1. CARCHI STATE UNIVERSITY
FACULTY OF MEDICAL SCIENCES
SCHOOL OF NURSING
ENGLISH PORTFOLIO
RESPONSIBLE: SONIA CARDENAS
TEACHER: IVAN FUERTES
TULCÁN - NOVEMBER – 2013

2. MY BIOGRAPHY
Name: Sonia Mireya
Name: Cardenas Enriquez
Age: 22 years
Date of birth: September 12, 1991
Parents: Jose Cardenas and Sonia Enriquez
phone number: 0969194460
Email: mire.she @ hotmail.com
origin: Ecuador
Residence: Ecuador
Initial studies: institute Gabriel A. mistral
basic education: school Alejandro R. Mera
bachelor studies: Technological Tulcán
higher studies: UPEC, nursing career
is a positive and responsible person, to meet its goals in order to provide a better
future for her daughter, a single mother, and living with her parents , plans to be a
great professional and a good mother.

4. GRAMMAR
WILL – BE GOING TO – PRESENT PROGRESSIVE
The difference between WILL, BE GOING TO and the present continuous for
future events
WILL and BE GOING TO for future intentions

Will (future simple) is used to express future intentions that are decided at
the time of speaking (spontaneous offers, promises and decisions):

Come on, I'll help you with those bags. (seeing that someone is struggling
with their shopping bags)

Be going to is used to express future intentions that have already been
decided before the time of speaking:

I can't make it on Saturday. I'm going to help my parents around the
house. (referring to a decision that the speaker has made in the past)

5. WILL and BE GOING TO for predictions

Will (future simple) is used to make predictions that are based on personal
judgement, opinion or intuition:

I'm sure you'll have a lovely time in Italy. (opinion)

Be going to is used to make predictions that are based on present evidence.
The predicted event is either very near (and can be seen) or seems sure to
happen:

My sister's going to have a baby. (we can see that she is pregnant)
BE GOING TO and present continuous for future plans

Be going to refers to future intentions that have been decided but have not
been fully planned:

We're going to get married. (referring to a past decision)
The present continuous tense refers to fixed future events and emphasises that
plans or arrangements have already been made:

We are getting married next month. (the wedding has already been
arranged)

6. GRAMMAR
CONDITIONALS TYPES 1,2 & 3
CONDITIONAL TYPE 0 >> ZERO CONDITIONAL
IF
+
SIMPLE
PRESENT
+
SIMPLE
PRESENT
Used for scientific facts or general truths (usado para expresar verdades
científicas, hechos que nunca cambian o situaciones que siempre ocurren).
Algunos gramáticos incluyen este tipo de condicional dentro de FIRST
CONDITIONAL o Conditional Type I.
EXAMPLES
If you heat butter, it melts.
Si calientas manteca, ésta se derrite.
If you put water in a cooler, it freezes.
Si colocas agua en el congelador, ésta se congela.

7. If you heat water to 100 degrees, it boils.
Si calientas agua a 100 grados, ésta hierve.
If you cross an international date line, the time changes.
Si cruzas una línea de tiempo internacional, la hora cambia.
If you drop ice in water, it floats.
Si tiras hielo al agua, éste flota.
If iron gets wet, it rusts.
Si el hierro se moja, se oxida.
CONDITIONAL TYPE I >> FIRST CONDITIONAL
Used to talk about things which are possible in the present or the future. It is
generally used for things which may happen (utilizado para cosas que pueden
ocurrir en presente o future).
EXAMPLES
If you study hard, you will pass your exams.
Si estudias intensamente aprobarás tus exámenes
If we do not protect the panda bears, they will soon become extinct.
Si no protegemos a los osos panda, pronto se extinguirán.
Don't say a word about this, or I will kill you.
No cuentes una palabra de esto o te mato
Finish your job, and you will have a bonus.
Termina tu tarea y tendrás una gratificación
Contact me if you need any help.
Ponte en contacto conmigo si necesitas ayuda.
Call them in case you need help.
Llámalos en caso de necesitar ayuda.
CONDITIONAL TYPE II >> SECOND CONDITIONAL
Used to talk about things which are unreal (not true or not possible) in the

