INSTITUTO

TECNOLÓGICO DE LA
CHONTALPA
“MODULE 7”

TEACHER

JULIO CESAR DE LA CRUZ

BELTRAN

STUDENT´S NAME

CINTHYA MORENO PÉREZ

CONTROL
NUMBER
151160457

COLLEGE
CAREER
GEOCIENCIES
ENGINEERING
 UNIT 1

World Laguagues

Simple present and present continuous

Form

To conjugate the present simple we use the infinitive for the subjects "I", "you",
"we" and "they" and for the third persons "he", "she" and "it", we add a "-s" to the
end of the verb.

Structure

1.- Affirmative Sentences

Subject + verb.

 I talk.
 He eats.
 They learn.

2. Negative Sentences

Subject + auxiliary verb (to do) + negative auxiliary ("not") + verb.

 I do not [don’t] talk.

 He does not [doesn’t] eat.
 They do not [don’t] learn.

3. Interrogative Sentences
Auxiliary verb (to do) + subject + main verb?

 Do you talk?
 Does he eat?
 Do they learn?

More examples

She reads the newspaper every day. We come to school by bus. You work very
hard. She likes to sit in the sun. We play in the park every day. He watches his son
in the park. We always try to arrive on time. He always walks to school. She does
the work of two people. The dog chases the cat all around the house.

Present continuous

Form

To form the present continuous the auxiliary verb "to be" and the verb + ing
are used.

Structure

1.-Affirmative Sentences

Subject + auxiliary verb (to be) + verb + ing.

 I’m talking.
 He’s eating.
 They’re learning
2. Negative Sentences

Subject + auxiliary verb (to be) + negative auxiliary (not) + verb + ing.

 I’m not talking.

 He’s not [He isn’t] eating.

3. Interrogative Sentences

Auxiliary verb (to be) + subject + verb + ing.

 Are you talking?

 Is he eating?
 Are they learning?

More examples
 She is reading the newspaper in the living room.
 You are working very hard.
 They are playing in the park.
 She is doing the work of two people.
 He is speaking German.
 The plane is leaving the airport.
 He is playing in the park.
 They are selling books there.
 They are playing chess.
 The boy is crying because his toy is broken.
 The telephone is ringing.
 Someone is knocking the door.
Must / have to

Must

What does "Must" mean?

"Must" can be translated as "duty", that is, to have the obligation to do something. I
must, You must, He must ... Therefore, its meaning is more of an obligation than
"should" you should (recommendation, suggestion, advice).

Structure

1.- Affirmative structure: Subject + must + "main verb in infinitive"

 You must try that new Italian restaurant.

 I must go to bed.
 You must come visit me when you’re in town.

2.- Structure questions: Must + subject + verb in infinitive +?

 Must I do it?
 Must she come?
 Must it be that way?

3.- Structure negation: Subject + must + not (must not) + verb in infinitive

 I must not (mustn't) do

 She must not (mustn't) know it
 It must not(mustn't) be good.

Have to

'Have to' is used to express any obligation in English. Its use is very frequent.

It is used to give advice. It indicates that something is good and therefore

should be done. It is a recommendation, It has less tax force than "must" and
that "have to It is also used to give an order but in a very polite way.

Structure

1.- Affirmative structure Present: Subject + have to + verb in infinitive "

 He has to lend us the money which we need.

 She has to take the children with her to Houston.
 You have to learn at least five new words every day.

2.- Structure questions: Do / does + subject + have to + verb in infinitive +?

 Does she have to take the children with her to Houston?

 Does he have to lend us the money which we need?
 Do you have to call her tomorrow?

3.- Structure negation: Subject + do / does + not (do not / does not) + have

to + verb in infinitive

 She doesn’t have to take the children with her to Houston.

 He doesn’t have to lend us the money which we need.
 You don’t have to call her tomorrow.

