Ingles ciclo VIcorregido.cdr

MODELO EDUCATIVO FLEXIBLE
POR COMPETENCIAS
"ESCUELA GLOBAL”
ÁREAS FUNDAMENTALES OBLIGATORIAS
LENGUA EXTRANJERA - INGLÉS
Ciclo VI
El presente texto hace parte de la oferta de educación para adultos y jóvenes extra-edad del Modelo Educativo
Flexible “ESCUELA GLOBAL”, con enfoque basado en competencias; propuesta formativa y propedéutica con
sentido humanista, orientado al constructivismo; fundamentado en el aprendizaje significativo, centrado en el
estudiante, dirigido a comunidades vulnerables que no han terminado la educación básica y media, dotándolas de
una cultura general que les permita desempeñarse en los ámbitos científico, tecnológico, social, cultural y laboral,
que cumple lo dispuesto en las leyes 1014 y 1064 de 2006 “para la cultura del emprendimiento” y “la educación
para el trabajo y el desarrollo humano”, de acuerdo con los Estándares Básicos por Competencias establecidos
por el Ministerio de Educación Nacional.
El Modelo Educativo Flexible “ESCUELA GLOBAL”, es una propuesta educativa para adultos creada, investigada,
recopilada, sistematizada, organizada, orientada y revisada por:
LEONARDO ALFONSO SÁNCHEZ VANEGAS
Diagramación, diseño, dibujo, ilustración e impresión, realizadas por:
JHON EDISON GONZÁLEZ RIVERA
Diseño Gráfico y Publicidad Gutenberg
Investigación, recopilación, sistematización y organización de los textos del área disciplinar FUNDAMENTAL
OBLIGATORIA de lengua extranjera e inglés, con la colaboración de la Licenciada en Español y Lenguas
Modernas CLAUDIA PATRICIA RIVERA LUCENA.
© El Autor se reserva todos los derechos de impresión, reproducción, copia o publicación para lo cual se
requerirá de autorización expresa de su autor.
Impresor Exclusivo del presente texto: Diseño Gráfico y Publicidad Gutenberg.
Distribuidor Exclusivo del presente texto: Corporación GAIA AQUA.
Ibagué, 2014
LENGUA EXTRANJERA - INGLÉS - CICLO VI
MODELO EDUCATIVO FLEXIBLE
POR COMPETENCIAS
"ESCUELA GLOBAL”
¡BIENVENIDOS!
LENGUA EXTRANJERA - INGLÉS - CICLO VI
Apreciados estudiantes:
Las desigualdades de nuestro sistema educativo colombiano, reflejadas en problemas
de cobertura, calidad y eficiencia, con inmensos contrastes entre zonas urbanas y
rurales, evidenciadas por el Ministerio de Educación Nacional, generaron la propuesta
de una “Revolución Educativa, que fijó metas como ampliar la cobertura, establecer un
sistema a largo plazo con coberturas universales; mejorar continuamente la calidad de
la educación aplicando estándares mínimos para todo nivel del sistema educativo, la
formulación de planes de mejoramiento institucional, y el desarrollo de competencias
que permitan a los estudiantes enfrentarse a los retos de la sociedad de la información y
el conocimiento; y el diseño de herramientas que aseguren la eficiencia del sector”.
En Colombia es común el desconocimiento tanto de ciudadanos como de autoridades
educativas, de la normatividad que rige la educación, en especial del decreto 3011 de
1997 con base en el cual más de 8 modelos educativos ofertan una educación para
adultos y jóvenes extra-edad, con énfasis orientados a diferentes comunidades, desde
diversas metodologías pedagógicas y que ofertan modalidades de estudio vocacional
como valores agregados, que los diferencian de los demás. Actualmente, es necesaria
la generación de modalidades de enseñanza que interpreten tanto los lineamientos del
MEN orientados al enfoque universal por competencias, como el ideal escenario de
posconflicto por darse, a propósito del proceso de paz en curso en el país.
Una propuesta de educación para adultos como la que presentamos a ustedes, nacida
en la sociedad civil no tiene porqué oponerse a los lineamientos que el MEN establece
para su evaluación y seguimiento, pues recoge las necesidades más sentidas de
comunidades vulnerables que no acceden al servicio educativo, proponiendo un
modelo educativo práctico y eficaz con principios pedagógicos y operativos basados en
los estándares básicos por competencias emitidos por el Ministerio de Educación
Nacional. Se trata de una metodología flexible orientada a los sectores rural y urbano,
basada en un plan de estudios compuesto por 10 competencias genéricas, de las
cuales 8 son básicas y por tanto obligatorias, fundamentadas en los temas de
enseñanza y las áreas del conocimiento obligados dispuestos en los art. 14 y 23 ley 115
de 1994, Ley General de Educación; Además de 2 áreas optativas o vocacionales.
El Modelo Educativo Flexible “ESCUELA GLOBAL”, para adultos y jóvenes extra-edad,
con enfoque basado en competencias, es una propuesta para educación básica y
media, formativo y propedéutico, con sentido humanista, orientado al constructivismo;
fundamentado en el aprendizaje significativo, centrado en el estudiante, que cumple lo
dispuesto en las leyes 1014 y 1064 de 2006 “para la cultura del emprendimiento” y “la
educación para el trabajo y el desarrollo humano”; está dirigido a las comunidades
vulnerables que no han terminado la educación básica y media, dotándolas de una
cultura general que les permita desempeñarse en ámbitos científico, tecnológico,
social, cultural y laboral. ¡Esperamos realizar con su concurso el mejor de los trabajos!
