Chuletas y apuntes de Inglés de Otros cursos

1. Technology (Tecnología)

• Capable of: Capaz de
• Come up with: Sugerir / Proponer
• Convenient: Conveniente / Práctico
• Cutting-edge: De última generación
• Feature: Función / Característica
• Gaming: Videojuegos
• Install: Instalar
• Operate: Manejar / Operar
• Perceive: Percibir
• Prompt: Indicador / Instrucción
• Tool: Herramienta

2. Words from the Text (Palabras del Texto)

• A matter of time: Cuestión de tiempo
• Assignment: Trabajo / Tarea
• Based on: Basado en
• Catch up (with/on): Ponerse al mismo nivel / Al día
• Come along: Llegar / Venir
• Fear: Temer / Miedo
• Free up: Liberar (espacio/tiempo)
• Journalist: Periodista
• Memory: Recuerdo / Memoria
• Mimic: Imitar
• Network: Red
• Outdated: Anticuado / Desfasado
• Pattern: Patrón
• Replace: Sustituir / Reemplazar
• Sample: Muestra
• Stunning: Impresionante

Reported Speech: Questions and Statements

Reported speech (also called indirect speech) is used to tell someone what another person said without repeating their exact words. When we report questions and statements, the tenses usually move back one step and the pronouns and time expressions change.

Reported Questions

In reported questions, the word order changes to a statement form (subject + verb), and we do not use question marks.

1. "When was your mother robbed?" The officer to Sam.
   Answer: The officer asked Sam when his mother had been robbed.
2. "What colour is your new car?" Tom to Bo.
   Answer: Tom asked Bo what colour his new car was.
3. "Why can't we afford a bigger flat?" Tina to her mum.
   Answer: Tina asked her mum why they couldn't afford a bigger

Stereotypes and Education

Good afternoon. I’ve been asked to talk about stereotypes and education. To start with, I want to underline that this is a highly discussed and controversial topic nowadays. I consider that it is crucial to define what is understood by stereotypes. So, a stereotype is a well-known idea or image of a person or idea that is held by a number of people.

The Problem of Stereotypes

Stereotypes are a big problem in our society since they put labels on people and demand what they should do or how they should act depending on their sex, race, social background, and other factors. The system of stereotypes and education are closely interwoven and can easily affect individuals who would be happy to carry out unusual activities...

Modales de Inglés

Habilidad (ability): can = be able to / could
Posibilidad (possibility): can / could / may / might
Ofrecimiento (offer): can / could
Petición (request): can / could / may / would
Ausencia de obligación (no obligation): don't have to = needn't + infinitivo
Obligación (impuesta desde fuera): have to / must + infinitivo
Prohibición: mustn't + infinitivo
Consejo (advice): should / ought to / had better

Tiempos Verbales en Voz Activa y Pasiva

Presente Simple: opens / open → is / are opened
Presente Continuo: is / are opening → is / are being opened

Pasado Simple: opened → was / were opened
Pasado Continuo: was / were opening → was / were being opened

Presente Perfecto: has / have opened → has / have been opened
Pasado Perfecto

Dutchman, Leroi Jones (Amiri Baraka), 1964, obra teatral

Dutchman, Leroi Jones (Amiri Baraka) 1964, play: Lucha racial por los derechos sociales: el asesinato de Malcolm X en 1965 se vincula con el nacionalismo negro. La estética negra (The Black Aesthetic) rechaza la cultura blanca del arte y la política, y desestima la obra de la literatura negra previa (imitación inconsciente de modelos y valores blancos). El jazz es el único modelo válido para expresar la experiencia negra. Lula critica a Clay, intenta extraer de él una conciencia de ser negro que él rehúsa; esta agresión verbal termina cuando él la abofetea y ella lo apuñala. Clay, igual que hace Rich en su poema, anuncia lo que está por venir: le habla a Lula del racionalismo...

• Present simple → Past simple
  “I work” → He said he worked
  (Past simple = verbo en pasado: worked, went, ate)
• Present continuous → Past continuous
  “I am working” → He said he was working
• Past simple → Past perfect
  “I worked” → He said he had worked
• Present perfect → Past perfect
  “I have worked” → He said he had worked
• Can → Could
  “I can go” → He said he could go
• May → Might
  “I may go” → He said he might go
• Will → Would
  “I will go” → He said he would go
• Have to → Had to
  “I have to go” → He said he had to go

• Say + (that)
  She said (that) she was tired
• Tell + persona
  She told me that she was tired
• Ask (preguntas)
  He asked me if / where...

Cambios típicos

• today → that day
• tomorrow → the next day
• this →

Reported Speech: estil indirecte en anglès

1) Statements

Verbs de reporting: assume (assumir); confirm (confirmar); mention (mencionar); point out (assenyalar); realize (adonar-se); announce (anunciar); report (informar); murmur (murmurar); whisper (xiuxiuejar); consider (considerar); think (thought) (pensar).

a) Temps verbals

• Present Simple (I go home) → Past Simple (she said she went home)
• Present Continuous (I am going home) → Past Continuous (she said she was going home)
• Past Simple (I went home) → Past Perfect (she said she had gone home)
• Present Perfect (I have gone home) → Past Perfect (she said she had gone home)
• Present Perfect Continuous (I have been going home) → Past Perfect Continuous (she said she had been going home)
• Will (

Introducción a la Taxonomía de Bloom

La Taxonomía de Bloom se convierte en una herramienta fundamental para la práctica pedagógica, con la capacidad de aplicarse en todas las disciplinas del currículo. Existen tres "dominios" de actividades de aprendizaje: el cognitivo, el afectivo y el psicomotor.

El Dominio Cognitivo y su Estructura Jerárquica

El primero de ellos, denominado dominio cognitivo, implica el conocimiento y el desarrollo de habilidades y actitudes intelectuales. Los dominios cognitivos poseen una estructura jerárquica que va desde lo más simple hasta lo más complejo o elaborado.

Cuando los educadores desarrollan programas, deben tomar en cuenta estos niveles y planificar diversas actividades para avanzar progresivamente...

Whisper: parlar en veu baixa Accurate: precís

Bitter: amarg Bright: viu/viva

Deafening: ensordidor Faint: dèbil

Nasty: desagradable Pale: pàl·lid

Pleasant: agradable Rough: aspre

Savoury: saborós Smooth: suau

Tasty: saborós Tough: difícil

Weird: estrany Bring back: recordar

Bring (someone) along: endur-se Set off: provocar

Set (someone) back: endarrerir Set up: recórrer

Start out: començar Start over: tornar a començar

Start up: posar en marxa Have a sweet tooth: tenir debilitat pels dolços

Give (somebody) a taste: donar-li de probar de la seva pròpia medicina

Common sense: sentit comú Keep in touch: continuar en contacte

Go in one ear and out the other: entrar per un orella i sortir per l'altra

Keep in touch: continuar en contacte See eye to

Dibujo arquitectónico

Un dibujo arquitectónico o dibujo de arquitectos es un dibujo técnico de un edificio (o del proyecto de un edificio). Este se encuadra dentro de la definición de arquitectura.

Los arquitectos utilizan los dibujos arquitectónicos con diversos fines: desarrollar una idea de diseño de forma coherente, comunicar ideas y conceptos, convencer a los clientes de las ventajas de un diseño, permitir que un contratista lo construya, dejar constancia de la obra terminada y registrar un edificio que ya existe.

Los arquitectos deben realizar los dibujos arquitectónicos siguiendo un conjunto de convenciones, que incluyen proyecciones particulares (el plano de la edificación, la sección, etc.), tamaños de hoja, unidades de medida...