LOS CONECTORES EN INGLÉS. BREVE SUMARIO.

miércoles, 31 de octubre de 2012

Los conectores discursivos en inglés

Los conectores discursivos son adverbios y conjunciones que ayudan a relacionar las diferentes ideas que constituyen un texto o una intervención oral. Se trata de relaciones temporales, de causa y efecto, de contraste y de comparación, etc. En la lección de hoy dedicaremos tiempo a estas “pequeñas” palabras que nos permiten articular nuestro discurso y transmitir nuestro mensaje con claridad.
Los conectores en inglés se agrupan en diferentes categorías. En cada categoría distinguiremos entre los conectores más habituales y los de registro formal:
1. Conectores que indican la secuenciación de las ideas o de los argumentos:
·         Registro neutro: first, then, next, at the same time, finally, in the end
First, watching TV every day is bad for your eyes. Second, watching TV is really a waste of time.
·         Registro formal: firstly, secondly, thirdly, simultaneously, subsequently, lastly
Subsequently, the disease spread to the rest of the village.
2. Conectores para añadir información o argumentos a una afirmación anterior:
·         Registro neutro: and, also / too, besides, what is more, as well
I don’t have a mobile phone. What is more, I totally dislike modern technology.
·         Registro formal: moreover, in addition, furthermore
He has been appointed Prime Minister. Furthermore, this popularity with the voters is at its highest.
3. Conectores para expresar un contraste con una afirmación anterior:
·         Registro neutro: although, though, even though, however, despite, inspite of, but
I was tired. However, I went jogging.
·         Registro formal: on the one hand / on the other hand, by contrast, nevertheless, nonetheless, on the contrary, yet
On the one hand, children eat lots of sweets. On the other hand, they do not do enough exercise to burn those extra calories.
4. Conectores para corregir o dar otro enfoque a una afirmación anterior:
·         Registro neutro: actually, in fact
The weather was awful. Actually, it rained every day.
·         Registro formal: as a matter of fact, in reality
I didn’t pass the exam. As a matter of fact, I failed with the lowest mark in the class.
5. Conectores para introducir ejemplos o especificaciones:
·         Registro neutro: such as, like, this means that, namely
Paintings by Impressionist artist such as Manet and Monet can be seen in the Orsay Museum in Paris.
·         Registro formal: for example, for instance, that is to say, in other words
We cannot continue losing money. That is to say, unless we start making profit soon, we will be out of business by the end of the year.
6. Conectores para indicar el resultado o las consecuencias de algo:
·         Registro neutro: so, consequently, as a result
They have hired new teachers and consequently they can offer new classes.
·         Registro formal: therefore, thus, hence, thereby, accordingly
The evidence has disappeared. Thus, it will be impossible for the police to continue their investigation.
7. Conectores para concluir:
·         Registro neutro: to sum up, in short, briefly
To sum up, we need to take urgent measures against corruption in our party.
·         Registro formal: in conclusion, in summary
In conclusion, today’s economic crisis is mostly due to financial speculation.

2. CONECTORES LINGÜÍSTICO EN INGLÉS POR CATEGORÍAS


2.1. Hablando sobre el presente, la actualidad
  • Hoy en día: Nowadays
  • Actualmente: Currently, at present, at the present time, now, these days, in this day and age

2.2. Hablando sobre el pasado
  • Hace mucho tiempo: A long time ago
  • En la antiguedad: 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

2.3. Dando un ejemplo o una razón adicional
  • 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

2.4. Diciendo la verdad
  • Para decir la verdad, para ser sincero: To tell the truth
  • En realidad, a decir verdad: In fact
  • Realmente, en realidad: Actually*
*NOTA: Actually no debe confundirse con “actualmente”. Para tal fin es más común utilizar los ejemplos del apartado 2.1.

