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SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
INTRODUCCIÓN: En este taller aplicará la gramática inglesa en diferentes ejercicios como práctica en la
preparación de la Prueba Saber Pro.
INFORMACIÓN GENERAL
TEMA DEL TALLER: CONOCIMIENTO DE SÍ MISMO Y DE LOS DEMÁS
Estimado aprendiz, el presente taller le brinda un espacio donde usted:
Profundizará el conocimiento a través de la gramática presentada del tiempo presente simple,
vocabulario y comprensión de lectura.
PROGRAMA DE FORMACIÓN: INGLÉS BÁSICO 1
RESULTADO DE APRENDIZAJE:
-Comprender frases y vocabulario habitual
sobre temas de interés personal y temas
técnicos.
-Comunicarse en tareas sencillas y habituales
que requieren un intercambio simple y directo
de información cotidiana y técnica.
COMPETENCIA:
Comprender textos en inglés en forma escrita y
auditiva.
ACTIVIDAD DE APRENDIZAJE:
Identificar tiempos y elementos gramaticales en la oración y comprender la idea principal y el
mensaje en diferentes textos.
Aplicar el tiempo presente, pasado y el modal Can/can't en las diferentes formas gramaticales
para comprender textos escritos en inglés.
TECNICA DIDACTICA:
Actividad de escucha, guion de práctica.
Dinámicas de grupo sobre presentación personal.
Ejercicios de afianzamiento de acuerdo a la gramática inglesa trabajada.
Actividad de profundización mediante videos.
Escuchar monólogos, conversaciones, canciones, poemas, trabalenguas para mejorar
pronunciación y fluidez verbal.
NOMBRE DEL INSTRUCTOR- TUTOR: AZUCENA BARAJAS
FECHA DE APLICACIÓN: 06 Julio a 10 de Agosto 2015
DESCRIPCION DEL TALLER
OBJETIVO:
Identificar preguntas, expresiones, vocabulario y la gramática inglesa necesaria para dar
completar textos cortos, participar en conversaciones sencillas y realizar comprensión de lectura.
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
Lo invito a desarrollar con entusiasmo las actividades propuestas en este taller con el fin de que
alcance los resultados de aprendizaje establecidos, lo cual le reportará beneficio para su posterior
desempeño en su ambiente laboral y personal.
TOPICS:
Greetings, family, numbers, daily routines, products, places in a town, directions, leisure activities,
expressing likes/dislikes, hobbies, the weather, seasons.
GRAMMAR: Verb TO BE, possessive adjectives/pronouns, plural forms, articles, countable and
uncountable nouns, prepositions of place /time, present simple, adverbs of frequency, object
pronouns, and Present simple, present continuous, past simple and past continuous.
DESARROLLO DE LA ACTIVIDAD
Actividad 1: Tema: Información personal
Aplique los conocimientos adquiridos realizando los ejercicios de profundización y practíquelos con sus
compañeros.
Procedimiento:
1. Complete y responda las siguientes preguntas utilizando la conjugación del verbo to be
1. What ______ your name? ____________________________________
2. How old _________ you? ____________________________________
3. When were you born? ____________________________________
4. Where were you born? ____________________________________
6. When ______ your birthday? _________________________________
7. ________you single or married? ______________________________
8. What is your favorite color? ___________________________________
9. Who is your best friend?______________________________________
10. When/ where was your friend born? __________________________
2. Complete la conversación usando am, is o are y practíquela para dramatizarla en clase.
J: Excuse me. Are you Sarah Greene?
S: Yes, I ________ Who ________ you?
J: I _______ John Briggs. Jamie’s father.
S: Nice to meet you, Mr. Briggs
J: Nice to meet you too. Where ________ Jamie? ________ he here?
S: Yes, he ________. He _______ with my mother, she _______ a teacher. They _______
in the living room.
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
3. Put the words in order to make sentences (coloque las palabras en orden para organizar las
oraciones)
Italy / is / she / from. _________________________________________________
He / old / how / is ?. _________________________________________________
Name / what / your / is / ?. ____________________________________________
It / is / what / ?. _____________________________________________________
Years / old / I / thirty / am . ____________________________________________
mother/ born/ Bogotá/ my/ was/in _____________________________________
4. Please fill in the gaps with the correct pronoun and short form of the verb "to be": am, is, are/
was, were. Affirmative or negative form.
1. Hello. _______ the new teacher.
2. Where is John? - ______under the table.
3. Samantha and Julie! Where are you? _____________here.
4. John and Julie are new. _________at their new school.
5. Julie wasn’t at school yesterday. ___________ with her parents in the office
6. Where's my book? ____________in my bag.
7. My house was in England. ____________ a nice house.
8. Children! Where are you all? - ______________here!
9. Hi! I am Simon. ______________ your new pupil.
10. That is the new teacher. Her name is Mrs Smith. ______________ nice.
Actividad No. 2: Tema: Descripciones
Identifique y haga uso de adjetivos para realizar descripciones físicas y psicológicas.
Procedimiento
1. Lea la descripción de la familia de Roberto y haga una lista de los adjetivos y el vocabulario
nuevo.
ROBERTO’S FAMILY DESCRIPTION
Roberto contesta la carta de Mónica, junto con la cual le manda una foto de su familia. En su carta
Roberto describe a los miembros de su familia.
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
2. Responda las siguientes preguntas manejando los adjetivos adecuados.
What do you look like? And What are you like?
What does your mother look like? And What is your mother like?
3. Busque una fotografía de su familia y descríbala siguiendo el anterior modelo tenga en cuenta
el manejo de la gramática inglesa. Anexe el ejercicio al “booklet” o diario personal.
Actividad No. 3 Tema: Gramática tiempo presente simple.
Atienda a la explicación de la gramática y aplíquela en un contexto dado.
Procedimiento
Lea y analice la gramática del presente simple y continuo presentada y aplíquela en diferentes
ejercicios.
TIEMPO PRESENTE SIMPLE Y ADVERBIOS DE FRECUENCIA.
SIMPLE PRESENT TENSE
The simple present tense in English is used to describe an action that is regular, true or normal.
We use the present tense:
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
1. For repeated or regular actions in the present time period. ( Permanent situations)
• I take the train to the office.
• The train to Berlin leaves every hour.
• John sleeps eight hours every night during the week.
2. For habits.
• I get up early every day.
• Carol brushes her teeth twice a day.
• They travel to their country house every weekend.
3. For things that are always / generally true.
• It rains a lot in winter.
• The Queen of England lives in Buckingham Palace.
• They speak English at work.
We form the present tense using the base form of the infinitive (without the TO).
In general, in the third person we add 'S' in the third person.
Subject Verb The Rest of the sentence
I / you / we /
they
speak / learn English at home
he / she / it speaks / learns English at home
The spelling for the verb in the third person differs depending on the ending of that verb:
1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z we add -ES in the third person.
• go – goes
• catch – catches
• wash – washes
• kiss – kisses
• fix – fixes
• buzz – buzzes
2. For verbs that end in a consonant + Y, we remove the Y and add -IES.
• marry – marries
• study – studies
• carry – carries
• worry – worries
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
NOTE: For verbs that end in a vowel + Y, we just add -S.
• play – plays
• enjoy – enjoys
• say – says
Negative Sentences in the Simple Present Tense
To make a negative sentence in English we normally use Don't or Doesn't with all verbs. Affirmative:
You speak French.
Negative: You don't speak French.
You will see that we add don't between the subject and the verb. We use Don't when the subject is
I, you,we or they.
• Affirmative: He speaks German.
Negative: He doesn't speak German.
When the subject is he, she or it, we add doesn't between the subject and the verb to make a negative
sentence. Notice that the letter S at the end of the verb in the affirmative sentence (because it is in
third person) disappears in the negative sentence. We will see the reason why below.
Negative Contractions
Don't = Do not
Doesn't = Does not
I don't like meat = I do not like meat.
We normally use contractions in spoken English.
Word Order of Negative Sentences
The following is the word order to construct a basic negative sentence in English in the Present Tense
using Don't or Doesn't.
Subject don't/doesn't Verb* The Rest of the sentence
I / you / we /
they
don't have / buy
eat / like etc.
cereal for breakfast
he / she / it doesn't
* Verb: The verb that goes here is the base form of the infinitive = The infinitive without TO before the
verb. Instead of the infinitive To have it is just the have part.
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
Remember that the infinitive is the verb before it is conjugated (changed) and it begins with TO. For
example: to have, to eat, to go, to live, to speak etc.
Examples of Negative Sentences with Don't and Doesn't:
• You don't speak Arabic.
• John doesn't speak Italian.
• We don't have time for a rest.
• It doesn't move.
• They don't want to go to the party.
• She doesn't like fish.
Word Order of Questions with Do and Does
The following is the word order to construct a basic question in English using Do or Does.
