Resumenes de Ingles

8/3/2019 Resumenes de Ingles

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Adjectives for houses and apartments.....................................................................11

COUNTABLE AND UNCOUNTABLE NOUNS.................................................................16

Figure 1 Past tense................................................................................................18

Figure 2 Used to.....................................................................................................18

Figure 3 Adverbs of quantity..................................................................................19

Figure 4 Indirect questions from Wh-questions........................................................20

Figure 5 Evaluations and comparisons...................................................................21

Figure 6 - Wish..........................................................................................................21

Should and Shouldn't - Use.........................................................................................2

Skimming and Scanning.............................................................................................4

Wish............................................................................................................................6


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Should and Shouldn't - Use

We use should and shouldn't to give advice or to talk about what we think is rightor wrong.

You should means something like I think it is a good idea for you to do it.

You shouldn't means something like I think it is a bad idea for you to do it.

Should is used to express the opinion of a speaker and often follows I think or Idon't think.

Examples

You look tired. I think you should take a few days off.

Alice works very long hours. She should to talk to her boss.

- I have an English test tomorrow.- I shouldn't worry if I were you. You have worked really hard.

- I never have enough money.

- I don't think you should go out so much.

Should - Quick Grammar Note

To give advice to someone you can also say:

I should do it if I were you. I shouldn't be so rude, if I were you.

When you regret not doing something in the past, you can say:

I shouldn't have spoken to him like that.

I should have apologized earlier.

Should - Positives, Negatives, and Questions

Should is a modal verb like can or must.

PositivesYou should take it easy.


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She should go to bed early.We should go somewhere exciting for our holiday.

NegativesYou shouldn't get angry.He shouldn't work so much.

I shouldn't do it if I were you.

QuestionsShould we tell her the truth?

What should I do?Shouldn't we try to finish it now?

Should and Shouldn't - Practice

Exercise. Click on the words in the correct order to makepositives, negatives and questions with should and shouldn't.

Tip! If you have no idea what word should go next, you canclick on all the words one by one.


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Skimming and Scanning

Easier- There are different styles of reading for different situations. The technique you choosewill depend on the purpose for reading. For example, you might be reading for enjoyment,

information, or to complete a task. If you are exploring or reviewing, you might skim a

document. If you're searching for information, you might scan for a particular word. To getdetailed information, you might use a technique such as SQ4R. You need to adjust your reading

speed and technique depending on your purpose.

Many people consider skimming and scanning search techniques rather than reading strategies.

However when reading large volumes of information, they may be more practical than reading.

For example, you might be searching for specific information, looking for clues, or reviewing

information.

Harder- Web pages, novels, textbooks, manuals, magazines, newspapers, and mail are just a few

of the things that people read every day. Effective and efficient readers learn to use many stylesof reading for different purposes. Skimming, scanning, and critical reading are different styles of

reading and information processing.

Skimming is used to quickly identify the main ideas of a text. When you read the newspaper,

you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done

at a speed three to four times faster than normal reading. People often skim when they have lotsof material to read in a limited amount of time. Use skimming when you want to see if an article

may be of interest in your research.

There are many strategies that can be used when skimming. Some people read the first and lastparagraphs using headings, summarizes and other organizers as they move down the page or

screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the

first sentence of each paragraph. This technique is useful when you're seeking specificinformation rather than reading for comprehension. Skimming works well to find dates, names,

and places. It might be used to review graphs, tables, and charts.

Scanning is a technique you often use when looking up a word in the telephone book or

dictionary. You search for key words or ideas. In most cases, you know what you're looking for,

so you're concentrating on finding a particular answer. Scanning involves moving your eyes

quickly down the page seeking specific words and phrases. Scanning is also used when you firstfind a resource to determine whether it will answer your questions. Once you've scanned the

document, you might go back and skim it.

