Carnaval, carnaval …..

When do we use the propper verb tense?

Simple Present

USE 1 Repeated Actions

USE 2 Facts or Generalizations

USE 3 Scheduled Events in the Near Future

USE 4 Now (Non-Continuous Verbs)

Simple Past

USE 1 Completed Action in the Past

USE 2 A Series of Completed Actions

USE 3 Duration in Past

USE 4 Habits in the Past

USE 5 Past Facts or Generalizations

Simple Future

USE 1 “Will” to Express a Voluntary Action

USE 2 “Will” to Express a Promise

USE 3 “Be going to” to Express a Plan

USE 4 “Will” or “Be Going to” to Express a Prediction

Present Continuous

USE 1 Now

USE 2 Longer Actions in Progress Now

USE 3 Near Future

USE 4 Repetition and Irritation with “Always”

Past Continuous

USE 1 Interrupted Action in the Past

USE 2 Specific Time as an Interruption

USE 3 Parallel Actions

USE 4 Atmosphere

USE 5 Repetition and Irritation with “Always”

Future Continuous

USE 1 Interrupted Action in the Future

USE 2 Specific Time as an Interruption in the Future

USE 3 Parallel Actions in the Future

USE 4 Atmosphere in the Future

 

Present Perfect

USE 1 Unspecified Time Before Now

USE 2 Duration From the Past Until Now (Non-Continuous Verbs)

Past Perfect

USE 1 Completed Action Before Something in the Past

USE 2 Duration Before Something in the Past (Non-Continuous Verbs)

Future Perfect

USE 1 Completed Action Before Something in the Future

USE 2 Duration Before Something in the Future (Non-Continuous Verbs)

Present Perfect Continuous

USE 1 Duration from the Past Until Now

USE 2 Recently, Lately

Past Perfect Continuous

USE 1 Duration Before Something in the Past

USE 2 Cause of Something in the Past

Future Perfect Continuous

USE 1 Duration Before Something in the Future

USE 2 Cause of Something in the Future

Addicted to plastic

I WISH …..

Make three wishes for the  genie….

This  is mine:

 I wish I wasn’t here now. I wish I was on vacaion.

 

Now, listen to Pearl Jam

“Wishlist”

I wish I was a neutron bomb, for once I could go off I wish I was a sacrifice but somehow still lived on I wish I was a sentimental ornament you hung on The Christmas tree, I wish I was the star that went on top I wish I was the evidence, I wish I was the grounds For 50 million hands upraised and open toward the sky
I wish I was a sailor with someone who waited for me I wish I was as fortunate, as fortunate as me I wish I was a messenger and all the news was good I wish I was the full moon shining off a Camaro’s hood
I wish I was an alien at home behind the sun I wish I was the souvenir you kept your house key on I wish I was the pedal brake that you depended on I wish I was the verb ‘to trust’ and never let you down
I wish I was a radio song, the one that you turned up I wish… I wish…

What are your wishes share them with the class.

“What is she doing?” (running in the rain)

“Does she want to be running in the rain?” (no) “

“What does she want to be doing?” (sitting at home with a cup of tea).

Person in  prison:

Why is he in prison?” (because he stole a car)

“Does he regret stealing the car?” (if students are not comfortable  with the verb regret:

“Does he want to change the past?” (yes) “

What does he regret?” (stealing the car)

“So he wishes he hadn’t stolen the car?”

Wishes about the present and future

1. We use wish + past simple to express that we want a situation in the present (or future) to be different. •I wish I spoke Italian. (I don’t speak Italian.) •I wish I had a big car. (I don’t have a big car.) •I wish I was on a beach. (I’m in the office.) Future: I wish it was the weekend tomorrow. (It’s only Thursday tomorrow.)

2. We use wish + past continuous to express that we want to be doing a different action in the present (or future). •I wish I was lying on a beach now. (I’m sitting in the office.) •I wish it wasn’t raining. (It is raining.) •I wish you weren’t leaving tomorrow. (You are leaving tomorrow.)

Wishes about the past

1.We use wish + past perfect to express a regret, or that we want a situation in the past to be different.

•I wish I hadn’t eaten so much. (I ate a lot.)

•I wish they’d come on holiday with us. (They didn’t come on holiday with us.)

•I wish I had studied harder at school. (I was lazy at school.) Wish + would

1.We use wish + would + bare infinitive to express impatience, annoyance or dissatisfaction with a present action.

•I wish you would stop smoking. (You are smoking at the moment and it is annoying me.)

•I wish it would stop raining. (I’m impatient because it is raining and I want to go outside.)

•I wish she’d be quiet. (I am annoyed because she is speaking.)

Wish and hope

1.To simply express that you want something to happen in the future (not talking about wanting an action or situation to be different, and not talking about impatience or annoyance) we use hope, not wish. •I hope it’s sunny tomorrow.

NOT I wish it was sunny tomorrow. •I hope she passes her exam next week. NOT I wish she were passing her exam next week. •I hope the plane doesn’t crash tomorrow.

