viernes, 29 de marzo de 2013

les professions


Lieux (lugares)


les couleurs


les couleurs





les mois de l'année

 

Quelle heure est- il?


chanson de l'alphabet


Quelle heure est - il?


lunes, 25 de marzo de 2013

Adverbs of frequency Exercise.

Rewrite the complete sentence using the adverb in brackets in its correct position.

Example: I play tennis on Sundays. (often)

Answer: I often play tennis on Sundays.
1) He listens to the radio. (often)

2) They read a book. (sometimes)

3) Pete gets angry. (never)

4) Tom is very friendly. (usually)

5) I take sugar in my coffee. (sometimes)

6) Ramon and Frank are hungry. (often)

7) My grandmother goes for a walk in the evening. (always)

8) Walter helps his father in the kitchen. (usually)

9) They watch TV in the afternoon. (never)

10) Christine smokes. (never)


Writing strategies

LEO LEO: Literacy Education Online Writing a Reaction or Response Essay



Reaction or response papers are usually requested by teachers so that you'll consider carefully what you think or feel about something you've read. The following guidelines are intended to be used for reacting to a reading although they could easily be used for reactions to films too. Read whatever you've been asked to respond to, and while reading, think about the following questions.
  • How do you feel about what you are reading?
  • What do you agree or disagree with?
  • Can you identify with the situation?
  • What would be the best way to evaluate the story?

Keeping your responses to these questions in mind, follow the following prewriting steps.

Prewriting for Your Reaction Paper

The following statements could be used in a reaction/response paper. Complete as many statements as possible, from the list below, about what you just read.
My Reaction to What I Just Read Is That . . .
I think that I see that I feel that It seems that In my opinion, Because A good quote is In addition, For example, Moreover, However, Consequently, Finally, In conclusion,

What you've done in completing these statements is written a very rough reaction/response paper. Now it needs to be organized. Move ahead to the next section.

Organizing Your Reaction Paper

A reaction/response paper has an introduction, a body, and a conclusion.
  • The introduction should contain all the basic information in one or two paragraphs.
    Sentence 1: This sentence should give the title, author, and publication you read.
    Sentence 2, 3, and sometimes 4: These sentences give a brief summary of what you read (nutshell)
    Sentence 5: This sentence is your thesis statement. You agree, disagree, identify, or evaluate.



  • Your introduction should include a concise, one sentence, focused thesis. This is the focused statement of your reaction/response. More information on thesis statements is available.
  • The body should contain paragraphs that provide support for your thesis. Each paragraph should contain one idea. Topic sentences should support the thesis, and the final sentence of each paragraph should lead into the next paragraph.
    Topic Sentence

    detail -- example --quotation --detail -- example -- quotation -- detail -- example -- quotation -- detail -- example --quotation

    Summary Sentence


    You can structure your paragraphs in two ways:

    Author
    You

    OR

    Author
    in contrast to
    You

The conclusion can be a restatement of what you said in your paper. It also be a comment which focuses your overall reaction. Finally, it can be a prediction of the effects of what you're reacting to. Note: your conclusion should include no new information.
More information on strategies for writing conclusions is available.

Link: http://leo.stcloudstate.edu/acadwrite/reaction.html

List of connectors

List of Connectors

 

 Linking words for essays, reports, papers

listing

firstly, secondly ...

to begin / start with ..., to conclude with

in the first place, in the second place

next , then , finally, last(ly)

to conclude ...

last but not least ...

to summarise , to sum up

adding

also, too, then

furthermore ...

moreover ...

in addition to that ...

above all ......

what is more ...

additionally

comparing

equally, likewise, similarly, in the same / a different way

compared to / with, in comparison with

as ... as , both ... and ...

you can´t compare it with ...

concluding

all in all... / in conclusion ...

to sum up ...

I draw the conclusion / arrive at the conclusion that ...

I conclude ...

consequently ..

exemplifying

for example (e.g.), for instance

that is (i.e.)

that is to say

... such as ...

namely ...

result

consequently

hence

therefore

thus

as a result

because of that ...-

that´s why ...

reformulating

to put it another way

in other words

alternative

on the one hand... , on the other hand ...

contrasting

on the contrary

in contrast to that

but , yet, however

nevertheless ...

whereas ..., while ...

neither .... nor ...

on the one hand ..., on the other hand ...

concession

besides, however, still, though,

in spite of that, despite that

admittedly

if , unless

2. Giving one´s own opinion

In my view; To my mind, In my opinion, As I see it,

I think that , I believe that , I have come to the conclusion that,

I would not say that ..., Therefore I cannot agree with ...,

I am doubtful whether / certain that ...

According to the text ...

It seems to me that ...

Another argument is that ...

As far as I am concerned, ....

One reason is that ...

I would say that ...

As we have seen, ...

As we know from ...., ...

For all these reasons I would support the view that ...

As a result ...

In short ...

With regard to ...

It is for this reason that I think ...

I am convinced that ...

I feel that ...

lunes, 21 de enero de 2013

Comparatives & superlatives


Have you ever...? /Past participles /Present perfect

 

Can/ could

Can

Can is an auxiliary verb, a modal auxiliary verb. We use can to:
  • talk about possibility and ability
  • make requests
  • ask for or give permission

Structure of Can

subject + can + main verb
The main verb is always the bare infinitive (infinitive without "to").
subjectauxiliary verbmain verb
+Icanplaytennis.
-Hecannotplaytennis.
can't
?Canyouplaytennis?
Notice that:
  • Can is invariable. There is only one form of can.
  • The main verb is always the bare infinitive.
The main verb is always the bare infinitive (infinitive without "to"). We cannot say:
X

Use of Can

can: Possibility and Ability

We use can to talk about what is possible, what we are able or free to do:
  • She can drive a car.
  • John can speak Spanish.
  • I cannot hear you. (I can't hear you.)
  • Can you hear me?
Normally, we use can for the present. But it is possible to use can when we make present decisions about future ability.
  1. Can you help me with my homework? (present)
  2. Sorry. I'm busy today. But I can help you tomorrow. (future)

can: Requests and Orders

We often use can in a question to ask somebody to do something. This is not a real question - we do not really want to know if the person is able to do something, we want them to do it! The use of can in this way is informal (mainly between friends and family):
  • Can you make a cup of coffee, please.
  • Can you put the TV on.
  • Can you come here a minute.
  • Can you be quiet!

can: Permission

We sometimes use can to ask or give permission for something:
  1. Can I smoke in this room?
  2. You can't smoke here, but you can smoke in the garden.
(Note that we also use could, may, might for permission. The use of can for permission is informal.)

Could

Could is an auxiliary verb, a modal auxiliary verb. We use could to:
  • talk about past possibility or ability
  • make requests

Structure of Could

subject + could + main verb
The main verb is always the bare infinitive (infinitive without "to").
subjectauxiliary verbmain verb
+My grandmothercouldswim.
-Shecould notwalk.
couldn't
?Couldyour grandmotherswim?
Notice that:
  • Could is invariable. There is only one form of could.
  • The main verb is always the bare infinitive.
The main verb is always the bare infinitive. We cannot say:
X

Use of Could

could: Past Possibility or Ability

We use could to talk about what was possible in the past, what we were able or free to do:
  • I could swim when I was 5 years old.
  • My grandmother could speak seven languages.
  • When we arrived home, we could not open the door. (...couldn't open the door.)
  • Could you understand what he was saying?
We use could (positive) and couldn't (negative) for general ability in the past. But when we talk about one special occasion in the past, we use be able to (positive) and couldn't (negative). Look at these examples:
Past
GeneralSpecific Occasion
+My grandmother could speak Spanish.A man fell into the river yesterday. The police were able to save him.
-My grandmother couldn't speak Spanish.A man fell into the river yesterday. The police couldn't save him.

could: Requests

We often use could in a question to ask somebody to do something. The use of could in this way is fairly polite (formal):
  • Could you tell me where the bank is, please?
  • Could you send me a catalogue, please?

Past simple


Was/were


Present simple & present continuos.


Present simple Advers of frequency


GERUND & NOUN

Both gerunds and infinitives can be nouns, which means they can do just about anything that a noun can do. Although they name things, like other nouns, they normally name activities rather than people or objects. Here are five noun-uses of gerunds and infinitives (and one additional non-noun use, the adjective complement, that we throw in here, free of charge).
1
Gerunds and infintives can both function as the subject of a sentence:

  1. Playing basketball takes up too much of her time.
  2. To play basketball for UConn is her favorite fantasy.
2
It is not impossible for an infinitive to appear at the beginning of a sentence as the subject (as in Ib), but it is more common for an infinitive to appear as a Subject Complement:

  1. Her favorite fantasy is to play basketball for UConn. The gerund can also play this role:
  2. Her favorite fantasy is playing basketball for UConn.

3
Both of these verbal forms can further identify a noun when they play the role of Noun Complement and Appositive:

  1. Her desire to play basketball for UConn became an obsession.
  2. I could never understand her desire to play basketball for UConn.
  3. Her one burning desire in life, playing basketball for UConn, seemed a goal within reach.

The infinitive is often a complement used to help define an abstract noun. Here is a very partial list of abstract nouns, enough to suggest their nature. Try following these adjectives with an infinitive phrase (their desire to play in the championship game, a motivation to pass all their courses, her permission to stay up late, a gentle reminder to do your work) to see how the phrase modifies and focuses the noun.

advice
appeal
command
decision
desire
fact
instruction
motivation
opportunity
order
permission
plan
possibility
preparation
proposal
recommendation
refusal
reminder
request
requirement
suggestion
tendency
wish

4
Infinitive phrases often follow certain adjectives. When this happens, the infinitive is said to play the role of Adjective Complement. (This is not a noun function, but we will include it here nonetheless.)

  1. She was hesitant to tell the coach of her plan.
  2. She was reluctant to tell her parents, also.
  3. But she would not have been content to play high school ball forever.

Here is a list of adjectives that you will often find in such constructions.

ahead
amazed
anxious
apt
ashamed
bound
careful
certain
content
delighted
determined
disappointed
eager
eligible
fortunate
glad
happy
hesitant
liable
likely
lucky
pleased
proud
ready
reluctant
sad
shocked
sorry
surprised
upset
5
Although we do not find many infinitives in this next category, it is not uncommon to find gerunds taking on the role of Object of a Preposition:

  1. She wrote a newspaper article about dealing with college recruiters.
  2. She thanked her coach for helping her to deal with the pressure.
Two prepositions, except and but, will sometimes take an infinitive.
  1. The committee had no choice except to elect Frogbellow chairperson.
  2. What is left for us but to pack up our belongings and leave?
6
And, finally, both gerunds and infinitives can act as a Direct Object:

Here, however, all kinds of decisions have to be made, and some of these decisions will seem quite arbitrary. The next section is about making the choice between gerund and infinitive forms as direct object.


Verbs that take other verb forms as objects are called catenatives (from a word that means to link, as in a chain). Catenatives can be found at the head of a series of linked constructions, as in "We agreed to try to decide to stop eating between meals." Catenatives are also characterized by their tendency to describe mental processes and resolutions. (Kolln)

Although it is seldom a serious problem for native English speakers, deciding whether to use a gerund or an infinitive after a verb can be perplexing among students for whom English is a second language. Why do we decide to run, but we would never decide running? On the other hand, we might avoid running, but we would not avoid to run. And finally, we might like running and would also like to run. It is clear that some verbs take gerunds, some verbs take infinitives, and some verbs take either. The following tables of verbs should help you understand the various options that regulate our choice of infinitive or gerund.

Parts of speech SONG

 
 
--------
 
 
Here's a little rhyme — by David B. Tower & Benjamin F. Tweed —that teachers used in days gone by to help students learn the parts of speech. (We include it here in response to popular demand. Why the song leaves out pronouns is a mystery. A writer from Richland, Washington, suggests "A PRONOUN replaces any noun: / he, she, it, and you are found. ) It has been set to music, but we'll leave that up to you to discover or create for yourself:

Three little words you often see
Are ARTICLES: a, an, and the.

A NOUN's the name of anything,
As: school or garden, toy, or swing.

ADJECTIVES tell the kind of noun,
As: great, small, pretty, white, or brown.

VERBS tell of something being done:
To read, write, count, sing, jump, or run.

How things are done the ADVERBS tell,
As: slowly, quickly, badly, well.

CONJUNCTIONS join the words together,
As: men and women, wind or weather.

The PREPOSITION stands before
A noun as: in or through a door.

The INTERJECTION shows surprise
As: Oh, how pretty! Ah! how wise!

The whole are called the PARTS of SPEECH,
Which reading, writing, speaking teach.

viernes, 11 de enero de 2013

Le conditionnel passé


Les-Plus-que-parfait.


Les partitifs

 

L'impératif


Futur proche

Une chanson. Una linda canción sobre el futuro.
Hacer click sobre el link
http://www.youtube.com/watch?v=wUbBH0bWc5U

La expicación en este video.

Les adjectifs

 Este es un video que no se pudo cargar, pero pueden verlo
haciendo click sobre el.
http://www.youtube.com/watch?v=8t5k7ncnQIE


Este otro es de los adjetivos.

Los días de la semana.

Aquí un video con Les jeurs de la semaine.

La Negación

Este Video es para aprender la negación espero les guste.

Verbos Irregulares

http://www.youtube.com/watch?v=3LRnd-bVa4g

 
Un video interesante para aprender los verbos irregulares en
Francés.