Gerunds and Infinitive
Aquí podéis encontrar la gramática explicada por la profesora
UNIT 5 BEING A FRIEND
VOCABULARY
1.- Relationships
2.- Adjectives of personality
Now you can do some activities
Modals
for more information
**Estamos elaborando los contenidos y ejercicios para su realización y estudio desde casa. Gracias (11-marzo-2020)
PASSIVE VOICE
The passive voice is used in English when it is more convenient or interesting to stress the thing done than the doer of it or when the doer is unknown. It´s
used for formal English.
Only transitive verbs can have a passive form.
Some sentences that have two objects (direct and indirect) could have two
passive forms.
How to make the Passive in English
An active sentence like I drank two cups of coffee has the subject first (the person or thing that does the verb), followed by the verb, and finally the object (the person or thing that the action happens to).
But, when we want to put the object first, or perhaps we don't want to say who did something we use the passive way which puts the object first: make the passive by putting the verb 'to be' into whatever tense we need and then adding the past participle. For regular verbs, we make the past participle by adding 'ed' to the infinitive. So play becomes played.
| Tense | Active | Passive |
| present simple | I make a cake. | A cake is made (by me). |
| present continuous | I am making a cake. | A cake is being made (by me). |
| past simple | I made a cake. | A cake was made (by me). |
| past continuous | I was making a cake. | A cake was being made (by me). |
| present perfect | I have made a cake. | A cake has been made (by me). |
| pres. perf. continuous | I have been making a cake. | A cake has been being made (by me). |
| past perfect | I had made a cake. | A cake had been made (by me). |
| future simple | I will make a cake. | A cake will be made (by me). |
| future perfect | I will have made a cake. | A cake will have been made (by me). |
Modals
Must move Must be moved
Have to move Have to be moved
Can/could/ Can/Could be moved
Act.- Alan must give all the reasons for his strange behavior.
Pas.- All the reasons for his strange behavior must be given by Alan.
Act.-Cheaper air travel has made possible the global expansion in tourism.
Pas.-The global expansion in tourism has been made possible by cheaper air travel
Act.-She has to buy some presents for the school song contest.
Pas.-Some presents for the school song contest have to be bought by her.
Act.-Scientists have made a great number of attempts to raise the Titanic.
Pas.-A great number of attempts have been made to raise the Titanic by scientists.
* They showed her the easiest way to do it
* The author has written a special edition for children
*This scientific theory has been proved to be false
* Someone will have to be found to take her place
* Evening dress will be worn by her
Two
objects:
Act.- Jim
gave Peter some help
Pas.1 Peter
was given some help by Jim.
Pas.2 Some
help was given to Peter by Jim
Act.-They
have taken her nice presents
Pas.1 She
has been taken nice presents by them
Pas.2 Nice
presents have been taken to her by them
They showed her the easiest way to do it
1.-She was shown the easiest way to do it by them
2.-The easiest way to do it was shown to her by them
____________________________________________
Wh-
questions in passive
Act.- Who broke the vase?
Pas.- Who was the
vase broken by?
Act. Who wrote it?
Pas.- Who was it written
by?
Act.Who is visiting him in the summer camp?
Pas.- Who is he being visited in the summer camp by?
Act.When did you feel the earthquake?
Pas.- When was the earthquake felt by you?
Act.-Why has he parked the cars here?
Pas.- Why have the cars been parked here by him?
______________________________________
PAST SIMPLE vs. PAST PERFECT
SUBJECT AND OBJECT QUESTIONS
VERB TENSES CONTRASTS
Past Simple vs. Past Continuous
Presents Simple vs. Present Continuous
3º ESO POWER POINT PRESENTATIONS
PERSONAL TOPICS (2015-16)
1.-UNSOLVED MISTERIES (Miguel López and Javier Gil) 3º eso A
IMPROVE YOUR WRITING
Describing
charts in English
There are
various types of charts. In the following example we show the numbers of pets
in Year 7 of a school.
Types of
charts:
TABLE
PIE CHART, BAR
CHART,
LINE GRAPH
List with phrases to describe charts
The pie
chart is about ...
The bar
chart deals with ...
The line
graph (clearly) shows ...
The slices
of the pie chart compare the ...
The chart
is divided into ... parts.
It
highlights ...
... has the
largest (number of) ...
... has the
second largest (number of) ...
... is as
big as ...
... is
twice as big as ...
... is
bigger than ...
more than
... per cent ...
only one
third ...
less than
half ...
The number
... increases/goes up/grows by ...
The number
... decreases/goes down/sinks by ...
The number
... does not change/remains stable
I was
really surprised/shocked by the ...
So we can
say ...
Use of Tenses
Mind the
correct use of tenses when describing a chart. If the charts deals with facts
in the present (as in our example), use the Simple Present, if the facts are
the past, then use the Simple Past. If there is a connection between the past
and the present, use the Present Perfect.
How to describe a chart
With the
following example we would like to show you how charts are described. Mind the
three parts and do not repeat the global message in the conclusion.
EXAMPLE A:
Pets in
Year 7 at a school
We have
chosen the pie chart because we think it shows the number of pets in Year 7
best.
Ø 1 Introduction
Here you
say what the diagram is about. Mind the title of it and do not forget to include
the source.
The pie
chart is about the pets in Year 7. The chart is divided into 5 parts. It is
taken from ...
Ø 2 Message of the diagram
The largest
number of pets are in form 7GI. There are 16 pets.
The second
largest number of pets are in form 7HK. There are 8 pets.
So there
are more than twice as many pets in form 7GI.
The chart
shows that there are only 2 pets in form 7CS and 3 in form 7VR.
Ø 3 Conclusion
So we can
say that the most pets of Year 7 are in form 7GI and the least in form 7CS.
There are more than 50 per cent of all the pets in one form - form 7GI.
EXAMPLE B: Population growth in Canada
This graph
shows the growth of the population in Canada from 1978 to 2009. It is taken
from the website about Statistics in Canada.
There are
three graphs in the chart. The green graph shows the total growth of the
population, the black one deals with the migrated people in Canada and the blue
graph shows the natural increase of the population. In 1988/89 there was an
enourmous growth. In the following years the total growth went down to about
250,000 in 1998/99. From that time on the Canadian population has been
gradually growing again although the natural increase slows down. So we can say
that the growth of the population in Canada is based on migration.
YA TENEMOS NUESTRA WIKI DE 3º A Y 3º B. HERE WE GO!!!!
https://delights3eso2014-15.wikispaces.com/
3rd ESO e-twinning project (2015)
This schoolyear we have started a relation as pen-friends through the E-twinning project with two schools: Coedcae School, Llanelli, UK and College Max Linders, Saint-Loubés, France and apart from the usual e-mail with students´introductions, likes, hobbies or physical and character descriptions, our students from Delicias made and sent these videos abour our school, our classes, our special celebrations, etc.
3º ESO POWER POINT PRESENTATIONS
PERSONAL TOPICS (2014-15)
1.- NIKI JAM (Sofía Juárez y Odalys Yaguana) 3º B
ENGLISH GRAMMAR
PRESENT SIMPLE VS. PRESENT CONTINUOUS
3º ESO POWER POINT PRESENTATIONS
CULTURAL ASPECTS (2013-14)
BRITISH LEGENDS
(Presentation by Catherine Pacheco and Belén López)
ENGLAND
(Presentation by Adrián Li and Daniel Ceprián)
IRELAND
(Presentation by Jose M. González and Darío Castrejón)
THE BRITISH EMPIRE
3rd ESO e-twinning project (2015)
This schoolyear we have started a relation as pen-friends through the E-twinning project with two schools: Coedcae School, Llanelli, UK and College Max Linders, Saint-Loubés, France and apart from the usual e-mail with students´introductions, likes, hobbies or physical and character descriptions, our students from Delicias made and sent these videos abour our school, our classes, our special celebrations, etc.
3º ESO POWER POINT PRESENTATIONS
PERSONAL TOPICS (2014-15)
8.- American Topics in the XX Century (Celia Pérez and Abril Cabañas 3º ESO-A)
7.- INCURABLE DESEASES (Alberto Montes and Renzo González 3º ESO-B)
6.-EVOLUTION OF THE MOBILE PHONE
(Rixin and Pablo Söetard) 3º eso A
5.- THE HISTORY OF VIDEOGAMES
(Rixin and Pablo Söetard) 3º eso A
(Pablo Söetard and Javier Riesco)3º eso A
4.-INTERESTING PLACES IN THE WORLD
( Eduardo Lorenzo y Jorge García-Tenorio) 3º eso A
( Eduardo Lorenzo y Jorge García-Tenorio) 3º eso A
3.-WEREWOLVES (WOLFMEN)
(Juan Castellón and Luis Enrique Castrejón) 3º eso B
2.- WALT DISNEY
( Sonia Morán and Andrea Rojo )3º A
ENGLISH GRAMMAR
English notes for
3º ESO Charo
Illán
(2nd.
Exam 1st Term) MODAL
VERBS
Modal verbs are special verbs which behave very
differently from normal verbs. Here are some important differences:
1. Modal verbs do not take "-s" in the third
person.
2. You use "not" to make modal verbs
negative, even in Simple Present and Simple Past. (CAN´T, CANNOT, MUSTN´T,
SHOULDN´T…)
3. Many modal verbs cannot be used in the past tenses
or the future tenses. They are defective.
4.- They are followed directly by the infinitive of another verb (without
'to').
Common Modal Verbs
Can
Could May Might Must |
Ought to
Shall Should Will Would |
Obligation
Must:
- Describe a thing we personally think is
necessary and important to do.
- For personal opinion of the speaker. The
obligation comes from the speaker.
- Mustn´t expresses an action against the rules
or that is not allowed. For prohibition.
- It´s only used in Present tense. It borrows the
rest of its tenses from the verb have to
Have to: (modal phrase)(It
needs auxiliaries for ? and-)
- To describe what is necessary, a rule, or
something we do because other people tell us to do.
- The negative form is used to describe something
that is unnecessary.
- An outside opinion or rule.
- “I´ve got to…” it´s informal and it´s used to
say that something is necessary. e.g.
I´ve got to leave early today
Must
|
Have to
|
|
+ Affirmative
|
Personal obligation
|
A rule, an outside obligation (strong)
|
-Negative
|
Prohibition as a rule
(strong)
|
Not necessary
|
To be allowed to:
- It has all the verb tenses
- For permission or weak obligation
- Verb to be to make different patterns
- The subject of the sentence is the one that
gets the permission (Jane is allowed to make-up)
- http://www.englishpage.com/modals/interactivemodal2.htm
http://esl.fis.edu/grammar/multi/modal1.htm
Possibility:
First, they can be used when we want to say how sure we are that something
happened / is happening / will happen.
We often call these 'modals of deduction' or 'speculation' or 'certainty 'or 'probability'.
For example:
It's snowing, so it must be very cold
outside.
I don't know where John is. He could have missed the train.
This bill can't be right. £200 for two cups of coffee!
We use may, might and could to express possibility in the past and in the
future:
may
|
Perhaps, very possible
|
I may
see John tonight.
|
might
|
Perhaps, very possible.
Note: might implies less possibility than
may.
|
I might
go to the cinema on Saturday.
|
could
|
possible
|
He
could be the winner of the quiz show.
|
must
|
It is almost certain; I
think
|
They
look alike. They must be twins.
|
Can´t
|
It does not seem possible;
I don´t think
|
You have
been sleeping all day. You can´t be tired
|
Can he
be?
|
Is it possible?
|
Can he
still be at work?
|
We use must to express that
something is necessary true or logically true:
Nobody is answering the phone. They must be out.
We use can´t to express that something is
logically impossible:
That man
can´t be Peter. He is in London.
Exercises: http://www.englishpage.com/modals/interactivemodal1.htm http://www.englishpage.com/modals/interactivemodal4.htm
COMMON THINGS: -Present time
-Future time
-"always" in present simple as an adverb of frequency expressing routines in present continuous for disturbing repeated actions.
DIFFERENT THINGS: -Main verb form : Simple Present form
Continuous: to be + ___-ing form
-Patterns : Simple: Auxiliaries (don´t , doesn´t)
Continuous: Auxiliary verb "be" (am not, aren´t, isn´t)
-Use: Simple: Habitual actions, routines, general truths, facts, repeated actions, timetables, schedules.
Continuous: Actions at speaking, long actions at the present moment, future arrangements (2 people menctioned and a specific time)
PAST SIMPLE VS. PAST CONTINUOUS
COMMON THINGS:
-Use: Simple: Habitual actions, routines, general truths, facts, repeated actions, timetables, schedules.
Continuous: Actions at speaking, long actions at the present moment, future arrangements (2 people menctioned and a specific time)
PAST SIMPLE VS. PAST CONTINUOUS
COMMON THINGS:
3º ESO POWER POINT PRESENTATIONS
CULTURAL ASPECTS (2013-14)
BRITISH LEGENDS
(Presentation by Catherine Pacheco and Belén López)
ENGLAND
(Presentation by Adrián Li and Daniel Ceprián)
IRELAND
(Presentation by Jose M. González and Darío Castrejón)
THE BRITISH EMPIRE
(Presentation by Javier Fernández and Guillermo González)
BRITISH TRADITIONS
(Presentation by Mar Rogles and Alba Pérez)
THE WEATHER FORECAST IN UK
Compare these two weather forecasts, one from the BBC channel and one from an English lesson.
c
RELATIVE CLAUSES
1.-Decide whether
the relative pronoun is a subject pronoun or an object pronoun.
1.
Do you know the
girl who I danced with? -
2.
The apples that are lying on the table are bad. -
3.
We will stay at a
hotel which is not far from the beach. -
4.
We will stay at a
hotel which my friend has recommended to us.
5.
That is a museum which I like very much. -
6.
This is the man who Barbara visited in Scotland.
7.
This is the man who lives in Scotland.
2.-Decide whether
the relative pronouns must be used or not.
A calendar is something which tells you the
date.
Strikers are soccer players who try to score goals for
their team.
Jane is a person who everybody likes.
A stamp is something which you put on a letter if
you want to send it.
The Thames is a river which runs through London.
Cheese is food which mice like eating.
The book which is on the table belongs to Brandon.
The museum which we visited last month is closed now.
The man who you saw in the house is my cousin.
Bob, who I know very well, is going out with Mary.
I cannot forget the song which they played last night.
The woman who is talking to Sue is my aunt.
1.-Decide whether
the relative pronoun is a subject pronoun or an object pronoun.
8.
Do you know the
girl who I danced with? -
9.
The apples that are lying on the table are bad. -
10. We will stay at a hotel which is not far from
the beach. -
11. We will stay at a hotel which my friend has
recommended to us.
12. That is a museum which I like very much. -
13. This is the man who Barbara visited in Scotland.
14. This is the man who lives in Scotland.
2.-Decide whether
the relative pronouns must be used or not.
A calendar is something which tells you the
date.
Strikers are soccer players who try to score goals for
their team.
Jane is a person who everybody likes.
A stamp is something which you put on a letter if
you want to send it.
The Thames is a river which runs through London.
Cheese is food which mice like eating.
The book which is on the table belongs to Brandon.
The museum which we visited last month is closed now.
The man who you saw in the house is my cousin.
Bob, who I know very well, is going out with Mary.
I cannot forget the song which they played last night.
The woman who is talking to Sue is my aunt.
MODAL VERBS
MUST AND HAVE TO http://www.englishclub.com/grammar/verbs-modals-have-to-must-not.htm
READING CORNER
Related vocabulary: PHOBIAS
Fear, being alone, confined spaces, germs, heights,
open spaces, public speaking, snakes, spiders, strangers, the dark, flying,
foreigners, agoraphobia, arachnophobia, claustrophobia, vertigo, xenophobia
Phobias are described as the irrational, often morbid,
fear of something that often poses little or no danger at all. According to the
National Institute of Mental Health, phobias affect approximately 10% of
adults. There are a number of explanations for why phobias develop, including
evolutionary and behavioral theories. Whatever the cause, phobias can be treated
with cognitive and behavioral therapy techniques.
What do people fear most? The following phobias are
ten of the most common fear-objects that lead to symptoms such as dizziness,
nausea, and breathlessness. In some cases, these symptoms escalate into a panic attack. These common phobias typically
involve the environment, animals, or specific situations.
1. Arachnophobia:
The fear of spiders.
This phobia tends to affect women more than men.
2. Ophidiophobia:
The fear of snakes.
Often attributed to evolutionary causes, personal
experiences, or cultural influences.
3. Acrophobia:
The fear of heights.
This fear can lead to anxiety attacks and avoidance of
high places.
4. Agoraphobia: The fear of situations in which escape is
difficult.
This may include crowded areas, open spaces, or
situations that are likely to trigger a panic attack. People will begin
avoiding these trigger events, sometimes to the point that they cease leaving
their home.
Approximately one third of people with panic disorder
develop agoraphobia.
5. Cynophobia: The fear of dogs.
This phobia is often associated with specific personal
experiences, such as being bitten by a dog during childhood.
6. Astraphobia: The fear of thunder and lightening.
Also known as Brontophobia, Tonitrophobia, or
Ceraunophobia.
7. Trypanophobia: The fear of injections.
Like many phobias, this fear often goes untreated
because people avoid the triggering object and situation.
8. Social
Phobias: The fear of social
situations.
In many cases, these phobias can become so severe that
people avoid events, places, and people that are likely to trigger an anxiety
attack.
9. Pteromerhanophobia: The fear of flying.
Often treated using exposure therapy, in which the
client is gradually and progressively introduced to flying.
10. Mysophobia: The fear of germs or dirt.
May be related to obsessive-compulsive disorder.
Strange phobias
While some types of phobia may
generally sound too strange or ridiculous to even be considered, they are
certainly not a laughing matter to the people suffering from them.
The effect that they bring on a person can be utterly
detrimental on his emotional and mental well-being. Here is an example of weird and funny phobias, aimed to give you a
better insight into how and why people suffer from them.
Have you ever heard of “koumpounophobia”? This is the fear of buttons that affects
more people than we can imagine. These who
are afraid of buttons say that life can be very difficult. 24-year-old Susan has been a button phobic since she was
little. She remembers looking at the buttons of her dentist´s shirt, later she
couldn´t stand looking at the buttons of the family doctor´s gown and after that she couldn´t put up with the sight of buttons at all. Susan wants to overcome her
phobia, and she is going to try hypnosis. If she succeeds, she will buy shirts and dresses with lots of
butons!
Arithmophobia is principally a persistent and
abnormal fear of numbers and has caused numerous people pointless stress. It is
a condition that is known by several different names like numerophobia and
concern of numbers. When suffering from arithmophobia, it will possibly cause a
lot of discomfort in the life of the sufferer because it places some dangerous
impacts on the standard of life. These panic attacks make the sufferer confused
and embarrassed of their situation, and thus keep away from loved ones and
enterprise associates.
Anthophobia:Not to be confused with
anthrophobia, or the fear of people, anthophobia is the fear of flowers. Some
people are afraid of all flowers, while others fear only one or more specific
types of flowers. A previous negative experience with flowers, a scene in a
film or TV show, or even watching a parent's fearful reaction can trigger this
phobia. Some people cannot trace their fear to a specific event at all.
Fortunately, it is not necessary to discover the cause in order to treat this
phobia.
GRAMMAR
CONDITIONALS
Zero Conditional
We form the zero conditional by using the present simple in both the conditional if clause and the result clause.
If you don´t wear a coat, you get cold
We use the zero conditional to say that one thing follows automatically or naturally from another
If you press the button, the machine comes on
First Conditional
We form the first conditional by using the present simple inthe conditional if clause and will+base form in the result clause.
The conditional if clause usually comes first, but it can come after the result clause.
The modal verbs may, might,could... or the imperative can be used instead of will or won´t.
If the sea level rises, many people will have nowhere to live
If we don´t do anything about global warming , we may experience very hot summers in
Europe.
We use the first conditional to make predictions about the future:
If global warming gets much worse, the climate will change
Second Conditional
We form the second conditional by using the past simple in the conditional if clause and would+ base form in the result clause:
If I had a million euros, I would buy an expensive car
Notice that you can use were instead of was in the conditional clause with I,he, she, it because it´s a subjunctive mode. Both was and were are generally acceptable, although using were is considered more correct, especially in formal situations.
If I were you, I would give the money to charity
We use the second conditional to talk about an imaginary situation or event, and its result:
If I had a billion dollars, I would live on a desert island
Exercises
FUTURE TENSES 3º ESO
WILL. Simple Future . Auxiliar
Patterns: AFF. Subject + will or ´ll +main verb
NEG. Suject + won´t + main verb
INT. Will + subject + main verb?
Uses: Possible future actions (with perhaps, maybe, I think…)
Decisions at speaking
Subjective predictions
Fortune-teller (no evidences)
BE GOING TO (INTENTIONAL FUTURE)
Patterns: AFF. Subj. + to be present +going to + main verb
NEG. Subj. + to be pres. + not + going to + main verb
INT. To be present + subject + going to + main verb?
Uses: Personal intentions
Plans (You need pre-actions)
Objective predictions (with evidences)
Exceptions: DO-STAY-GO Present continuous for plans “What are you doing next weekend?”
Be going to for personal intentions “What are you going to do next weekend?
PRESENT CONTINUOUS
Patterns: AFF. Subj+ to be present +____-ing
NEG. Subj + to be present + not +_____-ing
INT. To be present + subj+______-ing?
Uses: Present actions at speaking and long time present actions but not now.
Future pre-arrangement (two people min.) “John´s playing golf with Tim next Friday”
Non continuous verbs likes and dislikes, mental activity ,senses, auxiliary verbs “be”, “have”, possession (own, belong)
Doubling last consonant rules:
1 syllable verb ending in cons.+vowel+cons + cons-ing swimming
More than 1 syl. Verb ending in c + v +c + cons-ing (If last syl. stressed) preferring
-l + l-ing (Br. English) travelling
Cons+e (no pronounced) = cons+ing loving
-ie = ying
dying
dying
LET¨S WORK WITH THE FUTURE
Exercise - Future Mix
Put the verbs into the correct form (will, going to, simple present or present progressive).
1. I love London. I (probably / go) there next year.
2. Our train (leave) at 4:47.
3. What (wear / you) at the party tonight?
4. I haven't made up my mind yet. But I think I (find) something nice in my mum's wardrobe.
5. This is my last day here. I (go) back to England tomorrow.
6. Hurry up! The conference (begin) in 20 minutes.
7. My horoscope says that I (meet) an old friend this week.
8. Look at these big black clouds! It (rain) .
9. Here is the weather forecast. Tomorrow (be) dry and sunny.
10. What does a blonde say when she sees a banana skin lying just a few metres in front of her? - Oh dear! I (slip) !
SECOND CONDITIONAL
Can you match the two parts of each sentence?
1 If more people Knew about the sites... a I would travel round the world
2 If we had a lot of money... b there would be even more visitors
3 If I had a lot of time... c we could repair a lot more sites
4 If I were you... d some children would be happy
5 If the government closed all the schools... e I would go to a dentist with that toothache
Fill in the correct form of the verbs in brackets. Add other words where necessary.
1 What.................................if you...............................a ghost? (do, see)
2 If you....................................banana skins, you...............................very sick (eat,be)
3 Where......................................for a holiday if you............................a million dollars? (go, win)
4 Who........................................for help if you..............................it? (ask, need)
5 When ...................................to bed if you could go when you liked? (go)