Tiempos Pasados en Inglés

UNLaR        Lic. y Prof. en Psicopedagogía        Inglés

Prof. Gabriela M. Czékus        Tiempos pasados

Tiempos Pasados en Inglés

El pasado simple o pretérito se usa:

• Acciones que ocurrieron en un momento puntual en el pasado, en otras palabras, sabemos cuándo ocurrieron.

St. Peter´s church in Montorio started in the 12th century.

• Para expresar acciones que ocurrieron con cierta frecuencia pero que ya no ocurren.

During the Middle Ages, glass workers used to produce large panes of flat glass, but the quality was poor and by the 18th century this type of window glass was replaced by crown glass.

• Para expresar acciones que ocurrieron consecutivamente, un evento después del otro.

Before building his house, the client chose the lot; then, he looked for an architect; after that, he picked up a plan, and finally, the construction of the house started.

Se reconoce este tiempo verbal por las siguientes estructuras:

1. El Verbo “to be”

Su forma cambia con respecto a número: singular (was) o plural (were)

También cambia cuando se niega (wasn´t / weren´t)

1. Otros verbos

Su forma varía de acuerdo con el tipo de verbo que expresa la acción: regular o irregular y de acuerdo con lo que queremos expresar: afirmar, negar o preguntar.

Los verbos regulares forman su pasado agregando –ed/-d/-ied al verbo en infinitivo cuando afirmamos. Ej: invent – invented / use –used / study – studied

Cuando preguntamos y negamos se usa el auxiliar did /didn´t y el verbo en su forma base o infinitivo. Ej:

He worked downtown – He did not (didn´t) work downtown – Did he work downtown?

Los verbos irregulares no agregan la terminación –ed/ -d/ -ied. Ej: take - took/ begin – began. Pero sí siguen el mismo parámetro para las preguntas y negaciones.

Actividades:

1. Observar atentamente el siguiente artículo y marcar en él todas las transparencias léxicas y palabras conocidas. ¿De qué trata el texto?

http://en.wikipedia.org/wiki/History_of_education#Formal_education_in_the_Middle_Ages_.28500-1600_AD.29

Formal education in the Middle Ages (500-1600 AD)

Europe

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The Abbey of Cluny was one of the most influential

During the Early Middle Ages, the monasteries of the Roman Catholic Church were the centres of education and literacy, preserving the Church's selection from Latin learning and maintaining the art of writing. Prior to their formal establishment, many medieval universities were run for hundreds of years as Christian cathedral schools or monastic schools (Scholae monasticae), in which monks taught classes; evidence of these immediate forerunners of the later university at many places dates back to the early 6th century.

The first medieval institutions generally considered to be universities were established in Italy, France, and England in the late 11th and the 12th centuries for the study of arts, law, medicine, and theology. These universities evolved from much older Christian cathedral schools and monastic schools, and it is difficult to define the date on which they became true universities, although the lists of studia generalia for higher education in Europe held by the Vatican are a useful guide.

Ireland became known as the island of saints and scholars. Monasteries were built all over Ireland and these became centres of great learning (see Celtic Church).

Northumbria was famed as a centre of religious learning and arts. Initially the kingdom was evangelized by monks from the Celtic Church, which led to a flowering of monastic life, and Northumbria played an important role in the formation of Insular art, a unique style combining Anglo-Saxon, Celtic, Byzantine and other elements. After the Synod of Whitby in 664 AD, Roman church practices officially replaced the Celtic ones but the influence of the Anglo-Celtic style continued, the most famous examples of this being the Lindisfarne Gospels. The Venerable Bede (673-735) wrote his Historia ecclesiastica gentis Anglorum (Ecclesiastical History of the English People, completed in 731) in a Northumbrian monastery, and much of it focuses on the kingdom.

During the reign of Charlemagne, King of the Franks from 768 – 814 AD, whose empire united most of Western Europe for the first time since the Romans, there was a flowering of literature, art, and architecture known as the Carolingian Renaissance. Brought into contact with the culture and learning of other countries through his vast conquests, Charlemagne greatly increased the provision of monastic schools and scriptoria (centres for book-copying) in Francia. Most of the surviving works of classical Latin were copied and preserved by Carolingian scholars.

Charlemagne took a serious interest in scholarship, promoting the liberal arts at the court, ordering that his children and grandchildren be well-educated, and even studying himself under the tutelage of Paul the Deacon, from whom he learned grammar, Alcuin, with whom he studied rhetoric, dialect and astronomy (he was particularly interested in the movements of the stars), and Einhard, who assisted him in his studies of arithmetic. The English monk Alcuin was invited to Charlemagne's court at Aachen, and brought with him the precise classical Latin education that was available in the monasteries of Northumbria. The return of this Latin proficiency to the kingdom of the Franks is regarded as an important step in the development of mediaeval Latin. Charlemagne's chancery made use of a type of script currently known as Carolingian minuscule, providing a common writing style that allowed for communication across most of Europe. After the decline of the Carolingian dynasty, the rise of the Saxon Dynasty in Germany was accompanied by the Ottonian Renaissance.

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