REPÚBLICA BOLIVARIANA DE VENEZUELA

MINISTERIO DEL PODER POPULAR PARA LA DEFENSA

UNIVERSIDAD MILITAR BOLIVARIANA DE VENEZUELA
ACADEMIA MILITAR DE LA ARMADA BOLIVARIANA
ALM. “SEBASTIÁN FRANCISCO DE MIRANDA RODRIGUEZ”
DEPARTAMENTO DE FORMACIÓN ACADÉMICA
SECCIÓN DE HUMANIDADES
UNIDAD CURRICULAR: IDIOMAS II

IDIOMAS II

DOCENTE:_______________________________

AÑO 2017
 MODULO I.- SIMPLE PAST TENSE (PASADO SIMPLE)

Competencia específica: Utiliza correctamente el pasado simple, de forma oral y escrita, en oraciones
afirmativas, negativas e interrogativas; para referirse a acciones pasadas.

LESSON I: SIMPLE PAST TENSE (REGULAR AND IRREGULAR VERBS)

El tiempo Pasado Simple se usa para hablar de acciones realizadas en el pasado, hacer
referencia a acciones que ya ocurrieron. Siempre deben ubicarse en un contexto pasado, ya sea porque
se está contando una historia que ya pasó, o bien usando complementos de tiempo pasado, tales como:
yesterday/ lastweek/ lastmonth/ lastyear/ the daybefore/ in 1970.

El Pasado de un verbo se forma agregando “d” o “ed” al final, siempre y cuando éste sea un
verbo regular:

PRESENT PAST PRESENT PAST

I want I wanted We show We showed

You learn You learned They dance They danced
He loves He loved

Si el verbo termina en una vocal corta y una consonante (excepto “y” o “w”), doblamos la
consonante final:

Ejemplos: Stop stoppedCommitcommitted

Con verbos que terminan en una consonante y una “y”, se cambia la “y” por una “i”:

Ejemplos: Study studied Try tried

Mientras que los verbos irregulares debe aprenderse de memoria. (al final se anexa lista de
verbos regulares e irregulares). La mayor característica de estos es que cambian irregularmente su
estructura gramatical: de infinitivo a pasado simple, y a participio pasado. Desafortunadamente, no hay
una norma establecida para formarlos.

Ejemplos:

I go to Caracas today. I went Caracas yesterday.

They always eat in that restaurant. They ate in that restaurant last month.

EXERCISE 1: Complete each sentence using the correct Past Simple Tense of the verbs in parenthesis:
Example: I studied for my English exam yesterday. (study)

1. I ________________ the good news last Monday. (receive)

2. Kate ________________ last Saturday. (work)
3. Tom ______________at home last night. (stay)
4. He _______________ 5 kilometers every day to work. (walk)

EXERCISE 2: Underline the correct form of the verb in parenthesis. Usethe Simple Past Tense.
Example: I (studied,study, studies) for my English exam yesterday.

1. I (goes / went / gone) to the mall yesterday.

2. My brother (seen / saw / sees) a big dog two hours ago.
3. Alex did not (work / worked / working) last weekend.
4. You (was / were/ are) with Judy at the beach last month.
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 ALGUNOS VERBOS REGULARES

PRESENT PAST PAST PARTICIPLE MEANING

answer answer answered responder

arrive arrived arrived arribar
ask asked asked pedir, preguntar
believe believed believed creer
brush brushed brushed cepillar
call called called llamar
carry carried carried cargar
change changed changed cambiar
clean cleaned cleaned limpiar
close closed closed cerrar
comb combed combed peinarse
complete completed completed completar
count counted counted contar
cook cooked cooked cocinar
cry cried cried llorar
dance danced danced bailar
describe described describe describir
enjoy enjoyed enjoyed disfrutar
erase erased erased borrar
explain explained explained explicar
finish finished finished finalizar
help helped helped ayudar
like liked liked gustar
listen listened listened oír
look looked looked mirar
live lived lived vivir
play played played jugar
prepare prepared prepared preparar
receive received received recibir
smile smiled smiled sonreír
stay stayed stayed permanecer
talked talked talked hablar
thank thanked thanked agradecer
wait waited waited esperar
walk walked walked caminar
want wanted wanted querer
wash washed washed lavar
watch watched watched mirar
work worked worked worked

