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UNIVERSITARIA
INGLES CIU
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Table of Contents
Introducción ………………………………………………….. ii
Las autoras
Las autoras
2
2. Fast vs slow food. Fast food in our society Reviewing words related to
today: What foods are food.
good for us?
Reviewing the role of verbs Activating schemata using Making nouns from
in a sentence. images. verbs.
Recognising different tenses Using the dictionary for finding Selecting the correct verb
in English. new words. for a text construction.
Reviewing the use of Using images to learn new People and professions.
adjectives in English. vocabulary.
Turning nouns into
Reviewing the position of Using images for word adjectives.
adjectives in an English association.
sentence. Using word webs to
Using the dictionary to find extend vocabulary.
different parts of speech for the
same word.
Reviewing the role of Using schemata for predictions Writing the endings for
prepositions in English. sentences.
Using images to activate
vocabulary. Proofreading sentences.
Checking predictions.
Reviewing the role of adjectives Using semantic maps for word Selecting the correct verb
in a sentence. association. and verb tense for text
completion.
Reviewing the construction of Predicting information.
the comparative and superlative
forms of the adjective. Sharing information with
classmates.
Reviewing the role of the Using the dictionary to find the Using the passive voice
passive and active voice in meaning of unknown words. for text construction of a
English sentences. film review.
Using words and images to create a
Reviewing the construction of story.
the passive in English.
Using a quiz for prediction of
Reviewing past participle in information in a text.
English.
CICLO DE INICIACION UNIVERSITARIO
ENGLISH CIU
Unit 1: Lesson 1
Fad or trend? A fad is something, a hair style for example, that is popular with a small
group of people for a short period of time. A trend, on the other hand, is something that gains
popularity with society over a long period of time. Do the images above represent fads or
trends?
________________________
________________________
Where is he?
What is he doing? ________________________
Why is he doing it? ________________________
________________________
________________________
What about you? Here are some questions for you to answer. Use your dictionary to find the
words you want to use. Then, share your information with the class.
Almost everyone has one; no one leaves home without it. The cell phone. It’s
hard to believe that only 20 years ago, very few people had even heard of the
cell phone and only business executives owned one. Today, the cell phone is
a low-cost personal item. In many parts of the world, there are more cell
phones than land line phones. In Europe, there are even more cell phones
than people! Its growth is amazing. In Luxembourg, there are 158
subscriptions per 100 people while in India about 6 million mobile phones are
added every month.
In its most basic form, a cell phone is a wireless telephone or two-way radio. When you speak
into the phone, your voice is converted into radio waves. These waves travel through the air
until they reach a receiver at a cell phone tower. The station then sends the waves through
the telephone network to the person you are calling.
Today, customers can not only make and receive phone calls but send and receive text
messages, listen to music and take photographs. Major communication companies like Nokia,
Siemens and Sony Ericcson have been perfecting the technology to produce newer and better
models. The latest technology is 3G. This offers customers a number of high speed mobile
services which include e-mail, games, photomessaging, video calling and messaging, news
and information services and a Personal Information Management system with notes,
calendars and to-do lists.
Cell phones have also influenced our social life and our behaviour. A recent study carried out
by Context, a Baltimore consumer company, reported that cells phones are the principal
medium through which teenagers socialize and that those who do not have a phone might feel
excluded from their peer group. People are now asked to turn their phones off in places of
public performances, like during concerts and at the theatre and in certain public places, like
the library or the bank. In countries like Israel, Italy and the United Kingdom, drivers are
not allowed to use cell phones while they drive. A new “language” is also being created by
those who send text messages. In only 20 years the cell phone has changed the way in which
we live, work, play and communicate.
Looking at vocabulary:
1. Word representation
What do these images represent?
Go back to the text and find the words which are related to the images. Write them in the
space provided.
Can you write the text message abbreviations for the four not used in the first exercise.
1. ________________________ ___________________________________________
2. ________________________ ___________________________________________
3. ________________________ ___________________________________________
4. ________________________ ___________________________________________
10
Modern cell phones have quickly become essential items in our society.
A B C D C A B E F B
A word can also play more than one role. Use your dictionary to find the Spanish equivalent
of the following words. Look closely at the part of speech.
Dictionary example:
Walk: /sustantivo/ caminata /verbo/ caminar
The words “fast” and “light” can play different roles and have different meanings according to
the context in which they are used. So it is important that we identify the role each word
plays in the sentence to be able to understand the message or to be able to look for the correct
word meaning in our dictionary.
Looking at nouns:
A noun is the word we use to name a person, place, animal, thing or idea.
There are 5 classes of nouns: proper, common, concrete, abstract and collective.
Examples are taken from the text.
A concrete noun names a thing that can be touched, seen, heard, smelt or tasted. It
names tangible things.
Example: telephone, person
An abstract noun names an idea, a feeling or a state or being. It names things that
cannot be touched, seen, heard, smelt or tasted.
Example: life, service
Find five (5) other examples of any type of common nouns. Copy them below.
Now look closely at the way in which these nouns are written. What do you see?
Nouns are singular when they refer to only one person, place, idea or thing, or plural
referring to more than one. Look at these phrases taken from the text. What do you notice
about:
Game time
Can you identify the parts of the face that can be worked on? Write the Spanish equivalent
in the space provided.
Spanish equivalent
a. Cheek ________________________________
b. Ear _________________________________
c. Eye _________________________________
d. Eyebrow _________________________________
e. Neck _________________________________
f. Nose _________________________________
g. Lip _________________________________
Now, write the letter on the corresponding part of the face.
On what other parts of the body can this technique be used? Write at least four other parts of
the body which can be pierced in the space below.
With a partner, make a list of the things you should do before and after you get a piercing.
Body piercing
Body piercing has existed in many cultures for centuries. The Greeks, Egyptians
and Romans pierced and tattooed their bodies. They did this to show a person’s
importance in a social group or to protect them from evil.
Today, many young people worldwide are having their bodies pierced. It seems to be the
current trend. If you’re thinking of getting a piercing, here are a few things you should know.
Make sure that the body piercing studio uses clean, sterilized piercing equipment.
You can get a serious infection, including HIV, if the needles have not been sterilized
properly.
Buy the right kind of jewelry for the area that you want pierced. If the jewelry is too
small, it can restrict the flow of blood to the area and that will lead to swelling and
pain. If the jewelry is too heavy, too thin or if you are allergic to the metal it is made
from, your body will reject it.
Find out about the risks associated with the different parts of your body that you
pierce. For example, if you have a tongue piercing, the metal jewelry might damage
your gums and chip the enamel of your teeth. If you want a navel pierce, remember
that the area needs air to help the healing process. Tight clothing might irritate the
area and cause infection.
You should then check the type of jewelry you can use. Implant grade stainless steel
jewelry is the best as your body is less likely to reject it. 18K gold should be used for a
new piercing and 14K for an old one. Use sterling silver only on healed areas and never
in moist areas of the body as the mouth or genitals. People who are highly sensitive to
metal should use Teflon or nylon.
15
After you have had the piercing, here are some things to remember:
Wash your hands with soap and water before touching the pierced areas
Keep things clean which will come into contact with the area. For example, clean
your cell phone if you have an ear piercing.
Wear loose fitting clothes if you have a navel pierce.
Check your jewelry to see if any parts have become loose. This is especially
important if you have a tongue pierce.
Rinse your tongue or lip piercing after every meal. Use an antibacterial, alcohol-
free mouthwash.
Eat foods rich in vitamins and minerals to help your body heal.
If you decide to pierce a part of your body, try to keep this information in mind to reduce any
harm to your body.
1 2 3 4 5
Looking at vocabulary
Look at the pictures below. Identify the part of the body which has a piercing.
Write the word under the corresponding picture.
Word web
Go back to the text and find words which you can associate with the
words found in the circles below. Write them around the word.
tongue- infection
piercing
16
On your own
Would you like to have a piercing? What parts of your body would you like to
pierce? Go back to the face and mark the spot with a P.
My recommendations
Look at these images of piercings. Choose two (2) and write recommendations
for people who would like to pierce this part of their body. Add any general advice.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
17
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Checking up on Grammar
Look at page 105 for additional explanations and exercises on parts of speech.
18
In English we can create new words by joining two other words together. Let’s see how it is
done using NOUNS.
1. Combine nouns from columns 1 and 2 to make a new word. Write this word in column 3.
1b. Now fill in the blanks in the sentences below with the most appropriate word from
column 3.
2. See how many words you can make with these three nouns. Write the new words in the
space below the corresponding noun. Then look up the words in the dictionary.
Now select two (2) other nouns from columns 1 & 2. Write each word in a circle below.
Then create as many new words as you can. Write them below the corresponding noun.
Some words in English have more than one meaning. The same noun is missing from the
pair of sentences. Can you select the correct noun from the box to fill in the blanks? Then
look up the word in your dictionary. Write the Spanish equivalent in the space provided.
1a. John won the 500 meter ____________________at the University track meeting.
1b. Many people suffer discrimination because of their ____________________.
1a.________________ ________________________________________________________
1b.________________ ________________________________________________________
2a. The car ________________ was filled with suitcases for our family trip.
2b. The elephant uses its ____________________ as a weapon when angry.
1a.________________ _________________________________________________________
1b.________________ _________________________________________________________
3a. Be sure to go to the ____________________ to ask for that loan. We need it.
3b. I always go for long walks along the river ________________ when on holiday.
3a.________________ __________________________________________________________
3b.________________ __________________________________________________________
Unit 1: Lesson 2
Fast vs. slow food
We spend a lot of time eating. We have breakfast, lunch and dinner. These are our main
meals. Of course, we also have snacks, like popcorn or a piece of cake, but many of us also
like to eat “Fast food”.
Look at the images below. Which ones do you think are “fast food”? Write “FF” next to the
image.