Do/Does Subject Verb* The Rest of the sentence
Do I / you / we / they have / need
want etc.
a new bike?
Does he / she / it
*Verb: The verb that goes here is the base form of the infinitive = The infinitive without TO before the
verb. Instead of the infinitive To have it is just the have part.
Remember that the infinitive is the verb before it is conjugated (changed) and it begins with TO. For
example: to have, to eat, to go, to live, to speak etc.
Examples of Questions with Do and Does:
• Do you need a dictionary?
• Does Mary need a dictionary?
• Do we have a meeting now?
• Does it rain a lot in winter?
• Do they want to go to the party?
• Does he like pizza?
Short Answers with Do and Does
In questions that use do/does it is possible to give short answers to direct questions as follows:
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
Sample Questions
Short Answer
(Affirmative)
Short Answer
(Negative)
Do you like chocolate? Yes, I do. No, I don't.
Do I need a pencil? Yes, you do. No, you don't.
Do you both like chocolate? Yes, we do. No, we don't.
Do they like chocolate? Yes, they do. No, they don't.
Does he like chocolate? Yes, he does. No, he doesn't.
Does she like chocolate? Yes, she does. No, she doesn't.
Does it have four wheels? Yes, it does. No, it doesn't.
FREQUENCY ADVERBS
Los adverbios de frecuencia como su nombre lo indica, nos sirven para saber con qué frecuencia o
periodicidad un sujeto realiza una acción determinada.
Para saber cuándo debemos utilizarlos, aquí una lista de los adverbios de frecuencia más comunes en
inglés. La lista está en orden de periodicidad con la que se realiza la acción: comenzando por “siempre” y
terminando por “nunca”.
Always (siempre) – la acción se realiza 100% del tiempo
 How frequently do you think of me? (¿Con qué frecuencia piensas en mi?)
 Always, I can’t stop thinking of you. (Siempre. No puedo dejar de pensar en ti.)
Frequently (frecuentemente)
 How often do you practice sport? (¿Qué tan a menudo haces deporte?)
 Frequently, because I love swimming. (Frecuentemente, porque me encanta nadar.)
Usually o Normally (usualmente o normalmente)
 Karen, do you know what time is John going to arrive? (Karen, ¿sabes a qué hora va a llegar Juan?)
 No, John usually arrives late. (No, Juan normalmente llega tarde.)
Often (a menudo con frecuencia)
 Do you often come here? (¿Vienes aquí a menudo?)
 Not very often, and you? (No muy a menudo, ¿y tú?)
Sometimes (algunas veces)
 How frequently do you go out with your friends? (¿Qué tan seguido sales con tus amigos?)
 I just sometimes go out with them. (Solo algunas veces salgo con ellos.)
Occasionally (ocasionalmente)
 Do you often play chess? (¿Juegas ajedrez a menudo?)
SERVICIO NACIONAL DE APRENDIZAJE SENA
SISTEMA INTEGRADO DE GESTIÓN
Procedimiento Ejecución de la Formación Profesional Integral
TALLER No .1
 No, I occasionally play chess. (No. Juego ajedrez ocasionalmente.)
Seldom o Hardly ever (pocas veces)
 Have you tried to speak to them? (¿Has tratado de hablar con ellos?)
 Yes, but they are seldom at the office when we call. (Si, pero muy pocas veces están en la oficina
cuando llamamos.)
Rarely (rara vez)
 Is it always this cold in February? (¿Es siempre así de frío en febrero?)
 No, it rarely gets that cold this time of the year. (No. Es raro que haga tanto frío en esta época del
año.)
Never (nunca)
 Have you seen this film before? (¿Has visto esta película antes?)
 No, I have never seen it. (No, nunca la he visto.)
En inglés también se utilizan mucho las frases adverbiales y cláusulas de frecuencia, para expresar la
periodicidad con que se realiza una acción:
“How often…?”, “How frequently…?”
 annually/yearly – anualmente
 quarterly – trimestralmente
 monthly – mensualmente
 weekly- semanalmente
 daily – diariamente
 hourly – cada hora
 once – una vez
 twice – dos veces
 once a day – una vez al día
 twice a month – dos veces al mes
 every other day – cada dos días
 every day – todos los días
 from time to time – de vez en cuando
 once in a while – de vez en cuando
 every now and then – de vez en cuando
FORMATO TALLER
APOYO
PROCESO: GESTION DE LA FORMACIÓN PROFESIONAL INTEGRAL
TIME EXPRESSIONS
I get up at 7:00 in the morning on weekdays
I go to bed around ten in the evening on weeknights
I leave work early in the afternoon on weekends
I get home late at night on Fridays
I stay up until midnight on Saturdays
II wake up before/ after noon on Sundays

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Taller de aprendizaje_no._1

  • 1. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 INTRODUCCIÓN: En este taller aplicará la gramática inglesa en diferentes ejercicios como práctica en la preparación de la Prueba Saber Pro. INFORMACIÓN GENERAL TEMA DEL TALLER: CONOCIMIENTO DE SÍ MISMO Y DE LOS DEMÁS Estimado aprendiz, el presente taller le brinda un espacio donde usted: Profundizará el conocimiento a través de la gramática presentada del tiempo presente simple, vocabulario y comprensión de lectura. PROGRAMA DE FORMACIÓN: INGLÉS BÁSICO 1 RESULTADO DE APRENDIZAJE: -Comprender frases y vocabulario habitual sobre temas de interés personal y temas técnicos. -Comunicarse en tareas sencillas y habituales que requieren un intercambio simple y directo de información cotidiana y técnica. COMPETENCIA: Comprender textos en inglés en forma escrita y auditiva. ACTIVIDAD DE APRENDIZAJE: Identificar tiempos y elementos gramaticales en la oración y comprender la idea principal y el mensaje en diferentes textos. Aplicar el tiempo presente, pasado y el modal Can/can't en las diferentes formas gramaticales para comprender textos escritos en inglés. TECNICA DIDACTICA: Actividad de escucha, guion de práctica. Dinámicas de grupo sobre presentación personal. Ejercicios de afianzamiento de acuerdo a la gramática inglesa trabajada. Actividad de profundización mediante videos. Escuchar monólogos, conversaciones, canciones, poemas, trabalenguas para mejorar pronunciación y fluidez verbal. NOMBRE DEL INSTRUCTOR- TUTOR: AZUCENA BARAJAS FECHA DE APLICACIÓN: 06 Julio a 10 de Agosto 2015 DESCRIPCION DEL TALLER OBJETIVO: Identificar preguntas, expresiones, vocabulario y la gramática inglesa necesaria para dar completar textos cortos, participar en conversaciones sencillas y realizar comprensión de lectura.
  • 2. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 Lo invito a desarrollar con entusiasmo las actividades propuestas en este taller con el fin de que alcance los resultados de aprendizaje establecidos, lo cual le reportará beneficio para su posterior desempeño en su ambiente laboral y personal. TOPICS: Greetings, family, numbers, daily routines, products, places in a town, directions, leisure activities, expressing likes/dislikes, hobbies, the weather, seasons. GRAMMAR: Verb TO BE, possessive adjectives/pronouns, plural forms, articles, countable and uncountable nouns, prepositions of place /time, present simple, adverbs of frequency, object pronouns, and Present simple, present continuous, past simple and past continuous. DESARROLLO DE LA ACTIVIDAD Actividad 1: Tema: Información personal Aplique los conocimientos adquiridos realizando los ejercicios de profundización y practíquelos con sus compañeros. Procedimiento: 1. Complete y responda las siguientes preguntas utilizando la conjugación del verbo to be 1. What ______ your name? ____________________________________ 2. How old _________ you? ____________________________________ 3. When were you born? ____________________________________ 4. Where were you born? ____________________________________ 6. When ______ your birthday? _________________________________ 7. ________you single or married? ______________________________ 8. What is your favorite color? ___________________________________ 9. Who is your best friend?______________________________________ 10. When/ where was your friend born? __________________________ 2. Complete la conversación usando am, is o are y practíquela para dramatizarla en clase. J: Excuse me. Are you Sarah Greene? S: Yes, I ________ Who ________ you? J: I _______ John Briggs. Jamie’s father. S: Nice to meet you, Mr. Briggs J: Nice to meet you too. Where ________ Jamie? ________ he here? S: Yes, he ________. He _______ with my mother, she _______ a teacher. They _______ in the living room.
  • 3. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 3. Put the words in order to make sentences (coloque las palabras en orden para organizar las oraciones) Italy / is / she / from. _________________________________________________ He / old / how / is ?. _________________________________________________ Name / what / your / is / ?. ____________________________________________ It / is / what / ?. _____________________________________________________ Years / old / I / thirty / am . ____________________________________________ mother/ born/ Bogotá/ my/ was/in _____________________________________ 4. Please fill in the gaps with the correct pronoun and short form of the verb "to be": am, is, are/ was, were. Affirmative or negative form. 1. Hello. _______ the new teacher. 2. Where is John? - ______under the table. 3. Samantha and Julie! Where are you? _____________here. 4. John and Julie are new. _________at their new school. 5. Julie wasn’t at school yesterday. ___________ with her parents in the office 6. Where's my book? ____________in my bag. 7. My house was in England. ____________ a nice house. 8. Children! Where are you all? - ______________here! 9. Hi! I am Simon. ______________ your new pupil. 10. That is the new teacher. Her name is Mrs Smith. ______________ nice. Actividad No. 2: Tema: Descripciones Identifique y haga uso de adjetivos para realizar descripciones físicas y psicológicas. Procedimiento 1. Lea la descripción de la familia de Roberto y haga una lista de los adjetivos y el vocabulario nuevo. ROBERTO’S FAMILY DESCRIPTION Roberto contesta la carta de Mónica, junto con la cual le manda una foto de su familia. En su carta Roberto describe a los miembros de su familia.
  • 4. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 2. Responda las siguientes preguntas manejando los adjetivos adecuados. What do you look like? And What are you like? What does your mother look like? And What is your mother like? 3. Busque una fotografía de su familia y descríbala siguiendo el anterior modelo tenga en cuenta el manejo de la gramática inglesa. Anexe el ejercicio al “booklet” o diario personal. Actividad No. 3 Tema: Gramática tiempo presente simple. Atienda a la explicación de la gramática y aplíquela en un contexto dado. Procedimiento Lea y analice la gramática del presente simple y continuo presentada y aplíquela en diferentes ejercicios. TIEMPO PRESENTE SIMPLE Y ADVERBIOS DE FRECUENCIA. SIMPLE PRESENT TENSE The simple present tense in English is used to describe an action that is regular, true or normal. We use the present tense:
  • 5. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 1. For repeated or regular actions in the present time period. ( Permanent situations) • I take the train to the office. • The train to Berlin leaves every hour. • John sleeps eight hours every night during the week. 2. For habits. • I get up early every day. • Carol brushes her teeth twice a day. • They travel to their country house every weekend. 3. For things that are always / generally true. • It rains a lot in winter. • The Queen of England lives in Buckingham Palace. • They speak English at work. We form the present tense using the base form of the infinitive (without the TO). In general, in the third person we add 'S' in the third person. Subject Verb The Rest of the sentence I / you / we / they speak / learn English at home he / she / it speaks / learns English at home The spelling for the verb in the third person differs depending on the ending of that verb: 1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z we add -ES in the third person. • go – goes • catch – catches • wash – washes • kiss – kisses • fix – fixes • buzz – buzzes 2. For verbs that end in a consonant + Y, we remove the Y and add -IES. • marry – marries • study – studies • carry – carries • worry – worries
  • 6. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 NOTE: For verbs that end in a vowel + Y, we just add -S. • play – plays • enjoy – enjoys • say – says Negative Sentences in the Simple Present Tense To make a negative sentence in English we normally use Don't or Doesn't with all verbs. Affirmative: You speak French. Negative: You don't speak French. You will see that we add don't between the subject and the verb. We use Don't when the subject is I, you,we or they. • Affirmative: He speaks German. Negative: He doesn't speak German. When the subject is he, she or it, we add doesn't between the subject and the verb to make a negative sentence. Notice that the letter S at the end of the verb in the affirmative sentence (because it is in third person) disappears in the negative sentence. We will see the reason why below. Negative Contractions Don't = Do not Doesn't = Does not I don't like meat = I do not like meat. We normally use contractions in spoken English. Word Order of Negative Sentences The following is the word order to construct a basic negative sentence in English in the Present Tense using Don't or Doesn't. Subject don't/doesn't Verb* The Rest of the sentence I / you / we / they don't have / buy eat / like etc. cereal for breakfast he / she / it doesn't * Verb: The verb that goes here is the base form of the infinitive = The infinitive without TO before the verb. Instead of the infinitive To have it is just the have part.
  • 7. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 Remember that the infinitive is the verb before it is conjugated (changed) and it begins with TO. For example: to have, to eat, to go, to live, to speak etc. Examples of Negative Sentences with Don't and Doesn't: • You don't speak Arabic. • John doesn't speak Italian. • We don't have time for a rest. • It doesn't move. • They don't want to go to the party. • She doesn't like fish. Word Order of Questions with Do and Does The following is the word order to construct a basic question in English using Do or Does. Do/Does Subject Verb* The Rest of the sentence Do I / you / we / they have / need want etc. a new bike? Does he / she / it *Verb: The verb that goes here is the base form of the infinitive = The infinitive without TO before the verb. Instead of the infinitive To have it is just the have part. Remember that the infinitive is the verb before it is conjugated (changed) and it begins with TO. For example: to have, to eat, to go, to live, to speak etc. Examples of Questions with Do and Does: • Do you need a dictionary? • Does Mary need a dictionary? • Do we have a meeting now? • Does it rain a lot in winter? • Do they want to go to the party? • Does he like pizza? Short Answers with Do and Does In questions that use do/does it is possible to give short answers to direct questions as follows:
  • 8. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1 Sample Questions Short Answer (Affirmative) Short Answer (Negative) Do you like chocolate? Yes, I do. No, I don't. Do I need a pencil? Yes, you do. No, you don't. Do you both like chocolate? Yes, we do. No, we don't. Do they like chocolate? Yes, they do. No, they don't. Does he like chocolate? Yes, he does. No, he doesn't. Does she like chocolate? Yes, she does. No, she doesn't. Does it have four wheels? Yes, it does. No, it doesn't. FREQUENCY ADVERBS Los adverbios de frecuencia como su nombre lo indica, nos sirven para saber con qué frecuencia o periodicidad un sujeto realiza una acción determinada. Para saber cuándo debemos utilizarlos, aquí una lista de los adverbios de frecuencia más comunes en inglés. La lista está en orden de periodicidad con la que se realiza la acción: comenzando por “siempre” y terminando por “nunca”. Always (siempre) – la acción se realiza 100% del tiempo  How frequently do you think of me? (¿Con qué frecuencia piensas en mi?)  Always, I can’t stop thinking of you. (Siempre. No puedo dejar de pensar en ti.) Frequently (frecuentemente)  How often do you practice sport? (¿Qué tan a menudo haces deporte?)  Frequently, because I love swimming. (Frecuentemente, porque me encanta nadar.) Usually o Normally (usualmente o normalmente)  Karen, do you know what time is John going to arrive? (Karen, ¿sabes a qué hora va a llegar Juan?)  No, John usually arrives late. (No, Juan normalmente llega tarde.) Often (a menudo con frecuencia)  Do you often come here? (¿Vienes aquí a menudo?)  Not very often, and you? (No muy a menudo, ¿y tú?) Sometimes (algunas veces)  How frequently do you go out with your friends? (¿Qué tan seguido sales con tus amigos?)  I just sometimes go out with them. (Solo algunas veces salgo con ellos.) Occasionally (ocasionalmente)  Do you often play chess? (¿Juegas ajedrez a menudo?)
  • 9. SERVICIO NACIONAL DE APRENDIZAJE SENA SISTEMA INTEGRADO DE GESTIÓN Procedimiento Ejecución de la Formación Profesional Integral TALLER No .1  No, I occasionally play chess. (No. Juego ajedrez ocasionalmente.) Seldom o Hardly ever (pocas veces)  Have you tried to speak to them? (¿Has tratado de hablar con ellos?)  Yes, but they are seldom at the office when we call. (Si, pero muy pocas veces están en la oficina cuando llamamos.) Rarely (rara vez)  Is it always this cold in February? (¿Es siempre así de frío en febrero?)  No, it rarely gets that cold this time of the year. (No. Es raro que haga tanto frío en esta época del año.) Never (nunca)  Have you seen this film before? (¿Has visto esta película antes?)  No, I have never seen it. (No, nunca la he visto.) En inglés también se utilizan mucho las frases adverbiales y cláusulas de frecuencia, para expresar la periodicidad con que se realiza una acción: “How often…?”, “How frequently…?”  annually/yearly – anualmente  quarterly – trimestralmente  monthly – mensualmente  weekly- semanalmente  daily – diariamente  hourly – cada hora  once – una vez  twice – dos veces  once a day – una vez al día  twice a month – dos veces al mes  every other day – cada dos días  every day – todos los días  from time to time – de vez en cuando  once in a while – de vez en cuando  every now and then – de vez en cuando
  • 10. FORMATO TALLER APOYO PROCESO: GESTION DE LA FORMACIÓN PROFESIONAL INTEGRAL TIME EXPRESSIONS I get up at 7:00 in the morning on weekdays I go to bed around ten in the evening on weeknights I leave work early in the afternoon on weekends I get home late at night on Fridays I stay up until midnight on Saturdays II wake up before/ after noon on Sundays