MODULO GRAMATICA INGLESA I - Marcela Rueda

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GRAMATICA INGLESA I 
2022 
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GRAMÁTICA INGLESA I 
PROFESORA: MARÍA EMILIA ZERDA 
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Estimados/as alumnos/as 
 
¡¡BIENVENIDOS!! 
 
 
Les damos una cordial bienvenida confiando en que, a través del recorrido 
por este espacio curricular irán relacionándose y acercándose de manera 
significativa y progresiva a los contenidos fundamentales de la Gramática 
Inglesa, del “Profesorado de inglés” con el sistema de enseñanza del Instituto 
Superior no universitario “Del Milagro” N°8207. 
Les deseamos éxitos en el camino emprendido, en el cual cuentan con 
nuestro permanente acompañamiento. 
 
Equipo de Cátedra 
 
 
 
 
● Identificar y analizar las estructuras morfo-sintácticas. 
● Deducir e identificar los lineamientos que determinan las 
relaciones morfo-sintácticas 
 
● Ampliar el vocabulario de los estudiantes y reforzar su habilidad 
para usar la terminología apropiada. 
● Comparar y contrastar exponentes gramaticales. 
● Producir oraciones y párrafos simples haciendo uso correcto de 
las reglas y estructuras gramaticales. 
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UNIT 1: 
-Tenses: 
Verb to be. There is /are. Have got. 
Present simple vs. present continuous. Auxiliaries. Yes/no questions and Wh- 
questions. Adverbs of frequency and expressions of frequency : once, twice, 
every week, etc. 
State and action verbs. 
Past simple vs past continuous 
Used to. While/ when and other linkers. 
BIBLIOGRAFÍA:Grammar Lab intermediate – Mark Foley and Diane Hal. Pearson 
Grammar Way 2 – Jenny Dooley and Virginia Evans. Express PublishingLongman 
English Grammar Practice – L.G. Alexander. Longman 
Grammar in Context Intermediate – Michael Vince. Macmillan .Oxford Practice 
Grammar- Norman Coe, Mark Harrison and Ken Paterson. 
 
UNIT 2: 
-Parts of Speech: 
Nouns: definition, number, types and case. 
Verbs: definition, case. 
Adjectives: definition, order and types. Possessive ’s vs. of adjectives 
Comparative and superlative. 
Adverbs: definition, types and order. 
Determiners: Articles: definition, definite and indefinite. 
Quantifiers: definition, some, any a lot of, much, many, few, little. 
Pronouns: definition and types. (personal, demonstrative, possessive, etc.) 
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Prepositions: movement, place and time. 
-Differences among clauses, phrases and sentences: Noun phrases and verb 
phrases. 
 
BIBLIOGRAFÍA:Grammar Lab intermediate – Mark Foley and Diane Hal. Pearson. 
Grammar Way 2 – Jenny Dooley and Virginia Evans. Express Publishing. Oxford Practice 
Grammar- Norman Coe, Mark Harrison and Ken Paterson. 
Grammar in Context Intermediate – Michael Vince. Macmillan 
 
 
UNIT 3: 
-Tenses: 
Future forms: Will. Going to. Present continuous. Present simple: meaning, 
uses, contrast and differences among them. 
Conditionals: zero, first, second. 
BIBLIOGRAFÍA:Grammar Lab intermediate – Mark Foley and Diane Hal. Pearson. 
Grammar Way 2 – Jenny Dooley and Virginia Evans. Express Publishing. Fundamentals 
of English Grammar – Azar/Koeh/Hagen. Longman. Longman English Grammar Practice 
– L.G. Alexander. Longman. Grammar in Context Intermediate – Michael Vince. 
Macmillan 
 
UNIT 4: 
-Tenses: 
Present Perfect. Experiences with ever/ never. Recent events with just, yet, 
already. Questions with how long and answers with for/since. 
Present perfect continuous vs. present perfect simple. 
Present perfect simple vs. past simple 
Past perfect simple vs. past perfect continuous. 
BIBLIOGRAFÍA:Grammar Lab intermediate – Mark Foley and Diane Hal. Pearson. 
Grammar Way 2 – Jenny Dooley and Virginia Evans. Express Publishing. Grammar in 
Context Intermediate – Michael Vince. Macmillan. Oxford Practice Grammar- Norman 
Coe, Mark Harrison and Ken Paterson. 
 
UNIT 5: 
Modal verbs: uses, expressions used to replace modal verbs. 
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Passive voice. Reported speech 
Verb patterns, verbs followed by infinitives or gerunds. 
BIBLIOGRAFÍA: Grammar Lab intermediate – Mark Foley and Diane Hal. Pearson. 
Grammar Way 2 – Jenny Dooley and Virginia Evans. 
Grammar in Context Intermediate – Michael Vince. Macmillan 
Oxford Practice Grammar- Norman Coe, Mark Harrison and Ken Paterson. 
 
 
 
 A continuación, presentaremos un esquema acerca de la 
funcionalidad del MANUAL DE CÁTEDRA 
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. 
 
 
 
 
 
El Manual contiene una serie de indicaciones gráficas, que esperamos te 
ayuden a identificar con facilidad sus distintos componentes y a organizar las 
actividades de estudio: 
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LECTURAS BIBLIOGRÁFICAS OBLIGATORIAS 
Indica la lectura del material bibliográfico obligatorio seleccionado por la cátedra. 
 
 ATENCIÓN 
Señala la presencia de conceptos claves de la unidad didáctica estudiada. 
 
 ACTIVIDADES DE APRENDIZAJE OBLIGATORIAS 
Indica la realización de actividades de aprendizaje obligatorias que serán 
enviadas al tutor para ser evaluadas. 
 ACTIVIDADES DE APRENDIZAJE OPTATIVAS 
Indica la realización de actividades de aprendizajes optativos que favorecen el 
aprendizaje autónomo y la autoevaluación. No requieren ser enviadas al tutor para ser 
evaluadas. 
 
 
 
 
 
 
 VISUALIZACIÓN DE MATERIAL AUDIOVISUAL 
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Indica la observación de proyecciones. Representa un instrumento mediador y 
facilitador, que aporta una base concreta para el pensamiento conceptual y contribuye 
en el aumento de los significados. 
 
 ACTIVIDADES GRUPALES Y COLABORATIVAS 
Promueven el intercambio de ideas y conocimientos de manera grupal a través de la 
interacción entre los miembros que componen un grupo. Permiten la discusión, 
participación y colaboración de todos los miembros del grupo. 
 
 FORO DE DEBATE 
Representa un medio de comunicación, de consulta y debate, en la plataforma virtual, 
donde los alumnos pueden intercambiar, sugerir, proponer, discutir y aportar 
información, que resulta de interés para el desarrollo de la materia. 
 ENLACES A SITIOS WEB 
Indica enlaces que ayudan a navegar por la web. Remiten con rapidez a una 
información solicitada. 
 ESPACIO DE REFLEXIÓN 
Propone la lecturade frases o textos con el fin reflexionar o analizar con sentido 
crítico un problema o tema abordado teóricamente. 
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El presente manual ha sido elaborado para facilitar el proceso de 
aprendizaje, es por ello que se desarrollarán los contenidos de la materia 
de Gramática Inglesa I con el fin de ayudar a los estudiantes a entender y 
acercarse de manera clara, precisa y concisa a la teoría y práctica 
necesaria para construir aprendizajes significativos sobre las estructuras 
gramaticales inglesas. 
Este manual de estudios contiene 5 unidades, cada una de éstas se 
centrará en un tópico gramatical particular utilizando explicaciones 
simples, ejemplos funcionales y actividades prácticas para la 
comprensión y entendimiento de la materia. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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PRESENT SIMPLE OF BE→ ‘VERB TO BE’ 
The verb “to be” is both the most important verb in the English language and the most 
complicated. It is used as both a principal verb and an auxiliary verb and is irregular in both 
the present and past tenses 
● FORM 
 
 
PERSONAL 
PRONOUNS + 
 
VERB TO BE + 
 
COMPLE 
MENT 
+ 
 
I 
YOU------------------------ 
HE/SHE/IT---------------- 
WE/YOU/THEY--------- 
AM (I‘M) 
ARE (YOU’RE)---------- 
IS (HE’S)------------------ 
ARE( YOU’RE)--------- 
FRENCH 
FRENCH 
FRENCH 
FRENCH 
- 
 
I------------------------------ 
YOU------------------------ 
HE/SHE/IT---------------- 
WE/YOU/THEY--------- 
AM NOT (I‘M NOT)------------- 
ARE NOT (YOU AREN’T)---- 
IS NOT (HE ISN’T)------------- 
ARE NOT(YOU AREN’T)----- 
FRENCH 
FRENCH 
FRENCH 
FRENCH 
? 
 
