UNIT 6

[6.1] How to study UNIT 6?

[6.2] Gerund (-ing)

[6.3] Describing people

[6.4] A lot of, much, many, a few… quantities

[6.5] One / ones

6
U NI T
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Pay attention to...

6.1. How to study UNIT 6?

To study this unit you should follow these steps:

1. Look up the Guía del alumno (pages 37 to 43). In this guide you´ll find an outline
which will allow you to organize your study material.

2. Study the Manual del alumno (pages 94 to 101).

3. Listen to Self study CD 2 tracks from 30 to 40 and in CD Listen and speak

tracks 22 to 25.

4. Finally, practice with the correspondent exercises.

6.2. Gerund (-ing)

In Unit 1 we studied special features of the formation of the gerund. Here are
some of the most important ones:

Infinitive -ing form Spelling

Cook Cooking
+ ing
Try Trying

Dance Dancing e + ing

1 vowel + 1 consonant
Swim Swimming
 double consonant

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 In English, gerund is used in the following cases:

To form the progressive tenses (present continuous, past continuous, future

continuous, etc.). Examples:

I’m cooking a cake in the oven.

Present Continuous
(Estoy cocinando un pastel en el horno.)

At that time, he was studying there.

Past Continuous
(En ese momento, él estaba estudiando allí.)

Tomorrow night we will be having a party, come with us.

Future Continuous
(Mañana por la noche tendremos una fiesta, ven con nosotros.)

A gerund sometimes begins a sentence that, taken as a whole, functions as the

subject of the sentence. Examples:

Smoking is not good for your health.

(Fumar no es bueno para la salud.)

Sleeping is one of the most important things for children.

(Dormir es una de las cosas más importantes para los niños.)

When you are really tired, reading is not possible.

(Cuando estás realmente cansado, leer no es posible.)

The gerund must be used when a verb comes after a preposition. Examples:

You should brush your teeth before going to bed.

(Deberías cepillarte los dientes antes de ir a la cama.)

Don’t go out without taking the hat.

(No salgas sin coger el gorro.)

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Some verbs are generally followed by gerund:

Risk Arriesgar Keep on Seguir

Regret Arrepentirse Avoid Evitar

Put off Apagar Spend time Pasar tiempo

Practice Practicar Admit Admitir

Miss Echar de menos/Perderse Give up Dejar de

Mind Importar Suggest Sugerir

Love Encantar Stop Dejar de/Parar

Like Gustar Can’t help No poder evitar

Hate Odiar Prefer Preferir

Go on/Carry on Continuar/Seguir Imagine Imaginar

Finish Terminar Deny Negar

Feel like Apetecer Fancy Gustar/Apetecer

Enjoy Disfrutar Involve Involucrar/Implicar

Consider Considerar Delay Retrasar

Can’t stand No poder soportar

Gerund is used with the structure I like… same as with the expression feel like…
On the contrary we use infinitive with the structure would like… Examples:

I like I like going out on Saturday night

(me gusta) (Me gusta salir los sábados por la noche)

I feel like I feel like going to the concert next week

(me apetece) (Me apetece ir al concierto la semana que viene)

I would like I would like to work in that company someday

(me gustaría) (Me gustaría trabajar en esa empresa algún día)

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6.3. Describing people

 Use the following structure to about physical appearance:

What + do/does + sujeto + look like?

To ask about someone‟s personality use this structure:

What + is / are + sujeto + like?

Examples:

What are the children like? They’re naughty but tidy.

(¿Cómo son niños? Son traviesos pero ordenados.)

What is your boss like? She is creative and respectful.

(¿Cómo es tu jefa? Ella es creativa y respetuosa.)

What does her new boyfriend look like? He is handsome and tall.
(¿Cómo es su nuevo novio? Es guapo y alto.)

 The expressions look and look like are generally used with different purposes:

Translation Examples

They look very close to each other.

Look + Adjective “parece”
(Ellos parecen muy unidos)

He looks like his mother.

Look like + Noun “se parece a”
(Se parece a su madre)

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 The following chart presents a compilation of some of the words that can be used to
describe physical appearance:

Attractive Atractivo Blonde-hair Rubio Jealous Celoso

Tall Alto Brown-hair Castaño Brave Valiente

Short Bajo Red-hair Pelirrojo Fearful Miedoso

Fat Gordo Curly-hair Pelo rizado Determined Decidido

Straight-
Slim Flaco Pelo liso Indecisive Indeciso
hair

Pretty/Handsome Guapa/o Long-hair Pelo largo Honest Honesto

Beautiful Hermoso Short-hair Pelo corto Envious Envidioso

Ugly Feo Clever Inteligente Optimistic Optimista

Muscular Musculoso Passionate Apasionado Pessimistic Pesimista

Slender Esbelto Lazy Vago Sincere Sincero

Overweight Gordito Generous Generoso Liar Mentiroso

Obese Obeso Selfish Egoísta Strong Fuerte

Muy
Skinny Shy Tímido Weak Débil
delgado

Old Viejo Moddy Malhumorado Cheerful Divertido

Young Joven Kind/Gentle Amable Boring Aburrido

Elegant/Smart Elegante Loyal Leal Nice/Lovely Simpático

6.4. A lot of, much, many, a few… quantities

 Use much with uncountable nouns: liquids (water, milk, etc…), and abstract
concepts (happiness, desires…), etc.

Much could be translated as “mucho/mucha”.

 Use many with countable nouns.

Many could be translate as “muchos/muchas”.

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 A lot of can be used with countable or uncountable nouns and it could be translated
as “mucho/mucha/muchos/muchas”.

Much Many A lot of

mucho / mucha
Translation mucho / mucha muchos / muchas
muchos / muchas

Used with Uncountable nouns Countable nouns Countable and uncountable nouns

Negative and Affirmative,

Affirmative, negative and
Use in interrogative negative and
interrogative
sentences interrogative

There is a lot of noise in this

room
There are many
There is much (Hay mucho ruido en esta
trees in this forest.
noise in this room. habitación)
Examples (Hay muchos
(Hay mucho ruido en There are a lot of trees in this
árboles en este
esta habitación) forest
bosque)
(Hay muchos árboles en este
bosque)

 Use the quantifier too in order to modify much and many always in the following
order:

He has too much food

Much Uncountable Noun 
(Él tiene demasiada comida)
Too + +
We have too many problems
Many Countable Noun 
(Tenemos demasiados problemas)

 Too have rather negative connotations and it is usually translated as “demasiado” As

the previous examples shown we use too to mean more than sufficient or more than
necessary.

Examples:

There is too much sugar for me in this coffee.

(Este café tiene demasiada azúcar para mí.)

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I want to go to the concert, but there will be too many people.

(Quiero ir al concierto, pero habrá demasiada gente.)

 In order to form the question to the previous sentences use the following structure:

How much water would you

Much Uncountable Noun  like?
(¿Cuánta agua quieres?)
How + +
How many bags are you taking?
Many Countable Noun  (¿Cuántas bolsas estás
cogiendo?)

 Enough is another important quantifier. We use enough to mean sufficient and in a

negative sentence to mean less than sufficient or less than necessary. The position of
this quantifier within the sentence varies depending on the word it accompanies.
Enough always goes before the nouns and after the adjectives. Have a look at the chart:

I don’t think there isn’t enough soup.

Enough Noun 
(Creo que no hay suficiente sopa.)
+
This pullover is big enough.
Adjetive Enough 
(Este jersey es suficientemente grande.)

6.5. One / ones

 The pronoun one / ones is used to designate a noun that has already been used in a
sentence or throughout a conversation; therefore, it is used in order to avoid the
repetition.

