Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Las “tag questions”, son mini-preguntas que se le hacen a las personas con
quién se esta dialogando para saber si están de acuerdo o no con el
comentario que se esta vertiendo. En el idioma Español entre las más comunes
están: ¿a poco no?, ¿di que no?, ¿o no?; por mencionar algunas.
Normalmente utilizamos una tag question positiva con una oración negativa:
Excepciones:
No 1. Cats were the first animals that people kept with them.
Cats weren’t the first animals that people kept with them, were they?
_____ 5. The first written alphabet appeared about 2, 000 years ago in
Rome.
_______________________________________________________
.
_____ 10.- The largest ocean in the world is the Atlantic Ocean.
_______________________________________________________
.
EJERCICIO III.- Agregar Tag Questions a los comentarios y dar la respuesta
esperada.
5. - ___________________________________________, am I?
8. - ___________________________________________, is he?
“Hi, Eddy. We’re going to be in math class together again this semester, aren’t
we?”
“Sorry. I’m not Eddy”
Bobby Shafran started Sullivan Community College in New York. The previous
semester Eddy Galland was a student there. The two teens looked exactly
alike. Another student learned that both boys were adopted, and he realized
that the boys were probably brothers. That student introduced Bobby to Eddy.
The two boys found out that they were in fact twins, born at the same time. An
adoption agency had sent the boys to two different families. The families didn’t
know that their baby boys had brothers. But even more amazing was this. After
the story was in the newspapers, another boy, named David Kellman, realized
that he was their brother too-also born at the same time. So the twins became
triplets!
There are many famous stories of twins who met for the first time as adults.
One of the best-known stories is that of Daphne Goodship and Barbara Herbert.
They met for the first time at the age of thirty-nine. When they met, each was
wearing a beige dress and a brown jacket. Blue was their favorite color. They
both liked their coffee cold and black. Well, perhaps, that isn’t very surprising, is
it? But how about these similarities? They both met their future husbands at the
age of sixteen at a dance. They both fell down some stairs at the age of fifteen,
and later they had problems with weak ankles. And to scientists who studied
them, they had similar personalities: they were talkative, and they laughed a lot.
Because of this, they got their nickname-the “Giggle” twins.
Scientists like to study such cases of twins. They want to answer the classis
question, “What’s more important-heredity or environmental?” Studies with
twins like the “Giggle” twins seem to make a case for heredity, don’t they? The
twins grew up in different environments, but still the twins are very similar in
many ways. But are all the similarities just coincidences? What do you think?
_____________________________________________________.
_____________________________________________________.
_____________________________________________________.
_____________________________________________________.
1.2.- Solicitará información acerca de la ubicación de lugares,
horarios, servicios, etc., a través del uso correcto de las preguntas
indirectas / embedded questions.
Cuando la pregunta (Where has Tom gone?) es parte de una pregunta más
grande (Do you know…), esta pierde el orden normal de las palabras de la
pregunta.
Se debe tener cuidado con las preguntas que utilizan: do / did / does.
Ejemplo:
Where is the post office? Could you tell me where the post office is?
Una cláusula es una estructura que tiene un sujeto y un verbo. Hay dos tipos
de cláusulas: independiente y dependiente. Una cláusula independiente es
una cláusula principal. Esta puede quedar sola en una oración. Una cláusula
dependiente debe ser conectada a una cláusula independiente. Una cláusula
dependiente no puede quedar sola como una oración. Una cláusula adjetiva es
una cláusula dependiente.
S V
The man is friendly. He lives next to me. (1)
who
S V
who lives next to me.
whom
O S V
whom I met
En la oración (1): Him es un pronombre del objeto. Him se refiere a “the man”.
Para hacer una cláusula adjetiva, podemos cambiar him por whom. Whom es
un pronombre del objeto. Whom se refiere a “the man”. Whom viene al inicio
de una cláusula adjetiva.
EJERCICIO X.- Combinar las dos oraciones en una, para hacer una cláusula
adjetiva utilizando who ó whom.
EJEMPLO: a. Do you know the people? b. They live in the White House.
12. a. The people were playing football. b. I saw them at the park.
