UNIT 5 COMPARATIVE AND SUPERLATIVE TOO AND ENOUGH, HAVE TO

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Comparatives and Superlatives (Los comparativos y superlativos)

Como hemos visto, los adjetivos describen cualidades de sustantivos. Algunas de estas cualidades pueden variar en el grado o intensidad. Al igual que en español, cuando queremos hacer comparaciones contrastamos cualidades o atributos por medio de adjetivos en sus diversos grados.

Grades of Adjectives (Grados de adjetivos)

Los adjetivos que pueden variar en el grado o intensidad tienen formas comparativas y superlativas. En la siguiente sección, hay las reglas sobre cómo formar estas formas comparativas y superlativas.

El grado positivo

El grado positivo de los adjetivos, que hemos visto anteriormente, es la cualidad en el grado más simple.

fast, hard, smart, pretty, clean, large, small, old, easy...

• Ejemplos:
• Juan is fast.
  Play
  Juan is fast. (Juan corre rápido.)
• Angela's room is clean.
  Play
  Angela's room is clean. (La habitación de Angela está limpia.)
• I am tall.
  Play
  I am tall. (Soy alto.)
• New York is big.
  Play
  New York is big. (Nueva York es grande.)

El grado comparativo

Al hacer comparaciones, podemos destacar la superioridad, inferioridad o igualdad de calidad de uno u otro. La estructura de cada uno de estos grados de comparación es diferente.

1. Comparativos de superioridad. En las comparaciones de superioridad, el adjetivo, que está en la forma comparativa (véase más adelante), es seguido por "than".
   • Ejemplos:
   • Juan is faster than Mark.
     Play
     Juan is faster than Mark. (Juan corre más rápido que Mark.)
   • Angela's room is cleaner than Sue's.
     Play
     Angela's room is cleaner than Sue's. (La habitación de Angela está más limpia que la de Sue.)
   • I am taller than Beth.
     Play
     I am taller than Beth. (Soy más alto que Beth.)
   • New York is bigger than Los Angeles.
     Play
     New York is bigger than Los Angeles. (Nueva York es más grandeque Los Angeles.)
2. Comparativos de inferioridad. Para formar este tipo de comparación podemos usar las conjunciones "not as...as" or "less...than". En ambos casos, el adjetivo está en el grado positivo.
   • Ejemplos:
   • Mark is not as fast as Juan.
     Play
     Mark is not as fast as Juan. (Mark no corre tan rápido como Juan.)
   • Sue's room is less clean than Angela's.
     Play
     Sue's room is less clean than Angela's. (La habitación de Sue no es tan limpia como la de Angela.)
   • Beth is not as tall as me.
     Play
     Beth is not as tall as me. (Beth no es tan alta como yo.)
   • Los Angeles is not as big as New York.
     Play
     Los Angeles is not as big as New York. (Los Angeles no es tan grande como Nueva York.)
3. Comparativos de igualdad. Con el adjetivo en el grado positivo, utilizamos la conjunción "as...as" para formar las comparaciones de igualdad.
   • Ejemplos:
   • Mark is as fast as Juan.
     Play
     Mark is as fast as Juan. (Mark corre tan rápido como Juan.)
   • Sue's room is as clean as Angela's.
     Play
     Sue's room is as clean as Angela's. (La habitación de Sue es tan limpia como la de Angela.)
   • Beth is as tall as I am.as
     Play
     tall as I am. (Beth es tan alta como yo.)
   • Los Angeles is as big as New York.
     Play
     Los Angeles is as big as New York. (Los Angeles es tan grande como Nueva York.)
   Nota: Podemos modificar un comparativo con un cuantificador (much, a lot, a little...).
   • Ejemplos:
   • Juan is a lot faster than Mark.
     Play
     Juan is a lot faster than Mark. (Juan corre mucho más rápido que Mark.)
   • I am a little taller than Beth.
     Play
     I am a little taller than Beth. (Soy un poco más alta que Beth.)

El grado superlativo

El grado superlativo denota la calidad en el grado más alto y como en español, se usa "the" delante del adjetivo en la forma superlativa (véase más adelante).

• Ejemplos:
• Juan is the fastest.
  Play
  Juan is the fastest. (Juan es el más rápido.)
• Angela's room is the cleanest.
  Play
  Angela'a room is the cleanest. (La habitación de Angela es la más limpia.)
• I am the tallest.
  Play
  I am the tallest. (Soy el más alto.)
• New York is the biggest city in the United States.
  Play
  New York is the biggest city in the United States. (Nueva York es la ciudad más grande de los Estados Unidos.)

Nota: Si el adjetivo es posesivo, no se usa "the". Además no se usa "the" si comparamos algo con si mismo.

• Ejemplos:
• His smartest student is Lisa.
  Play
  His smartest student is Lisa. (Su estudiante más lista es Lisa.)
• New York is coldest in January.
  Play
  New York is coldest in January. (Nueva York es más frío en enero.)

Form (Forma)

Hay unas reglas para formar el comparativo y superlativo.
1. Para adjetivos de una sílaba:

Comparativo	Superlativo
añade: "-er" (faster Play faster)	añade: "-est" (fastest Play fastest)

2. Para adjetivos de una sílaba que terminan en "e":

Comparativo	Superlativo
añade: "-r" (nicer Play nicer)	añade: "-st" (nicest Play nicest)

3. Para adjetivos de una sílaba que terminan en consonante + vocal + consonante:

Comparativo	Superlativo
añade: consonante + "er" (hotter Play hotter)	añade: consonante + "-est" (hottest Play hottest)

4. Para adjetivos de dos silabas que terminan en "y":

Comparativo	Superlativo
sustituye "y" por: "-ier" (funnier Play funnier)	sustituye "y" por: "-iest" (funniest Play funniest)

5. Para adjetivos de dos o más silabas:

Comparativo	Superlativo
añade: "more"/"less" (more beautiful, less beautiful Play more beautiful)	añade "the most"/"the least": (the most beautiful, the least beautiful Play the most beautiful)

6. Adjetivos irregulares:

Adjetivo	Comparativo	Superlativo
good Play good	better Play better	best Play best
bad Play bad	worse Play worse	worst Play worst
far Play far Fill in the correct form of the words in brackets (comparative or superlative). My house is(big) than yours. This flower is(beautiful) than that one. This is the(interesting) book I have ever read. Non-smokers usually live(long) than smokers. Which is the(dangerous) animal in the world? A holiday by the sea is(good) than a holiday in the mountains. It is strange but often a coke is(expensive) than a beer. Who is the(rich) woman on earth? The weather this summer is even(bad) than last summer. He was the(clever) thief of all. too and enough  Form too + adjective or adverb too much/many + noun too much/many + of + pronoun/determiner adjective or adverb + enough enough + noun enough + of + pronoun/determiner Meaning We use too to mean more than sufficient or more/less than necessary. It's too late to stop him. Jerry was too young to watch the movie. There are too many people on this train, there's nowhere to sit. You have too much money, give some to me. You've eaten too many of those cakes. We use enough to mean sufficient. Your clothes are big enough to fit me. You've done enough work. You can stop now. Have you got enough money to buy me a drink? We use enough in negative sentences to mean less than sufficient or less than necessary. You're not working fast enough, you won't finish on time. Sorry, I haven't got enough food for everyone. Not enough of my friends are coming to the party. Fill in the correct word (too or enough). I left the coffee for a minute to cool because it was tooenoughhot to drink. He wasn't strong tooenough to lift that heavy box. There aren't tooenough policemen in our town. Do you have tooenough information to help me with this problem? It is tooenough difficult to do for a little child. I do not have tooenough much time to prepare dinner. I didn't buy the car because it was tooenough expensive. He didn't work hard tooenough to pass the exam. My mum can't sleep because she drinks tooenough much coffee. She isn't old tooenough to start driving. En esta parte podrás aplicar lo aprendido, practicar y comprobar que recuerdas tanto el vocabulario como la gramática de la lección. Si cometes errores, se recomienda repasar los temas y volver a realizar los ejercicios. Exercise 1 Completa los recuadros usando el adjetivo que se encuentra entre paréntesis con too o enough. 1. This computer is (slow) to do this calculation. 2. Elaine is (old) to enter here. 3. This suitcase is (heavy) to carry. 4. It isn't (sunny) to sunbathe. 5. Are you (tall) to reach that shelf? 6. You're (young) to drive. 7. You aren't (old) to drive. 8. That sweater is big, it's (big) for you. 9. The garden isn't (big) to play football. 10. This coffee is (strong) for me HAVE TO Put in have to or has to into the gaps. Example: I ______ get up early every day. Answer: I have to get up early every day. Toggle example 1) They write a test. 2) She clean her desk. 3) Ken and Liz learn English words. 4) Andy help his brother. 5) We do our homework. 6) He write with a pencil. 7) I feed the hamster. 8) You take photos. 9) Victoria read the newspaper. 10) The teacher send a text message.	further Play further	furthest Play furthest

UNIT 6 MUST MUSTN'T COUNTABLE AND UNCOUNTABLE NOUNS

Complete the sentences with must or mustn't.

You brush your teeth three times a day.

You forget to do your homework regularly.

You be nice to your classmates.

You wear warm cothes when it is cold outside.

You chew gum in class.

You study hard if you want to pass your exams.

You fight with your classmates.

You play football in the classroom.

You listen to your teacher very carefully.

You forget your best friend's birthday.

You be rude to your grandparents.

You go to the dentist's twice a year.

You stay in bed when you are ill.

You feed zoo animals.

You do your online exercises.

 

1. Write c for countable and u for uncountable:

time - books - sugar - milk - pens - hair - chairs -

meat - butter - pencils - bread - jam - friends - fingers -

flour - apples - oil - cars - salt - houses - cheese -

rice - tea - games - tomatoes - cream - honey - carrots -

a) a / an + singular countable noun ( a pen, an apple) some + plural countable nouns - positive sentences ( There are some cars) some + uncountable nouns - positive sentences ( There is some oil) any - we use any in negative sentences and in most questions.(countable and uncountable nouns) I don't have any pens. There isn't any salt. Do you have any sisters?

2. Choose a, an, some or any

a) It is anysomeaan dog. b) Have you got anysomeaan friends? c) I bought aansomeany milk.

d) Linda has not got aanysomean pets. e) There is anysomeaan orange on the table. f) Tim eats aansomeany cheese every day.

g) We don't have aansomeany bread. h) My brother found aansomeany money. i) My sister found aansomeany pen.

j) Do you have aansomeany eggs? k) There are aansomeany students in the classroom. l) Is there aansomeany pencil on the desk?

b) how much - we use with uncountable nouns how many - we use with countable nouns.

3. Choose How much or How many

a) How muchHow many cheese do you buy?

b) How muchHow many books are there in your bag?

c) How muchHow many films did Tom see last week?

d) How muchHow many money do you spend every week?

e) How muchHow many friends does Linda have?

f) How muchHow many sugar do we need?

g) How muchHow many tomatoes are there in the fridge?

h) How muchHow many meat are you going to buy?

i) How muchHow many milk did you drink yesterday?

j) How muchHow many apples do you see?

PRESENT PERFECT. UNIT 7

Present Perfect - Use

1) Result of an action in the past is important in the present

I have cleaned my room.

---

2) Recently completed action

He has just played handball.

---

3) State beginning in the past and still continuing

We have lived in Canada since 1986.

---

4) together with lately, recently, yet

I have been to London recently.

---

Signal words

just, yet, never, already, ever, so far, up to now, recently, since, for

---

Form

have/has + past participle

---

Examples

Affirmative sentences:

I have cleaned my room. I've cleaned my room.

You have cleaned your room. You've cleaned your room.

Negative sentences:

I have not cleaned my room. I've not cleaned my room. I haven't cleaned my room.

You have not cleaned your room. You've not cleaned your room. You haven't cleaned your room.

Questions:

In the Present Perfect we put the auxiliary (have or has) before the subject
(Auxiliary - Subject - Verb - Rest). see: Questions in Present Perfect

Have I cleaned my room?

Have you cleaned your room? Put in the verbs in brackets into the gaps. Use Present Perfect. Example: I ___________ my father's car. (to wash) Answer: I have washed my father's car. Toggle example 1) Karen me an e-mail. (to send) 2) Dave and Pat the museum. (to visit) 3) I at the pet shop. (to be) 4) They already their rucksacks. (to pack) 5) Marcus an accident. (to have) 6) We the shopping for our grandmother. (to do) 7) I just my bike. (to clean) 8) Emily her room. (to paint) 9) Lisa and Colin to a concert. (to go) 10) My friends smoking. (to give up)

UNIT. 8 WILL, FIRST CONDITIONAL, GOING TO, PRESENT CONTINUOUS FOR FUTURE

unit. 8

WILL + infinitive	GOING TO + infinitive
We use WILL for... - predictions without evidence "I will be rich and famous" - offering our help "I'll help you with those heavy books" - sudden decisions "It's raining. I'll take an umbrella!"	We use GOING TO for... - predictions with evidence "Look! David is going to crash against that tree!" - future intentions "I'm going to study law at university next year"

 

1. Choose the correct verb for the following sentences. Do not use abbreviations:

 

1) Next summer, I (travel) to New York. My sister lives there and she bought me a plane ticket for my birthday.

 

2) It's getting cold. I (take) my coat!

 

3) Are you going to the cinema? Wait for me. I (go) with you!

4) Jane and Tom (not/study) medicine next year. Jane (study) French and Tom (take) a gap year.

 

5. Mrs Simons, those bags seem quite heavy. I (help) you carry them.

6. Experts say the Earth (suffer) seriously if we continue polluting.

7. Look at those black clouds. I think it (rain).

8. Bye Bye Joe. I (phone) you as soon as I arrive home!

9. What (do) tomorrow? I (visit) my grandparents.

 

10. Anne: "I don't have enough money to pay for my lunch."

Peter: " I (lend) you some."

will or going to

first conditonal

Exercises

A. Present continuous for future use

1. I _________ (go) to the supermarket tomorrow.
2. My sister _________ (give) me her car when she gets her new one.
3. We _________ (have) a barbecue on Sunday.
4. All my friends _________ (come) to my party next week.
5. We _________ (take) my niece to Aquapark later today.
6. The train _________ (leave) in ten minutes.
7. We _________ (go) to the zoo tomorrow.
8. On Friday I _________ (go) to Rob´s party.
9. My teacher _________ (go) to school tomorrow.
10. Rhonda _________ (stay in) on Friday.
11. Bill _________ (go) to the cinema at the weekend.
12. _________ Susan _________ (work) this week?
13. _________ your English _________ (get) better?
14. I _________ (see) the manager tomorrow.
15. He _________ (play) tennis this afternoon.
16. Sue _________ (come) to see us tomorrow.
17. I _________ (go) to the theatre this evening.
18. At what time _________ Katy _________ (arrive) tomorrow.
19. I _________ (not work) this evening.
20. I _________ (not use) the car this evening.
21. When _________ you _________ (take) me to the zoo?
22. I _________ (start) piano lessons soon.
23. We _________ (go) camping tomorrow.
24. Pete´s parents _________ (take) him to Holland next week.
25. My favourite TV program _________ (start) in a minute.

grammar/too-enough




/grammar-exercise-too-enough.


ejercicios TOO AND ENOUGH


TOO / ENOUGH

NORMAS DEL CURSO (RESPONSABILIDADES DE LOS INTEGRANTES DEL PROCESO ENSEÑANZA- APRENDIZAJE)

Para el docente

1. Desarrollar la función docente con base en el Currículum del Bachillerato 2009 y el programa de asignatura vigente y cumplir cabalmente con los propósitos y contenidos de aprendizaje en cada módulo.

2. Respetar y ajustarse a los acuerdos establecidos en la Academia General de Inglés, en coordinación con la Dirección de Aprendizaje de Lenguas.

3. Asistir puntualmente a los horarios de clase, observando una tolerancia de 10’ por hora de clase.

4. Fomentar los principios de ética y humanismo.

5. Propiciar el análisis y la evaluación de los métodos, técnicas de enseñanza y recursos didácticos de manera reflexiva, positiva y respetuosa.

6. Registrar en tiempo y forma la asistencia y participación de los estudiantes, fomentando el interés por el aprendizaje del idioma.

7. Retroalimentar en tiempo y forma el desempeño de los estudiante, principalmente después de cada ejercicio de evaluación o aplicación de examen, y propiciar estrategias de auto aprendizaje para evitar rezago académico.

8. Evaluar a los estudiantes conforme a lo establecido en el programa de asignatura vigente.

9. Apegarse en estricto al Reglamento de la Educación Media Superior para fines de retener el derecho a examen ordinario, extraordinario y a título por el correspondiente número de faltas.

10. Lo no previsto en este apartado estará sujeto a lo establecido en la Legislación Universitaria y a los acuerdos de la Academia General de Inglés en coordinación con la Dirección de Aprendizaje de Lenguas.

Para el alumno:

1. Asistir puntualmente a clase, observando una tolerancia de 10’ por hora de clase.

2. Entregar en tiempo y forma las tareas y trabajos requeridos (actividades integradoras)

3. Desarrollar habilidades de auto-aprendizaje en el centro de auto acceso, para consolidar el desarrollo de competencias lingüístico-comunicativas.

4. Participar activamente y de manera responsable en el desarrollo de evidencias y proyectos individuales y colectivos (actividades integradoras)

5. Abstenerse del uso de equipo de radiolocalización y telefonía celular durante la clase.

6. Observar asistencia requerida por la legislación para tener derecho a examen ordinario, examen extraordinario y el examen a título. (80%)

7. Abstenerse de: comer y fumar,  además de  cuidar su vocabulario (usar palabras altisonantes) antes, durante y después de clase.

8. Presentar su portafolio de evidencias cuando sea requerido por el docente.

9. Presentar el número de firmas cuando sea requerido por el docente.

10. Lo no previsto en este apartado estará sujeto a lo establecido en la Legislación Universitaria, al Reglamento de la Educación Media Superior y los acuerdos de la Academia General de Inglés, en coordinación con la Dirección de Aprendizaje de lenguas