When scanning, look for the author's use of organizers such as numbers, letters, steps, or the

words, first, second, or next. Look for words that are bold faced, italics, or in a different font

size, style, or color. Sometimes the author will put key ideas in the margin.


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Reading off a computer screen has become a growing concern. Research shows that people have

more difficulty reading off a computer screen than off paper. Although they can read and

comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

Fast Reading Style

http://www.learnline.ntu.edu.au/studyskills/re/re_re_fa.htmlThis website provides an overview of fast reading techniques including scanning, key

words spotting, and skimming.Other Reading Techniques Websites:Reading and Understanding Textshttp://www.coun.uvic.ca/learn/read.html

Reading Techniques http://www.petech.ac.za/sc/reading.htm

Seven Steps to Effective Reading

http://www.edgehill.ac.uk/study/lss/tandl/eff_read.html

This page discusses different types of reading (skimming, scanning, reading in-depth),deciding what to read, getting ready to read, SQ3R, taking notes from reading, problems

with reading, and continuing to improve your reading.Other Sites on Effective and Efficient Reading:

Reading Effectively http://www.allenandunwin.com/eStudy/reading.aspReading Efficiently http://english.glendale.cc.ca.us/speed1.html

Super Readinghttp://www.school-for-champions.com/grades/reading.htm

This page provides an overview of reading techniques including reading for speed,

skimming, and grouping words. You can even take a short online quiz.

Using reading strategies to read more quickly and effectively

http://www.mindtools.com/rdstratg.html

This article discusses effective use of reading strategies including active reading andreading particular types of texts.Other Websites to Improve Reading Speed:

Rapid Reading http://www.uwgb.edu/esms/sss/read.htmReading Fast http://www.smcvt.edu/src/studyskills/reading_fast.htm

Speed Reading http://www.mindtools.com/speedrd.html
http://www.learnline.ntu.edu.au/studyskills/re/re_re_fa.htmlhttp://www.learnline.ntu.edu.au/studyskills/re/re_re_fa.htmlhttp://www.learnline.ntu.edu.au/studyskills/re/re_re_fa.htmlhttp://www.coun.uvic.ca/learn/read.htmlhttp://www.coun.uvic.ca/learn/read.htmlhttp://www.petech.ac.za/sc/reading.htmhttp://www.edgehill.ac.uk/study/lss/tandl/eff_read.htmlhttp://www.edgehill.ac.uk/study/lss/tandl/eff_read.htmlhttp://www.allenandunwin.com/eStudy/reading.asphttp://www.allenandunwin.com/eStudy/reading.asphttp://english.glendale.cc.ca.us/speed1.htmlhttp://www.school-for-champions.com/grades/reading.htmhttp://www.school-for-champions.com/grades/reading.htmhttp://www.school-for-champions.com/grades/reading.htmhttp://www.mindtools.com/rdstratg.htmlhttp://www.mindtools.com/rdstratg.htmlhttp://www.mindtools.com/rdstratg.htmlhttp://www.uwgb.edu/esms/sss/read.htmhttp://www.smcvt.edu/src/studyskills/reading_fast.htmhttp://www.mindtools.com/speedrd.htmlhttp://www.mindtools.com/speedrd.htmlhttp://www.learnline.ntu.edu.au/studyskills/re/re_re_fa.htmlhttp://www.coun.uvic.ca/learn/read.htmlhttp://www.petech.ac.za/sc/reading.htmhttp://www.edgehill.ac.uk/study/lss/tandl/eff_read.htmlhttp://www.edgehill.ac.uk/study/lss/tandl/eff_read.htmlhttp://www.allenandunwin.com/eStudy/reading.asphttp://english.glendale.cc.ca.us/speed1.htmlhttp://www.school-for-champions.com/grades/reading.htmhttp://www.school-for-champions.com/grades/reading.htmhttp://www.mindtools.com/rdstratg.htmlhttp://www.mindtools.com/rdstratg.htmlhttp://www.uwgb.edu/esms/sss/read.htmhttp://www.smcvt.edu/src/studyskills/reading_fast.htmhttp://www.mindtools.com/speedrd.htmlhttp://www.learnline.ntu.edu.au/studyskills/re/re_re_fa.html


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Wish

wishes about the present and future

1. We use 'wish' +past simpleto express that we want a situation in the present (or future)

to be different.I wish I spoke Italian. (I don't speak Italian.)