8. present or the future. It is generally used for things which don't or won't happen.
It is generally used for things which may happen (utilizado en presente o futuro
para expresar situaciones hipotéticas, que normalmente son irreales o imposibles).
EXAMPLES
If I were rich, I would buy a castle.
Si fuera rico, compraría un castillo.
If I were him, I would go and see a doctor.
Si fuera él -en su lugar- consultaría con un médico.
If elephants had wings, they would be able to fly.
Si los elefantes tuvieran alas, podrían volar.
CONDITIONAL TYPE III >> THIRD CONDITIONAL
Used to talk about unreal situations in the past, that is, things which did
not happen in the past. (utilizado para expresar situaciones irreales – que
nunca sucedieron – en el pasado y, en general, dentro de un contexto de crítica,
queja o remordimiento). En español tienes una construcción similar por lo cual
este condicional no debería resultar complicado.
EXAMPLES
If I had known that you were sick, I would have gone to see you.
Si hubiese sabido que estabas enfermo, te habría ido a ver.
The real situation was that I didn't know you were sick. So I say If I had known... When you are
talking about the past, you use the Past Perfect (I had known) after IF.
If you had saved your money, you could have bought a laptop.
Si hubieses ahorrado tu dinero, podrías haberte comprado una computadora.
The real situation was that you didn't save your money. So they say If you had saved... When
you are talking about the past, you use the Past Perfect (I had known) after IF.
If you hadn't been late for work so often, they wouldn't have fired you.
Si no hubieses llegado tarde al trabajo tan seguido, no te habrían despedido.

9. GRAMMAR
MUST – HAVE TO
The modals must, mustn't and needn't have the same form regardless the subject.
There is no ending with he/she/it.
NOTE!
If you want to say the sth. is unnecessary, use needn't - not mustn't.
Be careful: The negation of must means not allowed to.

I must play football. = I have to play football.

I needn't play football. = I don't need to play football. = I don't have to play
football.

I mustn't play football. = I'm not allowed to play football.

10. You can use must only with Simple Present benutzt. If want to use it with other
tenses, you need the form have to. This form is not the same regardless the
subject. Look the following table.
Modal
have to in Simple Present
I must play football.
I have to play football.
You must play football.
You have to play football.
He/She must play football.
He/She has to play football.
We must play football.
We have to play football.
They must play football.
They have to play football.
AFFIRMATIVE SENTENCES WITH MUST AND HAVE TO
Modal
Form
Tense
I must play football.
I have to play football.
Simple Present
Do not use must in Simple Past. I had to play football.
Simple Past
Do not use must in will-future.
will-future
I will have to play football.
Negations with must not, mustn't
Modal
I
must
Form
not
play
I mustn't play football.
football. I am not allowed to play football. Simple
I'm not allowed to play football.
Do not use must not in Simple I was not allowed to play football.
Past.
Tense
I wasn't allowed to play football.
Present
Simple Past

11. I will not be allowed to play
Do not use must not in will-future. football.
will-future
I won't be allowed to play football.
NEGATIONS WITH NEED NOT, NEEDN'T, DON'T NEED, DON'T HAVE TO
Modal
I
need
Form
not
play
Tense
football.
I needn't play football.
I do not need to play football.
I do not have to play football. Simple
I don't have to play football.
Present
I don't need to play football.
Do not use need not in Simple
Past.
I did not need to play football.
I did not have to play football.
I didn't have to play football.
Simple Past
I didn't need to play football.
Do not use need not in willfuture.
I will not need to play football.
I will not have to play football.
I won't have to play football.
will-future
I won't need to play football.
QUESTIONS
Modal
Form
Tense
Does he have to play football?
Simple Present
Must he play football?
Does he need to play football?

12. Do not use must in Simple Past.
Did he have to play football?
Simple Past
Will he have to play football?
will-future
Did he need to play football?
Do not use must in will-future.
GRAMMAR
CAN/ COULD/ BE ABE 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). We include be able to here for convenience.
Can is an auxiliary verb, a modal auxiliary verb. We use can to:

talk about possibility and ability

make requests

ask for or give permission
Structure of Can
subject + can + main verb

13. The main verb is always the bare infinitive (infinitive without "to").
subject auxiliary verb main verb
+ I
can
Play
tennis.
-
cannot
Play
tennis.
Play
tennis?
He
can't
? Can
you
CAN: POSSIBILITY AND ABILITY
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)
CAN: PERMISSION
We sometimes use can to ask or give permission for something:
A. Can I smoke in this room?
B. You can't smoke here, but you can smoke in the garden.

