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sábado, 19 de febrero de 2011
1st semester -evaluative workshop phrasal verbs
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viernes, 18 de febrero de 2011
Ingles 1er semestre / videos para la prueba oral (martes 22)
bien aquí están los vídeos para que escuchen y practiquen para la prueba oral seleccionen el de su agrado y practiquenlo en grupos de 3 personas.
vìdeo 1: tiene subtitulos insertados
vìdeo 1: tiene subtitulos insertados
video 2: parody Iraq
subtitulos del video:
Reporter: One of the strongest forces loyal to the catched dictator Sadam Hussein, critics we`re here on Iraq is not fall under control of the American forces, or isn´t (lance) Mendez in the Iraq resistance forces still loyal to Sadam Hussein thinks otherwise.
Revel 1: The Americans tells lays, each day our forces grow stronger, each day we move closer to our goal of driving the infidel….what are they?
Reporter: Nothing! Carry on!
Revel 1: Ah.. driving the infidels from our motherland. We are not afraid to….are they subtitles? They are, they aren´t?
Reporter: Not…..
Revel 1: What do I need subtitles for? Can´t you understand what I´m saying? I studied English at the bloody American University in Cairo.
Reporter: I can´t understand what you said
Revel 1: Oh…you… you see how they are condescend to us with their subtitles.
Revel 2: May be you see the teletext you know for the hearing in there
Revel 1: Oh.. teletext….
Revel 2: You know a lot of tv´s come with teletext now our days
Revel 1: Wait..wait.. say something again.
Revel 2: My friend has an episode…..
Revel 1: Hey!!! How come he doesn´t need subtitles?
Reporter: That he says is comprehensible.
Revel 1: whaaaaa!!! And I´m not? I speak perfect English, she sells sea shells by the sea shore. Peter piper picked a peck of pickled peppers, round the ragged rocks..the rag…dooooorrrrggg!
Reporter: The situation remains dangerous and volatile in here in Iraq,one a big building continue…..
Revel 1: what? What? I can´t understand you! Speak English! Where are your subtitles? Ohh you think you´re so good! Look at me. I don´t need subtitles!
Reporter: Gery Downs, Iraq!
Revel 1: SHUT UP!
martes, 15 de febrero de 2011
pre-writing
Prewriting strategies help you develop your ideas on a topic. They are useful in helping you narrow down a topic that is too big or broaden a topic that is too small. There are several different, and useful, pre-writing techniques. Two of the simplest types are brainstorming and clustering.
1) Brainstorming: Brainstorming is simply writing on paper all the ideas that come to mind about a topic. There is no right or wrong way to brainstorm. You just write anything you think of on your paper in no particular order or sequence.
How to Brainstorm a Topic:
Step 1 -- Choose the topic you’re interested in writing about and write it at the top of your paper.
Step 2 -- Write down as many words, phrases, or sentences as you can think of underneath the topic.
Step 3 -- Once you’ve finished writing down as many ideas as you can, examine your ideas to see if any of them have anything in common.
Step 4 -- You are likely to see that some of your ideas are related and do, indeed, have things in common. Identify these relationships, or similarities, and create several categories for your ideas. Write those on the backside of your paper.
Step 5 -- Look at your brainstorming list and lump your ideas into the categories you’ve created as you see fit.
2) Clustering: Basically, clustering is an idea web. Once you have your topic, clustering can help you generate ideas about that topic and recognize relationships between your ideas. These relationships become categories which eventually could make up the bulk of your essay (the essay body, see exercise ). Clustering will also help you weed out ideas that are weak and spotlight ideas that are strong.
Working individually, students are to brainstorm or cluster any four topics from the list below
1) Brainstorming: Brainstorming is simply writing on paper all the ideas that come to mind about a topic. There is no right or wrong way to brainstorm. You just write anything you think of on your paper in no particular order or sequence.
How to Brainstorm a Topic:
Step 1 -- Choose the topic you’re interested in writing about and write it at the top of your paper.
Step 2 -- Write down as many words, phrases, or sentences as you can think of underneath the topic.