I wish I had a big car. (I don't have a big car.)

I wish I was on a beach. (I'm in the office.)Future: I wish it was the weekend tomorrow. (It's only Thursday tomorrow.)

2. We use 'wish' +past continuous to express that we want to be doing a different action in

the present (or future).

I wish I was lying on a beach now. (I'm sitting in the office.)I wish it wasn't raining. (It is raining.)

Future: I wish you weren't leaving tomorrow. (You are leaving tomorrow.)

wishes about the past

We use 'wish' +past perfectto express a regret, or that we want a situation in the past to be

different.

I wish I hadn't eaten so much. (I ate a lot.)I wish they'd come on holiday with us. (They didn't come on holiday with us.)

I wish I had studied harder at school. (I was lazy at school.)

wish + would

We use 'wish' + would + bare infinitive to express impatience, annoyance or dissatisfaction

with a present action.

I wish you would stop smoking. (You are smoking at the moment and it is annoying me.)

I wish it would stop raining. (I'm impatient because it is raining and I want to go outside.)I wish she'd be quiet. (I am annoyed because she is speaking.)

Important points1. To simply express that you want something to happen in the future (not talking about

wanting an action or situation to be different, and not talking about impatience or

annoyance) we use 'hope', not 'wish'.

I hope it's sunny tomorrow.

I wish it was sunny tomorrow. xI hope she passes her exam next week.
http://www.eslbase.com/grammar/past-simplehttp://www.eslbase.com/grammar/past-simplehttp://www.eslbase.com/grammar/past-continuoushttp://www.eslbase.com/grammar/past-perfect-simplehttp://www.eslbase.com/grammar/past-perfect-simplehttp://www.eslbase.com/grammar/past-simplehttp://www.eslbase.com/grammar/past-continuoushttp://www.eslbase.com/grammar/past-perfect-simple


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I wish she were passing her exam next week. x

I hope the plane doesn't crash tomorrow.

I wish the plane wouldn't crash tomorrow. x

2. We can use 'wish' + infinitive or 'wish' + object + infinitive to mean 'want' in a formal

situation.I wish to leave now. (+ infinitive)

I wish to speakto your supervisor please. (+ infinitive)

I do not wish my name to appear on the list. (+ object + infinitive)

3. We can use '(I) wish you'in fixed expressions.

I wish you a happy birthday.

We wish you good luck in your new job.

See also: Past simple / Past perfect / Past continuous

Teaching wish

Pictures work best. Something simple like a picture of someone running in the rain or a child

crying (easy to find in magazines). Question students along the lines of:"What is she doing?"(running in the rain)

"Does she want to be running in the rain?"(no)"What does she want to be doing?"(sitting at home with a cup of tea)."So, does she wish she was sitting at home with a cup of tea?"Plenty of build up like this, repetition with different examples and different pictures will give

students the idea and the structure.

You can do the same for any of the "wish" structures. A picture of a person in prison:

"Why is he in prison?"(because he stole a car)"Does he regret stealing the car?"(if students are not comfortable with the verb regret: "Does hewant to change the past?"(yes)"What does he regret?"(stealing the car)

"So he wishes he hadn't stolen the car?"Chris

An idea I stole from my ESL teacher trainer is to introduce "Wish" with music. The band,Pearl Jam, has a song called Wishlistand the song constantly repeats the form, "I wish..." I have

the students perform activities with the lyrics (mazes, jumbles, etc...) to become familiar with the

structure. Also, a great listening activity."

Stephen

I use a magic lamp, like we see in the movies, and I tell them that they should make three

wishes for the genie. It doesn't matter if they make some mistakes. I then start talking about my

wishes and explain all the cases ofwish"Renata
http://www.eslbase.com/grammar/past-simplehttp://www.eslbase.com/grammar/past-perfect-simplehttp://www.eslbase.com/grammar/past-continuoushttp://www.eslbase.com/grammar/past-simplehttp://www.eslbase.com/grammar/past-perfect-simplehttp://www.eslbase.com/grammar/past-continuous


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I choose funny daily situations so that I can get their attention. For instance:What if you missed a nice party with a lot of delicious food that took place yesterday?

I wish I had attended the party. I would have eaten...

Then I remind them that it exactly the same as the third conditional. Note that I start with the past

perfect as it is easier to understand than the "unreal past"

Mohammed

Well! The first thing I say to my students is "I wish I wasn't here now. I wish I was onvacation." And then ask what their wishes are and to share their wishes with the class. Starting

this way boosts their confidence. And when they can express their wishes following my example,

they are over the moon! I personally wanted to learn the model from my teacher first when Imyself was a student years back. But actually, good examples at the beginning always trigger

effective results."AQM Khairul Basher

For teenagers or adult students... I tell students that I went out last night and got really drunk

and did a bunch of stupid things. In the morning I saw all the pictures up on facebook. I ask themto write what is going through my mind. Wow! I spent so much money last night, I wish I hadn't

spent so much money. My favorite shirt is ruined, I wish I hadn't spilled my drink on it. etc.Asya

Well!! I agree with Chris using pictures is a good way to introduce wish to students. Because

with one single picture you can elicit many different sentences. however, I have another way of

doing this. I tell students a story in which I appear as a victim. How? for example I tell them thatmy best friend went somewhere ( attended a party) without inviting me. I appear as if I am really

shocked by this action and then ask them to say what they hope or wish the situation was instead.

of course some of them get the correct structure right from the start, but some keep

hypothesising. This way they compare between their native language and the target one. So Istart where they are not where I am. If no one gets the structure I tell them the structure and let

them express their feelings about the inccident. this way the structure becomes automatic before

even explaining it. Good luck!Mohamed Najih

Provide a context... for example, there is a good film on television tonight, but John has to

revise because tomorrow he has a test.Can John see the film?

Why not?

What does he want?

He wishes he could see the film.He wishes he didn't have to revise his lessons.

Anonymous

My method is a little bit different because I ask my students about the social evils of our

society. Their answers include pollution, bribery, nepotism and abuse of power. My nextquestion is what their wishes are and in which society they prefer to live. Though my learners


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give grammatically incorrect sentences, it is my role to help them use correct sentences.Lynda

I draw a lion chasing a man on the board with a bubble over the man's head "I wish I..." Iwrite the first sentence "I wish I could run faster" then I ask students to complete the sentence in

their own words. It's funny and makes students use the structure.Sedighe

Wish

Let's start off with the easy part. ' I wish to' can mean the same as 'I want to' but it ismuch, much more formal and much, much less common.

I wish to make a complaint.

I wish to see the manager.

You can also use 'wish' with a noun to 'offer good wishes'.

I wish you all the best in your new job.

We wish you a merry Christmas.

Notice that when you want to offer good wishes using a verb, you must use 'hope ' andnot 'wish'.

We wish you the best of luck.

We hope you have the best of luck.

I wish you a safe and pleasant journey.

I hope you have a safe and pleasant journey.

However, the main use of 'wish' is to say that we would like things to be different fromwhat they are, that we have regrets about the present situation.

I wish I was rich.

He wishes he lived in Paris.

They wish they'd chosen a different leader.

Notice that the verb tense which follows 'I wish' is 'more in the past' than the tensecorresponding to its meaning.

I'm too fat. I wish I was thin.

I never get invited to parties. I wish I got invited toparties.

It's raining. I wish it wasn't raining.

I went to see the latest Star Wars film. I wish I hadn'tgone.

I've eaten too much. I wish I hadn't eaten so much.

I'm going to visit her later. I wish I wasn't going tovisit her later.


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In the case of 'will' , where 'will' means 'show willingness' we use 'would'.

He won't help me. I wish he would help me.

You're making too much noise. I wish you would bequiet.

You keep interrupting me. I wish you wouldn't do that.

Where 'will' means a future event, we cannot use 'wish' and must use 'hope'.

There's a strike tomorrow. I hope some buses will stillbe running.

I hope everything will be fine in your new job.

In more formal English, we use the subjunctive form 'were' and not 'was' after 'wish'.

I wish I were taller.

I wish it were Saturday today.

I wish he were here.


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I wish I could retire now

Adjectives for houses andapartments

Adjetivos para casas y

departamentos

Lee atentamente este

glosario de ADJETIVOSaplicado a los inmuebles.

bright quiet spacious brand new convenient

alegre tranquilo amplio flamante bien ubicado

dingy noisy cramped shabby inconvenient

deprimente ruidoso estrecho en mal estado mal ubicado

More adjectives Ms

adjetivos

Enriquece tu vocabulario conestos ANTONIMOS ...

safe huge light modern reasonable


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seguro enorme luminoso moderno razonable

=/= =/= =/= =/= =/=

dangerous small dark old expensive

peligroso pequeo oscuro antiguo costoso

Adjectives andnouns

Adjetivos y

sustantivos

Escucha a los profesoresy presta atencin al uso delas EVALUACIONES con ADJETIVOSy SUSTANTIVOS ...

EVALUATIONS AND COMPARISONS

EVALUATIONS WITH ADJECTIVES EVALUACIONES CON ADJETIVOS

The kitchen isn't big enough.

The living room is too small.

La cocina no es lo suficientemente grande.

La sala de estar es demasiado pequea.

EVALUATIONS WITH NOUNS EVALUACIONES CON SUSTANTIVOS

There aren't enough bedrooms.

There isn't enough closet space.

No hay suficientes dormitorios.

No hay suficiente espacio para guardar.

COMPARISONS WITH ADJECTIVES COMPARACIONES CON ADJETIVOS

It's not as cheap

as the last apartment.

It's almost as cheap

(as the last apartment).

No es tan barato

como el departamento anterior.

Es casi tan barato

(como el departamento anterior).

COMPARISONS WITH NOUNS COMPARACIONES CON SUSTANTIVOS

It doesn't have as many bedrooms

as the last apartment.

No tiene tantos dormitorios

como el departamento anterior.


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It hasjust as many bedrooms

(as the last apartment).

Tiene tantos (la misma cantidad de)

dormitorios (como el departamento

anterior).

ENLACES UTILES

Adjetivos

Lista de adjetivoscalificativos

TOOAND ENOUGH: COMPARACIONES OPUESTAS

Por favor recuerda estas sencillas reglas gramaticales:

1. Para estos casos comparativos, ENOUGH /inf/ (suficiente) se utilizadespus de un adjetivo y precedido por la partcula negativa not.

NOT + ADJECTIVE + ENOUGHThe bathrooms aren't modern enough.

(Los baos no son suficientemente modernos)

2. Por su parte, TOO /t:/ (demasiado) se utiliza delante del adjetivo yprecedido por un verbo positivo o afirmativo.

IS / ARE + TOO + ADJECTIVEThe bathroom is too old.

(El bao esdemasiado antiguo)The bathrooms are too old.

(Los baos sondemasiado antiguos)

ESO ES TODO!! NO PARECE DIFICIL DE RECORDAR ...

Sentence stressAcentuacin en la

oracin

Presta ahora atencina COMO y DONDE acentanlos profesores las siguientesoraciones ...

