Marketing en Contenido Digital
1
INGLÉS II
TRANSVERSAL
Inglés II
2
© Corporación Universitaria
Remington
Primera edición
2019
Inglés II
Dirección de internacionalización, lenguas y culturas
extranjeras
Editorial Uniremington
Medellín, Colombia
Derechos Reservados ©2011
Primera edición: 2019
Responsables
Jorge Mario Uribe Muriel
Director del Departamento de Internacionalización
juribe01@uniremington.edu.co
David Ernesto González Parra
Director de educación a Distancia y Virtual
dgonzalez@uniremington.edu.co
Francisco Javier Álvarez Gómez
Coordinador CUR-Virtual
falvarez@uniremington.edu.co
Edición y Montaje
Vicerrectoría de Educación a Distancia y Virtual
Equipo de diseño gráfico
www.uniremington.edu.co
virtual@uniremington.edu.co
Derechos reservados: El módulo de estudio del curso de INGLÉS II es propiedad
de la Corporación Universitaria Remington; las imágenes fueron tomadas de
diferentes fuentes que se relacionan en los derechos de autor y las citas en la
bibliografía. El contenido del módulo está protegido por las leyes de derechos de
autor que rigen al país. Este material tiene fines educativos y no puede usarse
con propósitos económicos o comerciales. El autor(es) certificó (de manera verbal
o escrita) No haber incurrido en fraude científico, plagio o vicios de autoría; en
caso contrario eximió de toda responsabilidad a la Corporación Universitaria
Remington y se declaró como el único responsable.
Esta obra es publicada bajo la licencia Creative Commons.
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Inglés II
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TABLA DE CONTENIDO
Pág.
1
UNIT 1 A TRIP THROUGH TIME!
1.1.1
1.1.2
1.2
GENERAL OBJECTIVES
OBJETIVOS ESPECÍFICOS
TOPIC 1 PRESENT SIMPLE – PRESENT CONTINUOUS
1.3
LESSON 1
1.3.1 SIMPLE PRESENT AND ADVERBS OF FREQUENCY
8
8
9
9
9
9
1.4
TOPIC 2 PRESENT CONTINUOUS
1.4.1 LIKES AND DISLIKES
15
18
1.5
19
TOPIC 3 CAN/ CAN’T
1.6
LESSON 3
1.6.1 CAN/CAN’T
1.6.2 SUGGESTIONS WITH LET’S / WOULD be
19
19
20
1.7
22
TOPIC 4 USE OF FOR AND TO
1.8
LESSON 4
1.8.1 USE OF FOR AND TO
22
22
1.9
23
TOPIC 5 REGULAR AND IRREGULAR VERBS – PAST SIMPLE.
1.10
LESSON 5
1.10.1
REGULAR AND IRREGULAR VERBS
1.10.2
PAST SIMPLE
1.10.3
CONJUNCTIONS AND CONNECTORS
23
23
26
30
2
32
UNIT 2 LOOKING BACK!
2.1.1
2.1.2
2.2
GENERAL OBJECTIVES
OBJETIVOS ESPECÍFICOS
TOPIC 1 PAST CONTINUOUS – WH QUESTIONS – YES/NO QUESTIONS
32
32
33
2.3
LESSON 1
2.3.1 PAST CONTINUOUS
33
33
2.4
TOPIC 2 OBJECT PRONOUNS- TELL / SAY
37
2.5
LESSON 2
37
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2.5.1
2.5.2
4
2.6
OBJECT PRONOUNS
SAY AND TELL
37
39
TOPIC 3 QUANTIFIERS
41
2.7
LESSON 3
2.7.1 QUANTIFIERS
41
41
2.8
44
TOPIC 4 COMPARATIVES AND SUPERLATIVES
2.9
LESSON 4
2.9.1 COMPARATIVES AND SUPERLATIVES
44
44
2.10
48
TOPIC 5 HOW + ADJECTIVES – ADVERBS OF TIME, MANNER AND PLACE
2.11
LESSON 5
2.11.1
HOW + ADJECTIVES
2.11.2
ADVERBS OF TIME
2.11.3
ADVERBS OF MANNER
2.11.4
ADVERBS OF PLACE
2.11.5
LEARNING TIPS
48
48
50
53
54
57
3
GLOSARIO
58
4
BIBLIOGRAFÍA
62
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GENERAL PURPOSE
INGLÉS II
The purpose of this document is for students to learn English in a contextualized way in
order to build knowledge through the comprehension of daily life activities or situations.
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INGLÉS II
GENERAL OBJECTIVE
Improve the student’s ability in speaking, reading, listening and writing. As well
as, increase their understanding of English grammar and pronunciation,
expanding their vocabulary to face every day English situations.
SPECIFIC OBJETIVES
➢
Communicating present and past events taking an active part in the learning
process and living the language in a natural way.
➢ Increase
the students’ knowledge needed to be competent in different
contexts as well as their abilities to express themselves in past tense.
UNIT 1
UNIT 2
A TRIP THROUGH
TIME!
LOOKING BACK IN
TIME!
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Inglés II
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1
UNIT 1 A TRIP THROUGH TIME!
In this unit student will learn how to talk about past activities, speak with confidence about
personal experiences in the past, identifying the different prepositions of place and time for
writing and expressing in different past tenses, and use conjunctions and connectors to build
short ideas and join them to create short paragraphs with sense.
1.1.1 GENERAL OBJECTIVES
Communicating present and past events taking an active part in the learning process and living
the language in a natural way.
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1.1.2 OBJETIVOS ESPECÍFICOS
➢ Use
present tense to describe habits using adverbs of frequency and actions that are
happening at the moment of speaking.
➢ Understand and describe past events related to life and experiences.
1.2 TOPIC 1 PRESENT SIMPLE – PRESENT CONTINUOUS
Puedes usar este diccionario para palabras desconocidas: http://www.wordreference.com/
1.3 LESSON 1
1.3.1 SIMPLE PRESENT AND ADVERBS OF FREQUENCY
Simple Present
And Adverbs of Frequency
Present Simple is used for the following purposes:
➢ Repeated actions/Habits.
➢ Facts.
➢ General truths.
➢ For future events that are scheduled.
➢ Repeated Actions/ Habits.
Actions in the present taking place once, never or several times.
Example:
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• Andres always plays soccer on Tuesdays.
• Nicolas plays football regularly - every Tuesday.
➢ Facts
when we want to state a fact or ask a question without any time reference, we use the present
simple tense.
Examples:
• She plays football but she doesn't play tennis.
• She works very hard.
• My friend speaks four languages.
➢ General Truths
Statements about rules of nature and the way the world is, are in the present simple tense.
Examples:
• The sun sets in the west.
• Water boils at 100° Celsius.
➢ To refer to the future
The present simple is often used to refer to future events that are scheduled (and outside of
our control).
• Hurry up! The train departs in 10 minutes.
• She has a piano lesson after school today.
➢ Frequency adverbs are often used, e.g.: always, never, seldom, often, regularly,
every Monday.
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Position
Adverbs of frequency go before the verb, but after the verb be.
In negative sentences, the adverb of frequency goes after don’t/doesn’t:
Example:
• We don’t often go to bed late.
• He doesn’t always agree with me.
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In questions, adverbs of frequency go after the subject.
• Is he always late?
• Do they often go to the library?
*Note: We can also put the adverb at the beginning of the sentence for strong emphasis:
Example:
• Every night, we stay up late to study.
• Twice a year, she goes to France.
• Every year, thousands of people are misdiagnosed.
TIME EXPRESSIONS
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GRAMMAR STRUCTURE
13
We will divide the Pronouns into 2 groups.
Rules for: He, She, It in affirmative form
The spelling for the verb in the third person differs depending on the ending of that verb:
1. For verbs that end in -o, -ch, -sh, -ss, -x, or -z we add -es in the third person.
Examples:
go – goes
buzzes
catch – catches wash – washes
kiss – kisses
fix – fixes
2. For verbs that end in a consonant + y, we remove the y and add -ies.
Examples:
• marry – marries study – studies carry – carries
*Note: For verbs that end in a vowel + y, we just add -s.
Examples:
• play – plays
enjoy – enjoys
say – says
buzz –
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Simple Present
AFFIRMATIVE
QUESTION
NEGATIVE
I work
Do I work ?
I do not work
You work
Do You work ?
You do not work
He / She / It works
Does he / she / it work ?
He / she / it does not work
We work
Do we work ?
We do not work
They Work
Do they work ?
They do not work
http://www.cubictalk.com/cubicboard/matrials/Grammar-Practice-Worksheets/9.Past-Perfect.pdf
Yes / No questions are those questions that expect ‘yes’ or ‘no’ as answer. These questions
do not take the question words when, what, where etc.
Yes / No questions are used to check information or ask for confirmation.
Examples:
• ‘Do you live in Chicago?’ ‘No, I don’t.’
• ‘Does she speak English?’ ‘Yes, she does.’
*Note the use of auxiliary verbs in the above examples.
When we answer Yes / No questions we do not normally repeat the complete the question.
Instead, we use an appropriate auxiliary verb. This auxiliary is usually present in the question.
Example:
• ‘Does Mike live with you?’ ‘Yes, he does.’
Present Simple
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• ‘Do you speak English?’ ‘Yes, I do.’
• ‘Does she speak English?’ ‘No, she doesn’t.’
1.4 TOPIC 2 PRESENT CONTINUOUS
Present Continuous
USE
To talk about actions that are happening right now
• Someone is talking outside.
• A mobile phone is ringing.
To talk about something that is happening (these days), but not necessarily right now
• You are studying at the Faculty of Economics.
Subject +
“Be” +
Main verb + ING
Modifier
I
am
listening
to music
You, We, They
are
dancing
happily,
She, he, It
is
reading
books
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➢ Spelling Rules- ING
1. The general rule when changing a verb into its -ING form is just to add -ING to the end of the
verb.
INFINITIVE
ING form
To feel
felling
To go
going
To work
working
To sleep
sleeping
2. If the verb ends in an E we remove the E and add ING.
INFINITIVE
ING form
To live
Living
To have
Having
To make
making
To take
Taking
3. If the verb ends in a consonant + vowel + consonant, we double the final consonant
and add ING.
INFINITIVE
ING form
To stop
stopping
To sit
sitting
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To plan
planning
To get
getting
To swim
swimming
4. If a two-syllable verb ends in a consonant + vowel + consonant, we do not double the
final consonant when the stress is on the first syllable.
INFINITIVE
ING form
To happen
happening
To enter
entering
To offer
offering
To suffer
suffering
5. Do not double the final consonant when the verb ends in W, X or Y or when the final syllable
is not emphasized.
INFINITIVE
ING form
To fix
fixing
To enjoy
enjoying
To snow
snowing
6. If the verb ends in IE we change it to YING.
INFINITIVE
ING form
To lie
lying
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To die
dying
To tie
tying
7. If the verb ends in consonant + vowel + L, we normally double the final L and add ING.
*Note: In the United States (US) they do not double the L when the accent is on the first syllable.
