folder de ingles

7/29/2019 Folder de Ingles

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Tec hni ca l University of M a n a b i FACULTY OF COM PU TER

R a ce of En gi n ee r in g in I n f o r m a t io n Sy s t e m s

L EV EL : Third s e m e s t e r

B

S TU D EN T : Pilligua Pillasagua Mayra Shirley

S EM ES TER : SEPTEMBER 2012 -FEB RU A R Y 2013


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FACULTY OF COM PU TER


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Te c hni ca l University of M a na b i FACULTY OF C OM P U TE R

Race of E n g in ee r in g in I n f o r m a t io n Sy s t e m s

TABLE OF CONTENTS

Stage 1. Course s y ll a bu s.

Stage 2. L e tt e r.

Stage 3. Self Port rai t .

Stage 4. M e t a cog n i t iv e Jou r n a l .

Stage 5. M a t e ri a ls related to the cl a ss.

Stage 6. Summary of cl os u re .


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UNIVERSIDAD TCNICA DE MANAB

FACULTAD DE CIENCIAS INFORMATICAS

SYLLABUS DEL CURSO

Asignatura: Ingls Elemental Alto

1. CODIGO Y NUMERO DE CREDITOS

Cdigo: UTM-O-00220N de Crditos: 4

2. DESCRIPCION DEL CURSO

Parte fundamental de la formacin de un profesional es la habilidad de comunicarse en un idiomaextranjero adems del propio idioma nativo. No solamente ampla su horizonte cultural sino quepermite una visin ms humana y comprensiva de la vida de las personas. En el caso de los idiomasextranjeros, indudablemente el Ingls es el ms prctico porque es hablado alrededor de todo elmundo. No hay pas alguno donde este no sea hablado. En las carreras modernas el ingls es tal vezla herramienta prctica ms importante que el alumno debe dominar desde el primer momento,como parte de su formacin integral.

3. PRERREQUISITOS Y CORREQUISITOS

Pre-requisitos: Aprobar UTM-O-00120Co-requisitos:

4. TEXTOS Y OTRAS REFERENCIAS REQUERIDAS PARA EL DICTADO DEL CURSO

AMERICAN ENGLISH FILE 1A STUDENT BOOK de Clive Oxenden, Christina Latham Koenig, PaulSeligson. Oxford University Press. THE CANTERVILLE GHOST de Oscar Wilde. Oxford University Press

ACTIVE STUDY DICTIONARY PAPER AND CDROM de Longman Pearson 2005

DICCIONARIO SCHOOL ENGLISH/SPANIS de Larousse Anaya 2010

5. OBJETIVOS GENERALES DEL CURSO. (RESULTADOS DE APRENDIZAJE DEL CURSO)

Expresar / Entender / Dominar el Pasado Simple, Presente Continuo, Presente Simple, PresentePerfecto en todas sus formas gramaticales y tiempos en el idioma ingls en forma escrita u oral.

Aprender en el idioma ingls: There is / There are, There washingtoniana / There were,Adjetivos Comparativos, Adjetivos Superlativos, Adverbios, Preposiciones de lugar, Be + Verb + _ing, Presente Simple o Presente Continuo, Pasado Participio, Sustantivos Contables / NoContables, How Mucho / How Many?, Be going to (planes futuros), Be going to (prediccionesfuturas), Would you like, Will (futuro), la diferenciacin en la utilizacin de Go - Get - Have, a /an - some / any, Cuantificadores: a lot / not much y su utilizacin de estos en el idioma ingls enescritura o al hablar.

Conocer / Dominar las Reglas Gramaticales del idioma ingls para la conversin de los Verbos alPasado en general.

Responder cuestionarios en el idioma ingls de manera escrita u oral. Entender / Interpretar correctamente dilogos, textos y audios bsicos de complejidad alta en

ingles en escritura o al hablar.


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Escribir / Expresar composiciones bsicas de complejidad alta en el idioma ingls (presente,pasado, futuro)

Pronunciar correctamente los distintos fonemas utilizados en estructuras bsicas del idiomaingls.

Completar formularios en el idioma ingls.

