Professional Documents
Culture Documents
For example:-
For example:-
+ -
You're
aren't you?
English,
- +
You're not
are you?
German,
The statement and the tag are always separated by a comma. Treat
any statements with nothing, nobody etc like negative statements.The
verb in the statement should be the same tense as the verb in the tag.
For example:-
| present
Present tense
tense
You are a good
aren't you?
singer,
Past tense | past tense
You didn't go to
did you?
work yesterday,
| present
Present perfect
perfect
tense
tense
You have been to
haven't you?
London,
If the verb used in the statement is an auxiliary verb, then the verb
used in the tag must match it. If a modal (can, could, will, should, etc.)
is used in the statement, then the same modal is used in the tag part.
If the statement doesn't use an auxilliary verb, then the auxiliary do is
used in the tag part.
For example:-
Auxiliary verb TQ
She is from
isn't she?
England,
They aren't
are they?
very nice,
She doesn't
does she?
like it here,
Modal verb
You can sing, can't you?
They shouldn't should
do that, they?
No auxiliary
doesn't
He eats meat,
he?
He had a bath, didn't he?
Nothing
did it?
happened,
We show the meaning of the tag question through intonation.If the tag
is a real question it has a rising intonation.
For example:-
For example:
"I had already done the shopping by the time she came home."
"I was late for work, by the time I arrived the client had already left."
The past perfect simple can be used to show how often something
happened in the past.
For example:
For example:
"If I had won the lottery I would have bought a new car." Note: If I had
done something I would have done something else.
Passive Voice Present & Past
The passive voice may use any tense of the verb to be:-
past
to be participl
e
(present
I / It / is / are / am simple)
They finished.
etc. was / were (past
simple)
(present
is being / are
continuous)
I / It / being /am being
They cleaned.
etc. was being / were
(past
being
continuous)
(present
has been / have
I / It / perfect)
been
They sent.
etc. (past
had been
perfect)
I / It /
They will be (future) tired.
etc.
The passive voice is used when the subject of a sentence is the person
or thing affected by the action of the sentence.
For example:
"The office was cleaned." (What was cleaned? - The office=the subject)
"My car was stolen." (What was stolen - The car=the subject)
We often use the passive to report what someone has said but avoid
who said it.
For example:
Sometimes you may want to use the passive voice but wish to mention
who carried out the action. This is called passive with agent and the
agent is usually introduced with the word by.
For example:
Or you may use a subject such as people, someone, they etc, when
you don't know who the agent is.
For example:
A past participle alone usually carries passive force; the form of be can
therefore be omitted in certain circumstances, such as newspaper
headlines and reduced relative clauses:
Formation
(IF Clause) (Main Clause)
If I see you tomorrow, I will buy you a drink.
or...
Formation
(IF Clause) (Main Clause)
Unless you hand in
I won't mark it.
your homework,
means
If you don't hand in
I won't mark it.
your homework,
or...
2nd Conditional
Used to express unreal situations in the present or future. Often used
to express a wish.
Formation
(IF Clause) (Main Clause)
If I won the lottery, I would buy a new house.
or...
Formation
(IF Clause) (Main Clause)
If I had worked I would have passed my
harder, exam.
If I had worked I could have passed my
harder, exam.
If I had worked I should have passed my
harder, exam.
or...
It’s a word that is used to connect two ideas that are related in a text.
Type of Connector Connector(s) Examples
Coordinating But High level positions
conjunction are stressful at times,
but professionals can
learn to manage their
stress levels.
Subordinating although, despite Despite the fact that
conjunctions the fact that high level positions
are stressful at times,
professionals can
learn to manage their
stress levels.
Conjunctive adverbs although, despite High level positions
the fact that are stressful at times;
nevertheless,
professionals can
learn to manage their
stress levels.
Prepositional phrases despite, in spite of In spite of the
stressful nature of
high level positions,
professionals can
learn to manage their
stress levels.
Moreover,
In addition,
Furthermore,
Also
As well
Too
The library on 5th Avenue in New York City is
one of the best places to do research. It has
hundreds of the most respected magazines
and journals in the world, too.
Additionally,
And
Besides that,
I-Yo
You-Tu, Usted
He-El
She-Ella
It-Ello(cosas)
We-Nosotros(as)
You-Uds.,
They- Ellos(as)
Objective pronouns
It-Ello Us-Nosotros
Afijos.