ALGUNOS VERBOS IRREGULARES

PRESENT PAST PAST PARTICIPLE MEANING

be was/were been ser/estar
become became become convertirse en
begin began begun empezar
bring brought brought traer
burn burnt burnt quemar (se)
buy bought bought comprar
choose chose chosen elegir
come came come venir
cost cost cost costar
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 cut cut cut cortar
do did done hacer
draw drew drawn dibujar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fly flew flown volar
forget forgot forgotten olvidar (se)
get got got conseguir
give gave given dar
go went gone ir
have had had tener
keep kept kept guardar
learn learnt learnt aprender
make made made hacer
pay paid paid pagar
read read read leer
run ran run correr
say said said decir
see saw seen ver
send sent sent enviar
sing sang sung cantar
sit sat sat sentar (se)
sleep slept slept dormir
speak spoke spoken hablar
spell spelt spelt deletrear
spend spent spent gastar
swim swam swum nadar
take took taken tomar (se)
teach taught taught enseñar
tell told told contar, decir
think thought thought pensar
win won won ganar
write wrote written escribir

SIMPLE PAST TENSE (AUXILAR DID)

INTERROGATIVE FORM

Para la forma interrogativa del tiempo Pasado Simple se utiliza el auxiliar “Did” al principio de la
oración para todas las personas cuando se formulan preguntas de respuestas Afirmativas y Negativas
(Yes/No questions), de esa forma se realiza la pregunta, seguido del pronombre o nombre y el verbo
principal en presente.

Examples:

1. I went to visit my parents yesterday.

Did you go to visit your parents yesterday?
2. He arrived home last Sunday.
Did he arrive home last Sunday?

EXERCISE 1: Change the following sentences into Yes/No Questions. Use the PAST SIMPLE TENSE

Ex: She cleaned her house yesterday

Did she clean her house yesterday?

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 1.- They used pencils and paper two days ago.
___________________________________________________________________________________
2.-They drank alcohol in the party last week.
___________________________________________________________________________________
3.- She saw a beautiful bird on the tree yesterday.
___________________________________________________________________________________
4.- My father found a new job last month.
___________________________________________________________________________________

AFFIRMATIVE AND NEGATIVE FORM

1. Did you go to visit your parents yesterday?

2. Did he arrive home last Sunday?
3. Did she work in this office in 2007?
4. Did they eat in the restaurant three days ago?

AFFIRMATIVE SHORT NEGATIVE SHORT ANSWER

ANSWER
No, I didn´t (No, I did not)
Yes, I did Yes, We did No, You didn´t (No, You did not) No, We didn´t (No, We did not)
Yes, You did Yes, They did No, He didn´t (No, He did not) No, They didn´t (No. They did
Yes, He did No, She didn´t (No, She did not) not)
Yes, She did No, It didn´t (No, It did not)
Yes, It did

EXERCISE 2: Answerthe following questionsin affirmative or negative short answers, according to the
information given in the parenthesis:

Ex:Did you go to visit your parents yesterday?

Yes, I did or No, I didn´t
1.- Did she finish the homework last night? (Yes)
____________________________________________________________________________________
2.- Did he paint the house last month? (No)
____________________________________________________________________________________
3.- Did they drive to New York? (Yes)
____________________________________________________________________________________
4.- Did you clean your room yesterday? (Yes)
____________________________________________________________________________________

EXERCISE 3: Answer the following personal questions in Simple Past Tense:

Ex: Where did you live two years ago? I lived in Caracas two years ago.

1.- Where did you study last year?

___________________________________________________________________________________
2.- What did you eat for lunch yesterday?
___________________________________________________________________________________
3.-When did you call your family?
___________________________________________________________________________________
4.- What did you drink for breakfast this morning?
___________________________________________________________________________________

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 MODULO II.- USO CORRECTO DEL DICCIONARIO

Competencia específica: Utiliza el diccionario correctamente para buscar, traducir palabras en inglés
relacionadas con el ámbito militar.

LESSON II: EL DICCIONARIO

El libro diccionario contiene las palabras del idioma, explica su significado; y además indica
diversa información a su respecto, principalmente si se trata de un sustantivo, adjetivo, verbo, adverbio,
entre otras.También existen diccionarios que además de las palabras del idioma contienen nombres de
lugares, o de personas célebres con una nota acerca de su biografía. Existen varios tipos de diccionarios
especializados, que contienen información muy detallada sobre diversos temas, tales como: los
diccionarios de sinónimos, o los referentes a áreas especiales del conocimiento. Entre éstos, los
diccionarios enciclopédicos (que en algunos casos comprenden varios tomos) resultan sumamente útiles
a los estudiantes, ya que contienen información de diversos grados de desarrollo, respecto de los temas
a que se refiere cada palabra.