______________________________________________________________.
EJERCICIO XI.- Relacionar correctamente las siguientes columnas.
2. - ____________________________________________________________.
3. - ____________________________________________________________.
4. - ____________________________________________________________.
5. - ____________________________________________________________.
6. - ____________________________________________________________.
7. - ____________________________________________________________.
8. - ____________________________________________________________.
9. - ____________________________________________________________.
10.- ___________________________________________________________.
S V
The man is friendly. He lives next to me. (1)
who
that
S V
The man who lives next to me is friendly. (2)
The man that lives next to me is friendly. (3)
En adición a who, podemos usar that como el sujeto de una cláusula adjetiva.
Las oraciones (2) y (3) tienen el mismo significado.
S V O
The man was friendly. I met him. (1)
whom
that
O S V
The man whom I met was friendly. (2)
Un pronombre del objeto puede ser omitido por una cláusula adjetiva. (2), (3) y
(4) tienen el mismo significado. En la (4) el espacio en blanco significa que
nada va ahí.
EJERCICIO XII.- Cambiar that por who o whom. Omitir that si es posible.
5. - I don’t know any of the people that Bill invited to his party.
___________________________________________________________.
___________________________________________________________.
6. - The woman that I saw in the park was feeding the pigeons.
___________________________________________________________.
___________________________________________________________.
which
that
S V
The river which flows through town is polluted. (2)
The river that flows through town is polluted. (3)
Cuando which y that son utilizados como el sujeto de una cláusula adjetiva,
éstos no pueden ser omitidos.
S V O
The books were expensive. I bought them. (4)
which
that
O S V
The books which I bought were expensive. (5)
The books that I bought were expensive. (6)
The books I bought were expensive. (7)
Which ó that, pueden ser utilizados como un objeto en una cláusula adjetiva
como en (5) y (6).
Un pronombre del objeto puede ser omitido de una cláusula adjetiva, como en
(7). (5), (6) y (7) tienen el mismo significado.
EJERCICIO XIII.- Combinar las dos oraciones dentro de una oración. Hacer de
“b” una cláusula adjetiva. Dar todas las formas posibles.
whose car
The man whose car was stolen called the police. (2)
Whose muestra posesión. En la oración (1), podemos cambiar his car por
whose car para hacer una cláusula adjetiva. En la oración (2), “whose car was
stolen” es igual a una cláusula adjetiva.
whose brother
En la oración 3, podemos cambiar her brother por whose brother para hacer
una cláusula adjetiva.
whose house.
En la oración (5), podemos cambiar, their house por whose house, para hacer
una cláusula adjetiva.
EJERCICIO XIV.- Combinar las dos oraciones en una oración. Hacer de “b”
una cláusula adjetiva. Utilizar whose.
Para cambiar una oración a voz pasiva se siguen los pasos siguientes:
PASIVA Vegetables...
(sujeto de la oración en voz pasiva)
PASO 1.-
Mike and Sue bought a new house.
objeto
A new house...
Sujeto de la oración en voz pasiva.
PASO 2.-
Mike and Sue bought a new house.
Verbo principal en pasado.
PASO 3.-
Mike and Sue bought a new house.
Verbo principal.
PASO 4.-
Mike and Sue bought a new house.
Sujeto de la oración en voz activa.
EJEMPLO:
A druggist named John “Doc” Pemberton invented Coca-Cola in 1886.
Coca-Cola was invented by a druggist named John “Doc” Pemberton in 1886.
The basic problem here is not one of energy density but of storage. There
has been no fuel available which can be stored as efficiently and as safely as
gasoline. Electricity could be an alternative to gasoline, it can be obtained
relatively cheaply from the new energy sources, but it has to be stored in very
heavy batteries. Hydrogen would be an even better fuel. It is the base for all the
other elements in the universe. In the short term, it could be obtained from coal,
and in the long term, by water using electrolysis. More energy can be obtained
from a kilogram of hydrogen than from a similar quantity of any other chemical
fuel. Also, hydrogen is clean. When it is burnt, the chief by-product is water.
Nevertheless, the storage problem is immense. The conventional methods of
storing hydrogen are as a gas large, heavy pressurized containers or in its
costly and dangerous liquid form. Neither of these methods is suitable for motor
vehicles.
Now, however, scientists think they have solved this problem by using metal
hydrides. A metal hydride is a chemical compound of hydrogen and metal, and
many of them are formed simply by bringing these two elements together (M +
H = MH2). As can be seen from the formula, the reaction can operate in both
directions, depending on the gas pressure and temperature. Hydrogen atoms
enter the crystalline structure of the metal; eventually it becomes saturated with
the gas and a metal hydride is formed. After the hydride has been formed, a
small increase in gas pressure allows even larger quantities of gas to be
absorbed. The stored hydrogen is easily retrieved by heating the metal hydride
to the required temperature. This process can be repeated, converting the metal
hydride into a ´fuel tank´.
EJERCICIO II.- Completar las oraciones con la forma correcta del verbo “to be”
y el pasado participio de los verbos en paréntesis.
EJEMPLO:
But reserves __________________ and so it is very expensive. (limit)
But reserves are limited and so it is very expensive.
10.- In this office all the letters are ________________ by air mail. (send)
Some time ago, large amounts of DDT were sent to Borneo by the World
Health Organization to fight mosquitoes that spread malaria among the people.
The mosquitoes were quickly annihilated. But billions of roaches lived in the
villages and they were not killed; they simply stored the DDT in their bodies.
One kind of animal that fed on the roaches was a small lizard. When these
lizards ate the roaches, they also ate a lot of DDT. Instead of killing them, DDT
only slowed them down. This made it easier for cats to catch the lizards, one of
their favorite food.
About the same time, people also found that hoards of caterpillars had
moved in to feed on the roofing materials of their homes. They realized that the
lizards that were keeping the caterpillar population under control had been
eaten by the cats. After that, all the cats that ate lizards died from DDT
poisoning.
Then rats moved in because there were no cats to control their population.
With the rats came a new danger: plague. Officials sent out emergency calls for
cats. Therefore cats were sent in by airplane and were dropped by parachute.
One simple change in the ecosystem had caused a whole chain reaction.
DDT was very effective in certain pests; however, its long term effects on the
environment were not determined until it was too late.
The use of DDT was prohibited; nevertheless, even now, many problems are
caused by its presence in our environment.
EJEMPLO:
When was DDT recognized for its effectiveness in killing mosquitoes?
DDT was recognized in 1947.
10. _____ The first razor blade j. by Alexander Graham Bell in 1876.
was produced.
FAST FOOD PIONEER
Which quick service restaurant chain has more than 28, 000 restaurants in
120 countries, has a clown as its symbol and virtually invented the idea of fast
food? You probably guessed it: McDonald’s. The classic McDonald’s meal is a
hamburger with French fries and a drink. McDonald’s hamburgers are made
from 100% pure beef, which is cooked on a grill and served in a bun with onion,
tomato ketchup, mustard and dill pickle.
Mac and Dick McDonald created the concept of quick service at their
restaurant in San Bernardino, California. They also invented the idea of
specialization – one person cooked the hamburgers, another made milkshakes
and another put mayonnaise on the buns. But the biggest innovation was to
have the food prepared and waiting so customers could place an order and
immediately collect it. The food was good and cheap and business exploded.
People felt confident in taking their families because they could expect
cleanliness and food of a certain quality.
Their business grew and by the mid 1950s, the original restaurant was
making $350, 000 a year. Then in 1954 Ray Kroc, an electric mixer salesman,
visited the restaurant. In 1955, he opened a second McDonald’s restaurant in
Des Plaines, Illinois. He persuaded the brothers to open several other
restaurants in other cities. Four years later he opened the 100th restaurant in
Chicago. In 1961, Kroc bought all rights to the McDonald’s concept from the
McDonald brothers for $2.7 million.
EJERCICIO VI.- Contestar correctamente las siguientes preguntas de acuerdo
con el texto.
1. - Number of restaurants:
_____________________________________________________________.
Our World is to a large extent the result of things people invented. Imagine a
world without textiles, concrete or paper! The people in ancient Mesopotamia
invented the wheel in 3880 B.C. They also invented the sailboat and the world’s
first written laws.
Ancient Greece invented the Olympic Games in 776 B.C., as well as trial by
jury and democracy. The ancient Romans were more practical in their
inventions. They developed concrete, paved roads and road signs.
The Chinese were prolific inventors and were responsible for inventing paper
in about 100 A.D., and they invented gunpowder and the compass.
Finally, the flush toilet is not a modern invention at all. It is a product of the
Minoan civilization in Crete and dates from about 2 000 B.C.!
1. - ___________________________________________________________.
2. - ___________________________________________________________.
3. - ___________________________________________________________.
4. - ___________________________________________________________.
5. - ___________________________________________________________.
2.2.- Explicará el contraste entre los hábitos y costumbres de las
personas en el pasado y el presente, a través del uso de la forma
verbal used to.
Used to, se refiere a algo que se hacía de manera regular en el pasado, pero
que ya no se hace. Por ejemplo:
When I was a child I didn’t use to play soccer, but now I play every day.
1. A: ________________________________________________________.
B: No, we didn’t collect shells. We used to build sand castles.
2. A: ________________________________________________________.
B: Yes, we did. We used to go swimming for hours. Then we played all kind
of sports.
3. A: Really? What _____________________________________________.
B: Well, we used to play beach volleyball with some other kids.
4. A: ________________________________________________________.
B: No, we didn’t. We used to win!
EJERCICIO IX.- Contestar las siguientes preguntas con información personal.
EJEMPLO: What T.V. programs did you use to watch ten years ago? What T.V.
programs do you watch now?
1. What hobbies did you use to have five years ago? What hobbies do you have
now?
I used to _______________________________________________________.
Now, _________________________________________________________.
2. What kind of music did you use to like them? Who were your favorite
singers? What kind of music do you like now?
______________________________________________________________.
______________________________________________________________.
3. What kind of clothes did you use to like to wear? What kind of clothes do you
like to wear now?
______________________________________________________________.
______________________________________________________________.
4. What kind of food did you use to eat? What kind of food do you like to eat
now?
______________________________________________________________.
______________________________________________________________.
5. What kind of sports did you use to play? What kind of sports do you like to
play now?
______________________________________________________________.
______________________________________________________________.
THE TEENAGERS IN 1969!
How did America’s youth live in 1969? The most popular car used to be the
V.W. bug, a car which is not manufactured in the U.S. today. A gallon of gas
used to cost 30 cents. And one-room apartment in New York, which today cost
approximately $600/month, used to cost $75!
So we know that life used to be cheaper…But what was the typical American
mentality when Woodstock took place? Most people used to love and respect
their political leaders. Robert Kennedy and Martin Luther King, for example,
used to inspire profound respect. Do today’s young people admire current
political figures?
Was 1969 a great time to be young? Well, students used to consume large
quantities of illegal drugs. In fact, many people used to define happiness as
peace and free love. Today, most of these people are between 40 and 50 years
old-if they survived.
World peace used to be every young person’s dream. Is this still true today?
EJERCICIO X.- Escribir oraciones completas utilizando “used to” acerca de los
siguientes puntos del texto.
EJEMPLO: COST OF GAS: The cost of gas used to be 30 cents per gallon.
1. - COST OF AN APARTMENT:
_____________________________________________________________.
4. - DEFINITION OF HAPPINESS:
___________________________________________________________.
5. - COMMON DREAM:
___________________________________________________________.
EJEMPLO: When I was a child, I was shy. Now I’m not shy.
I used to be shy, but now I’m not.
1. - Now you live in this city. Where did you live before you came here?
Where ____________________________________________________?
2. - When I lived in my home town, I went to the beach every weekend. Now I
don’t go to the beach every weekend.
I _________________________________ to the beach every weekend, but
now I don’t.
3. - Rita worked in a law office for many years. Now she doesn’t have a job.
Rita _________________________ in a law office, but now she doesn’t.
4. - Adam has a new job. He has to wear a suit every day. When he was a
student, he always wore jeans.
Adam ______________________________ a suit every day, but now he does.
5. - Sara has two cats that she enjoys as pets. In the past, she hated cats.
These are her first pets.
Sara ___________________________ cats. She _______________________
pets, but today she enjoys her two cats.
7. - Now you have a job every summer. Have you always worked during
summer?
What ____________________________________________ in summer?
UNIT III
3.1.- Reportará información recibida de terceras personas, haciendo
uso de la forma reported speech.
Direct speech Tom said “I woke up feeling sick and so I stayed in bed”
Reported speech Tom said (that) he woke (or had woken) up feeling sick
and so he stayed (or had stayed) in bed.
Direct speech Reported speech
Modals
“I will see you later”. She said she would see me later.
“I can’t come to the meeting.” She said she couldn’t come to the
meeting.
“I have to/must to go to the She said she had to/must to go to the
doctor” doctor.
“They may raise the price” I think they might raise the price.
“You should lose weight” She felt I should lose weight.
Reported questions
How old are you? He asked how old I was.
Where were you last night? She wanted to know where I had been
the night before.
Nota: Si no hay pregunta de información (how, where, when, etc.), se utiliza if.
Cambio de palabras
Algunas veces en reported speech, las palabras pueden ser diferentes de las
que se utilizan en la oración original.
“Why aren’t you at school?” Mother asked/wanted to know why
she wasn’t at school.
“Of course I did my homework.” Tom assured the teacher that he had
done his homework.
“You should leave now.” Mary suggested we should leave
right away.
“I think is a good idea.” My friend agreed it was a good idea.
Es importante señalar que si hay una diferencia entre lo que fue dicho y la
verdad, se debe cambiar el tiempo gramatical. Analicemos esta situación:
10.- You can come and stay with me if you are ever in Toronto.
_______________________________________________________.
DIETS FOR LOSING OR GAINING WEIGHT!
Both the energy value of food and the energy spent in daily activity are
measured in units of heat called kilocalories. These measurements are also
referred to as food calories, or simply calories. Diets for gaining or losing weight
are based on the amount of calories taken into the body in food and the amount
of calories used up in activity. If people take in more calories than they use up,
they will gain weight. They will lose weight if they take in fewer calories than
they use up. A diet aimed toward losing or gaining weight should include all the
food elements. People should seek the advice of a doctor before beginning
such a diet. Special diets may be prescribed for people suffering from certain
diseases. For example, the healthy body needs sugar; but a person with
diabetes must limit the use of sugar: Doctors may prescribe low-salt diets for
patients with certain heart or kidney diseases.
Some people suffer allergic or skin reactions from certain food products,
such as milk, tomatoes, strawberries, wheat, potatoes, eggs, fish, nuts,
chocolate, or pork. These people should consult a doctor. Certain groups of
people, such as young children or older people, have special dietary needs.
Because children grow rapidly, they need food not only to replace worn-out
tissues and provide energy, but also to build new tissue. A well-balanced diet
for a child or an adult should include milk and milk products, eggs, lean meat,
poultry, fish, or nuts, seeds, and legumes, such as peas and soybeans, fruit and
vegetables, and cereals or bread products. Older people need as many
nutrients as children and young adults. But if their activity is reduced, they need
fewer calories. Expectant or nursing mothers and babies also need special
diets.
EJERCICIO II.- Completar las siguientes oraciones basadas en los comentarios
del texto.
EJEMPLO: Doctors say that diets for gaining or losing weight are based
on the amount of calories taken into the body in food and the
amount of calories used up in activity.
EJERCICIO III.- Cambiar las siguientes citas hechas por personajes famosos,
por reported speech.
EJEMPLO: Woody Allen, “I’m not afraid to die. I just don’t want to be there
when it happens”
Woody Allen said that, he was not afraid to die. He just didn’t want to be there
when it happened.
1. - Mark Twain, “Never let formal education get in the way of your learning.”
Mark Twain said that ______________________________________________
_______________________________________________________________
2. - George Bernard Shaw, “It is dangerous to be sincere unless you are also
stupid”
George Bernard Shaw said that ______________________________________
_______________________________________________________________
3. - Johann Sebastian Bach, “It’s easy to play any musical instrument: all you
have to do is touch the right key at the right time and the instrument will play
itself”
Johann Sebastian Bach said that ____________________________________
_______________________________________________________________
_______________________________________________________________
4. - Platon, “Wise men talk because they have something to say; fools talk
because they have to say something.”
