The document provides an overview of the types of questions and grammar content covered in an English exam for high school students. It discusses 7 types of questions: 1) text comprehension, 2) hypothetical, 3) opinion-based, 4) morphosyntactic exercises, 5) vocabulary exercises, 6) pronunciation exercises, and 7) summaries. It also outlines 2 grammar content areas: 1) question formation and 2) the subjunctive and passive voices. The document aims to prepare students for the variety of questions and grammar assessments they may encounter on the exam.
This document is a syllabus for an intermediate fiction writing course. It outlines the course objectives, which are to help students improve their understanding and use of fiction techniques, provide insightful feedback on peer's work, and write three original stories using different points of view. It details the required readings, which include several short story collections and fiction podcasts. Students will be evaluated based on three short stories they write in different points of view, several writing exercises, and written feedback provided on peer's stories. The class will initially meet synchronously via Zoom and include discussions of readings, writing assignments, and peer workshops.
This document is the syllabus for an intermediate fiction writing course. It outlines the course objectives, which include conveying an understanding of fiction techniques, accurately using terminology to discuss stories, offering revision advice, and writing and revising three original stories. It lists required texts and materials, including short story collections and podcasts. It describes the course assignments, which are three short stories using different points of view, several writing exercises, peer workshops and responses, and a final portfolio. It provides policies on readings, notebooks, feedback, workshops, and formatting assignments. The grading system is also outlined, with points allocated to assignments and workshops.
The document provides information about an English Reading and Writing exam that lasts 1 hour and 30 minutes. It is divided into two sections - a 45 minute reading section with 4 comprehension questions, and a 45 minute writing section. The reading questions require students to answer questions about characters and language techniques used in given passages. The writing section involves either describing an image or starting a story based on a given theme. The document provides sample questions and guidance on how to structure answers.
This document is an English IV syllabus that outlines the course requirements and expectations for the second semester. It includes:
1) Materials needed such as writing utensils, paper, and notes from previous classes.
2) Hall pass rules that limit students to only two passes per semester to ensure they do not leave class excessively.
3) Policies on skipping class where students will not be allowed to make up missed work or tests if absent without an excuse.
4) Semester requirements such as learning MLA format and completing a group project analyzing a time period from a literature book through a presentation.
5) An individual writing portfolio where students must revise four pieces of writing for
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. 'The Student Guide To Writing Better Sentences In The English Classroom 2' shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis
*Persuasive writing
*Poetry analysis
*Comparative analysis
*Creative writing
*Reflective writing
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 2' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
This blog post provides summaries of various topics related to English literature and language teaching. It discusses a reflective blog about a lecture series on English language teaching techniques. It also summarizes the plot of the novel "Waiting for the Barbarians" including details about the author John Maxwell Coetzee and characters. Finally, it previews additional topics that will be discussed in future blog posts, including post-colonialism, structuralism, and films related to post-colonial studies.
The document provides guidance for students taking a Paper 1 English exam, which consists of two sections:
1) A reading comprehension section with various question types to test understanding of an unseen passage.
2) A writing section requiring a descriptive piece (Section B1) and narrative/personal writing (Section B2), each with tips on style, content, and structure. Suggestions include using vivid verbs, adjectives, and sensory details for descriptive writing, and drawing on personal experiences for the narrative.
This document is a syllabus for an intermediate fiction writing course. It outlines the course objectives, which are to help students improve their understanding and use of fiction techniques, provide insightful feedback on peer's work, and write three original stories using different points of view. It details the required readings, which include several short story collections and fiction podcasts. Students will be evaluated based on three short stories they write in different points of view, several writing exercises, and written feedback provided on peer's stories. The class will initially meet synchronously via Zoom and include discussions of readings, writing assignments, and peer workshops.
This document is the syllabus for an intermediate fiction writing course. It outlines the course objectives, which include conveying an understanding of fiction techniques, accurately using terminology to discuss stories, offering revision advice, and writing and revising three original stories. It lists required texts and materials, including short story collections and podcasts. It describes the course assignments, which are three short stories using different points of view, several writing exercises, peer workshops and responses, and a final portfolio. It provides policies on readings, notebooks, feedback, workshops, and formatting assignments. The grading system is also outlined, with points allocated to assignments and workshops.
The document provides information about an English Reading and Writing exam that lasts 1 hour and 30 minutes. It is divided into two sections - a 45 minute reading section with 4 comprehension questions, and a 45 minute writing section. The reading questions require students to answer questions about characters and language techniques used in given passages. The writing section involves either describing an image or starting a story based on a given theme. The document provides sample questions and guidance on how to structure answers.
This document is an English IV syllabus that outlines the course requirements and expectations for the second semester. It includes:
1) Materials needed such as writing utensils, paper, and notes from previous classes.
2) Hall pass rules that limit students to only two passes per semester to ensure they do not leave class excessively.
3) Policies on skipping class where students will not be allowed to make up missed work or tests if absent without an excuse.
4) Semester requirements such as learning MLA format and completing a group project analyzing a time period from a literature book through a presentation.
5) An individual writing portfolio where students must revise four pieces of writing for
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. 'The Student Guide To Writing Better Sentences In The English Classroom 2' shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis
*Persuasive writing
*Poetry analysis
*Comparative analysis
*Creative writing
*Reflective writing
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 2' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
This blog post provides summaries of various topics related to English literature and language teaching. It discusses a reflective blog about a lecture series on English language teaching techniques. It also summarizes the plot of the novel "Waiting for the Barbarians" including details about the author John Maxwell Coetzee and characters. Finally, it previews additional topics that will be discussed in future blog posts, including post-colonialism, structuralism, and films related to post-colonial studies.
The document provides guidance for students taking a Paper 1 English exam, which consists of two sections:
1) A reading comprehension section with various question types to test understanding of an unseen passage.
2) A writing section requiring a descriptive piece (Section B1) and narrative/personal writing (Section B2), each with tips on style, content, and structure. Suggestions include using vivid verbs, adjectives, and sensory details for descriptive writing, and drawing on personal experiences for the narrative.
The document summarizes a poem about feeling discarded and unwanted, like various objects that are no longer useful. The persona compares themselves to a broken toy, empty cans, a dirty pan, and other items that are neglected. Throughout the poem, the persona expresses feeling ignored, forgotten, and having no purpose, similar to the discarded objects mentioned. The summary analyzes the persona's emotions and how they relate themselves to unused and thrown away items.
This document contains tips and rules for paragraphing, writing descriptions, writing arguments, analyzing poetry, and includes examples of imagery, figurative language, rhetorical devices, and outlining structures for writing essays. It aims to provide guidance to the reader on different writing styles, techniques, and frameworks through definitions and examples.
AQA- Power and Conflict Revision ResourceAmjad Ali
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
AQA Power and Conflict Poetry Revision Guided_begg1
This poem is about the ruins of a colossal statue discovered in the desert, once depicting the Egyptian Pharaoh Ozymandias. The statue is now in decay, with only fragmented legs and a shattered face remaining. An inscription on the pedestal proclaims "My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" However, nothing else remains around the statue but the lone and level sands stretching into the distance, illustrating how the Pharaoh's boasted power and legacy have been reduced to nothing by the passage of time. The poem reflects on the fleeting nature of even the greatest human achievements and empires in the face of inevitable ruin.
This document contains information and instructions related to student assessments, assignments, and activities in various subjects. It includes formats and criteria for notebooks, book reports, spelling tests, vocabulary, discussions, and recitations. Specific requirements are provided for areas like notebook organization, cover pages, grading rubrics, and participation expectations for different activities.
Revision Booklet for GCSE English Unit 2 Examwhslaura
The document provides information about an upcoming Unit 2 exam. It will include two pieces of transactional writing worth 20 marks each. This exam is worth 20% of the student's final GCSE grade. The document then discusses transactional writing, including its purpose, audience, and format. It provides examples of different types of texts that may be included such as leaflets, reports, letters, speeches, articles, and reviews. For each text type, features and guidelines are outlined. The last sections discuss writing under pressure, context, and planning transactional writing responses.
This lesson plan outlines a class that begins with greetings, checking attendance, and reviewing the previous lesson. It then introduces a new lesson on writing fragment sentences. The plan lists objectives for students to realize how to write fragment sentences, identify them, and practice using them accurately and effectively. It provides details on timing, content, the lecturer's activities in explaining concepts and examples, and expected student activities like answering questions and practicing examples.
This document outlines an agenda for a multi-day writing workshop, covering topics such as brainstorming, increasing reader interest through punctuation, character development, plot structure, grammar conventions, and editing writing through comma rules. It provides guidance, prompts, and activities for students on revising drafts to improve story elements like setting, characters, and plot sequence. Time is allotted for breaks, partner discussions, and independent writing.
A slideshow to support first year GCSE students to write a coursework essay examining Poe's use of tension in his short stories. It follows on from my slideshow 'The 10 Golden Rules of essay writing'
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
The document provides a study plan outline for reviewing English in the second semester of 6th grade in Vietnam. It includes the following grammar points: present simple tense, near future tense, present continuous tense, prepositions, comparisons, suggestions, quantifiers like 'some' and 'any', and question words. Sample sentences are provided to illustrate each grammar point along with rules and usage. Exercises are included asking students to complete sentences using the target grammar structures.
This lesson plan outlines activities for a class including greeting students, reviewing a previous lesson, introducing a new lesson, and setting objectives for students to be able to identify and practice the differences between using "Will" and "Be Going To". The plan provides timing for each section, details of content to be covered, and examples of what the lecturer and students will do during each part of the class.
This document is a lesson plan for an English class focusing on unusual jobs and circuses. The 80-minute lesson involves a warm-up activity reviewing jobs vocabulary, presenting a reading on a flea circus manager, developing speaking and writing skills through discussion and answering questions about the reading, listening to descriptions of unusual jobs, and completing a homework assignment. The plan demonstrates integration of skills, includes aims, procedures, materials, potential issues and their solutions, and assessment. It received a high score of 8.5 out of 10 for its organization, coherence, learning aims, activities, teaching strategies and classroom management. The supervisor notes it is similar to previous plans and recommends more innovative activities.
This lesson plan outlines a class that will be taught over 100 minutes. It includes the following sections:
- Warm up activities like greetings, attendance, and reviewing the previous lesson for 30 minutes. This involves students arranging chairs, answering questions, and providing examples.
- A review of the key points from the previous lesson for 30 minutes where the lecturer asks students for more ideas and examples.
- An introduction to the new lesson topic over 100 minutes. This includes pre-teaching the chapter outlines and lesson objectives. The objectives are for students to understand, identify, practice, and use pronouns accurately.
This document provides instructions and activities for a student to work on over the summer to practice their English skills. It recommends using textbooks, notebooks, CDs and the English department website. It suggests finding someone to help, or working with a dictionary if alone. The student is asked to complete a summer diary by writing weekly about their weekends. They are also prompted to imagine their future and describe a picture from their summer. The goal is for the student to continue practicing English when not in school.
The lesson plan is for a 7th grade English class and focuses on completing tasks related to a short story they have been reading. It includes 3 activities: 1) completing a worksheet with comprehension questions and writing tasks, 2) reading the ending of the story and planning a role play, and 3) providing feedback and transitioning to the next lesson. The plan scaffolds support for students through explanation, examples, think-pair-shares, and checking for understanding throughout. It aims to develop reading comprehension, writing skills, and oral production through engaging tasks tied to the story content.
This document discusses ways to teach verb tenses through cross-curricular tasks. It notes that discussing language in the context of communication tasks is more effective than traditional grammar teaching alone. Example tasks are provided for teaching the present simple, future, and past tenses across subjects like English literature, geography, art, and science. Suggestions are made for how teachers can model correct verb forms and engage students in practicing tenses within communicative tasks. Cloze exercises and substitution tables are also proposed for structured practice of verb forms.
Este curso de inglés está dirigido a personas adultas que buscan mejorar sus habilidades comunicativas en el idioma inglés. Este curso es una introducción a las bases gramaticales del idioma a través del desarrollo de actividades enfocadas en el Writing, Listening, Reading and Speaking. En el proyecto final los estudiantes serán capaces de aplicar los conceptos vistos para comunicar con oraciones simples en diferentes escenarios cotidianosEste curso de inglés está dirigido a personas adultas que buscan mejorar sus habilidades comunicativas en el idioma inglés. Este curso es una introducción a las bases gramaticales del idioma a través del desarrollo de actividades enfocadas en el Writing, Listening, Reading and Speaking. En el proyecto final los estudiantes serán capaces de aplicar los conceptos vistos para comunicar con oraciones simples en diferentes escenarios cotidianos
This virtual English course is designed for adult beginners and focuses on developing basic communication skills in listening, speaking, reading and writing English through practical activities over three weeks and 10 themes. The course takes a communicative approach and active learning model, where students take responsibility for their own learning. Themes covered include pronouns, articles, prepositions, nouns, adjectives, verbs, sentence structure, verb tenses, numbers and time, and Christmas vocabulary.
This document contains a lesson plan that includes:
1. Objectives for the lesson, materials needed, and timing for each section.
2. Details on welcoming students, checking attendance, reviewing the previous lesson, and introducing the new lesson. Student activities are listed along with the lecturer's activities.
3. The new lesson will cover chapter outlines on a topic over 100 minutes and include pre-teaching activities.
The document contains a lesson plan template with sections for objectives, materials, timing, content, lecturer activities, and student activities. It includes 11 slides on teaching adverbs with definitions, classifications, examples, and exercises for students to practice identifying and using adverbs. The lecturer is to explain adverbs and encourage students to provide real-world examples for comparisons.
The document summarizes a poem about feeling discarded and unwanted, like various objects that are no longer useful. The persona compares themselves to a broken toy, empty cans, a dirty pan, and other items that are neglected. Throughout the poem, the persona expresses feeling ignored, forgotten, and having no purpose, similar to the discarded objects mentioned. The summary analyzes the persona's emotions and how they relate themselves to unused and thrown away items.
This document contains tips and rules for paragraphing, writing descriptions, writing arguments, analyzing poetry, and includes examples of imagery, figurative language, rhetorical devices, and outlining structures for writing essays. It aims to provide guidance to the reader on different writing styles, techniques, and frameworks through definitions and examples.
AQA- Power and Conflict Revision ResourceAmjad Ali
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
AQA Power and Conflict Poetry Revision Guided_begg1
This poem is about the ruins of a colossal statue discovered in the desert, once depicting the Egyptian Pharaoh Ozymandias. The statue is now in decay, with only fragmented legs and a shattered face remaining. An inscription on the pedestal proclaims "My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" However, nothing else remains around the statue but the lone and level sands stretching into the distance, illustrating how the Pharaoh's boasted power and legacy have been reduced to nothing by the passage of time. The poem reflects on the fleeting nature of even the greatest human achievements and empires in the face of inevitable ruin.
This document contains information and instructions related to student assessments, assignments, and activities in various subjects. It includes formats and criteria for notebooks, book reports, spelling tests, vocabulary, discussions, and recitations. Specific requirements are provided for areas like notebook organization, cover pages, grading rubrics, and participation expectations for different activities.
Revision Booklet for GCSE English Unit 2 Examwhslaura
The document provides information about an upcoming Unit 2 exam. It will include two pieces of transactional writing worth 20 marks each. This exam is worth 20% of the student's final GCSE grade. The document then discusses transactional writing, including its purpose, audience, and format. It provides examples of different types of texts that may be included such as leaflets, reports, letters, speeches, articles, and reviews. For each text type, features and guidelines are outlined. The last sections discuss writing under pressure, context, and planning transactional writing responses.
This lesson plan outlines a class that begins with greetings, checking attendance, and reviewing the previous lesson. It then introduces a new lesson on writing fragment sentences. The plan lists objectives for students to realize how to write fragment sentences, identify them, and practice using them accurately and effectively. It provides details on timing, content, the lecturer's activities in explaining concepts and examples, and expected student activities like answering questions and practicing examples.
This document outlines an agenda for a multi-day writing workshop, covering topics such as brainstorming, increasing reader interest through punctuation, character development, plot structure, grammar conventions, and editing writing through comma rules. It provides guidance, prompts, and activities for students on revising drafts to improve story elements like setting, characters, and plot sequence. Time is allotted for breaks, partner discussions, and independent writing.
A slideshow to support first year GCSE students to write a coursework essay examining Poe's use of tension in his short stories. It follows on from my slideshow 'The 10 Golden Rules of essay writing'
The document provides guidance on approaching and answering the writing questions in Section B of an exam. It discusses the structure and requirements of the shorter and longer writing tasks, including time limits, number of ideas to plan, and how writing will be assessed. It also provides tips on writing techniques to use, such as varying sentence structure, using engaging vocabulary, and crafting powerful openings and closings. Sample marking schemes are included to demonstrate how responses will be evaluated on content and writing skills.
The document provides a study plan outline for reviewing English in the second semester of 6th grade in Vietnam. It includes the following grammar points: present simple tense, near future tense, present continuous tense, prepositions, comparisons, suggestions, quantifiers like 'some' and 'any', and question words. Sample sentences are provided to illustrate each grammar point along with rules and usage. Exercises are included asking students to complete sentences using the target grammar structures.
This lesson plan outlines activities for a class including greeting students, reviewing a previous lesson, introducing a new lesson, and setting objectives for students to be able to identify and practice the differences between using "Will" and "Be Going To". The plan provides timing for each section, details of content to be covered, and examples of what the lecturer and students will do during each part of the class.
This document is a lesson plan for an English class focusing on unusual jobs and circuses. The 80-minute lesson involves a warm-up activity reviewing jobs vocabulary, presenting a reading on a flea circus manager, developing speaking and writing skills through discussion and answering questions about the reading, listening to descriptions of unusual jobs, and completing a homework assignment. The plan demonstrates integration of skills, includes aims, procedures, materials, potential issues and their solutions, and assessment. It received a high score of 8.5 out of 10 for its organization, coherence, learning aims, activities, teaching strategies and classroom management. The supervisor notes it is similar to previous plans and recommends more innovative activities.
This lesson plan outlines a class that will be taught over 100 minutes. It includes the following sections:
- Warm up activities like greetings, attendance, and reviewing the previous lesson for 30 minutes. This involves students arranging chairs, answering questions, and providing examples.
- A review of the key points from the previous lesson for 30 minutes where the lecturer asks students for more ideas and examples.
- An introduction to the new lesson topic over 100 minutes. This includes pre-teaching the chapter outlines and lesson objectives. The objectives are for students to understand, identify, practice, and use pronouns accurately.
This document provides instructions and activities for a student to work on over the summer to practice their English skills. It recommends using textbooks, notebooks, CDs and the English department website. It suggests finding someone to help, or working with a dictionary if alone. The student is asked to complete a summer diary by writing weekly about their weekends. They are also prompted to imagine their future and describe a picture from their summer. The goal is for the student to continue practicing English when not in school.
The lesson plan is for a 7th grade English class and focuses on completing tasks related to a short story they have been reading. It includes 3 activities: 1) completing a worksheet with comprehension questions and writing tasks, 2) reading the ending of the story and planning a role play, and 3) providing feedback and transitioning to the next lesson. The plan scaffolds support for students through explanation, examples, think-pair-shares, and checking for understanding throughout. It aims to develop reading comprehension, writing skills, and oral production through engaging tasks tied to the story content.
This document discusses ways to teach verb tenses through cross-curricular tasks. It notes that discussing language in the context of communication tasks is more effective than traditional grammar teaching alone. Example tasks are provided for teaching the present simple, future, and past tenses across subjects like English literature, geography, art, and science. Suggestions are made for how teachers can model correct verb forms and engage students in practicing tenses within communicative tasks. Cloze exercises and substitution tables are also proposed for structured practice of verb forms.
Este curso de inglés está dirigido a personas adultas que buscan mejorar sus habilidades comunicativas en el idioma inglés. Este curso es una introducción a las bases gramaticales del idioma a través del desarrollo de actividades enfocadas en el Writing, Listening, Reading and Speaking. En el proyecto final los estudiantes serán capaces de aplicar los conceptos vistos para comunicar con oraciones simples en diferentes escenarios cotidianosEste curso de inglés está dirigido a personas adultas que buscan mejorar sus habilidades comunicativas en el idioma inglés. Este curso es una introducción a las bases gramaticales del idioma a través del desarrollo de actividades enfocadas en el Writing, Listening, Reading and Speaking. En el proyecto final los estudiantes serán capaces de aplicar los conceptos vistos para comunicar con oraciones simples en diferentes escenarios cotidianos
This virtual English course is designed for adult beginners and focuses on developing basic communication skills in listening, speaking, reading and writing English through practical activities over three weeks and 10 themes. The course takes a communicative approach and active learning model, where students take responsibility for their own learning. Themes covered include pronouns, articles, prepositions, nouns, adjectives, verbs, sentence structure, verb tenses, numbers and time, and Christmas vocabulary.
This document contains a lesson plan that includes:
1. Objectives for the lesson, materials needed, and timing for each section.
2. Details on welcoming students, checking attendance, reviewing the previous lesson, and introducing the new lesson. Student activities are listed along with the lecturer's activities.
3. The new lesson will cover chapter outlines on a topic over 100 minutes and include pre-teaching activities.
The document contains a lesson plan template with sections for objectives, materials, timing, content, lecturer activities, and student activities. It includes 11 slides on teaching adverbs with definitions, classifications, examples, and exercises for students to practice identifying and using adverbs. The lecturer is to explain adverbs and encourage students to provide real-world examples for comparisons.
This document provides instructions and reviews content around fragments and the short story "The Tell-Tale Heart". It discusses turning fragments into complete sentences, types of fragments like added-detail and missing subject fragments, and applying literary elements to the story like point of view, setting, and characters. Students are assigned homework questions on "The Tell-Tale Heart" and to complete fragment review tests and an outline/draft of an essay for upcoming classes.
This document provides suggestions for encouraging students to speak formally in the classroom by using "thought stems" or sentence starters for different subjects. It recommends displaying the thought stems around the room and directing students to use them when expressing ideas verbally. Examples of thought stems are provided for subjects like English, French, math, and history. Teachers are also encouraged to create their own thought stems tailored for their specific subjects. Differentiating the thought stems for different ability levels is discussed as a way to challenge students' ideas.
This document provides suggestions for how a student can learn and practice English over the summer holidays. It recommends that the student [1] revise their textbooks, notebooks, and CD materials, [2] visit the English Department and blog websites for additional exercises and explanations, and [3] complete a summer diary and photo assignment to document their activities and practice using the present simple tense. While not necessary, it suggests having help from a teacher or friend to review vocabulary, grammar, and pronunciation.
Sample of Instructional Design for DECPPERoya Diehl
Communicative skills involve the ability to interact successfully through listening, speaking, reading, writing, and language usage. Listening and speaking skills are especially important in early childhood development as they allow children to communicate and develop language. Key listening skills include understanding speech, following instructions, and interpreting tone. Speaking skills that should be encouraged include pronunciation, conversation skills like greeting and questioning, and expressing ideas, opinions and information.
Similar to Grammar para bachillerato inglés bueno (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Grammar para bachillerato inglés bueno
1. RESUMEN DE INGLÉS PARA BACHILLERATO
1. TIPOS DE PREGUNTAS
1.PREGUNTAS DE COMPRENSIÓN DEL TEXTO:
Utiliza en tus respuestas expresiones como:
-According to the text..., The text says that..., The text mentions..., The text states that...
2. PREGUNTAS HIPOTÉTICAS:
En las que se supone que debes emplear oraciones condicionales.
- Ejemplo: Where would you like to spend your next few years? I would like to...
3. PREGUNTAS QUE SOLICITAN TU OPINIÓN:
- Ejemplo: What do you think of...? Do you believe...?
Al responder utiliza expresiones como: I think that..., Well, personally, I feel..., I believe..., In my opinion..., From my point of
view..., etc.
4. EJERCICIOS MORFOSINTÁCTICOS:
Deberás demostrar tus conocimientos completando frases, formulando preguntas a respuestas dadas, uniendo oraciones mediante
pronombres relativos o conjunciones, transformando oraciones activas en pasivas, cambiando frases afirmativas en negativas o
interrogativas, reescribiendo en estilo indirecto, poniendo el verbo en infinitivo en su tiempo verbal correspondiente atendiendo al
contexto de la frase, ect.
5. EJERCICIOS DE VOCABULARIO:
Deberás emparejar sinónimos, buscar antónimos, explicar en inglés el significado de varias palabras, usar una misma palabra en dos
frases con significados distintos, derivar palabras de una misma raíz, etc.
6. EJERCICIOS DE PRONUNCIACIÓN:
Su finalidad es comprobar tu conocimiento de la pronunciación de ciertas palabras aparecidas en el texto.
-Ejemplo: Buscar palabras con el mismo sonido vocálico que ea en least.
7. RESÚMENES DEL CONTENIDO DEL TEXTO:
1- Lee el texto y extrae el tema general de que trata.
2- Extrae las ideas fundamentales de cada párrafo. Una vez identificadas, trata de reescribirlas con tus propias palabras.
3- Piensa en el tipo de relación sintáctica que puede establecerse entre estas ideas:
-relación aditiva, -relación alternativa, -relación contrastiva, -relación de causa y efecto,
-relación de ordenación cronológica o lógica.
4- Puedes introducir tu resumen diciendo:
- The text is about..., This is the story of..., The text deals with...
Cuando estés resumiendo el punto de vista del autor puedes iniciar tu resumen:
- The author states/ suggests/ criticizes/ explains/ points out...
5- Presta especial atención a la coherencia entre los tiempos verbales empleados. Si escribes sobre algo que sucedió en el pasado
raramente podrás emplear tiempos de presente. Sin embargo, en el caso de introducir una opinión o comentario personal dentro de la
historia, éstos podrán expresarse en presente.
Ejemplo: Primary school was a mixture of rules and games. I remember that we had to queue to go into class and we had to ask
permission for everything...Some of our teachers were strict but in general they were friendly.... On the whole I have very good
memories of my school days and of the people I worked with.
6. Lee de nuevo tu resumen y corrige posibles errores.
2. 8. REDACCIONES:
1- Lee detenidamente el título de la redacción. Fíjate en el tiempo verbal si lo hubiere. Cerciorate sobre si debes escribir sobre algo ya
ocurrido (tiempos de pasado), rutinas diarias (formas de presente), predicciones (tiempos de futuro) o situaciones hipotéticas
(condicionales).
2- Haz un listado mental de las ideas que quieres tratar. Si no se te ocurre nada, hazte preguntas básicas para describir cualquier
suceso: Who, When, Where, What, How, Why...
- W&A: -Who, When, Where, Weather, What is he/she doing, What happens next...
3- Planifica el vocabulario que vas a emplear. Evita expresiones inglesas de las que no estés muy seguro, y, sobretodo no te inventes
palabras. No es nada aconsejable que traduzcas del castellano. Intenta recordar frases hechas y expresiones aprendidas que puedan
ser empleadas en ese contexto.
4- Tipos de redacciones que pueden salir: - Descriptivas - Narrativas - Argumentativas - Cartas.
5- Organiza tus ideas en dos o tres párrafos.:
- En narraciones: 1- descripción del entorno espacial y temporal de la historia
2- secuencia de acontecimientos
3- final sorprendente
- En redacciones argumentativas:
1- introducción del tema de forma general
2- concretar el tema con ejemplos que sostengan tus argumentos
3- opinión personal y preguntas sobre la validez de los argumentos empleados por otros.
6. Piensa en las partículas y conectores más apropiados para unir tus frases.
7. Procura pensar cuidadosamente cada frase antes de escribirla.
8. Evita repetirte demasiado, ve al grano. No escribas frases demasiado largas con múltiples oraciones subordinadas.
9. Dedica unos minutos a repasar lo escrito. Presta atención a los tiempos verbales que has empleado, la presencia del sujeto, la posición
del adverbio y de los adjetivos...etc.
2. CONTENIDOS GRAMATICALES
1. FORMULACIÓN DE PREGUNTAS:
1. Orden de los elementos:
- Partícula interrogativa Wh-
- Verbo auxiliar
- Sujeto
- Verbo principal
- Objetos
- Complementos circunstanciales
- signo de interrogación ?
Ejemplo: where have you put the books from the library?
* En el present y el past : auxiliar do/does y did. En estos casos el verbo principal: infinitive sin to
Ejemplo: Did they know what to do?
* Si el pronombre interrogativo es el sujeto de la oración: no se utilizará el auxiliar do.
Ejemplos: - Who took the book away?
- What makes you think that way?
2. Pronombres y partículas interrogativas:
- Who? ¿Quién? - Who sings in the bath every morning?
- Whom? ¿A quién? - Whom did you meet? (Se usa muy poco en la actualidad)
- Whose? ¿De quién? - Whose book is this?
- What? ¿Qué? - What is this?
- Which? ¿Qué? ¿Cuál? - Which book do you want?
- How? ¿Cómo? - How do you get to school?
- Where? ¿Dónde? - Where is the Post Office?
- When ¿Cuándo? - When do you get up?
3. - Why? ¿Por qué? - Why did you come?
- What about? (Sugerencias) - What about you? - What about going to the cinema?
- What ... like? ¿Cómo? - What's your brother like?
- What time? ¿A qué hora? - What time does the disco open?
- How far? ¿A qué distancia? - How far is your house from school?
- How long? ¿Cuánto tiempo? - How long have you studied English?
- How often? ¿Con qué frecuencia? - How often do you go to a concert?
- How old? ¿Qué edad? - How old is your grandmother?
- How high? ¿Qué altura? - How high is The Eiffel Tower?
- How many? ¿Cuántos/as? - How many friends have you got?
- How much? ¿Cuánto? - How much coffee do you want?
2. SUBJUNTIVO:
1. Diferencias con el indicativo:
- En el present, la 3ª persona sing. se pone en infinitive sin to.
Ejemplo: It is necessary that he remain here.
- En el past, el verbo to be usa la forma were para todas las personas.
Ejemplo: Just suppose the child were yours!
2. Usos del subjuntivo:
- Let's be friends. ....................................................... Seamos amigos.
- Tell him to come. ..................................................... Dile que venga.
- Don't do it. ............................................................... No lo hagas.
- Come what may, I'll help you. .................................. Pase lo que pase, te ayudaré.
- Whoever wins, The result will be the same. ............. Gane quien gane, el resultado será el mismo.
- Whether you like it or not, I'm going right now. ........ Lo quieras o no, me voy en seguida.
- I wish she were here. ............................................... Ojalá estuviese aquí.
- It is time she were here. ........................................... Ya es hora de que estuviese aquí.
- I wish I could go. ....................................................... Ojalá pudiese ir.
- I wish she hadn't left. ................................................ Ojalá no se hubiese ido ella.
- I wish it would stop raining soon. ............................... Ojalá dejase de llover pronto.
- If only I knew it. ......................................................... Ojalá lo supiese.
- If only I had known. ................................................... Ojalá lo hubiese sabido.
- You had better ring me later. .................................... Es mejor que me llames más tarde.
- It is possible that he will come. ................................... Es posible que venga.
- It may rain tomorrow. ................................................ Quizás llueva mañana.
- They might come later. .............................................. Tal vez vengan más tarde.
- They didn't want him to drive the car. ........................ No querían que el condujese el coche.
- They asked him not to drive the car. ......................... Le pidieron que no condujese el coche.
- Excuse my ringing so late last night. .......................... Perdona que te llamase tan tarde anoche.
- He denied his having taken the money. ..................... Negó que se hubiese llevado el dinero.
- If he were here, you wouldn't say that. ....................... Si é estuviese aquí, no lo dirías.
- If we had time, we'd go with you. ................................ Si tuviesemos tiempo, iríamos con vosotros.
- If they had told us, we wouldn't have come. ............... Si nos lo hubiesen dicho, no habríamos venido.
- I left it on the table so that he might find it. ................. Lo dejé sobre la mesa para que pudiera encontrarlo.
- She brought some documents for me to sign. ........... Trajo unos documentos para que los firmara.
3. LA PASIVA:
1. Cuándo y para qué se usa:
- Realzar la importancia del objeto de una oración activa.
Ejemplo: His daughter was run over by a motorbike.
- Se desconoce el sujeto de la acción o es obvio.
Ejemplo: His uncle was killed in the Civil War.
4. 2. La transformación en pasiva:
- El complemento directo de la oración activa pasa a sujeto de la pasiva.
- Si existe complemento indirecto en la oración activa, es éste el que pasa a ser sujeto pasivo.
- La forma pasiva se forma conjugando el verbo to be en el tiempo verbal del verbo activo, seguido del participio pasado del verbo
activo.
- El sujeto de la activa pasa a ser agente precedido de la prep. by ( en algunos casos precedido de with). En la mayoría de las frases
pasivas no se menciona el sujeto activo.
Ejemplos: - The police arrested TWO HUNDRED PEOPLE.
- TWO HUNDRED PEOPLE were arrested by the police.
- Someone has given HIM a lot of money.
- HE has been given a lot of money by someone.
* En ocasiones también se emplea get.
- Things are getting sorted out.
- I´ll soon get dressed.
4. EL ESTILO INDIRECTO:
1. Cuando el verbo principal de la frase está en past, el tiempo verbal de la frase indirecta cambiará así:
present simple D past simple
present continuous D past continuous
present perfect Dpast perfect
is going to Dwas going to
must Dhad to
can Dcould
past simple Dpast perfect
past continuous Dpast perfect continuous
will Dwould
shall Dshould
imperative D infinitive
Ejemplos: - "I must go" D He said he had to go.
- "I haven´t seen anybody" D She said she hadn´t seen anybody.
- "I´ll talk to Mr Jones" D He said he would talk to Mr Jones.
* Algunos tiempos verbales no cambian:
Would Dwould, could Dcould, might Dmight, should Dshould
* Se puede poner u omitir that detrás del verbo principal: - He said he wasn´t going
- He said that he wasn´t going.
2. Además de los tiempos verbales hay otras palabras que también deben cambiar en la frase indirecta:
tomorrow D the next day / the following day
yesterday D The day before
here D there
this / that D the
this morning D that morning
today D that day
tonight D that night
next / on Tuesday D the following Tuesday
last Tuesday D the previous Tuesday
the day after tomorrow Din two days´ time
ago D before / previously
5. * También cambian los pronombres personales y los adjetivos y pronombres posesivos. No se pueden dar reglas para estos cambios;
fíjate en el sujeto del verbo introductorio y aplica tu sentido común para determinar las nuevas relaciones entre las personas
mencionadas.
* También algunos verbos cambian: come Dgo, bringDtake.
3. PREGUNTAS INDIRECTAS:
- Las preguntas indirectas cambian el orden de la pregunta original además de los cambios verbales:
Ejemplos: - What is the time? D She asked what time it was.
- How is your mother? D He asked me how my mother was.
- Se usa if o whether cuando la pregunta no contiene ninguna particula interrogativa Wh-:
Ejemplo: - Did you see the film? D She asked whether I had seen the film
4. IMPERATIVOS INDIRECTOS:
- Los mandatos indirectos usan un complemento indirecto y un infinitivo:
Ejemplos: - Stop D He told them to stop.
- Don´t go D He told me not to go.
- Existe una diferencia entre las ofertas indirectas y las peticiones indirectas:
a) oferta: "Would you like a cigarette?" D He asked if I would like a cigarette.
b) petición: "Would you pass me a cigarette? D He asked me to pass him a cigarette.
5. VERBOS QUE RESUMEN FRASES:
No es siempre necesario pasar al estilo indirecto todas las palabras de las frases directas: algunos verbos se utilizan para resumir ciertas
frases.
Ejemplos: - "Oh dear", she said, "I´m terribly sorry I´m late".
D She apologized for being late.
- "I know a good restaurant. Why don´t we go there?
D He suggested that we should go to a restaurant.
- Verbos que rigen infinitive:
advise, invite, offer, promise, refuse, remind, warn
- Verbos que rigen gerund:
apologize for, insist on, suggest
- Verbos seguidos de indirect speech:
agree, announce, boast, claim, concede..... that...
Ejemplo: "We´re going to get married in June", she said.
D She announced that they were going to get married in June.
5. ORACIONES DE RELATIVO:
1. ORACIONES DE RELATIVO CON WHO, THAT Y WHICH:
Mira esta frase: - The man gave me some money.
Si queremos describir al hombre, podemos usar un adjetivo (old, thin, young, etc):
- The old man gave me some money.
Sin embargo, a veces la información que queremos dar es más complicada.
- The old man met me at the airport. He gave me some money.
Las dos frases pueden combinarse para mostrarme qué viejo me dio el dinero:
- The old man who met me at the airport gave me some money.
who met me at the airport es una frase (pequeña dentro de otra mayor) que se llama oración de relativo.
FORMA: Son oraciones que suelen comenzar por who (personas), that (personas o cosas), o which (cosas), y se colocan
inmediatamente después del nombre al que describen:
-I was talking to a person who had worked with my father.
- The machine that I wanted to buy was too expensive.
6. * Who, that, y which sustituyen al pronombre:
- This is the man who I met in Paris. y NO: - This is the man who I met him in Paris.
2. DEFINING RELATIVE CLAUSES, y NON-DEFINING RELATIVE CLAUSES:
-Las oraciones especificativas o defining clauses definen o especifican el nombre de la oración principal al que se refieren:
- "I saw that man again"
- "Which man?"
- "The man who wants to buy my house".
* who wants to buy my house es un ejemplo de defining clause.
- Las oraciones explicativas o non-defining clauses dan una información no imprescindible. Van entre comas:
- "A man, who said he knew my father, asked me for money".
* who said he knew my father es un hecho importante pero es una información extra más que esencial.
- “The house, which they bought three months ago, looks lovely.
* No se puede omitir el pronombre relativo (which).
-La diferencia entre Defining y Non-defining clauses es importante porque pueden cambiar el significado de una frase:
- (defining): I have two sisters who are living in New York at the moment. (sólo dos viven en New York).
- (non-defining): I have two sisters, who are living in New York at the moment. (tengo sólo dos hermanas).
3. ORACIONES DE RELATIVO SUJETO Y OBJETO:
El nombre que se describe en la oración de relativo puede ser sujeto u objeto de la oración de relativo:
- The man who normally works here is ill.
Oración principal: The man is ill.
Oración relativa: Who normally works here. (he normally works here).
* Aquí el relativo Who es el sujeto de la oración relativa: es una subject relative clause.
- The man who you saw yesterday is ill.
Oración principal: The man is ill.
Oración relativa: Who you saw yesterday. (you saw him yesterday).
* Aquí el relativo Who es el objeto de la oración de relativo: es una object relative clause.
En este tipo de oraciónes de relativo, object relative clauses, si son defining, los relativos who, that, which no son necesarios y
se suelen suprimir:
Ejemplos: -She´s the person who I met at the conference. D She´s the person I met at the conference.
- Have you seen the dress that I´ve just bought? D Have you seen the dress I´ve just bought?
* Esto no puede hacerse con subject relative clauses:
- The man who was feeling ill left early
NO SE PUEDE DECIR: - The man was feeling ill left early.
4. WHOSE (= cuyo, cuya, cuyos, cuyas):
Se usa para indicar posesión:
- There´s the man. His wallet was stolen D There´s the man whose wallet was stolen.
* No hay que confundirlo con who´s que es la contracción de who is, y de who has.
5. WHICH REFIRIÉNDOSE A FRASES ENTERAS:
- His dog turned on the television. I thought it was rather surprising.
- His dog turned on the televsion, which I thought it was rather surprising.
6. WHERE, WHEN Y WHY EN ORACIONES RELATIVAS:
- Where y when introducen oraciones relativas de lugar y tiempo:
Ejemplos: - We visited the town where I was born. (defining).
- I bought them at the supermarket, where I met Mrs Butler. (non-defining).
- I think that was the time when I lost all my money. (defining).
- I saw the film last year, when I was in Paris. (non-defining).
- Why, seguida de that's, a reason, o the reason (por lo que) suele introducir una defining clause.
Ejemplo: - There must be a reason why you said that.
7. 6. ORACIONES CONDICIONALES:
1. Hay tres tipos de oraciones condicionales:
-1º: POSIBLE: If + present............. future / present / imperative
-2º: IMPROBABLE: If + past................... conditional / could , might + infinitive
-3º: IMPOSIBLE: If + past perfect...... conditional perfect / could, might + perfect infinitive
Ejemplos: - If you come at ten, we´ll be ready.
- if you press this button, the machine switches off.
- If you hear the alarm, get out as fast as you can.
- If I lived by the sea, I would do a lot of swimming.
- If they asked me to work for them, I might accept.
- If I had worked harder, I would have passed the exam.
- If you had asked me for tickets, I could have got you some.
2. OTRAS PALABRAS ADEMÁS DE IF:
a) Unless = if not, (a menos que, a no ser que):
- I´ll go home soon if the film doesn´t start D I´ll go home soon unless the film starts.
b) Provided that, on condition that, as long as = if and only if. ( siempre que, suponiendo que, con tal de que...)
- Provided that everybody agrees, we´ll have the meeting on Tuesday.
c) Supposing that, imagine, just suppose
- Just suppose it didn´t rain for four months, would we have enough water?
* Existe una construcción especial en la que se invierte el orden y desaparece la conjunción if:
- Had I known, I wouldn´t have come. = Si lo hubiese sabido, no habría venido.
7. CONJUNCIONES Y CONECTORES DE FRASES:
1. TIPOS Y USOS:
a) conjunciones coordinantes: and, but, or.
b) conectores: establecen relaciones entre frases independientes: however (sin embargo), indeed (de hecho).
c) conjunciones subordinantes, entre las que caben destacar:
- temporales:
after (después de que) as (cuando)
as long as (en tanto en cuanto) as soon as (tan pronto como)
before (antes de que) since (desde que)
till (hasta que) until (hasta que)
when (cuando) while (mientras)
Whenever (siempre que) etc...
- de lugar: Where (donde) wherever (donde quiera que).
- causales: Because (porque) since (ya que, puesto que) as (como).
- finalidad: In order that (para que) so that (para que).
- consecutivas:
as a result (consiguientemente) so + adj. / adv. + that (tan ... que).
so (por tanto) such (a) + nombre + that (tan ... que).
then (entonces)
- concesivas: Although (aunque) though (si bien) even though (aun cuando) etc...
- de manera: As (como) as if (como si) as though (como si).
8. 2. SIGNIFICADOS:
Las relaciones semánticas más importantes que se establecen entre frases pueden ser:
- Relación aditiva:
and (y) also (también)
as well (también) besides (además)
furthermore (además) too (también) (se coloca al final de la frase)
both ... and (tanto .. como) not only ... but also (no sólo ... sino también)
in adition to this (además) again (por otra parte)
and what's more (y lo que es más) as well as (además de), etc...
- Relación alternativa:
or (o) whether ... or (tanto si ... como si no...)
either ... or (o ... o) otherwise (de lo contrario, en otro caso)
neither ... nor (ni ... ni) or else (si no), etc...
- Relación contrastiva:
but (pero) however (sin embargo)
still (sin embargo) nevertheless (no obstante)
whereas (mientras que) while (mientras que)
yet (con todo) notwithstanding (no obstante, dejando a un lado)
despite (a pesar de) on the other hand (por otra parte), etc...
- Relación de causa y efecto:
so (por lo tanto) therefore (por esta razón)
consequently (en consecuencia) because (porque)
due to the fact that (debido a que) because of (a causa de), etc...
- Relación de orden:
Firstly ... secondly ... and finally (en primer lugar... en segundo lugar... y finalmente), etc...
8. GERUNDIOS E INFINITIVOS:
- El GERUNDIO a veces se usa como nombre: - Smoking is bad for you - She's good at swimming.
* Nota algunos cambios necesarios: - lieDlying - takeDtaking - sitDsitting
- Un verbo DESPUÉS DE PREPOSICIÓN D va siempre en GERUNDIO: - After closing the door...
- Algunos verbos suelen ir seguidos por gerundio:
- like - love - start - stop - enjoy - miss
- dislike - hate - begin - finish - prefer - give up
- Otros verbos menos usados que también rigen gerundio son:
detest, prevent, avoid, risk, admit, deny, delay, postpone, fancy, imagine, forgive, pardon, excuse,
suggest, keep, understand, mind, consider, miss, involve, can't stand, can't help, it's no use/ no good.
- El INFINITIVO, precedido de la preposición to se usa para expresar FINALIDAD:
- I came here to see you. - I went to London to study English. - I drove to the airport to meet my parents.
- Los verbos más frecuentes que suelen ir seguidos de to + infinitive son:
learn, remember, forget, promise, swear, agree, refuse, regret, try, fail, hope, hesitate, prepare, decide,
determine, manage, arrange, seem, want...
- Se usa to + infinitive después de ciertos adjetivos o de ciertos nombres o pronombres:
- I´m SURPRISED to hear you say that. - I´ve got some HOMEWORK to do.
- Se usa infinitivo sin la preposición to detrás de los verbos siguientes: - shall, will, can, could, must,
- después de make y let + nombre/ pronombre: - We let THEM go home.
- después de verbos de "seeing, hearing, & feeling" + nombre/ pronombre: - I saw HIM arrive
9. 9. VERB TENSES:
present present perfect present continuous present perfect continuous
I drive
he drives
I don't drive
he doesn't drive
do I drive?
does he drive?
I have driven
he has driven
I haven't driven
he hasn't driven
have I driven?
has he driven?
I am driving
he is driving
I'm not driving
he's not driving
am I driving?
is he driving?
I have been driving
he has been driving
I haven't been driving
he hasn't been driving
have I been driving?
has he been driving?
past past perfect past continuous past perfect continuous
I drove
he drove
I didn't drive
he didn't drive
did I drive?
did he drive?
I had driven
he had driven
I hadn't driven
he hadn't driven
had I driven?
had he driven?
I was driving
you were driving
I wasn't driving
you weren't driving
was I driving?
were you driving?
I had been driving
he had been driving
I hadn't been driving
he hadn't been driving
had I been driving?
had he been driving?
future future perfect future continuous future perfect continuous
I'll drive
he'll drive
I shan't drive
he won't drive
shall I drive?
will he drive?
I'll have driven
he'll have driven
I shan't have driven
he won't have driven
shall I have driven?
will he have driven?
I'll be driving
he'll be driving
I shan't be driving
he won't be driving
shall I be driving?
will he be driving?
I'll have been driving
he'll have been driving
I shan't have been driving
he won't have been driving
shall I have been driving?
will he have been driving?
conditional conditional perfect conditional continuous conditional perfect continuous
I'd drive
he'd drive
I shouldn't drive
he wouldn't drive
should I drive?
would he drive?
I'd have driven
he'd have driven
I shouldn't have driven
he wouldn't have driven
should I have driven?
would he have driven?
I'd be driving
he'd be driving
I shouldn't be driving
he wouldn't be driving
should I be driving?
would he be driving?
I'd have been driving
he'd have been driving
I shouldn't have been driving
he wouldn't have been driving
should I have been driving?
would he have been driving?
10. 10 ENGLISH PRONUNCIATION
VOW
ELS
SYMB
OLS
VOWELS
KEY
WORD
VOWELS
OTHER COMMON
SPELLINGS
i:
i
e
æ
a:
>
>:
u
u:
$
U:
b
sheep
ship
bed
bad
father
pot
caught
put
boot
cut
bird
cupboard
field team key scene amoeba
savage guilt system women
any said bread bury friend
plaid laugh (AmE) calf (AmE)
calm heart laugh (BrE)
bother (AmE)
watch cough (BrE)
laurel (BrE)
ball board draw four floor
cough (AmE)
wood wolf could
move shoe group flew blue
rude
some blood does
burn fern worm earn journal
the colour actor nation
danger asleep
ei
>u
ai
au
>i
ib
eb
ub
make
note
bite
now
boy
here
there
poor
pray prey steak vein gauge
soap soul grow sew toe
pie buy try guide sigh
spout plough
poison lawyer
beer weir appear fierce
hair bear bare their prayer
tour sure
eib
>ub
aib
aub
>ib
player
lower
tire
tower
employer
CONS
ON.
SYMB
OLS
CONSO-
NANTS
KEY
WORD
CONSONANTS
OTHER COMMON
SPELLINGS
i: i e æ æ $
sheep D ship x D axe cap D cup
bean D bin pen D pan hat D hut
eat D it men D man sack D suck
seat D sit said D sad ban D bun
leek D lick beg D bag bag D bug
cheeks D chicks bread D Brad hag D hug
æ a: $ a: > >:
cap D carp cup D carp Don D Dawn
hat D heart hut D heart cod D cord
cat D cart cut D cart cot D caught
ban D barn bun D barn pot D port
match D march much D march fox D forks
clack D clerk cluck D clerk spots D sports
u u: >: U: e U:
look D Luke four D fur ten D turn
pull D pool torn D turn Ben D burn
full D fool Paul D Pearl bed D bird
should D shooed warm D worm head D heard
could D cooed ward D word west D worst
would D wooed walker D worker kennel D colonel
$ U: >: ou S Z
shut D shirt caught D coat Sue D zoo
huts D hurts nought D note said D Z
bun D burn bought D boat sip D zip
bud D bird jaw D Joe bus D buzz
bug D berg ball D bowl piece D peas
gull D girl saw D so price D prize
b v d / d— d1
bet D vet Dan D than cheap D jeep
best D vest day D they choke D joke
ban D van dare D there chin D gin
bolts D volts doze D those cherry D Jerry
boat D vote Ida D either larch D large
bowl D vole den D then H D age
12. 3. VERY COMMON MISTAKES
1. PALABRAS DE USO FRECUENTE:
- think (pensar)
- thing (cosa)
- which y NO wich
- with y NO whit
- cannot o can't y NO can not
- the y NO de
- practice (nombre) * Los verbos suelen terminar en -ise o -ize, y los sustantivos en -ice.
- practise (verbo) * Excepción: surprise se escribe igual el verbo y el sustantivo.
2. DUPLICACIÓN DE LA CONSONANTE AL AÑADIR SUFIJOS:
Palabras monosílabas terminadas en una consonante precedida de una sola vocal, duplican la consonante ante un sufijo:
Ejemplos:
- big D bigger, biggest - plan D planned - stop D stopping
* No duplican la consonante final las palabras que no reunan las condiciones anteriores:
Ejemplos:
- open D opening - lateD later - read D reading - bring D bringing.
Las palabras de más de una sílaba duplicarán la consonante final sólo si se acentúa su última sílaba:
Ejemplos:
- begin D beginning - refer D referring
En inglés británico se dobla la -L final siempre, aunque la palabra no sea aguda. En inglés americano nunca se dobla:
-travel D travelled....... o...... traveled.
3. CAMBIO DE -Y POR -I AL AÑADIR UN SUFIJO:
Se sustituye la -y al final de palabra por -i sólo si la -y va precedida de consonante:
ejemplos
- lady D ladies - heavy D heavier, heaviest - fly Dflies
- try D tried - happy D happiness - easy D easily
Sin embargo se conserva la -y final si va precedida de vocal:
Ejemplos:
- day D days - boy Dboys - lay D lays - play D played
4. PALABRAS QUE DEBEN ESCRIBIRSE CON MAYÚSCULAS:
- Las que inicien una frase.
- Los días de la semana, y los meses del año.
- Los adjetivos de nacionalidad: American, Spanish. Chinese...
5. POSICIÓN DE LOS ELEMENTOS DE LA FRASE:
En inglés el orden de los elementos de una frase es mucho más estricto que en castellano.
1- FRASES AFIRMATIVAS: sujeto + auxiliar + verbo principal + objeto indirecto + objeto directo + circunstanciales...
* Los circunstanciales: 1º modo, 2º lugar, 3º tiempo. El circunstancial de tiempo puede también aparecer al principio de la frase.
13. 2- FRASES NEGATIVAS: NOT aparecerá siempre detrás del primer verbo auxiliar. Para la forma negativa del presente y del pasado
se emplean las formas correspondientes del auxiliar do.
Ejemplo: Bruce has lived in New York D Bruce has not lived in New York.
3- FRASES INTERROGATIVAS: Se forman invirtiendo el orden entre el sujeto y el primer verbo auxiliar. En el presente y el pasado
simple se emplearán las formas correspomdientes del auxiliar do, does o did, y el verbo principal se pondrá en infinitivo sin to.
Ejemplos:
Jane can speak four languagesD Can Jane speak four languages?
Neil dances very wellD Does Neil dance very well?
Ian phoned me last nightD Did Ian phone me last night?
* Si la pregunta es indirecta se deberá emplear el mismo orden que en las afirmativas. Es decir, el sujeto debe preceder al verbo.
Ejemplo: They asked us if we had gone to Paul´s party.
4- POSICIÓN DEL ADJETIVO: El adjetivo (siempre en singular) aparece siempre delante del sustantivo.
* Si hay más de un adjetivo:
- Los adjetivos descriptivos aparecerán antes que los restrictivos. Ej: A naughty little girl. A beautiful Italian car.
- Los sustantivos adjetivados preceden al sustantivo al que califican, y los otros adjetivos irán delante. Ej: The blue April sky.
- Orden: adjetivos de número, tamaño, forma, color, material, nacionalidad... + nombre.
5. ADVERBIOS DE POSICIÓN INTERMEDIA: Entre el sujeto y el verbo, o después del primer verbo auxiliar, si lo hay.
- Adverbios de frecuencia: Always, usually, often, sometimes, seldom, never... y otros como just, only, already.
6. AUSENCIA DE SUJETO: En inglés siempre debe aparecer el sujeto precediendo al verbo. Sin embargo, no es necesario repetir el
sujeto en una secuencia de acciones: He went into the kitchen, put on the kettle and made some tea.
- I think it is better... How difficult it is for people...
- But it is very probable... Studying at home it is very boring.
7. DOBLE NEGACIÓN: not ... any = no There is nobody here = There isn´t anybody here.
* La preposición without y los adverbios hardly y never tienen significación negativa.
8. SOME, ANY Y SUS COMPUESTOS:
- somebody - anyboby - nobody - everybody
- someone - anyone - no one - everyone
- something - anything - nothing - everything
- somewhere - anywhere - nowhere - everywhere
9. CREO QUE NO = I don't think so. ESPERO QUE NO = I hope not.... (page 24).
6. CONSTRUCCIONES CON MAKE:
- Para expresar que algo/alguien nos hace hacer otra cosa. Ejemplo: I made him call the police.
- Con los adjetivos clear, easy, sure, para significar: dejar claro, facilitar, asegurarse.
Ejemplos:
- I´d like to make my views clear.
- Mary´s help made things easier.
- You should study hard to make sure that you pass the exam.
7. TRADUCCIÓN DE ME GUSTA, ME ENCANTA, ME DIVIERTE:
En inglés concuerdan la persona que gusta... y el verbo. Es una construcción diferente del castellano.
Ejemplos:- Me gusta el café D I like coffee ( = gusto café)
- Les encantaron tus regalos D They loved your presents.
- Me divirtió la película D I enjoyed the film.
8. CÓMO EXPRESAR EXISTENCIA:
14. En inglés no se emplea el verbo have sino la construcción there + forma correspondiente de be. Es decir:
- there is there was there will be there would be ...
- there are there were
9. CÓMO EXPRESAR HABITUALIDAD EN PRESENTE Y EN PASADO:
- Para expresar habitualidad en el presente empleamos el present simple con algún adverbio de frecuencia.
- Tan solo en el pasado usamos el verbo modal used to para indicar "solía". En negativa: didn't use to.
* También es posible usar would + infinitive para expresar lo mismo que con used to.
Ejemplos: - He used to smoke too much.
- He usually reads in bed.
- My dog would go wild when I put on my jeans. That meant time for playing.
* No hay que confundir esto con la construcción inglesa to be used to doing something que se usa para expresar familiaridad con
algo. Ejemplo: I am used to working with him and understand his methods.
10. USOS ESPECIALES DEL VERBO TO BE:
- I am 17 years old - you are late - I am in a hurry
- it is very hot - I was hungry - I´m in love with her
- she is very lucky - they were thirsty - ...
11. FINALIDAD:
- Para expresar finalidad se escribe: to + infinitive. Ejemplo: I am studying hard to pass the exam.
- También podemos emplear in order to o so as to + infinitive.
Ejemplo: We wrote this book so as to / in order to help you pass the university entrance exam.
- Emplearemos for + - ing cuando queramos indicar el uso que se da a un objeto.
Ejemplo: A thermometer is used for measuring the temperature of a room or a person´s body.
- "para que + subjuntivo"D so that + oración, usualmente con can.
Ejemplo: Lo he arreglado todo para que vengas con nosotrosD Everything has been arranged so that you can come with us.
12. CONSTRUCCIONES DE INFINITIVO:
- I want to pass the exam - I want you to pass the exam
- I'd like to go to Africa - I'd like you to go to Africa
13. ARTÍCULO INDETERMINADO:
- El artículo a / an es singular. No puede ir con sustantivos plurales.
- También es incorrecto emplear el artículo a / an delante de sustantivos no contables.Ej: I bought this for you with a great love.
- Debemos emplear el artículo indeterminado delante de los nombres de profesiones / oficios. Ej: Margaret is a doctor.
14. AUSENCIA DEL ARTÍCULO:
- No debemos emplear ningún artículo cuando nos refiramos a un sustantivo de forma genérica. Ej: I love chess.
- No debe emplearse el artículo en expresiones de uso común como:
to / at / from... school / university / college
to / in / into / out of... prison / hospital / bed
to / at / from... work
to / in / from... town
* El uso del artículo modifica el significado de estas expresiones:
John went to hospital yesterday D (fue hospitalizado)
I went to the hospital D (fui a visitar a alguien).
15. PLURALES IRREGULARES:
15. - child Dchildren ox D oxen
- foot D feet goose Dgeese
- man D men tooth Dteeth
- mouse D mice woman Dwomen
- Hay sustantivos que no cambian al formar el plural:
- fish - salmon - trout
- sheep - deer - spacecraft
- Hay sustantivos que son plurales:
- people - cattle
16. PLURAL DE LOS ADJETIVOS:
Los adjetivos en inglés no llevan forma de plural. Los únicos adjetivos que tienen formas distintas en singular y plural son los
demostrativos: - this D these
- that D those
17. PRONOMBRES SUJETO / OBJETO. ADJETIVOS Y PRONOMBRES POSESIVOS:
pronombres sujeto pronombres objeto adjetivos posesivos pronombres posesivos reflexivos
I me my... mine myself
you you your... yours yourself
he him his... his himself
she her her... hers herself
it it its... - itself
we us our... ours ourselves
you you your... yours yourselves
they them their... theirs theirselves
18. MUCH Y MANY:
- Much apompaña a sustantivos no contables: There wasn´t much wine in the bottle.
- Many acompaña a sustantivos contables: Were there many people?
- Much y many se utilizan fundamentalmente en frases negativas e interrogativas. En afirmativas: a lot (of), plenty (of).
- Much y many se usa en frases afirmativas después de las palabras: too, so y as. Ej: Too many people were invited.
19. LITTLE Y FEW:
- Se usan para expresar una cantidad pequeña de algo.
- Little determina a sustantivos no contables, y few, a los contables.
- Pueden ir acompañados del artículo a, cambiando su significado:
- There´s little sugar. D poco azúcar (cantidad insuficiente).
- There´s a little sugar on the table. D algo de azúcar (cantidad pequeña).
- He´s got few friends. D pocos amigos.
- He´s got a few friends. D unos cuantos amigos.
20. ANOTHER, OTHER, Y OTHERS:
- No se puede emplear another con sustantivos en plural.
- Con sustantivos en plural se usa other.
- Others sólo se usa como pronombre.
Ejemplos: - Some people like reading but others don´t.
- Give me another ticket, please.
- I didn´t go with them, I went there with other people.
16. 21. EVERY, EACH Y ANY:
- Every significa "todos y cada uno". Recuerda que el sustantivo va en singular.
Ejemplo: Every sentence must have a subject = All the sentences must have a subject.
- Each significa "cada". Ej: One student from each school will be chosen.
- Any significa "cualquier/a" en oraciones afirmativas: Ej: You can take any book you like.
22. FRASES COMPARATIVAS:
- Es frecuente la confusión de than de las frases comparativas con that.
- También es frecuente el error de poner la forma comparativa dos veces en una frase:
Ejem: Travelling by train is more cheaper (cheap).
- Para expresar aumento dradual: "cada vez más..." se utilizan dos comparativos unidos por and.
Ejem: The car was moving faster and faster.
- Para expresar proporcionalidad directa entre dos acciones: "cuanto más/menos... tanto más/menos", se utilizan dos comparativos
precedidos del artículo the: Ejemplos: -The more he earns, the less he spends.
- The sooner, the better.
23. ENOUGH, QUITE, RATHER:
- Enough: - si actúa como adjetivo predede al sustantivo: Ej: There wasn´t enough bread.
- si actúa como adverbio va detrás del adjetivo o adverbio al que modifica:
Ej: - The water was not wam enough
- The athletes didn´t run quickly enough.
- Quite: tiene dos significados:
- "bastante": modifica a adjetivos cuya cualidad pueda ser medida gradualmente. The film was quite interesting.
- "absolutamente": va con adjetivos que no admiten gradación en su cualidad. It´s quite impossible to go there.
- Rather: significa "bastante" en sentido peyorativo. That was rather expensive.
- rather than: "antes que". Ejemplo: I expected him to write rather than telephone.
- or rather: "mejor dicho". Ejemplo: Ann is a biologist, or rather, an ecologist.
24. ALREADY, STILL, YET, NO LONGER:
* Para expresar la idea de "ya", empleamos:
- Already, en frases afirmativas e interrogativas. Queremos dar a entender que la acción acaba antes de lo esperado.
Ejemplo: They have already finished.
- Yet, en frases interrogativas, para referirnos a algo que estamos esperando.
Ejemplo: Has my mother phoned yet?
- No longer, en frases negativas con el significado de "ya no". Ocupa una posición intermedia entre el sujeto y el verbo.
Ejemplo: They no longer live in Seville.
- Any longer / any more, en frases negativas con el significado de "ya no". Va al final de la frase.
Ejemplo: He is not working here any longer.
* Para expresar la idea de "todavía", empleamos:
- Still, en frases afirmativas e interrogativas. Aparece en posición intermedia en la frase.
Ejemplos: - Does Paul still live in Madrid?
- John hasn´t arrived yet, he is still in his office.
- Yet, en frases negativas, en posición final de frase.
Ejemplo: Your mother hasn´t phoned yet.
* A veces se usa still o yet en la misma frase para cambiar el significado ligeramente:
Ejemplos: - I dont understand it yet. D Todavía no lo entiendo
- I still don´t understand it. D Sigo sin entenderlo.
17. 25. DIFERENCIAS ENTRE MAKE Y DO:
- Make: Significa "hacer", "fabricar" y suele usarse en expresiones como:
- make a telephone call - make friends - make the beds
- make a journey - make a choice - make a deal
- make a meal - make an offer - make a speech
- make an effort - make a visit - make a suggestion
- make a bad impression - make a mistake - make a trip
- make a good job - make a change - make money...
- Do: Significa "hacer" en sentido más abstracto, y suele usarse en expresiones como:
- do a lot of work - do the housework
- do my homework - do an exercise
- do your best - do a favour
- do some reading / writing .....
26. DIFERENCIAS ENTRE SAY Y TELL:
- Say: "decir", no requiere la persona a quien se dice algo.
* Frases hechas: - say thank you - let's say
- they say - say what you like
- say... ( = por ejemplo) - as you say
- that is to say - needless to say
- say no - what would you say to a glass of wine?
- Tell: "decir, contar, narrar", sí que requiere la mención de la persona a quien se dice algo.
Ejemplo: - Tell ME what you know, ...
- Tell a story, a joke, a tale...
* Frases hechas: - time will tell tell the truth
- you never can tell tell a lie, tell lies
- I told YOU so tell the time
27. PALABRAS INGLESAS PARA EXPRESAR "COMO" Y "CÓMO":
- interrogativo: - How did you come?
- How are you?
- What is your house like?
- What?
- conjunción: - As I had no money, I couldn't buy that motorbike.
- He behaved as if he didn't know us.
- Unless you go at once... = como no vayas enseguida...
- adverbio: - He sleeps like a log
- There are fish, such as herrings and salmon
- We can use the tin as an ashtray.
28. CÓMO EXPRESAR "TODO" Y "TODOS":
- Todos los días D Every day - Todas las semanas D Every week
- Todo el día D All day - Toda la semana D the whole week
29. FOR Y DURING:
- For significa "durante" y va con una frase en la que se expresa una CANTIDAD DE TIEMPO de modo explícito:
Ejemplo: - She has lived here for TEN years.
- During significa "durante" precediendo a una expresión temporal no cuantificable:
Ejemplo: We visited our friends in Paris during the war.
18. 30. MODALS:
- Los modales son verbos que suelen dar significados especiales a verbos principales:
- Hay doce verbos modales: can, shall, must, could, should, ought to, may, will, need (to), might, would, dare.
1. CAN, COULD:
- CAN: know how to, be able to, be allowed to. - I can swim.
- Mary can speak Frech.
- You can sit here.
- My mother says I can´t go out tonight.
- COULD: past of can, used in second conditional. - I´m sorry I couldn´t come yesterday
- If you gave me the money, I could do the shopping.
* can y could se pueden usar en "requests". Could es más formal: - Can I have a glass of water, please?
- Could you open the door for me, please?
* be able to se usa en lugar de can en todos los tiempos verbales, ya que can se usa sólo en presente o en su pasado could.
2. MUST, HAVE TO:
- Must y have to tienen el mismo significado en la afirmativa: - You must leave. ( = you can't stay)
- You have to leave. ( = you can't stay)
- Must y have to tienen distinto significado en negativa: - You mustn´t leave. ( = obligation. You can't go)
- You don´t have to leave. ( = no obligation. You can go or stay).
* have to no es un verbo modal aunque se usa en lugar de must en todos los tiempos, con el significado de must.
* have to forma su negativa e interrogativa como cualquier verbo principal.
3. SHOULD, OUGHT TO: No significan obligación sino consejo. Se pueden traducir por "deberías".
4. MAY Y MIGHT: Indican una posibilidad presente o futura. - He may arrive soon. Él puede llegar pronto.
- He might arrive soon. Él podría llegar pronto.
* May I y may we se usan en inglés formal en lugar de can I y can we con el significado de pedir permiso.
5. NEED + INFINITIVE:
- Afirmativa: I need to practise my English.
- negativa: a) don't need to se usa cuando la situación no requiere que algo se haga:
- you don´t need to have a visa to go to France from Britain.
b) needn't se usa cuando el que habla da permiso para que algo no se haga:
- Teacher to students: You needn´t do any homework tonight.
- interrogativa: a) Do I need to apply for a visa?
b) Need I do any homework this weekend?
* Need puede usarse también como verbo principal: I need some petrol. Do you need anything else?
* Need + GERUND se usa con el mismo significado que una construcción pasiva:
- My car needs cleaning. ( = my car needs to be cleaned)
- Your hair needs washing. ( = your hair needs to be washed).
* NEED IN THE PAST:
- Afirmativa: - I needed something to eat
- I needed to rest for a few minutes.
- The house needed painting.
- Negativa: a) didn't need to + INFINITIVE:
- I didn´t need to get up early yesterday.( = it wasn't necessary, so I didn't).
b) needn't have + PAST PARTICIPLE:
- I needn´t have got up early yesterday.( = it wasn't necessary, but I did it, and now I realize it wasn't necessary).
= no necesitaba haberme levantado.
19. 31. PHRASAL VERBS
1. Agree with: estar de acuerdo
- I'm afraid I can't agree with you in this matter.
2. Answer back: replicar.
- Don´t answer me back!
3 Back out: volverse atrás, romper un acuerdo.
- It´s too late to back out now; I´m afraid we shall have to go through with it.
4. Back up: apoyar, respaldar
- If I protest against the decision, will you back me up?
5. Be after: querer, pretender
- What are you after? Just tell me plainly.
6. Be along: venir, llegar
- The doctor will be along any minute now.
7. Be back: regresar, volver
- I´ll be back as soon as I can.
8. Be fed up: estar harto
- I'm fed up with this wet weather.
9. Be for: ser partidario de.
- Are you for or against the abolition of the death penalty?
10. Be in: estar en casa.
- I´d like to see Dr Bentley. Is he in?
11. Be over: terminarse, acabarse
- Well, it's all over now. You needn't worry about it any longer.
12. Be up to: depender de uno, incumbir a uno
- It's not up to me to decide on these matters.
13. Blow up: estallar (una bomba), hacer saltar, volar
- The bomb blew up killing five people.
14. Blow up: hinchar
- The child kept blowing up the balloon till it burst.
15. Blow up: echar una bronca a uno.
- The teacher blew me up for arriving late this morning.
16. Break down: estropearse, averiarse
- These machines will break down if they are left without maintenance
17. Break in: entrar rompiendo la puerta...
- The thieves broke in and stole the paintings.
18. Break up: separarse (una pareja).
- Peter and Lily broke up nearly a year ago.
19. Bring back: devolver.
- I´ll lend you my car provided you bring it back tomorrow.
20. 20. Bring on: causar, ocasionar.
- Such cold and extremely damp weather often brings on influenza.
21. Bring up: educar.
- She brought up her children to be truthful.
22. Carry on: seguir, continuar
- Sorry if I interrupted you. Please, carry on.
23. Carry out: cumplir (una promesa), llevar a cabo
- They didn't carry out their promise to help us.
24. Clear up: aclarar
- I'd like to clear up this matter once and for all.
25. Do with: tener que ver con, tener relación con
- She's very interested in anything to do with Roman art.
26. Do without: pasarse sin, prescindir de
- Children can't do without the help of their parents
27. Find out: averiguar
- In the end I found out what was wrong with my radio.
28. Fix up: fijar, arreglar, organizar (una fecha...)
- The club has already fixed up several matches for next season.
29. Get along = Get on: llevarse bien con uno
- It's very easy to get along with the new boss. He's very nice.
30. Get away: escaparse, evadirse
- The cashier got away with all the money in the safe.
31. Get away with: quedarse sin castigo
- Some people can get away with murder.
32. Get off: apearse, bajar (de un autobus...)
- You get off at the next station.
33. Get on: subir (a un autobus...) / hacer progresos
- How is he getting on at school?
34. Get through: comunicarse por teléfono
- I coudn't get through (to him). The line was engaged all the time.
35. Get up: levantarse, ponerse en pie
- What time did you get up this morning?
36. Give away: regalar
- My aunt has given her old clothes away (to the poor).
37. Give back: devolver
- Having finished reading the book I gave it back to the library.
38. Give out: repartir
- The teacher gave out the exam papers to the students.
39. Give up: dejar de (fumar, beber...), ceder, rendirse
- I tried to give up smoking, but without success.
21. 40. Go ahead: continuar, seguir (adelante)
- May I use your telephone? - Please go ahead.
- We have decided not to go ahead with the project, after all.
41. Go away: irse, salir de la ciudad
- Are you goig away for Christmas?
42. Go by: pasar, transcurrir
- As the months went by he got accostumed to the daily routine.
43. Go on: durar, continuar
- It looks as though this war will go on forever.
44. Go through: Sufrir, resistir
- No one knows what I went through while I was waiting for the verdict.
45. Go through: examinar, revisar, inspeccionar
- Let's go through the details of the plan once more.
46. Grow up: hacerse adulto, educar
- What are you going to do when you grow up?
47. Hang on: esperar
- Just hang on a second while I do up my dress.
48. Hold on: esperar
- If you hold on a moment, madam, I'll go and see if Mr Jones is free.
49. Keep off: no dejar acercarse
- "Keep off the grass" (sign displayed in public parks).
50. Keep on: seguir, insistir en
- Why do you have to keep on bothering me?
51. Keep out: No permitir entrar, pasar
- "Private. Keep out" (notice on the door).
52. Let down: fallar a uno
- I'll do everything I can to help you. I won't let you down.
53. Let in: dejar entrar, hacer pasar
- She opened the door and let the cat in.
54. Look after: cuidar de
- The nurse looks after the children when we go away.
55. Look for: buscar
- what do you look for in a woman?
56. Look forward to: estar deseando (con gerundio)
- We are looking forward to going back to Spain.
57. Look out: (imperative) ten cuidado, ojo
- Look out! You nearly ran over that child.
58. Make up: maquillarse
- It takes my wife ages to make up her face.
59. Make up: inventarse
- I'm not very good at making up excuses, I'm afraid.
22. 60. Make up (con MIND): decidirse
- My mind is made up. I am not going on that trip.
61. Mix up: confundir
- He mixed up the addresses so that no one got the right letter.
62. Pick up: recoger algo
- She scatters newspapers all over the floor and I have to pick them up.
63. Pick up: recoger a alguien (con el coche)
- I'll pick you up at six.
64. Point out: indicar, mostrar
- The guide pointed out the most important buildings in the city.
65. Put away: poner algo en su sitio
- Don't leave your things about, put them away.
66. Put on: ponerse la ropa Take off: quitarse la ropa
- Take off that dirty shirt and put on a clean one.
67. Turn on: encender la luz Turn off: apagar (= put on /put off)
- She put on the radio to listen to the news.
68. Turn up: subir el volumen Turn down: bajar el volumen
- Don't forget to turn down the gas when the water boils.
69. Put up: alojar
- Can you put me up for the night?
70. Talk over: discutir, comentar con alguien.
- Talk it over with your wife and give me your answer tomorrow.
71. Think over: considerar, reflexionar sobre
- Please, think this matter over and let me know your answer soon.
72. Throw away: tirar, desechar
- We should throw away this table and buy a new one.
73. Try on: probarse una prenda de ropa.
- I like this dress, could I try it on?
74. Try out: comprobar
- We won´t know how the plan works till we have tried it out.
75. Turn into: convertir
- I am going to turn my garage into a playroom for the children.
76. Turn out: resultar ser
- He turned out to be a thoroughly dishonest person.
77. Turn over: volcar (vehículos), darse la vuelta (personas).
- The car struck the wall and turned over.
- When his alarm went off he just turned over and went to sleep again.
78. Turn up: llegar, asistir
- I waited for him for nearly one hour but he didn't turn up.
23. 32. IDIOMS
1. To be about to: estar a punto de
-They are about to come.
2. All over the world: por todo el mundo
-You find such people all over the world.
3. Come what may: pase lo que pase
- I'll go this weekend come what may.
4. To do: ser suficiente, servir (future, conditional)
- That'll do, thank you.
5. I'll do my best: haré todo lo posible
6. Let's face it: reconozcámoslo
- Let's face it, we're ruined.
7. It isn't my fault: no es culpa mía
- It isn't my fault that the bus didn't come, so I was late.
8. To feel like (gerund): apetecer
- I feel like swimming
9. First things first: cada cosa a su tiempo
10. I haven't the foggiest idea: no tengo ni la más remota idea.
- I haven't the foggiest idea what this means.
11. To get in touch with: ponerse en contacto con
- Can you tell me how to get in touch with him?
12. To get rid of: librarse de
- Let's get rid of that dog.
13. For goodness' sake: Por lo que más quieras
- For goodness' sake, stop talking!
14. On the other hand: por otra parte
- On the other hand there are things that you should consider
15. To have a good time: pasárselo bien
- We had a very good time at the disco
16. To have to do with: tener que ver con
- It has nothing to do with me
17. By heart: de memoria
- He learnt his lesson by heart
18. To be in a hurry: tener prisa
- Are you in a hurry?
19. The last but one: el penúltimo
20. To leave alone: dejar en paz
- Leave me alone
24. 21. To manage to: arreglárselas
- He managed to get there in time.
22. What's the matter?= What's up?= What's wrong?: ¿qué pasa?
23. Mind your own business: métete en tus asuntos
24. To be... missing: faltar
- There are three books missing from this shelf.
25. Nothing doing: no hay nada que hacer
26. On foot: a pie
27. Once and for all: de una vez por todas
- I'll tell you once and for all, stop bothering me
28. To put something down to: atribuir a
- I put it down to lack of information
29. To see somebody off: despedir al que se va de viaje
- He went to the station to see her off
30. To take it easy: Tomárselo con calma
- Take it easy my friend, there's nothing to worry about
31. To take one's time: tomarse el tiempo necesario
- Take your time there's no hurry.
32. Not to think much of: no tener muy buena opinión de
- They don't think much of him as a writer
33. In time: a tiempo
- Are you still in time?
34. On time: puntual
- He likes to be on time.
35. To be in the way: estar estorbando
- You are in the way.
36. In a way: en cierto modo
- That's also yours in a way.
37. To be well off: estar acomodado, tener mucho dinero
- They're quite well off Sinónimo= Wealthy, rich
38. In a word: En una palabra
- In a word, my answer is no.
39. If the wost comes to the worst: en el peor de los casos
- If the worst comes to the worst we'll always have your flat
40. You are driving me mad: me estás volviendo loco
41. How is it going?= How are things?:= How are you doing?(USA): ¿qué tal?
42. Let alone: Y no digamos, y mucho menos
- He can't ride a bike, let alone a motorbike.
25. 43. Over and over again: Una y otra vez
- I've told you over and over again not to be late
44. To vanish into thin air: desaparecer
- He just vanished into thin air.
45. To change one's mind: cambiar de opinión
- I may have said that yesterday but I've changed my mind.
46. Day in and day out: todos los dias
- He went to school day in and day out but seemed to learn very little.
47. It doesn't make any difference: es igual
- It really doesn't make any difference to me wheter you go or not.
48. To come to the point: ir al grano
- I'll come to the point, when are you going to pay us?
49. I think so, I hope so, I suppose so... : Creo que sí...
50. To have a go at: Intentarlo, probar
- Have a go at it yourself.
51. Last but not least: por último pero no por eso menos importante.
52. It's a must: Es obligado, no te lo pierdas
- If you come to London, visit the National Gallery, it's a must.
53. Every now and then: de vez en cuando
- He comes to see us every now and then.
54. On second thoughts: pensándolo bien
- On second thoughts, I'd rather stay at home.
55. At random: al azar
- He chose ten men at random.
56. Two days (etc) running: dos dias (etc) seguidos
- This week I have to play basketball two days running
57. It's the last straw...(that breaks the camel's back): lo que faltaba, la gota que colma el vaso.
- He didn't come yesterday either. Really, it's the last straw.
58. Time is money: el tiempo es oro
59. The trouble is: lo malo es que
- The trouble is that I haven't got any either.
60. This way, please: por aquí, por favor
61. The other way round: Al revés, todo lo contrario
- So, you've got two and they haven't got any? - No, it's the other way round.
62. To come in handy: venir muy bien
- That money will come in handy one day.
63. To jump to conclusions: Sacar una conclusión precipitada
- Don't jump to conclusions, please.
26. 64. To make up one's mind: decidirse
- Have you made up your mind yet?
65. Any minute now: en cualquier momento.
- They will arrive any minute now.
66. You asked for it: tú te lo has buscado.
67. As busy as a bee: muy ocupado.
68. Stop bossing me about: deja de darme órdenes.
69. By all means = of course: por supuesto.
- May I borrow your ladder? - By all means.
70. By myself = on my own: solo.
- She likes to be by herself.
71. To cap it all: para colmo.
- And to cap it all, I got a fine too.
72. Cheer up: anímate.
- Cheer up, everything will be all right.
73. Her dreams have come true: sus dueños se han cumplido.
74. That was a crying shame: eso fue una vergüenza.
75. One must know where to draw the line: uno debe saber dónde poner los límites.
76. What on earth are you talking about?: ¿de qué demonios estás hablando?
77. He fell for it: se lo creyó.
78. Things were going too far, so I had to put my foot down: tuve que plantarme.
79. You'll get into trouble: te meterás en líos.
80. They get on very well: se llevan muy bien.
81. Two heads are better than one: dos mejor que uno.
82. I´ll do ir right away: lo haré ahora mismo.
83. It's no laughing matter: no es cosa de risa.
84. Leave me alone: déjame en paz.
85. I'm looking forward to seeing her: Estoy deseando verla.
86. Make yourself at home: considérate en tu casa.
87. To make the most of something: sacarle máximo provecho a algo
- She knows how to make the most of her good looks: Sabe sacarle partido a su belleza.
88. As a matter of fact: en realidad.
89. She understood me at once: me entendió enseguida.
90. I'm sure they can put you up for the night: Seguro que os pueden hospedar esta noche.
27. IRREGULAR VERBS
be was/were been ser, estar
bear bore borne llevar, soportar
born (to be born: nacer)
beat beat beaten batir, golpear, latir
become became become llegar a ser, hacerse
begin began begun empezar
bend bent bent doblar
bet bet bet apostar
bite bit bit/bitten morder
bleed bled bled sangrar
blow blew blown soplar
break broke broken romper
breed bred bred criar, educar
bring brought brought traer
build built built edificar
burn burnt burnt arder, quemar
burst burst burst estallar
buy bought bought comprar
catch caught caught atrapar
choose chose chosen escoger
come came come venir
cost cost cost costar
creep crept crept arrastrarse
cut cut cut cortar
deal dealt dealt tratar
dig dug dug cavar
do did done hacer
draw drew drawn dibujar, tirar
dream dreamt dreamt soñar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed alimentar
feel felt felt sentir
fight fought fought luchar
find found found encontrar
flee fled fled huir
fly flew flown volar
forbid forbade forbidden prohibir
forget forgot forgotten olvidar
forgive forgave forgiven perdonar
freeze froze frozen helar
get got got/gotten conseguir
give gave given dar
go went gone ir
grow grew grown crecer, cultivar
hang hung hung colgar
have had had tener
hear heard heard oir
hide hid hid/hidden esconder
hit hit hit golpear
hold held held sostener
hurt hurt hurt hacer daño, doler
keep kept kept guardar
kneel knelt knelt arrodillarse
know knew known saber, conocer
lay laid laid poner (la mesa...)
lead led led guiar
leap leapt leapt saltar
learn learnt learnt aprender
leave left left dejar, salir
lend lent lent prestar
let let let permitir
lie lay lain yacer, tenderse
light lit lit encender
lose lost lost perder
make made made hacer
mean meant meant querer decir
meet met met encontrarse con
put put put poner
pay paid paid pagar
quit quit quit dejar, irse
read read read leer
ride rode ridden montar
ring rang rung tocar el timbre
rise rose risen levantarse, surgir
run ran run correr, dirigir
saw sawed sawn serrar
say said said decir
see saw seen ver
seek sought sought buscar, registrar
sell sold sold vender
send sent sent enviar
set set set establecer
shake shook shaken sacudir, agitar
shine shone shone brillar
shoot shot shot disparar
show showed shown mostrar
shut shut shut cerrar
sing sang sung cantar
sink sank sunk hundir
sit sat sat sentarse
sleep slept slept dormir
slide slid slid deslizarse, resbalar
smell smelt smelt oler
speak spoke spoken hablar
speed sped sped acelerar
spell spelt spelt deletrear
spend spent spent gastar
spill spilt spilt derramar
spit spat spat escupir
split split split partir
spoil spoilt spoilt estropear, mimar
spread spread spread esparcir
spring sprang sprung brotar, saltar
stand stood stood estar de pie
steal stole stolen robar
stick stuck stuck pegar, adherirse
sting stung stung picar
stink stank stunk apestar
strike struck struck golpear
swear swore sworn jurar
sweep swept swept barrer
swim swam swum nadar
swing swung swung balancearse
take took taken coger, llevar
teach taught taught enseñar
28. tear tore torn rasgar
tell told told decir, contar
think thought thought pensar, creer
throw threw thrown tirar, arrojar
thrust thrust thrust meter, empujar
understand understood understood comprender
wake woke woken despertar
wear wore worn llevar puesto
weep wept wept sollozar
win won won ganar
write wrote written escribir