Instituto técnico de capacitación y productividad

Members:
Nayeli Welchez Cabrera
Cristian Gustavo Cabrera Cardona

Homework:
PORTAFOLIO BEGINNERS 2

Course:
BEGINNERS 2

Teacher:
Miss. Claudia Tatiana Marroquín

06 APRIL 2,022
Regular and Irregular Verbs
Regular Verbs
Regular verbs are easy. We simply add ‘ed’ – ‘d’ if the verb already ends in an ‘e’ to turn the
verb from its base form to the past simple or past participle form. If the verb ends in a ‘y’ we
change the last letter to an ‘I’ and then add the ‘ed’. For example: ‘Marry – Married’. (We
still add ‘ing’ when we use the gerund, and add ‘to’ when turning it into).
Do, for example, the verb ‘call’ is ‘call’ in its base form, then ‘called’ in both the past simple
and past participle. The same is true for ‘arrive’, for ‘wait’ and so forth,
Regular verbs are easy to learn.
Irregular Verbs
1. Group One – The Constant Group
These are irregular verbs where the same form is used in the base, past simple and past
participle. Let us take the verb ‘hurt’.
Base form: ‘I have just hurt my leg.’
Past simple: ‘Yesterday, I hurt my leg.’
Past Participle (passive tense here): ‘My leg was hurt.’ (adjective use) ‘My hurt leg was
painful.’
Other verbs which fit into this constant group include ‘let’, ‘cost’, ‘put’ and so on. Practice
using these by putting them into sentences using the base form, simple past and past
participle.
2. Group Two – The Common Past
As the name we have given them suggests, for these verbs the two past forms (past simple
and past participle) are the same but the base form differs. For example, the verb ‘find’.
Base Form: ‘Can you help me to find my glasses?’
Past Simple: ‘I found my glasses.’
Past Participle: ‘My glasses were found.’
This is a very large group of irregular verbs. Other examples include the following verbs:
‘buy or bought’, ‘feel or ‘felt, ‘hear or heard’, ‘keep or kept’, ‘say or said’, ‘sell or sold’ and
so on. A good exercise is to try to find as many verbs as you can that fit this group.

3. Group Three – Simply Different

The simply different group contain verbs where the simple past tense form of the word differs
from the base and past participle use. This time we will use the verb ‘run’ as our example.
Base Form: (here we are using the infinitive version) – ‘I love to run.’
Past Simple: ‘He ran to the finish line.’
Past Participle: ‘His race was run.’
Other verbs in this group include ‘become or became’ and ‘come or came’. Try to use these
two verbs in their different forms in different sentences.
PAST SIMPLE
To form the past simple 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)
Examples:
want → wanted
learn → learned
stay → stayed
walk → walked
show → showed

1. Para verbos que terminan en una “e”, sólo añadimos “-d”.

Ejemplos:
change → changed
believe → believed
2. Si el verbo termina en una vocal corta y una consonante (excepto “y” o “w”),
doblamos la consonante final.
Ejemplos:
stop → stopped
commit → committed
3. Con verbos que terminan en una consonante y una “y”, se cambia la “y” por una “i”.
Ejemplos:
study → studied
try → tried

Estructure
 Affirmative sentences
Examples:
She was a doctor.(Era doctora.)
The keys were in the drawer.(Las llaves estaban en el cajón.)
 I wanted to dance.(Quería bailar.)
They learned English.(Aprendieron inglés.)
We believed him.(Le creímos.)
I bought a blue car.(Compré un coche azul.)

 Negative Sentences
Examples:
She wasn’t a doctor.(Ella no era doctora.)
The keys weren’t in the drawer.(Las llaves no estaban en el cajón.)
 Interrogative sentences
Examples:
Was she a doctor?(¿Era doctora?)
Were the keys in the drawer?(¿Estaban las llaves en el cajón?)