Poder ser entrevistado o entrevistar a alguien en el idioma ingls. Conocer cmo se llaman y se escribe en ingls las diferentes cosas que se encuentran en unacasa (habitaciones e inmobiliaria) , asi cmo tambin los Lugares Importantes de una Ciudad ,bebidas.

Aprender frases que se utilizan normalmente en un saln de clase, entre las que podemosmencionar dar instrucciones, etc.

Expresar los gustos personales, as como preguntar por gustos en el idioma ingls en formaescrita o en dialogo.

Ofrecer y aceptar propuestas bsicas en el idioma ingls. Diferenciar terminologa utilizada en el idioma ingls americano con el britnico en forma

escrita u oral. Conocer / Dominar las estructuras gramaticales de las oraciones en sus diferentes formas en el

Pasado Simple, Presente Simple, Presente Continuo en el idioma ingls sea estas en formaescrita u oral.

Expresar en el idioma ingls: Frases Verbales, Frases Verbales Comunes, Informacin Personal ysu utilizacin en oraciones.

Leer / Interpretar / Entender en el idioma ingls textos bsicos de complejidad alta. Poder registrarse para la obtencin de servicios en circunstancias cotidianas en el idioma ingls. Mantener dialogo sostenido en asuntos relacionados con viajes, hoteles, restaurantes y

compras en el idioma ingls. Expresar en forma escrita o al hablar sobre rutinas diarias de la vida cotidiana en el idioma

ingls. Describir su personalidad o la de alguien en el idioma ingls sea en forma escrita o en dialogo. Dar / Pedir direcciones en el idioma ingls sean estas en forma escrita o en dilogo. Escribir / Entender / Interpretar postales y cartas formales e informales en el idioma ingls. Aprender cmo se llaman los diferentes platos que se comen en culturas de habla inglesa y los

diferentes alimentos que comemos en nuestra cultura tambin.

6. TOPICOS O TEMAS CUBIERTOS

Unit 5 ENGLISH GRAMMAR. Simple past of be: was / were, simple past: regular verbs, simplepast: irregular verbs, simple past: regular and irregular. VOCABULARY. Word formation, pasttime expressions, go, have, get, irregular verbs. PRONUNCIATION. Sentence stress, -edendings, simple past verbs.

Unit 6 ENGLISH GRAMMAR. There is / there are, there was / there were, present continuous,simple present or present continuous. VOCABULARY. Houses and furniture, prepositions of place, verb phrases, places in a city. PRONUNCIATION. //and/ r/sentence stress, silentletters, verb + ing place names.

Unit 7 ENGLISH GRAMMAR. - a / an, some / any, how much / how many?, quantifiers: a lot, nomuch, etc, be going to (plans), be going (predictions). VOCABULARY. Food, countable /uncountable, nouns, drinks, vacations, verb phrases. PRONUNCIATION. The letters ea, /w/,/v/, and /b/, sentence stress, / /, /u/,and / /.

Unit 8 ENGLISH GRAMMAR. Comparative adjectives, superlative adjectives, would like to/like,adverbs. VOCABULARY. Personality adjectives, the weather, adventures, common adverbs.PRONUNCIATION. /r/, sentence stress, consonant groups, adjectives and adverbs.

Unit 9 ENGLISH GRAMMAR. Present perfect, present perfect or simple past? VOCABULARY. been to, past participles. PRONUNCIATION. sentence stress, irregular past participles

7. HORARIO DE CLASE / LABORATORIO

Hay dos horas de clases tericas y dos horas en el laboratorio a la semana

8. CONTRIBUCION DEL CURSO CON LA FORMACION DEL INGENIERO


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Con el curso de ingls elemental el ingeniero adquiere las siguientes habilidades:

Sera capaz de leer, comprender e interpretar toda la documentacin que tenga que ver con los

diferentes descubrimientos o herramientas implementadas en la carrera.

Se adquirir la habilidad de comprender las diferentes culturas de habla inglesa, donde existenmejores oportunidades de progreso por ser pases de potencia mundial.

Sabr comunicarse y desenvolverse en culturas diferentes a la nuestra donde el ingls es el idiomaprincipal.

Aprender el significado de la terminologa utilizada en los diferentes aspectos de la carrera.

9. RELACION DEL CURSO EL CRITERIO 3 DE ACREDITACIN ABET:

Resultados de aprendizaje ABETde la "a" a la "k"

CONTRIBUCION (ALTA,MEDIA, BAJA)

EL ESTUDIANTE DEBE:

(a) Capacidad de aplicarconocimientos de matemticas,ciencias e ingeniera

*** ***

(b) Capacidad de disear yconducir experimentos, as comopara analizar e interpretar losdatos

Baja

Saber las diferentes terminologas aplicadas en losdiferentes aspectos para poder interpretar datosque son en el idioma ingls.

(c) Capacidad de disear unsistema, componente o procesopara satisfacer las necesidadesdeseadas dentro de laslimitaciones realistas, econmicos,ambientales, sociales, polticas,ticas, de salud y seguridad, defabricacin, y la sostenibilidad

*** ***

(d) Capacidad de funcionar enequipos multidisciplinarios Media

El estudiante deber desenvolverse en lasdiferentes situaciones donde su participacin va aser en grupos multiculturales.

(e) la capacidad de identificar,formular y resolver problemas deingeniera

*** ***

(f) Comprensin de laresponsabilidad profesional y tica

Media

El estudiante deber saber comportarse como unverdadero profesional en los diferentes crculosinternacionales poniendo en prctica susconocimientos de tica que por lo general son

globales. Adems, el estudiante debe saber quelos datos ms actualizados por lo general seemiten en el idioma ingles con lo cual es unrequerimiento interpretar y entender lo que selee.


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(g) Capacidad de comunicarse demanera efectiva Alta

En una carrera como sta es muy importantecomunicarse y esta comunicacin por lo general esen ingls.

(h) Educacin amplia necesaria

para comprender el impacto delas soluciones de ingeniera en uncontexto econmico global,contexto ambiental y social

*** ***

(i) Reconocimiento de lanecesidad y la capacidad departicipar en el aprendizajepermanente

Alta

Como ya se ha mencionado con anterioridad, porser una carrera donde todo cambia de acuerdo ala tecnologa que va saliendo, la necesidad dehablar ingls es un requerimiento imprescindiblepara poder seguir aprendiendo y actualizarse.

(j) Conocimiento de los temas deactualidad Medio

El estudiante se informa de temas de actualidad ycomo esto impacta en las distintas sociedades dehabla inglesa.

(k) Capacidad de utilizar lastcnicas, habilidades yherramientas modernas deingeniera necesarias para laprctica la ingeniera.

*** ***

10. EVALUACION DEL CURSO

PrimeraEvaluacion

SegundaEvaluacion Total

Examenes 15% 15% 30%

Lecciones 5% 5% 10%

Tareas 5% 5% 10%

Participacion enclase 5% 5% 10%

Informes 10% 10%

Proyectos 20% 20%

Trabajo en grupo 5% 5%

Comunicacinefectiva 5% 5%

Total 40% 60% 100% 11. RESPONSABLE DE LA ELABORACION DEL SYLLABUS Y FECHA DE ELABORACION

Elaborado por: Prof. Rafael Danny Jarre Barcia

Fecha: 20 de diciembre del 2011


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L E T T E R


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Tec hni ca l University of M a n a b i FACULTY OF C OM P UT E R


LETTER

This portfolio presents my experience in the course: elementary English, this course had as objectives develop in students the basicskills and improve their mental agility skills, retention and intellect. During thissemester I could know a bit more regarding the English language and itsdifferent standard grammatical.

the topics seen during this semester I am sure we will be very helpful in our dailylives and in our professional field, relying on technology that allows stimulatebetter learning.

The techniques presented by the teacher helped to me improve as a computerprofessional future.

The most difficult areas of the course were recognized when present simple and

when present continuous


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S e l f P o r t r a i t .


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Te c hni ca l University of M a na b i FACULTY OF C OM P UT E R


Self P o rtr a it.

My name is Pilligua Pillasagua Mayra Shirley am astudent of the s ub j e ct of elementary E n g li s h , currentlythe third se m es t e r course in the Faculty of ComputerScience a t the Te ch n ica l University of Manabi. I am are s p on s ib le, organized and I like teamwork and I think

teamwork is b e tt e r because we can share ideas withothers a nd teach them as well as others as also learnfrom t h e m .

