[1]

[2]

INGLES IV Reglamento…………………………………………………………………………...1

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

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

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

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

Índice

BLOQUE 1

SIMPLE PAST TENSE REVIEW ................................................................ 9

THE PRESENT UNREAL CONDITIONAL……………………………………..12

THE PRESENT UNREAL CONDITIONAL WITH “COULD” & MIGHT….….15

THE PRESENT UNREAL CONDITIONAL WITH MORAL DILEMMAS / THE CONJUCTIONS “AND” AND “BUT” ............................................................... 19

BLOQUE 2

PRESENT PERFECT ............................................................................... .23

PAST PARTICIPLE REVIEW ................................................................. ...26

SIMPLE PAST AND PRESENT PERFECT ……………………………….. 28

“FOR” AND “SINCE” ................................................................................. 32

VER, NEVER, ALREADY & YET ............................................................... 34

BLOQUE 3

EXPRESSING PREFERENCE: LIKE / LOVE / HATE / PREFER............... 40

PREFER Vs. MODAL “WOULD RATHER” ................................................ 44

VERBS THAT TAKE INFINITIVES & GERUNDS ……………………………….. 48

BLOQUE 4

RELATIVE PRONOUNS AND CLAUSES .................................................. 53

DESCRIBING PEOPLE ............................................................................. 56

APPENDIX

LIST OF IRREGULAR VERBS .................................................................. 61

DESCRIBING PEOPLE ............................................................................. 62

[3]

REGLAMENTO

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

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

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

4. Al concluir sus estudios se entrega un certificado de Bachillerato General, válido para

cualquier carrera en cualquier Institución de educación superior en todo el país.

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

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

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

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

pasajes foráneos, museos)

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

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

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

certificado parcial de las asignaturas acreditadas e inscribirse nuevamente

[4]

ESTUDIO INDEPENDIENTE

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

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

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

[5]

10 SUGERENCIAS PARA ADMINISTRAR TU TIEMPO

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

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

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

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

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

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

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

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

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

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

[6]

EL TIEMPO DISPONIBLE

EJEMPLO

ACTIVIDADES LUNES MARTES MIÉRCOLES JUEVES VIERNES SÁBADO DOMINGO

DORMIR

DESAYUNO

COMIDA

CENA

TRABAJO

TRANSPORTE

FAMILIA

DEPORTE

TELEVISIÓN

ASEO PERSONAL

ESTUDIO

INDIVIDUAL

ASESORÍAS

TOTAL

TIEMPO

DISPONIBLE

[7]

PLAN DE ESTUDIOS

PRIMER SEMESTRE: SEGUNDO SEMESTRE: TERCER SEMESTRE:

ALG-

001 Matemáticas I TRI-

002 Matemáticas II GAN-

003 Matemáticas III

QUI-

001 Química I QUI-

002 Química II GEO-

003 Geografía

EYV-

001 Ética y Valores I EYV-

002 Ética y Valores II

FIS-003 Física I

ISC-

001

Introducción a las

Ciencias Soc.

HDM-

002 Historia de México I HDM-

003 Historia de México II

LYR-

001

Taller de Lectura y

Redacción I

LYR-

002

Taller de Lectura y

Redacción II

LIT-003 Literatura I

ING-

001

Lengua adicional al

español I

ING-

002

Lengua adicional al

español II

ING-

003

Lengua adicional al

español III

INF-

001 Informática I INF-

002 Informática II

CUARTO SEMESTRE:

QUINTO SEMESTRE:

SEXTO SEMESTRE:

FUN-

004 Matemática IV BIO-

005 Biología II

FIL-006 Filosofía

BIO-

004 Biología I HUC-

005

Historia Universal

Contemporánea

EYM-006

Ecología y Medio Ambiente

FIS-

004 Física II MDI-

006 Metodología de la Investigación

ESM-

004

Estructura

Socioeconómica de

México

LIT-

004 Literatura II

ING-

004

Lengua adicional al

español IV

FORMACION PARA EL TRABAJO: _______________________

[8]

BLOQUE 1

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

IMAGINARY SITUATIONS AND DISCUSS VARIOUS HYPOTHESES.

KNOWLEDGE ACQUIRED

SIMPLE PAST TENSE REVIEW. THE PRESENT UNREAL CONDITIONAL. THE PRESENT UNREAL CONDITIONAL WITH “COULD”

& MIGHT. THE PRESENT UNREAL CONDITIONAL WITH MORAL.

DILEMMAS / THE CONJUCTIONS “AND” AND “BUT”.

ATTITUDES AND VALUES EMPHASIZED

TOLERANCE OF CULTURAL DIFFERENCE WILLINGNESS TO GIVE MORAL DILEMMAS EARNEST

CONSIDERATION.

SKILLS ACQUIRED

IDENTIFICATION OF CAUSE – EFFECTS ELEMENTS IN A SENTENCE.

DISCERNMENT OF MAIN IDEAS IN A TEXT DESCRIBING IMAGINARY SITUATIONS.

[9]

LESSON 1

SECTION 1.

SIMPLE PAST TENSE REVIEW.

SO FAR, YOU HAVE LEARNED SOME GRAMMATICAL ISSUES IN THE PREVIOUS

COURSES. BEFORE STARTING THIS FOURTH ONE LET’S DO A REVIEW OF THE

SIMPLE PAST ONE.

REVIEW.

Exercise 1

FROM THE FOLLOWING PARAGRAPH THERE ARE 10 MISTAKES IN THE

TENSES. PLEASE IDENTIFY THEM UP AND WRITE THE CORRECT ANSWER.

BOB MARLEY EARLY LIFE

BOB MARLEY WAS BORNED ROBERT NESTA MARLEY ON FEBRUARY 6,

1945. BOB WAS BORN TO CEDELLA MARLEY WHEN SHE HAD BEEN 18.

BOB'S EARLY LIFE WAS SPENT IN RURAL COMMUNITY OF NINE MILES,

NESTLED IN THE MOUNTAINOUS TERRAIN OF THE PARISH OF ST. ANN.

RESIDENTS OF NINE MILES HAVE PRESERVING MANY CUSTOMS DERIVES

FROM THEIR AFRICAN ANCESTRY ESPECIALLY THE ART OF

STORYTELLING AS A MEANS OF SHARING THE PAST AND TIME-TESTED

TRADITIONS THAT ARE OFTENTIMES OVERLOOKED IN OFFICIAL

HISTORICAL SOURCES. THE PROVERBS, FABLES AND VARIOUS CHORES

ASSOCIATE WITH RURAL LIFE THAT WERE INHERENT TO BOB'S

CHILDHOOD WOULD PROVIDE A DEEPER CULTURAL CONTEXT AND AN

AURA OF MYSTICISM TO HIS ADULT SONGWRITING.

