Tuesday, 10 October 2017


An idiom is an expression that cannot be understood from the meanings of its separate words but that has a separate meaning of its own.
cliché is a phrase or opinion that is overused and betrays a lack of original thought: “time heals all wounds” or “all is well that ends well” are quite recurrent in English.
Using clichés and idioms will help you expand your vocabulary and sound more native like.
You can find a list of clichés here, and a list of idioms here.

Image result for idiom and cliches

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!

   4- FATE

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.

5.3 ON

  • Organiza las ideas teniendo en cuenta que la redacción debe expresar tu opinión personal.
  • Comienza presentando el tema del que vas a escribir y tu opinión sobre él. 
  • Divide las ideas en párrafos (responde a las preguntas).
  • Utiliza expresiones para organizar, relacionar o añadir ideas: In addition, First, Therefore, Furthermore, I strongly believe, I think...
  • Conclusión: incluye una predicción acerca del futuro, por ejemplo.

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.


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.

5.2 NO

  • Organiza las ideas teniendo en cuenta que la redacción debe expresar tu opinión personal.
  • Comienza presentando el tema del que vas a escribir y tu opinión sobre él. 
  • Divide las ideas en párrafos (responde a las preguntas).
  • Utiliza expresiones para organizar, relacionar o añadir ideas: In addition, First, Therefore, Furthermore, I strongly believe, I think...
  • Conclusión: incluye una predicción acerca del futuro, por ejemplo.

En este ENLACE tenéis un ejemplo de OPINION ESSAY.

Thursday, 10 November 2016

Lexical and grammatical collocations

A distinction may, if wished, be made between lexical collocations and grammatical collocations.

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 downright satisfied)
  • adjective + noun: excruciating pain (NOT excruciating joy)
  • noun + verb: lions roar (NOT lions shout)
  • verb + noun: commit suicide (NOT undertake suicide)
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 of)
  • adjective + preposition: afraid of (NOT afraid at)
  • noun + particular form of verb: strength to lift it (not strength lifting it)

Miscellaneous collocations:
TimeBusiness EnglishClassifiers
bang on time
dead on time
early 12th century
free time
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
save time
spare time
spend some time
take your time
tell someone the time
time goes by
time passes
waste time
annual turnover
bear in mind
break off negotiations
cease trading
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 bankrupt
go into partnership
make a loss
make a profit
market forces
sales figures
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.
2: 'As' can mean 'while' or 'at the same time':
  • As I was walking down the street, I saw Jimmy.
3: We can use 'as' to talk about the way one thing is similar to another thing. In this case 'as' is a conjunction and needs to be followed by a subject and a verb or by a prepositional phrase. We invert the subject and the verb when using a formal register.
  • James loves pets, as do I.
4: We need to use 'as' with expressions like 'as much as' and by 'as +adjective +as'. This is also talking about similarity. These expressions can be followed by a subject and a verb or a noun or preposition.
  • 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.
5: 'As' can be used with a noun to show someone's position. This is especially common with jobs. In a similar way, 'as' can also be used to show something's function (what we are using it for). It must be followed by a noun.
  • She works as a teacher.
  • Don't use the knife as a screwdriver.
Watch out! You can't use 'like' for someone's real job. You need to use 'as'.
  • 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.
2: We can also use 'like' to talk about how one thing is similar to another thing. Here 'like' is a preposition and is followed by a noun or a pronoun.
  • John loves spicy food, like me.
  • Tokyo is a busy and exciting city, like London.
When we're talking about how things are similar, we often use 'like' with verbs such as 'look', 'sound' and 'smell'.
  • 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.
We need to follow 'as' with a clause (a subject and a verb). When we use 'as' for similarity, it's not followed by a noun or pronoun.
  • I love coffee, as Julie.
However, when we use 'as' to mean a role or job (it's followed by a noun in this case), then we can't use 'like'. Instead, 'like' is talking about similarity.
  • 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.)
Here's another example.
  • 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.

Información general:

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):

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:

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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 ESO


2nd ESO


3rd ESO


4th ESO


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

bus→ buses
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)

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