Apuntes, resúmenes, trabajos, exámenes y ejercicios de Inglés de Universidad

Fonética Inglesa: Glosario de Términos Clave

Conceptos Fundamentales

• Alveolar: Describe sonidos con un punto de articulación detrás de los dientes frontales superiores, contra la cresta alveolar. Ejemplos: [t, d, s].
• Bilabial: Describe articulaciones en las que intervienen ambos labios (oclusivas y fricativas).
• Grupo Consonántico (Cluster): Dos o más fonemas consonánticos en una secuencia, sin sonido vocálico entre ellos.
• Consonante: Un sonido del habla que obstruye el flujo de aire a través del tracto vocal. Algunas consonantes lo hacen mucho, otras no tanto, por eso las separamos por grupos.
• Oclusiva Glotal (Glottal Stop): Una consonante producida por el cierre de las cuerdas vocales. [?] Hay una obstrucción completa al paso del aire,

The user/learners competences

The general competences comprise declarative knowledge, the skills and know how, the existential competence and the ability to know.

·Declarative knowledge has to do with the knowledge about the world, the sociocultural knowledge and the intercultural knowledge.
·Skills and know how can be practical and intercultural.
·Existential competence is the sum individual factors related to the personality.
·The ability to learn; to be always receptive to knowledge.
The communicative language competences include the linguistic, sociolinguistic and pragmatic competences. These allow a person to act using specifically linguistic means.

·Linguistic competence includes the development of lexical, phonological, grammatical, semantic,... Continuar leyendo "Orthoepic competence" »

Preguntas con "How" y Respuestas Cortas

¿Con qué frecuencia? (How often?)

• How often do you work out?
  • Every day.
  • Twice a week.
  • Not very often.

¿Cuánto tiempo? (How long?)

• How long do you spend at the gym?
  • Thirty minutes a day.
  • Two hours a week.
  • About an hour on weekends.

¿Qué tan bien? (How well?)

• How well do you play tennis?
  • Pretty well.
  • About average.
  • Not very well.

¿Qué tan bueno/a? (How good?)

• How good are you at sports?
  • Pretty good.
  • Okay.
  • Not so good.

El Pasado Simple (Simple Past)

• Did you work on Saturday?
  • Yes, I did. I worked all day.
  • No, I didn’t. I didn’t work at all.
• Did you go anywhere last weekend?
  • Yes, I did. I went to the movies.
  • No, I didn’t. I didn’t go anywhere.

Preguntas con "Wh-" en Pasado Simple

• What did Rick do on Saturday?
  • He stayed

Multi-word VERBOS: frases verbales, los verbos de preparación, con partícula-PREP múltiples verbo otras construcciones verbales palabra. Multi-word verbos dividen en cuatro clases: PHRASAL VERBS: verbos seguidos de las partículas adverbiales. Verbos compuestos más comunes: intransitivo: ¡Anímate! Estás de vacaciones. Muy común en la conversación y la ficción. PhrV intransitivo más comunes son los de actividad utilizados como comandos y que a menudo se presentan como imperativos. Eclaratives D cláusulas, + común verbos intransitivos phrasal normalmente sujeto humano. Por ejemplo, él sólo se sentó y se quejó todo el tiempo. + combinación intransitivo común en la conversación se come on: 3 funciones principales: 1-de exclamación

Escenario: Entrevista de Trabajo

A: Good morning, sir. My name is Alex Soto. How are you?

S: Fine, thanks. My name is Sergio, the company’s manager and owner. How can I help you?

A: I am looking for a new job because I want to change my current job.

S: Really? Why?

A: Because my boss is always putting me down.

S: Oh! I can work it out! That's so bad!

A: Yes, and I have been working there so hard, and I haven’t been able to get away for several months.

S: Don’t try to lie to me because I can see right through you.

A: No, that’s true. That’s why I look so tired.

S: What are you getting at? I don’t really understand.

A: I mean that I am being honest, completely honest.