My goals are to become a professional in Sy s t e m sE n g in ee ri n g , and contribute to the t e c hn ol o g ica ladvancement of my country and knew that n ow a d a y stechnology is a cornerstone for the economic p rog re ssof the great countries of the w orl d .


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M e t a c o g n i t i v e J o u r n a l .


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C la ss 1 .- 1 A

word order in qu es t io n s questions with do / does / did in simple p r ese n t and p a s t

Q u est io n s w or d A u x ilia r y sub je ct Ba s e form (= v e r b )

Wh e r ewhat k indof f oo d

DoDo e sd od o e s

Yo uL ia ny o uL ia n

L iv e with your p a r e n t s?L ik e Ch in e s e f oo d ?L iv e ? L ik e ?

In the simple p r ese n t use the auxiliary verb do / d o esto make qu es t io n s .

In the simple past use the auxiliary verb did to make qu es t io n s .

In these questions the s ub j e c t goes a f t e r the auxiliary v e r b .

Remember to use the base form of the verb in questions with do, does, and d id .

Q u es t io n s w it h be, p r es en t co n t in u o u s and g o in g t o . Quesions w o r d b e Sub j e c t (a d j e t iv e , n o un ,

verb + -ing, ect )

Wh a t

w h e r e

Isa r ea r eis

A n ath e yy o uh e

A st ud e n t ?Do ing ?

Talking a b o u t ? Going to li v e

In questions with be, make questions by inverting the verb and the s ub j e c t .

If a verb is followed by a p r e p o si t io n (l iste n to, t a lk about), the p r e p o si t io n goes at the end o f the qu est io n s, wath are you t a lki ng a b o u t ?

Not A b o u t what are you t a lking.


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Tec hni ca l University of M a n a b i FACULTY OF C OM P UT E R Race of E n g in ee r in g in I n f o r m a t io n Sy s t e m s

Class 3.- 1 C

I Yo u / we / th e y He/ she/ i t + I ' m w or k i n g Yo u

we 're w or ki ngt h e y y o u we aren't w or ki ngt h e y

He She's w or kingit h e She isn ' t w or kingit

? X A r e you Working? Ye s , I am. No, I ' m n o t Is he Working? Ye s, he is. No, he i sn ' t

Use the present co n t inu o u s for t h ing h a pp e n ing now, at t h is m o m e n t .

My brother is working in South A m e r ica . A.- what are you d o ing ? B.- I ' m s e nd ing a text message to Sa r a h.

R e m e mb e r the sp e lling r u le s for the -ing f or m.

Cook> cooking st ud y > st ud y inglive>living run > r unn ing

Some verbs are not normally used in the present continuous, for example like, want, have (=posses), need. Ineed to talk to you now.

Not I'm needing to talk to you now.


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Class 4.- 1 D

defining relative clause with who, that, w h e r e .

A cook is a person who works in a r esta u r a n t .A cook is a t h ing that t e lls the t im e . A post office is a p la ce where you can buy sta mp s.

Use relative clause to axplan what a place, t h in g , or person is or d o es . T h a t ' s the woman who won the lottery last y e a r. This is the restaurant where we had dinner last w ee k . Use who for person, that for a t h in g , and where for a p la c e

You can use that instead of who. She's the woman who / that works with my brother.You can use which instead of that to talk about things.It's a thing which / that connects two computers.


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Class 5.- 2 A

I

Yo uHeSh eItWe Th e y

Stayed at h o t e l.Went on v a ca t io n.

Didn ' t stay at a h o t e l.Didn ' t go on v a ca t io n.

Did you Stay at a h o t e l? Ye s I d id.Did you go on v a ca t io n ? No, I d idn ' t

Use the simple past to talk about finished actions in the p a s t . The simple past is the same for all p e r s o n s . Use the base form after Did..? and d id n ' t for negatives and q u es t io n s .

Base f or m Past Wor k St a ylik est ud yst o p

Wor k e dsta y e d lik e d (ju st add d if verb finish in e ) st id ie d (y > a f t e r a co nson a n t ) Stoped (if a one sy lla b le verb ends in consonant vowel- cosonant, d o ub lethe final consonant )

To make the simple past + of regular v e r b s add e d . Remember the spelling r u les . Many common v e r b s are irregular in + si m p l e past, for e x a m p l e , go> went. See t h e

I rr e gu l a r v e r b s list on p.115.