INFINITIVE
ING form (UK)
ING form (US)
To travel
travelling
traveling
To marvel
marvelling
marveling
8. If the verb ends in a stressed vowel + R, we double the final R and add ING.
INFINITIVE
ING form
refer
referring
defer
deferring
9. If the verb ends in an unstressed vowel + R, we do not double the final R and add ING.
INFINITIVE
ING form
To offer
offering
To suffer
suffering
To whisper
whispering
1.4.1 LIKES AND DISLIKES
It is very common for people to express likes and dislikes, mainly when they are talking about
routines
and actions they do day to day.
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Likes/dislikes + verb + ing
Likes/dislikes + noun
I love reading
I love rock music
I really like travelling
I like books
I don’t like dancing
I don’t like computer games
I hate cooking
I hate football
➢ I love cookies / I love eating cookies
1.5 TOPIC 3 CAN/ CAN’T
1.6 LESSON 3
1.6.1 CAN/CAN’T
➢ EXPRESSING ABILITY
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We use the modal verb “Can” to express that we know how to do something.
The negative form is “can’t” or “cannot” (more formal).
“Can” and “can’t” are always followed by a verb in the infinitive.
Example:
• Can dogs speak?
No, they can’t.
• Can you speak English
we
Yes, you can
I
➢ EXPRESSING PERMISSION
We also use can /can’t to ask for and give permission.
Example:
• Can I go to the bathroom, please?
Yes, you can.
➢ REQUESTS
We use “can” to ask somebody to do something!
Example:
• Can you close the door, please?
• Can you turn on the lights, please?
1.6.2 SUGGESTIONS WITH LET’S / WOULD BE
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Suggestions with let’s/ would be
Suggestions are used when we are deciding to do something with other people, or giving them
advice on different situations.
Let's is one of the mostly used suggestion forms.
Situation: A friend says he is very bored.
Your suggestion: Let's go out and drink coffee.
➢ How to use:
Positive form: Let's + verb1
Example:
Let's take them to cinema.
Negative form: Let's + NOT+verb1
Example:
Let's not play tennis.
➢ Would be can also be used for making suggestions.
Form: would be + adjective (great, wonderful, nice ...) + to infinitive + verb
➢ How to use:
Situation: Your brother and you don't like staying at home.
Your suggestion: It would be great to go to park and play there.
Situation: You and your friends are bored of studying English all day.
Your suggestion: It would be nice to see a film.
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1.7 TOPIC 4 USE OF FOR AND TO
1.8 LESSON 4
1.8.1 USE OF FOR AND TO
For and To
Don’t say: “I’m studying every day for improve my English.”
Say: “I’m studying every day to improve my English.”
The prepositions to and for are very easy to confuse. Here are some rules:
Use TO In these cases:
➢ Destination
“We’re going to Paris.”
➢ What time it is
“It’s a quarter to 2.”
➢ Distance
“It’s about ten miles from my house to the university.”
➢ Comparing
“I prefer sleeping to working.”
➢ Giving
“I gave the book to my sister.”
➢ Motive/Reason – with verb
“I came here to see you.”
Use FOR In These Cases:
➢ Benefits
“Yogurt is good for your digestion.”
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➢ Period of time
“We’ve lived here for 2 years.”
➢ Schedule
“I made an appointment for May 3.”
➢ Agree with
“Are you for or against the development of nuclear weapons?”
➢ Doing something to help someone
“Could you carry these books for me?”
➢ Motive/Reason – with noun
“Let’s go out for a drink.”
➢ Function – with verb (-ing form)
“A ladle is a big spoon used for serving soup.”
➢ As you can see in #6, TO or FOR can be used for a motive/reason, but TO is always with a verb,
and FOR is always with a noun.
Example:
I came to New York to work.
I came to New York for a new job.
1.9 TOPIC 5 REGULAR AND IRREGULAR VERBS – PAST SIMPLE.
1.10 LESSON 5
1.10.1
REGULAR AND IRREGULAR VERBS
English has two types of verbs in the past:
➢ Regular verbs
➢ Irregular verbs
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➢ Regular verbs are verbs that end with –ed
Simple form
verbs:
Past tense
verbs:
walk
study
cry
live
walked
studied
cried
lived
Rules for adding –ed:
• Add –ed to most verbs
• Add “d” to verbs that end with “e” (smile= smiled).
• Change the “y” to “i” and add –ed to verbs that end with a consonant and “y” (carry=
carried, study= studied).
• Double the consonant and add –ed to verbs that end with one vowel and one consonant
(drag= dragged, stop= stopped).
➢ Irregular verbs are verbs that don’t end in –ed
Sometimes with irregular past tense verbs you have to change the vowel to make the verb past
tense:
become
became
give
gave
drive
drove
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Other irregular verbs have a different kind of change; you need to memorize these!
Simple form
verbs:
Past tense
verbs:
teach
taught
bring
brought
leave
left
hear
heard
buy
bought
➢ The pronunciation of ED can be pronounced in three different ways: as / id /, as / t / or as / d
/
/Id/
/t/
/d/
This is the least common –ed Words that end in /p/, /k/, This is the most common –ed
sound
/f/, /s/, /sh/, /ch/ sound:
sound
Words that end in /t/ or / d/ • Kissed
sound:
• Laughed
/Kist/
/la:ft/
Words that end in any other
sound:
• Wanted
/’wan.tid/
• Asked
/a:skt/
• Closed
/kleuzd/
• Needed
/’ni:.did/
• Stopped
/stapt/
• Saved
/seivd/
• Started
/sta:rtid/
• Watched
/watft/
• Travelled
/’traev.eld/
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• Decided
1.10.2
/di’sai.did/
• Washed
/waft/
• Opened
/’eu.pend/
• Climbed
/klaimd/
PAST SIMPLE
Uses: we use past tense for the following proposes:
Completed Action(S) in the Past
Use the simple past to express the idea that an action or actions had started and finished at a
specific time in the past.
Examples:
• I saw a movie yesterday.
• I finished work, walked to the beach, and found a nice place to swim.
➢ Duration in the Past
The simple past can be used with a duration which starts and stops in the past. A duration is a
longer action often indicated by expressions such as: for two years, for five minutes, all day, all
year, etc.
Examples:
• I lived in Brazil for two years.
➢ Habits in the Past
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The simple past can also be used to describe a habit which stopped in the past. To make it clear
that we are talking about a habit, we often add expressions such as: always, often, usually,
never, when I was a child, when I was younger, etc.
Examples:
• I studied French when I was a child.
Forms
Affirmative: To form an affirmative sentence you must have the following:
Subject + Verb in past tense + Complement
Example:
• I walked to the park this morning.
Negative: To form a negative sentence you must have the following:
Subject + Did + Not +Verb in infinitive form + Complement
NOTE: When you have the auxilliar DID the verb must be in its infinitive form.
Example:
• He did not eat his vegetables.
Interrogative: To form an Interrogative sentence you must have the following:
Did + Subject + Verb in infinitive + Complement +?
Example:
• Did they go to the party?
EXEPTION WITH VERB BE
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The verb be is special. Never use DID NOT or DIDN’T with the verb BE. Instead, just use: WAS
or WERE
WAS/WERE FORM
➢ AFFIRMATIVE AND NEGATIVE FORM
➢ QUESTION FORM
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➢ WH questions with the past simple
Plural
Singular
PAST SIMPLE WH - QUESTIONS
Who
What
When
Where
Why
How
did
I
you
He
She
it
You
We
they
go
do
See
Play
Fight
Tell
read
?
Notice the word order. The wh- question word comes before "did “and then the infinitive.
Examples:
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• How long did you study English?
• How often did he smoke cigarettes?
➢ WH questions past simple with “To Be”
Singular
PAST SIMPLE “BE” WH - QUESTIONS
Who
was
I
were
you
What
When
He
was
Where
She
?
It
Why
Plural
30
You
How
were
We
they
Examples:
• Where was she today?
• Where were they last week?
1.10.3
CONJUNCTIONS AND CONNECTORS
Are words we use to join two or more sentences or words in the same sentence.
There are two different types of conjunctions:
Coordinating conjunctions and Subordinating conjunctions.
➢ Coordinating Conjunctions
These conjunctions are seven very common words. They are very small, made up of three or
fewer letters.
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When to Use Each Coordinating Conjunction:
REASON
COORDINATING
To communicate addition
and
To communicate contrast
but, yet
To communicate a result/effect
so
To communicate a reason/cause
for
To communicate a choice
or
To communicate a negative choice
nor
Use them between two independent clauses.
➢ Subordinating Conjunctions
These conjunctions are used to express relationships between a dependent and an independent
clause.
When to Use Common Subordinate Conjunctions:
REASON
SUBORDINATE CONJUNCTION
Regarding time
after, before, once, since,
when, whenever, while
Reason/cause
as, because, since
Result/effect
Condition
To contrast
Regarding location
Regarding a chioce
until,
in order that, so, so that, that
if, even if, unless
although, even though, though, whereas
where, wherever
than, whether
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2 UNIT 2 LOOKING BACK IN TIME!
In this unit student will learn how to talk about past activities, speak with confidence about
personal experiences in the past, identifying the different prepositions of place and time for
writing and expressing in different past tenses, and use conjunctions and connectors to build
short ideas and join them to create short paragraphs with sense.
2.1.1 GENERAL OBJECTIVES
Increase the students’ knowledge needed to be competent in different contexts as well as their
abilities to express themselves in future tense.
2.1.2 OBJETIVOS ESPECÍFICOS
➢ Understand frequently used phrases and expressions related to past events.
➢ Describe past events and experiences regarding their personal life and career.
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2.2 TOPIC 1 PAST CONTINUOUS – WH QUESTIONS – YES/NO
QUESTIONS
2.3 LESSON 1
2.3.1 PAST CONTINUOUS
The past continuous tense is used for the following purposes:
We use the past continuous to say that an action was in progress at a specific time in the past.
The action had already started at this time, but had not finished.
Example:
• It was raining yesterday at 5pm.
We use the past continuous to say that an action was in progress at every moment during a
period of time.
Example:
• Yesterday she was sitting at her desk at work all day.
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We use the past continuous together with the past simple. The past continuous refers to a
"longer" or "background" action that was in progress to indicate that a longer action in the past
was interrupted; the past simple refers to a “shorter” action that interrupted the longer action,
or happened in the middle of it.
Example:
• John’s daughter was sleeping when he called her at 8pm.
We use the past continuous to say that an action in the past was temporary.
Example:
• Sarah was waiting for her friend for 20 minutes yesterday.
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Affirmative:
Subject +
“BE” +
Main verb (V + ing) +
Modifier.
I
was
listening
To music
You, we, They
were
dancing
happily
He, She, It
was
reading
books
Negative:
Subject +
“BE” +
NOT +
was
not
I
Main verb (V +ing) +
modifier
listening
To music.
dancing
Happily.
reading
Books.