NOT I wish the plane wouldn’t crash tomorrow. Wish and want

1.We can use wish + infinitive or wish + object + infinitive to mean want in a formal situation.

•I wish to leave now. (+ infinitive)

•I wish to speak to your supervisor please. (+ infinitive)

•I do not wish my name to appear on the list. (+ object + infinitive)

Wish in fixed expressions

1.We can use I/We wish you in fixed expressions.

•I wish you a happy birthday.

•We wish you good luck in your new job.

Pronunciation

1.In connected speech catenation and elision often occur with wish.

•I wish I’d studied harder: /wI ʃaɪd/ (catenation – the last consonant sound of wish is joined to the vowel sound in I)

•I wish he hadn’t done that: /wI ʃiː/ (catenation and elison – as above, and the first consonant sound in he is elided)

SCOTTISH INDEPENDENCE

Scottish Independence

The majority of people in Scotland are in favour breaking away from the rest of the UK and becoming independent, according to a poll taken just before the 300th anniversary of the Act of Union, which united Scotland and England.

A pair of Acts of Parliament, passed in 1706 and 1707 that came into effect on May 1, 1707, created Great Britain. The parliaments of both countries were dissolved, and replaced by a new Parliament of Great Britain in Westminster, London.

The poll showed support for independence for Scotland is running at 51%. This is the first time since 1998 that support for separation has passed 50%, and the first time since devolution gave power to the country in 1999. Six months before elections for the Scottish Parliament, these poll results come as good news to the Scottish Nationalist Party, who are hoping to make progress against Labour and further the cause of an independent Scotland.

Many people have become disillusioned with devolution, and believe that the Scottish Parliament has failed to deliver what they had hoped it would; only a tenth have no opinion. In fact, only 39% of those polled want to keep things as they are.

Questions

Q1 – Scotland and England

• have always been united.
• want to break up the union.
• have been united for a long time.
• were united by war.

Q2 – Great Britain

• was formed by an Act of Parliament in 1706.
• was formed by two Acts of Parliament in 1707.
• was formed by an Act of Parliament that came into effect on May 1st 1707.
• was formed by Acts of Parliament that came into effect on May 1st 1707.

Q3 – People who want indepence for Scotland

• are the vast majority.
• are in the minority.
• are the slight majority.
• have decreased in number since devolution.

Q4 – The majority of people wanted independence for the first time

• before devolution.
• in 1999.
• after devolution.
• before and after independence.

Q5 – The results of the poll are good news

• for Labour.
• for both parties.
• for the Scottish Nationalist Party.
• for devolution.

Q6 – Most people’s opinions of devolution

• have gone up.
• have gone down.
• are the same.
• make progress against Labour.

Q7 – The number of people who want to keep things as they are

• is greater than those that don’t know.
• is smaller than those that don’t know.
• is increasing.
• is the majority.

EXERCISES ON RELATIVE CLAUSES .PDF

As we have said in class you should practice this exercises

CLICK THE LINK BELOW:

Exercises on def/non def. clauses

RELATIVE CLAUSES

Imagine, a girl is talking to Tom. You want to know who she is and ask a friend whether he knows her. You could say:

A girl is talking to Tom. Do you know the girl?

That sounds rather complicated, doesn’t it? It would be easier with a relative clause: you put both pieces of information into one sentence. Start with the most important thing  – you want to know who the girl is.

Do you know the girl …

As your friend cannot know which girl you are talking about, you need to put in the additional information  – the girl is talking to Tom. Use „the girl“ only in the first part of the sentence, in the second part replace it with the relative pronoun (for people, use the relative pronoun „who“). So the final sentence is:

Do you know the girl who is talking to Tom?

Relative Pronouns

relative pronoun	use	example
who	subject or object pronoun for people	I told you about the woman who lives next door.
which	subject or object pronoun for animals and things	Do you see the cat which is lying on the roof?
which	referring to a whole sentence	He couldn’t read which surprised me.
whose	possession for people animals and things	Do you know the boy whose mother is a nurse?
whom	object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)	I was invited by the professor whom I met at the conference.
that	subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)	I don’t like the table that stands in the kitchen.

Subject Pronoun or Object Pronoun?

Subject and object pronouns cannot be distinguished by their forms – who, which, that are used for subject and object pronouns. You can, however, distinguish them as follows:

If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must always be used.

the apple which is lying on the table

If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.

the apple (which) George lay on the table

Relative Adverbs

A relative adverb can be used instead of a relative pronoun plus preposition. This often makes the sentence easier to understand.

This is the shop in which I bought my bike. → This is the shop where I bought my bike.

relative adverb	meaning	use	example
when	in/on which	refers to a time expression	the day when we met him
where	in/at which	refers to a place	the place where we met him
why	for which	refers to a reason	the reason why we met him

Defining Relative Clauses

Defining relative clauses (also called identifying relative clauses or restrictive relative clauses) give detailed information defining a general term or expression. Defining relative clauses are not put in commas.

Imagine, Tom is in a room with five girls. One girl is talking to Tom and you ask somebody whether he knows this girl. Here the relative clause defines which of the five girls you mean.

