Grammar Level IV - 2015 Usar

UNIVERSIDAD NACIONAL AUTNOMA DE NICARAGUA, MANAGUA
FACULTAD REGIONAL MULTIDISCIPLINARIA

CORNELIO SILVA ARGELLO
UNAN-MANAGUA-FAREM-CHONTALES
Departamento de Ciencias de la Educacin y Humanidades

Carrera: Licenciatura en Ingls
IV Ao
GRAMMAR
Teacher:Learn
B.A. Miguel
Ernestois
Lacayo
English
the Bermdez
key to your success!
Juigalpa, March 8th, 2015.
AQU DEBEN DEJAR UNA PAGINA EN BLANCO
Index
INTRODUCCIN......................................................................................................... 1
FUNDAMENTACIN (Mapa de la Asignatura)..................................................................2
GENERAL OBJECTIVES.............................................................................................. 3
CONTENTS................................................................................................................ 4
UNIT, AND METHODOLOGICAL RECOMMENDATIONS..................................................5
UNIT I: Count and Non-Count Nouns.............................................................................. 6
1.1- Count and Non-Count Nouns: (Most Common List)........................................6
1.2- Quantifiers: a few, a little, some and any, etc................................................9
1.3- Definite & Indefinite Articles: the, a & an.....................................................10
1.3.1- Indefinite article: a................................................................................. 11
1.3.2- Indefinite article: an...............................................................................11
1.3.3- The Definite Article: the.........................................................................14
1.4- Rules for forming the Plural of Regular Nouns:.............................................17
1.5- Plural form of Irregular Nouns:.....................................................................19
UNIT II: Possessives of Nouns: s, s, of........................................................................21
2.1- Rules for Forming the Possessive of Nouns: s, s, of....................................21
2.2- Possessive adjectives and possessive pronouns..........................................23
2.3- Types of adjectives and Subject & Object Pronouns.....................................24
2.4- Reflexive Pronouns....................................................................................... 25
UNIT III: Comparatives & Superlatives..........................................................................27
3.1- Comparative Forms of Adjectives & Adverbs................................................27
3.1.1- Adjectives & Adverbs with the Comparative Form: as . . . as, -er than &
more . . . than................................................................................................... 27
3.2- Superlative Forms of Adjectives and Adverbs...............................................30
3.2.1- Superlatives: the . . . est, the most . . . and the least . . ......................30
3.2.2- Rules for the Formation of Comparatives & Superlatives.......................31
3.2.3- Irregular Comparative & Superlative Forms...........................................33
UNIT IV: Present Continuous & Simple Present..............................................................36
4.1- Present Continuous Tense, Simple Present & state verbs in written contexts
............................................................................................................................ 36
4.1.1- Illustrative Reading of both Structures...................................................38
4.1.2- List of Verbs of Common States.............................................................38
4.2- Grammatical Structures of the Present Continuous Tense & Simple Present 39
4.3- Adverbs of Frequency................................................................................... 42
4.3.1- List of Adverbs of Frequency..................................................................43
4.3.2- Illustrative Sentences of the Position of Adverbs....................................43
UNIT V: Simple Past & Past Continuous........................................................................47
SPELLING OF FINAL: -s; -es; -ies.........................................................................63
1.8- Definite & Indefinite Articles:....................................................................................... 64
The Definite Article the:.......................................................................................... 64
The Indefinite Article a / an:..................................................................................... 65
1.9- Prepositions of Place:.............................................................................................. 65
1.10- Adjectives:......................................................................................................... 66
INTRODUCCIN
El programa de la asignatura de Gramtica corresponde a una asignatura del rea de
formacin bsica que oferta el departamento de ingls para los estudiantes de la
carrera de ingls. Esta asignatura provee de las herramientas bsicas necesarias para
el dominio de estructuras gramaticales elementales que sirvan de soporte para otras
asignaturas simultneas a sta.
La ubicacin de esta asignatura dentro de la malla curricular corresponde al IV
semestre del plan de estudios. Esta asignatura est relacionada con las asignaturas
de Ingls Integral I e Ingls Integral II con la cual est ubicada en el mismo semestre.
Por tal razn, la Gramtica I se convierte en una continuidad muy especfica de ambas
asignaturas. Aunque dentro del plan de estudio no tiene requisito, esta asignatura es
de vital importancia, ya que constituye la base para las asignaturas siguientes como lo
son Ingls Integral III, Comunicacin Oral I y posteriormente Lectura y Escritura I,
Ingls IV y Gramtica II.
El aporte de los contenidos de esta asignatura al desarrollo de los conocimientos es
que los estudiantes puedan escribir y hablar el ingls con cierto nivel de precisin
usando las tcnicas y estructuras bsicas gramaticales. Esto le permitir al estudiante
escribir prrafos cortos sobre diversos temas, y de la misma manera, expresar sus
ideas oralmente a travs de dilogos, preguntas, etc. para as reforzar las estructuras
estudiadas en cada unidad.
La asignatura de Gramtica I desarrolla las capacidades para redactar oraciones y
prrafos con las estructuras de los contenidos de la asignatura; as mismo, expresar
ideas lgicas y coherentes en el idioma ingls. Esto con el fin de que los estudiantes
muestren dominio de los aspectos gramaticales bsicos las cuales son el fundamento
para futuras asignaturas.
Los principales contenidos son: unidad 1: tema: Sustantivos contables y no contables,
los artculos definidos e indefinidos; subtema: artculos definidos e indefinidos, plural
de los sustantivos; unidad 2: tema: Posesin de los sustantivos; subtema: el uso de
s, of, s, adjetivos posesivos, pronombres posesivos y pronombres reflexivos; unidad
3: tema: Los comparativos y superlativos; subtema: adjetivos y adverbios con la forma
comparativa er than, morethan y asas y la forma superlativa est, the most y the
least. Unidad 4: tema: Presente continuo y presente simple; subtema: reglas
gramaticales del presente continuo y presente simple, verbos de estado y adverbios
de frecuencia; unidad 5: tema: El Pasado simple y pasado contnuo; subtema: verbos
regulares e irregulares, preguntas con respuestas cortas, preguntas informativas y
expresiones de tiempo para el pasado.
Compiled by Miguel E. Lacayo B.
Unidad 6: tema: Futuro con las estructuras be going to y will; subtema: preguntas con
respuestas cortas, preguntas informativas, diferencia en el uso de estas estructuras
para expresar planes, predicciones, decisiones instantneas, ofertas y promesas;
unidad 7: tema: El presente perfecto; subtema: preposiciones since, for, already, y yet
usadas en oraciones; participio de los verbos irregulares; unidad 8: tema: Modales
auxiliares que expresan habilidad y peticin; subtema: Modales que expresan
habilidad: can, could, be able to, y modales que expresan peticin: can, could, will,
would, would you mind? ; unidad 9: tema: Modales auxiliares que expresan consejo
y sugerencia; subtema: Modales que expresan consejo: should, ought to, had better,
modales que expresan sugerencia: let`s, should, why don`t?, why not?, how
about...?
Estas unidades sern desarrolladas en 180 horas distribuidas en 60 presenciales y
120 estudio independiente, lo cual equivale a un total de 4 crditos acadmicos.
FUNDAMENTACIN (Mapa de la Asignatura)
GENERAL OBJECTIVES
N
CONCEPTUALS
PROCEDURALS
ATTITUDINALS
Understand grammatical
structures
at
an
intermediate level that
allows students to write
and speak with some level
of accuracy.
Use
grammatical
structures
to
an
intermediate
level
where students can
express
themselves
orally and in writing
clearly and accurately.
Create communicative
situations
where
students interact, using
new
grammatical
structures and studied
in previous courses.
Appreciate
the
grammatical forms of
English (compared to
our language.)
Relate prior knowledge of

grammar with the current
course.
Express their ideas in

written form, using basic
drafting techniques and
structures.
Choose topics of everyday

life using new grammatical
structures in a variety of
contexts.
Share on teamwork
personal experiences,
opinions and ideas
based on everyday life.
Develop narrative or
descriptive sentences
and short paragraphs,
using basic drafting
techniques
and
structures.
Cooperate in creating a
celebratory atmosphere
to write, read and listen
to stories and personal
descriptions, and thus
contribute to the unity of
the group.
Apply
grammatical Practice critical thinking
structures in a variety to
discuss
various
of
contexts
to topics.
internalize and master
them.
CONTENTS
Professionalization Mode
UNITS
1
2
Count and Non-Count Nouns

Possessives of Nouns (s, s, of)
Evaluation
Comparatives & Superlatives
Simple Present & Present
Continuous
Simple Past & Past Continuous
Future with be going to & will
Present Perfect (since, for,
already and yet)
Modal Auxiliaries expressing
abilities and requests
Modal Auxiliaries expressing
advices & suggestions
Evaluation
Total
3
4
5
6
7
8
9
Total Attendance
Hours
Theory Practic
e
2
6
2
4
2
2
4
Hours of
Independen
t Studio
Total
Hours
16
12
4
12
24
18
6
18
12
20
2
2
4
4
12
12
18
18
12
18
12
18
12
18
18
2
42
4
120
6
180
UNIT, AND METHODOLOGICAL RECOMMENDATIONS

Attitudinal Procedural Conceptual
OBJECTIVES
CONTENTS
Differentiate count and non

count nouns and their
quantifiers
Organize communicative
situations
for
using
quantifiers with count and
non-count nouns.
Cooperate in pair work and
group practice related to the
new content.
SUBCONTENTS
* Count & Non-Count Nouns
Quantifiers: a few, a little,
* Quantifiers.
some and any; enough, a lot

of, many, much, a great deal
of.
Organization of communicative situations to use

quantifiers with count and non-count nouns.
Dialog
on
different
situations for the use of
quantifiers.
Collaborative work in pairs or groups for the

implementation of practical activities related to the
acquisition of the new content.
Respect of the
activities of their peers.
UNIT I: Count and Non-Count Nouns

CONTENTS
1.1 Count & Non-Count Nouns
1.2 Quantifiers: a few, a little, some and any, etc.
1.3 Definite & Indefinite Articles.
1.4 Rules for forming the plural of regular nouns
1.5 Plural form of irregular nouns
1.1- Count and Non-Count Nouns: (Most Common List)

COUNT and NONCOUNT NOUNS
SINGULA
R
COUNT
NOUN
PLURAL
a book
books
A COUNT NOUN
one book
two books
SINGULAR:
some books
a + noun
one +
noun
PLURAL:
noun + -s
5
a lot of books
mail
NONCOUNT
NOUN
(no plural forms)
A NONCOUNT NOUN
some mail
SINGULAR:
PLURAL:
a lot of mail
Do not use
a.
Do not use
one.
A noncount
noun does not

have a plural
form.
COMMON NONCOUNT NOUNS

advice
furniture
help
homework
information
jewelry
luck
mail
money
music
traffic
vocabulary
weather
work
bread
cheese
coffee
food
fruit
meat
milk
pepper
rice
salt
soup
sugar
tea
water
A count noun:
1.- can be counted with numbers: one chair, two chairs, ten
chairs, etc.
2.- can be preceded by a/an in the singular: a chair
3.- has a plural form ending in s or es : chairs
A non-count noun:
1.- cannot be counted with numbers.
2.- is not immediately preceded by a/an.
3.- does not have a plural form (no final -s)
Non-Count Nouns usually refer to a whole group of things that is made up of many individual
parts, a whole category made up of different varieties.
For example, furniture is a non-count noun; it describes a whole category of things:
chairs, tables, beds, sofas, armchairs, etc.
Mail, fruit, and jewelry are other examples of non-count nouns that refer to a whole category
made up of individual parts.
Individual
Parts
The Individual
Whole
Parts
letters
postcards
bills
etc.
The Individual
Whole Parts
The
Whole
rings
bracelets
necklaces
etc.
Jewelry
apples
bananas
oranges
etc.
Mail
Fruit
SOME COMMON NONCOUNT NOUNS: WHOLE GROUPS MADE UP OF

INDIVIDUAL PARTS
A.
B.
E.
G.
clothing
equipment
food
fruit
furniture
jewelry
mail
money
scenery
stuff
traffic
homework
housework
work
C.
advice
information
D.
history
literature
music
poetry
grammar
slang
vocabulary
F.
Arabic
Chinese
English
German
Indonesian
Spanish
Etc.
corn
dirt
flour
hair
pepper
rice
salt
sand
sugar
LIQUIDS
coffee
soup
milk
tea
oil
water
MORE NON-COUNT NOUNS

SOLIDS & SEMI-SOLIDS
bread
paper
meat
butter
soap
beef
rain
air
pollution
cheese chicken
toothpaste
weather
chalk
GASES
glass
smog
smoke
gold
ice
fish
iron
wood
THINGS THAT OCCUR IN NATURE
darkness
thunder
light
lightning
7
snow
beauty
courage
generosity
fun
sunshine
ABSTRACTIONS *
health
ignorance
patience
time
progress
violence
help
knowledge
experience
happiness
honesty
luck
* An abstraction is an idea. It has no physical form. A person
cannot touch it.
Exercise 1: Preview: Count and Non-Count Nouns.