14. Could is an auxiliary verb, a modal auxiliary verb. We use could to:

talk about past possibility or ability

make requests
Structure of Could
subject + could + main verb
The main verb is always the bare infinitive (infinitive without "to").
subject
auxiliary verb
main verb
+ My grandmother could
swim.
-
walk.
She
could not
couldn't
? Could
your grandmother swim?
COULD: PAST POSSIBILITY OR 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?
COULD: REQUESTS
We often use could in a question to ask somebody to do something. The use of
could in this way is fairly polite (formal):

Could you tell me where the bank is, please?

Could you send me a catalogue, please?

15. Be able to
Although we look at be able to here, it is not a modal verb. It is simply the verb be
plus an adjective (able) followed by the infinitive. We look at be able to here
because we sometimes use it instead of can and could.
We use be able to:

to talk about ability
Structure of Be able to
The structure of be able to is:
subject + be + able + infinitive
subject be
able
infinitive
main verb adjective
+ I
am
able
to drive.
-
is not
able
to drive.
able
to drive?
She
isn't
? Are
you
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...
BE ABLE TO: ABILITY

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)

16. GRAMMAR
MAY/ MIGHT
May
We can use 'may' to ask for permission. However this is rather formal and not used
very often in modern spoken English

May I borrow your pen?

May we think about it?

May I go now?
We use 'may' to suggest something is possible

It may rain later today.

I may not have time to do it today.

Pete may come with us
might
We use 'might' to suggest a small possibility of something. Often we read that
'might' suggests a smaller possibility that 'may', there is in fact little difference and
'might is more usual than 'may' in spoken English.

She might be at home by now but it's not sure at all.

17. 
It might rain this afternoon.

I might not have time to go to the shops for you.

I might not go.
For the past, we use 'might have'.

He might have tried to call while I was out.

I might have dropped it in the street.

18. GRAMMAR
THE PASSIVE
Passive - Use
We only use the passive when we are interested in the object or when we do not
know who caused the action.
Example: Appointments are required in such cases.
We can only form a passive sentence from an active sentence when there is an
object in the active sentence.
Form
to be + past participle
How to form a passive sentence when an active sentence is given:
- object of the "active" sentence becomes subject in the "passive" sentence

19. - subject of the "active" sentence becomes "object" in the "passive" sentence" (or is
left out)
Active:
Peter
builds
a house.
Passive: A house is built by Peter.
Examples
Active
Peter
Builds
a house.
Passive:
A house
is built
by Peter.
Active:
Peter
Built
Simple Present
a house.
Simple Past
Passive:
A house
was built
by Peter.
Active:
Peter
has built
a house.
Passive:
A house
has been built
by Peter.
Active:
Peter
will build
a house.
Passive:
A house
will be built
by Peter.
Present Perfect
will-future

20. GRAMMAR
REPORTED SPEECH
REPORTED SPEECH, INDIRECT SPEECH - BACKSHIFT AND CONVERSIONS
Statements
1) If the introductory sentence starts in the present (Susan says), there is no
backshift
of
tenses
in
Reported
speech.
EXAMPLE:
Direct
speech:
Susan:
"I
work
in
an
office."
Reported speech: Susan says (that) she works in an office.
2) If the introductory sentence starts in the past (Susan said), there is often
backshift
of
tenses
in
Reported
speech.
(see:
Note)
EXAMPLE:
Susan:
"I
work
Susan said (that) she worked in an office.
in
an
office."

21. Backshift of tenses
from
to
Simple Present
Simple Past
Simple Past
Past Perfect
Present Perfect
Past Perfect
will
would
Progressive forms
am/are/is
was/were
was/were
had been
has been
had been
BACKSHIFT OF TENSES
From
To
Peter: "I work in the garden."
Peter said (that) he worked in the garden.
Peter: "I worked in the garden."
Peter said (that) he had worked in the
Peter: "I have worked in the garden." garden.
Peter: "I had worked in the garden."
Peter: "I will work in the garden."
Peter said (that) he would work in the
garden.
Peter: "I can work in the garden."
Peter said (that) he could work in the
garden.
Peter: "I may work in the garden."
Peter said (that) he might work in the
garden.
Peter: "I would work in the garden." Peter said (that) he would work in the
(could, might, should, ought to)
garden.
(could, might, should, ought to)
Progressive forms
Peter: "I'm working in the garden."
Peter said (that) he was working in the

22. garden.
Peter: "I was working in the garden."
Peter said (that) he had been working in the
Peter: "I have been working in the garden.
garden."
Peter: "I had been working in the
garden."
IF THE SENTENCE CONTAINS AN EXPRESSION OF TIME, YOU MUST
CHANGE IT AS WELL.
Peter:
"I
worked
in
the
garden
yesterday."
Peter said that he had worked in the garden the day before.
Shifting/Conversion of expressions of time
this (evening)
that (evening)
today/this day that day
these (days)
those (days)
now
Then
(a week) ago
(a week) before
last weekend
the weekend before / the previous weekend
here
There
next (week)
the following (week)
tomorrow
the next/following day
NOTE: “In some cases the backshift of tenses is not necessary, e.g. when
statements are still true.”

23. John: "My brother is at Leipzig university."
John said (that) his brother was at Leipzig university. or
John said (that) his brother is at Leipzig university.
Mandy: "The sun rises in the East."
Mandy said (that) the sun rose in the East.
Mandy said (that) the sun rises in the East.
NOTE: “The word >that< can be left out.”
or

24. GRAMMAR
INTRODUCTORY VERBS
REPORTING VERBS WITH THAT CLAUSES:
Some verbs introduce a report, an idea or a summary. These verbs have the
pattern:
N + V + (that) + clause
When we want to say what someone says or thinks we can use a clause with that;
He said that I had to see a doctor.
I thought that he was being silly.
We can leave out the word that:

25. He said I had to see a doctor.
I thought he was being silly.
With some verbs we can mention the hearer as the object of the verb:
She reminded him that it was time to go.
He told me he was a friend of yours.
These verbs have the pattern;
N + V + N + (that) + clause.
REPORTING VERBS WITH WH- AND IF CLAUSES
Some verbs introduce summaries, reports, questions or problems:
She explained what we had to do.
He asked if I was ready
I didn’t know what to do.
These verbs have the pattern:
N + V + wh- + clause:
She wondered where she was.
or
N + V + if + clause:
Ken asked if we wanted to go.
With some verbs we can mention the hearer as the object of the verb:
She asked me if I was ready.
He told me what I had to do.
These verbs have the pattern:
N + V + N + wh- + clause:
I told them what he was doing.
or
N + V + N + if + clause:
Ken asked us if we wanted to go.

26. GRAMMAR
RELATIVE CLAUSES
Relative clauses are clauses starting with the relative pronouns who*, that, which,
whose, where, when. They are most often used to define or identify the noun that
precedes them. Here are some examples:

Do you know the girl who started in grade 7 last week?

Can I have the pencil that I gave you this morning?

A notebook is a computer which can be carried around.

I won't eat in a restaurant whose cooks smoke.

I want to live in a place where there is lots to do.

Yesterday was a day when everything went wrong!
* There is a relative pronoun whom, which can be used as the object of the relative
clause. For example: My science teacher is a person whom I like very much. To
many people the word whom now sounds old-fashioned, and it is rarely used in
spoken English.
Relative pronouns are associated as follows with their preceding noun:
Preceding noun
Relative pronoun
Examples

27. a person
who(m)/that, whose
- Do you know the girl who ..
- He was a man that ..
- An orphan is a child whose
parents.
a thing
which†/that, whose
- Do you have a computer
which.
- The oak a tree that ..
- This is a book whose author
..
NOTE 1: The relative pronoun whose is used in place of the possessive pronoun.
It must be followed by a noun. Example: There's a boy in grade 8 whose father is a
professional tennis player. (There's a boy in grade 8. His father is a professional
tennis player.)
NOTE 2: The relative pronouns where and when are used with place and time
nouns. Examples: FIS is a school where children from more than 50 countries are
educated. 2001 was the year when terrorists attacked the Twin Towers in New
York.
Some relative clauses are not used to define or identify the preceding noun but to
give extra information about it. Here are some examples:

My ESL teacher, who came to Germany in 1986, likes to ride his mountain
bike.

The heavy rain, which was unusual for the time of year, destroyed most of
the plants in my garden.

Einstein, who was born in Germany, is famous for his theory of relativity.

The boy, whose parents both work as teachers at the school, started a fire
in the classroom.

My mother's company, which makes mobile phones, is moving soon from
Frankfurt to London.

In the summer I'm going to visit Italy, where my brother lives.

28. NOTE 1: Relative clauses which give extra information, as in the example
sentences above, must be separated off by commas.
NOTE 2: The relative pronoun that cannot be used to introduce an extrainformation (non-defining) clause about a person. Wrong: Neil Armstrong, that was
born in 1930, was the first man to stand on the moon. Correct: Neil Armstrong,
who was born in 1930, was the first man to stand on the moon.
There are two common occasions, particularly in spoken English, when the relative
pronoun is omitted:
1. When the pronoun is the object of the relative clause. In the following sentences
the pronoun that can be left out is enclosed in (brackets):

Do you know the girl (who/m) he's talking to?

Where's the pencil (which) I gave you yesterday?

I haven't read any of the books (that) I got for Christmas.

I didn't like that girl (that) you brought to the party.

Did you find the money (which) you lost?
NOTE: You cannot omit the relative pronoun a.) if it starts a non-defining relative
clause, or, b.) if it is the subject of a defining relative clause. For example, who is
necessary in the following sentence: What's the name of the girl who won the
tennis tournament?
2. When the relative clause contains a present or past participle and the auxiliary
verb to be. In such cases both relative pronoun and auxiliary can be left out:

Who's that man (who is) standing by the gate?

The family (that is) living in the next house comes from Slovenia.

She was wearing a dress (which was) covered in blue flowers.

Most of the parents (who were) invited to the conference did not come.

Anyone (that is) caught writing on the walls will be expelled from school.

29. GRAMMAR
CLAUSES OF CONCESSION, TIME, CONDITION & PURPOSE
Concessive clauses are also called contrast clauses. They usually denote some
obstacle which does not prevent the realization of the action expressed in the main
clause.
ALTHOUGH, THOUGH AND EVEN THOUGH
Although, though and even though are subordinators used in contrast clauses.
They are also called subordinating conjunctions. They all introduce an idea which
contrasts with the main clause. FOR EXAMPLE:

Although Tanya was half asleep, she remembered to set the house alarm.

Though Tanya was half asleep, she remembered to set the house alarm.

Even though Tanya was half asleep, she remembered to set the house
alarm.

30. WHILE AND WHEREAS
We can use while or whereas, which are subordinating conjunctions, to say that
something in the subordinate clause contrasts with something in the main clause.
The two subordinators are interchangeable and show major contrast. For example:

I am quiet and shy (main clause), while my sister is lively and talkative.

I am quiet and shy (main clause), whereas my sister is lively and talkative.
IN SPITE OF AND DESPITE
We can use the prepositions in spite of and despite to talk about contrast. After
them you always have to use a noun, a pronoun, or an ing form of a verb (gerund).
FOR EXAMPLE:

In spite of the rain(noun), we started to play basketball.

Despite the rain (noun), we started to play basketball.

In spite of having (gerund) a migraine headache, I decided to go out on a
date.

Despite having (gerund) a migraine headache, I decided to go out on a date.

32. TASK 1
NAME: Sonia Cárdenas
TEACHER: Licd. Fuertes
INTRODUCTION
Importantly, we go through different stages and especially this adolescence the
most difficult and causes more problems than it is in this that the teen encounters
many new things I want to experience, risk is part of the fun in your life, there is
concern and act without realizing it, that's why I fall into problems which eventually
repent, as these leave traces of pain in his life, and happiness is withered, it is
period of short duration means a lot for everyone and it is this in which people
reach different developments, it is in this that the teen is in the "flower of youth"
because it goes through many things good and bad.
The family is a fundamental part in the development of adolescents, and that if
parents do not attach due importance to the problems facing their children, make
these more vulnerable to fall into errors.

33. PREGNANCY
One of the main problems which are faced by a teenage pregnancy, a silent and
current student affects physical, psychological and morally, as a result of having
unprotected sex, peaking leads to school, and not able to form as people and
professionals.
DROGS
Other problem that adolescents, both upper, middle and low is the use and
consumption of drugs, such as alcohol, smoking and a stronger and more harmful
as marijuana, cocaine, ecstasy, leading to the destruction of the family, the

34. violence and depend on a substance to live, so that the family should consider
much the values and provide our families attention
BULIMIA
Also another problem is the bulimia, it affects more women than men, this disease
causes the person to eat far more than they should, and then the fear of gaining
weight and feeling guilty for what he has done, remove all swallowed and resort to
vomiting, fasting and using medications such as laxatives in a wrong way
CONCLUSION
My conclusion is that teenagers be in stage of growth and development need
support and guidance, especially in your family, you have to strengthen the
communication, love and respect in the family to prevent teens suffer one of these
problems.

35. HOMEWORK
Student: Sonia Cárdenas
1.- "Luis wants to go to the hospital in Ipiales practices." Susan said
Susan said that Luis wanted to go to the hospital practices Ipiales
2.- "Jose wants to study in Mexico." Zoe said
Zoe said Jose wanted to study in Mexico
3.- Zuli want to go to visit her grandmother. "Meli said
Meli said Zuli quieria visit her grandmother
4.- “Mari left there last week the work,” said Alex
Alex said Mari had left work the previous week

36. TASCK
NAME: Sonia Cárdenas
WRITE DOWN AN ESSAY ABOUT THE MAIN PROBLEMS IN YOUR CITY
INTRODUCTION
Vehicular traffic or car (also called traffic, or just traffic) is the phenomenon caused
by the flow of vehicles on a road, street or highway. It also comes with many
similarities to other phenomena such as particle flow (liquids, gases or solids) and
pedestrians.
ESSAY THE TRAFFIC
Today, by globalization and development of each country, we present the growth of
population and even more traffic, my city is small but has a lot of traffic, pollution
and stress in the population.
Would be nice if people were not so sedentary and walk to work or school in order
to wound earlier, otherwise getting faster and avoid vehicular traffic. Face from
morning to vehicular traffic, makes people sick from stress, so be patient and avoid
peeking out.
To summarize vehicular traffic should do more physical activity, try to leave earlier
and avoid stress out if you're in this, best to avoid complications with others and
with our health.

37. WRITE YOUR OWN QUIZ ABOUT ARTIST IN SMALL GROUPS.
1 ¿Picasso painted from an early age?
 Painted to 18 years old
2 ¿his first works performed?
 His works were performed a vigorous realism and almost fierce
3 ¿when Pablo Picasso was born?
 Born in Malaga Spain on October 25, 1881
4 ¿when Pablo Picasso died?
 Died in Mougins in 1973
5 ¿what century was considered one of the greatest artist?
 Was one oftle greatest artist in the 20 century
6 ¿Pablo Picasso painted many works?
 Painted over 2000 works Pablo Picasso
7 ¿in the political as stated Pablo Picasso?
 Pablo Picasso declared pacifist and communist

38. WRITE DOWN 10 EXAMPLES WHERE YOU SHOW THE USE OF THE
GENERAL REPORTED SPEECH, 10 TO REPORT COMMANDS AND 10 TO
REPORT QUESTIONS
NAME: Sonia Cárdenas
1. "I have wanted to go on a trip to Paris" Luis said
2. "I went dancing last Saturday" Sara said
3. "I will play football next Sunday" Alex said
4. "Today I want to eat at home," Selene said
5. "I have to finish my homework before midnight" Malcom said
6. "language exam is Tuesday" Diego said
7. "I could not sleep yesterday studying English" Laura said
8. "I will baptize my daughter next month" Hugo said
9. "the former half my performance was bad," Gaby said
10. "I start on Monday practices in Ipiales" Cristi said
1. "You have to get right to your room," my father told me
2. "You have to be professional to succeed," my mother told me
3. "this weekend are punished" my mother told me
4. "Today you can not see your boyfriend" my father told me
5. "You have a new message on the phone" my brother said
6. "I wait in the corner of the park," my companion said to me
7. "If you do not eat you get sick" my doctor told me
8. "you must be punctual and responsible" my teacher told me
9. "if you present the tasks you will have your note" my teacher told me
10. "you put your things in order," my aunt said

39. 1. my brother asked me "are you angry"
2. my mate asked me "studied for the exam"
3. Erick asked me "will you be my girlfriend"
4. Gabriel asked me "you want to go tonight baliar"
5. my sister asked me "how to prepare a cake"
6. my daughter asked me "how babies come into the world"
7. my mother asked "what day you're free"
8. Ricardo asked me "you believe in love at first sight"
9. Alexandra asked me "you want to hear my music"
10. Lara asked me "can you pass me your answers"

40. Name: Sonia Cárdenas
WRITE DOWN AN ARTICLE ABOUT A PERSON YOU ADMIRE. THE
ARTICLE SHOULD BE WRITTEN IN ABOUT 200 WORDS
ACCORDING TO THE PLAN BELOW:
P1. THE PERSON'S NAME AND WHY IS HE/SHE FAMOUS FOR.
P2. HIS / HER ACHIEVEMENTS
P3. HIS/ HER PERSONALITY AND WHY YOU ADMIRE HIM / HER
Famous person I want to talk is MOTHER TERESA OF CALCUTTA, this woman is
very famous for its solidarity and humility, for his help they provided to all poor
people.
Among their achievements this woman was known worldwide for his works of
solidarity by forming support groups and helps the needy and be recognized as a
saint
before
the
church.
I admired this woman for his humanity and to give his life in exchange for seeing
others happy and smiling, for showing us the true meaning of life, which is to serve
society and help us grow as people

41. FOR AND AGAINST ESSAYS (PROS – CONS)
CELL PHONE USE
In recent times, with technology and innovation all people of the world have a cell
phone.
First, these are very easy to use. Allows calls and messages over long or short
distances. Second, there are many varieties and with more capabilities. for
example allow you to download music, place favorite sounds as ringtone, take
photographs
and
make
video
calls.
But, there are some disadvantages. Cause addiction and lost track of time. Plus
you
illegally
download
music
without
respecting
copyright.
Finally, cell phone use has advantages and disadvantages, so you have to use
them responsibly and only when necessary

42. ESSAYS MAKING SUGGESTIONS
POLLUTION
Environmental pollution is an ongoing problem that affects the entire population of
the earth. Being completed with water and fresh air, and many animals die every
day.
To begin with is very important and we do recycling campaigns. As a result we will
educate people and leave a better planet for our children.
Another solution is to give talks and participate in environmental aid programs and
fliers. Consequently we can reduce pollution and create awareness among people
not to destroy our home which is the earth.
To sum up, pollution is a problem in many cities, which must be solved with the
help and cooperation of all people as an obligation and a gift for those who want.

44. The Disappearing Rainforests
Rainforests once covered 14% of the earth's land surface; now they cover a mere
6% and experts estimate that the last remaining rainforests could be consumed in
less than 40 years.
One and one-half acres of rainforest are lost every second with tragic
consequences for both developing and industrial countries.
Nearly half of the world's species of plants, animals and microorganisms will be
destroyed or severely threatened over the next quarter century due to rainforest
deforestation.
Each time a rainforest medicine man dies, it is as if a library has burned down.
When a medicine man dies without passing his arts on to the next generation, the
tribe and the world loses thousands of years of irreplaceable knowledge about
medicinal plants.
The Wealth of the Rainforests
The Amazon Rainforest covers over a billion acres, encompassing areas in Brazil,
Venezuela, Colombia and the Eastern Andean region of Ecuador and Peru. If
Amazonia were a country, it would be the ninth largest in the world.
The Amazon Rainforest has been described as the "Lungs of our Planet" because
it provides the essential environmental world service of continuously recycling
carbon dioxide into oxygen. More than 20 percent of the world oxygen is produced
in the Amazon Rainforest.
More than half of the world's estimated 10 million species of plants, animals and
insects live in the tropical rainforests. One-fifth of the world's fresh water is in the
Amazon Basin.

45. At least 3000 fruits are found in the rainforests; of these only 200 are now in use in
the Western World. The Indians of the rainforest use over 2,000.
The U.S. National Cancer Institute has identified 3000 plants that are active
against cancer cells. 70% of these plants are found in the rainforest. Twenty-five
percent of the active ingredients in today's cancer-fighting drugs come from
organisms found only in the rainforest.
Rainforest Action
He rainforests intact and harvesting it's many nuts, fruits, oil-producing plants, and
medicinal plants.
The rainforest has more economic. A cattle operation yields the land owner $60
per acre. And if timber is harvested, the land is worth $400 per acre. The land will
yield the land owner $2,400 per acre. Promoting the use of these sustainable and
renewable sources could stop the destruction of the rainforests

46. CONCLUSIONS
 Apply the grammar is very important to avoid errors conjugation.
 The formation of sentences and paragraphs is simple, provided we
remember
connectors,
and
the
time
is
this
telling.
 Develop portfolios helps students to synthesize their ideas and work done.
 Part of a document that contributes to student and academic training of the
teacher and student respectively.