Contenido.docx

Unit 1

Specific knowledge

Present Simple vs Present Continuous

Present simple vs present continuous

Simple present/Present continuous

Here are some more ways we use the simple present:

1 To give instructions/directions

First, you boil some water and then you add the noodles and cook them for

three minutes.

When you exit the MTR station, cross King’s Road and go two blocks down.

2 To make promises

I promise to be very careful with your digital camera.

I swear never to let you down.

3 To tell stories (for immediacy)

Then she goes to the door and opens it and the monster pops out!

She finishes her homework and then the phone rings.

Here are some more ways we use the present continuous:

1 To talk about ongoing changes

You are getting fatter and fatter.

He is becoming a responsible young man.

2 To talk about repeated actions

That boy is kicking the back of my chair.

The cat is scratching that sofa to pieces.

3 To talk about background events in a story

Then she goes to the door and opens it and the monster is standing there!

She is doing her homework and the phone rings.

Sustiuir imagen por texto: Tabla. Here are some differences in how we use the simple present continuous.

Here are some differences in how we use the simple present continuous.

A la izquierda:

Simple present

1. For permanent situations, she lives in Quarry Bay2. For repeated actions not connected to the moment of speaking, She takes dancing

lessons on Monday evening.3. For future events in an itinerary, We arrive in Shanghai at 2.30 p.m.4. For illnesses/ physical states, I have a cold./ My head aches5. For preferences/ opinions, I love pizza.

A la derecho:

Simple continuos

1. For temporary situations, she is staying in the Kowloon hotel.2. For repeated actions connected to the moment of speaking,She is talking dancing

lessons now but before she took putoghua lessons.3. For planned future events,We are going to shanghai next week.4. For physical states only, My head is aching.5. For fellings we are experiencing now, I am enjoying every bite of this delicious

pizza.

Reported Speech

Reported speech

Reported speech is often also called indirect speech. When we use reported speech, we are usually talking about the

past (because obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in

the past too. For example:

"I'm going to the cinema".

He said he was going to the cinema.

Basic tense chart

The tenses generally move backwards in this way (the tense on the left changes to the tense on the right):

Written skill

Emails

Emails

Analyze the following emails, and write down two similar e-mails which will be sent to your teacher by email.

1) Hi Scott,Thanks for the e-mail.　 It is always nice to hear from people, especially from you, Scott.

I have not got any reply, a positive or negative one, from Seibido yet. Let's wait and hope that it will make a BOOK.

Have you finished your paperwork for Kaken and writing academic articles?If you have some free time in the near future, I want to meet you and explain to you our next project.　

Why not drink out in Hiroshima if we are accepted?We need to celebrate ourselves, don't we?　 Let's have a small end-of-the-year party!

Sincerely,　　 K. Nakagawa

2)Dear Dennis,

Hope you are well.

I'm writing to you, yet again, in your capacity as "Answer Man."

One of our David English House teachers has just e-mailed me to see if Ihave any more information on "university listening tests" which are to beadministered soon.

I have no information about any such tests.　 Do you?　 If so, could youplease let me know.

Thank you kindly.

Best regards,Donna

3)Hi there, Doreen

Long time no see. Hope all's well in your world!　

I haven't been to JALT all year, shame on me, but I needed the break. I still see the guys and I'm going to the national, so don't write me off yet!

I was trying to remember who you've published with in the past, and Iwondered if you had any contacts at Nan'Un-Do. I want to send a proposal to them but have no names, and the personal touch is always best!

I might go to see Jane Willis, family commitments permitting, any plans inthat direction? Going to Shizuoka I presume?

Bye for now All the best S

4)Dear Ray,

How are you?　

I think I haven't told you yet.　 After workin for　 Kobe Kaisei Girls' Junior　 High School, I got a job here at Kure National College of Technology.

Anyway, coming home to Hiroshima, I resumed my research. I know what I have to do first: To publish the dissertation of mine ... When I was in Kobe, it was too difficult.

These days I finally finished writing a summary in English,　 which is　 required for publication.　 Prof. YAMADA gave me　 some comments.　 But I wonder if it is free of any unnaturalness.　 Could you have a look at the attached file (it is the summary in question) and give me comments?　 I'm not in such a hurry.

Best wishes

A letter

Format letter`s format:

Letter Heading / Company logo

Address DetailsTel. DetailsFax Details

Email Address

Date

To whom it may concern

Dear Sir or Madam

Re: Reference for Mr. John Smith

First Paragraph

Second and Subsequent Paragraphs

Closing Paragraph

Yours sincerely,

Jean Brown

Unit 2

Specific knowledge

Frequency adverbs

Frequency adverbs

The most common frequency adverbs in English are:

Always

Frequently

Usually

Often

Sometimes

Occasionally

Seldom

Rarely

Never

100% of the time

about 90% of the time








Note: The percentages here are rough estimates only.

Frequency adverbs can be placed at various points in the sentence, but are most commonly used before the main verbs and after be verbs.

I always come to work on time.

They are seldom home when we call.

He's usually eating breakfast at this time.

She's never been to Maine.

A: Do you come here often?

B: Yes. I'm here occasionally.

A: What do you usually do here?

B: Sometimes I just sit and ponder the meaning of life.

Note: The adverbs seldom, rarely, never and hardly ever are considered negative.

A: Do you always carry a briefcase?

B: (Yes,) I usually do.

No, I usually don't.

No, I rarely do.

No, I hardly ever do.

Other frequency adverbs and expressions are as follows:

Every day/week/month

Every other day/week

Once a week/month/year

Twice a year/day, etc.

(Every) once in a while

Every so often

These expressions are used at the beginning and end of sentences, not before main verbs.

Adverbs of degree

ADVERBS OF DEGREE Usage

Adverbs of degree tell us about the intensity or degree of an action, an adjective or another adverb.

Common adverbs of degree:

Almost, nearly, quite, just, too, enough, hardly, scarcely, completely, very, extremely.

Adverbs of degree are usually placed:

1. before the adjective or adverb they are modifying:e.g. The water was extremely cold.

2. before the main verb:e.g. He was just leaving. She has almost finished.

Examples

· She doesn't quite know what she'll do after university.

· They are completely exhausted from the trip.

· I am too tired to go out tonight.

· He hardly noticed what she was saying.

Enough, very, too

Enough as an adverb meaning 'to the necessary degree' goes after adjectives and adverbs.

Examples

· Is your coffee hot enough? (adjective)

· He didn't work hard enough. (adverb)

It also goes before nouns, and means 'as much as is necessary'. In this case it is not an adverb, but a 'determiner'.

Examples

· We have enough bread.

· They don't have enough food.

Too as an adverb meaning 'more than is necessary or useful' goes before adjectives and adverbs, e.g.

· This coffee is too hot. (adjective)

· He works too hard. (adverb)

Enough and too with adjectives can be followed by 'for someone/something'.

Examples

· The dress was big enough for me.

· She's not experienced enough for this job.

· The coffee was too hot for me.

· The dress was too small for her.

We can also use 'to + infinitive' after enough and too with adjectives/adverb.

Examples

· The coffee was too hot to drink.

· He didn't work hard enough to pass the exam.

· She's not old enough to get married.

· You're too young to have grandchildren!

Very goes before an adverb or adjective to make it stronger.

Examples

· The girl was very beautiful. (adjective)

· He worked very quickly. (adverb)

If we want to make a negative form of an adjective or adverb, we can use a word of opposite meaning, or not very.

Written skill

Likes and dislikes

THEORY

Love - Like - Don't Mind - Don't Like- Hate

After some verbs (love, like, don't/doesn't mind,don't/doesn't like, hate) you can use a noun, a pronoun or a verb +ing.

Love Like Don't mind Don't Like Hate

Noun (coffee) I love coffee. I like coffee.I don't mind coffee.

I don't like coffee.

I hate coffee.

Pronoun (him)

I love him. I like him.I don't mind him.

I don't like him.

I hate him.

Verb (flying) I love flying. I like flying.I don't mind flying.

I don't like flying.

I hate flying.

Promote a sport

A poster to promote sport

Unit 3

Specific knowledge

Simple past

THEORY

The simple past tense is used to talk about actions that happened at a specific time in the past. You state when it happened using a time adverb.

You form the simple past of a verb by adding -ed onto the end of a regular verb but, irregular verb forms have to be learned.

To beStatements

+

To beStatements

-Questions ?

I was. I wasn't. Was I?He was. He wasn't. Was he?She was. She wasn't. Was she?It was. It wasn't. Was it?You were. You weren't. Were you?We were. We weren't. Were we?They were. They weren't. Were they?

Regular Verb (to work) Statements

+

Regular Verb (to work) Statements

-Questions

Short answer

+

Short answer

-I worked. I didn't work. Did I work? Yes, I did. No, I didn't.

He worked. He didn't work. Did he work? Yes, he did.No, he didn't.

She worked. She didn't work.Did she work?

Yes, she did.

No, she didn't.

It worked. It didn't work. Did it work? Yes, it did. No, it didn't.

You worked. You didn't work.Did you work?

Yes you did.

No, you didn't.

We worked. We didn't work.Did we work?

Yes we did.No, we didn't.

They worked. They didn't work.Did they work?

Yes they did.

No, they didn't.

Simple Past Timeline

For example:

"Last year I took my exams."

"I got married in 1992."

It can be used to describe events that happened over a period of time in the past but not now.

For example:

"I lived in South Africa for two years."

The simple past tense is also used to talk about habitual or repeated actions that took place in the past.

For example:

"When I was a child we always went to the seaside on bank holidays."

Past continuous

THEORY

Past Continuous / Past Progressive Structure Positive form Subject + was/were + (-ing) + Complement

Examples:

- Michael was watching the World Cup match.- They were working all night long.- Josh and Silvia were talking about getting married.

Negative form Subject + wasn’t/weren’t + (-ing) + Complement

Examples:

- John wasn’t eating because he was feeling sick.- Jeff wasn’t watching TV.- My parents weren’t having a good time because it was very cold in Canada

Question Form (Question Word) + was/were + Subject + (-ing) + Complement

- What were you doing last night at around 8:00pm?- Was Jim doing his homework?- Were they sleeping all morning?

Sustituir imagen por texto: form

POSITIVE

QUESTION

NEGATIVE

ISHEHEIT

WAS

WORKINGYOUWETHEY

WERE

WASI

SHEHEIT

WORKING?

WEREYOUWETHEY

ISHEHEIT

WASN´T(WAS NOT) WORKING

YOUWETHEY

(WERE NOT)

SHORT ANSWERS

Unit 4

Specific knowledge

Question tags

Sustituir imagen por texto:

Don´t you? (-)

Do you? (+)

TAG QUESTIONS

You speak English, don't you?

A tag question is a special construction in English. It is a statement followed by a mini-question. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag".

A "tag" is something small that we add to something larger. For example, the little piece of cloth added to a shirt showing size or washing instructions is a tag.

We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English.

The basic structure is:

statement question tag

YES,NO,

ISHEHEIT

WASWASN´T

YOUWE

THEYWERE

WEREN´T

+Positive statement,

-negative tag?

Snow is white,

isn't it?

-Negative statement,

+positive tag?

You don't like me,

do you?

Notice that the question tag repeats the auxiliary verb (or main verb when be) from the statement and changes it to negative or positive.

A question tag is the "mini-question" at the end. A tag question is the whole sentence.

We use tags in spoken English but not in formal written English.

They are not really questions but are a way of asking the other person to make a comment and so keep the conversation open.

Making a tag is very mechanical. To make a tag, use the first auxiliary. If there is no auxiliary, use do, does or did. With a positive sentence, make a negative tag and with a negative sentence, make a positive tag.

Notice these:

To reply, use the same auxiliary:

Although, the rules are very simple and mechanical, in order to use them easily in conversation, they have to be automatic. So you need to hear and practice them very often.

Polite questions

Asking polite questions

Would is used for asking polite questions.

‘Would you like a cup of coffee?’This is more polite than ‘Will you have a cup of coffee?’

Would you mind lending me your pen for a minute?Would you like to play with me?Would you mind standing up for a minute?Would you like tea, or would you prefer coffee?Would you mind moving a bit?Would you mind my smoking?Would you, please, call me a taxi?Would you like to go to the pictures tonight?Would you mind opening the window?

Could

Could is also used to ask polite questions.Could is also used to ask polite questions. It is more polite than can.

Could I have a word with you?Could you, please, take me to the Vice Chancellor?Could I have a glass of water, please?Could you lend me five pounds until tomorrow?Could you put the children to bed?Could you help me for a few minutes?Could you iron the clothes?

Written skill

Mind map

What is Mind Mapping? (and How to Get Started Immediately)

Amind map is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps structuring information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas.

Just as in every great idea, its power lies in its simplicity.

In a mind map, as opposed to traditional note taking or a linear text, information is structured in a way that resembles much more closely how your brain actually works. Since it is an activity that is both analytical and artistic, it engages your brain in a much, much richer way, helping in all its cognitive functions. And, best of all, it is fun!

So, how does a mind map look like?.

This is a mind map about – conveniently enough – mind mapping itself. It presents, in a visual way, the core elements and techniques on how to draw mind maps.

Benefits and Uses

Basically, mind mapping avoids dull, linear thinking, jogging your creativity and making note taking fun again.

But what can we use mind maps for?

· Note taking

· Brainstorming (individually or in groups)

· Problem solving

· Studying and memorization

· Planning

· Researching and consolidating information from multiple sources

· Presenting information

· Gaining insight on complex subjects

· Jogging your creativity

How to Draw a Mind Map

Drawing a mind map is as simple as 1-2-3:

· Start in the middle of a blank page, writing or drawing the idea you intend to develop. I would suggest that you use the page in landscape orientation.

· Develop the related subtopics around this central topic, connecting each of them to the center with a line.

· Repeat the same process for the subtopics, generating lower-level subtopics as you see fit, connecting each of those to the corresponding subtopic.

Some more recommendations:

· Use colors, drawings and symbols copiously. Be as visual as you can, and your brain will thank youDon’t let that keep you from trying it out!.

· Keep the topics labels as short as possible, keeping them to a single word – or, better yet, to only a picture. Especially in your first mind maps, the temptation to write a complete phrase is enormous, but always look for opportunities to shorten it to a single word or figure – your mind map will be much more effective that way.

· Vary text size, color and alignment. Vary the thickness and length of the lines. Provide as many visual cues as you can to emphasize important points. Every little bit helps engaging your brain.

Unit 5

Specific knowledge

Phrasal verbs

This is a list of about 200 common phrasal verbs, with meanings and examples. Phrasal verbs are usually two-word phrases consisting of verb + adverb or verb + preposition. Think of them as you would any other English vocabulary. Study them as you come across them, rather than trying to memorize many at once. Use the list below as a reference guide when you find an expression that you don't recognize. The examples will help you understand the meanings. If you think of each phrasal verb as a separate verb with a specific meaning, you will be able to remember it more easily. Like many other verbs, phrasal verbs often have more than one meaning. As well as learning their meanings, you need to learn how to use phrasal verbs properly. Some phrasal verbs require a direct object (someone/something), while others do not. Some phrasal verbs can be separated by the object, while others cannot. Review the grammar lesson on phrasal verbs from time to time so that you don't forget the rules!

Curriculum vitae

A curriculum vitae is essentially a verbose version of your resume. While it covers the same general aspects of your life, namely education and experience, your CV will delve into more of the nuances of your skill set and especially your accomplishments.

You need to know how to write a curriculum vitae when you’re applying for a position in the academic field, medicine and sciences, and other specific circumstances. If you’re not sure whether to write a resume or a CV.

The following sections list the parts of a CV, and what employers want you to provide in each. It is not meant to be a strict set of rules, but rather a general guide to curriculum vitae content and structure.

· Cover Letter

· Don’t forget your cover letter! You still need one even if you are submitting a CV rather than a resume.

Parts of a Curriculum Vitae

· Qualifications

· This first paragraph should provide the employer with a summary of your curriculum vitae. It should name your best attributes and achievements, without too much detail. You’ll go into the specifics later on.

· This section should be no more than a few sentences. It’s the attention grabber, so list only the qualities and accomplishments that you think this specific employer is looking for.

· Experience

· Here you will list all your jobs in a chronological format, much as you would on a resume. You should provide the a small description of your duties as well as any major accomplishments while you held each position.

· Date, job title, company, duties, accomplishments are all required components of each entry here.

· Other Experience

· List any experience you may have that was not in a traditional job setting. If you have conducted research independently, written a book, taught a few classes as a freelance professor, or any other experience you should include it here.

· Date, company [if applicable], and a thorough description of each entry should be included here.

· Education & Honors

· This section of your curriculum vitae will be very similar to the education component of a resume. Feel free to elaborate where you feel necessary. Be sure to include the names of any relevant clubs you participated in, accomplishments in extra curricular activities, and other achievements. If applicable, you should include the title of your thesis and optionally a brief description. If you were a teacher’s assistant as part of your graduate studies, list it here.

· Date, institution, degree, honors, GPA, thesis, and other important activities.

· Industry Involvement / Conferences

· This section is used to describe your ongoing studies and educational activities after school. If you’ve attended work-related conferences or conventions, list them here. This lets the employer know you’ve been involved in the industry beyond the 9-5; if you’ve attended several such events you’re likely to be abreast of recent changes and news in your industry, networked, and generally be interested in your profession beyond the paycheck.

· Date attended (e.x. January 3-5, 2004), city/state/(if necessary, country), conference title & sponsoring organization.

· Industry Contributions / Papers / Projects

· How have you contributed to your industry? If any of your papers or research has been published, include it here. If you have volunteered and worked as part of a team (e.x. work for a foundation, think tank, open source software programming, etc.) include information regarding your specific contributions and level of involvement.

· If several of your papers have been published or you’ve contributed to several projects, you should break this into more than one section.

· Date, publication or organization, paper title or project, description of your involvement.

· Additional Sections as necessary

· The above sections are those most commonly found in a curriculum vitae, and provide the employer with the information they usually take into consideration. If you think a particular employer would be interested in another aspect of your life, and it’s not an inappropriate personal matter, let them know about it.

· If there’s anything else you feel your employer should know about your experiences or expertise, include it. Don’t worry about being too long winded – if they wanted a single page summary they would have requested a resume. At the same time, don’t shoot for a certain number of pages. Only include information that will give a prospective employer the ability to gauge your abilities and experience.

Unit 6

Specific knowledge

Will vs Be going to

Going to or will

When we want to talk about future facts or things we believe to be true about the future, we use 'will'.

· The President will serve for four years.

· The boss won't be very happy.

· I'm sure you'll like her.

· I'm certain he'll do a good job.

If we are not so certain about the future, we use 'will' with expressions such as 'probably', 'possibly', 'I think', 'I hope'.

· I hope you'll visit me in my home one day.

· She'll probably be a great success.

· I'll possibly come but I may not get back in time.

· I think we'll get on well.

If you are making a future prediction based on evidence in the present situation, use 'going to'.

· Not a cloud in the sky. It's going to be another warm day.

· Look at the queue. We're not going to get in for hours.

· The traffic is terrible. We're going to miss our flight.

· Be careful! You're going to spill your coffee.

At the moment of making a decision, use 'will'. Once you have made the decision, talk about it using 'going to'.

· I'll call Jenny to let her know. Sarah, I need Jenny's number. I'm going to call her about the meeting.

· I'll come and have a drink with you but I must let Harry know. Harry, I'm going to have a drink with Simon.

Documents

Contenido.docx