Tag questions.

A tag question is a short question added to the end of a positive or negative statement. For example:He is, He does, He will, He can, isn't he? doesn't he? won't he? can't he?

How are they formed?

Normally a positive statement is followed by a negative tag, and a negative statement is followed by a positive tag. For example:-

+
You're English,

aren't you?

You're not German, are you?

The statement and the tag are always separated by a comma. Treat any statements with nothing, nobody etc like negative statements.The verb in the statement should be the same tense as the verb in the tag. For example:Present tense You are a good singer, Past tense You didn't go to work yesterday, Present perfect tense | present tense aren't you? | past tense did you? | present perfect tense

You have been to London,

haven't you?

If the verb used in the statement is an auxiliary verb, then the verb used in the tag must match it. If a modal (can, could, will, should, etc.) is used in the statement, then the same modal is used in the tag part. If the statement doesn't use an auxilliary verb, then the auxiliary do is used in the tag part. For example:Auxiliary verb She is from England, They aren't very nice, She doesn't like it here, Modal verb You can sing, They shouldn't do that, No auxiliary He eats meat, He had a bath, Nothing happened, TQ isn't she? are they? does she? can't you? should they? doesn't he? didn't he? did it?

Tag questions are used to verify or check information that we think is true or to check information that we aren't sure is true. Sometimes we just use them for effect. We show the meaning of the tag question through intonation.If the tag is a real question it has a rising intonation. For example:The chairman's coming at 3:00, is

n't he?

Past Perfect.
The past perfect simple tense is used to go further back in time when we are already talking about the past. It can make it clear that something had already happened at the time we are talking about. For example: "I had already done the shopping by the time she came home." "I was late for work, by the time I arrived the client had already left." The past perfect simple can be used to show how often something happened in the past. For example: I'd visited the city many times before. It can also be used to express unfulfilled wishes or dreams. For example: "If I had won the lottery I would have bought a new car." Note: If I had done something I would have done something else.

Passive Voice Present & Past

The passive voice may use any tense of the verb to be:past participl e (present simple) finished. was / were is being / are being /am being was being / were being has been / have been had been (past simple) (present continuous) cleaned. (past continuous) (present perfect) sent. (past perfect) (future) tired.

to be

I / It / They etc.

is / are / am

I / It / They etc.

I / It / They etc. I / It / They etc.

will be

The passive voice is used when the subject of a sentence is the person or thing affected by the action of the sentence. We particularly use the passive voice when we don't know or aren't bothered exactly who has done something. This is called passive without agent where the recipient of the action becomes the subject. For example: "The office was cleaned." (What was cleaned? - The office=the subject)

"My car was stolen." (What was stolen - The car=the subject) We often use the passive to report what someone has said but avoid who said it. For example: "I was told he wasn't coming." "You were asked to bring some wine to the party." Sometimes you may want to use the passive voice but wish to mention who carried out the action. This is called passive with agent and the agent is usually introduced with the word by. For example: "The office was cleaned by Mrs Smith." Or you may use a subject such as people, someone, they etc, when you don't know who the agent is. For example: "The car was stolen by joyriders." A past participle alone usually carries passive force; the form of be can therefore be omitted in certain circumstances, such as newspaper headlines and reduced relative clauses:

Couple found slain; Murder-suicide suspected. [1] The problem, unless dealt with, will only get worse. A person struck by lightning has a high chance of survival.

Example: The house was cleaned yesterday.

Relative pronouns
A pronoun which is used to begin a subordinate clause can be referred to as a relative pronoun, since it indicates the relationship of the subordinate clause to the rest of the sentence. For instance, the underlined words in the following sentences are relative pronouns. e.g. The woman who is standing near the window is a doctor. The door, which was bright red, was very conspicuous. Have you found the book that was missing? A subordinate clause which is introduced by a relative pronoun is often referred to as a relative clause.

1st Conditional
Used to express situations based on fact in the present or future (things which may happen). Uses the simple present tense:Formation (IF Clause) If I see you tomorrow, or... (Main Clause) I will buy you a drink (IF Clause) if I see you tomorrow. (Main Clause) I will buy you a drink.

We often use unless which means 'if ... not'. Formation (IF Clause) Unless you hand in your homework, means If you don't hand in your homework, I won't mark it. (Main Clause) I won't mark it.

or... (Main Clause) I won't mark your homework means I won't mark your homework if you don't hand it in. (IF Clause) unless you hand it in.

2nd Conditional
Used to express unreal situations in the present or future. Often used to express a wish. Uses the simple past tense:Formation (IF Clause) If I won the lottery, or... (Main Clause) I would buy a new house (IF Clause) if I won the lottery. (Main Clause) I would buy a new house.

