint and reason why it is an unconvincing viewpoint; and a
c) conclusion in which the opinion is restated using different words. Also it summarizes the main reasons and it may give the
writer’s final comment on the topic.
Outline for an Opinion Essay

I. Introduction : Thesis statement (Introduce the topic and give your opinion. Say whether you agree or disagree with the
statement.)
II. Body Paragraph 1
viewpoint 1 & reason, example
III. Body Paragraph 2

viewpoint 2 & reason, example
IV. Body Paragraph 4

opposing viewpoint & reason/example*
V. Conclusion
Final paragraph
summary/restate opinion
Points to consider
• Decide whether you agree or disagree with the subject of the topic, then make a list of your viewpoints and reasons.
• Write well-developed paragraphs, joining the sentences with appropriate linking words and phrases. Do not forget to start
each paragraph with a topic sentence which summarizes what the paragraph is about.
• Introduce each paragraph with a topic sentence, outlining the main idea
• Linking words and phrases should also be used to join one paragraph with the other.
• Write in formal style.
• Don’t use colloquial expressions
• Don’t use short forms nor emotive vocabulary
• Don’t give personal examples
EXPRESSIONS AND LINKERS YOU CAN USE EXPRESSING OPINIONS

In my opinion, …. I (dis)agree with the statement, because …
Personally, I think/ I believe (that)… I am sure/ convinced that …
I strongly believe that…. As far I am concerned, …
It is clear (to me) that… From my point of view, ….
I (completely) agree/disagree with … In my view,…
It seems to me that… As I see it, …
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GIVING REASONS
My main reason is…./Another reason… Because of/ due to…
One reason for… is …. Since…
Many people say/ believe that… Because…
EXPRESSING FACTS
It is widely known that… It is clear/ true that…
It is a well-known fact that … For example/ for instance,...
Research has shown that… It is a fact that…
There are definitely…
ADDING IDEAS
What is more,…
Moreover/ furthermore/ in addition (to) Thirdly,…
Firstly,… Lastly,…
First of all,… Finally,…
Secondly,..
EXPRESSING CONTRAST (LINKERS OF CONTRAST)

although on the one hand
despite but
in spite of in contrast
whereas however
EXPRESSING PURPOSE (LINKERS OF PURPOSE)
We use linkers of purpose to introduce reasons:
so (that) so as to
in order to to
CONCLUDING THE ESSAY

to sum up,… it is clear that…
to conclude,… in conclusion,…
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APA format is the official style of the American Psychological Association and is used in most types of science and social
science writing. The “APA style” is an author-date style for citing and referencing information in assignments and publications.
This guide is based on the "Publication Manual of the American Psychological Association" 6th edition (2010).
DIRECT QUOTATION
A direct quotation reproduces word-for-word material taken directly from another author’s work, or from your own previously
published work. If the quotation is fewer than 40 words, incorporate it into your paragraph and enclose it in double quotation
marks.
EXAMPLE:
David Copperfield starts with "Whether I shall turn out to be the hero of my own life, or whether that station will be held by
anybody else, these pages must show." (Dickens, 1869, p. 1)
If the quotation comprises 40 or more words, display it in an indented, freestanding block of text, without quotation marks. At
the end of a block quotation, cite the quoted source and the page number in parentheses, after the final punctuation mark.
Whether I shall turn out to be the hero of my own life, or whether that station will be held by anybody else, these
pages must show. To begin my life with the beginning of my life, I record that I was born (as I have been informed
and believe) on a Friday, at twelve o’clock at night. It was remarked that the clock began to strike, and I began to cry,
simultaneously (Dickens, 1896, p. 1).
Placement of a direct quotation in-text reference
Quoted material should be reproduced word-for-word. Always include the author's last name, year of publication, and page
number(s). Use 'p.' for a single page number (Example: p. 15) and 'pp.' for multiple page numbers (Example: pp. 125-126). If
citing an online source without page numbers, cite the paragraph number (Example: para. 4).
The in-text reference will look like:-
(Smith, 2003, p. 105)
(Brown, 1999, pp. 49-50)
Smith (2003) has argued that "......" (p. 105)
As Brown (1999) found "......" (pp. 49-50)
Include a complete reference in the reference list.
74
MULTIPLE AUTHORS
See examples below to learn about how multiple authors for one work are handled in APA parenthetical citations.
1 AUTHOR
Include author's last name and year of publication, separated by a comma, in parentheses:
Studies indicate that polar bear populations will dramatically decline as Arctic ice melts (Jedden, 2006).
2 AUTHORS
Include last name of both authors, separated by the ampersand symbol ('&'), and year of publication:
Polar bears have been used by environmentalists as an icon of climate change in several campaigns. (Joleah & Lamb, 2007).
3-5 AUTHORS
First citation in text: Include last names of all authors, separated by the ampersand symbol ('&'), and year of publication:
Despite dire predictions, polar bear populations have actually increased over the past 50 years (Holden, Michaels, & White, 2008).
Subsequent citations: Include only the last name of the first author, followed by 'et al.', and year of publication IF it is the first
citation for that source in a paragraph. If there has already been a citation for this source in a paragraph, omit the year of
publication:
Despite dire predictions, polar bear populations have actually increased over the past 50 years (Holden et al., 2008).
Note: When using multiple authors' names as part of your narrative, rather than in parentheses, always spell out the
word and. For multiple authors' names within a parenthetic citation, use &.
6+ AUTHORS
Include only the first author’s last name, followed by 'et al.', and year of publication (for first and subsequent citations). If there has
already been a citation for this source in a paragraph, omit the year of publication:
Rising temperatures due to climate change are causing Arctic ice to melt at rates never before observed (Jackson et al., 2005).
AUTHOR BEFORE QUOTATION WITH PAGE NUMBERS

Author (Year) "Quote" (p. #).
Single Author: Schwartz (2013) noted, "The term 'cloud' comes from the traditional representation of the Internet in network
diagrams" (p. 1626).
Two Authors: Fontana & Montalbano (2008) found that “the market for these low-cost machines is being driven by
inexpensive bandwidth; the growth of services and cloud computing; and cloud-based processing, storage, management and
associated IT services” (p. 12).
Three or more Authors: Lyoob, Rossetti, & Chen (2013) stated, "Every cloud solution provider has a different set of offerings
and a different pricing model" (p. 35).
AUTHOR BEFORE QUOTATION WITHOUT PAGE NUMBERS

Author (Year) "Quote" (para. paragraph #).
Single Author: Griffith (2013) stated, "In the simplest terms, cloud computing means storing and accessing data and
programs over the Internet instead of your computer's hard drive" (para. 2).
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Two Authors: Rajan & McEvoy (2012) indicated that "cloud storage has a distinct advantage in that your files exist in a place
and not on a device" (para. 8).
Three or more Authors: Denton, Lee, & Chavez (2013) highlighted, "cloud based computing requires one to be connected
to the Internet" (para. 12).
AUTHOR AFTER QUOTATION WITH PAGE NUMBERS

When citing multiple authors after a quotation the ampersand symbol '&' is used instead of the word 'and'.
"Quote" (Author, Year, p. #)
Single Author: "The term 'cloud' comes from the traditional representation of the Internet in network diagrams" (Schwartz,
2013, p. 1626).
Two Authors: "The market for these low-cost machines is being driven by inexpensive bandwidth; the growth of services and
cloud computing; and cloud-based processing, storage, management, and associated IT services” (Fontana & Montalbano,
2008, p. 12).
Three or More Authors: "Every cloud solution provider has a different set of offerings and a different pricing model" (lyoob,
Rossetti, & Chen, 2013, p. 35).
**Note: In the above in-text citation, one of the authors’ last names is not capitalized. As a general rule, APA requires proper
nouns to be capitalized. With author names, however, your goal is to write the name as the author him- or herself has
presented it in scholarly work. Thus, if the name starts with a lowercase letter in the source you are citing, as is the case
above with the name ‘lyoob,’ keep it lowercase. The exceptions to this are if the name 1) begins a sentence or 2) is the first
word after a colon when what follows the colon is an independent clause.
AUTHOR AFTER QUOTATION WITHOUT PAGE NUMBERS

