1. OBJECTIVES 1. ICFES parts 2.Simple present short review 3.Reading comprehension strategies.

3. COMPETENCIA ORGANIZATIVA: Está conformada por la Competencia Gramatical, la cual hace referencia a las formas de sonidos, palabras y significados; y la Competencia Textual, la cual se refiere a la coherencia y cohesión en la estructura del texto

4. COMPETENCIA PRAGMÁTICA: Está integrada por la Competencia Ilocutiva, la cual determina la función del idioma; expresión de conocimientos, sentimientos e ideas y la Competencia Sociolingüística, cuyo componente es el uso del idioma teniendo en cuento el ámbito sociocultural.

5. Part 1 ■ Part 1 You have to read and understand different kinds of short texts. These may be notices and signs, packaging information (for example instructions on a food package or a label on a medicine bottle) and communicative messages (notes, e-mails, cards and postcards).

6. 1.Read the text carefully and think about the situation 2. Read all three options and compare each one with the text before choosing their answer. 3. Reread both the text and their choice of answer, to decide whether the chosen option is really what the text says

7. Part 2 The student finds a list of eight words marked from A to H. Each question describes one of the eight words. The student should look for the relation between both: word and description. This type of questions assesses vocabulary according to different situations (knowledge of lexical resources). The ICFES includes a distracter in this section. There are more words than descriptions.

8. It is important to identify the key words.

9. Part 3 The student finds five short conversations. She or he needs to choose the correct answer to complete the dialogue. this type of questions is assessing the intentions and roles between different participants in a conversation. The choices are marked ABC.

10. 1. Set the situations in real contexts. Home, doctor´s office, friends talk, restaurants. Public places where you would think those situations could happen. 2. Identify the key words and the participants intentions in each communicative situation.

11. Part 4 read a short text containing 10 numbered spaces and an example. There is a 3-option multiple-choice question for each numbered space, given after the text. The spaces are designed to test mainly vocabulary. Many people all over the world like (0) ________coffee. In Britain, for example, people drink about 60 million cups of coffee (16) ________ day. In some countries, like Italy, people like (17) ________ small cup of strong coffee, usually without milk. In other countries, like the USA, people have coffee made (18) ________ a lot of milk and sugar 16. A. every B. all C. most 17. A. some B. the C. a 18. A. up B. with C. by

12. 1. read through the whole text to establish its topic and general meaning. 2. go back to the beginning of the text and consider the example. 3. work through the 10 questions, trying to select the correct word to fit in each space. It may often be necessary to read a complete sentence before settling on their choice of answer. 4. check that the remaining three options do not fit in the space. 5. read the whole text again with their answers, to check that it makes sense.

13. Part 5 It tests the ability to work with a longer, factual text, looking for precise information. The information to be found is usually practical Frequently, these texts take the form of brochure extracts, advertisements in magazines and website information.

14. 1.The questions are single-sentences statements about the text. 2. scan the text to find each answer. 3. The information given in the text follows the same order as the content of the questions. 4. In this part, students may well meet some unfamiliar vocabulary. However, they will not be required to understand such vocabulary in order to answer a question correctly. Concentrate on obtaining the specific information required from the text.

16. Part 6 A text which goes beyond the provision of factual information, and expresses an opinion or attitude. Students will demonstrate whether they have understood the writer’s purpose, the writer’s attitude or opinion, or an opinion and global meaning of the text.

17. 1.read the text very carefully. 2. Find out the topic and general meaning. 3. think about the writer’s purpose 4. Read the text once again, this time much more carefully. 5. Deal with the questions one by one, checking their choice of answer each time with the text. It may be more practical to consider the first and last questions together, in that the first focuses on writer purpose and the last on global meaning.

19. Part 7 Read a short text containing 10 numbered spaces and an example. There is a 3-option multiple-choice question for each numbered space, given after the text. The spaces are designed to test mainly grammatical points such as pronouns, modal verbs, connectives and prepositions.

21. SIMPLEPRESENTTENSE

23. With most verbs, the third person singular form is created simply by adding -S. However, with some verbs, you need to add -ES or change the ending a little.

24. DRIVING LESSON

25. LEARNING ENGLISH IS PRACTICALLY AN OBSESSION IN JAPAN

26. BRITISH GARDENS