Verb patterns

We call verb patterns to the way in which two consecutive verbs are organized and
conjugated in a sentence. There are different types of verb patterns and their form
depends on the first verb in the sentence, that is, the first verb conditions the form
of the second.

Structure

1.- person+ want + to + infinitivo

  I have always wanted to go to Madagascar. (perfect present)
 How long have you wanted to be a dentist? (present perfect, question)
 She has not wanted to play basketball recently. (present perfect,
 negative)

2.- person + can + infinitivo

 She can play the piano and the trumpet.

 She can’t drive.
 Can you help me?

3.- person + like + gerund

 I have baking cakes, but he does not like making bread. (simple
 present)
 I have never liked driving. (present perfect, negative)
 Have you ever liked listening to rap music? (present perfect, question)

Present Perfect

To form the present perfect, the auxiliary verb "to have" is used in the present and
the past participle of the verb. For regular verbs, the past participle is the simple
form of the past. See the simple past lesson for more information on how to shape
the past. Subject Verb auxiliary Short form Past Participe

Structure

1. Affirmative Sentences

Subject + auxiliary verb (to have) + past participle

  I have [I’ve] talked to Peter.
 She has [She’s] gone to work.
 We have [We’ve] been to London.
 They have [They’ve] learned English.

2. Negative Sentences Subject + auxiliary verb (to have) + "not" + past

participle

 I haven’t talked to Peter.

 She hasn’t gone to work.
 We haven’t been to London.
 They haven’t learned English

3. Interrogative Sentences Auxiliary verb (to have) + subject + past

participle ...?

 Have you talked to Peter?

 Has she gone to work?
 Have you been to London?
 Have they learned English?
  More examples
 I have worked
 You have worked
 He has worked
 She has worked
 It has worked
 We have worked
 You have worked
 They have worked
 I have gone
  You have gone
 He has gone
 She has gone
 It has gone

Past Perfect
Form

The perfect past in English corresponds to the pluperfect of Spanish. In general,

we use it for actions that occurred before another action in the past.

Structure

1. Affirmative Sentences Subject + "had" + past participle ...

 I had [I’d] visited the Louvre before, so I knew where the Mona Lisa
 was.
 They had [They’d] studied English before they went to London.
 Henry changed careers because he had [he’d] worked as an accountant
 for many years and was bored.

2.-Negative Sentences Subject + "had" + "not" + past participle ...

 I had not [hadn’t] visited the Louvre before so I didn’t know where the
 Mona Lisa was.
 They had not [hadn’t] studied English before they went to London.
 Henry changed careers even though he had not [hadn’t] worked as an
  accountant for long.

3.- Interrogative Sentences "Had" + subject + past participle ...?

 How did you know where the Mona Lisa was? Had you visited the
 Louvre before?
 Had they studied English before they went to London?
 Had Henry worked as an accountant for long before he changed careers?

Past Simple
Form

To form the simple past with regular verbs, we use the infinitive and add the ending
"ed". The form is the same for all people (I, you, he, she, it, we, they).

Exceptions:

1. For verbs that end in an "e", we only add "-d".

2. If the verb ends in a short vowel and a consonant (except "y" or "w"),

we double the final consonant.

3. With verbs that end in a consonant and a "y", the "y" is changed to an "i"

Structure

1. Affirmative Sentences Subject + main verb...

 She was a doctor.

 The keys were in the drawer.
 I wanted to dance.
 They learned English

2. Negative Sentences

To be: Subject + "to be" + "not" ...

  She wasn’t a doctor.
 The keys weren’t in the drawer.

Todos los verbos demás: Subject + auxiliary verb (to do) + "not" + main verb

(in infinitive) ...

 I didn’t want to dance.

 They didn’t learn English.
 We didn’t believe him.
 I didn’t buy a blue car.
 3.-Interrogative Sentences
 To be : “To be” + suject...?
 Was she a doctor?
 Were the keys in the drawer?
 Todos los demás verbos:
 Auxiliary verb (to do) + subject + main verb (in infinitive) ...?
 Did you want to dance?
 Did they learn English?
 Did you believe him?
 Did you buy a blue car?

