domingo, 31 de julio de 2022

Many more, a lot more y Much more. Usos en inglés

Many more, a lot more y Much more. Usos en inglés

Gramática Inglesa - English Grammar - Recursos Educativos en inglés

En inglés decimos "much more" para decir "mucho más". También podemos decir "a lot more". Ambas expresiones son correctas.

Sin embargo, a veces diremos "many more" en lugar de "Much more". El significado es el mismo, pero "many more" se utiliza cuando se habla de un sustantivo contable, mientras que "much more" se utiliza con un sustantivo incontable.

Para explicarlo rápidamente, los incontables son sustantivos que no se pueden contar (como el agua, por ejemplo), mientras que los contables son sustantivos que se pueden contar (como las manzanas, por ejemplo). Te invito a que leas las diferencias entre much y many. Y también Nombres contables e incontables en inglés.

Por ejemplo:

There is much more coffe.
There are many more bananas.

Por otro lado, "a lot more" puede utilizarse tanto para sustantivos contables como incontables.

There is a lot more coffe.
There are a lot more bananas.

Very much

Probablemente conozca la expresión "thank you very much". Así que ya sabes que podemos decir "very much" para decir "mucho". Pero si queremos decir "mucho más", entonces será diferente. Como hemos visto anteriormente, tenemos que decir "much more" o "a lot more" para decir "mucho más".

Recuerda

Recuerda que el error que hay que evitar al decir "mucho más" es decir "very more". Así No se dice en inglés.

  • Much more - mucho más (incontable).
  • Many more - mucho más (contable).
  • A lot more - mucho más (contable e incontable).
  • Very much - Mucho

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¿Cómo aprender inglés fácil y desde casa?

¿Cómo aprender inglés fácil y rápido?

¿Cómo aprender inglés, fácilmente y de forma eficaz?

Adoptar la actitud correcta

Podrás progresar y alcanzar un nivel excepcional, pero siempre habrá cosas nuevas que aprender. Siempre tendrás que trabajar el inglés y mantenerlo. En realidad, nunca se detendrá. ¡Eso es lo que lo hace emocionante!

Establecer el objetivo correcto

Así que, para ser eficaz ahora, empieza por definir tu objetivo actual. ¿Qué nivel quiere alcanzar?

Uno de los objetivos más comunes es: Alcanzar un nivel de conversación fluido, y no tener miedo a hablar en inglés nunca más.

Es un gran ejemplo de objetivo para empezar. ¿Cuál es el tuyo?

Ten en cuenta que la segunda parte de este objetivo no está directamente relacionada con tu nivel. Se trata más bien del miedo inconsciente a cometer errores y pasar vergüenza.

Pasión, entusiasmo y práctica, el disparador para aprender inglés

Una de las mejores formas de progresar en inglés es viajar al extranjero. El viaje da el impulso para hacer del inglés una pasión. También descubrir autores fascinantes de habla inglesa. Esto te obliga a leer en ese idioma. Luego viajar, vivir y trabajar en Inglaterra. Eso ayuda a mejorar aún más. Pero el detonante puede ser la pasión que despierta ese primer viaje.

No te preocupes, la pasión, el entusiasmo y la práctica es posible sin necesidad de viajar y te explico cómo.

Las tres claves para progresar rápidamente en inglés

1) La primera clave es forzar a tu cerebro a pensar en inglés, y estar en contacto con el idioma que estás aprendiendo cada día, cada semana. Si estás en la fase de aprendizaje, y quieres progresar rápidamente, te recomiendo de 3 a 4 horas semanales en contacto con el inglés. No necesariamente 4 horas de trabajo duro, pero al menos algún contacto: una conversación, una película, un libro, etc. Conoce a gente inglesa, piensa en inglés, lee en inglés, canta en inglés, ve películas, descubre la cultura de los países de habla inglesa que más te interesan.

⇒ Letras de Canciones en Inglés - Lyrics

2) La segunda clave es seguir tus pasiones e intereses.

Apasionarse por el inglés, pero también por los temas que vas a seguir en inglés. Ver películas de los directores que te gustan, con tus actores favoritos. Lee a los autores que te gustan. Sigue blogs, periódicos, podcasts, foros, sobre tus intereses.

Sea cual sea tu interés, si lees, escuchas, escribes en foros sobre temas que te gustan, ¡será mucho más fácil!

3) La tercera clave es darse los medios para conseguirlo.

Empieza ahora, y date 3 o 4 meses para progresar. Puede parecer mucho tiempo, pero en realidad es rápido. Si lo haces, tu progreso será fenomenal. Sin embargo, no se trata de ir a por todas una semana y dejar de hacerlo la siguiente. Busca la mejora continua, trabajando un poco, pero regularmente, cada semana, durante un mínimo de 3 a 4 meses para empezar.
Lo ideal es que le cojas el tranquillo y luego se convierta en algo normal y continúes.
También puedes hacer un pequeño plan de clases personal, anotando las nociones que te gustaría aprender.

Cómo aprender inglés fácilmente - ¿Cómo se ponen en práctica estas tres claves para un aprendizaje eficaz del inglés?

Organizar el entorno para estar en contacto con el inglés todos los días de forma automática

La idea es que utilices la motivación del principio para establecer hábitos que se mantengan, incluso cuando la motivación del principio se haya apagado. Puedes poner el inglés en todas partes de tu vida, de modo que tu cerebro se bañe en el idioma automáticamente, y por tanto sin esfuerzo.

Por ejemplo, ¿sabías que puedes cambiar la configuración de tu cuenta de tus redes sociales para que se muestren en inglés? Es muy fácil, sólo tienes que seleccionarlo en los ajustes. Puedes hacer lo mismo con tu teléfono móvil o tablet, ordenador, videojuegos. Otra idea que pondrá el inglés en tus oídos: Pon una emisora de radio en inglés.

Al principio, esto te obligará a rebuscar en el diccionario para entenderlo todo, ¡pero merece la pena! No te desanimes, si al principio te parece pesado, pronto te acostumbrarás.

Piensa en inglés

Intenta también pensar y hablar contigo mismo en inglés. Todo lo que se te ocurra en tu vida diaria, intenta pensarlo en inglés. Esto puede parecer difícil al principio. Tu pensamiento será más básico en la nueva lengua, porque la domina menos que tu lengua materna. El lenguaje será menos preciso, menos evolucionado, menos matizado. Bueno, ¡qué pena! Hay que mantener el entusiasmo de un principiante, como un niño que descubre y se divierte.

Leer libros y cómics en inglés

¿Hay algún autor de habla inglesa que te guste especialmente? ¿Ken Follett? ¿Arthur Conan Doyle? ¿J.K. Rowling? ¡Léelo directamente en inglés! ⇒ Aquí encontrarás "libros en inglés" para comprar.

Visita también nuestro apartado de Cuentos en Inglés - Stories in English tenemos cientos de historias.

Piensa también en las librerías o bibliotecas. La mayoría tiene estanterías enteras de libros en inglés. Vale la pena.

No te olvides de leer cómics. La ventaja del cómic es que las imágenes facilitan la comprensión. Si eres un fanático, ¡adelante!

Lee y aprende sobre la cultura del país que te interesa. Descubre las costumbres, los hábitos, los deportes nacionales, las fiestas, etc. Es una forma esencial de abrirse a la cultura y entender la forma de pensar de quienes hablan la lengua que estás aprendiendo.

Películas y series en VO

La gran pregunta con las películas y series en VO es si hay que poner subtítulos, y si es así, en qué idioma.

Lo mejor es poner subtítulos para poder entender lo máximo posible. Si no puedes entender nada sin los subtítulos, ponlos. Al principio, siempre será más positivo que no hacer nada. Siempre puedes volver a ver la película o la serie, cambiando el idioma de los subtítulos, e incluso de nuevo sin subtítulos, si puedes hacerlo. Lo importante es hacerlo según tu nivel. Si no entiendes nada, será menos efectivo que si pones los subtítulos. También puede mirar canales de tv ingleses.

Podcasts

Los podcasts son imprescindibles para escuchar inglés todos los días. Hay muchos podcasts en inglés sobre todos los temas, política, historia, cultura, desarrollo personal, deportes, ¡incluso clases de inglés! Haz una búsqueda según tus pasiones y suscríbete. La mayoría de ellos son gratuitos.

Canales de Youtube en inglés

Hay muchos. Suscríbete a los que coinciden con tus intereses. 

Periódicos ingleses

Si le gustan ciertos periódicos, puede leer los artículos directamente en los sitios web de estos periódicos. Por ejemplo, el New York Times,  la revista Time, etc. Si tiene un lector electrónico Kindle (o de cualquier otra marca), puede recibir los artículos de los periódicos que te interesan, de forma gratuita, directamente en tu lector electrónico.

Cocinar

Otra idea original: leer recetas en inglés. Cocinar nuevos platos. Especialidades de otros lugares. Tenemos una sección con recetas de cocina

Haz un curso

¡Se puede tener éxito sin tomar una clase, sin embargo, es una verdadera ayuda! Te dará un marco de trabajo y te hará progresar más rápido. Ahorrarás tiempo, se orientará directamente sobre las nociones útiles para aprender, mantendrá tu motivación a largo plazo. En resumen, con un curso, es más fácil.

Los cursos están dirigidos a todos los niveles y a diferentes problemas de aprendizaje (acento, vocabulario, comprensión, etc.).

Pero sea cual sea el curso que elijas, asegúrate de que lo disfrutas y te entusiasma.

¿Hay que estudiar gramática?

La gramática es útil, hay que saber un mínimo para entender cómo funciona la lengua y saber utilizarla correctamente.

Habla con ingleses

Si puedes conocer a personas de habla inglesa, es genial.

Si no puedes conocer a personas de habla inglesa, busca a alguien que quiera aprender inglés contigo o que ya lo hable. Puedes hablar en inglés regularmente con esta persona y motivaros mutuamente para progresar.

Si tienes amigos en tu círculo que hablan varios idiomas, sal con ellos. Hazles preguntas, pídeles que hablen un poco de inglés contigo.

Planificar un viaje

Si puedes, planifica un viaje o dos durante el año Reino Unido. Te motivará y te ayudará a mejorar.

También hay organizaciones que ofrecen estancias con ingleses.

Supera tu miedo a hablar en inglés y mejora tu pronunciación. Concéntrate en ser entendido, antes de tener un acento perfecto.

¡No te avergüences! Puedes hablar inglés de verdad, sin dominar todo al 100%. Del mismo modo, tu acento no debe ser un obstáculo. Si esperas a pronunciar como un nativo antes de empezar a hablar, tardarás mucho más tiempo y te complicarás las cosas. Pronunciar como un nativo es un gran objetivo, pero no esperes a alcanzarlo para empezar a hablar.

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  • Many more, a lot more y Much more. Usos en inglés
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  • Cómo expresar opiniones en inglés
  • Uso de whose en inglés - Pronombres relativos
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  • DO y MAKE en inglés ¿Cuáles son las diferencias?
  • Cuándo usar Since, For, Ago: ¿Cuáles son las diferencias?
  • The Gerund - El gerundio en inglés
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  • Preguntas con WH-Questions 02 - When, Which, Whose, How
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  • Uso de some / any acompañando nombres contables/incontables
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  • El tiempo futuro en inglés
  • Present Perfect Progressive - Presente perfecto progresivo
  • Present perfect - El presente perfecto inglés
  • Pretérito progresivo o continuo en inglés
  • Simple past - El pretérito o pasado simple en inglés
  • Presente continuo - Forma Afirmativa - English grammar
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  • Puntuación en inglés - All about punctuation in English
  • Los verbos Auxiliares en inglés - Auxiliary Verbs
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  • Nombres contables e incontables en inglés
  • Presente continuo - Forma Interrogativa
  • Cómo Preguntar y decir el precio en inglés

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sábado, 30 de julio de 2022

The Devoted Friend - Oscar Wilde

devoted friend

Recursos Educativos en Inglés - Stories in English - Cuentos clásicos en Inglés

The Devoted Friend - Oscar Wilde - El amigo fiel, en inglés

One morning the old Water-rat put his head out of his hole. He had bright beady eyes and stiff grey whiskers, and his tail was like a long bit of black india-rubber. The little ducks were swimming about in the pond, looking just like a lot of yellow canaries, and their mother, who was pure white with real red legs, was trying to teach them how to stand on their heads in the water.

     'You will never be in the best society unless you can stand on your heads,' she kept saying to them; and every now and then she showed them how it was done. But the little ducks paid no attention to her. They were so young that they did not know what an advantage it is to be in society at all.

     'What disobedient children!' cried the old Water-rat; 'they really deserve to be drowned.'

     'Nothing of the kind,' answered the Duck, 'every one must make a beginning, and parents cannot be too patient.'

     'Ah! I know nothing about the feelings of parents,' said the Water-rat; 'I am not a family man. In fact, I have never been married, and I never intend to be. Love is all very well in its way, but friendship is much higher. Indeed, I know of nothing in the world that is either nobler or rarer than a devoted friendship.'

     'And what, pray, is your idea of the duties of a devoted friend?' asked a Green Linnet, who was sitting in a willow-tree hard by, and had overheard the conversation.

     'Yes, that is just what I want to know,' said the Duck, and she swam away to the end of the pond, and stood upon her head, in order to give her children a good example.

     'What a silly question!' cried the Water-rat. 'I should expect my devoted friend to be devoted to me, of course.'

     'And what would you do in return?' said the little bird, swinging upon a silver spray, and flapping his tiny wings.

 'I don't understand you,' answered the Water-rat.

     'Let me tell you a story on the subject,' said the Linnet.

     'Is the story about me?' asked the Water-rat. If so, I will listen to it, for I am extremely fond of fiction.'

     'It is applicable to you,' answered the Linnet; and he flew down, and alighting upon the bank, he told the story of The Devoted Friend.

     'Once upon a time,' said the Linnet, 'there was an honest little fellow named Hans.'

     'Was he very distinguished?' asked the Water-rat.

     'No,' answered the Linnet, 'I don't think he was distinguished at all, except for his kind heart, and his funny round good-humoured face. He lived in a tiny cottage all by himself, and every day he worked in his garden. In all the country-side there was no garden so lovely as his. Sweet-william grew there, and Gilly-flowers, and Shepherds'-purses, and Fair-maids of France. There were damask Roses, and yellow Roses, lilac Crocuses, and gold, purple Violets and white. Columbine and Ladysmock, Marjoram and Wild Basil, the Cowslip and the Flower-de-luce, the Daffodil and the Clove-Pink bloomed or blossomed in their proper order as the months went by, one flower taking another flower's place, so that there were always beautiful things to look at, and pleasant odours to smell.

     'Little Hans had a great many friends, but the most devoted friend of all was big Hugh the Miller. Indeed, so devoted was the rich Miller to little Hans, that he [Hans] would never go by his garden without leaning over the wall and plucking a large nosegay, or a handful of sweet herbs, or filling his pockets with plums and cherries if it was the fruit season.

     “Real friends should have everything in common," the Miller used to say, and little Hans nodded and smiled, and felt very proud of having a friend with such noble ideas.

     'Sometimes, indeed, the neighbours thought it strange that the rich Miller never gave little Hans anything in return, though he had a hundred sacks of flour stored away in his mill, and six milk cows, and a large stock of woolly sheep; but Hans never troubled his head about these things, and nothing gave him greater pleasure than to listen to all the wonderful things the Miller used to say about the unselfishness of true friendship.

  'So little Hans worked away in his garden. During the spring, the summer, and the autumn he was very happy, but when the winter came, and he had no fruit or flowers to bring to the market, he suffered a good deal from cold and hunger, and often had to go to bed without any supper but a few dried pears or some hard nuts. Jn the winter, also, he was extremely lonely, as the Miller never came to see him then.

     “There is no good in my going to see little Hans as long as the snow lasts," the Miller used to say to his wife, "for when people are in trouble they should be left alone, and not be bothered by visitors. That at least is my idea about friendship, and I am sure I am right. So I shall wait till the spring comes, and then I shall pay him a visit, and he will be able to give me a large basket of primroses, and that will make him so happy."

     "You are certainly very thoughtful about others," answered the Wife, as she sat in her comfortable armchair by the big pinewood fire; "very thoughtful indeed. It is quite a treat to hear you talk about friendship. I am sure the clergyman himself could not say such beautiful things as you do, though he does live in a three-storied house, and wears a gold ring on his little finger."

     "But could We not ask little Hans up here?" said the Miller's youngest son. "If poor Hans is in trouble I will give him half my porridge, and show him my white rabbits."

