COMPOSITION (WRITING)

COMPOSITION (WRITING)

 

COMPOSITION (WRITING)

PARA DAR UN PUNTO DE VISTA

In my opinion....................................

In my view.............................................

Personally..........................................

As far as I am concerned...................

From my point of view......................

The first thing that comes to my mind when I think about.....................

PARA EXPRESAR REALIDADES

 

As a matter of fact........................

In fact............................................

Actually.........................................

PARA DAR EJEMPLOS

For example.....................................

For instance......................................

Such as..............................................

PARA EXPRESAR ALGO DE OTRO MODO

That is................................

In other words..................................

PARA ESTABLECER UN CONTRASTE

However..............................................

Nevertheless........................................

On the other hand................................

Although...............................................

In spite of.............................................

Despite.................................................

PARA AÑADIR INFORMACIÓN

Apart from this....................................

Moreover.............................................

In addition............................................

PARA EXPRESAR CAUSAS O RESULTADOS

Because of this.......................................

For this reason........................................

That is why..............................................

Therefore.................................................

As a result of............................................

Consequently............................................

So..............................................................

PARA MODIFICAR LO QUE ESTAMOS DICIENDO

 

At least............................................................

In particular.....................................................

More or less....................................................

Above all........................................................

Basically.........................................................

PARA CONECTAR EL TIEMPO

First of all.......................................................

Next................................................................

In the meantime..............................................

After that.........................................................

Finally.............................................................

While..............................................................

In the end........................................................

PARA FINALIZAR

In short...........................................................

In conclusion..................................................

On the whole..................................................

To sum up.......................................................



IDIOMS

IDIOM

 

"I ACED MY TEST",

 

Significa que has hecho un examen brillante

 

 



WHO STOLE THE COOKIES FROM THE COOKIE JAR?

WHO STOLE THE COOKIES FROM THE COOKIE JAR?

Se trata de un juego de niños que es muy útil para mejorar la pronunciación.

KING HENRY VIII'S WIVES

KING HENRY VIII'S WIVES

Catherine of Aragón

Anne Boleyn's

Jane Seymour

Anne of Cleves

Catherine Howard

Katherine Parr

 



CAMINO DE SANTIAGO

CAMINO DE SANTIAGO

The Camino de Santiago, also known by the English names Way of St. James, St. James's Way, St. James's Path, St. James's Trail, Route of Santiago de Compostela,and Road to Santiago, is the name of any of the pilgrimage routes (most commonly the Camino Francés or French route) to the shrine of the apostle St. James the Great in the Cathedral of Santiago de Compostela in Galicia in northwestern Spain, where tradition has it that the remains of the saint are buried. Many take up this route as a form of spiritual path or retreat for their spiritual growth.

 

IDIOMS

IDIOM

 

"I EXPECTED BETTER OF YOU"

 

Significa "Yo esperaba más de ti"

IDIOMS

"IT BE WORH YOUR WHILE"

 

Significa "merece la pena", "vale la pena".

 

It may be worth your while meet a teacher to discuss the assessment.

 

 

It will be worth your while to take a stroll along the river.

ALICE IN WONDERLAND

Five fun facts about Alice:

1. The novels were banned in China in 1931, on the grounds that “animals should not use human language…”
2. The tree that is said to have inspired the Cheshire Cat’s tree stands in the garden behind Alice’s home at Christ Church College, Oxford.
3. Lewis Carroll suffered from a rare neurological disorder that causes strange hallucinations and affects the size of visual objects, which can make the sufferer feel bigger or smaller than they are – a huge theme of the book. The disease, first discovered by English psychiatrist John Todd in 1955, was later named Alice in Wonderland Syndrome. It is also known as Todd’s syndrome.
4. Dinah (Alice’s cat) has become a popular literary cat. Not directly linked but if you like cats why not visit Lady Dinah’s Cat Emporium?
5. Kathryn Beaumont voices Alice in the Disney animated film. She also voices Wendy Darling in Peter Pan.

QUESTION TAGS

QUESTION TAGS

Question tags son  frases  que se colocan al final de una oración afirmativa o negativa y que generalmente tienen como objetivo confirmar o negar el contenido de la frase misma. Es el equivalente al ¿verdad?español o al ¿no? más utilizado en países de América.

IMPORTANTE

1-      Las question tags se utilizan con verbos auxiliares.

2-      Cuando la frase está en afirmativa la question tag se escribirá en negativo.

3-      Cuando la frase está en negativa la question tag se escribirá en afirmativo.

Ahora veamos los distintos casos:

FRASES AFIRMATIVAS CON VERBO TO BE EN PRESENTE

It's a beautiful flower, isn't it? (Es una flor hermosa, ¿no?)

Karen  is very thin, isn't she? (Karen está muy delgada, ¿verdad?)

You are really tired, aren't you? (Estás muy cansado, ¿no?)

They're very friendly people, aren't they? (Son personas muy sociables, ¿no?)

You are coming tomorrow, aren't you? (Vas a venir mañana, ¿verdad?)

Keith's writing the report now, isn't he? (Keith está escribiendo el informe en estos momentos, ¿no?)

I'm late, aren't I? (Llego tarde, ¿no?)

I'm arriving late at night, aren't I? (LLegaré tarde por la noche, ¿no?)

(Estos dos últimos casos se dan sólo en Inglés Americano)

FRASES NEGATIVAS CON VERBO TO BE EN PRESENTE.

I'm not late, am I? (No llego tarde, ¿no?)

It isn't a beautiful day, is it? (No es una hermosa flor, ¿verdad?)

Karen is not very thin, is she? (Karen no está muy delgada, ¿no?)

You aren't really tired, are you? (No estás muy cansado, ¿verdad?)

They aren't very friendly people, are they? (No son personas muy sociables, ¿no?)

You aren't coming tomorrow, are you? (No vas a venir mañana, ¿no?)

Keith isn't writing the report now, is he? (Keith no está escribiendo el informe en estos momentos, ¿no?)

FRASES AFIRMATIVAS CON VERBO TO BE EN PASADO.

It was a beautiful day, wasn't it? (Fue un día hermoso, ¿verdad?)

Karen was angry, wasn't she? (Karen estaba enfadada, ¿no?)

You were really tired, weren't you? (Estabas muy cansado, ¿verdad?)

You were studying at 6, weren't you? (Estuviste estudiando a las 6, ¿no?)

He was flying when I phoned, wasn't he? (Estaba volando cuando llamé, ¿no?)

FRASES NEGATIVAS CON VERBO TO BE EN PASADO.

It wasn't a beautiful day, was it? (No fue un día hermoso, ¿no?)

Karen wasn't angry, was she? (Marta no estaba enfadada, ¿no?)

You weren't really tired, were you? (No estabas muy cansado, ¿verdad?)

You weren't studying at 6, were you? (No estuviste estudiando a las 6, ¿no?)

He wasn't flying when I phoned, was he? (No estaba volando cuando llamé, ¿no?)

FRASES AFIRMATIVAS CON OTROS VERBOS.

You went to Kent in 2010, didn't you? (Fuiste a Kent en 2010, ¿no?)

Joan has worked a lot, hasn't she? (Joan ha trabajado mucho, ¿no?)

Mia will be there in ten minutes, won't she? (Mía estará allí en diez minutos, ¿verdad?)

Tom should pass his exam, shouldn't he? (Tom debería aprobar su examen, ¿no?)

You can play the violin, can't you? (Sabes tocar el violín, ¿no?)

He could find a job, couldn't he? (Pudo encontrar trabajo, ¿verdad?)

FRASES CON LET’S

Let's go out for a walk, shall we? (Salgamos a dar una vuelta, ¿qué te parece?)

Let's study tomorrow morning, shall we? (Estudiemos mañana por la mañana, ¿sí?)

FRASES EN IMPERATIVO

Open the door, will you? (Abre la puerta, ¿sí?)

Don't smoke in this room, will you? (No fumes en esta habitación, ¿de acuerdo?)

 

IDIOMS

NO MAN'S LAND

The British Regular Army did not widely employ the term when they arrived in France in 1914. The terms used most frequently at the start of the war to describe the area between the trench lines included 'between the trenches' or 'between the lines'. The term 'no man's land' was first used in a military context by soldier and historian Ernest Swinton in his short story The Point of View. Swinton used the term in war correspondence on the Western Front, with specific mention of the terms with respect to the Race to the Sea in late 1914. The Anglo-German Christmas true of 1914 brought the term into common use, and thereafter it appeared frequently in official communiqués, newspaper reports, and personnel correspondences of the members of the British Expeditionary Force.

In World War I, no man's land often ranged from several hundred yards to in some cases less than 10 yards. Heavily defended by machine guns, mortars, artillery and riflemen on both sides, it was often riddled with barbed wire and rudimentary improvised land mines, as well as corpses and wounded soldiers who were not able to make it across the sea of explosions and fire. The area was usually devastated by the warfare, carnage and remains of the artillery. It was open to fire from the opposing trenches and hard going generally slowed down any attempted advance. However, not only were soldiers forced to cross no man's land when advancing, and as the case might be when retreating, but after an attack the stretchers bearers would need to go out into it to bring in the wounded. No man's land remained a regular feature of the battlefield until near the end of World War I, when mechanized weapons (ie. tanks) made entrenched lines less of an obstacle



VISUALLY IMPAIRED STAFF

At Gallito Ciego Móvil, visually impaired staff cook and serve customers in the dark to raise awareness about tolerance

https://www.facebook.com/permalink.php?story_fbid=445761175517022&id=162396923853450

TIEMPOS VERBALES (INGLÉS)

TIEMPOS VERBALES

Presente Simple

 

Se utiliza para describir acciones que se realizan habitualmente con cierta frecuencia.

Verdades universales, es decir hechos que son ciertos siempre.

Cuando se hace referencia a hechos que se realizan todos los días

Con valor de futuro cuando la acción forma parte de un programa previsto.

 

Ejemplos

That fellow speaks English very well.

The earth goes round the sun.

She gets up at seven o’clock every day.

I leave by the 6.30 train to Glasgow tomorrow.

Estructura

 

SUJETO + VERBO (CON S EN LAS TERCERAS PERSONAS HE-SHE-) + COMPLEMENTOS

El verbo lleva S en tercera persona de singular en Afirmativo

He always reads this newspaper.

Para interrogativo y negativo se utiliza el auxiliar DO (I, you, we, they) y DOES (he, she, it), Cuando se usa Does el verbo no lleva S.

They get up early on Monday

Do they get up early on Monday?

They do not get up early on Monday

        don’t

She drinks milk at breakfast.

Does she drink milk at breakfast?

She does not drink milk at breakfast.

       doesn’t

Palabras que suelen aparecer

ALWAYS

OFTEN

NEVER

SELDOM

CONTINUALLY

FREQUENTLY

GENERALLY

USUALLY

RARELY

REGULARY

SCARCELY

HARDLY EVER

HARDLY SCARCELY

DAILY

WEEKLY

EVERY DAY

EVERY MONTH

EVERY YEAR

QUATERLY

______________________________________________________________________

Presente Continuo o Progresivo

Se utiliza para describir acciones que se están realizando en este momento y son de duración limitada.

También se utiliza para expresar un futuro próximo generalmente acompañado de adverbios de tiempo.

Futuro previsto en un plan o programa.

Ejemplos

My friends are playing chess now.

I’m going to the cinema next Monday

He says he is coming to the office just now

I’m leaving by the 6.30 train to Glasgow tomorrow.

Estructura

SUJETO + VERBO TO BE (IS ARE AM) + VERBO CON ING + COMPLEMENTOS

Palabras que aparecen habitualmente

NOW

JUST NOW

TODAY

AT PRESENT

Algunos verbos no se utilizan en presente continuo, se llaman verbos estáticos

like

love

want

know

understand

remember

depend

prefer

hate

need

mean

believe

forget

_____________________________________________________________________

PRESENTE PERFECTO

Este tiempo verbal se utiliza para describir acciones que empezaron en el pasado y continúan en el presente o tienen consecuencia en el presente.

Estructura

SUJETO + VERBO TO HAVE + VERBO EN PARTICIPIO + COMPLEMENTOS

Palabras que suelen aparecer

SINCE

FOR

ALREADY

YET

JUST

I have gone

I have been

Ejemplos

I haven’t seen John for four month

I have broken my leg

PRESENTE PERFECTO CONTINUO

Este tiempo verbal se utiliza igual que el perfecto simple pero en situaciones y acciones mas temporales.

También para enfatizar que la acción no ha terminado.

I have read Don Quijote (I finished it)

I have been reading Don Quijote (I haven’t finished it)

______________________________________________________________________

PASADO SIMPLE

Se utiliza para describir acciones que empezaron en el pasado y se terminaron en el pasado.

Ejemplo

I did my homework two hours ago

When did they finish the proyect?

Estructura

SUJETO + VERBO EN PASADO + COMPLEMENTOS

En interrogativo y negativo se utiliza el auxiliar DID y el verbo se escribe en infinitivo

Palabras que suelen aparecer

Ago

Yesterday

Last

When

______________________________________________________________________

PASADO CONTINUO

Se utiliza para describir acciones que estaban realizándose en el pasado. Normalmente se combina con pasado simple cuando la acción es interrumpida.

Ejemplo

While I was reading my mother arrived.

Estructura

SUJETO + VERBO TO BE EN PASADO (WAS/WERE) + VERBO CON ING + COMPLEMENTOS.

Palabras que suelen aparecer

As

While

PASADO PERFECTO

Se utiliza para describir acciones que se realizaron en un pasado anterior al pasado simple.

Ejemplo

When we arrived the concert had already begun.

Estructura

SUJETO + HAD + VERBO EN PARTICIPIO + COMPLEMENTOS

Palabras que suelen aparecer

By the time

Before

FUTURO SIMPLE CON WILL

Se utiliza para describir una acción que se realizará en el futuro pero que no es premeditada.

Normalmente nos referimos a acciones que surgen en el momento que estamos hablando.

The sun is shining. They will go to the beach

ESTRUCTURA

SUJETO + WILL/SHALL + VERBO EN INFINITIVO SIN TO + COMPLEMENTOS

Para I y We se puede usar shall.

Will not = Won´t

Shall not = Shan´t

Un verbo en infinitivo jamás lleva S en terceras personas.

______________________________________________________________________

FUTURO CON GOING TO

Se utiliza para describir una acción programada en el futuro, se ha pensado de antemano.

También se utiliza para acciones que tienen una evidencia en el presente.

Peter has decided to organise a party. He is going to invite you.

ESTRUCTURA

SUJETO + VERBO TO BE EN PRESENTE + GOING TO + VERBO EN INFINITIVO + COMPLEMENTOS

Sueles Encontrar en canciones o en slang (argot) gonna

Gonna = going to

FUTURO CONTINUO

Se utiliza para describir una acción futura que estará transcurriendo en un momento determinado en el futuro.

También indicando un orden normal, preestablecido de las cosas.

Probabilidad, deducción

ESTRUCTURA

SUJETO+ WILL+ BE + VERBO CON ING+COMPLEMENTOS

Ejemplos

This time tomorrow I will be flying to London

You will be seing him this afternoon (as usual)

Mother will be expecting me and getting uneasy.

Suele parecer la frase “this time” (a esta hora, para esta hora,)

FUTURO PERFECTO

Se utiliza para describir una acción que habrá terminado en un futuro.

ESTRUCTURA

SUJETO + WILL + HAVE + VERBO EN PARTICIPIO + COMPLEMENTOS

Ejemplos

I will have finished by ten o’clock

Suele aparecer la frase “by the time” (para cuando)

CONDICIONAL SIMPLE

Se utiliza para expresar una hipótesis.

Es el tiempo verbal usado en las frases de Segundo tipo de Condicional.

ESTRUCTURA

SUJETO + WOULD + VERBO EN INFINITIVO + COMPLEMENTO

Ejemplos

If I had a big house I would give several parties.

He wouldn’t kill anybody.

CONDICIONAL PERFECTO

Este tiempo verbal se utiliza para la formación de frases condicionales de Tercer Tipo.

ESTRUCTURA

SUJETO + WOULD + HAVE + VERBO EN PARTICIPIO + COMPLEMENTOS

Ejemplos

If they had known the truth they would have cleaned the room.

He wouldn’t have bought that book if he had read the review

 

NOTHING FOR FEAR, BUT FEAR ITSELF

NOTHING FOR FEAR, BUT FEAR ITSELF

This phrase was invented by President Franklin D. Roosevelt.  It was one of his responses to the problems of the Great Depression.  He was trying to tell people that their fears were contributing to the bad outcomes that they feared -- sort of a vicious cycle.
As far as how this relates to the idea of fear, I suppose that the main thing it tells us is that fear feeds on itself.  Once we come to be afraid of something, we convince ourselves to be more and more afraid of that thing.

NOCHE MÁGICA DE SAN JUAN

MIDSUMMER'S EVE

MIDSUMMER'S EVE

MIDSUMMER'S EVE

The festival is primarily a Celtic fire festival, representing the middle of summer, and the shortening of the days on their gradual march to winter. Midsummer is traditionally celebrated on either the 23rd or 24th of June, although the longest day actually falls on the 21st of June. The importance of the day to our ancestors can be traced back many thousands of years, and many stone circles and other ancient monuments are aligned to the sunrise on Midsummer's Day. Probably the most famous alignment is that at Stonehenge, where the sun rises over the heel stone, framed by the giant trilithons on Midsummer morning.

In antiquity midsummer fires were lit in high places all over the countryside, and in some areas of Scotland Midsummer fires were still being lit well into the 18th century. This was especially true in rural areas, where the weight of reformation thinking had not been thoroughly assimilated. It was a time when the domestic beasts of the land were blessed with fire, generally by walking them around the fire in a sun-wise direction. It was also customary for people to jump high through the fires, folklore suggesting that the height reached by the most athletic jumper, would be the height of that years harvest.

THE SUMMER SOLSTICE

The Summer Solstice

The summer solstice heralds the beginning of summer in the Northern Hemisphere. The timing of the summer solstice depends on when the Sun reaches its northernmost point of the equator.

In 2015, the summer begins with the solstice on June 21 at 12:38 P.M. EDT.

The word solstice is from the Latin solstitium, from sol (sun) and stitium (to stop), reflecting the fact that the Sun appears to stop at this time (and again at the winter solstice).

In temperate regions, we notice that the Sun is higher in the sky throughout the day, and its rays strike Earth at a more direct angle, causing the efficient warming we call summer.

This summer solstice is the day with the most hours of sunlight during the whole year.

WATERLOO

WATERLOO

Waterloo is a municipality in the province of Wallon Brabant, Belgium. It is north of Braine-l'Alleud, which is the site of the Battle of Waterloo, where resurgent Napoleon was finally defeated in 1815. Waterloo is a multilingual town; the commune offers services in French, Dutch, and English.



MUSEO DE LAS PALABRAS

MUSEO DE LAS PALABRAS

l Museo de la Palabra se articula como la principal herramienta y patrimonio de la Fundación César Egido Serrano para el logro de sus fines, una fundación privada sin ánimo de lucro, de carácter cultural, no confesional, y absolutamente independiente, que no solicita ni recibe subvenciones ni ayudas de ninguna Institución Pública o Privada. Se financia con sus propios recursos.
El Museo de la Palabra apoya y fomenta el diálogo entre las distintas culturas, ideas, religiones y sensibilidades. El resultado y la existencia de este diálogo son en sí una pieza museística, y lo configuran como un lugar de encuentro, el único museo virtual del mundo en el que no se expone nada, y que pervive en la red, realizando y trasladando sus actividades culturales desde esa plataforma, a todo el mundo.
Como herramienta de la Fundación Cesar Egido Serrano, permite mediante el desarrollo de actividades, cuyo protagonista sea la palabra (hablada, escrita o en sus distintas manifestaciones), fomentar el entendimiento entre los distintos pueblos, ideologías, religiones y culturas.
El Museo de la Palabra, una Casa-Palacio en el corazón de la ruta cervantina, centro neurálgico de actividad cultural, un lugar apto para el estudio, el intercambio y el encuentro, emblema de la Fundación César Egido Serrano.
Cuyo principal objetivo, es poner en valor, un concepto básico: “La palabra es el vínculo entre los pue

http://www.museodelapalabra.com/es/museo/definicion

PRIMARY SCHOOL IN UK

Primary School in UK

 The primary stage covers three age ranges: nursery (under 5), infant (5 to 7 or 8)

(Key Stage 1) and junior (up to 11 or 12) (Key Stage 2) but in Scotland and Northern

Ireland there is generally no distinction between infant and junior schools. In Wales,

although the types of school are the same, the Foundation Phase has brought

together what was previously known as the Early Years (from 3 to 5-year-olds) and

Key Stage 1 (from 5 to 7-year-olds) of the National Curriculum to create one phase of

education for children aged between three and seven. In England, primary schools

generally cater for 4-11 year olds. Some primary schools may have a nursery or a

children’s centre attached to cater for younger children. Most public sector primary

schools take both boys and girls in mixed classes. It is usual to transfer straight to

secondary school at age 11 (in England, Wales and Northern Ireland) or 12 (in

Scotland), but in England some children make the transition via middle schools

catering for various age ranges between 8 and 14. Depending on their individual age

ranges middle schools are classified as either primary or secondary.

The major goals of primary education are achieving basic literacy and numeracy

amongst all pupils, as well as establishing foundations in science, mathematics and

other subjects. Children in England and Northern Ireland are assessed at the end of

Key Stage 1 and Key Stage 2. In Wales, all learners in their final year of Foundation

Phase and Key Stage 2 must be assessed through teacher assessments.