Lee el texto que trata sobre las reglas de acentuación y responde verdadero o falso. Debes justificar las falsas.
a- Todas las palabras tienen una sílaba acentuada (sílaba tónica).
b- La sílaba acentuada es la que suena más fuerte.
c- Las palabras en inglés pueden acentuarse en una sola sílaba.
d- Existen casos donde aparece más de un acento principal.
e-La acentuación suele aparecer fuera de la raíz.
f- Las palabras con cuatro sílabas, por lo general, se acentúan en la segunda sílaba.
jueves, 17 de octubre de 2013
EJEMPLOS
| It is very important to know if a syllable is stressed (or not) |
| For example | |||
| words | pronunciation | Syllables | Stressed syllable |
| PHO TO GRAPH |  | 3 | 1st |
| PHO TO GRAPH ER | | 4 | 2nd |
| PHO TO GRAPH IC | | 4 | 3rd |
| PHO TO GRAPH I CALLY | | 5 | 3rd |
| In your dictionary, there are special symbols. A ˈ shows where the stress is | |
| PHO TO GRAPH | / ˈfəʊ tə grɑ:f / |
| PHO TO GRAPH ER | / fə ˈtɒ grəf əɼ / |
| PHO TO GRAPH IC | / fəʊ tə ˈgræf ɪk / |
| PHO TO GRAPH I CALLY | / fəʊ.tə ˈgræf.ɪ.kli / |
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-76222.php
TEN ENGLISH ACCENT RULES
The Ten English Accent Rules are important to understand and apply to be able to correctly pronounce and spell English words.
Accent Rule #1: Each word with two or more syllables has one syllable whose vowel is accented. For example, for-gét. Accents are very important to spelling rules. Accented means that the sound of that vowel is stressed, or louder, than those in other syllables.
Accent Rule #2: A long word may have more than one accent. The vowel that is stressed more or most is called the primary accent. The primary accent is key to many of the spelling rules. A second accented vowel is called the secondary accent. For example, cón-ver-sá-tion.Very long words can have even more stressed vowel sounds, but only one primary accent.
Accent Rule #3: The primary accent is usually on the root before a double consonant. For example, for-gét-ting.
Accent Rule #4: Unaccented vowel sounds frequently have the soft /uh/ schwa sound, especially when there is only one letter in the syllable. All vowels can have the schwa sound. For example, the a in a-boút.
Accent Rule #5: The primary accent is usually on the first syllable in two-syllable words. For example, páy-ment.
Accent Rule #6: The primary accent is usually on the second syllable of two-syllable words that have a prefix in the first syllable and a root in the second syllable. For example, dis-tráct.
Accent Rule #7: For two-syllable words that act as both nouns and verbs, the primary accent is usually on the prefix (first syllable) of the noun and on the root (second syllable) of the verb. For example, pró-duce as a noun; pro-dúce as a verb.
Accent Rule #8: The primary accent is usually on the first syllable in three-syllable words, if that syllable is a root. For example, chár-ac-ter.
Accent Rule #9: The primary accent is usually on the second syllable in three-syllable words that are formed by a prefix-root-suffix. For example, in-vést-ment.
Accent Rule #10: The primary accent is usually on the second syllable in four-syllable words. For example, in-tél-li-gent.
What is an acrostic poem?
An acrostic poem is a type of poetry where the first, last or other letters in a line spell out a particular word or phrase.
The most common and simple form of an acrostic poem is where the first letters of each line spell out the word or phrase.
The most common and simple form of an acrostic poem is where the first letters of each line spell out the word or phrase.
Example – An acrostic poem using the beginning of lines
A less common and slightly more difficult type of an acrostic poem is where the last letter of each line spells out the word or phrase.
Example - An acrostic poem using the end of lines
Finally, the more difficult type is where letters in the middle of the acrostic spell out the word or phrase.
Example - An acrostic poem using the middle of the lines
Para crear tu propio acróstico, haz click en el siguiente enlace:
Literature: The Language Art
Literature is written art--art in which a writing device is used to put words on paper. Here are some basic kinds of literature:
Most forms of literature tell, in some way or another, stories. Stories can be true or made up, stories are in songs and in plays, they may be found in simple poems and in complex speeches, and they exist in novels and short fiction.
Perhaps the easiest way to understand how both content and style form a beautiful, moving story is to look at the basic plan or structure of storytelling.
That structure often may be summarized as follows:
"Character" is the characterization or development of the people in a story. Character means that the reader gets to see characters talking, thinking, feeling, and acting. They experience difficult times and pleasant times. Their talking and acting demonstrates their hopes, dreams, inner and outer selves, needs, and pasts.
"Description" means well described settings, sensory details about the characters and their actions, and, often, good simile, metaphor, and other use of symbols to help us see what people and things in the story symbolize or stand for.
Let's look at each of these three elements of stories in turn.
Plot--The Plan of the Story
"Plot" is the basic structure, skeleton, or direction of a story. It is who did what to whom, when, and why.
-
The difference between just an event and a plot is that an event is, simply, a description of something that has happened. But a plot is a description of how a person goes through change.
This change, this pattern, has been described in a number of ways. Here are some:
The "rising action" is the events leading to reaching the goal (or forever failing to reach the goal). The "falling action" is the end of the story--what happens after the denouement, as a result of it. Stories usually are composed mostly of rising action.
Observa la siguiente historieta y señala los distintos momentos narrativos a los que alude el texto anterior.
What is the purpose of literature?
Literature sets the example both in content and in style for the finest communication that can come through voice, paper, or visual play.
Study the literature of a race or people, and you have studied the marks they have tracked through time. It is impossible to know most races or people in history without reference to their literature.
Another purpose of literature is entertainment. This is easily forgotten in the rush to consider the intellectual, ethical, and social importance of various literary works.
However, part of the definition of "great literature" is that it has been able for many years to entertain people very well indeed. Such entertainment might cause horror and sadness as well as--or instead of--laughter and excitement. Whatever the emotion, great literature gives pleasure.
Another purpose of literature is self-expression. And reading great literature offers readers the tools for such self-expression: one learns the elements of literature, and then he or she can practice them.
A final important purpose of literature is that it helps people discover themselves. It gives readers insight into their feelings, thoughts, pasts, futures, and ultimate values. In a sense literature is perhaps the oldest and most common form of psychology, one available to readers of all abilities and interests. And if literature is like having a psychologist on the shelf, ready to take down and read whenever one wishes, great literature is like a great psychologist, giving important insights to readers that were previously unavailable to them.
Después de leer este texto, observa la secuencia de imágenes:
fiction
stage play
poetry/song
literary essay
creative nonfiction
screenplay
comic strip script
video script
comic book script
stage play
poetry/song
literary essay
creative nonfiction
screenplay
comic strip script
video script
comic book script
Though all forms of literature are written, some of them are meant for performance as are plays and video scripts, and some are mixed with visual forms to become comic books, cards, or posters. Some forms of writing are, primarily, a stage art or visual art. Stage plays are the obvious example. However, such works also are very highly respected as written literature, too: art that can be both visual and literary.
In addition, some literature is meant to be read out loud. Poetry and plays are examples. Poetry and plays often come fully alive only when read out loud, even if this means people must read them out loud when alone. In short, to fully appreciate poetry and plays, people should perform them.
What Is A "Story"?Most forms of literature tell, in some way or another, stories. Stories can be true or made up, stories are in songs and in plays, they may be found in simple poems and in complex speeches, and they exist in novels and short fiction.
Perhaps the easiest way to understand how both content and style form a beautiful, moving story is to look at the basic plan or structure of storytelling.
That structure often may be summarized as follows:
plot--events with a purpose
character--people talking and acting
description--surroundings and symbols
"Plot" is the basic plan of a story. It is the person, problem, and solution-- the hero/heroine, obstacles, and outcome. It is the "Once upon a time X had a problem with Y" sentence often found in some form or way in the first page of a story. It is also the series of events that the good characters go through--or take upon themselves--to try to get to a happy ending."Character" is the characterization or development of the people in a story. Character means that the reader gets to see characters talking, thinking, feeling, and acting. They experience difficult times and pleasant times. Their talking and acting demonstrates their hopes, dreams, inner and outer selves, needs, and pasts.
