Tuesday, 10 October 2017
Tuesday, 6 June 2017
1 a) This statement is FALSE, as the text says: " ...is replacing some of its assembly line robots with more capable humans".
b) This statement is FALSE, as the text says: "...make technological change our ally, not our enemy".
2 (Possible answer): Malinda Kathleen Reese has become popular on the Internet because she has translated some song lyrics into different languages using Google Translate and then has translated them back into English, -using the same service-, before recording them with the resulting lyrics. Some of the songs are dramatically different after this process, and sound quite funny!
3 1- GLOOMY
3- TO WORK OUT
4.1: A) HAVE you HAD A LOOK....?/ DID you HAVE A LOOK...? (AmE)
B) .... robots ARE currently STEALING....
4.2: A) ...the HARDER....the EASIER...
4.3: People CAN'T (It is not allowed)/ MUST NOT or MUSTN'T (It is not allowed; it is prohibited)/ MAY NOT (It is formally / strictly not allowed) work....
4.4: Pamela told me not to believe (that) robots would do all the office work.
En este ENLACE tenéis un ejemplo de OPINION ESSAY.
1a) This statement is TRUE, as the text says: "To a certain extent, the answer to these questions may depend on your gender."
b) This statement is TRUE, as the text says: "...people who have a rigid view of themselves and believe that personality cannot be changed are more likely to take rejection more personally,..."
2 (Possible answer): According to the text, people who suffer from anxiety or depression frequently experience problems in their relationships. Therefore, people who are emotionally unstable have a greater chance of breaking up than those who are positive and can work problems out by reaching an agreement.
3.2 TO GO THROUGH
4.1 A) What SHOULD I DO?
B) If I were you, I WOULD TAKE a brief holiday....
4.2 A) There is no point in TRYING to convince him.
B) ...in case Mark PHONES home.
4.3 A) ....he hasn't GOT (or GOTTEN in US and Canadian English) OVER his divorce yet.
B) He really LET her DOWN.
4.4 The divorce papers are being signed.
En este ENLACE tenéis un ejemplo de OPINION ESSAY.
Thursday, 10 November 2016
A distinction may, if wished, be made between lexical collocations and grammatical collocations.
A lexical collocation is a type of construction where a verb, noun, adjective or adverb forms a predictable connection with another word, as in:
- adverb + adjective: completely satisfied (NOT
- adjective + noun: excruciating pain (NOT excruciating
- noun + verb: lions roar (NOT lions
- verb + noun: commit suicide (NOT
A grammatical collocation is a type of construction where for example a verb or adjective must be followed by a particular preposition, or a noun must be followed by a particular form of the verb, as in:
- verb + preposition: depend on (NOT depend
- adjective + preposition: afraid of (NOT afraid
- noun + particular form of verb: strength to lift it (not strength
|bang on time|
dead on time
early 12th century
from dawn till dusk
great deal of time
late 20th century
make time for
next few days
past few weeks
right on time
run out of time
spend some time
take your time
tell someone the time
time goes by
bear in mind
break off negotiations
chair a meeting
close a deal
close a meeting
come to the point
dismiss an offer
draw a conclusion
draw your attention to
launch a new product
lay off staff
go into partnership
make a loss
make a profit
take on staff
|a ball of string|
a bar of chocolate
a bottle of water
a bunch of carrots
a cube of sugar
a pack of cards
a pad of paper
Wednesday, 2 November 2016
1: 'As' can mean 'because/since'.
- As it was raining, we didn't go out.
- As I was walking down the street, I saw Jimmy.
- James loves pets, as do I.
- John loves spicy food as much as I do.
- Lily travels as much as me.
- She's as clever as her sister is.
- London's not as big as Mexico City.
- She works as a teacher.
- Don't use the knife as a screwdriver.
I work like a waitress.
1: 'Like' can be used to give examples. It means the same as 'for example' and is usually followed by nouns or pronouns.
- Western European countries like France and Spain have high unemployment at the moment.
- John loves spicy food, like me.
- Tokyo is a busy and exciting city, like London.
- She looks like her mother.
- It looks like rain.
- That sounds like a car.
- The kitchen smells like lemons.
'Like' vs 'as' for similarity
Often, we can use both 'as' and 'like' to talk about similarity.
- I love coffee, like Julie.
- I love coffee, as Julie does.
I love coffee, as Julie.
- As your mother, I'm telling you not to go out now. (I am your mother and I am telling you this in my role as your mother.)
- Like your mother, I'm telling you not to go out now. (I'm not your mother, but I am telling you the same thing as she is. I am acting in a similar way to your mother.)
- She works as the manager (= she is the manager).
- She works like the manager (= she isn't the manager, but she works in a similar way to the manager).
Saturday, 10 September 2016
Como docentes, debemos preparar a nuestros alumnos lo mejor posible para que superen con éxito las reválidas LOMCE. En los meses de Mayo/Junio 2017 nuestros alumnos de 4º ESO y de 2º Bachillerato harán estas pruebas como "experiencia piloto", aunque no será hasta el 2018 que estas pruebas determinen la obtención o no del título de graduado en educación secundaria o de graduado en bachillerato.
Las pruebas serán diseñadas por cada Comunidad Autónoma y se aplicará la misma prueba a todos los alumnos de esa Comunidad Autónoma. Los resultados de esta prueba contarán un 30% para su nota final mientras el otro 70% corresponderá a las notas obtenidas en su centro escolar. En el caso de bachillerato, los porcentajes serán 40% y 60%, respectivamente.
Los alumnos podrán repetir la prueba si suspenden y también si quieren subir nota. Para ello, se contemplan cada curso una convocatoria ordinaria y otra extraordinaria.