Past continuos
The past continuous is used for actions that were happening at a specific time in the past.
Like the present continuous, it is formed with the auxiliary verb “to be” and the verb+ing.
 Affimative sentences

Examples:
I was talking.(Estaba hablando.)
He was eating.(Estaba comiendo.)
They were learning.(Estaban aprendiendo.)
 Negative sentences
Examples:
I was not [wasn’t] talking.(No estaba hablando.)
He was not [wasn’t] eating.(No estaba comiendo.)
They were not [weren’t] learning.(No estaban aprendiendo.)
 Interrogative sentences
 Examples:
Were you talking?(¿Estabas hablando?)
Was he eating?(¿Estaba comiendo?)
Were they learning?(¿Estaban aprendiendo?)

Hour
Say the minutes first and then the hours. Use past and the preceding hour for minutes 01
through 30. Use to and the forthcoming hour for minutes 31 through 59, but .
Example: 7.15 - fifteen minutes past seven
Example: 7.45 - fifteen minutes to eight
Another possibility of saying '15 minutes past' is: a quarter past
Another possibility of saying '15 minutes to' is: a quarter to
Another possibility of saying '30 minutes past' is: half past
Example: 5:30 - half past five

Use o'clock only at the full hour.

Example: 7:00 - seven o'clock (but 7:10 - ten past seven)
In English ordinary speech, the twelve-hour clock is used.(i)
17:20 - twenty past five
For times around midnight or midday you can use the expressions midnight or midday / noon
instead of the number 12.
00:00 - midnight
12:00 - midday or noon

Types of nouns
 Nouns form a large proportion of English vocabulary and they come in a wide variety
of types. Nouns can name a person:
Albert Einstein
The president
My mother
A girl
 Nouns can also name a place:
Mount Vesuvius
Disneyland
My bedroom
 Nouns can also name things, although sometimes they might be intangible things,
such as concepts, activities, or processes. Some might even be hypothetical or
imaginary things.
Shoe
Faucet
Freedom
The Elder Wand
Basketball

Quantifiers
Quantifiers are very important words because they let us express the quantity of something.
There are several quantifiers in English and they can be a little tricky to use. So here’s a
description of each quantifier with examples to help improve your understanding of them.
What are Quantifiers?
A quantifier is a word that usually goes before a noun to express the quantity of the object;
for example, a little milk. Most quantifiers are followed by a noun, though it is also possible
to use them without the noun when it is clear what we are referring to.

For example,
Do you want some milk? – Just a little. (It’s clear that I mean ‘a little milk’.)

Can I could
Should you say Can I, Could I, or May I? Learn exactly when to use each expression to ask
questions politely in English. Be confident and correct when you ask permission or make a
request in different situations: informal, semi-formal, or formal. Find out how to match your
question and answer with the context. These modal questions are extremely common in
English, which is why this is such an important lesson. Don’t miss it!
Example
 Could I make a call?
 Could I go and meet them?

Modalities
What does modality mean?
A modality is the way or mode in which something exists or is done. You might often see it
used with reference to diagnostic modality, which is the way in which a disease or illness is
diagnosed by a doctor.
: the quality or state of being modal
b: a modal quality or attribute : FORM
2: the classification of logical propositions (see PROPOSITION sense 1) according to their
asserting or denying the possibility, impossibility, contingency, or necessity of their content
3: one of the main avenues of sensation (such as vision)
4: a usually physical therapeutic agency
Examples of modality in a Sentence
Recent Examples on the WebIneluctable modality of the visible: at least that if no more,
thought through my eyes.

