INGLÉS 4

INSTITUTO TECNOLÓGICO SUPERIOR “JUAN MONTALVO” CARRERA DE AGROECOLOGÍA

CUARTO SEMESTRE MATERIA: English Level IV professor: Lic. NANCY CORREA MARTÍNEZ

PERÍODO: Abril – Septiembre 2016

TABLE OF CONTENTS Introduction ……………………………………………………………………… 2

UNIT 1 PERFECT TENSE ………………………………………………………… 4 Present Perfect ………………………………………………………………………6 Past Perfect……………………………………………..…….…………………….. 13

UNIT 2 ADJECTIVES… ……………………………………………….………………18 Comparative Adjectives …………………………………………………………..…20 Superlative Adjectives ……………………………………………………………….27

UNIT 3 PASIVE VOICE …………….………………………………………………32 Pasive Voice ……….…………………………………………………………………34

UNIT 4 MODAL AUXILIARIES..……………………………………………………41 Expressing Advice ‘’should………………………………..………………………..45 Expressing Obligations ‘’must’’…………………………………………………….49

Anexos ………………………………………………………………………………..56 Bibliography ………………………………………………………………………. 59

ENGLISH IMPORTANCE INTRODUTION Communicate with people English is the most commonly used language among foreign language speakers. Throughout the world, when people from different nationalities want to communicate, they commonly use English language. That is why we like to call it “the language of communication”. Moreover, speaking English will enable you to contact people from all over the world and to travel more easily.

Push your career forward All over the world, speaking English immediately opens up opportunities. Being able to communicate with foreign clients and business partners will provide you a more challenging position in your career.

You will also have the option to apply for jobs requiring English like for instance a Manager position. So get your dream job, start learning English!

Get access to knowledge English is also internationally recognized as the language of science. Most of the knowledge related to computer or health by example is in English. Being able to use English in your researches – especially on the Web - will give you unlimited access to knowledge!

Enjoy art like never before English lets you feel the culture of the world like no other language. Learning it will offer you the opportunity to do wonderful things.

English is the language of the Film industry and learning it means you will no longer have to rely on subtitles or dubbed versions. You will also be able to read books written by English-speaking authors in their original version. Last but not least, music is much better if you can understand the meaning. We are sure that you will be satisfied to enjoy English-language music more!

Moreover, English is an easy language to learn and to use. It is based on an alphabet and, compared to Chinese, it can be learned fairly quickly. So, learning another language isn't just about communication or professional purposes, it will also give you advantages you had never imagined. Learning English can change your life for the better!

DESCRIPTION OF THIS UNIT This unit aims to study the English verb tenses. Thus, the intention of this unit is that students learn the grammatical construction for each tense, know how to use the grammatical structures appropriately in a sentence, recognize the correct tense within a conversation, dialogue or a reading passage. Furthermore, it is pretended that students are able to use both regular and irregular verbs according to the tense they are referring to. For this purpose it is extremely necessary for the students to learn and memorize the verbs in their infinitive, past, past participle forms and their meaning in Spanish.

In this unit you will learn the following topics:  The present perfect tense.  The past perfect tense.

Statement of the problem: Since tenses are complex structures that require mastery and practice, it is very important to provide exercises and activities for students to learn these tenses in a practical way and making use of real situations. Moreover, it is imperative that students perform a logical analysis when identifying a certain tense within a sentence for it to have coherence and sense.

Expected results: The expected results for this unit are:  Students familiarize well with regular and irregular verbs as well as with their infinitive, present and past participle forms.  Students know by themselves to explain the difference between the English tenses.  Students are able to apply the appropriate tense according to the situation or context to which they are talking about.

_______________________________________________________________________

Setting the Context

Read the conversation Going Out Ted: Brenda: Ted: Brenda: Ted: Brenda: Ted: Brenda: Ted: Brenda: Ted: Brenda:

Are you enjoying your trip to New Orleans?

Oh, yes. I really like it there.

Would you like to do something tonight?

Sure. I´d love to.

Let´s see. Have you been to a jazz club yet?

Yes. I´ve already been to several clubs there.

OK. What about an evening riverboat tour?

Uh, actually, I have gone twice this week.

So, what do you want to do?

Well, I haven´t been to a theater in a long time.

Oh, OK. I heard there´s a terrific show at the Saenger Theater.

Great! Let´s make a reservation.

THE PRESENT PERFECT TENSE USE The Present Perfect Tense describes actions or situations that developed in the past and have continued up to the present moment.

The Present Perfect Tense is used in these situations: 

This tense implies that the action or situation will continue in the future. .



The present perfect also refers to repeated past actions. No specific time is given with these statements. When, a specific past time is used, the verb is in the past tense.

TIME EXPRESSIONS used with the present perfect:             

Already Ever Recently Still Yet (how) many times Since For So far To date Up tp now Until now How long…?

ya alguna vez / nunca recientemente todavía todavía / aún cuántas veces desde por hasta ahora hasta la fecha hasta ahora / hasta aquí hasta ahora ¿Cuánto tiempo…?

Examples: Affirmative Statements

Negative Statements

We have worked hard for several weeks.

We haven´t (have not) understood everything in class.

Oscar has visited Spain three times.

Our teacher hasn´t (has not) taught here for long.

Interrogative form (Affirmative answers) Have you ever visited Paris?

Yes, I have.

How long have you taught here?

I have taught here for two years.

How long has Mary stayed here?

She has stayed here since 2008.

Interrogative form (Negative answers) Has he ever visited Paris?

No, he hasn´t (has not).

Have you ever been to Spain?

No, I haven´t. (have not)

Here we have a further explanation about when we use this tense:

1.

Unfinished Actions

Acciones inconclusas We use this tense when we want to talk about unfinished actions that started in the past and continue to the present. Usually we use it to say 'how long' an action or state has continued with 'since' and 'for'.

Usamos este tiempo cuando queremos hablar de acciones inconclusas que empezaron en el pasado y continúan hasta el presente. Usualmente, lo usamos para decir “¿Por cuánto tiempo?” una acción o estado ha continuado con “desde” y “por”.

Examples:  

I’ve known Karen since 1994.

