INSTITUTO TECNOLÓGICO SUPERIOR ‘‘JUAN MONTALVO’’
English Level I
Lcda. Katherine Morocho M. TEACHER
Loja- Ecuador 2016
Instituto Tecnológico Superior ``Juan Montalvo``
TABLE OF CONTENTS Introduction ……………………………………………………………….……… 4 UNIDAD 1 VOCABULARY Classroom phrases………………………………………………………….…… The alphabet ………………………………………………………………..…….. 5 Numbers …………….………………………………………………………..…….6 Days and Months ..…………………………………………………………..……..7 UNIDAD 2 DAILY ACTIVITIES …………………………………………………… Possessive Adjectives ………………………………………………………..……8 Subject Pronouns……………………………………………………………..…….1 Prepositions……………………………………………………………………….. 12 Unit 3 PARTS OF THE BODY ………………………………………………………….. Singular and Plural Nouns ……………………………………………………….. Count and no-count Nouns………………………………………………………. There is/are ………………………………………………………………………..
UNIDAD 4 PRESENT TENSE Simple Present to be …………….……………………………………………..19 Present Continuous ……………..………………………………………………36
Anexos …………………………………………………………………………….67
Bibliography …………………………………………………………………… 70
English Level I
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Instituto Tecnológico Superior ``Juan Montalvo``
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 Englishlanguage 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!
English Level I
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Instituto Tecnolรณgico Superior ``Juan Montalvo``
English Level I
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Instituto Tecnológico Superior ``Juan Montalvo``
DESCRIPTION OF THIS UNIT This unit aims to study the English vocabulary. Thus, the intention of this unit is that students learn the essential vocabulary to forming for each tense, know how to use the appropriately basic vocabulary 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 vocabulary according to the tense they are referring to. For this purpose it is extremely necessary for the students to learn and memorize the vocabulary their meaning in Spanish.
In this unit you will learn the following topics:
Classroom phrases The alphabet Numbers Days and Months
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 Classroom phrases Students know by themselves to talk about the alphabet, numbers, days and Months, and to explain the difference between the English tenses. Students are able to apply the appropriate vocabulary according to the situation or context to which they are talking about.
English Level I
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Instituto Tecnológico Superior ``Juan Montalvo``
________________________________________________________________________
Classroom phrases Add more words. Are the statements right or wrong? Are you ready? Ask questions. Can I go to the bathroom? Can I help? Can I open the window, please? Can I say it in Spanish? Can you repeat that, please? Check your answers. Choose two questions. Collect information about... Compare your answers with your partner. Complete the sentences with words from the text. Complete the text. Copy the chart. Correct the mistakes. Correct the wrong sentences. Divide the text into five parts. Do you agree with ...? Explain...
English Level I
Frases utilizadas en el aula Añada más palabras Son las oraciones correctas o incorrectas? Están listos? / Está listo/a? Realice preguntas. Puedo ir al baño? Puedo ayudar? Puedo abrir la ventana, por favor? Puedo decirlo en Español? Puede repetir, por favor? Revisen sus respuestas Escoja dos preguntas Reúna información sobre… Compare sus respuestas con su compañero/a Complete las oraciones con palabras del texto Complete el texto Copie el cuadro Corrija los errores Corrija las oraciones incorrectas Divida el texto en cinco partes Está de acuerdo con…? Explique…
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Instituto Tecnológico Superior ``Juan Montalvo``
Fill in the right words.
Complete con las palabras correctas
Find a partner. Find arguments. Find the questions to the answers. Finish the story. Give good reasons for your opinions. Guess... How might the story go on?
Encuentre un compañero/a Encuentre argumentos Encuentre las preguntas a las respuestas Finalice la historia Dé buenas razones para sus opiniones Adivine… Cómo podría la historia continuar?
How do you say “tarea” in English? Imagine... Listen to the CD. Look at the pictures. Make notes.
Cómo se dice “tarea” en inglés? Imagine… Escuche el CD Observe los gráficos Tome notas.
Make sentences. Make up more conversations with a partner. Match the sentence parts. Match the sentences to the questions. Open your textbook on page 25. (guide, notebook, folder, diary) Put in the right verbs. Put the sentences in the right order. Put the verbs in the right groups. Read out loud. Remember... Sorry, I haven't got my homework. Sorry? Suppose... Talk about pets. Talk to your partner. Throw the dice. Use ... Turn to page 5 What is the story about? What day is it?...It´s Saturday What is the date today?...It´s October 5th What is the meaning of “door” in Spanish? What lines from the text go with the pictures?
Realice oraciones Realice más conversaciones con un compañero/a Una las partes de la oración Un alas oraciones con las preguntas Abra su libro en la página 25. (guía, cuaderno, carpeta, diario) Ponga los verbos correctos Ponga las oraciones en el orden correcto Ponga los verbos en los grupos correctos Lea en voz alta Recuerde… Lo siento, no tengo mi tarea Perdón? Suponga… Hable sobre mascotas. Converse con su compañero/a Lance el dado Use… Vaya a la página 5 De qué trata la historia? Qué día es hoy?...Es sábado Cuál es la fecha de hoy?...Es 5 de Octubre Qué significa “door” en español? Qué líneas del texto van con los dibujos?
English Level I
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Write a story.
Escriba una historia
Write about Peter. Write the sentences in the right order.
Escriba sobre Pedro Escriba las oraciones en el orden correcto
Setting the Context Use this role play to practice introducing yourself. Study the verb "to be" with questions such as "Where are you from?, What's your name? Are you American? etc. “to help continue the conversation with your partner.
Introductions 1. Hello. My name's Peter. What's your name? 2. Janet. 1. Where are you from Janet? 2. I'm from Seattle. Where are you from? 1. I'm from Madrid. 2. Are you American? 1. Yes, I am. Are you Spanish? 2. Yes I am. Key Vocabulary My name is... What's (is) your name ... Where are you from? I'm from... Are you (Spanish, American, German, etc.) Hello and Goodbye – Three Short Conversations Hello
English Level I
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1. Hello, Peter. How are you? 2. Fine, thanks. How are you? 1. I'm fine, thank you. Goodbye
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COMPLETE TEHE TABLE USE THE PREVIOUS INFORMATION
English Level I
First name
Last name
Josué
Vega
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Instituto Tecnolรณgico Superior ``Juan Montalvo``
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ALPHABET ___________________________________________________________
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NUMBERS ______________________________________________________________ Cardinal and Ordinal Numbers A Cardinal Number is a number that says how many of something there are, such as one, two, three, four, five. An Ordinal Number is a number that tells the position of something in a list, such as 1st, 2nd, 3rd, 4th, 5th etc.
Cardinal 1 One 2 Two 3 Three 4 Four 5 Five 6 Six 7 Seven 8 Eight 9 Nine 10 Ten 11 Eleven 12 Twelve 13 Thirteen 14 Fourteen 15 Fifteen 16 Sixteen 17 Seventeen 18 Eighteen 19 Nineteen 20 Twenty 21 Twenty one
English Level I
Ordinal 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st
First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth Thirteenth Fourteenth Fifteenth Sixteenth Seventeenth Eighteenth Nineteenth Twentieth Twenty-first
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22 23 24 25 30 31 40 50 60 70 80 90 100 1000
English Level I
Twenty two 22nd Twenty three 23rd Twenty four 24th Twenty five 25th Thirty 30th Thirty one 31th Forty 40th Fifty 50th Sixty 60th Seventy 70th Eighty 80th Ninety 90th One hundred 100th One thousand 1000th
Twenty-second Twenty-third Twenty-fourth Twenty-fifth Thirtieth Thirty-first Fortieth Fiftieth Sixtieth Seventieth Eightieth Ninetieth Hundredth Thousandth
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English Level I
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Instituto Tecnolรณgico Superior ``Juan Montalvo``
DAY OF THE WEEK AND MONTHS OF THE WEEK _______________________________________________________________ Note that the months and days of the week are always capitalised. If you don't want to write the whole words, you can use the abbreviations. In British English, abbreviations are usually written without full stops (Apr), full stops are normal, however, in American English (Apr.).
Months are abbreviated as follows:
Month
Abbreviation
Month
Abbreviation
January
Jan
July
-
February
Feb
August
Aug
March
Mar
September
Sept
April
Apr
October
Oct
May
-
November
Nov
June
-
December
Dec
Days of the week are abbreviated as follows:
English Level I
Day
Abbreviation
Monday
Mon
Tuesday
Tue
Wednesday
Wed
Thursday
Thu
Friday
Fri
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Saturday
Sat
Sunday
Sun
a. Have a look at James's last week's diary and answer the questions in complete sentences. Put the time expression at the end of the sentence.
Mon
Tue
Wed
Thu
Fri
football
shopping
meeting
ring Jane
buy flowers
cinema
tennis
English
Italian restaurant
Sat
Sun
concert
sailing
1. When was his English course? → ______________________ 2. When did he go shopping? → ______________________ 3. When did he buy flowers? → ______________________ 4. When was his meeting? → ______________________ 5. When did he play football? → ______________________ 6. When did he go to the Italian restaurant? → ______________________ 7. When did he ring Jane? → ______________________ 8. When did he go to the cinema? → ______________________ 9. When did he play tennis? → ______________________ 10. When was the concert? → ______________________ 11. When did he go sailing? → ______________________
English Level I
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Instituto Tecnolรณgico Superior ``Juan Montalvo``
b. Circle the correct answer. Q1 - The first month of the year is... January December
Q2 - The last month of the year is... January December
Q3 - There are ____ months in a year. 7 12 365
Q4 - We use ____ numbers with dates. cardinal (one, two three...) ordinal (first, second, third...)
Q5 - April comes before... March May
Q6 - ____ is the shortest month. February May
Q7 - ____ is the twelfth month. November December
Q8 - The seventh month is.... June July August
Q9 - April is ____ month. fourth the fourth
Q10 - November is the ____ month. eleven eleventh
Q11 - Winter starts in ____. November December
Q12 - We use the preposition ____ with months. in on
English Level I
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Instituto Tecnolรณgico Superior ``Juan Montalvo``
_____________________________________________________________________
English Level I
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DESCRIPTION OF THIS UNIT This unit aims to study the English vocabulary. Thus, the intention of this unit is that students learn the essential vocabulary to forming for each tense, know how to use the appropriately basic vocabulary 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 vocabulary according to the tense they are referring to. For this purpose it is extremely necessary for the students to learn and memorize the vocabulary their meaning in Spanish.
In this unit you will learn the following topics:
Daily activities Subject pronouns Prepositions 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 daily activities Students know by themselves to talk using Subject pronouns and to explain the difference between the English tenses. Students are able to apply the appropriate prepositions according to the situation or context to which they are talking about.
English Level I
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______________________________________________________________
What do you do? Expression: What time (… do you usually go to bed)? Response: I usually go to bed about 11:00 PM. Expression: What days do (… you have off from work)? Response: My days off are Saturday and Sunday. Expression: When do you (… do your laundry)? Response: I do my laundry on Saturdays
Daily routines expressions
o wake up to get up to go to the bathroom to have a shower to have a bath to wash one's face to brush one's teeth to brush one's hair to comb one's hair to have breakfast to read the paper to listen to the radio to watch TV to go to work to go to school
English Level I
despertarse levantarse ir al baño ducharse bañarse lavarse la cara cepillarse los dientes cepillarse el cabello peinarse desayunar leer el periódico escuchar la radio mirar televisión ir a trabajar ir a la escuela
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to study to read a book to use the computer to play with the computer to chat to send an email to phone a friend to cook to make dinner to have dinner to set/lay the table to clear the table to do the dishes to go to bed to sleep to dream
English Level I
estudiar leer un libro usar la computadora jugar con la computadora charlar enviar un email llamar a un amigo por telĂŠfono cocinar preparar la cena cenar poner la mesa levantar la mesa lavar los platos ir a la cama dormir soĂąar
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1) Choose the best alternative
a)
b)
c)
I __________________ at 7 o'clock in the morning.
I _______________________ at 9 o'clock in the morning.
I ______________________at 10 o'clock at night.
d)
I _______________________at 5 o'clock in the afternoon.
e)
I ________________ at 4 o'clock in the afternoon.
English Level I
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2) Find the words
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________________________________________________________________________
SUBJECT PRONOUNS
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The subject of a sentence is a person or thing that performs the action of the verb. Subject pronouns are used to replace the subject (person or thing) of a verb. We do NOT normally say:
John is tall and John is intelligent.
Saying the word "John" twice is repetitive and does not sound natural. We replace the Subject (John) that appears the second time with a subject pronoun to avoid repetition (and in this case to avoid saying the name John again.) So we would say:
John is tall and he is intelligent.
We replace the second "John" with the Subject Pronoun "He".
What are the subject pronouns in English? These are the subject pronouns we use in English
Subject Pronoun
Singular or Plural - Who?
Masculine or Feminine
I
Singular - first person
masculine or feminine
You
Singular - second person
masculine or feminine
He
Singular - third person
only masculine
She
Singular - third person
only feminine
It
Singular - third person
object / thing / animal
We
Plural - first person
masculine or feminine
You
Plural - second person
masculine or feminine
They
Plural - third person
masculine or feminine
English Level I
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When do you use IT? IT is normally used when we refer to objects, things, animals or ideas (and not normally people).
The dog is big. It is also hairy. (It = the dog) My bed is small but it is comfortable. (It = my bed)
Sometimes when we don't know the sex of a baby (we don't know if it is a boy or girl), then we can use IT.
Their baby is very small. It only weighs 2 kilos. (It = the baby.)
We use IT we when talk about the time, weather or temperature.
It is five o'clock (= the time is five o'clock) It is cold today. (= the weather is cold today.) It is 30º outside right now. (= the temperature is 30º outside right now).
A. Replace the words in brackets by the correct personal pronouns. Note that Sue is the
person speaking. The (*) means that you are asked a question. 1. My name is Sue. (Sue) ____________ am English. And this is my family. 2. My mum's name is Angie. (Angie) ___________ is from Germany. 3. Bob is my dad. (My dad) ___________ is a waiter. 4. On the left you can see Simon. (Simon) ___________ is my brother. 5. (Sue and Simon) ___________are twins. 6. Our dog is a girl, Judy. (Judy) ___________ is two years old. 7. (Sue, Simon, Angie and Bob) ___________ live in Canterbury. 8. (Canterbury) ___________ is not far from London. 9. My grandparents live in London. (My grandparents) ___________often come and see us. 10. What can (*) ___________ tell me about your family? English Level I
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b. Fill in the correct personal pronoun I - you - he - she - it - we - you - they 1. My name is Andrea. ________ am 10 years old. 2. Pedro and Pablo are my friends. ________ are from Mexico. 3. Pedro and Pablo look alike and most people ask them, "Are _______ twins?" 4. Pedro and I like to play tennis. ________ play at the club. 5. Pablo likes to play football. ________ plays with his neighbours. 6. Linda is my sister. ________ does not like sports. 7. My older brother has a horse. ________ is a gentle mare. 8. He asked, "Linda, do ________ want to go horseback riding?"
c. Choose the correct personal pronoun.
_________
___________
__________
_________
___________
__________
English Level I
___________
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PREPOSITIONS _______________________________________________________________________
Setting the Context
READ IT Whath’s in your office? David: I've got a new office now… Maria: That's great! Congratulations. David: I'll need a desk and some cabinets. How many cabinets are there in your office? Maria: I think there are four cabinets in my office. David: And do you have any furniture in your office? I mean other than the chair at your desk. Maria: Oh yes, I've got a sofa and two comfortable armchairs. David: Are there any tables in your office? Maria: Yes, I've got a table in front of the sof a. David: Is there a computer in your office? Maria: Oh yes, I keep a laptop on my desk next to the phone. David: Are there any flowers or plants in your office? Maria: Yes, there are a few plants near the window. David: Where's your sofa? Maria: The sofa is in front of the window, between the two armchairs. David: Thanks a lot for your help Janet. This gives me a good idea of how to arrange my office. Maria: My pleasure. Good luck with your decorating!