AM 
ARE 
IS 
ARE----------------------- 
I 
YOU 
HE/SHE/IT 
WE/YOU/THEY------------------ 
FRENCH 
FRENCH 
FRENCH 
FRENCH 
? 
WH-Q 
 
WHEN/ 
WHERE/ 
WHY,ETC. 
AM 
ARE 
IS--------------------------- 
ARE----------------------- 
I 
YOU 
HE/SHE/IT------------------------ 
WE/YOU/THEY------------------ 
FRENCH 
FRENCH 
FRENCH 
FRENCH 
 
Note: In questions with the verb “to be”, the subject and verb change position 
UNIT 1: 
-Tenses: 
Verb to be. There is /are. Have got. 
Present simple vs. present continuous. Auxiliaries. Yes/no questions and Wh- questions. Adverbs of 
frequency and expressions of frequency : once, twice, every week, etc. 
State and action verbs. 
Past simple vs past continuous 
Used to. While/ when and other linkers. 
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● USES: 
 
 
 
Uses Examples 
1. We use “to be” as a principal verb to 
show the status or characteristics of 
somebody or something (as a stative verb). 
 
● PERSONAL INFORMATION(age, 
name, nationality, profession, address, 
marital status) 
Ex. He is 16 years old.( personal information- age) 
I’m not married ( personal information- marital status) 
● FEELINGS OR IDEAS Ex. This book is boring- We are tired and hungry. 
● PHYSICAL DESCRIPTION Ex. He is tall. 
So, it can be used→ with a noun: examples: 
I’m a teacher, You aren’t a student, Is he a 
doctor? (Personal information- Profession) → 
with an adjective: examples:We are happy, 
He isn’t sad, Are you tired? (feelings or ideas) 
 
2. It can also be used with prepositions of 
place to indicate where something is 
located. 
● LOCATION 
So, it can be used with preposition of place+a 
location 
 
 
Ex. My house is close to the city centre. 
 
Ex. She is in New York, They aren't at home, Is the book on 
the table? 
3. “To be” is used as an auxiliary verb to 
form verb tenses. 
● VERB TENSES 
 
Ex. I am cooking - (present continuous.) 
4. To show that something exists, we 
combine “is” or “are” with “there”. See the 
lesson on There be for more information. 
● EXISTENCE 
 
 
 
Ex. There is an apple on the table 
5. To show ‘time’. 
● TIME 
 
Ex. It’s two o’ clock. 
 
 
 
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● FORM 
https://www.curso-ingles.com/aprender/cursos/nivel-intermedio 
 THERE IS/ THERE ARE 
 
 
 
+ 
THERE IS 
THERE ARE 
THERE IS 
SINGULAR NOUN 
PLURAL NOUN 
UNCOUNTABLE NOUN 
THERE IS A BOOK ON THE DESK 
THERE ARE BOOKS ON THE DESK. 
THERE IS SOME MILK IN THE FRIDGE. 
- 
THERE IS NOT 
(ISN’T) 
THERE ARE NOT 
(AREN’T) 
THERE IS NOT 
(ISN’T) 
SINGULAR NOUN 
PLURAL NOUN 
UNCOUNTABLE NOUN 
THERE ISN’T A PEN ON THE TABLE. 
THERE AREN’T ANY PENS HERE. 
THERE ISN’T ANY JUICE IN THE FRIDGE. 
? 
IS THERE 
ARE THERE 
IS THERE 
SINGULAR NOUN 
PLURAL NOUN 
UNCOUNTABLE NOUN 
IS THERE A CAT ON THE CHAIR? 
ARE THERE CATS ON THE SOFA? 
IS THERE ANY MILK? 
 
HOW MANY +PLURAL NOUN+ ARE THERE..? HOW MANY STUDENTS ARE THERE IN 
YOUR CLASS? 
HOW MANY DAYS ARE THERE IN 
FEBRUARY? 
 
● USES: 
-TO SHOW EXISTENCE 
Look! There is a bird in that tree 
-TO SAY WHERE SOMETHING IS 
There is a bank in the High Street 
-TO SAY HOW MANY 
There are three apples on the table 
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 https://es.liveworksheets.com/search.asp?content=there+is%2Fare 
 HAVE GOT/HAS GOT 
● FORM 
 
 
PERSONAL 
PRONOUNS + 
 
HAVE GOT/ HAS GOT+ 
 
COMPLEMENT 
+ 
 
I 
YOU------------------------ 
HE/SHE/IT---------------- 
 
WE/YOU/THEY--------- 
HAVE GOT (I‘VE GOT) 
HAVE GOT (YOU‘VE GOT)-- 
HAS GOT (HE’S GOT)-------- 
HAVE GOT (I‘VE GOT)------- 
 
A DOG 
- 
 
I------------------------------ HAVE NOT GOT 
(I HAVEN’T GOT) 
 
 
A DOG 
 YOU------------------------ HAVE NOT GOT 
 (YOU HAVEN’T GOT) 
 HE/SHE/IT---------------- HAS NOT GOT 
 (HE HASN’T GOT) 
 WE/YOU/THEY--------- HAVE GOT 
 (THEY HAVEN’T GOT) 
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? 
HAVE 
 
 
HAS 
I/YOU 
WE/YOU/THEY 
 
 
HE/SHE/IT 
 
 
GOT 
 
 
A DOG? 
WH-Q 
What kind 
of car/ 
What colour 
hair 
HAVE 
 
 
HAS 
I/YOU 
WE/YOU/THEY 
 
 
HE/SHE/IT 
 
 
GOT 
 
? 
 
● USES: 
 
• POSSESSIONS (things that belong to you) 
Ex.I’ve got a good camera. 
• To talk about your FAMILY or FRIENDS 
Ex.I’ve got two sisters. 
• PHYSYCAL DESCRIPTION or appearance 
Ex. I’ve got dark hairand brown eyes. 
• ILLNESSES 
Ex. She has got a headache 
http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=26038 
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PRESENT SIMPLE 
 
● FORM 
We form the present simple with the subject (i.e. the subject pronoun or noun) and the main 
verb. We usually add an -s to the third person singular in the affirmative. In the interrogative and 
negative forms, we use the auxiliary verb do/doesn’t with he,she and it. We do not add an -s to 
the main verb when it appears with does/doesn’t. 
 
 
 
 SUBJECT AUXILIARY VERB COMPLEMENT 
+ I-WE-YOU-THEY 
I 
 
HE-SHE-IT 
She 
 
INFINITIVE 
live 
 
ADD-S 
lives 
… 
in Argentina 
 
… 
in Argentina 
- I-WE-YOU-THEY 
They 
 
HE-SHE-IT 
He 
DO NOT/ DON’T 
don’t 
 
DOES 
NOT/DOESN’T 
doesn’t 
INFINITIVE 
like 
 
INFINITIVE 
like 
… 
big cities. 
 
… 
big cities. 
? 
 
 
 
 
WH- 
QUESTIONS 
AUXILIARY SUBJECT VERB COMPLEMENT 
 
DO 
Do 
I-YOU-WE-THE 
Y 
you 
INFINITIVE 
work 
… 
here? 
DOES 
Does 
 
HE-SHE-IT 
she 
INFINITIVE 
work 
… 
here? 
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WHEN-WHAT DO I-YOU-WE-THE INFINITIVE … 
TIME-HOW Y 
OFTEN-WHAT 
Where do 
you 
work ? 
 
DOES 
 
INFINITIVE … 
Where does HE-SHE-IT 
she 
work ? 
 
 
 
 
 
 
SPELLING RULES 
 
● Most verbs take -s in the third person singular. 
I read- He reads 
● Verbs ending in -ss, -sh, -ch, -x and -o, take -es. 
I kiss- He kisses/ I brush- He brushes/ I teach- He teaches/ I fix- He fixes/ I go- He goes 
● Verbs ending in a consonant +y, drop the -y and take -ies. 
I try- He tries/ I fly- He flies 
● Verbs ending in a vowel +y, simply take -s 
I buy- He buys 
 
USES 
 
The present simple is used for: 
● Permanent states. 
Mr Gibson is a businessman. He lives in New York. 
● repeated actions or daily routines (often with adverbs of frequency such as: always, 
never, usually, etc.) 
Mr. Gibson usually starts work at 9 a.m.. He often stays at the office until late in the 
evening. 
● general truths or laws of nature. 
The moon moves round the earth. 
● programmes or timetables (trains, buses, etc.) 
The bus leaves in ten minutes. 
● To describe opinions, ideas or feelings. 
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I think New York is exciting. I prefer ballet to opera. 
 
 
 
TIME EXPRESSIONS 
 
Time expressions used with the present simple include: usually, always (adverbs of 
frequency),etc., every day/week/month/year, etc., on Mondays/Tuesdays, etc., in the 
morning/afternoon/evening, at night/the weekend, etc. 
 
ADVERBS OF FREQUENCY 
 
● We often use adverbs of frequency with the present simple. They show us how often 
something happens. They answer the question How often…? 
e.g. How often do you visit your aunt? I always/ usually/ sometimes visit her on 
Sundays. 
 
Adverbs of Frequency 
 
always 100% 
usually 75% 
often 50% 
sometimes 25% 
rarely/seldom 10% 
never 0% 
 
 
● Adverbs of frequency go before the main verbs (visit, drink, etc. ), but after the verb to be 
and after auxiliary verbs such as can, do, must, etc. 
e.g. Peter often visits his grandparents at the weekend. 
Sharon never drinks coffee. 
Jim is always on time for work. 
Bob can never wake up early in the morning. 
Do you often go to the cinema at the weekend? 
Paul doesn’t usually eat out on Sundays. 
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● The adverbs rarely, seldom and never have a negative meaning and they are never 
used with the word not. 
e.g. He rarely goes to the cinema/ I never take sugar in my coffee. 
 https://es.liveworksheets.com/search.asp?content=present+simple 
 PRESENT CONTINUOUS 
● FORM 
We form the present continuous with the auxiliary verb to be and the main verb with 
the -ing suffix. The main verb with the -ing suffix is the same in all persons. 
 
 
Subject pronoun 
auxiliary verb to be main verb 
+ 
I 
He/She/It 
They/We/You 
am 
is 
are 
 
reading 
- 
I 
He/She/It 
They/We/You 
am not - ‘m not 
is not - isn’t 
are not - aren’t 
 
reading 
 
auxiliary verb to be subject pronoun main verb 
? 
am 
is 
are 
I 
He/She/It 
They/We/You 
 
reading? 
? WH- 
QUESTIONS 
auxiliary 
verb to 
be 
subject pronoun main verb 
 
What are you reading? 
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SPELLING RULES 
 
● Verbs ending in -e, drop the -e and take the -ing suffix. 
dance- dancing but see- seeing 
● Verbs ending in one stressed vowel between two consonants, double the last consonant 
and take the -ing suffix. 
run- running get-getting but open- opening 
● Verbs ending in -l, double the -l and take the -ing suffix. 
travel- travelling 
● Verbs ending in -ie, drop the -ie and take -y + -ing. 
lie-lying die-dying 
 
USES 
We use the present continuous: 
● for actions happening now, at the moment of speaking. 
He is reading a book right now. 
● for temporary actions happening around now but not at the actual moment of 
speaking. 
She is practising for a concert these days. (She is not practising right now) 
● with ‘always’ for actions happening too often and about which we wish to express our 
annoyance or criticism. 
‘You’re always interrupting me!’ (annoyance) 
● for fixed arrangements in the near future. 
He is flying to Milan in an hour. (It’s been arranged) 
● Description of pictures and photos. 
That’s an interesting painting! Is that woman writing something? 
● To talk about things that are changing as we speak. 
Harry’s been really ill but he is getting better now. 
 
TIME EXPRESSIONS 
 
Time expressions used with the present continuous include: now, at the moment, these days, 
at present, always, tonight, still, etc. 
 
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PRESENT SIMPLE VERSUS PRESENT CONTINUOUS 
PRESENT SIMPLE PRESENT CONTINUOUS 
The present simple is used for permanent 
states, for repeated actions and daily 
routines. 
 
 
Claire Bryan works as a secretary. 
She starts work at eight o’clock every day. 
She types Mr Moore’s letters. 
The present continuous is used for temporary 
actions happening at or around the moment 
of speaking. 
 
It’s nine o’clock, Claire is still at home 
because she is ill. She is wearing her 
pyjamas and she is sitting on her bed. She 
isn’t working today.NON- CONTINUOUS VERBS 
 
Some verbs do not have continuous tenses. These include: 
● verbs of the senses: see, hear, feel, taste, smell. 
e.g. This cake tastes delicious. NOT: This cake is tasting delicious. 
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● verbs of perception: know, remember, forget, recognise, understand, notice, realise, 
seem, sound, think, etc. 
e.g. I don’t know his name. 
● Verbs which express likes and dislikes: love, like, hate, dislike, enjoy, etc. 
Shirley loves jazz music. 
● Other verbs: include, matter, need, belong, cost, prefer, mean, own, appear, believe, 
want, have (=possess), etc. 
e.g. That jacket costs a lot of money. 
 http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=35131 
http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=35132 
http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=35133 
 
 https://www.curso-ingles.com/aprender/cursos/nivel-intermedio 
 
STATE AND ACTION VERBS 
 
State verbs express states or conditions which are relatively static. They include verbs 
of perception, cognition, the senses, emotion and state of being. State verbs are not normally 
used in continuous forms: 
 
I am needing a new phone. I need a new phone. 
Who is this bag belonging to? Who does this bag belong to? 
They are seeming tired. They seem tired. 
 
Action verbs (also called dynamic verbs) express activities, processes, momentary 
actions or physical conditions. They may be used in continuous forms: 
 
Who was he dancing with? 
Someone's knocking at the door. 
I've been reading this book for weeks. 
 
State verbs in the continuous form 
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Some state verbs may be used in the continuous form if they refer to a temporary action or an 
action in progress at a certain moment, rather than a permanent attitude: 
 
I'm having second thoughts about moving abroad. 
Jones is appearing in Hamlet this evening. 
You're looking great in those jeans. 
 
Some verbs can be both stative and dynamic: 
 
Be 
be is usually a stative verb, but when it is used in the continuous it means 'behaving' or 'acting' 
 
you are stupid = it's part of your personality 
you are being stupid = only now, not usually 
Think 
think (stative) = have an opinion 
I think that coffee is great 
think (dynamic) = consider, have in my head 
what are you thinking about? I'm thinking about my next holiday 
Have 
have (stative) = own 
I have a car 
have (dynamic) = part of an expression 
I'm having a party / a picnic / a bath / a good time / a break 
 
See 
 
see (stative) = see with your eyes / understand 
I see what you mean 
I see her now, she's just coming along the road 
see (dynamic) = meet / have a relationship with 
I've been seeing my boyfriend for three years 
I'm seeing Robert tomorrow 
 
Taste 
 
taste (stative) = has a certain taste 
This soup tastes great 
The coffee tastes really bitter 
taste (dynamic) = the action of tasting 
The chef is tasting the soup 
 
('taste' is the same as other similar verbs such as 'smell') 
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● Los State verbs o Stative verbs son verbos relacionados con el pensamiento, las 
sensaciones o los sentidos que expresan estados más que acciones o actividades. Por 
este motivo, se suelen usar con los tiempos verbales simples (como el presente simple 
o el presente perfecto simple) y no con los continuos. Por ejemplo: Podemos decir I know 
the answer (sé la respuesta) pero no I'm knowing the answer (estoy sabiendo la 
respuesta). Los state verbs se pueden dividir en varios grupos: 
 
1. Verbos relacionados con el pensamiento y la opinión. 
 
Believe / feel -creer 
Know - conocer/saber 
Think (= believe) - pensar (tener una opinión) 
Understand - entender 
Suppose - suponer 
Expect - esperar 
Agree - estar de acuerdo 
Doubt - dudar 
Remember - recordar 
Forget - olvidar 
Mean - significar 
Imagine - imaginar 
Realise - darse cuenta 
Agree - estar de acuerdo 
Disagree- no estar de acuerdo 
 
 
2. Verbos relacionados con los gustos, las emociones y los sentimientos. 
 
Like -gustar 
Dislike -no gustar, desagradar 
Love - amar 
Hate - odiar 
Care - cuidar 
Hope - esperar 
Wish - desear 
Want - querer 
Admit - reconocer 
Prefer - preferir 
Despise - despreciar 
Adore -adorar 
Satisfy - satisfacer 
 
3. Verbos relacionados con la posesión 
 
 
Belong - pertenecer 
Own - poseer 
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Have - tener 
Have got - tener 
Possess - poseer 
4. Verbos relacionados con los sentidos 
Hear - oir 
Taste - saber 
Smell - oler 
See- ver 
Sound -sonar 
 
Listen to, Watch and Look, aunque hagan referencia a los sentidos, no son stative verbs y, por 
tanto, pueden ir en tiempos continuos. 
 