Platon said that __________________________________________________
_______________________________________________________________
5. - Albert Einstein, “When you sit with a nice girl for two hours, you think it’s
only a minute. But when you sit on a hot stove for a minute, you think it’s two
hours. That’s relativity.” ____________________________________________
_______________________________________________________________
_______________________________________________________________
8. - Charles De Gaulle, “How could anyone govern a nation that has two
hundred forty-six different kinds of cheese?”
Charles De Gaulle said that _________________________________________
_______________________________________________________________
_______________________________________________________________
3.2.- Reportará instrucciones recibidas a terceras personas,
hacienda uso de la forma reported commands.
“Why have you come here?” I asked her why she had come here.
“What time is it?” He wants to know what time it is.
“Where do you live?” She asked me where I lived.
Hay que ser cuidadoso, debido a que, tell y say pueden ser utilizados en
diferentes maneras, pero la forma cambia.
Utilizamos tell para reported statements y reported commands.
Reported statements
Reported commands
Reported commands
Reported questions
11.- Maria: “Why are you going to give back this DVD player?
_______________________________________________________________
_______________________________________________________________
LOOK INTO = investigar, y LOOK AFTER = cuidar de. Los dos tienen
significados diferentes de LOOK. De hecho, muchos phrasal verbs son
idiomatic. Un idiom es un grupo compuesto de palabras con un segundo
significado, el cual es diferente del significado de las palabras de manera
individual.
1.- Un phrasal verb es un verbo más una preposición ó adverbio el cual crea un
significado diferente del verbo original.
EJEMPLO:
I ran into my teacher at the library yesterday. run + into = meet
My brother ran away when he was 13. run + away = leave home
2.- Algunos phrasal verbs son intransitivos. Un verbo intransitivo no puede ser
seguido por un objeto. Recuerde que un objeto es la parte de la oración que
recibe de manera directa ó indirecta la acción del verbo.
EJEMPLO:
The plane suddenly took off. “take off” no puede tomar a un objeto.
3.- Algunos phrasal verbs son transitivos. Un verbo transitivo puede ser seguido
por un objeto. El objeto recibe la acción del verbo directa o indirectamente.
EJEMPLO:
I put off the meeting. “meeting” es el objeto de “put off”.
4.- Algunos verbos transitivos son separables. El objeto es colocado entre el
verbo y la preposición.
EJEMPLO:
I made a story up to convince my mother to let me go.
She picked the clothes up from the dry cleaners.
EJEMPLO:
I ran into an old friend yesterday.
They are looking into the problem.
6.- Algunos phrasal verbs transitivos pueden colocar un objeto en dos lugares.
EJEMPLO:
I picked the clothes up from the floor.
I picked up the clothes from the floor.
7.- NOTA: Aunque muchos phrasal verbs pueden colocar al objeto en ambos
lados, se debe poner el objeto entre el verbo y la preposición si el objeto es un
pronombre.
EJEMPLO:
I looked the number up in the phone book.
I looked up the number in the phone book.
EJEMPLO: I’m cold. Do you mind if I turn the air conditioning off?
1. - I can hardly hear the radio. Can you ___________ it ____________ a little?
3. - I thought I could borrow some money from Pete, but I didn’t. I never thought
he would _________________ me ______________.
1. - Anne is very upset. When she was walking home last night, two men
__________ her ____________ and took her purse and jewelry.
3. - You’d better get started on your report. You know that you have to
___________ it ___________ at 8:30 tomorrow morning.
1. - The supervisor had to attend a last minute conference. Due to this, the
inspection were ______________ for next Wednesday morning.
2. - They _____________ a new play at the theatre last weekend. Have you
had a chance to see it?
4. - Oh, no! I forgot to save my report before I turned the computer off! Now I’ll
have to _________________ it all ___________________ again!