She's lived in London for three years.

He conocido a Karen desde 1994.

Ella ha vivido en Londres por tres años.

a) Make a TO DO list for the week or month. What have you started to do? What haven´t you started yet? What have you already finished? Use the following ideas and add at least five of your own. Make a chart, and write five original sentences for each category. Use the present perfect tense and already, not…yet, etc.

Example: Call my parents

Clean my computer Go grocery shopping Pick my room up

Check my email

Do my homework

Take the garbage out Wash the floors

Organize my desk

Study vocabulary

Write letters

Do laundry

TO DO Have already done Haven´t finished yet Still haven´t started Do last Friday´s I still haven´t started last homework Friday´s homework.

Take the garbage I´ve already taken I haven´t finished doing out the garbage out the laundry yet.

Do the laundry

b) Answer the following questions in your own words. Use since, for, or other time expressions in your answers.

Example:

How long have you lived in this city?

I have lived in this city for ten years.

1.

How long have you been in this country? ____________________________________

2.

How long have you studied English? ____________________________________

3.

Have you understood everything in your classes so far? ____________________________________

4.

Up to now, which class has seemed the most difficult? ____________________________________

5.

How long have you lived in Loja? ____________________________________

c. Write the participle form of the following verbs.

1. go → ______________ 2. sing → ______________ 3. be → ______________ 4. buy → ______________ 5. do → ______________ c. Complete the table in present perfect simple.

positive

negative

question

He has written a letter.

They have not stopped.

Have we danced?

She has worked.

Andy has not slept. d. Write sentences in present perfect simple.

1. they / ask / a question - __________________________________ 2. he / speak / English - __________________________________ 3. I / be / in my room - __________________________________ 4. we / not / wash / the car - __________________________________ 5. Annie / not / forget / her homework - __________________________________ e. Write questions in present perfect simple.

1. they / finish / their homework - __________________________________ 2. Sue / kiss / Ben - __________________________________

3. the waiter / bring / the tea - __________________________________ 4. Marilyn / pay / the bill - __________________________________ 5. you / ever / write / a poem - __________________________________

f. Ask for the information in the bold part of the sentence.

1. They have talked about art at school. - __________________________________ 2. Jane has got a letter. - __________________________________ 3. Oliver has cooked dinner. - __________________________________ 4. Caron has read seven pages. - __________________________________ 5. You have heard the song 100 times. - __________________________________

_______________________________________________________________________ Setting the Context

Previewing the Passage Discuss the questions with a group.

Do you know a religious explanation for why the world has so many languages?

BABEL The entire world once spoke a single language, but this changed at Babel…

Men had been journeying east for many months when they came upon the land of Shinar. “Come”, they said. “We have been travelling days without end” Let us build ourselves a city and a tower with a top in the heavens, and make a name for ourselves.” But the Lord came down to see the city and tower which mortal men were building. And He said, “Here they are, one people with a single language, and now they have begun to do this. After this, nothing they want to do will be beyond their reach. Come, let us go down there and confuse their speech. When we finish, they will have lost their one language and in its place there will be many.” So the Lord went down to the city. And after He had done this, the city was given the name of “Babel” because there the Lord had made a babble of the language of the world.

According the Bible, why was the Lord angry when He saw the city? What did He do?

THE PAST PERFECT TENSE

The past perfect tense refers to an activity or situation completed before another event or time in the past. The second event or time must be either mentioned or implied.

Although the past perfect tense is often preferable in formal English, the simple past is frequently used instead of the past perfect in conversation.

The past perfect tense stresses the completion of the earlier activity.

GRAMMATICAL STRUCTURE OF THE PAST PERFECT TENSE Subject + had + verb in past participle Example: I had done my homework before playing soccer.

TIME EXPRESSIONS (EXPRESIONES DE TIEMPO) already just no sooner recently still yet ever never after before by by the time (that) until when

ya (este es un adverbio) no justo antes de recientemente todavía, aún todavía, aún nunca, alguna vez nunca después antes por por ese tiempo (para aquel entonces) hasta cuando

Examples: Statements Joy had finished the article by 8:00 P.M.

Meaning The article had finished before 8:00 P.M.

She had never read the author before last The author never had been read before last night. night.

By the end of 1932, they had already lost their farm.

They lost their farm before 1932.

After she had phoned, she went to the movie.

She went to the movie after the action of phoning.

USE USE 1: A COMPLETED ACTION BEFORE ANOTHER ACTION IN THE PAST The first use of this tense is to emphasize that one action in the past happened before another action in the past. 

I had finished my homework before I went playing football.

Yo había terminado my tarea antes de ir a jugar futbol.



John had never been to London before we went there last year.

John nunca había estado en Londres antes de ir allá el año pasado.

Good to know People (especially native speakers) do not use the Past Perfect in above sentences very often. For example, they will say:  After I washed my car, I went to fill up.

Rather than:  After I had washed my car, I went to fill up.

This is because "after" and "before" tell the listener which action happened first.

Still, keep in mind that it is better to use the Past Perfect, especially in written English or when writing exams.

To understand this tense better, let´s pay attention to this scene:: EVENT NUMBER 1: Summer 1990: Father:

Have you ever seen a camel, Julius?

Son:

No daddy!

Father:

Today we are going to the zoo.

Son:

Hurrah!

EVENT NUMBER 2: Summer 1990 – After Event 1: Father and son are in the zoo and they are seeing a camel.

EVENT NUMBER 3: Now (Current Time) Father:

My son Julius had never seen a camel before we went together to the zoo in summer 1990.

Here we have a summary with the Past Perfect Forms.

PAST PERFECT FORMS Affirmative Form       

I had finished.

You had finished.

We had finished.

They had finished.

He had finished.

She had finished.

It had finished.

      

Negative Form

Interrogative Form

I had not finished.

You had not finished.

We had not finished.

They had not finished.

He had not finished.

She had not finished.

It had not finished.

      

Had I finished?

Had you finished?

Had we finished?

Had they finished?

Had he finished?

Had she finished?

Had it finished?

In conclusion, the Past Perfect Tense is used when a has been completed action before something in the Past .

