Folleto de Inglés I - Prepa - Hiram - Benjamín - R - Z - 2013

SECRETARA DE EDUCACIN PBLICA
PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE
FOLLETO DE: INGLS I
LA PIEDAD, MICHOACN.
SEPTIEMBRE 2013
SECRETARA DE EDUCACIN PBLICA

FOLLETO DE: INGLS I

REALIZADO DE ACUERDO CON EL PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO ELABORADO POR: M.A. RICARDO CHVEZ MELNDEZ
LA PIEDAD, MICHOACN.
SEPTIEMBRE 2013
NDICE
INTRODUCCIN......................................................................................................................... i FUNDAMENTO .......................................................................................................................... ii OBJETIVOS .............................................................................................................................. iii UNIDAD I ................................................................................................................................. 1 Objetivo 1.1 Pronombres personales (Personal Pronouns). ....................................................... 2 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).......................................................... 8 Objetivo 1.5 Adjetivos calificativos (Qualifying adjectives). ..................................................... 10 Objetivo 1.6 Verbo To Have. .............................................................................................. 12 Objetivo 1.7 Artculos definidos e indefinidos (The Definite and Indefinite Articles.) ................. 14 THE VERB TO BE: Conversation .......................................................................................... 15 UNIDAD II .............................................................................................................................. 17 Objetivo 2.1 Sustantivos singulares y plurales. (Singular and plural substantives) .................... 18 Objetivo 2.2 Preposiciones de tiempo (in, on, at) ................................................................... 20 Objetivo 2.3 Preposiciones de lugar (in, on, at, between, in front of, under, above, next to, behind, across from, etc.) ..................................................................................................... 22 Objetivo 2.4 Adjetivos demostrativos. ................................................................................... 24 Objetivo 2.5 There is / There are. ......................................................................................... 26 Objetivo 2.6 Tiempo presente simple (Simple Present Tense). ................................................ 28 THE SIMPLE PRESENT TENSE: Conversation .......................................................................... 30 UNIDAD III ............................................................................................................................. 32 Objetivo 3.1 Tiempo presente continuo (Present Continuous Tense) ....................................... 33 Objetivo 3.2 Likes / Dislikes.................................................................................................. 35 Objetivo 3.3 Auxiliar can / cant ............................................................................................ 38 Objetivo 3.4 Adverbios de frecuencia. ................................................................................... 40 Objetivo 3.5 Comparativos. .................................................................................................. 42 Objetivo 3.6 Superlativos. .................................................................................................... 44 THE PRESENT CONTINUOUS TENSE: Conversation ................................................................. 45 CONCLUSIONES ...................................................................................................................... 47 GLOSARIO .............................................................................................................................. 48 BIBLIOGRAFIA ........................................................................................................................ 50 ANEXOS ................................................................................................................................. 51 ESTRATEGIA DE LECTURA 1: USO DEL DICCIONARIO ............................................................ 51 ESTRATEGIA DE LECTURA 2: SKIMMING ............................................................................... 53 ESTRATEGIA DE LECTURA 3: SCANNING ............................................................................... 55 LISTA DE VERBOS: REGULARES E IRREGULARES ................................................................... 56
INTRODUCCIN
El psiclogo Odgen y el pedagogo Richards, ambos britnicos, publicaron Ingls Bsico al final de la dcada de 1920, siendo esta publicacin una simplificacin del ingls. Este se utiliza principalmente en la enseanza del idioma ingls como una segunda lengua, para que de esta manera el ingls se convirtiera en la lengua internacional. La internacionalizacin del idioma Ingls es un hecho que no se puede negar y mucho menos ignorar, esto no tiene ni un ao ni una dcada que ha empezado. Gracias a la ayuda de los medios masivos de comunicacin como la radio y la TV, este idioma ha penetrado en cada rincn de la tierra, pero principalmente el cine (Hollywood) con toda su magia ha impactado a nios y adultos, a hombres y mujeres, donde el idioma Ingls es el que prevalece. Ahora con la TV satelital o por cable, se tienen un sin fin de canales, donde la mayor parte de los programas tambin estn en idioma Ingls. Esto enfatiza que se debe conocer y dominar este idioma. La sociedad mexicana esta sufriendo una transformacin, la globalizacin esta aqu, el TLC con Estados Unidos de Norteamrica y Canad nos exige el dominio del idioma Ingls, y as estar en iguales condiciones al competir en los mercados laborales. En el 2006 se abrieron las fronteras con estos dos pases para el libre transito de trabajadores, as que si algn mexicano, canadiense y estadounidense compiten por el mismo empleo, el que sea bilinge de los tres tiene mayores oportunidades en conseguir el empleo. Para obtener informacin actualizada, se recurre a los libros, donde la mayor parte de la bibliografa esta en Ingls, o a la Internet donde tambin las paginas Web y los documentos electrnicos estn en este idioma. La Internet es otra historia, por ella se ofrecen cursos a distancia para aprender el idioma Ingls, traductores, software con correccin de pronunciacin, etc., un sin fin de herramientas para llegar al dominio del idioma Ingls. La Internet es una prueba que la globalizacin esta aqu, y que nos ratifica que el idioma Ingles es indispensable, ya que es el idioma universal. La necesidad de preparar a los estudiantes de bachillerato en el dominio del idioma Ingls se ve ratifica con LA REFORMA CURRICULAR DEL BACHILLERATO, donde se ampliaron los semestres de dos a cinco. Dando la oportunidad al estudiante de dominar el idioma Ingls es sus cuatro formas (hablar, escuchar, escribir y leer) al terminar su bachillerato; y as poder competir en un mercado laboral cada vez ms competitivo.
FUNDAMENTO
La necesidad de tener una base gramatical para la enseanza del idioma ingls y el contar con una gua actualizada de acuerdo al PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO 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 una base para el aprendizaje significativo, coadyuva a la unificacin de criterios, formas de evaluacin y objetivos de la misma academia. Tambin el tener un folleto con el cual el alumno aprenda la gramtica incluida en EL PROGRAMA DE ESTUDIOS DE INGLS I, adems de algunas estrategias de lectura para facilitar la comprensin de textos en este idioma, representa una herramienta fundamental para reforzar el conocimiento fctico 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 PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO TECNOLGICO DE INGLS I.
El presente folleto tiene como objetivos especficos: 1. 2. 3. Contar con una gua estndar del contenido del PROGRAMA DE ESTUDIOS DE INGLS I para los profesores de la academia de ingls. Proporcionar el conocimiento bsico gramatical de los conceptos fundamentales del PROGRAMAS DE ESTUDIO DE LA REFORMA CURRICULAR DEL BACHILLERATO al alumno. Facilitar al alumno el programa desarrollado as como las fuentes de informacin donde se encuentran los conceptos incluidos en los temas fundamentales: MI PERSONA Quin soy?, EL ENTRORNO Y YO Dnde vivo? y MIS ACTIVIDADES Qu hago?, y as simplificar la bsqueda y consulta de los mismos. Ayudar al profesor en la labor de facilitador, para que de esta forma el alumno construya su propio conocimiento. Establecer un estrecho y fuerte vnculo entre maestro estudiante, y eliminar cualquier barrera existente para una optima comunicacin entre ambos, y de esta manera asegurar que el aprendizaje significativo sea efectivo.
4. 5.
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M.A. RICARDO CHVEZ MELNDEZ
INGLS I
UNIDAD I
OBJETIVO: En la presente unidad el alumno aprender los pronombres personales, el verbo to be (am, is, are), las wh questions, los adjetivos posesivos, los adjetivos calificativos, el verbo to have y los artculos definidos e indefinidos, necesarios como bases fundamentales para el aprendizaje y dominio del idioma ingls.
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Objetivo 1.1 Pronombres personales (Personal Pronouns).