Wasn´t
were
not
You, we, they
Weren´t
was
not
He, she, it
Wasn´t
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Interrogative:
“BE” +
Subject +
Main verb (V + ing) +
Modifier ?
was
I
listening
To music?
were
You, we, They
watching
World´s cup last
night?
was
He, She, It
being
Lazy?
Form of past continuous tense: WH-Question
Question
word
“BE” +
Subject +
Main verb (V
+ ing) +
Modifier.
who
was
I
To when the pone
rang?
where
were
You, we, They
World´s cup last
night?
who
was
He, She, It
At 11 o´clock last
night?
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2.4 TOPIC 2 OBJECT PRONOUNS- TELL / SAY
2.5 LESSON 2
2.5.1 OBJECT PRONOUNS
Object Pronouns
An object pronoun, functions as the object of a verb or preposition, as distinguished from a
subject or subjective pronoun, which is the subject of a verb.
Subjects are what the sentence is about. (See more about Subject Pronouns)
Objects are what is affected by the action of the subject.
➢ I like orange juice. (I is the subject).
➢ I read books. (Books is the object as it is receiving the action).
PRONOUNS
Subject Pronoun
Object Pronoun
I
Me
You
You
He
Him
She
Her
It
It
We
Us
You
You
They
Them
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Object pronouns are used instead of nouns, usually because we already know what the object is.
It makes the sentence easier to read and understand and avoids repetition. We normally use
object pronouns after a verb or a preposition.
EXAMPLES
I like horses
Subject pronoun
Horses don´t like me.
Object pronoun
We talk to our neighbour
Subject pronoun
She talks to us
Object pronoun
They listen to the teacher
Subject pronoun
She listens to them carefully
Object pronoun
You speak very quickly
Subject Pronoun
We watch you on TV
Object Pronoun
The Object Pronoun - it
Be careful when using 'it' as an object pronoun because it is only in the correct context that it has
meaning. It needs to have already been mentioned or obvious to the listener what you are
referring to. Compare;
Example:
You are sitting on it! (The listener probably doesn't know what the speaker refers to).
The letter is on the sofa. You are sitting on it! (It is obvious in the second sentence that the
reference is to the letter)
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2.5.2 SAY AND TELL
Say and Tell
The verbs say and tell have similar meanings. They both mean "to communicate verbally with
someone". But we often use them differently.
The simple way to think of say and tell is:
➢
➢
You say something
You tell someone something
You say something
You tell someone something
Example:
➢ Ram said that he was tired.
Ram told Jane that he was tired.
➢ Anthony says you have a new job.
Anthony tells me you have a new job.
But, of course, it is not always so easy. Here are a few rules to help you.
Personal object
We usually follow tell with a personal object (the person that we are speaking to). We usually use
say without a personal object:
Examples:
➢ She told me that she loved John.
➢ She said that she loved John.
➢ He told everybody that he had to leave.
➢ He said that he had to leave.
Say "to someone"
With say, we sometimes use "to someone":
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Examples:
➢ He said to me that he was tired.
➢ Tara said to Ram that he had done very well.
➢ Anthony said to her, "I hope you come soon."
➢ "I'd like to sleep," she said to him quietly.
Direct speech
We can use say with direct speech. We use tell only with direct speech that is an instruction or
information:
Examples:
➢ Amanda said, "Hello John. How are you?"
➢ "That's great," she said.
➢ He told her: "Open the door quietly."
➢ She told me, "I have never been to England."
We can use say with direct questions, but we cannot use tell:
Examples:
➢ She said: "Do you love me?"
➢ The policeman said to the prisoner, "Where were you at 8pm?"
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2.6 TOPIC 3 QUANTIFIERS
2.7 LESSON 3
2.7.1 QUANTIFIERS
Quantifier is a word or a phrase which is used before a noun to give someone information about
the amount or quantity of something: How many and How much are examples of quantifiers.
Countable nouns: things we can count using numbers. They have a singular and a plural form.
The singular form can use the determiner "a" or "an". If you want to ask about the quantity of a
countable noun, you ask "How many?" combined with the plural countable noun.
Example:
• She has three dogs.
• I own a house.
• How many friends do you have?
Uncountable nouns: Uncountable nouns are for the things that we cannot count with numbers.
They may be the names for abstract ideas or qualities or for physical objects that are too small to
be counted (liquids, powders, gases, etc.). Uncountable nouns are used with a singular verb. They
usually do not have a plural form. If you want to ask about the quantity of an uncountable noun,
you ask "How much?"
Example:
• There has been a lot of research into the causes of this disease.
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How much or how many?:
• For plurals, use many
• For non-countable things, use much
➢ TOO MUCH/TOO MANY/TOO
We use them to say “more than is good”
Use too much + uncountable noun or after a verb.
Example:
•
I have too much work”
•
“He talks too much”
Use too many + countable nouns.
Example:
• “I eat too many cakes”
Use too + adjective
• “I'm too tired” (right)
“I'm too much tired” (wrong)
➢ LITTLE/FEW
LITTLE + UNCOUNTABLE NOUNS (singular nouns)
Example:
• The secretary has little will to do her job.
FEW + COUNTABLE NOUNS (plural nouns)
Example:
• There are few books at the Public Library.
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➢
A FEW/FEW
A FEW = some
Example:
• They need a few friends to be happy.
FEW = hardly any
Example:
• He has few friends.
➢ A LITTLE/LITTLE
A LITTLE = some (POSITIVE)
Example:
•
A little exercise a day would do you good.
LITTLE = hardly any (NEGATIVE)
Example:
•
You do little exercise.
➢ ENOUGH
USE
1. Before a noun to mean “all that is necessary”
Example:
• Do you drink enough water? I don't do enough exercise.
2.
Use enough after a verb with no object.
Example:
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•
She doesn't sleep enough
3. Use enough after an adjective or adverb.
Example:
•
My fridge isn't big enough
2.8 TOPIC 4 COMPARATIVES AND SUPERLATIVES
2.9 LESSON 4
2.9.1 COMPARATIVES AND SUPERLATIVES
Comparatives are used to show the difference between two objects. Let’s say that I have two
cars.
• Rule 1: If an adjective has 1 syllable we add the ending –er to the adjective.
Small + er = smaller than
Hard + er = harder than
Example:
The ant is smaller than the hippo.
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• Rule 2: If a one syllable adjective ends with a consonant + a vowel + a consonant you must
double the last consonant and then ad –er.
Big + er = bigger than
Fat + er = fatter than
Example:
The elephant is fatter than the giraffe.
• Rule 3: If an adjective ends with a “y”, remove the “y” and add –ier.
Happy –y + ier = happier than
Funny –y + ier = funnier than
Example:
The girl is happier than her brother.
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• Rule 4: If an adjective has two syllables or more without a “y” then add the word “more”
before the word. If the adjective ends with a “y”, you will only add the word “more” if it has
three syllables or more.
beautiful + more = more beautiful than
satisfactory + more = more satisfactory than
Example:
The butterfly is more beautiful than the frog.
• Rule 5. There are a few exceptions.
Good = better than
Bad = worse than
Far = farther than
Superlatives are used to show the difference between more than two objects.
• Rule 1: If an adjective has 1 syllable we add the ending –est to the adjective.
Small + est = the smallest
Hard + est = the hardest
Example:
The ant is the smallest.
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• Rule 2: If a one syllable adjective ends with a consonant + a vowel + a consonant you must
double the last consonant and ad –est.
Big + est = the biggest
Fat + est = the fattest
Example:
The hippo is the fattest.
• Rule 3: If an adjective ends with a “y”, remove the “y” and add –iest.
Happy –y + iest = the happiest
Funny –y + iest = the funniest
Example:
The elephant is the heaviest.
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• Rule 4: If an adjective has two syllables or more without a “y” then add the word “most”
before the word. If the adjective ends with a “y”, you will only add the word “most” if it has
three syllables or more.
Expensive + most = the most expensive
Satisfactory+ most= the most satisfactory
Example:
The airplane is the most expensive.
• Rule 5: There are a few exceptions.
Good = the best
Bad = the worst
Far = the farthest
2.10 TOPIC 5 HOW + ADJECTIVES – ADVERBS OF TIME,
MANNER AND PLACE
2.11 LESSON 5
2.11.1 HOW + ADJECTIVES
HOW is an adverb which has many possibilities. First, it can modify the meaning of several sorts
of words. Today, we'll learn the different meanings it can have when it modifies an adjective, or
an adverb.
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How old ...?
1) To indicate a degree, a quantity, an age, some dimensions...
•
•
•
•
•
•
•
•
•
•
Deep - the depth - how deep?
Heavy - how heavy?
high - the height - how high?
far - how far?
fast - quick - how fast?
many + countables - how many?
much + uncountable - how much?
old - aged - how old?
often - how often?
wide - the width - how wide?
2) It may also be used with all the adjectives: clear-sighted - important - lazy - good - hard - difficult
- tiring - tired - ....
• 'How lazy this boy is! = This boy is so lazy.
3) Used with an adjective or an adverb, HOW can introduce an exclamative form. Example:
• How tired you are!
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or an interrogative form. Example:
•
How tired are you?
2.11.2
ADVERBS OF TIME
Adverbs that change or qualify the meaning of a sentence by telling us when things happen are
defined as adverbs of time.
An adverb of time is just what you might expect it to be – a word that describes when, for how
long, or how often a certain action happened.
You will notice that many adverbs of time are the same as adverbs of frequency. There is quite a
bit of overlap between these two types of adverbs – so much so that some instructors choose to
mention one or the other but not both.
These simple rules for adverbs of time will help you to use them the right way:
Adverbs of time often work best when placed at the end of sentences.
For example
• Robin Hood swindled the Sheriff of Nottingham yesterday.
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• I’m sick of living in chaos, so I’m going to clean my house tomorrow.
You can change the position of an adverb of time to lend emphasis to a certain aspect of a
sentence.
For example:
• Later Robin Hood stole the king’s crown. *Note: The time is the most important element here.
• Robin Hood later stole the king’s crown.
*Note: This is a formal way to use the adverb later. Notice how the statement sounds like it
belongs in a police report.
• Robin Hood stole the king’s crown later. *Note: This is a neutral, standard way to use the adverb
later.
Adverbs of time describing for how long an action occurred usually work best at the end of a
sentence.
For example:
• She stayed at her grandmother’s house all day.
• My father was up with heartburn for hours.
Adverbs of time that express an exact number of times the action happens usually work best at
the end of a sentence.
For example:
The newspaper arrives daily.
• They go out to dinner weekly.
• Our family goes on an outing monthly.
When using more than one adverb of time in a sentence, use them in the following order:
1. How long
2. How often
3. When
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For example:
She volunteered at the hospital (1) for three days (2) every month (3) last year.
Adverbs of Time
yesterday
this week
yesterday morning
next week
yesterday at noon
last month
yesterday afternoon
this month
yesterday evening
last week
last night
next month
today
last year
this morning
this year
at noon
next year
this afternoon
in two weeks’, time
this evening
in two months’, time
tonight
in two years’, time
tomorrow
on Monday / Tuesday...
tomorrow morning
in January / February ...
tomorrow at noon
every day / month / year
tomorrow afternoon
all day long
tomorrow evening
now
tomorrow night
early
the day before yesterday
late
the day after tomorrow
later / afterwards
last Sunday
recently
this Sunday
soon
next Sunday
suddenly
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2.11.3
ADVERBS OF MANNER
Adverbs of manner are used to tell us the way or how something is done. An adverb can be
added to a verb to modify its meaning.
➢ Adverbs of manner are usually formed from adjectives by adding - ly:
• bad = badly
• quiet = quietly
• sudden = suddenly
➢ but there are sometimes changes in spelling:
• easy = easily
• gentle = gently
➢ If an adjective end in –ly we use the phrase in a …. way to express manner:
• Silly = He behaved in a silly way.
• Friendly = She spoke in a friendly way.
➢ A few adverbs of manner have the same form as the adjective:
• They all worked hard.
• She usually arrives late.
• I hate driving fast.
Note: hardly and lately have different meanings:
He could hardly walk = It was difficult for him to walk.
I haven’t seen John lately = I haven’t seen John recently
➢ We often use phrases with like as adverbials of manner:
• She slept like a baby.
• He ran like a rabbit.
Adverbs of manner and link verbs:
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➢ We very often use adverbials with like after link verbs:
•
•
Her hands felt like ice.
It smells like fresh bread.
➢ But we do not use other adverbials of manner after link verbs. We use adjectives instead:
•
•
They looked happily happy.
That bread smells deliciously delicious.
2.11.4
ADVERBS OF PLACE
Adverbs of place tell us where something happens. Adverbs of place are usually placed after the
main verb or after the clause that they modify. Adverbs of place do not modify adjectives or other
adverbs. Some examples of adverbs of place: here, everywhere, outside, away, around.
Sentence
Meaning
Come here!
Come towards me.
The table is in here.
Come with me; we will go see it together.
Put it there.
Put it in a place away from me.
The table is in there.
Go in; you can see it by yourself.
Examples:
•
•
•
•
John looked around but he couldn't see the monkey.
I searched everywhere I could think of.
I'm going back to school.
Come in!
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• They built a house nearby.
• She took the child outside.
➢ Here and There:
Here and there are common adverbs of place. They give a location relative to the speaker. With
verbs of movement, here means "towards or with the speaker" and there means "away from, or
not with the speaker".
Here and there are combined with prepositions to make many common adverbial phrases.
Examples:
•
•
•
•
What are you doing up there?
Come over here and look at what I found!
The baby is hiding down there under the table.
I wonder how my driver's license got stuck under here.
Here and there are placed at the beginning of the sentence in exclamations or when emphasis is
needed. They are followed by the verb if the subject is a noun or by a pronoun if the subject is a
pronoun.
Examples:
•
•
•
•
Here comes the bus!
There goes the bell!
There it is!
Here they are!
Adverbs of place that are also prepositions:
Many adverbs of place can also be used as prepositions. When used as prepositions, they must
be followed by a noun.
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Word
Used as an adverb of place,
modifying a verb
Used as a preposition
around
The marble rolled around in my hand. I am wearing a necklace around my neck.
behind
Hurry! You are getting behind.
Let's hide behind the shed.
down
Mary fell down.
John made his way carefully down the
cliff.
In
We decided to drop in on Jake.
I dropped the letter in the mailbox.
Off
Let's get off at the next stop.
The wind blew the flowers off the tree.
On
We rode on for several more hours.
Please put the books on the table.
He turned over and went back to sleep.
I think I will hang the picture over my
bed.
over
➢ Adverbs of place ending in -where:
Adverbs of place that end in -where express the idea of location without specifying a specific
location or direction.
Examples:
•
•
•
•
I would like to go somewhere warm
for my vacation.
Is there anywhere I can find a perfect plate of spaghetti around here?
I have nowhere to go.
I keep running in to Sally everywhere!
➢ Adverbs of place ending in -wards:
Adverbs of place that end in -wards express movement in a particular direction.
Examples:
•
Cats don't usually walk backwards.
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•
•
•
The ship sailed westwards.
The balloon drifted upwards.
We will keep walking homewards until we arrive.
Be careful: Towards is a preposition, not an adverb, so it is always followed by a noun or a
pronoun.
Examples
• He walked towards the car.
• She ran towards me.
➢ Adverbs of place expressing both movement & location:
Some adverbs of place express both movement & location at the same time.
Examples:
• The child went indoors.
• He lived and worked abroad.
• Water always flows downhill.
• The wind pushed us sideways
2.11.5
LEARNING TIPS
For practicing students can go to the following website for checking the use of past simple through a short
story.
➢ Video: Future Simple
➢ ” View Video”: https://www.youtube.com/watch?v=t9t4rt7M6wU
➢ Video: Future Will-Going to
➢ ” View Video”: https://www.youtube.com/watch?v=0_lrUe7sAAc
➢ Video: How questions
” View Video”: https://www.youtube.com/watch?v=2yUhYvKldOI
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3 GLOSARIO
Infinitive
Simple Past
Past Participle
Spanish
arise
arose
arisen
surgir
be
was / were
been
ser
beat
beat
beaten
golpear
become
became
become
convertirse
began
begun
comenzar
bet
bet/betted
bet/betted
apostar
bite
bit
bitten
morder
bleed
bled
bled
sangrar
blow
blew
blown
soplar
break
broke
broken
romper
bring
brought
brought
traer
build
built
built
construir
buy
bought
bought
comprar
catch
caught
caught
atrapar
choose
chose
chosen
elegir
come
came
come
venir
cost
cost
cost
costar
creep
crept
crept
arrastrarse
cut
cut
deal
dealt
dealt
dar, repartir
do
did
done
hacer
draw
drew
drawn
dibujar
dream
dreamt/dreamed
dreamt/dreamed
soñar
drink
drank
drunk
beber
drive
drove
driven
conducir
eat
ate
eaten
comer
fall
fell
fallen
caer
feed
fed
fed
alimentar
begin
cut
cortar
sfs
59
Inglés II
feel
felt
felt
sentir
fight
fought
fought
pelear
find
found
found
encontrar
flee
fled
fled
huir
fly
flew
flown
volar
forget
forgot
forgotten
olvidar
forgive
forgave
forgiven
perdonar
forsake
forsook
forsaken
abandonar
freeze
froze
frozen
congelar
get
got
got
tener, obtener
give
gave
given
dar
go
went
gone
ir
grind
ground
ground
moler
grow
grew
grown
crecer
hang
hung
hung
colgar
have
had
had
tener
hear
heard
heard
oír
hide
hid
hidden
esconderse
hit
hit
hit
golpear
hold
held
held
tener, mantener
hurt
hurt
hurt
herir, doler
keep
kept
kept
guardar
kneel
knelt
knelt
arrodillarse
know
knew
known
saber
lead
led
led
encabezar
learn
learnt/learned
learnt/learned
aprender
leave
left
left
dejar
lend
lent
lent
prestar
let
let
let
dejar
lie
lay
lain
yacer
lose
lost
lost
perder
sfs
60
Inglés II
make
made
made
hacer
mean
meant
meant
significar
meet
met
met
conocer, encontrar
pay
paid
paid
pagar
put
put
put
poner
quit
quit/quitted
quit/quitted
abandonar
read
read
read
leer
ride
rode
ridden
montar, ir
ring
rang
rung
llamar por teléfono
rise
rose
risen
elevar
run
ran
run
correr
say
said
said
decir
see
saw
seen
ver
sell
sold
sold
vender
send
sent
sent
enviar
set
set
set
fijar
sew
sewed
sewn/sewed
coser
shake
shook
shaken
sacudir
shine
shone
shone
brillar
shoot
shot
shot
disparar
show
showed
shown/showed
mostrar
shrink
shrank/shrunk
shrunk
encoger
shut
shut
shut
cerrar
sing
sang
sung
cantar
sink
sank
sunk
hundir
sit
sat
sat
sentarse
sleep
slept
slept
dormir
slide
slid
slid
deslizar
sow
sowed
sown/sowed
sembrar
speak
spoke
spoken
hablar
spell
spelt/spelled
spelt/spelled
deletrear
sfs
61
Inglés II
spend
spent
spent
gastar
spill
spilt/spilled
spilt/spilled
derramar
split
split
split
partir
spoil
spoilt/spoiled
spoilt/spoiled
estropear
spread
spread
spread
extenderse
stand
stood
stood
estar de pie
steal
stole
stolen
robar
sting
stung
stung
picar
stink
stank/stunk
stunk
apestar
strike
struck
struck
golpear
swear
swore
sworn
jurar
sweep
swept
swept
barrer
swim
swam
swum
nadar
take
took
taken
tomar
teach
taught
taught
enseñar
tear
tore
torn
romper
tell
told
told
decir
think
thought
thought
pensar
throw
threw
thrown
lanzar
tread
trode
trodden/trod
pisar
understand
understood
understood
entender
wake
woke
woken
despertarse
wear
wore
worn
llevar puesto
weave
wove
woven
tejer
weep
wept
wept
llorar
win
won
won
ganar
wring
wrung
wrung
retorcer
write
wrote
written
escribir
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62
4 BIBLIOGRAFÍA
• Hartley, By Viney, P (1995): New American
Streamline – Connections:
an intensive
American English course for intermediate
students: student book. Oxford University Press,
Oxford. ISBN: 0-19-434829-6
• Hartley, By Viney, P (1995): New American
Streamline – Connections:
an intensive
American English course for intermediate
students: workbook. Oxford University Press,
Oxford. ISBN: 0-19-434831-8
• Oxford University Press. New Headway
Elementary. Recuperado el 24 de febrero de
2012, del sitio Web de Oxford University Press
http://elt.oup.com/student/headway/elementa
ry/?cc=co&selLanguage=en
• Phrasal Verb List. http://www.learn-englishtoday.com/phrasal-verbs/phrasal-verblist.htm#D Sin Fecha.
Imágenes
• Soars, John y Soars, Liz, (2000): New Headway
Elementary Student's Book. Oxford University
Press, Oxford. ISBN-10: 0194366774
• Johnny
automatic
Created:2007-07-16
03:26:29
http://openclipart.org/detail/4395/cowboy-onhorse-by-johnny_automatic Cowboy
• La Mansión del Inglés (sin fecha). Curso de
iniciación de inglés. Recuperado el 25 de febrero
de
2012,
del
sitio
web
http://www.mansioningles.com/nuevocurso.ht
m
• j4p4nDrawn by: / j4p4nCreated:2012-02-24
00:25:04
http://openclipart.org/detail/168511/couplefight-at-a-party-by-j4p4n Couple