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INGLES IV
[1]
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 TENSES REVIEW ............................................................... 7
MODAL VERBS IN ENGLISH ......................................................................... 9
BLOQUE 2
PRESENT PERFECT TENSES ................................................................. 15
USED TO ................................................................................................... 17
VOCABULARY FOR CLOTHING .................................................................. 19
VOCABULARY FOR FOOD .......................................................................... 21
BLOQUE 3
PAST PROGRESSIVE............................................................................... 23
PROGRESSIVE AND SIMPLE PAST ........................................................ 24
PAST PROGRESSIVE WITH “WHILE” ...................................................... 26
BLOQUE4
OBJECT VS. SUBJECT PRONOUNS ....................................................... 29
PHRASAL VERBS ..................................................................................... 31
IMPERATIVE MOOD ..................................................................................... 34
NEGATIVE IMPERATIVES ....................................................................... 35
INVITATION .................................................................................................. 37
[2]
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 bimestreposterior 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
[3]
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
[4]
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.
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.
[5]
EL TIEMPO DISPONIBLE
EJEMPLO
ACTIVIDADES
LUNES
MARTES
MIÉRCOLES
DORMIR
DESAYUNO
COMIDA
CENA
TRABAJO
TRANSPORTE
FAMILIA
DEPORTE
TELEVISIÓN
ASEO PERSONAL
ESTUDIO
INDIVIDUAL
ASESORÍAS
TOTAL
TIEMPO
[6]
JUEVES
VIERNES
SÁBADO
DOMINGO
DISPONIBLE
[7]
PLAN DE ESTUDIOS
PRIMER SEMESTRE:
SEGUNDO SEMESTRE:
TERCER SEMESTRE:
ALG001
Matemáticas I
TRI002
Matemáticas II
GAN003
Matemáticas III
QUI001
Química I
QUI002
Química II
GEO003
Geografía
EYV001
Ética y Valores I
EYV002
Ética y Valores II
FIS-003 Física I
ISC001
Introducción a las
Ciencias Soc.
HDM002
Historia de México I
HDM003
LYR001
Taller de Lectura y
Redacción I
LYR002
Taller de Lectura y
Redacción II
LIT-003 Literatura I
ING001
Lengua adicional al
español I
ING002
Lengua adicional al
español II
ING003
INF001
Informática I
INF002
Informática II
CUARTO SEMESTRE:
QUINTO SEMESTRE:
Historia de México II
Lengua adicional al
español III
SEXTO SEMESTRE:
FUN004
Matemática IV
BIO005
Biología II
FIL-006
Filosofía
BIO004
Biología I
HUC005
Historia Universal
Contemporánea
EYM006
Ecología y Medio
Ambiente
FIS004
Física II
MDI006
Metodología de la
Investigación
ESM- Estructura
004
Socioeconómica de
México
LITLiteratura II
004
ING004
Lengua adicional al
español IV
FORMACION PARA EL TRABAJO:_______________________
[8]
BLOQUE 1
MAINGOAL: BY THE END OF THIS BLOCK, YOU WILL BE ABLE TO TALK ABOUT
IMAGINARY SITUATIONS AND DISCUSS VARIOUS HYPOTHESES.
KNOWLEDGE ACQUIRED
SIMPLE PAST TENSES REVIEW.
MODAL VERBS IN ENGLISH
ATTITUDES AND VALUES EMPHASIZED
TOLERANCE OF CULTURAL DIFFERENCE
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.
MODAL VERBS IN ENGLISH.
SO FAR, YOU HAVE LEARNED SOME GRAMMATICAL ISSUES IN THE PREVIOUS
COURSES. BEFORE STARTING THIS FOURTH ONE LET’S DO A REVIEW OF
WHAT HAS BEEN COVERED UP TO NOW.
REVIEW.
CHANGE THE FOLLOWING SENTENCE INTO THE INDICATED TENSES.
“SARA MANAGED TO REACH HER ACADEMIC GOALS AT THE END OF THE
TERM.”
1. SIMPLE PRESENT.
_________________________________________________________
2. SIMPLE FUTURE.
_________________________________________________________
3. PRESENT PROGRESSIVE.
_________________________________________________________
4. PAST PROGRESSIVE.
_________________________________________________________
5. IDIOMATIC FUTURE (GOING TO).
_________________________________________________________
[10]
SECTION 2
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.
