Book film series review
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This document provides a template for reviewing a book, film, or TV series in Spanish. The review should include the title, author or director, cast if applicable, a brief plot summary, why the person chose to watch or read it, if they liked it and why, if they would recommend it, and any new vocabulary learned.
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British education system (1)
All children in the UK must attend full-time education from ages 5 to 16 (4 to 16 in Northern Ireland). They can then remain in full-time education at a school or college, start an apprenticeship, or remain in part-time education while working at least 20 hours per week until age 18. Primary education covers ages 5 to 11 and teaches core subjects like English, math, and science. Secondary education from ages 11 to 16/18 focuses on more specialized subjects and finishes with GCSE exams. Students can then pursue A-Levels, vocational courses, or university, where undergraduate degrees cost up to £9,250 per year in tuition fees.
Reported speech
This document discusses the different types of reported sentences: statements, questions, and commands. For statements, it provides examples of how the reported version changes the tense or words like yesterday to the day before. For questions, it explains that yes/no questions and wh- questions are reported using "ask" followed by if for yes/no or the wh- word for wh- questions. Commands are reported using "ask" or "tell" followed by an infinitive clause. It also lists common reporting verbs used to report what someone said or did, like apologize, claim, advise, etc. and whether they take an infinitive clause or -ing form.
Headline language
This document discusses headlines in English newspapers. It notes that there are two main types of British newspapers - tabloids and broadsheets. Tabloids use shorter sentences and more casual language while broadsheets use more formal language. Headlines in English often use ungrammatical or incomplete sentences to be concise. Some examples of common headline constructions are using the simple present tense for past events, abbreviations, and infinitives to refer to the future. Headlines also sometimes use plays on words for brevity.
Passive
The document discusses changing the focus to a passive voice. In passive voice, the focus is on the object rather than the subject. The passive voice uses a form of the verb "to be" plus the past participle of the main verb, sometimes including the agent performed the action.
Quantifiers
This document discusses different quantifiers used to describe quantities in English. It covers quantifiers used to indicate both large and small amounts, as well as quantifiers that imply positive, negative or neutral amounts. Some key quantifiers discussed include some, any, no, none, a lot of/lots of, much, many, plenty of, little, few, a few/a little, too much/too many, not enough. Examples are provided to illustrate the proper usage of each quantifier.
Jornadas culturales
This document announces an event about English accents to take place on Thursday the 11th at 11am in the assembly hall. It also mentions a list of illustrious women and the bases of a contest.
Jornadas culturales
This document announces an event about English accents to take place on Thursday the 11th at 11am in the assembly hall. It also mentions a list of illustrious women and the bases of a contest.
Money discussion
1. The document presents 6 statements about personal finance and spending habits, with the respondent asked to agree or disagree with each one. It then lists various purchases and asks the respondent to classify the price as a bargain, right price, expensive, or rip-off.
2. Common financial best practices recommend saving part of income each month, only purchasing what is affordable without debt, and shopping around for the best price on purchases to avoid overspending.
3. The various listed purchases include transportation, dining, lodging, and electronics that people commonly incur expenses on, with a range of prices provided to assess what the respondent deems a fair cost.
Recommended
British education system (1)
All children in the UK must attend full-time education from ages 5 to 16 (4 to 16 in Northern Ireland). They can then remain in full-time education at a school or college, start an apprenticeship, or remain in part-time education while working at least 20 hours per week until age 18. Primary education covers ages 5 to 11 and teaches core subjects like English, math, and science. Secondary education from ages 11 to 16/18 focuses on more specialized subjects and finishes with GCSE exams. Students can then pursue A-Levels, vocational courses, or university, where undergraduate degrees cost up to £9,250 per year in tuition fees.
Reported speech
This document discusses the different types of reported sentences: statements, questions, and commands. For statements, it provides examples of how the reported version changes the tense or words like yesterday to the day before. For questions, it explains that yes/no questions and wh- questions are reported using "ask" followed by if for yes/no or the wh- word for wh- questions. Commands are reported using "ask" or "tell" followed by an infinitive clause. It also lists common reporting verbs used to report what someone said or did, like apologize, claim, advise, etc. and whether they take an infinitive clause or -ing form.
Headline language
This document discusses headlines in English newspapers. It notes that there are two main types of British newspapers - tabloids and broadsheets. Tabloids use shorter sentences and more casual language while broadsheets use more formal language. Headlines in English often use ungrammatical or incomplete sentences to be concise. Some examples of common headline constructions are using the simple present tense for past events, abbreviations, and infinitives to refer to the future. Headlines also sometimes use plays on words for brevity.
Passive
The document discusses changing the focus to a passive voice. In passive voice, the focus is on the object rather than the subject. The passive voice uses a form of the verb "to be" plus the past participle of the main verb, sometimes including the agent performed the action.
Quantifiers
This document discusses different quantifiers used to describe quantities in English. It covers quantifiers used to indicate both large and small amounts, as well as quantifiers that imply positive, negative or neutral amounts. Some key quantifiers discussed include some, any, no, none, a lot of/lots of, much, many, plenty of, little, few, a few/a little, too much/too many, not enough. Examples are provided to illustrate the proper usage of each quantifier.
Jornadas culturales
This document announces an event about English accents to take place on Thursday the 11th at 11am in the assembly hall. It also mentions a list of illustrious women and the bases of a contest.
Jornadas culturales
This document announces an event about English accents to take place on Thursday the 11th at 11am in the assembly hall. It also mentions a list of illustrious women and the bases of a contest.
Money discussion
1. The document presents 6 statements about personal finance and spending habits, with the respondent asked to agree or disagree with each one. It then lists various purchases and asks the respondent to classify the price as a bargain, right price, expensive, or rip-off.
2. Common financial best practices recommend saving part of income each month, only purchasing what is affordable without debt, and shopping around for the best price on purchases to avoid overspending.
3. The various listed purchases include transportation, dining, lodging, and electronics that people commonly incur expenses on, with a range of prices provided to assess what the respondent deems a fair cost.
Quantifiers
The document discusses quantifiers used with countable and uncountable nouns. It provides examples of quantifiers that indicate positive, negative, or interrogative amounts for both countable and uncountable nouns. Quantifiers for large amounts include "a lot of" and "lots of", while quantifiers for small amounts include "little" and "few". It also covers quantifiers like "too", "enough", and "none". The document concludes with examples of questions using these quantifiers to ask about amounts.
Cause and result
This document discusses cause and result language structures in English. It explains that causes can be expressed using "because", "as", or "since" followed by a clause. Causes can also be expressed using "because of" followed by a noun. Results can be expressed using connectors like "so", "as a result", "consequently", "for this/that reason", or "therefore". Examples are provided to illustrate the use of these cause and result expressions.
Cause and result
This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the author's blog to improve skills with cause and result language.
Cause and result
This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the topic in the blog.
School choir poster (1)
The document advertises a school choir that meets on Tuesday evenings from 6-7PM in the school library. Students interested in music, singing, or playing a musical instrument are encouraged to get more information about joining the choir in classroom #3 on Tuesday and Thursday evenings.
Future tenses
The document discusses the differences between going to, present continuous, will, and shall when used for expressing future meaning. Going to is used to talk about plans and intentions, while present continuous is used for arrangements. Will is used for predictions based on opinion, instant decisions, promises, and offers. Shall is used to make offers of assistance or suggestions.
Plans in the future
I have plans to see The Lion King this weekend, as I already have tickets for Saturday night at 9. In the future, I intend to see The Lion King next Easter when I visit Madrid, though I still need to purchase tickets for that showing.
Articles
The document discusses the use of the definite article "the" and indefinite articles "a" and "an" in English. It provides examples of when each article is used, such as with proper nouns, locations, meals, days, months, occupations, and frequency expressions. Special cases are also outlined for when "the" is used with institutions like hospitals, schools, and churches depending on whether referring to the building or as a patient/student.
So such
The document provides examples of using "so" and "such" in sentences with adjectives or nouns followed by "that" to indicate result. For "so", the adjective or adverb comes first followed by "that". For "such", the adjective or noun comes first followed by a noun and "that". Examples are given such as "He is so big-headed that he thinks he is better than anybody else" and "It was such a big surprise that I didn’t know what to say."
Mistakes a story
Les dije que no cogieran el ascensor. I told them not to take the lift.
Me pidieron que les hiciera una foto. They asked me to take a picture.
Nunca olvidaré aquel día. I’ll never forget that day.
Mistakes biographies
Writing a biography requires following some typical conventions. It is important to state the subject's age when discussing events from their life in order to provide context. Verbs like "study", "graduate", and "have a degree" should be used when referring to a person's educational background and achievements. Chronological order is key when recounting someone's life story in a biography. Descriptive adverbs provide more interesting details than simply saying something was "very" good or bad. Proper nouns like names and locations should be clearly stated to avoid ambiguity.
Narrative tenses b1*
This document provides an overview of different past verb tenses in English including the past simple, past continuous, and past perfect tenses. It gives examples of how to use each tense, such as using the past simple to describe finished actions in the past like "Peter threw a stone," using the past continuous to describe background actions happening at a specific time like "I was watching the news," and using the past perfect to talk about actions that happened before another point in the past, like "they had already opened all the presents" when the speaker arrived at a party.
Narrative tenses h
This document summarizes different uses of verb tenses in the past, including the past simple, past continuous, and past perfect tenses. It provides examples of how to use each tense to describe finished actions, ongoing actions, repeated actions, and actions that took place before or after other past events using time conjunctions like before, after, as soon as, and by the time.
Present perfect simple and continuous
The document discusses the present perfect continuous tense in English. It notes that the present perfect continuous tense focuses on the ongoing nature of an action or situation, and can be used to describe new habits, repeated actions, or situations that have gone on for a period of time. It provides some examples of how to use the present perfect continuous tense correctly in sentences.
Mistakes writing languages
This document provides feedback on a student's work about languages and discusses typical mistakes made. It notes that the student used specific vocabulary related to languages and new expressions to give opinions. However, it identifies some common errors around subject-verb agreement when referring to people, use of other/another, capitalizing language names, and contractions. The document concludes by offering advice to write an introduction and conclusion, plan writing, and avoid going off topic by writing too much.
Mistakes happiest day
The document discusses common mistakes made in English, including issues with word order, subject-verb agreement, verb tenses, adjective forms, vocabulary choice, prepositions, and spelling. Specifically, it notes mistakes involving adjective ordering, singular/plural concord, mixing present and past tenses, using the present perfect correctly, distinguishing -ing and -ed adjectives, choosing appropriate vocabulary like prepositions and articles, and spelling words correctly.
Learning English
This document discusses language and communication. It provides examples of common collocations in English and asks the reader to identify which word does not collocate. It also lists common frustrations language learners face such as not having enough time to study or finding pronunciation difficult. The document asks questions to help improve English skills such as ways to enhance vocabulary, reasons for English's prominence as a global language, and methods for advancing to a higher language level.
Learning foreign languages
This document contains a series of questions about language learning experiences, methods, and abilities. It asks about the number of languages spoken, how additional languages are being learned, the best ways to learn a foreign language, the importance of culture knowledge and language use, the effectiveness of different learning environments like classrooms and 1:1 lessons, how teachers can influence enjoyment, and whether self-study is possible. It also questions if grammar or vocabulary is more important, what qualities help make an effective language learner, and if some are just not good at language learning or if it is due to attitude or experience.
Welcome to b2.1
Este documento presenta la información sobre el curso B2.1, incluyendo los detalles de la profesora, el libro de texto, el calendario escolar con las fechas importantes, el nuevo plan de estudios, las políticas de evaluación, asistencia, permutas, cambios de grupo, y renuncia/anulación de matrícula. También proporciona detalles sobre servicios como la cantina, biblioteca y aparcamiento.
Welcome to b1 adaptado
Este documento presenta información sobre el curso B1 en la Escuela Oficial de Idiomas, incluyendo los detalles del profesor, libro de texto, blog de la clase, calendario escolar, nuevo plan de estudios, evaluación, asistencia, permutas de grupo, renuncia voluntaria de matrícula y anulación de matrícula.
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Quantifiers
The document discusses quantifiers used with countable and uncountable nouns. It provides examples of quantifiers that indicate positive, negative, or interrogative amounts for both countable and uncountable nouns. Quantifiers for large amounts include "a lot of" and "lots of", while quantifiers for small amounts include "little" and "few". It also covers quantifiers like "too", "enough", and "none". The document concludes with examples of questions using these quantifiers to ask about amounts.
Cause and result
This document discusses cause and result language structures in English. It explains that causes can be expressed using "because", "as", or "since" followed by a clause. Causes can also be expressed using "because of" followed by a noun. Results can be expressed using connectors like "so", "as a result", "consequently", "for this/that reason", or "therefore". Examples are provided to illustrate the use of these cause and result expressions.
Cause and result
This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the author's blog to improve skills with cause and result language.
Cause and result
This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the topic in the blog.
School choir poster (1)
The document advertises a school choir that meets on Tuesday evenings from 6-7PM in the school library. Students interested in music, singing, or playing a musical instrument are encouraged to get more information about joining the choir in classroom #3 on Tuesday and Thursday evenings.
Future tenses
The document discusses the differences between going to, present continuous, will, and shall when used for expressing future meaning. Going to is used to talk about plans and intentions, while present continuous is used for arrangements. Will is used for predictions based on opinion, instant decisions, promises, and offers. Shall is used to make offers of assistance or suggestions.
Plans in the future
I have plans to see The Lion King this weekend, as I already have tickets for Saturday night at 9. In the future, I intend to see The Lion King next Easter when I visit Madrid, though I still need to purchase tickets for that showing.
Articles
The document discusses the use of the definite article "the" and indefinite articles "a" and "an" in English. It provides examples of when each article is used, such as with proper nouns, locations, meals, days, months, occupations, and frequency expressions. Special cases are also outlined for when "the" is used with institutions like hospitals, schools, and churches depending on whether referring to the building or as a patient/student.
