PROJECT: ELECTRONIC MAGAZINE by Cristina U

ENGLISH BY: JIMÉNEZ USCANGA CRISTINA.

VOL. 5

1202 REBMEVON

UNIT 1

INDEX

PAST SIMPLE PAST PROGRESSIVE PRESENT PERFECT PRESENT PERFECT PROGRESSIVE PAST PERFECT PAST PERFECT PROGRESSIVE PASSIVE VOICE PASSIVE VOICE PAST SIMPLE PASSIVE VOICE PAST PROGRESSIVE PASSIVE VOICE PRESENT PERFECT PASSIVE VOICE PRESENT PERFECT PROGRESSIVE PASSIVE VOICE PAST PERFECT PASSIVE VOICE PAST PERFECT PROGRESSIVE PASSIVE VOICE FUTURE (WILL) PASSIVE VOICE IDIOMATIC FUTURE (GOING TO)

UNIT 2

PREFIXES SUFFIXES LINKING WORDS SKIMMING SCANNING INFERENCES

5 13 19 24 29 35 40 43 44 45 46 47 48 49 50

54 59 63 71 74 77

UNIT 3

83 90 93 96

INDEX

PHRASAL VERBS PERFECT FUTURE PERFECT IDIOMATIC FUTURE (GOING TO) WISH STATEMENTS

. . . e m o c l e W Hello, my name is Cristina Jiménez Ucanga, I study at the CBTis 107 institute and I am in the 5th semester. In continuation I will present this magazine where you will find information on very interesting topics that I will explain to you below, that is why I invite you to stay in this section so that you know them.

JIMÉNEZ USCANGA CRISTINA. 5° "ALO-M" TEACHER: HERMES MESA HERNANDEZ CBTis. 107.

U N I T

THE WEDDING

WAS

PAST SIMPLE

HERE

YEARS AGO

INTRODUCTION

We use past simple to talk about something that happened in a specific moment in the past.

If you want to talk of an action that has already been completed, such as a trip, you have to use simple past.

"But I set fire TO THE RAIN

WATCHED IT POUR AS

I TOUCHED

YOUR FACE

WELL, IT BURNED WHILE

'CAUSE

I CRIED I HEARD IT

SCREAMING OUT YOUR

NAME"

ADELE- SET FIRE TO THE RAIN

Here are some uses of the past simple:

uu ss aa gg ee ss :: 1

It is used to speak about a series of actions that were carried out in the past.

He studied for an hour in the morning, worked all afternoon and didn’t return home until 10 at night.

We also use it for narratives or actions which took place for long periods of time in the past, such as the Spanish past imperfect.

She didn’t eat meat for years.

Express a concrete action which began and ended in the past.

Kate worked last Saturday.

The past simple can also be used to talk about those repeated or habitual actions in the past.

We always traveled to Cancun for vacation when we were young.

u w yo o h s we , Here firmative f the a ve and ti nega e gativ o r r e e int of th e r u t struc ple: m i s t pas

S T R U C T U R E

Subject

POSITIVE FORM Verb in past simple

She I My brother

climbed played ate

Complement the mountain soccer pizza

NEGATIVE FORM Subject We You They

Did Did Did Did

Did not Didn't

Verb eat sing cook

Complement

our lunch in the school the dinner

INTERROGATIVE FORM

didn't didn't didn't

Subject

I our parents Mila

Verb do call study 8

Complement

my homework? in the morning? at CBTis?

VERBS

REGULAR VERBS

There are thousands of regular verbs in English. A regular verb is one that conforms to the usual rule for forming its simple past tense and its past participle. In English, the "usual" rule is to add "-ed" or "-d" to the base form of the verb to create the past forms..

IRREGULAR VERBS There are thousands of regular verbs in English. Irregular verbs are those that dotn't follow any rule when forming the past or participle. This means that when it comes to learning their grammar, we can get confused more easily. These types of verbs change their tense following their own rules we will show you some examples on the next page . 9

Some examples of Irregular verbs

CONCLUSION CONCLUSION As we could see, the simple past is very useful when we want to talk about actions that we did or happened in the past and that in the same way concluded in the step, although usually the duration of time of these actions does not have much importance.

911

912

PAST

IN T

N O I T C U D O R The Progressive Past or continuous past is a verb tense used in the English language, which unlike the simple past, is used to talk about the development of a specific action that happened at a specific time in the past.Next we will show you the structural uses and some examples so that you can understand this topic more.

81 13

PROGRESSIVE USAGES It's used when we talk about an action in progress at a specific time in the past. They were talking about their wedding last night at 10 PM.

We also use it when talking about two or more actions that were taking place at the same time in the past. Robert was decorating the house while his wife was cooking dinner.

914

STRUCTURES (+) AFIRMATIVE Subject + was/were + verb-ing + complement

EXAMPLES:

I was listening to music yesterday at 9 pm. The birds were flying over my house. Ralph was talking on the phone while Clara was fixing the washing machine.

(-) NEGATIVE Subject + was not/were not + verb-ing + complement She wasn’t driving home last night. We weren’t watching TV on Sunday at 11 pm. He was not cooking with Annie.

EXAMPLES:

(?) INTERROGATIVE Was /Were + subject + verb-ing + complement + ?

EXAMPLES:

Was he sleeping yesterday at 8 am? A: Yes, he was. / No, he wasn’t. Were they wearing a blue jacket on Saturday? A: Yes, they we were. / No, they we weren’t. Was the teacher grading the exams? A: Yes, he was. / No, he wasn’t.

1116

We can conclude that the past progressive is a very used verb tense in English. That is why it is important to learn how to use it and apply it in the correct situations in our daily life. Although it is also used to express an action that was taken when another interrupted it and to refer to actions that occurred simultaneously. On the other hand we also learned the structures in their three forms as well as their uses.

She was taking photos of his dog when someone knocked on the door

TCEFREP TNESERP

INTRODUCTION It is a tense that we use to talk about something that happened in the past but still matters in the present, either because it happened very recently or because that action has not yet finished.

Here are some uses in which the present perfect is applied:

G A E S S U Actions carried out in a specific time (between past and present)

They have seen that novel three times.

Actions that started in the past and still have continuity in the present.

They haven't lived here for years.

For events that ended in the very recent past (+ just)

Have you just finished work? It is also used when we refer to an unfinished period of time.

It has rained a lot this year.

In the present perfect, the affirmative negative and interrogative structure are applied as follows:

STRUCTURES:

(+) AFIRMATIVE

Subject + have/has + Verb past participle + Complement

Examples:

They have learnt Korean. I have talked to the doctor. You have played videogames.

(-) NEGATIVE

subject + haven't/hasn't + Verb past participle + Complement

Examples:

They have not written the report. I have not watched that movie. He has not called his mom.

(?) INTERROGATIVE Have/has + Subject + verb past participle+ Complement + ?

Examples: Have I lost my wallet? Has she cooked pozole?

. ..

d e t a ug j n co he t s i f as ject o H / b e u v s a H e h b t r e n v . o e e g c h T n n i e t d n n e s depe r e b m e m e R

Have we traveled on an airplane?.

15 22

CONCLUSI ON We can conclude that the present perfect can get us out of trouble to talk about actions that we are still doing in our present. Likewise, we learned how to structure these types of sentences so that we could continue to improve in the English language little by little.

2023

PRESENT PERFECT PROGRESSIVE

Introduction... The present perfect progressive works similar to the present perfect. Since it shows the continuity that exists between a relationship or an action that began in the past and continues to develop until now.

Stay in this section so you can learn a little more about the present perfect progressive.

Here are some uses in which the present perfect progressive is applied:

USAGES: USAGES: 1 To express an action that began in

the past and is still ongoing in the present. I've been trying to sleep for half an hour.

To express an action that began in the past and has just ended. You can usually see a result in the present. I'm tired. I've been correcting exams.

3 If it is necessary to express how long certain habits last. We’ve been going to that restaurant since 2003

Next we will show you how the affirmative, negative and interrogative structure is made up:

structures :: structures

(+) AFIRMATIVE

Subject + have/has + been + v-ing + complement

EXAMPLES: They’ve been talking for three hours. She’s been studying English since she was 16. I’ve been waiting for you for over an hour!

(-) NEGATIVE Subject + have/has + not + been + v-ing + complement

EXAMPLES: They haven’t been talking for more than a few minutes. She hasn’t been studying English for very long. Don’t worry, I haven’t been waiting long.

(?) INTERROGATIVE Have/has + subject + been + v-ing + complement + ?

EXAMPLES: Have they been talking for a long time? Have you been waiting long? Have you been singing karaoke for a long time?

N NO OIIS SU UL LC CN NO OC C

It is of great importance to take into account the structure of the sentences used in the present perfect progressive, and their use in the English Language, since they indicate when we can use this time.

PAST PERFECT Introduction

Although the past perfect is not such a common verb tense in the English language, the past perfect is used to talk about an action or event in the past that happened before something else in the past.

USAGES

These are some of the uses where the past perfect is applied:

The past perfect is used to refer to an action that occurred in the past before another.

I had watched the movie before I read the book

Used to talk about an action that occurred before a specific time in the past.

I had fallen asleep when the alarm went off at 11 PM.

It is used to talk about actions that started in the past and continued until a certain time also in the past.

I had been happy in all my jobs until I got this one.

Useful for indirect reporting. She said she had started a new degree.

The affirmative negative and interrogative structure of the past perfect are confused as follows:

STRUCTURES: (+) AFIRMATIVE Subject + had + past participle + complement I had visited the Louvre before. She had read the book that you gave me. I had seen that movie several times.

(-) NEGATIVE Subject + had + not + past participle + complement She hadn’t been in America before. They hadn’t finished their breakfast. We hadn’t been in this city before.

(?) INTERROGATIVE Had + subject + past participle + complement + ? Had they studied English before? Had you ever travelled by plane before? Had they finished their homework before going to play?

NOTE:

ad does ry verb h ia il x u a e Th nding on ge depe not chan use it is on, beca the pers only has past (it y d a e lr a ). one form

NOISULCNOC

We can conclude that the past perfect is a not so common tense but nevertheless we can put it into practice to improve our English language, in addition to having learned the uses and structures of the past perfect.

THE MAN HAD worked in that firm for many years.

PAST PERFECT PROGRESSIVE 1

Introduction:

The past perfect continuous is the verb tense of the past that indicates that an action was taking place until another action occurred.

These are some of the uses where the past perfect progressive is applied:

Usages: Usages:

To express an action that began in the past and continued for some time until another action interrupted it.

She had been reading for seven hours when she fell asleep.

To indicate that an action in the past caused another, also in the past.

I was tired because I had been working all day.

STRUCTURES

structures (+) (+) AFIRMATIVE AFIRMATIVE

The first part of the sentence indicates the action in progress and is conjugated in the past perfect continuous, while the second, indicates the action that interrupts the first action and is conjugated in the past simple. Let's see:

Subject + had + been + v-ing + complement

EXAMPLES: You had been waiting there for more than two hours when she finally arrived. I had been working here since I graduated. I had been travelling all night.

(-) NEGATIVE Subject + had + not + been + v-ing + complement

EXAMPLES: You had not been waiting there for more than two hours when she finally arrived. I had not been travelling since the baby was born. I hadn't been travelling all night. 37

(?) (?) INTERROGATIVE INTERROGATIVE Had + subject + been + v-ing + complement + ? EXAMPLES: Had you been waiting there for more than two hours when she finally arrived? Had I been studying Arts for a long time before the visit to the MoMA? Had I been travelling all night? Unlike the past perfect, in the past perfect progressive by adding the verb with –ing we are indicating that the action had a long duration of time. In other words, we emphasize that amount of time. The words For (for– during) and Since (from) are usually used for this purpose.

N NO OIIS SU UL LC CN NO OC C

As we could see the "past perfect continuous" is related to the "present perfect continuous" the only difference is that it refers to a time prior to the recent past, that is, as it happens with the "present perfect continuous", we are more interested in the process than the result.

PASSIVE VOICE

PASSIVE

VOICE

INTRODUCTION The passive voice is used to show interest in the person or object that experiences an action rather than the person or object that performs the action. In other words, the most important thing or person becomes the subject of the sentence.

Next, we show you how the passive

voice is applied in the following verb

tenses:

SIMPLE PRESENT. . E IV S S E R G O R P T N E PRES SIMPLE PAST. PAST PROGRESSIVE. PRESENT PERFECT. PERFECT PAST. FUTURE (WILL) . ) O T G IN O G ( E R U T U LANGUAGE F

We use the verb “to be” in present (is/are) + a verb in past participle. Ex. (A.V) John eats seafood (P.V) seafood is eaten by John (him)

For negative we use the verb to be in negative (isn´t/aren´t) Ex. (A.V) Jane cleans the room every day. (P.V) The room mis cleaned by jane (her) every day.

Simple present. Somebody cleans the room every day Jane cleans the room every day.

The room is cleaned every day. The room is cleaned by Jane every day

Particle “being” is used + verb in past participle (V.P.P/V3) NEGATIVE FORM: WE USE: ISN´T/AREN´T

SUBJECT

VERB

Moses is playing

OBJECT the guitar

The guitar is being played by Moses

PASSIVE VOICE IN PAST SIMPLE ACTIVE VOICE (AV)

PASSIVE VOICE (PV)

ACTIVE VOICE (AV)

PASSIVE VOICE (PV)

WASN´T/ WEREN´T FOR NEGATIVES

John

washed

the dishes

yesterday

The dishes were washed by John yesterday

The profesor taught

the students last semester

The students were taught by the profesor last semester

Fort he passive voice in past yourt just have to use the verb BE in past as in the example and the verb must be always in past participle.

PASSIVE VOICE IN PAST PROGRESSIVE Past Continuous Passive

Active voice The teacher was explaining the answer.

Passive voice The answer were being explained (by the teacher).

P A R T IC IC L E “B IS E U IN S E G P D ” R IN O G R E S S T IV E E N S E S .

PASSIVE VOICE IN PRESENT PERFECT SUBJECT

ACTIVE VOICE

PASSIVE VOICE

VERB

OBJECT

The company

has booked the whole hotel

The whole hotel has been booked by the company

PARTICICLE “BEEN” IS USED WITH ALL THE OBJECTS/SUBJECT. HASN´T/HAVEN´T FOR NEGATIVES.

PASSIVE VOICE IN PAST PERFECT Past Perfect Passive Tense

s i ry a i il e x u am a e es h T th All subjects/objects: I, You, He, She, It, We, You, They.

EXAMPLE: I had worn blue shoes. A.V Blue shoes had been worn by me. We had lost the key. A.V The key had been lost by us.

It is formed by using: Had been + V.P.P.

Form negative we use: Hadn´t been + V.P.P

P.V

PASSIVE VOICE IN FUTURE (WILL) The Simple Future Tense

Active: S + will/shall + V + O Passive: S + will/shall + be + Vpp + by + O

PRACTICE My parents will take us to the parks.

We will be taken to the park by our parents.

Form Negative we use: won´t or shan´t 49

Form Negative we use: Isn´t/aren´t

FUTURE (BE GOING TO) BE GOING TO + BE + PAST PARTICIPLE THEY ARE GOING TO OPEN A SHOPPING CENTRE

Od(CD)

A SHOPPING CENTRE IS GOING TO BE OPENED (BY THEM).

NEGATIVE NEGATIVE FORM FORM

A shopping centre is not going to be opened A shopping centre isn´t going to be opened

In this section we learned how to conjugate the passive voice in the different verb tenses, having as the main objective that the subject is the one who receives the verbal action in addition to being accompanied by an agent complement, in order to apply it in our daily life or in any case improve in our English language.

conclusion 51

unit 2 52

prefixes and suffixes 53

noitcudortni

prefixes and suffixes

Many of the most frequent suffixes and prefixes have their origin in the Saxon, Latin languages or Greek. By adding suffixes and, less frequently, prefixes, words can change category. For example, the suffixes -er, -or, -ee, -ation, -ment, -al, -ing, -age allow verbs become nouns [To ride ➪ rider]. Many of the most frequent suffixes and prefixes have their origin in the Saxon, Latin languages or Greek. By adding suffixes and, less frequently, prefixes, words can change category. For example, the suffixes -er, -or, ee, -ation, -ment, -al, -ing, -age allow verbs become nouns [To ride ➪ rider].

prefixes Among the most common prefixes we can mention the following:

A-:

A prefix is an affix that is added to the beginning of a word to form a derived word.

When attached to a name, the basic meaning of this prefix is "sin." For example, achromatic means "sin color." Many of the words that begin with this prefix are used in fields as specific as science (eg: aphasia, anoxia, aseptic). Together with verbs, it forms predicative adjectives, that is, adjectives that can only appear after the verb and that are not accompanied by nouns (although in this case the meaning is different).

Sleep ➪ Asleep (Dormir) (Dormido)

Wake ➪ Awake (Despertar) (Despierto)

Live ➪ Alive (Vivir) (Vivo)

The baby is asleep. (El bebe está dormido) The children are awake. (Los niños están despiertos) They found many people alive. (Encontraron a mucha gente viva)

Dis-:

In-:

This prefix is normally used in English for the formation of verbs or nouns with a negative meaning. Thus, disbelieve means "no creer" and discomfort means "falta de comodidad." It comes from the French des-, which in turn comes from the Latin dis-. It is a very important prefix in English that appears frequently: disagree (no estar de acuerdo, discrepar), disrepair (deterioro), and disrespect (falta de respeto).

The prefix "in" comes from Latin and has two possible meanings. Its first meaning is "no" and it usually accompanies qualifying adjectives. Thus, inactive means "not active" or inaccurate means "not accurate." In front of the consonants l and r, "in-" becomes "il-" and "ir-" respectively: illogical (ilogico), irregular (irregular). Before the consonants b, m, and p, “in-“ becomes im-: imbalanced (no equilibrado), immeasurable (no medible), impossible (imposible). Its second meaning is "en, dentro" and usually accompanies verbs. Change spelling depending from the consonant that follows (same rules as for adjectives): immigrate (inmigrar), implant (implantar), illuminate (iluminar), irrigate (irrigar).

Mis-:

The basic meaning of “mis-” is “mal/mala”, “something that has been done in a wrong way”. Thus, misfortune means "mala fortuna" and misbehave means "comportarse de mala manera." Usually it is linked to verbs [misdo (to do something wrong), misjudge (to judge badly), mishear (to hear badly), misremember (to remember badly)], but it also appears next to nouns that come from verbs [miscalculation (calculation wrong), mismanagement (mala gestión), mispronunciation (mala pronunciación)].

Self-:

The prefix "self-" comes from Old English and means "sí mismo." Typically added to adjectives [self-conscious (tímido), self employed (autónomo), selfgoverning (autónomo)] or nouns [self confidence (seguridad), self-improvement (automejora), self-satisfaction (satisfacción personal)].

Over-:

Un-:

With this prefix we imply that something is "above" or "beyond". For example, overdone can be translated as "demasiado hecho" (food, meat ...). The prefix "under-" is the opposite of "over-", that is, "below", "less than". For example, underrate means "to belittle, not value." It is usually attached to verbs.

Like the prefix "in-", this is a negative prefix that means "no". Therefore, unfortunate means "not fortunate". It usually accompanies adjectives.

suffixes Unlike prefixes, the number of suffixes used in the English language is very large. Many nouns, adjectives, and adverbs tend to have similar endings or suffixes. Next we are going to know the most used:

A suffix is an affix that is added to the end of a word or its root to form a derived word.

Suffixes that give rise to other names:

Names that come from other names (often describe a profession) are formed with the suffixes: ➢ -ster: gangster (ganster) youngster (joven) ➢ -eer: engineer (ingeniero) mountaineer (montañero) ➢ -er: footballer (futbolista) teenager (adolescente) ➢ -ess: actress (actriz) waitress (camarera) ➢ -ist: novelist (novelista) typist (mecanógrafo)

Names that come from other names (often describe a profession) are formed with the suffixes:

➢ -er: writer (escritor) singer (cantante) ➢ -or: inventor (inventor) inspector (inspector) ➢ -ar: liar (mentiroso) beggar (mendigo) ➢ -ant: assistant (ayudante) participant (participante) ➢ -ee: employee (empleado) divorcee (divorciado/a) ➢ -tion: construction (construcción) description (descripción) ➢ -ation: confirmation (confirmación) explanation (explicación) ➢ -ing: belongings (pertenencias) warning (aviso) ➢ -al: arrival (llegada) refusal (rechazo)

Suffixes that give rise to adjectives:

These new adjectives come from nouns or verbs to which the following suffixes are attached: ➢ -ive: attractive (atractivo) talkative (hablador) ➢ -able: agreeable (agradable) reasonable (razonable) ➢ -ible: terrible (terrible) possible (posible) ➢ -ous: dangerous (peligroso) famous (famoso) ➢ -ious: furious (furioso) curious (curioso) ➢ -eous: corteous (cortés, amable) erroneous (erróneo) ➢ -ar: polar (polar) muscular (musculoso) ➢ -ic: scientific (científico) tragic (trágico)

➢ -ed/-ing: alarmed/alarming (alarmado/alarmante) interested/interesting.* (interesado/interesante) ➢ -d/-ing: amazed/amazing (sorprendido/sorprendente) bored/boring.* (aburrido) ➢ -ied/ying: satisfied/satisfying (satisfecho/satisfactorio) worried/worrying.* (preocupado/preocupante)

Note: Generally, the ending -ed refers to people and the ending -ing to people or things (although we could also say that the difference would be that the ending -ed refers to a specific action and the ending -ing refers to a quality or state of the object or person): Someone is interested in something (Alguien está interesado en algo) Something/someone is interesting (Algo o alguien es interesante)

➢ -ful: ➢ -ly: ➢ -y: ➢ -less: ➢ -ish:

useful (útil) careful (cuidadoso) friendly (amigable) monthly (mensual) creamy (cremoso) hairy (peludo) careless (despreocupado) useless (inútil) childish (infantil) selfish (egoísta)

3. Suffixes that give rise to verbs:

The most important is the suffix "-en" that converts some adjectives into verbs: ➢Bright (brillo) ➪ Brighten (brillar) ➢Short (corto) ➪ Shorten (acortar) ➢Wide (ancho) ➪ Widen (ensanchar)

How are are prefixes prefixes and and How suffixes accentuated? accentuated? suffixes To apply the rules of accentuation, the word of which the prefix is part is taken into account. This results in that in certain words, a prefix that did not have an accent in isolation, nevertheless is so when it is part of the new word.

Examples: The prefix use does not have an accent. When it is part of terms such as "overuse" however, it must have an accent according to the basic rules of accentuation.

e m a s e Th es i l p p a rule . s e x i f f to su

CONCLUSION

We can conclude that prefixes and suffixes are phonemes that help to form new words and that this process is known as derivation. In order to achieve this there are different grammatical processes by which new words are formed. 62

LINKING LINKING WORDS WORDS

LINKING LINKING WORDS... WORDS... INTRODUCTION INTRODUCTION INTRODUCTION

Linking words are words that are used to relate ideas or concepts within the same paragraph or sentence. They are linking elements. If you do not apply them correctly, you could be changing the essential meaning of the phrase and causing confusion of understanding. That is why it is essential to understand how they work.

The linking words are classified as follows:

Here are the classifications with their respective meanings in Spanish:

It´s used to join two opposing ideas in the same sentenceor phrase. However = Sin embargo. In contrast = En contraste. Nevertheless= Sin embargo. Nonetheless = No obstante. Yet = Ya. On the other hand = Por otro lado. By comparision = En comparación. On the contrary = Por el contrario. Instead = En lugar de. In any case = En cualquier caso. All the same = Todo lo mismo.

CONTRAST:

allow us to compare sentences and SIMILARITY: The phrases or halk aboust similiarities between ideas.

Linkewise = Igualmente. Similarly = De manera similar. Correspundingly = Correspondiente. In the same way = De la misma manera. Also = También.

RESULT:

They expres the reason why something happened or the consequence it had.

As a Result = Como resultado. As a consequence = Como consecuencia. Therefore = Por lo tanto. Thus = Así. Accordingly = Por consiguiente.

SEQUENCING:

Indicate a sucession, either logical or chronological, between two or more events.

First, firstly, first of fall,in the firs place = Lo primero, en primer lugar. To begin with = Para empezar. For one thing = Por un lado. Second, secondly, in the second place = Lo segundo, en segundo lugar. For another thing = Por otra parte. Third, thirdly, in the third place. = Lo tercero, en tercer lugar. Also = También. Besides = Además. In addition = Además. Furthermore = Es más. Moreover = Además. Finally = Por fin, al fin. Last, lastly, last of all = Ultimo, finalmente.

ORDER OF They help to point out that some sentence IMPORTANCE: or idea is the mostimportant in a texto or speech.

Most importantly = Lo más importante. Primarily = Principalmente. Abore all = Por encima de todo. Most significantly = Lo más importante. Essentially, basically = Esencialmente, básicamente.

PARTICULARIZATION:

They are used to cover specific and specific aspects.

In particular, particulary = En particular, particularmente. More specifically = Más específicamente.

EXAMPLIFICATION: For example = Por ejemplo. For instance = Por ejemplo. To illustrate = Para ilustrar.

EXPLANATION:

The exemplification and illustration connectors allow us to talk about examples.

They serve to explain something in more detail and precision.

That is to say, tht is = Es decir, es o qué es. Namely = Normalmente. In other words = En otras palabras. Put differently = Dicho de otro modo.

EMPHASISING:

They emphasize, prioritize the most weighty arguments.

As a matter of fact = De hecho In fact = De hecho/en efecto. Actually = De verdad. Indeed = Ciertamente.

FOCUSING AND LINKING:

They allow us to focus on some point, or to change the focus of a next.

As for = En cuanto a. With respect to = Con respecto a. Regarding = Con relación a. With regard to = En lo que respecta a. As regard = En cuanto a. Talking of = Hablando de. As far as… concerned = En cuanto a cómo…. Se refiere.

CONCLUSION: In conclusión = En conclusión. In brief = En resumen. In summary = En resumen. To sum up = Para resumir. All in all = En general.

They allow us to conclude a text or speech.

They consist of connecting sentences that clarify or correct previous Rather = Bastante/más o que. ideas.

CORRECTION:

To be more precise = Para ser más precisos.

TIME:

Locate expressions at a momento in time.

At first = Al principio. Then = Luego. Afterwards = Después de… Later = Después/más tarde Inthe meantime = Mientras tanto. Meanwhile = Mientras tanto.

DISMISSAL:

These connectors are based: (of what was said before)

noisulcnoc

Anyway = De otras maneras. Anyhow = De cualquier modo. At any rate = En cualquier caso.

king We can conclude that thanks to lin and words it is possible to join sentences to give them continuity. A good way le of identify when these words fulfill the ro of linking words is by doing the exercise two separating the conjunctions and seeing ly, shorter and shorter sentences (separate not without their linking word, they would make sense).

Skimming and Scanning

S KINTRODUCTION IMMING

Skimming refers to the process of reading only the main ideas within a passage to get an overall impression of the content of a reading selection. Next, let's see its uses and how to put it into practice.

It is used to quickly identify the main ideas of a text. When you read the newspaper, you´re probably not reading it word-byword, instead you´re scanning the next. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material t oread in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.

? How to skim ? Read the title. Read the introduction or the first paragraph. Read the first sentence of every other paragraph. Read any headings and sub-headings. Notice any pictures, charts, or graphs (IMAGES) Notice any italicized or boldface words or phrases. Read the summary or last paragraph.

conclusion We can conclude that the purpose of this lesson is to teach us that by means of a speed reading technique we can locate a part of general sense of reading through the first and last paragraphs as well as the images or graphics that appear in the text, so it is very It is important to be attentive to this reading. Lastly, skimming does not allow a large amount of textual material to be covered in a limited amount of time.

INTRODUCTION

SCANNING Scanning is the reading technique used when you want to find specific information quickly. When scanning, you have a question on your mind and read a passage only to find the answer, ignoring unrelated information.

This technique is used very often when we want to look up a word in the phone book or dictionary. It focuses on searching for keywords or ideas. In most cases, you know what you are concentrating on to find a particular answer. Scanning involves moving your eyes quickly across the page looking for specific words and phrases. It is also used when we want to find a resource for the first time to determine if it will answer your questions. Once we have scanned the document, we can go back and leaf through it again.

HOW TO SCAN ?? State the specific information you are looking for. Try to anticipate how the answer will appear and what clues you might use to help you locate the answer. For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.

HOW TO SCAN ?? conclusion Use headings and any other aids that Will help you identify which sections might contain the information you are looking for. Selectively read and skip through sextions of the passage.

CONCLUSION

Scanning is the technique we use when

want

find

certain

specific information of some text, ignoring irrelevant information that does not serve us, even if it does not come out the first time, with practice we can achieve a wellelaborated scanning. 76

INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE INFERENCE 77

INFERENCES

INTRODUCTION Inference is of great importance within the comprehension of reading in the teaching of English since it is one that allows us to deepen our understanding of the texts. Stay in this section to learn how to apply an inference in your everyday life to academic life.

APPLICATIONS: When something is observed and the background to reach a logical conclusion.

Inference is probably practiced every day. For example, if you see someone eating a new food and make a face, then you infer that they don't like it.

TYPES OF INFERENCES... Here are the most common types of inferences:

CAUSES, MINOR PREMISES, BEGIN SITUATION INITIAL AND BOUNDARY CONDITIONS, EXTERNAL FORCINGS, ACTION INDUCTION, STATISTICAL, GENERALISATION EXTRAPOLATION

DEDUCTION, NOMOLOGICAL, EXPLANATION, (MODEL-) PREDICTION

N O I CT U D DE

EFFECTS, CONSEQUENCES, END SITUATION, OUTCOME, REACTION

NOITCUDBA

IN DU CT IO N

ABDUCTION INFERENCE TO THE BEST EXPLANATION RECOSTRUCTION OF THE PAST HYPOTHESIS FORMULATION

LAWS OF NATURE MAJOR PREMISES, GENERALISATIONS, STATISTICAL POPULATIOS

HOW TO MAKE INFERENCES

CONCLUSION

1. Look at the autor. 2. Look at the historical and cultural context of the writing. 3. Read to make conclusions. These conclusions are not stated, but you should read between the lines to understand what the autor is trying tos ay. 4. Make guesses. 5. Ask questions. Why are the characters acting a certain way? What are they thinking? Where are the going? What are the feeling? What do you already know? What is missing? Why is the author not including information? 6. Make predictions. 7. Find connections in the details. After you have made predictions, see what in missing or stated in the details and make connections. Fill in the missing information using your questions, guesses and predictions.

Although inference is generally an obstacle that prevents competition in reading

compression, although sometimes we can arrive at the result with simple logic, it is important to pay close attention so as not to fall into a wrong idea. 81

UNIT 82

PHRASAL

VERBS 83

INTRODUCTION INTRODUCTION Phrasal verbs, also known as particle verbs, are verb phrases made up of a verb and one or two particles; These particles can be a preposition, an adverb, or a combination of both, resulting in changing the meaning of some sentence. In this section we will teach you the most common phrasal verbs.

THEY´RE COMPOUND VERBS WHICH NEED:

BASE FORM+AN ADVERB OR PREPOSITION EXAMPLE: HE WORKS OUT PHRASAL VERBS ARE CLASSIFIED IN: NON SEPARATED PHRASAL VERBS. SEPARATE PHRASAL VERBS.

NON SEPARATED PHRASAL VERBS.

Non separated phrasal verbs are verbs that do not have to be separate for the subject or object.

FOR EXAMPLE:

They filled up the car.

NON SEPARATED PHRASAL VERBS. Separate phrasal verbs are verbs that can be separated for the object or subject and their meaning is not affected. the meaning is the same.

FOR EXAMPLE:

Beth will pick you up tomorrow morning.

MAIN PHRASAL VERBS:

Below we show you the most common phrasal verbs with their respective meaning in Spanish: ASK AROUND:

Preguntar a varias personas su opinión

AIM AT:

Apuntar a/hacia. Fijarse un objetivo.

ASK OVER:

Invitar a tu casa/oficina

BACK UP:

Dar apoyo. Manejar en reversa. Respaldar información.

BACK OFF:

Retirarse. Retractarse. Quitarse.

BEAR IN MIND: Tomar en cuenta. No olvidar algo. BEND OVER:

Agacharse, doblarse a la cintura.

BRANCH OFF:

Dividirse o desviarse en ramas y brazos.

BOOK INTO:

Registrarse en un hotel

BREAK DOWN:

Descomponerse, pasar por una crisis, llorar.

BRING OUT:

Producir un producto nuevo, hacer notar o sobresalir.

ABRING UP:

Educar. Criar.

BURST IN:

Entrar de repente, interrumpir a alguien.

BURST OUT:

Hablar en voz alta. Llorar/reír repentinamente.

BUY OFF:

Pagar favores. Sobornar.

BUY UP:

Comprar mucho de algo hasta agotarlo.

CALL BACK:

Regresar una llamada telefónica a un lugar.

CALL ON:

Contactar. Llamar o visitar a alguien.

CALL OFF:

Cancelar algo.

CALL OUT:

Llamar a gritos. Gritar.

CALM DOWN:

Calmarse. Relajarse. Bajar el ritmo de.

CARRY OFF:

Llevarse algo. Espiar sin permiso.

CARE FOR:

Gustar, interesarse por.

CATCH UP:

Emparejarse. Alcanzar.

CHEAT ON:

Ser deshonesto o infiel con algo.

CHEER UP:

Animarse. Alegrarse.

CHICKEN OUT:

Retirarse o dejar de hacer algo por miedo.

CHOKE ON:

Ahogarse con un objeto.

CHOP UP:

Cortar algo en pedazos (alimentos)

CLEAN OUT:

Limpiar el interior de algo. Robarse todo

COME ACROSS: Encontrar algo/alguien por casualidad. COME ALONG:

Ir a un lugar con alguien. Apúrate! Ándale!

CRACK UP:

Desmoronarse, deprimirse, perder la razón.

DROP OFF:

Dejar algo o alguien en un lugar.

DRAW NEAR:

Acercarse, aproximarse.

END UP:

Empezar algo y terminar en otro lugar sin haberlo planeado.

FADE OUT:

Desvanecerse hasta desaparecer.

FILL IN:

Sustituir a alguien. Llenar espacios de un formato.

FILL UP:

Llenar completamente.

GET AWAY:

Alejarse de un lugar. Escaparse.

HANG AROUND: Vagar o estar en lugar sin hacer nada. HANG ON:

Agarrarse o sujetarse de algo. Esperar un tiempo.

HANG OUT:

Asociarse con una persona o varias con frecuencia. Salir con amigos a dar el rol.

KEEP FROM:

Evitar que alguien haga algo, evitar que algo suceda.

LOOK UP:

Investigar o buscar algo en libros, diccionarios, o cualquier documento.

LOOK FOR:

Buscar algo en cualquier parte o lugar.

PERK UP:

Animarse, ser mas activo o movido.

PICK UP:

Recoger o levantar algo.

PILE UP:

Amontonar. Juntar o acumular.

PIN DOWN:

Exigir una respuesta. Detectar algo o alguien. Localizar a alguien.

PELT DOWN:

Llover muy fuerte. Caer sobre algo.

POP UP:

Aparecer repentinamente.

RUN OUT:

Acabarse todo y quedarse sin nada: Dinero, azúcar, café.

TAPPER OFF:

Cesar o reducir algo gradualmente (Velocidad)

TAKE OUT:

Extraer o sacar.

ZERO IN:

Apuntar directamente a algo o a alguien.

CC OO N N CC LL U U SS II OO N N

Now that you have learned a little about phrasal verbs, I invite you to practice them, since as they are not used well in a sentence, they can alter their meaning, or otherwise express something that we do not want.

PERFECT PERFECT FUTURE FUTURE 90

INTRODUCTION The future perfect tense refers to a completed action in the future. When we use this tense we are projecting ourselves forward into the future ang looking back at an action that Will be completed some time later than now. It is most often used with a time expression.

FUTURE PERFECT (Will) + (have) + (past participle) (am/is/are) + (going to) + (past participle)

STRUCTURE:

Taking into account the general structure that is shown, it can be divided to form the affirmative, negative, interrogative and negative interrogative structure:

EXAMPLES: I Will have been here for six months on June 23rd. By the time you read this I will have left. You will have finished your report by this time next week. Won´t they have arrived by 5:00? Will you have eaten when I pick you up?

conclusion

We conclude that the future perfect is used in English to say that an action will have ended at a specific time in the future. And that it is important to learn to apply the structures of this time in order to express what we want to understand. 92

PERFECT PERFECT IDIOMATIC

FUTURE (GOING TO)

Have: haber / habría

introduction The perfect idiomatic future implies intention, or that an action will be carried out in the immediate future, and for this the action "to be going to" is always used. Which in Spanish means: "Va a ..." Let´s see... This is the structure of the future perfect idiom: Subject + am/is/are + going to have + past participle

Examples: I am not going to have finished this test by 3 o´clock. Sam is probably going to have completed the proposal by the time he leaves this afternoon. How many countries are you going to have visited by the time you turn 50?

STRUCTURES: STRUCTURES: NEGATIVE: Subject + am/is/are + not/ isn´t / aren´t + going to have +

v.p.p + complement

Ex. You are not going to have broken the window by the morning.

QUESTION: Wh-question or am/is/are + subject + going to have +

v.p.p + complemente + ?

Ex. What time are you going to have left home tomorrow at this time?

CONCLUSION CONCLUSION

In conclusion we can say that the perfect idiomatic future is required when referring to a future, probable and inevitable event or also to highlight an action in the future and when the decision to do something specific has already been made. But for this it is important to apply the learned structures correctly since otherwise we could fall into a mistake.

WISH WISH

STATEMENTS STATEMENTS “I Wish… “

(=“Ojalá…”)

INTRODUCTION Here we bring you a new article and the last of this magazine. But not because it is the last, it is the least important. This time we will explain how to use wish in English to express desire in subjunctive sentences just as a native would. In addition, we will address how you can use wish statements in the most common tenses as well as examples to practice with them.

We use wish to express that we regret something or we would like something to be different tan the way it is.

USES WISHES WITH TENSES Wishes with Present We

use

forms exprss

wish

simple

with and

regret

Past

Tense

continuous

about

present

Wishes with Future We use wish with would to say how we would like somebody to behave in the future.

situations.

Examples:

Examples: I wish I was rich. I wish I was going with my father. The boys wish they could go to Paris. He wishes he were here now.

That´s a dreadful noise. I wish it would stop. I wish Samuel would call me back. I wish you wouldn´t smoke in classroom.

Wishes with Past continous

Wishes with Past use

wish

with

Past

Perfect

when we have regrets about the past;

We use wish + past continuous to express that we want to be doing a different action in the present (or future).

Examples: I wish I hadn´t taken my father´s advice. I wish she had passed her driving test. I wish you hadn´t been angry with me!

Examples: I wish I was lying on a beach now. (I ´m sitting in yhe office.) I wish it wasn´t raining. (It is raining.) I wish you weren´t leaving tomorrow. (You are leaving tomorrow.)

N NO OIISSU ULLC CN NO OC C

To end. We conclude that wish statements express a wish, that is, something hypothetical that is not the current reality. And that applies to the past to talk about something that we want in the present, but that is not fulfilled. (Although we must take into account that in Spanish it is used with a past form of the subjunctive, which does not exist in the English language.) 98

We have reached

the end of this electronic magazine...

I hope it has been to you r liking but above all that you h ave learned a little about the different topics that I saw through out my semester. - Cris

Thanks and see you soon...!!!

100

ENGLISH VOL. 5