Stress the words in a sentence that carry the most important information

(En una oracin acenta las palabras que trasmiten la informacin ms importante)

The aprtment isn't bg enough. There ren't enough clsets.
http://www.ompersonal.com.ar/omgrammar/adjetivoscalificativos.htmhttp://www.ompersonal.com.ar/omgrammar/listadeadjetivoscalificativos.htmhttp://www.ompersonal.com.ar/omgrammar/listadeadjetivoscalificativos.htmhttp://www.ompersonal.com.ar/omgrammar/adjetivoscalificativos.htmhttp://www.ompersonal.com.ar/omgrammar/listadeadjetivoscalificativos.htmhttp://www.ompersonal.com.ar/omgrammar/listadeadjetivoscalificativos.htm


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(El departamento no es suficientementegrande)

(No hay suficientes armarios)

The ktchen is to cramped. There sn't enough lght.

(La cocina es demasiado estrecha) (No hay suficiente luz)


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HOW + do you like + OBJECT? (qu te parece...?) = Simple Present

HOW + did you like + OBJECT? ( qu te pareci...?) = Simple Past

GRADOS COMPARATIVOS DEL ADJETIVO "GOOD"

good(bueno) better than(mejor que) the best (el mejor)huge = enormous (enormes, gigantescos).I guess you could = I think you could (creo, supongo que podras).inexpensive = cheap, affordable (econmico = barato, accesible).

That's too bad !! = What a pity !! (Qu pena!!, Qu lstima!!)

boring =/= interesting (aburrido =/= entretenido, interesante)

it doesn't pay well = it's a low salary (no pagan bien, el sueldo es bajo)

actually = in fact, really (en realidad, realmente, la verdad que)

retire = stop working (jubilarse, retirarse, dejar de trabajar)

How are things going with...?= How is your relationship with...? (Cmo anda tu relacin con...?)

to break up = to end a relationship (dar por finalizada una relacin)a couple of months = two months (un par de meses, dos meses).

for a while = for a short time (durante, por un tiempo).


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COUNTABLE AND UNCOUNTABLE NOUNS

Countable nounsare for things we can count

Example: dog, horse, man, shop, idea.

They usually have a singular and plural form.

Example: two dogs, ten horses, a man, six men, the shops, a few ideas.

Uncountable nouns are for the things that we cannot count

Example: tea, sugar, water, air, rice.

They are often the names for abstract ideas or qualities.

Example: knowledge, beauty, anger, fear, love.

They are used with a singular verb. They usually do not have a plural form. We cannot say

sugars, angers, knowledges.

Examples of common uncountable nouns:

money, furniture, happiness, sadness, research, evidence, safety, beauty, knowledge.

We cannot use a/an with these nouns. To express a quantity of one of these nouns, use a word or

expression like:some, a lot of, a piece of, a bit of, a great deal of...

Examples:

There has been a lot of research into the causes of this disease.

He gave mea great deal of advice before my interview.

They've got a lot of furniture.

Can you give mesome information about uncountable nouns?

Some nouns are countable in other languages but uncountable in English. Some of the most

common of these are:


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accommodation

advice

baggagebehaviour

bread

furnitureinformation

luggage

news

progress

traffictravel

trouble

weatherwork

BE CAREFUL with the noun 'hair'which is normally uncountable in English:

She has long blondehair

It can also be countable when referring to individual hairs:

My father's getting a few greyhairsnow

See also Adjectives - Comparisons of quantity
http://www.edufind.com/english/grammar/ADJECTIVES11.cfmhttp://www.edufind.com/english/grammar/ADJECTIVES11.cfm


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Figure 1 Past tense

Figure 2 Used to


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Figure 3 Adverbs of quantity


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Figure 4 Indirect questions from Wh-questions


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Figure 5 Evaluations and comparisons

Figure 6 - Wish

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Resumenes de Ingles