Can you name the foods above? Work with a classmate and try to identify each one of the
images. They check your answers with another pair.
a ________________________________ b ________________________________
c ________________________________ d ________________________________
e ________________________________ f ________________________________
__________________________________
__________________________________
Fast Food in ___________________ __________________________________
__________________________________
__________________________________
Here are some questions for you. Share your answers with the class.
But are fast foods an invention of the 20th century? Apparently not. In Ancient Rome,
citizens could buy food from bread and olive stands and in 100 BC, Hillel the Elder became
the first person to make a sandwich. He put a mixture of chopped nuts, apples, spices and
wine between two slices of matzohs, a flat bread made of flour and water. However, the
sandwich got its name from John Montagu, the 4th Earl of Sandwich who lived in England.
In 1762, he asked for dried meat to be placed between two pieces of bread so he could
continue playing cards while he ate.
In the Middle Ages, people in England ate pies filled with chicken and wildfowl and those
who lived near the sea ate seafood cooked on the quay. In the Middle East, there was falafel
and Flatbread and in Asia people visited noodle shops. In India, fast foods included Papri
Chaat, Bhelpuri and Dahi Vada and in some parts of West Africa, char-grilled meat sticks
were sold on the roadside, as they still are sold today. The hot dog dates back to the 9th
century although it was Charles Feltman, a German immigrant to the United States, who
first put the sausage into a roll, making the hotdog we know today. That was in 1867.
So fast food wasn’t invented by a modern society constantly on the go. It has been around for
as long as Man has, fulfilling our need for food whenever and wherever we might be.
22
Let’s see if you can match the image of the fast food to its name and the country with which it
is associated. Write the word and country below each image.
Looking at vocabulary:
Good vs. Bad food?
Why do we eat fast foods? Are they good for us? In groups of three, make a list
of the foods you think are good for you. Use your dictionary to find the English
equivalent of the words you want to say.
Share your list with the class. Write any new word in the Class list page.
Tasty: ______________________________________________
Healthy: ______________________________________________
Traditional: ______________________________________________
Fresh: ______________________________________________
Go back to word list. Write the meaning of each in your own words.
Look at the following sentences taken from the text. What role does the underlined
word play in each sentence? What does it do?
1. Many people eat hotdogs, burgers and pizzas all the time.
2. Some foods travel very long distances to reach their destinations.
3. Hilder the Elder became the first man to make a sandwich.
4. I believed that fast food began in the 20th century.
24
Verbs can be called “doing or action” words because many of them describe actions as, for
example, in the first two sentences, eat and travel. However, some verbs also describe
existence or states, like become and believe.
We also have auxiliary or helping verbs. These are used with the main verb to form
phrases of two or more words. Can you determine which verbs are auxiliaries in these
sentences? Underline them. What are the main verbs? Circle them.
1. Fast food is reaching more and more parts of the world today.
2. Some parents have decided to replace snacks for healthier foods.
Some verbs also need to be followed by additional information. This information often
answers the questions: What? Who? Why? When? How? Where?
Look at the sentences we have used. Can you find the additional information?
Go back to the text. Choose a paragraph and Underline the verbs. Copy them into the box.
Now that we’ve looked at fast foods, let’s turn to slow food. Have you ever heard of the Slow
Food Movement? If not, read ahead.
25
Slow food
While some people love to eat fast food, others are fighting
against it. An Italian named Carlo Petrini started a movement
called Slow Food. What does this mean? The members of this group believe
that we should eat food that tastes good and is produced in a clean way which
does not harm the environment or our health.
Have you ever heard older people complain about the insipid taste of fruits and
vegetables? Well, this occurs because produce must be picked when they are
still not yet ripe so that they can be shipped thousands of kilometres away to other countries.
With slow food, fruits and vegetables are allowed to ripen before they are harvested. The
result is quality ingredients and good, tasty and nutritious food at the end.
Think about it
Here are some questions for you to think about concerning the differences
between fast and slow food producers. Read each question and then circle the
most appropriate answer.
1. What kind of farmer would members of the Slow Food movement buy from?
a. large scale producer b. small farmer
Would you join the Slow Food movement? Why? Why not?
Looking at tenses
In English, we use three basic tenses: present, past and future. Each of these tenses
also has a progressive form, indicating that the action is still taking place and a perfect form,
indicating that the action was completed. We also have two voices: the active voice and the
passive voice. You will meet some of these forms later on. For now, it is important that you
recognise them when you see these structures in texts.
ACTIVE PASSIVE
Simple Forms Progressive Forms Perfect Forms
Present speak/s am/is/are speaking have/has spoken is/are spoken
Past spoke was/were speaking had spoken was/were spoken
Future will/shall speak will be speaking will have spoken will be spoken
26
When the first McDonald’s restaurant opened in Rome in 1986, Carlo Petrini was deeply
concerned. He believed that the industrialization of food was standardizing taste and leading to the
loss of thousands of local and regional foods. He launched the Slow Food movement in Barolo,
Italy. Slow Food International was started in Paris three years later. Its major publication is Slow:
The International Herald of Tastes; The Magazine of the Slow Food Movement. Today, Slow Food
is active in fifty countries and has a worldwide membership of more than 80,000. Since its
inception, the movement has expanded to tackle issues such as the industrialization of agriculture
and the health and environmental impact of the fast food industry. It is dedicated to preserving
endangered food ways, celebrating local food traditions, such as animal breeds and heirloom
varieties of fruits and vegetables, and promoting artisanal products. It advocates economic
sustainability and bio diversity through educational events and public outreach programs.
Now place the verbs in the corresponding column. Then check with a classmate.
ACTIVE PASSIVE
Simple Forms Progressive Forms Perfect Forms
Present
Past
Future
Missing Ad verbs
This ad for the Slow Food Organisation was taken from
http//www.slowfood.com. But all of the verbs in the ad are missing. Read
the text. Then select the most appropriate verb from the box to be placed
in the empty slot. You do not have to change verb tenses.
On your own.
Some of the information from the article on fast food in other countries has been
partially deleted. Can you help recreate it by choosing the correct information to go
into the spaces in the document? Use the images as well as the words in the box to
help you.
There are many different kinds of fast food in countries around the world. For example, in
Japan people eat ____________. This is sticky ___________ served with raw ___________. In
Western countries, rolls filled with _____________, ___________ or cucumber are also very
popular.
In the Far East, fast food is made up of some kinds of ___________, __________ or
_______________. Most of the food is fried.
Finally, in the Middle East there are kebab houses. The meat, lamb, beef or
mutton, ___________ from a rotisserie, a vertical spit. It _____________ on a warm
tortilla with salad.
Game time:
Here are two games you can choose to play. You can either review your
knowledge of food and drink by playing Hangman, or you might want to try
the Mime game. See if the opposing team can guess the verb you are
miming.
Checking up on Grammar
Remember to review the grammar points in today’s lesson from page 129 on.
Make nouns from the verbs given in the table below. Then check the spelling in your
dictionary.
Now, fill in the blanks in the sentences below with the correct verb or noun from the words
above.
Read part of this online article on the country and its food. Some of the
verbs have not been written out completely. Can you select the correct
verb and write the appropriate tense? The verbs are found at the end of
each short paragraph. Some verbs are repeated.
The food in Paraguay ________similar to that of other River Plate countries like Argentina and
Uruguay but you __________ the Guarani influence in the use of tropical ingredients. They
_________many grains, especially corn in their recipes. They ____________stews with rice or
mandioc and they also _________ lots of green and red peppers and onions. They ______different
meats like pork and chicken or both. Paraguayans also _____________beef at the barbecue on
weekends or on special occasions. They ___________ their meat dishes with cassava.
(COOK; FIND; SERVE; USE (2); LOVE (2); ADD; BE)
Paraguayans also ____________________ peanuts, sweet potatoes and beans like lima beans,
green beans and peas in their meals. While they ____________ a lot of rice, corn and cassava
________________ still the most important ingredients in their food.
(DRINK; EAT; PRODUCE; INCLUDE; BE)
Paraguayans _____________a special plant called yerba mate from which they ___________ the
drink, mate. They _________________ it with a stick called “bombilla”.
Unit 1: Lesson 3
We see colour all around us. In nature, in our homes and in the clothes we wear. In this
lesson, we’ll look at colour.
Colour Table
English Spanish English Spanish
a red anaranjado ___ _________________ _________________
b brown rojo ___ _________________ _________________
c black morado ___ _________________ _________________
d purple negro ___ _________________ _________________
e orange marrón ___ _________________ _________________
What other colours do you know? Include them in the table. Then check your list with a
classmate.
Colour association 2
What things do you usually associate with the colours in the box? Look for the word you
want to use in your dictionary. Then share your ideas with the class.
Things I associate with:
Green: ________________________________________________________
Red: ________________________________________________________
Yellow: ________________________________________________________
White: ________________________________________________________
Pink: ________________________________________________________
32
But, do these colours mean the same in other countries? Let’s see. Fill in the circle with the
colour being discussed in that paragraph.
Blue is everywhere
Blue is the colour of the sky and the ocean, and it is one of the most popular colours for
clothes- especially because blue jeans are everywhere! The colour blue is a symbol of trust
and loyalty. That is why clothing experts tell people to wear blue when having a job interview
to express they will be trustworthy workers. For this same reason, police officers often wear
blue uniforms.
Royal Purple
Purple is the colour of royalty because for so long it was very hard to get therefore it was very
expensive. Purple dye was made from snails. It took more than 60,000 snails to make one
pound of dye. Only very rich people could afford purple dye. Typically only kings and queens
wore purple clothing.
when going to formal parties. Women’s evening dresses are often black. Men usually wear
black suits or tuxedos to go to formal parties.
Since the beginning of the twentieth century, western brides have worn white as a symbol o
goodness, purity and happiness. In China, however, white is the colour of death and Chinese
people wear white clothes to funerals. White also shows dirt easily; doctors and nurses wear
white to show they understand how important it is to be clean in their profession.
Conclusion
As you can see, our colourful world is a world of meaning because people have always used
colour as symbols. Look around and you will notice the many ways fashion and colour are
connected.
1. What colour would you wear if you wanted to go running late at night?
a. black b. purple c. yellow d. blue
2. What colour would you wear if you went to a funeral in your country?
a. black b. red c. brown d. purple
3. What colour would you wear if you wanted people to trust you?
a. purple b. orange c. blue d. red
4. What colour would you be expected to wear if you were invited to a wedding China?
a. pink b. red c. green d. black
5. What colour would you wear if you wanted to go to a very formal party?
a. black b. orange c. yellow d. white
1. Many years ago, in Europe, brides wore green dresses as a symbol of fertility.
2. In ancient Rome, for example, people wore yellow clothes to go to weddings.
The words green and yellow give us more information about the nouns dresses and clothes.
They tell us what colour they are. Green and yellow are adjectives. So, adjectives are words
that tell us about the qualities of a noun.
Look at these two sets of sentences. The adjectives are highlighted in bold. What do you
notice about their position in the sentence?
Set 1 Set 2
Only very rich people could afford purple. Black clothes are also considered elegant.
Green is a gentle colour. Women’s evening dresses are often black.
Go back to the text. Find four (4) sentences which contain adjectives. Write them in the
space below. Underline the adjectives and circle the noun they describe.
1. __________________________________________________________________________.
2. _________________________________________________________________________.
3. _________________________________________________________________________.
4. _________________________________________________________________________.
Many words in English are derived from other words. For example, the word taste,
can be used as a noun or a verb and from this we can then get an adjective, tasteful or
tasteless. When we use our dictionary, it is important for us to know what role the word is
playing in the sentence. For example, is it a noun, verb, adverb or adjective? In this way, we
will be able to choose the most appropriate meaning.
The words underlined in the following sentences are all taken from today’s text. First,
determine what role the word plays in the sentence. Then, place it in the correct column in
the table. Use your dictionary to find other parts of speech related to the word.
One example is done for you.
Go back to the text and find two (2) other sentences. Write the sentences below.
7. _____________________________________________________________________________.
8. _____________________________________________________________________________.
Underline the selected words and fill in the required information in the table.
36
On your own
Now that we know what different colours symbolise and we also know the
different roles words can play in a sentence, try one (1) of these activities. .
1. Time traveler
You got permission to use the time travel machine to go back into the
past and to jump ahead to the future. Your first assignment as a
fashion reporter is to find out how people dressed in the past at
weddings. You must:
Name the country
Get the approximate time period
Find the colour used at weddings
Find the reason for this colour being used
For your second assignment, use the time machine to travel into the future.
What colours are being used? Why?
2. Sentence maker
This machine can make as many words as you’d like it to. It has
already churned out several nouns, verbs and adjectives. Use these to
make your own sentences. Add some words of your own to the pot.
Write your sentences in the space below and then share with the class.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
37
4. ___________________________________________________________________
5. ___________________________________________________________________
6. ___________________________________________________________________
pink
trust purple
gentle
important
buy
wear
have cars
items
fruits be
clothes
buildings
expensive
people
large elegant
1 Red 1. __________________________________________________________
2. __________________________________________________________
2 Yellow 1. __________________________________________________________
2. __________________________________________________________
3 Green 1. __________________________________________________________
2. __________________________________________________________
38
4 Blue 1. __________________________________________________________
2. __________________________________________________________
5 Orange 1. __________________________________________________________
2. __________________________________________________________
6 Purple 1. __________________________________________________________
2. __________________________________________________________
7 Black 1. __________________________________________________________
2. __________________________________________________________
8 White 1. __________________________________________________________
2. __________________________________________________________
Checking up on Grammar
Remember to review the grammar points in today’s lesson on page 115
39
1. Do you know the English words for these professions? Find them in the box. Then write
the correct word below its corresponding image.
2. Choose one (1) of the professions above. Write the word in the circle.
Then, extend your vocabulary by writing as many words as possible related
to the profession around it.
3. Can you guess who I am? Read the description of what I do. Then write my profession.
What I do Who I am
I create landscapes, portraits, abstract art. I use brushes to
help me in my work. ______________________
al ic
. ful ly ous y les iv
1. Today the nation celebrates its 25th anniversary. As a result, today is a national
holiday.
2. The papers called Lopez a hero after he made a heroic attempt to rescue three children
trapped in a burning house.
3. After so much violence living in the city, our family wanted the peace to be found in
the country. A peaceful environment was essential when looking for a new home.
4. He seems to be a very friendly person. No wonder he has so many friends.
5. She thinks scuba diving is a dangerous sport. But there is no danger at all.
6. I come from a very wealthy family. My grandparents wealth was in diamonds.
7. She doesn’t need your help. She can manage on her own. She isn’t as helpless as you
think.
8. After taking the pill, the effect on her body was noted immediately. Obviously the
medication was quite effective.
Now underline the correct form of the word in the sentences below.
1. The power, powerful, powerless surge of electricity burnt out the appliances.
2. The attractive, attract, attraction woman made heads turn when she entered the room.
3. I feel quite strong, strength, strongly about the proposal to reduce government spending.
4. The switch was turned on flooding the room with light, lightly, lighted.
5. I trust, trustful, trustfulness my doctor completely.
6. The rescue workers only rested when all of the children were safety, safe, safeness.
7. The police are search for a danger, dangerous, dangerously criminal who escaped from
prison.
8. She happily, happiness, happy agreed to the new terms of the lease for the house.
41
Unit 1 Lesson 4
Many people around the world love to eat chocolate. Do you? Do your classmates? Let’s find
out. Answer the questions in the short survey below and then ask a classmate.
Chocolate lover
1. What kind of chocolate do you like?
a. dark b. white c. milk
2. What is your favourite brand of chocolate?
a. Savoy b. Nestlé c. Pirugina
3. How often do you eat chocolate?
a. all the time b. sometimes c. never
4. Why do you eat chocolate?
_______________________________________
Chocolate
Share your words with the class. Add any new words to the web.
42
In small groups, use these images to tell your story of the History of Chocolate. Use as many
images as you like. Now, share your story with the class.
43
Your teacher will now give you a handout with the reading “Chocolate: A Taste of History.”
Examples.
Look at these sentences taken from the text. The root form of the verb is underlined.
Look at the endings. What do you notice about them?
1. More than 1,500 years ago, the Mayan people of Central America discovered how to make
chocolate.
Go back to the text. How many other examples of each can you find? Write the verb and the
past tense form in the space below.
When the verb ends in ______, the past tense is formed by adding______.
However, there are other verbs that do not have the same ending as the verbs in exercise
above. These verbs have irregular endings. Go back to the section of the text entitled,
A Long History. There are six verbs with irregular past tense endings. Find them and then
write the root verb and the past tense form in the space below.
We will meet other irregular past tense verb forms in other units. Make a note of these and
learn them.
45
Chocolates in Venezuela
Did you know that once Venezuela was renowned for its cacao?
Take a look at these Fact Files and learn something about cocoa
and chocolate made in our country.
Important information
Cocoa needs to be grown at an altitude
of 2,000 feet.
Types of chocolate
CARENERO SUPERIOR 90% of the world’s crop is Forastero
Made from a blend of Trinitario cocoa while only 2 % is Criollo.
beans, this chocolate has a mixture of
flavours such as spice, citrus, vanilla, The texture of the chocolate is due to
berries and honey. the kneading process (conching). The
Its name is derived from the port of longer the conching, the finer the
Carenero. texture.
3 4
6 7
10
EclipseCrossword.com
Across
2. Technical name for kneading process.
5. Major type of cacao grown in Brazil.
6. Name of Belgian chocolates made in Caracas.
8. Chocolate made from 70% cacao.
9. Venezuelan chocolate mainly made from Trinitario cacao.
10. This causes bitterness in cacao.
Down
1. Chocolate named after village in Aragua State.
2. Major type of cacao grown in Venezuela.
3. Number of feet of altitude best suited for cacao to grow.
4. Country where Criollo beans are originally from.
7. Venezuelan chocolate named after village in Sucre State.
47
On your own
Now that we know something about the history of Chocolate and we have reviewed
verbs in the past tense, why don’t you try one (1) of these activities?
Some of the verbs from the paragraphs below have been omitted. Choose the
correct verb from the Word Box. Use your dictionary to look up the meaning of the verbs you
do not know. Write the verb in its appropriate place in the paragraph. Remember to use the
correct past tense form of the verb. One of the verbs has already been written in.
WORD BOX
WORD BOX
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Chocolate-banana-coconut loaf
Let’s first get the ingredients with which we are going to work. Identify the picture of each
ingredient by writing its name beneath each image. The names of the ingredients are also
found in the box. But some letters are missing. Fill in the letters first!
Ingredients
……..and the cooking implements. But you have to unscramble them first.
The recipe
1 large ripe banana, peeled and mashed
2 teaspoons vanilla extract
2 eggs, lightly beaten
1 cup milk
1 cup caster sugar
2 1/2 cups plain flour
2 teaspoons baking powder
1 cup dessicated coconut
250g milk chocolate, broken into pieces
100g spreadable cream cheese, to serve
Unfortunately, some of the verbs are missing. Can you select the verb and place it in its
corresponding position? The verbs are at the end of the Method.
Method
Preheat oven to 200°C.
Grease and flour a 19cm x 9cm x 6cm loaf pan.
___________________ together the mashed banana, vanilla, eggs and milk.
_____________in the sugar. _______________the flour and baking powder over the wet
ingredients.
Add the coconut and gently fold through the mixture, using a large metal spoon.
__________________ in the chocolate, being careful not to over-mix.
Spoon into the prepared loaf pan.
_________________for 1 hour and 15 minutes, or until a skewer inserted in the centre
comes out clean.
___________________ to cool in the pan for 10 minutes.
Turn onto a wire rack to cool. Serve sliced with cream cheese.
Now write your own recipe for your favourite dish. You can also ask
friends and family for traditional recipes, too.