When citing multiple authors after a quotation the ampersand symbol '&' is used instead of the word 'and'.
"Quote" (Author, Year, para. paragraph #).
Single Author: "In the simplest terms, cloud computing means storing and accessing data and programs over the Internet
instead of your computer's hard drive" (Griffith, 2013, para. 2).
Two Authors: "Cloud storage has a distinct advantage in that your files exist in a place and not on a device" (Rajan &
McEvoy, 2012, para. 8).
Three or more Authors: "Cloud based computing requires one to be connected to the Internet" (Denton, Lee, & Chavez,
2013, para. 12).
INDIRECT QUOTE
An indirect quote is when you quote a source that is cited and/or quoted in another source. APA calls these ‘secondary
sources.’ As a general rule, you should try to avoid using secondary sources. If there is a quote in a source from another book
or article that you want to use, find the original source of that quote and cite it. Only quote a secondary source when
absolutely necessary, for instance, when the original work is out of print or unavailable, or not available in English or a
language you speak.
If you do use a secondary source in your paper, name the original source in your text and include the secondary source in
your parenthetical citation, preceded by the words “as cited in.” You must also list the secondary source in your reference
page.
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In the following example, Bolling is the original source, and Jeremiah is the secondary source, given in the reference page:
In his book on Greek language, Bolling discusses why reflexive constructions are rare in the language of Homer, “[the rarity] is
due partly to the competition offered by the middle voice, partly to the psychological beliefs then current.” (as cited in
Jeremiah, 2012, p. 46).
INDIRECT QUOTATIONS (PARAPHRASES AND SUMMARIES)
If you use your own words to express the ideas or opinions of other writers (i.e. paraphrase or summarize the work of another
author), the result is an indirect quote which must also be referenced. Indirect quotes are included in the text and quotation
marks are NOT used.
A paraphrased passage is generally shorter and more condensed than the original. Summarizing is very similar to
paraphrasing, in that it also involves putting someone else’s ideas into your own words in order to condense the material (and
to show that you understand the source material). A summary includes only the main points and/or ideas in a longer passage
or entire work.
When you write information from a source in your own words, cite the source by adding an in-text citation at the end of the
paraphrased portion as follows:
Mother-infant attachment became a leading topic of developmental research following the publication of John Bowlby's studies
(Hunt, 1993).
Note: If you refer to the author's name in a sentence you do not have to include the name again as part of your in-text citation,
instead include the year of publication following his/her name:
Hunt (1993) noted that mother-infant attachment became a leading topic of developmental research after the publication of
John Bowlby's studies.
EXAMPLES:
Original Source
Homeless individuals commonly come from families who are riddled with problems and marital disharmony, and are alienated
from their parents. They have often been physically and even sexually abused, have relocated frequently, and many of them
may be asked to leave home or are actually thrown out, or alternatively are placed in group homes or in foster care. They
often have no one to care for them and no one knows them intimately.
Source from:
Rokach, A. (2005). The causes of loneliness in homeless youth. The Journal of Psychology, 139, 469-480. Retrieved from
Academic Search Premier database.
Example: Incorrect Paraphrasing
The homeless come from families with problems. Frequently, they have been physically or sexually abused, or have lived in
group homes. Usually no one cares for them or knows them intimately (Rokach, 2005).
Note: In this incorrect example the writing is too similar to the original source. The student only changed or removed a few
words and has not phrased the ideas in a new way.
Example: Correct Paraphrasing
Many homeless experience isolation in part due to suffering from abuse or neglect during their childhood (Rokach, 2005).
Note: The example keeps the idea of the original writing but phrases it in a new way.
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CREATING A REFERENCE LIST
A reference list is arranged alphabetically by author last name. If a reference has no author, it is cited by title, and included in
the alphabetical list using the first significant word of the title. If you have more than one item with the same author, list the
items chronologically, starting with the earliest publication. Each reference appears on a new line. Each item in the reference
list is required to have a hanging indent. EXAMPLE:
Morawska, A., & Sanders, M. R. (2006). Self-administered behavioral family intervention for parents of toddlers: Part I.
Efficacy. Journal of Consulting and Clinical Psychology, 74(1), 10-19. doi:10.1037/0022-006X.74.1.10
NOTE:
References should not be numbered.
If there is no date, the abbreviation n.d. may be used.
Use the full journal name, not the abbreviated name.
DIFFERENCE BETWEEN REFERENCE LIST AND BIBLIOGRAPHY
A reference list only includes the books, articles, and web pages etc that are cited in the text of the document.
A bibliography includes all sources consulted for background reading, even if they are not cited in the document
TITLES
Article or chapter titles use sentence case - the first word uses a capital letter with each subsequent word in lower case. The
exceptions are for names eg. countries and after a colon: example:. Writing prose in Australia: Words of wisdom from the best
Books (including for book chapters) and reports titles use sentence case. These should also
be italicized example: Publication manual of the American Psychological Association.
Journal, magazine and newspaper titles should be provided in full and use capitals where appropriate (rather than sentence
case) example: Psychological Review. These should be italicized.
PUBLISHER DETAILS
For places of publication in the USA, include the city/town and the state, using the official USA Postal Service 2 letter
abbreviations example: Boston, MA
For places of publication outside the USA, include the city/town and country example: Brisbane, Australia
For publisher names, words like "Co.", "Publishers" or "Inc." should not be included. For example, use Springer, not Springer
Publishers.
If there are more than two locations recorded for a place of publication, use the location that is listed first.
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MULTIPLE WORKS WITH SAME AUTHOR(S) AND SAME YEAR
Arrange works with the same author(s) and same year alphabetically by title in the reference list.
Add the relevant letter after the year (which is used for in-text references). The first reference listed uses "a", second uses "b"
etc.
If the date is either "in press" or n.d. (for no date), include a dash then the relevant letter at the end. For example: (in press-a)
or (n.d.-a)
Yang, Q., & Harris, J. G. (2010a). Dynamic range control for audio signals using fourth-order level estimation. Paper
presented at the 129th Audio Engineering Society Convention, San Francisco, CA.
Yang, Q., & Harris, J. G. (2010b). A higher-order spectro-temporal integration model for predicting signal audibility. Paper
presented at the International Conference on Acoustics, Speech, and Signal Processing, Dallas, TX.
REFERENCE LIST BASIC STRUCTURE
The reference list includes all the retrievable sources cited in a paper. It begins on a separate page and follows the format
below.
Title: place the centered title References approximately one inch from the top of the page and center it.
Entries: List each entry alphabetically by the author's last name. If there is no author, then list by title (disregarding A, An,
The). Start the first line of each reference at the left margin; indent each subsequent line five spaces (a hanging indent).
Format: There are 3 kinds of formats; Book, Periodical and On-line entry
All reference entries should be double-spaced and use a ‘hanging-indent’ format, which means that the first line of each
reference is left-aligned while subsequent lines are indented ½ inch.
Format for a Book
The basic structure of a book reference should list the author's last name, first initials, publication year, book title, location and
publisher. Your reference should appear as follows:
Author, I. N. (Year). Title of book. Location: Publisher.
For example: Rogers, C. R. (1961). On becoming a person. Boston: Houghton Mifflin.
Edited Book with One or More Authors
Edited books with one or more authors should follow the basic structure of a book reference and include the initials, last name,
and 'Ed.' in parentheses after the book title.
For example:
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Adler, A. (1956). The individual psychology of Alfred Adler: A systematic presentation of selections from his writings. (H. L.
Ansbacher & R. R. Ansbacher, Eds.). New York: Basic Books.
Edited Book with No Author
Edited books with no author should list the last name and first initials of the editor or editors, followed by 'Ed.' or 'Eds.' in
parentheses. The remainder of the reference should follow the basic structure and include the publication year, book title in
italics, location, and publisher.
For example: Atkinson, J. W. & Rayner, J. O. (Eds.). (1974). Motivation and achievement. Washington, DC: V. H. Winston.
Article Featured in an Edited Book
Articles by individual authors that appear in edited books should list the last name and first initial of the author, followed by the
publication date and book title. Next, the editors should be noted followed by the location and publisher.
For example: Bartol, C. R., & Bartol, A. M. (2005) History of Forensic Psychology. In I. B. Weiner & A. K. Hess (Eds.), The
Handbook of Forensic Psychology (pp.1-27). Hoboken, NJ: Wiley.
Translated Books
Books translated from another language should include the last name and first initial of the author, followed by the year of
publication and book title. The first initials and last name of the translator and the notation 'Trans.' should then be included in
parentheses. Next provide the location, publisher and a note of the original date of publication.
For example: Freud, S. (1914). The psychopathology of everyday life. (A. A. Brill, Trans.). London: T. Fisher Unwin. (Original
work published 1901).
Format for a Periodical Entry (magazines, newspapers, journals)
Author's last name, Initials. (year, Month day). Article title. Periodical title (vol. no.), pages.
Example:
Hirsch, D. (1997, April 22). Politics through action: Students services and activism in the '90s. Change, 25(5), 32-36.
NOTE: Pay attention to the features of this reference (1) last name and initial(s) as for a book reference, (2) year of
publication, (3) title of article in lowercase, except for the first word; title not underlined or in quotations, (4) title of journal
italicized or underlined, (5) volume number italicized or underlined, and (6) page numbers.
Format for an On-line Periodical Entry
Author's last name, Initials. (year, Month day). Article title. Periodical title, vol. no., pages. Retrieved Month day, year, from
source.
Example:
Carter, D. L. (1995, April). A nation embraces capitalism. Economic Perspectives, 6, Article 002. Retrieved October 2, 1999,
from ftp://342.323.342.1/pub/baccon/EconomicPerspectives/1995.6/95.6.18.capitalism.14.carter<.txt
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NOTE: The APA prefers that titles in research papers be shown in italic whenever possible.
OTHER SOURCES
Television or Radio Program (Episode in a Series)
Clark, K. (Director). (1971). The worship of nature[Television series episode]. In M. Gill & Montagnon (Producers), Civilisation.
London: British Broadcasting Corporation.
Music Recording
Moon, M. (Compiler). (1980). Movement soul: Sounds of the freedom movement [Record]. New York: Folkways Records.
NOTE: Give the name and function of the primary contributors to the recording (in this case, Moon is the complier). Indicate
the recording medium [in brackets] following the title: CD, Cassette recording, Record, etc.
Motion Picture
John , A. (Director). (1993). Solar flares burn for you [Motion picture]. London: British Film Institute.
Published Interview, Titled, No Author
Dialogue on film: Steven Spielberg [Interview with Steven Spielberg]. (1996, June). American Film 13, 12-16.
EXAMPLE REFERENCE LIST
Community. (2009). In J. Scott & G. Marshall (Eds.), A dictionary of sociology (3rd Rev. ed.). Retrieved from
http://www.oxfordreference.com/view/10.1093/acref/9780199533008.001.0001/acref-9780199533008-e-
337?rskey=wDCUCP&result=1&q=community
Carson-Chahhoud, K. V., Ameer, F., Sayehmiri, K., Hnin, K., van, A. J. E., Sayehmiri, F., . . . Smith, B. J. (2017). Mass media
interventions for preventing smoking in young people. Cochrane Database of Systematic Reviews, (6). Retrieved
from http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD001006.pub3/abstract
doi:10.1002/14651858.CD001006.pub3
Dutton, W. H. (2013). Oxford handbook of Internet studies. Oxford, England: Oxford University Press.
Morawska, A., & Sanders, M. R. (2006). Self-administered behavioral family intervention for parents of toddlers: Part I.
Efficacy. Journal of Consulting and Clinical Psychology, 74(1), 10-19. doi:10.1037/0022-006X.74.1.10
Productivity Commission. (1999). Australia's gambling industries: inquiry report. (10). Australia: Author.
Scheinin, P. (2009). Using student assessment to improve teaching and educational policy. In M. O'Keefe, E. Webb, & K.
81
Hoad (Eds.), Assessment and student learning: Collecting, interpreting and using data to inform teaching (pp. 12-14).
Melbourne, Australia: Australian Council for Educational Research.
Seow, W. K., Clifford, H., Battistutta, D., Morawska, A., & Holcombe, T. (2009). Case-control study of early childhood caries in
Australia. Caries Research, 43(1), 25-35. doi:10.1159/000189704
Siegel, R. D., & Yalom, V. (2016). Integrating mindfulness into counseling and psychotherapy. San Francisco, CA: Kanopy
Streaming.
The Coca-Cola Company. (2017). 2016 sustainability report. Retrieved from The Cocoa Cola Company website:
http://www.coca-colacompany.com/content/dam/journey/us/en/private/fileassets/pdf/2017/2016-sustainability–
update/2016-Sustainability-Report-The-Coca-ColaCompany.pdf
VOICE INFLECTION
What is Voice Inflection?

