WHAT DO YOU DO TO IMPROVE YOUR ENGLISH OUTSIDE CLASS?

 

This is what the B1 students answered to the above question

NON SEXIST VOCABULARY

 

GRATEFUL OR THANKFUL?

 

PHRASAL VERB "BACK"

AN ARTICLE FOR A WEBSITE

 The B1 student Alberto García handed in this activity called "an article for a website" recommending a trip to Japan. It's been a great job.

THE HOUSE CHORES

DESCRIBING CHARACTER

 

HEAR OR LISTEN?

 

EXPRESSIONS WITH "EGG"

 

EXPRESSIONS FOR REMEMBERING AND FORGETTING

 

EXPRESSIONS WITH THE WORD "THING"

The main thing significa, «lo más importante en esta situación». I don’t know how much money she earns but she’s happy and that’s the main thing.

The whole thing puede utilizarse para decir «todo lo relacionado con una actividad o situación»: I love everything about teaching – the kids, my subject, being part of a team – the whole thing. / He had a really miserable few months there. I think he just wants to forget the whole thing.

La expresión informal the thing is se utiliza antes de mencionar un hecho relevante en una situación dada, a menudo, porque este podría oponer dificultades: I’d invite Olivia too but the thing is, she doesn’t get on with Lucy. / I’d join you but the thing is, I have to be home by nine o’clock.

Antes de mencionar un aspecto concreto de alguna situación, puedes utilizar the funny / sad / strange, etc. thing is: She made us go to this really expensive restaurant, but the funny thing is, she ate almost nothing. / The sad thing is, he died before his company became a great success.

La gente a menudo pregunta si algo nuevo o extraño en que acaban de reparar es una tendencia diciendo is that a thing?. So, socks and sandals on men – is that a thing now? También puedes decir que algo que hace la gente es a thing, queriendo decir que se trata de una tendencia: Putting butter in your coffee. Apparently, it’s a thing now.

Si alguien no entiende algo que has mencionado, puedes ofrecer como explicación It’s a boy / girl / vegan, etc. thing. Con esto estarías diciendo que es algo que solo es conocido por un grupo específico de personas: What was that word you used – ‘aquafaba’?’ ‘Yeah, it’s bean water. Don’t worry, it’s a vegan thing.’.

Si dices que alguien is onto a good thing, lo que quieres decir es que ese alguien ha descubierto una forma de vivir una vida fácil o de ganar muchísimo dinero: He just assumed she was wealthy and thought he was onto a good thing.

Si dices que it’s a good thing que algo haya pasado, lo que quieres decir es que ha sido una suerte que pasara: It’s a good thing we got tickets early. They’re sold out now.

Si has experimentado muchos problemas en un breve espacio de tiempo, puedes decir que ha sido one thing after another: The last few weeks have been so difficult. It’s been one thing after another. 

Alguien que does their own thing hace lo que desea hacer sin tener en cuenta a los demás: Tom’s very independent – he’s always done his own thing.

Thing se utiliza a menudo detrás de adjetivos como poor, sweet y lucky, para referirse a una persona o animal: That’s a horrible cough, you poor thing! / You’re not working this week? You lucky thing! / Have you seen Amy’s new puppy – it’s such a sweet little thing!

Por último, el plural things se utiliza frecuentemente con el sentido de «la vida en general»: Things have been going pretty well recently. / How are things, then?

(Adapted from CUP)

VIDEOS REVISING THE PRONUNCIATION OF PLURALS

During this week, we've watched these videos as a revision of plurals in English

LA COCINA BRITÁNICA

Hoy en día si viajamos a una ciudad como Londres podremos encontrar todo tipo de restaurantes: indios, chinos, japoneses… La inmigración desde las colonias inglesas y sobre todo desde Asia ha transformado el panorama culinario en Reino Unido, combinando platos de los 5 continentes con recetas tradicionales. Estos son algunos de los más populares:

Full English Breakfast

Podría considerarse el padre del brunch que tan de moda está (aunque ya sabéis, ¡los ingleses lo toman mucho más temprano que la mayoría de nosotros!). El típico desayuno inglés tiene su origen  en el siglo XIII y suele incluir bacon frito, huevos (pochados, fritos o revueltos, en los bares te dan a elegir), tomate natural (frito o asado), champiñones salteados, salchichas, alubias estofadas y pan tostado, entre otras variantes regionales. Para regarlo, lo habitual es una buena taza de English Breakfast Tea o café. 

Fish and chips

Los ingleses tienen su propio fast food desde el S. XIX, mucho antes de los restaurantes de comida rápida. El pescado (normalmente bacalao o abadejo) se reboza y se fríe hasta que esté dorado y crujiente con aceites vegetales como el de girasol, aunque antiguamente utilizaban manteca de cerdo o ternera. Se suele acompañar con patatas fritas.

Shepherd’s Pie

Este “pastel de pastor” está hecho con carne picada de cordero (también se usa ternera o cerdo, pero entonces se llama Cottage Pie) que se cocina en una salsa con cebolla y verduras como guisantes o zanahorias y después se cubre con una capa de puré de patata y se mete todo al horno para que el puré forme una capa crujiente.

Bangers and mash

Este plato combinado típico de pub inglés es apto para un nivel A1 en la cocina: ¡salchichas con puré de patata! Se utilizan todo tipo de salchichas inglesas (las hay de cordero, ternera y cerdo) y se puede acompañar con un poco de salsa de carne y guisantes. La leyenda dice que se llamó a las salchichas bangers por la escasez de carne tras la I Guerra Mundial, que hacía que las salchichas se hicieran con mucha agua y explotaran en la sartén.

Tikka Masala

Uno de los platos más populares de Reino Unido con una clara influencia India en su origen. Este plato es un ejemplo de cómo la gastrononomía y cultura británica se adaptan a la influencia externa. Su versión más conocida es el Chiken tikka Masala.

Adaptado de Cambridge blog

FIND THE WORD!!

TIME TO SAY GOODBYE

We've finished another course. See you in September!!!

PRESENTATION ABOUT THE CITY OF COIMBRA

In one of our last on-site classes, we had a presentation about Portugal and Portuguese culture, specially from the city of Coimbra. The B2.2 student Ana Gadhana told us about this wonderful region with such cozy spots everybody should visit at least once in a lifetime and the importance of university life and students' fados at "queima das fitas", very typical in this area.

PASSIVE REPORTING VERBS

These structures are used to report information in a formal style or to report facts. Passive structures hide the source of the information. This is because it is obvious, the source is unimportant or is 'people in general', or the source is unknown.

Reporting verbs are verbs of saying or believing such as agree, announce, believe, claim, consider, expect, hope, know, report, say, suggest, think, understand, etc. And we can use their passive form for distancing in different ways. 

it + passive reporting verb + that-clause (it is said that...)

In this pattern, the generalised agent + active reporting verb is replaced with it + passive reporting verb:

Everybody knows that my grandfather likes red wine.

It is known that my grandfather likes red wine.

It is believed that the murderer is no longer in the country.

It has been announced that they are going to cancel the tour.

It has been suggested that the team can’t be trusted defensively.

It was thought the building could collapse.

subject + passive reporting verb + to-infinitive (someone is said to do)

In this pattern we start with the subject of the reported clause, which is followed by the passive reporting verb and the to-infinitive form of the verb in the reported clause:

Everybody knows that my grandfather likes red wine.

My grandfather is known to like red wine.

He is said to have the biggest private art collection in the country.

They were believed to be secretly in love.

We can also use this form to refer to the future.

She is expected to become a super star.

subject+passive reporting verb+to be+-ing(continuous infinitive) (Someone is said to be doing)

When the reported action is in progress simultaneously to the reporting, we can also use subject + passive reporting verb + to be + -ing (continuous infinitive) with dynamic verbs.

They are thought to be living under strict protection.

subject+passive reporting verb+to have+past participle (perfect infinitive) 

Someone is said to have done

When the reported action is previous to the reporting (earlier in the past), we use subject + passive reporting verb + to have + past participle (perfect infinitive).

She was thought to have left the previous week. (=she left before people thought about it)

He is claimed to have hit another student. (=he hit another student first)

EXERCISE 1

EXERCISE 2

EXERCISE 3

EXERCISE 4

VERB PATTERNS WITH REPORTING VERBS

These are the most common reporting verbs:

SAY

The basic verb pattern for using 'say' for reported speech is:

say + (that) + clause
She said (that) she had already eaten.


TELL

with 'tell' we need to use an object, a person who we tell the information to.

tell + someone + (that) + clause
I told John (that) I had seen the new film.

When we are reporting orders, we can also use another pattern with 'tell':

tell + someone + to + infinitive
She told the children to go to bed.

ASK

We use 'ask' to report questions or requests. For questions we use the pattern:

ask + someone + if / question word + clause
I asked my boss if I could leave early.
She asked them where the station was.

For requests we use the pattern:

ask + someone + to + infinitive
I asked Lucy to pass me the salt.

Other reporting verbs follow a variety of patterns.

ADVISE

(= Give someone advice. Notice the different spelling for the verb and the noun.)

Advise + someone + to + infinitive
She advised him to see a doctor.

Advise + (that) + clause
The staff advise that you carry water at all times.

Advise + against + verb-ing
I'd advise against leaving early.

AGREE

Agree + to + infinitive
We agreed to meet the following day.

Agree + (that) + clause
I agreed that the children could do their homework later.

APOLOGISE

Apologise + (to + someone) + for + verb-ing
They apologised to us for being late.
She apologised for forgetting the book.

Apologise (+ to + someone) + for + noun
She apologised for the delay.

DECIDE

Decide + to + infinitive
They decided to go to the cinema.

Decide + (that) + clause
They decided that they would go to the cinema.

ENCOURAGE

Encourage + someone + to + infinitive
She encouraged him to take the exam again.
The teacher encouraged the students to ask questions.

EXPLAIN

Explain + (that) + clause
The teacher explained that the course was finished.

Explain + noun + to + someone
She explained the grammar to the students. (NOT: She explained me the grammar)

Explain + question word + to + infinitive
They explained how to buy a train ticket on the internet.
John explained where to find the restaurant.

Explain + question word + clause
We explained what the exams would cover.

INSIST

Insist + on + verb-ing
He insisted on paying.

Insist + (that) + clause
He insisted that we sit down.

PROMISE

Promise + to + infinitive
He promised to arrive early.

Promise + (someone) + (that) + clause
I promised him that I wouldn't do it again.

RECOMMEND

Recommend + verb-ing
I recommend visiting the British Museum while you're in London.

Recommend + (that) + clause
I recommend that you visit the British Museum

REMIND

Remind + someone + to + infinitive
She reminded him to take his keys.

Remind + someone + (that) + clause
They reminded me that there is a party tonight.

SUGGEST
Suggest + verb-ing
I suggest leaving soon

Suggest + (that) + clause
I suggest that you come as soon as you can. (NOT: I suggest him to come)

WARN

Warn + someone + (not) + to + infinitive
I warned them not to go in the water.

Warn + someone + about + something
She warned us about the dangerous roads.


Negatives
To make the verbs that we have reported negative, we need to look at the verb pattern:

When there's a clause, we make the negative in the usual way: She said that she didn't like ice cream.
When there's 'to + infinitive', we generally put 'not' before 'to': He promised not to do it again.
When there's 'verb-ing', we generally put 'not' in front of it: I advise not taking the bus.

EXERCISE 1

EXERCISE 2

EXERCISE 3

EXERCISE 4

EXERCISE 5

PRESENTATION ABOUT GALICIA

In our last class we had a presentation about Galician language and culture. The B2.2 student Alba Suárez from Arteixo in La Coruña explained aspects of the region in the Northwest of Spain such us nice corners, food, and of course the language.

We also tasted the flavours of Galicia through their "torta de Santiago" and "orellas".

PREFER, WOULD PREFER, WOULD RATHER

Prefer

We use prefer to say we like one thing or activity more than another. We can use a prepositional phrase with to when we compare two things or actions:

I prefer tea to coffee. We prefer going by ferry to flying.

We don’t use than after prefer:

She prefers books to magazines. Not: She prefers books than magazines.

We can use a to-infinitive or an -ing form after prefer. A to-infinitive is more common.

She’s not keen on coffee. She prefers to drink tea.(or She prefers drinking tea to coffee.)

Would prefer

We use would prefer or ’d prefer, followed by a to-infinitive or a noun, to talk about present and future preferences:

I’d prefer to go by myself. Would you prefer a quieter restaurant? She’d prefer not to drive at night.

When we want to say that we would like to do one thing more than another, we can introduce the second thing with rather than, followed by an infinitive without to:

I’d prefer to go skiing this year rather than go on a beach holiday.

When we are talking about our preferences for the actions of another person, we can use would prefer + object pronoun + to-infinitive or would prefer it if + past simple:

They’d prefer us to come later. (or They’d prefer it if we came later.)

Would you prefer me to drive? (or Would you prefer it if I drove?)

Typical mistakes:

We use a to-infinitive after prefer, not an infinitive without to: I prefer to drive. Not: I prefer drive.

Whenever I have time I like to read but I prefer not to read in the evening. Not: … but I prefer not read in the evening.

We make comparisons using to or rather than, not just than:

A lot of young people prefer computer games to football. (or A lot of young people prefer computer games rather than football.) Not: A lot of young people prefer computer games than football.

Would rather

We use would rather or ’d rather to talk about preferring one thing to another. Would rather has two different constructions.

Compare:

           same subject (+ base form)                               different subject (+ past simple clause)

I’d rather stay at home than go out tonight.                 I’d rather you stayed at home tonight.

I’d rather not go out tonight.                                  I’d rather you didn’t go out tonight

In negative sentences with a different subject, the negative comes on the clause that follows, not on would rather:

She’d rather you didn’t phone after 10 o’clock. Not: She wouldn’t rather you phoned after 10 o’clock.

Same subject: When the subject is the same person in both clauses, we use would rather (not) followed by the base form of the verb: We’d rather go on Monday. Not: We’d rather to go … or We’d rather going …

More than half the people questioned would rather have a shorter summer break and more holidays at other times.

I’d rather not fly. I hate planes.


Different subjects: When the subjects of the two clauses are different, we often use the past simple to talk about the present or future: I would rather they did something about it instead of just talking about it. (past simple to talk about the present or future). Would you rather I wasn’t honest with you?

EXERCISE 1

EXERCISE 2

EXERCISE 3

EXERCISE 4

MORE ABOUT MIXED CONDITIONALS

MIXED FIRST CONDITIONAL SENTENCES

Mixed conditional sentences combine two different conditional patterns. Several patterns can be used:

mixed first conditional sentences

First conditional sentences can use a variety of modal verbs.

If + present simple, can / may / might / will / should + verb (infinitive)

If you give me some money, I can buy some milk.

If I finish my homework, may I go out with my friends?

If you switch the photocopier off and on again, it should work.

First conditional sentences can also use going to, as well as will.

If + present simple, going to + verb (infinitive)

If you don’t get ready soon, we’re going to be late!

The present continuous and going to can also appear in the If clause

If you’re going to the shop, can you buy me some cola?

If you’re going to pay him, make sure you get a receipt.

The present perfect may also appear in the If clause.

If you’ve finished your work, you can go home.

mixed third / second conditional

This combination describes an imagined event in the past and the present result.

If + past perfect, would + verb (infinitive)

If he'd taken the medicine, he wouldn't still be sick.

He wouldn’t still be sick if he’d taken the medicine.

mixed second / third conditional

This combination describes a situation which is never true, and the past consequence of this situation.

If + past simple, would have + verb (infinitive)

If you were better at speaking in public, the presentation would have been more successful.

The presentation would have been more successful if you were better at speaking in public.

EXERCISE 1

EXERCISE 2

CONDITIONALS PRESENTATION

LA ALCALDESA DE CEHEGÍN SE REUNE CON EL EQUIPO DIRECTIVO DE LA ESCUELA OFICIAL DE IDIOMAS

La alcaldesa de Cehegín, Alicia Del Amor y la Concejala de Educación, Mónica Sánchez, se han reunido con el Equipo Directivo de la Escuela Oficial de Idiomas, que tiene su sede en Caravaca de la Cruz, al frente del cual está su Director, Bartolomé Urrea Alfaro.

La reunión comenzó con la visualización de un álbum de fotos sobre dicho Centro Educativo y las instalaciones modernas con las que cuenta (el edificio fue inaugurado en marzo de 2011 -si bien la trayectoria educativa de dicha institución educativa se remonta a septiembre de 1992-) y una breve exposición sobre el papel que dicha institución educativa desempeña a nivel comarcal, ya que es el único centro público de enseñanza especializado en la enseñanza de idiomas (en la actualidad, inglés y francés) en la comarca del Noroeste murciano.

El Equipo Directivo informó sobre las dificultades actuales a las que tiene que hacer frente de cara a mantener los idiomas y grupos existentes y se realizó un análisis de las mismas. Algunas generadas por la propia normativa educativa (plan de estudios), otras por asuntos técnicos (proceso de matriculación) y, por último -pero no por ello menos importante- por cuestiones económicas (ajuste en el gasto público). Todo lo cual ha provocado un descenso significativo en el número de matriculaciones. 

El objetivo de esta reunión era, por una parte, informar a las dos representantes municipales anteriormente mencionadas sobre esta problemática, y, por otra parte, establecer un canal de comunicación permanente que permita la difusión y promoción de la oferta educativa de dicho Centro Educativo, de tal forma que la misma no sea desconocida por la ciudadanía de Cehegín. 

La población de la Comarca del Noroeste puede encontrar en la Escuela Oficial de Idiomas varias razones de peso a la hora de formarse en idiomas extranjeros: enseñanza de calidad, oferta educativa relativamente amplia -a fecha de hoy-, precio muy atractivo y cercanía geográfica.

Si este servicio público se viese mermado, ello repercutirá directamente en la población -no sólo de Cehegín sino de toda esta comarca- al no poder contar los usuarios con un recurso accesible y de calidad a la hora de formarse en idiomas. Es, por ello, que tanto el Ayuntamiento de Cehegín como el Equipo Directivo de dicha Escuela de Idiomas mostraron su interés y se comprometieron a informar -y mantener informada-, a la población sobre este asunto a través de los soportes de información disponibles. 

PORQUÉ ES IMPORTANTE APRENDER, AL MENOS, UN SEGUNDO IDIOMA

Siempre que hablamos de aprender idiomas nos referimos al gusto por viajar y comunicarse en una salida al extranjero o a la necesidad de disponer de una certificación para solicitar un trabajo o participar en una oposición. Sin embargo, la realidad es que aprender una segunda lengua no solo supone adquirir conocimientos nuevos, es decir, no solo implica a nuestro yo intelectual.

El aprendizaje de otra/s lengua/s nos ayuda a conformar nuestra personalidad, contribuye a nuestro crecimiento como personas y va a conformar quiénes somos. Aprender una lengua extranjera es un proceso transformador; con el paso del tiempo, el alumno no va a ser la misma persona, sino que  podrá percibir el mundo a través de otra lengua. Este proceso es un instrumento de desarrollo y enriquecimiento interior; es otra forma de ver el mundo que enriquece. 

Paralelamente al aprendizaje formal de la lengua, la persona va creciendo en su identidad (emociones, sentimientos, valores,...); no es que tenga dos caras, sino que supone expandir nuestra persona, nuestra identidad, en otros ámbitos distintos a los que tendría si conociera solo una lengua. Este fenómeno se constata en los alumnos que dicen "yo soy mejor persona cuando hablo inglés". ¿Porqué? porque el alumno es capaz de mantener la distancia con la lengua extranjera y esto es muy valioso ya que nos da la oportunidad de hacer cosas que nos cuesta mucho hacer en nuestra lengua nativa, por ejemplo, pedir disculpas.

Aprender un idioma es un proceso de dentro a afuera; no es el profesor el que transmite sin más, sino que lo que los alumnos ya poseían les hace reposicionarse ante la realidad que los rodea. El crecimiento es constante a través de las tareas y actividades que se realizan en el idioma de estudio y la comunidad de aprendizaje juega igualmente un papel muy importante en este proceso ("la clase donde uno cae o le toca"). Pensemos en una comunidad motivada, participativa y generosa con sus compañeros frente a otra que sea individualista y pasiva.

Un valor importantísimo en el aprendizaje de lenguas extranjeras es la autoconfianza. Si el alumno la tiene, refuerza su identidad y aprende más rápido el idioma. Si no la tiene, se debilita y esto le genera ansiedad. Otro factor es el ego. Hay egos impermeables, sienten que tienen tal fuerza que evitan el cambio y egos permeables abiertos al cambio y a la evolución, que son capaces de adaptarse a distintos contextos. Un parámetro observable para saber si el ego de alguien es permeable es que ante una lengua desconocida es capaz de imitar sus sonidos perfectamente. Lo contrario ocurre cuando una persona solo entiende la lengua extranjera a través de los patrones de la lengua propia. Por ejemplo el alumno que insiste una y otra vez en porqué se dice I like si en español es que a mí me gusta.

Por último, debemos desechar la idea de querer llegar a ser como un hablante nativo ya que es una idea "maligna" que lo único que hace es acarrearnos mucha frustración junto con pensar que hay gente buena y gente mala para aprender idiomas, lo que es una creencia tóxica.

REVISION OF THE VERB "MIND"

The verb MIND is followed by :

* a noun :       ex : I don't mind chocolate from time to time.

* -ing form :    ex : Would you mind my (me) singing ?

* a clause :     ex : I don't mind if you don't talk to me ! = it doesn't matter ...

2) mind is most often used in the interrogative and negative forms :

ex : She doesn't mind staying up late.

ex : Do you mind my smoking ? ( me smoking = less formal ) = smoking and ready to put out his cigarette = Do you dislike the fact I'm smoking ?

ex: Do you mind if I smoke ? The person will light a cigarette if permission is given.

3) mind is also used in the imperative + a clause (often a negative one) : = Be careful ! (This expression is used in the UK.)

ex : Mind you don't fall ! ; Mind you don't bang your head ! Mind the step !

ex : Mind your own business !

4)  mind is also used to express polite requests :

ex : Would you mind switching on the light for me, please?

5) An expression : Mind you ... is used to add something to what you have just said, especially to make it less strong. = It's mostly spoken English and quite informal.

ex : The meal was expensive ... Mind you, it was delicious !

 Don't confuse:  'I dont mind ...' and 'I don't care...' (= I'm not interested !)

WHAT IS COUCH SURFING?