S: Ok, I got it, but don’t expect me to fall for your excuse. I wasn’t... Continuar leyendo "Dominando Phrasal Verbs en Inglés: Conversación Práctica" »

Tiempos verbales en inglés: formas básicas y ejemplos

A continuación se presentan los principales tiempos verbales en inglés con la estructura para afirmativa, negativa e interrogativa, junto con ejemplos y su traducción al español. Mantén estas fórmulas como referencia rápida.

Presente simple (Present Simple)

• Afirmativa: persona + verbo (3.ª persona sing.: añade -s) (He, She, It) — I play — Yo juego
• Negativa: persona + don't / doesn't (3.ª persona sg.) + verbo — You don't play
• Interrogación: do / does (3.ª persona sg.) + persona + verbo — Does she play?

Presente continuo (Present Continuous)

• Afirmativa: persona + to be (am, is, are) + verbo (-ing) — I am playing — Yo estoy jugando
• Negativa: persona + am not / isn't / aren'

El Guerrero Perfecto y su Talón de Aquiles

Gawain is the model warrior, and he knows it. He is both sensible and brutish, unmoved by such frivolities as introspection and "love," courtly or otherwise. Shielded by courtly virtue and manners, arms and the skill to use them effectively, he should be the perfect huntsman. Perhaps he is, and yet, ironically, by being perfect he fails at being a human. This is the story of the Hunt for the man behind the mask.

El Reto del Caballero Verde

The story is drawn into a web of Hunter-becomes-Hunted when The Green Knight arrives at King Arthur's Court to offer the challenge of a Yuletide "game." The Green Knight agrees to suffer a "thrust" from his opponent on the condition that if he survives, there will... Continuar leyendo "Sir Gawain and the Green Knight: The Psychological Hunt and Human Flaw" »

THE TRAGEDIES

Most of Shakespeares great tragedies were written in the years between 1598 and 1607, sometimes called his black period. Shakespeare had a son, called Hamnet, who died at the age of ten in 1596. This may have influenced Shakespeares black period, when many of his plays concern fathers and children. Romeo and Juliet, the most famous tragedy of love in all literature, was one of Shakespeares earliest tragedies and it is less complex and philosophical than most of the later tragedies. The major tragedies are Hamlet, Othello, King Lear and Macbeth. They are tragedies of revenge, jealousy, family and ambition.
Many of the tragedies have pessimistic endings, where life has lost its meaning, but usually there is some hope for the future.... Continuar leyendo "Two Shakespearean Tragedies" »

An action-oriented approach  The approach adopted by the Common European Framework is an action-oriented one in so far as it views users and learners of a language primarily as social agents, i.E. Members of society.
Language use comprises the actions performed by persons who as individuals and as social agents develop a range of competences. Competences can be subdivided in general competences, and communicative language competences.

The general competences of an individual The general competences of language learners or users consist in particular of their knowledge, skills and existential competence and also their ability to learn:
·Declarative knowledge (savoir), is understood as knowledge resulting from experience and from more formal learning:... Continuar leyendo "Orthoepic competences" »

Habilidades Tempranas de Alfabetización y Vocabulario

El desarrollo de las habilidades de lectura en la infancia es un pilar fundamental para el aprendizaje futuro. A continuación, se detallan los componentes esenciales que conforman este proceso:

1. Vocabulario

Conocer los nombres de las cosas es muy importante. Los niños ingresan a la escuela conociendo entre 3,000 y 5,000 palabras (en su idioma nativo). Esta habilidad se desarrolla a través de la lectura de libros y nombrando los objetos cotidianos.

2. Motivación e Impresión

• Motivación hacia la impresión: Expresiones como "Me gustan los libros" reflejan el interés temprano.
• Conciencia impresa: Comprender conceptos básicos del texto, como "Veo una palabra".

3. Habilidades Narrativas

La... Continuar leyendo "Desarrollo Infantil Temprano: Seis Habilidades Fundamentales de Lectura y Etapas del Proceso Lector" »