CDITEC Bachillerato

objetivo :

Verbs What is a verb? Verbs are the action words in a sentence that describe what the subject is doing. Along with  nouns , verbs are the main part of a sentence or phrase, telling a story about what is taking place. In fact, without a verb, full thoughts can’t be properly conveyed, and even the simplest sentences, such as  Maria  sings ,  have one. Actually, a verb can be a sentence by itself, with the subject, in most case you, implied, such as,  Sing ! and  Drive ! When learning the rules of grammar, schoolchildren are often taught that verbs are ‘doing’ words, meaning they signify the part of the sentence which explains the action taking place:  He  ran  away, she  eats  chocolate cake on Sundays, the horses  gallop  across the fields .  Ran ,  eats  and  gallop  are the ‘action’ parts of those sentences, thus they are the verbs. However, it can be confusing because not all verbs are e...

NOUNS What is a Noun? The simplest definition of a noun is a  thing  and nouns are the basic building blocks of sentences .  These things can represent a person, animal, place, idea, emotion – almost any  thing  that you can think of.  Dog ,  Sam, we, love, phone ,  Chicago ,  courage  and  spaceship  are all nouns. The more nouns you know in a language, the better you will be able to communicate your ideas. Here, we’ll take a closer look at what makes a noun a noun, and we’ll provide some examples of how nouns are used. Noun examples: respect, faith, apple, seashore, peanut, motorcycle Noun examples in the following sentences are in bold for easy identification. The  boy  and  girl  were holding  hands  as  they  crossed the  bridge  to on the  way  to  town . I  love watching  my   cat  play with the pink  yarn . It  ...

COMPARATIVES AND SUPERLATIVES II OBJETIVO: Practicas los comparativos y superlativos. Activity: My family With lower level students, you can combine superlatives with a revision of family vocabulary into a speaking activity. Ask students to secretly choose five of the following categories and write a name for each one on a piece of paper. The oldest person in my family The youngest person in my family The friendliest person in my family The funniest person in my family The nicest person in my family The meanest person in my family, etc. (You can think of other categories.) Put students in pairs. Tell each student to ask questions about the other’s list of names and find out more information. Is Johann the oldest person in your family? No, he isn’t. He’s the youngest! How old is he? He’s my nephew. He’s only two years old. This works well in classes where the students have/know about their extended families. Activity: The coldest place I’ve bee...

COMPARATIVES AND SUPERLATIVES Comparatives and Superlatives OBJETIVO: Los estudiantes conoceran y sabran utilizar los comparativos y los superlativos. Forming regular comparatives and superlatives We use comparatives to compare two things or two people. (e.g She is taller than her husband.) Superlatives are used, however, to compare to show the difference between more than two things or more than two people. (e.g Paris is the biggest city in France) To form comparatives and superlatives you need to know the number of  syllables  in the adjective.  Syllables  are like "sound beats". For instance: "find" contains one syllable, but "finding" contains two —  find  and  ing . The rules to form comparatives and superlatives: 1. One syllable adjective ending in a silent 'e' —  nice Comparative — add 'r' —  nicer Superlative — add 'st' —  nicest 2. One syllable adjective ending in one vowel and one consona...

AS...AS OBJETIVO:  Los estudiantes seran capaces de estructurar oraciones utilizando  We use  as +  adjective/adverb  + as  to make comparisons when the things we are comparing are equal in some way: The world’s biggest bull is  as big as  a small elephant. The weather this summer is  as bad as  last year. It hasn’t stopped raining for weeks. You have to unwrap it  as carefully as  you can. It’s quite fragile. We use  not as … as  to make comparisons between things which aren’t equal: It’s  not as heavy as  I thought it would be, actually. She’s  not  singing  as loudly as  she can. They did n’t  play  as well as  they usually do. We can modify  not  as … as  by using  not quite as  or  not nearly as : The second race was  not quite as easy as  the first one.  (The second rac...

DECISIONS, PREDICTIONS AND PLANS OBJETIVO: Los estudiantes podran diferencias entre una desicion, una prediccion y un plan. WILL GOING TO - Se emplea para habla del futuro. Se utiliza generalmente para hablar de  decisiones espontáneas o de hechos que podrían suceder en un futuro. - Se usa también para hacer promesas, ofrecimientos... · I always love you - Se emplea para hablar sobre voluntades o deseos y para hacer predicciones. · I will meet you at 6 pm / I think it will rain this afternoon - Se emplea generalmente para hablar de planes o de intenciones y  decisiones premeditadas  a realizar en el futuro. · We will talk about it later. · Do not take life too seriously. You will never get out of it alive. · He is going to visit his brother tomorrow. · Next month I am going to buy a new car.

Auxiliary Verbs "Can/Could" and "May/Might/Must" Can Used to express ability (to be able to do something): I can make jewelry. He can’t speak French. Can you open this jar? Used to ask for permission: Can I use your bathroom? Can I leave now? Can I raise the volume? Used to make requests or suggestions: Can I have more napkins? Can I have the bill? You can take this spot if you like. You can do whatever you want. Could (past form of can) Describes an ability that someone had in the past: I could swim when I was young. You could see the boat sinking. They could tell he was nervous. Often used in auxiliary functions to express permission politely: Could I take this jacket with me? You could borrow my umbrella. Could you please let me pass you? Could I get you more water? Used to express possibility: All of them could ride in the van. You could always stay at our house. Could it be true? This plan could really work o...

CAN / COULD / MAY Possibility When we talk about possibility, we use  can, could  and  may ,  but they are different in meaning. Compare It  can  be dangerous to cycle in the city. This expresses what the speaker believes is a general truth or known fact, or a strong possibility. It  could/may  be dangerous to cycle in the city. This does not express a general truth. The speaker is only expressing a weak possibility. It ’s dangerous to cycle in the city. This expresses a real fact using the present simple. The speaker is certain and no modality is used. See also: Could May   Permission We use  can, could  and  may  to ask for permission. We use  can  and  may , but not  could , to give permission.  May  is less common: Compare asking for permission formal/polite? giving permission formal/polite? Can  I...

DO YOU MIND / WOULD YOU MIND...? OBJETIVO: Los estudiantes seran capaces de transformar una pregunta y volverla formal. would/do you mind ...? a)   used to politely  ask  someone’s  permission Would you mind if I opened the window?   Do you mind if I came with you?   I b)   used to politely ask someone to do something would you mind doing this?   Would you mind waiting outside?   ‘Do you mind carrying this for me?