5. Otros verbos 
 
 
Contain - contener 
Cost - costar 
Deserve -merecer 
Seem / look - parecer 
Look like -parecer 
Matter -importar 
Weigh -pesar 
Measure -medir 
Appear - aparecer 
Need - necesitar 
Depend on - dependerse de 
Owe - deber 
Mind - importar 
Lack -faltar, carecer 
Recognise -reconozer 
Promise -prometer 
Involve - suponer, implicar 
Consist -consistir, constar 
Fit- entrar (ropa) 
 
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PAST SIMPLE 
● FORM 
Regular verbs 
 
We form the past simple of regular verbs by adding -ed to the main verb. 
e.g. She watched TV last night. 
We form questions and negations with the auxiliary verb did/did not (didn’t), the subject and the 
main verb without -ed. 
e.g Did she watch TV last night? - She did not/didn’t watch TV last night. 
 
 Spelling rules: 
● Verbs ending in -e take only -d. → dance- danced 
● Verbs ending in a consonant + y, drop the y and take -ied. → try-tried. 
● Verbs ending in a vowel + y, take -ed. → play-played, stay-stayed. 
● Verbs ending in one stressed vowel between two consonants, double the last consonant 
and take -ed. → plan-planned but open- opened. 
● Verbs ending in -l, double the l and take -ed → travel-travelled, quarrel-quarrelled 
 
Irregular verbs 
 
Irregular verbs do not form the past simple by adding -ed. 
e.g. leave- left, cut-cut, swim-swam 
(See list of irregular verbs) 
They form questions and negations with did/did not (didn’t) and the infinitive form of the verb. 
e.g. They left- Did they leave?- They didn’t leave. 
 
 
 
 
 
SUBJECT AUXILIARY VERB COMPLEMENT 
 
I-YOU-HE-SHE-IT-WE- 
 
INFINITIVE+ED … 
 THEY 
+ 
She 
 
I-YOU-HE-SHE-IT-WE- 
watchedIRREGULAR VERBS 
Tv last night. 
 
… 
 THEY 
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They 
 
went to the cinema 
yesterday 
 
- 
I-YOU-HE-SHE-IT-WE- 
THEY 
She 
DID NOT 
DIDN’T 
didn’t 
INFINITIVE 
 
watch 
… 
 
Tv last night. 
 
 
 
 
 
WH-QUESTIONS AUXILIARY SUBJECT VERB COMPLEMENT 
? 
 
DID 
 
 
Did 
I-YOU-WE-THEY 
HE-SHE-IT 
 
she 
INFINITIVE 
 
 
work 
… 
 
 
yesterday? 
 
? 
WHEN-WHAT 
TIME-HOW 
OFTEN-WHAT 
 
What 
 
DID 
 
did 
I-YOU-WE-THEY 
HE-SHE-IT 
 
you 
 
INFINITIVE 
 
do 
 
 
… 
last Saturday? 
SHORT ANSWERS→ YES, I DID-NO, I DIDN’T 
 
● USES 
 
We use the past simple: 
 
● for actions which happened at a definite or stated time in the past; that is, we 
know when they happened. 
They graduated four years ago. (When did they graduate? Four years ago. We know the 
time) 
● for actions which happened repeatedly in the past but don’t happen any more. In 
this case we can use adverbs of frequency (always, often, usually, etc.) 
He often played football with his dad when he was five. (But he doesn’t play football with 
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his dad any more) 
● for actions which happened immediately one after the other in the past. 
They cooked the meal first. Then they ate with their friends. 
● to talk about people who are no longer alive. 
Princess Diana visited a lot of schools. 
 
TIME EXPRESSIONS 
 
Time expressions used with the past simple include: yesterday, last 
night/week/month/year/Monday, etc., two days/weeks/months/years ago, then, when, in 1992, 
etc. 
 https://es.liveworksheets.com/search.asp?content=past+simple 
 
 
 
 
 
 
● FORM 
USED TO 
 
 
+ 
I 
HE- SHE- IT 
WE- YOU- THEY 
 
USED TO 
GO TO SCHOOL. 
WRITE POEMS. 
- 
I 
HE- SHE- IT 
WE- YOU- THEY 
DIDN’T USE TO GO TO SCHOOL. 
WRITE POEMS. 
? 
 
DID 
I 
HE- SHE- IT USE TO 
WE- YOU- THEY 
GO TO SCHOOL. 
WRITE POEMS. 
 
● Used to is used to talk about past habits or things that do not happen any more. It has 
the same form in all persons, singular and plural. It is followed by infinitive. 
e.g. Peter used to eat a lot of sweets. (Peter doesn’t eat many sweets any more) 
 
We form questions and negations with the auxiliary verb did/ did not (didn’t), the subject 
and the verb “use” without -d. 
e.g. Did Peter use to eat many sweets? 
Mary didn’t use to stay out late. 
● We can use the past simple instead of “used to” with no difference in meaning. 
e.g. She used to live in the countryside. 
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She lived in the countryside. 
 
 
BUT NOT ‘USED TO’: 
• For single actions in the past 
I had a driving lesson last week 
• For repeated actions in the past with a number 
I had a driving lesson twice last week 
• A period of time with for 
He was in the army for 2 years. 
 
 
 
 
 
 
 
 
https://es.liveworksheets.com/search.asp?content=used+to 
 
 
 
 
 PAST CONTINUOUS 
 
● FORM 
We form the past continuous with was/were (past simple of the verb to be ) and the main verb 
with the -ing suffix. We form questions by putting was/were before the subject. We form 
negations by putting the word not after was/were. 
 
 
+ 
SUBJECT + AUX VERB + VERB WITH -ING Ex. They were reading a book. 
He was playing the piano 
- 
SUBJECT + AUX VERB not + VERB WITH 
-ING 
Ex. They were not reading a book. 
He was not playing the piano 
VER LISTA IRREGULAR VERBS 
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? (WH QUESTION) + AUX VERB + SUBJECT + VERB WITH -ING 
Ex. (Why)Were they reading a book? 
(Where) Was he playing the piano? 
 
 
 
SHORT ANSWERS: e.g. Were you sleeping at eleven o’clock last night? Yes, I was. 
Were you…? Yes, I was/we were No, I wasn’t/we weren’t. 
Was he/she/it …? Yes, he/she/it was No, he/she/it wasn’t 
Were they…? Yes, they were No, they weren’t 
 
● USES 
We use the past continuous: 
● for an action which was in progress at a stated time in the past. We do not know 
when the action started or finished. 
At three o’clock yesterday afternoon Mike and his son were washing the dog. (We don’t 
know when they started or finished washing the dog.) 
● for a past action which was in progress when another action interrupted it. We use 
the past continuous for the action in progress (longer action) and the past simple 
for the action which interrupted it. (shorter action) 
He was reading a newspaper when his wife came. (was reading= longer action; came= 
shorter action) 
● for two or more actions which were happening at the same time in the past. 
(simultaneous actions) 
The people were watching while the cowboy was riding the bull. 
● to give the background information in a story. 
The sun was shining and the birds were singing. Tom was driving his old truck through 
the forest. 
 
