Here are the comparative forms of the adjectives and adverbs: 1. Big - bigger 2. Expensive - more expensive 3. Blue - bluer 4. Red - redder 5. Tall - taller

1. 1
MODULO DESARROLLO DE COMPETENCIAS COMUNICATIVAS
IDIOMA INGLES
Modulo III
Cartilla I
Versión 1.0

2. 2
Edición 1.0
Fecha de publicación
Creado Por Anny Daian Garzón M.
Autorizado por Alberto Becerra.
Documento: - 00.000.000
Todos los derechos reservados.
Ni la totalidad ni parte de esta Cartilla pueden
reproducirse o trasmitirse por ningún
procedimiento electrónico o mecánico,
incluyendo fotocopias, grabaciones
magnéticas o cualquier medio de
almacenamiento de información y sistema de
reproducción, sin permiso escrito de
Informática y Gestión S.A.
Empresa Autorizada Fundación SIIGO
Edición Autorizada por Informática y
Gestión S.A.
Impreso y Hecho en Colombia

3. 3
PROGRAMA TECNICO EN CONTABILIDAD
MODULO Manejo de estructuras gramaticales:
SESION DE CLASE
1,2,3,4,5,6,7,8, 9, 10, 11 y 12
Saberes:
 Adjetivos, comparativosy superlativos.
 Verbos regularese irregulares
 SimplePast (Structure).
 Uso de expresiones idiomáticas (diferencias entreMAKE
y DO)
 Verbos modales (can, may, could, might, must, should,
will,shall, would)
Uso del idioma
 Vocabulario objetos personales, prendas de vestir,
elementosdeoficina,publicidadynoticias.
Teórica : 24
OBJETIVOS DE APRENDIZAJE
 Comprender y utilizar expresiones cotidianas de uso frecuente, así,
como frases sencillas destinadas a satisfacer necesidades de tipo
inmediato.
 Presentarse a sí mismo y a otros, pedir y dar información personal
básica sobre su domicilio, sus pertenencias y las personas que conoce.
 Relacionarse de forma elemental siempre que su interlocutor hable
despacio y con claridad.
 Realizar preguntas que lo lleven a ubicarse en un espacio físico
determinado.
 Describir lugares y personas mediante el uso de los adjetivos.
 Desarrollar en el estudiante la habilidad de sostener conversaciones
básicas que le permitan desenvolverse en situaciones cotidianas en su
entorno laboral.
SABER HACER
Habilidades Escritas
 Elaborartextos que describananimales,personasyobjetos.
 Construir oraciones afirmativas, negativas e interrogativas diferenciando el Presente Simple del
PasadoSimple.
 Redactarpequeñostextoshaciendousode losverbos regulareseirregulares.
 Elaborarpreguntasutilizandoverbos auxiliaresy modales.
Habilidades de escucha y de expresión oral
 Describirpersonas,animalesuobjetos.
 Comunicar a través de oraciones sencillas situaciones cotidianas utilizando verbos regulares e
irregulares.

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 Hablarsobreobjetosque utiliza: en la oficinaypersonales
 ComprensióndelecturautilizandomediosdecomunicaciónenInglés..
SER
 Mantener una actitud proactiva y espontánea en las conversaciones en idioma
inglés.
 Demostrar constantemente interés por enriquecer su vocabulario en idioma
inglés
 Participación activa en las actividades desarrolladas en clases y laboratorios.
 Iniciativa constante por adquirir y utilizar nuevas palabras en los ejercicios orales
y escritos.
EVIDENCIAS DE APRENDIZAJE
CONOCIMIENTO
 Reconoce cuando le hablan en ingles
 Lista correctamente los mensajes o diálogos básicos para saludar, presentarse
y despedirse en inglés, usando un léxico adecuado.
 Diferencia los artículos determinantes e indeterminados.
 Diferencia los pronombres personales existentes.
 Identifica vocabulario básico para la construcción de oraciones.
DESEMPEÑO
 Construye oraciones simples.
 Maneja de forma correcta en inglés escrito y oral, preguntas Wh, How many y
adverbios de lugar en la oración para solicitar y entregar información sobre
ubicación de objetos
PRODUCTO
 De forma oral expresa saludos, presentaciones y descripciones sobre personas
y objetos, así como terminología contable.
 Redacta textos cortos en donde se incluyen descripciones sobre:
- Objetos y personas
- Manejo de cantidades
- Presentación sobre información personal.
DESARROLLO DE LA SESION
1. Se realiza la enunciación del tema
2. Aclaración de dudas
3. Se realiza ejercicio guiado
4. Los estudiantes realizarán por grupos ejercicios que ponga en práctica lo
aprendido y se realizará la respectiva socialización.
METODOLOGIA
Secuencia Didáctica
Enunciación
Modelación
Simulación
Ejercitación
Evaluación
RECURSOS DIDACTICOS
 Computador
 Internet
 Libros
 Cartulina, papel, marcadores, esferos, lápices
 Videos
 Fotocopias

5. 5
 MP3
 Grabadora
 Video Beam.
ACTIVIDADES COMPLEMENTARIAS
Investigar sobre: Estructuras gramaticales, vocabulario comercial, verbos
regulares e irregulares.
Desarrollo de tareas on-line.
Sostener conversaciones básicas dentro de la Institución.
BIBLIOGRAFIA
New Interchange Basic
http://www.ego4u.com
http://www.tolearnenglish.com
http://www.saberingles.com.ar/listening/101.html
http://www.timemonsters.com/
http://www.marks-english-school.com/games/b_verbs.html
http://www.agendaweb.org/vocabulary/days_months_date.html
http://www.montsemorales.com/vocabulario/Daysoftheweek1.htm
http://www.oup.com/elt/global/products/headway/beginner/e_games/

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7. 7
TABLA DE CONTENIDO
PRESENTACION......................................................................................... 8
1. OBJETIVO ............................................................................................. 9
REVIEWING ............................................................................................ 10
COMPARATIVES AND SUPERLATIVES........................................................ 11
SIMPLE PAST .......................................................................................... 19
ADVERTISING ......................................................................................... 26
MAKE VS. DO .......................................................................................... 27
READING COMPREHENSION..................................................................... 30
MODAL VERBS ........................................................................................ 33

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PRESENTACION
Actualmente, más de 1.500 millones de personas en todo el mundo hablan inglés. Es
el idioma por excelencia para los negocios, el turismo, la música, la ciencia, Internet...
El mundo laboral, en el cual se desempeñarán los estudiantes que pertenecen a la
Fundación SIIGO, quienes harán parte del nuevo mundo globalizado y competitivo que
les exigirá contar con conocimientos y competenc ias en la lengua anglo.
A través de esta cartilla se pretende incrementar las habilidades del idioma inglés de
los estudiantes poniendo a su alcance las cuatro destrezas: Hablar, Comprender, Leer
y Escribir, pero ante todo, la habilidad de defenderse ante la sociedad, en un ambiente
anglo parlante, dando énfasis al lenguaje como medio de comunicación, por ejemplo:
para expresar intenciones, pedir y dar información, para expresar emociones y
opiniones, para presentarse y presentar a otros, para describir cosas, para presentar
un informe, etc., todo esto con exactitud gramatical.

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1. OBJETIVO
Guiar al estudiante a través del aprendizaje dinámico y visual durante el proceso de
adquisición de competencias en la lengua anglo, buscando una preparación previa
para la sesión de clase, y la práctica de lo aprendido con el fin de aclarar dudas y
generar nuevos retos que le permitan incrementar sus habilidades escritas, orales,
auditivas y de comprensión de la lengua inglesa.

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REVIEWING
When there are two or more adjectives, they go in the following order:
OPINION SIZE AGE SHAPE COLOR ORIGIN MATERIAL NOUN
It’s a beautiful big new square brown Indian wooden box.
What You Do:
1. I started out by cutting up many little strips of paper.
2. On one pile of paper strips I wrote adjectives, and on another, nouns.
3. I put the strips face down into two separate boxes.
4. Each student took two strips from the adjective box and one from the noun
box.
5. They then had to do a sentence of what the words meant when put together.
6. For example:
a. "Intelligent skinny poodle"
b. "Bratty angelic snowman"
c. "Friendly messy pencil"
d. "Tiny wiggly office building"
e. etc.
7. Then they have to do a drawing about your sentence on the board, and their
classmates must guess the sentence.
8. The trick is to think about adjectives that are easy to portray.
Match
SESION 1

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COMPARATIVES AND SUPERLATIVES
Comparatives and Superlatives are special forms of adjectives. They
are used to compare two or more things. Generally, comparatives are
formed using –er and superlatives are formed using -est.
Forming regular comparatives
These forms are created depending on how many syllables
there are in the adjective. Syllables are like “sound beats”. For
instance, “sing” contains one syllable, but “singing” contains
two — sing and ing. Here are the rules:
Adjective form Comparative
Only one syllable, ending in E. Add -r:
Examples:
wide  wider
fine  finer
cute  cuter
Only one syllable, with one vowel and one
consonant at the end.
Double the consonant, and add -er:
Examples:
hot  hotter
big  bigger
fat  fatter
Only one syllable, with more than one
vowel or more than one consonant at the
end.
Add -er:
Examples:
light  lighter
neat  neater
fast  faster
Two syllables, ending in Y. Change y to i, then add -er:
Examples:
Happy  happier
Silly  sillier
Lonely  lonelier
Two syllables or more, not ending in Y., , Use “more” before the adjective:
Examples:
modern  more modern
interesting  more interesting
beautiful  more beautiful
How to use comparatives and superlatives
SESION 2 Y 3

12. 12
Comparatives
Comparatives are used to compare two things. You can use
sentences with “than”, or you can use a conjunction like “but”.
Jiro is taller than Yukio.
Yukio is tall, but Jiro is taller.
IRREGULAR COMPARATIVES
These adjectives and adverbs have completely irregular comparative forms:
Adjective Comparative
good better
bad worse
far further / farther
Adverbs Comparative
much more
little less
well better
badly worse
What is the comparative form of these adverbs and adjectives?
1. Big
a. biger
b. bigger
c. more big
2. expensive
a. expensive
b. expensiveer
c. more expensive
3. blue
a. bluer
b. bluer
c. more blue
4. red
a. reder
b. redder
c. more red
5. tall
a. taller
b. taler
c. more tall
6. pretty
a. prettier
b. prettier
c. more pretty
7. silly
a. sillier
b. sillier
c. more silly
8. intelligent
a. intelligenter
b. intelligentier
c. more intelligent
9. stupid
a. stupider
b. stupidder
c. more stupid
10. lazy
a. lazyer
b. lazier
c. more lazy
11. good
a. gooder
b. better
c. more good
12. bad
a. badder
b. worse
c. more bad
Make comparative sentences. (Short adjectives)
1. Chile – Long – Peru