The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.

a. Complete the following sentences by using either the simple past or the past perfect tense of the verbs in parenthesis, as in the example.

Example:

Before changing lifestyles began (begin) to separate modern families, several generations of the same family had often lived (live / often) together.

1. American society _______________(begin / already) to change when World War II _______________ (break out).

2. Women _______________ (work / rarely) outside the home before World War II _______________ (produce) a labor storage.

3. By the time that World War II _______________ (come) to an end, the American way of life _______________ (change) tremendously.

4. Soon after World War II _______________ (end), the great “Baby Boom” _______________ (began).

5. By the early 1950s, many Americans _______________ (move) to new homes in new suburbs near cities. b. Write the past participle (3rd form) of the following irregular verbs.

1. think – ______________ 2. sleep - ______________ 3. throw - ______________ 4. wear - ______________ 5. swim - ______________

c. Complete the sentences in Past Perfect Simple (positive).

1. They spent their honeymoon in Paris where they (meet) __________ two years before.

2. When Alice (do) __________ the shopping, she picked her children up from school.

3. He showed us the place where he (hurt) __________ his leg.

4. I looked at the photos that he (send) __________.

5. Yesterday I read an interesting article which my teacher (recommend) __________ to me.

d. Complete the sentences in Past Perfect Simple (negative).

1. I (not / touch) __________ a snake before that day.

2. Andy won the match although he (not / play) __________squash before.

3. When I left the house, I (not / have) __________ breakfast yet.

4. Jim crashed into another car because he (not / realise) __________the red traffic light.

5. I worked on Saturday, so I (not / go) __________ to the party the day before.

e. Complete the questions in Past Perfect Simple.

1. (what / you / say) __________ before you opened the window?

2. (he / speak) __________ to you before he called us?

3. (you / switch) __________off the cooker before we left?

4. (you / take) __________ the laundry in when it started to rain?

5. (who / live) __________ in that house before the Smiths bought it?

DESCRIPTION OF THIS UNIT This unit aims to study the English verb tenses. Thus, the intention of this unit is that students learn the grammatical construction for each tense, know how to use the grammatical structures appropriately in a sentence, recognize the correct tense within a conversation, dialogue or a reading passage. Furthermore, it is pretended that students are able to adjectives according to the tense they are referring to. For this purpose it is extremely necessary for the students to learn and memorize the adjectives and their meaning in Spanish.

In this unit you will learn the following topics:  Adjectives  Comparative grade.  Superlative grade.

Statement of the problem: Since tenses are complex structures that require mastery and practice, it is very important to provide exercises and activities for students to learn these tenses in a practical way and making use of real situations. Moreover, it is imperative that students perform a logical analysis when identifying a certain tense within a sentence for it to have coherence and sense.

Expected results: The expected results for this unit are:  Students familiarize well with adjectives and comparative and superlative grade.  Students know by themselves to explain the difference between the English tenses.  Students are able to apply the appropriate tense according to the situation or context to which they are talking about.

_________________________________________________________________ SETTING CONTEXT

The City and the Country David: How do you like living in the big city?

Maria: There are many things that are better than living in the country!

David: Can you give me some examples?

Maria: Well, it certainly is more interesting than the country.

There is so much more to do and see!

David: Yes, but the city is more dangerous than the country.

Maria: That's true. People in the city aren't as open and friendly as those in the countryside.

David: I'm sure that the country is more relaxed, too!

Maria: Yes, the city is busier than the country.

However, the country is much slower than the city.

David: I think that's a good thing!

Maria: Oh, I don't. The country is so slow and boring!

It's much more boring than the city.

David: How about the cost of living? Is the country cheaper than the city?

Maria: Oh, yes. The city is more expensive than the country.

David: Life in the country is also much healthier than in the city.

Maria: Yes, it's cleaner and less dangerous in the country.But, the city is so much

more exciting. It's faster, crazier and more fun than the country.

David: I think YOU are crazy for moving to the city.

Maria: Well, I'm young now. Maybe when I'm married and have children I'll move back to the country.

LIST OF COMMON ADJECTIVES

bad

malo

new

Nuevo

beautiful big bitter boring calm cheap clear cold complicated curious dark difficult diligent dirty dry easy empty entertaining expensive fair fat few full good happy hard healthy honest interesting lazy lean long

hermoso grande amargo aburrido tranquilo barato claro frío complicado curioso oscuro difícil aplicado sucio seco fácil vacío divertido caro justo gordo poco lleno bueno alegre, feliz duro sano honesto interesante perezoso flaco largo

old polite poor pretty pure quick rich sad salty short sick simple slow small strong stupid sweet tall thick thin tired ugly unfair warm weak wide young low modest much narrow nervous

antiguo, viejo Cortés Pobre Guapo Puro Rápido Rico Triste Salado Corto Enfermo Sencillo Lento Pequeño Fuerte Tonto Dulce Alto Grueso Delgado Cansado Feo Injusto Caliente Débil Ancho Joven Bajo Modesto Mucho Estrecho Nervioso

ADJECTIVES COMPARATIVE GRADE

Often times in writing we wish to compare a noun to another noun. In order to do that we need to use a special form of adjective called a comparative adjective. Consider how the following sentence shows degrees of comparison.

What Are Comparative Adjectives?

Comparative adjectives compare two things, people, or places unlike positive adjectives which stand

alone

and

do

not

make

comparisons

between

nouns.

Frequently,

the

word than accompanies the comparative but not always.

Paul is taller than John.

The taller boy is Paul.

Forming Comparative Adjectives In some cases the comparative is formed by adding the suffix –er to a one syllable adjective.

Sometimes two syllable words become comparative with an – er suffix as well. At other times the words more or lessprecede a two or three syllable adjective to show degrees of comparison.

However, it’s not acceptable to do both. In other words, it’s poor grammar to say Paul is more taller than John, or less taller than Michael.

Examples of Comparative Adjectives The following are a few examples of how comparative adjectives are used in sentences.

Stella is a smaller dog than Bruno so she usually loses the fight over dog treats. (Stella is compared to Bruno.)

We ordered a bigger cake than usual in case unexpected guests came to the party. (The present cake is compared to the cake they usually order.)