Do you know the girl who is talking to Tom?

Defining relative clauses are often used in definitions.

A seaman is someone who works on a ship.

Object pronouns in defining relative clauses can be dropped. (Sentences with a relative clause without the relative pronoun are called Contact Clauses.)

The boy (who/whom) we met yesterday is very nice.

Non-Defining Relative Clauses

Non-defining relative clauses (also called non-identifying relative clauses or non-restrictive relative clauses) give additional information on something, but do not define it. Non-defining relative clauses are put in commas.

Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious which girl you mean.

Do you know the girl, who is talking to Tom?

Note: In non-defining relative clauses, who/which may not be replaced with that.

Object pronouns in non-defining relative clauses must be used.

Jim, who/whom we met yesterday, is very nice.

How to Shorten Relative Clauses?

Relative clauses with who, which, that as subject pronoun can be replaced with a participle. This makes the sentence shorter and easier to understand.

I told you about the woman who lives next door. – I told you about the woman living next door.

Do you see the cat which is lying on the roof? – Do you see the cat lying on the roof?

QUANTIFIERS

QUANTIFIERS •Form • Use ◦all ◦no ◦each and every ◦some ◦any ◦much and a lot of ◦many and several ◦more and most ◦little and a little ◦less ◦few and fewer ◦enough ◦one, two, three, etc. ◦first, second, third, etc. ◦last ◦either (… or) and   neither (… nor) •Common Expressions

Form All, no, each,   every, some, any, much, many,   several, more, most, little,   less, a lot of, few, fewer,   enough, one, two, first,   second, last, either, neither. Use Los cuantificadores, o determinantes de cantidad,   nos dicen de cuántas cosas o personas hablamos o a qué cantidad se refiere   del sustantivo que acompañan: There are some cartons of milk in fridge. Only few swimmers have been   able to cross The Channel. all Se utiliza con   sustantivos incontables: All electrical equipment should be checked   carefully. Se utiliza con   sustantivos contables, en plural: All shops close at lunch time in this   town. no Se utiliza en oraciones negativas después de un   verbo en forma positiva: I’ve got no money left. There will be no   test this week because your teacher is ill. each and every Se usan   solamente con sustantivos contables en singular: Fill in each blank in the   exercise. We have to telephone every person in this list to organise the   party. some Se utiliza con nombres contables en plural: I’ve   borrowed some books from the library. Se utiliza también con sustantivos incontables: There   is some milk in the fridge. Se utiliza en preguntas cuando esperamos una   respuesta positiva. Por ejemplo, cuando se ofrece comida o bebida: Would   you like some ice-cream? Yes, please! any Se utiliza en oraciones negativas e interrogativas   tanto con sustantivos contables como incontables: There aren’t any glasses   here. Are there any   glasses here? There isn’t any water on the table. Is there any water on the table? much and a lot of Much se utiliza con   sustantivos incontables: How much pocket money do you get every week? Hurry up. There isn’t much time left. En inglés hablado much se utiliza solo   en oraciones interrogativas y negativas. Para hablar afirmativamente   se usa a lot of: Andalucía exports a lot of olive oil.   Please, put a lot of cream on my apple pie. many and several Solo se pueden   utilizar con sustantivos contables en plural: Many German tourists come to   Spain in Summer. I’ve tried to talk to you several times. more and most Se utilizan con sustantivos contables en plural y   con sustantivos incontables: Teenagers should eat more fruit and   vegetables. Most es la forma   superlativa de more: New York is one of the most attractive cities   in the world. little and a little Solo se utilizan con sustantivos incontables y   significa poca cantidad. A menudo le acompaña very: I think you pay   (very) little attention to my explanations. a little tiene una   connotación positiva, signfica que hay algo aunque sea poco: Work a little   every day and you’ll succeed with your exams. less Se usa normalmente con sustantivos incontables. Es   la forma comparativa de little y significa una cantidad más pequeña de   algo: After knowing about the problems of the crazy cows, people eat less   meat at present. few and fewer Few y   su forma comparativa, fewer, se utilizan con sustantivos   contables en plural: There are few LP’s in the record shop. They are old   fashion. Fewer people buy flats in the centre of Madrid. They are too expensive. few significa   que no hay cantidad suficiente, pero si decimos a few, damos   una connotación positiva a la información, es decir, que aunque pocos, hay   algunos: She has a few friends in her new school. There are a few good   Italian restaurants near here. enough Se puede utilizar tanto con sustantivos contables en   plural como con sustantivos incontables: There is enough lemonade for   everyone. There aren’t enough glasses for everyone. one, two, three, etc. (cardinal numbers) Solo se pueden usar con sustantivos contables. One   se usa con el nombre en singular y el resto en plural: I have two good   books for you here. There is only one sweet. Who wants it? first, second, third, etc. (ordinal   numbers) Solo acompañan a sustantivos contables en plural. First puede   determinar a sustantivos contables en singular también: The first men   landed on the moon in 1969. This is not the first time that we meet. He won   the Oscar for his fifth script. last Se utiliza para indicar que algo es el último   elemento de una serie, o bien, para informar de que es el acontecimiento más   reciente: This is your last chance. We had a quarrel last week. either (… or) and neither   (… nor) Se pueden   utilizar con nombres contables o incontables indistintamente: You have to   take either arts or science subjects next year. I have neither milk nor sugar in my coffee. Common Expressions No way: you use it to   state that some action is impossible. No doubt you are certain of   something. No problem: something is no trouble for you. Many happy   returns: (of the day) you wish someone a happy birthday

Countable and Uncountable Nouns

Countable and Uncountable Nouns

English nouns are often described as “countable” or “uncountable” but there is also a so called third category.