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Race of En g in ee r in g in I n f o r ma t io n Sy s t e m s

Class 6.- 2 B

past c o n t inu o u s : was / were + verb + in g

+ IHe was Wor ki ng.Sh e It

- IHe wasn't Wor ki ng.Sh e

It Was he Working? Ye s, he was. No, he Wa sn ' t .Were they Working? Ye s, they were. No, they w e r e n ' t

Use the past c o n t inu o u s to describe an actions in progress at a specific at aspecific moment in the p a s t .

A t si o'clock last n ig t h , I was driving h om e . On April I was I st was staying with some friend in the c o un t r y.

Simple past or past c o n t inu o u s ?

When I took the photo, they w e r e writing a s o n g . I was sitting on the sofa when I saw the news on T V

Use the simple past for a completed a c t io n . I took the photo / I saw the n e w s . Use the past c o n t inu o u s for an a c t io n in p r o g r ess . They were w r in t in g a song / I was sitting on the s o f a


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Class 7.- 2 C

questions with and without a u x ili a r ies Qestions with an a u x ili a r y .

Qe s t io n s a u x ili a r y s ub j e c t Base f o r m What mu si cwhich CDw h o

Dod idd id

Yo uh eYo u

L ik e ?Bu y? Go w it h ?

To make qu est io n s in the si mp le p la n past and si mp le present, we n or m a lly use t h eauxiliary verb do / does / did + base f or m.

Wh a t mu si c d o y o u lik e ? No t w h a t mu si c y o u lik e ? In these qu est io n s the sub je ct goes a f t e r the auxiliary v e r b.

Questions Without an a u x ili a r y

Sub je ct Ve r b Wh a t Whinch t ea m

w h o

Ha pp e n e dw o n

w r it e s

A f t e r the co n ce r t ?The g a m e ?

Then songs? When the qu est io n s word (who? What? Which? How m a n y?) is the sub je ct of the verb in the qu est io n s, we do not use an auxiliary (do, does, d id ).

The verb is in the t h ir d p e r son. Who w r it e s t h e ir songs? Not w ho does w r it e t h e ir songs?


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Class 8.- 2 D to, because, but a l t h o u g h because and o

She was driving f a s t because she was in a hurry. (r ea s o n ).She was in a hurry, so she was driving f a s t (r e s u lt ) Hannah spoke to the Dj because they d idn ' t like the mu s ic (r ea s o n ) they d idn ' t like the mu s ic, so Hannah spoke to the DJ. (r e s u lt )

Use because so e x p r ess a r e a s o .Use so to e x p r ess a r es u l t .

B u t and a l t h o u g h

She t r ie d to stop, but she h it the m a n.A lt h o ugh she t r ie d to stop, she h it the m a n.It was l a te , but she c o u ldn ' t s lee p. She c o u ldn ' t s lee p, a lt h o ugh it was l a t e .

Use but and although to show a c o n t r a s t . Although can go at the beginning or in the middle of the se n t e n c e .


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Class 9.- 3 A going t o

+ I ' m g o ing to work in a r esta u r a n t .She's g o ing to meet me at the a ir p or t

- We aren't g o ing to stay very l o ng he i sn ' t g o ing to like the weather t h e r e

? A r e you g o ing to find a jo b ? When is your brother g o ing to visit y o u ?

Use (Be) g o ing to + base form to t a l k about future p l a n s and p r e d ict io n s. I ' m g o ing to work in the US for six weeks. (p l a n ) I t h in k it ' s g o ing to rain t h i s afternoon. (p r e d ict io n )

When you use g o ing to go, you can o m it to g o . I ' m g o ing to go to co ll e g e next y e a r . Or I ' m g o ing to go co ll e g e next y e a r .

Present c o n t inu o u s for f u t ur e a rr a n g e m e n t s

+ I ' m see ing some f r ie nd s t o n ingh t . We're h a v ing d inn e r at t h e ir house to m orro w.

- She isn ' t lea v ing until Fr id a y.They aren't co m ing to the party. ? What are you d o ing t h is e v e n ing ?Is she m ee t ing us the t h ea t e r ?