The following is an extract from the blog written by Ben Adam from Brighton, England about
his travels in Venezuela. This is day five and six of his trip from Puerto Colombia to Merida.
Ben did not have time to put the verbs in the correct tenses. Read the text and select the
correct tense for the verbs found at the end of each sentence.
We then ______________a traditional Venezuelan breakfast in the only cafe open for 6,000 Bs.
(HAVE) We then _____________ mountain bikes and _________________cycle up the Andes,
bad idea! (RENT; ATTEMPT). After cycling back down we __________________an ice cream
palour that ____________the Guinness world record for number of flavours. (VISIT; HOLD)
We _______________the evening around the square drinking beer and strange local wine. We
________________BBQ’d meat on a stick and ham and cheese pancakes for dinner. (SPEND;
HAVE.)
CICLO DE INICIACION UNIVERSITARIO
ENGLISH CIU
Unit 2: Lesson 5
Do you like doing chores, housework, and homework? Wouldn’t you love to have
someone or something to help you with the tasks you do not like or want to do? .
Try to use the vocabulary you already know. Use your dictionary to find the English
equivalent of words you would like to use. Remember to write the part of speech.
___________ ________________________________
___________ ________________________________
___________ ________________________________
___________ ________________________________
___________ ________________________________
___________ ________________________________
If you could create a new device, what would it be? What would it be able to do?
Draw a picture of the device.
It can ____________________________________________.
54
Choose two (2) of the actions above. Can you think of any other verbs that you can
associate with the image? Look at the example below.
Make a class list of associated words. Add any new words to your Leitner Manual
Computer list.
55
Now, here are some questions for your group. What do robots look like?
Can they do the same things we do? What can they do? What can’t they do?
_________________________
_________________________
_________________________ Now, share your ideas with the class. Make a
class list of what robots look like and the things
_________________________
they can or can’t do. Add any new words to your
list.
_________________________ list.
Read about some robots that are being used today. See if they look like your image of
a robot. Can they do the same things?
Among the artistic and athletic robots on display at the World Exposition in
Japan, is Cooper, a robot that paints pictures and the Partner Ballroom Dance robot
which actually dances with people. There is also the Batting robot which can hit
balls with a baseball bat and Caddy -05 that can teach you to play golf.
There are, however, robots that do more important jobs. For example, Robot
ACM-R5 looks like a snake with a camera on its head. It can walk up stairs and swim
underwater going into places that are unsafe for people. The golden Kinshachi Robot
also swims like a fish. It goes into the ocean to check the safety of bridges and gather
information for fishing. Another robot gives medical advice just like a doctor and
there is even a robotic brain surgeon that can remove cancer in the brain that human
doctors can’t reach.
Some robots even look like humans. Meet EveR-1, a silicone-skinned Korean
robot with a face that expresses basic emotions like anger, happiness and pleasure.
Eve also has a vocabulary of 400 words and can carry on a basic conversation. Over
in Japan, Repliee Q1, also made of silicon, has sensors and motors that allow her to
56
turn and react like a human. She can flutter her eyelids, move her hands and even
appears to breathe.
Robots are also learning to learn. There’s Toddler, a robot that has learnt to walk
just like a baby without having prior information built into its program. It really
learns like a human baby. The world of robotics is only just opening up and in the
future robots will be able to do many more things so we can live in a safer world.
Would you like to make any changes to your list? What things will you add?
1. Batting robot which can hit balls with a baseball bat and Caddy -05 that can
teach you to play golf.
2. Repliee Q1 can flutter her eyelids, move her hands and even appears to
breathe.
Your example:
3. ________________________________________________________________________.
CAN belongs to a group of verbs that we refer to as MODALS. Do you know any
other modal verbs?
Can you think of at least two other organs in our body? What do these organs do?
Write the part of the body and what it does in the space provided.
Like all machines, our bodies suffer from wear and tear, break down after some time
and need to be replaced.
Each week, Steve used the superior strength and speed provided by his bionic arm
and legs, and the enhanced vision provided by his artificial eye, to fight enemy
agents, aliens, mad scientists, and a wide variety of other villains.
From January, 1976 to May, 1978 another bionic character was on the
screen in The Bionic Woman. Here Jamie Sommers, a former tennis
player, received two bionic legs which allowed her to run at speeds
exceeding 60 mph, a right arm capable of bending steel or throwing
objects great distances and a bionic ear which allowed her to hear a
whisper a mile away.
Now, more than thirty years later, science fiction has become reality and here’s one
example. Stuart Hughes, a BBC producer, lost his leg when he stood on a landmine
while covering the news in Iraq. Steve now wears a Propio Foot which, unlike
traditional artificial limbs, uses sensors and a built-in microprocessor to mimic the
actions of a human foot. The sensor detects whether the walker is on level ground or
going up or downhill. The software then adjusts the foot movement. Stuart might not
run as fast as Steve Austin, but he can do many things that traditional prosthesis
will not allow him to do.
At the University College of London, researchers have also invented a new technology
that allows skin to bind to artificial limbs made of titanium. These, in turn, are
attached to bones and controlled by our nervous system. Researchers also believe that
59
in five years, patients will be able to control their bionic limbs through electrodes
attached to nerves.
And finally, an American company has created a chip which can be inserted under
the skin to hold information about the user. It is the size of a rice grain and contains
an identification number, a capacitor and an electronic magnetic coil for data
transmission. These components are placed inside a container compatible with
human tissue. The information is read with a special scanner. Soon, we will be able
to go shopping without having to use credit cards or cash. Science fiction? What do
you think?
Write about each person, what body part was replaced and
what that person can do.
Remember to include what you think we will be able to do in
the future.
2. From January 1976 to May, 1978 another bionic character was on the screen
in The Bionic Woman.
3. The robot goes into the ocean to check the safety of bridges and gather
information for fishing.
The underlined words are prepositions. Prepositions are used to join nouns,
pronouns and phrases to other words in a sentence. Look at our sentences again.
Now, re-read each of the sentences and underline the correct option.
Here is a list of some more prepositions. Do you know what they represent? Write
the preposition under its corresponding image for the activity Where is the ball? 1.
At On By Before From
Since For During Until After
Use the texts in your guide to find examples of sentences with prepositions of time.
Write the sentence in the space provided and underline the preposition.
What would be the most appropriate word in Spanish for the prepositions you
underlined?
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
62
7. _________________________________________________________________________
8. _________________________________________________________________________
9. _________________________________________________________________________
10. ________________________________________________________________________
Dictionary work
Use your bilingual and then monolingual dictionaries to find the meaning of
the following sets of prepositions. Do they have the same meaning in
English as well as in Spanish? If they do, what’s the difference?
On your own!
Do one of the following activities.
My robot.
Design your own robot! Give it a name. Tell us what it looks like and what it can do.
Include a drawing.
Checking up on Grammar.
Remember to review the grammar points in today’s lesson on page
138.
63
I can see_______________________________________
_______________________________________________
_______________________________________________
_______________________________________________
In the bedroom
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
64
We started to write the following sentences but didn’t finish. Please write an ending
for each one. Use as many different prepositions as you can.
1. When I was younger, the Bionic Woman was my favourite TV show. I watch it
2. I’m sorry that you didn’t learned what your instructor taught you.
3. They say the robot swimmmed under the bridge to repair it.
4. The reporter make his first step yesterday with his new bionic leg.
5. Her skin feels just like the real think. Touch it!
7. The report says that the researchers have just invent a new chip. That’s great
news.
8. Did you see the sports robot? It hitted four balls in one minute!
65
Unit 2: Lesson 6
Can animals think?
Have you thought about “thinking”? What do we do when we think?
Thinking is…
And, what about animals? Can they “think”? But first of all, let’s see if you can
recognise these animals below.
Looking at vocabulary.
Can you match the image to the word in English? The English word has
been scrambled. But, the first letter of each word is written below its
image.
What other animals do you know? Write their names in this semantic map. Then
share yours with the class. Add any additional names to the web.
Animals
I know
Now, do you think that some animals are “smarter” or more “intelligent” than others?
In small groups, make a list of animals you think are “intelligent”. What can these
animals do? Share your list with the class.
SMART ANIMALS
They can…..
And how do we humans compare? What can animals do? What can humans do? Are
there any things in common?
So, can animals think? Let’s find out in this reading on….
67
A heron in Japan also did something surprising. One day she saw some small
fish in a pond. She invented a new, creative way to catch them. First, she found a
twig and broke it into small pieces. Then, she took one of the pieces to the pond and
put it in the water. She even moved it to a place in the pond where the fish would see
it. When the fish swam over to the twig, she caught one for her lunch. The heron was
able to make and use a tool.
In Italy, scientists, showed how an octopus could learn how to perform a task
by watching another octopus do it. One octopus watched another open a jar. The jar
had a crab inside for the octopus to eat. After observing how to open the jar, the
octopus was able to open the jar himself. Until recently, many scientists thought only
mammals could learn by watching others.
A gorilla named Timmy had lived alone for most of his life. The zoo workers
brought Timmy to the Bronx Zoo in New York City to live with Pattycake, a female
gorilla. Timmy and Pattycake had a baby. After their baby was born, it became sick
and the mother and baby were taken away. The zoo workers reported that Timmy
became very upset. He wouldn’t eat or sleep. He even cried. He looked everywhere to
see if Pattycake had returned. It certainly seemed like he had fallen in love.
Stories like these raise many questions about animals and the way they think
and behave. Today, more scientists believe that animals can really think.
Text adapted from
Do these examples show that animals can really think? What would humans have
done in the same situation? Discuss with a classmate and then fill out the table.
68
But one day Alex did something that really surprised Dr. Pepperberg. She
took Alex to a veterinarian’s office for surgery.
Timmy and Pattycake had a baby. After their baby was born, it became sick
and the mother and baby were taken away.
One day she saw some small fish in a pond. She invented a new, creative way
to catch them.
He replaces ____________________________________________.
She replaces ___________________________________________.
It replaces _____________________________________________.
