CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |1

ESTRUCTURA MODULAR
NO GRADUADA
MÓDULO 3 FORMACIÓN BÁSICA
CONTEXTO PROBLEMATIZADOR
COMUNICACIÓN – AUTONOMÍA

ESPACIO CURRICULAR: INGLÉS

GUÍA DE AUTOAPRENDIZAJE Nº 2

ALUMNO/A:………..…………………………………………………..
TUTOR: …………………………………………………………………..
HORARIOS TUTORIALES: …………………………………………
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |2

Bienvenido a la Guía Nº 2 !! Esta Guía está pensada en un formato ágil y gradual para que
usted aprenda el idioma inglés.
¿Qué hora es? en inglés, se puede preguntar de tres formas:

What time is it? (más usada)

What's the time? (menos usada)
Could you tell me the time? (más formal)
La respuesta a esta pregunta tiene siempre la misma estructura,
se dicen primerolos minutos y luego la hora.

It is (It's) (+ los minutos) past / to (+ la hora); It's TEN past FIVE (5:10);It's TEN to FIVE (4:50)

Utilizaremos past para los minutos de la primera media hora,

Números Inglés
y to para los minutos de la segunda media hora,
Es importante tener en cuenta que, para una hora, 7 : 55 It is five to eight
expresada con números, cuando los minutos están 5 : 40 It's twenty to six
comprendidos entre 31 y 59, por ejemplo 7:50, 8 : 50 It's ten to nine
tenemos que decir los minutos que faltan hasta 10 : 45 It’s a quarter to eleven
la hora siguiente, diez minutos para las ocho.
En inglés, lo mismo que en español, hay una manera
especial para decirla hora en punto, los cuartos de hora
y la media hora.

Español Inglés
Las cinco en punto It's five o'clock
Las dos y cuarto It's a quarter past two
Las dos y media It's half past two
Las seis menos cuarto It's a quarter to six
Cuando una hora viene expresada en el formato de
división del tiempo en 12 horas, se suelen añadir las
siguientes abreviaturas:

a.m. (ante
meridiem) cuando la hora es anterior a las doce del mediodía (midday).

p.m. (post meridiem) cuando la hora es posterior al mediodía y anterior a

la medianoche (midnight).

 Mirá cada reloj y escribí la hora en inglés.

CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |3

 Ahora vamos a aprender algunos verbos que nos van a ayudar a expresar nuestras actividades. Busca en el
diccionario o en internet la traducción de los siguientes verbos más usados en inglés:
go…………………………. get up…………..………….. listen to………………………..
drink……………………… have…………………………. play………………………………
watch…………………… eat……………………………… read ……………………………..
cook………………………… work………………………… translate ……………………….

Vamos a aprender ahora las rutinas cotidianas más conocidas.

En inglés, para referirnos a las acciones y actividades que realizamos todos los días como: lavarnos los dientes, ir al
trabajo o a la escuela, utilizaremos una serie de palabras y frases que describen la rutina (Daily Routines)
 Observa las siguientes imágenes y traduce cada una de ellas debajo con la ayuda de un diccionario o de internet.
 CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |4

Algunas estructuras que te ayudaran para hablar de tus rutinas diarias en inglés
Los adverbios de frecuencia son una estructura muy usada para hablar de nuestras rutinas: Son palabras que usamos para
decir con qué frecuencia realizamos una actividad.

¡¡Ejercitamos los adverbios!!

 Identificá en las siguientes oraciones los verbos subrayándolos
con color rojo. Copialos en el cuadro de al lado y busca su significado.
Luego, colocá los adverbios de frecuencia en la posición correcta.

1)I go running to the park at the weekends (sometimes).

I in the park at the weekends.
2) He writes good newspaper articles (never).
He good newspaper articles.
3) I cannot find time for my work (always).
I time for my work.
4) We play squash at the weekend (often).
We squash at the weekend.
5) I am hungry just before dinner (always).
I hungry just before dinner

 CONECTORES DE TIEMPO: son muy útiles para unir frases entre sí y establecer relaciones entre ellas. Cuando
hablamos de nuestras rutinas diarias en inglés, podés usar conectores de tiempo para secuenciar las diferentes
acciones. Estos son algunos de ellos, traducilos con la ayuda de un diccionario o de un traductor de internet.
Inglés Español
 First, second, third… TRANSLATE …………………………………..
 Next ……………………………………
 Last (TRADUCIR) ……………………………………
 Just ……………………………………
 Finally ……………………………………
 Immediately …………………………………….

Hay dos verbos muy frecuentes a la hora de describir las rutinas diarias en inglés: have y get. Por ejemplo, NO decimos
“ I breakfast at 10”, sino “I have breakfast at 10”. Usamos este verbo con las comidas y con actividades relacionadas con
la higiene personal: have a shave, have a shower…
En cuanto a get, lo encontramos en expresiones como get dressed, get ready o get home. Traduce los significados.

 Read and translate

Hello, I’m Mark. I am 28 years old. I´m from Misiones, Argentina. I get up at 10, I have breakfast and then I go cycling
to the park. On my way to the park, I listen to music. When I get back home I cook lunch, we always have lunch at
12:30. I work from 2pm to 9pm. After that I usually meet friends, we play cards, eat pizza and drink beer. When I get
home I watch TV and then I go to sleep.
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………..…

 Write your daily routine (Escribe tu rutina diaria)

………………………………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………………………………………
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |5

 En la Guía anterior vimos 4 verbos. ¿Te acordás cuáles son? Anótalos acá:
………………………… ………………………… …………………………. …………………………

Ahora aprenderás algunos tiempos verbales (Verb Tenses) muy importantes.

Esta guía se centrará en los siguientes tiempos: presente simple, presente continuo y pasado simple.

PRESENTE SIMPLE

Short answers
Affirmative
Yes, I / you / we / they do
Yes, he / she / it does

 for habits and actions that we  for general truths:

do regularly: The sun rises in the East.
He visits his friends every Sunday. (uso)
 for permanent situations:
She goes to school by bus. He lives in Athens.
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |6

Estructura para armar oraciones en el presente simple

Practiquemos el PRESENTE SIMPLE

 Completa los espacios en blanco con los verbos entre parentesis usando la forma afirmativa del presente simple

7.London (be) in England.

1. I usually (go) to school.
8. The summer (be) hot.
2. They (visit) us often.
9. She (drive) very well.
3. You (play) basketball once a week.
10.They (open) the store at 8:00.
4. Tom (work) every day.
11. Linda (be) a very pretty girl.
5. He always (tell) us funny stories. 12. I (have) several jobs.
6. She never (help) me with that! 13.My sister (speak) English.
7. Martha and Kevin (swim) twice a week. 14.Dogs (be) good friends.

Ahora practiquemos la negación en el Presente Simple. Pasar las oraciones a la forma negativa del Presente Simple
Complete with don’t or doesn’t
(Completa con “don’t” o “doesn’t”)

1.Our cat_________ have a lot of toys too.

2.Mary _________have a sister and a brother.

3.Fred __________live in that house.

4.The animals ___________drink water.

5.Children ___________play at night

6.That man ___________eat cheese.

CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |7

¡Seguimos ejercitando el presente simple!(forma interrogativa)

CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |8

El PRESENTE CONTINUO es un tiempo verbal que usamos para describir una acción que está ocurriendo en este
momento. Por ejemplo: Yo estoy escribiendo, estoy corriendo, estoy jugando, estoy comiendo, estoy durmiendo, etc
Este tiempo verbal tiene los auxiliares del verbo TO BE que estudiamos en la Guía anterior. “am” , “is”, “are”. En este
tiempo, el verbo siempre lleva al final “ing”. Por ejemplo: She is playing (ella está jugando)

EXPRESIONES DE TIEMPO DEL PRESENTE CONTINUO

Estas palabras nos indican que una oración está en Presente Contínuo.

Ex: (Ej:)
We’re learning English now. (Estamos aprendiendo inglés ahora)
They´re watching the news at this moment (Ellos están viendo las noticias en
este momento)
Right now, she´s travelling abroad. (Ahora mismo, ella está viajando al
extranjero)
Look! The dog’s crossing the street! (¡Mira! ¡El perro está cruzando la calle!)
Listen! The children are singing. (Escucha! Los niños están cantando)
 CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 Pág ina |9

 Practiquemos el PRESENTE CONTINUO

What are they doing? (¿Qué están haciendo?)

Escribe al dorso de la hoja 6 oraciones describiendo la imagen .

 Complete the present continuous sentences. Use the verbs in brackets.

(Completa las oraciones en presente continuo. Usa los verbos entre paréntesis)
1 The students are ________ football. (play)
2 Dad is ________ on the chair. (sit)
3 I am ________ lunch. (have)
4 My friends are ________ English. (study)
5 Holly is ________ very well. (dance)
6 My brother is ________ up. (get)
 Read the letter and complete the following exercises. (Lee la carta y completa los siguientes ejercicios)

Hi, Carla
I’m writing this email from my sister Barbara’s room. I’m using her computer. She isn’t at home at the moment. She’s in the park.
She’s playing tennis with her friends. She’s good at tennis. She can play well. I can’t play tennis very well. It’s a terrible sport. I
don’t like it! My favourite sport is football. I can play it quite well. I love playing football on the beach. Do you?
It’s Monday today. I usually go to school on Mondays, but there’s a holiday today, so we aren’t studying. Mum and Dad aren’t
working today. They’re playing cards in the garden at the moment.
My friends Dan and Ricky are at my house today. They’re in my room. They’re playing chess. They can play very well. I can’t play
chess at all, so I’m writing to you instead!
It’s hot and sunny today. I usually wear jeans, but today I’m wearing shorts and a T-shirt. Is it hot in your town? What are you
doing? Call me, or send me a text!
Bye!
Harry
 Are the sentences true (T) or false (F)? (¿Son las oraciones verdaderas o falsas?)
Harry is at home. __
Harry’s sister is at home. __
Harry and his friends are studying. __
Harry’s parents are playing cards. __
Harry is wearing jeans. __
 Rewrite the sentences with the correct information. (Reescribe las frases con la información correcta)
Harry is using his brother’s computer. …………………………………………………………………………………….
Harry likes tennis. ………………………………………………………………….
Dan and Ricky are playing cards. ……………………………………………………………………..
Harry’s parents are working today. ……………………………………………………………………………..
 Answer the questions. (Responde las preguntas)
Who is Harry writing to? …………………………………………………………………………………….
What is Barbara doing? ………………………………………………………………………………………
What is Harry’s favourite sport? ………………………………………………………………………………………………….
What does Harry usually do on Mondays? ……………………………………………………………………………………………..
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 10

Present Simple
vs.
Present Continuous

 Mirá los dibujos y subrayá la opción

correcta.
1.Peter drives / is driving a taxi in London.

2.He works / is working 12 hours a day.

3.He isn’t working / doesn’t work now.

4.He is reading / reads anewspaper.

1.Kate is a teacher. She teaches /is teaching physics.

2.She isn’t teaching / doesn’t teach now.

3.She has / is having a coffee.

4.She learns / is learning Greek because ...

Completá la siguiente mini-conversación con el present simple o el present continuous de los verbos entre paréntesis.

A: Where are you going (you/go)?

B: I (go) to Mark’s house.
A: How (you/go) to school every day?
B: I (walk) to school.
A: What (Paul/have)?
B: He (have) some tea. He
(love) tea

EN LAS PÁGINAS ANTERIORES APRENDISTE A USAR USAR LOS TIEMPOS PRESENTES…AHORA VAMOS A VER ALGO DEL TIEMPO
PASADO (Y volveremos a ver el VERBO TO BE, pero ahora en pasado (past))Recuerdas que el Verbo TO BE en presente tiene 3
formas: am – is – are. Este verbo en pasado tiene 2 formas: was –were

PASADO SIMPLE

DEL VERBO “TO BE”

CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 11

 Complete with was/were (Completa con

was/were)

I in Canberra last spring.

We at school last Saturday.

Tina at home yesterday.

He happy.

Robert and Stan Garry's

friends.

You very busy on Friday.

They in front of the

supermarket.

 Complete with wasn’t/weren’t (was not/ were not) Elige la forma correcta del pasado
simple interrogativo del verbo to be.
They ill. 1 ____ he twenty years old?

You tired.
Were
The children quiet.

Max in Helsinki last week. Was

2 ____ she from Dublin?
She home for dinner.

The water cold. Weren't

There a good film on TV yesterday.
Wasn't
We in Brazil last winter. 3 ____ your parents Americans?
Betty and Florence at school this morning.
Wasn't
I happy when I heard about the accident.

 Ahora que ya sabes el pasado del verbo TO BE, ya podemos ver Weren't
el pasado de todos los otros verbos. 4 ____ Susan at home?
Este tiempo verbal (que es el pasado del Present Simple) tiene algo a favor,
positivo, y algo negativo, que lo complejiza. Veamos:
Wasn't

Lo positivo, lo bueno que tiene este tiempo verbal es que posee solo un auxiliar (palabra que ayuda a formar la estructura
de la oración): “did”. Eso quiere decir que todas las personas (pronombres) van a usar el mismo auxiliar.

Lo negativo es que los verbos se dividen en dos grupos:

-Regulares: son verbos que al conjugarlos no cambian en su raiz (comienzo)Para pasarlos al pasado se les agrega d/ed.
- Irregulares: hay que buscarlos en la lista de verbos irregulares que aparecen en el ANEXO de esta Guía.
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 12

 Write sentences using the past
simple. (Escribe oraciones usando el
pasado simple)
I / talk / to Tom / yesterday
_____________________________
we / wait / for a bus
_____________________________
the show / end / at ten o’clock
_____________________________
I / want / to go / to the party
_____________________________
he / enjoy / the film / last night
_____________________________
Write the past simple form of the verbs. (Escribe la forma
simple del pasado de los verbos)
EXTRÁELA DEL ANEXO AL FINAL DE LA GUÍA
 Complete the sentences with the past simple form
of the verbs in brackets. (Completa las oraciones
con la forma simple del pasado de los verbos
entre paréntesis)
She ________ for two hours. (study)
We ________ TV. (watch)
I ________ at the end of the film. (cry)
She ________ her hair last night. (wash)
The rain ________ at five o’clock. (stop)
They ________ home at eight o’clock. (arrive)
I ________ the computer for my homework. (use)
We ________ to music. (listen)
He ________ the red T-shirt. (prefer)
I ________ him to help me. (ask)

English Spanish Past simple

write
make
buy
drink
eat
give
spend
win
do
go

 Choose the correct words. (Elige las palabras

correctas)
We didn’t ate / eat all the pizza.
They don’t / didn’t go on holiday last year.
The film didn’t win / won any awards.
It doesn’t / didn’t rain yesterday.
I didn’t played / play tennis when I was younger.

 Complete the text with the past simple form of the verbs. (Completa el texto con el pasado simple de los verbos)
Yesterday I ________ (get) up at 7 and I ________ (have) a shower at 7.10. Mum ________ (make) breakfast and I ________ (drink)
a glass of orange juice. At 7.30 I ________ (go) to the bus stop to get the bus to school. After school I ________ (do) my homework
and then I ________ (see) my friends. Later in the evening I ________ (read) a book and I ________ (write) some emails. I ________
(go) to bed at 10 p.m.

 Put the verbs into the correct form (simple  Write the past simple - positive, negative or
past) (Poné los verbos en la forma correcta question
(pasado simple) (Escribe el pasado simple - positivo, negativo o pregunta)

Last year I (spend) my holiday in Ireland. I __________ (work) in a bank for ten years.
Where _________(you/live) when you were young?
It (be) great. She __________ (not/study) French at university.
He ____________ (travel) through the middle east last
I (travel) around by car with two friends and year.
_______________ (they/visit) the Louvre in Paris?
we (visit) lots of interesting places. She ______________ (not/watch) TV yesterday.
We______________ (buy) a new car last weekend.
Where ______________ (you/teach) before you came
In the evenings we usually (go) to a pub.
here?
He ____________________ (not/think) that he was
One night we even (learn) some Irish right.
dances. I _______________ (cook) steak last night.
_________________ (Lucy/read) 'War and Peace' at
school?
We (be) very lucky with the weather.
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 13

HEMOS LLEGADO A LA AUTOEVALUACIÓN DE LA GUÍA

La evaluación de esta Guía consistirá en:
 redactar pequeñas frases utilizando los tiempos verbales aprendidos
 traducir un texto identidicando todo lo aprendido.
Para eso vamos a practicar en esta autoevaluación:

 Fill in the correct form of the Simple Past (Rellena

la forma correcta del Pasado Simple)

Yesterday it _______ (be) my friend´s birthday. He

______ (invite) a lot of friends from school.
It _________(be) very hot so we __________ (decide) to
go to the swimming pool. The swimming pool
____________(not/ be) full so we __________ (swim) a
lot. Suddenly Joe ___________ (fall) and______________
(hurt) himself. We ____________ (call) an ambulance.
He ____________ (not stay) in hospital but he
______________ (have) a broken arm

 Read the following letter and answer the questions

 Put the verbs into the correct tense
(Lee la siguiente carta y responde las preguntas)
(simple present or present continuous)
Remember Sara? (Coloque los verbos en el tiempo correcto
School days (presente simple o presente continuo).
On a typical day, my parents get up first.
Look! He (leave) the house.
They get up at seven.
I usually get up at about seven thirty. I have breakfast, then I Quiet please! I (write) a test.
walk to school. Classes start at eight thirty. On Mondays and
Wednesdays we study science. That's my favorite subject. I She usually (walk) to school.
always have lunch at school. There are classes in the afternoon.
After school I usually go home, but I sometimes go to Julie's But look! Today she (go) by bike.
house. Every Sunday we (go) to see my parents.
Weekends
I love Saturday mornings. There are not any lessons, so I usually He often (go) to the cinema.
get up at about nine o'clock. I never watch TV in the mornings. I
send texts and read my emails. On Saturdays, I usually go out We (play) Monopoly at the moment.
with my friends in the evening. We go to the cinema or to a party.
The child seldom (cry) .
On Sundays I visit my grandparents, and I have lunch at their
house.
Sports and activities
My favorite sport is basketball. I'm in the school team. We play twice a week,
on Tuesday and Thursday afternoons. We sometimes play with other schools.
We usually win! I like cycling, too, but I do not like athletics. I love music.
I listen to CDs every evening. And of course I do homework every evening, too!
-Traduce la carta con las palabras que conoces.
-Marca con un círculo rojo los verbos
-Responde: ¿en qué tiempo verbal está escrita la carta?
-Marca con un círculo azul los días de la semana
-Marca con un círculo verde los adverbios de fecuencia
-Extrae 3 frases en las que se mencione la hora
-Menciona los familiares que aparecen en el texto
-Extrae 10 sustantivos

 Read the following text and answer the questions (Lee el siguiente texto y responde las preguntas)

Mendoza, land of sun, good wine and more…

Mendoza is one of the 23 provinces of Argentina, located in the western central part of the country in the Cuyo Region.
Neighboring provinces are from the north clockwise San Juan, San Luis, La Pampa and Neuquen. To the west is Chile. The province is
divided into 18 Departments.
Mendoza was founded in 1561 by the Spanish conqueror Don Pedro del Castillo.
The original inhabitants of this land were the Huarpes, an native tribe that was peaceful and their main
activity was agriculture and fishing. They had an irrigation system of ditches (what we call "zanjones and
acequias") and that irrigation system, with some improvements of course still exists nowadays.
Mendoza was the training camp for the army of the Andes, the army led by the General Jose de San Martín
who liberated Argentina, Chile and Peru from the Spaniards. San Martín was governor of the region. He
received important support from Mendoza when he departed with his Army of the Andes from Plumerillo in
1817. His objective was to cross the Andes in a campaign to release Chile from the "oppression of Spain".
In 1861 an earthquake destroyed great part of the city, killing 3,000 people. After the earthquake, the old
downtown, which was in the zone of the Foundational Area Museum, was moved to the zone of
“Independencia” Square.
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 14

In 1885 the railways reached the Province, allowing a fluent transportation for the wines of the region towards the ports of
Buenos Aires.
The morphology of the province descends from the 6959 m of the Aconcagua mountain to the flat lands in east. A series of
longitudinal valleys such as the Uspallata, separate the Andes from the Precordillera lower mountains. In the east, the plains are
crossed by tributaries of the Desaguadero River.
Other important rivers include Mendoza River, Tunuyán River, Diamante River and the Atuel River.
The climate is arid, sunny and dry in the entire territory of the province, with warm summers and relatively cold winters. The
annual precipitation lies between 150 and 350 mm, and hail is an important problem for the regional viticulture. There are fertile
lands surrounding the basins of the rivers, born in glaciers at the Andes Cordillera. Different winds affect the landscape, mainly the
Zonda wind.
The bioma of the province is the “monte”, where jarilla predominates.
The main economic activity is the agriculture, most notable the viticulture with the 70% of the national production. Other
important crops, mainly for the Argentine market, are apples, pears, tomatoes, onions, plums, olives, cherries, peaches and quinces.
Apiculture, with 30,000 beehives is also a growing activity favored by the dry weather.
24% of the national reserves of oil are in Mendoza. There are also mines of lime and uranium. Mendoza's main industries are the
vineyards and the wine production with 1,200 wineries, followed by canned fruits, oil refinery (in Luján de Cuyo), and cement (in Las
Heras) Another large industry is olive oil production.
Tourism has become one of the most important sources of incoming for the province, with around 900,000 visitors per year. The
main attractions are Las Leñas ski centre, the Aconcagua Provincial Park, Cañón de Atuel, Puente del Inca, Potrerillos, Villavicencio, El
Manzano and others. Finally, the Vendimia Festival wine-production festivity, in February and March, receives many visitors
attracted to the wine-producing region,
Mendoza City is the capital of Mendoza Province. According to the 2010 census, it has about 200,000 inhabitants, plus 800,000 in
its metropolitan area, making it the fourth-largest urban area in Argentina.
Mendoza is on a major road between Argentina and Chile. It is a frequent stop for climbers heading up Aconcagua (the highest
mountain in the Western Hemisphere) or for other people who like mountaineering, hiking, horseback riding, rafting, and outdoor
activities. In the winter, skiers come to the city because of its easy access to the Andes.
Mendoza has an intense cultural activity, and the city is a main center for professional congresses and meetings. There are
several museums, the main ones being the Museo Cornelio Moyano (a natural history museum) and the Foundation Area Museum
(historical museum). In Maipú, 15 km southeast from Mendoza, there is the National Wine Museum, which focuses on the history of
winemaking in the area. In Mayor Drummond, 14 km south from Mendoza, there is the Emiliano Guiñazú - Casa de Fader art
museum, hosted in a 1890 mansion where many walls have paintings by the artist Fernando Fader.
The city center has many trees, watered by small canals which run alongside many of the roads providing, a welcoming shade.
The city is centered around the “Independencia” Square, with a pedestrian street, Sarmiento St., running through the center. Other
major streets, running perpendicular to Sarmiento, are: 9 de Julio St., San Martín Avenue, and running parallel to Sarmiento are
avenues Colón, Arístides Villanueva and Las Heras.
Mendoza is 1,037 kilometres from Buenos Aires (14 hours by bus) and 380 kilometres from Santiago, Chile (7 hours). Mendoza
has also a new International Airport. It takes less than 1,40 hours to get there from Buenos Aires and less than 1 hour from Santiago
de Chile.
Mendoza public transport system includes buses, trolleys and taxi-cabs.
Mendoza developed because of its position on the South Trans-Andean Railway where the Argentine and Chilean rail lines link.
This line is currently out of use, but there are plans (2025) to restore it.

a) Traduce el texto con las palabras que conoces. También puedes usar un diccionario o traductor de internet
b) Marca con un círculo rojo los verbos
c) Responde: ¿en qué tiempos verbales está escrito el texto? ¿Cómo te has dado cuenta?
d) Extrae 10 sustantivos
e) Responde en inglés las siguientes preguntas de acuerdo al texto anterior:  Traduce la siguiente viñeta y
1) How many departments does Mendoza have? explica en qué tiempo verbal
2) Who founded Mendoza? se encuentra:
3) Who were the first inhabitants of these lands?
4) What did San Martin do?
5) What happened in 1861?
6) Which is the highest mountain?
7) What is the main economic activity?
8) Extracts 5 tourist places
9) How many kilometers separate mendoza from Buenos Aires?
10) Why oil is important?

 Observa la siguiente viñeta y responde:

a) ¿En qué tiempo verbal está escrita?
b) Traduce al inglés lo que está haciendo cada persona

Traduce las siguientes frases:

 Help! I need your help. It’s an emergency.I’m lost. I have lost
my purse. I’m sick. I need a doctor. Can I use your phone?
 Does this train stop in Boston? Please give me a ticket. How
much does a ticket? When does the train to Boston leaves?
 Do you have any rooms available?. How much is a room for
two people?. Does the room come with bedsheets?
 May I see the room first?. Do you have anything quieter? Is
the breakfast included? What time is breakfast served?.
Please clean my room. Can you wake me at 7:15 hs?
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 15

ANEXO
En este anexo queremos mostrarte otros aspectos del idioma inglés que podrán servirte si deseas seguir estudiando o si decides
viajar al exterior. Hasta ahora has aprendido algunos modos de tiempos verbales, como el PRESENTE SIMPLE, el PRESENTE
CONTINUO y el PASADO SIMPLE; cada uno de ellos con sus auxiliares. Además de estos, hay otros:

A continuación te presentamos la lista de VERBOS IRREGULARES en

PRESENTE, PASADO SIMPLE y en el PASADO PARTICIPIO. Recuerda que el
“pasado participio” es la forma del verbo que, en español tiene las
terminaciones "ado" o "ido". Siempre se usa con un verbo auxiliar. El
pasado participio de los verbos regulares en inglés se forma igual que el
pasado del inglés agregando __ed o __d al final del verbo.

Los verbos irregulares en inglés son aquellos que, para formar el pasado simple o el pasado participio no siguen
ninguna norma, simplemente su palabra cambia totalmente. Un ejemplo muy claro es el propio verbo auxiliar "do",
ya que en pasado simple pasa a ser "did" y en pasado participio "done".

Traducción PRESENTE PASADO SIMPLE PASADO PARTICIPIO

ser o estar be was/were been
golpear beat beat beaten
convertir become became become
comenzar begin began begun
doblar bend bent bent
apostar bet bet bet
morder bite bit bitten
soplar blow blew blown
romper break broke broken
traer bring brought brought
construir build built built
comprar buy bought bought
agarrar catch caught caught
escoger, elegir choose chose chosen
venir come came come
costar cost cost cost
reptar,arrastrarse creep crept crept
cortar cut cut cut
repartir deal dealt dealt
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 16

hacer do did done

dibujar draw drew drawn
beber drink drank drunk
conducir drive drove driven
comer eat ate eaten
caer fall fell fallen
alimentar feed fed fed
sentir feel felt felt
luchar fight fought fought
encontrar find found found
escapar flee fled fled
volar fly flew flown
prohibir forbid forbade forbidden
olvidar forget forgot forgotten
perdonar forgive forgave forgiven
helar, congelar freeze froze frozen
conseguir, obtener get got got / gotten
dar give gave given
ir go went gone
crecer grow grew grown
colgar hang hung hung
tener have had had
oír hear heard heard
esconder hide hid hidden
golpear, pegar hit hit hit
sostener hold held held
herir, lastimar hurt hurt hurt
guardar, conservar keep kept kept
saber, conocer know knew known
poner, colocar,
lay laid laid
acostar (a alguien)
guiar lead led led
dejar leave left left
prestar lend lent lent
permitir let let let
tumbarse lie lay lain
iluminar, encender light lit lit
perder lose lost lost
hacer make made made
significar mean meant meant
encontrar, conocer meet met met
pagar pay paid paid
poner put put put
leer read read read
montar ride rode ridden
sonar ring rang rung
surgir, levantarse rise rose risen
correr run ran run
decir say said said
ver see saw seen
rastrear, buscar a fondo seek sought sought
vender sell sold sold
enviar send sent sent
poner, colocar set set set
coser sew sewed sewn / sewed
agitar shake shook shaken
brillar shine shone shone
disparar, lanzar shoot shot shot
mostrar show showed shown / showed
cerrar shut shut shut
CENS 3-409 FORMATO MODULAR INGLÉS GUÍA Nº 2 P á g i n a | 17

cantar sing sang sung

hundir sink sank sunk
sentar sit sat sat
dormir sleep slept slept
deslizarse, resbalar slide slid slid
hablar speak spoke spoken
gastar, pasar (tiempo) spend spent spent
escupir spit spat spat
partir, dividir (algo) split split split
extender spread spread spread
saltar (de golpe) spring sprang sprung
permanecer parado stand stood stood
robar steal stole stolen
pegar (algo) stick stuck stuck
golpear, pegar strike struck struck
jurar swear swore sworn
barrer, deshollinar sweep swept swept
nadar swim swam swum
balancearse swing swung swung
llevar, tomar take took taken
enseñar teach taught taught
romper, rasgar tear tore torn
decir tell told told
pensar, creer think thought thought
lanzar throw threw thrown
entender understand understood understood
despertar wake woke woken
llevar puesto wear wore worn
llorar weep wept wept
ganar win won won
escribir write wrote written

Otro tema interesante que deberías saber si sigues estudiando inglés, es el modo de oraciones CONDICIONALES: