TIME EXPRESSIONS

Past	Present	Future
yesterday	today	tomorrow
last week	this week	next week
an hour ago	now	in an hour
recently	as we speak	soon
a long time ago	these days	way off in the future
in the past	nowadays	eventually
this morning	at this time	later this evening

Using time expressions with the correct verb tense will improve your English: - Last week I went to the movies. (past tense. ) - This week I'm working early in the morning. (present continous tense to describe the entire week) - Next week I'm going to take a trip to California. (the "going to" future)

Using time expressions with the correct verb tense will improve your English: - Last week I went to the movies. (past tense. ) - This week I'm working early in the morning. (present continous tense to describe the entire week) - Next week I'm going to take a trip to California. (the "going to" future)

FOLLOW THE LINK: AND PRACTICE THEM.
http://www.learnamericanenglishonline.com/Red%20Level/R16%20Expressions%20of%20Time.html

READING: A TYPICAL ENGLISH WEDDING

 A typical English Wedding
Once a couple decide to get engaged they prepare their wedding. In England the couple usually spend from 6 months - 2 years engaged. When the couple get engaged they sometimes have a party to celebrate. This party is a small party with family and close friends.
Most weddings are hard and stressful to organize. There is always the problem of who to invite, where to get married, how much to spend, where to buy the dress, what food to eat, etc. When everything is decided the one thing to look forward to is - The Wedding Day.
Most weddings take place in the summer, in the morning or early afternoon. 80% of weddings are in churches.
In the church, the family of the bride sit one side of the church and the family of the groom on the other side. It is usual for the fiancé to be at the church first. He waits at the alter of the church for his fiancée to arrive. It is a tradition for the bride to arrive with her father and her bridesmaids.
When they enter the church the wedding march sounds and the bride with her father walk slowly down the aisle with the bridesmaids following. During the ceremony the bride and groom say their vowels and the rings are exchanged. The groom then kisses the bride. They are now husband and wife.
After the ceremony, wedding photos are taken and then everyone goes onto the reception. The reception is usually in a hotel or restaurant. The family and the friends of the bride and groom all have lunch together. After the meal, there is a party - a Disco, where more friends of the couple arrive to celebrate with the new married couple.
At the end of the evening the bride and groom leave the party to go on their honeymoon. Everyone says goodbye to them and the party continues until all of the food and drink is consumed!

READING: LADY DI: PRINCESS OF WALES

Lady Di - Princess of Wales
Her early life
Diana Frances Spencer was born in Norfolk. At 16, she went to a school in Switzerland where she became fluent in French and an expert skier.
In 1979, Diana decided that she wanted to get a job in London. Her father found her an apartment in Kensington where she lived with three friends. She found a job as a teacher in a kindergarten in South London.
Her later life
In July 1980, Diana Spencer went on her first date with the Prince of Wales. Shortly after the first date they decided to get married.
The wedding took place at St. Paul's Cathedral on July 29th 1981. On June 21st 1982, Diana's first child, William was born. Princess Diana did not want to leave her son alone one minute and so she took him everywhere with her.
She carried on with her life - helping the unfortunate. She visited the sick and the homeless all over the world. She had a particular interest in children and AIDS victims. She became an idol to millions of people. It seemed that the whole world was in love with her.
Two years after the birth of William, Prince Harry was born (15th September 1984). However, Diana did not stop working, in fact, she took on more and more engagements to help charities.
In December of 1992 Diana and Charles announced that they were separating and in August 1996 they got divorced. Diana started a new romance with Dodi Fayed. It was the 31st August 1997 when Diana aged 36 was killed with Dodi in a horrific car crash in Paris.

READING: COCA COLA

Coca Cola is drunk all over the world. 1.6 billion gallons are sold every year, in over one hundred and sixty countries.
The drink was invented by Dr John Pemberton in Atlanta, on 8th May 1886, and it was given the name Coca Cola by his partner, Frank Robinson. Frank Robinson suggested the name 'Coca-Cola' because both words named two ingredients found in the drink. They are the cola leaf and the kola nut.
In the first year, only nine drinks a day were sold. It was originally called a 'brain and nerve tonic' in Chemists. It was one of the thousands of exotic medicines sold in the 1800's that actually contained cocaine.
In 1888 the business was bought by a man, Asa Candler and the first factory was opened in Dallas, Texas in 1895. Coca Cola is still made there.
'Diet Coke' has been made since 1982, and it's now the world's most popular brand of diet soft drinks.
It is certain that Coca Cola and Diet Coke will be drunk far into the twentieth century.

TALKING ABOUT FUTURE IN ENGLISH

There are many ways of talking about the future in English. Which way you choose depends on how you see the future. Is the future event planned or unplanned, a schedule, or a prediction?

Making predictions in English

You can use both will and going to to make predictions.
For example, "I think the Labour party will lose the next election." Or "I think the Labour party are going to lose the next election."
If you can make a prediction based on what you see now, we use going to.
For example, "You're driving too fast, you're going to hit the car in front!"

Future plans and arrangements

If something has already been planned, use going to with the verb, or the Present Continuous tense.
"I'm going to take my exams next month."
"He's visiting a client on Tuesday."

Unplanned future

When we decide to do something at the moment of speaking, we use will.
"The phone's ringing – I'll answer it."
(You only answer the phone when it starts ringing.)

Future schedules

When we want to talk about a schedule, we use the Present Simple tense.
"The plane leaves in half an hour – we'd better hurry."
"Next week I fly to Italy, then on Tuesday, I'm in Spain."

Events in progress at a time in the future

To talk about something that will be in progress at a time in the future, use will be doing.
"For example, "This time next week, I'll be sitting on a plane."
We can also use this form to make polite requests.
"Will you be using the car tomorrow?"
(If you won't, can I use it?)

Events that will be completed by a time in the future

If you want to say that something will be completed by a time in the future, use will have done.
"I'll have finished the report by this afternoon."

Final tip

Many learners of English overuse will and going to. Try using all the different future forms so that you become more confident.

HOW TO GET FLUENCY

Hi.   How's it going?  What are you doing?  How is your English study?

 

Today I want to talk a little about "fluency".  

What is fluency?   Fluency is the ability to speak (and understand) English quickly and easily... WITHOUT translation.   In fact, you speak and understand instantly.  

Fluency is your goal.

**There Is Only One Way To Get Fluency

The research is clear-- there is only ONE way to get fluency.  You must have a lot of understandable repetitive listening.  That is the ONLY way.

Both of those words are important--  Understandable and Repetitive.
If you don't understand, you learn nothing.  You will not improve.


**Understanding is Only Half The Formula

Understanding is not enough.  You must also have a lot of repetition.  If you hear a new word only once, you will soon forget it.  

You must hear new words and new grammar many many times before you
will understand them instantly.

That's why you must listen to the Mini-Stories, the Vocab Lessons,
The Point-of-View Stories, and the Audio articles many times. 

 

You should listen to every lesson at least 30 times.  

After 6-8 months, your speaking is faster and better. It happens automatically.   You don't need to think. 

Good luck and take care,

TOP 5 MISTAKES ENGLISH LEARNERS MAKE

"Top 5 Mistakes English Learners Make"

What are the most common mistakes that English learners make? Which mistakes do most English learners need to correct, in order to learn English much faster?
Here are the top 5 English Learning Mistakes:

1. Focusing On Grammar

This is the biggest, most common, and worst mistake. Research shows that grammar study, in fact, actually hurts English speaking ability. Why? Because English grammar is simply too complex to memorize and use logically.... and real conversation is much too fast.

You don't have enough time to think, remember hundreds or thousands of grammar rules, choose the correct one, then use it.
Your logical left-brain cannot do it. You must learn grammar intuitively and unconsciously, like a child. You do this by hearing a lot of correct English grammar- and your brain gradually and automatically learns to use English grammar correctly.