2.5. Dando información en contra de las expectativas
  • Sin embargo, no obstante: However, nevertheless, all the same, still
  • Aún así: Even so
  • A pesar de que, a pesar de todo: notwithstanding, all the same, still, regardless

2.6. Mostrando el lado positivo y negativo de un asunto
  • Afortunadamente, por fortuna: Fortunately, happily
  • Felizmente, alegremente: Happily
  • Desafortunadamente, desgraciadamente: Unfortunately, sadly
  • Tristemente: Sadly

 2.7. Aportando similitudes y diferencias
  • Igualmente: Likewise
  • Del mismo modo: In the same way, similarly
  • Por otra parte, por otro lado: On the other hand, in contrast
  • De todos modos: Anyway

2.8. Declarando que algo es cierto o probablemente cierto
  • Obviamente, evidentemente: Obviously
  • Indudablemente: Undoubtedly
  • Seguramente: Surely
  • Verdaderamente, en realidad, en efecto: Indeed
  • Claramente, aparenetemente, al parecer: Apparently
  • Posiblemente: Possibly

 2.9. Mostrando una conclusión, consecuencia o un resultado directo
  • Por lo tanto, por consiguiente: Therefore
  • Consecuentemente, por consiguiente: Consequently
  • En consecuencia, así: Thus, as a result
            Los conectores o conjunciones son palabras que usamos para unir dos o más frases o dos palabras dentro de la misma oración. Aquí tienes los conectores más comunes agrupados en categorías.
Copulativos: and, not only … but also …, not only … but … as well, both … and …, no sooner … than
Disyuntivos: or, either … or …, neither … nor …, whether … or …, else, otherwise Condicionales: if, whether, unless, provided, providing, as long as, in case, in case of Concesivos: although, though, even though, even if, despite, in spite of, not even if, regardless of
Conclusivos: therefore, hence, thus, so, consequently
Continuativos: then, moreover, furthermore, besides, in addition to
Adversativos: but, however, nonetheless, yet, still, on the other hand, instead, instead of, on the contrary
Causales: because, for, because of, as a result of, due to, owing to, since, as Comparativos: as, as … as …, not as … as …, not so … as …, just as … so …, as if, as though
Funcionales: so, so that, so as to, so as not to, in order to

actually: en realidad, exactamente
although: aunque, a pesar de
and: y
as: como, tal como
as... as...: tan … como
beacuse: porque, a causa de
because of: debido a
both … and …: tanto … como …
but: pero
consequently: por consiguiente
finally: al fin, finalmente
for: ya que, pues
however: no obstante, ahora bien
if: si
in adittion to: además
in case of: en caso de
in order to: con el fin de
just as … so …: así como...
like: como
maybe: quizás, a lo mejor
moreover: además
not only … but also …: no sólo … sino que también …
now: ahora bien
on the other hand: por otro lado
on time: a tiempo
only: sólo que
or: o, ni
otherwise: de otro modo
perhaps: quizás
really: realmente
since: ya que, puesto que
so that: a fin de que
so then: por tanto
so: tan, así que
still: no obstante, todavía
then: entonces, luego
therefore: por lo tanto
unless: a menos que
until: hasta que
while: mientras que, en tanto que
yet: sin embargo

Copulativos
and, not only … but also …, not only … but … as well, both … and …, no sooner … than

Disyuntivos
or, either … or …, neither … nor …, whether … or …, else, otherwise

Condicionales
if, whether, unless, provided, providing, as long as, in case, in case of

Concesivos
although, though, even though, even if, despite, in spite of, not even if, regardless of

Conclusivos
therefore, hence, thus, so, consequently

Continuativos
then, moreover, furthermore, besides, in addition to

Adversativos
but, however, nonetheless, yet, still, on the other hand, instead, instead of, on the contrary

Causales
because, for, because of, as a result of, due to, owing to, since, as

Comparativos
as, as … as …, not as … as …, not so … as …, just as … so …, as if, as though

Funcionales
so, so that, so as to, so as not to, in order to


a corto plazo: as soon as possible

a decir verdad: actually; in fact; to tell the truth

a deshora: at an unusual time; very late

a diario: day in day out; everyday

a fin de cuentas: finally

a intervalos: on and off

a la intemperie: in the open air; out of doors

al fin: at last

a la vez: at the same time

a lo mejor: maybe; perhaps

a mi parecer: in my opinion

a pesar de: despite; in spite of

a pesar de todo: all the same; despite everything

a tiempo: just in time; on time

a título de ejemplo: as an example; by way of example

a título de información: by way of information

a toda costa: at all costs

a todas luces: anyway you look at it; clearly; evidently; obviously

a través: trough

a través de los tiempos: through the ages

a última hora: at the eleventh hour; at the last minute; at the last moment

a veces: at times; sometimes

a última hora: at the last moment

actualmente: currently

además: in addition; moreover

al azar: at random

al fin: finally; in the end; in conclussion

al parecer: apparently

al principio: at the begginning; ath the start

al revés: backwards

ambos (ninguno): both (neither)

ante mí: in my presence

ante todo: above all; before all else

antes: before; earlier; previously

aparentemente: apparently

a parte de esto: apart from this

así: as; thus

así y todo: and yet; just the same

aún: still

aún así: even so

aunque: although; even though

aunque no lo parezca: incredible as it may seem

aunque parece extraño: curiosly enough

aunque sea cierto / verdad: although this may be true
bajo ningún concepto: not at all; on no account

bajo ningún motivo: on no account; under no circumstances

bajo todos los conceptos: from every point of view; in every respect

bueno: well
asi: almost

cerca: near; nearly

ciertamente: certainly

claramente: clearly

como: like

como consecuencia: as a result

como corresponde: as is only fair

como ejemplo: as an example

como quiera que sea: however it be; in any case

como remate: to top it all

como resultado: as a result

como se dice: as the saying goes

como si dijéramos: as it were; so to speak

como último recurso: as a last resort

como sea: at all costs

completamente: absolutely

completamente de acuerdo: absolutely

con buen fin: with good intentions

con detenimiento: at length

con efecto: actually; in effect; really

con el tiempo: in the course of time; in time; with time

con esa finalidad: to that end

con ese fin: to that end; with that end in view

con ese motivo: as a result

con este fin: for this purpose; to this end; with this aim

con este motivo: for this reason

con este propósito: for this purpose

con más motivo: even more so

con mayor razón: with all the more reason

con todo: after all; all in all; on the whole; still

consecuentemente: accordingly; consequently

contrario a: opposite

cuanto antes: as soon as possible

cueste lo que cueste: at all costs

LA REDACCION DE INGLES ESPECIFICO

Hay que tener en cuenta que en la tercera parte del examen de ingles especifico (production) lo unico que te piden es una redaccion de aproximadamente 100 palabras.
Asi que nos hace falta un buen “mapa” para tener claro las frases principales que no debemos olvidar y que nos van a ayudar a comenzar las frases de la redaccion y llegar rapidamente a las 100 palabras que nos piden.
Un ejemplo sencillo de “mapa” seria algo asi como:
  • PRESENTACION
  • ARGUMENTACION
  • CONCLUSION
Veamos algunos ejemplos. Las frases subrayadas son las frases que os decia antes y el resto son sòlo un ejemplo para que le veais la forma de como quedarìa.
“La importancia de leer”/ ” The importance of reading”
  • PRESENTACION
In this written exercise I am going to talk about …the importance of reading.
Otra forma seria: I would like to take advantage of the opportunity that I have today with this written exercise to talk about…
  • ARGUMENTACION
What can we do to find a solution for this problem? What can we do about it? (Son preguntas retòricas q podemos “colar” en casi cualquier redacciòn)
From my personal point of view…there are a lot of reasons to say that reading is really important in these days, and I also think that
The first one is…. blah blah blah.
The second one is…. blah blah blah.
At last…  it develops our imagination, we adquire culture, to gain  knowledge for example.
On the other hand, and to be honest about it, I would like to say that… blah blah blah.
  • CONCLUSION
In conclusion and as a final summary i would like toencourage everybody to read as much as possible.
Otra serìa: Finally, and as a personal conclusion, I would not like to forget…

LAS CONDICIONALES EN INGLÉS

LA VOZ PASIVA 3. NIVEL PERFECCIONAMIENTO

LA VOZ PASIVA NIVEL 2

LA VOZ PASIVA NIVEL 1

¿Cómo funcionan los adjetivos en inglés?

martes, 4 de septiembre de 2012

Secretos de Pronunciación del Inglés: Letters "R" and "T"

CLASSROOM LANGUAGE


Classroom Language: The beginning of the lesson
1. Good morning
  • Good morning, everybody.
  • Good afternoon, everybody.
  • Hello, everyone.
  • Hello there, James.
2. How are you?
  • How are you today, ?
  • How are you getting on?
  • How's life?
  • How are things with you?
  • Are you feeling better today, Bill?
3. Introductions
  • My name is Mr/Mrs/Ms Kim. I'm your new English teacher.
  • I'll be teaching you English this year.
  • I've got five lessons with you each week.
4. Time to begin
  • Let's begin our lesson now.
  • Is everybody ready to start?
  • I hope you are all ready for your English lesson.
  • I think we can start now.
  • Now we can get down to work.
5. Waiting to start
  • I'm waiting for you to be quiet.
  • We won't start until everyone is quiet.
  • Stop talking and be quiet.
  • Settle down now so we can start.
6. Put your things away
  • Close your books.
  • Put your books away.
  • Pack your things away.
7. Register
  • Who is absent today?.
  • Who isn't here today?
  • What's the matter with 은미 today?
  • What's wrong with Jim today?
  • Why were you absent last Friday, 인혜?
8. Late
  • Where have you been?
  • We started ten minutes ago. What have you been doing?.
  • Did you miss your bus?
  • Did you oversleep?
  • Don't let it happen again.
Classroom Language: Simple instructions

Here are some common instructions which the class can easily understand:
  • Come in.
  • Go out.
  • Stand up.
  • Sit down.
  • Come to the front of the class.
  • Stand by your desks.
  • Put your hands up.
  • Put your hands down.
  • Hold your books/pens up.
  • Show me your pencil.
A number of instructions can be used at the beginning of a session, and as the semester continues:
  • Pay attention, everybody.
  • You need pencils/rulers.
  • We'll learn how to ...
  • Are you ready?
  • Open your books at page ...
  • Turn to page ...
  • Look at acitivity five.
  • Listen to this tape.
  • Repeat after me.
  • Again, please.
  • Everybody ...
  • you have five minutes to do this.
  • Who's next?
  • Like this, not like that.
A number of instructions can be used at the end of a session, and as the semester continues:
  • It's time to finish.
  • Have you finsihed?
  • Let's stop now.
  • Stop now.
  • Let's check the answers.
  • Any questions?
  • Collect your work please.
  • Pack up your books.
  • Are your desks tidy?
  • Don't forget to bring your ... tomorrow.
Instructions can also be sequenced:
  • First
  • Next
  • After that
  • Then
  • Finally
Comprehension language:
  • Are you ready?
  • Are you with me?
  • Are you OK?
  • OK so far?
  • Do you get it?
  • Do you understand?
  • Do you follow me?
  • What did you say?
  • One more time, please.
  • Say it again, please.
  • I don't understand.
  • I don't get it.
  • Like this?
  • Is this OK?
Classroom Language: The end of the lesson
1. Time to stop
  • It's almost time to stop.
  • I'm afraid it's time to finish now.
  • We'll have to stop here.
  • There's the bell. It's time to stop.
  • That's all for today. You can go now.
2. Not time to stop.
  • The bell hasn't gone yet.
  • There are still two minutes to go.
  • We still have a couple ofminutes left.
  • The lesson doesn't finish till five past.
  • Your watch must be fast.
  • We seem to have finished early.
  • We have an extra five minutes.
  • Sit quietly until the bell goes.
3. Wait a minute
  • Hang on a moment.
  • Just hold on a moment.
  • Stay where you are for a moment.
  • Just a moment, please.
  • One more thing before you go.
  • Back to your places.
4. Next time
  • We'll do the rest of this chapter next time.
  • We'll finish this exercise next lesson.
  • We've run out of time, so we'll continue next lesson.
  • We'll continue this chapter next Monday.
5. Homework
  • This is your homework for tonight.
  • Do exercise 10 on page 23 for your homework.
  • Prepare the next chapter for Monday.
  • There is no homework tonight.
  • Remember your homework.
  • Take a worksheet as you leave.
6. Goodbye
  • Goodbye, everyone.
  • See you again next Wednesday.
  • See you tomorrow afternoon.
  • See you in room 7 after the break.
  • Have a good holiday.
  • Enjoy your vacation..
7. Leaving the room
  • Get into a queue.
  • Form a queue and wait for the bell.
  • Everybody outside!
  • All of you, get outside now!
  • Hurry up and get out!
  • try not to make any noise as you leave.
  • Be quiet as you leave. Other classes are still working.
Classroom Language: Simple instructions

Here are some common instructions which the class can easily understand:
  • Come in.
  • Go out.
  • Stand up.
  • Sit down.
  • Come to the front of the class.
  • Stand by your desks.
  • Put your hands up.
  • Put your hands down.
  • Hold your books/pens up.
  • Show me your pencil.
A number of instructions can be used at the beginning of a session, and as the semester continues:
  • Pay attention, everybody.
  • You need pencils/rulers.
  • We'll learn how to ...
  • Are you ready?
  • Open your books at page ...
  • Turn to page ...
  • Look at acitivity five.
  • Listen to this tape.
  • Repeat after me.
  • Again, please.
  • Everybody ...
  • you have five minutes to do this.
  • Who's next?
  • Like this, not like that.
A number of instructions can be used at the end of a session, and as the semester continues:
  • It's time to finish.
  • Have you finsihed?
  • Let's stop now.
  • Stop now.
  • Let's check the answers.
  • Any questions?
  • Collect your work please.
  • Pack up your books.
  • Are your desks tidy?
  • Don't forget to bring your ... tomorrow.
Instructions can also be sequenced:
  • First
  • Next
  • After that
  • Then
  • Finally
Comprehension language:
  • Are you ready?
  • Are you with me?
  • Are you OK?
  • OK so far?
  • Do you get it?
  • Do you understand?
  • Do you follow me?
  • What did you say?
  • One more time, please.
  • Say it again, please.
  • I don't understand.
  • I don't get it.
  • Like this?
  • Is this OK?

Classroom Language:
The language of spontaneous situations
If we use English in spontaneous situations:
  • we relate the target language to the learner's immediate environment;
  • we take advantage of spontaneous situations to use the target language;
  • we exploit contexts which are not directly linked to the syllabus (language in use).

Here are some common situations in which spontaneous English can be used:

  • Happy birthday!.
  • Many returns (of the day).
  • ..... has his/her 12th birthday today.
  • ... is eleven today. Let's sing "Happy Birthday".
·       I hope you all have a good Christmas.
  • Happy New Year!
  • All the best for the New Year.
  • Happy Easter.

  • Best of luck.
  • Good luck.
  • I hope you pass.
  • Congratulations!
  • Well done!
  • Hard lines!
  • Never mind.
  • Better luck next time..

  • Who's not here today?
  • Who isn't here?
  • What's wrong with ... today?
  • Do you feel better today?
  • Are you better now?
  • Have you been ill?
  • What was the matter?

  • I'm sorry (about that).
  • Sorry, that was my fault.
  • I'm terribly sorry.
  • Excuse me for a moment.
  • I'll be back in a moment.
Carry on with the exercise while I'm away.
I've got to go next door for a moment.

  • Excuse me.
  • Could I get past please?
  • You're blocking the way.
  • I can't get past you.
  • Get out of the way, please.
  • I'm afraid I can't speak any louder.
  • I seem to be losing my voice.
  • I have a sore throat.
  • I have a headache.
  • I'm feeling under the weather.
  • Do you mind if I sit down?

Classroom Language: Classroom management

Here are some common situations in which classroom menagement is needed:
  • Make groups of four.
  • Move your desks into groups of four people.
  • Turn your desks around.
  • Make a horseshoe shape with your desks.
  • Make a circle with your desks.
  • Make a line of desks facing each other.
  • Make groups of four desks facing each other.
  • Sit back to back.
  • Work together with your friend
  • Find a partner
  • Work in pairs/threes/fours/fives.
  • Work in groups of two/three/four.
  • I want you to form groups.
  • Form groups of three
  • Her
  •  
  • Ask other people in the group
  • Ask others in the class.
  • Interview someone else.
  • Ask everyone in the class.
  • Stand up and find another partner.

  • There are too many in this group.
  • Can you join the other group?
  • Only three people in each group.
  • I asked for four people to a group.
    • Everybody work individually
    • Work by yourselves.
    • Work independently.
    • Ask your neighbor for help.
    • Work on the task together.
      • Have you finished?
      • Do the next activity.
      • Move on to the next activity.




      Classroom Language: Classroom management

      Here are some phrases that can be used for classroom management:

      Organization
      Giving instructions
      • Open your books at page 52
      • Come out and write it on the board
      • Listen to the tape, please
      • Get into groups of four
      • Finish off this song at home
      • Let's sing a song.
      • Everybody, please.
      • All together now.
      • The whole class, please.
      • I want you all to join in
      • Could you try the next one?
      • I would like you to write this down.
      • Would you mind switching the lights on?
      • It might be an idea to leave this till next time.
      • Who would like to read?
      • Which topic will your group report on?
      • Do you want to answer question 3?
      Sequencing
      • First of all, today, ...
      • Right. Now we will go on to the next exercise.
      • Have you finished?
      • For the last thing today, let's ...
      • Whose turn is it to read?
      • Which question are you on?
      • Next one, please.
      • Who hasn't answered yet?
      • Let me explain what I want you to do next.
      • The idea of this exercise is for you to ...
      • You have ten minutes to do this.
      • Your time is up.
      • Finish this by twenty to eleven.
      • Can you all see the board?
      • Have you found the place?
      • Are you all ready?

      Supervision
      • Look this way.
      • Stop talking.
      • Listen to what ... is saying.
      • Leave that alone now.
      • Be careful.


      Interrogation
      Asking questions
      • Where's Min-su?
      • Is Min-su in the kitchen?
      • Tell me where Min-su is.
      • What was the house like?
      • What do you think?
      • How can you tell?
      Responding to questions
      • Yes, that's right
      • Fine.
      • Almost. Try again.
      • What about this word?

      Explanation
      Metalanguage
      • What's the Korean for "doll"?
      • Explain it in your own words.
      • It's spelt with a capital "J".
      • Can anybody correct this sentence?
      • Fill in the missing words.
      • Mark the right alternative.
      Reference
      • After they left the USA, the Beatles ...
      • The church was started in the last century.
      • This is a picture of a typically English castle.
      • In the background you can see ...
      • While we're on the subject, ...
      • As I said earlier, ...
      • Let me sum up.

      Interaction
      Affective attitudes
      • That's interesting!
      • That really is very kind of you.
      • Don't worry about it.
      • I was a bit disappointed with your efforts.
      Social ritual
      • Good morning.
      • Cheerio now.
      • God bless!
      • Have a nice weekend.
      • Thanks for your help
      • Happy birthday!
      • Merry Christmas!

      Classroom Language: Error correction






      Here are some phrases that can be used when giving feedback to students:

      • Very good
      • That's very good
      • Well done
      • Very fine
      • That's nice
      • I like that
      • Marvellous
      • You did a great job.
      • Magnificent
      • Terrific
      • Wow!
      • Jolly good
      • Great stuff
      • Fantastic
      • Right
      • Yes
      • Fine
      • Quite right
      • That's right.
      • That's it.
      • That's correct
      • That's quite right.
      • Yes, you've got it.
      • You've got the idea.
      • It depends
      • It might be, I suppose
      • In a way, perhaps
      • Sort of , yes.
      • That's more like it
      • That's much better
      • That's a lot better
      • You've improved a lot
      • Not really
      • Unfortunately not
      • I'm afraid that's not quite right
      • You can't say that, I'm afraid
      • you can't use that word here
      • Good try, but not quite right
      • Have another try
      • Not quite right. Try again.
      • Not exactly
      • You were almost right.
      • That's almost it
      • You're halfway there
      • You've almost got it
      • You're on the right lines
      • There's no need to rush
      • There's no hurry
      • We have plenty of time
      • Go on. Have a try
      • Have a go
      • Have a guess

      • There's nothing wrong with your answer.
      • What you said was perfectly all right.
      • You didn't make a single mistake.
      • That's exactly the point.
      • That's just what I was looking for.
      Don't worry about your pronunciation.
      ·                     Don't worry about your spelling.
      ·                     Don't worry, it'll improve
      ·                     Maybe this will help you
      ·                     Do you want a clue (hint)?
      • You have good pronunciation.
      • Your pronunciation is very good.
      • You are communicating well.
      • You speak very fluently.
      • You have made a lot of progress.
      You still have some trouble with pronuncation.
      You need more practice with these words.
      You'll have to spend some time practising this.
      You're getting better at it all the time.
      You've improved no end.