folleto de inglÉs i_prepa_hiram_benjamÍn_r_z_2013.doc

8/14/2019 FOLLETO DE INGLS I_PREPA_HIRAM_BENJAMN_R_Z_2013.doc

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SECRETARA DE EDUCACIN PBLICA

PREPARATORIA:

HIRAM BENJAMN RODRGUEZ ZARAT

FOLLETO DE:INGLS I

LA PIEDAD, MICHOACN. SEPTIEMBRE 2


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SECRETARA DE EDUCACIN PBLICA

PREPARATORIA:

HIRAM BENJAMN RODRGUEZ ZARAT

FOLLETO DE:INGLS I

REALIZADO DE ACUERDO CON EL PROGRAMA DE ESTUDLA REFORMA CURRICULAR DEL BACHILLERATO

ELABORADO POR:M.A. RICARDO CHVEZ MELNDEZ

LA PIEDAD, MICHOACN. SEPTIEMBRE 2


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NDICE

INTRODUCCIN ...................................................................................................................... FUNDAMENTO ........................................................................................................................ OBJETIVOS .............................................................................................................................. i

UNIDAD I ................................................................................................................................. 1 Objetivo 1.1 Pronombres personales (Personal Pronouns). .................................................. Objetivo 1.2 Verb To Be (am, is, are / affirmative, negative and interrogative) ....................... 4 Objetivo 1.3 Wh questions. ................................................................................................. 6 Objetivo 1.4 Adjetivos posesivos (Possessive Adjectives). ................................................... Objetivo 1.5 Adjetivos calificativos (Qualifying adjectives). ............................................... Objetivo 1.6 Verbo To Have............................................................................................... 12 Objetivo 1.7 Artculos definidos e indefinidos (The Definite and Indefinite Articles.) ....... THE VERB TO BE: Conversation.......................................................................................... 15

UNIDAD II .............................................................................................................................. 1 Objetivo 2.1 Sustantivos singulares y plurales. (Singular and plural substantives) ............. Objetivo 2.2 Preposiciones de tiempo (in, on, at) .................................................................. Objetivo 2.3 Preposiciones de lugar (in, on, at, between, in front of, under, above, nebehind, across from, etc.) ..................................................................................................... 22 Objetivo 2.4 Adjetivos demostrativos. ................................................................................... Objetivo 2.5 There is / There are. ......................................................................................... 2 Objetivo 2.6 Tiempo presente simple (Simple Present Tense). ............................................. THE SIMPLE PRESENT TENSE: Conversation ..................................................................

UNIDAD III ............................................................................................................................. 3 Objetivo 3.1 Tiempo presente continuo (Present Continuous Tense) ................................... Objetivo 3.2 Likes / Dislikes.................................................................................................. Objetivo 3.3 Auxiliar can / cant............................................................................................ 38 Objetivo 3.4 Adverbios de frecuencia. ................................................................................... Objetivo 3.5 Comparativos. .................................................................................................. 4 Objetivo 3.6 Superlativos. .................................................................................................... 4 THE PRESENT CONTINUOUS TENSE: Conversation .......................................................

CONCLUSIONES ...................................................................................................................... GLOSARIO .............................................................................................................................. 4 BIBLIOGRAFIA ........................................................................................................................

ANEXOS ................................................................................................................................. 5

ESTRATEGIA DE LECTURA 1: USO DEL DICCIONARIO ............................................. ESTRATEGIA DE LECTURA 2: SKIMMING .................................................................... ESTRATEGIA DE LECTURA 3: SCANNING ..................................................................... LISTA DE VERBOS: REGULARES E IRREGULARES ....................................................


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ii

FUNDAMENTO

La necesidad de tener una base gramatical para la enseanza del idioma ingls y el contar cogua actualizada de acuerdo al PROGRAMA DE ESTUDIOS DE LA REFORMA CURBACHILLERATO DE INGLS I, ha motivado a la creacin de este folleto.

Asimismo, el contar con un estndar para los profesores de la academia de Ingls como unpara el aprendizaje significativo, coadyuva a la unificacin de criterios, formas de evaluobjetivos de la misma academia.

Tambin el tener un folleto con el cual el alumno aprenda la gramtica incluida en EL PRODE ESTUDIOS DE INGLS I, adems de algunas estrategias de lectura para facilitar la code textos en este idioma, representa una herramienta fundamental para reforzar el conocimfctico en el alumno.


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OBJETIVOS

El objetivo general de este folleto es el de contar con una gua practica de acuerdo al PRODE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLG

El presente folleto tiene como objetivos especficos:

1. Contar con una gua estndar del contenido del PROGRAMA DE ESTUDIOS DE IN

los profesores de la academia de ingls.2. Proporcionar el conocimiento bsico gramatical de los conceptos fundamental

PROGRAMAS DE ESTUDIO DE LA REFORMA CURRICULAR DEL BACHILLER

3. Facilitar al alumno el programa desarrollado as como las fuentes de informacin dencuentran los conceptos incluidos en los temas fundamentales: MI PERSONA QuEL ENTRORNO Y YO Dnde vivo? y MIS ACTIVIDADES Qu hago?, y as bsqueda y consulta de los mismos.

4. Ayudar al profesor en la labor de facilitador, para que de esta forma el alumno constrpropio conocimiento.

5. Establecer un estrecho y fuerte vnculo entre maestro estudiante, y eliminar cualquibarrera existente para una optima comunicacin entre ambos, y de esta manera asegurael aprendizaje significativo sea efectivo.


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M.A. RICARDO CHVEZ MELNDEZ ING

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE 1

U U U N N N I I I D D D A A AD D D I I I

OBJETIVO:

En la presente unidad el alumno aprender los pronombres personales, el verbo to be (am,are), las wh questions, los adjetivos posesivos, los adjetivos calificativos, el verbo to hlos artculos definidos e indefinidos , necesarios como bases fundamentales para el aprendizajdominio del idioma ingls.


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Objetivo 1.1 Pronombres personales (PersonalPronouns).

Personal Pronouns. A pronoun replaces a noun. Study the examples in the chart. The noununderlined in the first sentences. Notice how the pronouns replace the nouns.

examplesSingularPronouns

"This is Jack Thomas speaking.I am lost. Who can helpme?""Dave, you look sick. Why don't you see a doctor?"Carlos is from Mexico.He is a new student. Please givehim a textbook.Ms. Sanchez is the teacher.She teaches Spanish. Go toher class.Here's the computer.It is heavy. Takeit. Be careful withit.

PluralPronouns

"It's Ellen and Betty.We are downstairs. Please letus in.""Carlos and Hiroshi, you look tired. Can I take you home?""Ellen and Betty are here.They want to come in. Please letthem in."

A personal pronoun can be the subject or object of a sentence. An object pronoun comes averb or a preposition.forms examples

SubjectPronouns

Iyouhesheitweyouthey

I need help. You look sick.He studies hard.She is an excellent teacher.It is very heavy.We are in the cafeteria. You are very busy today.They are thirsty.

ObjectPronouns

meyouhimheritusyouthem

Who can helpme?Can the doctor see you today?The teacher gavehim a good grade.I want to study English withher .Please putit over there.Please meetus for lunch.Can I see you tomorrow?Givethem something to drink.

Exercise.Underline the nouns in the sentences below. Circle the pronouns that replace the nouns.arrows to show which pronouns replace which nouns.

examples: Dave and Carlos are students. They go to the same school. They like it.

1. Dave is exhausted. He is very busy all the time.

2. Dave and Ruth have a car, but they both need to use it.


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3. Ruth is Dave's wife. She needs the car on Tuesdays and Thursdays. He can't use it on days.

4. Ruth's sister and brother-in-law have a car, but they need it. Dave wants to take their cschool, but they can't let him use it.

5. When Dave can't take the car to school, he takes the bus. It stops near the campus.

6. Dave's first class is in Moore Hall. It is about a five-minute walk.

7. Mr. Michaels is Dave's math instructor. He always begins class on time. It starts exactly a

8. Dave's second class is English. It's in Shriver Hall. It is across the campus.

9. The English instructor talks fast, but she is a good teacher.

10. Dave doesn't like to be late for the English lecture. He doesn't want to miss any of it.

ARE YOU BORED

COMPLETE THE CROSSWORD.


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Objetivo 1.2 Verb To Be (am, is, are / affirmative,negative and interrogative)

THE PRESENT OF TO BE (SER O ESTAR)

To be in present has 3 forms (AM, IS, ARE). (Long form)

I AM (YO SOY, YO ESTOY) YOU ARE (TU ERES, TU ESTAS; USTEDES SON, USTEDES ESTAN)HE IS (EL ES, EL ESTA)SHE IS (ELLA ES , ELLA ESTA)IT IS (ES , ESTA; COSA O ANIMAL)WE ARE (NOSOTROS SOMOS, NOSOTROS ESTAMOS)THEY ARE (ELLOS{AS} SON, ELLOS{AS} ESTAN)

(Contracted form) (Negative contracted form of To Be)

IM IM NOT YOURE YOU ARENT HES HE ISNT SHES SHE ISNT ITS IT ISNT WERE WE ARENT THEYRE THEY ARENT

Statements: Affirmative, negative and interrogative forms. Affirmative: (Subject / Noun) + (To Be) + (complement).Negative: (Subject / Noun) + (To Be) + (not) + (complement).Interrogative: (To Be) + (subject / Noun) + (complement)?