Suffixes:
• breakable
• washable
• moveable
• presentable
• A countable noun is one that can be counted.
Prefix:
• satisfied dissatisfied
• spelling misspelling
• necessary unnecessary
USE
You can work out the meanings of long words if you can spot
prefixes and suffixes.
Here are some more common prefixes - plus what they mean.
For the purposes of this glossary, graphics are one of the three
types of data that can be created, stored retrieved and
manipulated (the other two are text and documents). Graphics
are basically pictures and drawings, either created by computer
or entered into the computer by scanning or photographing. See
vector graphics, raster graphics and bit map for more.
Para los propósitos de este glosario, los gráficos son uno de los
tres tipos de datos que se puedan crear, almacenado recuperado
y manipulado (los otros dos son texto y documentos). Los
gráficos son básicamente cuadros y dibujos, creados por la
computadora o entrados en la computadora explorando o
fotografiando. Vea los gráficos del vector, los gráficos de la trama
y el mapa de bits para más.
Prediction.
The act of predicting (as by reasoning about the future)
statement made about the future.
Iconographyc.
Typographic.
The conceptual maps, are a technique that every day is used more in
the different educative levels, from prestudent to the University, in
information to in investigation thesis, used as technical of study until
tool for the learning, since it allows the educational one to be
constructing with his students and to explore in these the previous
knowledge and to the student to organize, to interrelate and to fix the
knowledge of the studied content. The exercise of elaboration of
conceptual maps foments the reflection, the analysis and the creativity.
In relation to before exposed, of the Castle and Barberán Olive groves,
they express that "the conceptual map appears like a tool of
association, interrelation, discrimination, description and
ejemplificación of contents, with a high power of visualization". (2001,
p.1) the indicated authors expose that the maps do not have to be
principle and aim of a content, being necessary to follow "ahead with
the programmed didactic unit, expositivas classes, exercise-type,
group resolution of problems, tasks... etc.", which allows us to infer
that it is a technique that if we used it broken ties with others can limit
the significant learning, seeing it from a global perspective of the
knowledge and considering the convenience of using in the classroom
diverse resources and strategies directed to dinamizar and obtaining
the attention of the student; he is why we recommended it like part of
a process where other techniques like the argumentativo summary
must be included, the analysis I criticize reflexive, the exhibition, group
analyses of concepts, discussions.
Cuadro Sinoptico.
Graphyc.
Written or drawn or engraved; "graphic symbols"
describing nudity or sexual activity in graphic detail; "graphic sexual
scenes"
of or relating to the graphic arts; "the etchings, drypoints, lithographs,
and engravings which together form his graphic work"- British Book
News
relating to or presented by a graph; "a graphic presentation of the
data"
Textos Informativos.
Los textos informativos relatan sobre acontecimientos
ocurridos a personas o cosas reales. El autor debe relatar los
hechos objetivamente, en forma clara, directa y sencilla.
Generalmente mantienen un formato que permite identificar
fácilmente las diferentes partes del texto.
Textos Instructivos.
Las instrucciones están presentes diariamente en nuestra vida
cotidiana, tanto en la escuela como fuera de ella. El desarrollo
científico y tecnológico de los últimos tiempos exige cada vez más la
intervención del discurso instruccional en tareas que antes se
desarrollaban en contacto con otras personas. Pensemos en ejemplos
cotidianos el servicio de reparaciones telefónico o el servicio de
informaciones, la búsqueda de información de nuestras cuentas
bancarias a través de Internet, el cajero automático, entre muchos
otros casos.
The instructions are present daily in our daily life, as much in the
school as outside her. The scientific and technological development of
the last times more and more demands the intervention of the
instruccional speech in tasks that before were developed in contact
with other people. Let us think about daily examples the telephone
service of repairs or the information service, the search of information
of our banking accounts through Internet, the automatic teller,
between many other cases. The basic characteristicses of instructive
texts are: special format? development of procedures made up of steps
that must be fulfilled to obtain a result. In some cases the sequence of
steps is fixed and in others there are several alternative sequences
(like in the text processors)? the infinitivo is used, the imperative mood
(to catch the computer or pledges the computer). or the impersonal
forms (the computer falls in love)? are used graphical marks like
numbers, asterisks or scripts to differentiate or to secuenciar the series
of steps? support of images to reinforce or to clarify the steps to follow
Other texts near the instructions is: the regulations and the norms of
operation, that they also indicate like acting in a certain place or
circumstance. The difference with the instructions is that the objective
is not to learn or to do something.
Textos Descrptivos.
Refiere las características o propiedades de un objeto, su estructura se
organiza básicamente sobre la dimensión espacial. La descripción
siempre supone entonces una forma de análisis, ya que implica la
descomposición de su objeto en partes o elementos y la atribución de
propiedades o cualidades. Está presente:
Textos Narrativos.
Se denomina narración al relato de hechos en los que intervienen
personajes y que se desarrollan en el espacio y en el tiempo. Los
hechos son contados por un narrador. El texto narrativo está presente:
· en las clases desde Nivel Inicial y en las clases de Lengua durante
todo el ciclo Primario y Secundario: tareas de comprensión de
narraciones literarias (cuentos maravillosos, fantásticos, policiales,
novelas) y de producción de narraciones de contenido de ficción o de
experiencias personales del alumno.
1. Start with wide end of the tie on your right and extending a foot below narrow
end.
2. Cross wide end over narrow and bring up through loop.
3. Bring wide end down around behind narrow and up on your right.
4. Then put down through loop and around across narrow as shown.
5. Turn and pass up through loop and...
6. Complete by slipping down through the knot in front. Tighten and draw up snug
to collar.
2.---
EASY PAN CAKE
1 1/2 cup King Arthur flour
1 cup sugar
3-4 tablespoons cocoa
1 teaspoon baking soda
1 teaspoon salt
6 tablespoons vegetable oil or melted butter
1 teaspoon vanilla extract or dark rum
1 tablespoon white vinegar
1 cup cold water
Preheat oven to 350°F.
Sift dry ingredients (flour, sugar, cocoa, baking soda and salt) directly
into an ungreased 8" square cake pan. (If you decide not to sift
ingredients, cake won't be as light in texture, but will still be good - just
be sure that the dry ingredients are mixed well).
Drizzle the cup of cold water over the entire cake. Stir the mixture
together using a fork until combined evenly.
Run a knife along edges to loosen cake from pan after cooled, or cut
into squares and serve directly from pan. Frost with whipped cream or
chocolate frosting, if desired, or serve as is.
For a richer cake, beat one egg with enough water to measure 1 cup
(and substitute for 1 cup water).
• 1/2 c. butter
• 2 oz. unsweetened chocolate
• 2 eggs
• 1 c. sugar
• 1 tsp. vanilla
• 3/4 c. all-purpose flour
• 1/2 c. chopped nuts (optional)
Instructions
I'm going to tell you about the story about the Rabbit and the Turtle running a
race. They were going to run a race one time. And Rabbit run so fast one
time. He liked to run all the time. You know how the rabbit are. He jumped
and he run fast and quick, and the turtle can't hardly run, can't hardly move
out. They go after the insects, and that's the only time he run fast, I guess.
But the Rabbit begging to run a race with the Turtle. Turtle said, "No, I can't
run now. You're too fast for me. But you can't beat me because I'm running
pretty fast all the time." And he said, "Okay, we put that when you're going to
run a race."
He said, "All right. Let me know right away." He said, "Let me know right
away."
He said, "All right. We'll talk to our people, and we're going to let you know
tomorrow morning."
And after a while, turtles all get together. Turtles all get together and talk how
they going to cheat with the Rabbit. They said, "You know, let's run. We'll run,
and go a little ways. They got what they call hill. But it's no hill around here.
It's low swamp in here. It's low flat; there's no hills in it. It's called a little
mound. We're going to run over the mound and on top of the hill, on the
mound. That's where we going to run the race, till there," they said.
But the turtles talk to themselves, each other. They pick out four turtles. "You
start it off first, and hide a little ways out there. And I come out and run a
little ways and this one hide. But they're going to come out. And for the last
go round, you run first over there in that line." They got four turtles, and they
wanted to cheat that rabbit.
When they started off running, the Rabbit jumped and leaped and went off
with it. But they find onions and cabbage plants, cabbage farms and onion
places. That's where they stopped. They find a good place to eat. So they
stop and start eating in there. But the other one had come out. That's where
they hide. They come out and started off.
The Rabbit went over there and said, "Where you coming from?"
He said, "Oh, I'm still running. I'm still running."
So the Rabbit passed the second one. After a while, they find mustards,
mustard plants. They stop again and start eating. And the other one comes
out. The third one comes out. After a while, the Rabbit is through eating, and
they start running. Drink water, and he starts running again. He find that
Turtle ahead, way ahead. He was way ahead of him. After a while he said,
"Oh, how did you pass me?"
After a while, the last one. The last one when they was eating in there, the
last one come out first. On the line, they sit down, waiting for the Rabbit. The
Rabbit ran over there where there's supposed to be a line in there. And he ran
over there, but it's too late. Turtle goes over there first. Rabbit got mad at
him. He said, "How did you get here?"
"I will," he said. Keep arguing, and the Rabbit got mad. He got a stick like this
and start beating on top of the back of shell. Break him all up. He tore it all up
on the back. That's what you see there now, that's where the marks in there.
On the back, the little skulls in there on the back. That's what that's for. They
beat him up and they left.
The Turtle was all beat up, broken back, and they laying down. But they
calling for help. "Help! Help! I need help!"
What you call it? An ant. An ant heard him. He said, "Somebody need help.
Somebody need help somewheres."
"Let's go meet him," they said. They all get together and line up, and they all
went over to where they needed help. They went over there, and the turtle
got hurt. He got beat up.
"I need help. I got beat up. My back is broken. I need somebody help me
throw it over. But you eat my fat. I got a little fat in there. That's what I'm
going to pay with."
So the ant start eating the fat in there, the blood in there, start sewing him
up. Pinch him all together. After that, they got well. That's why the turtle got
spots all over him. That's the end of my story. That's my story.
Mito
The poet Hesiod said that Aphrodite was born from sea-foam.
Homer, on the other hand, said that she was the daughter of
Zeus and Dione.
When the Trojan prince Paris was asked to judge which of three
Olympian goddesses was the most beautiful, he chose Aphrodite
over Hera and Athena. The latter two had hoped to bribe him with
power and victory in battle, but Aphrodite offered the love of the
most beautiful woman in the world.
IN HOMER
Suddenly furious, the goddess warns Helen not to go too far, lest
she be abandoned to the hatred of Greeks and Trojans alike. "I'll
hate you," says the mercurial goddess, "as much as I love you
now."
Leyenda
The inaugural game of the The Legend of Zelda series first released in
Japan as a debut title for the Famicom's Disk System peripheral. With
its vast world, open-ended gameplay, scrolling capabilities, and battery
save system (in cartridge-based versions), Zelda featured
groundbreaking technological advancements. Because the Famicom
Disk System was not released outside of Japan, the game was
published internationally on the Nintendo Entertainment System's
cartridge format in 1987, where it enjoyed even greater critical and
financial success.
Textos Cientificos.
Organic Chemistry
Organic chemistry is the study of compounds of carbon. The
compounds of carbon are the central substances from which all the
organisms are made living of this planet. The extensive field of
compounds of carbon At the moment they are known more than 3
million organic compounds with a rate growth of 100,000 new
compounds the year. This high number of compounds has like basic
element of their molecular constitution to the united carbon atom,
mainly, to the elements oxygen and hydrogen, also to the halogenous
and sometimes S and P. Unlike inorganic compounds, the organic ones
present/display the following characteristics: 1. The great majority of
connections is of covalente type. 2, Points of low fusion and boiling
with respect to inorganic compounds. 3. Little soluble in water. 4, Little
polar molecules apolares or. 5. They present/display slow and complex
reactions. 6, Complicated molecular structures, specially the ones of
natural origin. 7. They are disturbed when warming up them. The
carbon atom presents/displays an electronic configuration 1s2 2s2 p2.
In fundamental state the electrons of the carbon atom would be
located of the following form: 2 px? 2 py? 2 pz 2s? 1s? According to this
configuration the carbon atom would act normally with valence (II), but
the monoxide is only known carbon (CO) and the carbon (CH2), like
composed of carbon that acts with valence (II). By addition of 96
Kcal/mol of energy to a carbon atom, one of electrons of orbital 2s can
be excited until reaching the orbital emptiness 2p giving the
configuration: 2 px? 2 py? 2 pz? 2 s? 1 s?
Resistance