English Level I
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English Level I
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PREPOSITIONS OF PLACE Prepositions can be used to show where something is located. - See more at: Preposition of place
Explanation
inside
Example
in
at
on
English Level I
used to show an exact position or particular place table events place where you are to do something typical (watch a film, study, work)
attached next to or along the side of (river) used to show that something is in a position above something else and touching it. left, right a floor in a house used for showing some methods of traveling television, radio
I watch TV in the living-room I live in New York Look at the picture in the book She looks at herself in the mirror. She is in the car. Look at the girl in the picture This is the best team in the world I met her at the entrance, at the bus stop She sat at the table at a concert, at the party at the movies, at university, atwork
Look at the picture on the wall Cambridge is on the River Cam. The book is on the desk A smile on his face The shop is on the left My apartment is on the first floor I love traveling on trains /on the bus / on a plane My favorite program on TV, on the radio
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by, next to, beside, near
not far away in distance
The girl who is by / next to /beside the house.
between
in or into the space which separates two places, people or objects
The town lies halfway betweenRome and Florence.
behind
at the back (of)
I hung my coat behind the door.
in front of
further forward than someone or something else
She started talking to the man in front of her
under
lower than (or covered by) something else
the cat is under the chair.
below
lower than something else.
the plane is just below the the cloud
above
higher than something else, but not directly over it
a path above the lake
across
from one side to the other of something with clear limits / getting to the other side
She walked across the field/road. He sailed across the Atlantic
in the direction of bed
We went to Prague last year. I go to bed at ten.
to
a. Complete the exercise according to the picture. 1. ___ the picture, I can see a woman. 2. The woman is sitting __ a table. 3. She is sitting _____ a chair.
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4. 5. 6. 7.
There is another chair ____ the woman. Her feet are the table The woman is holding a cup ___ her hands. ____the table are a laptop, a paper, a calculator, an appointment calendar, two pens and a muffin. 8. The woman is looking ____ her laptop. 9. The woman's bag is _____ the table.
b. Choose the right preposition of place: 1. the picture, I can see a family _____ a kitchen. 2. There is a dish full of fruits _____ the worktop. 3. The mother is standing _____ her son and daughter. 4. She is holding a vase ______ in her hand. 5. The son and the daughter are sitting _____ the worktop smiling each other. 6. There are beautiful cupbords _____ the wall. 7. There is a window ____ the mother. 8. The woman is looking ______ her daughter. c. Circle the correct answer. 1) The picture is ____ the wall. a) in b) under c) on 2) The desks are ____ the blackboard in the classroom. a) opposite b) between c) above 3) The cat always sleeps ____ my bed. a) under b) above c) between
English Level I
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4) The lamp is ____ the table. a) in b) above c) on 5) The book is ____ the mug and the pen. a) in b) between c) on
6) There is a bench ____ my house. a) under b) on c) in front of 7) There are apple trees ____ the house. a) behind b) in c) on 8) The bookshop is ____ the bank. a) between b) above c) next to 9) There is a museum ____ the school. a) in b) opposite c) under 10) There is a bed ____ my room. a) in b) on c) under
English Level I
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Instituto Tecnolรณgico Superior ``Juan Montalvo``
English Level I
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DESCRIPTION OF THIS UNIT This unit aims to study the English vocabulary. Thus, the intention of this unit is that students learn the essential vocabulary to forming for each tense, know how to use the appropriately basic vocabulary 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 vocabulary according to the tense they are referring to. For this purpose it is extremely necessary for the students to learn and memorize the vocabulary their meaning in Spanish.
In this unit you will learn the following topics:
Parts of the body Singular and plural nouns Countable and un-countable nouns There is and there are
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 the parts of the body Students know by themselves to talk using singular and plural nouns Students are able to apply the appropriate there is or there are according to the situation or context to which they are talking about.
English Level I
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_________________________________________________________________
English Level I
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English Level I
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a. Match the pictures:
___________ ___________
____________
___________
__________
__________ ___________ ___________ ____________ ____________
__________
English Level I
__________
__________
__________
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b. How many parts of the body do we have? ______head
______ fingers
______ knees ______ears ______neck
______eyes
one / two / ten ______mouth
______shoulders______ legs
______toes ______feet
______nose ______arms
______back
PLURAL AND SINGULAR NOUNS __________________________________________________________________
A noun names a person, place, thing, or idea. Usually, the first page of a grammar book tells you about nouns. Nouns give names of concrete or abstract things in our lives. As babies learn "mom," "dad," or "milk" as their first word, nouns should be the first topic when you study a foreign language. Forming Plurals 1. Most of the nouns are made plural by adding an 's': pen - pens pencil - pencils book - books file - files 2. Nouns ending with s, ss, z, zz, x, ch, sh, and tch are made plural by adding "es" to the singular form: wish - wishes watch - watches fox - foxes bus - buses
English Level I
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3. If a noun's singular form ends with a consonant plus y, you must change the y to I and then add "es": baby - babies candy - candies sky - skies spy - spies Attention: Proper nouns are exceptions to the rule. the Wendys (not Wendies) the Kennedys (not Kennedies) 4. Some Irregular Plural Forms: man - men woman - women foot - feet tooth - teeth child - children medium- media Attention: A singular subject takes a singular verb, and a plural subject takes a plural verb. Therefore: The media are presenting the story inaccurately. Women are usually more sensitive than men. Forming Plurals Table Forming Plurals
Singular Plural
a. Most nouns take S at the end of their singular forms.