Directions: Write a / an or some in the blanks. Identify count and
non-count nouns.
some
1.- I often have ___________________
fruit for dessert.
a
fruit
count
non-count
2.- I had ___________________ banana for dessert.
banana
count
non-count
3.- I got ___________________ letter today.
letter count
non-count
4.- I got ___________________ mail today.
mail
count
5.- Anna wears ___________________ ring on her left hand. ring
count
non-count
non-count
6.- Mara is wearing ___________________ jewelry today.
jewelry
count
non-count
7.- I have ___________________ assignment to finish.

count
assignment
non-count
8.- I have ___________________ homework to do.
homeworkcount
non-count
9.- I needed ___________________ information. information count noncount
10.- I asked ___________________ question.

non-count
/
question count
Exercise 2: Add final s / es if possible. Otherwise, write a slash / in

the blank.
1.- Im learning a lot grammar ________ .

2.- Were studying count and non-count noun ________
.
s
3.- City streets usually have a lot of traffic ________ .
4.- The streets are full of automobile ________ .
5.- We enjoyed the scenery ________ in the countryside.
6.- Nepal has high mountain ________ .
7.- I have some important information ________ for you.
8.- I have some important fact ________ for you.
9.- Maxkaren knows a lot of English word ________ .
10.- Laura has learned a lot of new vocabulary ________ .
11.- The children learned a lot of new song ________ in nursery
school.
12.- David enjoys listening to music ________ .
13.- Can you give me some suggestion ________ ?
14.- Could you give me some advice ________ ?
15.- Manuel likes to read good literature ________ .
16.- Idalmis likes reading good novel ________ .
17.- I had sand ________ in my shoes from walking on the beach.
18.- Florida is famous for its white sand beach________ .
1.2- Quantifiers: a few, a little, some and any, etc

QUANTIFIERS: a few, a little, some and any
COUNT
NONCOUNT
USES
a few is used with Count Nouns.
a few books
a little information
a lot of bananas
a lot of time
many students
much noise
a little is used with Noncount

Nouns.
a lot of is used with both Count
and Noncount Nouns.
many is used with Count Nouns.
much is used with Noncount
Nouns.
9
several cars
some people
some coffee
several is used only with Count

Nouns
some is used with both Count
and Noncount Nouns in
affirmative.
Offering
We use some in questions when we expect the answer to be yes or when
we are offering something, otherwise, we use any :
Would you like some milk?
Requests
Some is also used in questions when we are making a request:
I dont have any
friend
Can I borrow some money?

any is used with both Count and
There isnt any time
Noncount Nouns in negative
left.
sentences.
Questions
Any is used in questions:
any sugar?
Do you have any money?
Is there
1.3- Definite & Indefinite Articles: the, a & an.

Introduction
The three words that are used the most often in the English language
are a, an, and the. A, an and the are a part of speech called
articles. Whenever you see or hear an article, you can expect a noun
to follow. (A noun is a word that names a person, place, thing or idea.)
Sometimes the noun follows directly after a, an or the:
a face
an apple
the pencil
Sometimes there are adjectives between a, an or the and the noun.

(An adjective is a word that tells about or describes a noun.)
a happy face an old rotten apple the short fat pencil

If you leave out a, an and the, or if you use them incorrectly, your
meaning may still be clear. But it will not sound right to Americans. In
some cases it can make a very big difference in the meaning of what
you say.
a. He has black hair.

b. He has a black hair.

10
In speaking, the articles are not stressed. They are said quickly and
are joined with the word that follows them. Its very hard to hear a,
an and the when Americans are talking. These little words seem to
disappear!
Some languages do not have articles. In other languages there are
many forms of articles and they are used in ways different from the
way English uses them.
Because of these differences, almost everyone learning English has
some trouble with a, an and the.
1.3.1- Indefinite article: a
A is used before words that begin with consonant

(Consonants are those letters which are not vowels.)
sounds.
The Eu and u in some words sound like the consonant sound /u /

One sounds like /wun/
The names of the letters b, c, d, g, j, k, p, q, t, u, v, w, y, and z begin
with consonant sound.
a jet
a car
a delicious hamburger
a house
a doll
a yellow submarine
a university
a unicorn
a European
a b
a t
a one way street
1.3.2- Indefinite article: an
An is used before words that begin with vowel sounds. (The vowels
are a, e, i, o, and u.)
The letter h is silent in some words.
The names of the letters e, f, h, l, m, n, r, s, and x begin with vowel
sounds.
an orange
an Indian
an angry mother
an umbrella
an egg
an excellent paper
an idea
an hour
an honest person
an f
an o
an m
11
Exercise 1: Write a or an in the following sentences.

1.- I had ________ egg for breakfast.
2.- I broke ________ cup.
3.- My mother bought ________ umbrella last night.
4.- Betti spells her name with ________ i, not with ________ y.
5.- After ________ hour, we got tired and went home.
6.- The new student borrowed ________ ESL book from the office.
7.- My teacher has ________ M.A. degree from Columbia University.
8.- I would like to have ________ hundred dollars.
9.- It is ________ honor to meet the mayor of Juigalpa.
10.- My cousin joined ________ union.
11.- I have never seen ________ unicorn.
12.- It is good to meet ________ honest person.
13.- There is ________ A & P Supermarket on the corner.
14.- The word restroom is ________ euphemism (polite word) for toilet.
15.- Ben has ________ one-track mind.
16.- He goes to ________ university in California.
17.- I washed my hair with ________ herbal shampoo.
18.- A clown with ________ unhappy face did tricks for the children.
19.- Elsa has ________ unique way of looking at the world.
20.- The word an is ________ article.
Exercise 2: Look carefully. Can you see a, an and the? You will learn
to use the articles correctly if you become more aware of them in your
reading. Read this story from Aesop. Draw a circle around all the as,
ans, and thes. Count the number of words that you have circled;
write that number on the line at the end of the paragraph.
The wild dog and the farm dog

Once there was a wild dog who was very, very hungry. He had not
had anything to eat for a long time. He was shaggy and thin and his
bones stuck out through his skin. He ran here and there through the
woods and meadows looking for a rabbit or a squirrel or even a mouse
to eat. But it was winter, and he found nothing. Finally he came near a
12
farm house where he met an old farm dog. The farm dog was plump
and had well-brushed hair. __________
Now go back to the story and underline all the nouns. (Remember a
noun is the word for a person, place, thing or idea.)Notice that
wherever there is an article, a noun is sure to follow. However, not all
nouns have articles before them! Nouns can sometimes be used as
adjectives: farm dog.
The Indefinite Article (a / an)
Use a / an before nouns that are singular, countable and indefinite.
Single
= one
Countable = can be counted
Indefinite = not definite, not specific, not previously spoken about or
pointed out.
a.- Would you like a cookie?
b.- I ate an egg for breakfast this
morning.
Yes! Thank you!
Never use a / an with plural nouns or non-countable nouns. The word
some may be used for plural indefinite or non-countable nouns.
a.- I ate eggs for breakfast.
I ate some eggs for breakfast.
b.- I had soup for lunch.
I had some soup for lunch.
Use a / an when you mean one, but you are not calling attention to
the number.
a.- Which would you like: a cookie, an apple, or a piece of cake?
b.- Ill have an apple, please.
Use one when you mean only one or wish to call attention to the
number or contrast it with another number.
a.- Would you like one apple or two?
b.- One apple is enough, thank you.
Exercise 3: Write a or an or one. Do not write a / an before plural
nouns. Write the symbol / / to show that there is no article needed.
( = zero, nothing)
13
1.- I read _________ book about Mars last night. I like _________ books
about outer space.
2.- I usually read a lot, but last week, I read only _________ book.
3.- My mother baked _________ cookies yesterday. Would you like
_________ cookie?
4.- I used to eat two eggs and three pieces of toast for breakfast. Now
Im on a diet. For breakfast I have _________ egg and _________ piece of
toast.
5.- I had _________ goldfish when I was six years old. Its name was
Jaws.
6.- My sister has _________ goldfish. They are always hungry.
7.- Mario has two dogs, six cats and _________ parrot.
8.- Sheylas uncle tells _________ good stories.
9.- Manuel has _________ aunt who lives in Mississippi.
10.- _________ old lady found _________ hungry cat.
11 .- We bought _________ bananas at the supermarket yesterday.
12.- _________ banana was rotten, but the others were okay.
1.3.3- The Definite Article: the
The word the points out a definite person, place or thing or idea, or
one that has been mentioned before. (mention = talk about, refer to)
The may be used with singular or plural nouns.
a.- I liked the story in exercise 2 about the wild dog and the farm dog.
b.- The exercises in this pamphlet will help you to use the articles
correctly.
There are two different ways to pronounce the in careful speech.
Before consonant sounds, it is pronounced / /. Listen carefully to
your teacher say these phrases:
the men
the Chinese puzzle
the balloon
the red house
the bicycles
the tall women
14
the union
the whole pie
Before vowel sounds, it is pronounced / /.

the answer
the ugly masks
the orange
the ice cream cone
the air
the Indian
the angry girl
the open umbrella
Exercise 1: Read the examples from groups above. Practice

connecting the with the word after it, as though the two words were
just one word.
Example: the man / mn /
the men
the Chinese puzzle
the balloon
the red house
the bicycles
the tall women
the union
the whole pie
Example: the answer / nz /

the answer
the ugly masks
the orange
the ice cream cone
the air
the Indian
the angry girl
the open umbrella
Use the when the listener or reader already knows which things you
mean, or when there is only one possible item you are speaking
about.
a.- I took the cat to the veterinarian. (my cat, or the cat I usually talk
about; the only veterinarian in town, or the usual veterinarian I go to)
(Veterinarian = animal doctor)
Now compare:
I took a cat to a veterinarian. (It is not certain which cat or which
veterinarian the speaker is talking about.)
Exercise 2: Write a / an or the in the following sentences below.
1.- Once upon a time, there was _________ wild dog.
2.- He came to _________ farm and met _________ farm dog.
15
3.- _________ wild dog spoke to _________ farm dog about his job.
4.- _________ job was easy; all _________ farm dog had to do was bark if
_________ robber came near _________farm.
5.- _________ farmer fed _________ farm dog milk, bones and scraps
from _________ familys dinner table.
6.- _________ wild dog saw _________ mark on _________ farm dogs
neck.
7.- _________ mark was from _________ rope.
8.- Goodbye, said _________ wild dog.
9.- He did not want to wear _________ rope around his neck.
10.- _________ farm dog was sad to see him leave.
11.- I needed _________ new rain coat.
12.- I went to _________ new clothing store on Main Street.
13.- _________ saleslady in _________ coat department was very helpful.
14.- I wanted _________ short coat, but couldnt find one.
15.- _________ saleslady showed me where _________ short rain coats
were.
16.- I bought _________ light blue rain coat, and _________ light blue hat
to match.
17.- _________ coat was sixty dollars and _________ hat was ten.
Use the with things that are the only ones of their kind.
a.- The sun rose at six a.m. this morning (the sun in our solar system)
b.- The moon and the stars shone brightly last night. (our moon, and
the stars we ordinarily see at night.)
c.- Have you read the Bible?(the famous Christian collection of stories)
d.- The sky is blue. (todays sky or the usual sky above us)
e.- The weather is great. (our present weather)
f.- The world is full of opportunities. (our world)
g.- Forget about the past. (the time before today)
h.- Dont worry about the future. (the time after today)
i.- There is no time like the present. (now)
16
j.- I spoke to him on the telephone yesterday.

