







 



























IRREGULAR VERBS 1. SURGIR
2. DESPERTAR
3. SER/ESTAR
4. SOPORTAR
5. GOLPEAR/VENCER
6. CONVERTIR
7. SUCEDER
8. PROVOCAR
9. EMPEZAR
10. CONTEMPLAR
11. DOBLAR
12. ACOSAR
13. APOSTAR
14. PUJAR
15. ESPERAR
16. ATAR
17. MORDER
18. SANGRAR
19. BENDECIR
20. SOPLAR
21. ROMPER/QUEBRAR
22. CRIAR
23. TRAER
24. EMITIR
25. CONSTRUIR
26. QUEMAR
27. REVENTAR
28. COMPRAR
29. ARROJAR/LANZAR
30. AGARRAR/TOMAR
31. ELEGIR/ESCOGER
32. VENIR
33. COSTAR
34. ARRASTRARSE
35. CORTAR
36. DESAFIAR
37. TRATAR
38. CAVAR/EXCAVAR
39. BUCEAR
40. HACER
41. DIBUJAR
42. SOÑAR
43. BEBER
44. CONDUCIR/MANEJAR
45. VIVIR
46. COMER
47. CAER
48. ALIMENTAR
49. SENTIR
50. PELEAR/LUCHAR
51. ENCONTRAR
52. HUIR
53. VOLAR
54. SOPORTAR
55. PROHIBIR
56. PRONOSTICAR
57. PREVEER
58. PREDECIR
59. OLVIDAR
60. PERDONAR
61. ABANDONAR
62. CONGELAR
63. CONSEGUIR
64. DORAR
65. Ceñir/FAJAR
66. DAR
67. IR
68. MOLER
69. CRECER
70. COLGAR
71. HABER/TENER
72. OIR
73. LEVANTAR
74. COLGAR
75. ESCONDER
76. GOLPEAR
77. AGARRAR/CELEBRAR
78. HERIR
79. CONSERVAR
80. ARRODILLARSE
81. HACER/PUNTO
82. SABER/CONOCER
83. CONDUCIR
84. PONER
85. APOYARSE
86. BRINCAR
87. APRENDER
88. DEJAR
89. PRESTAR
90. PERMITIR
91. ECHARSE
92. ENCENDER
93. PERDER
94. HECER
95. SIGNIFICAR
96. ENCONTRAR
97. DERRETIR
98. REPARTIR
99. PERDER/EXTRAVIAR
100. DELETREAR
101. MALGASTAR
102. EQUIVOCAR
103. .ENTENDER MAL
104. CORTAR/SEGAR
105. SUPERAR
106. SOBREPASAR
107. SOBREHILAR
108. VENCER
109. EXAGERAR
110. DORMIR
111. ADELANTAR
112. DERRUMBAR
113. COMPARTIR
114. PAGAR
115. PONER
116. LEER
117. REEDIFICAR
118. REHACER
119. TRANSMITIR
120. VOLVER A HACER
121. RASGAR
122. AMORTIZAR
123. REINICIALIZAR
124. REBOBINAR
125. REESCRIBIR
126. DESOCUPAR
127. MONTAR
128. LLAMAR
129. LEVANTARSE
130. CORRER
131. SERRUCHAR
132. DECIR
133. VER
134. BUSCAR
135. VENDER
136. ENVIAR
137. PONER
138. COSER
139. SACUDIR
140. RASURAR
141. ESQUILAR
142. DERRAMAR
143. BRILLAR
144. CAGAR
145. HERRAR
146. DISPARAR
147. MOSTRAR
148. RETROCEDER
149. CERRAR
150. CANTAR
151. HUNDIR
152. SENTARSE
153. MATAR
154. DORMIR
155. RESBALAR
156. ARROJAR
157. HACER UNA
ABERTURA
158. OLER
159. HABLAR
160. ACELERAR
161. DELETRAR
162. GASTAR
163. DERRAMAR
164. HILAR
165. ESCUPIR
166. HENDER/PARTIR
167. ESTROPEAR
168. EXTENDER
169. SALTAR
170. ESTAR EN PIE
171. ROBAR
172. PEGAR/ENGOMAR
173. PICAR
174. APESTAR
175. ESPARCIR
176. DAR ZANCADAS
177. GOLPEAR
178. ENRISTRAR
179. PUGNAR
180. SOLAR
181. JURAR
182. BARRER
183. HINCHAR
184. NADAR
185. COLUMPIARSE
186. COGER
187. Enseñar
188. RASGAR
189. DECIR
190. PENSAR
191. ARROJAR/TIRAR
192. ENTENDER
193. DESPERTARSE
194. LLEVAR PUESTO
195. LLORAR
196. MOJAR
197. TRABAJAR
198. ENROLLAR
199. TORCER
200. ESCRIBIR
REGULAR VERBS

1. LLEGADO
2. UNGIR
3. APARECER
4. EVITAR
5. ALENTAR
6. SANTIGUAR
7. LLAMAR
8. LLEVAR
9. PROVOCAR
10. CAMBIAR
11. ANIMAR
12. MASTICAR
13. CONTAR
14. INFORMAR
15. CHOCAR
16. CRUZAR
17. DECIDIR
18. CREAR
19. FALLECER
20. ENTRAR
21. DARSE
22. VOLAR
23. ENFRENTARCE
24. FLOTAR
25. DESLIZARSE
26. REUNIRSE
27. COSECHAR
28. CURAR
29. AYUDAR
30. CAZAR
31. Señalar
32. ATERRIZAR
33. APRENDER
34. GUSTAR
35. VIVIR
36. MIRAR
37. MARCAR
38. MEDIR
39. ABLANDAR
40. MOVER
41. NECESITAR
42. OFRECER
43. PASAR
44. COLOCAR
45. PLANIFICAR
46. PLANTAR
47. JUGAR
48. PREFERIR
49. PROMETER
50. PRESERVAR
51. ARGÜIR
52. JALONEAR
53. APREMIAR
54. LLORAR
55. REDUCIR
56. ACORDARSE
57. QUITAR
58. FROTARSE
59. NAVEGAR
60. SALVAR
61. PARECER
62. DAR VOCES
63. MOSTRAR
64. ESQUIAR
65. NEVAR
66. RESOLVER
67. COMENZAR
68. QUEDARSE
69. CESAR
70. RODEAR
71. TRAGAR
72. PROBAR
73. PROBAR
74. ENTRENAR
75. VIAJAR
76. INTENTAR
77. GIRAR
78. USAR
79. CAMINAR
80. QUERER
81. FUMAR
 THE PRESENT SIMPLE TENSE

P P F

Esta línea imaginaria del tiempo nos muestra que el presente simple se extiende desde el pasado hasta el
presente y dentro del futuro, no se refiere a un momento en particular, abarca todo el tiempo; pasado,
presente y futuro, indicando el estado del hecho, sin hacer referencia al mismo. Las (x), sobre la línea,
representa acciones en un punto específico en el tiempo.

1 - DEFINITION

A - El presente simple lo utilizamos para indicar acciones de: hábitos, rutinas, acciones repetitivas,
descripciones, estados generales y universalmente ciertos, emociones y deseos permanentes.

B - No se utiliza para indicar tiempo presente. En cambio, si describe verdades y estados que generalmente
son ciertos.

C – El presente simple no se utiliza para hablar de lo que está sucediendo en este momento, para ese caso
utilizamos el presente continuo, que lo veremos más adelante.

D - Utilizamos los adverbios de frecuencia como marcadores, para indicarnos con qué frecuencia se repite la
acción, y son los siguientes: ALWAYS, OCCASIONALLY, SELDOM, NEVER, OFTEN, RARELY, SOMETIMES,
CONTINUOUSLY, RARELY, HARDLY EVER, CONSTANTLY, NORMALLY, REGULARLY, FREQUENTLY.

Ejemplo: I always drink juices.

E - Forma: lo formamos con el sujeto y el verbo. Si el sujeto es 3ra. Persona le agregamos (s) al final del
verbo.

Ejemplo: 1 -I am a student. Donde (I), es el sujeto y (am), es el verbo.

2 – She likes to dance. El verbo Like lleva la (s) porque She es tercera persona.

F - Con frecuencia, este tiempo se llama el tiempo habitual, ya que se utiliza para acciones habituales
repetitivas, para describir rutinas diarias o actividades regulares. Para este caso utilizamos los marcadores
de tiempo: Every day, every week, every month, every term, every meal, every year, every time, estos nos
muestran que las acciones son repetitivas.

Ejemplo: He comes to see us every day.

2 - Para indicar acciones repetitivas o rutinas:

A – We take the bus every morning.

B – It rains every afternoon in the summer.
C – They drive to Cartagena every Christmas.
D – I always take a bus to the university.
3 – Para referirnos a habitos:

A – He drinks coffee at breakfast.

B – She only eats fish.
C – Mary shops at Exito.
D – George likes pudding.

4 – Para dar instrucciones o indicaciones:

A – You walk for two hundred meters, then you turn left.

B – Open the packet and put the contents on the table.

C – You take the bus No.6 to Mercacentro, and then No. 10 to dawntown.

D – Do your homework at home.

5 – Para hablar de eventos programados:

A – His mother arrives tomorrow.

B – Our vacation starts on the 26th. March.

6 – Para mencionar eventos programados, presentes o futuros:

A – The party is tonight.

B – The train leaves at 10:00 a.m.

C – Your test starts at 9:00 a.m.

D – The plane does not arrive today.

 PRESENT SIMPLE

WRITE A PHRASE UNDER EACH PHOTO, USING PRESENTSIMPLE

Everyday, every morning, now, right now, at the moment, etc. in this moment, All days.

I drink coffee every morning.

I stretch everyday.

I speak Spanish all days.

WRITE FOR EACH PHRASE, TWO PHRASES: 1- NEGATIVE AND 2- INTERROGATIVE

1. I do not remember the answer.

Do you remember the answer?
Do you know the answer?

2. He does not have breakfast at 8:00

o'clock.
- Eats he breakfast at 8:00 o'clock?
- Does he eat breakfast every day?

3. Jack does not love Myriam.

- Does Jack love Myriam?
- Does Myriam love Jack?

4. Some students do not wear uniforms.

- Do some students wear uniforms?
- Do some students also wear the uniform
badly?

5. He does not trust you

- Does he trust you?
- Does he distrust you?

6. It does not melt in the sun.

- Does it melt in the sun?
- Does it dry in the sun?

7. The doorbell does not ring at 8:00

o'clock.
- Does the doorbell ring at 8:00 o'clock?
- Does the doorbell ring at any time?

8. The flowers do not look fresh.

- Do the flowers look fresh?
- Do the flowers have some dried parts?

9. Some children do not like sweets.

- Do some children like candy?
- Do some children like vegetables?

10. He does not think too much.

- Does he think too much?
- Does he have too many ideas at once?

11. He does not live by the sea.

- Does he live by the sea?
- Does he live at the beach?

12. They do not talk in their sleep.

- Do they talk in their sleep?
- Do they are happy in their dreams?
 READ ABOUT TONY, AND ANSWER THE QUESTIONS

1. Tony is thirteen years old.

2. He lives in Liverpool, England.
3. His father’s works as an artist.
4. Yes, the father's an intelligent and kind person.
5. His mother is tall and thin, with long straight hair, blue eyes.
6. Yes, she is a very patient woman.
7. His brother is tall, with brown hair and blue eyes.
8. Yes, Martin is quite lazy.
9. Karen is short and has green eyes.
10. Yes, she is a bit bossy.
 SIMPLE PAST

Utilizamos el pasado simple para indicar que una acción en el pasado, finalizo y quedo terminada.

________(X)_______________l________________________
Pasado Presente Futuro

(Time markers):
(Yesterday, last year, last week, the day before yesterday, etc.)

Example:

1 – (+) I studied for the test yesterday. STUDY = STUDIED

( sujeto + verbo pasado. + complemento+mardor de tiempo)

2 – (-) I did not study for the test yesterday. Do-does = did
(sujeto + aux. + not + verbo pres. + c + mt.)

3 – (?) Did you study for the test yesterday?

(Aux. + sujeto + verbo pres.+ c + mt + ? )

FORM WITH W.H. QUESTIONS.

4 – (?) Where did Mary go to work?

(W.h. + aux. + sujeto + verbo + com. + ?)
(what, where, who, when, which, how many, how much, etc.)

1 – (+) Where Maria worked .

2 – (-) Where Maria did not work.

3 – (?) Where did Maria work?

4 – (W.H./ ?) When did Maria work?

(what, where, who, when, which, how many, how much, etc.)
1 – I WENT TO WORK EVERYDAY.
1 – (+) I went to work everyday.
( sujeto+ verbo+complement)

2 – (-) I did not go to work everyday.

(sujeto+auxiliary+not+ complement+verbo+marcador tiempo)

3 – (?) Did you go to work everyday?

(auxiliary+sujeto+complement+verbo+m.t+?)

4 – (w.h.?) Where did you go to work everyday?

( )
WHAT – WHEN – WHERE –WHO – WHICH – HOW MUCH – HOW MANY – WHOM -

In
Villavicencio, I lived a very interesting experience, where I made friendships, which were very
important at that time. When I met the city it was filled with culture, with very interesting
landscapes, a city that was the cradle of the joropo, the coleo, the meat to the mamona and of
myths. Villavicencio was a place where I lived most of my childhood and adolescence.

1- Did Sally leave home when she was how old?

R- She left home at 18.

2- Where did Bill meet Sally?

R- Sally worked in a bookstore where Sally worked.

3- Did Andrea was Sally's sister?

R- Andrea did not happen to be Sally's sister.
R- Andrea was sally's daughter.

4- Which city did Sally and Bill live in?

R- They lived in the city of London.

5- What did Bill ask the bank for?

R- Bill asked the bank for a loan.

- WRITE A PARAGRAPH ABOUT THE ACTIVITIES THAT YOU DID LAST WEEKEND.
FRIDAY, SATURDAY AND SUNDAY

Give an example, about me.

- FRIDAY IN THE MORNING, IN THE AFTERNOON, IN THE EVENING.

- SATURDAY.
- AND SUNDAY.

(Time Markers):
- AFTER, FOLLOWING, NEXT, AFTERWARDS, AFTER THAT, ETC.

Friday, in the morning I took the model class, after that I had breakfast, then I did
college work. In the afternoon, I had lunch and then I was in English class, then I was in
another class, which was engineering. Then in the evening, I had dinner, while watching a
movie, after that I did some college work and listened to some music, then I got ready to
go to sleep and then I was on my cell phone until I went to sleep.

On Saturday morning, I got ready and went to work, then I came home in the afternoon,
took a break for a while, watched a few episodes of a series and then prepared something
to eat. In the evening I started to get some college work done. Then I had dinner, after
that I continued with work for a while more, and then I was on my cell phone for a while,
until I went to sleep.

On Sunday, I was working in the morning. In the afternoon I came home, then I had
lunch, and then I left the house for a while. Then at home I started to do some college
work. In the evening I had dinner with my family, then I was sharing with my family.

WRITE THE FOLLOWING VERBS INTO SPANISH.

Go – west – ir
Meet – met – conocer/encontrar
Wear – wore – llevar puesto
Make – made – hacer
Get up – got up – levantarse
Understand – understood – entender
Have lunch – had lunch – almorzar
Speak – spoke – hablar
Leave – left – salir/marcharse
Read – read – leer
Eat – ate – comer
Feel – felt – sentir
Sing – sang – cantar
Cry – cried – llorar/gritar
Know – knew – saber/conocer
Take – took – tomar
Rise – rose – subir/ascender
Smoke – smoked – fumar
Dream – dreamed – soñar
Lay – laid – poner/colocar
Pay – paid – pagar
Bite – bit – morder/picar
Change – changed – cambiar
Cost – cost – costar
Sign – signed – firmar
Lie down – acostarse – lay down
Drink – drank – beber
LOS SIGUIENTES SON LOS SUJETOS PRONOMBRES Y SUS
EQUIVALENCIAS EN LOS ADJETIVOS POSESIVOS
-I = MY
-YOU = YOUR
-HE = HIS
-SHE = HER
-IT = ITS
-WE = OUR
-YOU = YOUR
-THEY = THEIR
LOS ADJETIVOS POSESIVOS LOS UTILIZAMOS ANTES DE LOS
SUSTANTIVOS PARA INDICAR QUIEN POSEE EL SUSTANTIVO.
CÚAL ES SU FUNCIÓN? = LA DE INDICAR QUIEN POSEE EL
SUSTANTIVO.
CÚAL ES SU POSICION EN LA ORACION? SE UTILIZA ANTES DEL
SUSTANTIVO.
¿POR QUÉ USO UN ADJETIVO POSESIVO Y NO UN PRONOMBRE?
EXAMPLES:
THIS IS I HOUSE. (NO PUEDO UTILIZAR UN PRONOMBRE, A
CAMBIO UTILIZO UN ADJETIVO CALIFICATIVO).
THIS IS MY HOUSE.

(MY) =
MY HOUSE = MI CASA – SINGULAR - FEMENINO
MY HOUSES = MIS CASAS – PLURAL - FEMENINO

MY CAR = MI CARRO – SINGULAR - MASCULINO

MY CARS = MIS CARROS – PLURAL – MASCULINO

MY HOUSE
MY = ADJ. POS.
HOUSE = SUST. QUIEN ES EL QUE POSEE
EL CARRO DE JUAN.
THE CAR OF JUAN

JHON´S CAR.
EMPHASIS IN WHICH POSSESSES THE NOUN
AND THE NOUN GOES AFTER IT.

LA MAMA DE MI MAMA
THE MOTHER OF MY MOTHER.(X)
MY MOTHER´S MOTHER.

https://www.youtube.com/watch?v=10z8yyjVPDA ( VIDEO ABOUT POSS. PRON.PACHO)

LOS SIGUIENTES SON LOS SUJETOS PRONOMBRES Y SUS

EQUIVALENCIAS EN LOS PRONOMBRES POSESIVOS
UTILIZAMOS LOS PRONOMBRES POSESIVOS, CUANDO EL
SUSTANTIVO ESTA SOBREENTENDIDO, ES DECIR, LOS
UTILIZAMOS PARA REEMPLAZARLO Y CUANDO NOS REFERIMOS
A SUSTANTIVOS QUE PREVIAMENTE HEMOS MENCIONADO.

FORMA:SE FORMA AÑADIENDO LA LETRA –S AL ADJETIVO

CORRESPONDIENTE, A EXCEPCION DE LA PRIMERA PERSONA
SINGULAR –MINE Y LA TERCERA PERSONA SINGULAR –HIS.

CÚAL ES SU FUNCIÓN? = LA DE UTILIZARLOS EN LUGAR DEL

SUSTANTIVO (CUANDO ESTOS SE SOBREENTIENDEN).

-I = MINE Mine: mío, mía, míos, mías

-YOU = YOURS Yours: tuyo/a, tuyas/os, suyo/os,
suya/as, vuestro/os, vuestra/as, de usted/es
-HE = HIS His: suyo/a, suyos/as, de él
-SHE = HERS Hers: suyo/a, suyos/as, de ella
-IT = ITS Its: suyo, suya, suyos, suyas de es.
-WE = OURS Ours: el nuestro/ la nuestra, los
nuestros/ las nuestras, de nosotros/as
-YOU = YOURS Yours: suyo, suya, suyas, suyos de
ustedes
-THEY = THEIRS Theirs: suyo/a, suyos/as, de
ellos/as

-I = MY =MINE
-YOU = YOUR =YOURS
-HE = HIS =HIS
-SHE = HER =HERS
-IT = ITS =ITS
-WE = OUR =OURS
-YOU = YOUR =YOURS
-THEY = THEIR =THEIRS
LOS SIGUIENTES EJEMPLOS SON CONTRASTES ENTRE ADJETIVOS
POSESIVOS Y PRONOMBRES POSESIVOS Y SUS DIFERENTES USOS:

EJERCICIO: COLOCAR EN EL ESPACIO EN LA ORACION UN PRONOMBRE POSESIVO.

1. The phone number you call last night is __mine_____ .
 Mine
 He
 You
2. Jack is driving a car. Is it __his_____?
 Yours
 His
 I
3. Here is the dress I am going to wear. Where is __yours___ ?
 They
 It
 Yours
4. All those books are __theirs___ . Why do not you borrow them one?
  Theirs
 Yours
  We
5. Is that pizza from __yours_____? I would like to eat a slice; it looks so delicious.
 Yours
 Me
 She
6. That is not Tina’s cell phone. __hers____ has no keyboard.
 Mine
 Hers
 It
7. The cat is playing with _its__ ball.
 Its
 Their
 You
8. Those cakes are _ours____. I bought them for my mother’s party.
 Its
 Ours
 I
 1 – PRIMERA REGLA

PARA DECIR QUE ALGO EN

SINGULAR LE PERTENECE A UNA
PERSONA, LE AGREGAMOS (´S), A
LA PERSONA QUE ESTA EN
SINGULAR.

EXAMPLE: THE BOY´S BALL.

S + ´S + OBJETO
(EN SINGULAR)
2 – SEGUNDA REGLA

SI QUIERO DECIR QUE AL MUCHACHO LE PERTENECE VARIOS BALONES, DIGO:

EXAMPLE: THE BOY´S BALLS.

3 – TERCERA REGLA

PARA DECIR QUE UN BALON LE PERTENECE A UN GRUPO DE

MUCHACHOS, COLOCAMOS SOLAMENTE EL APOSTROFE (´) SIN LA (S),
DESPUES DEL SUJETO.

EXAMPLE: THE BOYS´ BALL.

4 – CUARTA REGLA

PARA DECIR QUE VARIOS BALONES LE PERTENECEN A UN GRUPO DE MUCHACHOS,

SOLAMENTE COLOCAMOS EL OBJETO EN PLURAL.
5 – QUINTA REGLA

CUANDO EL SUJETO SE COMPONE DE VARIAS PERSONAS, EL APOSTROFE (´S), VA EN LA

ULTIMA PERSONA.

PETER, BETTY AND JOHN´S

UNCLE
6 – SEXTA REGLA

SI EL SUJETO TERMINA EN (S) Y ES SINGULAR, LE AGREGAMOS (´S).

7 – SEPTIMA REGLA

Si se trata de un negocio, después del nombre le colocamos (´S).

8 – OCTAVA REGLA

TABLE =
WOMAN =
MAN =
9 - NOVENA REGLA

UTILIZAMOS ESTA FORMA CUANDO HAY UNA RELACION DE PARENTESCO.

EXERCISES:

The baby’s plays with his

toys. – The baby’s toys.

The boy’s dog.

The students’ school.

Peter, Betty and john’s

uncle.

These products are

Victor's Implicit.

Doris’s house.
1 –WHO IS MY MOTHER´S BROTHER?

2- Who is my mother’s mother?

3- Who is my father’s son?

4- Who is my mother’s daughter?

5- Who is my aunt’s daughter?

6- Who is my uncle’s son?

7- Who is the uncle of Pedro, Pablo, Chucho and Jose’s?

R = 1 – PATRICK IS JANE´S BROTHER.

1- Patrick is Jane’s brother.

2- Is that Michael’s car?
3- Sturday is Teresa’s birthday.
4- What is your mother’s name?
5- What is your teacher’s name?
6- Where is Phillip’s desk?
7- My husband’s name is peter.
8- Paul is my sister's friend.
9- Laura’s house is in the center of Rome.
10- My mother’s name is Rosa.
11- Your father’s mother is happy.
12- That’s my brother’s watch.
13- Is it a girls’ school or a boys’ school?
QUE ES UNA IDEA? = ALGO IMAGINARIO, PUEDE SER UN PENSAMIENTO, ……

COMO IDENTIFICAR LA IDEA PRINCIPAL DE UN TEXTO?

La idea principal resume el texto (sea este un párrafo, un capítulo, un texto corto, un libro, etc.)
en una sola frase u oración. Si se omite, el texto pierde sentido. La idea principal expresa el
aspecto esencial del texto. La idea principal es apoyada por ideas secundarias que la explican,
aclaran o especifican. La idea principal puede ser explícita o implicita. Es explícita cuando está
escrita en el texto. Es implícita cuando no está escrita en el texto y el lector debe inferirla. La
idea principal explícita suele aparecer al principio o al final del párrafo.

¿Para qué se identifica la idea principal?

• Para tener la idea global del texto, es decir, su contenido central o fundamental.
• Para descubrir la información central que desea comunicar el escritor en el texto.
• Para enfocar la atención en lo esencial.

¿Cómo encontrar la idea principal?

1. Lean el título, vean las ilustraciones (si las hay) y traten de predecir de qué podría tratar y
cuál podría ser la idea principal.
2. Lean el texto completo y busquen las palabras clave o detalles relevantes que les ayuden a
identificar qué dice el texto sobre el tema que aborda. Busque en el principio y final del texto,
pues, a veces, la idea principal está en el texto. Si no la encuentra en el texto hay que
construirla, para hacerlo, pueden responder a preguntas como ¿De quién o de qué trata el texto?
¿Qué es lo más importante de lo tratado en el texto?
3. Usen la información para escribir una oración con la idea principal. Luego, lean el texto para
confirmar que esa es la idea principal.
 Ejemplo de los pasos

¿Cuál es la idea principal del siguiente texto?

Los parques de San Felipe

San Felipe es un municipio de Venezuela que tiene tres parques. El más importante está cerca
de la Alcaldia. Allí hay bancas de piedra. El segundo parque es el mejor. Allí están los juegos
para los niños. El tercer parque es muy bonito. Es pequeño. Tiene varios nombres. Uno de los
nombres es Plazuela Venezuela.

1. Leo el título: Los parques de San Felipe. Veo la ilustración de un parque. Supongo que
este texto trata sobre parques de San Felipe y que son varios.
2. Cuando leo el texto, me doy cuenta que trata sobre los parques y que son tres.
También, explica un poco de cada uno, por lo cual, creo que la idea principal es la
primera línea del texto: San Felipe es un municipio de Venezuela que tiene tres parques.
3. Vuelvo a leer el texto y confirmo que la idea principal es: San Felipe es un municipio de
Venezuela que tiene tres parques. Las otras oraciones explican cuáles y cómo son esos
tres parques.
 IDEAS SECUNDARIAS

La idea en torno a la cual gira la información se denomina idea dominante. Pero, no todas las ideas
dominantes tienen la misma relevancia; Habrá, entonces, qué diferenciar entre ideas principales e
ideas secundarias.
Las ideas principales representan o expresan una información primordial para el desarrollo del tema
que se trata

RESUMEN
IDEA PRINCIPAL
La idea principal se puede encontrar en un párrafo del texto,
también se puede encontrar en la primera línea de un párrafo o
incluso puede estar de manera implícita en las técnicas que el autor
utilice.
• Expresa la afirmación más general; esto es, la que abarca y da
sentido a las demás ideas del párrafo
• Afirma lo más importante e imprescindible; si se suprime esta
idea, el párrafo queda incompleto
• A veces, se indica explícitamente que es la idea principal, con
expresiones como: “Lo más importante…”, “Lo principal…”,
“Destaquemos…”, “Concluyendo…”, “En resumen”, etc.
 IDEAS SECUNDARIAS

Se encuentran ligadas a la idea principal puesto que depende de ella, y ayudan

a matizar el pensamiento que se va a desarrollar. Generalmente son detalles
descriptivos, ejemplos, circunstancias de tiempo, lugares o apoyos que sirven
para reforzar, justificar o precisar la idea principal. Las ideas secundarias
expresan detalles o aspectos derivados del tema principal. A menudo, estas
ideas sirven para ampliar, demostrar o ejemplificar una idea principal.
 (ESTRUCTURA DEL TEXTO)
1 – TEMA =

2 – IDEA PRINCIPAL (1-EXPLICITA / 2-IMPLICITA) =

3 – IDEAS SECUNDARIAS =

1- (De que o de quien se habla en el texto (frase nominal), sin un verbo y

aparece en el texto. Ejemplo: el cafe)

2- Explicita - porque aparece al inicio del texto. Nos da la información

mas importante de todo el texto, y posee un verbo,
ejemplo: el café es cultivado en las montañas de Colombia.
Implícita – no esta escrita al inicio, pero esta presente en el texto y
hay que buscarla.
*leer el titulo – ver graficas, fotos, leer el texto completo, busque
palabras claves,
Si no la encuentra en el texto hay que construirla, para hacerlo,
pueden responder a preguntas como ¿De quién o de qué trata el
texto? ¿Qué es lo más importante de lo tratado en el texto?
Usen la información para escribir una oración con la idea principal.

3 – son oraciones que amplían y dan más información acerca de la idea

principal.
 A QUE TEMA HACE REFERENCIA CADA UNA DE ESTAS FOTOS?

1 –FRUITS
2 –SCHOOL SUPLIES
3 –ANIMALS
4 –VEGETABLES

TOPIC =MY DOG HOPE

MAIN IDEA =THE BEST DOG IN THE WORLD
SUPPORTING IDEAS =

I LOVE MY DOG.
SHE LOVES TO SWIM AND GO HIKING.
IF I AM HAVING A BAD DAY SHE IS ALWAYS THERE FOR ME.
TOPIC =
THE DOG.
A DOG IS A USEFUL ANIMAL.

MAIN IDEA =
THE DOG A USEFUL ANIMAL

SUPPORTING IDEAS =
THE DOG PLAYS WITH US, THE DOG KEEPS US SAFE.
TOPIC =
THE WORK.

MAIN IDEA =
HE DOESN’T HAVE MUCH FREE TIME AT ALL,
SHE WORKS SIX HOURS A DAY.

SUPPORTING IDEAS =
SOMETIMES WORKS ON SATURDAYS.
TOPIC =
TYPES OF PEOPLE IN THE WORLD.

MAIN IDEA=
THE FIRST GROUP IS MADE UP OF TWO GROUPS OF
PEOPLE, THOSE WHO USUALLY GIVE OF THEMSELVES
WITHOUT EXPECTING ANYTHING IN RETURN, AND THE
SECOND GROUP IS MADE UP OF PEOPLE WHO COSIDER
OTHER PEOPLE VALUABLE IN ORDER TO BENEFIT OR
TAKE ADVANTAGE OF THEM.

SUPPORTING IDEAS =
THE PERFORMANCE OF EACH PERSON IN THESE TWO
GROUPS.
R. b. IT IS IMPORTANT TO LEARN FOREIGN LANGUAGES.
TOPIC =
LITTLE ANDY
MAIN IDEA
SUPPORTING IDEAS
 MEAT –COOK – CHEF –

COOKING – SPECTING – EAT -

AND – BECAUSE – BUT -

TOPIC =

MAIN IDEA =

SUPPORTING IDEAS =

THE CHEF.

Chef is a great cook, his strongest point when cooking is grilled

meat, he has a lot of experience and technique, with that product.
When people taste his preparations, they want to eat more.

Chef is a great cook.

The Chef is very experienced. - Cooking with meat.

 WHAT IS ARCHITECTURE?

The

question “what is architecture?” is one of the most basic but also one of the

most challenging stuff architects ask themselves. It is a philosophical question

that repels a complete answer yet incites an intellectual examination.

Architect’s answers to this question help outline their designs.

What is architecture? is also a question that is particularly important for

students who are looking for different perspectives on architecture as they

come to form their own definitions.

While artists work from real to the abstract, architects must work from the

abstract to the real. Architecture, beneath all its limitations of engineering,

safety, function, climate and economy, arouse us with designs in space and

light achieved in the abstract.

The profession of designing buildings, open areas, communities, and other

artificial constructions and environments, usually with some regard to aesthetic

effect. Architecture often includes design or selection of furnishings and

decorations, supervision of construction work, and the examination, restoration,

or remodeling of existing buildings.

Architecture is a passion, a vocation, a calling — as well as a science and a

business. It has been described as a social art and also an artful science.

Architecture must be of the highest quality of design. Architecture provides,

in the words of Marcus Vitruvius, the great Roman architect and historian,

“firmness, commodity and delight.

The art or practice of designing and constructing buildings.

Architecture is everywhere. Each and every building: home, school, office,

hospital and supermarket were designed for their particular purpose. It is of

vital importance that these buildings, and in turn the environments they form
and the neighbourhoods and cities they are a part of, are designed to be the

best possible buildings for their specific context, use and the people who use

them.The complex or carefully designed structure of something.

Architecture has the ability to materially affect outcomes: it can affect the

way we relate to each other, increase business productivity, support

communities and neighbourhoods, improve health, and even decrease crime.

Architecture: “The art or science of building; esp. the art or practice of

designing and building edifices for human use, taking both aesthetic and

practical factors into account.”

Architecture also has the power to inspire and delight — it can enhance

everyday experiences.

Vocabulary of the text.

 Challenging = Desafiando.
 Themselves = Ellos mismos.
 Abstract = Resumen
 Beneath = Bajo
 Safety = Seguridad
 Furnishings = Mobiliario
 Calling = Llamando
 Highest = más alto
 Purpose = Propósito
 Neighbourhoods = Barrios
28-ADO /23-IDO

He traido un regalo para ti

Profe he traido toda la tarea

I BUY SOME FRUITS I BOUGHT

SOME FRUITS I HAVE BOUGHT SOME FUITS
I HAVE BOUGHT A PRESENT FOR YOU
TEACHER I HAVE BROUGHT THE HOMEWORK
 THE PRESENT PERFECT TENSE

P P
F

ESTA ES UNA REPRESENTACION GRAFICA DE ESA ACCION CON

UNA LINEA IMAGINARIA DEL TIEMPO.

PARTES DEL PRESENTE

PERFECTO

ESTA ES LA FORMA O FORMULA DEL

PRESENTE PERFECTO

SUBJECT +HAVE/HAS + PAST PARTICIPLE + COMPLEMENT

USO DEL PRESENTE PERFECTO:

LO UTILIZAMOS PARA HABLAR QUE ALGO EMPEZO EN UN MOMENTO EN EL

PASADO, EN UN INSTANTE NO ESPECIFICADO Y LO PROYECTAMOS HASTA EL
PRESENTE.

ASI QUE NO INTERESA CUANDO EMPEZO LA ACCION, SINO EL RESULTADO DE ESA

ACTIVIDAD EN ESTE MOMENTO.

EN LA FORMULA APARECEN HAVE O HAS

HAVE = SE UTILIZA PARA LOS PRONOMRES - I – YOU – WE – THEY

HAS = SE UTILIZA PARA LOS PRONOMRES - HE – SHE – IT

HAVE = COMO AUXILIAR EN INGLES TIENE EL SIGNIFICADO DEL VERBO HABER EN

ESPAÑOL (YO HE, USTED HA, NOSOTROS HEMOS, ETC), Y NO COMO VERBO CON EL
SENTIDO DE TENER, EJEMPLOS:

COMO AUXILIAR = I HAVE STUDIED A LOT.

COMO VERBO = I HAVE A DOG.

I HAVE A DOG

COMO LOS VERBOS EN INGLES NO HACEN SUS PROPIAS CONJUGACIONES,

ENTONCES NECESITAN DE UN VERBO AUXILIAR PARA QUE INDIQUE EL TIEMPO
VERBAL A QUE ESTA HACIENDO REFERENCIA ESE VERBO.
EJEMPLO:

I HAVE STUDIED A LOT. LAS SIGUIENTES SON LAS PARTES DE ESTA ORACION
DONDE:

I= ES EL SUJETO

HAVE = ES EL AUXILIAR QUE ACOMPAÑA AL VERBO PRICIPAL DE LA ORACION

(STUDIED).

STUDIED = ES EL VERBO PRINCIPAL EN PARTICIPIO PASADO.

I HAVE STUDIED A LOT

(PRESENTE – PASADO – PARTICIPIO PASADO)

A LOT = ES EL COMPLEMENTO DE LA ORACION.

LAS SIGUIENTES SON LAS FORMAS (+) – (-) – (?), SIN UTILIZAR CONTRACCIONES.
SE UTILIZAN EN LA PARTE FORMAL DEL INGLES Y CUANDO ESCRIBIMOS
DOCUMENTOS COMERCIALES, FACTURAS A EMPRESAS, HOJAS DE VIDA, O CUANDO
LE ESCRIBIMOS A PERSONAS A LAS CUALES NO LES TENEMOS CONFIANZA.

AFFIRMATIVE

I HAVE
YOU HAVE
HE HAS
SHE HAS
IT HAS
WE HAVE
YOU HAVE
THEY HAVE
 SHORT
ANSWERS (+) YES, I HAVE

(-) NO, I HAVEN´T

LAS CONTRACCIONES EN INGLES SEGUN LA REGLA, SE UTILIZAN SOLAMENTE

CUANDO HABLAMOS O CUANDO ESCRIBIMOS DE MANERA INFORMAL CON LOS
AMIGOS O CON PERSONAS DE MUCHA CONFIANZA.

PRACTICE EXERCISES
 WRITE THE VERB IN PAST PARTICIPLE IN THE SPACE PROVIDED
READ THE QUESTIONS AND THEN ANSWER THEM USE:
(YES, I HAVE) OR (NO, I HAVEN´T)

1 – HAVE YOU TRAVELED ABROAD?

2 – HAVE YOU EATEN WORNS?

3 – HAVE YOU SWUM IN THE SEA?

4 – HAVE YOU SMOKED MARIHUANA?

5 – HAVE YOU PRACTICED EXTREME SPORTS?

6 – HAVE YOU RIDDEN A HORSE?

7 – HAVE YOU RIDDEN A MOTORCICLE?

8 – HAVE YOU BEEN IN A RIOT?

9 – HAVE YOU BEEN IN A UNIVERSITY STRIKE?

10 – HAVE YOU CHEATED ON A UNIVERSITY EXAMEN?

1- Not, I haven't traveled for the moment.

2- No, I haven't eaten worms.
3- Yes, I have swum in the sea.
4- No, I haven't smoked marihuana.
5- Yes, I have practiced extreme sports.
6- Yes, I have ridden a horse.
7- Yes, I have ridden a motorcycle.
8- Yes, I have been in a riot.
9- Yes, I have been in a university strike.
10- No, I haven't cheated on a university exam.
Definición

Los sufijos son morfemas que se encuentran ubicados justo después

del lexema o de la raíz de la palabra, y que se utilizan para resaltar o
enfatizar las particularidades de los sustantivos , adjetivos y adverbios a los
cuales modifican. Podemos decir también que son un morfema derivativo de las
lenguas o un afijo que se agrega después del lexema, después de la raíz o
del tema de una palabra y antes de los morfemas constitutivos para
agregar información suplementaria.

Características

Las principales características de los sufijos son las siguientes:

 Los sufijos tienen la capacidad de poder cambiar

la categoría gramatical de la palabra.
 El sufijo es considerado como un morfema del tipo afijo que se le añade
a la raíz.
 La palabra nueva que se forma por medio de los sufijos se
denomina palabra derivada.
 La mayor parte de los sufijos son de origen latino o griego.


Cómo se usan?

Los sufijos se utilizan añadiendo la partícula a la palabra principal para de

esta forma crear una nueva palabra y se utilizan para poder modificar una
palabra y darle un nuevo significado.

Para qué sirven?

El poder conocer los diferentes tipos de sufijos que encontramos en el idioma

español, nuestra lengua es de mucha importancia, esto porque nos ayuda a
conocer el significado que tiene una determinada palabra que es desconocida
para nosotros. También nos ayudan a formar nuevas palabras, esto debido a
que los nuevos vocablos derivan de otros, y por esto, a una palabra que se ha
formado a partir de un prefijo o de un sufijo, se la denomina como palabra
derivada.
SUSTANTIVOS DERIVADOS DE VERBOS (ESTOS SUSTANTIVOS SE FORMAN
USANDO):

LOS SUFIJOS –CION Ó –SION

EJEMPLOS:

VOTAR =VOTACION

ELABORAR =ELABORACION

EXPULSAR = EXPULSION

EJEMPLOS DE SUFIJOS:

1-CANTAR - CANCION

2-EXCLAMAR - EXCLAMACION

3-FUNCIONAR - FUNCION

4-EXPLORAR - EXPLORACION

5-COMPONER - COMPOSICION

UN SUSTANTIVO QUE SE FORMA DE OTRO SUSTANTIVO

EXAMPLES:
LA RAÍZ SE RESALTA EN AZUL Y LOS SUFIJOS EN ROJO PARA SU MEJOR
COMPRENSIÓN:

1. PAPEL (RAÍZ) -ERIA (SUFIJO) =NUEVA PALABRA ( PAPELERIA )

2. MAQUINARIA
3. HIELO - HELADERIA
4. CAMION - CAMIONERIA
5. TELEFONISTA
6. CARTERISTA
7. FELICIDAD
8. SOCIALISMO
9. BELLICIMO
10. RAPIDICIMO
11. CRISTIANISMO

EJEMPLOS DE SUSTANTIVOS PROCEDENTES DE ADJETIVOS (ENTRE

PARÉNTESIS, EL ADJETIVO) Y AL FRENTE EL SUSTANTIVO.

EXAMPLES:

(BLANCO) = BLANCURA

(HERMOSO) = HERMOSURA

(AMPLIO) = AMPLITUD

(GORDO) = GORDURA

LARGO = LARGURA

TIERNO = TERNURA

ALTO = ALTURA
Arbitral - Polar

Carnal - Primaveral

Circular - Ventricular

Familiar - Solar

Muscular - Teatral

Piramidal - Universal
 SUFFIXES

SUFFIX IS A LETTER OR GROUP OF LETTERS ADDED TO THE END OF A WORD TO

MAKE ANOTHER WORD
COOK - COOKER
LAW - LAWYER
DRIVE - DRIVER
 Dangerous.
Exciting.
Profeccional.
Hopeful.
Hopeless.
Friendly.
Comfortable.
Cloudy – Suny – Dirty.
Attractive - Creative.

EJEMPLOS DE SUFIJOS EN INGLÉS PARA FORMAR SUSTANTIVOS

-DOM

SE AÑADE A SUSTANTIVOS O ADJETIVOS PARA FORMAR OTROS

SUSTANTIVOS.

POR EJEMPLO:

KING - KINGDOM (REY/REINO).

FREE - FREEDOM (LIBRE/LIBERTAD).

PARA CAMBIAR EL GÉNERO DE UN SUSTANTIVO DE MASCULINO A

FEMENINO (SE UTILIZA EL SUFIJO ESS)
POR EJEMPLO:

WAITER (MESERO) - WAITRESS (MESERA).

ACTOR (ACTOR)- ACTRESS (ACTRIZ).

1 - WAITER 2 - WAITRESS

3 - ACTOR 4 – ACTRESS

–FUL
ESTE SUFIJO TIENE UN SIGNIFICADO DE «ABUNDANCIA DE ALGO» Y
SE PUEDE AÑADIR A SUSTANTIVOS PARA FORMAR SUSTANTIVOS O
ADJETIVOS.

POR EJEMPLO:

FLAVOUR - FLAVOURFUL (SABOR /SABROSO)

WONDER - WONDERFUL (MARAVILLA/MARAVILLOSO)

–SHIP

UN SUFIJO PARA FORMAR SUSTANTIVOS ABSTRACTOS A PARTIR DE

OTROS SUSTANTIVOS. TAMBIÉN PUEDE APLICARSE A ADJETIVOS Y
VERBOS.
POR EJEMPLO:

DICTATOR - DICTATORSHIP (DICTADOR/DICTADURA)

CITIZEN - CITIZENSHIP (CIUDADANO/CIUDADANIA)

-Y

OTRO SUFIJO QUE INDICA ABUNDANCIA Y QUE SE PUEDE AÑADIR AL

FINAL DE UN SUSTANTIVO PARA FORMAR ADJETIVOS.

POR EJEMPLO:

HAIR (PELO)- HAIRY (PELUDO)

RAIN (LLUVIA) - RAINY (LLUVIOSO)

 

1 - HAIR 2 – HAIRY

EJEMPLOS DE SUFIJOS EN INGLÉS PARA FORMAR ADVERBIOS:

1 (-LY )

SE AÑADE A ADJETIVOS O A SUSTANTIVOS PARA FORMAR ADVERBIOS.

POR EJEMPLO:

1 -SLOW (LENTO) – SLOWLY  (LENTAMENTE)

2 -WEEK (SEMANA) - WEEKLY  (SEMANALMENTE)

1. SLOW 2. SLOWLY

-NESS
CON ESTE SUFIJO PODEMOS TRANSFORMAR UN ADJETIVO EN UN
SUSTANTIVO. SI EL ADJETIVO TERMINA EN -Y, SE CAMBIA POR UNA -
I PARA PODER AGREGAR EL SUFIJO.

POR EJEMPLO:

1 - LONELY (SOLO) – LONELINESS = (SOLEDAD)

2 - DARK (OSCURO)– DARKNESS = (OSCURIDAD)

– LESS
ESTE SUFIJO PUEDE TRANSFORMAR UN ADJETIVO O UN SUSTANTIVO
EN UN SUSTANTIVO. AL CONTRARIO QUE –NESS, INDICA QUE LA
PALABRA RESULTANTE ESTÁ DESPROVISTA DE LA CUALIDAD QUE
INDICA LA PALABRA ORIGINAL.

POR EJEMPLO:

1 – USE (USO) – USELESS  (INUTIL)

2 – END (FIN) – ENDLESS  (INTERMINABLE/SIN FIN)

 

EJEMPLOS DE SUFIJOS EN INGLÉS PARA VERBOS

-ABLE
PARA FORMAR ADJETIVOS A PARTIR DE VERBOS.

POR EJEMPLO:

1-TO DRINK (BEBER) DRINKABLE = (BEBIBLE)

2-TO REASON (RAZONAR) REASONABLE = (RAZONABLE)

-ANCE
OTRO SUFIJO PARA CONVERTIR VERBOS A SUSTANTIVOS. FÍJATE EN
QUE, EN CASO NECESARIO, SE CAMBIA LA E FINAL DEL VERBO POR
UNA A:

 TO INSURE / INSURANCE  = (ASEGURAR/SEGURO)



 TO GUIDE / GUIDANCE  = (GUIAR/GUIA)

-ER
SE AÑADE A VERBOS PARA DESIGNAR A LA PERSONA QUE REALIZA LA
ACCIÓN EN CUESTIÓN. POR EJEMPLO:

 TO SPEAK / SPEAKER = (HABLAR/HABLANTE)



 TO TEACH / TEACHER = (ENSEÑAR/PROFESOR)

-EE
COMPLEMENTARIO DEL ANTERIOR, ESTE SUFIJO DESIGNA A LA
PERSONA QUE RECIBE LA ACCIÓN INDICADA POR EL VERBO ORIGINAL.
POR EJEMPLO:

1-TO EMPLOY (EMPLEAR) EMPLOYEE  (EMPLEADO)

-MENT
CONVIERTE VERBOS EN SUSTANTIVOS. POR EJEMPLO:

1-TO ENLARGE (ALARGAR) ENLARGEMENT (ALARGAMIENTO)

2 -TO MOVE (MOVER) MOVEMENT (MOVIMIENTO)

 SUFFIXES FORMING NOUNS FROM VERBS

SUFFIX -(ER) FROM (VERB) = TO (NOUN)

1 – TEACH + (ER) = TEACH+ER (PROFESOR)

2 - BUILD + (ER) = BUILD+ER (CONSTRUCTOR)

3 - WAIT + (ER) = WAIT+ER (CAMARERO)

4 - MANAGE + (ER) = MANAG+ER (GERENTE)

5 - DRIVE + (ER) = DRIV+ER (CONDUCTOR)

---------------------

SUFFIX –(OR)

1 - EDIT + (OR) = EDITOR - REDACTAO

---------------------

SUFFIX –(IST) =

1 - ART + (IST) = ARTIST = ARTISTA

2 - TOUR + (IST) = TOURIST = TURISTA

3 – JOURNAL + (IST) = JOURNALIST = PERIODISTA

SUFFIXES FORMING ADJECTIVES

ADJECTIVES FROM NOUNS

1 – EDUCATION + -(AL) = EDUCATIONAL = EDUCATIVO

(NOUN) (ADJ.)

2 – DAY + -(LY) = DAYLY = DIA A DIA

____________________________________

SUFFIXES FORMING ADJECTIVES

ADJECTIVES FROM VERBS

1 – UNDERSTAND + -ABLE = UNDERSTANDABLE = COMPRENSIBLE

(VERB) (ADJECTIVE)
____________________________________

SUFFIXES FORMING ADVERBS

ADVERBS FROM ADJECTIVES

1 – HAPPY + -(LY) = HAPPYLY = (FELIZMENTE)

(ADJ.) (ADVERB)

2 – WEEK + -(LY) = WEEKLY = SEMANAL

EXAMPLE: (HE PLAYS SOCCER EVERY WEEK OR HE PLAYS SOCCER WEEKLY)

SUMMARY
 EXERCISES

FORMER – ANTIGUO.
DISAPPEAR – DESAPARECER.
IMPLANT - IMPLANTE.
DESSERT – POSTRE.
PRESS – PRESIONAR.
REUSE – REUTILIZAR.
SUBMARINE – SUBMARINO.
 Present Perfect

EXERCISES

EXAMPLE:

A – HAVE YOU BEEN TO CARTAGENA?

B – YES, I HAVE.

I WENT THERE LAST JUNE.

1-BOUGHT
2 –COOKED
3 – PLAYED SOCCER
4- DANCED
5-TRAVELED
6– KISSED
7– SWUM
8 –SLEPT
9– WALKED
10 –DRIVEN
11– EATEN
12- SUNG
 ADVERBIOS DE TIEMPO QUE SE UTILIZAN EN EL PRESENTE PERFECTO

EVER – NEVER – JUST – YET – ALREADY – FOR – SINCE

LOS SIGUIENTES ADVERBIOS DE FRECUENCIA, SE UTILIZAN EN EL PRESENTE

PERFECTO:

UTILIZAMOS EL PRESENTE PERFECTO, PARA HACER Y RESPONDER PREGUNTAS

ACERCA DE ALGUNAS EXPRERIENCIAS Y LUEGO UTILIZAMOS EL PASADO SIMPLE
PARA DAR INFORMACION DE ESA OCASIÓN ESPECIFICA.

1 – EVER = (¿ALGUNA VEZ…?) =

SE UTILIZA EN ORACIONES INTERROGATIVAS. EVER, SE COLOCA ANTES DEL
VERBO PRINCIPAL QUE ESTA EN PARTICIPIO PASADO Y DESPUES DEL SUJETO.

EXAMPLE:

¿A - HAVE YOU EVER BEEN TO SAN ANDRES?

B - YES, I HAVE.
I WENT THERE LAST YEAR.
2 – NEVER = (NUNCA)
COLOCAMOS NEVER SIEMPRE ENTRE HAVE/HAS Y EL PARTICIPIO PASADO. LO
UTILIZAMOS EN ORACIONES NEGATIVAS EN CUALQUIER MOMENTO.

EXAMPLE:

I HAVE NEVER VISITED PERU.

I HAVE NEVER STUDIED ENGLISH.

I HAVE NEVER HAD MY HAIR PAINTED.

3 – JUST = (ACABAR DE …..)

LO UTILIZAMOS PARA MENCIONAR EVENTOS RECIENTES Y SE COLOCA ENTRE
HAVE/HAS Y EL PARTICIPIO PASADO.

EXAMPLE: FINISHED DANCED PLAYED

SLEPT RUN WRITTEN SUNG

A – DO YOU WANT A
CAKE?

B – NO, THANK YOU.

I HAVE JUST HAD
LUNCH.
NOW YOU WRITE THE QUESTIONS TO THE FOLLOWING

SENTENCES.

1 - I HAVE JUST FINISHED MY ENGLISH CLASS.

2 - I HAVE JUST DANCED SALSA.
3 – I HAVE JUST PLAYED SOCCER.
4 – I HAVE JUST WRITTEN A LETTER.
5 – I HAVE JUST SUNG A SONG.
6 – I HAVE JUST SLEPT IN MY BED.
7 – I HAVE JUST RUN IN THE PARK.

4 – YET = (TODAVIA)
SE ESCRIBE AL FINAL DE LA ORACION, YA SEA NEGATIVA O INTERROGATIVA Y LO
UTILIZAMOS PARA PREGUNTAR SI ALGO INESPERADO A SUCEDIDO.

EXAMPLES:

HAVE YOU PACKED YOUR SUITCASE YET? (INTERROGATIVE PHRASE

I HAVE NOT DONE MY HOMEWORK YET. (NEGATIVE PHRASE)

?
5 – ALREADY = (YA)
SIEMPRE SE COLOCA ENTRE HAVE/HAS Y EL PARTICIPIO PASADO Y LO UTILIZAMOS
PARA MENCIONAR QUE ALGO HA SUCEDIDO ANTES DE LO ESPERADO.

EXAMPLE:

I HAVE ALREADY PACKED FOR THE TRIP.

6 – FOR = (POR / DURANTE)

SE COLOCA ANTES DEL TIEMPO A QUE HACEMOS REFERENCIA Y LO UTILIZAMOS

PARA HABLAR DE UN PERIODO DE TIEMPO: 5 MINUTOS, 2 SEMANAS, 6 AÑOS, ETC.

EXAMPLE:

I HAVE BEEN HERE FOR 45 MINUTES.

7 – SINCE (DESDE)
SE COLOCA ANTES DEL TIEMPO A QUE HACEMOS REFERENCIA Y LO UTILIZAMOS
PARA MENCIONAR CUANDO EMPEZO LA ACCION:

EJEMPLOS: EL AÑO PASADO, EL 7 DE MAYO, CUANDO TE CONOCI, ETC

EXAMPLE:
I HAVE BEEN HERE SINCE I MET YOU.
EXCERCISES
Use the ideas below to make sentences in the present perfect.
e.g. - Just/I go/the hairdresser`s/to
- I have just been to the hairdresser`s.

1 – not/I/yet/finish/school.
I have not finished school yet.

2 – just/lunch/I/have
I have just had lunch.

3 – I/on holiday/already/go/this year

I have already on vacation go this year.

4 – an arm/or a leg/never/I/break
I have never broken an arm or a leg.

5 – I/go/yet/this year/not/to the dentist`s

I have not yet go to the dentist's this year.

6 – I/do/anything exciting/not/this week.

I have not done anything exciting this week.

7 – I/anyone famous/never/meet
I have never met anyone famous.

8 – I/not/do/any sport/this week

I have not done any sports this week.

9 – I/on a plane/this year/travel/not

I have not traveled on a plane this year.

10 – I/never/anything/steal
I have never stolen anything.
 ON TOP OF THE WORLD

“Imagine, you are 23 years old, trapped in an ice cave for 14 days by a sub-zero blizzard on the summit of New Zealand’s
highest peak.

You are starving and freezing to death. You wake up in hospital to find that you have lost both legs below the knees due to
frostbite.

What do you do next? If you are Mark Inglis, you climb Mount Everest, of course.” The first ever double amputee to scale Mt
Everest says life is for him is all about participation and he believes we are all here to make a difference.

New Zealand’s Mark Inglis made history when reached the ‘roof of the world’ in May, 2006. While many would see this as
the ‘pinnacle’ of achievement, for Inglis, Everest is one of many accomplishments in a life full of conquests.Born in
September 1959, Mark had a passion and love of the outdoors since childhood. In 1979, he began work as a professional
search and rescue mountaineer for Aoraki/Mount Cook National Park. In November 1982, Mark and his climbing partner
Philip Doole became trapped near the summit of Mt Cook in atrocious weather, a storm that was to last 13-and-a-half days.
The resulting stay in the ice cave – now known as Middle Peak Hotel – resulted in both men’s legs becoming badly frost
bitten. The rescue of the two climbers was a major media event in New Zealand, with the country gripped by the dramatic
incident. When rescued, Inglis and Doole were near starved and close to death. Following the rescue, both Mark’s legs
were amputated below the knee. He was 23 years old.

What does the future hold?

Mark: Probably lucky I don’t have a crystal ball, as I love the surprises that life delivers. My path is sharing those things that I
treasure; the mountains, climbing, cycling – experiences and places where no other human has been. I’ll continue to
encourage confidence and attitude, enabling people to step beyond that edge. One thing I have learned, it is very easy to sit
back, but essential that you don’t.

What kept you going?

Mark: Knowledge and faith – Knowledge, as in we were in a unique situation being SAR mountaineers; we had seen,
experienced and trained for this, so we could make the decisions that would allow us to survive, despite knowing that we
might at least lose a few toes. Faith, in that we knew we would be rescued; it was just a matter of when, not if. Hence our
job, our focus, especially after about day five when we recognized there was little likelihood of self rescue, was simply to
survive.
 at what point did you realize you were in serious trouble?

Mark: Pretty much as soon as we put our head over the summit ridge at about 6pm in the evening. The scale of the storm
meant that the only option was to try and fight our way down to Porter Col but within metres, we knew we had to get
out of the wind. It really was like an evil thing trying to beat you to death. As we climbed into Middle Peak ‘Hotel’ we
were optimistic that the weather would clear, but with each passing hour the gravity of the situation increased.

Did you ever feel you wanted to give up?

Mark: In some ways – always, but in others, never. It would have been so nice to have been spirited off the mountain,
but then reality hits. It won’t happen, and everything next is all up to you.

As the result of the loss of his legs, Mark was forced to change his career. At the age of 25, he attended Lincoln University
and graduated with a BSc Hons 1st Class degree in Biochemistry in 1989. But the sporting arena still beckoned and Mark
relished the opportunity to compete at national and international level in Disabled Alpine Skiing, gaining one gold, two
silvers and two bronze medals in 1990, 1991 and 1996. Mark also competed at an international level in Disabled Road
Cycling, first representing New Zealand at the World Championships in Colorado Springs 1998 and ranked ninth in the
World.

In 1999, he was named in the New Zealand team to the Southern Cross Multidisability Games in Sydney, where he
collected Bronze, Silver and Gold medals for his efforts. At the 2000 Sydney Paralympic Games, Mark rode to twelfth in
the Road Race and a career highlight of Silver in the Kilo (1000m individual time trial), New Zealand’s first ever
Paralympic Cycling medal and the first medal awarded at those Olympics.

How long was the recovery post-amputation?

Is it a continuing process or just something you need to come to terms with?

Mark: It’s been staged across the whole of my life since. Post-amputation, by two months you should have legs and be
walking. After six months, you are pretty much stable and ‘recovered’, but it’s about eighteen months to two years
before your stumps are really settled down enough to explore what is truly possible – and that’s far more than anyone
thinks.

Mentally, how did this experience affect you? What are some of the challenges?

Mark: On the surface, you keep smiling and pushing the limits, but that masks the real ‘day by day’, ‘hour by hour’, hard
slog. It’s about keeping constantly positive while hitting a multitude of stumbling blocks. I’ve battled others’ perceptions
(other amputees and the general community) of what is possible, especially around technology. Artificial limb technology
isn’t a lot different from the 1960s or 70s – it’s really just comfort and material changes. So while my ‘normal’ walking
legs let me do 99% of everything, I love being in that 1% space; hence I’ve explored design and built specialist legs.
 PREPARE THE FOLLOWING QUESTIONS AND ANSWER THEM

1 -What do you call someone with no legs?

R. double amputee.

2 - What is Mark Inglis famous for?

R. New Zealander Mark Inglis made history by climbing Everest, becoming the first double
amputee in history.

3 - Did Mark Inglis summit Everest?

R. Yes, in may, 2006.

4 - What happened to Mark Inglis at Mount Cook?

R. He was trapped for 14 days in an ice cave by a sub-zero blizzard on the summit of New
Zealand's highest peak.

5 - Who was the first double amputee to climb Everest?

R. It was Mark Inglis.

6 -What is a double amputee mean?

R. It means the amputation of two extremities of the body.

7 - Who was the fellow climber of Mark Inglis?

R. His partner was Philip Doole.

8 -What are the other challenging roles in which Mark Inglis had succeeded?
R. He attended Lincoln University and graduated with a degree in Biochemistry in 1989,
competed nationally and internationally in alpine skiing for the disabled, winning one gold,
two silver and two bronze medals in 1990, 1991 and 1996. Mark also competed
internationally in road cycling for the disabled, representing New Zealand for the first time
at the 1998 World Championships in Colorado Springs.

MAKE A LIST OF NEW VOCABULARY

1 – TRAPPED – ATRAPADO

2 – AN ICE CAVE – UNA CUEVA DE HIELO

3 – A SUB-ZERO BLIZZARD – UNA TORMENTA DE NIEVE BAJO CERO

4 –SUMMIT – CUMBRE
5 – PICO – PEAK

6 – HIGHEST – EL MAS ALTO

7 – STARVING – HAMBRIENTO

8 – FREEZING TO DEATH – MURIENDO DE FRIO ( Y MURIENDO POR

CONGELAMIENTO)

1 – frostbite = Congelacion.

2 – believes =

3 – outdoors = Al aire libre.

4 – atrocious =Atroz.

5 – gripped = Agarrado.

6 – sharing = Compartir

7- enabling = Habilitar.

8 – recognized = Reconocido.

9 – likelihood = Probable.

10 – Disabled = Discapacitado.

11 – Multidisability = Multidiscapacidad.

12 – efforts = Esfuerzos.

13 – stumps = Muñones.

14 – smiling = Sonreir.

15 – keeping = Mantener.

16 – stumbling = Tropiezos.

17 – terms = Terminos.

18 – kept = Guardado.

19 – blizzard = Vestisca.

20 – bitten = Mordido.
 ON TOP OF THE WORLD

“Imagine, you are 23 years old, trapped in an ice cave for 14 days by a
sub-zero blizzard on the summit of New Zealand’s highest peak.
You are starving and freezing to death. You wake up in hospital to find
that you have lost both legs below the knees due to frostbite.

1 – cuál es el título de la lectura?

R = En la cima del mundo.

On top of the world.

2 – En qué situación se encuentraba Mark cuando se despierto en un

hospital?
R = descubrio que ha perdido las dos piernas por debajo de las
rodillas debido a la congelación.

discovered that he has lost both legs below the knees due to frostbite.

3 - Donde está ubicada la cueva de hielo?

R = En Nueva Zelanda.

In New Zealand.
 What do you do next?
If you are Mark Inglis, you climb Mount Everest, of course.”
The first ever double amputee to scale Mt Everest says life is for him is
all about participation and he believes we are all here to make a
difference.
New Zealand’s Mark Inglis made history when reached the ‘roof of the
world’ in May, 2006

1 – Quien es el primer doble amputado en escalar el Monte Everest?

R = Fue Mark Inglis.

It was Mark Inglis.

2 – Por que hizo historia Mark Inglis al alcanzar el techo del mundo?
R =Por que es el primer doble amputado que escalo el Everest.

Because he is the first double amputee to climb Everest.

While many would see this as the ‘pinnacle’ of achievement, for Inglis,
Everest is one of many accomplishments in a life full of conquests.
Born in September 1959, Mark had a passion and love of the outdoors
since childhood. In 1979, he began work as a professional search and
rescue mountaineer for Aoraki/Mount Cook National Park.

1 – Cando nació Inglis?

R = Nacio en septiembre de 1959.

Born in September 1959.

2 – Cual era la pasión y el amor que Mark sentía desde la infancia?

R = A las actividades al aire libre.

To outdoor activities.

3 – En que año empezó a trabajar como profesional?

R = En 1979.

In 1979.
In November 1982, Mark and his climbing partner Philip Doole became
trapped near the summit of Mt Cook in atrocious weather, a storm that
was to last 13-and-a-half days.
The resulting stay in the ice cave – now known as Middle Peak Hotel –
resulted in both men’s legs becoming badly frost bitten.

1 - ¿En qué fecha Mark y su compañero Philip quedaron atrapados en

la cumbre del Monte Cook?

R = En noviembre de 1982. - In November 1982.

2 – Cuantos días duro la tormenta debido al mal tiempo?

R = La tormenta duro 13 dias y medio. - The storm lasted 13 and a

half days.

3 - Con que nombre se conoce ahora la Cueva de Hielo?

R = como Middle Peak Hotel. - as Middle Peak Hotel.

The rescue of the two climbers was a major media event in New

Zealand, with the country gripped by the dramatic incident.
When rescued, Inglis and Doole were near starved and close to death.
Following the rescue, both Mark’s legs were amputated below the
knee. He was 23 years old.

1 - ¿Cómo fue la reacción en Nueva Zelandia por el rescate de los dos

escaladores?

R = fue un gran acontecimiento mediático. - was a major media event.

2 – ¿Cómo se encontraban Inglis y Doole, cuando fueron rescatados?

R = estaban casi muertos de hambre y a punto de morir.

They were almost starving and on the verge of death.

3 – Cuantos años tenía Mark?

R = Tenía 23 años. - I was 23 years old.

4 – Que paso después del rescate de Mark?

R = Le amputaron las dos piernas, por debajo de las rodillas.

Both of his legs were amputated, below the knees.

What does the future hold?

Mark:
Probably lucky I don’t have a crystal ball, as I love the surprises that
life delivers.
My path is sharing those things that I treasure; the mountains,
climbing, cycling – experiences and places where no other human has
been I’ll continue to encourage confidence and attitude, enabling
people to step beyond that edge. One thing I have learned, it is very
easy to sit back, but essential that you don’t.

1- ¿Que cosas atesora Mark, y que ademas las comparte?

R = las montañas, la escalada, el ciclismo, experiencias y lugares

donde ningún otro ser humano ha estado.
mountains, climbing, cycling, experiences and places where no other
human being has been.

2 – Que cosa ha aprendido?

R = que es muy fácil quedarse de brazos cruzados, pero es esencial

no hacerlo.
It is very easy to stand idly by, but it is essential not to do so.

What kept you going?

Mark:
Knowledge and faith – Knowledge, as in we were in a unique situation being SAR
mountaineers;
we had seen, experienced and trained for this, so we could make the decisions
that would allow us to survive, despite knowing that we might at least lose a few
toes.
1 - ¿Qué cosas mantuvo a Mark, para poder seguir adelante?
R = El conocimiento y la fe. - Knowledge and faith.

2 – Que significan las siglas SAR mountaineers?

R = Montañeros de búsqueda y rescate - Search and Rescue Mountaineers

3 – Que cosas les permitieron sobrevivir?

R = Lo experimentado y entrenado que estaba para ello, así que podían tomar
las decisiones que nles permitieron sobrevivir.
How experienced and trained they were for it, so they could make the decisions
that allowed them to survive.

Faith, in that we knew we would be rescued; it was just a matter of when, not if.
Hence our job, our focus, especially after about day five when we recognized
there was little likelihood of self-rescue, was simply to survive.
1 – En que tenian fe?
R = En que los rescatarían. - They would be rescued.

2 – Que paso después del quinto dia?

R = Reconocieron que tenían pocas probabilidades de un autorescate.
They recognized that they had little chance of a self-rescue.

At what point did you realize you were in serious trouble?

Mark:
Pretty much as soon as we put our head over the summit ridge at
about 6 p m in the evening.
The scale of the storm meant that the only option was to try and fight
our way down to Porter Col but within metres,
we knew we had to get out of the wind. It really was like an evil thing
trying to beat you to death.
As we climbed into Middle Peak ‘Hotel’ we were optimistic that the
weather would clear, but with each passing hour the gravity of the
situation increased.
1 – Que paso más o menos a las 6 de la tarde?
R = Aumento la magnitud de la tormenta.
The magnitude of the storm increased.

2 – En qué momento se dieron cuenta que estaban en serios

problemas?
R = Cuando se asomaron la cabaza por la cresta de la cumbre y vieron
la magnitud de la tormenta.
When they peered over the summit ridge and saw the magnitude of the
storm.

3 – Que pensaban mientras subían al Hotel Middle Peak?

R = Tenian un pensamiento optimista de que el tiempo se despejaría.
They were optimistic that the weather would clear.

Ask a question and answer it.

Did you ever feel you wanted to give up?

Mark:
In some ways – always, but in others, never. It would have been so nice to
have been spirited off the mountain, but then reality hits. It won’t happen,
and everything next is all up to you.
As the result of the loss of his legs, Mark was forced to change his career.
At the age of 25, he attended Lincoln University and graduated with a BSc
Hons 1st Class degree in Biochemistry in 1989.

1 – En algun momento sintio Mark que queria abandoner?

R = Si, en algunos aspectos, pero en otros nunca, pensaba que seria mas bonito
ser rescatado de la montaña.
Yes, in some respects, but in others never, I thought it would be nicer to be
rescued from the mountain.
2 – Porque Mark se vio obligado de cambiar de Carrera?
R = Por la amputacion de sus dos piernas.
Because of the amputation of his two legs.
3 – Mark se licencio en la Universidad de que y en que año?
R = Se licencio en Bioquimica en 1989.
He graduated in Biochemistry in 1989.
 But the sporting arena still beckoned and Mark relished the
opportunity to compete at national and international level in Disabled
Alpine Skiing, gaining one gold, two silvers and two bronze medals in
1990, 1991 and 1996.
Mark also competed at an international level in Disabled Road Cycling,
first representing New Zealand at the World Championships in
Colorado Springs 1998 and ranked ninth in the World.
In 1999, he was named in the New Zealand team to the Southern Cross
Multidisability Games in Sydney, where he collected Bronze, Silver
and Gold medals for his efforts.

1 – En que Mark se seguia atrayendo?

R = Por el ambito deportivo. - For the sports field.
2 – En que compitio Mark en el ambito deportivo?
R = En esqui alpino para discapacitados, tambien en ciclismo de
carretera para discapacitados.
In alpine skiing for the disabled, also in road cycling for the disabled.
3 – En que participo Mark por el equipo de neozelandes?
R = Participio en los juegos Multidiscapacitados de Southern Cross en
Sidnay.
Participated in the Southern Cross Multihandicapped Games in
Sidnay.
LAS PALABRAS ESTAN COMPUESTAS DE 3 PARTES
Raíz = parte de la palabra que no varía y contienen la información básica

EXAMPLE: UN, HELP, FUL HELP = AYUDA

DONDE
-(UN) ES EL PREFIJO HELPFUL = UTIL
-(HELP) ES LA RAIZ
-Y (FUL) ES EL SUFIJO UNHELPFUL = INUTIL

La palabra PREFIJO, está compuesta por dos partes:

1 -PRE, que quiere decir ANTES

2 -FIJO, que significa FIJAR.

Los prefijos no se utilizan solos, ya que siempre van unidos a una palabra y
carecen de significado por sí mismos.
(“un”, “dis”, “an”, “in” o “a”, etc…)

Los

prefijos se componen de:

-Una letra (a-tomo) átomo

-Una sibila (im-posible) imposible

-O de una palabra (extra-ordinario) extraordinario

Estas se anteponen o se colocan antes de una palabra para formar otra

palabra con otro significado u otra función gramatical.
Las comprensiones de los diversos significados de prefijos nos ayudan a
determinar el significado de palabras nuevas que nos encontremos.

Hay que saber el significado de cada prefijo y así se sabrá cuando utilizarlo.
Example:

En la palabra UNHAPPY

UN = es el prefijo (que significa, NO)

HAPPY =es el adjetivo (que significa, alegre)

UNHAPPY = Es la nueva palabra con otro significado que quiere decir (que no
está alegre).

( UN) + REAL = (UNREAL ) = REAL - IRREAL

( UN) +TRUE VERDADERO = (UNTRUE) = FALSO

RE – (de nuevo/ otra vez)

PREFIJO PALABRA RAIZ NUEVA PALABRA SIGNIFICADO

RE READ REREAD RELEER

Empezamos con el prefijo más fácil, que es igual que en español y significa ‘de
nuevo’ u ‘otra vez’

(PREFIJOS) (ORAION EJEMPLO)

(SIGNIFIADO DEL PREFIJO)

1- reread I would like to reread my favourite book this

summer. (releer)
2- redo I have to redo my nails before date tonight.
(rehacer)
3 –rewrite My teacher made me rewrite my assignment.
(escribir de nuevo)
 4- redesign I would like to redesign my bathroom.
(rediseñar)
5- reproduce Keep your pet rabbits separate or they´ll
reproduce. (reproducir)
6- reorder My package got lost in the mail so I´ll have to reorder
it. (pedir de nuevo)
7- reheat You should not reheat rice more than twice.
(recalentar)
8- reintroduce Native wolves are being reintroduced into the Pyrenees.
(reintroducir)
9-redefine We need to redefine our company values.
(redefinir)
10- reinvent Madonna reinvents herself every five years.
(reinventar)
11- resend I didn’t get your email. Can you resend it, please?
(reenviar)
12-resit I failed my First Certificate exam and I have to reset
it this summer. (rehacer)
13-remarry After the death of her husband she never remarried.
(casarse de nuevo)

NO, YOU WRITE A SENTENCES USING ONE OF THE PREFIXES ABOVE

1 – She is unhappy because of her job.

2 - Today's breakfast is the reheating of yesterday's dinner.

OVER - (demasiado)
Significa que hay demasiado de algo o que algo va encima o
sobre otra cosa.
Ejemplo:

PREFIJO PALABRA RAIZ NUEVA PALABRA SIGNIFICADO

OVER COOK OVERCOOK SOBRECOCINADO
Example:
Cooked eggs are allowed to overcook so that they can be eaten.

Photographic evidence of notes taken in class.