So such
The document provides examples of using "so" and "such" in sentences with adjectives or nouns followed by "that" to indicate result. For "so", the adjective or adverb comes first followed by "that". For "such", the adjective or noun comes first followed by a noun and "that". Examples are given such as "He is so big-headed that he thinks he is better than anybody else" and "It was such a big surprise that I didn’t know what to say."
Mistakes a story
Les dije que no cogieran el ascensor. I told them not to take the lift.
Me pidieron que les hiciera una foto. They asked me to take a picture.
Nunca olvidaré aquel día. I’ll never forget that day.
Mistakes biographies
Writing a biography requires following some typical conventions. It is important to state the subject's age when discussing events from their life in order to provide context. Verbs like "study", "graduate", and "have a degree" should be used when referring to a person's educational background and achievements. Chronological order is key when recounting someone's life story in a biography. Descriptive adverbs provide more interesting details than simply saying something was "very" good or bad. Proper nouns like names and locations should be clearly stated to avoid ambiguity.
Narrative tenses b1*
This document provides an overview of different past verb tenses in English including the past simple, past continuous, and past perfect tenses. It gives examples of how to use each tense, such as using the past simple to describe finished actions in the past like "Peter threw a stone," using the past continuous to describe background actions happening at a specific time like "I was watching the news," and using the past perfect to talk about actions that happened before another point in the past, like "they had already opened all the presents" when the speaker arrived at a party.
Narrative tenses h
This document summarizes different uses of verb tenses in the past, including the past simple, past continuous, and past perfect tenses. It provides examples of how to use each tense to describe finished actions, ongoing actions, repeated actions, and actions that took place before or after other past events using time conjunctions like before, after, as soon as, and by the time.
Present perfect simple and continuous
The document discusses the present perfect continuous tense in English. It notes that the present perfect continuous tense focuses on the ongoing nature of an action or situation, and can be used to describe new habits, repeated actions, or situations that have gone on for a period of time. It provides some examples of how to use the present perfect continuous tense correctly in sentences.
Mistakes writing languages
This document provides feedback on a student's work about languages and discusses typical mistakes made. It notes that the student used specific vocabulary related to languages and new expressions to give opinions. However, it identifies some common errors around subject-verb agreement when referring to people, use of other/another, capitalizing language names, and contractions. The document concludes by offering advice to write an introduction and conclusion, plan writing, and avoid going off topic by writing too much.
Mistakes happiest day
The document discusses common mistakes made in English, including issues with word order, subject-verb agreement, verb tenses, adjective forms, vocabulary choice, prepositions, and spelling. Specifically, it notes mistakes involving adjective ordering, singular/plural concord, mixing present and past tenses, using the present perfect correctly, distinguishing -ing and -ed adjectives, choosing appropriate vocabulary like prepositions and articles, and spelling words correctly.
Learning English
This document discusses language and communication. It provides examples of common collocations in English and asks the reader to identify which word does not collocate. It also lists common frustrations language learners face such as not having enough time to study or finding pronunciation difficult. The document asks questions to help improve English skills such as ways to enhance vocabulary, reasons for English's prominence as a global language, and methods for advancing to a higher language level.
Learning foreign languages
This document contains a series of questions about language learning experiences, methods, and abilities. It asks about the number of languages spoken, how additional languages are being learned, the best ways to learn a foreign language, the importance of culture knowledge and language use, the effectiveness of different learning environments like classrooms and 1:1 lessons, how teachers can influence enjoyment, and whether self-study is possible. It also questions if grammar or vocabulary is more important, what qualities help make an effective language learner, and if some are just not good at language learning or if it is due to attitude or experience.
Welcome to b2.1
Este documento presenta la información sobre el curso B2.1, incluyendo los detalles de la profesora, el libro de texto, el calendario escolar con las fechas importantes, el nuevo plan de estudios, las políticas de evaluación, asistencia, permutas, cambios de grupo, y renuncia/anulación de matrícula. También proporciona detalles sobre servicios como la cantina, biblioteca y aparcamiento.
Welcome to b1 adaptado
Este documento presenta información sobre el curso B1 en la Escuela Oficial de Idiomas, incluyendo los detalles del profesor, libro de texto, blog de la clase, calendario escolar, nuevo plan de estudios, evaluación, asistencia, permutas de grupo, renuncia voluntaria de matrícula y anulación de matrícula.
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Book film series review
- 1. Helena Manrubia EOI Cartagena Book/film/series review Title Author/Director Cast (if film or series) Plot Why did you choose to read/watch it? Did you like it? Why? Would you recommend it? What new language did you learn?