k.- I heard about it on the radio.
l.- In just two minutes well be on the air. (broadcasting over the radio)
m.- In just two minutes well be on the air. (flying in the Earths
atmosphere)
Exercise 3: Write a / an or the only where they are needed. Write
where nothing is needed.
1.- How is _________ weather in Puerto Rico in the summer?
2.- I love looking at _________ the ocean.
3.- _________ future will be here before you know it.
4.- My favorite book is _________ Bible.
5.- Barry found _________ wallet that everyone had been looking for.
6.- Carrie found _________ wallet in the subway. (one she hadnt known
about before)
7.- During an eclipse of _________ sun, the shadow of _________ moon
fall on _________ earth.
8.- What do you think about _________ economy?
9.- What did you watch on _________ TV last night?
10.- Do you listen to _________ radio in your car on your way to work?
11.- What did you watch on _________ TV last night?
12.- You ought to see _________ doctor. (any doctor)
13.- You ought to see _________ doctor. (your doctor)
14.- I bought _________ new suit and _________ hat to match.
15.- _________moon is 240,000 miles from _________ earth.
16.- Sometimes you can see _________ planet Venus in the west, just
after _________ sun sets.
17.- I saw _________ shooting star last night.
1.4- Rules for forming the Plural of Regular Nouns:

Nouns can be singular or plural. When you are talking about just one
thing or person, use a singular noun.
For example:
17
a tent
a park
an idea
a taxi
a doctor
an oven
a house
a lady
an exercise
Use a plural noun when you are talking about two or more people,
places or things.
NOTES
Words called articles or The article a is used before The article an is used before
determiners are used to nouns that begin with a nouns that begin with a vowel
signal nouns.
consonant sound in singular.
sound in singular.
a river
an armchair
a chair
a train
an artist
an umbrella
a castle
an idea
a taxi
a uniform
an oven
an hour
an heir
an eagle
a house a zoo
Rule # 1: To make the plural form of most regular nouns in English,

just add s.
SINGULAR
PLURAL
a pen
two pens
one apple
some apples
an elephant
a few elephants
Rule # 2: To make the plural form of regular nouns in English, when

the last letters of singular nouns are ch, sh, s, ss, or x you usually
add es to form the plural.
SINGULAR
PLURAL
a bus
three buses
one branch
some branches
a dish
a few dishes
one dress
six dresses
a fox
some foxes

the last letters of singular nouns are consonant + y just change y to i,
add es to form the plural.
SINGULAR
PLURAL
a baby
four babies
one city
a few cities
18
a teddy
some teddies

nouns that have a vowel before the y are made plural by simply
adding s at the end.
SINGULAR
PLURAL
a key
some keys
one day
a few days
a boy
five boys
Rule # 5: To make the plural form of some regular nouns in English, if

a noun ends in f, or fe, you often change f, or fe, to v, and add
es to form the plural.
SINGULAR
PLURAL
a loaf
loaves
thief
thieves
knife
knives
wife
wives
Rule # 6: To make the plural form of a few regular nouns in English,

which ends in f, or fe, you just add s to form the plural.
SINGULAR
PLURAL
chef
chefs
cliff
cliffs
giraffe
giraffes
roof
roofs
safe
safes
Rule # 7: To make the plural form for some words which end in f,
the plural can be spelled in two different ways.
SINGULAR
PLURAL
dwarf
dwarfs dwarves
hoof
hoofs hooves
scarf
scarfs scarves
wharf
wharfs wharves
Rule # 8: To make the plural form of most nouns which end in o, are
made plural by adding s to form the plural.
19
SINGULAR
PLURAL
video
videos
hippo
hippos
zoo
zoos
kangaroo
kangaroos
rhino
rhinos
Rule # 9: To make the plural form of other regular nouns in English,

which ends in a consonant + o, are made plural by adding es to
form the plural.
SINGULAR
PLURAL
tomato
tomatoes
potato
potatoes
hero
heroes
flamingo
flamingoes
Rule # 10: With some regular nouns which end in o, you can add
either s or es to form the plural.
SINGULAR
PLURAL
mango
mangos mangoes
mosquito
mosquitos mosquitoes
zero
zeros zeroes
buffalo
buffalos buffaloes
1.5- Plural form of Irregular Nouns:

Some plural nouns dont follow any rule. Some nouns change spelling
from singular form to the plural in an irregular form.
PLURAL FORM OF IRREGULAR NOUNS
Singular
Plural
Singular
Plural
Singular
child
children
one deer
two deer
one bacterium two bacteria
ox
oxen
moose
moose
cactus
cacti
man
men
fish
fish
crisis
crises
woman
women
sheep
sheep
phenomenon
Plural
phenomena
20
mouse
mice
species
species
louse
lice
offspring
offspring
goose
geese
reindeer
reindeer
foot
feet
bison
bison
tooth
teeth
aircraft
aircraft
salmon
salmon
person
people
Some nouns have

irregular plural form.
Some nouns that English has

The plural form of some nouns borrowed from other languages
is the same as the singular have foreign plural
an form.
Note: You can use fishes as the plural of fish when you are talking
about different kinds of fish. (e.g.: All the fishes of the Pacific Ocean)
Some nouns are always plural. * Others are usually plural
pants
pajamas
shorts
scissors
sneakers
slippers*
pliers
jeans
spectacles goggles
binoculars glasses
trousers
sandals*
stockings
socks*
clogs*
gloves*
chopsticks* shoes*
boots*
Note: You can make these plural nouns singular by using before
them: a pair of
a pair of binoculars
a pair of pliers
a pair of jeans
a pair
of glasses
Exercise 1: Write the plural forms of the nouns below.
1.- potato
____________________ 16.- tax
____________________
2.- library
____________________ 17.- thief
____________________
3.- child
____________________ 18.- toy
____________________
4.- leaf
____________________ 19.- hero
____________________
5.- wish
____________________ 20.- goose
____________________
6.- mouse
____________________ 21.- attorney____________________
7.- opinion
____________________ 22.- mosquito ____________________
8.- fish
____________________ 23.- butterfly ____________________
21
9.- sandwich ____________________ 24.- sheep
____________________
10.- man
____________________
____________________ 25.- wolf
11.- possibility
____________________
woman
____________________
26.-
12.- foot
____________________ 27.- flash
____________________
13.- piano
____________________ 28.- tomato ____________________
14.- tooth
____________________ 29.- belief
____________________
15.- half
____________________ 30.- stitch
____________________
UNIT II: Possessives of Nouns: s, s, of

CONTENTS
2.1 Rules for forming the possessive of nouns expressed
with
2.2 Possessive adjectives and possessive pronouns
2.3 Types of adjectives and possessive pronouns
2.4 Reflexive Pronouns
s, s, of
22
2.1- Rules for Forming the Possessive of Nouns: s, s, of

Possessive Forms of Nouns
a- My friend has a car.
My friends car is blue.
b- The student has a book.
The students book is red.
c- The students have books.

The students books are red.
d- My friends have a car.
My friends car is blue.
Singular
Noun
Possessive
Form
friend
friends
student
students
Plural
Noun
Possessive
Form
students
students
friends
friends
To show that a person possesses

something, add an apostrophe ( )
and -s to a singular noun.
POSSESSIVE
SINGULAR:
NOUN,
noun + apostrophe +
-s
Add an apostrophe ( ) at the end of
a plural noun (after the -s).
POSSESSIVE
PLURAL:
NOUN,
noun + -s + apostrophe
Use the possessive form of a noun to show ownership. To make the possessive
form, put an apostrophe and an s s after a singular noun. To make the
possessive form when 2 names linked by and are the owners. Put an s after
the second name only.
This is my bed and that is Joses bed. We all like Dads cooking. It is her job to collect everybodys plate.
The flies are buzzing around the horses tail.
That is Miguels T-shirt and this is Jennys blouse.
That is Ana and Manuels bedroom. Katy and Mikes house is big. Joe and Sarahs dad works here.
Sometimes two possessive forms with s appear together, one after the other.
This is Jencys brothers guitar. (the guitar belongs to Jencys brother.)
Rauls teachers house has a big swimming pool. (the house that belongs to Rauls teacher.)
After plural nouns that dont end in s, use an apostrophe and an s (s) to make
the possessive form.
Some peoples houses are much bigger than ours.
The childrens room is always messy.
Rats tails are longer than mices tails.
Mens voices are deeper than womens voices.
After plural nouns that end in s, or singular nouns that end in s, just add an
apostrophe (s) to make the possessive form.
The pupils desks are arranged in rows.
The boys bedroom is bigger than Francis bedroom.
The strong winds destroyed all the farmers crops.
Carlos legs are bigger than rats legs.
NOTE: Use s / s to show possession with person, group of people,

organization, country or animal.
23
Exercise 1: Read the following passage. The possessive nouns are

missing. Write the correct possessive form of the nouns in
parentheses. The first one has been done for you.
Carlos
Laura is spending the day at ____________________
(Carlos) house. She
likes
____________________
(Carlos)
family.
She
especially
likes
____________________ (Carlos / mom) cooking! They play lots of games

together.
____________________ (Carlos) sister doesnt like ____________________
(Carlos and Laura) games. She is playing by herself. Sometimes the
____________________ (boy and girl) games become so noisy that
____________________ (Carlos) mother tells them to go and play in the
garden of the house. ____________________ (Carlos) little puppy is in
the garden, lying in the sunshine. Carlos wants to play with his dog,
but Laura is afraid of the ____________________ (dog) big teeth and
sharp claws.
At 7 oclock, ____________________ (Laura) dad arrives in his car to take
her home. Carlos says he likes ____________________ (Laura / dad) new
brand car. ____________________ (Laura) dad says that hell take Carlos
for a ride in it sometime.
Exercise 2: For each of the following phrases, change the noun
indicating possession from the singular to the plural.
For example: the mans experiences
the doctors office
the mens experiences the doctors office

1.-
the
musicians
instruments
__________________________________
2.-
the
childs
adventures
__________________________________
3.-
the
animals
habitat
__________________________________
24
4.-
the
workmans
instructions
__________________________________
5.-
the
ships
passengers
__________________________________
6.-
the
pilots
vacation
__________________________________
7.-
the
officers
friends
__________________________________
8.-
the
deers
tail
______________________________________
9.-
the
oxs
hooves
______________________________________
10.-
the
attorneys
office
______________________________________
The Preposition of : Possession
The leg of the chair is broken.
The knob of the
door.
The house of my father is really nice.
The color of the car.
Use of to show possession with objects or things that are not alive.
Exercise 1: Show the relationships between the possessors and the

things possessed by using the word of, as appropriate.
For example:
Possessor
Thing Possessed
Indicating Possession
Juigalpa
map
the map of Juigalpa
stairs
top
the top of the stairs
1.- game
secret
______________________________________
25
2.- book
cover
______________________________________
3.- friend
backpack
______________________________________
4.- highlight
show
______________________________________
5.- milk
bottle
______________________________________
6.- radio
volume
______________________________________
7.- table
legs
______________________________________
8.- piano
keyboard
______________________________________
9.- lights
switch
______________________________________
10.- cellphone
battery
______________________________________
2.2- Possessive adjectives and possessive pronouns

Possessive Pronouns: They comprise a third group of pronouns.
This group is generally divided into two subgroups, based on the
function of the possessive pronouns in a sentence. The first subset is
generally known as possessive adjectives and the second set as
possessive pronouns.
The distinction between the two groups lies in what does or does not
follow. Possessive adjectives are followed by a noun or noun phrase
(Sentence 1). Possessive pronouns stand-alone (Sentence 2).
(1)
This is my English book.
Versus (2) It is mine.
26
Possessive pronouns, like any pronoun, replace a noun or noun

phrase. In sentence (2), mine replaces the noun phrase my book in
sentence (1).
Possessive adjectives and possessive pronouns are similar because
they both refer to possession or ownership. They differ, however, in
their function:
Possessive pronouns replace noun phrases. And they are used to talk
about things that belong to people. The words my, your, his, her,
its, our, your and their are possessive adjectives. The words mine,
yours, his, hers, its, ours, yours and theirs are possessive
pronouns.
This book is mine.
Have you lost yours, Maryuri?
That pen is hers and this one is his. Laura has lost her cat.
Is this cat hers?
yours?
I can see my car, but where is
Weve had our lunch, but they havent had theirs.
2.3- Types of adjectives and Subject & Object Pronouns

Demonstrative Adjectives: They are used for pointing out things.
The words this, that, these, and those are demonstrative
adjectives. Non-count nouns, since they have no plural forms, can
only take the singular demonstratives this or that.
This is my English book.
This is Luis home.
These are her pets.

These are sheep but those are
oxen.
That is my friends backpack. Those are horses.
Thats his fathers new car. Those are the horses legs.
Types of Pronouns by Function: What are the different types of
English pronouns?
There are several different types of pronouns, each type serving a
different function in the sentence. In this section, we will look at four
types of pronouns: subject, object, possessive, and indefinite.
Subject Pronouns: They tell us who or what the doer of the verb is,
or what is described by the verb. You will notice that in English we use
eight subject pronouns, although there are only seven different
27
pronoun forms. The second person pronoun you can refer to either a
singular or plural person; context is what indicates whether the
singular or plural pronoun you is intended. The subject of a verb does
the action of the verb. The personal pronouns I, you, he, she, it, we
and they can all be used as the subject of a verb.
Maritza likes cars. She has two cars.
In the first sentence, the proper noun Maritza is the subject of the
verb likes. In the second sentence, the pronoun she is the subject of
the verb has.
My name is Michael. I am fourteen.
Firulai, you are a bad dog!
David and I are playing soccer. We like sports.