Voice inflection means changing your voice. You can change your voice in one of three ways.
1. Stressing a word or phrase I have a of experience
2. Stretching a word or phrase No… I have a of experience
3. Pausing a word or phrase No… I have a … of experience
Why is Voice Inflection Important?

Using inflection is a lot like using gestures. Without gestures your physical message is flat- there is no variation, no action, and
no energy. Similarly, without inflection your verbal message is flat- there is no variation, no color, no emphasis. Inflection
emphasizes key words to add and help the listener understand your speech- just as gestures do.
How to use Voice inflection

 Decide for yourself which words to emphasize by stressing, stretching, or pausing.
 Which are the best words to inflect?
 Usually the inflected words are from one of the following five word groups: numbers, action words, descriptive words,
comparison words, and negative words.
Inflections comprise another important characteristic of speaking. An inflection is a raised pitch – a high note used to add
emphasis to a word. A single change in inflection may often change the meaning or implication of a sentence, as illustrated in
the following example:
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I was born in Australia (You, on the other hand, were born somewhere else.)
I was born in Australia (How dare you imply that I wasn’t?)
I was born in Australia (I’m a native – not a newcomer.)
I was born in Australia (Not outside Australia.)
I was born in Australia (Not in New Zealand.)
Watch the following video to understand better what Voice inflection is.
Vocal exercise - What's your pitch pattern?
https://www.youtube.com/watch?v=3ZrUJ0BkBy0
PARALANGUAGE
Paralanguage is the set of characteristics of the qualities of the voice, such as tone, diction, intonation, fluency and rhythm to
speak. It includes laughter, crying, yawning, pauses, sighing and also fillers.
Nervousness affects the qualities of the voice. That is why, sometimes, your voice breaks, you get a lump in your throat and
the speed, the volume, and the breathing change with a troubled voice.
The pause is one of the most useful tools to hide nervousness, as long as it is known how to use properly and safely.
Otherwise, it will look like a sign of weakness.
Pauses should not be too long, because it will give the impression of forgetting. They should provide the desired effect, such
as making suspense to keep the public's attention.
Pauses can be used at the beginning of the speech, which means, do not talk while your audience is not quiet or distracted.
They can be used in the middle of a sentence to emphasize what you really want to give importance; when interruptions are
caused by external circumstances, you must pause until the audience once again focuses their attention on you.
A phrase can have different meanings according to the tone of voice used. The elements or factors that intervene in
paralanguage are the following:
 Diction: It is the art of articulating and pronouncing words, of clearly emitting all sounds, both vowel and consonant.
 Tone: It is the high or low volume. By means of the variations of the tone it is possible to give different shades to the
expression, therefore, it influences in the meaning that is given to the words.
The volume of the voice should be commensurate with the size of the audience. The volume must be high, avoiding shouting,
shows security, confidence and enthusiasm, while a very low volume shows shyness, insecurity and apathy.
 Fluency: It is the ease in the expression. In this regard it is necessary to know the topic and support material that is
going to be used well, have a wide vocabulary, confidence and avoid fillers.
 Rhythm: It is called to the combinations of accents, rhythms and pauses when speaking. The speed must be
adapted to the topic and to the emotion. A good pronunciation rhythm is considered as two words per second or 120
words per minute.
 Intonation: It is the voice variation and flexion to emphasize expression, demonstrating emotions; otherwise, it
becomes monotonous and boring.
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The voice is one of the most important factors for speaking, with it the attention and interest of the audience may or may not
be captured. To get a voice with the required qualities it is important to learn how to breathe well. The voice must also be
diaphragmatic. Good breathing allows people to have a good diction and stay calmed.
In oral communication, the voice acquires vital importance, since the message issued must be clear -without hesitations or
stuttering- with the appropriate volume according to the place and the number of people in the audience. The variations in the
voice influence the emotion of the message; the speed allows a better comprehension, this is because if people speak too
slow the message becomes boring, and if people speak too fast the message will not be understood and the audience will not
pay attention.
The voice is educated in terms of its modulation, tone, timbre and quality. For example, the nasality in almost all the
consonants, produces bad impression, the same effect is also produced by a shrill voice, as well as a very strident voice. A
pleasant voice must cultivated, because of it, people can be accepted or rejected. Good articulation is also important, because
if the audience is reached with the sound of the voice; with the pronunciation, the content of the message becomes clear.
Therefore, paralanguage informs the mood of the person speaking, because in many occasions it is more important how the
message is given than its content. For example, during in a discussion people may feel offended more by the way the
message was said than the things that were told.
If you haven´t noticed how your voice influences people while speaking until this moment. Please answer the following
questions and make the necessary changes to obtain a better result.
 Do you know what your voice timbre is? Is it acute or deep, nasal or resonant?
 Have you figured out the moment in which your voice has become slow or monotonous? What is the reason for that
to happen?
 When you talk on the phone, do people tell you frequently that your voice sounds different?
 When you go to conferences, Have you noticed how the importance of the expositor’s voice so you can keep on
listening and paying attention?
 Can you create people images through their voice?
Think about these questions so you can take care of your voice.
There is no specific device to emit the voice that produces it. It is used, mainly, by the organs such as the lungs, the glottis,
the oral cavity, the nostrils, among others that intervene in the emission of sound.
 Lungs: they are located between the clavicles and the diaphragm. When you inhale the air you lift the ribs and they
widen; while when you expel the air, the ribs descend and contract, that is, when you exhale the sounds.
 The glottis: It is the space between the vocal cords, and the passage of air -which first travels through the trachea
and the larynx – it opens and closes continuously, which produces vibrations. Depending on the speed of the vocal
cords vibration of, the sound will vary in intensity.
 The oral cavity and the nostrils: for the sound to exist it is not enough for the vocal cords to vibrate, a resonance
box is needed; for the voice they act as resonators, the oral cavity and the nostrils.
Besides the aforementioned, it is important to point out the presence of other organs involved in the production of the voice,
for example, the tongue with the right movement influences so that it is well modulated; the lips must have the opening for the
clarity of the words.
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1. pharynx
2. oral cavity
3. labial cavity
4. nostrils
5. lips
6. language
7. epiglottis
8. alveoli
9. palate
10. soft palate
11. uvula
A good breath helps us to stay relaxed, to have a good