Trey is more handsome than any movie star I’ve ever seen. (Trey is compared to a movie star.)

Susan is a kind person but she is less compassionate than Linda. (Susan is compared to Linda.)

The spring garden was lovelier than the fall display of flowers.

Today feels cooler than yesterday’s sweltering temperature.

Venus is brighter than Pluto.

Freda’s red hair is curlier than Beth’s.

I was more embarrassed than Carol about the test scores.

Here is a list of some common adjectives and their comparative forms: angry – angrier

anxious – more anxious

Beautiful – more beautiful

brave – braver

bright – brighter

broad – broader

calm –calmer

cold – colder

cool – cooler

curly – curlier

dirty – dirtier

dry – drier

dull – duller

earlier – earlier

embarrassed – more embarrassed

evil – more evil

fine –finer

friendly – friendlier

fresh – fresher

happy – happier

hard – harder

hot – hotter

immense – more immense

long – longer

lovely – lovelier

nervous – more nervous

odd- odder

old – older

perfect – more perfect

quick – quicker

rich – richer

smart – smarter

sweet – sweeter

thin – thinner

As you can see, not all common adjectives are made comparative by adding the suffix -er. The examples above show cases where you have to use the words more or less to create the comparative form. Now, there is just one more rule to consider…

Irregular Forms Some adjectives have irregular forms in the comparative degree, meaning they don’t have a suffix –er nor do they need the words more or less. The comparative forms of these adjectives are totally different words. good – better

little – less

bad – worse

far – farther

much – more

Recognizing and choosing comparative adjectives really isn’t difficult. Just remember they are used to compare two objects, people, or places, they are created by adding the suffix -er to the positive form of a one-syllable adjective or they are have the word more or less preceding them if the positive adjective is three syllables or more. By keeping these simple rules in mind – plus memorizing a few irregular forms – you can confidently use comparative adjectives in your writing.

A. Write the Comparative forms of the adjectives: tall taller 1. fast ____________

2. heavy ____________

3. dangerous ____________

4. small ____________

5. large ____________

6. light ____________

7. rare ____________

8. common ____________

9. bad ____________

10. good ____________

pets. X __________________________________ 2. Pigs are more intelligent as other animals. X __________________________________ 3. Turtles are slow than crocodiles. X __________________________________ 4. Elephants are heavyer than pigs. X __________________________________ 5. Bears are more rare than snakes. X __________________________________

C. Comparative adjectives 1. I am ___________ (tall) my sister.

2. My mum thinks that cats are ___________ (good) pets than dogs.

3. Cycling is one of ___________ (dangerous) sports.

B. Corre ct the sente nces 1.

Cats are popul arer than snake s as

4. I want to have ___________ (big) car.

5. A blue whale is ___________ (heavy) twenty-five elephants.

6. You look ___________ (thin) last month. Have you lost weight?

7. Bicycles are ___________ (slow) cars.

8. She is ___________ (nice) person I know.

9. What is ___________ (good) film you´ve seen?

10. Computers are ___________ (cheap) mobile phones.

ADJECTIVES SUPERLATIVES GRADE

Como formar adjetivos superlativos en inglés: 1. Para adjetivos con dos consonantes añade est Tall - the tallest 2. Para adjetivos que acaban con la letra e añade st Large - the largest 3. Para adjetivos que acaban con una vocal + un consonante añade consonante +est Big - the biggest 4. Para adjetivos que acaban con y añade iest Tidy - the tidiest 5. Para adjetivos con dos sílabas ó mas usa most + adjectivo Important -the most important Modern -the most modern Common - the most common 6. Con algunos adjetivos con dos sílabas se puede añadir est ó most Clever - the cleverest ó the most clever Pleasant - the pleasantest ó the most pleasant 7. Adjetivos irregulares Good - the best Bad - the worst Old - the oldest Far - the farthest ó the furthest 4. Para adjetivos que acaban con y añade iest (tidy, empty, dry, busy, dirty, funny, early) Happy the happiest 5. Si el ajetivo tiene dos sílabas ó mas usa the most + el adjetivo (excepciones son los adjetivos que acaban en y)

Modern the most modern 6. Hay algunos adjetivos que se puede añadir est ó the most Clever the cleverest ó the most clever Narrow the narrowest ó the most narrow Simple the Simplest ó the most simple 7. Algunos adjetivos son irregulares Good the best Bad the worst Far the Farthest/Furthest

A. Complete the text using the superlative form 1. Jeremy is 10 years old. Jenny is 8 years old. Jeremy is (old) ____________ ______ Jenny.

2. The Alps are very high. They are (high) _____ _______________ mountains in Europe.

3. An ocean is (large) ____________ _______ a sea.

4. A Rolls Royce costs a lot of money. A Twingo costs less.

A Rolls Royce is (expensive) _______ ________________ _____ a Twingo.

5. John's results were bad. Fred's were very poor. Fred's results were (bad) __________ _____ John's.

6. This exercise is not very difficult. It's ____________ ______ I expected.

7. The weather is not good today. It's raining. I hope the weather will be (good) _____________ next week.

8. People are not very friendly in big cities. They are usually (friendly) ________________ in small towns.

9. In the government of a country, the President is (important) _____ ______ _______________ person.

10. People say that Chinese is (difficult) ______ ____________ to learn than English

B. Fill in the correct forms.

Positive Form

long

clever

difficult

hot

wonderful

Comparative

Superlative

DESCRIPTION OF THIS UNIT

This unit aims to study the Passive Voice. Thus, the intention of this unit is that students learn how to change the active voice into the passive voice. The students will learn how to form this voice with simple tenses and what are the most common verbs used with the passive voice.

In this unit you will learn the following topics:

   

Introduction to the passive voice.

The passive voice with simple tenses Verbs commonly used in the passive voice Anticipatory IT with the passive voice.

Statement of the problem:

The writing of formal compositions sometimes results difficult for many students, since they have to use a appropriate tone, a more polite way of addressing the readers and in most of the cases the writer needs to make use of the passive voice. So that, the passive voice is especially helpful (and even regarded as mandatory) in scientific or technical writing or lab reports.