Object Pronouns: They are another type of pronoun. These are
pronouns that replace nouns or noun phrases in object position in the
sentence. Object position means that the noun or noun phrase*
receives the action of the verb. The object of a verb receives the
action of the verb. The personal pronouns me, you, him, her, it, us,
you, and them can all be used as the object of a verb.
Lisa likes cats. She likes to stroke them.
In the first sentence above, the noun cats is the object of the verb
likes. In the second sentence, the pronoun them is the object of the
verb stroke.
Im doing my homework. Dad is helping me.
Goodbye, children! Ill call you later.
to speak to him.
Where is Leonardo? I need
The car is very dirty. Mom is cleaning it.
2.4- Reflexive Pronouns

Reflexive Pronouns: They are a little different from the pronouns we
have explored up to now because reflexive pronouns do not substitute
for a noun or noun phrase. Instead, reflexive pronouns are generally
used to refer back to the subject, as in Sentence (1). They can also be
used for emphasis as in Sentence (2), (4), and (3). In addition, when a
reflexive pronoun is used with by, it usually means alone as in
Sentence (5).
Function
28
(1) The actress admired herself in the mirror.

(2) I myself would never do that.
(3) I would never do that myself.
(4) The teacher wants us to present the projects
ourselves.
(5) Jos cant answer the question by himself.
herself refers back to The actress

myself is used for emphasis. It can immediately
follow the subject (2) or come at the end of the
sentence (3).
ourselves is also used for emphasis, but it refers
back to the object us.
by + relative pronoun = alone
What are the forms of the reflexive pronouns?

The reflexive pronouns vary according to person and number (singular
/ plural) as in the table below.
The singular forms all end in self ; the plurals in selves. Note that
there are two forms for you in the reflexive: the singular yourself
and the plural yourselves. This is one instance where English does
make a distinction between the singular and plural you. They are
words that refer to the noun or pronoun that is the subject of the verb.
The words myself, yourself, himself, herself, itself, ourselves,
yourselves and themselves are reflexive pronouns.
My brother built this computer himself.
yourself with that knife.
Kate fell and hurt herself.
mirror.
Be careful not to cut
Daniel was looking at himself in the
Our cat washes itself after every meal. We bake the cake by ourselves.
Come in, everybody, and find yourselves a seat.

Pronouns
Plural
Singular
Subject
Pronoun
I
you
he
she
It
we
you
they
Object
Pronoun
Possessiv
e Adjective
Possessiv
e
Pronouns
me
you
him
her
it
us
you
them
my
your
his
her
its
our
your
their
mine
yours
his
hers
its
ours
yours
theirs
Reflexive
Pronouns
myself
yourself
himself
herself
itself
ourselves
yourselves
themselve
Demonstrative
Pronouns
this*
that**
these*
those**
29
* Use this and these when you are talking about things near you.
** Use that and those when you are talking about things farther
away.
UNIT III: Comparatives & Superlatives

CONTENTS
3.1 Comparative Forms of Adjectives & Adverbs
3.1.1 Adjectives & Adverbs with the comparative Form: as . . .
as,
3.2 Superlative Forms of Adjectives and Adverbs
3.2.1 Superlatives: the . . . est, the most . . . & the least . . .
3.2.2 Rules for the Formation of Comparatives & Superlatives
3.2.3 Irregular Comparative & Superlative Forms
-er than & more . . . than
3.1- Comparative Forms of Adjectives & Adverbs

When we use adjectives (e.g., old, important, etc.) to compare two
people or two things, the adjectives have special forms. There are
many different ways of making comparison in English. But we are
going to study some of them. When you compare two people or
things, use the comparative form of the adjective or adverbs. The
use of er or more is called the comparative form.
3.1.1- Adjectives & Adverbs with the Comparative Form: as . . . as,
-er than & more . . . than
One way of making comparisons with as . . . as. This pattern is used

to say the two parts of a comparison are equal or the same in some
way, in statements.
as + adjective + as
as + adverb + as
Glenis is 21 years old. David is also 21.
Glennis is as old as David.
Mike came quickly. Yosari came quickly.

Yosari.
Mike came as quickly as
30
Another way of making comparison in negative form is with not as . .

. as.* Quite and nearly are often used with the negative.
not quite as + adjective + as = a small difference
not nearly as + adjective + as = a big difference
Jos is 20. Tina is 21.
Jos is not as old as Tina
Jos isnt quite as old as Tina.

old as.
Amy is 5. She isnt nearly as
Common modifiers of as . . . as are just (meaning exactly) and

nearly / almost. It is also possible: not so . . . as: Jos is not so old
as Tina.
Lots of comparative adjectives and some adverbs end in -er. With
some adjectives, you use more to make the comparative form. The
word than is often used with comparative adjectives or adverbs. For
example, you might say:
Jack is taller than John.
active
fast
faster
A sports car is faster than a motorbike.

smaller
The bus is more comfortable than the car.
small
A train runs more slowly than a car.

delicious
active
delicious
more
more
The comparative forms of some adjectives are completely different

words. With these adjectives, you dont add er or more than to form
the comparative.
Ligia gets better scores than Karla.
good
better
I take less sugar than Maydil.
little
less
Exercise 1: Look at these pair of sentences and then make

comparison using as . . . as.
Example:
My pencil is short.
_My pencil is as short as Rauls ruler._
Rauls ruler is short.

Kendy speaks slowly.
_Kendy speaks as slowly as you._
You speak slowly.

1.-
The
blue
car
runs
fast.
31
___________________________________________________
The red car runs fast.
2.Pedro
is
___________________________________________________
tall.
Rico is tall.
3.Glenis
is
___________________________________________________
optimistic.
Gary is optimistic.
4.The
tomato
soup
is
___________________________________________________
delicious.
The onion soup is delicious.

5.- Today it is windy.
____
_______________________________________________
Yesterday was windy.
6.The
sheet
looks
___________________________________________________
white.
The snow looks white.

7.This
film
was
___________________________________________________
good.
That film was good.

8.I
am
___________________________________________________
blind.
A bat is blind.
9.Jeanette
looks
___________________________________________________
pretty.
Paola looks pretty.

10.The
yoghurt
tastes
___________________________________________________
delicious.
An ice cream tastes delicious.

Exercise 2: Complete the sentences with your own words.
Example:
. . . not as sharp as . . .
A pencil point isnt as sharp as a needle.
32
A kitchen knife isnt as sharp as a razor blade.

My mind isnt as sharp in the afternoon as it is in
the morning.
1. . . . just as important as . . .
2. . . . not as comfortable as . . .
9. . . . not as heavy as . . .
10. . . . just as nutritious as . . .
3. . . . not nearly as interesting as . . . 11. . . . as often as I can.

4. . . . just as good as . . .
12. . . . as often as I used to.
5. . . . not quite as difficult as . . .
13. . . . as soon as possible.
6. . . . not as quiet as . . .
14. . . . not as easy as it looks.
7. . . . almost as good as . . .
15. . . . as much as possible.
8. . . . not as friendly as . . .
1._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
2._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
3._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
4._______________________________________________________________________
_______________
33
_______________________________________________________________________
_______________
5._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
6._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
7._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
8._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
9._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
10._______________________________________________________________________
_______________
34
_______________________________________________________________________
_______________
11._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
12._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
13._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
14._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
15._______________________________________________________________________
_______________
_______________________________________________________________________
_______________
35
3.2- Superlative Forms of Adjectives and Adverbs

3.2.1- Superlatives: the . . . est, the most . . . and the least . . .
We use the superlative form of an adjective or an adverb to compare

three or more nouns. Lots of superlatives end in est. With some
adjectives and adverbs, you use most to make the superlative form.
But others are completely different words. With these adjectives or
adverbs, you dont add est, most or least to form the superlative.
You often add the before the superlative form. There are two types of
superlative relative and absolute. The relative superlative describes a
noun within the context of some larger group.
Maxkaren looks the least lazy.
Manuel is the smartest guy in the class.
The diamond ring is the most expensive.
The absolute superlative does not describe the noun in the context of
a larger group. It has three possible forms.
very + adjective extremely + adjective indescribably
adjective
very smart
extremely smart
indescribably smart
muy listo
sumamente listo
listisimo
Jos is very smart. The book is extremely expensive.

In English, the relative superlative is formed by using the words
most, least or the ending -est.
Bill Gates became the richest man in the U.S.A.
A tour bus was the most expensive vehicle in the fair.
A bicycle is the least expensive.
3.2.2- Rules for the Formation of Comparatives & Superlatives
Comparative & Superlative Forms of Adjectives and Adverbs

POSITIVE
old
the oldest
tall
the tallest
small
the smallest
cheap
COMPARATIVE
SUPERLATIVE
RULES
Form the comparative and superlative

forms
of
a
one-syllable
taller adjective/adverb by adding er for
the comparative for and est for the
smaller superlative.
older
cheaper
Mary is taller than Max.

36
Idalmis is the tallest.
the cheapest
loud
the loudest
louder
fast
the fastest
faster
hard
the hardest
harder
large
the largest
larger
wise
the wisest
wiser
close
the closest
closer
wide
the widest
wider
safe
the safest
safer
clever
cleverest
Carlas house is larger than mine.

Esmelda is the wisest girl I know.
cleverer
the
Some two-syllable adjectives use

either er / est or more / most.
more clever
the
gentler
the
able, angry, clever, common, cruel,

friendly, gentle, handsome, narrow,
pleasant, polite, quiet, simple, sour.
more gentle
the
most clever
gentle
gentlest
If the one-syllable adjective/adverb

ends with an e, just add r for the
comparative for and st for the
superlative form.
most gentle
friendly
friendliest
friendlier
more friendly
the
the
most friendly
big
the biggest
thin
the thinnest
fat
the fattest
hot
the hottest
If the one-syllable adjective ends with

a single consonant with a vowel
thinner before it, double the consonant and
add er for the comparative for, and
fatter double the last consonant and add
est for the superlative form.
bigger
hotter
flat
the flattest
flatter
wet
wetter
Jefri looks thinner than Luisa.

Today is the hottest day.
37
the wettest
If the two-syllable adjectives ends

with y, change the y to i and add
happier er for the comparative for. For the
superlative form change the y to i
angrier and add est.
easy
the easiest
easier
happy
the happiest
angry
the angriest
busy
the busiest
busiest
pretty
the prettiest
prettier
tiny
the tiniest
clever
cleverest
narrow
narrowest
gentle
gentlest
active
active
beautiful
beautiful
delicious
delicious
slowly
slowly
tinier
cleverer
narrower
gentler
With two-syllable adjectives ending in

er, le, or ow take er and est to
the form the comparative and superlative
forms.
the
the
Adjectives
that
form
their
comparative and superlative with
more beautiful the most more
and
most
are
usually
adjectives with two or more syllables,
more delicious the most or sounds.
more active
more slowly
the most
the most
Exercise 1: Complete the blanks with the correct comparative form

of the adjectives or adverbs in brackets.
Example: Chinandega is _bigger than__ (big) Managua.
1.- Alaska has ________________________ (large) Texas in land area.
2.- Old shoes are usually ________________________ (comfortable) new
shoes.
3.- Wendy likes Chinese food ________________________ (good) Italian
food.
4.- A pillow is ________________________ (soft) a rock.
5.- I am ________________________ (young) my brother.
38
6.- Spain looks ________________________ (small) Brazil.

7.- The first question is ________________________ (easy) the fourth one.
8.- David looks ________________________ (sad) the other boy.
9.- Your handwriting is ________________________ (bad) Elisas.
10.- Estefany looks ________________________ (friendly) Hanny.
Exercise 2: Write down the comparative and superlative forms of the
following adjectives and adverbs.
1. high
________________________
2.- lazy
________________________
________________________ ________________________
3.- hot
________________________
________________________
4.- careful
________________________
________________________
5.- late
________________________
________________________
6.- dangerous
________________________
________________________
7.- happy
________________________
________________________
8.- far
________________________
________________________
9.- common ________________________
________________________
10.- slowly
________________________
________________________
http://www.eflnet.com/grammar/compadj.php#.VEhrilf4Kso
online)
(Exercise
3.2.3- Irregular Comparative & Superlative Forms
A few adjectives dont form their comparative and superlative forms in

any of the usual ways. The comparative and superlative forms of
these adjectives are different words, called irregular forms.
Irregular Comparative and Superlative Forms
POSITIVE
good
bad
badly
little
many
COMPARATIVE
better
worse
worse
less
more
the
the
the
the
the
SUPERLATIVE
best
worst
worst
least
most
39
much
far
few
well
old **
more
farther / further *
less
better
elder
the
the
the
the
the
most
farthest / the furthest
least
best
eldest
* Both farther and further are used to compare physical distances: I

walked farther/ further than my friend did. Further (but not farther)
can also mean additional: I need further information.
** it refers to people in a family.
Exercise 3: Choose any appropriate adjective from the list (or any
adjective of your own choosing) to make comparison between the
given items. Use the comparative form (more, -er, or irregular
form).
bright
easy
flexible
heavy
short
good
thick
thin
wide
deep
enjoyable
relaxing
easy
expensive
fast
cheap
shallow
comfortable
Example: traveling by train / traveling by bus

Traveling by train is more relaxing than traveling by bus.
Traveling by train is more comfortable than traveling by bus.
Traveling by train is better than traveling by bus.
_______________________________________________________________________
_________.
1.- a pool / a lake
_______________________________________________________________________
_________.
2.- an elephants neck / a giraffes neck
_______________________________________________________________________
_________.
3.- sunlight / moonlight
40
_______________________________________________________________________
_________.
4.- iron / wood
_______________________________________________________________________
_________.
5.- walking / running
_______________________________________________________________________
_________.
6.- a river / a stream
_______________________________________________________________________
_________.
7.- rubber / wood
_______________________________________________________________________
_________.
8.- traveling by air / traveling by car
_______________________________________________________________________
_________.
9.- a butterflys wing / a blade of grass
_______________________________________________________________________
_________.
10.- nothing / sitting in a garden on a quiet summer day
_______________________________________________________________________
_________.
11.- a lake / a swimming pool
_______________________________________________________________________
________.
12.- speaking English / speaking Mandarin
41
_______________________________________________________________________
________.
Exercise 4: Fill in the gaps with the superlative form of the adjectives
given in brackets.
Example: The Atlantic Coast has _the biggest __ (big) in land
area.
1.- It is ________________________ (large) shop in town.
2.- Monday is ________________________ (bad) day of the week.
3.- Kendy was ________________________ (noisy) person in my English
class.
4.- Maxkaren is ________________________ (popular) in the course.
5.- Which was ________________________ (difficult) subject at high
school?
6.- Jos is ________________________ (good) player in the soccer team.
7.- Elephants are ________________________ (heavy) animals.
8.- Cristina is ________________________ (thin) girl in the class.
9.- The sofa looks ________________________ (comfortable) furniture in
our house.
10.- Oranges are ________________________ (sweet) fruit.
11.- A rock is ________________________ (heavy) a leaf.
Exercise 5: Complete the blanks with the comparative or the
superlative form of the adjectives given in brackets.
Example:
area.
The Atlantic Coast has _the biggest __ (big) in land

Chinandega is _bigger than__ (big) Managua.
1.- This armchair is ________________________ (comfortable) the old one.

2.- Trains are ________________________ (slow) airplanes.
3.- I bought ________________________ (expensive)souvenir I could
afford.
42
4.- In the English classroom there are _____________ (many) girls

___________ boys.
5.- Tina looks ________________________ (young) child in the family.
6.- That T.V. set is ________________________ (cheap) of all.
7.- You are ____________ (safe) here ____________ there.
8.- Bertha is ________________________ (pretty) Kate.
9.- This is ________________________ (exciting) film I have ever seen.
10.- Tim was ________________________ (talented) Miguel.
11.- The princess looks ________________________ (beautiful) the witch.
UNIT IV: Present Continuous & Simple Present

CONTENTS
4.1 Present Continuous Tense, Simple Present & state verbs in written
contexts
4.1.1 Illustrative Reading of both structures
4.1.2 List of Verbs of Common Status
4.2 Grammatical Structures of the Present Continuous & Simple Present
4.3 Adverbs of Frequency
4.3.1 List of Adverbs of Frequency
4.3.2 Illustrative Sentences of the Position of Adverbs
4.1- Present Continuous Tense, Simple Present & state

verbs in written contexts
USE
EXAMPLES
The Simple Present for

* facts of life,
generally true
things
People who have jobs earn money.

that
are I read a lot of books.
All matches start at 3 oclock.

* things people do or things that Yefri lives alone because he prefers
happen in general or habitually
it.
* permanent situations that wont They have / Theyve got a nice
change or are unlikely to change
house.
* referring to possessing something Does he have / Has he got a wellwith have.
paid job?
43
* if have is part of
refers to an action
a phrase that NOT Has he a well-paid job?

I have a shower every morning.
The Present Continuous for
Youre reading this sentence.
* actions at exactly this moment
This country is changing a lot.
* actions during this period of time
Karlas working
* temporary situations that will or summer.
may change
* if have is part of a phrase that Shes having
refers to an action
moment.
in
shop
shower
at
this
the
NOTE: Forms of have got are not

correct with this meaning.
The Simple Present Tense

Verbs have forms called tenses that tell you when the action happens.
If the action happens regularly, sometimes or never, use the simple
present tense. It expresses a general truth or a customary action or it
expresses general statements of fact.
Uncle Luis wears glasses.
The sun rises in the east.
Ducks love water.

bus.
The children go to school by
The words am, is, are are also verbs, but they are not action words.
They are the simple present tense of the verb be. Use am with the
pronoun I, and is with the pronouns he, she and it. Use are with the
pronouns you, we and they.
It is very hot today.
I am Lionel. I am not Leonel.
She is Miss Tllez.
She is a doctor.
We are in the same class.
They are good friends.
It is also used to talk about things that are planned for the future.
Melanie starts English class tomorrow.
week.
The trains depart in five minutes.
I go to summer camp next

My dad retires next year.
Many verbs which are connected with the idea of thinking or having a
feeling are not usually used in the present continuous form. For
example:
44
It is not correct to say Im not knowing his name or Are you

wanting something to eat? Instead say I dont know his name
and Do you want something to eat?
The Present Continuous
It is also called The present progressive or the continuous present.
It expresses an activity that is in progress (is occurring, is
happening) right now. The event is in progress at the time the
speaker is saying the sentence. The event began in the past, is in
progress now, and will probably continue into the future.
When we want to emphasize that something is done repeatedly, we
can use the present continuous with words like always, constantly,
continually, or forever. Often we do this when we want to show that
we are unhappy about it, including our own behavior:
They are constantly having parties until the early hours of the
morning.
Chris is always including me in his crazy schemes.
Betsy is always smiling during the English class.
The students are continually wearing sneakers and white socks.
NOTE: The continuous form of be is used to talk about someones
temporary behavior.
Youre being stupid. (at this moment, not that you are a stupid
person)
4.1.1- Illustrative Reading of both Structures
Look at the reading below and identify the simple present and the
present continuous. Underline the simple present and put between
brackets the present continuous.
45
4.1.2- List of Verbs of Common States
Some verbs can not be used in the progressive tenses. They are
called state verbs or nonaction verbs. They indicate state, sense,
desire, possession, or opinion. The most common nonaction verbs
are:
love
hate
like
know
own
sound
possess
prefer
doubt
seem
understand be
look
have
want
believe
appear
smell
feel
consider
taste
need
realize
care
NOTICE THE USAGE IN THE FOLLOWING SENTENCES:

Mr. Obregon is seeming like a nice guy. Wrong
Mr. Obregon seems like a nice guy.
Correct
This salad is tasting delicious.
Wrong
This salad tastes delicious.
Correct
Im liking banana cream pie.
Wrong
I like banana cream pie.
Correct
Some verbs have both action and state meanings. The situation
determines whether the action or state form of the verb is used:
Those flowers look beautiful.
Flora is looking out the window.
I think thats a great idea.

speech.
I am thinking about my upcoming
We have a brand new car.
We are having a party this weekend.
Kate is a real estate agent.
Linda is being naughty today.
think
mind
have
smell
be
sound
look
appear
taste
feel
Here, think is a state verb. It means to have an opinion and it can

not be used in a continuous form.
46
I think it is wrong to hit children.

Here, thinking is describing a process or an action. This is something
happening.
Im thinking about buying a new car.
Here, mind means feel concern about, which it is a mental state and
not an action.
I dont mind if we watch a movie tonight.
Here, minding means take care to do something. Therefore, it is an
action verb.
Im not being noisy. Im minding my own business!
Here, have talk about a family relationship who speaks has with his /
her brothers.
I have three brothers.
In this sentence having means that who is speaking is going through
a process of a hard day.
Im having a bad day today. Ill call you when things are better.
4.2- Grammatical Structures of the Present Continuous

Tense & Simple Present
FORMS OF THE SIMPLE PRESENT AND THE PRESENT PROGRESSIVE
SIMPLE PRESENT
STATEMEN
T
I-You-We-They work-fix-cry.
He-She-It
works-fixes-
cries.
I-You-We-They do not work.

NEGATIVE
QUESTION
S
He-She-It
does not
work.
Do I-You-We-They work-fixcry?
Does He-She-It
cry?
work-fix-
PRESENT PROGRESSIVE
I am
working.
You-We-They are working.
He-She-It is working.
I am not
working.
You-We-They are not
working.
He-She-It is not
working.
Am
I
working?
Are You-We-They working?
Is
He-She-It
47
CONTRACTIO
NS
pronoun +
be
do +
not
does +
not
working?
I + am = Im working.
you, we, they + are = Youre, Were, Theyre working.
he, she, it + is
= Hes, Shes, Its working.
do + not = dont
I dont work.
does + not = doesnt

is
are
be + not
(am
Susan doesnt work.
+ not = isnt
+
+
He isnt working.
not = arent They arent working.

not = am not* I am not working.)
* Note: am and not are not contracted.

Spelling of -ing
Rule
1
Rule
2
END OF VERB -ING FORM

A CONSONANT * + -e DROP THE e and ADD ing
smile smiling
write writing
ONE VOWEL * + ONE CONSONANT DOUBLE THE CONSONANT and
ADD ing **
sit sitting
run running
TWO VOWELS +ONE CONSONANT ADD ing; DO NOT DOUBLE THE
Rule
3
CONSONANT
read reading
rain raining
TWO CONSONANTS ADD ing; DO NOT DOUBLE THE
Rule
4
CONSONANT
stand standing
push pushing
*Vowels = a, e, i, o, u.
q, r, s, t, v, w, x, y, z.
Consonants = b, c, d, f, g, h, j, k, l, m, n, p,
**Exception to Rule 2: Do not double w, x and y.

snow snowing
fix fixing
say saying
48
Exercise 1: Let`s talk: Class activity. Directions: Your classmate

will perform and describe some actions. Listen for the form of the
verb. Answer questions about these actions.
Example:
Student 1: (pantomimes to read) What am I doing?
Student 2: You are reading a book.

1.- (pantomimes to write your name) What is he doing?
_______________________________________________________________________
___________
2.- (pantomimes to sit) What are they doing?
_______________________________________________________________________
___________
3.- (pantomimes to stand) What is she doing?
_______________________________________________________________________
___________
4.- (pantomimes to count the markers) What am I doing?
_______________________________________________________________________
___________
5.- (pantomimes to wave) What are the girls doing?
_______________________________________________________________________
___________
6.- (pantomimes to look at the ceiling) What are you doing?
_______________________________________________________________________
___________
7.- (pantomimes to prepare a sandwich) What am I doing?
_______________________________________________________________________
___________
8.- (pantomimes to make a phone call) What is she doing?
49
_______________________________________________________________________
___________
9.- (pantomimes to eat soup) What is he doing?
_______________________________________________________________________
___________
10.- (pantomimes to jump) What are they doing?
_______________________________________________________________________
___________
Exercise 2: Simple present vs. present progressive. Directions: Look
at the picture and fill in the blank with the correct verb tense. Is the
activity of the verb:
(a) a daily or usual habit? or (b) happening right now (i.e., in progress in
the picture)?
Its 7:30
A.M.,
and the Wilsons are in their kitchen. Mrs Wilson
__________________1 at the breakfast table. She _______________________ 2

a newspaper. She usually _____________________3 the newspaper every
morning. Mr. Wilson ______________________4 a cup of coffee. He always
_____________________5 two cups of coffee every morning before he
______________________6 to work. There __________________7 a cartoon on
TV,
but
the
children
_______________________8
it.
They
50
_______________________9
with
their
toys
instead.
They
usually
_____________________10 cartoons in the morning, but this morning they

_______________________11 any attention to the TV. Mr. and Mrs. Wilson
_______________________12
_______________________13
the
the
TV
news
in
either.
the
They
evening,
often
but
they
_______________________14 cartoons.
Exercise 3: Simple present vs. present continuous. Complete the
blanks with the correct form of the verbs in brackets.
Elena
__________________1
(be)
twenty-one
years
old.
She
___________________2 (learn)English at FAREM-Chontales now. She

___________________3 (like) English a lot and __________________4 (think)
that is a useful language. She __________________5 (have) some
homework to do. That`s why she __________________5 (sit) here in front
of her computer.
She __________________6 (want) to take an English test from the
American Embassy in Managua. Right now she __________________7
(try) to find an exercise on the superlative form of adjectives. She
__________________8
(think)
about
these
rules
but
she
___________________9 (not / remember) them very well. Is it farest or

farthest?
She finally ___________________10 (choose) a test. It isnt easy, but Elena
___________________11
(have)
fun
with
the
quiz.
She
___________________12 (hope) she understands the superlative a little

better at the end of the exercise.
4.3- Adverbs of Frequency

We use some adverbs to describe how frequently we do ah activity.
Some adverbs and adverb phrases answer the question how often?
They are called adverbs of frequency. There are three main positions
for adverbs which modify a verb.
51
4.3.1- List of Adverbs of Frequency
The words in this chart are called frequency adverbs.