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___________________________________________________
2. The winter – bad – the fall
___________________________________________________
3. A cheetah – fast – a lion
__________________________________________________
4. Arica – dry – Valparaíso
___________________________________________________
5. Brazil – big – Argentina
___________________________________________________
6. Santiago – modern – Antofagasta
___________________________________________________
7. Viña del Mar – beautiful – Iquique
___________________________________________________
8. Football – popular – baseball
___________________________________________________
9. A movie – interesting – a book
___________________________________________________
10. English – Important – French
___________________________________________________
Reading.
Read the following article and then answer the questions about the CD_ROM and the
books.
Incredible, but True!!
All the information in the enormous Britanic Encyclopaedia now comes on one small
disk. Which do you prefer – the CR-ROM or the set of 30 books? Let’s compare them.
The CD-ROM is smaller and higher than the books and it is cheaper. We think it’s more
interesting, too, because it has video and sound – you can hear animals, musical
instruments and famous pople talking. So if you think the 30 books are good, we think
the CD-ROM is better!.
Answer the questions.
1. Which is heavier?
__________________________________________________________________
2. Which of the articles is more boring?
__________________________________________________________________
3. Are the books bigger than the CD-ROM?
__________________________________________________________________
4. Is the CD-ROM more expensive than the books?
__________________________________________________________________
Forming regular Superlatives
Superlatives are used to indicate an extreme in a group of items.

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Bob is the tallest student in the class.
Bob es el estudiante más alto de la clase.
We usually form the superlative by adding -est to the end of the adjective.
small - smallest
Adjective form Superlative
Only one syllable, ending in E. Add -st:
Examples:
wide  widest
fine  finest
cute  cutest
Only one syllable, with one vowel
and one consonant at the end.
Double the consonant, and add -est:
Examples:
hot  hottest
big  biggest
fat  fattest
Only one syllable, with more than
one vowel or more than one
consonant at the end.
Add -est:
Examples:
light  lightest
neat  neatest
fast  fastest
Two syllables, ending in Y. Change y to i, then add -est:
Examples:
happy  happiest
silly  silliest
lonely  loneliest
Two syllables or more, not ending in
Y.
Use “most” before the adjective:
Examples:
modern  most modern
interesting  most interesting
beautiful  most beautiful
How to use comparatives and superlatives
Superlatives
Superlatives are used to compare more than two things. Superlative
sentences usually use “the”, because there is only one superlative.
Masami is the tallest in the class.
Yukio is tall, and Jiro is taller, but Masami is the tallest.
IRREGULAR SUPERLATIVES
These adjectives and adverbs have completely irregular superlative forms:
Adjective Superlative
good best
bad worst
Adverb Superlative
little least
much most
far furthest / farthest
Follow the example and complete the list with the correct Superlative
e.g. fast  the fastest

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1. nice  the nicest
2. large  __________
3. good  the best
4. tall  __________
5. old  __________
6. long  __________
7. popular  the most popular
8. bad  __________
9. great  __________
10. smart  __________
11. friendly  the friendliest
12. exciting  __________
13. funny  __________
14. far  __________
15. silly  __________
16. hot  the hottest
17. big  __________
18. successful  __________
Complete with the superlative.
1. This is a HIGH shool. This is the ____________________ school in London.
2. That was an EASY exercise. That was the ____________ exercise of the test.
3. This is a COMFORTABLE armchair. This is the _________ armchair in this shop.
4. This is a BIG cheese burger. This is the ____________ cheese burger of the
McDonald's Company.
5. That was a very BAD conversation. That was the ____________ conversation I
have had.
Look at these pictures and make sentences with the superlatives, using the
adjectives in the box
BIG - EXPENSIVE- FAST- HEAVY- LIGHT- SLOW- SMALL-
COMFORTABLE
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
COMPARATIVE AND SUPERLATIVE EXERCISES

16. 16
Choose the correct alternative for each sentence. (Comparatives or
Superlatives)
1. I think that’s _____ film I’ve ever seen
a. the funnier than c. the funny
b. the funniest d. the funnier
2. Is football the _____ sport in Chile?
a. popular c. more popular
b. popularest d. most popular
3. Vegetables are _____ last week
a. expensiver than c. more expensiver tham
b. more expensive than d. most expensive
4. I think Vladimir is _____ intelligent person in the class
a. more than c. the most
b. most d. the more
5. Don’t you think there are _____ things to do on hokidays than watching tv all day?
a. best c. bestest
b. better d. better than
6. Summer is _____ season in our country
a. the hottest c. hotter than
b. the hot d. hot
7. Groenland has the _____ weather of the world. It’s always raining and snowing
a. Bad c. worse than
b. Worst d. worsest
8. The Everest is _____ the Aconcagua
a. the highest c. highest than
b. the higher than d. higher than
9. Last week we had _____ day in Santiago, the temperature was –18ºC
a. the colder c. the coldest
b. the cold d. colder than
To fall from a motorcycle is _____ to fall from a bicycle.
a. more painful c. more painful than
b. painfuller than d. the painfullest
Write the following sentences using the correct form of the adjective
(comparative or superlative)

17. 17
1. Clare is _________________________________ Mike. (old)
2. Jane is _______ of the four. She eats very well and does a lot of sports,
(healthy)
3. The coach thinks that Peter is the _________________ player of the team,
(fast)
4. The teacher doesn't think Christopher is _______ the other students.
(intelligent)
5. Kamilla is _________________ girl in the class. She is always laughing.
(happy)
6. The Sahara desert is one of the __________________deserts in the world.
(hot)
7. The climate in the North of Chile is ______________________ in the South,
(dry)
8. Asia is _______________________________________________ Europe.
(big)
9. A Rolls-Royce is one of ______________________ cars in the world.
(expensive)
10. Nights with no moon are ______________________ nights with full moon.
(dark)
CLASS ACTIVITY
Interview five of your classmates and complete the following chart.
Name of
student
Arrived at
school
Shoe size High
Number
of sports
played
Favorite
music
Cualities
Then, using the information of the survey make 5 sentences about them. Use the
comparative and superlative form.

