19/4/11
Incendio en la Sagrada Familia
La noticia del incendio en la Sagrada Familia ya aparece en The Guardian. Lee la noticia y aprende vocabulario sobre este tema.
Police in Barcelona say a suspected arsonist (pirómano) started a small fire inside the Sagrada Familia basilica and forced the evacuation (evacuación) of hundreds of tourists. The blaze (el fuego) has been extinguished (extinguido) and no one has been hurt.(herido)
She said the fire caused damage(daño) but no injuries(heridos).
The sacristy is the area where priests(sacerdotes) put on their robes (túnicas) in preparation for mass (misa). http://www.guardian.co.uk/world/2011/apr/19/gaudi-sagrada-familia-fire-arrest
A Catalan regional police official said around 1,500 people had been evacuated from Antoni Gaudí's unfinished masterpiece(obra maestra). It is one of the most popular tourist sites in Spain's second-largest city.
The official said some tourists saw smoke(humo) coming from inside the sacristy (sacristía) and alerted authorities, and that the suspected arsonist was arrested(arrestado). The official spoke on condition of anonymity in line with department policy.She said the fire caused damage(daño) but no injuries(heridos).
The sacristy is the area where priests(sacerdotes) put on their robes (túnicas) in preparation for mass (misa). http://www.guardian.co.uk/world/2011/apr/19/gaudi-sagrada-familia-fire-arrest
CONDICIONALES / CONDITIONALS
Un breve repaso a las condicionales:
ZERO CONDITIONAL: If + present simple + present simple
If you heat water to 100 degrees, it boils.
If I eat a lot of junk food I get fat.
If I am late at work my boss gets furious.
(Se usa para indicar datos genéricos o situaciones cuyo resultado siempre es el mismo. Realmente no es una condicional. Se puede sustituir el "if" por "when").
FIRST CONDITIONAL: If + present simple + will + infinitive
If I have time I will help you.
If she goes shopping she will buy you a present.
If you don't study for your exams we won't buy you a bike.
(Se usa para indicar hechos posibles en el futuro, promesas, ofrecimientos, amenazas).
SECOND CONDITIONAL: If + past simple + would + infinitive
If I were you I would read that book.
If we had more time, we would visit you more often.
If she were rich, she would travel around the world.
(Se usa cuando hablamos de hechos hipotéticos o poco probables tanto del presente como del futuro. Para dar consejos. Ten en cuenta que normalmente se usa "were" en lugar de "was" con I, she y he).
THIRD CONDITIONAL: If + past perfect + would have + past participle
If I had known it, I would have done things differently.
If she had gone to the party, she would have met her ex-boyfriend.
If my neighbours had saved some money, the would have gone on holiday.
(Se usa cuando hablamos de hechos en el pasado que no han sucedido).
ZERO CONDITIONAL: If + present simple + present simple
If you heat water to 100 degrees, it boils.
If I eat a lot of junk food I get fat.
If I am late at work my boss gets furious.
(Se usa para indicar datos genéricos o situaciones cuyo resultado siempre es el mismo. Realmente no es una condicional. Se puede sustituir el "if" por "when").
FIRST CONDITIONAL: If + present simple + will + infinitive
If I have time I will help you.
If she goes shopping she will buy you a present.
If you don't study for your exams we won't buy you a bike.
(Se usa para indicar hechos posibles en el futuro, promesas, ofrecimientos, amenazas).
SECOND CONDITIONAL: If + past simple + would + infinitive
If I were you I would read that book.
If we had more time, we would visit you more often.
If she were rich, she would travel around the world.
(Se usa cuando hablamos de hechos hipotéticos o poco probables tanto del presente como del futuro. Para dar consejos. Ten en cuenta que normalmente se usa "were" en lugar de "was" con I, she y he).
THIRD CONDITIONAL: If + past perfect + would have + past participle
If I had known it, I would have done things differently.
If she had gone to the party, she would have met her ex-boyfriend.
If my neighbours had saved some money, the would have gone on holiday.
(Se usa cuando hablamos de hechos en el pasado que no han sucedido).
17/4/11
Las mejores series de TV en versión original
What do I say about....?
One foot in the grave : __________________
Misfits: ______________________________
Lost:________________________________
Desperate Housewives:__________________
True Blood:___________________________
Modern Family:________________________
Arrested development:___________________
Weeds:______________________________
Bored to death:________________________
Mind your language:____________________
16/4/11
Gadafi usa bombas de racimo fabricadas en España.
Aquí está la noticia del NYT donde informan que la bombas de racimo utlizadas por las fuerzas de Gadafi en zonas residenciales de Libia son de fabricación española. El vocabulario que hay en este texto es muy interesante porque es un texto periodístico (real) con vocabulario específico del tema.
Busca el significado de las palabras subrayadas para entender mejor el texto.
Puedes usar un diccionario online: http://www.wordreference.com/
MISURATA, Libya — Military forces loyal to Col. Muammar el-Qaddafi have been firing into residential neighborhoods in this embattled city with heavy weapons, including cluster bombs that have been banned by much of the world and ground-to-ground rockets, according to witnesses and survivors, as well as physical evidence.
Both of these so-called indiscriminate weapons, which strike large areas with a dense succession of high-explosive munitions, by their nature cannot be fired precisely. When fired into populated areas, they place civilians at grave risk.
The cluster munitions were visible late Thursday night, in the form of what appeared to be at least three 120-millimeter mortar rounds that burst in the air over the city, scattering high-explosive bomblets below. The same munitions were fired Friday, amid a fierce barrage of tank, artillery and rocket fire from the Qaddafi forces.
Remnants of expended shells, examined and photographed by The New York Times, show the rounds to be MAT-120 cargo mortar projectiles, each of which carries and distributes 21 submunitions designed both to kill people and to penetrate light armor.
Components from the 120-millimeter rounds, according to their markings, were made in Spain in 2007 — one year before Spain signed the international Convention on Cluster Munitions and pledged to destroy its stocks. Libya, like the United States, is not a signatory to the convention. The Spanish Defense Ministry had no immediate comment. More here: http://www.nytimes.com/2011/04/16/world/africa/16libya.html
Busca el significado de las palabras subrayadas para entender mejor el texto.
Puedes usar un diccionario online: http://www.wordreference.com/
MISURATA, Libya — Military forces loyal to Col. Muammar el-Qaddafi have been firing into residential neighborhoods in this embattled city with heavy weapons, including cluster bombs that have been banned by much of the world and ground-to-ground rockets, according to witnesses and survivors, as well as physical evidence.
Both of these so-called indiscriminate weapons, which strike large areas with a dense succession of high-explosive munitions, by their nature cannot be fired precisely. When fired into populated areas, they place civilians at grave risk.
The cluster munitions were visible late Thursday night, in the form of what appeared to be at least three 120-millimeter mortar rounds that burst in the air over the city, scattering high-explosive bomblets below. The same munitions were fired Friday, amid a fierce barrage of tank, artillery and rocket fire from the Qaddafi forces.
Remnants of expended shells, examined and photographed by The New York Times, show the rounds to be MAT-120 cargo mortar projectiles, each of which carries and distributes 21 submunitions designed both to kill people and to penetrate light armor.
Components from the 120-millimeter rounds, according to their markings, were made in Spain in 2007 — one year before Spain signed the international Convention on Cluster Munitions and pledged to destroy its stocks. Libya, like the United States, is not a signatory to the convention. The Spanish Defense Ministry had no immediate comment. More here: http://www.nytimes.com/2011/04/16/world/africa/16libya.html
Tener morriña
"I feel homesick for my country when I travel to other countries"
"My cousin was homesick when he spent all the summer in Bristol"
"My cousin was homesick when he spent all the summer in Bristol"
MAKE AND DO
Aquí tenéis un pequeño listado para saber cuando usar "make" y "do".
MAKE: an appointment, an arrangement, an attempt, a choice, a living, sense, certain, redundant, money, progress, a start, a suggestion, a decision, an investigation, a speech, a mistake, a sound, a loss, an effort, a phone call, my bed, an exception, a fuss, a mess, a profit, dinner, time.
DO: business, nothing, an exam, research, damage, harm, a job, a favour, the typing, your best, well, bad, the shopping, the accounts.
¿Conoces todas las palabras? ¿Podrías escribir algunas frases con ellas para practicar?
MAKE: an appointment, an arrangement, an attempt, a choice, a living, sense, certain, redundant, money, progress, a start, a suggestion, a decision, an investigation, a speech, a mistake, a sound, a loss, an effort, a phone call, my bed, an exception, a fuss, a mess, a profit, dinner, time.
DO: business, nothing, an exam, research, damage, harm, a job, a favour, the typing, your best, well, bad, the shopping, the accounts.
¿Conoces todas las palabras? ¿Podrías escribir algunas frases con ellas para practicar?
13/4/11
LIE LAY LIE
This topic can be a nightmare even for British people!!
1) LIE- LIED-LIED-LYING > TO TELL A LIE (MENTIR)
Es un verbo regular e intransitivo (sin objeto directo).
Examples: Have you ever lied to me?
He was lying through his teeth.
2) LAY-LAID-LAID-LAYING > TO PUT SOMETHING DOWN (COLOCAR)
Es un verbo regular y transitivo (necesita objeto directo).
Examples: Please, lay your CV on the tray and we'll phone you (your CV is the D.O.)
I laid the baby on the grass and sang him a song. (the baby is the D.O.)
3) LIE-LAY-LAIN-LYING > TO RECLINE (ACOSTARSE)
Es irregular e intransitivo (sin objeto directo)
Examples: The kids were exhausted, they lay on the grass and slept for a while.
Keep lying in bed and you will recover soon.
1) LIE- LIED-LIED-LYING > TO TELL A LIE (MENTIR)
Es un verbo regular e intransitivo (sin objeto directo).
Examples: Have you ever lied to me?
He was lying through his teeth.
2) LAY-LAID-LAID-LAYING > TO PUT SOMETHING DOWN (COLOCAR)
Es un verbo regular y transitivo (necesita objeto directo).
Examples: Please, lay your CV on the tray and we'll phone you (your CV is the D.O.)
I laid the baby on the grass and sang him a song. (the baby is the D.O.)
3) LIE-LAY-LAIN-LYING > TO RECLINE (ACOSTARSE)
Es irregular e intransitivo (sin objeto directo)
Examples: The kids were exhausted, they lay on the grass and slept for a while.
Keep lying in bed and you will recover soon.
12/4/11
English schools and private teachers
En este vídeo, John nos da su opinión (después de 25 años enseñando inglés) sobre las academias de idiomas y los profesores particulares. ¿Qué debemos tener en cuenta?
- Que la academia pertenezca a alguna asociación es un factor importante que distingue unas academias de otras.
¿Es importante que el profesor sea nativo?
No necesariamente. Que una persona sepa hablar inglés no significa que sepa enseñar inglés. Un buen profesor no se caracteriza sólo por conocer la asignatura que enseña, sino que también debe saber cuales son los puntos débiles de sus alumnos, hacer las clases amenas, interesantes y sacar el máximo partido de ellas.
Imaginemos por un momento que nos ofrecen enseñar español a un grupo de extranjeros...¿podrías darles todas las explicaciones? ¿Sabrías cómo enseñarles tu idioma? La respuesta general es NO. Pero hablas perfectamente español!!!
Por eso, lo importante es buscar un buen profesor cualificado, ya sea nativo o no.
Now, listen to the video and try to understand what John says about this matter.
- Que la academia pertenezca a alguna asociación es un factor importante que distingue unas academias de otras.
¿Es importante que el profesor sea nativo?
No necesariamente. Que una persona sepa hablar inglés no significa que sepa enseñar inglés. Un buen profesor no se caracteriza sólo por conocer la asignatura que enseña, sino que también debe saber cuales son los puntos débiles de sus alumnos, hacer las clases amenas, interesantes y sacar el máximo partido de ellas.
Imaginemos por un momento que nos ofrecen enseñar español a un grupo de extranjeros...¿podrías darles todas las explicaciones? ¿Sabrías cómo enseñarles tu idioma? La respuesta general es NO. Pero hablas perfectamente español!!!
Por eso, lo importante es buscar un buen profesor cualificado, ya sea nativo o no.
Now, listen to the video and try to understand what John says about this matter.
10/4/11
Women's race
Millions of women throughout the world live in conditions of abject deprivation of, and attacks against, their fundamental human rights for no other reason than that they are women.
Combatants and their sympathizers in conflicts, such as those in Sierra Leone, Kosovo, the Democratic Republic of Congo, Afghanistan, and Rwanda, have raped women as a weapon of war with near complete impunity. Men in Pakistan, South Africa, Peru, Russia, and Uzbekistan beat women in the home at astounding rates, while these governments alternatively refuse to intervene to protect women and punish their batterers or do so haphazardly and in ways that make women feel culpable for the violence. As a direct result of inequalities found in their countries of origin, women from Ukraine, Moldova, Nigeria, the Dominican Republic, Burma, and Thailand are bought and sold, trafficked to work in forced prostitution, with insufficient government attention to protect their rights and punish the traffickers. In Guatemala, South Africa, and Mexico, women's ability to enter and remain in the work force is obstructed by private employers who use women's reproductive status to exclude them from work and by discriminatory employment laws or discriminatory enforcement of the law. In the U.S., students discriminate against and attack girls in school who are lesbian, bi-sexual, or transgendered, or do not conform to male standards of female behavior. Women in Morocco, Jordan, Kuwait, and Saudi Arabia face government-sponsored discrimination that renders them unequal before the law - including discriminatory family codes that take away women's legal authority and place it in the hands of male family members - and restricts women's participation in public life. More here: http://www.hrw.org/en/category/topic/women
Combatants and their sympathizers in conflicts, such as those in Sierra Leone, Kosovo, the Democratic Republic of Congo, Afghanistan, and Rwanda, have raped women as a weapon of war with near complete impunity. Men in Pakistan, South Africa, Peru, Russia, and Uzbekistan beat women in the home at astounding rates, while these governments alternatively refuse to intervene to protect women and punish their batterers or do so haphazardly and in ways that make women feel culpable for the violence. As a direct result of inequalities found in their countries of origin, women from Ukraine, Moldova, Nigeria, the Dominican Republic, Burma, and Thailand are bought and sold, trafficked to work in forced prostitution, with insufficient government attention to protect their rights and punish the traffickers. In Guatemala, South Africa, and Mexico, women's ability to enter and remain in the work force is obstructed by private employers who use women's reproductive status to exclude them from work and by discriminatory employment laws or discriminatory enforcement of the law. In the U.S., students discriminate against and attack girls in school who are lesbian, bi-sexual, or transgendered, or do not conform to male standards of female behavior. Women in Morocco, Jordan, Kuwait, and Saudi Arabia face government-sponsored discrimination that renders them unequal before the law - including discriminatory family codes that take away women's legal authority and place it in the hands of male family members - and restricts women's participation in public life. More here: http://www.hrw.org/en/category/topic/women
De compras....
Para decir "ir de compras" we say: Do the shopping
Go shopping
We do the shopping when we buy food and household items.
"I don't feel like doing the shopping now, but I need to buy some cheese and toilet paper"
We go shopping when we buy clothes, gadgets, shoes.....
"I love going shopping with my friends on Saturdays"
Go shopping
We do the shopping when we buy food and household items.
"I don't feel like doing the shopping now, but I need to buy some cheese and toilet paper"
We go shopping when we buy clothes, gadgets, shoes.....
"I love going shopping with my friends on Saturdays"
8/4/11
Emi and learning English
When did she decide to go to England?
Why did she go there?
She became fluent after....
When did she come to Valencia?
How many languages does her husband speak?
Do her children speak English?
How old are they?
People who want to learn English need....
Why did she go there?
She became fluent after....
When did she come to Valencia?
How many languages does her husband speak?
Do her children speak English?
How old are they?
People who want to learn English need....
7/4/11
No me vengas con esas!
We say.....Don't give me that!
Example: I can't wash the dishes now, I am very busy.
Come on! Don't give me that! You are unemployed!
Example: I can't wash the dishes now, I am very busy.
Come on! Don't give me that! You are unemployed!
Who speaks English?
| Clasificación | País | EF EPI Resultados | Nivel |
|---|---|---|---|
| 1 |  Noruega | 69.09 | Nivel Muy Alto |
| 2 | Países Bajos | 67.93 | Nivel Muy Alto |
| 3 | Dinamarca | 66.58 | Nivel Muy Alto |
| 4 | Suecia | 66.26 | Nivel Muy Alto |
| 5 | Finlandia | 61.25 | Nivel Muy Alto |
| 6 |  Austria | 58.58 | Nivel Alto |
| 7 | Bélgica | 57.23 | Nivel Alto |
| 8 | Alemania | 56.64 | Nivel Alto |
| 9 | Malasia | 55.54 | Nivel Alto |
| 10 |  Polonia | 54.62 | Nivel Medio |
| 11 | Suiza | 54.60 | Nivel Medio |
| 12 | Hong Kong | 54.44 | Nivel Medio |
| 13 | Corea del Sur | 54.19 | Nivel Medio |
| 14 | Japón | 54.17 | Nivel Medio |
| 15 | Portugal | 53.62 | Nivel Medio |
| 16 | Argentina | 53.49 | Nivel Medio |
| 17 | Francia | 53.16 | Nivel Medio |
| 18 | México | 51.48 | Nivel Medio |
| 19 | República Checa | 51.31 | Nivel Medio |
| 20 | Hungría | 50.80 | Nivel Medio |
| 21 | Eslovaquia | 50.64 | Nivel Medio |
| 22 |  Costa Rica | 49.15 | Nivel Bajo |
| Clasificación | País | EF EPI Resultados | Nivel |
|---|---|---|---|
| 23 | Italia | 49.05 | Nivel Bajo |
| 24 | España | 49.01 | Nivel Bajo |
| 25 | Taiwán | 48.93 | Nivel Bajo |
| 26 | Arabia Saudí | 48.05 | Nivel Bajo |
| 27 | Guatemala | 47.80 | Nivel Bajo |
| 28 | El Salvador | 47.65 | Nivel Bajo |
| 29 | China | 47.62 | Nivel Bajo |
| 30 | India | 47.35 | Nivel Bajo |
| 31 | Brasil | 47.27 | Nivel Bajo |
| 32 | Rusia | 45.79 | Nivel Bajo |
| 33 |  Rep. Dominicana | 44.91 | Nivel Muy Bajo |
| 34 | Indonesia | 44.78 | Nivel Muy Bajo |
| 35 | Perú | 44.71 | Nivel Muy Bajo |
| 36 | Chile | 44.63 | Nivel Muy Bajo |
| 37 | Ecuador | 44.54 | Nivel Muy Bajo |
| 38 | Venezuela | 44.43 | Nivel Muy Bajo |
| 39 | Vietnam | 44.32 | Nivel Muy Bajo |
| 40 | Panamá | 43.62 | Nivel Muy Bajo |
| 41 | Colombia | 42.77 | Nivel Muy Bajo |
| 42 | Tailandia | 39.41 | Nivel Muy Bajo |
| 43 | Turquía | 37.66 | Nivel Muy Bajo |
| 44 | Kazajstán | 31.74 | Nivel Muy Bajo |
Más información sobre este informe en: http://www.ef.com.es/epi/download-full-report/
6/4/11
Richard and his trips
This is a very interesting listening containing a lot of information.
Try to answer these questions:
What does Richard like about Cairo?
Where did he start to learn Spanish?
What's the difference between Argentina and Ecuador?
Where did he pick up some Quechua?
What did he do in Nicaragua?
Chabolas were built out of....
What was he teaching there?
"That's like selling coal to people from Newcastle" What's the meaning of this phrase?
Try to answer these questions:
What does Richard like about Cairo?
Where did he start to learn Spanish?
What's the difference between Argentina and Ecuador?
Where did he pick up some Quechua?
What did he do in Nicaragua?
Chabolas were built out of....
What was he teaching there?
"That's like selling coal to people from Newcastle" What's the meaning of this phrase?
Sobre la marcha....
How do you say....sobre la marcha?
We can use this expression "To play it by ear"
Example: Where are we going to have lunch tomorrow?
mmmm...I don't know...We'll play it by ear!
Another useful and similar expression is " To cross that bridge when one comes to it "
We normally use this expression when dealing with a situation or problem only when it arises.
Example: What if you don't pass the exam?
I haven't thought about that. I will cross that bridge when I come to it.
We can use this expression "To play it by ear"
Example: Where are we going to have lunch tomorrow?
mmmm...I don't know...We'll play it by ear!
Another useful and similar expression is " To cross that bridge when one comes to it "
We normally use this expression when dealing with a situation or problem only when it arises.
Example: What if you don't pass the exam?
I haven't thought about that. I will cross that bridge when I come to it.
4/4/11
About Scotland
Este vídeo es bastante interesante por el ruido de fondo. No vas a poder escuchar palabra por palabra claramente como en algunos listenings para aprender inglés. Soooo, this is Real English !!
Answer these questions:
-People seem to associate Scotland with.....
-How does John describe people from Glasgow?
-What does he say about the Scottish food?
-Is there anything under the Scottish kilt?
Answer these questions:
-People seem to associate Scotland with.....
-How does John describe people from Glasgow?
-What does he say about the Scottish food?
-Is there anything under the Scottish kilt?
How do you say....?
...día sí, día no : every other day
Example: My granny takes her medicine every other day.
Example: My granny takes her medicine every other day.
RISE AND RAISE
1) Rise- Rose- Risen (subir, levantar, aumentar) /raɪz/
* Intransitive verb: it doesn't take an object.
* Examples: - When the sun rises I feel alive!
- The temperature has risen so much that we need the air-conditioning on all day.
2) Raise- Raised- Raised (subir, levantar, aumentar) /reɪz/
* Transitive verb: it takes an object.
* Examples: - Could you raise the blinds, please? I can't read very well in this light. (The blinds is the object)
- She raised her eyebrows and smiled. (her eyebrows is the object)
* Intransitive verb: it doesn't take an object.
* Examples: - When the sun rises I feel alive!
- The temperature has risen so much that we need the air-conditioning on all day.
2) Raise- Raised- Raised (subir, levantar, aumentar) /reɪz/
* Transitive verb: it takes an object.
* Examples: - Could you raise the blinds, please? I can't read very well in this light. (The blinds is the object)
- She raised her eyebrows and smiled. (her eyebrows is the object)
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