Frequen
cy
100%
Adverb of
Frequency
always
90%
usually
80%
70%
50%
30%
10%
normally /
generally
often /
frequently
sometimes
Example Sentence
I always go to bed before 10 p.m.

Roger is usually busy at home.
You generally dont drive carefully.
The student often surfs the internet.
Henry sometimes forgets her wifes birthday.

occasionally Elsa occasionally doesnt eat junk food.
seldom
We are seldom late to class.
hardly
I hardly ever drink alcohol.
ever / rarely
0%
never
The dog never swims in the sea.
4.3.2- Illustrative Sentences of the Position of Adverbs
5%
An adverb of frequency goes before a main verb (except with To Be).

Subject + adverb + main verb
Rosa always remembers to do her homework.
I normally get good marks in exams.
An adverb of frequency goes after the verb to be.

Subject + to be + adverb
They are never pleased to see me.
She isnt usually bad tempered.
When we use an auxiliary verb (have, will, must, might, could, would,
can, etc.), the adverb is placed between the auxiliary and the main
verb. This is also true for to be.
Subject + auxiliary + adverb + main verb
She can sometimes beat me in a race.
I would hardly ever be unkind to someone.
They might never see each other again.
We could occasionally be heard laughing.
We can also use the following adverbs at the start of a sentence:

Usually, normally, often, frequently, sometimes, occasionally
Occasionally, I like to eat Japanese food.
52
But we cannot use the following at the beginning of a sentence:

Always, seldom, rarely, hardly, ever, never
We use hardly ever and never with positive, not negative verbs:
She hardly ever comes to my parties.
They never say thank
you.
We use ever in questions and negative sentences:
Have you ever been to New Zealand?
I havent ever been to Switzerland. (The same as I have never been
to Switzerland.)
We can also use the following expressions when we want to be more
specific about the frequency:
every day once a month twice a year four times a day
every other week
Kathy practices the piano regularly. The
school on the bus.
children
always
go
to
Ill never make that mistake again.
Have you ever been to Japan?
Weve been to Disneyland twice.

week.
Ilsa clean her bedroom every
The shops are often very busy. The newspaper is delivered daily.
Exercise 1: Rewrite the sentences, adding the adverb of frequency in
bracket.
1.- Rosa eats breakfast in the morning. (always)
_______________________________________________________________________
____________
2.- I buy some carrots for dinner. (never)
_______________________________________________________________________
____________
3.- Roger watches TV in the living-room. (seldom)
53
_______________________________________________________________________
____________
4.- You are late for your English class. (often)
_______________________________________________________________________
____________
5.- It snows in my hometown. (never)
_______________________________________________________________________
____________
6.- We take the bus. (five times a week)
_______________________________________________________________________
____________
7.- Elena stays at home in the evening. (usually)
_______________________________________________________________________
____________
8.- They are very hungry by lunchtime. (occasionally)
_______________________________________________________________________
____________
9.- Sue drinks some coffee. (twice a day)
_______________________________________________________________________
____________
10.- He is at the library in the afternoon. (rarely)
54
_______________________________________________________________________
____________
Exercise 2: How often do the people in the chart drink orange juice
with lunch? Use chart to make sentences. Use each adverb of
frequency once.
always, often, never, rarely, seldom, sometimes, usually
1.
2.
3.
4.
5.
6.
7.
Sonia
Raul
Maria
Jose
Manuel
Idalmis
Vilmar
Sun.
x
Mon.
x
x
Tue.
x
x
x
Wed.
x
x
x
Thur.
x
x
x
x
Fri.
x
x
x
x
x
Sat.
x
x
x
x
x
x
1._______________________________________________________________________
____________
2._______________________________________________________________________
____________
3._______________________________________________________________________
____________
4._______________________________________________________________________
____________
55
5._______________________________________________________________________
____________
6._______________________________________________________________________
____________
7._______________________________________________________________________
____________
Exercise 3: Lets Talk it!: Class Activity. Directions: Your teacher
will ask you to talk about your morning, afternoon and evening
activities. Close your notebooks and pamphlet for this activity.
Teacher: Tell me something you
1.- always do in the morning.
6.- never do in the afternoon.
2.- never do in the morning.
7.- often do in the evening.
3.- sometimes do in the morning.

evening.
8.-
sometimes
do
in
the
4.- usually do in the afternoon. 9.- rarely do in the evening.

5.- seldom do in the afternoon. 10.- sometimes do on weekends.
1._______________________________________________________________________
____________
2._______________________________________________________________________
____________
56
3._______________________________________________________________________
____________
4._______________________________________________________________________
____________
5._______________________________________________________________________
____________
6._______________________________________________________________________
____________
7._______________________________________________________________________
____________
8._______________________________________________________________________
____________
9._______________________________________________________________________
____________
10._______________________________________________________________________
____________
57
NOTE: In a negative sentence, most frequently adverbs come in front

of a negative verb (except always and ever). Always follows a
negative helping verb or negative be.
Betsy usually doesnt eat breakfast. They normally dont
get up late.
Karen is always on time. He doesnt always come early for
class.
UNIT V: Simple Past & Past Continuous

CONTENTS
5.1 Simple Past & Past Continuous
5.1.1 Presentation of diagrams with both structures
5.1.2 Identification of structures in a text comparing their use
5.1.3 Regular Verbs
5.1.4 Irregular Verbs
5.2 When & while
5.1- Simple Past & Past Continuous

Use the simple past tense to talk about things that happened in the
past. The simple past tense is also used to talk about things that
happened in stories. The simple past tense is usually made by adding
ed to the verb.
I opened the door and looked inside.
The plane landed ten minutes ago.
My cousin visited us last summer.
Past Time Words: Yesterday, Last, and Ago
Yesterday
Last
Ago
(a) Jessel was here
(b) Heyder was here
(c) They were here
yesterday.
last night.
five minutes ago.
yesterday morning.
last week.
two hours ago.
last month.
three days ago.
last year.
a (one) week ago.
last spring.
six months ago.
last summer.
a (one) year ago.
yesterday
afternoon
yesterday evening.
58
last fall.
last winter.
last Monday.
last Tuesday.
last Wednesday.
etc.
NOTICE In (a): yesterday is used with morning, afternoon, and evening.
In (b): last is used with night, with long periods of time (week, month,
year), with seasons (spring, summer, etc.), and with days of the week.
In (c): ago means in the past. It follow specific lengths of time (e.g., two
minutes + ago, five years + ago).
Use the past progressive tense to talk about things that were
happening in the past and had not stopped happening or actions
that were going on at a certain moment in the past. They were
continuing. To make the past progressive tense, use was or were and
a verb that ends in ing.
Miss Delgadillo was cleaning her bedroom yesterday.
Jenny and I were tidying the classroom
5.1.1- Presentation of diagrams with both structures
You can also use the past progressive tense to say what was
happening when something else happened.
Mary was waiting for the bus when David passed by.
Mom was cooking our supper when I came home.
When I saw Wendy, she was looking for her boyfriend.
What were they doing when the bell rang?
The students arrived while I was explaining the lesson.
While we were in Granada, we met Laura.
Miguel was injured while he was playing soccer.
5.1.2- Identification of Structures in text comparing their use
Simple Past vs. Past Progressive

(a) Jane called me yesterday.
The
simple
past
describes
(b) I talked to Jane for an hour last activities or situations that began
and ended at a particular time in
night.
59
(c) We went to Jacks house last Friday.
the past. (e.g., yesterday, last

(d) What time did you get up this night).
morning?
(e) I was studying when Jane called The past progressive describes an
activity that was in progress (was
me yesterday.
happening)
at
(f) While I was studying last night,

action happened.
Jane called.
the
time
another
In (e) and (f): The studying was in

progress when Jane called.
(g) I opened my umbrella when it If both the when-clause and the

began to rain.
main clause in a sentence are
simple past, it means that the
action
in
the
when-clause
happened first, and the action in
the
main
clause
happened
second.
COMPARE:
(h) When the phone rang, I answered it.
(i) When the phone
studying.
5.1.3- Regular Verbs
rang,
In (g):
second,
In (h):
second,
First, it began to rain;

I opened my umbrella.
First, the phone rang;
I answered it.
was In (i): First, the studying was in

progress; second, the phone rang.
The simple past tense of most verbs ends in -ed. These verbs are
called regular verbs.
Rule # 1: To make the simple past form of most regular verbs in
English, just add ed.
BASE FORM
PAST
jump
jumped
laugh
laughed
play
played
need
needed
Rule # 2: If the regular verb ends with -e, just add d.

BASE FORM
PAST
agree
agreed
die
died
60
hate
hated
live
lived
Rule # 3: With regular verbs that end -y, when the last letters of
verbs are consonant + y just change y to i, add ed.
BASE FORM
PAST
bury
buried
carry
carried
fry
fried
hurry
hurried
Rule # 4: With regular verbs that have one syllable. They all end with
a consonant such as b, d, m, n, p, t, and have only a single vowel
before the consonant. You must double the last consonant of some
verbs before adding ed.
BASE FORM
PAST
fan
fanned
grab
grabbed
tip
tipped
pat
patted
nod
nodded
slam
slammed
5.1.4- Irregular Verbs
The simple past form of some verbs does not end in -ed. Such verbs
are called irregular verbs. Many common verbs have unusual
present, past and past participle tense forms.
The simple past tense of some irregular verbs does not change at all.
Significados
Base
Form
awake
be
bear
beat
become
begin
bend
Simple Past
Tense
awoke
was, were
bore
beat
became
began
bent
Past
Participle
awoken
been
born
beat
become
begun
bent
61
beset
bet
bid
bind
bite
bleed
blow
break
breed
bring
broadcast
build
burn
burst
buy
cast
catch
choose
cling
come
cost
creep
cut
deal
dig
dive
do
draw
dream
drive
drink
eat
fall
feed
feel
fight
find
fit
beset
bet
bid/bade
bound
bit
bled
blew
broke
bred
brought
broadcast
built
burned/burnt
burst
bought
cast
caught
chose
clung
came
cost
crept
cut
dealt
dug
dived/dove
did
drew
dreamed/dre
amt
drove
drank
ate
fell
fed
felt
fought
found
fit
beset
bet
bid/bidden
bound
bitten
bled
blown
broken
bred
brought
broadcast
built
burned/burnt
burst
bought
cast
caught
chosen
clung
come
cost
crept
cut
dealt
dug
dived
done
drawn
dreamed/drea
mt
driven
drunk
eaten
fallen
fed
felt
fought
found
fit
62
flee
fling
fly
forbid
forget
forego
(forgo)
forgive
forsake
freeze
get
give
go
grind
grow
hang
hear
hide
hit
hold
hurt
keep
kneel
knit
know
lay
lead
leap
learn
leave
lend
let
lie
light
lose
make
mean
meet
fled
flung
flew
forbade
forgot
forewent
fled
flung
flown
forbidden
forgotten
foregone
forgave
forsook
froze
got
gave
went
ground
grew
hung
heard
hid
hit
held
hurt
kept
knelt
knit
knew
laid
led
leaped
learned/learn
t
left
lent
let
lay
lighted/lit
lost
made
meant
met
forgiven
forsaken
frozen
gotten
given
gone
ground
grown
hung
heard
hidden
hit
held
hurt
kept
knelt
knit
know
laid
led
leaped
learned/learnt
left
lent
let
lain
lighted
lost
made
meant
met
63
misspell
mistake
mow
overcome
overdo
overtake
overthrow
pay
plead
prove
misspelled
mistook
mowed
overcame
overdid
overtook
overthrew
paid
pled
proved
put
quit
read
rid
ride
ring
rise
run
saw
say
see
seek
sell
send
set
sew
shake
shave
put
quit
read
rid
rode
rang
rose
ran
sawed
said
saw
sought
sold
sent
set
sewed
shook
shaved
shear
shed
shine
shoe
shoot
show
shore
shed
shone
shoed
shot
showed
shrink
shut
sing
shrank
shut
sang
misspelled
mistaken
mowed/mown
overcome
overdone
overtaken
overthrown
paid
pled
proved/prove
n
put
quit
read
rid
ridden
rung
risen
run
sawed/sawn
said
seen
sought
sold
sent
set
sewed/sewn
shaken
shaved/shave
n
shorn
shed
shone
shoed/shod
shot
showed/show
n
shrunk
shut
sung
64
sink
sit
sleep
slay
slide
sling
slit
smite
sow
speak
speed
spend
spill
spin
spit
split
spread
spring
stand
steal
stick
sting
stink
stride
strike
string
strive
swear
sweep
swell
sank
sat
slept
slew
slid
slung
slit
smote
sowed
spoke
sped
spent
spilled/spilt
spun
spit/spat
split
spread
sprang/sprun
g
stood
stole
stuck
stung
stank
strode
struck
strung
strove
swore
swept
swelled
swim
swing
take
teach
tear
tell
think
swam
swung
took
taught
tore
told
thought
sunk
sat
slept
slain
slid
slung
slit
smitten
sowed/sown
spoken
sped
spent
spilled/spilt
spun
spit
split
spread
sprung
stood
stolen
stuck
stung
stunk
stridden
struck
strung
striven
sworn
swept
swelled/swoll
en
swum
swung
taken
taught
torn
told
thought
65
thrive
throw
thrust
tread
understand
uphold
upset
wake
wear
weave
thrived/throv
e
threw
thrust
trod
understood
upheld
upset
woke
wore
weaved/wove
wed
weep
wind
win
withhold
withstand
wring
write
wed
wept
wound
won
withheld
withstood
wrung
wrote
thrived
thrown
thrust
trodden
understood
upheld
upset
woken
worn
weaved/wove
n
wed
wept
wound
won
withheld
withstood
wrung
written
5.2- When & While

