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

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Dominando Phrasal Verbs en Inglés: Conversación Práctica

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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" »

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Two Shakespearean Tragedies

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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" »

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Orthoepic competences

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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" »

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Aprende y Domina las Preposiciones de Lugar en Inglés: Guía Práctica

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Preposiciones de Lugar en Inglés: Tu Guía Completa

Aprende a usar correctamente las preposiciones de lugar en inglés con esta práctica guía. Mejora tu vocabulario y comprensión del idioma.

Preposiciones Comunes de Lugar

along (alóng) - a lo largo de
around (aráund) - alrededor de, cerca de, por
round (ráund) - alrededor de, en torno a, por
against (eguénst) - contra, en contra de
on top of (on tóp ov) - encima de, sobre, arriba de
at the bottom of (at de bótom ov) - en la base de, debajo de, en el fondo de
in front of (in frónt ov) - enfrente de
opposite (óposit) - enfrente de, frente a
behind (bijáind) - detrás, detrás de
over (óuver) - encima de, sobre
under (ánder) - debajo de, bajo
beneath (biníiz) - bajo, debajo de
underneath
... Continuar leyendo "Aprende y Domina las Preposiciones de Lugar en Inglés: Guía Práctica" »
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Errors, correction and remedial work

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The main reason for errors are poor materials,bad teaching,errors from the learning process,and mother tongue interference.The errors are a very bad thing and signal a breakdown in the teaching and learning process.Certainly,this was the accepted view for many years.The mentalists regard that a learner must make errors as a necessary part of the l-ng.Errors will always be made,and have direct implications for remedial work.The teacher needs to plan his remedial work of them into the sillabus for the coming week and months.The learners brings with him one source of errors:His mother tongue,and the learning process itself is the source of other errors.The first stage is to establish what the error is.The second stage is to establish the possible
... Continuar leyendo "Errors, correction and remedial work" »
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The commonwealth and restoration (1649-1713)

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3. The Commonwealth and Restoration 1649-1713
Setting the Scene After many years of difficult relations between the king and Parliament, in the 1640s the Puritans and the kings followers went to war against each other. When Oliver Cromwell died in 1658, his son was named Lord Protector, but he was less successful than his father. Although the monarchy was restored, most of the power was held by Parliament; two parties, the Whigs and the Tories, and a prime minister governed the country.  The spirit of the Restoration was one of reason; society did not want to see again the kind of problems of the first half of the century. The new middle classes had more and more influence as their wealth grew and they wanted stability above all. It was also... Continuar leyendo "The commonwealth and restoration (1649-1713)" »

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Ingles,técnico

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HUB

A hub is used to share data between multiple devices on a section of the network. The hub may connect to another networking device such as a switch or router that connects to other sections of the network


SWITCH

A switch maintains a table of the MAC addresses for computers that are connected to each port. When a frame arrives at a port the switch compases the address information in the frame to its MAC address table


BRIDGE

A bridge is a device that allows you to segment a large network into smaller, more efficient nerworks. Bridges keep a record or all devices on each serment to which the bridge is connected

ROUTER

Is device that connects entire networks to each other. A router translates information from one network to another; it is similar... Continuar leyendo "Ingles,técnico" »

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Key Concepts in English Grammar: Tenses, Adjectives, Modals

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English Grammar and Vocabulary Notes

Verb Tenses

Present Simple

Usage

  • Routine, habit in the present.

Form

  • Affirmative: Subject + verb (base form) or verb + -s/-es (for He, She, It).
  • Negative: Subject + don't / doesn't + base form.
  • Interrogative: Do / Does + Subject + base form?

Adverbs

  • always, usually, often, hardly ever, rarely, ever, sometimes, ... a week.

Present Continuous

Usage

  • Action happening now.

Form

  • Subject + am / is / are + verb + -ing.
  • Negative: Subject + am not / isn't / aren't + verb + -ing.

Rules for -ing

  • If ending in -e: remove -e and add -ing (e.g., dance: dancing).
  • If ending in consonant + vowel + consonant (stressed syllable): double the last consonant and add -ing (e.g., run: running).

Past Simple

Usage

  • Is a specific time, started and finished
... Continuar leyendo "Key Concepts in English Grammar: Tenses, Adjectives, Modals" »
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Expresiones y Condicionales en Inglés: Mejora tu Fluidez

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Expresiones Comunes en Inglés

Expresiones de Tiempo Presente

  • Hoy en día: Nowadays
  • Actualmente: Currently, at present, at the present time, now, these days, in this day and age

Expresiones de Tiempo Pasado

  • Hace mucho tiempo: A long time ago
  • En la antigüedad: In ancient times
  • Hace poco tiempo: Not long ago
  • En tiempos pasados: In former times
  • Antiguamente: Formerly
  • En los viejos tiempos: In the old days

Expresiones para Añadir Información o Ejemplos

  • Además: In addition, what's more, besides, furthermore, moreover
  • Además de esto: Besides this
  • También: Also, besides
  • Es más: Moreover
  • Lo que es más: What's more

Expresiones para Expresar Sinceridad

  • Para decir la verdad, para ser sincero: To tell the truth
  • En realidad, a decir verdad: In fact
  • Realmente, en realidad:
... Continuar leyendo "Expresiones y Condicionales en Inglés: Mejora tu Fluidez" »
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Recorrido por Bloques PL/SQL: Cursores, Gestión de Datos y Excepciones

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Ejemplo 35: Cursores Implícitos y Explícitos

Declaración de variables para almacenar datos de estudiantes:


DECLARE
  v_idestudiante estudiantes.idestudiante%TYPE;
  v_nombre estudiantes.nombre%TYPE;
  v_apellido estudiantes.apellido%TYPE;
  v_carrera estudiantes.carrera%TYPE := 'History';
  CURSOR c_estudiantes IS
    SELECT idestudiante, name, surname
    FROM Students
    WHERE race = v_carrera;
BEGIN
  -- Identificar las filas en el conjunto activo y preparar para post-procesar los datos
  OPEN c_estudiantes;
  LOOP
    -- Recuperar cada fila del conjunto activo en variables PL/SQL
    FETCH c_estudiantes INTO v_idestudiante, v_nombre, v_apellido;
    dbms_output.put_line(v_idestudiante || ' ' || v_nombre || ' ' || v_apellido);
    --
... Continuar leyendo "Recorrido por Bloques PL/SQL: Cursores, Gestión de Datos y Excepciones" »
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