2. Forcing Speech

Both English students and teachers try to force speech before the learner is ready. The result is that most students speak English very slowly- with no confidence and no fluency. Forcing speech is a huge mistake. Don't force speech. Focus on listening and be patient. Speak only when you are ready to speak- when it happens easily and naturally. Until then, never force it.

3. Learning Only Formal Textbook English

Unfortunately, most English students learn only the formal English found in textbooks and schools. The problem is- native speakers don't use that kind of English in most situations.

When speaking to friends, family, or co-workers, native speakers use casual English that is full of idioms, phrasal verbs, and slang. To communicate with native speakers, you must not rely only on textbooks.. you must learn casual English.

4. Trying To Be Perfect

Students and teachers often focus on mistakes. They worry about mistakes. They correct mistakes. They feel nervous about mistakes. They try to speak perfectly. No one, however, is perfect. Native speakers make mistakes all the time. You will too. Instead of focusing on the negative- focus on communication.

Your goal is not to speak "perfectly", your goal is to communicate ideas, information, and feelings in a clear and understandable way. Focus on communication,focus on the positive. You will automatically improve your mistakes in time.

5. Relying On English Schools

Most English learners rely totally on schools. They think the teacher and the school are responsible for their success. This is never true. You, the English learner, are always responsible. A good teacher can help, but ultimately you must be responsible for your own learning.

You must find lessons and material that are effective. You must listen and read every day. You must manage your emotions and remain motivated and energetic. You must be positive and optimistic. No teacher can make you learn. Only you can do it!
While these mistakes are very common, the good news is that you can correct them. When you stop making these mistakes, you change the way you learn English. You learn faster. Your speaking improves. You enjoy learning English.
Good luck... you can do it!

500 COMMON ENGLISH VERBS

FOLLOW THE LINK

http://www.barcelonaenglish.com/books/500%20common%20business%20verbs%20English%20to%20Spanish.pdf

REFLEXIVE PRONOUNS

Reflexive pronouns

Reflexive pronouns are used to show that the actions described by a verb act upon the subject of the verb: the subject and the object are thus the same. The forms of reflexive pronouns correspond to the forms of the subject pronouns:

• I --> myself
• you (singular) --> yourself
• you (plural) --> yourselves
• he --> himself
• she --> herself
• it --> itself
• we --> ourselves
• they --> themselves

To use a verb reflexively, the reflexive pronoun must follow the verb (and, in the case of an intransitive verb, it will follow any preposition used with the verb). If there are multiple verbs in the sentence, the reflexive pronoun follows the verb to which it applies:

• I told myself it would never happen.
• She talks to herself all the time.
• Look at yourself in that mirror!
• I would like to give myself a raise.

At the end of a sentence, one can add reflexive pronouns as a way of accentuating the subject in the sentence. In this case, the verb does not have reflexive power:

• I would rather do that myself.
• Can you talk to him yourself?

Personal pronouns

• Forms
• Subject pronouns
• Predicate pronouns
• Order of pronouns

Here are the different forms for personal pronouns in English:

 

Use of the subject pronoun

Subject pronouns reflect the nouns they replace. Since English nouns rarely show gender, the pronouns "he" and "she" are generally used only for people or animals; in the case of objects or impersonal expressions, the pronoun "it" will be used.

Examples:

• She wants to eat.
• You look tired.
• It is hard to cook well.

Use of predicate pronouns:

Predicate pronouns will always have the same form whether they are used as direct, indirect, or prepositional objects. The forms are: "me", "you", "it", "him", "her", "us", "them."

Whatever the form of the sentence (affirmative, negative, interrogative), direct objects -- or the pronouns replacing them -- will follow the verb:

• Did you buy it?
• You didn't buy it.
• You bought it.

Prepositional objects will come after their preposition:

• Will you come to the store with me?
• He left without her.

Indirect objects will generally come after the proposition "to," except if the pronoun precedes the direct object, in which cas the proposition "to" disappears:

• I have spoken to her.
• I gave this present to them.
• BUT : I gave them this present.

Order of pronouns

When a verb is followed by two or more pronouns, the following sequence is observed

Examples :

• Don't tell that to him.
• He couldn't sell the car to them.

Exception: As noted above, one may omit the preposition "to" in front of an indirect object, in which cas the indirect object pronoun precedes the direct object:

• He gave me it for Christmas.
• Don't tell him that.
• He couldn't sell them the car.

DEMONSTRATIVE PRONOUNS

Demonstrative pronouns

Demonstrative pronouns have the same form as the demonstrative adjectives, but are used without the nouns to which they refer. In the singular, when designating a specific object, the pronoun "one" is often added:

• These tomatoes are fresher than those.
• These are better than those.
• Would you like a little of this?
• That strikes me as really weird!
• The book is more interesting than that one. 

In front of a relative pronoun, the demonstrative pronoun becomes "the one" or "the ones" (when speaking of things), or "he / she who", "they who" (when speaking of people):

• This film is the one that you hated so much.
• He who eats well works well.
• This pen is the one with which the President signed the new law.

DEMONSTRATIVE ADJECTIVES

Demonstrative adjectives

Demonstrative adjectives have two singular forms (this, that) and two plural forms (these, those). These adjectives are used to designate proximity to an object, or to distinguish between an object that is close (in time or space) and one that is more remote. Usually "this" and "these" signal proximity, while "that" and "those" suggest distance:

• These books are too expensive.
• This car is responsive.
• That man irritates me!
• This hotel is more expensive than that one.

POSSESSIVE PRONOUNS

Possessive pronouns

Possessive pronouns, like the adjectives, agree with the person to whom they refer. Singular and plural share the same form:

• I --> mine
• your --> yours
• he, she, it --> his (masculine), hers (feminine), its (impersonal)
• we --> ours
• they --> theirs

So,

• I have my likes, and she has hers.
• If you give me one of yours, I'll give you one of mine.
• I like our house, but frankly, I am jealous of theirs!
• That's mine!

The verb "to belong to"

The verb "to belong to" indicates ownership or possession:

• That poodle belongs to Louise.
• The world belongs to you.

The "s" of possession

One may add "--'s" to any noun in order to indicate possession:

• I just read Gustave's book.
• The front door's lock is broken.
• Many of the world's countries are poor.

Note: Do not confuse the "s" of possession with the contraction of the verb "is":

• Fred's going to fetch it. (= Fred is going to fetch it.)
• The train's late again. (=The train is late again.)

"Whose" for indicating possession

"Whose" will be placed before the possession (the object possessed), and will refer ownership to the preceding noun:

• The man whose dog bit me said he was sorry. (The dog belongs to the man.)

Here is the woman

POSSESSIVE ADJECTIVES

Possessive adjectives

Possessive adjectives agree with the person to whom they refer:

• I --> my
• you --> your
• he, her, it --> his (masculine), her (feminine), its (impersonal)
• we --> our
• they --> their

So,

• I have lost my keys.
• They are coming in their car.
• I met your grandparents.
• This car has lost its power.

Note: In English the possessive adjective is used to refer to parts of the body:

• She brushes her teeth twice a day.
• He broke his arm playing soccer.
• His stomach aches.

Los Modos Discursivos: Forma de presentar un texto.

Hola que tal!

Les envío unos links en donde podrán conocer más a cerca del tema.
http://www.slideshare.net/Calieg/los-modos-del-discurso

http://www.slideshare.net/LoretoAraya/13992579-modosderazonamientoeneldiscursoargumentativo

¿Qué es la lectura y para qué sirve?

•El ajuste curricular promueve la formación de los estudiantes como lectores activos y críticos de textos literarios y no literarios, capaces de comprender lo que leen y de formarse una opinión sobre los juicios emitidos y sobre los textos leídos.

•El ajuste permite que el proceso de la lectura progrese a lo largo de todo el currículum, a través del contacto con textos cada vez más complejos desde un punto de vista  lingüístico, conceptual y estructural.

 

HEY... ESPERO QUE SE PUEDA ENTERDER MEJOR. 

DALE CLICK AQUI  Proceso de comprensión de la lectura

Estretegias de lectura.

Estrategias de lectura

Estrategias de lectura para facilitar la comprensión

Estrategias de Lectura - El Método "EPL-Triple R"
El Método de comprensión de lectura EPL-Triple R es muy útil sobre todo para las tareas que nos asignan, en la escuela o en el trabajo, concernientes a lecturas de las cuales debemos obtener información específica; ya sea por motivos de investigación, para la elaboración de un reporte, o como parte del estudio de algún tema en lo particular.

Con éste método podrás mejorar tu comprensión al leer y memorizar información importante más fácilmente. El EPL-Triple R es una estrategia de lectura y estudio versátil, ya que involucra activamente al lector durante el proceso de la lectura.

La versión corta de esta estrategia de lectura:
• Primero, EXAMINAS (E) rápidamente el texto para detectar sus puntos principales y localizar partes esenciales. Esto te ayuda a saber que puedes esperar de la lectura que vas a realizar.
• A continuación, determinas el propósito de la lectura haciéndote PREGUNTAS (P) acerca del tema y el texto.
• Después debes LEER (L) activamente, buscando las respuestas a las preguntas que formulaste previamente.
• En seguida, monitoreas tu nivel de compresión de lectura REPITIENDO (R1) - de preferencia en voz alta - los puntos principales del texto y REGISTRANDO (R2) - preferentemente de forma escrita - la información principal.
• Finalmente, refuerzas tu nivel de comprensión de lectura REVISANDO (R3) las actividades anteriores.
Examinar, Preguntar, Leer, Repetir, Registrar, Revisar - EPL-Triple R
E = Examinar

Este es el primer paso en el que puedes ahorrar mucho tiempo. Comienza por examinar rápidamente el texto antes de leerlo. Considera todo lo que destaca en el texto: el índice, el temario, los títulos y sub-títulos, los encabezados en “negritas”, las citas, las ilustraciones, los gráficos, las notas al margen y el sumario. Ahora pregúntate: ¿De qué trata el texto? ¿Cuáles son los temas principales que se incluyen?
P = Preguntas

Cambia los encabezados, títulos y sub-títulos en el texto a preguntas. Después trata de asumir qué información sigue. Pregúntate: ¿Quién?, ¿Qué?, ¿En dónde?, ¿Cuándo?, ¿Cómo?, ¿Por qué?, tal como si fueras un periodista. Haciéndote estas preguntas y luego buscando las respuestas a ellas, tú puedes enfocar tu atención para obtener la información deseada de una manera rápida y eficaz.
L = LEER

Ahora lee activamente el texto. Trata de encontrar las respuestas a tus preguntas, pasando la mayor parte de tu tiempo en el material que creas importante. Este proceso de Preguntas vs. Respuestas te ayuda a leer activamente, en vez de solo ser un simple lector pasivo.
R1 = REPETIR

Después de completar cada sección, aparta tu mirada del texto. Ahora trata de repetir los puntos más importantes de tu lectura. Esta repetición te hará saber claramente lo que has aprendido y lo que no. Vuelve a leer el texto las veces que sean necesarias, hasta que logres repetir todos los puntos importantes de cada sección.

IMPORTANTE: Este proceso es mucho más efectivo si lo haces en voz alta.
R2 = REGISTRAR
Al mismo tiempo que estás repitiendo los puntos importantes del texto, también puedes registrar o escribir toda la información que sientas que tienes que recordar. Puedes registrar esta información en hojas de papel o en tarjetas de estudio para poderlas utilizar posteriormente.
TIP: El registro de la información lo puedes hacer en forma de preguntas y respuestas.
R3 = REVISAR

Ahora revisa todo el material. Lee nuevamente los encabezados. Repite todas las ideas y puntos importantes de cada sección del texto. Siempre has referencia a tus notas escritas mientras revisas tu material: de esta forma es mucho más sencillo que puedas recordar posteriormente los eventos, puntos básicos, información importante, etc.

Estrategias de Lectura - El Método "PEPL4R"
Una variación del método EPL-Triple R es el PEPL4R. Se usa principalmente para la extracción de información y datos específicos de un texto.
PEPL4R es una estrategia de lectura que reafirma de una forma eficiente los pasos básicos en el proceso de lectura. La P es para Propósito, la E es de Examinar rápidamente, la P es de Preguntar, la L para Leer selectivamente y las cuatro R's son de Repetir, Registrar, Reflexionar y Revisar.

1.- Propósito
Antes de leer, pregúntate por qué estas leyendo ese texto en particular y qué es lo que quieres obtener. Cuando hayas logrado tu propósito, en ese momento deja de leer.
Así pues, el principio de establecer primero tu propósito, ya sea para obtener el enfoque o tema, las ideas principales, los factores o rasgos principales, evidencias, argumentos y ejemplos, relaciones o métodos, te pueden incitar a utilizar la técnica de lectura que te lleve a lo que estás buscando en un mínimo de tiempo.

Por ejemplo: si tu propósito es encontrar información específica como un número de teléfono en la guía telefónica, una formula matemática en un libro, una definición en un diccionario, o un dato en un artículo, es normal y obvio que una vez que encontraste lo que buscabas, dejes de “leer”. Ese tipo de “lectura” es más una “exploración” y debes utilizarla en casos como los que se mencionan anteriormente.

2.- Examinar
Examina rápidamente ("échale un ojo") los aspectos más importantes del texto, - el título, los encabezados, los párrafos principales y el sumario - esto te sirve para obtener una visión general de la lectura y detectar qué ideas, problemas y preguntas se abordan. Al hacer esto, el objetivo es encontrar la idea central, el enfoque y la forma en la que el autor trata el tema del texto o sección que estás revisando. Esta inspección debe llevarse a cabo en no más de unos pocos minutos.

3.- Preguntar
Crea preguntas alrededor de las respuestas que estás buscando:
• ¿Qué necesito saber a cerca de este tema? ¿Que información quiero extraer?
• Convierte el primer encabezado a pregunta, de tal forma que cuando leas el texto encuentres la respuesta a la misma.
TIP: En este paso, debes activar tus conocimientos previos acerca del tema para facilitar y eficientar la compresión de la lectura. De esta manera también evitas plantearte preguntas de las cuales ya conoces las respuestas.

4.- Leer selectivamente
Lee para encontrar las respuestas a tu(s) pregunta(s). Normalmente leyendo el primer enunciado de cada párrafo, sabes si ahí se encuentra la respuesta a lo que estás buscando.
En algunas ocasiones el texto “lista” las respuestas con la expresión “El primer punto…, en segundo lugar...” y así sucesivamente. En otros casos tendrás que leer cada párrafo cuidadosamente con el objeto de comprender el siguiente, y de esta forma encontrar la idea principal “oculta” en el texto.
Básicamente, debes buscar las ideas, información, evidencia, etc. que te proporcionen la información que estás buscando.

5.- Repetir
Sin que estés viendo el texto, repite las respuestas a tu(s) pregunta(s) utilizando tus propias palabras tanto como sea posible. Si no lo puedes hacer razonablemente bien, revisa nuevamente esa sección.

6.- Registrar
Escribe una breve reseña de tu(s) pregunta(s) y sus respuestas. Las respuestas las debes de escribir en forma de frases cortas o “palabras clave”, no con oraciones largas. Estás deben servirte para reforzar lo aprendido y como ayuda para el paso de revisión en esta estrategia de lectura.

7.- Reflexionar
Recientemente se han hecho investigaciones sobre psicología cognoscitiva e indican que la comprensión y retención se incrementan cuando “elaboras” nueva información.
Esto significa reflexionar acerca de lo que leíste, presentar la información de manera diferente, compararla con conocimientos anteriores, crear categorías, asociando una con otra, conectar lo aprendido a tu propio conocimiento y a tu experiencia personal, y en general organizar las ideas y después reorganizarlas. Esto se puede lograr a través de tu imaginación y también sobre papel.
Normalmente en este punto ya podrás desarrollar el registro (paso 6), y tal vez reorganizarlo ya sea en: frases formales, jerarquías, tablas, diagramas de flujo, mapas mentales, o inclusive a través de simples “garabatos”.
Después pasa por el mismo proceso, del paso 3 al 7, con la siguiente sección, y así sucesivamente.

8.- Revisar
Examina tus notas “reducidas” del artículo o capítulo, viéndolas como un “todo”. Esto te permite visualizar alguna clase de organización global que contiene toda tu información a la vez. Después repite en voz alta utilizando las preguntas u otras pistas como indicadores o estímulos para recordar.
TIP: Este ejercicio de repetición, se debe llevar a cabo en pocos minutos y se debe realizar regularmente con el material que consideres más importante de recordar.

Estrategias de lectura para libros de texto, manuales y cursos
Cuando lees libros de texto, manuales o cursos existen varias etapas y niveles para lograr tu objetivo. La pregunta a responder es: “¿Hasta este momento, he comprendido lo suficiente para lograr mi objetivo? Si tu respuesta es afirmativa, PARA DE LEER. Si no lo es, continúa leyendo.

Pasos a seguir:
• Antes de comenzar a leer, fíjate quién es el autor y la fecha de publicación. Lee el prólogo y el índice. Revisa los diagramas y los dibujos rápidamente.
• Examina el primer y el último capítulo. Frecuentemente estos son capítulos introductorios y de recopilación y pueden darte la información que necesitas.
• Con la ayuda del índice, revisa los capítulos intermedios. Esto te lleva dentro del libro de una forma más profunda y te permite decidir cuáles son los capítulos intermedios que debes leer detenidamente.
• Lee los capítulos intermedios hasta lograr tu propósito.
• Toma notas de la información relevante.
• Revisa el glosario, el índice y los apéndices tanto como se requiera.

Examinar rápida y selectivamente una lectura, son las técnicas más veloces y eficientes de obtener lo que tú necesitas de los libros de texto, manuales o cursos. Muchas personas piensan que hacen "trampa" al no leer todas y cada una de las palabras en el libro, eso no es verdad. En realidad, te estás haciendo trampa a ti mismo cuando pierdes el tiempo leyendo material no esencial para lograr tu objetivo.

Aprendizaje por Analogías

El aprendizaje por analogias consiste que a través de una red explicativa de conceptos coherentes interrelacionados el alumno adquiere un nuevo concepto.

Ejemplos sencillos:
Comida es a restaurante lo que libro es a librería.
La uva es al vino lo que la piña al tepache.
Marisco es a camarón como la Leche a la carne
Arruga es a vejes como higiene a salud
Pediatra es a niños como cardiólogo a riñón
Hectárea es a tierra como cuerda yarda
Avión es a hangar como tren a locomotora
Estatua es a mármol como herrero a metal
Deteriorado es a dañado como ignorado a desconocido
Abeja es a colmena como ratonera a ratón
Perro es a ladrar como burro a rebuznar
Banco es a dinero como biblioteca a libro

Más ejemplos:
1:   Aleta es a pez como brazo es a humano.
2:   Manzana es a árbol como hijo es a padre.
3:   León es a sabana como tiburón es a mar.
4:   Zapatos es a pie como guante es a mano.
5:   Luna es a noche como sol es a día.
6:   Bush es a capitalismo como Fidel Castro es a comunismo.
7:   Comida es a humano como gasolina es a auto.
8:   Ojo es a alma como ventana es a casa.
9:   Hojas es a libro como teclas es a piano.
10: Tristeza es a lágrima como sonrisa es a alegría.
11: Hora es a tiempo como nota es a música.
12: Niño es a escuela como hombre es ha trabajo.
13: Sereno es a ecuánime como aval es ha garantía
14: Veraz es a sincero como adorno es a atavió

y otros más:
carpintero es amadera como herrero es a metal
parvada es a pajaro como cardumen es a pez
azul es a mar como verde es a pasto
cuadrado es a cuatro como triangulo es a tres
amor es a odio como alegría es a tristeza
matemáticas es a numeros como literatura es a letras

Éstos son unos ejemplos básicos. Ojalá les quede claro.