Personal Pronouns. A pronoun replaces a noun. Study the examples in the chart. The nouns are underlined in the first sentences. Notice how the pronouns replace the nouns. examples Singular "This is Jack Thomas speaking. I am lost. Who can help me?" "Dave, you look sick. Why don't you see a doctor?" Pronouns Carlos is from Mexico. He is a new student. Please give him a textbook. Ms. Sanchez is the teacher. She teaches Spanish. Go to her class. Here's the computer. It is heavy. Take it. Be careful with it. Plural "It's Ellen and Betty. We are downstairs. Please let us in." Pronouns "Carlos and Hiroshi, you look tired. Can I take you home?" "Ellen and Betty are here. They want to come in. Please let them in." A personal pronoun can be the subject or object of a sentence. An object pronoun comes after a verb or a preposition. forms examples Subject I I need help. Pronouns you You look sick. he He studies hard. she She is an excellent teacher. it It is very heavy. we We are in the cafeteria. you You are very busy today. they They are thirsty. Object me Who can help me? Pronouns you Can the doctor see you today? him The teacher gave him a good grade. her I want to study English with her. it Please put it over there. us Please meet us for lunch. you Can I see you tomorrow? them Give them something to drink.
Exercise.
Underline the nouns in the sentences below. Circle the pronouns that replace the nouns. Draw 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 those days. 4. Ruth's sister and brother-in-law have a car, but they need it. Dave wants to take their car to school, 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 at 8:00. 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 YOU HE SHE IT WE THEY AM ARE IS IS IS ARE ARE (YO SOY, YO ESTOY) (TU ERES, TU ESTAS; USTEDES SON, USTEDES ESTAN) (EL ES, EL ESTA) (ELLA ES , ELLA ESTA) (ES , ESTA; COSA O ANIMAL) (NOSOTROS SOMOS, NOSOTROS ESTAMOS) (ELLOS{AS} SON, ELLOS{AS} ESTAN) (Negative contracted form of To Be) IM NOT YOU ARENT HE ISNT SHE ISNT IT ISNT WE ARENT THEY ARENT
(Contracted form) IM YOURE HES SHES ITS WERE THEYRE
Statements: Affirmative, negative and interrogative forms. Affirmative: Negative: Interrogative:

EXAMPLES: (Subject / Noun) + (To Be) + (complement). (Subject / Noun) + (To Be) + (not) + (complement). (To Be) + (subject / Noun) + (complement)? The teacher is over there. The teacher is not over there. Is the teacher over there? I am a high school student. I am not a high school student. Am I a high school student? You are my best classmate. You are not my best classmate. Are You my best classmate? 4
Affirmative: Negative: Interrogative: Affirmative: Negative: Interrogative: Affirmative: Negative: Interrogative:
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Yes/no questions ask for information that can be answered by yes or no. In a yes/no question, the verb comes before the subject.
Affirmative Questions Questions

Am I early? Is he Japanese? Is she a scientist? Is it late? Are you students? Are those boys twins?
Am I late? Are you from Japan? Is it cold? Yes, Yes, Yes, Yes, Yes, Yes, you are. he is. she is. it is. we are. they are.
Affirmative
affirmative answers
Yes, you are. Yes, I am. Yes, it is. No, No, No, No, No, No,
Negative
negative answers
you're not. he's not. she's not. it's not. we're not. they're not.
No, you aren't. No, I'm not. No, it isn't.
or
No, No, No, No, No, No,
you aren't. he isn't. she isn't. it isn't. we aren't. they aren't.
ARE YOU BORED?
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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Objetivo 1.3 Wh questions.

QUESTION WORDS. An information question begins with a question word. It cannot be answered by yes or no. When a form of do separates a question word from the subject, the main verb has no s ending. WHAT. (Qu, Cul) WHERE. (Donde, En donde, Por donde, Adonde) WHEN. (Cuando) HOW. (Como, Cuanto) WHICH. (Cual entre dos opciones) WHY. (Por qu) WHO. (Quien, Quienes) WHAT.(Qu, Cul) What is in the bag? What interest you? What do you want? What can be the subject of a question. What refers to things. What is also used as an object.
WHERE.(Donde, En donde, Por donde, Adonde) Where is the snack bar? Where are your classes? Where refers to places. Where do we go now? WHEN.(Cuando) When is the final exam? When does class begin? When do you work? HOW.(Como, Cuanto) How is your English class? How are you? How does she sing?
When refers to time.
How can refer to a degree (of something). How can refer to a state or condition (for example, health) How often refers to a way of doing something.
WHICH.(Cual entre dos opciones) Which hospital did the ambulance to go? Which friends were having the party? Which do you want, red or brown? WHY.(Por qu) Why is the building closed? Why are they at home? Why does Luis study more? WHO.(Quien, Quienes) Who is your adviser? Who are your teachers? Who helps you study?
Which to choose.
Why refers to reasons.
Who can be the subject of a question. Who refers to people. Who usually takes a singular verb (except be). 6
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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 some examples. forms examples (I) my That isn't my pen. (You) your Your class is in Moore Hall. (He) his It's his problem. (She) her It's her car. Possessive Adjectives (It) its Its name is French. (We) our Our seats are here. (You) your Are these your shoes? (They) their Their socks are over there.
Possessive adjectives agree with the possessor and not with the nouns they modify. They agree
in person and number; in the third person singular, used before singular or plural nouns. my habit your habit his habit (m.) her habit (f.) its habit (n.) our habit your habit their habit they also agree in gender. The same form is my habits your habits his habits her habits its habits our habits your habits their habits
Note: The possessive adjective is used with parts of the body or things associated with the body.
My eyes are blue. She sometimes extends her hand. He is wearing his new hat.
Practice: Use the possessive adjective that refers to the person or persons mentioned in the sentence.
1. The boy usually helps ______________ sister. 2. The boys usually help ______________ 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.
sisters.
3. Virginia has a present for ______________ sister.
8. Mrs. Miller loves ______________ children. 9. Virginia says that ______________ North American friends use short greetings.
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10. Mr. and Mrs. Miller have three children. ______________ last name is Miller, and ______________ 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 Miss Mary 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 CROSSWORD.
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Objetivo 1.5 Adjetivos calificativos (Qualifying adjectives).

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 they modify. the large classes the old houses the interesting letters the white handkerchiefs
Complete the qualifying adjectives list: big close ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ fat black ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ strong ugly ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ new ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ beautiful ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Elemento
Adjetivo: Big, red, etc.
Funcin
Indicar cmo es el nombre.
Como identificarlo dentro del enunciado

Al hacer la pregunta cmo 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 ARE GO, HAVE AND DO. THEY CHANGE WHEN ARE USED WITH A THIRDPERSON IN THE SIMPLE PRESENT TENSE, AND ONLY THEY CHANGE OF ALL THE VERBS FROM ENGLISH LANGUAGE. THE VERB HAVE IS USED AS AN AUXILIARY AND A PRINCIPAL VERB. AS AN AUXILIARY, HAVE IS USED WITH THE PAST PARTICIPLE OF THE PRINCIPAL VERB TO FORM THE PERFECT TENSES. AS PRINCIPAL VERB, HAVE IS USED: I) TO SHOW POSSESSION, AS EQUIVALENT OF TENER, AND II) WITH TO TO SHOW NECESSITY, AS THE EQUIVALENT OF TENER QUE. PRONOUNS I (YO) YOU (T o USTEDES) HE (EL) SHE (ELLA) IT (ESO cosa o animal) WE (NOSOTROS) THEY (ELLOS, ELLAS) TO GO GO GO GOES GOES GOES GO GO SPECIAL VERBS TO HAVE HAVE HAVE HAS HAS HAS HAVE HAVE TO DO DO DO DOES DOES DOES DO DO
EXAMPLES: (ALL SENTENCES ARE IN AFFIRMATIVE FORM). I GO TO WORK EVERY MORNING. ____________________________________________________ (SHE) SANDRA GOES TO ELEMENTARY SCHOOL. _________________________________________ WE GO SHOPPING RIGHT NOW. _________________________________________ TO HAVE I HAVE TWO BROTHERS AND THREE SISTERS. _________________________________________ (IT) THE WORM HAS TWO DAYS OF LIFE. _________________________________________ YOU HAVE THE MOST BEAUTIFUL GARDEN. _________________________________________ TO DO I DO THE CHEMISTRY HOMEWORK. _________________________________________ (HE) EDUARDO DOES THE BEST ITALIAN PIZZA. _________________________________________ HORSES DO THE SHOW AT NOON. _________________________________________
TO GO
N E G A T I V O
I N T E R R O G. N E G A T I V O
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ARE YOU BORED?

COMPLETE THE CROSSWORD
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Objetivo 1.7 Artculos definidos e indefinidos (The Definite and Indefinite Articles.)
The Definite and Indefinite Articles. A. The definite article the is the same in the singular and the plural. Before a vowel sound it is 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 hours, [de] 2.
the the the the
uncle, the uncles, the end, the ends, the Andes, the Atlantic, the only girl. sister, the sisters, the doorbell, the doorbells, the scholarship, the scholarships, student, the students, the letter, the letters, the postman, the house, the country, 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 sound a is used. Before a vowel sound an is used.
Practice reading aloud.

[a] 1. [ an ] 2.
a student, a scholarship, a summer, a doorbell, a friend, a house, a university, a great deal, a good time, a good idea, a useful thing. an article, an idea, an American, an Englishman, an (h)our, an (h)onest man, an old 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 COMPAERO.
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ARE YOU BORED?
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UNIDAD II
OBJETIVO: En esta unidad el alumno aprender los sustantivos singulares y plurales, las preposiciones de tiempo (in, on, at), las preposiciones de lugar (in, on, at, between, in front of, under, above, next to, behind, across from, etc.), los adjetivos demostrativos, there is / there are y el tiempo presente simple, como inicio a los tiempos gramaticales en presente.
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Objetivo 2.1 Sustantivos singulares y plurales.

SINGULAR AND PLURAL SUBSTANTIVES SUBSTANTIVE = NOUN SPELLING RULES FOR NOUNS SINGULAR Most plural nouns end in s. friend student teacher Nouns with consonant + y change to -ies. city party secretary Nouns with vowel + y add -s only. boy key play Nouns with ch, sh, s, and x add -es. church dish kiss box Nouns with consonant + o add es. potato tomato Nouns with vowel + o add -s only. radio zoo Nouns with f or fe change to ves. shelf wife Person child man woman SOME IRREGULAR NOUNS people foot children goose men mouse women PLURAL friends students teachers cities parties secretaries boys keys plays churches dishes kisses boxes potatoes tomatoes radios zoos shelves wives feet geese mice
(Singular and plural substantives)
Practice:
Write some singular and plural substantives: ___________ ____________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ____________ ___________ ___________ ___________ ____________ ___________ ___________
___________ ___________ ___________ ___________ ___________ ___________
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ARE YOU BORED?
1. 2. 3. 4. 5.
estrellas telescopio astrnomo observatorio cielo
6. 7. 8. 9. 10.
ocular lente ejes universo 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 a time: morning, noon, night, spring, summer, May, Monday, and so on. This chart gives examples of some common prepositions of time. IN = ON = AT = EN (DENTRO) EN (ENCIMA DE ALGO) EN (LUGAR DETERMINADO)
SIGNIFICADOS MAS COMUNES
IN ON AT FROM . . .TO DURING UNTIL BEFORE AFTER examples In Built in 1797, "Old Ironsides" is a famous warship. Boston is especially beautiful in autumn. The weather in Boston is usually very cold in January. Quincy Market is a good place to shop in the evening. On Some stores and museums are closed on Sunday. The Battle of Bunker Hill was fought on June 17, 1775. Most stores in the United States close on December 25. At The Revere House closes at 4:15. Let's meet for lunch at noon in Quincy Market. It's fun to walk around the North End at night. The train gets in at midnight. from . . . to The Revere House is open from 9:30 A.M. to 5:15 P.M. during the summer. During We're going to walk the Freedom Trail during the afternoon. Until Many stores in Quincy Market are open until 9:00 P.M. Before I want to visit the Revere House before dinner. After Let's walk around the North End after lunch. notes Use in before years, seasons, months, and parts of the day.
Use on before days of the week and dates.
Use at before a specific time of day and with the nouns
noon, night, midnight.
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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 verb be + a prepositional phrase to talk about place or location. Some prepositions show location and direction (movement). You can use them after verbs of motion such as go, walk, run, drive. This chart gives examples of some common prepositions of place. examples notes in There are many Italian restaurants in Use in before towns, the North End. cities, states, provinces, The Freedom trail is in Boston. countries, continents. Boston is a city in Massachusetts. Massachusetts is in the United States. Qubec is a province in Canada. The United States and Canada are in North America. on There is a subway station on Park Use on before streets. Street. The Boston Museum of Fine Arts is on Huntington Avenue. at The Old State House is at Washington Use at with street and State Streets. addresses. The Boston International Hostel is at 12 Hemenway Street. between The information booth is between two subway stations. Near The museum is near the ship. next to Boston Common is next to the public gardens. Can we walk across the Charlestown Across Bridge? Under You can walk under the expressway Two or more prepositional to the North End. phrases may be used together. Over Go over the Charlestown Bridge to the Navy Yard. from . . . to Let's walk from Faneuil Hall to the North End. Through I sometimes run through Boston Common on weekends.
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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 this boy este muchacho this girl esta muchacha that boy ese (aquel) muchacho that girl esa (aquella) muchacha Plural these boys estos muchachos these girls estas muchachas those boys esos (aquellos) muchachos those girls esas (aquellas) muchachas
II. The demonstrative pronouns in English are as follows: This this one that that one Singular esto ste, sta eso; aquello se, sa; aqul, aqulla Plural these those stos, stas sos, sas; aqullos, aqullas
Note: When the singular demonstrative pronoun refers to a noun already mentioned, the form this
one or that one is used. In the plural, these or those is used. Do you prefer this book or that one? I think this one is better than that one. These customs are different from those of your country. III. The order of the words in these questions should be studied carefully. Whose is used as an adjective and this as a pronoun in questions, contrary to the usage in Spanish. Whose book is this? This book is mine. Whose book is that? That book is yours. Whose books are these? These books are hers. Whose books are those? Those books are ours. IV. Learn the following expressions: this morning this afternoon esta maana esta tarde this evening tonight esta noche (temprano) esta noche De quin es este libro? Este libro es mo. De quin es ese libro ? Ese libro es tuyo. De quin son estos libros? Estos libros son de ella. De quin son esos libros? Esos libros son nuestros.
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Objetivo 2.5 There is / There are.

There is / There are There is (singular) and there are (plural) appear before the subject of a sentence. They indicate that something exists. Sentences with there is/are usually have a place expression. The place expressions are underlined in the examples in the charts below. examples There's water in my canteen. There are meadows on the way. There's no hurry. There aren't any rocks on the trail. notes
Affirmative Statements Negative Statements
There is = There's There's no = There isn't any There aren't any = There are no
examples
Affirmative Is there a river near the trail? Questions

Are there any sleeping bags? Isnt there a map of the park? Arent there hills on the hike?
Yes, there is.
No, there isn't./ No, there's not. Yes, there are. No, there aren't. Yes, there is. Yes, there are. No, there isn't./ No, there's not. No, there aren't.
Affirmative
possible short answers
Negative
Negative Questions
STATEMENTS
Affirmative
example Theres a bear eating our food.
note With there is /are , use an ing verb after the subject.
YES / NO QUESTIONS example
Affirmative
Affirmative
possible answer
Negative
No, there arent.
Are There any hikers walking on the trial?
Yes, there are.
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ARE YOU BORED?
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Objetivo 2.6 Tiempo presente simple (Simple Present Tense).

Simple Present Tense (Affirmative, negative and interrogative forms, short answer yes/no).
(Subject / Noun) + (Verb) + (complement). (Subject / Noun) + (Do / Does) + (not) + (Verb) + (complement). (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 opinions and to make general statements of fact. With some verbs, the simple present shows an existing condition (something that is happening now). The chart below gives some examples. notes An object often follows the verb. In negative statements, do or does comes before not. The main verb has no -s ending. Statements Lu speaks three languages. In third-person singular of Fact Mr. Michaels teaches math and subjects, the verb ends in advises students. -s. (See Spelling Rules and Pronunciation Note.) Existing I hear music. Some other verbs that Conditions He doesn't understand your question. describe an existing We need a break. condition: like, want, seem, know, believe.
Everyday Activities Opinions
examples She wears jeans to class. Betty and Ellen often study together. I don't like the instructor. He doesn't teach math very well.
Spelling Rules for s Ending For 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 the y to i and add es.
examples: carry / carries try / tries

2. If the simple form of a verb ends in s, -z, -sh, -ch, -x, or o (after a consonant), add -es.
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examples: teach / teaches

pass / passes go / goes
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3. There are two irregular verb forms.
be / is have / has
4. In all other cases, add -s to the simple form.
examples: wear / wears work / works

pay / pays Pronunciation Note The -s ending is pronounced three ways, according to the ending of the verb: 1. /iz/ after -ch, -sh, -s, -x, and -z endings
examples: 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 Answers In simple present yes/no questions, a form of the verb do comes before the subject with verbs other than be. Use does with he, she, it, and do with I, you, we, they. The main verb has no -s ending. A form of do appears in short answers. examples possible answers Affirmative Negative Do I turn here? Yes, you do. No, you don't. Does he do good work?* Yes, he does. No, he doesn't. Affirmative Does she study a lot? Yes, she does. No, she doesn't. Questions Does it work? Yes, it does. No, it doesn't. Do we need our umbrellas? Yes, you do. No, you don't. Do you have change for a dollar? Yes, I do. No, I don't. Do they know the address? Yes, they do. No, they don't. *When do is the main verb, a form of do appears twice.
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THE SIMPLE PRESENT TENSE: Conversation
Setting the Context

