1

CONTENTS

Learning outcome........................................................................................................................1
Unit 1: Who’s who? 1
Lesson 1.1 2
Vocabulary: Classroom language 2
Lesson 1.2 4
Grammar: Word order in questions 4
Lesson 1.3 5
Reading: My friend 5
Lesson 2.1 6
Vocabulary: Family, personality adjectives 6
Lesson 2.2 9
Grammar: Simple present 9
Lesson 2.3 11
Listening: At the airport 11
Lesson 3.1 12
Vocabulary: The body, prepositions of place 12
Lesson 3.2 14
Grammar: Present Continuous 14
Lesson 3.3 16
Listening: At the Moulin Rouge 16
Lesson 4.1 17
Vocabulary: Expressions for paraphrasing: like, for example, etc. 17
Lesson 4.2 18
Grammar: Defining relative clauses (a person who…, a thing that…) 18
Lesson 4.3 19
Reading: Families in the world. 19
Complementary resources 20
Bibliography 21
At the end of this level (English Proficiency Level III) students will be able to function in social
situations. The students are able to understand phrases and expressions frequently used and areas
of experience which are the most relevant for them. Students know how to communicate when
carrying out simple and daily tasks that do not require more than simple and direct exchanges of
information about situations that are familiar or habitual. Moreover, they can describe in simple
terms aspects of their past and future related to their environment as issues related to their
immediate needs.

Unit learning outcome: Identificar... To identify clear, slow, standard speech and texts related to
areas of most immediate personal relevance (e.g. very basic personal and family information,
common verb phrases, classroom language, parts of the body, paraphrasing, etc) and can catch the
main point in short,clear, simple messages and announcements using grammar structures
appropriately.

1
Objective: To use verb phrases related to common expressions used in the classroom.

CLASSROOM LANGUAGE
● Common phrases you hear:
Work in pairs
Don’t speak (French)
Turn off your cell pone
Write down the words
Don’t write
Stand up
Sit down
Look at the board
Go to page 33
Ask and answer the questions
● Common phrases you say:
How do you say oveja in English?
How do you spell it?
Could you repeat that?
How do you pronounce it?
What does awful mean?
Can I have a (piece of paper), please?
Which page is it?
Sorry, I’m late.
Bye.
Have a Good weekend!
● Common phrases you read:
Choose Put an X
Circle Cross out
Complete Match

2
Cover the text Copy the rhythm
Check Underline

3
Objective: To identify the right order to make questions using auxiliar verbs and Wh-questions.
WORD ORDER IN QUESTIONS
Questions with do/does/did in simple present and past
Question word Auxiliary Subject Base form (= verb)
Do you live with your parents?
Does Lian like Chinese food?
Where do You live?
What kind of does Lian like?
food

▪ In the simple present use the auxiliary verb do/does? to make questions.
▪ In the simple past use the auxiliary verb did to make questions.
▪ In these questions the subject goes after the auxiliary verb.
▪ Remember to use the base form of the verb in questions with do, does and did.
Questions with be, present continuous, and going to

Question word be subject (adjective, noun, verb +

-ing,etc.)
Is Ana a student?
What are they doing?
are you talking about?
Where is he going to live?

▪ In questions with be, make questions by inverting the verb and the subject.
▪ If a verb is followed by a preposition (listen to, talk about), the preposition goes at the end of
the question.
What are you talking about? NOT About what are you talking.

4
Objective: To identify personal information through the vocabulary related to the topic
and grammar structures.

Read the following article:

My friend

My best friend is very nice. Her name is Lucy and she’s from New Jersey in the United States.
She has a big family with three brothers and three sisters, her grandparents are still alive. She
also has 20 cousins! I think she’s very lucky.

At present she lives in Portoviejo with her husband and her children; Damian and Dimitri.
Damian is 10 and Dimitri is 8, they both go to school and Dimitri is very good at soccer,
Damian doesn’t like to play soccer but he likes to swim; they also have a dog, its name is Coco,
it’s so cute. My friend’s husband is Imanol. He’s French, he teaches French in ‘Alianza
Francesa’.