Equipo diseñador y ejecutor del Modelo Educativo "ESCUELA GLOBAL”
LENGUA EXTRANJERA - INGLÉS - CICLO VI
CONTENIDO
INTRODUCCIÓN
OBJETIVOS
COMPETENCIAS A DESARROLLAR
COMPETENCIAS ESPECÍFICAS DE EL ÁREA
7
8
9
10
1. ED / ING ADJECTIVES
1.1. Introducción al tema
1.2. Explicación y Aplicación del Aprendizaje
1.3. Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
11
11
11
13
14
2. POLITE REQUESTS
2.1. Introducción al tema
2.2. Explicación y Aplicación del Aprendizaje
2.3. Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
15
15
15
17
18
3. RELATIVE CLAUSES
3.1. Introducción al tema
3.2. Explicación y Aplicación del Aprendizaje
3.3. Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
20
20
20
22
23
4. PAST PERFECT
4.1. Introducción al tema
4.2. Explicación y Aplicación del Aprendizaje
4.3. Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
24
24
24
25
26
5. READING COMPREHENSION
5.1. Introducción al tema
5.2. Explicación y Aplicación del Aprendizaje
TRABAJO INDEPENDIENTE
27
27
27
29
6. REPORTED SPEECH
6.1. Introducción al tema
6.2. Explicación y Aplicación del Aprendizaje
6.3. Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
31
31
31
33
34
7. CONDITIONAL (FIRST & SECOND TYPE)
7.1. Introducción al tema
7.2. Explicación y Aplicación del Aprendizaje
7.3. Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
36
36
36
40
40
8. CONDITIONAL (THIRD TYPE)
8.1. Introducción al tema
8.2. Explicación y Aplicación del Aprendizaje
8.3. Retroalimentación y Evaluación
42
42
42
44
LENGUA EXTRANJERA - INGLÉS - CICLO VI
TRABAJO INDEPENDIENTE
45
9. READING COMPREHENSION
9.1. Introducción al tema
9.2. Reading Comprehension
TRABAJO INDEPENDIENTE
47
47
47
48
10. ENGLISH FINAL TEST
10.1.Reported Speech
10.2.ED / ING Adjectives
10.3.Relative Clauses
10.4.Verb Tenses – Past Perfect
10.5.Conditionals
50
50
51
51
52
53
BIBLIOGRAFÍA Y CIBERGRAFÍA
54
Saber-Saber, Saber-Ser y Saber-Hacer… ¡Ahí está la clave!
La educación tradicional ha centrado todos sus esfuerzos en trabajar en los
educandos solo una dimensión del saber: el saber-saber, motivo por el cual
nuestros estudiantes se han dedicado a intentar una memorización inútil que
contribuye a generar profesionales mediocres que solo demuestran sus
conocimientos por momentos, cuando les es requerido para una promoción o
para acceder a algún empleo o cargo público. La educación tradicional otrora
trabajaba en la dimensión del saber-ser mediante la educación ética y la
recordada urbanidad de Carreño para formar estudiantes bien hablados y
preparados para comportarse en público, sin hacer mucho énfasis en el ser
humano y en la garantía de que trabaje en su propio proyecto de vida que incluya
ser cada vez mejor persona. El modelo educativo “ESCUELA GLOBAL”, con
enfoque basado en competencias también trabaja en estas dimensiones del
saber, pero haciendo énfasis en el SABER-HACER, para que mediante los
conocimientos que el estudiante adquiere en las áreas transversales
(Emprendimiento, Desarrollo Humano y Paz, Postconflicto y Competencias
Ciudadanas), y las áreas vocacionales (Informática y Tecnologías de la
Información y Comunicación y Actividades Agropecuarias para defensa del
Medio Ambiente) adquiera herramientas para desempeñarse en generar
ingresos y trabajo y coadyuvar en la consolidación de una mejor sociedad a
través de la praxis de un eficaz proyecto de vida, y para que también, muy
especialmente, nuestros egresados sepan qué hacer con los conocimientos que
adquieren mientras se forman como bachilleres. Por ello, exhortamos a nuestros
estudiantes a que con su esfuerzo ayuden a construir la sociedad que merece el
futuro de un país en paz.
LENGUA EXTRANJERA - INGLÉS - CICLO VI
INTRODUCCIÓN
Conocer una segunda lengua es esencial en un mundo globalizado, por tal razón
el gobierno nacional fomenta políticas educativas que favorecen el aprendizaje
del idioma inglés. El manejo de una segunda lengua resulta muy útil en la vida
profesional así como en la vida social, comercial y educativa y más que útil resulta
una necesidad. Dada su importancia como lengua universal el gobierno se ha
propuesto mejorar la calidad de la enseñanza del inglés ofreciendo mejores
niveles de desempeño en este idioma.
Este esfuerzo quiere lograr que los estudiantes sean capaces de comunicarse en
inglés para que así puedan llevar al país a una gran apertura cultural y económica
con estándares internacionalmente comparables. Para cumplir ese fin fue
necesario adoptar unas competencias comunes de desempeño que describen
una escala de niveles que van alcanzando los estudiantes de modo que avanzan
en su proceso educativo, dicho estándar es el del “Marco Común Europeo de
Referencia para las lenguas”. Los estándares establecen lo que los estudiantes
deben saber y poder hacer con respecto al idioma.
En el presente programa se integran los elementos contemplados en la Ley 115
de 1994 Ley General de la Educación y el Decreto 3011 de 1997 que establece la
educación para adultos en Colombia mediante los Ciclos Lectivos Especiales
Integrados CLEI, la Ley1014 de 2006 mediante la cual se genera la Educación
para el Emprendimiento y la Ley 1064 de 2006 con el Decreto 2888 de 2007que
instauran y reglamentan en el país la Educación para el Trabajo y el Desarrollo
Humano, con el propósito de establecer la correspondencia entre la propuesta de
Bachillerato para Adultos por Competencias y su Marco Curricular.
LENGUA EXTRANJERA - INGLÉS - CICLO VI
OBJETIVOS
Objetivos Generales del Curso
Motivar a los estudiantes al aprendizaje y práctica del idioma
Inglés como una herramienta esencial para su futuro personal y
laboral.
Aprender un segundo idioma es una oportunidad invaluable en el
desarrollo personal.
Valorar y apreciar su propia cultura y Estimular la aceptación y el
respeto por otras.
Apoyar a los estudiantes en la práctica del idioma.
Mejorar su capacidad para entablar relaciones con otras
personas y desenvolverse en ambientes nuev os.
Mejorar el pensamiento conceptual, ampliar su potencial
lingüístico y su pensamiento lógico. Acercarlo más a la realidad
mundial.
Objetivos Específicos del Curso
Conocer y entender el inglés como el instrumento de comunicación más
difundido en el mundo y como herramienta para el desarrollo personal.
Reconocer palabras y expresiones muy básicas que se usan
presentaciones personales y descripciones.
Comprender frases y
comunicación
vocabulario en
contextos muy
en
básicos de
Participar en conversaciones sencillas donde interactué en presentaciones
formales e informales.
Escribir mensajes cortos haciendo uso de la gramática básica para este fin..
LENGUA EXTRANJERA - INGLÉS - CICLO VI
COMPETENCIAS A DESARROLLAR
COMPETENCIAS GENERICAS
·
·
·
·
·
Promover el conocimiento de otro idioma y cultura.
Mejorar el desarrollo lingüístico y las destrezas comunicativas.
Desarrollar habilidades de trabajo en equipo
Fortalecer el respeto por sí mismo y por los demás
Contribuir al desarrollo de un vocabulario apropiado
COMPETENCIAS GENERALES DEL AREA
Competencia Lingüística:
Ÿ Conocer la lengua como sistema; incluyendo conocimientos
semánticos, gramaticales y ortográficos y aplicarlos para elaborar
oraciones y textos bien formados y en diversas situaciones.
Competencia Interpretativa:
Ÿ Desarrollar capacidad de comprender, analizar e interpretar diferentes
técnicas de expresión escrita, verbal y no verbal, tanto en su lengua
materna como en un segundo idioma.
Ÿ Dominar el código y las reglas lingüísticas (vocabulario, pronunciación,
gramática) de su idioma materno y una segunda lengua transformando
esa información en una herramienta para el desarrollo personal.
Competencia Sociolingüística:
Ÿ Identificar los aspectos socio-culturales de los diferentes entornos en
donde se desempeña el estudiante.
Ÿ Conocer las condiciones sociales y culturales implícitas en la lengua.
Ÿ La competencia comunicativa expresa el saber hacer como capacidad
de usar el conocimiento del idioma personal, laboral y socialmente.
Ÿ Ofrecer una herramienta útil para comprender e interpretar su realidad.
LENGUA EXTRANJERA - INGLÉS - CICLO VI
Competencia Argumentativa:
Ÿ Desarrollar un pensamiento lógico, crítico y analítico, que identifique al
estudiante como un ser coherente en sus planteamientos.
Ÿ Manifestar actitudes de tolerancia, respeto, honestidad y solidaridad,
en un ámbito multicultural.
Competencia Propositiva:
Ÿ Expresar adecuadamente la intención comunicativa, utilizando formas
verbales no verbales y /o escritas.
Ÿ Utilizar adecuadamente su lengua materna y el idioma extranjero en
las cuatro habilidades, (hablar, escribir, leer y entender).
COMPETENCIAS ESPECÍFICAS DEL AREA
· Conocer y usar correctamente los adjetivos adverbiales ed/ing
· Conocer y poner en práctica los polite requests.
· Conocer y diferenciar la intención de los relative clauses.
· Usar correctamente el pasado perfecto
· Usar correctamente todas las formas de reported speech.
· Usar correctamente los conditionales y su intención.
· Adquirir y poner en práctica nuevo vocabulario mediante la comprensión
de lectura.
· Saber formar, manejar e intercambiar los tiempos verbales perfectos
· Saber transformar adjetivos.
· Hacer ejercicios de comprensión lectora.
· Manejar la forma modal de los verbos para formar polite
requests.
· Manejar los pasados y participios irregulares.
LENGUA EXTRANJERA - INGLÉS - CICLO VI
1. ED / ING ADJECTIVES
1.1
Introducción al tema
1.2 Explicación y Aplicación del Aprendizaje
There are many adjectives that we have in English that end in -ED or ING.
Yes, that's correct, they are not only endings that we use for verbs!
An adjective that ends in -ING is used to describe: the characteristic of a
person or a thing.
An adjective that ends in -ED is used to describe: a feeling.
Compare the difference:
· My girlfriend is bored. - (My girlfriend feels bored)
· My girlfriend is boring. - (My girlfriend is a boring person)
You can use these adjec tives to describe people or situations but be
careful that you are using the correct adjective. For example, there is a
big difference in meaning between:
· I am confused. - (I don't understand something)
· I am confusing. - (I will cause you to be confused)
Examples:
· I was shocked by how shocking the accident was last night.
· They were frightened by the frightening roller-coaster ride!
· I am annoyed by how annoying that person in front of us is.
· Sally was confused by the confusing street signs in the city.
-Ed And -Ing Adjectives Tables
LENGUA EXTRANJERA - INGLÉS - CICLO VI
FEEL ED
DESCRIBE ING
annoyed
Annoying
bored
Boring
confused
Confusing
depressed
Depressing
excited
Exciting
frustrated
Frustrating
frightened
Frightening
satisfied
Satisfying
shocked
Shocking
ED /ING ADJECTIVE LIST
Alarmed
Aggravated
Amused
Annoyed
Astonished
Astounded
Bored
Captivated
Challenged
Charmed
Comforted
Confused
Convinced
Depressed
Disappointed
Discouraged
Disgusted
Distressed
Disturbed
Embarrassed
Encouraged
Entertained
Excited
Exhausted
Fascinated
Alarming
Aggravating
Amusing
Annoying
Astonishing
Astounding
Boring
Captivating
Challenging
Charming
Comforting
Confusing
Convincing
Depressing
Disappointing
Discouraging
Disgusting
Distressing
Disturbing
Embarrassing
Encouraging
Entertaining
Exciting
Exhausting
Fascinating
Frightened
Frustrated
Fulfilled
Gratified
Inspired
Insulted
Interested
Moved
Overwhelmed
Perplexed
Pleased
Relaxed
Relieved
Satisfied
Shocked
Sickened
Soothed
Surprised
Tempted
Terrified
Threatened
Thrilled
Tired
Touched
Troubled
Frightening
Frustrating
Fulfilling
Gratifying
Inspiring
Insulting
Interesting
Moving
Overwhelming
Perplexing
Pleasing
Relaxing
Relieving
Satisfying
Shocking
Sickening
Soothing
Surprising
Tempting
Terrifying
Threatening
Thrilling
Tiring
Touching
Troubling
LENGUA EXTRANJERA - INGLÉS - CICLO VI
CHOOSE THE BEST OPTION
1) Sally has been running for three hours and now she is
2) My brother had an accident andhis situation is quite
3) When we visited that abandoned house it was really
4) I think he was
is Rose
because he called me Mary and my name
5) That film is not
despite being a comedy
6) Your bathroom is
7) Are you
in reading one of my novels?
8) What is the most
9) It was the most
10)
! Couldn’t you clean it a little?
story you’ve ever heard?
meeting I have ever attended.
When we broke the vase, we felt very
.
1.3 Retroalimentación y Evaluación
Fill the gaps with the adjectives in brackets.
1 He's such a monotonous speaker. I was ________________ stiff.
(bored / boring)
2 Most sequels are ________________. (disappointed / disappointing)
3 I had such a ________________ day I went straight to bed.(tired /
tiring)
4 Everyone's very ________________ about the news.(excited /
exciting)
5 That lamp produces a very ________________ effect.(pleased /
pleasing)
6 The whole school was ________________ by the tragic event.
(saddened / saddening)
7 I don't like watching ________________ films on my own.(depressed /
depressing)
LENGUA EXTRANJERA - INGLÉS - CICLO VI
8 I was ________________ when she told me she'd got divorced.
(amazed / amazing)
9 He's such a ________________ guy. He only ever talks about
himself. (bored / boring)
10 I'm very ________________ in films and theatre.(interested /
interesting)
TRABAJO INDEPENDIENTE
1
No one knew what would happen next. We were all
________________ . (intrigued / intriguing)
2 It was a very ________________ situation.(interested / interesting)
3
There's been some very ________________ news.(surprised /
surprising)
4
His mother was ________________ by what she found under his
bed. (disgusted / disgusting)
5 Their hamburgers are ________________ . (disgusted / disgusting)
6
Dad always arrives home from work thoroughly ________________ .
(exhausted / exhausting)
7
He's always showing off. It's really ________________ .(annoyed /
annoying)
8
I think Alex is one of the most ________________ people I've ever
met. He can't keep still for a second. (annoyed / annoying)
I walked into this restaurant and there was Andy with a strange
9 woman. He seemed really ________________ . (embarrassed /
embarrassing)
10
She kept talking about her boyfriend problems all night. It was rather
________________ . (embarrassed / embarrassing)
LENGUA EXTRANJERA - INGLÉS - CICLO VI
2. POLITE REQUESTS
2.1 Introducción al tema
2.2 Explicación y Aplicación del Aprendizaje
ASKING TO DO THINGS – ASKING FOR PERMISSION
There are many different ways of making polite requests in English. If you don't
want to sound rude when speaking English, then you need to know how to make
a request in a polite way.Requests in English are usually made in the form of
questions
Asking
Saying Yes
Saying No
Can I...?
Could I...?
Could I possibly...?
Is it all right if I...?
Do you think I could...?
Do you mind if I...?
Yes, sure
Well, I'm afraid...+ reason
Yes, of course.
Yes, that's fine.
Certainly.
Well, the problem is...
No, not at all.
No, of course not.
Sorry, but...
ASKING OTHERS TO DO THINGS – MAKING REQUESTS
LENGUA EXTRANJERA - INGLÉS - CICLO VI
Asking
Saying Yes
Saying No
Can you...?
Yes, sure.
Well, I'm afraid + reason
Could you...?
Is it all right if you...?
Do you think you could...?
Will you...?
Would you...?
Yes, of course.
Certainly.
Well, the problem is
Sorry, but...
Do you mind -ing...?
Would you mind -ing...?
No, not at all.
Of course not.
CHOOSE THE CORRECT ALTERNATIVE FOR THE FOLLOWING:
1) _ I borrow a pen, please?
will
Could
would
2) 'I've forgotten my wallet.' - Don't worry. I _ lend you some
money if you like.
could
will
would
3) _ you like to come to the cinema tonight ?
could
would
can
4) Do you mind _ the window please?
to close
LENGUA EXTRANJERA - INGLÉS - CICLO VI
closing
closed
5) Would you mind _ me with these boxes?
if helping
helping
help
2.3 Retroalimentación y Evaluación
Choose the most appropriate answer for expressing the idea specified in
parentheses.
1) I speak to Mr. Smith, please? (Formal polite request)
Can
May
Would
Would you mind if
2) you open the window, please? It's hot in here. (Polite request)
Could
Couldn't
Won't
Wouldn't
3) buying two loaves of bread on your way home? (Polite request)
Could you
Will you
4) Would you mind if I
request)
borrowed
won't
Would you mind
your dictionary for an hour or so? (Polite
will borrow
5) Would you mind if I
permission)
didn't
Would you
would borrow
come to your party? (Asking for
wouldn't
TRABAJO INDEPENDIENTE
LENGUA EXTRANJERA - INGLÉS - CICLO Vi
WHO WOULD MAKE THESE REQUESTS?
1. Could you tell me how much it costs?
a
a boss to a secretary
b
a customer to a sales person
c
a visitor to a company
d
a policeman to a prisoner
2. Could you say that again please?I didn't understand.
a
a boss to a secretary
b
customer to sales person
c
a visitor to a company
d
somebody whose English is not perfect
3. Could you tell me if the price includes sales tax?
a
a boss to a secretary
b
customer to sales person
c
a hotel receptionist to a visitor
d
somebody whose English is not perfect
4. Could you fix us two black coffees please, Barbara?
a
a boss to a secretary
b
customer to sales person
c
a visitor to a company
d
somebody whose English is not perfect
5. Could you please speak more slowly?I didn't understand.
a
a boss to a secretary
b
customer to sales person
c
a visitor to a company
LENGUA EXTRANJERA - INGLÉS - CICLO VI
6. Would you mind opening that suitcase?
a
a customs officer
b
customer to sales person
c
a visitor to a company
d
somebody whose English is not perfect
7. Would you mind telling me who your present supplier is?
a
a boss to a secretary
b
customer to sales person
c
sales person to customer
d
somebody whose English is not perfect
8. Would you mind spelling your name please?
a
a boss to a secretary
b
somebody answering thepone
c
a visitor to a company
d
a customs officer
9. Could you tell me how to pronounce "specialisation"?
a
a boss to a secretary
b
customer to sales person
c
a visitor to a company
d
somebody whose English is not perfect
10. Would you mindworking late tonight?
a
a boss to a secretary
b
customer to sales person
c
a visitor to a company
d
somebody whose English is not perfect
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3. RELATIVE CLAUSES
3.1 Introducción al tema
3.2 Explicación y Aplicación del Aprendizaje
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relative
pronoun
Use
Example
who
subject or object pronoun for
people
I told you about the
woman who lives next
door.
which
subject or object pronoun for
animals and things
Do you see the
cat which is lying on the
roof?
which
referring to a whole sentence
He couldn’t
read which surprised me.
whose
possession for people animals and Do you know the
things
boy whose mother is a
nurse?
whom
object pronoun for people,
especially in non-defining relative
clauses (in defining relative
clauses we colloquially prefer who
I was invited by the
professor whom I met at
the conference.
that
subject or object pronoun for
people, animals and things in
defining relative clauses
(who or which are also possible
I don’t like the
table that stands in the
kitchen.
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HOW TO USE RELATIVE CLAUSES
They are used to provide extra information. This information can either:
·
·
define something (defining clause,
Example:
The girl who is standing there is a world champion in karate.
or provide unnecessary, but interesting information (non-defining
clause.
Example:
Michael Jackson, who was a famous singer, died of an overdose.
Relative clauses can be introduced by:
1. A relative pronoun: who, whom, which, that, whose.
Example: "The man who is standing there is a famous writer."
2. A relative adverb: where, why and when.
Example: " The restaurant where I have dinner is nice."
3. None of them.
Example: "The man I met is extremely wealthy"
3.3 Retroalimentación y Evaluación
COMPLETE THESE SENTENCES WITH A SUITABLE RELATIVE PRONOUN
OR ADVERB
1. That is the man __________helped me when I fell down in the street.
2. Is that your car? No, mine is the one__________is parked just
opposite the bank.
3. That is the woman __________complained about the room service.
4. This is the park __________we first met. Do you remember?
5. So, James is the man __________son came on the school trip with
us? I didn't know.
6. If you have any question, ask the girl __________is standing at the
desk. She'll help you.
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7. They had to put away the dog__________bit the boy. It was too
dangerous.
8. I'm looking for a person __________surname begins with a "k".
9. Do you still go to that pub __________we used to go as students?
10.The heating is not working. Do you know anyone__________can fix it?
TRABAJO INDEPENDIENTE
Choose one of the following relative
pronouns who, which or whose from the dropdown menu.
1) I talked to the girl
shop.
2) Mr Richards,
car had broken down in front of the
is a taxi driver, lives on the corner.
3) We often visit our aunt in Norwich
4) This is the girl
5) That's Peter, the boy
is in East Anglia.
comes from Spain.
has just arrived at the airport.
6) Thank you very much for your e-mail
7) The man,
8) The children,
school.
9) The car,
10)
was very interesting.
father is a professor, forgot his umbrella.
shouted in the street, are not from our
driver is a young man, is from Ireland.
What did you do with the money
your mother lent you?
Choose the correct relative pronoun (who, which, whose).
1)
2)
3)
4)
5)
This is the man__________ saved the kid.
The house__________ windows are open is beautiful..
The writer__________wrote that article won the Nobel Prize.
He bought a car__________ runs fast.
He was wearing a cap__________ was black.
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4.PAST PERFECT
4.1 Introducción al tema
4.2 Explicación y Aplicación del Aprendizaje
Subject
Auxiliary Short Form
I, You, He, She, It,
had
We, They
Past Participle
I'd, you'd, he'd,
studied, visited,
she'd, it'd, we'd,
worked...
they'd
AFFIRMATIVE SENTENCES
SUBJECT + "had" + PAST PARTICILE ...
EX:
· I'd visited the Louvre before so I knew where the Mona Lisa
was.
· They'd studied English before they went to London.
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NEGATIVE SENTENCES
SUBJECT + "had" + "not" + PAST PARTICILE...
EX:
· I hadn't visited the Louvre before so I didn't know where the
Mona Lisa was.
· They hadn't studied English before they went to London.
QUESTIONS
Had+ SUBJECT + PAST PARTICILE...?
Ejemplos:
· How did you know where the Mona Lisa
was? Had you visited the Louvre before?
Had they studied English before they went to London
4.3 Retroalimentación y Evaluación
Put the verbs into the correct form (past perfect simple).
1) The storm destroyed the sandcastle that we (build)
2) He (not / be)
.
to Cape Town before 1997.
3) When she went out to play, she (do / already)
homework.
her
4) My brother ate all of the cake that our mum (make)
.
5) The doctor took off the plaster that he (put on)
before.
6) The waiter brought a drink that I (not / order)
7) I could not remember the poem we (learn)
before.
8) The children collected the chestnuts that (fall)
tree.
9) (he / phone)
10)
She (not / ride)
six weeks
.
the week
from the
Angie before he went to see her in London?
a horse before that day.
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TRABAJO INDEPENDIENTE
Affirmative Sentences
Write the verbs in Past Perfect Simple.
1) The pupils talked about the film they (watch)
2) I was late for work because I (miss)
.
the bus.
3) We lived in the house that my father (build)
.
4) We admired the picture that Lucy (paint)
5) They watered the trees that they (plant)
.
Negative Sentences
Write the verbs in Past Perfect Simple. Use the negative form.
1) In the shopping centre, I met a friend who I (see / not)
for ages.
2) The thief could walk right into the house because you (lock /
not)
the door.
3) We lost the match because we (practise / not)
the days
before.
4) At school, Jim quickly copied the homework that he (do /
not)
.
5) We ate at a restaurant last night because I (buy / not)
anything for dinner.
Questions in Past Perfect Simple
Complete the questions in Past Perfect Simple.
1) (what / Bob / do)
that he was kept in after school?
2) (you
/ eat) he was married
anythinghe
before
went to thealone.
theatre?
1. Before
used you
___________
3) (he / live)
in London before he moved to Glasgow?
4) (she / find)
5) (they / book)
a new job by that time?
a room before they went to Dublin?
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5. READING COMPREHENSION
5.1 Introducción al tema
THE FIRST COMPUTER PROGRAMMER
5.2 Explicación y Aplicación del Aprendizaje
Ada Lovelace was the daughter of the poet Lord Byron. She was taught by Mary
Somerville, a well-known researcher and scientific author, who introduced her to
Charles Babbage in June 1833. Babbage was an English mathematician, who
first had the idea for a programmable computer.
In 1842 and 1843, Ada translated the work of an Italian mathematician, Luigi
Menabrea, on Babbage's Analytical Engine. Though mechanical, this machine
was an important step in the history of computers; it was the design of a
mechanical general-purpose computer. Babbage worked on it for many years
until his death in 1871. However, because of financial, political, and legal issues,
the engine was never built. The design of the machine was
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very modern; it anticipated the first completed general-purpose computers by
about 100 years.
When Ada translated the article, she added a set of notes which specified in
complete detail a method for calculating certain numbers with the Analytical
Engine, which have since been recognized by historians as the world's first
computer program. She also saw possibilities in it that Babbage hadn't: she
realised that the machine could compose pieces of music. The computer
programming language 'Ada', used in some aviation and military programs, is
named after her.
QUESTIONS
1) Ada Lovelace's teacher introduced her to Charles Babbage.
True
False
2) Babbage programmed the first computer.
True
False
3) Ada translated the article in 1842.
True
False
4) The Analytical Engine was electronic.
True
False
5) Luigi Menabrea designed the first computer.
True
False
6) Babbage finished the machine before he died.
True
False
7) Babbage's design was ahead of its time.
True
False
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8) Ada's work was instantly recognised as being the first computer
program.
True
False
9) Babbage saw that his machine could write music.
True
False
10) Ada wrote military and aviation computer programs.
True
False
TRABAJO INDEPENDIENTE
BULLY FOR YOU
The makers of a controversial computer game about bullying have decided to go
ahead and launch it despite calls for it to be banned. In the game, players take on
the role of a new students at a school and have to fight the bullies, by punching
them or hitting them with a baseball bat.
Critics have said that the game encourages violence, but the makers deny this
and say that, while there is violence in the game, it is just an amusing look at
school life, besides which, the violence in the game is directed against the bullies
to protect pupils who are being bullied. The makers also say that players will learn
to stand up to bullies.
A British politician, a former minister, has called for it to be banned as it might affect
the way young people perceive violence.
Anti-bullying charities have said that the game might make people respond
violently to bullies, which might make things more complicated and result in
injuries.
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QUESTIONS
1) The makers of the computer game decided not to release it.
True
False
2) In the game, the player takes on the role of a bully.
True
False
3) The game is set in a university.
True
False
4) Everyone agrees that the game encourages violence.
True
False
5) A British politician has spoken in favour of the game.
True
False
6) The politician used to be a minister.
True
False
7) The politician thinks it might make young people look at violence
differently.
True
False
8) The anti-bullying charity thinks the game isgood because it might
make pupils stand up to bullies.
True
False
9) The anti-bullying charity thinks that people might get hurt because of
this game.
True
False
10) The makers of the game have changed the contents before
releasing it in the UK.
True
False
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6. REPORTED SPEECH
6.1 Introducción al tema
6.2 Explicación y Aplicación del Aprendizaje
PRESENT
Direct speech: Susan: "I work in an office."
Reported speech: Susan says (that) she works in an office.
PAST
Susan: "I work in an office."
Susan said (that) she worked in an office.
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BACKSHIFT OF TENSES
From
To
Simple Present
Simple Past
Simple Past
Present Perfect
Past Perfect
Past Perfect
Will
Would
CONTINUOUS TENSES
am/are/is
was/were
was/were
has been
had been
had been
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EXERCISES
COMPLETE THE SENTENCES IN REPORTED SPEECH. NOTE WHETHER
THE SENTENCE IS A REQUEST, A STATEMENT OR A QUESTION.
1) He said, "I like this song."
→ He said __________________________
2) "Where is your sister?" she asked me.
→ She asked me__________________________
3) "I don't speak Italian," she said.
→ She said__________________________
4) "Say hello to Jim," they said.
→ They asked me__________________________
5) "The film began at seven o'clock," he said.
→ He said__________________________
6) "Don't play on the grass, boys," she said.
→ She told the boys__________________________
7) "Where have you spent your money?" she asked him.
→ She asked him__________________________
8) "I never make mistakes," he said.
→ He said__________________________
9) "Does she know Robert?" he wanted to know.
→ He wanted to know__________________________
10) "Don't try this at home," the stuntman told the audience.
→ The stuntman advised the audience__________________________
6.3 Retroalimentación y Evaluación
Example:
Peter: "I clean the black shoes."
Peter told me that _________________________
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Answer:
Peter told me that he cleaned the black shoes.
1)
John: "Mandy is at home."
John said that ________________________________.
2)
Max: "Frank often reads a book."
Max told me that ________________________________.
3)
Susan: "I'm watching TV."
Susan said to me that ________________________________.
4)
Simon: "David was ill."
Simon said that ________________________________.
5)
Peggy: "The girls helped in the house."
Peggy told me that ________________________________.
6)
Richard: "I am going to ride a skateboard."
Richard said to me that ________________________________.
7)
Stephen and Claire: "We have cleaned the windows."
Stephen and Claire told me that ________________________________.
8)
Charles: "I didn't have time to do my homework."
Charles remarked that ________________________________.
9)
Mrs Jones: "My mother will be 50 years old."
Mrs Jones told me that ________________________________.
10) Jean: "The boss must sign the letter."
Jean said that ________________________________.
TRABAJO INDEPENDIENTE
1 'She is so selfish,' he said
He said she was so selfish.
He said she had been so selfish.
He said she will be so selfish.
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2 She said: ' I'm getting better'
She said she was better.
She said she was getting better.
She said she had been better.
3 'I can do that for you,' he said
He said he could do that for me.
He said I will be able to do that for me.
He said he had been able to do taht for me.
4 'Is there any milk in the fridge?,' she asked.
She asked if there had been any milk in the brid ge.
She asked if was there any milk in the bridge.
She asked if there was any milk in the fridge.
5 'Have you seen him lately?', he asked me.
He asked me if I had seen him lately.
He asked me if had I seen him lately.
He asked me if I saw him lately.
6 'He won't come back.', she said.
She said he wouldn't come back.
She said he came back.
She said he would come back.
7 'I've been waiting for you for two hours.', she said.
She said she had waited for you for two hours.
She said she had been waiting for you for two hours.
She said she was waiting for you two hours.
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7. CONDITIONAL (FIRST & SECOND TYPE)
7.1 Introducción al tema
7.2 Explicación y Aplicación del Aprendizaje
FIRST CONDITIONAL
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IF
condition
result
present simple WILL + base verb
If
it rains
I will stay at home.
EXAMPLES
IF
Condition
result
present simple
WILL + base verb
If
I see Mary
I will tell her.
If
Tara is free tomorrow
he will invite her.
If they do not pass their exam their teacher will be sad.
If
it rains tomorrow
will you stay at home?
If
it rains tomorrow
what will you do?
Result
IF
WILL + base verb
Condition
present simple
I will tell Mary
if
I see her.
He will invite Tara
if
she is free tomorrow.
Their teacher will be sad
if they do not pass their exam.
Will you stay at home
if
it rains tomorrow?
What will you do
if
it rains tomorrow?
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EXERCISES
a)
b)
c)
d)
e)
If you __________(help) me with my homework, I __________ (finish) it
in time to go to the cinema.
If it __________ (not/rain), the students __________ (practice) sport in
the playground.
Jane __________ (come) home early if she __________ (not/be) very
busy at work.
Our teacher __________ (be) pleased if we __________ (do) our
homework.
If Robert __________ (play) football with us, we __________ (win) the
match.
SECOND CONDITIONAL
IF
CONDITION
past simple
If
RESULT
WOULD + base verb
I won the lottery I would buy a car.
EXAMPLES
IF
CONDITION
RESULT
past simple
WOULD + base verb
If
I married Mary
I would be happy.
If
Ram became rich
she would marry him.
If
it snowed next July would you be surprised?
If
it snowed next July what would you do?
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RESULT
IF
WOULD + base verb
CONDITION
past simple
I would be happy
if
I married Mary.
She would marry Ram
if
he became rich.
Would you be surprised if
it snowed next July?
What would you do
it snowed next July?
if
EXERCISES
a)
If William __________ (not/watch) so many horror films, he __________
(not/be) scared of the dark.
b)
If William __________ (be) braver, he __________ (not/feel) frightened
of thunder and lightning.
c)
If William __________ (not/spend) so much time playing video games, he
__________ (get) better grades at school.
d)
If William __________ (ate) healthier food, he __________ (not/be) ill so
often.
e)
If he __________ (not/be) ill so often, he__________ (not/miss) so many
classes.
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7.3 Retroalimentación y Evaluación
FIRST O SECOND
Decide whether the following Conditional Sentences are first or
second.
1) If they go to Australia, they will go whale -watching.
FIRST
SECOND
2) If she had a mo bile, I would call her.
FIRST
SECOND
3) If Bob were here, he would have a solution for our problem.
FIRST
SECOND
4) If you move here, we will see each other more often.
FIRST
SECOND
5) You'll live longer if you stop smoking.
FIRST
SECOND
6) If Sarah didn't go with John, Anna would try to become his
girlfriend.
FIRST
SECOND
7) I will only dance if they play my favourite song.
FIRST
SECOND
8) I wouldn't buy that computer if I didn't need it.
FIRST
SECOND
9) If she doesn't feel better tomorrow, she will see a doctor.
FIRST
SECOND
10) I'd lend you money if I had any.
FIRST
SECOND
TRABAJO INDEPENDIENTE
1)
If she ___________(have) more money, she'd buy a new
home.
2)
He won't pass his exams if he ___________ (not study).
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3)
If she weren't angry she ___________ (not shout).
4)
If Tracy ___________ (have) a lot of work to do, I'll help her.
5)
The child ___________ (not cry) if he weren't hungry.
6)
She would call you if she___________ (know) your number.
7)
I wouldn't do that if I ___________ (be) you.
8)
If Peter cooks dinner, he ___________ (not have) to wash up.
9)
She would be nice if you ___________ (not make) unpleasant jokes.
10)
If John comes to the party, Patricia ___________ (be) happy
WRITE THE VERB IN THE CORRECT TENSE TO FORM A CONDITIONAL
SENTENCE .
1)
If you ___________ (have) anything to say to me, please ___________
(tell) me quick.
2)
I ___________ (ask) for another set if you ___________ (give) me the
money.(type 3)
3)
___________ children start bothering you, please ___________ (call) the
teacher.(use'should')
4)
___________ (drive) faster and you ___________ (have) an accident.
5)
If I ___________ (know) what was going to happen, I ___________ (not
join) the club.
6)
If he___________ (be) on his knees today, maybe I ___________ (marry)
him.
7)
You___________ (can) to pass your driving test, provided that
you___________ (keep) calm.
8)
What ___________you ___________ (do) if you ___________ (find) a bag
containing a lot of money ?
9)
I ___________ (tell) you on condition that you ___________ (not tell)
anybody.
10) Something horrible ___________ ( happen)if I ___________ (not turn) off
the gas.
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8. PRE
8.1 Introducción al tema
8.2 Explicación y Aplicación del Aprendizaje
THIRD CONDITIONAL
CONDITION
Past Perfect
RESULT
WOULD HAVE + Past Participle
If I had won the lottery I would have bought a car.
EXAMPLES
IF
CONDITION
RESULT
past perfect
WOULD HAVE + past participle
If
I had seen Mary
I would have told her.
If
Tara had been free yesterday
I would have invited her.
If
they had not passed their exam their teacher would have been sad.
If
it had rained yesterday
would you have stayed at home?
If
it had rained yesterday
what would you have done?
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RESULT
IF
WOULD HAVE + past participle
CONDITION
past perfect
I would have told Mary
if
I had seen her.
I would have invited Tara
if
she had been free yesterday.
Their teacher would have been sad if
they had not passed their exam.
Would you have stayed at home
if
it had rained yesterday?
What would you have done
if
it had rained yesterday?
CONDITIONALS TYPES 1, 2 & 3
1)
What _________ you _________ (do) if you _________ (be) given the Nobel
Prize.
2)
If I _________ (know) that teacher was coming, I _________ (not join) the
excursion.
3)
If you _________ (heat=calentar) water to 100 degrees, it _________ (boil)
4)
_________you _________ (find) the room too noisy, _________ (close) the
windows firmly.
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5)
You _________ (not open) the bottle unless you _________ (use) a bottle opener.
6)
_________ (not run) unless you _________want) to sweat too much.
7)
All the students (pass) the test on condition that he _________ (explain) lessons
properly.
8)
If you _________ (meet) Mr Leech, _________ (can) you ask him a favour,
please?
9)
They _________ (not escape) if the police _________ (be) faster.
10)
Whales _________ (not disappear) if we _________conscious about it.
11)
Where _________you _________ (travel) if you _________ (win) the lottery?
8.3 Retroalimentación y Evaluación
1)
If I ___ studied harder, I would have passed the exam.
has
could
had
have
2)
If it hadn't rained, we ___ gone fishing.
must of
would
must have
could have
3)
If we had saved more, we could have ___ a better car.
buy
buying
bought
buys
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4)
If I'd ___ it was going to be sunny, I would have brought my sunglasses.
think
known
have
had
5)
If I ___ them, I would have invited them to our party.
have seen
had seen
seen
would seen
TRABAJO INDEPENDIENTE
1)
I wasn't thirsty. I didn't drink the lemonade.
If I was thirsty, I would drink the lemonade
If I had been thirsty, I would've drunk the lemonade
If I would have been thirsty, I drank the lemonade
2)
I didn't know Kirsty was in town. I didn't call her.
If I had known Kirsty was in town, I would have called her
I had called Kirsty if I had know she was in town
I would had called Kirsty if I have known she was in town
3)
I didn't know watching this documentary was important for our exam. I
didn't watch it.
If I knew this documentary was important, I had watched it
If I would have known this documentary was important, I had watched it
If I had known this documentary was important, I would've watched it
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4)
I walked home from the disco. My friend was too drunk to drive.
I hadn't walked home from the disco if my friend wasn't too drunk to drive
I wouldn't have walked home from the disco if my friend hadn't been too
drunk to drive
I wouldn't had walked home from the disco if my friend hadn't been too
drunk to drive
5)
I didn't go to the store. I thought it closed at 5pm. It closed at 6pm.
If I had known the store had closed at 6pm, I would've gone
If I knew the store would have closed at 6pm, I would've gone
I would've gone to the store if I know it had closed at 6pm
6)
I ate the yoghurt in the fridge. I thought it was mine, not yours.
If I would have known the yoghurt was yours, I wouldn't have eaten it
If I had known the yoghurt was yours, I wouldn't have eaten it
I hadn't eaten the yoghurt if I knew it was yours
7)
I am really hungry now. I didn't have any breakfast.
If I had some breakfast, I wouldn't be hungry now.
If I would had had some breakfast, I wouldn't be hungry now.
If I had had some breakfast, I wouldn't be hungry now
8)
I didn't see Tony at the party. I wanted to speak to him about his
vacation in France.
If I saw Tom at the party, I would've spoken to him
If I had seen Tom at the party, I would've spoken to him
If I would have seen Tom at the party, I would've spoken to him
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9. READING COMPREHENSION
9.1 Introducción al tema
9.2 Reading Comprehension
Few men have influenced the development of American English to the extent that
Noah Webster did. Born in West Hartford, Connecticut, in 1758, his name has
become synonymous with American dictionaries. Graduated from Yale in 1778,
he was admitted to the bar in 1781 and thereafter began to practice law in
Hartford. Later, when he turned to teaching, he discovered how inadequate the
available schoolbooks were for the children of a new and independent nation.
In response to the need for truly American textbooks, Webster published A
Grammatical Institute of the English Language, a three-volume work that
consisted of a speller, a grammar, and a reader. The first volume, which was
generally known as The
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American Spelling Book, was so popular that eventually it sold more than 80
million copies and provided him with a considerable income for the rest of his life.
While teaching, Webster began work on the Compendious Dictionary of the
English Language, which was published in 1806.
In 1807 Noah Webster began his greatest work, An American Dictionary of the
English Language. In preparing the manuscript, he devoted ten years to the
study of English and its relationship to other languages, and seven more years to
the writing itself. Published in two volumes in 1828, An American Dictionary of
the English Language has become the recognised authority for usage in the
United States. Webster's purpose in writing it was to demonstrate that the
American language was developing distinct meanings, pronunciations, and
spellings from those of British English. He is responsible for advancing simplified
spelling forms: develop instead of the British form develope, theater and center
instead of theatre and centre; color and honor instead of colour and honour.
In 1840 Webster brought out a second edition of his dictionary, which included
70,000 en tries instead of the original 38,000. This edition has served as the basis
for the many revisions that have been produced under the Webster name.
TRABAJO INDEPENDIENTE
1. Which of the following would be
the best title for the passage?
6. When was An American Dictionary
of the English Language published?
(A) Webster's Work
(B) Webster's Dictionaries
(C) Webster's School
(D) Webster's Life
(A) 1817
(B) 1807
(C) 1828
(D) 1824
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2. Why did Webster write
A 7. According to the author, what was
Grammatical Institute of the English Webster's purpose in
writing An
Language^
American Dictionary of the English
Language
(A) He wanted to supplement his
income.
(A) To respond to the need for new
(B) There were no books available
school books
after the Revolutionary War.
(B) To demonstrate the distinct
(C) He felt that British books were not development of the English language
appropriate for American children.
in America
(D) The children did not know how to (C) To promote spelling forms based
spell.
upon British models
(D) To influence the pronunciation of
the English language
3. The word "inadequate" in line 5
8. The word "it" in line 17 refers to
could best be replaced by
(A) unavailable
(A) language
(B) expensive
(B) usage
(C) difficult
(C) authority
(D) unsatisfactory
(D) dictionary
4. From which publication did
9. The word "distinct" in line 18 is
Webster earn a lifetime income?
closest in meaning to
(A) Compendious Dictionary of the
English Language
(B) An American Dictionary of the
English Language
(C) An American Dictionary of the
English Language: Second Edition
(D) The American Spelling Book
5. In how many volumes was An
American Dictionary of the English
Language published?
(A) One volume
(B) Two volumes
(C) Three volumes
(D) Four volumes
(A) new
(B) simple
(C) different
(D) exact
10. According to this passage, which
one of the following spellings would
Webster have approved in his
dictionaries?
(A) Develope
(B) Theatre
(C) Color
(D) Honour
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10. ENGLISH FINAL TEST
10.1 Reported Speech
Complete the sentences in reported speech.
1) "I was very tired," she said.
→ She said
2) "Be careful, Ben," she said.
→ She told Ben
3) "I will get myself a drink," she says.
→ She says
4) "Why haven't you phoned me?" he asked me.
→ He wondered
5) "I cannot drive them home," he said.
→ He said
6) "Peter, do you prefer tea or coffee?" she says.
→ She asks Peter
7) "Where did you spend your holidays last year?" she asked me.
→ She asked me
8) He said, "Don't go too far."
→ He advised her
9) "Have you been shopping?" he asked us.
→ He wanted to know
10)
"Don't make so much noise," he says.
→ He asks us
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10.2 ED / ING Adjectives
Read through these ten sentences and decide which form is needed:
1)
I worked hard all day. Now I feel ___.
tired
tiring
2)
She's ___ of her job. She's looking for another.
boring
bored
3)
We were ___ to hear he's 50. He looks much younger.
surprised
surprising
4)
The book I'm reading is ___.
interesting
interested
5)
You look ___. What's wrong?
worrying
worried
10.3 Relative Clauses
1)
The people _________________ we saw yesterday are my neighbors.
whose
where
whom
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2)
The boy _________________ bike was stolen is crying.
whose
where
whom
3)
The people _________________ live across the street are from Portugal.
who
whose
where
4)
The hotel _________________ we stayed was very noisy.
whom
where
whose
5)
The man _________________ wallet was stolen was very upset.
whom
where
whose
10.4 Verb Tenses – Past Perfect
Write the past participle of the following irregular verbs.
1)
2)
3)
4)
5)
Speak
Catch
Eat
Understand
Begin
_______________
_______________
_______________
_______________
_______________
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Complete the sentences in past perfect simple (affirmative form.)
1)
I lost the key that he (give)_______________ to me.
2)
He told me that he (see)_______________ the film .
3)
I went outside as I (hear)_______________ a noise.
4)
When they came home, Liza (cook)_______________ dinner.
5)
We could not send you a postcard because we
(forget)_______________your address.
10.5 Conditionals
1)
If you take my advice, you _______________ (be) happy.
2)
What would you do if you _______________ (be) me?
3)
If you _______________ (lend) me some books I will give them back in two
weeks.
4)
I _______________(send) her a letter if I had found her address.
5)
She _______________ (not/steal) the bread if she hadn't been hungry.
6)
If she _______________ (come) here I will tell her about the film.
7)
I will be unhappy if you _______________ (leave) me.
8)
If you hadn't been so crazy you _______________ (not/buy) this expensive
house.
9)
If the sun _______________ (shine) I will go to the beach.
10)
If I _______________ (win) the lottery I would leave my country.
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BIBLIOGRAFÍA Y CIBERGRAFÍA
BRUNER, J. (1984) Acción pensamiento y lenguaje, Madrid, Alianza
CARRETERO, M. (1998) Constructivismo y Educación, Buenos Aires, Aique
CASSANY, D. (2007) Describir el Escribir. Barcelona, Paidós
CRYSTAL, D. (1998) English as a Global Language. Cambridge University Press.
CPI Group. Cambridge, United Kingdom.
DELORS, J. (1996). La educación encierra un tesoro. Informe a la Unesco de la
Comisión Internacional sobre la Educación para el Siglo XXI. UNESCO.
Barcelona. Paidós.
MINISTERIO DE EDUCACIÓN NACIONAL. (2006) Formar en Lenguas
Extranjeras. Ministerio de Educación Nacional. Revolucion Educativa Colombia
Aprende. Imprenta Nacional de Colombia. Bogotá.
MINISTERIO DE EDUCACIÓN NACIONAL. (2006). Estándares Básicos de
Competencias en Lenguas Extranjeras: Inglés. Ministerio de Educación
Nacional. Imprenta Nacional de Colombia. Bogotá.
SÁNCHEZ L., C. (2001) Competencias Comunicativa y Aprendizaje significativo.
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