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.
[11]
[12]
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?
_________________________________________
Exercise 3
COMPLETE THE FOLLOWING CHART WITH THE PAST TENSE OF THE
VERBS GIVEN AND ITS CORRESPONDING PAST PARTICIPLE.
ARISE
BEND
BLOW
CATCH
FLY
HIDE
LEND
PROVE
QUIT
SHAKE
VERB
PAST
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
[13]
PAST PARTICIPLE
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
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)
________________________________________________
[14]
SECTION 3
MODAL VERBS
LOS VERBOS MODALES SON UNA CATEGORÍA DE VERBOS
AUXILIARES. A LOS VERBOS MODALES TAMBIÉN SE LLAMAN
MODALES AUXILIARES O SIMPLEMENTE MODALES. HAY DIEZ VERBOS
MODALES EN INGLÉS:
CAN
COULD
MAY
MIGHT
SHALL
SHOULD
WILL
WOULD
MUST
OUGHT TO
LOS MODALES EXPRESAN EL MODO DE UN VERBO: LA CAPACIDAD,
LA POSIBILIDAD, LA NECESIDAD U UNA OTRA CONDICIÓN DEL VERBO
PRINCIPAL.
ESTOS VERBOS SE USAN CON VERBOS PRINCIPALES PARA FORMAR
AFIRMACIONES O PREGUNTAS. LOS MODALES NO TIENEN
CONJUGACIONES NI TIEMPO Y NO SE PUEDEN USAR SIN VERBO
PRINCIPAL.
EN INGLÉS, EL VERBO PRINCIPAL SIEMPRE QUEDA EN FORMA
INFINITIVA SIN TO, EXCEPTO EL MODAL OUGHT.
EN UNA AFIRMACIÓN, EL ORDEN DE LAS PALABRAS ES SUJETO +
MODAL + VERBO PRINCIPAL.
SUJETO MODAL
VERBO PRINCIPAL
THEY
ELLOS
CAN
COME.
PUEDEN VENIR.
MIKE
MIKE
SHOULD WALK.
DEBE
CAMINAR.
EN LAS PREGUNTAS, EL ORDEN DE PALABRAS ES MODAL + SUJETO
+ VERBO PRINCIPAL.
PREGUNTAS DE SÍ O NO (YES-NO QUESTIONS)
[15]
MODAL
SUJETO
VERBO PRINCIPAL
CAN
¿PUEDEN
THEY
COME?
VENIR?
SHOULD
¿DEBERÍA
MIKE
MIKE
DRIVE?
MANEJAR?
PREGUNTAS INFORMATIVAS (WH- QUESTIONS)
WH- WORD
MODAL
SUJETO VERBO PRINCIPAL
WHEN
¿CUÁNDO
CAN
PUEDEN
THEY
COME?
VENIR?
HOW
¿CÓMO
COULD
PODRÍA
HE
KNOW?
SABER?
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
WE ALSO USE WOULD FOR OTHER FUNCTIONS, SUCH AS:
•
EXPRESSING DESIRE, POLITE REQUESTS AND QUESTIONS, OPINION OR
HOPE, WISH AND REGRET...
STRUCTURE OF WOULD
SUBJECT + WOULD + MAIN VERB
THE MAIN VERB IS ALWAYS THE BARE INFINITIVE (INFINITIVE WITHOUT "TO").
SUBJECT
AUXILIARY VERB
MAIN VERB
WOULD
+
SHE
LIKE
TEA.
LIKE
WHISKY.
'D
-
SHE
WOULD NOT
[16]
WOULDN'T
?
WOULD
SHE
LIKE
COFFEE?
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:
•
•
II.
EVEN AS A BOY, HE KNEW THAT HE WOULD SUCCEED IN
LIFE.
I THOUGHT IT WOULD RAIN SO I BROUGHT MY UMBRELLA.
Would en Español se
traduce como “ria”.
Es decir I wouldgo =
Yo iría.
You would play =
tújugarías.
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:
•
•
III.
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
WOULD TO EXPRESS THE CONDITIONAL MOOD
WE OFTEN USE WOULD TO EXPRESS THE SO-CALLED SECOND AND
THIRD CONDITIONALS:
•
•
IV.