On weekends they play tennis and go for walks with their dog and their sons, but one of their
most favorite things to do is to travel, they love Ecuador and Manabita’s food, they always take
their cameras when they travel in their bags, because they don’t want to miss any moment,
they enjoy their free time a lot.
5
Objective: To use words related to family and personality adjectives.

PERSONALITY ADJECTIVES
Description Adjective Opposite
A person who talks a lot Talkative Quiet
A person who likes giving presents Generous Stingy
A person who never does any work Lazy Hardworking
A person who makes people laugh Funny Serious
A person who is open and nice Friendly Unfriendly
A person who is nervous and Shy Outgoing
uncomfortable meeting new people
A person who doesn’t enjoy something boring exciting/interesting
A person who doesn’t like to wait for patient umpatient
something
A person who is cheerful happy unhappy

Other adjectives: Opposite

crowded empty
dangerous safe
far near
modern old-fashioned
noisy quiet
polite rude
polluted clean
comfortable uncomfortable
healthy unhealthy

6
7
8
Objective: To apply grammar rules to describe habits, facts and routines for third people in simple
present tense.
SIMPLE PRESENT
I / you / we / they he / she / it
+ I usually work at home. Danny knows me very well.
- They don’t live near here. It doesn’t usually rain here.
? Do you smoke? Does Rosa like music?
x Yes, I do. / No, I don’t. Yes, she does. / No, she
doesn’t.

▪ Use the simple present for things you do every day, week, year, and for things that are
always true.
▪ Remember the spelling rules for 3rd person singular s:

1. For the third person of singular, we add -s at the end of a verb.

Work >w orks add s
Exceptions:

2. Verbs ending with a consonant followed by -y: change -y to -i and add -es (cry ⇒ cries);
Study>studiesconsonant + y: replace “y” and add ies

3. Verbs with suffixes -ch, -s, -sh, -x, -z: add -es (watch ⇒ watches; kiss ⇒ kisses; crush ⇒
crushes; tax ⇒ taxes; buzz ⇒ buzzes);
Finish>finishes sh, s, ch, x: add es

4. Verbs ending in o add es= do ⇒ does, go ⇒ goes.

Go>goes do>does have>has

5. Irregular verbs such as be ⇒ is, have ⇒ has.

Adverbs and expressions of frequency

▪ We often use the simple present with adverbs of frequency (always, often, sometimes,
usually, hardly ever, never).

▪ Adverbs of frequency usually go before the main verb, but after be.
He never goes out. NOT He goes never out.
She’s always late. NOT She’s late always.

▪ Expressions of frequency (every day, once a week,etc.) usually go at the end of a sentence. I
have English classes twice a week.

9
10
Objective: To listen to get specific information.

Listening Track (1.15) AMERICAN ENGLISH FILE 2. CD1.

https://drive.google.com/file/d/1DXkaYPRkMTHQH2eS3H5_qdMYxR-TGcQq/vi
ew?usp=share_link
Dar click en el enlace para escuchar el documento de audio.

Listen to Mark describing himself. Answer the correct options according to it.
1. What is his last name?
a. Richardson
b. Ryder
c. Brown
d. Routh
2. Where is he from?
a. He is European
b. He is Colombian
c. He is American
d. He is Ecuadorian
3. Where does Mark work?
a. For a Music Company MTC.
b. For a Company
c. For a Factory
d. For an Electronic Company

11
Objective: To spell a range of common words related to the body and prepositions of place.

Parts of the body Parts of the body

Mouth boca Face cara
Neck cuello Hair cabello
Hand mano Back espalda
Stomach estómago Foot (Feet) pie (pies)
Arm brazo Knee rodilla
Eye ojo Leg pierna
Fingers dedos de la mano Brain cerebro
Lip labio Teeth (Tooth) diente (dientes)
Nose nariz Heart corazón
Head cabeza Toes dedos de los pies
Ear oreja Tongue lengua
Shoulder hombro

12
Behind atrás, detrás
Between entre 2 objetos
In en
In front of frente a
In the middle en medio
Next to al lado de
On en, sobre, encima
On the left a la izquierda
On the right a la derecha
Across from al frente de
Under debajo
Below abajo
Above arriba
Near cerca
13
 Far lejos

Objective: To describe facts and situations that are happening at the moment.