Cardinal and ordinal

A Cardinal Number is a number that says how many of something there are, such as one,
two, three, four, five.
An Ordinal Number is a number that tells the position of something in a list, such as 1st,
2nd, 3rd, 4th, 5th etc.
Most ordinal numbers end in "th" except for:
 one ⇒ first (1st)
 two ⇒ second (2nd)
 three ⇒ third (3rd)

Conjunction
Without conjunctions, you’d be forced to express every complex idea in a series of short,
simplistic sentences: I like cooking. I like eating. I don’t like washing dishes afterward.
What Are Conjunctions?
Conjunctions are words that link other words, phrases, or clauses together.
I like cooking and eating, but I don’t like washing dishes afterward. Sophie is clearly
exhausted, yet she insists on dancing till dawn.
Conjunctions allow you to form complex, elegant sentences and avoid the choppiness of
multiple short sentences. Make sure that the phrases joined by conjunctions are parallel (share
the same structure).
I work quickly and careful.
I work quickly and carefully.

Adjectives ED and ING

There are many adjectives that we have in English that end in -ED or -ING.
Yes, that's correct, they are not only endings that we use for verbs!
An adjective that ends in -ING is used to describe: the characteristic of a person, a thing or
a situation.
An adjective that ends in -ED is used to describe: a feeling (or how a person feels) or
an emotion. It is used to describe a temporary thing. Since only people (and some animals)
have feelings, -ed adjectives cannot be used to describe an object or situation.
Compare the difference:
 My girlfriend is bored. - (My girlfriend feels bored)
 My girlfriend is boring. - (My girlfriend is a boring person)
You can use these adjectives to describe people or situations but be careful that you are using
the correct adjective. For example, there is a big difference in meaning between:
 I am confused. - (I don't understand something)
 I am confusing. - (I will cause you to be confused)
Note that the sentences below are to highlight the difference between the two types of
adjectives. They are NOT common to do or say because they sound repetitive.
 I was shocked by how shocking the accident was last night.
 They were frightened by the frightening roller-coaster ride!
 I am annoyed by how annoying that person in front of us is.
 Sally was confused by the confusing street signs in the city.
Example sentences of adjectives ending in -ED and -ING
 This grammar lesson is boring. I am bored reading all about these grammar rules.
 I am tired right now. My flight was tiring (because it was a twelve-hour flight).

There is – there are

You probably know that the choice between is vs. are depends on a noun. In most sentences,
the noun comes before the verb. But in sentences that begin with there is and there are, the
noun comes later.
There is a cat on the porch.
In the sentence above, cat is singular, so it requires there is.
There are many opportunities to learn at this company.
In the sentence above, opportunities is plural, so it requires there are. (Don’t let the
word many throw you off—concentrate on the noun.)
Get, get on, get off
There are 4 main verbs which are used for different types of transport.
GET verb (used with object), got or (Archaic) gat;got or got·ten;get·ting.
to receive or come to have possession, use, or enjoyment of:
to get a birthday present; to get a pension.
GET ON: We get on large vehicles like buses, boats, trains, planes. But we also get on
horses and bicycles!
GET OFF: This is the opposite of the verb to get on. We get off buses, boats, trains, planes,
horses and bicycles!
 She got on the bus.
 It was raining when he got out of the car.
 We will get out of the taxi at the end of this street.
 I saw her get in a taxi.
Here are the most common ways that we use “get on” and “get off”. Remember that “on”
means to enter and “off” means to exit.
get on the bus get off the bus
get on a plane get off a plane
get on a ship get off a ship
get on the subway get off the subway
Do – make
These two words can be confusing, but I’ll teach you the difference – and teach you 60
common collocations with example sentences to help you!
Basic Difference Between DO And MAKE
 Use DO for actions, obligations, and repetitive tasks.
 Use MAKE for creating or producing something, and for actions you choose to do.
 DO generally refers to the action itself, and MAKE usually refers to the result. For
example, if you “make breakfast,” the result is an omelet! If you “make a suggestion,”
you have created a recommendation.
Common English Collocations With DO
HOUSEWORK
 do the housework
After I got home from the office, I was too tired to do the housework.
 do the laundry
I really need to do the laundry – I don’t have any clean clothes left!
 do the dishes
I’ll make dinner if you do the dishes afterwards.
(you can also say “wash the dishes”)
 do the shopping
I went to the bank, did some shopping, and mailed a package at the post office.
Use of:
1. What
You use what when you are asking for information about something. You can use
what as a pronoun or a determiner. When you use what as a pronoun, it can be the
subject, object, or complement of a verb. It can also be the object of a preposition.
Examples:
 We can use what to ask for information about things and actions:
What do you want?
What’s she doing? Tell her to stop at once!
What time are you leaving?

