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Article writing is a very different style of writing and requires a different approach from the essay. In this lesson, we look at how to write for the Cambridge tests, as well as how to write for the web, including blogs and newsletters. Find out how to use a more playful language to capture a reader’s attention.
Hoy vamos a hacer un simple ejercicio de listening para ayudarte un poco a entender en donde puede estar tu capacidad auditiva en Inglés. Recuerda que esto es un ejercicio y que puede que no represente en un 100 % tu nivel , pero te va a dar una idea. Las lecturas que usé para estos ejercicios son las siguientes: A1 Hi! I’m Peter. I am 10 years old and live with my parents in San Francisco. I am in the fifth grade. In the United States we call that elementary school. I love playing sports, watching cartoons and playing video games. Playing sports is fun and very good for you. I have a brother and a sister. My brother is 17 and is in his last year of High School. He loves sports and going to parties. A2 "Hi Cristina, I am sorry I haven’t called you for so long. How are you? How is your new apartment? I have been very busy at work. I arrive at the office at 7 am and leave at around 6:30 pm. I just get half an hour for lunch and a five-minute break in the morning and in the afternoon. I am very tired when I get home so I just eat, watch some television and go to bed. In the office, I am on the phone all day, listening to customer complaints and entering them into our computer system. B1 Rita and David are just back from a nice dinner with Rita’s brother, Roger, and his wife Kathy. David has noticed that Rita hasn’t said much since they left the restaurant. He really didn’t want to go, but Rita insisted. Since her brother had started his new job, it had been hard to get together. Roger had to travel almost every week and had been spending his weekends catching up on paperwork when he got back. Rita suddenly looks at him. “How did you know Kathy had lost her job?” “Well, they mentioned it at dinner, right?”, replies David looking confused. “Well… Kathy mentioned that it was lonely when Roger was away, but she didn’t mention that she had lost her job B2 The boy in the striped pyjama: Berlin, 1942: When Bruno returns home from school one day, he discovers that his belongings are being packed in crates. His father has received a promotion and the family must move to a new house far, far away, where there is no one to play with and nothing to do. A tall fence stretches as far as the eye can see and cuts him off from the strange people in the distance. But Bruno longs to be an explorer and decides that there must be more to this desolate new place than meets the eye. While exploring his new environment, he meets another boy whose life and circumstances are very different from his own, and their meeting results in a friendship that has devastating consequences C1 Off the Northern tip of Scotland, where the Atlantic Ocean meets the North Sea, lies a group of 70 or so islands called the Orkneys. These largely treeless isles are frequently battered by Atlantic storms, gales and rain. It was during one such storm in the winter of 1850, when the combination of wind and high tides stripped away the grass from the top of a small hill called Skerrabra on the west side of the largest island known simply as ‘The Mainland’. This revealed a number of stone dwellings Bumbly March - Music to Delight de Kevin MacLeod está sujeta a una licencia de Creative Commons Attribution (https://creativecommons.org/licenses/by/4.0/) Fuente: http://incompetech.com/music/royalty-free/index.html?isrc=USUAN1100425 Artista: http://incompetech.com/
How to improve your English writing skills? - Free English lesson I will share easy and quick tips that will improve writing in formal and academic settings. • Avoid using contractions – Do not use contractions while constructing your sentences, esp. if you are writing a business email or formal letters i.e. words like don’t, can’t, shouldn’t, couldn’t, wouldn’t, isn’t, haven’t should be avoided. • Avoid there are/ there is – It will make your sentence more lengthy and boring to read. e.g There are many problems in her class (incorrect) Her class is facing many problems. (Correct) There is an exhibition at the hotel. (Incorrect) The hotel is holding an exhibition. (Correct) • Avoid using unnecessary words in your sentences like very; really, a lot instead use better vocabulary. It will definitely not change the meaning of your sentence but will make it sound interesting. Students think literature is very hard. Students think literature is difficult. • Make use of strong verbs – It will make your sentence sound more appropriate and concrete. He gave assistance to my friend. (weak verb) My friend assisted him. (Strong verb)
"That'll be 66 cents please." "Sikysi... what?" Having a hard time understanding native speed English? This lesson will give you some tips on how to sound like a native speaker as well as how to understand what you hear by breaking down expressions into their individual word and sounds. https://www.engvid.com/3-tips-for-sounding-like-a-native-speaker/ TRANSCRIPT Hi again, welcome back to www.engvid.com. I'm Adam. Today, I'm going to help you sound a little bit more like a native speaker, hopefully. Students ask me all the time: "How can I sound like a native speaker?" Well, before I say anything, let me just tell you that it will take time and a lot, a lot, a lot of practice. The best way is to live in an English-speaking country, of course, but of course you can do it anywhere, but it takes time; be patient, practice, practice, practice. So we're looking at pronunciation. Let me start with this word: "pronunciation". Not: "pronounciation". It is not a pronoun. A pronoun is: "I", "me", "my", "mine". Pronunciation is how we speak English. So I'm going to give you three tips that will help you sound a little bit more like a native speaker. We're going to start with connecting words. Now, think about your own language, whether you're speaking Spanish or Polish or Chinese, you do this in your language as well. When you're speaking fast, you're taking words and you're squeezing them together; you're connecting them, so one word flows into the next word. That's what we're going to do here. You can connect consonants to consonants. What this means: when a word ends in a consonant... A consonant is "b", "c", "d", "f", "g", etc. A vowel is "a", "e", "i", "o", "u". When a word ends in a consonant and the next word begins with the same consonant, drop the first one. So for example: we do not say: "black coffee", we don't say: "ke, ke". There's only one "k": "bla coffee", "bla coffee." Okay? Practice that. Now, "t" and "d", these are two different consonants, but according to the tongue and the mouth, they almost sound the same so we do the same thing. "Wha do you do?", "Wha do you do?" But again, another thing you have to keep in mind is when we say it fast, we also don't really say "e", we say like a... Sort of like a small... We don't say "o" - sorry -, we say sort of a small "e". "Wha do ye do?" Practice that. "Wha do ye do?" Strange, huh? No "t", "wha", "de ye do?", "Wha de ye do?" That's how a native speaker would say it naturally. Now, another thing is when a word ends in a consonant and the next word begins in a vowel, make sure you roll it in. Right? Roll the consonant into the vowel and separate the syllable before. A syllable is the vowel sounds in a word. Okay? So nobody, like native speakers don't say: "Not at all. Oh no, not at all." We don't say it like that. We say: "Oh, not-at-all.", "Not-at-all.", "Not-at-all." Right? The "t", so this becomes: "No-ta-tall", "No-ta-tall", "Not at all". Okay? Say it quickly, blend the letters one into the next. But again, practice it. Now, for those of you who are going to be taking a test, an English test that involves listening; IELTS, TOEFL, TOEIC, if you're in Canada you're maybe doing a CELPIP test. Okay? This is going to help you on the listening section as well. This is one of the things they're testing. Somebody on the recording will say: "Not-at-all", and you need to cut: "Not at all", you need to understand the separate words, that's part of the test. So practice speaking it, practice listening to it. Another thing we do is we squeeze some words. Okay? Certain words, we don't say all the syllables, we don't even say all the letters. I've heard many students say: "Com-fort-able", "com-fort-able", but native speakers, we don't say this part, we don't say the "or". We say: "Comf-ta-bil", and notice the last sound is like a small tiny, tiny little "i" in there. "Comftabil", "comf-ta-bil", "comftabil". Okay? We don't pronounce the "or": "Comfortable". Nope, don't do that. Another word like that: "Interesting". "In-chre-sting". Find out what the syllables are so: "In-ter" - sorry, my mistake -, "In-ter-rest-ing". If you want to emphasize something, we have a word called: "enunciate". When someone wants to emphasize a word, then they enunciate each syllable; they say each syllable separately. "Oh, that is very in-ter-est-ing." Right? Because I want you to understand that the word is interesting, but in every day speech: "Intresting", "in-tre-sting". "In-ter-est-ing", I have four syllables, when I actually say it naturally, it becomes three syllables and the "t" and the "r" become like a "ch", but that's... We'll talk about that next. Another word: "every". "E-vry". I don't say: "Ev-er-y", I don't say this letter "e", "ev-er-y". "E-vry", "evryone", "evrything", "evry".
http://internetsuccesssystem.com - Yes, you can write articles quickly and easily, and even turn them into audios and videos that can help drive traffic to your websites. And here's a great resource if you need articles written for you: