VERB TO BE

Afirmativo: I am She is They are

Negativo: I am not She isn´t They aren´t

Interrogativo: Am i …..? Is he…? Are they…?

No, we aren´t Yes, I am No, she isn´t

NATIONALITY

What nationality are you? I am Argentinian

What nationality is she? She is American

What nationality are they? They are Italian

ORIGIN

Where are you from? I am from Argentina

POSSESIVE ADJETIVE
ARTICLES
I -------- MY
DEFINIDOS: THE
YOU------ YOUR
The book the books los conversantes conocen de que se está
HE-------- HIS hablando.
SHE------ HER INDEFINIDOS: A O AN
IT------- ITS Es por un tema de pronunciación. (A+ SONIDO CONSONANTE)
WE-------- OUR (AN+ SONIDO VOCAL)
YOU-------- YOUR He is a doctor She is an actress
THEY-------- THEIR They are teachers We are students----- en plural no va nada

PRESENT SIMPLE

Se usa para rutinas, hábitos y acciones permanentes.

AUXILIARES
I DO READ GO
YOU
HE DOES READS GOES
SHE
IT
WE DO READ GO
YOU
THEY

Verbo + es cuando el verbo termina en:

*O: GO--- GOES

*CH: WATCH---- WATCHES

*SH: WASH---- WASHES

*SS: KISS---- KISSES

X: BOX---- BOXES

Afirmativo: I play tennis He plays football They read “Clarin” She reads “La Nación” (VERBO CON S EN HE-SHE- IT)

Negativo: I don´t play tennis He doesn´t play football They don´t read “Clarin” (VERBO SIN S SIEMPRE)

Interrogativo: Do you study medicine? No, I don´t Does he live in Madrid? Yes, she does (VERBO SIN S SIEMPRE)

ON + DAYS – DATES They watch tv on Mondays Christmas is on 25 TH december

IN + MONTHS She goes to the park on january Christmas is in december

AT + TIME I get up at nine o´clock

ADVEBS OF FREQUENCY

SUJETO + ADVERB + VERBO

She usually goes to the cinema

EXCEPCIÓN VERB TO BE

SUJETO + VERB TO BE + ADVERB

He is usually tired

ADVERBIAL PHRASES—AL FINAL DE LA ORACIÓN SIEMPRE

We have the English class twice a week

I go to the dentist once per week

HOW OFTEN (Cuan a menudo, con qué frecuencia)

HOW OFTEN DO YOU GO TO THE DENTIST?

I GO TO THE DENTIST THREE TIMES A YEAR

I USUALLY GO TO THE DENTIST

I USUALLY GO TO THE DENTIST THREE TIMES A YEAR

WHAT TIME IS IT?

4:10: TEN PAST FOUR 7:25 TWENTY- FIVE PAST SEVEN

3:50 TEN TO FOUR 8:55 FIVE TO NINE

10:30 HALF PAST TEN 1:30 HALF PAST ONE

4:15 QUARTER PAST FOUR 9:45 QUARTER TO TEN

NUMBERS

100 ONE (A) HUNDRED 300 THREE HUNDRED 479 FOUR HUNDRED (AND) SEVENTY-NINE

1000 ONE THOUSAND 2000 TWO THOUSAND 4698 FOUR THOUSAND, SIX HUNDRED NINETY-EIGHTY

REPASO PREGUNTAS

1- Do you live in Ezeiza? No, I don´t

2- Does she teacher smoke? No, she doesn´t
3- Are you at home? Yes, I am
4- How often does your mother eat meat? She usually eats meat
5- When do you have the English class? We have the English class on Fridays
 FORMAS DE INDICAR HAVE HAVE GOT
POSESIÓN
Cosas materiales y Cosas materiales
abstractas
AFIRMATIVO I have a car I have got a car
NEGATIVO I don´t have a car I haven´t got a car HE, SHE, IT
HAS INTERROGATIVO Do you have a car? Have you got a car? HE, SHE, IT
HAS GOT RESPUESTAS CORTAS Yes, I do? \ No, I don´t Yes, I have\ No, I haven´t
AUXILIAR DO No tiene
I, YOU, WE,
THEY HAVE I, YOU, WE, THEY HAVE GOT

HOW MANY BOOKS HAVE YOU GOT? I have got ten books

HOW MANY BOOKS HAVE YOU DO? I have two books

Great grandmother Bisabuela

Great great grandmother Tatarabuela

Great great great grandmother

Siblings Hermanos

Niece Sobrina Nephew Sobrino

In-laws (familia política)

Mother- in- law Suegra Fiance Prometido Engagement Compromiso

Brother- in- law Cuñado Bride Novia Wife Esposa

Sister- in- law Cuñada Groom Novio Husband Esposo

Son- in- law Yerno Wedding Boda Marriage Matrimonio

Step

Stepmother Madrastra

Stepfather Padrastro

Stepsister Hermanastra

Stepson Hijastro
God

Godfather Padrino

Godmather Madrina

Goddaughter Ahijada

Godson Ahijado

WHAT IS YOUR MARITAL STATUS?

She is single\ married\ engaged\ divorced

Se lee de atrás para adelante:

*My husband´s brother is my brother-in-law

*My mother´s sister is my aunt

*My uncle´s son is my cousin

*My brtother´s daughter is my niece

*My daughter´s husband is my son-in-law

CAN: PODER

CAN + VERBO INFINITIVO

AFIRMATIVO I CAN SPEAK ENGLISH SHE CAN PLAY TENNIS

NEGATIVO (CAN NOT- CANNOT- CAN´T) YOU CAN´T DRIVE HE CAN´T SKI

INTERROGATIVO CAN YOU RIDE A BIKE? YES, I CAN NO, I CAN´T

WHAT LANGUAGES CAN YOU SPEAK?

I CAN SPEAK ENGLISH AND SPANISH

CAN YOU HANDBALL? NO, I CAN´T

WHAT SPORTS CAN YOU PLAY? I CAN PLAY TENNIS\ I CAN´T PLAY SPORTS

WHAT CAN´T YOU DO IN A LIBRARY? I CAN´T MAKE NOISES

THERE IS - THERE ARE (HAY)

THERE IS (SINGULAR)

AFIRMATIVO THERE IS A TEACHER

NEGATIVO THERE ISN´T A TEACHER

INTERROGATIVO IS THERE A TEACHER? YES, THERE IS NO, THERE AREN´T

THERE ARE (PLURAL)

AFIRMATIVO THERE ARE TWENTY STUDENTS

NEGATIVO THERE AREN´T TWENTY STUDENTS

INTERROGATIVO ARE THERE TWENTY STUDENTS? YES, THERE ARE NO, THERE AREN´T

HOW MANY BEDROOMS ARE THERE IN YOUR HOUSE? THERE ARE FIVE BEDROOMS

HOUSE

FLAT OR APARTMENT

DETACHED HOUSE (No comparte medianera)

SEMI-DETACHED HOUSE (Comparte con un solo lado)

TERRACED HOUSE (Comparte de ambos lados)

Mi departamento esté en el primer piso (My apartment on the first floor)

SHED Balcón

SHELF Estante SHELVES Estantes

KITCHEN WITH A DINING AREA Cocina con zona de comedor

TOILET Baño sin bañera

LAUNDRY Lavadero

PLAY ROOM Sala de juegos

CELLAR Sótano que se entra por fuera

WHERE DO YOU LIVE? I LIVE IN A DDETACHED HOUSE

HOW MANY BEDROOMS ARE THERE IN YOUR HOUSE? THERE ARE FOUR BEDROOMS

HOW MANY TOILETS ARE THERE? THERE IS ONE TOILET

IS THERE A GARAGE? YES, THERE IS

IS THERE A CELLAR? NO, THERE ISN´T

TEXT 1: WHAT IS BULLYING?

Bullying is (anwantid)unwanted (acoso no deseado), aggressive (biheirvior)behavior
(comportamiento) among (entre”se usa si son más de 2”) school (eigch) aged children that
(invols) involves (implica) a real or perceived power (imbalans) imbalanced (desigualdad
de poder, desequilibrio). The behavior is (ripitid) repeated or has the potential to be
repeated, over time.
Both (ambos) kids who are bullied and who bully others may (poder de probabilidad) have
serious lasting problems.
El bullying es un comportamiento agresivo no deseado entre niños en edad escolar que
incluye un desequilibrio de poder. Este comportamiento es repetido o tiene potencial de ser
repetido en el tiempo.
Ambos chicos que son hostigados y quien hostiga a otros puede tener serios problemas
duraderos.
In order to (para) be considered bullying, the behavior must (debe) be aggressive and
include:
- An imbalance of power: kids who bully (el niño quien hostiga) use their power –
such as (tal como) physical strength (fuerza física), access to embarrassing
information or popularity – to control or harm (dañar) others. Power imbalance can
change over time and in different situations, even (incluso) if they involve the same
people.
- Repetition: bullying behavior happen (sucede) more than once or have (más de una
vez) the potential to happen more than once.
Para que sea considerado bullying el comportamiento debe ser agresivo e incluir:
- Un desequilibrio de poder: el niño que hostiga utiliza su poder- tal como fuerza física,
acceso a informacion embarazosa o popularidad para controlar o dañar a otros. El
desequilibrio de poder puede cambiar en el tiempo y en diferentes situaciones, incluso
se implican a las mismas personas.
- Repetición: el hostigamiento sucede más de una vez o tiene el potencial de ocurrir más
de una vez.
Bullying includes actions such as (tales como) making threats (hacer amenazas), spreading
(difundir) rumors, attacking someone physically or verbally and excluding someone
(alguien) from a group on purpose (a propósito).
El bullying incluye acciones tales como amenazar, difunir rumores, atacar de forma física o
verbal y excluír a alguien de un grupo a propósito.
Types of bullying
There are three types of bullying:
- Verbal bullying: is saying or writing mean (infame) things. Verbal bullying includes:
- Teasing (molestar)
- Name-calling
 - Inappropiate sexual comments
- Taunting (burlarse)
- Threatening to cause harm (daño)
Tipos de bullying
Hay tres tipos de bullying:
-Hostigamiento verbal: es decir o escribir cosas infames. El hostigamiento verbal
incluye:
-Molestar
-Nombrar a alguien (el gordo, el burro)
-Comentarios sexuales inapropiados
-Burlarse
-Amenazar para causar daño

Social bullying: sometimes referred to as relational bullying, involves hurting (dañar)

someone´s reputation or relationships. Social bullying includes:
- Leaving someone out on purpose
- Telling other people not to be friends with someone
- Spreading rumors about someone
- Embarrasing someone in public
Hostigamiento social: a veces es referido a acosos en relaciones, implica dañar la
reputación de alguien o las relaciones. El hostigamiento social incluye:
-Dejar de lado a alguien a propósito
-Decirle a otras personas que no sean amigos de alguien
-Difundir rumores sobre alguien.
-Poner en una situaciòn embarazosa a alguien en pùblico.

Physical bullying: involves hurting a person´s body or possessions. Physical bullying

includes:
- Hitting (pegar)/Kicking (patear)/Pinching (pellizcar)
- Spitting (escupir)
- Tripping (poner la traba)/Pushing (empujar)
- Taking or breaking someone´s things (tomar o romper las cosas de alguien)
- Making mean or rude hand gestures (hacer gestos ofensivos con las manos)
El hostigamiento fìsico implica dañar el cuerpo o las posesiones de una persona. El
hostigamiento fìsico incluye:
--------------

Bullying can occur during or after school hours. When reported bullying happens(ocurre) in
the school building, a significant percentage happens in places like on the playground or the
bus. It can also happen travelling to or from school, in the youth neighborhood or in the
internet.
El hostigamiento puede ocurrir durante o después de las horas de escuela. Cuando ocurre un
hostigamiento informado en el edificio de la escuela, un porcentaje significativo ocurre en
lugares como en el patio o el autobús. También puede suceder viajando hacia o desde la
escuela, en el vecindario del joven o en Internet.
Recognizing the warning signs is an important first step in taking actions against bullying.
Not all children who are bullied or are bullying others ask for help.It is important to talk with
children who show signs of being bullied or are bullying others. These warnings can also
point to other issues (cuestiones) or problems, such as depression or substance abuse.
Talking to the child can help identify the root (la raíz) of the problem.
Reconocer las señales de advertencia es un importante primer paso para tomar acción contra
el hostigamiento. No todos los niños que son hostigados o quienes hostigan piden ayuda. Es
importante hablar con los chicos que muestran signos de ser hostigados o de estar hostigando
a otros. Estas advertencies también pueden señalar otras cuestiones o problemas, tales como
la depression o el abuso de sustancias. Hablar con los niños puede ayudar a identificar la raíz
del problema.
Some signs that may point to a bullying:
- Unexplained (que no tienen explicación) injuries (lesiones)
- Lost or destroyed clothing, books electronics or jewelry (perdida o destruída ropa,
libros electronicos o joyas)
- Frequent headaches or stomach aches, feeling sick or faking illness (frecuentes
dolores de cabeza o dolores de estómago, se sienten enfermos o simulan
enfermedades)
- Changes in eating habits, like suddenly skipping meals or binge eating. Kids may
come home from school hungry because they did not eat lunch. (Cambios en los
hábitos alimenticios, como saltarse repentinamente las comidas o comer en
exceso. Los niños pueden llegar a casa de la escuela con hambre porque no
almorzaron)
- Declining grades, loss of interest in schoolwork, or not wanting to go to school.
(repiten de grado, pérdida de interés en las tareas escolares o no querer ir a la
escuela)
- Sudden loss of friends or avoidance of social situation. (Pérdida repentina de amigos
o evitar situaciones sociales)
- Feeling of helplessness or decreased self esteem (Sensación de desprotección o
disminución de la autoestima)
- Self-destructive behaviors such as running away from home, harming themselves, or
talking about suicide. (Comportamientos autodestructivos como huir de casa,
hacerse daño o hablar sobre el suicidio)
Signos que pueden señalar hostigamiento:
TEXT 2: ANXIETY DISORDER

Anxiety disorders are a group of mental disorders characterized by significant feelings of

anxiety and fear. Anxiety is a worry about future events and fear is the reaction to current
events. These feeling may cause physical symptoms, such as fast heat rate and shakiness.
There are several anxiety disorders, including generalized anxiety disorder, specific phobia,
social anxiety disorder, separation anxiety disorder, agoraphobia, panic disorder and
selective mutism. The disorder differs by what results in the symptoms. People may have
more than one anxiety disorder.(2)
The cause of anxiety disorders is thought to be a combination of genetic and environmental
factors (5)
Risk factors include a history of child abuse, family history of mental disorder and poverty.
(4)
Anxiety disorders often occur with other mental disorders, particularly major depressive
disorder and substance use disorder. To be diagnosed symptoms typically need to be present
for at least 6 months, be more than what would be expected for the situation, and decrease
functioning. (2-4)
Other problems that may result in similar symptoms include hyperthyroidism, heart disease;
caffeine, alcohol or cannabis use and withdrawal from certain drugs among others.
Without treatment, anxiety disorders tend to remain (2-5). Treatment may include lifestyle
changes, counseling and medication. Counseling is typically with a type of cognitive
behavioral therapy. Medications, such as antidepressants, benzodiazepines or beta blockers
may improve symptoms. (5).
About 12% of people are affected by an anxiety disorder in a given year, between 5% and
30% are affected over a lifetime (4-7). They occur in females and generally begin before age
25. The most common are specific phobias, which affect nearly 12% and social anxiety
disorder, which affect 10% (4).
Phobias mainly affect people between 15 and 35 and become less common after age 55.
Rates appear to be higher in the United States and Europe.
Classification
Generalized anxiety disorder
Generalized anxiety disorder (GAD) is a common disorder, characterized by long-lasting
anxiety which is not focused on any object or situation. Those suffering from generalized
anxiety disorder experience, nonspecific persistent fear and become overly concerned with
everyday matters. Generalized anxiety disorder is “characterized “by chronic excessive
worry accompanied by three or more of the following symptoms: restlessness, fatigue,
concentration problems, irritability, muscle tension and sleep disturbance (8). Generalized
anxiety disorder is the most common anxiety disorder to affect older adults (9).
Anxiety can be a symptom of a medical or substance abuse problem and medical
professionals must be aware of this. A diagnosis of GAD is made when a person has been
excessively worried about an everyday problem for six months or more. (10). A person may
find that they have problems making decisions and remembering commitments as a result of
lack of concentration/preoccupation with worry (11). Appearance looks strained, with
increase sweating from the hand, feet and axillae (12) and they may be fearful, which can
suggest depression. Before a diagnosis of anxiety disorder is made, physicians must rule out
drug-induced anxiety and other medical causes (14).
In children GAD may be associated with headaches, restlessness, abdominal pain and heart
palpitations. Typically it begins around 8 or 9 years of age (15)

TEXT 3: WHAT IS A NEURON?

By Dr. Alan Woodruff

Neurons (also called neurones or nerve cells) are the fundamental units of the brain and
nervous system. The cells responsible for receiving sensory input from the external world,
for sending motor commands to our muscles, and for transforming and relaying the electrical
signals at every step in between more than that, their interactions define who we are as
people. Having said that, our roughly 100 billion neurons do interact closely with other cells
types, broadly classified as glia (these may actually outnumber neurons, although it is not
really known).
The creation of new neurons in the brain is called neurogenesis and this can happen even in
adults.
What does a neuron look like?
A useful analogy is to think of a neuron as a tree. A neuron has three main parts: dendrites,
am axon and a cell body or soma, which can be represented as the branches, roots and truck
of a tree respectively. A dendrite (tree branch) is where a neuron receives input from other
cells. Dendrites branch as they move towards their tips, just like tree branches do and they
even have leaf-like structures on them are called spines.
The axon (tree roots) is the output structure of the neuron, when a neuron wants to talk to
another neuron, it sends an electrical message called an action potential throughout the entire
axon.
The soma (tree trunk) is where the nucleus lies, where the neuron´s DNA is housed and
where proteins are made to be transported throughout the axon and dendrites.
There are different types of neurons both in the brain and the spinal cord. They are generally
divided according to where they originate, where they project to and which neurotransmitters
they use.
Concepts and definitions
Axon: the long, thin structure in which action potentials are generated; the transmitting part
of the neuron. After initiation, action potentials travel down axons to cause release of
neurotransmitters.
Dendrite: the receiving part of a neuron. Dendrites receive synaptic inputs from axons, with
the sum total of dendrites inputs determining whether the neuron will fire an action potential.
Spine: the small protusions found on dendrites that are, for many synapses, the postsynaptic
contact site.
Action potential: brief electrical event typically generated in the axon that signals the
neuron as “active”. An action potential travels the length of the axon and causes release of
neuro-transmitter into the synapse. The action potential and consequent transmitter release
allow the neuron to communicate with other neurons.