 

1. Countable Nouns
2. Uncountable Nouns
3. Nouns that can be Countable & Uncountable

1.-Countable Nouns

Countable nouns are easy to recognize. They are things that we can count. For example: “pen”. We can count pens. We can have one, two, three or more pens. Here are some more countable nouns:

• dog, cat, animal, man, person
• bottle, box, litre
• coin, note, dollar
• cup, plate, fork
• table, chair, suitcase, bag

Countable nouns can be singular or plural:

• My dog is playing.
• My dogs are hungry.

We can use the indefinite article a/an with countable nouns:

• A dog is an animal.

When a countable noun is singular, we must use a word like a/the/my/this with it:

• I want an orange. (not I want orange.)
• Where is my bottle? (not Where is bottle?)

When a countable noun is plural, we can use it alone:

• I like oranges.
• Bottles can break.

We can use some and any with countable nouns:

• I’ve got some dollars.
• Have you got any pens?

We can use a few and many with countable nouns:

• I’ve got a few dollars.
• I haven’t got many pens.

“People” is countable. “People” is the plural of “person”. We can count people:

• There is one person here.
• There are three people here

 

2.- Uncountable Nouns (MASS NOUNS)

Uncountable nouns are substances, concepts etc that we cannot divide into separate elements. We cannot “count” them. For example, we cannot count “milk”. We can count “bottles of milk” or “litres of milk”, but we cannot count “milk” itself. Here are some more uncountable nouns:

• music, art, love, happiness
• advice, information, news
• furniture, luggage
• rice, sugar, butter, water
• electricity, gas, power
• money, currency

We usually treat uncountable nouns as singular. We use a singular verb. For example:

• This news is very important.
• Your luggage looks heavy.

We do not usually use the indefinite article a/an with uncountable nouns. We cannot say “an information” or “a music”. But we can say a something of:

• a piece of news
• a bottle of water
• a grain of rice

We can use some and any with uncountable nouns:

• I’ve got some money.
• Have you got any rice?

We can use a little and much with uncountable nouns:

• I’ve got a little money.
• I haven’t got much rice.

Uncountable nouns are also called “mass nouns”.

Here are some more examples of countable and uncountable nouns:

Countable	Uncountable
dollar	money
song	music
suitcase	luggage
table	furniture
battery	electricity
bottle	wine
report	information
tip	advice
journey	travel
job	work
view	scenery

When you learn a new word, it’s a good idea to learn whether it’s countable or uncountable.

3-Nouns that can be Countable and Uncountable

Sometimes, the same noun can be countable and uncountable, often with a change of meaning.

Countable		Uncountable
There are two hairs in my coffee!	hair	I don’t have much hair.
There are two lights in our bedroom.	light	Close the curtain. There’s too much light!
Shhhhh! I thought I heard a noise.   There are so many different noises in the city.	noise	It’s difficult to work when there is too much noise.
Have you got a paper to read? (newspaper)   Hand me those student papers.	paper	I want to draw a picture. Have you got some paper?
Our house has seven rooms.	room	Is there room for me to sit here?
We had a great time at the party.   How many times have I told you no?	time	Have you got time for a coffee?
Macbeth is one of Shakespeare’s greatest works.	work	I have no money. I need work!

Drinks (coffee, water, orange juice) are usually uncountable. But if we are thinking of a cup or a glass, we can say (in a restaurant, for example):

• Two teas and one coffee please.

Group nouns/ Collective nouns

GROUP NOUNS/ COLLECTIVE NOUNS.

 

A collective noun is a noun that is singular in form but refers to a group of people or things.

Sometimes they refer to a group of specific things:-

For example:-

Tables, chairs, cupboards etc. are grouped under the collective noun furniture.

Plates, saucers, cups and bowls are grouped under the collective noun crockery.

 

These collective nouns are often uncountable.

Sometimes they are more general:

For example:

• Groups of people: army, audience, band, choir, class, committee, crew, family, gang, jury, orchestra, police, staff, team, trio
• Groups of animals : colony, flock, herd, pack, pod, school, swarm
• Groups of things: bunch, bundle, clump,  pair, set, stack

When such a group is considered as a single unit, the collective noun is used with a singular verb and singular pronouns.

For example– The committee has reached its decision.

But when the focus is on the individual members of the group, British English uses a plural verb and plural pronouns.

For example – “The committee have been arguing all morning.”

This is the same as saying “The people in the committe have been ….”

A determiner in front of a singular collective noun is always singular: this committee , never these committee (but of course when the collective noun is pluralized, it takes a plural determiner: these committees ).

 

 

Special  names for Groups

There are actually many special quantifiers used for specific nouns–but many of them are literary or  archaic (“old-fashioned”) terms that were never very  well known and are certainly not well known or  commonly used today. Because they are unusual  and interesting, however, we’ve included a few of  the morecolorful ones.

a bale of turtles		a nest of mice
a band of gorillas		a nye of pheasants
a bevy of swans		an ostentation   of peaocks
a brood of hens		a parliament of   owls / rooks
a cast of   falcons / hawks		a plague of locusts
a colony of ants /   beavers / gulls /   penguins / rats / seals		a school of   porpoises / dolphins
a flight of   doves / pigeons		a skulk of foxes
a knot of toads		a sloth of bears
a leap of leopards		a sounder of   boars / swine
a murder (or hover)   of crows		a string of ponies

 

R.S. Exercises

Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.

Example: Peter: “Did John clean the black shoes yesterday?”

Answer: Peter asked me if John had cleaned the black shoes the day before.

1) Mandy: “Are the boys reading the book?” Yesterday Mandy asked me .

2) Jason: “Who gave you the laptop?” Yesterday Jason wanted to know .

3) Robert: “Is Tim leaving on Friday?” Yesterday Robert asked me .

4) Daniel: “Will it rain tomorrow?” Yesterday Daniel asked me .

5) Jennifer: “Where do you play football today?” Yesterday Jennifer wanted to know .

6) Nancy: “Why didn’t Nick go to New York last summer?” Yesterday Nancy wanted to know .

7) Barbara: “Must I do my homework this afternoon?” Yesterday Barbara asked me .

8) Linda: “Did Max fly to London two weeks ago?” Yesterday Linda wanted to know .

9) Grandmother: “Where are my glasses?” Yesterday Grandmother asked me .

10) A man: “When does the train to Liverpool leave?” Yesterday a man asked me .

 

Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.

Example: Peter: “I cleaned the black shoes yesterday.”

Answer: Peter told me that he had cleaned the black shoes the day before.

1) Emily: “Our teacher will go to Leipzig tomorrow.” Emily said that .

2) Helen: “I was writing a letter yesterday.” Helen told me that .

3) Robert: “My father flew to Dallas last year.” Robert told me that .

4) Lisa: “Tim went to the stadium an hour ago.” Lisa said that .

5) Patricia: “My mother will celebrate her birthday next weekend.” Patricia said that .

6) Michael: “I am going to read a book this week.” Michael said to me that .

7) Jason and Victoria: “We will do our best in the exams tomorrow.” Jason and Victoria told me that .

8) Andrew: “We didn’t eat fish two days ago.” Andrew remarked that .

9) Alice: “I spent all my pocket money on Monday.” Alice complained that .

10) David: “John had already gone at six.” David said that .

REPORTED SPEECH

We use  reported speech when we are saying what other people say, think or believe.

• He  says he wants it.
• We  think you are right.
• I  believe he loves her.
• Yesterday  you said you didn’t like it but now you do!
• She  told me he had asked her to marry him.
• I told  you she was ill.
• We  thought he was in Australia.

When we are  reporting things in the present, future or present perfect we don’t change the  tense.

• He  thinks he loves her.
• I’ll  tell her you are coming.
• He has  said he’ll do it.

When we  tell people what someone has said in the past, we generally make the tense  ‘more in the past’.

• You  look very nice. = I told him he looked very nice.
• He’s  working in Siberia now. = She told me he was working in Siberia now.
• Polly  has bought a new car. = She said Polly had bought a new car.
• Jo  can’t come for the weekend. = She said Jo couldn’t come for the weekend.
• Paul  called and left a message. = He told me Paul had called and had left me a  message.
• I’ll  give you a hand. = He said he would give me a hand.

However,  when we are reporting something that was said in the past but is still true, it  is not obligatory to make the tense ‘more in the past’. The choice is up to the  speaker. For example:

“The  train doesn’t stop here.”

• He  said the train doesn’t stop here.
• He  said the train didn’t stop here.

“I  like Sarah.”

• She  said she likes Sarah.
• She  said she liked Sarah.

When we are  reporting what was said, we sometimes have to change other words in the  sentence.

We have to  change the pronoun if we are reporting what someone else said. Compare these  two sentences. In each case the person actually said “I don’t want to  go.”

• I said  I didn’t want to go.
• Bill  said he didn’t want to go.

We have to  change words referring to ‘here and now’ if we are reporting what was said in a  different place or time.                       Compare  these two sentences. In each case the person actually said “I’ll be there  at ten tomorrow.”

•                           (If it  is later the same day) He said he would be there at ten tomorrow.
•                           (If it  is the next day) He said he would be there at ten today.

Now compare  these two sentences.

•                           (If we  are in a different place) He said he would be there tomorrow at ten.
•                           (If we are in the place he is coming to) He said he  would be here at ten tomorrow.

YOU CAN DOWNLOAD THE PRESENTATION HERE: REPORTED SPEECH

*** Easter reading homework

 

 

 

We have selected one of the greatest detectives stories ever written  by Oscar Wilde who is indeed one of the most prolific and talented writers

This story was first published in The Court and Society Review, in late 1887. The main character, Lord Arthur Savile, is introduced by Lady Windermere to Mr Septimus R. Podgers, a chiromantist, who reads his palm and tells him that it is his destiny to be a murderer. Lord Arthur wants to marry, but decides he has no right to do so until he has committed the murder.

His first attempted murder victim is his elderly Aunt Clementina, who suffers from heartburn. Pretending it is medicine, Lord Arthur gives her a capsule of poison, telling her to take it only when she has an attack of heartburn. Reading a telegram in Venice some time later, he finds that she has died and victoriously returns to London to learn that she has bequeathed him some property.

Sorting through the inheritance, his future wife Sybil Merton finds the poison pill, untouched; thus Lord Arthur’s aunt died from natural causes and he finds himself in need of a new victim. After some deliberation, he obtains a bomb from a friendly German anarchist, disguised as a carriage-clock, and sends it anonymously to a distant relative, the Dean of Chichester.

When the bomb goes off, however, the only damage done seems like a novelty trick, and the Dean’s son spends his afternoons making tiny, harmless explosions with the clock. In despair, Lord Arthur believes that his marriage plans are doomed, only to encounter the same palm-reader who had told his fortune late at night on the bank of the River Thames. Realising the best possible outcome, he pushes the man off a parapet into the river where he dies. A verdict of suicide is returned at the inquest and Lord Arthur happily goes on to marry. In a slight twist, the palmister is denounced as a fraud, leaving it up to the reader as to whether the story is a result of free will or destiny.

and overall, ENJOY YOUR VACATIONS !!!

   

Puppet theatre for cultural week

FROGGY WENT A CURTAIN

Script By  Patricia Chillón.

 

(in a park)

Sarah: What a beautiful day!

Gus: Yes I’m so happy we’ve come

Sarah: aha, this park it’s so beauty

Gus: Have you heard something?

Sarah: No. Kids Did you hear something??

Kids: Yes!!

Sarah: So let’s go and we’d seen

(they hide and listen to the conversation)

Kevin: It is a perfect plan, we would throw all the rubbish to the city and the world would be ours. Hahaha!!

Peter: That poor boy, Chucky, he would do it for us and Super R would die, all would be perfect!! Hahahah!!

Kevin: Imagine all the people crying and saying “please Kevin, please Peter help us help us!!”

Kevin and Peter: Hahahahahhahahah!!!!

(return to Sarah and Gus)

Gus: Wow! We have to stop them!!

Sarah: Yes it’s time to call Super R but guys we have to shout it very very lout. 1,2,3

Gus and Sarah: SUPER R!!!

(Super R appear)

Super R: What’s happening??

Sarah: Oh! Super R the bad Kevin and the bad Peter want to throw rubbish to all the places in the world!!

Super R: It’s that true??

Gus: Yes we’ve heard it!!

Super R: And where are they??

Sarah: We’ve heard them talking behind the trees

Gus: Oh no! They have gone!! Oh…

 

(in the house of Kevin and Peter)

Kevin: So, Chucky, that’s the plan, do you like it?

Chucky: Yes Sir, but why do you do that?

Peter: Why? Why? I’m going to tell you why. Super R is my worst enemy, I want to win and make him feel sad. And then we’re going to control the world! Buajajajajaj!!!

Kevin: Ahahaha! Super R will die!!!! Buajajajajajja!!

Chucky: Can I turn on the evil polluting machine??

Peter: Of course

(Chucky turn on the machine)

Kevin: Isn’t it beautiful?

Peter: Yes… So beautiful and so polluting. The machine is throwing all the rubbish to the city and all the CO2 to the sky.

(Super R, Sarah and Gus go into the house)

Super R: Stop now!

Kevil: NO!

Super R: I guess without this card the machine doesn’t go Mmm??

Peter: How do you know that??

Gus:  He is intelligent not like you!!

Chucky: Please a little of respect!

Sarah:  oh! Shut up!

(Chucky take Sarah with him)

Sarah: Help! Help! Super R please!!!

Peter: Good idea Chucky! Let’s go! Quickly quickly!!

(Super R is talking to Gus)

Gus: What are we going to do??

Super R: I don’t know, I don’t know!!

(someone calling)

Kevin: If you want to see your friend Sarah one more time you have to give us the card or Sarah will die

Super R: Ok

Peter: Go to the forest, alone, with the card, at ten o’clock if you are late we will kill her…

Kevin: Do you understand?

Super R: Yes

(Call of)

Gus:  What are you going to do?

Super R: Go alone

 Gus: but…

Super R: don’t say anything…

(in the forest)

Super R: here is the card

Chucky: here is your friend

(they interchanged)

Super R: Now! Gus!

(Gus jump and get the card)

Kevin Peter and Chucky: Noooooooooo

Sarah: The recycle team has won!!

