New Module TWO JUNE 2014.pdf

8/10/2019 New Module TWO JUNE 2014.pdf

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EL COLEGIO DE MICHOACN,A.C.

UNIDAD DE IDIOMAS

STRUCTURES and STRATEGIES

UN CURSO INTENSIVO DE COMPRENSIN DE LECTURA EN INGLS

M D U L O #2: LA CLAVE DEL INGLS:VERBOS,AUXILIARES Y TIEMPOS

NIVEL: PRINCIPIANTE2

SINOPSIS: Construyendo sobre las bases establecidas en el MDULO I, el MDULO 2 enfoca la atencin en tres temasfundamentales e interrelacionados: 1) el manejo de los VERBOSen ingls: 2) el uso de los VERBOS AUXILIARES; y, 3) losprimeros TIEMPOS. Inicia con una elucidacin de uno de los conceptos claves de este acercamiento al idioma ingls:la RELACIN ENTRE ACCIN Y TIEMPO, que es la base para entender los tres aspectos del lenguaje mencionados arriba.Luego, introduce, analiza y compara 7 tiempos en PRESENTE, PASADO y FUTURO y presenta 10 de los 20 VERBOSAUXILIARESque ocupa este idioma. Este Mdulo tambin presenta modelos de la construccin de los tiempos paramostrarcontrario a lo que muchos piensanque el ingls stiene un sistema y una mecnica claros y consistentes,

y que no es arbitrario, a pesar de ciertas excepciones que lo complican. Por esto, el MDULO 2 enfatiza la vertientede las Estructuras del ingls, con prcticas de lectura diseadas para aplicar el conocimiento adquirido y seguirmejorando la comprensin y rapidez. Finalmente, agrega 10 Estrategias de Lectura para complementar las 8presentadas en el Mdulo 1.

OBJETIVOS. a) El Mdulo 2 se enfoca en el tema de lasESTRUCTURAS,la CONSTRUCCINy el USO DE 7TIEMPOS.b) Entender la funcin de los tiempos a travs del concepto de la RELACIN ENTRE ACCIN Y TIEMPO.c) Conocer los elementos usados para construir los primeros 7 tiempos, y estudiar sus funciones.d) Analizar 10 nuevas Estrategias de Lecturay aplicarlas a textos de cada vez mayor dificultad.

TEMARIO: A.ESTRUCTURAS DEL INGLS

El concepto de los tiempos y laRELACIN ENTRE ACCIN TIEMPO.Los primeros 7 tiempos

Presente Simple Presente Continuo

Pasado Simple [con los verbos irregulares]

Pasado Continuo

Futuro Simple Futuro Continuo Futuro Idiomtico

Los primeros AUXILIARES MODALES CAN = posibilidad o habilidad

COULD = posibilidad/habilidad en pasado

WOULD = condicional, potencial o hipotticoEl verbo TO BEen pasado: was, were CAN,COULD,BE ABLE TO = equivalente de PODER

B.ESTRATEGIAS DE LECTURA:

RECONOCER LA LETRA MAYSCULA AMPLAelCAMPO DE VISIN/LEER POR CACHITOS

Aprovecha si unaPALABRA NUEVA SE REPITE Leer por las IDEAS PRINCIPALES PausayRESUME cadaPRRAFO

Reconocer las palabras e indicadoresNEGATIVOS LaFORMA POSESIVAcon [S ]

Relaciona cadaPRONOMBRE con el SUSTANTIVOa que se refiere Relacin entre ESTRUCTURA Y FUNCIN ASOCIARRELACIONARCONECTARVINCULAR

SISTEMA DE EVALUACIN: La calificacin se basa en tres criterios: Desempeo en clase: 2 puntosExamen final: 3 puntos

Prcticas: 5 puntosTotal: 10 puntos


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PRIMERA PARTE. ESTRUCTURAS DE INGLS

#1.EL CONCEPTO DE LOS TIEMPOS Y SU IMPORTANCIA

El tema central en cualquier acercamiento al ingls es el de los VERBOS yTIEMPOS. Por ejemplo, el libro LA CLAVE DEL INGLS ESCRITOtitula su captulo sobre este tpico: LOS VERBOS:EL MEOLLO DEL ASUNTO.No hay duda de que para avanzar en este idioma hay quedominar los VERBOS, los VERBOS AUXILIARES y losTIEMPOS. Pero, por qu?

1.

Primero: los verbos indican la accin que realiza el sujeto: son PALABRAS DE ACCINque indican informacin clave.2. Segundo: los verbos son parte integral de los tiempos, que son una de las claves de la comunicacin. [ Podras imaginar

el espaol sin conjugaciones?]

3. Tercero: el papel de los TIEMPOSconsiste, en efecto, en UBICAR A LA ACCIN EN UN MARCO TEMPORAL ESPECFICO;concepto queaqu llamaremos la RELACIN ENTRE ACCIN Y TIEMPO. Mira esta figura.

El espaol tiene muchos TIEMPOS, desde el PRESENTE DE INDICATIVOhasta el PLUSCUAMPERFECTO DE SUBJUNTIVO,pasando por elPRETRITO,LOS INDICATIVOS,LOS COMPUESTOS,LOS FUTUROS, etc. Por qu hay tantos? En principio, la respuesta es sencilla:

Es preciso distinguir muchas diferentes relaciones entre y son los TIEMPOS los quepermiten

expresar esas diferencias en forma CLARA,CONCISA yECONMICA.

El ingls tambin tiene muchos tiempos, PERO es muy importante entender que los dos idiomas difieren en su forma derepresentar estas distinciones:

1. EL ESPAOLusa el mtodo de CONJUGAR; es decir, AGREGA DIFERENTES TERMINACIONES AL VERBOsegn el tiempo y la persona.

2.

EL INGLS, en contraste, noconjuga; normalmente utiliza tres elementos claves. Cules son?

EL SUJETO UNA DE LAS 3PARTES PRINCIPALES DEL VERBO LOS VERBOS AUXILIARES

Unos ejemplos ayudarn a aclarar esta idea. Ejemplo #1 est en tiempo PRESENTE SIMPLE:

1. They WORKat the Wal-MartSupermarket. [Trabajanen el supermercado Wal-Mart.]

Qu informacin nos da esta oracin? Qu es lo que se entiende?

1. Que sus trabajos son permanentes, de tiempo completo, no son casuales, ocasionales o efmeros.

2.

Que trabajan regularmente todos los das de forma rutinaria o habitual.3. Que sus empleos seguirn en el futuro [al menos, esto es lo que se supone].

Ejemplo #2 est en el tiempo PRESENTE CONTINUO(o PROGRESIVO):

2. They ARE STUDYINGfor the final exams. [Estn estudiandopara los exmenes finales.]

Qu informacin nos da esta oracin? Qu contraste hay con la anterior? Qu debemos entender?

1. Que estn estudiando en el mismo momento en que la persona est hablando.2. No sabemos si estudiaron ayer o si lo harn maana, slo que lo estn haciendo ahorita misma.3. El hecho de que estn estudiando en este momentoNOafecta en nada el hecho de que trabajan en Wal-Mart.

ACCINTIEMPO


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Ejemplo #3 est en el tiempo FUTURO SIMPLE:

3. They WILL STARTjobsat Wal-Martnext month. [Empezarnempleos en Wal-Mart el mes que entra.]

Qu informacin nos da? Qu debemos entender?

1. Que no trabajan en Wal-Martahora, pero tienen asegurados empleos para el siguiente mes.2. Nosabemos si trabajan habitualmente en algn otro lugar ahora o si estudian, etc.

3.

Nosabemos nada sobre lo que estn haciendo en este mismo momento.

Ejemplo #4 est en PRETRITO (PASADO SIMPLE):

4. They WORKEDat Wal-Martfor one year. [Trabajaronen Wal-Mart por un ao.]

Ahora, qu debemos entender? Qu nos dice esta oracin?

1. Que en algn periodo del pasado tuvieron empleos en Wal-Mart.2. Que ahora notrabajan allpor alguna razn sus empleos se terminaron.3. Duraron un ao en sus empleos en Wal-Mart.4. Pero, NOsabemoscundo empezaron a trabajar all, ni tampoco cundo fueron cesados.

Ejemplo #5 est en PRESENTE PERFECTO(un tiempo compuesto):

5. They HAVE WORKEDat Wal-Martfor one year. [Han trabajadoen Wal-Mart por un ao.]

Ahora, qu debemos entender? Qu nos dice esta oracin?

1. Que hace exactamente UNao empezaron sus empleos en Wal-Mart.2. Que siguen trabajando all en este momento.3. Que se supone que seguirn trabajando all maana y en lo sucesivo.4. Que,NOhan trabajado de tiempo completo en ningn otro lugar durante este ao.

Estos ejemplos muestran que al CAMBIAR DE UN TIEMPO A OTRO, LA INFORMACIN TRANSMITIDA ES MUY DIFERENTE; adems, est

ENCAPSULADA en formas CONCISAS, CLARAS, ECONMICAS y EFECTIVAS que no requieren explicacin alguna. Esto se debe a que cadatiempo expresa una particular RELACIN ENTRE ACCIN Y TIEMPO.

Conclusiones: 1. LOS TIEMPOS TRANSMITEN MENSAJES CLAROS PERO DISTINTOS,YA QUE CADA UNO ENCAPSULA UNA DIFERENTERELACIN ENTREACCINy TIEMPO.

2. EL TIEMPO CORRECTO EN CADA MOMENTO DEPENDE DE LA RELACIN ENTREACCINy TIEMPOQUE UNO DESEA EXPRESAR.

Este ejercicio nos llev a explorar los 2 aspectos bsicos de los tiempos:

Su CONSTRUCCINo ESTRUCTURA; es decir, necesitamos conocer los ELEMENTOS CONSTITUTIVOSde cada tiempo.

Su APLICACINoFUNCIN:necesitamos analizar el USODE LOS TIEMPOScon base en la RELACIN ENTREACCIN Y TIEMPO.

Veamos un ejemplo para aclarar el concepto de los ELEMENTOS CONSTITUTIVOS:

PRESENTE CONTINUO.Accin en el momento vs. FUTURO SIMPLE.Accin ms adelante en el tiempo

EJEMPLOS ESTRUCTURA/ELEMENTOS EJEMPLOS ESTRUCTURA/ELEMENTOS

IAM WATCHINGa good movie.

SHEIS READINGa good book.

THE BOYSARE PLAYINGin the yard.

Sujetos:I,SHE,THE BOYS

Auxiliares: AM,IS,ARE

Verbo principal:GERUNDIO

SHEWILL VISITParis and Rome.

WEWILL FINISHnext week.

MORELIAWILL PLAYon Sunday.

Sujetos: SHE,WE,MORELIA

Auxiliar: WILL

Verbo principal:FORMA SIMPLE


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#2. EJEMPLOS DE CONJUGACIONESEN INGLS

Los primeros 3 tiempos que se muestran a continuacin son los mismos que vimos en el Mdulo 1 cuando analizamos lasFormas Negativas e Interrogativas. Aqu, los reproduzco para recordar estas bases y, ms abajo, aado 2 tiempos nuevos.

[*Acurdate que la forma con She tambin representa a He e It, y que la forma con You cubre T, Usted y Ustedes.]

1) PRESENTEcon el auxiliarCAN (Traduccin:puedo jugar,puedes jugar,puede jugar, etc)

AFFIRMATIVE NEGATIVE INTERROGATIVE (+) INTERROGATIVE ()

I

You

She

We

They

can

can

can

can

can

play.

play.

play.

play.

play.

I

You

She

We

They

cant

cant

cant

cant

cant

play.

play.

play.

play.

play.

Can

Can

Can

Can

Can

I

you

she

we

they

play?

play?

play?

play?

play?

Cant

Cant

Cant

Cant

Cant

I

you

she

we

they

play?

play?

play?

play?

play?

2) FUTUROcon el auxiliarWILL/WONT (Traduccin:jugar,jugars,jugar, etc)

I

You

She

We

They

will

will

will

will

will

play.

play.

play.

play.

play.

I

You

She

We

They

wont

wont

wont

wont

wont

play.

play.

play.

play.

play.

Will

Will

Will

Will

Will

I

you

she

we

they

play?

play?

play?

play?

play?

Wont

Wont

Wont

Wont

Wont

I

you

she

we

they

play?

play?

play?

play?

play?

3) PRESENTE CONTINUOcon los auxiliaresAM,IS,ARE (Traduccin: estoy jugando, ests jugando, est jugando, etc)

I

You

She

We

They

am

are

is

are

are

playing.

playing.

playing.

playing.

playing.

I

You

She

We

They

am not

arent

isnt

arent

arent

playing.

playing.

playing.

playing.

playing.

Am

Are

Is

Are

Are

I

you

she

we

they

playing?

playing?

playing?

playing?

playing?

Am

Arent

Isnt

Arent

Arent

I not

you

she

we

they

playing

playing

playing

playing

playing

Ahora, agregamos 2 TIEMPOS NUEVOS. OJO!SON IRREGULARESEN AFIRMATIVO!

4) PRESENTE SIMPLEconlos auxiliaresDO/DOES (Traduccin:juego,juegas,juega, etc)

I

You

She

We

They

-----

play.

play.

plays.

play.

play.

I

You

She

We

They

dont

dont

doesnt

dont

dont

play.

play.

play.

play.

play.

Do

Do

Does

Do

Do

I

you

she

we

they

play?

play?

play?

play?

play?

Dont

Dont

Doesnt

Dont

Dont

I

you

she

we

they

play?

play?

play?

play?

play?

5) PASADO SIMPLEcon el auxiliarDID (Traduccin:jugu,jugaste,jug, etc)

I

You

She

We

They

-----

played.

played.

played.

played.

played.

I

You

She

We

They

didnt

didnt

didnt

didnt

didnt

play.

play.

play.

play.

play.

Did

Did

Did

Did

Did

I

you

she

we

they

play?

play?

play?

play?

play?

Didnt

Didnt

Didnt

Didnt

Didnt

I

you

she

we

they

play?

play?

play?

play?

play?


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Observaciones: 1. Slo hay 4 formas del verbo[play, plays, playing, played] (en espaol seran muchsimasms)

2. De las 20 casillas, slo 2 no tienen un verbo auxiliar (en gris, #4 y #5, Columna 1)

3. Los patrones son constantes en [] [ ?+ ] [ ?] (Columnas 2, 3 y 4 de arriba hacia abajo)

4. Slo hay DOSexcepciones: en Presente [ + ] y Pasado[ + ] (no siguenel patrn)

5. Se hacen los mismos cambios entre [ + ] [] [ ?+ ] [ ?] (de izquierda a derecha)

6. Obviamente, el ingls NO CONJUGAlos verbos. (conjugar es la operacin bsica del espaol)

Conclusin: Los 2 idiomas transmiten la misma informacin con

tiempos similares,perodifieren en la MECNICAque usan para hacerlo.

#3. LOS PRIMEROS TIEMPOS A DETALLE

NOTA: Para ahorrar espacio y reducir la repeticin, en los siguientes cuadros el pronombre Sherepresenta tambin a Hee It(3rapersona singular). El pronombre Youpuede traducirse como T, Ustedo Ustedes.

PRESENTE SIMPLE

RELACIN ACCIN/TIEMPO

Situaciones permanentes.

ACCIN HABITUAL; es decir frecuente, repetida, cotidiana, rutinaria.

VERBO(S)AUXILIAR(ES) doy does

VERBO PRINCIPALFORMA Forma simpledel verbo.

Forma con terminacin [ -s ]en 3ra

persona singular.

FORMAS: [ + ] [ ] [ ? + ] [ ?]

I work.

You work.

She works.

We work.

They work.

I do not [dont] work.

You do not [dont] work.

She does not [doesnt] work.

We do not [dont] work.

They do not [dont] work.

DoI work?

Doyou work?

Doesshe work?

Dowe work?

Dothey work?

DontI work?

Dontyou work?

Doesntshe work?

Dontwe work?

Dontthey work?

DETALLES OJO! Se agrega la terminacin [ -s ]en 3

apersona singular[she, he, it]

El verbo auxiliar cambia para la 3apersona singular: dodoes.

Hay dos contracciones: do +not =dont does +not =doesnt.

EJEMPLOS Charlie worksin a car factory.

My friends and I likepizza with beer.

They livein the dormitory because its cheaper.

The students do not haveclasses this week.

Sandra does not takethe bus to school.

Doesthe secretary preparea report every month?

DoMark and Don studyeconomics or political science?

Why doesProf. Jones thinkthat Weber is so important?

Doesnthe understandMarxs Theory of Value?

Dontyou goto aerobics class every morning?


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PRESENTE CONTINUO:RELACIN ACCIN/TIEMPO Accin que est ocurriendo en el mismo momento en que se habla.

VERBO(S)AUXILIAR(ES) am, is, are[ del verbo TO BE]

VERBO PRINCIPALFORMA El GERUNDIOcon la terminacin [ing]; la forma del verbo NUNCAcambia.

FORMAS: [ + ] [ ] [ ? + ] [ ?]

I amworking.

You areworking.

She isworking.We areworking.

They areworking.

I amnotworking.

You are not [arent] working.

She is not[isnt]working.We are not [arent] working.

They are not [arent] working.

AmI working?

Areyou working?

Isshe working?Arewe working?

Arethey working?

AmInot working?

Arentyou working?

Isntshe working?Arentwe working?

Arentthey working?

DETALLES Similar al tiempo en espaol en estructura, significado y uso.

Los verbos auxiliares am, isy aresiempre van con el GERUNDIO[ -ing ].

Se usan las mismas contracciones que con el verboTO BE(arriba, p. 5).

EJEMPLOS Jim and Mike are watchinga movie on channel 4.

Jane is preparingher thesis defense for next week.

IsntArthur taking care of the children while Laura isat

the Congress in Europe?

The Dodgersare losing6-1 because they are notplayingwell today.

Why isBetty walkingto school if she has a car?

Why arentthe studentseating in the cafeteria?

Susan is not doingher homework, she ischattingon the

phone.

Areyou still waiting for the students to hand in their finalessays?

PASADO SIMPLE:RELACIN ACCIN/TIEMPO Accin, situacin o condicin terminada o finalizada. Accin que ocurri en un periodo del pasado que ya finaliz.

VERBO(S)AUXILIAR(ES) nicamentedid para todas las personas(sin excepcin).

VERBO PRINCIPALFORMA Forma simpleen [ ] [? +] [?-], PEROterminacin [ed ]en [ + ].

OJO! Los verbos irregularesen el pasado en enunciados afirmativos.

FORMAS: [ + ] [ ] [ ? + ] [ ?]

I worked. [REGULAR VERB]

You worked.

She worked.

We worked.

They worked.

I did not [didnt] work.

You did not [didnt] work.

She did not [didnt] work.

We did not [didnt] work.

They did not [didnt] work.

DidI work?

Didyou work?

Didshe work?

Didwe work?

Didthey work?

DidntI work?

Didntyou work?

Didntshe work?

Didntwe work?

Didntthey work?

I took. [IRREGULAR VERB]

You took.

She took.

We took.

They took.

I did not [didnt] take.

You did not [didnt] take.

She did not [didnt] take.

We did not [didnt] take.

They did not [didnt] take.

DidI take?

Didyou take?

Didshe take?

Didwe take?

Didthey take?

DidntI take?

Didntyou take?

Didntshe take?

Didntwe take?

Didntthey take?

DETALLES Si el verbo es REGULAR, se agrega la terminacin [ -ed ]en enunciados afirmativos.

NOse usa el pasado del verbo en oraciones [] [?+] [?] porque el verbo auxiliar indica el tiempo.

Hay una contraccin en negativo: did +not =didnt.EJEMPLOS: AFIRMATIVO NEGATIVO INTERROGATIVO [+]/[]

REGULAR: Allan calledhis brother. Allan did not [didnt] callhis brother. Did / Didnt Allan callhis brother?

Betty watchedthe movie. Betty did not [didnt] watchthe movie. Did / Didnt Betty watchthe movie?

They finishedthe exam. They did not [didnt] finishthe exam. Did / Didnt they finishthe exam?

IRREGULAR: Tom droveto Morelia. Tom did not [didnt] driveto Morelia. Did / Didnt Tom driveto Morelia?

Tony tookhis medicine. Tony did not [didnt] takehis medicine. Did / Didnt Tony takehis medicine?

Helen heardthe news. Helen did not [didnt]hearthe news. Did / Didnt Helen hearthe news?


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OJO! LOSVERBOSIRREGULARESENPASADO:LISTA DE LOS MS COMUNES

FORMA SIMPLE PASADO PARTICIPIO TRADUCCIN SIMPLE PASADO PARTICIPIO TRADUCCIN

be (am is are)

become

begin

break

bringbuild

buy

come

cost

do

drink

drive

eat

find

forget

getgive

go

have

hear

know

was were

became

began

broke

broughtbuilt

bought

came

cost

did

drank

drove

ate

found

forgot

gotgave

went

had

heard

knew

been

become

begun

broken

broughtbuilt

bought

come

cost

done

drunk

driven

eaten

found

forgotten

gottengiven

gone

had

heard

known

ser / estar

hacerse

empezar

quebrar

traerconstruir

comprar

venir

costar

hacer

beber

conducir

comer

encontrar

olvidar

conseguirdar

ir

tener

or

saber/conocer

leave

let

lose

make

putread

run

say

see

show

sing

sit

sleep

speak

stand

swimtake

teach

tell

think

write

left

let

lost

made

putread

ran

said

saw

showed

sang

sat

slept

spoke

stood

swamtook

taught

told

thought

wrote

left

let

lost

made

putread

run

said

seen

shown

sung

sat

slept

spoken

stood

swumtaken

taught

told

thought

written

dejar

permitir

perder

hacer

ponerleer

correr

decir

ver

mostrar

cantar

sentar

dormir

hablar

parar

nadartomar/llevar

ensear

decir

pensar

escribir

OJO! MS VERBOSIRREGULARESENPASADO:ALGUNOS VERBOS MENOS COMUNES

awake

beat

bend

bite

blow

burn

catch

choose

cut

dig

draw

dream

fall

feed

feel

fight

fly

grow

hide

hit

hold

hurt

keep

awoke

beat

bent

bit

blew

burnt

caught

chose

cut

dug

drew

dreamt

fell

felt

fed

fought

flew

grew

hid

hit

held

hurt

kept

awoke

beaten

bent

bitten

blown

burnt

caught

chosen

cut

dug

drawn

dreamt

fallen

felt

fed

fought

flown

grown

hidden

hit

held

hurt

kept

despertar

vencer

doblar

morder

soplar

quemar

atrapar

escoger

cortar

cavar

dibujar

soar

caer

sentir

alimentar

pelear

volar

crecer

esconder

pegar

sujetar

lastimar

guardar

lie

mean

meet

pay

ride

ring

sell

send

set

shake

shine

shoot

shut

smell

spell

spend

steal

sweep

throw

understand

wake

wear

win

lay

meant

met

paid

rode

rang

sold

sent

set

shook

shone

shot

shut

smelt

spelt

spent

stole

swept

threw

understood

woke

wore

won

lain

meant

met

paid

ridden

rung

sold

sent

set

shaken

shone

shot

shut

smelt

spelt

spent

stolen

swept

thrown

understood

woken

worn

won

acostar

significar

reunirse (con)

pagar

montar

timbrar

vender

enviar/mandar

poner/colocar

agitar

brillar

disparar

cerrar

oler

deletrear

gastar

robar

barrer

arrojar

entender

despertar

usar (ropa)

ganar


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OJO! AN MS VERBOSIRREGULARESENPASADO:VERBOS TODAVA MENOS COMUNES

bet

bleed

breed

broadcast

burst

castdwell

flee

forbid

forecast

foresee

forgive

freeze

hang

kneel

lay

leadlend

light

mistake

overcome

prove

quit

bet

bled

bred

broadcast

burst

castdwelt

fled

forbade

forecast

foresaw

forgave

froze

hung

knelt

laid

ledlent

lit

mistook

overcame

proved

quit

bet

bled

bred

broadcast

burst

castdwelt

fled

forbidden

forecast

foreseen

forgiven

frozen

hung

knelt

laid

ledlent

lit

mistaken

overcome

proven

quit

apostar

sangrar

criar

transmitir

tronar

arrojarresidir

huir

prohibir

pronosticar

prever

perdonar

congelar

colgar

arrodillar

acostar

dirigirprestar

encender

errar

sobreponerse

comprobarrenunciar

rid

rise

seek

sink

slide

spillspin

spit

split

spread

spring

stick

stink

strike

swear

tear

undergounderlie

undertake

undo

wed

weep

withdraw

rid

rose

sought

sank

slid

spiltspun

spat

split

spread

sprang

stuck

stank

struck

swore

tore

underwentunderlay

undertook

undid

wed

wept

withdrew

rid

risen

sought

sunk

slid

spiltspun

spat

split

spread

sprung

stuck

stunk

struck

sworn

torn

undergoneunderlain

undertaken

undone

wed

wept

withdrawn

deshacerse

levantarse

buscar

hundir

resbalar

derramargirar

escupir

partir

extender

saltar

adherir

apestar

golpear

jurar

rasgar

experimentarsubyacer

emprender

deshacer

casar

llorar

retirar

PASADO CONTINUO:RELACIN ACCIN/TIEMPO

Accin que estaba en proceso de hacerse en el pasado pero que fue interrumpida.

Accin que se haca en un cierto momento del pasado.

VERBO(S)AUXILIAR(ES) wasy were[del verbo TO BE]

VERBO PRINCIPALFORMA El gerundiocon la terminacin [ -ing ]; la forma del verbo NOcambia jams.

Es comn encontrar la palabra whenpara conectar las dos acciones.

FORMAS: [ + ] [ ] [ ? + ] [ ?]

I wasworking.

You wereworking.

She wasworking.

We wereworking.

They wereworking.

I wasnot [wasnt] working.

You were not [werent] working.

She was not[wasnt] working.

We were not[wasnt] working.

They were not[wasnt] working.

WasI working?

Wereyou working?

Wasshe working?

Werewe working?

Werethey working?

WasntI working?

Werentyou working?

Wasntshe working?

Werentwe working?

Werentthey working?

DETALLES Muy similar al espaol en estructura, significado y usos.

Los auxiliares wasy weresiempre llevan el verbo en forma del gerundio, con [ing ]. Hay dos contracciones en la forma negativa: was +not =wasnt were +not =werent

EJEMPLOS I was takinga shower when the telephone rang.

We were watchinga great suspense movie when the electricity went off.

Betty was not [wasnt] drivingwhen the accident happened.

The students were not [werent] payingattention when the teacher called their names.

WereBill and Steve reporting on the game when you got there?

Why wasJennifer tryingto call you yesterday?

WerentAnn and Jane writingtheir essays last night at 11 oclock?

What wereyour children doingwhile you were at the event?


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EJERCICO: INDICACIONES:Identifica elVERBO AUXILIAR (si lo hay!)yelVERBO PRINCIPAL, yluegoTRADUCE.

Ejemplo: Many students at the Colegio are studying English now.

Verbo auxiliar: are Verbo principal: studying__ Tiempo/Forma: Presente Continuo_

Traduccin: Muchos estudiantes del Colegio estn estudiando ingls ahora.

1. The Pumaswere playing really well until the Chivasscored their first goal.

Verbo auxiliar : _______________ Verbo principal: _______________ Tiempo/Forma: _______________

______________________________________________________________________________________________________2. Incredible! Rebecca talked to her boyfriend on the telephone for 3 hours last night!

Verbo auxiliar: _______________ Verbo principal: _______________ Tiempo/Forma: _______________

______________________________________________________________________________________________________

3. Didnt your family rent a cabaa in Acapulco for vacations last summer?


______________________________________________________________________________________________________

4. Alan didnt come to class and Arthur didnt hand in the homework on time.


______________________________________________________________________________________________________5. Dont let the children eat junk food, because cookies and potato chips are bad for them!


______________________________________________________________________________________________________

6. All the doctoral students at ColMich are working very hard on their thesis proposals.


______________________________________________________________________________________________________

7. Read these three chapters of Smiths book and then write summaries of the most important points!


______________________________________________________________________________________________________

8. Her mother isnt working now because shes taking care of her granddaughter at home.


______________________________________________________________________________________________________

9. How much time do you usually need to prepare for the final examinations?


______________________________________________________________________________________________________

10. My brother was watching T.V. and my sisters were reading while I was working on my history essay.


______________________________________________________________________________________________________

11. Jenny was not driving carefully when she had that terrible accident.


______________________________________________________________________________________________________

12. Why isnt Edward taking the medicine according to his doctors instructions?


____________________________________________________________________________________________________


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FUTURO SIMPLE:RELACIN ACCIN/TIEMPO Accin que se haren algn momento ms adelante.

VERBO(S)AUXILIAR(ES) Auxiliar nico: WILLequivale a las terminaciones -, -s, -, -emos, -n.

VERBO PRINCIPALFORMA Forma simpledel verbo; sin excepciones.

FORMAS: [ + ] [ ] [ ? + ] [ ?]

I willwork.

You willwork.

She willwork.

We willwork.

They willwork.

I will not [wont] work.

You will not [wont] work.

She will not [wont] work.

We will not [wont] work.

They will not [wont] work.

WillI work?

Willyou work?

Willshe work?

Willwe work?

Willthey work?

WontI work?

Wontyou work?

Wontshe work?

Wontwe work?

Wontthey work?

DETALLES Este tiempo no tiene excepciones ni formas irregulares. es el tiempo MODELO para el ingls

Hay 7 contracciones en afirmativo: Ill Youll Hell Shell Itll Well Theyll

Hay 1 contraccin en negativo: will +not =wont

EJEMPLOS They will goon vacation to Hawaii next month.

Wendy and Scott will havetheir honeymoon in Africa.

Ann wontvisither Mom this week because shes busy.

I will attendthe wedding, but I wontgoto the banquet.

WillBrad Pitt starin the new Batman movie?

When willyour son graduatefrom university?

Whywontyou finishyour thesis this year?

Wontmy new laptop arrive as you promised?

FUTURO CONTINUORELACIN ACCIN/TIEMPO

Accin que se estar llevando a caboen un momento ms adelante.

VERBO(S)AUXILIAR(ES) Otra vez, el verbo auxiliar WILLindica el tiempo futuro.

VERBO PRINCIPALFORMA be + gerundio; terminacin [ing], sin excepciones.

FORMAS: [ + ] [ ] [ ? + ] [ ?]

I will beworking.

You will beworking.

She will beworking.

We will beworking.

They will beworking.

I will not [wont] beworking.

You will not beworking.

She will not beworking.

We will not beworking.

They will not beworking.

WillI beworking?

Willyou beworking?

Willshe beworking?

Willwe beworking?

Willthey beworking?

WontI beworking?

Wontyou beworking?

Wontshe beworking?

Wontwe beworking?

Wontthey beworking?

DETALLES El nico auxiliares will;no hayexcepciones ni formas irregulares.

Hace referencia a algo que se estar realizandoen algn momento del futuro.

Se usan las mismas contracciones que en el FUTURO SIMPLE(arriba).

EJEMP

LOSDont worry; we will be waitingfor you at the airport.Its Monday, so Tom and Danny will be preparingdinner.

He wontbe playinguntil he recovers from the injury.

Those students wontbe laughingduring exam week!

WillChris and Ray betravelingby plane or ship?Willyou betalkingon the telephone all night?

Wontyou bestudyingfor the exam tonight?

Whywontthepaintersbe working next week?


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FUTURO IDIOMTICO:RELACIN ACCIN/TIEMPO

Accin a punto de hacerse en un futuro inmediato o muy cercano.

Algo que se har en un futuro ms lejanoperocon absoluta seguridad.

VERBO(S)AUXILIAR(ES) am, is, are [del verbo TO BE].

VERBO PRINCIPALFORMA going to+ verbo en forma simple, sin excepciones.

FORMAS: [ + ] [ ] [ ? + ] [ ?]

I amgoing tostudy.

You aregoing tostudy.

She isgoing tostudy.

We aregoing tostudy.

They aregoing tostudy.

I am[Im] notgoing tostudy.

You arenot[arent] going tostudy.

She isnot[isnt] going tostudy.

We arenot[arent] going tostudy.

They arenot[arent]going tostudy.

AmI going to study?

Areyou going tostudy?

Isshe going tostudy?

Arewe going tostudy?

Arethey going tostudy?

AmI notgoing tostudy?

Arentyou going tostudy?

Isntshe going tostudy?

Arentwe going tostudy?

Arentthey going tostudy?

DETALLES Auxiliares: am, is, are.

Se aada siempre going to, seguido de un verbo en forma simple.

Es un tiempo IDIOMTICO: quiere decir que NOes rgidamente gramatical.

Se usan las mismas contracciones que para el verbo TO BE(arriba, p. 5).

EJEMPLOS David is going to playtennis tomorrow morning.

They are [Theyre]going to haveproblems if they continue.

I am not going to finishthe inventory this week.

Sam is not[isnt]going to enter college, he wants to work.

IsJennifer really going to actin a Broadway play?

When areJim and Ann going to buytheir new car?

Arentyou going to watch the news this evening?

Why isntFrank going to takehis drivers testnow?

EJERCICO: INDICACIONES:Identifica elVERBO AUXILIAR yelVERBO PRINCIPAL, yluegoTRADUCE.

Ejemplo: Most of the students at the Colegio will study English for a few months.

Verbo auxiliar: will Verbo principal: study___ Tiempo/Forma: futuro simple_

Traduccin: La mayora de los alumnos del Colegio estudiarn ingls por varios meses.

1. All the Doctoral students will have two classes in the morning and one in the afternoon.


_____________________________________________________________________________________________________

2. The patients relatives will be waiting anxiously for the results of the laboratory studies.


_____________________________________________________________________________________________________

3. We are going to go out for a while, kids, so dont open the door for anybody!


_____________________________________________________________________________________________________

4. We are sorry, but we wont have your new bicycle ready until next week.


_____________________________________________________________________________________________________

5. I will be working on this enormous project for the next two months!


_____________________________________________________________________________________________________

6. Why isnt Laura going to graduate from high school this semester?


___________________________________________________________________________________________


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7. Those criminals will be making license plates in prison for the next ten years!


_____________________________________________________________________________________________________

8. The students arent going to have enough time to finish the exam because the computers are slow.


_____________________________________________________________________________________________________

9. This wontbe the first time that Betty causes problems for her family!Verbo auxiliar: _______________ Verbo principal: _______________ Tiempo/Forma: _______________

_____________________________________________________________________________________________________

10. Will your parentsfamily be expecting all the relatives to stay for the weekend?


_____________________________________________________________________________________________________

11. If we have time on Saturday we will go to the supermarket to buy groceries for the week.


_____________________________________________________________________________________________________

12. When are those students going to learn that they need to finish their essays on time?


_____________________________________________________________________________________________________

ESTRATEGIA DE LECTURA #9: LA LETRA MAYSCULA AL INICIO DE LA PALABRA

La LETRA MAYSCULA INICIALes otro detalle que INDICA ALGOque te ayudar a entender mejor; es otro pedacito de informacin.

Al igual que el espaol, el ingls escribe las siguientes categoras de palabra con LETRA MAYSCULA INICIAL:

- Nombres propios y apellidos: Rebecca, William, Dianne, Jasmine, Douglas Johnson, Taylor, Geertz, Foucault, Levi-Strauss

- Nombres de pases: Mexico, Saudi Arabia, United Kingdom, Republic of South Africa, North Vietnam

- Das festivos: Christmas, Easter, Thanksgiving, Mothers Day, Fifth of May, Labor Day, New Years Day

- Instituciones: Oxford University, Natural History Museum, Newberry Library, Madison Square Garden

- Marcas y empresas: General Motors, Sony, Hewlett-Packard, Gucci, Bacardi, Westview Press, General Motors, Pizza Hut

Como el ingls tambin escribe las siguientes categoras con LETRA MAYSCULA, la encontrars mucho ms que en espaol:

- Das y meses: Monday, Tuesday, Wednesday, Thursday January, February, March, April, May, June, July

- Gentilicios e Idiomas: Spanish, African, Chinese, Pakistani, Peruvian Purpecha, French, Japanese, Swahili, Nahuatl

- Sitios y reas geogrficos: Pacific Ocean, Rocky Mountains, Nile River, Red Sea the Northwest, Maritime Provinces, New Spain

- Ttulos: Uncle Jim, Aunt Sally, Prince Philip, President Castro, Reverend Jackson, Sir Elton John

- Eventos histricos: Second World War, Mexican Revolution, Boxer Rebellion, the Holocaust, Battle of Waterloo

- Palabras de ttulos: The Labyrinth of Solitude, The Ideology of Power and the Power of Ideology

PERO no todas estas palabras siempre se escriben con la LETRA MAYSCULA INICIAL. Depende de su uso. Mira estos ejemplos:

- Our minister, Pastor John, is very conscientious. pero - There are two pastors in that family.

- He is Prince Phillip, Queen Elizabeths husband. pero - They have three sons who are also princes.

- Of all my relatives, Uncle Jim is my favorite. pero - I have many uncles and aunts.

- You must see Lake Chapala and Lake Ptzcuaro. pero - There are several lakes in Michoacn.

- The Mexican Revolution, the Cuban Revolution. pero - Many revolutions occurred in the 20thcentury.

Qu aprendimos con esta estrategia? 1. Comparado con el espaol, el ingls usa ms LETRAS MAYSCULAS.2. La LETRA MAYSCULA indica algo; es otro pedacitode informacin que est a la vista.

La LETRA MAYSCULA INICIALsiempre seala una palabra importante. Es otro indicador que te ayuda a mejorar tu comprensin.


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14/28

14

ESTRATEGIA DE LECTURA #12: LEE POR IDEAS PRINCIPALES

EJEMPLO: Lee este prrafo y anota la IDEA PRINCIPAL.

The whisky that the Highlanders drank was pure malt whisky. It was a powerful, heavy drink, excellent for warming mens fingers andtoes in their cold northern winters. It was much too strong and rich for men who lived in the towns and cities of southern England. In the mid-

19th century, the Scottish people began to mix their malt whisky with the cheaper and lighter grain whisky and to sell that drink to theEnglish. That mixed whisky still had some of the smoky flavor of good malt whisky, but it was lighter. Englishmen began to li ke it.

Idea principal: la naturaleza del whisky y diferentes tipos de whisky malt, grain)

EJERCICIO: Ahora, lee estos 2 prrafos rpidamente y anota la IDEA PRINCIPALde cada uno (mx. 10 palabras).The influenza virus is a single molecule composed of millions of individual atoms. Although bacteria can be considered a type of plant thatsecretes poisonous substances into the body of the organism they attack; viruses, like the influenza virus, are living organisms themselves.We may consider them regular chemical molecules since they have a strictly defined atomic structure but, on the other hand, we must also

consider them as being alive since they are able to multiply in unlimited quantities.

Idea principal: ____________________________________________________________________________ _____________________

Prejudice is a negative feeling against a person because of that individuals race, religion or ethnic affiliation. For example, if a factorymanager does not like Mexican-Americans in general, then he is prejudiced. A prejudiced person in reality prejudges an entire group of

people and feels negatively about all the individuals in that group. It is not a big problem if the factory manager feels prejudiced; the problem

occurs when that factory manager rejects giving employment to people because of his prejudice.

Idea principal: _________________________________________________________________________________________________

Pudiste identificar la idea principal de cada prrafo, aunque no hayas entendido todo el contenido?

Qu aprendimos con esta estrategia? 1. La primera oracin suele introducir el tema del prrafo; se llama la ORACIN TPICA.2. Aunque no entiendes todos todos los detalles del prrafo, puedes identificar su idea principal.3. Despus, puede elaborar un resumenbasado en la idea principalde cada prrafo.

Es un tipo de lectura rpidaque permite captar las ideas principales de un texto. Es muy til para ciertas situaciones de lectura.

ESTRATEGIA DE LECTURA #13: PAUSA Y RESUME CADA PRRAFO

Esta ESTRATEGIA es similar al anterior, pero ms amplia. Ayuda a entender un texto a grandes rasgos mediante resmenes de cada prrafo.

This is the story of a famous legend from the epoch of the pioneers in the United States. The central figure was a modest and gentle pioneer,but also a hero to many people. The story of this pioneer exists today because he had some very unusual characteristics. All of his activitieswere purely voluntary and his motives were always positive and creative, never violent or hostile. His real name was Jonathan Chapman,

but all the people remember him as Johnny Appleseed (Juan Semillas de Manzana).

Resumen:___________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Johnny Appleseed was born in Boston in 1775. According to the first report we have, he lived in the Ohio Territory in 1801. At that time, hehad a horse and a pile of apple seeds. He planted seeds in various places around the borders of a river called Licking Creek. He probablycontinued this occupation for many years, but nobody is sure. The next report of his movements is from the spring of 1806, wh en a pioneer in

the town of Jefferson saw a peculiar boat on the Ohio River with a strange man and a strange cargo. The passenger was Johnny and he had abig pile of apple seeds. He often stopped to plant seeds and traveled on the river for a long period of time.

Resumen:___________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Johnny traveled two regular routes. One was in Indian Territory, the other from Fort Duquesne to the division of the Mohican and BlackRivers. It is beautiful with mountains, forests, green valleys and rivers and lakes. In Johnnys time few people lived there, but you could see

bears, deer, wolves and many wild animals. There were large forests and grasslands, but also many dangerous snakes in the grass so pioneersprotected their feet with boots. But Johnny never had a problem he walked around with no shoes, planting apple seeds everywhere. Whenother people visited those places, they found small apple trees. Sometimes they moved those trees to other fields where they could grow.

Johnny always planted his apple seeds in places he selected carefully, with the inspiration of an artist or poet.

Resumen:____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

Qu aprendimos con esta estrategia? 1. Resumir cada prrafo te ayuda a hilar los temas y subtemas del texto.2. Si resumes cada prrafo, al final tendrs un resumen de todo el texto.

Es otro ejercicio tipo lectura rpidaque podra ayudar a mejorar la comprensin al entender el texto por partes.


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16/28

16

ESTAR SER INGLS

Yo estaba. Yo estuve. Yo era. Yo fui. I was.

T estabas. T estuviste. T eras. T fuiste. You were.(singularT, Ud.)

Usted estaba. Usted estuvo. Usted era. Usted fue. You were.

Ella / l estaba. Ella / l estuvo. Ella / l era. Ella / l fue. She was. He was. It was.

Nosotros estbamos. Nosotros estuvimos. Nosotros ramos. Nosotros fuimos. We were.

Ustedes estaban. Ustedes estuvieron. Ustedes eran. Ustedes fueron. You were. (pluralUds.)

Ellas / Ellos estaban. Ellas/Ellos estuvieron. Ellas / Ellos eran. Ellas/Ellos fueron. They were.

Analiza estas 4 oraciones y trata de determinar culde las 4 opciones en espaol sera mejor en cada caso:

John wasat the party until 3 a.m. ____________________________________________________________________

John wasstudying when we arrived. ____________________________________________________________________

John wasa great player until he got hurt. _________________________________________________________________

John wasPresident from 1956 to 1960. _________________________________________________________________

Obviamente, las 4 oraciones empiezan exactamente igualJuan wasentonces all ES IMPOSIBLE SABERcul ser la

traduccin correcta entre: Juan estuvo Juan estaba Juan era o Juan fue.

La traduccin correcta depender siemprede la informacin que viene despus del verbo. Tienes que seguirleyendo, porque la clave est en los conceptos que vienen en el complemento.

EJERCICIO: Lee estas oraciones con to be en pasadocuidadosamente y determina cul forma de SER/ESTARes la ms adecuada.

1. Mary was watchinga movie while her brothers were studying.

___________________________________________________________________________________________

2. John wasat the party until 2 a.m., but his friends wereat the hospital because they had an accident.

___________________________________________________________________________________________

3. Benito Jurez wasthe president of Mexico before Porfirio Daz.

___________________________________________________________________________________________

4. -Luis Gonzlez y Gonzlez wasthe founder and first president of the Colegio de Michoacn.

___________________________________________________________________________________________

5. Her grandmother wasa very beautiful woman when she wasyoung.

___________________________________________________________________________________________

6. Dont get angry! It wasonly a little joke.

___________________________________________________________________________________________

7. Donna and I werestill preparingdinner when all the guests knocked at our apartment door!

___________________________________________________________________________________________8. When we arrived for the meeting yesterday afternoon, Paul wasntthere.

___________________________________________________________________________________________

9. I was drivingon that new highway when the thunderstorm started.

___________________________________________________________________________________________

10. Professor Jackson wasmy thesis adviser until he got sick and had to retire.

___________________________________________________________________________________________


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Ahora, otro factor que complica el verbo TO BEes la frase que equivale a HABAo HUBO:there was/ there were. TRADUCE:

1.Therewasno clear solution to the problem.

____________________________________________________________________________________________

2.Therewerearound 150 students in the Introductory Psychology course.

__________________________________________________________________________________________________________________

3.Therewasntenough time to finish the Calculus exam, so everyone failed.

__________________________________________________________________________________________________________________

4.Therewerentany optional courses in Biology that interested me, but there wasone in Chemistry.

__________________________________________________________________________________________________________________

5.Wastherean adequate place in town for the exhibition?

__________________________________________________________________________________________________________________

6.Weretheremany victims of the earthquake that hit southern Chile?

__________________________________________________________________________________________________________________

7.Why wastherea problem with the date you suggested for your presentation?

__________________________________________________________________________________________________________________

8.How many dance groups weretherein the folklore competition?

__________________________________________________________________________________________________________________

9. Why werethereso many hurricanes in the Gulf of Mexico last year?

__________________________________________________________________________________________________________________

10. Why wasnttheremuch interest in this years symposium?

__________________________________________________________________________________________________________________

Un tercer contextodonde aparece WAS yWEREes como verbos auxiliares en VOZ PASIVA enPASADO:

1. The PRI candidate was electedPresident of Mexico in every national election until the year 2000.

__________________________________________________________________________________________________________________

2. Gold and silver were mined extensively during the colonial period in states like Zacatecas and Jalisco.

__________________________________________________________________________________________________________________

3. John F. Kennedy was not assassinatedin Houston, he was shotin Dallas.__________________________________________________________________________________________________________________

4. Strawberries were not cultivatedin Zamora until the early 1960s.

__________________________________________________________________________________________________________________

5.Wasthe merchandise shippedon time and wasit loaded correctly in the truck?

__________________________________________________________________________________________________________________

6.Wereall the students informedof the modifications to the schedule for the final examinations?

__________________________________________________________________________________________________________________

7. The suspectsapartmentwas being watched night and day by three teams of detectives.

__________________________________________________________________________________________________________________

8. All those undocumented workers were being processedfor deportation at centers in Laredo and El Paso.__________________________________________________________________________________________________________________

9. The reporterwas informed that four suspects in the robbery were being questionedat the police station.

__________________________________________________________________________________________________________________

10. Professor Jackson was invited to participate in a big international research project on HIV/AIDS.__________________________________________________________________________________________________________________

Recomendaciones para el manejo de WAS yWERE:

1. Recordar siempreque hay CUATROposibles traducciones en espaol para was y were.

2. NOasumirque ser una u otra de las 4 opciones, sino leer todala oracin, porque la clave est en el complemento.

3. NOtratesde interpretar was/wereantes de llegar al complemento, es muy arriesgado y conduce a errores.


18/28

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#5. TRES VERBOS AUXILIARES MS

PRESENTE conCANRELACIN ACCIN/TIEMPO

Indica: (1) habilidad/capacidad o (2) posibilidad/oportunidad en Presente Simple.

VERBO(S)AUXILIAR(ES) canesun verbo auxiliar tipo MODAL.

VERBO PRINCIPALFORMA Forma simple, sin excepciones.

FORMAS: [ + ] [ ] [ ? + ] [ ?]I canwork.

You canwork.

She canwork.

We canwork.

They canwork.

I can not[cant] work.

You can notwork.

She cannotwork.

We can notwork.

They can notwork.

CanI work?

Canyou work?

Canshe work?

Canwe work?

Canthey work?

CantI work?

Cantyou work?

Cantshe work?

Cantwe work?

Cantthey work?

DETALLES Ninguno!Es una de las formas totalmente regulares en ingls!

Hay 1 contraccin en negativo: can +not =cant

EJEMPLOS Habilidad/Capacidad

Bill candrive trucks, but he can not[cant] fly an airplane.If he canlearn French, then he canlearn English.

That guy canthrow a baseball at 95 miles per hour!

Canyou help me with my math homework?

Why cantyou repair the problem with my TV?

Posibilidad/Oportunidad

The patient caneat soup, but she can noteat meat.If I canget permission, I will go to the party with you.

You canwork in my office while they paint yours.

We cango on Monday but we can notgo on Tuesday.

Where canwe stay for a night or two in Morelia?

EL AUXILIAR COULDRELACIN ACCIN /TIEMPO

Pasado Simple de PODER = pude, pudiste, pudo, pudimos, pudieron.Condicional de PODER = podra, podras, podra, podramos, podran.

Aparte, es una forma de CORTESA.

VERBO(S)AUXILIAR(ES) couldesotro verbo auxiliar tipo modal.


FORMAS: [ + ] [ ] [ ? + ] [ ?]

I couldwork.

You couldwork.

She couldwork.

We couldwork.

They couldwork.

I couldnot[couldnt] work.

You couldnotwork.

She couldnotwork.

We couldnotwork.

They couldnotwork.

CouldI work?

Couldyou work?

Couldshe work?

Couldwe work?

Couldthey work?

CouldntI work?

Couldntyou work?

Couldntshe work?

Couldntwe work?

Couldntthey work?

DETALLES La forma negativasuele indicar pasado; la forma afirmativasuele indicar condicional(con if).

Hay 1 contraccin en negativo: could +not =couldnt

EJEMPLOS Pasado

Tom could not[couldnt] goto class because he was sick.

My sister could not[couldnt] gettickets for the concert.

I could notwatchTV because I had a lot of work.

CouldntLinda answerall the questions?

Why couldntthey finishthe project on time?

Condicional / Potencial

I couldmigrateto work in the U.S. if I wanted to.

Eddie plays golf very well. He couldbea professional!

Jack failed this test but he couldstill passthe course.

I am so hungry I couldeata horse!

Cortesa: Couldyou helpme with my suitcases?


19/28

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CONDICIONAL CON WOULD"RELACIN ACCIN/TIEMPO

Accin que depende de la resolucin de una CONDICIN(indicada por if). Accin o situacin HIPOTTICA(tambin indicada por if). Forma de CORTESA.

VERBO(S)AUXILIAR(ES) wouldesotro verbo auxiliar tipo modal.


FORMAS: [ + ] [ ] [ ? + ] [ ?]

I wouldwork.

You wouldwork.

She wouldwork.

We wouldwork.

They wouldwork.

I wouldnot[wouldnt] work.

You wouldnotwork.

She wouldnotwork.

We wouldnotwork.

They wouldnotwork.

WouldI work?

Wouldyou work?

Wouldshe work?

Wouldwe work?

Would they work?

WouldntI work?

Wouldntyou work?

Wouldntshe work?

Wouldntwe work?

Wouldntthey work?

DETALLES Otro auxiliar que NOtiene traduccin: equivale a las terminaciones -a, -as, -a, -amos, -a, -an.

Hay 1 contraccin en negativo: would +not =wouldnt

EJEMPLOS Condicional/Potencial

Patty wouldchooseOxford ifthey accepted her.

Ifyou decided to go, we wouldaccompanyyou.

I would not[wouldnt] dothat unlessI was very sure!

We would buythat condo ifwe had the money.

Where wouldTom liveifhe got the job at IBM?

Wouldnthe finishsooner ifhe used a laptop?

Hipottico

IfI couldtravelanywhere, I wouldvisitAustralia.

Ifwe had a million dollars, we wouldbuya mansion.

Edgar says that he would liketo retire when he is 40!

IfAllan asked me out, I wouldnt knowwhat to say!

What wouldyou doifyou were in my position?

Cortesa: Wouldyou likesome coffee and cookies?

EJERCICO: INDICACIONES: Identifica elVERBO AUXILIAR yelVERBO PRINCIPAL, yluegoTRADUCE.

EJEMPLO: The students at the Colegio can study English and French.

Verbo auxiliar: can Verbo principal: study

Traduccin: Los alumnos del Colegio pueden estudiar ingls y francs.

1. Why cant the police and army stop the illegal drug and arms trafficking on the U.S./Mexico border?

Verbo auxiliar : _______________ Verbo principal: _______________

______________________________________________________________________________________________________

2. Which political party would you prefer to win the elections, the Republicans or the Democrats?

Verbo auxiliar: _______________ Verbo principal: _______________

______________________________________________________________________________________________________

3. I could not believe it when Professor Jones gave me an A+ on the final essay!


______________________________________________________________________________________________________

4. That orchestra would perform much better if the musicians had more time to practice.

Verbo auxiliar: _______________ Verbo principal: _____________________________________________________________________________________________________________________

5. Could you please help me solve these algebra equations?


______________________________________________________________________________________________________

6. Most of the students can read English, but only two or three of them can understand French.


______________________________________________________________________________________________________


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7- The police could not find enough evidence to accuse those gang members of homicide.


______________________________________________________________________________________________________

8- We can not visit you on Saturday, but we can go to your home on Sunday in the afternoon.


______________________________________________________________________________________________________

9- I would not be surprised if I failed the exam, because I was sick and couldnt study.


______________________________________________________________________________________________________

10. Wouldnt it be wonderful if nations around the world learned to live in peace?


______________________________________________________________________________________________________

11. Mexico could have a real problem if the United States began to deport undocumented workers!


______________________________________________________________________________________________________

12. Marian is a disaster with data bases, but she can use the word processer very well.


______________________________________________________________________________________________________

ESTRATEGIA DE LECTURA #14 : FJATE EN LAS PALABRAS E INDICADORES NEGATIVOS!

Siemprehay que identificar las palabras e indicadores de VALOR NEGATIVO. Aqu est una lista de los ms comunes, con ejemplos.INGLS ESPAOL EJEMPLOS TRADUCCINnot no Cats do notlike water. A los gatos noles gusta el agua.no ninguno/a Nostudents registered for my course! Ningnestudiante se apunt para mi curso!never nunca/jams I neverliked mathematics at school. Nuncame gustaron las matemticas en lanobody/no one nadie Nobody/no oneloves me except my Mother! Nadieme ama excepto mi Mam!nowhere ningn lado Where did you go? Nowhere Adnde fuiste?A ningn lado.none ningn/una We tried 6 solutions but noneworked. Probamos 6 soluciones pero ningunafuncionnot only no slo Not onlydid he act, he also directed! No sloactu, tambin dirigi!neither tampoco Mike did notpass. Neitherdid I. Miguel noaprob. Yo tampoco.

Aparte de estas palabras, hay varios prefijosque dan a la oracin un sentido negativo:

INGLS EJEMPLOS TRADUCCIN EJEMPLOS

a- atypical, asymmetric - atpico, asimtrico I dont like architecture that is asymmetrical.anti- antisocial, antiseptic - antisocial, antisptico To prevent infection use an antisepticcream.dis- disappear, dishonest - desaparecer, deshonesto He was expelled because he is dishonest.il- illegal, illicit, illegible - ilegal, ilcito, ilegible His handwriting is totally illegible!

im- impossible, immobile - imposible, inmvil The accident left him immobile.in- incomplete, intolerable - incompleto, intolerable His behavior is absolutely intolerable.ir- irreversible, irregular - irreversible, irregular The effects of the treatment are irreversible.mis- misunderstanding, mistreat - mal entendido, maltratar My neighbor mistreatshis pets.non- nonalcoholic, nonexistent - no alcohlico, no existente I tried non-alcoholicbeer, but it tastes awful!un- unlucky, unequal - desafortunado, desigual Unequaldevelopment is a growing problem.

Qu aprendimos con esta estrategia? 1. Hay que estar al pendiente de cualquier indicador que da un sentido negativo a la oracin.2. Hay en ingls varias palabras y algunos prefijos que indican el sentido negativo.

Si no captas los indicadores negativos, tergiversars el significado y entenders lo contrario de lo que est escrito.


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#6. EL EQUIVALENTE DEL VERBO PODEREN INGLS

CAN(presente) y COULD (pasado y condicional) no son verbos (!!), sino verbos auxiliares modales. Son formas cortas (atajos)que usamos en Presente, Pasadoy Condicional. En realidad el equivalente del verbo PODERen ingls es la frase verbal:

>

Como se ve en la tabla abajo, CANyCOULDslo funcionan en tres formas; pero TO BE ABLE TOpuede usarse en cualquierforma oexpresinque requiere el concepto de PODER. En Presente, Pasadoy Condicionalhay dos opciones, una corta con can/couldy

otra larga con to be able to. Si bien se puede usar cualquier de las dos en cualquier situacin porque son equivalentes, es lgicosuponer que laFORMA CORTA SER MS COMN. PERO, en todos los dems tiempos, NO HAY MS OPCINque la forma TO BE ABLE TO.

TIEMPO oEXPRESIN FORMA CORTA FORMA LARGA TRADUCCIN

Presente simple can cant am is are + able to + verb puedo, puedes, puede

Pasado simple could couldnt was were + able to + verb pude, pudiste, pudo

Condicional could couldnt would + be able to + verb podra, podras

Futuro simple - - - - - - - - - - will + be able to + verb podr, podrs, podr

Recomendacin - - - - - - - - - - should + be able to + verb debera poder

Baja probabilidad - - - - - - - - - - may might + be able to + verb quiz pueda

Presente perfecto - - - - - - - - - - have has + been able to + verb ha podido, has podido

Ejemplos:

TIEMPO FORMA CORTA ALTERNATIVAMENTE,LA FORMA LARGA EN ESPAOL

PRESENTE They CANmake 50 cars per day. They ARE ABLE TOmake 50 cars per day. pueden hacer

PASADO She COULDNTgo to the concert. She WASNT ABLE TOgo to the concert. no pudo asistir

CONDICIONAL I COULDtake you to the show if I WOULD BE ABLE TOtake you to the show, if... podra llevarte

FUTURO - - - NO HAY - - - He WILL BE ABLE TOgo with us. podr ir

HAVE - - - NO HAY - - - He HAS BEEN ABLE TOswim since he was small. ha podido nadar

HAS - - - NO HAY - - - He HAS NEVER BEEN ABLE TOdrive a standard car. nunca ha podido

SHOULD - - - NO HAY - - - They SHOULD BE ABLE TOfinish by Friday. deberan poder

MAY (MIGHT) - - - NO HAY - - - The patient MAY BE ABLE TO WALKtomorrow. quiz pueda

MUST - - - NO HAY - - - All applicants MUST BE ABLE TOspeak Chinese. deben poder


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UN POCO DE REPASO. Completa el cuadro con los enunciados que faltan, siguiendo el ejemplo en cada rengln.

MODOTIEMPO

AFIRMATIVO

[+]NEGATIVO

[]2FORMAS INTERROGATIVAS

[?+] y [?-]TRADUCCIN

[+]

PresenteSimple

They work. [+]

[]

PresenteContinuo

They arent working. [+]

[]

PasadoSimple

They worked. [+]

[]

PasadoContinuo

[+] Were they working?

[]

FuturoSimple

They wontwork. [+]

[]

FuturoContinuo

[+]

[] Wontthey be working?

FuturoIdiomtico

They are going to work. [+]

[]

Can They cant work. [+]

[]

Could [+]

[]

Would [+]

[]


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ESTRATEGIA DE LECTURA #15: IDENTIFICA LA FORMA POSESIVA CON[S ]

Una caracterstica del ingls es que procura ser compacto. Un mecanismo importante en este sentido es su FORMA POSESIVA, que es muy distintoa la del espaol. LaFORMA POSESIVAexpresa POSESIN,PROPIEDADo PERTENENCIA.As, requiere 2SUSTANTIVOSque llamamos EL POSEEDORy LO POSEDO. Laforma posesiva en espaol usa el artculo, el/la/los/las y la preposicin de, como en este ejemplo:

FRASE QUIN POSEE? QU POSEE? EXPLICACIN

Elperro deMargarita Margarita el perro el perro es propiedad de Margarita

En contraste, la FORMA POSESIVAen ingls elimina el artculo y la preposicin, reemplazndolos con un apstrofe + s: [ s], de manera que:

Elperro deMargarita. Margaretsdog.

Se agrega [ s ]al POSEEDORy se coloca el OBJETO/PERSONA POSEDOdespus. De este modo se ahorra 2 palabras. Ejemplos:

lacasa deOscar Oscarshouse elcoche deJuana Janescar

elto demi esposa my wifesuncle lasclases delDr. Johnson Dr. Johnsonsclasses

Casos especiales: 1. Qu sucede cuando EL POSEEDOR termina con s?; ej., nombres: JAMES CHARLES GLADYS ROSS

Se coloca el apstrofe al final, despus de la [ s ]: JAMES CHARLES GLADYS ROSS

2. Qu sucede cuando el poseedor es plural?; ej. Los libros de las nias. Los huesos de mis perros.

Tambin se coloca el apstrofe al final [ s ]: The girlsbooks. My dogsbones.

3. Qu sucede cuando no hay una relacin estricta de posesin? Se escribe al igual que en espaol:

The Book of Mark (de la Biblia) fue escrito por Marco, NOes de su propiedadThe Statue of Liberty es representativo de la libertad, NOpertenece a la libertadThe University of Texas est ubicada en el estado de Texas, NOla posee Texas

Qu aprendimos con esta estrategia? 1. La forma posesiva con [ s ]es un atajoen ingls que permite ahorrar 2 palabras.2. Siempreindica que habr 2 sustantivos: EL POSEEDORy LO POSEDO.3. Cuando ves el [ s ]de posesivo debes buscar estos 2 sustantivos:EL POSEEDORy LOPOSEDO.

Es un detalle muy importante que es preciso captar cuando lees textos en ingls.

ESTRATEGIA DE LECTURA #16 : RELACIONA CADA PRONOMBRE CON EL SUSTANTIVO QUE REEMPLAZA

No basta traducirel pronombre [ej. she = ella], hay que saberA QUIN/QUSE REFIERE. EJERCICIO 1: Identifica el referente de estos pronombres:

1. In 1528, Velzquez decided to send a strong expedition to New Spain. HEchose Corts to lead IT.

-HEse refiere a: ____________________ -ITse refiere a: ____________________

2. How does the body react to the influenza virus? ITproduces immunity to the type of virus that invaded IT.

-El primer ITse refiere a: ___________________ -el segundoITse refiere a: __________________

3. Fifty people answered the question, Would life be better with no sadness?; 41 said Yes. Like many of US, THEYfeel that...

-USse refiere a: ____________________ -THEYse refiere a: ____________________

4. Viruses like influenza are living molecules THEMSELVES, WEmay consider THEMregular chemical molecules because THEY...

-THEMSELVESse refiere a: _________ -WEa:_________ - THEM a:_________ -THEY a: ________

5. Montezuma HIMSELFbelieved that Corts and the Spaniards came from Quetzalcoatl, though HEhad not yet seen THEM.

-HIMSELFse refiere a: ___________ -HEse refiere a: ____________ -THEMse refiere a: ____________

EJERCICIO 2: Ahora haz lo mismo con los 16 pronombres marcados en este prrafo:

Nicolo Polo and HISbrother spent many years in Asia. For three years THEYworked for Kublai Khan HIMSELF. When THEYfinally returned

to Venice, THEYbrought rich presents from the Khan for THEMSELVESand the Pope. THEYsaid that THEYhad promised to go back to China.Marco Polo was an adolescent at that time and HElistened with great interest to THEIR stories of the trip and the splendid court of KublaiKhan. And HEbelieved THEM, although many Venetians did not. When the time came for Nicolo and Maffeo Polo to return to China,Marco Polo persuaded THEMto take HIMwith THEM. THATwas in 1271.

HIS ____________ THEY____________ HIMSELF____________ THEY____________ THEY____________

THEMSELVES____________ THEY____________ THEY____________ HE____________ THEIR____________

HE___________ THEM__________ THEM__________ HIM__________ THEM____________ THAT_______

Qu aprendimos con esta estrategia? 1. Primero, el ingls tiene ms pronombres que el espaol, especialmente los de SUJETO.2. Es imprescindible identificar correctamente el referente de cada pronombre.

A menudo uno simplemente traduce los pronombres, pero la comprensin depende de rastrear sus referentes.


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ESTRATEGIAS DE LECTURA #17Y 18: RELACIN ENTRE ESTRUCTURA Y FUNCIN /RELACIONARASOCIARCONECTAR

En el Mdulo 1 vimos que los Mtodos de Lectura Linealy Eurekafallan porque NORELACIONAN. Aqu, aprenders tcnicas para DEDUCIR,INTUIRO ADIVINARel significado de palabras nuevas aprovechando la estructura del ingls [SVO]y sus reglas del orden de las palabras para RELACIONARLA ESTRUCTURA Y FUNCINy ASOCIAR,CONECTAR Y VINCULARlas palabras. EJERCICIO:

1. One problem with cannons is the difficulty of carrying provisions of cannon balls andGUNPOWDER

Aqu no conoces la palabra GUNPOWDER; pero la pregunta es: Qu puedes saber de ella?1. Es una palabra compuesta de 2 partes: gun ypowder. 2. Tiene una estrecha relacin con los caones y las balas de can.

3. Es algo que hay que acarrear (carrying), al igual que las balas.

As puedes preguntar: qu materiales se necesitan para disparar un can? La respuesta: balas, mechas y plvora o no?Tambin sabemos que el material es difcil de acarrear es pesado o bromoso. Ahora si adems sabes que powderespolvo,

est claro que tiene que ser plvora.

TRADUCCIN:Un problema con los caones es la dificultad de acarrear provisiones de balas y PLVORA.

2. A large percentage of marriages end in divorce, but many LASTuntil death.

Sera fcil ir con la fintade que LASTes el adjetivo comn, ltimo, verdad?Pero

1. Antes est MANY(muchos); entonces, la pregunta es, Muchos qu?Y la respuesta es MATRIMONIOSmuchos matrimonios.

2. Aqu, MANYes un pronombre que reemplaza al sustantivo marriages. Como tal es el sujetode la segunda parte de la oracin.

3. Ahora tenemos muchos no se quhasta la muerte. Qu tipo de palabra falta para relacionar las 2 partes?

4. Claro el verbo! Pero cul verbo podra conectar muchos matrimonios con hasta la muerte Pinsalo!... No sera DURAR?:

TRADUCCIN:Un alto porcentaje de matrimonios termina en el divorcio, pero muchos DURAN hasta la muerte.

3. Experts say that breakfast, the food that breaks your FASTfrom the night before, is important

Aqu, uno simplemente asume que FASTes el adjetivo rpido;pero fjate bien:antes est youry despus est from

1. Youres un adjetivo posesivo que requiere un sustantivo para completarlo De qu cosa tuya se habla?

2. Despus de FASTviene la frase from the night,lo que indica que el sustantivo que buscamos tiene que estar antes de from

3. El orden de las palabras muestra claramente que FASTes sustantivo, no adjetivo!

4. Ahora, la pregunta es: Qu podra significar FAST como sustantivo?Bueno la oracin dice que el desayuno rompealgo que

iniciastela noche anterior. Qu fue? Claro!... el ayuno. Entonces, break - fast significa lo mismo quedes - ayuno!

TRADUCCIN:Expertos dicen que el desayuno, el alimento que rompe tuAYUNOde la noche anterior, es importante

Ahora trata de hacer lo mismo con las siguientes oraciones (SINconsultar el diccionario!):

El ttulo del texto es: Pavlov and Animal Behavior. Al iniciar la lectura lo primero que lees es:

Much of an animals behavior depends on what it inherits from its parents (instincts). These do not change according to

circumstances, but behaviorthat is learned can vary and adapt to different conditions.

Qu tipo de palabra es behavior? Verbo ______ Sustantivo ______ Adjetivo ______ Adverbio ______

Explica: Por qu cmo lo sabes? __________________________________________________________________________________

Qu significa? ____________________________________________________________________________________________________

En otro texto lees lo siguiente:

Critics of TV say that this form of communication has two problems: First, they complain about the violence of many

programs; second, they say there is too much advertising. They think that violence affects children, and that the constant

advertisingof products makes people acquire articles they dont need.

Qu tipo de palabra es complain yadvertising? Verbo _____ Sustantivo _____ Adjetivo _____ Adverbio _____

Explica: Por qu cmo lo sabes? complain: ________________________________________________________________________

advertising:_______________________________________________________________________Qu significan? ____________________________________________ _________________________________________________

En otro texto lees lo siguiente:

The first Olympic Games were heldin Greece in ancient times. The competitions were heldevery 4 years

Qu tipo de palabra es held? Verbo _____ Sustantivo _____ Adjetivo _____ Adverbio _____

Explica: por qu cmo lo sabes?___________________________________________________________________________________

Qu significa? ___________________________________________________________________________________________________

Qu aprendimos con estas DOS estrategias? 1. Se puede intuir o deducir la funcin de palabras nuevas a partir del contexto inmediato.2. Deducir la funcin muchas veces te permite hacer una hiptesis del significado.

Siempre encontrars palabras nuevas o palabras conocidas con nuevo uso o significado; relacionar permite descifrarlas.


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APNDICE.MAS VOCABULARIO:LA LISTA DE 570PALABRAS ACADMICAS TheAcademic Word List(AWL)

Aqu les presento la Lista de Palabras Acadmicas, desarrollada por Averil Coxhead de la Escuela de Lingstica y Estudios enLenguaje Aplicado de la Universidad Victoria (Wellington, Nueva Zelanda). Contiene 570 palabras seleccionadas porqueaparecen con mucha frecuencia en un amplio rango de textos acadmicos. NO INCLUYElas palabras que estn entre las 2000 msusadas en ingls (General Service List), de modo que es especficamente para el contexto acadmico. Fue elaborada paramaestros como parte de un programa que prepara a estudiantes para un avanzado nivel de estudio, o bien para alumnos queestudian solos. Enumera las palabras que ms deben conocer para poder estudiar la universidad.

Las 570 palabras estn divididas en 10 sublistas: las de la primera son las ms frecuentes, y las de la ltima, las menoscomunes. Notars que MUCHSIMASson cognados del espaol.

Sublist 1

sector available financial process individual specific principle estimate variables method data

research contract environment export source assessment policy identified create derived factors

procedure definition assume theory benefit evidence established authority major issues labour

occur economic involved percent interpretation consistent income structure legal concept formula

section required constitutional analysis distribution function area approach role legislation indicate

response period context significant similar

Sublist 2

community resident range construction strategies elements previous conclusion security aspects

acquisition features text commission regulations computer items consumer achieve final positive

evaluation assistance normal relevant distinction region traditional impact consequences chapter

equation appropriate resources participation survey potential cultural transfer select credit affect

categories perceived sought focus purchase injury site journal primary complex institute

investment administration maintenance design obtained restricted conduct
http://simple.wikipedia.org/wiki/Victoria_University_of_Wellingtonhttp://en.wikipedia.org/wiki/A_General_Service_List_of_English_Wordshttp://en.wikipedia.org/wiki/A_General_Service_List_of_English_Wordshttp://en.wikipedia.org/wiki/A_General_Service_List_of_English_Wordshttp://simple.wiktionary.org/wiki/sectorhttp://simple.wiktionary.org/wiki/availablehttp://simple.wiktionary.org/wiki/availablehttp://simple.wiktionary.org/wiki/financialhttp://simple.wiktionary.org/wiki/financialhttp://simple.wiktionary.org/wiki/processhttp://simple.wiktionary.org/wiki/processhttp://simple.wiktionary.org/wiki/individualhttp://simple.wiktionary.org/wiki/individualhttp://simple.wiktionary.org/wiki/specifichttp://simple.wiktionary.org/wiki/specifichttp://simple.wiktionary.org/wiki/principlehttp://simple.wiktionary.org/wiki/principlehttp://simple.wiktionary.org/wiki/estimatehttp://simple.wiktionary.org/wiki/estimatehttp://simple.wiktionary.org/wiki/variablehttp://simple.wiktionary.org/wiki/variablehttp://simple.wiktionary.org/wiki/methodhttp://simple.wiktionary.org/wiki/methodhttp://simple.wiktionary.org/wiki/datahttp://simple.wiktionary.org/wiki/datahttp://simple.wiktionary.org/wiki/researchhttp://simple.wiktionary.org/wiki/contracthttp://simple.wiktionary.org/wiki/contracthttp://simple.wiktionary.org/wiki/environmenthttp://simple.wiktionary.org/wiki/environmenthttp://simple.wiktionary.org/wiki/exporthttp://simple.wiktionary.org/wiki/exporthttp://simple.wiktionary.org/wiki/sourcehttp://simple.wiktionary.org/wiki/sourcehttp://simple.wiktionary.org/wiki/assessmenthttp://simple.wiktionary.org/wiki/assessmenthttp://simple.wiktionary.org/wiki/policyhttp://simple.wiktionary.org/wiki/policyhttp://simple.wiktionary.org/wiki/identifyhttp://simple.wiktionary.org/wiki/identifyhttp://simple.wiktionary.org/wiki/createhttp://simple.wiktionary.org/wiki/createhttp://simple.wiktionary.org/wiki/derivehttp://simple.wiktionary.org/wiki/derivehttp://simple.wiktionary.org/wiki/factorhttp://simple.wiktionary.org/wiki/factorhttp://simple.wiktionary.org/wiki/procedurehttp://simple.wiktionary.org/wiki/definitionhttp://simple.wiktionary.org/wiki/definitionhttp://simple.wiktionary.org/wiki/assumehttp://simple.wiktionary.org/wiki/assumehttp://simple.wiktionary.org/wiki/theoryhttp://simple.wiktionary.org/wiki/theoryhttp://simple.wiktionary.org/wiki/benefithttp://simple.wiktionary.org/wiki/benefithttp://simple.wiktionary.org/wiki/evidencehttp://simple.wiktionary.org/wiki/evidencehttp://simple.wiktionary.org/wiki/establishhttp://simple.wiktionary.org/wiki/establishhttp://simple.wiktionary.org/wiki/authorityhttp://simple.wiktionary.org/wiki/authorityhttp://simple.wiktionary.org/wiki/majorhttp://simple.wiktionary.org/wiki/majorhttp://simple.wiktionary.org/wiki/issuehttp://simple.wiktionary.org/wiki/issuehttp://simple.wiktionary.org/wiki/labourhttp://simple.wiktionary.org/wiki/labourhttp://simple.wiktionary.org/wiki/occurhttp://simple.wiktionary.org/wiki/economichttp://simple.wiktionary.org/wiki/economichttp://simple.wiktionary.org/wiki/involvedhttp://simple.wiktionary.org/wiki/involvedhttp://simple.wiktionary.org/wiki/percenthttp://simple.wiktionary.org/wiki/percenthttp://simple.wiktionary.org/wiki/interpretationhttp://simple.wiktionary.org/wiki/interpretationhttp://simple.wiktionary.org/wiki/consistenthttp://simple.wiktionary.org/wiki/consistenthttp://simple.wiktionary.org/wiki/incomehttp://simple.wiktionary.org/wiki/incomehttp://simple.wiktionary.org/wiki/structurehttp://simple.wiktionary.org/wiki/structurehttp://simple.wiktionary.org/wiki/legalhttp://simple.wiktionary.org/wiki/legalhttp://simple.wiktionary.org/wiki/concepthttp://simple.wiktionary.org/wiki/concepthttp://simple.wiktionary.org/wiki/formulahttp://simple.wiktionary.org/wiki/formulahttp://simple.wiktionary.org/wiki/sectionhttp://simple.wiktionary.org/wiki/requirehttp://simple.wiktionary.org/wiki/requirehttp://simple.wiktionary.org/wiki/constitutionalhttp://simple.wiktionary.org/wiki/constitutionalhttp://simple.wiktionary.org/wiki/analysishttp://simple.wiktionary.org/wiki/analysishttp://simple.wiktionary.org/wiki/distributionhttp://simple.wiktionary.org/wiki/distributionhttp://simple.wiktionary.org/wiki/functionhttp://simple.wiktionary.org/wiki/functionhttp://simple.wiktionary.org/wiki/areahttp://simple.wiktionary.org/wiki/areahttp://simple.wiktionary.org/wiki/approachhttp://simple.wiktionary.org/wiki/approachhttp://simple.wiktionary.org/wiki/rolehttp://simple.wiktionary.org/wiki/rolehttp://simple.wiktionary.org/wiki/legislationhttp://simple.wiktionary.org/wiki/legislationhttp://simple.wiktionary.org/wiki/indicatehttp://simple.wiktionary.org/wiki/indicatehttp://simple.wiktionary.org/wiki/responsehttp://simple.wiktionary.org/wiki/periodhttp://simple.wiktionary.org/wiki/periodhttp://simple.wiktionary.org/wiki/contexthttp://simple.wiktionary.org/wiki/contexthttp://simple.wiktionary.org/wiki/significanthttp://simple.wiktionary.org/wiki/significanthttp://simple.wiktionary.org/wiki/similarhttp://simple.wi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