EXAMPLES: Affirmative: The teacher is over there.Negative: The teacher is not over there.Interrogative: Is the teacher over there?

Affirmative: I am a high school student.Negative: I am not a high school student.Interrogative: Am I a high school student?

Affirmative: You are my best classmate.Negative: You are not my best classmate.Interrogative: Are You my best classmate?


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Yes/no questions ask for information that can be answered byyes or no. In a yes/no question, theverb comes before the subject.

AffirmativeQuestions

Am I late? Are you from Japan?Is it cold?

Affirmative Yes, you are. Yes, I am. Yes, it is.

NegativeNo, you aren't.No, I'm not.No, it isn't.

Questions

Am I early?Is he Japanese?Is she a scientist?Is it late?

Are you students? Are those boys twins?

affirmative answers

Yes, you are. Yes, he is. Yes, she is. Yes, it is. Yes, we are. Yes, they are.

negative answers

No, you're not.No, he's not.No, she's not.No, it's not.No, we're not.No, they're not.

or

No, you aren't.No, he isn't.No, she isn't.No, it isn't.No, we aren't.No, they aren't.

ARE YOU BORED

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


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ARE YOU BORED


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Objetivo 1.4 Adjetivos posesivos (Possessive Adjectives).

Possessive Adjectives . A possessive adjective comes before a noun. This chart gives sexamples.

forms examples

Possessive Adjectives

(I) my(You) your(He) his(She) her(It) its(We) our(You) your(They) their

That isn'tmy pen. Your class is in Moore Hall.It's his problem.It's her car.Its name is French.Our seats are here.

Are these your shoes?Their socks are over there.

Possessive adjectives agree with the possessor and not with the nouns they modify. They ain person and number; in the third person singular, they also agree in gender. The same foused before singular or plural nouns.

my habit my habitsyour habit your habitshis habit(m.) his habits her habit (f.) her habitsits habit(n.) its habits our habit our habitsyour habit your habitstheir habit their habits

Note:The possessive adjective is used with parts of the body or things associated with the bo

My eyes are blue.She sometimes extendsher hand.He is wearinghis new hat.

Practice: Use the possessive adjective that refers to the person or persons mentioned in thesentence.

1. The boy usually helps ______________ sister.

2. The boys usually help ______________ sisters.3. Virginia has a present for ______________ sister.4. We like to visit ______________ friends.5. We are waiting for ______________ class to begin.6. On what days do you have ______________ English class?7. Charles and ______________ brother are studying Spanish.


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8. Mrs. Miller loves ______________ children.9. Virginia says that ______________ North American friends use short greetings.

10. Mr. and Mrs. Miller have three children. ______________ last name is Mill ______________ first names are Charles, Paul, and Mary.

11. The North American man does not use ______________ mother's surname.12. ______________ middle name is Edward.13. On ______________ calling card ______________ name is written MissMary Grant

Miller. 14. The children do not use ______________ mother's surname.15. ______________ name was Alice Grant before ______________ marriage.16. I am learning ______________ lesson.

ARE YOU BORED

UNSCRAMBLE THE WORDS TO FIND CLASSROOM OBJECTS IN THIS CROSSW


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Objetivo 1.5 Adjetivos calificativos (Qualifyingadjectives).

The Qualifying adjectives tell us how is the subject.

The Form and Position of Adjectives.The form of adjectives does not change in the plural. They usually precede the nouns that thmodify.

the large classes theinteresting lettersthe old houses thewhite handkerchiefs

Complete the qualifying adjectives list:

big fat strong new beautifulclose black ugly ___________ ____________

___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________

___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________ ___________ ____________ ____________ ___________ __________

Elemento Funcin Como identificarlo dentro del enunciado Adjetivo:Big, red, etc. Indicar cmo es el nombre.

Al hacer la preguntacmo es el nombre?


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ARE YOU BORED

WORDSEARCH.

Find eight nationalities.

1 ______________________________________2 ______________________________________3 ______________________________________4 ______________________________________5 ______________________________________6 ______________________________________7 ______________________________________8 ______________________________________


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Objetivo 1.6 Verbo To Have . SPECIAL VERBS ( GO , HAVE,DO )

THE SPECIAL VERBS AREGO , HAVE ANDDO . THEY CHANGE WHEN ARE USED WITH PERSON IN THE SIMPLE PRESENT TENSE, AND ONLY THEY CHANGE OF ALL

ENGLISH LANGUAGE.THE VERB HAVE IS USED AS AN AUXILIARY AND A PRINCIPAL VERB. AS AN AUSED WITH THE PAST PARTICIPLE OF THE PRINCIPAL VERB TO FORM THE P

AS PRINCIPAL VERB, HAVE IS USED: I) TO SHOW POSSESSION, AS EQUIVALETENER, AND II) WITHTO TO SHOW NECESSITY, AS THE EQUIVALENT OFTENER QUE .

SPECIAL VERBSPRONOUNS TO GO TO HAVE TO DO

I (YO) GO HAVE DO YOU (T o USTEDES) GO HAVE DOHE (EL) GOES HAS DOES

SHE (ELLA) GOES HAS DOESIT (ESO cosa o animal) GOES HAS DOESWE (NOSOTROS) GO HAVE DOTHEY (ELLOS, ELLAS) GO HAVE DO

EXAMPLES:(ALL SENTENCES ARE IN AFFIRMATIVE FORM).

TO GO I GO TO WORK EVERY MORNING.

____________________________________________________(SHE) SANDRAGOES TO ELEMENTARY SCHOOL.

_________________________________________WEGO SHOPPING RIGHT NOW.

_________________________________________

TO HAVEI HAVE TWO BROTHERS AND THREE SISTERS.

_________________________________________(IT) THE WORMHAS TWO DAYS OF LIFE.

_________________________________________

YOUHAVE THE MOST BEAUTIFUL GARDEN. _________________________________________

TO DOI DO THE CHEMISTRY HOMEWORK.

_________________________________________(HE) EDUARDODOES THE BEST ITALIAN PIZZA.

_________________________________________HORSESDO THE SHOW AT NOON.

_________________________________________

NEG

ATIVO

INTERR

OG.

NEG

ATIVO


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ARE YOU BORED

COMPLETE THE CROSSWORD


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Objetivo 1.7 Artculos definidos e indefinidos (TheDefinite and Indefinite Articles.)

The Definite and Indefinite Articles. A. The definite articlethe is the same in the singular and the plural. Before a vowel sound pronounced[di] . Before a consonant sound it is pronounced[de].

Practice reading aloud:[di] 1. the ocean, the oceans, the idea, the ideas, the apple, the apples, the hour, the hou

the uncle, the uncles, the end, the ends, the Andes, the Atlantic, the only girl.[de] 2. the sister, the sisters, the doorbell, the doorbells, the scholarship, the scholars

the student, the students, the letter, the letters, the postman, the house, the countthe university, the United States, the one girl.

Note:The last three examples begin with a consonant sound.

B. The indefinite article has two forms,a and an. Before a consonant sounda is used. Before avowel soundan is used.

Practice reading aloud. [ a ] 1. a student, a scholarship, a summer, a doorbell, a friend, a house, a universi

great deal, a good time, a good idea, a useful thing.[ an ] 2. an article, an idea, an American, an Englishman, an (h)our, an (h)onest man, a

hat, an easy lesson, an important point, an excellent class, an interesting letter.Note:For emphasis,a is occasionally pronounced[e] , and an is pronounced [aen].

NOTES OR / AND EXERCISES _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________


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THE VERB TO BE: Conversation

Setting the Context

CARLOS: Hi. I'm Carlos Torres.HIROSHI: I'm glad to meet you, Carlos. My name is Hiroshi Watanabe.CARLOS: Nice to meet you, Hiroshi. Are you a visa student?HIROSHI: Yes, I am. I'm from Japan. How about you?

CARLOS: I'm from Mexico, but I'm a permanent resident. How are your classes?HIROSHI: Great! How about your classes?CARLOS: They're not too bad. The economics department is pretty good. Are you an

undergraduate?HIROSHI: Yes, I am. I'm a sophomore. And you?CARLOS: I'm in my junior year. Is economics your major?HIROSHI: Yes, it is. I'm interested in business.

CARLOS: I am too. Oh, here's the professor. Let's talk later.

DINAMICA: ADAPTA Y MODIFICA LA CONVERSACIN, PRACTICA CON UN CO


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ARE YOU BORED


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U U U N N N I I I D D D A A AD D D I I I I I I

OBJETIVO:

En esta unidad el alumno aprender los sustantivos singulares y plurales, las preposicionetiempo (in, on, at), las preposiciones de lugar (in, on, at, between, in front of, under, aboveto, behind, across from, etc.), los adjetivos demostrativos, there is / there are y el tiepresente simple , como inicio a los tiempos gramaticales en presente.