[10]

NORVAL AND CEDELLA MARRY IN 1945 BUT CAPTAIN MARLEY'S FAMILY

STRONGLY DISAPPROVING OF THEIR UNION; ALTHOUGH THE ELDER

MARLEY PROVIDED FINANCIAL SUPPORT, THE LAST TIME BOB MARLEY

SEE HIS FATHER WAS WHEN HE WAS FIVE YEARS OLD; AT THAT TIME,

NORVAL TOOKED HIS SON TO KINGSTON TO LIVE WITH HIS NEPHEW, A

BUSINESSMAN, AND TO ATTEND SCHOOL. EIGHTEEN MONTHS LATER

CEDELLA LEARNED THAT BOB WASN'T GOING TO SCHOOL AND WAS

LIVING WITH AN ELDERLY COUPLE. ALARMED, SHE WENT TO KINGSTON,

FOUND BOB AND BRINGED HIM HOME TO NINE MILES.

Exercise 2

SURF THE WEB AND ACCESS WIKIPEDIA. LOOK FOR BOB MARLEY’S

BIOGRAPHY AND ANSWER THE FOLLOWING QUESTIONS:

1. HOW OLD WAS BOB WHEN HIS FATHER PASSED AWAY?

_________________________________________

2. WHO DID TEACH BOB TO PLAY THE GUITAR?

_________________________________________

3. IN WHAT YEAR DID BOB RECORD HIS FIRST SONGS?

_________________________________________

4. IN WHAT YEAR DID THE WAILERS SPLIT UP?

_________________________________________

5. WHEN WAS HIS HIT “NO WOMAN NO CRY” RELEASE?

_________________________________________

[11]

Exercise 3

COMPLETE THE FOLLOWING CHART WITH THE PAST TENSE OF THE

VERBS GIVEN AND ITS CORRESPONDING PAST PARTICIPLE.

VERB PAST PAST PARTICIPLE ARISE _______________ _______________ BEND _______________ _______________ BLOW _______________ _______________ CATCH _______________ _______________ FLY _______________ _______________ HIDE _______________ _______________ LEND _______________ _______________ PROVE _______________ _______________ QUIT _______________ _______________ SHAKE _______________ _______________

Exercise 4

WRITE COMPLETE SENTENCES IN PAST USING THE INFORMATION

PROVIDED; ONE IS DONE FOR YOU AS AN EXAMPLE.

0. (MIKE, GO, MIAMI, 1998)

MIKE WENT TO MIAMI IN 1998.

1. (ALICE, FLY, PARIS, LAST YEAR)

________________________________________________

2. (MARK, LEND, BOO, HIS COUSIN)

________________________________________________

3. (ANTON, HIDE, THE CHART, UNDER BED)

________________________________________________

4. (KIM, BLOW, BALLOON, HIS NIECE)

________________________________________________

5. (FRANK, QUIT, JOB, FIND NEW)

________________________________________________

[12]

SECTION 2

“WOULD” & THE PRESENT UNREAL CONDITIONAL

WOULD

WOULD IS AN AUXILIARY VERB, A MODAL AUXILIARY VERB. WE USE WOULD MAINLY TO:

TALK ABOUT THE PAST TALK ABOUT THE FUTURE IN THE PAST EXPRESS THE CONDITIONAL MOOD

USAGE OF WOULD

I. WOULD TO TALK ABOUT THE PAST

WE OFTEN USE WOULD AS A KIND OF PAST TENSE OF WILL OR GOING TO:

EVEN AS A BOY, HE KNEW THAT HE WOULD SUCCEED IN LIFE.

I THOUGHT IT WOULD RAIN SO I BROUGHT MY UMBRELLA.

II. WOULD TO TALK ABOUT THE FUTURE IN THE PAST

WHEN TALKING ABOUT THE PAST WE CAN USE WOULD TO EXPRESS SOMETHING THAT HAS NOT HAPPENED AT THE TIME WE ARE TALKING ABOUT:

IN LONDON SHE MET THE MAN THAT SHE WOULD ONE DAY MARRY. HE LEFT 5 MINUTES LATE, UNAWARE THAT THE DELAY WOULD SAVE HIS

LI

III. WOULD TO EXPRESS THE CONDITIONAL MOOD

WE OFTEN USE WOULD TO EXPRESS THE SO-CALLED SECOND AND THIRD CONDITIONALS.

In this case check the following sample: There are 2 sentences divided by a comma. The If sentence (the condition) and the consequence or result. In this case the condition is in simple past and the consequence gets “would” [In Spanish it is the expression (Sí yo jugara soccer, sería Famoso)].

IF HE LOST HIS JOB HE WOULD HAVE NO MONEY.

Would en Español se

traduce como “ria”.

Es decir I would go =

Yo iría.

You would play = tú

jugarías.

[13]

IV. WOULD FOR EXPRESSING DESIRE.

I'D LOVE TO LIVE HERE. WOULD YOU LIKE SOME COFFEE? WHAT I'D REALLY LIKE IS SOME TEA.

V. WOULD TO MAKE POLITE REQUESTS AND QUESTIONS

WOULD YOU OPEN THE DOOR, PLEASE? (MORE POLITE THAN: OPEN THE DOOR, PLEASE.)

WOULD YOU GO WITH ME? (MORE POLITE THAN: WILL YOU GO WITH ME?)

WOULD YOU KNOW THE ANSWER? (MORE POLITE THAN: DO YOU KNOW THE ANSWER?)

WHAT WOULD THE CAPITAL OF NIGERIA BE? (MORE POLITE THAN: WHAT IS THE CAPITAL OF NIGERIA?)

VI. WOULD FOR GIVING OPINION OR HOPE

I WOULD IMAGINE THAT THEY'LL BUY A NEW ONE. I SUPPOSE SOME PEOPLE WOULD CALL IT TORTURE. I WOULD HAVE TO AGREE. I WOULD EXPECT HIM TO COME. SINCE YOU ASK ME I'D SAY THE BLUE ONE IS BEST.

VII. WOULD FOR WISHING AND EXPRESSING REGRETS

I WISH YOU WOULD STAY. (I REALLY WANT YOU TO STAY. I HOPE YOU WILL STAY.)

THEY DON'T LIKE ME. I'M SURE THEY WISH I'D RESIGN.

Exercise 1

USE THE INFORMATION IN THE BOX TO COMPLETE THE FOLLOWING EXERCISE.