Super R: So, if we take care of our planet all will be okay, it’s so simple

All together: Reduce, reuse, recycle!!!

 

THE MERCHANT OF VENICE

ON THURSDAY YOU ARE GOING TO THE THEATER TO SEE ONE OF SHAKESPEARE’S MOST BRILLIANT PLAYS IN MY OPINION.

HERE IS THE TRAILER AS YOU WOULD BE CURIOUS.

Some questions on KONY 2012

PLEASE ANSWER THE FOLLOWING QUESTIONS AND HAND THEM TO ME ON WEDNESDAY

1.   IS IT AN EXPERIMENT?
2. DO THEY ASK FOR MONEY?
3. ISN`T IT AGAIN THAT REGARDING THE TYPE OF CRIMES  WE HAVE’NT EVER HERARD OF HIM?
4. FOR HOW LONG HAS HE BEEN COMITTING CRIMES?
5. IF  ALMOST  1 % OF UGANDA’S POPULATION HAS BEEN ENROLED IN KONY’S ARMY, WHAT IS THE OTHER  99 % DOING?
6. WHY DO CHILDREN KILL THEIR PARENTS WHEN THEY ARE ABDUCTED BY KONY?
7. IS KONY REAL ?
8. WHAT EVIDENCES PREVIOUS TO 2010 CAN YOU FIND IN THE WEB?
9. WHO IS VINCENT OTTI?
10. WHY IS THE USA ARMY INVOLVED?
11. HOW ARE POLITICIANS AND FAMOUS PEOPLE GETTING INVOLVED?
12. WHAT IS THE ACTION KIT?
13. WHAT IS THE DEADLINE FOR THE PROJECT?
14. WHAT IS CHANGING IN THE SYSTEM?
15. CAN  THE WWW. HELP CHANGING THE SYSTEM?
16. HAVE YOU SIGNED THE CHART?
17. HAVE YOU ORDERED THE KIT?
18. HAVE YOU DONATED MONEY?
19. WHAT ARE YOU GOING TO DO TO HELP?
20. HAVE YOU LEARNT SOMETHING?

THE VIDEO HAS BEEN ALREADY PLAYED IN CLASS. iT IS HERE IF YOU NEED TO WATCH IT AGAIN.

GERUNDS AND INFINITIVES

 

YOU CAN DOWNLOAD THE PRESENTTATION USED IN CLASS BY CLICKING THE LINK BELOW:

 GERUNDS AND INFINITVES

 

 

Watch this lipdub !!!

 

 

And now listen to these potpurri of sOngs on gerunds and infinitives.

HOW TO WRITE FORMAL LETTERS

How to Write Formal Letters

Help with formal and business letter writing. A summary of writing rules including outlines for cover letters and letters of enquiry, and abbreviations used in letters.

Things to take into account are:

1. Layout of a formal letter
2. Formal letter writing rules
3. Content of a formal letter
4. Abbreviations used in letter writing

Layout of a Formal Letter

The example letter below shows you a general layout for a formal letter.

Rules for Writing Formal Letters in English

In English there are a number of conventions that should be used when writing a formal or business letter. Furthermore, you try to write as simply and as clearly as possible, and not to make the letter longer than necessary. Remember not to use informal language like contractions.

Addresses:

1) Your Address
The return address should be written in the top right-hand corner of the letter.

2) The Address of the person you are writing to
The inside address should be written on the left, starting below your address.

Date:

Different people put the date on different sides of the page. You can write this on the right or the left on the line after the address you are writing to. Write the month as a word.

Salutation or greeting:

1) Dear Sir or Madam,
If you do not know the name of the person you are writing to, use this. It is always advisable to try to find out a name.

2) Dear Mr Jenkins,
If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you are writing to a woman and do not know if she uses Mrs or Miss, you can use Ms, which is for married and single women.

Ending a letter:

1) Yours faithfully
If you do not know the name of the person, end the letter this way.

2) Yours sincerely
If you know the name of the person, end the letter this way.

3) Your signature
Sign your name, then print it underneath the signature. If you think the person you are writing to might not know whether you are male of female, put you title in brackets after your name.

Content of a Formal Letter

First paragraph

The first paragraph should be short and state the purpose of the letter- to make an enquiry, complain, request something, etc.

The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter. Most letters in English are not very long, so keep the information to the essentials and concentrate on organising it in a clear and logical manner rather than expanding too much.

Last Paragraph

The last paragraph of a formal letter should state what action you expect the recipient to take- to refund, send you information, etc.

Abbreviations Used in Letter Writing

The following abbreviations are widely used in letters:

•asap = as soon as possible

•cc = carbon copy (when you send a copy of a letter to more than one person, you use this abbreviation to let them know)

•enc. = enclosure (when you include other papers with your letter)

•pp = per procurationem (A Latin phrase meaning that you are signing the letter on somebody else’s behalf; if they are not there to sign it themselves, etc)

•ps = postscript (when you want to add something after you’ve finished and signed it)

•pto (informal) = please turn over (to make sure that the other person knows the letter continues on the other side of the page)

•RSVP = please reply

 

L-I-N-K-I-N-G W-O-R-D-S

LINKING WORDS

Linking words help you to connect ideas and sentences, so that people can follow your ideas.

