Repaso San Marcos

SEMANA
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INGLÉS
REPASO SAN MARCOS

MODAL VERBS To request or give permission

Uses of “can” (negative: cannot, can’t)
To talk about what you are able to do
• “He is so strong! He can lift that car!”
• “She can’t come before four o’clock.”
• “Can he teach?”
To talk about a general possibility
• “The weather here can get really bad.”
• “These chairs can be folded.”
• “Such things can happen.”
To say that something is allowed
• “He can borrow my book if he needs it.”
• “You can’t smoke in here”.
• “You can pay with a credit card.”
To make a request
(this is an informal use, “may” is the formal version)
• “Can you help me with my homework?”
• “Can you make some tea?”
• “Can you come here, please?”
Uses of “could” (negative: could not, couldn’t)
As the past form of “can”
• “He said he couldn’t come so early.”
• “I couldn’t remember who he was.”
• “They couldn’t pass the border.”
To make a polite request
• “Could you open the window, please?”
• “Could you turn up the heat?”
• “Could you remind him to call?”
To show possibility (“may” and “might” are stronger)
• “She could be with her parents.”
• “It could take you months to find a new place.”
• “He could still win, but it’s not very likely.”
(this is a formal use, “can” is the informal version)
• “You may sit down.”
• “May I speak?”
• “He may not use the car.”
Uses of “might” (negative: might not)
As a past from of “may”
• “The weatherman said it might rain.”
• “She mentioned that she might come.”
• “ We agreed that it might be dangerous.”
To show possibility (it is slightly weaker than “may”)
• “He might pass the exam, but I wouldn’t count on it.”
• “We might fail, but let’s not think about it.”
• “I might visit on Saturday.”
Uses of “should” (negative: should not, shouldn’t)
To say what is the right thing to do
• “You should be helping your mother.”
• “If he doesn’t like the job, he should tell it to his boss.”
To give advice or ask for advice
• “You should try the new restaurant down the street.”
• “What should I do? Should I tell him the truth?”
• “Should I try to take the exam again?”
To show that something is likely to be true or that it is
expected
• “Let’s return home, dinner should be ready by now.”
• “We should arrive there by twelve o’clock.”
• “I should get an e - mail from him soon.”
Uses of “must” (negative: must not, mustn’t)
To show that you have to do something, for example be-
cause it is very important or because it is a rule
• “You must stop the car when the traffic light turns red.”
• “You must pay your taxes.”
• “She must stop drinking if she wants to keep her job.”
• “I must go now, otherwise I will miss my train.”

Uses of “may” (negative: may not) “Must not” (or “mustn’t”) is used to show you are not
To show possibility (it is slightly stronger than “might”) allowed to do something
• “What he said may be true.” • “You mustn’t steal.”
• “It may rain.” • “He mustn’t talk to his parents like that.”
• “You may win the race.” • “ The fruit of this bush must not be eaten because it is
toxic.”

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 Academia ADUNI

To show that something is very logical or very likely to be
true
• “He left at noon, so he must be there already.”
• “She is not stupid, so she must have known what she
was doing!”
• “They must be really rich to live in such a house.”
Uses of “have to”
We often use have to to say that something is obligatory
Have to is often grouped with modal auxiliary verbs for
convenience, but in fact it is not a modal verb. It is not even
an auxiliary verb. In the have to structure, “have” is a main
verb.
The basic structure for have to is:
subject + auxiliary verb + have + to - base form verb
You should not have foods with a lot of cholesterol, salt (so-
dium), or added sugar. You should not eat junk food like
cheeseburgers, French - fried potatoes, candy, and soft
drinks, even though they may taste very good!
In addition to proper nutrition, you must be physically ac-
tive. Try to get at least 30 minutes of exercise most days of
the week. If you are overweight, you’d better increase the
amount of time that you spend in physical activity. You don’t
have to do boring exercises – you can participate in a team
sport or do individual activities you enjoy, like swimming,
tennis, or hiking.
Eating right and being physically active aren’t just a “diet”
or a “program”—they are keys to a healthy lifestyle. With
healthful habits, you may reduce your risk of many chronic
diseases such as heart disease and diabetes, and you may
very well increase your chances for a longer life. You might
even live to be more than 100 years old!

Look at these examples in the Present Simple tense: 1. What is this passage about?

