Cassandra´s dream

EXERCISE 2 I thought you said it wasn´t expensive. I thought you said Ann wasn´t coming. I thought you said Bill hadn´t passed his examination. I thought you said Ann didn´t like Bill. I thought you said you wouldn´t be there the following week. I thought you said you couln´t afford a holiday that year. This structure is quite useful if you want to check the information you have. QUESTIONS: The  journalist asked what had caused the explosion. Tom asked if Bill had passed his examination. She asked us where we had played the previous Sunday. Jim asked Ann if she would be there the following week. The teacher asked me what I was doing with my mobile. QUESTIONS EXERCISE 1 She asked where her umbrella was. Martin asked us how we were. He asked if he had to do it. The mother asked her daughter where she had been. She asked her boyfriend which dress he liked best. She wanted to know what they were doing. He wanted to know if I was going to the c

  If you are a student  in  2º Bachillerato 1,  you are supposed to read pages 120, 121, 122 & 123 of the SB.  After reading them you will understand the following scheme better. The grammar gist of  unit  4 has been studied  previously in 4º ESO and in 1º Bachillerato.   REPORTING VERBS: These verbs are used for introducing the sentences in reported speech. BACKSHIT- We use this word to talk about the changes to the past of the conjugated verbs. REPORTED SPEECH: Common patterns and the reporting verbs: 1. verb + that + finite clause ( S+ VB + O) He complained that he was paid too little.  The following verbs are used with this pattern: add, admit, agree, announce,believe, boast, claim, complain, deny, declare, explain, insist, remind, suggest, warn. 2. verb + somebody + that  finite clause ( S+ VB + O) They warned us that we might be stopped at the gate. The following verbs are used with this pattern: warn, remind 3. verb + somebody to do som

2º Bachilerato 1 WB: CORRECTION  PAGES 27 AND 28 SB: DONE PAGES 36-37 on the same gramar point, which were homework, but unfortunately we ran out of time and couldn´t correct them in the class. All these exercises and the homework page should be REVISED . HOMEWORK: WB, PAGE 29 Next day we will complete a paper on complex sentences INCLUDING gramar points studied in units 1, 2 and 3. My idea is showing the students how I am asking these topics in the evaluation text. I have also encourage them to draw a summary/scheme of unit 3 linkers of constrast, purpose, reason and result.                                                              COMPLEX SENTENCES  (AFTER READING THE GRAMMAR APPENDIX, SB PAGES 119-120) A complex sentence is made up of a simple sentence (a complete statement or a definite clause) and a statement that begins with a dependent word, linking word, connector or conjunction. Here is a list of common dependent words: after although/  th

Linking Consonant to Vowel When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound. For example, in the phrase "turn off": We write it like this: turn off We say it like this: tur noff Remember that it's the sound that matters. In the next example, "have" ends with: the letter "e" (vowel) the sound "v" (consonant) So we link "have" to the next word "a" which begins with a vowel sound: We write it like this: Can I have a bit of egg? We say it like this: Ca-nI-ha-va-bi-to-fegg? Linking Vowel to Vowel When one word ends with a vowel sound and the next word begins with a vowel sound, we link the words with a sort of W or Y sound. If our lips are round at the end of the first word, we insert a W sound:

Tuesday, 29th October GCSE: General Certificate of Secondary Education Unskilled streamed trainer/employer trainee/employee blue collar white collar degree sixth former sixth from O level A level Assessment Vocational training Apprenticeship Scholarship optional compulsory co-ed

http://english.lingolia.com/en/grammar/tenses-comparison/past-tenses/exercises/articles/past-tenses-mixed-exercise   Use the Past Tenses to read fairy tales like Little Red Riding Hood.

We sometimes make mistakes because of inattention. If the subject doesn´t agree with the verb, you will make  the same mistake time after time. Even English speakers make mistakes once in a while. Not everybody is proud of their own mistakes. Only the most alert-minded students are able to check their mistakes before handing the tests in. Some students were so hard-working that they repeated all the exercises before the term exams so that they could avoid making those mistakes again. "Luckily you all will have corrected some grammar errors, which are silly and easy to solve,  by the end of the semester", the old professor stated. Some explanations are so incredibly complicated that teachers have to post their lessons so that the students can concentrate on the topic completely.

2º BACHILLERATO LISTENING PREDICTION AFTER THE LISTENING UNIT 4 SB, PAGE 40 SB, READING PAGES 46 AND 47. HOMEWORK SET FOR NEXT MONDAY, 27TH JANUARY: REPORTED SPEECH: FINISH STATEMENTS AND QUESTIONS FROM THE PHOTOCOPY. THESE EXERCISES WILL NOT BE COLLECTED BY ME AND HOPEFULLLY  WILL BE CORRECTED DURING  THE NEXT CLASS. REPORTED SPEECH WILL BE USEFUL IF YOU WANT TO PREPARE OUR GRAMMAR TEST. THE FOLLOWING VIDEOS MIGHT ALSO HELP THE STUDENTS WHO DID NOT ATTEND CLASSES TODAY,  24TH JANUARY 2014.

AGREEMENT = concordancia CROSS OUT THE WRONG OPTIONS. Newspapers   is / are sold  in our local supermaket everyday. But this English magazine  is/ are  not sold   here. Is/ Are  these newspapers  sold  with a DVD? In fact they  is/ are being sold  with a mug and a comic today. I thought the headlines  was/were written  in Frech, but I made a mistake. Was/Were  they  written  in Polish? I  was/were told  they   was/were written  in Esperanto. Was/were  the article also  written  in Esperanto? FEEL CONFIDENT AND TRY MORE EXERCISES Put the verb in brackets () into the passive voice. Use past simple passive only and pay attention to the CONCORD AND AGREEMENT, SUBJECT-VERB. Ice  cream puede ser contable o incontable, si nos referimos  al producto o a un cucurucho de..., usamos la misma palabra de formas diferente. Example: Ice cream ____ (eat) in China centuries ago. Answer: Ice cream was eaten in China centuries ago. 1. The people at the World'

A sentence can offer a moment of quiet, it can crackle with energy or it can just lie there, listless and uninteresting. Una oración nos puede ofrecer un momento de paz y quietud o puede vibrar con energía, puede yacer inmóvil, irrelevante y anodina .   What makes the difference?  ¿Qué hace que puedan ser tan distintas las oraciones? The verb. El verbo. Verbs kick-start sentences: Without them, words would simply cluster together in suspended animation.  We often call them action words, but verbs also can carry  sentiments ( love, fear, lust, disgust ),  hint at cognition ( realize, know, recognize ),  bend ideas together ( falsify, prove, hypothesize ),  assert possession ( own, have )  and conjure existence itself ( is, are ). Fundamentally, verbs fall into two classes: static ( to be, to seem, to become ) and dynamic ( to whistle, to waffle, to wonder ).  These two classes are sometimes called “passive” and “active,” and the former ar