Unit 2: Are you fashionable

2.1. Talk about clothes
Womenswear (Ropa de mujer)

Las principales prendas de mujer

 Coat - Abrigo
 Jacket - Chaqueta
  Skirt - Falda
 Dress - Vestido
 Blouse - Blusa

Menswear (Ropa de hombre)

Para los hombre tenemos...

 T-shirt - Camiseta
 Shirt - Camisa
 Trousers - Pantalones
 Shorts - Pantalones cortos
 Waistcoat - Chaleco
 Sports jacket / Blazer - Americana

Accessories (Complementos)

 Socks - Calcetines
 Shoes - Zapatos
 Handbag - Bolso (de mano)
 Belt - Cinturón
 Cap - Gorra
 Winter hat - Gorro
 Tie - Corbata
 Scarf – Bufanda

Underwear (Ropa interior)

 Briefs - Calzoncillos / Braguitas

 Knickers - Braguitas
  Tights - Medias

Verbos vinculados a la ropa

Para hablar de la ropa estos verbos son imprescindibles

 Wear - llevar (puesto)

 Put on* - Ponerse
 Take off* - Quitarse
 Try on* - Probar
 Buy - Comprar
 Wash - Lavar

Una pregunta clave

 What are you wearing? - ¿Qué llevas?

 Las respuestas
 I'm wearing...
 Llevo...
 You're wearing...
 Llevas...
 He's wearing...
 Él lleva...
 She's wearing...
 Ella lleva...

¿Te das cuenta de que el inglés usa el presente continuo aquí aunque en

español usamos el presente simple?

Hablando de ropa

Algunas frases útiles sobre temas de ropa:

  I love these shoes!

¡Me encantan estos zapatos!

 Where did you buy that skirt?

¿Dónde has comprado tu falda?

 Where did you buy that dress? I love it!

¿Dónde has comprado tu vestido? ¡me encanta!

 I haven't got anything to put on!

¡No tengo nada que ponerme!

 What shall I wear?

¿Qué me pongo?

2.2. Discuss Clothing worn by different age group

"Where did you get that shirt?" Asks my roommate. It refers to the one I'mwearing
that is mustard-colored and has some very rare drawings in violet and green tones,
quite long and cool. "Aunt caught her at the Sunday market, everything at one
euro," I say. So is. Sometimes I think I have some kind of problem with flea
markets or thrift stores: okay, I love them. But not only that, I've become an expert
in finding treasures; Unique, modern and cheap clothes, what more could you ask
for? Little by little I have managed to get my group of friends to accompany me
every time a market is set up. The positions that most attract our attention are
those organized by the girls of, more or less, our age.

"It's as if I took all the clothes I do not want and put them on sale," my colleague
tells me, realizing that buying here is a great option and that it is very possible to
find clothes that fit our tastes. Before discovering these cheap outlets, we were the
typical ones who waited months with the same clothes until the sales came but we
did not go the first day, we lasted until the last week, when everything is less than
five euros or, as says my mother, "when there is nothing worthwhile". But all
skeptics of second-hand fashion would be surprised at the number of options there
are: a dress, for example, that seems to have no future, can be the protagonist of
the finale party, you will only need a handkerchief, a belt or two scissors. It is true,
you have to have a bit of skill or imagination but, really, it is possible.

Generations 'X', 'Y' and 'Z'.

And what am I?

Generation X

Although not very defined, Generation X covers people born after the baby
boomers, that is, people who were born between the 60s and the beginning of the
80s. In some countries, even people born at the end of this decade can even be
considered.

Although this generation is not very relevant at the pop and contemporary level, it
is true that it is much easier to understand if we tell you that characters such as the
writers David Foster Wallace or Bret Easton Ellis in the United States are part of it,
and for example , in Spain, generations known as, for example, the Nocilla or
Afterpop. It is characterized because that generation is, to put it in some way, the
first generation that does not know that there is a global and social concept as
such. In essence, they are the first who can change things and are not aware of it.
Currently, this profile covers ages ranging from thirty-five, as very young and up to
fifty, as very old.