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Objetivo 2.1 Sustantivos singulares y plurales. (Singular and plural substantives)

SINGULAR AND PLURAL SUBSTANTIVES

SUBSTANTIVE = NOUN

SPELLING RULES FOR NOUNS SINGULAR PLURAL

Most plural nouns end in s. friendstudentteacher

friendsstudentsteachers

Nouns with consonant + y change to-ies. citypartysecretary

citiespartiessecretaries

Nouns with vowel + y add -s only. boy

keyplay

boys

keysplaysNouns with ch, sh, s , and x add -es. church

dishkissbox

churchesdisheskissesboxes

Nouns with consonant +o add es. potatotomato

potatoestomatoes

Nouns with vowel +o add -s only. radiozoo

radioszoos

Nouns with f or fe change to ves. shelfwife

shelveswives

SOME IRREGULAR NOUNS Personchildmanwoman

peoplechildrenmenwomen

footgoosemouse

feetgeesemice

Practice:Write some singular and plural substantives:

___________ ____________ ___________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ___________ ____________ ___________ ___________ ___________


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ARE YOU BORED

1. estrellas 6. ocular2. telescopio 7. lente3. astrnomo 8. ejes4. observatorio 9. universo5. cielo 10. espacio


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Objetivo 2.2 Preposiciones de tiempo (in, on, at)Prepositions of Time

Time phrases also usually begin with prepositions. The noun part of the phrase names amorning, noon, night, spring, summer, May, Monday,and so on. This chart gives examples some common prepositions of time.

IN = EN (DENTRO)ON = EN (ENCIMA DE ALGO) AT = EN (LUGAR DETERMINADO)

INON ATFROM . . .TODURING

UNTILBEFORE AFTER

examples notesIn Builtin 1797, "Old Ironsides" is a famous warship.

Boston is especially beautifulin autumn .The weather in Boston is usually very coldinJanuary .Quincy Market is a good place to shopin theevening.

Use in before years,seasons, months, andparts of the day.

On Some stores and museums are closedon Sunday.The Battle of Bunker Hill was foughton June 17,1775.Most stores in the United States closeonDecember 25.

Useon before days ofthe week and dates.

At The Revere House closesat 4:15 .Let's meet for lunchat noon in Quincy Market.It's fun to walk around the North Endat night.The train gets inat midnight .

Use at before aspecific time of dayand with the nounsnoon, night, midnight.

from . . . to The Revere House is openfrom 9:30 A.M. to 5:15

P.M. during the summer.During We're going to walk the Freedom Trailduring theafternoon .

Until Many stores in Quincy Market are openuntil 9:00P.M.

Before I want to visit the Revere Housebefore dinner. After Let's walk around the North Endafter lunch.

SIGNIFICADOS MAS COMUNES


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ARE YOU BORED


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Objetivo 2.3 Preposiciones de lugar (in, on, at,between, in front of, under, above,next to, behind, across from, etc.)

Prepositions of Place

Place phrases usually begin with prepositions. You can use the verbbe + a prepositional phrase ttalk about place or location. Some prepositions show location and direction (movement). Yuse them after verbs of motion such asgo, walk, run, drive.This chart gives examples of somcommon prepositions of place.

examples notesin There are many Italian restaurantsin

the North End.The Freedom trail isin Boston. Boston is a cityin Massachusetts .Massachusetts isin the United States .Qubec is a provincein Canada.The United States and Canada are inNorth America.

Use in before towns,cities, states, provinces,countries, continents.

on There is a subway stationon ParkStreet.The Boston Museum of Fine Arts isonHuntington Avenue.

Use on before streets.

at The Old State House isat Washingtonand State Streets.The Boston International Hostel isat 12Hemenway Street.

Use at with streetaddresses.

between The information booth isbetween twosubway stations. Near The museum isnear the ship .next to Boston Common isnext to the public

gardens. Across Can we walkacross the CharlestownBridge? Under You can walkunder the expressway

to the North End.Two or more prepositionalphrases may be usedtogether.

Over Go over the Charlestown Bridge tothe Navy Yard.from . . . to Let's walkfrom Faneuil Hall to the

North End. Through I sometimes run through Boston

Common on weekends.


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ARE YOU BORED


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Objetivo 2.4 Adjetivos demostrativos.The Demonstratives Adjectives: this, that, these, those.

I. The demonstrative adjectives in English are as follows: Singular Plural

this boythis girlthat boythat girl

este muchachoesta muchachaese (aquel) muchachoesa (aquella) muchacha

these boysthese girlsthose boysthose girls

estos muchachosestas muchachasesos (aquellos) muchachosesas (aquellas) muchachas

II. The demonstrative pronouns in English are as follows:Singular Plural

Thisthis onethatthat one

estoste, staeso; aquellose, sa; aqul, aqulla

these

those

stos, stas

sos, sas; aqullos, aqullasNote : When the singular demonstrative pronoun refers to a noun already mentioned, the formthis

one or that one is used. In the plural,these or those is used.

Do you prefer this book orthat one ?I thinkthis one is better thanthat one .These customs are different fromthose of your country.

III. The order of the words in these questions should be studied carefully.Whose is used as anadjective and this as a pronoun in questions, contrary to the usage in Spanish.

Whose book is this? De quin es este libro?This book is mine. Este libro es mo.

Whose book is that? De quin es ese libro ?That book is yours. Ese libro es tuyo.

Whose books are these? De quin son estos libros?These books are hers. Estos libros son de ella.

Whose books are those? De quin son esos libros?Those books are ours. Esos libros son nuestros.

IV . Learn the following expressions:

this morning esta maana this evening esta noche(temprano)this afternoon esta tarde tonight esta noche


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Objetivo 2.5 There is / There are.There is / There are

There is(singular) andthere are (plural) appear before the subject of a sentence. They indicthat something exists. Sentences withthere is/are usually have a place expression. The plaexpressions are underlined in the examples in the charts below.

examples notes AffirmativeStatements

There's water in my canteen.There are meadows on the way.

There is = There's

NegativeStatements

There's no hurry.There aren't any rocks on the trail.

There's no = There isn't anyThere aren't any = There are no

examples possible short answers AffirmativeQuestions

Is there a river near the trail?

Are there any sleeping bags?

Affirmative Yes, there is.

Yes, there are.

NegativeNo,there isn't. /No,there's not. No,there aren't.

NegativeQuestions

Isnt ther e a map of the park?

Arent there hills on the hike?

Yes, there is .

Yes, there are .

No,there isn't. /No,there's not. No,there aren't.

STATEMENTSexample note

Affirmative Theres a bear eating our food. With there is /are , use an ingverb after the subject.

YES / NO QUESTIONS

example possible answer Affirmative

Are There any hikers walking on the trial?

Affirmative Negative

Yes, there are. No, there arent.


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Objetivo 2.6 Tiempo presente simple (Simple PresentTense).

Simple Present Tense (Affirmative, negative and interrogative forms, short answer yes/no).

Statements: Affirmative, negative and interrogative forms.

Affirmative: (Subject / Noun) + (Verb) + (complement).Negative: (Subject / Noun) + (Do / Does) + (not) + (Verb) + (complement).Interrogative: (Do / Does) + (subject / Noun) + (Verb) + (complement)?

Affirmative and Negative Statements.The simple present tense is used to describe everyday activities. It is also used to express opand to make general statements of fact. With some verbs, the simple present shows an excondition (something that is happening now). The chart below gives some examples.

examples notesEveryday Activities

She wears jeans to class.Betty and Ellen oftenstudy together.

An object often follows theverb.

Opinions I don't like the instructor.Hedoesn't teach math very well.

In negative statements, door does comes before not.The main verb has no -sending.

Statementsof Fact

Luspeaks three languages.Mr. Michaelsteaches math and

advises students.

In third-person singularsubjects, the verb ends in

-s. (See Spelling Rules andPronunciation Note.)ExistingConditions

I hear music.Hedoesn't understand your question.We need a break.

Some other verbs thatdescribe an existingcondition: like, want, seem,know, believe.

Spelling Rules for s EndingFor the third-person singular verb form, follow these spelling rules:

1. If the simple form of a verb ends in y after a consonant, change they to i andadd es .

examples : carry / carriestry / tries

2. If the simple form of a verb ends in s, -z, -sh, -ch, -x , or o (after aconsonant), add-es.


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examples: teach / teachespass / passesgo / goes

3. There are two irregular verb forms.

be / ishave / has

4. In all other cases, add-s to the simple form.

examples: wear / wearswork / workspay / pays

Pronunciation NoteThe-s ending is pronounced three ways, according to the ending of the verb:

1. /iz/ after -ch, -sh, -s, -x,and -z endingsexamples: teaches, washes, kisses, boxes, buzzes

2. /s/ after voiceless endings:p, t, k, or f

examples: stops, hits, looks, laughs

3. /z/ after voiced consonant endings

examples: calls, listens, plays, sounds, runs

Yes / No Questions and Short AnswersIn simple present yes/no questions, a form of the verbdo comes before the subject with verbother thanbe. Usedoes withhe, she, it, and do withI , you, we, they.The main verb has no-s ending. A form ofdo appears in short answers.

examples possible answers

Affirmative

Questions

Do I turn here?Does he do good work?*Does she study a lot?

Does it work?Do we need our umbrellas?Do you have change for a dollar?Do they know the address?

Affirmative Yes, you do. Yes, he does. Yes, she does.

Yes, it does. Yes, you do. Yes, I do. Yes, they do.

NegativeNo, you don't.No, he doesn't.No, she doesn't.

No, it doesn't.No, you don't.No, I don't.No, they don't.

*Whendo is the main verb, a form ofdo appears twice.


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THE SIMPLE PRESENT TENSE:Conversation

Setting the Context

BETTY: Hi, Ellen. Let's have coffee, okay?ELLEN: Hi, Betty. Sure, that sounds great. Where do you want to go?BETTY: Let's get a cup from the vending machine. The snack bar is too crowded.ELLEN: Fine. Get a table, and I'll get the coffee. What do you take in your coffee?BETTY: Cream and sugar, please.(Betty sits at a table, and Ellen brings the coffee.) ELLEN: So, how do you like your classes this semester?BETTY: I like them all, except for math. I don't like the instructor. He's terrible!ELLEN: Why is he terrible?BETTY: Well, he talks fast all the time, and he doesn't talk loud enough. He has

handwriting, and he makes mistakes on the board every day. And he never tbreaks.

ELLEN: Does he ever give homework?BETTY: Sure he does. He gives an assignment every night, and it's really hard. Wunderstand a thing, but he doesn't care. He also makes bad jokes in class!

ELLEN: Let's see . . . maybe you need to get a tutor. Don't wait until finals.BETTY: That's a good idea. Who can I get?ELLEN: I know someone. He never talks fast. He always speaks clearly. He says funny

the time. He seldom gets angry. And he teaches math too!BETTY: I like him already. Please tell me his name!.ELLEN: Mr. Michaels. He's my adviser.BETTY: Mr. Michaels? He's my math teacher!

Answertrue or falseto these statements about the conversation.1. Betty and Ellen are students and they are friends. ______________2. Betty has a problem with her math class. ______________3. She thinks her math instructor is a very good teacher. ______________4. He never gives homework, and he explains things slowly and clearly. ______________5. Mr. Michaels is an adviser, a tutor, and a math teacher. ______________


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ARE YOU BORED


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U U U N N N I I I D D D A A AD D D I I I I I I I I I

OBJETIVO:

El alumno aprender el tiempo presente continuo, likes / dislikes, el auxiliar can / canadverbios de frecuencia, los comparativos y los superlativos , como complemento a los tiempgramaticales en presente.


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Objetivo 3.1 Tiempo presente continuo (PresentContinuous Tense)

THE PRESENT CONTINUOUS TENSE


Affirmative: (Subject / Noun) + (To Be) + (verb -- ing) + (complement).Negative: (Subject / Noun) + (To Be) + (not) + (Verb -- ing) + (complement).Interrogative: (To Be) + (subject / Noun) + (Verb -- ing) + (complement)?

To be in present has 3 forms (AM, IS, ARE).

I AM (YO SOY, YO ESTOY) YOU ARE (TU ERES, TU ESTAS; USTEDES SON, USTEDES ESTAN)HE IS (EL ES, EL ESTA)SHE IS (ELLA ES , ELLA ESTA)IT IS (ES , ESTA; COSA O ANIMAL)WE ARE (NOSOTROS SOMOS, NOSOTROS ESTAMOS)THEY ARE (ELLOS{AS} SON, ELLOS{AS} ESTAN)

Spelling Rules for ing Verbs

1. If the simple form ends in silent-e after a consonant, drop the-e and add-ing.

examples: have / having sneeze / sneezing

2. If the simple form ends in-ie , change the-ie to y and add-ing.

examples: die / dying untie / untying

3. If the simple form has one syllable and ends in one consonant after one vowel, double tconsonant (except x ) and add ing.

examples: get / getting run / running

Note:The lettersw and y at the end of a word are considered vowels, not consonants.

examples: row / rowing play / playing

4. If the simple form ends in an accented (stressed) syllable, follow the rule above for one ficonsonant after one vowel.

example: begin / beginning

Note:If the last syllable is not accented, just add-ing.


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example: happen / happening

5. For all other verbs add-ing to the simple form.

examples: walk / walking eat / eating carry / carrying

Add ing to next verbs:

work __________ get __________ sleep __________go __________ enjoy __________ dance __________write __________ copy __________ see __________read __________ talk __________ sit __________swim __________ ride __________ study __________

learn __________ move __________ understand __________drink __________ think __________ choose __________feel __________ know __________ wonder __________

ARE YOU BORED

COMPLETE DE CROSSWORD


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Objetivo 3.2 Likes / Dislikes.

Likes / Dislikes(Gustos / Disgustos )

THE VERB LIKE. A. The verb like is conjugated in the same way as other verbs, with the personal pronsubjects. It is the reverse of the Spanish verbgustar because:1. The indirect object ofgustar becomes the subject oflike.2. The subject ofgustar becomes the direct object oflike.

I like it. Me gusta. We like them. Nos gustan. You like it. Te gusta. You like them. Les gustan. (a ustedes)

He likes it. Le gusta. They like them. Les gustan. (a ellos)

Interrogative: Do you like it? Le gusta a ud.?Does he like it? Le gusta a l?

Notice the idiom:How do you like it? Qu tal le parece?I like it very much. Me gusta mucho.

B. An infinitive withto is often used after the verblike.We like to listen to the radio.Helikes to study English.

Practice answering these questions in the affirmative, using complete sentences.1. Do you like the movies? ___________________________________________________2. When do you like to go to the movies? ________________________________________3. Which do you like best, peas, carrots, or cauliflower? ____________________________4. Do you like to drink coffee or tea? ___________________________________________5. Does Virginia like the United States? _________________________________________6. Do you like music? _______________________________________________________7. When do you like to listen to the radio? _______________________________________8. Do you like to speak English? _______________________________________________9. Do they like the English class? ______________________________________________10. Do they like the teacher? __________________________________________________11. Does Virginia like to dance? _______________________________________________


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12. How do you like her hat? __________________________________________________13. How do you like the house? ________________________________________________14. How do you like the lectures? ______________________________________________15. What do you like to do on Saturday? _________________________________________16. What do you like to do during your vacation? _________________________________

PRACTICE:

1. Before you read.How old is this boy?

2. Read and check your answer.

This is Juan Diego. He's seventeen years old and he was born on December 22nd, in JMexico. He likes going to the movies, watching TV, and listening to music. He likes heavand his favorite group is Metallica. He doesn't like rap or techno music. He can play the guitar and he practices every day.

Juan Diego goes to school every day and he likes English and biology. He doesn't like mlikes playing basketball and he plays on Mondays, Wednesdays, and Fridays. His favorite Michael Jordan. On weekends he goes to the movies and to cafs with his friends, RafaMarcos. His girlfriend's name is Karina. She's 17 too and she goes to the same school.


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Complete the table about Juan Diego.

Name:

Age:

Nationality:Date of birth:

Likes: Music: Group:

Subjects:

Sports: Player:

Dislikes: Music:

Subjects:Friends:

Girlfriend:

ARE YOU BORED


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Objetivo 3.3 Auxiliar can / cant VERB CAN

Can = Poder (de hacer algo)


Affirmative: (Subject / Noun) + (can) + (verb) + (complement).Negative: (Subject / Noun) + (can) + (not) + (verb) + (complement).Interrogative: (Can) + (subject / Noun) + (verb) + (complement)?

Negative contraction : cannot = cant Like a modal verb (modal auxiliary)

Verb meaning examples notesCan Present

Ability I can speak English.He can't swim .Can youdance ?

Youcan go straight on this road.We can't get it there that fast.Can youspeak Spanish?TV violencecan be harmful to children.I can't watch violent movies.

When another verbfollows a modal, it isalways in the simpleform.

Can Offers Can I check the oil for you?

CanPermission

Present/ FuturePermission

Can we smoke in here?

Can I watch another program?

Can Requests Can I take out $200 from my account?Can youhelp me?Can is moreinformal.

Yes / No Questions.

The previous questions can be answered in two ways:

Affirmative: Yes, (I, You, He, She, It, We, They)can.

Negative: No, (I, You, He, She, It, We, They)cant.


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ARE YOU BORED


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Objetivo 3.4 Adverbios de frecuencia.Frequency Adverbs

Frequency adverbs modify verbs or adjectives. They describe how many times or what perof time something happens. Here are the meanings of some frequency adverbs in approxpercentages of time:

Always =100%usually =90%often =70%sometimes =50%occasionally =20%seldom =10%never =0%

The next charts give some examples of frequency adverbs in affirmative and negative statand questions. Notice where the frequency adverbs appear in the statements and questions.

examples notes Affirmative Students arealways busy.

He'soften hungry.She sometimes gets sick.Studentsoccasionally meet.They'reseldom together.

In statements, one-wordfrequency adverbs usuallycome after the verbbebut before other verbs.

Negative I'm not often tired.Kimisn't always here.Tonyis never late.She doesn't often rest.We don't ever want to go there again.*

Theydon't usually study.examples possible answers notes

AffirmativeQuestions

NegativeQuestions

Are youoftenhomesick?

Does the teacherever give quizzes?*

Do theyalways eatpizza for lunch?

Don't youever gethomesick?*

Doesn't he oftencome to class late?

Don't we alwaysenjoy the weekend?

Affirmative Negative

always.often. not often.

Yes, sometimes. No, seldom.occasionally. never

In questions,one-wordfrequencyadverbs usuallycome after thesubject.


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*Useeveronly in negative statements and in questions(not ever= never). A frequency phrase usually follows the verb phrase.

examples notesHe teachesthree times a week. We have a testevery month. Do you relaxnow and then ?

Here are examples of frequency phrases:everyday, every other week, every two hours, once ayear, now and then.

ARE YOU BORED

1. relmpago 6. corriente2. nublado 7. ventoso3. fro 8. aguacero4. rfagas 9. clima5. lluvia 10. tormenta con relmpagos


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Objetivo 3.5 Comparativos.COMPARATIVE ADJECTIVES

1. EQUALY: * as ... as** Not (as/so as)

2. COMPARATIVE ADJECTIVES:

* er than (one-syllable adjectives)** More than (two or more syllable)

Rules:

* Adjectives finished in e, write r.

Example: Nice Nicer** Adjectives finished in consonant-y, drop y, write ier.

Example: Lazy Lazier She is lazier than me.

*** One syllable adjectives finished in vowel-consonant, write double the last consonant, awrite er. Example: Big Bigger

COMPARATIVE ADJECTIVES (1)Comparatives show how two things are different. The form of the comparative depends omany syllables the adjectives has.

COMPARATIVE ADJECTIVES (2) Longer adjectives usemore.. . than to form the comparative.

Two-syllable adjectivesthat don't end iny

This map ismore helpful thanthat one.She ismore tired than Jack.

Use more. . . than with theseadjectives. Don't adder.

Adjectives with morethan two syllables

The mountains aremorebeautiful than the beach.

Use more. . . than with theseadjectives. Don't adder.

One-syllableadjectives

France isn't cheap.Italy is cheaper than France.

Add er to one-syllable adjectives.Use than to show the otherchoice.

Adjectivesthat end in y

French isn't easy.Italian is easier to learnthan French.

When adjectives end in y , changethe y to i and add er .

La Piedad is as great as Zamora

The sofa is more comfortablethan the chair


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IRREGULAR COMPARATIVE ADJECTIVESSome comparative adjectives do not follow the previous rules.

They are irregular. Here are three common examples. ADJECTIVE COMPARATIVE

Good better Mary isbetter than Dave in sports.Bad worse Dave isworse than Mary in sports.Far farther Mary can runfarther than Dave.

ARE YOU BORED


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Objetivo 3.6 Superlativos.SUPERLATIVE

SPELLING RULES FOR ADJECTIVES/VERB + -EST:

EST IN/OF (one syllable)

THE MOST IN/OF (two or more syllables)1. For most one-syllable words, add -est.

Examples: Fast / Fastest Tall / Tallest Long / LongestWhen the last letter is e , add only st .

Nice / Nicest Large / Largest2. For two-syllable words ending in -y, change the -y to i and add -est.

Examples: Lazy / Laziest Crazy / Craziest Easy / Easiest

3. If the word ends in a single consonant after a single vowel, double the last consonant andest.Examples: Big / Biggest Thin / Thinnest

Examples (sentences):Juan is the tallest of the school.Mary isthe most intelligentin my classroom.

One-syllable

adjectives

I am the fastest runner on

our team.

Addest to one-syllable

adjectives. Usethe beforethe superlative.Two-syllableadjectives endingin y

Jack isthe laziest person onthe team.

Addest to two-syllableadjectives ending iny.

Longer adjectives TV isthe most interesting thing to do.Esther isthe mostdangerous skier I know.

Usethe mostwithmultisyllable adjectives(not ending iny).

Irregulars Janis skisthe best of anyone Iknow.She isthe worst student inour school.

The superlative form ofgoodis best.The superlative form ofbad is worst.

Remember

To form the superlative, usethe + adjective + -est for one-syllable words; use the mo+ adjective for words of more than one syllable.

Do not use est endings with most.


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THE PRESENT CONTINUOUS TENSE: Conversation

Setting the ContextHIROSHI: Oh, thank goodness. There's Paradise Cove at last.

JULIE: Oh, my back is killing me. I have to rest again.ELLEN: That backpack is very heavy. Carlos, please carry Julie's pack back to cam

really having trouble.CARLOS: Sure.

JULIE: Oh, thank you, Carlos. Aren't you getting tired, too?CARLOS: Well, yes, Iam a little tired. But we're getting close now.

ELLEN: Hey! Look at the campground! What's going on down there?JULIE: Hiroshi's tent is falling down.

HIROSHI: Oh, no!(He sits down on a big rock.)ELLEN: Hiroshi, don't stop now. We're almost there!

HIROSHI: These aren't my boots, and they're killing me. Jim's feet are so small. I'mbarefoot the rest of the way.

CARLOS: Look at the river! There's a book floating away! It's Anita's. She's sleeping!JULIE: Oh, dear. Let's hurry. Everything is going wrong!

Answer these questions according to the conversation.

1. What is Julie's problem? ________________________________________________ ______________________________________________________________________2. What are Hiroshi's problems? ____________________________________________

______________________________________________________________________3. What is Anita's problem? ________________________________________________

______________________________________________________________________


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ARE YOU BORED


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CONCLUSIONES

Al finalizar la elaboracin del Folleto de Ingls I, se lleg a las siguientes conclusiones:

a) Aun que la mayor parte de la informacin contenida en este folleto ya se contaba coEL PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACexcelente gua para organizar el conocimiento, y conseguir el aprendizaje significdominio por parte del alumno del idioma ingls.

b) La funcin de facilitador para el profesor ser ms fcil, ya que al aplicar las secudidcticas, tiene como apoyo este folleto que se realiz acorde a las mismas.

c) La bibliografa de ingls existente en la biblioteca, es insuficiente en nmero y contenno est actualizada.


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GLOSARIO

Accented (stressed). Acentuado (enfatizado). Adjective. (Adjetivo). Parte variable de la oracin que acompaa opcionalmente al sustant

el sintagma nominal, para calificarlo (adjetivo calificativo) o determinarlo (adeterminativo), concordando con l en gnero, nmero y en algunas lenguas tambicaso.

After. Despus de. Aloud. Alto. Also. Tambin. Appear. Aparecer. Article. Articulo (en ingls the, a, an) se le considera un morfema gramatical del sustantivo,

que se combina, y del cual nos indica el gnero y el nmero. Auxiliary. Auxiliar (para cada tiempo del idioma ingles se utiliza un auxiliar) aquellos q

perdido su significado primitivo y sirven para formar otros tiempos de otros verbos o pverbales.Become. Llegar a ser.Before. Antes de. Carefully. Cuidadosamente. Chart. Recuadro. Common. Comn. Consonant. Consonante (todas aquellas letras del alfabeto que no son vocales: B, C, D, F,

J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z). Cove. Ensenada. Crossword. Crucigrama.Contraction. Contraccin(is not = isnt, I will = Ill, You have = Youve, He was not = He They had = theyd, etc.) Emphasis. nfasis. Equaly. Igualmente.Goodness. Bondad. Homesick. Nostalgico.Homework. Tarea (escolar)Helpful. Util.Meaning. Significado.Next. Siguiente.

Noun. Nombre (que se les da a las personas, animales o cosas) categora de palabras en latradicionalmente se incluye el nombre sustantivo y el nombre adjetivo, porque comparten ciertas caractersticas comunes, como los morfemas.

Object. Objeto.Participle. Participio, forma no personal del verbo que tiene un carcter adjetivo. Al

gramticos utilizan el trmino verboide como sinnimo de forma no personal del vdiferencia del infinitivo y del gerundio, slo presenta una forma simple.

Personal pronouns. (Pronombres personales). Algunas gramticas distinguen entrepronombressustantivos, aquellos cuya aparicin evita la repeticin de un sustantivo nombanteriormente. En el idioma ingls son: I, You, He, She, It, We, They.


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BIBLIOGRAFIA

1. APUNTES DE INGLS I Y II.RICARDO CHVEZ MELNDEZ1998.

2. INTERACTIONS ACCESS, A COMMUNICATIVE GRAMMAR.PATRICIA K. WERNER, JOHN P. NELSON, MARILYNN SPAVENTAMCGRAW-HILLTHIRD EDITION

3. INTERACTIONS ONE, A COMMUNICATIVE GRAMMAR.JACK KIRNMCGRAW-HILL

THIRD EDITION4. LENGUA ADICIONAL AL ESPAOL, INGLS I

ELISA REYES AGUILARSEP SEITPRIMERA EDICIN

5. PRACTICE YOUR ENGLISH. AUDREY L. WRIGHT AMERICAN BOOK COMPANYSECOND EDITION.

6. TRUE COLORS (BASIC), AN EFL COURSE FOR REAL COMMUNICATION.JAY MAURER, IRENE E. SCHOENBERGLONGMANFIRST EDICION

7. TRUE COLORS (1), AN EFL COURSE FOR REAL COMMUNICATION.JAY MAURER, IRENE E. SCHOENBERGLONGMANFIRST EDICION

8. INTERACTIVE ENGLISH (WORKBOOK 1)CAROL LETHABYHEINEMANN ELTFIRST EDICION


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ANEXOS

ESTRATEGIA DE LECTURA 1: USO DEL DICCIONAR

Puntos que debes tomar en cuenta para el uso del diccionario:

1. Utilzalo solo cuando la palabra sea importante para entender el texto.2. Antes de utilizarlo, debes de tratar de inferir el significado de la palabra desconocida,

por su parecido con el espaol, por algn prefijo o sufijo, por el contexto, etc.

