PAST CONTINUOUS EXERCISE

1. A: What (you, do) ___________when the accident occurred?
B: I (try)_____________ to change a light bulb that had burnt out.

2. After I (find)_____________ the wallet full of money, I (go, immediately)____________ to the police and (turn)_____________ it in.

3. The doctor (say)___________ that Tom (be) __________too sick to go to work and that he (need)__________ to stay at home for a couple of days.

4. Sebastian (arrive)__________ at Susan’s house a little before 9:00 PM, but she (be, not)________ there. She (study, at the library)___________ for her final examination in French.

5. Sandy is in the living room watching television. At this time yesterday, she (watch, also)__________ television. That’s all she ever does!

DOCTOR´S DIAGNOSIS

Doctor’s Diagnosis

Physician

• Your test results have come in.
• I’m afraid the prognosis isn’t good.
• You have a long road to recovery.
• We have several options to discuss.
• The blood test came back negative.
• The transfusion was a success.
• It looks like you’re ready to go home.
• I’d like to keep you here over night.
• We’ll know more in a few days.
• You’re not in the clear yet.
• We’ve ruled out diabetes.
• I’m hoping to get to the bottom of this soon.

Patient

• I don’t understand what this means.
• Am I going to need surgery?
• Is it good news or bad?
• When will the tests results come in?
• How long do I have to stay in the hospital?
• What is the success rate?
• Are they going to run more tests?
• Is this a common problem for people my age?
• I’d like to discuss other options.
• I’m going to get a second opinion.

PHARMACY REGENT PAST TENSE EXERCISE

Simple Past / Past Continuous

Using the words in parentheses, complete the text below with the appropriate tenses

Last night, while I was doing my homework, Angela (call)________ . She said she (call)_________ me on her cell phone from her biology classroom at UCLA. I asked her if she (wait)__________ for class, but she said that the professor was at the front of the hall lecturing while she (talk) ________to me. I couldn’t believe she (make)_________ a phone call during the lecture. I asked what was going on.

She said her biology professor was so boring that several of the students (sleep, actually)______________ in class. Some of the students (talk)___________ about their plans for the weekend and the student next to her (draw)_________ a picture of a horse. When Angela (tell)__________ me she was not satisfied with the class, I (mention)_______ that my biology professor was quite good and (suggest) __________that she switch to my class.While we were talking, I (hear)____________ her professor yell, “Miss, are you making a phone call?” Suddenly, the line went dead. I (hang)_________ up the phone and went to the kitchen to make dinner. As I (cut)____________ vegetables for a salad, the phone rang once again. It (be)_________ Angela, but this time she wasn’t sitting in class.

VACCINES

Are You Protected? Sarah K. Ford, PharmD, BCPS, CPP Dr. Ford is a clinical pharmacy specialist at University of North Carolina Hospitals, Departments of Pharmacy and Family Medicine.

A vaccine is a medication that is given to prevent sickness in the future. Vaccines provide immunity, which means that they prepare your body to fight off a disease caused by a virus or bacteria. Each vaccine is made to protect against a certain virus or bacteria. A vaccine is made from weakened or killed forms of the actual virus or bacteria that it protects against. Vaccines are usually given by a shot into the muscle or just under the skin, but some vaccines can be given by mouth or with a nasal spray. How Do Vaccines Work? Antibodies are proteins in your body that fight viruses and bacteria. After a vaccine is given, the body makes antibodies against the weakened or killed virus or bacteria. These antibodies stay in your body’s immune system “memory.” They will fight off infection if you are exposed to that same virus or bacteria in the future. This “memory“ lasts a lifetime with some vaccines. But protection from some viruses and bacteria can decrease over time. Because of this, you may have to get some vaccines more than once. Why Should I Get Vaccines? Vaccines are important for you and for the public as a whole. Since the time that vaccines were first used, fewer people have become sick or died. This is because many diseases can be prevented with vaccines today. Some examples of these diseases are measles, mumps, whooping cough, and polio. Vaccines prevent people from feeling sick, make people able to carry out their daily activities, and prevent death. They help stop the spread of infections to large groups of people, even to people who have not gotten the vaccine. Are There Risks Associated With Vaccines? Before a vaccine can be given to the public, it must be approved by the Food and Drug Administration (FDA) - which means that it has been tested and proven to be effective and safe. The FDA and the Centers for Disease Control and Prevention (CDC) are always collecting information on the safety of vaccines to make sure that vaccines are given in the safest way possible. Vaccines offer many benefits, but no vaccine is 100% safe and effective. Vaccines can cause minor side effects, such as fever or pain at the place on the body where the injection was given. These reactions are not dangerous and will go away on their own. More serious side effects, such as an allergic reaction, are rare. Signs of a serious allergic reaction are difficulty in breathing, wheezing, hives, weakness, dizziness, swelling in the neck or throat, or fast heartbeat. Be sure to tell your health care provider if you are allergic to any medications or foods before you get a vaccine. Most serious reactions happen soon after a person gets the vaccine. If you get more than 1 vaccine at a time, this does not increase your risk of having a side effect. If you think that someone is having an allergic reaction to a vaccine, you should take him or her to a doctor right away. How Do I Know Which Vaccines I Need? The CDC studies information on infections and decides who should receive certain vaccines and when they should receive them. The CDC releases these recommendations each year. Whether you need a vaccine and when you should get it are based on your age and your risk of getting the disease that the vaccine protects against. Your doctor or other health care provider will recommend vaccines based on information from the CDC, which vaccines you have received in the past, and your own personal medical history. You also may need extra vaccines if you are traveling outside of the country. Make sure you get your vaccines when your doctor or health care provider asks you to, so that they will do the best job of protecting you from viruses and bacteria. Who Should Not Get Vaccines? You should not get a vaccine if you had a severe allergic reaction to that vaccine in the past. Also, women who are pregnant or anyone who has a lessened ability to fight infections should not receive some vaccines. There are other reasons that a person should not get certain vaccines. Therefore, be sure to tell your health care provider if you are allergic to any foods or medications, or if you have had an allergic reaction to a vaccine in the past. Can I Get a Vaccine If I Have Been Sick Recently? You can get vaccines if you have a slight sickness, such as a cold, diarrhea, or other sickness with a low fever. If you have had a more severe sickness, then you should wait to get vaccines until after you have recovered from this sickness.

GREETINGS AND LEAVINGS

buenos días	hasta mediodía	hello good morning
buenas tardes		good afternoon
buenas noches	saludo	good evening
hola		hi
¿Cómo está(s)?		How are you?
¿Qué tal?		How’s it going?
bien		fine
muy bien		good
malo		not so good
más o menos, así así		so so OK
¿Qué hay de nuevo?		What’s up? What’s new?
nada		nothing nothing much
adiós		good-bye
buenas noches	de despedida	good night
hasta luego		bye see you later
hasta pronto		see you soon

Shaking Hands

	When meeting someone formally for the first time, we shake their hand and say “How do you do?” or “Pleased to meet you.” “How do you do?” isn’t really a question, it just means “Hello”.
	When young people meet informally they sometimes say “Give me five!” and slap their hands together (high five).
	Generally we do not shake hands with people we know well.

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Naturally speaking

You say hello, and I say goodbye!

Follow the dialogue.

Mr Bean meets Mrs Breuer, one of his students, and her husband in the street.

Mr Bean:	Good morning, Mrs Breuer.
Mrs Breuer:	Good morning, Mr Bean. How are you?
Mr Bean:	I’m fine thanks, and you?
Mrs Breuer:	Not too bad. Mr Bean, this is my husband Michael, Michael this is Mr Bean my English teacher.
Mr Breuer:	Pleased to meet you.
Mr Bean:	Pleased to meet you too. Are you from Germany, Mr Breuer?
Mr Breuer:	Yes, East Germany, from Dresden. And you, are you from London?
Mr Bean:	No, I’m from Derby, but I live in London now.
Mrs Breuer:	Well, goodbye Mr Bean, it was nice to see you.
Mr Bean:	Yes, goodbye.

MEDICAL SUPPLIES AND TOOLS

Here is a list of some of the most common supplies found in doctor’s offices, operating rooms, and medical kits. Study the vocabulary and try the matching exercise.

antiseptic	liquid used to sterilize (clean) the surface of the skin
bandage	a cloth covering that is placed over a wound to prevent bleeding, swelling and infection
bandage scissors	tool used to cut bandages
blood pressure monitor	a tool that measures the force of blood flow through a person’s body
dressing	protective covering that is placed over a wound
elastic tape	a thin roll of stretchy material that is sticky on one side
eye chart	a poster of letter, word, and number combinations of various sizes used to test a person’s eyesight
forceps	instrument used during operations and medical procedures (assists the doctor in pulling, holding, and retrieving)
gauze	thin, netted material used for dressing wounds
hypodermic needle	sharp pointed metal piece that pricks the skin (attached to a syringe), used for taking blood or administering medicine
IV bag	the pouch that contains liquids to be pumped into a patient’s body
medicine cup	small plastic measuring cup
microscope	equipment that makes small things appear larger than they are
otoscope	a device used for looking into a patient’s ears
oxygen mask	equipment that fits over the nose and mouth and supplies oxygen
privacy screen	an object that is used to separate the doctor and patient from others in an open room
scales	a device that measures a person’s weight
stethoscope	equipment for listening to a person’s heart and lungs
syringe	a cylinder-shaped piece that attaches to a needle and can be filled with liquid
table and head-rest paper	paper that is placed on an examining table or head-rest to prevent the spread of germs
test tube	glass cylinder that is filled with blood or other liquids and can be capped and placed in a storage area
thermometer	an instrument used to check a person’s body temperature
vial	a small bottle or container used for storing liquids

PHARMACY

TENSION HEADACHE

Definition

A tension headache is a condition involving pain or discomfort in the head, scalp, or neck, usually associated with muscle tightness in these areas.

Alternative Names

Muscle contraction headache; Benign headache; Headache - tension

Causes, incidence, and risk factors

Tension headaches are one of the most common forms of headaches. They may occur at any age, but are most common in adults and adolescents. If a headache occurs 2 or more times weekly for several months or longer, the condition is considered chronic. Tension headaches can occur when the patient also has a migraine.

Tension headaches result from the contraction (tensing) of neck and scalp muscles. One cause of this muscle contraction is a response to stress, depression, head injury, or anxiety. Any activity that causes the head to be held in one position for a long time without moving can cause a headache. Such activities include typing or use of computers, fine work with the hands, and use of a microscope. Sleeping in a cold room or sleeping with the neck in an abnormal position may also trigger this type of headache.

Other causes include eye strain, fatigue, alcohol use, excessive smoking, excessive caffeine use, sinus infection, nasal congestion, overexertion, colds, and influenza. Tension headaches are not associated with structural abnormalities in the brain.

Symptoms

• Headache
  • Dull, pressure-like
  • Generalized (all over, not just in one point or one side), worse in the scalp, temples or back of the neck
  • Feels like a tight band or vise on the head
  • Occurs as an isolated incident, or occurs constantly or daily
  • Worsened or triggered by stress, fatigue, noise, glare
• Difficulty sleeping

Signs and tests

A headache that is mild to moderate, not accompanied by other symptoms, and which responds to home treatment within a few hours may not need further examination or testing. If a neurologic (nervous system) examination is performed, a tension headache causes no abnormal findings. However, tenderness in the muscles near the skull is often present.

The health care provider should be consulted — to rule out other disorders that can cause headache — if the headache is severe, persistent (does not go away), or if other symptoms happen with the headache.

Headaches that disturb sleep, occur whenever the person is active, or that are recurrent or chronic may also require examination and treatment by a health care provider.

Treatment

The goal is to relieve symptoms and prevent future headaches. Prevention is the best treatment. If possible, remove or control your headache “triggers.”

Learn and practice stress management strategies. Some people find relaxation exercises or meditation helpful. Biofeedback may improve relaxation exercises and may be helpful for chronic tension headache.

Other preventive measures may include keeping warm if the headache is associated with cold, using a different pillow, or changing sleeping positions. Use good posture when reading, working, or doing other activities that may cause headache. Exercise the neck and shoulders frequently when typing, working on computers, or doing close work.

Enough sleep and rest, or massage of sore muscles can help reduce the chance that a headache will occur. Hot or cold showers or baths may relieve a headache for some people.

Over-the-counter analgesics such as aspirin, ibuprofen, or acetaminophen may relieve pain if the above measures are ineffective. An antidepressant or other medication may be advised for chronic headache. A nonsedating muscle relaxant like metaxalone (Skelaxin) helps some patients. In severe cases, the combination of butalbital and acetaminophen (Fioricet) or butalbital and aspirin (Fiorinal) may be helpful.

A headache diary may help you identify the source of chronic headaches. When a headache occurs, write down the date and time the headache began. Note what you ate for the preceding 24 hours, sleep pattern and amount of sleep, what was being experienced immediately before the headache, unusual stress or other circumstances, how long the headache lasted, and what made it stop.

Lifestyle changes may be required for chronic tension headaches. This may include adequate rest and exercise, change in job or recreational habits, or other changes.

Expectations (prognosis)

Tension headaches usually respond well to treatment without residual effects. They are annoying, but not dangerous.

Complications

• The headache may not be a tension headache, but it may be a symptom of another, more serious, disorder.
• Rebound headaches may occur from overuse of analgesic medications.

Calling your health care provider

See your health care provider if headaches are severe, persistent, recurrent, or are accompanied by other symptoms (drowsiness, vision changes, changes in movement or sensation, seizures, changes in alertness, nausea and vomiting).

Also call if headaches disturb sleep, occur whenever you are active, are recurrent or chronic, or if a headache does not respond to treatment.

Prevention

Avoid situations that may cause a tension headache. This can include keeping warm if the headache is associated with cold, using a different pillow or sleeping position, or similar changes.

Use good posture when reading, working, or involved in activities that may cause a headache. Exercise the neck and shoulders frequently.

Review Date: 9/7/2006

Reviewed by: Kenneth Gross, M.D., Neurology, North Miami, FL. Review provided by VeriMed Healthcare Network.

LAS TECNOLOGIAS DE LA INFORMACION Y LA COMUNICACION

Las tecnologías de la información y la comunicación TIC & género - Una brecha digital a superar