"Description" means well described settings, sensory details about the characters and their actions, and, often, good simile, metaphor, and other use of symbols to help us see what people and things in the story symbolize or stand for.
Let's look at each of these three elements of stories in turn.
Plot--The Plan of the Story
"Plot" is the basic structure, skeleton, or direction of a story. It is who did what to whom, when, and why.
-
The difference between just an event and a plot is that an event is, simply, a description of something that has happened. But a plot is a description of how a person goes through change.
This change, this pattern, has been described in a number of ways. Here are some:
| person hero/heroine(s) good person(s) main character | problem villain(s) bad person(s) the obstacles | solution goal resolution end |
Someone or some group of people that are basically good have to be at the center of the story, they must have problems of some kind, and they must try to reach a goal or end to their problems, or create a successful change. They don't always win--some of the best tragedies show people losing--but they must try with all their heart.
It may help to imagine the plot of a story as a character battling to climb over a mountain of trouble in his or her way:
Observa la siguiente historieta y señala los distintos momentos narrativos a los que alude el texto anterior.
What is the purpose of literature?
Literature sets the example both in content and in style for the finest communication that can come through voice, paper, or visual play.
Study the literature of a race or people, and you have studied the marks they have tracked through time. It is impossible to know most races or people in history without reference to their literature.
Another purpose of literature is entertainment. This is easily forgotten in the rush to consider the intellectual, ethical, and social importance of various literary works.
However, part of the definition of "great literature" is that it has been able for many years to entertain people very well indeed. Such entertainment might cause horror and sadness as well as--or instead of--laughter and excitement. Whatever the emotion, great literature gives pleasure.
Another purpose of literature is self-expression. And reading great literature offers readers the tools for such self-expression: one learns the elements of literature, and then he or she can practice them.
A final important purpose of literature is that it helps people discover themselves. It gives readers insight into their feelings, thoughts, pasts, futures, and ultimate values. In a sense literature is perhaps the oldest and most common form of psychology, one available to readers of all abilities and interests. And if literature is like having a psychologist on the shelf, ready to take down and read whenever one wishes, great literature is like a great psychologist, giving important insights to readers that were previously unavailable to them.
Después de leer este texto, observa la secuencia de imágenes:
¿Te animas a realizar una caricatura que exprese tu propia reflexión sobre la importancia de lo literario?
Aquí va otro ejemplo ...
Aquí va otro ejemplo ...
¡¡¡JUGANDO, TAMBIÉN SE APRENDE!!!
Al hacer click en el enlace, podrás jugar a componer una imagen que se relaciona con un aspecto importante del quehacer literario.
http://www.jigsawplanet.com/?rc=play&pid=13869c409be1
Cuando termines, reflexiona sobre el texto que aparece escrito y qué vinculación tiene con la literatura.
http://www.jigsawplanet.com/?rc=play&pid=13869c409be1
Cuando termines, reflexiona sobre el texto que aparece escrito y qué vinculación tiene con la literatura.
sábado, 12 de octubre de 2013
“La educación vive un momento disruptivo, de cambio de época, con nuevos roles y modos de aprendizaje, donde el ‘conectivismo’ convierte a los alumnos en protagonistas del proceso”, dijo a IPS el investigador y profesor Juan Domingo Farnós, un evangelizador de la web 2.0.
El conectivismo es un modelo de aprendizaje que reconoce en el aprendizaje ya no una actividad interna, individualista. La educación ha tardado en reconocer el impacto de las nuevas herramientas de aprendizaje en red y los cambios ambientales en lo que significa aprender.
El siguiente video es el resultado de un curso de Conectivismo ofrecido por George Siemens y Stephen Downes en 2008. Es un proyecto real realizado por los estudiantes de la escuela secundaria de Wendy Drexler.
GLOSARIO II
AUSUBEL: Psicólgo y pedagogo estadounidense (Nueva York, 1918-2008), una de las personalidades más importantes del constructivismo.