Them replaces __________________________________________.
69
Let’s look at some more examples from the text. What kind of pronouns are these?
When the fish swam over to the twig, she caught one for her lunch.
Timmy and Pattycake had a baby. After their baby was born, it became
sick and the mother and baby were taken away.
His, her and their are possessive adjectives. They tell us to whom something
belongs. They are always followed by the thing that is possessed (their baby, his
friends). Go back to the sentences. Can you tell to whom the possessive pronouns
refer?
What other possessive adjectives do you know? Write them in the space and try to
make a sentence with them.
Go back to the text. Find three (3) sets of sentences with pronouns. Underline the
pronoun and circle the noun it replaces. Check your sentences with the person next to
you.
There are many other types of pronouns in English. See if
Anyou can findof
example them in the text.
a sentence withGive yourself
other some
pronouns.
BONUS bonus points if you do!
BONUS
____________________________________________________________
BONUS
____________________________________________________________
____________________________________________________________
70
They are monogamous. They mate for life. Do you know of another? Paste the
picture in the frame provided or do a drawing. Write the name on the line below.
LOVE is
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Can animals express love? How would they do it? In your groups, discuss how
animals show love to:
Each other
humans
71
Take a look at this news article retrieved from the Guardian online site.
The story was posted on Thursday, August 30, 2007. After reading, give
the article a title. Write it in the box below.
It's a very traditional love story - just on a bigger scale than usual.
A tame female elephant has fled an Indian circus after eloping with a
wild bull elephant that broke open a gate and led her off into the jungle,
her distraught handler said today.
"I brought up Savitri since she joined the circus two decades ago,"
Kalimudddin Sheikh, who unsuccessfully tried to lure his charge away from her new beau,
added.
The wild male, who wildlife officials believe was probably in musth - the periodic
condition in which bull elephants seek to mate - turned up at the travelling circus when it
stopped in the village of Kumar Bazar, in West Bengal state, yesterday.
It broke into an enclosure and led Savitri into the jungle, with the pair being followed by
three other female elephants in the same pen. Their trumpeting alerted circus workers,
who led them back.
Savitri's mind, however, seemed made up. According to one forestry official, she was last
seen bathing with the bull in a jungle pond. When handlers called for Savitri to come to
them, she looped her trunk around the bull's leg and "he protectively shielded her like in a
Bollywood1 blockbuster," the official said.
The forestry department said it would continue to monitor the pair to ensure they did not
cause any damage.
http://www.guardian.co.uk/world/2007/aug/30/india
Think about it
Did the elephants behave like humans in love? If so, how? Do you
know of similar behaviour among humans?
Savitri , the elephant, has returned to the circus. What do you think she will tell the
other elephants? In pairs, write her account of what happened during her week
away.
1
The name used for the Mumbai (formerly Bombay) based Hindi-language film industry in India.
72
Use the question forms in the bubbles to help you get information. One
is done as an example for you.
Where?
Why?
What? How?
Remember to:
Think about the vocabulary to use.
Write the correct form/tense of the verb.
Make sure your pronouns agree
!
73
We’re seen how verbs can be turned into nouns for people. Now let’s see how by
adding the endings below, we can turn verbs into abstract nouns.
1. We have to pay for our new car. The first payment is due tomorrow.
2. The scientists accepted the grant from the University. Their acceptance of the
money meant that they could continue with their research.
3. After her husband died, Mary no longer wanted to live. Her children tried to
make her understand that the living were more important than the dead.
4. The repetition of our latest play will be next month. We decided to repeat the
work due to many requests from the public.
5. This topic is no longer open for discussion. You had the opportunity to discuss
it for more than a month and you didn’t!
6. On my brother’s insistence, I decided to apply for a scholarship to this
university. Had he not insisted, I would have looked for a job.
7. Venezuela no longer produces a large amount of coffee and cocoa as in the last
century. The production in these areas has fallen drastically.
8. Did you invite Peter and Stuart to your party? I haven’t heard them talk
about receiving any invitation yet.
sion
* Verbs that end in de – decide or t – permit change to
Now write the correct form of the word in the sentences that follow.
resigning. (REVEAL)
4. Is there any way I can ___________________ you with your problem. (ASSIST)
6. The ________________ of the new contract will benefit all workers. (SIGN)
74
7. Do you believe that the __________________ always fits the crime? (PUNISH)
1. John and his brother have just returned from their holiday in Cancun.
2. When it rains heavily, water leaks through the hole in the roof. I must get it fixed.
3. Savatri, the elephant, ran away from her home in the circus when it had stopped
for a performance.
4. “I’m against the implementation of that law.”, the Minister said to his secretary.
5. Although the majority of the people were in favour of returning to their homes
after the floods, a few of them decided to stay at their new location.
6. Please put the newspaper and the magazine on the table. I’ll take them both
home with me.
The Borneo Orangutan Survival Foundation (BOSF) is the largest project to rescue
primates in the world. In Nyaru Menteng, more than 1000 orangutans have a home.
Many of ______________are ill or have suffered cruelty. (HE, IT, THEY, THEM)
Here __________ are loved, cured and looked after by Lone Droscher Nielsen.(IT,
THEY, THEM, HE) .
______________and her team run this rescue centre. (HE, SHE, IT, THEY)
__________________work is important because the orangutans are vital for the
propagation of the rainforests in Borneo. (SHE, HER, THEIR, HIS)
75
Unit 2: Lesson 7
Antarctica: An unexplored continent
There are many interesting places on our planet, Earth. Here is one of them, the
Antarctic. It’s one of the seven continents. Can you locate it on the map?
http://images.google.com/imgres?imgurl=http://www.nationsonline.org/bilder/world_outline_map_720.jpg
Can you find the North and South Pole? What other places can you identify?
What other words do we associate with Antarctica? Discuss with the class and write
them in on the web map below.
Antarctica
Before reading the text, let’s see how much you know about Antarctica.
Write True (T), False (F) or I don’t know.
1. Antarctica is a huge island. _______________
2. Penguins live in Antarctica. _______________
3. Antarctica is in the North pole. _______________
4. Antarctica is smaller than Europe. _______________
5. Eskimos live in Antarctica. _______________
home to a very special natural event: the Aurora Australis, or Southern lights, a
glow in the night sky near the South Pole.
What about life in Antarctica? Although people do not live there permanently,
many countries have research stations on the continent where scientists work.
Biologists, for example, study the oceans and the animals that live there, while
geologists study plate tectonics and meteorites. Doctors look at the spread of viruses
and astrophysicists study the sky. What about the plants and animals? Only those
adapted to the cold live there. These include penguins, blue whales, fur seals, mosses
and lichen.
A few people travel to Antarctica just for fun. They say it’s a lovely place.
What do you think of that idea? Would you like to visit Antarctica?
Write three (3) things you’ve learnt about Antarctica. Tell your teacher and
classmates.
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
________________________________________________
________________________________________________
________________________________________________
MOUNTAIN
________________________________________________
________________________________________________
________________________________________________
RIVER
________________________________________________
________________________________________________
________________________________________________
FOOD
________________________________________________
________________________________________________
________________________________________________
BOX
78
In the text, Antarctica: The unexplored continent, the writer describes the continent by
using adjectives. Remember that adjectives tell us something about the noun.
Look at the following sentences. Can you identify the adjectives? Underline the
adjective and circle the noun.
Go back to the text and find four (4) more examples of adjectives and the nouns they
describe. Write them below. Underline the adjective and circle the noun. Then check
your answer with a classmate.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
Comparing things
In the text, the writer compares Antarctica with other places in the world. Look at
the sentences below.
Look at the table below. We have been asked to compare the four largest countries in
South America. What can we say about them?
Now, look at the text called The Penguin. Which of these forms of the adjective can
you find? Tick √ the appropriate one (s).
The Penguin
The name penguin came from Spanish explorers. These explorers saw penguins
when they sailed around South America in 1519. They thought this type of bird was
one of the strangest birds in the world. To them, the penguins looked like another
strange bird, the great auk of Greenland and Iceland. The great auk was a large
black and white bird that did not fly. The Spanish word for great auk is pinguis
which means “fat”.
There are 17 kinds of penguins. They all live below the equator. Little blue penguins
sometimes called fairy penguins are the smallest of all. They are 16 inches (about 41
80
centimeters) tall and weigh only 2 pounds (about 1 kilogram). They got their name
because of their indigo-blue feathers. These penguins live in the warm waters off
southern Australia and New Zealand.
The largest penguin is the emperor penguin. It stands almost 4 feet (about 1.2
meters) tall and weighs from 70 to 90 pounds (about 32 to 41 kilograms). The
emperor penguin lives on the ice around the Antarctic continent. This is the coldest
climate on earth.
People say penguins are the cutest, the funniest and the most loved birds. They also
say they’re the most formal. Do you know why? It’s because they look as if they’re
wearing tuxedos.
Go back to the text. Find and underline more examples of this form of the adjective.
Then choose four (4) and write them in the space below.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
Now, check your answers with a classmate. Do you both have the same adjective
forms? If there is a different form of the adjective, write it here:
1. _________________________________________________________________
Now, with a classmate decide on the rule for forming the superlative form of the
adjective.
Or
Your parents are going to buy you a new mobile phone for your birthday. Here are
three models on the market. Read the characteristics of each one and compare them.
Now, tell your parents which player you want and why.
My trip to Rio
Susana has just returned from visiting her family in Brazil and is preparing a
presentation on Rio. She is not sure about the verbs with irregular tenses. She can’t
remember how to form the comparative and superlative forms in English, either.
Can you help her by finishing her presentation? The verbs and adjectives are at the
ends of her talk.
Hello everyone,
I __________ to Ipanema Beach and _____________ in the esmerald blue water of the
Atlantic. The beach was packed. I think there were ___________ people on this beach
than Playa el Agua in August. I also visited Corcovado and Sugarloaf Mountain.
___________ people live in Rio than in Caracas, as the population is 13 million. Like
Caracas, there are many beautiful areas but also many poor areas. The ____________
areas are the slums and shanty towns called Favelas which are sometimes located next to
some of the ________________ parts of the city.
Remember our friend Ben. This time he is in Rio and he still has his problem with
time. He did not have time to put the verbs in the correct tenses. Hep him by reading
the text and selecting the correct tense for the verbs found at the end of each
sentence.
When we __________________Rio we
______________about tours that
___________into the Favelas. My first
impression ___________ that Favela tours
__________________ dangerous. But I
___________________ to a few people who and
I _________________ this was not the case.
(VISIT; HEAR; GO; BE; SPEAK; REALISE)
We _______________ Rocinha, the largest Favela in Rio de Janeiro and Latin America
with Favela Tourism Workshop. Rejane Rei, ___________________these tours to dispel
the myth that Rocinha ______________ simply a place of drug dealers and extreme
poverty. The tour _______________very safe and there _____________nothing to worry
about. Although drug dealers _________________in the Favela but don’t ____________
to invite police in so they don’t __________________ trouble with a tour group.(VISIT;
START; BE; FEEL; BE; OPERATE; LIKE; CAUSE)
The walking tour _________________its way through the narrow haphazard alleys.
We ______________with warm welcomes from the locals and we _______________the
tour with a visit to a school where we ___________________crafts from the local
children. (WIND; MEET; END; BUY)
84
Unit 2: Lesson 8
Can you identify these famous novelists whose books have sold millions of copies and
have been made into movies?
Can you match the movies to the authors on whose books they are based?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Read the text aloud, or ask your teacher to read it to you. Does it sound like a happy
text, full of light? Or a dark text full of shadows?
Dictionary work:
Use your dictionary to find the meaning of the unknown words in the text.
Which of these words have a negative connotation? Write them in the
space provided. Give their Spanish equivalent.
2
Verse of the Ring, quoted by Gandalf, two lines of which are inscribed on Bilbo Baggins' ring, identifying
it as the One Ring, Chapter 'The Shadow of the Past'.
86
Movie goers today are familiar with the fantasy land of Narnia and the
adventurers of the four children who travel there. Another fantasy world,
Middle-Earth, and the struggle to regain the Ring of power also held their
attention in Lord of the Rings and millions of movie goers eagerly await
the continuing story of the young wizards who study in Hogwarts. But did
you know that all of these films are based on children’s stories, some
written as far back as 1937.
The first of the stories of the Lord of the Ring trilogy was written by
J.R. Tolkien, a university professor from Oxford, England. This
story began as a sequel to Tolkien-s first novel, The Hobbit, but then
developed into a much larger tale. Tolkien created a mythical world
which is populated by humans, elves, hobbits, dwarfs and orcs, as
well as other creatures like trolls and balrogs. The story is centred
on the Rings of Power created by the Dark Lord Sauron and the
quest of the hobbit, Froddo Baggins to destroy the One Ring and
with it its creator. He is helped by Sam and other creatures from
Middle-Earth.
Now, can you identify each of the author’s and the books they wrote? Go back to the
start of today’s lesson and complete the exercise.
87
Look at these sentences taken from the text. Underline the verb in each.
What do you notice about the form of the verb? Two are written in the active
voice and the other two in the passive voice.
3. This story began as a sequel to Tolkien’s first novel, The Hobbit, but then
developed into a much larger tale.
4. The characters in Rowling’s books are based on people she knew and her own
personal experiences with school life, death and depression.
What is the difference between the two? The active and passive voice has to do with
the relationship between the subject of the sentence and the verb. For example, in
the first sentence, C.S. Lewis, the subject of the sentence, does the action. In the
second sentence, the Lord of the Rings trilogy, does nothing. The action is done to it.
Here are some other sentences. Look carefully at the form of the verb.
1. In his novels, the children are transported by magic to Narnia where they help
the lion Aslan fight against evil.
3. When children from London were evacuated during WWII, a girl, Lucy, stayed
at Lewis’ home in Oxford.
and…how much do you know about the game? Take the Quidditch test and find out!
Now, read this text to see if you were right. But wait! There’s something wrong.
Some of the words have been blotted out!. These words can be found in the box
below. Can you decide which word goes where in the text? You have to write the
verbs in the correct tense.
play (v) break (v) dangerous win (v) fall off (v)
invent (v) broomsticks throw (v) whistle collide (v)
players throw (v) ball make (v) hoops
89
Quidditch (1)is played up on (2)broomsticks up in the air. There are three goal posts
at either ends of a field. That field is called a Quidditch pitch. Quidditch has three
balls. The ball that scores the points is the Quaffle. The Quaffle is 12 inches in
diameter and (3)is made of leather bindings. The Quaffle has made some different
changes over the years. The Bludger is probably the most (4)dangerous ball of all of
them. It flies through the air being hit by (5)players called beaters. Serious injuries
have been caused by Bludgers hitting people and causing them to (6)fall off their
brooms. The third and most important (7)ball is the Golden Snitch. The Golden
Snitch is a tiny ball that has wings and is enchanted. The first Snitch was a tiny bird
that was very small and very tiny, but changes to the rules made it illegal to use the
actual bird. The current enchanted, winged ball version of the Snitch (8)was invented
by Bowman Wright of Godric's Hollow. If the Seeker catches the Golden Snitch, his or
her team earns 150 points and usually (9)wins the match.
At either end of the Quidditch pitch are three (10)hoops through which the Quaffle
can be scored. In the center of the Pitch is a circle where the balls (11)are all thrown
into the air and the match begins. As the balls (12)are thrown, the players all gather
on the ground and then kick off as the referee blows his/her (13)whistle. During the
game a player can get a foul or (14)break a rule. Here are some fouls that a player
can receive: blagging (applies to all players, it is when a player seizes opponent's
broom tail to slow or hinder), blatching (applies to all players, it is when a person is
flying with the intent to (15)collide), bumphing (applies to beaters only, it is when a
Beater is hitting a Bludger towards the crowd, necessitating a halt of the game as the
officials rush to protect bystanders. Sometimes used by unscrupulous players to
prevent an opposing Chaser from scoring).
When you are finished, check your work with a classmate. Then check your answers
to the Quidditch test!
Fill in the table below with the word that should go into the black space above.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10
11 12 13 14 15.
90
On your own
Go back to the information on C.S. Lewis, J.R. Tolkien and J.K. Rolling
and make your own Literary Quiz. Use the “Question words” to help you.
Find a film that you like. Do some research and find out:
The writer’s name
The director´s name
Where it was filmed
Who were the main actors
The story line (what the story was about)
Write it up as a short summary of the story.
Game time
Not basket but Verb ball!
Past tense and past participle
Checking up on Grammar.
Remember to review the grammar points in today’s lesson on page 144.
91
On his eleventy-first birthday, Bilbo Baggins had a party and then disappeared. The
Ring of Power ________________________________to his nephew Frodo who decided to
destroy the ring. Now, he must travel to the Cracks of Doom to throw the ring into
the volcano. He __________________________on his quest by Gandalf, Legolas the elf,
Gimli the Dwarf, Aragorn, Boromir and his three Hobbit friends Merry, Pippin and
Samwise. On the trip the group _____________________to travel through the Mines of
Moria, where they ______________________by Orcs. Among their adventurers, Boromir
______________and Merry and Pippin ______________by Saruman's Orcs. They escape
and __________________by tree-like Ants. The ants ________________to destroy
Sarum’s forces and the armies _______________________.
How does it end? Read it and see for yourself how order _______________________.
Apéndice I:
Instrucciones:
Muchas gracias.
1.- Tengo fama de decir lo que pienso claramente y sin rodeos. (+) (-)
2.- Estoy seguro de lo que es bueno y lo que es malo, lo que está bien y lo que está mal.
(+) (-)
3.- Muchas veces actúo sin medir las consecuencias. (+) (-)
4.- Normalmente trato de resolver los problemas metódicamente y paso a paso. (+) (-)
5.- Creo que los formalismos coartan y limitan la actuación libre de las personas. (+) (-)
6.- Me interesa saber cuales son los sistemas de valores de los demás y con que criterios
actúan. (+) (-)
7.- Pienso que el actuar intuitivamente puede ser siempre tan válido como actuar
reflexivamente. (+) (-)
8.- Creo que lo más importante es que las cosas funcionen. (+) (-)
9.- Procuro estar al tanto de lo que ocurre aquí y ahora. (+) (-)
10.- Disfruto cuando tengo tiempo para preparar mi trabajo y realizarlo a conciencia.
(+) (-)
11.- Estoy a gusto siguiendo un orden, en las comidas, en el estudio, haciendo ejercicio
regularmente. (+) (-)
12.- Cuando escucho una nueva idea enseguida comienzo a pensar como ponerla en
práctica. (+) (-)
13.- Prefiero las ideas originales y novedosas aunque no sean prácticas. (+) (-)
14.- Admito y me ajusto a las normas sólo si me sirven para lograr mis objetivos. (+) (-)
15.- Normalmente encajo bien con personas reflexivas, y me cuesta sintonizar con personas
demasiado espontáneas, imprevisibles. (+) (-)
19.- Antes de hacer algo estudio con cuidado sus ventajas y desventajas. (+) (-)
21.- Casi siempre procuro ser coherente con mis criterios y sistemas de valores. Tengo
principios y los sigo. (+) (-)
22.- Cuando hay una discusión no me gusta ir con rodeos. (+) (-)
24.- Me gustan más las personas realistas y concretas que las teóricas. (+) (-)
27.-La mayoría de las veces expreso abiertamente cómo me siento. (+) (-)
29.- Me molesta que la gente no se tome en serio las cosas. (+) (-)
30.-Me atrae experimentar y practicar las últimas técnicas y novedades. (+) (-)
32.-Prefiero contar con el mayor número de fuentes de información. Cuantos más datos
reúna para reflexionar, mejor. (+) (-)
34.-Prefiero oír las opiniones de los demás antes de exponer la mía. (+) (-)
35.-Me gusta afrontar la vida espontáneamente y no tener que planificar todo previamente.
(+) (-)
36.-En las discusiones me gusta observar cómo actúan los demás participantes.
(+) (-)
37.-Me siento incómodo con las personas calladas y demasiado analíticas. (+) (-)
38.-Juzgo con frecuencia las ideas de los demás por su valor práctico. (+) (-)
39.-Me agobio si me obligan a acelerar mucho el trabajo para cumplir un plazo. (+) (-)
40.-En las reuniones apoyo las ideas prácticas y realistas. (+) (-)
41.-Es mejor gozar del momento presente que deleitarse pensando en el pasado o en el
futuro. (+) (-)
42.-Me molestan las personas que siempre desean apresurar las cosas. (+) (-)
44.-Pienso que son más conscientes las decisiones fundamentadas en un minucioso análisis
que las basadas en la intuición. (+) (-)
95
46.-Creo que es preciso saltarse las normas muchas más veces que cumplirlas. (+) (-)
47.-A menudo caigo en cuenta de otras formas mejores y más prácticas de hacer las cosas.
(+) (-)
49.-Prefiero distanciarme de los hechos y observarlos desde otras perspectivas. (+) (-)
53.-Pienso que debemos llegar pronto al grano, al meollo de los temas. (+) (-)
59.-Soy consciente de que en las discusiones ayudo a mantener a los demás centrados en el
tema, evitando divagaciones. (+) (-)
60.-Observo que, con frecuencia, soy uno de los más objetivos y desapasionados en las
discusiones. (+) (-)
61.- Cuando algo va mal le quito importancia y trato de hacerlo mejor. (+) (-)
62.- Rechazo ideas originales y espontáneas si no las veo prácticas. (+) (-)
63.- Me gusta sopesar diversas alternativas antes de tomar una decisión. (+) (-)
64.- Con frecuencia miro hacia delante para prever el futuro. (+) (-)
65.- En los debates y discusiones prefiero desempeñar un papel secundario antes que ser
el/la líder o el/la que más participa. (+) (-)
66.- Me molestan las personas que no actúan con lógica. (+) (-)
67.- Me resulta incomodo tener que planificar y prever las cosas. (+) (-)
68.- Creo que el fin justifica los medios en muchos casos. (+) (-)
71.- Ante los acontecimientos trato de descubrir los principios y teorías en que se basan.
(+) (-)
96
72.- Con tal de conseguir el objetivo que pretendo soy capaz de herir sentimientos ajenos.
(+) (-)
73.- No me importa hacer todo lo necesario para que sea efectivo mi trabajo. (+) (-)
74.- Con frecuencia soy una de las personas que más anima las fiestas. (+) (-)
76.- La gente con frecuencia cree que soy poco sensible a sus sentimientos. (+) (-)
78.- Si trabajo en grupo procuro que se siga un método y un orden. (+) (-)
79.- Con frecuencia me interesa averiguar lo que piensa la gente. (+) (-)
80.- Esquivo los temas subjetivos, ambiguos y poco claros. (+) (-)
PERFIL DE APRENDIZAJE
1.- Encierra en un círculo cada uno de los números que has señalado con el signo más (+)
2.- Suma los círculos que hay en cada columna.
3.- Coloca estos totales en la gráfica. Así comprobarás cual estilo o estilos de aprendizaje
prefieres.
I II III IV
3 10 2 1
5 16 4 8
7 18 6 12
9 19 11 14
13 28 15 22
20 31 17 24
26 32 21 30
27 34 23 38
35 36 25 40
37 39 29 47
41 42 33 52
43 44 45 53
46 49 50 56
48 55 54 57
51 58 60 59
61 63 64 62
67 65 66 68
74 69 71 72
75 70 78 73
77 79 80 76
Totales:
Grupo Activo Reflexivo Teórico Pragmáticos
http://html.rincondelvago.com/aprendizaje-y-uso-de-tecnicas-de-estudio-en-estudiantes-de-
bachillerato.html
98
1. Cada palabra que se desea aprender se coloca en una ficha. Por un lado que
será el frente se escribe la palabra en letras de molde, grandes y con marcador
de color, en inglés. Por el otro lado, que será el reverso, se escribe el equivalente
en español, en letras de molde, del mismo tamaño, pero con marcador de otro
color (el mismo color para todas las palabras en el mismo idioma).
2. Las fichas se colocan en el compartimiento 1. (Máximo entre 30 y 40 fichas cada
vez)
Compartimientos
Centímetros 1 2 5 8 14
Apéndice II:
Gramática
110
INTRODUCCIÓN
CLASES DE PALABRAS
indeterminados a / an
4. always ___________________
Jean and Pierre are exchange students at the Universidad Simón Bolívar.
They come from France. This is their first time in Venezuela. They really like the
university but they don't like the traffic. It is a problem for them to come to the
university because they don't have a car. They share an apartment in Chacaíto
where it is easy to take the University Bus.
Artículos determinados
indeterminados
Cuantificadores
Adjetivos
Adverbios
Preposiciones
Conjunciones
112
EL NOMBRE.
Ejercicio 4: Observa los ejemplos y subraya con una línea los nombres
concretos y los abstractos con dos.
Charlotte Bronte
Honore de Balzac
"…in giving me the prize they have taken into account the
literature of the sub-continent and have awarded me as a way of
awarding all of this literature"
También se pueden utilizar otros elementos tales como medidas más específicas.
Los nombres contables pueden tener una forma plural, no así los no contables.
Español Inglés
Un Pan o [varios] panes Bread, a slice of bread, a loaf of bread.
Un Café o [varios] cafés Coffee, some coffee, a cup of coffee
Sin embargo, existen algunas reglas para formar los plurales de los nombres
regulares e irregulares. En la mayoría de los casos se agrega s o es al nombre, pero
fíjate que en el ejemplo anterior, man es singular y men es plural. Pasemos ahora
a las regla del plural.
Irregulares
Sufijos
Los sufijos son "partículas" que van al final de la palabra y nos dan información
acerca de su clase y significado. En español, por ejemplo, el sufijo –dad indica que
la palabra es un nombre, a menudo de naturaleza abstracta, como en libertad,
bondad, igualdad. Lo mismo sucede en inglés. Estas son algunas de las
terminaciones más comunes para los nombres en inglés.
EL ARTÍCULO
A car stopped here half an hour ago>>> Un carro se paró aquí hace media hora.
Me gustan los perros (en general, cualquier perro) en ingles debo decir I like dogs
sin artículo alguno. Esto es lo que se conoce como el artículo cero y a menudo se
representa en libros de gramática con el símbolo Ø
1. _______ eye
2. _______ car
3. _______ animal
4. _______ student
5. _______ book
6. _______ hour
Ir a la cama Go to bed
Ir a la casa/ Estar en la casa Go home/ be home
Ir a la iglesia/ Estar en la iglesia Go to church / be in chuch
Ir a la cárcel / Estar en la cárcel Go to jail / be in jail
Ir al trabajo / Estar en el trabajo Go to work / be at work
inglés español
Tomado de http://www.penguindossiers.com/archive-frameset.asp
¿Cuál es la regla?
Contable No contable
singular plural
Sin artículo cars, books air
a / an a car, a book
the the car, the book the cars, the books the air
Escríbelas aquí:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
119
Artículos demostrativos
1.
2.
3. 4.
Cercano Lejano
Singular
Plural
120
EL ADJETIVO
José drives a red car. (not a blue one). >>>>>>>> José maneja un carro rojo
The new cars are red. >>>>>>>>>>>>>>>> Los carros nuevos son rojos.
The car is red. >>>>>>>>>>>>>>>>>>>> El carro es rojo
1. Studying a career and having a job at the same time can be difficults.
_____________
2. Many students need help economic to complete their studies. _____________
3. Surviving through university studies easy. _____________
4. Some students might feel stresseds because of this situation. _____________
5. But there are options different for these students, such as study grants or in-
campus jobs. _____________
Sufijos
The movie was interesting but I was >>>>>> La película era interesante
tired pero yo estaba muy cansado.
interested interesting
boring bored
frustrating frustrated
terrifying terrified
disappointing disappointed
shocking shocked
frightening frightened
annoying annoyed
relaxing relaxed
amazing amazed
122
Ejercicio 13: Selecciona el adjetivo que mejor completa cada una de las
siguientes oraciones. Tienes que decidir entre un adjetivo terminado en –
ed o uno terminado en –ing.
happy unhappy
A los adjetivos se les puede agregar los adverbio so y very para intensificar.
Funcionan de la misma manera que TAN y MUY en español.
Ejemplo:
The movie is very interesting The film was so boring that I fell asleep!
Los comparativos
Mike is taller than Robert, Mike es más alto que Roberto, pero
but Robert is more intelligent than Roberto es más inteligente que Mike.
Mike.
Iris is beautiful, but her sister is Iris es Hermosa, pero su hermana es
more beautiful than her. más hermosa que ella.
Alaska is colder than California. Alaska es más frío que California.
A Ford Mustang is faster than a Un Ford Mustang es más rápido que un
Fiat Palio, and more expensive too. Fiat Palio, y es más costoso además.
¿Cuál es la regla?
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Igualdad
Inferioridad
Si Paul no es tan responsible como Mark, es lo mismo decir que Mark es más
responsable que Paul. También pudiesemos decir que Paul is less responsable than
Mark.
Los superlativos
Brazil is the largest country in South America. (Brazil vs. todos los países de Sur
América).
Miguel is the tallest in his family. (Miguel vs. todos los miembros de la familia)
The Metamorphosis the most interesting book that I have read. (El libro La
metamorfosis vs. todos los otros libros que he leído).
¿Cuál es la regla?
Adjetivos posesivos
My cellphone is cool.
Her dress is nice.