(NOTE: THERE ARE 2 EXTRA)

SHE WOULD I’D

LIKE HE’D

WOULDN’T IT WOULD

BE SHE’D

HE WOULD PLAY WOULD SEEM

1 I KNEW HE WOULD ___________ FAMOUS ONE DAY.

2 HE SAID THAT ___________ HELP ME.

3 I ASKED HIM TO WALK FASTER BUT HE ___________.

[14]

4 AS CHILDREN WE WOULD ___________ TOGETHER EVERY DAY.

5 NOBODY KNEW THAT ONE DAY HE ___________ BE RICH.

6 IF YOU ASKED ME ___________ SAY YOU WERE CRAZY.

7 WOULD YOU ___________ TO GO?

8 DO YOU THINK HE'D HELP? | I'M SURE ___________.

9 HE WOULD ___________ TO BE IMPROVING.

10 WE WANT TO PLAY TENNIS. I WISH ___________ STOP RAINING.

Exercise 2

Complete the Conditional Sentences by putting the verbs into the correct form. Use

"would" in the appropriate place (Remember: If sentence in simple past and consequence

with “would”.

1. If we (have) had a yacht, we (sail) would sail the seven seas.

2. If he (have) ____________ more time, he (learn) ____________ karate.

3. If they (tell) ____________ their father, he (be) ____________ very angry.

4. She (spend) ____________ a year in the USA if it (be) ____________ easier to get a

green card.

5. If I (live) ____________ on a lonely island, I (run) ____________ around naked all day.

6. We (help) ____________ you if we (know) ____________ how.

7. My brother (buy) ____________ a sports car if he (have) ____________ the money.

8. If I (feel) ____________ better, I (go) ____________ to the cinema with you.

9. If you (go) ____________ by bike more often, you (be / not) ____________ so flabby.

10. She (not / talk) ____________ to you if she (be) ____________ mad at you.

[15]

SECTION 3

THE PRESENT UNREAL CONDITIONAL WITH “COULD” & MIGHT

“COULD”

"Could" is used to express possibility or past ability as well as to make suggestions and

requests. "Could" is also commonly used in conditional sentences as the conditional form

of "can."

Examples:

Extreme rain could cause the river to flood the city. possibility

Nancy could ski like a pro by the age of 11. past ability

You could see a movie or go out to dinner. suggestion

Could I use your computer to email my boss? request

We could go on the trip if I didn't have to work this weekend. conditional

As you can see “Could” works like “Would” with conditions. It is easy to change them but

the meaning changes, it is better to understand because it is the same in Spanish. In this

case “Would” is the ending “ria” like gustaria, veria, estaria. And “Could” is in Spanish

“Podría”. Then we have the clear picture in the next sample:

If I met “Chicharito”, I would take a selfie with him.

(Sí conociera al Chicharito, me tomaría una Selfie con él).

If I met “Chicharito”, I could take a selfie with him.

(Sí conociera al Chicharito, podría tomar una Selfie con él).

[16]

“MIGHT”

"Might" is most commonly used to express possibility. It is also often used in conditional

sentences. English speakers can also use "might" to make suggestions or requests,

although this is less common in American English.

Examples:

Your purse might be in the living room. possibility

If I didn't have to work, I might go with you. conditional

You might visit the botanical gardens during your visit. suggestion

Might I borrow your pen? request

It is used with conditions like “Would” and “Could”. In this case it is similar to Could and

expresses possibility too, the difference is that you give more emphasis in the

consequence with might. Check the following examples:

Positive Forms

1. If I entered the contest, I might actually win.

2. If I had entered the contest, I might actually have won.

3. If I entered the contest tomorrow, I might actually win. Unfortunately, I can't enter it.

Negative Forms

1. Even if I entered the contest, I might not win.

2. Even if I had entered the contest, I might not have won.

3. Even if I entered the contest tomorrow, I might not win.

[17]

Exercise 1

There are 10 questions in this exercise and each question has only one true answer,

select the correct option.

1. What would you __________ if you won the lottery?

do

did

was doing

was do

2. She wouldn't be nervous if she ________ her homework.

would do

did

does

do

3. If my grandfather ________ alive, he ________ play with me.

were / was

would be / were

was / will be

were / could be

4. If you printed on both sides, you ________ paper.

were saved

saved

might save

might be save

5. We ________ football if the weather were good.

could be able to play

could were able to play

[18]

were able to play

will be able to play

6. If you ________ a bike you wouldn't cycle to school.

don't have

didn't have

not had

weren't have

7. The film ________ more interesting if it ________ a happy ending.

would be / has

were / could have

was / could have

could be / had

8. If my father ________ me a ticket, I ________ to the cinema.

didn't buy / couldn't go

weren't buy / con't go

couldn't buy / didn't go

wasn't buy / con't go

9. What would you do if you ________ invisible?

will become

would become

became

were become

10. If he ________ to İstanbul, he ________ the Blue Mosque.

might go / visited

went / might visit

were go / visited

went / were visited

[19]

SECTION 4

THE PRESENT UNREAL CONDITIONAL WITH MORAL DILEMMAS / THE

CONJUCTIONS “AND” AND “BUT”

CONJUCTIONS

A conjunction is a part of speech that is used to connect words, phrases, clauses, or

sentences. Conjunctions are considered to be invariable grammar particle, and they may

or may not stand between items they conjoin.

AND

The conjunction and is used to suggest:

a) That one action follows another in the chronological order.

Jane sent in her applications and waited for a call from the HR office.

b) That one idea is the result of another

Rain began to fall and the creek rose rapidly.

And can also be used to suggest a kind of comment on something mentioned in the first

clause.

James became addicted to drugs – and that was hardly surprising.

BUT

The conjunction but is used to suggest a contrast.

It was a sunny day, but the wind was cold. (Here the second clause suggests a

contrast that is unexpected in the light of the first clause.)

[20]

The stick was thin but it was strong.

He was ill but he went to work.

She is poor but honest.

But can be used with the meaning of ‘with the exception of’.

Everybody but James turned up.

CONDITIONAL WITH MORAL DILEMMAS

Conditions with “Could”, “Would” and “Might” are often used to express moral situations

or to express your ideas about something. The idea here is to combine the conditions

giving your reason about a dilemma. In order to give examples or make your idea clearer

you normally use conjunctions to add (and) or to contrast opinions (but).

Exercise 1

Read the following Moral Dilemmas and write your responses. Later contact your tutor to

get your writing checked.

What would you do if you found your class English test in the school bathroom?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What would you do if you found $200 on an empty bus late at night?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What would you do if an ex-boy/girlfriend wanted to come and stay with you for two

days while your current partner is out of town?

[21]

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What would you do if someone in a shop gave you a $50 note instead of $5?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

[22]

BLOQUE 2

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

TO TALK ABOUT THE PAST AND CONSIDER ITS EFFECTS

INTO THE PRESENT.

KNOWLEDGE ACQUIRED

PRESENT PERFECT. PAST PARTICIPLE REVIEW. SIMPLE PAST AND PRESENT PERFECT. “FOR” AND “SINCE”. EVER, NEVER, ALREADY & YET.

ATTITUDES AND VALUES EMPHASIZED

TOLERANCE OF CULTURAL DIFFERENCE.

SKILLS ACQUIRED

ASKING AND ANSWERING QUESTIONS ABOUT THE PAST USING THE PERFECT TENSE.

IDENTIFICATION AND COMPREHENSION OF PRESENT PERFECT.

DIFFERENTIATION BETWEEN “FOR” AND “SINCE”. ABILITY TO RECOGNIZE SIMPLE PAST AND PRESENT

PERFECT USE.

[23]

LESSON 2

SECTION 1

PRESENT PERFECT

WE USE THE PRESENT PERFECT TO SAY THAT AN

ACTION HAPPENED AT AN UNSPECIFIED TIME

BEFORE NOW. THE EXACT TIME IS NOT

IMPORTANT. YOU CANNOT USE THE PRESENT

PERFECT WITH SPECIFIC TIME EXPRESSIONS

SUCH AS: YESTERDAY, ONE YEAR AGO, LAST

WEEK, WHEN I WAS A CHILD, WHEN I LIVED IN

JAPAN, AT THAT MOMENT, THAT DAY, ONE DAY,

ETC.

WE CAN USE THE PRESENT PERFECT WITH

UNSPECIFIC EXPRESSIONS SUCH AS: EVER,

NEVER, ONCE, MANY TIMES, SEVERAL TIMES,

BEFORE, SO FAR, ALREADY, YET, ETC.

FORM

HAS/HAVE + PAST PARTICIPLE

(CHECK A LIST OF IRREGULAR VERBS ON THE APPENDIX AT THE END HERE)

EXAMPLES:

YOU HAVE SEEN THAT MOVIE MANY TIMES. HAVE YOU SEEN THAT MOVIE MANY TIMES? YOU HAVE NOT SEEN THAT MOVIE MANY TIMES.

EXAMPLES:

I HAVE SEEN THAT MOVIE TWENTY TIMES. I THINK I HAVE MET HIM ONCE BEFORE. THERE HAVE BEEN MANY EARTHQUAKES IN CALIFORNIA. PEOPLE HAVE TRAVELED TO THE MOON. PEOPLE HAVE NOT TRAVELED TO MARS. HAVE YOU READ THE BOOK YET?

Notice:

"Last year" and "in the last

year" are very different in

meaning. "Last year" means the

year before now, and it is

considered a specific time

which requires Simple Past. "In

the last year" means from 365

days ago until now. It is not

considered a specific time, so it

requires Present Perfect.

[24]

NOBODY HAS EVER CLIMBED THAT MOUNTAIN. A: HAS THERE EVER BEEN A WAR IN THE UNITED STATES?

B: YES, THERE HAS BEEN A WAR IN THE UNITED STATES.

Exercise 1

COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT FORM OF THE

VERB.

1. I _______ ANSWERED THE QUESTION.

2. SHE _______ OPENED THE WINDOW.

3. THEY _______ CALLED US.

4. YOU _______ CARRIED A BOX.

5. IT _______ RAINED A LOT.

6. WE _______ WASHED THE CAR.

7. HE _______ CLOSED THE WINDOW.

8. JENNY _______ LOCKED THE DOOR.

9. THE GIRLS _______ VISITED THE MUSEUM.

10. JOHN AND SOPHIE _______ HELPED IN THE GARDEN.

Exercise 2

PUT THE VERBS INTO THE CORRECT FORM (PRESENT PERFECT SIMPLE).

1. I (not / work) ___________ have not worked today.

2. We (buy) ___________ a new lamp.

3. We (not / plan) ___________ our holiday yet.

4. Where (be / you) ___________?

5. He (write) ___________ five letters.

[25]

6. She (not / see) ___________ him for a long time.

7. (be / you) ___________ at school?

8. School (not / start) ___________ yet.

9. (speak / he) ___________ to his boss?

10. No, he (have / not) ___________ the time yet.

[26]

SECTION 2

PAST PARTICIPLE REVIEW

In Spanish, past participle corresponds to the ending “ido” and “ado”. The good part is that

it is used exactly in the same way in English as in Spanish. You can identify them in any

list of verbs you have (there is one at the end click here) because it is normally positioned

in the third column. The bad news is that we have some verbs that are irregular as you

can see in the list.

Regular verbs have a pattern as you can see here:

[27]

Irregular verbs do not follow a pattern as you may observe here:

Exercise 1

COMPLETE CORRECTLY THE MISSING FORM OF THE VERBS IN THE FOLLOWING

CHART.

VERB IN BASE FROM

VERB IN PAST VERB IN PAST PARTICIPLE

1 AWAKE AWOKE _________________ 2 BE WAS/WERE _________________ 3 BECOME BECAME _________________ 4 BLOW BLEW _________________ 5 BUILD BUILT _________________ 6 CHOOSE CHOSE _________________ 7 DRAW DREW _________________ 8 FLY FLEW _________________ 9 HOLD HELD _________________ 10 READ READ _________________

[28]

SECTION 3

SIMPLE PAST AND PRESENT PERFECT

SIMPLE PAST

WE HAVE ALREADY CHECKED THE SIMPLE PAST IN ENGLISH. THIS IS A REVIEW

ABOUT IT: WE KNOW THE VERB IS IN PAST BECAUSE OF IT’S FROM IN PAST.

WHEN THE VERB ENDS IN “ED” WE SAY IT IS REGULAR. IF THE PAST OF THE VERB

CHANGES IN ITS FORM, WE CALL IT IRREGULAR.

EXAMPLES OF FORM

REGULAR VERBS

VERB + ED

YOU CALLED DEBBIE. DID YOU CALL DEBBIE? YOU DID NOT CALL DEBBIE.

IRREGULAR VERBS

YOU WENT TO THE PARTY

DID YOU GO TO THE PARTY?

YOU DID NOT GO TO THE PARTY.

Difference in use

Ambos tiempos describen acciones que tuvieron lugar en el pasado, si bien presentan ciertas diferencias: a) Past Simple - Acción que se desarrolló y finalizó en el pasado, sin que se de ninguna información sobre cual ha sido su repercusión en el tiempo presente.

When I was young I played tennis (no nos da ninguna información sobre si en la actualidad sigo jugando al tenis o no)

- Acción que se desarrolló y completó en un periodo de tiempo ya finalizado.

This morning I had a very tense meeting with my boss (ya es por la tarde, la mañana ha finalizado)

[29]

b) Presente Perfect - Acción que se inició en el pasado y que aún continúa desarrollándose.

I have worked in this bank for ten years (todavía continúo en el banco) - Acción que acaba de finalizar.

I have missed my train (lo acabo de perder) - Acción que se ha desarrollado en un periodo de tiempo que aún no ha terminado.

This morning I have had a very tense meeting with my boss (aún es por la mañana) Today I have visited my parents (el día todavía no ha finalizado)

- Acción desarrollada en el pasado pero cuya repercusión aún se manifiesta en el tiempo presente.

My brother has broken his glasses (las gafas se han roto recientemente y siguen rotas)

Exercise 1

Select from the option the correct one to complete the sentences by linking them:

[30]

Exercise 2

Select the correct option to complete the sentences.

1. His father ............................... last year.

died

has died

2. James ........................................ school at fourteen.

has left

left

had left

3. I .................................. him for ten years.

knew

know

have known

4. I ................................. all of her novels.

read

have read

has read

5. You .................................... me for anything.

never thanked

have never thanked

had never thanked

6. I .................................... a strange experience last night.

had

have had

had had

7. Suddenly I .................................. a knock on the door.

have heard

heard

was hearing

8. There ................................ no one to rescue the child.

has been

was

[31]

had been

9. The fox .................................. to eat the bunch of grapes hanging from the vine.

has wanted

wanted

had wanted

10. This castle ................................... in the 16th century.

has been built

had been built

was built

11. I ................................... pity for the poor beggar.

have felt

had felt

felt

12. You .................................... for the grand finale.

have selected

were

have been selected

[32]

SECTION 4

“FOR” AND “SINCE”.

THE PRESENT PERFECT IS NORMALLY USED WITH “FOR” AND “SINCE”. WE

USE FOR WITH A PERIOD OF TIME, FOR EXAMPLE: A FEW DAYS, HALF AN

HOUR, TWO YEARS. WE USE SINCE WITH THE TIME WHEN THE ACTION

STARTED, FOR EXAMPLE: LAST YEAR, JUNE 8, I MET YOU.

Exercise 1

DECIDE IF YOU NEED FOR OR SINCE WITH THESE TIME EXPRESSIONS.

1 _____________ LAST WEEKEND

2 _____________ TEN SECONDS

3 _____________ CHRISTMAS EVE

4 _____________ A DECADE

5 _____________ I FINISHED SCHOOL

6 _____________ A COUPLE OF DAYS

7 _____________ MY BIRTHDAY

8 _____________ A LONG TIME

9 _____________ TEN CENTURIES

10 _____________ THE 70S

11 _____________ I WAS A BOY

12 _____________ AUGUST

13 _____________ THE LAST MONTH

14 _____________ FIFTEEN YEARS

15 _____________ THE ACCIDENT

16 _____________ THEN

17 _____________ WE BOUGHT THIS HOUSE

18 _____________ LAST MONTH

[33]

19 _____________ A MILLENNIUM

20 _____________ I MET YOU

Exercise 2

COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT WORD

1) I HAVEN'T BEEN TO ERIKA'S HOUSE ________ MAY.

2) LUCAS HAS WORKED IN THE BANK ________ FIVE YEARS.

3) I HAVE KNOWN HIM ________ I WAS SIX.

4) IT HAS RAINED ________ MORE THAN THREE DAYS.

5) THEY HAVE BEEN MARRIED ________ 1999.

[34]

SECTION 5

EVER, NEVER, ALREADY & YET

THE PERFECT TENSE IS ALSO ACCOMPANIED BY THESE ADVERBS. CHECK

THE INFORMATION BELOW AND GET FAMILIAR WITH ITS USAGE.

'EVER' IS USED

IN QUESTIONS. E.G.

HAVE YOU EVER BEEN TO ENGLAND?

HAS SHE EVER MET THE PRIME MINISTER?

IN NEGATIVE QUESTIONS E.G.

HAVEN'T THEY EVER BEEN TO EUROPE? HAVEN'T YOU EVER EATEN CHINESE FOOD?

AND IN NEGATIVE STATEMENTS USING THE PATTERN

NOTHING.......EVER, NOBODY.......EVER E.G.

NOBODY HAS EVER SAID THAT TO ME BEFORE.

NOTHING LIKE THIS HAS EVER HAPPENED TO US.

'EVER' IS ALSO USED WITH 'THE FIRST TIME... E.G.

IT'S THE FIRST TIME (THAT) I'VE EVER EATEN SNAILS.

THIS IS THE FIRST TIME I'VE EVER BEEN TO ENGLAND.

'NEVER' MEANS AT NO TIME BEFORE NOW, AND IS THE SAME

AS NOT ..... EVER:

I HAVE NEVER VISITED BERLIN

'EVER' AND 'NEVER'

ARE ALWAYS PLACED

BEFORE THE MAIN

VERB (PAST

PARTICIPLE).

[35]

BE CAREFUL!

YOU MUST NOT USE NEVER AND NOT TOGETHER:

I HAVEN'T NEVER BEEN TO ITALY.

I HAVE NEVER BEEN TO ITALY.

ALREADY & JUST

REFER TO AN ACTION THAT HAS HAPPENED AT AN UNSPECIFIED

TIME BEFORE NOW. IT SUGGESTS THAT THERE IS NO NEED FOR

REPETITION, E.G.

I'VE ALREADY DRUNK THREE COFFEES THIS MORNING. (AND YOU'RE

OFFERING ME ANOTHER ONE!)

DON'T WRITE TO JOHN, I'VE ALREADY DONE IT.

IT IS ALSO USED IN QUESTIONS:

HAVE YOU ALREADY WRITTEN TO JOHN?

HAS SHE FINISHED HER HOMEWORK ALREADY?

ALREADY CAN BE PLACED BEFORE THE MAIN VERB (PAST PARTICIPLE) OR AT THE END OF THE SENTENCE:

I HAVE ALREADY BEEN TO TOKYO.

I HAVE BEEN TO TOKYO ALREADY.

USE JUST TO EXPRESS ACTIONS THAT HAVE HAPPENED

RECENTLY. JUST GOES AFTER THE AUXILIARY HAVE/HAS AND

BEFORE THE PAST PARTICIPLE

MARIA HAS JUST FINISHED HER HOMEWORK. (NOT SO LONG AGO)

THEY HAVE JUST COME FROM THE SUPERMARKET.

IT HAS JUST STARTED RAINING.

[36]

YET

IT IS USED IN NEGATIVE STATEMENTS AND QUESTIONS, TO MEAN (NOT) IN THE PERIOD OF TIME BETWEEN BEFORE NOW AND NOW, (NOT) UP TO AND INCLUDING THE PRESENT. E.G.

HAVE YOU MET JUDY YET?

I HAVEN'T VISITED THE TATE GALLERY YET.

HAS HE ARRIVED YET?

THEY HAVEN'T EATEN YET.

YET IS USUALLY PLACED AT THE END OF THE SENTENCE.

Exercise 1

COMPLETE THE SENTENCES WITH THE CORRECT FORM.

1) I ____________ A NEW MOBILE PHONE. (JUST/BUY)

2) ____________ A CAT WITHOUT A TAIL? (YOU/EVER/SEE)

3) MY SISTER ____________ SUSHI. (NEVER / EAT)

4) WE ____________ YOUR NEW TAPE YET. (HEAR)

5) HOW MANY WORDS ____________ FOR YOUR LANGUAGE PROJECT?

(YOU / WRITE)

6) SHEILA ____________ HER BREAKFAST YET. (HAVE)

7) WHAT ____________ TO THE COMPUTER? (THEY/ DO)

8) JOHN AND ALEX ____________ IN FRANCE FOR 20 YEARS. (LIVE)

9) WHERE ____________MY KEYS? (I /LEAVE)

10) SIMON ____________ PAT'S PARENTS YET. (MEET)

[37]

11) WE ____________ HER AN E-MAIL. (JUST / SEND)

12) WHERE IS YOUR MOTHER?

SHE ____________ TO THE SUPERMARKET. (GO)

13) SIMON ____________ (BE) TO SOUTH AFRICA ONCE. HE WANTS TO GO

THERE AGAIN.

Exercise 2

PUT THE VERBS INTO THE CORRECT TENSE (SIMPLE PAST OR PRESENT PERFECT SIMPLE).

1) MOTHER: I WANT TO PREPARE DINNER. (YOU / WASH) _________ THE

DISHES YET?

2) DAUGHTER: I (WASH) _________ THE DISHES YESTERDAY, BUT I (HAVE

/ NOT) _________ THE TIME YET TO DO IT TODAY.

3) MOTHER: (YOU / DO / ALREADY) _________ YOUR HOMEWORK?

4) DAUGHTER: NO, I (COME / JUST) _________ HOME FROM SCHOOL.

5) MOTHER: YOU (COME) _________ HOME FROM SCHOOL TWO HOURS

AGO!

6) DAUGHTER: WELL, BUT MY FRIEND LUCY (CALL) _________ WHEN I

(ARRIVE) _________ AND I (FINISH / JUST) _________ THE PHONE CALL.

7) MOTHER: (YOU / SEE / NOT) _________ LUCY AT SCHOOL IN THE

MORNING?

8) DAUGHTER: YES, BUT WE (HAVE / NOT) _________ TIME TO TALK THEN.

[38]

Exercise 3

COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT OPTION

1. I have _________ cut my hair before because my mum didn't want it.

2. Have you _________ met a star?

3. You have _________ helped me before, so be nice please do now!

4. Have you _________ seen your dad cry?

5. What animals have you _________ seen here?

6. I have _________ enjoyed it, it was so great.

7. I have _________ seen this film but it looks very good.

8. Have you _________ visited this museum?

9. She has _________ shown me her house, that's why I don't know where she lives!

10. I have _________ been to Tahiti: in 2001.

[39]

BLOQUE 3

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

TO TALK ABOUT RECREATIONAL ACTIVITIES.

KNOWLEDGE ACQUIRED

EXPRESSING PREFERENCE: LIKE / LOVE / HATE / PREFER.

PREFER Vs. MODAL “WOULD RATHER”. VERBS THAT TAKE INFINITIVES & GERUNDS.

ATTITUDES AND VALUES EMPHASIZED

Tolerance of cultural difference.

SKILLS ACQUIRED

Expressing likes and dislikes. Expressing preferences.

[40]

LESSON 3

SECTION 1.

EXPRESSING PREFERENCE: LIKE / LOVE / HATE / PREFER

"Love" se utiliza para indicar que algo nos encanta.

We love cooking

Nos encanta cocinar.

"Like" se utiliza para indicar que algo nos gusta.

She likes swimming.

Le gusta nadar.

"Hate" & “Prefer” se utilizan para señalar que algo nos desagrada o es de nuestra preferencia.

I hate washing dishes.

Odio lavar los platos.

Los verbos "love", "like" y "hate" pueden ir seguidos del verbo en forma -ing o con "to" + infinitivo.

VERBO + INFINITIVO CON "TO"

Los verbos que indican gusto, preferencia u odio como "like", "love", "dislike", "hate" o "prefer" van seguidos de un verbo en infinitivo con "to" cuando hablamos de acciones que nos gustan o no nos gustan hacer en ese momento determinado.

I would like to dance.

Me gustaría bailar (ahora o en un momento determinado)

I hate to tell you that you are wrong.

Odio decirte que estás equivocado.

[41]

VERBO + VERBO EN FORMA -ING

Los verbos que expresan gusto, preferencia u odio van seguidos del verbo en forma -ing cuando hablamos de una acción que nos gusta o que no nos gusta hacer habitualmente.

She likes dancing.

Le gusta bailar (habitualmente)

We prefer walking to climbing.

Preferimos andar a escalar.

Exercise 1

WRITE THE FOLLOWING VERBS IN THE -ING FORM:

1. Paint _______________________

2. Write _______________________

3. Love _______________________

4. Read _______________________

5. Listen _______________________

6. Play _______________________

7. Sit _______________________

8. Stop _______________________

9. Hit _______________________

10. Keep _______________________

11. Cook _______________________

12. Make _______________________

13. Type _______________________

14. Drink _______________________

15. Try _______________________

16. Dig _______________________

17. Watch _______________________

18. See _______________________

19. Spy _______________________

20. Be _______________________

Un gerundio en inglés tiene siempre

la terminación “ing”. Mucha gente se

equivoca al traducir pues se dice que

es ando - iendo en Español. Esto no

es cierto para que sea ando, iendo es

necesario que tenga el verbo To Be

antes. El gerundio en inglés se

traduce como si fuera infinitivo es

decir comprar, beber, correr etc. La

diferencia es que el “ing” no tiene

intención y es impersonal por eso se

usa mucho.

Ejemplo.

I like playing.

I like to play.

Se traducen ambas igual como Me

gusta jugar. La diferencia es que en

la primera se habla de generalidad y

en la segunda se remarca que es

jugar y no caminar o bailar lo que

gusta por ejemplo.

[42]

Exercise 2

COMPLETE THE FOLLOWING SENTENCES BY CHOOSING THE CORRECT

OPTION IN brackets.

1. I would love (coming / to come) and visit you in Australia.

2. I (like / would like) driving along the new highway.

3. I prefer him (studying / to study) in France.

4. I would like (inviting / to invite) you to my house next Tuesday.

5. I hate (talking / to talk) to people I do not know very well.

6. She would hate (talking / to talk) to someone she does not know.

7. He (prefers / would prefer) to stay at home and watch TV this evening.

8. They (love / would love) to go to the seaside on Sundays.

9. My father would like you (coming / to come) and stay with us on Sunday.

10. I (prefer / would prefer) jogging to swimming.

[43]

Exercise 3

ORDER THE FOLLOWING SENTENCES:

1. classical My likes mother to music. listening

____________________________________________________________

2. his dad car. Ana's washing hates

____________________________________________________________

3. travelling friend by loves My plane. father's

____________________________________________________________

4. emails. writing I long hate

____________________________________________________________

5. watching dislikes films horror She TV. on

____________________________________________________________

6. in Tommy dancing the loves disco.

____________________________________________________________

7. English. My speaking math’s loves teacher

____________________________________________________________

8. doesn't early. friend's sister My like getting up

____________________________________________________________

9. the I getting dressed mornings. like in

____________________________________________________________

10. a at bath aunt having nights. loves James'

____________________________________________________________

[44]

SECTION 2.

PREFER Vs. MODAL “WOULD RATHER”

¿Cómo se dice en inglés "yo prefiero"? El verbo preferir en inglés (prefer) suele causar

bastante confusión ya que existen diversas formas para expresar la preferencia en este

idioma. A continuación, veamos qué estructuras se han de utilizar.

1) PREFER. Para hablar de preferencias en general, usamos el verbo prefer seguido de

verbo acabado en -ing o de infinitivo con to sin que cambie el significado.

I prefer buying online = I prefer to buy online (prefiero comprar por internet)

También podemos indicar que preferimos una cosa a otra con la siguiente estructura:

Sujeto + prefer + sustantivo + to + sustantivo

I prefer tea to coffe (prefiero el té al café)

Para decir que preferimos hacer una cosa a hacer otra podemos usar las siguientes

estructuras:

Sujeto + prefer + verbo acabado en -ing + TO + verbo acabado en -ing

I prefer going to the cinema to staying at home. (prefiero ir al cine a quedarme en casa)

Sujeto + prefer + infinitivo con to + RATHER THAN + infinitivo sin to

I prefer to read rather than watch TV (prefiero leer a ver la televisión)

2) WOULD RATHER. Significa prefiero o preferiría y va seguido de infinitivo sin to (bare

infinitive).

Shall we go shopping? I would rather go to the cinema. (¿Vamos de compras? Prefiero

/ preferiría ir al cine)

Forma abreviada: I'd rather go out (prefiero / preferiría salir)

Para decir que preferimos hacer una cosa a hacer otra usamos la siguiente estructura:

[45]

Sujeto + would rather + infinitivo sin to + THAN + infinitivo sin to

She would rather go out than stay at home. (ella prefiere/ preferiría salir a quedarse en

casa)

RESUMEN

1) PREFER se usa en correlación con TO (si usamos gerundio) o con RATHER THAN (si

usamos infinitivo con to)

I prefer swimming to running (prefiero nadar a correr)

I prefer to swim rather than run (prefiero nadar a correr)

2) WOULD RATHER se usa en correlación con THAN.

I would rather swim than run (prefiero nadar a correr)

Exercise 1

Choose the correct option for each gap below from the following chart:

than to than stay rather than watch would prefer stayed stay to travelling to have lying

1. I prefer brown sugar ________ white sugar.

2. I don’t want to go out. I’d rather ________ home.

3. I like trekking in the mountains, but I prefer ________ on a sandy beach.

4. I’d rather go in December ________ in May.

5. I’d rather come with you ________ here alone.

[46]

6. I prefer travelling by bus ________ bu train.

7. I usually have tea, but today I’d prefer ________ coffee, please.

8. I’d prefer to read for a while ________ TV.

9. I’d rather you ________ here with me and the kids.

10. She ________ to stay in a hotel.

Exercise 2

Choose the correct option for each gap below from the following chart:

go to to eat live in Paris walking

than discuss to travelling

1 I prefer coffee _________ tea.

2 I don't fancy the theatre again. I'd rather _________ to the cinema.

3 Although I love relaxing on beaches, I think I prefer _________ in the mountains.

4 I'd rather speak to him in person _________ things over the phone.

5 I prefer trains _________ cars.

6 I'm not a big fan of cars; I prefer _________ by train.

[47]

7 If I had a choice I think I'd rather _________.

8 They'd rather have lunch inside, but I'd prefer _________ outside in the garden.

[48]

SECTION 3.

VERBS THAT TAKE INFINITIVES & GERUNDS.

En Inglés existen varios verbos que expresas emociones cuyas

características demandan, en caso de tener un verbo después de ellos,

que se usen formas definidas en gerundio “ing” y en infinitivo “To” o

ambas. A continuación tienes 3 listados con los verbos más comunes

de cada grupo.

Verbs that are normally followed by gerunds.

Verbs Followed by a Gerund Ej: They enjoyed working on the boat.

admit advise appreciate avoid can't help complete consider

delay deny detest dislike enjoy escape excuse

finish forbid get through have imagine mind miss

permit postpone practice quit recall report resent

resist resume risk spend (time) suggest tolerate waste (time)

Verbs that are normally followed by infinitives.

Verbs Followed by an Infinitive Ej: She agreed to speak before the game.

agree aim appear arrange ask attempt be able beg begin care choose condescend

consent continue dare decide deserve detest dislike expect fail forget get happen

have hesitate hope hurry intend leap leave like long love mean neglect

offer ought plan prefer prepare proceed promise propose refuse remember say

shoot start stop strive swear threaten try use wait want wish

[49]

Verbs that are followed by gerunds and infinitives.

Example: It started to rain. / It started raining.

begin can’t bear can’t stand

continue hate like

love prefer propose

start try stop quit regret remember

Exercise 1

PUT IN THE VERBS IN BRACKETS IN THE GERUND OR THE TO-INFINITIVE

FORM.

1) I can't imagine Peter ______________ (go) by bike.

2) He agreed ______________ (buy) a new car.

3) The question is easy ______________ (answer).

4) The man asked me how ______________ (get) to the airport.

5) I look forward to ______________ (see) you at the weekend.

6) Are you thinking of ______________ (visit) London?

7) We decided ______________ (run) through the forest.

8) The teacher expected Sarah ______________ (study) hard.

9) She doesn't mind ______________ (work) the night shift.

10) I learned ______________ (ride) the bike at the age of 5.

Exercise 2

DECIDE IF THE VERBS ARE FOLLOWED BY A VERB IN THE GERUND OR

IN THE INFINITIVE FORM.

1) Finish

A) Gerund

[50]

B) to + infinitive

C) Both possibilities are correct.

2) Like

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

3) Hope

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

4) Feel like

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

5) Seem

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

6) Forget

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

7) Start

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

8) Manage

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

[51]

9) Agree

A) Gerund

B) to + infinitive

C) Both possibilities are correct.

10) Avoid

D) Gerund

E) to + infinitive

F) Both possibilities are correct.

[52]

BLOQUE 4

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

TO UNDERSTAND AND CREATE DETAILED DESCRIPTIONS.

KNOWLEDGE ACQUIRED

RELATIVE PRONOUNS AND CLAUSES. DESCRIBING PEOPLE.

ATTITUDES AND VALUES EMPHASIZED

Tolerance of cultural difference.

SKILLS ACQUIRED

Mastery of simple sentences. Recognition of relative clauses. Appropriate usage of relative pronouns.

[53]

LESSON 4

SECTION 1.

RELATIVE PRONOUNS AND CLAUSES Los pronombres relativos del inglés introducen una proposición adjetiva. Pueden ser

demostrativos o compuestos. Entre ellos: that, who, those who, whom, that of. Aquí encontrarás

ejemplos traducidos al español.

who (ju) - quien, quienes, que -se usa sólo para personas-

The girl who was dancing at the party is my sister. La chica que estaba bailando en la fiesta es mi hermana.

Do you know the person who sold me the car?

¿Conoces a la persona que me vendió el coche?

that (dat) - que -se usa para cosas y personas-

It was an earthquake that caused great destruction.

Fue un terremoto que causó gran destrucción.

The animals that live here are adapted to extreme conditions.

Los animales que viven aquí están adaptados a condiciones extremas.

which (juích) - que, el/la cual, los/las cuales, lo que -se usa para cosas-

The jewels which she bought are from India. Las joyas que ella compró son de India.

The waiter brought the knives, none of which were clean.

El camarero trajo los cuchillos, ninguno de los cuales estaba limpio.

whom (jum) - a quien, a quienes, al que

That is the girl whom I sent the flowers. Ésa es la chica a quien le envié las flores.

She was a woman whom I loved very much.

Ella era una mujer a quien yo amaba mucho.

whose (jus) - cuyo/a, cuyos/as, de quien, de quienes

He is a man whose honesty is above all suspicion. El es un hombre cuya honestidad está por encima de toda sospecha.

A country whose citizens know their rights and duties.

Un país cuyos ciudadanos conocen sus derechos y obligaciones.

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what (uát) - lo que

I couldn't understand what she tried to say.

No pude entender lo que ella trataba de decir.

I know what I want, but I don't know how to get it.

Sé lo que quiero, pero no sé cómo conseguirlo.

Exercise 1

COMPLETE THE FOLLOWING SENTENCES WITH THE RELATIVE

PRONOUNS WHO, WHICH OR WHOSE.

1) I talked to the girl _____________ car had broken down in front of the shop.

2) Mr. Richards, _____________ is a taxi driver, lives on the corner.

3) We often visit our aunt in Norwich _____________ is in East Anglia.

4) This is the girl _____________ comes from Spain.

5) That's Peter, the boy _____________ has just arrived at the airport.

6) Thank you very much for your e-mail _____________ was very interesting.

7) The man, _____________ father is a professor, forgot his umbrella.

8) The children, _____________ shouted in the street, are not from our school.

9) The car, _____________ driver is a young man, is from Ireland.

10) What did you do with the money _____________ your mother lent you?

Exercise 2

DECIDE WHETHER THE RELATIVE PRONOUN IS A SUBJECT PRONOUN

OR AN OBJECT PRONOUN.

1. Do you know the girl who I danced with? ______________

2. Do you know the girl who danced with me? ______________

3. The apples that are lying on the table are bad. ______________

4. The apples that we bought in the shop are bad. ______________

5. We will stay at a hotel which is not far from the beach. ______________

6. We will stay at a hotel which my friend has recommended to us.

______________

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7. That is a museum which I like very much. ______________

8. That is a museum which lies in the heart of the town. ______________

9. This is the man who Barbara visited in Scotland. ______________

10. This is the man who lives in Scotland. ______________

Exercise 3

COMPLETE THE SENTENCES USING RELATIVE CLAUSES. USE WHO AND

WHICH.

1. A Scot is a person (live in Scotland) ___________________________

2. Nessie is a monster (live in Loch Ness) ___________________________

3. A fridge is a thing (keep food cool) ___________________________

4. A DJ is someone (play music in a disco) _________________________

5. A bee is an insect (make honey) ___________________________

6. A lemon is a fruit (be yellow and sour) ___________________________

7. A watch is a thing (tell the time) ___________________________

8. A ferry is a ship (carry people across the water) ___________________

9. A shop assistant is someone (work in a shop) _____________________

10. A key is a thing (can open and lock doors) ______________________

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SECTION 2.

DESCRIBING PEOPLE

How to describe someone in English

We can describe people based on different characteristics. Check the following

samples:

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You can find more examples in Appendix 1 (Click Here).

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Exercise 1

Complete each definition with the correct words:

A) A politer word for describing someone who is 'fat' ____________.

B) The opposite of short ____________.

C) A word to describe an attractive man ____________.

D) A word to describe a very attractive woman ____________.

E) The opposite of 'fat' is 'thin'. This is another word meaning 'thin'

____________.

F) Another word meaning 'old' ____________.

G) If someone is muscular we say they are well- ____________.

H) Someone who is 26 years old is in their ____________.

I) Another word for 'small' often used to describe a woman ____________.

J) Not tall or short. Medium- ____________.

Exercise 2

Order the following words to make sentences:

1. My frizzy. is hair ___________________________________________________ 2. moustache. has detective The a ___________________________________________________ 3. very boy tall. This is ___________________________________________________ 4. bald. The man is ___________________________________________________

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5. eyes. I blue have ___________________________________________________ 6. is hair Her long. ___________________________________________________ 7. I short. am quite ___________________________________________________ 8. mother very pretty. My is ___________________________________________________ 9. funny is hair It's in mess. her because a ___________________________________________________ 10. short. The and fat is boy ___________________________________________________ 11. crooked. witch of nose The the is ___________________________________________________ 12. like curly hair. I ___________________________________________________ 13. I hair. straight hate ___________________________________________________ 14. like to I would auburn. be ___________________________________________________ 15. and man This plump. wife are his ___________________________________________________

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Appendix

LIST OF IRREGULAR VERBS

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Appendix 1

DESCRIBING PEOPLE

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