BETTY: ELLEN: BETTY: ELLEN: BETTY: ELLEN: BETTY: ELLEN: BETTY: ELLEN: BETTY: ELLEN: BETTY: ELLEN: BETTY: ELLEN: BETTY: Hi, Ellen. Let's have coffee, okay? Hi, Betty. Sure, that sounds great. Where do you want to go? Let's get a cup from the vending machine. The snack bar is too crowded. Fine. Get a table, and I'll get the coffee. What do you take in your coffee? Cream and sugar, please. (Betty sits at a table, and Ellen brings the coffee.) So, how do you like your classes this semester? I like them all, except for math. I don't like the instructor. He's terrible! Why is he terrible? Well, he talks fast all the time, and he doesn't talk loud enough. He has terrible handwriting, and he makes mistakes on the board every day. And he never takes breaks. Does he ever give homework? Sure he does. He gives an assignment every night, and it's really hard. We don't understand a thing, but he doesn't care. He also makes bad jokes in class! Let's see . . . maybe you need to get a tutor. Don't wait until finals. That's a good idea. Who can I get? I know someone. He never talks fast. He always speaks clearly. He says funny things all the time. He seldom gets angry. And he teaches math too! I like him already. Please tell me his name!. Mr. Michaels. He's my adviser. Mr. Michaels? He's my math teacher!
Answer true or false to these statements about the conversation. 1. 2. 3. 4. 5. Betty and Ellen are students and they are friends. ______________ Betty has a problem with her math class. ______________ She thinks her math instructor is a very good teacher. ______________ He never gives homework, and he explains things slowly and clearly. ______________ Mr. Michaels is an adviser, a tutor, and a math teacher. ______________
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ARE YOU BORED?
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UNIDAD III
OBJETIVO: El alumno aprender el tiempo presente continuo, likes / dislikes, el auxiliar can / cant, los adverbios de frecuencia, los comparativos y los superlativos, como complemento a los tiempos gramaticales en presente.
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Objetivo 3.1 Tiempo presente continuo (Present Continuous Tense)

THE PRESENT CONTINUOUS TENSE

(Subject / Noun) + (To Be) + (verb -- ing) + (complement). (Subject / Noun) + (To Be) + (not) + (Verb -- ing) + (complement). (To Be) + (subject / Noun) + (Verb -- ing) + (complement)?
To be in present has 3 forms (AM, IS, ARE). I YOU HE SHE IT WE THEY AM ARE IS IS IS ARE ARE (YO SOY, YO ESTOY) (TU ERES, TU ESTAS; USTEDES SON, USTEDES ESTAN) (EL ES, EL ESTA) (ELLA ES , ELLA ESTA) (ES , ESTA; COSA O ANIMAL) (NOSOTROS SOMOS, NOSOTROS ESTAMOS) (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 the last consonant (except x) and add ing.
examples:
get / getting
run / running
Note: The letters w 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 final consonant 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 go write read swim learn drink feel __________ __________ __________ __________ __________ __________ __________ __________ get __________ sleep __________ dance __________ see sit __________ __________ enjoy __________ copy __________ talk ride __________ __________
study __________ understand __________ choose wonder __________ __________
move __________ think __________ know __________
ARE YOU BORED?

COMPLETE DE CROSSWORD
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Objetivo 3.2 Likes / Dislikes.

Likes (Gustos THE VERB LIKE. / / Dislikes
Disgustos)
A. The verb like is conjugated in the same way as other verbs, with the personal pronoun
subjects. It is the reverse of the Spanish verb gustar because: 1. The indirect object of gustar becomes the subject of like. 2. The subject of gustar becomes the direct object of like. I like it. Me gusta. You like it. Te gusta. He likes it. Le gusta. Interrogative: Do you like it? Does he like it? We like them. You like them. They like them. Le gusta a ud.? Le gusta a l? Qu tal le parece? Me gusta mucho. Nos gustan. Les gustan. (a ustedes) Les gustan. (a ellos)
Notice the idiom: How do you like it?
I like it very much.
B. An infinitive with to is often used after the verb like.

We like to listen to the radio. He likes 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 Jalisco, Mexico. He likes going to the movies, watching TV, and listening to music. He likes heavy metal and his favorite group is Metallica. He doesn't like rap or techno music. He can play the electric guitar and he practices every day. Juan Diego goes to school every day and he likes English and biology. He doesn't like math. He likes playing basketball and he plays on Mondays, Wednesdays, and Fridays. His favorite player is Michael Jordan. On weekends he goes to the movies and to cafs with his friends, Rafael and Marcos. His girlfriend's name is Karina. She's 17 too and she goes to the same school. PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE 36
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Complete the table about Juan Diego.
Name: Age: Nationality: Date of birth: Likes: Music: Subjects: Sports: Dislikes: Music: Subjects: Friends: Girlfriend: Player: Group:
ARE YOU BORED?
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Objetivo 3.3 Auxiliar can / cant

VERB CAN Can = Poder (de hacer algo)

(Subject / Noun) + (can) + (verb) + (complement). (Subject / Noun) + (can) + (not) + (verb) + (complement). (Can) + (subject / Noun) + (verb) + (complement)? Negative contraction : cannot = cant Like a modal verb (modal auxiliary) Verb Can meaning examples I can speak English. He can't swim. Can you dance? You can go straight on this road. We can't get it there that fast. Can you speak Spanish? TV violence can be harmful to children. I can't watch violent movies. Can I check the oil for you? Can we smoke in here? Can I watch another program? Can I take out $200 from my account? Can is Can you help me? informal. more notes When another verb follows a modal, it is always in the simple form.
Present Ability
Can Can Can
Offers
Permission
Present/ Future Permission

Requests
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 percentage of time something happens. Here are the meanings of some frequency adverbs in approximate percentages 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 statements and questions. Notice where the frequency adverbs appear in the statements and questions. examples notes Affirmative Students are always busy. He's often hungry. She sometimes gets sick. Students occasionally meet. In statements, one-word They're seldom together. frequency adverbs usually come after the verb be Negative I'm not often tired. but before other verbs. Kim isn't always here. Tony is never late. She doesn't often rest. We don't ever want to go there again.* They don't usually study. examples Affirmative Are you often Questions homesick? Does the teacher ever give quizzes?* Do they always eat pizza for lunch? Don't you ever get homesick?* Doesn't he often come to class late? Don't we always enjoy the weekend?
Affirmative
possible answers
Negative
notes
Negative Questions
always. often. Yes, sometimes. occasionally.
In questions, not often. one-word No, seldom. frequency never adverbs usually come after the subject.
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*Use ever only in negative statements and in questions (not ever = never). A frequency phrase usually follows the verb phrase. examples He teaches three times a week. We have a test every month. Do you relax now and then? notes Here are examples of frequency phrases: every
day, every other week, every two hours, once a year, now and then.
ARE YOU BORED?
1. 2. 3. 4. 5.
relmpago nublado fro rfagas lluvia
6. corriente 7. ventoso 8. aguacero 9. clima 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 ** More than 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, and write er. Example: Big Bigger (one-syllable adjectives) (two or more syllable) The sofa is more comfortable than the chair
La Piedad is as great as Zamora
COMPARATIVE ADJECTIVES (1) Comparatives show how two things are different. The form of the comparative depends on how many syllables the adjectives has.
One-syllable adjectives Adjectives that end in y
France isn't cheap. Italy is cheaper than France. French isn't easy. Italian is easier to learn than French.
Add er to one-syllable adjectives. Use than to show the other choice. When adjectives end in y, change the y to i and add er.
COMPARATIVE ADJECTIVES (2) Longer adjectives use more. . . than to form the comparative. Two-syllable adjectives This map is more helpful than Use more. . . than that don't end in y that one. adjectives. Don't add She is more tired than Jack. Adjectives with more The mountains are more Use more. . . than than two syllables beautiful than the beach. adjectives. Don't add
er. er.
with these with these
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IRREGULAR COMPARATIVE ADJECTIVES Some comparative adjectives do not follow the previous rules. They are irregular. Here are three common examples. ADJECTIVE Good Bad Far COMPARATIVE better worse farther Mary is better than Dave in sports. Dave is worse than Mary in sports. Mary can run farther than Dave.
ARE YOU BORED?
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Objetivo 3.6 Superlativos.

SPELLING RULES FOR ADJECTIVES/VERB + -EST: EST IN/OF THE MOST IN/OF
SUPERLATIVE
(one syllable) (two or more syllables)
1. For most one-syllable words, add -est.

