[1]

[2]

INGLES II

Reglamento…………………………………………………………………………...1

Estudio Independiente……………………………………………………………….2

10 sugerencias para administrar tu tiempo…………………………………… ...3

El tiempo disponible ejemplo………………………………………………………..4

Plan de estudios……………………………………………………………………...5

Índice

BLOQUE 1

ADJECTIVES ............................................................................................ 9

DESCRIPTIVE ADJECTIVES .............................................................. 11

ADJECTIVE ORDER …………… ………………………………… ……..14

COMPARATIVE ADJECTIVES ………………………………………………..17

SUPERLATIVE ADJECTIVES ……..…………………….….….. 20

BLOQUE 2

SIMPLE PAST TENSE VERB TO BE ...................................................... 24

REGULAR VERBS IN PAST ..................................................................... 27

IRREGULAR VERBS IN PAST ................................................................. 34

VOCABULARY FOR WORK ..................................................................... 37

VOCABULARY FOR SPORTS ................................................................. 42

BLOQUE 3

IMPERATIVE ............................................................................................. 46

MODAL VERBS ........................................................................................ 47

VOCABULARY FOR FOOD AND STUDY ................................................. 55

BLOQUE 4

SIMPLE FUTURE AND RELATED EXPRESSIONS .................................. 57

IDIOMATIC FUTURE TENSE .................................................................. 58

VOCABULARY FOR WEATHER ............................................................. 61

[3]

REGLAMENTO

1. El Colegio de Educación Media Superior Abierta tiene reconocimiento de validez oficial de estudios (RVOE) de la Secretaría de Educación del Gobierno del Estado (SEGE). Acuerdo B0170, clave de centro de trabajo 24PBH0125

2. El plan de estudios es de la Dirección General de Bachillerato (DGB) y es válido en todo el país. Consta de tres módulos: Módulo Básico (31 asignaturas), Módulo Propedéutico (8 asignaturas) y Módulo de Formación para el Trabajo (1 especialidad).

3. El estudiante puede presentar exámenes por materia agrupando asignaturas seriadas excepto matemáticas quedando de la siguiente manera: Modulo Básico (20 materias), Módulo Propedéutico (4 materias) y Módulo de Formación para el Trabajo (1 especialidad)

4. Al concluir sus estudios se entrega un certificado de Bachillerato General, válido para cualquier carrera en cualquier Institución de educación superior en todo el país.

5. Se reconocen los estudios parciales realizados en cualquier institución de educación media superior presentando un certificado parcial legalizado de la escuela de procedencia, se tramita una equivalencia de estudios ante Secretaría de Educación y continúa con las asignaturas que le faltan para concluir sus estudios de Bachillerato.

6. La inscripción ante la Secretaría de Educación es Bimestral y se pueden reportar máximo 8 asignaturas por bimestre posterior al bimestre de inscripción. La inscripción y la presentación de exámenes en el Colegio es permanente.

7. Los requisitos para la inscripción en Secretaría de Educación: Certificado de Secundaria, original, Acta de Nacimiento original, copia del CURP y Certificado Parcial legalizado en caso de haber cursado estudios de bachillerato inconclusos. No existe límite de edad para el ingreso.

8. El estudiante puede consultar sus calificaciones y obtener sus libros digitales gratuitos en la página web del Colegio. Puede solicitar Constancias de Estudio (IMSS, Beca Oportunidades o trámites de estudios superiores), Credencial (boletur, descuentos en pasajes foráneos, museos)

9. Por ser un modelo no escolarizado el tiempo de término de estudios del bachillerato depende del ritmo de estudio del alumno, sin embargo, se pueden determinar los siguientes periodos: 1 examen por semana 10 meses 1 examen por quincena 20 meses (1 año y medio) 1 examen por mes 40 meses (3 años 4 meses) Estos tiempos pueden disminuir si el alumno tiene estudios parciales previos.

10. El estudiante que no presente examen en tres meses consecutivos será dado de

baja en la Secretaría de Educación. Para continuar sus estudios deberá solicitar un

certificado parcial de las asignaturas acreditadas e inscribirse nuevamente

[4]

ESTUDIO INDEPENDIENTE

Las características y habilidades para el estudio independiente no se reducen a un contexto exclusivamente escolar. Esto quiere decir que la independencia se conforma a lo largo de la vida, es un proceso donde el individuo se enfrenta a diversas situaciones que tiene que resolver en distintos ámbitos como son el laboral o el familiar e incluso dentro de su comunidad, en los que influyen, por supuesto, factores de carácter social y cultural. Pero es la escuela, la entidad socialmente encargada de dotar de las destrezas o habilidades que le permitan al sujeto, desarrollar de manera consciente métodos de aprendizaje, sobre todo si deseamos que el postulado de la educación permanente, “aprender durante toda la vida”, realmente se cumpla. El estudio independiente puede considerarse como un proceso dirigido hacia el autocontrol y la autoevaluación y entenderse como una actividad orientada hacia la formación de habilidades que permitan la construcción ininterrumpida de conocimiento y aprendizaje. Existen muchos elementos para justificar la necesidad de fomentar el estudio independiente en los sistemas de educación abierta o a distancia, el principal queremos encontrarlo en el hecho de que a menos que el estudiante participe activamente en la adquisición de sus propios conocimientos estas modalidades educativas como formadoras del estudiante, carecen de sentido. Si los objetivos de estos sistemas no van solamente hacia la acumulación de conceptos, el estudio independiente debe ser una parte indispensable del proceso formativo. El estudio independiente tiene implícita la idea de que el aprendizaje requerido para un proceso formativo puede ser incorporado no sólo en el salón de clases o bajo la tutela del maestro, sino que el alumno tiene la responsabilidad de trabajar de manera independiente y trascender lo que ha sido enseñado en el aula, en las diferentes áreas y dimensiones del saber. El estudio independiente lleva consigo la responsabilidad de la propia formación por parte del alumno y esto es importante si consideramos que el sistema educativo ha estado renunciando al proceso formativo y la creación de un aprendizaje colectivo es muy difícil en los sistemas de educación abierta, en donde la posibilidad de interacción está limitada. No estamos hablando acerca de una nueva moda educativa. Estamos hablando de una competencia humana básica, de la capacidad de aprender por uno mismo, que de repente se ha convertido en un requisito previo en este mundo nuevo. Las personas que toman la iniciativa en el auto aprendizaje, tienen más posibilidades de retener lo que aprenden que el estudiante pasivo y esta iniciativa está más en sintonía con nuestros procesos naturales de desarrollo psicológico, pero es importante añadir que la disposición para la autodirección de las personas es variable, lo que exige diversos grados de asistencia por parte de la institución y de los asesores, especialmente durante el desarrollo de las habilidades de estudio independiente. Estamos hablando de un conjunto de acciones porque el estudiante pone en práctica algunas herramientas cognoscitivas que ha venido consolidando a lo largo de su vida académica y otras que experimenta para resolver problemas específicos, las cuales le facilitan y hacen más efectiva o satisfactoria su labor de aprendizaje. Se trata de una labor consciente, y esta conciencia en el acto de estudiar es un elemento fundamental que permite comprender y emprender acciones permanentes de estudio independiente. El estudio independiente necesita rescatar la noción de responsabilidad personal, entendida como el hecho de que un individuo asuma la titularidad de sus pensamientos y acciones.

