Beruflich Dokumente
Kultur Dokumente
Specific knowledge
Present Simple vs Present Continuous
Present simple vs present continuous
Simple present/Present continuous
Here are some more ways we use the simple present:
1 To give instructions/directions
First, you boil some water and then you add the noodles and cook them for
three minutes.
When you exit the MTR station, cross Kings Road and go two blocks down.
2 To make promises
I promise to be very careful with your digital camera.
I swear never to let you down.
3 To tell stories (for immediacy)
Then she goes to the door and opens it and the monster pops out!
She finishes her homework and then the phone rings.
Here are some more ways we use the present continuous:
1 To talk about ongoing changes
You are getting fatter and fatter.
He is becoming a responsible young man.
2 To talk about repeated actions
That boy is kicking the back of my chair.
The cat is scratching that sofa to pieces.
Reported Speech
Reported speech
Reported speech is often also called indirect speech. When we use reported speech, we
are usually talking about the
past (because obviously the person who spoke originally spoke in the past). The verbs
therefore usually have to be in
the past too. For example:
"I'm going to the cinema".
He said he was going to the cinema.
Basic tense chart
The tenses generally move backwards in this way (the tense on the left changes to the
tense on the right):
Written skill
Emails
Emails
Analyze the following emails, and write down two similar e-mails which will be sent to
your teacher by email.
1)
Hi Scott,
Thanks for the e-mail.It is always nice to hear from people, especially
from you, Scott.
I have not got any reply, a positive or negative one, from Seibido yet.
Let's wait and hope that it will make a BOOK.
Have you finished your paperwork for Kaken and writing academic articles?
If you have some free time in the near future, I want to meet you and
explain to you our next project.
Why not drink out in Hiroshima if we are accepted?
We need to celebrate ourselves, don't we?
Let's have a small end-of-the-year party!
Sincerely,K. Nakagawa
2)
Dear Dennis,
Hope you are well.
I'm writing to you, yet again, in your capacity as "Answer Man."
One of our David English House teachers has just e-mailed me to see if I
have any more information on "university listening tests" which are to be
administered soon.
I have no information about any such tests.Do you?If so, could you
please let me know.
Thank you kindly.
Best regards,
Donna
3)
Hi there, Doreen
Long time no see. Hope all's well in your world!
I haven't been to JALT all year, shame on me, but I needed the break.
I still see the guys and I'm going to the national, so don't write me off
yet!
I was trying to remember who you've published with in the past, and I
wondered if you had any contacts at Nan'Un-Do. I want to send a
proposal to them but have no names, and the personal touch is always
best!
I might go to see Jane Willis, family commitments permitting, any plans in
that direction? Going to Shizuoka I presume?
Bye for now
All the best
S
4)
Dear Ray,
A letter
Format letter`s format:
Letter Heading / Company logo
Address Details
Tel. Details
Fax Details
Email Address
Date
To whom it may concern
Dear Sir or Madam
Re: Reference for Mr. John Smith
First Paragraph
Closing Paragraph
Yours sincerely,
Jean Brown
Unit 2
Specific knowledge
Frequency adverbs
Frequency adverbs
Always
Frequently
Usually
Often
Sometimes
Occasionally
Seldom
Rarely
Never
Frequency adverbs can be placed at various points in the sentence, but are most
commonly used before the main verbs and after be verbs.
I always come to work on time.
They are seldom home when we call.
He's usually eating breakfast at this time.
She's never been to Maine.
A: Do you come here often?
B: Yes. I'm here occasionally.
A: What do you usually do here?
B: Sometimes I just sit and ponder the meaning of life.
Note: The adverbs seldom, rarely, never and hardly ever are considered negative.
A: Do you always carry a briefcase?
B: (Yes,) I usually do.
No, I usually don't.
No, I rarely do.
No, I hardly ever do.
These expressions are used at the beginning and end of sentences, not before main
verbs.
Adverbs of degree
ADVERBS OF DEGREE Usage
Adverbs of degree tell us about the intensity or degree of an action, an adjective or
another adverb.
Common adverbs of degree:
Almost, nearly, quite, just, too, enough, hardly, scarcely, completely, very,
extremely.
Adverbs of degree are usually placed:
1. before the adjective or adverb they are modifying:
e.g. The water was extremely cold.
2. before the main verb:
e.g. He was just leaving. She has almost finished.
Examples
It also goes before nouns, and means 'as much as is necessary'. In this case it is not an
adverb, but a 'determiner'.
Examples
Too as an adverb meaning 'more than is necessary or useful' goes before adjectives and
adverbs, e.g.
We can also use 'to + infinitive' after enough and too with adjectives/adverb.
Examples
Written skill
Likes and dislikes
THEORY
Love - Like - Don't Mind - Don't Like- Hate
After some verbs (love, like, don't/doesn't mind,don't/doesn't like, hate) you can use a
noun, a pronoun or a verb +ing.
Love
Like
I love him.
Don't Like
Hate
I don't mind
coffee.
I don't like
coffee.
I hate
coffee.
I like him.
I don't mind
him.
I don't like
him.
I hate
him.
I like flying.
I don't mind
flying.
I don't like
flying.
I hate
flying.
Pronoun
(him)
Don't mind
Promote a sport
A poster to promote sport
Unit 3
Specific knowledge
Simple past
THEORY
The simple past tense is used to talk about actions that happened at a specific time in the
past. You state when it happened using a time adverb.
You form the simple past of a verb by adding -ed onto the end of a regular
verb but, irregular verb forms have to be learned.
To be
Statements
+
To be
Statements
-
Questions ?
I was.
I wasn't.
Was I?
He was.
He wasn't.
Was he?
She was.
She wasn't.
Was she?
It was.
It wasn't.
Was it?
You were.
You weren't.
Were you?
We were.
We weren't.
Were we?
They were.
They weren't.
Were they?
Questions
Short
answer
+
I worked.
I didn't work.
Did I work?
He worked.
He didn't work.
No, he
didn't.
She worked.
Did she
work?
No, she
didn't.
It worked.
It didn't work.
You worked.
Did you
work?
Yes you
did.
No, you
didn't.
We worked.
We didn't work.
Did we
work?
Yes we did.
No, we
didn't.
They worked.
Did they
work?
Yes they
did.
No, they
didn't.
Yes, I did.
Short
answer
-
Yes, she
did.
No, I didn't.
Past continuous
THEORY
Past Continuous / Past Progressive Structure Positive form Subject + was/were + (-ing) +
Complement
Examples:
-
QUESTION
WAS
WER
E
I
SHE
HE
IT
YOU
WE
THEY
WORKIN
G?
NEGATIVE
I
SHE
HE
IT
WASN
T
(WAS WORKI
NOT) NG
YOU
WE
(WER
THEY E
NOT)
YES,
NO,
I
SHE
HE
IT
YOU
WE
THEY
SHORT ANSWERS
WAS
WASNT
WERE
WEREN
T
Unit 4
Specific knowledge
Question tags
Sustituir imagen por texto:
Dont you? (-)
Do you? (+)
TAG QUESTIONS
A tag question is a special construction in English. It is a statement followed by a miniquestion. The whole sentence is a "tag question", and the mini-question at the end is
called a "question tag".
A "tag" is something small that we add to something larger. For example, the little piece of
cloth added to a shirt showing size or washing instructions is a tag.
We use tag questions at the end of statements to ask for confirmation. They mean
something like: "Am I right?" or "Do you agree?" They are very common in English.
The basic structure is:
statement
questi
on tag
+
Positive
statement,
negati
ve
tag?
Snow is w
isn't it
hite,
Negative
statement,
+
positiv
e tag?
You don't li
ke me,
do yo
u?
Notice that the question tag repeats the auxiliary verb (or main verb when be) from the
statement and changes it to negative or positive.
A question tag is the "mini-question" at the end. A tag question is the whole sentence.
Notice these:
To reply, use the same auxiliary:
Although, the rules are very simple and mechanical, in order to use them easily in
conversation, they have to be automatic. So you need to hear and practice them very
often.
Polite questions
Asking polite questions
Written skill
Mind map
Amind map is a graphical way to represent ideas and concepts. It is a visual thinking tool
that helps structuring information, helping you to better analyze, comprehend, synthesize,
recall and generate new ideas.
Just as in every great idea, its power lies in its simplicity.
In a mind map, as opposed to traditional note taking or a linear text, information is
structured in a way that resembles much more closely how your brain actually works.
Since it is an activity that is both analytical and artistic, it engages your brain in a much,
much richer way, helping in all its cognitive functions. And, best of all, it is fun!
So, how does a mind map look like?.
This is a mind map about conveniently enough mind mapping itself. It presents, in a
visual way, the core elements and techniques on how to draw mind maps.
Note taking
Problem solving
Planning
Presenting information
Start in the middle of a blank page, writing or drawing the idea you intend to
develop. I would suggest that you use the page in landscape orientation.
Develop the related subtopics around this central topic, connecting each of them to
the center with a line.
Repeat the same process for the subtopics, generating lower-level subtopics as you
see fit, connecting each of those to the corresponding subtopic.
Some more recommendations:
Use colors, drawings and symbols copiously. Be as visual as you can, and your
brain will thank youDont let that keep you from trying it out!.