articulation and diction; it also allows us to better contain the air
so we do not feel tired when speaking with a troubled voice.
Remember that nervousness does not create a defect in the

voice; it accentuates it and puts it into evidence.
Organs that produce voice and diaphragmatic

breathing
Watch the following video “Good Presentation VS Bad Presentation” https://www.youtube.com/watch?v=V8eLdbKXGzk

and share with your class the difference between both presentations.
TASK 22. COMBINE THESE SENTENCE PAIRS. REPLACE THE HIGHLIGHTED WORD WITH AN INFINITIVE MADE
FROM THE INFORMATION IN THE FIRST SENTENCE.
EXAMPLE: John will spend a year in France. Mary does not want this.
ANSWER: Mary does not want John to spend a year in France.
1. John will write a long letter once a week. Mary has requested this.
____________________________________________________________________________________________________
2. John might postpone his trip until next year. Mary would prefer this.
____________________________________________________________________________________________________
3. She will try to visit him while he’s there. She has decided this.
____________________________________________________________________________________________________
4. She was upset by the news of his plans. He didn’t expect this.
____________________________________________________________________________________________________
5. John got a very cheap ticket. Mary’s father arranged this.
____________________________________________________________________________________________________
6. John didn’t apply for a passport. He neglected this.
____________________________________________________________________________________________________
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7. John will report to the police when he arrives. French law requires this.
____________________________________________________________________________________________________
8. Mary will begin to study French herself. John has encouraged this.
____________________________________________________________________________________________________
9. Mary feels hurt that John is leaving. John never intended this.
____________________________________________________________________________________________________
TASK 23. COMPLETE THESE SENTENCES WITH TRUE INFORMATION. USE GERUNDS IN YOUR ANSWERS.
1. I usually avoid ______________________________________________________________________________________
2. When I was a child I used to imagine ____________________________________________________________________
3. My English teacher recommends _______________________________________________________________________
4. I would like to quit ___________________________________________________________________________________
5. Honest people shouldn’t tolerate ________________________________________________________________________
6. Becoming a really good speaker of a foreign language requires _______________________________________________
TASK 24. DECIDE WHETHER YOU NEED THE INFINITIVE (WITH OR WITHOUT TO) OR THE GERUND.
1. The boys say that it is very easy ____________________ up that tree. (climb)
2. They hardly go ____________________ nowadays. (swim)
3. Don’t let him ____________________ so long. (wait)
4. When I was a child, we used ____________________ my grandparents every week. (see)
5. Are you used to ____________________ up early? (get)
TASK 25. FILL IN THE FOLLOWING SENTENCES CORRECTLY (INFINITIVE WITH/WITHOUT TO, OR GERUND).
1. Last week my friends and I were busy ____________________ a surprise party for our friend Judy. (prepare)
2. She is very keen on ____________________ and had been abroad for some time. (travel)
3. So why not ____________________ her on her return? (welcome)
4. We asked her parents ____________________ us the keys to her flat. (give)
5. They liked our idea and offered ____________________ us. (help)
6. When Judy arrived at the airport yesterday, she was a bit disappointed about none of us ____________________ there
and her parents pretended not ____________________ anything. (be-know)
7. But when she came home, she was happy ____________________ everybody again. (see)
8. Although she hates ____________________ in front of many people, we made her ____________________ us about
her time abroad. (speak-tell)
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ECONOMIC BUBBLES
Task 26
Describing Trends
Directions: Complete the following article with an appropriate verb from the box in the correct form.
DECREASE INCREASE GROW TOP REACH
The Most Influential Fashion Trends
In the course of history, 100 years isn't a particularly long time. But in the course of fashion history, it's the difference
between trying to get around in a bone-cinching girdle which was the _____________ fashion in the beginning of the 1900´s,
to the invention of the bikini in the 1940´s whose sales have ______________ over the decades thanks to apps like
Instragram from $3.6 billion when the app launched in 2010 and rose to $4.6 billion last year. Passing from the how shoes
_____________ the sky with high platforms of the 1970´s to one of the most eclectic decades in fashion: the 1980´s when
people used to wear leg warmers, off-the-shoulder sweatshirts, and scrunchies, this type of fashion has not _____________ it
sales at all! On the contrary, now it has become “Vintage”. Easing into the Nike leggings and Vans sneakers you're probably
wearing today. In the intervening years, there have been major shifts in technology, politics, culture, and social norms, and
fashion has reflected that in its ever-changing cycle of trends. We have seen plenty of the popular looks of decades past
serving have _____________ as inspiration for designers today.
Task 27
Vocabulary
FILE NORM ATTITUDINAL INFRASTRUCTURAL COMMODITY
1. Everyone has ______________________ issues during his puberty.

2. Clean water is a precious _____________________ in this part of the world.
3. This company keeps its records on ___________________for five years.
4. Two cars per family is the ____________________in most suburban communities.
5. Governments need sophisticated traffic models to enable _______________________ planning and road network analysis.
TASK 27. A (TEAM 5)
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TULIPOMANIA
Task 28
Summarizing and Reporting
Directions: Write an N if the sentence remains neutral toward the reported (underlined) idea. Write A if the sentence shows
agreement.
1. _________The authors claim the devastating results of this policy