That book is my X
Her is nice. X
127
inglés español
my mi, mis
your tu, tus
her su, sus (de ella)
his su, sus (de él)
our nuestro, nuestros/as
your su, sus (de ustedes)
their su, sus (de ellas o de ellos)
Pueden ser adjetivos posesivos si va delante del nombre. Ej. My job . Pero si
van sustituyendo al nombre se llaman pronombres posesivos. Ejemplo. The job is
mine.
La ‘s indica que lo que sigue está en relación de partencia con lo que antecede.
Laura’s room
LOS PRONOMBRES
They are going to wash the dishes They are going to wash them
Ejemplo
Your grade is better than mine Tu nota es major que la mía.
I forgot my dictionary, Can you lend me yours?. Se me olvido el diccionario, ¿me
puedes prestar el tuyo?
129
6. I don't know why Jessica isn't here yet. I told Jessica not to be _________
late.
mine mío
yours tuyo
his suyo (de él)
hers suyo (de ella)
its suyo (de inanimado)
ours nuestro
theirs suyo (de ellos / ellas)
who persona
which cosa
where lugar
Recuerda: Los pronombres relativos son iguales tanto para el singular como para el
plural
Ejercicio 21: Completa las siguientes oraciones con el pronombre relativo que
mejor corresponda.
Ejercicio 22: Completa esta tabla resumen con los pronombres que falten.
CUANTIFICADORES
EL ADVERBIO
¿Cuál es la regla?
Adjetivo Adverbio.
easy
nice
careful
angry
terrible
fast
hard
recent
beatiful
skillful
rapid
loud
134
El VERBO
Es una clase de palabra que expresa las acciones (cantar, correr, etc.), estados (ser,
estar, parecer,) procesos ( comenzar, etc.)
Léxicos
Los verbos léxicos pueden ser reconocidos por los siguientes prefijos o
terminaciones:
Auxiliares
Se combinan con verbos léxicos para formar tiempos verbales compuestos
(ya veremos más adelante). Sirven para hacer preguntas, negar y dar respuestas
cortas con verbos que no sean modales o el BE.
Ejercicio 26: Completa los espacios con la forma correcta del verbo be.
PRESENTE
INGLES ESPAÑOL
PRESENTE SIMPLE I work here
PRESENTE CONTINUO I am working here
I work
you work
He works
She works
It works
We work
They work
137
Las reglas para determinar cuando se agrega –s o –es son muy similares a
las reglas que rigen los plurales de los nombres. ¿Recuerdas esas reglas?
I, you do don't
He, she it does doesn't
We they do don't
PASADO
INGLES ESPAÑOL
PASADO SIMPLE I worked here
PASADO CONTINUO I was working here
BE en pasado
Ejemplos:
I was I wasn’t
He was He wasn’t Was he?
They were They weren’t Were they?
Regulares
Irregulares
Ejercicio 29: Completa las siguientes oraciones con el pasado de los verbos
en paréntesis.
I, you
He, she it did didn't
We they
FUTURO
Ejercicio 30: Une con una línea los enunciados de la columna A y B. Luego
escribe toda la oración y utiliza going to + v para la segunda mitad como
se muestra en el ejemplo.
A B
Maggie is hungry See the doctor
We want to see the soccer game Ask for help
My car needs gasoline Turn the sports channel on
I don’t understand the math exercises Eat a snack
Thomas is sick leave
The party is boring Go to the gas station
140
Dear, Bertha,
Love,
Diana.
Participios pasados
brought
put
become worn
go become
bring sent
throw thrown
put sold
begin gone
give given
sell begun
send putted
wear threw
brang
became
went
Verbos especiales
Make, do, say, tell y have son verbos que a menudo se prestan a confusión.
Make: Crear o construir. Hacer a alguien hacer algo. Producir o causar una
emoción en alguien.
Sara makes delicious cakes.>>>>>>>>>>>>>>>>Sara hace tortas deliciosas.
The best toys in the world are made in Taiwan.>>>Los mejores jugetes del mundo
son hechos en Taiwan
My mother made me wash the car.>>>>>>>>>Mi madre me hizo lavar el carro.
The smiles of children always make me happy.>>>>Las sonrisas de los niños
siempre me hacen feliz.
Her indifference made me sad. >>>>>>>>Su indiferencia me entristeció.
Do: Hacer una actividad o acción. También para referirse a la ocupación de una
persona.
What are you doing?>>>>>>>>>>>>>>>>>>>>Qué estás haciendo?
I’m doing my homework.>>>>>>>>>>>>>>>>>Estoy haciendo la tarea.
What does your father do?>>>>>>>>>>>>>>>> Qué hace tu papa? (a qué se
dedica?)
He’s a teacher.>>>>>>>>>>>>>>>>>>>>>> El es profesor.
142
friends
a sound
money
Someone
do a suggestion
something
Make
something about a
problem
the dishes
your/his/her,
etc.
homework
Do
143
PREPOSICIONES
Ejercicio 33: Agrupa las preposiciones del cuadro en la tabla que se presenta
a continuación. Algunas pueden estar en dos columnas a la vez.
for : se usa para referirse a un período de tiempo: a year, an tour, six weeks.
I have worked here for two years.
Since: se usa para referirse a un punto en el tiempo: July, yesterday, last year.
I work here since 2006.
In - On - At (Lugar)
x
x
In on at
In In a city, in a state, in a room, in a country, in a house, in an apartment,
in a college, in the mountains, in a desert, in a book, in a magazine, in a
car, in a taxi.
On On an avenue, on a street, on a river, on a lake, on a beach, on a slip, on a
plane, on a bus, on the right, on the left, on a corner, on vacation, on a
trip, on holidays, on the 2nd/3rd floor, on channel 2
At At 24 Main St, at home, at work, at school, at church, at the airport, at a
university, at 16 (de edad)
In - On - At (tiempo)
In Un período In winter, in may, in 1991, in the morning, in the evening, in
de tiempo the future, in five minutes.
On Un día o On Monday, on March 5, on weekends, on weekdays, on time, on
una fecha the phone
at Un punto At midnight, at noon, at night, at 12.30, at a time, at any time,
en el at the end of the year.
tiempo
(Cuadros adaptados de Mackey, D. & A. Sökmen More Grammar Plus Longman 1996)
144
Ejercicio 34: Completa las siguientes oraciones con las preposiciones del
cuadro.
In on at after before by
CONJUNCIONES
Entre las más comunes están las siguientes.
Ejercicio 35: Agrega una de las conjunciones del cuadro para unir las
siguientes oraciones.
2. You can give her a present ______ you can give her the money to buy it.
5. People want to have better jobs ______ they want to make money.
ORACIONES
Afirmativas
Is my friend X
He is my friend
El orden del objeto directo e indirecto puede ser diferente al español. Ejemplo
Negativas
Si hay verbo be
Verbos en pasado
I didn't do it.
Jane didn't have time to finish
Ejercicio 38: Estas oraciones son falsas. Corrígelas para hacerlas verdaderas.
Ejemplo:
Birds fly under water.
___________No, they don’t fly under water. They fly in the air.__________________
Juan Carlos
lives Valencia
graduated UCV
profession Engineer
plans Move to New York - Start his own business
abilities Speak Italia- Drive
likes Rock, action movies.
Es posible usar there are / were con cuantificadores como en los siguientes
ejemplos.
English is spoken in Australia (es obvio que por la gente que vive en Australia)
The man was arrested. (es obvio que lo arrestó la policía)
The famous picture was stolen. (no se sabe quien la robó)
Paper and plastic are recycled in some cities. (no sabemos exactamente cuales
ciudades y quiénes)
Para formar la voz pasiva es necesario usar el verbo BE y el participio pasado del
verbo.
Escribe en los espacios el verbo be y las formas de participio pasado de los ejemplos
1-4.
BE Participio pasado
1.
2.
3.
4.
Presente _______________________________________________________________
Pasado _______________________________________________________________
150
¿Cuál es la regla?
Además de invertir el orden del sujeto y el objeto, hay otras reglas para formar una
oración pasiva. ¿Podrías formular la regla para la construcción de pasivas?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Ejercicio 42: Lee las siguientes oraciones e identifícalas como pasivas o activas
marcando con una tilde la columna correspondiente.
A P
Richard G. Drew (1886-1956) invented masking tape and clear
adhesive tape
The first working aeroplane was invented, designed, made, and flown
by the Wright brothers
The aqualung … was invented in 1943 by Jacques-Yves Cousteau and
Emile Gagnan.
Liquid Paper was invented in 1951 by Bessie Nesmith (1922-1980).
Sundbach sold these fasteners to the US Army…
He called his invention the Hookless 2
Hunt invented the safety pin in order to pay a debt of $15…
In 1873, Strauss patented the idea of using copper rivets at the stress
points of sturdy work trousers.
The first bags were made from silk.
Ejercicio 43: Cambia las siguientes oraciones según sea el caso de activas a
pasivas o de pasivas a activas.
Preguntas
En presente
Con be
Con WHAT, WHEN, WHERE, WHO, WHY, HOW + palabra (how old, how many,
how often, how long, how much)
En pasado
Las reglas son las mismas que para formular preguntas en presente pero
utilizando las formas en pasado de be y do. Escribe los ejemplos de la sección de
preguntas en presente en los espacios correspondientes cambiándolas a pasado.
Con Be
_____________________________________________________________________________
____________________________________________________________________________
Con WHAT, WHEN, WHERE, WHO, WHY, HOW + palabra (how old, how many,
how often, how long, how much)
_____________________________________________________________________________
____________________________________________________________________________
1. A: ________________________________________________________________?
B: My grandfather died when I was 10. It was really sad.
2. A: ________________________________________________________________?
B: I liked children songs, you know, like Old McDonald and staff.
3. A: ________________________________________________________________?
B: My favorite food was potato chips.
4. A: ________________________________________________________________?
B: My brothers and I played baseball and soccer.
5. A: ________________________________________________________________?
B: No, I didn't. We had a cat instead.
153
English Spanish
7 adjectives used in paragraph 1:
8 nouns in paragraph 2: