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Material INGLÉS Personal Information
Material INGLÉS Personal Information
Tabla de contenido
Introducción ......................................................................................................... 1
Referencias......................................................................................................... 19
Introducción
Mapa conceptual
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1. Yes/No questions and Wh- questions
Yes/No questions
Para hacer una pregunta utilizando el verbo "to be" se debe colocar el
verbo al principio de la oración.
Questions Preguntas
• Yes • Sí
• No • No
• Not yet • Todavía no
• Yes, it is. Robert is the father. • Sí, él/ella es. Robert es el padre.
• No, it isn't. • No, él/ella no es.
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• Yes, it was. • Sí, estuvo.
• No, it wasn't. • No, no estuvo.
Preguntas para casi todos los otros verbos son formados por
poner do delante del sujeto.
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Wh- questions
When a question word is the subject, there is no inversion. The word order
is the same as in a statement.
But when a question word is the object, complement or adverbial (not the
subject), then there is inversion of the subject and auxiliary. For details.
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Note:
Object: Who did you invite to the party? ~ Oh, lots of people.
(You invited someone.)
What happens next? Which came first, the chicken or the egg?
Who is organizing the trip? Which biscuits taste the best?
Whose cat has been run over, did you say?
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How many people know the secret?
Note:
Question words
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What will be the best train?
There are lots of books here. Which do you want?
Whose was the idea?
Who always refers to people. Which can refer to people or to something not
human. What refers mostly to something not human, but it can refer to
people when it comes before a noun.
Human Non-human
Who isyour maths teacher?
Which teacher do you have? Which supermarket is cheapest?
What idiot wrote this? What book are you reading?
What do you do in the evenings?
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NOT Who teacher do you have? and NOT Who of the teachers do you
have?
There is a difference in meaning between what and which.
The choice of what or which depends on how the speaker sees the number
of possible answers. In some contexts either word is possible.
Note: We can use what to suggest that there are no possible answers.
Why don't you invite a few friends? What friends? I haven't got any
friends.
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Who and whom
How
How do you open this bottle? (You open this bottle somehow.)
How did the children behave? (The children behaved well/badly.)
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How did you like the party? - Oh, it was great.
How are you getting on at college? ~ Fine, thanks. I'm enjoying it.
Note: What... like? asks about quality. Sometimes it has a very similar
meaning to How...?
Questions structure
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Prácticamente, formar oraciones, ya sean afirmativas, negativas o interrogativas,
solo es cuestión de agregar o quitar palabras como si fuera un rompecabezas.
Ejemplos:
Para las oraciones que contienen el verbo “to be”, la organización se hace de la
siguiente manera:
Importante
Hay que tener en cuenta el uso de los verbos principales para la tercera persona
del singular:
El verbo principal que va conjugado con la tercera persona del singular (he, she, it)
en afirmativo, tiene agregado el sufijo -s, -es, -ies:
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S-CH-SH-X-Z O Consonante + Y Vocal + Y
Miss - misses go - goes fly – flies buy - buys
Kiss - kisses do - does cry – cries say - says
Watch - watches study – studies play - plays
Push - pushes try - tries pay - pays
Mix - mixes enjoy - enjoys
Fix - fixes
Buzz - buzzes
2. Questions for a CV
From this list of common responses, think of examples from your work
experience and/or academic achievements that you can use to back up
your answer.
• Detail oriented.
• Hard working.
• Managerial skills.
• Quick learner.
• Team player.
• Interpersonal skills.
• Creative.
• Analytical.
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• Efficient.
• Ask good questions.
• Self-motivated.
• Organized.
Do not respond with “I work too hard.” This response is now considered
cliché.
Do respond with areas where you used to have problems, but have
since fixed them.
Example 2: If you used to work inefficiently, tell the hiring manager how you
increased your work output by learning new skills or asking for help from
more experienced team members.
If the hiring manager presses you for areas where you are currently weak,
try to talk about an area where you might have a knowledge deficit, and
outline the steps you are currently taking to get yourself up to speed.
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• You believe in their misión.
• You have an interest in the industry.
• You like their brand.
• You believe your skill set can help the company succeed.
The golden rule with your response here: Do not say anything negative. If
you talk negatively about your company or your boss, then the hiring
manager will think that you’re capable of doing the same to them. Frame
everything in a positive manner.
• If you got fired: Resist the desire to blame your bosses and trash the
company. Explain the situation as best you can, and tell the hiring
manager how you’ve taken the decision to heart, and will improve
yourself as an employee as a result.
• If you got laid off: Say that you understand management’s reasoning
behind the decision to lay off employees, and that it’s freed you up to
take on new challenges and explore different aspects of the industry.
Although you regret the decision, you’re excited to move on and earn
new achievements.
• If you’re searching for new employment: Tell the hiring manager that
you have a different philosophy, and different expectations than your
management. Inform them that you felt as though the time had come to
take on more difficult challenges, and learn new skills. Explain that you
felt that your skill base wasn’t being used to its full potential, and that
you’d like a new arena to test yourself in.
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Where do you see yourself in 5 years, 10 years?
This question may seem tricky, but it’s actually fairly simple to answer. The
hiring manager asks this question to figure out if you’re going to use the
company as a stepping-stone, or if you have long term plans.
No one really expects you to have a 5-10 year plan. Your answer should
follow these parameters:
• You hope to increase your skills and learn more about the industry.
• You aren’t sure exactly where you’ll be in 5 years, but you’d like to have
worked your way up into a management position.
• Avoid saying that you do not know the answer.
In actuality, you’re answering this question the entire time you’re being
interviewed. But, if you hear this question directly, this one is easy to
answer.
• Tell them how your history and work experience makes you an ideal
candidate.
• Reference the skills, abilities, and knowledge you have that is either
directly applicable to the job, or transferable in some way.
• Tell the interviewer that you hope to make their job easier by taking on as
much responsibility as possible.
Before the interview, you should research what role you’d be filling in the
company. Have responses that directly respond to how you’d be the best
candidate to do the job.
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“Tell us about yourself!”
Some interviewers actually use this as a trick question, to make you reveal
information about yourself that you should not. Older candidates can find
themselves talking about spouses and children, which can give away their
age, or make recruiters believe that you wouldn’t be able to devote as much
time to the company as another candidate. Legally, they aren’t allowed to
ask questions like that — so the more you spill, the better for them.
• Stick to talking about the job, and why you’re interested in it.
• Talk about yourself in terms of your interpersonal and communication
skills.
• Let them know that you’re a serious person who is goal and achievement
oriented. (Have an anecdote prepared.) (Resumengenius, s.f.)
Importante:
Se debe tener en cuenta que una hoja de vida destacada debe ser simple, sencilla
y clara sin caer en los extremos. Al escribir sobre el perfil profesional hay que
tener presente que el modo de redactarlo depende de la ventaja que se tendrá
sobre otros candidatos.
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cual se aspira. Esto puede ser un asunto que marque la diferencia entre los
candidatos a una vacante.
What is a summary?
• Strictly speaking, you simply report back what the author has said. It is not your
job to make value judgments about the “rightness” or “wrongness” of what (s) he
says.
• While it is hard to give exact guidelines for length, many good summaries are
about 1/4 to 1/3 the length of the original. What are the steps in writing a
summary?
• Make a photocopy of the passage so that you can write on it or mark it in some
way.
• Read through the whole piece – carefully. Underline, highlight, star, flag, asterisk
ideas/words; comment in the margins as you read.
• When you finish, look back for the 1-2 sentences that state the writer’s main
point. Write it/them down or place some special note in the margin of the
passage. This is the article’s thesis statement. While it may appear early in the
essay, the first paragraph as you were taught to place yours, it may not be
stated until the end of the piece (almost as if it were a conclusion).
• Read the passage a second time, dividing it into sections of thought. Each
section may be one paragraph, but more commonly, each section will include
several paragraphs.
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• Write a first draft of your summary if you can and include the following
information:
b. Next, add your summary sentences for each paragraph or section. Put them
in the same order that the writer presents them in the essay.
c. You should make every effort to put the author’s ideas into your own words –
to avoid plagiarism (copying the author’s without quotes). However, you may
occasionally choose to quote an idea directly from the author. That’s fine, but
just be sure to place quotation marks around what you have used and cite the
page number of the essay.
Check your draft with the original to make sure that it is an accurate
representation of what the author says.
Revise the summary to “smooth out” its choppiness. In other words, link
your section of summary sentences together with good transitional words
or phrases (like in addition, moreover, on the other hand, however, finally).
Proofread and spellcheck.
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Referencias
• Behrens, L. y Rosen, L. (2003). Writing and reading across the curriculum. (8a
ed.). Nueva York, Estados Unidos: Pearson Education.
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