Unidad Educativa PCEI Primero de Mayo

“Prepárate para alcanzar tus sueños”

GUIA DE ESTUDIOS
DE
INGLÉS

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Objetivo general .................................................................................................................................. 4
Lineamientos de la materia. ............................................................................................................ 4
UNIT 17 .............................................................................................................................................. 5
Conjunctions.................................................................................................................................... 5
First Week ....................................................................................................................................... 6
Overview ..................................................................................................................................... 6
Coordinating Conjunctions .......................................................................................................... 7
FOR (result and effect) ............................................................................................................ 8
AND (Addition) ........................................................................................................................ 9
NOR (Two negative clauses) .................................................................................................. 10
BUT (something we don´t expect or direct contrasts) .......................................................... 11
OR .......................................................................................................................................... 12
YET ......................................................................................................................................... 12
So ........................................................................................................................................... 13
Parallel structure ................................................................................................................... 15
Exercise No.17.1 ........................................................................................................................ 16
Second Week ................................................................................................................................. 17
Correlative Conjunctions ........................................................................................................... 17
Both … and ............................................................................................................................ 17
Not only … but also ............................................................................................................... 18
Either … or ............................................................................................................................. 19
Neither … nor ........................................................................................................................ 20
Exercise No.17.2 ................................................................................................................... 23
Third Week .................................................................................................................................... 25
Subordinate conjunctions ......................................................................................................... 25
Identifying Independent and Dependent Clauses..................................................................... 25
Independent Clause .............................................................................................................. 25
Dependent Clause ................................................................................................................. 25
Dependent Marker Word (Subordinate conjunction)........................................................... 25
The types of subordinating conjunctions .............................................................................. 26
Cause – Effect Conjunctions .................................................................................................. 27
Direct contrast. - Whereas and while.................................................................................... 28

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 Punctuation ........................................................................................................................... 28
Exercise No.17.3 ................................................................................................................... 29
Fourth Week.................................................................................................................................. 30

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Objetivo general

Durante el transcurso de este periodo deberemos aprender las características y el uso del pasado
simple.

Lineamientos de la materia.
Al igual que con el resto de materias de preparación que usted recibe, necesitaremos que se
organice de la mejor manera para cumplir con la revisión periódica de las asignaturas y no perder
la secuencia.

Estos son los lineamientos que usaremos durante nuestro curso.

 Las unidades duran un mes aproximadamente, es decir 4 semanas.

 Cada semana tiene una tarea a ser cumplida, es decir, en total 4 tareas al mes.

 Al final de cada unidad existe una Evaluación de la unidad. Esta es una prueba que
demuestra si los objetivos de la unidad fueron alcanzados por su parte.

 Las tareas de Inglés puede realizarla hasta el último domingo de la semana en cuestión, es
decir, tiene alrededor de 8 días para realizarla.

 Las tareas las debe realizar dentro de la plataforma a manera de cuestionarios

automáticos los cuales se cierran al cumplir la fecha especificada.

 Para solicitar la entrega de un trabajo atrasado deberá presentar un justificativo

comprobable de su falta y esperar la aprobación.

 De ser aprobado la entrega de trabajo atrasado esté será calificado con puntaje menor si
la participación y asistencia del estudiante lo permite.

 Existe la calificación de final de participación en clase que se refiere a su participación en

las clases presenciales o video conferencias. Esta calificación es determinada por el
profesor de cada área de acuerdo a su desempeño durante las cuatro semanas de la
unidad.

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 UNIT 17
Conjunctions
a) Coordinating conjunctions
b) Transitions words
c) Prepositional phrases
d) Correlative conjunctions
e) Subordinate conjunctions
f) Adverb clauses

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First Week
Overview
Without conjunctions, you would be forced to express every complex idea in a series of short,
simplistic sentences:

 I like cooking.
 I like eating.

Conjunctions are words that link other words, phrases, or clauses together. By example.

 I like cooking and eating, but I don’t like washing dishes afterward.
 Sophie is clearly exhausted, yet she insists on dancing till dawn.

Conjunctions allow you to form complex, elegant sentences and avoid the choppiness of multiple
short sentences. Make sure that the phrases joined by conjunctions are parallel (share the same
structure).

 I work quickly and careful.

 I work quickly and carefully.

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Coordinating Conjunctions

Conjunctions

A conjunction is a word that connects or links clauses, words or phrases together. In the
coordinating conjunction the joins separated no related clauses, words or phrases.

What is the difference between a

conjunction and a preposition?
A preposition refers to a word that is used with a noun or pronoun
to show place, position, time or method. A conjunction refers to a
word that creates a connection between words, clauses or
phrases. The main function of a preposition is to highlight the
relationship that a particular word has to some other word.

Coordinate conjunctions, there are 7 coordinate conjunctions:

1) For

2) And

3) Nor

4) But

5) Or

6) Yet

7) So

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FOR (result and effect)
We are connecting two clauses the relationship that we are showing the effect and the cause.

Notice that we are connecting two independent clauses with the coordinate conjunction we use a
comma before the conjunction.

In the case of “For” it also is a preposition, but as conjunction it we used to connect the result with
a cause.

Result Correlative conjunction Cause

I was happy it was Friday , for I had had a busy week.
It shows cause and effect. Notice the difference between “For” and “So”

Cause Correlative conjunction Result

I had had a busy week , so I was happy it was Friday

When we use “For” the result comes First. When we use “So” the cause comes first. But they
express the same relationship.

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AND (Addition)
In this case we are connecting two clauses the relationship that we are showing is “Addition”.
Notice that we are connecting two independent clauses with the coordinate conjunction we use a
comma before the conjunction.

When we connect two independent clauses this is called a compound sentence.

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NOR (Two negative clauses)
“Nor” is a little bit different from the rest of the coordinate conjunctions.

I don´t drink coffee, nor do I drink soda.

This sentence means:

1) I don’t drink coffee.

2) I don´t drink soda.

Also we can say like this. I don’t drink coffee, and I don´t drink soda. But We use a “nor” because
in this way we can make a more advance English and more easy to understand in English. Notice
that we still have two clauses but the second clause is a little strange.

The second clause is quite different. Notice that after “NOR”, we have use “Question order”.

,nor do I drink soda.

Example:

We don´t use the negative form in the second clause. Example:

 I haven´t go to LA, Nor I won´t go to LA. (incorrect)

 I haven´t gone to LA, nor will I go to LA. (Correct)

It is very common to say something like this.

 I haven´t gone to LA, nor Will I ever go there.

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BUT (something we don´t expect or direct
contrasts)
Here is another conjunctions with you are probably already familiar with.

Something we don´t expect.

or

direct contrast.

It’s hot outside, but it’s cold inside.

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OR

I go to the beach, or I go to the lake.

“Or”, shows us that we have an option and we have to take just one. It also is used to express a
cause and effect.

YET

She is only 6, yet she can do calculus.

It is similar to say “but still”, “but anyway” or “nevertheless” . YET as a conjunction it is not related
to time, we can also say the same sentence like this.

 She’s only 6, but she can still do calculus.

 She’s bad at soccer, yet she plays it anyway.

Remarks:

1) It is common to use “anyway” or “still” with yet.

2) It is more common to use “yet” in writing than in “speaking”
3) It is more common to use “but” in speaking.

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So
“So”, show us cause and effect, I didn´t eat lunch, so now I’m hungry. The second action occurs as
a result of the first action.

Notice the mixed verb tense; in this sentence remember it is possible to mix tenses because the
past affects the future but you don’t have to mix tenses as in this example:

I study a lot, so I have good grades.

Summary:

Now there are two things we have to remember before we move on first

 I love math class, but I hate studying. (it is incorrect it is informal probably)

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(In academic grading) do not start a sentence with a coordinate conjunction.

We call this a stringy sentence.

We went to the movies, and we got dinner, and we went to a party….

(in academic grading we only connect two independent clauses with a coordinate conjunction, it is
better to use a period to start a new sentence.)

We went to the movies, and we got dinner. We also went to a party.

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Parallel structure
Parallel is an adjective that suggest two things are equal in English grammar when we use a
coordinate conjunction we need to use equal parts in both sides of the conjunction.

You know that a coordinate conjunction can connect:

Two clauses I studied, and I ate lunch.

Two nouns potatoes and tomatoes

Two verbs swimming but not running

Two adjectives red or white

Two adverbs quickly yet quietly

Two prepositions inside and outside.

Bobby hit the ball and ran to first base. (No comma needed)

Verb phrase and verb phrase.

We wanted to go get some ice-cream, so we walked to the store.

S + v so s + v

Sandy went to the mall and to the post office.

Went + prepositional phrase and prepositional phrase.

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Exercise No.17.1
Choose the best conjunction or clause to complete the sentence.

1) I've been watching too much TV, ________ I want to watch more.
a. Or
b. Nor
c. yet
2) We stayed home last weekend, _________ I got a lot of housework done.
a. Or
b. And
c. nor
3) I read the first book in the series last week, ________ now I want to read the next one.
a. Nor
b. Or
c. And
4) I remember most of the Spanish that I studied, but __________.
a. I also remember French
b. I read a book in Spanish last month
c. I have forgotten most of my Arabic
5) When I get sick, I go to the doctor’s office, or __________.
a. the doctor gives me medicine
b. I just take some vitamins
c. the doctor can’t help me
6) John lived in Germany for years, yet __________.
a. he speaks fluent German
b. he can’t speak German
c. he doesn’t speak English
7) I needed some flour to bake a cake, so __________.
a. I ate cake
b. I went to the store
c. it was my mom’s birthday
8) I got my haircut last week, for __________.

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 a. it was really long
b. now it’s short
c. I also dyed my hair
9) It rains a lot here, but __________.
a. the ground is wet
b. it seldom hails
c. I like storms
10) I need to cast my ballot for the new law. I might vote ‘yes’, or __________.
a. I voted ‘no’
b. I don’t like new laws
c. I might vote ‘no’

Second Week
Correlative Conjunctions
Correlative conjunctions are pairs of conjunctions that work together.

Correlative Conjunctions are pairs of words that work together to connect two parts of a sentence
that hold an equal value, or correlate with one another. You're probably familiar with a number of
correlative conjunctions.

Some examples are:

It is important to remember that coordinate conjunctions can connect:

 Two clauses: I love my family, and my family loves me.

 Two phrases: I love my family’s support and my friends’ company.
 Two words: I love my family and friends.

Both … and
 To emphasize two elements in a sentence
 For example, two subjets two verbs, two objects or even two clauses.

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  When connecting two subjects the verb must be plural.

Example No. 1 Joining to subjects

 Lili loves grammar.

 Oscar loves grammar, too

Lili and Oscar are subjects and the complement of the sentences are the same. In this case we can
make a single sentence with a compound subject.

 Both Lili and Oscar love grammar.

Notice that “Both…and” connects two subjects the verb is in plural.

Exercises:

Both the animals and the plants have been here for many years.

Example No. 2: Joining two objects

 Lili loves grammar.

 Lili loves chocolate.

Look the objects, grammar and chocolate.

 Lili loves both grammar and chocolate.

Notice that the subject and the verb are the same, but we have diferent objects so we can make a
compound object. Ofcourse the verb has concordance with the subject in this case Lili. (loves).

Not only … but also

 To emphasize that there are two elements, much like “both … and”
 When connecting two subjects the verb must agree with the subject closes to it

Example No. 1: Joining to subjects.

 Emily exercises every day

 Emily also drinks a lot of water.

Notice that the subjects are the same, but we have different verbs and complements they are verb
phrases (exercises every day and drinks a lot of water). See the next compound sentence. We can
use the conjuction to compound the two phrases.

 To stay healthy, Emily not only exercises every day but also drinks a lot of water.
 Enrique no solo habia bebido agua sino que también había comido pescado.

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When we use “not only … but also” to joing to clauses the structure is little different we need a
helping verb. Take a look to the next example in this case de subject is third person and the verb is
in present simple tense, so we use “does”.

 Emily exercises every day becomes in does Emily exercises every day.

 Not only does Emily exercise every day, but also she drinks a lot of water.

When using a helping verb or modals, we have to put them before the subject after “Not only”.
See the next example:

 You must exercise regularly.

 You must drink a lot of water.

Compound sentence.

 Not only must you exercise regularly, but also you must drink a lot of water.

In the next example notice that independently the subject that is nearest to the verb determines
the verb conjugation:

 Not only but also her colleagues are interested in grammar.

 Not only her colleagues, but also Emily is interested in grammar.

Remember that we can use not only “not only…but also” to join subject, objects, phrases or
clauses.

Ana estudia Inglés (una idea)

Ana estudia francés (otra idea)

Ana estudia no solo Ingles sino que francés (junto las dos ideas.)

Eduardo hace ejercicio. (una idea)

Eduardo toma agua. (otra idea)

Eduardo no solo hace ejercicio sino que toma agua. (junta las dos ideas.)

Either … or
 We use to show to different options
 to emphasize two options (not both, but one or the other)
 Connecting two subjects, the verbs agree with the subject closest to it.

Example:

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I was invited to a custom party and I had two options.

a) The first option was to wear a mask.

b) The second option was to wear a disguise.

I had a choice. I could wear either a mask or a disguise, and I chose the mask.

Notice that the two parts were coordinated that is the two parts that come after either and or.

a) Are they clauses, subjects, verbs, or objects?

b) Answer: Yes, they both are objects. (mask, disguise)

Neither … nor
 We use it to emphasize
 two negative elements.

When using “neither …nor” to connect to two subjects the verb agrees with the subject closet to
it.

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Be careful not to use a negative verb with “Neither …nor”, already communicates “not”.

Example:

1) Carlos can´t reach the toy.

2) Lupe can´t reach the toy.

Neither Carlos nor Lupe can reach the shoe.

Summary:

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Both …. And Both the animals and the plants are living things.

Not only … but also Not only the animals but also the plants are living things.

Either … or Either the animals or the plants are living things.

Neither … nor Neither the animals nor the plants are minerals.

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Exercise No.17.2

1. Is this sentence grammatically correct or incorrect?

Both Daniel and Angela leave work early every time there’s a meeting.

a) Correct
b) Incorrect

2. Is this sentence grammatically correct or incorrect?

This grammar lesson is neither boring nor useless.

a) Correct
b) Incorrect

3.- Select the correct “Verb form” for each “sentence”.

Attention passengers! Flight 4825 has been canceled. Both the airline and the airport ___ for the
inconvenience.

a) Apologizes
b) Apologize

4.- Select the correct “Verb form” for each “sentence”.

Neither going to the cinema nor watching a movie at home ___ appealing to me right now.

a) Sounds
b) Sound

5.- Select the correct “Verb form” for each “sentence”.

Either the cats or your three-year-old daughter ____ to blame for destroying the cake!

a) Is
b) Are

6.- Select the correct “Verb form” for each “sentence”.

Not only my bike but also my skateboard ____ stolen last night from my garage.

a) Was
b) Were

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7.- Select the correct “Verb form” for each “sentence”.

Both green tea and coffee ____ caffeine to boost your energy.

a) Has
b) Have

8.- Select the correct “Verb form” for each “sentence”.

Not only ____ this candle smell incredible, but also it is organic and made of soy!

a) Does
b) Do

9.- Select the correct “Verb form” for each “sentence”.

Neither these pants nor these shoes ____ me! Need to exchange them.

a) Fits
b) Fit

10.- Select the correct “Verb form” for each “sentence”.

This restaurant ____ either eggs or bacon with their pancakes. It’s your choice!

a) Serves
b) Serve

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Third Week
Subordinate conjunctions
A subordinate conjunction is a word, or words, used to connect two clauses together. Words such
as: although, because or, when.

A subordinating clause is a part of a sentence that adds additional information to the main clause.
A subordinating conjunction is simply the word/words that is used to join a subordinating clause to
another clause or sentence.

"He was annoyed, the train had stopped."

"He was annoyed because the train had stopped."

By adding “because” we are linking the subordinating clause "the train had stopped" with the
main clause "He was annoyed".

Identifying Independent and Dependent Clauses

When you want to use commas and semicolons in sentences and when you are concerned about
whether a sentence is or is not a fragment, a good way to start is to be able to recognize
dependent and independent clauses. The definitions offered here will help you with this.

Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a
complete thought. An independent clause is a sentence.

Jim studied in the Sweet Shop for his chemistry quiz.

Dependent Clause
A dependent clause is a group of words that contains a subject and verb but does not express a
complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked
by a dependent marker word.

When Jim studied in the Sweet Shop for his chemistry quiz. . . . (What happened when he studied?
The thought is incomplete.)

Dependent Marker Word (Subordinate conjunction)

A dependent marker word is a word added to the beginning of an independent clause that makes
it into a dependent clause.

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Some common dependent markers are:

https://www.thoughtco.com/using-adverb-clauses-with-time-expressions-1210680

When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy.

The types of subordinating conjunctions

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Cause – Effect Conjunctions
A subordinating conjunction can signal a cause-and-effect relationship, a contrast, or some other
kind of relationship between the clauses. Common subordinating conjunctions are:

 Because
 Since
 As
 Although
 Though

In most sentences, as long as the subordinating conjunction precedes the dependent clause,
clause order does not matter.

We can use different expressions to show that one action was the reason for another action.

 I was late because the bus was delayed.

o Result = I was late

o Reason = The train was delayed.

 The train was delayed. Therefore, I was late.

o Reason = The train was delayed
o Result = I was late.

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Direct contrast. - Whereas and while
In the case of “Whereas” a comma is needed not only when the adverb clause is first but also
when it comes in the second part.

In the case of while this rule applies only when it express contrast not when it is used to express a
time relationship.

,
1) Whereas Carlos and Ana like to dance Carlos prefers to play the violin.

,
2) Carlos prefers to play the violin Whereas Carlos and Ana like to dance.

3) Lupe lacks skills in write English letters even though Rosa is going to ask Lupe to write an
English letter.

4) Rosa is going to ask Lupe to write an English letter because Rosa doesn´t want Lupe to feel
bad.

5) Even though Lupe lacks skills in write English letters, Rosa is going to ask for her help
because Rosa doesn´t want Lupe to feel bad.

Punctuation
When an adverb clause begins the sentence, use a comma to separate the two clauses. Example:
As soon as he arrives, we will have some lunch. When the adverb clause finishes the sentence,
there is no need for a comma. Example: He gave me a call when he arrived in town.

Examples:

1) When de elephant try to ride a bike, it became very tired.

2) The elephant became tired when it try to ride a bike. (In most cases not comma is
needed)

An adverb clause in the middle of the sentence (No common)

, ,
1) My dog although he loves the water does not enjoy taking baths.

It is between the subject and the verb of the independent sentence and we need two commas.

1) My dog does not enjoy taking baths although he loves the water.

2) Although my dog loves the water, he does not enjoy taking baths

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Exercise No.17.3
Make and small story using cause and effect conjunctions.

Complete the conversation with because, so, as a resultof, as a result, therefore, or the reason
why.

Washigton: The presentation was a disaster because we didn´t get to talk about our idea.

Betty: ___________ the computer virus, he didn’t even read my e-mail.

Washigton: ____________ the problems with his kids. I I don´t think their father was in a good
mood.

Betty: The Big Boss said he had a grat idea. ___________ he gave me a card to write it down.

Washigton: Maybe my introduction was too long. _____________ the Big Boss lost interest.

Betty: ______________ his great idea , we now have to develop The Shoe Thing.

Washigton: He said ___________ he didn´t care about the poor was that they don´t buy things.

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Fourth Week

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