Folleto de Inglés Iv 2012

SEP CENTRO DE BACHILLERATO TECNOLGICO industrial y de servicios N 84
DGETI
FOLLETO DE: INGLS IV
LA PIEDAD, MICHOACN.
FEBRERO 2012
SEP CENTRO DE BACHILLERATO TECNOLGICO industrial y de servicios N 84
DGETI
FOLLETO DE: INGLS IV

REALIZADO DE ACUERDO CON EL PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLGICO ELABORADO POR: M.A. RICARDO CHVEZ MELNDEZ
LA PIEDAD, MICHOACN.
FEBRERO 2012
INDICE INTRODUCCIN......................................................................................................................... i FUNDAMENTO .......................................................................................................................... ii OBJETIVOS .............................................................................................................................. iii UNIDAD I ................................................................................................................................. 1 Todas las estructuras gramaticales vistas en los semestres anteriores (*). ................................ 2 Objetivo 1.1 Presente del verbo To be (present of To be)* ............................................... 2 Objetivo 1.2 Tiempo presente simple (simple present tense)* ................................................ 4 Objetivo 1.3 Tiempo presente continuo (present continuous tense)* ...................................... 6 Objetivo 1.4 Pasado del verbo To be (past of To be)* ...................................................... 7 Objetivo 1.5 Tiempo pasado simple (simple past tense)* ....................................................... 8 Objetivo 1.6 Tiempo pasado continuo (past continuous tense)*............................................ 10 Vocabulario y Ejercicios ........................................................................................................ 11 Sitios web recomendados ..................................................................................................... 12 UNIDAD II .............................................................................................................................. 13 Objetivo 2.1 Futuro Will (future with Will)* .................................................................... 14 Objetivo 2.2 Futuro idiomatico going to (future with going to)* ....................................... 16 Objetivo 2.3 Be able to (el pospretrito de can)*............................................................ 17 Objetivo 2.4 Primer condicional (First conditional)* .............................................................. 18 Objetivo 2.5 Tiempo presente perfecto (present perfect tense)* ........................................... 19 Objetivo 2.6 Tiempo pasado perfecto (past perfect tense) .................................................... 20 READING: THE PAST PERFECT TENSE. ................................................................................. 22 Vocabulario y Ejercicios ........................................................................................................ 23 Sitios web recomendados ..................................................................................................... 24 UNIDAD III ............................................................................................................................. 25 Objetivo 3.1 Voz pasiva en presente (passive voice in present) ............................................. 26 Objetivo 3.2 Voz pasiva en pasado (passive voice in past) .................................................... 29 Objetivo 3.3 Tag questions (short questions)....................................................................... 33 Objetivo 3.4 Segundo Condicional (present unreal conditional: would, could, might). ............. 37 Objetivo 3.5 Tercer condicional (past unreal conditional) ...................................................... 40 Objetivo 3.6 Clusulas o proposiciones relativas, definidas y no definidas (who, whom, whose, what, which, that) ............................................................................................................... 42 Vocabulario y Ejercicios ........................................................................................................ 48 Sitios web recomendados ..................................................................................................... 49 CONCLUSIONES ...................................................................................................................... 50 GLOSARIO .............................................................................................................................. 51 BIBLIOGRAFIA ........................................................................................................................ 53 ANEXOS ................................................................................................................................. 54 1 LISTA DE VERBOS REGULARES ....................................................................................... 54 2 LISTA DE VERBOS IRREGULARES ................................................................................... 60
INTRODUCCIN
El psiclogo Odgen y el pedagogo Richards, ambos britnicos, publicaron Ingls Bsico al final de la dcada de 1920, siendo esta publicacin una simplificacin del ingls. Este se utiliza principalmente en la enseanza del idioma ingls como una segunda lengua, para que de esta manera el ingls se convirtiera en la lengua internacional. La internacionalizacin del idioma Ingls es un hecho que no se puede negar y mucho menos ignorar, esto no tiene ni un ao ni una dcada que ha empezado. Gracias a la ayuda de los medios masivos de comunicacin como la radio y la TV, este idioma ha penetrado en cada rincn de la tierra, pero principalmente el cine (Hollywood) con toda su magia ha impactado a nios y adultos, a hombres y mujeres, donde el idioma Ingls es el que prevalece. Ahora con la TV satelital o por cable, se tienen un sin fin de canales, donde la mayor parte de los programas tambin estn en idioma Ingls. Esto enfatiza que se debe conocer y dominar este idioma. La sociedad mexicana esta sufriendo una transformacin, la globalizacin esta aqu, el TLC con Estados Unidos de Norteamrica y Canad nos exige el dominio del idioma Ingls, y as estar en iguales condiciones al competir en los mercados laborales. En el 2006 se abrirn las fronteras con estos dos pases para el libre transito de trabajadores, as que si algn mexicano, canadiense y estadounidense compiten por el mismo empleo, el que sea bilinge de los tres tiene mayores oportunidades conseguir el empleo. Para obtener informacin actualizada, se recurre a los libros, donde la mayor parte de la bibliografa esta en ingls, o a la Internet donde tambin las paginas Web y los documentos electrnicos estn en ingls. La Internet es otra historia, por ella se ofrecen cursos a distancia para aprender el idioma Ingls, traductores, software con correccin de pronunciacin, etc., un sin fin de herramientas para llegar al dominio del idioma Ingls. La Internet es una prueba que la globalizacin esta aqu, y que nos ratifica que el idioma Ingles es indispensable, ya que es el idioma universal. La necesidad de preparar a los estudiantes de bachillerato en el dominio del idioma Ingls se ve ratifica con LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLGICO, donde se ampliaron los semestres de dos a cinco. Dando la oportunidad al estudiante de dominar el idioma Ingls es sus cuatro formas (hablar, escuchar, escribir y leer) al terminar su bachillerato; y as poder competir en un mercado laboral cada vez ms competitivo.
FUNDAMENTO
La necesidad de tener una base gramatical para la enseanza del idioma ingles y el contar con una gua actualizada de acuerdo al PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLGICO DE INGLES IV en el C.B.T.I.S. N 84 de la Piedad Michoacn, ha motivado a la creacin de este folleto. Asimismo, el contar con un estndar para los profesores de la academia de ingls como una base para el aprendizaje significativo, coadyuva a la unificacin de criterios, formas de evaluacin y objetivos de la misma academia. Tambin el tener un folleto con el cual el alumno aprenda la gramtica incluida en EL PROGRAMA DE ESTUDIOS DE INGLES IV, adems del vocabulario y algunas estrategias de lectura para facilitar la comprensin de textos en el idioma Ingls, representa una herramienta fundamental para reforzar el conocimiento factico en el alumno.
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OBJETIVOS
El objetivo general de este folleto es el de contar con una gua practica de acuerdo al PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLGICO DE INGLES IV.
El presente folleto tiene como objetivos especficos: 1. 2. Contar con una gua estndar del contenido del PROGRAMA DE ESTUDIOS DE INGLES IV para los profesores de la academia de ingles del CBTIS N 84. Proporcionar el conocimiento bsico gramatical de los conceptos fundamentales del PROGRAMAS DE ESTUDIO DE LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLGICO al alumno. Facilitar al alumno el programa desarrollado as como las fuentes de informacin donde se encuentran los conceptos incluidos en los temas fundamentales: APROVECHAMIENTO Y PRESERVACION DE RECURSOS, y SOCIEDAD DEL CONOCIMIENTO. Ayudar al profesor en la labor de facilitador, para que de esta forma el alumno construya su propio conocimiento. Establecer un estrecho y fuerte vnculo entre maestro estudiante, y eliminar cualquier barrera existente para una optima comunicacin entre ambos, y de esta manera asegurar que el aprendizaje significativo sea efectivo.
3.
4. 5.
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M.A. RICARDO CHAVEZ MELENDEZ
INGLES IV
UNIDAD I
OBJETIVO: En la presente unidad el alumno repasar las nociones gramaticales del Presente del verbo To be, Tiempo presente simple, Tiempo presente continuo, Pasado del verbo To be, Tiempo pasado simple y Tiempo pasado continuo, en sus 3 formas (afirmativo, negativo e interrogativo).
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Todas las estructuras gramaticales vistas en los semestres anteriores (*).

Objetivo 1.1 Presente del verbo To be (present of To be)*
To be in present has 3 forms (AM, IS, ARE). (Long form) I YOU HE SHE IT WE THEY AM ARE IS IS IS ARE ARE (YO SOY, YO ESTOY) (TU ERES, TU ESTAS; USTEDES SON, USTEDES ESTAN) (EL ES, EL ESTA) (ELLA ES , ELLA ESTA) (ES , ESTA; COSA O ANIMAL) (NOSOTROS SOMOS, NOSOTROS ESTAMOS) (ELLOS{AS} SON, ELLOS{AS} ESTAN) (Negative contracted form of To Be) IM NOT YOU ARENT HE ISNT SHE ISNT IT ISNT WE ARENT THEY ARENT
(Contracted form) IM YOURE HES SHES ITS WERE THEYRE
Statements: Affirmative, negative and interrogative forms. Affirmative: Negative: Interrogative:

(Subject / Noun) + (To Be) + (complement). (Subject / Noun) + (To Be) + (not) + (complement). (To Be) + (subject / Noun) + (complement)?
EXAMPLES:
Affirmative: Negative: Interrogative:
The teacher is over there. The teacher is not over there. Is the teacher over there?
Affirmative: Negative: Interrogative: Affirmative: Negative: Interrogative:
I am a high school student. I am not a high school student. Am I a high school student? You are my best classmate. You are not my best classmate. Are you my best classmate?
Yes/no questions ask for information that can be answered by yes or no. In a yes/no question, the verb comes before the subject.
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Affirmative Questions Questions

Am I early? Is he Japanese? Is she a scientist? Is it late? Are you students? Are those boys twins?
Am I late? Are you from Japan? Is it cold? Yes, Yes, Yes, Yes, Yes, Yes, you are. he is. she is. it is. we are. they are.
Affirmative
affirmative answers
Yes, you are. Yes, I am. Yes, it is. No, No, No, No, No, No,
Negative
negative answers
you're not. he's not. she's not. it's not. we're not. they're not.
No, you aren't. No, I'm not. No, it isn't.
or
No, No, No, No, No, No,
you aren't. he isn't. she isn't. it isn't. we aren't. they aren't.
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Objetivo 1.2
Tiempo presente simple (simple present tense)*
Simple Present Tense (Affirmative, negative and interrogative forms, short answer yes/no).

(Subject / Noun) + (Verb) + (complement). (Subject / Noun) + (Do / Does) + (not) + (Verb) + (complement). (Do / Does) + (subject / Noun) + (Verb) + (complement)?
Affirmative and Negative Statements. The simple present tense is used to describe everyday activities. It is also used to express opinions and to make general statements of fact. With some verbs, the simple present shows an existing condition (something that is happening now). The chart below gives some examples.
Everyday Activities Opinions
examples She wears jeans to class. Betty and Ellen often study together. I don't like the instructor. He doesn't teach math very well.
notes An object often follows the verb. In negative statements, do or does comes before not. The main verb has no -s ending. In third-person singular subjects, the verb ends in -s. (See Spelling Rules and Pronunciation Note.)
Statements Lu speaks three languages. of Fact Mr. Michaels teaches math and
advises students.
Existing I hear music. Some other verbs that describe an Conditions He doesn't understand your question. existing condition: like, want, seem,
We need a break. know, and believe. Spelling Rules for s Ending For the third-person singular verb form, follow these spelling rules: 1. If the simple form of a verb ends in y after a consonant, change the y to i and add es. examples: carry / carries try / tries 2. If the simple form of a verb ends in s, -z, -sh, -ch, -x, or o (after a consonant), add -es. examples: teach / teaches pass / passes go / goes 3. There are two irregular verb forms. be / is have / has
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INGLES IV
4. In all other cases, add -s to the simple form. examples: wear / wears work / works pay / pays Pronunciation Note The -s ending is pronounced three ways, according to the ending of the verb: 1. /iz/ after -ch, -sh, -s, -x, and -z endings
examples: teaches, washes, kisses, boxes, buzzes

2. /s/ after voiceless endings: p, t, k, or f
examples: stops, hits, looks, laughs

3. /z/ after voiced consonant endings
examples: calls, listens, plays, sounds, runs

Yes / No Questions and Short Answers In simple present yes/no questions, a form of the verb do comes before the subject with verbs other than be. Use does with he, she, it, and do with I, you, we, they. The main verb has no -s ending. A form of do appears in short answers. examples possible answers Affirmative Negative Do I turn here? Yes, you do. No, you don't. Does he do good work?* Yes, he does. No, he doesn't. Affirmative Does she study a lot? Yes, she does. No, she doesn't. Questions Does it work? Yes, it does. No, it doesn't. Do we need our umbrellas? Yes, you do. No, you don't. Do you have change for a dollar? Yes, I do. No, I don't. Do they know the address? Yes, they do. No, they don't. *When do is the main verb, a form of do appears twice.
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Objetivo 1.3
Tiempo presente continuo (present continuous tense)*

THE PRESENT CONTINUOUS TENSE

(Subject / Noun) + (To Be) + (verb -- ing) + (complement). (Subject / Noun) + (To Be) + (not) + (Verb -- ing) + (complement). (To Be) + (subject / Noun) + (Verb -- ing) + (complement)?
To be in present has 3 forms (AM, IS, ARE). I YOU HE SHE IT WE THEY AM ARE IS IS IS ARE ARE (YO SOY, YO ESTOY) (TU ERES, TU ESTAS; USTEDES SON, USTEDES ESTAN) (EL ES, EL ESTA) (ELLA ES , ELLA ESTA) (ES , ESTA; COSA O ANIMAL) (NOSOTROS SOMOS, NOSOTROS ESTAMOS) (ELLOS{AS} SON, ELLOS{AS} ESTAN) Spelling Rules for ing Verbs 1. If the simple form ends in silent -e after a consonant, drop the -e and add -ing. examples: have / having sneeze / sneezing 2. If the simple form ends in -ie, change the -ie to y and add -ing. examples: die / dying untie / untying 3. If the simple form has one syllable and ends in one consonant after one vowel, double the last consonant (except x) and add ing. examples: get / getting run / running
Note: The letters w and y at the end of a word are considered vowels, not consonants. examples: row / rowing play / playing
4. If the simple form ends in an accented (stressed) syllable, follow the rule above for one final consonant after one vowel. example: begin / beginning
Note: If the last syllable is not accented, just add -ing. example: happen / happening
5. For all other verbs add -ing to the simple form. examples: walk / walking eat / eating
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Objetivo 1.4
Pasado del verbo To be (past of To be)* TO BE

Past (Era o Estaba) was, were Was not = wasnt Were not = werent
Present (Ser o Estar) Is, Am, Are
Affirmative, negative and interrogative statements.
AFF. (Subject / Noun) + (Was/Were) + (complement). NEG. (Subject / Noun) + (Was/Were) + (not) + (complement). INT. (Was/Were) + (Subject / Noun) + (complement)?
Examples:
AFF. NEG. INT. AFF. NEG. INT.
Children were intelligent in the elementary school. Children were not intelligent in the elementary school. Were children intelligent in the elementary school? Cat was under the table last night. Cat was not under the table last night. Was cat under the table last night?
I WAS YOU WERE HE WAS SHE WAS IT WAS WE WERE THEY WERE
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Objetivo 1.5
Tiempo pasado simple (simple past tense)*

Present Do Do not = Dont (Auxiliary) Past Did Did not = Didnt
Affirmative, negative and interrogative statements.
AFF. (Subject / Noun) + (Verb in past) + (complement). NEG. (Subject / Noun) + (Did) + (not) + (Verb in present) + (complement). INT. (Did) + (Subject / Noun) + (Verb in present) + (complement)?
REGULAR VERBS: To write a verb in past , only add at the end ed. (WORK WORKED) IRREGULAR VERBS: When these verbs are written in past tense, they change all their grammatical structure. (GO WENT) Statements with Regular Verbs Use the simple past tense to talk about completed past events and activities. The chart below gives some examples.
Affirmative
Negative
I usually helped in the kitchen. My mother knitted and sewed. We listened to music and discussed current events. The children played games. My father decided we didn't need television. We didn't order pizza from a restaurant. Your family didn't own a computer. My parents didn't talk much.
For negative past tense verbs, use didnt before the simple form of the main verb.
Spelling Rules for -ed Endings 1. If the simple form of a verb ends in y after a consonant, change the -y to i and add -ed. examples: try / tried carry / carried knit / knitted 2. If the simple form of a verb of one syllable ends in one consonant after a vowel, double the last consonant (except x) and add -ed. examples: plan / planned stop / stopped Note: The letters w and y at the end of words are vowels, not consonants. examples: row / rowed play / played 3. If the simple form of a verb ends in an accented (stressed) syllable, follow the rule above for
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one final consonant after one vowel.
examples: permit / permitted
prefer / preferred
4. If the simple form of a verb ends in -e, add only -d. examples: tie / tied change / changed 5. Add -ed to the simple form of all other regular verbs. examples: want / wanted ask / asked belong / belonged Pronunciation Note The -ed ending is pronounced three ways, according to the end of the verb: . /ed/ after d, and t endings examples: existed, knitted, needed, wanted . /t/ after voiceless endings examples: cooked, helped, talked, washed, watched /d/ after voiced endings examples: argued, danced, listened, lived, played, sewed
Coffee: It's Not Just for Breakfast Anymore...
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Objetivo 1.6
Tiempo pasado continuo (past continuous tense)*

PAST CONTINOUS TENSE
AFFIRMATIVE, NEGATIVE AND INTERROGATIVE FORMS
AFF. (Subject / Noun) + (Was / Were) + (Verb ing) + (Complement). NEG. (Subject / Noun) + (Was / Were) + (not) + (Verb ing) + (Complement). INT. (Was / Were) + (Subject / Noun) + (Verb ing) + (Complement)?
The past continuous tense describes activities in progress (happening) at a specific time or during a period of time in the past. It consists of a past form of the verb be before the -ing form of a verb. I was standing in line. Use contractions with forms of be + The guard was sitting in a chair. not. Statements He wasn't paying attention. The tellers weren't screaming. Yes/No Was the child crying? In a question, was or were comes Questions Were the witnesses talking? before the subject (except a question-word subject). Who was carrying weapons? With who or what as the subject, use Information What were the suspects wearing? a singular verb. Questions What was the guard doing? There were two men holding guns. there is/are Was there anyone helping the guard? Coming Soon to a Hospital Near You...
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And Here You Thought They Used Nuclear Power...
Vocabulario y Ejercicios
VOCABULARIO DE LA UNIDAD I Pasado participio de verbos regulares e irregulares. Preposiciones: of, by. Materiales: Wood, plastic, iron, leather, etc. Ejercicios: 1. Put the verbs into the simple past: a) Last year I (go) _______________ to England on holiday. b) It (be) _______________ fantastic. c) I (visit) ____________ lots of interesting places. I (be) __________ with two friends of mine. d) In the mornings we (walk) _______________ in the streets of London. e) In the evenings we (go) _______________ to pubs. f) The weather (be) _______________ strangely fine.
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g) It (not / rain) _______________ a lot. h) But we (see) _______________ some beautiful rainbows. i) Where (spend / you) _______________ your last holiday? 2. Put the sentences into simple past. i. We move to a new house. _____________________________ ii. They bring a sandwich. _____________________________ iii. He doesn't do the homework. _____________________________ iv. They sell cars. _____________________________ v. Does he visit his friends? _____________________________ 3. Write sentences in simple past. A. Janet / miss / the bus _____________________________ B. She / tidy / her room _____________________________ C. Nancy / watch / not / television _____________________________ D. She / read / a book _____________________________
Sitios web recomendados

Verbo to be en presente http://www.eclecticenglish.com/grammar/PresentSimpleToBe1A.html http://www.grammar.cl/Present/To_Be.htm Presente simple http://www.englishpage.com/verbpage/simplepresent.html http://www.englishclub.com/grammar/verb-tenses_present.htm Presente continuo http://www.englishpage.com/verbpage/presentcontinuous.html http://esl.about.com/od/grammarstructures/a/prescont.htm Verbo to be en pasado http://esl.about.com/library/beginner/blwas.htm http://www.grammar.cl/Past/To_Be.htm Pasado simple http://www.theyellowpencil.com/grampasadosimple.html http://www.englishpage.com/verbpage/simplepast.html Pasado contino http://www.youtube.com/watch?v=wbvm3AbfEp4&feature=related http://www.youtube.com/watch?v=KtB87Zzq-G8
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UNIDAD II
OBJETIVO: En esta unidad el alumno aprender las nociones gramaticales del tiempo pasado perfecto, adems de repasar las ya vistas como futuro will, futuro idiomtico going to, be able to, primer condicional, tiempo presente perfecto, como requisito para facilitar la comprensin de las subsecuentes estructuras gramaticales.
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Objetivo 2.1
Futuro Will (future with Will)*

THE FUTURE TENSE (EL TIEMPO FUTURO)
AFFIRMATIVE
I will You will He will She will It will We will You will They will
NEGATIVE Long form Contracted form

I will not You will not He will not She will not It will not We will not You will not They will not I wont You wont He wont She wont It wont We wont You wont They wont

(Subject / Noun) + (Will) + (Verb) + (complement). (Subject / Noun) + (Will) + (not) + (Verb) + (complement). (Will) + (subject / Noun) + (Verb) + (complement)?
Se forma el tiempo futuro (future) con el auxiliar will, seguido del infinitivo sin la partcula to. El auxiliar will corresponde a las terminaciones , s, , emos, n. Se forma la contraccin en afirmativo juntando el pronombre y el auxiliar will.
Afirmativo sin contraccin
Afirmativo con contraccin

trabajar trabajars l trabajar ella trabajar trabajar trabajaremos. Uds. trabajarn ellos trabajarn
I will work you will work he will work she will work it will work we will work you will work they will work
trabajar trabajars l trabajar ella trabajar trabajar trabajaremos Uds. trabajarn ellos trabajarn
I'll work you'll work he'll work she'll work it'll work we'll work you'll work they'll work
Negativo sin contraccin
Negativo con
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La contraccin negativa de will not es won't. I will not work no trabajar you will not work no trabajars he will not work l no trabajar she will not work ella no trabajar it will not work no trabajar we will not work no trabajaremos you will not work Uds. no trabajarn they will not work ellos no trabajarn I won't work no trabajar you won't work no trabajars 14
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contraccin
Interrogativo
Recuerde el orden de las palabras para el interrogativo: auxiliar, sustantivo o pronombre, verbo. meaning future plans predictions
he won't work she won't work it won't work we won't work you won't work they won't work Will I work? Will you work? Will he work? Will she work? Will it work? Will we work? Will you work? Will they work?
l no trabajar ella no trabajar no trabajar no trabajaremos Uds. no trabajarn ellos no trabajarn trabajar? trabajars? trabajar l? trabajar ella? trabajar? trabajaremos? trabajarn Uds.? trabajarn ellos?
Will
requests
examples I'll see you tomorrow. = (I plan to see you tomorrow.) The movie won't be crowded. = (I predict the movie won't be crowded.) Will we get there on time? Will the package get there by Monday? It will probably get there on Tuesday. What will happen next? Will he die? (No, he won't). Will you fill up the tank, please? Will you please be quiet? If One Look Could Kill...
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Objetivo 2.2
Futuro idiomatico going to (future with going to)*

THE FUTURE: GOING TO
Statements: Affirmative, negative and interrogative forms.

Affirmative: Negative: Interrogative:
(Subject / Noun) + (To Be) + (Going to) + (Verb) + (complement). (Subject / Noun) + (To Be) + (not) + (Going to) + (Verb) + (complement). (To Be) + (subject / Noun) + (Going to) + (Verb) + (complement)?
You can use a phrase with a form of be + going to + a simple form of a verb to talk about future plans. These charts give some examples.
Statements
examples note So me friends are going to have a picnic. We're going to meet at the park. Affirmative There's going to be a barbecue on Saturday. In quick, informal speech, Ellen is going to help her parents. going to sounds like gonna. Do not use gonna in Hiroshi isn't going to cook. writing. There aren't going to be many people. Negative The friends aren't going to agree. I'm not going to go.
Yes/No Questions
examples
possible answers
Affirmative
Negative
Is Hiroshi going to cook? Is the barbecue going to be on Saturday? Are Ellen's friends going to go? Isn't Ellen going to come to the picnic? Isn't it going to rain on Saturday? Aren't they going to cook food?
Affirmative
Yes, Yes, Yes, Yes, Yes, Yes,
he is. it is. they are. she is. it is. they are.
No, he isn't. No, it isn't. No, they aren't. No, she isn't. No, it isn't. No, they aren't.
Negative
Information Questions Affirmative Negative

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examples What is Carlos going to make? Where are you going to meet? When is the barbecue going to start? Why aren't you going to come? Who isn't going to be there?
possible answers Guacamole. In the park. At five o'clock. I have to work. Ellen. 16
INGLES IV
Objetivo 2.3
Be able to (el pospretrito de can)*

TO BE ABLE
No hay infinitivo para los auxiliares can o could. Cuando se quiere traducir el infinitivo poder al ingls, hay que emplear el infinitivo to be able.
Ejemplo:
I'm going to be able. Voy a poder. THE CONDITIONAL OF CAN EL POSPRETRITO DE CAN
Puesto que el auxiliar can existe solamente en el presente (can) y en el pasado (could), se forma el pospretrito (conditional) empleando el verbo be able. Es decir, se tiene que emplear el auxiliar would seguido por el infinitivo to be able sin la partcula to. Hay que usar el infinitivo con la partcula to despus de las formas del verbo be able. Could tambin equivale al pospretrito de poder (podra), as es que existen dos maneras de traducir podra en ingls.
Ejemplos:
They could go. (or) They would be able to go. They couldn't go. (or) They wouldn't be able to go.
(Ellos{as} podran ir) (Ellos{as} no podran ir)
And We Wonder Why Aliens Don't Visit Us...
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Objetivo 2.4
Primer condicional (First conditional)*

FIRST CONDITIONAL PRIMER CONDICIONAL (If I, will you?) FORM:
WILL + INFINITIVE (WITHOUT TO) + IF + PRESENT TENSE
Example:
Will you help me if you arent busy? FUNCTION: You use the first conditional: examples to talk about the future possibility and its Ill phone you if I have to work late. likely result. to ask about a future possibility and its Will you need a new suit if you get the job? likely result. You can change the order of the two parts of the sentence. If I get the job, Ill need a new suit.
Remember!
Example: Examples:
* If youre not to busy, will you help me? * I wont do it if its difficult.
* If you say yes, Ill buy you lunch. * If you ask me nicely, Ill answer the question.
Write five (5) sentences: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
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Objetivo 2.5
Tiempo presente perfecto (present perfect tense)*

PRESENT PERFECT TENSE (AFFIRMATIVE, NEGATIVE AND INTERROGATIVE FORMS).
Affirmative, negative and interrogative forms.
AFF. (Subject / Noun) + (have / has) + (Verb in past participle) + (Complement). NEG. (Subject / Noun) + (have / has) + (not) + (Verb in past participle) + (Complement). INT. (Have / Has) + (Subject / Noun) + (Verb in past participle) + (Complement)?
The present perfect tense consists of have/has before the past participle form of a verb. examples notes Affirmative We've been here a year. Here are some past Statements She's worked a long time. participles: worked (work),
Negative I haven't seen them since last week. Statements
been (be), seen (see).
Yes/No Questions Tag Questions Information Questions there + be
Contractions, short answers, and tag questions with have/has are the same in the present perfect tense as in the present perfect continuous.
Have you lived here since January? We haven't gone out for a while, have we? Who have you met in the last few weeks? There haven't been any parties in weeks, have there? (No, there haven't.) A time expression with in is common in negative sentences.
Write five (5) sentences: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
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Objetivo 2.6
Tiempo pasado perfecto (past perfect tense)

THE PAST PERFECT TENSE EL ANTECOPRETRITO
Affirmative, negative and interrogative forms AFF. (Subject / Noun) + (had) + (verb in past participle) + (complement). NEG. (Subject / Noun) + (had) + (not) + (Verb in past participle) + (complement). INT. (Had) + (Subject / Noun) + (Verb in past participle) + (complement)?
Se forma el antecoprterito (past perfect) en ingls igual que en castellano. Se forma usando el pasado del verbo have (had, haba) como auxiliar y el participio del verbo empleado. La contraccin negativa de had not es hadn't. Se forma la contraccin en afirmativo con la partcula d agregada al pronombre. Esta contraccin no se emplea ms que en la forma afirmativa, acompaada del participio. Estudie los siguientes ejemplos.
Afirmativo sin contraccin

I had worked You had worked He had worked She had worked It had worked We had worked You had worked They had worked yo haba trabajado Ud. haba trabajado l haba trabajado ella haba trabajado haba trabajado habamos trabajado Uds. haban trabajado ellos haban trabajado
Afirmativo con contraccin

I'd worked Youd worked Hed worked Shed worked Itd worked Wed worked Youd worked Theyd worked yo haba trabajado Ud. haba trabajado l haba trabajado ella haba trabajado haba trabajado habamos trabajado Uds. haban trabajado ellos haban trabajado
Negativo
I hadn't worked He hadn't worked They hadn't worked yo no haba trabajado l no haba trabajado ellos no haban trabajado
Interrogativo. Recuerde el orden de las

palabras para el interrogativo: auxiliar, sustantivo o pronombre, verbo.
Had he worked? Had John worked? Had they worked?
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Interrogativo Negativo
Hadnt we worked? Hadnt you worked? Hadnt John worked? no habamos trabajado? no habas trabajado? no haba Juan trabajado?
haba l trabajado? haba Juan trabajado? haban ellos trabajado?
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EXERCISE Verb Practice l. They'd forgotten to tell rum. 2. They hadn't forgotten to tell rum. 3. Had they forgotten to tell rum? 4. Hadn't they forgotten to tell rum? 5. Why had they forgotten to tell rum? THE PAST PERFECT OF CAN EL ANTECOPRETRITO DE CAN Puesto que el auxiliar can existe solamente en el presente (can) yen el pasado (could), se forma el antecopretrito (past perfect) de can empleando el verbo be able. Es decir, se tiene que emplear el pasado del verbo have (had) y el participio del verbo be able (been able). Hay que emplear el infinitivo con la partcula to despus de las formas del verbo be able. Ejemplo: He'd been able to go. El haba podido ir.
EXERCISE A Verb Practice 1. 2. 3. 4. 5. They'd been able to pick up everything. They hadn't been able to pick up everything. Had they been able to pick up everything? Hadn't they been able to pick up everything? Why hadn't they been able to pick up everything?
EXERCISE Verb Practice Repeat exercise A, using forms of the verbs practice, sleep, hear, lose, meet, leave, lend, let in short sentences. Use o different noun or pronoun with each verb. Use the interrogative
words when it is possible.

EXERCISE 1. 2. 3. 4. 5.
Change the following sentences to the post, future, present perfect, post perfect. Translate each time.
I can use that book. We can't start early. They can bring everything. Can they hear anything from here? Can't he teach English? 6. The boys can show you how to swim. 7. Can the children rest under that tree? 8. The girls can't sing that song. 9. John can invite Alice to the party. 10. Can't Mr. Clark see snow on the mountain? 21
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READING: THE PAST PERFECT TENSE.

READ AND TRANSLATE. THE FARMER AND HIS SONS. The old farmer had worked hard in his orchard all his life so that he could make a living for his wife and sons. Every spring the old man turned over the soil in the orchard so that the rain could go into the ground when it fell, and every summer he sold the fruit in the market. One day the old farmer called his sons to him and said to them, "I'm getting old, and I don't have much time left in this world. It'll soon be time for me to die. As you boys know, I've worked hard all my life; and everything I have to leave you is in the orchard." "He's left us a treasure in the orchard," thought the boys. We'll have to find it." So after the old man died, the boys began to work very hard in the orchard. They got up very early every morning to dig in the soil. They dug and dug around each tree, turning over the soil again and again. The rain fell in the spring, and the water ran into the soft ground, and the boys still dug in the orchard every day, looking for the treasure. The warm summer sun shone down on the fruit trees as the boys worked among them, until one day they saw that it was time to take the fruit to the market. After they'd dug in the soil for a year, they still hadn't found a treasure; but there was a lot of fruit, and after they'd sold it in the market, they had more money than they'd ever had before.
Don't Always Believe What You Read...
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VOCABULARIO DE LA UNIDAD II Elementos de la naturaleza: river, ocean, mountain, hill, forrest, volcano, etc. Pasado participio de verbos regulares e irregulares. Ejercicios: 1. Referring to the table of irregular verbs if necessary, fill in the blanks with the Present Perfect tense of the irregular verbs shown in brackets. For example: They _________ tall. (to grow) They have grown tall. He __________ it. (to choose) He has chosen it.
1. We _____________ lunch. (to eat) 2. I ______________ the floor. (to sweep) 3. She ______________ in a choir. (to sing) 4. They ______________ to work. (to go) 5. You ______________ your way. (to lose) 6. He _____________ earlier than usual. (to rise) 7. We ______________ to everyone. (to speak) 8. I ______________ the kingfisher. (to see) 9. They _________ each other a long time. (to know) 10. She _______________ here from France. (to fly) 11. He ______________ very helpful. (to be) 12. I _______________ the blue cloth. (to cut) 13. We ______________ two letters. (to write) 14. They _______________ the competition. (to win) 15. She ________________ no one. (to tell) 16. It _______________ a long time. (to take) 17. You ________________ to do it. (to forget) 18. I ________________ it. (to hear) 19. They _______________ town. (to leave) 20. He ________________ the problem. (to understand) 2. Choose the correct words or phrases: 1. I (have seen / seeing / has seen) that movie twenty times. 2. I think I (meeted / has met / have met) him once before. 3. There (has been / being / have been) many earthquakes in California. 4. People (has traveled / have traveled / traveler) to the Moon.
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5. People (travelednt / has not traveled / have not traveled) to Mars. 6. (Had / Has / Have) you (read / readed / reading) the book yet? 7. Nobody (has / have / had) ever (climbing / climbed / climbeing) that mountain. 8. A: (Have / Had / Has) there ever (being / be / been) a war in the United States? B: Yes, there (has been / have been / had been) a war in the United States.

Futuro Will http://www.curso-ingles.com/gramatica-inglesa/futuro-simple.php http://www.mansioningles.com/gram41.htm Futuro idiomtico going to http://www.inglestotal.com/going-to/ http://www.madridteacher.com/Grammar/going-to.htm Be Able To http://www.shertonenglish.com/resources/es/miscelaneous-topics/tobe-able-to.php http://www.englishclub.com/grammar/verbs-modals_can_3.htm Primer condicional http://www.perfect-english-grammar.com/first-conditional-exercise1.html http://www.englishclub.com/grammar/verbs-conditional_2.htm Presente perfecto http://www.englishpage.com/verbpage/presentperfect.html http://www.madridteacher.com/Grammar/presente-perfecto.htm Pasado perfecto http://www.curso-ingles.com/gramatica-inglesa/past-perfect.php http://www.studyspanish.com/lessons/pastperfect.htm
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UNIDAD III
OBJETIVO: El alumno aprender las nociones gramaticales de la voz pasiva en presente, voz pasiva en pasado, tag questions, segundo condicional (present unreal conditional: would, could, might), tercer condicional (past unreal conditional) y clusulas o proposiciones relativas, definidas y no definidas (who, whom, whose, what, which, that), como complemento a los tiempos gramaticales de presente, pasado y futuro antes vistos.
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Objetivo 3.1
Voz pasiva en presente (passive voice in present)
The passive voice is less usual than the active voice. The active voice is the "normal" voice. But sometimes we need the passive voice. In this objective we look at how to construct the passive voice, when to use it and how to conjugate it. Construction of the Passive Voice: The structure of the passive voice is very simple:
Passive Voice
Subject + auxiliary verb (be) + main verb (past participle)

The main verb is always in its past participle form. Look at these examples:
subject Water 100 people I We Are
auxiliary verb (to be) is are am are they
main verb (past participle) drunk employed paid not paid paid by everyone. by this company. in euro. in dollars. in yen?
Use of the Passive Voice

We use the passive when: We want to make the active object more important We do not know the active subject subject give importance to active object (President Kennedy) active subject unknown President Kennedy My wallet verb was killed has been stolen. object by Lee Harvey Oswald.
*Note: that we always use by to introduce the passive object (Fish are eaten by cats).
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NOTE: Look at this sentence: He was killed with a gun. Normally we use by to introduce the passive object. But the gun is not the active subject. The gun did not kill him. He was killed by somebody with a gun. In the active voice, it would be: Somebody killed him with a gun. The gun is the instrument. Somebody is the "agent" or "doer".
Conjugation for the Passive Voice
We can form the passive in any tense. In fact, conjugation of verbs in the passive tense is rather easy, as the main verb is always in past participle form and the auxiliary verb is always be. To form the required tense, we conjugate the auxiliary verb. So, for example: present simple: It is made present continuous: It is being made present perfect: It has been made Here are some examples with most of the possible tenses:
infinitive present simple past future conditional present continuous past future conditional present perfect simple past future conditional present perfect continuous past future conditional
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to be washed It is washed. It was washed. It will be washed. It would be washed. It is being washed. It was being washed. It will be being washed. It would be being washed. It has been washed. It had been washed. It will have been washed. It would have been washed. It has been being washed. It had been being washed. It will have been being washed. It would have been being washed.
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Active or Passive Quiz

1 2 3 4 5 6 7 8 9 I ate a piece of chocolate cake. _____________ The librarian read the book to the students. ____________ The money was stolen. ________________ They are paid on Fridays. ________________ The movie is being made in Hollywood. _____________ I washed my car three weeks ago. _________________ His hair was cut by a professional. _______________ I will introduce you to my boss this week. ______________ It would have been fixed on the weekend. _____________
10 The national anthem is being sung by Jason this time. ______________
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Objetivo 3.2
Voz pasiva en pasado (passive voice in past)
Passive voice in past

Active and Passive Voice The voice of a verb tells whether the subject of the sentence performs or receives the action. In English there are two voices, active and passive. :: Active Voice In active voice, the subject performs the action expressed by the verb: The student wrote a song. :: Passive Voice In passive voice, the subject receives the action expressed by the verb: A song was written by the student. :: Forming Tenses of Passive Verbs The passive voice always consists of two parts: a form of the verb "to be" + past participle: Tense Present Past Future Present perfect Past perfect Future perfect Passive voice form it is cleaned it was cleaned it will be cleaned it has been cleaned it had been cleaned it will have been cleaned
The passive voice can be expressed in all tenses and forms: The enemy IS DEFEATED. (present) The enemy WAS DEFEATED. (past) In 1936 Franklin Roosevelt WAS REELECTED. (past) The enemy WILL BE DEFEATED. (future) The enemy IS BEING DEFEATED. (present progressive) The enemy HAD BEEN DEFEATED. (past perfect) The enemy expects TO BE DEFEATED. (infinitive) The enemy hates BEING DEFEATED. (gerund)
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:: Uses of Passive Voice Use the passive voice to: - Call attention to receiver of the action rather than the performer: The professor was hit by three snowballs. - Point out the receiver of the action when performer is unknown or unimportant: A love letter was slipped under the door. The signs will be posted. - Avoid calling attention to the performer of the action (known as the "institutional passive"): The fines will be collected on Monday. :: Active and Passive Voice in Writing The choice between using the active or passive voice in writing is a matter of style, not correctness. However, most recommend using active voice, which they describe as more natural, direct, lively, and succinct. The passive voice is considered wordy and weak (except when used in cases above). Examine the following examples. weak, passive: The skater was slammed into the wall by Maria. strong, active: Maria slammed the skater into the wall. weak, passive: The book was enjoyed by me because the events of her childhood were described so well by the author. strong, active: I enjoyed the book because the author described the events of her childhood so well. Examples: (Passive voice in past) SIMPLE PAST The active object becomes the passive subject. was/were + past participle Examples: Active: Simple Past The movie bored me. The movie fascinated Jack. The movie surprised them.
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PAST CONTINUOUS (PROGRESSIVE) Passive form: was/were + being + past participle Examples: Active: Past Continuous I was cleaning the bathroom. They were cleaning the bedroom. Susan was cleaning the kitchen and patio. Examples: Passive: Past Continuous The bathroom was being cleaned by me. The bedroom was being cleaned by them. The kitchen and patio were being cleaned by Susan.
PAST PERFECT Passive form: had been + past participle Examples: Active: Past Perfect Steven Spielberg had directed the movie. Penny Marshall had directed those movies. Examples: Passive: Past Perfect The movie had been directed by Steven Spielberg. The movies had been directed by Penny Marshall.
Active: HAD BETTER / HAD BETTER NOT Students had better practice English every day. Children had better not drink whiskey.
Passive: HAD BETTER / HAD BETTER NOT English had better be practiced every day by students. Whiskey had better not be drunk by children.
Active: BE SUPPOSED TO (past time) I was supposed to type the composition. I wasn't supposed to copy the story in the book. Janet was supposed to clean the living room. She wasn't supposed to eat candy and gum. Frank and Jane were supposed to make dinner. They weren't supposed to make dessert.
Passive: BE SUPPOSED TO (past time) The composition was supposed to be typed by me. The story in the book wasn't supposed to be copied. The living room was supposed to be cleaned by Janet. Candy and gum weren't supposed to be eaten by her. Dinner was supposed to be made by them. Dessert wasn't supposed to be made by them.
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Objetivo 3.3
Tag questions (short questions)
Tag Questions
A tag question is a statement with a short question attached to the end. The tag has the same subject as the statement, or a corresponding pronoun. It has the same verb as, or the auxiliary that corresponds to, the verb of the statement. People usually use tag questions to ask for clarification or to confirm information they think is true. This chart gives some examples. expected examples answer notes You're healthy, aren't you? Yes, I am. *Affirmative statements usually have negative He's exercising, isn't he? Yes, he is. tags. *For a simple present or I have a fever, don't I? past sentence (except Yes, you do. Affirmative with the verb be), the tag She lifts weights, doesn't she? uses a form of do. Yes, she does. *With affirmative You saw a doctor, didn't you? statements and negative Yes, I did. tags, the speaker expects You'll take medicine, won't you? Yes, l will. an affirmative answer. You're not getting sick, are you? No, I'm not. No, she doesn't No, they can't.
Negative
She doesn't smoke, does she? They can't lift weights, can they?
Negative statements have affirmative tags. With negative statements and affirmative tags, the speaker expects a negative answer.
Tag Questions
A tag question is a special construction in English. It is a statement followed by a mini-question. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag". NOTE: A "tag" is something small that we add to something larger. For example, the little piece of cloth added to a shirt showing size or washing instructions is a tag. We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English.
The basic structure is: + Positive statement, Negative statement,

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negative tag? + positive tag?

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Look at these examples with positive statements: positive statement [+] main verb coming, finished, like like will can must should help, come, go, try are was harder, English, there, coffee, coffee, negative tag [-] personal pronoun (same as subject) you? we? you? you? they? I? we? he? you? he? no auxiliary for main verb be present & past You (do) like... won't = will not
notes:
subject auxiliary
auxiliary
not
You We You You They I We He You John
are have do
are have do do wo can must should are was
n't n't n't n't n't 't n't n't n't n't
Some special cases: I am right, aren't I? You have to go, don't you? I have been answering, haven't I? Nothing came in the post, did it? Let's go, shall we? He'd better do it, hadn't he? aren't I (not amn't I) you (do) have to go... use first auxiliary treat statements with nothing, nobody etc like negative statements let's = let us he had better (no auxiliary)
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Look at these examples with negative statements: negative statement [-] subject It We You They They I We He You John auxiliary is have do will wo can must should n't main verb raining, that, coffee, positive tag [+] auxiliary is have do will us, it right, her, so fast, n't not will can must should personal pronoun (same as subject) it? we? you? they? they? I? we? he? you? he?
never seen n't not n't like help, report
never do n't n't tell drive are was
English, are there, was
Tag Questions Quiz

1 He's still sleeping, _______________ 2 You do go to school, ______________ 3 Let's go for a walk, _______________ 4 We won't be late, ________________ 5 Nobody called, _________________ 6 They will wash the car, ______________ 7 We must lock the doors, _______________ 8 I'm correct, _______________ 9 So you bought a car, ______________ Congratulations! 10 You wouldn't want to invite my Dad, ________________
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Objetivo 3.4
Segundo Condicional (present unreal conditional: would, could, might).

FORM: [If ... SIMPLE PAST ..., ... would + VERB ...] or [... would + VERB ... if ... SIMPLE PAST ...]
Present Unreal Conditional
USE: The Present Unreal Conditional is used to talk about what you would do in imaginary situations in general. EXAMPLES: If I had a car, I would drive to work. But I don't have a car. She would travel around the world if she had more money. But she doesn't have much money. I would read more if I didn't have a TV. Mary would move to Japan if she spoke Japanese. If they worked harder, they would earn more money. What would you do if you won the lottery? I would travel. Where would you live if you moved to the U.S.? I would live in Seattle.
EXCEPTION (If I were ...) In the Present Unreal Conditional, the form "was" is not considered grammatically correct. In written English or in testing situations, you should always use "were." However, in everyday conversation, "was" is often used. EXAMPLES: If he were French, he would live in Paris. If she were rich, she would buy a yacht. I would play basketball if I were taller. I would buy that computer if it were cheaper. I would buy that computer if it was cheaper. NOT CORRECT (But often said in conversation.)
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EXCEPTION: Conditional with Modal Verbs There are some special Conditional forms for modal verbs in English: would + can = could would + shall = should would + may = might The words "can," "shall" and "may" must be used in these special forms; they cannot be used with "would." EXAMPLES: If I went to Egypt, I would can learn Arabic. NOT CORRECT If I went to Egypt, I could learn Arabic. CORRECT If she had time, she would may go to the party. NOT CORRECT If she had time, she might go to the party. CORRECT
The words "could," should," "might" and "ought to" include conditional, so you cannot combine them with "would." EXAMPLES: If I had more time, I would could exercise after work. NOT CORRECT If I had more time, I could exercise after work. CORRECT If he invited you, you really would should go. NOT CORRECT If he invited you, you really should go. CORRECT
IMPORTANT: Only use "If" Only the word "if" is used with the Present Unreal Conditional because you are discussing imaginary situations. "When" cannot be used. EXAMPLES: I would buy that computer when it was cheaper. NOT CORRECT I would buy that computer if it was cheaper. CORRECT
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Practice: Using the words in parentheses, complete the text below with the appropriate conditional form. Did you hear about that guy who won 180 million dollars in the lottery? If I (win) __________ that much money, I (quit) ___________ my job the next day. I (travel) __________ around the world and (stay) __________ in the most luxurious hotels. If I (want) __________ anything, I (buy) __________ it. If I (see) __________ a beautiful Mercedes that I wanted, I (buy) __________ it. If I wanted to stay in a beautiful hotel and the hotel (be) __________ full, I (buy) __________ the hotel and make them give me a room. I (can) __________ do anything in the world if I had 180 million dollars ... Oh, I am starting to sound a little materialistic... Well... I (do) __________ good things with the money as well. If anybody (need) _________ help, I (give) _________ them some money to help them out. I (donate) __________ money to charities. I (give) _________ money to help support the arts. If I (win) __________ that much money, I wouldn't keep it all for myself. I (help) __________ as many people as possible.
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Objetivo 3.5
Tercer condicional (past unreal conditional)

FORM [If ... PAST PERFECT ..., ... would have + PAST PARTICIPLE ... ] or [... would have + PAST PARTICIPLE ... if ... PAST PERFECT ...]
Past Unreal Conditional
USE: The Past Unreal Conditional is used to talk about imaginary situations in the past. You can describe what you would have done differently or how something could have happened differently if circumstances had been different. EXAMPLES: If I had had a car, I would have driven to work. But I didn't have one, so I took the bus. She would have traveled around the world if she had had more money. But she didn't have much money, so she never traveled. I would have read more as a child if I hadn't had a TV. Unfortunately, I did have a TV, so I never read for entertainment. Mary would have gotten the job and moved to Japan if she had studied Japanese in school instead of French. If they had worked harder, they would have earned more money. Unfortunately, they were lazy and they didn't earn much. What would you have done if you had won the lottery last week? I would have traveled. What city would you have chosen if you had decided to move to the United States? I would have chosen Seattle. EXCEPTION: Conditional with Modal Verbs There are some special Conditional forms for modal verbs in English: would have + can = could have would have + shall = should have would have + may = might have The words "can," "shall" and "may" must be used in these special forms; they cannot be used with "would have." EXAMPLES: If I had gone to Egypt, I could have learned Arabic. CORRECT If she had had time, she might have gone to the party. CORRECT
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The words "could," should," "might" and "ought to" include Conditional, so you cannot combine them with "would." EXAMPLES: If If If If I had had more time, I would have could exercise after work. NOT CORRECT I had had more time, I could have exercised after work. CORRECT he had invited you, you would have might go. NOT CORRECT he had invited you, you might have gone. CORRECT
IMPORTANT: Only use "If" Only the word "if" is used with the Past Unreal Conditional because you are discussing imaginary situations. "When" cannot be used. EXAMPLES: I would have bought that computer when it had been cheaper. NOT CORRECT I would have bought that computer if it had been cheaper. CORRECT Practice: Using the words in parentheses, complete the text below with the appropriate conditional form After I graduated from university, I applied for a marketing position with a prominent bank with branches all over the world. I didn't get the job because they wanted someone who spoke Spanish fluently. I (could, take) ___________ Spanish in high school, but I didn't. I took an acting class instead. If I (take) __________ Spanish, I (get) ____________ the job. Just imagine, if I had actually gotten the job, I (move) ____________ to Spain. My entire life (could, go) ___________ in a totally different direction. If I had accepted the job and moved to Spain, I (might, meet) __________ a Spanish woman and (get) ___________ married. If that had actually happened, I probably (stay) ____________ in Spain. We (might, have) ____________ children. Unfortunately, I didn't get the job and I didn't go to Spain. I got a boring job and I live alone. If I had just taken Spanish, my life (be) ___________ much more interesting.
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Objetivo 3.6
Clusulas o proposiciones relativas, definidas y no definidas (who, whom, whose, what, which, that) Defining and non-defining relative clauses
Relative clauses Sentences can be divided into parts called clauses. A relative clause is a part of a sentence that describes the person or thing we are talking about and is connected to other clauses in the sentence via a relative pronoun, who, which or that. Relative pronouns replace the subject or object of the verb: Where is the new boy? He was in class yesterday. Where is the new boy that was in class yesterday? Can I borrow the CD? You bought the CD. Can I borrow the CD that you bought? identifying relative clauses The girl that I sit next to in class, gave me her phone number.
that I sit next to in class (the relative clause) identifies which girl (there could be many girls in the
class).
non-identifying relative clauses This is my friend, Thomas, who came on holiday with me last year.
who came on holiday with me last year does not identify which friend (we know which friend the friend is Thomas).n-identifying relative clauses are separated by commas, and in speech, by pauses. Keeping who, which and that You cannot leave out who, which, that when: it is the subject of the verb in the relative clause Where is the new boy that was in class yesterday? It is part of a non-identifying relative clause The trees that at one time lined this road have all been cut down. leaving out who, which and that You can leave out who, which, that when: it replaces the object of the verb in the relative clause Can I borrow the CD (that) you bought? Note! In identifying relative clauses, where which thing or person talked about is clear without the relative clause, it is very common in spoken English to leave out who, which, that.
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What is a relative clause?
Definition A relative clause is a clause which describes the referent of a head noun or pronoun. It often restricts the reference of the head noun or pronoun. Discussion A relative clause is not necessarily a constituent of the noun phrase containing the head noun it modifies. Example The plumber arrived who we had called earlier. (Who we had called earlier has been extraposed from its normal position after plumber and is not a member of the noun phrase containing
plumber.)
Examples (English) The man who went Passengers leaving on Flight 738
DEFINING RELATIVE CLAUSES
As the name suggests, these clauses give essential information to define or identify the person or thing we are talking about. Obviously, this is only necessary if there is more than one person or thing involved. Example: Elephants who marry mice are very unusual. In this sentence we understand that there are many elephants, but it is clear that we are only talking the ones who marry mice. Punctuation Commas are not used in defining relative clauses. Relative pronouns The following relative pronouns are used in defining relative clauses:
Subject Object Possessive whose
Person who/that who/whom/that/
Thing which/that which/that/
Place where
Time Reason when why
whose
Notes:
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1. The relative pronoun stands in place of a noun. This noun usually appears earlier in the sentence: The woman who/that spoke at the meeting Noun, subject of relative pronoun verb + rest of relative main clause referring to 'the clause woman', subject of 'spoke'
was very knowledgeable. verb + rest of main clause
2. Who, whom and which can be replaced by that. This is very common in spoken English. 3. The relative pronoun can be omitted () when it is the object of the clause:
The mouse that the elephant loved was very beautiful. OR The mouse the elephant loved was very beautiful.
Both of these sentences are correct, though the second one is more common in spoken English. The mouse that/ the elephant loved was very beautiful. Noun, subject of main clause relative pronoun, referring to 'the mouse, object of 'loved' verb + rest of relative verb + rest of main clause clause.
(You can usually decide whether a relative pronoun is an object because it is normally followed by another subject + verb.) 4. Whose is used for things as well as for people. Examples: The man whose car was stolen. A tree whose leaves have fallen. 5. Whom is very formal and is only used in written English. You can use who/that, or omit the pronoun completely: The doctor whom/who/that/ I was hoping to see wasn't on duty. 6. That normally follows words like something, anything, everything, nothing, all, and superlatives. Examples: There's something that you should know. It was the best film that I've ever seen. More examples: A clown is someone who makes you laugh. An elephant is an animal that lives in hot countries. The plums that were in the fridge were delicious. I have eaten them.
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Where are the plums (that) I put in the fridge? Has anyone seen the book I was reading? Nothing that anyone does can replace my lost bag. Let's go to a country where the sun always shines. They live in the house whose roof is full of holes.
NON-DEFINING RELATIVE CLAUSES
The information in these clauses is not essential. It tells us more about someone or something, but it does not help us to identify them or it. Compare: 1. Elephants that love mice are very unusual. (This tells us which elephants we are talking about). 2. Elephants, which are large and grey, can sometimes be found in zoos. (This gives us some extra information about elephants - we are talking about all elephants, not just one type or group). 3. John's mother, who lives in Scotland, has 6 grandchildren. (We know who John's mother is, and he only has one. The important information is the number of grandchildren, but the fact that she lives in Scotland might be followed with the words "by the way" - it is additional information). Punctuation Non-defining relative clauses are always separated from the rest of the sentence by commas. The commas have a similar function to brackets:
My friend John has just written a best-selling novel. (He went to the same school as me) > My friend John, who went to the same school as me, has just written a best-selling novel.
Relative pronouns in non-defining clauses Person Subject Object Possessive who who/whom whose Thing which which where Place
Notes: 1. In non-defining clauses, you cannot use that instead of who, whom or which. 2. You cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause: He gave me the letter, which was in a blue envelope. He gave me the letter, which I read immediately
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3. The preposition in these clauses can go at the end of the clause, e.g. This is Stratford-on-Avon,
which you have all heard about.
This pattern is often used in spoken English, but in written or formal English you can also put the preposition before the pronoun: e.g. Stratford-on-Avon, about which many people have written is
Shakespeares birthplace.
4. Non-defining clauses can be introduced by expressions like all of, many of + relative pronoun: Person Thing
all of any of (a) few of both of each of either of half of many of most of much of none of one of two of etc
+ whom + whom + whom + whom + whom + whom + whom + whom + whom + whom + whom + whom + whom
+ which + which + which + which + which + which + which + which + which + which + which + which + which
Examples: There were a lot of people at the party, many of whom I had known for years. He was carrying his belongings, many of which were broken. 5. The relative pronoun which at the beginning of a non-defining relative clause, can refer to all the information contained in the previous part of the sentence, rather than to just one word. a. Chris did really well in his exams, which was a big surprise. (= the fact that he did well in his exams was a big surprise). b. An elephant and a mouse fell in love, which is most unusual. (= the fact that they fell in love is unusual). Examples: My grandmother, who is dead now, came from the North of England. I spoke to Fred, who explained the problem. The elephant looked at the tree, under which she had often sat. We stopped at the museum, which wed never been into. Shes studying maths, which many people hate. Ive just met Susan, whose husband works in London. He had thousands of books, most of which he had read.
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Try to Explain This One to an Insurance Company...
New Photos from the First U.S. Trip to the Moon...
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VOCABULARIO DE LA UNIDAD III Expresiones de tiempo acorde a las estructuras gramaticales propuestas. Beneficios derivados del trabajo, educacin, poltica, investigacin, economa, etc. Ejercicios: I. Rewrite the sentences in passive voice. a) She sang a song. - _______________________________________ b) Somebody hit me. - _______________________________________ c) We stopped the bus. - _______________________________________ d) A thief stole my car. - _______________________________________ e) They didn't let him go. - _______________________________________ f) She didn't win the prize. - _______________________________________ g) They didn't make their beds. - _______________________________________ h) I did not tell them. -_______________________________________ i) Did you tell them? - _______________________________________ j) Did he send the letter? - _______________________________________ II. Write the whole sentences in the passive voice. 1. Paul and Peter watched the football match. ____________________________________ 2. Shakespeare wrote Hamlet. ____________________________________ 3. Christopher Columbus discovered America in 1492. ____________________________________ 4. Anna painted the Wilsons' house. ____________________________________ 5. The American team won the cup. ____________________________________ 6. Philip took a picture of the sea. ____________________________________ 7. My mother saw Mike. ____________________________________ 8. Freddy Mercury sang 'We Will Rock You'. ____________________________________
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9. My parents read 'Da Vinci Code'. ____________________________________ 10. My brother found a purse. ____________________________________ 11. A dog bit my sister. ____________________________________ 12. Alan broke a vase. ____________________________________ 13. Mary and Alice brought a cake. ____________________________________ 14. My uncle drew a beautiful landscape. ____________________________________ 15. My father ate a big pizza. ____________________________________ 16. The children heard a terrible noise last night. ____________________________________