 Las tecnologías de la información y la comunicación (TIC) -la unión de los computadores y las comunicaciones- desataron una explosión sin precedentes de formas de comunicarse al comienzo de los años ‘90.  A partir de ahí, la Internet pasó de ser un instrumento especializado de la comunidad científica a ser una red de fácil uso que modificó las pautas de interacción social. El número de anfitriones de Internet - computadores con una conexión directa - aumentó de menos de cien mil en 1988 a más de 36 millones en 1998. Se estima que más de 143 millones de personas eran usuarios de Internet a mediados de 1998, y se espera que hacia el año 2001 ese número supere los 700 millones. La Internet es el instrumento de comunicaciones de más rápido crecimiento que ha habido jamás. (*)Asistimos a la sociedad de la información, donde las TIC ofrecen una gran potencialidad para el desarrollo humano; en comparación con la mayoría de los instrumentos tradicionales del desarrollo, las tecnologías de información y las comunicaciones pueden llegar a un número mayor de gente, en un espacio geográfico más amplio, trabajar más rápidamente y a un costo inferior. Esta revolución está cambiando todos los parámetros de espacio/tiempo en el que habíamos ubicado hasta la fecha nuestra actividad: el trabajo, el consumo, los aprendizajes, el ocio, lo cotidiano, e incluso las relaciones humanas. Sin embargo, los beneficios de esta revolución no están distribuidos de manera equitativa: junto con el crecimiento de la red Internet ha surgido un nuevo tipo de pobreza que separa los países en desarrollo de la información, dividiendo los educandos de los analfabetos, los ricos de los pobres, los jóvenes de los viejos, los habitantes urbanos de los rurales, transversalizándo en todo momento a las mujeres de los varones.Según se afirma en el Informe sobre el empleo en el mundo 2001 de la OIT “La vida en el trabajo en la economía de la información”, aunque el rápido desarrollo de la tecnología de la comunicación y la información (TCI) constituye una “revolución en ciernes”, las disparidades en su difusión y utilización implican un riesgo de ampliación de la ya ancha “brecha digital” existente entre “los ricos y los pobres” tecnológicos.En este informe, se señala que el internauta típico a escala mundial es hombre, de alrededor de 36 años de edad, con educación universitaria, ingresos elevados, que vive en una zona urbana y habla inglés. En este contexto, las mujeres latinoamericanas - y especialmente aquéllas de ingresos bajos que viven en zonas rurales - tienen que enfrentar un doble -o un triple- desafío para estar incluidas y conectadas en el desarrollo de la aldea global de las TIC.Las mujeres & las TICSegún la OIT,  las mujeres son una minoría en el campo del uso de internet tanto en los países en desarrollo como en los ya desarrollados.  Por ejemplo, sólo el 38 por ciento de los internautas en América Latina son mujeres, el 25 por ciento en la Unión Europea, el 19 por ciento en Rusia, el 18 por ciento en Japón y el 4 por ciento en Oriente Medio.La tendencia se inicia temprano: en Estados Unidos cinco veces más chicos que chicas usan computadores en casa, y los padres gastan dos veces más en productos de tecnología para sus hijos que para sus hijas. La brecha de información no es sólo genérica, se trata también de un mundo donde el ingreso compra acceso (p.ej. en América Latina el 90% de los usuarios de Internet provenía de los grupos de ingresos superiores) y donde se habla inglés, ya que casi el 80% de los sitios en internet estan en ese idioma (ver p.ej. Infosociedad: Internet no habla español). Impacto de las TIC en la formación y en el trabajoLa aldea global interconectada en que vivimos nos ofrece infinitas posibilidades de obtener las informaciones que necesitamos, hasta tal punto que la información, a través de la obtención de los datos necesarios, se convertirá en el capital más cotizado en este siglo. La rapidez del flujo de información viene teniendo una gran incidencia en las transformaciones de la organización del trabajo y en el tipo de competencias necesarias para seleccionar y organizar la información disponible. Las TIC ya han cambiado radicalmente la naturaleza del trabajo e inciden, no sólo en la nueva organización social y económica basada en las TIC que facilita la descentralización de la gestión, la individualización del trabajo y la personalización de los mercados, sino que también posibilitan el aprendizaje en el puesto de trabajo. Las tendencias indican que, especialmente, las grandes organizaciones utilizarán, en tiempos reducidos, cada vez más las TIC para formar a su personal. De todo este proceso surge la necesidad de ampliar y asegurar el acceso igualitario de hombres y mujeres a la formación, de modo de facilitar la incorporación de los/as trabajadores/as a las nuevas formas de gestión y organización laboral.¿Que pueden aportar las TIC para las mujeres? ·        brindar grandes beneficios y adelantos en salud y educación; ·        potenciar a las mujeres y actores sociales, ONG, etc., a través de redes de apoyo e intercambio y listas de discusión ·        apoyar a las PYME de las mujeres empresarias locales para presentar y vender sus productos a través de la Internet ·        permitir el aprendizaje interactivo y la educación a distancia ·        impartir nuevos conocimientos para la empleabilidad que requieren muchas competencias (integración, trabajo en equipo, motivación, disciplina, etc.) que las mujeres vienen ejerciendo desde hace mucho tiempo ·        ofrecer nuevas formas de trabajo, como teletrabajo ·        dar acceso al flujo de conocimientos e información para empoderar y mejorar las vidas de las mujeres Superar la brecha digital de género Recientemente se han tomado varias medidas a nivel regional e internacional para lograr una sociedad de información igualitaria donde la inclusión de las cuestiones de género esté en el centro de atención. La reunión de alto nivel de la Comisión de Asuntos Sociales y Económicos de las Naciones Unidas (Nueva York del 5 al 7 de julio de 2000) abordó el tema del desarrollo de las tecnologías de información y la comunicación en una economía global basada en conocimientos, subrayando la contribución que las TIC pueden hacer para enfrentar los desafíos de la globalización en beneficio de todos/as. (High-Level segment of the Economic and Social Council in 2000- Development of information technology in a knowledge-based global economy). En su informe titulado “Development and international cooperation in the twenty-first century: the role of information technology in the context of a knowledge-based global economy” y publicado en esta ocasión, el Secretario General de las Naciones Unidas destaca que las TIC pueden formar parte importante para acelerar el crecimiento, erradicar la pobreza, promover el desarrollo sostenible en los países en vías de desarrollo así como facilitar su integración en la economía global. El informe hace una serie de recomendaciones donde se subraya que el igual y universal acceso a las TIC y los conocimientos debe ser reconocido como un bien público global (global public good).En dicha reunión, la Directora Ejecutiva de UNIFEM, Noeleen Heyzer, en su presentación titulada “In Search of ‘E-Quality’ in Knowledge-based Economies”, destacó, a su vez, que la brecha digital (digital divide) puede incrementar las inequidades no sólo entre los ricos y los pobres, entre más y menos educados/as sino también entre los sexos, por falta de estrategias concretas. Tres asuntos se repitieron a lo largo de la reunión: conectividad, capacidad y contenido. Sin embargo, Heyzer subraya que cada uno de estos asuntos tiene implicaciones desde la perspectiva de género que hay que tener en cuenta: ·        Asegurar que las estrategias de conectividad o acceso equitativo  tengan en cuenta la problemática de tiempo que las mujeres enfrentan al ser  mayores proveedoras de cuidados, así como los niveles más bajos de analfabetismo de las mujeres ·        Asegurar que las estrategias para incrementar capacidad incorporen las prioridades que las mujeres articulan para el uso de las tecnologías de información y comunicación. Esto incluye asegurar que las mujeres y las niñas reciban la formación y la preparación para ser usuarias y productoras de las tecnologías. Las estrategias de sensibilización tienen que priorizar el uso de las TIC para el empoderamiento y los derechos de las mujeres ·        Asegurar que las estrategias relacionadas al contenido NO incluyan flujos de información sólo del Norte al Sur y mayoritariamente en inglés. Para lograr una verdadera igualdad en las TIC hay que asegurar la erradicación de  los factores que restringen el acceso igualitario a las TIC; promover el reclutamiento y la retención de mujeres en las empresas de las TIC; organizar cursos de sensibilización para producir contenidos locales y apropiados y apoyar a las organizaciones de mujeres para que ellas puedan participar de manera más eficaz en las transformaciones que las TIC han hecho posibles. Además, hay que poner mayor énfasis en analizar, desde una perspectiva de género, las políticas de telecomunicaciones en todos los países,  tener datos desagregados por sexo,   hacer evaluaciones cualitativas sobre el uso de las TIC,  tener más puestos para las mujeres en los consejos de directores y en los puestos directivos de las empresas de las TIC y en los ministerios de telecomunicaciones.En el Informe de la OIT 2001 (anteriormente citado) se presentan varios ejemplos en los que las TCI han permitido a las mujeres acceder a los mercados mundiales y elevar sus ingresos. Ilustran la manera en que la tecnología puede mejorar las vidas de las mujeres desfavorecidas al brindarle oportunidades a las que antes no accedían. En este informe también se asegura que las pautas de segregación de los géneros se reproducen en la economía de la información, donde los hombres ocupan los puestos de alta cualificación y elevado valor agregado, mientras las mujeres se concentran en tareas de baja cualificación y menor valor agregado.En cuanto a nivel regional, los representantes de los países de América Latina y el Caribe se reunieron en la ciudad de Florianópolis, Santa Catarina, Brasil, del 20 al 21 de junio de 2000 para preparar, con la colaboración de la CEPAL como Secretaría, su participación en el segmento de alto
nivel convocado por el Consejo Económico y Social (ver Reunión Regional de Tecnología de Información para el Desarrollo, Florianópolis, Santa Catarina, Brasil, 20 y 21 de junio de 2000 en el sitio web de CEPAL). La Declaración de Florianópolis subraya que las TIC constituyen el eje central de la construcción de la economía global basada en el saber y en la conformación de la sociedad del conocimiento, y la aspiración compartida de los países de América Latina y el Caribe de llegar al año 2005 integrados como miembros plenos de la sociedad de la información con eficiencia, equidad y sustentabilidad.En suma, para lograr que las mujeres estén incluidas y conectadas en la sociedad de información, hay que potenciar una mayor presencia de las mujeres en la red, y no sólo a nivel de usuarias, sino también y sobre todo a nivel de productoras, creadoras, desarrolladoras, emprendedoras y directivas. Es decir: dinamizar y hacer crecer la oferta de teleservicios dirigidos a favorecer el aprendizaje, el trabajo y el posicionamiento femenino así como fomentar activamente la participación femenina en estos nuevos nichos del sector de la sociedad de la información. Para superar la brecha digital de género y dar mejor acceso a esta sociedad a las mujeres hay que insistir en incorporar de manera consistente las cuestiones de género en las políticas a nivel de los recursos humanos, junto con las políticas e instrumentos nacionales e internacionales y, en último término, generar un amplio movimiento virtual a nivel global dirigido a empujar el cambio de modelos, a través de las redes, para lograr que la sociedad de información sea realmente una sociedad más femenina.

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Experiencias y enlaces en la redGeneralInfosociedad: Ideas y reflexiones sobre la sociedad de información

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WHAT KIND OF MOVIE

E

VISIT  www.englishteachersnet.spaces.live.com

GRAMMAR

Present Continuous

FORM

[am/is/are + present participle]

Examples:

• You are watching TV.
• Are you watching TV?
• You are not watching TV.  

USE 1 Now

Use the Present Continuous with Normal Verbs to express the idea that something is happening now, at this very moment. It can also be used to show that something is not happening now.

Examples:

• You are learning English now.
• You are not swimming now.
• Are you sleeping?
• I am sitting.
• I am not standing.
• Is he sitting or standing?
• They are reading their books.
• They are not watching television.
• What are you doing?
• Why aren’t you doing your homework?

USE 2 Longer Actions in Progress Now

In English, “now” can mean: this second, today, this month, this year, this century, and so on. Sometimes, we use the Present Continuous to say that we are in the process of doing a longer action which is in progress; however, we might not be doing it at this exact second.

Examples: (All of these sentences can be said while eating dinner in a restaurant.)

• I am studying to become a doctor.
• I am not studying to become a dentist.
• I am reading the book Tom Sawyer.
• I am not reading any books right now.
• Are you working on any special projects at work?
• Aren’t you teaching at the university now?

USE 3 Near Future

Sometimes, speakers use the Present Continuous to indicate that something will or will not happen in the near future.

Examples:

• I am meeting some friends after work.
• I am not going to the party tonight.
• Is he visiting his parents next weekend?
• Isn’t he coming with us tonight?

USE 4 Repetition and Irritation with “Always”

The Present Continuous with words such as “always” or “constantly” expresses the idea that something irritating or shocking often happens. Notice that the meaning is like Simple Present, but with negative emotion. Remember to put the words “always” or “constantly” between “be” and “verb+ing.”

Examples:

• She is always coming to class late.
• He is constantly talking. I wish he would shut up.
• I don’t like them because they are always complaining.

REMEMBER Non-Continuous Verbs/ Mixed Verbs

It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Present Continuous with these verbs, you must use Simple Present.

Examples:

• She is loving this chocolate ice cream. Not Correct
• She loves this chocolate ice cream. Correct

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.

Examples:

• You are still watching TV.
• Are you still watching TV?

ACTIVE / PASSIVE

Examples:

• Right now, Tom is writing the letter. Active
• Right now, the letter is being written by Tom. Passive