INSTITUCIN EDUCATIVA DEPARTAMENTAL INTEGRADA ANTONIO NARIO

2017
TALLER No. 07
REA: Humanidades ASIGNATURA:
Ingls
GRADO: Sptimo PERIODO: Segundo
TIEMPO ESTIMADO: 3 Horas TIEMPO DE INICIO:
DOCENTE: Rubn Daro Hermosa Acosta VALOR: Justicia

COMPETENCIA: Lingstica
ESTNDAR: Expreso mis ideas, sensaciones y sentimientos con oraciones cortas
y claras y una pronunciacin comprensible.
TPICO GENERATIVO: Counting to 1000
MARCO TERICO:
NUMBERS TO 1000

Cuando escribimos o pronunciamos los nmeros en ingls, despus del nmero 100
utilizamos la conjuncin and (y) para unir las centenas con sus decimales y unidades.
Veamos:

100 one hundred 114 one hundred and ...

101 one hundred and fourteen 150 one hundred and
one 115 one hundred and fifty
102 one hundred and fifteen ...
two 116 one hundred and 160 one hundred and
103 one hundred and sixteen sixty
three 117 one hundred and ...
104 one hundred and seventeen 170 one hundred and
four 118 one hundred and seventy
105 one hundred and eighteen ...
five 119 one hundred and 180 one hundred and
106 one hundred and six nineteen eighty
107 one hundred and 120 one hundred and ...
seven twenty 190 one hundred and
108 one hundred and 121 one hundred and ninety
eight twenty one 200 two hundred
109 one hundred and 122 one hundred and 300 three hundred
nine twenty two 400 four hundred
110 one hundred and ... 500 five hundred
ten 130 one hundred and 600 six hundred
111 one hundred and thirty 700 seven hundred
eleven 131 one hundred and 800 eight hundred
112 one hundred and thirty one 900 nine hundred
twelve .... 1000 one thousand
113 one hundred and 140 one hundred and
thirteen forty

"Mil" se traduce como thousand y tambin como one thousand cuando va

seguido de otro nmero: mil doscientos cuarenta, one thousand two hundred
and forty, o en frases enfticas: Insisto que cost mil, no tres mil. I insist that it
cost one thousand, not three.

De los nmeros 1,100 al 1,900 es muy frecuente, especialmente en ingls

americano, emplear eleven hundred (1,100), twelve hundred (1,200), eighteen
hundred (1.800), etc. Ej: El aeropuerto de Buenos Aires tiene una pista de mil
novecientos metros, Buenos Aires airport has a nineteen hundred metre runway.

No se pluralizan las palabras hundred, thousand or million cuando se trata de

montos, por ejemplo: no decimos US$ 4 millions sino US$ 4 million. En cambio
podemos hablar de "millions" of birds, "millions" of children, etc.

1
 0 (cero) se pronuncia nought, zero, nothing, oh (u) dependiendo de las
expresiones.

Contar de dos en dos se dice count by twos; contar de tres en tres, count by
threes; y as sucesivamente, siempre pluralizando el nmero de veces.

ACTIVIDAD:

1. Escriba el nmero correspondiente.

a. a hundred and fifty-four / one f. six thousand and one

hundred and fifty-four g. seven thousand and fifty-eight
b. eight hundred and seventy-six h. eight thousand, three hundred
c. seven hundred and seventy- and one
seven i. eight thousand, eight hundred
d. two thousand, four hundred and and eighteen
sixty-five j. nine thousand, nine
e. five thousand, nine hundred and
twenty-one
k. hundred and ninety-nine
l.
2. Encuentre los nmeros y escrbalos en ingls.
m. n. o. p. q. r. s. t. u. v.
1 3 7 8 5 1 0 0 5 9
w. x. y. z. aa. ab. ac. ad. ae. af.
2 0 7 9 8 0 4 2 2 6
ag. ah. ai. aj. ak. al. am. an. ao. ap.
4 3 4 2 3 9 7 3 0 3
aq. ar. as. at. au. av. aw. ax. ay. az.
7 9 4 9 2 6 1 8 4 9
ba. bb. bc. bd. be. bf. bg. bh. bi. bj.
2 3 2 0 8 4 0 5 1 0
bk. bl. bm. bn. bo. bp. bq. br. bs. bt.
8 6 0 6 1 6 2 7 5 7
bu. bv. bw. bx. by. bz. ca. cb. cc. cd.
1 9 9 5 3 8 9 4 0 5
ce. cf. cg. ch. ci. cj. ck. cl. cm. cn.
0 7 3 1 4 2 8 6 7 2
co.
cp. 182 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. 10. 964 _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _.
cq. 261 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. 971 ______________
_ _ _ _ _ _ _.
cr. 393 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. 864 ______________
_ _ _ _ _ _ _.
cs. 4.132 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. 7.936 _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _.
ct. 5.037 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. 627 ______________
_ _ _ _ _ _ _.
cu.
cv.
3. Llene el crucinmeros:
cw. cx. ACROSS Down
cy. 1. eighty-nine - twenty = . . 69 . . 2. twenty +
seventy-three= . . . . .
cz. 3. ten + five= . . . . . 4. seventy-nine -
twenty-eight= . . . .
da. 6. thirty-three + three= . . . . . 5. forty-six +
seven= . . . . .
db. 10. ninety-three - fifty-six= . . . . . 7. eighteen
+ forty-three= . . . . .
dc. 12. twenty-six - twelve= . . . . . 9. ninety-six
- eighteen= . . . . .
2
 dd. 14. forty - twenty-two= . . . . .13. sixty-eight -
twenty-one= . . . . .
de. 16. ninety-one - fifteen= . . . . . 15. fifty-two
+ thirty-two= . . . . .
df. 19. fifty-four - ten= . . . . . 18. ninety-
four - six= . . . . .
dg. 21. twenty-two + five= . . . . . 22. thirty-
eight + thirty-nine = . . . . .
dh. 23. sixty-nine + sixteen= . . . . . 26. seventy-
nine - seven= . . . . .
di. 25. fifty-eight + twenty-nine= . . . . .
dj. 27. thirty + fifteen= . . . . .
dk. 28. forty-seven - twenty-six= . . . . .
dl.
dm.
4. Identifica el orden de las partes del dilogo. Escribe el nmero del orden en el
espacio. Escriba las cantidades en letras (en ingls). Traduzca.
dn.
do.At the Flea Market
dp.(En el mercado libre)
dq._ _ _ I'll give you $1750 for it.
dr. _ _ _ Ok. I'll wrap it for you.
ds. _ _ _ How much does this vase cost?
dt. _ _ _ Twenty five dollars.
du. _ _ _ It's a high quality vase. It's an antique. I'll tell you what, since you seem
very interested I'll sell it to you for $2390.
dv. _ _ _ How about $1525?
dw. _ _ _ Twenty five dollars?! That's expensive! I could buy a new vase for
cheaper than that!
dx._ _ _ I can't sell it for $1525! $1800 is as low as I can go.

3
dy. TALLER No. 08
dz. TPICO GENERATIVO: Wanda worked in her computer all the morning
ea. MARCO CONCEPTUAL:
eb. SIMPLE PAST TENSE
ec. Tiempo Pasado Simple
ed.
ee.
ef. Wanda worked in her computer all the morning.
eg. (past simple)
eh.
ei.
ej.
ek.
el.
em.
en.
eo.
ep. Hay muchas maneras de hablar del pasado en ingls, pero el pasado simple es la forma
ms comn. El pasado simple en ingls es equivalente al pretrito imperfecto y pretrito
indefinido del espaol. Usamos el pasado simple para acciones completas en el pasado. El
perodo de tiempo de estas acciones no es tan importante como en el espaol.
eq.
er. Para formar el tiempo pasado en ingls debemos poner el verbo en su forma pasada, y es
aqu donde viene la dificultad. Lo primero, tenemos que distinguir dos clases de verbos: los
regulares y los irregulares.
es.
et.
eu. REGULAR VERBS (Verbos Regulares) En ingls se llaman verbos regulares a aquellos
que forman el pasado agregando el sufijo ed o d a la raz del verbo.
ev.
ew. to listen (escuchar) -> listened
ex.
ey. Solo tenemos que aadir la d cuando el verbo ya acaba en e.
ez.
fa. to change (cambiar) -> changed
fb.
fc. Si el verbo termina en una vocal corta y una consonante (excepto "y" o "w"), doblamos la
consonante final.
fd. to stop (Parar) stopped
fe. to commit (Cometer) committed
ff.
fg.
fh. Con verbos que terminan en una consonante y una "y", se cambia la "y" por una "i".
fi. to study (estudiar) studied
fj. to try (intentar) tried
fk.
fl.
Pronunciamos la terminacin "-ed" de forma diferente dependiendo de la letra que va al
final del infinitivo. En general la "e" es muda.
fm.
fn. Con los infinitivos que terminan en "p", "f", "k" o "s" (consonantes sordas, excepto "t")
pronunciamos la terminacin" "-ed" como una "t". Ejemplos:
fo. looked [lukt]
fp. kissed [kisst]
fq.
fr. Con los infinitivos que terminan en "b", "g", "l", "m", "n", "v", "z" (consonantes sonoras,
excepto "d") o una vocal, pronunciamos slo la "d". Ejemplos:
fs. yelled [jeld]
ft. cleaned [klind]
fu.
fv. Con los infinitivos que terminan en "d" o "t", pronunciamos la "e" como una "i". Ejemplos:
fw. ended [endid]
fx. waited [weitid]
4
fy. IRREGULAR VERBS (Verbos Irregulares) A diferencia de los verbos regulares los verbos
irregulares no tienen un marcador de pasado que ayude a reconocerlos, por lo tanto es
indispensable su aprendizaje para poder identificarlos. Ej:
fz.
ga. Begin Empezar Began gd. Eat Comer Ate
gb. Drink Beber Drank ge. Find Encontrar Found
gc. Drive Conducir Drove gf. Get Obtener Got
gg.
gh.
gi. Las oraciones en Pasado Simple, en la forma afirmativa con verbos diferentes al To Be, se
construyen a partir de la siguiente estructura:
gj.
gk. Subject + Verb + ed / Irregular Past Form + Complement
gl.
gm. They played golf yesterday.
gn.
go. Como hacen referencia a acciones que ya ocurrieron, siempre deben ir en un contexto
pasado, ya sea porque se est contando una historia que ya pas, o bien usando
complementos de tiempo pasado, como:
gp. yesterday ayer a month ago hace un mes
gq. last night anoche two years ago hace dos aos
gr. last week la semana pasada in 1970 en 1970
gs.
gt.
gu. ACTIVIDAD:
gv.
a. Put the verbs into the correct form (simple past). Translate.
gw.
1. Last year I ________ (spend) my holiday in Ireland.
2. It (be) ________ great.
3. I (travel) ________ around by car with two friends and we (visit) ________ lots of interesting
places.
4. In the evenings we usually (go) ________ to a pub.
5. One night we even (learn) ________ some Irish dances.
6. We (be) ________ very lucky with the weather.
7. It (rain) ________ a lot.
8. But we (see) ________ some beautiful rainbows.
9. John (take) ________ a lot of pictures in his last holiday.
gx.
gy.
b. Write positive sentences in simple past. Translate.
gz.
1. he / the question / answer
ha. ______________________
2. you / a question / ask / me
hb. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. night long / the dog / bark / all
hc. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. the / they / us / in / call / morning
hd. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. week/ we / a mountain / last / climb
he. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6. years / John / some / stamps / ago / collect
hf. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
7. last / and / we / work / in London / live / year
hg. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
8. I / hungry / be / so
hh. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
9. but / they / die / a hamster / have / it
hi. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
10. on foot / he / to school / go
hj. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
hk.
5
 hl. Everyday People Changing The World
hm.
hn.Thulani Madondo started an educational programme to help children living in the
1 of Kliptown, South Africa.
slums
ho.
hp.When Thulani left primary school, his father told him that he didnt have enough
money for his high school fees. Thulani washed cars and carried boxes to earn
his own money to pay to go to school.
hq.
hr. The Kliptown Youth Program helps other young people in Kliptown to get an
education and improve their lives. It gives them uniforms, books and money for
their school fees.
hs. --------------------
ht. Pushpa Basnet runs a day care centre for children who are growing up in prison
2
in Nepal.
hu.
hv. Pushpa studied social work at university. One day when she visited a womens
prison, she saw children living there. She was shocked by this situation and she
opened a childrens day care centre.
hw.
hx.Every day, children under the age of six leave prison in the morning to spend
the day at the centre. Pushpa also runs a residential home for older children who
have the chance to go to school and get food and health care.
hy. --------------------
hz.
3
ia. Catalina Escobars foundation transforms the lives of Colombian teenage
mothers.
ib.
ic. Catalina worked as a volunteer in a hospital in Cartagena. One day, a twelve-
day-old boy died in her arms because the babys teenage mother didnt have
money for the treatment to save him. A week later, Catalinas baby son Juan
Felipe fell from a balcony and died. Catalina didnt want any more children to die
in these terrible situations.
id.
ie. Her foundation offers medical care and training programmes to help teenage
mothers and their children to have a better life.
if.
ig. Glossary
ih. slums: barrios bajos day care centre: guardera
ii. school fees: matrcula grow up: criarse
ij. earn money: ganar dinero training: formacin
ik.
c. Complete the table with information from each text:
a. QUESTIONS b. THULANI c. PUSHPA d. CATALINA
e. Where do g. j. k.
they live? h.
f. i.
l. Why did they n. o. p.
decide to
help people?
m.
q. How do they s. v. w.
help t.
r. people? u.
il.
d. Look at the underlined past simple affirmative and negative forms in the stories
1, 2, 3. Answer the questions.
1. What is the past simple affirmative ending for regular verbs?
2. What do we do when a verb ends in -y? Find an example in the text.
3. Irregular verbs dont end in -ed. Find the past simple form of four irregular verbs
in the text. What are their infinitive forms?
4. Find three negative forms. To make the negative, we use + infinitive.
6
im.
in.
io.
ip.
iq.

7
ir. TALLER No. 09
is. TPICO GENERATIVO: Did you study for the test?
it. MARCO CONCEPTUAL: SIMPLE PAST TENSE NEGATIVE AND
INTERROGATIVE FORM
iu.
iv.
Negative Form
iw.
ix. Para negar en el pasado simple nos tenemos que valer del auxiliar to do en su
forma pasada, que es did, ms la negacin not. Ej:
iy.
iz. I didnt go to the party -> Yo no fui a la fiesta.
ja.
jb. Como se aprecia en el ejemplo, el verbo est en presente; esto es as porque el
auxiliar es el que indica el pasado, con lo que el verbo principal debe estar en
presente. Esto es muy importante tenerlo en cuenta.
jc.
jd. No importa qu persona del singular o del plural sea el sujeto, siempre
usaremos did not, o su forma contrada didn't:
je. - I didn't - We didn't
jf. - You didn't - You didn't
jg. - He, she, it didn't - They didn't
jh.
Interrogative Form
ji.
jj. Al igual que con la negacin, las preguntas en pasado se forman con el auxiliar
did, el cual debe ir antes del sujeto de la oracin. Ej:
jk.
jl. Did you go to the party? -> Fuiste a la fiesta?
jm.
jn. Short answers:
jo. La respuesta corta se hace con el pronombre y el auxiliar did para la afirmativa,
y didn't para el negativo.
jp.
jq. Recuerda que en las respuestas cortas hay que usar los pronombres y nunca los
nombres.
jr.
js. Did John eat lunch? Yes, he did / No, he didn't.
jt.
ju. ACTIVIDAD:
jv.
a. Complete the sentences in simple past. Translate
jw.
jx. 1. On Saturday I ____________ (play) computer games with my cousins.
jy. 2. My mum ____________ (not cook) dinner last night.
jz. 3. I ____________ (walk) to school because there werent any buses.
ka. 4. They ____________ (not dance) at the party.
kb. 5. My brother ____________ (travel) to Ireland last summer.
kc.
kd.
b. Write the sentences in order. Translate.
ke.
kf. 1. film? / like / you / Did / the /
kg. _________________________________
kh.
ki. 2. you / many / did / ask? / How / people /
kj. _________________________________
kk.
kl. 3. a / have / time? / they / Did / good /
km. _________________________________
kn.
ko. 4. did / weekend? / the / What / do / we / at /
8
kp. _________________________________
kq. 5. she / DVD? / Where / that / did / buy /
kr. _________________________________
ks.
kt. 6. party / on / your / go / Saturday? / he / Did / to /
ku. _________________________________
kv.
kw.7. did / yesterday? / Who / you / see /
kx. _________________________________
ky.
kz.
c. Complete the sentences with the verbs in simple past. Translate
la.
lb. be get up meet have go run drink sleep swim eat
lc.
ld. Yesterday I got up early, at about seven oclock.
le. 1. I ________ a shower and some fruit for breakfast.
lf. 2. Then I ________ to the sports centre.
lg. 3. I ________ 500 meters in the swimming pool and then
lh. 4. I ________ 5 kilometers.
li. 5. At lunchtime I ________ my friends in a caf.
lj. 6. We ________ some pasta and ________ some juice.
lk. 7. After lunch I ________ for a few hours, I ________ tired!
ll.
lm.
d. Read the story of Chris, a sixteen-year-old boy from Toronto. Complete it with
regular past simple forms of the verbs in brackets. Translate.
ln.
lo. It was a Tuesday. Chris (1) ________ (finish) school, and (2) ________ (decide) to go
to the park. He (3) ________ (relax) on a bench near a lake. Suddenly, someone
(4) ________ (scream) loudly. A woman was at the edge of the water, and a small
boy was in the middle of the lake. The boy (5) ________ (try) to swim, but he (6)
________ (disappear) under the water. Chris (7) ________ (not have) time to put on
a swimsuit. He (8) ________ (jump) into the water and (9) ________ (pull) the boy
out of the water. The boys mother (10) ________ (want) to give Chris some
money, but he (11) ________ (not take) it. He was a true hero!
lp.
lq.
e. Read the stories on page 5 again. Answer the questions. Write full sentences and
use the past simple in your answers.
lr.
1. Why did Thulani Madondo have to work while he was still at school?
2. What kind of organisation did Thulani create to help poor children?
3. What did Pushpa study at university?
4. Why did Pushpa start a childrens day centre?
5. What happened to Catalina Escobars son?
6. Why did the twelve-day-old baby die?
ls.
lt.
a. Rewrite the sentences in the negative.
lu.
1. They collected postcards. ______________________________________________
2. You jumped high. ______________________________________________
3. Albert played squash. ______________________________________________
4. The teacher tested our English. ______________________________________________
5. Fiona visited her grandma. ______________________________________________
6. He washed the car. ______________________________________________
7. You were thirsty. ______________________________________________
8. He had a computer. ______________________________________________
9. I bought bread. ______________________________________________
10. You saw the house.
______________________________________________

9
 lv. TALLER No. 10
lw. TPICO GENERATIVO: You should study English
lx. MARCO CONCEPTUAL: SHOULD
ly.
lz. Should es un verbo modal, es decir se usa con otros verbos para expresar
diferentes funciones. Should se usa para dar consejos, para expresar un grado
de posibilidad o probabilidad, as como tambin para una obligacin dbil. Se
puede traducir como: debera, tendra que.
ma.
mb.
mc. You should stop smoking.
md. (Deberas dejar de fumar.)
me.
mf.
mg.
La forma negativa del verbo modal SHOULD se construye agregando not
despus del modal:
mh.
mi.I should not spend all the money.
mj.Yo no debera gastar todo el dinero.
mk.
ml. Tambin se puede reemplazar SHOULD NOT por su forma contrada
SHOULDN'T.
mm.
mn. You shouldnt drive so fast
mo. No deberas conducer tan rpido
mp.
En preguntas, se usa should para saber si existe una obligacin. En el ingls
americano nunca se usa ought en preguntas.
mq. Should he call her?
mr.Debera l llamarle a ella?
ms.
mt.
mu. ACTIVIDAD:
mv.
mw. A. Translate.
mx.
my. Meatless Mondays
mz.
na.Its important to turn off lights and recycle paper, but theres another way we
can help the planet by eating less meat. Here are the facts:
nb.
nc. farm animals use 30% of the Earths surface
nd. we cut down the Amazon rainforest to grow soya to feed animals
ne. animals eat 97% of the worlds soya crop (which could feed humans)
nf. to produce one kilo of beef it can take up to twelve kilos of grain
ng. to produce one kilo of beef it can take up to fifteen thousand litres of water!!
nh.
ni. To produce meat we cut down trees and use lots of water. It isnt good for the
environment. Also, as the worlds population grows, eating meat is not an
efficient way to feed people.
nj.
nk. Meatless Mondays is a campaign to encourage people not to eat meat on one
day of the week, every week. It helps the environment and is good for your
health. You should try it!
nl.
nm.
nn.B. Read the text. Are the sentences a-e true (T) or false (F)? Correct the false
sentences.
no.
np.1. Meatless Mondays is a campaign to get people to recycle paper.
nq.2. We are damaging the planet to produce meat.
10
 nr. 3. We need just a little water and food to get a lot of meat.
ns. 4. Eating meat is the best way to feed a growing population.
nt. 5. Eating meat every day is bad for our health.
nu.C. What changes should you make to help the environment? Use the words in
the box or your own ideas and should / shouldnt. Example: We should walk,
cycle or use public transport.
nv.
nw. eat less meat have shorter showers throw away plastic
bags
nx. recycle your rubbish turn off the lights travel everywhere by car
ny. waste food save water walk or cycle
nz.
oa.
ob.D. Put the words in the correct order to make positives, negatives and questions
with should and shouldn't. Translate the sentences.
oc.
od.1. Should / up / I / give /
smoking.__________________________________________________.
oe.2. or / her / Should / I / tell / not?
______________________________________________________.
of. 3. I / take / easy. / it / should / you /
think________________________________________________.
og.4. come? / I / should / time /
What_____________________________________________________.
oh.5. Jeff / so / work / shouldn't /
much.___________________________________________________.
oi. 6. don't / think / I / this / accept / job. / should /
Anita_____________________________________.
oj. 7. take / our / We / should /
umbrellas.________________________________________________.
ok. 8. should / sure / Are / we / you / do / it?
_______________________________________________.
ol. 9. go / is / What / you / should / home /
do______________________________________________.
om. 10. to / I / should / Do / think / police? / speak / you / the
on.________________________________________________________________________________.
oo.
op.
oq.E. Complete the sentences with the appropriate verb. Translate.
or.
os. pay change hire send call disrespect call go
ot.
1. They should _ _ _ _ _ _ their parent a gift to celebrate their anniversary.
2. Should we _ _ _ _ _ _ the doctor before the appointment?
3. He should _ _ _ _ _ _ more attention to what the teacher says.
4. We shouldnt _ _ _ _ _ _ an inexperienced waiter for the restaurant.
5. I think you shouldnt _ _ _ _ _ _ your parents; they love you very much.
6. If you dont feel OK, you should _ _ _ _ _ _ to the doctor.
7. A: Should _ _ _ _ _ _ I my first name?
8. B: Sure, you should Rupert
9. The way I see it, he shouldnt _ _ _ _ _ _ his girlfriend so many times every day.
She may think he is crazy.
ou.
ov. F. Complete the sentences with the words in the box. Translate.
ow.
ox. dentist doctor exercise fit hands soap toothbrush
oy.
oz. To keep healthy you should:
pa.
pb. wash your (1) __________ with (2) __________ and water after going to the
toilet.

11
pc. visit the (3) __________ twice a year and get a new (4) __________ every month.
pd. eat healthy food and do (5) __________ to keep (6) __________.
pe. visit the (7) __________ every six months for a check-up.
pf.
pg.

12
 ph. TALLER No. 11
pi. TPICO GENERATIVO: John is an interesting person.
pj. MARCO CONCEPTUAL:
pk. '-ED' AND '-ING' ADJECTIVES
pl. Adjetivos que acaban en -ed y en -ing adjectives
pm.
pn.Las terminaciones "-ed" y "-ing" no slo se usan para formar los tiempos
verbales del pasado y presente continuo, tambin se usan con adjetivos. Estos
adjetivos estn compuestos de un verbo y estas dos terminaciones, pero ten en
cuenta que el sentido cambia dependiendo de qu terminacin se use.
po.
pp.
"-ed" Adjectives (Adjetivos terminando en "-ed")
pq.
pr. Los adjetivos que terminan en "-ed" indican o describen emociones. Estos
adjetivos suelen acabar en "-ado", "-ido" o "-edo" en espaol y van despus del
verbo "estar". Ejemplos:
ps.
pt. John is interested in art. (John est interesado en el arte.)
pu.
pv. Denise was bored in class. (Denise estaba aburrida en clase.)
pw.
px. Luke is excited about his new job. (Luke est emocionado con su
nuevo empleo.)
py.
pz.
"-ing" Adjectives (Adjetivos terminando en "-ing")
qa.
qb.Los adjetivos que terminan en "-ing" indican o describen una caracterstica de
algo o alguien. A diferencia de los adjetivos que terminan en "-ed", no hay regla
en espaol para formar estos adjetivos y van despus del verbo "ser".
Ejemplos:
qc.
qd.John is an interesting person. (John es una persona interesante.)
qe.
qf. The class was boring so Denise fell asleep. (La clase era aburrida asi que
Denise se durmi.)
qg.
qh.Luke started an exciting new job. (Luke acaba de empezar un nuevo
empleo emocionante.)
qi.
qj.
qk. Nota: Como hemos mencionado anteriormente, el uso de un adjetivo en vez de
otro cambia el sentido de la frase.
ql.
qm. Steve is embarrassed. (Steve est avergonzado.)
qn.
qo.Steve is embarrassing. (Steve es vergonzoso.)
qp.
qq.Queda claro que para cosas, situaciones u objetos usamos la terminacin ing y
no es posible usar ed. La razn es porque se usa la terminacin ed para
expresar lo que uno siente y est claro que las cosas sin vida no pueden sentir.
Para personas uno puede usar ed (cuando uno siente) o ing pero esta
ltima se usa para DESCRIBIR a la persona. As que si yo digo Juan is
depressed quiere decir que se encuentra deprimido ya que describo la
situacin actual porque por algina razn se siente as. En cambio si decimos
Juan is depressing entonces describimos a Juan. Es una persona depresiva.
qr.
qs.
qt.ACTIVIDAD:
qu.
A. Choose the correct form of the adjective according to the context.
13
qv.
1. Monday is very bored / boring. It is the first day of the week.
2. Im bored / boring with my job. Its always the same.
3. When we lost the football game, we felt depressed / depressing.
4. My team never wins. It is very depressed / depressing.
5. Reading a book is very relaxed / relaxing.
6. I am very relaxed / relaxing at the weekend.
7. The movie I watched yesterday was very interested / interesting.
8. Im not very interested / interesting in studying French. I prefer English.
9. Julio is very excited / exiting about his brand new car.
10.The Barcelona Inter match was very excited / exiting.
qw.
qx.
B. Now complete the sentences below using the correct adjective:
qy.
qz. Dogs often feel ___ during fireworks. _ _ _ frightening ___
frightened
ra. The metro can be ___ the first time you use it. _ _ _ confused
_ _ _ confusing
rb. Satoru was ___ to hear about the earthquake. _ _ _ shocking
_ _ _ shocked
rc. I think that rainy days in winter are ___. _ _ _ depressing ___
depressed
rd. She's ___ of doing the same thing every day. _ _ _ bored ___
boring
re. It was the most ___ I have been watching a film. _ _ _ exciting ___
excited
rf. The meals at Immigrant's Cafe are ___. _ _ _ satisfying ___
satisfied
rg.
rh.
C. Choose the best option. Translate.
ri.
1. Sally was running for three hours and now she is exhausted / exhausting
2. My brother had an accident and his situation is quite worried / worrying
3. When we visited that abandoned house it was really depressed / depressing
4. I think he was confused / confusing because he called me Mary and my name is
Rose.
5. That film is not amused / amusing despite being a comedy.
6. Your bathroom is disgusted / disgusting! Couldnt you clean it a little?
7. Are you interested / interesting in reading one of my novels?
8. What is the most frightened / frightening story that you know?
9. It was the most bored / boring meeting I have attended.
10.When we broke the vase, we felt very embarrassed / embarrassing.
rj.
rk.
D. Fill in with the suitable form of the adjective given. Translate.
rl.
rm. - Is the book you are reading very _ _ _ _ _ _ _ _ _ _? (Interest)
rn.
ro. - The new James Bond film is really _ _ _ _ _ _ _ _ _ _. (Thrill)
rp.
rq. - We were both _ _ _ _ _ _ _ _ _ _ that she hadnt heard the news. (Surprise)
rr.
rs. - The images of the war were very _ _ _ _ _ _ _ _ _ _. (Depress)
rt.
ru. - I nearly fell asleep in the cinema. The film was so _ _ _ _ _ _ _ _ _ _. (Bore)
rv.
rw. - She had such good marks that she was very _ _ _ _ _ _ _ _ _ _. (Encourage)
rx.
ry. - Can you tell me where that _ _ _ _ _ _ _ _ _ _noise comes from? (Annoy)
rz.

14
sa. - They were _ _ _ _ _ _ _ _ _ _ the weather wasnt good yesterday.
(Disappoint9
sb.
sc. - My sister was _ _ _ _ _ _ _ _ _ _ by my old toys. (Fascinate)
sd.
se. - When you are not in good spirits, it is _ _ _ _ _ _ _ _ _ _ to stay in bed all
day. (Tempt)
sf.
sg.
sh.

15
si. TALLER No. 12
sj. TPICO GENERATIVO: I wash my face everyday
sk. MARCO CONCEPTUAL: PARTS OF THE BODY
sl.
sm. arm tg. bladder tx. skin piel
brazo vejiga ty. elbow
sn. hand mano codo
so. body th. jaw tz. thigh
cuerpo mandbula muslo
sp. head ti. blood ua.eyebrow ceja
cabeza sangre
sq. ear oreja ub.thumb
tj. kidney pulgar
sr. leg rin uc. backbone
pierna tk. bone columna
ss. eye ojo hueso vertebral
ud.throat
st. mouth tl. knee garganta
boca rodilla ue.eyelid
su. face cara tm. brain prpado
cerebro uf. tongue
sv. neck tn. liver lengua
cuello hgado ug.navel
sw.foot/feet pie/s to. calf ombligo
pantorrilla uh.vein vena
sx. nose nariz tp. lung ui. fist puo
sy. finger pulmn
dedo tq. cheek uj. waist
sz. stomach mejilla cintura
estmago uk. forehead
ta. hair pelo tr. muscle frente
msculo
tb. tooth/teeth ts. chest ul. freckle
diente/s pecho peca
tc. ankle um. wrist
tobillo tt. breast mueca
seno un.palm
td. heart tu. shoulder palma
corazn hombro uo.buttock
te. back tv. chin nalga
espalda barbilla
tf. hip tw. skeleton
cadera esqueleto

16
up.
uq.
ur. ACTIVITY:
us.
1. Place the parts of the body in the picture.
ut.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.
uu.

uv.
uw.
2. Find the fifteen words hidden among the letters, then write a sentence with each
one of them.
ux.
uy.
uz.
va.
vb.
vc.
vd.
ve.
vf.
vg.
vh.
vi.
vj.
vk.
vl.
vm.
vn.
vo. nose - mouth - knee -
toes - thumb - tongue - navel - backbone - hand - waist
vp.stomach - tooth - finger - buttock - feet
vq.
vr.
vs.
vt.
vu. BIBLIOGRAFA:
vv. MOLISNKY, Steven J. Side by Side, Book 2; Third Edition. Longman. 2001.
vw. ENGLISH UNLOCKED. Intermediate. eBook.
vx. ALEXANDER, Louis George. Longman English Grammar Practice for Intermediate
Students. Longman, 1990.
vy. ENGLISH, PLEASE! Students Book. FAST TRACK 10th Grade. Editorial Richmond.
Ministerio de Educacin Nacional, 2016
vz.
wa.
wb. WEBGRAFA:
wc. http://www.inglessencillo.com/los-numeros
wd. http://www.really-learn-english.com/simple-past-es.html
we. http://www.curso-ingles.com/
wf. http://www.ompersonal.com.ar
wg. http://www.aprenderinglesrapidoyfacil.com
wh. http://www.ecenglish.com
wi. http://www.inglestotal.com
wj.
wk.
wl.