COGNITIVE MAP - mapa conceptual
MEANINGFUL LEARNING - aprendizaje significativo
ROTE LEARNING - aprendizaje memorístico
COGNITIVE STRUCTURE - estructura congnitiva
SCAFFOLDING - andamiaje
APPROACH - enfoque, aproximación
COMMUNITY - comunidad
BRAINSTORMING - lluvia de ideas
METACOGNITION - metacognición
DEVELOPMENT - desarrollo
REWARDING - provechoso
KNOW - saber, conocer
LEARNED - lo aprendido
READING - lectura
LEARNING - aprendizaje
ENJOYMENT - entretenimiento
EVALUATING - evaluar
ASSESSMENT - valoración
TIMELINESS - línea de tiempo
ADVERTISEMENT - publicidad, comercial
BROCHURE - folleto, catálogo
NEWSPAPER ARTICLE - artículo periodístico
MAGAZINE ARTICLE - artículo de revista
FILM REVIEW - reseña de película
POSTER - poster
MESSAGE - mensaje
CIRCLE - encerrar
UNDERLINE - subrayar
HIGHLIGHT - iluminar
DATES - datos
INFERRING - inferir, deducir
COGNITIVE MAP - mapa conceptual
MEANINGFUL LEARNING - aprendizaje significativo
ROTE LEARNING - aprendizaje memorístico
COGNITIVE STRUCTURE - estructura congnitiva
SCAFFOLDING - andamiaje
APPROACH - enfoque, aproximación
COMMUNITY - comunidad
BRAINSTORMING - lluvia de ideas
METACOGNITION - metacognición
DEVELOPMENT - desarrollo
REWARDING - provechoso
KNOW - saber, conocer
LEARNED - lo aprendido
READING - lectura
LEARNING - aprendizaje
ENJOYMENT - entretenimiento
EVALUATING - evaluar
ASSESSMENT - valoración
TIMELINESS - línea de tiempo
ADVERTISEMENT - publicidad, comercial
BROCHURE - folleto, catálogo
NEWSPAPER ARTICLE - artículo periodístico
MAGAZINE ARTICLE - artículo de revista
FILM REVIEW - reseña de película
POSTER - poster
MESSAGE - mensaje
CIRCLE - encerrar
UNDERLINE - subrayar
HIGHLIGHT - iluminar
DATES - datos
INFERRING - inferir, deducir
CONNECTIVISM
What is connectivism?
Connectivism is a learning theory for the digital age. Learning has
changed over the last several decades. The theories of behaviourism,
cognitivism, and constructivism provide an effect view of learning in many
environments. They fall short, however, when learning moves into informal,
networked, technology-enabled arena. Some principles of connectivism:
§ The integration of cognition and emotions in meaning-making is
important. Thinking and emotions influence each other. A theory of learning
that only considers one dimension excludes a large part of how learning
happens.
§ Learning has an end goal - namely the increased ability to "do
something". This increased competence might be in a practical sense (i.e.
developing the ability to use a new software tool or learning how to skate) or
in the ability to function more effectively in a knowledge era (self-awareness,
personal information management, etc.). The "whole of learning" is
not only gaining skill and understanding - actuation is a needed element.
Principles of motivation and rapid decision making often determine whether or
not a learner will actuate known principles.
§ Learning is a process of connecting specialized nodes or information
sources. A learner can exponentially improve their own learning by plugging
into an existing network.
§ Learning may reside in non-human appliances. Learning (in the sense
that something is known, but not necessarily actuated) can rest in a community,
a network, or a database.
The capacity to know more is more critical that what is currently
known. Knowing where to find information is more important than knowing
information.
§ Nurturing and maintaining connections is needed to facilitate
learning. Connection making provides far greater returns on effort than simply
seeking to understand a single concept. Learning and knowledge rest in diversity of opinions.
Learning happens in many different ways. Courses, email,
communities, conversations, web search, email lists, reading blogs, etc.
Courses are not the primary conduit for learning.
Different approaches and personal skills are needed to learn
effectively in today's society. For example, the ability to see connections
between fields, ideas, and concepts is a core skill.
Organizational and personal learning are integrated tasks. Personal
knowledge is comprised of a network, which feeds into organizations and
institutions, which in turn feed back into the network and continue to provide
learning for the individual. Connectivism attempts to provide an understanding
of how both learners and organizations learn.
Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning. Decision-making is itself a learning process. Choosing what to learn
and the meaning of incoming information is seen through the lens of shifting
reality. While there is a right answer now, it may be wrong tomorrow due to
alterations in the information climate impacting the decision.
Learning is a knowledge creation process...not only knowledge
consumption. Learning tools and design methodologies should seek to capitalize
on this trait of learning.
Tomado de: http://www.connectivism.ca/about.html
READ THE TEXT AND FIND:
A. Three learning theories: behaviourism, cognitivism, and constructivism
B. A synonym with enhance: improve
C. Three words related to information society: software, email, blogs.
D. The opposite of destruction: creation
3. MATCH THE VERBS WITH THEIR MEANINGS:
RESOLUCIÓN:
a. Improve ___ to make better.
b. Connect ___ to link; to join together; to associate or consider as related.o
c. Reside ___ to exist; to be inherently present.
d. Find ___ to comprehend the nature and significance of.
e. Understand ___ to come upon or discover by searching or making an effort.
AFTER READING
4. REALIZA EL SIGUIENTE CUESTIONARIO SOBRE CONECTIVISMO
Una teoría de aprendizaje que sólo considera una de estas dimensiones,
no explica eficazmente la forma en que se produce el aprendizaje.
- El conocimiento personal surge de la interacción del individuo con la red, que a su
vez se retroalimenta con el aporte de todos los individuos.
5. EXPRESS YOUR OPINION ON THESE PRINCIPLES
a) ¿Cómo define el texto al
Conectivismo?
- El Conectivismo es una teoría del aprendizaje para la era digital.
- El Conectivismo es una teoría del aprendizaje para la era digital.
b) ¿En qué se diferencia con
otras teorías del aprendizaje?
- Respondemos esta pregunta con el siguiente cuadro
- Respondemos esta pregunta con el siguiente cuadro
Cuadro comparativo consultado en :
c) ¿Cómo influyen las emociones
a la hora de la toma de decisiones?
- La actividad intelectual y las emociones se influyen mutuamente. Una teoría de aprendizaje que sólo considera una de estas dimensiones,
no explica eficazmente la forma en que se produce el aprendizaje.
d) ¿Cómo puede un alumno
mejorar su propio aprendizaje?
- La actuación dentro de esta teoría es un elemento esencial, principalmente para promover la motivación y la rápida toma de decisiones. El alumno deberá conectar experiencias y conocimientos anteriores a los que le puede brindar la red.
f) ¿De dónde surge el
aprendizaje?
e) ¿Qué papel juegan las redes
con esta teoría?
- Son el instrumento fundamental para la obtención del conocimiento, el acceso a la información y la polemización de los saberes dada la diversidad de opiniones.- El conocimiento personal surge de la interacción del individuo con la red, que a su
vez se retroalimenta con el aporte de todos los individuos.
5. EXPRESS YOUR OPINION ON THESE PRINCIPLES
a. 1) “The integration of cognition and emotions in meaning-making is important”
b. 2) “Knowing where to find information is more important than knowing information”
c. 3) “Organizational and personal learning are integrated tasks”
d. 4) “Decision-making is itself a learning process”
RESPUESTAS:
1) Consideramos que la integración de lo cognitivo y lo emocional es importante en esta teoría ya que el aprendizaje se construye en base a lo vivido y es por esto que juega un papel importante la experiencia del alumno. En esta teoría de aprendizaje se considera que el conocimiento es interno y está muy relacionado con la toma de decisiones. Es por esto que se basa en cómo aprenden las distintas personas y qué papel juegan las tecnologías en su aprendizaje. No se centra tanto a lo social sino en lo individual y particular de cada persona.
2) El conectivismo es una teoría alternativa a las teorías de aprendizaje instruccionales donde la inclusión de la tecnología y la identificación de conexiones como actividades de aprendizaje, empieza a mover a las teorías de aprendizaje hacia la edad digital. Esta teoría defiende el aprendizaje como conocimiento aplicable, que puede residir fuera de nosotros (al interior de una organización o una base de datos), y está enfocado en conectar conjuntos de información especializada, y las conexiones que nos permiten aprender más tienen mayor importancia que nuestro estado actual de conocimiento. Actualmente, el aprendizaje ha dejado de ser una actividad interna e individual. El ente (organización o individuo) necesitan de un aprendizaje continuo, para lo cual deben mantener "las conexiones", conocidas como nodos (áreas, ideas, comunidades) interconectados, para mantener un flujo de información abierto. Ello implica no valorar únicamente el qué aprender y el cómo, sino también el dónde. El alumno debe aprender a evaluar y validar la información para asegurar su pertinencia y credibilidad.
3)Vivimos en la llamada era del conocimiento o de la informática, el mundo ha evolucionado más rápidamente que nuestra capacidad de adaptación, que no solamente significa ponerse al día sino prepararse para adelantar los cambios, creando conocimiento y para ello se requiere una revolución mental: aprender a aprender.
Leer más: http://www.monografias.com/trabajos19/aprendizaje-organizacional/aprendizaje-organizacional.shtml#ixzz2i1i9vEAI
RESPUESTAS:
1) Consideramos que la integración de lo cognitivo y lo emocional es importante en esta teoría ya que el aprendizaje se construye en base a lo vivido y es por esto que juega un papel importante la experiencia del alumno. En esta teoría de aprendizaje se considera que el conocimiento es interno y está muy relacionado con la toma de decisiones. Es por esto que se basa en cómo aprenden las distintas personas y qué papel juegan las tecnologías en su aprendizaje. No se centra tanto a lo social sino en lo individual y particular de cada persona.
2) El conectivismo es una teoría alternativa a las teorías de aprendizaje instruccionales donde la inclusión de la tecnología y la identificación de conexiones como actividades de aprendizaje, empieza a mover a las teorías de aprendizaje hacia la edad digital. Esta teoría defiende el aprendizaje como conocimiento aplicable, que puede residir fuera de nosotros (al interior de una organización o una base de datos), y está enfocado en conectar conjuntos de información especializada, y las conexiones que nos permiten aprender más tienen mayor importancia que nuestro estado actual de conocimiento. Actualmente, el aprendizaje ha dejado de ser una actividad interna e individual. El ente (organización o individuo) necesitan de un aprendizaje continuo, para lo cual deben mantener "las conexiones", conocidas como nodos (áreas, ideas, comunidades) interconectados, para mantener un flujo de información abierto. Ello implica no valorar únicamente el qué aprender y el cómo, sino también el dónde. El alumno debe aprender a evaluar y validar la información para asegurar su pertinencia y credibilidad.
3)Vivimos en la llamada era del conocimiento o de la informática, el mundo ha evolucionado más rápidamente que nuestra capacidad de adaptación, que no solamente significa ponerse al día sino prepararse para adelantar los cambios, creando conocimiento y para ello se requiere una revolución mental: aprender a aprender.
- Velocidad en que se produce conocimiento nuevo.
- Globalización.
- Desarrollo de la tecnología.
- Nuevos de productos y servicios
- Construcción de nuevos paradigmas.
La información, la calidad de la información y la capacidad de procesarla son factores clave para el éxito o el fracaso personal y organizacional, es por ello que sin el uso de los conocimientos, la inteligencia y el aprendizaje y resulta importante no confundir conocimiento con aprendizaje o inteligencia con instrucción académica.
Leer más: http://www.monografias.com/trabajos19/aprendizaje-organizacional/aprendizaje-organizacional.shtml#ixzz2i1i9vEAI
4) La toma de decisiones es un proceso de aprendizaje
en sí misma ya que debemos elegir
qué información tomar, qué aprender, etc.
Decidir implica desechar opciones. Para saber
qué debemos tomar y qué dejar de
lado es imprescindible que tengamos previos
conocimientos del tema a tratar
para poder optar por lo más adecuado.
Resumen realizado a partir de la información recabada del siguiente sitio web:
OTRA FORMA DE COMPRENDER EL CONECTIVISMO
Resumimos los principios del conectivismo
Mapa conceptual que puedes consultar en: uocmaster-grupo1.wikispaces.com
Cortázar y la Literatura Fantástica
hiperficcionario.blogspot.com
¿Qué llama la atención de esta imagen?
Si leíste con atención el texto de Cortázar, podrás descubrir que en la imagen superior, se da el mismo efecto que en el lienzo de René Magritte, La condición humana (1935)
Para obtener más información sobre este pintor y su obra, te invitamos a visitar la siguiente página web: http://en.wikipedia.org/wiki/The_Human_Condition_(painting)
Teniendo en cuenta a la ventana como motivo visual,
¿crees que ese elemento podría representar la extensión de la vida interior del protagonista del cuento de Cortázar?
Quizá te ayude a responder este texto de Konstantinos Kabaphes (Constantin Cavafis),
LAS VENTANAS (THE WINDOWS)
| In this darkened rooms, where I spend oppressive days, I pace to and fro and around, searching for the windows.– When a window opens it will be a consolation.– But the windows are not found, or I cannot find them. And perhaps it is better I do not find them. Perhaps the light will be a new tyranny. Who knows what new things it will show? |  |
Lee el texto que habla sobre los verbos y responde.
1- ¿Los verbos solo expresan acciones?
2- ¿Qué papel cumplen los sufijos y los prefijos?
3- ¿Cuáles son los sufijos que más utilizamos según el texto?
4- ¿En qué se diferencian los verbos regulares de los irregulares?
2- ¿Qué papel cumplen los sufijos y los prefijos?
3- ¿Cuáles son los sufijos que más utilizamos según el texto?
4- ¿En qué se diferencian los verbos regulares de los irregulares?
LOS VERBOS
VERBS
Verbs have traditionally been defined as words that show action or state of being.
Verbs can also sometimes be recognized by their position in a sentence.
In the following two sentence frames, only a verb can be put into the empty slot.
NOUN __________ THERE ________ NOUN
(verb) (verb)
These affixes, often inconsistent from verb to verb, are called derivational affixes. Added to a word, they either change the word's part of speech
Example:
or change the word's meaning
Example:
The base form of a verb is derived from the verb’s infinitive: to + verb
Four suffixes consistently added to a verb’s base create all forms of a verb used in all tenses:
1. -s creates 3rd person singular / present tense (He talks.)
2. -ing creates the present participle / used with be (He is talking.)
3. -ed creates the simple past (He talked.)
4. -en creates the past participle / used with have (He has talked.)
| Note: | The -en verb ending used with a form of to have as an auxiliary is generally written -ed, as in has talked. |
Unlike the derivational affixes, these inflectional suffixes are consistently used with all verbs, even though their form may look different from verb to verb.
Because many verbs in English are irregular; as result, their –ed and/or –en endings may not follow any obvious pattern.| Examples: | |
(to write)
| Smith writes short stories at home. (-s ending) |
| Smith is writing short stories at home. (-ing ending) | |
| Smith wrote short stories at home. (-ed ending) | |
| Smith has written short stories at home. (-en ending) | |
| * | |
(to buy)
| Jones buys a newspaper each day. (-s ending) |
| Jones is buying a newspaper today. (-ing ending) | |
| Jones bought a newspaper yesterday. (-ed ending) | |
| Jones has bought newspapers every day. (-en ending) | |
| * | |
(to go)
| Students go to the library often. (-s ending) |
| Students are going to the library often. (-ing ending) | |
| Students went to the library often. (-ed ending) | |
| Students have gone to the library often. (-en ending) | |
The majority of verbs are regular and consistently use -ed and -en to form their simple past tense and past participles. (e.g. talked, has talked)
Many verbs are irregular, however, and follow no consistent pattern in creating their -ed and/or -en forms. A list of the major irregular verbs is shown below.
Disponible en: http://www.towson.edu/ows/verbs.htm
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