Esta semana hemos visto unit 6B.
Homework:
P. 69-72-73
P. 74-75: leer el texto 1 y repasar vocabulary 2c y grammar 3b. Hace rlas preguntas completas en speaking 5.
P. 76-77: Leer el diálogo 1 y vocabulario 2a.
Revision
Showing posts with label Course Topics. Show all posts
Showing posts with label Course Topics. Show all posts
10 Jan 2025
30 Apr 2024
RELATIVE CLAUSES
Defining Relative Clauses give detailed information defining a general term or expression.
Do you know the girl who is talking to Tom?
A seaman is someone who works on a ship.
Object pronouns in defining relative clauses can be dropped.
The boy (who/whom) we met yesterday is very nice.
Non-defining relative clauses give additional information on something, but do not define it.
Do you know the girl, who is talking to Tom?
Object pronouns in non-defining relative clauses must be used.
Jim, who/whom we met yesterday, is very nice.
How to Shorten Relative Clauses?
Relative clauses with who, which, that as subject pronoun can be replaced with a participle. This makes the sentence shorter and easier to understand.
I told you about the woman who lives next door. – I told you about the woman living next door.
Do you see the cat which is lying on the roof? – Do you see the cat lying on the roof?
EXERCISES
24 Apr 2024
B1 ONLINE WEEKLY REVISION: ENVIRONMENT
vocabulary in context:
https://www.englisch-hilfen.de/en/words/environment.htm
Vocabulary video:
Listening practice:
Reading:
2 Feb 2021
27 Oct 2020
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
10 Mar 2020
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)
6 Mar 2020
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:
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:
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
3 Mar 2020
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:
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:
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?
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?
24 Feb 2020
19 Feb 2020
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.
13 Jan 2020
20 Oct 2019
8 Oct 2019
6 Jun 2019
NUTRITION TALK
This is another presentation we've had this year. Diego, a student from B 2.2, talked about how to develop healthy nutrition habits.
5 Apr 2019
PARTICIPLE CLAUSES
A participle clause contains either a present participle, e.g. seeing,a past participle, e.g. seen,or a perfect participle, e.g. having seen.
TIME CLAUSES
A) to replace a time clause to show that an action took place while another was already in progress.
Walking down the street on Saturday, I saw Simon. (replaces As/ When/ While I was walking)
B) to replace a time clause to indicate that the event in the subordinate clause comes immediately before the event in the main clause.
Raising their glasses, they wished Darren a happy birthday.
C) to emphasize that the event in the subordinate clause happened before the event in the main clause.
Having spent my money on a car, I couldn't afford a holiday.
RELATIVE CLAUSES
A) to replace a relative clause when we give more information about a person or thing.
The woman wearing the funny yellow hat is my cousin Jane (replaces who is wearing)
The plane, last used in World War II, is now a museum exhibit (replaces which was last used)
REASON/ RESULT
to show that the event in the main clause occurs because of the event in the subordinate clause. It can replace a reason clause.
Not understanding Tom's question, I was unable to give him an answer (replaces Because / Since I didn't understand)
Very often the event in the main clause is the result of the event in the subordinate clause.
Having spent my money on a car, I couldn't afford a holiday.
CONDITION
to replace a conditional clause
Washed at the wrong temperature, clothes can shrink (If they are washed at the wrong temperature, clothes can shrink)
NOTE The subject of the participle must also be the subject of the other verb. It is not possible to say Having a bath,the phone rang.
EXERCISES
13 Nov 2018
VOCABULARY UNIT 3
nanotechnology /ˈnænəʊtekˌnɒlədʒi/ Noun
nanotechnology involves making and using things that are extremely small by controlling and moving individual atoms or molecules scientists have made great progress with nanotechnology | cheaper food might be possible with the help pf nanotechnology | nanotechnology is increasingly important in medical research
mass-produce /mæs prəˈdjuːs/ Verb
to mass-produce things means to make a large number of them to be sold, usually quickly and efficiently in a factory you can’t mass-produce things with a 3D printer | they started mass-producing motor cars in the 1920s | it became cheaper to mass-produce them once we installed new equipment in the factory | they were mass-produced and very cheap
31 May 2018
30 May 2018
EXAM TOPICS
1. Identificación personal
• Relaciones personales
• Nacionalidades
• Aspecto físico de la persona
• Carácter de la persona
2.Vivienda
• Hogar: mobiliario y objetos comunes
• Tareas domésticas
• Ciudad: lugares habituales (Paso de peatones; centro médico; etc).
3. Actividades de la vida diaria
• Etapas biográficas: personal, académica y profesional
4. Tiempo libre y ocio
• Tiempo libre
• Actividades de ocio
• Deportes
5. Viajes y transportes
• Países relevantes en el entorno del idioma.
• Tipos de viajes (organizados; crucero, etc)
• Alojamiento (habitación doble; tienda de campaña; etc)
• Transporte: (autopista; atasco; despegar, etc)
• Objetos relacionados con el viaje (billete; gasolinera, etc)
6. Relaciones humanas y sociales
• Fórmulas sociales: saludos, presentaciones, despedidas, agradecimientos, felicitaciones, etc.
• Tipos de relaciones (compañero de trabajo; pariente,etc).
• Acciones: (estar saliendo con alguien; pelearse, etc).
7. Salud y cuidados físicos
• Afecciones: (cortarse, quemadura; mareo; etc)
• Asistencia médica (pedir cita; receta médica; análisis de sangre; etc)
• Profesiones: (cirujano; especialista; etc).
• El cuerpo humano y su cuidado
8. Educación
• Objetos (carpeta; apuntes; etc)
• Entornos (instituto; facultad; etc)
• Acciones (matricularse; hacer una pausa; etc)
9. Compras y ropa
• Entornos generales (grandes almacenes; centro comercial; etc)
• Entornos específicos (probadores; aparcamiento; cajero automático; etc).
• Precios, pesos y medidas (talla mediana, una lata; un tarro; etc).
• Acciones (estar de oferta, devolver a la tienda, alquilar; etc)
• Objetos: (etiqueta; monedero; moneda; etc)
10. Alimentación
• Alimentación: (producto; vitaminas; dieta; comida rápida; etc)
• Ingredientes, alimentos y bebidas: (legumbres; especias; marisco; zumo, etc)
• Utensilios (bandeja; mantel; tenedor; etc)
• Acciones (hervir; cortar; freír; etc)
11. Bienes y servicios
•Acciones (abrir una cuenta; sacar dinero; etc)
• Objetos (tarjeta; cajero automático; etc)
• Seguridad y protección (agente de policía; bombero; comisaría; etc)
•Acciones (robar; llamar a la policía; etc).
• Servicios públicos (urgencias; piscina pública; biblioteca; etc)
•Acciones de servicios públicos: (solicitar una beca/ayuda; sacar en préstamo un libro; rellenar un impreso, etc)
12. Lengua y comunicación
• Medios de comunicación: Personas (presentador; periodista; concursante;etc), acciones (ver las noticias; participar en un concurso; etc), objetos (pantalla; mando a distancia; etc).
•Tipos de programas; (una serie; un documental; etc)
•Telefonía: Acciones (dejar un mensaje; escribir/mandar un mensaje; etc) u objetos (una llamada; teléfono móvil; etc)
13. Clima y medio ambiente
• Fenómenos medioambientales (hielo; terremoto; tormenta; etc)
• Medio ambiente (contenedor; cambio climático; recursos naturales; etc)
14. Ciencia y tecnología
• Informática: (teclado; pantalla; ratón; instalar un programa; etc)
• Imagen: (fotografía digital; cámara de video; etc)
• Comercio electrónico (compra on line; contraseña; cuenta; etc)
• Internet y redes sociales (perfil; chatear; descargar; subir una foto, etc)
9 Nov 2017
7 Nov 2017
TRAVELLING AROUND IN BRITAIN
In today's class we've had Alfonso, an art teacher and a student from our school, who's told us about his last trip to Britain. It's been good advice on what to do if we want to move around and don't have a lot of money.
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