3rd Conditional
Used to express conditions in the past that did not happen. Often used to express criticism or regret with would have, could have or should have. Uses the past perfect tense:Formation (IF Clause) If I had worked harder, If I had worked harder, If I had worked harder, or... (Main Clause) I would have passed my exam I could have passed my exam I should have passed my exam (IF Clause) if I had worked harder. if I had worked harder. if I had worked harder. (Main Clause) I would have passed my exam. I could have passed my exam. I should have passed my exam.

Connectors.
Its a word that is used to connect two ideas that are related in a text. Type of Connector Connector(s) Examples Coordinating But High level positions conjunction are stressful at times, but professionals can learn to manage their stress levels. Subordinating although, despite Despite the fact that conjunctions the fact that high level positions are stressful at times, professionals can learn to manage their stress levels. Conjunctive adverbs although, despite High level positions the fact that are stressful at times; nevertheless, professionals can learn to manage their stress levels. Prepositional phrases despite, in spite of In spite of the stressful nature of high level positions, professionals can learn to manage their stress levels. Other tipes of connectors are: Sentence Connectors: Addition Sentence Connectors: Cause / Effect Sentence Connectors: Comparison Sentence Connectors: Contrast Sentence Connectors: Condition

EXAMPLES Moreover, The library on 5th Avenue in New York City is one of the best places to do research. Moreover, it has hundreds of the most respected magazines and journals in the world. In addition, The library on 5th Avenue in New York City is one of the best places to do research. In addition, it has hundreds of the most respected magazines and journals in the world. Furthermore, The library on 5th Avenue in New York City is one of the best places to do research. Furthermore, it has hundreds of the most respected magazines and journals in the world. Also The library on 5th Avenue in New York City is one of the best places to do research. It also has hundreds of the most respected magazines and journals in the world.

As well The library on 5th Avenue in New York City is one of the best places to do research. It has hundreds of the most respected magazines and journals in the world as well. Too

The library on 5th Avenue in New York City is one of the best places to do research. It has hundreds of the most respected magazines and journals in the world, too. Additionally, The library on 5th Avenue in New York City is one of the best places to do research. Additionally, it has hundreds of the most respected magazines and journals in the world. And The library on 5th Avenue in New York City is one of the best places to do research, and it has hundreds of the most respected magazines and journals in the world. Not only. . . but also The library on 5th Avenue in New York City is not only one of the best places to do research but also has hundreds of the most respected magazines and journals in the world.

Besides that, The library on 5th Avenue in New York City is one of the best places to do research. Besides that, it has hundreds of the most respected magazines and journals in the world.

Referents.
A referent is a noun or noun phrase that occurred earlier in the text and is subsequently referred to using words such as it or this. Example: Traditionally, business simply meant exchange or trade for things people wanted or needed. Today, it has a more technical definition. (it refers to business.) Example: However, there is one other important factor. This factor is the creation of profit or economic surplus. (this factor refers to the same conceptone other important concept in the previous sentence.)

I-Yo You-Tu, Usted He-El She-Ella It-Ello(cosas) We-Nosotros(as) You-Uds., They- Ellos(as)

Objective pronouns Me-a Mi Him-a El It-Ello You-A uds. You-a Ti, ellos Her-a Ella Us-Nosotros Them-A ellos

Afijos.
They are particles that you put in a Word Before or after it, to give it a new meaning and create a new word They can be divided in 2 Suffixes and Prefixes Suffixes: A suffix is a letter or group of letters added at the end of a word to make a new word. Here we look at 5 common suffixes: -able, -ible (CAN BE) added to verbs to form adjectives which mean able to receive the action of the stated verb

breakable washable moveable presentable A countable noun is one that can be counted.

-able, -ible (WORTH BEING) added to verbs to form adjectives which mean worth receiving the action of the stated verb

an admirable person an acceptable answer

Prefix: A prefix is something which goes in front of a word. It usually a group of letters such as pre- or sub- or anti-, The prefix usually changes the meaning of the word - or it makes a new word.

satisfied dissatisfied spelling misspelling necessary unnecessary

USE A prefix never changes the root word to which it is attached. You can work out the meanings of long words if you can spot prefixes and suffixes. Some prefixes such as mega- and hyper- are often used in casual speech:

"My pal's got this mega collection of CDs!" "My mum's been hyper all morning"

It's OK to use them in speech - but don't use them in formal writing. Here are some more common prefixes - plus what they mean. Anti- means against - as in anti-clockwise, or going in the opposite direction to the fingers of a clock.

Grafics.
Visual elements that supplement type to make printed messages more clear or interesting. For the purposes of this glossary, graphics are one of the three types of data that can be created, stored retrieved and manipulated (the other two are text and documents). Graphics are basically pictures and drawings, either created by computer or entered into the computer by scanning or photographing. See vector graphics, raster graphics and bit map for more.

Elementos visuales que suplen el tipo para hacer mensajes impresos ms claros o interesantes. Para los propsitos de este glosario, los grficos son uno de los tres tipos de datos que se puedan crear, almacenado recuperado y manipulado (los otros dos son texto y documentos). Los grficos son bsicamente cuadros y dibujos, creados por la computadora o entrados en la computadora explorando o fotografiando. Vea los grficos del vector, los grficos de la trama y el mapa de bits para ms.

Prediction.
The act of predicting (as by reasoning about the future) statement made about the future. Es el acto de predecir (razonar el futuro) Declaracion hecha sobre el futuro

Iconographyc.
Iconografy is the description of images and the use and coleccin of these. Iconography is the branch of Art History which studies the identification, description and the interpretation of the content of images. The word iconography literally means "image writing", and comes from the Greek (image) and (to write), and particularly denotes the use of symbols in a painting to make clear the significiance of what it depicts. This article covers mainly the history of religious images in Eastern Christianity. Iconografia es la descripcin de imgenes y el uso y el coleccin de stos. La iconografa es el rama de la historia del arte que estudia la identificacin, la descripcin y la interpretacin del contenido de imgenes. La iconografa de la palabra significa

literalmente la "escritura de la imagen", y viene griego (imagen) y (para escribir), y denota particularmente el uso de smbolos en una pintura de hacer claramente el significiance de lo que representa. Este artculo cubre principalmente la historia de imgenes religiosas en cristianismo del este.

Typographic.
Typography is the art and technique of setting written subject matter in type using a combination of fonts, font size, line length, leading (line spacing) and letter spacing.I like fudge Roberto. Typography is performed by typesetters, compositors, typographers, graphic artists, art directors, and clerical workers. Until the Digital Age typography was a specialized occupation. Digitization opened up typography to new generations of visual designers and lay users.

La tipografa es el arte y la tcnica de fijar el tema escrito en tipo usando una combinacin de fuentes, del tamao de fuente, de la lnea longitud, de conducir (lnea espaciamiento) y de la letra spacing.I como el dulce de azcar Roberto. La tipografa es realizada por los typesetters, los compositors, los tipgrafos, los artistas grficos, los directores de arte, y los trabajadores administrativos. Hasta Digital la tipografa de la edad era una ocupacin especializada. Tipografa abierta numeracin a las nuevas generaciones de diseadores visuales y de usuarios puestos.

Mapa Conceptual.
Los mapas conceptuales, son una tcnica que cada da se utiliza ms en los diferentes niveles educativos, desde preescolar hasta la Universidad, en informes hasta en tesis de investigacin, utilizados como tcnica de estudio hasta herramienta para el aprendizaje, ya que permite al docente ir construyendo con sus alumnos y explorar en estos los conocimientos previos y al alumno organizar, interrelacionar y fijar el conocimiento del contenido estudiado. El ejercicio de elaboracin de mapas conceptuales fomenta la reflexin, el anlisis y la creatividad. Con relacin a lo antes expuesto, del Castillo y Olivares Barbern, expresan que "el mapa conceptual aparece como una herramienta de asociacin, interrelacin, discriminacin, descripcin y ejemplificacin de contenidos, con un alto poder de visualizacin". (2001,p.1) Los autores sealados exponen que los mapas no deben ser principio y fin de un contenido, siendo necesario seguir "adelante con la unidad didctica programada, clases expositivas, ejercicios-tipo, resolucin de problemas, tareas grupales... etc.", lo que nos permite inferir que es una tcnica que si la usamos desvinculada de otras puede limitar el aprendizaje significativo, viendolo desde una perspectiva global del conocimiento y considerando la conveniencia de usar en el aula