camera lesson
cameras lessons
b. If the noun ends in S, Z, CH, SH, O, SS, or X, we add ES.
potato pass tax
potatoes passes taxes
* EXCEPTIONS.
radio
radios
English Level I
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photo
photos
c. If the noun ends in F or Fe, change F or FE to V, and add - ES.
knife wife thief shelf
knives wives thieves shelves
d. If the noun ends in Y preceded by a consonant, change Y to I; and add -ES(ies)
fly baby country city
flies babies countries cities
e. Some nouns have irregular plural forms
child foot tooth man sheep
children feet teeth men sheep
Non-Singular/Plural Form Nouns
Singular
Plural
No Singular Form
No Plural Form
pencil car city woman book dictionary lesson foot
pencils cars cities women books dictionaries lessons feet
cattle trousers scissors pliers police glasses pants shorts
news information measles furniture baggage advice knowledge rubbish
English Level I
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Singular/Plural of "Verb TO BE" a. A library is a useful building. Libraries are useful buildings. b. She is a clever girl. They are clever girls. c. Is it a new shelf? Are they new shelves? d. Are these boys hungry? Is this boy hungry? e. He isn't a worker. They aren't workers.
a. What is the correct plural of the word? 1. These (person) _____________ are protesting against the president. 2. The (woman) ______________ over there want to meet the manager. 3. My (child) _____________hate eating pasta. 4. I am ill. My (foot) _____________ hurt. 5. Muslims kill (sheep) _____________ in a religious celebration. 6. I clean my (tooth) _____________ three times a day. 7. The (student ) _____________ are doing the exercise right now. 8. The (fish) _____________ I bought is in the fridge. 9. They are sending some (man) _____________ to fix the roof. 10. Most (houswife) _____________ work more than ten hours a day at home. 11. Where did you put the (knife) _____________ ? 12. On the (shelf) _____________ . 13. (Goose) _____________ like water. 14. (Piano) _____________ are expensive English Level I
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15. Some (policeman) _____________ came to arrest him. 16. Where is my (luggage) _____________ ? 17. In the car! b. Write down the correct form of the plural: 1. city - _________________ . 2. house - _______________ . 3. boy - ________________ . 4. family - _______________ . 5. life - ______________ . 6. photo - _______________ . 7. phone - _______________ . 8. sandwich - _______________ . 9. nurse - _______________ . 10. elf - _______________. 11. phenomenon - _______________ . 12. criterion - _______________ . 13. village - _______________ . 14. toy - _______________ .
_________________________________________________________________
WORKING IN THE BANK When I first started working in a bank in the center of the city, I was always afraid someone might rob me. I was behind bulletproof glass, but the alarm buttons always reminded me that someone could rob me. We English Level I
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had secret signals that changed every day, and there was an automatic alarm that rang when the last money came out of my drawer. Sure enough, one day a man I thought looked suspicious entered the bank. He walked by the other tellers to come to me. I thought he knew I didn't have much experience. He put his hand into his pocket, pulled out a note, and put it under the teller window. I was very scared, dropped down under the counter, and hit the alarm button. The guards came and held the man. Then I read the note. It said, "Would you have lunch with me?"
COUNT AND NON-COUNT NOUNS In English, there are two kinds of nouns: count nouns and non-count nouns. It is important to understand the difference between them, because they often use different articles, and non-count nouns usually have no plural. Here is a summary of the differences: Type of noun
Explanation
Count nouns
Count nouns are things which can be counted. That means that there can be more than one of them. Also, when a count noun is singular and indefinite, the article “a/an” is often used with it. (The real meaning of “a” is “one”.)
Noncount nouns
Non-count nouns (or uncounted nouns) are usually things which cannot be counted, such as rice or water. Non-count nouns have a singular form, but when they are indefinite, we either use the word “some” or nothing at all instead of an article.
English Level I
Example “There are two books on the table.” “There is an elephant in my car.” “Could I have some water please?” “I'd like rice with my steak.”
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How to tell whether a noun is count or non-count You can usually work out whether a noun is count or non-count by thinking about it. Count nouns are usually objects which can be counted. Non-count nouns are often substances (such as sand, water or rice) which cannot be easily counted, or they may be large abstract ideas such as “nature”, “space” or “entertainment”. Here are some more examples: Count nouns pen table car idea answer student exam shoe
Non-count nouns education intelligence clothing soap air cheese grass literature
MORE ABOUT CONTABLE AND NON-CONTABLE NOUNS CONTAINERS
English Level I
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English Level I
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a. Complete the chart
English Level I
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English Level I
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THERE IS / THERE ARE _____________________________________________________________
HOUSE OF THE FUTURE
Bill Gates, the founder of Microsoft, has a $53,392,000 house in Medina, Washington. There are seven bedrooms, twenty four bathrooms and six kitchens in his house. There is a huge library and even a movie theater. The security system includes cameras and sensors in the floor. The house computer system automatically turns on music when you enter a room. Questions 1. How many bedrooms are there? 2. Is there a movie theater?
We use there is and there are to say that something exists. Positive Sentences We use there is for singular and there are for plural.
There is one table in the classroom. There are three chairs in the classroom. There is a spider in the bath. There are many people at the bus stop.
Contractions The contraction of there is is there's.
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There's a good song on the radio. There's only one chocolate left in the box.
You cannot contract there are.
There are nine cats on the roof. There are only five weeks until Christmas.
Negative Form The negative is formed by putting not after is or are:
There is not a horse in the field. There are not eight children in the school. There is not a tree in the garden. There are not two elephants in the zoo.
The Negative contractions are: There's not = There isn't There are not = There aren't There Are with ANY When we want to indicate that a zero quantity of something exists we use there aren't any.
There aren't any people at the party. There aren't any trees in my street.
We also use this structure with uncountable nouns:
There isn't any water in the swimming pool. There isn't any sugar in my coffee.
Questions To form a question we place is / are in front of there. Again we use any with plural questions or those which use uncountable nouns. We also use there is / are in short answers.
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Is there a dog in the supermarket? - No, there isn't. Are there any dogs in the park? - Yes, there are. Is there a security guard in the shop? - Yes, there is. Are there any polar bears in Antarctica? - No, there aren't. Is there any ice-cream in the freezer? - Yes, there is.
How Many with Are There If we want to find out the number of objects that exist we use How many in the following form: How many + plural noun + are there (+ complement).
How many dogs are there in the park? How many students are there in your class? How many countries are there in South America? How many Star Wars films are there?
A. Complete the sentences using "there is" or "there are". 1. _____________ books on the table. 2. _____________ many cars in the street. 3. _____________ a picture on the wall. 4. _____________ a pencil near the book. 5. _____________ many trees in the forest. 6. _____________ a cat under the table. 7. _____________ seven apples in the fridge. 8. _____________ a dog in the house. 9. _____________ a monkey on the tree. 10. _____________ many rooms in my house. B. Complete the sentences using "Is there" or "Are there". 1. _____________ an opera in our city?
English Level I
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2. _____________ many girls in your class? 3. _____________ a police-station near the hospital? 4. _____________ any bananas in the basket? 5. _____________ trees in the park? C. Complete the sentences using "there isn't" or "there aren't". 1. _____________ many peaople in the streets. 2. _____________ 3. _____________ any plates on the table. 4. _____________ any milk in the bottle. 5. _____________ any coffee in the cup. D. Complete the sentences using "there is" / "there are" / "is there" / "are there" / "there isn't" / "there aren't". 1. _____________ someone looking at me. 2. _____________ many boys in the school? 3. _____________ any magazine in her room. 4. _____________ any soccer stadium here? E. Read the sentences and answer the questions. 1. Are there any shirts in Kim's room? -> Yes, _____________ shirts in Kim's room. 2. Are there any cupboards in Rita's kitchen? -> Yes, _____________ cupboards in Rita's kitchen. 3. Is there a glass of water in Kim's room? ->No, _____________ glasses of water 4. Are there any skirts in Kim's room? -> Yes, _____________ skirts in Kim's room.
English Level I
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English Level I
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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 simple present tense The present verb to be The present with other verbs
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, past 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.
English Level I
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_______________________________________________________________________
Setting the Context
Pre-reading Questions
How do you usually feel during your first few days at a new school? Share your ideas and experiences while answering these questions about the picture.
Who are these people, and where are they? Describe the two young people in the center of the picture.
What problem does one of the students have?
How will she solve it?
English Level I
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READ THE CONVERSATION.
The First Day Steve: Sandra: me? Steve: Sandra: Steve: Sandra: Steve: Sandra: Steve: Sandra: Steve: Sandra: Steve:
Do you need some help? You seem lost. Thanks, I am lost. I need to find the foreign student office. Can you help Sure, I`m on my way near there right now. Do you want to come with me? By the way, my name is Steve. What´s yours? I´m Sandra. Where do you come from, Sandra? I come from Colombia. I´m here to study English. Are you from here? No, I´m not from Madison. I´m from Canada, from Toronto. I started high school in Canada, but I plan to finish my studies here. What is your field of interest? I am studying Spanish. I have a lot of grammar courses now. They´re very crowded this year. Do you live in a dorm? No, I don´t. I´m here with my parents. We have a house on the other side of town. Where do you live? I was in a friend´s apartment, but I hope to move into Meyer Dormitory this afternoon. There´s the foreign student office. Good luck!
Discussing Ideas 1. 2. 3. 4.
Where is Sandra from? What is Steve´s field of interest? What are dormitories? Do you live in an apartment, a house or a dormitory?
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The Simple Present Tense ‘’TO BE’’
The verb ‘to be’ is different from the other verbs in this tense.
The verb TO BE in simple present tense has 3 forms. AM, IS, ARE.
AM
AFFIRMATIVE STATEMENTS
NEGATIVE STATEMEN TS
Long Forms
I am a student.
She is college.
Contracted Forms
I´m here
She´s here
AM
IS
English Level I
ARE at
the We are in the library.
We´re in the library
ARE
Long Forms
I am not a student She is not at the We are not in the college. library.
Contracted Forms
I´m not a teacher
AM YES / NO QUESTIONS AND SHORT ANSWERS
IS
Questions
Am I late?
Affirmative Negative
She isn´t here
IS
We aren´t in the library
ARE
Yes,I am.
Is she at college? Yes, she is.
the Are they in the library? Yes, they are.
No, I´m not.
No, she isn´t.
No, they aren´t.
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A. Complete : am / is/ are 1. My father _____ a taxi driver.
7.It _____cool in spring .
13.Mr. Beek _____our English teacher.
2. It _____a cute cat.
8.We _____ good friends.
14.David _____our family doctor.
3.She _____your music teacher.
9.They_____at school
15.The kids _____in U.S.A now.
4.This _____my new car.
10.My grandparents _____ old.
16. I and Ben _____ sick.
5.That _____my villa.
11.You _____a bad pupil.
17. The apples _____are red.
6.It _____winter.
12.I _____hungry.
18. My schoolbag _____green.
today.
B. Choose the correct answer: am / is/ are 1. Rita _______ my friend. a. am b. is c. are
7. Sara and I ______ happy. a. am b. is c. are
2. The chair _______ brown. a. am b. is c. are
8. The summer ______ hot. a. am b. is c. are
3. It ________ late. a. am b. is c. are
9 Tami and Rina _______ pupils. a. am b. is c. are
4. Monkeys ______ funny. a. am b. is c. are
10. My jacket______ blue and pink. a. am b. is c. are
5. Dana and I______ teachers. a. am b. is c. are
11. They _______ not at home now. a. am b. is c. are
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6. The sky ______ full of stars. a. am b. is c. are
12. The weather ______ rainy today. a. am b. is c. are
C. Complete the with am / is/ are Today ______ Thursday. It _____9 o'clock in the morning. The pupils _____ at school. Their classroom_____big and nice. There _____three desks and six chairs. There _____ a purple door . The window_____closed. There _____ four girls and three boys in the classroom. They _____sitting on the chairs. Only one boy _____ on the floor. His name _____Roberto. Roberto _____working with a map. His bag _____on the green map. The teacher _____standing next to the desk. He _____talking now. The children _____ not listening to him. They _____drawing.
1. Where is the teacher?
4. What is not open?
a. outside
a. the books
b. on the chair
b. the schoolbag
c. next to the desk 2. What day is it today?
c. the window 5. Where are the pupils sitting?
a. Tuesday
a. on the floor
b. Monday
b. at home
c. Thursday c. on the chairs 3. How many pupils are there in the classroom? 6. What time is it now? a. six
a. eight o'clock
b. seven
b. nine o'clock c. ten o'clock
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___________________________________________________________________
Setting the Context
Read the conversation Asking about families Rita: Karen: Rita: Karen:
Tell me about your brother and sister, Karen. Well, my sister is a lawyer. Really? Does she live here in Loja? Yes, she does. But she´s working in Cuenca right now. Her job is top secret. Rita: Wow! And what does your brother do? Karen: He´s a painter. He´s working in Quito this month. He has an exhibition there. Rita: What an interesting family! Discussing Ideas – Discutiendo Ideas 1. Where does Karen`s sister live? 2. What does Karen´s brother do?
THE PRESENT CONTINUOUS TENSE USE The Present Continuous Tense is used in these situations:
English Level I
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Activities at the moment of speaking Activities currently in progress Plans for the future
Actividades al momento de hablar. Actividades actualmente en progreso. Planes para el futuro.
Time expressions such as these often appear with the present continuous tense. Expresiones de tiempo tales como éstas aparecen con el tiempo presente continuo: -
Now Right Now At this moment Today This week (month, year, etc) These days Currently Nowadays
Ahora Ahora mismo / Inmediatamente En este momento Hoy Esta semana (mes, año, etc) Estos días Actualmente Hoy en día / actualmente
El clima está mejorando.
The present continuous (sometimes called the present progressive) tense in English is really easy to make and is the same for all verbs.
We make it using the present simple of ‘be’ + main verb-ing:
AFFIRMATIVE FORM: Here is how we make the positive form (Aquí tenemos cómo elaborar la forma positiva): Positive Long Form
Positive Contracted Form
I am sleeping You are sleeping He is sleeping She is sleeping It is sleeping
I'm sleeping You're sleeping He's sleeping She's sleeping It's sleeping
We are sleeping
We're sleeping
They are sleeping
They're sleeping
English Level I
Translation (Yo) estoy durmiendo. (Tú) estás durmiendo. (Él) está durmiendo. (Ella) está durmiendo. (Esto - animal) está durmiendo. (Nosotros) estamos durmiendo. (Ellos) están durmiendo.
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NEGATIVE FORM: We can make the negative form by adding ‘not’ Negative Long Form I am not sleeping You are not playing He is not reading She is not working It is not raining
Negative Contracted Form I'm not sleeping You aren't playing He isn't reading She isn't working It isn't raining
We are not cooking
We aren't cooking
They are not listening
They aren't listening
Translation (Yo) no estoy durmiendo. (Tú) no estás jugando (Él) no está leyendo (Ella) no está trabajando (Esto - clima) no está lloviendo (Nosotros) no estamos cocinando (Ellos) no están escuchando
INTERROGATIVE FORM: Questions are also really, really easy. Just like we made the question with ‘be’ in the present simple, here we also put ‘am’, ‘is’, or ‘are’ before the subject to make a 'yes / no' question:
Yes / No Questions
Am I eating chocolate ? Are you studying now ? Is he working ? Is she doing her homework ? Is it raining ? Are we meeting at six ? Are they coming ?
Translation ¿Estoy comiendo chocolate? ¿Estás estudiando ahora? ¿Él está trabajando? ¿Ella está haciendo su tarea? ¿Está lloviendo? ¿Nos estamos reuniendo a las seis? ¿Están viniendo?
For ‘wh’ questions, just put the question word at the front: Translation
Wh Questions
English Level I
Why am I eating chocolate ? What are you studying now ? When is he working ? What is she doing ? Why is it raining ? Who are we meeting ? How are they travelling ?