Voz pasiva en presente http://www.slideshare.net/olmeda/passive-voice-1176644 http://www.learnamericanenglishonline.com/Green%20Level/G12%20Pr esent%20Perfect%20Passive.html Voz pasiva en pasado http://www.youtube.com/watch?v=dnJfHD_kK1Q http://www.ego4u.com/en/cram-up/grammar/passive Tag questions http://www.english-zone.com/grammar/tags01.html http://www.shertonenglish.com/resources/es/questions/questionstags.php Segundo condicional http://www.better-english.com/grammar/secondconditional1.htm http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/2cond.htm Tercer condicional http://www.perfect-english-grammar.com/third-conditional-exercise1.html http://www.englishtenses.com/third_conditional Clusulas o proposiciones relativas, definidas y no definidas http://www.slideshare.net/f2teacher/relative-clauses-presentation928851 http://www.ego4u.com/en/cram-up/grammar/relative-clauses
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CONCLUSIONES
Al finalizar la elaboracin del Folleto de Ingls IV, se lleg a las siguientes conclusiones:
a) Aun que la mayor parte de la informacin contenida en este folleto ya se contaba con ella, EL PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLGICO es una excelente gua para organizar el conocimiento, y conseguir el aprendizaje significativo y dominio por parte del alumno del idioma ingls. b) La funcin de facilitador para el profesor del CBTIS N 84 ser ms fcil, ya que al aplicar las secuencias didcticas, tiene como apoyo este folleto que se realizo acorde a las mismas. c) La bibliografa de ingls existente en la biblioteca del CBTIS N 84, es insuficiente en nmero y contenidos, y no esta actualizada.
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GLOSARIO
Ability. Habilidad. Accented (Stressed). Acentuado (enfatizado). Active. Activo. Adjective. (Adjetivo). Parte variable de la oracin que acompaa opcionalmente al sustantivo en el sintagma nominal, para calificarlo (adjetivo calificativo) o determinarlo (adjetivo determinativo), concordando con l en gnero, nmero y en algunas lenguas tambin en caso. Advice. Consejo. Auxiliary. Auxiliar (para cada tiempo del idioma ingles se utiliza un auxiliar) aquellos que han perdido su significado primitivo y sirven para formar otros tiempos de otros verbos o perfrasis verbales. Below. Debajo de. Chart. Recuadro. Common. Comn. Consonant. Consonante (todas aquellas letras del alfabeto que no son vocales: B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z). Contracted form. Forma cortada. Contraction. Contraccin (is not = isnt, I will = Ill, You have = Youve, He was not = He wasnt, They had = theyd, etc.) Discussion. Discusin. Fact. Hecho (acontecido). Infinitive. Infinitivo, forma no personal del verbo que tiene un carcter nominal. Algunos gramticos utilizan el trmino verboide como sinnimo de forma no personal. Informal speech. Discurso informal. Irregular verbs. Los verbos irregulares son aquellos que no siguen los modelos clsicos de la conjugacin, ya que presentan alteraciones en la raz o en el lexema. Long form. Forma completa o forma larga. Match. Par. Pareja. Meaning. Significado. Noun. Nombre (que se les da a las personas, animales o cosas) categora de palabras en la que tradicionalmente se incluye el nombre sustantivo y el nombre adjetivo, porque ambos comparten ciertas caractersticas comunes, como los morfemas. Offers. Ofrecerse (a hacer algo). Passive. Pasivo. Past participle. Forma del pasado que emplea el participio been como auxiliar antes del participio del verbo que se conjuga. Permission. Permiso. Predict. Predecir. Pronoun. Pronombre, parte de la oracin que puede ocupar el lugar de un nombre o hacer alusin a l. Procede del latn pronomen, que significa en lugar del nombre; sustituye en ocasiones, aunque no siempre, a un sustantivo, al que se denomina antecedente. Punctuation. Puntuacin. Quick. Rpido. Quiz. Examen.
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Regular verbs. Los verbos regulares son los verbos que en las distintas formas que pueden adoptar en su conjugacin se ajustan siempre a las formas del verbo que se toma como modelo en la conjugacin a la que pertenece. Requests. Demandas. Sentence. Oracin. Several. Varios. Spelling. Deletreando. Strong. Fuerte, poderoso, duro, fornido, marcado, pronunciado, firme, cragado. Subject. Sujeto. Summarizes. Resume. Syllable. Slaba, grupo fnico constituido por una sola vocal o por la combinacin de una vocal y una o varias consonantes que le preceden o siguen y que se pronuncian en un solo golpe de voz. Tag question. Pregunta de reforzamiento. Third person. Tercera persona (del singular: He, She, It); la tercera persona, en muchos casos no es ni persona, sino un elemento de referencia. Vowel. Vocal (a,e,i,o,u) Weak. Dbil, flojo, flaco, enclenque, delicado, frgil, impotente.
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BIBLIOGRAFIA
1. APUNTES DE INGLES I, II, III, Y IV. RICARDO CHVEZ MELNDEZ 1998-1999. HTTP://WWW.ENGLISHPAGE.COM INTERACTIVE ENGLISH: STUDENT BOOK 2 ALAN BATTERSBY, CAROL LETHABY MACMILLAN HEINEMANN FIRST EDICION INTERACTIONS ONE, A COMMUNICATIVE GRAMMAR. JACK KIRN MCGRAW-HILL THIRD EDITION PRACTICE YOUR ENGLISH. AUDREY L. WRIGHT AMERICAN BOOK COMPANY SECOND EDITION. TRUE COLORS (1), AN EFL COURSE FOR REAL COMMUNICATION. JAY MAURER, IRENE E. SCHOENBERG LONGMAN FIRST EDICION INGLES IDIOMATICO 2 EUGENE E. LONG, WILLIAM BUCKWALD TRILLAS OCTAVA EDICION
2. 3.
4.
5.
6.
7.
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ANEXOS
1
N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 SPANISH Contestar Permitir Arrestar Preguntar Ladrar Quemar Cepillar Pedir prestado Abuchear Llamar Acampar Aclamar Limpiar Escalar Coleccionar Colorear Peinar Cocinar Contar Tapar Chocar Arrastrarse Cruzar Disear Descender Marcar Desaparecer Descubrir Discutir Vestir Derivar Ganar dinero Acabar Entrar Explicar Llenar Filmar Terminar Flotar Seguir Asustar
LISTA DE VERBOS REGULARES