Examples: Fast / Fastest Tall / Tallest Long / Longest When the last letter is e, add only st. Nice / Nicest Examples: est. Examples: Big / Biggest Thin / Thinnest Large / Largest Crazy / Craziest Easy / Easiest
2. For two-syllable words ending in -y, change the -y to i and add -est.
Lazy / Laziest 3. If the word ends in a single consonant after a single vowel, double the last consonant and add -
Examples (sentences): Juan is the tallest of the school. Mary is the most intelligent in my classroom.
One-syllable adjectives Two-syllable adjectives ending in y Longer adjectives
I am the fastest runner on our team. Jack is the laziest person on the team.
Add est to one-syllable adjectives. Use the before the superlative. Add est to two-syllable adjectives ending in y.
Irregulars
TV is the most interesting Use the most with thing to do. multisyllable adjectives Esther is the most (not ending in y). dangerous skier I know. Janis skis the best of anyone I The superlative form of know. good is best. She is the worst student in The superlative form of our school. bad is worst.
Remember To form the superlative, use the + adjective + -est for one-syllable words; use the most + 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 Context

HIROSHI: 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 camp. She's really having trouble. CARLOS: Sure. JULIE: Oh, thank you, Carlos. Aren't you getting tired, too? CARLOS: Well, yes, I am 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'm going barefoot 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? ______________________________________________________ _____________________________________________________________________________ PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE 45
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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 con ella, EL PROGRAMA DE ESTUDIOS DE LA REFORMA CURRICULAR DEL BACHILLERATO es una excelente gua para organizar el conocimiento, y conseguir el aprendizaje significativo y dominio por parte del alumno del idioma ingls. b) La funcin de facilitador para el profesor ser ms fcil, ya que al aplicar las secuencias didcticas, 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 contenidos, y no est actualizada.
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GLOSARIO Accented (stressed). Acentuado (enfatizado). Adjective. (Adjetivo). Parte variable de la oracin que acompaa opcionalmente al sustantivo en el sintagma nominal, para calificarlo (adjetivo calificativo) o determinarlo (adjetivo determinativo), concordando con l en gnero, nmero y en algunas lenguas tambin en caso. After. Despus de. Aloud. Alto. Also. Tambin. Appear. Aparecer. Article. Articulo (en ingls the, a, an) se le considera un morfema gramatical del sustantivo, con el 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 que han perdido su significado primitivo y sirven para formar otros tiempos de otros verbos o perfrasis verbales. 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, G, H, 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 wasnt, 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 la que tradicionalmente se incluye el nombre sustantivo y el nombre adjetivo, porque ambos comparten ciertas caractersticas comunes, como los morfemas. Object. Objeto. Participle. Participio, forma no personal del verbo que tiene un carcter adjetivo. Algunos gramticos utilizan el trmino verboide como sinnimo de forma no personal del verbo. A diferencia del infinitivo y del gerundio, slo presenta una forma simple. Personal pronouns. (Pronombres personales). Algunas gramticas distinguen entre pronombres sustantivos, aquellos cuya aparicin evita la repeticin de un sustantivo nombrado anteriormente. En el idioma ingls son: I, You, He, She, It, We, They. PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE 48
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Phrase. Frase. Possessive adjectives. Adjetivos posesivos. Los adjetivos posesivos presentan su forma plena (tnica), indicando gnero, nmero y persona: ma, vuestros, suyas, y otros muestran una forma apocopada (tona), con prdida de la slaba final cuando van antepuestos a un sustantivo, en la que slo se seala el nmero y la persona: mi, tu, su. Unas formas se refieren a un solo poseedor: tu sof, mis amigos, y otras a varios: nuestra ta, vuestros vecinos. Possessor. Poseedor. Preposition. Preposicin, palabra que relaciona un nombre o un pronombre con otra palabra de la que es complemento, Las preposiciones son palabras que enlazan un elemento sintctico cualquiera, principalmente, un sustantivo o equivalente, con el que forma un complemento de otro sustantivo de un verbo. Qualifying adjectives. Adjetivos calificativos. El adjetivo toma el mismo gnero que el del sustantivo al que acompaa: hombre bueno, rbol pequeo, a no ser que se refiera a varios sustantivos, uno al menos de gnero masculino, en cuyo caso ha de ir en masculino plural: Mi Quizzes. Examen rpido. Requests. Demandas. Sentence. Oracin. Show. Mostrar. Spelling rules. Reglas de pronunciacin. Subject. Sujeto Substantive (Noun). Palabra que sirve para designar personas, animales, conceptos o elementos, ya sean reales o existentes slo en la mente humana. Superlative. Superlativo, el grado superlativo expresa la cualidad en su ms alto grado, marcando una relacin absoluta. Syllable. Silaba, grupo fnico constituido por una sola vocal o por la combinacin de una vocal y una o varias consonantes que le preceden o siguen y que se pronuncian en un solo golpe de voz. Third person. Tercera persona (del singular: He, She, It); la tercera persona, en muchos casos no es ni persona, sino un elemento de referencia. Vowel. Vocal (a,e,i,o,u) Weekend. Fin de semana.
amigo y su hermana estaban encantados con su nuevo juguete.
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BIBLIOGRAFIA 1. APUNTES DE INGLS I Y II. RICARDO CHVEZ MELNDEZ 1998. INTERACTIONS ACCESS, A COMMUNICATIVE GRAMMAR. PATRICIA K. WERNER, JOHN P. NELSON, MARILYNN SPAVENTA MCGRAW-HILL THIRD EDITION INTERACTIONS ONE, A COMMUNICATIVE GRAMMAR. JACK KIRN MCGRAW-HILL THIRD EDITION LENGUA ADICIONAL AL ESPAOL, INGLS I ELISA REYES AGUILAR SEP SEIT PRIMERA EDICIN PRACTICE YOUR ENGLISH. AUDREY L. WRIGHT AMERICAN BOOK COMPANY SECOND EDITION. TRUE COLORS (BASIC), AN EFL COURSE FOR REAL COMMUNICATION. JAY MAURER, IRENE E. SCHOENBERG LONGMAN FIRST EDICION TRUE COLORS (1), AN EFL COURSE FOR REAL COMMUNICATION. JAY MAURER, IRENE E. SCHOENBERG LONGMAN FIRST EDICION INTERACTIVE ENGLISH (WORKBOOK 1) CAROL LETHABY HEINEMANN ELT FIRST EDICION
2.
3.
4.
5.
6.
7.
8.
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ANEXOS
ESTRATEGIA DE LECTURA 1: USO DEL DICCIONARIO
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, ya sea 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 diccionario. 3. En ocasiones, buscars palabras con terminacin gramatical que en el diccionario no 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 poniendo en prctica las estrategias de lectura que se indican en el cuadro. sta debe practicarse siempre como primer 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 al final obtener 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 que se observa.
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Apoyos visuales Diagramas, fotografas, dibujos y figuras que muestran en forma ilustrada lo que presenta el texto en 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 clave muy importante para saber de qu se trata, ya que se toma conocimiento de cmo se distribuye un texto 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 legras GRANDES para ttulos y las de color ms oscuro (negritas), para enfatizar y las cursivas (inclinadas) para definir o ejemplificar. Cognados Tambin llamados palabras transparentes, son una estrategia que se considera de gran ayuda para la 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 refiere al concepto 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 prefijo 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 IRREGULARES

REGULAR VERBS
RD
INGLS I
N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44
SPANISH Contestar Permitir Arrestar Preguntar Ladrar Quemar Cepillar Pedir prestado Abuchear Llamar Acampar Aclamar Limpiar Escalar Coleccionar Colorear Peinar Cocinar Contar Tapar Chocar Arrastrarse Cruzar Disear Descender Marcar Desaparecer Descubrir Discutir Vestir Derivar Ganar dinero Acabar Entrar Explicar Llenar Filmar Terminar Flotar Seguir Asustar Fruncir Adivinar Suceder
BASE FORMA ANSWER ALLOW ARREST ASK BARK BURN BRUSH BORROW BOO CALL CAMP CHEER CLEAN CLIMB COLLECT COLOR COMB COOK COUNT COVER CRASH CRAWL CROSS DESIGN DESCEND DIAL DISAPPEAR DISCOVER DISCUSS DRESS DRIFT EARN END ENTER EXPLAIN FILL FILM FINISH FLOAT FOLLOW FRIGHTEN FROWN GUESS HAPPEN
PRESENT-3 PERSON SING. ANSWERS ALLOWS ARRESTS ASKS BARKS BURNS BRUSHES BORROWS BOOS CALLS CAMPS CHEERS CLEANS CLIMBS COLLECTS COLORS COMBS COOKS COUNTS COVERS CRASHES CRAWLS CROSSES DESIGNS DESCENDS DIALS DISAPPEARS DISCOVERS DISCUSSES DRESSES DRIFTS EARNS ENDS ENTERS EXPLAINS FILLS FILMS FINISHES FLOATS FOLLOWS FRIGHTENS FROWNS GUESSES HAPPENS
PRESENT PARTICIPLE ANSWERING ALLOWING ARRESTING ASKING BARKING BURNING BRUSHING BORROWING BOOING CALLING CAMPING CHEERING CLEANING CLIMBING COLLECTING COLORING COMBING COOKING COUNTING COVERING CRASHING CRAWLING CROSSING DESIGNING DESCENDING DIALING DISAPPEARING DISCOVERING DISCUSSING DRESSING DRIFTING EARNING ENDING ENTERING EXPLAINING FILLING FILMING FINISHING FLOATING FOLLOWING FRIGHTENING FROWNING GUESSING HAPPENING
PAST TENSE ANSWERED ALLOWED ARRESTED ASKED BARKED BURNED BRUSHED BORROWED BOOED CALLED CAMPED CHEERED CLEANED CLIMBED COLLECTED COLORED COMBED COOKED COUNTED COVERED CRASHED CRAWLED CROSSED DESIGNED DESCENDED DIALED DISAPPEARED DISCOVERED DISCUSSED DRESSED DRIFTED EARNED ENDED ENTERED EXPLAINED FILLED FILMED FINISHED FLOATED FOLLOWED FRIGHTENED FROWNED GUESSED HAPPENED
PAST PARTICIPLE ANSWERED ALLOWED ARRESTED ASKED BARKED BURNED BRUSHED BORROWED BOOED CALLED CAMPED CHEERED CLEANED CLIMBED COLLECTED COLORED COMBED COOKED COUNTED COVERED CRASHED CRAWLED CROSSED DESIGNED DESCENDED DIALED DISAPPEARED DISCOVERED DISCUSSED DRESSED DRIFTED EARNED ENDED ENTERED EXPLAINED FILLED FILMED FINISHED FLOATED FOLLOWED FRIGHTENED FROWNED GUESSED HAPPENED
56
INGLS I
REGULAR VERBS
N SPANISH 45 Daar 46 Ayudar 47 Robar 48 Cazar 49 Heredar 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 Insertar Entrevista Inventar Planchar Juntar Brincar Patear Matar Besar Golpear Aterrizar Rer Aprender Escuchar Cargar Encerrar Mirar Examinar Buscar Mandar Fallar Mezclar Necesitar Abrir Ordenar Sobrecarga Empacar Pintar Estacionar Ejecutar Fotografa Escoger Derramar Fingir Imprimir Jalar BASE FORMA HARM HELP HIJACK HUNT INHERIT INSERT INTERVIEW INVENT IRON JOIN JUMP KICK KILL KISS KNOCK LAND LAUGH LEARN LISTEN LOAD LOCK LOOK LOOK AT LOOK FOR MAIL MISS MIX NEED OPEN ORDER OVERLOAD PACK PAINT PARK. PERFORM PHOTOGRAPH PICK POUR PRETEND PRINT PULL PUSH RAIN PRESENT -3 PERSON SING. HARMS HELPS HIJACKS HUNTS INHERITS INSERTS INTERVIEWS INVENTS IRONS JOINS JUMPS KICKS KILLS KISSES KNOCKS LANDS LAUGHS LEARNS LISTENS LOADS LOCKS LOOKS LOOKS AT LOOKS FOR MAILS MISSES MIXES NEEDS OPENS ORDERS OVERLOADS PACKS PAINTS PARKS PERFORMS PHOTOGRAPHS PICKS POURS PRETENDS PRINTS PULLS PUSHES RAINS
RD
PRESENT PARTICIPLE HARMING HELPING HIJACKING HUNTING INHERITING INSERTING INTERVIEWING INVENTING IRONING JOINING JUMPING KICKING KILLING KISSING KNOCKING LANDING LAUGHING LEARNING LISTENING LOADING LOCKING LOOKING LOOKING AT LOOKING FOR MAILING MISSINIG MIXING NEEDING OPENING ORDERING OVERLOADING PACKING PAINTING PARKING PERFORMING PHOTOGRAPHING PICKING POURING PRETENDING PRINTING PULLING PUSHING RAINING
PAST TENSE HARMED HELPED HIJACKED HUNTED INHERITED INSERTED INTERVIEWED INVENTED IRONED JOINED JUMPED KICKED KILLED KISSED KNOCKED LANDED LAUGHED LEARNED LISTENED LOADED LOCKED LOOKED LOOKED AT LOOKED FOR MAILED MISSED MIXED NEEDED OPENED ORDERED OVERLOADED PACKED PAINTED PARKED PERFORMED PHOTOGRAPHED PICKED POURED PRETENDED PRINTED PULLED PUSHED RAINED
PAST PARTICIPLE HARMED HELPED HIJACKED HUNTED INHERITED INSERTED INTERVIEWED INVENTED IRONED JOINED JUMPED KICKED KILLED KISSED KNOCKED LANDED LAUGHED LEARNED LISTENED LOADED LOCKED LOOKED LOOKED AT LOOKED FOR MAILED MISSED MIXED NEEDED OPENED ORDERED OVERLOADED PACKED PAINTED PARKED PERFORMED PHOTOGRAPHED PICKED POURED PRETENDED PRINTED PULLED PUSHED RAINED
86 Empujar 87 Llover
57
INGLS I
REGULAR VERBS
N SPANISH 88 99 90 91 92 93 Alcanzar Relajar Recordar Relatar Reposar Rodar BASE FORMA REACH RELAX REMEMBER REPORT REST ROLL RUSH SAIL SEARCH SELEC SHOUT SIGN SKI SMELL SNATCH SNOW SOUND SPELL START STAY TALK THREATEN TOUR TOUCH TOW TRAIN TRAVEL TURN UNCOVER VISIT WAIT WALK PRESENT -3 PERSON SING. REACHES RELAXES REMEMBERS REPORTS RESTS ROLLS RUSHES SAILS SEARCHES SELECTS SHOUTS SIGNS SKI SMELLS SNATCHES SNOWS SOUNDS SPELLS STARTS STAYS TALKS THREATENS TOURS TOUCHES TOWS TRAINS TRAVELS TURNS UNCOVERS VISITS WAITS WALKS
RD
PRESENT PARTICIPLE REACHING RELAXING REMEMBERING REPORTIG RESTING ROLLING RUSHING SAILING SEARCHING SELECTING SHOUTING SIGNING SKIING SMELLING SNATCHING SNOWING SOUNDING SPELLING STARTING STAYING TALKING THREATENING TOURING TOUCHING TOWING TRAINING TRAVELING TURNING UNCOVERING VISITING WAITING WALKING
PAST TENSE REACHED RELAXED REMEMBERED REPORTED RESTED ROLLED RUSHED SAILED SEARCHED SELECTED SHOUTED SIGNED SKIED SMELLED SNATCHED SNOWED SOUNED SPELLED STARTED STAYED TALKED THREATENED TOURED TOUCHED TOWED TRAINED TRAVELED TURNED UNCOVERED VISITED WAITED WALKED
PAST PARTICIPLE REACHED RELAXED REMEMBERED REPORTED RESTED ROLLED RUSHED SAILED SEARCHED SELECTED SHOUTED SIGNED SKIED SMELLED SNATCHED SNOWED SOUNDED SPELLED STARTED STAYED TALKED THREATENED TOURED TOUCHED TOWED TRAINED TRAVELED TURNED UNCOVERED VISITED WAITED WALKED WANTED WARNED WASHED WATCHED WHISPERED WORKED
94 Precipitar 95 Atravesar 96 Registrar 97 Elegir 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 Gritar Firmar Esquiar Oler Arrebatar Nevar Sonar Deletrear Comenzar Quedarse Hablar Amenazar Recorrer Tocar Remolcar Entrenar Viajar Girar Descubrir Visitar Esperar Caminar
126 127 128 129 130 131
Querer WANT WANTS WANTING WANTED Advertir WARN WARNS WARNING WARNED Lavar WASH WASHS WASHING WASHED Observar WATCH WATCHS WATCHING WATCHED Murmurar WHISPER WHISPERS WHISPERING WHISPERED Trabajar WORK WORKS WORKING WORKED *THESE VERBS DROP A FINAL -E BEFORE ADDING THE -ED FORM: LOS VERBOS QUE TERMINAN EN "E", SOLO SE AGREGA LA "D" Aconsejar ADVISE ADVISES ADVISING ADVISED Acordar AGREE AGREES AGREEING AGREED Arreglar ARRANGE ARRANGES ARRANGING ARRANGED Llegar ARRIVE ARRIVES ARRIVING ARRIVED Hornear BAKE BAKES BAKING BAKED Creer BELIEVE DELIEVES DELIEVING DELIEVED
ADVISED AGREED ARRANGED ARRIVED BAKED DELIEVED
58
INGLS I
REGULAR VERBS
BASE N SPANISH FORMA 132 Culpar BLAME 133 Hervir BOIL 134 Respirar BREATHE 135 Causar CAUSE 136 Cambiar CHANGE 137 Perseguir CHASE 138 Cerrar CLOSE 139 Daar DAMAGE 140 Bailar DANCE 141 Decidir DECIDE 142 Describir DESCRIBE 143 Morir DIE 144 Animar ENCOURAGE 145 Examinar EXAMINE 146 Explorar EXPLORE 147 Incendiar FIRE 148 Enfocar FOCUS 149 Forzar FORCE 150 Apostar GAMBLE 151 Rallar GRATE 152 Odiar HATE 153 Autoparar HITCHHIKE 154 Aumentar HIKE 155 Esperar HOPE 156 Ignorar INGNORE 157 Imaginar IMAGINE 158 Mejorar IMPROVE 159 Incrementar INCREASE 160 Invitar INVITE 161 Bromear JOKE 162 Mentir LIE 163 Gustar LIKE 164 Vivir LIVE 165 Amar LOVE 166 Dirigir MANAGE 167 Medir MEASURE 168 Mover MOVE 169 Detenerse PAUSE 170 Practicar PRACTICE 171 Presentar PRODUCE 172 Prometer PROMISE 173 Levantar RAISE 174 Rescatar RESCUE 175 Reservar RESERVE 176 Retirarse RETIRE 177 Salvar SAVE 178 Asustar SCARE 179 Apuntar SCORE 180 Servir SERVE PRESENT -3 PERSON SING. BLAMES BOILS BREATHES CAUSES CHANGES CHASES CLOSES DAMAGES DANCES DECIDES DESCRIBES DIES ENCOURAGES EXAMINES EXPLORES FIRES FOCUSES FORCES GAMBLES GRATES HATES HITCHHIKES HIKES HOPES IGNORES IMAGINES IMPROVES INCREASES INVITES JOKES LIES LIKES LIVES LOVES MANAGES MEASURES MOVES PAUSES PRACTICES PRODUCES PROMISES RAISES RESCUES RESERVES RETIRES SAVES SCARES SCORES SERVES
RD
PRESENT PARTICIPLE BLAMING BOILING BREATHING CAUSING CHANGING CHASING CLOSING DAMAGING DANCING DECIDING DESCRIBING DYING ENCOURAGING EXAMINING EXPLORING FIRING FOCUSING FORCING GAMBLING GRATING HATING HITCHHIKING HIKING HOPING IGNORING IMAGINING IMPROVING INCREASING INVITING JOKING LYING LIKING LIVING LOVING MANAGING MEASURING MOVING PAUSING PRACTICING PRODUCING PROMISING RAISING RESCUING RESERVING RETIRING SAVING SCARING SCORING SERVING
PAST TENSE BLAMED BOILED BREATHED CAUSED CHANGED CHASED CLOSED DAMAGED DANCED DECIDED DESCRIBED DIED ENCOURAGED EXAMINED EXPLORED FIRED FOCUSED FORCED GAMBLED GRATED HATED HITCHHIKED HIKED HOPED IGNORED IMAGINED IMPROVED INCREASED INVITED JOKED LIED LIKED LIVED LOVED MANAGED MEASURED MOVED PAUSED PRACTICED PRODUCED PROMISED RAISED RESCUED RESERVED RETIRED SAVED SCARED SCORED SERVED
PAST PARTICIPLE BLAMED BOILED BREATHED CAUSED CHANGED CHASED CLOSED DAMAGED DANCED DECIDED DESCRIBED DIED ENCOURAGED EXAMINED EXPLORED FIRED FOCUSED FORCED GAMBLED GRATED HATED HITCHHIKED HIKED HOPED IGNORED IMAGINED IMPROVED INCREASED INVITED JOKED LIED LIKED LIVED LOVED MANAGED MEASURED MOVED PAUSED PRACTICE PRODUCED PROMISED RAISED RESCUED RESERVED RETIRED SAVED SCARED SCORED SERVED
59
INGLS I
REGULAR VERBS
N 181 182 183 184 185 186 187 188 189 190 191 192 193 194 BASE SPANISH FORMA Afeitar SHAVE Sonrer SMILE Mirar fijo STARE Almacenar STORE Sorprender SURPRISE Pegar cinta TAPE Probar TASTE Telefonear TELEPHONE Atar TIE Comerciar TRADE Mecanografa TYPE Desatar UNTIE Usar USE Agitar WAVE PRESENT -3 PERSON SING. SHAVES SMILES STARES STORES SURPRISES TAPES TASTES TELEPHONES TIES TRADES TYPES UNTIES USES WAVES
RD
PRESENT PARTICIPLE SHAVING SMILING STARING STORING SURPRISING TAPING TASTING TELEPHONING TYING TRADING TYPING UNTYING USING WAVING
PAST TENSE SHAVED SMILED STARED STORED SURPRISED TAPED TASTED TELEPHONED TIED TRADED TYPED UNTIED USED WAVED
PAST PARTICIPLE SHAVED SMILED STARED STORED SURPRISED TAPED TASTED TELEPHONED TIED TRADED TYPED UNTIED USED 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". APPLY CARRY CRY DRY HURRY MARRY PHOTOCOPY REPLY STUDY TRY WORRY APPLIES CARRIES CRIES DRIES HURRIES MARRIES PHOTOCOPIES REPLIES STUOIES TRIES WORRIES APPLYING CARRYING CRYING DRYING HURRYING MARRYING PHOTOCOPYING REPL YING STUDYING TRYING WORRYING APPLIED CARRIED CRIED DRIED HURRIED MARRIED PHOTOCOPIED REPLIED STUDIED TRIED WORRIED APPLIED CARRIED CRIED DRIED HURRIED MARRIED PHOTOCOPIED REPLIED STUDIED TRIED WORRIED
195 Aplicar 196 Llevar 197 Llorar 198 Secar 199 Apresurar 200 Casar 201 Fotocopiar 202 Responder 203 Estudiar 204 Intentar 205 Preocupar
THESE VERBS KEEP THE-Y ADDING THE -ED ENDING: LOS VERBOS QUE TERMINAN EN VOCAL MAS "Y", SE AGREGA "ED". DESTROY ENJOY OBEY PLAY DESTROYS ENJOYS OBEYS PLAYS DESTROYING ENJOYING OBEYING PLAYING DESTROYED ENJOYED OBEYED PLAYED DESTROYED ENJOYED OBEYED PLAYED
206 Destruir 207 Disfrutar 208 Obedecer 209 Jugar
THESE VERBS DOUBLE THE FINAL CONSONANT BEFORE ADDING THE -ED ENDING: ESTOS VERBOS SE LES PONE DOBLE CONSONANTE Y SE AGREGA "ED". CLAP DROP DROP BY FIT CLAPS DROPS DROPS BY FITS CLAPPING DROPPING DROPPING BY FITTING CLAPPED DROPPED DROPPED BY FITTED CLAPPED DROPPED DROPPED BY FITTED
210 Aplaudir 211 Caer 212 * 213 Ajustar
60
INGLS I
REGULAR VERBS
N SPANISH JAM MUG NOD PLAN QUIT ROB SHOP SLAP SLIP STIR STOP TRAP WRAP BASE FORMA HOP PRESENT -3 PERSON SING. HOPS JAMS MUGS NODS PLANS QUITS ROBS SHOPS SLAPS SLIPS STIRS STOPS TRAPS WRAPS
RD
PRESENT PARTICIPLE HOPPING JAMMING MUGGING NODDING PLANNING QUITTING ROBBING SHOPPING SLAPPING SLIPING STIRRING STOPPING TRAPPING WRAPPING
PAST TENSE HOPPED JAMMED MUGGED NODDED PLANNED QUITTED ROBBED SHOPPED SLAPPED SLIPPED STIRRED STOPPED TRAPPED WRAPPED
PAST PARTICIPLE HOPPED JAMMED MUGGED NODDED PLANNED QUITTED ROBBED SHOPPED SLAPPED SLIPPED STIRRED STOPPED TRAPPED WRAPPED
214 Saltar 215 Forzar 216 Asaltar 217 Inclinar 218 Planear 219 Abandonar 220 Robar 221 Delatar 222 Abofetear 223 Pasar 224 Agitar 225 Detener 226 Rodear 227 Envolver
PRONUNCIACIN 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 FINAL ES "D" O "T". waited visited invited needed decided
2.- LA "ED" FINAL SE PRONUNCIA "T" PARA VERBOS CUYO SONIDO TERMINA EN "F", "K", "P", "S", "CH", "SH" O "X". laughed helped watched fixed worked dressed washed
3.- LA "ED" FINAL ES PRONUNCIADA "D" PARA LOS VERBOS CUYOS SONIDOS DIFIEREN DE LAS DOS REGLAS ANTERIORES. rained lived played smiled
61
INGLS I
IRREGULAR VERBS
N
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
SPANISH Ser o estar Pegar Volverse Empezar Apostar Morder Soplar Quebrar Traer Construir Comprar Atrapar Elegir Venir Costar Cortar Cavar Hacer
BASE FORMA BE BEAT BECOME BEGIN BET BITE BLOW BREAK BRING BUILD BUY CATCH CHOOSE COME COST CUT DIG DO DRAW DRINK DRIVE EAT FALL FEED FEEL FIGHT FIND FIT FLY FORGET GET GIVE GIVE UP GO GROW HAVE HEAR HIDE HIT HOLD HURT KEEP KNOW LEAVE LET LIE LIGHT LOSE MAKE MEAN
PRESENT-3 PERSON SING. AM/IS/ARE BEATS BECOMES BEGINS BETS BITS BLOWS BREAKS BRINGS BUILDS BUYS CATCHES CHOOSES COMES COSTS CUTS DIGS DOES DRAWS DRINKS DRIVES EATS FALLS FEEDS FEELS FIGHTS FINDS FITS FLIES FORGETS GETS GIVES GIVES UP GOES GROWS HAS HEARS HIDES HITS HOLDS HURTS KEEPS KNOWS LEAVES LETS LIES LIGHTS LOSES MAKES MEANS
RD
PRESENT PARTICIPLE BEING BEATING BECOMING BEGENNING BETTING BETTING BLOWING BREAKING BRINGING BUILDING BUYING CATCHING CHOOSING COMING COSTING COSTING DIGGING DOING DRAWING DRINKING DRIVING EATING FALLING FEEDING FEELING FIGHTING FINDING FITTING FLYING FORGETTIN GETTING GIVING GIVING UP GOING GROWING HAVING HEARING HIDING HITTING HOLDING HURTING KEEPING KNOWING LEAVING LETTING LYING LIGHTING LOSING MAKING MEANING
PAST TENSE WAS / WERE BEAT BECAME BEGAN BET BIT BLEW BROKE BROUGHT BUILT BOUGHT CAUGHT CHOSE CAME COST CUT DUG DID DREW DRANK DROVE ATE FELL FED FELT FOUGHT FOUND FIT FLEW FORGOT GOT GAVE GAVE UP WENT GREW HAD HEARD HID HIT HELD HURT KEPT KNEW LEFT LET LAY LIT LOST MADE MEANT
PAST PARTICIPLE BEEN BEATEN BECOME BEGUN BET BITTEN BLOWN BROKEN BROUGHT BUILT BOUGHT CAUGHT CHOSEN COME COST CUT DUG DONE DRAWN DRUNK DRIVEN EATEN FALLEN FED FELT FOUGHT FOUND FIT FLOWN FORGOTTEN GOTTEN GIVEN GIVEN UP GONE GROWN HAD HEARD HIDDEN HIT HELD HURT KEPT KNOWN LEFT LET LAIN LIT LOST MADE MEANT
19 Dibujar 20 Beber 21 22 23 24 25 Manejar Comer Caer Alimentar Sentir
26 Pelear 27 Buscar 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Ajustar Volar Olvidar Obtener Dar Rendirse Ir Cultivar Tener Or Esconder Golpear Retener Herir Guardar Saber Dejar Permitir Mentir Encender Perder Hacer Dar a entend.
62
INGLS I
IRREGULAR VERBS
N SPANISH 51 Reunirse 52 Pagar 53 Poner 54 Leer 55 Reconstruir 56 Montar 57 Tocar 58 Crecer 59 Correr 60 Decir 61 Ver 62 Vender 63 Mandar 64 Colocar 65 Coser 66 Sacudir 67 Brillar 68 Mostrar 69 Disparar 70 Encoger 71 Cantar 72 Sentarse 73 Dormir 74 Hablar 75 Gastar 76 Extender 77 Clavar 78 Robar 79 Barrer 80 Nadar 81 Tomar 82 Quitar 83 Ensear 84 Desgarrar 85 Decir 86 Pensar 87 Lanzar 88 Entender 89 Usar 90 Ganar 91 Escribir BASE FORMA MEET PAY PUT READ REBUILD RIDE RING RISE RUN SAY SEE SELL SEND SET SEW SHAKE SHINE SHOW SHOOT SHRINK SING SIT SLEEP SPEAK SPEND SPREAD STICK STEAL SWEEP SWIM TAKE TAKE OFF TEACH TEAR TELL THINK THROW UNDERSTAND WEAR WIN WRITE PRESENT -3 PERSON SING MEETS PAYS PUTS READS REBUILDS RIDES RIDES RISES RUNS SAYS SEES SELLS SENDS SETS SEWS SHAKES SHINES SHOWS SHOOTS SHRINKS SINGS SITS SLEEPS SPEAKS SPENDS SPREADS STICKS STEALS SWEEPS SWIMS TAKES TAKES OFF TEACHES TEARS TELLS THINKS THROWS UNDERSTANDS WEARS WINS WRITES
RD
PRESENT PARTICIPLE MEETING PAYING PUTTING READING REBUILDING RIDING RINGS RISING RUNNING SAYING SEEING SELLING SENDING SETTING SEWING SHAKING SHINING SHOWING SHOOTING SHRINKING SINGING SITTING SLEEPING SPEAKING SPENDING SPREADING STICKING STEALING SWEEPING SWIMMING TAKING TAKING OFF TEACHING TEARING TELLING THINKING THROWING UNDERSTANDING WEARING WINNING WRITING MET
PAST TENSE PAID PUT READ REBUILT RODE RANG ROSE RAN SAID SAW SET SENT SET SEWED SHOOK SHONE SHOWED SHOT SHRANK SANG SAT SLEPT SPOKE SPENT SPREAD STUCK STOLE SWEPT SWAM TOOK TOOK OFF TAUGHT TORE TOLD THOUGHT THREW UNDERSTOOD WORE WON WROTE
PAST PARTICIPLE MET PAID PUT READ REBUILT RIDDEN RUNG RISEN RUN SAID SEEN SOLD SENT SET SEWM SHAKEN SHONE SHOWN SHOT SHRUNK SUNG SAT SLEPT SPOKEN SPENT SPREAD STUCK STOLEN SWEPT SWUM TAKEN TOOK OFF TAUGHT TORN TOLD THOUGHT THROWN UNDERSTOOD WORN WON WRITTEN
63
INGLS I
TIEMPO PRESENTE SIMPLE El tiempo presente simple expresa hbitos o actividades, repetitivas. SHE DRINKS ORANGE JUICE EVERY MORNING WE GO TO CHURCH EVERY SUNDAY. Es importante observar que para los pronombres es I , YOU, WE and THEY, los verbos conservan su 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 presenta cambios y se rige por las siguientes reglas: 1.- A LA MAYORA DE LOS VERBOS SE LES AGREGA "S" AL FINAL. eat = eats read = reads see = sees walk =walks 2.- SI EL VERBO TERMINA EN "CH", "SH", "SS", "X", O "ZZ", SE LES AGREGA "ES" AL FINAL. catch = catches pass = passes buzz = buzzes brush = brushes fix = fixes 3.- SI EL VERBO TERMINA EN UNA CONSONANTE MAS "Y", SE CAMBIA LA "Y" POR LA "I" Y SE AGREGA "ES" AL FINAL. study= studies try=tries hurry=hurries carry=carries 4.- AUNQUE NO SEA CONSIDERADA COMO REGLA, PERO LOS VERBOS QUE TERMINAN EN "O" SE LE AGREGA "ES" AL FINAL. go = goes do = does
64

Folleto de Inglés I - Prepa - Hiram - Benjamín - R - Z - 2013

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Folleto de Inglés I - Prepa - Hiram - Benjamín - R - Z - 2013

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SECRETARA DE EDUCACIN PBLICA

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

FOLLETO DE: INGLS I

SECRETARA DE EDUCACIN PBLICA

FOLLETO DE: INGLS I

M.A. RICARDO CHVEZ MELNDEZ

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

Objetivo 1.1 Pronombres personales (Personal Pronouns).

M.A. RICARDO CHVEZ MELNDEZ

ARE YOU BORED?

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

(Contracted form) IM YOURE HES SHES ITS WERE THEYRE

Statements: Affirmative, negative and interrogative forms. Affirmative: Negative: Interrogative:

Affirmative: Negative: Interrogative: Affirmative: Negative: Interrogative: Affirmative: Negative: Interrogative:

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

Affirmative Questions Questions

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

No, No, No, No, No, No,

you aren't. he isn't. she isn't. it isn't. we aren't. they aren't.

ARE YOU BORED?

M.A. RICARDO CHVEZ MELNDEZ

Objetivo 1.3 Wh questions.

When refers to time.

Why refers to reasons.

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

ARE YOU BORED?

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

Objetivo 1.4 Adjetivos posesivos (Possessive Adjectives).

3. Virginia has a present for ______________ sister.

M.A. RICARDO CHVEZ MELNDEZ

ARE YOU BORED?

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

Objetivo 1.5 Adjetivos calificativos (Qualifying adjectives).

Como identificarlo dentro del enunciado

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

ARE YOU BORED?

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

Objetivo 1.6 Verbo To Have.

M.A. RICARDO CHVEZ MELNDEZ

ARE YOU BORED?

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

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

Practice reading aloud.

Note: For emphasis, a is occasionally pronounced [e], and an is pronounced [aen].

M.A. RICARDO CHVEZ MELNDEZ

THE VERB TO BE: Conversation

Setting the Context

DINAMICA: ADAPTA Y MODIFICA LA CONVERSACIN, PRACTICA CON UN COMPAERO.

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

ARE YOU BORED?

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

M.A. RICARDO CHVEZ MELNDEZ

PREPARATORIA: HIRAM BENJAMN RODRGUEZ ZARATE

_____ _ _ _ _ _____