Pasos para localizar palabras en el diccionario:

1. Conocer que lugar ocupa en el abecedario la primera letra de la palabra que buscaras.2. Usar la palabra gua que se encuentra en la parte superior de cada hoja del diccionario3. En ocasiones, buscars palabras con terminacin gramatical que en el diccionariono se

encuentran completas , por lo que debes adecuarlas a la terminacin correspondiente


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Las terminaciones ms comunes son las siguientes:

4. Seleccionar en forma correcta el significado de la palabra.


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ESTRATEGIA DE LECTURA 2: SKIMMING

Skimming

Lectura rpida de todo el texto sin detenerse en las palabras que no se conocen y ponienprctica las estrategias de lectura que se indican en el cuadro. sta debe practicarse siempreprimer paso para la comprensin de textos en ingls.

Examen superficial

Observacin rpida de todo el texto, sin enfocar la atencin en una parte especfica, y aobtener los puntos para saber de qu trata el tema.

Ttulos y subttulos

Indican en muy pocas palabras el contenido; adems, por su localizacin, es lo primero observa.


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Apoyos visuales

Diagramas, fotografas, dibujos y figuras que muestran en forma ilustrada lo que presenta een forma escrita o, en otras ocasiones, agregan informacin u otros datos acerca del tema.

Distribucin del texto

Observar la forma en que esta distribuido el texto en la hoja proporciona una claveimportante para saber de qu se trata, ya que se toma conocimiento de cmo se distribuytexto para una informacin, un reporte, una historia, una receta, un poema, etc.

Tipografa

Diferentes tamaos y tipos de letra que existen en un texto. Por lo general, se usan l

GRANDES para ttulos y las de color ms oscuro (negritas ), para enfatizar y las cursiva(inclinadas)para definir o ejemplificar.

Cognados

Tambin llamados palabras transparentes, son una estrategia que se considera de gran ayudala comprensin de la lectura, ya que la mayora de los textos en ingls tienen cognados.

Palabras repetidas

Cuando una palabra se repite varias veces en un texto, es lgico deducir que ste se reficoncepto de dicha palabra; adems estas palabras ayudan para captar mejor el tema del texto

Familias de palabras

Palabras similares, las cuales presentan la misma raz o palabra base; aunque con diferente o sufijo, se dice que stas forman una familia de palabras.


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ESTRATEGIA DE LECTURA 3: SCANNING


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LISTA DE VERBOS: REGULARES E IRREGULAREREGULAR VERBS

N SPANISHBASE

FORMAPRESENT-3 RD

PERSON SING.PRESENT

PARTICIPLEPAST

TENSEPAST

PARTICIPLE1 Contestar ANSWER ANSWERS ANSWERING ANSWERED ANSWERED2 Permitir ALLOW ALLOWS ALLOWING ALLOWED ALLOWED

3 Arrestar ARREST ARRESTS ARRESTING ARRESTED ARRESTED4 Preguntar ASK ASKS ASKING ASKED ASKED5 Ladrar BARK BARKS BARKING BARKED BARKED6 Quemar BURN BURNS BURNING BURNED BURNED7 Cepillar BRUSH BRUSHES BRUSHING BRUSHED BRUSHED8 Pedir prestado BORROW BORROWS BORROWING BORROWED BORROWED9 Abuchear BOO BOOS BOOING BOOED BOOED

10 Llamar CALL CALLS CALLING CALLED CALLED11 Acampar CAMP CAMPS CAMPING CAMPED CAMPED12 Aclamar CHEER CHEERS CHEERING CHEERED CHEERED13 Limpiar CLEAN CLEANS CLEANING CLEANED CLEANED

14 Escalar CLIMB CLIMBS CLIMBING CLIMBED CLIMBED15 Coleccionar COLLECT COLLECTS COLLECTING COLLECTED COLLECTED16 Colorear COLOR COLORS COLORING COLORED COLORED17 Peinar COMB COMBS COMBING COMBED COMBED18 Cocinar COOK COOKS COOKING COOKED COOKED19 Contar COUNT COUNTS COUNTING COUNTED COUNTED20 Tapar COVER COVERS COVERING COVERED COVERED21 Chocar CRASH CRASHES CRASHING CRASHED CRASHED22 Arrastrarse CRAWL CRAWLS CRAWLING CRAWLED CRAWLED23 Cruzar CROSS CROSSES CROSSING CROSSED CROSSED24 Disear DESIGN DESIGNS DESIGNING DESIGNED DESIGNED

25 Descender DESCEND DESCENDS DESCENDING DESCENDED DESCENDED26 Marcar DIAL DIALS DIALING DIALED DIALED27 Desaparecer DISAPPEAR DISAPPEARS DISAPPEARING DISAPPEARED DISAPPEARED28 Descubrir DISCOVER DISCOVERS DISCOVERING DISCOVERED DISCOVERED29 Discutir DISCUSS DISCUSSES DISCUSSING DISCUSSED DISCUSSED30 Vestir DRESS DRESSES DRESSING DRESSED DRESSED31 Derivar DRIFT DRIFTS DRIFTING DRIFTED DRIFTED32 Ganar dinero EARN EARNS EARNING EARNED EARNED33 Acabar END ENDS ENDING ENDED ENDED34 Entrar ENTER ENTERS ENTERING ENTERED ENTERED35 Explicar EXPLAIN EXPLAINS EXPLAINING EXPLAINED EXPLAINED36 Llenar FILL FILLS FILLING FILLED FILLED37 Filmar FILM FILMS FILMING FILMED FILMED38 Terminar FINISH FINISHES FINISHING FINISHED FINISHED39 Flotar FLOAT FLOATS FLOATING FLOATED FLOATED40 Seguir FOLLOW FOLLOWS FOLLOWING FOLLOWED FOLLOWED41 Asustar FRIGHTEN FRIGHTENS FRIGHTENING FRIGHTENED FRIGHTENED42 Fruncir FROWN FROWNS FROWNING FROWNED FROWNED43 Adivinar GUESS GUESSES GUESSING GUESSED GUESSED44 Suceder HAPPEN HAPPENS HAPPENING HAPPENED HAPPENED


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REGULAR VERBSN SPANISH

BASEFORMA

PRESENT -3PERSON SING.

PRESENTPARTICIPLE

PASTTENSE

PASTPARTICIPLE

45 Daar HARM HARMS HARMING HARMED HARMED46 Ayudar HELP HELPS HELPING HELPED HELPED47 Robar HIJACK HIJACKS HIJACKING HIJACKED HIJACKED48 Cazar HUNT HUNTS HUNTING HUNTED HUNTED49 Heredar INHERIT INHERITS INHERITING INHERITED INHERITED50 Insertar INSERT INSERTS INSERTING INSERTED INSERTED51 Entrevista INTERVIEW INTERVIEWS INTERVIEWING INTERVIEWED INTERVIEWE52 Inventar INVENT INVENTS INVENTING INVENTED INVENTED53 Planchar IRON IRONS IRONING IRONED IRONED54 Juntar JOIN JOINS JOINING JOINED JOINED55 Brincar JUMP JUMPS JUMPING JUMPED JUMPED56 Patear KICK KICKS KICKING KICKED KICKED57 Matar KILL KILLS KILLING KILLED KILLED58 Besar KISS KISSES KISSING KISSED KISSED59 Golpear KNOCK KNOCKS KNOCKING KNOCKED KNOCKED60 Aterrizar LAND LANDS LANDING LANDED LANDED61 Rer LAUGH LAUGHS LAUGHING LAUGHED LAUGHED62 Aprender LEARN LEARNS LEARNING LEARNED LEARNED63 Escuchar LISTEN LISTENS LISTENING LISTENED LISTENED64 Cargar LOAD LOADS LOADING LOADED LOADED65 Encerrar LOCK LOCKS LOCKING LOCKED LOCKED66 Mirar LOOK LOOKS LOOKING LOOKED LOOKED67 Examinar LOOK AT LOOKS AT LOOKING AT LOOKED AT LOOKED AT68 Buscar LOOK FOR LOOKS FOR LOOKING FOR LOOKED FOR LOOKED FOR69 Mandar MAIL MAILS MAILING MAILED MAILED70 Fallar MISS MISSES MISSINIG MISSED MISSED71 Mezclar MIX MIXES MIXING MIXED MIXED72 Necesitar NEED NEEDS NEEDING NEEDED NEEDED73 Abrir OPEN OPENS OPENING OPENED OPENED74 Ordenar ORDER ORDERS ORDERING ORDERED ORDERED75 Sobrecarga OVERLOAD OVERLOADS OVERLOADING OVERLOADED OVERLOADE76 Empacar PACK PACKS PACKING PACKED PACKED77 Pintar PAINT PAINTS PAINTING PAINTED PAINTED78 Estacionar PARK. PARKS PARKING PARKED PARKED

79 Ejecutar PERFORM PERFORMS PERFORMING PERFORMED PERFORMED80 Fotografa PHOTOGRAPH PHOTOGRAPHS PHOTOGRAPHING PHOTOGRAPHED PHOTOGRAPH81 Escoger PICK PICKS PICKING PICKED PICKED82 Derramar POUR POURS POURING POURED POURED83 Fingir PRETEND PRETENDS PRETENDING PRETENDED PRETENDED84 Imprimir PRINT PRINTS PRINTING PRINTED PRINTED85 Jalar PULL PULLS PULLING PULLED PULLED86 Empujar PUSH PUSHES PUSHING PUSHED PUSHED87 Llover RAIN RAINS RAINING RAINED RAINED


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BASEFORMA


PRESENTPARTICIPLE

PASTTENSE

PASTPARTICIPLE

88 Alcanzar REACH REACHES REACHING REACHED REACHED99 Relajar RELAX RELAXES RELAXING RELAXED RELAXED90 Recordar REMEMBER REMEMBERS REMEMBERING REMEMBERED REMEMBERE91 Relatar REPORT REPORTS REPORTIG REPORTED REPORTED92 Reposar REST RESTS RESTING RESTED RESTED93 Rodar ROLL ROLLS ROLLING ROLLED ROLLED94 Precipitar RUSH RUSHES RUSHING RUSHED RUSHED95 Atravesar SAIL SAILS SAILING SAILED SAILED96 Registrar SEARCH SEARCHES SEARCHING SEARCHED SEARCHED97 Elegir SELEC SELECTS SELECTING SELECTED SELECTED98 Gritar SHOUT SHOUTS SHOUTING SHOUTED SHOUTED99 Firmar SIGN SIGNS SIGNING SIGNED SIGNED

100 Esquiar SKI SKI SKIING SKIED SKIED101 Oler SMELL SMELLS SMELLING SMELLED SMELLED

102 Arrebatar SNATCH SNATCHES SNATCHING SNATCHED SNATCHED103 Nevar SNOW SNOWS SNOWING SNOWED SNOWED104 Sonar SOUND SOUNDS SOUNDING SOUNED SOUNDED105 Deletrear SPELL SPELLS SPELLING SPELLED SPELLED106 Comenzar START STARTS STARTING STARTED STARTED107 Quedarse STAY STAYS STAYING STAYED STAYED108 Hablar TALK TALKS TALKING TALKED TALKED109 Amenazar THREATEN THREATENS THREATENING THREATENED THREATENED110 Recorrer TOUR TOURS TOURING TOURED TOURED111 Tocar TOUCH TOUCHES TOUCHING TOUCHED TOUCHED112 Remolcar TOW TOWS TOWING TOWED TOWED113 Entrenar TRAIN TRAINS TRAINING TRAINED TRAINED114 Viajar TRAVEL TRAVELS TRAVELING TRAVELED TRAVELED115 Girar TURN TURNS TURNING TURNED TURNED116 Descubrir UNCOVER UNCOVERS UNCOVERING UNCOVERED UNCOVERED117 Visitar VISIT VISITS VISITING VISITED VISITED118 Esperar WAIT WAITS WAITING WAITED WAITED119 Caminar WALK WALKS WALKING WALKED WALKED120 Querer WANT WANTS WANTING WANTED WANTED121 Advertir WARN WARNS WARNING WARNED WARNED122 Lavar WASH WASHS WASHING WASHED WASHED123 Observar WATCH WATCHS WATCHING WATCHED WATCHED124 Murmurar WHISPER WHISPERS WHISPERING WHISPERED WHISPERED125 Trabajar WORK WORKS WORKING WORKED WORKED

*THESE VERBS DROP A FINAL -E BEFORE ADDING THE -ED FORM:LOS VERBOS QUE TERMINAN EN "E", SOLO SE AGREGA LA "D"

126 Aconsejar ADVISE ADVISES ADVISING ADVISED ADVISED127 Acordar AGREE AGREES AGREEING AGREED AGREED128 Arreglar ARRANGE ARRANGES ARRANGING ARRANGED ARRANGED129 Llegar ARRIVE ARRIVES ARRIVING ARRIVED ARRIVED130 Hornear BAKE BAKES BAKING BAKED BAKED131 Creer BELIEVE DELIEVES DELIEVING DELIEVED DELIEVED


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BASEFORMA


PRESENTPARTICIPLE

PASTTENSE

PASTPARTICIPLE

132 Culpar BLAME BLAMES BLAMING BLAMED BLAMED133 Hervir BOIL BOILS BOILING BOILED BOILED134 Respirar BREATHE BREATHES BREATHING BREATHED BREATHED135 Causar CAUSE CAUSES CAUSING CAUSED CAUSED136 Cambiar CHANGE CHANGES CHANGING CHANGED CHANGED137 Perseguir CHASE CHASES CHASING CHASED CHASED138 Cerrar CLOSE CLOSES CLOSING CLOSED CLOSED139 Daar DAMAGE DAMAGES DAMAGING DAMAGED DAMAGED140 Bailar DANCE DANCES DANCING DANCED DANCED141 Decidir DECIDE DECIDES DECIDING DECIDED DECIDED142 Describir DESCRIBE DESCRIBES DESCRIBING DESCRIBED DESCRIBED143 Morir DIE DIES DYING DIED DIED144 Animar ENCOURAGE ENCOURAGES ENCOURAGING ENCOURAGED ENCOURAGED145 Examinar EXAMINE EXAMINES EXAMINING EXAMINED EXAMINED146 Explorar EXPLORE EXPLORES EXPLORING EXPLORED EXPLORED147 Incendiar FIRE FIRES FIRING FIRED FIRED

148 Enfocar FOCUS FOCUSES FOCUSING FOCUSED FOCUSED149 Forzar FORCE FORCES FORCING FORCED FORCED150 Apostar GAMBLE GAMBLES GAMBLING GAMBLED GAMBLED151 Rallar GRATE GRATES GRATING GRATED GRATED152 Odiar HATE HATES HATING HATED HATED153 Autoparar HITCHHIKE HITCHHIKES HITCHHIKING HITCHHIKED HITCHHIKE154 Aumentar HIKE HIKES HIKING HIKED HIKED155 Esperar HOPE HOPES HOPING HOPED HOPED156 Ignorar INGNORE IGNORES IGNORING IGNORED IGNORED157 Imaginar IMAGINE IMAGINES IMAGINING IMAGINED IMAGINED158 Mejorar IMPROVE IMPROVES IMPROVING IMPROVED IMPROVED159 Incrementar INCREASE INCREASES INCREASING INCREASED INCREASED160 Invitar INVITE INVITES INVITING INVITED INVITED161 Bromear JOKE JOKES JOKING JOKED JOKED162 Mentir LIE LIES LYING LIED LIED163 Gustar LIKE LIKES LIKING LIKED LIKED164 Vivir LIVE LIVES LIVING LIVED LIVED165 Amar LOVE LOVES LOVING LOVED LOVED166 Dirigir MANAGE MANAGES MANAGING MANAGED MANAGED167 Medir MEASURE MEASURES MEASURING MEASURED MEASURED168 Mover MOVE MOVES MOVING MOVED MOVED169 Detenerse PAUSE PAUSES PAUSING PAUSED PAUSED170 Practicar PRACTICE PRACTICES PRACTICING PRACTICED PRACTICE

171 Presentar PRODUCE PRODUCES PRODUCING PRODUCED PRODUCED172 Prometer PROMISE PROMISES PROMISING PROMISED PROMISED173 Levantar RAISE RAISES RAISING RAISED RAISED174 Rescatar RESCUE RESCUES RESCUING RESCUED RESCUED175 Reservar RESERVE RESERVES RESERVING RESERVED RESERVED176 Retirarse RETIRE RETIRES RETIRING RETIRED RETIRED177 Salvar SAVE SAVES SAVING SAVED SAVED178 Asustar SCARE SCARES SCARING SCARED SCARED179 Apuntar SCORE SCORES SCORING SCORED SCORED180 Servir SERVE SERVES SERVING SERVED SERVED


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BASEFORMA


PRESENTPARTICIPLE

PASTTENSE

PASTPARTICIPLE

181 Afeitar SHAVE SHAVES SHAVING SHAVED SHAVED182 Sonrer SMILE SMILES SMILING SMILED SMILED183 Mirar fijo STARE STARES STARING STARED STARED184 Almacenar STORE STORES STORING STORED STORED

185 Sorprender SURPRISE SURPRISES SURPRISING SURPRISED SURPRISED186 Pegar cinta TAPE TAPES TAPING TAPED TAPED187 Probar TASTE TASTES TASTING TASTED TASTED188 Telefonear TELEPHONE TELEPHONES TELEPHONING TELEPHONED TELEPHONED189 Atar TIE TIES TYING TIED TIED190 Comerciar TRADE TRADES TRADING TRADED TRADED191 Mecanografa TYPE TYPES TYPING TYPED TYPED192 Desatar UNTIE UNTIES UNTYING UNTIED UNTIED193 Usar USE USES USING USED USED194 Agitar WAVE WAVES WAVING WAVED WAVED

THESE VERBS CHANGE A FINAL -Y TO -I BEFORE ADDING THE -ED ENDING:

LOS VERBOS QUE TERMINAN EN CONSONANTE MAS "Y", SE CAMBIA LA "Y" POR "I" Y SE AGREGA"ED".195 Aplicar APPLY APPLIES APPLYING APPLIED APPLIED196 Llevar CARRY CARRIES CARRYING CARRIED CARRIED197 Llorar CRY CRIES CRYING CRIED CRIED198 Secar DRY DRIES DRYING DRIED DRIED199 Apresurar HURRY HURRIES HURRYING HURRIED HURRIED200 Casar MARRY MARRIES MARRYING MARRIED MARRIED201 Fotocopiar PHOTOCOPY PHOTOCOPIES PHOTOCOPYING PHOTOCOPIED PHOTOCOPIED202 Responder REPLY REPLIES REPL YING REPLIED REPLIED

203 Estudiar STUDY STUOIES STUDYING STUDIED STUDIED204 Intentar TRY TRIES TRYING TRIED TRIED205 Preocupar WORRY WORRIES WORRYING WORRIED WORRIED

THESE VERBS KEEP THE-Y ADDING THE -ED ENDING: LOS VERBOS QUE TERMINAN EN VOCAL MAS "Y", SE AGREGA "ED".

206 Destruir DESTROY DESTROYS DESTROYING DESTROYED DESTROYED207 Disfrutar ENJOY ENJOYS ENJOYING ENJOYED ENJOYED208 Obedecer OBEY OBEYS OBEYING OBEYED OBEYED

209 Jugar PLAY PLAYS PLAYING PLAYED PLAYED THESE VERBS DOUBLE THE FINAL CONSONANT BEFORE ADDING THE -ED ENDING: ESTOS VERBOS SE LES PONE DOBLE CONSONANTE Y SE AGREGA "ED".

210 Aplaudir CLAP CLAPS CLAPPING CLAPPED CLAPPED211 Caer DROP DROPS DROPPING DROPPED DROPPED212 * DROP BY DROPS BY DROPPING BY DROPPED BY DROPPED BY213 Ajustar FIT FITS FITTING FITTED FITTED


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BASEFORMA


PRESENTPARTICIPLE

PASTTENSE

PASTPARTICIPLE

214 Saltar HOP HOPS HOPPING HOPPED HOPPED215 Forzar JAM JAMS JAMMING JAMMED JAMMED216 Asaltar MUG MUGS MUGGING MUGGED MUGGED

217 Inclinar NOD NODS NODDING NODDED NODDED218 Planear PLAN PLANS PLANNING PLANNED PLANNED219 Abandonar QUIT QUITS QUITTING QUITTED QUITTED220 Robar ROB ROBS ROBBING ROBBED ROBBED221 Delatar SHOP SHOPS SHOPPING SHOPPED SHOPPED222 Abofetear SLAP SLAPS SLAPPING SLAPPED SLAPPED223 Pasar SLIP SLIPS SLIPING SLIPPED SLIPPED224 Agitar STIR STIRS STIRRING STIRRED STIRRED225 Detener STOP STOPS STOPPING STOPPED STOPPED226 Rodear TRAP TRAPS TRAPPING TRAPPED TRAPPED227 Envolver WRAP WRAPS WRAPPING WRAPPED WRAPPED

PRONUNCIACI N DE VERBOS REGULARES EN TIEMPO PASADO El sonido final de verbos regulares en tiempo pasado se rige por tres reglas:

1.- LA "ED" FINAL SE PRONUNCIA "ID" PARA VERBOS CUYO SONIDO FINALES "D" O "T".

waited visited invited needed decided

2.- LA "ED" FINAL SE PRONUNCIA "T" PARA VERBOS CUYO SONIDO TERMINA"S", "CH", "SH" O "X".laughed helped watched fixed worked dressed washed

3.- LA "ED" FINAL ES PRONUNCIADA "D" PARA LOS VERBOS CUYOS SONIDOSDOS REGLAS ANTERIORES.rained lived played smiled


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IRREGULAR VERBS

N SPANISHBASE

FORMAPRESENT-3

PERSON SING.PRESENT

PARTICIPLEPAST

TENSEPAST

PARTICIPLE1 Ser o estar BE AM/IS/ARE BEING WAS / WERE BEEN2 Pegar BEAT BEATS BEATING BEAT BEATEN3 Volverse BECOME BECOMES BECOMING BECAME BECOME4 Empezar BEGIN BEGINS BEGENNING BEGAN BEGUN5 Apostar BET BETS BETTING BET BET6 Morder BITE BITS BETTING BIT BITTEN7 Soplar BLOW BLOWS BLOWING BLEW BLOWN8 Quebrar BREAK BREAKS BREAKING BROKE BROKEN9 Traer BRING BRINGS BRINGING BROUGHT BROUGHT

10 Construir BUILD BUILDS BUILDING BUILT BUILT11 Comprar BUY BUYS BUYING BOUGHT BOUGHT12 Atrapar CATCH CATCHES CATCHING CAUGHT CAUGHT13 Elegir CHOOSE CHOOSES CHOOSING CHOSE CHOSEN14 Venir COME COMES COMING CAME COME15 Costar COST COSTS COSTING COST COST16 Cortar CUT CUTS COSTING CUT CUT17 Cavar DIG DIGS DIGGING DUG DUG18 Hacer DO DOES DOING DID DONE19 Dibujar DRAW DRAWS DRAWING DREW DRAWN20 Beber DRINK DRINKS DRINKING DRANK DRUNK21 Manejar DRIVE DRIVES DRIVING DROVE DRIVEN22 Comer EAT EATS EATING ATE EATEN23 Caer FALL FALLS FALLING FELL FALLEN24 Alimentar FEED FEEDS FEEDING FED FED25 Sentir FEEL FEELS FEELING FELT FELT26 Pelear FIGHT FIGHTS FIGHTING FOUGHT FOUGHT27 Buscar FIND FINDS FINDING FOUND FOUND

28 Ajustar FIT FITS FITTING FIT FIT29 Volar FLY FLIES FLYING FLEW FLOWN30 Olvidar FORGET FORGETS FORGETTIN FORGOT FORGOTTEN31 Obtener GET GETS GETTING GOT GOTTEN32 Dar GIVE GIVES GIVING GAVE GIVEN33 Rendirse GIVE UP GIVES UP GIVING UP GAVE UP GIVEN UP34 Ir GO GOES GOING WENT GONE35 Cultivar GROW GROWS GROWING GREW GROWN36 Tener HAVE HAS HAVING HAD HAD37 Or HEAR HEARS HEARING HEARD HEARD38 Esconder HIDE HIDES HIDING HID HIDDEN39 Golpear HIT HITS HITTING HIT HIT40 Retener HOLD HOLDS HOLDING HELD HELD41 Herir HURT HURTS HURTING HURT HURT42 Guardar KEEP KEEPS KEEPING KEPT KEPT43 Saber KNOW KNOWS KNOWING KNEW KNOWN44 Dejar LEAVE LEAVES LEAVING LEFT LEFT45 Permitir LET LETS LETTING LET LET46 Mentir LIE LIES LYING LAY LAIN47 Encender LIGHT LIGHTS LIGHTING LIT LIT48 Perder LOSE LOSES LOSING LOST LOST49 Hacer MAKE MAKES MAKING MADE MADE50 Dar a entend. MEAN MEANS MEANING MEANT MEANT


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TIEMPO PRESENTE SIMPLEEl tiempo presente simple expresa hbitos o actividades, repetitivas.

SHE DRINKS ORANGE JUICE EVERY MORNINGWE GO TO CHURCH EVERY SUNDAY.

Es importante observar que para los pronombres es I , YOU, WE and THEY, los verbos conservansu forma original.YOU EAT CHINESE FOOD THREE TIMES A MONTH.

Cuando el sujeto es la tercera persona del singular (HE, SHE, IT), la forma del verbo presentacambios y se rige por las siguientes reglas:

1.- A LA MAYORA DE LOS VERBOS SE LES AGREGA "S" AL FINAL.eat = eats read = readssee = sees walk =walks

2.- SI EL VERBO TERMINA EN "CH", "SH", "SS", "X", O "ZZ", SE LES AGREGA "ES" AL FIN

catch = catches pass = passes buzz = buzzesbrush = brushes fix = fixes

3.- SI EL VERBO TERMINA EN UNA CONSONANTE MAS "Y", SE CAMBIA LA AGREGA "ES" AL FINAL.

study= studies try=trieshurry=hurries carry=carries

4.- AUNQUE NO SEA CONSIDERADA COMO REGLA, PERO LOS VERBOS QU"O" SE LE AGREGA "ES" AL FINAL.

go = goes do = does

folleto de inglÉs i_prepa_hiram_benjamÍn_r_z_2013.doc

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