2. _________Gillard (2012) indicated her negative opinion of Abbott’s proposal.
3. _________Pinker (2002) frequently acknowledges Chomsky’s theories.
4. _________ Sharpling (2012) points out that reporting verbs have subtle differences in meaning.
5. _________University of Adelaide (2014) states that using the same reporting verb all the time is both repetitive and
boring.
Task 29
Vocabulary
COMPOUND IDEOLOGICAL ACCURACY UNDERLYING SPECIFICALLY
1. The registration of anomalies, such as the suspended letters, inverted nuns and larger letters, enabled any one to test the
_______________ of a copy.
2. The windows of the ______________ at the peak of the mountain were protected by film to keep light from leaking out.
3. Kids will enjoy dishes _______________ prepared for young ages at lower rates.
4. He helped me enormously with advice on how to do ______________ work.
5. The joke did not obscure the _______________ seriousness of his point.
TASK 29 A. (TEAM 6)
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TASK 30. READ THE MODEL BELOW AND COMPLETE THE PARAGRAPH PLAN BELOW, IDENTIFYING THE TOPIC
OF EACH PARAGRAPH. HAS THE OPPOSING VIEWPOINT BEEN INCLUDED, AND IF SO, IN WHICH PARAGRAPH?
THEN, REPLACE THE LINKING WORDS OR PHRASES IN BOLD TYPE WITH OTHER SYNONYMOUS ONES.
"Although the position of women in society today has improved, there is still a great deal of sexual discrimination." Do you
agree?
Throughout this century, the role of women within society has changed, and the majority of people feel that the
change is for the better. More women work than ever before, and it is accepted in Western culture that many women now
have careers. Nonetheless, in my opinion there is still a great deal of sexual discrimination against women within society, and
the belief that sexual equality has been achieved is not altogether accurate.
To begin with, many women find it very difficult to return to work after having children. The main reason for this is that
there are rarely any provisions made for childcare in the workplace and, in these cases, women are forced to find someone to
look after the children while they are at work. Obviously, this can prove to be a time-consuming and expensive process, yet it
must be done if mothers are to be able to resume their careers.
Secondly, the traditional views of the position of women within society are so deeply ingrained that they have not
really changed. For instance, not only is the view that women should stay at home and look after their family still widely held,
but it is reinforced through images seen on television programmes and advertisements. An example of this is that few men are
ever seen doing housework on television, since this is traditionally thought of as "a woman's job".
Thirdly, since families often need two incomes in order to enjoy a good standard of living, a woman finds herself
doing two jobs: one at home and one at the office. So, it could be said that a woman's position has, in fact, deteriorated rather
than improved, with the result that women carry the burdens of equality but get none of the benefits.
In contrast, there are some people who claim that the problem of sexual discrimination no longer exists. They point out that
women do, after all, have legal rights intended to protect them from discrimination. In addition, a few women are now
beginning to reach top positions as judges, business leaders and politicians, while a number of other previously all-male
professions are opening their ranks to women. Nonetheless, these examples are not the norm and discrimination is still very
much with us.
Taking these points into consideration, I would say that the position of women has improved only slightly. While rules
and laws have changed, it is the deep-rooted opinions of people within society which are taking a longer time to
evolve. Needless to say, attitudes have changed, sexual discrimination will remain a problem which we all need to face and
fight against.
I. Introduction –
summary of the topic- _______________________________________________________________________________
clear statement of opinion ____________________________________________________________________________
II.__________________________________________________________________________________________________
___________________________________________________________________________________________________
III.__________________________________________________________________________________________________
____________________________________________________________________________________________________
IV. Conclusion _______________________________________________________________________________________
TASK 31.
I. INSERT A PORTION OF THE FOLLOWING QUOTATIONS IN A SENTENCE USING THE APPROPRIATE CITATION
(APA STYLE). MAKE UP ANY NECESSARY INFORMATION.
1. Children should be encouraged to reject drugs because they believe that's the right thing to do, not just because they have
been told to say no.
Drugs, alcohol and tobacco. (2008). Parents Centre. [Online] Available from
http://www.parentscentre.gov.uk/behaviouranddiscipline/drugalcoholandtobacco/. 18 May, 2008.
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____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. Students can expect to find a wider variety of options available to them at collage than they had in high school. They really
have no idea what opportunities exist in the big wide world. The possibilities are endless.
How to go to college. Snuffy Smith (2005) Cleveland Scriber’s
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Students who select colleges because of their potential to partying are often sadly disappointed when it comes time for
them to actually begin a career. Most workplaces don’t have time for parties.
Yokum, Abner. “Party Animals on Campus.” Deep Thinker 12 may 2007. Pgs 33 – 35
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
II. PARAPHRASE THE FOLLOWING QUOTATIONS: YOU MAY WRITE BY HAND, BUT WRITE VERY CLEARLY
Example:
Direct quotation: Martin Stephen (1998) says that "a huge purpose built campus means that everyone is guaranteed
accommodation in the first year."
Paraphrase: The specially built campus is very large so all first year students can live there (Stephen, 1998)
1. Gordon Brown (1998) states that "In Britain today there are 150,000 young people aged between 16 and 18 outside
formal education."
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. "The impact of poverty on pupil achievement is as great a problem in many rural areas as it is in inner cities" (Slater,
2001).
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Chris Bunting (2002) reports that "working class five year olds who are educated at home outperform middle-class
counterparts."
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. "Plans to widen participation must be backed by financial help for poorer students" (Cassidy, 2001).
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. Budge (2000) reports that "grouping pupils in streams and sets has no significant effect on their performance."
____________________________________________________________________________________________________
____________________________________________________________________________________________________
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TASK 32.
I. REVIEW THE NOTES BELOW. FOR EACH EXAMPLE, WRITE THE CORRESPONDING ENTRY THAT WOULD
APPEAR IN AN APA-STYLE REFERENCE LIST.
1. An unsigned newspaper article on page 10D in USA Today on March 21, 2000. The title of the article is “Nation Urged to
Defend Its 200,000 Native Species.”
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. A television documentary title From the Earth to the Moon, copyrighted in 1998 by Home Box Office in New York, NY.
Executive Producer: Tom Hanks
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. A book by Robert N. Butler, M.D., and Myrna I. Lewis, titled Aging and Mental Health: Positive Psychological and
Biomedical Approaches. Latest edition was published by Allyn & Bacon in Needham Heights, Massachusetts, in 1998.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. An article titled “A New Five-Year Plan for the U.S. Human Genome Program” written by Francis Collins and David Galas.
Originally appeared in Science magazine in 1993. It was retrieved on March 31, 2000, from the World Wide Web at this
address: http://www.nhgri.nih.gov:80/HGP/HGPgoals/plan.html.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Task 33
Video Notes
Directions: Watch the following video of a student giving a speech in class.
https://www.youtube.com/watch?v=VFu712UadOg
Take notes about the way the student´s voice inflection and paralanguage. Answer the question and share with the rest of the
class your observations.
Notes
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What can the student improve in the way she gave her speech?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
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Formative purpose:
The student develops linguistic competencies through the analysis of book excerpts and the review of public speaking elements to express ideas in a second language
effectively in daily life situations in a respectful and tolerant manner.
Attributes
Attributes
Attributes
Identifies the diversity of beliefs, values and social ideas.
 Active listening, empathy, assertiveness, perspective taking, critical thinking
 Writes comments in a discussion board and about the public speaking elements in a brochure in a clear and organized way.
 Expresses ideas orally in a clear and organized way through a reading presentation.
TASK DESIGNED
# BY
SPEAKING AND
34 REVIEW OF PUBLIC SPEAKING ELEMENTS TEACHER
PARALANGUAGE
35 READING BLINK (EVALUATING GENERALIZATIONS) TEACHER
36 READING BLINK (VOCABULARY) TEACHER
36A READING BLINK TEAM 7
37 READING THE WISDOM OF CROWDS (UNDERSTANDING ANALOGIES) TEACHER
38 READING THE WISDOM OF CROWDS (VOCABULARY) TEACHER
38 A READING THE WISDOM OF CROWDS TEAM 8
READING PRESENTATION PIA
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CONCEPT DEFINITION
Physical Language Just as words from the spoken language, how we stand, where we look, how we move
our hands, and the tone of our voice from the body language.
Posture The way we stand and position our whole body
Eye Contact Where we look to keep in touch with the audience as we speak.
Gestures How we move our hands to support our words. They energize your presentation,
animate your presentation and punctuate your presentation with meaning.
Voice Inflection The way we change the tone of our voice to emphasize key words.
A good Physical Message sends a confident, positive, energetic and enthusiastic message to the audience.
consist of both verbal and non-verbal elements. Your words and how you deliver them
Messages
equally make up the balance of your message.
Number/ Sequence The way we stand and position our whole body.
Emphasis/Focus Where we look to keep in touch with the audience as we speak.
Illustration/Location How we move our hands to support our words
Comparison/Contrast The way we change the tone of our voice to emphasize key words.
Paralanguage is the set of characteristics of the qualities of the voice, such as volume, tone, pitch,
diction, intonation, fluency and rhythm to speak.
Diction It is the art of articulating and pronouncing words, of clearly emitting all sounds, both
vowel and consonant.
Tone It is the high or low volume. By means of the variations of the tone it is possible to give
different shades to the expression, therefore, it influences in the meaning that is given to
the words.
Fluency It is the ease in the expression. In this regard it is necessary to know the topic and
support material that is going to be used well, have a wide vocabulary, confidence and
avoid fillers.
Rhythm It is called to the combinations of accents, rhythms and pauses when speaking. The
speed must be adapted to the topic and to the emotion. A good pronunciation rhythm is
considered as two words per second or 120 words per minute.
Intonation It is the voice variation and flexion to emphasize expression, demonstrating emotions;
otherwise, it becomes monotonous and boring.
Body Language Means “posture, eye contact, facial expressions and gestures.”
96
Public speaking for academics – 10 tips
1) Choose the vocabulary you use carefully. As Orwell argues, we shouldn't use a phrase that is unusual, never use a
longer word when a shorter one has the same meaning, never use a scientific phrase if an everyday example exists, and
never include unnecessary words if the meaning of a shorter sentence remains the same. The best presentations are clear,
concise, reasonably jargon free and tell the story of your research.
2) Nerves are fine, but work out a presentation strategy. Make an effort to locate four to six people at different strategic
places in the audience: top-left, top-right, middle, etc, and move between them for the first few minutes, giving them lots of eye
contact. It's also useful to have your first few paragraphs really well rehearsed.
3) Move beyond using scripts. They can be useful in building confidence and developmental for the early scholar, but as
that confidence grows so must the technique (Andrew Crines). If you do use a script, print it in a larger typeface, double
spaced, making it easy for you to return your eye to the podium.
4) Decide whether an icebreaker is appropriate. Ice-breakers work for some and not for others. Unless you're exceptionally
charming, it's important that any attention-grabbing anecdotes are relevant to the talk.
5) Use visuals only if they add something (Andrew Crines). If you're using PowerPoint, stand to the left of the slide to make
sure you don't obscure your points, and follow Weismann's hockey stick principle, that audiences eyes scan the slide rather
than read from left to right and top down (Louise Stansfield).
6) If you're travelling, read up on the area. Swot up on geography, politics, culture, and basic facts. When you arrive, read
the local press and watch some local TV. Ideally it's also worth meeting up with the organisers and ask them questions and
tips.
7) Improve by practicing. Make use of the free tutorials, websites and tips on communicating on the web (Darren O'Neill,
learning technologist at the Centre for Academic Practice and eLearning), and do dry runs or warm-up gigs with students in
class to practice (Jonathan Wilson). It's also good to have an academic mentor who is willing to give you good and hard
feedback when you need it (Andrew Crines).
8) Deal with attacking questions by taking out the venom. It's important to remember that when somebody 'attacks' the
speaker or is nasty, the audience is automatically on the speaker's side.
9) Take notes from other presenters. Think about what you liked and what could have been improved.
10) Don't fear it, embrace it. If you're not passionate about your presentation you have to question why you're doing it in the
first place (Bhavik Patel). Don't speak as though you wish you could be elsewhere, show some enthusiasm for your
work (Patricia Gongal).
97
TASK 34 (SPEAKING AND PARALANGUAGE)
Match the sentences with the meaning according to the stress and inflection of the underlined word.
1. I like him very much. ______You like him, not the other person.
2. I like him very much. ______You have very strong feelings.
3. I like him very much. ______It is that guy you like, not someone else.
4. She’s giving this money to me. ______She is GIVING, not lending.

5. She’s giving this money to me. ______I’m getting the money, nobody else.
6. She’s giving this money to me. ______She is the one giving the money, nobody else.
BLINK
Task 35
Evaluating Generalizations
Directions: Read the following conclusions about teenagers. Write T for those statements that describe something that is true
for all people and S for those that illustrate statistical tendency.
1. _____ Teenage behavior is the same all over the world

2. _____ One out of five teenagers reported spending three or more hours watching television on an average school day.
3. _____ Being a teenager is ‘just a phase’. ‘Teenager’ may be a convenient label – but choosing an item by its label is no
guarantee that it fits.
4. ______ almost 90 percent of teenagers have access to a computer nowadays.
5. ______ More than a third of American youth participating in biking outdoors, one of the most popular outdoor activities in
the U.S.
Task 36
Vocabulary
OPTION ADAPT ADAPTABLE HYPOTHETICALLY DEDUCE
1. Being ______________ in different situations and willing to learn about how this major corporation does business are
also good traits to emphasize when filling out the application form.
2. Descartes's own attempts to ______________ the different qualities and actions of bodies in this way are not of much
value.
3. The government had an _________________ to purchase the plant of the company under the licenses of 1884, but did
not exercise it.
4. The result of migration is that animals of widely different origin and habit have had to ________________themselves to
similar conditions.
5. _________________ speaking …" "Could you come home when you wanted?" she asked.
98
Task 36A (Team 7)
THE WISDOM OF CROWDS

Task 37
Understanding Analogies
Directions: Read these selections and mark them with an I if the analogy is used to illustrate a difficult concept, or A if the
analogy is used to argue a point.
1. ________"I am to dancing what Roseanne is to singing and Donald Duck to motivational speeches. I am as graceful as a
refrigerator falling down a flight of stairs." - Leonard Pitts, "Curse of Rhythm Impairment" Miami Herald, Sep. 28,
2009.
2. ________“Doc, my new 22-year-old wife is expecting a baby. You performed my vasectomy 30 years ago, and I’m very
upset right now.”
“Let me respond to that by telling you a story,” the doctor calmly replies.
“A hunter once accidentally left the house with an umbrella instead of his rifle. Out of nowhere, a bear surprised
him in the woods … so the hunter pointed the umbrella, fired, and killed the bear.”
“Impossible,” the old man snaps back. “Someone else must have shot that bear.”
“And there you have it,” the doctor says."
3. ________Maradona's infamous "hand of God" goal, which should have been disallowed, reflected old-fashioned central
banking, Mr. King said. It was full of mystique and "he was lucky to get away with it." But the second goal, where
Maradona beat five players before scoring, even though he ran in a straight line, was an example of the modern
practice. "How can you beat five players by running in a straight line? The answer is that the English defenders
reacted to what they expected Maradona to do. . . . Monetary policy works in a similar way. Market interest rates
react to what the central bank is expected to do."
(Chris Giles, "Alone Among Governors." Financial Times. Sep. 8-9, 2007)
4. ________Pupils are more like oysters than sausages. The job of teaching is not to stuff them and then seal them up, but to
help them open and reveal the riches within. There are pearls in each of us, if only we knew how to cultivate
them with ardor and persistence.
( Sydney J. Harris, "What True Education Should Do," 1964)
5. ________Writing a book of poetry is like dropping a rose petal down the Grand Canyon and waiting for the echo." - Don
Marquis.
99
Task 38
Vocabulary
CONSENSUAL NONETHELESS CONFORMIST ENFORCE EXCLUDE
1. As someone who refuses to be a ___________________, I go out of my way to take the path less frequently chosen.
2. There was a ___________________agreement to stop the fight.
3. Both Russia and Prussia now agreed rigorously to ____________________British ships and goods from their dominions.
4. Although bikini models are certainly considered desirable, they should _________________ have a "girl next door" look,
rather than remain cool, remote and inaccessible.
5. According to law military service is obligatory, but the government has been unable to _________________ it.
TASK 38 A. (TEAM 8)
100
101
102
103
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Dale Paulette, and C. Wolf James. Speech Communication a Multicultural Perspective. 2nd. Edition. Miami-Dade Community
College: Adison Wesley Longman, 1998, 2000.
English, Andrew, and English, Laura. North Star: Focus on Reading and Writing, High Intermediate. White Plains, NY:
Addison Wesley Longman, 1998.
Fournier Marcos, Celinda. Comunicación verbal. México, D.F: Cengage, 2002.
Oshima, Alice, and Hogue, Ann. Introduction to Academic Writing. 2nd. ed. White Plains, NY: Addison Wesley Longman,
1997.
Pavlik, Cheryl, and Keenan Segal Margaret. Interactions 1. 4th Edition.New York, NY: McGraw-Hill Contemporary, 2002
Sebranek, Patrick, et. al. Writers INC Handbook. Wilmington, MA: Great Source Education Group, 2001
Segal, Margaret K., and Pavlik Cheryl. Interactions 1 Writing. 4th. ed. New York, NY: McGraw Hill Companies, 2002
Ulloth Dana and Richard Alderfer. Public Speaking Belmont: Wadsworth Publishing Company, 1998.
Wilson, Carroll. Writing and Grammar Handbook Edition. Boston, MA: Pearson Education, 2008.
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105

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R. N.

SEMESTER: AUGUST – DECEMBER 2019

Firma del alumno:_________________________________

Generic competencies and attributes:

Basic disciplinary competency:

TASK SECTION TOPIC DESIGNED BY DATE D/ND

Structure with Modal Verbs

 I can speak English (NOT: I can to speak English)

Modal Verbs in Negative Sentences

Modal Verbs in Questions

 May I help you?

subject auxiliary verb: can main verb

+ I can play tennis.

? Can you play tennis?

A. Can you help me with my homework? (present)

 talk about past ability

+ My grandmother could swim.

? Could your grandmother swim?

could for past ability

 I could swim when I was 5 years old.

general specific occasion

We use be able to:

 to talk about ability

The basic structure for be able to is:

subject + be + able + to-infinitive

- She able to drive.

? Are you able to drive?

Notice that be able to is possible in all tenses, for example:

 I was able to drive...

Notice too that be able to has an infinitive form:

 I would like to be able to speak Chinese.

 I have been able to swim since I was five. (present perfect)

Modal Verb + Base Verb

May / Might / Could + Base Verb

 Present: Where are my keys? They may be in the car.

May is formal and is often found in writing, like this example:

May expresses a greater degree of certainty

 Where are my keys? They might be in the car.

Might is less formal than may, and is more common in conversation

Do you think he may/might know Susan's telephone number?

Present: Where are my keys? They could be in the car.

Could shows options, or possibility.

The negative form couldn't is often used with comparative adjectives:

Might not shows that something probably is not true.

Could not shows that something is impossible.

Couldn't + perfect infinitive is often used with comparative adjectives:

MUST, SHOULD, OUGHT TO, HAVE TO

 I must memorize all of these rules about modal verbs.

To emphasize the necessity of something

 Humans must have drinking water at least every two days.

Deduction - Sure that something is true (Certainty)

 Look at all of that snow. It must be really cold outside.

Expresses positive logical assumptions (Must + have + past participle)

 We really must get together for dinner sometime.

 You mustn't use your Smartphone while you are driving.

Expresses that a situation is likely in the present

 Mary should be at home by now. Give her a call.

Expresses that a situation is likely in the future (prediction)

Expresses an obligation that is not as strong as Must.

 You ought to study more. (= you should study more)

 You shouldn't throw your litter onto the street.

 You ought to be punctual.

I have to be home by ten. (My parents told me so.)

I have to get up early, because I start work at 8. (It is a rule.)