Marketing en Contenido Digital

INGLÉS III
TRANSVERSAL
 Inglés III

© Corporación Universitaria
2 Remington
Primera edición
2018

Inglés III
Edwin Alexander Rivera Zapata
Dirección del Departamento de Internacionalización

Updated by
Leidy Darymar Redondo Fuentes

Editorial Uniremington
Medellín, Colombia
Derechos Reservados ©2011

Primera edición: 2018

Responsables
Jorge Mario Uribe Muriel
Director del Departamento de Internacionalización
juribe01@uniremington.edu.co

Francisco Javier Álvarez Gómez

Coordinador CUR-Virtual
falvarez@uniremington.edu.co

Edición y Montaje
Vicerrectoría de Educación a Distancia y Virtual
Equipo de diseño gráfico

www.uniremington.edu.co
virtual@uniremington.edu.co

Derechos reservados: El módulo de estudio del curso de INGLÉS

III es propiedad de la Corporación Universitaria Remington; las
imágenes fueron tomadas de diferentes fuentes que se relacionan
en los derechos de autor y las citas en la bibliografía. El contenido
del módulo está protegido por las leyes de derechos de autor que
rigen al país. Este material tiene fines educativos y no puede
usarse con propósitos económicos o comerciales. El autor(es)
certificó (de manera verbal o escrita) No haber incurrido en
fraude científico, plagio o vicios de autoría; en caso contrario
eximió de toda responsabilidad a la Corporación Universitaria
Remington y se declaró como el único responsable.

Esta obra es publicada bajo la licencia Creative Commons.

Reconocimiento-No Comercial-Compartir Igual 2.5 Colombia
 Inglés III

3
TABLA DE CONTENIDO
Pág.

1 UNIT 1 HEALTH 7
1.1.1 RELATIONSHIP OF CONCEPTS 7
1.1.2 GENERAL OBJECTIVES 7
1.1.3 SPECIFIC OBJECTIVES 8

1.2 TOPIC 1 8
1.2.1 HOW TO TALK ABOUT HEALTH PROBLEMS 8
1.2.2 VOCABULARY HEALTH 11
1.2.3 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 14
1.2.4 PRESENT PERFECT 15
1.2.5 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 17

1.3 TOPIC 2 17
1.3.1 HAVE TO / MUST 17
1.3.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 19

1.4 TOPIC 3 19
1.4.1 COMPARATIVES 19
1.4.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 20
1.4.3 SUPERLATIVES 21
1.4.4 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 22

1.5 TOPIC 4 23
1.5.1 ZERO CONDITIONAL 23
1.5.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 24
1.5.3 FIRST CONDITIONAL 24
1.5.4 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 26

UNIT 2 STAGES OF LIFE 27

1.5.5 RELATIONSHIP OF CONCEPTS 27
1.5.6 GENERAL OBJECTIVE 27
1.5.7 SPECIFIC OBJECTIVES 28

1.6 TOPIC 5 28
1.6.1 WILL AND GOING TO 28
1.6.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 30

1.7 TOPIC 6 31
1.7.1 PAST PERFECT 31
1.7.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 32
1.7.3 VOCABULARY 32
1.7.4 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 37
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1.8 TOPIC 7 37
4 1.8.1 ACTIVE VOICE 37
1.8.2 PASSIVE VOICE 38
1.8.3 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 42

1.9 TOPIC 8 42
1.9.1 PREPOSITIONS OF MOVEMENT 43
1.9.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO 47

2 GLOSARIO 48

3 BIBLIOGRAFÍA 54
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5
GENERAL PURPOSE

INGLÉS III
The main purpose of this course is to help students improve their ability to understand
and use English as it appears in everyday life.
 Inglés III

INGLÉS III
GENERAL OBJECTIVE
Improve an overall ability in speaking, reading, listening and writing. As well, as
develop understanding of English grammar and pronunciation, and expand the
range of vocabulary to face every day English situations.

SPECIFIC OBJETIVES
 Understand and produce more complex, meaningful , and complete texts to
communicate and interact with others in an oral and written way

 Produce argumentative texts about work implementing different stages of

the writing process independently and incorporating objective information
in a logical , sequential way to build exposition

UNIT 1 UNIT 2

Health Stages in life

 Inglés III

7 1 UNIT 1 HEALTH
In this unit, students will able to understand different types of texts related to topics such as
health, competitions, technology and transport. They will produce more complex, connected
texts to interact with others in oral and written ways by using the forms of the language more
confidently and accurately (grammar, vocabulary, and pronunciation). By exploring themes
suggested in this unit, students will have opportunities to share, learn, and critically reflect on
health problems, causes and cures, competing in the world, means of transportation and some
others; all of these analyzed taking into account different perspectives and cultures.

1.1.1 RELATIONSHIP OF CONCEPTS

1.1.2 GENERAL OBJECTIVES

Understand and produce more complex, meaningful, and complete texts to communicate and
interact with others in an oral and written way.
 Inglés III

8 1.1.3 SPECIFIC OBJECTIVES

Understand frequently used phrases and expressions related to areas of expertise that are
especially relevant (basic information about yourself and your family, purchases, places of
interest, occupations, etc.).

1.2 TOPIC 1
 Present perfect.
 Simple present adverbs and expressions of frequency.
 Simple present and present continuous.
 Use of Get.

 Puedes usar este diccionario para palabras desconocidas: http://www.wordreference.com/

LESSON 1

1.2.1 HOW TO TALK ABOUT HEALTH PROBLEMS

In life, one of the most important things you can do is

to look after your health. When we have a health
problem, we can go and see a doctor. Here we take a
look at the English you need to discuss bad health.

 MAKING AN APPOINTMENT
When you are feeling unwell, you need to see a doctor. Unfortunately, doctors are busy people
so you have to make an appointment. This involves calling (or visiting) the doctor's clinic and
making an appointment with the receptionist. When you make an appointment you arrange a
date and a time when you can see the doctor.
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9
'Good morning. I'd like to make an appointment to see the doctor today.'
'The doctor is busy this morning, but he is free this afternoon. Is 2 o'clock OK?

 SYMPTOMS
When you see the doctor, he (or she) might ask you 'What's wrong?' or 'What's the
problem?' A more specialized question is 'what are your symptoms?’ Symptoms are any
feelings of illness or discomfort, which are caused by a health problem.

E.g. If you had the flu (influenza) your symptoms would be a fever, a runny nose
and I have been coughing.

The doctor might also ask 'When did the symptoms start?'

 DIAGNOSIS
After telling the doctor your symptoms, he will tell you the name of your problem. A diagnosis
is when a doctor tells you the medical name of your problem.

For example, you tell your doctor your symptoms: 'I have a fever, a runny nose
and I have been sneezing.' Your doctor says: 'My diagnosis is that you have the
flu.'

 EXPLAINING YOUR PROBLEM

Look at two forms we can use to talk about our health problems:

'I have been coughing a lot these days / recently / for the last few days / since
yesterday.'(PRESENT PERFECT CONTINUOUS)
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10 'I have a cough.' (PRESENT SIMPLE)

Both of these are used to describe our health problems. The present perfect continuous is
used to show that something started in the past and is still happening now.

We use 'I have been + -ing verb.' Other examples of this form include:

 'I have been sneezing.'

 'My head has been hurting.'
 'I have been having headaches.'
 'I have been feeling tired.'
 'I haven't been sleeping well.'

The present simple is used to focus on a situation at the present. It is more common to use
the present simple than the present continuous when we see a doctor: 'My head hurts' is
more common than 'My head is hurting'.

We also use:

I HAVE + NOUN

 'I have a bad back'

 'I have a sore throat.'
 'I have a fever.'
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11 I FEEL + ADJECTIVE

 'I feel dizzy.'

 'I feel under the weather.'
 'I feel rundown.'

1.2.2 VOCABULARY HEALTH

TYPES OF ILLNESS

 ALLERGY:
(Adjective Allergic) To have a bad reaction to animals, dust, foods or plants. The symptoms are
red eyes, runny nose and sneezing.

 COUGH:
(Verb to Cough) Pronounced 'coff'. To force air out of the lungs making a loud and uncomfortable
noise: 'Smoking makes me cough.'

 DIZZINESS:
(Adjective Dizzy). To have the feeling that everything around you is spinning.
'I felt dizzy after standing up too quickly when I was in the bath.'

 FEVER / TEMPERATURE:
A rise in body temperature. To feel hot.

 THE FLU:
(Also called Influenza) A very strong cold caused by a virus. Symptoms include fever, headache,
runny nose and sneezing.

 HAY FEVER:
An allergy to plants and the pollen from flowers. The symptoms are red eyes, a runny nose and
sneezing.
 Inglés III

12  INSOMNIA:
Not being able to sleep at night.

 RASH:
Uncomfortable, itchy, red spots on the skin. A skin condition.
'She got a rash on her hand after touching a strange plant.'

 RUNDOWN / UNDER THE WEATHER:

(Idioms) Both of these mean a general feeling of sickness. Rundown usually comes from living an
unhealthy lifestyle. Under the weather means to not feel your usual, healthy self.

 RUNNY NOSE:
Mucus coming from the nose. The need to blow your nose a lot.

 SNEEZE:
(Verb to Sneeze) An uncontrollable movement of air from the nose and mouth.
'The strong smell of flowers makes me sneeze.'

 SUNBURN:
Red and painful skin that comes from being in the sun too long

Something ache / sore something / bad something

These three forms are usually used to talk about general problems. These are the common
collocations:

+ ACHE
 Headache
 Backache
 Stomachache
 Muscle ache
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13
BAD +
 Bad back
 Bad head
 Bad leg

SORE +
 Sore throat
 Sore eyes
 Sore feet

TYPES OF DOCTOR

 CARDIOLOGIST:
A heart doctor

 DERMATOLOGIST:
A skin doctor

 DENTIST:
A doctor who treats teeth

 GENERAL PRACTITIONER:
(G.P.) A family doctor who you would usually go to see for common health problems

 OBSTETRICIAN:
A doctor for female patients before and during pregnancy (childbirth)
 Inglés III

14  OPTOMETRIST:
An eye doctor

 ORTHOPEDIC DOCTOR / SURGEON:

A doctor who specialize in bones

 PEDIATRICIAN:
A doctor for children

 SURGEON:
A doctor who performs operations

OTHER IMPORTANT WORDS

Here are another few words that you might find useful:

 Prescription: (Noun) The piece of paper that your doctor gives you with the name of the
medicine you need on it.
 Patient: (Person) A sick person in hospital or visiting the doctor's.
 Drug Store (US) / Chemist's (UK) / Pharmacy: The place you go to get medicine

1.2.3 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.
http://uvirtual.uniremington.edu.co/mod/scorm/view.php?id=21096
 Inglés III

15 1.2.4 PRESENT PERFECT

USE:
The present perfect is used for several reasons:

1) Use it to describe events that happened in the past and are still true now because
you can see the result.

I’ve broken my leg!

David has painted his house.

2) Use it to describe experiences in your life.

I’ve been to New York three times in my life.

However, you cannot use the present perfect to describe experiences in someone’s
life if that person has died.

Michael Jackson performed in Britain many times.

NOT: Michael Jackson has performed in Britain many times.

3) Use it to describe events that started in the past and are still happening now.

I’ve lived here all my life (and I live here now).

John has worked here for 10 years (and he works here now).

Never refer to a finished time with a present perfect verb.

 Inglés III

Form:
16
Make the present perfect in this way.

POSITIVE

I / you / they / we have / ‘ve past participle

he / she / it has / ‘s

Examples: I’ve seen him; they’ve gone; she’s taken my bag.

NEGATIVE

I / you / they / we haven’t / ‘ve not past participle

he / she / it hasn’t / ‘s not

Examples: I have not seen him; they have not gone yet; she’s not been here.

QUESTIONS

Have you / they / we past participle?

Has he / she / it

Examples: Have you seen him? Has she taken my bag?

Common mistakes:
Do not use the present perfect to refer to a finished time.

 I’ve hurt my arm yesterday. I’ve hurt my arm.

 John’s been to New York last month. John’s been to NY.

 Inglés III

17 1.2.5 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.

1.3 TOPIC 2
 modal verbs for rules

LECCION 2

1.3.1 HAVE TO / MUST

Have to

USE:
Use have to to talk about something you must do.

I have to start work at eight.

Use don’t have to to talk about something that is not necessary.

You don’t have to work tomorrow, it’s Saturday.

Form:
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18
POSITIVE

I, you, we, they have to verb (infinitive form)

(go, sleep, work)
he / she / it has to

NEGATIVE
don’t
I, you, we, they have to verb (infinitive form)
(go, sleep, work)
doesn’t
he / she / it

QUESTION

Do I, you, we, they have to verb (infinitive form) ?

(go, sleep, work)
Does he / she / it

Common mistakes
1) Some students think that don’t have to means must not, but this is not correct.

 You don’t have to use your mobile phone in class. You mustn’t use your mobile phone
in class.

2) Some students use haven’t/hasn’t to make negative sentences and questions.

 My sister hasn’t to work today. My sister doesn’t have to work today.

 Have you to leave now? Do you have to leave now?

 Inglés III

19 1.3.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.

1.4 TOPIC 3
 Comparatives
 Superlatives

LECCION 3

1.4.1 COMPARATIVES

USE:
Use the comparative form to talk about how two things are different.

I am taller than you.

This book is thicker than that one.

Form:

 If an adjective has one syllable, add er to the end. If it ends in e already, just add r.
 Tall taller
 Nice nicer
 Thick thicker
 Late later
 Inglés III

 If an adjective ends in one vowel and one consonant, write the consonant again,
then write er. But never write a w twice.
20
 Big bigger
 New newer (NOT newwer)
 Thin thinner
 Slow slower (NOT slowwer)
 Slim slimmer

My brother is thinner than me.

 If an adjective has two syllables and ends in y, change the y to i and add er.
 Funny funnier
 Silly sillier

Which of these books is funnier?

 Some adjectives have irregular superlative forms.
 Good better
 Bad worse
 Far further

Add than after a comparative adjective to compare one thing with another.
However, this is not always necessary.

1.4.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Add than after a comparative adjective to compare one thing with another. However,
this is not always necessary.

Open the following activity

Click en la siguiente actividad.
 Inglés III

21 1.4.3 SUPERLATIVES

USE:
Use the superlative form to describe something that is greater than any other thing.

The Amazon is the longest river in the world.

Helen is the most intelligent student in the class.

Form:

Write the before all superlatives.

 If an adjective is short and has one syllable, add est to the end. If it ends
in e already, just add st.

Tall the tallest

Nice the nicest
Thick the thickest
Late the latest

 If an adjective ends in one vowel and one consonant, write the consonant again,
then write est. But never write a w twice.
Big the biggest
New the newest (NOT newwest)
Thin the thinnest
Slow the slowest (NOT slowwest)
Slim the slimmest

The biggest cat in the world is the lion.

 If an adjective has two syllables and ends in y, change the y to i and add est.
Funny the funniest
Silly the silliest
 Inglés III

It’s the silliest film I’ve ever seen!

22
 For other adjectives with two or more syllables, DON’T add EST.
Write most before the adjective.
Interesting the most interesting
Surprising the most surprising

It’s the most interesting book I’ve ever read.

 Some adjectives have irregular superlative forms.

Good the best
Bad the worst
Far the furthest

 In is often (but not always) used after a superlative adjective to describe where
this statement is true.
 London is the biggest city in England.
 Everest is the highest mountain in the world.
 My brother is the tallest person in my family.

1.4.4 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.
 Inglés III

23 1.5 TOPIC 4
 Zero and first conditional

LECCION 4

1.5.1 ZERO CONDITIONAL

USE:
The zero conditional structure is used to talk about something, which is always true.
It always happens, on the condition that something else happens.

Example: If it rains a lot, our garden floods.

Form:
 Make the zero conditional in this way.

I I
If
you you
When present simple , present simple
he he
Unless
she... she...

Examples: If you fly on a budget airline, you have to buy your own drinks.
When we visit Geoff, he always cooks us a roast dinner.
Or
I I
if
you you
present simple when present simple
he he
unless
she... she...

Examples: You have to buy your own drinks if you fly on a budget airline.
Geoff always cooks us a roast dinner when we visit him.
 Inglés III

 You can also form the zero conditional with the imperative form.
24 If you have a membership card, enter through the door on the left.
Enter through the door on the left if you have a membership card.

 You can also form the zero conditional using a modal verb.
If the alarm goes off, we should leave the building.
If it’s rainy and sunny at the same time, you can often see a rainbow.

 Different tenses can be used in the If / When (‘condition’) clause. However, only
the present simple, a modal or imperative form can be used in the ‘result’ clause.

If we’ve finished all our work, we can leave early.

If people are getting enough exercise, they usually feel better
emotionally as well as physically.

1.5.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.

1.5.3 FIRST CONDITIONAL

USE:
The first conditional structure is used to talk about something, which will or may
happen in the future as a result of something else.

Example: If it rains tomorrow, I’ll stay at home.

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25 Form:
 Make the first conditional in this way.
I I
will / won’t verb
If you you
present simple , might / (infinitive
When he he
might not form)
she... she...

Examples: If I see Tom, I will tell him the news.

When you visit, we might go to the park.

Or
I I
will / won’t verb
you if you
might / (infinitive present simple
he when he
might not form)
she... she...

Examples: She’ll be late if she doesn’t hurry up.

You might not pass your exams if you watch television all the time.

Common Mistakes
 Don’t use will or might directly after will or might.
If I will arrive first, I’ll make lunch.
If I arrive first, I’ll make lunch.

 Always use an infinitive verb after will and might.

I might to go out tonight, if I’m not too tired.
I might go out tonight if I’m not too tired.
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26 1.5.4 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.
 Inglés III

27 UNIT 2 STAGES OF LIFE

In this unit, students will able to understand different types of texts related to topics such as
stages in life, travel and vacation, language and learning, and work. During this stage, learners
have the opportunity to explore, learn and adopt a more critical perspective about people and
social life in their local context and in other regions and cultures. In addition, learners continuo
gaining confidence to use the English Language for personal, academic and professional purposes.

1.5.5 RELATIONSHIP OF CONCEPTS

1.5.6 GENERAL OBJECTIVE

Produce argumentative texts about work implementing different stages of the writing process
independently and incorporating objective information in a logical, sequential way to build
exposition.
 Inglés III

28 1.5.7 SPECIFIC OBJECTIVES

 Understand expressions given in future simple and future continuous
 Describe travel preferences
 Compare different ways of learning

1.6 TOPIC 5
 Will
 Going To

LESSON 5

1.6.1 WILL AND GOING TO

USE:
Both be going to and will can be used to predict future events. In many cases, they
can be used interchangeably.

Experts believe that the recession will continue.

Experts believe that the recession is going to continue.

However, in some cases they are used differently:

 Use going to when there is evidence about what is going to happen.

Look at the time! We’re going to be late!

 Use will / won’t when guessing about the future.

I bet Robin will be late again.

 Inglés III

29  Will is often used with phrases such as I think…, I expect…, I don’t think…, I
bet… , I’m sure…, I doubt if/that… when making predictions.

 It is more common to use I don’t think + will, not I think + won’t

I think it won’t rain  I don’t think it will rain

Form:

 be going to
POSITIVE

I am / ‘m

going to verb (infinitive form)

you / we / they are / ‘re

he / she / it is / ‘s

NEGATIVE

I ‘m not

going to verb (infinitive form)

you aren’t OR ‘re not

he / she / it isn’t OR ‘s not

QUESTIONS
I
Am
going to verb (infinitive form) ?
Are you / we / they

Is he / she / it
 Inglés III

30 Will I / you / he / she / it / we / they / verb (infinitive form)?

SHORT ANSWERS
I am. I’m not.

Yes, you / we / they are. No, you / we / they ‘re not / aren’t

he / she / it is. he / she / it’s not / isn’t

 will
POSITIVE / NEGATIVE
will
I / You / He / She / It / We / They verb (infinitive form).
won’t

QUESTION

Will I / you / he / she / it / we / they / verb (infinitive form)?

1.6.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.
 Inglés III

31 1.7 TOPIC 6
 Past perfect
 Vacabulary

LESSON 6

1.7.1 PAST PERFECT

USE:
 The past perfect describes an event which happened before another event in
the past. We use it when we do not want to say the events in the order they
happened.

A sentence with the events in the order they happened.

John went to the shop on the way home from work, so he got home
late.
(Both verbs are in the past simple.)

A sentence in which the events are NOT in order:

John got home late because he had gone to the shop on the way home
from work.
(The event which happened before the other verb is in the past
perfect tense.)

 The past perfect is also used in other structures such as:

I wish: I wish I had cleaned the house!

Third Conditional: If I had practiced harder, we might have won the
competition.
 Inglés III

Form
32
I
you
had
he / she / it
hadn’t
past participle
we
they

Write any adverbs between had and the past participle.

The film had already started.
The post had just been delivered.

1.7.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.

1.7.3 VOCABULARY

VACATION TRAVEL VOCABULARY

AND SAMPLE SENTENCES

 Airport:
I went to the airport to catch a flight to San Francisco.

 Check-in:
Make sure to get to the airport two hours early to check in.
 Inglés III

 Fly:
33 I like to fly on the same airline to get mileage points.

 Land:
The airplane will land in two hours.

 Landing:
The landing took place during a storm. It was very scary!

 Plane:
The plane is packed with 300 passengers.

 Take off:
The airplane is scheduled to take off at 3:30 p.m.

 Camp:
Do you like to camp in the woods?

 Destination:
What is your final destination?

 Excursion:
I'd like to take an excursion to the wine country while we're in Tuscany.

 Go camping:
Let's go to the beach and go camping next weekend.

 Go sightseeing:
Did you go sightseeing while you were in France?

 Hostel:
Staying in a youth hostel is a great way to save money on vacation.

 Hotel:
I'll book a hotel for two nights.

 Journey:
The journey will take four weeks and we'll visit four countries.

 Luggage:
Can you carry the luggage upstairs?
 Inglés III

 Motel:
34 We stayed in a convenient motel on our way to Chicago.

 Package holiday:
I prefer to buy package holidays, so I don't have to worry about anything.

 Passenger:
The passenger felt ill during the voyage.

 Route:
Our route will take us through Germany and on to Poland.

 Sightseeing:
The sightseeing in this town is rather boring. Let's go shopping.

 Suitcase:
Let me unpack my suitcase and then we can go swimming.

 Tour:
Peter went on a tour of vineyard.

 Tourism:
Tourism is becoming an important industry in almost every country.

 Tourist:
Every May many tourists from around the world come to see the flower festival.

 Travel:
Travel is one of his favorite free time activities.

 Travel agent:
The travel agent found us a great deal.

 Trip:
The trip to New York was lovely and interesting.

 Vacation:
I'd love to take a nice long vacation on the beach.

 Bicycle:
One of the best ways to see the countryside is to ride a bicycle.
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 Bike:
35 We rode a bike from shop to shop.

 Bus:
You can catch a bus for Seattle at the bus station.

 Bus station:
The bus station is three blocks from here.Car: You might want to rent a car when you go on
vacation.

 Lane:
Make sure to get into the left lane when you want to pass.

 Motorcycle:
Riding a motorcycle can be fun and exciting, but it's also dangerous.

 Freeway:
We'll have to take the freeway to Los Angeles.

 Highway:
The highway between the two cities is quite lovely.

 Rail:
Have you ever traveled by rail?

 Go by rail:
Going by rail offers the opportunity to get up and walk around as you travel.

 Railway:
The railway station is down this street.

 Road:
There are three roads to Denver.

 Main road:
Take the main road into town and turn left at 5th Street.

 Taxi:
I got in a taxi and went to the train station.

 Traffic:
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There's a lot of traffic today on the road!

36
 Train:
I like riding on trains. It's a very relaxing way to travel.

 Tube:
You can take the tube in London.

 Underground:
You can take the underground in many cities throughout Europe.

 Subway:
You can take the subway in New York.

 Boat:
Have you ever piloted a boat?

 Cruise:
We will stop at three destinations during our cruise through the Mediterranean.

 Cruise ship:
It's the most elegant cruise ship in the world!

 Ferry:
Ferries allow passengers to take their cars with them to their destination.

 Ocean:
The Atlantic Ocean takes four days to cross.

 Port:
There are all kinds of commercial ships in the port.

 Sailboat:
The sailboat requires nothing but the wind.

 Sea:
The sea is very calm today.

 Set sail:
We set sail for the exotic island.
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 Ship:
37 Have you ever been a passenger on a ship?

 Voyage:
The voyage to the Bahamas took three days.

1.7.4 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.

1.8 TOPIC 7
 Active voice
 Passive voice

LESSON 7

1.8.1 ACTIVE VOICE

In most English sentences with an action verb, the subject performs the action denoted by
the verb.

These examples show that the subject is doing the verb's action.
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38
 The man must have eaten five hamburgers
The man (subject) is doing the eating (verb
 Marilyn mailed the letter.
Marilyn (subject) is doing the mailing (verb).
 Colorful parrots live in the rainforests.
Parrots (subject) are doing the living (verb).

Because the subject does or "acts upon" the verb in such sentences, the sentences are said to
be in the active voice.

1.8.2 PASSIVE VOICE

One can change the normal word order of many active sentences (those with a direct object) so
that the subject is no longer active, but is, instead, being acted upon by the verb - or passive.

Note in these examples how the subject-verb relationship has changed.

 Five hamburgers must have been eaten by the man.

Hamburgers (subject) are being eaten (verb).
 The letter was mailed by Marilyn.
The letter (subject) was being mailed (verb).

Because the subject is being "acted upon" (or is passive), such sentences are said to be in
the passive voice.

NOTE: Colorful parrots live in the rainforests

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Cannot be changed to passive voice because the sentence does not have a direct
39 object.

 To change a sentence from active to passive voice, do the following:

1. Move the active sentence's direct object into the sentence's subject slot

ACTIVE VOICE PASSIVE VOICE

Marilyn mailed the letter The letter…

Direct object subject

2. Place the active sentence's subject into a phrase beginning with the preposition by

ACTIVE VOICE PASSIVE VOICE

Marilyn mailed the letter The letter… by Marilyn

Subject prepositional phrase

3. Add a form of the auxiliary verb be to the main verb and change the main verb's form

ACTIVE VOICE PASSIVE VOICE

Marilyn mailed the letter The letter was mailed by Marilyn

verb verb + be auxiliary

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Because passive voice sentences necessarily add words and change the normal doer-action-
40 receiver of action direction, they may make the reader work harder to understand the intended
meaning.

As the examples below illustrate, a sentence in active voice flows more smoothly and is easier
to understand than the same sentence in passive voice.

ACTIVE VOICE
At each concert, the soprano sang at least one tune from a well-known opera.

Doer of action action receiver of action

PASSIVE VOICE
At each concert, at least one tune from a well – known opera was sung by the soprano.

receiver of action action doer of action

ACTIVE VOICE
Asbestos abatement teams will remove large chunks of asbestos-laden material from
the hallways on the second and third floors.

Doer of action action receiver of action

PASSIVE VOICE
Large chunks of asbestos-laden material will be removed from the hallways on the
second and third floors by asbestos abatement teams.

receiver of action action doer of action

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 It is generally preferable to use the ACTIVE voice.

41
To change a passive voice sentence into an active voice sentence, simply reverse the steps
shown above.

1. Move the passive sentence's subject into the active sentence’s direct object slot

PASSIVE VOICE ACTIVATE VOICE

The letter was mailed by Marilyn … (mailed) the letter.

Subject direct object

2. Remove the auxiliary verb be from the main verb and change main verb's form if needed

PASSIVE VOICE ACTIVATE VOICE

The letter was mailed … … (mailed) the letter.

Be auxiliary

3. Place the passive sentence's object of the preposition by into the subject slot.

PASSIVE VOICE ACTIVATE VOICE

… by Marilyn Marilyn mailed …

Object of preposition by subject

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Because it is more direct, most writers prefer to use the active voice whenever possible.
42
Examples

The ballots have been counted.

Sometimes our efforts are not fully appreciated.

 The writer wishes to emphasize the action of the sentence rather than the doer of the action

Examples

The high-jump record was finally broken last Saturday.

A suspect was questioned for sixteen hours by the police.

 The writer wishes to use passive voice for sentence variety.

1.8.3 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.

1.9 TOPIC 8
 PREPOSITIONS
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LECCION 8
43
1.9.1 PREPOSITIONS OF MOVEMENT

Tomado de: https://www.englishclub.com/vocabulary/prepositions-movement.htm

Prepositions of movement show movement from one place to another place. These
prepositions always describe movement and we usually use them with verbs of motion.

The most common preposition of movement is the preposition to, which describes
movement in the direction of something, for example:

 How do you go to work?

 He drove to London in five hours.
 Nobody came to the party :(

Prepositions of movement are also called prepositions of direction.

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44

Tomado de: https://www.englishclub.com/vocabulary/prepositions-movement.htm

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Prepositions of Movement list

45
Here is a list of the most common prepositions of movement, with example sentences for each
one:

 Across: movement from one side to the other side of something

 It took us three days to drive across the desert.
 The dog ran across the road and nearly got hit by a car.

 Around: movement passing something in a curved route, not going through it

 A big dog was sleeping on the floor so she had to walk around it.
 They walked around the town for an hour.

 Away from: indicating the point where a movement begins

 The mouse ran away from the cat and escaped.

 Down: movement from a higher point to a lower point of something

 They ran down the hill to the stream below.
 He climbed down the ladder to the bottom of the well.

 From: indicating the point where a movement begins

 We flew from Bangkok to London.
 The police took my driving licence from me.

 Info: movement to an enclosed space; movement resulting in physical contact

 He got into the car and closed the door.
 The car crashed into the wall.

 Off: movement away from (and often down from) something

 Please take your papers off my desk.
 The wineglass fell off the table and shattered on the floor.

 On to, onto: movement to the top surface of something

 They went up on to the stage.
 Move the kettle onto the counter.

 Out of indicating the enclosed space where a movement begins

 Take your hands out of your pockets and help me!
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 He went out of the room to smoke a cigarette.

46
 Over: movement above and across the top or top surface of something
 We are flying over the mountains.
 The cat jumped over the wall.

 Past: movement from one side to the other side of something

 We could see children in the playground as we drove past the school.
 We gave the marathoners water as they ran past us.

 To: movement in the direction of something

 Could you give this to Kob please?
 Does this train go to London?

 Through | thru (AmE): movement in one side and out of the other side of something
 The train goes through a tunnel under the hill.
 Hey! You just went thru a red light!

 Towards | toward (mostly AmE): movement in the direction of something

 The night sky got brighter as they drove toward the city.
 At last she could recognize the person coming towards her.

 Under: movement directly below something

 The mouse ran under the chair.
 Submarines can travel under water.

 Up: movement from a lower point to a higher point of something

 Jack and Jill ran up the hill.
 The boat takes two hours going up the river and one hour coming down.

Example sentences with Prepositions of Movement

Here are some more example sentences showing prepositions of movement in context:

 James Bond came into the room and took his gun out of his pocket.
 He walked around the table and moved toward the window.
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 They saw someone running away from the school, past a car and towards the road.
47  They went up on to the roof.
 He jumped off the platform and ran over the rails just before the train arrived.
 The prisoners squeezed through the window, ran across the grass and escaped under the
fence.
 Jack and Jill walked up the hill. Pretty soon they were tumbling down the hill.
 Did you walk here from home?
 They didn't go to school yesterday.

1.9.2 TRAINING WORKSHOP / TALLER DE ENTRENAMIENTO

Open the following activity

Click en la siguiente actividad.
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48 2 GLOSARIO
Infinitive Simple Past Past Participle Spanish
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49
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50
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51

TRAVEL
 Airport: I went to the airport to catch a flight to San Francisco.
 Check-in: Make sure to get to the airport two hours early to check in.
 Fly: I like to fly on the same airline to get mileage points.
 Land: The airplane will land in two hours.
 Landing: The landing took place during a storm. It was very scary!
 Plane: The plane is packed with 300 passengers.
 Take off: The airplane is scheduled to take off at 3:30 p.m.
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52  Camp: Do you like to camp in the woods?

 Destination: What is your final destination?
 Excursion: I'd like to take an excursion to the wine country while we're in Tuscany.
 Go camping: Let's go to the beach and go camping next weekend.
 Go sightseeing: Did you go sightseeing while you were in France?
 Hostel: Staying in a youth hostel is a great way to save money on vacation.
 Hotel: I'll book a hotel for two nights.
 Journey: The journey will take four weeks and we'll visit four countries.
 Luggage: Can you carry the luggage upstairs?
 Motel: We stayed in a convenient motel on our way to Chicago.
 Package holiday: I prefer to buy package holidays, so I don't have to worry about anything.
 Passenger: The passenger felt ill during the voyage.
 Route: Our route will take us through Germany and on to Poland.
 Sightseeing: The sightseeing in this town is rather boring. Let's go shopping.
 Suitcase: Let me unpack my suitcase and then we can go swimming.
 Tour: Peter went on a tour of vineyard.
 Tourism: Tourism is becoming an important industry in almost every country.
 Tourist: Every May many tourists from around the world come to see the flower festival.
 Travel: Travel is one of his favorite free time activities.
 Travel agent: The travel agent found us a great deal.
 Trip: The trip to New York was lovely and interesting.
 Vacation: I'd love to take a nice long vacation on the beach.
 Bicycle: One of the best ways to see the countryside is to ride a bicycle.
 Bike: We rode a bike from shop to shop.
 Bus: You can catch a bus for Seattle at the bus station.
 Bus station: The bus station is three blocks from here.
 Car: You might want to rent a car when you go on vacation.
 Lane: Make sure to get into the left lane when you want to pass.
 Motorcycle: Riding a motorcycle can be fun and exciting, but it's also dangerous.
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53  Freeway: We'll have to take the freeway to Los Angeles.

 Highway: The highway between the two cities is quite lovely.
 Rail: Have you ever traveled by rail?
 Go by rail: Going by rail offers the opportunity to get up and walk around as you travel.
 Railway: The railway station is down this street.
 Road: There are three roads to Denver.
 Main road: Take the main road into town and turn left at 5th Street.
 Taxi: I got in a taxi and went to the train station.
 Traffic: There's a lot of traffic today on the road!
 Train: I like riding on trains. It's a very relaxing way to travel.
 Tube: You can take the tube in London.
 Underground: You can take the underground in many cities throughout Europe.
 Subway: You can take the subway in New York.
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54 3 BIBLIOGRAFÍA
 MOLINSKY, Steven J. (1995). Word by
Este capítulo recomienda al estudiante
las fuentes de consulta bibliográficas y word. Diccionario ilustrado de Ingles. New
digitales para ampliar su conocimiento, Jersey, USA. Editorial Prentice Hall Regents.
por lo tanto, deben estar en la
biblioteca digital de la Remington.  ORTEZ, David (2008, Agosto) Opera.
Utilice la biblioteca digital Recuperado el día 10 de marzo de 2012, de
http://biblioteca.remington.edu.co/es/
para la consulta de bibliografía a la cual
http://www.flickr.com/photos/davidortez/2
puede acceder el estudiante.
884775458/sizes/m/in/photostream/
 ABBS, Brian (2008). Postcards 2b. Second
https://www.englishclub.com/vocabulary/p
Edition. White plains, NY. Editorial Pearson repositions-movement.htm
Longman.

 RICHARDS, Jack C. (2005). Interchange.

Third edition. Cambridge, USA. Editorial
Cambridge University press.