UNIYERSIOAD AUTONOMA DE NAYARIT

Licenciatura en Ciencias de la Educacion

CUAOERNO DE INGLES
T E S S
Para Obtener el Titulo de
LICENCIADO EN CIENCIAS DE LA EDUCAClON
R N T A
RODRIGO MARQUEZ LOPEZ
ASESOR: L1C. EN TURISMO MA. CECILIA MONTOYA GONZALEZ
TEPIC. NAYARIT.
UNIVERSIDAD AUTONOMA DE NAYARIT
( U.A.rL)
LICENCIATURA EN CIErlCIAS DE LA EDUCACION
C U A D ERN 0 DEI NG L E S
T E SIS
PARA OBTErlER EL TITULO DE LICENCIADO EN CIEllCIAS DE LA
E D U C A C ION
PRE SEN T A:
RODRIGO MARQUEZ LOPEZ.
A S E S 0 R:
LIC. EN TURISMO MA. CECILIA MONTOYA GONZALEZ.
TEPIC, NAYARIT,
DESEO EXPRESAR MI PROFUNDO AGRADECIMIENTO
A TODAS LAS PERSONAS QUE DE ALGUNA FORMA HIeI ERON - -
POSIBLE LA CRISTALIZACION DE ESTE CUADERNO DE TRABAJO
PARA TODOS ELLOS MI RECONOCIMIENTO EN SU CALIFICADO -
PROFES I ONALI SMO.
PAG.
I N D ICE GENE R A L
CAP I T U L 0 I
AIlTECEDENTES---------------
1.1 JUSTIFICACION - - - - - - - - - - - - - - - - -
1.2 PERFIL DEL BACHILLER - - - - - - - - - - - - - -
1.3 UNIDADES TEMATICAS - - - - - - - - - - - - - - -
1. 4 EJERCICIOS DE EVALUACION - - - - - - - - - - - -
1.5 METODLOGIA - - - - - - - - - - - - - - - - - - -
CAP I T U L 0 I I
PAR T E S DEL LEN G U A J E - - - - - - - - 10
2.1 PRONOMBRES - - - - - - - - - - - - - - - - - - - 11
2.2 SUSTANTIVOS - - - - - - - - - - - - - - - - - - 14
2.3 ADJETIVOS - - - - - - - - - - - - - - - - - - - 19
2.4 PREPOSICIONES - - - - - - - - - - - - - - - - - 21
2.5 VERBOS - - - - - - - - - - - - - - - - - - - - - 23
2.6 ADVERBIOS - - - - - - - - - - - - - - - - - - - 31
2.7 CONJUNCIONES - - - - - - - - - - - - - - - - - - 32
2,8 I NTERJECCI ONES - - - - - - - - - - - - - - - - - 33
CAP I T U L 0 I I I
OBJETIVOS PARA MEJORAR
L A T R A D U C C ION - - - - - - - - - - - - - - 34
3.1 VOZ PASIVA Y ACTIVA - - - - - - - - - - - - - - 35
3.2 PREF I JOS Y SUF I JOS - - - - - - - - - - - - - - - 36
3,3 ERRORES COMUNES EN EL INGLES ESCRITO - - - - - - 38
3.4 COMO MEJORAR TU VOCABULARIO - - - - - - - - - - 40
CAP I T U L 0 IV
E J E R C I C lOS DEE V A L U A C ION - - - 41
4.1 ESTRUCTURA GRAMATICAL Y EXPRESION ESCRITA - - - 42
4.2 LECTURA DE COMPRENSION Y VOCABULARIO - - - - - - 46
4.3 COMPRENSION AUDITIVA - - - - - - - - - - - - - - 56
4.4 PROPUESTA DE EVALUACION - - - - - - - - - - - - 61
BIB L lOG R A F I A 62
:AI.
- 1 -
A rl TEe E D E tl T E S
ALGUNOS AUTORES FIJAN HACIA EL ANO DE 1476 EL NA-
CIMIENTO DEL INGLtS MODERNO,
UNA GENERAC I 6N MAS TARDE. BAJO EL RE I NADO DE ENRI
QUE VI I I. ESTE I NGLtS DE LONDRES SE HAB fA CONVERTI DO EN'
EL IDIOMA NACIONAL, Y AUNQUE AHORA NOS RESULTE DIFfcIL -
DE ENTENDER LOS ANGLOPARLANTES RECONOCEN YA EN tL AL MO-
DERNO IDIOMA INGLtS.
LAS OBRAS DE SHAKESPEARE. EL MAS FAMOSO DE TODOS'
LOS DRAMATURGOS, AS! COMO LA VERSI6N DE LA BIBLIA DEL --
REY JACOBO HECHOS CONTEMPORANEOS AL ESTABLECIMIENTO DE -
LAS PR I MERAS COLON I AS I NGLESAS EN EL CONTI NENTE AMER I CA-
NO. COIHRIBUYERON A FIJAR EL IDIOMA INGLtS.
ALLA POR LOS ANOS DE LA GUERRA DE I NDEPENDENC I A -
DE LOS ESTADOS UrnDos (1771-1783), LOS COLONOS MAS DIS--
TINGUIDOS CELOSOS DE SU AUTONOMfA Y L1BERTAD. MANIFESTA-
BAN PUBLICAMENTE SU AVERSl6N HACIA TODO LO QUE REPRESEN
TABA A INGLATERRA, Y ENTRE ELLO. NATURALMENTE. A LOS GI-
ROS MAS TRADICIONALES DEL (DIOMA Bf<ITANICO.
NOAH WEBSTER (1758-1843), ENCARN6 UNA PERFECTA --
ACTITUD ANTIBRITANICA. Y DEDIC6 SU VIDA A PREPARAR L1- -
BROS DE TEXTO PARA LAS ESCUELAS PRIMARIAS, LOS PRIMEROS
DE ESTA fNDOLE EDITADOS EN LOS ESTADOS UNIDOS.
EN TODOS SUS L I BROS WEBSTER SE ESFORZABA POR DE--
MOSTRAR QUE EL INGLtS ESTADOUNIDENSE HABfA ADQUI"RIDO UN'
ESTILO PROPIO, Y QUE DEBERfA SER CONSIDERADO EL LENGUAJE
NACIONAL DE LOS ESTADOS UNIDOS, TAN APARTE DEL INDLtS --
- 2 -
BRITANICO COMO ERAtl INDEPEllDIENTES LOS RESPECTIVOS ESTA-
DOS. FUt tL QUIEN INICI6 Y FIJ6 LA ORTOGRAFfA DEL INGLtS
NORTEAMER I CANO, CONTR I BUYENDO ADEMAS CON su 0 I CC I ONAR 10'
A CONSERVAR LA UN I DAD DEL I NGLtS ESCR ITO A TRAVtS DE TO-
DO EL VASTO TERRITORIO DE LOS ESTADOS UNIDOS.
LA DIFERENCIA ENTRE EL INGLtS DE INGLATERRA Y EL'
DE LOS ESTADOS UNIDOS, QUE SE MANIFIESTA PRINCIPALMENTE'
EN lA I AC I 6N, NO HACE SI NO REVElAR, COMO ES l6G1-
CO, LAS 0 I FERENC I AS EN LAS MANERAS DE VI VI R DE AMBOS PUt
BlOS.
Asf COMO EN LA EDAD MEDIA EXISTfA UN IDIOMA urll--
VERSAL COMO LO FUt EL LATfN, AS!, EN ESTA tPOCA RESULTA'
IMPRESCINDIBLE CONTAR CON UN IDIOMA UNIVERSAL, Y ESTE --
IDIOMA ES EL INGLES.
Es POR ESTO QUE EN MUCHOS PAfsES LOS ESCOLARES --
ESTUDIM EL (DIOMA INGLtS APARTE DE SU LENGUA MATERNA. -
EL INGLtS SE EMPLEA TAMBltN EN MULTIPLES PAfsES, ENTRE -
QUE USAN 0 I FERENTES 10 lOMAS, Y DE HECHO SE USA'
EN INFINIDAD DE TRANSACCIONES Y PUBLICACIONES INTERNACIQ
NAlES, Y, DESDE lUEGO, EN lAS RELACIONES DIPlOMATICAS DE
CAS I TODOS LOS PA f SES DE Dcc I DENTE.
FUENTE. - READER'S DIGEST, SEL ECC IONES DEL.
LA CLAVE DEL INGltS ESCRITO. MEX. 1982.
- 3 -
JUS T I FIe A C ION
t'R'
-
EN NUESTRO PArS LA LENGUA EXTRANJERA S ~ ~
ESTUDIO A PARTIR DEL CICLO MEDIO BAsICO. PARA ENTONCES -
EL CEREBRO DEL ESTUDIANTE DE ESTE NIVEL YA HA ASIMILADO'
LAS ESTRUCTURAS LINGUISTICAS DE LA LENGUA MATERNA,Y LOS'
ORGANOS DE FONACION HAN DESARROLLADO LAS HABILIDADES NE-
CESAR I AS PARA LA PRONUNC I AC I ON CORRECTA DE LA L t ~ G U MA-
TERNA.
Es POR ESTA RAZON QUE LE TOMA TIEMPO AL ESTUDIAN-
TE DE UN SEGUNDO IDIOMA ELABORAR NUEVOS ESQUEMAS MENTA--
LES QUE LE PERMITAN ADAPTARSE A LAS NUEVAS ESTRUCTURAS -
LI NGU I ST I CAS, AS r COMO EL SIGN I FI CADO DEL VOCABULAR I 0 EN
INGLtS.
RECIENTEMEtHE, LINGUISTAS DE TODOS LOS CONTINEN--
TES HAN CONSIDERADO LA LECTURA COMO UNA HERRAMIENTA BAsI
CA PARA EL APRENDIZAJE DE CUALQUIER LENGUA. POR TAL MOTI
VO UN CURR I CULUM EN EL APREND I ZAJE DE UN SEGUNDO I DI OMA'
A NI VEL MED I 0 SUPER I OR DEBE SER AQUEL QUE CONTEMPLE EJEB.
CICIOS GRAMATICALES Y DIVERSIDAD DE LECTURAS ESPECfFICAS
Y EJERCICIOS QUE FACILITEN SU COMPRENSION, PROCURANDO --
ADEMAs DE QUE EL I NGLtS TENGA UNA I NTERRELAC I ON CON EL -
RESTO DE LAS ASIGNATURAS DEL PLAN DE ESTUDIOS DEL BACHI-
LLERI\TO.
EN CUANTO A LOS PROGRAMAS DE LA AS I GNATURA DE I N-
GLtS QUE SE IMPARTEN EN LAS PREPARATORIAS DE LA lJ.A.N.,
EN LOS SEMESTRES QUINTO Y SEXTO, ENCONTRt QUE AMBOS TlE-
HEN EL MI SMO OBJET I VO GENERAL, SI ENDO tSTE EL DE I NI CI AR
AL ALUMNO EN EL USO DE ESTRATEGIAS Y HABILIDADES DE LEC-
TURA PARA LA INTERPRETACION DE TEXTOS INSTRUCTIVOS, DES-
- 4 -
CR I PTI VOS Y NARRATI VOS
As f PUES, CONS I DE RANDO LO ANTER I OR V TOMANDO EN -
CUENTA LAS DEF I CI ENC I AS DE LOS ALUMNOS EN LO QUE A LA --
MATERIA DE INGLtS CONCIERNE, ME PROPUSE SALVAR EL VAcfo
QUE HE OBSERVADO ENTRE EL NIVEL DE CONOCIMIENTOS QUE EL
ALUMNOS DE BACHILLERATO DEBE TENER DE ESTE IDIOMA V EL -
NIVEL EN QUE REALMENTE SE ENCUENTRA.
DURANTE MIS 10 (DIEZ) ANOS DE LABOR DOCENTE EN LA
PREPARATORIA NUMERO UNO DE LA UNIVERSIDAD AUTONOMA DE N.8.
YARIT, HE IMPARTIDO LA MATERIA DE INGLtS V ES POR tSTO -
QUE ME HA SI DO POS I BLE OBSERVAR Y COMPROBAR ANO CON ANO
QUE LO ANTERIORMENTE EXPUESTO SE DIO EN TODOS LOS GRUPOS
QUE HASTA ESTA FECHA HAN ESTADO BAJO MI RESPONSABILIDAD.
POR TAL MOTIVO V CON EL PROPOS ITO DE AVUDAR EN --
ALGO A LA SOLUCION DE ESTE PROBLEMA ME Df A LA TAREA DE
ELABORAR UN DE INGLtS QUE PROPORCIONE AYUDA DI-
DACTICA AL MAESTRO QUE IMPARTE LA MATERIA.
ESTE CUADERNO DE I NGLtS CONT I ENE LOS ELEMENTOS BA
SI COS Y NECESAR lOS PARA QUE EL ALUMNO APRENDA UN VOCABU-
LARIO V UNA ESTRUCTURA GRAMATICAL QUE LE FACILITEN EL --
LOGkO DE LOS OBJET IVOS REQUER I DOS EN EL QU I NTO V SEXTO -
SEMESTRE, MI SMOS EN QUE EL ALUMNO SE ENCUErnRA VA EN EL
AREA TERMINAL QUE HA ELEGIDO.
- 5 -
EL PERF I L DEL BACH I LLER EN EL AREA DE LENGUAJE Y
COMUNICACI6N ES AQUtL aUE PERMITIRA AL ALUMNO:
COMUN I CAR CON CLAR I DAD Y PREC I SI 6N SUS CONOCI
MIENTOS, IDEAS Y JUICIOSi TANTO EN FORMA ORAL
COMO ESCRITA,
DESARROLLAR EL GUSTO POR LA LECTURA DE OBRAS I
CLAsICAS DE LA LITERATURA Y LA CIENCIA.
ANALIZAR LOS TEXTOS LEfDOS, UBICARLOS EN EL -
CONTEXTO SOCIAL EN aUE SURGEN Y RELACIONARLOS
CON SU REALIDAD.
TRADUC I R TEXTOS ESCR ITOS EN LENGUA EXTRANJERA
REaUER [DOS PARA SUS ESTUD I OS, EMPLEANDO LOS -
PRINCIPIOS GRAMI\TICALES Y EL VOCABULARIO BASI
CO NECESARIO.
FUENTE, - REV I SI 6N Y ADECUAC [6N DEL PLAN DE PROGRAMAS DE I
ESTUDIO DEL BACHILLERATO. U.A.N. COORDINACI6N -
GENERAL DE ENSENANZA.
TEPIc. NAY. 1985.
- 6 -
S P U ~ S QUE REVI S ~ LOS OBJETIVOS TANTO GENERALES -
COMO ESPECfFICOS DEL QUINTO Y SEXTO SEMESTRES, ME of A'
LA TAREA DE BUSCAR, ESCOGER Y NUMERAR LAS UNIDADES TEMA-
TICAS QUE CUBREN SATI SFACTORIAMENTE LAS PRETENS IONES DE'
LOS OBJETIVOS ANTES MENCIONADOS. LAS UNIDADES TEMATICAS'
APARECEN EN EL ORDEN QUE SIGUE:
1.- PARTES DEL LENGUAJE
2,- PRONOMBRES
2,1 PERSONALES
2,2 POSESIVOS
2.3 DEMOSTRATIVOS
2,4 INTERROGATIVOS
2,5 INDEFINIDOS
2,6 REFLEXIVOS
2.7 RELATIVOS
3,- SUSTANTIVOS
3.1 CLASES DE SUSTANTIVOS
3.2 REGLAS PARA FORMAR EL PLURAL DE SUSTANTIVOS
3.3 PARA INDICAR PROPIEDAD
4.- ADJETIVOS
4.1 Su POSICION EN LA ORACION
4,2 ADJETIVO DE CANTIDAD
4,3 ADJETI VOS DEMOSTRATI VOS
4.4 ADJETIVOS POSESIVOS
5, - PREPOSICION
5.1 PREPOSICIONES COMPUESTAS
- 7 -
6.- VERBOS
6.1 REGULARES
6,2 IRREGULARES
6.3 AUXILIARES
6.4 COMPUESTOS
6.5 TIEMPOS DE LOS VERBOS
7.- ADVERBIOS
7.1 ADVERBIOS DE MODO
7,2 ADVERBIOS DE TlEMPO
7,3 ADVERBIOS DE FRECUENCIA
8.- CONJUGACIONES
9.- INTERJECCIONES
10, - LA ORACION
10,1 DECLARATIVA
10.2 INTERROGATIVA
10.3 IMPERATIVA
10.4 EXCLAMATIVA
11, - VOZ PASIVA
12. - VOZ ACTIVA
13,- PREFIJOS Y SUFIJOS
14, - ERRORES COMUNES EN EL INGLES ESCRITO
15, - METODOS PARA QUE EL ALUMNO MEJORE SU VOCABU_
LARIO.
- 8 -
EJERCICIOS DE EVALUACION
SECCION A. - ESTRUCTURA GRAMATICAL Y EXPRESI6N --
ESCRlTA.
SECC I ON B, - LECTURA DE COMPRENS I 6N Y VOCABULAR 10.
SECCION C,- COMPRENSI6N AUDITIVA.
* LAS ORAC [ONES QUE DEBERA LEER EL PROFESOR PARA
QUE LOS ALUMNOS REALlCEN LOS EJERCICIOS DE LA'
SECC I 6N "C", APARECEN EN LA pAG I NA 59.
- 9 -
MET 0 DOL 0 G I A
COMO METODOLOGfA SUGIERO QUE SE LE PROPORCIONE -
AL ALi,W,11O TEXT0S DE FUENTES ORIGINALES (PERI6DICOS, RE--
VISTAS, LlBROS ESPECIALIZADOS, ETC.) PARA QUE DESDE EL -
INICIO DEL QUINTO SEMESTRE PRACTIQUE LA TRADUCcr6N V LA
COMPRENS 16N DE LECTURAS HAC I ENDO USO DE LOS OCHO ELEMEN
TOS DEL LENGUAJE Y DE UN DICCIONARIO BILINGOE
PANOL, ESPANOL-
POR ULTIMO HAGO LAS SIGUIENTES SUGERENCIAS PARA'
LOGRAR UN RENDIMEINTO SIGNIFICATIVO EN CADA CAP[TULO PRE
SENTADO EN ESTE CUADERNO DE I
1.- PRESENTAR ESTRUCTURAS LlNGOISTICAS QUE TEN--
GAN SIGIJlFICADO PARA EL ALUMNO,
2, - PROP I CI AR EL APREND I ZAJE DE LAS NUEVAS ES- -
TRUCTURAS LI NGO I STI CAS A PARTI R DEL ANALI 5 I 5
ACERCA DE SU OPERATIVIDAD COMPROBADA.
3. - INTRODUC I R LOS CONOC I MI ENTOS NUEVOS CON BASE
EN LOS CONOCIMIENTOS VA ASIMILADOS.
4,- EMPLEAR EL CUADERNO DE INGLtS COMO UN AUXI--
LIAR DIDACTICO MAS, PUES NO REPRESENTA
LA SUSTITUCI6N DEL DOCENTE NI DEL PROGRAMA,
5, - CREAR CONSC I ENC I A EN EL ALUMNO PARA QUE VEA
Y SIENTA LA NECESIDAD DE CONOCER UN SEGUNDO'
IDIOMA PARA COMPRENDER LOS
RA EN su EJERCICIO TtCNICO 0 pJROFSSI ON/(!:,
6,- EL SISTEMA DE EVALUACI6N DE;LOS TRES PRIME--
ROS CAPITULOS DEBE SER .. A: ,.V'MEDIATA
.
- 10 -
CAP I T U L 0 I I
PAR T E S DEL LEN G U A J E
2.1 PRO NOM B RES
2.2 SUS TAN T I V 0 S
2.3 A D JET I V 0 S
2,4 PRE P 0 SIC ION E S
2.5 V E R B 0 S
2.6 A D V E RBI 0 S
2.7 CON J U N C ION E S
2,8 I N T E R J E eel 0 N E S
FUENTE.- SCHOOL, AMERICAN. UNDERSTANDING ENGLISH
ASSIGNMENTS I TO 4 .U.S.A, 1986.
- 11 -
PRO N 0 U N S
A PRONOUN IS ALWAYS USED INSTEAD OF A NOUN
A PRONOUN DOES THE SAME WOR K AS A NOUN, BUT IT DOES NOT
NAME THE TH 1NG OR PERSON SPOKEN OF.
DIFFERENT KINDS OF PRONOUNS
PERSONAL I WE
PRONOUNS SINGULAR You PLURAL You
HE
SHE THEY
IT
SINGULAR PLURAL
POSSESSIVE MINE OURS
YOURS YOURS
HIS THEIRS
HERS THEIRS
SINGULAR PLURAL
DEMONSTRAT 1VE
PRONOUNS THIS THESE
THAT THOSE
INTERROGATIVE
PRONOUNS WHAT, WHICH, WHO, WHOM, AND WHOSE.
INDEFINITE
PRONOUNS
REFLEXIVE
PRONOUNS
RELATIVE
PRONOUNS
12
ANYBODY (PERSON)
ANYONE (PERSON)
ANY ( THING)
SINGULAR PLURAL
MYSELF OURSELVES
YOURSELF YOURSELVES
HIMSELF
HERSELF THEMSELVES
ITSELF
ONESELF
(PERSON) ( THING)
WHO WHICH
WHOM THAT
WHOSE
EXAMPLES USUlG SOME OF THE DIFFERENT KINDS OF -
PRONOUNS SEEN SO FAR,
1, - My BROTHER AND I WENT TO PTO, VALLARTA
2,- THIS MORNING THEY REALLY ENJOYED THE CLASS
3,- JOHN IS FAT. HE EATS A LOT
4,- THE CAT HAS UUURED HIMSELF
5, - THEY FORGOT THE I R HOMEWOR K TH I S MORN I NG
6,- YOUR FOOD IS COLD, DO NOT EAT IT
7,- THIS BOOK IS MINE
8,- OUR COATS ARE TOO SMALL, THEIRS ARE LARGE
9, - WE HURT OURSELVES PLAY I NG FOOTBALL
10,- You CAN SEE THE DIFFERENCE FOR YOURSELVES,
- 13 -
EXERCISE: PRONOUNS
EN CADA ORAC I 6N ENCONTRARAS UN P R ~ N T S I S QUE -
CONTI ENE DOS PRONOMBRES I CI RCULA EL PRONOMBRE QUE COM--
PLETE CORRECTAMENTE LA ORACI6N,
1.- Is (ANY/ANYBODY) HERE?
2.- THOSE GREEN BOOKS ARE (YOU / MINE)
3, - (HE/WE) ARE STUDYING ENGLISH
4.- WERE DOES (YOU/SHE) LIVE?
S. - I HAVE NO MONEY, (HE/ I) AM BROKE
6, - ISN'T (SHE/YOU) A NICE PERSON?
7, - I FIT GOT CLOUDY, IT MI GHT BEG I N TO RA I N
8.- YOUR RECORD IS SCRATCHED AND (THEY/MINE) IS TOO
9,- MR, L6PEZ CUT (HE/HIMSELF) SHAVING
10. - SHE I S THE WOMAN (WHOM/WHO) WON THE RACE
11.- IF HE SLEEPS LATE, (SHE/HE) WILL MISS THE BUS
12,- (WHOM/WHOSE) IS THIS BOOK?
13,- WHY ARE (HE/YOU) TELLING HIM ALL THIS?
14,- HIS CAR DOES NOT GO AS FAST AS (OUR/OURS)
15,- (WHOSE/WHAT) IS YOUR NAME?
- 14 -
N 0 U N S
WHEN A WORD NAMES A PERSON, PLACE, OR TH I NG IT IS
A NOUN.
EXAMPLES:
MARY IS SHORT,
THE TABLE IS MINE.
MOVE THE LAMP.
ill.Lc. IS A CHARMING illY.

THERE ARE DIFFERENT KINDS OF NOUNS:
PROPER NOUNS AND COMMON NOUNS,
A PROPER NOUN IS ALWAYS WRITTEN WITH A CAPITAL - -
LETTER. A COMMON NOUN IS NOT WRITTEN WITH A CAPITAL LETTER
UNLESS IT IS AT THE BEGINNING OF A SENTENCE,
EXAMPLES:
PROPER NOUN
ALMA

PREPARATORIA No, 1.
ABRAHAM
NAYARIT
COMPOSTELA
GUAYABITOS
DAT SUN
PEDRO
MARY
COMMON NOUNS
GIRL
CITY
SCHOOL
MAN
STATE
TOWN
BEACH
AUTOMOBILE
SINGER
WOMAN
- 15 -
AND NOW, YOU WILL LEARN 8 (EIGHT) RULES TO FORM -
THE PLURAL OF SOME NOUNS,
1.- MOST NOUNS FORM THE PLURAL BY ADDING "s" TO THE SING.!.!
LAR.
EXAMPLES:
SINGULAR
BOOK
BOY
PEN
PLURAL
BOOKS
BOYS
PENS
2,- SOME NOUNS FORM THE PLURAL BY A CHANGE OF VOWEL WITHIN
THE WORD,
EXAMPLES:
SINGULAR
MAN
WOMAN
FOOT
PLURAL
MEN
WOMEN
FEET
3,- IF THE SINGULAR NOUN ENDS IN S,X,Z,CH OR SH,
THE PLURAL IS FORME BY ADDING "ES"
EXAMPLES:
SINGULAR
DRESS
BRUSH
BOX
PLURAL
DRESSES
BRUSHES
BOXES
4,- MOST (BUT NOT ALL) NOUNS ENDING IN "0" PRECEDED BY A -
CONSONANT FORM THE PLURAL BY ADDING "ES"
EXAMPLES:
SINGULAR
POTATO
TOMATO
HERO
PLURAL
POTATOES
TOMATOES
HEROES
,!-I,I.:(,O,
16 -
SOME OF THE EXCEPTIONS TO THIS RULE ARE THE FOLLOWING
WORDS,
EXAMPLES:
SINGULAR
PIANO
DYNAMO
BANJO
PLURAL
PIANOS
DYNAMOS
BANJOS
COMMON NOUNS ENDING IN "0" PRECEDED BY A VOWEL REGU--
LARL Y FORM THE PLURAL BY ADD [NG "S",
EXAMPLES: SINGULAR
RADIO
CAMEO
PLURAL
RADIOS
CAMEOS
5, - COMMON NOUNS END I NG IN "Y" PRECEDED BY A CONSONANT -
FORM THE PLURAL BY CHANGING "Y" TO "I" AND EfilDING --
"ES",
EXAMPLES: SINGULAR
STORY
ARMY
LADY
PLURAL
STORIES
ARMIES
LADIES
_HOWEVER I F THE FINAL "Y" I S PRECEDED BY A VOWEL, THE -
PLURAL IS FORMED ADDING "S",
EXAMPLES:
SINGULAR
VALLEY
MONKEY
JOURNEY
PLURAL
VALLEYS
MONKEYS
JOURNEYS
- 17 -
6.- SOME NOUNS ENDING IN "F" OR "FE" CHANGE THE "F" OR
"FE" TO "v" AND ADD "ES" TO FORM THE PLURAL.
EXAMPLES:
SINGULAR
WOLF
LIFE
KNIFE
PLURAL
WOLVES
LIVES
KNIVES
HOWEVER, SOME NOUNS ENDING IN "F" FORM THE PLURAL SIMPLY
BY ADDING "S".
EXAMPLES:
SINGULAR
ROOF
CHIEF
BELIEF
PLURAL
ROOFS
CHIEFS
BELIEFS
7. - A FEW NOUNS FORM THE PLURAL I RREGULARL Y.
EXAMPLES:
SINGULAR
OX
CHILD
MOUSE
PLURAL
OXEN
CHILDREN
MICE
8. - COMPOUND NOUNS ARE MADE UP OF MORE THAN ONE WORD. -
SOME OF THEM ADD "s" AT THE END; OTHERS PLURALIZE --
THE FIRST WORD; A FEW PLURALI ZE BOTH WORDS.
EXAMPLES:
SINGULAR
MANSERVANT
SON IN LAW
BOOKCASE
PLURAL
MENSERVANTS
SONS IN LAW
BOOKCASES
18
NOUNS SHOWING POSSESSION
IN ORDER TO SHOW POSSESSION ADD AN APOSTROPHE (')
MD "s" AFTER THE LAST LETTER OF THE NOUN.
EXAMPLES:
THE SHOP SELLS BOY'S CLOTHES.
THE LADY'S CAR I S RED.
WITH PLURAL NOUNS ADD ONLY AN APOSTROPHE TO THE --
LAST LETTER OF THEM.
EXAMPLES:
THE SHOP SELLS BOYS' CLOTHES.
THE LAD I ES' CARS ARE RED.
HOWEVER WHEN THE LAST LETTER OF THESE NOUNS I S NOT
"s" YOU HAVE TO ADD AN APOSTROPHE AND "s" AFTER THE LAST
LETTER OF THEM.
EXAMPLES:
THE CHILDREN'S TOYS.
THE POll CEMEN I S DUT! ES.
THE MICE'S CHEESE.
THE WOMEN'S HATS.
- 19 -
ADJECTIVES
AN ADJECTIVE DESCRIBES A PERSON, PLACE OR THING,
IT MODIFIES ONLY A NOUN OR PRONOUtL
SINGULAR
GUANAJUATO IS A CHARMING CITY
PLURAL
GUANAJUATO AND ZACATECAS ARE
AFIRMATIVE.- MtXICO IS A BEAUTIFUL CITY.
NEGATIVE.- MtXICO IS NOT A BEAUTIFUL CITY,
INTERROGATIVE,- Is MtXICO A BEAUTIFUL CITY?
ADJECTIVES OF QUANTITY GIVE THE ANSWER TO THE --
QUEST IONS HOW MUCH? AND WOW MANY?
MANY, FOUR, AL L, ANY, ENOUGH, FEW, LITTLE, MUCH,
SEVERAL, SOME AND SO ON,
THERE IS ALSO A SPECIAL KIND OF ADJECTIVES KtWWN
AS ARTICLES, THEY ARE: A, AN, AND THE.
(A) IS USED BEFORE WORDS BEGINNING WITH A
(AN) IS USED BEFORE WORDS BEGINNING WITH A VOWEL OR A ..
SILENT "H", 1/
EXAMPLES:
TEPIC HAS AN AIRPORT.
THEY HAVE Ii BLUE HOUSE.
I MIGHT BUY .8ll UMBRELLA,
SHE HAS Ii NICE DRESS,
- 20--
POSSESS I VE ADJ ECn VES
MY
YOUR
HIS
HER
ITS
OUR
THEIR
SOME EXAMPLES UF USE
1, - THOSE ARE MY RED BOOKS
2, - LOPEZ I S HIS LAST NAME
3, - ALL OUR STUDENTS ARE SAD
4, - THEIR OLD CAR IS EXPENSIVE
5.- SHE LOVES HER NEW DRESS,
GRADES OF THE ADJECTIVE
POSITIVE: USEFUL
COMPARATIVE: MORE USEFUL THAN
SUPERLATIVE: THE MOST USEFUL OF
EXAMPLES:
1. - My HOUSE I S COMFORTABLE
2. - YOUR HOUSE I S MORE COMFORTABLE THAN MI NE
3. - BUT HER HOUSE I S THE MOST COMFORTABLE OF THE
THREE.
4.- HIS DICTIONARY IS USEFUL
5.- My DICTIONARY IS MORE USEFUL THAN HIS
6, - BUT YOUR DI CT I ONARY I S THE MOST USEFUL OF THE
THREE.
21
PREPOS I TIONS
A PREPOS I TIONS I S A WORD PLACED BEFORE A NOUN OR
PRONOUN TO SHOW ITS RELATION TO ANOTHER WORD. THERE ARE
MANY PREPOS I TIONS. THOSE MOST COMMONL Y USED ARE THE - -
FOLLOWING:
ABOVE
ABOUT
ACROSS
AROUND
AT BY
BEHIND FOR
BELOW FROM
BENEATH IN
COMPOUND PREPOS I T[orIS
OF TO
ON WITH
OVER
THROUGH
ABOVE AND BEYOND
HE DIDN'T REALIZE THAT THE TASK WAS ABOVE AND BEYOND HIS
ABILITIES,
ACCORDING TO
SHE MUST DRESS ACCORD I NG TO HER AGE.
A PART FROM
I HAD NO INCOME APART FROM MY GOVERNMENT PENS I 6N.
BECAUSE OF
THE BUS WAS LATE BECAUSE OF THE RA IN
IN FRONT OF
THEY NEVER SMOKE .l1LRill:iL.QE THEIR FATHER
IN SPITE OF
WE LEFT IN SP I TE OF YOUR ORDERS.
- 22
COMPOUND PREPOS I TI ONS
INSTEAD OF
I'LL GIVE HER A RING INSTEAD OF GOING TO HER HOUSE
IN THE MIDDLE OF
WE ARRIVED HOME IN THE MIDDLE OF THE NIGHT.
OUT OF
THESE MACHI NES ARE Q!il....QE. ORDER.
V E RB S
THEY ARE WORDS THAT EXPRESS ACTION, BEING, OR
CONDITION.
To FIND THE VERB, LOOK FOR THE WORD THAT TELLS --
WHAT SOME PERSON OR SOME THING DOES OR IS.
REGULAR VERBS
INFINITIVE PAST PAST PARTICIPLE
TO ANSWER ANSWERED ANSWERED
TO ASK ASKED ASKED
TO CALL CALLED CALLED
TO CONTAIN CONTAINED CONTAINED
TO COOK COOKED COOKED
TO DENY DENIED DENIED
TO DRESS DRESSED DRESSED
TO DRY DRIED DRIED
TO FINISH FINISHED FINISHED
TO FIX FIXED FIXED
TO JUMP JUMPED JUMPED
TO KILL KILLED KILLED
TO LEARN LEARNED LEARNED
TO LISTEN LISTENED LISTENED
TO LOOK
LOOKED LOOKED
TO MARRY MARRIED MARRIED
TO MIX
MIXED MIXED
TO PLAN
PLANNED PLANNED
TO PLAY PLAYED PLAYED
TO PULL PULLED PULLED
TO RAIN
RAINED RAINED
TO STAY STAYED STAYED
TO STOP STOPPED STOPPED
TO TRY TRIED TRIED
TO WALK WALKED WALKED
24 -
I RREGULAR VERBS
INFINITIVE PAST PAST PARTICIPLE
TO BUY BOUGHT BOUGHT
TO BRING BROUGHT BROUGHT
TO THINK THOUGHT THOUGHT
TO CATCH CAUGHT CAUGHT
TO TEACH TAUGHT TAUGHT
To SLEEP SLEPT SLEPT
TO KEEP KEPT KEPT
TO FEEL FELT FELT
TO TELL TOLD TOLD
TO SELL SOLD SOLD
TO SAY SAID SAID
TO PAY PAID PAID
TO STAND STOOD STOOD
TO UNDERSTAND UNDERSTOOD UNDERSTOOD
TO READ READ READ
TO HEAR HEARD HEARD
TO HAVE HAD HAD
TO MAKE MADE MADE
TO SIT
SAT SAT
TO LOSE LOST LOST
TO SHOOT SHOT SHOT
TO SPEAK SPOKE SPOKEN
TO BREAK BROKE BROKEN
TO FREEZE FROZE FROZEN
25
IRREGULAR VERBS
INFINITIVE PAST PAST PARTICIPLE
TO WRITE WROTE WRITTEN
TO DRIVE DROVE DRIVEN
TO DRINK DRANK DRUNK
TO BEGIN BEGAN BEGUN
TO DO DID DONE
TO GO WENT GONE
TO BE WAS, WERE BEEN
TO SEE SAW SEEN
TO CUT CUT CUT
TO LET LET LET
AUXILIARY VERBS
PRESENT PAST
Do DID
DOES DID
CAN COULD
MAY MIGHT
f.!!I!!BJ.
SHALL SHOUD
WILL WOULD
P. PERFECT P. PERFECT
HAVE HAD
HAS HAD
TO BE
PRESENT PAST
Is WAS
ARE WERE
- 26 -
THREE MORE AUX III ARY WORDS
MUST, OUGHT TO, AND SHOULD,
SOME SENTENCES US I NG THESE A. VERBS.
MR. L6PEZ QQ.li NOT SPEAK FRENCH.
LAURA Q1.Q NOT DANCE WITH ME.
THEY tL1.ll COME TO MY PARTY.
WE h'Q.!.u..Q SPEAK ENGLISH IF WE WERE IN U.S.A.
HE 8..!:i PLAY THE PIANO.
COULD YOU JUMP THE ROPE,
MRS. RAMIREZ .t1J.LS.l GO TO MEXICO,
You SEE A DOCTOR
.s.tJ..8JJ.. WE DANCE?
.IT RAIN TONIGHT.
I lli.Jil VI ST MY GRANDMOTHER.
M6NICA GO TO SCHOOL QUICKLY,
HE .!i8..S. GONE TO NEW YORK FRECUENTL Y,
SHE .!:i8.Q COME TO GUADALAJARA LAST SUMMER.
IT li RAINING NOW,
IT RAINING ALL DAY LONG.
WHERE WERE SNOWING?
- 27 -
COMPOUND VERBS
C. VERB
To .QYfRCOME
To .QYfRDO
To OVER DRINK
To .QYfREAT
To OVERTAKE
To Q1lISPEAK
To Q1lIDO
To Q1lIGO
To Q1lIGROW
To .!.!.NDO
To .!.!.NBEND
To .!.!.NMAKE
To .!.!.NSTRING
To .!.!.NDERSTAND
To .!.!.NDERDO
To .!.!.NDERGO
To .!.!.NDERTAKE
To .!.!.NDERWRITE
To !!fRISE
To .!.!.fSET
To
To
To

To I1l..S.TEACH
To
To FORECAST
To FORESEE
To FORETELL
MEANING
To CONQUER
To DO TOO MUCH
To DR I NK TOO MUCH
To EAT TOO MUCH
To CATCH UP WITH
To SPEAK MORE THAN OTHER
To EXCEED I N PERFORMANCE
EXPEtWI TURE, OR COST.
To GROW FOSTER THAN
To UNTI E OR LOOSEN
To RELASE FROM TENSION
To DESTROY
ACTI ON OF UNTI EI NG
BE AWARE OF THE MEAN I NG
INSUFFICIENTLY COOK, RAW
PASS THROUGH r
XPI
ASSUME A RESPONSIBILITY
PROVIDE INSURANCE FOR --
REVOL T
DI STURB EMOTIONALLY OR -
PHISICALLY.
INTERPRET INCORRECTLY
To FAIL, TO MISBEHAVE
LEAD I N A WRONG DI RECTI ON
To SPEND I NCORRECTLY
To TEACH WRONGLY
NOT TO SPEAK WELL
To PREDICT
To SEE BEFOREHAND
PREDICTION, PROPHECY.
FUENTE.- REYES O. CARLOS. SITUATION AND ACTION II.
HONG KONG, 1974.
- 28 -
VERBS' TENSES
SIMPLE TENSE.- THIS TENSE IS USED TO INDICATE HABITUAL -
OR PERMANENT ACTI ONS.
THE SIMPLE PRESENT HAS THE SAME FORM AS THE INFINITIVE -
BUT IT ADDS AN "s" TO THE THIRD PERSON SINGULAR.
EXAMPLES:
- I LIKE MUSIC.
- MARY LI KES MUS I C TOO.
PRESENT CONTINUOUS,- IT IS USED TO INDICATE:
- AN ACTI ON HAPPEN I NG NOW,
TH I S TENSE I S FORMED WITH AM, IS, ARE PLUS THE PRESENT
PARTICIPLE OF THE MAIN VERB.
EXAMPLES:
- THE SUN IS SHINING.
- THEY ARE LEAVING TONIGHT.
SIMPLE PAST.- IT IS USED TO EXPRESS AN ACTION COMPLETED
IN THE PAST.
EXAMPLES: - WE FI rn SHED OUR HOMEWORK.
- THEY ARR I VED YESTERDAY.
- ALMA WROTE A LETTER,
- 29 -
PAST CONTINUOUS.- IT IS USED TO INDICATE A PAST ACTION
WH I CH CONT I NUED FOR SOME TIME.
EXAMPLES:
- ABRAHAM WAS PLAYING THE GUITAR
- WHEN ANTONIO CAME TO HIS HOUSE.
FUTURE TENSE,-!T IS FORr1ED WITH THE AUXILIARES WILL OR
SHALL PLUS THE INFINITIVE OF THE PRINCI-
PAL VERB,
EXAMPLES:
- ! SHALL TEACH ENGLISH,
- You WI LL LEARN A SECOND LANGUAGE.
FUTURE VIITH GOING TO,- THIS TENSE IS FOMED WITH GOING TO
PLUS THE PRINCIPAL VERB.
EXAMPLES:
- THE BUS IS GOING TO ARRIVE ON TIME.
- SHE I S GO I NG TO STUDY.
- THE PLANE IS GOING TO TAKE OFF,
PRESENT PERFECT. - IT I S FORMED WITH THE PRESENT TENSE OF
"HAVE" PLUS THE PAST PARTICIPLE OF THE
PRINCIPAL VERB. THIS TENSE IS USED TO
INDICATE PAST ACTIONS WHOSE TIME IS --
NOT GIVEN.
EXAMPLES:
- I HAVEN'T SEEN HER LATELY.
- SHE HAS FALLEN IN LOVE,
- WE HAVE JUST SEEN MONICA IN THE DISCO.
PRESENT PERFECT
CONTINUONS.-
EXAMPLES:
30 -
IT IS FORMED WITH THE PRESENT PERFECT
OF THE VERB "BE" PLUS THE PERSENT PAR
TlCIPLE OF THE MAIN VERB.
THIS TENSE INDICATES AN ACTION BEGINIi
ING OR VERY RECENTLY FINISHED.
- ~ I HAVE BEEN PRAY I NG FOR YOU SINCE YOUR --
ACCIDENT.
- ~ I H T HAVE YOU BEEN EATEN ALL DAY LONG.
PAST PERFECT,- THIS TENSE INDICATES AN ACTION CONCLUDED
BEFORE ANOTHER ONE IN THE PAST. IT IS --
FORMED WITH "HAD" PLUS THE PAST PARTICI-
PLE OF THE MAIN VERB,
EXAMPLES:
- THEY HAD GONE WHEN I ARRIVED.
PAST PERFECT CONTINUOUS.- IT IS FORMED WITH "HAD BEEN"
PLUS THE PRESENT PARTICI PLE -
OF THE MAIN VERB. THIS TENSE
INDICATES THE DURATION OF AN
ACTION UP TO A CERTAIN TIME -
IN THE PAST.
EXAMPLES:
- SHE HAD BEEN DANC I NG FOR TWO HOURS WHEN HER
FATHER CALLED ON HER.
- SUSAN TOLD ME THAT JOHN HAD BEEN SWIMMING -
FOR TWO HOURS.
- 31 -
A D V E R B S
THEY ARE WORDS THAT MODI FY A VERB, AN ADJECTIVE -
OR ANOTHER ADVERB.
THERE ARE ADVERBS OF:
PLACE: HERE, THERE, UP, DOWN, INSIDE, OUTSIDE, NEAR
MANNER: FAST, SLOWLY, QUIETLY, Q U ~ L Y WELL, BADLY.
TIME: NOW, SOON, LATER, TODAY, YET, STILL, THEN,
FRECUENCY: ONCE, TWICE, ALWAYS, OFTEN, RARELY, NEVER.
DEGREE: VERY, QUITE, TOO, RATHER FAIRLY,
INTERROGATIVE: WHAT? WHERE? WHEN? WHY? WHICH?
RELATIVE: WHEN, WHERE, WHY.
EXPRESS IONS OF FRECUENCY LI KE EVERY DAY, EVERY - -
MONTH, EVERY YEAR ETC, ARE USUALLY PLACED AT THE END OF -
THE SENTENCE.
- 32 -
CON J U NeT ION S
THEY CONNECT WORDS OR GROUPS OF WORDS.
THE MOST COMMONLY USED ARE:
AND, OR, BUT, .tiQB..
EXAMPLES:
- LAURA AND JESUS ARE FR I ENDS.
- PEDRO WR I TES ENGL I SH, BUT HE DOESN'T SPEAK
IT.
- ANSWER ME YES OR NOT.
- PLEASE COME AND HAVE A CUP OF COFFEE
- HE WROTE HER A LETTER, BUT SHE DIDN'T
RECEIVE IT 0
- JOHN OR GEORGE IS BRINGING THE CAR
- NE I THER JOHN NOR GEORGE I S GO I NG TO CLASS
TODAY.
- 33 -
INTERJECTIONS
THEY EXPRESS SUDDEN STRONG FEELI NG OR EMOTI ON,
I NTERJECT IONS DO NOT DEPEND UPON THE REST OF -
THE SENTENCE FOR THE I R GRAMMATICAL PLACE. THEY
CAN STAND ALONE.
I NTERJECTI ONS ARE EXLAMATI ONS.
EXAMPLES:
- QUIET! OUR TEACHER IS COMING,
- LISTEN! SOMEBODY IS CRYING.
- OH! SHE IS REALLY BEAUTI FUL.
WE DECIDE WHAT PART OF SPEECH A WORD IS BY
WHAT IT DOES I N THE SENTENCE.
THE SENTENCE
IT IS IMPORTANT FOR US TO SPtAK AND WRITE NOT -
ONL YIN SENTENCES I BUT ALSO I N SENTENCES THAT -
ARE CLEAR AND EASY TO UNDERSTAND.
A SENTENCE I S A GROUP OF WORDS THAT EXPRESSES -
A COMPLETE THOUGHT.
- I WENT TO PTO. VALLARTA.
- MR. L6PEZ TEACHES ENGLISH.
- WE WORK AT PREPARATORIA No. 1.
THERE ARE FOUR KINDS OF SENTENCES:
1. - DECLARATIVE. - I ENJOY MY WORK.
2.- INTERROGATIVE.-WHERE DO YOU LIVE?
3.- IMPERATlVE.- OPEN YOUR ENGLISH BOOKS,
4.- EXLAMATORY.- THE MAGIC CIRCUS IS HERE!
- 34 -
CAP I T U L 0 I I I
OBJETIVOS PARA MEJORAR
L A T R A D U C C ION.
3.1 VOZ PASIVA Y ACTIVA
3.2 PREFIJOS Y SUFIJOS
3.3 ERRORES COMUNES EN EL INGLES ESCRITO
3.4 COMO MEJORAR TU VOCABULARI O.
- 35 -
PASSIVE VOICE
WHEN THE SUBJECT OF A VERB RECEIVES THE ACTION, -
THE VERB IS IN THE PASSIVE VOICE.
EXAMPLES:
THE BOOK WAS WR I TTEN BY ME,
WHEN THE SUBJECT OF A VERB I S THE DOER OR THE A
TI ON MENTI ONED I N THE VERB, THEN THE VERB I SIN -
THE ACTIVE VOICE,
EXAMPLES:
I WROTE THE BOOK.
REMEMBER THESE TWO RULES WHEN CHANG I NG VERBS FROM
ACTIVE VOICE TO THE PASSIVE VOICE:
RULE 1. - THE SUBJECT OF THE ACT I VE VERB BECOMES THE
OBJECT OF THE PREPOSITION "BY".
RULE 2. - THE OBJECT OF THE ACTIVE VERB BECOMES THE
SUBJECT OF THE PASS I VE VERB.
EXAMPLES:
- RUBtN DROVE MY CAR. (ACT I VE VO I CE)
- My CAR WAS DRIVEN BY RUBtN. (PASSIVE VOICE).
{r ,,.': "'.
- 36 -
COMMON PREF I XES AND SUFF I XES.
A PREFIX IS A WORD PART PUT AT THE BEGINNING OF
A BASE WORD TO FORM A NEW WORD.
HERE IS A LIST OF SOME SUFFIXES AND THEIR MEANINGS.
SUFFIX MEANING EXAMPLE
ERN DIRECTION WESTERN
ESS FEMININE SUFFIX WAITRESS
FUL FULL OF FEARTUL
HOOD COND IT I ON OF MOTHERHOOD
FORMING NOUNS
FROM VERBS READING
ISH SOMEWHAT LI KE CHILDISH
IZE, ISE FORMING VERBS
FROM ADJECTIVES CRITICIZE
LESS FREE FROM CARELESS
LIKE LIKE HOMELI KE
NESS COND I TI ON OF HAPPINESS
WARD DIRECTION DOWNWARD
WAY MANNER ANYWAY
- 37'-
A WORD PART ADDED AT THE END OF A BASE WORD -
TO FORM A NEW WORD IS CALLED A SUFFIX.
HERE I S A LI ST OF SOME PREF I XES AND THE I R MEAN I NGS,
PREFIX
NON
MIS
IN
IN
DIS
DIS
RE
RE
UN
POST
MEANING
NOT
WRONG
NOT
INSIDE OR
WITHIN
THE OPPOS I TE OF
NOT
BACK
AGAIN
THE OPPOS I TE OF
AFTER
EXAMPLE
NONSTOP
MISTAKE
INCOMPLETE
INDOORS
DISARM
DISPLEASE
REPAY
REAPPEAR
UNLOAD
POSTWAR
- 38 -
COMMON STYLISTIC PROBLEMS THAT ApPEAR IN GRAMMAR
QUESTIONS.
WHEN Two CLAUSES MAKE UP A SENTENCE, THEY SHOW A
TIME RELATIONSHIP BASE ON CERTAIN TIME WORDS AND VERB -
TENSES. THIS RELATIONSHIP IS CALLED "SEQUENCE OF TENSES':
THE VERB TENSE OF THE MAIN CLAUSE WILL DETERMINE THAT -
OF THE DEPENDENT CLAUSE.
IF THE MAIN CLAUSE IS THEN THE DEPENDENT CLAUSE WILL
BE:
PRESENT TENSE 1.- PRESENT PROGRESIVE
2.- WILL, CAN, OR MAY+VERB
3.- PAST TENSE
4.- PRESENT PERFECT.
EXAMPLES:
1. - Do YOU KNOW WHO I S DR I VI NG YOUR CAR?
2,- HE SAYS THAT HE WILL LOOK FOR A JOB NEXT
WEEK,
3,- THEY THINK SHE HERE LAST NIGHT.
4. - I KNOW THAT YOW HAVE SPOKEN WITH MARY
I F THE MA I N CLAUSE I S THEN THE DEPENDENT CLAUSE WI LL
BE:
PAST TENSE 1. - PAST PROGRESS I VE OR SIMPLE PAST.
2,- WOULD, COULD, OR MIGHT+VERB.
3.- PAST PERFECT,
- 39 -
No PRESENT FORM CAN COME AFTER THE PAST TENSE
EXAMPLES:
1. - I Y.8.Y.f. THE BOOK TO ALMA WHEN SHE VI SITED US 0
2.- MARY SAID THAT SHE COULD PLAY GUITAR.
30- THEY THOUGHT SHE HAD BEEN HERE LAST NIGHT.
ANTECEDENTS OF PRONOUNS: I F A PRONOUN I S USED I N A SENTENCE
THERE MUST BE A NOUN BEFORE IT OF
THE SAME PERSON AND NUMBER. THERE
MUST BE ONE, AND ONLY ONE, ANTECI
DENT TO WH I CH THE PRONOUN REFERS.
EXAMPLES:
INCORRECT: GEORGE DI SLI KES POll TI CS BECAUSE HE BEll EVES --
THAT THEY ARE CORRUPT.
(THE PRONOUN THEY DOES NOT HAVE AN ANTECENTENT
IN TH I S SENTENCE. THE WORD POll TI CS ISSI NGULAR
SO THEY CONNOT REFER TO IT.)
CORRECT: GEORGE D[SLI KES POll TICS BECAUSE HE BEll EVES --
THAT POLITICIANS ARE CORRUPT
- 40 -
HOW TO IMPROVE YOUR VOCABULARY
VOCABULARY CAN BE EXPANDED IN AT LEAST FIVE WAYS.
THE MOST COMMON METHOD I S TO LEARN NEW WORDS --
FROM CONTEXT AS YOU READ.
THE SECOND METHOD I S WORD ANAL YS I SI OR BREAK I NG -
WORDS I NTO THE I R PREF I XES I SUFF I XES AND ROOTS.
A TH I RD METHOD I S THE STUDY OF ETI MOLOGY OR WORD I
ORIGIN.
A FOURTH METHOD I S TO WR I TE NEW WORDS ON FLASH --
CARDS AND REV I EW THEM OFTEN,
THE FITH AND FINAL METHOD I S TO USE A GOOD DI CT I 0
NARY.
No SINGLE METHOD IS SUFFICIENTi USE ALL FIVE.
NOTA: SOLAMENTE HASTA DES PUtS DE HABER ASIMILADO LOS CA-
PfTULOS I I I I Y I I I Y ADEMAS HABER PRACTI CADO ~
TANTE LA TRADUCCION CON CADA UNO DE LOS CINCO MtTQ
DOS QUE AQUf SE PRESENTAN, EL ALUMNO ESTARA EN CON
DICIONES DE REALIZAR LOS EJERCICIOS DE EVALUACI6N'
QUE SE PRESENTAN EN EL cAPfTULO IV.
CAP I T U L 0 IV
EJERCICIOS DE EVALUACION
4.1 ESTRUCTURA GRAMATICAL Y EXPRESION ESCRITA
4.2 LECTURA DE COMPRENSION Y VOCABULARIO
4.3 COMPRENSION AUDITIVA
- 42 -
SECTION "A"
STRUCTURE AND WRITTEN EXPRESSION DIRECTIONS
THESE SENTENCES ARE rWT COMPLETE, THEREFORE YOU
HAVE TO CHOOSE THE PHRASE THAT BEST COMPLETES THE SEN-
TENCE.
1.- CAPTAIN RAMfREZ CREPT SLOWLY
THROUGH THE UNDERBRUSH.
A) BEING REMOTE FROM THE ENEMY.
B) ATTEMPT! NG TO NOT ENCOUNTER THE ENEMY.
C) TRYING TO AVOID THE ENEMY.
2.- TOMMY WAS ONE _
A) OF THE HAPPY CHILDS OF HIS CLASS.
B) OF THE HAPPIEST CHILD IN THE CLASS.
C) OF THE HAPPIEST CHILDREN IN THE CLASS.
3.- HE BEGAN TO MAKE FRIENDS MORE
EASILY.
A) AFTER ENTER I NG THE NEW SCHOOL.
B) WHEN HE HAD BEEN ENTER I NG THE NEW SCHOOL.
C) UPON ENTERING INTO THE NEW SCHOOL.
4.- IT IS VERY DIFFICULT TO STOP THE CULTIVATION OF MARI-
JUANA BECAUSE _
A) IT GROWS VERY CARELESSLY.
B) IT GROWS WELL WITH LITTLE CARE.
C) IT DOESN I T CARE MUCH TO GROW.
FUENTE.- PYLE AND MUNOZ, CLIFFS TOEFL PREPARATION.
U.S.A. 1986. (PAG. 37 - 55).
- 43 -
5.- MANY OF THE CURRENT INTERNATIONAL PROBLEMS WE ARE --
NOW FACING _
A) ARE BECAUSE OF NOT UNDERSTANDING THEMSELVES.
B) LI NGU I STI C I NCOMPETENC I ES.
C) ARE THE RESULT OF MISUNDERSTANDINGS.
6.- MR. L6PEZ IS A NOTED CHEMIST _
A) AS WELL AS AN EFFECTIVE TEACHER.
B) AND TOO A VERY EFFICIENT TEACHER.
C) HOWEVER HE TEACHES VERY GOOD AL SO.
7.- ERNESTO SAID THAT NO OTHER CAR COULD GO
A) SO FAST LI KE HIS CAR.
B) AS FAST LI KE HIS CAR.
C) AS FAST AS HIS CAR.
8.- YOUR GRADES HAVE IMPROVED, BUT ONLY _
A) IN A SMALL AMOUNT.
B) VERY SLIGHLY.
C) SOME.
9.-WHI.LE ATTEMPTING TO REACH HER HOME BEFORE THE STORM
A) THE STORM CAUGHT LAURA.
B) LAURA HAD M ACCIDENT ON HIS BICYCLE.
C) LAURA BY A BICYCLE,
10.- THE CHANGES IN THIS CITY HAVE OCCURRED _
A) RAPIDLY
B) SELDOM
C) RARELY.
" L,' . - 44 -
D IRE C T ION S
EACH SENTENCE HAS THREE WORDS OR PHRASES UNDERL 1-
NED, You MUST IDENTIFY THE WORD OR PHRASE THAT SHOULD BE
CORRECTED, THE THREE UNDERLI NED PARTS OF THE SENTENCES -
ARE MARKED (1), (2) AND (3),
1.- MR. LOPEZ USED TO OF AS THE ONLY PRESl

2.- THE TEACHER ADVISED THE STUDENTS FOR THE PROCEDURES
T
TO IN THE EXAMINATION,
3, - SOME OF US TO STUDY I.tJ.R LESSONS MORE Y
IF WE EXPECT TO PASS THIS TEST,
4,- }- LUNCH OF SANDWICHES APPEAL THE-
STUDENTS,
5.- MARY AND JUST TWO NEW COATS.
6.- THE OFFICIALS OBJECT TO l..ti.fM WEARING LONG FOR
I NAUGURAL DANCE AT THE CLUB,
7,- ABRAHAM STOPPED HIS LETTER HE HAl} TO
LEAVE FOR THE HOSPITAL,
3
8,- THEY All GOING TO HAVE TO LEAVE SOON, AND .s.Q....!2Q WE,
I 2 3
I ~ I '.
- 45 -
9. - ~ STUDENT H- TO TYPE ~ OWN RESEARCH PAPER TH I S
SEMESTER.
10,- How t1!lfti TitlES ~ RICK ArlD M6NICA ~ DO THE EX-
PERIMENT?
11.- MRS, RAMfREZ, ALONG WITH HER MOTHER FROM GUADALAJARA,
--r- --r-
~ GOING TO ATTEND THE FESTIVITIES,
12, - ALITER I S ONE OF THE METR I C MEASUREMENTS, AREN'T THEY?
1 ~ ~
13, - THERE ~ A LARGE SUPPL Y ~ AND NOTEBOOKS .ilL.IJ::j
STOR
3
ROOM.
14,- WE THOUGHT HE IS PLANNING TO GO ON VACATIONS AFTER THE
1 ~ r
FIRST OF THE 110NTH,
15,- THE EQUIPMENT IN THE OFFICE WAS BADLY IN NEED OF TO BE
---y-- L --
~
16.- A FIVE THOUSAND - DOLLARS REWARD WAS OFFERED FOR THE -
1 -y- ~
CAPTURE OF THE ESCAPED CRIMINALS,
17,- THE PILOT AND THE CREW DIVIDED THE LIFE PRESERVE.
----r-
~ THE TWENTY PASS
3
NGERS,
- 46 -
18.- THE NEW TECHNIQUE FOR .tJl THE MIXTURE BEFORE
APPL YI NG TO THE WOOD
19.- ALTHOUGH BOTH OF THEM ARE TRYING TO GET THE SCHOLARSHIP
-----r--- -----y-
SHE HAS THE HIGHEST GRADES.
--r-
20,- TELEVISIONS ARE ALL TOO/XPENSIVE FOR n
AT THIS TIME, BUT PERHAPS WE WILL RETURN LATER.
SEC T ION "B"
READ I NG COMPREHENS ION AND VOCABULARY
EACH SENTENCE HAS A WORD UNDERLI NED, AND BELOW EACH --
SENTENCE ARE THREE OTHER WORDS.
You MUST CHOOSE THE WORD WH I CH KEEP THE MEAN I NG OF THE
OR I GI NAL SENTENCE I F IT WERE SUBST ITUTED FOR THE UNDERLI NED
WORD.
1. - SHE WAS AN EXEMPLARY WI FE DE;SP I TE HER PAST EXPER I ENCE
A) MODEL B) HONEST C) HUMBLE
2. - THE COWBOYS HEARD A STRANGE RUSTLI NG I N THE TREES.
A) STEAL! NG B) MOVEMENT C) FI GHT-
3,- PLATO'S TEACHINGS HAD A PROFUND EFFECT ON ARISTOTLE.
A) AFFECTION B) AFFLICTION C) INFLUENCE
4. - THE SUPER I NTENDENT WAS THE PR I NC I PAL SPEAKER AT THE -
MEETING.
A) ONLY B) MAl N C) STRONG
- 47 -
5,- WE DECIDED TO PAY FOR THE FURNITURE ON THE
PLAN
A) CASH B) MONTHLY PAYMENT C) CREDIT CARD
6, - Boys I CLUBS DO NOT DEPR I VE POOR CH I LDREN OF THE OPPOR
TUNITY TO PARTICIPATE Ifl SPORTS,
A) DENY B) RETRACT C) IMPROVICE
7, - THE PROFESSOR TR I ED TO STI MULATE I NTEREST I N ARCHAEO-
LOGY BY TAKING HI S STUDENTES ON EXPEDITIONS,
A) SIMULATE B) ENCOURAGE C) DIMINISH
8,- WHILE THEY WERE AWAY ON VACATION, THEIR MAIL ACCUMULATE
AT THE PAST OFF I CE,
A) GET LOST B) BE RETURNED C) PILE UP
9,- THE DEPARTAMENT CHAIRMAN REFUSED TO AUTHORIZE THE
REQUI SITlON,
A) REQUEST B) TRANSFER C) PROJECT
10,- THE SUPERVISOR DICTATED A t1I1Q TO HER SECRETARY,
A) LETTER B) REPORT C) NOTE
11.- As A RESULT OF THE ACCIDENT, THE POLICE REVOKED HIS-
DRIVER'S LICENCE,
A) CANCELED B) EXORCISED C) INVESTIGATED
12,- EFFICIENT AIR SERVICE HAS BEEN MADE AVAILABLE - - -
THROUGH MODERN TECHNOLOGY,
A) AFFLUENT B) MODERN C) EFFECTIVE
13,- FEAR OF PIRATE CAUSED THE SPANIARDS TO FORTIFY
THEIR COASTLINE,
A) INVASIONS B) SHI"PS C) ARMS
.. ",__.."rII"W""t'!;ro.:"\,".,' ' .
- 48 -
14.- NEARLY HALF OF THE TOWN'S INHABITANTS ARE INDIGENOUS.
A) RICH B) NATIVE C) POOR
15.- THE CHINESE PEOPLE WORSHIP THEIR ANCESTORS.
A) HEIRS B) ELDERS C) FOREFATHERS
16.- THE TORNADO CAUSED IRREPARABLE DAMAGE TO THE FLORIDA
CITRUS CROP.
A) IRRESPONSIBLE B) IRREGULAR C) IRRECOVERABLE
17.- THE SPY USED A FICTITIOUS NM1E WHILE DEALING WITH --
THE ENEMY.
A) REAL B) FOREING C) FALSE
18.- THE FLOWERS WERE A MANIFESTATION OF THE CHILD'S LOVE
FOR HIS MOTHER.
A)A DEMOSTRATION B) A SATISFACTION C) GIFT
19.- My SPACIOUS NEW OFFICE OVERLOOKED THE CITY.
A) QUIET B) ROOMY C) CONFORTABLE
20. - ABRAHAM WAS.t1Q.BI.Wf.Q DY HIS BEHAV I OR.
A) OVERJOYED B) CHALLENGED C) HUMILIATED
21.- THE WAS DISCARDED BECAUSE IT WAS AMBIGUOUS.
A) INCORRECT B) VAGUE C) WRONG
22. - MOST SUDENTS ABHOR LENGTHY EXAMS AT THE END OF THE
YEAR.
A) DETEST B) NULLIFY C) NEGATE
23.- KING MID'S GREED LED HIM TO SPEND A LIFE OF GRIEF.
A) CRUELTY B) WEALTY C) AVARICE
24. - THE NEW BU I LD I NG WAS TO BE OCTAGONAL I N SHAPE.
A) FIVE SIDED B) SIX SIDED C) .EIGHT SIDED
25. - PEDRO CANNOT TALK WELL BECAUSE HE HAS A SPEECH l.t1ff-
1l.lliOO,
A) ASPECT B) DEFECT C) IMPOSITION
26,- THE RIGOR EXHIBITED BY THE GENERAL WAS TOTALLY illfriA-
RRANTED,
A) SEVERITY B) MARCH C) CLEANLINESS
27.- MOST OF THE PASSENGERS ON THE BOAT WERE MESMERIZED --
BY THE MOTION OF THE SEA,
A) PARALYZED B) HIPNOTIZED C) NAUSEATED
28,- ALLOWING FIELDS TO l ~ IS ONE MEANS OF RESTO- -
RING FERTILITY.
A) WATERED B) SEEDED C) UNPLANTED
29. - EXCHANGES OF LANGUAGE AND CULTURE WERE A DIRECT --
RESULT OF COMMERCE,
A) EMBARGO B) TRADE C) SCHOOLI NG
30,- THE BOY SAW HIS REFLECTION IN THE POOL OF WATER,
A) IMAGE B) BONE C) IMAGINATION,
- 50 -
READ I NG COMPREHENS I ON
QUESTIONS I THROUGH 6 ARE BASED ON THE FOLLOWING READING.
MARK THE LETTER THAT ANSWERS CORRECTLY.
THE STONE AGE WAS A PER I OD OF HI STORY WH I CH BEGAN -
IN APPROXIMATELY 2 MILLION B. C. AND LASTED UNTIL 3000 B.
C. ITS NAME WAS DERIVED FROM THE STONE TOOLS AND WEAPONS -
THAT MODERN SCIENTISTS FOUND.
THIS PERIOD WAS DIVIDED INTO THE PALEOLITHIC. MESO-
LITHIC, AND NEOLITHIC AGES. DURING THE FIRST PERIOD, (2 --
MILLION TO 8000 B. C.) THE FIST HATCHET AND USE OF FIRE -
FOR HEATING AND COOKING WERE DEVELOPED. As A RESULT OF THE
ICE AGE, WHICH EVOLVED ABOUT 1 MILLION YEARS uno THE PA--
LEOLITHIC AGE, PEOPLE WERE FORCED TO SEEK SHELTER IN CAVES,
WEAR CLOTHING, AND DEVELOP NEW TOOLS.
DURING THE MESOLITHIC AGE (8000 TO 6000 B. C.) PEO-
PLE MADE CRUDE POTTERY AND THE FIRST FISH HOOKS, TOOK DOGS
HUNTI NG, AND DEVELOPED A BOW AND ARROW, WH I CH WAS USED - -
UNTI L THE FOURTEENTH CENTURY A. D.
THE NEOLITHIC AGE (6000 TO 3000 B. C.) SAW HUMAN- -
KIND DOMESTICATING SHEEP, GOATS, PIGS, AND CATTLE, BEING -
LESS NOMADIC THAN IN PREVIOUS ERAS ESTABLISHING PERMANENT
SETTLEMENTS, AND CREATI NG GOVERNMENTS.
1. - INTO HOW MANY PERIODS WAS THE STONE AGE DIVIDED
(A) 2 (B) 5 (c) 5
2.- WHICH OF THE FOLLOWING WAS DEVELOPED EARLIEST?
(A) POTTERY (B) THE FISH (C) THE FIST
HOOK HATCHET.
- 51 -
3,- WHICH OF THE FOLLOWING DEVELOPMENTS IS NOT RELATED TO
THE CONDITIONS OF THE ICE AGE?
(A) USING FIRE (B) FARMING (C) CLOTHING
4,- WHICH PERIOD LASTED LONGEST?
(A) PALEOLITHIC (B) MESOLITHIC (C) NEOLITHIC
5,- WHICH OF THE FOLLOWING PERIODS SAW PEOPLE DEVELOP A -
MORE COMMUNAL FORM OF LI VI NG?
(A) ICE AGE (B) PALEOLITHIC (C) NEOLITHIC
6,- THE AUTHOR STATES THAT THE STONE AGE WAS SO
BECAUSE
(A) IT WAS VERY DURABLE
(B) THE PEOPLE LIVED IN CAVES
(C) THE TOOLS AND WEAPONS WERE MADE OF STONE,
QUESTIONS 7 THROUGH 11 ARE BASED ON THE FOLLOWING -
READING, MARK THE LETTER THAT ANSWERS CORRECTLY,
IN 1920, AFTER SOME THIRTY-NINE YEARS OF PROBLEMS
WITH DESEASE, HIGH COST, AND POLITICS, THE PANAMA CANAL -
WAS OFFICIALLY OPENED, FINALLY LINKING THE ATLANTIC AND -
PACIFIC OCEANS BY ALLOWING SHIPS TO PASS THROUGH THE --
FIFTY-MILE CANAL ZONE ISTEAD OF TRAVELING SOME SEVEN --
THOUSAND MILES AROUND CAPE HORN, IT TAKES A SHIP APPROXI-
MATHY EIGHT HOURS TO COMPLETE THE TR I P THROUGH THE CANAL
AND COST AN AVERAGE OF FIFTEEN THOUSAND DOLLARS, OtjE--
TENTH OF WHAT IT COST AN AVERAGE SHIP TO ROUND THE
HORN, MORE THAN FIFTEEN THOUSAND SH I PS PASS THROUGH ITS -
LOCKS EACH YEAR, THE FRENCH I NI TI ATED THE PROJECT BUT - -
SOLD THEIR RIGHTS TO THE UNITED STATED, THE LATTER WILL -
CONTROL IT UNT I L THE END OF THE TWENT I ETH CENTURY WHEN --
PANAMA TAKES OVER ITS DUTIES,
- 52 -
7. - WHO CURRErHL Y COrHROLS THE PANAMA CANAL?
(A) FRANCE (B) UNITED STATES (C) PANAMA
8.- IN APPROXlt1ATELY WHAT YEAR WILL A DIFFERENT GOVERN-
MENT TAKE CONTROL OF PANAMA CANAL?
(A) 2000 (B) 2100 (c) 2999
9, - ON THE AVERAGE, HOW MUCH WOULD I T COST A SH I P TO TRA
VEL AROUND CAPE HORN?
(A) $1,500 (B) $15,000 (c) $150,000
10, - I N WHAT YEAR WAS CONSTRUCTI ON PROBABLY BEGUN ON THE
CANAL?
(A) 1881 (B) 1920 (C) 1939
11.- WHAT CAN BE INFERRED R O r ~ THIS READING?
(A) TH I SIS A CHEAP PROJECT,
(B) THE PROJECT IS BENEFICIAL
(C) THREE GOVERNMENTS HAVE HAD TO CONTROL THE CANAL
QUESTI ONS 12 THROUGH 16 ARE BASED ON THE FOLLOWI NG
READING.
IN 776 B.C, THE FIRST OLYMPIC GAMES WERE HELD AT-
THE FOOT OF MOUNT OL YMP I US TO HONOR THE GREEK'S CH I EF GOD
ZEUS, THE GREEKS EMPHAS I ZED PHYS I CAL FITNESS AND STRENGTH
IN THEIR EDUCATION OF YOUTH. THEREFORE, CONTESTS IN RUN--
NING, JUMPING, DISCUS AND JAVELIN THROWING, BOXING, AND -
HORSE AND CHARIOT RACING WERE HELD IN INDIVIDUAL CiTIES --
AND THE WI NNERS COMPETED EVERY FOUR YEARS AT MOUNT OL YM--
PUS. WINNERS WERE GREATLY HONORED BY HAVING OLIVE WREATHS
PLACED ON THE I R HEADS AND HAV I NG POEMS SUNG ABOUT THE I R -
DEEDS.
ORIGINALLY THESE WERE HELD AS GAMES OF FRIENDSHIP, AND --
r ~ Y WARS I N PROGRESS WERE HAL TED TO ALLOW THE GAMES TO --
TAKE PLACE.
Iii ~ THE GREEKS A T A::'O- SO MUCH IMPORTANC' TO HES' GA-
MES THAT THEY CALCULATED TIME IN FOUR YEAR CYCLES CALLED
"OLYMPIADS" DATING FROM 776 B. C.
12.- WHICH OF THE FOLLOWING IS NOT TRUE?
(A) POEMS GLORIFIED THE WINNERS IN SONG.
(B) GAMES WERE HELD EVERY THREE YEARS,
(C) BATTLES WERE INTERRUPTED TO PARTICIPATE IN THE -
GAMES.
13. - WH I WERE THE OL YMP I C GAMES HELD?
(A) TO STOP WARS,
(B) TO HONOR ZEUS.
(C) TO CROWN THE BEST ATHLETES.
14,- ApPROXIMATELY HOW MANY YEARS AGO DID THESE GAMES ORI-
GlfJATE?
(A) 776 YEARS (B) 2,277 (c) 2.760 YEARS
15.- WHICH OF THE FOLLOWING CONTESTS WAS NOT MENTIONED
(A) BOXING (B) RUNNING (C) SKATING
16,- WHAT CONCLUSI6N CAN WE DRAW ABOUT THE ANCIENT GREEKS?
(A) THEY LIKED TO FIGHT.
(B) THEY WERE VERY ATHLETIC,
(C) THEY LI KED WARS.
QUESTIONS 17 THROUGH 19 ARE BASED ON THE FOLLOWING
READING.
THE MIGHTY, WARLIKE AZTEC NATION FELT THAT ITS X ~
TENCE DEPENDED UPON HUMAN SACR I FICES,
THE SUN WOULD NOT SH I NE, THE CROPS WOULD NOT GROW, AND WARS
WOULD NOT BE WON I F THE GODS WERE NOT APPEASED. As BRUTAL -
AS THE CEREMONIES WERE, THE VICTIMS (USUALLY TAKEN FROM - -
AMONG CAPTIVES FROM BATTLES) ACCEPTED THEIR FATE PASSIVELY
HAVING BEEN PREVIOUSLY IlmOCTRINATED AND HEAVILY SEDATED,
- 54 -
17,- WHI DID THE AZTECS OFFER HUMAN SACRIFICES?
(A) THEY WERE CRUEL AND INHUMAN.
(B) THEY BEL I EVED THEY HAD TO PAC I FY THE GODS.
(C) THEY WANTED TO FORCE THE CITIZENS TO OBEY.
18,- BEFORE THE SACRIFICES, THE VICTIMS WERE
(A) TORTURED (B) BRAINWASHED (C) INTERROGATED
19,- IN WHAT MANNER DID THE VICTIMS ACCEPT THEIR DESTINY!
(A) SUBMISSIVELY (B) VIOLENTLY (C) REBELLIOUSLY
QUESTIONS 20 THROUGH 24 ARE BASED ON THE FOLLOWING --
READING.
A RECENT INVESTIGATION BY SCIENTISTS AT THE U,S, GEO-
LOGICAL SURVEY SHOWS THAT STRANGE ANIMAL BEHAVIOR MIGHT --
HELP PRED I CT FUTURE EARTHQUAKES. I NVESTI GATORS FOUND SUCH
OCURRENCES IN A TEN-KILOMETER RADIOUS OF THE EPICENTER OF'
A FAIRLY RECENT QUAKE, SOME BIRDS SCREECHED AND FLEW ABOUT
WI LDL Yi DOGS YELPED AND RAN AROUND UNCONTROLLABLY,
Sc I ENT I STS BEll EVE THAT AN I MALS CAN PERCE I VE THESE EN
VIRONMENTAL CHANGES AS EARLY AS SEVERAL DAYS BEFORE THE --
MISHAP,
IN 1976 AFTER OBSERVING ANIMAL BEHAVIOR, THE CHINESE
WERE ABLE TO PREDICT A DEVASTATING QUAKE, ALTHOUGH HUN- -
DREDS OF THOUSANDS OF PEOPLE WERE KILLED, THE GOVERNMENT -
WAS ABLE TO EVACUATE MI LLONS OF OTHER PEOPLE AND THUS KEEP
THE DEATH TOLL AT A LOWER LEVEL,
20,- WHAT PREDICTION MAY BE MADE BY OBSERVING ANIMAL BEHA-
VIOR?
(A) ENVI RONMENTAL CHANGES
(B) THE NUMBER OF PEOPLE WHO WILL DIE
(C) AN IMPEDING EARTHQUAKE,
I
- 55 -
21.- WHY CAN ANIMALS PERCEIVE THESE CHANGES WHEN HUMANS
CANNOT?
(A) ANIMALS ARE SMARTER THAN HUMANS.
(B) HUMANS DON'T KNOW WHERE TO LOOK.
(C) ANIMALS HAVE CERTAIN INSTINCTS THAT HUMANS DON'T
POSSESS.
22.- WHICH OF THE FOLLOWING IS NOT TRUE?
(A) SOME ANIMALS MAY BE ABLE TO SENSE AN APPROACHING
EARTHQUAKE,
(B) THE CHINESE HAVE SUCCESSFULLY PREDICTED AN EARTtl
QUAKE AND SAVED MANY LI VES.
(C) ALL BIRDS AND DOGS IN A TEN-KILOMETER RADIUS OF
THE EPICENTER WENT WILD BEFORE THE QUAKE.
23,- IN THIS PASSAGE, THE WORD EVACUATE MOST NEARLY MEANS
(A) EXILE (B) DESTROY (C) REMOVE
24,- IF SCIENTISTS CAN ACCURATELY PREDICT EARTHQUAKES, -
THERE WILL BE
(A) FEWER PEOPLE EVACUATED
(B) FEWER ANIMALS GOING CRAZY
(C) A LOWER DEATH RATE.
- 56 -
SEC T ION "c"
LISTENIrlG COMPREHENSION
DIRECTIONS
FOR EACH NUMBER YOU WI LL HEAR A SHORT STATEMENT.
THE STATEMENTS WILL BE SPOKEN JUST ONE TIME, You MUST -
LISTEN CAREFULLY IN ORDER TO UNDERSTAND WHAT THE SPEAKER
SAYS.
WHEN YOU HEAR A STATEMENT, READ THE THREE SENTEN-
CES IN YOUR WORK-BOOK AND DECIDE WHICH ONE IS CLOSEST IN
MEANING TO THE STATEMENT YOU HAVE HEARD THEN, MARK THE -
NUMBER OF YOUR ANSWER,
A. - 1) FERNANDO WENT TO THE WRONG CLASS.
2) FERNANDO MISSED THE CLASS.
3) FERNANDO ARRIVED ON TIME.
B.- 1) GRISELDA IS GOING ON VACATION.
2) GRISELDA IS SICK OF WORKING ALL THE TIME,
3) DURING THE SUMMER, GRISELDA OFTEN MISSES vlORK BE-
BECAUSE OF ILLNESS,
C.- 1) HENRY WAS AN HOUR LATE FOR WORK THIS MORNING.
2) HENRY WOR KED LATE TODAY,
3) HENRY WAS TWO HOURS LATE THIS MORNING.
D,- 1) ANA RECEIVED MANY KINDS OF FLOWERS.
2) RECEIVED KINDS OF FLOWERS FROM ANA,
3) I APPRECIATE ANA'S SENDING ME FLOWERS WHEN I WAS
ILL.
E,- 1) ALBERTO SOLD NO MAGAZINES,
2) ALBERTO SOLD ONLY ONE MAGAZINE.
3) ALBERTO SOLD FIVE MAGAZINES AT ONE HOUSE.
- 51-
r--'
I F.- 1) GEORGE DIDN'T SLEEP AT ALL ON THE TRIP.
f
2) WILLIAM WAS HALF ASLEEP ALL THE TIME THAT HE WAS
DRIVING.
3) WILLIAM DIDN'T SLEEP AT ALL ON THE TRIP.
G. - 1) Too MANY PEOPLE CAME TO THE MEETI NG.
2) WE HAD EXPECTED MORE PEOPLE TO COME TO THE MEE-
TING.
3) THERE WERE NOT ENOUGH SEATS FOR ALL THE PEOPLE.
H. - 1) MARY IS RIGHT TO au IT HER JOB.
2) MARY I S NOT GO I NG TO RETURN TO HER JOB.
3) MARY I S au I TT I NG HER JOB BECAUSE OF HER HEALTH.
I. - 1) JOHN WI LL BE ABLE TO BUY GROCER I ES.
2) JOHN CAN'T FIND HIS GROCERY MONEY.
3) JOHN DOESN'T HAVE ENOUGH MONEY TO BUY GROCERIES.
J.- 1) ONE HUNDRED SIXTY PEOPLE CAME TO THE RALLY.
2) ONE HUNDRED PEOPLE CAME TO THE RALLY.
3) FORTY PEOPL E CAME TO THE RAL LY
K.- 1) WE ARE GOING TO MEET FRED AND MARY AT THE MOVIES
IF WE HAVE TIME.
2) WE WENT TO THE MOV I ES WITH FRED AND MARY, BUT THE
THEATER WAS CLOSED.
3) WE COULDU'T MEET FRED AND MARY AT THE MOVI ES BE--
CAUSE WE DI DN' T HAVE ANY MONEY.
L. - 1) FRANC I SCO TOLD THE CONTRACTOR TO DO THE WOR KIN -
SPITE OF THE COST.
2) FRANCiSCO CANNOT AFFORD THE WORK ON HIS HOUSE.
3) FRANC I SCO REPA I RED HIS OWN HOUSE.
- 58 -
M,- 1) I STUDIED LAST NIGHT BECAUSE I HAD TO,
2) I COULDN'T STUDY LAST NIGHT BECAUSE I WAS TI RED,
3) I STUDY EVERY DAY,
N.- 1) LUIS WAS GIVEN AN AWARD, BUT HE REFUSED IT.
2) LUIS DIDN'T GO TO THE BANQUET,
3) LUIS REFUSED TO GIVE A SPEECH,
0,- 1) ELENA GOES TO A MOVIE EVERY YEAR,
2) ELENA DOESN'T GO TO A MOVIE UNLESS SHE HAS TIME,
3) ELENA HANS'T SEEN A MOVIE FOR A LONG TIME,
P,- 1) HE IS OUT OF SUGAR,
2) HE PUTS ONLY SUGAR IN HIS COFFEE,
3) THERE I SN' T ENOUGH SUGAR IN HIS COFFEE,
Q, - 1) ARTURO HAS ENOUGH MONEY
2) ARTURO HAD LESS THAN $15,
3) ARTURO DIDN'T WANT TO PAY FOR HIS DATE'S MEAL.
R, - 1) JOSt WANTED MORE THAN $1, 000 FOR THE CAR,
2) JOSt DIDN'T HAVE $1,000 FOR THE MAN,
3) JOSt AGREED TO TAKE $1,000 FOR HI SCAR.
S,- 1) RAUL IS AN INTELLIGENT STUDENT.
2) RAUL MUST HAVE BEEN EMBARRASSED.
3) RAUL LOOKED I N THE RED BOOK FOR THE ANSWER TO THE
QUESTION,
T,- 1) THE PROFESSOR WAS SORRY THAT HE HADN'T GIVEN THE -
TEST EARLIER,
2) THE PROFESSOR SA I 0 HE WAS VERY HAPPY,
3) THE PROFESSOR SAID HE WAS SORRY THAT HE HAD NOT --
ANNOUNCED THE TEST SOONER,
- 59 -
THE TEACHER MUST READ THESE SENTENCES ALOUD TO THE
GROUP, THE STUDENT MUST LI STEN CAREFULLY I N ORDER TO UNDER
TAND WHAT THE TEACHER SAYS,
1.- FERNANDO COULDN'T FIND THE CLASSROOM UNTIL AFTER THE -
CLASS HAD BEGUN,
2,- GRISELDA IS TAKING A SICK LEAVE FROM WORK FOR THE SUM-
MER,
3,- HENRY IS SUPPOSED TO BE AT WORK AT 8 O'CLOCK, BUT HE -
ARRIVED AT 9 THIS MORNING,
4.- IT WAS KIND OF ANA TO SEND ME FLOWERS WHEN I WAS SICK,
5.- ALBERTO SPENT 5 HOURS KNOCKING ON DOORS, BUT HE DIDN'T
SELL A SINGLE MAGAZINE,
6,- WILLIAM DROVE GEORGE'S CAR FROM GEORGIA TO NEW YORK --
WITHOUT STOPPING TO SLEEP,
7, - FEWER PEOPLE CAME TO THE MEETI NG THAN WE HAD EXPECTED,
8,- MARY IS LEAVING HER JOB FOR GOOD,
9. - JOHN HAS SOME MONEY, BUT NOT ENOUGH TO BUY GROCER I ES,
10,- THEY EXPECTED 80 PEOPLE AT THE RALLY, BUT TWICE THAT-
MANY SHOWED UP,
11. - WE WERE SUPPOSED TO MEET FRED AND MARY AT THE MOVI ES,
BUT WE'RE BROKE,
- 60 -
12.- THE CONTRACTOR SAID THE REPAIRS ON FRANCISCO'S HOUSE -
WOULD BE VERY EXPENSIVE, BUT FRANCISCO DECIDED TO HAVE
THE WORK DONE.
13. - I SHOULD HAVE STUD I ED LAST NIGHT, BUT I WAS TOO TI RED.
14. - Lu I S REFUSED TO GO TO THE BANQUET ALTHOUGH HE WAS
GO I NG TO RECE I VE AN AWARD,
15.- ELENA HASN'T GONE TO A MOVIE FOR YEARS.
16.- HE LIKES SUGAR IN HIS COFFE, BUT NOTHING ELSE.
17.- ARTURO WAS EMBARRASSED TO TELL HIS DATE THAT HE DIDN'T
HAVE $15 TO PAY FOR THE MEAL,
18.- THE MAN OFFERED $1000 FOR THE CAR BUT JOSt SHOOK HIS
HEAD.
19.- RAUL'S FACE TURNED BRIGHT AND RED WHEN THE TEACHER --
ASKED HIM A QUESTION.
20. - THE PROFESSOR APOLOG I ZED FOR NOT ANNOUNC I NG THE TEST -
EARLIER,
WITH THESE 20 SENTENCES SECTION "c" I S COMPLETED.
- 6I-
COMO PROPUESTA DE EVALUACION DEL SEXTO SEMESTRE -
SUGERIDA EN EL CRONOGRAMA DE ACTIVIDADES DE LA PAGINA 62
EL ALUMNO LA ASESOR fADE SU MAESTRO REALI ZARA UN TRA
BAJO ESCR I TO DE I NVESTI GAC I ON QUE CONTENGA LAS RESPUES--
TAS DE LAS SI GU I ENTES PREGUNTAS:
1.- "COMO ES CONSIDERADO EL IDIOMA A NIVEL INTER-
NACIONAL?
2,- IMPORTANCIA TIENE EL EN NUESTRO PAfs?
3,- REPRESENTA PARA LOS EMPRESARIOS NAYARITAS EL CQ
NOCIMIENTO DEL IDIOMA
4,- "DE MANERA CREES QUE EL IDIOMA TE SEA - -
UT I L EN TU FORMAC ION PROFES I ONAL ?
5,- OPINION TIENES CON RESPECTO AL PROGRAMA DEL CUR
SO DE QUE HAS RECIBIDO?
LOS TEMAS QUE PROPONGO SON LOS SI GU I ENTES:
"UTI LI DAD DEL I DI OMA I NGLES EN EL ANO 2000 A NI VEL
MUNDIAL" ,
" INFLUENCIA Y ACEPTACION DEL IDIOMA INGLES EN
TRO PAIS EN LOS ULTIMOS DIEZ ANOS ",
" EL IDIOMA INGLES EN LAS PREPARATORIAS DE LA UNI--
VERS I DAD AUTONOMA DE NAYAR IT ".
- 62 -
PROPUESTA DE EVALUACION
CRONOGRAMA DE ACTIVIDADES
ACT I V I DAD E S
ELECCION
DEL
TEMA
ELABORACION
DE UN
PLAN DE TRABAJO
RECOPILACION
DE
MATERIAL
ORGANIZACION
Y
ANALISIS
REDACCION
Y
PRESENTAC ION
OBSERVACIONES:
FEBRERO MARZO ABRIL MAYO JUNIO
- 63 -
BIB L lOG R A F I A
1.- SCHOOL, AMERICAN, UNDERSTANDING ENGLISH, ASSIGNMENTS
.L..nLJ!, U.S,A. 1985 ----
2.- READER'S DIGEST, SELECCIONES DEL, LA CLAVE DEL INGLES
ESCRITO. MEXICO, 1982,
3.- GARZA BORES JAIME. PROFR. CONSTRUYA EN INGLES, METODO
AUTODIDACTICO. EDIT, DIANA S.A. SEGUNDA EDICION. MEXI
CO.
4.- DIXON J, ROBERT. MODERN AMERICAN ENGLIS. NEW EDITION,
1, II. III, IV, V y VI. REGENTS PUBLISHING CO. INC.-
1977. U.S,A.
5.- REYES 0, CARLOS. SITUATION AND ACTION 1, II. 1974--
HONG KONG.
5.- ACOSTA VERA. l.liliill. MODULO I PARA BACHILLERATO.
7.- ALLEN. BASIC, ENGLISH FOR TODAY, I, II, y III.
8, - ARANDA - GUT! ERREZ. AN I NTRODUCT I ON TO ENGLI SH FOR
SCIENCE AND TECHNOLOGY,
9. - DIXON, MODERN SHORT STORI ES IN ENGLI SH.
10.- STONE MALONE, READING ENGLISH OBJECTIVELY STAGE L -
STAGE 2, STAGE 3.
11.- PYLE AND MUNOZ, CLIFFS. TOEFL PREPARATION. U.S.A.1985.