Step 3 -- Once you’ve finished writing down as many ideas as you can, examine your ideas to see if any of them have anything in common.
Step 4 -- You are likely to see that some of your ideas are related and do, indeed, have things in common. Identify these relationships, or similarities, and create several categories for your ideas. Write those on the backside of your paper.
Step 5 -- Look at your brainstorming list and lump your ideas into the categories you’ve created as you see fit.
2) Clustering: Basically, clustering is an idea web. Once you have your topic, clustering can help you generate ideas about that topic and recognize relationships between your ideas. These relationships become categories which eventually could make up the bulk of your essay (the essay body, see exercise ). Clustering will also help you weed out ideas that are weak and spotlight ideas that are strong.
How to Cluster a Topic:
Step 1 -- Write your topic on the top of your page.
Step 2 -- Generate ideas by writing down everything that comes to mind about that topic and circle those ideas. They should be scattered over your page.
Step 3 -- Once you’ve finished generating ideas, examine what you’ve written and draw lines between those ideas that share a connection. Any connection will do, and you may add new ideas to the cluster if you come up with more while you make connections.
Step 4 -- Single out those ideas that have the most lines connecting them to other ideas. You should aim for three or more.
Step 5 -- Ask yourself what the relationships or connections are between the ideas you chose in step 4. These become categories. Aim for three or more categories and write them on a separate page.
Step 6 -- Beneath each category on the page you started in step 5, write the ideas that you felt fell into each category. These categories and ideas can be used later to make up the paragraphs of your essay.
Working individually, students are to brainstorm or cluster any four topics from the list below
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martes, 8 de febrero de 2011
ADV II (tarde) paragraph order
well, in this entry I expect that you get order the following paragraph which are in a wrong order, put it in a coherence sequence
paragraph 1:
(1) When it was being constructed in the early 1970s, its windows began cracking and falling to the ground.
(2) Eventually, the cracking was blamed on the windows' rigid, double-paned glass.
(3) Single-pane windows were installed, and the plywood building crystallized into a shining jewel.
(4) The Hancock Tower in Boston is a thin, mirror-glass slab that rises almost eight hundred feet.
(5) They were replaced with plywood until the problem could be found and solved.
paragraph 2:
(1) The set, sounds, and actors in the movie captured the essence of horror films.
(2) The sounds, too, were appropriate; especially terrifying was the hard, hollow sound of footsteps echoing throughout the film.
(3) The set was ideal: looming shadows of large and unlighted houses, deserted streets, trees dipping their branches over the sidewalks, and mist hugging the ground.
(4) But the best feature of the movie was its actors, all of them, tall, pale, and extremely thin.
paragraph 3:
(1) Freed from French colonial rule in 1960, Chadians have experienced civil war, oppression, and now are threatened with invasion by neighboring countries.
(2) Chad's political situation is also unstable.
(3)The natural resources of the nation have never been plentiful, and even water is scarce.
paragraph 1:
(1) When it was being constructed in the early 1970s, its windows began cracking and falling to the ground.
(2) Eventually, the cracking was blamed on the windows' rigid, double-paned glass.
(3) Single-pane windows were installed, and the plywood building crystallized into a shining jewel.
(4) The Hancock Tower in Boston is a thin, mirror-glass slab that rises almost eight hundred feet.
(5) They were replaced with plywood until the problem could be found and solved.
paragraph 2:
(1) The set, sounds, and actors in the movie captured the essence of horror films.
(2) The sounds, too, were appropriate; especially terrifying was the hard, hollow sound of footsteps echoing throughout the film.
(3) The set was ideal: looming shadows of large and unlighted houses, deserted streets, trees dipping their branches over the sidewalks, and mist hugging the ground.
(4) But the best feature of the movie was its actors, all of them, tall, pale, and extremely thin.
paragraph 3:
(1) Freed from French colonial rule in 1960, Chadians have experienced civil war, oppression, and now are threatened with invasion by neighboring countries.
(2) Chad's political situation is also unstable.
(3)The natural resources of the nation have never been plentiful, and even water is scarce.
AD.V II ( tarde) punctuation
Exercise: "Pasta" put the correct punctuation signs in the brackets use commas, semi-commas or periods.
Pasta[] a large family of shaped[]dried wheat pastes[]is a basic staple in many countries. Its origins are obscure. Rice pastes were known very early in China[] pastes made of wheat were used in India and Arabia long before they were introduced into Europe in the 11th or 12th century[]According to legend[] Marco Polo brought a pasta recipe with him from Asia in 1295 Pasta quickly became a major element in the Italian diet[] and its use spread throughout Europe.
Pasta is made from durum wheat flour[] which makes a strong[]elastic dough. Hard durum wheat has the highest wheat protein value. The flour is mixed with water[] kneaded to form a thick paste[] and then forced through perforated plates or dies that shape it into one of more than 100 different forms. The macaroni die is a hollow tube with a steel pin in its center[] the spaghetti die lacks the steel pin and produces a solid cylinder of paste. Ribbon pasta is made by forcing the paste through thin slits in a die[] shells and other curved shapes are produced with more intricate dies[] The shaped dough is dried carefully to reduce the moisture content to about 12 percent[]and properly dried pasta should remain edible almost indefinitely[]Pastas can be colored with spinach or beet juice. The addition of egg produces a richer[] yellower pasta that is usually made in noodle form and is often sold undried.
Copy & paste, for replace the signal use bold letters or chance colors to identify them
Pasta[] a large family of shaped[]dried wheat pastes[]is a basic staple in many countries. Its origins are obscure. Rice pastes were known very early in China[] pastes made of wheat were used in India and Arabia long before they were introduced into Europe in the 11th or 12th century[]According to legend[] Marco Polo brought a pasta recipe with him from Asia in 1295 Pasta quickly became a major element in the Italian diet[] and its use spread throughout Europe.
Pasta is made from durum wheat flour[] which makes a strong[]elastic dough. Hard durum wheat has the highest wheat protein value. The flour is mixed with water[] kneaded to form a thick paste[] and then forced through perforated plates or dies that shape it into one of more than 100 different forms. The macaroni die is a hollow tube with a steel pin in its center[] the spaghetti die lacks the steel pin and produces a solid cylinder of paste. Ribbon pasta is made by forcing the paste through thin slits in a die[] shells and other curved shapes are produced with more intricate dies[] The shaped dough is dried carefully to reduce the moisture content to about 12 percent[]and properly dried pasta should remain edible almost indefinitely[]Pastas can be colored with spinach or beet juice. The addition of egg produces a richer[] yellower pasta that is usually made in noodle form and is often sold undried.
Copy & paste, for replace the signal use bold letters or chance colors to identify them
miércoles, 2 de febrero de 2011
PARAGRAPHS EXCERCISES ad-ventas noche
well, in this entry I expect that you get order the following paragraph which are in a wrong order, put it in a coherence sequence
paragraph 1:
(1) When it was being constructed in the early 1970s, its windows began cracking and falling to the ground.
(2) Eventually, the cracking was blamed on the windows' rigid, double-paned glass.
(3) Single-pane windows were installed, and the plywood building crystallized into a shining jewel.
(4) The Hancock Tower in Boston is a thin, mirror-glass slab that rises almost eight hundred feet.
(5) They were replaced with plywood until the problem could be found and solved.
paragraph 2:
(1) The set, sounds, and actors in the movie captured the essence of horror films.
(2) The sounds, too, were appropriate; especially terrifying was the hard, hollow sound of footsteps echoing throughout the film.
(3) The set was ideal: looming shadows of large and unlighted houses, deserted streets, trees dipping their branches over the sidewalks, and mist hugging the ground.
(4) But the best feature of the movie was its actors, all of them, tall, pale, and extremely thin.
paragraph 3:
(1) Freed from French colonial rule in 1960, Chadians have experienced civil war, oppression, and now are threatened with invasion by neighboring countries.
(2) Chad's political situation is also unstable.
(3)The natural resources of the nation have never been plentiful, and even water is scarce.
well order them and post in the comments the correct answer
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