When in Time Clauses
(a) When the rain stopped, we took a When can introduce a time clause.
walk. OR
when + S + V = a time clause
We took a walk when the rain
In (a): When the rain stopped is a time
stopped.
clause.
(b) When Tom was a child, he lived
with his aunt.
OR
Tom lived with his aunt when he was
a child.
COMPARE
(c) When did the rain stop? = a
question
(d) when the rain stopped = a time
clause
In (b): Notice that the noun (Tom)

comes before the pronoun (he).
When is also used to introduce

questions. * A question is a complete
sentence, as in (c). A time clause is not
a complete sentence, as in (d).
Using While with the Past Progressive

66
(a) The phone rang while I was

sleeping. OR
while + subject + verb = a time

clause
(b) While I was sleeping, the phone While I was sleeping is a time
rang. *
clause.
A while-clause describes an activity
that was in progress at the time
another activity happened. The
verb in a while-clause is often past
progressive (e.g., was sleeping)
* Note: When a time clause comes before the main clause, a comma
is used between the two clauses. A comma is not used when the time
clause comes after the main clause.
While vs. When in Past Time Clauses
(a) The mouse appeared while I was The verb in a while-clause is often
studying.
past progressive, as in (a) and (b).
OR
(b) While I was studying, the mouse
The verb in a when-clause is often
appeared.
simple past, as in (c) and (d).
(c) When the mouse appeared, I was
studying.
OR
(d) I was studying when the mouse
appeared.
Exercise 1: Lets Practice it!: Class Activity. Directions: Complete

the sentences. Use the past progressive in the while-clauses. Use the
simple past in the when-clauses.
Jessel (come in) __came in__
to class while the teacher (explain)
__was explaining__ the lesson.

When I (see) __saw__
the students, they (practice) __were
practicing__ grammar.
1.- While Jose (read) _____________________________ a poem yesterday
evening, someone (knock) _____________________________ the door.
67
2.- When my best friend (call) _____________________________ last week,

Idalmis (watch) _____________________________ television.
3.- While Sheyla (wash) _____________________________ dishes last
night, she (get) _____________________________ a phone call from her
best friend.
4.- My friend Maryuri (come) _____________________________ while I
(eat) _____________________________ dinner last night.
5.- You (listen) _____________________________ to music at home when
your friend Lionel (call) _____________________________ last night.
6.- My niece Elena (come) _____________________________ while I
(watch) _____________________________ a rented movie on my VCR last
night. I (invite) _____________________________ her to join me.
7.- I (eat) _____________________________ Chinese food when my sister
Mireya (come in)
_____________________________ to the kitchen last night.
8.- Eddy (wear) _____________________________ a new blue suit and a tie
when I (see) _____________________________ him yesterday morning.
9.- While Xiomara (lie) _____________________________ on the sofa and
(relax) _____________________________ after a long day, her new puppy
(take) _____________________________ her sandals.
10.- Manuel (watch) _____________________________ a movie at home
when there (be) _____________________________ a blackout last night.
Exercise 2: Lets Practice it!: Homework Activity. Directions: Look
at the illustrations and write down a time clause sentence using
while and after when.
1.Compiled by Miguel E. Lacayo B.
2.68
1._______________________________________________________________________
_____________________
_______________________________________________________________________
_______________________.
2._______________________________________________________________________
_____________________
_______________________________________________________________________
_______________________.
3.-
3._______________________________________________________________________
_____________________
_______________________________________________________________________
_______________________.
UNIT VI: Future with the structures be going to & will

CONTENTS
6.1 Be going to & Will
6.1.1 Presentation of diagrams with both structures
69
6.1.2 Identification of structures in a text comparing their use
6.1- Be going to & Will

Use the future tense for things that have not happened yet, but are
going to happen. Use shall and will as helping verbs or auxiliary
verbs to form the future tense. Use shall or will with I and we. Use
will with you, he, she, it and they.
I shall be eight years old next year.
week.
They will finish the job next
We shall play a game of chess after lunch. I hope it wont rain

tomorrow.
Sheyla is ill. She will not be at the party. Dad will be back for
dinner.
Here is a table to help you remember the rules:
Singular
I shall
Plural
we shall
Second person
I will
you will
he will
we will
you will
Third person
she will
they will
First person
it will
Learn these contractions:
I shall = Ill
shant
you will = youll
we shall = well
shall not=
I will = Ill
wont
he will
we will = well
will not =
it will = itll
she will = shell
= hell
they will = theyll
There are other ways of talking about future actions and happenings.
You can use be going to. Use am with the pronoun I, is with the
pronouns he, she and it, and with singular nouns like my mom
and the teacher, are with the pronouns we, you, and they and with
plural nouns like my friends and Jose and Jenny.
We are going to bake a cake tis afternoon. It is going to get dark
very soon.
70
I think Im going to be sick.
When are you going to clean your

room?
Jessel is sure Mom and Dad are going to be proud of her.

Hurry up! Were gonna * be late!
Note: Be going to is more common in speaking and in informal
writing than in
formal writing. In informal speaking, it is sometimes pronounced *
gonna /gn/. Gonna is not usually a written form.
You can also use the simple present tense to talk about things that
have been arranged for the future.
The new supermarket opens tomorrow.
minutes.
The bus leaves in ten
Esmelda moves to the third level next year. Next month I go to

summer camp.
The new school year starts on Monday. We have a history test next
week.
6.1.1- Presentation of diagrams with both structures
Future Time: Using Be + going to + Verb

(a) I am going to go downtown Be going to expresses (talks
about) the future. STATEMENT:
tomorrow.
(b) Sara is going to be here FORM: am
tomorrow.
is
+ going +
infinitive*
(c) We are going to come to class
are
next week.
(d) Im not going to go downtown
NEGATIVE: be + not + going to +
tomorrow.
infinitive
(e) Ana isnt going to study tonight.
(f) Are you going to come to class
tonight?
QUESTION:
No, Im not.
(g) Is Alex going to be at the be + subject + going to +
71
meeting tomorrow afternoon?
infinitive + P +?
Yes, he is.
A form of be is used in the short

(h) What time are you going to eat answer to a yes / no question with
be going to, as in (f) and (g).
dinner tonight?
Around six.
* Infinitive = to + the simple form of a verb (to come, to go, to see, to

study, etc.).
Forms with Will
STATEMENT
NEGATIVE
QUESTION
SHORT
ANSWERS
CONTRACTIO
NS
Rose + will
I You He She It We They will come tomorrow.

I You He She It We They will not (wont) come
tomorrow.
Will I You He She It We They come tomorrow?
Yes, I You He She It No, I You He She It We
We They will.*
They wont.
Ill
well
youll
theyll
itll
= Rosell
the teacher + will = the teacherll
shell
Will is usually contracted with
hell pronouns in both speech and
informal writing.
Will is often contracted with
nouns in speech, but usually
not in writing.
* Pronouns are not contracted with helping verbs in short answers.

CORRECT: Yes, I will.
INCORRECT: Yes, Ill.
72
Expressing Future Time: Be going to and Will

(a) I am going to leave at nine Be going to and will are used to
tomorrow morning.
express future time.
(b) I will leave at nine tomorrow (a) and
morning.
meaning.
(b)
have
the
same
(c) Marie is going to be at the (c) and (d)

meeting today. *
meaning.
have
the
same
(d) Marie will be at the meeting today. Will and be going to often give
the same meaning, but sometimes
they express different meanings.
(e) I shall leave at nine tomorrow The use of shall with I or we) to
morning.
express future time is possible but
(f) We shall leave at nine tomorrow infrequent.
morning.
* Today, tonight, and this + morning, afternoon, evening,

week, etc., can express present, past, or future time.
PRESENT:
Sheyla is in her office this morning.
Alex was in his office this morning at eight, but now hes at
a meeting.
PAST:
FUTURE: Bob is going to be in his office this morning after his
dentist appointment.
Exercise 1: Lets Practice it!: Class Activity. Directions: Complete

a sentence using an appropriate subject and the correct form of be
going to. Use a future time expression in each one.
Examples:
Lorena / go downtown
tomorrow evening.
Lorena
is
going
to
go
downtown
Page # 5 - 9 Betty Azar Fundamentals of English Grammar 3 rd Ed 222

73
Page # 69-110 291-293 307 Betty Azar - Basic English Grammar

3ed
Page 13 - 189 English Grammar in use-Advanced
74
75
http://www.really-learn-english.com/dynamic-verbs-and-stative-verbses.html
http://www.eslgold.com/grammar/nonaction_verbs.html
76
http://www.tolearnenglish.com/exercises/exercise-english-2/exerciseenglish-67464.php
http://cisl.edu/wordpress/uncategorized/action-vs-non-action-englishverbs.htm
http://www.perfect-english-grammar.com/stative-verbs.html
m
https://www.google.com.ni/search?q=google+translate&ie=utf8&oe=utf-8&rls=org.mozilla:es-ES:official&client=firefoxa&channel=sb&gws_rd=cr&ei=0bhKVMzkEpaMNqbUgqAH#rls=org.m
ozilla:es-ES:official&channel=sb&q=present+continuous+rules (Rules
Present Continuous)
http://www.e-grammar.org/present-continuous/
Exercises)
(Present
Continuous
http://planetaingles-stella.blogspot.com/2011/03/readingcomprehension-text-with-present.html (Reading Comprehension)

https://www.google.com.ni/search?q=google+translate&ie=utf8&oe=utf-8&rls=org.mozilla:es-ES:official&client=firefoxa&channel=sb&gws_rd=cr&ei=0bhKVMzkEpaMNqbUgqAH#rls=org.m
ozilla:esES:official&channel=sb&q=present+continuous+tense+and+present
+simple+tense (Both)
page 251 Fundamentals