•
•
•
V.
•
•
IF HE LOST HIS JOB HE WOULD HAVE NO MONEY.
IFI HAD WON THE LOTTERYI WOULD HAVE BOUGHT A CAR.
WOULD FOR EXPRESSING DESIRE.
I'D LOVE TO LIVE HERE.
WOULD YOU LIKE SOME COFFEE?
WHAT I'D REALLY LIKE IS SOME TEA.
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?)
[17]
•
•
VI.
•
•
•
•
•
VII.
•
•
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?)
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.
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 ___________.
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.
[18]
Exercise 2
REWRITE THESE SENTENCES IN THE PAST.
EXAMPLE: I WILL BE ON TIME.
I WOULD BE ON TIME.
1. THERE WILL BE A THUNDERSTORM TOMORROW.
__________________________________________________________
2. MY FOOTBALL TEAM WILL WIN THE PREMIERSHIP.
__________________________________________________________
3. GERMANY WON'T WIN THE WORLD CUP FOOTBALL.
__________________________________________________________
4. I WON'T BE HOME UNTIL 11 O'CLOCK.
__________________________________________________________
5. WE'LL GET MARRIED IN SPRING.
__________________________________________________________
Exercise 3
DETERMINING MEANING
WHAT IS THE MEANING OF WOULD IN EACH SENTENCE?SELECT THE
RESPONSE FROM THE LIST THAT BEST COMPLETES THE SENTENCE.
1. WOULD YOU MIND OPENING THE DOOR FOR ME?
A) Preference
B) Request
C) Past habit
D) Excuse
2. I WOULD GO TO THE MOVIES ALL WEEKENDS.
A. Preference
[19]
B. Request
C. Past habit
D. Excuse
3. EVERY MORNING I WOULD JOG WITH MY DOG WHEN I WAS IN HIGH
SCHOOL
a. Preference
b. Request
c. Past habit
d. Excuse
4. I WOULDN’T HAVE TIME TO FINISH IT.
a. Preference
b. Request
c. Past habit
d. Excuse
5. I WOULD HAVE THE YELLOW ONE PLEASE
a. Preference
b. Request
c. Past habit
d. Excuse
[20]
BLOQUE 2
MAINGOAL: 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 TENSES.
PAST PARTICIPLE REVIEW.
SIMPLE PAST VS. PRESENT PERFECT.
PREPOSITIONS “FOR” AND “SINCE”.
ADVERBS “YET”, “ALREADY”, “NEVER” AND “EVER”
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.
[21]
LESSON 2
SECTION 1
PRESENT PERFECT AND SIMPLE PAST
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.
[22]
PRESENT PERFECT
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.
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 ATTACHED FILE)
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?
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.
[23]
Exercise 1
COMPLETE CORRECTLY THE MISSING FORM OF THE VERBS IN THE
FOLLOWING CHART.
1
2
3
4
5
6
7
8
9
10
VERB IN BASE
FROM
AWAKE
BE
BECOME
BLOW
BUILD
CHOOSE
DRAW
FLY
HOLD
READ
VERB IN PAST
AWOKE
WAS/WERE
BECAME
BLEW
BUILT
CHOSE
DREW
FLEW
HELD
READ
VERB
IN
PAST
PARTICIPLE
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Exercise 2
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.
“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.
[24]
Exercise 3
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
19
_____________ A MILLENNIUM
20
_____________ I MET YOU
[25]
Exercise 4
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.
SECTION 2
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
NOTHING.......EVER, NOBODY.......EVER E.G.
'EVER' AND 'NEVER'
ARE ALWAYS PLACED
BEFORE THE MAIN
VERB
(PAST
PARTICIPLE).
THE
PATTERN
NOBODY HAS EVER SAID THAT TO ME BEFORE.
NOTHING LIKE THIS HAS EVER HAPPENED TO US.
[26]
•
'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
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?
[27]
•
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.
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 ARRIVEDYET?
THEY HAVEN'T EATEN YET.
YET IS USUALLY PLACED AT THE END OF THE SENTENCE.
[28]
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)
11) WE ____________ HER AN E-MAIL. (JUST/ SEND)
12) WHERE IS YOUR MOTHER?
SHE ____________ TO THE SUPERMARKET.(GO)
13) SIMON ____________ TO SOUTH AFRICA ONCE. HE WANTS TO GO
THERE AGAIN. (GO)
[29]
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.
[30]
BLOQUE 3
MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE
ABLE TO TALK ABOUT RECREATIONAL ACTIVITIES.
KNOWLEDGE ACQUIRED
Like / Love / Hate / Prefer.
Modal “would rather”.
Verbs that take infinitives.
Verbs that take gerunds.
ATTITUDES AND VALUES EMPHASIZED
Tolerance of cultural difference.
SKILLS ACQUIRED
Expressing likes and dislikes.
Expressing preferences.
[31]
LESSON 3
SECTION 1.
LIKE / LOVE / HATE / PREFER
•
"Love" se utiliza para indicar que algo nos encanta.
We love cooking
Nosencantacocinar.
•
"Like" se utiliza para indicar que algo nos gusta.
She likes swimming.
Le gustanadar.
•
"Hate" & “Prefer” se utilizan para señalar que algo nos desagrada o es de
nuestra preferencia.
I hate washing dishes.
Odiolavar 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.
[32]
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.
Shelikesdancing.
Le gusta bailar (habitualmente)
We prefer walking to climbing.
Exercise 1
Preferimos andar a escalar.
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
_______________________
[33]
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.
20. Be
_______________________
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.
[34]
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'
____________________________________________________________
[35]
SECTION 2.
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
[36]
offer
ought
plan
prefer
prepare
proceed
promise
propose
refuse
remember
say
shoot
start
stop
strive
swear
threaten
try
use
wait
want
wish
Verbs that are followed by gerunds and infinitives.
Example: It started to rain. / It started raining.
begin
can’t bear
can’t stand
start
quit
continue
hate
like
try
regret
love
prefer
propose
stop
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
B) to + infinitive
C) Both possibilities are correct.
[37]
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)
Feellike
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.
9) Agree
A) Gerund
[38]
B) to + infinitive
C) Both possibilities are correct.
10) Avoid
D) Gerund
E) to + infinitive
F) Both possibilities are correct.
[39]
BLOQUE 4
MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE
ABLE
TO
UNDERSTANDAND
CREATE
DETAILED
DESCRIPTIONS.
KNOWLEDGE ACQUIRED
Relative Pronouns.
Relative clauses.
ATTITUDES AND VALUES EMPHASIZED
Tolerance of cultural difference.
SKILLS ACQUIRED
Mastery of simple sentences.
Recognition of relative clauses.
Appropriate usage of relative pronouns.
[40]
[41]
LESSON 4
SECTION 1.
RELATIVE PRONOUNS
Los pronombres relativos del inglés introducen una proposición adjetiva. Pueden ser
demostrativos o compuestos. Entre ellos: that, who, thosewho, 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.
[42]
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.
______________
[43]
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) ______________________
[44]
Exercise 4
READ THE TEXT AGAIN AND COMPLETE THE SENTENCES ACCORDING
TO THE TEXT
SAN FRANCISCO
The area had long been inhabited by Native Americans, the Ohlone (meaning
“people of the west”) before the first Spanish immigrants came to settle in this
part of the country. After the Mexican-American War, the small town became
American territory, and when the California gold rush started in 1848, the
population increased enormously. Nowadays San Francisco is famous especially
for its cable car and the Golden Gate Bridge.
Golden Gate Bridge
The Golden Gate Bridge connects the city of San Francisco and San Francisco
Peninsula. It spans the Golden Gate, a strait between the Pacific Ocean and the San
Francisco Bay–that’s where the name Golden Gate Bridge comes from.
Construction on the bridge began in 1933 and was completed in 1937. The bridge rises
230 m above the water. With its total length of 1970 meters it was the longest
suspension bridge in the world until 1964. The bridge is part of the United States
Highway 101, has six lanes and a footpath on each side.
1. San Francisco was inhabited by the Ohlone ____________________________.
[45]
2. In the 19th century there were many people in San Francisco ______________.
3. There is a bridge _______________________________________________.
4. The bridge is used by people ________________________________________.
5. There is a strait called Golden Gate _________________________________.
[46]