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?

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: Literacy Education Online Writing a Reaction or Response Essay

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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.

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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.

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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.

  
  

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• 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 ...

El imperfecto

El Imperfecto

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").

	subject	auxiliary verb	main verb
+	I	can	play	tennis.
-	He	cannot	play	tennis.
		can't
?	Can	you	play	tennis?

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:

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 for Present Ability Games

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").

	subject	auxiliary verb	main verb
+	My grandmother	could	swim.
-	She	could not	walk.
		couldn't
?	Could	your grandmother	swim?

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:

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
	General	Specific 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 for Past Ability Games

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