Embed Size (px)
Citation preview
Simple Present
He 1. Si termina Y después de consonante se le cambia por –ies
She 2. si termina en o-x-z-ch-ss- sh- se le agrega es
He 3. si no cumple la regla 1 y 2 se le agrega s termine en lo que termine
1. If the verb ends in y before a consonant change to i and add -es:
study – studies
copy – copies
2. If the verb ends in -ss, -sh, -ch, -x or -o, add -es to the base form:
kiss - kisses
finish - finishes
watch - watches
mix - mixes
go – goes
3. When the verbs doesn’t have the rules 1 and 2 only give one s
play - pays
Speak – speaks
He does
She
It doesn’t
I
You do
We don’t
They
1. He speaks Spanish
2. He doesn't speak Spanish.
3. Does he speak English?
Affirmative Negative Interrogative
I play very good I do not play very good Do I play very good?
you play very good You do not play very good Do you play very good? He plays very good He does not play very good Does He play very good? She plays very good She does not play very good Does She play very good?
It plays very good It does not play very good Does It play very good? We play very good We do not play very good Do We play very good?
You play very good You do not play very good Do You play very good? They play very good They do not play very good Do They play very good?
Complete las siguientes oraciones con la forma adecuada del verbo según el Sujeto
1. I (travel) ………. to London every week. ---Yo viajo a Londres todas las semanas. 2. She (run)………. every Saturdays.—Ella corre todos los sábados.
3. My mother (clean) ………. the house . ------ Mi madre limpia la casa. 4. You (be) ………. a good student. ------- Tú eres un buen estudiante.
5. Kelly (work) ………. in a bank. ------- Kelly trabaja en un banco. 6. John (walk)………. to his office. -------- Jhon camina a su oficina. 7. You (study) ………. English at school. ------ Ustedes estudian inglés en la escuela.
8. The dog (break) ………. the fence . -------- El perro rompe la cerca. 9. The car (be) ………. in the garage. ------ El coche está en el garaje.
10. My father (have) ………. a nice coat. --------- Mi padre tiene un lindo saco.
Positive Negative Question
I run. You run.
We run. They run.
He runs.
She runs. It runs.
I do not run.
You do not run. We do not run.
They do not run. He does not run. She does not run.
It does not run.
Do I run?
Do you run? Do we run?
Do they run? Does he run? Does she run?
Does it run?
Present Continuos Cuando se quiere expresar una acción que sigue ejecutándose al momento en que se
enuncia, se emplea el tiempo Presente Continuo (Present progresivo).
1. La forma en que se conjuga este tiempo es bastante simple: 2. Se usa el verbo to be conjugado en presente
3. Se le agrega -ing, al verbo principal 4. Antes de agregarle ing al verbo debemos tener en cuenta lo siguiente:
a- todos lo verbo deben terminan en ing ej, work - trabajar - working – trabajando b- si el verbo termina en la vocal E se la suprimimos antes de agregarle ing
Ejemplo- dance – bailar - bailando c- si el verbo termina en consonante vocal consonante se le repite la última consonante antes de agregarle ing
d- si el verbo termina en ie se le cambian por y antes de agregarle ing ej: lie mentir lying mintiendo
Positive Negative Question
I am speaking.
You are speaking.
We are speaking.
They are speaking.
He is speaking.
She is speaking.
It is speaking.
I am not speaking.
You are not speaking.
We are not speaking.
They are not speaking.
He is not speaking.
She is not speaking.
It is not speaking.
Am I speaking?
Are you speaking?
Are we speaking?
Are they speaking?
Is he speaking?
Is she speaking?
Is it speaking?
Simple Future Forms
Will rè – ràs - rà
Won’t remos – ràn Para formar el futuro simple en inglès se le antepone la palabra will al verbo principal o won’t se es negativa
Positive Negative Question
I will help. Yo a ayudaré You will help. Tù ayudaràs
We will help. They will help.
