The document outlines the use of various English grammatical structures, focusing on tenses such as simple past and past progressive, their applications, along with instructions on modals, reflexive and reciprocal pronouns, and present perfect usage. It also includes a detailed program for a tutoring session conducted by Paul González, specifying the schedule, topics covered, and materials used during the presentation. Overall, it serves as a comprehensive guide for teaching English grammar and organizing a tutorial class.

1. ESCUELA : NOMBRES: COMUNICATIVE GRAMMAR III PERÍODO: Mgs. Paúl González T. ABRIL – AGOSTO 2011 Inglés

2. Use the simple past to talk about actions, states, or situations that are finished. I went to a concert last week. (last week) Now Past Future PAST PROGRESSIVE AND SIMPLE PAST (unit 4)

3. Use the past progressive to describe an action that was in progress at a specific time in the past. My friends were playing soccer at 8:00. 8:00 Now Past Future were playing

4. The action began before the specific time and may or may not continue after the specific time. I wasn’t watching TV that night.

5. Use the past progressive to focus on the duration of an action, not its completion. Paul was eating a hot dog last night. (We don’t know if he finished it or not.) Use the simple past to focus on the completion of an action. Paul ate a hot dog last night. (He finished it.)

6. Use the past progressive with the simple past to talk about an action that was interrupted by another action. Use the simple past for the interrupting action. He was looking for his bag when the telephone rang . In this case, you can use when to introduce the simple past action.

7. Use while to introduce the past progressive action. While he was looking for his bag, the telephone rang. phone rang Now Past Future was looking for

8. Use the past progressive (in both clauses) with while to talk about 2 actions in progress at the same time in the past. My brother was doing his homework while I was cooking . Now Past Future was doing was cooking

9. Use used to + base form of the verb to talk about past habits or past situations that no longer exist in the present. I used to play in the park. I used to destroy my toys. I used to walk to school. I used to watch cartoons. USED TO (unit 5)

10. NEGATIVE: didn’t + use to She didn’t use to read fairy tales. In negative statements, never + used to is more common than didn’t use to . She never used to read fairy tales.

11. QUESTIONS : did + use to Did you use to read comics?

12. Do not confuse used to + base form with be used to + base form + -ing or get used to + base form + -ing . She used to read comics when she was younger. (She doesn’t read comics now) She is used to reading books. (She is accustomed to reading books) She’ll get used to reading books online. (She’ll get accustomed to reading books online.)

13. Remember that there are several ways to talk about the future . You can use be going to , will , the present progressive or the simple present. You can make predictions or guesses about the future. I think I will watch a movie tomorrow. FUTURE TIME CLAUSES (unit 7)

14. You can talk about future intentions or plans. I’ m going to watch a movie tomorrow. Now Past Future movie

15. A sentence about the future can also have 2 clauses. The verb in the main clause is often in the future ( will or be going to ). He will look for a job when he graduates. He will look for a job  main clause when he graduates  time clause

16. The verb in the time clause is often in the simple present and can come at the beginning or at the end of the sentence. When he graduates , he will look for a job. When he graduates  time clause He will look for a job  main clause

17. Use a comma after the time clause when it comes at the beginning. Do not use a comma when it comes at the end. main clause time clause He’s going to work after he graduates. After he graduates , he’s going to work.

18. REFLEXIVE AND RECIPROCAL PRONOUNS (unit 9) Use a reflexive pronoun when the subject and object of a sentence refers to the same people or things. They felt proud of themselves . (They were proud of their own actions)

19. Use a reflexive pronoun to emphasize a noun . In this case, the reflexive pronoun usually follows the noun directly. Karen was upset when she lost her job. The job itself wasn’t important to her, but she needed the money. The process itself is an on-going process.

20. By + a reflexive pronoun means alone or without any help. I finished the job by myself . (No one helped me) John lives by himself . (He lives alone) Be + a reflexive pronoun means act in the usual way. Just be yourself on a first date.

21. Use a reciprocal pronoun when the subject and object of a sentence refer to the same people, and these people have a two-way relationship. Use each other for two people. He and Mary love each other . Use one another for more than two people . When people respect one another , there are fewer conflicts.

22. QUESTIONS?

23. MODALS AND SIMILAR EXPRESSIONS Modals (CAN, COULD, MAY, SHOULD, OUGH TO, WOULD, WILL) can be used to express ability, permission, requests, advice, and suggestions. Other expressions can also be used; for example: BE ABLE TO, DO YOU MIND IF, HAD BETTER, HOW ABOUT, WHY DON’T We will focus on 3 uses: permission , requests and suggestions .