En conclusión el estudio independiente es el sistema de estudio que deposita en el alumno, la mayor responsabilidad de su aprendizaje de acuerdo con sus posibilidades, características, vivencias y necesidades, estimulándolo para que utilice al máximo sus propios recursos conforme lo considere conveniente y oportuno

La asesoría o tutoría es el sistema de estudio que se basa en el proceso de auto aprendizaje y el asesor es un programador de experiencias didácticas y un orientador del proceso; esta modalidad de estudio no implica la asistencia a clases.

[5]

10 SUGERENCIAS PARA ADMINISTRAR TU TIEMPO

1. ¡Mantente alerta! La mayoría de la pérdida de tiempo ocurre por distracciones. Distracción es cuando tu atención está en otra cosa o en otra parte que no sea lo importante que sucede a tu alrededor.

2. Cambia la rutina. Pregúntate: ¿Qué parte de mi rutina puedo cambiar o modificar para que mi productividad aumente?

3. Mantente en movimiento. Entre más activo estés, más alerta te sentirás.

4. Usa “objetivos espontáneos”. Éstos son ideas dirigidas hacia un resultado deseado que surge espontáneamente. Pregúntate: ¿Cuál es el resultado final de esta actividad?

5. No realices muchas actividades simultáneamente. Trata de trabajar a la vez que requiera concentración.

6. Líbrate del papeleo. Existen solamente tres opciones: basura, archivo o acción.

7. Utiliza tu tiempo libre en algo importante en qué ocuparte (archivar, organizar, adelantar algo, estudiar, capacitarte…)

8. Sé claro y conciso. Cuando expliques algo a alguien, hazlo de manera sencilla, clara, breve y con los datos suficientes. Así no tendrás que estar explicando lo mismo varias veces.

9. Toma un descanso mental. Cuando estés bloqueado y parece que no puedes avanzar, respira hondo varias veces para relajarte, trata de pensar en algo agradable y luego retoma lo que estás haciendo, con la mente fresca.

10. Sé puntual y organiza tus actividades. Una manera casi infalible de llegar a tiempo es planear llegar más temprano. La mejor forma de optimizar el tiempo es planear todas nuestras actividades.

[6]

EL TIEMPO DISPONIBLE

EJEMPLO

ACTIVIDADES LUNES MARTES MIÉRCOLES JUEVES VIERNES SÁBADO DOMINGO

DORMIR

DESAYUNO

COMIDA

CENA

TRABAJO

TRANSPORTE

FAMILIA

DEPORTE

TELEVISIÓN

ASEO PERSONAL

ESTUDIO

INDIVIDUAL

ASESORÍAS

TOTAL

TIEMPO

DISPONIBLE

[7]

PLAN DE ESTUDIOS

PRIMER SEMESTRE: SEGUNDO SEMESTRE: TERCER SEMESTRE:

ALG-

001 Matemáticas I TRI-

002 Matemáticas II GAN-

003 Matemáticas III

QUI-

001 Química I QUI-

002 Química II GEO-

003 Geografía

EYV-

001 Ética y Valores I EYV-

002 Ética y Valores II

FIS-003 Física I

ISC-

001

Introducción a las

Ciencias Soc.

HDM-

002 Historia de México I HDM-

003 Historia de México II

LYR-

001

Taller de Lectura y

Redacción I

LYR-

002

Taller de Lectura y

Redacción II

LIT-003 Literatura I

ING-

001

Lengua adicional al

español I

ING-

002

Lengua adicional al

español II

ING-

003

Lengua adicional al

español III

INF-

001 Informática I INF-

002 Informática II

CUARTO SEMESTRE:

QUINTO SEMESTRE:

SEXTO SEMESTRE:

FUN-

004 Matemática IV BIO-

005 Biología II

FIL-006 Filosofía

BIO-

004 Biología I HUC-

005

Historia Universal

Contemporánea

EYM-006

Ecología y Medio Ambiente

FIS-

004 Física II MDI-

006 Metodología de la Investigación

ESM-

004

Estructura

Socioeconómica de

México

LIT-

004 Literatura II

ING-

004

Lengua adicional al

español IV

FORMACION PARA EL TRABAJO: _______________________

[8]

BLOQUE 1

MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE ABLE TO DESCRIBE

PROPERLY PEOPLE AND OBJECTS AND COMPARE THEM ACCURATELY USING

THE CORRECT ADJECTIVE.

KNOWLEDGE ACQUIRED

❖ ADJECTIVES. ❖ DESCRIPTIVE ADJECTIVES. ❖ ADJECTIVE ORDER. ❖ COMPARATIVE ADJECTIVES. ❖ SUPERLATIVE ADJECTIVES.

ATTITUDES AND VALUES EMPHASIZED

❖ TOLERANCE OF CULTURAL DIFFERENCE. ❖ AWARENESS OF LEXICAL DIFFERENCES BETWEEN

SPANISH AND ENGLISH. ❖ INITIATIVE IN RESEARCHING THE TOPICS COVERED.

SKILLS ACQUIRED

❖ UNDERSTANDING HOW DESCRIPTIVE ADJECTIVES ARE USED.

❖ DESCRIBE PEOPLE AND PLACES CORRECTLY. ❖ FORM AND USE OF ADJECTIVES APPROPRIATELY. ❖ CORRECT USE OF PERTINENT VOCABULARY.

[9]

LESSON 1

SECTION 1.

ADJECTIVES.

Los adjetivos, tanto en inglés como en español, son las palabras que utilizamos para

describir los nombres o sujetos. Pueden decirnos cualquier característica del nombre con

el que van. Podría ser sobre su forma, color, tamaño, etc.

En inglés, los adjetivos son palabras invariables, es decir, sólo tienen una forma única

(singular). A diferencia del español, los adjetivos ingleses NO tienen género y NO

cambian del singular al plural cuando el nombre al que describen cambia su forma.

Example:

English Small

Spanish Pequeño Pequeña Pequeños Pequeñas

La segunda característica de los adjetivos en inglés es el orden que tienen en una

oración. En español van después del nombre o sujeto. En inglés van antes del nombre o

sujeto.

Example

English A big house Some nice and yellow birds

Spanish Una casa grande Algunos pájaros bonitos y amarillos.

[10]

La tercera característica de los adjetivos en inglés es el número de silabas que tienen

(las silabas en inglés se basan en su pronunciación y no en su escritura). Hay dos grupos

que engloban a todos los adjetivos en inglés: los adjetivos cortos y los adjetivos largos y

ambos grupos tienen sus categorías como se observa en la siguiente tabla.

Short adjectives

• 1-syllable adjectives old, fast

• 2-syllable adjectives ending in -y happy, easy

Long adjectives

• 2-syllable adjectives not ending in -y modern, pleasant

• all adjectives of 3 or more syllables expensive, intellectual

Exercise 1

IN THE FOLLOWING CHART WRITE THE MEANING IN SPANISH AND STATE IF THE

ADJECTIVE IS SHORT OR LONG. THE FIRST ONE IS DONE AS AN EXAMPLE.

