19 Feb 2020

MIXED FIRST CONDITIONAL SENTENCES



Mixed conditional sentences combine two different conditional patterns. Several patterns can be used:

mixed first conditional sentences

First conditional sentences can use a variety of modal verbs.
If + present simple, can / may / might / will / should + verb (infinitive)
If you give me some money, I can buy some milk.
If I finish my homework, may I go out with my friends?
If you switch the photocopier off and on again, it should work.

First conditional sentences can also use going to, as well as will.
If + present simple, going to + verb (infinitive)
If you don’t get ready soon, we’re going to be late!

The present continuous and going to can also appear in the If clause
If you’re going to the shop, can you buy me some cola?
If you’re going to pay him, make sure you get a receipt.

The present perfect may also appear in the If clause.
If you’ve finished your work, you can go home.
mixed third / second conditional

This combination describes an imagined event in the past and the present result.
If + past perfect, would + verb (infinitive)
If he'd taken the medicine, he wouldn't still be sick.
He wouldn’t still be sick if he’d taken the medicine.
mixed second / third conditional

This combination describes a situation which is never true, and the past consequence of this situation.
If + past simple, would have + verb (infinitive)
If you were better at speaking in public, the presentation would have been more successful.
The presentation would have been more successful if you were better at speaking in public.

10 Feb 2020

LA ALCALDESA DE CEHEGÍN SE REUNE CON EL EQUIPO DIRECTIVO DE LA ESCUELA OFICIAL DE IDIOMAS



La alcaldesa de Cehegín, Alicia Del Amor y la Concejala de Educación, Mónica Sánchez, se han reunido con el Equipo Directivo de la Escuela Oficial de Idiomas, que tiene su sede en Caravaca de la Cruz, al frente del cual está su Director, Bartolomé Urrea Alfaro.

La reunión comenzó con la visualización de un álbum de fotos sobre dicho Centro Educativo y las instalaciones modernas con las que cuenta (el edificio fue inaugurado en marzo de 2011 -si bien la trayectoria educativa de dicha institución educativa se remonta a septiembre de 1992-) y una breve exposición sobre el papel que dicha institución educativa desempeña a nivel comarcal, ya que es el único centro público de enseñanza especializado en la enseñanza de idiomas (en la actualidad, inglés y francés) en la comarca del Noroeste murciano.

El Equipo Directivo informó sobre las dificultades actuales a las que tiene que hacer frente de cara a mantener los idiomas y grupos existentes y se realizó un análisis de las mismas. Algunas generadas por la propia normativa educativa (plan de estudios), otras por asuntos técnicos (proceso de matriculación) y, por último -pero no por ello menos importante- por cuestiones económicas (ajuste en el gasto público). Todo lo cual ha provocado un descenso significativo en el número de matriculaciones. 

El objetivo de esta reunión era, por una parte, informar a las dos representantes municipales anteriormente mencionadas sobre esta problemática, y, por otra parte, establecer un canal de comunicación permanente que permita la difusión y promoción de la oferta educativa de dicho Centro Educativo, de tal forma que la misma no sea desconocida por la ciudadanía de Cehegín. 

La población de la Comarca del Noroeste puede encontrar en la Escuela Oficial de Idiomas varias razones de peso a la hora de formarse en idiomas extranjeros: enseñanza de calidad, oferta educativa relativamente amplia -a fecha de hoy-, precio muy atractivo y cercanía geográfica.

Si este servicio público se viese mermado, ello repercutirá directamente en la población -no sólo de Cehegín sino de toda esta comarca- al no poder contar los usuarios con un recurso accesible y de calidad a la hora de formarse en idiomas. Es, por ello, que tanto el Ayuntamiento de Cehegín como el Equipo Directivo de dicha Escuela de Idiomas mostraron su interés y se comprometieron a informar -y mantener informada-, a la población sobre este asunto a través de los soportes de información disponibles. 

5 Feb 2020

PORQUÉ ES IMPORTANTE APRENDER, AL MENOS, UN SEGUNDO IDIOMA


Siempre que hablamos de aprender idiomas nos referimos al gusto por viajar y comunicarse en una salida al extranjero o a la necesidad de disponer de una certificación para solicitar un trabajo o participar en una oposición. Sin embargo, la realidad es que aprender una segunda lengua no solo supone adquirir conocimientos nuevos, es decir, no solo implica a nuestro yo intelectual.

El aprendizaje de otra/s lengua/s nos ayuda a conformar nuestra personalidad, contribuye a nuestro crecimiento como personas y va a conformar quiénes somos. Aprender una lengua extranjera es un proceso transformador; con el paso del tiempo, el alumno no va a ser la misma persona, sino que  podrá percibir el mundo a través de otra lengua. Este proceso es un instrumento de desarrollo y enriquecimiento interior; es otra forma de ver el mundo que enriquece. 

Paralelamente al aprendizaje formal de la lengua, la persona va creciendo en su identidad (emociones, sentimientos, valores,...); no es que tenga dos caras, sino que supone expandir nuestra persona, nuestra identidad, en otros ámbitos distintos a los que tendría si conociera solo una lengua. Este fenómeno se constata en los alumnos que dicen "yo soy mejor persona cuando hablo inglés". ¿Porqué? porque el alumno es capaz de mantener la distancia con la lengua extranjera y esto es muy valioso ya que nos da la oportunidad de hacer cosas que nos cuesta mucho hacer en nuestra lengua nativa, por ejemplo, pedir disculpas.

Aprender un idioma es un proceso de dentro a afuera; no es el profesor el que transmite sin más, sino que lo que los alumnos ya poseían les hace reposicionarse ante la realidad que los rodea. El crecimiento es constante a través de las tareas y actividades que se realizan en el idioma de estudio y la comunidad de aprendizaje juega igualmente un papel muy importante en este proceso ("la clase donde uno cae o le toca"). Pensemos en una comunidad motivada, participativa y generosa con sus compañeros frente a otra que sea individualista y pasiva.

Un valor importantísimo en el aprendizaje de lenguas extranjeras es la autoconfianza. Si el alumno la tiene, refuerza su identidad y aprende más rápido el idioma. Si no la tiene, se debilita y esto le genera ansiedad. Otro factor es el ego. Hay egos impermeables, sienten que tienen tal fuerza que evitan el cambio y egos permeables abiertos al cambio y a la evolución, que son capaces de adaptarse a distintos contextos. Un parámetro observable para saber si el ego de alguien es permeable es que ante una lengua desconocida es capaz de imitar sus sonidos perfectamente. Lo contrario ocurre cuando una persona solo entiende la lengua extranjera a través de los patrones de la lengua propia. Por ejemplo el alumno que insiste una y otra vez en porqué se dice I like si en español es que a mí me gusta.

Por último, debemos desechar la idea de querer llegar a ser como un hablante nativo ya que es una idea "maligna" que lo único que hace es acarrearnos mucha frustración junto con pensar que hay gente buena y gente mala para aprender idiomas, lo que es una creencia tóxica.

14 Jan 2020

REVISION OF THE VERB "MIND"



The verb MIND is followed by :

* a noun :       ex : I don't mind chocolate from time to time.


* -ing form :    ex : Would you mind my (me) singing ?


* a clause :     ex : I don't mind if you don't talk to me ! = it doesn't matter ...


2) mind is most often used in the interrogative and negative forms :

ex : She doesn't mind staying up late.

ex : Do you mind my smoking ? ( me smoking = less formal ) = smoking and ready to put out his cigarette = Do you dislike the fact I'm smoking ?

ex: Do you mind if I smoke ? The person will light a cigarette if permission is given.


3) mind is also used in the imperative + a clause (often a negative one) : = Be careful ! (This expression is used in the UK.)

ex : Mind you don't fall ! ; Mind you don't bang your head ! Mind the step !

ex : Mind your own business !


4)  mind is also used to express polite requests :

ex : Would you mind switching on the light for me, please?


5) An expression : Mind you ... is used to add something to what you have just said, especially to make it less strong. = It's mostly spoken English and quite informal.

ex : The meal was expensive ... Mind you, it was delicious !



 Don't confuse:  'I dont mind ...' and 'I don't care...' (= I'm not interested !)


12 Dec 2019

EXPRESSING NEGATION



There are seeral ways to express negation:

Negative forms of the verb 

In most cases a negative meaning is given to a verb by adding the negative particle NOT. In some cases, not is replaced by never.

Negative structures

"Not" normally follows the principal auxiliary or modal verb in a verbal structure. In the few cases where there is no auxiuliary or modal (present simple or past simple affirmative tenses), it follows do or did. The choice between not and n't is a matter of style. Not is generally preferred in written English, n't in spoken English

Examples: 

He lives in London / He does not live in London
I can see you / I cannot see you / I can't see you
I like those photos / I don't like any of those photos
The man lost all his money / The man did not lose all his money
I should eat (some) more chocolate / I shouldn't eat (any) more chocolate.
You ought to have gone home / You ought not to have gone home.
I may be able to finish in time / I may not be able to finish in time.

"Never" is used in the same way as not, except when the verb is in the simple present or simple past tense. With never, there is no need to add a missing auxiliary using a form of do.

Examples: 

He plays tennis / He never plays tennis. (but not He does never play)
I saw the Queen yesterday / I never saw the Queen yesterday.
I've been to London . / I' ve never been to London.
You should eat a lot of chocolate / You should never eat a lot of chocolate.
You ought to have done that / You ought never to have done that.
I may be able to finish this. / I may never be able to finish this.

Not many and not much

The particle not can also be added to much or many, to form the small-quantity quantifiers not much or not many. 

Examples: 

Not many people came to the concert last night.
It's still pretty poor, and not much better than it used to be

Negation using a noun or pronoun 

Less frequently, a negative meaning may be implied by attaching a negative particle to a noun group, either the subject or the direct object of a sentence. In this case, the negative particle that is used is no. No is sometimes combined with -one, -thing, -where, etc. to make negative indefinite pronouns, noone, nobody, nothing, nowhere, etc.

Examples: 

Trees grow on the moon / No trees grow on the moon.
I can see someone / I cannot see anyone / I can see noone.
The man lost time / The man lost no time 
I should eat more chocolate / I should eat no more chocolate.
There's something in that box / There's nothing in that box.
The riders were able to finish the race/ No riders were able to finish the race.

"None of" is used in the same way as no, except that it is followed by a definite article or another determiner

Examples: 

The riders were able to finish the race/ None of the riders were able to finish the race.
Your shoes are clean / None of your shoes are clean.
I like those photos / I like none of those photos.
Did you eat some chocolates? / Did you eat none of the chocolates ?

Negation using an adverb phrase

 It is also possible to add a negative meaning to a sentence, by including an adverb phrase with a negative meaning. The most common group of negative adverbial phrases are formed using the word without, or a preposition followed by no.

Examples: 

You can have some whiskey / You can do without whisky.
He's walking with a stick / He's walking without a stick 
He did it for a good reason / He did it for no reason at all. 
I want you to do it with me / I want you to do it without me.

Neither and nor 

"Neither" and "nor" are used to link a pair of negative statements. Nor can be used by itself to introduce the second of a pair of negative statements, even if a normal "not" structure is used in the first one. Neither and nor can be attached to verbs, or to nouns (subjects or objects), or even to prepositional phrases. When nor introduces a second main clause, the subject and the auxiliary or modal are inverted. 

Examples: 

He neither looks like a gentleman, nor talks like a gentleman
I can neither see it nor hear it.
I didn't agree with what he said. Nor did I believe him.
I haven't eaten for three days; nor have I slept.
They can't find the problem; nor can they explain why it happened.
I like neither your appearance nor your attitude.
Neither the President nor the Prime minister was (were) present.
I could convince him neither with my arguments nor with my warnings.
You should wash this in water, but neither with soap nor with detergent.

Negation using negative adjectives 

An affirmative statement can be turned into a negative statement by adding a negative prefix or suffix to an appropriate adjective.

Examples: 

This is possible > This is impossible.
You are being very cooperative > You are being very uncooperative.
The border guards were friendly > The border guards were unfriendly.
I'm very pleased with my results > I'm very displeased with my results.
He's being very sensible > He's being very senseless.

Tag questions 

Negative tags attached to the end of affirmative statements have the structure and appearance of negative questions, but they do not really express a negative value, and they are not really questions ; they are essentially an expression of minor doubt, or a means of requesting confirmation of a statement or an opinion. 

Examples: 

You're coming, aren't you ?
This is the right road, isn't it ?
We'll get to the airport on time, won't we.
You managed to get everything on the shopping list, haven't you ?
We must give them a nice present, mustn't we ?
We'll be able to get our money back if it breaks, won't we ?