diversos recursos y estrategias dirigidas a dinamizar y obtener la atencin del alumno; es por eso que la recomendamos como parte de un proceso donde deben incluirse otras tcnicas como el resumen argumentativo, el anlisis critico reflexivo, la exposicin, anlisis de conceptos, discusiones grupales. The conceptual maps, are a technique that every day is used more in the different educative levels, from prestudent to the University, in information to in investigation thesis, used as technical of study until tool for the learning, since it allows the educational one to be constructing with his students and to explore in these the previous knowledge and to the student to organize, to interrelate and to fix the knowledge of the studied content. The exercise of elaboration of conceptual maps foments the reflection, the analysis and the creativity. In relation to before exposed, of the Castle and Barbern Olive groves, they express that "the conceptual map appears like a tool of association, interrelation, discrimination, description and ejemplificacin of contents, with a high power of visualization". (2001, p.1) the indicated authors expose that the maps do not have to be principle and aim of a content, being necessary to follow "ahead with the programmed didactic unit, expositivas classes, exercise-type, group resolution of problems, tasks... etc.", which allows us to infer that it is a technique that if we used it broken ties with others can limit the significant learning, seeing it from a global perspective of the knowledge and considering the convenience of using in the classroom diverse resources and strategies directed to dinamizar and obtaining the attention of the student; he is why we recommended it like part of a process where other techniques like the argumentativo summary must be included, the analysis I criticize reflexive, the exhibition, group analyses of concepts, discussions.

Cuadro Sinoptico.
La sinopsis es un resumen de las ideas principales de un texto que esta presentado de forma analtica y organizados de una manera que evidencia la estructura interna del texto, tambin es posible presentar de este modo varios textos que se pueden comparar entre s. Los cuadros sinpticos pueden presentarse por medio de llaves y tomar forma de diagramas o pueden estar compuestos por columnas a manera de tablas.

Cuando se va a realizar la comparacin de textos a travs de una cuadro sinptico lo primero que debe hacerse es tener una visn de cada texto y en segundo lugar determinar los criterios de anlisis que usaremos al comparar, estos criterios pueden variar y elegirse de acuerdo al objetivo propuesto o las ideas que se pretenden destacar. The synopsis is a summary of the main ideas of a text that this presented/displayed of analytical form and organized of a way that demonstrates the internal structure del text, also is possible to present/display of this way several texts that can be compared between himself. The statistical charts can appear by means of keys and take form from diagrams or can be made up of columns to way of tables. When one is going away to make the text comparison through a statistical chart first that must become is to have a mink of each text and secondly to determine the analysis criteria that we will use when comparing, these criteria can vary and choose according to the proposed objective or the ideas that are tried to emphasize.

Graphyc.
Written or drawn or engraved; "graphic symbols" describing nudity or sexual activity in graphic detail; "graphic sexual scenes" of or relating to the graphic arts; "the etchings, drypoints, lithographs, and engravings which together form his graphic work"- British Book News relating to or presented by a graph; "a graphic presentation of the data" Escrito o dibujado o grabado; "smbolos grficos" que describen desnudez o actividad sexual en detalle grfico; "escenas sexuales grficas" o referentes de los artes grficos; "las aguafuertes, los drypoints, las litografas, y los grabados que junto forman su trabajo grfico" - noticias britnicas del libro en lo que concierne o presentado por un grfico; "una presentacin grfica de los datos"

Textos Informativos.

Los textos informativos relatan sobre acontecimientos ocurridos a personas o cosas reales. El autor debe relatar los hechos objetivamente, en forma clara, directa y sencilla. Generalmente mantienen un formato que permite identificar fcilmente las diferentes partes del texto. Cuando se agregan opiniones y comentarios adicionales deja de ser un texto simplemente informativo, ya que la opinin es un mensaje subjetivo, que depende del punto del vista del autor. En caso de que se lo incluya, el texto del mismo es de su exclusiva responsabilidad. Clasificacin de los textos informativos Los textos informativos pueden clasificarse en: Periodsticos: La informacin periodstica puede ser oral (radio, televisin) o escrita (diario, revista); y es aquella que relata sobre un hecho ocurrido en la realidad. El emisor es un periodista que informa hechos actuales a travs de medios visuales o grficos. Cientficos: La informacin cientfica recibe el nombre de informe. Es elaborado por los cientficos (emisor) donde relatan en forma ordenada sus investigaciones y las conclusiones a las que han llegado despus de analizar las mismas. Los temas tratados son especficos y se desarrollan en publicaciones orales o escritas especializadas.

Textos Instructivos.
Las instrucciones estn presentes diariamente en nuestra vida cotidiana, tanto en la escuela como fuera de ella. El desarrollo cientfico y tecnolgico de los ltimos tiempos exige cada vez ms la intervencin del discurso instruccional en tareas que antes se desarrollaban en contacto con otras personas. Pensemos en ejemplos cotidianos el servicio de reparaciones telefnico o el servicio de informaciones, la bsqueda de informacin de nuestras cuentas bancarias a travs de Internet, el cajero automtico, entre muchos otros casos. Las caractersticas principales de los textos instructivos son:

 formato especial desarrollo de procedimientos compuestos por pasos que deben cumplirse para conseguir un resultado. En algunos casos la secuencia de pasos es fija y en otros hay varias secuencias alternativas (como en los procesadores de texto) se utiliza el infinitivo, el modo imperativo. (prender la computadora o prenda la computadora). o las formas impersonales (se prende la computadora) se utilizan marcas grficas como nmeros, asteriscos o guiones para diferenciar o secuenciar la serie de pasos acompaamiento de imgenes para reforzar o clarificar los pasos a seguir Otros textos cercanos a las instrucciones son: los reglamentos y las normas de funcionamiento, que indican tambin como actuar en un determinado lugar o circunstancia. La diferencia con las instrucciones es que el objetivo no es aprender o hacer algo. The instructions are present daily in our daily life, as much in the school as outside her. The scientific and technological development of the last times more and more demands the intervention of the instruccional speech in tasks that before were developed in contact with other people. Let us think about daily examples the telephone service of repairs or the information service, the search of information of our banking accounts through Internet, the automatic teller, between many other cases. The basic characteristicses of instructive texts are: special format? development of procedures made up of steps that must be fulfilled to obtain a result. In some cases the sequence of steps is fixed and in others there are several alternative sequences (like in the text processors)? the infinitivo is used, the imperative mood (to catch the computer or pledges the computer). or the impersonal forms (the computer falls in love)? are used graphical marks like numbers, asterisks or scripts to differentiate or to secuenciar the series of steps? support of images to reinforce or to clarify the steps to follow Other texts near the instructions is: the regulations and the norms of operation, that they also indicate like acting in a certain place or circumstance. The difference with the instructions is that the objective is not to learn or to do something.

Textos Descrptivos.

Refiere las caractersticas o propiedades de un objeto, su estructura se organiza bsicamente sobre la dimensin espacial. La descripcin siempre supone entonces una forma de anlisis, ya que implica la descomposicin de su objeto en partes o elementos y la atribucin de propiedades o cualidades. Est presente: En el rea de Lengua Es muy caracterstica del rea de Ciencias Naturales y de Geografa. Es un tipo de texto de adquisicin temprana pero que presenta mayores dificultades que el narrativo, ya que no existe ningn criterio bsico que facilite la comprensin o produccin. La seleccin y el orden de exposicin de las caractersticas del objeto a desribir ser determinado por la finalidad del texto. La descripcin suele ser algo ms que una enumeracin ya que implica interrelacin de elementos. Pasemos a detallar cules son los elementos que intervienen en un texto descriptivo: a.- el observador: la posicin del observador puede ser: Dentro de la escena o cuadro o fuera de l En primera o tercera persona Fija o en movimiento It refers the characteristics or properties of an object, its structure is organized basically on the space dimension. The description always supposes then an analysis form, since it implies the decomposition of his object in parts or elements and the attribution of properties or qualities. He is present: In the area of Language? She is very characteristic of the area of Natural Sciences and Geography. It is a type of text of early acquisition but that presents/displays greater difficulties than the narrative one, since it does not exist any basic criterion that facilitates the understanding or production. The selection and the order of exhibition of the characteristics of the object to desribir will be determined by the purpose of the text. The description usually is something more than an enumeration since it implies interrelation of elements. Let us happen to detail which are the elements that take part in a descriptive text: to - the observer: the position of the observer can be: Within the scene or picture or outside him? In first or third person? It fixes or to movement.

Textos Narrativos.
Se denomina narracin al relato de hechos en los que intervienen personajes y que se desarrollan en el espacio y en el tiempo. Los hechos son contados por un narrador. El texto narrativo est presente:

 en las clases desde Nivel Inicial y en las clases de Lengua durante todo el ciclo Primario y Secundario: tareas de comprensin de narraciones literarias (cuentos maravillosos, fantsticos, policiales, novelas) y de produccin de narraciones de contenido de ficcin o de experiencias personales del alumno. En el rea de Ciencias Sociales, segundo mbito en el que este tipo textual es frecuente, a travs de la narracin de hechos histricos. Leamos este cuento, con el que ejemplificaremos las caractersticas del texto narrativo: La estructura bsica de este tipo de texto es la organizacin temporal. En la narracin clsica pueden distinguirse tres segmentos: situacin inicial, complicacin y desenlace.

Narration to the story of facts is denominated in which personages take part and who are developed in the space and the time. The facts are counted by a narrator. The narrative text is present: in the classes from Initial Level and the classes of Language throughout the Primary and Secondary cycle: tasks of understanding of literary narrations (wonderful, fantastic, police stories, novels) and of production of narrations of content of fiction or personal experiences of the student. In the area of Social Sciences, second scope in which this textual type is frequent, through the narration of historical facts. Let us read this story, with which we will exemplify the characteristics of the narrative text: The basic structure of this type of text is the temporary organization. In the classic narration three segments can be distinguished: initial situation, complication and untie.

Textos Informativos:

Textos Instructivos
1.---The Windsor Knot

Wide and triangular - for wide spread shirt collars

1. Start with wide end of the tie on your right and extending a foot below narrow end. 2. Cross wide end over narrow and bring up through loop. 3. Bring wide end down around behind narrow and up on your right. 4. Then put down through loop and around across narrow as shown. 5. Turn and pass up through loop and... 6. Complete by slipping down through the knot in front. Tighten and draw up snug to collar. 2.--EASY PAN CAKE 1 1/2 cup King Arthur flour 1 cup sugar 3-4 tablespoons cocoa 1 teaspoon baking soda 1 teaspoon salt 6 tablespoons vegetable oil or melted butter 1 teaspoon vanilla extract or dark rum 1 tablespoon white vinegar 1 cup cold water Preheat oven to 350F. Sift dry ingredients (flour, sugar, cocoa, baking soda and salt) directly into an ungreased 8" square cake pan. (If you decide not to sift ingredients, cake won't be as light in texture, but will still be good - just be sure that the dry ingredients are mixed well). Make 3 holes or in the dry mixture which is in the pan. Into the first hole, pour the oil or melted butter.

Into the second hole, pour the vanilla extract or rum. Into the third hole, pour the vinegar. Drizzle the cup of cold water over the entire cake. Stir the mixture together using a fork until combined evenly. Bake cake at 350F for 35-40 minutes. Run a knife along edges to loosen cake from pan after cooled, or cut into squares and serve directly from pan. Frost with whipped cream or chocolate frosting, if desired, or serve as is. For a richer cake, beat one egg with enough water to measure 1 cup (and substitute for 1 cup water). Tip: To save on dishes, bake cake in a disposable aluminum foil pan. This cake is nearly as simple to prepare as a cake mix! Great fun for kids, too.

3.How to make brownies

Things You'll Need

1/2 c. butter 2 oz. unsweetened chocolate 2 eggs 1 c. sugar 1 tsp. vanilla 3/4 c. all-purpose flour 1/2 c. chopped nuts (optional)

Instructions

STEP 1: Preheat oven to 350 degrees F. STEP 2: Grease an 8-by-8-by-2-inch baking pan. Set aside. STEP 3: Melt butter and chocolate together in a medium-sized saucepan over low heat. Or place them in a microwave-safe container and heat - 2 minutes at a time at 50 percent power until melted (check after every 2 minutes). Remove from heat. STEP 4: Stir in eggs, sugar and vanilla with a wooden spoon. Beat lightly until just combined. STEP 5: Stir in flour and nuts. STEP 6: Spread batter in baking pan. Bake 30 minutes. STEP 7: Cool brownies on a wire rack. Cut into bars.

Textos Narrativos
"The Turtle and the Rabbit Run a Race," #38 Swapping Stories Bel Abbey, Elton, Louisiana
I'm going to tell you about the story about the Rabbit and the Turtle running a race. They were going to run a race one time. And Rabbit run so fast one time. He liked to run all the time. You know how the rabbit are. He jumped and he run fast and quick, and the turtle can't hardly run, can't hardly move out. They go after the insects, and that's the only time he run fast, I guess. After a while, he said, "Okay." But the Rabbit begging to run a race with the Turtle. Turtle said, "No, I can't run now. You're too fast for me. But you can't beat me because I'm running pretty fast all the time." And he said, "Okay, we put that when you're going to run a race." He said, "All right. Let me know right away." He said, "Let me know right away." He said, "All right. We'll talk to our people, and we're going to let you know tomorrow morning." He said, "All right." And after a while, turtles all get together. Turtles all get together and talk how they going to cheat with the Rabbit. They said, "You know, let's run. We'll run, and go a little ways. They got what they call hill. But it's no hill around here. It's low swamp in here. It's low flat; there's no hills in it. It's called a little mound. We're going to run over the mound and on top of the hill, on the mound. That's where we going to run the race, till there," they said. Rabbit says, "Okay." But the turtles talk to themselves, each other. They pick out four turtles. "You start it off first, and hide a little ways out there. And I come out and run a little ways and this one hide. But they're going to come out. And for the last go round, you run first over there in that line." They got four turtles, and they wanted to cheat that rabbit. When they started off running, the Rabbit jumped and leaped and went off with it. But they find onions and cabbage plants, cabbage farms and onion places. That's where they stopped. They find a good place to eat. So they stop and start eating in there. But the other one had come out. That's where they hide. They come out and started off. The Rabbit went over there and said, "Where you coming from?"

He said, "Oh, I'm still running. I'm still running." So the Rabbit passed the second one. After a while, they find mustards, mustard plants. They stop again and start eating. And the other one comes out. The third one comes out. After a while, the Rabbit is through eating, and they start running. Drink water, and he starts running again. He find that Turtle ahead, way ahead. He was way ahead of him. After a while he said, "Oh, how did you pass me?" He said, "Oh, I'm still running." After a while, the last one. The last one when they was eating in there, the last one come out first. On the line, they sit down, waiting for the Rabbit. The Rabbit ran over there where there's supposed to be a line in there. And he ran over there, but it's too late. Turtle goes over there first. Rabbit got mad at him. He said, "How did you get here?" He said, "I run over here." He said, "No, you don't. You don't pass me." "I will," he said. Keep arguing, and the Rabbit got mad. He got a stick like this and start beating on top of the back of shell. Break him all up. He tore it all up on the back. That's what you see there now, that's where the marks in there. On the back, the little skulls in there on the back. That's what that's for. They beat him up and they left. The Turtle was all beat up, broken back, and they laying down. But they calling for help. "Help! Help! I need help!" What you call it? An ant. An ant heard him. He said, "Somebody need help. Somebody need help somewheres." "Where?" one said. "Back in there somewheres," he said. "Let's go meet him," they said. They all get together and line up, and they all went over to where they needed help. They went over there, and the turtle got hurt. He got beat up. The third one said, "What you want?" "I need help. I got beat up. My back is broken. I need somebody help me throw it over. But you eat my fat. I got a little fat in there. That's what I'm going to pay with."

So the ant start eating the fat in there, the blood in there, start sewing him up. Pinch him all together. After that, they got well. That's why the turtle got spots all over him. That's the end of my story. That's my story.

Mito APHRODITE (a-fro-DYE-tee; Roman name Venus) was the goddess of love, beauty and fertility. She was also a protectress of sailors. The poet Hesiod said that Aphrodite was born from sea-foam. Homer, on the other hand, said that she was the daughter of Zeus and Dione. When the Trojan prince Paris was asked to judge which of three Olympian goddesses was the most beautiful, he chose Aphrodite over Hera and Athena. The latter two had hoped to bribe him with power and victory in battle, but Aphrodite offered the love of the most beautiful woman in the world. This was Helen of Sparta, who became infamous as Helen of Troy when Paris subsequently eloped with her. In the ensuing Trojan War, Hera and Athena were implacable enemies of Troy while Aphrodite was loyal to Paris and the Trojans. IN HOMER In his epic of the Trojan War, Homer tells how Aphrodite intervened in battle to save her son Aeneas, a Trojan ally. The Greek hero Diomedes, who had been on the verge of killing Aeneas, attacked the goddess herself, wounding her on the wrist with his spear and causing the ichor to flow. (Ichor is what immortals have in the place of blood.) Aphrodite promptly dropped Aeneas, who was rescued by Apollo, another Olympian sponsor of the Trojans. In pain she sought out her brother Ares, the god of war who stood nearby admiring the carnage, and borrowed his chariot so that she might fly up to Olympus. There she goes crying to her mother Dione, who

soothes her and cures her wound. Her father Zeus tells her to leave war to the likes of Ares and Athena, while devoting herself to the business of marriage. Elsewhere in Homer's Iliad , Aphrodite saves Paris when he is about to be killed in single combat by Menelaus. The goddess wraps him in a mist and spirits him away, setting him down in his own bedroom in Troy. She then appears to Helen in the guise of an elderly handmaiden and tells her that Paris is waiting for her. Helen recognizes the goddess in disguise and asks if she is being led once more to ruin. For Aphrodite had bewitched her into leaving her husband Menelaus to run off with Paris. She dares to suggest that Aphrodite go to Paris herself. Suddenly furious, the goddess warns Helen not to go too far, lest she be abandoned to the hatred of Greeks and Trojans alike. "I'll hate you," says the mercurial goddess, "as much as I love you now." Even though Zeus's queen Hera and Aphrodite are on different sides in the Trojan War, the goddess of love loans Hera her magical girdle in order to distract Zeus from the fray. This garment has the property of causing men (and gods) to fall hopelessly in love with whoever is wearing it. Homer calls Aphrodite "the Cyprian", and many of her attributes may have come from Asia via Cyprus (and Cythera) in Mycenaean times. These almost certainly mixed with a preexisting Hellenic or Aegean goddess. The ancient Greeks themselves felt that Aphrodite was both Greek and foreign

Leyenda The Legend of Zelda (THE HYRULE FANTASY THE HYRULE FANTASY Zeruda no Densetsu?, known in Japan as "The Hyrule Fantasy: The Legend of Zelda") is a video game designed by Shigeru Miyamoto and published by Nintendo in 1986.[1] A classic example of the action-adventure genre, the game is set in the fantasy land of Hyrule and centers around a young hero's quest to rescue Princess

Zelda from the villainous Ganon by collecting the eight fragments of a powerful artifact known as the Triforce of Wisdom. The inaugural game of the The Legend of Zelda series first released in Japan as a debut title for the Famicom's Disk System peripheral. With its vast world, open-ended gameplay, scrolling capabilities, and battery save system (in cartridge-based versions), Zelda featured groundbreaking technological advancements. Because the Famicom Disk System was not released outside of Japan, the game was published internationally on the Nintendo Entertainment System's cartridge format in 1987, where it enjoyed even greater critical and financial success. Zelda has been re-released on multiple platforms, most recently on the Wii's Virtual Console in 2006. The game was also included in The Legend of Zelda: Collector's Edition for the Nintendo GameCube,[3] and is unlockable in the GameCube version of the game Animal Crossing. As one of Nintendo's flagship franchises, Zelda is among the most recognized names in video games.

Textos Cientificos.
How to elaborate a picture
There is a number of passages in the photographic process. Once selected the loaded film and in the camera, the photographer decides what to photograph and when to pull the trigger. At this moment the film is exposed. The light momentarily enters the dark interior of the camera, causing a chemical reaction in microscopic particles of haluro of sensible silver to the light that is in the emulsion of the film. The particles react variably to the different reflected intensities of light from different parts from the object that penetrated in the lens. The darkest areas of the object reflect less light and cause less penetration in the emulsion causing that the areas are clearer, gives "latent" an invisible image which forms on the film emulsion. When the exposed film is ready to being revealed, it takes off of the camera and it is processed in a series of chemical baths to form the photographic negative. Finally a printing is made from the negative. Organic Chemistry

Organic chemistry is the study of compounds of carbon. The compounds of carbon are the central substances from which all the organisms are made living of this planet. The extensive field of compounds of carbon At the moment they are known more than 3 million organic compounds with a rate growth of 100,000 new compounds the year. This high number of compounds has like basic element of their molecular constitution to the united carbon atom, mainly, to the elements oxygen and hydrogen, also to the halogenous and sometimes S and P. Unlike inorganic compounds, the organic ones present/display the following characteristics: 1. The great majority of connections is of covalente type. 2, Points of low fusion and boiling with respect to inorganic compounds. 3. Little soluble in water. 4, Little polar molecules apolares or. 5. They present/display slow and complex reactions. 6, Complicated molecular structures, specially the ones of natural origin. 7. They are disturbed when warming up them. The carbon atom presents/displays an electronic configuration 1s2 2s2 p2. In fundamental state the electrons of the carbon atom would be located of the following form: 2 px? 2 py? 2 pz 2s? 1s? According to this configuration the carbon atom would act normally with valence (II), but the monoxide is only known carbon (CO) and the carbon (CH2), like composed of carbon that acts with valence (II). By addition of 96 Kcal/mol of energy to a carbon atom, one of electrons of orbital 2s can be excited until reaching the orbital emptiness 2p giving the configuration: 2 px? 2 py? 2 pz? 2 s? 1 s?

Resistance Resistance, capacitores and inductancias Resistance It is the opposition that presents/displays the different elements from the circulation of the electrical current. The law that ties to the electrical resistance, the current and the tension is the law of ohm which establishes the following relation: V = TO GO It is practically possible to be said that the resistance is an element that turns electrical energy caloric energy and the power, energy by time unit, that transforms into heat is given by the law of Joule P = I2 - R The unit of measurement of the resistance is ohm and the unit of measurement of the power is watt Capacitor Capacitor to the device is denominated that is able to accumulate electrical charges. Basically a capacitor is constituted by a separated parallel metallic lamina set by insulating material. The accumulation of electrical charges between laminae gives rise to a potential difference or tension on the capacitor and the relation between the accumulated electrical charges and the tension on the capacitor is a denominated constant capacitor capacity The unit of measurement of the capacity is

the farad and as this unit is very great they use submultiple of the same one. Microfaradio 10-6 Farad Nanofaradio 10-9 Farad Picofaradio 10-12 Farad The value of the capacity depends on the size and the form of the capacitor. We can say that the capacitor accumulates energy in form of electric field and its value is given by capacitor Wc: Accumulated energy : Dielectric permeability of means electrico field: Electric field The electric field is proportional to the tension between the plates (laminae) and inversely proportional to the distance that separates them.