You can a l so use the p r ese n t co n t inu o u s for future arrangements that you have p l a nn e d for a f i x e d t im e or p l a n e .

Don 't use the s im p l e p r ese n t for t h i s. NOT I see some f r ie nd s t o n i gh t .

The p r e s e n t co n t inu o u s is e sp e c ia ll y common w it h the expression t o n i gh t , tomorrow, t h i sweekend, etc. And w it h these verbs: go, come, meet, see l e a v e , and a rr iv e .


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Class 10.- 3 B Will, wo n ' t +base form ( p r e d ic t io n s )

IYo uHe She ' ll be l a t e It WeTh e y

IYo uHe She Wo n ' t be l a t e It WeTh e y

Co n t r a ct io ns: ' ll = Will; W o n ' t = Will n o t

Use Will / W o n ' t + base form for f u t ur e p r e d ic t io n s .(You can also use going to. See 3A a b o v e ) .

The f u t ur e of there is / are = There will b e ; the f u t ur e of I can = I'll be able to NOT I'll c a n

? X IYo uHe

Will She be l a te ? It WeTh e y

IYo uHe

Ye s , She Will . It WeTh e y

IYo uHe

NO, She Wo n ' t . It WeTh e y

We ofter use I t h in k / I d o n ' t think... + will.... I t h in k he'll fail the exam. I d o n ' t t h in khe'll pass the exam. NOT I t h in k he wo n ' t p a ss .


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Class 11.- 3 C Will (promises, offters, and d e c is io n s )

De ci s io n s I won't have the fish. I ' ll have the stea k.We ' ll take the 6:30 t r a in.

Off t e r s I ' ll h e l p you with your h o m e w or k I ' ll open the door for y o u.

Pro m ise s I ' ll a lw a y s lo v e y o u.I won't t e ll a n y o n e .

Use will / wo n ' t + base form for making decisions, offtering, and p r om is in g .I'll help you w i t h those bags. NOT I help y o u .

In ? Sentences with I and we, shall (and not will) is sometimes used to affer to Do something or to make a suggestion, but this is not a common use. Shall we go for a walk?


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Te c hni ca l University of M a na b i

FACULTY OF C OM P UT E R Race of En g in ee r in g in I n f o r ma t io n Sy s t e m s

Class 12.- 3 D

Review of t e n ses : present, past, and f u t ur e

Te n se Ex a mp le Use Simple p r ese n t I live d o w n t o w n

She doesn't sm o k e Things that happen a lw a y s or u s u a lly.

Present co n t inu o u s He's looking for new jo b I ' m lea v ing t o m orro w

Things that are h a pp e n ing now or p la n s for a fixed t im e or p la ce .

Simple p ast We saw a good m o v ie last n ig thwe d idn ' t do a n y t h ing y este r d a y

Finished a ct io n s in the p ast .

Past co n t inu o u s He was working in T a i p e iWhat were you d o ing at 7 :00 ?

A c t io n s that were in progress at a past t im e .

Going to + base f or m I ' m g o ing to see Tom to n ig t h It ' s g o ing to r a in

Fu t u r e p la n s and p r e d ict io n s

Will / won't + base f or m Yo u ' ll lo v e Ba ng k o k I ' ll call her l a t e r I ' ll h e l p you I ' ll pay you back t o m orro w

Pr e d ict io n s, in sta n t d e ci s io n s,offers, and p ro m ise s.


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Tec hni ca l University of M a n a b i FACULTY OF C OM P UT E R Race of En g in ee r in g in I n f o r ma t io n Sy s t e m s

Class 13.- 4 A Present perfect (experience) + ever and n e v e r

+I ' v e (I h a v e )Yo u ' v e (you h a v e )He's (he h a s)She's (she h a s)It ' s (It h a s) We've (we h a v e )They've (they h a v e )

-

Been t o K or ea .

I h a v e n ' tYo u h a v e n ' tHe h a sn ' tShe h a sn ' t It h a sn ' t We h a v e n ' t They h a v e n ' t

Worked i na b a n k

? X Have you ever worked in a b a n k?Has he ever been to k or ea ?

Ye s , I have. No, I h a v e n ' t Ye s , he has. No, he h a sn ' t .

Use the present perfect to talk about past experiences when you d o n ' t say e x a c t lywhen they h a pp e n e d . I ' v e been to london. NOT I ' v e been to london last y e a r. My brother has worked a b r oa d .

For regular verbs the past participle is the same as the past simple (+ed ). f o rirregular verbs see page 155 . We ofter use the present perfect with ever (=in your life un t il now) and n e v e r.

Compare the present perfect of go and be.He's gone to Paris = He's in Paris now. He's been to Paris = He went to Paris and came back.

Present perfect or simple p a s t ?

A .-Have you been to Mexico? B .- Ye s, I h a v e A . -Wh e n did you go there? B . - I went l ast y ea r


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C o n v e r s a t io n s ofter begin in the present perfect (w i t h a general question) and t h e nchance to the simple past (w i t h question asking for specific details, when, w h e r e ,who, with, e t c ) Use the simple past to ask/ say exactly when something h a pp e n e d .


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Te c hni ca l University of M a na b i FACULTY OF C OM P UT E R Race of En g in ee r in g in I n f o r ma t io n Sy s t e m s

Class 15.- 4 CC om p a r a t iv e a d j e c t iv esA d je ct iv e Co mp a r a t iv e Sh or t sh or t e r One Syllable: + e r

b ig b igg e r One vowel + oneconsonant d o ub le final

Busy bu si e r Consonant + y: y + ie r

r e la x e d More r e la x e d Two or more sy lla b le s: more + a d je ct iv e s Goo d

b a df a r

Be tt e r w or se f a r t h e r , f u r t h e r

irr e gu la r

C om p a r a t iv e a dv e r b sA d v e r b Co mp a r a t iv e A d v e r b Co mp a r a t iv e R e gu la r qu icklysl o w ly

More qu icklyle ss sl o w ly

Irr e gu la r h a r d we ll

b a d ly

Ha r d e r b a tt e r wor se

Use comparative adjectives to compare people and t h in g s . My b r o t he r ' s t a ll er t ha n J o hn .

Use comparative adverbs to compare a c t io n s . H e d r ives more slowly t ha n my f a t her .

You can also use (not) as +(adjective/ adverb) + a s . J ohn is n ' t as t a ll as my b r o t he r .

H e d o es n ' t d r iv e as f a s t as my f a t her .


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Te c hni ca l University of M a na b i FACULTY OF C OM P UT E R Race of En g in ee r in g in I n f o r ma t io n Sy s t e m s

Class 16.- 4 D Superltives (+ ever + present p e r f e c t )

A b je ct iv e Co mp a r a t iv e sup e r la t iv e co ld co ld e r The co ld est h o t h o tt e r The h o tt est

p r e tt y p r e tt ie r The p r e tt iest

b ea u t if u l More b ea u t if u l The most b ea u t if u l good Be tt e r The b est

b a d w or se The wor st f a r f u r t h e r The f u r t h est

Use the +superlative adjectives to say which is the biggest, e t c .I n a g r o u p I t ' s the highest mo un t a in in As ia . Sh e ' s the best in the class. We ofter use a superlative with the present p e r f e c t .Russia is the coldest place w e ' v e ever been t o .

T h a t ' s the most b e a u t if u l p a in t in g I ' v e ever see n .


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M a t e r i a l s r e l a t e d t o t h e c l a s s.


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Re flectio n

This tool was a big help me during my career in this elementary En g li s h course, a r ethe subjects in which the teacher was in the c la ss r oom


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S u m m a r y of c l o s u r e


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Summary of cl os u re

During the course of basic En g li s h skills I acquired mental agility and in t e ll e c t u a lundercuts which are important to my performance as a professional. Fr om t h eassignments in the course, oral presentations were of great help to c o n t inu o u s lyimprove effective c omm un ic a t io n compared to other t e am s .

Sometimes I complicate the course as there were class I could not un d e r s t a n deasily, but with my effort and perseverance to master the subjects achieved a sexpected but not enough to meet the test that made me the t e a c h e r.

Less o n s at blackboard and the teacher f a c ili t a t o r workshops I take the little o n ecould resolve analyzing c om p li c a t io n but I could come up with the required a n s w e r s .

Work trials and sent to the house were very interesting as we had to investigate s othat they can deliver in a good wa y.

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