Examples:

Can you show me the cars? I would like to see the black one.
(¿Podrías enseñarme los coches? Me gustaría ver el negro.)

These models are awful, give me the old ones.

(Estos modelos son horribles, dame los antiguos.)

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Specially recommended

Master class

Grammar

This class is a general review of the grammar studied in this Unit.

Don‟t miss it; it‟ll be very useful to get a general idea of these particular aspects of it.

This class is available in the virtual classroom

Don‟t miss…

English video lessons

This link below is a very useful video about the topics we‟ve already seen in “Pay
attention to…” section. We‟ve studied the quantifiers and here you can clarify
whatever you didn‟t understand correctly in the section before.

http://www.youtube.com./watch?v=uu4b5Gjl2JQ

Next, we‟re going to check the most common mistakes in pronunciation in the next
three videos. When people start to learn English, it is complicated to distinguish
between the different sounds, especially S, T, D and TH.

UNIT 6 – Specially recommended

 Lengua inglesa II

Part 1. Common Mistakes part 1 –‘s’.

http://www.youtube.com./watch?v=GLLHIiOIygw

Part 2. Common Mistakes, part 2 –‘t’ & ‘d’.

http://www.youtube.com./watch?v=QpRO1ZmYAw0

Part 3. Common Mistakes, part 3 – ‘th’.

http://www.youtube.com./watch?v=XaRDfuaSJqQ

Learn more about Homeschooling

Have you ever heard about an increasing option of home school education in Amercia
and other European countries, among which Spain is included?

We recommend you to watch this videos through which experts and homestudents
explain the advantages and also the problematic of this type of education. It will be very
useful for you to get an insight on what home schooling is.

Radio program with Dr. Dobson. In defense of California's ruling making

home schooling illegal. By Dr. James Dobson.

http://video.google.com/videoplay?docid=-349089092859716752#docid=-
6825243550659118022

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Accredited Homeschooling Curriculum. Part 1.

“Laurel Springs School, founded in 1991, is an accredited, college prep private school
offering distance learning programs and teacher services for students in grades K-12.
Located in Ojai, California, Laurel Springs serves students across the United States and
in 43 countries. Current enrolment is 3,000 students, with more than 2,000 students
enrolled in the online high school program. Laurel Springs uses web-based
communication tools, a standards-based curriculum, and personalized instruction to
offer students the highest quality home education experience.”

http://www.youtube.com/watch?v=e8XXiq7FAo4

Accredited Homeschooling Curriculum. Part 2

http://www.youtube.com/watch?v=3r5QIl-4Ut4&feature=related

Accredited Homeschooling Curriculum. Part 3

http://www.youtube.com/watch?v=IRFiBLzlURI&feature=related

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+ Information

More about...

Homeschooling: A Growing Option in American Education

Read this article published in The Heritage Foundation about home schooling.

Homeschooling: A Growing Option in American Education

“A growing number of American families are choosing to homeschool their children.

The U.S. Department of Education's National Center for Education Statistics reports
that approximately 1.1 million children (2.2 percent of school-age children) were being
educated at home as of 2003-29 percent more than the 850,000 students who were
being homeschooled in 1998. Another estimate projects that 2 million or more children
may be homeschooling.

Families cite common reasons for choosing to homeschool their children, such as
concern about the environment at other schools, dissatisfaction with the academic
instruction at other schools, and a preference for providing religious and moral
instruction not provided in traditional schools.

The decentralized nature of the homeschooling population limits researchers' ability to

draw conclusions about the specific effect of homeschooling on various outcome
measures such as academic achievement. However, evaluations of homeschooled
students have reported that homeschool students perform well in that academic
environment. Moreover, a survey of adults who were homeschooled suggests that home
schooling leads to positive life outcomes, such as higher college attendance and
enrollment.

The growing number of students being educated at home is also influencing the
American Education system and saving taxpayers between $4.4 billion and $9.9 billion
in instructional costs each year. […]

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Read the whole article in the following web page:

http://www.heritage.org/Research/Reports/2008/04/Homeschooling-A-Growing-
Option-in-American-Education#_ftn33

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VIP

Charlotte Mason

Aimee R. Natal examines the life and work of Charlotte Mason (1842-1923) - an
extraordinary educator whose thinking looked to the significance of atmosphere, habit
and living ideas.

Charlotte Maria Shaw Mason was born in England

on New Year‟s Day, 1842, at Bangor, by the sea.
Regarding her parents and childhood, she wrote:

“My mother was delicate and required sea air, so it

happened I was born in Bangor and that my earliest
recollections are associated with the sea. My father, J. H.
Mason, was a Liverpool merchant, a „dry-salter‟...a
refined and simple man, very fond of books....I had no
brothers and sisters, and both parents were also only
children...My parents, who were glad of the occupation
educated me (with some lessons from outside), my father taking some subjects, my
mother others, at first through the medium of Butter’s Spelling Book, with its long lists
and hard spellings, its Aesop’s Fables and Lord Chesterfield‟s Letters to his Son.”
(Cholmondeley 1960: 1-2).

Charlotte‟s mother died when Charlotte was 16. Her father never recovered from this
loss and died the following year. Left alone in the world, Charlotte moved in with
friends until, at age 18, she moved to London and entered the only teacher training
college in England at the time, The Home and Colonial School Society.

The Home and Colonial School Society, established by Elizabeth Mayo and her brother
Charles Mayo in 1836, was the first school in England devoted to advancing the
methods of Swiss educational reformer Johann Pestalozzi. In 1860, Mason began
her 3 year training there and in 1861, the school made a special arrangement and gave
her a post as headmistress of one of the first infant schools in the country, The Davison
School. After earning her teaching certificate and teaching 3 years in the infant school,
Charlotte Mason pioneered a high school for girls at The Davison School, beginning
UNIT 6 – VIP
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when she was 22. (see photo of her at age 22 on her first visit to Ambleside) She
remained there until she was 29, when illness required that she take a long rest.

After a period of travel, the 32 year old Charlotte Mason took a teaching position at
Bishop Otter College in Chichester. As Mistress of Method, she lectured prospective
women teachers in educational methods, hygiene and physiology. After 4 years in this
position, “she had such a serious breakdown that she was obliged to give up teaching”
(Cholmondeley 1960: 12). This led to another period of travel abroad, after which
Mason began her serious walks in the shires (counties) of England, keeping notes.
These notes later became the material for her popular series of geography books, the
first being The Forty Shires: Their History, Scenery, Arts and Legends, published in
1880 when she was 38.

Due to its popularity, five more geography books followed, allowing Charlotte Mason to
live off the profits and move to Bradford. She frequently visited London, where she had
rooms in a ladies‟ club and membership in the Philosophical Society, Browning Society
and a poetry club where Shakespeare‟s plays were read.

In 1885, her vicar asked the 43 year old Charlotte Mason for a donation towards the
fund for a new parish room at St. Mark‟s Anglican Church in Manningham. Instead of
money, Mason offered to give a series of lectures on education. These lectures appeared
the next year in a print volume titled Home Education. A year later, an attendee of
these lectures, Mrs. Francis Steinthal, was instrumental in helping Mason form an
educational society for parents in Bradford, the Parents‟ Educational Union (PEU).
Mason then sought the counsel of several educational leaders for advice in making the
union known to a wider audience. This led to the eventual opening of many PEU
branches. […]”.

Read the whole article in the following web page:

http://www.infed.org/thinkers/et-mason.htm

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Recording yourself

Recording yourself: About homeschooling

After reading the information we have given you about homeschooling, answer the
following questions and, of course, record yourself:

What have you learnt about homeschooling?

Have you created an opinion about this type of education?
Do you think children are overprotected this way?
Do you think homeschooling programs cannot provide the students with a
comprehensive education experience?

Note that this activity has two parts:

The written part: you have to answer the questions.

The spoken part: you have to record yourself reading those answers aloud.

¿Cómo grabarte?
Es muy sencillo, solo necesitas unos cascos con micrófono incorporado. En el menú
Inicio de Windows, deberás desplegar la pestaña Todos los programas, pinchar en
Accesorios, Entretenimiento y Grabadora de sonidos. Aparecerá en tu pantalla un
menú muy sencillo para que puedas grabar y escuchar tu voz. Una vez que lo tengas
grabado (puedes hacer las pruebas que sean necesarias) pincha en Archivo y guárdalo
con extensión *.wav. Por ejemplo: juan.perez_unit1.wav

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Exercises

Puedes consultar las soluciones de estas actividades en el material de la asignatura

(Transcripciones y Solucionario).

Language practice 6A

Make or do?

1. Write the words in the corresponding columns :

homework a pizza the beds exercise yoga

housework money lunch a mistake an exam

Make Do

a pizza homework

Like / love / hate

2. Complete the chart:

don‟t like don‟t mind hate like love

_______________________
 _______________________
- _____________________

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 don‟t like

 ______________________

Present Perfect

Have a look at the pictures on page 102 in Manual del alumno. Write a sentence for
each of them:

1. ____He likes washing-up._______

2. __________________________
3. _________________________
4. _________________________
5. _________________________

¿Gerund or infinitive?

3. Complete the text with gerunds or infinitives:

House husbands are here to stay.

Len Thomas, 33, married to Martina, 27, actress.

When Martina got really busy and had to go away on a lot of tours, I decided _to stay_ (stay) at
home and take charge of the house. I don‟t mind _______ (clean), but I‟d like _______ (have)
someone to help with the rest of the housework, specially in the kitchen. I‟m not very good at
_______ (cook). But I love _____ (look after) our daughter Danielle.

James Bantry, 48, part-time journalist, married to Angela, 47, photographer.

Angela‟s good at __________ (take) photographs so she can earn more money than I can. I
worked full time for twenty years but after the children were born I didn‟t like ___________
(not see) them. Men are starting __________ (find) that there‟s nothing wrong with
_________(stay) at home. __________ (spend) time with my children is the most satisfying
job I‟ve ever done.

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Language practice 6B

Adjectives

1. Rewrite the questions of the following list, using the adjectives of the chart:

HOW WELL DO YOU KNOW YOURSELF?

Try our questionnaire to find out.

1. Do you feel uncomfortable when you meet people for the first time?
2. Do you like buying things for other people?
3. Do you like meeting people and making friends?
4. Do you find it difficult to work hard?
5. Do you talk a lot?
6. Do you think of yourself first and other people second?

generous shy friendly lazy talkative selfish

1. __Are you shy?_________________

2. __Are you___________________?
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________

Write the antonyms for the previous adjectives:

?
1 E X T R O V E R T
2 M
3 F Y
4 D K
5
6 F
?

UNIT 6 – Exercises
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Questions

2. Match the questions with their answers:

1 What does she look like? A Reading and cooking

She looks like me, but she‟s got my husband‟s

2 How‟s your mother? B
eyes

3 What‟s your sister like? C She‟s quite shy, but very intelligent.

4 What does Anne like? D She‟s fine, thanks.

What does your daughter look

5 E She‟s not very tall with long dark hair
like?

Look / look like

Fill in the blanks with look or look like.

I‟ve got one brother, one sister, and my mum and dad, of course. My parents _look_ quite
young, but in fact they‟re both over sixty. My father dresses very badly, but he gets angry when I
say he _______ a gardener! He says my mother _______ a princess when she was younger; I
think she still _______ beautiful today. My brother ______ intelligent, but I think he‟s stupid.
He‟s got very short hair and he _______ a punk rocker! When she was a child, my sister
________ my father, but now I think she ________ my mother. She‟s quite tall and slim and
she _______ quiet and shy.

UNIT 6 – Exercises
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Language practice 6C

Vocabulary

1. Look for seven different names of containers:

T T C U B C E B

I U A O O A G O

N J N S T R R T

P A C K E T I T

E R O A B O L L

B O X R N N S E

Complete the following sentences:

A __box_____ of matches
A _________ of cigarettes
A _________ of soup
A _________ of coke
A _________ of milk
A _________ of ketchup
A _________ of marmalade

Countable or uncountable?

2. Write C (countable) or U (uncountable) according to the noun:

C Apples Sugar

A carton of milk Vegetables

Milk Salt

Leg of land Meat

Bread A bottle of wine

UNIT 6 – Exercises
 Lengua inglesa II

Much / many / a lot / a little / a few

Complete with (how) much, (how) many, a lot, a little, a few according to the rest of
the sentence:

A: _How much_ milk have we got?

B: _Not much__. About half a litre.

A: ______________ eggs are there?

B: _____________ - at least two boxes.

A: _______________ wine do you want?

B: Only ____________- a small glass.

A: _______________ biscuits have you eaten?

B: Not ___________, only two or three.

A: _____________ chocolates are there?

B: Only ___________- we‟ve eaten nearly all of them.

Reading

India Switzerland Britain Japan Italy

1. In _Switzerland_ they eat a lot of cheese, sometimes with potatoes, or in special

dishes like fondue. There are a lot of dairy farms there, so products made from milk are
popular – they also eat a lot of chocolate.

2. People in ________ eat a lot of rice and have very little fat in their diet. They don‟t
eat much meat, but they eat a lot of fish – the oil in the fish is very good for you, which
could be why there‟s less heart disease there than in many other countries.

3. In _________ a lot of people eat curry, which can be very hot. People started using
curry to hide the flavor of poor quality meat, but it‟s become a very popular dish in
many different countries now.

UNIT 6 – Exercises
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4. Pizzas and pasta are popular in __________. There are different kinds of pasta,
and a lot of people make their own instead of buying it from supermarkets. Pasta didn‟t
come from this country originally – Marco Polo brought it back from China.

5. They eat a lot of potatoes in __________, in many different forms, including

jacked potatoes and chips – fish and chips is a famous take-away food. You can find a
lot of different cakes and sweets here, so it‟s very easy to put on weight!

In which countries are the following foods eaten?

Very spicy food? ____________

A lot of chocolate? ____________
Very little fat? ____________
A lot of sweet things? ____________

UNIT 6 – Exercises
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Language practice 6D

Too / enough / much / many

1. Complete with too, too much or too many.

Liam‟s _too young_ to go to that disco.

There‟s ________________ unemployment in Europe now.
A: This restaurant looks nice. Let‟s eat here.
B: No, it‟s _________________ noisy.
You can‟t go out now. It‟s ____________ late.
I don‟t like London. It‟s ___________ crowded and there are ______ cars.
I hate living in large cities. There‟s _____________ pollution,
___________ noise, and _____________ people.

2. Rewrite the sentences in the correct order.

money enough haven‟t I got

__I haven’t got enough money.___

flat this enough big isn‟t

________________________

enough is food me there for?

________________________

haven‟t time we enough got

________________________

tea this isn‟t enough sweet

________________________

UNIT 6 – Exercises
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Reading

3. Read the text and write the following questions in gaps 1 to 6

How do industry and transport cause pollution?

How can I help?
What is pollution?
How can industry help?
What causes pollution?
What about air pollution?

HELP CLEAN OUR WORLD – NOW!