GENERATION X: THE FIRST THAT CAN CHANGE THINGS (EVEN IF

THEY

ARE NOT AWARE OF IT).

Example of technological gadget: "Define gadget ... I am as technological as the

latest model that iPhone and Apple advise me to buy".

Examples of celebrities: Juliane Moore, Cate Blanchett, Beyoncé, Halle Berry or

Reese Witherspoon.

Generation Y or the feared MILLENIALS

How many times have you heard and / or read this word in recent months?
Hundreds not to say, thousands. For a while now, it is the fashionable term to refer
to young people born between the mid / late 80s and the late 90s, at the latest, the
2000s. One of the first to talk about it was Strauss & Howe in his book Millenials
Rising: the new great generation. However, let's leave aside the intellectual data.

The millennials are the young people of no more than thirty-five years old who,
thanks to the economic and cultural prosperity of the previous generation, are not
only better prepared at the academic level, but they are more open minded, they
want to break with the molds of what their parents have taught them and seek to
change things. All this, of course, has been propitiated and accelerated thanks to
the Internet, social networks and technology. What has that supposed? A change
in the way of understanding access to information as, for example, they value more
digitally, they have a multitasking behavior (multitasking), they are addicted to the
apps and have, at least, three or four social networks. All this means that they are
much more critical and demanding, not only with their environment but also when
consuming. They prefer everything personalized and unique, which also makes it
the most spoiled generation that has had everything much easier.

Do not forget the detail that this has made another generation, the Lost
Generation, despite so much technological progress, intangible and virtual, is the
one that is having more problems to find work or have some stability.

Example of technological gadget: the iPhone 6, iPhone 6s, waiting for the iPhone
7, the running shoes attached to the mobile phone to mark the miles.

Examples of celebrities: Jennifer Lawrence, Lupita Nyong'o, Rihanna or Robert

Pattinson.

Keywords to google: millennials, generation Y, Peter Pan syndrome.

Generation Z
This generation is the closest, only for the mere fact that adolescents have ceased
to be those young promises to be those who currently dominate the physical and
digital world. Born between the mid-90s and the decade of 2010, these young
people are fast, agile, have come to the world, literally, with technology and the use
of social networks under their arms. This virtual advantage entails, perhaps, a
deterioration in social relations. Come on, they know how to get 50k on Instagram
but, afterwards, they do not fully control their social or PR skills.

They are much more open to sexuality, so much so that sexual fluency is more
than common among them. identify with a gender or feel the need to do so.
Examples of this are, for example, the children of Will Smith, Jaden and Willow
Smith, the first not to stop starring in campaigns in which the genre no longer exists
or, the second, to star in covers and campaigns of signatures such as, for example,
Chanel. No need to comment on the phenomenon Kylie and Kendall Jenner that
dominate the real world thanks to its good work in social networks and the virtual.

Unit 3: That’s life

3.1 Talk about families

Communication in the family: seeks your trust

Family communication should be based on trust and not suspicion. We all must
know how to act with empathy, which means putting ourselves in the place of the
other both in the case of parents and children. And based on that family trust and
that empathy, it is logical that each one maintains and defends their criteria. Being
clear that the family is a hierarchy of love, to finish with the recipe of
communication in the family we must listen more and talk less, understand others
and express ourselves with affection and affection.

Keys to family communication Communication with the family is not always easy,
due to lack of time, multiple obligations ... and in another order, due to the different
ages of the children and their different maturity. Therefore, it is fundamental to
dedicate as parents a time in which each of them is excluded.

And also, follow these 8 recommendations:

1. A lot of patience. That does not mean that you consent to their bad ways and
lack of respect and do not put limits. You are his parents. You must and you have a
right.
2. Listen to him. It is vital. Understand and know what your child thinks about life,
others, himself. After listening to him and understanding him, give him criteria and
guidelines that help him grow and mature.