REGULAR VERBS
PRESENT-3 PERSON SING. ANSWERS ALLOWS ARRESTS ASKS BARKS BURNS BRUSHES BORROWS BOOS CALLS CAMPS CHEERS CLEANS CLIMBS COLLECTS COLORS COMBS COOKS COUNTS COVERS CRASHES CRAWLS CROSSES DESIGNS DESCENDS DIALS DISAPPEARS DISCOVERS DISCUSSES DRESSES DRIFTS EARNS ENDS ENTERS EXPLAINS FILLS FILMS FINISHES FLOATS FOLLOWS FRIGHTENS
RD
BASE FORMA ANSWER ALLOW ARREST ASK BARK BURN BRUSH BORROW BOO CALL CAMP CHEER CLEAN CLIMB COLLECT COLOR COMB COOK COUNT COVER CRASH CRAWL CROSS DESIGN DESCEND DIAL DISAPPEAR DISCOVER DISCUSS DRESS DRIFT EARN END ENTER EXPLAIN FILL FILM FINISH FLOAT FOLLOW FRIGHTEN
PRESENT PARTICIPLE ANSWERING ALLOWING ARRESTING ASKING BARKING BURNING BRUSHING BORROWING BOOING CALLING CAMPING CHEERING CLEANING CLIMBING COLLECTING COLORING COMBING COOKING COUNTING COVERING CRASHING CRAWLING CROSSING DESIGNING DESCENDING DIALING DISAPPEARING DISCOVERING DISCUSSING DRESSING DRIFTING EARNING ENDING ENTERING EXPLAINING FILLING FILMING FINISHING FLOATING FOLLOWING FRIGHTENING
PAST TENSE ANSWERED ALLOWED ARRESTED ASKED BARKED BURNED BRUSHED BORROWED BOOED CALLED CAMPED CHEERED CLEANED CLIMBED COLLECTED COLORED COMBED COOKED COUNTED COVERED CRASHED CRAWLED CROSSED DESIGNED DESCENDED DIALED DISAPPEARED DISCOVERED DISCUSSED DRESSED DRIFTED EARNED ENDED ENTERED EXPLAINED FILLED FILMED FINISHED FLOATED FOLLOWED FRIGHTENED
PAST PARTICIPLE ANSWERED ALLOWED ARRESTED ASKED BARKED BURNED BRUSHED BORROWED BOOED CALLED CAMPED CHEERED CLEANED CLIMBED COLLECTED COLORED COMBED COOKED COUNTED COVERED CRASHED CRAWLED CROSSED DESIGNED DESCENDED DIALED DISAPPEARED DISCOVERED DISCUSSED DRESSED DRIFTED EARNED ENDED ENTERED EXPLAINED FILLED FILMED FINISHED FLOATED FOLLOWED FRIGHTENED
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M.A. RICARDO CHAVEZ MELENDEZ BASE PRESENT -3RD N SPANISH FORMA PERSON SING. 42 Fruncir FROWN FROWNS 43 Adivinar GUESS GUESSES 44 Suceder HAPPEN HAPPENS 45 Daar HARM HARMS 46 Ayudar HELP HELPS 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 Robar Cazar Heredar Insertar Entrevista Inventar Planchar Juntar Brincar Patear Matar Besar Golpear Aterrizar Rer Aprender Escuchar Cargar Encerrar Mirar Examinar Buscar Mandar Fallar Mezclar Necesitar Abrir Ordenar Sobrecarga Empacar Pintar Estacionar Ejecutar Fotografa Escoger Derramar Fingir Imprimir HIJACK HUNT INHERIT INSERT INTERVIEW INVENT IRON JOIN JUMP KICK KILL KISS KNOCK LAND LAUGH LEARN LISTEN LOAD LOCK LOOK LOOK AT LOOK FOR MAIL MISS MIX NEED OPEN ORDER OVERLOAD PACK PAINT PARK. PERFORM PHOTOGRAPH PICK POUR PRETEND PRINT PULL PUSH HIJACKS HUNTS INHERITS INSERTS INTERVIEWS INVENTS IRONS JOINS JUMPS KICKS KILLS KISSES KNOCKS LANDS LAUGHS LEARNS LISTENS LOADS LOCKS LOOKS LOOKS AT LOOKS FOR MAILS MISSES MIXES NEEDS OPENS ORDERS OVERLOADS PACKS PAINTS PARKS PERFORMS PHOTOGRAPHS PICKS POURS PRETENDS PRINTS PULLS PUSHES
PRESENT PARTICIPLE FROWNING GUESSING HAPPENING HARMING HELPING HIJACKING HUNTING INHERITING INSERTING INTERVIEWING INVENTING IRONING JOINING JUMPING KICKING KILLING KISSING KNOCKING LANDING LAUGHING LEARNING LISTENING LOADING LOCKING LOOKING LOOKING AT LOOKING FOR MAILING MISSINIG MIXING NEEDING OPENING ORDERING OVERLOADING PACKING PAINTING PARKING PERFORMING PHOTOGRAPHING PICKING POURING PRETENDING PRINTING PULLING PUSHING
PAST TENSE FROWNED GUESSED HAPPENED HARMED HELPED HIJACKED HUNTED INHERITED INSERTED INTERVIEWED INVENTED IRONED JOINED JUMPED KICKED KILLED KISSED KNOCKED LANDED LAUGHED LEARNED LISTENED LOADED LOCKED LOOKED LOOKED AT LOOKED FOR MAILED MISSED MIXED NEEDED OPENED ORDERED OVERLOADED PACKED PAINTED PARKED PERFORMED PHOTOGRAPHED PICKED POURED PRETENDED PRINTED PULLED PUSHED
INGLES IV PAST PARTICIPLE FROWNED GUESSED HAPPENED HARMED HELPED HIJACKED HUNTED INHERITED INSERTED INTERVIEWED INVENTED IRONED JOINED JUMPED KICKED KILLED KISSED KNOCKED LANDED LAUGHED LEARNED LISTENED LOADED LOCKED LOOKED LOOKED AT LOOKED FOR MAILED MISSED MIXED NEEDED OPENED ORDERED OVERLOADED PACKED PAINTED PARKED PERFORMED PHOTOGRAPHED PICKED POURED PRETENDED PRINTED PULLED PUSHED
85 Jalar 86 Empujar
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M.A. RICARDO CHAVEZ MELENDEZ RD BASE PRESENT -3 PRESENT N SPANISH FORMA PERSON SING. PARTICIPLE 87 Llover RAIN RAINS RAINING 88 Alcanzar REACH REACHES REACHING 99 90 91 92 93 94 Relajar Recordar Relatar Reposar Rodar Precipitar RELAX REMEMBER REPORT REST ROLL RUSH SAIL SEARCH SELEC SHOUT SIGN SKI SMELL SNATCH SNOW SOUND SPELL START STAY TALK THREATEN TOUR TOUCH TOW TRAIN TRAVEL TURN UNCOVER VISIT WAIT WALK RELAXES REMEMBERS REPORTS RESTS ROLLS RUSHES SAILS SEARCHES SELECTS SHOUTS SIGNS SKI SMELLS SNATCHES SNOWS SOUNDS SPELLS STARTS STAYS TALKS THREATENS TOURS TOUCHES TOWS TRAINS TRAVELS TURNS UNCOVERS VISITS WAITS WALKS RELAXING REMEMBERING REPORTIG RESTING ROLLING RUSHING SAILING SEARCHING SELECTING SHOUTING SIGNING SKIING SMELLING SNATCHING SNOWING SOUNDING SPELLING STARTING STAYING TALKING THREATENING TOURING TOUCHING TOWING TRAINING TRAVELING TURNING UNCOVERING VISITING WAITING WALKING
PAST TENSE RAINED REACHED RELAXED REMEMBERED REPORTED RESTED ROLLED RUSHED SAILED SEARCHED SELECTED SHOUTED SIGNED SKIED SMELLED SNATCHED SNOWED SOUNED SPELLED STARTED STAYED TALKED THREATENED TOURED TOUCHED TOWED TRAINED TRAVELED TURNED UNCOVERED VISITED WAITED WALKED
INGLES IV PAST PARTICIPLE RAINED REACHED RELAXED REMEMBERED REPORTED RESTED ROLLED RUSHED SAILED SEARCHED SELECTED SHOUTED SIGNED SKIED SMELLED SNATCHED SNOWED SOUNDED SPELLED STARTED STAYED TALKED THREATENED TOURED TOUCHED TOWED TRAINED TRAVELED TURNED UNCOVERED VISITED WAITED WALKED WANTED WARNED WASHED WATCHED WHISPERED WORKED
95 Atravesar 96 Registrar 97 Elegir 98 Gritar 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 Firmar Esquiar Oler Arrebatar Nevar Sonar Deletrear Comenzar Quedarse Hablar Amenazar Recorrer Tocar Remolcar Entrenar Viajar Girar Descubrir Visitar Esperar Caminar Querer Advertir Lavar Observar Murmurar Trabajar
126 127 128 129 130 131
WANT WANTS WANTING WANTED WARN WARNS WARNING WARNED WASH WASHS WASHING WASHED WATCH WATCHS WATCHING WATCHED WHISPER WHISPERS WHISPERING WHISPERED WORK WORKS WORKING WORKED *THESE VERBS DROP A FINAL -E BEFORE ADDING THE -ED FORM: LOS VERBOS QUE TERMINAN EN "E", SOLO SE AGREGA LA "D" Aconsejar ADVISE ADVISES ADVISING ADVISED Acordar AGREE AGREES AGREEING AGREED Arreglar ARRANGE ARRANGES ARRANGING ARRANGED Llegar ARRIVE ARRIVES ARRIVING ARRIVED Hornear BAKE BAKES BAKING BAKED Creer BELIEVE DELIEVES DELIEVING DELIEVED
ADVISED AGREED ARRANGED ARRIVED BAKED DELIEVED
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REGULAR VERBS
N 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 SPANISH Culpar Hervir Respirar Causar Cambiar Perseguir Cerrar Daar Bailar Decidir Describir Morir Animar Examinar Explorar Incendiar Enfocar Forzar Apostar Rallar Odiar Autoparar Aumentar Esperar Ignorar Imaginar Mejorar Incrementar Invitar Bromear Mentir Gustar Vivir Amar Dirigir Medir Mover Detenerse Practicar Presentar Prometer Levantar Rescatar Reservar Retirarse Salvar Asustar Apuntar Servir BASE FORMA BLAME BOIL BREATHE CAUSE CHANGE CHASE CLOSE DAMAGE DANCE DECIDE DESCRIBE DIE ENCOURAGE EXAMINE EXPLORE FIRE FOCUS FORCE GAMBLE GRATE HATE HITCHHIKE HIKE HOPE INGNORE IMAGINE IMPROVE INCREASE INVITE JOKE LIE LIKE LIVE LOVE MANAGE MEASURE MOVE PAUSE PRACTICE PRODUCE PROMISE RAISE RESCUE RESERVE RETIRE SAVE SCARE SCORE SERVE PRESENT -3 PERSON SING. BLAMES BOILS BREATHES CAUSES CHANGES CHASES CLOSES DAMAGES DANCES DECIDES DESCRIBES DIES ENCOURAGES EXAMINES EXPLORES FIRES FOCUSES FORCES GAMBLES GRATES HATES HITCHHIKES HIKES HOPES IGNORES IMAGINES IMPROVES INCREASES INVITES JOKES LIES LIKES LIVES LOVES MANAGES MEASURES MOVES PAUSES PRACTICES PRODUCES PROMISES RAISES RESCUES RESERVES RETIRES SAVES SCARES SCORES SERVES
RD
PRESENT PARTICIPLE BLAMING BOILING BREATHING CAUSING CHANGING CHASING CLOSING DAMAGING DANCING DECIDING DESCRIBING DYING ENCOURAGING EXAMINING EXPLORING FIRING FOCUSING FORCING GAMBLING GRATING HATING HITCHHIKING HIKING HOPING IGNORING IMAGINING IMPROVING INCREASING INVITING JOKING LYING LIKING LIVING LOVING MANAGING MEASURING MOVING PAUSING PRACTICING PRODUCING PROMISING RAISING RESCUING RESERVING RETIRING SAVING SCARING SCORING SERVING
PAST TENSE BLAMED BOILED BREATHED CAUSED CHANGED CHASED CLOSED DAMAGED DANCED DECIDED DESCRIBED DIED ENCOURAGED EXAMINED EXPLORED FIRED FOCUSED FORCED GAMBLED GRATED HATED HITCHHIKED HIKED HOPED IGNORED IMAGINED IMPROVED INCREASED INVITED JOKED LIED LIKED LIVED LOVED MANAGED MEASURED MOVED PAUSED PRACTICED PRODUCED PROMISED RAISED RESCUED RESERVED RETIRED SAVED SCARED SCORED SERVED
PAST PARTICIPLE BLAMED BOILED BREATHED CAUSED CHANGED CHASED CLOSED DAMAGED DANCED DECIDED DESCRIBED DIED ENCOURAGED EXAMINED EXPLORED FIRED FOCUSED FORCED GAMBLED GRATED HATED HITCHHIKED HIKED HOPED IGNORED IMAGINED IMPROVED INCREASED INVITED JOKED LIED LIKED LIVED LOVED MANAGED MEASURED MOVED PAUSED PRACTICE PRODUCED PROMISED RAISED RESCUED RESERVED RETIRED SAVED SCARED SCORED SERVED
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REGULAR VERBS
N 181 182 183 184 185 186 187 188 189 190 191 192 193 194 BASE SPANISH FORMA Afeitar SHAVE Sonrer SMILE Mirar fijo STARE Almacenar STORE Sorprender SURPRISE Pegar cinta TAPE Probar TASTE Telefonear TELEPHONE Atar TIE Comerciar TRADE Mecanografa TYPE Desatar UNTIE Usar USE Agitar WAVE PRESENT -3 PERSON SING. SHAVES SMILES STARES STORES SURPRISES TAPES TASTES TELEPHONES TIES TRADES TYPES UNTIES USES WAVES
RD
PRESENT PARTICIPLE SHAVING SMILING STARING STORING SURPRISING TAPING TASTING TELEPHONING TYING TRADING TYPING UNTYING USING WAVING
PAST TENSE SHAVED SMILED STARED STORED SURPRISED TAPED TASTED TELEPHONED TIED TRADED TYPED UNTIED USED WAVED
PAST PARTICIPLE SHAVED SMILED STARED STORED SURPRISED TAPED TASTED TELEPHONED TIED TRADED TYPED UNTIED USED WAVED
THESE VERBS CHANGE A FINAL -Y TO -I BEFORE ADDING THE -ED ENDING: LOS VERBOS QUE TERMINAN EN CONSONANTE MAS "Y", SE CAMBIA LA "Y" POR "I" Y SE AGREGA "ED". APPLY CARRY CRY DRY HURRY MARRY PHOTOCOPY REPLY STUDY TRY WORRY APPLIES CARRIES CRIES DRIES HURRIES MARRIES PHOTOCOPIES REPLIES STUOIES TRIES WORRIES APPLYING CARRYING CRYING DRYING HURRYING MARRYING PHOTOCOPYING REPL YING STUDYING TRYING WORRYING APPLIED CARRIED CRIED DRIED HURRIED MARRIED PHOTOCOPIED REPLIED STUDIED TRIED WORRIED APPLIED CARRIED CRIED DRIED HURRIED MARRIED PHOTOCOPIED REPLIED STUDIED TRIED WORRIED
195 Aplicar 196 Llevar 197 Llorar 198 Secar 199 Apresurar 200 Casar 201 Fotocopiar 202 Responder 203 Estudiar 204 Intentar 205 Preocupar
THESE VERBS KEEP THE-Y ADDING THE -ED ENDING: LOS VERBOS QUE TERMINAN EN VOCAL MAS "Y", SE AGREGA "ED". DESTROY ENJOY OBEY PLAY DESTROYS ENJOYS OBEYS PLAYS DESTROYING ENJOYING OBEYING PLAYING DESTROYED ENJOYED OBEYED PLAYED DESTROYED ENJOYED OBEYED PLAYED
206 Destruir 207 Disfrutar 208 Obedecer 209 Jugar
THESE VERBS DOUBLE THE FINAL CONSONANT BEFORE ADDING THE -ED ENDING: ESTOS VERBOS SE LES PONE DOBLE CONSONANTE Y SE AGREGA "ED". CLAP DROP DROP BY FIT CLAPS DROPS DROPS BY FITS CLAPPING DROPPING DROPPING BY FITTING CLAPPED DROPPED DROPPED BY FITTED CLAPPED DROPPED DROPPED BY FITTED
210 Aplaudir 211 Caer 212 * 213 Ajustar
C.B.T.I.S. N 84
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INGLES IV
REGULAR VERBS
N SPANISH JAM MUG NOD PLAN QUIT ROB SHOP SLAP SLIP STIR STOP TRAP WRAP BASE FORMA HOP PRESENT -3 PERSON SING. HOPS JAMS MUGS NODS PLANS QUITS ROBS SHOPS SLAPS SLIPS STIRS STOPS TRAPS WRAPS
RD
PRESENT PARTICIPLE HOPPING JAMMING MUGGING NODDING PLANNING QUITTING ROBBING SHOPPING SLAPPING SLIPING STIRRING STOPPING TRAPPING WRAPPING
PAST TENSE HOPPED JAMMED MUGGED NODDED PLANNED QUITTED ROBBED SHOPPED SLAPPED SLIPPED STIRRED STOPPED TRAPPED WRAPPED
PAST PARTICIPLE HOPPED JAMMED MUGGED NODDED PLANNED QUITTED ROBBED SHOPPED SLAPPED SLIPPED STIRRED STOPPED TRAPPED WRAPPED
214 Saltar 215 Forzar 216 Asaltar 217 Inclinar 218 Planear 219 Abandonar 220 Robar 221 Delatar 222 Abofetear 223 Pasar 224 Agitar 225 Detener 226 Rodear 227 Envolver
TIEMPO PRESENTE SIMPLE El tiempo presente simple expresa hbitos o actividades, repetitivas. SHE DRINKS ORANGE JUICE EVERY MORNING WE GO TO CHURCH EVERY SUNDAY. Es importante observar que para los pronombres es I, YOU, WE and THEY, los verbos conservan su forma original. YOU EAT CHINESE FOOD THREE TIMES A MONTH. Cuando el sujeto es la tercera persona del singular (HE, SHE, IT), la forma del verbo presenta cambios y se rige por las siguientes reglas: 1.- A LA MAYORA DE LOS VERBOS SE LES AGREGA "S" AL FINAL. eat = eats read = reads see = sees walk =walks 2.- SI EL VERBO TERMINA EN "CH", "SH", "SS", "X", O "ZZ", SE LES AGREGA "ES" AL FINAL. catch = catches pass = passes buzz = buzzes brush = brushes fix = fixes 3.- SI EL VERBO TERMINA EN UNA CONSONANTE MAS "Y", SE CAMBIA LA "Y" POR LA "I" Y SE AGREGA "ES" AL FINAL. study= studies try=tries hurry=hurries carry=carries 4.- AUNQUE NO SEA CONSIDERADA COMO REGLA, PERO LOS VERBOS QUE TERMINAN EN "O" SE LE AGREGA "ES" AL FINAL. go = goes do = does
C.B.T.I.S. N 84
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INGLES IV
LISTA DE VERBOS IRREGULARES

IRREGULAR VERBS
PRESENT-3 PERSON SING. AM/IS/ARE BEATS BECOMES BEGINS BETS BITS BLOWS BREAKS BRINGS BUILDS BUYS CATCHES CHOOSES COMES COSTS CUTS DIGS DOES DRAWS DRINKS DRIVES EATS FALLS FEEDS FEELS FIGHTS FINDS FITS FLIES FORGETS GETS GIVES GIVES UP GOES GROWS HAS HEARS HIDES HITS HOLDS HURTS KEEPS KNOWS LEAVES LETS LIES
RD
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
SPANISH Ser o estar Pegar Volverse Empezar Apostar Morder Soplar Quebrar Traer Construir Comprar Atrapar Elegir Venir Costar Cortar Cavar Hacer
BASE FORMA BE BEAT BECOME BEGIN BET BITE BLOW BREAK BRING BUILD BUY CATCH CHOOSE COME COST CUT DIG DO DRAW DRINK DRIVE EAT FALL FEED FEEL FIGHT FIND FIT FLY FORGET GET GIVE GIVE UP GO GROW HAVE HEAR HIDE HIT HOLD HURT KEEP KNOW LEAVE LET LIE
PRESENT PARTICIPLE BEING BEATING BECOMING BEGENNING BETTING BETTING BLOWING BREAKING BRINGING BUILDING BUYING CATCHING CHOOSING COMING COSTING COSTING DIGGING DOING DRAWING DRINKING DRIVING EATING FALLING FEEDING FEELING FIGHTING FINDING FITTING FLYING FORGETTIN GETTING GIVING GIVING UP GOING GROWING HAVING HEARING HIDING HITTING HOLDING HURTING KEEPING KNOWING LEAVING LETTING LYING
PAST TENSE WAS / WERE BEAT BECAME BEGAN BET BIT BLEW BROKE BROUGHT BUILT BOUGHT CAUGHT CHOSE CAME COST CUT DUG DID DREW DRANK DROVE ATE FELL FED FELT FOUGHT FOUND FIT FLEW FORGOT GOT GAVE GAVE UP WENT GREW HAD HEARD HID HIT HELD HURT KEPT KNEW LEFT LET LAY
PAST PARTICIPLE BEEN BEATEN BECOME BEGUN BET BITTEN BLOWN BROKEN BROUGHT BUILT BOUGHT CAUGHT CHOSEN COME COST CUT DUG DONE DRAWN DRUNK DRIVEN EATEN FALLEN FED FELT FOUGHT FOUND FIT FLOWN FORGOTTEN GOTTEN GIVEN GIVEN UP GONE GROWN HAD HEARD HIDDEN HIT HELD HURT KEPT KNOWN LEFT LET LAIN
19 Dibujar 20 Beber 21 22 23 24 25 Manejar Comer Caer Alimentar Sentir
26 Pelear 27 Buscar 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 Ajustar Volar Olvidar Obtener Dar Rendirse Ir Cultivar Tener Or Esconder Golpear Retener Herir Guardar Saber Dejar Permitir Mentir
C.B.T.I.S. N 84
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M.A. RICARDO CHAVEZ MELENDEZ RD BASE PRESENT -3 N SPANISH FORMA PERSON SING 47 Encender LIGHT LIGHTS 48 Perder LOSE LOSES 49 Hacer MAKE MAKES 50 Dar a entend. MEAN MEANS 51 Reunirse MEET MEETS 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 Pagar Poner Leer Reconstruir Montar Tocar Crecer Correr Decir Ver Vender Mandar Colocar Coser Sacudir Brillar Mostrar Disparar Encoger Cantar Sentarse Dormir Hablar Gastar Extender Clavar Robar Barrer Nadar Tomar Quitar Ensear Desgarrar Decir Pensar Lanzar Entender Usar Ganar Escribir PAY PUT READ REBUILD RIDE RING RISE RUN SAY SEE SELL SEND SET SEW SHAKE SHINE SHOW SHOOT SHRINK SING SIT SLEEP SPEAK SPEND SPREAD STICK STEAL SWEEP SWIM TAKE TAKE OFF TEACH TEAR TELL THINK THROW UNDERSTAND WEAR WIN WRITE PAYS PUTS READS REBUILDS RIDES RIDES RISES RUNS SAYS SEES SELLS SENDS SETS SEWS SHAKES SHINES SHOWS SHOOTS SHRINKS SINGS SITS SLEEPS SPEAKS SPENDS SPREADS STICKS STEALS SWEEPS SWIMS TAKES TAKES OFF TEACHES TEARS TELLS THINKS THROWS UNDERSTANDS WEARS WINS WRITES
PRESENT PARTICIPLE LIGHTING LOSING MAKING MEANING MEETING PAYING PUTTING READING REBUILDING RIDING RINGS RISING RUNNING SAYING SEEING SELLING SENDING SETTING SEWING SHAKING SHINING SHOWING SHOOTING SHRINKING SINGING SITTING SLEEPING SPEAKING SPENDING SPREADING STICKING STEALING SWEEPING SWIMMING TAKING TAKING OFF TEACHING TEARING TELLING THINKING THROWING UNDERSTANDING WEARING WINNING WRITING
PAST TENSE LIT LOST MADE MEANT MET PAID PUT READ REBUILT RODE RANG ROSE RAN SAID SAW SOLD SENT SET SEWED SHOOK SHONE SHOWED SHOT SHRANK SANG SAT SLEPT SPOKE SPENT SPREAD STUCK STOLE SWEPT SWAM TOOK TOOK OFF TAUGHT TORE TOLD THOUGHT THREW UNDERSTOOD WORE WON WROTE
INGLES IV PAST PARTICIPLE LIT LOST MADE MEANT MET PAID PUT READ REBUILT RIDDEN RUNG RISEN RUN SAID SEEN SOLD SENT SET SEWM SHAKEN SHONE SHOWN SHOT SHRUNK SUNG SAT SLEPT SPOKEN SPENT SPREAD STUCK STOLEN SWEPT SWUM TAKEN TOOK OFF TAUGHT TORN TOLD THOUGHT THROWN UNDERSTOOD WORN WON WRITTEN
C.B.T.I.S. N 84
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INGLES IV
PRONUNCIACIN DE VERBOS REGULARES EN TIEMPO PASADO El sonido final de verbos regulares en tiempo pasado se rige por tres reglas: 1.- LA "ED" FINAL SE PRONUNCIA "ID" PARA VERBOS CUYO SONIDO FINAL ES "D" O "T". waited visited invited needed decided
2.- LA "ED" FINAL SE PRONUNCIA "T" PARA VERBOS CUYO SONIDO TERMINA EN "F", "K", "P", "S", "CH", "SH" O "X". laughed helped watched fixed worked dressed washed
3.- LA "ED" FINAL ES PRONUNCIADA "D" PARA LOS VERBOS CUYOS SONIDOS DIFIEREN DE LAS DOS REGLAS ANTERIORES. rained lived played smiled
C.B.T.I.S. N 84
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SEP CENTRO DE BACHILLERATO TECNOLGICO industrial y de servicios N 84

FOLLETO DE: INGLS IV

SEP CENTRO DE BACHILLERATO TECNOLGICO industrial y de servicios N 84

FOLLETO DE: INGLS IV

M.A. RICARDO CHAVEZ MELENDEZ

M.A. RICARDO CHAVEZ MELENDEZ

Todas las estructuras gramaticales vistas en los semestres anteriores (*).

(Contracted form) IM YOURE HES SHES ITS WERE THEYRE

Statements: Affirmative, negative and interrogative forms. Affirmative: Negative: Interrogative:

Affirmative: Negative: Interrogative:

Affirmative: Negative: Interrogative: Affirmative: Negative: Interrogative:

M.A. RICARDO CHAVEZ MELENDEZ

Affirmative Questions Questions

No, you aren't. No, I'm not. No, it isn't.

No, No, No, No, No, No,

you aren't. he isn't. she isn't. it isn't. we aren't. they aren't.

M.A. RICARDO CHAVEZ MELENDEZ

Tiempo presente simple (simple present tense)*

Statements: Affirmative, negative and interrogative forms. Affirmative: Negative: Interrogative:

Everyday Activities Opinions

M.A. RICARDO CHAVEZ MELENDEZ

examples: teaches, washes, kisses, boxes, buzzes

examples: stops, hits, looks, laughs

examples: calls, listens, plays, sounds, runs

M.A. RICARDO CHAVEZ MELENDEZ

Tiempo presente continuo (present continuous tense)*

Statements: Affirmative, negative and interrogative forms. Affirmative: Negative: Interrogative:

M.A. RICARDO CHAVEZ MELENDEZ

Pasado del verbo To be (past of To be)* TO BE

Present (Ser o Estar) Is, Am, Are

Affirmative, negative and interrogative statements.

AFF. NEG. INT. AFF. NEG. INT.

M.A. RICARDO CHAVEZ MELENDEZ

Tiempo pasado simple (simple past tense)*

Affirmative, negative and interrogative statements.

M.A. RICARDO CHAVEZ MELENDEZ

one final consonant after one vowel.

examples: permit / permitted

Coffee: It's Not Just for Breakfast Anymore...

M.A. RICARDO CHAVEZ MELENDEZ

Tiempo pasado continuo (past continuous tense)*

AFFIRMATIVE, NEGATIVE AND INTERROGATIVE FORMS

M.A. RICARDO CHAVEZ MELENDEZ

And Here You Thought They Used Nuclear Power...

M.A. RICARDO CHAVEZ MELENDEZ

Sitios web recomendados

M.A. RICARDO CHAVEZ MELENDEZ

M.A. RICARDO CHAVEZ MELENDEZ

Futuro Will (future with Will)*

NEGATIVE Long form Contracted form

Statements: Affirmative, negative and interrogative forms. Affirmative: Negative: Interrogative:

Afirmativo sin contraccin

Afirmativo con contraccin

Negativo sin contraccin

M.A. RICARDO CHAVEZ MELENDEZ

M.A. RICARDO CHAVEZ MELENDEZ

Futuro idiomatico going to (future with going to)*

Statements: Affirmative, negative and interrogative forms.

he is. it is. they are. she is. it is. they are.

Information Questions Affirmative Negative

M.A. RICARDO CHAVEZ MELENDEZ

Be able to (el pospretrito de can)*

(Ellos{as} podran ir) (Ellos{as} no podran ir)