Page # 466 Betty Azar - Basic English Grammar 3ed
Page # 65 Basic English Grammar Book 1
Page # 248 Betty Azar Fundamentals of English Grammar 3 rd Ed 222
Exercise 4,7,11,12,13. Page 313,329,331,332,333 (Betti Azar- Fundamentals of English Grammar 3 rd Ed
222)
77
Exercise 1,2,3. Page 324, 325, - (Betti Azar- Fundamentals of English Grammar 3 rd Ed 222)
Table 7
Table 4
SPELLING OF FINAL: -s; -es; -ies
http://www.eflnet.com/tutorials/adjcompsup.php#.VEaei1dhuSo
Carlos
Betty Azar English Grammar 3ed page 173
Carlos
http://www.englischhilfen.de/en/exercises/nouns_articles/apostrophe_s.htm
https://elt.oup.com/student/project3rdedition/level1/unit2/grammar/ex
ercise5?cc=global&selLanguage=en
http://www.englishexercises.org/buscador/buscar.asp?
nivel=any&age=0&contents=possessives
http://www.language-worksheets.com/possessive-elementary.html
http://www.agendaweb.org/grammar/possessive-exercises.html
http://www.myenglishpages.com/site_php_files/grammar-exercisepossessive-adjectives.php#.VEV-7FdhuSo
http://www.carmenlu.com/first/grammar/possessive15.html
https://www.google.com.ni/search?q=possessive+of&ie=utf8&oe=utf-8&rls=org.mozilla:es-ES:official&client=firefoxa&channel=sb&gws_rd=cr&ei=bXtFVP_SDpaVgwTT14DIDA#rls=org.
mozilla:esES:official&channel=sb&q=possessive+s+ppt&revid=1705920401
(PPT)
http://www.youtube.com/watch?v=zuVWK3V_zyg (youtube)
http://es.talkenglish.com/Grammar/prepositions-of-to-for.aspx
BIBLIOGRAFA
1. Reppen, R. y Gordon, D. (2012). Grammar and Beyond 2. United States: Cambridge
University Press.
2. Pavlik, Ch. (2012).Grammar Sense 2. (2nd. ed.). United States: Oxford University Press
3. Schoenberger, I. (2005) Focus on Grammar 2. (3rd. ed.). New York: Pearson Longman.
78
4. Murphy, R.(s.f.)Essential Grammar in Use, pre-intermediate. (3rd. ed.).Great Britain:

.Cambridge University Press.
5. Schrampfer, B. (2003) Fundamentals of English Grammar. (3rd. ed.). New York:
Longman.
1.8- Definite & Indefinite Articles:

English has two articles, the and a / an. When articles combine with nouns, they form noun
phrases:
Article
Noun
Noun Phrase
cat
a cat
an
elephant
an elephant
the
creature
the creature
The Definite Article the:

English has one definite article, the. The definite article both signals a noun and tells us that a
specific noun is being referred to. When mentioning the same thing or person again and the
person you are speaking to knows about this thing or person. It does not refer to something
general.
The message shocked me. (the person being spoken to now knows that the message exists)
For example, compare these two sentences:
(1) We like movies.
(2) We like the movies at Cinema I.
In sentence (1), we do not put the before movies because we are referring to movies in the
general sense of a type of activity we enjoy. In Sentence (2), we do put the before movies
because we are referring to the specific type or genre or selection of movies shown at this
movie theater.
The may be used with a singular or plural noun. It may be used before singular count nouns to
refer to a type of person or a thing in general when referring to a category or type. The is also
used with certain place names such as the United States, the City of New York, the University of
South Florida, the Golden Gate Bridge, and the Library of Congress.
79
The Indefinite Article a / an:

English also has an indefinite article that speakers use when referring to something that is not
specified, something that is vague, uncertain, or undefined. When mentioning something or
someone for the first time and the person you are speaking to does not know about this thing or
person. It is used with a singular count noun.
Someone left a message for you. (the person being spoken to did not know that this message existed or
what it contains before now)
This indefinite article has two forms, depending on the initial vowel sound of the word
following the indefinite article. If the noun or adjective begins with a vowel sound, then we use
the form an as in an icicle or an early meeting. If the word begins with a consonant sound, we
use the form a as in a cup or a happy girl.
It is important to point out to ESL/EFL learners that the initial letter of the word does not
necessarily indicate that the word has a vowel or consonant sound. Consider these words:
hour
herb
home horse
All four words are written with an initial h, which, however, is not pronounced in all of them.
In hour and herb, the h is not pronounced in American English and must therefore be
preceded by an. Home or horse, on the other hand, are both written and pronounced with the
initial h consonant.
At lower levels of proficiency, ESL/EFL learners need to practice distinguishing between words
spelled with a vowel but pronounced with a consonant sound and words spelled with a
consonant but pronounced with a vowel sound so that they can correctly choose between a and
an. While they may make some errors in choosing between a and an, especially as beginning
language learners, these are not major errors.
1.9- Prepositions of Place:
What is a preposition?
A preposition links nouns, pronouns and phrases to other words in a sentence. It usually comes
before a noun phrase. The word or phrase that the preposition introduces is called the object of
the preposition. A preposition usually indicates the temporal, spatial or logical relationship of its
object to the rest of the sentence.
Prepositions of place are used to show the position or location of one thing with another. It
answers the question Where?
In front of: It means at the front (part) of something.
Behind: it is the opposite of in front of. It means at the back (part) of something.
Between: It normally refers to something in the middle of two objects or things (or places).
Across from / Opposite: Both of them mean the same thing. It usually refers to something
being in front of something else but there is normally something between them like a street or
table. It is similar to saying that someone (or a place) is on the other side of something.
80
Next to / Beside: They mean the same thing. It usually refers to a thing (or a person) that is at
the side of another thing.
http://www.grammar.cl/rules/prepositions-of-place.htm
http://www.english-4u.de/prep_of_place.htm
Grammar 4 teachers page A/AN 1,57-60, 75,78,268 THE 21,47,57-61,78,268

A Practical English Grammar page 6-13 Adj 23 Ingls Integral 3
Ingls Integral I Reparado page 25
Free English Grammar page 196-199
The Online English Grammar page
Oxford Guide to English Grammar page 182 240, 293

Use of English page 101 (a-an-the) 112
1.10- Adjectives:
Listen carefully to your teacher
I am
The Present Perfect Tense
STATEMENTS
Use the Simple Present for
EXAM
Affirmative
Facts of life, things that are
Ive been to Canada.
generally true
parents
have
just
Things people do or things that My
returned
from
there.
happen in general or habitually
Permanent situations that wont
change or are unlikely to change
Repeated Actions at Ive been to Canada twice.
Unspecified Times in My parents have been
there many times.
PLES
Negative
I have not been to India.
I have never seen the Taj
Mahal.
I havent eaten Indian

food more than once or
twice.
81
I havent traveled outside

my country many times.
the Past
Note:
The Present Perfect can be contracted with subject pronouns: Ive,

weve, youve, theyve, hes, shes and its. The negative contractions are
havent and hasnt.
YES/NO QUESTIONS
EXAMPLES
Affirmative
Negative
Have you ever been to New

York?
Have you ever seen the
Empire State building?
Havent you ever been to

New York?
Havent you ever seen the
Empire State Building?
INFORMATION QUESTIONS
EXAMPLES
Affirmative
Negative
Who has lived abroad?

Why have you come here?
How many times have you
been here? How much money
have you spent?
Who
hasnt
taken
any
pictures?
Why havent you brought a
map?
POSSIBLE ANSWER
S
Affirmative
Negative
Yes, I have.
No, I
havent.
Yes, I have.
No, I
havent.
Yes, I have.
havent.
Yes, I have.
havent.
No, I
No, I
POSSIBLE ANSWER
S
Juan has lived abroad.
I have come to learn about
other cultures.
Ive been here twice.
I have spent a lot of money!
They havent.
I dont need one.
These adverbs are frequently used with the present perfect

tense. Ever, Never, Already, Just, Recently, Still, and Yet.
EXAMPLES
NOTES
82
Questions
Have you ever been to the

British Museum?
Have you already been to the
British Museum?
Have you visited the British
Museum already?
Have you visited the British
Museum yet?
Affirmative
Statements
Ive just visited that museum.

Ive
already
visited
that
museum.
Ive
visited
that
museum
already.
Ive recently visited that
museum.
Ive
visited
that
museum
recently.
I have never visited that
museum.
Negative
Statements
I havent visited that museum

yet.
I still havent
museum.
visited
that
Ever means at any time.

It comes before the past
participle.
Already means before
now.
It may come before the
past participle or at the
end of a question.
Yet means up to now. It
is usually placed at the end
of a question.
Just refers to the very
recent past.
Just comes before the past
participle.
Already
and
recently
usually come before the
past participle or at the
end of the sentence.
Never means not at any
time. It must come before
the past participle.
Yet usually comes at the
end
of
a
negative
statement.
Still means up to now.
Still comes before has or
have.
B 5 Small Talk 1
Tag questions:
A tag question is a statement with a short question attached at

the end. People usually use tag questions to ask for clarification or to confirm
information they think is true. The subject of a tag is always a pronoun. Tag
questions use the same auxiliary verbs as yes/no questions.
Examples
Expected
Answer
Notes
83
ve Affirmati
Youre a member of this gym, arent

you?
Hes exercising, isnt he?
Youre not getting sick, are you?
She isnt here now, is she?
They dont like carrot juice, do they?
She doesnt smoke, does she?
You didnt bring an extra towel, did
you?
They cant lift weights, can they?
Yes, I am.
Yes, he is.
Yes, you do.
No, Im not.
No, she isnt.
No,
they
dont.
No,
she
doesnt.
No, I didnt.
No,
they
cant.
Affirmative
statements
usually have negative tags.
With affirmative statements
and negative tags, the
Negative statements have
affirmative tags.
With negative statements
and affirmative tags, the
speaker expects a negative
answer.
5. OBJETIVOS DE INVESTIGACIN
84
6. MARCO TERICO
7. HIPTESIS O PREGUNTAS DIRECTRICES
8. OPERATIVIZACIN DE VARIABLES
9. DISEO METODOLGICO
10. CRONOGRAMA DE ACTIVIDADES
11. BIBLIOGRAFA
12. ANEXOS
85

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Grammar Level IV - 2015 Usar

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UNIVERSIDAD NACIONAL AUTNOMA DE NICARAGUA, MANAGUA

FACULTAD REGIONAL MULTIDISCIPLINARIA

Departamento de Ciencias de la Educacin y Humanidades

AQU DEBEN DEJAR UNA PAGINA EN BLANCO

Compiled by Miguel E. Lacayo B.

Relate prior knowledge of

Express their ideas in

Choose topics of everyday

Compiled by Miguel E. Lacayo B.

Count and Non-Count Nouns

UNIT, AND METHODOLOGICAL RECOMMENDATIONS

Attitudinal Procedural Conceptual

Differentiate count and non

* Count & Non-Count Nouns

Quantifiers: a few, a little,

some and any; enough, a lot

Organization of communicative situations to use

Collaborative work in pairs or groups for the

UNIT I: Count and Non-Count Nouns

1.1- Count and Non-Count Nouns: (Most Common List)

Compiled by Miguel E. Lacayo B.

(no plural forms)

noun does not

COMMON NONCOUNT NOUNS

Compiled by Miguel E. Lacayo B.

SOME COMMON NONCOUNT NOUNS: WHOLE GROUPS MADE UP OF

MORE NON-COUNT NOUNS

Compiled by Miguel E. Lacayo B.

Exercise 1: Preview: Count and Non-Count Nouns.

2.- I had ___________________ banana for dessert.

3.- I got ___________________ letter today.

4.- I got ___________________ mail today.

5.- Anna wears ___________________ ring on her left hand. ring

6.- Mara is wearing ___________________ jewelry today.

7.- I have ___________________ assignment to finish.

8.- I have ___________________ homework to do.

9.- I needed ___________________ information. information count noncount

10.- I asked ___________________ question.

Exercise 2: Add final s / es if possible. Otherwise, write a slash / in

1.- Im learning a lot grammar ________ .

1.2- Quantifiers: a few, a little, some and any, etc

Compiled by Miguel E. Lacayo B.

a little is used with Noncount

several is used only with Count

Can I borrow some money?

Do you have any money?

1.3- Definite & Indefinite Articles: the, a & an.

Sometimes there are adjectives between a, an or the and the noun.

a happy face an old rotten apple the short fat pencil

a. He has black hair.

b. He has a black hair.

A is used before words that begin with consonant

The Eu and u in some words sound like the consonant sound /u /

a one way street

1.3.2- Indefinite article: an

Compiled by Miguel E. Lacayo B.

Exercise 1: Write a or an in the following sentences.

The wild dog and the farm dog

Compiled by Miguel E. Lacayo B.

I ate some eggs for breakfast.

b.- I had soup for lunch.

I had some soup for lunch.

Compiled by Miguel E. Lacayo B.

1.3.3- The Definite Article: the

21.- attorney

22.- mosquito

23.- butterfly

28.- tomato