Giving examples

For example
For instance
Namely

The most common way of giving examples is by using for example or for instance.

• Namely refers to something by name.
• “There are two problems: namely, the expense and the time.”

Adding information

And
In addition
As well as
Also
Too
Furthermore
Moreover
Apart from

In addition to
Besides

Ideas are often linked by and. In a list, you put a comma between each item, but not before and.

• “We discussed training, education and the budget.”
• Also is used to add an extra idea or emphasis. “We also spoke about marketing.”
• You can use also with not only to give emphasis.
• “We are concerned not only by the costs, but also by the competition.”
• We don’t usually start a sentence with also. If you want to start a sentence with a phrase that means also, you can use In addition, or In addition to this…
• As well as can be used at the beginning or the middle of a sentence.
• “As well as the costs, we are concerned by the competition.”
• “We are interested in costs as well as the competition.”
• Too goes either at the end of the sentence, or after the subject and means as well.
• “They were concerned too.”
• “I, too, was concerned.”
• Apart from and besides are often used to mean as well as, or in addition to.
• “Apart from Rover, we are the largest sports car manufacturer.”
• “Besides Rover, we are the largest sports car manufacturer.”
• Moreover and furthermore add extra information to the point you are making.
• “Marketing plans give us an idea of the potential market. Moreover, they tell us about the competition.”

Summarising

In short
In brief
In summary
To summarise
In a nutshell
To conclude
In conclusion

We normally use these words at the beginning of the sentence to give a summary of what we have said or written.

Sequencing ideas

The former, … the latter
Firstly, secondly, finally
The first point is
Lastly
The following

The former and the latter are useful when you want to refer to one of two points.
“Marketing and finance are both covered in the course. The former is studied in the first term and the latter is studied in the final term.”

Firstly, … secondly, … finally (or lastly) are useful ways to list ideas.

It’s rare to use “fourthly”, or “fifthly”. Instead, try the first point, the second point, the third point and so on.

The following is a good way of starting a list.

“The following people have been chosen to go on the training course: N Peters, C Jones and A Owen.”

Giving a reason

Due to / due to the fact that
Owing to / owing to the fact that
Because
Because of
Since
As

Due to and owing to must be followed by a noun.

• “Due to the rise in oil prices, the inflation rate rose by 1.25%.”
• “Owing to the demand, we are unable to supply all items within 2 weeks.”
• If you want to follow these words with a clause (a subject, verb and object), you must follow the words with the fact that.
• “Due to the fact that oil prices have risen, the inflation rate has gone up by 1%25.”
• “Owing to the fact that the workers have gone on strike, the company has been unable to fulfil all its orders.”

Because / because of

• Because of is followed by a noun.
• “Because of bad weather, the football match was postponed.”
• Because can be used at the beginning or in the middle of a sentence. For example, “Because it was raining, the match was postponed.”
• “We believe in incentive schemes, because we want our employees to be more productive.”

Since / as

• Since and as mean because.
• “Since the company is expanding, we need to hire more staff.”
• “As the company is expanding, we need to hire more staff.”

Giving a result

Therefore
So
Consequently
This means that
As a result

Therefore, so, consequently and as a result are all used in a similar way.

“The company are expanding. Therefore / So / Consequently / As a result, they are taking on extra staff.”

So is more informal.

Contrasting ideas

But
However
Although / even though
Despite / despite the fact that
In spite of / in spite of the fact that
Nevertheless
Nonetheless
While
Whereas
Unlike
In theory… in practice…

But is more informal than however. It is not normally used at the beginning of a sentence.

• “He works hard, but he doesn’t earn much.”
  “He works hard. However, he doesn’t earn much.”

Although, despite and in spite of introduce an idea of contrast. With these words, you must have two halves of a sentence.

• “Although it was cold, she went out in shorts.”
  “In spite of the cold, she went out in shorts.”

Despite and in spite of are used in the same way as due to and owing to. They must be followed by a noun. If you want to follow them with a noun and a verb, you must use the fact that.

• “Despite the fact that the company was doing badly, they took on extra employees.”

Nevertheless and nonetheless mean in spite of that or anyway.

• “The sea was cold, but he went swimming nevertheless.” (In spite of the fact that it was cold.)
  “The company is doing well. Nonetheless, they aren’t going to expand this year.”

While, whereas and unlike are used to show how two things are different from each other.

• “While my sister has blue eyes, mine are brown.”
• “Taxes have gone up, whereas social security contributions have gone down.”
• “Unlike in the UK, the USA has cheap petrol.”

In theory… in practice… show an unexpected result.

• “In theory, teachers should prepare for lessons, but in practice, they often don’t have enough time.”

 

Vocabulary (Body/crime/punishment/feelings)

Remeber the video seen in class today?

It was a hard situation, wasnn’t it?

In order to practise the vocabulary of these 3 lexical fields please write a 180 words essay combining them.