Expected results: The expected results for this unit are:  Students know well what the passive voice is.  Students distinguish between the active and passive voice.  Students are able to apply appropriately the verbs in the passive voice as well as to differentiate between agent and object.

__________________________________________________________________

SETTING CONTEXT

Lea: Would you believe, a car that runs on plain water was finally invented?

Betty: Really? By whom?

Lea: That, I do not know. If I do, I should have told you that so and so invented a car runs on plain water. But since I don't know the inventor, I'd rather talk about his invention.

Betty: But why didn't you at least try to find out who that genius is?

Lea: I missed his name. The newsacaster mentioned it only once.

Betty: So, you got this news on TV, huh?

Lea: Exactly. And you know what? Extracts from water lily and banana were used in this car.

Betty: Oh? What for?

Lea: To enhance the life of the engine, I heard. The first time this technology was introduced, only a liter of gasoline was needed to prime the car's engine, the rest was water. But now, it has improved.

Betty: Mmm...that's something.

INTRODUCTION TO THE PASSIVE VOICE All verbs have active voice forms, but only transitive verbs (verbs that take an object) can appear in either the active and passive voice. The voice (active or passive) does not normally affect the meaning but it does change the focus of the sentence.

In other words, the passive voice states that an action is performed by someone. The focus is on the SUBJECT. The structure to form the passive voice is the following:

SIMPLE PRESENT

Active

Millions of peopleusethe Internet everyday.

SENTENCES

Voice

SUBJECT

VERB

OBJECT

Verb TO BE (SIMPLE PRESENT TENSE) + VERB (PAST PARTICIPLE)

Passive

+ BY + AGENT

Voice

The Internet is used bymillions of people everyday.

SUBJECT

SIMPLE PAST SENTENCES

Active

Verb TO BE (SIMPLE PAST TENSE)

Voice

+ VERB (PAST PARTICIPLE) + BY +

VERB

AGENT

My dog bit the mailman.

The mailman was bitten by my dog.

AGENT

Passive

SUBJECT

VERB

AGENT

Voice

Use of the Passive Voice Passive voice is used when the focus is on the action. It is not important or not known; however, who or what is performing the action.

Example: My bike was stolen.

REMEMBER

Mi bicicleta fue robada.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.

Sometimes a statement in passive is more polite than active voice, as the following example shows:

Example: A mistake was made.

Un error fue cometido.

In this case, it is focused on the fact that a mistake was made, but it does not blame anyone, as in the following example: Example: You have made a mistake.

Tú has cometido un error.

IMPORTANT REMINDER GRAMMATICAL STRUCTURE OF THE PASSIVE VOICE Subject + was / were + Past Participle Example: A letter was written.

PASSIVE VOICE WITH THE DIFFERENT TENSES Tense Simple Active: Present Passive: Simple Past Active: Passive: Present Active: Perfect Passive: Future I Active: Passive:

Tense Present Continuous Past Continuous Conditional I Conditional II

Active: Passive: Active: Passive: Active: Passive: Active: Passive:

Subject Rita A letter Rita A letter Rita A letter Rita A letter

Subject Rita A letter Rita A letter Rita A letter Rita A letter

Verb writes is written wrote was written has written has been written will write will be written

Object a letter.

by Rita. a letter.

by Rita. a letter.

by Rita. a letter.

by Rita.

Verb is writing is being written was writing was being written would write would be written would have written would have been written

Object a letter.

by Rita. a letter.

by Rita. a letter.

by Rita. a letter.

by Rita.

a) Which of the following sentences are in the active voice and which are in the passive voice? Label each. Then label the subject (S), verb (V), object (O) and or agent (A) in each sentence. Put one line under the subjects and two lines under the verbs. Finally, tell the primary focus of each sentence.

A Example: Passive The first fax machine was manufactured by Muirhead, Ltd, England.

S V Focus: The first fax machine.

1. _____________The telephone was invented by Alexander Graham Bell in 1876.

2. _____________ The phonograph was invented by Thomas Edison in 1877.

3. _____________ Warner Brothers introduced movies with sound in 1927.

4. _____________ Bank credit cards were first introduced by Bank of America.

5. _____________ Intel Corporation created the first microprocessor in 1971 6. _____________ Martin Cooper invented the first cell phone in 1973 7. _____________ The Walkman was developed by Sony Corporations in 1979 8. _____________ Microsoft released Windows 1.0 in 1985 9. _____________ Apple produced the first version of Powerbook in 1989 10. _____________ In the 1990´s the Blackberry was developed.

11. _____________ The first iPod was released by Apple in 2001.

The Passive Voice with Simple Tenses 

The passive voice of verbs in simple tenses is formed in this way. Verb TO BE (am, is are for present tense / was, were for past tense / will be for future tense) + past participle + agent).



The verb TO BE is singular or plural, depending on the subject.



The passive forms have the same general meanings and time frames as verbs in the active voice.

Examples Active

Focus

Computer companies install computer Computer networks everyday.

companies

Simple Present

Passive Computer networks are installed by Computer computer companies everyday.

Active

networks

A computer company installed a new A computer network in our office.

computer

company

Simple Past

Passive A new computer network was installed in A new computer our office (by a computer company) Active

Simple

network

A computer company will install a new A computer network next week.

computer

company

Future Passive A new computer network will be installed A new computer (by a computer company) next week.

network.

VERBS COMMONLY USED IN THE PASSIVE VOICE VERBS

EXAMPLES

Be based on

Be involved in (with) The movie was based on the novel.

Be connected to

Be located in (at, Wash your hands! You are covered with dirt!

Be covered with

on)

He was known for his honesty.

Be filled with (by)

Be made of (from)

The class is made up of students from many

Be formed of (from, Be made up of

places.

by)

Be related to

She is related to the president.

Be known for (as)

Be used for (as, with)

Passive Verb Formation The passive forms of a verb are created by combining a form of the "to be verb" with the past participle of the main verb. Other helping verbs are also sometimes present: "The measure could have been killed in committee." The passive can be used, also, in various tenses. Let's take a look at the passive forms of "design."

Auxiliary Tense

Subject Singular

Plural

Past Participle

Present

The car/cars is

are

designed.

Present perfect

The car/cars has been

have been

designed.

Past

The car/cars was

were

designed.

Past perfect

The car/cars had been

had been

designed.

Future

The car/cars will be

will be

designed.

Future perfect

The car/cars will have been will have been designed.

Present progressive The car/cars is being

are being

designed.

Past progressive

were being

designed.

The car/cars was being

A sentence cast in the passive voice will not always include an agent of the action. For instance if a gorilla crushes a tin can, we could say "The tin can was crushed by the gorilla." But a perfectly good sentence would leave out the gorilla: "The tin can was crushed." Also, when an active sentence with an indirect object is recast in the passive, the indirect object can take on the role of subject in the passive sentence: Active

Professor Villa gave Jorge an A.

Passive An A was given to Jorge by Professor Villa.

Passive Jorge was given an A.

Only transitive verbs (those that take objects) can be transformed into passive constructions.

Furthermore, active sentences containing certain verbs cannot be transformed into passive structures. To have is the most important of these verbs. We can say "He has a new car," but we cannot say "A new car is had by him." We can say "Josefina lacked finesse," but we cannot say "Finesse was lacked." Here is a brief list of such verbs*:

resemble look like equal agree with mean

contain

hold

comprise

lack

suit

fit

Become

a) Complete the following sentences by adding appropriate forms of the verbs in parentheses. Use past, present or future tenses. Then add the appropriate prepositions in the spaces provided.

Example: Today, magazines and newspapers are filled(fill) with stories about the Internet.

1. Electronic mail, which is _______________(Know / commonly) _______________ email, is the fastest growing means of communication in the world.

2. Today, millions of people from all seven continents _______________(connect) _______________ each other through the Internet.

3. Today´s Internet _______________(base) _______________a network built for researchers in the United States during the 1970s.

4. The original network of the 1970s _______________(use) _______________ communicating about research projects at different universities.

5. At that time, most of the research projects _______________(relate) _______________ the defense industry.

6. Today, the Internet _______________(make / actually) _______________ hundreds of regional computer networks.

7. Today, networks _______________(locate) _______________ countries all over the world.

8. Each year the number of companies that _______________(involve) _______________ Internet sales has increased. b. Are the sentences written in Active or Passive voice?

1. Steven likes to play baseball. o Active voice o Passive voice 2. A letter was written. o Active voice o Passive voice 3. French is spoken in Niger. o Active voice o Passive voice 4. They often read e-mails. o Active voice o Passive voice 5. Bingo is played in Britain. o Active voice o Passive voice c. Rewrite the sentences in Passive voice.

1. Levi Strauss invented the blue jeans. _______________________________________________________.

2. The mechanic repairs cars. _______________________________________________________ .

3. The girls can play handball. _______________________________________________________ 4. John cleaned the bathroom. _______________________________________________________.

5. They understand Spanish. _______________________________________________________ 6. Rewrite the sentences in Active voice. _______________________________________________________ 7. The telephone was invented by Alexander Graham Bell. _______________________________________________________ 8. The exercise is completed by the teacher. _______________________________________________________ 9. Coffee is sold by Marie. _______________________________________________________ 10. Football is played by the children. _______________________________________________________

DESCRIPTION OF THIS UNIT This unit aims to study the English modal auxiliaries. Thus, the intention of this unit is that students learn how to apply these modal auxiliaries in their everyday conversations. Furthermore, it is pretended that students are able to use the different modals according to the situation they are referring to. For this purpose it is extremely necessary for the students to think logically to use the correct modal.

In this unit you will learn the following topics:  Expressing Preference: Would like (prefer)  Giving Advice and Expressing Obligation: Ought to, Should, Had better, Must, Have to

Statement of the problem: Since requests, asking for permissions, expressing preference or giving advices are part of our daily speech, it is really important for the students to know how to express them in a correct way. Many of our requests need to be polite because we always are in touch with strangers, even our friends need us to be polite when we ask something or give them some advice. Thus we need to know the appropriate form to address those people.

For that reason, the students will apply the modal auxiliaries in real situations, conversations, dialogues, etc. Moreover, it is imperative that students perform a logical analysis when identifying a certain modal within a sentence for it to have coherence and sense.

Expected results: The expected results for this unit are:  Students familiarize well with modal auxiliaries and their uses.  Students are able to apply the appropriate modal according to the situation or context to which they are talking about.

_____________________________________________________________________

Read the conversation Ordering a meal Waitress:

What would you like to order?

Customer:

I would like have the fried chicken.

Waitress:

Would you like rice or potatoes?

Customer:

Potatoes, please.

Waitress:

What kind of potatoes would you prefer? Mashed, baked, or French fries?

Customer:

I would prefer French fries.

Waitress:

OK. And what would you like to drink?

Customer:

I guess I would like a cup of coffee.

Waitress:

Would you like anything else?

Customer:

No, that will be all for now, thanks.

After you read: What would the customer like to eat?

What would you like to eat if you were at a fast food restaurant.

EXPRESSING PREFERENCES: WOULD LIKE (PREFER)

Affirmative and negative statements and questions with would like (prefer) may express desires, preferences, or choices. The contracted form of would (I´d, etc) is almost always used in conversational English.

Oraciones afirmativas y negativas y preguntas con “would like” (gustaría) y “would prefer” (preferiría) podrían expresar deseos, preferencias, u opciones. The forma contraída de “would” (`d) es casi siempre usada en inglés conversacional.

EXPRESSING PREFERENCE: WOULD LIKE (PREFER) Structures I would (not) like + infinitive or noun Would you like + infinitive or noun?

Wouldn´t you like + infinitive or noun?

Explanations

Examples

Would (not) like (prefer) is followed I would like a window seat. by either a noun or the infinitive form of a verb.

No, I would like (prefer) to sit in the middle section.

Would you like to see the new store?

Wouldn´t you like (prefer) to see the new store?

Negative Form:  

The negative form of would like is: WOULD NOT LIKE. And the contracted form is: WOULDN´T LIKE

Examples: I wouldn´t like to go to that doctor.

She wouldn´t like to order salad.

No me gustaría ir a ese doctor.

A ella no le gustaría ordenar ensalada.

IMPORTANT REMINDER – RECORDATORIO IMPORTANTE It is important to remember that WOULD LIKE expresses preference AT THE MOMENT OF SPEAKING. It is very different from LIKE which expresses preferences in general.

When you say: “I would like…something”, you mean that you want that right now and not in a general sense.

Es importante recordar que WOULD LIKE (GUSTARÍA) expresa preferencia EN EL MOMENTO EN QUE SE ESTÁ HABLANDO. Es muy diferente de LIKE (GUSTAR) lo cual expresa preferencias en general.

Cuando usted dice: “Me gustaría...algo”, quiere decir que usted quiere algo en este momento y no a nivel general.

a) Imagine that you have unlimited time and money. What would you like to do? Choose from the following list and add your own ideas. Make ten sentences.  NOTE: For emphasis, you can say I would really like to… I would love to….

Example:

travel around the world.

I would like (love) to travel around the world.

1. Move to Paris 2. Run a Marathon 3. Get a PH.D 4. Buy a yacht 5. Study arts 6. Learn yoga 7. play tennis everyday 8. go to a professional soccer game every weekend 9. play a musical instrument well 10. Study a lot more English grammar.

1. _________________________________________________________________ 2. _________________________________________________________________ 3. ________________________________________________________________ 4. _________________________________________________________________ 5. _________________________________________________________________ 6. _________________________________________________________________ 7. _________________________________________________________________ 8. ________________________________________________________________ 9. _________________________________________________________________ 10. _______________________________________________________________

b. Fill in the words to complete the sentences using "would, would like, would love or wouldn't like".

1-You want to do something with your friend tonight. You ask: What ____________________ to do tonight?

2-You are in a restaurant and you ask for a glass of water. ____________________you bring me a glass of water please?

3-You are exprecing how much you want to go to Paris.

I ____________________ to go to Paris.

4-You don't like to work as a waiter.

I ____________________ to work as a waiter.

5-You are offering your friend a sandwish. ____________________ a sandwish?

c. Unscramble the sentence.

6-would/ she/ to/ like/ go/ vacation/ on/ this/ year. _________would _____________ to ____________________ 7-like/ He/ meet/ wouldn't/ to/ you/ like.

He _________________________________________ 8-love/ We/ to/ you/ visit/ would/ again.

We ______________________________________________ 9-play/ the/ guitar/ Would/ you/ like/ to/ ? _________ you ____________________________ 10-wouldn't/ to/ swim/ there/ I/ like.

I _____________________________________________

__________________________________________________________________

Setting the Context

Pre-reading Questions How careful are you with your money? Share your ideas and experiences by answering these questions about the picture. Describe Carlos´s room. Is it well finished? What is Carlos planning? Do you have a budget? Does this look like your budget?

Discuss the questions:    

What are fixed expenses?

Why should you list all of your fixed expenses first?

If some costs change, why should you guess higher than lower?

What is spending money?

GIVING ADVICE: OUGHT TO, SHOULD, HAD BETTER The modals ought to, should, and had better are used to give advice.

In affirmative and negative statements and questions, had better, should, and ought to all express advice or suggestion.

EXPRESSING ADVICE OR SUGGESTION: HAD BETTER, SHOULD, AND OUGHT TO Structures

Explanations

Examples

Both should and ought to can give You ought to attend class regularly. advice.

Ought to is not common in questions or negatives, however.

Should you take an extra class?

Ought to Should

Tanto “should” como “ought to” sirven para dar consejo.

You should not be absent.

Sin embargo, “ought to” no es común en preguntas u oraciones negativas.

Had better is stronger than should He´d better get some oxygen.

Had better

or ought to. It does not appear in affirmative questions.

You´d better hurry or you´ll be late.

“Had better” es más fuerte (más Hadn´t you better hurry? exigente) en tono que “should” o “ought to”. No aparece en preguntas You´d better not stay here any afirmativas. longer or you’ll be late.

IMPORTANT REMINDER The contraction of had better is: ´d better.

Example: You had better drink much water You´d better drink much water.

More examples: A: I´m hungry.

B: You should eat something.

Estoy hambriento.

Deberías comer algo.

A: I am tired today.

B: You ought to take a nap.

Hoy estoy cansado.

Deberías tomar una siesta.

A: My clothes are dirty B: You had better wash them.

Mi ropa está sucia.

Deberías lavarla.

Giving Obligation or Need: Must (not), Have To, Don´t Have To EXPRESSING NEED OR LACK OF NEED: MUST (NOT), HAVE TO, DON´T HAVE TO Meanings

Need

Structures

Must (not) + simple form

Obligation Have to

Explanations

Examples

In affirmative statement and questions, must (not) and have to You must see a doctor about express need or obligation. that cut in your hand.

Must or must not express a strong need to do or not to do something.

John has to go for a physical En oraciones afirmativas y exam, so he can´t play tennis preguntas, must (not) y have to today. expresan necesidad u obligación.

Must o must not expresan una necesidad más fuerte de hacer o no hacer algo.

Lack of Need

Don´t have to + simple form Doesn´t have to

Do / does not have to refer to something that is not necessary to do. Its meaning is very different from must not.

I don´t have to see the doctor because my fever went away.

Do / does not have to se refiere a que algo no es necesario de hacer. su significado es muy diferente de must not.

To sum up, we have different levels of obligation or need for which we have different modal auxiliaries, in the following way: Obligation / Need Advice (Softer Obligation) Lack of Need Obligación / Necesidad Consejo (Obligación moderada) Falta de Necesidad Have to Must / mustn’t

Should / shouldn´t Ought to Had Better / Hadn´t better

Don´t have to Don´t need to

a) Make suggestions for the phrases in the parentheses on invent your own suggestions. Use Had Better, Ought to or Should.

Example:

A: I have had a headache for several days (call the doctor) B:You´d better call the doctor.

1. A: I have had a toothache since last week (see a dentist) B: ____________________________________________

2. A: I can´t see well at night anymore (check your eyes with an ophthalmic ) B: ____________________________________________

3. A: I can´t get rid of this cold (stay in bed for a few days) B: ____________________________________________

4. A: None of my clothes fit anymore (go on a diet) B: ____________________________________________

5. A: I am not doing well in my classes (study more) B: ____________________________________________

6. A: I don´t understand the next assignment (talk to the teacher about it) B: ____________________________________________

7. A: I have a problem with my visa (check on it right away) B: ____________________________________________

B. Match the statements to the advice. Type the letter in the box.

1.

I've got a headache.

AYou should do some exercise.

2.

I'm cold

3.

The game starts at three o'clock.

CYou shouldn't sit so close to the TV.

4.

He's always tired in the morning.

DYou should stay in bed.

5.

I don't feel well.

EWe should leave at two-thirty.

6.

I want to lose weight.

FHe shouldn't stay up so late.

. BYou should put on a jumper.

C. Choose the most appropriate answer to express the idea specified in parentheses.

1. You don't look well. You are to 2.

could

see a doctor. (Advice) need to

should

lending me your CD player for a couple of days? (Request) Can you

Could you

Would you

3. Whose book is this? – I am not sure. It might 4. She

must

should

can

would

had to stay

could

could

might

might

can't

don't have to

get out of the burning building. (Ability) was able to wash them. (Absence of necessity)

mustn't

are not to

disturb him during his work! (Prohibition)

could not

don't have to

9. Whose car is this? – It probability) could

must not

should not

be Anton's. I think I saw him driving a red car like this one. (Strong must

would

10. I don't believe it. It wouldn't be true. (Impossibility) can't

should have stayed

will

should

7. The windows look clean. You

might

must have stayed

leave work at 3:30 today. (Permission)

6. Though he was ill and weak, he

8. You

be Ann's. (Possibility)

home yesterday because her little son was sick. (Necessity)

could have stayed 5. You

Would you mind

mustn't

shouldn't

wouldn't

LIST OF COMMON IRREGULAR VERBS Infinitive (Base Form) be become begin bring buy choose come do drink drive eat fall feel find fly forget get give go have hear keep know leave lend let loose make meet pay put read run say see sell

Simple Past was / were became began brought bought chose came did drank drove ate fell felt found flew forgot got gave went had heard kept knew left lent let lost made met paid put

Past Participle

been become begun brought bought chosen come done drunk driven eaten fallen felt found flown forgotten got (gotten in USA) given gone had heard kept known left lent let lost made met paid put read (pronounced read (pronounced /red/) /red/) ran run said said saw seen sold sold

Spanish Meaning ser / estar hacerse / ponerse comenzar / empezar traer comprar escoger / elegir venir hacer beber conducir comer caer sentir encontrar / hallar volar olvidar conseguir dar ir tener oĂ­r guardar saber / conocer dejar / salir / abandonar prestar permitir / dejar perder hacer / fabricar conocer / reunirse pagar poner / colocar leer correr decir ver vender

send sing sit sleep speak stand swim take teach tell think understand wear write

sent sang sat slept spoke stood swam took taught told thought understood wore wrote

sent sung sat slept spoken stood swum taken taught told thought understood worn written

enviar cantar sentarse dormir hablar mantenerse (de pie) nadar tomar / coger enseĂąar decir / contar pensar entender vestir / ponerse escribir

PRONUNCIATION OF REGULAR PAST FORMS with /d / with /t / with /id/ ______________________________________________________________ studied

worked

invited

stayed

watched

visited

GENERAL REFERENCES: BOOKS: 1. Hanreddy, J., & Whalley, E. (2007) Mosaic 2 – Listening /Speaking (Silver Edition).

McGraw-Hill Companies. Singapore.

2. Kirn, E., & Hartmann, P. (2007). Interactions 1 – Reading (Silver Edition). McGraw-Hill Companies. Singapore 3. Richards, J., Hull, J., & Proctor, S. (2002). New Interchange . Student´s Book. United Kingdom: Cambridge University Press 4. Smith, C., Bermejo, M., & Chang, E. (1979). Collins – Diccionario Español – Inglés / English – Spanish. Barcelona- España: Ediciones Grijalbo 5. Summers, D. (2005). Longman – Dictionary of Contemporary English. England: Pearson Education Limited 6. Tanka, J., & Baker, L. (2007). Interactions 2 – Listening and Speaking (Silver Edition).

McGraw-Hill Companies. Singapore 7. Werner, P., & Nelson, J. (2007). Interactions 2 – Grammar (Silver Edition). McGraw-Hill Companies. Singapore WEB SITES: 1. Retrieved from http://www.thefreedictionary.com 2. Retrieved from http://www.wikipedia.org 3. Retrieved from http://www.ego4u.com 4. Retrieved from http://www.grammar-monster.com 5. Retrieved from http://web2.uvcs.uvic.ca 6. Retrieved from http://www.eslcafe.com 7. Retrieved from http://www.chompchomp.com 8. Retrieved from http://www.engvid.com 9. Retrieved from http://www.englishbaby.com 10. Retrieved from http://www.antimoon.com 11. Retrieved from http://www.youtube.com 12. Retrieved from http://www.grammaring.com 13. Retrieved from http://www.ompersonal.com 14. Retrieved from http://www.allposters.com.ar 15. Retrieved from http://my.opera.com 16. Retrieved from http://www.quemellevodeviaje.com 17. Retrieved from http://www.curso-ingles.com/ 18. Retrieved from http://web2.uvcs.uvic.ca 19. Retrieved from http://www.lyriczz.com/lyrics

20. Retrieved from http://spanish.about.com 21. Retrieved from http://www.usingenglish.com 22. Retrieved from http://www.englishpage.com 23. Retrieved from http://www.perfect-english-grammar.com 24. Retrieved from http://www.lyrics007.com 25. Retrieved from http://www.answers.com 26. Retrieved from http://www.schmoozd.com 27. Retrieved from http://en.wikipedia.org 28. Retrieved from http://dictionary.reference.com 29. Retrieved from http://www.englishpage.com 30. Retrieved from http://esl.about.com 31. Retrieved from http://www.hablamejoringles.com