24. PERMISSION: CAN, COULD, MAY, DO YOU MIND IF… (unit 12) Use the modals can , could and may to ask permission . Could I borrow your book? When you use could for permission, it is not the past. May I go to the bathroom, please ? May is more formal than can and could .

25. Use can or may in answers . Don’t use could . A: Could I please use your cell phone? B: Yes , of course you can . ( NOT Yes, you could.) B: Sure. (in conversation: sure, certainly, go ahead) B: I’m sorry, but I need it. (refuse permission)

26. Use Do you mind if to ask permission when your action may annoy or inconvenience someone. A: Do you mind if I take this pencil? B: Not at all . OR No, I don’t . (It’s OK …) B: Yes, I do . (It’s not OK …)

27. REQUESTS: CAN, COULD, WILL, WOULD, WOULD YOU MIND (unit 13) Will you bring dessert? Can you bring dessert? Use would and could to soften requests and make them more polite. Could you call me later? Would you please close the door?

28. We also use Would you mind + gerund ( verb+ -ing ) to make polite requests . A: Would you mind waiting a minute? B: Not al all . (OK. I’ll do it.)

29. SUGGESTIONS: LET’S, COULD, WHY DON’T, WHY NOT, HOW ABOUT (unit 15) Let’s always includes the speaker. It means “here’s a suggestion for you and me” Let’s go to Salinas. We need to rest. (I suggest that we go to Salinas) Let’s not stay at a hostel. (I suggest that we don’t stay at a hostel)

30. DIFFERENT FORMS: Why don’t we take the bus? (question-bfv) Why not take the bus? (quest.-bfv) How about taking the bus? (quest.- gerund) How about the bus ? (quest.- noun) Let’s take the bus. (statement- bfv) Maybe we could take the bus. (stmnt-bfv)

31. To agree with a suggestion , we usually answer with an informal expression . A: Let’s take a walk. B: Good idea . I’d like that . ( OK . ) ( Sure ) To disagree , we often give an explanation and make another suggestion. A: Why don’t we go to the park? B: We go there a lot. How about the river ?

32. PRESENT PERFECT: SINCE and FOR (unit 16) You can use the present perfect to talk about things that happened at an indefinite time in the past. They ’ve traveled to Manta. (You don’t know exactly when)

33. Use the present perfect with since or for to talk about something that began in the past and continues into the present (and may continue into the future). Roberto has been rich since 2005.

34. Use since + point in time to show when something started. I have played chess since I was a child . Use for + length of time to show how long something has lasted. Joe has sold computers for a long time .

35. We often use the present perfect to talk about how much someone has done , how many things someone has done , or how many times someone has done something . I ’ve learned a lot about it. He ’s written three articles. She ’s read that article twice . PRESENT PERFECT PROGRESSIVE AND PRESENT PERFECT (unit 19)

36. We can also use the present perfect progressive to talk about how long something has been happening. He ’s been learning English for 6 months .

37. The present perfect progressive often shows that something is unfinished . It started in the past and is still continuing. The emphasis is on the continuation of the action. I ’ve been reading a book about insects. (I’m still reading it.)

38. The present perfect often shows that something is finished . The emphasis is on the result of the action. I ’ve read a book about insects .

39. We often use the present perfect progressive to show that something is temporary . They ’ve been living here since 1995, but they’re moving next month. We can use the present perfect to show that something is permanent . They ’ve lived here since they were children. They’ve always lived there.

40. Sometimes you can use either the present perfect progressive or the present perfect . This is especially true with verbs such as live , study , teach , and work with for or since . He ’s been working at UTPL for 6 years. He ’s worked at UTPL for 6 years.

42. PROGRAMA: Tutoría (Nombre de Tutoría) Carrera: Inglés Fecha: 27 de abril de 2011 Docente: Paúl González Hora Inicio: 19H00 Hora Final: 20H00 GUIÓN DE PRESENTACIÓN Puntos de la Presentación Intervienen Duración Aprox. en minutos Material de Apoyo - Introducción y propósito. Paúl González 2 minutos Sin material. Sin material. Desarrollo del contenido: Capítulos 1 – 2 Preguntas Paúl González Paúl González y estudiantes 23 minutos 5 minutos Diapositivas (cambios cada minuto) Desarrollo del contenido: Capítulos 3 – 4 Preguntas Paúl González Paúl González y estudiantes 22 minutos 5 minutos Diapositivas (cambios cada minuto) - Despedida (Contactos, Sugerencias) Paúl González 3 minutos Correo, teléfono, ext, horario de tutoría.