TIME EXPRESSIONS 
Time expressions used with the past continuous include: while, when, as, all day/night/morning, 
etc. 
when/while/as + past continuous (longer action) 
when + past simple (shorter action) 
 
 
 
 
 
PAST CONTINUOUS PAST SIMPLE 
We use the past continuous for: 
- an action which was in progress (was 
We use the past simple for: 
- a complete action at a stated time in 
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32 
 
 
 
 
happening) at a stated time in the 
past. We do not know when the 
action started or finished. 
At nine o’clock yesterday morning, 
the plane was flying to Tahiti from New 
York. (We do not know when it left or 
reached its destination) 
the past. 
The plane landed at the airport at 
eight o’clock yesterday morning. (The 
time is stated. The action is complete. 
The plane landed) 
- two actions which were happening at 
the same time in the past. 
He was listening carefully while they 
were explaining the plan to him. 
- actions which happened immediately 
one after the other in the past. 
First she read the advertisement and 
then she called the company 
 
 
 
 
 
 
 
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PARTs OF SPEECH 
 
PARTS OF SPEECH 
 
In the English language, words can be considered as the smallest elements that have distinctive 
meanings. Based on their use and functions, words are categorized into several types or parts 
of speech. 
UNIT 2: 
-Parts of Speech: 
Nouns: definition, number, typesand case. 
Verbs: definition, case. 
Adjectives: definition, order and types. Possessive ’s vs. of adjectives Comparative and superlative. 
Adverbs: definition, types and order. 
Determiners: Articles: definition, definite and indefinite. 
Quantifiers: definition, some, any a lot of, much, many, few, little. 
Pronouns: definition and types. (personal, demonstrative, possessive, etc.) 
Prepositions: movement, place and time. 
-Differences among clauses, phrases and sentences: Noun phrases and verb phrases. 
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1. NOUN- Sustantivo 
This part of a speech refers to words that are used to name persons, things, animals, places, 
ideas, or events. Nouns are the simplest among the 8 parts of speech, which is why they are the 
first ones taught to students in primary school. 
 
Examples: 
Tom Hanks is very versatile. 
The italicized noun refers to a name of a person. 
Dogs can be extremely cute. 
In this example, the italicized word is considered a noun because it names an animal. 
It is my birthday. 
The word “birthday” is a noun which refers to an event. 
 
There are different types of nouns namely: 
 
Proper– proper nouns always start with a capital letter and refers to specific names 
of persons, places, or things. 
Examples: Volkswagen Beetle, Shakey’s Pizza, Game of Thrones 
Common– common nouns are the opposite of proper nouns. These are just generic 
names of persons, things, or places. 
Examples: car, pizza, TV series 
Concrete– this kind refers to nouns which you can perceive through your five 
senses. 
Examples: folder, sand, board 
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Abstract- unlike concrete nouns, abstract nouns are those which you can’t perceive 
through your five senses. 
Examples: happiness, grudge, bravery 
Count– it refers to anything that is countable, and has a singular and plural form. 
Examples: kitten, video, ball 
Uncountable– this is the opposite of count nouns. They are also called 
non-countable nouns, and they need to have “counters” to quantify them. 
Examples of Counters: kilo, cup, meter 
Examples of Uncountable Nouns: rice, flour, milk 
Collective– refers to a group of persons, animals, or things. 
Example: faculty (group of teachers), class (group of students) 
 
 
2. PRONOUN-Pronombre 
A pronoun is a part of a speech which functions as a replacement for a noun. Some examples 
of pronouns are: I, it, he, she, mine, his, hers, we, they, theirs, and ours. 
 
For example: 
 
● Janice is a very stubborn child. She just stared at me and when I told her to stop. 
● The largest slice is mine. 
● We are number one. 
 
 
The italicized words in the sentences above are the pronouns in the sentence 
 
3. ADJECTIVE- Adjetivo 
This part of a speech is used to describe a noun or a pronoun. Adjectives can specify the 
quality, the size, and the number of nouns or pronouns. 
 
Examples: 
 
The carvings are intricate. 
The italicized word describes the appearance of the noun “carvings.” 
I have two hamsters. 
The italicized word “two,” is an adjective which describes the number of the noun 
“hamsters.” 
Wow! That doughnut is huge! 
The italicized word is an adjective which describes the size of the noun “doughnut.” 
 
 
4. VERB-verbo 
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This is the most important part of a speech, for without a verb, a sentence would not exist. Simply 
put, this is a word that shows an action (physical or mental) or state of being of the subject in a 
sentence. 
 
Examples of “State of Being Verbs” : am, is, was, are, and were 
 
Examples: 
 
As usual, the Stormtroopers missed their shot. 
The italicized word expresses the action of the subject “Stormtroopers.” 
They are always prepared in emergencies. 
The verb “are” refers to the state of being of the pronoun “they,” which is the subject 
in the sentence. 
 
 
 
5. ADVERB- Adverbio 
Just like adjectives, adverbs are also used to describe words, but the difference is that adverbs 
describe adjectives, verbs, or another adverb. 
 
The different types of adverbs are: 
 
Adverb of Manner– this refers to how something happens or how an action is 
done. 
Example: Annie danced gracefully. 
The word “gracefully” tells how Annie danced. 
Adverb of Time- this states “when” something happens or “when” it is done. 
Example: She came yesterday. 
The italicized word tells when she “came.” 
Adverb of Place– this tells something about “where” something happens or ”where” 
something is done. 
Example: Of course, I looked everywhere! 
The adverb “everywhere” tells where I “looked.” 
Adverb of Degree– this states the intensity or the degree to which a specific thing 
happens or is done. 
Example: The child is very talented. 
The italicized adverb answers the question, “To what degree is the child talented?” 
 
 
6. PREPOSITION-Preposición 
This part of a speech basically refers to words that specify location or a location in time. 
Examples of Prepositions: above, below, throughout, outside, before, near, and since 
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Micah is hiding under the bed. 
The italicized preposition introduces the prepositional phrase “under the bed,” and 
tells where Micah is hiding. 
During the game, the audience never stopped cheering for their team. 
The italicized preposition introduces the prepositional phrase “during the game,” and 
tells when the audience cheered 
 
 
7. CONJUNCTION-Conjunción 
The conjunction is a part of a speech which joins words, phrases, or clauses together. 
Examples of Conjunctions: and, yet, but, for, nor, or, and so 
● This cup of tea is delicious and very soothing. 
● Kiyoko has to start all over again because she didn’t follow the professor’s 
instructions. 
● Homer always wanted to join the play, but he didn’t have the guts to audition. 
 
 
The italicized words in the sentences above are some examples of conjunctions. 
 
8. INTERJECTION-Interjección 
This part of a speech refers to words which express emotions. Since interjections are commonly 
used to convey strong emotions, they are usually followed by an exclamation point. 
 
Examples of Interjections: 
 
 
Examples: 
 
● Ouch! That must have hurt. 
● Hurray, we won! 
● Hey! I said enough! 
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The bold words attached to the main sentences above are some examples of interjections 
 
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http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=27299 
 
 
 
 NOUNS 
 THE PLURAL- SPELLING RULES 
● Most nouns form their plural by adding -s. → one book- three books 
● Nouns ending in -s,-ss,-sh,-ch,-x, or -o take -es in the plural. → bus-buses, 
dress-dresses, dish-dishes, peach- peaches, box-boxes, potato-potatoes. 
But some nouns ending in -o takeonly -s. → radio-radios, piano-pianos, 
studio-studios, video-videos, kilo-kilos, rhino-rhinos. 
● Nouns ending in a vowel + -y take -s in the plural → toy-toys, boy-boys. 
But nouns ending in a consonant + -y drop the -y and take -ies in the plural. → 
cherry-cherries, lady-ladies. 
● Nouns ending in -f or -fe drop the -f or -fe and take -ves in the plural. → loaf-loaves, 
wife-wives. 
But some nouns ending in -f or -fe take only -s. → roof-roofs, giraffe-giraffes, cliff-cliffs. 
IRREGULAR PLURALS 
Some nouns do not form their plural according to the above rules. They have either a different 
form or the same form as in the singular. 
These include: 
 
child- children 
man- men 
woman-women 
foot-feet 
tooth-teeth 
goose-geese 
mouse-mice 
sheep-sheep 
ox-oxen 
deer-deer 
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COUNTABLE/UNCOUNTABLE NOUNS 
 
 
 
COUNTABLE NOUNS UNCOUNTABLE NOUNS 
● They are nouns which can 
be counted and have a 
singular and plural form. → 
one book, two books, three 
books. 
● We put a/an before 
countable nouns in the 
singular. 
a + consonant sound→ a hat 
an + vowel sound → an 
umbrella 
● They are nouns which cannot be counted and they 
usually have no plural. These nouns include: 
food: cheese-butter-meat-salt-pepper- bread- 
chocolate-honey-jam, etc. 
liquids: coffee-milk-water- tea-lemonade- petrol-oil, etc. 
materials: gold-iron-silver-wood-paper,etc 
abstract nouns: beauty-love- happiness,etc. 
other: hair-money-news- snow-furniture- 
weather-advice,etc. 
● They are followed by a verb in the singular. We do not 
use a/an or one but we can use some. Some is also 
used with countable nouns in the plural. 
 
PLURAL NOUNS 
● Plural nouns are nouns which represent a group of people or things and are followed 
by a plural verb. 
Such nouns include: 
a) people,police,clothes,stairs,etc→ There are a lot of people. 
b) objects which consist of two parts such as: trousers, shorts,shoes,gloves, pyjamas, 
tights, glasses, earrings, socks, scissors, etc. → Your trousers are in the wardrobe. 
● We can use a singular verb and the phrase a pair of… before objects which consist of 
two parts. 
Compare: My shoes are dirty./ There is a pair of shoes on the chair. 
 
 
 
 
 
EXTRA INFORMATION 
 
 
COUNTABLE AND UNCOUNTABLE 
● COUNTABLE NOUNS 
ONE/ONES: We use the pronoun one in the singular and ones in the plural to avoid 
repeating the noun. 
e.g. I want a dress- a long red one. 
I don’t like big cars, I like small ones. 
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A countable noun has a singular and a plural form. We can use a singular or a plural verb with it. 
We can use numbers with it. 
Where is my shirt? 
Where are my shirts? 
a shirt, shirts, some shirts, four shirts 
 
● UNCOUNTABLE NOUNS 
An uncountable noun has only one form. We can only use a singular verb with it. We cannot 
use number with it. 
Here is some advice for you. 
advise, some advice 
However, we can count an uncountable noun indirectly by using a phrase like a piece of, a bit 
of. 
When I left home my mother gave two useful bits of advice. 
I’ve found out several interesting pieces of information. 
A few countable nouns end in -s, but they follow the normal rules for uncountable nouns and 
have a singular verb. 
The news is very bad today. 
Billiards is an interesting game. 
● TYPICAL UNCOUNTABLE NOUNS 
Substances: water, air, coffee, plastic, iron, paper 
Abstract ideas: life, fun, freedom, health, time, progress 
Activities: work, travel, sleep, football, help, research 
Human feelings: happiness, anger, honesty, hope, respect, courage 
Groups of items: furniture, luggage 
Note the words below which are uncountable in English but countable in may other 
languages: 
accommodation, advice, behaviour, business, cash, equipment, furniture, health, homework, 
information, knowledge, luggage, money, permission, rubbish, scenery, traffic, travel, weather, 
work 
 
● UNCOUNTABLE NOUNS THAT DESCRIBE A CATEGORY 
Some uncountable nouns can be used in a countable way when they describe a category. 
Uncountable use: Would you like some fruit after your coffee? 
Use as a category: There are two main fruits exported from Madeira, bananas and 
pineapples. 
● Change of meaning. 
Some words have different meanings in countable and uncountable forms. 
 
Countable: an iron (domestic appliance) 
a wood (small area of trees) 
a paper (newspaper) 
a chicken (the animal) 
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Uncountable: some iron (a substance/material) 
some wood (a substance/material) 
some paper (a substance/material) 
chicken (the meat) 
There is a similar contrast between: 
Item: a coffee (a cup of coffee) 
Material: coffee 
● Other examples with a change in meaning: 
business (in general) a business (a company) 
gossip (talking) a gossip (a person) 
hair (all together) a hair ( a single strand) 
help (in general) a help (a helpful person/thing) 
toast (grilled bread) a toast (formal words said before drinking) 
work (in general) a work (a work of art/engineering) 
 
● PLURAL NOUNS 
These nouns only have a plural form and take a plural verb. 
My trousers are too tight. 
The stairs are very steep. 
Other common examples are: 
clothes, contents, feelings, goods, jeans, means, outskirts, surroundings, thanks 
 
● GROUP NOUNS 
Some nouns can be followed by either a singular or a plural verb. 
I think the government is/are wrong. 
It depends whether we think of the group as a whole (singular verb), or its individual members 
(plural verb). Other common examples: 
army, audience, class, company, crew, crowd, data, family, group, media, press, public, staff, 
team 
 
Some group nouns only take a plural verb: cattle, police, people 
 
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 ADJECTIVES 
 
● Adjectives describe nouns. They have the same form in the singular and plural. 
E.g. a small house- small houses 
● Adjectives go before nouns (a beautiful girl).They can also be used alone after the verb 
to be and after verbs such as look,smell, sound, feel, taste,etc. (Jack is tall- You look 
sad) 
● There are two kinds of adjectives: opinion adjectives (beautiful, good, etc.), which show 
what a person thinks of somebody or something, and fact adjectives (long, strong,young, 
etc.), which give us factual information about age, size, colour, etc.ORDER OF ADJECTIVES 
● Opinion adjectives go before fact adjectives. 
e.g. a beautiful silk dress 
● When there are two or more fact adjectives in a sentence, they usually go in the 
following order: 
 
SIZE AGE SHAPE COLOUR ORIGIN MATERIA 
L 
 
a small old square blue Thai silk scarf 
 
● We do not usually have a long list of adjectives before a single noun. A noun is usually 
described by one, two or three adjectives at the most. 
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e.g. an expensive Persian silk carpet 
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 ADVERBS 
● An adverb can be one word (carefully) or a phrase (in the park). Adverbs show manner 
(how), place (where), time (when), frequency (how often), etc. 
e.g. He drives carefully (How does he drive? Carefully- adverb of manner) 
Your coat is here. ( Where is it? Here- adverb of place) 
He left for Italy yesterday. (When did he leave? Yesterday- adverb of time) 
He usually eats out. (How often does he eat out? Usually- adverb of frequency) 
● Adverbs usually go after verbs. e.g. He walks slowly. 
● Adverbs of frequency go after auxiliary verbs and the verb to be, but before main verbs. 
e.g. He is always on time for appointments. 
He has never visited Paris. 
He always comes to work on time. 
 
 FORMATION OF ADVERBS 
● We usually form an adverb by adding -ly to the adjective. 
e.g. dangerous-dangerously 
● Adjectives ending in -le drop the -e and take -y. 
e.g. gentle- gently 
● Adjectives ending in consonant + y drop the -y and take -ily 
e.g. easy. easily 
● Adjectives ending in -l take -ly 
e.g. wonderful- wonderfully 
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COMPARISONS 
● Adjectives have got three forms: positive, comparative and superlative 
● We use the comparative form + than to compare two people or things. 
e.g. Bob is shorter than Paul. My car is more expensive than yours. 
● We use the+ superlative form + of/in to compare one person or thing with more than 
one person or thing in the same group. 
e.g. Rick is the shortest of all. 
We use in when we talk about places. e.g. Stella is the most beautiful woman in the 
world. 
 
COMPARATIVE AND SUPERLATIVE FORMS OF ADJECTIVES 
 
● One-syllable and two-syllable adjectives form the comparative by adding -er, and the 
superlative by adding -est. 
e.g. tall-taller-tallest 
● Adjectives of three or more syllables form the comparative with more and the superlative 
with most. 
e.g. intelligent- more intelligent- most intelligent 
● Some two-syllable adjectives, such as clever, stupid, narrow, gentle, friendly, etc., form 
the comparative and superlative either with -er/-est or with more/most 
e.g. narrow- narrower-narrowest/ narrow- more narrow- most narrow 
 
 SPELLING RULES 
● One-syllable adjectives ending in -e take -r in the comparative and -st in the superlative 
form. 
simple-simpler-simplest 
● Two-syllable adjectives adjectives ending in -y turn the -y into -i and then take -er/-est. 
easy-easier-easiest 
● Adjectives ending in a stressed vowel between two consonants double the final 
consonant and then take -er/-est. 
fat-fatter-fattest but cold-colder- coldest 
COMPARATIVE AND SUPERLATIVE FORMS OF ADVERBS 
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Adverbs form their comparatives and superlatives in the same way as adjectives. 
 
● Adverbs which have the same form as the adjectives take -er in the comparative and 
-est in the superlative. 
hard- harder-hardest, early-earlier- earliest 
● Adverbs formed by adding -ly to the adjective take more in the comparative and most in 
the superlative. 
e.g. carefully- more carefully- most carefully 
IRREGULAR COMPARATIVES AND SUPERLATIVES 
 
POSITIVE COMPARATIVE SUPERLATIVE 
good/ well better best 
bad/ badly worse worst 
much/many/ a lot of more most 
little less least 
far further/farther furthest/ farthest 
 
 
 
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e 
 
 ARTICLES:THE,A,AN 
English has two articles, the and a/an. When articles combine with nouns, they form noun 
phrases: 
 
ARTICLE + NOUN = NOUN PHRASE 
A CAT A CAT 
AN ELEPHANT AN ELEPHANT 
THE CREATURE THE CREATURE 
 
THE INDEFINITE ARTICLE “A/AN” 
A and AN have the same meaning. The difference depends on the sound at the beginning of the 
next word. 
When the next word starts with a consonant sound: A 
A book- A car- A dog- A frog- A lemon 
When the next word starts with a vowel sound : AN 
AN apple- AN egg- AN insect- AN orange- AN umbrella- AN hour 
 
The indefinite article a/an is used: 
● with singular countable nouns after the verb to be when we want to say what 
somebody/ something is. 
She’s an actress- It’s a passport. 
● with certain phrases to show how often someone does something. 
We play tennis once a week - They go on holiday twice a year 
● To talk about: 
JOBS/PROFESSION: A DENTIST/ AN ARCHITECT 
ILLNESSES: A TOOTHACHE/AN EARACHE 
TO DESCRIBE A PERSON OR THING WITH AN ADJECTIVE: A BEAUTIFUL GIRL 
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The indefinite article a/an is not used: 
● with uncountable or plural countable nouns. We can use some instead. 
some bread (uncountable noun) - some eggs (plural countable noun) 
● before an adjective when there is no noun after it. But when there is a noun after the 
adjective, we use a for adjectives which begin with a consonant sound and an for 
adjectives which begin with a vowel sound. 
It’s a hat. It is green. It is a green hat. 
 
 
THE DEFINITE ARTICLE “THE” 
 
The definite article the is used with singular and plural nouns. 
- the horses- the farm- the man 
 
We use “the”: 
● with nouns when we are talking about something specific, that is, when the noun is 
mentioned for a second time or is already known. In other words,whenwe can answer 
the question ‘Who?’ or ‘Which?’ 
What is the name of the restaurant?- The elephants in the picture are in a circus.(Which 
elephants? The elephants we can see in the picture) 
Compare these two sentences: We like movies- We like the movies at Cinema 20. 
 
● with nouns which are unique. 
the earth- the sky- the sun 
● before the names of rivers, seas, oceans, mountain ranges, deserts, groups of 
islands and countries when they include words such as ‘state’, ‘kingdom’, ‘republic’ 
the Amazon- the Pacific- the United States- the Andes- the Canary Islands 
 
● before the names of musical instruments 
the piano- the guitar- the saxophone 
● before the names of hotels, theatres, cinemas, ships, organisations,newspapers 
and museums. 
the Hilton Hotel- the Titanic- The Guardian 
 
● before nationality words and families. 
the French- the Taylors 
 
● before titles when the person’s name is not mentioned. 
the Queen, the Prince of Wales 
 
● before the words morning, afternoon and evening. 
He goes to work in the morning. 
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● We use “the” to make reference to directions (right, left, top, bottom) or the cardinal 
points (north, south, east, west). 
the south of France- the house on the left- the top of the page 
 
USE EXAMPLE 
THE+2° MENTION A man was in the door. The man was tall. 
NOBLE TITLES (person’s name is not 
mentioned) 
The King is a good man 
COUNTRIES(plural names), KINGDOM, 
REPUBLIC 
the United States 
NATIONALITIES the French, the Russians 
FAMILY NAMES The Taylors- The Sanchez 
OCEANS, SEAS, RIVERS, MOUNTAIN 
RANGES 
The Pacific Ocean, The Mediterranean Sea 
LOCATIONS on the left, in the middle, in the north 
UNIQUE THINGS the sky, the sun, the Colosseum 
SHOP/PLACES in a town the bank, the cinema 
PARTS OF THE DAY in the morning, in the afternoon 
MUSICAL INSTRUMENTS I play the piano 
NAMES OF NEWSPAPERS The Times, The New York Times 
THE MEDIA the radio, on the internet 
MUSEUMS, CINEMAS, THEATRES, 
HOTELS 
the Savoy Hotel, the Odeon Cinema 
ORDINAL NUMBERS the first, the second 
DIRECTIONS AND CARDINAL POINTS the left- the south 
 
ZERO ARTICLE 
We don’t use the, a or an: 
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● with plural nouns when we talk about them in general, that is, when we cannot answer 
the question ‘Who?’ or ‘Which?’ 
Elephants live in the jungle. (Elephants in general) 
● before proper names 
This is Helen. 
● before the names of countries, cities, streets, parks, mountains, islands, lakes and 
continents 
England-Paris - Lake Michigan- Europe 
● before the names of meals (breakfast, lunch, dinner, etc) and games/sports. 
Golf is a relaxing sport . 
● before titles when the person’s name is mentioned 
Queen Elizabeth- President Clinton 
● Times, days, months: at midday, on Monday, in January 
● with abstract nouns: love- hope 
● with languages, school subjects: English- Spanish- Art- History 
● with transport and communication: by train, by bus, by e-mail 
● with airports and stations: Manchester Airport, Victoria Bus Station 
● Most magazines: Hello magazine 
● with the words school, church, bed, hospital, prison or home when we refer to the 
purpose for which they exist. 
1) Mary goes to school at 8:30 in the morning. (Mary is a student) 
2) Mary's mother went to the school to get Mary’s school report. (Mary’s mother 
went to the school as a visitor, not as a student) 
a) Grandpa is in hospital. (He is a patient) 
b) Grandma went to the hospital to see Grandpa. (She visited Grandpa. She isn’t a patient) 
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 QUANTIFIERS 
 
SOME/ANY/NO 
● We use some, any and no with uncountable nouns (tea, water, etc.) and plural 
countable nouns (books, trees, etc.) 
e.g. some tea, some books 
 
● Some means a little or a few. We use some in positive statements. 
e.g. He has got some money. (=He has got a little money) 
She has got some books. (= She has got a few books) 
 
● We use any in questions and not any in negations. 
e.g. Have you got any coffee? No, I haven’t got any coffee. 
 
● We can use no instead of not any in negations. 
e.g. They haven’t got any friends./ They’ve got no friends. 
 
● We use some in questions when we are making an offer or a request. 
e.g. Would you like some tea? (offer) 
Can I have some water, please? (request) 
 
 
 COUNTABLE UNCOUNTABLE 
 SINGULAR PLURAL 
+ There is A hat. There is AN apple 
There are SOME hats. There is SOME bread. 
He has got SOME 
money. 
- There isn’t A hat. There isn’t AN apple 
There aren’t ANY apples. 
They have got NO friends. 
There isn’t ANY bread. 
There is NO bread. 
? Is there AN apple? Are there ANY apples? Is there ANY bread? 
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? SOME= When we are making an offer or a request. Would you like some tea? Can I have some water, 
please? Would you like some apples? 
 
● We can use ANY or SOME without a noun, when it is clear what we are talking about. 
e. g. I’m making some tea. Do you want some? 
Can I have some water? I haven’t got any. 
 
 
SOMEONE/SOMETHING/SOMEWHERE 
● Someone/somebody (a person), something (a thing) and somewhere (in/to/at a 
place) are used in positive statements. 
e.g. There is somebody in the garden. 
He lives somewhere near Park Road. 
 
● Anyone/anybody, anything and anywhere are used in questions and negations. 
e.g. Is there anything in your bag? 
There isn’t anything in my bag. 
 
When we use any, anyone/anybody, anything and anywhere in affirmative statements, 
there is a difference in meaning. 
a) You can call me any time you like. (It doesn’t matter when) 
b) Anyone/Anybody can go to the new sports centre. (It doesn’t matter who goes.) 
c) You can ask me anything you want. (It doesn’t matter what.) 
d) We can go anywhere you wish. (It doesn’t matter where.) 
 
● No one/ nobody, nothing and nowhere can be used in negations instead of not 
anyone/anybody, not anything and not anywhere. 
Compare: There isn’t anybody in the room// There is nobody in the room. 
 
 
● We use every before singular countable nouns. 
e.g. Every student must come to school on time. 
● We use the pronouns everyone/everybody/everything and the adverb everywhere in 
affirmative, interrogative and negative sentences. We use a singular verb, with these 
words. 
e.g. Is everybody here? // Everything you need ison that desk 
 
A LOT OF- MUCH –MANY 
 
✔ We usually use a lot of/ lots of in positive statements with plural countable 
nouns and uncountable nouns. We omit of when a lot/lots is not followed by a 
noun. 
e.g. Helen’s got a lot of/lots of friends. 
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There’s a lot of sugar in that bowl. 
Have you got many photos? Yes, I’ve got a lot. 
 
✔ We usually use much and many in questions and negations. Much is followed by 
uncountable nouns and many is followed by plural countable nouns. 
e.g. Is there much milk in the fridge?- There isn’t much tea left. 
Have you got many friends? I haven’t got many friends. 
✔ We use how much and how many in questions and negations. 
How much + uncountable noun □ to know an exact amount 
How many +countable noun □ to know an exact number 
e.g. ‘How much sugar do you take in your tea?’ ‘Just a spoonful’ 
‘How many students are there in your class? ‘There are fifteen’ 
 
 
 COUNTABLE (PLURAL) UNCOUNTABLE 
+ Helen has got A LOT OF friends. Helen has got LOTS OF friends. 
There is A LOT OF sugar. 
There is LOTS OF sugar. 
- There aren’t MANY eggs to make a cake. 
There aren’t ENOUGH eggs to make 
a cake. 
I haven’t got MUCH money to buy a car. 
I haven’t got ENOUGH money to buy a 
car. 
? Have you got MANY friends? HOW MANY students are there un 
your class? 
Is there MUCH milk in the fridge? 
HOW MUCH sugar do you take in your 
tea? 
 
✔ NOT ENOUGH : It means ‘ less/fewer than we want’ 
I haven’t got enough money to buy a car. 
TOO MANY- TOO MUCH 
▪ Too many can be used with plural countable nouns and has a negative meaning. It 
shows that there is more of something than is wanted or needed. 
e.g. There are too many cars on the road. We won’t get to the reception on time. 
 
▪ Too much can be used with uncountable nouns and has a negative meaning. It shows 
that there is more of something than is wanted or needed. 
e.g. She spent too much money last month. She can’t play her bills now. 
 
A FEW/ FEW-A LITTLE/LITTLE 
 
o We use a few/few with plural countable nouns. 
A few means ‘not many, but enough’ 
e.g. We’ve got a few oranges. We can make some juice. 
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Few means ‘hardly any, almost none’ and can go with very for emphasis. 
e.g. There are (very) few biscuits in the box. It is almost empty. 
 
o We use a little/little with uncountable nouns, 
A little means ‘ not much, but enough’ 
e.g. She has got a little time. She can go shopping. 
Little means ‘hardly any, almost nothing’ and can go with very for emphasis. 
e.g. We have got (very) little coffee. There is not enough for all of us. 
 
 
COUNTABLE UNCOUNTABLE 
A FEW ‘not many/much but 
enough’ 
A LITTLE 
FEW ‘ hardly any, almost none’ LITTLE 
 
 http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=31662 
http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=31663 
http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=31664 
 
 https://www.curso-ingles.com/aprender/cursos/nivel-intermedio 
 https://es.liveworksheets.com/search.asp?content=quantifiers 
 PRONOUNS AND POSSESSIVES 
PERSONAL PRONOUNS 
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http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=31662
http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=31663
http://www.institutodelmilagro.com/moodle/mod/quiz/view.php?id=31664
https://www.curso-ingles.com/aprender/cursos/nivel-intermedio
https://es.liveworksheets.com/search.asp?content=quantifiers
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Instituto Superior Del Milagro N° 8.207 
Alvarado 951 y 1.164 – Salta Capital – CP 4400Tel. (0387) 4311519 -4312643 
SITIO WEB: www.institutodelmilagro.com 
 
 
 
 
The subject of a sentence is the person or thing that performs the action of the verb. Subject 
pronouns are used when the pronoun is the subject of the sentence. 
E.g. You are tall 
 
Object pronouns function as the object of the verb and are located after the verb that they 
complement or after prepositions such as ‘for’, ‘to’, ‘with’ and ‘at’. 
E.g. I can help you. - It is for you. 
 
● Form 
 
 
SINGULAR PLURAL 
Subject pronouns I you he she it we you they 
Object pronouns me you him her it us you them 
 
● Use 
We use subject pronouns before the verb. We use object pronouns after the verb. 
 
Cristina likes David. → She likes him. 
Michael loves the children. → He loves them. 
 
- We use the pronouns it, they and them for things and animals. But if we know the sex of 
an animal we can also use he/she/him/her. 
‘There’s a fox in our garden. It eats the food from the bins’ 
Jack has a cat called Fluffy. She is three years old. 
 
- We also use object pronouns after prepositions (e.g. near, to, of) and after the verb be: 
Mr and Mrs Jenson live near us. 
‘Who’s that? It’s me’ 
 
POSSESSIVES 
-Possessive forms of nouns 
● We use noun+’s or ‘ to show that something belongs to someone. 
 
singular nouns add ‘s My mother’s car 
plural nouns that end in s add ‘ parents’ house 
plural nouns that don’t end in s add ‘s children’s books 
 
-We use noun +’s or ‘ for people and animals 
I’m using my friend’s mobile phone. 
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What is your cat’s name? 
-We can use noun + ‘s or ‘ alone: 
● when the meaning is clear: ‘Is this Lucy’s mobile phone?’ ‘No, it’s Amanda’s’ 
● for people’s home: Shall we go to Sally’s? 
● to talk about some shops and services: I need to go to the doctor’s 
 
● We usually use of + noun for things and places. 
E.g. We visited the centre of Madrid- What happens at the end of the film? 
 
We don’t usually use of + noun for people. We don’t usually use noun + ‘s or ‘ for things. 
 
- Possessive adjectives and pronouns 
 
● Form 
 
SINGULAR PLURAL 
subject pronouns I you he she it we you they 
possessive 
adjectives 
my your his her its our your their 
possessive 
pronouns 
mine yours his hers - ours yours theirs 
 
● Possessive adjectives tell us who things belong to. We put them before a noun. 
E.g. Jenny’s brother is called David → Her brother is called David. 
 
The possessive adjective depends on the noun it replaces, NOT the noun that follows it: 
John’s mother= his mother (her mother) 
● We can use possessive pronouns instead of a possessive adjective + noun: 
Is that your mobile phone? → Is that yours? 
No, it isn’t my mobile phone → No, it isn’t mine. 
It’s Clara’s mobile phone → It’s hers. 
 
 
 
DEMONSTRATIVE PRONOUNS 
● Form 
WHOSE? We often use Whose? Instead of ‘ Who does it belong to?’ 
‘Whose phone is this?’ ‘It’s Clara’s’ 
‘Whose are these?’ ‘ I don’t know- they aren’t mine’ 
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Alvarado 951 y 1.164 – Salta Capital – CP 4400Tel. (0387) 4311519 -4312643 
SITIO WEB: www.institutodelmilagro.com 
 
 
 
 
 
 
ADJECTIVE(before a noun) PRONOUN (without a noun) 
singular This coat is expensive This is expensive. 
That building is beautiful. That is beautiful. 
plural These coats are expensive. These are expensive. 
Those buildings are beautiful. Those are beautiful. 
-We use this and these to talk about things that are near us. We use that and those for things 
that are not near us. 
 
E.g. I need some new glasses- these are broken. 
I’d like some pens- how much are those on the top shelf? 
 
-We also use this/these to talk about now or a time that is near us. We use that/those to talk 
about a situation in the past.