1.
Pollution is the poisoning of the land, sea, and air.
2.
Mainly industry and transport. If you go to any city, you‟ll see too many factories, too many
cars with not enough people in them, and not enough public transport.
3. How do industry and transport cause pollution?
Factories and vehicles produce waste which goes into the air and the rivers, and spreads all
over the land. Poisons in the waste build-up over the years and harm trees, plants, animals,
and people.
4.
Waste gases build up in the air, and dissolve into raindrops, forming a weak acid. This „acid
rain‟ can fall far away from the country which produced it, killing trees in forests and fish in
lakes and rivers.
5.
If companies clean their waste gases before releasing them into the atmosphere, there‟ll be
much less air pollution and no acid rain. But this can be expensive and it needs all the world‟s
companies to do it.
6.
Cars pollute the atmosphere. Walk, cycle and use public transport as much as possible. Only use
your car when you really need to, and use unleaded petrol if you can – lead is one of the most
dangerous ingredients in petrol. Join us, and help us to campaign for cleaner air for everybody.

UNIT 6 – Exercises
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Look for the bold words in the text and classify them as noun, verb or adjective:

Noun Verb Adjective

poisoning

UNIT 6 – Exercises
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Grammar check UNIT 6

1. Gerund

Write the gerund of each verb:

a. Be  _____________
b. Hope  ___________
c. Fly  _____________
d. Listen  ___________
e. Run  ____________
f. Work  ___________
g. Study  ___________
h. Write  ___________

Write the verbs in the correct tense:

I hate _cycling_ (cycle) to work every day. I want _to buy_ (buy) a motorbike.
My son‟s very good at ________ (ski). He would like ________ (be) a ski
instructor.
I know you don‟t like ________ (do) your homework, but you have _________
(do) it if you want _________ (pass) your exams.
________ (find) a good job is really hard. You need _______ (have) a lot of luck.
We enjoy ________ (travel) to different places. Next summer we‟ve decided
_________ (go) to Iceland.

2. Look / look like

Complete with look and look like.

She _looks like_ her sister.

They‟re very fair – they ____________ Swedish.
He doesn‟t _____________ very intelligent.
People say I _____________Barbara Streisand.
André _____________ about 40, but he‟s only 25.
He‟s very tall – he ________________ a basketball player.

UNIT 6 – Exercises
 Lengua inglesa II

3. Quantities

Write the correct questions for the given answers:

How much How many A lot A little A few

Potatoes: Cheese: Wine:

How many potatoes are ____________________ _____________________
there? _______________ ____________________
A lot_ ______________ ______________

Chips: Bread:
____________________ ____________________
____ ________
______________ ______________

4. Too / too much / too many / (not) enough

In each of the following sentences you will find a mistake; correct them.
People drive too much fast.
This room isn‟t enough big.
There were too much people.
Hong Kong‟s too much crowded.
There isn‟t time enough.

UNIT 6 – Exercises
 Lengua inglesa II

5. One / ones

Complete the sentences with adjective +one / ones

This is too expensive. I‟d like a _cheaper one_.

I don‟t like the black shoes. I prefer _____________.
Do you prefer the modern flat or the ____________?
Which one‟s your brother, the tall one or the _____________?
Don‟t buy the English sausages! Get the ______________.

UNIT 6 – Exercises
 Lengua inglesa II

Test

1. I´m……… a cake for my mum.

A. cooking
B. cook
C. coked

2. You were............ dinner when they arrived.

A. having
B. taking
C. take

3. At that time he was.......... at the shop.

A. worked
B. works
C. working

4. What were you doing when the war........... out?

A. brake
B. broke
C. broked

5. Mary came by train............ her car is broken.

A. but
B. so
C. because

6. What will you be…….…… while I‟m on holiday?

A. done
B. doing
C. do

7. Will you be.............. football next week?

A. play
B. played
C. playing

UNIT 6 – Test
 Lengua inglesa II

8. What……….….. she look like?

A. does
B. do
C. ave

9. How.............. money do you have?

A. much
B. a lot of
C. many

10. How ............... is this bag?

A. many
B. much
C. a lot of

UNIT 6 – Test