Keep the topics labels as short as possible, keeping them to a single word or,
better yet, to only a picture. Especially in your first mind maps, the temptation to write a
complete phrase is enormous, but always look for opportunities to shorten it to a single
word or figure your mind map will be much more effective that way.
Vary text size, color and alignment. Vary the thickness and length of the lines.
Provide as many visual cues as you can to emphasize important points. Every little bit
helps engaging your brain.
Unit 5
Specific knowledge
Phrasal verbs
This is a list of about 200 common phrasal verbs, with meanings and examples. Phrasal
verbs are usually two-word phrases consisting of verb + adverb or verb + preposition.
Think of them as you would any other English vocabulary. Study them as you come across
them, rather than trying to memorize many at once. Use the list below as a reference
guide when you find an expression that you don't recognize. The examples will help you
understand the meanings. If you think of each phrasal verb as a separate verb with a
specific meaning, you will be able to remember it more easily. Like many other verbs,
phrasal verbs often have more than one meaning. As well as learning their meanings, you
need to learn how to use phrasal verbs properly. Some phrasal verbs require a direct
object (someone/something), while others do not. Some phrasal verbs can be separated
by the object, while others cannot. Review the grammar lesson on phrasal verbs from time
to time so that you don't forget the rules!
Curriculum vitae
A curriculum vitae is essentially a verbose version of your resume. While it covers the
same general aspects of your life, namely education and experience, your CV will delve
into more of the nuances of your skill set and especially your accomplishments.
You need to know how to write a curriculum vitae when youre applying for a position in the
academic field, medicine and sciences, and other specific circumstances. If youre not sure
whether to write a resume or a CV.
The following sections list the parts of a CV, and what employers want you to provide in
each. It is not meant to be a strict set of rules, but rather a general guide to curriculum
vitae content and structure.
Cover Letter
Dont forget your cover letter! You still need one even if you are submitting a CV
rather than a resume.
Qualifications
This first paragraph should provide the employer with a summary of your
curriculum vitae. It should name your best attributes and achievements, without too much
detail. Youll go into the specifics later on.
This section should be no more than a few sentences. Its the attention grabber, so
list only the qualities and accomplishments that you think this specific employer is looking
for.
Experience
Here you will list all your jobs in a chronological format, much as you would on a
resume. You should provide the a small description of your duties as well as any major
accomplishments while you held each position.
Date, job title, company, duties, accomplishments are all required components of
each entry here.
Other Experience
List any experience you may have that was not in a traditional job setting. If you
have conducted research independently, written a book, taught a few classes as a
freelance professor, or any other experience you should include it here.
Date, company [if applicable], and a thorough description of each entry should be
included here.
This section of your curriculum vitae will be very similar to the education
component of a resume. Feel free to elaborate where you feel necessary. Be sure to
include the names of any relevant clubs you participated in, accomplishments in extra
curricular activities, and other achievements. If applicable, you should include the title of
your thesis and optionally a brief description. If you were a teachers assistant as part of
your graduate studies, list it here.
Date, institution, degree, honors, GPA, thesis, and other important activities.
This section is used to describe your ongoing studies and educational activities
after school. If youve attended work-related conferences or conventions, list them here.
This lets the employer know youve been involved in the industry beyond the 9-5; if
youve attended several such events youre likely to be abreast of recent changes and
news in your industry, networked, and generally be interested in your profession beyond
the paycheck.
How have you contributed to your industry? If any of your papers or research has
been published, include it here. If you have volunteered and worked as part of a team
(e.x. work for a foundation, think tank, open source software programming, etc.) include
information regarding your specific contributions and level of involvement.
The above sections are those most commonly found in a curriculum vitae, and
provide the employer with the information they usually take into consideration. If you
think a particular employer would be interested in another aspect of your life, and its not
an inappropriate personal matter, let them know about it.
If theres anything else you feel your employer should know about your
experiences or expertise, include it. Dont worry about being too long winded if they
wanted a single page summary they would have requested a resume. At the same time,
dont shoot for a certain number of pages. Only include information that will give a
prospective employer the ability to gauge your abilities and experience.
Unit 6
Specific knowledge
Will vs Be going to
Going to or will
When we want to talk about future facts or things we believe to be true about the future,
we use 'will'.
If we are not so certain about the future, we use 'will' with expressions such as 'probably',
'possibly', 'I think', 'I hope'.
If you are making a future prediction based on evidence in the present situation, use 'going
to'.
At the moment of making a decision, use 'will'. Once you have made the decision, talk
about it using 'going to'.
I'll call Jenny to let her know. Sarah, I need Jenny's number. I'm going
to call her about the meeting.
I'll come and have a drink with you but I must let Harry know. Harry,
I'm going to have a drink with Simon.