18. 18
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
Answer the following questions according to information from the survey.
1. Who arrived to school earliest today?
___________________________________________
2. Who uses the biggest shoes?
___________________________________________
3. Who is the most athletic person?
___________________________________________
4. Who is the friendest?
___________________________________________
5. Who is the smallest
___________________________________________

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SIMPLE PAST
We use the simple past tense to talk about an action or a situation - an event - in the
past. The event can be short or long.
Notice that it does not matter how long ago the event is: it can be a few minutes or
seconds in the past, or millions of years in the past. Also it does not matter how long
the event is. It can be a few milliseconds (car explosion) or millions of years (Jurassic
period). We use the simple past tense when:
 the event is in the past
 the event is completely finished
 we say (or understand) the time and/or
place of the event
The simple past tense is one of the most common tenses in English. Its form is the
same with all subjects. It is usually formed by adding -ED to the verb. This page will
explain the rules for forming the tense with regular verbs.
With most verbs, the simple past is created simply by adding -ED. However, with
some verbs, you need to add -D or change the ending a little. Here are the rules:
Verb ending in...
How to make the simple
past
Examples
e Add -D
Live  lived
date  dated
Consonant +y Change y to i, then add -ED
try  tried
cry  cried
One vowel + one
consonant
(but NOT w or y)
Double the consonant, then
add -ED
tap  tapped
commit  committed
anything else including w Add -ED
boil  boiled
fill  filled
hand  handed
show  showed
For irregular verbs, use the past form of the verb (see list of irregular verbs).
Positive Negative Question
I spoke. I did not speak. Did I speak?
SESION 4 Y 5

20. 20
STRUCTURES
Make the affirmative, negative and interrogative form.
Affirmative
He / to buy / a car
_____________________________
Negative
He / to buy / a car
_____________________________
Interrogative
He / to buy / a car
_____________________________
Arrange these phrases and make them in Negative and Interrogative form in
Simple Past Tense:
1. he / the question / answer
___________________________________________
___________________________________________
2. you / a question / ask
___________________________________________
___________________________________________
3. the dog / bark
___________________________________________
___________________________________________
SIMPLE PAST TENSE
AFFIRMATIVE NEGATIVE
I drove Yo conduje I didn’t drive Yo no conduje
You drove Tu condujiste You didn’t drive Tu no condujiste
He drove El condujó He didn’t drive El no condujó
She drove Ella condujó She didn’t drive Ella no condujó
It drove Eso condujó It didn’t drive Eso no condujó
You drove Ustedes condujeron You didn’t drive Ustedes no condujeron
We drove Nosotros condujimos We didn’t drive Nosotros no condujimos
They drove Ellos condujeron They didn’t drive Ellos no condujeron
INTERROGATIVE
Did I drive ? ¿Yo conduje?
Did you drive ? ¿Tu condujiste?
Did He drive ? ¿El condujó?
Did She drive ? ¿Ella condujó?
Did It drive ? ¿Eso condujó?
Did You drive ? ¿Ustedes condujeron?
Did We drive ? ¿Nosotros condujimos?
Did They drive ? ¿Ellos condujeron?

21. 21
4. they / us / call
___________________________________________
___________________________________________
5. we / a mountain / climb
___________________________________________
___________________________________________
6. John / stamps / collect
___________________________________________
___________________________________________
7. we / in London / live
___________________________________________
___________________________________________
8. I / hamburguer / eat
___________________________________________
___________________________________________
9. they / a hamster / have
___________________________________________
___________________________________________
10. he / to school / go
___________________________________________
___________________________________________
Match with the correct meaning:
Miró
Leyó
Corrió
Cortó
Cantó
Hablo
Saltó
Hizo la compra
Jugó
Llamo
Played
Read
Called
Ran
Shopped
Sang
Jumped
Looked
Cut
Talked

22. 22
SIMPLE PAST VERB TO BE
TO BE
SUBJECT PAST
I was
You were
He was
She was
It was
We were
You were
They were
Subject Auxiliary
Verb
- -
+
Affirmative
I was - short as a child.
We were - in New York last week.
She was - the top student in her class.
-
Negative
I was not tall as a child.
You were not funny last night.
He was not happy about failing the test.
?
Interrogative
Was I - a lot of fun as a child?
Were you - the tallest in your class?
Was she - a good runner in high school?
AFFIRMATIVE
I was happy Yo era feliz
You were happy Tu eras feliz
He was happy El era feliz
She was happy Ella era feliz
It was happy Eso era feliz
We were happy Nosotros eramos felices
You were happy Ustedes eran felices
They were happy Ellos eran felices
NEGATIVE
I wasn’t happy Yo no era feliz
You weren’t happy Tu no eras feliz
He wasn’t happy El no era feliz
She wasn’t happy Ella no era feliz
It wasn’t happy Eso no era feliz
We weren’t happy Nosotros no eramos felices
You weren’t happy Ustedes no eran felices
They weren’t happy Ellos no eran felices
INTERROGATIVE
Was I happy? ¿Yo era feliz?
Were you happy? ¿Tú eras feliz?
Was he happy? ¿El era feliz?
Was she happy? ¿Ella era feliz?
Was it happy? ¿Eso era feliz?
Were we happy? ¿Nosotros eramos felices?
Were you happy? ¿Ustedes eran felices?
Were they happy? ¿Ellos eran felices?

23. 23
Click the answer button to see the answer.
1. She is thirty now, so last year she ___ twenty-nine.
a. was
b. were
2. ___ it a good film?
a. was
b. were
3. I got married when I ___ twenty-seven.
a. was
b. were
4. It was a great day, but we ___ so tired.
a. was
b. were
5. I didn't buy those jeans because they ___ too expensive.
a. was
b. were
6. When I ___ a child we lived in Rome.
a. was
b. were
7. Where ___ you yesterday afternoon?
a. was
c. were
8. ___ the weather good while we were away?
a. was
b. were
9. They ___ so naughty as kids.
a. was
b. were
10. Why ___ he so angry?
a. was
b. were
Fill in all the gaps, with the right form of the verb in brackets.
William Shakespeare _______ (be) born in Stratford-on-Avon on April 23, 1564. He
_______ (go) to the local Stratford Grammar
School, where he_______ (be) _______ (teach) by
Master Walter Roche. Lessons began at six o'clock
in the morning in the summer in order to make the
most of daylight.
His father_______ (be) _______ (call) John
Shakespeare a Stratford upon Avon glove- maker.
He_______ (send) William to the local grammar
school in 1571, but when William_______ (be) only
14 years old his fortunes fell so low that
William_______ (have) to leave school. Some
historians say he_______ (work) in his father's
shop.
At the age of 19 William_______ (to marry) Anne
Hathaway the daughter of a rich farmer near Stratford.
Three years later Shakespeare_______ (go) to London. How

24. 24
he_______ (live) there we do not know.
In about 1587 he_______ (become) a member of one of the few theatrical companies
which_______ (exist) in those days. Around 1590 he_______ (begin) to try his hand
at writing plays. There_______ (be) no female actors in those days, all the female
parts_______ (be) _______ (play) by boys. It is thought that he_______ (write) his
first major play, Henry VI., Part One, in 1592.
His most famous play, Hamlet, _______ (be) probably first seen in 1601 at the Globe
Theatre. Shakespeare_______ (continue) to write about 2 plays a year.
He_______ (return) to Stratford in 1612, where he_______ (live) the life of a country
gentleman. He_______ (die) of a fever on his birthday in 1616.
Change the verbs in the following sentence into past tense.
1. Yesterday, I go to the restaurant with a client.
___________________________________________
2. We drive around the parking lot for 20 minutes in order to find a parking space.
___________________________________________
3. When we arrive at the restaurant, the place is full.
___________________________________________
4. The waitress asks us if we have reservations.
___________________________________________
5. I say, "No, my secretary forgets to make them."
___________________________________________
6. The waitress tells us to come back in two hours.
___________________________________________
7. My client and I slowly walk back to the car.
___________________________________________
8. Then we see a small grocery store.
___________________________________________
9. We stop in the grocery store and buy some sandwiches.
___________________________________________
10. That is better than waiting for two hours.
___________________________________________
Correct the mistakes in the following sentences:
1. Last night, Samantha have pizza for supper.
___________________________________________
2. My pet lizard was died last month.
___________________________________________
3. Yesterday I spend two hours cleaning my living room.
___________________________________________
4. This morning before coming to class, Jack eats two bowls of cereal.
___________________________________________
5. What was happened to your leg?
___________________________________________

25. 25
ACTIVITY CLASS
Make five people groups
Choose a topic and value and start to play JEOPARDY, you have 30 seconds
for answering your question, if you can’t answer, lose your turn.
Win points and have fun.

26. 26
ADVERTISING
According to your Business Plan, you must to design a commercial with
all features needed for selling it.
Your commercial has to be spoken in English completelly and has to
accomplish all requirements seen in your Business Class.
This picture above is an example of you have to do. Your commercial
must during between 50 seconds and one minute.
SESION 6

27. 27
MAKE Vs. DO
The verbs "make" and "do" are often confused by Spanish-speakers
because both words mean "hacer." The verb "make" in English is
generally used with the meaning of "create" while "do" is usually used
with activities. Following is a list of expressions used with make and
expressions used with do.
Do
We use the verb 'do' when someone performs an action, activity or task.
do a crossword
do the ironing
do the laundry
do the washing
do the washing up
'Do' is often used when referring to work of any kind.
do your work
do homework
do housework
do your job
Note - these activities do not usually
produce a physical object.
'Do' for General Ideas
Use the verb 'do' when speaking about things in general. In other words, to describe
an action without saying exactly what the action is. This form is often used with the
words 'something, nothing, anything, everything, etc.'
I'm not doing anything today.
He does everything for his mother.
She's doing nothing.
SESION 7, 8

28. 28
Important Expressions with 'Do'
There are a number of standard expressions that take the verb 'do'. The best solution
is to try to learn them.
do badly
do business
do the dishes
do a favour
do good
do harm
do time - (to go to prison)
do well
do your best
do your hair
do your nails
do your worst
Make
We use the verb 'make' for constructing, building or creating
make a dress
make food
make a cup of tea / coffee
'Make' is often used when referring to
preparing food of any kind.
make a meal - breakfast / lunch / dinner
Note - these activities usually create
something that you can touch.
Important Expressions with 'Make'
There are a number of standard expressions that take the verb 'make'. The best
solution is to try to learn them.
make amends
make arrangements
make believe - (to pretend)
make a choice
make a comment
make a decision
make a difference
make an effort
make an enquiry
make an excuse
make a fool of yourself
make a fortune
make friends
make a fuss
make a journey
make love
make a mess
make a mistake

29. 29
make money
make a move
make a noise
make a phone call
make a plan
make a point
make a profit
make a promise
make a remark
make a sound
make a speech
make a suggestion
make time
make a visit
make your bed - (to prepare the
bed for sleeping in)
Fill the gaps with either do or make in the correct form.
1. My husband never _______ the dishes.
2. She hates _______ the housework.
3. The children have to _______ their own beds.
4. Anne doesn't have a washing machine, she has to _______ the laundry by hand.
5. Don't be afraid of _______ mistakes.
6. Try to _______ your best in the exam.
7. She asked him to _______ her a favour.
8. The company had to _______ a quick
decision.
9. He told her to stop _______ a fuss.
10. He _______ her a cup of tea every
morning.
11. The house was a disaster. They
________________ a terrible mess.
12. Have you ________________ all the arrangements yet?
13. Vincent: English football fans came to Valencia last weekend.
14. Maria: Did they ________________ any damage?
15. Listen. I made lunch so you can ________________ the washing up. It's only fair.
16. What he did was terrible. He didn't even ________________ an apology.
17. They're ________________ plans for their wedding.
18. Bob: Richie and I have had a fight.
19. Julio: Not again! You should ________________ amends once and for all.
20. Who's going to ________________ dinner? You or me?
21. Be careful that you ________________ the right decision.
22. He's ________________ an appointment to see the dentist on Thursday.
23. Would you ________________ me a favour and feed the cat while I'm away.
24. We normally ________________ the shopping on Saturday mornings.
25. Before you go out, you have to ________________ your homework, OK?
On a piece of paper write one sentence with each of the expressions with make or do.
Example
My daughter made a scene at the supermarket when I refused to buy her some candy.

30. 30
READING COMPREHENSION
What to do?
While reading in a foreign language is an excellent way to develop vocabulary, doing
something with the words and ideas you read is even more effective and will help you
get more mileage from the time you spend reading. Here are some activities you have
to try.
 Write a few sentences in your own words giving the main topic of the article.
 Summarize each paragraph’s main points in your own words.
 Maintain your personal list of new or difficult vocabulary words and
expressions.
 Write a one paragraph reaction to the facts and opinions in the article.
 Tell someone else about the article you read.
Frontier of Frugality
Retailers Face Reality That Many People Can't Trade Back Up
Oct 2011 | Bussiness | Media & Marketing
By ANN ZIMMERMAN
The Wall Street Journal
Retailers are coming to terms
with a new reality: the
consumer who traded down
during the recession and never
came back.
Buffeted by high
unemployment, heavy debt
loads, falling home values and
high food and gas prices, these
shoppers have been whipped
into a permanent state of
consumer caution. They buy
only what they need, avoid
premium labels, clip coupons
and scour sales.
Wal-Mart Stores Inc. Chief Executive Mike Duke told analysts in a recent conference
call that paycheck-cycle shopping is more pronounced than ever, with shoppers
stocking up shortly after getting paid, then moving to smaller product sizes toward the
end of the month when they run short of money.
"Consumers are fragile, fatigued and fed up," said Chris Christopher, senior economist
at IHS. Global Insight, citing wage stagnation, food inflation and high gas prices.
SESION 9

31. 31
Retailers and manufacturers are figuring out how to appeal to these new "forever
frugal" consumers—rather than pin too much hope on economic rebound. Some are
waiting longer to pass on higher costs, whether for food or cotton. Coca-Cola Co. and
other companies have added new packages at small sizes and lower pric e tags. Some
retailers are holding the line on hiring, even as they head into their busiest season of
the year. Many stores are expanding their selection of cheaper private-label products
and some are offering credit cards with across-the-board discounts. Layaway has
made a comeback.
Heading into the holidays, retailers are in a bind. Many of them placed their orders
back in early spring when the stock market was rising and the economy appeared to
still be rebounding. But lackluster back-to-school sales signal that the holidays aren't
likely to be free-spending for many shoppers. Now retailers are worried they will have
too much merchandise.
Eight of the 16 large retail chains that retail analyst Ed Yruma covers for KeyBanc
Capital Markets said their inventories had risen faster than sales when they reported
second-quarter profit results in August.
It is an ominous sign indicating that chain stores' profit margins will be squeezed if
they have to resort to bigger than planned discounts to move merchandise.
Echoing the sentiments of many other retailers, Jonathan Ramsden, chief financial
officer of teen retailer
Abercrombie & Fitch Co., told Wall
Street analysts in a conference
call in August that his company is
increasingly concerned about "the
potential double-dip
recession...that has increased in
terms of the likelihood over the
last few months."
Apparel stores face a double
whammy. Many had hoped to
raise prices this fall to recoup the
cost of cotton, which soared last year and hit historic highs in March before a recent
pullback.
Now they worry that strapped consumers will resist price increases. If purchases stall,
retailers will have to resort to cutting prices instead.
"The only lever the retailers have is discounting," said Mr. Yruma. "Clothing isn't like
fine wine; it doesn't get better with age."
Mr. Yruma expects retailers to offer the sort of promotions that will prese rve as much
profit margin as possible. For example, instead of slashing prices, he says, stores will
try more "buy one, get half-off a second item" promotions.
Wal-Mart is courting shoppers with a return to a Depression-era strategy: layaway.
Increasingly strapped Wal-Mart customers, 20% of whom don't even have bank
accounts, demanded that Wal-Mart bring back layaway, which it canceled in 2005. The
world's biggest retailer—which has seen two years' worth of declines in comparable-
store sales—finally acquiesced in time for this Christmas.

32. 32
Other stores such as Sears Holdings Corp.
and Toys "R" Us Inc. brought back the
layaway plans during the recession and
reported a sales boost.
Target has a different weapon to snare a
bigger share of pocketbooks. About a year
ago, Target began rolling out a credit and
debit card that offers a 5% discount on all
purchases. The card effectively makes
Target's prices equivalent or less than its
competitors, Target Chief Executive Greg Steinhafel said in a recent interview with the
Wall Street Journal. Shoppers who use the card increase their spending about 50%
each visit, he added. In the spring, Lowe's Corp. began offering a similar 5%-off
branded credit card.
Target attracts a more affluent customer than Wal-Mart. Households with income of
$75,000 or more have largely resumed their pre-recession shopping patterns at
Target. But the families making $50,000 to $75,000 are stressed, Mr. Steinhafel says,
as they try to keep up with food and gas prices, health insurance premiums and
stagnant wages.
"They are trading down, consolidating shopping trips to save on gas and generally not
spending a lot on discretionary purchases," Mr. Steinhafel said.
Target is in a better position to cater to that stressed consumer than it was during the
recession. About two years ago, it began adding fresh grocery and expanded dairy and
frozen food in its discount stores, making its stores more of a one-stop destination. By
the end of the year 1,500 of the chain's 1,800 stores will house the new format.
Dollar stores sales boomed during the recession and moderated only somewhat as the
economy appeared to improve. Now, renewed pressure on consumers are lifting their
sales again. Dollar General Corp. raised its full-year sales guidance to between 4%
and 6% from 3% to 5% when it reported second quarter earnings in late August.
Rick Dreiling, chief executive officer of Dollar General, says the economic climate has
bred two new types of dollar-store customers. One group, squeezed by high gas and
food prices, is trading down to Dollar General, finding its prices on brand-name goods
cheaper than rivals.
With these customers in mind, Dollar General sells smaller package sizes, so the
outlay is smaller, a big selling point especially for shoppers who run out of money at
the end of the month.
The second group of customers is what Mr. Dreiling calls "the trade-ins," people who
can afford to shop elsewhere, but choose to go to the dollar stores. "They are the new
consumer, who exercises frugality and smart shopping," Mr. Dreiling said in a
conference call with analysts.
Dollar General has slowly passed along higher foods prices to customers and has
backed off of some price increases if sales suffered. The company has seen strong
response to a new category of private-label health and beauty products it introduced
early this year under the brand name Rexall, which was once a pharmacy chain.
Looking forward, Mr. Dreiling said, "We see more of the same —customers who are
continuing to struggle."

33. 33
MODAL VERBS
All the auxiliary verbs except be, do and have are called modals. Unlike
other auxiliary verbs modals only exist in their helping form; they
cannot act alone as the main verb in a sentence.
The modal verbs are:-
CAN / COULD / MAY / MIGHT / MUST /
SHALL / SHOULD / OUGHT TO / WILL /
WOULD
CAN
CAN is one of the most commonly used modal verbs
in English. It can be used to express ability or
opportunity, to request or offer permission, and to
shoy possibility or impossibility.
Modal Example Uses
Can
They can control their own budgets.
We can’t fix it.
Can I smoke here?
Can you help me?
Ability / Possibility
Inability / Impossibility
Asking for permission
Request
SESION 10, 11 Y 12

34. 34
COULD
COULD is used to express possibility or past
ability as well as to make suggestions and
request. Could is also commonly used in
conditional sentences as the conditional form of
can.
Modal Example Uses
Could
Could I borrow your dictionary?
Could you say it again more slowly?
We could try to fix it ourselves.
I think we could have another Gulf War.
He gave up his old job so he could work for us.
Asking for permission.
Request
Suggestion
Future possibility
Ability in the past
MAY
May is most commonly used to express
possibility. It can also be used to give or
request permission, although this usage is
becoming less common.
Modal Example Uses
May
May I have another cup of coffee?
China may become a major economic power.
Asking for permission
Future possibility
MIGHT
MIGHT is most commonly used to express possibility. It is
also often used in conditional sentences. English speakers
can also use MIGHT to make suggestions or request,
although this is less common in American English.
Modal Example Uses
Might
We'd better phone tomorrow, they might be eating
their dinner now.
They might give us a 10% discount.
Present possibility
Future possibility

35. 35
MUST
MUST is most commonly used to express certainly. It
can also be used to express necessity or strong
recommendation, although native speakers prefer the
more flexible form have to. Must no can be used to
prohibit actions, but this sounds very severe; speakers
prefer to use softer modal verbs such as should not or
ought not to dissuade rather than prohibit.
Modal Example Uses
Must
We must say good-bye now.
They mustn’t disrupt the work more than necessary.
Necessity / Obligation
Prohibition
OUGTH TO
OUGT H TO is used to advise or make recommendations. Ought to
also expresses assumption or expectation as strong probability,
often with the idea that something is deserved. Ought not
(without to) is used to advise against doing something, although
Americans prefer the less formal forms should not or had better
not.
Modal Example Uses
Ought to
We ought to employ a professional writer. Saying what’s right or
correct
SHALL
SHALL is used to indicate future action. It is most commonly
used in sentences with I or We, and is often found in
suggestions, such as Shall we go? Sall is also frequently used
in promises or voluntary actions. In formal English, the use of
shall to describe future events often expresses inevitability or
predestination. Shall is much more commonly heard in British
English than in American English; Americans prefer to use
other forms, although they do sometimes use shall in
suggestions or formalizes language.
Modal Example Uses
Shall
(More common in the
Shall I help you with your luggage?
Shall we say 2.30 then?
Offer
Suggestion

36. 36
Mary will help
Mary won´t help
Will Mary help?
UK than the US) Shall I do that or will you? Asking what to do
SHOULD
SHOULD is used most commonly used to make recommendations or
give advice. It can also be used to express obligation as well as
expectation.
Modal Example Uses
Should
We should sort out this problem at once.
I think we should check everything again.
Profits should increase next year.
Saying what’s right or correct
Recommending action
Uncertain prediction
WILL
WILL is used with promises or voluntary actions that
take place in the future. Will can also be used to
make predictions about the future. For more
information on using will and associated exercises,
yoy have to see Simple Future.
Modal Example Uses
Will
I can’t see any taxis so I’ll walk.
I'll do that for you if you like.
I’ll get back to you first thing on Monday.
Profits will increase next year.
Instant decisions
Offer
Promise
Certain prediction
WOULD
WOULD is most commonly used to create conditional verb forms.
It also serves as the past form of the modal verb “will”.
Additionally, “would” can indicate repetition in the past.
Modal Example Uses
Would
Would you mind if I brought a colleague with me?
Would you pass the salt please?
Would you mind waiting a moment?
"Would three o`clock suit you?" - "That’d be fine."
Would you like to play golf this Friday?
"Would you prefer tea or coffee?" - I’d like tea
Asking for permission
Request
Request
Making arrangements
Invitation
Preferences

37. 37
please.
Complete the sentences using the words listed in the box below, then click
the "Check" button to check your answers. Don't forget to capitalize when
necessary. Some gaps may have more than one correct answer.
can could have to must might should
1. Ted's flight from Amsterdam took more than 11 hours. He _________ be
exhausted after such a long flight. He _________ prefer to stay in tonight and
get some rest.
2. If you want to get a better feeling for how the city is laid out, you _________
walk downtown and explore the waterfront.
3. Hiking the trail to the peak _________ be dangerous if you
are not well prepared for dramatic weather changes. You
_________ research the route a little more before you
attempt the ascent.
4. When you have a small child in the house, you _________ leave small objects
lying around. Such objects _________ be swallowed, causing serious injury or
even death.
5. Dave: _________ you hold your breath for more than a minute?
Nathan: No, I can't.
6. Jenny's engagement ring is enormous! It _________ have cost a fortune.
7. Please make sure to water my plants while I am gone. If they don't get enough
water, they _________ die.
8. I _________ speak Arabic fluently when I was a child and we lived in Egypt.
But after we moved back to Canada, I had very little exposure to the language
and forgot almost everything I knew as a child. Now, I _________ just say a
few things in the language.
9. The book is optional. My professor said we _________ read it if we needed
extra credit. But we _________ read it if we don't want to.
10. Leo: Where is the spatula? It _________ be in this drawer but it's not here.
Nancy: I just did a load of dishes last night and they're still in the dish washer.
It _________ be in there. That's the only other place it _________ be.
11. You _________ take your umbrella along with you
today. The weatherman on the news said there's a storm
north of here and it _________ rain later on this
afternoon.
12. _________ we pull over at the next rest stop? I really
_________ use the bathroom and I don't know if I
_________ hold it until we get to Chicago.

38. 38
13. Oh no! Frank's wallet is lying on the coffee table. He _________ have left it
here last night.
14. Ned: _________ I borrow your lighter for a minute?
Stephen: Sure, no problem. Actually, you _________
keep it if you want to. I've given up smoking.
15. I _________ believe she said that to Megan! She
_________ insult her cooking in front of everyone at
the party last night. She _________ have just said she
was full or had some salad if she didn't like the meal.
16. Do you _________ chew with your mouth open like that? Geez, it's making
me sick watching you eat that piece of pizza.
17. Mrs. Scarlett's body was found in the lounge just moments ago, and it's still
warm! Nobody has left the mansion this evening, so the killer _________ be
someone in this room. It _________ be any one of us!!!
18. Ted: I don't know why Denise starting crying when I mentioned the wedding.
Pamela: It _________ have been what you said about her brother. Or,
perhaps she is just nervous. After all, the big day is tomorrow.
19. _________ you always say the first thing that pops into your head?
_________ you think once in awhile before you speak?
20. I was reading the book last night before I went to bed. I never took it out of
this room. It _________ be lying around here somewhere. Where
_________ it be?
From the choices provided after each sentence select the verb that would
correctly complete the sentence.
1. You seem to be having trouble there. _________ I help you?
a. Would
b. Will
c. Shall
2. I don't have enough money to buy lunch. __________ you
lend me a couple of dollars?
a. May
b. Could
c. Shall
3. That ice is dangerously thin now. You ________ go ice-skating today.
a. mustn't
b. might not
c. would mind not to
4. It's way past my bedtime and I'm really tired. I ________ go to bed.
a. should
b. ought
c. could
5. He ______________ have committed this crime. He wasn't even in the city that
night.
a. might
b. shouldn't

39. 39
c. couldn't
6. John is over two hours late already, He ___________ missed the bus again.
a. should have
b. must have
c. will have
7. I'm really quite lost. _______________ showing me how to get out of here?
a. Would you mind
b. Would you be
c. Must you be
8. That bus is usually on time. It _________ to be here any time now.
a. might
b. has
c. ought
9. I read about your plane's near disaster. You ____________ terrified!
a. might have been
b. must have been
c. shall have been
10. It's the law. They ____________ have a blood test before they get married.
a. might
b. could
c. have to
Change the following affirmative statements into questions. For example:
I may go.
May I go?
We could have found it.
Could we have found it?
1. I must leave at four o'clock.
___________________________________________
2. He might be leaving for work now.
___________________________________________
3. We can solve the puzzle.
___________________________________________
4. You should have called him.
___________________________________________
5. They could have been waiting for the bus.
___________________________________________
6. I shall go out now.
_________________________________________
7. You will have finished the book.
___________________________________________
8. We should be making the arrangements.
___________________________________________
9. She would like to know the answer.
___________________________________________
10. They can explain what happened.
___________________________________________

40. 40
Change the following affirmative statements into negative statements. For
example:
I can answer the question.
I cannot answer the question.
He shall be sorry.
He shall not be sorry.
1. You must come with us.
___________________________________________
2. It may be sunny tomorrow.
___________________________________________
3. She could have won the race.
___________________________________________
4. We might be right.
___________________________________________
5. You would have liked that movie.
___________________________________________
6. They can swim very well.
___________________________________________
7. She might be finishing school now.
___________________________________________
8. He should have been walking to work.
___________________________________________
9. I shall be happy to see him.
___________________________________________
10. You will have been working all night
___________________________________________
"I may disagree with what you
have to say, but I shall defend, to
the death, your right to say it."
Voltaire