 We can also use what in indirect questions:

She asked me what my address was.
I wonder what Jim Barfield is doing these day
2. Where
 We can use where to ask for information about place:
Where did you buy those shoes?
Where will you be working next Monday?

 We can use where in indirect questions:

I asked him where I could buy an umbrella.
Can you tell me where she left the keys?
3. When
 We can use when to ask for information about what time something happens:
When did you leave?
When are you going on holiday?
When will you know the result of the exam?

 We can use when in indirect questions:

She asked me when I would be ready to start the job.
I wonder when the new computers will arrive.

4. Why
 We can use why to ask about reasons and explanations:
Why did he leave home when he was 16?
Why didn’t you tell Gemma?
Why is the Earth round?
  We can use why in indirect questions:
He asked me why I wanted to leave the job.
I wonder why he told nobody he was getting married.
We can use why on its own as a response:
A:
I’m going home now.
B:
Why?
When we reply to a negative statement, we usually say why not?:
A:
I don’t like it here.
B:
Why not?
5. Who
 We use who as an interrogative pronoun to begin questions about people:
Who’s next?
Who makes the decisions here?
Who did you talk to?

 We use who in indirect questions and statements:

The phone rang. She asked me who it was.
Can you tell me who I should talk to.
I can’t remember who told me.
6. Which
 We use which in questions as a determiner and interrogative pronoun to ask
for specific information:
‘Which car are we going in?’ he asked Alexander.
Which museums did you visit?
Which do you prefer? Lemon cake or carrot cake?

 We use which in indirect questions and statements:

In the Young Cook of Britain competition, the finalists were asked which
famous person they would like to cook for.
Find out which way they’re going and we’ll follow.
7. Whose
 We use whose to ask a question about possession:
Whose birthday is it today?
Whose house was used in the film ‘Gosford Park’?
Whose are these gloves?

 We use whose in indirect questions:

Juliet wondered whose the sports car was.
8. How many and How old
Whether to use how much or how many depends on whether the following
noun is countable or non-countable. In English, how much is often combined with
non-countable qualities known as abstractions. These are common words such
as time, water, and fun. Countable nouns are objects that you can count, such as
apples, telephones, or cars.
Talking About Money and Cost
 Money is an example of a non-countable noun, so when talking about money
and cost, you will need to use the phrase "how much."
How much does the book cost?
How much do the toys cost?
 How much can also be used with the verb to be to ask about a price:
How much is it?
How much are the apples?
 However, if the question concerns a specific unit of a currency such as dollars
or pesos, both of which are countable, you should use how many:
How many dollars does the house cost?
How many euros do you need for lunch?
How many pesos can you afford?

More Practice With Countable and Non-countable Nouns

 Other categories of non-countable nouns include:
Activities: housework, music, socializing, etc.
Food types: meat, beef, pork, fish, etc.
Groups of items: luggage, baggage, furniture, software, etc.
Liquids: juice, water, alcohol, etc.
Materials: wood, steel, leather, etc.
 When asking for the quantity of any of these items, make sure to use how
much:
How much luggage did you take with you on vacation?
How much alcohol did you drink?
How much pork should I buy?
How much homework do you have?
How much knowledge do you have about the subject?
How much help did he give you last week?
How much advice would you like?
 How Many is used with countable nouns. These nouns are easy to recognize
because they generally end in the plural form with s.
How many books are there on the shelf?
How many days did it take you to finish the project?
How many computers do you have?