Solucionario completo del libro de Inglés 3 ESO Oxford con todos los ejercicios resueltos paso a paso. Aquí encontrarás la resolución detallada de cada ejercicio para preparar tus exámenes con total confianza.
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Tema 1 — Present Perfect vs Past Simple
Present Perfect (have/has + past participle) connects past to present: experiences (Have you ever been to London?), unfinished time (I have studied today), recent events with just. Past Simple is for completed actions at a specific time: I went to London last year. Key distinction: Present Perfect = no specific time or unfinished time period; Past Simple = specific finished time (yesterday, in 2020, last week, ago).
Conceptos clave:
Present Perfect: have/has + past participle
Past Simple: -ed or irregular form
No specific time → Present Perfect
Specific finished time → Past Simple
Key words PP: ever, never, just, already, yet, since, for
0/5 ejercicios completados
Ejercicio 1Básico
"I have never ___ (give) to Japan."
💡 Pista: Past participle of give.
📝 Ver solución paso a paso
Paso 1have + **given**
Ejercicio 2Básico
"She ___ (go) to Paris last summer." — Present Perfect or Past Simple?
💡 Pista: "Last summer" = specific past time → Past Simple.
📝 Ver solución paso a paso
Paso 1Specific time (last summer) → Past Simple → **went**
Ejercicio 3Intermedio
"I have lived here ___ (since/for) 5 years."
💡 Pista: 5 years = period of time.
📝 Ver solución paso a paso
Paso 1Period → **for** five years
Ejercicio 4Intermedio
"Have you ___ (ever/never) been to Japan?" (question)
💡 Pista: Questions use "ever".
📝 Ver solución paso a paso
Paso 1Questions → **ever**: "Have you ever been...?"
Ejercicio 5Avanzado
"She has ___ (just/yet) arrived — she walked in 2 minutes ago."
💡 Pista: Very recent = just.
📝 Ver solución paso a paso
Paso 1Very recent action → **just**: "has just arrived"
Tema 2 — Past Perfect
The Past Perfect (had + past participle) describes an action completed before another past action. «When I arrived, the film had already started» (started = before arrived). Time expressions: already, just, never, by the time, after, before. Often combined with Past Simple: the earlier action uses Past Perfect, the later one uses Past Simple. «She had studied English before she moved to London.»
Conceptos clave:
Past Perfect: key grammar/vocabulary point
Tema 3 — Second Conditional
The Second Conditional expresses unreal or hypothetical present/future situations. Form: If + Past Simple, would + base form. «If I were rich, I would travel the world.» (I’m not rich → unreal). Use were for all persons in formal English (If I were, If she were). Could/might replace would for possibility: «If I had time, I could/might help you.» Compare: 1st Conditional (real possibility) vs 2nd Conditional (unreal/hypothetical).
Conceptos clave:
Form: If + Past Simple, would + base form
Unreal present: «If I were rich…» (I’m not)
Were for all persons (formal): If I/she/he were
Could/Might replace would for possibility
1st vs 2nd: real possibility vs unreal/hypothetical
0/5 ejercicios completados
Ejercicio 1Básico
"If I ___ (be) rich, I would travel the world."
💡 Pista: 2nd Conditional: If + Past Simple. Use "were" for all persons.
📝 Ver solución paso a paso
Paso 1If + Past Simple → **were**: "If I were rich..."
Ejercicio 2Básico
"If she had time, she ___ (help) you."
💡 Pista: Result clause of 2nd Conditional: would + base form.
📝 Ver solución paso a paso
Paso 1would + base → **would help**
Ejercicio 3Intermedio
Is this 1st or 2nd Conditional? "If I won the lottery, I would buy a house."
💡 Pista: Winning the lottery is hypothetical/unlikely.
"If I ___ (know) the answer, I would tell you." (but I don't know)
💡 Pista: Unreal present → Past Simple.
📝 Ver solución paso a paso
Paso 1Unreal present → **knew**: "If I knew..."
Ejercicio 5Avanzado
"If it rained, we ___ (can) stay home." (possibility)
💡 Pista: Could = would be able to / would be possible.
📝 Ver solución paso a paso
Paso 1Possibility in 2nd Conditional → **could**: "we could stay home"
Tema 4 — Passive voice — all tenses
Passive voice shifts focus from the doer to the action or receiver. Formation: subject + be (in the correct tense) + past participle. Present Simple: «English is spoken worldwide.» Past Simple: «The bridge was built in 1900.» Present Perfect: «The report has been finished.» Future: «The project will be completed tomorrow.» The agent (by + person) is optional and usually omitted when unknown or obvious.
Conceptos clave:
Passive voice — all tenses: key grammar/vocabulary point
Tema 5 — Reported speech
Reported speech (indirect speech) tells what someone said without quoting exactly. Tense backshift: Present Simple → Past Simple, Present Continuous → Past Continuous, Past Simple → Past Perfect, will → would, can → could. Pronoun changes: I → he/she, my → his/her. Time/place changes: today → that day, here → there, now → then, yesterday → the day before, tomorrow → the next day. Reporting verbs: said, told, asked, explained, suggested.
Time changes: today→that day, here→there, now→then
Say vs Tell: say (that) / tell someone (that)
Questions: asked if/whether (yes/no) or asked wh- word
Tema 6 — Relative clauses: defining and non-defining
Defining relative clauses give essential information (no commas): «The man who called is my uncle.» Non-defining add extra information (with commas): «My uncle, who lives in Madrid, called me.» Pronouns: who (people), which (things), that (people/things, only in defining), where (places), when (times), whose (possession). In defining clauses, who/which/that can be omitted when they are the object.
Conceptos clave:
Relative clauses: defining and non-defining: key grammar/vocabulary point
Tema 7 — Modal verbs: might, could, should
Might expresses possibility (less certain than may): «It might rain later.» Could expresses past ability (I could swim when I was 5), possibility (It could be true), or polite requests (Could you help me?). Should gives advice or expresses expectation: «You should study more» (advice); «The train should arrive at 3″ (expectation). Must vs can’t for deduction: «She must be tired» (I’m sure she is) / «He can’t be 20» (I’m sure he isn’t).
Conceptos clave:
Might: possibility (less certain)
Could: past ability, possibility, polite request
Should: advice, expectation
Must: deduction (sure it’s true)
Can’t: deduction (sure it’s NOT true)
Tema 8 — Phrasal verbs
Phrasal verbs combine a verb with a preposition/adverb to create a new meaning. Common ones: look after (care for), look for (search), look up (find information), give up (stop trying), turn on/off (activate/deactivate), put off (postpone), get on with (have a good relationship), carry on (continue), find out (discover), take off (remove / plane departs). Separable: «Turn the light off» or «Turn off the light.» Inseparable: «Look after the children» (NOT «Look the children after»).
Conceptos clave:
Phrasal verbs: key grammar/vocabulary point
Tema 9 — Connectors and linking words
Connectors link ideas logically. Addition: moreover, furthermore, in addition, also. Contrast: however, nevertheless, on the other hand, although, despite. Cause: because, since, as, due to. Result: therefore, consequently, as a result, so. Sequence: firstly, secondly, then, finally. Example: for instance, for example, such as. Conclusion: in conclusion, to sum up, all in all.
Conceptos clave:
Connectors and linking words: key grammar/vocabulary point
Tema 10 — Writing: essays and emails
An essay has a clear structure: introduction (hook + thesis statement), body paragraphs (one idea per paragraph, with topic sentence + supporting details + examples), conclusion (restate thesis + final thought). A formal email uses: Dear Mr/Ms…, I am writing to…, I would be grateful if…, Yours sincerely/faithfully. An informal email uses: Hi/Hey…, Just wanted to…, See you soon, Take care.
Conceptos clave:
Writing: essays and emails: key grammar/vocabulary point
Tema 11 — Reading comprehension strategies
Skimming: reading quickly to get the general idea — look at title, headings, first/last sentences. Scanning: searching for specific information — dates, names, numbers. Intensive reading: reading carefully for full understanding. Context clues: guess meaning from surrounding words, word parts (prefixes/suffixes), or the overall topic. Inference: understanding what is implied but not directly stated.
Conceptos clave:
Reading comprehension strategies: key grammar/vocabulary point
Tema 12 — Use of English
Word formation: change word class using affixes. Noun→Adjective: danger→dangerous, beauty→beautiful. Verb→Noun: employ→employment, arrive→arrival. Adjective→Adverb: quick→quickly, happy→happily. Collocations: words that naturally go together: make a decision (NOT do a decision), do homework, take a photo, heavy rain, fast food.