Adjective Meaning in Spanish Classification Angry enfadado, enojado Short Accountable Believable Brave Enjoyable Clean Courageous Authoritative Clumsy Cumulative Dull Talkative Lazy Raw Soon

[11]

SECTION 2

DESCRIPTIVE ADJECTIVES, PHYSICAL CHARACTERISTICS AND

PERSONALITY.

WATCH THE FOLLOWING PICTURES ABOUT DESCRIPTIVE ADJECTIVES.

Exercise 1

FROM THE FOLLOWING LIST WRITE THE MEANING IN SPANISH OF THE

PHYSICAL CHARACTERISTIC ADJECTIVES AND DECIDE IF THEY ARE NEGATIVE

OR POSITIVE.

Adjective Meaning in Spanish Positive or Negative

Active

Pretty

[12]

Ugly

Robust

Weak

Handsome

Sickly

Charming

Horrible

Lovely

Clumsy

Bizarre

Attractive

Awkward

Beautiful

Odious

Neat

Repulsive

Graceless

Exercise 2

WHEN WE USE MORE THAN ONE ADJECTIVE, WE SHOULD PUT THEM IN THE

RIGHT ORDER.

ORDER THE SENTENCES PLACING THE ADJECTIVES IN THE CORRECT ORDER.

THE FIRST ONE IS DONE FOR YOU.

1.

I / long / have / hair / fair (rubio) / wavy.

[13]

2.

short/ dark/ has/ hair. / Andrés Iniesta

____________________________________________________________________

3.

Cristiano Ronaldo/ short/ has/ hair./ dark

____________________________________________________________________

4.

red/ I / have / long / straight / hair.

____________________________________________________________________

5.

she / hair / has. / blonde / short / straight

____________________________________________________________________

[14]

Exercise 3

THE FOLLOWING WORDS DESCRIBE PEOPLE. ALL OF THEM HAVE A

MATCHING PAIR, FIND IT (CLUE THEY ARE OPPOSITES). THE FIRST ONE IS

DONE FOR YOU

brave rude ugly outgoing cheerful arrogant polite silly depressed helpful pretty generous hardworking mean cowardly clever shy lazy

1. mean - generous

2. 3.

4.

5. 6.

7.

9.

SECTION 3

ADJECTIVE ORDER

DESCRIPTIVE ADJECTIVES (Adjetivos Calificativos)

Los adjetivos calificativos indican cualidades o características del sustantivo al que

modifican, pudiendo ser éstas concretas o abstractas.

A big bottle, a difficult lesson.

Una botella grande, una lección difícil.

Orden de los adjetivos

Generalmente se colocan antes del sustantivo.

New computers.

Ordenadores nuevos.

[15]

Pero después de verbos como "be", "look", "seem", "feel"," appear", "become", "get"

pueden aparecer solos sin acompañar a un sustantivo.

These computers are new.

Estos ordenadores son nuevos.

It is getting cold.

Está haciendo frío.

It looks interesting.

Parece interesante.

Se pueden utilizar más de un adjetivo a la vez.

Como norma general se suele usar el siguiente orden:

opinión, valor

tamaño, longitud

edad forma color origen material uso sustantivo

wonderful small new narrow blue Chinese glass vase

nice short old round green Spanish cotton bath towel

pretty tall young thin black American girl

AUNQUE NO SE SUELEN USAR MÁS DE TRES ADJETIVOS EN UNA ORACIÓN.

Exercise 1

USE THE INFORMATION IN THE BOX TO COMPLETE THE FOLLOWING

SENTENCES.

long unknown noisy stressed red old huge northern

extinct interesting

1 The novel I'm reading is _____________.

2 My house has a _____________ bathroom.

3 I had a lot work and felt really _____________.

4 I bought a _____________ dress.

5 The air conditioner was _____________ because there was something wrong

with the thermostat.

6 We stayed in an _____________ hotel in Rome.

[16]

7 She has a _____________ blond hair.

8 My friend Mary was living in _____________ Ireland.

9 The nominees are five relatively _____________ writers.

10 Dinosaurs went _____________ sixty five million years ago.

Exercise 2

PUT THE ADJECTIVES IN ORDER.

Italian / sports /

fantastic

French / nice / old old / rocking /

wooden

cotton / pretty /

yellow

1. A __________

car.

2. A __________

teacher.

3. An __________

chair.

4. A __________

dress.

alarm / red / small African /

interesting / old

black / leather /

smart

red / sailing /

beautiful

5. A __________

clock.

6. An __________

bowl.

7. A __________

jacket.

8. A __________

boat.

Chilean / delicious /

green

plastic / red /

strange

9. __________

grapes.

10. A __________

chair.

[17]

SECTION 4

COMPARATIVE ADJECTIVES (AS … AS)

Si queremos comparar cosas o situaciones con iguales características usamos los

términos As … As (Tan ….. Como). Para situaciones negativas solo incorporamos not

as……as (No tan como).

Example.

• Peter is 24 years old. John is 24 years old. Peter is as old as John. • Moscow is as cold as St. Petersburg in the winter. • Ramona is not as happy as Raphael. • Einstein is as famous as Darwin. • A tiger is not as dangerous as a lion.

Note: There is not any difference among adjectives in this formula.

Exercise 1

USE EITHER AS … AS OR NOT AS … AS IN THE SENTENCES BELOW.

1) The blue car is _______________ the red car. (fast)

2) Peter is _______________ Fred. (not/tall)

3) The violin is _______________ the cello. (not/low)

4) This copy is _______________ the other one. (bad)

5) Oliver is _______________ Peter. (optimistic)

6) Today it's _______________ yesterday. (not/windy)

7) The tomato soup is _______________ the mushroom soup. (delicious)

8) Grapefruit juice is _______________ lemonade. (not/sweet)

9) Nick is _______________ Kevin. (brave)

10) Silver is _______________ gold. (not/heavy)

[18]

COMPARATIVE ADJECTIVES (ER THAN)

Comparative adjectives compare two things, people, or places unlike positive adjectives

which stand alone and do not make comparisons between nouns. Frequently, the word

than accompanies the comparative.

Example

Paul is taller than John. Paul es más alto que John

In some cases the comparative is formed by adding the suffix –er to a one syllable

adjective. Sometimes two syllable words become comparative with an – er suffix as well.

PARA FORMAR ADJETIVOS COMPARATIVOS EN INGLÉS:

1. Para adjetivos con dos consonantes añade er

Tall-Taller

2. Para adjetivos que acaban en la letra e añade r

Large-Larger

3. Para adjetivos que acaban en una vocal + un consonante añade consonante + er

Big-Bigger

4. Para adjetivos que acaban en y quítala y añade ier

(tidy, empty, dry, busy, dirty, funny, early)

Happy-Happier

5. Si el adjetivo tiene dos sílabas o más usa more + el adjetivo

(Excepciones son los adjetivos que acaban en y ver arriba)

Modern-More modern

6. Algunos adjetivos son irregulares

Good - Better

Bad - Worse

Far - Farther/Further

Para escribir frases comparativas:

Se usa el verbo + adjetivo comparativo + than + objeto

She is taller than her sister. Ella es más alta que su hermana.

Today is hotter than yesterday. Hoy es más caluroso que ayer.

[19]

Exercise 2

WRITE THE CORRECT FORM OF THE COMPARATIVE OF THE FOLLOWING

WORDS

Adjective Comparative Form 1 close _________ 2 huge _________ 3 large _________ 4 strange _________ 5 fat _________ 6 red _________ 7 sad _________ 8 spry _________ 9 wry _________ 10 fast _________ 11 great _________ 12 quick _________ 13 fickle _________ 14 bumpy _________ 15 tiny _________ 16 gentle _________ 17 narrow _________ 18 shallow _________ 19 simple _________ 20 beautiful _________ 21 colorful _________ 22 bad _________ 23 good _________ 24 much _________ 25 well _________

Exercise 3

WRITE THE CORRECT COMPARATIVE TO COMPLETE THE SENTENCES

1. Apples are ___________ than chips. (healthy)

2. Elephants are ___________ (big) than bears.

3. Gold is ___________ than silver. (expensive)

4. Bikes are ___________ than cars. (slow)

[20]

5. I am ___________ at English than my brother. (good)

6. My friend is ___________ than me. (tall)

7. Sandy is ___________ than Tamara. (thin)

8. My father is ___________ than Tom's father. (strong)

9. "Harry Potter "books are ___________ than "The Book of the Jungle". (interesting)

10. The tiger is ___________ than a fox. (heavy)

11. The weather is ___________ than yesterday. (hot)

12. The girls are ___________ than the boys. (happy)

13. Berta is ___________ than Debby. (beautiful)

14.French is ___________ than English. (difficult)

15. Tina is 5 years old. Sandra is 10 years old. Sandra is ___________ than Tina.(old)

16. Russia is ___________ than France. (large)

17. I am ___________ at math’s than my best friend (bad)

18. Love is ___________ than money. (important)

19. His car is ___________ than mine. (cheap)

20. The first movie is ___________ than the second. I don't recommend it. (boring)

SECTION 5

SUPERLATIVES (THE … EST)

Los superlativos se usan para distinguir la cualidad más alta en un grupo de tres o más.

O bien para mencionar que esa cualidad es lo mejor y más alto de su categoría.

Las reglas para formarlos son similares a los comparativos solo que en éstos siempre se

pone “the” antes y al adjetivo se le agrega “est” como sufijo o la palabra “most” si son

adjetivos largos. Las reglas para formarlos son:

Añadimos “iest” si una palabra termina con una consonante seguida por “y”.

Cambiamos la “y” por “i” y luego agregamos “est”.

• Easy – easiest. • Angry – angriest. • Cloudy – cloudiest.

[21]

Añadimos doble consonante + “est” si una palabra termina con una consonante, una vocal, y luego otra consonante y la sílaba fuerte es la última.

• Big – biggest. • Hot – hottest. • Sad – saddest.

Añadimos “most” a palabras largas, es decir, si la palabra es de dos sílabas o más y no termina con “y”.

• Expensive – most expensive. • Beautiful – most beautiful. • Accessible – most accessible.

Superlativos irregulares:

Good – Best

Bad - Worst

Exercise 1

WRITE THE CORRECT SUPERLATIVE FORM OF THE FOLLOWING ADJECTIVES Adjective Comparative Form Superlative form 1 close closer ______________ 2 huge huger ______________ 3 large larger ______________ 4 strange stranger ______________ 5 fat fatter ______________ 6 red redder ______________ 7 sad sadder ______________ 8 spry sprier/spryer ______________ 9 wry wrier/wryer ______________ 10 fast faster ______________ 11 great greater ______________ 12 quick quicker ______________ 13 fickle fickler ______________ 14 bumpy bumpier ______________ 15 tiny tinier ______________ 16 gentle gentler ______________ 17 narrow narrower ______________ 18 shallow shallower ______________ 19 simple simpler ______________ 20 beautiful more beautiful ______________ 21 colorful more colorful ______________ 22 bad worse ______________ 23 good better ______________ 24 much more ______________

[22]

25 well better ______________

Exercise 2

WRITE THE CORRECT SUPERLATIVE FORM OF THE FOLLOWING ADJECTIVES

TO COMPLETE THE SENTENCES.

1. This is the __________ (long) river in Australia.

2. He's the __________ (tall) man in the room.

3. They're the __________ (expensive) clothes I've bought.

4. This road is the __________ (wide) in the country.

5. Anne is the __________ (good) student in class.

6. I'm the __________ (bad) student in class.

7. What is the __________ (small) animal in the world?

8. Bill's getting married. He's the __________ (happy) I've even seen him.

9. This book is the __________ (interesting) book I've read.

10. Is the whale or the elephant the __________ (big) animal in the world?

[23]

BLOQUE 2

MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE ABLE

TO TALK ABOUT THE PAST.

KNOWLEDGE ACQUIRED

❖ SIMPLE PAST TENSE VERB TO BE. ❖ REGULAR VERBS IN PAST. ❖ IRREGULAR VERBS IN PAST. ❖ VOCABULARY FOR WORK. ❖ VOCABULARY FOR SPORTS.

ATTITUDES AND VALUES EMPHASIZED

❖ TOLERANCE OF CULTURAL DIFFERENCE. ❖ CONJUGATION OF VERBS IN PAST. ❖ IDENTIFICATION OF KEY ELEMENTS IN A TEXT

FEATURING THE SIMPLE PAST TENSE.

SKILLS ACQUIRED

❖ ASKING AND ANSWERING QUESTIONS ABOUT THE PAST.

❖ IDENTIFICATION AND COMPREHENSION OF PAST TENSE.

[24]

LESSON 2

SECTION 1

SIMPLE PAST

VERB TO BE

El pasado simple del verbo "To be" (ser o estar) se forma cambiando las formas "am"

e "is" por "was" y la forma "are" por "were".

A continuación veremos las formas afirmativa, negativa en interrogativa del verbo "to be"

en pasado:

Afirmativa:

I was: yo era o yo estaba.

You were: tú eras o tú estabas.

He was: él era o él estaba.

She was: ella era o ella estaba.

It was: eso era o eso estaba.

We were: nosotros éramos o nosotros estábamos.

You were: ustedes eran o ustedes estaban.

They were: ellos eran o ellos estaban.

Negativa:

I was not: yo no era o yo no estaba.

You were not: tú no eras o tú no estabas.

He was not: él no era o él no estaba.

She was not: ella no era o ella no estaba.

It was not: eso no era o eso no estaba.

We were not: nosotros no éramos o nosotros no estábamos.

[25]

You were not: ustedes no eran o ustedes no estaban

They were not: ellos no eran o ellos no estaban.

Interrogativa:

Was I?: ¿era yo? o ¿estaba yo?

Were you?: ¿eras tú? o ¿estabas tú?

Was he?: ¿era él? o ¿estaba él?

Was she?: ¿era ella? o ¿estaba ella?

Was it?: ¿era eso? o ¿estaba eso?

Were we?: ¿éramos nosotros? o ¿estábamos nosotros?

Were you?: ¿erais ustedes? o ¿estaban ustedes?

Were they?: ¿eran ellos? o ¿estaban ellos?

Ejemplos:

·He was my friend when I was twelve years old → Él era mi amigo cuando yo tenía

doce años.

·I wasn't at school at half-past eleven → Yo no estaba en el colegio a las once y media.

·Were they at home yesterday? → ¿Estaban ellos ayer en casa? (no confundir "where

(donde)" con were).

Para terminar, decir que las formas negativas contraídas son:

was not → wasn't

were not → weren't

Exercise 1

WRITE THE CORRECT FORM OF THE VERB TO BE IN PAST TO COMPLETE THE

SENTENCES.

1. I ______ happy.

2. You ______ angry.

3. She ______ in London last week.

[26]

4. He ______ on holiday.

5. It ______ cold.

6. We ______ at school.

7. You ______ at the cinema.

8. They ______ at home.

9. The cat ______ on the roof.

10. The children ______ in the garden.

Exercise 2

COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT FORM OF THE

VERB TO BE IN NEGATIVE FORM.

1. This book ______ mine.

2. Jane and Peter ______ married.

3. That ______ right.

4. My brother ______here at the moment.

5. We ______ in England.

6. It ______ Monday today.

7. Jennie's surname ______ Peters.

8. I ______ a hairdresser.

9. My name ______ Alexander.

10. There ______ many people in this class.

Exercise 3

WRITE THE CORRECT FORM OF THE VERB TO IN PAST TO COMPLETE THE

QUESTIONS.

1. ______ Tom Cruise a rock singer?

2. ______ you and your teacher Brazilian?

3. ______ it difficult to get in a university in Brazil?

4. ______ your parents at home now?

5. ______ English an important language to learn?

6. ______ Bruce Willis a good actor?

[27]

7. ______ you in your last year of school?

8. ______ Brazil a cold country?

SECTION 2

REGULAR VERBS (affirmative)

En inglés, el simple past (pretérito) es un tiempo gramatical en cuando una acción ocurrió

y fue completada en el pasado.

Las conjugaciones de todos los verbos regulares son las mismas por todas personas.

Para los verbos regulares, el simple past está formado al añadir -ed a la forma base del verbo (infinitivo sin to).

singular plural

1st per I worked yesterday. We worked yesterday.

Yo trabajé ayer. Nosotros trabajamos ayer.

2nd per You worked yesterday. You worked yesterday.

Tú trabajaste ayer. Ustedes trabajaron ayer.

3rd per He, She, It

worked yesterday. They worked yesterday.

Él, Ella trabajó ayer. Ellos, Ellas trabajaron ayer.

Para los verbos regulares terminando en la vocal -e, hay que añadir -d.

base form

simple past

hate odiar

hated

seize coger

seized

hope esperar

hoped

[28]

Para los pocos verbos en inglés que terminan con un vocal que no sea -e, hay que añadir -ed.

base form

simple past

ski esquiar

skied

echo resonar

echoed

Para verbos regulares que terminan en una vocal+y, hay que añadir -ed.

base form

simple past

play jugar

played

decay descomponer

decayed

survey mirar

surveyed

Para verbos regulares que terminan en una consonante+y, hay que cambiar la -y por -i y añadir -ed.

base

form

simple

past

cry

llorar

cried

dirty

ensuciar

dirtied

Para verbos regulares que terminan con una vocal corta seguido por una consonante,

hay que doblar la consonante final antes de añadir -ed.

base

form

simple

past

dam

represar

dammed

[29]

beg

rogar

begged

sin

pecar

sinned

Cuando el verbo regular tiene más que una sílaba, en el inglés americano la consonante final está doblada, pero solamente cuando el acento tónico cae en la última

sílaba.

base form

incorrect simple past

defer diferir

defered deferred

regret lamentar

regreted regretted

reship remandar

reshiped reshipped

En estos ejemplos, el acento tónico no cae en la última sílaba. No hay que doblar el consonante.

base form

simple past

incorrect

orbit orbitar

orbited orbitted

listen escuchar

listened listenned

travel viajar

traveled travelled

Aquí hay ejemplos de frases con verbos regulares en el simple past.

present pretérito

I walk to school. Camino a la escuela.

I walked to school. Caminé a la escuela.

She works downtown. Ella trabaja en el centro.

She worked downtown. Trabajó en el centro.

They help on Tuesdays. Ayudan los martes.

They helped on Tuesdays. Ayudaron los martes.

[30]

He asks a lot of questions. Hace muchas preguntas.

He asked a lot of questions. Hizo muchas preguntas.

Exercise 1

COMPLETE THE SENTENCES WITH THE CORRECT FORM IN PAST.

1) Jane ____________ a film. (to watch)

2) He ____________ a box. (to carry)

3) They ____________ their father. (to help)

4) John and Amy ____________ things. (to swap)

5) I ____________ to Andrew. (to talk)

6) Susan ____________ with Peter. (to dance)

7) The boys ____________ basketball. (to try)

8) We ____________ a trip. (to plan)

9) She ____________ her hair. (to wash)

10) The car ____________ at the traffic lights. (to stop)

REGULAR VERBS (Negative)

La estructura del pasado simple en forma negativa es:

Sujeto + did + not + verbo + ...

Esto se aplica tanto en los verbos regulares como en los irregulares ('to work' “to buy”). Existen dos formas:

Forma larga Forma corta

I did not work I didn't work

You did not work You didn't work

Nota: Siempre que usamos el

negativo did en pasado el verbo de la

oración queda normal (sin to)

[31]

He did not work He didn't work

We did not work We didn't work

You did not work You didn't work

They did not work They didn't work

Ejemplos

I did not remember where I was No recordaba donde estaba

She did not wash the car No lavó el coche

Columbus did not reach America in 1789. Colón no llegó a América e 1789.

Exercise 2

MAKE THE PAST SIMPLE NEGATIVE OF THE FOLLOWING SENTENCES.

1) She _____________ (not/love) chocolate as a child.

2) He _____________ (not/like) sport.

3) We _____________ (not/study) for the exam.

4) They _____________ (not/cook) at the weekend.

5) I _____________ (not/stay) at home.

6) John _____________ (not/work) in the bank at the same time as me.

7) They _____________ (not/play) tennis yesterday.

8) Julia and Anne _____________ (not/clean) the house at all.

9) She _____________ (not/cry) much as a baby.

10) I _____________ (not/remember) to buy milk.

REGULAR VERBS (Interrogative)

[32]

El pasado simple en forma interrogativa tiene la misma estructura para los verbos

regulares e irregulares: Afirmativo

Did + sujeto + infinitivo sin "to" Negativo

Forma larga Did + sujeto + not + infinitivo

Forma corta Didn´t + sujeto + infinitivo

Afirmativo

Negativo

Did I go...? Did I not go...? Didn't I go...?

Did you work...? Did you not work...? Didn't you work...?

Did he/she/it go...? Did he/she/it not go...? Didn't he/she/it go...?

Did we work...? Did we not work...? Didn't we work...?

Did you go...? Did you not go...? Didn't you go...?

Did they work...? Did they not work...? Didn't they work...?

Ejemplos

Did I fail this exam? ¿Suspendí este examen?

Did he not know it? ¿No lo sabía?

Why did you wait so long? ¿Por qué esperaste tanto?

Didn't they tell you? ¿No te lo contaron?

When did you break your finger? ¿Cuándo te fracturaste el dedo?

Did she watch the film yesterday? ¿Vio ella la película ayer?

Didn´t she kiss her boyfriend? ¿No besó a su novio?

Nota: Siempre que usamos el auxiliar

did para hacer la pregunta en pasado

el verbo de la oración queda normal

(sin to)

[33]

Exercise 3

CORRECT THE FOLLOWING SENTENCES. THE FIRST ONE IS DONE AS AN EXAMPLE.

Who do you met on Saturday morning? X

Who did you meet on Saturday morning?

1. Did he went to school yesterday? X

________________________________________________

2. Why did you to go home early? X

________________________________________________

3. Where you did learn English? X

________________________________________________

4. Did she works today? X

________________________________________________

5. What do you this yesterday? X

________________________________________________

6. Did they last night phone you? X

[34]

SECTION 3

IRREGULAR VERBS

En inglés, hay una serie de verbos cuyo Simple Past (Pasado Simple) y Past

Participle (participio pasado) no siguen ninguna regla, y por lo tanto, son los

llamados verbos irregulares. Aquí tienes una lista con varios de los más comunes

de estos verbos:

Infinitive Past Simple

Begín empezar Began

Break romper Broke

Bring traer Brought

Build construir Built

Buy comprar Bought

Catch coger Caught

Choose eligir Chose

Cost costar Cost

Cut cortar Cut

Do hacer Did

Draw dibujar Drew

Drink beber Drank

Drive conducir Drove

Eat comer Ate

Fall caer Fell

Feel sentir Felt

Find encontrar Found

Fly volar Flew

Forget olvidar Forgot

Get coger/tener Got

Give dar Gave

Go ir Went

Grow crecer Grew

Have tener Had

Hear oir Heard

Keep guardar Kept

Know saber Knew

Let dejar Let

Lose perder Lost

Make hacer Made

Mean significar Meant

Meet encontrar Met

Pay pagar Paid

Put poner Put

Read leer Read

Ring llamar Rang

[35]

Rise subir Rose

Say decir Said

See ver Saw

Show mostrar Showed

Sing cantar Sang

Sell vender Sold

Send enviar Sent

Shut cerrar Shut

Sit sentarse Sat

Sleep dormir Slept

Spend gastar/pasar Spent

Swim nadar Swam

Take tomar Took

Teach enseñar Taught

Tell decir Told

Understand entender Understood

Wake despertarse Woke

Wear llevar Wore

Win ganar Won

Write escribir Wrote

Exercise 1

COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT VERB IN PAST. THE FIRST ONE IS DONE AS AN EXAMPLE.

1) I came (come) to England in 1993.

2) She ___________ (stand) under a tree to shelter from the rain.

3) They ___________ (do) their homework yesterday.

4) We ___________ (sing) too much last night - I have a sore throat!.

5) He already ___________ (eat) all the cake.

6) The child ___________ (fall) off his bicycle.

7) It ___________ (take) three hours to drive to Paris.

8) I ___________ (find) your keys under the table.

9) She ___________ (get) a new bike for her birthday.

10) She ___________ (sell) her house last year.

11) We ___________ (go) to New York in January.

12) Finally my mother ___________ (let) me go to a party.

13) It ___________ (be) cold last night.

[36]

14) I ___________ (meet) John at the weekend.

15) Lucy ___________ (pay) the bill before leaving the restaurant.

[37]

SECTION 4

VOCABULARY FOR WORK.

Observe the following pictures and identify the activity with the person:

[38]

[39]

[40]

Exercise 1

Match the following columns by linking the job, what they do and where they

work (you can consult a dictionary in case you need it).

Job

What do they do?

Where do they work?

Accountants Arrange appointments, type letters and

organize meetings. They work everywhere!

Bakers Bake bread. They work in a bakery.

Barbers Carry other people's bags and luggage. They work in a bar, pub or restaurant.

Barmen/women Clean and tidy rooms. They work in a barbers.

Butchers Cut and style people's hair. They work in a butchers.

Chambermaids Defend and prosecute people. They work in a dentists.

Chefs Design, make, alter or repair garments, They work in a fishmongers.

Dentists Judge and sentence people. They work in a hair salon.

Doctors Look after passengers. They work in a hospital or doctor's surgery.

Fishmongers Look after patients. They work in a hospital or surgery.

Flight attendants Look after people's animals. They work in a hospital.

Hair dressers Look after people's eye sight. They work in a hotel or train station.

Judges Look after people's health. They work in a hotel.

Lawyers Look after people's teeth. They work in a kitchen.

Nurses Look after the finances in an organization. They work in a law court and in a lawyer’s

office.

Opticians Meet and greet visitors. They work in a law court.

Porters Operate on people who are sick. They work in a restaurant.

[41]

Receptionists Organise and repair technical equipment. They work in a school.

Sales Assistants Prepare and cook food. They work in a shop.

Secretaries Prepare and sell fish. They work in a veterinary surgery or vets.

Surgeons Prepare and sell meat. They work in an aeroplane (airplane AmE).

Tailors Sell goods and look after customers. They work in an office.

Teachers Serve drinks. They work in an office.

Technicians Serve people food and drink. They work in an opticians.

Vets Shave men's beards and cut men's hair. They work in factories and construction.

Waiters/Waitresses Teach people. They work in factories and shops.

Welders Weld metal to make things. They work in reception.

[42]

SECTION 5

VOCABULARY FOR SPORTS

In the following pictures, you can identify some sport goods that are

characterized for some sports.

[43]

[44]

Exercise 1

Write the correct sport good to complete the sentences below.

1. To play badminton, we need a _____________ not a ball.

2. In most swimming pools, wearing a _____________ is necessary.

3. When we see a man wearing a kimono, we can be sure that he practices

_____________.

4. Called '_____________', as well as 'track and field', it's a combination of several

sports such as running and throwing.

5. The objective of _____________ is to shoot an arrow and make it go as close as

possible to the center of a target.

6. Generally, men use dumbbells when they practice _____________.

7. It's better to be tall if you want to play _____________.

8. In this sport, you can fight with a sword, a foil or a sabre. I'm talking about

_____________.

9. A _____________ is a specific helmet, which protects you if you fall from a horse.

10. A _____________ is a support facilitating the shooting of a ball. It's especially used

by golf players.

[45]

BLOQUE 3

MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE ABLE

TO USE IMPERATIVES AND MODALS APPROPRIATELY.

KNOWLEDGE ACQUIRED

❖ Imperative affirmative. ❖ Imperative negative. ❖ Modal verbs

1. Can. 2. Should. 3. Have to. 4. Must.

ATTITUDES AND VALUES EMPHASIZED

❖ Tolerance of cultural difference. ❖ Effort to apply new vocabulary words in writing.

SKILLS ACQUIRED

❖ Discrimination of the imperative form.

[46]

LESSON 3

SECTION 1.

IMPERATIVE FORM (AFFIRMATIVE).

El imperativo en inglés se usa para dar órdenes, brindar sugerencias o hacer

invitaciones. Es el tiempo verbal más fácil de aprender se usa para varias

situaciones:

We can use the imperative to give a direct order.

1. Take that chewing gum out of your mouth. 2. Stand up straight. 3. Give me the details.

We can use the imperative to give instructions.

1. Open your book. 2. Take two tablets every evening. 3. Take a left and then a right.

We can use the imperative to make an invitation.

1. Come in and sit down. Make yourself at home. 2. Please start without me. I'll be there shortly. 3. Have a piece of this cake. It's delicious.

We can use the imperative on signs and notices.

1. Push. 2. Do not use. 3. Insert one dollar.

We can use the imperative to give friendly informal advice.

1. Speak to him. Tell him how you feel. 2. Have a quiet word with her about it. 3. Don't go. Stay at home and rest up. Get some sleep and recover.

[47]

Exercise 1

WRITE THE IMPERATIVE FORM OF THE GIVEN VERBS TO COMPLETE THE

SENTENCES.

1) ___________ upstairs. (to go)

2) ___________ in this lake. (not /to swim)

3) ___________ your homework. (to do)

4) ___________ football in the yard. (not /to play)

5) ___________ your teeth. (to brush)

6) ___________ during the lesson. (not /to talk)

7) ___________ the animals in the zoo. (not /to feed)

8) ___________ the instructions. (to read)

9) ___________ late for school. (not /to be)

10) ___________ your mobiles. (to switch off)

IMPERATIVE FORM (NEGATIVE).

In negative commands, we use: "do" + "not" + INFINITIVE VERB without "to" and without SUBJECT:

Negative form

Do + Not + Base form of the verb + Object

Do not (don't) smoke in public places like hospitals.

Examples: -Don't wear that stupid hat. -Do not sign your name with a pencil. Sign with a pen. -Don't walk on the grass. -Don't act like an idiot. -Don't yell at me!

[48]

Exercise 2

MATCH THE FIRST COLUMN TO THE SECOND ONE BY PLACING THE RIGHT

LETTER IN THE BRACKETS:

a. don`t accept ( ) the door to Mike

b. brush your teeth ( ) to bring the Cds

c. turn off the lights ( ) candies from strangers

d. don't step ( ) before you go to bed

e. bring your dictionaries ( ) adult programmes

f. don't open ( ) when you go to bed to save energy

g. don't watch ( ) for language arts class

i. don’t forget ( ) on the lawn

SECTION 2.

VERBOS MODALES ~ ENGLISH MODAL VERBS

Los verbos modales son una categoría de verbos auxiliares. Verbos modales

también se llaman modales auxiliares o simplemente modales.

Los modales expresan el modo de un verbo: la capacidad, la posibilidad, la

necesidad u una otra condición del verbo principal.

En inglés, el verbo principal siempre queda en forma infinitiva sin to.

En una afirmación, el orden de las palabras es sujeto + modal + verbo principal.

sujeto modal verbo principal

They Ellos

can pueden

come. venir.

Mike Mike

should debe

walk. caminar.

En las preguntas, el orden de palabras es modal + sujeto + verbo principal.

preguntas de sí o no (yes-no questions)

[49]

modal sujeto verbo principal

Can ¿Pueden

they come? venir?

Should ¿Debería

Mike Mike

drive? manejar?

preguntas informativas (wh- questions)

wh- word modal sujeto verbo principal

When ¿Cuándo

can pueden

they come? venir?

How ¿Cómo

could podría

he know? saber?

CAN (CAN’T NEGATIVE).

El modal can, como el verbo español poder, indica una posibilidad o una capacidad.

Tom can help you. Tom puede ayudarte.

Wild animals can be dangerous. Los animales salvajes pueden ser peligrosos.

Eating out can be costly. Comer fuera puede ser costoso.

En preguntas, se utiliza can para solicitar permiso de hacer algo o sea para preguntar sobre una posibilidad.

Can I help you? ¿Puedo ayudarle?

Can Mike have dinner with us? ¿Mike puede cenar con nosotros?

Who can answer the next question? ¿Quién puede contestar a la próxima pregunta?

When can we get back the results? ¿Cuándo podemos tener los resultados?

[50]

Should (shouldn’t, Negative).

El modal should indica una obligación por la cual la resulta no es cierta.

You should call your mother. Debes llamar a tu mamá.

I should go home now. Ya debo irme a casa.

En preguntas, se usa should para saber si existe una obligación. Should he call her? ¿Debe llamarle a ella?

Should we pay now? ¿Pagamos ahora?

When should we leave? ¿Cuándo debemos salir?

What should I wear? ¿En qué debo vestirme?

HAVE TO (DON’T / DOESN’T HAVE TO, NEGATIVE).

We often use have to say that something is obligatory, for example:

Example: Children have to go to school .

In general, have to expresses impersonal obligation. The subject of have to is obliged or forced to act by a separate, external power (for example, the Law or school rules). Have to is objective. Look at these examples:

• In France, you have to drive on the right. • In England, most schoolchildren have to wear a uniform. • John has to wear a tie at work.

In each of the above cases, the obligation is not the subject's opinion or idea. The obligation is imposed from outside.

Note that we can use the have

to expression in all tenses, for

example:

I have to, I had to, I have had

to, I will have to

[51]

We can use have to in all tenses, and also with modal auxiliaries. We conjugate it just like any other main verb. Here are some examples:

subject auxiliary verb main verb have infinitive (with to)

+ She has to work.

- I do not have to see the doctor.

? Did you have to go to school?

Must (mustn’t, Negative).

El modal must indica obligación. You must see this movie. Tienen que ver esta película.

Tom must see a doctor immediately. Tom debe ver un médico inmediatamente.

Must puede indicar probabilidades o suposiciones. You must be angry. Estará enojado.

My watch must be broken. Mi reloj debe estar quebrado. Supongo que mi reloj no sirve. Quizás mi reloj esté roto.

He must have done that before moving to Spain. Debería haberlo hecho antes de mudarse a España. Tal vez lo hiso antes de mover a España. A la mejor lo hiso antes de mudarse a España.

En las preguntas informativas, la palabra must indica una obligación y puede ser sinónomo con should. En el inglés americano should es mucho más corriente en este contexto.

When should / must we be there? ¿Cuándo debemos estar allá?

Who should / must I talk to? ¿Con quién debo hablar?

Se puede usar must para preguntas retóricas.

[52]

Must you make so much noise?

= Please be quiet.

¿Debes hacer tanto ruido? Por favor, silencio.

Must he ask so many questions?

= I hope he stops asking questions.

¿Debe hacer tantas preguntas?

Espero que termina con sus preguntas.

Exercise 1

COMPLETE THE SENTENCES WITH THE CORRECT MODAL FROM THE BOX

mustn't must Can can

can may Can can't

May mustn't can must

It's a hospital. You __________ smoke.

He had been working for more than 11 hours. He __________ be tired after such head

work. He __________ prefer to get some rest.

After we moved back to Canada, I had very little exposure to the language and forgot

almost everything I knew as a child. Now, I __________ just say a few things in the

language.

The teacher said we __________ read this book for our own pleasure as it is optional.

But we __________ read it if we don't want to.

__________ you stand on your head for more than a minute? No, I __________.

People __________ walk on grass.

Drivers __________ stop when the traffic lights are red.

__________ I ask a question? Yes, of course.

__________ you speak Italian? No, I can't.

[53]

Exercise 2

COMPLETE THE SENTENCES WITH MUST OR MUSTN'T.

1. You _____________ brush your teeth three times a day.

2. You _____________ forget to do your homework regularly.

3. You _____________ be nice to your classmates.

4. You _____________ wear warm clothes when it is cold outside.

5. You _____________ chew gum in class.

6. You _____________ study hard if you want to pass your exams.

7. You _____________ fight with your classmates.

8. You _____________ play football in the classroom.

9. You _____________ listen to your teacher very carefully.

10. You _____________ forget your best friend's birthday.

11. You _____________ be rude to your grandparents.

12. You _____________ go to the dentist's twice a year.

13. You _____________ stay in bed when you are ill.

14. You _____________ feed zoo animals.

15. You _____________ do your online exercises.

[54]

Exercise 3

PUT IN HAVE TO OR HAS TO INTO THE GAPS.

1) They _____________ write a test.

2) She _____________ clean her desk.

3) Ken and Liz _____________ learn English words.

4) Andy _____________ help his brother.

5) We _____________ do our homework.

6) He _____________ write with a pencil.

7) I _____________ feed the hamster.

8) You _____________ take photos.

9) Victoria _____________ read the newspaper.

10) The teacher _____________ send a text message.

[55]

SECTION 3.

VOCABULARY FOR FOOD AND STUDY

Write the correct name of the following pictures you may check the word on line or in a

dictionary.

Exercise 1

Unscramble these letters to find the food item:

1. kilm _______________

2. tame _______________

3. reap _______________

4. tralwemoen _______________

5. rarcto _______________

6. fefeoc _______________

[56]

BLOQUE 4

MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE ABLE

TO UNDERSTAND AND CREATE DETAILED DESCRIPTIONS.

KNOWLEDGE ACQUIRED

❖ Simple Future and related expressions. ❖ Idiomatic future tense ❖ Vocabulary for Weather

ATTITUDES AND VALUES EMPHASIZED

❖ Tolerance of cultural difference. ❖ Willingness to accept and provide feedback.

SKILLS ACQUIRED

❖ Ability to describe plans and projects

[57]

LESSON 4

SECTION 1.

SIMPLE FUTURE AND RELATED EXPRESSIONS.

Simple Future has two different forms in English: "will" and "be going to." Although the two

forms can sometimes be used interchangeably, they often express two very different

meanings. These different meanings might seem too abstract at first, but with time and

practice, the differences will become clear. Both "will" and "be going to" refer to a specific

time in the future.

FORM WILL

[will + verb]

Examples:

• You will help him later.

• Will you help him later?

• You will not help him later.

FORM BE GOING TO

[am/is/are + going to + verb]

Examples:

• You are going to meet Jane tonight.

• Are you going to meet Jane tonight?

• You are not going to meet Jane tomorrow.

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SECTION 2.

IDIOMATIC FUTURE TENSE

USE 1 "WILL" TO EXPRESS A VOLUNTARY ACTION

"Will" often suggests that a speaker will do something voluntarily. A voluntary action is

one the speaker offers to do for someone else. Often, we use "will" to respond to someone

else's complaint or request for help. We also use "will" when we request that someone

help us or volunteer to do something for us. Similarly, we use "will not" or "won't" when

we refuse to voluntarily do something.

Examples:

• I will send you the information when I get it.

• I will translate the email, so Mr. Smith can read it.

• Will you help me move this heavy table?

• Will you make dinner?

• I will not do your homework for you.

• I won't do all the housework myself!

• A: I'm really hungry.

B: I'll make some sandwiches.

• A: I'm so tired. I'm about to fall asleep.

B: I'll get you some coffee.

• A: The phone is ringing.

B: I'll get it.

USE 2 "WILL" TO EXPRESS A PROMISE

"Will" is usually used in promises.

Examples:

• I will call you when I arrive.

• If I am elected President of the United States, I will make sure everyone has

access to inexpensive health insurance.

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• I promise I will not tell him about the surprise party.

• Don't worry, I'll be careful.

• I won't tell anyone your secret.

USE 3 "BE GOING TO" TO EXPRESS A PLAN

"Be going to" expresses that something is a plan. It expresses the idea that a person

intends to do something in the future. It does not matter whether the plan is realistic or

not.

Examples:

• He is going to spend his vacation in Hawaii.

• She is not going to spend her vacation in Hawaii.

• A: When are we going to meet each other tonight?

B: We are going to meet at 6 PM.

• I'm going to be an actor when I grow up.

• Michelle is going to begin medical school next year.

• They are going to drive all the way to Alaska.

• Who are you going to invite to the party?

• A: Who is going to make John's birthday cake?

B: Sue is going to make John's birthday cake.

USE 4 "WILL" OR "BE GOING TO" TO EXPRESS A PREDICTION

Both "will" and "be going to" can express the idea of a general prediction about the future.

Predictions are guesses about what might happen in the future. In "prediction" sentences,

the subject usually has little control over the future and therefore USES 1-3 do not apply.

In the following examples, there is no difference in meaning.

Examples:

• The year 2222 will be a very interesting year.

• The year 2222 is going to be a very interesting year.

• John Smith will be the next President.

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• John Smith is going to be the next President.

• The movie "Zenith" will win several Academy Awards.

• The movie "Zenith" is going to win several Academy Awards.

IMPORTANT

In the Simple Future, it is not always clear which USE the speaker has in mind.

Often, there is more than one way to interpret a sentence's meaning.

Exercise 1

PUT IN THE VERBS IN BRACKETS INTO THE GAP. USE WILL-FUTURE OR GOING

TO-FUTURE.

1) Philipp _____________ 15 next Wednesday. (to be)

2) They _____________ a new computer. (to get)

3) I think my mother _____________ this CD. (to like)

4) Paul's sister _____________ a baby. (to have)

5) They _____________ at about 4 in the afternoon. (to arrive)

6) Just a moment. I _____________ you with the bags. (to help)

7) In 2020 people _____________ more hybrid cars. (to buy)

8) Marvin _____________ a party next week. (to throw)

9) We _____________ to Venice in June. (to fly)

10) Look at the clouds! It _____________ soon. (to rain)

Exercise 2

CHOOSE THE CORRECT VERB FOR THE FOLLOWING SENTENCES. DO NOT USE

ABBREVIATIONS

1) Next summer, I _____________ (travel) to New York. My sister lives there and she

bought me a plane ticket for my birthday.

2) It's getting cold. I _____________ (take) my coat!

3) Are you going to the cinema? Wait for me. I _____________ (go) with you!

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4) Jane and Tom _____________ (not/study) medicine next year. Jane

_____________ (study) French and Tom _____________ (take) a gap year.

5. Mrs. Simons, those bags seem quite heavy. I _____________ (help) you carry them.

SECTION 3.

VOCABULARY FOR WEATHER

Check the following vocabulary and answer the exercises below.

drought hail earthquake

fog lightning tornado

avalanche flood clouds

Exercise 1

WRITE THE CORRECT ANSWER ACCORDING TO THE CONTEXT.

1. It didn't rain for a long time and the _______________ ruined the harvest.

2. We heard the loud sound of _______________ in the distance.

3. During the _______________ all the houses were covered by water.

4. We couldn't see anything because of the _______________.

5. A flash of light in the sky is called _______________.