Asignatura

Suficiencia de Inglés
Asignatura

Lcda. Martha Castro Quiroz MSc.

Lcdo. Juan Carpio García MSc.
Lcda. María Donoso Cedeño MSc.
Lcda. Javier Centeno Moreira MSc.
Lcda. Valeria Macías Moya MSc.

Importante: La presente guía de estudio incorpora contenidos sintetizados sobre los ejes
temáticos correspondientes a la Unidad No. 3. Este documento servirá como referente
conceptual y teórico para las evaluaciones parciales y final de esta materia.

Periodo Académico 2023 – P2

Index

Content:

Learning outcomes 3
Unit Learning outcomes 3
Content map 3
Lesson 1. I played basketball when I was at school
• Lesson 1.1 Vocabulary: Sports 4
• Lesson 1.2 Grammar: Past Tenses 6

Lesson 2. We used to be together in everything

• Lesson 2.1 Vocabulary: Relationships 9
• Lesson 2.2 Grammar: Usually and Used to 11

Lesson 3. The door is opened

• Lesson 3.1 Vocabulary: Movies 13
• Lesson 3.2 Grammar: The passives (all tenses) 15

Lesson 4. You must rest for your health

• Lesson 4.1 Vocabulary: The body 17
• Lesson 4.2 Grammar: Modals of deduction: might, can’t, 19
must

Complementary resources 21
Bibliography 22

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Learning outcomes
• At the end of this level (English Proficiency Level 5), students will be able to communicate in
everyday situations with frequently used expressions and using wide vocabulary. The
student is able to understand the main points of clear texts in standard language if they are
about topics with which they are familiar, whether in work, study or leisure contexts.

Unit 3. Traveling the world

• Unit learning outcome: To apply appropriate vocabulary and structures to indicate activities,
customs, and past experiences associated with everyday topics.

Content map:

LESSON 1 LESSON 2 LESSON 3 LESSON 4

VOCABULARY VOCABULARY VOCABULARY VOCABULARY

Lesson 1.1 Lesson 2.1 Lesson 3.1 Lesson 4.1
Sports Relantionships Movies The body

GRAMMAR GRAMMAR GRAMMAR GRAMMAR

Lesson 1.2 Lesson 2.2 Lesson 3.2 Modals of
Past tenses: simple, Usually and used to Passives (all tenses) deduction: might,
continuous, perfect can't, must

LISTENING READING
READING Lesson 2.3 Lesson 3.3 LISTENING
Lesson 1.3 Facts about the You are standing in Lesson 4.3
use of social the place where... Judging by
If I bounce the ball
platforms like appearances
five times
facebook

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 Lesson 1.1: Vocabulary
Sports

Objective: Understand and use some vocabulary related to sports

Explanation:
‘Sport’ is a game, competition, or activity needing physical effort and skill that is played or done
according to rules, for enjoyment and/or as a job.

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 Useful language: key words from this lesson
Word list: English V - Lesson 1 - Unit 3
train verb to prepare someone or yourself for a job, activity, or sport, by learning
skills and/or by mental or physical exercise
throw verb to send something through the air with force, especially by a sudden
movement of the arm
score verb to win or get a point, goal, etc. in a competition, sport, or game
kick verb to hit someone or something with the foot, or to move the feet and legs
suddenly and violently
tie noun a situation in which two or more people finish at the same time or score
the same number of points
tie verb to finish at the same time or score the same number of points, etc. in a
competition as someone or something else
lose verb to fail to succeed in a game, competition, etc.
win verb to defeat a competitor, or to achieve first position or get a prize in a
competition
beat verb to defeat or do better than
track noun a type of path or road, often in the shape of a ring, that has been
specially designed and built for sports events, especially racing
field noun an area, usually covered with grass, used for playing sports
court noun an area drawn out on the ground that is used for playing sports such as
tennis and basketball
course noun an area of land or water used for a sports event
arena noun a large, flat area surrounded by seats used for sports or entertainment

stadium noun a large closed area of land with rows of seats around the sides and often
with no roof, used for sports events and musical performances
team noun a number of people who act together as a group, either in a sport or in
order to achieve something
crowd noun a large group of people who have come together
spectator noun a person who watches an activity, especially a sports event, without
taking part
umpire noun a person who is present at a sports competition in order to make certainthat
the rules of that particular game are obeyed and to judge if particular actions
are acceptable
referee noun a person who is in charge of a sports game and who makes certain that the
rules are followed
player noun someone who takes part in a game or sport

fan noun someone who admires and supports a person, sport, sports team, etc.

coach noun someone whose job is to teach people to improve at a sport, skill, orschool
subject
captain noun the leader of a sports team

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 Lesson 1.2: Grammar
Past tenses

Objective: Use the Past Simple when the action is finished and the time is past. Use the Past
Continuous when the action is unfinished in the past. Use the Past Perfect to show that one
actionhappened before another in the past.

