Christmas Legends

READING COMPREHENSION. Christmas Time

WRITING A PROS AND CONS ESSAY

Instructions

1.   Begin your essay by introducing your topic and explaining that you are exploring the advantages and disadvantages of this topic. You do not need a thesis because this is not a persuasive-paper. You aren't proving anything; you are simply giving informationIn articles and compositions, we may use any of the following techniques to make the beginning more interesting to the reader:
- a reference to an imaginary scene or situation
- addressing the reader directly
- a rhetorical question
- a quotation

2. The main body usually consists of two paragraphs. One presents the points for the issue, along with our justifications or examples. The other presents the points against the issue with supporting sentences.

• -Write a list noting the advantages and disadvantages of your topic. Arrange them in the order you plan on writing them in your essay. Create a rough outline of your essay, including how many paragraphs you want and what you plan on writing for the conclusion.
• - Use transitions when writing your essay. Do not start every sentence with the words, one advantage or one disadvantage. Use words like despite, nevertheless, yet, however and although. Keep your advantages and disadvantages grouped together. Write one or two paragraphs for each.

3. In the final paragraph we give our opinion and/or a balanced summary of the topic. To make the ending of the composition more effective, we can use one of the following techniques:
      - state a personal opinion
      - give the reader something to consider
      - use a quotation or rhetorical question

• -Do not include opinion words (I believe, I think, etc) in the introduction or the main body of compositions, reports and articles.

In a discursive composition, ideas should be linked with appropriate linking words and phrases. Examples of these include:

To list and add points:
Firstly/In the first place/To start/begin with ...; Secondly/In addition/Furthermore/Moreover/Besides...; Thirdly/Finally/Last; Last but not least; etc

To introduce or list advantages:
The first/main/most important advantage of...;
One/Another/An additional advantage of ...;
One point of view in favour of...; It is often suggested/believed/argued that...;
Some/Many people suggest/feel/argue that...; etc

To introduce or list disadvantages:
The main/most important disadvantage/drawback of...; One/Another/An additional disadvantage/negative effect of...; One point/argument against; etc

To introduce examples/reasons/results:
For example/instance; such as; like; in particular; therefore; for this reason; because; as; since; as a result; etc

To show contrast:
On the other hand; However; still; but; Nonetheless; Nevertheless; Although; Even though; Despite/ In spite of (the fact that); etc

To introduce a conclusion:
In conclusion; To conclude/sum up; All in all; Finally; Last; All things considered; Taking everything into account/ consideration; etc

Let it Snow!

Let It Snow! - Michael Buble

Oh the weather   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   is frightful
But the fire is so   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low 
And since we've no place to   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   
Let It Snow! Let It Snow! Let It Snow!

It doesn't show signs of   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low 
And I've bought some corn for popping
The lights are turned way down   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   
Let It Snow! Let It Snow! Let It Snow!

When we finally   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   goodnight
How I'll hate going out in the   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   !
But if you'll really   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   me tight
All the way   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   I'll be warm

The fire is slowly   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low 
And, my dear, we're still goodbying
But as long as you   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   me so
Let It Snow! Let It Snow! Let It Snow!

Oh! It doesn't show signs of   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low 
And I've bought some corn for popping
and the   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   are turned way down low
Let It Snow! Let It Snow! Let It Snow!

All the way   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   I'll be warm!
All the way   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   I'll be warm!

The fire is slowly   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low 
And, my dear, we're still goodbying
As long as you   - ? -  storm  dying (x2)  delightful  stopping (x2)  kiss  go  home (x3)  love (x2)  lights  hold  outside  low   me so
Let It Snow! Let It Snow! Let It Snow!

Let It Snow! Let It Snow! Let It Snow!


Thanks to La Mansión del Inglés Diciembre 2012. Visit its website and learn a lot!

Oxford Bookworms for your 2nd term

This is the new tittle for your 2nd term, 2º Bachillerato B and C. It will be available in your bookshops from 13th December on.

My Life 1. Unit 3

Video explanation of the Present Simple. 

Exercise one

Exercise two

Exercise three

Exercise four (combined with the present continuous) more difficult!

Exercise five (short answers)

Exercise six  (translation)

Exercise seven   (memory game)

A song to practice at home. An Eternal Flame (Bangles)

Test your elementary level of English.

Practice your listening skill.

There is an audio soap in the British Council website which is fantastic to practice your  listening skill. Have a look and be one of its fans.Click here to see the site, and don't forget to start the story from the beginning!

How to improve your communication skills by speaking better English!

Apart from learning grammar and do thousands of exercises, I want you to improve your oral skills. Here you have a video which can help you:

The transcription:

Step 1: Repeat conversations
Study mouth movements as people converse. Repeat what they say, preserving tone, volume, and rhythm. Utilizing media like television and films and listening to music or books on tape all offer a chance to absorb English.

Tip
News broadcasters must neutralize the emotions, so don't mistake their delivery for the way you might hear normal conversation.

Step 2: Familiarize yourself
Familiarize yourself with the dictionary to improve English communication skills, transcribing words, pronunciations, and definitions to improve. Speaking and reading aloud in English for a set amount of time each day strengthens your abilities.

Step 3: Listen, study, repeat
Ask friends to pronounce difficult words. Listen, study, and repeat with their help, especially focusing on the endings of words. Record your voice and critique your skills later.

Tip
Some websites offer daily, short English lessons sent to your email or your phone.

Step 4: Switch searches
Switch your search engine or mobile phone settings to English language. Find online chats where you have to respond quickly in English.

Step 5: Read a translation
Re-read a book from your past, but this time in an English translation. Concentrate on the dialogue, which is more similar to what you would speak than the narrative descriptions, which might not come up every day.

Tip
Some books and magazines may be too difficult at present. Don't be afraid to quit one and find an easier level text to learn from at first.

Step 6: Teach family
Teach English to your family. Passing knowledge to others is a proven way to permanently fix that same knowledge in your own brain.

Step 7: Label stuff
Label objects in your home by putting their names on sticky notes, which serve as visual reminders. Play a radio regularly to reinforce the English language, giving you a subliminal flow of words into your unconscious as you work.

Tip
Try listening to a talk radio news show. It will provide more English speaking than a music station.

Step 8: Maintain a diary
Keep a diary of a running conversation with yourself in English, using words associated with your daily experiences. They will eventually become habitual choices and part of your everyday interactions with others.

Did You Know?
In 2010, the more than 42,000 students in Pennsylvania who had limited English proficiency spoke 175 different languages.

Going to a Secondary School in England

If you want to complete your knowledge about English Secondary Schools, watch this video

What to do when you finish your Secondary Education? Read about it. Click on these links:

•  the sixth form
• vocational training

Desdobles 1º ESO: unit 2

Here you have some exercises to practice the topics in unit 2:
Check the theory.Click on this link

Verb have got:

Exercise one
Exercise two
Exercise three
Exercise four
Exercise five
Exercise six

 Family members:

Exercise one
Exercise two (a game)
Exercise three (the hangman)
Exercise four (quiz)

Months

Exercise one (the hangman)

Exercise two

Occupations

Before you start your the exercises learn some words. Click on this link

Exercise 1 (the hangman)

Exercise two (wordsearch)

Exercise three ( a quiz)

Exercise four (crossword. Medium)

Exercise five  (medium)

Ampliación 1º Bachillerato: Preferences

Unit 3

Here you have some notes on preferences which could help you to understand 

Preferences

1) WOULD LIKE

It is used as a polite way of saying “want”, especially in requests and offers.

a) would like+ noun. Ex. I would like some chocolate.

 b) would like+ to infinitive Ex. I would like to finish soon.

 c) would like+ noun object+pronoun+ to infinitive. Ex. I would like Peter to visit us.

It is the same construction as want, but would like is more educated.

2) WOULD PREFER

It is used to say what someone wants to do in a particular situation (not in general)

a) would prefer+ noun. Ex. I’d prefer a magazine.

b) would prefer +to infinitive. Ex She would prefer to stay.

c) would prefer+ to infinitive…rather than+ bare infinitive. Ex. I would prefer to stay rather than go.

3) PREFER TO DO or PREFER DOING.

Both are used to say what you prefer in general. Prefer to do is more usual

a) Prefer+noun/v. –ing + to + noun/v. –ing. Ex. I prefer coffee to tea. Or I prefer reading a book to watching TV.

b) Prefer + to+ infinitive. Ex. I prefer to stay at home tonight.

c) Prefer + to infinitive… rather than+ bare infinitive. Ex. I prefer to stay in rather than leave.

4) WOULD RATHER

This expression is followed by the infinitive without to and means “would prefer to”

a) With no change in subject, followed by bare infinitive. Ex. I’d rather sit and rest.

b) With change in subject, followed by a past tense with present or future meaning. 
                                     Ex. I’d rather you told me the plan.

            To talk about past actions the past perfect tense is used. 
                                     Ex. I’d rather you hadn’t done that.

Practical English Usage. Michael Swam. Oxford

2º Bachillerato Grammar Notes: to+ -ing

A note to complete your infinitives and gerunds explanation:

To + ing form

To  is really two different words:

1.      A sign of the infinitive.

2.      A preposition.

So, when to is a preposition and it is followed by a verb, we use the –ing form.

            Ex.       I’m looking forward to seeing you at Christmas.

                         Do you object to working on Sundays?

                         I’m no used to driving in London.

                         I prefer riding to walking.

 If you’re not sure whether to is a preposition or not, try putting a noun after it. If to cannot be followed by a noun, it is not a preposition and –ing is not used.

Common examples:

                        Look forward to + ing

                        Object to + ing

                        Be used to + ing

                        In addition to + ing

                        Be accustomed to + ing

From English Grammar in Use. Murphy. Cambridge

Opinion essays

Opinion essay

Definition: An opinion essay is a formal piece of essay writing which presents the author’s point of view on a particular subject supported by reasons and examples. 

The opposing viewpoint is also suggested, it goes with arguments that show that it is unconvincing. 

A Successful Opinion Essay Consists of: 
-An introduction where the topic and the author’s opinion are stated clearly.
-A main body where viewpoints supported by reasons are presented in several paragraphs. 

-A conclusion where the main points of the essay are summarized This section has also the opposing viewpoint which is proved to be unconvincing and the author’s opinion is restated in other words.

Useful Tips for Writing an Opinion Essay: 
-Decide your opinion as for the topic discussed 
-Make a list of viewpoints and reasons supporting your point of view Write well-developed paragraphs
-Use linking words and phrases to join the sentences and the paragraphs within the text 
-Start each paragraph with a topic sentence
Apply to the Following Techniques to Start and Finish Your Opinion Essays: 
-Address to the reader directly 
-Start with a quotation 
-Start with a thought provoking or rhetorical question 
-Refer to some striking or unusual fact, idea or situation
-Use the Following Expressions to Give Your Opinion: 

• As far as I am concerned, … 
• I am (not) convinced that … 
• In my opinion/view … 
• My opinion is that … 
• I (strongly)believe … 
• I (definitely) feel/think that …
•  I am inclined to believe that …

Basic Doe’s in Writing Opinion Essays: 
-Write in a formal style Introduce the topic clearly 
-State clear topic sentences 
-Use generalizations 
-Use quotations
Basic Dont’s in Writing an Opinion Essay: 
-Don’t use colloquial expressions 
-Don’t use short forms 
-Don’t use emotive vocabulary 
-Don’t use over-generalizations 
-Don’t use statistics without proper referencing
 -Don’t give personal examples

Trick or Treat!

    

 BEWITCHING

Let's have some fun and celebrate Halloween.!

My 1ª eso students will decorate some Halloween characters and write a scary sentence below

To get the drawings click on these link.s: 1, 2 &3

Choose one of these sayings to write below your drawing:

• Peter, Peter, the Pumpkin Eater
• Don’t worry the zombies are looking for brains. You’re safe.
• I love my mummy
• Bewitching!
• Boo!
• I boo- lieve in ghosts. Boo, Boo!
• I witch you a Happy Halloween!
• Fresh Spider Cider
• You’re so bootiful.
• Bat wing soup,now being served!
• If you want a tasty sweet. . .
• Be sure to holler trick or treat!
• Wicked Witches Convention Tonight!
• I’m too cute to scare!
• Booo spoken here!
• May our best witches go with you!
• Halloween is a real trick!
• Trick or treat!
• Just hanging out with my ghoul friends.

Nina Willis Walter
The witches fly
Across the sky, 
The owls go, "Who? Who? Who?" 
The black cats yowl
And green ghosts howl, 
"Scary Halloween to you!" 

Theodosia Garrison
At first cock-crow the ghosts must go
Back to their quiet graves below.

This is Halloween 2012!

Halloween is coming soon. Let's enjoy ourselves doing some Halloween activities! Click on the orange links to do the activities.

Activity one. The Haunted House

Activity two. After learning some Halloween words, try to solve this crossword.

Activity three. More vocabulary

Activity four. A wordsearch

Activity five. The Scary Skeleton (easy).

Activity six. A Halloween Joke 

Desdobles 1º ESO: Starter and Unit 1

Here we have different sites to practice exercises on the grammar topics of the start and unit one with my groups of 1º de ESO:

EXERCISES ON THE VERB TO BE:

Exercise one

Exercise two

Exercise three.

EXERCISES ON POSSESSIVE ADJECTIVES:
Exercise one

Exercise two

Exercise three

THE NUMBERS

Exercise one

Exercise two

Exercise three

 DEMONSTRATIVES

Exercise one

A OR AN EXERCISES

Exercise one

Exercise two
Exercise three

WATCH A VIDEO ON BRITISH SCHOOL

Rubric for the oral exams in 1º Ampliación de Inglés

The evaluation rubric will measure proficiency in expressing oneself in English.

CATEGORY	3	2,5	1,5	0 to 1	Score
Grammar	Grammar covered in class was used to communicate effectively.	A few minor difficulties arose from not using the grammar studied in class.	Grammatical errors led to many minor difficulties or one major breakdown in communication.	Grammatical errors severely hampered communication.	AB33
Fluency	Student acted as a facilitator, helping the conversation flow and develop.	Some minor difficulties maintaining the conversation were evident.	Some effort was required to maintain the conversation. There may have been a few long pauses.	Much effort was required to maintain the conversation. There may have been many long pauses.
CATEGORY	2	1,5	1	0 to 0,5	Score
Vocabulary	Vocabulary studied in class was used to express ideas eloquently.	A few minor difficulties arose from not using appropriate vocabulary.	Some difficulties arose due to limited vocabulary and/or bad diction.	Communication was severely hampered due to lack of vocabulary.
Voice and non-verbal communication	Pronunciation was clear and inflection and expressions were used to enhance communication.	No serious problems arose, but better pronunciation, inflection, and/or non-verbal communication could have made communication more efficient.	Some communication problems arose due to unclear pronunciation and/or lack of inflection and/or expression. Student may have been difficult to hear.	Pronunciation, inflection, and/or expression confused communication. Student may have been very difficult to hear.

Points will be deducted from your final score if you speak for less than the assigned time.

Present Continuous versus Going to Future

DIFFERENCES BETWEEN THE PRESENT CONTINUOUS AND THE GOING TO FUTURE

 The Present Continuous is used to describe an event in the future which has already been arranged by the time of speaking.

e.g. They are visiting the Prado Museum next week.

=(They’ve got the tickets)

Compare this with the use of be going to:

e.g. They are going to visit a museum sometime next week.

=(The visit is not arranged yet, the focus is on their intention)

We usually use the Present Continuous for future events which involve other people and where we have made some form of commitment (eg. buying the tickets). However we can also use this tense for arrangements that don’t involve other people. In this case we see it as an “arrangement” the speaker makes him/herself.

e.g. I’m staying in tonight. I’ve got lots of paperwork to do.

The focus here is on the “arrangement”, i.e. there is no suggestion that the speaker wants to stay in, which is the case when we use “be going to”. Compare:

e.g. I’m going to stay in tonight. (focus on intention)

We also use the Present Continuous for impersonal plans:

e.g. Computer City has announced that it is opening four new shops next month.

We cannot use this tense with events which are beyond human control, e.g.  the weather, because these events are predictions, not intentions or arrangements.

e.g. It’s going to  rain tomorrow (not It’s raining tomorrow).

 (From Advanced Learner’s Grammar- Longman-)

Writing a Narrative Essay.

Useful information for my 2º Bachillerato students:

A NARRATIVE ESSAY

Basic qualities of a narrative essay:

·               A narrative essay is a piece of writing that recreates an experience through time.

·        A narrative essay can be based on one of your own experiences, either past or present, or it can be based on the experiences of someone else.

·                  In addition to telling a story, a narrative essay also communicates a main idea or a lesson learned.

First steps for writing a narrative essay:

·                  Identify the experience that you want to write about.

·                  Think about why the experience is significant.

·         Spend a good deal of time drafting your recollections about the details of the experience.

·                  Create an outline of the basic parts of your narrative.

Writing about the experience:

·                  Using your outline, describe each part of your narrative.

·                  Rather than telling your readers what happened, use vivid details and descriptions to actually recreate the experience for your readers.

·             Think like your readers. Try to remember that the information you present is the only information your readers have about the experiences.

·              Always keep in mind that all of the small and seemingly unimportant details known to you are not necessarily known to your readers.

TENSES

A narrative describes an event that happened in the past. We use the past continuous, the simple past, and sometimes the past perfect to describe what happened.

Past Continuous  The past continuous is good for setting the scene

Past Perfect  You can use the past perfect to describe something that happened before another thing in the past. 

Use connectors to organize information in narratives

Sequence connectors	Time expressions	Time connectors
At first, firstly, first of all, to begin with, secondly, thirdly, finally, in the end, afterwards, after that, then, next	Last winter/summer, a month/year later, the next morning, that afternoon, on the following/previous day ...	when, while, before, after, until, during, as soon as, by the time, once

Note:

♦ use sequence connectors to show the sequence of events in a story or a report of an event. They introduce a sentence and take a comma immediately after the connector. 

♦ use time expressions to tell exactly when these events happened. They introduce sentences. 

♦ use time connectors to show the connections between the events in the story. A complete clause follows these connectors