A) Cooking health food

subject auxiliary main verb t o - b a s e
B) Basic rules to be healthy
verb have form verb
C) Doing physical activities
+ She has to work.
D) Heart disease
- I do not have to see the doctor. E) Sports and individual activities
? Do you have to go to school?
2. Which sentence is true?
Use of have to
In general, have to expresses impersonal obligation. The A) You should have food with a lot of cholesterol.
subject of have to is obliged or forced to act by a separa- B) You should eat junk food
te, external power (for example, the Law or school rules). C) Try to do at least 30 minutes of exercise twice a week.
Have to is objective. Look at these examples: D) You should eat many kinds of good food.
• In France, you have to drive on the right. E) Eat cheeseburgers and French fries.
• In England, most schoolchildren have to wear a uni-
form. 3. How much exercise should a normal person get?
• John has to wear a tie at work.
A) Half an hour every day
In each of the above cases, the obligation is not the sub- B) An hour a day.
ject’s opinion or idea. The obligation comes from outside. C) Fifteen minutes every day
• Children have to go to school. D) Just for the weekends
E) Two to three hours every day

4. What do the text do?

Exercises
A) It puts the reader on a diet and exercise program.
How to Be Healthy
B) It explains how to prevent diabetes.
Good health is a wonderful thing, but you can’t take it for
C) It shows the reader the keys to a healthy lifestyle.
granted! For good health, you should eat nutritious foods,
D) It mentions all food that is high in cholesterol.
and you should be physically active each day. You have to
E) It describes the reader’s favorite activities and exercises.
be aware of the things that you choose to eat, and you have
to make time in your daily schedule for physical activity.
5. What does overweight mean?
It’s important to choose a variety of fruits and vegetables.
You should also eat a variety of grains daily, especially
A) thin
whole grains, like whole wheat bread and brown rice. You
B) slim
should include fat - free or low - fat milk and dairy pro-
C) skinny
ducts. For protein, you should eat lean meats, poultry, fish,
D) flimsy
beans, eggs, and nuts.
E) obese

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 Repaso San Marcos

Morocco
Morocco is a country in Africa. It is the most northwestern
country. It borders the Atlantic Ocean to the west and the
Mediterranean Sea to the north. It borders Algeria to the
west.
Folk stories are a very important part of Moroccan culture.
These are stories that tell about the beliefs, traditions, and
history of Morocco and the Moroccan people. From these
stories, listeners can learn a lot about Morocco and what
is important to Moroccans.
Moroccan Folk Stories
“Folk” means people from a particular country who have
a certain way of life.
There are many Moroccan Folk stories that are still told
throughout Morocco today. These stories each teach les-
sons and give an insight to Moroccan culture. An “insight”
is an understanding of something.
Many Moroccan folk stories have similar themes. A “the-
me” is an idea or topic that repeats itself. Travelling is an
important theme in these folk stories as are animals, Is-
lam, family, and respect. The stories always feature (talk
about) the landscape of Morocco from the deserts to the
mountains and the cities.
Water and housing are also very important themes in Mo-
roccan folk stories. This is probably because both water
and housing are hard to find, yet very important, in the
desert.
One of the most loved Moroccan folk stories is called, “The
Girl Who Lived With Gazelles.” The story involves many of
the themes typically used in Moroccan folk stories inclu-
ding family, Islam, animals, respect, and the desert.
6. What are some themes in Moroccan folk stories?
A) insight stories
B) countries in Africa
C) travelling, animals, family, water and housing.
D) lessons of Moroccan culture
E) The Girl who lived with gazelles.
7. Why folk stories are important part of Moroccan cul-
ture?
A) Because it is the most northwestern country
B) Because the stories tell us about the beliefs, tradition
and history of Morocco and Moroccan people
C) Because the stories are about travelling,, water and
animals.
D) Because the stories talk about certain way of life
E) Because the stories have similar themes
8. Why water and housing are important themes in Mo-
roccan folk stories?
A) They are near to the Atlantic Ocean
B) They can teach a lot from Moroccan culture
C) They talk about beliefs an d tradition
D) They are way of life
E) They are hard to find, yet very important, in the des-
sert
9. What does “insight” mean?
A) understanding
B) view
C) look at
D) listen to
E) lessons
10. What does the paragraph talk about?
A) Where Morocco is located.
B) Moroccan folk stories and their importance to Mo-
roccan culture
C) About the folk story called “The Girl who lived with
gazelles”
D) About Moroccan families and respect
E) Lessons that teach and give an insight to Moroccan
culture

KEYS
1- B 2- D 3- A 4- C 5- E
6- C 7- B 8- E 9- A 10 - B

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ÓVALO ZAPALLAL
A UNA CUADRA
Jr. Zapallal 280 - 320