3. Do not enter into conflict with him. Tell him what you think about his behavior,
about his friends, about his ideas. Force him to listen to you and reflect on what
you have told him. Then, you can talk to the respect.

4. Be interested in his life without questioning him. Sometimes it is difficult, but this
is the line to follow. Put yourself in their place, you do not like your husband or your
wife to "interrogate you" either. There is a difference.

5. Do not overturn your anxiety in him. You worry that you let yourself be carried
away by friends, that you work badly, that you make bad grades, that you hurt
yourself. Communicate with serenity, without "keeping it at bay" just in case. In that
attitude, there are no limits.

6. Help him communicate his emotions. That he knows how you feel before a
certain attitude of his, and that he tells you how he feels before a concrete fact,
concern or decision of you as a father.

7. Do not vent on him. It is one thing to transmit our emotions and concerns, and
another to download with him. He is not trained, for example, to face or listen to our
problems with our husband or wife.

8. Respect your moments of intimacy. You see him worried but he does not want to
tell you what happens to him. Do not overwhelm him. But let him know that he can
count on you for what you need him.
3.2. Simple past and past continuous

La diferencia entre pasado simple y pasado continuo en inglés El pasadocontinuo

se forma con was / were más el gerundio (la forma -ing del verbo).

Usamos el pasado simple par narrar acontecimientos puntuales en el pasado, y el

pasado continuo para para ambientar o hablar de cosas que duraron cierto tiempo

Por ejemplo:

The sun was shining and birds were singing in the trees. A gentle breeze
wasblowing. Bob was walking along the street. He was smiling. Suddenly, he
heard

a voice behind him. He looked back and saw Sylvia.

Aquí el pasado continuo se usa para ambientar la escena y las cosas que pasan
de manera continua, y el pasado simple para acciones breves que pasan mientras
tanto... O sea, las acciones puntuales que lleva a cabo el señor Bob en medio de
la escena.

Eso es un uso básico del pasado simple: acciones puntuales y terminadas.

 I went to Paris last summer.

 The bus stopped and I got on.

 He ate a sandwich for lunch.

Ejemplos del pasado simple y continuo

Más ejemplos del pasado simple y pasado continuo – en todas estas frases se
habla de una acción larga, y otra corta que pasa en el medio:

 I was living in New York when I met Kathy.

 They were working in the garden when it started raining.
 She was eating lunch when the phone rang.
 He was already working when I finished university.
 I was sleeping when she arrived.

En español, estos tiempos se expresan muchas veces con el pretérito imperfecto e

indefinido: “Andaba por el parque cuando me crucé con él” seria en inglés “I was
walking in the park when I ran into him.”

Y ahora que estamos, fíjate en el segundo ejemplo.

Debería mencionar que “It started raining” no es pasado continuo, porque no utiliza
el verbo to be. Es un ejemplo del verb pattern start + gerundio, que es otro tema
que explico en detalle aquí: verb patterns esenciales.

Seguimos con las negaciones y las preguntas.

Negaciones y preguntas en pasado simple y continuo Para formar la negativa en

pasado simple, usamos didn’t y el verbo en infinitivo.

He arrived early. He didn’t arrive late.

She went to Rome. She didn’t go to Paris.

They walked to the museum. They didn’t take the bus.

La pregunta se hace poniendo did antes del sujeto.

What time did he arrive?

Where did she go?

How did they get to the museum?

Para hacer la negación en pasado continuo se usa wasn’t / weren’t.

I was walking home. I wasn’t walking to work.

She wasn’t sleeping, she was working.

He wasn’t eating lunch, he was having a beer with his friends.

Y se hace la pregunta con el auxiliar antes del sujeto.

What were you doing at 11 o’clock last night?

Where were you going when your car broke down?

Were you sleeping when I called?