¿Por qué estoy comiendo chocolate? ¿Qué estás estudiando ahora? ¿Dónde está trabajando (él?) ¿Qué está haciendo (ella)? ¿Por qué está lloviendo? ¿Con quién nos estamos reuniendo? ¿Cómo están viajando (ellos)?
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IMPORTANT REMINDER Present Continuous Tense QUESTIONS
ANSWERS
Are you living at home now?
Yes, I am. / No, I`m not.
Is she still working in Seattle?
Yes, she is. / No, she isn´t.
Verbs not used in the present continuous tense Have Know
Are they going to college this Yes, they are. / No, they year? aren´t. Where are you working this I´m working in Japan. month? She´s teaching at What is she doing these days? university.
Like Love Want
the
a) Write the –ing form of the following verbs, making any necessary spelling changes. Example: sit
sitting
1. Study
_______________
2. Plan
_______________
3. Occur
_______________
4. Happen
_______________
5. Travel
_______________
6. Begin
_______________
7. Insist
_______________
8. Change
_______________
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b)
9. Write
_______________
10. Swim
_______________
11. Open
_______________
12. Work
_______________
13. Drive
_______________
14. Walk
_______________
15. Dream
_______________
16. Laugh
_______________
17. Run
_______________
18. Cook
_______________
Complete the conversation with present continuous form of the verbs in parenthesis. Use contractions when possible. Pay close attention to the spelling of the –ing forms.
Daniel:
How are (be)your classes going (go) Maria? _______________ (be) you _______________ (take) a lot of different subjects?
Maria:
Well, this semester I _______________ (finish) all the basic psychology courses, so I _______________ (take) six classes. I _______________ (try) to find a part-time job, too. This afternoon, I _______________ (interview) for a job at a psychology lab.
Daniel:
You _______________ (work) too hard! I _______________ (not study) as much this semester, and I _______________ (enjoy) life much more. My brother and me _______________ (play) on a soccer team, and we _______________ (learn) about photography. We _______________
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(plan) some trips too. Next weekend, we _______________ (visit) some friends in Chicago. Maria:
That´s great! Maybe next semester I´ll take it easy.
c) Complete these conversations using the simple present or the present continuous tense. 1.
A: B:
Is any one in your family looking for a job? Yes, my sister is. She ____________________ (work) part time in a restaurant now, but she ____________________ (look) for a job in a theater company. She ____________________ (love) acting.
2.
A: B:
What is your bother doing these days? He ____________________ (go) to college this semester. He ____________________ (like) it a lot. He ____________________ (study) mathematics.
3.
A: B:
Where do your parents live? They ____________________ (live) in Chicago most of the time, but they ____________________ (stay) in Florida this winter. They ____________________ (have) a house there.
ERROR ANALYSIS Each of the following sentences has an error. Find the errors and correct them. Example:
Miguel looking for Linda´s phone number. Miguel is looking for Linda´s phone number.
1. Miguel is study art history this semester. __________________________________________________ 2. Is Linda stay in an apartment? __________________________________________________ 3. What is Miguel major in? __________________________________________________
English Level I
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English Level I
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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
English Level I
Simple Past
Past Participle
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 read (pronounced /red/) ran
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 /red/) run
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
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say see sell send sing sit sleep speak stand swim take teach tell think understand wear write
said saw sold sent sang sat slept spoke stood swam took taught told thought understood wore wrote
said seen sold sent sung sat slept spoken stood swum taken taught told thought understood worn written
decir ver vender 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
English Level I
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GENERAL REFERENCES BOOKS: Kirn, E., & Hartmann, P. (2007). Interactions 1 – Reading (Silver Edition). McGraw-Hill Companies. Singapore Richards, J., Hull, J., & Proctor, S. (2002). New Interchange . Student´s Book. United Kingdom: Cambridge University Press Smith, C., Bermejo, M., & Chang, E. (1979). Collins – Diccionario Español – Inglés / English – Spanish.
Barcelona- España: Ediciones
Grijalbo Summers, D. (2005). Longman – Dictionary of Contemporary English. England: Pearson Education Limited Tanka, J., & Baker, L. (2007). Interactions 2 – Listening and Speaking (Silver Edition). McGraw-Hill Companies. Singapore Werner, P., & Nelson, J. (2007). Interactions 2 – Grammar (Silver Edition). McGraw-Hill Companies. Singapore
WEB SITES: Retrieved from http://www.thefreedictionary.com Retrieved from http://www.wikipedia.org Retrieved from http://www.ego4u.com Retrieved from http://www.grammar-monster.com Retrieved from http://web2.uvcs.uvic.ca Retrieved from http://www.eslcafe.com Retrieved from http://www.chompchomp.com English Level I
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Retrieved from http://www.engvid.com Retrieved from http://www.englishbaby.com Retrieved from http://www.antimoon.com Retrieved from http://www.youtube.com Retrieved from http://www.grammaring.com Retrieved from http://www.ompersonal.com Retrieved from http://www.allposters.com.ar Retrieved from http://my.opera.com Retrieved from http://www.quemellevodeviaje.com Retrieved from http://www.curso-ingles.com/ Retrieved from http://web2.uvcs.uvic.ca Retrieved from http://www.lyriczz.com/lyrics Retrieved from http://spanish.about.com Retrieved from http://www.usingenglish.com Retrieved from http://www.englishpage.com Retrieved from http://www.perfect-english-grammar.com Retrieved from http://www.lyrics007.com Retrieved from http://www.answers.com Retrieved from http://www.schmoozd.com Retrieved from http://en.wikipedia.org
English Level I
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