The past
We can also talk about the past using simple, continuous, and perfect tenses. We use the
simplepast most often.

The simple past

The simple past talks about and action that happened in the past and is now finished. It is not
going on now.

✓ I lived in California for 10 years. This was in the past. I no longer live in California.

✓ I didn’t live in Texas.

The simple past is also used to give us facts or information about the past.

✓ Abraham Lincoln was the 16th president of the United States.

✓ Germany didn’t win World War 2.

✓ Alaska once belonged to Russia.

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 The past continuous

The past continuous (was/were + the ing form of the verb), like the simple past, talks about an
action in the past that is now finished. This action, however, continued over time. During that
timeanother action happened, often just once.

The new action interrupted the continuing action. We express the continuing action in the
past continuous, and the new action in the simple past. Lookat the following sentences:

✓ While I was living in California, and earthquake struck. I was living in California over a
period of time (past continuous). During that time, there was an earthquake (simple
past).

✓ I wasn’t living in California when the city of Paradise burned down.

✓ When I left work, it was raining. It has raining over time (past continuous). During the
rainstorm, I left work (simple past).

✓ It wasn’t snowing when I left work.

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 The past perfect

The past perfect (had + the past participle) is also used to talk about an action that were
finished in the past. In this case, though, one action happened earlier than the other. The
earlier action takes the past perfect. The later action takes the simple past.

✓ I had already finished eating when she arrived at my house. First, I finished eating
(pastperfect). Then she arrived at my house (simple past).

✓ I had not yet gone to bed (when she arrived at my house).

✓ The United States had been independent for many years when World War 1 began.
Firstthe

✓ United States was an independent country. Then World War 1 started.

For additional explanation and some practice, you may use the following link:

https://test-english.com/grammar-points/b1/past-simple-past-continuous-past-perfect/
https://www.engblocks.com/grammar/exercises/past-tenses/past-simple-past-continuous-past-
perfect-exercise-1/

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Lesson 2.1: Vocabulary
Relationships

Objective: Use words related to relationships.

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 Word list: English V - Lesson 2 - Unit 3
dump verb to suddenly end a romantic relationship, youhave been
having with someone
crush noun a strong but temporary feeling of likingsomeone

propose to ask someone to marry you

meet verb to see and talk to someone for the first time

have something in common verb to share interests, experiences, or other characteristics

with someone or something

go out verb to have a romantic and usually sexual

relationship with someone
get to know verb to spend time with someone or somethingso that
someone/something you gradually learn more about themor it

get married verb to begin a legal relationship with someoneas their

husband or wife
get along verb If two or more people get along, they likeeach other
and are friendly to each other

break up verb If a marriage breaks up or two people in a romantic

relationship break up, their marriage
or their relationship ends
roommate noun a person who you share a room with for aperiod of
time

partner noun the person you are married to or living withas if

married to them, or the person you are having a sexual
relationship with
partner noun one of two people who do something together or are
closely involved in some way

fiancé noun the man who someone is engaged to bemarried to

ex noun Someone's ex is a person who was theirwife, husband,

or partner in the past

couple noun two people who are married or in a romantic or sexual

relationship, or two peoplewho are together for a
particular purpose
colleague noun one of a group of people who work together

classmate noun someone who is in the same class as you at

school

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 Lesson 2.2: Grammar
Usually and Used to

Objective: To differentiate between usually and used to

Introduction to the grammar topic

Usually vs. used to

Used to: (v.) A repeated, completed action or state in the past that is no longer true in the present.

Usually: (adv.) A repeated action in the present. Frequently. Typically. Often.

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Used to

- Used to always refers to the past tense. It can’t be used to describe the present or future.

- Used to drops a “d” in the negative:

I didn’t used to wear equipment, just my swim trunks and a smile.

- In the question form, use did. The “d” is also dropped in question forms.

Did you used to do dangerous things when you were young?

Yes, I did. I used to do lots of dangerous things!

- Used to is always followed by a verb in the base form. In the examples, we have used to wear,
used to jump, and used to do.

Usually

- Usually refers to a repeated action in the present. It is an adverb, so it must modify a verb. The
verb should be simple present, so use wear or wears in the affirmative, depending on the subject.

- The placement of usually is flexible. In general, it goes before the main verb in a sentence, unless
the main verb is the verb to be. In that case, it goes after the be verb. Let’s see an example.

I usually look before I leap. I am usually more careful.

- In the negative, use don’t or doesn’t with usually and a base form verb.

He doesn’t usually do dangerous things.

- In questions, use Do or Does depending on the subject.

Do you usually wear swim gear these days? He does, but I don’t.

For additional explanation and some practice, you may use the following links:

https://test-english.com/grammar-points/b1/usually-used-to-be-used-to-get-used-to/

https://www.perfect-english-grammar.com/used-to-exercise-1.html

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Lesson 3.1: Vocabulary
Movies
Objective: Use words related to movies

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 Word list: English V - Lesson 3 - Unit 3
shot noun a short piece in a film in which there is a single action or ashort
series of actions
subtitles noun words shown at the bottom of a film or television picture to
explain what is being said
star noun a very famous, successful, and important person, especially a
performer such as a musician, actor, or sports player

soundtrack noun the sounds, especially the music, of a film, or a separaterecording

of this
sequel noun a book, film, or play that continues the story of a previousbook,
etc.
script noun the words of a film, play, broadcast, or speech
scene noun a part of a play or film in which the action stays in one placefor a
continuous period of time
review verb If critics review a book, play, film, etc. they write their opinion of it
plot noun the story of a book, film, play, etc.
extra noun a person in a film who does not have a speaking part and whois
usually part of the scene, for example, in a crowd
audience noun the group of people together in one place to watch or listen toa
play, film, someone speaking, etc.
moving adjective causing strong feelings of sadness or sympathy
scary adjective frightening

exciting adjective making you feel excited

funny adjective humorous; causing laughter

western noun a film based on stories about life in the west of the US in thepast

thriller noun a book, play, or movie that has an exciting and frighteningstory

science fiction noun books, films, or cartoons about an imagined future, especially
about space travel or other planets
musical noun a play or film in which part of the story is sung to music

horror movie noun a movie in which very frightening or unnatural things happen,for
example dead people coming to life and people being murdered
drama noun a play, esp. a serious one, written to be performed by actors,the
writing of plays, or the art of showing plays
comedy noun a (type of) film, play, or book that is intentionally funny eitherin its
characters or its action
animated adjective an animated movie or cartoon, is made up of a series of slightly
different drawings of people, animals, and objects thatmake them
appear to move.
action movie noun a type of film in which a lot of exciting things happen

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Lesson 3.2: Grammar
The passives (all tenses)

Objective: To be able make an active voice sentence into a passive voice sentence.

Introduction to the grammar topic

In a passive sentence, the object of an active sentence becomes the subject. Then we have to use
the verb be in the tense we need and add the past participle of the main verb after it. In a passive
voice sentence, the subject is the receiver of the action, not the doer of the action.

They take the photos in Africa. (active)

The photos are taken in Africa. (passive)

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When do we use the passive voice?
In English, we us the passive voice when we don’t know, or we don’t want to talk about who or
what does the action in a sentence. Check the following examples.

✓ A bank was robbed yesterday. (=We don’t know who robbed the bank.)
✓ He was arrested last night. (=It’s obvious that the police arrested him.)
✓ I have been told that you insulted my brother. (=I don’t want to say who told me.)
✓ Jurassic Park was filmed by Spielberg in 1993. (=I’m talking about Jurassic Park and not
about Spielberg.)

For additional explanation and some practice, you may use the following links:

https://test-english.com/grammar-points/b1-b2/passive-voice-all-tenses/

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Lesson 4.1: Vocabulary
The body

Objective: Learn words related to human body and physical appearance

Practice example:

Useful language: key words from this lesson

Here is some essential vocabulary to talk about parts of your body in English, from top to bottom.

Head = The top of your body.

Face = Forehead (above your eyes), eyes, nose.
Mouth= Your mouth consists of your lips (top and bottom lip), your teeth and your
tongue.
Chin= Below your mouth
Ears, cheeks= Under your eyes and to the sides of your nose
Eyebrows= Line of hair above your eyes
Eyelid= Skin that closes over your eyes when you sleep
Eyelashes= The hairs which grow along the top and along the bottom of your eyes
Throat = Inside your mouth, at the back. It leads down to your chest, or up to your
nose.
Hair= This is always uncountable: “Her hair is brown.”
Neck = The column that supports your head.
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Shoulders= The widest part of your body, where your arms join your body.
Arms= Upper arm (below the shoulder)
Elbow= The bone in the middle of your arm.
Wrist= (pronounced /rist/, where your hand joins your arm).
Hands= On each hand you have four fingers and one thumb. On the end of your
fingers youhave fingernails, and on the end of your thumbs you have
thumbnails.
Chest = The part of your body (on the front) from your shoulders down to your waist.
Breasts = The two areas of extra flesh on a woman’s chest.
Back = From the neck to the waist.
Waist = The bottom of your chest, where your body is narrower.
Hips = Left and right bones below your waist, where your upper body meets your lower
body.
Genitals = The area where the male / female sexual organs are.
Bottom = At the bottom of your back – what you sit on.
Legs = The thigh (the top part of your leg, pronounced /th -eye/), knee (the middle
part of yourleg), calf (the bottom part of your leg), ankle (where your foot joins
your leg).
Feet = On each foot you have five toes, each with a toenail.

Major internal organs

Brain = inside your head, it controls every part of your body.
Heart = it beats and pumps blood around the body.
Lungs = two organs which fill with air.
Stomach = where your food goes after you eat it.
Intestines = where food goes after it leaves your stomach.
Liver and kidneys = the organs that deal with waste.

Major bones
Skeleton = your bone structure, from top to bottom.
Skull = the bones which form your head.
Spine = the bone that goes from your neck down to your bottom.
Ribs = the bones in your chest that protect your lungs.
Pelvis = the bones around the front of your hips

Verbs to do with the body

see (with your eyes)
smell (with your nose)
hear (with your ears)
taste (with your tongue)
bite (with your teeth)
eat (with your mouth)
swallow (with your throat)
breathe (with your nose or mouth)
touch (with your hands)
walk / run (with your legs)
lift / carry (with your arms)

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 Lesson 4.2: Grammar
Modals of deduction: might, can’t, must

Objective: Learn how to use modals of deduction such as might, can’t and must.

Introduction to the grammar topic

We use modal verbs of deduction to make guesses or draw conclusions

based on the information available.

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May, might
We use may and might to talk about things that are possibly true, but we don’t know for sure.
✓ He’s more than 2 meters tall. He might be a basketball player. (=perhaps he is)
✓ He says Betty is his friend, but I think she may be his girlfriend.

We use may not or might not to talk about things that are possibly not true, but we don’t know
forsure.
You should call her. She might not know where you are. (=perhaps she doesn’t know)

can
We don’t use can as a modal of deduction.
✓ He might/may be at home now. (NOT He can be at home now)

Must, can’t
We use must when we are sure, or quite sure, that something is true.
✓ You must be tired after the long journey. (=I’m sure you are tired)
✓ I’m sure I had the keys when I left. They must be in the car.

But we use can’t (NOT mustn’t) when we are sure, or quite sure, that something is not true.
✓ We’ve been walking for hours. It can’t be far from here. (NOT It mustn’t be far)
✓ They’ve lived here only for a couple of months. They can’t know many people.

+ be -ing
After may, might, must or can’t we can use be + -ing, when we are talking about actions in
progress.
✓ They’ve gone to Ibiza, and right now they must be having a great time.
✓ Call him. He might be waiting for us.

For additional explanation and some practice, you may use the following links:

https://test-english.com/grammar-points/b1-b2/passive-voice-all-tenses/

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Complementary resources

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

Grammar:
https://test-english.com/

https://learnenglishteens.britishcouncil.org/

https://www.englishgrammar.org/

https://www.perfect-english-grammar.com/

Reading Comprehension:
https://www.adlit.org/topics/english-language-learners/reading-comprehension-strategies-
english-language-learners

Vocabulary:
https://dictionary.cambridge.org/

Listening:
https://lingoclip.com/?ref=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fes.lyricstraining.com%2F

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References

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

• Cambridge University Press (2023). Cambridge Dictionary. Cambridge

• 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

• Latham-Koenig, Christina, Oxeden, Clive (2011). América English File 3, second

edition.Editorial. Oxford

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

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

• Oxford University Press (2023). Oxford Learner's Dictionaries. Oxford

• EF Education First. Resources for learning English. Miami

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