     "What a silly boy you are!" cried the Miller; "I really don't know what is the use of sending you to school. You seem not to learn anything. Why, if little Hans came up here, and saw our warm fire, and our good supper, and our great cask of red wine, he might get envious, and envy is a most terrible thing, and would spoil anybody's nature. I certainly will not allow Hans's nature to be spoiled. I am his best friend, and I will always watch over him, and see that he is not led into any temptations. Besides, if Hans came here, he might ask me to let him have some flour on credit, and that I could not do. Flour is one thing, and friendship is another, and they should not be confused. Why, the words are spelt differently, and mean quite different things. Everybody can see that."

 "How well you talk!" said the Miller's Wife, pouring herself out a large glass of warm ale; "really I feel quite drowsy. It is just like being in church."

     "Lots of people act well," answered the Miller; "but very few people talk well, which shows that talking is much the more difficult thing of the two, and much the finer thing also;" and he looked sternly across the table at his little son, who felt so ashamed of himself that he hung his head down, and grew quite scarlet, and began to cry into his tea. However, he was so young that you must excuse him.'

     'Is that the end of the story?' asked the Water-rat.

     'Certainly not,' answered the Linnet, that is the beginning.

     'Then you are quite behind the age,' said the Water-rat. 'Every good story-teller nowadays starts with the end, and then goes on to the beginning, and concludes with the middle. That is the new method. I heard all about it the other day from a critic who was walking round the pond with a young man. He spoke of the matter at great length, and I am sure he must have been right, for he had blue spectacles and a bald head, and whenever the young man made any remark, he always answered "Pooh!" But pray go on with your story. I like the Miller immensely. I have all kinds of beautiful sentiments myself, so there is a great sympathy between us.

     'Well,' said the Linnet, hopping now on one leg and now on the other, 'as soon as the winter was over, and the primroses began to open their pale yellow stars, the Miller said to his wife that he would go down and see little Hans.

     "Why, what a good heart you have!" cried his wife; "you are always thinking of others. And mind you take the big basket with you for the flowers."

     'So the Miller tied the sails of the windmill together with a strong iron chain, and went down the hill with the basket on his arm.

"Good morning, little Hans," said the Miller.

     “Good morning," said Hans, leaning on his spade, and smiling from ear to ear.

     “And how have you been all the winter?" said the Miller. "Well, really," cried Hans, "it is very good of you to ask, very good indeed. I am afraid I had rather a hard time of it, but now the spring has come, and I am quite happy, and all my flowers are doing well."

     "We often talked of you during the winter, Hans," said the Miller, "and wondered how you were getting on."

     "That was kind of you," said Hans; "I was half afraid you had forgotten me."

     "Hans, I am surprised at you," said the Miller; "friendship never forgets. That is the wonderful thing about it, but I am afraid you don't understand the poetry of life. How lovely your primroses are looking, by-the-by!"

     "They are certainly very lovely," said Hans, "and it is a most lucky thing for me that I have so many. I am going to bring them into the market and sell them to the Burgomaster's daughter, and buy back my wheelbarrow with the money."

     "Buy back your wheelbarrow? You don't mean to say you have sold it? What a very stupid thing to do!"

     "Well, the fact is," said Hans, "that I was obliged to. You see the winter was a very bad time for me, and I really had no money at all to buy bread with. So I first sold the silver buttons off my Sunday coat, and then I sold my silver chain, and then I sold my big pipe, and at last I sold my wheelbarrow. But I am going to buy them all back again now."

     "Hans," said the Miller, "I will give you my wheelbarrow. It is not in very good repair; indeed, one side is gone, and there is something wrong with the wheel-spokes; but in spite of that I will give it to you. I know it is very generous of me, and a great many people would think me extremely foolish for parting with it, but I am not like the rest of the world. I think that generosity is the essence of friendship, and, besides, I have got a new wheelbarrow for myself. Yes, you may set your mind at ease, I will give you my wheelbarrow."

“Well, really, that is generous of you," said little Hans, and his funny round face glowed all over with pleasure. "I can easily put it in repair, as I have a plank of wood in the house."

     “A plank of wood" said the Miller; "why, that is just what I want for the roof of my barn. There is a very large hole in it, and the corn will all get damp if I don't stop it up. How lucky you mentioned it! It is quite remarkable how one good action always breeds another. I have given you my wheelbarrow, and now you are going to give me your plank. Of course, the wheelbarrow is worth far more than the plank, but true friendship never notices things like that. Pray get it at once, and I will set to work at my barn this very day."

     “Certainly," cried little Hans, and he ran into the shed and dragged the plank out.

     “It is not a very big plank," said the Miller, looking at it, "and I am afraid that after I have mended my barn-roof there won't be any left for you to mend the wheelbarrow with; but, of course, that is not my fault. And now, as I have given you my wheelbarrow, I am sure you would like to give me some flowers in return. Here is the basket, and mind you fill it quite full."

     “Quite full?" said little Hans, rather sorrowfully, for it was really a very big basket, and he knew that if he filled it he would have no flowers left for the market, and he was very anxious to get his silver buttons back.

     “Well, really," answered the Miller, "as I have given you my wheelbarrow, I don't think that it is much to ask you for a few flowers. I may be wrong, but I should have thought that friendship, true friendship, was quite free from selfishness of any kind."

     “My dear friend, my best friend," cried little Hans, "you are welcome to all the flowers in my garden. I would much sooner have your good opinion than my silver buttons, any day;" and he ran and plucked all his pretty primroses, and filled the Miller's basket.

     “Good-bye, little Hans," said the Miller, as he went up the hill with the plank on his shoulder, and the big basket in his hand.

     “Good-bye," said little Hans, and he began to dig away quite merrily, he was so pleased about the wheelbarrow.

     'The next day he was nailing up some honeysuckle against the porch, when he heard the Miller's voice calling to him from the road. So he jumped off the ladder, and ran down the garden, and looked over the wall.

     'There was the Miller with a large sack of flour on his back.

     “Dear little Hans," said the Miller, "would you mind carrying this sack of flour for me to market?"

     “Oh, I am so sorry," said Hans,"but I am really very busy to-day. I have got all my creepers to nail up, and all my flowers to water, and all my grass to roll."

     “Well, really," said the Miller, "I think that, considering that I am going to give you my wheelbarrow, it is rather unfriendly of you to refuse."

     “Oh, don't say that," cried little Hans, "I wouldn't be unfriendly for the whole world;" and he ran in for his cap, and trudged off with the big sack on his shoulders.

     'It was a very hot day, and the road was terribly dusty, and before Hans had reached the sixth milestone he was so tired that he had to sit down and rest. However, he went on bravely, and at last he reached the market. After he had waited there some time, he sold the sack of flour for a very good price, and then he returned home at once, for he was afraid that if he stopped too late he might meet some robbers on the way.

     "It has certainly been a hard day," said little Hans to himself as he was going to bed, "but I am glad I did not refuse the Miller, for he is my best friend, and, besides, he is going to give me his wheelbarrow."

 'Early the next morning the Miller came down to get the money for his sack of flour, but little Hans was so tired that he was still in bed.

     “Upon my word," said the Miller, "you are very lazy. Really, considering that I am going to give you my wheelbarrow, I think you might work harder. Idleness is a great sin, and I certainly don't like any of my friends to be idle or sluggish. You must not mind my speaking quite plainly to you. Of course I should not dream of doing so if I were not your friend. But what is the good of friendship if one cannot say exactly what one means? Anybody can say charming things and try to please and to flatter, but a true friend always says unpleasant things, and does not mind giving pain. Indeed, if he is a really true friend he prefers it, for he knows that then he is doing good."

     “I am very sorry," said little Hans, rubbing his eyes and pulling off his night-cap, "but I was so tired that I thought I would lie in bed for a little time, and listen to the birds singing. Do you know that I always work better after hearing the birds sing?"

     “Well, I am glad of that," said the Miller, clapping little Hans on the back, "for I want you to come up to the mill as soon as you are dressed, and mend my barn-roof for me."

     'Poor little Hans was very anxious to go and work in his garden, for his flowers had not been watered for two days, but he did not like to refuse the Miller, as he was such a good friend to him.

     “Do you think it would be unfriendly of me if I said I was busy?" he inquired in a shy and timid voice.

     “Well, really," answered the Miller, "I do not think it is much to ask of you, considering that I am going to give you my wheelbarrow; but of course if you refuse I will go and do it myself."

     “Oh! on no account," cried little Hans; and he jumped out of bed, and dressed himself, and went up to the barn.

     'He worked there all day long, till sunset, and at sunset the Miller came to see how he was getting on.

     “Have you mended the hole in the roof yet, little Hans?" cried the Miller in a cheery voice.

     “It is quite mended," answered little Hans, coming down the ladder.

     “Ah!" said the Miller, "there is no work so delightful as the work one does for others."

     “It is certainly a great privilege to hear you talk," answered little Hans, sitting down and wiping his forehead, "a very great privilege. But I am afraid I shall never have such beautiful ideas as you have."

     “Oh! they will come to you," said the Miller, "but you must take more pains. At present you have only the practice of friendship; some day you will have the theory also."

     “Do you really think I shall?" asked little Hans.

     “I have no doubt of it," answered the Miller; "but now that you have mended the roof, you had better go home and rest, for I want you to drive my sheep to the mountain to-morrow."

     'Poor little Hans was afraid to say anything to this, and early the next morning the Miller brought his sheep round to the cottage, and Hans started off with them to the mountain. It took him the whole day to get there and back; and when he returned he was so tired that he went off to sleep in his chair, and did not wake up till it was broad daylight.

     “What a delightful time I shall have in my garden," he said, and he went to work at once.

     'But somehow he was never able to look after his flowers at all, for his friend the Miller was always coming round and sending him off on long errands, or getting him to help at the mill. Little Hans was very much distressed at times, as he was afraid his flowers would think he had forgotten them, but he consoled himself by the reflection that the Miller was his best friend. "Besides," he used to say, "he is going to give me his wheelbarrow, and that is an act of pure generosity."

'So little Hans worked away for the Miller, and the Miller said all kinds of beautiful things about friendship, which Hans took down in a note-book, and used to read over at night, for he was a very good scholar.

     'Now it happened that one evening little Hans was sitting by his fireside when a loud rap came at the door. It was a very wild night, and the wind was blowing and roaring round the house so terribly that at first he thought it was merely the storm. But a second rap came, and then a third, louder than either of the others.

     “It is some poor traveller," said little Hans to himself, and he ran to the door.

     'There stood the Miller with a lantern in one hand and a big stick in the other.

     “Dear little Hans," cried the Miller, "I am in great trouble. My little boy has fallen off a ladder and hurt himself, and I am going for the Doctor. But he lives so far away, and it is such a bad night, that it has just occurred to me that it would be much better if you went instead of me. You know I am going to give you my wheelbarrow, and so it is only fair that you should do something for me in return."

     “Certainly," cried little Hans, "I take it quite as a compliment your coming to me, and I will start off at once. But you must lend me your lantern, as the night is so dark that I am afraid I might fall into the ditch."

     “I am very sorry," answered the Miller, "but it is my new lantern, and it would be a great loss to me if anything happened to it."

     “Well, never mind, I will do without it," cried little Hans, and he took down his great fur coat, and his warm scarlet cap, and tied a muffler round his throat, and started off.

  'What a dreadful storm it was! The night was so black that little Hans could hardly see, and the wind was so strong that he could scarcely stand. However, he was very courageous, and after he had been walking about three hours, he arrived at the Doctor's house, and knocked at the door.

     “Who is there?"' cried the Doctor, putting his head out of his bedroom window.

     “Little Hans, Doctor."

     “What do you want, little Hans?"

     “The Miller's son has fallen from a ladder, and has hurt himself, and the Miller wants you to come at once."

     “All right!" said the Doctor; and he ordered his horse, and his big boots, and his lantern, and came downstairs, and rode off in the direction of the Miller's house, little Hans trudging behind him.

     'But the storm grew worse and worse, and the rain fell in torrents, and little Hans could not see where he was going, or keep up with the horse. At last he lost his way, and wandered off on the moor, which was a very dangerous place, as it was full of deep holes, and there poor little Hans was drowned. His body was found the next day by some goatherds, floating in a great pool of water, and was brought back by them to the cottage. 'Everybody went to little Hans's funeral, as he was so popular, and the Miller was the chief mourner.

     “As I was his best friend," said the Miller, "it is only fair that I should have the best place;" so he walked at the head of the procession in a long black cloak, and every now and then he wiped his eyes with a big pocket-handkerchief.

     “Little Hans is certainly a great loss to every one," said the Blacksmith, when the funeral was over, and they were all seated comfortably in the inn, drinking spiced wine and eating sweet cakes.

     “A great loss to me at any rate," answered the Miller; "why, I had as good as given him my wheelbarrow, and now I really don't know what to do with it. It is very much in my way at home, and it is in such bad repair that I could not get anything for it if I sold it. I will certainly take care not to give away anything again. One always suffers for being generous."

 'Well?' said the Water-rat, after a long pause. 'Well, that is the end,' said the Linnet.

     'But what became of the Miller?' asked the Water-rat. 'Oh! I really don't know,' replied the Linnet, 'and I am sure that I don't care.'

     'It is quite evident then that you have no sympathy in your nature,' said the Water-rat.

     'I am afraid you don't quite see the moral of the story,' remarked the Linnet.

     'The what?' screamed the Water-rat.

     'The moral.'

     'Do you mean to say that the story has a moral?'

     'Certainly,' said the Linnet.

     'Well, really,' said the Water-rat, in a very angry manner, 'I think you should have told me that before you began. If you had done so, I certainly would not have listened to you; in fact, I should have said "Pooh," like the critic. However, I can say it now;' so he shouted out 'Pooh' at the top of his voice, gave a whisk with his tail, and went back into his hole.

     'And how do you like the Water-rat?' asked the Duck, who came paddling up some minutes afterwards. 'He has a great many good points, but for my own part I have a mother's feelings, and I can never look at a confirmed bachelor without the tears coming into my eyes.'

     'I am rather afraid that I have annoyed him,' answered the Linnet. 'The fact is, that I told him a story with a moral.

     'Ah! that is always a very dangerous thing to do,' said the Duck.

     And I quite agree with her.

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International Friendship Day - July 30

International Friendship Day

They say that he who has a friend has a treasure. International Friendship Day is a day to appreciate and promote friendships wherever they come from. The day is celebrated around the world on 30 July and aims to foster friendship between nations, countries, cultures and individuals, as well as to inspire world peace and build bridges between different communities.

Why is International Friendship Day celebrated?

International Friendship Day was made an international day by the United Nations on 27 April 2011 in order to counter major world problems such as violence and poverty and to promote solidarity.

It is a day of great significance because friendship requires empathy, compassion and concern for other people. By valuing and celebrating friendship, we foster these characteristics and adopt a more selfless and appreciative view of life.

In all communities, International Friendship Day can help build and strengthen relationships despite cultural differences. This day can help build a more pleasant and peaceful world through the selfless feeling that is friendship.

In 2011, the United Nations (UN) proclaimed 30 July as International Friendship Day to celebrate the value of friendship and its ability to bring out the best in the human spirit. It is worth noting that this day was previously commemorated in many countries around the world, but the UN General Assembly decided to unify this date which came about "with the idea that friendship between peoples, countries, cultures and individuals can inspire peace initiatives and presents an opportunity to build bridges between communities".

Quotes to dedicate this Friendship Day

Love can disappear from your life in an instant, but your good friendships will last forever.

A true friend is always there when a false friend leaves. A friend is one who knows everything about you and loves you in every way.

A friend like you is hard to find, easy to love and hard to forget. If life gave me one wish, I would wish to meet you again.

Friends are like stars... the darker the sky, the brighter it shines for you.

A human being's greatest wealth is measured by the friends he or she has.

Customs

There are many ways to celebrate Friendship Day. While in some countries there are big parties and meals, in others, such as Spain, the concept of friendship is simply used as an excuse to give gifts.

Men and women of all ages and cultures, but especially young people, are involved in making handmade gifts, writing greeting cards and organising games and activities.

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miércoles, 27 de julio de 2022

 7 expresiones en inglés para expresar condolencias!

En el episodio del día de hoy tenemos un tema que aunque no es de lo más alegre, pero es útil y lo vas a utilizar en inglés, hoy queremos enseñarte 7 expresiones para expresar condolencias en inglés! 

Phrasal verb del dia!

STEP IT UP: Esforzarse más/ Trabajar más duro.

Since you nearly failed, you’ll need to step it up for next time. / Suspendiste, así que necesitarás trabajar más duro para la próxima vez.

7 frases para expresar condolencias en inglés:

Tweet

«I’m sorry for your loss.» Esta pequeña frase le permite a una persona en duelo saber que te importa. Resume todo lo que necesitan saber de usted en la frase más clara y fácil de entender posible.

“I was so sad to hear about their passing.” Saber que la muerte de sus seres queridos ha afectado a otros puede consolar a quienes se encuentran en medio de un profundo dolor.

“I’m so sorry that you’re going through this.”Expresar simpatía por alguien que está pasando por el proceso de duelo puede ser muy útil.

“I’m thinking of your family during this difficult time.” Estoy pensando en tu familia durante este tiempo dificil.

“I don’t know what to say. I’m so sorry.” No se que decir, lo siento.

I can’t imagine how you must feel right now. No puedo imaginar como te sientes.

If you want to talk, I’m here at any time. Si quieres hablar, estoy aqui.

Escucha el episodio aquí:

Suscribete en: Apple podcast / Spotify / Google podcast

Síguenos en las redes sociales:




Únete a una comunidad con tus mismo intereses y practica tu inglés.

Desde los inicios de los tiempos los seres humanos hemos necesitado la comunidad para fortalecernos y crecer juntos y eso no ha cambiado, el ser humano es un ser social y la socialización en torno a un tema de interés común te ayudara a aprender mas rápido, es por esto que te recomiendo que busques una comunidad con tus mismos intereses para que puedas practicar tu inglés, socializar, aprender y compartir lo que sabes, eso de verdad que ayuda mucho.

En EnglishwayRD creemos que la comunidad es importante para el aprendizaje y por eso tenemos nuestro club de inglés en Whatsapp. Únete y comparte y aprende en comunidad.


Conoce a los presentadores del podcast

Starlin santos

Co-fundador de englishwayrd, host del podcast englishwayrd. Profesor de ingles con mas de 5 años de experiencia en la enseñanza del idioma inglés. TEFL certified.

Thomas martinez

Co-fundador de englishwayrd, host del podcast englishwayrd. Profesor de inglés certificado con 4 años de experiencia en la enseñanza del idioma ingles y mas de 1o años en el aprendizaje de inglés. TEFL certified.


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lunes, 25 de julio de 2022

Districts of London. Information about London.

Districts of London. Information about London.

London has 33 boroughs, which are further divided into interesting neighbourhoods and avenues, most of them in central London. Discover the best of them.

City of London

The City is the largest financial district in the UK and one of the most important in the world. Although it only has a population of around 7,000 inhabitants, on weekdays it is home to more than 300,000 people.

In this area you can't miss St. Paul's Cathedral, Tower Bridge and the Tower of London or the modern City Hall building.

Myfair

This area is bounded by Piccadilly Circus, Hyde Park, Oxford Street and Regent Street. It is a rather posh area full of luxury hotels and flats, swanky shops, Georgian-style houses, offices and embassies. It is frequented by London's wealthiest population.

Westminster and Whitehall

These are London's most touristy areas and are steeped in history. Since the time of Edward the Confessor, Westminster has been the seat of British government. Dominated by Parliament and Westminster Abbey, the area stretches along the River Thames to the east of St. James's Park. At the northern end is the famous Trafalgar Square, one of the city's most important attractions and home to the majestic National Gallery.

Whitehall is the main street linking Trafalgar Square to Parliament Square. It is home to Downing Street, the residence of the Prime Minister of Great Britain.

Westminster also encompasses Victoria, an area named after the busy and bustling Victoria Station.

Covent Garden and The Strand

Covent Garden is one of London's most popular areas, boasting an impressive shopping area that delights London shoppers and tourists alike. Enjoy a rich array of restaurants, pubs and outdoor cafes, as well as some of London's most fashionable shops. Street performers and street markets are another of its most striking attractions along with Covent Garden Square.

The Strans forms the southern border of Covent Garden. It is lined with theatres, shops, 5-star hotels, restaurants and pubs.

Soho and Chinatown

Soho is London's most multi-racial neighbourhood and home to the city's most vibrant nightlife. Its streets are lined with restaurants, trendy bars, luxury boutiques and sex shops. These shops are even more prevalent on Old Compton Street, the city's main thoroughfare. The area is also home to London's popular Chinatown.

South Bank

Although not officially a borough, it comprises an area stretching along the south bank of the Thames around Waterloo Station. Once an area of factories and warehouses, it was transformed into a space for the promotion of the arts with the construction of the South Bank. It was also the site of the beautiful County Hall which now houses businesses, the London Aquarium, the Dali Universe gallery and the Namco Station playground. Right next to it stands the great London Eye Ferris wheel.

St James's

Saint James's begins at Piccadilly Circus and extends southwest towards Pall Mall. This district is home to Queen Elizabeth II's famous residence, Buckingham Palace. It has numerous gentlemen's clubs where you can play poker, drink spirits and smoke.

Bloomsbury

Bloomsbury is one of London's most cultural areas, home to the British Museum and London University.

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Information about London. Demographics of London

Information about London. Demographics of London

The City of London, founded by the Romans as Londinium in 43 AD, is situated on the banks of the River Thames in the south-west of the island of Great Britain. London is the political and economic capital of both England and the United Kingdom and is one of the most important capital cities in the world.

London comprises a total of 33 boroughs, including the City of London (also known as the Square Mile or City) which is Europe's main banking and business centre, measuring just 2.59 km².

The city has a total area of 1,579 square kilometres, inhabited by more than 7 million people, making it one of the most populous capitals in Europe, along with Madrid, Paris and Moscow.

London is one of the busiest and most visited cities in the world, with over 30 million tourists a year. Thousands of tourists arrive in London every day, attracted by the great cultural, touristic, architectural and economic burden that the city has been carrying for many decades. The combination of old and new is a characteristic that describes London perfectly.

More than 300 languages are spoken in London, due to the large population of people from all over the world who have made London their home. This characteristic makes this city even more interesting and gives us the opportunity to get to know cultural traits of other peoples of the world.

The main tourist attractions are the Tower of London, the London Eye, Trafalgar Square, Westminster Abbey, Parliament Square, Tower Bridge, Hyde Park, Regent's Park, The Mall, Buckingham Palace, St Paul's Cathedral, Piccadilly Circus, Windsor Castle, as well as a multitude of museums, art galleries and theatres.

Additional information on London

Area: 1579 km².
Density: 4,700 inhabitants/km².
Total population: Over 7,000,000 inhabitants.
Time zone: GMT
Coordinates: 51°30' N 0°8' E
Altitude: 20 metres.

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St Paul's Cathedral. Information about London

St Paul's Cathedral. London tourism, guide to London in English. Travel to london.

The history of St Paul's Cathedral dates back to 604, when the first church dedicated to St Paul the Apostle was built on one of London's hills. This modest wooden building was replaced by a stone one at the end of the 7th century.

In 962 and 1087 the church was burnt down, but on both occasions it was rebuilt and enlarged, making it one of the largest cathedrals in Europe. In the 13th and 14th centuries the church was further enlarged.

The medieval cathedral was completely destroyed after the fateful fire of 1666, which devastated a large part of London. Once the catastrophe had passed and as part of the plan to rebuild the city, it was decided to rebuild the cathedral to the design of Christopher Wren.

The cathedral was built between 1676 and 1710 and today it retains the same structure and decoration as it did then, without losing any of its baroque design. It was one of the few buildings that withstood the bombings of World War II.

The cathedral was the scene of important historical events such as General Nelson's funeral in 1806, Winston Churchill's funeral and the wedding of Prince Charles and Lady Diana.

The most striking feature of St Paul's Cathedral is its impressive dome, the second largest after St Peter's Basilica in the Vatican. It is not only impressive for its imposing dimensions but also for the magnificent frescoes that can be seen from inside, depicting passages from the life of the apostle after whom the church is named.

The Golden Gallery of the dome, which can be reached by climbing some 530 steps, will provide visitors with unforgettable images of London.

  • Location: Saint Paul's Church Yard, London EC4M 8AD. Phone: +44 20 7246 8350 - St. Paul's Churchyard, London EC4M 8AD, United Kingdom.
  • Transport: Underground stopping at Central Line station. Bus numbers 4, 11, 15, 23, 25, 26 and 242.

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domingo, 24 de julio de 2022

When should I know if my child should consult a psychologist?

When should I know if my child should consult a psychologist?

Family difficulties, school problems, or growth delays, the reasons for consulting child psychologists are increasingly numerous and diverse. But what can we expect from these consultations, and when should they take place? These are some of the questions parents may ask themselves.

Why should my child consult a psychologist?

It is impossible to list here all the reasons why parents consider consulting a psychologist for their child. The general idea is rather to be attentive and to know how to spot any symptom or abnormal and worrying behaviour in a child.

The first signs of suffering in children and adolescents can be harmless (sleep disorders, irritability, etc.) but also very worrying (eating disorders, sadness, isolation, etc.). In reality, as soon as the child encounters a difficulty that he or she cannot resolve alone or with your help, you must be vigilant.

To help you understand what the reasons for consultation may be, here are the most common ones, according to age:

  • For children under 3 years of age, it is most often a question of developmental delays and sleep disorders (nightmares, insomnia, etc.);
  • With the start of school, some have difficulty separating from their parents or have great difficulty concentrating and/or socialising. Potty training problems may also appear;
  • Then in the first and second grades, certain problems, such as learning difficulties, dyslexia or hyperactivity, become apparent. Some children also start to suffer from somatic complaints (headaches, stomach aches, eczema, etc.) to hide deeper suffering;
  • From the beginning of secondary school, other worries appear: mockery and exclusion by other children, difficulties in doing homework, poor adaptation to a school for "grown-ups", problems linked to adolescence (anorexia, bulimia, drug addiction, etc.);
  • Finally, the arrival at secondary school sometimes causes difficulties in choosing an orientation, opposition with the parents or worries related to sexuality.

It is difficult for parents to judge whether or not their child needs psychological help. If you have any doubts, do not hesitate to ask for advice from the people who are involved with your child on a daily basis (nursery assistants, teachers, etc.).

When should my child see a psychologist?

Most often, parents consider consulting a psychologist when one or more members of the family cannot cope with the situation. The stage of the first symptoms is long past and the suffering is well established. It is therefore quite difficult to assess, quantify and advise a specific period for starting consultations. If you have any doubts, you can talk to your child's paediatrician or general practitioner for advice and possibly specialist contacts.

And above all, follow your instincts! Your child's first psychologist is you. At the first sign of a change in behaviour, the best thing to do is to communicate with your child. Ask them questions about their life at school, their feelings and sentiments. Try to open up a dialogue to help them unburden themselves and confide in you. This is the first real step towards helping them to get better.

And if, despite all your efforts and all your attempts to communicate, the situation remains blocked and his behaviour is different from what you are used to, do not hesitate to consult a specialist.

What happens during a consultation with a psychologist for a child?

Before the first session, the role of the parents is to explain and reassure the child about the course of the appointment. Tell them that they will be meeting a person who is used to working with children and that they will have to draw, play and talk with this person. The fact that the consultation will be less dramatic will allow him to envisage it calmly and to put all the chances on his side for a rapid outcome.

The duration of the follow-up varies greatly depending on the child and the problem to be treated. For some children, the word will be released after one session, while others will take more than a year to confide in us. But one thing is certain, the younger the child, the shorter the therapy.

At the same time, the role of the parents is crucial. Even if you are not present at the appointments, the therapist will need to be able to rely on your motivation and to make sure that he/she has your agreement to interfere in your family life by questioning the child and to be able to give you some constructive advice.

For therapy to be successful, the whole family must be involved and motivated.

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Conjugopathy: when couples share disorders

Conjugopathy: when couples share disorders

It is no secret that being a couple takes a lot of work. It requires trust, patience, compromise and a whole range of life skills. But sometimes turbulence occurs. Conjugation therapy sets in.

The couple as a challenge

The people of the 20th century did not invent the concept of the conjugal couple. In history in general, we see that this notion is extremely old. The couple is a clinical entity in its own right, with its own dynamics, codes and habits. To form a couple is to create a new territory of intimacy around this entity which is beyond us, but at the same time, it is to open up our own individual territory of intimacy to the other and to the couple. This is one of the great challenges of life.

Before committing oneself and being well in a relationship with the other, one must be well with oneself, know how to be alone and not depend on the other. It will then be easier, once in a relationship, to accept the other's difference, his or her freedom of thought... Living as a couple also means learning to negotiate constantly, to experience multiple and sometimes antagonistic feelings. The individual, according to his environment, his difficulties, his age group, his limits, changes. We are in perpetual movement. So it is difficult for the other person in any relationship to find his or her way when behaviour and reactions change. But the first criterion of success for a couple is communication, saying the things we feel rather than burying them and thus avoiding the other person's imagination. It's also about listening to the other person, not taking them as a critic and accepting that sharing their feelings with you is theirs and above all, stop positioning yourself as a victim. Respect for the other is, of course, a golden rule for the success of the couple, it is the basis of healthy relationships with, always, the recognition of one's faults. But life in a couple is not a long, quiet river and there are many obstacles.

Crisis or conjugal therapy

Conjugal therapy is a psychological disorder, close to depression, which is usually severe and is the consequence of unsatisfactory marital relations and can lead to suicide. The couple has reached a point where both partners no longer recognise themselves in it. Each misinterprets the other's words and attitudes and often perceives them negatively. Conflicts, if not expressed, always degenerate into latent resentment and eventually lead to a breakdown in communication.

Whenever a painful event is not made explicit, it becomes like a third party between the partners. There is a risk that it will come back later, in another form, in a more or less violent way. Each person then experiences the slightest word from their partner, the slightest gesture, the slightest look as an aggression. Dialogue breaks down, intimacy no longer exists. The crisis phases multiply to become chronic. The couple is on the verge of separation, even divorce. Some abandon ship, but others stay on in spite of the marital suffering. The couple is in crisis and all the reasons are present to approach a therapist, a neutral and informed eye. A step that responds to the imperative desire to leave a suffering.

The couple in therapy

At the consultation, the couple, a system that is being torn apart, arrives with two individuals who have scores to settle. The logic of giving has been replaced by that of revenge. The first emergency is for the couple to get out of the vicious circle of reproach and silence. Instead of focusing on the intimate aspects of the couple, it is better to widen the gaze and observe not only the interactions between the members of the two people who are there but also their context. Macroscope rather than microscope. Why do we need to widen our view? Because if you have a significant pathology, it is rare, even rare, that conjugality is enough to produce this pathology.

It takes more than a couple relationship to cause serious depression. It is also necessary to seek out the families of origin to broaden the point of view, and even the professional affiliations. The therapist helps to re-establish communication, even if this does not solve the couple's problem, but this is a necessary prerequisite. The therapist sets up a framework that allows each person to have their own space and time. The dialogue also helps to understand, when the failure is consummated, to identify the conflict, to examine what went wrong so as not to experience the same disappointments again.

Being heard by each other, even more in what they feel than in the content of what they experience, helps the partners to reach each other. Taking a step back to understand, having the means to express dissatisfaction with the relationship and not with the other. The couple must regain its health by moving naturally from the "I" to the "we": the partners are at the service of the couple when necessary; and sometimes the couple is in the background, to support individual projects. What is their common sphere, what is their priority, what do they want to share are the questions that the therapist can help the couple to ask themselves. The will to overcome their difficulties is a determining factor in the success of the couple therapy.

The couple sculpture

Couple sculpture is a tool used when verbal communication is no longer sufficient, when words have lost their meaning. This psycho-corporal therapy is a new mode of expression, where each of the protagonists will stage the posture that symbolises their couple today and focus on their feelings. The objective is to release physical tensions in order to resolve, at the same time, psychic blockages.

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Conflicts between brothers and sisters: How to deal with them?

Conflicts between brothers and sisters: How to deal with them?

Siblings always get along more or less well. Managing conflicts between siblings is therefore an almost daily task for parents. There are many solutions for this. Some rely on authority, others on communication.

Take the time to understand each sibling conflict

Conflicts between brothers and sisters are all different. It is therefore necessary to take the time to understand each situation in order to manage it as well as possible. Sometimes the younger siblings annoy the older ones, sometimes the older ones taunt or ignore the younger ones. Children may fight over a toy or simply because they are too tired. In order to understand the conflict, each child needs to give their side of the story and explain why they are angry.

Sibling conflict: jealousy

Children may have difficulty finding their place. They think that parental love is something that is divided between siblings. To reassure children, it is imperative to make them understand that there is no difference between them.

Jealousy must be understood by parents. Younger children envy the freedom of their elders, and older children envy the attention that parents give to younger children. By explaining to each child that his or her age has an important impact on the parents' attitude towards him or her, it is possible to reduce tensions. It is also important to accept that children feel jealousy. It is a very natural feeling that builds up each person.

Age-appropriate conflict management

Dealing with sibling conflict is also about taking into account the age of each child. Many squabbles are age-related. More bickering occurs as a child becomes more independent. With toddlers, the first steps often generate the anger of older children who see their toys and belongings disappear!

Around the age of 6, children leave the kindergarten for the big school. They were the biggest and become the smallest. They also leave childhood and play for learning. This is a difficult period and it is sometimes felt at home. Children abandon their younger siblings, who are considered too young, in favour of their elders. The balance of the siblings becomes fragile.

Entering adolescence is also a difficult stage that can affect understanding between brothers and sisters. It is essential for parents to be patient and to support their children as they enter their adult life.

Staying out of sibling conflicts

Conflicts and bickering can be unpleasant, but they should not be avoided automatically. On the contrary! They help children to find their place, to develop and show their personality, and to gain respect. Most bickering only lasts a short time.

It is imperative to intervene when children get into fights, insult each other, damage their belongings or when the conflict lasts too long. Before punishing, it is important to identify the cause of the conflict and the responsibility of each child. This way the reprimand will be measured!

Conflicts between brothers and sisters: knowing how to punish

The punishment chosen is very important. It is essential to adapt it to the age of the child and the extent of the misbehaviour. Most of the time, you should give the same punishment and remain flexible. For example, you can isolate each child for a few minutes or ask them to tidy up their room or the playroom. Each child should apologise if they have hurt their sibling, but also if they have broken a toy. The apology can be verbal or in the form of a drawing.

Vigilance is required with regard to punishment. When it is impossible to know the truth about a conflict, the punishment should be limited or a simple warning given. Undue punishment can be very negative as it increases tensions between siblings.

Directing activities and praising moments of agreement

To limit conflicts, activities should be directed and those that everyone enjoys should be given priority. In this way, there are more moments of agreement. These moments should be highlighted, congratulated and why not rewarded. Spending time together promotes good understanding between brothers and sisters and also limits conflicts.

Being fair to siblings in case of conflict is essential to ensure good understanding within the sibling group and the family. It is important to let children interact with each other, but also to punish them so that everyone understands their responsibilities.

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sábado, 23 de julio de 2022

What does it mean if someone is complacent?

What makes someone complacent?

It is not always easy to know how to react when faced with someone who is complacent, that is, in another sense of the word, someone who acquiesces to our tastes and feelings in order to please us.

Does being complacent make friends?

The Latin author Terence wrote in The Andrian, in Carthage, around 185-159 BC: "Obsequim amicos, veritas adium parit", i.e.: "Complacency makes friends, frankness breeds hatred". And yet: something that is done out of complacency, in reality, is conducted or manifested only out of politeness, but is neither true, nor profound, nor felt. Complacency is then defined as the disposition of one who seeks to please by adapting to someone's tastes or desires.

Can we, therefore, consider that friendship could come from such an expression of falseness, such a façade attitude? This seems, in fact, far removed from a real friendship, which is meant to be sincere, which requires being oneself in depth with the other. It also requires expressing oneself as one is, knowing how to listen to the other person without lying to him or her, or giving an inaccurate or falsified reflection of oneself. And so, this friendship as described by Terence would only be fake, and, in reality, a real friendship must allow anyone to tell his friend, without false pretenses or false admiration, his mistakes and flaws: which is, for a close friend, for an intimate, the only possibility to truly move forward.

Don't give in to easy compliments

But in everyday life, we are rarely the victims of complacency that goes so far as to cover up a crime... We are more likely to be the victims of petty everyday compliments that lack depth and reality. A word of advice here: don't give in to the ease of unrestrained, uncritical compliments.

Even more harmful, perhaps, is the complacency of a father or mother towards their children, which induces in this parent an indulgence that is often blameworthy, and even dangerous for the good development of the child. Here, we recall the role of the superego in all its complexity, which, playing the role of an integration of parental authority, will be contrary to any form of complacency, understood here as an excess of indulgence. The parent must be made to face up to his or her responsibility, because it is indeed a question of teaching children limits. Setting limits means, above all, saying no to them, setting the framework.

Keeping your authenticity

Finally, in the face of an act of complacency that is merely an excessive display of politeness, but is in no way true, nor profound, and even less the expression of a real feeling, we suggest this act of intimate resistance: keeping one's authenticity, not letting oneself be fooled by appearances, nor by false compliments. Perhaps we can also bring the complacent person to realise this lack of fairness towards others, this falseness in his attitude and words? And, then, allow them to reopen the question of the quality of their relationship with others.

We could perhaps also use the somewhat familiar expression: "You must not let yourself be eaten", which was regularly used by the priest Jean Castelein, a veteran of the Second World War. Jean Castelein, who later became a demanding and committed chaplain, called for constant vigilance and suggested that we engage in a profound and daily resistance, leading each of us to move towards our true authenticity. In short, he called on us not to be taken in by the sirens of appearance. To remain authentic. True to oneself and to one's values.

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Compassion: A response to the suffering of others

What is compassion and why is it important?

Compassion is an emotion that helps us to better understand and live with others. However, we must be careful of the pitfalls of compassion.

What is compassion?

Compassion comes from the Latin cum patior, which means "to suffer with".

Compassion is caring about someone who is suffering, without trying to feel what they are feeling themselves, which is what empathy is. Compassion is the emotion we can hold in front of the misery of others. It implies a feeling of benevolence with a willingness to help the person who is suffering.

To be able to be compassionate, we need to be empathetic. We imagine what the sufferer is going through, and that is why we are touched by that suffering.

It is possible to train for compassion, to cultivate it. Neuroscience research has shown that the plasticity of the brain is such that after a certain 3 months of compassion training the grey matter of the social-emotional brain has increased.

The benefits of compassion

Compassion is a moral feeling. It helps us to understand others better and to make them happier.

Compassion also has physical benefits for the person who feels it: studies have shown that people who show compassion have an increased level of endorphins, hormones of well-being and happiness. So being compassionate would make you happier! Other studies have concluded that compassion makes it possible to produce 100% more DHEA, a hormone that counteracts the effects of ageing.

The dangers of compassion

Compassion is essential to life in society but it can also be dangerous. Being too compassionate can prevent us from thinking about ourselves. Furthermore, compassion is manipulable and can be used by those who have things to sell or ideas to put across. Excessive compassion is also a pitfall of compassion. It is the prerogative of people who do not care about the other person's feelings. Rather than imagining what is right for them, they focus on what feels right for themselves.

Compassion can also make people sick. For example, people who are confronted with the suffering of others on a daily basis, such as health professionals or therapists, can suffer from compassion fatigue. Constant contact with the suffering of others leads to a kind of burn-out. Those who suffer from it show various symptoms: feelings of powerlessness, lack of energy, anger, depression, etc.

Compassion: the right balance

Too little compassion is bad. It constitutes a loss of humanity. Too much compassion can also be harmful. So we need to find the right balance.

Caring about how others feel is important. True compassion is about sharing what the other person is feeling, not necessarily about acting. It is just opening up to the feelings that we most often experience spontaneously in the face of another's distress. We are not necessarily able to respond to this suffering.

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Non-verbal communication: decoding body language

Non-verbal communication: definition, elements and examples

What is non-verbal communication?

Non-verbal communication includes many communicative processes such as outward appearance, spatial relationship behaviours (approaching, distancing), body movements (nodding, eyebrow raising, shoulder shrugging), facial expressions, gazes or vocal intonations.

Although little known, non-verbal phenomena are very important in human communication and are used in several fields such as oratory and dramatic arts, the sign language of certain communities (deaf people, monks)...

This type of communication reinforces and gives credibility to verbal communication when it is adapted, but can discredit it when it is not. According to the American researcher Mehrabian, 7% of communication is verbal, 38% of communication is vocal and 55% of communication is neither verbal nor vocal. It is our nature to quickly judge others by their attitude, their beauty, their intelligence, their movements. Animals give us an example of non-verbal communication: they communicate with each other through specific systems comprising signals of various kinds: sound, gestures, mimics, postures, chemicals, heat, touch, electricity, etc.

There are several disciplines interested in non-verbal communication, including biology, neuroscience, sociology and psychology.

Classification of non-verbal signs

Several classifications of non-verbal signs have been developed in the literature. Marino Bonaiuto's classification from 2007 arranges them on a scale from top to bottom, from the most obvious to the least obvious signs.

  • External appearance: physical training, figure, choice of clothing.
  • Spatial behaviour: interpersonal distance, body contact, orientation in space, perfume.
  • Kinetic behaviour: trunk and leg movements, hand gestures, head movements.
  • The face: gaze and eye contact, facial expression.
  • Vocal signs: verbal vocal signs with paraverbal meaning, non-verbal vocal signs, silences. Among the latter, Trager distinguishes between voice quality (tone, resonance and articulation control) and vocalisations (crying, sighing, laughing, voice timbre, intensity, extension, vocal segregations such as "hum").

Designating and illustrating speech

Certain gestures are made to accompany the statement.

  • Designating gestures. These are the pointing gestures we make when we want to show something.
  • Illustrative gestures. These are the gestures that mimic the action or show certain characteristics of the object we are talking about. These gestures abound especially in descriptions of objects and in stories.

Thus, when a person present in the discussion is mentioned, he or she is almost always pointed to (by digital pointing, nodding or at least looking), when "my heart was beating very fast" is said, the hand is placed on the heart or a heartbeat is mimed, and the "my" in "if you want my opinion" will almost always be accompanied by a self-centred gesture.

All these signs can form a system complex enough to build languages with a repertoire and syntax, such as the language of the deaf.

Dialogue coordination gestures

In dialogue, certain gestures do not serve to sustain the dialogue but to coordinate it, to ensure that the statements are received, understood and interpreted. In order to mutualise the exchange, there is a device for interaction, sharing and maintenance of speech, consisting of various gestures such as head nods, gaze shifts, throat clears, preparatory breaths, hand gestures, changes of posture.

When we speak, we need to make sure that we are heard, listened to, understood and know what the other person thinks of what we say. To do this, we must catch the receiver's gaze, and look for retroactive cues in the form of voco-verbal and kinesic emissions (mimics of doubt or perplexity, nods, head movements, smiles, etc.). When these non-verbal cues are not enough, the sender can use verbal communication to clarify the interaction: "do you understand what I mean?

Communicating emotions

There are also gestures that belong to "affective communication", which itself has two aspects: emotional and emotive.

Emotional communication corresponds to the spontaneous manifestations of the interlocutors' inner states, such as trembling, paleness, sweating, crying, laughing, surprise, annoyance, etc.
Emotional communication is the result of "affective work", according to Hochschild, which "allows for the controlled staging of real or even potential or not really experienced affects". We can make the other person believe that we are sad through our attitudes when in reality we are not affected.

In everyday life, emotional communication is more important than emotional communication. In an interaction situation, speakers will therefore, according to the rules of affective framing, manage their own feelings, manage the expression of these real or displayed feelings, and try to perceive the analogous movements in progress in their partner.

Contextual elements of communication

There are certain non-verbal elements that create a contextual climate and are part of verbal communication. Some of these elements remain permanent during the encounter, such as clothing, age, gender, beauty. Others reflect an accommodation of the situation, such as the techniques for making contact and opening up the interaction with various modes of verbal address, gestural exchanges, mimics and tactile gestures: kisses, handshakes, hugs, depending on the category of partners and the reciprocal status. The gaze can also express the intimacy of the relationship, as well as the hold, dominance and reciprocity.
For example, the smaller the interpersonal distance, the less eye contact and the less direct the body orientation.

Observation of non-verbal communication

To study non-verbal communication, carefully observe people communicating. Observe how they behave towards each other, both to communicate and to 'keep their distance'. Observe rituals, strategies for occupying space, postures, choice of seats, non-verbal language without paying attention to what is being said.

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viernes, 22 de julio de 2022

Personal Details - Usos del lenguaje, Gramática y Léxico

personal details usos

Iniciación al inglés – Repaso de conceptos para conversaciones básicas

Nombre

En inglés puede usarse las palabra “name” para hablar del nombre de pila, del apellido o del nombre completo. En los formularios se distingue entre:

First name: nombre de pila y surname: apellido.

Dirección

Por lo general no se traduce, se dice tal cual. El orden utilizado en inglés es al revés que en español:

Número

Nombre de la calle, avenida…

La palabra: calle, plaza, avenida…

Ejemplo. My address is 4, Sun Street.

Teléfono

El número del teléfono en inglés se da cifra a cifra. Cuando una de ellas se repite, se usa la palabra “double” (doble).

Los números en Inglaterra, generalmente, tienen siete cifras. Después de decir la tercera, se hace una pequeña pausa.

Por ejemplo: My telephone number’s 3054778
three – zero – five // four – double seven – eight.

Edad

La pregunta “How old … …?” no puede traducirse literalmente, hay que memorizarla, lo mismo que la respuesta: I’m …, you’re … Recuerda siempre que para hablar de la edad se usa el verbo To Be, que significa ser o estar, seguido del número de años.
Years old se mantiene sólo cuando se habla de cosas, aunque también se puede usar con personas.

Países y nacionalidades

Los adjetivos de nacionalidad se escriben con mayúscula.
La pregunta Where are you from? Significa: ¿De dónde eres?

Profesiones

Para preguntar a qué se dedica nuestro interlocutor, generalmente usamos: What do you do? También podemos ver en formularios: What’s your occupation? En la respuesta, si hablamos en singular, la profesión va precedida del artículo indeterminado “A”.

Formación del plural

El plural de los nombres se forma, generalmente, añadiendo una “s” al singular.

Artículos

Indeterminado: A = un, una. Sólo puede usarse en singular.

Determinado: The, sirve para el masculino, femenino, singular y plural: el, la, los, las.

Adjetivos

Calificativos: no tienen género ni número, son invariables. Cuando acompañan al nombre van siempre delante de él. Esto ocurre también con los colores. Ejemplo: El mar azul – The blue sea. Los teléfonos rojos – The red telephones.

Posesivos: Hay que tener cuidado con “su”

  • Su (de usted/es) = your
  • Su (de él) = his
  • Su (de ella) = her
  • Su (de un animal o cosa) = Its
  • Su (de ellos) = their

En inglés concuerdan siempre con el poseedor.

Numerales

1 – One
2 – Two
3 – Three
4 – Four
5 – Five
6 – Six
7 – Seven
8 – Eight
9 – Nine
10 – Ten
11 –  Eleven
12 –  Twelve
13 – Thirteen 
14 – Fourteen
15 – Fifteen
16 – Sixteen
17 –  Seventeen
18 – Eighteen
 19 – Nineteen
20 – Twenty
30 – Thirty
40 –Forty
50-  Fifty
60 – Sixty
70 – Seventy
80 – Eighty
90 – Ninety

Demostrativos

Son los adjetivos que tienen plural en inglés. Se usan también como pronombres e indican, como en español, cercanía o lejanía respecto de la persona que habla.

Ejemplo en singular: This = éste, ésta, esto – That = ése, ésa, eso, aquél, aquella, aquello.

Verbos

Presente de To Be.

El verbo To Be = ser/estar, tiene en presente tres formas distintas: Am, is, are y se usa en español con diferentes significados. Está dentro de los llamados verbos “especiales”:

Las negaciones se forman añadiendo Not al verbo.

Las preguntas se forman invirtiendo el orden normal de la frase:

Verbo + sujeto + los complementos. El signo de interrogación sólo va al final.

Presente

I am – yo soy/estoy
You are – tú eres/estás, usted es/está
He/she is – él es/está, ella es/está
It is – eso es/está
We are – nosotros/as somos/estamos
You are – ustedes son/están, vosotros/as sois/estáis
They are – ellos/as son/están

Forma contraída

Respuesta afirmativa

I'm
You're
He's
She's
It's
We're
You're
They're

Respuesta negativa

I'm not
You aren’t
He isn’t
She isn’t
It isn’t
We aren’t
You aren’t
They aren’t

Forma interrogativa

Am I …?
Are you …?
Is he …?
Is she …?
Are we …?
Are you …?
Are they …?

En la conversación se usa siempre la forma contraída.

Respuesta breve: Se forma con Yes o No, el sujeto siempre en forma de pronombre y el verbo. La respuesta breve afirmativa no se puede contraer; la negativa, sí. Ejemplos: Yes, I am; No, I’m not.

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