Grabación de pantalla 2026 02 27 204546

How to Express Experiences in English?

Introduction to the Class

• The instructor greets the class and asks how everyone is doing, receiving various responses.

• This marks the second class of the semester, emphasizing how quickly time passes.

• Today's focus will be on expressing experiences in English, including both positive and negative aspects of personal life.

Note-Taking Recommendations

• Students are encouraged to take notes either traditionally with pen and paper or digitally using Word documents or screenshots.

• The recording of this class will be available later along with presentation materials for review.

Review of Previous Lessons

• A recap of vocabulary from last week includes regular and irregular verbs, as well as pronunciation tips.

• Key differences between "do" and "make" are highlighted:

• "make friends" vs. "do housework"

• "do my hair" vs. "make a lot of money"

Understanding Present Perfect Tense

• The lesson transitions into grammar focusing on the present perfect tense used for expressing experiences.

• The structure includes affirmative, negative, and interrogative forms; starting with the affirmative form.

Structure of Present Perfect Sentences

• Two auxiliary verbs are introduced: "have" for I/you/we/they and "has" for he/she/it.

• Sentence construction involves placing the subject first followed by the appropriate auxiliary verb and then the past participle verb.

Examples of Present Perfect Usage

• Example sentences illustrate usage:

• “I have won a medal” translates to “He ganado una medalla.”

• “She has made a promise” shows how subject changes affect auxiliary use.

Contractions in Spoken English

• Discussion on contractions such as “I’ve” instead of “I have,” which is common in spoken English.

• Emphasis on understanding these contractions helps students comprehend natural speech patterns better.

Understanding Contractions in English

Introduction to Contractions

• The speaker explains the contraction of "I have" into "I've" and "he has" into "he's," emphasizing how these forms simplify speech.

• The example provided is “she’s done,” illustrating the contraction of “she has” to “she’s.”

Key Components of Sentence Structure

• Important notes include understanding which pronouns pair with "have" and "has," as well as their correct order in sentences.

• The speaker plans to engage students in an exercise matching sentence halves, reinforcing learning through practice.

Engaging Exercises for Learning

Matching Sentences

• Students are tasked with completing sentences by matching halves, such as “I’ve fallen in love” with appropriate endings.

• A reminder is given that using a dictionary is encouraged over translation tools for better context.

Vocabulary Building

• An example sentence is constructed: “I have fallen in love with a handsome boy,” demonstrating practical application of vocabulary.

Feedback and Correction

Student Participation

• Students share their completed sentences, receiving feedback on grammatical accuracy, such as correcting “smoking” to “stopped smoking.”

Encouragement for Practice

• The importance of reviewing vocabulary and practicing sentence structure is emphasized, encouraging students to take notes on new words.

Strategies for Vocabulary Retention

Creating a Glossary

• Students are advised to maintain a glossary or notebook for unfamiliar words, enhancing their language acquisition process.

Contextual Learning Techniques

• The speaker illustrates how connecting new vocabulary (e.g., "purse") with personal experiences aids memory retention.

Understanding Expressions in English

Introduction to Key Concepts

• The speaker introduces the concept of "abroad" as the opposite of their homeland, Colombia, emphasizing personal connections to language learning.

• A transition is made to discussing affirmative expressions, highlighting their importance for practical exercises later in the session.

Exploring "Already"

• The term "already" indicates that something was done sooner than expected; it does not have a direct translation in Spanish but conveys context.

• Example provided: "I have already done my nails," illustrating how "already" fits within sentence structure after the auxiliary verb and before the main verb.

• Participants are encouraged to think of personal examples using "already," reinforcing its application in everyday contexts.

Practical Application of Examples

• An example is given: “I have already paid the bills,” demonstrating how to express actions completed ahead of time.

• Participants share their own sentences using "already," with corrections offered on verb forms and structures.

Transitioning to Other Expressions

• The next expression discussed is "just," which refers to actions completed recently. Example: “They have just called.”

• Emphasis on placement within sentences: “just” comes after the auxiliary verb and before the main verb, similar to “already.”

Understanding "Never"

• The term "never" is introduced as a way to express experiences that have never occurred. Example: “I have never smoked.”

• Discussion includes proper placement of “never” in sentences, following the auxiliary verb and preceding the main verb.

This structured approach provides clarity on key expressions used in English, enhancing understanding through examples and participant engagement.

Understanding the Use of "Never" and Time Expressions in English

Introduction to Examples with "Never"

• The instructor prompts participants to think of something they have never done, using examples to illustrate the use of "never."

• A participant shares, "I have never smoked," encouraging others to share their own experiences.

• Various examples are provided by participants, such as "I have never traveled to New York" and "I have never jumped out of a plane."

Duration vs. Starting Point: Using "For" and "Since"

• The instructor explains the difference between using "for" (duration) and "since" (starting point).

• An example is given: “I have worked at UPTC for six years,” indicating how long an activity has been ongoing.

• Further clarification on using “for” includes phrases like “I have lived in this place for many years.”

Clarifying Usage of "Since"

• The instructor emphasizes that “since” indicates when an action started, contrasting it with “for.”

• Participants are encouraged to provide their own examples using either expression, reinforcing understanding.

Practice with Examples

• Participants share sentences like “I have lived in my house since 2004,” demonstrating correct usage.

• Corrections are made regarding verb conjugation, emphasizing the importance of past participle forms.

Transitioning to Negative Structures

• The session shifts focus towards negative sentence structures in present perfect tense.

• Explanation on how auxiliary verbs change in negative forms: “have not” becomes “haven't” and “has not” becomes “hasn't.”

Structure of Negative Sentences

• The order for constructing negative sentences is outlined: subject + auxiliary verb + not + past participle.

• Examples include sentences like “I haven't won a medal,” illustrating common contractions used in speech.

Understanding the Present Perfect Tense and Its Negation

The Structure of Negative Sentences

• The present perfect tense is negated to express actions not completed up to the present moment, e.g., "I have not finished a project."

• Examples of unfinished tasks include personal projects or homework, highlighting common experiences among learners.

Expressions Used with Negatives

• Two key expressions are introduced: "still" and "yet," which convey different nuances in expectations regarding completion.

• "Still" indicates an ongoing expectation, as in "He still hasn't finished the project," suggesting awareness of delays.

• In contrast, "yet" implies anticipation for something to happen soon, e.g., "He hasn't made dinner yet."

Positioning of Expressions

• The placement of "still" is after the subject but before the auxiliary verb; whereas, "yet" always appears at the end of a sentence.

• Both expressions can be used interchangeably in negative forms but must adhere to their specific placements.

Formulating Questions in Present Perfect

Changing Sentence Order for Interrogatives

• To form questions using present perfect tense, invert the order by placing the auxiliary verb before the subject (e.g., “Have you made friends at school?”).

• WH questions require starting with a question word followed by the auxiliary verb and then the subject (e.g., “Where have you been?”).

Handling Negative Questions

• For negative inquiries, insert “not” after the auxiliary verb (e.g., “Where haven't you been?”), altering its meaning significantly.

Using 'Ever' in Questions

• The term “ever” is utilized for general experience inquiries without a direct translation into Spanish. It asks about life experiences (e.g., “Have you ever cried?”).

Have You Ever? Exploring Experiences and Expectations

Understanding "Have You Ever" in Context

• The phrase "Have you ever" is used to inquire about specific experiences, such as crying for someone or trying chicha. It emphasizes personal experiences.

• The term "yet" can be included in questions to express hope or expectation that something has occurred, e.g., "Have you done your hair yet?"

• In the context of present perfect tense, verbs must be in past participle form. Regular verbs typically add "-ed," while irregular verbs follow different rules.

Present Perfect Tense Usage

• The structure of present perfect tense is straightforward; it requires understanding which expressions to use with various subjects.

• Examples include using "be" (was/were) as an irregular verb. This highlights the importance of knowing verb forms for effective communication.

Practical Application Through Dialogue

• A dialogue between Laura and Daniel illustrates practical usage: Laura asks if Daniel has visited another country, and he responds affirmatively with a short answer.

• The expression "I have already traveled to Mexico" indicates prior experience before expected time, showcasing the use of "already."

Engaging Activities for Learning

• Students are encouraged to participate by reading dialogues aloud, reinforcing pronunciation and comprehension through practice.

• A game called “Have You Ever” engages students further by prompting them to react based on their experiences, enhancing interaction and learning retention.

This structured approach provides clarity on how to utilize phrases like "have you ever," understand verb tenses, and apply these concepts through interactive dialogue and activities.

Have You Ever? Exploring Unique Experiences

Introduction to Unique Experiences

• The session begins with a light-hearted question about finding wallets on the street, indicating a playful atmosphere.

• A participant shares their experience of eating worms, specifically mentioning a type called "mojoy" from the Amazon, which is consumed alive.

Discussion on Money and Wealth

• The conversation shifts to whether participants have made a lot of money, with several affirmatives noted among the group.

• The instructor humorously suggests that if they were in person, wealthy participants wouldn't need to spend money.

Engaging with Foreigners

• Participants are asked if they have ever spoken with foreigners; only one responds affirmatively.

• The term "cheat" is introduced in two contexts: cheating on tests and infidelity in relationships, highlighting language nuances.

Emotional Responses and Beliefs

• Participants discuss instances where they've cried for injustice, revealing shared sentiments among many.

• The concept of ghosts is brought up; most participants claim they have never seen one, adding an element of curiosity.

Interactive Learning Activity

• Transitioning into an interactive quiz format to reinforce learning about expressions like "ever," "yet," and "still."

• Participants confirm their engagement in the quiz as it resumes after a brief pause.

Quiz Results and Language Nuances

• Correct answers are revealed during the quiz; emphasis is placed on understanding terms like "already," "yet," and their proper usage.

• Clarification is provided regarding auxiliary verbs used in sentences related to homework completion.

Final Thoughts on Language Use

• Participants reflect on using phrases such as “have you ever” when discussing past experiences or attendance at events like boarding schools.

• A review activity prompts students to identify correct sentence structures involving present perfect tense.

This structured summary captures key moments from the transcript while providing timestamps for easy reference.

Understanding English Tenses and Usage

Correcting Sentence Structures

• The speaker discusses the correctness of various sentences, indicating that the first and third options are correct while the second and fourth are incorrect.

• A specific example is given: "Have you ever been camping with friends?" highlighting the use of "ever" in questions.

• Emphasis is placed on using "since" for specific points in time, such as "since 1998," contrasting it with other usages.

Duration vs. Specific Time Points

• The speaker clarifies that phrases like "I have worked since last July" indicate a starting point in time, while duration is expressed differently.

• The distinction between using "for" (e.g., "for eight hours") versus "since" is reiterated, emphasizing their different meanings related to time duration and specific start points.

Common Mistakes and Clarifications

• The importance of understanding when to use “for” versus “since” is highlighted, with examples provided for clarity.

• A review of common errors made by participants indicates that many struggled with these concepts but some performed well.

Feedback on Performance

• The speaker reviews participant performance, noting scores and mistakes made during the exercise.

• Plans to incorporate this activity into a platform for further practice are discussed, along with addressing any remaining questions from participants.