2. - After shopping all morning for shoes. I feel much too tired to
_______________ the pants ________________ before buying them.
Los siguientes verbos, tienen la característica de ser seguidos por otro verbo, la
estructura es usualmente: verbo + -ing:
Stop, finish, delay, enjoy, mind, suggest, dislike, imagine, regret, admit, deny,
avoid, consider, involve, practice, miss, postpone, risk.
Stop talking!
I’ll do the shopping when I’ve finished cleaning the apartment.
I don’t miss working late every night.
Have you ever considered going to live in another country?
I can’t imagine George riding a motorcycle.
When I’m on vacation, I enjoy not having to get up early.
4. - I considered _______________ the job, but in the end I decided against it.
5. - If you use the shower, try and avoid ________________ water on the floor.
8. - The phone rang while Ann was having dinner. She didn’t answer it; she just
went on ____________________.
11.- They had to postpone ________________ away because their son was
sick.
12.- If you cross the street without looking, you risk _______________ over by
a car.
EJERCICIO II.- Leer cada oración y escribir una segunda oración con el mismo
significado.
EJEMPLOS:
Do you have to travel in your job?
Does your job involve travelling?
6. - The driver of the car said it was true that he didn’t have a license.
The driver of the car admitted ______________________________________.
2. - I dislike _____________________________________________________.
Agree, refuse, promise, threaten, offer, attempt, manage, fail, decide, plan,
hope, appear, seem, pretend, afford, forget, learn (how), dare, tend, need,
mean, intend.
Tom explained (to me) how to change the tire on the car.
Have you decided where to go for your vacation?
I don’t know whether to go to the party or not.
We asked how to get to the station.
3. - The thief got into the house because I forgot _______________ the
window.
7. - Why hasn’t Sue arrived yet? She promised not ________________ late.
10. - The teacher was very strict. Nobody dared _______________ during his
class.
EJEMPLOS:
Is he waiting for someone? He appears to be waiting for someone.
Has she lost weight? She seems to have lost weight.
6. - I intend __________________________________________________.
4.2.- Describirá características de objetos así como estados de
ánimo, mediante el uso de participios y adjetivos.
Jane ha estado haciendo el mismo trabajo por mucho tiempo. Todos los días
ella hace exactamente lo mismo una y otra vez. Ella no disfruta más esta
actividad y le gustaría hacer algo diferente.
Otos pares de adjetivos con terminación en –ing y –ed son: fascinate, excite,
amuse, amaze, astonish, shock, disgust, embarrass, confuse, horrorify,
terrify, frighten, depress, worry, annoy, exhaust, satisfy.
EJERCICIO VII.- Completar dos oraciones por cada situación. Utilizar un
adjetivo con terminación en –ing ó –ed para completar cada oración.
4. - Ann is going to Indonesia next month. She has never been there before.
(excit-)
She is really ___________________________________________ about going.
It will be an ______________________________________ experience for her.
EJERCICIO IX.- Completar las oraciones con un adjetivo con terminación –ing
ó –ed . La(s) primer(as) letra(s) del adjetivo es (son) dada(s).
EJEMPLO:
Jane finds her job boring . She wants to do something different.
4. - He’s one of the most b____________ people I’ve ever met. He never stops
talking and never says anything in________________.
5. - I was as_____________ when I heard they were getting divorced. They had
always seemed so happy together.
6. - I’m starting a new job next week. I’m really ex______________ about it.
4.3.- Describirá diferentes acciones a tomar ante situaciones
hipotéticas, usando el segundo condicional.
Ejemplos:
Ejemplo:
2.- The weather isn´t nice. I (take) ___________ a walk if the weather (be)
__________ nice.
3. - My wife and I want to buy a house, but houses are too expensive. We (buy)
__________ a house if we (have) __________ enough money for a down
payment.
9. - The student cafeteria is relatively inexpensive, but the food isn’t very good. I
(eat) _____________ there all the time if the food (be) ______________ better.
1. - a bird __________________________________________
3. - a teacher __________________________________________
4. - a surgeon __________________________________________
5. - a mouse __________________________________________
6. - an astronaut __________________________________________
7. - a billionaire __________________________________________
EJEMPLO: If you played every day, you (be) would be the best.
2.- If modern cities were smaller, they (be) ____________ much nicer.
8. - If there (be) ____________ more trees in big cities, people could breath
more fresh air.
10.- If new housing developments (be built) __________ near industrial centres,
people would not have to travel long distances.
VITAMINS
If you look up the word VITAMIN in a dictionary you will find that really it is a
combination of two words: VITA – life and AMINE – a type of nitrogen
compound. The reason for this association with life is quite clear; vitamins are
essential to good health and normal physical development. Their existence was
discovered in 1911 and since then the existence of twenty-five of these
substances has been establish, although the function of some of them still
remains a mystery. Vitamins are usually identified by letters of the alphabet,
according to the order in which they were discovered. They are divided into two
groups: Those soluble in fat, and those in water. If you read on you will find
specific information about a number of vitamins or vitamin complexes.
Vitamin A
This vitamin includes at least four fat-soluble substances which are found in:
milk, cream, butter, eggs, fish-liver oils and vegetables. If we did not have
sufficient amounts of this vitamin then, as children, our growth would be
affected and, as adults, we would not develop defences against infectious
diseases. Also, our skin would not be soft and our eyes could not adjust to
darkness.
Vitamin B Complex
This group is comprised of more than twelve identified water-soluble
vitamins.
Vitamin B1
This vitamin is found in: yeast, wheat germ, whole grains, cereals, nuts, milk,
eggs, liver, pork and vegetables. However, if we cook food for too long the
vitamin B1 is eliminated. If we did not get enough of this vitamin we would suffer
from loss of appetite, nervous disorders and tiredness.
Vitamin B2 (Riboflavin)
This vitamin can be obtained from: meat, liver, fish, poultry, vegetables,
eggs, milk, yeast and wheat-germ. If we suffered from a deficiency of this
vitamin our growth, digestion, use of oxygen and eyes would all be affected.
Vitamin C
This water-soluble vitamin is obtainable from liver, fruit and fresh vegetables.
If we did not receive this vitamin we would suffer from scurvy, a disease which
used to be common among sailors who spent long periods at sea without eating
fresh fruit and vegetables. We need vitamin C to keep out teeth, gums and
bones in good condition, as well as to help cuts and burns to heal.
Vitamin D
This vitamin is composed of a small number of fat-soluble substances (for
sources see those listed under vitamin A). Our bodies obtain a large part of their
vitamin D requirements from the sun’s rays. If we were deprived of this vitamin
we would suffer from Ricketts, a very common disease among children, which
prevents the bones from hardening. Vitamin D contributes to the development
of strong teeth and bones.
Vitamin E
This fat-soluble vitamin is found in: corn, oatmeal, milk, eggs, liver and a
large number of vegetables. It used to be thought that vitamin E prevented
sterility but this function has not been satisfactorily demonstrated.
Vitamin K
This is a fat- soluble substance present in vegetables such as: cauliflower,
cabbage and tomatoes; it is also found in eggs. Our blood would not clot if we
did not receive this vitamin.
One could also mention the remaining members of the vitamin B complex:
pyroxene, panthothenic and par-amino benzoic acids, biotin (otherwise known
as vitamin H), inositol, folic acid, chlorine, strepogenin, lyxoflavin and vitamin
B12. This list might well be added to in the future. Finally, there is vitamin P
whose existence is suspected but has not been proved.
Although, as their name suggests, vitamins are essential, a word of warning
is necessary at this point. Our bodies require only very small amounts of these
substances and we will obtain these if we eat a balanced diet which includes
the foods mentioned earlier.
1. - __________________________________________________________.
__________________________________________________________.
2. - __________________________________________________________.
__________________________________________________________.
3. - __________________________________________________________.
__________________________________________________________.
4. - __________________________________________________________.
__________________________________________________________.
5. - __________________________________________________________.
__________________________________________________________.
BIBLIOGRAFÍA
CREWS, Ingrid. Inglés IV. Cuatro Habilidades. Nueva Imagen. México. 1996.
http://esl.about.com/library/grammar/blpassive.htm
www.english-test.net/esl/learn/english/grammar/ii178/esl-test.php
www.google.com.mx/imagenes