Inglés 575 T H C C G F Q Z Y D Q W O J G CLEANED RUN FORGOT GAVE GONE BOUGHT BEGUN BREAK C W V O W O O U V Q W X V R N M L N W C R A O G U U E O S O Z E E F A G S T O E V W C U C L U U A W O C K D V B S W B D O T P K N T W J D K T O E J L W V I K V E T H G U O B F E S P J X M B I D R Z E A B R V X L J T B K T Y Q K A R P U A M E E T G I F I X D E U I B G I M K N H G Y F F A U E Z E P U P H U P Y K F K J U R M G C B V N R N B A I W J Q E U U C W K Y O Y W R Q J D W O S N L H A T V R G L J F T V K V P M J Infinitive Past Past participle clean run forget give go buy begin break Unidad 8 Talking about experiences Empieza E ncuentra en la sopa de letras las formas verbales. Puedes encontrarlas en cualquier dirección; luego, completa la tabla de abajo para que aprovechemos para recordar la conjugación de algunos verbos:
576 1. Lee las preguntas y responde con la opción que más concuerde, pon el número de la pregunta en los espacios de la derecha: 1. What would you do if you meet a famous singer? 2. What would you do if you had a lot of money? 3. If you could change one thing about yourself, what would it be? 4. What animal would you be if you could be an animal? 5. If you could be another person, who would you be? A. ____ Madonna B. ____ dictionary C. ____ do D. ____ take a photo E. ____ eagle F. ____ temperament G. ____ travel H. ____ Texas 2. Escribe las palabras en orden, construye oraciones con sentido completo. 1. I / wish / house / help / me / around / my / would / the / kids 2. too / younger / the / When / was / I / had / to / help / cows / milk/ I 3. chickens / We / had / feed / to / school / before / the 4. didn't / He / help / have / his / to / mom / when / was / he / little 5. I / had / to / teach / him / so / that / he / could / help / me Explora E n esta última unidad reforzaremos otros elementos gramaticales importantes dentro de los diferentes textos, tales como: condicionales, marcadores temporales, auxiliares y otros tiempos verbales como presente y pasado perfecto. Esto irá enfocado a todas las partes de la prueba. Comienza con las siguientes actividades:
Inglés 577 3. Lee el siguiente texto narrativo. Encontrarás los nuevos tiempos verbales que vamos a trabajar, responde las preguntas literales e inferenciales que hay abajo, si es necesario busca en el diccionario las palabras que no comprendas y asegúrate de descartar las respuestas erradas. Who is she? What has she done? What has happened? Recently, it has snowed in Maria's town. In the last week, it has snowed three times. Maria has always loved the snow. She has played in the snow many times before. Maria's dog, Sparky, has never played in the snow. This is Sparky's first snow. He has not felt the cold yet. Maria has just received a new sled for Christmas. She puts on her warm clothes and snow boots. She pulls the sled up the hill. Sparky has run outside with Maria. Sparky has followed Maria up the hill. He feels good! Maria has finally reached the top. She sits on her sled. She rides down the hill. Sparky runs beside the sled. They have finally reached the bottom. Sparky has followed Maria all the way down the hill. Sparky has decided that he likes the snow too! 1. What is the main idea of the text? A. It snows often in Maria's town B. Maria's Christmas present C. Sparky enjoys the snow 2. What kind of dog is Sparky? A. Threatening B. Playful C. Lazy 3. Which option best describes Maria and Sparky's relationship? A. They share common interests B. They avoid each other C. They don’t have significance in their lives 4. Which option can you best infer from the text? A. Maria has had Sparky for a long time B. Maria lives in a warm climate C. Maria likes the snow Complementa tu aprendizaje: Investiga acerca de la diferencia entre el primer y segundo condicional en inglés, realiza ejercicios y lleva a clase ejemplos para compartir con tus compañeros.
578 Comenzaremos por trabajar las proposiciones de tiempo en inglés, conocidas como Time Clauses, estas frases indican cuándo ocurre la acción indicada por el verbo. Ejemplos: Ann brushes her teeth before she goes to bed. Ann se cepilla los dientes antes de irse a la cama. En este ejemplo, vemos que hay dos acciones: Ann se cepilla los dientes y Ann va a la cama. ¿Cuál ocurre en primer lugar? Esa es la utilidad de la palabra before que muestra que la acción de cepillarse los dientes ocurre antes que la acción de irse a la cama. • Ejemplo: Parte 2: ¿Dónde se puede ver este aviso? Marca A, B o C. NOTICE EMPLOYEES MUST WASH HANDS BEFORE RETURNING TO WORK A. In a laboratory B. In a living room C. At a yard Veamos a continuación otro tipo de proposición de tiempo en inglés, este se representa con la palabra after: Ejemplos: Ann goes to bed after she brushes her teeth. Ann se va a la cama después de cepillarse los dientes. Aquí, el adverbio after muestra que la acción de irse a la cama ocurre después que la acción de cepillarse los dientes. • Ejemplo: Parte 2: ¿Dónde se puede ver este aviso? Marca A, B o C. NOTICE Please clean up after your dog A. In the shopping B. In the church C. In the yard El condicional en inglés, también es uno de los elementos más frecuentes en textos y diálogos. El uso del condicional significa que una acción depende de otra. Los condicionales se utilizan para hablar sobre situaciones reales o irreales. En general, las frases condicionales llevan la palabra “if” (si). Explico Para culminar el último capítulo de este módulo trabajaremos en ciertos aspectos que consideramos necesarios para completo manejo de la prueba. Después de cada subtema encontrarás también un ejemplo de una pregunta tipo saber relacionado a ese subtema.
Inglés 579 Ten en cuenta que no existe un tiempo verbal para el condicional en inglés como existe en español. A la vez, se usa el verbo auxiliar “would” para formar el condicional en inglés. Ejemplo: If I don’t practice the piano everyday I play poorly. Si no practico el piano cada día toco mal. • Ejemplo: Parte 3: Complete las dos conversaciones, marque A, B o C 1. What would you do if you win the lottery? A. She would rather play the piano than the violin. B. I would buy a horse. C. She would rather sit in the sun. 2. If this isn´t real, why are you so scared? A. It’s three o’clock. B. Yes. I’m looking for a sweater. C. Because it doesn’t seem fake. Otro de los elementos discursivos importantes en inglés es la expresión de deseos o cosas que quieres que sucedan. Para esto utilizamos el verbo wish, con el objetivo de expresar deseos sobre situaciones presentes, futuras o pasadas. Se trata en general de imaginar situaciones diferentes a las que tenemos en la actualidad o bien a las que han ocurrido u ocurrirán. En todos los casos se trata de construcciones en la primera persona del singular. Se utiliza la siguiente estructura: I wish + Past Simple / Continuous • Ejemplo: Parte 3: Complete las dos conversaciones, marque A, B o C 1. I wish I had more free time A. Thanks, you too. B. But I don’t. C. You are a really good friend. 2. I wish you weren’t leaving tomorrow A. But you are. B. Okay. See you! C. So, do you. Para complementar el tema de tiempos y estructuras verbales, analizaremos el presente y pasado perfecto. Presente perfecto: Se usa el verbo auxiliar to have en el presente, más el participio pasado del verbo. Ten presente que para verbos regulares, el participio pasado es la misma forma simple del pasado, así que no debes memorizarlos como es el caso de los verbos irregulares. Se utiliza la siguiente estructura:
580 [SUJETO] + have/has + [PARTICIPIO DEL VERBO] Ejemplos: I have played He has not played well I have not eaten in 2 days Yo he jugado Él no ha jugado bien Yo no he comido en 2 días • Ejemplo: Parte 5: Lee el texto de la parte inferior y responde las preguntas, marque A, B o C: Anaconda The anaconda is the biggest snake in the world. Also known as the Water Boa, this giant, semi-aquatic meat-eater lives in swampy areas of tropical (warm) South America. It spends a lot of time in shallow water, hidden from unsuspecting prey. Anacondas are related to boa constrictors. They give birth to live young; 20 to 40 baby snakes are born at one time. Anatomy: Like all snakes, anacondas are cold-blooded; they are the same temperature as the environment. They continue to grow all their lives, getting bigger and bigger each year. The longest anaconda ever found was 37.5 feet (11.4 m) long, there are probably even bigger anacondas that have not been seen. Anacondas are greenish-brown with a double row of black oval spots on the back and smaller white markings on the sides. Their scaly skin glistens but is dry to the touch. The nostrils are on top of the snout, letting the snake breathe easily when it is in the water. It smells with its tongue and has no fangs. Hunting and Diet: Anacondas are carnivores (meat-eaters). They mostly hunt at night (they are nocturnal). Anacondas kill by constricting (squeezing) the prey until it can no longer breathe. Sometimes they drown the prey. Like all snakes, they swallow the prey whole, head first. The anaconda's top and bottom jaws are attached to each other with stretchy ligaments, which let the snake swallow animals wider than itself. Snakes don't chew their food, they digest it with very strong acids in the snake's stomach. Anacondas eat pigs, deer, caiman (a type of crocodilian), birds, fish, rodents (like the capybara and agouti), and other animals. After eating a large animal, the anaconda needs no food for a long time, and rests for weeks. The young (called neonates) can care for themselves soon after birth; they can already hunt but are pretty much defenseless against large predators. They eat small rodents (like rats and mice), baby birds, frogs and small fish. 1. Where are anacondas mainly found? A. Oceans and waterfalls B. Deserts and mountains C. Jungles and swamp 2. What is the main diet of the anaconda? A. Rodents and leaves B. Other snakes C. Other animals and meat 3. What makes anacondas so dangerous? A. They can camouflage very well to their environment B. They are very fast C. Their ability to squeeze their prey to death
Inglés 581 4. What is the best option to do if ever encountered with an anaconda? A. Slowly and calmly walk away B. Attack the snake with aggression C. Not do anything Presente perfecto: Se usa el verbo auxiliar “had” (have en pasado), más el participio pasado del verbo. Usamos el pasado perfecto para referirnos a una acción o evento que comenzó en el pasado y que es anterior a otra acción también en el pasado. La acción que ocurrió primero es en pasado perfecto y la que sigue en pasado simple. (En general, lo usamos para acciones que han ocurrido antes de otra acción en el pasado). Esta es la estructura: [SUJETO] + had + [PARTICIPIO DEL VERBO] Ejemplo: I had visited the Louvre before, so I knew where the Mona Lisa was. They had studied English before they went to London. Yo había visitado el Museo del Louvre antes, así que sabía dónde estaba la Mona Lisa. Ellos habían estudiado inglés antes de irse a Londres. • Ejemplo: Parte 5: Lee el texto de la parte inferior y responde las preguntas, marque A, B o C: Who are they? What had they been doing? Where had they been going? Donald and Elizabeth had been driving to church before they stopped. They had been driving down a dirt road when they heard a strange noise. Donald stopped the car. He got out of the car. Then, he helped Elizabeth out of the car. Elizabeth sat and waited for Donald. Donald looked at the car. It had been going for an hour or so. He knew how to fix cars. He had been working as a mechanic for 5 years before he moved to the country. Donald got his tools. He looked under the hood. It seemed that the engine had been heating up. He crawled under the car. Donald had been working on the car for a while when Jake parked beside him. Jake had been driving home when he saw Donald and Elizabeth on the side of the road. Jake helped Donald fix the car. Donald thanked Jake for his help. Elizabeth waved to Jake as they drove away. Thanks to Jake's help, they arrived at church on time 1. Why did Donald stop the car? A. He needed to go back home B. He had a mechanical issue C. He wanted to wait for Jake 2. Jake is most likely Donald and Elizabeth's? A. Friend B. Associate C. Acquaintance 3. Jake and Donald most likely know each other from? A. Neighborhood B. Employment C. Church 4. What kind of car problems did Donald and Elizabeth have? A. Flat tire B. Empty fuel tank C. Engine troubles
582 Elabora Vamos a practicar los temas vistos con los siguientes ejercicios: 1. Practiquemos para la parte 2 de la prueba: ¿Dónde se puede ver este aviso? Marca A, B o C. NOTICE Switch off electrical supply before working on this machine A. At the zoo B. By a river C. In a work space A. At a hospital B. In a farm C. At the yard 2. Completa el espacio en blanco con el auxiliar o el verbo en el tiempo correcto. • Ejemplo: I wish I had spent (spend) more time reading last summer. 1. I wish you_____ (not be) late to class every day. 2. I wish you _____ (spend) more time with me. 3. I wish I _____ (listen) to you in the first place. 4. I wish I _____ (own) a bigger house. 5. I wish he _____ (go) home soon. 6. I wish I _____ (not say) that before. 3. Traduce al inglés las siguientes frases (recuerda que estamos trabajando con los condicionales) • Ejemplo: Ojalá yo fuera más alto. I wish I were taller 1. Ojalá hubieran cambiado el punto de encuentro . 2. Él desea que tú hubieras venido a la fiesta. 3. Ojalá no hubiera venido aquí.
Inglés 583 4. Lee el siguiente texto, es una conversación entre dos amigas. El texto es extenso, aprovecha para buscar todas las palabras que no conozcas en el diccionario además de identificar dentro del texto todos los temas que hasta ahora hemos visto. CATHY - Hi Nancy! Where are your kids? NANCY - They're at home cleaning their rooms. CATHY - Really? Wow. I wish my kids would clean their rooms. NANCY - We made a new list of rules for the kids. If they obey all of the rules they get a $5.00 allowance on Sunday. CATHY - What are the rules? NANCY - They have to clean their rooms once a week, do their homework every day, and they have a different housecleaning job each week. One week they clean the bathrooms, another week they vacuum the living room, each week it's a different chore. CATHY - That's great. I wish my kids would help me around the house. NANCY - Oh, and they have to wash dishes once a week too. CATHY - How's it working so far? NANCY - So far it's working out pretty well. They complained a lot at first about the work but they like the allowance. It really helps me a lot because I used to do all of the housework myself. CATHY - I think it's a great idea. I remember when I was little I had to help my parents with housework. NANCY - Me too. I had to do my homework right when I got home from school. After that I had to help my mom get dinner ready. CATHY - I grew up on a farm so we had to feed the chickens every morning before school. We helped my parents a lot on the farm. When I was older I had to help milk the cows too. NANCY - I think it's important for kids to help around the house. It teaches them responsibility. CATHY - Yeah, and they learn how to do housework. When Bill and I got married he didn't know how to do anything. He didn't have to help his mom with housework when he was little so he never learned how to wash clothes or clean the house. I had to teach him so that he could help me. De acuerdo con el texto responde estas preguntas, están propuestas de acuerdo con la parte 5 y parte 6 de la prueba Saber: 1. How do Cathy's children differ from Nancy's? A. Polite and respectful B. Bad mannered and lazy C. Organized and clean 2. Which is not one of the chores that Nancy's children do? A. Washing the dishes B. Cleaning their rooms C. Helping their mom to cook
584 3. How did Nancy help out Cathy? A. Advising her on what to do about her children's behavior B. Giving her cooking tips C. Introducing a new parenting method 4. How does the reader know that Cathy is interested in what Nancy is saying to her? A. She ignores Nancy's recommendations B. She asks Nancy questions about the topic C. She says she already tried what Nancy is recommending 5. Practiquemos ahora para la parte 7, completa los espacios en blanco, marca A, B, C o D Who are they? What have they been doing? Nick has (1)______ playing the game of marbles since he was 5 years old. He (2)_______to play marbles. He plays with the other kids. He also teaches other kids how to play the game. Lately, he has been teaching Brian how to play marbles. He has been (3)_________Brian all the rules of the game. He has been teaching Brian how to win. Brian is Nick's friend. Recently, he has been (4)____________ how to play marbles. He has been wishing to play the game for many years. The past few days, his friend, Nick, has been (5)_______ him how to play marbles. It is a fun game. 1. A. ever B. never C. almost D. been 2. A. listens B. waits C. hates D. likes 3. A. teaching B. failed C. dejected D. testing 4. A. does not B. learning C. learn D. would 5. A. teach B. teaching C. teacher D. teached
Inglés 585 Resumen Capítulo 3 Nivel B1 Unidad 6: Tell your story * Practica el parafraseo de oraciones, de esta manera reforzarás técnicas para la parte 5, es decir trata de decir varias oraciones con otras palabras sin afectar el sentido del texto. * Lee varios textos sin conocer su tipología, descúbrela a partir de la intención del autor, de esto depende la respuesta correcta de la primera pregunta de la parte 6. * Lee los textos y respóndete siempre las siguientes preguntas: ¿Qué conozco yo de este tema?, ¿Qué me dice el título?, ¿Qué me dice el texto sin el título?, ¿Cuál es la idea central del texto? Esto afianzará tu comprensión lectora y la posibilidad de responder correctamente las preguntas de la parte 5 y 6. Tips para preguntas de Nivel B1 * Diferenciar tipologías textuales * Responder correctamente a preguntas inferenciales o de conclusión. * Responder correctamente a preguntas literales o visualmente evidentes en el texto. Marco Teórico Unidad 7: Talking about my future plans Tips para preguntas de Nivel B1 Marco Teórico Unidad 8: Talking about experiences Tips para preguntas de Nivel B1 Marco Teórico * Para la parte 2, debes identificar la presencia del auxiliar will o going to para concluir que el aviso está en futuro. * Para la parte 3, especial cuidado con el uso de todas las estructuras del futuro, pues la respuesta correcta depende de una concordancia gramatical. * En cuanto a la parte 5 y 6, debes tener completo manejo de las estructuras del presente, pasado y futuro, esto servirá para la comprensión de ideas globales y específicas, la clave para responder correctamente es una comprensión total del texto desde su tipología. * Comprensión y correcto uso del tiempo futuro con will. * Comprensión y correcto uso del tiempo futuro con going to. * Comprensión y correcto uso del tiempo futuro con would y otros auxiliares. * Para la parte 3, debes dominar completamente el condicional del inglés, muchos diálogos pueden incluirlo. * Para la parte 2 pueden usarse con frecuencia las proposiciones de tiempo, así que oraciones con adverbios deben ser completamente comprensibles. * Ya la comprensión de textos debe ser más natural al manejar los tiempos verbales en su mayoría. Continúa practicando desde la lectura, la actividad de realizar preguntas tipo Saber también ayuda en la práctica. * Manejo de estructuras para expresar deseos y aspiraciones en inglés * Uso de proposiciones de tiempo para comprensión de textos más complejos. * Utiliza correctamente el presente y pasado como otras formas verbales.
586 Parte 2: Responda las preguntas 1 a 3, marque A, B o C: • ¿Dónde puedo ver estos avisos? 1. NOTICE Please shower before entering pool A. At a sport center B. In a bedroom C. At library 2. NOTICE IF RED LIGHT IS ON LASER MAINTENANCE IN PROGRESS DO NOT ENTER A. In a gym B. In a laboratory C. In a house 3. IF YOU ARE DUMPING ILLEGALLY SMILE FOR THE CAMERA! A. In an airport B. In a hospital C. In a park Parte 3: Responda las preguntas 4 a 6 Complete las tres conversaciones, marque A, B o C: 4. Never mind, Mary. Have you eaten yet? A. Yes! Earlier. B. No, tomorrow. C. I think it is in the kitchen. 5. Hi John. Have you been here for a long time? A. No, I just arrived. B. I don’t know. I don’t have my watch on me. C. Oh! I didn't know that. Evalúo C on base en la explicación anterior, presentarás la siguiente evaluación tipo Saber, estas preguntas o similares pueden ser encontradas en la prueba original:
Inglés 587 6. Has it rained in the last month? A. Not very much. B. Yes, dear. I completely agree with you. C. Next Thursday Parte 6: Responda las preguntas 7 a 10 Lee el texto de la parte inferior y responde las preguntas, marque A, B, C o D: Horses Horses are large, fast-running mammals that live in family groups on grasslands. They eat grasses; they are nomadic herbivores. Racehorses can gallop at up to about 42 mph (68 kph) in short bursts in order to escape from predators. The horse's life span is about 20-35 years. Horses were first domesticated by people in Asia 5,000 to 6,000 years ago. There are about 200 domesticated (not wild) breeds of horses. The earliest-known horse is the tiny Eohippus (Hyracotherium). Names: An adult female horse is called a mare, the adult male is called a stallion. A foal is a horse not yet one year old; a colt is a young male and a filly is a young female. A gelding is a sterilized male horse. A pony is a small horse, less than 58 inches (146 cm) tall at the shoulder. Horses are closely related to the zebra and donkey. Mules and hinnies are the offspring of donkeys and horses. The genus and species of the horse is Equus caballus. Anatomy: Horses have hoofed feet (they are ungulates). The hooves and teeth continue to grow throughout the horse's life. Horses have a narrow, flowing mane. They have large nostrils that let them get lots of air quickly. Large eyes and ears help the horse detect predators early, allowing it to run away. The heaviest horse is the Belgian (up to 3,150 lb,1400 kg), a draft (working) horse; the tallest is the Percheron (7 ft tall), another draft horse. The lightest and smallest is the miniature horse, a type of pony. Sleeping: Horses sleep standing up, but if they feel safe, they will sleep lying down. 7. What is the writer trying to do in the text? A. To describe horses history and features B. To persuade people to like horses C. To narrate a story about his own horse experience D. To instruct people on how to take care of horse 8. In the text the word offspring (paragraph 2) can best be replaced by: A. Ancestors B. Siblings C. Children D. Parents
588 9. According to the text, which features describe a horse? A. Swimmer and go out at night B. Tall and straight C. Fat and slow D. Quadruped and fast 10. What would be the difference between a horse and unicorn? A. The horse as a real unicorn is a myth B. The horse is bigger than the unicorn C. The unicorn existed long time ago D. Horses live in herds Parte 7: Responda las preguntas 11 a 15 Complete los espacios en blanco, marque A, B, C o D. Where were they? What had they been doing? Billy and the other scouts (11)_______ been hiking on the mountain all morning when they (12)__________they were lost. They looked each direction. They did not see the camp. They did not see the river. The scouts (13)________ tired because they had been hiking for four hours. They were worried because they were lost. They sat down under a tree. But Billy (14) ________ not worried. Billy had (15)_______ hiking these mountains with his dad his whole life. Billy's dad had been teaching him how to use a compass for three years. Billy climbed a tree and saw the river. He knew the camp was north of the river. Billy looked at his compass. He guided the scouts back to the camp. 11. A. ever B. never C. was D. had 12. A. comparable B. before C. similar D. realized 13. A. were B. did C. had D. was 14. A. does not B. was C. were D. would 15. A. would B. been C. have D. has