He will help. She will help. It will help.
I will not help. Yo no ayudarè You will not help.
We will not help. They will not help.
He will not help. She will not help. It will not help.
Will I help? Will you help?
Will we help? Will they help?
Will he help? Will she help? Will it help?
I will be in London in two hours.
Estaré en Londres en dos horas.
We will go to France next month.
Iremos a Francia el mes que viene.
The president will visit the city.
El presidente visitará la ciudad.
Para realizar preguntas usando este tiempo, se usa el auxiliar WILL, seguido de la persona
y luego el verbo.
Will you go to France next year?
¿Irás a Francia el año que viene?
Will the president visit the city?
¿El presidente visitará la ciudad?
Existen algunas expresiones para hacer referencia al futuro en el cual se realizarán
estas acciones.
tomorrow mañana
the day after tomorrow pasado mañana
next week la próxima semana
next month el próximo mes
next year el próximo año
Futuro próximo
voy – vas- va
Be Going to- Vamos – van
Para formar el futuro próximo se debe usar el verbo to be en presente de acuerdo al sujeto o pronombre como auxiliar se guido de la expresión going to
Positive Negative Questions
I am going to leave.
You are going to leave. We are going to leave. They are going to leave.
He is going to leave. She is going to leave.
It is going to leave.
I am not going to leave.
You are not going to leave. We are not going to leave. They are not going to leave.
He is not going to leave. She is not going to leave.
It is not going to leave.
Am I going to leave?
Are you going to leave? Are we going to leave? Are they going to leave?
Is he going to leave? Is she going to leave?
Is it going to leave?
How much / How many Se utilizan para preguntar por cantidades de algo. Si se trata de sustantivos contables, se aplica How many. Si se trata de sustantivos incontables, se usa How much.
Estas expresiones siempre van seguidas de un sustantivo; luego, el verbo y el resto de
la oración.
How many cars do you have?
¿Cuántos autos tienes?
How much money do you have?
¿Cuánto dinero tienes?
How much se utiliza también para preguntar precios.
How much is this car?
¿Cuánto cuesta este auto? How much are the potatoes?
¿Cuánto cuestan las papas?
There is / There are
Estas expresiones se utilizan para expresar la cantidad de objetos o personas que se
encuentran en un determinado lugar.
Ambas formas significan "Hay". La diferencia es que la primera se utiliza para el singular y la segunda para el plural.
There is a chair in the bedroom.
Hay una silla en el dormitorio. There are two chairs in the bedroom.
Hay dos sillas en el dormitorio.
Is there a chair in the bedroom?
¿Hay una silla en el dormitorio?
Are there two chairs in the bedroom?
¿Hay dos sillas en el dormitorio?
Como ya hemos visto, en lenguaje informal, se pueden contraer las formas verbales:
There isn't... no hay singular
There aren't... no hay plural
There isn't a chair in the bedroom.
No hay una silla en el dormitorio.
There aren't two chairs in the bedroom.
No hay dos sillas en el dormitorio.
Too / Enough
Too equivale al español "demasiado".
Se utiliza siempre delante de los adjetivos o adverbios que modifica.
This exercise is too easy.
Este ejercicio es demasiado fácil. I arrived too late.
Llegué demasiado tarde.
Si se usa con sustantivos, significa "demasiado/a/os/as" y va siempre seguido de many o much, dependiendo del tipo de sustantivo contable o incontable.
There are too many people.
Hay demasiada gente.
There is too much shadow.
Hay demasiada sombra.
Enough equivale al español "lo suficientemente".
Se utiliza siempre después de los adjetivos o adverbios que modifica.
I arrived early enough.
Llegué lo suficientemente temprano.
Si se usa con sustantivos, significa "suficiente/s" y va siempre antes del sustantivo.
There aren't enough chairs.
No hay suficientes sillas.
There isn't enough light.
No hay suficiente luz.
Adverbs of Frequency - Adverbios de Frecuencia
Se utilizan para indicar con qué frecuencia se realiza la acción inidicada por el verbo.
Adverbs of Frequency
always siempre
usually usualmente
often frecuentemente
frequently frecuentemente
sometimes a veces
seldom rara vez
never nunca
everyday todos los días
once a month una vez por mes
twice a month dos veces por mes
three times a month tres veces por mes
once a week una vez por semana
twice a week dos veces por semana
three times a week tres veces por semana
Ejemplos:
I always go to school by bus.
Siempre voy a la escuela en autobús.
I usually get up at 7.
Usualmente me despierto a las 7.
I often / frequently watch TV in the evening.
Frecuentemente miro TV por la noche.
I sometimes have lunch in a restaurant.
A veces almuerzo en un restaurant. I seldom have breakfast.
Rara vez tomo el desayuno.
I never arrive late.
Nunca llego tarde.
Nota la posición de los adverbios: se ubican siempre entre la persona y el verbo.
Uso del auxiliar can Ahora es el turno de CAN. Este auxiliar tiene dos usos principales:
1. Para expresar una habilidad. Es el equivalente al español "saber".
I can swim.
Sé nadar.
I can drive a car.
Sé conducir un auto.
2. Para expresar una posibilidad. Es el equivalente al español "poder".
Can I go home?
¿Puedo irme a mi casa?
Where can I buy some apples?
¿Donde puedo comprar unas manzanas?
Para responder a una pregunta formulada con can, se usa Yes / No, seguido de la persona y luego, el auxiliar can si la respuesta es afirmativa o can't / cannot si es negativa.
Can you drive? Yes, I can.
Can you drive? No, I can't. / No, I cannot.
Making questions
What Qué
Where Dónde
Who Quién/Quiénes
How Cómo
Which Cuál
What is this?
¿Qué es esto?
Where do you live?
¿Dónde vives? Who are you?
¿Quién eres tú?
How is your father?
¿Cómo está tu padre?
Which is the platform for London?
¿Cuál es al andén para Londres?
Which platform is for London?
¿Cuál andén es para Londres
How much Cuánto cuesta
How much + noun Cuánto
How many + noun Cuántos
How old Qué edad
How much is this?
¿Cuánto cuesta esto?
How much sugar do you need?
¿Cuánta azúcar necesitas? How many students are there?
¿Cuántos estudiantes hay?
How old are you?
¿Qué edad tienes?
How long are you going to stay?
¿Cuánto tiempo te vas a quedar?
Para preguntar por qué se usa Why. A lo que se responde comenzando con Because.
Why Por qué
Because Porque
Why do you read this book?
¿Por qué lees este libro?
Because I have to study.
Porque tengo que estudiar.
Para preguntar de quién es algo, se usa Whose. Siempre va seguido de un sustantivo y luego la forma interrogativa del verbo.
Whose De quién
Whose book is this?
¿De quién es este libro?
Nota que en este caso se usa el adjetivo posesivo seguido del sustantivo, o bien directamente Likes and Dislikes
Para expresar que algo nos gusta, se utilizan las siguientes frases:
I love... Me encanta
I like... Me gusta
I'm interested in... Me interesa
I'm fond of... Me gusta
...reading leer
...computers las computadoras
...travelling viajar
How long Cuánto tiempo
Para expresar que algo no nos gusta, se utilizan las siguientes frases:
I hate... Odio... I dislike... No me gusta
I don't like... No me gusta
I'm not interested in... No me interesa(n)...
...reading leer
...computers las computadoras
...travelling viajar
En ambos casos, las expresiones son seguidas de un sustantivo o de un verbo en -ing (forma
del gerundio).
Intenta pensar en frases para decir lo que le gusta y lo que no le gusta hacer, comenzando con alguna de las opciones mostradas. Por ejemplo:
I like dancing.
Me gusta bailar. I love learning English.
Me encanta aprender inglés.
I'm fond of cooking. Me gusta cocinar.
I don't like playing video-games.
No me gusta jugar a los videojuegos. I hate writing letters.
Odio escribir cartas.
I'm not interested in cinema. No me interesa el cine.
Simple Past
Para usar otros verbos en este tiempo, se usa la forma del verbo en pasado simple, que es
igual para todas las personas. La formación del pasado simple depende si el verbo es regular o irregular.
Verbos regulares
En el caso de los verbos regulares, el pasado simple se forma tomando el propio verbo y agregando "ed", o "d" si termina en vocal. Si termina en "y", se cambia por "ied".
We played tennis for two hours.
Jugamos tenis por dos horas.
She arrived late.
Llegó tarde. You studied a lot.
Estudiaste mucho.
Where did you go?
¿Dónde fuiste?
When did you go to London?
¿Cúando fuiste a Londres?
La forma negativa se compone de la persona, seguido del auxiliar DID, seguido de NOT y
el verbo en infinitivo. En lenguaje informal, puede usarse la forma contracta didn't.
TO GO
I did not go = I didn't go
You did not go = You didn't go
He did not go = He didn't go
She did not go = She didn't go
It did not go = It didn't go
We did not go = We didn't go
They did not go = They didn't go
Comparatives and Superlatives
Los comparativos sirven justamente para comparar una misma cualidad o característica en
dos sustantivos.
Para formar el comparativo, se deben seguir las siguientes reglas:
Se agrega al adjetivo "er" o "r", si ya termina en "e". nice- nicer small - smaller Si la el adjetivo termina en consonante vocal + consonante, se duplica la última
consonante. big – bigger, fat- fatter Si termina en "y" se cambia por "ier". happy – happier
Cuando el adjetivo tiene más de tres sílabas, el comparativo se forma usando la palabra "more" antes del adjetivo.
Expensive - more expensive - careful - more careful
Para comparar dos objetos en una oración, se agrega "than".
This shirt is smaller than than shirt. - Esta camisa es más chica que aquella camisa.
Superlatives
Los superlativos sirven para referirse a sustantivos que son los únicos que presentan una cualidad que los diferencia del resto.
Como vimos, en la frase "a small shirt" (una camisa chica), small es un adjetivo. Si todas
las demás camisas son grandes, se puede comparar usando el superlativo "the smallest
shirt" (la camisa más chica). Siempre se agrega "the" adelante.
Para formar el superlativo, se deben seguir las siguientes reglas:
Se agrega al adjetivo "est" o "st", si ya termina en "e". small - the smallest
Si la palabra termina en vocal + consonante, se duplica la consonante. big - the biggest
Si termina en "y" se cambia por "iest". happy - the happiest
Cuando el adjetivo tiene más de tres sílabas, el superlativo se forma usando las palabras "the most" adelante.
Expensive - the most expensive - careful - the most careful
Existen ciertos adjetivos con comparativos y superlativos irregulares. La única forma de
aprenderlos es memorizarlos. Grados de los Adjetivos
Los adjetivos tienen tres grados de comparación.
Grado positivo, grado comparativo, grado superlativo:
positivo comparativo superlativo
tall
alto
taller
más alto
the tallest
el más alto
big
grande
bigger
más grande
the biggest
el más grande
intelligent
inteligente
more intelligent
más inteligente
the most intelligent
el más inteligente
expensive
caro
more expensive
más caro
the most expensive
el más caro
Adjetivos Monosílabos - Formación del Comparativo y Superlativo
Monosílabos Comparativo
adj + er
Superlativo
adj + est
new
nuevo
newer
más nuevo
the newest
el más nuevo
fat
gordo
fatter
más gordo
the fattest
el más gordo
Adjetivos Bisílabos - Formación del Comparativo y Superlativo
Bisílabos terminados en: -y, -er, -le, -ow, (y otros muy conocidos)
Bisílabos Comparativo
adj + er
Superlativo
adj + iest
easy
fácil
easier
más fácil
the easiest
el más fácil
Adjetivos Largos - Formación del Comparativo y Superlativo
Adjetivos
Largos
Comparativo
more + adj
Superlativo
the most + adj
expensive
caro
more expensive
más caro
the most expensive
el más caro
beautiful
hermoso
more beautiful
más hermoso
the most beautiful
el más hermoso
Formación irregular de comparativos y superlativos
Adjetivo o Adverbio Comparativo Superlativo
good
bueno
better
mejor
the best
el mejor
good
bien
better
mejor
the best
de la mejor forma
bad
malo
worse
peor
the worst
el peor
bad
mal
worse
peor
the worst
de la peor forma
far
lejos
farther
más lejos
the farthest
el más lejano
El uso de 'used to' en inglés
Se usa used to + verbo para hablar de hábitos ya pasados y para hablar de estados pasados.
Ejemplos:
Hábito: I used to play the guitar. Significa que antes tocabas la guitarra pero ya no.
Estado: I used to live in London. Significa que antes vivias en Londres pero ya no.
Se forma: se usa la misma forma con todas las personas
Afirmativos:
I
You
He
She + used to + verbo
It
We
They
Ejemplo: I used to play football,
he used to play football,
we used to play football etc...
Negativos:
use to + verbo
I
You
He
She + didn't + use to+ verbo
It
We
They
Ejemplo: I didn't use to play football,
he didn't use to play football,
we didn't use to play football etc...
Preguntas:
Did + use to + verbo
ejemplo: Did you use to smoke? (¿Solias
fumar?)
What did you use to do....? (Que solias
hacer...?)
Ejemplo: Did you use to play football?
Did he use to play football?......
Respuestas cortas:
Did you use to play football? (¿Solias
jugar al futbol?)
Yes I did
No I didn't
when l was younger I used to play guitar
Zoo Keeper
When I graduated from high school at eighteen, I gota job at a zoo as a student keeper. Now, five years later, things have changed – I have passed my exams and I am a fully trained animal keeper. The money is not good. I only get $15,000 a year. You have to be outside in rain and snow, which is hard work, and you get very dirty. But this doesn't matter to me because animals are the most important thing in my life! There are a hundred monkeys and fifty deer in my part of the zoo and I give them their food and clean their houses. I also need to watch them carefully to be sure that they are all well. In fact, rhinos are my favorite animals and so last year I went to Africa with a colleague for a month to study them. The zoo is open every day and I work five different days each week. I live in a small Apartment twenty minutes away and I get up at ten to seven and start work at eight. The firstthing I do when I get home at quarter after five is take a shower!
1. Ingrid would like to
A take some exams. B earn more money. C change her job.
2.How does Ingrid feel about working in
A She hates getting dirty bad weather? B She doesn't mind it.
C She likes the snow.
3.If Ingrid doesn't check the monkeys,
A they may become ill. B they may get hungry.
C they may run away.
4.The animals Ingrid likes best are
the
A monkeys. B deer. C rhinos.
5.Ingrid traveled to Africa
A.to have a month's vacation.
B to visit a colleague there. C to learn more about some animals.
6. The zoo is open A.only five days a week.
B .seven days a week. C. on different days every week.
7Ingrid arrives at her apartment in the
evening at
A five fifteen. B twenty after five.
C ten to seven
Jacqui Swift
Jacqui Swift has worked as a journalist for newspapers, a music magazine and TV programs. At the (8) ……….. she is writing for a music website (9) ………… started last month. (10) ………. to write for the internet because this is where you find the
very latest information about bands. I love the speed of the internet. I can write a piece in the morning and see i(11) ……….. on the website in the afternoon. The same story won't be in the newspapers (12) ………. the next day. It may (13) ………. up to six weeks before you see it in some magazines. I am a (14)………. of a team.
We have to work fast and mustn't make any (15)……… so it can be stressful. But we all get along (16) ……… with each other. I find it really exciting to think that our
work (17) ……… read all round the world
8
A period
B time C moment D date
9
A which B what C who
D when
10 A thought
B persuaded C imagined
D decided
11
A show B appear
C attend D display
12 Aover
B during C towards
D until
13 A take
B last C stay
D remain
14
A worker B colleague
C member D person
15
A faults B mistakes
C accidents D failures
16 A good
B strongly C well D happy
17
A is B will C has
My Love of Traveling by Sam Harris
I grew up in Australia and was introduced to traveling at an early age. We moved around a lot because of my father’s work. My main hobby was radios - I repaired old sets and listened to various programs from around the world. I had a map of the world on my bedroom wall with pins on it and I wrote postcards to foreign radio stations. I was an only child and I didn’t have many friends; instead I tried to contact the outside world. We didn’t have a television, so what I learned came from the radio and from encyclopedias. By the age of 13, I could draw maps of countries from memory and name all the capital cities. I didn’t actually leave Australia until I was twenty-five, when I went on a long trip through Asia. I arrived in Thailand thinking I was well prepared, but in fact, I knew little about its rich culture. Then I went to India, where my taste for adventure and different experiences grew. Every city there was different; there were cows on the streets, old cars, interesting food, and people everywhere. I went from country to country without realizing how dangerous some of them were at that time. There was very little advice available. But now it’s different - you can learn so much from the internet and just about everywhere you go, you’ll find an internet café. It’s really changed the way people travel. The things I now like most about a trip are eating and shopping. I also love sitting on trains and talking to different people. I’m sure I’ll never get bored with traveling, even though I’ve explored most countries in the world.
1. What is the writer trying to do in the text?
A. talk about the towns where he used to live B. describe the people he met while traveling abroad
C. compare the different countries he has been to D. explain how his interest in travel has developed
2. What can you learn about the writer from this text? A. He had always wanted to work on the radio.
B. Very little surprised him on his first visit to Asia. C. His early knowledge of the world came from the radio. D. He liked sharing his interest in geography with other people.
3. What does the writer say about traveling abroad?
A. There are many countries he would still like to visit. B. Information about other countries has become easier to find. C. The things he enjoys while traveling have not changed.
D. Knowing something about maps is useful when traveling.
4. What do we learn about the writer’s life as a child? A. He spent time fixing radios that were broken. B. His father was unemployed for long periods.
C. His friends thought he was rather strange. D. He watched programs about people in other countries.
5. Which of the following statements would the writer make?
A.I find it hard to talk to people I meet on
my travels because I hardly knew anyone
when I was a child. B.Areas with only a few people are the best
places to visit since they are quiet and relaxing.
C.Learning about the world from books and the
radio was nothing like the real experience.
D.The world’s a smaller place now because of
the internet, and so travel has become less exciting.
Biochips to Transform Treatment of Disease These Biochips look like the integrated circuits in a personal computer, but instead of containing tiny semiconductors, they are loaded with bits
of actual DNA 1……………. Make up genes or fragments of genes. Inserted in a pc – size analytical instrument, the chip allow scientists to perform thousands of biochemical experiments at a fraction of the cost and time require for traditional test. “This is a basic tool for change in the laboratory”, said Michael R. Knapp, vice president for science and technology at Caliper Theologies in Mountain View “scientist have been 2……………. With the test - tube paradigm too much time ago”. According to Knapp, biochip, or microarrays, as they are also 3 …………… , will bring genomics, the study of all the genes in a living organism, out of the research laboratory and into the daily practice of medicine 4…………. Genomics delivers on its promise, health care could shift from a focus on detection and treatment to a process of prediction and prevention. 1. A, That B. Who C. When 2. A, working B, work C, worked 3, A, knew B, know C, known 4. A. since B, if C, when