ORGANIZACIÓN Y FORMA DE CONSULTA DE LOS DICCIONARIOS

Conceptualmente, un diccionario es un archivo de palabras organizado con entrada por orden

alfabético sucesivo; de la misma manera que otras recopilaciones de información de carácter similar;
como las guías o diccionarios telefónicos. Dentro de cada sección, las palabras estarán ordenadas a
partir del orden correspondiente en el alfabeto, a las letras segunda, tercera, cuarta, entre otras. Por lo
tanto, para una utilización ágil del diccionario, es indispensable conocer de memoria y ubicar rápidamente
en el orden de su sucesión, las letras del alfabeto.Cuando exista la posibilidad de que se haya confundido
alguna letra con otra, debe reintentarse la búsqueda en base a la otra letra posible o probable: si no
aparece la palabra “pocición” es probable que sea porque la palabra correctamente escrita es posición.
Si no encontramos la palabra “aora”, es porque la palabra a buscar es “ahora”; y si no encontramos
“acha”, deberíamos buscar “hacha”. También ha de tenerse en cuenta que, en ciertos diccionarios, se
opta por separar entre las palabras que comienzan con C, aquella que comienzan con CH, y en
consecuencia, se coloca una sección especial para la CH.
Debe tenerse en cuenta, en particular, que los verbos no se incluyen en los diccionarios en sus
expresiones conjugadas, sino en infinitivo; por lo cual no será posible encontrar la palabra “cantaron”,
sino el verbo “cantar”. Normalmente, los buenos diccionarios incluyen una serie de abreviaturas luego
de la palabra y antes de las explicaciones acerca de su significado. Esas abreviaturas informan acerca de
su valor gramatical, pero también es frecuente que se refieran a otros caracteres de la palabra, por
ejemplo si corresponden a alguna especialidad del conocimiento, a alguna forma de actividad humana, y
muchos otros.

SIGNIFICADO DE LAS ABREVIATURAS MAS EMPLEADAS EN LOS DICCIONARIOS

abrev. – abreviatura Dim. – diminutivo Neol. – neologismo

adj. – adjetivo Fig. – sentido figurado Pref. – prefijo
adv. – adverbio Ger. – gerundio Prep. – preposición
art. – artículo Imper. – imperative Pron. – pronombre
aum. – aumentativo Interj. – interjección Sinón. – sinónimo
conj. - conjunción Subj. – subjuntivo v. – véase

En muchos casos, el diccionario presenta no uno, sino varios significados de las palabras, que
por lo general están claramente diferenciados.Los mejores diccionarios suelen indicar una gran variedad
de sentidos y de información acerca de las palabras en que ello corresponde, incluso su origen en el latín
o el griego, o sus principales sinónimos o expresiones susceptibles de relacionarse con ellas. Por
ejemplo, si buscamos la palabra “oración” es probable que además de su significado gramatical,
encontremos que tiene un sentido en las religiones; que proviene del latín “oratio” que tiene como
principales sinónimos, por lo menos en algunos de sus significados, rezo; que ciertas comunidades se
hace referencia a la oración para indicar la hora del atardecer (“al caer la oración”); y hasta que
gramaticalmente se compone de sujeto, verbo y complementos. Por lo tanto, deberemos discernir entre
toda esa información, aquella que es justamente la correspondiente al objeto de nuestra consulta.
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EXERCISE 1: Put in alphabetic order the following words:

1.- zoo, common, hard, washing, proof, foundation, entrance, west, year, competition.
___________________________________________________________________________________

2.- belong, yard, mother, dead, thunder, life, bastard, anniversary, solve, jacket.
___________________________________________________________________________________

EXERCISE 2: Write the meaning of the following words:

1.- Ship: 4.- Barometer: 7.- Bearing:

2.- Horizon: 5.- Border: 8.- Starboard:
3.- Sea: 6.- Haze: 9.- Port:

EXERCISE 3: Write the meaning of the following words:

1.- Camino: 4.- Amigo: 7.- Buque:

2.- Playa: 5.- Jarra: 8.-Navegar:
3.- Salir: 6.-Tren: 9.- Mar:

LESSON III: TÉCNICAS DE BÚSQUEDA DE PALABRAS SKIMMING Y SCANNING

Considerando el inglés como idioma universal para las comunicaciones, especialmente las de
carácter técnico – científico, su comprensión de lectura se hace cada vez más importante e indispensable
para mantenernos actualizados e informados. Para ello estudiaremos algunas técnicas de lectura y
comprensión de textos escritos en inglés.
A continuación se presentan dos técnicas de lectura muy efectivas en cuanto a su objetivo de
comprensión. Estas técnicas son: Skimming and Scanning.

1.- Skimming: es una técnica de lectura rápida. Se utiliza con el propósito de obtener una idea global del
contenido de un texto. Este tipo de lectura es rápida y activa, la mayor atención de la lectura debe estar
focalizada hacia la idea general del texto. Para su uso se aplican ciertas estrategias tales como:
a) Ubicar palabras claves relacionadas al tema del texto a leer.
b) Ubicar palabras que se repiten.
c) Ubicar palabras que se parecen al español.
d) Observar ayudas tipográficas (letras en negritas, resaltadas, títulos, sub-títulos, gráficos, entre otras),
ya que estos rompen el texto e identifican el contenido de cada parte. Muy a menudo aparecen en
negritas las definiciones y los términos clave. Las gráficas y los mapas tienen títulos y/o encabezados que
te dicen de que se tratan. Todas estas pistas te ayudarán a encontrar la información que estás buscando.

Ficha descriptiva de la técnica del Skimming

Denominación de la Técnica Skimming
Finalidad Identificación de la idea principal de un texto.
Características 1.- Permite obtener una impresión general del contenido complete de
un texto mediante un examen rápido del mismo.
2.- Debe apoyarse en la revisión de diferentes elementos de la obra,
como el título de los capítulos o epígrafes principales, de los
subepígrafes, de los listados de tablas. Figuras, mapas.
3.- Es interesante prestar una especial atención al primero y al último
párrafo o a la primera y a la última frase de cada párrafo y al
“Abstract” (si se trata de un artículo científico).

2.- Scanning: Esta técnica es utilizada con el propósito de localizar información específica (datos,
detalles, fecha, nombres, entre otras). Consiste en mover rápidamente los ojos sobre la extensión del
texto “cazando” la información, es decir, buscando palabras y frases específicas. El objetivo definido es
buscar el dato deseado, ignorando el resto del contenido. A esta técnica de lectura también se le conoce
como lectura por salteo y se recomienda para mejorar la comprensión y la velocidad de lectura (pues

7
evita la re-lectura de textos extensos) lo que nos permite resolver los ejercicios de comprensión de lectura
con mayor eficacia.
Esta técnica es la que aplicamos cuando buscamos un número en la guía telefónica, encontrar
fechas, nombres y lugares; también se puede usar para revisar párrafos, tablas y mapas. Ya que lo que
hacemos es buscar una información específica. Estos métodos de lectura te hacen captar más fácilmente
grandes cantidades de información en un espacio limitado de tiempo. Estas técnicas también sirven
cuando no necesitas conocer el significado de cada palabra para entender el mensaje de texto.

Ficha descriptiva de la técnica del Scanning

Denominación de la Técnica Scanning
Finalidad La localización de un contenido específico en la lectura.
Características 1.- Esta técnica es adecuada para realizar una selección inicial de los
contenidos de una publicación.
2.- Hay una serie de elementos que pueden ayudar a localizar la
información buscada para proceder a su lectura, como el índice de
contenidos, las referencias bibliográficas y el índice de términos.

SKIMMING EXERCISE

This exercise practices skimming – that means reading very fast to find only the main ideas of a text.

Pulp Friction

Every second, I hectare of the world´s rainforest is destroyed. That´s equivalent to two football
fields. An area the size of New York City is lost every day. In a year, that adds up to 31 million hectares –
more than the land area of Poland. This alarming rate of destruction has serious consequences for the
environment; scientists estimate, for example, that 137 species of plant, insect or animal become extinct
every day due to logging. In British Columbia, where since 1990, thirteen rainforest valleys have been
clear cut, 142 species of salmon have already become extinct, and the habitats of grizzly bears, wolves
and many others creatures are threatened. Logging, however, provides jobs, profits, taxes for the
government and cheap products of all kinds for consumers, so the government is reluctant to restrict or
control it.
Much of Canada´s forestry production goes towards making pulp and paper. According to the
Canadian Pulp and Paper Association, Canada supplies 34% of the world´s wood pulp and 49% of its
newsprint paper. If these paper products could be produced in some other way, Canadian forests could be
preserved. Recently, as possible alternative way of producing paper has been suggested by
agriculturalists and environmentalist: a plant called hemp.
Hemp has been cultivated by many cultures for thousands of years. It produces fibre which can
be made into paper, fuel, oils, textiles, food, and rope. For centuries, it was essential to the economies of
many countries because it was used to make the ropes and cables used on sailing ships; colonial
expansion and the establishment of a world – wide trading network would not have been feasible without
hemp. Nowadays, ships´ cables are usually made from wire or synthetic fibres, but scientists are now
suggesting that the cultivation of hemp should be revived for the production of paper and pulp. According
to its proponents, four times as much paper can be produced from land using hemp rather than trees, and
many environmentalists believe that the large – scale cultivation of hemp could reduce the pressure on
Canada´s forests.
However, there is a problem: hemp is illegal in many countries of the world. This plant, so useful
for fibre, rope, oil, fuel and textiles, is a species of cannabis, related to the plant from which marijuana is
produced. In the late 1930s, a movement to ban the drug marijuana began to gather force, resulting in the
eventual banning of the cultivation not only of the plant used to produce the drug, but also of the
commercial fibre-producing hemp plant. Although both George Washington and Thomas Jefferson grew
hemp in large quantities on their own land, any American growing the plant today would soon find himself
in prision – despite the fact that marijuana cannot be produced from the hemp plant, since it contains
almost no THC (the active ingredient in the drug).
In recent years, two major movements for legalization have been gathering strength. One group
of activists believes that ALL cannabis should be legal – both the hemp plant and the marijuana plant –
and that the use of the drug marijuana should not be an offense. They also point out that marijuana is less
8
toxic than alcohol or tobacco. The other legalization movement is concerned only with the hemp plant
used to produce fibre; this group wants to make it legal to cultivate the plant and sell the fibre for paper
and pulp production. This second group has had a major triumph recently: in 1997, Canada legalized the
farming of hemp for fibre. For the first time since 1938, hundreds of farmers are planting this crop, and
soon we can expect to see pulp and paper produced from this new source.

EXERCISE 1: Select the answer you think is correct:

1.- The main idea of paragraph one is:

a.- Scientists are worried about New York City.
b.- Logging is destroying the rainforests.
c.- Governments make money from logging
d.- Salmon are an endangered species.

2.- The main idea of paragraph two is:

a.- Canadian forests are especially under threat.
b.- Hemp is a kind of plant.
c.- Canada is a major supplier of paper and pulp.
d.- Canada produces a lot of hemp.

3.- The main idea of paragraph three is:

a.- Paper could be made from hemp instead of trees.
b.- Hemp is useful for fuel.
c.- Hemp has been cultivated throughout history.
d.- Hemp is essential for building large ships.

4.- The main idea of paragraph four is:

a.- Hemp is used to produce drugs.
b.- Many famous people used to grow hemp.
c.- It is illegal to grow hemp.
d.- Hemp is useful for producing many things.

5.- The main idea of paragraph five is:

a.- Hemp should be illegal because it is dangerous.
b.- Recently, many people have been working to legalize hemp.
c.- Hemp was made illegal in 1938.
d.- Marijuana is not a dangerous drug.

SCANNING EXERCISE
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This exercise practices scanning – that means reading very fast to find specific pieces of information.

EXERCISE 1: Select the answer you think is correct:

1.- How many species of salmon have become extinct in BC?

a.- 27 b.- 31 c.- 137 d.- 142

2.- How much of the world´s newsprint paper is supplied by Canada?

a.- 31% b.- 49% c.- 34% d.- 19%

3.- What equipment on a ship was made from hemp?

a.- Ropes b.- waterproof cloth c.-engine fuel d.- life rafts

4.- What drug can be obtained from a relative of hemp?

a.- Cocaine b.- heroin c.- amphetamine d.- marijuana

5.- Where was hemp farming recently legalized?

a.- USA b.- Canada c.-Singapore d.- the Netherlands

SCANNING FOR SPECIFIC INFORMATION

EXERCISE 1: Read the following text quickly and answer the questions:
1.- When were X-rays discovered?
2.- Who discovered them?

The Discovered of X-rays

Except for a brief description of the Compton effect, and a few other remarks, we have
postponed the discussion of X-rays until the present chapter because it is particularly convenient to treat
X-ray spectra after treading optical spectra. Although this ordering may have given the reader a distorted
impression of the historical importance of X-rays, this impression will be corrected shortly as we describe
the crucial role played by X-rays in the development of modern physics.
X-rays were discovered in 1895 by Roentgen while studying the phenomena of gaseous
discharge. Using a cathode ray tube with a high voltage of several tens of kilovolts, he noticed that salts of
barium would fluoresce when brought near the tube, although nothing visible was emitted by the tube.
This effect persisted when the tube was wrapped with a layer of black cardboard. Roentgen soon
established that the agency responsible for the fluorescence originated at the point at which the stream of
energetic electrons struck the glass wall of the tube. Because of its unknown nature, he gave this agency
the name X-rays.

MODULO III: PAST PROGRESSIVE OR PAST CONTINUOUS TENSE

10
Competencia específica: Utiliza la forma del verbo to be (pasado)+ verbo en gerundio; para referirse a
una acción que se estaba ejecutando.

LESSON IV: PAST PROGRESSIVE OR PAST CONTINUOUS (AFFIRMATIVE FORM)

El Past Progressiveor Past Continuous Tense es usado para indicar acciones o estados que
estaban pasando en un momento pasado determinado en el que se hablaba. Este tiempo se forma
utilizando las estructuras del verbo “To Be” en pasado más el verbo principal de la oración en gerundio.
Este aspecto gramatical corresponde al verbo ESTAR + gerundio.

+
Verbo “To Be” in + “Ing” del Verbo Principal
past

I was reading Yo estaba leyendo We were reading Nosotros estábamos leyendo

You were reading Tú estabas leyendo You were reading Ustedes estaban leyendo
She was reading Ella estaba leyendo They were reading Ellos estaban leyendo
He was reading Él estaba leyendo
It was reading Él/Ella estaba leyendo

AFFIRMATIVE FORM

EXAMPLES:

Present: I clean my house (Yolimpio mi casa)

Past progressive: I was cleaning my house. (Yo estaba limpiando mi casa).

Present: You eat pizza (Tu comes pizza)

Past progressive: You were eating a pizza. (Tú estabas comiendo una pizza).

Present: They cook a cake (Elloscocinanunatorta)

Past progressive: They were cooking a cake.(Ellos estaban cocinando una torta).

Present: The teacher finishes the class (El professor finaliza la clase)
The teacher was finishing the class. (El profesor estaba finalizando la clase).

Los siguientes verbos no suelen usarse en gerundio: know, like, want, love, hate, need.
Podemos complementar las oraciones con las siguientes expresiones verbales al final de la oración:
Yesterday: ayer / Lastnight: la noche pasada/ Lastyear: el año pasado/ Two/threeyearsago: hace
dos/tres años.

EXERCISE 1: Underline “was” or “were”.

1. Boris (was / were) learning English.
2. They (was / were) swimming in the lake.
3. Your father (was / were) repairing the car.

EXERCISE 2: Put the words and phrases in the correct order to form sentences, using the Past
Progressive Tense.
1.- Peter/ reading/ a/ was / book/
______________________________________________________________________
2.- practicing/ Bob and Charles/ were/ soccer/

11
 ______________________________________________________________________
3.- wasn´t/ Mary/ last/ working/ week/
______________________________________________________________________
4.- doing/ were/ what/ the students/ ?/
______________________________________________________________________

EXERCISE 3: Change the following sentences into Past Progressive Tense.

1.- My brother dances in the party

______________________________________________________________________
2.- You drive a new car
______________________________________________________________________
3.- I do my homework
______________________________________________________________________
4.- Monica explains English in class
______________________________________________________________________

PAST PROGRESSIVE (INTERROGATIVE, AFFIRMATIVE AND NEGATIVE FORM)

INTERROGATIVE: Auxiliar (To Be)+ sujeto + forma básica.

EXAMPLE:

Was I reading? ¿Yo estaba leyendo? Were we reading? ¿Nosotros estábamos leyendo?
Were youreading? ¿Tú estabas leyendo? Were they reading? ¿Ellos estaban leyendo?
Was she reading? ¿Ella estaba leyendo?
Was It reading? ¿Ella/él estaba leyendo?

EXERCISE 1: Change the following sentences into the Interrogative form, using Past Progressive
Tense.

1.-I was buying this car last year.

____________________________ ________________________________________________________
2.-They were using pencils and paper two days ago.
____________________________________________________________________________________
3.- They were drinking alcohol in the party last week.
____________________________________________________________________________________
4.- She was seeing a beautiful bird on the tree yesterday.
____________________________________________________________________________________
5.- My father was finding a new job last month.
____________________________________________________________________________________

AFFIRMATIVE SHORT FORM NEGATIVE SHORT FORM

Yes, I was Yes, We were No, I wasn´t No, We weren´t
Yes, You were Yes, You were No, You weren´t No, You weren´t
Yes, He Yes, They/ were No, He No, They/ weren´t
Yes, She was No, She wasn´t
Yes, It was No, It wasn´t

EXERCISE 2: Change these sentences into negative sentences, using the past progressive.

Ex: Robert´s writing a letter last year

Robert wasn´t writing a letter last year.

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1.- I was enjoying in the party yesterday.
________________________________________________________________________________
2.- We´re calling to my mother last day.
________________________________________________________________________________
3.- The cat was playing with its bone two hours ago.
________________________________________________________________________________
4.- Ann and Tom were working in a hospital last year.
________________________________________________________________________________

EXERCISE 3:Answerthe following questionswith affirmative or negative form, according to the

information inside the parenthesis (Short answers):
Ex:Did you go to visit your parents yesterday?
Yes, I was/ Yes, They were or No, I wasn´t/ No, They weren´t
1.- Was she finishing the homework? (negative)
________________________________________________________________________________
2.- Was he painting the house? (negative)
________________________________________________________________________________
3.- Were they driving to New York? (affirmative)
________________________________________________________________________________
4.- Was my mother cooking dinner? (affirmative)
________________________________________________________________________________

EXERCISE 4:
Answer the following personal questions using the information in the parentheses:

Ex: Where were you living last year? (Caracas)

I was living in Caracas last year.

1. What were you doing yesterday? (studying)

________________________________________________________________________________
2. When were you playing chess? (last night)
________________________________________________________________________________
3. What time were the boys doing the homework? (at 5:00 pm)
________________________________________________________________________________
4. What were the cadets studying? (Chemistry)
________________________________________________________________________________

MODULO IV.- SIMPLE FUTURE (FUTURO SIMPLE)

Competencia específica: Utiliza correctamente el futuro simple, de forma oral y escrita, en oraciones
afirmativas, negativas e interrogativas; para referirse a acciones futuras.

LESSON V. – AUXILIARY “WILL”

El tiempo Futuro Simple se usa cuando queremos hacer referencia a acciones futuras o de cosas
que creemos se harán realidad en un futuro, utilizamos el auxiliar "will" delante del verbo en infinitivo.
Ejemplo: He'll do a good job. = El hará un buen trabajo.
Si no estamos tan seguros sobre el futuro, utilizamos "will" con expresiones tales como: probably
(probablemente); posibly (posiblemente); I think (creo); I hope (espero).
Ejemplo: I hope you will visit me in my home one day. = Espero me visites en mi casa un día.
She'll probably be a great success. = Probablemente ella será un gran éxito.
Se utiliza el auxiliar 'will' para todas las personas gramaticales.
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Se deben completar las oraciones usando complementos de tiempo futuro, tales como: tomorrow/
nextweek/ nextmonth/ nextyear/ the dayafter/ in 2019.

+ +
Sujeto AuxiliaryWill Verbo en infinitivo

EXAMPLE:

PRESENT FORM FUTURE AFFIRMATIVE

I play I will play We study We will study

You learn You will learn You believe You will believe
She cleans She will clean

EXERCISE 1: Change the following sentences to Simple Future, using the auxiliary “Will” and add a
complements in future (tomorrow/ next week/ next month/ next year/ in 2019):

EXAMPLE: I study English in the University now.

I will study English at the University next year

1.- My brother goes to the beach now

____________________________________________________________________________________
2.- You visit the “Zoto” Museum in this moment
____________________________________________________________________________________
3.- I see my new car today
____________________________________________________________________________________
4.- He watches TV now
____________________________________________________________________________________

El auxiliar will puede ser abreviado como ´ll. Por ejemplo: I´llhelpyou (Yo te ayudaré). Para la
negación simplemente se agrega la palabra “not”, I will nothelpyou(Yo no te ayudaré).
Will not se abreviacomowon´t. Porejemplo: I won´t help you.

NEGATIVE FORM:

I will not play I won´t play We will not study We won´t study
You will not learn You won´t learn You will not believe You won´t believe
She will not clean She won´t clean They will not change They won´t change

EXERCISE 1: Change these sentences into NEGATIVE SENTENCES, using SIMPLE FUTURE.

Ex: Robert will write a letter tomorrow

Robert won´t write a letter tomorrow.

1.- My brother will go to the beach next Sunday

______________________________________________________________________
2.- You will visit the “Zoto” Museum next day.
______________________________________________________________________
3.- I will see my new car tomorrow.
______________________________________________________________________

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4.- He will watch a TV sport program next Monday.
______________________________________________________________________

SIMPLE FUTURE (INTERROGATIVE, AFFIRMATIVE AND NEGATIVE FORM)

INTERROGATIVE: Auxiliar Will+ sujeto + verbo en infinitivo.

EXAMPLE:

Will I want? ¿Yo jugaré? Will We study? ¿Nosotros

Will You learn? ¿Tú aprenderás? Will You believe? estudiaremos?
Will He walks? ¿Él caminará? Will They change? ¿Ustedes creerán?
¿Ellos cambiarán?

For answering:
I I I
Yes, You will No, You won´t No, You will not
He He He
We We We
They They They

EXERCISE 1: Change the following sentences to Interrogative form, using simple future.
Ex: Robert will write a letter tomorrow
Will Robert write a letter tomorrow?

1.-I will live in Venezuela next year.

____________________________________________________________________________________
2.-They will use pencils and paper for the homework.
____________________________________________________________________________________
3.- We will drink alcohol in the party next week.
____________________________________________________________________________________
4.- She will see the new Leonardo Di Caprio next Saturday.
____________________________________________________________________________________

EXERCISE 2: Answerthe following questionswith affirmative or negative form, according to the

information inside the parenthesis (Short answers):

1.- Will she finish the homework tomorrow? (affirmative)

____________________________________________________________________________________
2.- Will he paint the house next Sunday? (negative)
____________________________________________________________________________________
3.- Will they make breakfast next week? (affirmative)
____________________________________________________________________________________
4.- Will my mother wash the clothes tomorrow? (affirmative)
____________________________________________________________________________________

EXERCISE 5:
Answer the following personal questions in future simple:
Ex: Where will you live next year?I will live in Caracas next year.
1. Where will you travel next year?________________________________________________________
2. What will your mother/father do tomorrow?________________________________________________
3. When will you finish your carrier?_______________________________________________________

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4. Why will you go to the hospital?________________________________________________________
5. What will you drink next day?__________________________________________________________

MODULO V.- TERMINOLOGIA MARÍTIMA BÁSICA

Competencia específica: Identifica y utiliza correctamente, los términos marítimos, para referirse a los
rangos militares, las partes de un buque y las expresiones militares de mando.

LESSON VI. – RANGOS MILITARES DE LA ARMADA

Officers (Oficiales)

Junior Officers (oficiales subalternos) Senior Officials (oficiales superiores)

Ensign (Alférez Lieutenant Lieutenant Lieutenant Commander Captain
de Navío) Junior Grade (Teniente de Commander (Capitán de (Capitán de
(Teniente de Navío) (Capitán de Fragata) Navío)
Fragata) Corbeta)

Rear Admiral Vice Admiral Admiral

(Contralmirante) (Vicealmirante) (Almirante)

Sub-oficial: Petty officer

Sargento: Sargeant
Mainero: Sailor

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MAIN PARTS OF A SHIP (PARTES PRINCIPALES DE UN BUQUE)

Ships are large, complex vehicles which must be self-sustaining in their environment for long periods with
a high degree of reliability.

Reading and writing. Ship Basic Terminology.

There are two main parts of a ship: the hull and the machinery. The hull is the main body of the
ship, which is mostly under water. The machinery includes not only the main engines required to drive
her, but also the auxiliary machinery (boilers, generators, etc.), used for maneuvering purposes, steering,
mooring, cargo handling and for various other services.

Generally, seafarers
refer to the vessel as
‘SHE’.
The Hull

In the design and construction of a vessel, vertical and horizontal divisions are included.
The vertical divisions within the hull, shown in picture A, are called bulkheads (WALLS), which form
watertight compartments or walls that can contain water in the case of a hull breach or other leak. The
horizontal divisions within the hull, shown in picture B, are called decks (FLOORS). A deck is a permanent
covering over a compartment or a hull of a ship. The main or upper deck is the horizontal structure which
forms the ‘roof’ for the hull and also serves as the primary working surface for the deck officers.

Athwartship
Bulkheads
A B

Fore and aft Bulkheads Decks

Are there any other parts of the

ship that you can identify in this
picture?

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 In addition to the technical terms studied previously, there are other parts of the ships which will
engross your existing knowledge in the maritime field. The rear (back) part of the ship is called the stern.
The front part of the ship is called the bow. Fore and aft are generally used for directional purposes. The
area between the forward and aft portions of the vessel (the middle) is called amidships.

Other parts of the ship include the funnel, the superstructure and the bridge, among others. The
funnel is the smokestack on a ship used to expel boiler steam and smoke or engine exhaust. The
superstructure consists of all permanent housing above the main deck. The bridge is the main control
center of the ship. It is where all navigating equipment is located. During navigation, all orders come from
the bridge.

Answer these questions about the reading:

1.- What do the two main parts of the vessel include? 5.- What is the BOW?
2.- What is the HULL? 6.- What is the AMIDSHIP?
3.- What are the BULKHEADS? 7.- What is the STERN?
4.- What are DECKS? 8.- What is the BRIDGE?

LESSON VII. – EXPRESIONES MILITARES DE MANDO Y COMANDO

Military Commands

There are two parts to most military commands. The first is preparation command. The second is the
command of execution. Always leave a pause between them so that everyone can get ready.

Fall In To form a formation, fall in at attention

Academy …Atten…tion all other commands/movements are given/done from the position of
attention.
Dress Right…Dress Lift left hand up and look right
Ready…Front Position of attention
Right…Face 90 degree stationary turn (right heel – ball of left foot

Prepare for Flag Salute:

Ready… If Uncovered: (No helmet or hat) Everyone places their right hand over their heart at
“Ready” and on “All” everyone drops their hand.

If Covered: On command of “Ready” everyone salutes with their right hand, (Arm 90
degrees from body, parallel to ground, bent at elbow, and hand/palm flat with right
forefinger touching brim of helmet).
Begin… On command of “Begin” everyone starts flag salute together. At the last word on
salute “All” the leader will say Ready… Two at which time everyone will drop their
hand to their side.
Left… Face 90 degree stationary turn (Left heel – Ball of right foot)
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