English Phrases

Laura:Hi, Emi.
Emi:Hi, Mrs Arnello, How are you?
Laura:Good. Oh Emi... is this your shirt?
Emi:The blue one? No, that's not mine.
Emi:It's Maggie's.
Laura:How about this sweater?
Emi:The yellow sweater? Yes, that's mine.
Laura:It's cute.
Emi:Oh, thanks.
Laura:And these are your socks, right?
Emi:No, but those are mine.
Laura: Well, here's your stuff.

Possession: Have, Nouns, Adjectives

Laura and Paul have a house in the city.Ana has an interesting job.

Possession: Have, Nouns, Adjectives

Here's another way to show possession:Add an apostrophe and an -s to the end of a noun or a person's name.
Kate has an apartment.The boy has a computer.
Kate's apartment.The boy's computer.

Possession: Have, Nouns, Adjectives

When using the possessive with two or more people put the apostrophe -s at the end of the last person's name.
Paul and Laura's house.Paul, Chris, and Ana's company.

Possession: Have, Nouns, Adjectives

Here's another way to show possession: use possessive adjectives.
This is Emi’s book.This is her book.

Whose: Possessive

VOCABULARY:

NATURAL RESOURCES: Matirials from nature, such as wood and stone, that people can use.

HOLIDAY: A special day for remembering a person, an event that is important to people of community.

CULTURE: A way of live shared by a members of a group.

HERITAGE: A set of values and traditions handed down to a group from those who have lived before them.

What are people going to do?

The man is climbing the ladder. The boy is going to climb the ladder. The woman is listening to some music. The girl is not going to listen to some music. She is going to read the book.

What are you going to do? I'm going to read a newspaper।

What is she going to do? She's going to buy a sweater.

What are you going to do? I'm going to sit on the couch।

What is he going to do? He's going to repair the car.

I am not going to buy it। I am poor.

She is not going to run. She is tired.

I am not going to play. I am sick.

By/What:

FRASES DE USO COMUN:

1. How much is it? (jau moch is it?) Cuanto vale?
2. What is the price? (juat is di prais?) Cual es el precio?
3. Give me the bill (guiv mi di bill) Denme la cuenta.
4. Voy a comprarlo. I am going to buy it.
5. Lo estoy comprando. I am buying it.
6. Estoy escribiendo. I am writing.
7. Voy a escibir. I am going to write.
8. Vamos a ir en automovil. We are going to go by car.
9. Vamos en automovil. We are going by car.
10. Estoy subiendo por la escalera. I am climbing the ladder.
11. Voy a comprarlo. I am going to buy it.
12. Estoy escribiendo. I am writing.
13. I am reading the book. Estoy leyendo el libro.
14. I am going to read the book. Voy a leer el libro.
15. I am listening to music. Estoy oyendo musica.
16. I am going to listen the music. Voy a escuchar musica.
17. We are running. Nosotros estamos corriendo.
18. We are going to run. Nosotros vamos a correr.
19. She is not going to run. She is tired. Ella no va a correr. Ella esta cansada.
20. What is he going to do? He's going to repair the car.
21. What is she going to do? She's going to buy a sweater.
22. I am not thin. I am fat. No soy delgada. Soy Gorda.
23. I am a man. I am not a woman. Soy hombre. No soy mujer.
24. You are not a woman. You are a man. Usted no es mujer. Usted es hombre.
25. She is not young. She is old. Ella no es joven. Ella es anciana.
26. The wallet is black. La cartera es negra.
27. I am a police officer. Soy oficial de policía.
28. I am a student. Soy estudiante.
29. I am a doctor. Soy médico.
30. I am a bus driver. Soy conductor de autobús.
31. I am a mechanic. Soy mecánico.
32. I am a nurse.Soy enfermera.
33. I am a mailman. Soy cartero.
34. I am a teacher. Soy profesora.
35. I am a secretary. Soy secretaria.
36. I am a chef. Soy chef.
37. I am a scientist. Soy científico.
38. I am a manager. Soy gerente.
39. He is a police officer. Él es oficial de policía.
40. He is a student. Él es estudiante.
41. He is a doctor. Él es médico.
42. He is a bus driver. Él es conductor de autobús.
43. He is a mechanic. Él es mecánico.
44. She is a nurse. Ella es enfermera.
45. He is a mailman. Él es cartero.
46. She is a teacher. Ella es profesora.
47. She is a secretary. Ella es secretaria.
48. He is a chef. Él es chef.
49. He is a scientist. Él es científico.
50. He is a manager. Él es gerente.
51. I am a police officer. Soy oficial de policía.
52. He is a police officer. Él es oficial de policía.
53. I am a student. Soy estudiante.
54. He is a student. Él es estudiante.
55. I am a doctor. Soy médico.
56. He is a doctor. Él es médico.
57. I am a bus driver. Soy conductor de autobús.
58. He is a bus driver. Él es conductor de autobús.
59. I am a mechanic. Soy mecánico.
60. He is a mechanic. Él es mecánico.
61. I am a nurse. Soy enfermera.
62. She is a nurse. Ella es enfermera.
63. I am a teacher. Soy profesora.
64. She is a teacher. Ella es profesora.
65. I am a manager. Soy gerente.
66. He is a manager. Él es gerente.
67. hair cabello.
68. bald. calvo
69. a beard /barba
70. a moustache /bigote
71. He has short hair. Él tiene el cabello corto.
72. He has long hair. Él tiene el cabello largo.
73. She has straight hair. Ella tiene el cabello liso.
74. She has curly hair. Ella tiene el cabello crespo.
75. She has black hair. Ella tiene el cabello negro.
76. She has red hair. Ella es pelirroja.
77. She has brown hair. Ella tiene el cabello castaño.
78. She has blonde hair. Ella tiene el cabello rubio.
79. He has a brown moustache. Él tiene bigote castaño.
80. He has a white moustache. Él tiene bigote blanco.
81. He has a white beard. Él tiene barba blanca.
82. He has a black beard. Él tiene barba negra.
83. I have short brown hair. Tengo el cabello corto y castaño.
84. I have long red hair. Tengo el cabello largo y soy pelirroja.
85. I have no hair. I am bald. No tengo cabello. Soy calvo.
86. I have long brown hair. Tengo el cabello largo y castaño.
87. The man has a brown moustache. El hombre tiene bigote castaño.
88. The man has a white moustache. El hombre tiene bigote blanco.
89. The man has a gray beard. El hombre tiene barba gris.
90. The man has a black beard. El hombre tiene barba negra.
91. Who has curly black hair? ¿Quién tiene el cabello crespo y negro?
92. Who has long red hair? ¿Quién tiene el cabello largo y es pelirroja?
93. Who is bald? ¿Quién es calvo?
94. Who has long blonde hair? ¿Quién tiene el cabello largo y rubio?
95. Who has a brown moustache? ¿Quién tiene bigote castaño?
96. Who has a white moustache? ¿Quién tiene bigote blanco?
97. Who has a white beard? ¿Quién tiene barba blanca?
98. Who has a black beard? ¿Quién tiene barba negra?
99. She does not have red hair. Ella no es pelirroja.
100. She does not have black hair. Ella no tiene el cabello negro.
101. She does not have long hair. Ella no tiene el cabello largo.
102. He does not have short hair. Él no tiene el cabello corto.
103. The man does not have a white beard. El hombre no tiene barba blanca.
104. The man does not have a black beard. El hombre no tiene barba negra.
105. She has straight black hair. Ella tiene el cabello liso y negro.
106. She has curly black hair. Ella tiene el cabello crespo y negro.
107. The old man is bald. The young man is not bald. She has black, curly hair. I have long, brown hair. The boy does not have red hair. He has blonde hair. The man has a red beard and a moustache. The woman does not have a beard. She has short, black hair.
108. The toilet is in the bathroom. The table is in the dining room. The radio is on the table, and the computer is in the bedroom. The girl is in the shower, and the dishes are in the kitchen sink.

CLOTHES:

1. a jacket. una chaqueta
2. a coat. un abrigo
3. a shirt. una camisa
4. a sweater. un suéter
5. a dress. un vestido
6. a skirt. una falda
7. a blouse. una blusa
8. a t-shirt. una camiseta
9. socks. calcetines
10. shoes. zapatos
11. jeans. jeans
12. pants. pantalones
13. He is wearing a blue shirt. Él está usando una camisa azul.
14. He is wearing a red jacket. Él está usando una chaqueta roja.
15. He is wearing a black coat.Él está usando un abrigo negro.
16. She is wearing a white sweater. Ella está usando un suéter blanco.
17. She is wearing a flower dress. Ella está usando un vestido con flores.
18. She is wearing an orange skirt. Ella está usando una falda naranja.
19. She is wearing a white blouse. Ella está usando una blusa blanca.
20. He is wearing a green shirt. Él está usando una camisa verde.
21. Is he wearing a green shirt? No, he's wearing a red shirt.
    ¿Él está usando una camisa verde? No, está usando una camisa roja.
22. Is she wearing a black jacket? No, she is wearing a white jacket.
    ¿Ella está usando una chaqueta negra? No, está usando una chaqueta blanca.
23. Is the boy wearing a red jacket? Yes, he is.
    ¿El niño está usando una chaqueta roja? Sí.
24. Is the woman wearing a white sweater? Yes, she is.
    ¿La mujer está usando un suéter blanco? Sí.
25. Who is wearing red shoes? ¿Quién está usando zapatos rojos?
26. Who is wearing a black coat? ¿Quién está usando un abrigo negro?
27. Who is wearing a flower dress? ¿Quién está usando un vestido con flores?
28. Who is wearing a blue blouse? ¿Quién está usando una blusa azul?
29. The boy is wearing white socks. El niño está usando calcetines blancos.
30. The girl is wearing black shoes. La niña está usando zapatos negros.
31. The man is wearing jeans.El hombre está usando jeans.
32. The woman is wearing jeans. La mujer está usando jeans.
33. What is she wearing? She is wearing a white sweater.
    ¿Qué está usando ella? Está usando un suéter blanco.
34. What is the woman wearing? She is wearing an orange skirt.
    ¿Qué está usando la mujer? Ella está usando una falda naranja.
35. What is he wearing? He is wearing a black coat.
    ¿Qué está usando él? Está usando un abrigo negro.
36. What is he wearing? He is wearing jeans.
    ¿Qué está usando él? Está usando jeans.
37. What are they wearing? They are wearing jeans.
    ¿Qué están usando ellos? Están usando jeans.
38. What are the women wearing? They are wearing sweaters.
    ¿Qué están usando las mujeres? Ellas están usando suéteres.
39. What are they wearing? They are wearing t-shirts.
    ¿Qué están usando ellos? Están usando camisetas.
40. What are they wearing? They are wearing black jackets.
    ¿Qué están usando ellos? Están usando chaquetas negras.

ANIMALS AND PETS:

• Is my apartment big enough for a pet? Es mi apartamento lo suficientemente grande para tener una mascota?
• I need to take my dog to the Vet. /Necesito llevar a mi perro al veterinario.
• I bought cat food./Compre comida para gatos.
• What is the pet deposit?/Cual es el deposito por los animales domesticos?
• My cat has been spayed./ A mi gata le han extraido los ovarios.
• I would like to adopt a puppy./Me gustaria adoptar un cachorro.
• Do you allow pet?/Permiten animales domesticos?
• I keep tropical fish./Tengo peces tropicales.
• I am allergic to cats./Soy alergico a los gatos.
• Has this dog had his shots? /Han vaunado este perro?
• My dog is a pure-bred./ Mi perro es de raza pura.
• My dog is in heat./ Mi perra esta en celo.
• I got my dog from a breeder./ Consegui mi perro de un criador.
• I am allergic to fur./Soy alergico al pelo de animales.
• Can you recommend a good petsitter?/Me puede recomendar a una buena persona para que cuide animales?
• My dog needs a check-up./Mi perro necesita un examen medico regular.
• Did you buy kitty litter?/Compro lechos para gatitos?
• I was bitten by a strange dog./Me mordio un perro extrano.
• I need a rabies shot./ Necesito una vacuna contra la rabia.
• I need to find an animal clinic./ Necesito encontrar una clinica para animales.
• Can you recommend a good veterinarian?Me puede recomendar a un buen veterinario?
• My cat has been neutered./ Mi gato ha sido castrado.
• I think something is wrong with my dog./ Creo que algo esta mal con mi perro.
• My dog isn't feeling well./ Mi perro no se esta sintiendo bien.
• Is there an animal shelter nearby?/Hay un refugio para animales cercano?
• I need to walk the dog./ Necesito llevar a caminar a mi perro.
• My cat is acting strangely./ Mi gato esta actuando extranamente.
• My dog needs to be vaccinated./ Mi perro necesita ser vacunado.
• Wich vaccines should my pet receive?/Cuales vacunas debe recibir mi mascota?
• My cat isn't eating./Mi gato no esta comiendo.

BUSINESS COMUNICATION:

1. GENERAL:

• Can I get a copy of this?/Puedo obtener una copia de esto?
• Can I get this in writer?/Puedo obtener esto por escrito?
• Can I have a tour of the site?/Me puede dar un tour de este lugar?
• I'm retiring next year?/ Me voy a jubilar el proximo ano.
• I have to do my taxes./Tengo que preparar mis taxes.
• Can you autorize this?/Puede autorizar esto?
• Dear Sirs./Estimados senores.

Basic lessons

1.PRONUNCIACION:
En el Idioma Ingles, el sonido de cada letra varia de la composicion de la palabra.

1.1. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "A":
A. SUENA COMO "A":
Si en una palabra que no sea monosilaba la letra "A" va seguida de una "R", de las letras "LF". "LM", "LV", o "TH", se pronunciara como "A". Ejemplos:

PALABRA/ PRONUNCIACION/ SIGNIFICADO

• Alfred/ Alfred/ Alfredo
• Balm/ Balm/ Balsamo
• Cigarette/Cigarret/Cigarrillo
• Father/Fader/Padre

Salvation/Salveishon/Salvacion

B.SUENA COMO "AE":
Si encontramos la letra "A" en una monosilava y no esta seguida de las letras anteriores, su pronunciacion sera "AE" (Entre la A y la E): Ejemplos:

Bad/ Baed/ Malo

Mad/ Maed/ Enojado

Man/ Maen/ Hombre

C. SUENA COMO "EI":
Si la letra "A", se encuentra antes de una consonante y una "E" MUDA, asi como de la silaba "BLE", sonara como EI. Ejemplos:

Blame/ Bleim/ Culpa

Cable/ Keibl/ Cable

Cane/ Kein/ Baston

Table/ Teibl/ Mesa

D: SUENA COMO "E":
Si la letra "A" esta antes de una "R" y una "E" MUDA, se pronunciara conmo una "E". Ejemplos:

Beware/ Biguer/ Tener Cuidado

Care/ Ker/ Cuidado

Dare/ Der/ Atreverse

E: SUENA COMO "O":
Si despues de la letra "A" estan las letras "LT", "LL", "LS". Ejemplos:

All/ Ol/ Todo

Also/ Olsou/ Tambien

Salt/ Solt/ Sal

1.2. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "B":

A. SIEMPRE SUENA COMO "B":
No importa con que letras vaya acompaña al formar palabras. Ejemplos:

Bay/ Bei/ Bahia

Black/ Bleak/ Negro

Forbid/ Forbid/ Prohibir

Lobster/ Lobster/ Langosta

Subway/ Sobuei/ Subterraneo

1.3. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "C":

A. SUENA COMO "K":

Siempre y cuando este antes de una "R", "A", "L", "O", "T", "U". Ejemplos:

• Across/ Akros/ A travez.
• Actually/ Aktuali/ Actualmente
• Bacon/ Beikon/ Tocino
• Car/ Kaer/ Automovil
• Clutch/ Klotch/ Embrague
• Cure/ Kiur/ Cura, Curacion

B. SUENA COMO "S":

Cuando vaya antes de una "Y", "E" o una "i". Ejemplos:

• Century/ Senturi/ Centuria, Siglo
• Citizen/ Sitizen/ Ciudadano
• Policy/ Polisi/ Politica

1.4. DIFERENTES FORMAS DE PRONUNCIAR LA LETRA "D":

A. SIEMPRE SUENA COMO "D":

No importa que letras acompañen a la "D", siempre sonara igual. Ejemplos:

VOCABULARY:

• Willingness: buena disposición.
• Which: 1. adjetivo qué; which one is yours? ¿cuál es tuyo? 2. pronombre interrogative cuál; relative que; take one, it doesn't matter which toma uno , no importa cuál.
• Vogue: moda femenino; be in vogue estar en boga.
• Leisure: Ocio masculino; I look forward to having more leisure estoy deseando tener más tiempo libre ; do it at your leisure tómate tu tiempo para hacerlo.
• loan: 1. sustantivo préstamo masculino; on loan prestado. 2. verbo transitivo prestar ; loan someone something prestar algo a alguien.
• TOILETRIES: Sustantivo plural artículos masculino plural de tocador

English lessons

Adjective or Adverb
This resource was written by Purdue OWL.Last full revision by Paul Lynch.Last edited by Allen Brizee on September 30th 2008 at 3:36PM
Summary: This worksheet discusses the differences between adjectives and adverbs. It defines adjectives and adverbs, shows what each can do, and offers several examples of each in use.

What is the Difference between Adjectives and Adverbs?
The Basic Rules: Adjectives
Adjectives modify nouns. To modify means to change in some way. For example:
"I ate a meal." Meal is a noun. We don't know what kind of meal; all we know is that someone ate a meal.
"I ate an enormous lunch." Lunch is a noun, and enormous is an adjective that modifies it. It tells us what kind of meal the person ate.
Adjectives usually answer one of a few different questions: "What kind?" or "Which?" or "How many?" For example:
"The tall girl is riding a new bike." Tall tells us which girl we're talking about. New tells us what kind of bike we're talking about.
"The tough professor gave us the final exam." Tough tells us what kind of professor we're talking about. Final tells us which exam we're talking about.
"Fifteen students passed the midterm exam; twelve students passed the final exam." Fifteen and twelve both tell us how many students; midterm and final both tell us which exam.
So, generally speaking, adjectives answer the following questions:
Which?
What kind of?
How many?
The Basic Rules: Adverbs
Adverbs modify verbs, adjectives, and other adverbs. (You can recognize adverbs easily because many of them are formed by adding -ly to an adjective, though that is not always the case.) The most common question that adverbs answer is how.
Let's look at verbs first.
"She sang beautifully." Beautifully is an adverb that modifies sang. It tells us how she sang.
"The cellist played carelessly." Carelessly is an adverb that modifies played. It tells us how the cellist played.
Adverbs also modify adjectives and other adverbs.
"That woman is extremely nice." Nice is an adjective that modifies the noun woman. Extremely is an adverb that modifies nice; it tells us how nice she is. How nice is she? She's extremely nice.
"It was a terribly hot afternoon." Hot is an adjective that modifies the noun afternoon. Terribly is an adverb that modifies the adjective hot. How hot is it? Terribly hot.
So, generally speaking, adverbs answer the question how. (They can also answer the questions when, where, and why.)
Some other rules:
Most of the time, adjectives come before nouns. However, they come after the nouns they modify, most often when the verb is a form of the following:
be
feel
taste
smell
sound
look
appear
seem
Some examples:
"The dog is black." Black is an adjective that modifies the noun dog, but it comes after the verb. (Remember that "is" is a form of the verb "be.")
"Brian seems sad." Sad is an adjective that modifies the noun Brian.
"The milk smells rotten." Rotten is an adjective that modifies the noun milk.
"The speaker sounds hoarse." Hoarse is an adjective that modifies the noun speaker.
Be sure to understand the differences between the following two examples:
"The dog smells carefully." Here, carefully describes how the dog is smelling. We imagine him sniffing very cautiously.
But:
"The dog smells clean." Here, clean describes the dog itself. It's not that he's smelling clean things or something; it's that he's had a bath and does not stink.
All Sections in Adjective or Adverb:
What is the Difference between Adjectives and Adverbs?
Avoiding Common Errors
Avoiding Common Errors
Bad or Badly?
When you want to describe how you feel, you should use an adjective So you'd say, "I feel bad." Saying "I feel badly" would be like saying you play football badly. "I feel badly" would mean that you are unable to feel, as though your hands were numb. Here are some other examples:
"The dog smells badly." Here, badly means that the dog does not do a good job of smelling.
"The dog smells bad." Here, "bad" means that dog needs a bath.
N.B. Sometimes people say "I feel badly" when they feel that they have done something wrong. Let's say you dropped your friend's favorite dish, and it broke into a million pieces. You might say, "I feel really badly about what happened."
Good or Well?
Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc. So:
"My mother looks good." This does not mean that she has good eyesight; it means that she appears healthy.
"I feel really good today." Again, this does not mean that I touch things successfully. It means rather that I am happy or healthy.
N.B. Many people confuse this distinction in conversation, and that's okay. You will hear people say, "I feel well" when they mean that they feel good. However, if you're taking about action verbs, you'd say "well." "I did well on my exam." "She plays tennis well."
Sure or Surely?
Sure is an adjective, and surely is an adverb. For example:
"He is sure about his answer." Sure describes he.
"The Senator spoke out surely." Here, surely describes how the senator spoke.
N.B. Surely can also be used as a sentence-adverb. For example, "Surely, you're joking." Here, surely describes the entire sentence "you're joking." The sentence more or less means, "You must be joking."
Near or Nearly?
Near can function as a verb, adverb, adjective, or preposition. Nearly is used as an adverb to mean "in a close manner" or "almost but not quite." Here are some examples that demonstrate the differences between various uses of near and nearly.
"I'll be seeing you in the near future." Here, near describes the noun "future."
"The cat crept near." Near is an adverb that describes where the cat crept.
"Don't worry; we're nearly there." Here, nearly describes how close we are.
Near can also be used as a verb and a preposition.
"My graduation neared." Here, neared is the verb of the sentence.
"I want the couch near the window." Near is a preposition at the head of the phrase "near the window."


English as a Second Language (ESL)
Adjective or Adverb
Count and Noncount Nouns
ESL Orientation for Writing Lab Tutorials
ESL Teacher Resources
Grammar and ESL Exercises
How to Use Adjectives and Adverbs
How to Use Articles (a/an/the)
Irregular Verbs
Numbers
Parts of Speech Overview
Prepositions
Relative Pronouns
Sentence Punctuation Patterns
Subject/Verb Agreement
Tips & Terms for the International Student's Job Search
Two-Part (Phrasal) Verbs (idioms)
US Higher Education: A Cultural Introduction
Verb Tenses
Verbals: Gerunds, Participles, and Infinitives
Writing Essays for Exams
Writing for a Chinese Business Audience
Writing for a North American Business Audience
Writing for an Indian Business Audience
Writing in North American Higher Education: A Primer for International Students

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http://owl.english.purdue.edu/owl/resource/541/01/

Notes of Class
Future: Going to or Will
Excersises:
We are going to visit my Housband's Nephiew.
I am going to rest.
... going to do.
Turn off the cellphone.
Start the motor.
Shut off: Motors.
Some body/ No body.
No body is there to help him.
Is answering the telephone.
Somo body else: Otra persona.
Drivers Licenses: Applying for a Driver's License.
Henry is annoyed, He's applying for a Driver's License, and he's upset about all the things he has to do.
I will go to the Beach.
You are young/Tu eres joven.
My stomach is strong/Mi estomago es fuerte
Mr Blean is the president of the Royal insurance company. His company is very large, and allways very busy. Mr Blean his Staff of energetic employees who works for him.
Unfortunatly all of his employees are out today. No body is there. As a result Mr Blean is doing every body is job. And he is heaving a very bad day at the Office. He is answering the telephone, because the recepcionist who usually answers the telephone is at the dentist office. He is tipping letters, because the secretary who usually tips letters is home in bed with the flu. He is operating the computers, becouse the computer pragramer who usually operaters the computer is on vacation.

VOCABULARY:
Print: Letra imprenta
Script: Letra seguida o pegada.
Annoyed: Disgustado
Kidding: Jugar
Play Kids: Play Ground.
Fit: Colocar algo. Fit/Fit/Fit
Can you.... ?
yes, he can. No, he can't
Declarative: I can speak English.
Rich: Rico
Knock: Tocar
Witch: Bruja

Aproximacion a la pronunciacion:

Staff (steaf)/employees(emploiis)/Works (werks)/Unfortunatly(anforshunatly)/Him (jim)/ offices(eafes)/Dollar(Dalar)/Has(jeas)/ Have(jeav) at(eat)/ answering(eansuering)/the(di)/ having(jeaving)/answers(eansers)/recepcionist(ricepcionest)/ operaters(opereits)/ vacation(veikeishon)/ computers(compiurers)/ becouse(bicas)/ letters(lerers)/ is(iss)/ secretary(secreteary)/ operating(opereiring)/ radiator(reidieror)

Present Continuos: Form+verb+ING = I am drinking water.

Present: I drink water.

The Writing Process

Email Etiquette:
How do I compose an email to someone I don't know? There are a few important points to remember when composing email, particularly when the email's recipient is a superior and/or someone who does not know you. Be sure to include a meaningful subject line; this helps clarify what your message is about and may also help the recipient prioritize reading your email Just like a written letter, be sure to open your email with a greeting like Dear Dr. Jones, or Ms. Smith: Use standard spelling, punctuation, and capitalization. THERE'S NOTHING WORSE THAN AN EMAIL SCREAMING A MESSAGE IN ALL CAPS. Write clear, short paragraphs and be direct and to the point; professionals and academics alike see their email accounts as business. Don't write unnecessarily long emails or otherwise waste the recipient's time Be friendly and cordial, but don't try to joke around (jokes and witty remarks may be inappropriate and, more commonly, may not come off appropriately in email) What are some guides for continuing email conversations? Once you have exchanged emails with a person on a given subject, it is probably OK to leave greetings out of your follow-up emails. Here are some other points to consider about continuing conversations over email: Try to respond within a reasonable time frame, though "reasonable" will depending on the recipient's expectations and the subject being discussed Trim back the old messages: most email clients will keep copying older messages to the bottom of an email. Delete older messages so as to keep your message size from getting too large, and to keep your messages looking clean. If someone asks a lot of questions, it may be OK to embed your answers into the sender's message copied at the bottom of your email. However, if you're going to do this, be sure to say so at the top, and leave generous space, for example: > How long are you staying?Less than two weeks.>Will you have time to visit with us?I'm really hoping to, but my schedule will be pretty tight. Let me get back to you about that after the weekend. What sorts of information shouldn't be sent via email? Most people do not realize that email is not as private as it may seem. Without additional setup, email is not encrypted; meaning that your email is "open" and could possibly be read by an unintended person as it is transmitted to your reader. With that in mind, never send the following information over email: Usernames and passwords Credit card or other account information Additionally, avoid sensitive or information that could be potentially damaging to someone's career and/or reputation, including your own. Beyond email's general lack of security and confidentiality, your recipient can always accidentally hit the Forward button, leave her email account open on a computer, or print and forget that she's printed a copy of your email. What about sending attachments? The ease of transmitting files to a particular person makes email very attractive. However, there are some guidelines you should follow: Never send an attachment to someone you don't know the first time you contact them (unless, of course, the contact has posted a job ad requesting a resume in a Word document). They (or their computers) might think it is spam or a virus, and delete your message. Avoid unnecessarily large file sizes. Digital photos especially: most digital photos come off the camera much larger than can be viewed on screen. Learn how to resize your digital photographs. When you must send a large file or set of files, do the recipient the courtesy of sending an email telling them what you'll be sending and why. Be sure to have anti-virus software installed on your computer to scan all of your outgoing and incoming messages for viruses. Email Listservs and Discussion Groups Poor email behavior is always cropping up on email listservs and discussion groups. Here are some common mistakes to avoid: Double-check the To: area of your email when you reply. Too many people have intended to reply to a message poster alone when, in fact, their reply went to the entire list—much to their embarrassment. If you want to be extra-careful, start a new email and type the single recipient's address. Do not air your grievances or beefs about your school, colleagues, or employer on a list. Personal attacks should also be avoided. Such postings make the organization you are associated with look bad, while also making you sound like a gossip and whiner. Particularly on large lists, you also may not know who else is on it. Be professional, and likewise avoid piling onto discussions about who's got it worst at work, school, etc. If you are new to a discussion list, you should "lurk" for awhile—that is, just be a reader to get the sense of what the group talks about, how it talks about it, and what types of behaviors are expected from list members. Only when you have gotten that sense should you initiate a post. Note: this resource was posted during a day-long workshop for Norfolk State University in the development of their OWL. Purdue OWL Webmaster Karl Stolley and the Purdue OWL wish them great success.
http://owl.english.purdue.edu/owl/resource/639/01/
Academic Cover Letters
When you're applying for a faculty position with a college or university, the cover letter is your first chance to make a strong impression as a promising researcher and teacher. Below you'll find some strategies for presenting your qualifications effectively in an academic context.
Distinctions between Academic and Business Cover Letters
A cover letter for an academic job has a function similar to one for a business job, but the content differs significantly in quantity and kind. While the general advice for business cover letters—such as tailoring your letter for the specific job and selling your strengths—still applies, a cover letter for an academic position should be long enough to highlight in some detail your accomplishments during your graduate education in research, teaching, departmental service, and so on. The typical letter is thus usually one and a half to two pages long, but not more than two—roughly five to eight paragraphs.
The First Paragraph
In the opening of your letter you need to convey some basic information, such as what specific position you are applying for (using the title given in the job notice) and where you learned of the opening. Since a cover letter is a kind of persuasive writing (persuading a hiring committee to include you on a list of candidates for further review), the first paragraph of your letter should also make the initial claim as to why you are a strong candidate for the position.
Tailoring for Your Audience
In an academic context knowing your audience means reading the job notice carefully and knowing the type of institution to which you are applying. Most graduate students have studied a broad range of material within their discipline before specializing in a narrow field for the dissertation project. Since it is rare to find a job notice specifying your exact qualifications, you need to emphasize those aspects of your graduate training that seem particularly relevant to the position advertised.
Job notice: If you've written a political science dissertation on populism in early twentieth-century US national politics, you probably won't respond to a notice seeking a specialist in international politics during the Cold War. But you may wish to apply for a position teaching twentieth-century US political parties and movements. In this case you would want to stress the relevance of your dissertation to the broad context of twentieth-century US politics, even though the study focuses narrowly on the pre-World War I period. You might also highlight courses taken, presentations given, or other evidence of your expertise that corresponds to the job notice.
Type of institution: Often the job notice will provide a brief description of the college or university, indicating such factors as size, ownership (public, private), affiliation (religious, nonsectarian), geography (urban, suburban, rural), and so on. These factors will influence the kind of information emphasized in your letter. For example, for a job at a small liberal arts college that focuses on undergraduate teaching, you would emphasize your teaching experience and pedagogical philosophy early in the letter before mentioning your dissertation. On the other hand, for a job at a large research university you would provide at least one detailed paragraph describing your dissertation early in the letter, even indicating your plans for future research, before mentioning your teaching and other experience.
Other Advice
If you're still working on your dissertation, you should mention somewhere in the letter when you expect to be awarded the Ph.D., even being as specific as to mention how many chapters have been completed and accepted, how many are in draft version, and what your schedule for completion is. Last-paragraph tips include the following:
Mention your contact information, including a phone number where you can be reached if you will be away during a holiday break.
If you will be attending an upcoming major professional conference in your field, such as the MLA convention for language and literature professionals, indicate that you will be available for an interview there. Be sure to mention that you are available for telephone or campus-visit interviews as well.
If you have some special connection to the school, type of institution, or region, such as having attended the school as an undergraduate or having grown up in the area, you may wish to mention that information briefly at some point.
Mention your willingness to forward upon request additional materials such as writing samples, teaching evaluations, and letters of recommendation.

Academic Cover Letter Sample:
November 2, 1998
Dr. Naomi SellersChair, English Search CommitteeBox 58Baxter CollegeArcadia, WV 24803
Dear Dr. Sellers:
I am writing to apply for the position as assistant professor of English with an emphasis in rhetoric and composition that you advertised in the October MLA Job Information List. I am a graduate student at Prestigious University working on a dissertation under the direction of Professor Prominent Figure. Currently revising the third of five chapters, I expect to complete all work for the Ph.D. by May of 1999. I believe that my teaching and tutoring experience combined with my course work and research background in rhetoric and composition theory make me a strong candidate for the position outlined in your notice.
As my curriculum vitae shows, I have had excellent opportunities to teach a variety of writing courses during my graduate studies, including developmental writing, first-year writing for both native speakers and second language students, advanced writing, and business writing. I have also worked as a teaching mentor for new graduate students, a position that involved instruction in methods of composition teaching, development of course materials, and evaluation of new graduate instructors. Among the most satisfying experiences for me as a teacher has been instructing students on an individual basis as a tutor in our university Writing Lab. Even as a classroom instructor, I find that I always look forward to the individual conferences that I hold with my students several times during the semester because I believe this kind of one-on-one interaction to be essential to their development as writers.
My work in the composition classroom has provided me with the inspiration as well as a kind of laboratory for my dissertation research. My project, The I Has It: Applications of Recent Models of Subjectivity in Composition Theory, examines the shift since the 1960s from expressive models of writing toward now-dominant postmodern conceptions of decentered subjectivity and self-construction through writing. I argue that these more recent theoretical models, while promising, cannot have the liberating effects that are claimed for them without a concomitant reconception of writing pedagogy and the dynamics of the writing classroom. I relate critical readings of theoretical texts to my own pedagogical experiments as a writing teacher, using narratives of classroom successes and failures as the bases for critical reflection on postmodern composition theory. After developing my dissertation into a book manuscript, I plan to continue my work in current composition theory through a critical examination of the rhetoric of technological advancement in the computer-mediated writing classroom.
My interest in the computer classroom has grown out of recent experience teaching composition in that environment. In these courses my students have used computers for writing and turning in notes and essays, communicating with one another and with me, conducting library catalogue research and web research, and creating websites. I have encouraged my students to think and write critically about their experiences with technology, both in my class and elsewhere, even as we have used technology to facilitate our work in the course. Syllabi and other materials for my writing courses can be viewed at my website: http://machine.prestigious.edu/~name. In all of my writing courses I encourage students to become critical readers, thinkers, and writers; my goal is always not only to promote their intellectual engagement with cultural texts of all kinds but also to help them become more discerning readers of and forceful writers about the world around them.
I have included my curriculum vitae and would be happy to send you additional materials such as a dossier of letters of reference, writing samples, teaching evaluations, and past and proposed course syllabi. I will be available to meet with you for an interview at either the MLA or the CCCC convention, or elsewhere at your convenience. I can be reached at my home phone number before December 19; between then and the start of the MLA convention, you can reach me at (123) 456-7890. I thank you for your consideration and look forward to hearing from you.
Sincerely
First Lastname
http://owl.english.purdue.edu/owl/resource/639/01/
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Documenting Sources: Overview
The Internet and other digital sources of information are widely used tools for research, but since they are still relatively new tools, various disciplines are still deciding what the correct way to document electronic sources is, and disciplines are constantly changing their minds as to what the most appropriate ways are.
To ensure accuracy, it's always best to consult the style manual and/or accompanying website for your discipline first before consulting other sources. We have a complete list of style manuals on our resources for documenting sources in the disciplines page, which also provides links to general information about documenting print sources (and in some cases, electronic sources). Other ways to determine the style you should use are to ask your instructor for guidelines or resources, or to locate the official website for publications in your discipline and see if they have any guidelines or style manuals available.
This resource contains links to sources that will help students, teachers, and anybody doing research on the Internet to cite electronic sources using different styles. We also have links to some of our OWL handouts on citing sources.
http://owl.english.purdue.edu/owl/resource/584/01/
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Writing Engineering Reports
This PowerPoint slide presentation covers major aspects of writing reports in Engineering. Click on the link above in the Media box to download the slides.
The presentation includes information about:
Report purpose and planning
Report format and organization
Headings and language
Visual design
Source documentation
Finishing touches
http://owl.english.purdue.edu/owl/resource/647/01/
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Exercises

Do, Does se usa cuando preguntamos o negamos algo en PRESENTE.

Usted habla ingles? /Do you speak english?
El toca piano? /Does he play the piano?
Yo no veo a mi padre/I do not see my father.
El no entiende espanol/He does not understand spanish.
El perro no muerde/The dog does not bite.
DO se usa para I, You, We, They
DOES se usa para He, She, it
El PASADO de DO es DID
Ella no estudio Ingles/She did not study english
Ellos no bebieron vino/They did not drink wine
Nadaste en la Piscina ayer?/Did you swim in the pool yesterday?


PARA EL FUTURO SE USA WILL(UIL) Y WOULD (WUUD)
Te vere en la escuela/ I will see you at school.
Ella estara en la oficina /She will be in the office
Nosotros seremos Doctores/ We will be doctors
El seria mi cunado/He would be my brother in low.
Ellos cantaran en la iglesia/They would sing at the church.

PODER CAN (KAEN) COULD (CUD):
Yo puedo ver el reloj/I can see the clock
El puede conducir al trabajo/He can drive to work
No puedes ir a la escuela/You can not go to school
Ella podria cocinar en mi casa/She could cook at my house
Nosotros no podriamos hacer eso/ we could not do that


PODRIA O ES POSIBLE QUE: MAY(MEI) MIGHT (MAIGT)
Tu puedes ir al bano/You may go to the bathroom
Ella puede sentarse en la silla/She may sit in the chair
Mi padre no puede tomar leche/My father may not drink milk
Podriamos preguntar al maestro/We might ask the teacher
Yo podria escribir a mi hermano/ I might write to my brother

VOCABULARY:
Both (Bouzd) ambos
Neither (naider) Ni uno ni otro
Any (eni) alguno, ninguno
Other (oder) otros
Nothing (nazding) nada
Something (somzding) algo
Anything (enizding) algo, nada
Either (ider) Uno u otro
Some (Som) Algo, unos
Another (anoder) otro
Nobody (noubary) nadie
Somebody (sombary) alguien
Anybody (enibary) cualquiera

THERE:
Is there any food on the table?/hay algo de comida en la mesa?
Yes, there is./si hay
There is some butter on the table?/hay mantequilla en la mesa?
There isn’t any coffee on the table/no hay café en la mesa
There is no ham on the table/ no hay jamon en la mesa
Is there any soup on the table?/ hay sopa en la mesa?
Yes there is/si hay

SOME: Se usa e respuestas AFIRMATIVAS.
ANY: Se usa en preguntas y respuestas negativas acompanada de NOT.
There isn’t any coffee on the table./ no hay café en la mesa.
There’s some soup on the table/hay sopa en la mesa.
En comidas el verbo es singular IS, al referirse a elementos que no pueden contarsen como unidades, ya que son liquidos o granulados. Pero si se trata de formas como un vaso de agua el verbo cambia a ARE.
There are two cups of coffee on the table/hay dos vasos …
There are some bowls of soup on the table/hay algunos tazones de sopa……
Cuando son cosas que se pueden contar: Usamos IS si es una y ARE si son muchas.
There is a watermelon on the table/hay una sandia…..
There are some pears on the table/ hay unas peras…
There are no apples on the table/no hay manzanas…
There aren’t any potatoes on the table?/no hay papas ?
Yes they are./si hay
There are some oranges on the table/hay naranjas …..
Eggs/orange juice/milk/honey/cakes/tomatoes/meat/beer/cabbages/salt

LIVEMOCHA EXERCISES: http://www.livemocha.com/
Wine RegionsWhat is in a bottle of wine? People usually make wine from varieties of grapes. Merlot and Chardonnay are varieties of grapes. Often, the name of wine...

Highways - Up, Down, Over, UnderA highway is a main road people use to travel between different public places. Highways connect cities, towns, and villages. Sometimes, drivers pay mo...

Need and WantMy wife wants a big family. She has two sisters, eight aunts and uncles, and twenty-seven cousins. My wife wants between four and six children. We hav...


Countries of the WorldI am going to Japan next year. I am going there for my friends wedding. The airport is in Tokyo, but the wedding is in Kobe. We will go by train from ...

Words about animals:
Aardvark cerdo hormiguero/beaver castor/fox zorro/goat cabra/ moose alce/antelope/ whale ballena/ camel camello/
WORDS ABOUT BIRDS:
Oriole aropendula/ blue jay cianocita/ sea gull gaviota/ osprey aguila marina/ owl buho/ quail codorniz/ duck pato/ parakeet periquito/ sparrow gorrion/ falcon halcon/ skimmer rayador/turkey pavo/pigeon paloma/ woodpecker picamaderos
WORDS ABOUT INSECTS:Moth polilla/ lightning bug luciernaga/cricket grillo/ dragon fly caballito de mar/ grasshopper saltamontes/ locust saltamontes/


DIALOG
Sorry and please at the station
Bob: How can I help you?
Mary: I would like to purchase two tickets to London, please.
Bob: When do you want to go?
Mary: Today, please.
Bob: I am sorry, but today is sold out.
Mary: How about tomorrow?
Bob: Yes, we have tickets available for tomorrow

Excuse me and thank you. What time is it?
Sam: Excuse me?
Keiko: Yes?
Sam: Do you know what time it is?
Keiko: Yes, it is 4:30.
Sam: Do you know when the next bus comes?
Keiko: It comes at 4:45.
Sam: Thank you.

Where is the bathroom?
Sam: Excuse me, miss?
Keiko: Yes?
Sam: Where is the nearest bathroom?
Keiko: It is down the hall, there.
Sam: On the right side?
Keiko: No. It is the one farther (adverbio más lejos; farther away más allá, más lejos ) down, on the left.
Sam: Thank you.
Keiko: You are welcome.

How much does it cost (part 2)?
Sam: How may I help you?
Keiko: I would like to purchase 500 grams of chicken, please.
Sam: Sure. Can I get you anything else(adverbio anything else? ¿algo más?; if you've got nothing else to do si no tienes nada más que hacer; no one else nadie más; everyone else is going todos (los demás) van, va todo el mundo; who else was there? ¿quién más estaba allí?; someone else otra persona; something else algo más; let's go somewhere else vamos a otro sitio; or else si no)?
Keiko: Yes, can I also get 200 grams of cheese?
Sam: 500 grams of chicken and 200 grams of cheese.
Keiko: Thank you. How much will it cost?
Sam: It will be about ten dollars.

Lost!
Keiko: Do you have my passport?
Sam: No, why?
Keiko: I think I lost it.
Sam: Did you check in your suitcase?
Keiko: Yes. It is not there.
Sam: Is it in your purse?
Keiko: It is not there, either (1. adjetivo cualquiera de los dos; with negative constructions ninguno de los dos; (both) cada, ambos; he wouldn't accept either of the proposals no quería aceptar ninguna de las dos propuestas)( 2. pronombre cualquiera de los dos; with negative constructions ninguno de los dos)( 3. adverbio tampoco; I won't go either yo tampoco iré).
Sam: I see it. It is on the table, under your books.
Keiko: Thanks!

Introduction
Sam: Hello. My name is Sam.
Keiko: Hi. I am Keiko.
Sam: It is nice to meet you. Welcome to London.
Keiko: Thank you. It is nice to meet you, too.
Sam: Where are you from?
Keiko: I am from Tokyo. Where are you from?
Sam: I am from New York.
How much does it cost (part 1)?
Keiko: Excuse me, sir?
Sam: Yes, how can I help you today?
Keiko: I am shopping for a nice sweater.
Sam: How about this blue one?
Keiko: I like it. How much does this sweater cost?
Sam: It is 80 dollars.
Keiko: Great. Can I try it on?
Sam: Yes, the fitting room is over there.

How much does it cost (part 2)?
Sam: How may I help you?
Keiko: I would like to purchase 500 grams of chicken, please.
Sam: Sure. Can I get you anything else?
Keiko: Yes, can I also get 200 grams of cheese?
Sam: 500 grams of chicken and 200 grams of cheese.
Keiko: Thank you. How much will it cost?
Sam: It will be about ten dollars.

Wine Regions
What is in a bottle of wine? People usually make wine from varieties of grapes. Merlot and Chardonnay are varieties of grapes. Often, the name of wine comes from the variety of grape. But wine can also take its name from the place of production. Chianti and Bordeaux are places of production. The color of red wine comes from the skin of the grapes. White wine does not use the skin of the grapes.
It will be two thirty in ten minutes.
Faltan diez minutos para las dos y media
It will be two thirty in ten minutes.


Highways - Up, Down, Over, Under
A highway is a main road people use to travel between different public places. Highways connect cities, towns, and villages. Sometimes, drivers pay money to use the highway, and sometimes highways are free. Highways can go over water, across bridges, and through(1. preposición (across) a través de; go through the city atraversar la ciudad (during) durante; through the winter/summer durante el invierno/verano; Monday through Friday de lunes a viernes (by means of)a través de, por medio de; arranged through him acordado por él) tunnels. Highways can also go up, down, or under mountains. Some highways have homes or businesses on them(pronombre direct object los masculino plural, las femenino plural; indirect object les; after preposición ellos masculino plural, ellas femenino plural; I know them los/las conozco; I gave them the keys les di las llaves; I sold it to them se lo vendí; he lives with them vive con ellos/ellas; if a person asks for help, you should help them him/her si una persona pide ayuda, hay que ayudarla). Other highways don't have any buildings on them.

Almost (adverbio casi)
Yet (1. adverbio todavía, aún; as yet aún, todavía; have you finished yet? ¿has acabado ya?; he hasn't arrived yet todavía or aún no ha llegado; is he here yet? - not yet ¿ha llegado ya? - todavía or aún no; yetbigger/longer aún más grande/largo; the fastest one yet el más rápido hasta el momento)
It is not seven yet.
Todavía no son las siete.

TELL (1. verbo transitivo (pretérito y participio pasado told) story contar; lie decir, contar; I can't tell the difference no veo la diferencia; tell someone something decir algo a alguien; don't tell Mom no se lo digas a mamá; could you tell me the way to ...? ¿me podría decir por dónde se va a ...?; tell someone to do something decir a alguien que haga algo; you're telling me! coloquial ¡a mí me lo vas a contar! ) WHAT TO DO
HI, ROBERT IS IN
BRIEFING=reunión femenino informativa
WHITE HOUSE PRESS SECRETARY
SITUATION IN LEBANON/ CHINESE EARTHQUAKE RELIEF (alivio masculino; that's a relief qué alivio; in relief in artículo en relieve)EFFORTS
sagaz/sagacious astuto/crafty inteligente/inteligente artista/artist
comerciante /trader

The woman are (woman is/women are) young, intelligent (intelligent) but are so vain. She is not crafty!
The baby craing a lot, becouse (because) do ot (not) have his food. Hi isn't tired.
The boyfrend (boyfriend) are elegant, artist and cientific. (Scientific) I think so. He isn't a trader man.
He study medical assistent, (assistant) he have a brilliant future. The problem is, he isn't a persistent man.
The girl are (girl is) smart, beuty (beauty) and like go to the Playkids. (Play kids) Her parents has (parents have) no time.
The mom like make a god tipical (Typical) food for dady (daddy). She doesn't have to much money for buy all ingredients.You are thin. You are not fat. He is not a woman. He is a man. She is not poor. She is rich. The girl is not old. She is young. The man is not rich. He is poor. You are not short. You are tall.

You are thin. She is rich. She is young.
1)"woman" es singular y "women" es plural, entonces, el correcto es: the woman is young o the women are young. 2)"the baby is craying, because doesn't...He doesn't tired.3)The boyfriend is elegant...He doesn't a trade...4)He studies...he has a brilliante... He doesn't a persisten...5)The girl is smart, beauty...the mam likes...to make a good.

Are there….? Hay….?
Bless you! (sneeze) Salud!(estornudo)
Thank for your help! Muchas gracias por su ayuda!
Can I take one? Puedo tomar uno?
Can I take this with me? Me puedo llevar esto conmigo?
Can you help me? Puede ayudarme?
Can you write that down for me? Puede escribirme eso?
Come in! Adelante!
Is my apartment big enough for a pet? Es mi departamento lo suficientemente grande para una mascot.
I need to take my dog to the vet. Yo necesito llevar a mi perro al veterinario.
I bought cat food. Compre comida para gatos.
What is the pet deposit? Cual es el deposito por los animals domesticos.
My Cat has been spayed. A mi gata le has extraido los ovaries.
I would like to adopt a puppy. Me gustaria adopter un cachorro.
Do you allow pets? Permiten animals domesticos.
I keep tropical fish. Tengo peces tropicales.
I am allergic to cats. Soy alergico a los gatos.
Has this dog had his shots? Han vacunado a este perro?
My dog is a pure-bred. My perro es de pura raza.
My dog is in heat. Mi perro esta en calor.I got my dog from a breeder. Consegui mi perro de un criador.
Others Exercises:
At the airport
Keiko: Passport and boarding pass, please.
Sam: Here is my passport, and my ticket.
Keiko: Where are you headed today?
Sam: I am going to London for a conference.
Keiko: How long will you be staying.
Sam: For five days.
Keiko: Thank you. How many bags are you bringing today, sir?
Sam: I want to check the large suitcase, and I want to carry the smaller one on with me.
Keiko: I will weigh them. Everything is fine. What seat would you like: window or aisle?
Sam: Window, please.
Keiko: No problem. And what do you want for your meal? Chicken or fish?
Sam: I would like fish, please.
Keiko: Good. Your seat is reserved. You can go to gate B 11.
Keiko: Thank you. Goodbye.
School
Sam: How is school?
Keiko: Good. I have a lot of homework.
Sam: What classes are you taking?
Keiko: In the morning, I have math.
Sam: What time?
Keiko: At nine o'clock. Then I have history at eleven.
Sam: When do you eat lunch?
Keiko: I eat lunch from twelve until one o'clock.
Sam: Then what?
Keiko: Then I have science from one until two.
Sam: Is that all?
Keiko: No. I also have literature from two until three.
Sam: What time do you go home?
Keiko: I usually play soccer after school. Then I get home at about 5 o'clock.
Introduction
Sam: Hello. My name is Sam.
Keiko: Hi. I am Keiko.
Sam: It is nice to meet you. Welcome to London.
Keiko: Thank you. It is nice to meet you, too.
Sam: Where are you from?
Keiko: I am from Tokyo. Where are you from?
Sam: I am from New York.

One day a little lost boy was lost in a forest.
The little boy did not had any friends.

One day he found a little girl!
Her mom and dad were lost.
They become friends.
A dove came with his back pack, and it steped on the boys arm.
The dove had a treasue map.
They travoled a lot.
One day found the treasue.
They got verry rich.

U.S CITIZENSHIP AND IMMIGRATION SERVICES
This office is unable to complete the processing of your application without further information. //Esta oficina no puede terminar el proceso de su uso sin la información adicional.
Please read and comply with the request below, then submit the evidence to the above address.//Lea y confórmese con la petición abajo, después someta por favor la evidencia a la dirección antedicha.
Include a copy of this letter and place the attached gold sheet on top of your documents.//Incluya una copia de esta letra y coloque la hoja atada del oro encima de sus documentos.
You must submit the requested information within thirty (30) days from the date of this letter.//Usted debe presentar la información pedida dentro de treinta (30) días a partir de la fecha de esta letra.
Failure to do so may result in the denial of your petition.// La falta de hacer tan puede dar lugar a la negación de su petición.
You failed to submit a photocopy of an identify document with form I-765.// Usted no pudo someter una fotocopia de un documento de la identificación con la forma I-765.
Therefore, please submit a photocopy (front and back)of your las employment authorization document (EAD)./// Someta por lo tanto, por favor una fotocopia (frente y parte posterior) de su documento de la autorización del empleo de los las (EAD).
If no prior EAD has been issued, you must submit a photocopy of a government issued identity document, such as a passport showing your picture, name, and date of birth./// Si no se ha publicado ningun EAD anterior, usted debe someter una fotocopia de un documento publicado gobierno de la identidad, tal como un pasaporte que demuestra su cuadro, nombre, y fecha de nacimiento.
A birth certificate with photo ID.// Una partida de nacimiento con la identificación de foto
A visa issued by a foreign consulate.// Una visa publicó por un consulado extranjero
A driver’s license or ID card issued by a state or outlying possesiion of the United states provides it contains a photograph and information such as name, date birth, sex, height, eye color, and address. /// Una licencia de conductor o la tarjeta de la identificación publicada por un estado o un possesiion periférico de los Estados Unidos los proporciona contiene una fotografía y una información tal como nombre, nacimiento de la fecha, sexo, altura, color del ojo, y dirección.
Or a national ID document with photo and/or fingerprint. The identity document must clearly show your facial features and biographical information./// O un documento nacional de la identificación con la foto y/o la huella digital. El documento de la identidad debe demostrar claramente sus características faciales e información biográfica.

Fecha de hoy: What is today's date? What day of the week is it? What month? What day?
It is not a table. It is a chair.// It is not a chair. It is a table./// It is not a box. It is a bed.// It is not a bed. It is a box…// It is not a lamp. It is a couch./// It is not a pen. It is a book./// It is not a book. It is a pen./// It is not a couch(CAUCH). It is a lamp./// It is not coffee. It is candy./// It is not candy. It is money./// It is not candy. It is coffee.// Is it food? Yes, it is./// Where is she? She is on the car./// Where is she? She is in the car.// Where is it? It is on the table.// Where is it? It is in the wallet(UOALET).// Where are they? They are in the box.// Where is it? It is in the box.// Where is she? She is on the box./// Where is he? He is in the box.// Where is the box? It is on the table.// Where is the lamp? It is on the table.// Where are the women(UIMEN)? They are at the table./// Where is the man(MEAN)? He is at the table.//// Where is the food? It is on the table.// Where are the flowers? They are on the table.// Where are the managers(MEANAYERS)? They are at the table.// Where is the coffee? It is on the table./// Where is the woman(UOMAN)? She is on the couch.// Where is she? She is in the bed.// Where is it? It is on the bed.// Where is she? She is in the chair.// Where is she? She is at the table.// Where is she? She is in the car.// Where are you? I am at the table.// Where are you? I am at the door.// Where are you? I am in the car.// Where are you? I am on the bus.

What is the tallest building that you have been in? What is the heaviest object that you have lifted? What is the biggest vehicle you have ridden in?///
U.S. culture is highly individualistic and extremely low context, two traits that permeates nearly every aspect of American life. In contrast to many of the cultures studied, the basic unit in American culture is the individual, which is followed by the family in a very limited sense. While in the Latin American cultures we studied, the family constitutes an extended family consisting of aunts, uncles, grandparents, and children, the American family is generally thought of as the nuclear family, which consists of parents and their children. In Costa Rica, children, especially daughters, are expected to remain at home until they are married. In Japan, it is a reflection on the mother’s parenting skills how well her child performs on standardized tests.

1. What is in the kitchen sink? Some dishes. 2.What is on the bathroom sink? Some flowers. 3.What is on the table? A computer. 4.
Vocavulary and Pronounce:
1.Garage/(gorach) 2.basement (Beismant) 3.dinning room(daininrum) 4.Rug (Rag) 5.Radio(Reidio) 6. Hallway (joluei) Pasillo. 7. A Bathroom sink and mirror: Un lavamanos y un espejo 8.A kitchen sink: Un lavaplatos 9.Silverware:Plateria o Cubiertos. 10. Washing machines: Lavadoras 11. A Dryer: Una secadora 12.Where is the mirror? It's on the tree. Donde esta el espejo? Esta sobre el arbol. 13. Where is the girl studying? She is studying by the television. Donde estudia la nina? Esta estudiando frente al televisor. 14. Where are the stairs? They are by the livingroom. Donde estan las escaleras? Esta junto a la sala de estar. 15. What is in the kitchen zinc? Some dishes. Que hay en el lavaplatos? Algunos platos.

VOCABULARY(Aproximacion a la pronunciacion):
http://www.eduplace.com/kids/hmr06/ewordgame/index.html?grade=2&theme=1&selection=2
1. Noise(nois): ruido 2.Crumb(cramb): miga 3.Howl(jaoul):verbo intransitivo of dog aullido; of person in pain alarido; with laughter risotada 4. Scrub(scrab): verbo transitivo (pretérito y participio pasado scrubbed) floors fregar; hands frotar 5. Slurped (slurpt): verbo transitivo sorber 6.Imitation (imiteishon):imitación; learn by imitation aprender imitando. 7. Spread (spred): A. sustantivo propagación femenino; coloquial (big meal) comilona femenino coloquial. B. verbo transitivo (pretérito y participio pasado spread) (lay) extender; butter, jelly untar; news, rumor difundir; disease propagar; arms, legs extender. 8. Perfect (perfect): sustantivo gramática pretérito masculino perfecto 9. Convinced (convenct):verbo transitivo convencer: I'm convinced he's lying estoy convencido de que miente
VOCABULARY
curly=crespo chino/bald=calvo/a beard=barba/a coat=un abrigo/a skirt=una falda/a blouse=una blusa/ladder=escalera./stairs=escaleras/hallway=pasillo/rug=alfombra/a dresser and a mirror=un tocador y un espejo/a bookshelf=un librero/a dryer=una secadora/silverware=platería/bucket.=balde./university=universidad/grocery store=tienda de abarrotes/gas station=estación de servicio/factory=fábrica/hospital=hospital/shopping mall=centro comercial/pharmacy=farmacia/library=biblioteca/post office=correo/police station=comisaría/bank=banco/phone booth=cabina telefónica.
PHRASES:
They are studying at the university/Ellos están estudiando en la universidad.
She is shopping at the grocery store/Ella está comprando en la tienda de abarrotes.
She is getting gasoline at the gas station/Ella está cargando gasolina en la estación de servicio.
He is working in the factory/Él está trabajando en la fábrica.
She is studying in the library/Ella está estudiando en la biblioteca.
They are shopping at the mall./Ellos están comprando en el centro.
The blonde woman is getting money at the bank/La mujer rubia está sacando dinero del banco.
Nobody is in the phone booth./No hay nadie en la cabina telefónica.
He works at the post office/Él trabaja en el correo.
He works in a pharmacy/Él trabaja en una farmacia.
They work in a hospital/Ellos trabajan en un hospital.
He works at the police station/Él trabaja en la comisaría.
Where are they? At the university/¿Dónde están ellos? Están en la universidad.
Where are they? At the grocery store/¿Dónde están ellos? Están en la tienda de abarrotes.
Where is she? At the gas station/¿Dónde está ella? Está en la estación de servicio.
Where is he? In the factory/¿Dónde está él? Está en la fábrica.
Where is she? At the library/¿Dónde está ella? Está en la biblioteca.
Where are they? At the shopping mall/¿Dónde están ellos? En el centro comercial.
Where is she? At the bank/¿Dónde está ella? Está en el banco.
Where is he? He is in the phone booth/¿Dónde está él? Está en la cabina telefónica.
He is wearing a blue shirt and a hat/Él está usando una camisa azul y un sombrero.
He is wearing a blue shirt and a white coat/Él está usando una camisa azul y un abrigo blanco.
Two people are wearing white and three people are wearing blue/Dos personas van de blanco y tres personas van de azul.
He is wearing sunglasses/Él está usando anteojos de sol.
I'm a mail man/Soy cartero.
I'm a pharmacist/Soy farmacéutico.
We are doctors/Somos médicos.
I'm a police man/Soy oficial de policía

Exercise #2

Want to hear your friends voice? Talk for hours with friends all over the globe - FREE!

It's as easy as 1-2-3:

	In your chat window, click "Call" and select "Call computer" from the menu.
	Your friend will receive a call invitation.
	Once your friend accepts, simply start talking!
To place a PC-to-PC call, both users must have Windows Live Messenger installed, a compatible microphone, speakers or a handset, and internet access. Broadband internet access recommended for best results.