PRESENT CONTINUOUS: BE + VERB + ING

I you / we / the he / she / it
+ I’m working You He
We’re working She’s working
They It
- I’m not working You He
We aren’t working She isn’t working
They It
?✔X Are you working? Yes, I am No, I’m not
Is he working? Yes, he is No, he isn’t

▪ Use the present continuous for things happening now, at this moment.
My brother is working in South America.
A: What are you doing?
B: I’m sending a text message to Sarah.

14
▪ Remember the spelling rules for the -ing form.
cook>cooking study>studying
live>living run>running

Some verbs
are not normally used in the present continuous, for example like, want, have (=
posses), need.
I need to talk to you now. NOT I’m needing to talk to you now.

15
Objective: To

Listening Track (1.8) ENGLISH FILE 2 CLASS AUDIO CD 1.

https://drive.google.com/file/d/1dkfcZl5yBxBRkaSpOBtyePIE3xNseqPR/view?
usp=share_link
Dar click en el enlace para escuchar documento de audio.

Listen to a guide in an Art gallery talking about At the famous Moulin Rouge.
Answer the questions and choose the correct options according to the Dialogue.

1. Who is painting At the Moulin Rouge painting?

a. Goya
b. Moliere
c Toulouse Lautrec
d Botero

2. What are they looking at?

a. at the painting
b. at the painter
c. some people
d. the nightclub

3. Why this nightclub is famous for?

a. Its beautiful dancers and singers

16
b. Its orchestra
c. by Toulouse Lautrec
d. Its Singers

Objective: To

USEFUL EXPRESSIONS FOR PARAPHRASING

It’s somebody who…

It’s a place where…
It’s a thing that…
It’s how you feel when…
You do this when…
It’s a person who…
It’s the opposite of…
It’s a kind of…
It’s similar to…
They’re like…
For example…

17
Objective: To

● Use the relative clauses to explain what a place, thing, or person is or

does:

That’s the woman who won the lottery last year.

This is the restaurant where we had dinner last week.

● Use who for a person, that for a thing, and where for a place.
● You can use that instead of who:

She’s the woman who/ that works my brother.

● You can use which instead of that to talk about things:

It’s a thing which/that connects two computers.

18
Objective: To

Read the following letter

19
The following complementary resources are suggestions so that you can expand the information on
the topics studied, as part of your self-learning process:

● Lesson 1.1: VOCABULARY: Classroom language

o Extra video: https://youtu.be/Np_wIvRl-Dw

● Lesson 1.2: GRAMMAR: Word order in questions

o Extra video: https://youtu.be/kadnWY9N8Lw

● Lesson 2.1: VOCABULARY: Family, personality adjectives

o Extra video: https://youtu.be/ceNNH_jnQz8

● Lesson 2.2: GRAMMAR: Simple present

o Extra video: https://youtu.be/Gy1m8_CUzK0

● Lesson 3.1: VOCABULARY: The body, prepositions of place

o Extra video: https://youtu.be/mc5Wq0offG0

https://youtu.be/p_lgP_XwDig

● Lesson 3.2: GRAMMAR: Present Continuous

o Extra video: https://youtu.be/5U5662_3Jfk

● Lesson 4.1: VOCABULARY: Expressions for paraphrasing: like, for example,

etc.

o Extra video: https://youtu.be/O0TcVDYUfQk

20
 ● Lesson 4.2: GRAMMAR: Defining relative clauses (a person who…, a thing
that…)

o Extra video: https://youtu.be/j25CFx-4g0I

Bibliography
● Latham-Koenig, Christina, Oxeden, Clive (2008). América English File 2B. Editorial.
Oxford.

● Annette Capel, Nicki Joseph (2015). Cambridge University Press and UCLES. Editorial
Cambridge University Press and UCLES.

● Castro Quiroz, Martha Elizabeth, Mera Moya, Daniel Gustavo, Loor Domo, Mónica
Lissette, Vera Vélez Francisco Ricardo, Cedeño Macías, Leticia Mercedes (2018). Better
Together Level. Editorial Universidad Técnica de Manabí.

● Grupo Editorial Océano (2000). Diccionario Smart Español-inglés. Océano.

● Phillips, Deborah Longman (2013). Editorial Pearson Education.

● Richey (2012). Oxford Business. Editorial English University Press.

21