Los resultados serán puestos en conocimiento de la comunidad educativa del propio centro, sin que puedan utilizarse en ningún caso para la elaboración de clasificaciones de centros docentes.
Las pruebas de lengua extranjera (inglés):
Las pruebas de lengua extranjera (inglés):
Parece que el examen de bachillerato no distará mucho del actual modelo de Selectividad. AQUÍ tenéis un modelo de un examen PAU 2016 en las Illes Balears.
Según la normativa publicada por el MECD, el examen de secundaria (ESO) se centrará en las materias troncales y evaluará las siguientes competencias: comunicación lingüística, competencia matemática y competencias básicas en ciencia y tecnología, competencia digital, aprender a aprender, competencias sociales y cívicas, sentido de iniciativa y espíritu emprendedor, y conciencia y expresiones culturales.
Aunque cada Comunidad Autónoma desarrollará sus pruebas, es más que probable que las pruebas de inglés ESO se asemejen a las actuales pruebas libres para la obtención del graduado.
Aquí os dejo varios modelos para que vuestros alumnos se familiaricen con el formato:
Thursday, 8 September 2016
An initial test on the first week of class can give you some information about how much English your students know.
The results of this test should not be taken into account to mark the student's year progress. It's just a way to know about the students' level at the beginning of the school year.
It can also help them realize what things they should study better.
Here are some tests you can use:
An elementary speaking test HERE
An oral placement test from A1 to C1 HERE
1st bachillerato/ Vocational studies
2nd bachillerato/University students
A good placement test for adult learners HERE
A quick and a full placement test with answers HERE
A grammar and vocabulary placement test with key HERE
Some ONLINE level tests:
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Monday, 29 August 2016
Although English is a language with more exceptions than rules, we can improve our spelling by learning some basic rules and hope that the word we don't know follows the pattern.
1. The sound /ɪ/ ="ie", except after c
believe - receive
2. Plurals: changing "Y" into "IES"
When the word ends in a vowel + y just add ‘s’:
key → keys
delay → delays
trolley → trolleys
(because we can't have three vowels in a row)
If the word has a consonant before the ‘Y’, remove the ‘Y’ and add ‘IES’:
baby → babies
company → companies
difficulty → difficulties
3. Adding -ES to words ending in -s, -ss, -z -ch -sh -x:
This was added to stop the plural 's' clashing with these letters and it softens the 's' sound to a 'z' sound
business → businesses
watch → watches
box → boxes
quiz → quizzes
4. The "consonant:vowel:consonant" doubling up rule:
put - putting, big-bigger, quiz - quizzes, swim - swimming...
When a word has one syllable and it ends in "consonant:vowel:consonant", we double up the final consonant with a vowel suffix:
sit - sitter, big - biggest, tap - tapping, shop - shopper/shopping, fat - fatten, fattening, fatter, fattest...
This happens in longer words when the stress is on the final syllable:
begin (beGIN) - beginner, beginning
refer (reFER) - referring, referred
occur (ocCUR) - occurring, occurred, occurrence
5. Drop the ‘e’ rule
We usually drop the final silent "e" when we add vowel suffix endings, for example:
write + ing → writing
hope + ed = hoped
excite + able = excitable
joke - joker
large - largish
close - closing
sense + ible = sensible
opposite + ion = opposition
imagine + ation = imagination
We keep the 'e' if the word ends in –CE or –GE to keep a soft sound, with able/ous
courage + ous = courageous
outrage + ous = outrageous
notice + able = noticeable
manage + able = manageable
6. Changing the "y" to "i" when adding suffix endings:
If a word ends in a consonant + Y, the Y changes to I (unless adding endings with "i": -ing/-ish, which already begins with an i)
beauty+ful > beauti+ful =beautiful, beautify, beautician
happy + ness = - happiness, happily, happier, happiest
angry + er = angrier, angriest, angrily,
pretty: prettier, prettiest BUT prettyish
ready: readily, readiness
dry: dried, BUT drying, dryish
defy: defies, defied, but defying
apply: applies, applied but applying
7. "-f" to "-ves" or "-s": Most words ending in "-f" or "-fe" change their plurals to "-ves"
calf - calves
half - halves
knife - knives
leaf - leaves
loaf - loaves
life - lives
wife - wives
shelf - shelves
thief - thieves
yourself - yourselves
BUT nouns which end in two vowels plus -f usually form plurals in the normal way, with just an -s:
chief - chiefs
spoof - spoofs
roof - roofs
chief - chiefs
oaf - oafs
EXCEPTIONS: thief - thieves, leaf - leaves
Some words can have both endings -ves or -s:
scarf - scarfs/scarves
dwarf - dwarfs/dwarves
wharf - wharfs/wharves
handkerchief - handkerchiefs/handkerchieves
Words ending in -ff you just add -s to make the plural:
cliff - cliffs
toff - toffs
scuff - scuffs
sniff - sniffs
8. Words ending in -ful
The suffix –FUL is always spelled with one L, for example:
grate + ful = grateful
faith + ful = faithful
hope + ful = hopeful
9. Adding -ly
When we add -ly to words ending in -ful then we have double "l":
We also add -ly to words ending in 'e':
love + ly = lovely
like + ly = likely
live + ly = lively
complete + ly = completely
definite + ly = definitely
BUT not in truly (true + ly) This is a common misspelled word.
We change the end 'e' to 'y' in these "-le" words:
gentle > gently
idle > idly
subtle > subtly
10. When we add "all" to the beginning of words we drop the "l":
all + so = also
all + most = almost
altogether (adverb=in total, on the whole, completely)